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Volume 15, Number 22 The Source
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ESEA: Presidents Signs Every Student Succeeds Act - Replaces No Child Left Behind
After years of failed efforts, No Child Left Behind (NCLB) has been replaced with Every Student Succeeds Act. President Barack Obama reversed course with the stroke of a pen last Thursday, putting states and districts back at the wheel when it comes to teacher evaluation, standards, school turnarounds, and accountability, through a new iteration of the five-decade old Elementary and Secondary Education Act. Before signing the legislation, Obama said the Every Student Succeeds Act "builds on the reforms that have helped us make so  much progress already." "This bill upholds the core value that animated the original Elementary and Secondary Education Act signed by President Lyndon Johnson, the value that says education, the key to economic opportunity, is a civil right," Obama said.
He said that while the authors of the No Child Left Behind Act, the previous iteration of ESEA, were well-intentioned, "In practice it often fell short" and led to too much time spent on testing, among other problems. And while his administration offered NCLB waivers, he said, "The truth is, that could only do so much."
Before Obama signed ESSA, his administration put out "A Progress Report on Elementary and Secondary Education" that touts the improvement of public schools and K-12 policy on his watch. In addition to calling attention to the nation's all-time high graduation rate of 81 percent and historic lows in the dropout rate (more on that here), the report highlights Race to the Top, the Investing in Innovation program, and various teacher initiatives that began on Obama's watch. - No more federally-mandated teacher evaluation through test scores.
- The bill combines some 50 programs, some of which haven't been funded in years, into a big giant block grant.
- Districts that get more than $30,000 will have to spend at least 20 percent of their funding on at least one activity that helps students become well-rounded, and another 20 percent on at least one activity that helps kids be safe and healthy. And part of the money could be spent on technology. (But no more than 15 percent can go to technology infastructure.)
- States would still have to submit accountability plans to the Education Department. These new ESSA plans would start in the 2017-18 school year. The names of peer-reviewers would have to be made public.
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No more expectation that states get all students to proficiency by the 2013-14 school year, as under NCLB Classic. Instead, states can pick their own goals, both a big long-term goal, and smaller, interim goals. These goals must address: proficiency on tests, English-language proficiency, and graduation rates. Goals have to set an expectation that all groups that are furthest behind close gaps in achievement and graduation rates.
- States need to incorporate at least four indicators into their accountability systems. States would absolutely have to have a new indicator that gets at students' opportunity to learn. Possibilities include: student engagement, educator engagement, access to and completion of advanced coursework, post-secondary readiness, school climate/safety, or whatever else the state thinks makes sense. Importantly, though, this indicator has to be disaggregated by subgroup.
- States would still have to test students in reading and math in grades 3 through 8 and once in high school, and break out the data for whole schools, plus different "subgroups" of students (English-learners, students in special education, racial minorities, those in poverty).
- Schools have to come up with an evidence-based plan to help the particular group of students who are falling behind. For example, a school that's having trouble with students in special education could decide to try out a new curriculum with evidence to back it up and hire a very experienced coach to help train teachers on it.
- Districts monitor these plans. If the school continues to fall short, the district steps in. The district decides just when that kind of action is necessary, though; there's no specified timeline in the deal.
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Importantly, there's also a provision in the deal calling for a "comprehensive improvement plan." States and districts have to take more-aggressive action in schools where subgroups are chronically under-performing, despite local interventions. Their performance has to look really bad though, as bad as the performance of students in the bottom 5 percent of schools over time.
- States also have to somehow figure in participation rates on state tests. (Schools with less than 95 percent participation are supposed to have that included, somehow.) But participation rate is a standalone factor, not a separate indicator on its own.
- States would have to continue to identify the bottom 5 percent of schools. These schools have to be identified at least once every three years. But districts could be in the driver's seat on these turnarounds. States must monitor them closely however, and step in themselves if schools continue to struggle.
- Districts work with teachers and school staff to come up with an evidence-based plan.
- If schools continue to founder for years (no more than four) the state is supposed to step in with its own plan. That means a state could take over the school if it wanted, or fire the principal, or turn the school into a charter, just like states do under NCLB waivers now. (But, importantly, unlike under waivers, there aren't any musts - states get to decide what kind of action to take.)
- Districts could also allow for public school choice out of seriously low-performing schools, but they have to give priority to the students who need it most.
- States must adopt "challenging" academic standards.
- The legislation says essentially, that only 1 percent of students overall can be given alternative tests. (That's about 10 percent of students in special education.)
- High Schools must share proficiency on tests, English-language proficiency rates, plus at least one other indicator that focuses a little more on whether students have the opportunity to learn or whether students have the opportunity to learn, or are ready for post-secondary work. And also, test participation has to be incorporated in some way. (But it's a standalone factor, not a separate indicator like test, grad rates, or those non-academic factors.)
Follow us as we share more details with this new bill! And consider attending the the Advocacy Workshop on February to increase your skills in advocating for learning in your district. |
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February 11 - Advocating for Impact!
Workshop: February 11, 2016 (8:00 A.M. - 4:00 P.M.)
Register today for a special workshop just for you - Advocating on the Hill with Your Stories! The first 50 registrants for this professional opportunity on February 11 will learn how to leverage change with legislators. ASCD Legislative Committee Member/Iowa ASCD Director Dr. Susan Pecinovsky and Dr. Elaine Smith-Bright will lead this authentic learning opportunity.
Registration is $50 for members of Iowa ASCD and $90 for  non-members. Upon registration you will receive access to tools for advocacy and influence, including talking points for major issues (e.g., competency-based instruction, teacher leadership, readers by third grade, kindergarten readiness, instructional time,teacher and principal evaluation, professional learning), sample letter and telephone script for contacting your legislators, and a rubric to evaluate your skills in advocacy. Iowa ASCD will also provide you with contact information about your legislators so that you may schedule visits "on the hill" as part of this opportunity.
Bring a parent/community member (he/she attends free!) and you will receive a $100 certificate to any Iowa ASCD conference. Be sure to let us know in advance to assure resources, food, and coupon.
A block of rooms has been reserved for February 10th at the Embassy Suites Hotel Des Moines Downtown - 101 E Locust St, Des Moines, IA 50309 (Phone: 515.244.1700). Be sure to ask for the Iowa ASCD block of rooms.
Agenda:
February 11, 2016, 8:00 A.M. - 12:30 P.M.
Location: Embassy Suites Hotel - Downtown Des Moines, 101 East Locust Street, Des Moines, IA
- Continental breakfast and working lunch provided
- Legislative Update - Dr. Wise, Director of Iowa Department of Education
- Funding Update - Margaret Buckton, Financial and Educational Matters on the Hill
- Professional Learning with Drs. Pecinovsky and Smith-Bright
February 11, 2016, 1:00 - 4:00 P.M.
Visits "on the Hill" (Capitol - East 12th and Grand)
- Planned visits "on the hill" with Democratic and Republican Caucuses of the House Education Committee
- Meet with YOUR Legislator(s)
- Informal (and optional) meeting at the Capitol to debrief visits with legislators and share possible next steps for Iowa ASCD members around advocacy and influence
Register NOW! Only 15 Seats Left! Contact Bridget Arrasmith with name(s) of registrant(s), district and mailing address, e-mail address(es), phone number as well as check or purchase order. She may be reached at the following address:
- Iowa ASCD, Drake University, School of Education, Room 123, 3206 University Avenue, Des Moines, IA 50311
- Phone: 515.271.1872
- FAX: 515.271.2233
- E-mail: Bridget.Arrasmith@drake.edu
You may register online as well with a credit card at the following URL on the Iowa ASCD website:
Register Now! Limited Space! Only 15 seats available!
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CCSSO's Innovation Lab Network - Iowa Is One of Twelve
The Innovation Lab Network (ILN) of the Council of Chief State School Officers (CCSSO) is a group of twelve states taking action to identify, test, and implement student-centered approaches to learning that will transform our public education system. The goal of the ILN is to spur system-level change by scaling locally-led innovation to  widespread implementation, both within and across states, with a constant focus on student outcomes. Current states in the ILN include California, Colorado, Iowa, Kentucky, Maine, New Hampshire, Ohio, Oregon, Virginia, Vermont, West Virginia and Wisconsin. To learn more about the work of the ILN, please see " Innovation in Action: State Pathways For Advancing Student Learning." This resource explains the ILN's framework, the ILN Policy & Implementation Logic Model, which is a tool ILN states use to guide efforts to advance innovation. The publication includes specific examples from New Hampshire, Wisconsin, Oregon and Iowa. Innovation Lab Network Programs
Be sure to check out the multiple resources provided for each of the five areas of focus.
ILN states have developed a shared framework for understanding college and career readiness (CCR). This framework focuses on the knowledge, skills, and dispositions that have the greatest impact on student achievement and lifelong success. States are actively incorporating this shared framework into their state definitions of CCR; orienting their education systems to operationalize this goal; and engaging postsecondary stakeholders to ensure seamless pathways to college and career.
ILN states are developing and scaling models of personalized, competency-based, anytime/anywhere learning pathways for students to attain college and career readiness, and are working to prepare educators to thrive within these new pathways.
ILN states are establishing comprehensive systems of formative and summative assessment, including performance-based measures of deeper learning, that provide meaningful measures of college and career readiness throughout a student's education. States are also pursuing aligned accountability systems.
ILN states operate within a peer community facilitated by national practitioners and experts. Each ILN state selects a key staff member to act as the ILN point of contact, and attend informational meetings and workshops aimed at enhancing collaboration, and introducing new approaches to this important work.
CCSSO provides support to ILN states as they work with their legislatures to implement policy changes at the state level that will encourage providing every student with the knowledge, skills, and dispositions necessary to graduate college and career ready.
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U.S. Department of Education Releases 2016 National Education Technology Plan
Updated every five years, the plan is the flagship educational technology policy document for the United States. The 2016 plan outlines a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While  acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. "Technology has the potential to bring remarkable new possibilities to teaching and learning by providing teachers with opportunities to share best practices, and offer parents platforms for engaging more deeply and immediately in their children's learning," said U.S. Education Secretary Arne Duncan. "It can change the experiences of students in the most challenging circumstances by helping educators to personalize the learning experience based on students' needs and interests-meeting our students where they are and challenging them to reach even higher. This year's update to the National Education Technology Plan includes a strong focus on equity because every student deserves an equal chance to engage in educational experiences powered by technology that can support and accelerate learning."
The plan calls for schools and districts to:
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Redesign teacher preparation programs to shift from a single technology course to thoughtful use of technology throughout a teacher's preparation and minimum standards for higher education instructors' tech proficiency.
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Set an expectation of equitable access to technology and connectivity inside and outside of school regardless of students' backgrounds.
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Adopt high-quality openly licensed educational materials in place of staid, traditional textbooks.
- Implement universal design principles for accessibility across all educational institutions and include these principles within teacher preparation programs.
- Improve technology-based assessments to allow for embedded delivery within instruction and making near real-time feedback for educators possible.
- Establish a robust technology infrastructure that meets current connectivity goals and can be augmented to meet future demand.
"Today we set a new vision for technology to support learning and have assembled an unprecedented coalition of partners dedicated to making sure that vision becomes practice to transform the learning of all students," said Director of the Office of Educational Technology Richard Culatta.
In addition to the release of the plan, the Department celebrated the one-year anniversary of the Future Ready initiative with the announcement of new commitments including the launch of 17 statewide Future Ready initiatives. Since the launch of Future Ready in 2014, more than 2,000 superintendents across the country have signed the pledge and committed to foster and lead a culture of digital learning in their district and to share what they have learned with other districts. More than 44 national and 12 regional partner organizations have committed to helping states, districts and schools become Future Ready. The Department's Office of Educational Technology also unveiled a set of professional learning resources to help district superintendents and their teams to effectively lead the transition to digital learning. These resources include personalizable video playlists for district leaders that highlight exemplary, peer-based stories and practices from districts across the country. "Through collaboration, a robust infrastructure and personalized learning, Future Ready district leaders are shaping the vision for how technology can transform learning for all students," said Delegated Deputy Secretary of Education John King.
Future Ready commitments
- The Alliance for Excellent Education has launched a new, independent entity called Future Ready that will lead the charge for ongoing Future Ready work. The new Future Ready website features a one-stop resource center for ongoing professional learning opportunities including partner events, workshops, online chats, mentoring and topic conversations all aligned to the Future Ready Framework. These high-quality, curated Future Ready resources, are provided by the Alliance, the Department and coalition partner organizations. A free online planning tool called the Future Ready Planning Dashboard helps district leadership teams assess readiness, identify gaps, choose research-based strategies, and create a customized digital learning action plan.
- The Future Ready coalition includes 44 national partner organizations and 12 new regional organizations. In addition to supporting Future Ready, coalition partners have also been specifically asked to contribute resources that align to the four key Future Ready focus areas: Collaborative Leadership, Robust Infrastructure, Personalized Professional Learning, and Personalized Student Learning.
- Future Ready partners are launching extension programs such as toolkits, webinars, courses, workshops and mentoring programs to provide support for districts and states as they transform teaching and learning in their schools. At least four in-person workshops and monthly virtual dashboard training sessions will also be available. These implementation support programs can be found at FutureReady.org.
- Seventeen states are launching Future Ready statewide initiatives designed to capture and harness the momentum of the national effort. The states are: California, Indiana, Kansas, Kentucky, Maine, Maryland, Massachusetts, Michigan, Missouri, New Hampshire, New Mexico, North Carolina, Rhode Island, Utah, West Virginia and Wisconsin. With the exception of California, all statewide initiatives are sponsored by the state departments of education. The Future Ready California Initiative is co-sponsored by CUE, TICAL and CALSA.
- The Department will hold five regional Future Ready summits in 2016 in Austin, Texas; Boston, Massachusetts; Madison, Wisconsin; Seattle, Washington; and Tampa, Florida. The summits are open to district leadership teams from districts where the superintendent has signed the Future Ready District Pledge. Corporate partners Apple, Google, Microsoft and McGraw Hill have committed to provide support for 2-day regional summits and 1-day dashboard training workshops.
For more on the work of the Department's Office of Educational Technology, visit http://tech.ed.gov.
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Great Website for Social Studies
Make sure you check out Iowa ASCD's web page for social studies. You will find resources like . . .
- Iowa History Online High quality instructional tools and online access to excellent teaching resources.
- Kennedy Center - Any Given Child: This site provides tools and resources for Grades K-8.
- The Teaching Channel This site provides more than 71 videos to support the teaching of history/social studies.
- The Library of Congress is a great source to find historical documents, photos, art, maps, audio and video, artifacts and other items. The American Memory section organizes items based on topics, time periods and places of American history. The World Digital Library, a cooperative project with
 UNESCO, includes rare documents from around the world. - The Smithsonian Institution has a wide variety of exhibitions and collections on American history and culture. It also offers lessons plans searchable by grade level, type of resource, and historical topic.
- The Government Printing Office's Ben's Guide to U.S. Government for Kids explains in a kid-friendly manner how the U.S. government works; lessons are divided by grade level.
- The University of Chicago's Founders Constitution is an anthology of 18th century writings on the debate over the creation of the Constitution. The works are organized by sections of the Constitution, making it easy to understand how opinion of each founding father influenced the formation of the Constitution.
- The Web sites of 13 U.S. presidential libraries are linked to by the National Archives. In this libraries, you can find resources such as Franklin Roosevelt's fireside chats and Richard Nixon's Watergate tapes.
- The Library of Congress's A Century of Lawmaking provides the records of the Continental Congress, Constitutional Convention and first 43 sessions of Congress (1789-1873).
- Charlie Rose has interviewed hundreds of "America's best thinkers, writers, politicians, athletes, entertainers, business leaders, scientists and other newsmakers" since his show first aired in 1991.
- The National Archives Teaching With Documents section presents lessons plans that explain historical events through primary documents.
. . . and hundreds more!
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CCSSO and the Wallace Foundation Released Last Week Standards for Supervisors of Principals
The Council of Chief State School Officers (CCSSO) released on December 7 new standards that provide a clear, practical definition of what the supervisors of school principals should know and be able to do to improve the effectiveness of principals.
With support from The Wallace Foundation, a team of educators from across the nation has spent more than a year developing these standards for a position long focused on bureaucratic compliance but now increasingly becoming critical to developing outstanding school principals who can improve teaching and learning. The eight 2015 Model Principal Supervisor Professional Standards are the first-ever standards developed for supervisors of school principals and are voluntary. They are designed for  state education agencies and local school districts to help recruit, select, support and evaluate supervisors of principals. States and districts likely will adapt them to local needs. Traditionally, those who supervise principals - typically central office managers within a school district - have focused on ensuring that school principals comply with local policies and state regulations. That compliance role is changing as recent research suggests that principal supervisors can positively affect student results by helping principals grow as instructional leaders.
"These new standards bring much-needed clarity to the role of principal supervisors," said Chris Minnich, executive director of CCSSO. "The standards will enable states and districts to elevate the role of supervisors so they can focus on helping principals improve instruction, learning and ultimately student achievement."
While research has long shown that school principals influence student achievement, the work of their supervisors is a relatively new area of study. A recent report by the Council of the Great City Schools highlighted many challenges with the position. Nationwide, there is no consistency across school districts about the role. Job descriptions and titles vary. Some districts split the work of a principal supervisor among several people, while other districts appoint a single administrator. All too often, principal supervisors lack the training and support to help principals build their capacity as instructional leaders. And, while most principal supervisors are former principals who know how to run a school, they aren't necessarily prepared to coach principals. The new principal supervisor standards note that, with the right training and support, principal supervisors can assess and evaluate principals' current leadership practices and identify professional learning opportunities likely to improve the quality of teaching, learning and student achievement. They also can ensure that the principals' work and vision aligns with district goals, and that the central office effectively supports school leaders, schools and student success.
The eight standards cover a range of topics and include actions principal supervisors can take to meet each standard. The standards cover how supervisor  s can help individual principals grow as instructional leaders, how to engage principals in evaluations and how to help principals foster an environment that supports students' cultural diversity and learning needs. Another standard says principal supervisors should advocate for the equitable distribution of district resources to meet students' diverse needs. The standards also describe how principal supervisors should approach their own professional development. Under the leadership of CCSSO, a 12-person committee of educators worked on the principal supervisor standards for more than a year. Its co-chairs were David Volrath, director of leadership development initiatives for the Maryland State Department of Education, and MaryAnn Jobe, director of leadership development for AASA, The School Superintendents Association.
"Having principal supervisors spend significant time in schools coaching principals is a relatively new concept for most school districts," said Jobe of AASA. "As a result, districts don't yet have the necessary structures in place to support that type of work. It will take some time for districts to redesign the role of principal supervisors so they are spending most of their time building principals' capacity."
The standards, which were released at the national Learning Forward conference in Prince George's County, Md., are grounded in the refreshed standards for school leaders, known as the 2015 Professional Standards for Educational Leaders, which were finalized in late November. The Wallace Foundation provided grants to CCSSO for the leadership standards work.
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30 Books Available to You 24/7 - All Aligned with the TLC Framework
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. A webinar has also been recorded to help you better use the resources. It is located on the front page of the Iowa ASCD website. You may review or download this recorded webinar now! 
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Curriculum Leads: Our Work in January, 2016
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Administrative Team Meetings
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Prepare for and participate in administrative team meetings
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Board Meeting(s)
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Assure board reports are to the superintendent/designee by ____ of each month.
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Budgets
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Review and update budget(s); share updates as appropriate
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Counselor
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Meet with counselors to arrange school safety survey for March.
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Curriculum, Instruction, and Assessment
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- Iowa Assessments
- If testing in winter, produce a report of student enrollment data for the first day of the assessment. This report needs to include data at both the building and district levels disaggregated by gender, ethnicity, ELL, Special Education, Low SES, etc.
- If testing in winter, produce the bar code file to the Iowa testing web site. Upload the file and order all testing materials
- If tested in fall, complete analysis of testing, share with administrative team and teachers, and provide article for district newsletter.
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District Leadership Team (DLT)
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Meet with DLT. Collect and share data from the most recent professional development. Use data to determine/adjust the next district/building-level professional development.
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Evaluation
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- Continue evaluations of assigned staff members
- Schedule day with each building to coach on development of Individual Professional Development Plans.
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Gifted and Talented
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Send request to AEA to clear data from surveys for gifted and talented and get the surveys ready to use this school year. (This may be AEA specific)
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Iowa ASCD
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- Read The Source for latest news and tips for instructional leadership
- Review of function: Performance
- Follow Iowa ASCD on Twitter: http://twitter.com/#!/IowaASCD
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Mentoring
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- Assure payment of mentoring stipends in January
- Remind teachers /facilitators of the mentoring class to have participants complete the mentoring needs assessment
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Newsletter(s)
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- Submit article(s) by _____ of month for February district newsletter. Items might include the following:
- Share data from district APR and CSIP as well as describe professional development initiatives and other events in the district.
- Provide article for February newsletter regarding school safety survey that will be completed in March.
- Provide article for February newsletter about fall testing results
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Professional Development
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- Coordinate/Participate in professional development activities
- Assure facilitation of professional development
- Publish agendas of professional development activities
- Aggregate/Disaggregate/Share evaluations of professional development
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Walk-throughs
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Get into classrooms at least once a week through conducting walk-throughs. Share aggregated data as appropriate for your district and/or building level improvement plans.
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Webinars for Learning
Iowa ASCD seeks to keep you informed of 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 the implementation of The Core! - Title: Igniting Teacher Leadership! How Do I Empower My Teachers to Lead and Learn?
- Presenter: William Sterrett
- Provider: ASCD
- Date and Time: January 14 and 11:00 A.M. (CST)
- Register Here
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Check It Out!
Check out the following:
- CCSSO's Adolescent Literacy Toolkit was developed by the Council of Chief State School Officers and multiple partners in response to a state-identified need to develop the skills, knowledge, and resources of content-area high school teachers to implement adolescent literacy best practices and strategies in their classrooms. Lesson plans and more are provided for mathematics, science, social studies, and English/language arts.
- Check out Iowa Department of Education Director Ryan Wise's statement in response to the U.S. Senate's vote to approve the Every Student Succeeds Act.
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Congress is making education policy decisions that affect you, your local schools, and your students. Do not let Congress make decisions without the critical information you can provide. You can help them, and they will welcome your input. As an Educator Advocate, you will receive e-mail alerts when your action can make a critical difference. We will provide the materials and information to make sure your advocacy time will be minimal, but your influence will be significant. Register for ASCD Educator Advocate today!
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Iowa Department of Education Needs Teachers' Input: Iowans who make up the Council on Educator Development have spent the past two years studying teacher and administrator evaluation practices and professional development. This document represents th eir preliminary recommendations. The council now needs feedback on these recommendations from Iowa's education community, including superintendents, principals, teachers and school board members. The following link leads to an online survey, which includes instructions for submitting feedback: https://www.surveymonkey.com/r/CEDRec1015. The survey will be open through today, December 18. All survey feedback will remain anonymous.
- Save the date, January 13, for Literacy Intervention Conference in Des Moines. The focus will be sharing research-based interventions that help achieve our goals of all learners becoming successful readers by the end of third grade. The event will feature a keynote by Amanda VanDerHeyden, a national expert who will be talking to district teams about Return on Investment in Education. Sign up now!
- If you couldn't attend the Iowa Science Standards Kick Off, we're bringing it to you - in the form of videos. Presentations are available for most of the videos by clicking on the "Download Attachments" button at the bottom of the description for each video.
- Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST): The nominations for 2016 focus on K-6 teachers. The 2016 Awards will honor mathematics and science (including computer science) teachers working in grades K-6. Nominations close on April 1, 2016. Go here to nominate a K-6 teacher of math and/or science, including computer science for 2016 recognition.
- Remember to renew your membership for 2016-2017 Beginning January 1, 2015, all Iowa ASCD members have had access to 30 on-line books 24/7 for the entire year and 2016, 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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