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Iowa ASCD
Volume 14, Number 12                            The Source
June 20, 2014
It's Not Complicated!  What I Know for Sure about Helping Our Students of Color Become Successful Readers by Phyllis C. Hunter
It's Not Complicated!  What I Know for Sure about Helping Our Students of Color Become Successful Readers by Phyllis C. Hunter combines vivid storytelling with convincing research to deliver one specific point after another:
  • How and why to set up a classroom library that supports a diverse range of reading tastes
  • The classroom components and schedules that guarantee students will receive the right kinds of reading instruction as well as sufficient time for independent reading
  • Essential information that helps diverse families support their children's literacy development from the moment of birth
  • Current research that presents statistics behind the achievement gap and lists what's needed to close the gap  
This is MUST reading if you and your school serve students of color!  And even if you don't!

And if you ever get the chance to hear her in person, make it a priority.  She is a dynamic speaker who will leave you laughing, loving learning, and equipped with strategies to teach kids.
Becoming a High Reliability School by Bob Marzano

This white paper, Becoming a High Reiability School,  by Bob Marzano is a must read for all of us!    

 

It describes the leading and lagging indicators for each level depicted in the figure shared in this summary and the recommended interventions for moving from one level to the next.   

 

The leading and lagging indicators describe specific actions that school leaders must take to guide their schools through each of the five high reliability levels.  The reader should note that the indicators described in the chapters are specific to the research and development work that Marzano has conducted throughout his career.   

 

Marzano cautions us to be sure Levels 1, 2, and 3 are in place with high reliability before venturing into Levels 4 and 5. 

 

 

 
Catching Readers - Grades 4-5 by Barbara Taylor

"When we're true to children's developmental needs and know which books to put in their hands, good things fall into place. The key is to focus on the children and the practices we know help them to read at each grade level," says Barbara Taylor, author of Catching Readers Grades 4-5. These foundational beliefs have been the focus of Barbara Taylor's career and inspired her to create the Early Intervention in Reading (EIR) process. After more than two decades of classroom practice and refinement, Barbara Taylor has translated her EIR process into the Catching Readers series (Grades K, 1, 2,3,and 4-5.  
Check out this book and others in the series, which is part of Nell Duke's Research-Informed Classroom.

 

Powerful Intervention Strategies for Your Classroom  
* Daily, small-group interventions help struggling K-5 students read on level by spring. 
* Instruction focuses on word recognition, fluency, vocabulary and comprehension development. 
* The use of trade books and leveled books reinforces and extends guided reading instruction. 
* Live-from-the-classroom video clips show the lessons in action. 
* Practical classroom-tested teaching tools include 100+ pages of reproducibles for teachers and students.

 

Empowering Professional Development for Your School  
* A clear consistent framework fosters school-wide coherence and continuity.
* A month-by-month planning guide helps organize teaching across grade levels.
* The lessons in action video clips are ideal for group analysis.
* Dynamic Internet and consulting services support professional learning communities.

   

Based on a Scientifically Proven Program  
The Early Intervention in Reading (EIR) program, developed by Barbara Taylor of the University of Minnesota, provides an in-class alternative to traditional pull-out remedial reading programs. It consists of supplemental instruction provided by the classroom teacher rather than by other personnel. The program has been tested in several locales and has proven that teachers can intervene to support struggling readers.
From Common Core Standards to Curriculum:  Five Big Ideas by Jay McTighe and Grant Wiggins 

Jay McTighe and Grant Wiggins, in their white paper  From Common Core Standards to Curriculum: Five Big Ideas, explore five big ideas about translating the Core Standards into a curriculum.
  •  Big Idea #1:  The Common Core Standards have new emphases and require a careful reading.
    • It is a misconception to assume that these standards merely require minor tweeks to our curriculum and instructional practice.  
    • McTighe and Wiggins suggest NOT zeroing in on the grade-level standards before a careful examination of the goals and structure of the overall documents.  Start instead with the "blueprint" - with an overall vision of the "end in mind," together teachers can create learning that fits together across the grade-level and throughout the building and district. 
  • Big Idea #2:  Standards are NOT curriculum.
    • The standards define what all students are expected to know and be able to do, not how teachers should teach.
    • Educators must translate the standards into engaging and effective curriculum.
    • The curriculum should work with the standards to frame optimal learning experiences.  
  • Big Idea #3:  Standards need to be "unpacked."
    • Consider "unpacking" the standards into four broad categories - 1) long-term transfer goals, 2) overarching understanding, 3) overarching essential questions, and 4) a set of recurring cornerstone tasks.
      • Transfer goals identify the effective uses of content understanding, knowledge and skill sought in the long run - what kids can do when they confront new challenges, in and outside of school.
      • Overarching Understandings and Essential Questions are two sides of a coin.  The understandings state what skilled performers will need in order to effectively transfer their learning to new situations, while essential questions exploration engages learners in making meaning and deepening their understandings.
      • Cornerstone tasks are curriculum-embedded tasks that engage students in applying their knowledge and skills in an authentic and relevant context.  
  • Big Idea #4:  A coherent curriculum is mapped backwards from desired performances.
    • The key to avoiding an overly-discrete and fragmented curriculum is to design backward from complex performances that require content.
    • The key and initial question for curriculum development is NOT "What will we teach and when should we teach it?"  Rather, THE question for curriculum development must be goal focused:  "Having learned key content, what will students be able to do with it?"
  • Big Idea #5:  The standards come to life through the assessments.
    • The standards refer to the desired qualities of student work and the degree of rigor that must be addressed and achieved.  
    • The performance-based conception of standards lies at the heart of what is needed to translate the Core into a robust curriculum and assessment system.
    • We must strive for worthy performance tasks anchored by rigorous rubrics and annotated work samples. 
This is definitely a must read for all leaders of learning - and that is each and everyone of us!

 

Five Levers to Improve Learning:  How to Prioritize for Powerful Results in Your School

Iowa ASCD President-Elect Kevin Vidergar shares a review of Five Levers to Improve Learning. How to Prioritize for Powerful Results in Your School by Tony Frontier and James Rickabaugh (2014). Rickabaugh is a featured presenter at the CBE Conference on June 23-24.

 

Five Levers introduces what was for me a different lens through which to view school improvement. This lens is created through the intersection of two parts: clarifying the desired outcome in terms of the type of change required and looking at any given improvement initiative in terms of the kind of lever it is.

 

According to the authors, there are three different outcomes resulting from change: maintain the status quo (many may recognize this as related to first-order change from Marzano); transactional change, which builds on existing competence but involves creating and implementing a different set of transactions to yield the same result; and transformational change which is akin to Marzano's second- order change because it involves implementing new ways of thinking and doing.

 

As described by the authors, "A lever is a means or device used to accomplish something that otherwise might not have been possible" (p.10). In organized systems, levers are the "key areas where we exert influence in order to obtain a desired goal" (p.11). In education, the authors propose that there are five levers:

  • Structure - logistical components such as schedules, staffing, administrative processes at the classroom, school, and/or district level
  • Sample - how students are grouped, including ability grouping, single-gender classrooms, retention and acceleration
  • Standards - expectations for what students should know and be able to do
  • Strategy - any of the practices teachers use to engage students in learning
  • Self - beliefs teachers and students have about their capacity to be effective. 

The authors then present each of the five levers, beginning each chapter with a set of vignettes involving that lever that in several instances where all too familiar! The lever is defined, common misconceptions about that lever are presented, and opportunities for using that lever effectively are described. Next, common examples of that lever are shared and each example includes a succinct summary of research on the effectiveness of that lever. The chapter concludes by recapping what was learned about the lever and the conditions under which it will be effective for improving student learning, reflecting on the vignettes and how they show effective or ineffective use of the lever, and conclude with my favorite section - reflective questions to ask on Monday morning.

 

For example, the first lever is structure, which is defined as "the logistical components such as schedules, staffing, tools, and administrative processes" (p. 24). Examples of structural levers include technology (e.g., implementing a 1:1 initiative, adding white boards or document cameras to every classroom), school choice (as found in NCLB), and seat time. Structural changes are quite attractive because they are often widespread and result in highly observable differences.

 

A common misconception about this lever is that these kinds of changes in and of themselves will result in improvements to student learning. The breakdown in reasoning lies in that the change in structure typically does not affect the "quality of the processes, practices, and relationships at the classroom level where learning occurs" (p. 24).

 

The last chapter, Chapter 6, connects the five levers' capacity for influencing positive change in student learning with effective leadership practices. The most effective lever for influencing change is the "self" lever (i.e., the beliefs that students and teachers have about their capacity to be effective), followed by strategy, standards, sample, and structure. One of the most helpful tools for me was a table on page 152 showing the intersection of each of the five levers with the kind of change - status quo, transactional, or transformational - and the likelihood of that lever realizing that kind of change.

 

Another helpful tool is the use of four metaphors - remodeling a kitchen, chopping down trees vs. starting more campfires, thinking like a penguin, and riding a bicycle - to clarify the relationship among the levers, the kinds of change, and the role of leadership. (You will just have to read the book to learn about starting more fires and thinking like a penguin!)

 

The appendices include many useful tools and resources for prioritizing efforts to improve student learning, examining widespread improvement practices in terms of the levers, more examples of each type of lever, and planning questions for each lever and each type of change desired.

 

In summary, the authors contend that educators all too often seek to improve student learning by engaging in misguided efforts to leverage change in schools. These initiatives will fail to yield results unless they "(1) are aligned with and directly influence the connections between standards and instructional strategies used in classrooms and (2) address and build students' and teachers' conceptions of self as related to their capacity to achieve" (p. 20).

 

It is our challenge as school leaders to keep improvement efforts focused on changing students' and teachers' understanding of what they are capable of. If we can do this, there are no limits on how far we can improve learning for each student.  
Traits of Writing - The Complete Guide for Middle School by Ruth Culham

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Traits of Writing - The Complete Guide for Middle School by Ruth Culham is filled with trait-specific assessment materials developed just for teachers of grades 6-8, including the following:
  • new developmentally appropriate scoring guides
  • scored and critiques benchmark papers
  • sample conference comments for all performance levels

The classroom-tested instructional materials include the following:

  • Think About questions
  • warm-up exercises
  • focus lessons
  • quick activities

All these materials are organized around the four essential characteristics, key qualities, of each trait.   

 

Culham explores the latest research on writing instruction, offers advice on planning and managing your writing time, and supplies lists of mentor texts to use as models of excellent writing in each trait.

 

The accompanying CD contains strategies for assessing and teaching the modes of writing (e.g., narrative, expository, persuasive) and guidelines for grading student work.  There are also  lesson reproducibles and student-friendly scoring guides ready to print. 

Attention Iowa History Buffs: Iowa's Rural Settlement Shaped by Railorads and a System of Rural Schools by Iowa ASCD Member Dee Engstrom


A special thank you to Iowa ASCD member and fifth-grade teacher in Collins-Maxwell, Lois Gross, who shares this review of the book, Iowa's Rural Settlement Shaped by Railroads and a System of Rural Schools by Iowa ASCD Member and former Iowa ASCD President Dee Engstrom.

This book contains a wealth of primary source material, including drawings, maps, photographs, early documents, and newspaper articles. It provides an excellent source of information to add to the authenticity of any Iowa History curriculum.

 

The book format is both attractive and unique in that it often utilizes a type of question and answer framework to convey information, along with a straight forward narrative. The author poses a question and then follows up with text that provides the answer. It also provides additional questions to expand students' analytical thinking skills. It is a very comprehensive account of the history of Iowa, including relevance and application of information to today's world.

 

With the state's current focus on the Iowa Core initiative, the information contained in this book aligns well in at least 2 areas, that of social studies (history, economics, behavioral science) and reading informational text. Some possible areas, quoting from the Iowa Core, are provided below:

History: 1) Understand historical patterns, periods of time including problems/issues in the past and their causes as well as understanding differences in life today compared to life in the past. 2) Understand the people, events, problems and ideas that were significant in creating the history of the state.

Economics: Understand the role of scarcity and economic trade-offs and how economic conditions impact people's lives, including the importance of work.

Behavioral Science: Understand the changing nature of society, including the realization that the decisions of one generation provide a range of possibilities open to the next generation.

Reading Informational Text: 1) Quote accurately from text when explaining what the text says as well as drawing inferences from the text. (RI5.1) 2) Determine main ideas of the text including key details and summarizing text. (RI5.2) 3) Explain relationships between events, ideas, or concepts in a historical text. (RI5.3) 4) Determine the meaning of words/phrases in text relevant to topic/subject area. (RI5.4)

  

It also comes with an instructional CD of teaching activities that can be used with students, including the areas of vocabulary, comprehension, and assessment, which also aid in the adaptability of key content to the Iowa Core.

 

If you have any interest in the history of Iowa, you will thoroughly enjoy this book. It is a very comprehensive account of Iowa's past with application and relevance to events of today.

 

*********************************************************************************** 

Iowa ASCD members may purchase the book and CD (teacher's guide) for $25.  Books for student use are $20 but do not include the CD Teacher's Guide.  This great price includes tax, handling, and shipping.  Checks may be made out to the Rural Legacy Project and mailed to Rural Legacy Project, Post Office Box 235, Odebolt, IA 51458.

 

Proceeds of this book support the Iowa Rural Schools Museum.
The 12 Touchstones of Good Teaching - A Checklist for Staying Focused Every Day by Bryan Goodwin and Elizabeth Ross Hubbell

Bryan Goodwin and Elizabeth Ross Hubbell in their newly released book, The 12 Touchstones of Good Teaching - A Checklist for Staying Focused Every Day, present simple and specific things every teacher can do eery day to keep classroom practice focused on the hallmarks of effective instruction and in line with three imperatives for teaching for learning:
  • Be demanding - align teaching with high expectations for learning.
  • Be supportive - provide a nurturing learning environment.
  • Be intentional - know why you are doing what you are doing. 
 The 12 touchstones are as follows:
  • Be Demanding - articulating and maintaining high expectations for learning
    1. Use standards to guide every learning opportunity
    2. Ensure students set personal learning objectives for each lesson
    3. Peel back the curtain and make performance expectations clear
    4. Measure understanding against high expectations

     

  • Be Supportive - provide a nurturing learning environment
    1. Engage student interest with every lesson
    2. Interact meaningfully with every student
    3. Use feedback to encourage effort
    4. Create an oasis of safety and respect in the classroom   
  • Be Intentional - Know why you are doing what you are doing
    1. Make the most of every minute
    2. Help students develop deep knowledge
    3. Coach students to mastery
    4. Help students do something with their learning
When Success Is the Only Option:  Designing Competency-Based Pathways for Next Generation Learning

When Success Is the Only Option: Designing Competency-based Pathways for Next Generation Learning is an introduction to competency-based pathways, a necessary condition to realizing the potential of next generation learning. The most important finding from this investigation is that competency-based pathways are a re-engineering of our education system around learning - a re-engineering designed for success in which failure is no longer an option.
Delivering on the Promise:  The Education Revolution

Delivering on the Promise is "must" reading for those exploring and implementing competency-based education!

Delivering on the Promise is propelled by the story of one school district's journey to develop and implement a new approach to schooling - one that represented a dramatic shift in education for which the district won the coveted Malcolm Baldrige National Quality Award in 2001.

The RISC Approach to Schooling is a standards-based system that educates all students to the highest levels, empowers them to own and lead the learning process, helps them realize their dreams and equips them with the knowledge, skills, and abilities to succeed in a rapidly changing world.  In a RISC system, students move at their own pace through developmental levels in standards, rather than age-based grade levels.  Students also must meet an acceptable level of performance, but the RISC approach requires much more of students than the traditional approach to K-12 education.  Motivation, engagement, and shared leadership - and clarity that every child can learn - are the pillars of RISC's whole-child model.

The authors describe the process of transformation from a time-based to a performance-based system, the structure of the RISC Approach to Schooling, and issues with replication, including successes, lessons learned, and suggested action steps.  They also share the inspirational stories of students' lives and futures transformed with this revolutionary approach.

And you can learn more about the RISC approach at the Competency-Based Education Conference on June 23-24!
 
Last Chance to Register for Competency-Based Education Conference - June 23-24

The Iowa Department of Education and Iowa ASCD are collaborating on the second annual Competency-Based Education Conference:  Define!  Design!  Deliver! on June 23-24 at the Iowa Events Center.

Come learn how students can learn and demonstrate competencies which will endure throughout time. CBE provides a strong framework for teachers and administrators to understand the Iowa Core and ensure students are college, career, and citizenship ready.

Among the featured speakers are Rose Colby, author of Off the Clock and Tom Vander Ark, author of Getting Smart.  Several Iowans will be joining the conversation and sharing their expertise, including the pilot schools of the CBE initiative.

Register now!!  $250 for Iowa ASCD members and $295 for non-members of Iowa ASCD.

Register now!
  • Mail a check/purchase order with date/name of conference and names/e-mail addresses of participants to Bridget A. Arrasmith, Drake University School of Education, 3206 University, Des Moines, IA 50311.
  • E-mail a purchase order with name/date of conference and names/e-mails of participants to Bridget A. Arrasmith at [email protected].
  • FAX purchase order with name/date of conference and names/e-mails of participants to Bridget A. Arrasmith at 515.271.2233.

 

Fall Institute Features Dr. Nell Duke on September 19 - Register Now! Save a Seat for You and Your Team! 

Mark your calendars now for a great day on September 19 with Dr. Nell Duke at Olmsted on the Drake University Campus.

Apple - getting to the core
"K-3 Literacy:  Implementing the Core"


Learn how to:

  • increase student motivation in literacy
  • help K-3 students demonstrate the Iowa Core literacy standards
  • organize reading and writing around real purposes for kids, including project-based learning
Where:  Drake University

 

When:  September 19, 2014 

                              

Time:  9:00 A.M. - 3:30 P.M. 

 

Mark your calendars now!  September 19, 2014!  Register for the Conference on the Iowa ASCD web site.  The fee is $125 for members and $170 for non-members

All participants will receive the book which is being published in August, Inside Information: Developing Powerful Readers and Writers of Informational Text through Project-Based Instruction.
 

 

Opportunities for registering include the following: 

  • Register on line at the Iowa ASCD events website.
  • Mail a check/purchase order with date/name of conference and names and e-mail addresses of participants to Bridget A. Arrasmith, Drake University School of Education, 3206 University, Des Moines, IA  50311.
  • E-mail a purchase order with name/date of conference and names and e-mail addresses of participants to Bridget A. Arrasmith at [email protected]
  • FAX purchase order with name/date of conference and names and e-mail addresses of participants to Bridget A. Arrasmith at 515.271.2233.     
"Nell Duke - a favorite of the State Wide Reading Team!! She shares both practical information on best practices and the Nell Duke literacy research behind them. You'll come away from the institute with real-world solutions and a deeper understanding of what's needed to bring the Iowa Core standards in reading, writing, and language to life in K-3 your classrooms."  Rita Martens, Iowa Department of Education

 

Seeking Grades PK-K-1 Presenters for December 4 Conference - Share Your Learnings in Implementing the Iowa Core!

Grade PreK, K, 1st Grade Practitioner Conference - December 4, 2014 - Holiday Inn in Des Moines, IA 

Focus on Impacting Student Learning with the Iowa Core and Characteristics of Effective Instruction

Apply to share your expertise in one of the conference strands.

  • Teaching for Understanding - Curriculum Strand- What do all students need to learn, know and be able to do? How do we in our building/grade level connect our teaching with the students' learning expectations identified in "the core"?   Share what's happening in the classroom to achieve the Iowa Core.
  • Assessment for Learning - Assessment Strand - How do we know that students have learned? How are formative assessments being used to diagnose students' progress in learning, determine areas of strength and plan for differentiated instruction? How do we adjust our instruction based on the results of the formative assessments? Tell your story!
  • Teaching for Learner Differences - Instruction Strand - How do we plan and deliver instruction so that we meet the needs of all learners in our classroom? How do we respond if students struggle or don't learn and how do we respond when students have already learned? Share your experiences, success stories and lessons learned!

WE need YOU to tell your story, share your strategies, ideas and success stories!

Explain to your colleagues your ideas and practices for integrating the Iowa Core into your classroom. Share your strategies for using formative assessment to inform your instruction. How is your classroom environment focused on differentiated instruction? How do your integrate technology to accelerate your students' learning? Share your examples and classroom management processes!

Click on the proposal form for more details!

Proposals due September 1, 2014. Complete and return the proposal form soon!

Registration Opens in May 19 - Look for updates in The Source.

Save the Date - November 12 - 13 - When Jay McTighe Will Be Back in Iowa to Deepen Teams' Understanding and Practices of Understanding by Design. 

Join us this next fall on November 12-13 as we feature Dr. Jay McTighe with Understanding by Design in Implesave the datementing the Iowa Core.

Please come learn and network with Dr. McTighe and other educators in Iowa.

Date:  November 12-13, 2014
Location:  Olmsted on the Drake Camputs i Des Moines.
Fee:  $250 for members; $295 for non-members of Iowa ASCD. 

Watch for registration details, which will be available soon.
Check It Out!

Check out the following:
  • Social Studies Teachers:  The Institute for Social Studies Teachers takes place June 24-25 at the State Historical Museum of Iowa (600 E. Locust) in Des Moines.  Participants can sign up to attend both days of the institute, or just one of the days. Register now!  
  • Contact your legislators. Be sure to use Iowa ASCD's Legislative Agenda to develop your "ask" and support for Iowa education.   Connect now and over the summer - great time to develop relationships with your Senators and Representatives - while they are "back home."  
Webinars for Your Learning 
 
Iowa ASCD seeks to keep you informed about webinars for your webinar learning and the learning of those with whom you work.  Check out the following; many of these support the work in your collaborative time and definitely help with implementation of The Core!  

 

 

     

  • Title:  Read, Write, Lead:  Breakthrough Strategies for Schoolwide Literacy Success
      • Presenter:  Regie Routman, author of Read, Write, Lead  
      • Provider:  ASCD
      • Date:  June 24, 2:00 P.M.
      • Register Here 
Access ASCD's archived webinars here.

And remember if you participate in the AEA 267 webinars, you have access to the archived versions of those webinars.  AEA 267 also has video clips of PLCs available.  Access them here!
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Iowa ASCD is the source for developing instructional leadership and translating research into daily practice. Serving more than 1400 educators - teachers, principals, superintendents, directors of curriculum, technology specialists, college professors, AEA staff - Iowa ASCD strives to develop the collaborative capacity to impact the learning of each and every student in Iowa.

Be Sure to Check Out . . .
Book - It's Not Complicated!
White Paper - High Reliability Schools
Book - Catching Readers
White Paper - Five Big Ideas
Book - Five Levers to Improve Learning
Book - Traits of Writing in Middle School
Book: Iowa's Rural Settlement
Book - !2 Touchstones of Good Teaching
White Paper - When Success Is the Only Option
Delivering on the Promise
CBE: Register Now
September 19 - Nell Duke
We Want YOU - Teachers of PK, K, 1
November 12-13 - Jay McTighe
Check It Out!
Webinars for Your Learning
Iowa ASCD Twitter!
Iowa ASCD Contacts
Iowa ASCD Opportunities

Quick Links:

 

Iowa ASCD  

 

Iowa ASCD Twitter

 


Iowa ASCD Contacts

 

President

 Allan Eckelman  

   

Past-President

Jason Ellingson 

 

President-Elect

Kevin Vidergar

   

Membership and Conference Information

Bridget Arrasmith

 

Secretary

Leslie Moore 

 

Treasurer (Interim) 

Lou Howell 

 

Members-at-Large

  

Ottie Maxey 

Becky Martin 

Sara Oswald 

Amy Whittington 

 

DE Liaison

 Rita Martens  

 

Higher Education

Jan Beatty-Westerman 

Elaine Smith-Bright 

 

Advocacy and Influence 

Pam Armstrong-Vogel 

Susan Pecinovsky 

 

Curriculum Leadership Academy

Sue Wood  

Pam Zeigler  

 

Fall Institute

 Veta Thode 

 

Summer Institutes and Grade-Level Conferences

Kym Stein 

 

Planning Chair 

Cindy Swanson 

 

Technology

Chris Welch  

 

Membership Relations and E-Learning

Amy Wichman 

 

Executive Director

Lou Howell  

 

 

Here's What's Happening!
  • June 23-24, 2014

  • September 19, 2014
    • Fall Institute
    • Nell Duke
    • K-3 Reading and the Iowa Core 
    • Drake University
    • Register Now! 
  • November 12-13, 2014
    • Fall Academy
    • Jay McTighe
    • Understanding by Design
    • Drake University
  • December 4, 2014
    • Grade-Level Conference for PK, K, and 1 
    • For and By Teachers
    •  Holiday Inn - Airport in Des Moines 

 

  • Get The Source the first and third Friday of each month.
  • Join us on Twitter @IowaASCD