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Volume 16, Number 4 The Source
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Register Now for ASCD Curriculum Leadership Academy - April 21-22 - Featuring Rick Wormeli
Iowa ASCD is proud to present the 14th Annual Curriculum Leadership Academy, "Students as Partners: A Focus on Learning." Whether you are a curriculum director, a principal, a superintendent, a teacher, or a teacher leader with curriculum responsibilities, this Academy is designed for you!! Join us on April 21 as we feature Dr. Rick Wormeli, expert on Differentiated Instruction. On April 22, Dr. Scott McLeod will present information on Personalized Learning, and school districts from across the state of Iowa will share their experiences on differentiated instruction and personalized learning. Conference Location: Iowa Events Center, 730 Third Street, Des Moines, IA Cost: - $250 now for Iowa ASCD members ($295 after April 15)
- $295 now for non-members ($335 after April 15) Nonmembers receive complimentary one-year membership in Iowa ASCD.
- Cost includes continental breakfast and lunch each day.
Register NOW! Contact Bridget Arrasmith with name(s) of registrant(s), 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:
https://iowaascd.org/index.php/events/event-registration/
Lodging Opportunities: (Be sure to ask for Iowa ASCD rate and reserve by March 21)
- Marriott Downtown ($125), 700 Grand Avenue, Des Moines, IA (800-228-9290 or 515-245-5500)
- Quality Inn and Suites ($109), 929 3rd Street, Des Moines, IA (515-282-5251)
Thursday, April 21 Registration 7:30 - 8:30 with conference from 8:30 A.M. - 3:30 P.M.)
- Featuring Dr. Rick Wormeli, Differentiated Instruction: Myth-Busting, Principles, and Practicalities
Differentiated instruction is a nice idea, but do we really believe what isn't always equal, and is it okay to do different things with different students? Being sensitive to students'  readiness levels and learning differences while holding them accountable for the same standards can be a challenge. What works? Join us for a provocative and entertaining address from an international presenter that examines differentiating instruction for diverse learners while maintaining a semblance of teacher sanity in today's classroom realities. Topics include: differentiated lesson design, tiering, scaffolding, personal learning, responding to advanced students, practical cognitive science principles, descriptive feedback, correcting misconceptions of differentiation, and more. Candid yet validating, the presentation busts differentiated instruction myths and gets to our core beliefs as educators. Don't miss this chance to finally understand differentiated instruction!
Friday, April 22 - Breakout Sessions and Afternoon Keynote (8:30 A.M. - 2:30 P.M.)
School Districts of all sizes from across the state who are focusing on personalized learning or differentiated instruction:
- Personalized Learning: Putting the Unique Pieces Together for All Students (Dr. Theron J. Schutte & Jennifer Like - Bettendorf)
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- Keeping the Main Thing the Main Thing: AIW Targets High Quality Student Learning (Hope Bossard - Gilbert)
- Blending Instruction to Meet Our Students' Needs (Gregory O'Connell - Cedar Rapids)
- Why Sam and Shay Deserve This: The Why, What, and How of Personalized Learning (Joshua Griffith - Des Moines, Jason Ellingson - Collins-Maxwell)
- Student-Driven Learning in a Primary Classroom (Leka DeGroot - Spirit Lake)
- Iowa BIG: Driving Learning through Passion, Community, and Authentic Projects (Dr. Trace Pickering - Iowa BIG)
- Tips on Creating a Balanced Assessment System that Supports Student Learning (Tricia Kurtt - Norwalk)
- Leveraging Your Business Community for Innovative Classroom Experiences (Russ Goerend - Waukee)
- Our Kids: Prairie's Path to a COMMITed, Student-
- Focused School Culture (Erik Anderson - College Community)
- Using Technology to Individualize Formative Assessment (Christine Mangrich & Brian Unruh - Cedar Falls)
- Differentiating Instruction during Summer School (Sandy Klaus - Starmont)
- Systematizing Reading Instruction with the Cognitive Model (Laura Medberry - College Community)
- Classroom Partnerships, a Journey Connecting Content and Careers (Shelly Vanyo - Boone)
- Personalized Learning Made Easy (Julie Graber - Prairie Lakes AEA)
- The Heart of Personalized Learning (Alison Zmuda, Education Consultant - Virginia Beach, VA & Pernille Ripp, Teacher and Creator of the Global Read Aloud Project - Oregon, WI) - A Virtual Breakout Session
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- Keynote in the Afternoon by Dr. Scott McLeod, Personalized Learning: Exemplars and Pitfalls
We now have over 500 "deeper learning" schools across the United States. This se ssion will feature numerous examples of personalized learning in practice. Bring your thinking caps as we discuss both exemplars and pitfalls. |
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Differentiation - What It Is! What It Isn't!
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Advocacy Workshop Participants Learn from Margaret Buckton
Margaret Buckton, partner in Iowa Schools Financial Information Services (ISFIS,Inc), shared with 55 participants at the February 10,  2016, Advocacy Workshop - Advocating for Learning Several key take-aways:- Iowa Net Revenue Growth: The net revenue growth in Iowa in Fiscal Year (FY) 2015 was 6.2%. This was last year when the Iowa schools increase in the cost per pupil was 1.25%. It is estimated that there will be a 3.3% growth for FY 16 and 4% growth for FY17. Iowa has an additional $351.7 million in addition to the reserve funds.
- Tax Cuts: The governor's FY 2017 recommendation includes a $154.6 million, an increase of $2.1 million, to fund the payment of all commercial and industrial property tax replacement claims for FY 2017. The appropriation of the Business Property Tax Credit is equal to $50 million for FY 2015, $100 million for FY2016, and $125 million for FY 2017 and each year therafter.
- School Funding Debate - 2017: The House Floor debated and is recommending 2%; the Senate is at 4%. A conference committee has been appointed to work out the differences.
- School Funding Debate - 2018: The Senate approved 4% on February 9. February 11 was the "30-day deadline for action" on the 2017-2018 SSA to be compliant with Iowa Code but the House has not acted on this.
- State Cost Per Pupil 2% vs 4%: The 2% cost per pupil requires an increased state appropriation of $143 million compared to $228 million for 4%.
- Midwest Comparison: The National Association of State Budget Officers report (2014) says "Iowa Elementary and Secondary Education for FY 2014 was 16.* percent of total state spending." That is below the 19.1% average for the plain states region, in which Iowa is categorized, and further below the national average of 19.5% for all states.
- Things Have Changed: Schools are doing more than they were 20 years ago; we have pre-kindergarten (PK) and increased pre-school opportunities; we have college-level credit courses. We have all-day kindergarten and higher-level math and science courses. Graduation requirements have increased. Iowa is #1 in the nation with more than 90% of high school students graduating with their class in four years. The NAEP scores for Iowa are higher than they were 20 years ago and above the national average in math, even though we have doubled in low-income students (presently about 41% of all students in Iowa. English learners has also increased; we had 3,785 (0.8%) in 1993-94 and 26,990 (5.3%) in 2013-2014.
- Per Pupil Expenditures: We have fallen to 35th in the nation.
- "Adequate and Timely": Key words for school funding if schools are to make decisions about staffing and learning supports.
- Summer School and Grade 3 Retention: The Iowa Department of Education estimated that 9,250 students could be retained in grade 3 because they have not demonstrated proficiency. Many of those will attend Summer School, which has not been funded although mandated for summer of 2017. It is estimated that 1,850 licensed instructional staff will be needed state wide, supplemented by paras. The DE is supporting 70 hours of instruction and 85% attendance with 15-student maximum on large-group instruction and 5-student maximum on small-group instruction.
- Advocacy: Contact your legislators with your issues - via e-mail, letter, phone message. Go to local forms, usually on Saturday, in your area. Call and invite your legislators to coffee - to your schools. Involve parents and your business community - together you are stronger.
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Iowa ASCD Members Received This Week the Iowa ASCD 2016 Legislative Agenda
Iowa ASCD shared with each of you this we  ek via "snail mail" the Iowa ASCD 2016 Legislative Agenda. The focus of the agenda that was shared with legislators recently at the Advocacy Day on the Hill highlighted these three areas: Iowa ASCD Advocates A Foundation Of Systematic Support To Assure Positive Conditions for Learning By...
- Clarity and consistency in learning expectations that address the comprehensive knowledge and skills required of students to be "college, career, and citizenship ready"
- Transitional supports that will prepare students for post-secondary success
- A personalized learning system focused on a well-rounded education that includes social-emotional instruction
- A learning system informed by data and driven by results that is responsive to student learning needs
- An assessment system that includes both formative and summative metrics aligned to the learning expectations and evidence-based instructional practices
- A learning system that attends to the continuum of services responsive to struggling, accelerated and under-performing students
- Extended learning opportunities for all students beyond the traditional school day and school year including culturally relevant and identify-affirming curricula
- Funding that is robust, equitable and recognized as an investment priority
Iowa ASCD Advocates A System Of Leadership And Support That Ensures Each Student Has Access To Effective Educators By...
- Clarity in expectations for teaching and learning with investments in time and resources along the entire career continuum
- Pre-service and graduate preparation that includes rigor and relevance in content, instruction, and clinical experiences
- Demonstrated mastery of content and pedagogy through the use of innovative, criteria-driven programs
- Job-embedded and connected learning for teachers, principals and central office administrators
- Teaching and learning through a collaborative process throughout the district
- Using technology as a means to further connect educators and students across the state and nation and around the world
- Coaching for a PK-12 system of effectiveness, to enhance statewide, national, and international excellence
- Providing incentives for both retaining effective educators and recruiting high-achieving students into the profession.
Iowa ASCD Advocates A Comprehensive Definition Of Student Success Using Whole Child Accountability By...
- Comprehensive early learning (birth - five) opportunities with wrap-around services for all students and their families
- Availability of both community and school-based mental health services
- Inter-agency collaboration among federal/state/local governments, school systems, and educational services agencies that support the whole child
- Restorative rather than punitive approaches to student discipline
- Meaningful partnerships and engagement with students, families, businesses, and community organizations that foster inter-agency collaboration
- Technology as an equalizing accelerator for learning, both at the student and adult levels
- An accountability system based on growth that includes community data to highlight the shared responsibility for student success
- Clear and understandable information on performance and progress provided to the public
Learning is our work! We must build a culture and environment where we all work together purposefully for the success of each and every student in Iowa.
So what is the next step?
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- Share your story and your "ask." What would you
 like the legislators to consider and/or learn about from you and the students you serve. You may use the bottom of the legislative agenda to share a quick note with your legislators. - Talk with your colleagues and your neighbors. Get them to contact your legislators - always keeping education #1. You may find on your legislator's website the dates and times of their forums/coffees/huddles "back home." You may also sign up for your legislators' newsletters, which are usually sent on each Friday.
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2014 Teacher of the Year, Jane Schmidt, Blogs about the Iowa Core
Veteran educator Jane Schmidt, the director of professional growth and student learning in the Maquoketa Community School District, is  a strong voice of support for the Iowa Core, also known as the Iowa standards. She dedicated her 2014 Iowa Teacher of the Year role to speak at schools throughout the state about the merits of the standards. Schmidt now posts a monthly blog on the Iowa Core website, which is meant for anyone - educators, parents, students and other stakeholders - who wants to learn more.
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Emerging Leaders - Apply or Nominate Now!
ASCD is looking for its newest class of emerging leaders and needs your help. Do you know of a colleague who is a natural leader in their school or district? Would they benefit from getting more involved with ASCD? Invite him or her to apply for the ASCD Emerging Leaders Class of 2016!
Emerging leaders are educators who
- Have been in the profession approximately 5-15 years;
- Demonstrate a passion for teaching, learning, and leadership;
- Have not previously been involved with ASCD in a leadership capacity;
- Collectively exhibit a broad range of diversity in position, location, cultural background, and perspective;
- Hold promise as leaders; and
- Are committed to ASCD's beliefs and to pursuing leadership opportunities.
Past and present emerging leaders from Iowa include the following. They would be great ones to contact to share the benefits of being an ASCD emerging leader:
- Stefanie Wager - presently the social studies consultant at the Iowa Department of Education
- Jason Ellingson - presently the superintendent of Collins-Maxwell Community School District
- Eric Townley - presently the principal at Prairie Creek Intermediate at College Community School District
- Stacy Amling - presently professor of Spanish at Des Moines Area Community College (DMACC) in Ankeny.
- Matt Townsley - presently director of instruction and technology.
- Andrea Stewart - presently the focus area consultant at Mississippi Bend AEA 9.
- Leslie Pralle Keehn - presently instruction technology consultant at Prairie Lakes AEA 8.
- Tricia Kurtt - presently instructional coach at Norwalk Community School District.
- Josh Griffith - presently Callanan Middle School vice principal in the Des Moines Public Schools.
- Jason Toenges - presently secondary principal in the Marcus-Meriden-Cleghorn Community School District
If you would like ASCD to invite your colleague to apply for the program, please send the name and e-mail address to constituentservices@ascd.org. |
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Heading to Atlanta for ASCD Conference in April? Free Registration Available - If You Haven't Registered Already!
Are you thinking of going to the ASCD conference in Atlanta April 2-4? If you are - and haven't registered yet - we have a free registration for the first five Iowa ASCD  members to contact Lou Howell at LouHowell@mediacombb.net.Read on for the latest news and important info to help you plan a successful event.
The 2016 Annual Conference App is now available through the Apple App Store or Google Play. Use the app to enhance your conference experience and get information at your fingertips, including - Descriptions for more than 200 sessions and hundreds of exhibitors
- Alerts about schedule changes and on-site events
- An agenda planner to plan your conference
- Access to presentation materials
- Networking opportunities with other conference participants
The Conference Planner is Live!
ASCD's 2016 Annual Conference and Exhibit Show conference planner, the ASCD Planner, is hosted by GoExpo, an innovative directory and floor plan. Your interactive ASCD Planner will allow you to organize your schedule, make appointments, build your show agenda, and keep track of your events. You can browse sessions by learning path, presenter, date, location, and more!
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Governor's Future Ready Summit - April 19
One of Iowa's biggest challenges is closing the skills gap: While there are more jobs in thriving industries, there aren't enough workers with the right skills to fill them. This hampers economic growth.
Finding solutions will be the focus of the April 19 Governor's 2016 Future Ready Iowa Summit at Hy-Vee Hall in Des Moines. The all-day summit is open to the public, with space for about 1,000.
The summit is designed to attract a broad cross-section of Iowans, including business, labor and nonprofit leaders; educators, students and parents; and state and local policymakers. The summit website, futurereadyiowa.gov, includes registration details. The summit's keynote speaker is Andreas Schleicher, a global expert on education and skills at the Organization for Economic Cooperation and Development. Other featured speakers include Jamie Merisotis, president of the Lumina Foundation, Mary Andringa, chair of the board of Vermeer Corp., and Byron Auguste, co-founder of Opportunity@Work. Students, educators, business and labor leaders, and entrepreneurs from around the state and nation are among other speakers and panelists. Audience questions and answers will wrap up each session. |
Causes and Cures in the Classroom - Getting to the Root of Academic and Behavior Problems
by Margaret Serle - A Must Read!
Iowa ASCD member, Sandy Merritt, provides this review of Causes and Cures in the Classroom - Getting to the Root of Academic and Behavior Problems by Margaret Serle. This book addresses the statement, "I've tried everything with this student. I don't know what else to do." Most teachers have either felt this way or said it out loud at some time in their career. In order for students to be successful, teachers must be able to diagnose their needs and provide the appropriate supports. This becomes even more difficult when students lack the appropriate skills needed to succeed - weak vocabulary, lack of background experiences, poor listening and organizational skills, poor memory, impulsivity, and inability to focus. Some of these issues are due to delays in brain development causing memory issues, impulsivity, and lack of attention span.
In this book, Margaret Searle shares academic and neurological  research on brain development and a five-step problem-solving protocol that educators can use to determine the root causes of learning and behavioral issues. She then goes on to suggest research-based accommodations and interventions to help meet students' needs. There are student scenarios and case studies throughout the book as well as tables to help determine root causes and appropriate interventions.
Searle's Five Basic Steps of Problem-Solving Process: - Know the traits of the student or group to be supported. Teachers first identify student strengths and areas of need. It is essential that educators use new neurological research to determine the root causes of academic and behavioral problems. Delays in the maturity of brain development, called the executive functions, many times are the core of the problem that is often mislabeled as behavior and attitude problems. Dr. Russell Barkley and Dr. Thomas Brown, noted "researchers in the area of attention deficit disorder (ADD), use the analogy of an orchestra conductor to describe the brain's executive function. A conductor's job is to direct each member of the orchestra in order to create the most beautiful sound possible. No matter how talented the musicians, if the conductor doesn't keep the pace and intensity of the playing coordinated, the result can be ugly. If our brain's conductor is under-active, we will have the same outcome: the lack of focus and integration will cause us to perform poorly" (Barkley, Murphy, & Fischer, 2008).
The level of development in the brain's executive functions has a direct connection to learning, attention, memory, organization, self-monitoring, and multi-tasking. These issues can lead to false labeling of students when what they really need is an intervention that will help the executive function of the brain continue to develop. The "level of executive function skills, especially in the area of working memory, rather than IQ, is the best predictor of success in reading, spelling, and math" (Alloway & Alloway, 2010). Barkley, 2008, found that "89-98 percent of children diagnosed as having ADD have deficits in multiple areas of executive function. This means that students with disabilities can be as much as three years behind their peers in some aspects of executive maturity."
There are six categories of skills in the development of executive function: planning and problem solving, memory, organization, focusing attention, impulse control, and self-monitoring. Students may be seen as stubborn and obstinate when they really haven't developed the brain function of planning and problem solving. These students need support instead of punishment. Students who don't see the reasons for their mistakes and don't know how to fix them are lacking organizational thinking and need lots of modeling and practice. Visual organizers, allowing classroom time for organizing, and providing corrective feedback are also helpful. Students who have attention issues need to learn how to get mental control so that they can attend and learn. Social skills may also be impacted because they can't attend to detail, feelings, and social cues. Students need modeling and practice in focusing their attention. Students with poor impulse control aren't able to keep responses in check. Their emotional brain takes over the thinking brain. They need interventions that help them to slow down and think before acting and practice with social cues. Students who can't self-monitor can't evaluate their own work and can't see any way to improve. They don't ask for help because they don't understand that they need help. They can't understand why peers don't like them or pick on them. Students need to learn how to assess their performance and how to use the information to make changes. These students need patience, redirection, and positive feedback. - Analyze the root causes. The author suggests using her "Five Whys" to get to the root cause. There are issues that have a negative impact on students such as medication, home life, and disabilities but they are not ones that educators have any control over and thus should not be used as an acceptable response or reason. The questions are to be answered in a team of at least two people and include:
- Why do you think the student does that?
- What would cause the student to think that way?
- What skills do you think the student lacks that other students the same age understand and use?
- What is keeping the student from learning these skills?
- What should we concentrate on first?
Determining an intervention is the next step. The author offers several options-visualizing, staying focused by anticipating road blocks, knowing when and how to access resources, estimating the amount of time needed, being able to self-monitor, self-evaluating and celebrating small successes. Each is discussed thoroughly in the book. - Set clear and measurable goals.
- Decide how to monitor and chart the student's progress.
- Compose intervention options and select a plan. Templates are provided to use as a guide for identifying possible interventions.
The remainder of the book addresses specific interventions for memory, organization, focusing attention, impulse control and self-monitoring and how they can be used in helping students to be more successful in math, reading, writing, and science.
Interventions that Help with Memory
1) Model lessons, assignments, and instructions in small sequential steps that show the entire process so students can recombine the steps later. After modeling, have learners do deliberate guided practice. 2) Start by telling students exactly what to focus on and why. 3) Use brain-friendly memory tools like mnemonics, songs, rhymes. 4) Teach students to highlight important information and to make margin notes as they read. 5) Avoid or reduce the amount of copying required. 6) Use visual aids like number lines, matrix charts, and visual lists of steps. 7) Teach the learners to repeat directions to a partner. 8) Use engaging games and activities to help students practice and apply strategies. 9) Teach students to revise notes regularly and use visual organizers to consolidate information into categories. 10) Make sure students can explain why the information or skill is relevant. Because the brain will not store information not seen as useful or important, helping students see the relevance and application of what is taught is essential. 11) Spend extra time on what is learned in the middle of lessons. Interventions that Support Math"WHAT WORKS: Adjusting work that is too challenging by breaking it down into manageable pieces; modeling and practicing missing prerequisite skills using visuals and representations along with abstract symbols and numbers;  encouraging verbalization of thinking and teaching students ways to ask for help; praising students' efforts; helping them see mistakes as opportunities to learn; not giving up on students even when they seem to want you to; applying a gradual release of responsibility.""WHAT DOESN'T WORK: Acting indifferent toward students when they appear unmotivated; going on when you know they don't understand basics; teaching only at the abstract level; not including guided practice and specific feedback in every lesson; making students feel that low grades are what they deserve; doing too much for students; being impatient or sarcastic."
Interventions for Organization and Writing
"WHAT WORKS: Teaching sorting and categorizing skills; modeling rather than explaining expectations; building in student choices for types of writing assignments and topics; having authentic audiences for writing; conducting small-group discussions about ways to generate ideas and organize thoughts; providing frequent corrective feedback during the writing process; demonstrating how to organize thoughts using a sloppy outline before writing any sentences."
"WHAT DOESN'T WORK: Labeling students as irresponsible without checking to see if the skills are in place; having unclear expectations; grading all papers without allowing for practice assignments; lecturing until the end of class so students have no time to sort and organize; giving long-term assignments without checking to see if students can develop a plan for completing them; assigning topics students have no interest in; allowing repeated failures to happen without re-teaching and giving opportunities for recovery; not coordinating with teachers in other subject areas." Interventions for Focus and Attention1) Spotlight the purpose, 2) connect new information to prior knowledge, 3) help them to see the importance of the learning, 4) limit distractions, 5) remind them of the importance of getting enough sleep, 6) work on pacing of lessons, 7) use a variety of teaching styles, 8) teach them to self-monitor, 9) provide visual steps for transitions, and 10) teach for transfer of skills to new situations.Interventions for Reading Comprehension"WHAT WORKS: Using direct conversation and cueing to draw attention to what's important; keeping the objective in students' sight because they forget it; using visualization, pictures, and graphic organizers to help students connect to prior knowledge; helping sustain attention by using movement, color, and game like activities to vary pace and add variety; directly teaching vocabulary and word attack skills; working on building fluency in reading to support comprehension; listening to students read and explain how they are applying strategies; teaching students ways to self-monitor their on-task behavior as well as their comprehension of reading."
"WHAT DOESN'T WORK: Giving long lectures and assignments without breaks; not using variety in approaches; not providing student interaction; assuming that if the student knows the definition of a word he or she understands it; thinking that if the student can read fast he or she comprehends the material; chastising students for not paying attention or forgetting the instructions; forcing the student to read aloud in front of peers."
Interventions for Behavior
"WHAT WORKS: Slowing down students' thinking; replaying experiences and analyzing why students reacted the way they did; using skits and film clips to practice interpreting body language; considering possible solutions and consequences; practicing active listening to keep students from becoming defensive; teaching students to adjust their choices and behaviors to fit the circumstances; using checklists, rubrics, and self-questioning to reflect on actions; providing direct feedback and having students check that feedback with their perceptions; listening to students' versions and interpretations of events and letting them compare theirs with yours; teaching self-talk to help students develop an internal coach."
"WHAT DOESN'T WORK: Yelling, lecturing, or showing frustration or anxiety; removing "problem" students from the group; assuming students can control their impulsivity; attending to each disruption; humiliating students; arguing or challenging students' excuses; assuming students are repeating poor behaviors out of meanness or obstinacy."
How well students learn to self-monitor and manage their emotions has a lot to do with the emotional tone the teacher sets. A safe, accepting, and welcoming classroom environment makes it easier for students to control their behavior, develop a sense of independence, and accept responsibility.
The book concludes with an "On Your Own" section that provides an opportunity to practice the five- step problem-solving process with case studies and tips for supporting learners. There is A LOT of information in this book and I have only provided a snap shot of what is included. It is a great resource for educators working with students of all ages. ***************************************** All Iowa ASCD members have access to this book and 29 others 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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Check It Out! Did You Know?
Check out the following:
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Iowans needed to help prevent child hunger in the summer! In an effort to head off hunger, the Iowa Department of Education is seeking sponsors for a federally funded program that provides nutritious breakfast, lunch, and dinner or snacks to children in low-income areas during the summer months.
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Coming soon: A guide for early literacy intervention! Iowa teachers and schools soon will have a new guide to use in their work to help struggling readers get back on track. The guide, portions of which were presented to participants attending the School Improvement Symposium in Des Moines, focuses on students in kindergarten through sixth grade whose needs go beyond universal instruction -- a general classroom approach -- and have specific challenges that could impede their progress toward literacy goals. The guide is designed to enable building-level teams "to effectively organize and implement literacy interventions while monitoring their effectiveness," said symposium presenter Greg Feldmann, who is a consultant at the Iowa Department of Education.
- Free On-Line School Improvement Survey available to all districts. ASCD, the global leader in developing and delivering innovative programs, products, and services that empower educators to support the success of each learner, has unveiled the free, online ASCD School Improvement Tool, which is based on a whole child approach to education.
Designed for use in schools and school systems around the world, and ideal for schools developing and refining strategic plans, the online tool offers educators a comprehensive needs assessment as they embark on the new school year. Additionally, it connects administrators and teacher leaders with targeted professional development resources-books, online courses, and action tools-that can help them make the most significant schoolwide improvements and ensure all learners are healthy, safe, engaged, supported, and challenged.
Found online at http://sitool.ascd.org, this tool launches a 15-minute survey that evaluates a school's strengths and weaknesses in areas of
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School climate and culture,
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Curriculum and instruction,
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Leadership,
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Family and community engagement,
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Professional development and staff capacity,
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Assessment, and
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Ability to provide and sustain a whole child approach to education across all aspects of the school experience.
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The Iowa Department of Education released on December 16 the Iowa School Report Card, a new web-based system to evaluate and rate each public school based on performance on a required set of measures, such as student attendance and graduation rates. 
- Iowa has expanded the quality and range of work-based learning experiences for students in kindergarten through 12th grade because of a stronger connection between business and education made possible through a state network established by the Legislature, a new Iowa Department of Education report shows.
- 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.
- Consider an Iowa ASCD 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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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 Cor e.
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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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