10 Benefit from the trusted voice in education advocacy
locally and globally.
9 Play a key role in identifying and communicating
8 Discover opportunities to learn, teach, and lead.
7 Connect to larger education communities of practice.
6 Network with like-minded professionals.
5 Meaningful job-embedded professional development.
4 Access the high-caliber content you expect
3 Engage in face-to-face and online collaboration.
2 Enhance your professional reach and impact.
1 Connect with local educators where
you live and work.
Throughout the month of February, ASCD will be honoring our affiliates and
the work that they do supporting and amplifying the role of educators in the
world. Affiliates play a vital role in ASCD’s mission and vision through programs,
products, and services essential to the way educators learn, teach, and lead. All
of us at ASCD recognize and thank our affiliates for their tireless efforts!
For more information on affiliates
or how to join, please visit
Street. Houston, TX: Arte Público Press.
Conley, M. W. (2008). Cognitive strategy
instruction for adolescents: What we
know about the promise, what we don’t
know about the potential. Harvard Educational Review, 78( 1), 84–106.
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational
Psychology, 99( 3), 445–476.
Maxwell, L. (2012). Raising Latino
achievement seen as ‘demographic
imperative.’ Education Week, 31( 34),
Meltzer, J., & Hamann, E. T. (2005).
Meeting the literacy development needs
of adolescent English language learners
through content area learning part
two: Focus on classroom teaching and
learning strategies. Brown University:
The Education Alliance. Retrieved from
National Center for Education Statistics.
(2012). The nation’s report card: Writing
2011, grade 12 national results, English
language learners (Online report).
Washington, DC: U.S. Department
of Education. Retrieved from www
National Commission on Writing for
America’s Families, Schools, and Col-
leges. (2003). The neglected “R”: The
need for a writing revolution. New York:
National Council of Teachers of English.
(2007). Adolescent literacy: A policy
research brief. Urbana, IL: Author.
National Governors Association Center
for Best Practices & Council of Chief
State School Officers. (2010). Common
Core State Standards for English language
arts and literacy in history/social studies,
science, and technical subjects. Washington, DC: Authors.
Short, D. J., & Fitzsimmons, S. (2007).
Double the work: Challenges and solu-
tions to acquiring language and academic
literacy for adolescent English language
learners–A report to Carnegie Corporation
of New York. Washington, DC: Alliance
for Excellent Education.
Carol Booth Olson ( email@example.com)
is an associate professor in the School
of Education at UC Irvine and director
of the UCI Site of the National Writing
Project. Robin Scarcella (rcscarce@
uci.edu) is a professor in the School of
Humanities at UC Irvine and Director
of the Program in Academic English.
Tina Matuchniak ( firstname.lastname@example.org) is
the director of research at the UC Irvine
Writing Project and a lecturer in the
English department at California State
University, Long Beach. They are the
coauthors of Helping English Learners
to Write: Meeting Common Core Standards, Grades 6–12 (Teachers College