All Sessions

Two-Hour Morning Sessions • 8:00 a.m.–10:00 a.m.

1101T—Responsive Staff Development: What's Good for the Student is Good for the Teachers
Kelly A. Hedrick, Virginia Beach City Public Schools, Va.

When you're trying to lead your school to responsive teaching that calls for teachers to adapt curriculum and instruction to student needs, then you want your staff development program to do the same for teachers. This session outlines a model for planning responsive development and helps you plan for differentiated professional development.

Level: Beginner
Repeated Session: 1301T

1102T—The More Diverse the Classroom, the More Understanding by Design and Differentiation Matter
Bernadette Musetti, Kennesaw State University, Ga.

Attend this presentation to get the big picture and explore how to use backward planning and differentiation in classrooms with learners from diverse backgrounds to promote engagement, comprehension, and academic success for all learners.

Level: All
Repeated Session: 1302T

1103T—Flexible Grouping in a Differentiated Classroom
Karen Lelli Austin, Educational Consultant, Cornelius, N.C.

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

Level: Beginner
Repeated Session: 1303T

1104T—Extreme Makeover: Before and After Examples of Differentiation
Jessica Hockett, University of Virginia, Evanston, Ill.

See how the power of differentiation helps transform classrooms from misaligned, disconnected activities to thoughtfully planned, meaningful lessons and assessments that challenge and engage all learners.

Level: All
Repeated Session: 1304T

1105T—A Journey Inside the Mind of a Teacher Planning for Differentiation
Kristina Doubet, James Madison University, Harrisonburg, Va.

Discover ways to fit all the facets of differentiation—including where to start with planning, how to follow through with practical implementation, potential pitfalls, and secrets for success—into a meaningful, practical plan.

Level: Advanced
Repeated Session: 1305T

1106T—Distinguishing Between Learning Goals and Activities: Exploring the Critical Difference
Tim Westerberg, Educational Consultant, Dillon, Colo.

Yes, you want engaging activities in your classroom, but it's important that activities help students achieve targeted learning goals. This interactive session increases your understanding of how to select and design the best learning activities for reaching targeted goals.

Level: All
Repeated Session: 1306T

1107T—Academic Background Knowledge: What Do Students Need to Know and be Able to Do to Succeed
Bea McGarvey, Educational Consultant, South Portland, Maine

Find out how to decrease the achievement gap with direct and indirect approaches to enhancing your students' academic background knowledge. And explore ways to increase the academic background knowledge of your students.

Level: All
Repeated Session: 1307T

1108T—Educating the Whole Child: Promoting Equity and Excellence for All
John L. Brown, Educational Consultant, Alexandria, Va.

Get an overview of ASCD's Educating the Whole Child Action Tool and how it helps you address the five tenets of the ASCD Whole Child Compact.

Level: All
Repeated Session: 1308T

1109T—What Adult Learners Really Need: Maximizing the Impact of Successful Professional Development
Karen M. Dyer, Educational Consultant, Greensboro, N.C.

Explore ways to address the needs of adult learners based on the concept of change, the process of change, and the assessment of self in the change process. And get an overview of how to promote collaborative inquiry and true professional growth to influence adult learning.

Level: All
Repeated Session: 1309T

1110T—What Do I Teach on Monday? From Unit Design to Daily Instruction
Judy Hilton, Educational Consultant, Greenwood Village, Colo.

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

Level: Experienced
Repeated Session: 1310T

1111T—The Foundation of School Improvement and Systemic Performance: Mission and Learning Principles
Allison Zmuda, Educational Consultant, Woodbury, Conn.

Drawing from ASCD's popular book Schooling by Design, this session equips you with tools and processes to support the development and refinement of your school's mission and learning principles. All participants get to engage in several design exercises to facilitate their understanding of practical strategies.

Level: Beginner
Repeated Session: 1311T

1112T—The Principal's Role: Leading Understanding by Design in Your Elementary School
Opal Davis Dawson, Jefferson County Public Schools, Louisville, Ky.

Learn how school leaders can provide the best possible conditions for leading Understanding by Design in an elementary school. From curriculum to instruction, student groups to schedules, this session gives you a comprehensive approach.

Level: Beginner
Repeated Session: 1312T

1113T—Understanding Mathematics by Design
Thomas Rye, Spokane Public Schools, Wash.

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

Level: Experienced
Repeated Session: 1313T

1114T—Professional Development by Design: One School’s Story
Erik Powell, Joel E. Ferris High School, Spokane Public Schools, Wash., and Jessica Hinsch Raba, New Heights Academy Charter School, N.Y.

Interested in using Understanding by Design to plan curriculum? Attend this interactive session to learn from educators at a school committed to using Understanding by Design as a framework.

Level: All
Repeated Session: 1314T

1115T—Using Curriculum Documents, Practice Profiles, Observations, Reflections, and Conversations to Monitor and Coach a Differentiation Initiative
Deborah Burns, Cheshire Public Schools, Conn.

Once the journey to differentiation has begun, how do you provide support and offer teachers a scaffold? Explore the many ways to propel a novice user of differentiation into the areas of proficiency and independent reflection and problem solving.

Level: Experienced
Repeated Session: 1315T

1116T—Using Walk-Through Data to Enhance Student and Teacher Learning
Bobb Darnell, Educational Consultant, Lake Zurich, Ill.

Discover how walk-throughs can be the key to a school's success. From pre-walk-through planning, conducting walk-throughs, and post-walk-through analysis and interpretation, this session provides you with a plan for using walk-throughs as a powerful means to revitalize improvement initiatives.

Level: All
Repeated Session: 1316T

1117T—The Understanding by Design Technology for Learning Connection: Linking Understanding by Design and Evolving Collaborative Uses of Web 2.0
Donna Herold, Spokane Public Schools, Wash.

Connect your district's Understanding by Design training and educational technology initiatives in vital, exciting ways that enhance rigor and engagement in the classroom. This workshop explores Web-based and other strategies for your Stage 2 and Stage 3 of Understanding by Design planning.

Level: Advanced
Repeated Session: 1317T

1118T—Tracking Student Progress and Celebrating Success
Mary McDonough, Educational Consultant, Centerville, Mass.

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

Level: All
Repeated Session: 1318T

1119T—Deliberate Strategies to Promote Sustained and Systemic Reform
Joseph A. Petrella, Gateway School District, Monroeville, Pa.

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

Level: Advanced
Repeated Session: 1319T

1120—Purposeful Planning for Multilingual Classrooms
Pérsida Himmele and William Himmele, Millersville University, Pa.

Bridge the achievement gap between English language learners and their native English speaking peers with this session's five-component framework for supporting the growth of academic language in linguistically diverse content classrooms in grades 3–12.

Level: All
Repeated Session: 1320T

1121T—Building Teacher Leaders Using Districtwide Implementation of Differentiated Instruction and Understanding by Design
Sue Mellette and Mary Paige Boyce, Richland School District Two, Columbia, S.C.

This behind-the-scenes account of a school's six-year journey of building teacher leaders through Understanding by Design and differentiated instruction reveals lessons learned about consultants, professional development opportunities, and student academic success.

Level: All
Repeated Session: 1321T

1122T—Understanding by Design and Differentiated Instruction: The Reading Connections
Marcy Emberger, Educational Consultant, Taymouth, New Brunswick, Canada

Examine reading outcomes and look at how specific differentiated instruction strategies can be used to meet the needs of diverse reading levels.

Level: Beginner
Repeated Session: 1322T

Two-Hour Mid-Morning Sessions • 10:30 a.m.–12:30 p.m.

1301T—Responsive Staff Development: What's Good for the Student is Good for the Teachers
Kelly A. Hedrick, Virginia Beach City Public Schools, Va.

Level: Beginner
Repeated Session: 1101T

1302T—The More Diverse the Classroom, the More Understanding by Design and Differentiation Matter
Bernadette Musetti, Kennesaw State University, Ga.

Level: All
Repeated Session: 1102T

1303T—Flexible Grouping in a Differentiated Classroom
Karen Lelli Austin, Educational Consultant, Cornelius, N.C.

Level: Beginner
Repeated Session: 1103T

1304T—Extreme Makeover: Before and After Examples of Differentiation
Jessica Hockett, University of Virginia, Evanston, Ill.

Level: All
Repeated Session: 1104T

1305T—A Journey Inside the Mind of a Teacher Planning for Differentiation
Kristina Doubet, James Madison University, Harrisonburg, Va.

Level: Advanced
Repeated Session: 1105T

1306T—Distinguishing Between Learning Goals and Activities: Exploring the Critical Difference
Tim Westerberg, Educational Consultant, Dillon, Colo.

Level: All
Repeated Session: 1106T

1307T—Academic Background Knowledge: What Do Students Need to Know and be Able to Do to Succeed
Bea McGarvey, Educational Consultant, South Portland, Maine

Level: All Repeated Session: 1107T

1308T—Educating the Whole Child: Promoting Equity and Excellence for All
John L. Brown, Educational Consultant, Alexandria, Va.

Get an overview of ASCD's Educating the Whole Child Action Tool and how it helps you address the five tenets of the ASCD Whole Child Compact.

Level: All
Repeated Session: 1108T

1309T—What Adult Learners Really Need: Maximizing the Impact of Successful Professional Development
Karen M. Dyer, Educational Consultant, Greensboro, N.C.

Level: All
Repeated Session: 1109T

1310T—What Do I Teach on Monday? From Unit Design to Daily Instruction
Judy Hilton, Educational Consultant, Greenwood Village, Colo.

Level: Experienced
Repeated Session: 1110T

1311T—The Foundation of School Improvement and Systemic Performance: Mission and Learning Principles
Allison Zmuda, Educational Consultant, Woodbury, Conn.

Level: Beginner
Repeated Session: 1111T

1312T—The Principal's Role: Leading Understanding by Design in Your Elementary School
Opal Davis Dawson, Jefferson County Public Schools, Louisville, Ky.

Level: Beginner
Repeated Session: 1112T

1313T—Understanding Mathematics by Design
Thomas Rye, Spokane Public Schools, Wash.

Level: Experienced
Repeated Session: 1113T

1314T—Professional Development by Design: One School's Story
Erik Powell, Joel E. Ferris High School, Spokane Public Schools, Wash., and Jessica Hinsch Raba, New Heights Academy Charter School, N.Y.

Interested in using Understanding by Design to plan curriculum? Attend this interactive session to learn from educators at a school committed to using Understanding by Design as a framework.

Level: All
Repeated Session: 1114T

1315T—Using Curriculum Documents, Practice Profiles, Observations, Reflections and Conversations to Monitor and Coach a Differentiation Initiative
Deborah Burns, Cheshire Public Schools, Conn.

Level: Experienced
Repeated Session: 1115T

1316T—Using Walk-Through Data to Enhance Student and Teacher Learning
Bobb Darnell, Educational Consultant, Lake Zurich, Ill.

Level: All
Repeated Session: 1116T

1317T—The Understanding by Design Technology for Learning Connection: Linking Understanding by Design and Evolving Collaborative Uses of Web 2.0
Donna Herold, Spokane Public Schools, Wash.

Level: Advanced
Repeated Session: 1117T

1318T—Tracking Student Progress and Celebrating Success
Mary McDonough, Educational Consultant, Centerville, Mass.

Level: All
Repeated Session: 1118T

1319T—Deliberate Strategies to Promote Sustained and Systemic Reform
Joseph A. Petrella, Gateway School District, Monroeville, Pa.

Level: Advanced
Repeated Session: 1119T

1320—Purposeful Planning for Multilingual Classrooms
Pérsida Himmele and William Himmele, Millersville University, Pa.

Level: All
Repeated Session: 1120T

1321T—Building Teacher Leaders Using Districtwide Implementation of Differentiated Instruction and Understanding by Design
Sue Mellette and Mary Paige Boyce, Richland School District Two, Columbia, S.C.

Level: All
Repeated Session: 1121T

1322T—Understanding by Design and Differentiated Instruction: The Reading Connections
Marcy Emberger, Educational Consultant, Taymouth, New Brunswick, Canada

Examine reading outcomes and look at how specific differentiated instruction strategies can be used to meet the needs of diverse reading levels.

Level: Beginner
Repeated Session: 1122T

Three-Hour Afternoon Sessions • 1:00 p.m.–4:00 p.m.

1401T—Classroom Formative Assessment and Grading
Robert J. Marzano, ASCD Author and Educational Consultant, Centennial, Colo.

Using the framework described in the ASCD book Classroom Assessment and Grading That Work, this session introduces you to strategies for designing and scoring formative assessments and using them as the basis for grading and reporting practices. Explore the inadequacy of the 100-point scale, the generic template for scale (rubric), measurement topics, traditional grading practices in a formatively based system, and new forms of report cards for formative assessment.

Level: All

1402T—Essential Questions: Doorway to Understanding
Jay McTighe, ASCD Author and Educational Consultant, Columbia, Md.

If the content in the textbook represents the "answers," then what were the questions that led to that content knowledge in the first place? How do we uncover the key ideas of a topic, not just skim the surface? Attend this session to answer these questions and learn how to create a doorway for engaging student inquiry in the curriculum. This session explores the characteristics of essential questions and examines ideas for generating them.

Level: All

Two-Hour Afternoon Sessions • 2:00 p.m.–4:00 p.m.

1501T—Trouble Shooting Student Learning Challenges Before They Happen to Make Teaching More Effective When They Do
Allison Zmuda, Educational Consultant, Woodbury, Conn.

Student learning problems are inevitable. Developing troubleshooting guides is a great way to leverage the collective expertise of your staff, support student learning, and provide rich opportunities for staff collaboration. Attend this session to explore a variety of troubleshooting guides and how to create them.

Level: Beginner
Repeated Session: 2501T

1502T—The Leader's Role in Implementing Professional Learning Communities
Deborah Wortham, Highspire School District, Steelton, Pa.

Explore how research- and practitioner-based strategies for leaders of elementary, middle, and high schools play a significant role in the capacity of a school to be an effective learning organization.

Level: All

1503T—Using Understanding by Design in the Early Childhood Classroom
Opal Davis Dawson, Jefferson County Public Schools, Louisville, Ky.

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

Level: Experienced
Repeated Session: 2503T

1504T—Differentiation, Assessments, and Understanding by Design
Thomas Rye and Charles Brown, Spokane Public Schools, Wash.

Level: Experienced
Repeated Session: 2504T

1505T—Developing English Language Arts Units Using Understanding by Design
Erik Powell, Joel E. Ferris High School, Spokane Public Schools, Wash.

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

Level: Experienced
Repeated Session: 2505T

1506T—Using Learning Profile Differentiation
Judy Rex, Educational Consultant, Phoenix, Ariz.

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

Level: Beginner
Repeated Session: 2506T

1507T—Establishing Classroom Routines That Support the Differentiated Classroom
Jennifer Beasley, University of Virginia, Charlottesville

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

Level: Beginner
Repeated Session: 2507T

1508T—Selecting Professional Development Strategies to Support a Differentiation Initiative
Deborah Burns, Cheshire Public Schools, Berlin, Conn.

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

Level: Experienced
Repeated Session: 2508T

1509T—Leadership and Change for Differentiating Schools and Classrooms
Kelly A. Hedrick, Virginia Beach City Public Schools, Va.

Incorporating both differentiation and backwards design, this presenter explains how to plan, facilitate, and monitor an initiative that creates rigorous, meaningful, and engaging curricula that is accessible to a wide range of students.

Level: Advanced
Repeated Session: 2509T

1510T—Differentiated Instruction in the English Language Learners Classroom
Maria Montalvo-Balbed, Educational Consultant, Smyrna, Ga.

Attend this session to understand why the language proficiency levels of your ELL students—and differentiating for that—is crucial in developing and implementing instruction that is both comprehensible and engaging.

Level: Beginner
Repeated Session: 2510T

1511T—Aligning an Understanding by Design and Differentiated Instruction Unit: Linking Stage 1, 2, and 3
Marcy Emberger, Educational Consultant, Taymouth, New Brunswick, Canada

Examine the process of unpacking content standards, pre-assessing prior knowledge, and identifying those elements that will be part of planning assessments and the learning sequence, including ways that pre-assessments affect the ways that assessments and instruction must be differentiated.

Level: Advanced
Repeated Session: 2511T

**CANCELED**
1512T—Generating Overall Scores and Final Grades for Academic and Nonacademic Topics
Bea McGarvey, Educational Consultant, South Portland, Maine

Increase your understanding of formative feedback and how to use it to determine topic scores; compute final grades; average the scores; and grade nonacademic areas, such as effort, work completion, and following directions.

Level: All
Repeated Session: 2512T

1513T—Using RAFT and Journal Prompts to Differentiate Instruction
Deborah Ann Jones-Riley, Educational Consultant, Fort Washington, Md.

Role/Audience/ Format/Topic (RAFT) motivates students to process information by allowing them choice and to become personally involved with the subject. By using a RAFT, you can ignite a fire in your students' writing and help them learn essential concepts and skills. RAFT can also lend themselves to using varied journal prompts in a differentiated classroom.
Level: Beginner

1514T—Teaching the Thinking Skills That Higher-Level Questions Demand
Debra Pickering, Educational Consultant, Littleton, Colo.

When you ask high-level questions and get low-level answers, it's usually because students don't know how to engage in the type of thinking demanded by the questions. This session helps you explicitly teach these high-level thinking skills.

Level: All
Repeated Session: 2514T

1515T—Building Background Knowledge Through Academic Vocabulary
Jean Conyers, Educational Consultant, Seabrook Island, S.C.

Discover how to use a research-based, six-step vocabulary instruction model to help students who struggle academically become more confident and successful learners. Get specific strategies to use during each step of the process.

Level: All
Repeated Session: 2515T

1516T—Professional Development for the Differentiated Classroom
Jennifer Barrett, ASCD, Alexandria, Va.

Explore professional development strategies to use to implement high-quality differentiated instruction while supporting educators and, ultimately, increasing student achievement.

Level: Experienced
Repeated Session: 2516T

1517T—Differentiated Instruction and Understanding by Design: How They Connect
Marcia B. Imbeau, University of Arkansas, Fayetteville, and Judy Hilton, Educational Consultant, Greenwood Village, Colo.

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

Level: Beginner
Repeated Session: 2517T

1518T—Responsive Professional Development: Designing Districtwide Opportunities According to Readiness, Interest, and Learning Profile
Joseph A. Petrella, Gateway School District, Monroeville, Pa.

Attend this presentation to advance your understanding of how to skillfully coordinate, implement, and monitor quality, districtwide professional development opportunities for teachers that are rooted in the district's vision for differentiation and respectful of teachers' levels of readiness, interest, and preferred learning modes.

Level: Advanced
Repeated Session: 2518T

Three-hour morning sessions

Saturday, June 27

Two-hour morning sessions

Two-hour mid-morning sessions

Three-hour afternoon sessions

Two-hour afternoon

Three-Hour Morning Sessions • 8:30 a.m.–11:30 a.m.

2201T—Unpacking State Standards to Create Effective Transfer Tasks
Grant P. Wiggins, ASCD Author and Educational Consultant, Hopewell, N.J.

An eminent authority on standards and assessment explains that excellent performance assessment is not inconsistent with state standards. In fact, many state standards highlight the goal of transfer, and performance assessment is expected at the local level. Attend this session to learn how to effectively "unpack" state standards and use them to build high-quality assessments.

Level: All

2202T—Supervising the Art and Science of Teaching
Robert J. Marzano, ASCD Author and Educational Consultant, Centennial, Colo.

Drawing from some of the ASCD best-selling books, Classroom Instruction That Works, Classroom Management That Works, and What Works in Schools, acclaimed author Robert J. Marzano provides you with a comprehensive framework for teaching. Discover 10 critical areas of instructional practice that lead to higher student achievement. Learn specific strategies and explore how to implement the instructional framework through teacher leadership and establishment of effective instruction.

Level: All

Two-Hour Morning Sessions • 8:00 a.m.–10:00 a.m.

2101T—Using Learning Contracts and Menus to Differentiate Instruction
Deborah Ann Jones-Riley, Educational Consultant, Fort Washington, Md.

Contracts and menus begin as an agreement between the student and teacher. When a teacher grants certain freedoms and choices, students learn to use these freedoms appropriately in designing and completing work according to the specifications of the contract. This session tackles the use of learning contracts and menus and demonstrates how to adapt these instructional tools for the range of learners in our classrooms.

Level: Beginner
Repeated Session: 2301T

2102T—Designing Tiered Assignments at the Secondary Level
Sandra W. Page, Educational Consultant, Chapel Hill, N.C.

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

Level: Beginner
Repeated Session: 2302T

2103T—Crafting Successful, Differentiated Conferences with Student Writers
Jeanne H. Purcell, Connecticut State Department of Education, Hartford

Writing conferences are an ideal setting for differentiated instruction. Learn when to conference, how to use conferences to support student writers, and how to differentiate for the writers and monitor their progress.

Level: Experienced
Repeated Session: 2303T

2104T—Constructing Secondary Units Using Differentiated Instruction and Understanding by Design
Cindy Strickland, Educational Consultant, Troy, Va.

Attend this session to examine, analyze, and try out a step-by-step approach to differentiating secondary units that integrate the key principles of both Understanding by Design and differentiated instruction.

Level: Experienced
Repeated Session: 2304T

2105T—Differentiating for Student Affect
Nanci Smith, Educational Consultant, Phoenix, Ariz.

How can differentiating instruction increase a student's sense of power, belonging, and self-efficacy? Come to this session to answer that question and learn how to build a classroom environment that supports differentiation and increases student affect.

Level: Advanced
Repeated Session: 2305T

2106T—The Whole Child in a Small School System: Lessons Learned
Deborah Wortham, Highspire School District, Steelton, Pa.

Explore ASCD's Whole Child Initiative and how it is transforming and maintaining excellence in a school system through community conversations.

Level: All
Repeated Session: 2306T

2107T—6 + 1: Strategies and an Attitude for Becoming a Great High School
Tim Westerberg, Educational Consultant, Dillon, Colo.

Even high schools that have good reputations are under pressure to get better. This session introduces you to a comprehensive and practical, researched-based model with examples of high schools that are moving from good to great.

Level: All
Repeated Session: 2307T

2108T—From Standards to Assessment: A Road Map for Success
Jean Conyers, Educational Consultant, Seabrook Island, S.C.

Drawing from the ASCD book Making Standards Useful in the Classroom, this presenter gives you a road map for unpacking standards, designing measurement topics, and creating assessment scales that allow for differentiated learning.

Level: All
Repeated Session: 2308T

2109T—Leadership for Teaching and Learning Academic Vocabulary
Mary McDonough, Educational Consultant, Centerville, Mass.

Find out how a large urban school district successfully implemented a preK–12 program for teaching and learning academic vocabulary. Explore leadership actions and supportive resources that help you lead a successful implementation.

Level: All
Repeated Session: 2309T

2110T—Designing Effective Homework
Debra Pickering, Educational Consultant, Littleton, Colo.

Review the research on effective homework, and explore ways to ensure homework is used effectively as a strategy and is relevant to time, purpose, feedback, accountability, parental involvement, and schoolwide policies.

Level: All
Repeated Session: 2310T

2111T—Understanding by Design and Writing Across the Curriculum
Erik Powell, Joel E. Ferris High School, Spokane Public Schools, Wash.

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

Level: Beginner
Repeated Session: 2311T

2112T—Designing Essential Questions That Spark the Intelligence
Allison Zmuda, Educational Consultant, Woodbury, Conn.

Explore the role of essential questions in curriculum and instructional design and how they help students cultivate deep intellectual connections. An expert gives you design standards, exemplars created by school staff, and indicators of effectiveness.

Level: Beginner
Repeated Session: 2312T

2113T—Equipping Students for Success in the 21st Century: The Whole Child Approach
John L. Brown, Educational Consultant, Alexandria, Va.

This session introduces you to models and program designs for identifying and teaching the higher-order skills, competencies, and habits of mind students need to succeed in today's technology-driven, globally interdependent world.

Level: All
Repeated Session: 2313T

2114T—Promoting Critical Thinking, Cultural Literacy, and Global Citizenship Through Understanding by Design and Differentiation
Bernadette Musetti, Kennesaw State University, Ga.

Attend this session to explore ways to design Understanding by Design project-based units and differentiated assessments that encourage students to explore big ideas; develop enduring understandings; and further their cultural literacy, personal responsibility, and critical thinking.

Level: Experienced
Repeated Session: 2314T

2115T—Establishing a Differentiated Classroom
Carol Ann Tomlinson, ASCD Author and Educational Consultant, University of Virginia, Charlottesville

The leading authority on differentiation describes how to establish a classroom that is regularly differentiated in response to a teacher's evolving understanding of student readiness, interest, and learning profile. Learn first steps, how to bring students on board, classroom routines, and common hot spots in differentiation.

Level: All
Repeated Session: 2315T

2116T—Using the Six Facets in Advanced Assessment Design
Everett Kline, Educational Consultant, Princeton, N.J.

Focus on developing assessments of understanding that allow you to distinguish between "apparent understanding" and "genuine understanding.' Included is an opportunity to critique model assessments and suggest revisions.

Level: Advanced
Repeated Session: 2316T

2117T—Lessons Learned from Planning (and Replanning) Professional Development for Differentiated Instruction
Jessica Hockett, University of Virginia, and Susan A. Schultz, Skokie District 65, Evanston, Ill.

This session reveals how a mid-size school district set out to transform its principals', teachers', and community's beliefs about meeting the needs of all learners. Learn how the districts' professional development plan changed and examine examples of growth in differentiation.

Level: All
Repeated Session: 2317T

2118T—Assessing the Whole Child: Differentiating Assessments
Marcy Emberger, Educational Consultant, Taymouth, New Brunswick, Canada

Examine concepts from differentiating instruction and Understanding by Design to understand the process of teaching the whole child. Participants will increase their understanding of Stage 1—defining the learning goals—and strategies for planning differentiated assessments based on those learning goals and individual student readiness, learning preferences, and interests.

Level: All
Repeated Session: 2318T

Two-Hour Mid-Morning Sessions • 10:30 a.m.–12:30 p.m.

2301T—Using Learning Contracts and Menus to Differentiate Instruction
Deborah Ann Jones-Riley, Educational Consultant, Fort Washington, Md.

Level: Beginner
Repeated Session: 2101T

2302T—Designing Tiered Assignments at the Secondary Level
Sandra W. Page, Educational Consultant, Chapel Hill, N.C.

Level: Beginner
Repeated Session: 2102T

2303T—Crafting Successful, Differentiated Conferences with Student Writers
Jeanne H. Purcell, Connecticut State Department of Education, Hartford

Level: Experienced
Repeated Session: 2103T

2304T—Constructing Secondary Units Using Differentiated Instruction and Understanding by Design
Cindy Strickland, Educational Consultant, Troy, Va.

Level: Experienced
Repeated Session: 2104T

2305T—Differentiating for Student Affect
Nanci Smith, Educational Consultant, Phoenix, Ariz.

Level: Advanced
Repeated Session: 2105T

2306T—The Whole Child in a Small School System: Lessons Learned
Deborah Wortham, Highspire School District, Steelton, Pa.

Explore ASCD's Whole Child Initiative and how it is transforming and maintaining excellence in a school system through community conversations.

Level: All
Repeated Session: 2106T

2307T—6 + 1: Strategies and an Attitude for Becoming a Great High School
Tim Westerberg, Educational Consultant, Dillon, Colo.

Level: All
Repeated Session: 2107T

2308T—From Standards to Assessment: A Road Map for Success
Jean Conyers, Educational Consultant, Seabrook Island, S.C.

Level: All
Repeated Session: 2108T

2309T—Leadership for Teaching and Learning Academic Vocabulary
Mary McDonough, Educational Consultant, Centerville, Mass.

Level: All
Repeated Session: 2109T

2310T—Designing Effective Homework
Debra Pickering, Educational Consultant, Littleton, Colo.

Level: All
Repeated Session: 2110T

2311T—Understanding by Design and Writing Across the Curriculum
Erik Powell, Joel E. Ferris High School, Spokane Public Schools, Wash.

Level: Beginner
Repeated Session: 2111T

2312T—Designing Essential Questions That Spark the Intelligence
Allison Zmuda, Educational Consultant, Woodbury, Conn.

Level: Beginner
Repeated Session: 2112T

2313T—Equipping Students for Success in the 21st Century: The Whole Child Approach
John L. Brown, Educational Consultant, Alexandria, Va.

Level: All
Repeated Session: 2113T

2314T—Promoting Critical Thinking, Cultural Literacy, and Global Citizenship Through Understanding by Design and Differentiation
Bernadette Musetti, Kennesaw State University, Ga.

Attend this session to explore ways to design Understanding by Design project-based units and differentiated assessments that encourage students to explore big ideas, develop enduring understandings, and further their cultural literacy, personal responsibility, and critical thinking.

Level: Experienced
Repeated Session: 2114T

2315T—Establishing a Differentiated Classroom
Carol Ann Tomlinson, ASCD Author and Educational Consultant, University of Virginia, Charlottesville

Level: All
Repeated Session: 2115T

2316T—Using the Six Facets in Advanced Assessment Design
Everett Kline, Educational Consultant, Princeton, N.J.

Focus on developing assessments of understanding that allow you to distinguish between "apparent understanding" and "genuine understanding." Included is an opportunity to critique model assessments and suggest revisions.

Level: Advanced
Repeated Session: 2116T

2317T—Lessons Learned from Planning (and Replanning) Professional Development for Differentiated Instruction
Jessica Hockett, University of Virginia, and Susan A. Schultz, Skokie District 65, Evanston, Ill.

Level: All
Repeated Session: 2117T

2318T—Assessing the Whole Child: Differentiating Assessments
Marcy Emberger, Educational Consultant, Taymouth, New Brunswick, Canada

Level: All
Repeated Session: 2118T

Three-Hour Afternoon Sessions • 1:00 p.m.–4:00 p.m.

2401T—Schooling by Design
Grant P. Wiggins, ASCD Author and Educational Consultant, Hopewell, N.J.

Get an overview of ASCD's book Schooling by Design and how its ideas and tools help you ensure that your school's mission guides its work, that principles of learning influence educational practice, and "backward design" enhances your school improvement planning.

Level: All

2402T—Developing and Using Scoring Rubrics to Evaluate and Improve Student Performance
Jay McTighe, ASCD Author and Educational Consultant, Columbia, Md.

Scoring tools, such as performance lists and rubrics, are great tools for improving student performance, not just evaluating it. In this session, learn the characteristics, advantages, and limitations of different types of scoring tools, how to design them, and how to use them for instruction and evaluation.Note: Bring materials (hard copy or on a thumb drive with your laptop, content standards, unit plans, sample rubrics, etc.) to work with a partner or group to design or refine a scoring rubric.

Level: All

Two-Hour Afternoon Sessions • 2:00 p.m.–4:00 p.m.

2501T—Troubleshooting Student Learning Challenges Before They Happen to Make Teaching More Effective When They Do
Allison Zmuda, Educational Consultant, Woodbury, Conn.

Level: Beginner
Repeated Session: 1501T

2502T—Writing the Understanding by Design Way: Ends-Based Modeling, Coaching, and Conferencing in the Writing-Centered Secondary Classroom
Donna Herold, Spokane Public Schools, Wash.

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

Level: Beginner
Repeated Session: 3115T

2503T—Using Understanding by Design in the Early Childhood Classroom
Opal Davis Dawson, Jefferson County Public Schools, Louisville, Ky.

Level:Experienced
Repeated Session: 1503T

2504T—Differentiation, Assessments, and Understanding by Design
Thomas Rye and Charles Brown, Spokane Public Schools, Wash.

Level: Experienced
Repeated Session: 1504T

2505T—Developing English Language Arts Units Using Understanding by Design
Erik Powell, Joel E. Ferris High School, Spokane Public Schools, Wash.

Level: Experienced
Repeated Session: 1505T

2506T—Using Learning Profile Differentiation
Judy Rex, Educational Consultant, Phoenix, Ariz.

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

Level: Beginner
Repeated Session: 1506T

2507T—Establishing Classroom Routines That Support the Differentiated Classroom
Jennifer Beasley, University of Virginia, Charlottesville

Level: Beginner
Repeated Session: 1507T

2508T—Selecting Professional Development Strategies to Support a Differentiation Initiative
Deborah Burns, Cheshire Public Schools, Berlin, Conn.

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

Level: Experienced
Repeated Session: 1508T

2509T—Leadership and Change for Differentiating Schools and Classrooms
Kelly A. Hedrick, Virginia Beach City Public Schools, Va.

Level: Advanced
Repeated Session: 1509T

2510T—Differentiated Instruction in the English Language Learners Classroom
Maria Montalvo-Balbed, Educational Consultant, Smyrna, Ga.

Level: Beginner
Repeated Session: 1510T

2511T—Aligning an Understanding by Design and Differentiated Instruction Unit: Linking Stage 1, 2, and 3
Marcy Emberger, Educational Consultant, Taymouth, New Brunswick, Canada

Level: Advanced
Repeated Session: 1511T

**CANCELED**
2512T—Generating Overall Scores and Final Grades for Academic and Nonacademic Topics
Bea McGarvey, Educational Consultant, South Portland, Maine

Increase your understanding of formative feedback and how to use it to determine topic scores; compute final grades;average the scores; and grade nonacademic areas, such as effort, work completion, and following directions.

Level: All
Repeated Session: 1512T

2513T—Leadership for Creating and Sustaining High-Perfoming Schools
Karen M. Dyer, Educational Consultant, Greensboro, N.C.

Can you distinguish between effective and ineffective professional development practices? Attend this session to explore this question and learn ways to address the needs of the adult learner and the necessity of making professional development job embedded.

Level: All

2514T—Teaching the Thinking Skills That Higher-Level Questions Demand
Debra Pickering, Educational Consultant, Littleton, Colo.

Level: All
Repeated Session: 1514T

2515T—Building Background Knowledge Through Academic Vocabulary
Jean Conyers, Educational Consultant, Seabrook Island, S.C.

Level: All
Repeated Session: 1515T

2516T—Professional Development for the Differentiated Classroom
Jennifer Barrett, ASCD, Alexandria, Va.

Explore professional development strategies to use to implement high-quality differentiated instruction while supporting educators and, ultimately, increasing student achievement.

Level: Experienced
Repeated Session: 1516T

2517T—Differentiated Instruction and Understanding by Design: How They Connect
Marcia B. Imbeau, University of Arkansas, Fayetteville, and Judy Hilton, Educational Consultant, Greenwood Village, Colo.

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

Level: Beginner
Repeated Session: 1517T

2518T—Responsive Professional Development: Designing Districtwide Opportunities According to Readiness, Interest, and Learning Profile
Joseph A. Petrella, Gateway School District, Monroeville, Pa.

Level: Advanced
Repeated Session: 1518T

2519T—Getting Serious About School Reform
Robert J. Marzano, ASCD Author and Educational Consultant, Centennial, Colo.

An acclaimed expert on research-based school improvement describes three interventions districts and schools can use to enhance the academic achievement of their students.

Level: All

Three-hour morning sessions

Sunday, June 28

Two-hour morning sessions

Two-hour mid-morning sessions

Three-Hour Morning Sessions • 8:30 a.m.–11:30 p.m.

3201T—Differentiated Instruction and Understanding by Design
Carol Ann Tomlinson, University of Virginia, Charlottesville, and Jay McTighe, Columbia, Md., ASCD Authors and Educational Consultants

Explore how the fusion of differentiated instruction and Understanding by Design contributes to positive interdependence of the four key elements of strong classrooms: environment, curriculum, instruction, and assessment. This session gives you the opportunity to analyze positive and less effective classroom examples to extend your understanding of the roles of the four elements in teaching and learning.

Level: All

^ Return to top of Sunday sessions.

^ Return to top of Sunday sessions.

Two-Hour Morning Sessions • 8:00 a.m.–10:00 a.m.

3101T—Differentiating Math: What’s Really Important?
Nanci Smith, Educational Consultant, Phoenix, Ariz.

Discover how to develop rigor and differentiation in math through first developing clear curricular goals—what students should Know, Understand, and be able to Do (KUDs).

Level: Beginner
Repeated Session: 3301T

3102T—An Iowa Regional Journey to Differentiated Instruction
Linda Mannhardt and Chuck Solheim, Mississippi Bend AEA9, Bettendorf, Iowa

Experience the journey one Iowa Area Education Agency has undertaken to move 22 local school districts toward learning about differentiated instruction and the more intense journey of implementation for 15 buildings and two districtwide teams.

Level: Beginner
Repeated Session: 3302T

3103T—Powerful Strategies to Enhance Learning of Gifted and Highly Capable Students
Sandra W. Page, Educational Consultant, Chapel Hill, N.C.

When you have students who express boredom or disinterest in routine grade-level work, try this session's techniques for varying instruction and readiness-based opportunity to fit their needs.

Level: Experienced
Repeated Session: 3303T

3104T—Practical Strategies for the Differentiated Classroom
Judy Rex, Educational Consultant, Scottsdale Unified School District,
Phoenix, Ariz.

When you've got the rationale and theory of differentiated instruction, you still need starting point strategies to put what you know into action. This workshop gets you on your way to building your classroom community; getting to know your students; and creating flexible use of time, materials, and grouping.

Level: Beginner
Repeated Session: 3304T

3105T—Rapport, Routines, and Room Arrangements: Introducing Students to a Differentiated Classroom
Deborah Burns, Cheshire Public Schools, Conn.

How do you prepare your classroom and your students for work in a differentiated classroom? This session eases your transition to differentiated instruction through gathering information about your students, developing rapport, and establishing routines that sustain self-directed learning behaviors.

Level: Beginner
Repeated Session: 3305T

3106T—Exploring Differentiated Instruction via Professional Learning Communities
Cindy Strickland, Educational Consultant, Troy, Va.

For any professional learning community devoted to differentiation, you need this session's ways to access and process key topics in the professional learning community setting; how to allow teachers with varied needs to add to their expertise; and templates to help plan, carry out, and evaluate the results.

Level: Beginner
Repeated Session: 3306T

3107T—Content Literacy: Academic Vocabulary as a Tool for How and What Students Learn
Mary McDonough, Educational Consultant, Centerville, Mass.

Drawing from the ASCD best-seller Building Background Knowledge for Academic Achievement, this workshop explains how to establish a classroom or systemwide approach using academic vocabulary development for content literacy.

Level: All
Repeated Session: 3307T

3108T—Differentiated Results Now
Patricia Reynolds, Queens Intermediate School 73, Maspeth, N.Y.

Learn how a New York City middle school connected differentiated instruction with the research from ASCD's best-seller Results Now. Discover strategies to encourage and challenge teachers to embrace differentiation with a focus on data-driven results.

Level: Experienced
Repeated Session: 3308T

3109T—Literacy Myths and Realities for Bilingual Students: What You Need to Know
Bernadette Musetti, Kennesaw State University, Ga.

This session will open your eyes to the five main myths about the education of English language learners and the implications of these for effective instruction of bilingual students.

Level: All
Repeated Session: 3309T

3110T—The Peer-Review Process: Teacher Collaboration for Student Learning
Judy Hilton, Educational Consultant, Greenwood Village, Colo.

Find out how a structured peer-review process benefits teachers as they use student work to examine curriculum and assessment collaboratively in small learning communities, departments, and grade-level meetings.

Level: All
Repeated Session: 3310T

3111T—Never Work Harder Than Your Students and Other Principles of Great Teaching
Robyn R. Jackson, Educational Consultant, Washington, D.C.

Creating a classroom where students work as hard, or harder, than you do is just one of the secrets revealed in this practical workshop. Learn seven principles every master teacher knows to make your teaching more powerful and rewarding.

Level: All
Repeated Session: 3311T

3112T—Behaviors and Practices of Principals at Successful At-Risk Schools
Roberto Pamas, Fairfax County Public Schools, Va.

State and federal standards challenge all principals to ensure academic success to all students despite social and economic obstacles. Here's your opportunity to explore what principals do to succeed in schools with high concentrations of at-risk students.

Level: All
Repeated Session: 3312T

3113T—Alignment of Standards, Goals, Curriculum, and Assessments
Everett Kline, Educational Consultant, Princeton, N.J.

Join the presenter as he shares practices and tools that ensure your curriculum and assessments are aligned with standards or goals for increasing student achievement.

Level: Experienced
Repeated Session: 3313T

3114T—Constructing Secondary Units Using Differentiated Instruction and Understanding by Design
Marcy Emberger, Educational Consultant, Taymouth, New Brunswick, Canada

Examine the process for backwards designing units for secondary classrooms that want to keep curriculum targets the same for all students while providing for varied readiness, interests, and learning preferences.

Level: Experienced
Repeated Session: 3314T

3115T—Writing the Understanding by Design Way: Ends-Based Modeling, Coaching, and Conferencing in the Writing-Centered Secondary Classroom
Donna Herold, Spokane Public Schools, Wash.

Level: Beginner
Repeated Session: 2502T

^ Return to top of Sunday sessions.

Two-Hour Mid-Morning Sessions • 10:30 a.m.–12:30 p.m.

3301T—Differentiating Math: What's Really Important?
Nanci Smith, Educational Consultant, Phoenix, Ariz.

Discover how to develop rigor and differentiation in math through first developing clear curricular goals—what students should Know, Understand, and be able to Do (KUDs).

Level: Beginner
Repeated Session: 3101T

3302T—An Iowa Regional Journey to Differentiated Instruction
Linda Mannhardt and Chuck Solheim, Mississippi Bend AEA9, Bettendorf, Iowa

Level: Beginner
Repeated Session: 3102T

3303T—Powerful Strategies to Enhance Learning of Gifted and Highly Capable Students
Sandra W. Page, Educational Consultant, Chapel Hill, N.C.

When you have students who express boredom or disinterest in routine grade-level work, try this session's techniques for varying instruction and readiness-based opportunity to fit their needs.

Level: Experienced
Repeated Session: 3103T

3304T—Practical Strategies for the Differentiated Classroom
Judy Rex, Educational Consultant, Scottsdale Unified School District,
Phoenix, Ariz.

When you've got the rationale and theory of differentiated instruction, you still need starting point strategies to put what you know into action. This workshop gets you on your way building your classroom community; getting to know your students; and creating flexible use of time, materials, and grouping.

Level: Beginner
Repeated Session: 3104T

3305T—Rapport, Routines, and Room Arrangements: Introducing Students to a Differentiated Classroom
Deborah Burns, Cheshire Public Schools, Conn.

Level: Beginner
Repeated Session: 3105T

3306T—Exploring Differentiated Instruction via Professional Learning Communities
Cindy Strickland, Educational Consultant, Troy, Va.

For any professional learning community devoted to differentiation, you need this session's ways to access and process key topics in the professional learning community setting; how to allow teachers with varied needs to add; to their expertise; and templates to help plan, carry out, and evaluate the results.

Level: Beginner
Repeated Session: 3106T

3307T—Content Literacy: Academic Vocabulary as a Tool for How and What Students Learn
Mary McDonough, Educational Consultant, Centerville, Mass.

DDrawing from the ASCD best-seller Building Background Knowledge for Academic Achievement, this workshop explains how to establish a classroom or systemwide approach using academic vocabulary development for content literacy.

Level: All
Repeated Session: 3107T

3308T—Differentiated Results Now
Patricia Reynolds, Queens Intermediate School 73, Maspeth, N.Y.

Level: Experienced
Repeated Session: 3108T

3309T—Literacy Myths and Realities for Bilingual Students: What You Need to Know
Bernadette Musetti, Kennesaw State University, Ga.

This session will open your eyes to the five main myths about the education of English language learners and the implications of these for effective instruction of bilingual students.

Level: All
Repeated Session: 3109T

3310T—The Peer-Review Process: Teacher Collaboration for Student Learning
Judy Hilton, Educational Consultant, Greenwood Village, Colo.

Level: All
Repeated Session: 3110T

3311T—Never Work Harder Than Your Students and Other Principles of Great Teaching
Robyn R. Jackson, Educational Consultant, Washington, D.C.

Level: All
Repeated Session: 3111T

3312T—Behaviors and Practices of Principals at Successful At-Risk Schools
Roberto Pamas, Fairfax County Public Schools, Va.

Level: All
Repeated Session: 3112T

3313T—Alignment of Standards, Goals, Curriculum, and Assessments
Everett Kline, Educational Consultant, Princeton, N.J.

Join the presenter as he shares practices and tools that ensure your curriculum and assessments are aligned with standards or goals for increasing student achievement.

Level: Experienced
Repeated Session: 3113T

3314T—Constructing Secondary Units Using Differentiated Instruction and Understanding by Design
Marcy Emberger, Educational Consultant, Taymouth, New Brunswick, Canada

Level: Experienced
Repeated Session: 3114T