Students thrive when educators commit to proactively meeting their behavioral as well as academic needs. This book will help teachers and school leaders transform the research on behavior, response to intervention, and professional learning communities into practical strategies they can use to create a school culture and classroom climates in which learning is primed to occur.
Benefits:
- Explore specific strategies with real-life examples and current research.
- Implement behavior matrix that identifies specific settings, expected behaviors, and application strategies.
- Build data-driven dialogue within collaborative teams.
- Support schoolwide efforts with a detailed five-step approach.
Contents:
Introduction: This We Believe
Chapter 1: Creating a Positive Learning Environment
Chapter 2: Common Expectations
Chapter 3: Targeted Instruction and Positive Reinforcement
Chapter 4: Support Strategies and Interventions
Chapter 5: Collaborative Teams and Data-Driven Dialogue
Chapter 6: A Schoolwide Systems Approach
Tom Hierck, M.A., is executive director of the British Columbia Principals and Vice Principals Association. Until recently, he was the assistant superintendent of School District No. 46 (Sunshine Coast) in Gibsons, British Columbia. Formerly, he was a principal in the Kootenay Lake School District in British Columbia. Tom also served with the Ministry of Education, where he worked with pilot districts on the development of a funding model that is school-based and connected to student success. An experienced educator in secondary, middle, and elementary schools, Tom is a compelling presenter, infusing his message of hope with strategies culled from the real world.
Tom is a contributing author to The Teacher as Assessment Leader and The Principal as Assessment Leader. He has presented to schools and districts across North America with a message of celebration for educators seeking to make a difference in the lives of students. Tom s dynamic presentations explore the importance of positive learning environments and the role of assessment to improve student learning. His belief that every student is a success story waiting to be told has led him to work with teachers and administrators to create positive school cultures and build effective relationships that facilitate learning for all students.
Charlie Coleman, M.Ed, is principal of Cowichan Secondary School in Duncan, British Columbia, where he is leading the staff to build a results-oriented professional learning community (PLC). He has been a principal at the elementary, middle, and secondary levels in ethnically and socioeconomically diverse communities. Charlie is former principal at Quamichan Middle School and Khowhemun Elementary schools, and he has also been involved with the Ministry of Education School Improvement Project in a variety of middle and high school settings. He is a certified staff developer who combines his experience and expertise with an engaging sense of humor in his workshops and presentations.
As former principal of Khowhemun Elementary School, Charlie brought students and staff through challenges familiar to many socioeconomically disadvantaged communities. Four years after he became principal, the percent of all Khowhemun students who met or exceeded expected scores in math and reading (based on the British Columbia Performance Standards) increased significantly.
Chris Weber, Ed.D., is a consultant and administrative coach for Chicago Public Schools and the Oakland (California) Unified School District. As principal of R.H. Dana Elementary School in the Capistrano Unified School District (CUSD) in California, Chris was the leader of a highly effective PLC. Together with his staff, he lifted the school to remarkable levels of success.
Designated Schoolwide Title I, with over 60 percent of all students English language learners and Latino and over 75 percent socioeconomically disadvantaged, R.H. Dana consistently exceeded adequate yearly progress (AYP) goals. The school s gains over four years were among the top 1 percent in the state, and it was the first school in the decades-long history of the CUSD to win the State of California s Title I Academic Achievement Award. Under Chris leadership, R.H. Dana earned the first California Distinguished School Award in the school s 42-year history. After the percentage of students meeting AYP in English and math tripled in four years, the school was named a National Blue Ribbon School. Chris credits these achievements to the daily practice of key principles: (1) focusing on student engagement, (2) maximizing instructional time, (3) reallocating resources, and (4) developing systematic student support programs based on response to intervention (RTI).
