ASCD Community in Action

Partners in Health

ASCD, as a partner steering committee member of Action for Healthy Kids—a national and state-level initiative designed to create health-promoting schools—understands the importance of health as part of the total learning environment. In a recently released report titled The Learning Connection: The Value of Improving Nutrition and Physical Activity in Our Schools, Action for Healthy Kids documents how the excessive rise in poor nutrition, inactivity, and weight problems is adversely affecting student academic achievement and possibly costing schools millions of dollars each year. The report calls on schools to work with partners to take immediate action to address the issue and points to current best practices in schools, school districts, and states. The report's release commemorates the second anniversary of the Healthy Schools Summit held in Washington, D.C., which launched Action for Healthy Kids.

ASCD Takes on the Gap

The ASCD Leadership Council has identified high-stakes testing and the achievement gap as two high-priority issues for the Association's influence and advocacy activities during the coming year and beyond.

Fair, balanced, and grounded in the art and science of learning and teaching.
Reflective of curricular and developmental goals and representative of content that students have had an opportunity to learn.
Used to inform and improve instruction.
Designed to accommodate nonnative speakers of English and special-needs students.
Valid, reliable, and supported by professional, scientific, and ethical standards designed to fairly assess the unique and diverse abilities and knowledge bases of all students.

Innovative, engaging, and challenging coursework (with academic support) that builds on the strengths of each learner and enables students to develop to their full potential.
High-quality teachers supported by ongoing professional development.
Additional resources for strengthening schools, families, and communities.

The ASCD Leadership Council has adopted a position calling for educators, policymakers, and the public to understand the grave consequences of persistent gaps in student achievement and to demand that addressing these gaps becomes a policy and a funding priority.

ASCD Worldwide

ASCD will be viewed as both a resource and a forum worldwide.
ASCD's constituents will benefit both professionally and personally from worldwide learning.
ASCD's commitment will result in sustainable, mutually beneficial activities.

ASCD is a worldwide community of 164,000 educators from 135 countries.
ASCD has 12 affiliates based in eight countries outside the United States.
As of Aug. 31, 2004, 60 publishers in 27 countries have published 186 translations of ASCD books and videos.
ASCD's Web site provides constituents with access to information and the ability to perform transactions 24 hours a day, 7 days a week.
ASCD engages with constituents in multiple languages, using bilingual staff and an international interpreter service.

Safety in Action

ASCD's Safety Committee is actively engaged in training for emergency preparedness through the Community Emergency Response Team training program. The program is organized by the Federal Emergency Management Agency (FEMA) of the U.S. government, the nation's first responders when disaster strikes communities. Emergency personnel train members of neighborhoods, workplaces, schools, and other community organizations for integration into the overall emergency response capability for their areas. ASCD receives high marks from the fire department and the Department of Public Safety for its proactive organizational approach to safety and emergency response. The Alexandria, Virginia, Fire Department is coordinating this effort.

Resources

<BIBLIST><HEAD>Mixed Media</HEAD>Closing the Achievement Gap: A Vision for Changing Beliefs and Practices Books-in-Action Bundle. (2004). By Belinda Williams. Ten copies of the paperback book bundled with one 15-minute videotape. Stock No. 704422. Price: $229 (member); $279 (nonmember). Book and video are also available separately.Educating Linguistically and Culturally Diverse Students Professional Inquiry Kit. (1998). By Belinda Williams. Eight activity folders and a videotape. Stock No. 998060. Price: $189 (member); $220 (nonmember).</BIBLIST>

<BIBLIST><HEAD>Videos</HEAD>Closing the Achievement Gap: A Vision for Changing Beliefs and Practices Books-in-Action Video. (2004). One 15-minute videotape. Stock No. 404421. Price: $79 (member); $95 (nonmember).Maximizing Learning for English Language Learners Entire Series (Tapes 1–3). (2003). Three 35-minute videotapes with a Facilitator's Guide. Stock No. 403326. Price: $440 (member); $540 (nonmember).</BIBLIST>

<BIBLIST><HEAD>Books</HEAD>Closing the Achievement Gap: A Vision for Changing Beliefs and Practices (2nd ed.). (2003). By Belinda Williams. Stock No. 102010. Price: $20.95 (member); $25.95 (nonmember).So Each May Learn: Integrating Learning Styles and Multiple Intelligences. (2000). By Matthew J. Perini, Harvey F. Silver, and Richard W. Strong. Stock No. 100058. Price: $17.95 (member); $21.95 (nonmember).Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. (1995). By Robert W. Cole. Stock No. 195024. Price: $21.95 (member); $25.95 (nonmember).</BIBLIST>

<BIBLIST><HEAD>PD Online</HEAD>Toward Equity in Achievement. This new seven-lesson course helps both district-level and school-level leaders explore what it means to strive for equity in achievement. Each PD online course includes activities, supplemental reading materials, and access to a learner forum. Price: $89.95 (members and nonmembers).</BIBLIST>

Calling All Authors

Would you like to see your article published in an upcoming issue of Educational Leadership? We are currently accepting manuscripts for the May 2005 theme issue on “Supporting New Teachers and Principals.”

This issue will address how schools can provide innovative instructional, emotional, and managerial support to new teachers and principals, from the young and green to seasoned career-changers. What specific ongoing training can ease the transition? How can schools facilitate collegial support? What kinds of teacher induction programs have proven effective? How are schools successfully addressing professional development in the content areas? How can schools provide novices with adequate time for professional growth? How are schools around the world effectively implementing new teacher and principal support programs?

To consider your article for the May 2005 issue, we need to receive it by the first week in December. For more information and writers' guidelines, visit our Web site atwww.ascd.org/cms/index.cfm?TheViewID=635 or call Kevin Davis, EL editorial assistant, at 703-575-5691.

Coming in December

Deborah Short and Jana Echevarria discuss what content-area teachers need to know about supporting English language learners' acquisition of academic English in the mainstream classroom.
Two articles, by Christine Rossell and Stephen Krashen, give differing perspectives on the research comparing the effectiveness of bilingual education and sheltered English immersion programs.
Donna Christian describes approaches to teaching languages in 20 countries, and the lessons these countries offer for effective language instruction.
Sandy Cutshall explains why 2005 has been designated the Year of Languages and why U.S. schools need to do a better job of teaching languages.