Friday, June 27

90-Minute Morning Breakout Sessions (ticket required): 8:30–10:00 a.m.

1100T—Connecting Differentiated Instruction, Understanding by Design, and What Works: An Exploration of Research-Based Strategies
Carol Ann Tomlinson, University of Virginia—Charlottesville; Jay McTighe, Educational Consultant, Columbia, Md.; Grant Wiggins, Educational Consultant, Hopewell, N.J.; and Robert J. Marzano, Educational Consultant, Centennial, Colo.

The leading authorities on Differentiated Instruction, Understanding by Design, and What Works share the underpinnings of their work and the implications for educators who use these models.
Level: All
Repeated Session: 1200T

1101T—Flexible Grouping in the Differentiated Classroom
Karen Lelli Austin, Educational Consultant, Cornelius, N.C.

Instead of randomly grouping students, this "how to" session explores ways to purposefully group students to increase your efficiency and heightens student success. Learn how to group students by readiness, growth, learning profiles, and interests.

Level: Beginner
Repeated Session: 1201T

1102T—Differentiation Strategies for Reluctant Learners: Linking Motivation, Effort, and Achievement
Deborah Burns, Cheshire Public Schools, Cheshire, Conn.

Find out where motivation comes from, how it links to effort and achievement, and why differentiating teaching and learning tasks can help motivate reluctant learners. Spend time learning and practicing strategies and techniques to use with different student subgroups and learner profiles.

Level: Beginner
Repeated Session: 1202T

1104T—Lesson Learned: Implementing School Wide Differentiated Instruction
Bill Rich, Colchester High School, Colchester, Vt.

Come hear this presenter describe the lessons that he's learned as a teacher-professional developer at a school recognized for its long-term and continuous commitment to the philosophy of Differentiated Instruction. Enjoy lively anecdotes and concrete examples that reveal pitfalls to avoid and best practices to embrace.

Level: Beginner
Repeated Session: 1204T

1105T—Understanding Mathematics by Design
Thomas Rye, Spokane Public Schools, Spokane, Wash. 

Learn how Understanding by Design can help you to create and implement effective units of instruction in mathematics. From starting at the beginning with keeping the end in mind to authentic assessments and constructivist teaching, explore an easy-to-implement framework for curriculum.

Level: Beginner
Repeated Session: 1205T

1106T—The Principal's Role: Leading Understanding by Design in Your Elementary School
Opal Davis Dawson, Jefferson County Public Schools, Louisville, Ky.

Learn how school leaders can provide the best possible conditions for leading Understanding by Design in an elementary school. From examining the curriculum and restructuring instructional activities, to reorganizing student groups and rearranging schedules, this session will provide you with a comprehensive approach.

Level: Beginner
Repeated Session: 1206T

1107T—Writing the Understanding by Design Way: Ends-Based Modeling, Coaching, and Conferencing in the Writing–Centered Secondary Classroom
Donna Herold, Spokane Public Schools, Spokane, Wash.

Help students become competent, controlled writers by using an Understanding by Design model across the content areas. Explore strategies for using essential questions, developing strong writing prompts, modeling writing skills, and using formative assessment within the writing process.

Level: Beginner
Repeated Session: 1207T

1108T—A Journey Inside the Mind of a Teacher Planning for Differentiation
Kristi Doubet, James Madison University, Harrisonburg, Va.

To help you use Differentiated Instruction when you return to your classroom, this session gives you a "do-able" plan for differentiation that tells you where to start with planning and how to follow through with practical implementation.

Level: Advanced
Repeated Session: 1208T

1109T—Designing Tiered Assignments at the Secondary Level
Sandra Page, Educational Consultant, Chapel Hill, N.C.

Discover how to differentiate learning activities to your students' readiness levels by using tiered lessons and readiness-based tasks. An experienced presenter explains how to construct tiered tasks and modify their levels of difficulty.

Level: Advanced
Repeated Session: 1209T

1110T—Leadership for Teaching and Learning Academic Vocabulary
Mary McDonough, Educational Consultant, Cape Cod, Mass.

Find out how a large urban school district successfully implemented a preK–12 program for teaching and learning academic vocabulary. This session's ideas for leadership actions and supportive resources help you take your initiative beyond introductory training to successful implementation.

Level: All
Repeated Session: 1210T

1111T—Designing District Wide Curriculum Using Understanding by Design
Allison Zmuda, Educational Consultant, Woodbury, Conn.

Learn how to optimize your school's curriculum by focusing on your mission, planning backwards from what a graduate should know, mapping your curriculum for program coherence, and using assessments as your cornerstone. The session includes many examples from the presenter's extensive work with districts.

Level: Advanced
Repeated Session: 1211T

1112T—The Differentiated Instruction and Understanding by Design Connection: Assessment Of Learning and For
Learning
Janie Ray Smith, Educational Consultant, Alexandria, Va. and Nanci Smith, Educational Consultant, Phoenix, Ariz.

How can teachers assess student progress toward learning goals as well as the results of learning? Attend this session to answer this question and examine assessment practices that help differentiate instruction and align your teaching to learning goals.

Level: Beginner
Repeated Session: 1212T

1113T—District Policies That Support Differentiated Instruction and Understanding by Design
Mary Ann Burritt, Educational Consultant, Virginia Beach, Va.

Discover which policies enhance or impede the impact that Differentiated Instruction and Understanding by Design have on standards, curriculum, instruction, assessment, professional development, and evaluation. Whether you're reviewing existing policies or developing a new plan, this session helps you ensure a successful integration of these two approaches.

Level: Beginner
Repeated Session: 1213T

1114T—Connecting Differentiated Curriculum to Students' Interests
Judy Rex, Educational Consultant, Phoenix, Ariz.

Interest differentiation can provide you with the perfect opportunity to connect kids with curriculum. Find out how highly effective teachers do this, and explore strategies that use choices in content, process, and product to draw on student interests linked to the curriculum.

Level: Beginner
Repeated Session: 1214T

1115T—Deliberate Strategies to Promote Systemic and Sustainable Reform
Sara Lampe, Educational Consultant, Springfield, Mo. and Joseph Petrella, Gateway School District, Monroeville, Pa.

Make sure school improvement initiatives "stick" by using Differentiated Instruction and Understanding by Design. This session's comprehensive plan includes a leadership framework, instructional design strategies for professional growth, evaluation tools, and assessment templates to inform decision-making.

Level: Experienced
Repeated Session: 1215T

1116T—The Unpacking Connection: Linking Stage 1 and Stage 3
Marcy Emberger, Educational Consultant, New Brunswick, Canada

For anyone using Understanding by Design, here's an opportunity to learn how to link Stage 1 implementation to Stage 3 through the process of unpacking content standards, pre-assessing prior knowledge, and identifying those elements that will be part of planning the learning sequence.

Level: Advanced
Repeated Session: 1216T

1117T—Making a Case for Differentiation: Articulation of Learning Principles and Identification of Typical Learner Problems
Deb Harder and Deb Karle, Grand Island Public Schools, Grand Island, Neb.

This session builds a case for differentiation as part of a larger teaching and learning effort to engage all students in rigorous, standards-based, understanding-driven curriculum.

Level: Experienced
Repeated Session: 1217T

1118T—It's More Than Newsletters: What Works to Promote Parental and Community Involvement in Schools?
Judi Herm, Educational Consultant, Denver, Colo.

Communicating with and engaging parents is often one of the most difficult challenges to being an educator. But you can partner with families and the community by using the strategic interventions presented in this session. Examine the research on effective parent involvement and explore how schools successfully reach out to their communities.

Level: All
Repeated Session: 1218T

1119T—Painless Peer Review
Cindy Edmondson and Eric Smith, Dalton Public Schools, Dalton, Ga. 

It's uncomfortable to review another's work and have your own work reviewed by others. But with a few key strategies from this session, the peer review process can become a welcome experience, resulting in more meaningful instruction in the classroom.

Level: Experienced
Repeated Session: 1119T

1120T—Academic Background Knowledge: What Do Students Need to Know and Be Able to Do to Succeed
Bea McGarvey, Educational Consultant, South Portland, Maine

What students already know about the content is one of the strongest indicators of how well they will learn new information relative to the content. Discover how schools can decrease the achievement gap through direct and indirect approaches to enhance academic background knowledge.

Level: All
Repeated Session: 1220T

1121T—First Day, First Month, and First Year with a Curriculum Differentiation Initiative: Planning the Process
Jeanne Purcell, Connecticut State Department of Education, Hartford, Conn.

Journey through the differentiation process to understand what classroom teachers, principals, professional development coordinators, and central curriculum staff encounter during the process. Find out what it takes to implement differentiation in 3–5 years.

Level: Beginner
Repeated Session: 1221T

1122T—The Professional Development Planning Team: What Is It? How Can It Be Successful?
Deborah Childs-Bowen, Samford University, Birmingham, Ala.

What distinguishes effective and ineffective professional development practices? Attend this session to answer this question and explore ways to address the needs of the adult learner and make professional development job embedded.

Level: All
Repeated Session: 1222T

1123T—Distinguishing Between Learning Goals and Activities: Exploring the Critical Difference
Debra Pickering, Educational Consultant, Littleton, Colo.

Sure, you need engaging activities in the instructional process, but you want to avoid a "curriculum of activities." Attend this interactive session to learn the differences between learning goals and activities and how to select the right learning activities for your goals.

Level: All
Repeated Session: 1223T

1124T—How States, Districts, and Schools Can Help Students Build Academic Background Knowledge: The Story of Tennessee's Statewide Implementation of Marzano's Six Step Approach to Academic Vocabulary
Connie Mayo and Deborah Boyd, Tennessee Higher Education Commission, Nashville, Tenn.

Discover how to address the impact of poverty on literacy and language development by implementing a program for building academic vocabulary at the school, district, or state level in elementary, middle, and high schools.

Level: All
Repeated Session: 1224T

1125T—Technology Leadership for Improving Student Learning
Dan Cherry, Educational Consultant, Newport, N.H.

Educational technology is not just about bells and whistles. It's about student learning. Attend this session to understand the importance of the "6 R's" for improving student learning, and learn how to lead technology integration in your school or district.

Level: All
Repeated Session: 1225T

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90-Minute Mid–Morning Breakout Sessions (ticket required): 10:30 a.m.–12 noon

1200T—Connecting Differentiated Instruction, Understanding by Design, and What Works: An Exploration of Research-Based Strategies
Carol Ann Tomlinson, University of Virginia—Charlottesville; Jay McTighe, Educational Consultant, Columbia, Md.; Grant Wiggins, Educational Consultant, Hopewell, N.J.; and Robert J. Marzano, Educational Consultant, Centennial, Colo.

Repeated Session: See 1100T for description.
Level: All

1201T—Flexible Grouping in the Differentiated Classroom
Karen Lelli Austin, Educational Consultant, Cornelius, N.C.

Repeated Session: See 1101T for description.
Level: Beginner

1202T—Differentiation Strategies for Reluctant Learners: Linking Motivation, Effort, and Achievement
Deborah Burns, Cheshire Public Schools, Cheshire, Conn.

Repeated Session: See 1102T for description.
Level: Beginner

1204T—Lesson Learned: Implementing School Wide Differentiated Instruction
Bill Rich, Colchester High School, Colchester, Vt. 

Repeated Session: See 1104T for description.
Level: Beginner 

1205T—Understanding Mathematics by Design
Thomas Rye, Spokane Public Schools, Spokane, Wash.

Repeated Session: See 1105T for description.
Level: Beginner

1206T—The Principal's Role: Leading Understanding by Design in Your Elementary School
Opal Davis Dawson, Jefferson County Public Schools, Louisville, Ky.

Repeated Session: See 1106T for description.
Level: Beginner

1207T—Writing the Understanding by Design Way: Ends-Based Modeling, Coaching, and Conferencing in the Writing-Centered Secondary Classroom
Donna Herold, Spokane Public Schools, Spokane, Wash.

Repeated Session: See 1107T for description.
Level: Experienced

1208T—A Journey Inside the Mind of a Teacher Planning for Differentiation
Kristi Doubet, James Madison University, Harrisonburg, Va.
Repeated Session: See 1108T for description.
Level: Advanced

1209T—Designing Tiered Assignments at the Secondary Level
Sandra Page, Educational Consultant, Chapel Hill, N.C.

Repeated Session: See 1109T for description.
Level: Advanced

1210T—Leadership for Teaching and Learning Academic Vocabulary
Mary McDonough, Educational Consultant, Cape Cod, Mass.

Repeated Session: See 1110T for description.
Level: All

1211T—Designing District Wide Curriculum Using Understanding by Design
Allison Zmuda, Educational Consultant, Woodbury, Conn.

Repeated Session: See 1111T for description.
Level: Advanced

1212T —The Differentiated Instruction and Understanding by Design Connection: Assessment of Learning and For Learning
Janie Ray Smith, Educational Consultant, Alexandria, Va. and Nanci Smith, Educational Consultant, Phoenix, Ariz.

Repeated Session: See 1112T for description.
Level: Beginner

1213T—District Policies That Support Differentiated Instruction and Understanding by Design
Mary Ann Burritt, Educational Consultant, Virginia Beach, Va.

Repeated Session: See 1113T for description.
Level: Beginner

1214T—Connecting Differentiated Curriculum to Students' Interests
Judy Rex, Educational Consultant, Phoenix, Ariz.

Repeated Session: See 1114T for description.
Level: Beginner

1215T—Deliberate Strategies to Promote Systemic and Sustainable Reform
Sara Lampe, Educational Consultant, Springfield, Mo. and Joseph Petrella, Gateway School District, Monroe, Pa.

Repeated Session: See 1115T for description.
Level: Experienced

1216T—The Unpacking Connection: Linking Stage 1 and Stage 3
Marcy Emberger, Educational Consultant, New Brunswick, Canada

Repeated Session: See 1116T for description.
Level: Advanced

1217T—Making a Case for Differentiation: Articulation of Learning Principles and Identification of Typical Learner Problems
Deb Harder and Deb Karle, Grand Island Public Schools, Grand Island, Neb.

Repeated Session: See 1117T for description.
Level: Experienced

1218T—It's More Than Newsletters: What Works to Promote Parental and Community Involvement in Schools?
Judi Herm, Educational Consultant, Denver, Colo.

Repeated Session: See 1118T for description.
Level: All

1219T—Painless Peer Review
Cindy Edmondson and Eric Smith, Dalton Public Schools, Dalton, Ga.

Repeated Session: See 1119T for description.
Level: Experienced

1220T—Academic Background Knowledge: What Do Students Need to Know and Be Able to Do to Succeed
Bea McGarvey, Educational Consultant, South Portland, Maine

Repeated Session: See 1120T for description.
Level: All

1221T—First Day, First Month, and First Year with a Curriculum Differentiation Initiative: Planning the Process
Jeanne Purcell, Connecticut State Department of Education, Hartford

Repeated Session: See 1121T for description.
Level: Beginner

1222T—The Professional Development Planning Team: What Is It? How Can It Be Successful?
Deborah Childs-Bowen, Samford University, Birmingham, Ala.

Repeated Session: See 1122T for description.
Level: All

1223T—Distinguishing Between Learning Goals and Activities: Exploring the Critical Difference
Debra Pickering, Educational Consultant, Littleton, Colo.

Repeated Session: See 1123T for description.
Level: All

1224T—How States, Districts, and Schools Can Help Students Build Academic Background Knowledge: The Story of Tennessee’s Statewide Implementation of Marzano's Six-Step Approach to Academic Vocabulary
Connie Mayo and Deborah Boyd, Tennessee Higher Education Commission, Nashville

Repeated Session: See 1124T for description.
Level: All

1225T—Technology Leadership for Improving Student Learning
Dan Cherry, Educational Consultant, Newport, N.H.

Repeated Session: See 1125T for description.
Level: All

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3-Hour Afternoon Breakout Sessions (ticket required): 1:00–4:00 p.m. 

1300T—Understanding by Design: Beginning
Grant Wiggins, Educational Consultant, Hopewell, N.J.

How does teaching for deep understanding differ from coverage-oriented instruction? How can classroom assessments and instructional techniques enhance understanding? Attend this session to explore these questions and learn about the Understanding by Design framework that is helping thousands of educators.

Level: Beginner

1301T—The Art and Science of Teaching
Robert J. Marzano, Educational Consultant, Centennial, Colo.

Drawing from ASCD's best-selling books, Classroom Instruction that Works, Classroom Management that Works, and What Works in Schools, acclaimed author Robert Marzano provides you with a comprehensive framework for teaching. Discover ten critical areas of instructional practice that lead to higher student achievement.

Level: All

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2-Hour Afternoon Breakout Sessions (ticket required): 1:30–3:30 p.m. 

1400T—Building a Thoughtful Classroom
Karen Lelli Austin, Educational Consultant, Cornelius, N.C.

To fully embrace the curriculum and instruction of a differentiated classroom, teachers have to support student-centered thinking. This session introduces you to the tenets of a thoughtful classroom and explores instructional strategies that encourage all learners to think more clearly and analytically.

Level: Beginner

1401T—Using Formative Assessment to Target Instruction
Jeanne Purcell, Connecticut State Department of Education, Hartford, Conn.

Learn how to target Differentiated Instruction to a critical student difference, such as prior knowledge, learning rate, or learning style preference. Also, this session will explore the role of formative assessments in the targeting process.

Level: Beginner

1402T—Differentiation Grows Up—A Continuum of Examples of Differentiation in Action
Kristi Doubet, James Madison University, Harrisonburg, Va.

Even simple, low-prep differentiation can make a difference for student achievement. This session examines tried and true strategies for differentiation and explains how low-prep strategies can be taken to the next level of sophistication.

Level: Experienced

1403T—Selecting Professional Development Strategies to Support a Differentiation Initiative
Deborah Burns, Cheshire Public Schools, Cheshire, Conn.

Discover how to support your implementation of Differentiated Instruction through teacher evaluation, supervision, and professional development strategies that support the change process.

Level: Advanced

1404T—The Understanding by Design Technology for Learning Connection: Linking Understanding by Design and Evolving Collaborative Uses of Web 2.0
Donna Herold, Spokane Public Schools, Spokane, Wash.

Connect your district's Understanding by Design training and educational technology initiatives in vital, exciting ways that enhance rigor and engagement in the classroom. This session explores Web-based and other strategies for your Stage Two and Stage Three of Understanding by Design planning.

Level: Experienced

1405T—Cultivating Leaders for Understanding by Design
Janie Ray Smith, Educational Consultant, Alexandria, Va.

How can school leaders use the backward design process for school improvement?  Attend this session to answer this question and discover strategies for building capacity in schools and districts who want to implement and sustain ongoing work related to Understanding by Design.

Level: Advanced

1406T—Creating a Professional Learning Community: A Culture of Continuous Learning
Deborah L. Wortham, Educational Consultant, Ellicott City, Md.

This session focuses on the importance of the teacher's and educational leader's positive attitude and behavior as a major ingredient to student achievement and setting the atmosphere for all within the organization. Participants will explore the role of the leader with particular emphasis on school improvement, school and community relations, staff development, curriculum development, and personnel evaluation.

Level: All

1407T—Understanding by Design and Writing Across the Curriculum
Erik Powell, Spokane Public Schools, Spokane, Wash. 

Attend this session to learn how Understanding by Design has helped teachers from various disciplines create purposeful writing assignments for their students. Examine actual units and class work that show how to improve student performance. 

Level: Experienced

1408T—How to Succeed in Developing In-House Capacity: Stories from an Understanding by Design
Teacher Leader Team
John Michael Patrick and Heather Lawson, Dalton Public Schools, Dalton, Ga.

Learn about one district's journey in establishing a cohort of teacher leaders to implement Understanding by Design through redelivery training for staff new to Understanding by Design and on-going support for staff who participated in Understanding by Design professional development.

Level: Experienced

1409T—Constructing Secondary Units Using Differentiated Instruction and Understanding by Design
Cindy Strickland, University of Virginia, Charlottesville

In this session, participants will examine, analyze, and try out a step-by-step approach to differentiating secondary units that integrate the key principles of both Understanding by Design and differentiation.

Level: Advanced

1410T—The Principal's Role: Supporting Differentiated Instruction and Understanding by Design Practices
Mary Ann Burritt, Educational Consultant, Virginia Beach, Va.

Explore the principal's role in making Differentiated Instruction and Understanding by Design a reality. Explore curriculum and professional development, assessment, resources, and communication that provide a structure for successful implementation.

Level: Beginner

1411T—Connecting Differentiated Instruction and Understanding by Design in the Secondary Classroom
Chad Prather, Charlottesville High School, Charlottesville, Va. 

Learn what to do—before the first day of school—to plan instruction, design curricula, and create opportunities for meaningful instruction down the road. This session offers you a chance to construct essential questions for a differentiated lesson or unit.

Level: Beginner

1412T—Using Technology as a Tool in the Differentiated Classroom
Dan Cherry, Educational Consultant, Newport, N.H.

Attend this session to learn about free or inexpensive tools and web resources that promote opportunities for Differentiated Instruction. From math manipulatives to collaborative workspaces, ideas from this session help you create opportunities for all children to succeed.

Level: Beginner

1413T—Differentiating RAFTs: A Writing Across the Curriculum Strategy
Sandra Page, Educational Consultant, Chapel Hill, N.C.

Explore a writing and presentation strategy that engages students and helps them respond to content and skills learned in a wide variety of subject areas. And learn how to use this technique to vary learning tasks based on students' readiness, interests, or learning style preferences.

Level: Beginner

1414T—Why Differentiation? Why Now? A Rationale for Differentiated Instruction
Carol Ann Tomlinson, University of Virginia—Charlottesville

The leading authority on Differentiated Instruction explains why it is both a philosophy of teaching and an instructional approach. Understand why Differentiated Instruction is powerful in virtually any educational context.

Level: Beginner

1415T—Tracking Student Progress and Celebrating Success
Mary McDonough, Educational Consultant, Cape Cod, Mass.

Learn why tracking student progress and celebrating success strengthen formative assessment, reinforce feedback, and develop ownership for learning. This session focuses on strategies that apply the research in practical ways for classroom instruction and intervention.

Level: All

1416T—Sustaining Collegiality and Professionalism: What Works? What Doesn’t?
Vera Blake, Educational Consultant, Dumfries, Va.
Discover strategies that help teachers plan together, engage in peer coaching, and design and deliver professional development that addresses your school or district's unique needs.

Level: All

1417T—Technology that Teaches: Writing in the Digital Age
Erik Palmer, Cherry Creek Schools, Greenwood, Colo. and Judi Herm, Educational Consultant, Denver, Colo.

Chances are, your students write and publish on a daily basis in ways that you ignore in the classroom.  Find out how to harness these new modes of writing to differentiated literacy instruction and open up writing to reluctant writers.

Level: All

1418T—How States, Districts, and Schools Can Help Students Build Academic Background Knowledge: The Story of Tennessee's Statewide Implementation of Marzano's Six-Step Approach to Academic Vocabulary
Connie Mayo and Deborah Boyd, Tennessee Higher Education Commission, Nashville, Tenn.

Repeated Session: See 1124T for description.
Level: All

1419T—Classroom Formative Assessment that Works
Tim Westerberg, Educational Consultant, Dillon, Colo.

Discover research-based strategies for establishing a system of standards-based grading that capitalizes on the power of formative assessment. Also, explore classroom assessments that measure learning over time, encourage learning, and determine final scores and grades in a way that is consistent and fair to students.

Level: All

1420T—F3: Fitness Fanatics Forever and Academics
Andrew S. Mitchell and Tom Svercl, Fairfax County Public Schools, Fairfax County, Va.

This session introduces you to a year-long before-school fitness program that promotes enjoyment of exercise and healthy choices. Learn about a proven, popular, and inexpensive addition to the elementary school day.

Level: All

1421T—What the Adult Learner Really Needs: Maximizing the Impact of Successful Professional Development
Robby Champion, Educational Consultant, Staunton, Va.

Respond to increasing pressure to show the impact of professional development with this session's practical ways to make programs for adults more realistic with better use of time, creative use of follow-up techniques, and strategies to differentiate for individual needs.

Level: All

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Saturday, June 28

3-Hour Morning Breakout Sessions (ticket required): 8:30–11:30 a.m. 

2100T—Schooling by Design
Jay McTighe, Educational Consultant, Columbia, Md.

Get an overview of the new ASCD book Schooling by Design and its practical and proven processes, tools, and examples
to assist administrators and teacher leaders in leading and sustaining standards-based education.

Level: Advanced

2101T—Differentiated Instruction: Beginning the Journey
Carol Ann Tomlinson, University of Virginia—Charlottesville

It’s hard to know how to begin creating a classroom in which teaching is more personalized. But you can meet the challenge by following the advice from this session. Discover how to develop an environment that balances attention to individual needs and the needs of the group as a whole.

Level: Beginner

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90-Minute Morning Breakout Sessions (ticket required): 8:30–10:00 a.m. 

2200T—Designing Intellectually Robust and Standards-Based Curriculum, Assessment, and Instruction for English Language Learners
Allison Zmuda, Educational Consultant, Woodbury, Conn. and Kerri Nazarenus, Grand Island Public Schools, Grand Island, Neb. 

Based on a successful multi-year district wide effort, this session focuses on how to design curriculum, assessment, and instructional practices that facilitate teaching and learning for English Language Learners.

Level: Beginner

2201T—We've Implemented Professional Learning Communities. Now How Do We Maintain the Momentum?
Deborah L. Wortham, Educational Consultant, Ellicott City, Md.

Professional learning community practices can improve schools in statistically significant ways. Using the tenets of professional learning communities allows schools to gain momentum for maintaining school cultures and student achievement. This session examines the impact of professional learning communities on student learning and how to maintain the momentum gained.

Level: All

2202T—Using Essential Questions to Motivate Learners
Marcy Emberger, Educational Consultant, New Brunswick, Canada and Carol O'Connor, Educational Consultant, Ho-Ho-Kus, N.J.

Essential Questions should be meaningful as well as interesting to help motivate students to learn. In this session, you will learn how to design essential questions that connect to student interests and learning profile and serve as invitations to differentiated lessons and units.

Level: Beginner

2203T—Using Understanding by Design in the Early Childhood Classroom
Opal Davis Dawson, Jefferson County Public Schools, Louisville, Ky.

Students between the ages of 3 and 6 are sponges for understanding and are capable of capturing information in the form of essential questions. Learn how to design essential questions that are appropriate at this level and help students take away specific insights about the content.

Level: Beginner

2204T—The Understanding by Design Technology for Learning Connection: Linking Understanding by Design and Evolving Collaborative Uses of Web 2.0
Donna Herold, Spokane Public Schools, Spokane, Wash.

Repeated Session: See 1404T for description.
Level: Beginner

2205T—Designing Tiered Assignments at the Elementary Level
Sara Lampe, Educational Consultant, Springfield, Mo.

Attend this session to learn how to use Carol Ann Tomlinson's Equalizer and other tools to construct tiered tasks that are respectful and challenging for students at varied levels of readiness.
Level: Experienced

2206T—The Instruction, Curriculum, and Assessment Connection in the Differentiated Classroom
Jessica Hockett, University of Virginia—Charlottesville

This session uses classroom scenarios and examples to illustrate how the interdependent relationship between curriculum, assessment, and instruction can make Differentiated Instruction seamless and effective in any classroom.

Level: Advanced

2207T—Implementing a Formative Assessment System to Enhance a Differentiation Initiative
Deborah Burns, Cheshire Public Schools, Cheshire, Conn.

Here's an opportunity to review the characteristics and strategies of an effective formative assessment system that uses content standards, authentic performance tasks, observations, rubrics, goal setting, grouping, pacing, student self-evaluation, and management strategies for diverse learners in a heterogeneous setting.

Level: Advanced

2208T—Evaluating the Quality of Differentiated Instruction in the Classroom
Jane Jarvis, University of Virginia—Charlottesville
What does it really mean to "do" Differentiated Instruction in the classroom? How can you recognize differentiation when you see it? Attend this session to answer these questions, and learn to identify key indicators of quality Differentiated Instruction in the classroom.

Level: Experienced

2209T—The Principal's Role: Supporting Differentiated Instruction and Understanding by Design Practices
Mary Ann Burritt, Educational Consultant, Virginia Beach, Va.

Repeated Session: See session 1410T for description.
Level: Beginner

2210T—Grading and Differentiation 
Cindy Strickland, University of Virginia—Charlottesville

There are fundamental difficulties with the way grading is handled in most schools. Therefore, teachers in a differentiated classroom must first wrestle with these general difficulties. Teachers and administrators must think about the decisions they make about grading and consider the ramifications of those decisions for students in general as well as for individual students. In this session we will discuss how teachers at varied levels of comfort and expertise with differentiation can approach these decisions.

Level: Experienced

2211T—First Year in an Untracked Secondary Classroom: A Teacher's Perspective
Chad Prather, Charlottesville High School, Charlottesville, Va.

Listen to an upfront and honest look at the real world of differentiation by high school teacher. Learn what you can do to make it easier to recognize the differences between learners, set up helpful classroom routines, and create community in a room full of dissimilar individuals.

Level: Beginner

2212T—Project-Based Learning Through Children's Engineering: Using Differentiated Instruction and Understanding by Design in Curriculum Design
Sandra Page, Educational Consultant, and Erin Denniston, Chapel Hill, N.C.

This session demonstrates how, when crafted using Understanding by Design principles, Project-Based Learning based in Differentiated Instruction can be an effective, engaging educational strategy.

Level: Advanced

2213T—Differentiation, Assessments, and Understanding by Design
Thomas Rye, Spokane Public Schools, Spokane, Wash.

See how formative and summative assessments can be used in conjunction to assess Stage 1 outcomes of Understanding by Design. Also, learn how to build an assessment matrix that tracks each students learning or each outcome.

Level: Experienced

2214T—Understanding by Design and Differentiated Instruction: How They Work Together
Marcia Imbeau, University of Arkansas—Fayetteville and Judy Hilton, University of Colorado—Denver

Discover how to combine Understanding by Design with Differentiated Instruction to develop viable curriculum and flexible instruction to meet the needs of all students in the classroom.

Level: Experienced

2215T—Using the Six-Step Approach to Building Students' Academic Vocabulary
Mary McDonough, Educational Consultant, Cape Cod, Mass.

Building academic vocabulary is a powerful strategy that provides a solid foundation for deepening understanding of information as well as terms and concepts for skills. This approach is useful in diagnosing a student’s knowledge of a term, and is adaptable to differentiated situations. This session will focus on the instructional value of the six steps, with content examples and help for students to get “unstuck” when it comes to learning skills in subjects such as mathematics. Familiarity with Building Background Knowledge for Academic Achievement is helpful, but not a prerequisite. 

Level: All

2216T—Using Walkthroughs to Observe Effective Classroom Assessment Practices
Ted Haynie, Calvert County Public Schools, Prince Frederick, Md.

Learn how to use effective walk-through strategies to observe teaching practices, monitor learning, confirm areas of instructional strengths, determine areas that need attention, and plan future professional development.

Level: All

2217T—Teaching the Thinking Skills that High-Level Questions Demand
Debra Pickering, Educational Consultant, Littleton, Colo.

When you ask high-level questions and get low-level answers, it's usually because students don't know how to en-gage in the type of thinking demanded by the questions. This session helps you explicitly teach high-level thinking skills, such as comparing, decision making, systems, analysis, and analogical reasoning.

Level: All

2218T—Designing Effective Homework
Bea McGarvey, Educational Consultant, South Portland, Maine

After presenting the case for and against homework, this session explains what to do to ensure homework is used effectively as a strategy. The recommendations are related to time, purpose, feedback, accountability, types, parental involvement, and school-wide policies.

Level: All

2219T—Using the Art and Science of Teaching to Design Effective Lessons and Promote Student
Achievement
John Brown, Educational Consultant, Alexandria, Va.

Find out how to design lessons and units using the ten instructional design principles presented in the ASCD book, The Art and Science of Teaching. This session describes strategies to move students along a continuum of competency, from acquisition of knowledge and skills to growing levels of proficiency and independent transfer.

Level: All

2220T—F3: Fitness Fanatics Forever and Academics
Tom Svercl and Andrew Mitchell, Fairfax County Public Schools, Fairfax County, Va. 

Repeated Session: See 1420T for description.
Level: All

2221T—Research-Based Best Practices in the Teaching and Learning Process
Diane Paynter, Educational Consultant, Parker, Colo.

Drawing from the comprehensive model of teaching from the ASCD book, The Art and Science of Teaching, this session focuses on creating a unit of instruction using the first four questions from the model that deals directly with classroom instruction and the use of research-based practices in this planning process.

Level: All

2222T—Feedback and Goal Setting for Enhancing Student Learning
Tim Westerberg, Educational Consultant, Dillon, Colo.

Explore specific research-based strategies for setting and communicating learning goals to all students, tracking their progress using formative assessments, and celebrating the success of all learners.

Level: All

2223T—The Changing Role of the Principal in 21st Century Schools
Vera Blake, Educational Consultant, Dumfries, Va.

As a principal, it's your job to balance instructional and managerial roles, set challenging standards, foster continuous learning, and engage parents. Explore strategies that help you accomplish these goals in an environment of changing demographics and growing public concern.

Level: All

2224T—What the Adult Learner Really Needs: Maximizing the Impact of Successful Professional Development
Robby Champion, Educational Consultant, Staunton, Va.

Repeated Session: See 1421T for description.
Level: All

2225T—Framing KUDs from Standards
Jann Leppien, University of Great Falls, Great Falls, Mont.

Identifying the "big ideas" for any instructional unit can be a real challenge. But this session helps you "unpack" standards to identify the knowledge and skills that frame achievement targets for a unit of study.

Level: All

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90-Minute Mid-Morning Breakout Sessions (ticket required): 10:30 a.m.–12 noon

2300T—Designing Intellectually Robust and Standards-Based Curriculum, Assessment, and Instruction for English Language Learners
Allison Zmuda, Educational Consultant, Woodbury, Conn. and Kerri Nazarenus, Grand Island Public Schools, Grand Island, Neb. 

Repeated Session: See 2200T for description.
Level: Beginner

2301T—We've Implemented Professional Learning Communities, Now How Do We Maintain the Momentum?
Deborah L. Wortham, Educational Consultant, Ellicott City, Md.

Repeated Session: See 2201T for description.
Level: All

2302T  Using Essential Questions to Motivate Learners
Marcy Emberger, Educational Consultant, New Brunswick, Canada and Carol O'Connor, Educational Consultant, Ho-Ho-Kus, N.J.

Repeated Session: See 2202T for description.
Level: Beginner

2303T —Using Understanding by Design in the Early Childhood Classroom
Opal Davis Dawson, Jefferson County Public Schools, Louisville, Ky.

Repeated Session: See 2203T for description.
Level: Beginner

2304T—The Understanding by Design Technology for Learning Connection: Linking Understanding by Design and Evolving Collaborative Uses of Web 2.0
Donna Herold, Spokane Public Schools, Spokane, Wash.

Repeated Session: See 1404T for description.
Level: Beginner

2305T—Designing Tiered Assignments at the Elementary Level
Sara Lampe, Educational Consultant, Springfield, Mo.

Repeated Session: See 2205T for description.
Level: Experienced

2306T—The Instruction, Curriculum, and Assessment Connection in the Differentiated Classroom
Jessica Hockett, University of Virginia—Charlottesville

Repeated Session: See 2206T for description.
Level: Advanced

2307T—Implementing a Formative Assessment System to Enhance a Differentiation Initiative
Deborah Burns, Cheshire Public Schools, Cheshire, Conn.

Repeated Session: See 2207T for description.
Level: Advanced

2308T—Evaluating the Quality of Differentiated Instruction in the Classroom
Jane Jarvis, University of Virginia—Charlottesville

Repeated Session: See 2208T for description.
Level: Experienced

2309T—The Principal's Role: Supporting Differentiated Instruction and Understanding by Design Practices
Mary Ann Burritt, Educational Consultant, Virginia Beach, Va.

Repeated Session: See 1410T for description.
Level: Beginner

2310T—Grading and Differentiation
Cindy Strickland, University of Virginia, Charlottesville

Repeated Session: See 2210T for description.
Level: Experienced

2311T—First Year in an Untracked Secondary Classroom: A Teacher's Perspective
Chad Prather, Charlottesville High School, Charlottesville, Va.

Repeated Session: See 2211T for description.
Level: Beginner

2312T—Project-Based Learning Through Children's Engineering: Using Differentiated Instruction and
Understanding by Design in Curriculum Design
Sandra Page, Educational Consultant, and Erin Denniston, Chapel Hill, N.C.

Repeated Session: See 2212T for description.
Level: Advanced

2313T—Differentiation, Assessments, and Understanding by Design
Thomas Rye, Spokane Public Schools, Spokane, Wash.

Repeated Session: See 2213T for description.
Level: Experienced

2314T—Understanding by Design and Differentiated Instruction: How They Work Together
Marcia Imbeau, University of Ark.—Fayetteville, and Judy Hilton, University of Colorado—Denver

Repeated Session: See 2214T for description.
Level: Experienced

2315T—Using the Six-Step Approach to Building Students' Academic Vocabulary
Mary McDonough, Educational Consultant, Cape Cod, Mass.

Repeated Session: See 2215T for description.
Level: All

2316T—Using Walkthroughs to Observe Effective Classroom Assessment Practices
Ted Haynie, Calvert County Public Schools, Prince Frederick, Md.

Repeated Session: See 2216T for description.
Level: All

2317T—Teaching the Thinking Skills that High-Level Questions Demand
Debra Pickering, Educational Consultant, Littleton, Colo.

Repeated Session: See 2217T for description.
Level: All

2318T—Designing Effective Homework
Bea McGarvey, Educational Consultant, South Portland, Maine

Repeated Session: See 2218T for description.
Level: All

2319T—Using the Art and Science of Teaching to Design Effective Lessons and Promote Student Achievement
John Brown, Educational Consultant, Alexandria, Va.

Repeated Session: See 2219T for description.
Level: All

2320T—F3: Fitness Fanatics Forever and Academics
Tom Svercl and Andrew Mitchell, Fairfax County Public Schools, Fairfax County, Va.

Repeated Session: See 1420T for description.
Level: All

2321T—Research-Based Best Practices in the Teaching and Learning Process
Diane Paynter, Educational Consultant, Parker, Colo.

Repeated Session: See 2221T for description.
Level: All

2322T—Feedback and Goal Setting for Enhancing Student Learning
Tim Westerberg, Educational Consultant, Dillon, Colo.

Repeated Session: See 2222T for description.
Level: All

2323T—The Changing Role of the Principal in 21st Century Schools
Vera Blake, Educational Consultant, Dumfries, Va.

Repeated Session: See 2223T for description.
Level: All

2324T—What the Adult Learner Really Needs: Maximizing the Impact of Successful Professional Development
Robby Champion, Educational Consultant, Staunton, Va.

Repeated Session: See 1421T for description.
Level: All

2325T—Framing KUDs from Standards
Jann Leppien, University of Great Falls, Great Falls, Mont.

Repeated Session: See 2225T for description.
Level: All

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3-Hour Afternoon Breakout Sessions (ticket required): 1:00–4:00 p.m.

2400T—A New Era for School Reform: Three Critical Interventions for District and School Improvement
Robert J. Marzano, Educational Consultant, Centennial, Colo.

The renowned author of What Works in Schools explains three critical interventions districts and schools use to enhance student achievement: a system of feedback to individual students that is based on formative assessments, institutionalizing effective instructional practices, and enhancing the academic vocabulary of students.

Level: All

2401T—Leading for School Wide Differentiated Instruction
Carol Ann Tomlinson, University of Virginia—Charlottesville

The leading authority on Differentiated Instruction explains key principles of change as they apply to differentiation and presents examples from schools that made the change from a one-size-fits-all orientation to differentiated classrooms.

Level: All

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2-Hour Afternoon Breakout Sessions (ticket required): 1:30–3:30 p.m.

2500T—Using Learning Profile Differentiation
Judy Rex, Educational Consultant, Phoenix, Ariz.

Help learners understand what works best for them and provide opportunities for a good fit by using Learning Profile Differentiation to recognize, appreciate, and build on student differences.

Level: Beginner

2501T—Leadership for Differentiation from Teaching to Coaching
Carol O'Connor, Educational Consultant, Ho-Ho-Kus, N.J., and Monica Harrold, Ann Arbor Public Schools, Ann Arbor, Mich.

To help teachers on their journeys to Differentiated Instruction, this session provides strategies and coaching models that encourage teachers to transfer their knowledge of Differentiated Instruction into their own classroom.

Level: Beginner

2502T—Establishing Classroom Routines that Support the Differentiated Classroom 
Jennifer Beasley, University of Virginia—Charlottesville

Discover classroom routines that create an environment that gives students more responsibility for learning and develops a strong interdependent community. This session includes strategies for managing time, materials, and grouping to support differentiation.

Level: Beginner

2503T—Differentiating Instruction in the Elementary Math Classroom
Nanci Smith, Educational Consultant, Phoenix, Ariz.

Attend this session to understand the impact of students' differences on math instruction and how to address those differences with activities that reinforce skills, develop conceptual understandings, and engage students with a sense of fun.  All activities feature content for grades K–5.

Level: Beginner

2504T—The Teacher as a Change Agent
Melissa Moore-Williams, Daugherty County School System, Albany, Ga. and Patricia Bentley, Lamar Reese Magnet School of the Arts, Albany, Ga.

If you've ever wondered whether a single teacher can bring about change in an entire school, come to this session to learn how one teacher overcame the challenges of implementing differentiated lessons in her fifth grade, heterogeneous classroom.

Level: Beginner

2505T—Using Standards to Determine What All Students Should Know, Do, and Understand
Allison Zmuda, Educational Consultant, Woodbury, Conn.

Learn how to use state standards and grade level expectations to plan units of instruction. This session explains how to look for key words that help guide instruction and how to identify content knowledge, skills, and understandings aligned with standards.

Level: Beginner

2506T—Supporting Districtwide Understanding by Design and Initiatives
Virginia Foley, East Tennessee State University, Johnson City, Tenn. and David W. Reynolds, Dalton Public Schools, Dalton, Ga.

This inside look at a district's long-term plan for curriculum design using Understanding by Design explains the development and implementation of K–12 overarching understandings, a Understanding by Design teacher leader cohort, a district review team, and district wide assessments.

Level: Beginner

2507T—Developing English Language Arts Units Using Understanding by Design
Erik Powell, Spokane Public Schools, Spokane, Wash.

Learn how Understanding by Design can sharpen the focus of writing assignments, challenge students to think more critically about literature, and align curriculum with standards. See actual student work, and explore ideas for your own class.

Level: Beginner

2508T—W.H.E.R.E.T.O.: An Instructional Planning Template
Donnell E. Gregory, Antioch McGregor University, Dayton, Ohio

The Understanding by Design W.H.E.R.E.T.O. framework is a step-by-step approach for instructional planning. Attend this session to explore how this framework helps you use instructional techniques that are most effective for developing and deepening student understanding.

Level: Beginner

2509T—Supervising Teachers Using Differentiated Instruction
Sara Lampe, Educational Consultant, Springfield, Mo.

After developing an understanding of what Differentiated Instruction is, the next step is to know what it looks like in the classroom. This session focuses on improving your ability to recognize a teacher's thinking about differentiation through artifacts, data and observable behaviors.

Level: Advanced

2510T—Writing the Understanding by Design Way: Ends–Based Modeling, Coaching, and Conferencing in the Writing–Centered Secondary Classroom
Donna Herold, Spokane Public Schools, Spokane, Wash.

Repeated Session: See 1107T for description.
Level: Experienced

2511T—What Do I Teach on Monday? From Unit Design to Daily Instruction
Jay McTighe, Educational Consultant, Columbia, Md., and Judith Hilton, University of Colorado—Denver

Although Understanding by Design offers a framework for long-term curriculum planning, the reality is that teachers live in the world of daily instruction. Attend this session to discover how to bridge these two worlds through Understanding by Design.

Level: Advanced

2512T—Destination: There is More Than One Way to Get There
Carrie Latesky and Lori Hall, Saginaw Public Schools, Saginaw, Mich. 

Come hear experienced practitioners share their experiences using Understanding by Design and Differentiated Instruction in middle school science classrooms and get some useful tools to get you started in implementing these two powerful approaches.

Level: Beginner

2513T—Connecting Differentiated Instruction and Understanding by Design in the Secondary Classroom
Chad Prather, Charlottesville High School, Charlottesville, Va.

Repeated Session: See 1411T for description.
Level: Experienced

2514T—How to Engage Latino Parents: Building Relationships with Diverse Families
Maria Montalvo-Balbed, Educational Consultant, Smyrna, Ga.

Explore the dynamics of empowering Latino parents in becoming engaged in the success of their children at school. And gain an understanding of how to connect with these families and affirm diversity within the Spanish speaking student body.
Level: Experienced

2515T—Classroom Instruction That Works for English Language Learners
Jane D. Hill, Educational Consultant, Denver, Colo.

Based on the ASCD book Classroom Instruction That Works with English Language Learners, this session explains the importance of knowing the stages of language acquisition and describes strategies for engaging English Language Learners in mainstream classrooms.

Level: Beginner

2516T—Capacity Building Professional Development and Evaluations: Are You Making the Difference?
Ann Cunningham-Morris, ASCD, Alexandria, Va.

What are the capacity building professional development models you should have in place to ensure that professional learning translates to the classroom? Join the presenter in examining the various models for capacity building professional development and the different levels of evaluation that should be included in your professional development plan. Tools and strategies for capacity building professional development and evaluating your efforts will be shared.

Level: Beginner

2517T—Implementing the Art and Science of Teaching
Annette Seago, Blue Springs School District, Blue Springs, Mo. 

This up-close and personal view of a district's 3-year project to develop a systemic approach for collecting and interpreting data on student engagement, teacher effectiveness, and student performance focuses on how to use data during staff collaboration time to drive school improvement.

Level: Beginner

2518T—Student-Centered Assessment for Learning and Accountability
Mary McDonough, Educational Consultant, Cape Cod, Mass.

Attend this session to learn about ASCD's ASPIRE Assessment System and how it helps you implement student-centered assessment and a truly standards-based assessment system.

Level: All

2519T—Teaching Students How to Summarize
Diane Paynter, Educational Consultant, Parker, Colo.

Teaching students how to summarize is a great way to enhance their ability to synthesize information and make connections among important pieces of information.  This session explains how to use summarizing in the classroom and equips you with lots of ways to help students become more proficient in summarizing.

Level: Beginner

2520T—Manage to Succeed: Classroom Management That Works
Judi Herm, Educational Consultant, Denver, Colo.
Drawing from the ASCD book Classroom Management That Works, this session describes how to ensure your classroom management has an impact on student achievement. Get specific strategies for rules and procedures, disciplinary interventions, time management, and building positive student-teacher relationships.

Level: Beginner

2521T—Developing and Supporting the Work of Successful School Leadership Teams
Deborah Childs-Bowen, Samford University, Birmingham, Ala.

The school leadership team is one of the most important elements in promoting successful school improvement. Find out how these teams should be formed and sustained, and the role they should play in the school improvement planning process.

Level: Beginner

2522T—Using Technology as a Tool in the Differentiated Classroom
Dan Cherry, Educational Consultant, Newport, N.H.

Repeated Session: See 1412T for description.
Level: Beginner

2523T—District Policies that Support Differentiated Instruction and Understanding by Design
Mary Burritt, Educational Consultant, Virginia Beach, Va.

Repeated Session: See 1113T for description.
Level: Beginner

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Sunday, June 29

3-Hour Morning Breakout Sessions (ticket required): 8:30–11:30 a.m.

3100T—Differentiated Instruction and Understanding by Design: A Shared Vision to Support Student Success
Carol Ann Tomlinson, University of Virginia—Charlottesville, and Jay McTighe, Educational Consultant, Columbia, Md.

Two renowned authors and experts explain how the fusion of Differentiated Instruction and Understanding by Design contributes to positive interdependence of the four key elements of the learning environment, curriculum, instruction, and assessment.

Level: All

3101T—Classroom Formative Assessment and Grading
Robert J. Marzano, Educational Consultant, Centennial, Colo.

Use the framework from the ASCD book Classroom Assessment and Grading that Work to articulate specific strategies for designing and scoring formative assessments and using them for grading and reporting practices.

Level: All

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90-Minute Morning Breakout Sessions (ticket required): 8:30–10:00 a.m.

3200T—Differentiating Instruction in the Secondary Math Classroom
Nanci Smith, Educational Consultant, Phoenix, Ariz.

Attend this session to understand the impact of students' differences on math instruction and how to address those differences with activities that reinforce skills, develop conceptual understandings, and engage students with a sense of fun. All activities will feature content for grades 6–12.

Level: Beginner

3201T—Helping to Lead the Differentiated Instruction Journey
Sandra Page, Educational Consultant, Chapel Hill, N.C.

Explore the three parts of leading a Differentiated Instruction initiative, from beginning the conversation with teachers, through professional learning opportunities on aspects of Differentiated Instruction, to follow through with support for the implementation.

Level: Beginner

3202T—Supporting District wide Understanding by Design Initiatives
Virginia Foley, East Tennessee State University, Johnson City, Tenn. and David W. Reynolds, Dalton Public Schools, Dalton, Ga.
Repeated Session: See 2506T for description.

Level: Beginner

3203T—Qualities of Effective Teachers: Hiring the Best
James Stronge, College of William and Mary, Williamsburg, Va.

An empirical base has been developed which clearly indicates that the quality of teaching is a major determinant of gains in student learning. Get up to date on this research and find out how you can know a good teacher when you see one and how you can use student achievement data in assessing teacher quality.

Level: Beginner

3204T—Developing English Language Arts Units Using Understanding by Design
Erik Powell, Spokane Public Schools, Spokane, Wash.

Repeated Session: See 2507T for description.
Level: Beginner

3205T—W.H.E.R.E.T.O.: An Instructional Planning Template
Donnell E. Gregory, Antioch McGregor University, Dayton, Ohio

Repeated Session: See 2508T for description.
Level: Beginner

3206T—Twelve Essentials for Effective Leaders in Differentiation
Kelly Hedrick, Virginia Beach City Public Schools, Virginia Beach City, Va.

Attend this session to review the critical components for effective leadership toward responsive schools and classrooms. Case studies and models of successful district- and building-level work in differentiation are embedded in the session.

Level: Experienced

3207T—Using Complex Instruction in the Differentiated Classroom
Jessica Hockett, University of Virginia—Charlottesville

Complex Instruction is a strategy for making sure all students experience success in cooperative learning by completing tasks that are challenging, open-ended, and collaborative. Attend this session to experience Complex Instruction and learn how to design and facilitate Complex Instruction tasks that are differentiated.

Level: Advanced

3208T—Analysis of Differentiated Units
Marcia B. Imbeau, University of Arkansas—Fayetteville

What does a quality differentiated curriculum look like? How can curriculum units currently in use be adapted to address the diverse learning needs of students? Using examples from ASCD's Differentiation in Practice books, this session highlights elements to use to improve units of study for your students.

Level: Advanced

3209T—Supervising Teachers Using Differentiated Instruction
Sara Lampe, Educational Consultant, Springfield, Mo.

Repeated Session: See 2509T for description.
Level: Experienced

3210T—Establishing Classroom Routines That Support the Differentiated Classroom
Jennifer Beasley, University of Virginia—Charlottesville

Repeated Session: See session 2502T for description.
Level: All

3211T—Understanding by Design and Differentiated Instruction: How They Work Together
Judith Hilton, University of Colorado—Denver

It takes both a viable and rigorous curriculum and flexible instruction to meet the needs of all students. Find out how to reach that level by combining Understanding by Design with Differentiated Instruction.

Level: Advanced

3212T—Communicating with Parents About Differentiated Instruction and Understanding by Design
Allison Zmuda, Educational Consultant, Woodbury, Conn.

It's important to communicate with parents about Understanding by Design and Differentiated Instruction to avoid misunderstandings that are guaranteed to emerge. This session informs you of the key elements of these conversations and answers common questions that arise.

Level: Advanced

3213T—Constructing Secondary Units Using Differentiated Instruction and Understanding by Design
Cindy Strickland, University of Virginia—Charlottesville

Repeated Session: See 1409T for description
Level: Experienced

3214T—Implementing the Art and Science of Teaching
Annette Seago, Blue Springs School District, Blue Springs, Mo. 

Repeated Session: See 2517T for description.
Level: Beginner

3215T—Classroom Instruction That Works for English Language Learners
Jane D. Hill, Educational Consultant, Denver, Colo.

Repeated Session: See 2515T for description.
Level: Beginner

3216T—The Whole Child Initiative
Kathy Welling and Molly McCloskey, ASCD, Alexandria, Va.

All children deserve an education that fully prepares them for college, work, and citizenship. ASCD has launched a public engagement and advocacy campaign to encourage schools and communities to work together to ensure that each student has access to a challenging curriculum in a healthy and supportive climate. Attend this session to learn more.

Level: Beginner

3217T—Translating Your State Standards Document into Measurement Topics
Diane Paynter, Educational Consultant, Parker, Colo.

Drawing from the ASCD book, Making Standards Useful in the Classroom, this session focuses on how to develop a set of measurement topics written in scale format that can be used for formative assessment and can guide instructional practice.

Level: Beginner

3218T—The Role of School Counselors in Increasing Student Achievement
Ken Sanders, Clayton County Public School System, Morrow, Ga.

Attend this session to explore the critical role that school counselors have in increasing student achievement. Learn why counselors are best able to identify the barriers that prevent students from achieving success. And examine the process that counselors must employ to help raise student achievement.

Level: Beginner

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90-Minute Mid-Morning Breakout Sessions (ticket required): 10:30–12 noon

3300T—Differentiating Instruction in the Secondary Math Classroom
Nanci Smith, Educational Consultant, Phoenix, Ariz.

Repeated Session: See 3200T for description.
Level: Beginner

3301T—Helping to Lead the Differentiated Instruction Journey
Sandra Page, Educational Consultant, Chapel Hill, N.C.

Repeated Session: See 3201T for description.
Level: Beginner

3302T—Supporting District wide Understanding by Design Initiatives
Virginia Foley, East Tennessee State University, Johnson City, Tenn, and David W. Reynolds, Dalton Public Schools, Dalton, Ga. 

Repeated Session: See 2506T for description.
Level: Beginner

3303T—Qualities of Effective Teachers: Hiring the Best
James Stronge, College of William and Mary, Williamsburg, Va.

Repeated Session: See 3203T for description.
Level: Beginner

3304T—Developing English Language Arts Units Using Understanding by Design
Erik Powell, Spokane Public Schools, Spokane, Wash. 

Repeated Session: See 2507T for description.
Level: Beginner

3305T—W.H.E.R.E.T.O.: An Instructional Planning Template
Donnell E. Gregory, Antioch McGregor University, Dayton, Ohio

Repeated Session: See 2508T for description.
Level: Beginner

3306T—Twelve Essentials for Effective Leaders in Differentiation
Kelly A. Hedrick, Virginia Beach City Public Schools, Virginia Beach, Va. 

Repeated Session: See 3206T for description.
Level: Experienced

3307T—Using Complex Instruction in the Differentiated Classroom
Jessica Hockett, University of Virginia—Charlottesville

Repeated Session: See 3207T for description.
Level: Advanced

3308T—Analysis of Differentiated Units
Marcia B. Imbeau, University of Arkansas—Fayetteville

Repeated Session: See 3208T for description.
Level: Advanced

3309T—Supervising Teachers Using Differentiated Instruction
Sara Lampe, Educational Consultant, Springfield, Mo.

Repeated Session: See 2509T for description.
Level: Experienced

3310T—Establishing Classroom Routines That Support the Differentiated Classroom
Jennifer G. Beasley, University of Virginia—Charlottesville

Repeated Session: See 2502T for description.
Level: All

3311T—Understanding by Design and Differentiated Instruction: How They Work Together
Judith Hilton, University of Colorado—Denver

Repeated Session: See 3211T for description.
Level: Advanced

3312T—Communicating with Parents About Differentiated Instruction and Understanding by Design
Allison Zmuda, Educational Consultant, Woodbury, Conn.

Repeated Session: See 3212T for description.
Level: Advanced

3313T—Constructing Secondary Units Using Differentiated Instruction and Understanding by Design
Cindy Strickland, University of Virginia—Charlottesville
Repeated Session: See 1409T for description.
Level: Experienced

3314T—Implementing the Art and Science of Teaching
Annette Seago, Blue Springs School District, Blue Springs, Mo.

Repeated Session: See 2517T for description.
Level: Beginner

3315T—Classroom Instruction That Works for English Language Learners
Jane D. Hill, Educational Consultant, Denver, Colo.

Repeated Session: See 2515T for description.
Level: Beginner

3316T—The Whole Child Initiative
Kathy Welling and Molly McCloskey, ASCD, Alexandria, Va.

Repeated Session: See 3216T for description.
Level: Beginner

3317T—Translating Your State Standards Document into Measurement Topics
Diane Paynter, Educational Consultant, Parker, Colo.

Repeated Session: See 3217T for description.
Level: Beginner

3318T—The Role of School Counselors in Increasing Student Achievement
Ken Sanders, Clayton County Public School System, Morrow, Ga.

Repeated Session: See 3218T for description.
Level: Beginner