1703 North Beauregard St.
Alexandria, VA 22311-1714
Tel: 1-800-933-ASCD (2723)
8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday
Local to the D.C. area: 1-703-578-9600
Toll-free from U.S. and Canada: 1-800-933-ASCD (2723)
All other countries: (International Access Code) + 1-703-578-9600
This schedule is subject to change. Additional session information will be posted as it becomes available.
Advance tickets are not required to attend sessions at the 2017 ASCD Conference on Teaching Excellence. Please note that most conference sessions are repeated except where noted.
Learn more about the conference program
Rick Stiggins, Assessment Training Institute, Lake Oswego, OR
The presenter will describe how to create the perfect assessment that puts student and teacher success first by building the system from the classroom up. Participants will leave with specific guidelines for balancing assessment purposes to meet learning needs, articulating learning targets to underpin sound assessment, creating high-quality assessments that provide dependable results, communicating those results in a timely and understandable manner, and using the assessment process to promote universal learner success. By moving away from the pessimistic assessment environment of today, participants will have the tools necessary to create positive and productive future assessments.
Nadia Lopez, Mott Hall Bridges Academy, Brooklyn, NY
In this session, participants will learn how to create a democratic classroom where your students engage in current events and see connections between themselves and people from life circumstances and backgrounds different from their own. The presenter will walk you through a hands-on, interdisciplinary unit that helps students see how they fit into the larger community and develop into empathetic and tolerant global citizens. Participants will leave equipped to get students to care about others, look inward, and respect differences within their own classroom.
Price is $89 per person. Register online at www.ascd.org/CTEregister. Please note that seating is limited.
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Scheduling Note: The sessions in this group will be presented at 8:30 a.m. and again at 1:30 p.m. except where noted under the session's title.
Lateshia Woodley, McClarin Success Academy, College Park, GA
McClarin Success Academy, a nontraditional school, was once considered one of the lowest-performing schools in the state of Georgia. In collaboration with the City of College Park and the Atlanta Regional Commission on Health Improvement (ARCHI), McClarin educators developed a comprehensive community school program to address declining graduation rate and student achievement. After implementing this model, McClarin's four-year cohort graduation rate increased from 19 percent in 2012 to 49 percent in 2015 and 67 percent in 2016. McClarin's community support features include a full-service childcare center; on-site medical, dental, and behavioral health services; a school-based mentoring program; a clothing closet; a food bookbag program for homeless students; nutrition and cooking classes; and work-based learning. McClarin has received local, state, and national recognitions that include removal from the Georgia Department of Education (GADOE) priority school list, four- and five-star culture ratings from the GADOE, a Crystal Star Award from the National Dropout Prevention Center, Georgia Alternative Education Association's Spotlight School Award, and inclusion in the National Alternative Education Association Exemplary Practice school list. In this session, participants will learn how to develop a comprehensive transformational model designed to reach their most at-risk students.
Jay McTighe, McTighe and Associates, Columbia, MD
Performance-based assessments are curriculum-embedded tasks that are intended to engage students in applying their knowledge and skills in an authentic and relevant context. These assessments anchor the curriculum to the most important performances we want learners to accomplish with the content knowledge and skills. Performance-based assessments are set within the curriculum, are becoming increasingly sophisticated, establish authentic performance contexts, assess understanding and transfer via genuine performance, integrate 21st century skills with subject area content, and evaluate performance using established rubrics. In this session, we’ll apply practical and proven tools and templates for designing performance assessments to academic standards and 21st century skills. We will also preview excellent Internet resources to support task and rubric design.
Nick Counts, Culver Academies, Culver, IN
What is the stereotype of the ideal math student? One that sits patiently and listens to a lecture? The student that always has her hand raised, ready to answer a question? Someone that completes all the homework in pencil and shows all of his steps? Math has traditionally intimidated many students because of its rigid rules and requirements, but it has scared away more girls and minorities than white or Asian males. In this session, we'll break down the stereotypes surrounding math education and discuss how we can create a classroom culture where every student's voice is heard.
Patrick Phillips, Educational Empowerment Group, LLC, Atlanta, GA
This session will explore strategies to close the achievement gap in postsecondary education between traditional college students and first-generation college students of low socioeconomic status. Postsecondary education can be an economic equalizer. However, many students of low socioeconomic status face economic and social barriers that can negatively affect their educational experiences, which can discourage students and cause them to drop out. Students equipped with the proper tools, strategies, and support systems are better prepared to meet these challenges and experience higher retention, progression, and graduation rates; they are also more likely to obtain gainful employment upon graduation and become leaders and models for their communities. This session also addresses social and emotional challenges associated with the college experience that can challenge a student’s self-identity and diminish their motivation and interest in education. Many first-generation college students need practicable strategies that prepare and empower them to address these challenges and view college as a viable option by building academic resilience, leadership skills, emotional intelligence, positive self-identity, and development.
John Felling and Jane Felling, Box Cars and One-Eyed Jacks, Edmonton, Alberta, Canada
Understanding is a deeper form of learning. For learning to occur, the brain must be engaged. In this practical, hands-on session, participants will learn a variety of new math games and activities to actively engage their elementary students during math lessons. The presenters will share samples of student work to help participants understand how they can incorporate the games into their current classroom lessons. The session will address specific concepts, such as number sense, place value and rounding, math facts fluency, operations and estimation, and graphing and statistics using common manipulatives found in most schools and homes. The presenters will provide a detailed handout with game details (including follow-up activities) and game boards so that participants have the tools needed to immediately implement what they learn.
Susan Kessler, Metro Nashville Public Schools, Nashville, TN; April Snodgrass, Hunters Lane High School, Nashville, TN
Do you ever wonder if you can use your talent as a teacher to branch into the next phase of your career as an administrator? In this session—led by an ASCD 2011 OYEA Honoree, turnaround principal, and author—participants will discuss a wide variety of topics on job transitioning, including the different skill sets each job requires, strategies for picking the right administrative job, and survival tips for navigating the first years.
Robin Wisniewski, RTI International, Denver, CO
What happens when traditional literacy instruction across content areas becomes "culturally responsive"? This presentation will provide a framework for culturally responsive literacy instruction that takes into account diverse learners and learning differences. Participants will learn culturally responsive literacy perspectives with example strategies that challenge critical reflection; empower students; and build culturally relevant, disciplinary reading, writing, speaking, listening, and viewing skills.
Anne Smith, Erin Dodge, and Jill Lewis, Colorado ASCD, Denver, CO
How can teachers engage students in real-world applications of the knowledge and skills mandated by state standards while accommodating culturally diverse contexts and fostering positive attitudes about teaching and learning? Colorado ASCD members answered this question by working with a group of teachers to create Framework 2021, a set of instructional approaches that guides educators in providing engaging, coherent, and cohesive learning experiences from preschool to higher education. During this session, participants will learn about the framework's instructional approaches and work in small groups to provide feedback about its content and relevance.
Maria Elena Garcia, M.E. Garcia Educational Consulting Inc., Aurora, CO; Ceri Dean, Author and Consultant, Fort Collins, CO
Even if you think you selected the perfect family and community engagement strategies, things don't always go as planned during implementation. In this session, participants will examine research, promising practices, and useful tools and resources that they can use to strengthen relationships with families and community members, particularly in culturally diverse communities. The presenter will help school staff understand how their own cultural experiences and backgrounds influence their beliefs and assumptions about families and community members and their efforts to engage others in support of student learning.
Jenny Grant Rankin, University of Cambridge, Cambridge, United Kingdom; Karen Wagner, Denver's Polaris at Ebert Elementary School, Denver, CO
In this interactive session, teachers will learn instructional strategies shared in Rankins' book Engaging and Challenging Gifted Students: Tips for supporting extraordinary minds in your classroom (ASCD Arias). The presenter, who is the assistant coordinator of the Mensa Gifted Youth Program in her county in California and teaches the postdoc Master class at the University of Cambridge, implemented these strategies for teaching intellectually gifted students while she was an award-winning teacher. Because the majority of her students were socioeconomically disadvantaged English language learners, she specialized in using data, differentiation, and creative instruction (like gamification, project-based learning, global learning, makerspaces, etc.) to ensure that her gifted students were challenged and engaged as they learned alongside struggling students. The presenter will share exciting enrichment opportunities with participants, who will leave the session with a reference tool, the ability to identify each gifted student's special needs (including overexcitabilities and hidden challenges), and the knowledge needed to engage and challenge gifted students in specific ways.
Scheduling Note: The sessions in this group will be presented at 10:30 a.m. and again at 3:00 p.m. except where noted under the session's title.
Jay McTighe, McTighe and Associates, Columbia, MD; Judy Willis, Consultant, Santa Barbara, CA
The confluence of research on learning from cognitive psychology and neuroscience fields has yielded new insights into how the brain learns and the educational practices that promote the simultaneous activation and enrichment of the neural networks of executive function. The Understanding by Design® methodology presents the framework for curriculum, assessment, and instructional practices that best correlates with the relevant neuroscience research. Join Judy Willis, M.D., M.Ed. (neurologist and educator) and Jay McTighe (cocreator of the Understanding by Design framework) as they preview their forthcoming ASCD book and explore the following questions:
Jane E. Pollock, Learning Horizon, Inc., Fort Collins, CO; Susan Hensley, Rogers School District, Rogers, AR
We still plan daily lessons. Using research and tools from Pollock's forthcoming ASCD book on integrating thinking skills and technology, this session will update the Hunter lesson plan with neurological research to produce iGANAG, a schema that guides instructional delivery and assessment. iGANAG pays particular attention to critical- and creative-thinking skills. Pollock introduces the concept of using i5 technology to improve student engagement and depth of knowledge. Learn how to use Pollock's research and work in schools to improve grades and test scores in your own school.
Jeffrey Benson, Leaders and Learners Consulting, Brookline, MA
Even in the midst of a testing culture driven by required curricula, teachers can build a culture of resilience and encourage growth mindsets in their classrooms. This session will reference significant research in brain science and human development to share and expand day-to-day practices for teaching and learning. The focus will be on student autonomy; problem solving; visions of a positive future; and developing social competencies in lessons, routines, and expectations. This session will emphasize how adults develop dependable relationships in classes through praise and feedback that fosters student resilience. Girding the entire session is a deep belief that all students are capable of growth; participants will be taken through a framework to help them hang in through the idiosyncratic, fits-and-starts efforts of challenging students as they build a strong sense of self as learners and ultimately their own growth mindset. The session is highly interactive and models practices that can be transferred to the classroom.
Vernita Mayfield, Leadervation, Denver, CO; Phil Trejo, Pueblo School District, Pueblo, CO
Closing achievement or discipline gaps is difficult without a meaningful discussion about the influence of race and culture on classroom interactions. Learn some practical strategies for building your own and others' cultural competency.
Marie Alcock, Learning Systems Associates, Towaco, NJ
How can we design engaging and fresh ways to address contemporary topics and issues with our learners? How can we replace dated curriculum "coverage" with powerful, teacher-designed units that include student personalized pathways and future career-oriented assessments? Drawing from their new ASCD book—Bold Moves for Schools: How We Create Remarkable Learning Environments—the presenters will provide strategies for integrating digital literacy, media savvy, and global competence into your assessments using their dynamic quest-based model. Participants will learn how to make timely, current, and engaging content choices; what contemporary interdisciplinary learning looks like in action; how to cultivate the dispositions necessary for risk taking and innovation; how to ensure thoughtful development of social networks and resources; and how to engage in authentic, real-world learning experiences.
Ann Cunningham-Morris, ASCD Author and Consultant, Atlanta, GA; Opal Davis Dawson, Dawson and Associates, Louisville, KY
Once educators decide to introduce the Understanding by Design® framework (the UbD® framework) in their school, teacher leaders can enhance the framework's use. Teacher leaders assume a wide range of formal and informal roles to support and influence school and student success. This session will offer teacher leaders a set of practical ideas to initiate and sustain the UbD framework in their schools.
Brent Duckor and Carrie Holmberg, San José State University, San Jose, CA
Although research has shown that teachers who engage in formative assessment practices strongly influence student learning, less is known about the development of teachers' knowledge and formative assessment use. To be effective, teachers must plan, enact, and reflect on their instructional practices. Our session focuses on how teachers can leverage seven moves—priming, posing, pausing, probing, bouncing, tagging, and binning—associated with formative assessment practice to help struggling students. We explore through case studies, videos, and real-world examples how teachers can become more powerful formative assessors, in part, by learning to balance planned and improvised interactions "on the fly." Our moves-based formative assessment framework focuses on improving teachers' instructional decision making, grounding their feedback during classroom interactions, and helping "quieter" learners in multilingual classrooms. Participants will leave with research-supported strategies that promote more equitable, interactive, learner-focused instruction in their schools.
Emily L. Davis, Santa Cruz/Silicon Valley New Teacher Project, Santa Cruz, CA
Research tells us that mentoring and induction make a difference in the retention and success of new teachers, but educators in many schools struggle to develop effective induction programs. Based on the presenter's book Making Mentoring Work (Rowman & Littlefield Publishers, 2014), this session introduces a series of often-overlooked, research-based strategies for building meaningful induction experiences for new teachers. Using these strategies, leaders can create programs tailored to school needs, improve teacher retention, accelerate new teacher development, and ensure all students have access to high-quality teaching.
Eric Carbaugh and Kristina Doubet, James Madison University, Harrisonburg, VA
The staggering increase in the availability of technology tools has led a growing number of teachers to "flip" their classrooms—sending direct instruction home and reserving class time for reinforcement, practice, and extension. As more teachers flip their classrooms, they must focus on establishing defensible pedagogy within the flipped environment. Used properly, flipping can provide flexible avenues to meet student needs in an efficient and targeted manner. But flipping also presents challenges, such as how to ensure active engagement and address diverse learning needs—both at home and at school. This session will explore how to structure flipped learning experiences to promote student engagement and differentiation. Participants will experiment with different technology tools and explore how to choose appropriate strategies to build community, promote digital citizenship, formatively assess, and adjust instruction to meet varied student readiness and interest needs within the flipped environment.
Fred Ende, Putnam/Northern Westchester BOCES, Yorktown Heights, NY; Billy Krakower, Woodland Park Public Schools, NJ; Meghan Everette, Salt Lake School District, Salt Lake City, UT
Teachers have a tremendous opportunity to craft professional development. After all, leaders truly want to help their staff learn! During this learning session, participants will explore what makes great professional learning stick and what that means for the type of professional development currently in their schools and districts. Participants will explore key teacher-centered professional development priorities; strategies to make those priorities paramount for all; and ways to help leaders make the shift to powerful, purposeful, and people-centered PD.
Grace Dearborn, Conscious Teaching, Fairfax, CA
Once teachers have exhausted their hierarchy of consequences, how can they proceed with students whose behaviors are unchanged no matter the consequences? In this fast-paced, interactive session, participants will receive dozens of practical, eye-opening prevention and intervention strategies they can use to manage students effectively. Learn when and how to use consequences while modeling respectful communication, teaching personal responsibility, and deescalating confrontations. Participants will leave this session with five steps to break the cycle of misbehavior, four nonverbal strategies that reduce arguing and off-task behaviors, three ways to teach behavioral lessons using consequences rather than punishments, and two positive assumptions that allow teachers to hold kids accountable for their behaviors while staying on their side.
Pete Hall, EducationHall, Coeur d'Alene, ID; Kristen Souers, Gonzaga University, Spokane, WA
Childhood trauma is real, and its effects can be seen in classrooms, principals' offices, and detention centers all across the globe. Join the presenters, authors of the best-selling ASCD book Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom, as they explore the reality of childhood trauma and discuss what educators can do to mitigate the effects of adverse childhood experiences (ACEs). In this engaging session, you'll collect strategies for addressing the whole child, including building strong relationships, creating a safe space for students, and engaging in essential self-care to support deeper levels of success and learning for every child==especially those who are most vulnerable. With the proper mindset and a few handy tools, you'll approach trauma from a new perspective.
Tony Frontier, Cardinal Stritch University, Milwaukee, WI; Paul Mielke, Hamilton-Sussex Schools, Sussex, WI
How do we empower teachers as the primary users of comprehensive teaching frameworks for effective instruction? Using content from the ASCD book Making Teachers Better, Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth, this session will present a comprehensive roadmap to help schools and districts move beyond judgment as the driving force behind teacher evaluation systems and toward systems that empower teachers. The presenters will model practical tools and protocols that stakeholders can use to improve their teaching expertise and engage in reflective practices that result in more purposeful and responsive instruction.
After a full day of learning and new ideas, join colleagues and a facilitator to explore opportunities, possibilities, and next steps for your schools.
Details about Debriefing Sessions will be added as they become available.
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