Chris Weber

Chris Weber, EdD, is an expert in behavior, mathematics, and response to intervention who consults and presents internationally to audiences on important topics in education.
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Creativity, Teamwork, Problem Solving, Communications, Critical Thinking

Transforming Education—From the Perspective of the Classroom, the School, the District, and a Publishing Partner

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(Note: This post is co-authored by Chris Weber and Nathan Lang, and guest authors Jason Anderson and Weston Kieschnick.)

Now, more than ever, serving all students means equipping them with the skills and attributes necessary to succeed in the world. The Economist Group (2014), for example, reports that the top-five skills that employers seek in potential candidates are (1) problem solving, (2) team-working, (3) communications, (4) critical thinking, and (5) creativity. These skills represent more than the lofty ambitions of the 4 Cs of the 21st century; they represent the reality of today’s societies and economies and must increasingly and immediately be heavily represented within classrooms and schools. Read more

Top 10 Most Telling Trademarks of Response to Intervention

Top 10 Most Telling Trademarks of Response to Intervention

Categories: RTI

We’ve been living, breathing, studying, practicing, and coaching on Response to Intervention for well over a decade.

We passionately believe that RTI is the most systematic, effective, and proven (Hattie, 2012) set of beliefs and practices with which we can engage to ensure that all students grow. How do we know if RTI is effectively being implemented in our learning environments?

In no particular order, here are the Top Ten Most Telling Trademarks of RTI:

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The only things that's changed is everything.

School: The Only Thing That’s Changed Is Everything

Categories: 21st Century Skills, RTI

Tagline sound familiar? Yes, it’s the new tagline for Apple’s iPhone 6S. When you look at the iPhone 6S, it looks identical to the iPhone 6. But, there are so many unique features and upgrades that are inconspicuous to the casual observer.

On the surface, schools, classrooms, and the education profession have looked very similar over the past few decades. The majority of parents see their children experiencing the same types of things they experienced in school: completing (too many) worksheets for homework, taking tests, receiving letter grades, having a nice teacher, a grumpy teacher, completing projects, writing reports, etc. The school building layout is familiar and nostalgic. There are recesses and homecoming football games.

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Behavior and academics are inextricably linked.

Extreme Makeover: Behavioral Skills Edition

Categories: RTI, School Improvement

When we decided to become teachers, for the most part, we understood our quest. We knew the journey to creating meaningful learning opportunities for students would involve the use of evidence-based instructional strategies, purposeful assessments, and a viable curriculum. While we knew that classroom management was a necessary prerequisite for teaching and learning, we didn’t fully appreciate the critical importance of Pro-Social and Pro-Functional behavioral skills and our critical role in guaranteeing their development. We implemented various social-skills programs – some focused on positive reinforcement, some on self-regulation, some good, some inconsequential. But when we completely committed to ALL students learning at high levels, whatever it takes, we recognized that deficits in behavioral skills were negatively impacting students’ abilities to learn academic skills, and that mastery of behavioral skills were as significant to success in school and in life as mastery of academic skills. Let’s further explore this concept by talking about Billy.

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Embrace Differentiation as a verb, and not simply a noun.

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Extreme Makeover: Differentiation Edition

Categories: RTI, School Improvement

Committed and experienced educators reading the latest and greatest information and recommendations on blended learning might be amused (or bemused) to note that one approved model of blended learning is Station Rotation. “You mean Centers,” the educator might ask? Or “Workshop?” Or “Small-Groups?” What exactly is different about Station Rotation? Why all the hubbub about blended learning?

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