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Volume 15, Number 14 The Source
| August 21, 2015
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Teachers/Leaders of K-6 Literacy: Register Now for September 22 Fall Institute with Lester Laminack:
Writers ARE Readers!
Struggling to meet all the literacy demands of the Iowa Core K-6? Not sure if your students are always applying their new skills in their independent reading? Asking yourself, "What about writing?" Join us to learn with Lester Laminack how we can use what we know about reading to develop powerful writers.
About this Workshop: To be a good writer you must first be able to read deeply and understand author's intent. In this workshop, Lester Laminack will show you that the key to successful writing is harnessing the power of close reading. You will learn how your students can transfer what they know about reading structures and strategies into practices that will hone their writing skills and help them become more focused writers. A more focused writer is also a successful reader. Reading and writing are natural reciprocal relationships that you can use tomorrow in your classroom.
About This Author: Lester Laminack consults with schools all around the country. He is Professor Emeritus at Western Carolina University, where he has won both the Chancellor's Distinguished Teaching  Award, and the Botner Superior Teaching Award. Lester is an active member of the National Council of Teachers of English. He's the author of several notable books, including The Writing Teacher's Troubleshooting Guide, Bullying Hurts (both with Reba Wadsworth) and Kid-Tested Writing Lessons for Grades 3-6, with Leslie Bauman and Harvey "Smokey" Daniels.
Overview and Learning Objectives:
Writers approach a text with an eye for more than "what's the story here?" Writers look for structure and craft, intention and execution, voice, tone and mood. Writers notice bias and hyperbole, and honesty in content. Writers ARE readers.
Reading and writing are mutually supportive processes, though much of our instruction misses the bonus of that relationship. Efficient readers can be shown how to flip their insights about structure and strategies into more powerful writing. Learning to write using your reader knowledge has important implications for growing more informed and efficient writers and allowing students to grow as both readers and writers.
Across this day we will:
- Explore our accepted reader knowledge and dig in to the flip side of those insights in the work of a writer.
- Tap into a set of selected texts and examine the role of close reading in the development of a focused writer.
- Write a bit ourselves and play with structures and craft.
- Develop a list of text resources and practice using them DURING the workshop.
- Examine some of the typical plateaus/developmental pauses faced by a developing writer and think through the source of those plateaus and ways to nudge them forward.
Participants will receive a copy of:
 Writers ARE Readers: Use Reading Structures and Strategies to Nurture More Powerful Writers
Participants are asked to bring a favorite Read Aloud they use in their classroom: narrative, poetry, informational, opinion or persuasive for use during the workshop.
Who Should Attend: Classroom teachers of Grades K-6, administrators, curriculum coordinators, literacy specialists/coaches
Fee: Early bird special - Before September 10 the fee is $150 for Iowa ASCD members and $195 for nonmembers. After September 10, the fee is $195 for Iowa ASCD members and $240 for nonmembers. Participants may register on line at http://iowaascd.org/index.php/events/event-registration/ or contact Bridget Arrasmith with purchase order with list of participants and their e-mail addresses: 123 Drake University School of Education, 3206 University, Des Moines, IA 503011; bridget.arrasmith@drake.edu; or FAX 515.271.2233.
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Curriculum Leads: Important Upcoming Dates for September
- When Iowa ASCD Board of Directors met with several new and veteran curriculum leads this summer, they expressed a need for a calendar of events and a monthly "nudge" before things get away from them. Here are a few upcoming events. Please feel free to contact any Iowa ASCD board member, including Executive Director Lou Howell, for any needed assistance. (See list of directors with their email addresses in the right-hand column.) Double check with your superintendent to determine those items for which you are responsible.
- September 1: Career and Technical Education (CTE) - Vocational Education
- Update program of student - September 1 (Check with HS Principal as this may be his/her responsibility)
- September 15: Title I
- Complete work on Title I application, which is due September 15 to the Iowa Department of Education.
- September 15: Comprehensive School Improvement Plan (C-Plan) (Formerly the CSIP)
- Final revised five-year plan due on-line to DE by September 15.
- Continue to gather data and work on draft.
- Take draft of revised plant to board in August
- Districts are encouraged to annually update their CSIP on ongoing planning documents
- Data can be found in district newsletters, database, (e.g., EdInsight, Heart) board reports, principals' end-of-year reports, etc.
- Place a copy on website, once approved by DE
- September 15: Annual Progress Report (APR):
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Due September 15 to DE (on-line through the C-Plan and submitted to public by same date)
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Share with your community by September 15 by placing a copy on the district web site, having a couple of hard copies available in each building's main office, sharing with the SIAC, etc. Some districts share a portion of the APR throughout the school year in the district newsletter.
- September 30: Title VI
- Title VI Assessment Funds Final Report is due September 30 for the previous school year.
- Other "To Do" in September:
- Assure board reports are to the superintendent/designee by ____ of each month.
- Share APR goal information with the school board; invite SIAC representative to present this information.
- Budgets:
- Review and update budget(s); share updates as appropriate
- Competent Private Instruction (CPI) - Home Schooling
- Notify parents/guardians of home-schooled children who are not working with an Iowa-licensed teacher of the annual assessment requirement.
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Provide article for the October newsletter. (Note: AEA usually provides the necessary information.)
- Send waiver to DE if you exceed the CPI numbers.
- Curriculum, Instruction, and Assessment
- Begin work with the curriculum committee(s) up for study this school year.
- Review current research on effective practices
- Follow steps outlined in the adoption cycle document of your district
- District Leadership Team
- Meet with DLT following professional development day. Discuss how day went, review data compiled by building leadership teams, review progress made, and identify new learning needs that district should address.
- Evaluation
- Schedule day with each building to coach on development of Individual Professional Development Plans (ITPDP).
- Iowa ASCD
- Register for Iowa ASCD Fall Institute
- Register for Iowa ASCD Fall Academy
- Read The Source for latest news and tips for instructional leadership
- Review function: Relationship Building
- Follow Iowa ASCD on Twitter @IowaASCD
- District Newsletter
- Place at least one article in district newsletter by the ______ of the month. Share information about student achievement, special programs (e.g., home schooling), assessment), which can then be used as part of APR and C-Plan.
- Professional Development
- Coordinate/Participate in professional development activities
- Assure facilitation of professional development
- Publish agendas of professional development activities
- Aggregate/disaggregate/share evaluations of professional development
- School Improvement Advisory Committee (SIAC)
- Facilitate/Participate in SIAC meetings - usually four or five each year; post dates in district newsletter
- September - approve C-Plan and APR
- October - review building-level action plan(s)
- January - review building-level action plan(s)
- April - review student achievement data and set dates for following year
- Reminder: post meeting dates as these are open to the public
- Walk-throughs
- Conduct building walk-throughs and share aggregated data
Please see Iowa ASCD website for an updated calendar through November.
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Leadership Tip: Forming, Storming, Norming, and Performing
Teams you establish, whether described as task forces, committees, teams, PLCs, or whatever, do go through predictable stages of development if they are going to achieve their goals. We know these stages, and there are interventions to facilitate a team's movement through the stages. All groups will form, storm, norm, and ultimately and hopefully perform. Check out the following descriptions of the group development stages and some possible interventions that follow each description that can further a team's movement through the stages. Do remember that when new members are added to the team, the team is likely to cycle back to an earlier stage. Stage 1 - FormingWhen groups are organized, a number of needs and questions occur. Group members at this stage have high expectations and anxieties about where they fit individually as well as within organizational parameters.
- Plan icebreakers for all group gatherings (e.g., an accomplishment they would like to see the group achieve, a past/present connection they have with the work of the team, a norm important to their work).
- Clarify expectations and desired group outcomes.
- Invite a "ranking official" to provide the "charge" to the team.
- Assign roles or procedures for designating chair, facilitator, recorder, and process observer.
Stage 2 - Storming In this stage, group members rebel against each other and often against authority. This is a stage where individual agenda's represented are more important than the agenda of the whole team. Members may express disappoint with the lack of progress. They can feel angry about goals, tasks, and action plans. - Consider a retreat to address the feelings and concerns in the group.
- Implement selective abandonment to refocus the group.
- Clarify expectations of behavior among group members in and out of meetings.
- Provide training on consensual building and conflict resolution.
- Build on data from process observer to improve/focus the team meetings.
- Meet individually with the "dissatisfied" if necessary.
Stage 3 - Norming If groups successfully resolve the storming issues, they arrive at this stage. This is the stage where the whole team's agenda is now more important than the individual agendas represented. Dissatisfaction is replaced by harmony, trust, support, and respect. Group members are more open and willing to provide feedback. - Invite a critical friend to work with the group.
- Monitor and regularly update group norms.
- Plan appropriate celebrations for work accomplished.
- Continue with additional training on meeting and group effectiveness.
Stage 4 - Performing This stage describes a highly productive group. Group members work collaboratively and interdependently, show confidence in accomplishing tasks, share leadership responsibilities, and perform substantive work. - Ensure the group continues to learn together.
- Share leadership and task responsibilities.
- Consider strategies for increasing time efficiency.
- Find ways to recognize and promote risk taking.
- Take time to celebrate together the work of the team.
Based on publication of the National Staff Development Council, presently Learning First. |
What Makes a Great School?
We all are beginning our school year wanting to assure we are a GREAT school. Regie Routman, an educator who works tirelessly to improve the literacy of schools in our nation, reminds us that it is NOT test scores that reflect a great school; "the quality of the school's culture is the prime indicator in determining whether all learners will experience success."  To get an accurate read on your school's culture, Routman asks us to reflect on these questions:
- Does the work on the walls reflect high expectations, deep thinking, and awareness of an audience beyond the school building?
- Are the teachers working together successfully within and across grade levels and disciplines?
- Is the principal visible in classrooms, noticing and commenting on teachers' and students' strengths?
- Are students engaged in worthwhile and challenging learning?
- And not to be minimized, are students and teachers enjoying instruction and learning?
Effective principals and school leaders ensure, sustain, and support a culture of achievement by . . .
- Deliberately modeling and taking trust-building steps with and for their school community every day.
- Assuring the collaboration among teachers, the principal, and the students is the modus operandi.
- Making authenticity in instruction, assessment, and learning the norm.
- Prioritzing: keeping the focus on what's most essential for students to become proficient, self-directed readers and writers.
- Ensuring teachers make sustained, daily writing time important - because it is a way for all to work out their thinking
- Having the support of their superintendent.
You may read the entire article here. |
Fall Academy - November 16-17: Standards-Based Grading for School Leaders
Conference speaker Tammy Heflebower of Marzano Research Center shares practical steps and strategies for school and district leaders and their teams to guide educators, students and parents through the implementation process and become acquainted with opportunities and challenges that may arise during the transition to standards-based grading.
Standards-based grading gives students and parents useful feedback by clearly identifying what students need to know and what they still need to learn to achieve those goals. Teachers use proficiency scales to track and report students' progress on prioritized standards and report cards communicate what students have mastered, what they need to work on, and how quickly they are progressing.
During this workshop, participants will explore specific aspects of standards-based grading implementation, from identifying prioritized standards and composing proficiency scales to creating aligned assessments and revising report cards. School and District leaders will learn practical steps and strategies for guiding educators, students and parents through this work.
Outcomes and Goals - Explore concrete steps for implementing standards-based grading.
- Learn to recruit and build teams of educators to prioritize standards and write proficiency scales.
- Discover three kinds of assessments and learn how educators can use each type as an effective part of a standards-based grading system.
- Understand the unique grading challenges posed by exceptional learners and how to incorporate accommodations and modifications into grading practices.
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Create an action plan for revising report cards to more clearly communicate student progress and achievement.
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Formulate an implementation and communication plan to facilitate your school's transition to standards-based grading.
About the Presenter
Dr. Tammy Heflebower is a senior scholar at Marzano
Research. She is a highly sought-after school leader and consultant with vast experience in urban, rural, and suburban districts. Dr. Heflebower has served as a classroom teacher, building leader, district leader, regional professional development director, and national trainer. She has also been an adjunct professor of curriculum, instruction, and assessment at several universities. Registration Information: Iowa ASCD Fall Academy November 16th and 17th, 2015 Registration: 1:00 p.m. - 1:30 p.m. Conference: 11/16: 1:30 p.m. - 8:00 p.m. 11/17: 9:00 a.m. - 3:30 p.m. Drake University, Olmsted Center 2507 University Avenue Des Moines, Iowa Snacks and supper will be served on November 16 and a continental breakfast and lunch will be served on November 17.
Early Bird Rate: $275 for Iowa ASCD Members $320 for Non-Members
After 11/9: $320 for Iowa ASCD members
$365 for non-members
You may register by sending a purchase order or check with a list of names and their e-mail addresses to Bridget Arrasmith, School of Education, Room 123, Drake University, 3206 University Avenue, Des Moines, IA 50311 (FAX (515) 271-2233).
You may register on line at http://iowaascd.org/index.php/events/event-registration/
All participants will receive A School Leader's Guide to Standard-Based Grading by the Marzano Research Center.
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Tom Guskey Shares Tips to Develop Standards-Based Report Cards
Thomas R. Guskey, professor at the University of Kentucky, shares  several questions and tips on developing standards-based report cards: 1) Know your purpose for standards-based grading and reporting.
- Have your reached consensus on that purpose?
- What information will you communicate in the report card?
- Who is the primary audience for the report card?
- How will you share the information?
- Do you have a clear statement of purpose that will be published on the report card?
An example of a purpose statement might be: "The purpose of this report card is to communicate information about the student's academic achievement and work habits to students, parents/guardians, teachers and administrators."
Another example might be: "The purpose of this report is to be a tool that communicates information about a student's achievement and behavior for the student, parents, teachers, and the community to enhance the student's education and opportunities for growth."
And a third example might be: "The purpose of this report card is to describe students' learning progress to their parents and others, based on our school's learning expectations for each grade level. It is intended to inform parents and guardians about learning successes and to guide improvements when needed."
2) Know when and where report cards will be distributed.
- Have we reached consensus about the completion and distribution of the report cards?
- Are we consistent across grade levels?
- Can we explain/justify this to our stakeholders: students, parents, teachers, school leaders, others?
3) Decide if you will have grade-specific report cards or general report card over grade span or district.
- What are the advantages and short comings of each approach?
- Are we prepared to defend our decision to all stakeholders?
4) Know how many and which specific standards will be reported for each subject area, course, and/or grade level.
- Have we reached consensus on the 4-6 standards to include?
- Are our standards stated in clear and understandable languages for our stakeholders?
Remember that your reporting standards may be a "rewrite" of your curriculum standards, making sure they are designed for reporting on student learning, fewer in number (usually 4-6), broad and more general, clear and understandable, and expressed in parent-friendly language.
5) Decide if your standards are set for the entire year or for a marking period.
- Have we reached consensus on what will work best for us?
- What will best satisfy the needs of our stakeholders, including students, teachers, and parents/guardians?
- Can we justify our decision to our stakeholders?
6) Decide which product, process, and progress standards should be reported.
- Have we reached consensus on these?
- How will they differ (or not) across grade levels?
- Do they make sense to all stakeholder groups?
Examples of process standards: attitude, behavior, attendance, participation, effort, homework (completion, quality), motivation, respect, responsibility.
7) Determine the level of performance that will be shared on the report card and how they will be labeled.
- Are we clear about what each level means?
- Can we identify how each student can move up in a level?
- Do we have representative student work at each level?
8) Determine if teacher comments will be included on the standards-based report cards.
- What can be communicated beyond the current product (achievement) and process (behavior) indicators?
- What general comments are important?
- What specific comments will be most meaningful?
9) Know how the information will be arranged on the report card.
- Keep in mind the importance of order and space.
- Be sure the legend is at the top.
- Elementary report cards are usually arranged by subject area.
- Secondary level is typically by schedule, but not always.
- Consider providing space for comments by students and parents/guardians, and a cumulative record of results.
10) Determine what parents/guardians are expected to do with the information.
- Will we ask parents/guardians to offer general comments or respond to specific questions?
- What questions would be most helpful?
- Where will we post the questions?
- What is best way for parents to respond?
11) Determine what students are expected to do with the information.
- Will students be asked to reflect on and respond to the information on the report card?
- What procedures will we put in place to encourage student reflection and response.
- Will the report cards be used as basis for goal setting and action planning?
- How will plans be formalized and results recorded?
12) What policies need to accompany the new reporting procedures?
- Course credit?
- Promotion?
- Honor societies and other recognition?
- Athletic eligibility?
13) When should input of parents/guardians and/or students be sought?
- During the development of the report card?
- When planning other means of reporting?
- Prior to implementation?
- When considering reactions to pilot versions?
- When considering implications for school policies?
It is important that as you develop these new standards-based report cards, you consider both the organizational and individual aspects of change. Remember people will want to know first, "How does this impact me?"
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Book Review - Leading Academic Achievement for English Language Learners: A Guide for Principals
Iowa ASCD Past President Kevin Vidergar of Perry Community School District shares a review of Leading Academic Achievement for English Language Learners. A Guide for Principals by Betty J. Alford and Mary Catherine Nino. The authors examine "successful leadership practices and strategies,  embedded professional development methods, and implementation models that build both a culture of high expectations for ELLs [English Language Learners] and teacher capacity to scaffold students to high levels of achievement while simultaneously helping students develop the English language."
As I read through each chapter, I discovered that the authors integrated their personal experiences working with English as Second Language (ESL) programs with current research on effective ESL programs and practices. Each chapter focuses on a specific topic and includes case studies, action points, straight talk from the field, critical issues, and tools (collected in Chapter 6). Chapter 1 focuses on the importance of, and steps for, building and strengthening a culture of success for ELLs. The foundation for an effective ESL program is a strong belief, widely held among all staff, that every child can learn at high levels. Several strategies are presented for creating and enhancing this belief through establishing a system of shared values. Specific actions principals can take include language development and support embedded in rigorous content, continued support for all teachers (ESL and non-ESL) to achieve scaffolded instruction, increasing comprehensible input within rigorous content, facilitating collaborative relationships within the school day, and celebrating successes whenever they occur. The next effective leadership practice is advocating for the success of ELLs based on three key practices, the first of which is transparent data analysis (i.e., all teachers understand the source of the data, what it means, and how it is interpreted). This practice involves collecting, organizing, displaying, and sharing student learning data, or evidence, in order to build a common understanding of the needs of the ESL program as well as individual student learning needs. The next key practice is to advocate for ELLs based on authentic and committed relationships. This means that the principal demonstrates explicitly that he/she values ELLs and the diversity they bring to the school and/or district. The third key practice is that the principal continually focuses staff on key instructional strategies such as encouraging ELLs to maintain their first language, build relationships with ELLs based on trust, use scaffolding to assist ELLs in learning academic content for their grade level (i.e., don't "water" down the curriculum), etc. The principal provides gentle and relentless pressure on using data and effective instructional strategies known to benefit ELLs because these strategies will most likely lead to increased academic success for all students. Increasing the understanding of the principal's and teaching staff's understanding of second language acquisition is the third effective action a principal can take. In essence, general classroom teachers must learn and understand language acquisition while ESL teachers must learn and understand the academic content standards. Three key areas are addressed: (1) recognizing the problems of deficit thinking and challenging assumptions, (2) building knowledge of the second language acquisition process, and (3) promoting successful instructional and curricular practices (p. 36). Throughout the chapter, suggestions for how to engage staff as well as pertinent background information are provided. Chapter 4 focuses specifically on the role of principal in building the capacity of the school and system to improve academic achievement for ELLs. The central focus is how the principal "works collaboratively with faculty members to build their care, capacity, and confidence to respond effectively to the needs of ELLs" (p. 64). This concept is identified as "confianza," a Spanish word for a "combination of trust, mutual respect, comfort, familiarity, and understanding based on experience, which yields confidence - in you, in the other person, and in the relationship" (p. 64). The idea here is that that principal works intentionally and consistently with all staff to increase their capacity through developing quality relationships, ensuring meaningful professional learning, and engaging staff in reflective practice. The principal cannot do this alone so the next chapter focuses on strengthening partnerships among school, home, community, and even local university/colleges. A variety of strategies for encouraging parent involvement with schools are shared along with recommendations for increasing the effectiveness of communication with parents and the community. The section on forming partnerships with colleges and universities focuses on having a strong shared vision, being open to multiple ways to address issues, and eliminating territorialism. Chapter 6 is filled with short lists of resources for the principal including books, research reports, websites, and tools correlated to each chapter. Reference:
Alford, B. J. & Nino, M.C. (2011). Leading academic achievement for English language learners: a guide for principals. Thousand Oaks, CA: Corwin |
Reminder of Books Available to YOU Free - On Line - 24/7!
All Iowa ASCD members have access to these books 24/7 in 2015 and 2016. If you have forgotten your password to these resources, please contact Lou Howell at LouHowell@mediacombb.net. 
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US Department of Education Provides This information on Competency-Based Education or Personalized
Learning
Transitioning away from seat time, in favor of a structure that creates flexibility, allows students to progress as they demonstrate  mastery of academic content, regardless of time, place, or pace of learning. Competency-based strategies provide flexibility in the way that credit can be earned or awarded, and provide students with personalized learning opportunities. These strategies include online and blended learning, dual enrollment and early college high schools, project-based and community-based learning, and credit recovery, among others. This type of learning leads to better student engagement because the content is relevant to each student and tailored to their unique needs. It also leads to better student outcomes because the pace of learning is customized to each student.
By enabling students to master skills at their own pace, competency-based learning systems help to save both time and money. Depending on the strategy pursued, competency-based systems also create multiple pathways to graduation, make better use of technology, support new staffing patterns that utilize teacher skills and interests differently, take advantage of learning opportunities outside of school hours and walls, and help identify opportunities to target interventions to meet the specific learning needs of students. Each of these presents an opportunity to achieve greater efficiency and increase productivity.
 The links on this page are provided for users convenience and are not an endorsement. See full disclaimer.
State efforts
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New Hampshire - The state is initiating high school redesign that replaces the time-based system (Carnegie unit) with a competency-based system focused on personalized learning, strong teacher-student relationships, flexible supports, and development of 21 st century skills.
- Michigan Seat Time Waiver -Michigan passed legislation in 2010 providing a seat time waiver to districts that want to offer pupils access to online learning options and the opportunity to continue working on a high school diploma or grade progression without actually attending a school facility. Additional links here and here.
- Ohio's Credit Flexibility Plan - This plan, adopted by the State Board of Education in 2009, allows students to earn high school credit by demonstrating subject area competency, completing classroom instruction, or a combination of the two. Under this plan, subject area competency can be demonstrated by participation in alternative experiences including internships, community service, online learning, educational travel, and independent study.
District efforts
- Chugach School District - This rural Alaska district developed a performance-based learning system by creating, implementing, and fine-tuning thematic units, tools, assessments, and instructional approaches, and replacing replace the Carnegie unit and grade levels with 10 performance levels. This system lead to the creation of the Re-Inventing Schools Coalition (RISC) model, a standards-based approach to learning that is not tied to seat time, is flexible, and promotes student ownership over learning. The RISC model is currently in use in 16 districts and schools across the country. Additional link here.
- Adams County School District 50 - This rural Colorado district has implemented the RISC model and created a system of learner-centered classrooms by replacing grade levels with 10 learning levels that students work through at their own pace. This approach is designed to give students the time and help they need to reach the standards at one level before advancing to the next. Additional link here.
- Big Picture Learning School - This model seeks to provide a personalized learning experience that challenges and supports students, engages families in the learning process, and encourages students to take ownership over their own education. Each student works with an academic advisor and their parents to develop an individual learning plan that addresses their needs, skills, and interests.
- Young Women's Leadership Charter School - This Chicago school has moved away from tying credit to seat time and instead awards credit for specific competencies demonstrated at any point in a student's high school career. Students earn credit for classes in which they demonstrate proficiency on at least 70 percent of academic course outcomes.
Alternative/credit recovery schools and programs
- Diploma Plus - This model is a student-centered high school alternative for youth who are over-age and under-credited, re-entering high school, or placed at risk of dropping out. The goal of this school is to graduate students ready for college or career by enhancing student engagement and college and career preparation, and creating positive learning experiences for students. Diploma Plus works in partnership with school districts and communities in seven states.
- Communities in Schools' Performance Learning Centers - Communities in Schools has developed Performance Learning Centers to serve students who have fallen behind in credits. These alternative high schools are designed to help students earn credit and graduate on time by providing them with a rigorous academic environment, self-paced curriculum, project-based learning, and flexible schedules. Additional links here and here.
Additional resources:
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Webinars for Your Learning
Iowa ASCD seeks to keep you informed about webinars for your 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!
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Title: Designing Lessons that Foster Deep Understanding of Complex Text
- Presenter: Kathy Glass
- Provider: ASCD
- Date: Tuesday, September 29, at 2:00 P.M. CDT
- Register Here
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Check It Out!
Check out the following:
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Members of the State Board of Education adopted new state standards for science for what Iowa students should know and be able to do in science from kindergarten through 12th grade. The board's vote was based on a state review team's recommendation that Iowa adopt the Next Generation Science Standards with some modifications. The board accepted that recommendation and directed the Iowa Department of Education to develop a timeline and plan to help schools statewide put the new science standards into practice.
- The Iowa Department of Education, through the Iowa Safe and Supportive Schools grant, is hosting the Family Engagement Symposium Sept. 9-10 at the Iowa Events Center in Des Moines. The event is open to all Iowa schools. There is no registration fee, and lunch is served both days. View the complete agenda. Register by Aug. 15 here.
- Remember to renew your membership for 2015 - 2016. Beginning January 1, 2015, all Iowa ASCD members have access to 30 on-line books 24/7 for the entire year and next year, too!
- Consider an institutional membership for your building, district, or AEA. The fee is $25 per person when you enroll at least 20 people at one time. Great benefits! Contact Lou Howell for more information.
- Are you a student in a graduate program? If so, you may get a membership for three years for $45. Contact Lou Howell for more information.
- Are you a student in a pre-service program? If so, you may get a one-year membership for $15. Contact Lou Howell for more information.
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 Stay current with learning! Follow Iowa ASCD on Twitter! We would like to follow you on Twitter as well. If you are willing to share your "Twitter Handle" with us, please leave your information on this site. |
 Iowa ASCD is the source for developing instructional leadership and translating research into daily practice. Serving more than 1500 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. |
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