LEADER 01439nam0 22003493i 450 001 UBO0136047 005 20231121125851.0 020 $aIT$b74-10324 100 $a20050928d1974 ||||0itac50 ba 101 | $aita 102 $ait 181 1$6z01$ai $bxxxe 182 1$6z01$an 200 1 $a˜Il œlungo cammino$eautobiografia 1906-1944$fGirolamo Li Causi$gprefazione di Mario Alicata 210 $aRoma$cEditori riuniti$d1974 215 $aXII, 206 p.$d22 cm 225 | $aBiblioteca del movimento operaio italiano$v34 410 0$1001RAV0029115$12001 $aBiblioteca del movimento operaio italiano$v34 606 $aLI CAUSI, GIROLAMO$xAutobiografia$2FIR$3UBOC042810$9I 676 $a335.8209245$9BIOGRAFIE DI PERSONE CONNESSE CON IL SINDACALISMO IN ITALIA$v20 700 1$aLi Causi$b, Girolamo$3CFIV097467$4070$0562931 702 1$aAlicata$b, Mario$3RAVV039304 790 1$aCian$b, So Lin$3SBNV002482$zLi Causi, Girolamo 801 3$aIT$bIT-01$c20050928 850 $aIT-RM1248 $aIT-FR0017 899 $aBiblioteca Della Fondazione Pietro Nenni$bRM1248 899 $aBiblioteca umanistica Giorgio Aprea$bFR0017 912 $aUBO0136047 950 0$aBiblioteca umanistica Giorgio Aprea$d 52DES 335 LiC.Lun.$e 52FLS0000368145 VMB RS $fA $h20130418$i20130418 977 $a 23$a 52 996 $aLungo cammino$9946127 997 $aUNICAS 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