118 Chapters
Medium 9781934009543

Chapter 5 RTI and Problem Solving

Wiliam N. Bender Solution Tree Press ePub

Two trains departed Philadelphia at 12:00 pm and were traveling 965 miles to St. Louis, Missouri. Train A was carrying 1,622 passengers and 53 tons of cargo. Train B was carrying 2,612 passengers and 29 tons of cargo. If train A traveled at 53 miles per hour and train B traveled 7 miles per hour faster than train A, what time will each train arrive?

In mathematics, story problems (also known as word problems) have long been used to connect skills and content with student experience, values, and emotion. Story problems tend to strengthen student engagement in the learning experience. Given the vast options for personalization, stories are effective means for introducing mathematics concepts and for enhancing students’ understanding of concepts by increasing their motivation to solve problems.

Story problems capitalize on the research-supported concept of building upon students’ prior knowledge in order to increase learning (Askew, 2002; Swan, 2002). In addition to engaging students emotionally and cognitively, the best story problems challenge students to connect the skills they learn in the classroom to real-world situations. Story problems can encourage complex problem-solving skills or simply increase the enjoyment and fun of mathematics.

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Medium 9781936764938

Conclusion: Sustaining and Nurturing a Student-Focused School

Dunsworth, Mardale; Billings, Dawn Solution Tree Press PDF

CONCLUSION

Sustaining and Nurturing a

Student-Focused School

An organization’s ability to learn, and translate that learning into action rapidly, is the ultimate competitive advantage.

—Jack Welch

As we move further into the information age, the demand for higher levels of knowledge and skills from our students, our teachers, our school administrators, and our workforce becomes greater. We feel its pressures daily in ways that are both positive and negative. We enjoy new technologies that improve our lives. New understandings in medicine ease suffering across the world. At the same time, we see a worrying shift away from our connections with one another and an eroding of trust in traditional public institutions such as public education. As John Kotter of the Harvard Business School, an authority on business and leadership, notes:

We are in the midst of great social change. The transition from the industrial age to the information age is a huge shift. In all of human history, there have only been two other socioeconomic revolutions of this magnitude: the move from hunting and gathering to agriculture and from agriculture to industry. (Blagg & Young, 2001, p. 1)

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Medium 9781935249665

Chapter 2: Laying the Groundwork

Gwen Doty Solution Tree Press ePub

Educational improvement must begin with a clear idea of what students are expected to learn. This premise underlies the standards-based efforts to improve American education.

—Robert L. Linn and Norman E. Gronlund

In this chapter . . .

• Thinking About Assessment

• Reviewing Prior Data

• Analyzing the Standard

• Teaching the Vocabulary of the Standard

• Thinking About Your Thinking

• Tools and Templates

As you consider moving to a focused assessment approach, ask yourself the following questions: Who will be involved in creating and implementing assessments? Will your grade-level team work collaboratively? How involved will students be?

In the standards-driven system in which we are now teaching, each educator is responsible for an abundance of standards and goals. The task of deciding how much time to spend teaching and assessing each one can be daunting, to say the least.

This chapter will share ideas and strategies for helping you to begin the tasks of prioritizing your standards and determining where to focus more time and energy as you strive to meet the needs of all learners.

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Chapter 11: Leading the Way

Dunsworth, Mardale; Billings, Dawn Solution Tree Press PDF

CHAPTER

11

Leading the Way

“Would you tell me, please, which way I ought to go from here?”

“That depends a good deal on where you want to get to,” said the Cat.

—Lewis Carroll

Once a principal has become intrigued with the idea of an external school review, the next step is to discuss the concept with other members of the school leadership team and with the school staff as a whole.

Not every school is ready to invite outside eyes into the building to take a close look at how the staff goes about the business of transferring knowledge. Involving others in the decision-making process begins the modeling of collaborative strategies that research has identified as effective in school improvement.

Assessing Readiness

Three sets of questions can help principals evaluate their schools’ readiness to benefit from a review.

First, principals should ask themselves the following questions:

• What about a school review do I find intriguing?

• What advantages would it offer me in leading for improvement?

• How receptive am I to coaching?

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Medium 9781936763689

Introduction

Matthew R. Larson Solution Tree Press ePub

e·qui·lib·ri·um

A state in which opposing forces or influences are balanced.

NEW OXFORD AMERICAN DICTIONARY,
THIRD EDITION

We love mathematics. We love students—all of the roughly fifty-four million going to school in the United States each year. We love and admire mathematics teachers. And we deeply appreciate the critical role that parents play in their children’s education. We know it is every parent’s desire for his or her child to succeed in learning mathematics. We also believe it is every educator’s desire—teachers, administrators, teacher leaders, central office personnel, and school board members—to see each and every student in his or her school or school district succeed in learning K–12 mathematics. And yet, this goal of mathematics success for each student is often very difficult to achieve.

We are parents or relatives of parents; we have been mathematics teachers and have served as teacher leaders; and we have dedicated our entire professional lives in the service of K–12 mathematics education. We have witnessed student, parent, and teacher frustration, and we also have observed student, parent, and teacher joy when students effectively learn mathematics.

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