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Chapter 17

Charlotte Jones Solution Tree Press ePub

Shira sat on her bed, head bowed. Her hands were still chained, but she had scooted her torso and legs between her arms so her hands were locked in front of her body instead of behind her back. The key Kaelo had thrown at her was for something else, and it did not fit into the lock. It did not fit the door, either.

All of a sudden, the room’s temperature seemed to plummet. The sunless air of the small cell closed in around her, trying to choke her and destroy her. She made no sound, just sitting, still as death, trying to fight the panic that suddenly gripped her.

Shira forced herself to breathe, in and out, in and out, listening to air fill her and leave her. Darkness pressed against her skin, trying to push itself into her and banish the sunlight within her. In and out, in and out. She forced herself to focus on the sound of her breathing. In and out, in and out. Sweat trickled down her forehead, and her body began to shake uncontrollably.

You are going to die here, Shining Shira. You cannot survive. Give in.

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Appendix Reproducibles

Maria C. Grant Solution Tree Press ePub

Visit go.solution-tree.com/commoncore to download the reproducibles in this book.


Collaborative Guidesheet

Use this collaborative guidesheet to scaffold the inquiry process of thinking, planning, and investigating.

Teaching Students to Think Like Scientists © 2014 Solution Tree Press • solution-tree.com Visit go.solution-tree.com/commoncore to download this page.


Personal Investigation Journal

Using pictures and words, students can note here the results of their study of a topic.

Teaching Students to Think Like Scientists © 2014 Solution Tree Press • solution-tree.com Visit go.solution-tree.com/commoncore to download this page.


Oral Reading Fluency

To assess a reader’s fluency when reading a specific text, invite him or her to orally read for one minute. As the student reads, note any words miscalled or skipped. Subtract this number from the total number of words read to get the oral reading rate. Use the key to determine the student’s grade level. The data will help you plan both homogeneous and heterogeneous reading groups.

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Medium 9781947604117

Chapter 15

Kajitani, Alex Solution Tree Press PDF


Making Meetings an

Hour to Empower

Turn “Not Another Meeting!”

Into “Let’s Get to Business!”

As teachers, we have a lot on our plates. As a result, we have a lot to discuss—and that discussion usually takes place in the form of a meeting. The problem? There’s at least one meeting every day!

From individualized education plans to behavior support plans, my own gradelevel team seems to hold more meetings than there are topics to discuss. Likewise, when it comes to meetings about our students, especially students in crisis, there is a lot at stake in each discussion.

Although we don’t have time to waste in long and unproductive meetings, that doesn’t mean that meetings aren’t crucial for keeping schools and teaching teams functioning. They are! Critical issues, such as determining what is essential to learn in each content area, developing common assessments, and learning new strategies from each other, are only a few of the things we need to discuss. Thus, effective communication and collaboration are imperative for helping our students.

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Medium 9781935542629

Appendix B: Habitudes Pre- and Postassessment

Angela Maiers Solution Tree Press ePub


Habitudes Pre- and Postassessment

Visit go.solution-tree.com/instruction to download the handout Habitudes Pre- and Postassessment Worksheet.

Habitudes Pre- and Postassessment Worksheet

Name__________________ Date__________________


Your success in school and in life depends on the habitudes you engage in. The following assessment asks you to think about and reflect on your own habitude development.

Read each statement, and think of a time or example when you demonstrated the habitude actions. Write a short note describing the situation and what you did.


• Demonstrates an ability to connect the dots and see the big picture

• Uses foresight and intuitive perception as well as factual events to draw inferences

• Recognizes, supports, and/or champions progressive ideas

• Anticipates future trends or events

• Envisions and/or predicts possibilities others may not

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Medium 9781935249191

7 The Perils and Promises of Second-Order Change

Robert J. Marzano Solution Tree Press ePub

The previous chapters have described concrete initiatives districts must engage in to move toward the status of a high-reliability organization. This chapter addresses the types of changes these initiatives require in a district. Specifically, we believe that the initiatives discussed in this book constitute second-order change for the vast majority of districts in the United States.

In the book School Leadership That Works (Marzano et al., 2005), we addressed the contrast between first-order change and second-order change. In different terminology, others have discussed this same distinction (Argyris & Schön, 1974, 1978; Heifetz, 1994). Table 7.1 outlines some critical differences or distinctions regarding first-order change and second-order change.

Table 7.1 Characteristics of First-Order Change and Second-Order Change

First-Order Change

Second-Order Change

• Is perceived as an extension of the past

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