2016-2017 Featured Books
The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students
By: Jessica Minahan and Nancy Rappaport
Target Audience: PreK-12 Teachers, Special Educators, Counselors
Overview: Based on a collaboration dating back nearly a decade, the authors—a behavioral analyst and a child psychiatrist—reveal their systematic approach for deciphering causes and patterns of difficult behaviors and how to match them with proven strategies for getting students back on track to learn.
Option 1: Individual Work
Read The Behavior Code and then implement a FAIR (Functional hypothesis of behavior and antecedent analysis, Accommodations, Interaction Strategies, and Response Strategies) behavior plan with one or more students assigned to their classroom/caseload. Document FAIR plan data for a period of 6 weeks. Submit a summary 2-3 pages describing:
1. the student's challenging behavior prior to implementation of the FAIR plan
2. the strategy or strategies implemented to address short term and long term behavior goals
3. specific evidence of behavior change as shown in data charts
4. a reflection on the FAIR plan process and how it affected the educator's viewpoint on student behavior and his/her professional skills.
By: Jessica Minahan and Nancy Rappaport
Target Audience: PreK-12 Teachers, Special Educators, Counselors
Overview: Based on a collaboration dating back nearly a decade, the authors—a behavioral analyst and a child psychiatrist—reveal their systematic approach for deciphering causes and patterns of difficult behaviors and how to match them with proven strategies for getting students back on track to learn.
Option 1: Individual Work
Read The Behavior Code and then implement a FAIR (Functional hypothesis of behavior and antecedent analysis, Accommodations, Interaction Strategies, and Response Strategies) behavior plan with one or more students assigned to their classroom/caseload. Document FAIR plan data for a period of 6 weeks. Submit a summary 2-3 pages describing:
1. the student's challenging behavior prior to implementation of the FAIR plan
2. the strategy or strategies implemented to address short term and long term behavior goals
3. specific evidence of behavior change as shown in data charts
4. a reflection on the FAIR plan process and how it affected the educator's viewpoint on student behavior and his/her professional skills.
Learning Targets: Helping Students Aim for Understanding in Today's Lesson
By: Connie M. Moss and Susan M. Brookhart
Target Audience: K-12, Teachers
Overview: Written from students' point of view, a learning target describes a lesson-sized chunk of information and skills that students will come to know deeply within a lesson. This book provides strategies for teachers on how to design learning targets that promote higher-order thinking and foster student goal setting, self-assessment, and self-regulation. It also shows how to use learning targets to guide summative assessment and grading.
Option 1: Individual Work
Read Learning Targets: Helping Students Aim for Understanding in Today's Lesson and use the following ASCD Book Study Questions to guide the reading. At the conclusion of reading the book, choose three of the questions from the bookstudy question list and write a 300-400 word reflection about those three questions, using specific examples from the text.
Option 2: Book Club
Create a group of 2-6 teachers who will read the book together and determine the meeting schedule. Meet for a minimum of 5 hours to reflect on the text and to collaborate on how the activities in the text can be transferred to their own school or team practice. At the end of the last session, choose three of the questions from the book study question list and write a 300-400 word reflection about those three questions, using specific examples from the text.
By: Connie M. Moss and Susan M. Brookhart
Target Audience: K-12, Teachers
Overview: Written from students' point of view, a learning target describes a lesson-sized chunk of information and skills that students will come to know deeply within a lesson. This book provides strategies for teachers on how to design learning targets that promote higher-order thinking and foster student goal setting, self-assessment, and self-regulation. It also shows how to use learning targets to guide summative assessment and grading.
Option 1: Individual Work
Read Learning Targets: Helping Students Aim for Understanding in Today's Lesson and use the following ASCD Book Study Questions to guide the reading. At the conclusion of reading the book, choose three of the questions from the bookstudy question list and write a 300-400 word reflection about those three questions, using specific examples from the text.
Option 2: Book Club
Create a group of 2-6 teachers who will read the book together and determine the meeting schedule. Meet for a minimum of 5 hours to reflect on the text and to collaborate on how the activities in the text can be transferred to their own school or team practice. At the end of the last session, choose three of the questions from the book study question list and write a 300-400 word reflection about those three questions, using specific examples from the text.