But “p” looked like “q,” and “b” looked like “d.” Adam would rather color or mold clay. In first grade, his teacher wanted him to put the letters into words so he could read. That was the beginning of the Alphabet War. “Was” looked like “saw,” and “there” looked like “then.” Almost everyone else in his class was learning to read, but Adam was fighting a war against letters.In second grade, he had to learn to spell, which was also impossible. Now he was so frustrated he got into trouble and had to go to the principal’s office. At last, in third grade, he got the right kind of help. Slowly he began to do better. During fourth grade, he learned that he could excel in other things. That gave him the confidence to take chances with reading. One day he found himself reading a book all by himself!

    Books feature appealing full-color illustrations on every page plus a page of advice to parents and teachers.

    Lorraine Monroe founded the Frederick Douglass Academy, a public school in Harlem, in the belief that caring instructors, a disciplined but creative environment, and a refusal to accept mediocrity could transform the lives of inner-city kids. Her experiment was a huge success. Today the Academy is one of the finest schools in the country, sending graduates to Ivy League colleges and registering the third highest SAT scores in New York City. The key to its success: a unique leadership method Monroe calls the "Monroe Doctrine," which she developed through decades as a teacher and principal in some of America's toughest schools. In this book Monroe tells her own remarkable story and explains her "Doctrine" through pithy, memorable rules and observations and a host of wonderful true stories. This is an inspiring read for both new and experienced educators—and for anyone who wants to succeed in the face of seemingly impossible odds.

    Includes area maps. Original.

    The Inclusive Classroom: Strategies for Effective Instruction provides a wealth of practical and proven strategies for successfully including students with disabilities in general education classrooms. The text is unique for its three-part coverage of fundamentals of teaching students with special needs (including legal and professional issues, and characteristics of students with special needs); effective general teaching practices (including such topics as strategies for behavior management, improving motivation, increasing attention and memory, and improving study skills); and inclusive practices in specific subject areas (including literacy, math, science and social studies, vocational and other areas). This approach allows readers to understand students with special learning needs, effective general practices for inclusive instruction, and content-specific strategies. The overall approach is one of effective instruction, those practices that are most closely aligned with academic success.

    The result is a poetry that upends the deeply and dangerously assumed concepts of such a culture—that new knowledge is always better knowledge, that history is a steady progress, that humans are in control of the natural order. Nick Lantz’s poems hurtle through time from ancient theories of physics to the CIA training manual for the practice of torture, from the history of the question mark to the would-be masterpieces left incomplete by the deaths of Leonardo da Vinci, Nikolai Gogol, Bruce Lee, and Jimi Hendrix. Selected by Linda Gregerson for the esteemed Bakeless Prize for Poetry, We Don’t Know We Don’t

    This counting book introduces the youngest readers to the beauty and hidden secrets of a Japanese garden. It also introduces haiku, with ten poems that are simple and straightforward. The rhythmic haiku appear in a context that will make perfect sense to young readers. Each page contains additional information about the scene shown, and with lush illustrations, the loveliness of the garden can't be ignored. This is a picture book that works on many levels.

    After a brief overview of current issues in the field, the book discusses crucial topics in the field, including the characteristics of gifted students, strategies for identification, considerations in planning sound gifted and talented programs, contemporary program models, varieties of acceleration, differentiated curriculum models, problems of underachievement of disadvantaged, twice-exceptional, and female gifted students, and the evaluation of gifted programs. The authors also address affective needs, leadership, and counseling. A chapter on parenting gifted children includes a section on advocating for gifted education and communication with schools. The sixth edition has been thoroughly revised, most notably with the latest research on acceleration, curriculum models, underachievement, culturally and economically disadvantaged students, gender issues, and dual exceptionalities. The content is further supported and enhanced by the inclusion of numerous practical strategies that can be implemented in the classroom, case studies that help teachers identify student needs, summaries of research on effective programs, emphasis on pedagogy and on social-emotional needs, heightened awareness of less visible sub-groups within gifted populations, and an amusing, witty writing style that adds to the appeal of this best-selling book.

    Does that mean you should build a list and spam people with offer after offer? Heck no. I say that the relationship is in the list.An email list can be a vital asset to your online business — as long as you treat it with care. Subscribers are more than a collection of email addresses. They're a group of people who have a specific interest in your niche topic. Treat them right and you’ll create a lifelong asset.In "Email Marketing Blueprint" you'll learn what Steve Scott has done to build engaged email lists that exceed 90,000 total subscribers.

    Here is a brief overview of each part: Part 1, Seeing the Big Picture Connections First, defines curriculum in terms of rigor, provides the background of this model, connects curriculum design to the big picture of standards, assessments, instruction, and data practices, previews the step-by-step design sequence, and introduces end-of-chapter reader assignments. Part 2, Building the Foundation for Designing Curricular Units, explains the five steps that must first be taken to lay the foundation upon which to build the curricular units of study, and provides explicit guidelines for applying each step. Part 3, Designing the Curricular Unit of Study From Start to Finish, gives the nuts and bolts directions for designing a rigorous curricular unit of study, from beginning to end, and concludes with an overview of how to implement the unit in the classroom or instructional program. Formatively assessing students along the way, educators analyze resulting student data to diagnose student learning needs and then adjust ongoing instruction accordingly. Part 4, Organizing, Monitoring, and Sustaining Implementation Efforts, addresses the role of administrators in beginning and continuing the work of implementation. These final three chapters provide first-person narra - tives and advice to administrators from administrators who have personally led the implementation and sustainability efforts of curriculum redesign and related practices within their own school systems. I have endeavored to pull together all of the elements necessary for designing a rigorous curriculum, to position these elements in a sequential order, and to provide a step-by-step approach for constructing each one. My hope is that this road map will not only show you the way to design your own curriculum, but also allow you the flexibility of customizing it to fit your own purpose and needs. As with the realization of any lofty vision, it will take a great deal of time, thought, energy, and collaboration to create and revise a single curriculum, let alone multiple curricula. The best advice I can offer is to regard whatever you produce as a continual work in progress, to be accomplished over one, two, or three years, or even longer. As my friend and colleague Robert Kuklis points out, curriculum designers shape and modify the process as they move through it. It is important that they know this is not a rigid, prescriptive procedure, but rather an opportunity for learning, adapting, and improving. This preserves fidelity to the process, encourages flexibility, and promotes local ownership. Whenever people s spirits need lifting because the work seems so demanding, remind everyone that it is a process, not a one-time event. You are creating something truly significant a comprehensive body of work that is going to serve your educators, students, and parents for years to come!"

    This book, like the work of the TCRWP itself, is deeply research-based and principled, while also absolutely practical and real-world tested.

    Kids will relate, & parents & teachers will appreciate the story's deft handling of conflict resolution (which happens w/o adult intervention)Mean Jean was Recess Queenand nobody said any different.Nobody swung until Mean Jean swung.Nobody kicked until Mean Jean kicked.Nobody bounced until Mean Jean bounced.If kids ever crossed her, she'd push 'em and smoosh 'emlollapaloosh 'em, hammer 'em, slammer 'emkitz and kajammer 'em.Until a new kid came to school!With her irrepressible spirit, the new girl dethrones the reigning recess bully by becoming her friend in this infectious playground romp.

    A results-only classroom is rich with individual and cooperative learning activities that help students demonstrate mastery learning on their own terms, without being constrained by standards and pedagogy.By embracing results-only learning, you will be able to transform your classroom into a bustling community of learners in which?* Students collaborate daily on a number of long-term, ongoing projects.* Students receive constant narrative feedback.* Yearlong projects target learning outcomes more meaningfully than worksheets, homework, tests, and quizzes.* Freedom and independence are valued over punitive points, percentages, and letter grades.* Students manage themselves and all but eliminate the need for traditional classroom management.Learn how your students can take charge of their own achievement in an enjoyable, project-based, workshop setting that challenges them with real-world learning scenarios--and helps them attain uncommonly excellent results.

    With these proven, practical coaching-conversation techniques, school leaders can engage their school communities to work collaboratively toward total transformation. This research-based handbook helps school leaders:Develop open, reflective conversations with staff members Motivate staff Adopt new habits for working with teachers, staff, and students Utilize the power of committed listening and non-judgmental feedback Create positive changes in how people think and interact

    A series of dialogues between a novice and a master teacher and between a new and a seasoned principal demonstrate how framing--and then reframing--challenges brings clarity.