Speakers​

We're excited to welcome the following speakers to C-SAIL 20/20.

Keynote Speaker

Linda Darling-Hammond

Linda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University and President of the Learning Policy Institute. She has conducted extensive research on issues of educator supply, demand, and quality. Among her award-winning publications in this area are What Matters Most: Teaching for America’s Future; Teaching as the Learning Profession; and Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do. She was executive director of the National Commission on Teaching and America’s Future and director of RAND Corporation’s education program. Darling-Hammond began her career as a public school teacher.

Opening Session

The Promise vs. Reality of Standards-Based Reform

RENEE BRADLEY

Research to Practice,

Office of Special Education and Rehabilitative Services, U.S. Department of Education

NELSON FLORES

Associate Professor,

Educational Linguistics Division, Graduate School of Education, University of Pennsylvania

LYNN FUCHS

Dunn Family Chair in Psychoeducational Assessment, Department of Special Education, Peabody College, Vanderbilt University

MIKE GARET

Vice President, Education Program at American Institutes for Research

CHRYSTALLA MOUZA

Director, School of Education at the University of Delaware

MORGAN POLIKOFF

Associate Professor of Education Policy, University of Southern California's Rossier School of Education

TONI SMITH

Principal Researcher, American Institutes for Research

CATHRYN STILL

Executive Director, ELPA21

SARAH WOULFIN

Associate Professor, Department of Educational Leadership, Neag School of Education University of Connecticut

LAURA DESIMONE

Professor and Director of Research for the College of Education and Human Development, University of Delaware

DOUG FUCHS

Professor and Nicholas Hobbs Chair in Special Education and Human Development, Peabody College, Vanderbilt University

ADAM GAMORAN

President, William T. Grant Foundation

BRENT MALICOTE

Assistant Superintendent, Educational Services, Sacramento County Office of Education

JEFF PELZEL

Superintendent, Newhall School District (California)

ANDY PORTER

Professor Emeritus of Education, University of Pennsylvania Graduate School of Education

MENGLI SONG

Principal Researcher,

American Institutes for Research

AMY STORNAIUOLO

Associate Professor, Literacy, Culture, and International Education Division
Graduate School of Education, University of Pennsylvania

Breakout Sessions

#1 Role of Core Curriculum Materials in Standards Implementation

RACHEL BRADSHAW

Senior Director of Literacy and Humanities, Tennessee Department of Education

MORGAN POLIKOFF

Associate Professor of Education Policy, University of Southern California's Rossier School of Education

KATE WATTS

Monson Public Schools, Massachusetts

JULIA KAUFMAN

Policy Researcher, RAND Corporation

CATHRYN STILL

Executive Director, ELPA21

#2 Framing Multilingualism as a Resource for Standards-Aligned Instruction

SAMUEL AGUIRRE

Director, WIDA Español

JOE LUFT

Executive Director, Internationals Network

SABRINA WESLEY-NERO

Associate Teaching Professor, Georgetown, University

NELSON FLORES

Assistant Professor, Graduate School of Education, University of Pennsylvania

SUNG PARK-JOHNSON

Assistant Professor, Bilingual-Bicultural Education, DePaul University

#3 Standards-Based Leadership and Governance

CHAD ALDEMAN

Senior Associate Partner
Policy and Evaluation, Bellwether Education Partners

MEREDITH LOWE

Principal of Andrew J. Morrison Elementary, School District of Philadelphia

JEFF PELZEL

Superintendent, Newhall School District (California)

ANDREA TOWNSEND

Director of Career Technical & Special Education, Greenville Schools

ADAM EDGERTON

Graduate School of Education, University of Pennsylvania

BRENT MALICOTE

Assistant Superintendent, Educational Services, Sacramento County Office of Education

BOB SLAVIN

Professor, Director of the Center for Research and Reform in Education, Johns Hopkins University

#4 Professional Learning and the FAST experience

ROBERT BERRETTA

Principal, Ziegler Elementary School, School District of Philadelphia

KELLI KOCH

Instructional Coach, Fairfield Elementary, Pickerington Local School District

CHRYSTALLA MOUZA

Director, School of Education at the University of Delaware

TONI SMITH

Principal Researcher, American Institutes for Research

MIKE GARET

Vice President, Education Program at American Institutes for Research

LOUISA MARINE

Instructional Coach, FAST Program (C-SAIL)

JENNIFER QUINN

Instructional Coach, FAST Program (C-SAIL)

SARAH WOULFIN

Associate Professor, Department of Educational Leadership, Neag School of Education University of Connecticut

#5 Standards, IEPs, and a Policy of Inclusion for Students with Disabilities

RENEE BRADLEY

Research to Practice,

Office of Special Education and Rehabilitative Services, U.S. Department of Education

DANIEL ESPINAS

Special Education Teacher, D.C. Public Schools

LYNN FUCHS

Dunn Family Chair in Psychoeducational Assessment, Department of Special Education, Peabody College, Vanderbilt University

NICOLE BUCKA

Multi Tiered System of Support Specialist at West Bay Collaborative School

DOUG FUCHS

Professor and Nicholas Hobbs Chair in Special Education and Human Development, Peabody College, Vanderbilt University

MITCHELL YELL

Fred and Francis Lester Palmetto Chair in Teacher Education, University of South Carolina, College of Education

Closing Keynote Discussion

Where do we go from here?

JAMES BENSON

Program Officer, Policy and Systems Division, NCER, Institute of Education Sciences

ANDY PORTER

Professor Emeritus of Education, University of Pennsylvania Graduate School of Education

LINDA DARLING-HAMMOND

Charles E. Ducommun Professor of Education Emeritus, Stanford University; President, Learning Policy Institute

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CONTACT US

The Center on Standards, Alignment, Instruction, & Learning
3700 Walnut Street | Philadelphia, PA 

gse-csail@gse.upenn.edu

FUNDED BY

C-SAIL research is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C150007 to the University of Pennsylvania, Graduate School of Education. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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