tm of las vegas las vegas - ascd

PROGRAM BOOK | www.ascd.org/CEL

The CosmopolitanTM

of las Vegas

LAS VEGASNEVADA

Daniel Pink Russell QuagliaSir Ken Robinson

www.ascd.org/annualconference

OVER 350 SESSIONS Featuring the world’s leading experts!

Learn more and register now at ®

ac14ad_CEL.indd 1 8/19/13 11:33 AM

PROGRAM BOOK | www.ascd.org/CEL

The CosmopolitanTM

of las Vegas

LAS VEGASNEVADA

32013 ASCD ConferenCe on eDuCAtionAl leADerShip

06 General Conference Information

07 Overview of Conference Events

12 Sessions At-a-Glance

18 Conference Session Descriptions

44 Presenter Index

48 Maps

missionASCD is a global community dedicated to

excellence in learning, teaching, and lead-

ing. ASCD’s innovative solutions promote

the success of each child.

core values• Accountability

• Innovation

• Excellence

• Integrity

• Collaboration

ThE COSMOPOlITAn Of lAS VEGAS3708 las Vegas Blvd South | las Vegas, nV 89109 | USA

Co

ntents

eadershipLEducational

2013

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2013eadershipLEducational

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N o v e m b e r 2 0 1 3

Dear Conference Participant:Welcome to Las vegas, Nevada, and to ASCD’s first Conference on educational

Leadership!

“”

Conference


Dear Conference Participant:

Welcome to las Vegas, nevada, and to ASCD’s first Conference on Educational leadership, formerly known as fall Conference. This confer-ence has been redesigned to focus on school leadership and its complex-ities. We trust that your conference experience will enrich your work and will provide you with resources to champion the revolution of the way we learn, teach, and lead.

School-level leadership is extremely challenging in the 21st century. Changes are happening at light speed. Educators are tasked with devel-oping students into lifelong learners who will be able to manage complex ways of thinking not based on rules and working to remain relevant in an increasingly technology-reliant and interconnected world. To be suc-cessful, today’s educators must be bold, creative, and willing to take risks to move learners forward in preparation for an unscripted tomorrow.

This conference, brought to you by the publishers of Educational Leader-ship® magazine, will provide you with new, innovative ideas designed to focus your thinking on what matters most. You will also hear from and be able to network with top school leaders from around the country. finally, this conference aims to provide you with immediately actionable techniques to get you ready for your best year yet.

I encourage you to visit ASCD’s website for more information, programs, products, and services to augment your professional development expe-rience. I also urge you to take advantage of the ASCD EDge® social net-work for additional networking experiences with other members of the ASCD community.

ASCD commends you for your dedication to the education profession and to the children. You are critical in developing tomorrow’s leaders. Thank you for your attendance and involvement in ASCD’s Conference on Educational leadership.

Enjoy your conference!

With warmest personal regards,

Gene R. Carter

Executive Director

greetings

info

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ion

ASCD X-Press Check-in/ Registration Area

ASCD registration is located in the Cosmopolitan of las Vegas, 4th floor, Belmont Ballroom foyer.

On-Site Registration Hours

thursday, october 31 1:00–7:00 p.m.

friday, november 1 7:00 a.m.–5:00 p.m.

Saturday, november 2 7:00 a.m.–5:00 p.m.

Sunday, november 3 7:00 a.m.–12:00 noon

ASCD Bookstore and Resource Center Hours

the ASCD Bookstore and resource Center is located on the 4th floor, Nolita #1.

thursday, october 31 5:00–7:00 p.m.

friday, november 1 9:00 a.m.–1:30 p.m. and 2:30 p.m.–5:00 p.m.

Saturday, november 2 9:00 a.m.–1:30 p.m. and 2:30 p.m.–5:00 p.m.

Sunday, november 3 8:00 a.m.–12:00 noon

How Is the Program Book Arranged?

the Sessions At-a-Glance section of the program book provides a quick overview of each session, includ-ing session number, time slot, presenter(s), and room location. Detailed descriptions for each session begin on page 18. if you would like to learn more about a particular presenter, please check the ASCD website at www.ascd.org/CEL, click on the Session Descrip-tions link, choose the correct conference day and time, and click on the presenter’s name. Maps showing room locations in the Cosmopolitan of las Vegas are located on pages 48–52.

Conference


thursday, october 31

5:00–7:00 p.m. Making Connections Welcome Reception

friday, november 1

7:30–8:15 a.m. Networking Breakfast and Discussion with Harvey Silver

8:15–9:30 a.m. Opening General Session with Eric Jensen

10:00 a.m.–12:00 noon Two-Hour Morning Sessions SESSiON NuMBERS 1101–1118

1:30–3:30 p.m. Two-Hour Afternoon Sessions SESSiON NuMBERS 1201–1218

3:45–4:30 p.m. Debriefing Session with Harvey Silver

Saturday, november 2

7:30–8:15 a.m. Networking Breakfast and Discussion with Nicole Clifton and Sidney Bailey

8:15–9:30 a.m. Second General Session with David Conley


10:00 a.m.–12:00 noon Author Talks with Jay McTighe, Carol Ann Tomlinson, Harvey Silver, and John Kendall

12:00 p.m.–1:30 p.m. Keynote Luncheon with Robert J. Marzano (NOTE: Registration for the 2013 ASCD Conference on Educational Leadership DOES NOT include registration for this luncheon. You must be preregistered for this session to attend. Seating is limited.)

1:30–3:30 p.m. Two-Hour Afternoon Sessions SESSiON NuMBERS 2201–2216

3:45–4:30 p.m. Debriefing Session with Nicole Clifton and Sidney Bailey

3:45–4:45 p.m. Focus Group Session with Catherine Harris

Sunday, november 3

8:15–9:30 a.m. Closing General Session with Salome Thomas-EL


10:00 a.m.–12:00 noon Author Talks with Tony Frontier, Arthur L. Costa, Virginia Rojas, ReLeah Cossett Lent, Emily Houck, and Doug Fisher

overview

8 www.ascd.org/evaluations

Session Locations

All conference sessions will be held at the Cosmopolitan of las Vegas. Check the session room location of your selected sessions by checking the Sessions At-a-Glance chart that lists each day’s sessions by start time. (See pages 12–17.)

Session Designations

each session is designated with an experience level to guide you in attending sessions that target your learning needs.

• AuDienCe leVel

elementary, Middle, Secondary, higher education, or All levels

• AuDienCe

Superintendents, Central office Staff, School-Based Administrators, teacher leaders, teachers, or All positions

Session Levels

• introDuCtory

Designed for participants with limited or no previous experience with content.

• experienCeD

Designed for participants who are familiar with the content, but want more information.

• ADVAnCeD

Designed for participants who are very familiar with the content, but want more advanced information.

• All

Designed for all levels.

All sessions at the Conference on

educational leadership are open sessions.

All seating is on a first-come,

first-served basis.

Unless otherwise indicated, sessions are pertinent to all levels and types of educators.

Op

en S

eatin

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Presentation Materials

to reduce the use of paper, ASCD does not provide paper copies of your pre-sentation materials. if you would like to download your presentation materials, we encourage you to visit our website at www.ascd.org/CEL, click on the Download presentation Materials link, and follow the instructions.

presentation materials are intended for participants’ personal use only. further reproduction and dissemination, in whole or part, requires the permission of the various owners as credited within the presentation materials. ASCD publications present a variety of views. the views expressed or implied in the presentation materials are not necessarily official positions of ASCD.

Welcome Reception

Attend the Making Connections Welcome reception from 5:00 to 7:00 p.m. on thursday, october 31, on the 4th floor, Belmont Ballroom foyer. pick up your conference materials, enjoy light hors d’oeuvres and a cash bar, meet ASCD authors and presenters, and network with colleagues from around the world. no ticket is required, but you must wear your conference name badge.

ASCD Special Events

netWorkinG BreAkfAStS AnD DiSCuSSionS

• friday, november 1, 7:30–8:15 a.m. with harvey Silver

• Saturday, november 2, 7:30–8:15 a.m. with nicole Clifton and Sidney Bailey

Author tAlkS

• Saturday, november 2, 10:00 a.m.–12:00 noon with Jay Mctighe, Carol Ann tomlinson, harvey Silver, and John kendall

• Sunday, november 3, 10:00 a.m.–12:00 noon with tony frontier, Arthur l. Costa, Virginia rojas, releah Cossett lent, emily houck, and Doug fisher

neW thiS yeAr! keynote lunCheon

• Saturday, november 2, 12:00 noon–1:30 p.m. with robert J. Marzano

NOTE: Registration for the 2013 ASCD Conference on Educational Leadership DOES NOT include registration for the Keynote Luncheon with Robert J. Marzano. You must be preregistered for this session to attend. Seating is limited.

DeBriefinG SeSSionS

• friday, november 1, 3:45–4:30 p.m. with harvey Silver

• Saturday, november 2, 3:45–4:30 p.m. with nicole Clifton and Sidney Bailey

foCuS Group SeSSion

• Saturday, november 2, 3:45–4:45 p.m. with Catherine harris


ASCD Conference Policies and Procedures

please observe the no-smoking policy in the Cosmopolitan of las Vegas. Con-ference name badges must be worn at all times, not only as a courtesy to other registrants, but also as an indication that you are fully registered for the con-ference. ASCD has a strong commitment to high standards of scholarship and professional development. Commercial solicitation is prohibited in all confer-ence sessions. please report any violations immediately to ASCD staff. ASCD is an equal employment and affirmative action employer. ASCD does not tol-erate harassment—including sexual harassment—of its employees, vendors, or consultants, or of anyone associated with ASCD at any site where ASCD business is conducted.

Consent for Video or Photography

Attending or participating in ASCD meetings, conferences, and other activi-ties constitutes an agreement by the attendee to ASCD’s use and distribution of the attendee’s image or voice if present in photographs, videos, websites, electronic reproductions, and audio of such events and activities. Such use is in ASCD’s sole discretion.

Accessibility

Scootaround inc. provides motorized scooter and wheelchair rentals. please call toll-free at 1-888-441-7575 or e-mail [email protected]. Advance reservations are requested. Same-day arrangements are subject to availability.

Room Overcrowding

for your safety and because of fire regulations, meeting rooms that fill to capacity will be restricted thereafter. ASCD staff and hotel personnel must follow local fire regulations and will ask participants in overcrowded sessions to leave the room. Standing room is not an option; only persons occupying a seat will be allowed to remain in meeting rooms. Whenever possible, we have attempted to honor the room-size requests made by the presenters. Although we have tried to schedule popular topics in rooms large enough to accommo-date potential crowding, we cannot always accurately anticipate attendance, nor do all presenters wish to work with large crowds.

ASCD Bookstore and Resource Center

Stop by the ASCD Bookstore and resource Center located on the 4th floor, Nolita #1. Browse through the rich selection of ASCD books and pick up samples of Educational Leadership® magazine and ASCD resource catalogs. Some of our most popular products and services will be available for purchase, including resources on differentiated instruction, the understanding by Design® framework, the art and science of teaching, and curriculum mapping. We look forward to seeing you there!

Food and Beverage

Complimentary coffee, tea, and pastries will be available each morning of the conference. Morning coffee breaks will be available from 9:30–10:00 a.m. Soft drinks will be available during the afternoon breaks from 2:30–3:00 p.m. Break-fast and breaks will be located in the foyer area of your session’s meeting rooms. participants are responsible for all other meals during the conference.


Lunch Breaks

lunch breaks may vary depending on your session choices. please see ses-sion times and schedule your lunch breaks accordingly. lunch is on your own.

University Credit

Several universities offer university credit for your participation in the 2013 ASCD Conference on educational leadership. ASCD does not provide academic credit directly; for information on participating universities, visit the ASCD website at www.ascd.org/academiccredit.

Certificate of Attendance

A certificate of attendance for the 2013 ASCD Conference on educational leadership will be sent to all participants via e-mail after the conference.

Evaluate Your Sessions Now!

Scan the Qr code on the back of your program book with your smartphone or tablet to answer three quick questions about each session. or go to www.ascd.org/evaluations, select your session from the list provided, and com-plete the three questions. Don’t have a Qr code reader app? Just download one for free from your app store. the evaluation is open until november 15, 2013. ASCD will e-mail all participants an overall conference survey one week after the conference ends. please use the survey to evaluate your overall conference experience. We will use the survey results to make improvements to future conferences.

Be R

espo

nsible w

ith Technolo

gy

ASCD provides strong network connectivity for our conference attendees, but the demand of heavy use can still overwhelm our capacity. to promote a positive experience for all, please consider the effect of your choices when using shared resources at the conference. Some strategies to note:

• keep in mind the parameters of shared bandwidth.

• use only one device at a time to access the web if you are in an area with high network traffic.

• Disable Wi-fi on devices that you’re not currently using.

• fully charge your devices before arriving; do not bring power strips to public spaces.

• Download large files overnight at your hotel, rather than on-site at the conference.

• limit streaming during peak hours and in crowded programs, such as keynote sessions.

• use established wireless network SSiD or 4G connections. Avoid tethering or establishing networks with your own device; this can decrease network performance and staff ability to troubleshoot problems.


sessions at-a-glance

Networking Essential Strategies for the HARVEy F. SiLVER 4th Floor, Nolita #3 Breakfast and Common Core State 7:30–8:15 a.m. Discussion Standards

Opening Leading with the Brain in 4th Floor, Belmont Ballrooms General Mind: Five Approaches to 8:15–9:30 a.m. Session 21st Century Leadership

2-HOUR SESSIONS, 10 :00 A.M.–12:00 NOON AND 1:30–3:30 P.M.

1101 & 1201 Accurate Standards-Based THOMAS R. GuSKEy 4th Floor, Mont-Royal #2 Grades for All Students AND LEE ANN JuNG

1102 & 1202 Courageous Equity Leaders EDWiN LOu JAViuS 4th Floor, Eastside Tower, and Common Core Overlook Grill Standards implementation

1103 & 1203 Effective Principal DAViD LiViNGSTON 4th Floor, Yaletown #1 Leadership: The Marzano School Leadership Evaluation Model

1104 & 1204 Tools for Thoughtful HARVEy F. SiLVER 4th Floor, Nolita #3 Assessment

1105 & 1205 Teacher Leaders in Action: DONNELL GREGORy 4th Floor, Nolita #2 The Journey and Results

1106 & 1206 What’s a Leader to Do? TiM WESTERBERG 4th Floor, Belmont Ballroom #1 Day-to-Day Behaviors of Building-Level instructional Leaders

1107 & 1207 Creating a Clear and ANDREW MiLLER 4th Floor, Eastside Tower, Engaging Blended-Learning Point Loma Program

1108 & 1208 We Can Handle That: DENiSE KHAALiD 4th Floor, yaletown #3 Creating a Culture of Collaboration

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1109 & 1209 Mapping an understanding- JAy MCTiGHE 4th Floor, Belmont Ballroom #4 Based Curriculum Based on Common Core State Standards

1110 & 1210 Organizing your Classroom CAROL ANN 4th Floor, Mont-Royal #1 for Students with Varied TOMLiNSON Learning Needs

1111 & 1211 Common Core State JOHN KENDALL 2nd Floor, Condesa #8 Standards for Elementary School

1112 & 1212 When Consequences Don’t RiCK SMiTH 4th Floor, Belmont Ballroom #7 Work: Succeeding with Difficult Students 1113 & 1213 Transforming Schools for TiFFANy ANDERSON 4th Floor, yaletown #4 Excellence

1114 & 1214 using Technology with MATT KuHN 2nd Floor, Condesa #1 Classroom instruction That Works

1115 & 1215 Advancing Growth Mind- WiL PARKER 4th Floor, Belmont Ballroom #2 Sets for increased Student Learning

1116 & 1216 21st Century Professional ANN CuNNiNGHAM- 4th Floor, Belmont Ballroom #5 Learning: Leading the Way MORRiS and Making a Difference

1117 & 1217 instructional improvement DOuG FiSHER 4th Floor, Belmont Ballroom #3 in Action

1118 & 1218 Peer Coaching and Total PéRSiDA HiMMELE 4th Floor, Belmont Ballroom #6 Participation Techniques AND KEELy POTTER

Debriefing Session HARVEy F. SiLVER 4th Floor, Nolita #3 3:45–4:30 p.m.


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Networking Creating Global Leaders: NiCOLE CLiFTON AND 4th Floor, Eastside Tower, Breakfast and The Role of 21st Century SiDNEy BAiLEy Point Loma Discussion Learning Environments 7:30–8:15 a.m.

Second College and Career DAViD CONLEy 4th Floor, Belmont Ballrooms General Readiness: What We Know, 8:15–9:30 a.m. Session What We Can Do

2-HOUR SESSIONS, 10 :00 A.M.–12:00 NOON AND 1:30–3:30 P.M.

2101 & 2201 Effective Supervision: TONy FRONTiER 4th Floor, Belmont Ballroom #1 Supporting Reflective Practice with the Art and Science of Teaching

2102 & 2202 Learning-Focused BRuCE WELLMAN AND 4th Floor, yaletown #4 Supervision: improving LAuRA LiPTON Practice using the Framework for Teaching

2103 & 2203 High-impact instructional PAM ROBBiNS 4th Floor, Nolita #2 Strategies to implement Common Core State Standards

2104 & 2204 Principal Leadership in the REBECCA STiNSON 4th Floor, Mont-Royal #1 Common Core Coaching AND ROBiN FOGARTy Conversations

2105 & 2205 Revolutionizing Strategic NiCOLE CLiFTON AND 4th Floor, Eastside Tower, Conversations for School SiDNEy BAiLEy Point Loma Leaders

2106 & 2206 Cultivating Dispositions of ARTHuR L. COSTA 4th Floor, Belmont Ballroom #5 and Connections to Education Leaders

2107 & 2207 Leading Proactive LANE NARVAEz 4th Floor, Belmont Ballroom #7 Differentiation: Putting KuDs and Pre-Assessments First

2108 & 2208 Engaging Educators with ViCTORiA BERNHARDT 4th Floor, Mont-Royal #2 Data to Create the Future of your School


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2109 & 2209 A Growth Mind-Set Model ViRGiNiA ROJAS 4th Floor, Nolita #3 for Teaching Long-Term English Learners

2110 & 2210 Overcoming Textbook RELEAH COSSETT LENT 2nd Floor, Condesa #6 Fatigue: 21st Century Tools to Revitalize Teaching and Learning

2111 & 2211 100-Plus Ways to EMiLy HOuCK 4th Floor, yaletown #3 Recognize and Reward your Staff

2112 & 2212 How to Create and use SuE BROOKHART 4th Floor, Yaletown #1 Rubrics for Formative Assessment and Grading

2113 & 2213 Creating Effective ERiK POWELL 4th Floor, Eastside Tower, Assessments: using the Overlook Grill Common Core State Standards and Essential Questions

2114 & 2214 Creating a Culture of NANCy FREy 4th Floor, Belmont Ballroom #3 Achievement

2115 & 2215 50 Ways to Leave your GRACE DEARBORN 4th Floor, Belmont Ballroom #6 Lecture: Brain-Based Engagement and Participation Strategies

2116 & 2216 Professional Learning That SHARON ROTH AND 2nd Floor, Condesa #8 Builds Collective Capacity: LARA HEBERT Supporting Leaders as They Walk the Talk

Author Talks JAy MCTiGHE, CAROL 4th Floor, Belmont Ballroom #4 ANN TOMLiNSON, 10:00 a.m.–12:00 noon HARVEy SiLVER, AND

JOHN KENDALL

KL01 Keynote Luncheon ROBERT J. MARzANO 4th Floor, Belmont Ballroom #2 Necessary Changes in 12:00 noon–1:30 p.m. Educator Evaluation (Ticket Required)

Debriefing Session NiCOLE CLiFTON AND 4th Floor, Eastside Tower, SiDNEy BAiLEy Point Loma 3:45–4:30 p.m.

Focus Group CATHERiNE HARRiS 2nd Floor, Bellavista Boardroom 3:45–4:45 p.m.


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Closing Passion-Driven Leadership: SALOME THOMAS-EL 4th Floor, Belmont Ballrooms General A Commitment to Student 8:15–9:30 a.m. Session Success

2-HOUR SESSIONS, 10 :00 A.M.–12:00 NOON

3101 Strategies for Raising PETE HALL 4th Floor, Belmont Ballroom #1 Achievement in the Sensitive Classroom

3102 Turning High-Poverty WiLLiAM PARRETT AND 2nd Floor, Condesa #6 Schools into High- KATHLEEN BuDGE Performing Schools: 12 Strategies That Make the Difference

3103 Success Strategies for PAM ROBBiNS 4th Floor, Nolita #2 New Principals

3104 instructional Look-Fors in REBECCA STiNSON 4th Floor, Mont-Royal #1 Common Core Rigor and AND ROBiN FOGARTy Relevance

3105 Giving it Away: The Power KAREN DyER 4th Floor, Eastside Tower, of Distributed Leadership Point Loma


ASCD on FacebookLooking to stay up-to-date on the latest trends in education? Fill your news feed with helpful tips from fellow educators; follow us on Facebook at www.facebook.com/ascd.org.[

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3106 Building a High-Quality MARGARET SEARLE 4th Floor, Nolita #3 Pyramid of interventions

3107 EduCore™: Tools for ANDREA GREENWiCH 4th Floor, Mont-Royal #2 Teaching the Common Core AND SuSAN RACE State Standards

3108 Teaching Students Basic ROBERT J. MARzANO 4th Floor, Belmont Ballroom #2 Reasoning Skills for the Common Core State Standards

3109 Through the Looking Glass: SuE BROOKHART 4th Floor, Yaletown #1 Windows into Classroom Formative Assessment

3110 Principal Evaluation JAMES STRONGE 4th Floor, Belmont Ballroom #5

Author Talks TONy FRONTiER, 4th Floor, Belmont Ballroom #4 ARTHuR L. COSTA, ViRGiNiA ROJAS,

RELEAH COSSETT LENT,

EMiLy HOuCK, AND

DOuG FiSHER


ASCD’s 2012 Annual ReportLearn all the ways ASCD is supporting educators as they learn, teach, and lead by exploring the association’s 2012 Annual report at www.ascd.org/annualreport.[

Networking Breakfast and Discussion7:30–8:15 a.m.

Essential Strategies for the Common Core State StandardsHaRvey F. SilveR

Attend this session for a lively conversation about the “best bets” for addressing the Common Core State Standards. the presenter will share his personal insights into the most essential strategies for building students’ Common Core skills, along with some tips for implementing these strategies effectively in any classroom.

LoCation: 4TH FlOOR, NOLItA #3

Opening General Session 8:15–9:30 a.m.

Leading with the Brain in Mind: Five approaches to 21st Century LeadershipeRiC JeNSeN

this powerful session highlights five key success factors for an enhanced leader-ship role in the transformation process of your schools. every year brings greater job expectations and it’s either upgrade your skill set or face the music. in this active session, you will learn first, the hidden potential for academic change in your school. next, you’ll discover how to build the “Big five” of student effort, daily attitudes, classroom behaviors, cognitive capacity and responsibility. these critical factors affect attendance, graduation rates, and test scores. these fac-tors show up as classroom strategies that make the difference between low and high-performing teachers. in fact, there is clear evidence from neuroscience, that savvy teaching will change the brain faster, better and more efficiently. finally, you’ll learn what you personally can start doing differently. habits start with one thought, turned into committed action that is repeated over time. today is the day to begin a new habit. this General Session will help you focus on what matters most and help you be ready for your best year ever.

LoCation: 4TH FlOOR, BelMONT BallROOMS


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1 1 0 1 & 1 2 0 1Accurate Standards-Based Grades for All Students

THOMaS R. GuSkey aND lee aNN JuNG

As educators align instruction and assessments with new student learning standards, most find they must also change their grading policies and revise the report card. learn how to develop new standards-based grading policies and practices that gain the support of parents; don’t create excessive work for teachers; and are better for all students, including those with disabilities and english language learners (ells). participants will discover a variety of new ways to report student learning in standards-based environments, how to make appropriate adaptations for exceptional learners and ell students, and strategies for involving both students and parents in the reporting process.

audiEnCE LEvEL: eleMeNTaRy/MiDDle/SeCONDaRy

SESSion LEvEL: iNTRODuCTORy

LoCation: 4TH FlOOR, MONT-ROyal #2

1 1 0 2 & 1 2 0 2Courageous Equity Leaders and Common Core Standards Implementation

eDwiN lOu JaviuS

participants will examine leadership actions to successfully implement Common Core State Standards. the session will provide hands-on activities and templates for school leaders to redefine how professional learning com-munities need to move from what we should teach to how we should teach diverse learners. School leaders, instructional coaches, and teacher lead-ers will engage in facilitator activities to examine key skills to increase the rigor in teacher planning in order to teach the Common Core standards. three key strategies will be shared as effective instructional approaches to engage english language learners and students in special education and gifted programs.

LoCation: 4tH FLOOR, EAStSIDE tOWER, OVERLOOk GRILL


2-hour SessionsChoose from morning or afternoon sessions.

Morning Sessions: 10:00 a.m.–12:00 noon, sessions 1101–1118Afternoon Sessions: 1:30 p.m.–3:30 p.m., sessions 1201–1218

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Join ASCD on Pinterestvisit www.pinterest.com/officialascd. [


1 1 0 3 & 1 2 0 3Effective Principal Leadership: the Marzano School Leadership Evaluation Model

DaviD liviNGSTON

the importance of school-level leadership is beyond dispute. equally clear is the complexity of the responsibilities today’s principals are called on to fulfill. With its focus on the primacy of the support and supervision of instruction, the Marzano school leadership model offers a comprehensive and detailed picture of what it means to be an effective principal. this session is designed for prin-cipals, assistant principals, and those who support and supervise the work of school-level leaders. participants will develop a comprehensive understand-ing of the Marzano School leadership framework and reflect on their own school-level leadership performance.


audiEnCE: SupeRiNTeNDeNTS/CeNTRal OFFiCe STaFF/SCHOOl-BaSeD aDMiNiSTRaTORS

SESSion LEvEL: iNTRODuCTORy/expeRieNCeD

LoCation: 4TH FlOOR, YALEtOWN #1

1 1 0 4 & 1 2 0 4tools for thoughtful Assessment

HaRvey F. SilveR

rick Stiggins and other assessment experts have taught us about the power of “assessment for learning”—assessment that advances student learning, rather than simply evaluating it. in order to make this shift to assessment for learning, teachers need practical, ready-to-use assessment techniques prov-en to raise student achievement. in this session, participants will develop an understanding of the essential interaction between instruction and assessment—the two most critical factors influencing student achievement—and learn a variety of tools to help make the move from traditional evaluation to assessment for learning.

LoCation: 4TH FlOOR, NOliTa #3

1 1 0 5 & 1 2 0 5teacher Leaders in Action: the Journey and Results

DONNell GReGORy

in this session, participants will follow the journey of teacher leaders in a large urban district as they developed and refined their expertise in curriculum, assessment, instruction, and professional learning. tools, processes, and materials that informed the journey will be examined, and the results of the yearlong implementation will be shared. participants will apply the lessons learned and successful strategies and practices to the teacher leader models in their own districts and schools to inform their next steps.


audiEnCE: SCHOOl-BaSeD aDMiNiSTRaTORS/TeaCHeR leaDeRS/TeaCHeRS



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1 1 0 6 & 1 2 0 6What’s a Leader to Do? Day-to-Day Behaviors of Building-Level Instructional Leaders

TiM weSTeRBeRG

principals in today’s middle and high schools are increasingly being urged, if not directed, to become “instructional leaders.” yet close observation of their day-to-day behaviors and the messages those behaviors send to teach-ers suggests anything but a focus on instruction. this session presents the research findings and practical experiences of a veteran high school princi-pal regarding the behaviors of successful instructional leaders. participants will learn specific actions they can implement immediately to become more effective instructional leaders and communicate the message to teachers and others in the school community that instructional leadership is “job #1.”

audiEnCE LEvEL: MiDDle/SeCONDaRy

audiEnCE: SupeRiNTeNDeNTS/CeNTRal OFFiCe STaFF/SCHOOl-BaSeD aDMiNiSTRaTORS/

TeaCHeR leaDeRS

LoCation: 4TH FlOOR, BelMONT BallROOM #1

1 1 0 7 & 1 2 0 7Creating a Clear and Engaging Blended-Learning Program

aNDRew MilleR

We have an opportunity with blended learning to be innovative with the learning environment and not replicate the problems of the present and past. learn the many models of blended learning and plan next steps for your own program. understand best practices in online teaching and learning and work with other leaders to create engaging online environments for all students.


LoCation: 4tH FLOOR, EAStSIDE tOWER, POINt LOMA

1 1 0 8 & 1 2 0 8We Can Handle that: Creating a Culture of Collaboration

DeNiSe kHaaliD

Closed doors and the “silo” mentality just won’t do—especially when the expertise we need is in our buildings. providing the time and expectations for reflecting, learning, planning, and sharing increases a teacher’s ability to meet the various needs of students in the classroom. Attend this session to learn several strategies that have allowed teachers to open doors, share best practices, and improve student learning.



LoCation: 4TH FlOOR, yaleTOwN #3

explore examples of a whole child approach to education from around the world. www.wholechildeducation .org/what-works/examples[

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1 1 0 9 & 1 2 0 9Mapping an Understanding-Based Curriculum Based on Common Core State Standards

Jay MCTiGHe

the Common Core State Standards provide a clear set of worthy educational outcomes. however, as noted in the documents, “standards are not curricu-lum.” educators must use the standards as a basis for designing high-quality curricula and assessments to support impactful teaching for effective learning. in this session, participants will examine a practical framework for transforming the Common Core standards into a curriculum that emphasizes understanding and long-term transfer. they will learn techniques for unpacking standards into transfer goals, understandings, and essential questions, and they will examine tools and resources for developing assessments. this workshop is designed for teachers, school-based administrators, district-level curriculum leaders, staff developers, and higher education faculty interested in the Common Core standards.


1 1 1 0 & 1 2 1 0Organizing Your Classroom for Students with Varied Learning Needs

CaROl aNN TOMliNSON

As teachers aim to assist more students in mastering complex learning goals, they need to pay more attention to student differences. research suggests that the lack of robust differentiation may be due to teacher uncertainty in how to think about students’ learning needs in a way that matches their views of instruction. this session will provide ways of thinking about and designing tasks that work with students’ varied learning needs as they relate to required goals (particularly Common Core standards and international Baccalaureate standards).

SESSion LEvEL: expeRieNCeD


Tweet Along with Other Conference AttendeesConnect and interact with educators by following #ASCDCEL13 on Twitter to discuss your conference experience. Plug yourself into the backchannel to get the most of ASCD’s virtual community.[

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1 1 1 1 & 1 2 1 1Common Core State Standards for Elementary School

JOHN keNDall

lessons learned from the past 20 years of standards-based education should help identify useful strategies for implementing the Common Core standards at the elementary level. participants will consider aspects of good leadership that help engage everyone in the support of standards, and why this support is especially critical for the Common Core standards. other lessons from the standards movement include choosing the right priorities to guide decision making in the near term and taking best advantage of what is “common” in the Common Core standards.

audiEnCE LEvEL: eleMeNTaRy


TeaCHeR leaDeRS

LoCation: 2ND FlOOR, CONDeSa #8

1 1 1 2 & 1 2 1 2When Consequences Don’t Work: Succeeding with Difficult Students

RiCk SMiTH

Consequences are often a last resort and don’t yield results. What are the keys to developing and implementing invisible but powerful classroom management skills? in this lively, interactive session for k–12 staff developers and teach-ers, receive dozens of practical, eye-opening strategies for managing difficult students effectively, with a focus on both prevention and intervention. learn key ways that teachers can grow from inner-apology to inner-authority. leave with your tool kit overflowing with strategies to increase student focus, defuse tension in the classroom, turn around tough students, and effect easy classroom transitions.


1 1 1 3 & 1 2 1 3transforming Schools for Excellence

TiFFaNy aNDeRSON

in this session, the presenter will share specific strategies used to transform low-performing schools and communities by eliminating achievement gaps and ensuring sustainable high performance. the presenter will share strategies to motivate stakeholders, give resources to analyze data, and share leadership strategies to improve instruction. participants will identify specific strategies to improve instruction and promote a culture of excellence; analyze research on high-performing schools and identify strategies to replicate success in their settings; and learn new strategies to analyze achievement data in their school settings. participants will receive a CD with resources to take home.

audiEnCE LEvEL: eleMeNTaRy/MiDDle/ SeCONDaRy


TeaCHeR leaDeRS


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1 1 1 4 & 1 2 1 4Using technology with Classroom Instruction that Works

MaTT kuHN

the second edition of Using Technology with Classroom Instruction that Works includes refreshed research on instruction and how new technology applica-tions can be tied to effective instructional strategies to engage and inspire students to do their best. the book’s coauthor will demonstrate some of his favorite examples from the book and provide insights and advice on using it for personal and staff professional development in instructional technology. outcomes of this session include a deeper understanding of the connection between instructional research and technology and how to foster student- centered, project-based learning.




1 1 1 5 & 1 2 1 5Advancing Growth Mind-Sets for Increased Student Learning

wil paRkeR

once participants have connected to the opportunity gaps for urban learn-ers, the next step is to increase student learning. teacher leaders and school leaders must see their teaching practice as a key component to linking what we want students to know, understand, and be able to do. See how teach-er leaders in urban schools align a growth mind-set with teaching strategies and approaches to learning. participants will discuss strategies for building a community and teaching for diverse learners. At the same time, partici-pants will answer the question, “how does my teaching or leadership affect student learning?”


1 1 1 6 & 1 2 1 621st Century Professional Learning: Leading the Way and Making a Difference

aNN CuNNiNGHaM-MORRiS

the concepts of learning, teaching, and leading are being reimagined in this century. What professional learning practices and policies support educators as they strive to improve student learning? What professional learning delivery models align with 21st century practices to affect adults and students? What is the leader’s role in building and sustaining local capacity and expertise? in this session, participants will examine these questions and apply their learning to the realities of the districts and schools they serve.



TeaCHeR leaDeRS


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http://www.ascd.org/Publications/Books/Overview/Using-Technology-with-Classroom-Instruction-That-Works-2nd-Edition.aspx


Debriefing Session3:45–4:30 p.m. HaRvey F. SilveR

this will be a free-flowing facilitated conversation about what participants learned and how they plan to use their new information when they return to their local sites.


1 1 1 7 & 1 2 1 7Instructional Improvement in Action

DOuG FiSHeR

Discover how to improve student outcomes by analyzing and processing your school’s data to energize your teaching and advance your school’s in-structional practices. Starting with a review of all the data sources available to you—not just test scores—we will focus on improvement efforts that result in increasing teacher expertise. these steps will ensure that your school’s data analysis leads to actual improvements in instruction. in this session, you’ll iden-tify your students’ critical needs and opportunities for improvement; conduct a root cause analysis; use insights from data analysis to develop goals and objectives; and develop an intervention plan.


1 1 1 8 & 1 2 1 8Peer Coaching and total Participation techniques

péRSiDa HiMMele aND keely pOTTeR

this session focuses on the use of total participation techniques, where all students are active learners. the presenters will demonstrate the techniques and how teachers can support each other in their own professional growth using a simple tool that assesses students’ cognitive engagement in content presentations. the tool is also useful for pre- and post-observation discussions with school leaders. participants will walk away with examples of teacher- tested total participation techniques and examples of how teacher-led professional development enhances the professional climate in schools.


Evaluate Your Sessions Now! Scan the Qr code on the back of your program book with your smartphone or tablet to answer three quick questions about each session, or go to www.ascd.org/evaluations. Don’t have a Qr code reader app? Just download one for free from your app store.

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Networking Breakfast and Discussion7:30–8:15 a.m.

Creating Global Leaders: the Role of 21st Century Learning EnvironmentsNiCOle CliFTON aND SiDNey Bailey

this networking session will challenge educators around the context of inno-vative ways to motivate students and increase student buy-in. participants will learn how creating global-minded leaders can promote and build strong school settings and strengthen resiliency and perseverance among staff and community. they will discuss best practices and share what’s working in vari-ous school settings. Session participants will immediately start to build profes-sional connections that will enhance their conference experience and ongoing professional practice. participants will also assess their leadership and hear examples of how to effectively engage students through rigor, relationships, and relevance.


Second General Session8:15–9:30 a.m.

College and Career Readiness: What We Know, What We Can doDaviD CONley

the call for increasing the number of students who are college and career ready can be heard across the nation. this goal presents a real challenge to most schools, particularly those focused primarily on improving test scores. how can we get more students truly ready for college and careers? What do we know about the similarities and differences between college readiness and career readiness? What strategies can schools employ to equip a wider range of students with the knowledge, skills, abilities, and attitudes necessary to enter a postsecondary learning setting and succeed there?



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2 1 0 1 & 2 2 0 1Effective Supervision: Supporting Reflective Practice with the Art and Science of teaching

TONy FRONTieR

this session will provide an overview of the components of an instructional supervision program that develops teacher expertise. learn how a well- articulated knowledge base for teaching, deliberate practice, collegial observation and discussion of teaching, clear criteria, and an awareness of developmental stages toward expertise can create a culture of reflective prac-tice and professional growth in every school or district. practical insights from administrators and teachers will be shared.


2 1 0 2 & 2 2 0 2Learning-Focused Supervision: Improving Practice Using the Framework for teaching

BRuCe wellMaN aND lauRa lipTON

learning-focused supervisors operate across a continuum of interaction, moving flexibly between the stances of coaching, collaborating, consulting, and calibrating to develop individual capacities and build professional cul-tures informed by clear standards for student learning and clear standards for classroom instruction. the Danielson framework for teaching provides a clear focus for such conversations. participants will explore practical strategies, templates, and tools for promoting learning-focused interactions between and among teachers and supervisors.

audiEnCE: SupeRiNTeNDeNTS/CeNTRal OFFiCe STaFF/TeaCHeR leaDeRS/TeaCHeRS




2-hour SessionsChoose from morning or afternoon sessions.

Morning Sessions: 10:00 a.m.–12:00 noon, sessions 2101–2116Afternoon Sessions: 1:30 p.m.–3:30 p.m., sessions 2201–2216


Sessions At-a-GlanceSee pages 12–17 for a chart that lists each day’s sessions by start time and will help you choose a session on the fly.[

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2 1 0 3 & 2 2 0 3High-Impact Instructional Strategies to Implement Common Core State Standards

paM ROBBiNS

Come to this session to maximize your ability to implement Common Core State Standards. learn powerful instructional strategies that will increase teaching quality and student learning. Acquire approaches to analyzing stan-dards to ensure essential foundational skills are taught, increase students’ attention and engagement, and promote long-term retention of content. Activi-ties to develop higher-order thinking skills critical to college and career success will be modeled and practiced. Strategies for formative assessment will be presented. leave the session with high-impact resources to share with staff.




2 1 0 4 & 2 2 0 4Principal Leadership in the Common Core Coaching Conversations

ReBeCCa STiNSON aND ROBiN FOGaRTy

Conventional wisdom lists coaching as an essential skill for effective princi-pals. Join this session and experience exemplars of coaching and feedback sessions that model how to have constructive conversations that move teach-ers along their professional journey. you will meet teachers Mrs. Waddles, Ms. hopper, Mrs. fliers, Mr. high Stepper, and an exemplary principal with coach-ing expertise. By the end of the session, you will understand the levels of imple-mentation, be able to personalize the coaching conversation, and see practical examples of strategies for immediate transfer.



Need to download presentation materials? To access your presentation materials, visit www.ascd.org/CEL, click on the Download Presentation materials link, and follow the instructions on the screen.[

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2 1 0 5 & 2 2 0 5Revolutionizing Strategic Conversations for School Leaders

NiCOle CliFTON aND SiDNey Bailey

in this session, the presenters will explore leading strategic conversations and taking responsibility for how educators show up as leaders. participants will learn how leadership can revolutionize culture through cultivating talent by supporting, developing, and expecting each person’s best. participants will assess their leadership in their schools and hear examples of effectively leading strategic conversations and managing complex change and leveraging part-nerships to successfully achieve the goal of building capacity through coaching strategies and human capital.


2 1 0 6 & 2 2 0 6Cultivating Dispositions of and Connections to Education Leaders

aRTHuR l. COSTa

our dispositions are what motivate, activate, and direct our abilities. Dispo-sitions concern not only what we can do but also what we are actually likely to do; therefore, they must be developed, nurtured, supported, and practiced on a regular basis. in this session, you will explore the meaning of disposi-tions and how they support leadership and capacity building within individuals and schools; increase your efficacy and commitment to inflluence positive organizational and personal change; and explore ways to operationalize and make relevant those dispositions essential for success in the 21st century and beyond.

audiEnCE: SupeRiNTeNDeNTS/SCHOOl-BaSeD aDMiNiSTRaTORS/TeaCHeR leaDeRS



2 1 0 7 & 2 2 0 7Leading Proactive Differentiation: Putting kUDs and Pre-Assessments First

laNe NaRvaez

understanding the need for differentiation is clear, but where does the adminis-trator/teacher leader begin? the key to lesson design in differentiation is having a focused know, understand and Do (kuD) and a comprehensive pre-assessment that reaches the multiple readiness levels of a classroom. participants will examine kuDs and pre-assessments in all stages of development. We will also share the coaching conversations that led to strong, focused, and meaningful differentiated lessons.


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2 1 0 8 & 2 2 0 8Engaging Educators with Data to Create the Future of Your School

viCTORia BeRNHaRDT

your school is perfectly designed to produce the results you are getting now. if you want to create a different future with improved results, you must measure and change the processes that are producing your current results. Session participants will work with a continuous school improvement framework that has comprehensive data analysis and a shared vision at its core. participants will learn how to analyze schoolwide data to know what is working and what is not working, create a shared vision with staff commitment, establish structures to implement the vision, and know whether what you are doing is making the intended difference.


2 1 0 9 & 2 2 0 9A Growth Mind-Set Model for teaching Long-term English Learners

viRGiNia ROJaS

in this session, participants will learn key principles for instructing the rapidly increasing population of long-term english language learners across the united States. english as a second language teachers, literacy coaches, and main-stream teachers in k–12 classrooms work together to design effective learning experiences for progressing students’ skills, competencies, and proficiencies, not as events but as a way of everyday classroom life. Mentor k–12 units or lessons using the Common Core State Standards will be provided.


2 1 1 0 & 2 2 1 0Overcoming textbook Fatigue: 21st Century tools to Revitalize teaching and Learning

ReleaH COSSeTT leNT

in this century, it is inconceivable that one textbook could contain accurate, timely, and comprehensive information on any one subject. the Common Core State Standards acknowledge this reality and encourage teachers to reach not just within, but also beyond the textbook as they strive to create thoughtful, independent learners. unfortunately, traditional textbooks in any format simply aren’t enough. this session will focus on the demands of Common Core stan-dards for reading and writing and will provide specific suggestions about how entire schools can create a dynamic culture of literacy that supports in-depth, engaging content-area study.


Follow UsFollow @ASCD on Twitter to join the conversation.[

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2 1 1 1 & 2 2 1 1100-Plus Ways to Recognize and Reward Your Staff

eMily HOuCk

in this session, you will receive practical, easy-to-use, and inexpensive ways to reward and recognize the efforts of your school staff. not much theory, but you’ll take away ideas you can put into practice tomorrow.


2 1 1 2 & 2 2 1 2How to Create and Use Rubrics for Formative Assessment and Grading

Sue BROOkHaRT

the genius of rubrics is that they are descriptive, not evaluative; the operat-ing principle is that you match the performance to the description rather than judging it. this is why rubrics can be used for both formative assessment and grading. in this session you will learn to create or adapt rubrics that focus on learning, as opposed to the requirements of the assignment, and use learning- focused rubrics to connect instruction, formative assessment, and grading.


LoCation: 4tH FLOOR, YALEtOWN #1

2 1 1 3 & 2 2 1 3Creating Effective Assessments: Using the Common Core State Standards and Essential Questions

eRik pOwell

in this session, participants will explore ways to design effective assessments using the Common Core State Standards and essential questions. Samples from real classes, hands-on activities, and candid discussions will provide practical opportunities for teachers to plan work for their own classes.

audiEnCE LEvEL: MiDDle/SeCONDaRy/HiGHeR

audiEnCE: TeaCHeR leaDeRS/TeaCHeRS


LoCation: 4tH FLOOR, EAStSIDE tOWER, OVERLOOk GRILL

Want to network with the world’s top education experts and practitioners? Join the ASCD eDge® social networking community at http://ascdedge.ascd.org and connect with more than 60,000 educators from 176 countries.[

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2 1 1 4 & 2 2 1 4Creating a Culture of Achievement

NaNCy FRey

Most school improvement efforts focus on academic goals, instructional mod-els, curriculum, and assessments. But sometimes what can make or break your learning community are the intangibles—the relationships, identity, and con-nections that make up its culture. What can you do to uncover these unseen factors, shape them to your advantage, and ensure they positively influence the daily lives of students and staff? this session includes strategies and proce-dures for pushing students to go beyond the minimum needed to get by, and to discover what they are capable of achieving.




2 1 1 5 & 2 2 1 550 Ways to Leave Your Lecture: Brain-Based Engagement and Participation Strategies

GRaCe DeaRBORN

All teachers must spend some class time doing direct instruction, but this is the time when it can be most difficult for students to stay engaged. this lively, fun, and interactive session will provide k–12 teachers and staff developers with dozens of practical, brain-based strategies that they can use to keep students of varying abilities and learning styles involved and motivated, and help them retain more. participants will walk away with strategies they can literally try tomorrow to break up direct instruction, increase student participation, and deepen student understanding of content in ways that appeal to typically reluctant students.


2 1 1 6 & 2 2 1 6Professional Learning that Builds Collective Capacity: Supporting Leaders as they Walk the talk

SHaRON ROTH aND laRa HeBeRT

focusing on the collective capacity within a system while simultaneously at-tending to rising literacy expectations increases the likelihood of effectively meeting the plethora of teaching and learning demands confronting today’s educators and students. presenters will share the findings from nCle’s k–12 cross-disciplinary national study of key conditions that influence the effective-ness of professional learning and result in sustainable organizational change. you will hear stories of schools and districts that have organized for systematic improvement in literacy learning and explore the resources and tools available to support your work as an instructional leader.


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author Talks 10:00 a.m.–12:00 noon

Meet ASCD authors Jay Mctighe, Carol Ann tomlinson, harvey Silver, and John kendall in person and learn more about their books and their work.


keynote luncheon with Robert J. Marzano (TiCkeT RequiReD)

necessary Changes in Educator Evaluation12:00 noon–1:30 p.m.

What are current trends and inherent problems in educator evaluations? Get the low-down and explore possible solutions to accurate and fair evaluations.

NOTE: Registration for the 2013 ASCD Conference on Educational Leadership DOES NOT include regis-

tration for the Keynote Luncheon with Robert J. Marzano. You must be preregistered for this session

to attend. Seating is limited.


Debriefing Session3:45–4:30 p.m. NiCOle CliFTON aND SiDNey Bailey

this will be a free-flowing facilitated conversation about what participants learned and how they plan to use their new information when they return to their local sites.


Focus Group Session3:45–4:45 p.m.CaTHeRiNe HaRRiS

Come participate with ASCD’s research manager in a research focus group discussion on key education topics. this project will aid our strategic planning for the association and for conferences. We are limited to 14 participants; attendees must not be from the same school district or be family members or friends. We will provide snacks and a thank-you gift, and we do ask that you remain for the entire session.

LoCation: 2ND FlOOR, BellaviSTa BOaRDROOM

Evaluate Your Sessions Now! Go to www.ascd.org/evaluations to evaluate pre-conference and conference sessions. The evaluation is open until November 15, 2013.[

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Closing General Session8:15–9:30 a.m.

Passion-driven Leadership: a Commitment to Student SuccessSalOMe THOMaS-el

teachers, students, and parents draw strength from passionate school leaders, especially in times of crisis. educators and students around the nation feel saf-er, more confident, and stronger because of our courage and conviction. the presenter, an award-winning teacher and principal and nationally recognized educator, firmly believes that we can build resilience in our children and teach-ers as long as we continue to be passionate and committed leaders who help to identify the tools our students need to be successful. the presenter will dis-cuss how teachers and school administrators remain dedicated and commit-ted to educating and inspiring children to reach their fullest potential. teachers and principals do matter when it comes to student success.



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Evaluate Your Sessions Now! Scan this Qr code with your smartphone or tablet to answer three quick questions about each session. Don’t have a Qr code reader app? Just download one for free from your app store.[

3 1 0 1Strategies for Raising Achievement in the Sensitive Classroom

peTe Hall

today’s students tote more baggage than schoolbooks and pencils. in order for educators to increase student achievement rates and maximize learning, teachers and school officials must address the whole child. the presenter, ASCD’s 2004 oustanding young educator Award honoree, will provide a back-ground of research about adverse childhood experiences (ACeS), how they affect children and the adults who work with them, and the importance of work-ing in a proactive manner to limit the negative consequences. in tackling the adverse effects of trauma head-on, we can help get our students into “learning mode” and ensure high levels of learning for every student.



3 1 0 2turning High-Poverty Schools Into High-Performing Schools: 12 Strategies that Make the Difference

williaM paRReTT aND kaTHleeN BuDGe

this session focuses on a research-based framework for leadership and learning in high-poverty schools. recent case studies from high-performing/high-poverty (hp/hp) schools provide concrete insight into what it takes to make a dramatic turnaround. practical study and planning tools are provided to guide improvement in participants’ own schools or districts. through better understanding of how hp/hp schools achieve success with underachieving students who live in poverty, participants will acquire specific strategies and identify action steps to best support these students.



2-hour Sessions10:00 a.m.–12:00 noon, sessions 3101–3110


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Did you know that ASCD has an official blog? Check out Inservice for more on ASCD’s programs, products, and services at http://inservice.ascd.org.

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3 1 0 3Success Strategies for New Principals

paM ROBBiNS

the first years of the principalship are full of surprises, challenges, and opportunities. examine specific instructional leadership behaviors that pro-duce healthy cultures and staff/student learning. practice proven strategies to create a shared vision, build learning-focused cultures, facilitate change, and implement challenging initiatives. learn to combine leadership and man-agement tasks to maximize learning. examine powerful communication skills and tools to balance professional and personal lives. leave with resources to enhance leadership effectiveness.


TeaCHeR leaDeRS


3 1 0 4Instructional Look-Fors in Common Core Rigor and Relevance

ReBeCCa STiNSON aND ROBiN FOGaRTy

What do rigor, relevance, and real-world applications look like with the Com-mon Core State Standards framing instructional excellence in the k–12 class-room? Join this session for a practical approach to observing rigorous thinking, interpreting student performances, and fostering inquiry learning that informs teaching practices as an effective outcome from your instructional rounds. leave with tools for immediate use on-site for gathering evidence that matters for professional conversations. learn to identify rigor and relevance, understand instructional shifts, and implement explicit teaching of thinking skills.



3 1 0 5Giving It Away: the Power of Distributed Leadership

kaReN DyeR

education leaders are consistently challenged to produce improved teaching and learning results for students and adults. to meet this end, how can those occupying formal leadership positions promote more “leaderful” organizations where roles and responsibilities are diversely disbursed? An “either/and” for-mula for distributed leadership can well serve organizations to bring about desired results. participants at all leadership levels will explore the knowledge base, skills, and perspectives needed to enhance their own individual skills and learn specific strategies for transforming others into highly effective, results-driven teams.


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See You Next Year! We look forward to seeing you next year in Kissimmee, Fla. (orlando metro area), for the 2014 ASCD Conference on educational Leadership![


3 1 0 6Building a High-Quality Pyramid of Interventions

MaRGaReT SeaRle

Discover how to compile a high-quality database of interventions as you build capacity in all faculty members to solve academic and behavior problems. participants will use case studies to process using a five-step approach for solving student problems such as memory, organization, and inability to focus.


3 1 0 7EduCore™: tools for teaching the Common Core State Standards

aNDRea GReeNwiCH aND SuSaN RaCe

the Common Core State Standards define what students need to know to pre-pare them for college and careers. With deeper emphasis placed on demon-stration of student proficiency, current instructional practices demand greater differentiation. Because effective differentiation offers more and better data on the learner, teachers who foster an academic environment of assess-ment will gather the information needed to immediately adjust instructional practices. Attend this session to discover math and literacy tools designed to assist educators in gathering assessment data aligned to the Common Core State Standards.

audiEnCE LEvEL: MiDDle/SeCONDaRy

audiEnCE: CeNTRal OFFiCe STaFF/SCHOOl-BaSeD aDMiNiSTRaTORS/TeaCHeR leaDeRS


3 1 0 8teaching Students Basic Reasoning Skills for the Common Core State Standards

ROBeRT J. MaRzaNO

this session will provide techniques for teaching and reinforcing reasoning strategies that are designed to fulfill CCSS requirements as articulated in the Standards for Mathematical practice and the College and Career readiness Anchor Standards. Specifically, techniques for constructing and analyzing argumentative discourse will be provided along with techniques for analyzing the validity and truth of conclusions based on premises. necessary adaptations for various grade levels will also be provided.


Thank You! ASCD thanks the participants who agreed to act as volunteers. Your invaluable assistance helps make the conference a pleasant experience for presenters and participants alike.[

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3 1 0 9through the Looking Glass: Windows into Classroom Formative Assessment

Sue BROOkHaRT

When teachers and students practice classroom formative assessment, learn-ing benefits. how do you know whether effective formative assessment is hap-pening in classrooms? What should leaders be looking for to find out whether learning targets, feedback, and other formative assessment strategies are in use and how effective they are? in this session you will learn where to look and what to look for to answer those questions, and you will practice having formative conversations with teachers about what you see.


TeaCHeR leaDeRS

LoCation: 4TH FlOOR, YALEtOWN #1

3 1 1 0Principal Evaluation

JaMeS STRONGe

Do principals matter to school improvement and student success? the answer is a resounding yeS! however, given the competing demands for precious time, it is imperative not only that principals do their work well, but also that they do the right work. this session will build on the framework of ASCD’s Qualities of Effective Principals (Stronge, 2008) and Principal Evaluation (Stron-ge, 2013) and will feature a review and discussion of what works and what doesn’t in principal evaluation. included in the session content will be the role of student achievement in principal evaluation.

audiEnCE: SupeRiNTeNDeNTS/CeNTRal OFFiCe STaFF/SCHOOl-BaSeD aDMiNiSTRaTORS


author Talks Sunday, november 3, 2013

10:00 a.m.–12:00 noon

Meet ASCD authors tony frontier, Arthur l. Costa, Virginia rojas, releah Cossett lent, emily houck, and Doug fisher in person and learn more about their books and their work.


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BeCky J. BerG

Superintendent Deer park School District Deer park, WA President

nAnCy GiBSon

Associate professor Concordia university Chicago, il President-Elect

DeBrA hill

Associate professor Argosy university Chicago, il Immediate Past President

Gene r. CArter

executive Director ASCD Alexandria, VA

MArie ADAir

executive Director new Jersey ASCD Vineland, nJ

ronAl Butler

president networking & engineering technologies, inc. Woodbridge, VA

Jon ChApMAn

Chief Strategy officer everfi, inc. Washington, DC

SuSie CArr

Assistant Superintendent for Curriculum and instruction Whitehall City Schools Whitehall, oh

lArry W. CArtner

Superintendent person County Schools roxboro, nC

JuDith GolDen

Clinton, Ct

JoSeph GooDnACk

pittsburgh, pA

MAry kAy kirklAnD

Associate Superintendent Box elder School District Brigham City, ut

DAViD MAthiS

Superintendent Saluda School District one Saluda, SC

MAtt McClure

Superintendent Cross County School District Cherry Valley, Ar

pASi SAhlBerG

Director General Center for international Mobility and Cooperation helsinki, finland

pAM VoGel

Superintendent east union Community School District Afton, iA

JuDith ZiMMerMAn

Associate professor Bowling Green State university elmore, oh

2013–14 Board of D

irectors and executive D

irector


processpos

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professional educators need to provide leadership in creating the conditions necessary for all children to have access to high-quality education and to find their places in an increasingly complex world. educators must promote the creation of education policy that supports best practice, as well as a modern accountability system that uses a variety of methods when making judgments about student achievement and learning.

ASCD’s position adoption process is one example of how the association fosters public and policy support for its beliefs, values, goals, and immediate policy concerns.

ASCD Forum

in March 2012, the ASCD Board of Directors approved a new process for considering potential positions of the association:

• A member-led position Advisory Committee identifies issues of interest to the education community through surveys, staff resources, and other policy-scanning information. • the position Advisory Committee submits relevant topics for consideration to the ASCD Board of Directors. • the ASCD Board of Directors considers the topic submissions and determines whether to convene an ASCD forum, as well as what topic(s) the forum will discuss. • the ASCD forum is convened when the ASCD Board of Directors considers a topic worthy of discussion among the education community. • the ASCD forum consists of online discussion over several weeks on the topic determined by the Board of Directors. the forum includes a face-to-face meeting (for 2013, at the ASCD Annual Conference), with the opportunity for online participants to engage virtually as well. • the ASCD forum discussion is taken into consideration by the ASCD Board of Directors when determining the adoption of a new position.

Standards Development and Implementation

ASCD supports high standards for student learning and achievement that are the result of a development process that is state-led, transparent, and implemented under the following principles:

• educates the whole child through a broad and rich curriculum; • Contains global competencies that develop the skills, knowledge, and attitudes to work effectively in an increasingly interdependent world; • provides equity in learning conditions for all students; • ensures effective instruction that results in increased learning for all students; • expands assessment options in measuring progress toward attaining the standards while maintaining accountability for results; • relies on multiple indicators for assessing student performance and achievement; • Develops coherent policies that support and align teacher preparation, licensure, and ongoing professional development requirements and activities; • includes representation of educators at all levels and incorporates their input throughout the development, implementation, and evaluation process; and • Maintains ongoing support among policymakers, educators, parents, and communities to secure necessary resources for the standards and their successful implementation.

Educating Students in a Changing World

As educators in the 21st century, we are charged with educating students to be successful in a complex, interconnected world. this responsibility requires schools to prepare students for technological, cultural, economic, informational, and demographic changes.

ASCD supports changes in teaching, learning, and leadership that adequately prepare students for the 21st century and graduate students who

• Acquire and apply core knowledge and critical-thinking skill sets that are essential in an information age; • Demonstrate creativity, innovation, and flexibility when partnering with business and community members to advance common goals; • Make decisions and solve problems ethically and collaboratively;


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• utilize technology to gather, analyze, and synthesize information for application in a global economy; • exhibit positive interpersonal relationships that value multiple languages, cultures, and all persons; and • Display leadership skills that inspire others to achieve, serve, and work together.

the Whole Child

the current direction in educational practice and policy focuses overwhelm-ingly on academic achievement. however, academic achievement is but one element of student learning and development and only a part of any com-plete system of educational accountability. ASCD believes a comprehensive approach to learning recognizes that successful young people are knowledge-able, emotionally and physically healthy, motivated, civically inspired, engaged in the arts, prepared for work and economic self-sufficiency, and ready for the world beyond their own borders. together, these elements support the devel-opment of a child who is healthy, knowledgeable, motivated, and engaged. to develop a whole child requires the following contributions:

CoMMunitieS proViDe

• A safe environment in which students can learn. • family support and involvement. • Government, civic, and business support and resources. • Volunteers and advocates. • Support for their districts’ coordinated school health councils or other collaborative structures.

SChoolS proViDe

• Access to challenging and engaging curriculum for all students. • high-quality professional development with collaborative planning time embedded within the school day. • A safe, healthy, orderly, and trusting environment. • high-quality teachers and administrators. • A climate that supports strong relationships between adults and students. • Support for coordinated school health councils or other collaborative structures that are active in the school.

teACherS proViDe

• evidence-based assessment and instructional practices. • rich content and an engaging learning climate. • Student and family connectedness. • effective classroom management. • Modeling of healthy behaviors.

Health and Learning

Successful learners are not only knowledgeable and productive but also emotion-ally and physically healthy, motivated, civically engaged, prepared for work and economic self-sufficiency, and ready for the world beyond their own borders.

Because emotional and physical health are critical to the development of the whole child, ASCD believes that health should be fully embedded into the educational environment for all students.


health and learning

• is a multifaceted concept that includes the intellectual, physical, civic, and mental health of students. • provides coordinated and comprehensive health efforts that give students and staff effective teacher, school, family, community, and policy resources. • Supports the development of a child who is healthy, knowledgeable, motivated, engaged, and connected. • is the reciprocal responsibility of communities, families, schools, teachers, and policymakers.

Closing the Achievement Gap

for all students to excel academically and thrive as individuals, we must raise the bar and provide them with the access to high-quality learning, curricu-lum, and instruction. educators, policymakers, and the public must under-stand the grave consequences of persistent gaps in student achievement and demand that addressing these gaps becomes a policy and funding priority. ASCD believes that to close the achievement gap, all underserved popula-tions—high-poverty students, students with special learning needs, students of different cultural backgrounds, nonnative speakers, and urban and rural students—must have access to

• 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; and • Additional resources for strengthening schools, families, and communities.

Multiple Measures of Assessment

Decision makers in education—students, parents, educators, community members, and policymakers—all need timely access to information from many sources if they are to make informed judgments about student learning and the success of education programs. using a single achievement test as the sole measure of learning is inappropriate. Determining success of students, schools, districts, states/provinces, or nations should be based on multiple assessments of and for learning. ASCD supports the use of multiple measures in assessment systems that are

• 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 and special-needs students; and • Valid, reliable, and supported by professional, scientific, and ethical standards designed to fairly assess the unique and diverse abilities and knowledge base of all students.


Anderson, Tiffany ................23

Bailey, Sidney ......... 26, 29, 33

Bernhardt, Victoria ..............30

Brookhart, Sue ..............31, 38

Budge, Kathleen..................35

Clifton, Nicole ......... 26, 29, 33

Costa, Arthur L. .............29, 38

Cunningham-Morris, Ann .....24

Conley, David ......................26

Dearborn, Grace .................32

Dyer, Karen .........................36

Fisher, Doug .................25, 38

Fogarty, Robin ...............28, 36

Frey, Nancy .........................32

Frontier, Tony ................27, 38

Greenwich, Andrea ..............37

Gregory, Donnell .................20

Guskey, Thomas R. ..............19

Hall, Pete ............................35

Harris, Catherine .................33

Hebert, Lara........................32

Himmele, Pérsida ................25

Houck, Emily .................31, 38

Javius, Edwin Lou ...............19

Jensen, Eric ........................18

Jung, Lee Ann.....................19

Kendall, John ................23, 33

Khaalid, Denise ...................21

Kuhn, Matt..........................24

Lent, ReLeah Cossett ....30, 38

Lipton, Laura ......................27

Livingston, David .................20

Searle, Margaret .................37

Marzano, Robert J. ........33, 37

McTighe, Jay ................22, 23

Miller, Andrew .....................21

Narvaez, Lane .....................29

Parker, Wil ..........................24

Parrett, William ...................35

Potter, Keely .......................25

Powell, Erik .........................31

Race, Susan .......................37

Robbins, Pam ...............28, 36

Rojas, Virginia ...............30, 38

Roth, Sharon .......................32

Silver, Harvey .... 18, 20, 25, 33

Smith, Rick .........................23

Stinson, Rebecca ..........28, 36

Stronge, James ...................38

Thomas-EL, Salome ............34

Tomlinson, Carol Ann .....22, 33

Wellman, Bruce ..................27

Westerberg, Tim ..................21

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