LEADER 01442nam2 22003253i 450 001 SUN0056048 005 20151120101600.498 100 $a20061115d1969 |0latc50 ba 101 $alat 102 $aCH 105 $a|||| ||||| 200 1 $aˆ8: ‰Commentationes opticae. 4$fLeonhardi Euleri$gedidit Max Herzberger 210 $aTurici$cFussli$d1969 215 $aXXIII, 266$d29 cm. 461 1$1001SUN0056034$12001 $aˆ3: ‰Opera physica$aMiscellanea$aEpistolae.$v8 606 $a01A75$xCollected or selected works; reprintings or translations of classics [MSC 2020]$2MF$3SUNC021493 620 $dZurigo$3SUNL000426 700 1$aEuler$b, Leonhard$f1707-1783$3SUNV044427$08600 702 1$aHerzberger$b, Max$3SUNV071683 712 $aFussli$3SUNV005739$4650 790 1$aEjler, Leonard$zEuler, Leonhard <1707-1783>$3SUNV082666 790 1$aEuler, Leonard$zEuler, Leonhard <1707-1783>$3SUNV082664 790 1$aEulero, Leonhardo$zEuler, Leonhard <1707-1783>$3SUNV082665 790 1$aEulero, Lionardo$zEuler, Leonhard <1707-1783>$3SUNV082667 790 1$aEulerus, Leonardus$zEuler, Leonhard <1707-1783>$3SUNV082668 801 $aIT$bSOL$c20201005$gRICA 912 $aSUN0056048 950 $aUFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI MATEMATICA E FISICA$d08CONS 01A75 1304 $e08 4176 LXX 20061115 996 $aCommentationes opticae. 4$91405243 997 $aUNICAMPANIA LEADER 04832oam 2200517 450 001 9910821359703321 005 20170523091603.0 010 $a1-4522-3807-3 010 $a1-4522-2418-8 035 $a(OCoLC)865545125 035 $a(MiFhGG)GVRL6RFW 035 $a(EXLCZ)993780000000056862 100 $a20101210d2011 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$aPLCs, DI, & RTI $eprofessional learning communities, differentiated instruction, response to intervention : a tapestry for school change /$fJudy Stoehr, Maria Banks, Linda Allen 210 1$aThousand Oaks, Calif. :$cCorwin Press,$d2011. 215 $a1 online resource (xi, 167 pages) $cillustrations 225 0 $aGale eBooks 300 $aMachine generated contents note: AcknowledgmentsAbout the AuthorsIntroduction1. Elements and Principles of the Integrated Model2. Professional Learning Communities Threads What it is The Research Behind It Who Said It and Why Essence What's In It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of PLCs Walking the Walk Design Talking the Talk How/When to Implement PLCs Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out3. Differentiation of Instruction Threads What It Is The Research Behind It Who Said It and Why Essence What's in It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of Differentiated Instruction Walking the Walk Talking The Talk How/When to Implement DI Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out4. Response to Intervention Threads What It Is The Research Behind It Who Said It and Why Essence What's in It for Me? 21st Century Skills Making It Rigorous Fabric Defining Components of RTI Walking the Walk Design Talking the Talk How/When to Implement RTI Why Should We Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out5. Weaving the Tapestry Time Simple Ways to Get Started Money CommitmentAppendixesIndex. 311 $a1-4129-9238-9 320 $aIncludes bibliographical references and index. 327 $aMachine generated contents note: AcknowledgmentsAbout the AuthorsIntroduction1. Elements and Principles of the Integrated Model2. Professional Learning Communities Threads What it is The Research Behind It Who Said It and Why Essence What's In It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of PLCs Walking the Walk Design Talking the Talk How/When to Implement PLCs Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out3. Differentiation of Instruction Threads What It Is The Research Behind It Who Said It and Why Essence What's in It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of Differentiated Instruction Walking the Walk Talking The Talk How/When to Implement DI Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out4. Response to Intervention Threads What It Is The Research Behind It Who Said It and Why Essence What's in It for Me? 21st Century Skills Making It Rigorous Fabric Defining Components of RTI Walking the Walk Design Talking the Talk How/When to Implement RTI Why Should We Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out5. Weaving the Tapestry Time Simple Ways to Get Started Money CommitmentAppendixesIndex. 330 $a A framework for weaving common threads into an artful solution Rather than buying individual books about professional learning communities (PLCs), differentiated instruction (DI), and Response to Intervention (RTI), invest wisely in one resource that synthesizes all three. The text uses a tapestry analogy to weave together these critical topics to form a comprehensive framework for achieving continuous school improvement. The result is a stronger foundation for school leaders' and teachers' instructional decisions based on: Utilizing PLCs as the framework for sharing new strategies and u 606 $aSchool improvement programs 606 $aProfessional learning communities 606 $aIndividualized instruction 606 $aResponse to intervention (Learning disabled children) 615 0$aSchool improvement programs. 615 0$aProfessional learning communities. 615 0$aIndividualized instruction. 615 0$aResponse to intervention (Learning disabled children) 676 $a371.207 686 $aEDU032000$2bisacsh 700 $aStoehr$b Judy$01679388 702 $aBanks$b Maria 702 $aAllen$b Linda 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910821359703321 996 $aPLCs, DI, & RTI$94047572 997 $aUNINA