student success - ascd...ers, and standards-based grading, properly designed and implemented,...

3

New thinking on assessment,

feedback, and grading focuses on

student understanding and the

role each plays in student achieve-

ment and engagement.

While grading evaluates an

individual student’s learning and

performance, assessment aims to

improve student performance by

examining patterns of learning.

By delivering feedback that

encourages students to take

appropriate ownership of their

learning and attend to their social

and emotional development, you

can boost achievement.

We hope the wide range of

ASCD materials featured in this

catalog—books, videos, and online

resources—will inspire you to

engage your students and

encourage their success.

3 New Resources

8 Assessment, Feedback, and Grading

20 Developing Social and Emotional Skills

23 Order Form

REDEFINING

STUDENT SUCCESS WHAT’S INSIDE...

HOW TO ORDERSEE ORDER FORM ON PAGE 23. FOR FASTEST SERVICE, order online at shop.ascd.org.

Phone: 1-800-933-ASCD (2723), then press 1 (Monday–Friday, 8:00 a.m.–6:00 p.m. eastern time)

Mail: ASCD, PO Box 17035, Baltimore, MD 21297-8431

Fax: 1-703-575-5400

E-mail: [email protected]

About ASCDDedicated to the whole child, ASCD is a global nonprofit community committed to excellence in education. Comprising more than 125,000 members—superintendents, principals, teachers, professors, and advo-cates from more than 128 countries—ASCD provides expert and innovative solutions essential to the way educators learn, teach, and lead. For more information on programs and membership, visit www.ascd.org.

“Students, parents, colleges,

and employers deserve assessment

systems and grades that are trans-

parent, that accurately reflect student

performance on state standards, that

are consistent across teachers of the

same course or grade level, and that

encourage perseverance and

continued learning. Educators have

a professional and moral obligation to

design classroom assessment systems

that serve the students rather than

the idiosyncrasies of individual teach-

ers, and standards-based grading,

properly designed and implemented,

enables us to fulfill that obligation.”

—From Charting a Course to Standards-Based Grading: What to Stop, What to Start, and Why It Matters by Tim R. Westerberg, 2016, Alexandria, VA: ASCD. ©2016 by ASCD. All rights reserved.

Charting a Course to Standards-Based Grading: What to Stop, What to Start, and Why It MattersTim R. Westerberg

What’s the best way to ensure that grading policies are fair, accurate, and consistent across class-rooms? How can schools transition to a grading system that better reflects what students are actu-ally learning? Author Tim R. Westerberg makes this journey easier by offering a continuum of options, with four “destinations” on the road to improved grading and assessment.• Destination 1 critically examines popular

grading mechanisms and explains how they undermine objectivity and instead result in widely divergent grades for comparable work.

• Destination 2 invites educators to put assess-ment and grading into the larger context of a districtwide guaranteed and viable curriculum.

• Destination 3 brings parents and others on board with a multiyear implementation plan and community engagement strategies.

• Destination 4 involves a total rethinking of the nature and structure of school, leading to individualized education for all students.

(ASCD book, 2016) 7” x 9”, 165 pages

Format List Price Member Price

Print $27.95 $19.95E-Book $26.99 $18.99Stock # 117010XG0ISBN # 978-1-4166-2263-5

NEW RESOURCES

TIM R. WESTERBERG

ASCD Author and School Improvement Coach

NEW!

WE’RE HERE TO HELP | 1-800-933-ASCD (2723) +1 2016 REDEFINING STUDENT SUCCESS | SHOP.ASCD.ORG ONLINE STUDY GUIDE INCLUDED2 3


NEW RESOURCES

Giving Students Effective Feedback Susan M. Brookhart

Based on ASCD best seller How to Give Feedback to Your Students, this quick reference guide helps you plan for and deliver student feedback to improve learning in your classroom.

(ASCD Quick Reference Guide, 2016) 8 1/2” x 11”, 3 laminated panels, 6 pages


Single copy $12.95 $9.95Pack of 25 $289.95 $219.95Stock # QRG116087XG0Single copy ISBN # 978-1-4166-2328-1Pack of 25 ISBN # 978-1-4166-2329-8

How to Give Effective Feedback to Your StudentsSusan M. Brookhart

See page 14 for more information.

1

“A rubric is a coherent set of criteria for students’ work that includes descriptions of levels of performance quality on the criteria.” (Source: Brookhart, 2013, p. 4).

* Assessment of complex performances

* Helping students assess their own work

* Helping teachers give feedback targeted to learning criteria

WHAT ARE RUBRICS? WHAT ARE RUBRICS GOOD FOR?

4 RUBRIC TYPES

7 STUDENT STRATEGIES

4 FAQs

SAVE 10% WHEN YOU BUY IN PACKS OF 25!

RUBRICS FOR FORMATIVE ASSESSMENT AND GRADING

BY SUSAN M. BROOKHART

How Do Rubrics Differ from Other Assessment Tools?

Example Rubric Template

Advanced Proficient Novice Not Yet

Sample Criterion Description of work at an advanced level on the sample criterion.

Description of work at a proficient level on the sample criterion.

Description of work at a novice level on the sample criterion.

Description of work at a beginning level on the sample criterion.

What makes a rubric a rubric (as opposed to a checklist or rating scale) is the use of both criteria and performance level descriptions. In a rubric, these must be displayed together, but there is no definitive way to do so.

Performance level descriptions are what separate rubrics from other assessment tools.

As seen in this chart, analytical rubrics are often constructed with the criteria defining the rows and levels defining the columns. Sometimes the chart is reversed with the criteria defining columns and the levels defining rows, or there is no chart and each criterion is presented with its performance level descriptions listed underneath.

* A checklist is a set of criteria that are judged present/absent or yes/no.

• Checklists do not have performance level descriptions.

• Checklists are especially useful for assessing whether students have followed directions for an assignment (e.g., has a title page, has a table of contents) or for simple performance assessments (e.g., my sentence starts with a capital letter, ends with a period).

* A rating scale is a set of criteria that are assessed by a scale, typically an evaluative scale (e.g., Excellent, Good, Fair, Poor) or a frequency scale (e.g., Always, Often, Sometimes, Never).

• Rating scales have criteria but no performance level descriptions, and do not describe why, for example, work is “good.”

• Evaluative rating scales are not very useful in the classroom. Frequency scales are useful for behavior and effort ratings (e.g., Comes to class prepared: Always, Often, Sometimes, Never).

1 2 3

1 2 3

Displaying Criteria and Performance Level Descriptions Together

Rubrics for Formative Assessment and Grading Susan M. Brookhart

This quick reference guide provides how-to advice for designing, selecting, and using rubrics to assess student work and help students assess their own progress. Packed with information, example rubrics, and strategies for student engagement, this guide includes icons and charts for quick and easy reference.

(ASCD Quick Reference Guide, 2016) 8 1/2” x 11”, 3 laminated panels, 6 pages


Single copy $12.95 $9.95Pack of 25 $289.95 $219.95Stock # QRG117045XG0Single copy ISBN # 978-1-4166-2353-3Pack of 25 ISBN # 978-1-4166-2354-0

How to Create and Use Rubrics for Formative Assessment and GradingSusan M. Brookhart

See page 10 for more information.

Buy one or save 10% on a

pack of 25.ASCD members save even

more off the list price!

“Student achievement depends on students knowing what

they are trying to learn and getting helpful information

to move them forward—along with opportunities to use

that information. Feedback and rubrics are foundational

formative assessment tools that help teachers and students

work together to accomplish learning. Well-designed

rubrics help show students what they are trying to learn.

High-quality feedback helps show students where they are

and what they need to do next.”

—From Rubrics for Formative Assessment and Grading Quick Reference Guide by Susan M. Brookhart, 2016, Alexandria, VA: ASCD. ©2016 by ASCD. All rights reserved.

ALSO AVAILABLE

AVAILABLE IN NOVEMBER

NEW!

NEW!

1

“A rubric is a coherent set of criteria for students’ work that includes descriptions of levels of performance quality on the criteria.” (Source: Brookhart, 2013, p. 4).

* Assessment of complex performances

* Helping students assess their own work

* Helping teachers give feedback targeted to learning criteria

WHAT ARE RUBRICS? WHAT ARE RUBRICS GOOD FOR?

4 RUBRIC TYPES

7 STUDENT STRATEGIES

4 FAQs

SAVE 10% WHEN YOU BUY IN PACKS OF 25!

RUBRICS FOR FORMATIVE ASSESSMENT AND GRADING

BY SUSAN M. BROOKHART

How Do Rubrics Differ from Other Assessment Tools?

Example Rubric Template

Advanced Proficient Novice Not Yet

Sample Criterion Description of work at an advanced level on the sample criterion.

Description of work at a proficient level on the sample criterion.

Description of work at a novice level on the sample criterion.

Description of work at a beginning level on the sample criterion.

What makes a rubric a rubric (as opposed to a checklist or rating scale) is the use of both criteria and performance level descriptions. In a rubric, these must be displayed together, but there is no definitive way to do so.

Performance level descriptions are what separate rubrics from other assessment tools.

As seen in this chart, analytical rubrics are often constructed with the criteria defining the rows and levels defining the columns. Sometimes the chart is reversed with the criteria defining columns and the levels defining rows, or there is no chart and each criterion is presented with its performance level descriptions listed underneath.

* A checklist is a set of criteria that are judged present/absent or yes/no.

• Checklists do not have performance level descriptions.

• Checklists are especially useful for assessing whether students have followed directions for an assignment (e.g., has a title page, has a table of contents) or for simple performance assessments (e.g., my sentence starts with a capital letter, ends with a period).

* A rating scale is a set of criteria that are assessed by a scale, typically an evaluative scale (e.g., Excellent, Good, Fair, Poor) or a frequency scale (e.g., Always, Often, Sometimes, Never).

• Rating scales have criteria but no performance level descriptions, and do not describe why, for example, work is “good.”

• Evaluative rating scales are not very useful in the classroom. Frequency scales are useful for behavior and effort ratings (e.g., Comes to class prepared: Always, Often, Sometimes, Never).

1 2 3

1 2 3

Displaying Criteria and Performance Level Descriptions Together

quick reference guide includes

4

7

4

Instructional Phases3-hole punched for binders

Icons and visuals for quick reference

Laminated for durability

Tips and Procedures

Examples

ASCD QUICK

REFERENCE GUIDES

ASCD Quick Reference Guides cover fundamental education topics in a

handy format that’s perfect for time-pressed study groups or individuals.

Written by recognized experts, the guides are packed with instructional

tips and solutions that you can put into practice right away.

The Formative Five: Fostering Grit, Empathy, and Other Success Skills Every Student NeedsThomas R. Hoerr

For success in school and in life, students need more than academic proficiency and good test scores. Author Tom Hoerr shows how to foster the “Formative Five” attributes (empathy, self-control, integrity, embracing diversity, and grit) that today’s students need. This book includes specific suggestions and strategies to help teachers and principals pre-pare their students for success beyond school.

THOMAS R. HOERR

ASCD Author and Head of New City School, St. Louis, Missouri

AVAILABLE IN NOVEMBER

—From The Formative Five: Fostering Grit, Empathy, and Other Success Skills Every Student Needs by Thomas R. Hoerr, 2016, Alexandria, VA: ASCD. ©2016 by ASCD. All rights reserved.

THE FORMATIVE FIVE SUCCESS SKILLS AND ASSOCIATED TERMS

THE FORMATIVE FIVE SUCCESS SKILLS ASSOCIATED TERMS

Empathy Caring, understanding, compassionate

Self-control Measured, restrained, disciplined

Integrity Honest, trustworthy, respectful

Embracing Diversity Tolerant, accepting, culturally responsive

Grit Tenacious, resilient, fortitude

(ASCD Premium, Select, and Institutional Plus book, November 2016) 6” x 9”, 200 pages



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Print $24.95 $18.95ON SALE $21.99 $16.99E-Book $23.99 $17.99Stock # 109111XG0ISBN # 978-1-4166-1048-9

Learning Targets:Helping Students Aim for Understanding in Today’s LessonConnie M. Moss and Susan M. Brookhart

Discover how to write and use learning targets—lesson-sized chunks of information, skills, and reasoning processes that students need to learn. Explore how you can connect learning targets across lessons to enable students to master a series of challenges that lead to important curricular standards.

(ASCD Premium, Select, and Institutional Plus Member book, July 2012) 7” x 9”, 222 pages



ASSESSMENT, FEEDBACK, AND GRADING

Formative Assessment Strategies for Every Classroom: An ASCD Action Tool, 2nd EditionSusan M. Brookhart

This second edition of an ASCD’s best-selling Action Tool includes more than 60 tools—with tips and implementation steps—for creating and using formative assessments in every grade level and subject.

(ASCD Action Tool, 2010) 272 pages


Print $69.00 $49.00ON SALE $44.00 $44.00Stock # 111005XG0ISBN # 978-1-4166-1083-0

Formative Assessment in Content Areas DVD SeriesSchools and districts that have been introduced to the basics of why and how formative assessments improve learning and teaching will expand their knowledge with this DVD set. Over the course of three discs, this series presents the many ways teachers can use formative assessments in their subject areas and grade levels.

(ASCD DVD, 2008) Three 25‑ to 30‑minute DVDs, each with a professional development program


Video $439.00 $349.00Stock # 609034XG0ISBN # 978-1-4166-0820-2

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Formative Assessment PD In Focus ChannelThe resources in this channel explain what formative assessment is, why it’s important for teachers to use this approach in the classroom, and how to apply formative assessments to gather evidence about student learning that can be used to adjust teaching.

www.ascd.org/pdinfocus

How to Design Questions and Tasks to Assess Student ThinkingSusan M. Brookhart

Learn how to design targeted questions and tasks that align with the new standards’ empha-sis on higher-order thinking skills. Dozens of examples across grade levels and subject areas make it easier for you to pose questions and tasks as “problems to solve,” elicit higher-order thinking from your students, and tailor cognitive level and difficulty to students’ varying abilities.

(ASCD Premium Member book, August 2014) 7” x 9”, 144 pages



How to Assess Higher-Order Thinking Skills in Your ClassroomSusan M. Brookhart

Don’t settle for assessing only your students’ recall and comprehension when you can use this guide to create assessments of higher-order thinking skills. Assessment expert Susan M. Brookhart shows how to develop and use test questions and other assessments that reveal how well your students can analyze, reason, solve problems, and think creatively.

(ASCD Premium, Select, and Institutional Plus Member book, September 2010) 7” x 9”, 176 pages

Assessment Book BundleSusan M. Brookhart

Learn everything you need to know about how to develop and use test questions and create well-designed assessments. *How to Design Questions and Tasks to Assess Student Thinking*How to Assess Higher‑Order Thinking Skills in Your Classroom

(ASCD book bundle, 2016) 7” x 9”, 144 to 176 pages


Print $42.42 $42.42Stock # 116084XG0

Assessment: Designing Performance Assessments, 2nd Edition, PD Online CourseThis course makes connections between student motivation and types of assessment used in the classroom. Discover how to unpack learning standards and benchmarks, so that all assessments yield information about student progress and mastery of instructional goals.

register today!

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sign up for a free

trial!

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three DVDs!


Online Course $129.00 $129.00Stock # PD11OC108MXG0

www.ascd.org/pdonline

JAMES POPHAM

ASCD Author and Professor Emeritus, UCLA

Designing Assessments for Higher-Order Thinking, PD Online Course

This course will show you how to design and carry out a range of assessments that involve higher- order thinking, whether for formative or summative purposes. Learn how to develop open-ended questions, conduct enriching discussions, and design performance tasks aimed at getting students to use higher-order thinking.

(ASCD online course, 2015)



Assessment: Measurement That’s Useful, PD Online CourseIn this course, you will have the

opportunity to think about current assessment practices and learn the key ingredients to any effective assessment. It provides an overview of exemplary assessment and is designed for anyone who is looking for ways to improve their own class-room or school assessment practices.



Online Course $129.00 $129.00Stock # PD09OC31XG0

The Power of Formative Assessment to Advance Learning DVD SeriesUse this series in workshops and study groups to explain what formative assessment is, why it’s important for teachers to use this approach in the classroom, and how to use formative assessments to gather evidence about student learning.

(ASCD DVD, 2008) Three 25‑ to 30‑minute DVDs, with a comprehensive User Guide



What Teachers Really Need to Know About Formative AssessmentLaura Greenstein

This book explains exactly how to make formative assessment a seamless and natural part of your teaching process. Emphasizing applications at the secondary school level, this “teacher’s-eye” view of formative assessment lays out a foundation for why this process works and provides assessment strategies to use before, during, and after instruction.

(ASCD book, 2010) 7 7/8” x 9 7/8”, 205 pages



Transformative AssessmentW. James Popham

Renowned expert W. James Popham clarifies what formative assessment really is, why it’s right for your school or classroom, and how to use this approach to improve teaching, learning, and school performance.

(ASCD Premium and Select Member book, April 2008) 6” x 9”, 150 pages



Transformative Assessment in Action: An Inside Look at Applying the ProcessW. James Popham

Instead of focusing on checklists and data-gathering techniques, the

author explains how to take on what really matters most in the formative assessment process.

(ASCD book, 2011) 6” x 9”, 204 pages



Teaching Students to Self-Assess: How do I help students reflect and grow as learners?Starr Sackstein

Discover how to teach students to be reflective learners who are able to decipher their own learning needs and elicit evidence from their work to support their growth.

(ASCD Arias publication, 2015) 5” x 7 3/4”, 59 pages


Print $12.99 $9.99E-Book $6.99 $5.99Stock # SF116025XG0ISBN # 978-1-4166-2153-9


How to Create and Use Rubrics for Formative Assessment and GradingSusan M. Brookhart

In this comprehensive guide, author Susan M. Brookhart identifies essential components of effective rubrics. She outlines the differences between various kinds of rubrics, explains when to use each type of rubric, and highlights examples from all grade levels and content areas.

(ASCD Premium, Select, and Institutional Plus Member book, January 2013) 8” x 10”, 160 pages—From Transformative Assessment by W. James Popham, Alexandria, VA: ASCD. ©2016 by ASCD. All rights reserved.

register today!

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Teaching Students to Reflect on Personal LearningStarr Sackstein

Join National Board–certified teacher Starr Sackstein, author of the ASCD Arias® publication Teaching Students to Self‑Assess in an engaging webinar to understand how and why reflection needs to be a part of learning.

Figure 3.1 The Four Levels of Formative Assessment

Level 1: Teachers’ Instructional AdjustmentsTeachers collect evidence by which they decide whether to adjust their current or immediately-upcoming instruction in order to improve the effectiveness of that instruction.

Level 2: Students’ Learning Tactic AdjustmentsStudents use evidence of their current skills- and-knowledge status to decide whether to adjust the procedures they’re using in an effort to learn something.

Level 3: Classroom Climate ShiftTeachers consistently apply formative assessment to the degree that its use transforms a traditional, comparison-dominated classroom, where the main purpose of assessment is to assign grades, into an atypical, learning-dominated classroom, where the main purpose of assessment is to improve the quality of teaching and learning.

Level 4: Schoolwide ImplementationAn entire school (or district) adopts one or more levels of formative assessment, chiefly through the use of professional development and teacher learning communities.

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The Data-Driven Classroom: How do I use student data to improve my instruction?Craig A. Mertler

New accountability initiatives require educators at all levels to use data

to make well-informed instructional decisions. Get a quick tutorial on how to do that with this helpful short-read publication. Learn how to make sense of overwhelming standardized test reports while avoiding pitfalls such as overinterpreting data. Explore practical classroom examples and templates that guide your data decision making in all grade levels and subject areas.




Using Data to Focus Instructional ImprovementCheryl James-Ward, Douglas Fisher, Nancy Frey, and Diane Lapp

Improve student outcomes by acting on your school’s data—learn how to analyze and process it to energize your teaching and advance your school’s instructional practices. Starting with a review of all the data sources available to you—not just test scores—the authors offer simple instructions that focus improvement efforts and result in increasing teacher expertise.

(ASCD book, 2013) 8” x 10”, 132 pages



How Teachers Can Turn Data into ActionDaniel R. Venables

Discover a user-friendly, systematic

process to help busy teachers and teacher teams review and respond to data in ways that blaze a clear path toward improved learning and teaching. Using the field-tested data action model—refined and simplified through years of teacher feedback—you and your teacher team can identify critical gaps in student learn-ing, collaborate on solutions to close those gaps, and determine the next course of action.

(ASCD Premium Member book, February 2014) 7” x 9”, 151 pages



How to Make Decisions with Different Kinds of Student Assessment DataSusan M. Brookhart

In this book, best-selling author Susan M. Brookhart helps teachers and administrators understand the critical elements and nuances of assessment data and how that information can best be used to inform improvement efforts in the school or district.

(ASCD Premium Member book, December 2015) 7” x 9”, 140 pages




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How to Give Effective Feedback to Your StudentsSusan M. Brookhart

Giving students good feedback is one of the toughest challenges every teacher faces. This guide helps you always know how to give the right feedback for all kinds of assignments, in every grade level and subject area. The author offers examples of good feedback to help you choose the right strategy and tailor your feedback to the needs of different kinds of learners, including successful students, struggling students, and English language learners.

(ASCD Premium and Select Member book, September 2008) 7 7/8” x 9 7/8”, 121 pages



Giving Effective Feedback to Your Students DVD SeriesThe best feedback spurs students to reach higher, perform better, and achieve more. This DVD series helps teachers identify the most appropiate kind of feedback to give—and how to give it—for all kinds of assignments, in every grade level and subject area. Drawing from the ASCD best-selling book How to Give Effective Feedback to Your Students by Susan M. Brookhart, this DVD series is the ideal tool to use in workshops and professional learning communities’ meetings to convey the fundamental principles of good feedback.

(ASCD DVD, 2009) Three 30‑minute DVDs, each with a professional development program



Giving Effective Feedback to Your Students PD In Focus ChannelGiving students good, effective feedback on their progress is one of the toughest challenges teachers face. In this channel, teachers demonstrate written and oral feedback strategies that put stu-dents at the center of the learning and help them better their own performance. Teachers use feedback in the formative assessment process to improve the focus of classroom lessons and instruc-tional strategies. They also ensure that feedback has the right timing and tone with the optimum amount of content and clarity.

www.ascd.org/pdinfocus

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Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them LearnMyron Dueck

Learn how to develop new assessment routines that reveal your students’ understanding and promote learning rather than just measure it. Seasoned educator Myron Dueck reveals how to tailor your grading practices to contribute to, rather than hinder, student success.

(ASCD Premium, Select, and Institutional Plus Member book, Editor’s Selection, July 2014) 7 7/8” x 9 7/8”, 175 pages




“It’s been my experience that

alternative approaches to grading,

testing, and homework can actually

improve the academic standing

and disposition of impoverished

students. The same is true for

students who are under immense

pressure to excel: when the window

through which such students can

demonstrate their skills widens,

anxiety subsides and

accountability increases.”

—From Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them Learn by Myron Dueck, 2016, Alexandria, VA: ASCD. ©2016 by ASCD. All rights reserved.

MYRON DUECK

Vice Principal and Teacher, District 67, British Columbia, Canada

Smarter Assessment in the Secondary Classroom DVDIn this DVD, learn how to tailor policies to focus on what really matters: student understanding of the content. Author and educator Myron Dueck and his talented colleagues at high schools in Penticton and Summerland, British Columbia, Canada, will open a window into their classrooms as they adjust and refine assessment practices.

(ASCD DVD, 2015) One 73‑minute DVD


DVD $219.00 $219.00Stock # 616045XG0ISBN # 978-1-4166-2182-9

Grading Smarter, Not Harder PD Online CourseIn this course, Myron Dueck reveals how many of the assessment policies adopted by teachers can actually prove detrimental to student motivation and achievement. Learn how to tailor poli-cies to address student understanding of content.




Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them LearnMyron Dueck

Join Myron Dueck, author of the ASCD best-selling book Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them Learn, for a thought-provoking webinar that will inspire you to look at how you might improve your grading and assessment practices.

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Rethinking Grading: Meaningful Assessment for Standards-Based LearningCathy Vatterott

Meet the challenge of imple-menting a new approach

to grading that ensures grades truly reflect your students’ progress toward specific learning outcomes. ASCD best-selling author Cathy Vatterott offers a new paradigm for standards-based grading with concrete examples to help you decide what to grade or not grade, how to grade, and when.

(ASCD Premium, Select, and Institutional Plus Member book, Editor’s Selection, July 2015) 6” x 9”, 130 pages



Rethinking Homework: Best Practices That Support Diverse NeedsCathy Vatterott

Make homework an essential component of your teaching by viewing it as formative feedback, differentiating

your assignments, and implementing steps that ensure students get adequate time and support to complete tasks.

(ASCD Premium, Select, and Institutional Plus Member book, July 2009) 6” x 9”, 180 pages



Grading and Group Work: How do I assess individual learning when students work together?Susan M. Brookhart

Assessment expert Susan M. Brookhart

explains how to assess and report on (but not grade) learning skills and group interaction skills. Quickly learn how to evaluate individual achievement after group projects.




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Rethinking Grading for Standards-Based Learning Cathy Vatterott

The Member-Only Webinar Series is a membership benefit that provides exclusive access to highly regarded experts in the education field, including ASCD authors.

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Developing Habits of Mind in Secondary Schools: An ASCD Action ToolKaren Boyes and Graham Watts

This ASCD Action Tool helps secondary school teachers plan lessons and classroom activities for successful lifelong learning. Teachers can choose from the extensive list of tools to learn how to establish positive behaviors, teach communication skills, promote problem solving and decision making, and demonstrate good character traits.

(ASCD Action Tool, 2009) 390 pages with downloadable online forms (PDF)


Action Tool $69.00 $49.00ON SALE $48.00 $34.00Stock # 109108XG0ISBN # 978-1-4166-0888-2

Developing Habits of Mind in Elementary Schools: An ASCD Action ToolKaren Boyes and Graham Watts

This collection of 42 tools, based on ASCD’s groundbreaking Habits of Mind series, helps elementary school teachers plan lessons and classroom activities that teach students 16 thoughtful behaviors that promote successful learning in the classroom and beyond.

(ASCD Action Tool, 2009) 390 pages with downloadable online forms (PDF)


Action Tool $69.00 $49.00ON SALE $48.00 $34.00Stock # 108015XG0ISBN # 978-1-4166-0887-5

Launching Self-Directed Learners: Start Your School Year with Habits of MindArthur L. Costa and Bena Kallick

In this webinar, Costa and Kallick describe how to introduce students to such habits as persisting, striving for accuracy, managing impulsivity, and listening with understanding and empathy. Introducing students to these habits can empower them to become self-directed learners who are able to manage their time.

DEVELOPING SOCIAL AND EMOTIONAL SKILLS

Habits of Mind InfographicDownload this colorful infographic and learn which 16 thoughtful behaviors promote successful learning in the classroom and beyond.

www.ascd.org/habitsofmindinfographic

ARTHUR L. COSTA

Professor Emeritus of Education, California State University, Sacramento

BENA KALLICK

Education Consultant

Habits of Mind Across the Curriculum: Practical and Creative Strategies for TeachersArthur L. Costa and Bena Kallick

Teaching students the intelligent behaviors they need to succeed in

school and later in life is much easier when you have this collection of stories and observations from teachers who have used the principles of ASCD’s book Learning and Leading with Habits of Mind in their classrooms. Through these firsthand accounts, discover model lessons and teaching strategies that weave the habits of mind into daily instruction in language arts, math, social studies, and other subjects.

(ASCD book, 2009) 6” x 9”, 236 pages



BEST SELLER!

Learning and Leading with Habits of Mind: 16 Essential Characteristics for SuccessArthur L. Costa and Bena Kallick

Drawing on their research and experience

in applying the habits of mind in various kinds of schools, the authors guide you through the steps of making intelligent behavior a practical outcome in any school.

(ASCD book, 2008) 6” x 9”, 420 pages



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ON SALE! ON SALE!

www.ascd.org/habitsofmindwebinar


Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive ClassroomKristin Souers with Pete Hall

In this galvanizing book for all educators, Kristin Souers and Pete Hall explore an urgent and

growing issue—childhood trauma—and its profound effect on learning and teaching.

(ASCD Premium, Select, and Institutional Plus Member book, Editor’s Selection, January 2016) 6” x 9”, 215 pages



Encouragement in the Classroom: How do I help students stay positive and focused?Joan Young

When stress from testing, problems at home, and lack of motivation affect your students’ positive attitudes toward learning, you need practices to

buffer them. Drawing from positive psychology research, educator Joan Young describes classroom-tested strategies, routines, and rituals that enhance students’ learning and transform their school experiences.




Fostering Grit: How do I prepare my students for the real world?Thomas R. Hoerr

Explore what teaching for grit looks like and get a sample lesson plan—including self-assessments and a six-step process—that helps students build skills they need across grade levels and content areas.




Handling Student Frustrations: How do I help students manage emotions in the classroom?Renate Caine and Carol McClintic

Explore a three-step method that helps students

master the ability to acknowledge emotions (their own and others’), process and learn from their emotions, and implement solutions that successfully address emotional challenges.




Self-Regulated Learning for Academic Success: How do I help students manage their thoughts, behaviors, and emotions?Carrie Germeroth and Crystal Day-Hess

This concise publication explains how teachers in every content area and at every grade level can teach students to be self-regulated learners.




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