29 th. Annual High Schools That Work Staff Development Conference. How to Become a High-Performing School

Transcription

1 29 th Annual High Schools That Work Staff Development Conference How to Become a High-Performing School Atlanta Marriott Marquis Hilton Atlanta Hyatt Regency Atlanta, Georgia July 15-18, 2015

2 Register Today! Outstanding professional development! I loved every minute of this conference and I wish I could clone myself to be able to attend more than one session at a time. Middle Grades School Administrator

3 Conference Goals The theme of this year s conference is How to Become a High-Performing School. Key practices in high-performing schools that prepare students for high school, postsecondary studies and a career are: 1. Have the entire faculty dedicated to teaching all students to college- and career-readiness standards and provide the extra time and support needed for each student to succeed. 2. Engage students in assignments that advance their abilities to read grade-level texts in all subject areas. 3. Give students formative assessment lessons in mathematics to improve their abilities to understand and apply their math skills to multi-step problems. 4. Implement scheduling structures that help teachers collaborate within and across disciplines to create meaningful assignments that blend academics with real-world problems. 5. Provide successful transitions from one level of education to another. 6. Make technology a part of the student learning experience. 7. Provide students with experiences to discover their interests, aptitudes, potential careers and acquire needed skills through high-quality career and technical education (CTE) courses and work-site learning. 8. Use students interests and career goals to provide more than one pathway for students to succeed and earn a credential of value industry certification, postsecondary certificate, associate degree, bachelor s degree and others. 9. Convey to students that a successful life is developed in service to others. High-Perfoming Schools Join us for one of the nation s best conferences for educators! It is highly recommended for teams of CTE and academic teachers, guidance counselors, and administrators. Participants will walk away with best practices, solid strategies and a plan to improve their schools. Becoming a high-performing school requires a shared and coordinated effort. That is why districts and schools should send a team of educators to acquire a vision and strategies that can be immediately implemented in their classrooms and schools. The ideal team includes: Elementary, middle grades and/or high school teachers Academic and CTE instructional leaders Guidance counselors Principals/assistant principals Superintendents/assistant superintendents State education department leaders Why You Should Attend Continuous quality professional development is vital for any school. Whether your school is a low-performing or high-performing school, this conference will connect you with other educators and provide innovative and refreshing strategies to continue your march toward becoming a highperforming school in the year ahead. Over 600 sessions provide elementary schools, middle grades schools, high schools and technology centers the best practices needed to become high-performing schools and set all students on the path to acquiring a credential. 29th Annual High Schools That Work Staff Development Conference 3

4 Conference Objectives 1. High-performing schools prepare all elementary, middle grades and high school students for challenging high school and postsecondary studies through targeted transition strategies and individual academic and career goals. a. Implement strategies to improve student transitions from the elementary grades to the middle grades and from the middle grades to high school. b. Learn how to identify at-risk middle grades students and provide accelerated curricula to prepare them for high school studies. c. Develop high school literacy- and math-ready courses for students not ready for challenging high school studies. d. Reduce the percentage of students having to take remedial courses in college by adopting SREB s Literacy Ready and Math Ready courses for seniors. e. Discover how pacesetting high schools set up their students for success and graduate 90 percent or more prepared for college and a career. 2. High-performing schools become familiar with tools and strategies designed to advance literacy and math achievement in elementary, middle grades and high schools, resulting in more students being college and career ready. a. Learn how the Literacy Design Collaborative (LDC) can engage elementary students to acquire foundational reading and writing skills. b. Discover how LDC can improve middle grades students literacy skills and achievement in all discipline areas. c. Acquire information on how LDC can engage students in reading complex texts in high schools and technology centers as a way to advance academic and technical achievement. d. Learn how the Mathematics Design Collaborative (MDC) and formative assessment lessons (FALs) introduced in elementary schools can advance students math achievement. e. Discover how adopting MDC and using FALs in the middle grades can engage and motivate students and advance their readiness for high school. f. Obtain information about MDC and FALs that high school and technology center teachers can use to advance students mathematical readiness for both college and careers. 3. High-performing schools create engaging assignments that facilitate problem-solving skills across all academic and career and technical education (CTE) fields at the elementary, middle grades and high school levels. a. Give assignments in elementary, middle grades and high school that motivate students to achieve gradelevel and college- and career-readiness standards. b. Design STEM (science, technology, engineering and math) learning experiences for all students in the middle grades. c. Learn how to design assignments in science, social studies and elective courses that encourage students to think critically while also preparing them for further study and a career. d. Inspire student creativity and entrepreneurship through challenging assignments and senior projects. e. Design math assignments that advance students reasoning, understanding and application of math to solve real-world problems. f. Become informed about successful strategies middle grades and high schools are using to prepare black and Hispanic male students for college and careers. 4. High-performing schools double the number of young adults who acquire industry-recognized credentials and/or a degree by age 25. a. Motivate students by designing real-world, projectbased assignments in CTE and academic classes that require students to draw on their academic, technical, technology and 21st-century skills to complete. b. Discover what career and technology centers can do to create accelerated career pathways resulting in more students graduating from high school with a credible industry credential and college credit toward an associate degree. c. Learn about Advanced Career, a STEM-based curricula that combine college-ready, academic content with hands-on, project-based assignments to address state and national workforce needs. d. Design career pathway programs of study that connect high schools, postsecondary and work-based learning opportunities that lead to an advanced credential, degree or both. e. Learn how CTE teachers are designing authentic and rigorous project-based assignments and the impact it s having on student motivation and academic and technical readiness. f. Design a curriculum and a set of learning experiences that add a math and literacy teacher to a CTE center so that students can earn literacy and math credits. 4 29th Annual High Schools That Work Staff Development Conference

5 Conference Objectives 5. High-performing schools use technology to create a more individualized learning experience for students and teachers that promotes higher-level thinking, collaboration, real-world experiences and the 21stcentury skills needed to succeed. a. Use strategies to implement technology to advance literacy and content achievement in core academic, CTE and other elective courses. b. Learn how to design a flipped classroom to guide students as they collaborate to solve problems in class and to more effectively identify and support struggling students. c. Understand how 1:1 technology and BYOT (bring your own technology) can be an integral part of curricula and how to support teacher and student innovation as they use digital and online resources to learn and succeed inside and outside the classroom. d. Learn how to connect with other teachers via social networking to share and plan. 6. High-performing schools provide students with the extra help, resources and guidance needed to successfully advance to high school and postsecondary studies and careers. a. Identify struggling and at-risk students using Response to Intervention (RTI), differential instruction and other methods to provide extra help in an efficient and timely manner to accelerate learning and achievement. b. Learn how to create a guidance, advisement, and college- and career-counseling system that engages middle grades and high school students through ongoing career exploration activities and prepares them for further education, training and 21st-century jobs. c. Engage parents with the support and information needed to help their children see the connection between success in the middle grades and high school and success in careers and postsecondary studies. d. Use timely and engaging classroom management strategies to help minimize behavior problems and disruptions in the classroom and school. e. Learn how to reduce bullying and establish a school culture where students feel safe and can focus on learning. f. Learn strategies to maintain rigor while accommodating SPED (special education) students in academic and CTE classrooms. 7. High-performing schools modify school schedules to provide time for instructional planning by designing professional learning communities that facilitate collaboration aimed at improving student learning and success. a. Develop novice and veteran teachers through ongoing professional learning, collaborative planning, and evaluation of student assignments and learning. b. Understand the advantages of organizing high schools around broad career themes. c. Discover flexible, non-traditional scheduling alternatives that provide time for teachers to meet and plan assignments within and across disciplines that are intellectually demanding and align to college- and career-readiness standards at the elementary, middle grades and high school levels. d. Improve interdisciplinary teamwork and communications between academic and CTE teachers to develop and align assignments that prepare students for all postsecondary options. e. Work with business and industry partners to develop authentic projects and work-based learning and networking opportunities for students allowing them to understand the skills they need to succeed in the modern workplace. 8. High-performing schools build the capacity of school and district leaders to support improved instruction, provide strong leadership skills and implement effective learning strategies. a. Use school and classroom data for continuous improvement of instruction in school practices. b. Use effective classroom observation, feedback and support to help embed proven literacy and math instructional practices in middle grades schools, high schools and technology centers. c. Learn how to turn around a failing school or district and create a leadership succession plan that ensures school improvement gains made will not be lost. d. Learn what effective high school principals and technology center directors do to align career pathways to postsecondary studies and employment opportunities. 29th Annual High Schools That Work Staff Development Conference 5

6 Pre-Conference Workshops Monday, July 13 at 1 p.m. Wednesday, July 15 at Noon Design a School Schedule That Works $250/person Presenter: Marilyn Crawford, President, TimeWise Schools, Paducah, KY This pre-conference session is designed for district and school leadership teams looking for ways to schedule common planning time: a) across the curriculum; b) for teachers within specific discipline areas; c) for teams interested in rethinking how time and resources are structured within their schools and districts to support student and teacher success; and d) for teams looking to restructure their high schools around small learning communities. Teams should bring teacher allocation data, school enrollment data and current middle grades/high school schedules. About the Workshop School improvement is difficult to implement piece-by-piece. Successfully redesigned middle grades and high schools have specific characteristics designed around college and career readiness with embedded support for both teachers and students. Schools around the country are creatively crafting a master schedule that serves to accomplish priorities. In this pre-conference workshop, participants will strengthen student readiness by rethinking how to use time and resources, their own school improvement practices, and/or the Making Middle Grades Work (MMGW), High Schools That Work (HSTW) and Technology Centers That Work (TCTW) frameworks. Objectives Observe how software can be used to review staff allocations, facilitate decision-making and drive change with data. Learn about creative solutions to common scheduling constraints being employed by some school districts using the master schedule as a tool to accomplish priorities. Review MMGW, HSTW and TCTW schedules that might meet the needs of participating districts. Develop a preliminary action plan for schedule redesign in your district; leave with a sample schedule designed by your team. Developing Instructional Leadership: $250/person Teaming Up for STEM Presenter: John Putnam, Assistant Executive Director, National Science Teachers Association, Arlington, VA Over this two-day workshop, school-based and district-level administrators will assess their current vision and practice around STEM (science, technology, engineering and mathematics) instruction and plan for greater implementation of effective models and strategies. About the Workshop Participants will hone their skills to identify key elements of exemplary science and engineering lessons and be provided best leadership practices to develop a personalized STEM improvement tool. Administrators will participate in hands-on lessons to experience the true meaning of student engagement through the context of science explorations and design challenges. Participants will leave with a special National Science Teachers Association (NSTA) Learning Center collection of web-based resources and tools to lay the groundwork for continued learning. Objectives Explore the qualities of exemplary science instruction that integrates the practices of science and engineering in supporting STEM and the Framework for The Next Generation Science Standards (NGSS). Develop tools for observations of exemplary STEM classrooms. Learn about current research, tools and resources for administrators. Understand how to effectively blend professional learning and recognize and document strategies affecting change and growth in teacher practice. Participate in hands-on science and engineering lessons where administrators experience engagement from students perspectives. Increasing Student Motivation $250/person Through Project-Based Learning Presenter: John Larmer, Editor in Chief, Buck Institute for Education, Novato, CA Middle grades and high school teachers as well as curriculum coaches and administration are encouraged to attend to learn the elements of engaging assignments and how to plan instruction that incorporates the gold-standard elements of effective project-based design. About the Workshop Evidence suggests that students are so focused on finding the right responses that their creativity and problem-solving abilities are on the decline. Motivation is nonexistent for students when they do not have to apply higher-order thinking skills. Project-based learning (PBL) develops students capacity and motivation to apply academic and technical knowledge by allowing them to develop solutions to real-world problems. Objectives Participants will redesign existing assignments or create new assignments around elements of PBL to incorporate a mix of academic, cognitive and technical skills to advance students readiness for work and further study. Attention will focus on ensuring the projects are capable of motivating every student. 6 29th Annual High Schools That Work Staff Development Conference

7 Pre-Conference Workshops Monday, July 13 at 1 p.m. Wednesday, July 15 at Noon Instructional Leadership for Advancing $250/person Literacy and Math Achievement Presenter: Lauri Johnson, Director, School Leadership Development, SREB, Atlanta, GA This pre-conference workshop is designed for district and school leaders who want to ensure teachers receive high-quality, actionable feedback designed to improve their instructional practices. Leaders should bring a copy of the teacher evaluation standards used in their district. About the Workshop Teachers are being asked to incorporate rigorous literacy standards and engage students in a productive struggle to deepen mathematical reasoning and understanding. School leaders must understand the Literacy Design Collaborative (LDC) and the Mathematics Design Collaborative (MDC) strategies, learn the look-fors in classroom observations, and see how these strategies align with their existing classroom observation and teacher evaluation tools. While the examples used in this preconference will focus on LDC and MDC implementation, any leader implementing a large-scale initiative in their district will benefit from these strategies, which are designed to align feedback to professional development taking place in their district. Objectives Align observations with professional development that supports teacher effectiveness. Promote rigorous standards through LDC and MDC and recognize the instructional shifts that take place when these tools are implemented with fidelity. Craft teacher feedback that guides improvement and helps teachers move from a teacher-centered approach to a student-centered approach in their classrooms. Discuss and practice writing feedback based on formal and informal classroom observations and an examination of artifacts, structuring feedback to guide improvement. Project-Based Learning in Career and $250/person Technical Education Presenters: Sandy Culotta, Manager, Enhanced Career/Technical Programs and Marty Sugerik, Mathematics Consultant, SREB, Atlanta, GA A team of career and technical education (CTE) teachers who want to implement project-based learning (PBL) in their courses, academic teachers and district support specialists who work with CTE teachers in the integration of academics and CTE, and curriculum directors and principals who want to support the implementation of PBL in their programs. About the Workshop This pre-conference workshop will provide an opportunity for a team of CTE and academic teachers to work with other teacher teams from across the country to develop project-based assignments that are authentic, rigorous and based on PBL s essential elements. Participants will draft an authentic projectbased assignment for their CTE courses to advance students readiness for college and careers. Objectives Understand why one needs to look at CTE assignments. Understand how CTE assignments impact students career and college readiness and success. Understand PBL essential elements in developing an authentic project and draft a project that takes one to two weeks to complete and includes: the project description. essential technical, academic, technology and 21st-century skills and standards. enabling learning activities for each step of a problemsolving/design process. formative assessments lessons. Participants will receive recommended sessions to attend during the HSTW Staff Development Conference to further understand the PBL in CTE process and Advanced Career curricula from current teachers who have developed projects. On Saturday, July 18, 2015, a follow-up session will be scheduled for reflection on what additional revisions are needed for draft projects based on strategies learned during the sessions. Site Development Workshop $250/person for High Schools That Work Presenter: Steve Broome, Director, State Development for High School and Middle Grades, SREB, Atlanta, GA In this workshop, teams of principals, academic and career and technical education (CTE) teacher-leaders, and counselors from new or veteran High Schools That Work (HSTW) sites wanting to revitalize improvement efforts will learn how to align current school and classroom practices with HSTW priorities for improvement in order to become a high-performing school. About the Workshop School teams will review current practices within their own schools and develop new plans for improvement that align with the HSTW Priorities. School teams will develop a plan to share information learned with their entire faculty and organize them into focus teams to address specific problems at the school. 29th Annual High Schools That Work Staff Development Conference 7

8 Pre-Conference Workshops Monday, July 13 at 1 p.m. Wednesday, July 15 at Noon Objectives Enhance the quality of CTE programs at the school by implementing Advanced Career pathway programs of study and/or create authentic, rigorous projects in existing CTE offerings. Establish criteria and use instructional tools for teachers to develop intellectually demanding assignments. Identify and design support and readiness programs for struggling students to reduce failure rates in grade nine. Establish a Counseling for Careers program. Organize professional learning communities for CTE and academic teachers to plan together. Strengthen the senior year to address deficits in literacy and math. Form school leadership teams to create a climate of continuous improvement that will give teachers ownership of both the problems and solutions at the school. Site Development Workshop $250/person for Making Middle Grades Work Presenter: Deborah Bass, Director, Making Middle Grades Work, SREB, Atlanta, GA This workshop is for school teams that include a principal, school counselor, a core group of teacher-leaders and a district leader from Making Middle Grades Work (MMGW) sites and other middle grades schools that want to update their school improvement plan around the new MMGW mission and priorities to become a high-performing school. About the Workshop School teams will review current problems and practices at their school and develop plans for improvement that align with the MMGW Priorities for School Improvement. The goal is to develop a school plan to prepare students for success in rigorous high school courses and, ultimately, for students to graduate and proceed to college or technical training. Objectives School teams will leave the workshop with an improvement plan that includes actions to: Embed college- and career-readiness standards to accelerate instruction to help all students perform at grade level. Embed literacy across s to build students abilities to read and understand grade-level texts. Accelerate math instruction through the use of instructional strategies that focus on reasoning, understanding and application. Engage students in STEM (science, technology, engineering and math) experiences to complete project-based learning assignments. Develop a comprehensive guidance system to accelerate student learning and implement immediate, targeted interventions. Provide a range of exploratory experiences to help students and their parents understand future career and education options. Focus professional development for teachers, counselors and school leaders to continuously improve teaching and learning. Site Development Workshop for $250/person Technology Centers That Work Presenter: Lynda Jackson, Director, Technology Centers That Work, SREB, Atlanta, GA This workshop is for administrators, counselors and teacherleaders from Technology Centers That Work (TCTW) sharedtime centers ready to become a high-performing school. About the Workshop Participants will focus on what they can do to: a) align classroom expectations with those of employers and postsecondary institutions; b) broaden the definition of rigor to include the ability to apply academic knowledge and skills to address authentic activities, projects and problems; and c) improve the transition from the home high school to the technology center. Objectives Develop an awareness and understanding of TCTW goals and Key Practices that have been customized for shared-time technology centers. Determine the status of school and classroom practices as they relate to each TCTW priority and Key Practice. Determine whether the career and technical education curriculum, instruction and courses meet the requirements of Perkins IV or of old vocational education. Examine strategies for aligning curricula to 21st-century skills and to college- and career-readiness standards. Determine whether courses have authentic, real-world projects, problems and activities for teaching technical and embedded academic knowledge and skills. Review how to create a program of study that connects the technology center to high school and postsecondary studies and the workplace. Leave with a set of actions for implementing the TCTW goals and Key Practices. 8 29th Annual High Schools That Work Staff Development Conference

9 College- and Career-Readiness Standards Networking Conference Monday Wednesday: July 13-15, 2015 Preparing Students for College and a Career: Instructional Practices That Work The Third Annual College- and Career-Readiness Standards Networking Conference will focus on innovative and proven strategies to get students literacy- and math-ready for college and careers. Over the past four years, High Schools That Work (HSTW) has assisted schools, districts and states to help teachers and leaders use the Literacy Design Collaborative (LDC) and Mathematics Design Collaborative (MDC) instructional frameworks. These frameworks feature tools and strategies to help students reach the deep learning necessary to master the new college- and career-readiness standards. LDC and MDC empower teachers to build students literacy and math skills through meaningful assignments and help teachers take ownership of their own professional growth to drive more successful outcomes for their students. With more than 200 sessions featuring LDC and MDC practitioners from across the nation, participants will leave prepared to make a difference in their schools and districts. Learn more at SREB s Readiness Courses Institute Monday Friday: July 13-17, 2015 SREB s HSTW Staff Development Conference will host an institute for teachers with a focus on giving students the skills they need to be successful in college and advanced training. This institute will prepare teachers to implement college- and career- readiness courses in literacy and/or math. Teachers attending the Readiness Courses Institute will be trained in both the content and pedagogy of the SREB Readiness Courses: Literacy Ready and Math Ready. Too many U.S. students graduate from high school underprepared for college or career training. These students typically need developmental education when they enroll in college, which often leads to low college completion rates. The readiness gap will grow even larger as new common assessments begin testing students on more rigorous college- and career-readiness standards. SREB s two readiness courses, Literacy Ready and Math Ready, were developed to advance students who are not fully prepared for postsecondary studies. Students will learn how to think critically, read for information, solve problems and write reports. These are the skills young adults must have to succeed, whether they go on to college or advanced training after high school. Math Ready Math Ready focuses on the key anchor readiness standards as well as the eight Standards of Mathematical Practices needed for students to be ready to undertake postsecondary academic or career preparation in non-stem fields or majors. The course addresses standards throughout high school and even earlier, including those for Algebra I and II, statistics, and geometry. The math course consists of eight modules: algebraic expressions, equations, measurement and proportional reasoning, linear functions, linear systems of equations, quadratic functions, exponential functions and summarizing and interpreting statistical data. While this course covers the basics in math practices and reviews the procedural steps needed to be successful in math, it is designed to be taught in a new, engaging way based heavily on conceptual teaching and learning. Literacy Ready Literacy Ready is an innovative, dynamic course built to help students master the literacy skills needed for three core subject areas English/language arts, social studies and science. Literacy Ready consists of six units: two in history, two in English and two in science. Content is at the forefront of the curriculum, while disciplinary literacy skills are emphasized through reading and writing assignments based on the content. Units are focused on truly understanding how to read and interpret the text of the discipline on a college level. They are designed to be used as steppingstones, with the first module in each subject more rigorous and demanding than the last. The training will be held at the Hyatt Regency hotel in downtown Atlanta, Monday through Wednesday, 8:30 a.m. to 5 p.m., Thursday from 1 p.m. to 5 p.m. and Friday from 8:30 a.m. until Noon. Thursday morning will be an open time for participants to attend sessions at the HSTW Staff Development Conference. Early registration is $300 per person. A limited number of stipends will be available for teachers as well. For more information, please go to or 29th Annual High Schools That Work Staff Development Conference 9

10 Conference Schedule Monday: July 13, a.m. Noon Pre-Conference, Networking Conference and SREB Readiness Courses Institute Registration 8:30 a.m. 5 p.m. Readiness Courses Institute 1 2 p.m. Networking Conference Opening General Session 1 5 p.m. Pre-Conference Workshops 2:15 5:45 p.m. Networking Conference Concurrent Sessions Tuesday: July 14, a.m. Continental Breakfast 8 a.m. 5 p.m. Pre-Conference Workshops 8 a.m. 5:30 p.m. Networking Conference Concurrent Sessions 8:30 a.m. 5 p.m. Readiness Courses Institute 11:45 a.m. 12:45 p.m. Lunch Wednesday: July 15, a.m. Continental Breakfast 8 a.m. 5 p.m. HSTW Staff Development Conference Registration 8 a.m. Noon Pre-Conference Workshops 8:30 a.m. 5 p.m. Readiness Courses Institute 11 a.m. Noon Networking Conference Closing General Session 3 4 p.m. HSTW Opening General Session Presentation and Awards 5:15 6:15 p.m. HSTW State Meetings 6:30 7:30 p.m. HSTW Optional Team Meetings Thursday: July 16, a.m. Continental Breakfast 8 a.m. Noon HSTW Concurrent Sessions Noon 1 p.m. Lunch 1 5 p.m. Readiness Courses Institute 1:15 5 p.m. HSTW Concurrent Sessions 5:15 6:15 p.m. HSTW Optional Team Meetings Friday: July 17, a.m. Continental Breakfast 8 a.m. Noon HSTW Concurrent Sessions 8 a.m. Noon Readiness Courses Institute Noon 1 p.m. Lunch 1:15 5 p.m. HSTW Concurrent Sessions 5:15 6:15 p.m. HSTW Optional Team Meetings Saturday: July 18, a.m. Continental Breakfast 8 10:30 a.m. HSTW Concurrent Sessions 10:45 a.m. Noon HSTW Closing General Session Registration Register online at Other institutes and conferences are available before and during the HSTW Staff Development Conference. See page 11 for all of your registration options. Registration fees include a conference bag, publications packet, admission to all sessions and the exhibit hall, continental breakfasts, refreshment breaks and lunches. Spouse and guest registrations only include admission to the exhibit hall, meals and refreshment breaks, not conference sessions. If spouses or guests wish to attend sessions, they must pay the full registration rate. Purchase Orders and Checks Send purchase orders to [email protected] or (404) Checks should be mailed to: SREB Attn: HSTW 592 Tenth St, NW Atlanta, GA Credit Cards If you wish to pay by credit card, you must register online. We accept VISA, Discover and Mastercard. Processing fees are already included in the registration rate. Cancellations and Refunds Cancellations must be received by June 26, All cancellations received after June 26 will incur a $100 cancellation fee per cancelled registration. To qualify for a refund, cancellations must be received by June 26, Contact Us (404) or [email protected] Hotels $159 per night Atlanta Marriott Marquis Hilton Atlanta Hyatt Regency Atlanta Connections Housing will act as the conference booking agent. To reserve a room, please call (404) or (800) , or go to resweb.passkey.com/go/29thsreb. Remember to ask for the 2015 SREB Conference rate when making your reservation. The three hotels listed above will host all conference sessions. Once the main conference hotel rooms are booked, other hotels will be added th Annual High Schools That Work Staff Development Conference

11 Registration Form Atlanta, Georgia July 13-18, 2015 Register online through July 8, 2015 at If you wish to pay by credit card, you must register online. If submitting this form by mail, send by July 1, 2015 to SREB, Attn: HSTW, th St. N.W., Atlanta, GA, If submitting this form by fax, send by July 8, 2015 to (404) , Attn: HSTW. You may also this form to us at EARLY REGULAR Codes Descriptions January 1 April 30, 2015 After May 1, 2015 NC Networking Conference July 13-15, 2015 $200 $220 HPC HSTW Pre-Conferences (choose one) * July 13-15, 2015 $250 $250 HPC-1. Designing a School Schedule That Works HPC-2. Developing Instructional Leadership STEM HPC-3. Increasing Student Motivation Through PBL HPC-4. Instructional Leadership Literacy and Math HPC-5. PBL in CTE HPC-6. Site Development Workshop for HSTW HPC-7. Site Development Workshop for MMGW HPC-8. Site Development Workshop for TCTW HSDC HSTW Staff Development Conference July 15-18, 2015 $260 $280 NHSDC Networking & HSTW Staff Development Conferences July 13-18, 2015 $400 $420 SRCI SREB s Readiness Courses Institute July 13-17, 2015 $300 $320 SG Spouse/ Guest** $80 $80 Billing Contact Information (This is the person who will receive the invoice for payment.) School/Organization Information for Attendees (Leave blank if the school information is the same as the billing information.) address (required) school/organization street address site code billing organization billing phone city state zip code billing address city state zip code Would you like to receive the High Schools That Work newsletters of best practices from the 2015 conference? Yes No Method of Payment Check/Money Order # (Your check or money order must accompany this form.) Purchase Order # (A copy of your purchase order must accompany this form.) Contracted Services # Total Amount Enclosed $ Spouse/Guest A check, money order, contracted services school ID number or a copy of your purchase order must accompany the registration form. All registrations paid for on the same purchase order or code number must be attached and mailed as a group. Even if payment is sent with registration, complete the Billing Contact Information section. Each individual will be notified electronically of the status of his or her registration. Please ensure the address provided can be accessed through July. All communications will be electronic. We reserve the right to close registration before the deadline date due to registration numbers. Please select one per attendee. Spaces are provided in the attendee section on the first page to input the for the conference(s) your group wishes to attend. A must be placed in the space provided in order for the attendee to be registered. * If you choose to attend a pre-conference workshop, indicate your choice by the code followed by the specific workshop number (ex. HPC-1). You can attend just a pre-conference workshop or a pre-conference workshop and the HSTW Staff Development Conference. ** Spouse/Guest registrations only include admission to the exhibit hall, meals and refreshment breaks. 29th Annual High Schools That Work Staff Development Conference 11

12 PRIVACY STATEMENT SREB will not sell your information. However, you may receive messages from SREB with information about upcoming events or other program news and services. Attendee(s) Please note: This page can be printed and used as many times as needed. If all information is not filled out, we cannot guarantee that your registration form will be entered into our system correctly th Annual High Schools That Work Staff Development Conference

13 Proposal to Present Form 29th Annual High Schools That Work Staff Development Conference Atlanta, Georgia July 15-18, 2015 Deadline: April 24, 2015 This form is only for the 29th Annual High Schools That Work Staff Development Conference. Receipt of your proposal to present will be confirmed via. If your proposal is approved, you will be notified by May 15, Accepted presenters must register and pay the full registration fee. This form cannot be used to register for the conference. If you have questions, call (404) or Three ways to submit: Online: By fax: (404) By mail: Southern Regional Education Board Attn: HSTW th St. N.W. Atlanta, GA Session Type Best Practice These sessions will highlight best practices and lessons learned by discipline areas in elementary, middle grades, high school and technology centers, and feature strategies that have enhanced student learning and improved school culture. Evidence-Based These sessions will illustrate how creative strategies and challenging assignments can motivate students to reach higher achievement in elementary, middle grades, high school and technology centers. Scaling These sessions will focus on scaling solutions, leadership and successful strategies across states, districts and schools to increase student achievement within districts and schools. Mini-Sharing These back-to-back, 25-minute sharing sessions allow participants to gather information from a variety of presenters. These sessions can also be condensed versions of 60- or 120-minute sessions. Each mini-sharing session will be given one table to fit up to 10 attendees. School Location School Size (per grade level) Audiovisual Requirements* Session Layout** Rural Suburban Urban Other Small (fewer than 100) Medium ( ) Large (more than 250) Not Applicable Overhead projector (for transparencies) Flip chart and markers None needed Theater Seating Roundtable Seating *Items must be requested at least 60 days prior to the conference. If you plan to show a PowerPoint presentation, you will need to bring your own projector and laptop. In the event you are unable to provide your own and need AV equipment on-site, you may obtain it at your own expense through Tech Rentals (800) **We will do our best to accommodate session layout preferences, however, logistics may require us to organize the room according to the needs of attendees. Conference Sub-Objective (see pages 4 5):. You may choose only one sub-objective per session. (Example: 5b) Session Length: 60-minute session 120-minute session Mini-sharing session (two 30-minute sessions on Thursday and Friday) Are you willing to repeat this session? Yes No 29th Annual High Schools That Work Staff Development Conference 13

14 Proposal to Present Form (continued) Presenter Information: The session title and abstract may be edited before it is printed in the conference program. Please write concisely and proofread thoroughly before submitting. Session Title (up to 10 words): Session Abstract (up to 50 words): Further Description Please provide any additional information that will help us understand your session. Include any data you ve used to identify problems and solutions, changes you ve made, and how they affected student achievement. This information may appear in the conference program. Evidence Please show evidence that what you have done has produced positive results. 1. Presenter s Name School or Organization HSTW/MMGW/TCTW Site? (Check one) Yes No If yes, how long? Mailing Address City, State, Zip Job Title Content Area (if applicable) Personal Daytime Phone Number ( ) - Have you presented before? (Check one) Yes No Exhibitor? (Check one) Yes No 2. Presenter s Name School or Organization HSTW/MMGW/TCTW Site? (Check one) Yes No If yes, how long? Mailing Address City, State, Zip Job Title Content Area (if applicable) Personal Daytime Phone Number ( ) - Have you presented before? (Check one) Yes No Exhibitor? (Check one) Yes No 3. Presenter s Name School or Organization HSTW/MMGW/TCTW Site? (Check one) Yes No If yes, how long? Mailing Address City, State, Zip Job Title Content Area (if applicable) Personal Daytime Phone Number ( ) - Have you presented before? (Check one) Yes No Exhibitor? (Check one) Yes No 14 29th Annual High Schools That Work Staff Development Conference

15 Register Today! EXCELLENT conference as always! HSTW consistently provides the best professional development I have the privilege of attending. Some professional development can be a chore (and a misery) to attend. These are exemplary! THANK YOU! High School English Teacher

16 NON-PROFIT ORG. U. S. POSTAGE P A I D ATLANTA, GEORGIA PERMIT No V03 MARCH th St., N.W. Atlanta, GA (404)