LOST & FOUND

The best method for me to organize this information is into chapters, especially since there
are so many scenario examples- it didn’t lend itself to highlighting (for me).

LOST & FOUND SYNOPSIS

CHAPTERS
Chapter 1 Key Ideas:
The Who “Challenging kids are challenging because they’re lacking the skills
to not be challenging.”
“Kids do well if they an
“Adult imposed consequences don’t teach kids the skills they lack or
solve the problems that set the stage for their challenging behavior”
Chapter 2 Discusses many of the developments and initiatives that have been
The Mess implemented in schools in the last 20-30 years have made it harder
for teachers and helpers to help students.
“The least toxic response…should be applied to interventions for
behaviorally challenging students. Detention, suspension, expulsion,
paddling and restraining and seclusion fall into the most toxic
response category.”
Chapter 3 Discusses the CPS model as a way to work with challenging students.
The Shift Key Themes:
1. Kids do well if they can
2. Doing well is preferable
3. The important stuff is upstream
4. The problem solving is collaborative, not unilateral
5. The problem solving is proactive, not reactive
6. Understanding is the most important part of helping
Chapter 4 An incompatibility episode is an episode that communicates to us
The ALSUP that there is incompatibility between a child's skills and certain
demands and expectations. The Assessment of Lagging Skills and
Unsolved Problems (ALSUP) is in this chapter, as well it can be
downloaded online. Meant to be a discussion guide regarding
students lagging skills and unsolved problems. Guidelines about how
to fill out and use the ALSUP and Problem Solving Plan are outlined
in this chapter.

Chapter 5 Discusses Plan A, Plan B and Plan C which are three options for
The Plans dealing with unsolved problems.
Plan A - refers to solving a problem unilaterally, typically through
the impositions of adult will.
Plan B - involves solving a problem collaboratively with the student,
teaches the student skills he's lacking
Plan C - involves setting aside a particular unsolved problem

Chapter 6 Outlines three steps involved in solving problems collaboratively.

The How To This chapter is filled with examples and different strategies. ***The
information in these chapters will directly help me with one of the
students on my caseload***

Chapter 7 First attempts at Plan B often don't go well. It takes time, practice
The Pitfalls and perseverance. It's easy to default to Plan A. When you're using
Plan B, you're as focused on clarifying and addressing the kid's
concerns as you are on clarifying and addressing your own. Explains
the reasons to use Proactive B vs. Emergency B. Problems that get
solved in a nano-second aren't usually solved. There is a tendency to
rush through the Empathy step, which causes adults to have only a
partial understanding of the issue. Keep using drilling strategy #8,
summarizing, until the kid can't think of any more concerns.
Discusses reasons a child won't talk: timing, unsolved problem is
poorly worded, kids aren't clear about what their concerns are. One
strategy is educated guessing, hypothesis testing. You don't want to
skip any of the steps. Plan B always starts with the Empathy Step,
Define adult concerns step, capped off with the invitation. Several
great dialogues regarding Plan B to analyze in this chapter.
Experience is the best teacher!
Chapter 8 Start small. Outlines steps to organizing and sustaining the effort of
The Logistics Plan B
1. Select the Core Group 2. Get comfortable with ALSUP, Step 3.
Practice Plan B--a lot. Step 4. Expand the Effort Discusses the
importance of engaging parents and the leadership role of
administrators. Discusses how to teach colleagues about Plan B.
Discusses how other schools have found the time to implement CPS.
(eg. 15 minutes a day)
CPS is aligned with Restorative Justice. (I took a restorative practices
class this summer). Both place a strong emphasis on relationships
and community building.

Chapter 9 Discusses the importance of using Plan B with everyone, not just
The Others behaviorally challenged children. - We do too much of Plan A. We all
want our concerns to be validated and heard. This chapter outlines
the skills fostered through using Plan B.
Beyond Co-Teaching Basics
I’ve also summarized this book into chapters. But unlike The Art and Science of
Teaching, in many of the chapters I’ve given an outline of the the major
headings/themes to help me find where to find information should I need to in the
future.
CHAPTERS SYNOPSIS
Chapter 1 CTIME - Continuous improvement
model that embraces personalized
professional learning to ensure teachers
meet the core competencies for co-teaching -
co-teachers spend most of their time on
their own situation and needs, less of their
time in a classroom away from their
students

PDSA - Plan, Do, Study, Act - also about

continuous improvement that will be
applied to co-teaching to help educators
plan, act, reflect, and make changes based on
that data.

Chapter 2 Discusses demystifying co-teaching, the do’s

and don’ts, identifies teacher actions and
commonly used co-teaching approaches to
instruction, Co-teaching core competencies
Chapter 3 Objectives of PLC’s, Breadth of PLC’s.
Contains the Collaborative Teaching
Improvement model of Excellence, Five
Components of Professional Development,
Co teaching Competency Progression
Pyramid
Chapter 4 Data – recognizing the need for it, Areas for
dta collection in co-teaching, Sample co-
teaching needs assessment, Data collection
tools, Scoring the observation checklist,
Conducting co-teaching observations
Chapter 5 Data tracking forms, Summarizing data,
Determining focus, Entering observation dta
on the CAP and PLATE, Goal setting
Chapter 6 Analyzing school wide data, data analysis
techniques, Tracking and monitoring
progress, The 5 ways approach, Developing
Action Steps and Strategies, Corrective
action plan,
Chapter 7 Reflecting on practice and how we can
improve will improve student engagement.
Discusses microteaching as a way to reflect
on lessons, improve them and get feedback.
 Discusses the needs of group members and
facilitators, activities for collaborative
meetings. Describes the major components
required for successful co-teaching
improvement at the classroom level
Chapter 8 Looks deeper into the PDSA and CTIME
processes. Brings it all together, moving
from knowledge to application to
sustainability, gives feedback examples.
Going through these processes can't help but
make one a better teacher with all the
collaborating, reflection and feedback. This
is the more technical side of things when
comparing it to the Art and Science of
Teaching. With the intensity of this process, I
feel one can't help but improve their
teaching.
I’ve done a combination of highlighting and summarizing the texts into chapters.
Please scroll down for all 3 books.

In The Art and Science of Teaching, I’ve done a lot of highlighting. I like the way
this book is organized into strategies, Action steps, lists and figures. Here are two
pages as examples of what I’ve highlighted.