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Volume 15, Number 15 The Source
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September 4, 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 17 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 - Function of Our Work: Leaders of Curriculum, Instruction, and Assessment
The primary responsibility of curriculum leaders is to develop the collective capacity of the organization to assure that all students are successful.
 One of the functions of these individuals' work to assure the capacity of the system and the success of the students is their collaborative leadership in curriculum, instruction, and assessment.
Effective curriculum leaders must assure that there is a laser-like focus on the alignment of curriculum, instruction, and assessment with identified district-wide standards and benchmarks at every grade level. This, of course, means having a deep, conceptual understanding of the Iowa Core and assuring that what is learned is tightly aligned with how it is learned - and how well it is learned.
And just as important is being able to make the Iowa Core alive in all buildings and with each and every student in a systems-wide approach. Curriculum leaders are constantly painting the picture of this shared vision for learning and for teaching to achieve the intended success of the students - always providing evidence for movement toward the vision. (Iowa Teaching Standard 1) Their leadership in leading curriculum teams requires a thorough understanding of learning and teaching within the content areas, including a picture of what instruction and assessment for learning look like. High expectations for learning require that all - students and educators - are students of learning. Assuring teachers have deep content knowledge is a top priority for quality instruction to achieve the intended learning. When teachers do not demonstrate conceptual understanding of their content, learning suffers; therefore, curriculum leaders must assure avenues to develop the teachers' content expertise. (Iowa Teaching Standard 2) Monitoring and evaluation for quality and consistency assure the implementation of standards-based approaches and result in evidence of building capacity in others. This requires that curriculum leaders build the capacity of others in the use of data: modeling and promoting their use and teaching building leaders to collect, summarize, analyze, and communicate data as well as develop the capacity of classroom teachers in this area.
Using real data with the staff creates the urgency for instructional improvement in individuals and in the staff as a whole. Frequent assessment of student progress and discussions around these data move the staff toward the shared vision of student results and help answer the real question, "What do students know and are able to do as a result of the teachers' lessons?" Leadership by curriculum leaders in developing the capacity of teachers and administrators to frequently use various assessments - including screening, diagnostic, formative, and summative - is paramount in assuring systematic implementation and ongoing evaluation of teaching for
learning. (Iowa Teaching Standard 5)
Learning requires that supervision is frequent, rigorous, and focused on the effectiveness of instruction. Therefore, the majority of efforts of effective administrators must be on monitoring, coaching, and supporting teachers to do a first-rate job. Learning walks is one avenue to address effectiveness of instruction, but does require curriculum leaders' clear definition of attributes of quality teaching for learning as well as training and feedback for administrators in learning walks to assure a district-wide and standards-based approach in achieving the shared vision of teaching for learning. (Iowa Teaching Standard 4)
In addition, these curriculum leads must work with others in the district to assure that resources (i.e., time, money, people, expertise) are allocated equitably and adequately to achieve the standards-based learning.
The bottom line of leadership in curriculum, instruction, and assessment is focused on creating a can-do culture in which all educators believe they are there to improve instruction so all kids can learn.
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"Pockets of Excellence Do NOT Make a System of Impact" by Tricia Kurtt
ASCD Emerging Leader and Iowa ASCD member Tricia Kurtt, instructional coach and teacher of the gifted in the Norwalk Community School Distric  t, shares this article, recognizing the power of a system in achieving the success of all students. The beginning of a new school year is full of potential, new ideas, and high hopes. This excitement is evident in every building, every classroom, and every hallway. You can almost feel it in the air. What will this year hold for our students? What will we accomplish this year that we didn't even dream of last year? How will lives be changed forever?
I recently came across the following statement in an article I was reading, "Research indicates that collective efficacy - a shared belief among teachers that they can help students succeed- has the greatest impact on student achievement" (Goodwin, 2010). The simplicity of this statement made me pause. Surely, improving student achievement has to be more complicated than just sharing a common belief, doesn't it? As I pondered, I decided I needed to look further into this idea of "collective efficacy" and why it is so important. DiRahanna and Louks-Horsley state that collective efficacy happens when "a group of teacher leaders believe they can bring about change, desire to work for change, and have the knowledge and skills to do so" (2001). Although it seems like a straight-forward statement, achieving collective efficacy requires thoughtful planning and collective action.
Believing That Together You Can Bring About Change
"Hope is not a strategy." I chuckled as I heard a keynote speaker make this statement. As educators we have to do more than "hope" that the instructional choices we make will impact student achievement in a positive way. In order to achieve collective efficacy, everyone has to truly believe that change will happen if efforts are unified. The forming of a common belief can happen by asking ourselves WHY. Why is this group effort important? The teachers and administrators in my building are working together this year to get ALL of our student's reading ability in line with College and Career Ready expectations (Iowa Assessments, 75th percentile). Before we revealed this building goal to the teachers, we showed data about where our students currently are in relation to where they need to be. We also showed a video that explains the grim futures of students who graduate high school not having the reading skills to be successful. Did you know that most states estimate how many prison beds they will need in the future by looking at 3rd-grade reading scores? The statistics are clear and that is why as a staff, we must ALL believe that EVERY student will graduate our school as a reader! We must believe that what we do on a daily basis matters and together can bring about the change we desire! Every stakeholder needs to understand WHY. WHY must we bring about this change? WHY is this change worth believing in?
Desire to Work for Change
Once a group of people rally around WHY a change needs to take place, the next step is to figure out HOW to bring about that change. In order to achieve collective efficacy, you have to have a group of people willing to work for the desired change. The definition of work is an "activity involving mental or physical effort done in order to achieve a purpose or result." If believing is the WHY, then the work we need to do is the HOW. A common belief has to be backed up with action or change will not happen. In order to reach our goal of ALL students reading at College and Career levels, it is going to take a lot of work. We have made this work the focus of our professional development for this year. We know we need to work to create a more literate environment in our classrooms and make literacy a part of our culture for staff and students. We know we need to put complex text in front of our students and choose high leverage instructional strategies to help ALL students access those texts. When deciding on how to get the work done we need to ask ourselves some questions. HOW are we going to bring about this change? HOW will we spend our professional development time to support the work we need to do? HOW will we allocate our resources to focus on this work? How will we know we have arrived?
Possess the Knowledge and Skills to Make the Change
If believing is the WHY and the work we need to do is the HOW, then the knowledge and skills needed to do the work is the WHAT. As I think about our building goal, I know I need to increase my own knowledge and skills as a professional in order to do my part in reaching our goal. However, bringing about change doesn't happen in isolation or one teacher at a time. System change will only happen if every administrator, teacher, and support staff personnel have the knowledge and skills to help achieve the desired change. To start this year, we created two essential understandings for our staff. 1. Reading is foundational for ALL learning, and, therefore, we must all be teachers of reading. 2. Reading ability increases when students are exposed to complex texts and supported by high leverage instructional strategies. Just like the standards that teachers unpack for their students, building leaders have to unpack the essential understandings for teachers into knowledge learning targets and skill learning targets. Learning targets create a clear path on what needs to be done in order to reach the desired standard, or in this case, the desired change. We realized that if we want a culture where every teacher is a teacher of reading, than we need to start by knowing the characteristics of a literate environment. We all need to possess the skills necessary to implement those characteristics. We all need to have the knowledge of what grade-level reading is based on what is outlined in the Common Core, and we all need to possess the skills necessary to determine if the texts we are choosing for students align to that rigor. And that is just the beginning. WHAT knowledge and skills do teachers need to have in order to achieve the desired change? WHAT supports do we have in place to ensure every teacher acquires that knowledge and builds those skills?
Change is inevitable in our work as educators but if the WHY, HOW, and WHAT are thoughtfully planned out and clearly communicated, then together we can achieve collective efficacy and reach the goals we have before us. |
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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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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A Few Resources for Standards-Based Grading
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Resources for Competency-Based Learning
CompetencyWorks is a "must" resource for all of you looking at and/or implementing competency-based learning.
CompetencyWorks, a project of iNACOL, is an online resource dedicated to providing information and knowledge about competency education in the K-12 education system. Drawing on lessons learned  by innovators and early adopters, CompetencyWorks shares original research, knowledge and a variety of perspectives through an informative blog with practitioner knowledge, policy advancements, papers on emerging issues and a wiki with resources curated from across the field. CompetencyWorks also offers a blog on competency education in higher education so that the sectors can learn from each other and begin to align systems across K-12, higher education and the workplace. Several Briefing Resources include the following:
And be sure to check out the Iowa ASCD web page on competency-based education for 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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When Life Meets Leadership
Authors of When Life Meets Leadership Lou Howell (Executive Director of Iowa ASCD), Elaine Smith- Bright (Advocacy Director of Iowa ASCD, Bill Wright (Iowa ASCD member), and John Fujii (HP  designer) recognize four central themes that work together to enrich our lives and embrace our leadership potential: People, Purpose, Passion, and Perseverance.
People - They are the power in leadership and life. They carry the interactions, contributions, connections, and conflicts of a collection of individuals in our lives. Our successes and our challenges are sculpted by our relationships. The very power of our organization is in our people. And the power of those people is in their teamwork. And its diversity that powers the people. Bottom line: People make it happen!
Purpose - It's more than a goal, a target, an objective. Purpose is the conduit for meaning and direction. Purpose makes significant the ordinary, everyday decisions in our lives. The energy, the momentum of an organization comes from purpose. Purpose - it's the heartbeat of our organization; it defines worthwhile work; it opens up limitless possibilities. Bottom Line: Purpose connects all contributions and makes every effort count!
Passion - It's not mere infatuation. It is the energy that compels people to keep going in spite of the challenges. We find our passion in the contributions we make, and individuals find inspiration is a leader's passion! Our passion, this energy, fuels momentum, is infectious, and brings meaning to life. Bottom Line: Passion feeds the soul!
Perseverance - Perseverance is not working too hard, grinding away, and stepping on others to achieve our end. Perseverance is commitment. It means doing what it takes each day, rain or shine, with others and for others, to achieve the purpose. It says, "I am committed; I will be here. We are in this together. Perseverance demonstrates our commitment to purpose, for people, and with passion. Bottom Line: Remember the turtle won!
Throughout the book, the authors have shared stories of real people who have exemplified one or more of the four P's. Some of the people are famous; most will be everyday people like all of us.
Zen Wisdom: No matter where you start, life and leadership always begin with we.
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Literacy: Think Big! Teach Smart!
Regie Routman, international consultant in literacy, reminds us all that as we begin the school year, we need to Think Big and Teach Smart!  A culture that supports shared learning, shared beliefs, and ongoing collaboration is the first step to thinking big schoolwide and where you will find formal and informal conversations, collaboration, and coaching throughout the day - all around teaching for student learning!
She reminds us that when we think big and teach smart, we:
- Raise expectations. Believe and act upon the belief that it's possible for students - and teachers as well - to achieve on a high level in a safe and trusting climate with relevant and challenging curriculum and the necessary supports for all learners.
- Prioritize. If we want students to be readers and writers, they must spend most of their time in sustained reading and writing of meaningful texts.
- Make the work authentic. We must teach and investigate what's worth knowing; our curriculum, our texts, our teaching must be connected to real-world purpose and genuine inquiry.
- Embrace whole-part-whole teaching. Begin with meaningful and whole texts in reading and writing, embedding explicit teaching skills and strategies kids need to know. Make sure our students know how all the pieces fit together. The whole is truly greater than the sum of the parts - making learning more effective, efficient, and joyful.
- Aim for self-determining learners. Learners must be able to self-monitor, self-evaluate, self-correct, and self-direct their own learning. We must build their capacity to be independent, confident, and competent. To do that, we must engage their hearts and minds!
A question we all must ask ourselves is this: How can I engage students' hearts and minds? When we do that, we can teach them everything they need to know and they will make the effort to do the hard work needed to complete the authentic tasks.
Read the entire article now!
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Now Is the Time to Contact Your U.S. Legislators about the Reauthorization of the Elementary Secondary Education Act
ESEA Reauthorization - Summary Update
- The U.S. Senate passed the Every Child Achieves Act, S.1177, on an 81-17 bipartisan vote. 178 amendments were filed and over 70 were adopted. Some of the more controversial amendments that failed include private school vouchers; universal pre-K; and federally mandated performance targets for state accountability systems.
- The House passed the Student Success Act, H.R.5, on a 218-213 partisan vote. No Democrats voted for the bill, and 27 Republicans voted against the bill believing that it is not conservative enough.
- The President has threatened to veto H.R.5 but not S.1177.
Major Issues
- Testing: Both bills maintain the NCLB testing regimen with annual testing in grades 3-8 in math and English and grade span testing in science. The House bill allows parents to opt their children out of annual testing. The Senate bill requires states to provide parents with information about what tests their students take, and limits the total time attributable to federal testing requirements.
- Iowa ASCD asks that you remind your legislators that the measure of student proficiency and readiness must be based on more than just standardized test scores in reading and math. A more comprehensive picture of student achievement, educator effectiveness, and school quality necessitates the use of a wide variety of measures.
- Iowa ASCD asks that you remind your legislators each student deserves access to a credible, comprehensive, and well-rounded education that includes instruction in all academic content areas. These subjects must be reflected in states' standards, accountability systems, and public reporting of student performance.
- Accountability: Both bills shift accountability to the states. The House bill includes very few mandates, but the Senate bill requires that states include at least one measure beyond test scores and graduation rates in their accountability systems.
- Iowa ASCD asks that you remind your legislators that standardized test scores alone should never be used to evaluate students, educators, or schools.
- Iowa ASCD also asks that you remind your legislators that although states should be given flexibility to design and implement their own accountability systems, certain benchmarks should be collected and reported at each grade span to ensure schools meet minimum performance thresholds.
- Education Profession: Both bills update the definition of professional development and allow Title II funds to be spent on induction, mentoring, and clinical experience. The Senate bill includes support for residency programs. Teacher evaluations are not required by either bill but if Title II funds are used for teacher evaluations, the House bill says multiple measures may be used while the Senate bill says multiple measures must be used. The Senate bill also includes an amendment to monitor and report on educator supports and working conditions.
- Iowa ASCD asks that you remind your legislators that adequate support and resources for educator training and development throughout the career continuum is essential to improve student outcomes. Induction, coaching, mentoring, and job-embedded professional development increase retention of high-quality educators and contribute to student academic success.
- Support for the Whole Child Approach: The House bill eliminates 70+ programs, including those that provide discreet funding streams for physical education, literacy, counseling, etc. But because Title I funds can be spent with more flexibility under the House bill than under NCLB, district leaders could allocate funding to continue these programs. The Senate bill maintains almost all of these programs, including the Elementary and Secondary School Counseling program and Arts in Education, and creates a new Safe and Healthy Students program (Title IV) that addresses student mental and physical health, community engagement, bullying and harassment, etc.
- Iowa ASCD asks that you remind your legislators that ensuring access to a wide variety of subjects, as well as non-academic supports, are crucial to prepare students for college, careers, and citizenship.
- Funding: The House bill includes a portability provision allowing Title I funds to follow students to the school of their choice. The House bill also would prevent any education funding increases for four years. The Senate adopted an amendment that would change the Title I formula to focus funding more on concentrations of poverty versus population but it wouldn't take effect until Title I funding reaches $17 billion (FY15 funding is currently at $14.5 billion).
- Iowa ASCD asks that you remind your legislators that flexibility in the use of federal education funds is essential for states and districts to best meet the needs of their students. A robust federal investment is crucial to ensure that all students receive a high-quality education!
- Waivers: NCLB waivers will go away, but the policies put in place under waiver requirements will stay in place.
- Conference Committee: The joint House-Senate conference committee will be charged with reconciling the differences between H.R.5 and S.1177. Conferees are expected to be appointed in September, but the staff will begin the side-by-side comparison during the August recess. This ASCD comparison chart (PDF) highlights some major differences between H.R.5 and S.1177.
- Be sure to follow Iowa ASCD on Facebook and Twitter as well as in The Source for additional updates.
Contact Information for United States Senators from Iowa:
Senator Charles Grassley 
Capitol Office
United States Senate
135 Hart Senate Office Building
Washington, DC 20510-1501
Phone: 202-224-3744
Fax: 202-224-6020
Des Moines Office - Main District Office
210 Walnut St Des Moines, IA 50309-2115 Phone: 515-288-1145 Fax: 515-288-5097 Tweet Senator Grassley: @chuckgrassley E-mail Senator Grassley: Leave message on his website - https://www.grassley.senate.gov/constituents/questions-and-commentsSenator Joni Ernst
Capitol Office
United States Senate  111 Russell Senate Office Building Washington, DC 20510 Phone: 202-224-3254
Fax: 202-224-9369
Des Moines Office - Main District Office
210 Walnut St
Des Moines, IA 50309-2115
Phone: 515-284-4574
Contact Information for Iowa's Representatives to the United States House of Representatives
District 1: Rod Blum - Phone: 202-225-2911
- US House of Representatives
213 Cannon House Office Building Washington, DC 20515-1501 District 2: David Loebsack - Phone: 202-225-6576
- US House of Representatives
1527 Longworth House Office Building Washington, DC 20515-1502 District 3: David Young - Phone: 202-225-5476
- US House of Representatives
515 Cannon House Office Building Washington, DC 20515-1503 District 4: Steve King - 202-225-4426
- US House of Representatives
2210 Rayburn House Office Building
Washington, DC 20515-1504
Your voice is important! Share your concerns, approvals, and considerations with YOUR legislators!
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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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Participate in a webinar by the Iowa Department of Education on September 22 to 