Passionate Troy Sees Quality of Education Slipping Away

Transcription

Monday, March 17
DAY 3
2008
ConferenceDaily
The ASCD
New Orleans, Louisiana • March 15–17, 2008
ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT
Schedule Changes
Today...
• The Closing General Session takes place in the
Morial Convention Center, First Level, Hall D,
4–5:15 p.m. In the keynote address, Mary
Hatwood Futrell, Dean of the Graduate School of
Education and Human Development at George
Washington University, will share five recommendations she believes will improve the quality of
education our children receive.
Due to illness, session 3260T “Current
Brain-Compatible Best Practices to Reinvent
Schools” has been canceled. The ticket you
hold for this session is no longer valid.
If you wish you may go to the ASCD
Registration Area in the Morial Convention
Center (in the lobby of Hall E) to select and
pick up a ticket for another ticketed session.
In addition to the ticketed sessions, there
are many other concurrent sessions that do
not require a ticket.
We apologize for the inconvenience.
•The Exhibit Hall is open 9 a.m.–3 p.m. Last chance
to visit and win prizes.
•Two Special Features focus on school environment: Eugene Garcia examines data from localized
studies to explore the school activities that positively affect Hispanic student achievement (session
3125, 8–9:30 a.m., Morial Convention Center,
Second Level, La Nouvelle Orleans, Ballroom C).
Hugh Price will address the imperative for schools
and communities to collaborate in educating the
whole child, drawing on the work of the Whole
Child Commission (10:30 a.m.–12 p.m., Morial
Convention Center, Second Level, La Nouvelle
Orleans Ballroom C). His session (session 3249)
will be cancelled in the event he is called upon to
serve as a standby speaker for the Closing General
Session.
•In a Distinguished Lecture (1–2:30 p.m., Morial
Convention Center, Second Level, La Nouvelle
Orleans, Ballroom AB), Dylan Wiliam uses
research-based approaches to improve teachers’
minute-by-minute and day-by-day classroom
assessment practices.
Don’t Forget ...
• You will receive an ASCD conference evaluation
within the next two weeks, if you provided your email address. Please complete and return the survey—your feedback is important.
•You can continue to discuss content and ideas
from this conference by using Inservice, ASCD’s
Blog (www.ascd.org/blog).
•The 2009 ASCD Annual Conference and Exhibit
Show will take place March 14–16 in Orlando, FL.
The deadline for proposals is May 1, 2008.
• Pick up a copy of the ASCD Conference Daily to
learn about schedule changes in the conference
program and to read about various sessions and
some of ASCD’s newest programs and activities.
Conference Tips...
•If you have lost an item or found one that a fellow
attendee has lost, please stop by the Lost and
Found located at the ASCD Headquarters office
(Morial Convention Center, Second Level, Room
241).
Frosty Troy, longtime editor of The Oklahoma Observer, speaks to ASCD attendees about the deteriorating quality of
the educational system—through little fault of educators—at the Second General Session Sunday.
Passionate Troy Sees Quality
of Education Slipping Away
“No Child Left Behind is the biggest pile of
espite the tone of the title of his Second
manure ever put in one place,” he said to
General Session lecture, “Education: The
applause. “My dream is to give George W. Bush
Greatest Success Story,” Frosty Troy
an SAT test.”
spoke to educators Sunday often displaying a
He added, however, that the president isn’t
righteous anger.
the only one to blame
The editor of The
for the legislation.
Oklahoma Observer and
Liberal Democrats Ted
long-time champion of
I love America with all of the fervor
Kennedy and George
education explained
of my soul. If President Bush called
Miller were there at its
how he sees the quality
me this moment to serve my country,
inception and still
of education slipping
stand by it today.
away, and how much of
I’d do it.
“You hear criticism
it isn’t the fault of edu– Frosty Troy
of
public
education
cators themselves.
Editor, The Oklahoma Observer
in the halls of congress
“What are we going
and the local media,”
to do?” he asked early
he said. “Why? Have they ever spent any
in his speech. “I’m getting mad as hell. I don’t
time there? Do they know what they’re
just defend public education, I attack those
talking about?”
who attack it.”
He countered their statements by saying
Troy added that he has something to subSAT scores are at a 33-year high and ACT
mit for entry into the “Guinness Book of
World Records.”
See PASSIONATE, page 15
D
“
”
342EW — New Session, 1–2 p.m. “Conquer
Times Tables in Only 3 Weeks—
Guaranteed!” Elementary. 100% Interactive.
Location—Morial Convention Center, Level
2, 254, Room Capacity 100. See program
description on page 2.
See SCHEDULE CHANGES, page 2
Investing in
Education Pays
Big Returns
enry Levin knows it’s often difficult to
make the case to people that investing in
education leads to a big payoff.
So during his lecture, “The Enormous
Returns to the Taxpayer of Public Investment
in Education,” the professor of economics at
Columbia University’s Teacher’s College
brought the facts to back up the argument.
“We need to give you ammunition that can
be backed up by qualified research that an
investment in children’s education has a big
payoff for society,” he said. “The cost too often
seems to dominate the discussion, yet although
the costs are high, the benefits are higher.”
Using research conducted by him and a
H
T H E O F F I C I A L A N N U A L C O N F E R E N C E N E W S PA P E R • W W W. A S C D. O R G
See INVESTING, page 13
2
The ASCD ConferenceDaily
T H E O F F I C I A L A N N U A L C O N F E R E N C E N E W S PA P E R
Marzano: Trimming Standards is the Only Viable Option
so quickly through them all that they end up
n his featured session Sunday morning,
covering nothing.”
Robert Marzano, Ph.D., told attendees that
Currently there are 255 standards across 14
making standards useful is the most imporsubject areas—or 3,500 benchmarks. There are
tant thing districts can do right now to help
13,000 hours of class time available for stuthe classroom teacher.
dents in a year, but just 9,000 hours of instruc“It’s the white elephant in the room,” he
tion time available. To cover the necessary
said, “and one of the most important things
3,500 benchmarks,
facing educators today.”
Marzano said teachers
Marzano, founder
would need 15,500
and president of
It’s the white elephant in the room
hours of instruction
Marzano & Associates,
and one of the most important things
time.
senior scholar at MidClassroom teachers
continent Research for
facing educators today.
are scaling a mountain
Education and
– Robert Marzano
that’s impossible to
Learning (McRel), and
Founder and President
climb, he said.
associate professor at
of Marzano & Associates
The solution,
Cardinal Stritch
according to Marzano,
University, detailed his
is to trim the state standards by a third or as
ideas of how to make the national and state
much as 40 percent.
standards more manageable for the classroom
“We have to unpack these benchmark stateteacher during his session, “Making Standards
ments and reduce the redundancies,” he said.
Useful in the Classroom,” Sunday morning at
“Then we have to delete the items that can’t be
the ASCD Conference.
measured.”
“The standards movement is here to stay, it
The biggest key to controlling the benchjust needs to be adjusted so it can be attainable
marks, and the standards as a whole, according
for the classroom teacher,” he said.
to Marzano, is pulling out the individual
Marzano began by telling the near-capacity
dimensions and organizing them into reportcrowd that the problems with the current staning topics at each grade level.
dards essentially puts teachers in a no-win sit“There needs to be 15 or fewer topics per
uation.
subject, per grade, per year,” he said. “This has
“The basic problem is that there is too
to be done at the school or district level,
much content,” he said. “Teachers are forced to
though, it can’t be done by a classroom
pick and choose which benchmarks to cover,
teacher.
or they try to cover them all and end up going
I
“ ”
Robert Marzano talks to attendees about the changes that need to be made to the state and national standards to
make things easier for classroom teachers.
“It’s a systemic problem. Work needs to be
done at a higher level to get it (changed).”
The next step is creating a scale for each
reporting topic at each grade level. “With a
well articulated scale, teachers should be able
to put together an assessment of their students
very easily,” he said.
Marzano also discussed the techniques for
assessing students and keeping track of their
grades, such as designing all assessments so
they represent the full range of scores on a (0
to 4) scale.
Next, begin with a comprehensive representation covering all values of the scale and then
individualize after that.
He added that assessment and subsequent
evaluation make measuring students that
much easier and give the classroom teacher a
much better way to give students a grade.
Finally, Marzano touched on the change
that needs to be made with report cards. He
said report cards should be standard-based
using formative assessments.
“We need to tackle the standards,” Marzano
said in closing. “We need to get lean and get
mean.”
Read Right Program Showed Signs of Success From the Start
ebi Ohashi, a first-grade teacher at
Elma Elementary School, WA,
endorsed a reading program Sunday
that’s turned her struggling readers into reading superstars.
During a session called “Ensuring Literacy
for All: Using Brain-Based Research to Inform
Practice,” Ohashi spoke about the success
she’s seen using Read Right.
“It doesn’t matter if they’re a special education student, if they’re an ELL student, or if
they’re an average student,” Ohashi said. “It
works for everyone. They will just take off.”
Ohashi began using the program after a
significant amount of first-graders at her
D
SCHEDULE CHANGES
continued from page 1
Today’s Cancellations
3161 — 1:1 Campus Technology Immersion: Key
Ingredients for Success
322EW — CurriculumCrafter: A Curriculum Development
Tool
3205 — Using Assessment Data to Target Instruction and
Improve Student Achievement
3225 — Increase Interaction to Increase English Learners'
Comprehension in Content Areas
3230 — Developing and Implementing a Professional
Development Plan for Technology
3240 — Youth with Mental and Emotional Health Problems:
Connection and Learning Strategies
3260T — Current Brain-Compatible Best Practices to
Reinvent Schools
3304 — Engaging Students in School Leadership and Policy:
Transforming Practice
3320 — Supporting Middle and High School Administrators:
A Different Approach
3340 — Teaching Thinking in Informal and Formal Learning
Environments
3342 — Visions of Virtue: Connecting Character Education
and Art Appreciation
school had little to no reading skills. After
receiving permission from administration and
her school board, she began using the program on a newly formed class containing 18
low-level reading students.
After a few months, the results were staggering. She began by only giving the children
picture books to read to teach them how to
tell a story.
“That was an eye-opening experience for
the kids,” she said. “Anything they’re going to
read needs to be meaningful.”
After continuing this, mixing in phonics
lessons, and getting the students to write sentences and eventually full paragraphs, Ohashi
3350T — Instructional Coaches: Their Purpose and Place in
Schools
3416 — Using Bloom's Taxonomy to Align, Adjust, and
Accelerate Lessons
3425T — Desired Skills Versus Required Skills: Interview
Tips for Urban Principals
3432 — Service Learning: A Tool for Positive Leadership
Monday’s Session Changes
342EW — NEW SESSION 1:00–2:00 p.m. Conquer Times
Tables in Only 3 Weeks—Guaranteed! Elementary. 100%
Interactive. Location—Morial Convention Center, Level 2,
254, Room Capacity 100.
Session Description — This hands-on workshop will show
you how to teach the times tables in only three weeks—
guaranteed. (If the class average isn’t 90 percent or above
on the final test, you get a 100 percent refund). The program is for students in both mainstream and special-education classes, addressing all four learning styles and providing tons of fun. This dynamic, must-do session includes
a three-minute movie. Sister products include Fishin’ for
Addition, Subtraction in Action, and Divide ‘n’ Slide. Anita
Turner, Rhymes ‘n’ Times, Baton Rouge, LA
3126T — Top 10 Considerations for Schools Serious About
Closing Achievement Gaps
DELETED SECONDARY PRESENTER—Karen Schulte
3130 — Building a Respectful School: Begin by Listening to
continued to see reading success.
The reason?
“What the brain must do to read is create
anticipatory sets,” said Dee Tadlock with Read
Right Systems in Shelton, WA.
This means, contrary to popular belief, the
main function in reading is not word identification. Tadlock placed a story about a hero up
on a screen during the session to demonstrate
the point. After letting attendees read through
the paragraph, she mentioned the main character’s name: Christopher Columbus.
The paragraph then became easier to read,
because the context was given to help the
See READ RIGHT, page 3
Students
NAME CORRECTION: Laurence Taylor, New England College,
Henniker, NH
3134 — Technology and the Algebra Gateway and A
Potential Solution to the U.S. Mathematics Education Crisis
DELETED SECONDARY PRESENTER—Raymond Ravaglia
3169T — Motivating the Digital-Native Student
DELETED SECONDARY PRESENTER—Mary Beth Padezanin
ADDED SECONDARY PRESENTERS—David Kinney and Clem
Mejia, Kinney and Associates, Oak Brook, IL
3173 — Urban Outreach Initiatives: Impact on ASCD
Community
DELETED SECONDARY PRESENTER—Frank Toms
3259 — Math Teaching in the 21st Century
DELETED SECONDARY PRESENTER—David Silvernail
ADDED SECONDARY PRESENTER—Leanne Walker, University
of Southern Maine, Gorham, ME
3305 — Setting College-Bound Tones and Expectations in
Elementary and Middle School
DELETED SECONDARY PRESENTER—Denise Patton
ADDED SECONDARY PRESENTER—Arlene Lemus, San JoseEdison Academy, West Covina, CA
3323 — Kiss Your Science Phobia Goodbye
ADDED NEW SECONDARY PRESENTER—Francy Francois,
Broward County Schools, Fort Lauderdale, FL
3344 — High-Performance School Buildings: Facilities That
Impact Student Learning
First-grade teacher Debi Ohashi talks about the
benefits of the Read Right Program.
DELETED SECONDARY PRESENTER—Rob Winstead
3404 — Curriculum Revision: Enhancing What Works, Fixing
What Doesn't
DELETED SECONDARY PRESENTER—Carolyn Ledford
3407 — Education Equals Mentoring, Coaching, and Cohorts
ADDED SECONDARY PRESENTER—Patricia Vest, Baltimore
City School System, MD
DELETED SECONDARY PRESENTER—Kelly O’Connor
3408T — Grading for Learning: One School's Journey for
Positive Change
NAME CHANGE—Lori Ott, Marshall Public Schools, WI
3412 — TeachUNICEF: Bringing Global Issues Facing
Children to the U.S. Classroom
DELETED PRIMARY PRESENTER—Marie Bresnahan
ADDED PRIMARY PRESENTER—Meg Gardinier, UNICEF, New
York
DELETED SECONDARY PRESENTER—Susan Fountain
ADDED SECONDARY PRESENTER—Sharon Dooley, Haynes
Academy for Advanced Studies, Metairie, LA
3434 — Education at the Intersection of Inclusion and
Professional Learning Communities
CHANGED AFFILIATION— Katie Le, Hunters Woods
Elementary School for the Arts and Sciences, Reston, VA
CHANGED AFFILIATION— Jennifer Knox, Clarke County High
School, Berryville, VA
3
Toy Building Blocks Far From Child’s Play at Session
uring her Sunday session, “How to
Avoid the Five Common Pitfalls of
Leaders,” Linda Lang-Sleeper had 100
attendees playing with toy building blocks.
Like each of the session’s other activities, a
valuable lesson was to be learned through the
fun.
With the blocks, each table of 10 people
created a plan to build a structure for another
table to construct. They then had to help the
other team create the structure.
The lesson was to lead through teamwork.
“The main thing was they came over and
actually got involved,” said Lang-Sleeper, a
retired educator from San Antonio, TX. “They
didn’t just tell you what to do, they worked
with you.”
Another way to avoid a common pitfall
of leadership is eliminating the phrase ‘Yes,
but . . .’ from your vocabulary.
D
“When colleagues come to you with suggestions, really listen to what they’re saying,” she
said. “Don’t say, ‘Yes, but . . .’ It’s discouraging.”
Another common pitfall occurs when a
leader believes they’re indispensable. To
demonstrate this, Lang-Sleeper had educators
pass a Slinky around their table using only
open, flat hands. If the toy dropped, the group
had to start over. After each table completed
the challenge, she had one person from each
group step away from the game.
“The group was able to continue, even
though someone dropped out,” she said.
This lesson can be tied to the classroom
and school district settings.
“If a teacher’s gone, the class should still
operate just as effectively because everybody in
the organization should be leading,” she said.
Another problematic belief among leaders
See BUILDING BLOCKS, page 14
Attendees learn how to lead through teamwork Sunday at an interactive session where they build a structure based
on the plans from another table.
ASCD Authors Turn Out for ASCD Conference
early 60 celebrated ASCD authors are
presenting on their area of expertise at
the ASCD Annual Conference in New
Orleans. Conference is an opportunity to
meet your favorite ASCD author and get
first-hand advice on putting their ideas or
formulas to work in your education profession.
Leading up to (and in the months following Conference) some of these authors will
also be putting out their latest work under
the ASCD imprint. Here’s a sampling of what
you can look forward to, from ASCD authors
who are all presenting at Annual Conference:
• February — Better Learning Through
Structured Teaching: A Framework for Gradual
Release of Responsibility, Douglas Fisher and
Nancy Frey. This book describes how teachers
can help students develop stronger learning
skills by ensuring that instruction moves
from modeling and guided practice (situations where the teacher has most of the
responsibility) to collaborative learning and,
finally, to independent tasks. You'll find out
how to use the four components of this
approach to help meet critical challenges,
including differentiating instruction and
making effective use of class time.
• March — Making Standards Useful in
the Classroom, Robert Marzano and Mark
Haystead. Has the standards movement in
the United States led to improved classroom
instruction and effective assessment? In too
many cases, the answer is no. As the authors
explain, two major reasons account for this
situation: state and national standards documents typically identify far more content
N
READ RIGHT
reader better anticipate where the story was
going.
“Word identification and passage reading
are separate cognitive acts,” she said. “If you
have flawed theory, you have flawed instruction.”
To help poor readers become strong read-
than teachers can actually teach during a
school year, and the standards are not written
in a manner that supports effective instruction and assessment. This book presents a
way to convert standards documents into a
format that teachers can actually use to guide
instruction and to create meaningful formative assessments (See Marzano article on
page 2).
• April — Personalizing the High School
Experience for Each Student, Joseph
DiMartino and John Clarke. Many high
school students feel invisible and isolated.
They don’t see the relevance of what they are
being taught, and they don’t see how their
classes are preparing them for success as
adults. This book offers a new vision for high
schools—a vision that puts students at the
center of their own learning. Personalized
high schools engage students by allowing
them to plan and develop their own pathways
through school based on their talents, interests, and aspirations.
• May — Reframing Teacher Leadership to
Improve Your School, Doug Reeves.
Do you want your school or district to
truly become a learning organization? How
do you foster lasting and meaningful change?
How do you avoid rejection of your new
approach to teaching and learning? If you've
been involved in a school change effort, you
most likely have struggled with these questions. To ease this struggle, Reeves has proposed a new framework to promote effective
change efforts through teacher leadership. In
this book, you will explore not only cuttingedge research findings, but also practical
ers, educators need to address the root of the
problem.
“The root cause of every reading problem
in the world is the neurocircuitry in the brain
guiding the process incorrectly,” she said.
“Learning is a constructionist process and we
all build our own intelligence. If you’re an
excellent reader, that means you built the network well in your brain. If you have a reading
applications that can help improve student
achievement and educational equity.
• June — Making the Move to
Differentiated Instruction: How Your School
Can Become More Academically Responsive,
Carol Tomlinson, Kay Brimijoin, and Lane
Narvaez. Looking for advice and guidance on
how to implement differentiated instruction
throughout your school? Learn from the
experts. Administrators and teachers alike
will find viable ideas and answers to questions as leaders at two schools share milestones and vignettes from their real-life experiences in converting entire faculties to this
dynamic approach to teaching and learning.
• July — Mobilizing Communities to
Motivate Children to Achieve, Hugh Price.
Former president of the National Urban
League, Price believes achievement gaps can
be closed, but doing so requires a highly
informed and engaged community. This
book underscores that community-based
efforts to motivate student success can be
effective because they have been effective.
The message for educators and parents alike
is that their consistent and creative involvement will result in invigorated youngsters,
inspired to achieve in school and in life.
• August — Teaching the Brain to Read,
Judy Willis. What does recent brain research
imply about how we teach reading? How can
classroom teachers translate data on neuroimaging into actual classroom practice? As
a neuroscientist and classroom teacher, Willis
steps in to point out some of the promise of
instruction attuned to how the brain learns.
problem, that means the neuro-process you
built is slightly messed up.”
The good news is a person’s reading circuitry, regardless of what many people say, can
be rebuilt.
“The brain is resistant to remodeling
work,” she said. “You must construct an environment that will compel the brain to remodel
its circuitry.”
Truesdale
Takes Over
as President
SCD President Valerie Truesdale accepts
the gavel from Immediate Past
President Nancy DeFord here in New
Orleans. In addition to her ASCD leadership
role, Truesdale also oversees the education of
close to 20,000 students in 30 schools as superintendent of the Beaufort
County School District in
South Carolina.
By building on ASCD’s
many accomplishments,
President Valerie Truesdale
plans to move the association from success to significance. Truesdale also
Valerie Truesdale
envisions expanding the
New ASCD President
association’s global reach.
“I would love for us to be a truly international organization,” said Truesdale, who
believes strongly in the power of technology to
connect educators around the world.
She sees great potential for ASCD members
to work together to help each other solve crucial educational problems. “We’re all trying to
do a better job. Why not pool our thinking?
There are challenges that we have, but someone has solved them somewhere,” she said.
“Maybe there’s an opportunity through the
connected communities or through the online
dialogues where we can actually get into real
service on a grassroots level.”
Throughout her career, Truesdale has
worked to bring people together to learn from
one another. As the superintendent of the
Beaufort County School District, she listens to
her educators and works to develop solutions
that will create the best opportunities for students. As ASCD’s President, Truesdale brings
that same dedication and commitment to her
position.
While Truesdale has always been passionate
about education, she was not always an educator. After graduating from Clemson University
with a bachelor’s degree in secondary education, Truesdale looked forward to teaching
A
See PRESIDENT, page 13
4
How Has Technology Been Integrated Into Your
Classroom, School, or District?
Andrea Story
John H. Finley
School
New York, NY
Matthew King
Ace Technical
Charter High School
Chicago, IL
Bruce Williams
Atlanta Public
Schools
Atlanta, GA
“We have an excellent program
called Accelerated Reading
where the children read a book
that’s at their reading level and
then they take a quiz on the
computer. From kindergarten
through sixth grade, they know
how to do it independently.”
“Every student has a laptop that
they use. They do labs on their
laptops and take virtual field
trips. We also have an interactive white board and video conferencing.”
Lori Albright
Options For Youth
California
ASCD Honors
“We have one of those laptop
carts and we’re using it to be
able to float the computers
between classrooms. We’re
using it with interdisciplinary
curriculum. The students’ product is produced in one of the
classrooms using the carts.”
“Technology is integrated
through Web-based programs
like Accelerated Reader and
SuccessMaker. We’re really
using it in a fun way for the
kids. They’re having fun, but
they’re learning at the same
time.”
Lakesha Reese
“They have the INTECH grant
where teachers are trained for
six weeks and they learn how to
be proficient in different programs and how to integrate
technology into their classroom.”
East Feliciana Parish
School District
East Feliciana Parish,
LA
Vicki Milstein
Brookline Public
Schools
Brookline, MA
“We have touch screens and for
the first time children with special needs who have no language communicate through
assistance technology. It also
encourages their peer group to
interact more with them.”
ABOVE: ASCD Executive Director Gene Carter (right) presents the 2008 Affiliate Overall Excellence Award to Ohio
ASCD on Sunday. RIGHT: David Snyder, Reference
Librarian with ASCD, is given the ASCD Employee of the
Year Award at the Second General Session Sunday.
Last Chance to Win in Exhibit Hall
ongratulations to Sunday’s prize winners.These lucky people have until noon
today to claim their prize in the ASCD
Center (Booth 268):
American Express Gift Card for $50—
Patricia Slaughter, Denver, Colorado
SpaFinder Gift Certificate for $100—Leigh
Twigg, Alexandria, Alabama
Philips 6.5-Inch Digital Photo Frame—
Michael C. Briones, Geismar, Louisiana
Flip Video Ultra Series Camcorder—Pam
Quebodeaux, Westlake, Louisiana
TomTom ONE 3rd Edition 3.5-Inch
Portable GPS Vehicle Navigator— Kelly
Dandridge, Norfolk, Virginia
Apple 8 GB iPod Touch—Ray Timothy,
Park City, Utah
Bushnell Weather FX5 Weather Station—
Susan Nakasone, Ewa Beach, Hawaii
Canon PowerShot Digital Elph Camera
with Sandisk 2 GB Memory Card—Marianne
Chorba, Burlington, New Jersey
C
Panasonic PV-GS80 MiniDV Camcorder—
Susan Thibodaux, Thibodaux, Louisiana
If your name wasn’t called yesterday, try
again today. You could win:
Olympus Digital Voice Recorder – a $108
value
Audiovox D1817PK 8” Portable DV Player
Package System with carrying case – a $140
value
iPod Nano (4 GB) – a $149 value
HP Pavilion 15.4” Entertainment Laptop
computer with carrying case – a $790 value
There are three places you can drop off prize
tickets—look for the collection containers:
Relaxation area - booth #355
Relaxation area - booth # 937
In front of booths #1253 & #1352
Today’s drawing will be held at 12:45 p.m.
in the ASCD Center. Winners must claim their
prize in the ASCD Center by 3 p.m. today—
any unclaimed prizes will be forfeited. See you
there.
Free Wi-Fi
Hot Spots
ree Wi-Fi hot spots are located
around the New Orleans Morial
Convention Center today, during
the ASCD Annual Conference and
Exhibit Show.
F
First floor
• Atrium located in Lobby C
• Food court located in Lobby F
• Jazz City Food Court located in Lobby J
Second floor
• North Sky Light between MR 207-208,
next to escalators
• Across from MR 238, next to escalators
• Outside MR 254-255, next to escalators
• Skylight area, next to MR 277
• Outside conference auditorium,
Section B
Third floor
• Outside MR 338, next to escalators
• Outside MR 350-351, next to escalators
• Outside MR 383, next to escalators
5
2008 ASCD Exhibit Hall Map
Exhibiting
Companies
A
A Fashion Hayvin, Inc. . . . . . . . . . . 864
ABA Educational Art . . . . . . . . . . . 1041
AbleNet . . . . . . . . . . . . . . . . . . . . . . 663
Academic Innovations. . . . . . . . . . . 816
AccuCut. . . . . . . . . . . . . . . . . . . . . . 436
ACT, Inc. . . . . . . . . . . . . . . . . . . . . 1311
AdvancED/NSSE and Measured
Progress. . . . . . . . . . . . . . . . . . . 1127
Alchemy Systems . . . . . . . . . . . . . 1061
ALEKS Corporation . . . . . . . . . . . . 1404
All Kinds of Minds . . . . . . . . . . . . . . 362
America's Choice . . . . . . . . . . . . . 1319
American Book Company . . . . . . . . 222
American Institute for
History Education . . . . . . . . . . . . 962
American Reading Company . . . . 1424
American School Counselor
Association . . . . . . . . . . . . . . . . . 220
Apangea Learning . . . . . . . . . . . . . 1444
Appelbaum Training Institute . . . . . 447
Applied Scholastics International . . 920
Applied Technologies . . . . . . . . . . . 755
Art in History, Inc. . . . . . . . . . . . . . . 645
ArtAnswer . . . . . . . . . . . . . . . . . . . . 537
Arts Attack. . . . . . . . . . . . . . . . . . . 1145
Ascend Education . . . . . . . . . . . . . . 252
Asia for Kids/Culture for Kids (Master
Communications, Inc. ) . . . . . . . . 742
Athena Publishing . . . . . . . . . . . . . . 829
Atlas Curriculum
Mapping/Rubicon . . . . . . . . . . . 1307
Audio Enhancement . . . . . . . . . . . . 638
AverMedia Technologies . . . . . . . . . 410
B
Battelle for Kids. . . . . . . . . . . . . . . 1543
Begin With The Brain . . . . . . . . . . . 536
Benchmark Education. . . . . . . . . . . 624
BIA-MARANATHA . . . . . . . . . . . . . . 257
Bible Literacy Project, Inc. . . . . . . . 739
The Bill of Rights Institute . . . . . . . 1337
BizWorld Foundation . . . . . . . . . . . . 320
The Bob Pike Group . . . . . . . . . . . . 364
Booksource . . . . . . . . . . . . . . . . . . . 835
Brite Ideas . . . . . . . . . . . . . . . . . . . 1339
Brookes Publishing Co.. . . . . . . . . . 336
Budgetext Corporation\ . . . . . . . . 1164
Bureau of Education & Research . . 963
C
California University
of Pennsylania . . . . . . . . . . . . . . . 360
Cambium Learning, Inc. . . . . . . . . . 743
Cambridge College . . . . . . . . . . . . 1152
Cambridge Educational Services . 1253
Camelot Learning . . . . . . . . . . . . . . 354
Campus Door . . . . . . . . . . . . . . . . 1438
Carnegie Learning . . . . . . . . . . . . . 1535
Carus Publishing Company . . . . . 1212
Caslon Publishing . . . . . . . . . . . . . . 203
CDC DASH . . . . . . . . . . . . . . . . . . 1147
Center for Civic Education . . . . . . . 546
Center for Talent DevelopmentNorthwestern University . . . . . . . 462
Challenge Masters Inc. . . . . . . . . . . 221
Changed Man Productions . . . . . . 1155
CHARACTER COUNTS! . . . . . . . . . 931
ChinaSprout, Inc. . . . . . . . . . . . . . . 844
Christopher Gordon
Publishers, Inc . . . . . . . . . . . . . . . 644
Collaborative Learning, Inc. . . . . . . 825
The College Board . . . . . . . . . . . . . 727
Committee for Children. . . . . . . . . . 534
Common Goal Systems, Inc. . . . . . 439
CompassLearning . . . . . . . . . . . . . . 503
Consortium on Reading Excellence
(CORE Inc.) . . . . . . . . . . . . . . . . 1241
Continental Press . . . . . . . . . . . . . . 948
The Core Knowledge Foundation . . 255
Corwin Press . . . . . . . . . . . . . . . . . . 423
CPO Science . . . . . . . . . . . . . . . . . . 611
Crabtree Publishing Company . . . . 322
Crayola, LLC . . . . . . . . . . . . . . . . . 1427
CreateAskate.Org . . . . . . . . . . . . . . 202
CTB/McGraw-Hill . . . . . . . . . . . . . 1428
Curriculum Advantage. . . . . . . . . . 1208
Curriculum Associates Inc. . . . . . . . 943
Currtech Integrations, LLC . . . . . . . 256
D
Davis Publications, Inc.. . . . . . . . . 1254
Deidre Nabors Designs . . . . . . . . . . 218
Delta Education . . . . . . . . . . . . . . . . 610
Didax, Inc . . . . . . . . . . . . . . . . . . . 1437
Digipro Ltd. . . . . . . . . . . . . . . . . . . . 859
Digitalis Education Solutions, Inc. 1356
Discipline Without Stress . . . . . . . . 831
Discover Writing Company . . . . . . 1257
E
EBoard/Curricuplan. . . . . . . . . . . . 1135
Edbookings, A Division of
Technological Fluency Institute . 1338
Edison Schools . . . . . . . . . . . . . . . . 201
Edline. . . . . . . . . . . . . . . . . . . . . . . . 925
EDmin.Com . . . . . . . . . . . . . . . . . . . 313
Education Week/Teacher Professional
Development Sourcebook . . . . . . 304
Educational Research Service . . . . 365
Educational Testing Service (ETS). . 229
EducationCity.Com . . . . . . . . . . . . . 711
Educator's Virtual Mentor . . . . . . . . 619
Educators for Social Responsibility 261
Educators Publishing Service . . . . . 637
EF Education . . . . . . . . . . . . . . . . . . 961
Ellison . . . . . . . . . . . . . . . . . . . . . . 1301
Embedded Learning/Learning
Sciences International . . . . . . . . 1201
EMC Publishing. . . . . . . . . . . . . . . 1156
Encyclopaedia Britannica . . . . . . . . 955
Enslow Publishers, Inc. . . . . . . . . . . 217
Envi International. . . . . . . . . . . . . . 1542
ESRI. . . . . . . . . . . . . . . . . . . . . . . . . 253
ETA/Cuisenaire . . . . . . . . . . . . . . . . 947
Examgen Inc. . . . . . . . . . . . . . . . . . 525
Excel Math . . . . . . . . . . . . . . . . . . 1120
Excelsior Software, Inc.. . . . . . . . . . 519
Exemplars . . . . . . . . . . . . . . . . . . . . 522
ExploreLearning . . . . . . . . . . . . . . 1236
Eye on Education . . . . . . . . . . . . . . 526
F
FableVision, Inc. . . . . . . . . . . . . . . . 819
Fielding Graduate University . . . . . . 664
Financial & Personal
Success, Inc. . . . . . . . . . . . . . . . 1538
First Day of School Foundation . . . 211
Fit4Learning. . . . . . . . . . . . . . . . . . 1306
Forestry Suppliers, Inc.1523
Free Spirit Publishing . . . . . . . . . . . 849
Freshman Focus/Institute for
Human Services. . . . . . . . . . . . . 1521
Frog Publications . . . . . . . . . . . . . 1435
Frog Street Press, Inc. . . . . . . . . . . 658
Fulbright Teacher Exchange . . . . . 1246
G
Geoleg Geometry and
Measurement . . . . . . . . . . . . . . . 1252
Glencoe/McGraw-Hill . . . . . . . . . . 1329
Gopher Sport . . . . . . . . . . . . . . . . 1035
Gourmet Learning . . . . . . . . . . . . . . 236
See EXHIBITING COMPANIES, page 6
6
I
Exhibiting
Companies
Graceland University . . . . . . . . . . . 1529
Gravic, Inc. - Remark Products
Group . . . . . . . . . . . . . . . . . . . . . . 603
The Great Books Foundation . . . . . 531
Great Products . . . . . . . . . . . . . . . . 213
Great Source Education Group. . . . 509
H
H-ITT . . . . . . . . . . . . . . . . . . . . . . . . 227
Handwriting Without Tears . . . . . . . 608
Happy Feet of Franklin . . . . . . . . . 1442
Hayes Software Systems . . . . . . . . 861
Headsprout . . . . . . . . . . . . . . . . . . . 737
Healthy Lifestyle Choices . . . . . . . . 358
Heinemann Publishers . . . . . . . . . 1042
Heinemann-Raintree Classroom . . . 804
The Hill Center. . . . . . . . . . . . . . . . 1354
The Hoenny Center(For Research and
Development in Teaching) . . . . . . 441
Holcomb Hathaway Publishers. . . 1239
Houghton Mifflin Harcourt School
Publishers . . . . . . . . . . . . . . . . . . 403
Publishers . . . . . . . . . . . . . . . . . . 408
Publishers . . . . . . . . . . . . . . . . . . 409
Human Kinetics . . . . . . . . . . . . . . . . 837
I Can Learn Education
Systems, Inc. . . . . . . . . . . . . . . . . 363
IDE Corp.. . . . . . . . . . . . . . . . . . . . 1211
Ideas Consulting, Inc . . . . . . . . . . . 449
Imagine Learning Inc. . . . . . . . . . . 1548
Innovations for Learning . . . . . . . . 1256
Innovative Learning Concepts, Inc.
Creators of TouchMath . . . . . . . . 235
Interlingua Educational Publishing . 621
International Baccalaureate . . . . . 1031
International Center for
Leadership in Education . . . . . . . 558
Interwrite Learning . . . . . . . . . . . . 1411
It's About Time . . . . . . . . . . . . . . . 1220
ITC Publication LLC . . . . . . . . . . . . 652
Kaplan K12 Learning Services . . . 1153
Karen & Co. . . . . . . . . . . . . . . . . . . 1157
Kent Intermediate School
District/Curriculum Crafter. . . . . . 564
Knowlege Adventure . . . . . . . . . . . 1511
L
JAX Ltd., Inc . . . . . . . . . . . . . . . . . . 302
Johns Hopkins University . . . . . . . 1154
Jossey-Bass, A Wiley Imprint . . . . 1017
Jumbo Jack’s Cookbooks. . . . . . . . 918
Just ASK Publications &
Professional Development . . . . . . 301
Lakeshore Learning Materials . . . . 1400
Laureate Learning Systems, Inc. . 1134
The Leadership and Learning
Center . . . . . . . . . . . . . . . . . . . . 1021
The Learning Connection . . . . . . . . 800
Learning Keys . . . . . . . . . . . . . . . . 1057
Learning Resources . . . . . . . . . . . 1403
Learning-Focused . . . . . . . . . . . . . . 604
Learning.Com . . . . . . . . . . . . . . . . . 853
LEGO Education . . . . . . . . . . . . . . 1122
Lexia Learning Systems . . . . . . . . . 337
Lexmark. . . . . . . . . . . . . . . . . . . . . . 843
LightSPEED Technologies Inc. . . . . 424
Lions Quest . . . . . . . . . . . . . . . . . . . 656
Literacy First . . . . . . . . . . . . . . . . . 1109
LL Teach Inc. . . . . . . . . . . . . . . . . . 1527
Loft Principal Residency
Network Inc.. . . . . . . . . . . . . . . . 1055
K
M
K'NEX Education. . . . . . . . . . . . . . 1357
Kaeden Books . . . . . . . . . . . . . . . . 845
Kagan Publishing and Professional
Development . . . . . . . . . . . . . . . 1219
Kapco Book Protection. . . . . . . . . . 847
Kaplan K-5/Kaplan Early Learning . 718
Kaplan K-5/Kaplan Early Learning . 719
MacMillan/McGraw-Hill. . . . . . . . . 1325
Marilyn Burns Education
Associates . . . . . . . . . . . . . . . . . 1305
The Markerboard People . . . . . . . 1226
Marygrove College & Teachscape . 234
Mason Crest Publishers . . . . . . . . 1544
The Master Ruler/Master
J
Innovations, LLC . . . . . . . . . . . . . 623
Math Teachers Press, Inc.. . . . . . . . 735
The Math Workshop LLC . . . . . . . . 254
Mathline Concept Building
System . . . . . . . . . . . . . . . . . . . . 1030
Maupin House Publishing, Inc. . . . . 457
McGraw Hill Education . . . . . . . . . 1330
Mid-continent Research for
Education and Learning
(McREL) . . . . . . . . . . . . . . . . . . . . 263
Mimio. . . . . . . . . . . . . . . . . . . . . . . 1163
Mind Research Institute . . . . . . . . . 216
Modern Red SchoolHouse . . . . . . . 461
Mondo Publishing . . . . . . . . . . . . . . 746
Mosaics of the World . . . . . . . . . . 1137
Museum of Science,
Boston – NCTL . . . . . . . . . . . . . 1355
My Learning Plan Inc . . . . . . . . . . . 345
N
NASCO . . . . . . . . . . . . . . . . . . . . . . 535
National Arbor Day Foundation. . . . 464
National Assessment of
Educational Progress. . . . . . . . . . 842
National Association of
Secondary School Principals. . . . 400
National Board for Professional
Teaching Standards . . . . . . . . . . 1162
National Council on Economic
Education . . . . . . . . . . . . . . . . . . . 702
National Council of Teachers of
Mathematics . . . . . . . . . . . . . . . . 655
National Geographic School
Exhibiting
Companies
Publishing . . . . . . . . . . . . . . . . . . 552
National Geographic School
Publishing . . . . . . . . . . . . . . . . . . 553
National Network of Digital
Schools . . . . . . . . . . . . . . . . . . . 1531
National Reading Styles Institute . . 757
National Science Digital Library . . . 231
Navajo Jewelry & Crafts . . . . . . . . . 262
Nelson Education Ltd . . . . . . . . . . . 562
NetTrekker D.I.. . . . . . . . . . . . . . . . . 607
Neufeld Learning Systems, Inc. . . . 330
New Century Education
Corporation . . . . . . . . . . . . . . . . . 331
New Leaders for New Schools . . . 1539
New Monic Books, Inc. . . . . . . . . . 1039
New York Times Newspaper. . . . . . 412
NewPath Learning. . . . . . . . . . . . . 1128
Newsweek Education Program. . . . 839
NICSI Mountain . . . . . . . . . . . . . . . . 765
Northpoint Horizons . . . . . . . . . . . 1545
Northwest Evaluation
Association . . . . . . . . . . . . . . . . . 334
Nova Southeastern University
/Fischler School of Education
and Human Services . . . . . . . . . . 445
NRA Eddie Eagle Gun Safe
Program . . . . . . . . . . . . . . . . . . . . 926
NRTA: AARP's Educator
Community. . . . . . . . . . . . . . . . . 1255
7
Nystrom - Education Division
of Herff Jones . . . . . . . . . . . . . . 1119
O
One More Story, Inc. . . . . . . . . . . . . 341
Options Publishing . . . . . . . . . . . . . 538
Options Publishing . . . . . . . . . . . . . 539
Orange County Public Schools. . . 1353
Orchard Software, A Division of
Siboney Learning Group . . . . . . . 602
P
Pacific Learning. . . . . . . . . . . . . . . . 700
PASCO Scientific. . . . . . . . . . . . . . . 601
Paxton/Patterson . . . . . . . . . . . . . 1116
PBS TeacherLine . . . . . . . . . . . . . . . 310
Peace Corps . . . . . . . . . . . . . . . . . . 960
Peak Learning Systems, Inc . . . . . . 726
Pearson . . . . . . . . . . . . . . . . . . . . . . 801
Pearson . . . . . . . . . . . . . . . . . . . . . . 818
Pearson Longman . . . . . . . . . . . . . . 802
Peoples Education . . . . . . . . . . . . 1434
Perfection Learning . . . . . . . . . . . . . 710
Performance Pathways . . . . . . . . . . 309
Perma-Bound Books. . . . . . . . . . . 1136
Phoenix Learning Resources . . . . . 328
PhonicsQ. . . . . . . . . . . . . . . . . . . . 1218
Pieces of Learning . . . . . . . . . . . . 1502
The Pin Man-PositivePins.Com . . 1244
Pitsco, Inc. . . . . . . . . . . . . . . . . . . 1023
Positive Action . . . . . . . . . . . . . . . 1504
Preferred Educational Software . . . 559
Premier . . . . . . . . . . . . . . . . . . . . . . 928
PreschoolFirst/Network for Instructional
TV, Inc. . . . . . . . . . . . . . . . . . . . . . 934
Princeton Health Press . . . . . . . . . . 560
The Princeton Review . . . . . . . . . . 1443
Progress Publications . . . . . . . . . . . 762
Project CRISS . . . . . . . . . . . . . . . . . 428
Q
Questia Media, Inc. . . . . . . . . . . . . . 863
Queue, Inc. . . . . . . . . . . . . . . . . . . . 430
Qwizdom, Inc. . . . . . . . . . . . . . . . . . 717
R
Rachel Billmeyer & Associates, Inc. 361
Rand McNally Education. . . . . . . . . 545
Reaching AT Promise Students
Association . . . . . . . . . . . . . . . . . 325
Read Naturally. . . . . . . . . . . . . . . . 1417
Read Right Systems, Inc. . . . . . . . . 431
Reading Matters . . . . . . . . . . . . . . 1506
Realityworks, Inc. . . . . . . . . . . . . . . 846
Recorded Books . . . . . . . . . . . . . . . 722
Recorded Books . . . . . . . . . . . . . . . 723
Rediker Software, Inc.. . . . . . . . . . . 744
Region 4 Education Service
Center . . . . . . . . . . . . . . . . . . . . 1505
Relevant Classroom . . . . . . . . . . . 1053
Renaissance Learning . . . . . . . . . . . 826
Responsive Classroom . . . . . . . . . 1336
Rhymes ‘n’ Times . . . . . . . . . . . . . . 463
Rigby , Saxon, Steck-Vaughn . . . . . 919
8
Exhibiting
Companies
Rising Star Education . . . . . . . . . . 1449
Riverside Publishing . . . . . . . . . . . . 417
Robin Fogarty & Associates Ltd. . . 209
Rosetta Stone . . . . . . . . . . . . . . . . . 327
Rowland Reading Foundation. . . . . 242
Rowman & Littlefield Education . . 1029
S
S. Graham & Associates . . . . . . . . . 460
Sadlier-Oxford . . . . . . . . . . . . . . . . . 836
Safe & Civil Schools . . . . . . . . . . . . 465
Sanron - Teach Me Writing . . . . . . . 239
SANS Inc. . . . . . . . . . . . . . . . . . . . . 827
Scantron . . . . . . . . . . . . . . . . . . . . 1108
Scholastic Inc . . . . . . . . . . . . . . . . 1001
School Datebooks. . . . . . . . . . . . . . 453
School Improvement Network . . . 1045
School Mate . . . . . . . . . . . . . . . . . . 527
School Software Group. . . . . . . . . 1237
School Technology Resources . . . . 505
SchoolMall. . . . . . . . . . . . . . . . . . . 1345
SchoolNet . . . . . . . . . . . . . . . . . . . . 636
SELmedia, Inc. . . . . . . . . . . . . . . . . 437
Seton Hall University . . . . . . . . . . . . 634
Shader Productions . . . . . . . . . . . . 258
Shurley Instructional
Materials, Inc . . . . . . . . . . . . . . . . 455
Silver Strong & Associates,
Thoughtful Education Press. . . . . 563
Singlish . . . . . . . . . . . . . . . . . . . . . 1210
SK Elementary. . . . . . . . . . . . . . . . 1546
Skillastics. . . . . . . . . . . . . . . . . . . . 1349
SMART Technologies . . . . . . . . . . 1503
Smithsonian Books . . . . . . . . . . . . 1063
Social Studies School Service . . . . 228
Software Answers, Inc. . . . . . . . . . . 763
Software Technology, Inc. . . . . . . . . 200
Solution Tree . . . . . . . . . . . . . . . . . . 627
Spirit and Pride . . . . . . . . . . . . . . . 1447
SRA/McGraw-Hill . . . . . . . . . . . . . 1324
Staff Development for
Educators. . . . . . . . . . . . . . . . . . 1009
Stenhouse Publishers . . . . . . . . . . . 854
STEPS Professional
Development . . . . . . . . . . . . . . . 1141
Storm Educational Enterprises,
Inc. . . . . . . . . . . . . . . . . . . . . . . . 1230
Study Island . . . . . . . . . . . . . . . . . . 662
Success for All . . . . . . . . . . . . . . . . 913
Sundberg Learning
Systems, LLC. . . . . . . . . . . . . . . . 813
Supacam . . . . . . . . . . . . . . . . . . . . 1549
Sylvan Dell Publishing. . . . . . . . . . 1065
Synergistic Learning System. . . . . 1027
T
Teacher Learning Center . . . . . . . . 1064
Teachers 4 Teachers . . . . . . . . . . . 1446
Teachers College Innovations . . . . . 264
Teachers College Press. . . . . . . . . 1118
Teachers for Learners . . . . . . . . . . . 548
TeachersTape/Duraco Inc.. . . . . . . . 753
TeachFirst . . . . . . . . . . . . . . . . . . . 1519
Teaching Matters, Inc.. . . . . . . . . . 1060
TEP (Texas Educational
Paperbacks) . . . . . . . . . . . . . . . . 1062
Texas Instruments Inc. . . . . . . . . . 1207
TheTeachersCorner.Com. . . . . . . . . 435
ThinkFun Inc.. . . . . . . . . . . . . . . . . . 404
Thinking Maps, Inc.. . . . . . . . . . . . 1012
Thomas Edison State College. . . . 1343
Tiger Woods Foundation . . . . . . . . . 318
Tool Thyme for Trainers. . . . . . . . . . 649
Touchstones Discussion Project . . . 356
Trainers Warehouse. . . . . . . . . . . . . 704
Treetop Publishing. . . . . . . . . . . . . 1448
Turning Technologies, LLC . . . . . . 1534
Tutto/Mascot Metropolitan Inc. . . . . 852
U
U.S. Department of Education . . . . 654
United States Holocaust Memorial
Museum . . . . . . . . . . . . . . . . . . . 1352
United States Fund for UNICEF . . . 459
Univeristy of North Carolina
Wilmington . . . . . . . . . . . . . . . . . 1335
Universal Publishing . . . . . . . . . . . . 205
University Alliance . . . . . . . . . . . . . . 259
University of Missouri Center
for Distance
& Independent Study . . . . . . . . . 1130
University of Southern Mississippi
Summer Programs in Graduate
Education . . . . . . . . . . . . . . . . . . 1347
USA TODAY . . . . . . . . . . . . . . . . . . 230
V
Vantage Learning . . . . . . . . . . . . . . 219
Varitronics . . . . . . . . . . . . . . . . . . . 1235
Vernier Software & Technology . . . . 944
Vining-Hartness Company, LLC . . 1149
Virtual High School . . . . . . . . . . . . . 402
Vocabulary.Com . . . . . . . . . . . . . . . 731
Voyager Expanded Learning, Inc. . . 210
W
Walden University . . . . . . . . . . . . . . 865
Wavelength, Inc. . . . . . . . . . . . . . . . 204
Whaley Gradebook Co., Inc.. . . . . 1303
WIDE World, Harvard Graduate
School of Education . . . . . . . . . . 238
Wikki Stix Co. . . . . . . . . . . . . . . . . 1340
Wilson Language Training . . . . . . . 1245
WiseSkills . . . . . . . . . . . . . . . . . . . . 643
Wright Group/McGraw-Hill . . . . . . 1225
Write Reflections . . . . . . . . . . . . . . . 946
Y
Yamaha Corporation of America. . 1117
The Youth Leadership Initiative
at the University of Virginia . . . . 1139
Z
Zaner-Bloser . . . . . . . . . . . . . . . . . . 701
Zeecraft Technology . . . . . . . . . . . 1248
Exhibitor
Addendum
A
A Fashion Hayvin, Inc. . . . . . . . . . . 864
5257 Buckeystown Pike, Suite #305
Frederick, MD 21704
Alchemy Systems. . . . . . . . . . . . . 1061
8015 Shoal Creek Boulevard, Suite 100
Austin, TX 78757
www.alchemysystems.com
Currtech Integrations, LLC . . . . . . . 56
2026 Russell Avenue
Baltimore, MD 21207
www.currtechintegrations.com
D
Davis Publications, Inc. . . . . . . . . 1254
50 Portland Street
Worcester, MA 01608
Deidre Nabors Designs . . . . . . . . . 218
2361 Reston Lane
Columbus, IN 47203
www.diedrenabors.com
E
American Institute for History
Education . . . . . . . . . . . . . . . . . . . . 962
1514 Kings Highway
Swedesboro, NJ 08085
www.aihe.info
Edbookings, A Division of
Technological Fluency Institute . . 1338
1004 E Adams
Pittsburg, KS 66762
www.edbookings.com
Apangea Learning . . . . . . . . . . . . 1444
925 Liberty Avenue, 3rd Floor
Pittsburgh, PA 15222
www.apangealearning.com
Encyclopaedia Britannica Inc. . . . . 955
331 North LaSalle Street
Chicage, IL 60610
www.school.eb.com
Applied Scholastics International . 920
11755 Riverview Drive
Saint Louis, MO 63138
www.appliedscholastics.org
Envi International . . . . . . . . . . . . . 1542
2840 West Bay Drive, #111
Belleair Bluffs, FL 33770
www.enviintl.com
Ascend Education . . . . . . . . . . . . . 252
302 Albany Avenue
Shreveport, LA 71105
www.ascendedu.com
Athena Publishing . . . . . . . . . . . . . 829
7500 Creek Road
Dripping Springs, TX 78620
www.athenaeng.com
B
Battelle for Kids . . . . . . . . . . . . . . 1543
1160 Dublin Road, Suite 100
Columbus, OH 43215
www.battelleforkids.com
BIA-MARANATHA. . . . . . . . . . . . . . 257
8214 North View Court
Laurel, MD 20707
Budgetext Corporation . . . . . . . . 1164
1936 North Shiloh Drive
Fayetteville, AR 72704
www.budgetext.com
ExploreLearning . . . . . . . . . . . . . . 1236
400 E Main Street
Suite 5
Charlottesville, VA 22902
www.explorelearning.com
F
FableVision, Inc. …………………819
308 Congress Street
Boston, MA 02210
www.fablevision.com
Financial & Personal Success, Inc.
…………………1538
PO Box 96
Mountlake Terrace, WA 98043
www.winningcolors.com
Free Spirit Publication
…………………849
217 Fifth Avenue, N, Suite 200
Minneapolis, MN 55401
www.freespirit.com
J
Jumbo Jack's Cookbooks . . . . . . . 918
301 Broadway
Audubon, IA 50025
www.jumbojacks.com
K
K'NEX Education . . . . . . . . . . . . . 1357
2990 Bergey Road
Hatfield, PA 19440
www.knexeducation.com
New Leaders for New Schools . . 1539
30 West 26th Street, 2nd Floor
New York, NY 10010
www.nlns.org
L
NICSI Mountain . . . . . . . . . . . . . . . 765
825 Oak Grove Avenue, D201
Menlo Park, CA 94025
www.nicsimountain.com
Lexia Learning Systems. . . . . . . . . 337
200 Baker Avenue, Suite 315
Concord, MA 01742
www.lexialearning.com
Lexmark International Inc. . . . . . . . 843
167 Holly Mill Village Drive
Canton, GA 30114
www.lexmark.com
Lions Quest. . . . . . . . . . . . . . . . . . . 656
300 West 22nd Street
Oak Brook, IL 60523
www.lions-quest.org
Northpoint Horizons . . . . . . . . . . . 1545
380 N. Fairway Drive
Vernon Hills, IL 60061
www.northpointhorizons.com
NRTA: AARP's Educator
Community . . . . . . . . . . . . . . . . . . 1255
601 East Street NW, Suite B-8
Washington, DC 20049
www.aarp.org/nrta
O
M
Marygrove College
& Teachscape . . . . . . . . . . . . . . . . . 234
21243 Ventura Boulevard, Suite 211
Woodland Hills, CA 91364
www.teachscape.com
Mason Crest Publishers. . . . . . . . 1544
370 Reed Road Suite 302
Broomall, PA 19008
www.masoncrest.com
One More Story, Inc. . . . . . . . . . . . 341
54 White Street
New York, NY 10013
www.onemorestory.com
Orange County Public
Schools . . . . . . . . . . . . . . . . . . . . . 1353
445 W Amelia Street
Orlando, FL 32801
www.ocps.net
Mid-continent Research for Education
and Learning (McREL) . . . . . . . . . 263
4601 DTC Boulevard
Suite 500
Denver, CO 80237
www.mcrel.org
P
mimio . . . . . . . . . . . . . . . . . . . . . . 1163
25 First Street, Suite 301
Cambridge, MA 02141
www.mimio.com
Phoenix Learning Resources. . . . . 328
910 Church Street
Honesdale, PA 18431
Peace Corps . . . . . . . . . . . . . . . . . . 960
1111 20th Street NW
www.peacecorps.gov/wws
Q
G
Gourmet Learning . . . . . . . . . . . . . 236
1937 IH. - 35 North, Suite 105
New Braunfels, TX 78130
www.gourmetlearning.com
Museum of Science,
Boston - NCTL . . . . . . . . . . . . . . . 1355
1 Science Park
Boston, MA 02114
H
N
Carnegie Learning . . . . . . . . . . . . 1535
437 Grant Street, 20th Floor
Pittsburgh, PA 15219
www.carnegielearning.com
Hayes Software Systems . . . . . . . . 861
11910 Volente Road, Suite 6
Austin, TX 78726
www.hayessoft.com
National Board for Professional
Teaching Standards . . . . . . . . . . . 1162
1525 Wilson Boulevard, Suite 500
Arlington, VA 22209
www.nbpts.org
Changed Man Productions . . . . . 1155
4134 E Mountain Sage Drive
Phoenix, AZ 85044
www.eric-james.com
I
C
Imagine Learning Inc. . . . . . . . . . 1548
3210 N Canyon Road, Suite 300
Provo, UT 84604
www.imaginelearning.com
Navajo Jewelry & Crafts. . . . . . . . . 262
2904 18th Street NW
Albuquerque, NM 81104
Nelson Education Ltd. . . . . . . . . . . 562
1120 Birchmount Road
Toronto, ON M1K 5G4 Canada
www.nelson.com
Mosaics of the World . . . . . . . . . . 1137
90 Brookview Drive
Toronto, ON M6A 2K6 Canada
www.mosaicsoftheworld.com
Cambridge Educational
Services . . . . . . . . . . . . . . . . . . . . 1253
2720 South River Road
Des Plaines, Il 60018
www.cambridgeed.com
9
Questia Media, Inc. . . . . . . . . . . . . 863
24 Greenway Plaza, Suite 1050
Houston, TX 77046
www.questiaschool.com
R
Relevant Classroom . . . . . . . . . . . 1053
610 J Street Suite 210
Lincoln, NE 68508
www.relevantclassroom.com
Rising Star Education . . . . . . . . . 1449
7275 Ohms Lane
Minneapolis, MN 55439
www.risingstareducation.com
National Science Digital Library . . 231
1850 Table Mesa Drive
Boulder, CO 80305
www.nsdl.org
See EXHIBITOR ADDENDUM, page 10
10
Exhibitor
Addendum
S
SANS Inc. . . . . . . . . . . . . . . . . . . . . 827
10 White Wood Lane
North Branford, CT 06471
www.sansinc.com
SchoolMall . . . . . . . . . . . . . . . . . . 1345
180 Freedom Avenue
Murfreesboro, TN 37129
www.schoolmall.com
Shader Productions . . . . . . . . . . . . 258
3134-A Nasa Parkway #111
Seabrook, TX 77586
SK Elementary . . . . . . . . . . . . . . . 1546
777 East Park Drive
Tonawanda, NY 14150
Social Studies School Service. . . . 228
10200 Jefferson Boulevard
Culver City, CA 90232
www.socialstudies.com
TeachFirst . . . . . . . . . . . . . . . . . . . 1519
70 Blanchard Road, #103
Burlington, MA 01803
www.teachfirst.com
Software Answers, Inc. . . . . . . . . . 763
202 Montrose West Avenue, Suite 290
Akron, OH 44321
www.software-answers.com
TEP (Texas Educational
Paperbacks) . . . . . . . . . . . . . . . . . 1062
4433 Mint Way
Dallas, TX 75236
www.tepbooks.com
Spirit and Pride. . . . . . . . . . . . . . . 1447
180 Freedom Avenue
Murfreesboro, TN 37129
www.spiritandpride.net
Supacam. . . . . . . . . . . . . . . . . . . . 1549
29 Olivewood
Irvine, CA 92618
www.supacam.com
Sylvan Dell Publishing . . . . . . . . . 1065
976 Houston Northcutt Boulevard, Suite
3
Mount Pleasant, SC 29464
www.wylvandellpublishing.com
The Math Workshop LLC . . . . . . . . 254
12280 W Indian School Road, Suite
#401
Litchfield Park, AZ 85340
www.themathworkshop.com
The Princeton Review . . . . . . . . . 1443
2315 Broadway
New York City, NY 10024
www.princetonreview.com
Thomas Edison State College . . . 1343
101 West State Street
Trenton, NJ 08608
www.tesc.edu
T
Skillastics . . . . . . . . . . . . . . . . . . . 1349
2390 Steven Drive
Corona, CA 92879
www.skillastics.com
Smithsonian Books . . . . . . . . . . . 1063
PO Box 37012 MRC 513, Capital
Gallery Suite 6001
Washington, DC 20013-7012
Teachers 4 Teachers . . . . . . . . . . 1446
Markle Building, 8 W Broad Street,
Suite 410
Hazleton, PA 18201
www.teachers4.com
Tutto/Mascot Metropolitan Inc. . . . 852
380 Swift Avenue, Unit 18
South San Francisco, CA 94080
www.tutto.com
U
U.S. Department of Education. . . . 654
400 Maryland Avenue SW
www.ed.gov
United States Fund for UNICEF . . 459
125 Maiden Lane
New York, NY 10038
www.teachunicef.org
University of North Carolina
Wilmington . . . . . . . . . . . . . . . . . . 1335
601 South College Road
Wilmington, NC 28403
www.uncw.edu
University Alliance . . . . . . . . . . . . . 259
9417 Princess Palm Avenue
Tampa, FL 33619
www.universityalliance.com
USA TODAY . . . . . . . . . . . . . . . . . . 230
7950 Jones Branch Drive, 8th Floor
McLean, VA 22108
www.usatodayeducation.com
W
WIDE World, Harvard Graduate
School of Education. . . . . . . . . . . . 238
50 Church Street, 4th Floor
Cambridge, MA 02138
www.wideworld.gse.harvard.edu
11
Inservice Important to Online Communication
aunched at the end of June 2006,
Inservice, ASCD’s blog, has grown from
meager beginnings to a vibrant online
forum for conversation,
insight and resources for educators around the world. More
than 1,100 thoughtful comments on issues ripped from
the pages of Educational
Leadership and the headlines of ASCD
SmartBrief share the real experiences, frustrations, and successes of readers from nearly 100
L
different countries.
You’ll find Inservice regularly featured in
SmartBrief, and in EL’s monthly “Best of the
Blog” column. Or you can bookmark
www.ascd.org/blog or set up an RSS feed,
so you’ll be the first to know when new
content hits.
During the Annual Conference, turn to
Inservice for daily coverage of events, featured
speakers and selected sessions, including
photos, interviews, and audio clips. Let
Inservice be your virtual scrapbook for your
conference experience.
Go one step further and immortalize
your conference experience by blogging about
sessions you attend. Inservice will be tracking conference highlights, but with more
than 500 sessions packed into three days, we
need your help reporting on the rich
exchanges that are the hallmarks of an
ASCD conference.
So, whether it’s a snippet of a deep discussion, a priceless nugget or just something that
made you think — send us a quick e-mail at
ASCD Collaborates with DonorsChoose
eveloped in conjunction with ASCD’s
Books Bash and Beyond event, ASCD’s
Challenge through DonorsChoose.org
will help provide education resources for New
Orleans students. DonorsChoose.org is a
simple way to provide students in need with
resources our public schools often lack. At this
not-for-profit Web site, teachers submit project
proposals for materials or experiences their
students need to learn.
D
The site includes funding proposals from
dedicated teachers in the New Orleans area
who are looking to make a difference in the
lives of their students. Funding proposals
include requests for materials and supplies to
support lessons and activities in a variety of
content areas.
Teacher requests at the ASCD Challenge
webpage include funding for items as diverse
as prepared microscope slides for a seventh
grade science class to age-appropriate toys for
kindergarten students to USB flash drives to a
kiln for a traveling art teacher who works with
four local elementary schools. At press time, 12
of the 14 proposals were fully funded.
To learn more about ASCD’s Challenge,
visit ASCD’s DonorsChoose Challenge page
http://www.donorschoose.org/donors/viewCha
llenge.html?id=17597.
Annual Conference Heads to Orlando in ‘09
s you reflect on your experience at this
year’s Annual Conference, we hope you
will begin making plans to join us next
year. ASCD’s 2009 Annual Conference and
Exhibit Show will be March 14–16, 2009 in
Orlando.
The site of much imaginative and innovative technology, Orlando will provide the setting for the 2009 theme — “Learning Beyond
Boundaries.” We encourage our presenters and
attendees to imagine a world beyond boundaries — whether physical, virtual or pedagogical. The conference will emphasize innovation,
creativity and critical thinking, particularly as
applied to the concepts of engaging learners,
supporting the whole child, acting on diversity
and using technology. The reality of this type of
thinking surrounds you in Orlando in places
like Disney World and Universal Studios.
The strands of the conference will explore
and imagine possibilities for several key educational topics. In addition to listing the strands
below, we offer several questions that will be
examined in each strand.
A
The strand “Imagine: Challenging Minds
to Engage and Learn More Deeply” asks how
we will:
• Support a professional learning community?
• Increase new-teacher retention?
• Use brain-based learning?
• Develop 21st century teachers?
• Build structures for student success?
In “Imagine: Learning Beyond
Accountability to Responsibility for Supporting
the Whole Child”, we ask how we will:
• Lead beyond accountability?
• Use data to drive instruction?
• Move beyond standardized tests?
• Respect parental choice?
• Model commitment to service learning?
The strand “Imagine: Advancing Beyond
Valuing Diversity to Actions that Ensure Each
Learner’s Success” asks how we will:
• Provide a voice for each child?
• Provide structures for courageous conversations in schools?
• Involve each parent?
• Create equity in each classroom?
• Redefine schools as demographic trends
change?
In “Imagine: Connecting Learners in an EWorld”, we ask how we will:
• Use technology to open up the world for the
learner?
• Distinguish between the working world and
the learning world?
• Use online learning?
• Meet the needs of the 21st century learner?
• Use technology to create learning communities?
Mark your calendars now. Join us as we
learn together and imagine the possibilities.
[email protected], and we’ll share your conference
gem with the online ASCD community. Or, if
you plan on using your personal blog to discuss conference goings-on, send us your URL,
so we can link our readers to your coverage.
As you head back to your schools, districts, colleges, and universities, we hope
you’ll return to Inservice often, and keep alive
the spirit of collaboration celebrated here in
New Orleans. Check your conference tote
bags for a handy reminder and we’ll see you
in the blogosphere.
ASCD Thanks
Conference
Sponsors
t would be impossible to mount an
event of the magnitude of the ASCD
Annual Conference and Exhibit Show
without the generous support of our
sponsors. Please take a moment to
acknowledge the following organizations.
Their contributions to ASCD have been
deeply felt and appreciated.
Pearson (booth 801) and Nova
Southeastern University (booth 445) for
their generous support of the Books Bash
and Beyond.
Solution Tree, Inc., (booth 627) for
the sturdy tote bags available in the
Exhibit Hall.
The College Board (booth 727) for its
support of the Special Feature by Carl
Glickman.
SMART Technologies (booth 1503)
for the attractive lanyards available in the
exhibit hall.
PSAV for its support throughout the
conference and contributions to the
Books Bash and Beyond.
GES Exposition for sponsorship of the
Leadership Council Luncheon.
Organizations like the ones above
help make this experience one from
which all educators can benefit. Enjoy
the conference, the exhibit hall, and all
the great ideas and contacts that come
with both.
I
ASCD Presents Three Conferences in One This Summer
hether you are a beginner, an experienced practitioner, or an outright
expert on Differentiated Instruction
(DI), Understanding by Design (UbD) or
What Works in Schools (WWIS), ASCD’s
Summer Conference in Nashville offers something for everyone.
DI offers a systematic approach to ensure
that every student is learning, regardless of
interests, learning styles, or readiness for
school. UbD is a framework for designing
new curriculum based on achieving student
understanding of content. WWIS offers a
research-based approach to focusing your
entire school or district on the school-,
teacher-, and student-level factors that influence achievement.
W
For the first time, ASCD will offer DI, UbD
and WWIS in one conference and have all four
expert/authors — Carol Ann Tomlinson, Jay
McTighe, Grant Wiggins, and Robert J.
Marzano — in attendance. Another first will
be the panel discussion with all four
experts/authors sharing information about
their programs, how they enhance student
learning and the implications for educators
who use these programs.
Each expert also will facilitate three-hour
working sessions, two per day, except for Day
One when the panel takes place. The moderated panel will be videotaped and orders will be
taken onsite for purchase.
Breakout sessions will be delivered by many
practitioners and faculty members. By offering
90-minute repeated sessions and the two- and
three-hour sessions, ASCD wants to help you
make the most of your time at the conference.
Teachers can explore curriculum units and
instructional practices that lead to higher student achievement; staff developers and univer-
sity professors can learn how to support
teachers and administrators in improving their
practice; principals and other building level
administrators can learn supervision and
evaluation practices that support teacher
implementation of school improvement programs; and district and state level administrators can learn how to lead their organizations
to greater effectiveness.
Join us June 26 at the Gaylord Conference
and Resort Center for six pre-conference
institutes and June 27-29 for the conference.
Registration is open now, previews were
mailed to all members, but visit
www.ascd.org/summerconference for
information or to register.
Seton Hall
13
ASCD Announces 2008 Emerging Leaders Class
• Margarita Gonzalez Amador — English
Learner Programs Coordinator for K-12
schools, Los Angeles Unified School District,
Downey, CA.
• Kristopher Harrison — Principal,
Maplewood Middle School, South Orange
Maplewood School District, Hackettstown,
NJ.
• Peter Holtz — Grade 8 English/Language
Arts Teacher, Ipswich Middle School, Ipswich
Public Schools, Salem, MA.
• Dwan Jordon — Assistant Principal,
Hyattsville Middle School, Prince George’s
County Public Schools, Washington, D.C.
• Gary Kiltz — Principal, South Milwaukee
High School, School District of South
Milwaukee, WI.
• Jennifer King — Social Studies Department
Co-Chair/Teacher/Instructional Coach, Park
City High School, Park City School District,
UT.
• Jennifer Morrison — English
Teacher/Independent Consultant and
Professional Developer, Mid-Carolina High
School, Newberry County School District,
White Rock, SC.
• Johnny Nash — Assistant Principal, Oak
Ridge High School, Orange County Public
Schools, Orlando, FL.
• Kim Pearson — Teacher, Pinellas County
Schools, Madeira Beach, FL.
• David Scott — Project P.A.T.C.H.
Coordinator, Northport High School,
Northport-East Northport Schools, NY.
• Bhavna Sharma-Lewis — Assistant
Superintendent for Curriculum and
Instruction, Addison School District 4, IL.
• Tarol Page Wells — Special Education
Supervisor (Exceptional Children), Memphis
City Schools, TN.
SCD is proud to announce the members
of the Emerging Leaders Class of 2008.
Emerging Leaders are educators who
have been in the profession about 5 to 15
years, have promise as ASCD leaders, and
are committed to fulfilling leadership
opportunities.
Nominated by ASCD leaders, emerging
leaders participate in a mentorship program
and complete a program of activities that
includes ASCD Professional Development
Online courses designed to create an understanding of the Association's mission, history,
and community. The emerging leaders will also
take part in the ASCD Leadership for Effective
Advocacy and Policy (LEAP) Institute,
September 14-16, 2008, in Arlington, VA,
which will feature visits on Capitol Hill.
• Melissa Askren Edgehouse — Adjunct
Instructor/Teaching Assistant/Graduate
A
Assistant, Bowling Green State University,
OH.
• Pamela Bell — Senior Executive Assistant to
the Superintendent, Henrico County Public
Schools, Richmond, VA.
• LaQuanda Brown — Principal, King
Danforth Elementary School, Bibb County
School District, Locust Grove, GA.
• Ruben Carmona — Assistant Principal,
Bartlett Community Partnership School,
Lowell Public Schools, Newbury, MA.
• Angela Chamness — Gifted Education
Teacher, Sherman Elementary School,
Williamsville Community Unit School
District 15, Springfield, IL.
• Carolyn Collazo — School Director, Thomas
Alva Edison School, Caguas, P.R.
• William Duffy — Assistant Principal, Smith
Middle School, Glastonbury School District,
CT.
INVESTING
Medicaid coverage is very substantial,” he said.
“Participation is very high for low levels of
education. Surprisingly, the same can be said
for Medicare coverage, which also covers
chronic diseases.”
This, among other factors, leads to the average high school graduate saving society nearly
$41,000 in health care expenses during a lifetime.
In terms of crime, Levin shared that since
1987, spending on incarceration has risen 127
percent. During that time spending on higher
education has risen only 21 percent.
“Several states already spend more on
incarceration than higher education,” he said.
“About half of those incarcerated in the United
States are high school dropouts.”
When the top crimes are considered—murder, rape, violent crime, property crime, and
drug offenses—education makes a difference,
too.
Students who graduate are 20 percent less
likely to commit murder, rape, or another violent crime. They’re 10-12 percent less likely to
commit a property crime or drug offense, too.
Society, on average, sees a savings of
$27,000 in criminal justice expenditures during the lifetime of a high school graduate.
When it comes to welfare savings, the average high school graduate saves society $3,000.
In total, each completed high school education saves society $209,000.
In considering the Top 5 dropout intervention programs in the country, Levin found a
cost range of $59,000 to $144,000.
When factored into the total cost savings,
society nets anywhere from $65,500 to
$150,000 for each student that graduates,
depending on the intervention.
Considering the likelihood of the various
interventions being selected, the average high
school graduate contributes about $127,000
more to society than a dropout.
If even only half of the 700,000 high-school
drop outs last year would’ve graduated, society
would’ve gained nearly $45 billion.
“We have a $13 trillion economy,” he said.
“In just 10 years of reducing the number of
dropouts by half, we’d have that amount.
That’s a very significant amount.”
has had a lasting effect on Truesdale’s career.
“Of all my degrees and my postgraduate
work, the M.B.A. prepared me the most to do
what I do as a leader of the school system,” she
said.
She also tackled a doctorate in educational
administration, which she earned from the
University of South Carolina. Truesdale went
on to teach various subjects, including marketing, business administration, and, finally, high
school English. Truesdale rose through the
ranks as an administrator, working on the district and state levels.
Now, as the superintendent for Beaufort
County School District, Truesdale tackles
complex issues with great optimism and
enthusiasm. The rural school district is located in the southeastern region of South
Carolina and has close to 20,000 students in
almost 30 schools. Beaufort’s schools are
extremely diverse, boasting a 52 percent
minority population, including a large number of immigrant students. And, the majority
of the students live in poverty. Truesdale’s
school district is also vast, covering close to
650 square miles, including 60 small islands.
In fact, one of the district’s school buses is
actually a ferry. But, when asked if she faces a
great deal of challenges, Truesdale just laughs
and says, “Yes, but that’s okay. Everybody
does.” As she notes, educators everywhere
must overcome difficult obstacles when striving to educate the whole child.
Much of Truesdale’s success as an administrator is the result of her past experiences,
especially her time as a teacher.
“I meet with teachers whenever I’m in
schools. I make sure that we’re listening to
teachers’ voices,” Truesdale said. “We work
really hard to make sure that teachers are
involved in every decision that affects them
before the decision is made because as a
teacher I always hated that folks made decisions about my classroom when they had
never been in my classroom.”
For Truesdale, collaboration and communication are the true keys to success.
Truesdale brings that same collaborative
spirit to ASCD. And she looks forward to
working on ASCD’s many priorities and driving forward the important message about educating the whole child.
“The Whole Child Commission pointed
out that children are complex beings––they are
not single, flat test scores. We have to drive the
dialogue,” she said. “We are the teachers, we
have to drive the message about what’s good
for children in terms of their development. We
know what works.”
group of others, Levin explained the affects of
each student who drops out of high school.
“Inadequate education enacts a toll on society in terms of lost revenues, lost productivity,
and an increase in the price of products and
services,” he said.
On average, he said, 3 out of 10 students
who reach graduation age don’t graduate. In
ranking nations according to graduation rates,
America ranks near the bottom of the Top 10.
“We’re losing ground,” he said. “It’s likely to
become 12 or 13 in terms of students who
graduate.”
Levin explained that, as students across all
ethnic groups receive higher levels of education, their earnings dramatically increase.
“We can translate this into tax revenues—
not just income tax, but sales tax, too,” he said.
The total in additional taxes paid during
the lifetime of a high school graduate over that
of a dropout student is $139,000.
High school graduates also lead healthier
lifestyles—to the point they tend to live seven
years longer than high school dropouts.
Then the cost of medical assistance must be
considered.
“The relationship between education and
PRESIDENT
high school English. Unfortunately, she was
not able to find a teaching position. So, despite
her desire to inspire young minds, Truesdale
temporarily deferred her dream.
Not to be discouraged, Truesdale employed
her leadership and communications skills at
JCPenney Company for several years, where
she gained her first professional experience in
managing budgets, supervising and training
staff, and planning and implementing large
scale projects and campaigns––skills that she
would use throughout her career as a teacher
and administrator.
While with JCPenney, the energetic
Truesdale also worked toward an M.B.A. at
Georgia State University. Earning the degree
Henry Levin, economics professor at Columbia University’s Teacher’s College, tells attendees about the benefits of a
high school education, going as far as saying that a high school graduate lives seven years longer than a dropout.
14
Reaching and Teaching the iPod Generation
ichele Deck spent Sunday afternoon
teaching teachers how to reach out to
a generation of students who would
like there to be “USB ports in the back of their
heads and yours so that you could just download all of your knowledge and experience
from your brain into theirs; however, human
beings don’t come with USB ports—yet.”
In her session “Reaching and Teaching the
iPod Generation,” Deck provided several techniques for engaging and keeping the attention
of the group of people born between 1980 and
2000, known as the Millennials. She started by
having everyone get a partner and led them in
an exercise that required one person to follow
the actions of the other. Then each table of
attendees was given 90 seconds to discover
something that they all had in common (that
had nothing to do with teaching and wasn’t
boring). Using that trait, they selected a name
for their group and a leader. Deck then asked a
trivia question; each group wrote their answer
and the name of their group on a Post-it note.
Each leader then ran the group’s answer up to
the board. Points were awarded to groups with
the correct answer. The entire activity took
only a few minutes.
M
Attendees get in on the fun at the highly interactive “Reaching and Teaching the iPod Generation” session. During the
session, an attendee uses tiny clapping hands to show support (above), while others applaud their own hard work (at
the right) and check their notes to see what comes next (top right).
Deck’s techniques are designed to appeal to
visual kinesthetic learners that the media and
the Internet have helped to create. Reduced
attention spans have created a group of students who are inclined to “mentally channelsurf ” in class, which causes them to miss criti-
cal content and skill development.
“To set the stage, you need to do three
things: immediately involve the students in an
activity; use some sort of hook, gimmick, or
attraction to get their attention; and develop a
plan for how you’re going to proceed so that
BUILDING BLOCKS
There are plenty of sessions and special features for
attendees to see at the ASCD Conference.
ASCD Networks Further Education
and Erase Geographic Boundaries
o you want to learn more about the
role assessment plays in the learning
process? What about the potential of
a school building’s design to enhance teaching and learning? Would you like to share
ideas for teaching the arts, exchange examples of best practices in rural education, or
discover how to best reach students in the
middle grades?
Even if you didn’t answer “yes” to one of
the above questions, chances are one of the
38 ASCD Networks focuses on an educational issue that matches your interests.
ASCD Networks are groups of educators
that share a common interest in the education field. The networks help their members
share information, exchange ideas, and identify and solve problems related to that specific issue. They are professional development vehicles and provide collegial opportunities for members to network across districts, state lines, and national borders.
The Gifted and Advanced Learners
Network is the newest ASCD Network; it
focuses on how schools can best meet the
academic, social, and emotional needs of
D
gifted and advanced learners at all levels. It
pays particular attention to needs of culturally, linguistically, and socio-economically
diverse gifted and advanced learners.
The ASCD Networks have a strong presence at Annual Conference. They highlight
their resources and recruit new members at
the Books Bash and host conference sessions
related to their specific topics. Each Annual
Conference also includes a Network
Facilitators’ meeting where network facilitators discuss their roles in furthering the
work of their networks. This year the facilitators discussed how to develop e-communities of networks and how to strategically
work with other ASCD constituent groups
including affiliates and student chapters.
The Outstanding Achievement in Network
Publications Award is presented at the facilitators’ meeting to recognize network publications based on editorial and graphic content.
Visit the network section of ASCD’s website at www.ascd.org/networks to read more
about the networks, join a network, and
learn how to start your own.
is that they should do everything themselves.
“A leader cannot do everything,” LangSleeper said. “You need to have people
around you who are leaders, too.”
To illustrate this point, Lang-Sleeper, a
fan of the San Antonio Spurs, explained how
former team captain David Robinson
stepped aside as leader on the court to allow
Tim Duncan to fulfill the role. The new
dynamics of the team led to the Spurs winning its first four championships.
“That’s what we need to do as leaders,”
she said. “We need to throw our ego out the
you can keep their interest,” Deck shared with
the captivated crowd. “Use your imaginary
remote control to either change something
you’re doing or something they’re doing to
bring them back to your channel.”
door so the team can be champions.”
The fifth common pitfall, she said, takes
place when leaders continuously dump too
much work on their employees and call it
“delegating.”
“Delegate, but don’t dump,” she said.
“Eventually that person ends up being
burned out and leaving the profession or
leaving you.”
Lang-Sleeper added that leadership is 35
percent vision, 33 percent energizing people,
19 percent communication, 8 percent charisma, and 5 percent competence.
“That’s proof that leaders are not born,
they’re made,” she said. “And anyone can be
a leader, regardless of their role.”
Revealed: Secrets that the
Best Teachers Know
nfusing humor throughout her Saturday
presentation, Annette Breaux of Nicholls
State University, Thibodaux, Louisiana, had
the crowd nodding knowingly as she
described one familiar scenario after another.
What really grabbed their attention though
were her simple secrets for turning these
everyday situations around to have a positive
impact.
“Greet your students every day,” Breaux
advises. “I see you all agreeing, but here’s what
I see happening all the time: Teacher stands at
the door and ‘greets’ the students. ‘Hurry up,
the problem of the day is on the board’; ‘Class
is starting—get seated’; ‘Enough chatting in
the hall—let’s go.’ You might as well be saying,
‘Welcome to my torture chamber!’”
Author of a book by the same name as her
presentation “Seven Simple Secrets: What the
Best Teachers Know and Do”, Breaux explains
that the secrets she reveals are not exactly
I
ground-breaking revelations. “These secrets
are profound in their simplicity. They encompass no new programs and no late breaking
innovations, techniques, or strategies.”
She does, however, cover the spectrum of
planning, management, instruction, attitude,
professionalism, discipline, and motivation.
“Write on an index card ‘I am a role model’,”
Breaux reveals. “Keep it on your desk to
remind yourself that you cannot afford an off
day.”
“Kids know when you don’t like teaching
something—they pick up on your manner,”
she says. “Imagine if an airline pilot did the
same thing: ‘This is your pilot speaking. We’ve
begun our descent, and we’ll be landing soon
at LaGuardia, and let me tell you, I’ve never
been good at that!’ We need to get good at faking being cheerful and positive—students
should think that every subject is your
favorite—the effects are amazing!”
15
Overheard on Inservice: Best of What the Blog Has to Offer
ll weekend, Inservice, ASCD’s blog at
www.ascd.org/blog, features live coverage of ASCD’s 63rd Annual Conference
in New Orleans. In addition to hosting photos
from the Books Bash, sessions, and a photo
diary of the ASCD Student Chapters’ Friday
community service event helping Habitat for
Humanity rebuild St. Bernard Parish—
Inservice is also another opportunity to join
the conversation with your colleagues, our
bloggers, and the education community at
large.
• In response to the announcement of ASCD’s
collaboration with the Partnership for 21st
Century Skills
“I’m one ASCD member who’s delighted to
hear this news. You bring a needed perspective
to the Partnership’s important work. It’s a mes-
A
sage about accomplished teaching that makes
wise use of technologies to raise children to
higher levels of learning. If anyone can keep us
on message (“it’s not the gear, it’s the learning”), it’s ASCD.” (from John in NC)
• In response to “How Do You Turn Around a
Low-Performing School”
“The school itself (not the athletic programs) should be a magnet for community
involvement. Unfortunately, it too often acts as
a force field to keep the community away.
There must be collaboration and buy-in on the
part of those most involved with the education
of our children: the faculty and the community. Those, to me, are the two key elements to
effect productive change and to create a positive school culture.” (from Jim in New Orleans,
Special Ed. teacher)
• From “In Step with Boys’ Brains”
Kelley King spent a couple of hours teaching us about the chemical and structural differences in the brains of boys and girls, and
how to address those differences as teachers.
While it is difficult to navigate this territory
without resorting to stereotypes, Kelley did it
quite well. Among the surprising things I
learned: interruption—of the kind we regularly incorporate in school settings—is more neurologically irritating to boys than girls.
• From “Closing the Achievement Gap with
Older English Language Learners”
How do teachers and administrators ensure
the success of older English language learners?
Becoming proficient in English academic discourse can take 5-7 years. How can we provide
programs and high-quality teachers for these
students, whose proportions in education
today are rapidly rising?
• From “Cruising the Con with Principal Jan”
My favorite presentation of the day was
that by Dr. Frank Buck. Who would imagine
that from 5:15-6:15 on Saturday afternoon
240 educators would stay to learn how to Get
Organized: Time Management for School
Leaders?
• From “I Can’t Learn from You If You Don’t
Respect Me”
Aspiring to “color blindness”—that is, professing to not see or acknowledge the racial
differences among your students—is doing no
one any favors.
Join these conversations and many others at
www.ascd.org/blog.
Continuing the Conference Experience After Going Home
his year’s Annual Conference and
Exhibit Show in New Orleans may be
coming to an end, but that doesn’t mean
that attendees have to say good-bye. ASCD
offers many additional opportunities for continuing the interactive, collaborative, and energizing experience.
T
Write for ASCD
ASCD publications are recognized for their
depth of insight and relevance to educators
because so much of our content is written by
educators themselves—professionals at all levels who care deeply about the success of all
learners and are eager to share their knowledge
with colleagues throughout the world.
If you are interested in writing about
research you have conducted or an experience
you have lived through, we want to hear from
you. We also invite you to share your views of
complex issues or solutions you have found to
address the problems shared by others in your
position. At www.ascd.org/write, you can get
the guidelines for writing a host of ASCD publications and products.
Become an Educator Advocate
Increase your potential to affect policy by
signing up for ASCD Educator Advocates at
www.ascd.org/actioncenter). You will join a
broad group of educators who are committed
to advancing effective education policy that
improves students’ lives. With the tips in the
ASCD Advocacy Guide and the resources available to Educator Advocates, ASCD helps make
sure the time you spend on advocacy is worthwhile.
Post on Inservice, ASCD’s Blog
Inservice is the ASCD community blog—a
place for educators to gather and share ideas.
We hope it will promote the kind of exchange
that happens in inservice meetings, where educators discuss how best to support their students. We want it to be a resource for everyone
who cares about and serves education, learning,
and teaching. We invite you to continue these
discussions and to participate in many more to
come. Tell us and your peers what's happening
in your districts, schools, and classrooms.
Inservice’s address is www.ascd.org/blog (see
article above).
Start an ASCD Network
ASCD Networks are member-initiated
groups designed to unite people around a
common area of interest in the field of education. Networks allow participants to exchange
ideas, share information, identify and solve
problems, grow professionally, and establish
collegial relationships. Flexible, fluid, and
based on the needs of its participants, each
network operates independently. Most networks produce a newsletter, conduct a meeting
at the ASCD Annual Conference, and provide
information and resources to network members. Some networks sponsor conferences or
workshops and host Web sites or electronic
forums. Visit www.ascd.org/networks to see a
list of existing ASCD Networks or to get ideas
to start your own.
Join an ASCD Connected Community
ASCD connected communities bring
together groups of individuals concerned with
PASSIONATE
scores, despite a dramatic increase in the number of participating students, is remaining
strong.
Those numbers, however, still aren’t
enough to go by, he said.
“Test scores and grade point averages only
define one dimension of a child,” he added.
He also took offense to claims that 30 percent of high school students are dropping out
of school and school violence is reaching epic
levels.
“By the time students reach the age of 26,
ASCD Executive Director Gene Carter addresses attendees at the Second General Session Sunday.
88 percent of them have a diploma or a GED,”
he said. “ And in January, the FBI’s annual
improving learning and teaching that wish to
align with ASCD.
Each connected community determines its
focus and definition. Communities defined by
geographic boundaries must be located in
areas where there are no existing ASCD affiliates. Rather than employing a standard
Association template to administer the groups,
connected communities are designed from
their members’ perspectives to meet local
needs and enrich the overall ASCD
community.
Join an ASCD Student Chapter
The ASCD Student Chapters program is
rapidly expanding, with more than 50 chapters
represented in colleges and universities around
the world. ASCD Student Chapters provide
education students with the contacts, experiences, and resources that will help ensure their
success as teachers. Student Chapters have
access to ASCD’s awarding-winning journal,
newsletters, and tools to help inspire and educate future education professionals.
ASCD Invites Proposals for 2009
SCD is now accepting proposals for
the 2009 Annual Conference &
Exhibit Show, March 14–16, at the
Orange County Convention Center in
Orlando, FL.
For the 2009 Annual Conference, ASCD
is seeking proposals that imagine a world
beyond boundaries—whether physical, virtual, or pedagogical—and are designed
around the concepts of engaging learners,
supporting the whole child, acting on diversity, and using technology.
The strands are:
• Imagine: Challenging Minds to Engage and
Learn More Deeply
• Imagine: Leading Beyond Accountability to
Responsibility for Supporting the Whole
Child
• Imagine: Advancing Beyond Valuing
Diversity to Actions That Ensure Each
A
report said you’re safer in your public school
than you are in your own home.”
One problem he does see with education is
tied to an external source—federal funding.
“It’s gross to have all of these federal mandates come down and no money,” he said.
He said rapidly changing classroom demographics also contribute to the success of schools.
“We have 8 million ELL students now,” he
said. “You think that isn’t an extra burden for
teachers?”
He added that these children, as residents
of the United States, must receive the best education they possibly can, too.
“You can’t send 13 million people back to
Learner's Success
• Imagine: Connecting Learners in an eWorld
If you are interested in submitting a proposal, you can access the proposal form and
learn more about the strands, procedures,
and guidelines at 222.ascd.org/annualconference.
Using the online submission process will
ensure timely receipt and confirmation.
Proposals for the 2009 Annual Conference
must be received by May 1, 2008.
All proposals received by the deadline
will be reviewed and rated by the members
of the Annual Conference Planning
Committee and by ASCD staff. By August
2008, ASCD will contact each primary presenter regarding whether or not the proposal
was accepted.
Mexico and expect them to stay there,” he said.
“That’s the dumbest thing I’ve heard.”
Despite this country’s flaws and challenges,
Troy said he still stands by it.
“I love America with all the fervor of my
soul,” he said. “If President Bush called me this
moment to serve my country, I’d do it in any
capacity and I’d do it in a minute. This country is worth fighting for.”
And in that fight, Troy said educators have
an important role.
“I just don’t know how to tell you how
important your work is,” he said. “What
should we do? We must keep on fighting for
the greatest country in the world.”

Passionate Troy Sees Quality of Education Slipping Away

Transcription

Similar documents

How to Register for ASCD Institutes

EDUCATING THE WHOLE CHILD

Using Formative Assessment During Reading Instruction

FOR LEASE 4023 State Street

new diversity brochure.indd

Home Shopping Network

CoreMedia Case Study: Nation Media Group

Paseo Colorado 11x17 Lease Plan COMPLETE

Catalogue CRAM anglais - Agence Ambre Communication

VAPRO IQUI-FLASH

Brochure - Hose Rhodes Dickson