ASCD California

California Association for Supervision and Curriculum Development (CASCD)

The California Association for Supervision and Curriculum Development (CASCD) is a diverse community of educators throughout California committed to promoting exemplary practices that ensure all learners reach their fullest potential.

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Welcome to the 2020-21 School Year!

As we plan for a beginning like no other we have seen in the past, our focus will still be to see that educators are supported to ensure that:

every child, every day is finding a way to feel connectedevery child, every day is being challenged by new learning and experiences, and every child, every day knows they have a champion they can turn to. 

Spring of 2020 challenged educators and students to find a new normal for learning, connected us in new ways and required our association to support educators from afar.   What we have learned through this process is how resilient, dedicated and committed are our CA educators.  What  we MOST appreciate about CASCD and our partners is how even under circumstances we have never before experienced we are still a learning and caring community.  

Normal is such a simple word and it is our goal at CASCD to not only find our new normal, but to use this time as a learning experience that will forever support the needs of CA educators. Every week there are new types of learning experiences CA teachers are piloting and much of what is learned will continue to be used in the future.  Our fall may not be “normal,” but our learning (community) will not only continue, but will thrive. We hope to serve you well; please share your thoughts and needs with us.



Health & Safety Guidebook

Minimize Risk to Accelerate Learning in the Era of COVID-19

As we all know, this coming school year will be like none other, as the ongoing COVID-19 pandemic—and fallout from the extended school facility closures it has caused—adds complexity to the already challenging work of starting a new school year. Now, more than ever, school systems will need to pay particular attention to keeping students safe while ensuring that all students—especially those who are members of vulnerable populations—have access to targeted instruction and the support they need in order to succeed. During these next months, school systems must also focus on addressing the social-emotional needs of students, staff, and families, and on maintaining transparent communication with their school communities through this unprecedented era in education. Increased collaboration with public health systems and officials will bring new perspectives to the running of schools and strengthen the public response to COVID-19. Through it all, California educators will continue to rise to the challenge of mitigating risk while accelerating learning in the era of COVID-19.

In collaboration with California State Board of Education and other technical assistance partners, CCEE has facilitated the development of the Health and Safety Guidebook to support LEA leadership teams plan for and maintain a safe return to in-person instruction that maximizes future equity outcomes and addresses the diverse needs of California’s students while adapting to the challenges posed by COVID-19. Building on the COVID-19 INDUSTRY GUIDANCE: Schools and School Based Program, these guidelines and considerations are based on the best available public health data at this time, international best practices currently employed, and the practical realities of managing school operations, as new data and practices emerge. 

The Health & Safety Guidebook is intended to provide streamlined access to the most up-to-date state and federal guidance around health and safety decisions that school communities are facing, with rationales, examples, tools, and resources to support decision-making and implementation of efforts to help students re-enter schools, and focuses on the following key areas: 1) Community Health Context, 2) Facilities and School Operations, 3) Safe School Environments, and 4) Cohorts for Safe Learning.
The Guidebook will be available at, and will be updated regularly as new information, resources, and guidance are available. 

Panic to Practical: Remote Learning Done Right!

A Professional Development Series Created by Meg Ormiston

About the Series

Commercial for the Panic to Practical: Remote Learning Done Right Series

Overview of the Series Panic to Practical: Remote Learning Done Right Series by Meg Ormiston


Thrust into eLearning, and then remote learning teachers everywhere tried to retrofit the school schedule into an online world, with technology tools many had never used. Now we need to re-energize all teachers and plan for an uncertain future of education for everyone as we create NOW Classrooms. Virtual, hybrid, or face-to-face education is changing, and we have designed this professional learning series to help teams of educators think outside the box of school.

Leading School Equity and Advancing Anti-Racism While Protecting Ourselves From Secondary Traumatic Stress

Leading School Equity and Advancing Anti-Racism While Protecting Ourselves From Secondary Traumatic Stress A growing research base and clinical literature has been devoted to anti-racism work and dismantling systems of oppression through culture change and transformative protocols in the schools. However, far too little attention has been devoted to helping equity leaders address their own negative effects of exposure to others' history of trauma and oppression in the schools, termed secondary traumatic stress. This introductory workshop introduces participants to evidence-based techniques designed to foster preparedness, resilience, and effective coping strategies (i.e., self-care) for educators engaged in anti-racism work in the schools. The presenters emphasize the practical application and dissemination of these skills in school environments. Differentiate between the concepts of secondary traumatic stress, vicarious trauma, and compassion fatigue and the factors that underlie each concept Identify effective self-care coping strategies for school leaders exposed to traumatized individuals within systems of oppression. Describe effective self-regulation strategies while engaging in anti-racism work and in the aftermath of confronting and dismantling inequitable structures in the schools. November 16, 2020 2:30pm-4:30pm Central Watch live on Zoom or On-Demand for 30 days after the event. 2 PD Hours How do I view? What you will learn! Dr. Darnisa Amante-Jackson is an educational and racial equity strategist that is deeply committed to the studies of culture; innovation; equity and adult development. Since earning her master’s degree in Socio-cultural Anthropology from Brandeis University, and her doctorate from Harvard’s Educational Leadership Doctorate (Ed.L.D.), Dr. Amante-Jackson has honed her knowledge to transform organizations, nonprofits and schools on issues of equity, diversity, inclusion, and belonging. Dr. Amante-Jackson currently serves as the President/Founder of The Disruptive Equity Education Project (DEEP) and DCCP (DEEP Corporate Consulting Partners) where she supports superintendents, teachers, principals, non profit leaders, corporations, commercial real estate and boards to achieve equitable culture and to systematically dismantle oppression. For over two decades, Dr. Jason Ness has dedicated himself to the improvement of people’s lives. As a licensed clinical psychologist, certified school psychologist, and veteran high school principal, Dr. Ness specializes in working with children, adolescents and adults with a variety of emotional and behavioral needs. With a history of working in private practice, K-12 school systems, and in matters before criminal courts, Dr. Ness has been able to develop an extensive knowledge base. This, along with his expertise in psychological assessment, mental health, crisis management, counseling, and leading complex and diverse school systems, has allowed him to partner with professionals in a variety of settings. As the Co-Founder of Ness Psychological Services, Dr. Ness now provides direct psychological services to individuals and families, peak performance training for athletes, and critical professional development, consultation, training, and education to schools, school districts and organizations.  

Please Click for Flyer or to Register


Don't forget to stay active in California ASCD through Twitter and Facebook. Be sure your contact information with CASCD is current.

Stay in touch and share on CASCD Twitter and Facebook page. Sharing our successes, ideas and thoughts during these challenging times is a gift to your colleagues.

Also, if you're working from home, you may want to change your preferred email to receive information from California ASCD.  Please contact Member Services Department to make the change by calling Cheryl at 530-520-9412.  

                   ASSISTANT                       EXECUTIVE DIRECTOR NEEDED:

Newly retired?  Looking for a leadership position that supports CA educators? 

California ASCD is looking for an experienced leader that will support the strategic and operational work of a statewide professional association.  A background in curriculum and instruction is desirable. 

Please contact us via email at: or send a resume and 2-3 letters of recommendation to: 

P.O. Box 1841, Oroville,   CA  95965

Interested in volunteering or being more involved with California ASCD???



Professional Development Activities

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Whole Child




for more information!


The Educator resource for ASCD Constituent Communities


In meeting the needs of the Whole Child, schools, teachers and educator preparation programs continue to evolve their practices to address the reality of how trauma impacts children as people and as learners. In this issue, we offer a collection of original articles, videos and tools created by pioneering voices addressing this significant challenge. We hope these resources help frame the issue for you as you continue to learn, teach and lead. See more quality ASCD resources on this topic here.​​

​​Interested in digging deeper? Feel free to contact this issue’s contributing subject matter experts directly! Their contact information is included with each article.​​

​​Have valuable, original contributions you’d like to add to this theme? Want to offer feedback on this issue? 

​​Please email them to Walter McKenzie at Thank you!​​


Don't forget to stay active in CASCD through Twitter and Facebook. Be sure your contact information with CASCD is current.

Please stay in touch and share on CASCD Twitter and Facebook page. Sharing our successes, ideas and thoughts during these challenging times is helpful to your colleagues.

If you are working from home or have changed positions and contact information, please make sure to change your contact information with CASCD. To make changes, email

Are you a member of California ASCD?

CASCD members are active and involved in the changing face of education.  Join CASCD and become empowered with innovative solutions to support the success of all learners.

Sign up to become a member or renew your membership today!


We encourage all interested members to take advantage of opportunities for engagement with CASCD.

CASCD strives to exist as a vibrant and active network where anyone who cares about quality teaching, leading and learning is welcome and can find meaningful ways to engage. Our members frequently volunteer to host workshops and institutes at their schools, serve on committees, produce newsletter articles or webinars, and serve the Association in a variety of ways. If you are a CASCD member and would like an opportunity for greater involvement, speak with a Board Member or our Executive Director, Kathleen McCreery at 916-206-8103, about opportunities. 



in as little as 12 months

For more information please contact:  

Cameron Whitcomb | (323) 514-1367 |


AUTHORS Carrie Hahnel Independent Education Consultant PUBLISHED 

October 2020 Summary

California is the fifth largest economy in the world and the wealthiest state in the nation. The Golden State is home to countless tech giants, an enormous entertainment industry, major agricultural regions, and many other successful industries. California households earn a median income of $71,000 per year, more than $10,000 above the national average. However, California school funding—even before COVID-19—was insufficient to meet educational goals and address the needs of students, particularly given the state’s high cost of living. How can that be true? Why is education funding so low in California, despite its wealth and comparatively high tax revenues? 

Through a series of 12 charts, we explain what is happening. For solutions, see the final section of this infographic and the in-depth report Securing and Protecting Education Funding in California.FOGRAPHIC



Education finance


COVID-19 Recovery

THE PROBLEM: For decades, California has been underspending on education, especially given its high cost of living and the needs of its students.


After decades of underinvestment, California K–12 spending had nearly caught up to the national average before the current (2020) recession. In 2018, California spent $12,498 per pupil compared with $12,612 nationally, still well below other states like New York, Illinois, and New Jersey.

Per Pupil K–12 Education Spending, 2002–18
Inflation adjusted to 2018 dollars


Funding Figure 1

Source. Summary Tables: Table 8. Per Pupil Amounts for Current Spending of Public Elementary–Secondary School Systems. In 2002 to 2018 Public Elementary–Secondary Education Finance Data by U.S. Census Bureau, n.d., (


Teachers and other school staff, like all workers in California, are paid more than those in other states. When adjusted for regional cost differences using the most recent Comparable Wage Index data, California spends well below the national average and less than many demographically similar states.

Per Pupil K–12 Education Spending, 2017
Adjusted for regional cost differences


Funding Figure 2

Source. From Quality Counts 2020: State Grades on School Finance: 2020 Map and Rankings by Education Week Research Center, 2020, June 2 (


This translates into larger class sizes and fewer pupil support personnel. In fact, California ranks at or near the bottom nationally when it comes to the number of students per teacher, guidance counselor, and librarian. Because salaries occupy a larger share of the budget, that also translates into fewer books and classroom supplies.

Student-to-Teacher and Student-to-Staff Ratios


Funding Figure 3

Sources. Information about teachers from Rankings of the States 2019 and Estimates of School Statistics 2020 [Report] by National Education Association Research, 2020, June ( Information about counselors and librarians from “Table 213.20: Staff Employed in Public Elementary and Secondary School Systems, by Type of Assignment and State or Jurisdiction: Fall 2016” by National Center for Education Statistics, n.d. (


California has the highest poverty rate in the nation when accounting for the cost of living, and income inequality has worsened in recent years. The COVID-19 pandemic is exacerbating the situation. Further, 38 percent of California’s K–12 students are or have been English learners. The state does spend more in districts serving higher percentages of low-income students and English learners, but not enough. Schools in the top quartile of student poverty would need to spend 46 percent more to meet these students’ needs. And because of long-standing neighborhood segregation and systemic racism, these high-poverty schools serve primarily Black and Latinx students, presenting a serious equity problem.

Actual Spending and Projected Adequate Cost Per Pupil
By free or reduced-prices lunch eligibility quartile


Funding Figure 4.

Source. From Getting Down to Facts II: Working Toward K–12 Funding Adequacy. California’s Current Policies and Funding Levels [Report], by J. Imazeki, P. Bruno, J. Levin, I. Brodziak de los Reyes, and D. Atchison, 2018, September, Policy Analysis for California Education (

THE REASON: California is spending less on education because of policy choices it has made. The state directs fewer resources to education than do other states, and its chosen tax sources are volatile, making education funding vulnerable during economic downturns.


California ranks 10th nationally in per capita tax revenue. However, it puts only 3 percent of those revenues into education—less than comparable states. Also, education dollars must be spread across more students, since California has a comparatively high percentage of school-age children and children participating in the public school system. This drives down total per pupil spending.

State Per Capita Tax Revenues and Total Economic Effort on Education


Funding Figure 5

Source. From State and Local Tax Revenue, Per Capita: 1977 to 2017, by Tax Policy Center, n.d. (; The Adequacy and Fairness of State School Finance Systems (2nd ed.), by B. D. Baker, M. Di Carlo, and M. Weber, 2020, February, Albert Shanker Institute, Rutgers Graduate School of Education, p. 9 (; Summary Tables: Table 8. Per Pupil Amounts for Current Spending of Public Elementary–Secondary School Systems. In 2002 to 2018 Public Elementary–Secondary Education Finance Data by U.S. Census Bureau, n.d., (


Voter-approved Prop 13 limited the local property tax rate to 1 percent and capped the annual increase in the assessed value at no more than 2 percent each year, or the rate of inflation, whichever is lower. The proposition led to an immediate and significant decline in state and local revenues. Since 1977, property tax revenues have declined 12 percent. To compensate, state income tax revenues have increased by 226 percent, and sales tax revenues have increased by 107 percent.

Change in California Revenues, 1977 to 2017
Real per capita revenue, indexed to 2017 dollars


Funding Figure 6

Source. From California’s State and Local Revenue System, by R. C. Auxier, T. Gordon, and K. Rueben, 2020, July, Urban Institute, p. 7 (


California’s top 1 percent of income earners pay more than 40 percent of personal income taxes. These high income earners’ taxes are largely based on capital gains as well as partnership income, dividends, interest, and rent. When the economy is in turmoil, the tax base in California declines more than it does in other states.

Change in California Personal Income Tax Revenue, 1987–2018


Funding Figure 7

Source. From Historical Data, by Legislative Analyst’s Office, n.d. (


Because education funding is heavily reliant on the state’s General Fund and therefore on volatile income taxes, state education funds are highly vulnerable to economic fluctuations. School funding surges in good economic years and plummets during economic contractions.

Percentage of K–12 Education Funds by Source, California and U.S., 2019–20


Funding Figure 8

Source. From Securing and Protecting Education Funding in California [Report], by C. Hahnel, H. J. Hough, and J. Willis, 2020, September, Policy Analysis for California Education (


Over the past four decades, California K–12 education spending has increased by 1.5 times and higher education spending has increased by 1.7 times. In comparison, spending on police and corrections has nearly tripled and spending on health and hospitals and public welfare has more than quadrupled. As a result, the percentage of overall state and local spending on K–12 education has decreased from 25 to 18 percent, and the percentage of spending on higher education has decreased from 11 to 9 percent.

Changes in California State and Local Expenditures, by Program, 1977–2017
Real expenditures, indexed to 2017 dollars


Funding Figure 9

Source. From State and Local Finance Data: Exploring the Census of Governments, by Urban Institute, n.d. (

Note. Excludes spending on government-run liquor stores, utilities, and insurance trusts. Medicaid spending is divided between the public welfare and health and hospitals functional categories, with the majority allocated to the former. 2001 and 2003 local government aggregates are not available; missing values are connected by a line of best fit.

MAKING MATTERS WORSE: A dollar doesn’t stretch as far as it once did. Costs are increasing and demographic changes are causing fiscal challenges for districts.


Districts are spending more on health care for current employees and retirees, and they are making larger contributions to employee pension funds to pay down massive unfunded liabilities. While these additional costs do not necessarily translate into better health care or larger retirement benefits, they do make public education more expensive.

Changes in Per Pupil Spending Since 2003–04


Funding Figure 10

Source. Figure is based on and updated from analysis in The Challenges of Employee and Retiree Health Benefit Costs for California Districts [Report], by P. Bruno, 2019, May, Policy Analysis for California Education (

Note. Inflation adjusted. Excludes county offices of education and joint-powers authorities.


California’s birth rate has fallen, its population growth is slowing, and migration—in part due to high housing costs—is drawing Californians from coastal to inland areas. As a result, many school districts are experiencing declining enrollment. During the COVID-19 pandemic, many parents say they are considering leaving the public education system altogether or moving out of state. Districts lose per pupil revenues as enrollment drops, but they are often unable to reduce staffing, facilities, and debt payment costs at the same rate.

Projected Changes in California School District Enrollment, 2018–28


Funding Figure 11

Source. From Changes in K–12 Enrollment across California’s Counties, by R. Mehlotra, J. Lafortune, and P. Warren, 2020, February, Public Policy Institute of California (


During and in the wake of the Great Recession (2007–08 to 2012–13), the number of school districts in fiscal distress surged. Many posted “qualified” budgets, signaling an inability to meet financial obligations for the current and next 2 fiscal years, and a small number posted “negative” budgets, indicating an inability to meet obligations in the current or next fiscal year. California economic forecasts are still uncertain, but a recovery is likely to take at least a few years. This slowdown could push many districts back into fiscal distress. In 2020–21, the state deferred a significant amount of funding to school districts in the hopes that federal stimulus funding would come through—something that has not materialized as of October 2020.

Share of School Districts with Poor Budget Ratings, 2001–19


Funding Figure 12

Source. From personal communication with Legislative Analyst’s Office, 2020, October 5.

THE SOLUTIONS: California’s leaders and education stakeholders must invest in California’s future.

To get there, all the following are needed:

  • additional federal dollars;
  • additional and more stable state and local tax revenues, including from the property tax;
  • reductions in state tax expenditures (eliminate credits and close loopholes);
  • a master plan for education funding;
  • better fiscal transparency; and
  • modernized school funding infrastructure.

Read more about these solutions in Securing and Protecting Education Funding in California.

Endnotes can be found in the full infographic here.

This series will include three virtual roundtables, the first of which will take place on Monday, October 26th from 11:30am - 1:00pm PDT. 

During the first virtual roundtable on October 26th, we will delve into a body of research that focuses on the impact of Black teachers on the achievement of Black students.  Among other findings, this research indicates that Black students who are taught by Black teachers persist in accomplishing school work, are more engaged in and out of the classroom, are more likely to graduate high school, and more likely to enroll in college.  Our discussion of this important research will be led by educational leaders, policy makers, and researchers, and will engage attendees in an interactive discussion and Q&A. 

To register for the event and to learn more about our roundtable presenters, please see the above flyer.  You can also register using this link

This event is free and we invite you to share the event with your network. See below for more details regarding the other Lunch and Learn Series events.

·  PART TWO: Monday, November 2nd, 11:30am - 1:00pm - Institutions of Higher Ed | Teacher and Administrator Prep Programs

·  PART THREE: Monday, November 9th, 11:30am - 1:00pm - Practitioners | Recruiting and Retaining Teachers and Leaders

Previous webinar links!

In case you missed the webinar with Dr. Douglas Reeves on 10/28/2020 here's the link for "Boosting Creativity from the Classroom to the Boardroom".

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In case you missed it here's the link for the virtual webinar entitled "Too Many Standards, Too Little Time" on 9/23/2020 with Dr. Douglas Reeves.

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In case you missed the virtual webinar with Dr. Douglas Reeves on August 10, 2020, here's the "Link" for "Fearless Schools"

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In case you missed it here's the "Link" for virtual webinar "Ensuring Equitable Opportunities for Students with Disabilities" on 6-24-2020 with Dr. Douglas Reeves and Kate Anderson Foley.  

Please click 

In case you missed the webinar with Dr. Douglas Reeves on 6/17/2020 here's the link for "No Matter What:  Leadership in Uncertain Times".

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In case you missed the virtual webinar with Dr. Douglas Reeves on June 3, 2020, here's the "Link" for "Seven Ways to Prepare for the 2020-21 Opening of the School Year" 

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Easily design PBL projects using this new online planning tool

With the uncertainty everyone is facing this year, PBLWorks is thrilled to bring you something to make your job a little easier: the new Project Designer.  Whether you're new to PBL, or you're a busy PBL teacher, Project Designer gives you a shortcut to implementing high quality PBL in your classroom.

Adapt one of 72 Gold Standard PBL projects - or create your own project - that's ready to use in the classroom or online. The user-friendly format walks you through each step of designing a project for your students’ needs.  

72 Gold Standard PBL projects included

Choose from 72 standards-based high quality PBL projects, across subject areas and grade levels (K-12). Each project includes detailed instructional activities, editable rubrics, project information sheets (3-12), family letters (K-2), and modifications for at-home learning. 

Learn more >>

Capturing Kids' HeartsR

powered by Flippen Group


by Chris White

  1. Realize that you're the thermostat in most rooms you enter.  Regardless of your title at work, if you are reading this you have influence.  Your words carry weight and even your silence on a topic can speak volumes.  When you are positive (or not), other people follow along.  Own this and be more intentional next time you kick off a discussion, answer a phone call or share something in a virtual conference call.
  2. Be optimistic AND realistic.  Don't mislead people or minimize the reality, but still be a source of hope.  If you are positive about the future it will spill over to others.
  3. Make sure your language centers around people not just work challenges.  When discussing a recent setback or challenge, make sure your words revolve around the people impacted.  Talk about your team, not just work processes and recovery strategies. 
  4. Check in with people...and really listen.  Even if you are busy, a quick check in could mean a lot, such as sending someone a text or leaving a voice mail to let them know they are valued and remembered in this season.  When you ask someone in person "How are you doing?" or "What has been the hardest part of this?", be sure to validate their feelings and concerns.
  5. Stresses can be constructive-how you think about them is the key.  You can view today's challenges as a workout or a threat.  you can see them as a chance for you to get stronger or as a perilous danger to avoid at all costs.
  6. Shift focus to what you can control.  It's easy to get caught up in countless outside factors and what-if's, so fight that reflex.  Redirect your energy and conversation to the parts you do have a say over.
  7. Remember there are likely bigger problems out there...without minimizing yours.  Be careful of using this one as a reason to suppress your own emotions, but it's still constructive to remind yourself that we need to keep our own challenges in perspective.  Stop and think about what you do have and it can help you deal with what you don't.
  8. Realize that fuses are shorter.  With the stresses people are under, be aware that fuses will likely be shorter and that others may be more on edge.  And don't forget this includes your fuse length too!  
  9. Allow yourself to feel.  Be careful of just suppressing your emotions, especially your "negative" ones - they won't just evaporate!  Give yourself permission to grieve and be disappointed.
  10. Give yourself grace.  These are unchartered waters so don't let an internal opponent win.
For additional guidance on leading through crisis, please watch our recent webinar with General Robert "Van" VanAntwerp (Ret.),

The Privilege to Lead:  An educator's guide to growing through adversity.  

Please click here

Copyright (c) 2020, Flippen Group.  All rights reserved.  Do not redistribute.

We would like to welcome our

newest partners to

California ASCD!

Walter McKenzie · 
Senior Director for Constituent Services 

1703 N. Beauregard Street
Alexandria, VA 22311

(703) 575-5617 · · 

Whole Child Education 

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Did you know that when you register for conferences or make purchases from ASCD, our CA affiliate can benefit?  Simply place the items for purchase in your ASCD shopping cart and then enter CAAFF in the space for promotional code.  ASCD will return 5% of your conference registration and 2% of your book purchases to us to support programs in California.  We thank you!

Character in Context - Elementary Lesson

Slide deck & discussion questions you can use with your students for the election.

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Introducing IBM a leader in Artificial Intelligence, together with

MindSpark Learning 

We know that AI will change 100% of jobs over the next 10 years. We also know that students today will need to understand AI to be successful in the modern workforce, regardless of their career path. It’s imperative for teachers to have the tools to prepare students for a modern workforce, and through this PD experience, teachers will be able to equip their students to think about how AI impacts their lives and what it means for their professional futures. The IBM AI Education experience will educate and inspire educators at all levels and in all content areas around what AI is, the ethics behind AI, and tools and resources to bring AI into your classroom or school.   

IBM, a leader in Artificial  Intelligence (AI) is partnering to bring you IBM AI Education, an immersive, interactive professional learning opportunity of virtual events designed by and for educators.  Attendees will learn how to infuse their curriculum and instruction with the knowledge, skills, and values driving innovation in AI today.

Events are FREE for all educators.  

More information to come soon.


This Teachable Moment:  New eBook for Families on Doing  PBL at home

Please click this link

SoCalGas Grant helps bring free ST Math to over 700,000 Southern California Students!

Los Angeles, Calif., July 14, 2020 — Southern California Gas Company (SoCalGas), the primary provider of natural gas to Central and Southern California, recently announced a $10,000 grant to MIND Research Institute to help sustain COVID-19 relief efforts in the Los Angeles area and beyond. The grant supports the estimated 200,000 students in SoCalGas’ service regions who utilized ST Math prior to the pandemic’s related school closures, and an additional 500,000 students who have joined the program since.

According to a report published in April 2020 by NWEA, student progress in math is at greatest potential for risk due to COVID-19 related school closures, and students could return to school in the fall “with less than 50% of the learning gains and in some grades, nearly a full year behind what we would observe in normal conditions.” With support from SoCalGas, ST Math can help reverse that trajectory by providing students with access to meaningful math learning.  Please click this link for the full article.

Known for their ST Math program, MIND Research Institute is a nonprofit, organization committed to providing students with a solid foundation in math.  They provide a ton of free printable STEM resources for families, as well as a new video and activity series, Developing Our MathMINDs, dedicated to supporting families that are now teaching and learning math at home.  Their storybook board games, MathMINDs Games, are also available for purchase.

MIND's flagship program, ST Math, is a PreK-8 visual instructional program that leverages the brain's innate spatial-temporal reasoning ability to solve mathematical problems.  ST Math's unique, patented approach provides students with more equitable access to deep conceptual learning.

At  MIND Research Institute, our mission is to ensure that all students are mathematically equipped to solve the world's most challenging problems.  With schools across the country temporarily closing, we're providing resources and no-cost access to ST Math so the learning can keep on happening at home.  Learn  more at:

California ASCD 2020 Congratulates our Outstanding Instructional Leader Award Recipient

Dr. Mary Ann Dewan, Santa Clara County Superintendent, was selected as the CASCD Outstanding Instructional Educator (OIL) Award for many reasons.  She has vast experience spanning over 30 years in education.  She has done extensive work in early learning, launching the Strong Start Coalition composed of community leaders and organizations to expand high quality early learning opportunities throughout Santa Clara County.  She also demonstrates her commitment and focus on equity through the Inclusions Collaborative to provide more opportunities for students with disabilities to be meaningfully included.  Her leadership also led to the My Name, My Identity - asking educators to pledge to pronouncing students' names correctly to foster a sense of belonging and to build positive relationships within the classroom.

Most recently, as the Santa Clara County Superintendent, she has supported the 32 superintendents in the county in navigating through school closures by providing advocacy and garnering local financial support for connectivity and device needs within districts.  She has organized twice weekly meetings with the Public Health Department and County Counsel to keep the district leaders apprised and supported.  Dr. Dewan stepped forward providing resources and guidance during this most difficult time, advocating and supporting superintendents in a thoughtful, calm and deliberate manner.  Her graceful leadership and critical listening provided the necessary support to allow for collective and timely support to each respective community.  She is certainly an educational leader worthy of emulation.

ASCD CaliforniaPhone: (530) 520-9412
Mailing: PO Box 1841
Oroville, CA 95965

The California Association for Supervision and Curriculum Development (CASCD) is a diverse community of educators throughout California committed to promoting exemplary practices that ensure all learners reach their fullest potential.


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