learning forward 2011 annual conference preview

8/7/2019 Learning Forward 2011 Annual Conference Preview

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Julianne Malveaux

Tuesday

MorningGeneral

Session

Recognized or her provocative,

progressive and insightul observation

Julianne Malveaux, an economist, auth

and commentator, is the president

and CEO o Last Word Productions, a

multimedia production company.

Described by Cornel West as the

most iconoclastic public intellectual in

country, Malveauxs contributions to th

public dialogue on issues such as race,

culture, and gender, and their econom

impacts, are helping to shape public

opinion in 21st century America.

As a writer and syndicated column

Malveauxs work appears regularly in U

Today, Black Issues in Higher Education,

Ms. magazine, Essence magazine, and T

Progressive.

In addition to her columns and me

appearances, Malveaux is an accomplisauthor and editor. Her academic work i

included in numerous papers, studies,

and publications. She is most recently

the co-author oUnfnished Business: A

Democrat and A Republican Take On the

Most Important Issues Women Face (Per

Trade, 2002).

Tony Bingham

Monday

AternoonGeneral

Session

Tony Bingham, a strategic leader

with broad-based business, nancial,

operational, and technical management

expertise, is the president and chie

executive ocer o the American Society

or Training & Development (ASTD). ASTD

is the worlds largest association dedicated

to workplace learning and perormance

proessionals. ASTDs 70,000 members

and associates work in thousands o

organizations across many industries in

more than 100 countries.

Bingham joined ASTD in 2001 as

chie operating ocer/chie inormation

ocer where he was responsible or

leading business operations. He was the

architect behind a nancial turnaround,

improved customer service, aster content

development, implementing new vehicles

or inormation delivery, overhaulingASTDs technical inrastructure, and

enhancing the societys online presence

and customer experience.

In addition to overseeing the

operational side o the business, Bingham

led the development o strategic

partnerships with leading industry

organizations and publications.

Beore joining ASTD, Bingham served

as the senior vice president o technology

and operations or Britannica.com.

Liz Wiseman

Monday

MorningGeneral

Session

Liz Wiseman is the president o The

Wiseman Group, a leadership research and

development rm headquartered in Silicon

Valley. At The Wiseman Group, she advises

senior executives and leads strategy and

leadership orums or executive teams

worldwide. Her recent clients include:

Apple, SAP, GAP, Salesorce.com, and

Microsot.

Wiseman has conducted signicant

research in the eld o leadership and

collective intelligence and is the author

oMultipliers: How the Best Leaders Make

Everyone Smarter(Harper Business, 2010)

and has published Bringing out the best

in your people in the May 2010 edition o

Harvard Business Review.

A ormer executive at Oracle

Corporation, Wiseman worked in various

executive roles in the education andHR organizations during her 17 years

there. Most recently, she worked as

the vice president o global products

and services or Oracles $400 million

education business, where she led

product management, marketing, pricing,

eLearning, and internal training globally.

Wiseman has led signicant

globalization initiatives and has worked

and taught extensively internationally.

Keynote SpeakersAs o March 9, 2011

Learning Forward 2011 Annual Conference Dec. 37, 2011 Ana

Capt th agiCapt th agi


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Sir Michael Barber

Tuesday

AternoonGeneral

Session

Sir Michael Barber joined McKinsey &

ompany in September 2005 as the expert

artner in its global public sector practice,

working on major transormations o

ublic services, especially education, in the

USA, UK, and other countries.

Prior to joining McKinsey, Barber was

hie advisor on delivery to British Prime

Minister Tony Blair. Barber was responsible

or the oversight o implementation o

he prime ministers priority programs

n health, education, transport, policing,

riminal justice, and asylum/immigration.

Beore joining government, Barber

was a proessor at the Institute o

ducation, University o London. His major

ublications include The Learning Game:

rguments or an Education Revolution

ndigo, 1997), How to do the Impossible:

Guide or Politicians with a Passion orducation (Institute o Education, 1997)

nd The Virtue o Accountability(Boston

University, 2005).

Barbers advice on public policy,

specially education, has been sought

y governments including Australia, the

USA, Russia, Estonia and Hong Kong and

y major international organizations,

ncluding the Organisation or Economic

o-operation and Development, The World

ank, and the International Monetary Fund.

Thought Leader LecturesAs o March 9, 2011

TL1 Monday a.m. 10 a.m.-11 a.m.

PARTNERING WITH HIGHER EDUCATION: THE REAL

VALUE-ADDED IN AN URBAN SCHOOL DISTRICT

Carl Cohn

Carl Cohn is co-director o the Urban Leadership program and clinical proessor in the

School o Educational Studies at Claremont Graduate University. He has served as superin-

tendent o the San Diego Unied School District and the Long Beach Unied School District.His tenure in Long Beach culminated with his winning the McGraw Prize in 2002 and the

district winning the Broad Prize in 2003. Cohn has also worked as clinical proessor at the

University o Southern Caliornia Rossier School o Education. He has worked as a aculty ad-

visor or both the Broad Superintendents Academy and the Harvard Urban Superintendents

Program and serves on the boards o the American College Testing, the Center or Reorm

o School Systems, and EdSource. His additional school reorm activities include service on

the Bill & Melinda Gates Foundations Empowering Eective Teachers Advisory Committee,

the Teacher Preparation Assessment Consortium Advisory Council o AACTE, the National

Research Councils independent evaluation o the D.C. Public Schools, and the U.S. Dept. o

Educations National Technical Advisory Committee. Among his many publications, Cohn

co-edited, Partnering to Lead Educational Renewal: High Quality Teachers, High Quality Schools

(Teachers College Press, 2004).

TL3 Monday 3:30 p.m.-4:30 p.m.DEVELOPING RIGOROUS TEACHER INDUCTION

TO INCREASE STUDENT ACHIEVEMENT

Ellen Moir

Ellen Moir is chie executive ocer o the New Teacher Center (NTC), which she ounded in

1998 to scale high-quality teacher induction services to a national audience. Moir is widely

recognized or her work in beginning teacher development and school reorm and is a pas-

sionate advocate or the newest teachers. She has extensive experience in public education,

having previously served as director o teacher education at the University o Caliornia at

Santa Cruz. She also worked as a bilingual teacher. Moir is the recipient o many awards

including the 2008 Learning Forward Contribution to the Field award; the 2008 Full Circle

Fund Impact Award; the Harold W. McGraw, Jr. 2005 Prize in Education; and the 2003 Calior-

nia Council on Teacher Education Distinguished Teacher Educator Award.

TL5 Tuesday 10 a.m. - 11 a.m.ENGAGING URBAN YOUTH THROUGH

COMMUNITY-BASED ACTION: THE RELATIONSHIP

BETWEEN COMMUNITIES AND SCHOOLS

Gilberto Conchas

Gilberto Conchas is an associate proessor o education and chancellors ellow at the

University o Caliornia, Irvine (UCI). Prior to joining the UCI aculty, Conchas was an assistant

proessor at the Harvard Graduate School o Education. He most recently served as senior

program ocer with the Bill & Melinda Gates Foundation, managing the research portolio

on U.S. inequity. The ocus o his research is urban school success, social inequality, and

education, and educational policy and reorm. Numerous scholarly journals, including the

Harvard Educational Review, Research in Sociology o Education, Youth & Society, and Teachers

College Record, have published Conchas research on social equity and urban schools. He is

the author oThe Color o Success (Teacher College Press, 2006) and the co-author oSmall

Schools and Urban Youth (Corwin, 2008). Conchas is currently working on his third book

StreetSmart, SchoolSmart. He has been a visiting scholar at the University o Barcelona,

University o Southern Caliornia, San Francisco State University, and the University o

Washington.

TL9 Wednesday 7:45 a.m. - 8:45 a.m.

PREPARING ENGLISH LANGUAGE LEARNERS AND ALL

OTHER STUDENTS FOR SUCCESS IN THE 21ST CENTURY

Ada Walqui

Ada Walqui, director o teacher proessional development at WestEd, is responsible or

coordinating teacher proessional development and leading the organizational eort to

support teachers throughout their careers. Previously, Walqui taught at the University o

Caliornia, Santa Cruz, and at Stanord University, where she coordinated the cross-cultural

linguistic and academic development emphasis in the STEP program. She also has taught at

universities in Peru, Mexico, and England.


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MUSEUMS AND GARDENSor science, history, andculture

The Bowers Museumf C awww.bowers.org

Dcve scece Ceewww.discoverycube.org

Fullerton Arboretumand Botanic Gardenhttp://ullertonarboretum.org

muZEowww.muzeo.org

Long Beach Aquariumof the Pacicwww.aquariumopacic.org

HIKE & BIKE TRAILS

s a rve twww.trailsaetypatrol.com

Back Bay Loop Trailin Newport Beachwww.newportbeachca.gov

BEACHESor seaside dining, beachwalkways, and piers

Huntington Beachwww.ci.huntington-beach.ca.us

Newport Beachwww.newportbeachca.gov

Laguna Beachwww.lagunabeachcity.net

Balboa Islandwww.balboa-island.com

Crystal Cove State Parkwww.crystalcovestatepark.com

California Attractions Visit these local landmarks suggested by the Host Committee:

THEATER/CONCERTS/SPORTS/EVENTS

oe CPerforming Arts Centerwww.scta.org

Hd Ceewww.hondacenter.com

Staples Centerwww.staplescenter.com

AMUSEMENT PARKS

Ded d DeCf adveehttp://disneyland.disney.go.com

Knotts Berry FarmTheme Parkhttp://www.knotts.com

Rancho Los AlamitosHistoric Ranch and Gardenswww.rancholosalamitos.com

ledhttp://caliornia.legoland.com

SHOPPING

South Coast Plazawww.southcoastplaza.com

Fashion Islandwww.shopashionisland.com

Irvine Spectrum Centerwww.shopirvinespectrum-center.com

Old Town Orange Antiqueswww.cityoorange.org

GOLF COURSES

pec H gf Cbwww.pelicanhill.com

Ce H C Cbwww.coyotehillsgc.com

Tustin Ranch Golf Clubwww.tustinranchgol.com

Photos courtesy o Anaheim/Orange County Visitor & Convention Bureau


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Hotel Inormation

Online reservations can be made at www.learningorward.org/annual. The Anaheim

Marriott Hotel and Hilton Anaheim Hotel are adjacent to the Anaheim Convention Center

and 45 minutes rom downtown Los Angeles.

ANAHEIM MARRIOTT HOTEL

700 West Convention Way

Anaheim, CA 92802

714-750-8000

$159 + tax orsingle or double occupancy

HILTON ANAHEIM HOTEL

777 Convention Way

Anaheim CA 92802

714-750-4321

$185 + tax orsingle or double occupancy

A penalty o one nights room and tax will be charged or any cancellation made ater October 24, 2011.

The conerence rate is available on or beore November 12, 2011 and is subject to availability.

Airport Transportation Guide

The Anaheim Convention Center is approximately 15 miles rom John Wayne Airport (SNA),

approximately 18 miles rom Long Beach Airport (Daugherty Field), or approximately 35 miles

rom Los Angeles International Airport (LAX).

TAxI

From John Wayne Airport ............................................................. $35.00

From Long Beach Airport .............................................................. $50.00

From Los Angeles Internationall Airport .................................. $95.00

PARkING

Please contact the

Anaheim Convention

Center or the daily

rate at 714-765-8950.

SHUTTLE SERVICE

From John Wayne Airport ............................................................. $13.00

From Long Beach Airport .............................................................. $33.00

From Los Angeles International Airport .................................. $16.00

For Orange County Airport shuttle service call 949-586-4347

TRANSPORTATION SECURITY ADMINISTRATION SECURE

FLIGHT INITIAL PUBLIC PHASE IMPLEMENTATION

The Transportation Security Administration (TSA), as part o the

Secure Flight passenger vetting program, requires passengers to

enter their ull name as it appears on their government issued

identication used when making airline reservations or travel.

Call for special discounts on airfare

for individuals and groups of 10 or

more travelling together

FOR RESERVATIONS:

Call Kay at the Learning Forward Travel

Desk at 800-445-3265 or email your

request to [email protected].

Include the ollowing inormation in

your email:

1. Name(s)

2. Departure City

3. Departure Date & Preerred Time

4. Airline Preerence

5. Return Date & Preerred Time

When buying ticket(s) on American

or United Airlines, please include the

Learning Forward identication number.

The numbers will benet Learning

Forward in uture contract negotiations.

American Airlines Business ExtraAA

account number 789086

United Airlines Perks Plus

account number 065NS

STELLAR TRAVEL is located in B ellevue WA,is a travel agency specializing in exceptionalpersonal care to each t raveler. Under the samelocal ownership or twenty years, the com-

pany is recognized as one o the top travelbusinesses in the Pacic Northwest. StellarTravel is a proud member o the Virtuosonetwork o travel agencies with expert travel-planning travel consultants that specialize inconnecting travelers to the worlds destina-tions - in the best ways possible. All Virtuosotravel specialists take the time to get to knowyou so your travel requirements and expecta-tions really do become reality.

le Fwd 2011 a CfeeceDec. 37, 2011 Anaheim

STELLAR TRAVEL

800-445-3265

the ocial travel agency or

the Learning Forward 2011

Annual Conerence in Anaheim

Dec. 37, 2011

Anaheim, CA

Capture theMagic


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PC101

NEUROSCIENCE AND EDUCATION:

THE VITAL CONNECTION

In 2010, the U.S. Dept. o Education listed

neuroscience as an important agenda item or

educational reorm, stating, We need to invest in under-

standing how people learn and under what conditions.Focus on the most recent ndings rom neuroscience and

cognitive science research that have practical implica-

tions or educators and the students they teach.

Participants will:

Describethebiologicalbasisforlearningandmemory.

Denethetermsneuroplasticityandconsolidation

and describe their impact on retention.

Examinetheimpactofexercise,nutrition,andsleep

on the developing brain.

Identifythemosteectivewaystorehearsevarious

types o new inormation.

Patricia Wolfe, Napa Valley, CA, [email protected]

PC102

FACILITATION SKILLS

TO MAXIMIZE GROUP

EFFECTIVENESS

Increase your eectiveness as a

acilitator. Learn to scaold conversations in small or large

groups, in dialogue, or through discussion. Discover ve

standards that improve meeting success. Extend personal

skills or managing group energy, ocus, and inormation

fow. Apply new understandings to increase eectiveness

when collaborating on studying student work, dialoguingabout data-planning, or making decisions

Participants will:

Increaseexibility,condence,andauthenticityasa

acilitator.

Usenewstructuresthatpromotesuccessindecision-

making meetings.

Accessnewwaystodevelopmentallyenhancegroup

productivity.

Useconversationstructuresthatincreaseunderstand-

ing and shared meaning among group members.

Learntoconvertnegativeenergyintopositiveenergy.

Carolyn McKanders, Center for Adaptive Schools,

Belleville, MI, [email protected]

Michael Dolcemascolo, Center for Adaptive Schools,

Skaneateles, NY, [email protected]

Preconference Sessions/Saturday /December 3, 2011 / 9 a.m. 4 p.m.

PC103

LEADING THE CHARGE FOR CHANGE:

PERSONALIZED LEARNING WITH

TECHNOLOGY INTEGRATION

Administrators today must become agents o

change i we are to move orward and meet the demand

o both our students and our world. Develop a strong,

research-based vision o educational change that meets

the needs o the 21st-century student. Understand wha

technology integration is and, more importantly, what i

isnt. Discover how to lead change with Jim Collins Goo

to Great diagnostic tool.

Participants will:

Developavisionforchangethatisbasedoneective

use o technology or personalized learning.

CraftaBig,Hairy,AudaciousGoal(BHAG)tocarry

them into the uture.

Createve-yearBaseCampobjectivesontotheway

to the BHAG.

LearnhowtoformandleadaMarsGrouptomake

things happen.

Practiceleadershipstrategiesandskills.

Lori Gracey, Texas Computer Education Association, Austin, T

[email protected]

PC104

THE INFLUENCE OF EMOTIONS

ON LEARNING AND TEACHING

Research in organizations shows that star pe

ormers possess a set o competencies oten

called emotional intelligence (E.I.), that includes the abiity to be aware o and manage ones emotions, thought

processes, and stress when it counts. Review the latest

brain research on the infuence o emotions on learning

and teaching, leading teams, coaching employees, and

maintaining good health. Apply the results o this re-

search to relate to others more eectively. Learn specic

strategies to manage your emotional states and infuen

emotional states in others. Reduce stress and understan

the social conditions that can aect the generation o

new brain cells.

Participants will:

Buildrapportandempathyinrelationships. Improvetheabilityandincreasesensibilitytoread

emotions in others and skillully manage them.

Increasestressmanagementandimpulsecontrol.

Ernie Mendes, Mendes Training & Consulting, Carlsbad, CA,

[email protected]

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PC105

SEVEN STRATEGIES FOR ASSESSMENT

FOR LEARNING

Learn how to weave assessment or learning

into daily teaching based on the content o

Seven Strategies o Assessment or Learning (Assessment

Training Institute, 2009). Help students develop a clearvision o the intended learning. Teach students to

sel-assess and set goals. Provide descriptive eedback

eectively and eciently. Learn to lead others in their

study o these practices.

Participants will:

Gainanunderstandingofthesevenstrategiesof

assessment or learning.

Developconcreteexamplesofclassroomapplications

o the strategies.

Learntoleadothersinstudyingassessmentfor

learning.

Each participant will receive a copy o the book, SevenStrategies o Assessment or Learning (Assessment Training

Institute, 2009), a acilitators guide to using the book,

and a CD o related materials as the ocus o learning-

team study.

Jan Chappuis, Pearson Assessment Training Institute,

Portland, OR, [email protected]

PC106

SOCIAL JUSTICE: BEYOND IDEAS TO ACTION

Examine multiple perspectives on social

justice and its implications or proessional

practices. Discover what social justice means

beyond altruism to what it means in terms o your own

proessional work and or achieving educational equity.

Develop practical ideas or eective proessional learning

based on a clear vision o social justice. Gain the skills

to advocate or and understand social justice and to act

on this knowledge and these belies to perorm at high

levels or all students.

Participants will:

Developasystemic,cradle-to-careeranalysisthat

enables educators to assess holistic strategies or

identiying what social justice means in their own

educational context.

Makedata-baseddecisionsthatapplysocialjusticeto

establishing a clear vision with high expectations or all

students.

Investigatehowtocreateappropriatelearning

conditions and develop innovative curriculum,

teaching, and learning approaches aimed at equity.

Beverly Cross, University of Memphis, Memphis, TN,

[email protected]

PC107

LEADING CHANGE STEP BY STEP:

TACTICS, TOOLS, AND TALES

Gain proven tactics or planning and imple-

menting successul change with helpul tools

to put change eorts into practice. Develop a vision o

sustainable educational reorm and a series o coordi-nated action steps. Hear success stories where leaders

used these tools to analyze situations and identiy and

work with groups needed to get results. Engage in small

groups to use the tools to plan your own change strate-

gies to address your own vision o needed reorm.

Participants will:

Assessthereadinessofleaders,participants,and

organizations or change.

Identifyandengagethevariousstakeholdergroups

and include them in collaborative planning.

Learntominimizeresistanceanddevelopgreater

resistance tolerance at the same time.

Planandimplementanearlywinandthenscaleand

sustain the results.

Makemid-coursecorrectionsandsecurecontinuous

improvement.

Jody Spiro, New York, NY, [email protected]

PC108

ADVOCACY TO

IMPACT TEACHING

AND LEARNING

Learn to eect change

in the policy arena by ampliying the voices o educators.Give educators the knowledge and skills needed to advo-

cate or positive change at the local, state, and national

levels. Transorm your advocacy goals into strong, cohe-

sive messages. Develop communication skills to speak so

others listen, and strategize about logical entry points to

introduce your voice into policy dialogue. Crat a plan to

meet context-specic advocacy goals that support eec-

tive teaching and student learning.

Participants will:

Writeclear,focusedadvocacygoalstocreatepositive

change or students and teachers at the local, state, or

national context. Discovertheelementsofeectivemessagingand

think strategically to identiy the right audiences to

deliver them.

Createaplantoamplifyteachervoiceinthedialogue.

Terese Emry, Center for Strengthening the Teaching

Profession, Tacoma, WA, [email protected]

Beth McGibbon, Spokane Public Schools, Spokane, WA,

[email protected]

John Hellwich, White River School District, Buckley, WA,

[email protected]

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PC109

HOW TO PRODUCE POWERFUL

AND EFFECTIVE PRESENTATIONS

Learn to dierentiate the characteristics o

good vs. bad presentation design. Review

key principles o visual literacy using supporting research

and resources. Acquire the strategies, techniques, andmethods to produce eective presentations applicable to

any ormat, whether proessional development, class-

room instruction, online instruction, or at a proessional

conerence.

Participants will:

Identifythekeycomponentsofawell-designed

presentation.

Learnavarietyofwaysinwhichappropriatecontent

can be accessed.

Gainstrategiestodeveloptheirownstockimage

library or presentation use.

Practicedeveloping,designing,anddeliveringabrief

presentation.

Explorewaystheircontentcanbepublished.

Participants should bring laptops and digital cameras.

Photo editing sotware is recommended.

Kenneth Shelton, Los Angeles Unied School District,

Los Angeles, CA, [email protected]

PC110

IMPROVING ADOLESCENT LITERACY

THROUGH QUALITY INSTRUCTION

Content area literacy has grown and expand-

ed in recent decades. Schoolwide approaches,

discipline-specic literacy, and 21st-century skills are

now needed to create college- and career-ready learners.

Examine research-based practices associated with oster-

ing a schoolwide eort or improving adolescent literacy,

and create a plan or applying these to your own schools.

Discuss quality indicators or utilizing an instructional

ramework that builds conceptual knowledge and skills

through videos and rubrics. Use Common Core State

Standards as a basis or inusing 21st-century learning

into content areas.

Participants will:

Examineinstructionalstrategieswithincontentarea

teaching and improve students reading, writing, and

oral language development.

Gaininsightintohowtosupportstrugglinglearners.

Acquiretoolstosupportstudentcomprehensionand

success.

Nancy Frey, San Diego State University, San Diego, CA,

[email protected]

PC111

BECOMING AN ASSESSMENT LEADER

A balanced assessment program makes a

dierence or students only when all orms

o assessment relate to the instructional

process at the classroom level. Explore a variety o ways

to set clear learning goals, gather useul inormation onstudent learning through a variety o assessment orma

use that inormation to guide improvements in student

learning, and document students learning progress in

the context o modern classrooms. Learn how to use

classroom assessments as eective learning tools and

how to integrate perormance assessments with more

traditional testing and evaluation methods. Examine ho

to align assessment procedures with important learning

goals and how these procedures will allow them to bett

meet the needs o diverse learners.

Participants will:

Applyclassroomassessmentsaseectivelearningtools.

Learntointegrateperformanceassessmentswithmo

traditional testing and evaluation methods.

Alignassessmentprocedureswithimportantlearning

goals.

Usetheseprocedurestobettermeettheneedsof

diverse learners.

Thomas Guskey, University of Kentucky, Lexington, KY,

[email protected]

10

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Preconference Sessions/Saturday /December 3, 2011 / 9 a.m. 4 p.m.

800-727-7288

www.learningforward.org

Dec.37,2011Anaheim,CACapture theMagic


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PC201

LEADING FOR TEACHER GROWTH

IN DIFFERENTIATION

Teachers who are learning how to better plan

curriculum, assessment, and instruction or

academically diverse classrooms need the support and

eedback o capable administrators, coaches, and peers.See how such leadership readily applies principles and

practices o dierentiation to acilitating teacher learning.

Examine ways to help teachers develop a solid under-

standing o what it means to dierentiate instruction in

their classrooms.

Participants will:

Analyzeclassrooms,lessons,andtasksforelementsof

high-quality dierentiation.

Identifyopportunitiesforfacilitatingteachergrowthin

dierentiation.

Applycoachingtechniquestoprofessionalinteractions

around dierentiation.

Adaptmodels,strategies,andtoolstoshort-andlong-

term proessional development planning.

Jessica Hockett, Evanston, IL, [email protected]

PC202

CREATING 600,000 TEACHERPRENEURS BY 2030:

WHAT WE MUST DO TODAY AND TOMORROW

Experience a vision or the uture o teaching. Identiy

our emergent realities that will shape the learning

experience o children born in the new millennium and

explore six levers or change that can increase teaching

quality. Hear how 600,000 teacherpreneurs will be culti-

vated in the next 20 years.

Participants will:

Digdeeplyintothechallengesclassroomteacherswill

ace over the next 20 years, in and out o cyberspace.

Developandshareactionplansforhowthevisionof

teaching can be realized.

Shapeanewsetofworkgoalstoengagethepublic

and practitioners around the promise and possibilities

o teacherpreneurs.

Leavewithasolutions-orientedapproachto

addressing these questions.

Barnett Berry, Center for Teaching Quality,

Hillsborough, NC, [email protected]

Julianna Dauble, Renton School District, Renton, WA,

[email protected]

Vinnie Basile, Adams County School District 50,

Broomeld, CO, [email protected]

Heather Wolpert-Gawron, Los Angeles, CA,

[email protected]

PC203

ENGAGING EDUCATORS

IN THE POLICY PROCESS

Too oten, teachers may see the

complexity o the world outside

the classroom as a barrier to engaging in the policy

process. Explore how educators are most eective whenthey understand policy, eel ownership over policy, and

actively engage in shaping policy. Develop strategies

teachers, school leaders, and district leaders can use to

break down these engagement barriers.

Participants will:

Learnhowpolicyismadeatthelocal,state,andfederal

levels and entry points or aecting this process.

Considertheproblemsfacingdistrictsandpropose

innovative policy solutions or addressing those

concerns.

Learntheimportanceofhavingastathatiscognizant

o the policy context and strategies or engaging ellow

educators in policy.

Ren Islas,Learning Forward, Washington, DC,

[email protected]

Cheryl Krehbiel, B&D Consulting, Washington, DC,

[email protected]

PC204

NEW STANDARDS FOR

PROFESSIONAL DEVELOPMENT

Standards or proessional de-

velopment dene the indicators

o quality and recommended practice in the eld. Hearabout the newly updated standards or proessional

development recently revised in 2011 through a multi-

national, collaborative process involving multiple proes-

sional education associations and organizations. Focus

on developing an understanding o the newly revised

standards, examine what they look like in practice, and

explore ways to introduce them to various stakeholder

groups, integrating them into policies that currently exist.

Participants will:

Developanunderstandingofthenewlyrevised

Standards or Proessional Development.

Distinguishthesimilaritiesanddierencesbetween

the new and ormer standards.

Examinehowthestandardslookinpractice.

Acquirestrategiesforintroducingthestandardsto

various stakeholder groups.

Gainstrategiestoimplementstandardsinpractice.

Explorewaysofintegratingthenewstandardsinto

policy.

Joellen Killion, Learning Forward, Arvada, CO,

[email protected]

Jacqueline Kennedy, Learning Forward, Dallas, TX,

[email protected]

2

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Preconference Sessions/Sunday /December 4, 2011 / 9 a.m. 4 p.m.


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PC205

WEB 2.0: THE WHO, WHY, AND WHAT ON

HOW EDUCATORS CAN USE SOCIAL MEDIA

AND INTEGRATE IT INTO THEIR CLASSROOMS

Examine how teachers and students can

eectively use social media to enhance the educational

experience. Explore various tools rom blogs to content

management systems to image galleries. Find creative

ways to embrace technology and integrate it into your

classroom.

Participants will:

ExploreexcitingareasofWeb2.0anditseectiveuse.

Gaintheabilitytousesocialmediawebsitesand

transorm classrooms.

Learntoleverageavailabletechnologyandresources.

Michael Butler, Butler Consulting Group, St. Louis, MO,

[email protected]

PC206 COACHING: IS IT WORTH IT?

Learn how to maximize results rom coaches,

teacher leaders, resource teachers, and

proessional developers. Examine what will

be dierent ater having coaches and/or

teacher leaders in your district or school or three years.

Determine whether or not coaching is worth it. Discuss

whether one-on-one coaching will really, sustainably, up-

grade instruction and learning across your entire school

or district. Gain an understanding o the sole purpose o

coaching in education and why the coachs role must be

careully crated and supported.

Participants will:

Identifythehigh-leverageactivitieswhereallcoaches

need to be spending 80% o their time.

Distinguishwhichrelationshipismostimportant

or the coach to cultivate in order to impact classroom

instruction and learning.

Discoverwhatcontent-focusedcoachingisandwhy

a ocus on content is necessary to improve student

achievement.

Examinewhatviabletheoryofactionandstrategic

decisions principals, districts, and coaches should

make to ensure that teachers and students learn to

high-levels. Worktomaintainacoachingculturewhenthebudget

is slashed.

Lucy West, Metamorphosis Teaching Learning Communities,

New York, NY, [email protected]

PC207

PLOTTING THE PATH AWAY FROM JUVENI

DETENTION AND TOWARD ACADEMIC

SUCCESS FOR BLACK MALES

Over the past decade a number o policy

organizations have called or reversing a trend common

known as the school-to-prison pipeline, which has oun

that zero-tolerance disciplinary policies and reliance on

law enorcement to handle minor oences at schools

oten precipitate youth involvement with the juvenile

justice system, disproportionately aecting Arican

American males. Learn how having adequate education

accommodations or students with special needs and

unique lie circumstances can lead to less involvement i

the juvenile justice system. Review original research on

specic strategies to create an environment that is cons

tent with lower levels o delinquency and higher levels o

academic success or black males.

Participants will:

Setculturallyrelevantprioritiesforschool-based

training programs ocusing on social skills or school-

age black males.

Exploredelinquencyrelatedfactorsthathavea

relationship with educational outcomes.

Establishprioritiesandbestpracticestocontrol

gang-related activity in schools and develop strategie

to cultivate an environment to help black males over-

come violence-related stress and enjoy higher levels

o academic success.

Considertheacademicpotentialofblackmalesin

juvenile detention centers and establish priorities or

detention-based education and programs designedto reintegrate ormer youth detainees into mainstrea

schools.

Examinetheexperiencesofschool-agedblackmales

who sell drugs and learn how to construct amily,

community, and school-based programs that reduce

involvement in the juvenile justice system and

promote higher school participation.

Ivory Toldson, Howard University, Washington, DC,

[email protected]

PC208

A STUDY OF THE

COMMON CORE

STATE STANDARDS:

STRENGTHENING TH

ALIGNMENT OF CURRICULUM, INSTRUCTION, AND

ASSESSMENT

Learn processes or exploring the depth, rigor, and com

plexity o the mathematics and English language arts an

literacy Common Core State Standards (CCSS). Examine

how important content ideas are developed across

the CCSS by tracing its articulation rom kindergarten

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through grade 12. Explore how components that make

up the CCSS create a structure that supports teaching,

learning, and collaboration.

Participants will:

Developfamiliaritywiththeknowledgeandskills

students should have within K-12 education.

UnderstandhowtheCCSSalignwithcollegeand

career expectations.

Examinetheimplicationsforthedevelopmentand

alignment o curriculum, instruction, and assessment.

Laurie Garland, The University of Texas, Charles A. Dana

Center, Austin, TX, [email protected]

Patti Bridwell, The University of Texas, Charles A. Dana


Omar Barnhart, The University of Texas, Charles A. Dana


PC209

INITIATING AND SUSTAINING IMPROVEMENT

THROUGH RESEARCH AND DEVELOPMENT, A

CONTINUOUS IMPROVEMENT PROCESS

Learn about a practical, research-tested continuous im-

provement (CI) process, recognized in 2010 by Learning

Forward or its quality research base, that is a product o

25 years o collaboration among teachers, administra-

tors, and researchers in challenged districts and schools.

Consider a process praised by educators or its practical-ity and eectiveness in increasing student achievement.

Examine the major change elements o the CI process

and critical mediating variables. Review examples that

include an early reading program, a school change

model, an English learner program, a teacher collabora-

tion program, and specic components o literacy and

language arts instruction.

Participants will:

StudytheCImodelandcasesinwhichithasbeen

used.

AnalyzeacurrentinitiativeintermsoftheCIelements.

Determinewhichaspectsneedtobestrengthenedand develop specic steps to improve the initiative

and its implementation.

Ronald Gallimore, University of California Los Angeles,


Bradley Ermeling, Pearson Learning Teams, Tustin, CA,

[email protected]

David Marcelletti, Pearson Learning Teams, Los Angeles, CA,

[email protected]

William Saunders, University of California Los Angeles,


PC210

CONCEPTUAL TEACHING AND

SYNERGISTIC THINKING: RAISING THE BAR

FOR CURRICULUM AND INSTRUCTION

Expand your awareness o the conceptual

level o knowledge, thinking, and understanding. Move

to a three-dimensional, concept-based, curriculum and

instruction model and replace the worn out two-dimen-

sional coverage model. Explore what concept-based

instruction looks like in the classroom. Learn specic,

practical instructional strategies that engage the hearts

and minds o students and develop deeper, synergistic

thinking. Raise the bar in curriculum and instruction and

or meeting the deeper intent o the Common Core State

Standards.

Participants will:

Acquirecutting-edgestrategiesforraisingthebarin

curriculum and instruction.

Learntodesigninstructiontoachievesynergistic

thinking between the actual and conceptual levels

o knowledge and understanding.

Movetoathree-dimensionalcurriculumand

instruction model.

Leavewithpracticalapplications,newunderstandings

about quality curriculum and instruction, and a

renewed passion or their job

Lynn Erickson, C&I Consulting, Mill Creek, WA,

[email protected]

PC211

INDUCTION THATCOUNTS: USING

DATA TO ASSESS

PROGRAM QUALITY

AND INCREASE PROGRAM IMPACT

How can you tell i your teacher induction program is

high quality? How do you know what kind o an impact

your program is having on teacher practice and student

learning? Learn how the New Teacher Center addresses

these questions.

Participants will:

Becomefamiliarwithtendimensionsofhigh-quality

teacher induction.

Examinetoolsforcollectingevidenceofnewteacher

eectiveness.

Considerwaysinwhichbeginningteacherscan

maximize their impact on student learning.

Janet Gless, New Teacher Center, Santa Cruz, CA,

[email protected]

Cynthia Brunswick, New Teacher Center, Chicago, IL,

[email protected]

Srikanth Gopalakrishnan, New Teacher Center,

Chicago, IL, [email protected]

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PC212

TRANSFORMING SCHOOL CULTURE:

CREATING HEALTHY LEARNING ENVIRON-

MENTS

Gain insight on the age-old battle o getting

sta buy-in on school improvement initiatives. Under-

stand the root causes o sta resistance to change. Ac-

quire a clear understanding o the problem and concrete

strategies that will improve your school

culture and lay the oundation or the creation o a

powerul learning environment.

Participants will:

Understandthefactorsthatleadtotheformationof

healthy and toxic school cultures.

Appreciatethesubtle,sociologicalissuesthataect

student learning.

Leavewithpracticalstrategiesthatwilleliminatesta

division on critical issues o student learning.

Takeawayaplanofactionandtheknowledgeand

skills to develop policies and procedures that support

student-centered belie systems.

Anthony Muhammad, New Frontier 21, Novi, MI,

[email protected]

PC213

WE CANT TEACH WHAT WE DONT KNOW:

GROWING GOOD WHITE TEACHERS

In spite o the rhetoric and best intentions,

the education community still struggles

under the weight o limited perspectives and paradigms

regarding race. Learn to talk about issues o power,privilege, and race in ways that are authentic and eec-

tive. Recognize signs o insensitivity and bigotry in your

community and among students and colleagues. Explore

several proessional development processes, conceptual

rameworks, instructional strategies, and conversations

that help ree us rom our own personal, proessional, and

institutional barriers.

Participants will:

Understandthesubtleelementsofracial

discrimination that are present in todays schools.

Identifytheunderlyingassumptionsandbiasesthat

orm the basis o the U.S. educational system and thatpromote discrimination and maintain the status quo.

Examinehowtocreateprofessionaldevelopment

processes that remove impediments to cultural

awareness.

Developcurriculumandclassroomsthatreachthe

needs o all students and are more inclusive and inviting.

Takeajourneyoftransformation,reectonyourown

values, actions, and speech, and promote change

within your community.

Gary Howard, Gary Howard Equity Institutes,

Seattle, WA, [email protected]

PC214

QUALITY QUESTIONING TO

ENGAGE STUDENTS AND ADULT

PATHWAY TO EFFECTIVE LEAD-

ING, TEACHING, AND LEARNING

Quality questioning is a powerul lever or systemic

improvement and is a key to attaining high levels o ind

vidual and collective engagement, thinking, and learnin

or both students and adults in schools. Learn strategies

or creating schools o inquiry, innovation, and imagina-

tion using quality questions and questioning strategies

Explore how to ormulate questions that ignite inquiry

and collaboration or students and adults. Take away a

range o engagement strategies and protocols that can

be used with large and small groups and adapted or

students and adults.

Participants will:

Learnhowtoformulatequestionsthatarealigned

with intended outcomes.

Matchstructuresforrespondingwithintendedresult

Exploretheknowledge,skills,andhabitsofmindthat

nurture and support a culture in which quality

questioning drives authentic inquiry, deep learning,

and continuous improvement.

Reectonpersonaluseofqualityquestioning.

Jackie Walsh, Montgomery, AL, [email protected]

Beth Sattes, Charleston, WV, [email protected]

PC215

DEVELOPING AND ASSESSING

PRINCIPAL EFFECTIVENESS: ACOHERENT LEADERSHIP

DEVELOPMENT SYSTEM

Hear how to guide and support leadership developmen

through articulation, proessional development, quality

review, policy assessment and recommendations, and

resource sharing and development. Learn about the

Integrated Leadership Development Initiative designed

to advance leadership by using research and policy

recommendations as a key strategy or improving schoo

and districts. Review recent research and best practices

about education leadership and develop a coherent and

comprehensive system or principal development and

support.

Participants will:

Examineeachstageoftheleadershipdevelopment

continuum and how to identiy and best prepare leade

Discussprincipalinduction,development,andsuppo

Formulatestepsneededtochangepoliciesand

practices necessary or a systemic approach to

leadership development.

Karen Kearney, WestEd, San Francisco, CA,

[email protected]

Steve Winlock, Sacramento County Oce of Education,

Sacramento, CA, [email protected]

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PC301

FROM DATA, DATA EVERYWHERE

TO SUCCESSFUL RESPONSE-TO-

INTERVENTION RESULTS

Until continuous school im-

provement planning is done right, a school cannot do

Response-to-Intervention (RtI) right. Learn what students

know and do not know, and make commitments to get

all students on grade level. Hear how to create a shared

vision and establish an integrated RtI system throughout

general and special education.

Participants will:

Developanunderstandingofcontinuousschool

improvement planning and how it works with the

concept and intent o RtI.

Considerhowtoanalyzeschoolwidedata.

PlantocreateanRtIsystemthatreectstheschools

data, is a part o the vision, and know i a schools RtI

system is making a dierence.

Victoria Bernhardt, Education for the Future Initiative,

Chico, CA, [email protected]

Connie Hbert, Southeast Missouri State University Autism

Center for Diagnosis and Treatment, Cape Girardeau, MO,

[email protected]

PC302

COURAGEOUS CONVERSATION AND

COURAGEOUS LEADERSHIP: A FRAME-

WORK AND TOOLS FOR RESOLVING

LEARNING GAPS

For more than a decade, educators have struggled to nd

meaningul solutions to address student racial learninggaps. While proessional learning communities, positive

behavior support, and tender loving care are important

reorm components, these strategies alone do not

eliminate student racial learning gaps. Learn to eec-

tively exercise leadership at the important intersection

o race and schooling to eliminate racial, linguistic, and

economic disparities. Review the agreements and condi-

tions, outlined in Courageous Conversations About Race: A

Field Guide or Achieving Equity in Schools (Corwin, 2005).

Practice applying these strategies to meet instructional

and achievement challenges.

Participants will: Learnaframeworkthatenablesthemtoexamineand

address systemic racial, linguistic, and economic

achievement disparities in their school or district.

Developadeeperunderstandingoftheimpactofrace

on student achievement and practice.

Becomefamiliarwithfacilitationandprofessional

learning techniques that oster greater trust and saety

among educators participating in courageous

conversations.

Gatherprofessionaldevelopmentresourcesand

become a part o an extended national equity leader-

ship network in order to sustain personal ecacy and

improve proessional eectiveness.

Glenn Singleton, Pacic Educational Group, San Francisco, CA,

[email protected]

PC303

NAVIGATING LEADERSHIP TO

BECOME A LEARNING SCHOOL

Becoming a Learning School

(NSDC, 2009) and Change, Lead,

Succeed(NSDC, 2010) are two essential tool kits that

will support administrators and school leaders in the

implementation o and leadership or NSDCs deni-

tion o proessional development in schools. Learn how

planning or systemic proessional learning and leading

collaborative proessional learning teams are the ounda-

tion o continuous improvement. Examine structures andprocesses or successul collaboration; the responsibilities

o principals, teachers, teacher leaders, and central oce

sta; and strategies or evaluating team eectiveness.

Gain strategies and tools to understand collaborative

proessional learning, strengthen school and district cul-

ture, establish ocus on common goals, clariy stakehold-

ers roles in the school, troubleshoot perceived barriers

to proessional learning, and build a strong evaluation

system that ensures revisions are based on needs.

Participants will:

Identifythecomponentsofcollaborativelearning

that ocuses on student outcomes. Understandhowtoleadforchangethatbuilds

capacity o all sta to improve student learning.

Assessaschoolsordistrictsneedforandreadiness

to implement collaborative, team-based proessional

learning.

Practiceprotocolsthatfocusprofessionallearning

on getting results.

Clarifykeystrategiesfromthetoolkitstosupport

leadership or team development and student learning.

Developaplantoinitiateandimprovecollaborative

proessional learning within their school.

Bring a copy oBecoming a Learning School(NSDC, 2009)and Change, Lead, Succeed(NSDC, 2010) to the session.

Books may be ordered rom the Learning Forward Online

Bookstore at www.learningorwardstore.org.

Victoria Du, New Jersey Dept. of Education, Trenton, NJ,

[email protected]

Linda Munger, Munger Education Associates, Urbandale, IA,

[email protected]

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le Fwd

a Cfeece

Strands:

1. Advocacy: Building Support forProfessional Learning Through Policy

Development and Implementation.

2. Equity: Applying Knowledge of Race,

Class, Culture, and Learning Dierences

to Achieve Educational Equity.

3. Fundamentals: Addressing the

Fundamentals of Powerful Professional

Learning.

4. Impact: Examining the Link Between

pfe le d sde

Achievement.

5. Leadership: Developing School and

District Leadership at All Levels to

Continuously Improve Student Learning.

6. Teaching Quality: Enhancing Quality

Teaching for Student Learning.

7. Technology: Leveraging Technology as

a Resource for Professional Learning.

Conerence OverviewAs o March 9, 2011

FRIDAY, DEC. 2

8:30 a.m. - 4:00 p.m. .................Academy Classes o 2012 and 2013 Sessions

5:00 p.m. - 7:00 p.m. ................Registration

SATURDAY, DEC. 3

7:30 a.m. - 5:00 p.m. .................Registration

8:30 a.m. - 4:00 p.m. .................Academy Sessions9:00 a.m. 4:00 p.m. ................Preconerence Sessions

12:00 p.m. - 1:00 p.m. ..............Preconerence Lunch

SUNDAY, DEC. 4


9:00 a.m. - 4:00 p.m. .................Preconerence Sessions

12:00 p.m. - 1:00 p.m. ..............Preconerence Lunch

5:00 p.m. - 6:00 p.m. .................Academy Reception and Academy Graduation

6:00 p.m. - 6:45 p.m. .................First-Time Conerence Goers Orientation

6:30 p.m. - 7:45 p.m. .................Member Reception

8:00 p.m. - 11:00 p.m. ..............Dance

MONDAY, DEC. 5


7:00 a.m. - 7:30 a.m. .................Breakast

7:30 a.m. - 8:30 a.m. .................General Session 1

8:30 a.m. 5:45 p.m. ................Exhibit Hall Open

9:00 a.m. - 12:00 p.m. ...............Keynote speaker QA1, Thought Leader Lectures TL1 & TL2

9:00 a.m. - 12:00 p.m. ...............Concurrent Sessions (A & C)

10:00 a.m. - 12:00 p.m. ............Concurrent Sessions (B & D)

12:15 p.m. - 1:00 p.m. ..............Lunch

1:00 p.m. - 2:15 p.m. .................General Session 2

2:30 p.m. - 5:30 p.m. .................Keynote speaker QA2, Thought Leader Lectures TL3 & TL4

2:30 p.m. - 5:30 p.m. .................Concurrent Sessions (E)

2:30 p.m. - 4:30 p.m. .................Concurrent Sessions (F), (A & B continued)

2:30 p.m. - 4:30 p.m. .................Roundtable 14:45 p.m. 5:45 p.m. ................Exhibit Hall Reception

6:00 p.m. - 7:00 p.m. .................State and Provincial Aliate Receptions

TUESDAY, DEC. 6


7:00 a.m. - 7:30 a.m. .................Breakast

7:30 a.m. - 8:30 a.m. .................General Session 3

8:30 a.m. - 4:00 p.m. .................Exhibit Hall Open

9:00 a.m. - 12:00 p.m. ...............Keynote speaker QA3, Thought Leader Lectures TL5 & TL6

9:00 a.m. 12:00 p.m. ..............Concurrent Sessions (G & I)

10:00 a.m. - 12:00 p.m. ............Concurrent Sessions (H & J)

12:15 p.m. - 1:00 p.m. ..............Lunch

1:00 p.m. - 2:15 p.m. .................General Session 42:30 p.m. - 5:30 p.m. .................Keynote speaker QA4, Thought Leader Lectures TL7 & TL8

2:30 p.m. - 5:30 p.m. .................Concurrent Sessions (K)

2:30 p.m. - 4:30 p.m. .................Concurrent Sessions (L), (G & H continued)

2:30 p.m. - 4:30 p.m. .................Roundtable 2

5:30 p.m. - 6:30 p.m. .................Learning Forward Business Meeting

WEDNESDAY, DEC. 7

7:00 a.m. - 10:00 a.m. ...............Registration

7:45 a.m. - 9:45 a.m. .................Thought Leader Lectures TL9 & TL10

7:45 a.m. - 9:45 a.m. .................Concurrent Sessions (M)

9:45 a.m. - 10:30 a.m. ...............Brunch

10:30 a.m. - 11:45 a.m. ............General Session 5

11:45 a.m. ....................................Conerence Adjourns

Thanks to our generoussponsors (as o March 9, 2011)

LEGACY

GALAXY

PLATINUM GOLD

SILVER


15/16

rEgistration poliCiEs anD proCEDurEs

To register or Learning Forwards 2011 Annual Conerence, please complete the

Registration Form on the next page.

Fees or Saturday and Sunday include lunch, materials, and program attendance. Fees

or Monday and Tuesday include breakast, lunch, materials, and program attendance.

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I you are not a current Learning Forward member, you must add a non-member ee

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group DisCount

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to receive a ull reund. A 50% reund will be given to written requests received by Nov. 18, 2011.

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tions received ater Nov. 18, 2011. Learning Forward reserves the right to process reunds ater

the conerence concludes.

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until you submit your session selection orm. We will e-mail you the orm in July. Session tickets,

conerence materials, and a nametag will be distributed at the conerence. Please call the

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The purchase order must be enclosed with the registration. Learning Forward will invoice your

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MAIL:

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orm. I you mail the orm,

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when you register by

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le Fwd

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1Day Preconference (indicate day attending) ...........................................$279 _______

Preconerence Session Choice: __________Saturday 12/3 Sunday 12/4

(includes coee break/lunch)

2Day Preconference or two 1Day Preconference ...............................$429 _______

Preconerence Session Choice: __________Saturday 12/3 AND Sunday 12/4 (includes coee breaks and lunch both days)

1Day Regular Conference (indicate day attending) ................................$229 _______Monday 12/5 Tuesday 12/6 Wednesday 12/7

(includes breakast and lunch Mon./Tues. or brunch on Wednesday)

3Day Regular Conference .................................................................................$429 _______Monday 12/5, Tuesday 12/6, Wednesday (a.m.) 12/7

(5 meals, Sunday Reception, Exhibit Reception, and Aliate Receptions included)

5Day BEST DEAL ....................................................................................................$699 _______Preconerence Session Choice: __________Saturday 12/3 through Wednesday (a.m.) 12/7(7 meals, Sunday Reception, Exhibit Reception, and Aliate

Receptions included)Subtotal $ __________

You may skip 3 i you are a current Learning Forward member. All non-membersMUST add the ee or one o the options below. These are one-year memberships.Go to www.learningorward.org/join/ or complete membership benets.

Check (3)

Teachers Teaching Teachers Introductory Membership ...........................$ 49 _____

Teacher Leader Membership ..............................................................................$ 99 _____

Principal Leader Membership ............................................................................$ 99 _____

System Leader Membership ...............................................................................$ 99 _____

Comprehensive Membership...........................................................................$129 _____

Organizational Membership.............................................................................$179 _____Three people can attend the conerence with one organizational membership.(Forms must be sent together and one person must be designated to receivemembership materials.)

Add Book Club to any Membership (U.S. $49, Canada $69, all others $99) .................$ _____

Nonmember ee ....................................................................................................$50 _____

Subtotal $ __________

Deduct $75 early bird discount ........................................................................ $ _______

(on 3 or 5Day registration only) i postmarked beore May 31, 2011

Enter group discount code _____________ (Phone 800-727-7288) ......... $ _______

Presenters deduct $50. Presenter Session #_________ ........................... $ _______

Presenters must register or days they are presenting

Subtotal $ __________

Subtotal Registration 2 ......................................................................................... $_________

Subtotal Membership 3 ....................................................................................... $_________

Subtotal Discount 4 ............................................................................................. $_________

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CANCELLATION POLICY: Cancellations must be sent in writing to the Learning Forward

Business Oce by Nov. 9, 2011 to receive a ull reund. A 50% reund will be given to writ-

ten requests received by Nov. 18, 2011. A processing ee o $50 will be deducted rom all

reunds. No reunds will be issued or ca ncellations received ater N ov. 18, 2011. Learning

Forward reserves the right to process reunds ater the conerence concludes.

Your membership number appears on your address label, or add a membership in 3 . Three peoplecan attend using one organizational membership number. Trial memberships do not apply.

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H

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EARLY BIRD REGISTRATION FORMDec. 37, 2011 Anaheim Convention Center Anaheim, CA

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