As you sit here reading this blog entry you are exhibiting the new age of communication.Today more and more people are turning to the Internet for research, new ideas, and best practices.Just as you sit here today, our students sit at home doing the same thing.
In the September 23, 2009 issue of Education Week, Paul Barnwell discusses Literacy Accountability In a New-Media Age.Barnwell says, “Accountability in literacy must be measured in how well all students are able to navigate the sea of information now available through the Internet and how effectively they can interpret and disseminate information in a multitude of forms.”He later asks, “…what if new multimodal forms rival traditional literacies in their usefulness to individuals and society?”
Are we, as educators, asking ourselves the same questions?Are we adding in curriculum to help students navigate their way through the Internet?Are our students learning what types of medias are out there and why someone chooses to use one form over another?The last quote I would like to take from Barnwell’s article is “It’s time for the accountability movement to demand that schools teach and foster responsible student use of new literacy forms.”Are you demanding this?
Please feel free to answer the questions below:
1. Why type of curriculum do you have in your districts to help students navigate through the Internet?
2.Are your schools/districts researching with the Internet?
3. What kinds of projects are you doing with your students using the Internet?
November 19th, 2009 Understanding By Design - Follow-up
Judith Hilton
Palo Duro High School, Amarillo ISD
CLOSED - SCHOOL EXCLUSIVE TRAINING
December 1st, 2009
Critical Issues Influence Institute
Hyatt Regency - North Dallas
by Invitation
February 24th & 25th, 2010
Jumping Hurdles & Raising the Bar Toward Achieving Excellence in Science Gloria Chatelain and Courtney Williams
Fort Worth ISD
CLOSED - DISTRICT EXCLUSIVE TRAINING March 11th, 2010 Understanding By Design - Follow-up
Judith Hilton
Palo Duro High School, Amarillo ISD
CLOSED - SCHOOL EXCLUSIVE TRAINING
Dr. Raymond McNulty will be presenting a keynote presentation based on Building Innovation and Leadership Density, at the 2009 Texas ASCD Annual Conference taking place at the end of the month in Frisco.
Where do we go from here? Wikipedia defines innovation as: “The term innovation refers to a new way of doing something. It may refer to incremental and emergent or radical and revolutionary changes in thinking, products, processes, or organizations.” So what does this have to do with schools and leadership? It is 2009, we are in the 21st Century and we are just now looking at how to prepare for it in our schools. Is it time to make changes to help our students? Building leadership or leadership density is one way to lead the way with these changes. Dr. McNulty will share five leadership lessons and strategize how to build innovation and leadership density during his keynote presentation on Monday, October 26th. We hope you can join us.
Dr. Alan November will present, From Smart Toilets to Smart Schools, at the 2009 Texas ASCD Annual Conference.
Dr. November is going to help us understand how technology and innovation can help prepare our children for a global economy. He will discuss not only technology, but how you can use technology to seek new information and communicate with others. Are your schools innovating and combining new technologies into their lessons? If not, how is this affecting your schools/students? Are you preparing your students for the world outside of your school district?
Join Texas ASCD, our members, and educators from throughout the state as we lead, learn and influence October 25-27, 2009!
Upcoming Texas ASCD Events:
October 1st & 2nd, 2009 Mapping Active Literacy Heidi Hayes Jacobs Cypress-Fairbanks ISD TO BE RESCHEDULED
October 15th, 2009 Understanding By Design - Follow-up Judith Hilton Palo Duro High School, Amarillo ISD CLOSED - SCHOOL EXCLUSIVE TRAINING
October 27th & 28th, 2009 Curriculum Leadership Academy Third Session of Three Embassy Suites - Frisco (Dallas Metroplex area)
November 2nd -3rd, 2009 Using Graphic Organizers and Assessment Tools to Make Mathematics Content More Accessible to Struggling Students Beatrice Moore Luchin Session One of Three Galena Park ISD (Houston area)
November 3rd & 4th, 2009 Boot Camp for Curriculum Administrators John Crain Doubletree Hotel - Houston
November 11th & 12th, 2009 Maximizing Student Success Tim Westerberg El Paso, TX
November 13th, 2009 Jumping Hurdles & Raising the Bar Toward Achieving Excellence in Science Gloria Chatelain and Courtney Williams El Paso, TX
November 13th, 2009 Teachers, Change Your Bait - Differentiated Instruction Martha Kaufeldt Corpus Christi, TX
November 18th & 19th, 2009 New Essential Curriculum for 21st Century Learners Heidi Hayes Jacobs Frisco ISD
November 19th, 2009 Understanding By Design - Follow-up Judith Hilton Palo Duro High School, Amarillo ISD CLOSED - SCHOOL EXCLUSIVE TRAINING
December 8th -9th, 2009 Boot Camp for Curriculum Administrators John Crain Allen ISD
January 11th - 12th, 2010 Five Keys to Reading Success Tim Rasinski Northside ISD (San Antonio)
January 14th, 2010 Understanding By Design - Follow-up Judith Hilton Palo Duro High School, Amarillo ISD CLOSED - SCHOOL EXCLUSIVE TRAINING
January 18th, 2010 Teachers, Change Your Bait - Differentiated Instruction Martha Kaufeldt Canyon ISD CLOSED - DISTRICT EXCLUSIVE TRAINING
January 28th - 29th, 2010 Using Graphic Organizers and Assessment Tools to Make Mathematics Content More Accessible to Struggling Students Beatrice Moore Luchin Session Two of Three Galena Park ISD (Houston area)
February 11th and 18th, 2010 Jumping Hurdles & Raising the Bar Toward Achieving Excellence in Science Gloria Chatelain and Courtney Williams Fort Worth ISD, TX CLOSED - DISTRICT EXCLUSIVE TRAINING
February 17th - 18th, 2010 Connecting Content and Kids: Understanding By Design and Differentiated Instruction Jay McTighe TBD
February 24th & 25th, 2010 Jumping Hurdles & Raising the Bar Toward Achieving Excellence in Science Gloria Chatelain and Courtney Williams Fort Worth ISD, TX CLOSED - DISTRICT EXCLUSIVE TRAINING
March 11th, 2010 Understanding By Design - Follow-up Judith Hilton Palo Duro High School, Amarillo ISD CLOSED - SCHOOL EXCLUSIVE TRAINING
May 6th, 2010 Using Graphic Organizers and Assessment Tools to Make Mathematics Content More Accessible to Struggling Students Beatrice Moore Luchin Session Three of Three Galena Park ISD (Houston area)
In 2007, the Texas Legislature passed a bill for schools to offer an elective Bible class in high schools across the state of Texas. The bill is to be in effect as of the 2009-2010 school year. This elective is to focus on the literature and history brought on by the Old and New Testaments, without advocating a particular religion.
Below is the bill that was passed.Because of the news media coverage about this bill, please let us know what your schools are doing to enact this legislation, or how you feel about this particular bill.
**Bill has been updated with the final wording**
AN ACT
relating to public school elective courses providing academic study of the Bible. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
SECTION 1. Subchapter A, Chapter 28, Education Code, is amended by adding Section 28.011 to read as follows:
Sec. 28.011. ELECTIVE COURSES ON THE BIBLE'S HEBREW SCRIPTURES (OLD TESTAMENT) AND NEW TESTAMENT AND THEIR IMPACT ON THE HISTORY AND LITERATURE OF WESTERN CIVILIZATION. (a) A school district may offer to students in grade nine or above:
(1) an elective course on the Hebrew Scriptures (Old Testament) and its impact and an elective course on the New Testament and its impact; or
(2) an elective course that combines the courses described by Subdivision (1).
(b) The purpose of a course under this section is to:
(1) teach students knowledge of biblical content, characters, poetry, and narratives that are prerequisites to understanding contemporary society and culture, including literature, art, music, mores, oratory, and public policy; and
(2) familiarize students with, as applicable:
(A) the contents of the Hebrew Scriptures or New Testament;
(B) the history of the Hebrew Scriptures or New Testament;
(C) the literary style and structure of the Hebrew Scriptures or New Testament; and(D) the influence of the Hebrew Scriptures or New Testament on law, history, government, literature, art, music, customs, morals, values, and culture.
(c) A student may not be required to use a specific translation as the sole text of the Hebrew Scriptures or New Testament and may use as the basic textbook a different translation of the Hebrew Scriptures or New Testament from that chosen by the board of trustees of the student's school district or the student's teacher.
(d) A course offered under this section shall follow applicable law and all federal and state guidelines in maintaining religious neutrality and accommodating the diverse religious views, traditions, and perspectives of students in their school district. A course under this section shall not endorse, favor, or promote, or disfavor or show hostility toward, any particular religion or nonreligious faith or religious perspective. Nothing in this statute is intended to violate any provision of the United States Constitution or federal law, the Texas Constitution or any state law, or any rules or guidelines provided by the United States Department of Education or the Texas Education Agency.
(e) Before adopting rules identifying the essential knowledge and skills of a course offered under this section, the State Board of Education shall submit the proposed essential knowledge and skills to the attorney general. The attorney general shall review the proposed essential knowledge and skills to ensure that the course complies with the First Amendment to the United States Constitution, and the board may not adopt rules identifying the essential knowledge and skills of a course offered under this section without the attorney general's approval under this subsection.
(f) A teacher of a course offered under this section must hold a minimum of a High School Composite Certification in language arts, social studies, or history with, where practical, a minor in religion or biblical studies. A teacher selected to teach a course under this section shall successfully complete staff development training outlined in Section 21.459. A course under this section may only be taught by a teacher who has successfully completed training under Section 21.459.
(g) For the purpose of a student earning credit for high school graduation, a school district shall grant one-half academic elective credit for satisfactory completion of a course on the Hebrew Scriptures, one-half academic elective credit for satisfactory completion of a course on the New Testament, and one-half academic elective credit for satisfactory completion of a combined course on both the Hebrew Scriptures and the New Testament. This subsection applies only to a course that is taught in strict compliance with this section.
(h) If, for a particular semester, fewer than 15 students at a school district campus register to enroll in a course required by this section, the district is not required to offer the course at that campus for that semester.
(i) This section does not prohibit the board of trustees of a school district from offering an elective course based on the books of a religion other than Christianity. In determining whether to offer such a course, the board may consider various factors, including student and parent demand for such a course and the impact such books have had on history and culture.(j) This section does not prohibit a school district from offering a course, other than the course authorized by this section, in the academic study of the Hebrew Scriptures, the New Testament, or both for local credit or for state elective credit towards high school graduation.
SECTION 2. Subchapter J, Chapter 21, Education Code, is amended by adding Section 21.459 to read as follows:
Sec. 21.459. BIBLE COURSE TRAINING. (a) The commissioner shall develop and make available training materials and other teacher training resources for a school district to use in assisting teachers of elective Bible courses in developing:
(1) expertise in the appropriate Bible course curriculum;
(2) understanding of applicable supreme court rulings and current constitutional law regarding how Bible courses are to be taught in public schools objectively as a part of a secular program of education;
(3) understanding of how to present the Bible in an objective, academic manner that neither promotes nor disparages religion, nor is taught from a particular sectarian point of view;(4) proficiency in instructional approaches that present course material in a manner that respects all faiths and religious traditions, while favoring none; and (5) expertise in how to avoid devotional content or proselytizing in the classroom.
(b) The commissioner shall develop materials and resources under this section in consultation with appropriate faculty members at institutions of higher education.
(c) The commissioner shall make the training materials and other teacher training resources required under Subsection (a) available to Bible course teachers through access to in-service training.(d) The commissioner shall use funds appropriated for the purpose to administer this section. SECTION 3. Section 28.002(a), Education Code, is amended to read as follows:
(a) Each school district that offers kindergarten through grade 12 shall offer, as a required curriculum:
(1) a foundation curriculum that includes:
(A) English language arts;
(B) mathematics;
(C) science; and
(D) social studies, consisting of Texas, United States, and world history, government, and geography; and
(2) an enrichment curriculum that includes:
(A) to the extent possible, languages other than English;
(B) health, with emphasis on the importance of proper nutrition and exercise; (C) physical education;
(D) fine arts;
(E) economics, with emphasis on the free enterprise system and its benefits; (F) career and technology education; [and]
(G) technology applications; and
(H) religious literature, including the Hebrew Scriptures (Old Testament) and New Testament, and its impact on history and literature.
With the passage of House Bill (HB) 3, new graduation requirements will take effect on September 1, 2009. These new requirements supersede the graduation requirements in 19 Texas Administrative Code (TAC) Chapter 74.
Recommended High School Program (RHSP) and Distinguished Achievement Program (DAP) For the recommended (RHSP) and advanced (DAP) high school programs, the total number of credits required for graduation and the requirement of 4 credits in the 4 foundation areas of mathematics, English language arts, science, and social studies/economics did not change. HB 3 changes include:
providing more flexibility in the enrichment areas of the RHSP by increasing the number of elective credits to 6, requiring 1 credit of physical education, 2 credits of a language other than English (LOTE), and 1 credit of fine arts; and
providing more flexibility in the enrichment areas in the DAP by increasing the number of elective credits to 5, requiring 1 credit of physical education, 3 credits of LOTE, and 1 credit of fine arts.
Minimum High School Program Permission to graduate under the minimum high school program must be agreed to in writing and signed by the student, student’s parent (or other person standing in parental relation to the student), and a school counselor or school administrator. Under HB 3, to graduate under the minimum high school program, students must:
be at least 16 years of age;
have completed 2 credits required for graduation in each subject of the foundation curriculum; or
have failed to be promoted to the 10th grade one or more times as determined by the school district.
Students already in the minimum high school program do not have to meet the HB 3 requirements to enter the program, but must be given the choice of opting back into the recommended high school program. Local districts may continue to adopt additional graduation requirements that go beyond the state requirements for graduation.
Typically, new graduation requirements take effect with the incoming freshman class. However, the flexibility in the new HB 3 graduation requirements impacts all high school students beginning with the 2009-2010 school year. All students are able to graduate under the HB 3 high school graduation requirements beginning in the 2009-10 school year, unless the district has adopted additional local requirements.
How is your district preparing to implement HB 3? Let us know your thoughts.
Upcoming Texas ASCD Events:
August 20th, 2009 Teachers Change Your Bait Martha Kaufeldt Aubrey ISD CLOSED - DISTRICT EXCLUSIVE TRAINING
September 1st & 2nd, 2009 Reading Strategies for Secondary Math Tutorials and TAKS Retesting Beatrice Moore Luchin Palo Duro High School, Amarillo ISD CLOSED - SCHOOL EXCLUSIVE TRAINING
September 15th & 16th, 2009 Understanding By Design Judith Hilton Palo Duro High School, Amarillo ISD CLOSED - SCHOOL EXCLUSIVE TRAINING
September 16th & 17th, 2009 Five Keys to Reading Success Tim Rasinski Northside ISD
September 22nd & 23rd, 2009 Boot Camp for Curriculum Administrators John Crain Hays CISD
September 28th, 2009 Reading Strategies for Secondary Math Tutorials and TAKS Retesting Beatrice Moore Luchin Palo Duro High School, Amarillo ISD CLOSED - SCHOOL EXCLUSIVE TRAINING
October 1st & 2nd, 2009 Mapping Active Literacy Heidi Hayes Jacobs Cypress-Fairbanks ISD
October 15th, 2009 Understanding By Design - Follow-up Judith Hilton Palo Duro High School, Amarillo ISD CLOSED - SCHOOL EXCLUSIVE TRAINING
October 27th & 28th, 2009 Curriculum Leadership Academy Third Session of Three Embassy Suites - Frisco (Dallas Metroplex area)
November 2nd -3rd, 2009 Using Graphic Organizers and Assessment Tools to Make Mathematics Content More Accessible to Struggling Students Beatrice Moore Luchin Session One of Three Galena Park ISD (Houston area)
November 9th - 11th, 2009 Traditional Block Scheduling Dr. J. Allen Queen Eagle Pass ISD CLOSED - DISTRICT EXCLUSIVE TRAINING
November 11th & 12th, 2009 Maximizing Student Success Tim Westerberg El Paso, TX
November 13th, 2009 Jumping Hurdles & Raising the Bar Toward Achieving Excellence in Science Gloria Chatelain and Courtney Williams El Paso, TX
November 18th & 19th, 2009 New Essential Curriculum for 21st Century Learners Heidi Hayes Jacobs Frisco ISD
November 19th, 2009 Understanding By Design - Follow-up Judith Hilton Palo Duro High School, Amarillo ISD CLOSED - SCHOOL EXCLUSIVE TRAINING
December 8th -9th, 2009 Boot Camp for Curriculum Administrators John Crain Allen ISD
January 14th, 2010 Understanding By Design - Follow-up Judith Hilton Palo Duro High School, Amarillo ISD CLOSED - SCHOOL EXCLUSIVE TRAINING
January 28th - 29th, 2010 Using Graphic Organizers and Assessment Tools to Make Mathematics Content More Accessible to Struggling Students Beatrice Moore Luchin Session Two of Three Galena Park ISD (Houston area)
February 17th - 18th, 2010 Connecting Content and Kids: Understanding By Design and Differentiated Instruction Jay McTighe TBD
March 11th, 2010 Understanding By Design - Follow-up Judith Hilton Palo Duro High School, Amarillo ISD CLOSED - SCHOOL EXCLUSIVE TRAINING
May 6th, 2010 Using Graphic Organizers and Assessment Tools to Make Mathematics Content More Accessible to Struggling Students Beatrice Moore Luchin Session Three of Three Galena Park ISD (Houston area)
Back in March, on this blog, we discussed Formative Assessment, what it means and ideas of how to use it in your classrooms. At the 2009 Annual Conference, Debra Pickering will be presenting, “Providing Feedback through Classroom Formative Assessment and Grading Practices: A Commitment to Students.” Her keynote presentation is based on the work of Robert Marzano on classroom assessment and grading.
Is your grading scale based on formative assessment? Are you continually evaluating students? Feedback is the number one clue teachers have as to whether or not a student understands. If a student does not understand a particular idea, how can they build on it? Once the teacher has moved on to the bigger idea, how is the student who didn’t understand the basic concept able to catch up with the rest of the class? The student may feel they are standing on the first step of the twenty story building.
How long has it been since you last looked at and maybe tweaked your grading system? Sometimes grading systems measure the knowledge the student has on a particular subject, but does not measure the student growth of knowledge and skill over the semester. Marzano suggests a scale of 0-4. The score a student would get is based on what was taught (if they understand the concept) and if they can apply the concept (going beyond the basic concept). Are you using the grading scale of 0-100%? If a student doesn’t turn in their homework but can elaborate on the concept and really understands what is being taught, should they receive a zero?
Come hear Dr. Debra Pickering’s keynote presentation on “Providing Feedback through Classroom Formative Assessment and Grading Practices: A Commitment to Students.” On Monday, October 26, 2009 at the 2009 Texas ASCD Annual Conference in Frisco, Texas.
Please feel free to answer the questions below: 1. What type of grading scale are you using in your class/school/district? 2. Do you believe this is the best way to assess your students?
Upcoming Texas ASCD events:
July 14th & 15th, 2009 Curriculum Leadership Academy Second Session of Three Hurst-Euless-Bedford ISD (Dallas Metroplex area)
July 14th & 15th, 2009 Maximizing Student Success Tim Westerberg Austin, TX
July 27th & 28th, 2009 Jumping Hurdles & Raising the Bar Toward Achieving Excellence in Science Gloria Chatelain and Courtney Williams Greenville ISD
August 10th - 12th, 2009 Traditional Block Scheduling Dr. J. Allen Queen Eagle Pass ISD CLOSED - DISTRICT EXCLUSIVE TRAINING
September 1st & 2nd, 2009 Reading Strategies for Secondary Math Tutorials and TAKS Retesting Beatrice Moore Luchin Palo Duro High School, Amarillo ISD CLOSED - SCHOOL EXCLUSIVE TRAINING
September 16th & 17th, 2009 Five Keys to Reading Success Tim Rasinkski Northside ISD
September 22nd & 23rd, 2009 Boot Camp for Curriculum Administrators John Crain Hays CISD
September 28th, 2009 Reading Strategies for Secondary Math Tutorials and TAKS Retesting Beatrice Moore Luchin Palo Duro High School, Amarillo ISD CLOSED - SCHOOL EXCLUSIVE TRAINING
October 1st & 2nd, 2009 Mapping Active Literacy Heidi Hayes Jacobs Cypress-Fairbanks ISD
The latest buzz in Texas education is that Texas turned down the option of joining 46 other states (and 3 U.S. territories) in accepting the National Education Standards as an effort to join English Language Arts and Mathematics standards across the United States. The other states that are not participating are Alaska, Missouri and South Carolina. The Reporter News based in Abilene, states in their article Texas Rejects Education ‘Yardstick,’ that “the movement, spearheaded by the National Governors Association and the Council of Chief State School Officers (CCSSO), is aimed at generating a yardstick for U.S. children to be judged and have their performances compared with students around the world.” What do you think? Would Texas be better off with national standards? Would this give us a chance to have common content across the curriculum in the United States? If all 50 states accepted these standards, would a child who moves with their family, be able to stay connected with their studies due to everyone having the same outcomes/standards?
Some people argue that if we nationalize all education standards we would make the United States competitive in a global economy. They believe we would be doing this by raising the bar and preparing students better. CCSSO President-Elect and Maine Education Commissioner Sue Gendron states on the National Governors Association website: "Only when we agree about what all high school graduates need to be successful will we be able to tackle the most significant challenge ahead of us: transforming instruction for every child.” She also states “Common standards will provide educators clarity and direction about what all children need to succeed in college and the workplace and allow states to more readily share best practices that dramatically improve teaching and learning. Our graduates and frankly, the future of our economy, cannot wait any longer for our educational practices to give equal opportunity for success to every student."
While others feel that education should be the responsibility of each state. The acceptance of these standards would in Texas cost the taxpayers billions of dollars and the Texas standards would change again. They feel that the TEKS and TAKS are great for Texas because they have input from Texas educators in public schools and higher education establishments, as well as people from the community and businesses.
1. What are your feelings on National Education Standards? 2. Do you think Texas should join the other states in this journey? 3. How do you feel about the TEKS and TAKS?
Texas ASCD Upcoming Events:
June 16th, 2009 Elementary Science Tutorial: Start With Vocabulary and Measurement Annette Venegas Goose Creek CISD
June 18th & 19th, 2009 Maximizing Student Success Tim Westerberg Frisco ISD
July 14th & 15th, 2009 Curriculum Leadership Academy Second Session of Three Hurst-Euless-Bedford ISD (Dallas Metroplex area)
July 14th & 15th, 2009 Maximizing Student Success Tim Westerberg Austin, TX
July 27th & 28th, 2009 Jumping Hurdles & Raising the Bar Toward Achieving Excellence in Science Gloria Chatelain and Courtney Williams Greenville ISD
August 10th - 12th, 2009 Traditional Block Scheduling Dr. J. Allen Queen Eagle Pass ISD CLOSED - DISTRICT ONLY TRAINING
September 16th & 17th, 2009 Five Keys to Reading Success Tim Rasinkski Northside ISD
September 22nd & 23rd, 2009 Boot Camp for Curriculum Administrators John Crain Hays CISD
October 1st & 2nd, 2009 Mapping Active Literacy Heidi Hayes Jacobs Cypress-Fairbanks ISD
Dr. Phillip Schlechty will be presenting “Transformation or Reform,” at the 2009 Texas ASCD Annual Conference. What does Dr. Schlechty means by transformation and reform? To get this answer we went to his book, Leading for Learning: How to Transform Schools into Learning Organizations. Dr. Schlechty wrote, “In the context of recent efforts to improve schools, reform usually means changing procedures, processes, and technologies with the intent of improving the performance of existing operating systems.” He describes transformation as, “Transformation is intended to make it possible to do things that have never been done by the organization undergoing the transformation. It involves metamorphosis: changing from one form to another form entirely.” Basically, what he is saying is to reform something is to enhance what you are currently doing, and transformation is to create a new process or procedure.
What are some of the issues we are looking to transform or reform in schools? Some issues that come to mind are engagement, achievement, innovation, graduation rates, and communication. According to Project Appleseed, the ways to start reforming are by first looking at the classrooms/subject matter. What you can change and/or add to the teaching methods currently going on. Then secondly, look at the administrative procedures. The steps for transformation are different. If you decide to transform, you must first look at what you are doing in your district, what is not working and why. Then research other procedures/processes. What are others doing in their districts? See if this meets the needs of your students and district.
So what is better for your district, to reform the current process and procedures already in place or to adopt new ones? Each individual district is different. Come hear Dr. Phillip Schlechty outline transformation for schools from “government-dominated bureaucracies to community-oriented learning organizations.”
Please feel free to respond to the questions below: 1. Is your school or district taking steps to reform or transform? If so, what are some ways you are approaching this? 2. How will the end result of your school’s or district’s reform or transformation look like?
Texas ASCD Upcoming Events:
Rescheduled to: May 20th, 2009 Elementary Science Tutorial: Start With Vocabulary and Measurement Annette Venegas Fort Worth ISD CLOSED
June 1st & 2nd, 2009 Reading Strategies for Secondary Math Tutorials and TAKS Retesting Beatrice Luchin Amarillo ISD CLOSED
June 8th, 2009 Traditional Block Scheduling Dr. J. Allen Queen Tyler ISD
June 16th, 2009 Elementary Science Tutorial: Start With Vocabulary and Measurement Annette Venegas Goose Creek CISD
June 18th & 19th, 2009 Maximizing Student Success Tim Westerberg Frisco ISD
July 14th & 15th, 2009 Curriculum Leadership Academy Second Session of Three Hurst-Euless-Bedford ISD (Dallas Metroplex area)
July 27th & 28th, 2009 Jumping Hurdles & Raising the Bar Toward Achieving Excellence in Science Gloria Chatelain and Courtney Williams Greenville ISD
September 16th & 17th, 2009 Five Keys to Reading Success Tim Rasinkski Northside ISD
September 22nd & 23rd, 2009 Boot Camp for Curriculum Administrators John Crain Hays CISD
October 1st & 2nd, 2009 Mapping Active Literacy Heidi Hayes Jacobs Cypress-Fairbanks ISD
Texas Association for Supervision and Curriculum Development, founded in 1947, is a non-profit education association whose mission is to improve the quality of teaching and learning for the success of all learners through the use of communication and technology, legislative initiatives, and quality professional development.
Texas ASCD boasts a diverse membership of approximately 2,000 superintendents, principals, teachers, curriculum directors, staff developers, professors, and students from across the state of Texas.
Texas ASCD, an affiliate of ASCD, is the state organization that works specifically for Texas educators. While both the national and state organizations address global concerns and issues for all educators, Texas ASCD addresses educator concerns and issues in Texas.
