Whatever It Takes: How PLCs Respond When Kids Don't Learn examines the question, "What happens when, despite our best efforts in the classroom, a student does not learn?" In traditional schools, the response to this question has been left to the discretion of individual classroom teachers who are free to respond in very different ways. A Professional Learning Community will not leave this critical question to each teacher to resolve. A PLC will, instead, create a school-wide system of interventions that provides all students with additional time and support when they experience difficulty in their learning. The authors describe in detail the systems of intervention, including Adlai E. Stevenson High School's "Pyramid of Interventions," created by four different schools: a high school, a middle school, and two elementary schools. In addition to these systems, the authors discuss the logistical barriers these schools faced and their strategies for overcoming those barriers.Chapter 1 examines the current mandate that all students learn at high levels and places that mandate in a historical context by examining the assumptions that have guided public education. The chapter extends the popular rallying cry that "all children can learn" by re-examining the three critical questions with which all PLCs grapple in order to give that phrase relevance.Chapter 2 describes how schools have traditionally responded when students do not learn and provides a case study to examine that response. The chapter also presents some caveats readers must keep in mind as they consider creating a system of interventions for students in their own schools.Chapter 3 describes in detail the system of interventions created by Adlai Stevenson High School in suburban Chicago, one of three schools in the nation to receive the United States Department of Education's Blue Ribbon Award on four occasions.This system, the Pyramid of Interventions, represents a conscious attempt by the Stevenson staff to give students additional time and support when they experience difficulty in their learning.Chapter 4 discusses some of the logistical barriers Stevenson faced in building the Pyramid and strategies for overcoming those barriers. It acknowledges that other schools in other settings will face their own unique barriers but contends that if staff members clarify their priority and focus on the right questions, they too can overcome the obstacles posed by their local context.Chapter 5 examines the unique aspects of the middle school and explains how one of America's most celebrated middle schools has raised student performance by focusing on student achievement, building a collaborative culture, and creating systems to provide students with additional time and support. Chapters 6 and 7 describe how a system of interventions works for students in two very different elementary schools-one in a rural setting in south-central Virginia and another in an ethnically diverse Title One school in southern California.Chapter 8 identifies the commonalities between the four very different schools explored in the earlier chapters. It discusses how all of the characteristics of a PLC came to thrive in each school and describes some of the common approaches to leadership that characterized the principals of these four schools.Chapter 9 examines some of the philosophical concerns that have been raised regarding the proposal to provide students with additional time and support for learning when students fail to make the effort necessary to be successful. The chapter then attempts to address each of these concerns. Chapter 10 identifies some of the cultural shifts a school must make on the journey to becoming a Professional Learning Community. It contends that a PLC creates a "stretch culture" that leads both students and staff to embrace high expectations and to develop a sense of self-efficacy. It suggests strategies to promote such a culture.The appendix provides artifacts from the four schools described in this book that practitioners may find helpful-mission and vision statements, job descriptions, sample correspondence, program descriptions, and graphics to illustrate intervention plans. The appendix also contains a graphic representation of Adlai Stevenson's Pyramid of Interventions.

    The writing text helps students learn to analyze literature and develop responsible and persuasive claims about it — making it matter to them as it hasn’t before.Reading it — when it explores issues that matter. The stories, poems, plays and essays in the anthology are uniquely organized into thematic clusters focusing on life issues that speak to students and evoke their engaged response.

    This is the original text with the addition of personal stories from both the 1st and 2nd editions. NEW LINKED TABLE OF CONTENTS ADDED FOR GROUP MEETING USE.Also included: A current study guide of notes from the 12 Steps of Alcoholics Anonymous.

    The author tackles a wide range of issues, from the democratic case against book banning to the role of teachers' unions in education, as well as the vexed questions of public support for private schools and affirmative action in college admissions.

    S. Lewis is part of a larger collection, C. S. Lewis: Essay Collection and Other Short Pieces. In addition to his many books, letters, and poems, C. S. Lewis wrote a great number of essays and shorter pieces on various subjects. He wrote extensively on Christian theology and the defense of faith but also on ethical issues and the nature of literature and storytelling. Within these pages is a treasure trove of Lewis' reflections on diverse topics. It is read by Ralph Cosham.This volume includes:1. "The Hobbit"2. "Period Criticism"3. "On Stories"4. "On Three Ways of Writing for Children"5. "Prudery and Philology"6. "Tolkien's The Lord of the Rings"7. "Sometimes Fairy Stories May Say Best What's to Be Said"8. "It All Began with a Picture…"9. "Unreal Estates"10. "On Criticism"11. "Cross-Examination"12. "A Tribute to E. R. Eddison"13. "The Mythopoeic Gift of Rider Haggard"14. "George Orwell"15. "A Panegyric for Dorothy L. Sayers"16. "The Novels of Charles Williams"

    Krishnamurti with the students and teachers of schools at Rishi Valley School in Andhra Pradesh and Rajghat School at Varanasi. These centres are run by the Krishnamurti Foundation India, which was set up to create a milieu where the teachings of Krishnamurti could be communicated to the child. Krishnamurti regards education as of prime significance in the communication of that which is central to the transformation of the human mind and the creation of a new culture. Such a fundamental transformation takes place when the child, while being trained in various skills and disciplines, is also given the capacity to be awake to the processes of his own thinking, feeling and action. This alertness makes him self-critical and observant and thus establishes an integrity of perception, discrimination and action, crucial to the maturing within him of a right relationship to man, to nature and to the tools man creates.

    Professor Drezner takes you behind the headlines and into the debates to dispel common myths about prosperity and get at deeper truths. By taking a broad view of economics that includes psychology, sociology, political science, and history, his lectures lead you to fundamental insights about how the modern world works and a deeper understanding of the functioning of the U.S., European, Chinese, and other major economies, as well as an appreciation for the special problems faced by underdeveloped nations. You'll examine dozens of case histories that illustrate what works and doesn't work in the drive to increase economic growth. You'll also learn about intriguing examples of prosperity won or lost, including the Dutch tulip mania in 1637, the era of globalization that started in the 1850s and lasting through World War I, and Ukraine's economic missteps after the breakup of the Soviet Union. As a start on your own road to greater prosperity, take this step to invest in an unparalleled explanation of the prerequisites to achieve it.

    Think again. Many-headed monsters, temperamental gods, landscape-changing battles, and a little bit of cannibalism thrown in for good measure: the gruesome world of Greek mythology is not for the fainthearted. From the primordial chaos to the birth of the first humans, this thrilling book retells the stories of the early gods in their full skull-splitting, baby-eating glory. Featuring thunder-wielding world-class jerk, Zeus, at the heart of the narrative, this is a hilarious, if a bit macabre, introduction to Greek mythology as you’ve never heard it before.

    Fuller extends and clarifies his definition of the relation between law and morality put forward in the first (1964) edition of The Morality of Law. His original argument distinguishes between the morality of duty and the morality of aspiration, both of which bear on the design and operation of social institutions: the former by setting the necessary preconditions of any purposive social endeavor, the latter by suggesting the directions for such endeavor.                                                                                                                                                                                   In the revised edition, Fuller takes accurate aim at the school of legal philosophy called the New Analytical Jurists and continues his long-running debate with his major intellectual antagonist, H.L.A. Hart. Although the author calls the new chapter "A Reply to Critics," his expressed reason for undertaking it indicates that it is more than that: "As critical reviews of my book came in, I myself became increasingly aware of the extent to which the debate did indeed depend on 'starting points' - not on what the disputants said, but on what they considered it unnecessary to say, not on articulated principles but on tacit assumptions. What was needed, therefore, it seemed to me, was to bring these tacit assumptions to more adequate expression than either side has so far been able to do." There is no question that Mr. Fuller here gives the assumptions of his side adequate expression.                                                                                                                                                                                                                           “The volume must be regarded as an important contribution of general interest to the study of the nature and function of law…Trenchant comment abounds throughout the book, and there is an immense amount of the most valuable material here, as well as considerable food for the thought…his book deserves to reach a very wide audience.” – Law Times.“The book is a provocative one which is certain to excite much academic comment here and abroad.” – Harvard Law Record.“Although fully intelligible to the undergraduate, this book is likely to receive its warmest reception form advanced students of the philosophy of law, who will welcome the relief provided from the frequently sterile tone of much recent work in the field.” – Choice

    Finally, students can "see" what good readers do and apply it to their own reading process. Think alouds are great for struggling readers, because they make reading an active, social experience. Includes engaging activities like Open Mind, Fish Bowl, Thought Bubbles, Post its, and more. For use with Grades 3-8.

    It is time now for the human race to hold still, to delve into its wells of collective wisdom, both ancient and modern.--Arundhati RoyThe Power of Nonviolence, the first anthology of alternatives to war with a historical perspective, with an introduction by Howard Zinn about September 11 and the U.S. response to the terrorist attacks, presents the most salient and persuasive arguments for peace in the last 2,500 years of human history. Arranged chronologically, covering the major conflagrations in the world, The Power of Nonviolence is a compelling step forward in the study of pacifism, a timely anthology that fills a void for people looking for responses to crisis that are not based on guns or bombs.Included are some of the most original thinkers about peace and nonviolence-Buddha, Scott Nearing, Henry David Thoreau's Civil Disobedience, Jane Addams, William Penn on the end of war, Dorothy Day's position on Pacifism, Erich Fromm, and Rajendra Prasad. Supplementing these classic voices are more recent advocates of peace: Albert Camus' Neither Victims Nor Executioners, A. J. Muste's impressive Getting Rid of War, Martin Luther King's influential Declaration of Independence from the War in Vietnam, and Arundhati Roy's War Is Peace, plus many others.

    While teachers, guidance counselors and even parents are afraid to tell you the truth in an effort to spare your feelings, "Worthless" delivers a blunt and real-world assessment about the economic realities and consequences of choosing various degrees with a necessary and tough fatherly love. Don't lie to yourself. And certainly don't waste four years of your youth and thousands of dollars in tuition on a worthless degree. Buy this book and understand why it is important you choose the right major. The book itself could be the wisest investment you ever make.

    Covering various the materials needed by students in engineering, science, and mathematics, this calculus text makes effective use of computing technology, graphics, and applications. It presents at least two technology projects in each chapter.

    Larry Crabb presents a model of counseling that can be gracefully integrated into the functioning of the local church. He asserts that counseling is simply a relationship between people who care and that its goal is to free people to better worship and serve God. This book will show you how to help people achieve obedience and character growth in their lives, and establish a sense of personal worth and security along the way. Dr. Crabb says, "I believe that God has ordained the local church to be his primary instrument to tend to his people's aches and pains. In writing this book I have tried to be of practical help to Christians who want to be more effective in ministering to their suffering brothers and sisters."

    By applying the strategies outlined here, youngsters need not hide in shame but can gain the courage to seek the best from their world.