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April 2-4, 2016
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ASCD Annual Conference and Exhibit Show

2016 ASCD Annual Conference and Exhibit Show

Learn. Teach. Lead.
Get the tools to put it all together at this can't-miss education conference—with more than 200 sessions and five inspirational keynote speakers.

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Books in Translation

What Every School Leader Needs to Know About RTI

by Margaret Searle

Table of Contents


Access Center. (2004, October 1). Concrete-representational-abstract instructional approach. Available:

Barr, R. D., & Parrett, W. H. (2007). The kids left behind: Catching up the underachieving children of poverty. Bloomington, IN: Solution Tree.

Batch, G., Elliot, J., Graden, J., Grimes, J., Kovaleski, J., Prasse, D., Reschly, D., Schrag, J., Tilly, W. D. (2006). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education.

Bonwell, C. C., &. Eison, J. A. (1991). Active learning: Creating excitement in the classroom. San Francisco: Jossey-Bass.

Brophy, J., & McCaslin, M. (1992). Teachers' reports of how they perceive and cope with problem students. Elementary School Journal, 93(1), 3–68.

Burns, M. K. (2005). Using incremental rehearsal to increase fluency of single-digit multiplication facts with children identified as learning disabled in mathematics computation. Education and Treatment of Children, 28, 237–249.

Cherry, G., Ioannidou, A., Rader, C., Brand, C., & Repenning, A. (1999, June). Simulations for lifelong learning. Paper presented at the National Educational Computing Conference, Atlantic City, NJ.

Clowes, G. A. (2002, May). What characterizes an effective teacher? An exclusive interview with Barak Rosenshine. The Heartland Institute School Reform News. Available:

Deshler, D., Schumaker, J., Bulgren, J., Lenz, K., Jantzen, J., Adams, G., … Marquis, J. (2001). Making learning easier: Connecting new knowledge to things students already know. TEACHING Exceptional Children, 33(4), 82–85.

DeZure, D., Kaplan, M., & Deerman, M. (2001). Research on student notetaking: Implications for faculty and graduate student instructors (CRLT Occational Paper No. 16). Ann Arbor, MI: Center for Research on Learning and Teaching, University of Michigan.

Espin, C. (2009, May 8). Re: Curriculum-based measurement [Online forum comment]. Available:

Fuchs, L. S. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American Educational Research Journal, 28(3), 617–641.

Fuchs, L. S., & Fuchs, D. (2009). CBM modules: Using CBM in a response to intervention framework. Available:

Gardill, M. C., & Jitendra, A. K. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities. Journal of Special Education, 33(1), 2–17, 28.

Ginsberg, M. B., & Wlodkowski, R. J. (2000). Creating highly motivating classrooms for all students: A schoolwide approach to powerful teaching with diverse learners. San Francisco: Jossey-Bass.

Glasser, W. (1992). The quality school: Managing students without coercion (2nd ed.). New York: Harper Perennial.

Good, R. H., & Jefferson, G. (1998). Contemporary perspectives on curriculum-based measurement validity. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 61–88). New York: The Guilford Press.

Greene, R. W. (2008). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York: Scribner.

Harrison, M., & Harrison, B. (1986). Developing numeration concepts and skills. Arithmetic Teacher, 33(6), 18–21, 60.

Hayes-Jacobs, H. (2006). Active literacy across the curriculum: Strategies for reading, writing, speaking, and listening. Larchmont, NY: Eye on Education.

Hoover, J. J., Baca, L., Wexler-Love, E., & Saenz, L. (2008, August). National implementation of response to intervention (RTI): Research summary. Available:

Hosp, M. K., Hosp, J. L., & Howell, K. L. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York: The Guilford Press.

Hughes, C., Copeland, S. R., Agran, M., Wehmeyer, M. L., Rodi, M. S., & Presley, J. A. (2002). Using self-monitoring to improve performance in general education high school classes. Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 262–272.

Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: ASCD.

Jensen, E. (1995). Brain-based learning & teaching. Del Mar, CA: Turning Point Publishing.

Kohl, H. R. (1994). "I won't learn from you": And other thoughts on creative maladjustment. New York: The New Press.

Linan-Thompson, S., & Vaughn, S. (2007). Research-based methods of reading instruction for English language learners. Alexandria, VA: ASCD.

Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: ASCD.

Marzano, R. J. (2008). Vision document. Bloomington, IN: Marzano Research Laboratory.

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: ASCD.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classrom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

McKenzie, J. (2000). Beyond technology: Questioning, research, and the information literate school. Santa Barbara, CA: Linworth Publishing.

Merkely, D. M., & Jefferies, D. (2001). Guidelines for implementing a graphic organizer. Reading Teacher, 54(4), 350–357.

National Research Center on Learning Disabilities. (2007, Winter). SLD identification overview: General information and tools to get started. Available:

Peters, D. (1972). Effects of note taking and rate of presentation on short-term objective test performance. Journal of Educational Psychology, 63(3), 276–280.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Powell, S., & Nelson, B. (1997). Effects of choosing academic assignments on a student with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 30(1), 185–186.

Purkey, W. W., & Novak, J. M. (1996). Inviting school success: A self-concept approach to teaching, learning, and democratic practice. Belmont, CA: Wadsworth.

Reeves, D. B. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA: ASCD.

Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center.

Schunk, D. H. (1997, March). Self-monitoring as a motivator during instruction with elementary school students. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Searle, M. A. (2004). Standards-based instruction for all learners: A treasure chest for principal-led building teams in improving results for learners most at-risk. Columbus, OH: Ohio Department of Education.

Searle, M. A. (2007). What to do when you don't know what to do: Building a pyramid of interventions. Perrysburg, OH: Searle Enterprises Inc.

Silberglitt, B., Burns, M. K., Madyun, M. H., & Lail, K. E. (2006). Relationship of reading fluency assessment data with state accountability test scores: A longitudinal comparison of grade levels. Psychology in the Schools, 43(5), 527–535.

Smith, R. (2004). Conscious classroom management: Unlocking the secrets of great teaching. Fairfax, CA: Conscious Teaching Publications.

Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42(8), 795–819.

U.S. Department of Education, National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Available:

U.S. Department of Health and Human Services, National Institutes of Health, National Institute of Child Health and Human Development. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Report of the National Reading Panel (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.

Van der Klift, E., & Kunc, N. (2009). The human service system: Pyramid or circle? Available:

VanDerHeyden, A. (2005). Using RTI to improve learning in mathematics. Available:

Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Available:

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD.

Wilhelm, J. (2001). Improving comprehension with think-aloud strategies: Modeling what good readers do. New York: Scholastic Professional Books.

Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.

Willis, J. (2007). Brain-friendly strategies for the inclusion classroom. Alexandria, VA: ASCD.

Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria, VA: ASCD.

Wormeli, R. (2005). Summarization in any subject. Alexandria, VA: ASCD.


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