Jay Barth, NASBE Chair
John Kelly, NASBE Chair-elect
Kris Amundson, NASBE President & CEO
Amundson: 5 Takeaways from the Conference:
1. Our challenge now is to move beyond the state plan; it's about legacy leadership now.
Need to think about those children, epecially with regard to equity.
Children in poverty -- 30Million fewer words; they are two years behind when they come to school -- it is our problem to solve.
Thinking about what Gov. Deal said to us -- in Georgia, education is Pre-K through prison.
2. This is our moment -- the equity moment.
Answers are not going to come from DC, but from you all in the states.
There is no "magic pill".
3. SBEs can't do it alone.
You need tools and allies.
Need better understanding, better assessments.
Like Candice McQueen said: need to "get better at getting better".
4. It is so important that SBEs model civility.
Our work is not partisan.
5. SBEs all have day jobs.
You can't do all this by yourselves.
Reach out to NASBE -- it's why we are here!
Q from Delaware: Moved past the ESSA plans -- tax bill, what's on the horizon?
Amundson: Perkins; IDEA - that's really a complicated piece of work; I think more and more is going to come into state's hands
Barth: Continuing to examine [Executive] Orders from the last administration that end up affecting [SBE members]. On legislative front, CTE -- it's the area of unity in Congressional offices; in 2018 find some real unity for accomplishments.
Kelly: Don't get distracted by what's going on in DC. Under NCLB, it was pretty controlling, but you went about your business. Need to do that now, too.
Q from Kansas: I like "this is the equity moment", please address, "this is the citizen engagement moment".
Amundson: You all reached out to engage people in your ESSA plan (KS, WA in particular); that can't end. If that was a "one-and-done", you have wasted your time. If parents of children with disabilities, ELL, of color were at the table, they are not going to let you lower expectations. Keep them at the table to ensure that they will hold your feet to the fire -- it won't be pleasant, but it will be right.
Barth: If folks are not invited to the table, they will position themselves at the table. We know the power of social media to help. IDEA has so many "hot buttons" around it.
Kelly: Lots of folks now know what "good" looks like and they are not going to let you get away with anything less. The expectation is "I want for my child what you have for yours" and there is no turning the clock back.
Amundson: Look at Louisiana SBE, Chief -- trying very hard to address persistent gaps.
Kelly: The ESSA plan itself forces you to go there. Example: highest performing Mississippi school district had the widest gaps between white and black students.
Q from Nebraska: Many of us appreciate the resources that NASBE provides. Please share themes, topics to come in publications in near future.
Amundson invites NASBE Editorial Director, Valerie Norville, to the mic.
Norville: Have a terrific Editorial Advisory Committee. Next issue of the Standard is on Early Education, followed by, School Turnaround; School Finance; Wraparound Services; Stakeholder Engagement; School Leadership; Teaching and Learning. State Innovations format is to showcase innovations in the state -- let me know what's going on in your state.
-- End of Session --
Showing posts with label Annual Conference. Show all posts
Showing posts with label Annual Conference. Show all posts
Saturday, November 4, 2017
Excellence through Equity
Presenter
Pedro Noguera, UCLA
Was once an elected local school board member in Berkley CA.
Didn't particularly like it.
Referred to it as "my sentence".
Thought we were only barely managing a "status quo" that didn't work for most kids.
We were cutting budgets all the time.
So, acknowledge how important this is.
Applaud you for your service.
In Colorado, can't fill many seats, can't get people to run for those offices.
That's a problem.
Democracy depends on people running.
I'm going to say some things to shake you up.
I think that's my job.
Need now for equity and deeper learning: making high standards and powerful learning opportunities available to all teachers and students.
Was in Alaska recently -- school leader there, "We do not know how to educate Alaska-native children".
There's a crisis.
High suicide rates.
Kids barely coming to school.
A failure of reform.
We have focused on the wrong things.
Our education policies have ignored social context and deeper systemic problems, particularly related to poverty.
We have relied on pressure and gimmicks to address chronic failure in schools serving poor children.
The persistence of race/class disparities in achievement is a by-product of social and economic inequality.
Reforms have not been devised or implemented with clear focus on how they will solve the problems schools face.
Reforms have not been implemented with the educators who must implement them.
Raising standards is unlikely to lead to better outcomes unless we improve learning conditions and respond more effectively to student needs.
Poverty is not a learning disability, but, when needs of children are not addressed, made manifest in school.
Not simply hunger, housing, health.
Lots of kids can't read -->because they don't have eyeglasses -->and we don't have a plan to address that.
Children have social and emotional needs that we are only just beginning to recognize.
Bill to address Trauma in California.
We recognize trauma in veterans -- it is a disorder (PTSD); in children, it's chronic.
As a nation, we haven't come to terms with trauma.
Was in Florida -- at a "FFF" school. Principal says, "FFF" means have failed the state exam three times in a row. Will fail it again. State will take over. He's leaving.
Opportunity to utilize higher order thinking skills -- analysis, evaluation, application, creativity.
To undertake and learn through complex tasks and challenging texts.
To acquire skills needed for college -- independent research; critical/analytical thinking.
To produce high-quality work that serves as a reflection of what a student has learned -- mastery.
Time to focus on equity and deeper learning.
Want to focus on learning -- not focus on gimmicks: like, ooh - iPADs. Extended day.
Not just extending the day -->need to improve the day.
Need to focus that all kids are challenged or else the kids fail.
Teachers quit.
Education is one of the first professions where we put the least experienced people in the job.
(Aaand - this is where I was listening to the panel discussion and not taking notes!)
Pedro Noguera, UCLA
Was once an elected local school board member in Berkley CA.
Didn't particularly like it.
Referred to it as "my sentence".
Thought we were only barely managing a "status quo" that didn't work for most kids.
We were cutting budgets all the time.
So, acknowledge how important this is.
Applaud you for your service.
In Colorado, can't fill many seats, can't get people to run for those offices.
That's a problem.
Democracy depends on people running.
I'm going to say some things to shake you up.
I think that's my job.
Need now for equity and deeper learning: making high standards and powerful learning opportunities available to all teachers and students.
Was in Alaska recently -- school leader there, "We do not know how to educate Alaska-native children".
There's a crisis.
High suicide rates.
Kids barely coming to school.
A failure of reform.
We have focused on the wrong things.
Our education policies have ignored social context and deeper systemic problems, particularly related to poverty.
We have relied on pressure and gimmicks to address chronic failure in schools serving poor children.
The persistence of race/class disparities in achievement is a by-product of social and economic inequality.
Reforms have not been devised or implemented with clear focus on how they will solve the problems schools face.
Reforms have not been implemented with the educators who must implement them.
Raising standards is unlikely to lead to better outcomes unless we improve learning conditions and respond more effectively to student needs.
Poverty is not a learning disability, but, when needs of children are not addressed, made manifest in school.
Not simply hunger, housing, health.
Lots of kids can't read -->because they don't have eyeglasses -->and we don't have a plan to address that.
Children have social and emotional needs that we are only just beginning to recognize.
Bill to address Trauma in California.
We recognize trauma in veterans -- it is a disorder (PTSD); in children, it's chronic.
As a nation, we haven't come to terms with trauma.
Was in Florida -- at a "FFF" school. Principal says, "FFF" means have failed the state exam three times in a row. Will fail it again. State will take over. He's leaving.
Opportunity to utilize higher order thinking skills -- analysis, evaluation, application, creativity.
To undertake and learn through complex tasks and challenging texts.
To acquire skills needed for college -- independent research; critical/analytical thinking.
To produce high-quality work that serves as a reflection of what a student has learned -- mastery.
Time to focus on equity and deeper learning.
Want to focus on learning -- not focus on gimmicks: like, ooh - iPADs. Extended day.
Not just extending the day -->need to improve the day.
Need to focus that all kids are challenged or else the kids fail.
Teachers quit.
Education is one of the first professions where we put the least experienced people in the job.
Access to challenging learning opportunities is an equity issue:
- We have used assessment to rationalize sorting/tracking students and often teachers.
- We have traditionally *dumbed down* the curriculum for students we thought were not *college ready*.
- We have confused academic performance with intellectual ability and potential.
- We have not given teachers sufficient guidance in how to teach a variety of learners.
Gap between ability and performance.
Gotta approach this differently.
Gotta take equity seriously.
NCLB sounded pretty serious but we left lots of children behind.
All kids are different.
Some need more time.
Equity is:
- Addressing the needs of all students
- academic, psychological, emotional
- Recognizing differences, compensating for disadvantages, and mitigating harm, hardships, and risks to all students
State boards must stay foused on outcomes -- academic and developmental, and conditions in schools.
Success is not only about achievement.
Equity is not:
- Lowering standards
- Something only schools serving poor children of color should be concerned about
- Choosing some children over others -- all children must be challenged to reach their potential.
Affluent white children more likely to be stressed out.
Pervasive inequality makes the pursuit of equity difficult, but essential.
Challenges to equity include:
- Out-of-school Factors: poverty, unequal access to basic needs health, housing, transportation, etc.
- Policy Factors: unequal school funding and unequal learning opportunities.
- In-school Practices: disciplining for disadvantages, lack of focus on meeting the needs of all students.
Too often, schools reproduce patterns of privilege and disadvantage.
This achievement gap is a manifestation of privilege and disadvantage.
Alienation starts early.
There's a Trajectory of Marginalization -- the progression of disengagement.
Lots of kids in prison pipeline -- had we intervened early, wouldn't be there.
More than $230K/child per year on juvenile justice system in LA and less than $10,000/person in school-->we're investing at the wrong end.
What we know about child development:
- Student achievement is affected by a variety of social, psychological, emotional, and environmental factors
- Services must be provided in a coordinated manner to counter effects of poverty and improve developmental and learning outcomes
We have proof -- just look at Harlem Children's Zone.
Geoffrey Canada has been at this for 25 years.
Need evidence that fixing your teeth or eyeglasses is a good idea?
We do have evidence what happens when you meet the needs of the Whole Child.
Brockton High on a path for success for 20 years -- then they hit it -- Level 1 school.
High number of Adams Scholarship Winners in 2016.
Worcester Tech -- success.
Success is all around us.
Key Elements of the Brockton Strategy:
- Brockton started with shared leadership -- teachers own the work.
- Concerted effort to obtain buy-in around the strategy
- A coherent strategy focused on student needs
- Differentiated professional development
- Follow through, examining the evidence, sticking with it
Not test prep -- actually have to teach the children.
Differentiated professional development -- not all teachers need the same things.
Creat conditions where all kids can be successful.
If we focus on the right conditions, it is no longer predictable which children will fail.
Students in control of learning-->Hollenbeck Middle School, Los Angeles
Not just learning Math -- learning how to work together.
Differentiated learning for kids.
Teachers are facilitators of learning.
Not about behavior control -- it's about engagement.
The bell rings and they are disturbed -- not packing up 10 mins early.
If you can do that in East Los Angeles, you can do that anywhere.
Hollenbeck is right down the street from [Garfield] High School.
"Stand and Deliver" -- story of Jaime Escalante.
He was teaching the desire to learn.
Come in on Saturdays. Stay late.
Instead of focusing on achivement -- we must focus on engagement.
Get excited about learning.
Pathway to achievement is through engagement:
- Behavioral engagement
- Preparation
- Persistence
- Instrumental Help Seeking
- Cognitive engagement
- Deep Processing
- Meta-Cognition
- Emotional engagement
- Interest
- Value
California County prisons are educating inmates through Project-Based Learning.
Teachers focus on Evidence on Learning:
- Make expectations clear and standards explicit
- Model and expose students to high-quality work
- Utilize diagnostig tools to check for understanding
- Learn about their students' interests in order to make lessons culturally relevant
- Expect students to revise and resubmit work
- Solicit feedback and questions from students
- Analyze student work with a focus on evidence of competence and mastery and with a willingness to reflect on efficacy of methods
Real learning is in the REVISION.
Real teaching is in the FEEDBACK.
Most powerful PD is Teachers coming together to analyze student work.
Social and emotional learning must be integral to effort to increase academic engagement (aka LIFE SKILLS):
- Deferred gratification
- Ability to collaborate
- Impulse control
- Ability to resolve and mediate conflicts
- Empathy
As SBE members, you get to ask questions.
Move away from compliance to capacity building.
Great colleges and universities don't create master teachers; they can create great novices.
State Boards Must Stay Focused on the Five Essential Ingredients:
- A coherent instructional guidance system
- Ongoing development of the professional capacity of staff
- Srtong parent-community-school ties
- A student-centered learning climate
- Shared leadership to drive change
Need a holistic vision to achieve equity in outcomes.
Gotta think about the Whole Child.
Once common for every Kindergarten to have a piano in the classroom and for the K teacher to know how to play it.
People with Alzheimer's -- the last thing to go are the songs and music they learned early in life.
Amundson & Pedro
Amundson: SBEs are policy makers, so how can we ensure that Ts are high-quality?
Pedro: Incentivize to bring master teachers into high-need schools. Residency-mentoring for the first year of teaching. Districts need to write that into policy. Sensible practices into policy. SBEs can create standards by which Ts can become certified and evaluated. Those 5 essential ingredients for schools...the Brockton stragegy...to bring about coherence...need literacy to do math, science and everything else...when we see schools are struggling, see how they are doing on those 5 elements.
Q from DE: Wilmington stuggles like other places. Politics. How can we help them to overcome themselves to affect change?
Pedro: I will leave the politics. I would start positive. Look at Karin Chenoweth's book, "It's being Done" and her next book, "How it's Being Done".
Q from MS: Lots resonated with me. Equity is not about lowering standards. How do I get Principals to understand that so that teachers understand that?
Pedro: TOY in GA -- T was sent to struggling school. Sent a signal: IB programs. Kids will be safe. Kids will be well-served. All the kids. Need to shine the light on high-functioning places where it is working. Should not assign brand new principals to lead struggling schools. We haven't learned from it.
Q from GA Teacher in HE: Equity MUST be central to our work. As a Education Leadership provider, EVALUATION and STANDARDS -- glaring missing link on equity...thoughts on influencing policy?
Pedro: Broadening what we look at. Equity-based accountability system. Schools that are beating the odds. If you don't have the policy guidelines, will never be able to acknowledge. Lots of gaming strategies: yeah, higher grad rates, but remediation in college courses and high percentages of dropping out in first years.
Q from KY: The slide about lowering standards, all means all. Still, some kids have not received anything. Need for targeted strategies? Gives more to what hasn't been done before? Equal access. How to deal with the resource Q?
Pedro: If we're serious about equity, it will be reflected in outcomes. Places are figuring it out. Example: Algebra is a gateway course. Kids who don't have it, get double the time with a master teacher on it. Also less homework. Need to make space for innovation.
-----
Panel Presentation: Reenvisioning Success for Students and Schools
Presenters
Tim Shriver, Co-Chair, National Commission on Social, Emotional, and Academic Development (NCSEAD)
Pedro Noguera, NCSEAD
Gene Wilhoit, NCSEAD
Rachel Wise, Nebraska SBE and NASBE Chair-elect
Jacqueline Jodl, Director NCSEAD (moderator)
Schoolhouse and State House alike have emphasized the academic skills students need to succeed. But overwhelming evidence demands a complementary focus on social and emotional skills and competencies. When somebody is doing it well, we need to stop and pay attention.
Shriver: We have a whole script and I'm going to blow it off -- you can't listen to Pedro and not adjust. Lots of different people have come together to form this work. Grassroots. Roots in 60s, 70s -- some would say even as far back as John Dewey.
Learned to use Jim Comer's framework*: academic, social, emotional.
The social and emotional ARE learning.
Learning is relational.
Lots of attention to academic; almost none to SEL.
Not as a replacement to academics, but to complement, to engage the heart.
Every problem for kids at-risk will eventually be a problem for the other kids.
They are the canary in the coalmine.
Equity = justice.
Cannot dichotomize academic and SEL.
"We don't have time"; "We don't have resources" --- false dichotomy.
Integrate them in a high quality way.
All kids: for stressed-out high wealth kids and low income kids.
(Aaand - this is where I was listening to the panel discussion and not taking notes!)
Q&A
Q: One of the barriers is initiative overload. It overwhelms teachers. Reflections on that?
Shriver: It is THE problem in school reform. Not because it is [teachers'] disposition, it is because it is done poorly. Need a sustainable plan. A change process under one plan. Get out of "check the box". Need systematic, integrated strategy/plan. Otherwise we will alienate teachers, and rightly so.
Pedro: Gates has another new initiative --> hasn't shared the lessons of previous initiatives. An arrogance that creates deep cynicism. He should say, "We wasted a lot of money and this is what we have learned"..."Here's some things we will not do again". Otherwise, not changing the culture of learning.
Shriver: CASEL -- launched collaborating districts. Understood we were in for multiple years. Created contiuous commitment. Ownership has changed. Owning it together.
Q from MI: Structure of learning: first tedium, then enjoyment. Comments on that experience?
Shriver: Learning has emotional underpinings, isn't the only way it plays out. Emotions are the internalization of the learning. Recognizing is the art of teaching. Mystics talk about relationships in community. Solitude, even. Always operating, even when they are not physical. Coping strategies. Mindfulness as a tool for perserverance.
Jodl: Instruction needs to be student-centered; equitable.
Q from Nebraska: Models for scope and sequence? Impact on class, culture, and community?
Pedro: Science is most popular class for students in elementary school. Imagine capitalizing on all of that early learning for science.
Wilhoit: Tools for Students to assess their own learning.
Jodl: Commission will "sunset" in the 4th quarter of 2018. Will issue a report. Change agenda to include: local focus, as well as the practice piece for sustaining the work.
Hull: Legacy Leadership. NCLB result of neglect of leadership. Legacy of SBEs taking advantage now, at this time. Not all means all. All means each.
-- End of Session --
* From Wikipedia: Though a principal-led but shared management framework, organizationally and/or primarily by the school staff, organizational, management, and communication issues are pulled together in a way that promotes collaboration, assessment, capacity building, and a focus on teaching in a way that leads to the integration of student development and academic learning. By minimizing confusion and conflict in the building system through this process, educators can make sound programmatic decisions based on student behavioral, developmental, and learning needs; and intentionally prepare students for school and mainstream life success. Our outcomes suggest that when students are developing well they will learn well.
While the School Development Program helps building level participants bring about change, it has been used as a framework for system-wide reform, providing mechanisms by which school boards and district central administration can coordinate and support the reform work at each school.
Friday, November 3, 2017
Leading Innovation to Advance Teaching and Learning
Presenters
Ash Vasudeva, Carnegie Foundation for the Advancement of Teaching (Research)
Glen Harvey, WestEd (Policy)
Candice McQueen, Tennessee Commissioner of Education (Practice)
Robert Hull, NASBE (moderator)
Hull:
How do you think creatively to solve a problem? This session brings together leading experts in reasearch, policy, and practice to consider how state board members can pursue and support innovation. How can improvement science foster a more user- and problem-centered approach to improving teaching and learning? We will explore ways to build state capacity to identify, adapt, and scale up promising innovations.
Vasudeva:
Collectively, we expand decades of research, practice, and policy-making.
Wisdom in this room, and classrooms -- education systems continue to face extraordinary challenges.
Many times, "what gives" is a rich and rewarding educational experience.
[Missed the name of the person referenced in his example here]: Addressing families at large community forums: first thing is stating/admitting that "they don't have it all figured out".
Just giving voice to that moved the dynamic from confrontation to communication.
Expertise alone is not enough - need to work with others to accomplish goals.
Form new relationships.
Admitting we don't have all of the answers doesn't mean there's nothing we can do.
(Introduces concept of "Discipline Inquiry" - create teams to test solutions and commit to make meaningful progress).
Disciplined inquiry bridges the organizational journey from compliance to continuous improvement by attending to and focusing on learning.
References the book: Learning to Improve
ESSA represents the opportunity to make this shift (^ from enacting policy from "compliance" to "continuous improvement" by attending to and focusing on learning).
Three questions for consideration:
1. What is the relationship between research and practice?
2. What constitutes evidence?
3. What is the role for policy?
Ash Vasudeva, Carnegie Foundation for the Advancement of Teaching (Research)
Glen Harvey, WestEd (Policy)
Candice McQueen, Tennessee Commissioner of Education (Practice)
Robert Hull, NASBE (moderator)
Hull:
How do you think creatively to solve a problem? This session brings together leading experts in reasearch, policy, and practice to consider how state board members can pursue and support innovation. How can improvement science foster a more user- and problem-centered approach to improving teaching and learning? We will explore ways to build state capacity to identify, adapt, and scale up promising innovations.
Vasudeva:
Collectively, we expand decades of research, practice, and policy-making.
Wisdom in this room, and classrooms -- education systems continue to face extraordinary challenges.
Many times, "what gives" is a rich and rewarding educational experience.
[Missed the name of the person referenced in his example here]: Addressing families at large community forums: first thing is stating/admitting that "they don't have it all figured out".
Just giving voice to that moved the dynamic from confrontation to communication.
Expertise alone is not enough - need to work with others to accomplish goals.
Form new relationships.
Admitting we don't have all of the answers doesn't mean there's nothing we can do.
(Introduces concept of "Discipline Inquiry" - create teams to test solutions and commit to make meaningful progress).
Disciplined inquiry bridges the organizational journey from compliance to continuous improvement by attending to and focusing on learning.
References the book: Learning to Improve
ESSA represents the opportunity to make this shift (^ from enacting policy from "compliance" to "continuous improvement" by attending to and focusing on learning).
Three questions for consideration:
1. What is the relationship between research and practice?
2. What constitutes evidence?
3. What is the role for policy?
Researchers are expected to innovate; practitioners are expected to implement.
Need to connect research to practice.
ESSA plans for making progress.
Use discipline inquiry in service to innovation and improvement:
Evidence - Disciplined Inquiry = Compliance Modes of Thinking
Evidence + Disciplined Inquiry = Improvement Mindset
As SBEs, how do you use your policy superpowers? (Power to Convene; Power of the Question; Power of Policy)
McQueen:
Reality on the ground when you try to put research to practice.
It's messy.
TN articulated a Vision: for all students to have knowledge and skills to successfully embark upon their chosen path in life.
Comprised five priorities - 4 of them very policy driven; they are:
- Early Foundations & Literacy;
- High School & Bridge to Postsecondary;
- All Means All;
- Educator Support.
The last one, District Empowerment would use research for solving problems in practice through newly created Network Improvement Communities (NIC, in 7 districts).
Utilizing NICs:
- Foster a new kind of working relationship between the state and districts
- Leverage collective expertise to solve a statewide challenge
- Identify scalable solutions to common implementation challenges that hold the state back from achieveing its goals
- Learn at all levels how to "get better at getting better": and develop a collective sense of ownership for the work to sustain progress
Learning to date:
- Improving literacy outcomes
- communication between teachers and interventionists is important for success
- Empowering district innovation
- culture of learning and sharing is critical to making progress
- Engaging educators in continuous impovement efforts
- educators must want to learn from one another through a community approach
What's next?
- Scale and spread the NIC approach
- Spring 2016: Cohort 1 = 7 districts in 2 CORE regions
- Fall 2017: Cohort 2 = 21 districts in all 8 CORE regions
People sometimes don't want the process, they want the pill.
Reality is, when they know the outcome they will work to embed in practice.
Go slow at first; once familiar, then can go fast.
Harvey:
Learned so much from [NASBE sessions] yesterday.
Learned so much from [NASBE sessions] yesterday.
Thank you for the TN story - grew up in KY, not a leader in education reform; it's empowering to see how much can be accomplished over time.
State policy role in supporting innovation...
What is innovation anyway:
"A process that creates something that addresses a specific need effectively in a new and different way with better outcomes creating value"
Emphasis on "different" and "better"
Problem is, if it is "new and different", it probably doesn't have a lot of evidence.
Need to balance tried-and-true practices with something new.
What's your capacity for innovation?
To take risks?
What's the pulse in your state?
SBEs: Champion of children and their right to an equitable, quality education:
- Convenor, giving voice to others -- stakeholder engagement through listening tours, town halls, and focus groups
- good ideas can come from anyone and anywhere
- model openness to new ideas and different perspectives
- create a process for exploring promising new ideas
- communicate back what you have heard and will do
- keep the dialogue going
- Visionary and catalyst for change, keeping the public's collective eye on what matters most
- use the power of the bully pulpit
- be the state's storyteller
- keep everyone's eye on the state's North Star (the big idea)
- focus on big ideas, enduring problems, and solutions
- use the power of persuasion, vision, staying power
- Enabler and empowerer, removing barriers to innovation (removing policy so people can move forward):
- NH: flexibility to achieve a big idea (i.e., competency-based learning)
- CA: flexibility focused on state and local indicators (i.e., a local control funding formula; school safety and climate)
- CO: flexibility to spark innovation for learning (CO Innovations Schools Act -- ask for waivers from SBE to move forward)
Create opportunity.
Need to do better by those children who are not doing well right now (especially to consider homeless, foster, trauma, i.e.).
Before establishing a new policy based on local innovation, ask:
- Is this new approach addressing a specific need?
- Is there sufficient evidence that it addresses the need effectively?
- Is there a solid research base?
- Is the solution economically viable?
- Is it scalable and sustainable?
- Do we have the capacity to implement, scale, and sustain across the state?
- Is there stakeholder buy-in?
- What unintended consequences might there be?
Q&A:
Ohio asks about Trauma-informed education; says, under ESSA, Title II funds available for this.
Massachusetts asks TN about importance of aligning standards with work in the NICs.
-- End of Session --
Thursday, November 2, 2017
Rethinking Teaching and Learning
Presenters: Linda Darling-Hammond, Learning Policy Institute; Donna Johnson, Delaware State Board of Education
Session takes a deep dive into a rethinking of teaching and learning with leading researcher; covering recent research on professional learning and a systems approach to retooling curriculum and instruction. "Only well-prepared, culturally skilled, committed techers can ensure that all students graduate ready for college and careers".
Darling-Hammond is live-streaming with us online.
D-H: What kind of learning are we talking about?
Demand for skills is changing.
Top skills for Fortune 500 companies in 1970 were Reading, Writing, and Arithmetic; today, they are teamwork, problem-solving, communication skills.
Knowledge is expanding and exponentially.
Working with technology that hasn't been invented yet.
Need to transfer knowledge to new problems.
Teaching for learning ability, the abilities to:
Teaching these skills -- to what end?
Session takes a deep dive into a rethinking of teaching and learning with leading researcher; covering recent research on professional learning and a systems approach to retooling curriculum and instruction. "Only well-prepared, culturally skilled, committed techers can ensure that all students graduate ready for college and careers".
Darling-Hammond is live-streaming with us online.
D-H: What kind of learning are we talking about?
Demand for skills is changing.
Top skills for Fortune 500 companies in 1970 were Reading, Writing, and Arithmetic; today, they are teamwork, problem-solving, communication skills.
Knowledge is expanding and exponentially.
Working with technology that hasn't been invented yet.
Need to transfer knowledge to new problems.
Teaching for learning ability, the abilities to:
- Transfer and apply knowledge
- Analyze, evaluate, weigh, and balance
- Communicate and collaborate
- Take initiative
- Find and use resources
- Plan and implement
- Learn to learn
Includes social emotional learning:
- Know and manage self and emotions, including stress
- Have empathy and interpersonal skills
- Engage in positive relationships
- Collaborate well
- Make good decisions
- Behave ethically and responsibly
- Have a growth mindset
- Be resourceful, perservering, and resilient
Teaching SEL skills has been found to foster personal, social, and academic success and reduce opportunity gaps
- Resolving conflict
- Sustaining the earth
- Sustaining people
- Employment
- Food and shelter
- Clean water
- Nurturing peaceful collaboration
- Developing new products, solutions, strategies for living and learning
And Authentic Learning:
- Problem-based and Project-based learning
- Performance assessment
- Rubrics for self-, peer-, and teacher-evaluation
- A pedagogy of revision and mastery
How well are we teaching higher order skills refers to trends on PISA 2000-2012. (Answer: not very well)
What kinds of schools can create these abilities?
- Schools designed for effective caring
- Small Learning Communities
- Looping
- Long-term Relationships
- Advisory systems
- Close parental contact
Some states and many nations are transforming assessments. High achievers use:
- Open-ended essays and problems to be solved and explained
- Performance tasks that require students to design and conduct investigations, collect data analyze and present findings in writing, orally, and with technology
Effective teachers:
- Engage students in active learnning
- Build on children's experiences and prior knowledge
- Create intellectually ambitious tasks that apply knowledge to real world problems
- Develop and effectively manage a culturally responsive, collaborative classroom in which all students have membership
- Use a variety of teaching strategies
- Assess learning to adapt teaching to student needs
- Create effective scaffolds for language and content learning
- Provide clear standards strong models, constant feedback, and opportunities for revising work
- Reinforce students' competence and confidence
Recommends book: A Pedagogy of Confidence (on amazon and short video clip HERE) by Yvette Jackson:
- Focus on strengths
- Teach cognitive strategies
- Build confidence and motivation
- Build educator capacity
Topic moves into teachers and professional collaboration and learning:
- Shared planning time
- Teaching reams
- Regular professional development
- Inquiry about student learning
- Problem solving around students
- Leadership focused on instruction
There are schools where this is happening.
However, United States teachers spend the most time on instruction and the least amount of time on planning than other leading nations.
Curriculum and teaching access matters for learning: Holding SES constant, students of color and white students who have equally well-qualified teachers and comparable curriculum, perform comparably in reading and mathematics.
Teacher shortages: demand for teachers is high and increasing, but the supply is rapidly decreasing.
LPI Study on Effective Professional Development reviewed 35 studies that:
- Are methodologically rigorus
- Demonstrate positive link between teacher PD and student outcomes
- Identified common features
Policy implications:
- Adopt standards for PD
- Redesign schedules to support collaboration
- Conduct assessments of teachers' needs
- Develop expert teachers as mentors and coaches
Today, the kind of education we need, must be available for all; quoting John Dewey: What the best and wisest parent wants for his or her child, that must the community want for all of its children. Any other goal is narrow and unlovely. Acted upon, it destroys our democracy.
Johnson: In Delaware -- with thanks to NASBE -- the systems grants looking at a Standards-Based System; comprehensive approach; how one initiative complements another. Areas of focus on efforts to rethink teaching and learning:
- Educator preparation
- Professional learning
- Roles for educators
- Standards and assessment
State Boards utilize:
- Power of Policy
- Power of the Question
- Power to Convene
That's a wrap
Welcome and Plenary
We're in Atlanta for NASBE's 59th Annual Conference. The Conference theme is Moving Beyond the State Plan: Excellence - Equity - Innovation
Presenters: Kris Amundson, NASBE President and CEO; Jack Griffin, Food-Finder (attending by video); Dr. Meria Carstarphen, Superintendent of Atlanta Public Schools; Mike Royal, Georgia Board Chair/Presiding; Jay Barth, NASBE Board Chair
Royal: Welcome. Legislative action for a GA Chief Turnaround Officer, GA/SBE just hired yesterday, NASBE ran the search.
Carstarphen: Welcome to Atlanta. Believes that Education is the cornerstone for our Democracy -- "I have drunk the Kool-Aid". Kids need career skills and decision-making skills and also need to have the heart to be better people than we are to do the work with pride and hope and inspiration and thunder. Important to hear from other Superintendents from beyond your schools for better perspective.
Barth: Thanks members of NASBE Board of Directors. Transformative year, with power shifting back to States. A thrilling time to be working at NASBE with leaders and staff. Food insecure families can be connected to their next meal, via the Food-Finder App, created by high school student, Jack Griffin.
Griffin: (video) explains how he was inspired to create the app after seeing a video on hunger. His father now takes the stage to say more about Jack's story: Food insecurity is a problem because it's invisible. Rapid rise of technology makes smartphones readily available. Jack figured out how to connect people to food. App is integrated with google maps. Superintendents also integrate with the app, using social media to raise awareness. Top 10 States using the app: Georgia, Florida, North Carolina, California, Michigan, Texas, New York, Alabama, Tennessee, Washington DC.
Amundson: Planning for this COnference began right after last year's. Thanks NASBE staff, asks to stand so attendees can acknowledge. Introduces Robert Hull, NASBE Executive Vice President.
Hull: Provides overview of Conference. Notes Area Meetings happening later today, election of representatives for regions.
Next up: Fostering Excellence, Equity, Innovation
Presenters: David Coleman, President and CEO, The College Board; Sal Khan, Khan Academy; Jonathan Amaya, James Madison University Student; Jay Barth, NASBE Board Chair, Arkansas Board Chair; Kris Amundson, Nasbe President and CEO (moderator).
Amaya: First in his family to attend college. Kris Amundson was his mentor since 7th grade. She was his "reality check". Learned he couldnt get to college if his SAT scores weren't higher. Knew his family couldn't afford SAT prep. Kris pointed him to Khan Academy: "It's FREE". He loved it. Retook the SAT, score had gone up significantly -- he was one of ~75 students to be interviewed for scholarship; he was selected for full scholarship. Quotes Forrest Gump: Life is like a box of chocolates. Be kind. Be positive. Introduces Sal Khan.
Khan: Quick check -- many in the room already familiar with Khan Academy? Either they or their child have used Khan Academy? Now we're watching a video montage of Khan Academy lessons. Lots of laughter. Tells the story of his background how his cousin needed support in math that got him started with videos to support and tutor her, siblings, word gets around...
(Now he's talking Bloom's Taxonomy!)
We're seeing a montage of Khan Academy videos in languages other than English
Exploring ways state board members can achieve a new vision for teaching and learning that supports all students in mastering rigorous content and applying critical thinking skills necessary to succeed in college and careers and contribute to the knowledge economy.
Coleman: The College Board 100 years. We have plenty of assessments; we need more opportunity. Never give someone one chance. PSAT does not tell you your potential, who you are; who you might be, with practice. Test prep free forever through partnership with Khan Academy.
Now were seeing a promo, student perspective, partnership with College Board + Khan. Free resources for every AP class. Through Khan. Broken promises of assessment. Too many inequities, need more opportunities. Cannot rely on virtual learning alone; need a caring adult. Relationships important and necessary. End the war between "college and career" Need choices and power. Talked to employers about required skills. No test can tell whether you are career or college ready. Knowledge matters in civic education. And, BTW, so does free speech. End the insanity of the "Admissions Process". What haappened to faith, family, and fun? INvite young people to one or two things. Asking for 12 is madness. Trying to do everything I can to promote calm and confidence.
Invites Khan and Amaya to join on stage.
Panel now: Coleman, Amaya, Khan, Amundson, Barth
Coleman to Amaya: What shall we do different?
Amaya: Usually, find that people skip through videos to get to the point at the end. Need application to what you are learning. Find that I go to more videos on history instead of blog videos on youtube.
Amundson to panel: Numbers of low income kids to Stanford? Not very many. Would like to hear what you would say to Admissions Office at Stanford?
Khan: Khan and College Board can make progress with kids; need to figure out how to give kids more tools to be motivated to practice, belief that you can go to college like Stanford.
Barth: Rural schools left behind. Students left behind. Leaders can be some barriers. What can we do as citizen leaders?
Coleman: What you did in Arkansas. State supported 4-5 AP courses. Access framework. More kids in Arkansas in AP courses. Opportunities are present.
Khan: Always ask leaders like yourselves; amazing how many are not aware -- or skeptical -- about resources out there. I'd like to work with everyone here to spread to leaders in your state.
Amaya presents Coleman and Khan hats from James Madison University.
End of Session.
Amundson: Planning for this COnference began right after last year's. Thanks NASBE staff, asks to stand so attendees can acknowledge. Introduces Robert Hull, NASBE Executive Vice President.
Hull: Provides overview of Conference. Notes Area Meetings happening later today, election of representatives for regions.
Next up: Fostering Excellence, Equity, Innovation
Presenters: David Coleman, President and CEO, The College Board; Sal Khan, Khan Academy; Jonathan Amaya, James Madison University Student; Jay Barth, NASBE Board Chair, Arkansas Board Chair; Kris Amundson, Nasbe President and CEO (moderator).
Amaya: First in his family to attend college. Kris Amundson was his mentor since 7th grade. She was his "reality check". Learned he couldnt get to college if his SAT scores weren't higher. Knew his family couldn't afford SAT prep. Kris pointed him to Khan Academy: "It's FREE". He loved it. Retook the SAT, score had gone up significantly -- he was one of ~75 students to be interviewed for scholarship; he was selected for full scholarship. Quotes Forrest Gump: Life is like a box of chocolates. Be kind. Be positive. Introduces Sal Khan.
Khan: Quick check -- many in the room already familiar with Khan Academy? Either they or their child have used Khan Academy? Now we're watching a video montage of Khan Academy lessons. Lots of laughter. Tells the story of his background how his cousin needed support in math that got him started with videos to support and tutor her, siblings, word gets around...
(Now he's talking Bloom's Taxonomy!)
We're seeing a montage of Khan Academy videos in languages other than English
Exploring ways state board members can achieve a new vision for teaching and learning that supports all students in mastering rigorous content and applying critical thinking skills necessary to succeed in college and careers and contribute to the knowledge economy.
Coleman: The College Board 100 years. We have plenty of assessments; we need more opportunity. Never give someone one chance. PSAT does not tell you your potential, who you are; who you might be, with practice. Test prep free forever through partnership with Khan Academy.
Now were seeing a promo, student perspective, partnership with College Board + Khan. Free resources for every AP class. Through Khan. Broken promises of assessment. Too many inequities, need more opportunities. Cannot rely on virtual learning alone; need a caring adult. Relationships important and necessary. End the war between "college and career" Need choices and power. Talked to employers about required skills. No test can tell whether you are career or college ready. Knowledge matters in civic education. And, BTW, so does free speech. End the insanity of the "Admissions Process". What haappened to faith, family, and fun? INvite young people to one or two things. Asking for 12 is madness. Trying to do everything I can to promote calm and confidence.
Invites Khan and Amaya to join on stage.
Panel now: Coleman, Amaya, Khan, Amundson, Barth
Coleman to Amaya: What shall we do different?
Amaya: Usually, find that people skip through videos to get to the point at the end. Need application to what you are learning. Find that I go to more videos on history instead of blog videos on youtube.
Amundson to panel: Numbers of low income kids to Stanford? Not very many. Would like to hear what you would say to Admissions Office at Stanford?
Khan: Khan and College Board can make progress with kids; need to figure out how to give kids more tools to be motivated to practice, belief that you can go to college like Stanford.
Barth: Rural schools left behind. Students left behind. Leaders can be some barriers. What can we do as citizen leaders?
Coleman: What you did in Arkansas. State supported 4-5 AP courses. Access framework. More kids in Arkansas in AP courses. Opportunities are present.
Khan: Always ask leaders like yourselves; amazing how many are not aware -- or skeptical -- about resources out there. I'd like to work with everyone here to spread to leaders in your state.
Amaya presents Coleman and Khan hats from James Madison University.
End of Session.
Wednesday, October 26, 2016
NASBE Update
The Chair asked that I provide an update to the Board about the NASBE Annual Conference at our meeting yesterday. Here's what I provided:
Delegates Assembly:
Delegates Assembly:
- Three Proposed Bylaws Changes were approved:
- Article X, Section 4, Public Education Positions Committee be amended to model the Government Affairs Committee membership, and thus be open to any member who wishes to serve and has their board approval. Additionally, that this section also be amended to permit a board to appoint a NCOSEA and NCSBEE representative to serve on this committee if no board member is available to serve, with the proviso that membership on this committee is limited to one person per state. These proposed revisions were requested by the current chair of this committee.
- Article X, Section 6, Governmental Affairs Committee be amended to permit a board to appoint a NCOSEA and NCSBEE representative to serve on this committee if no board member is available to serve. This proposed revision expands the pool of available membership and allows interested states an opportunity to have representation if no board member is available. This proposal has been discussed with the chair of this committee and has his approval.
- That the titles of the President and President-elect of the Board be changed to Chair and Chair-elect, and that the title of the Executive Director be changed to President (an amendment changed this to "President/CEO" and was adopted by the Delegate Assembly). This proposal was recommended so that NASBE's nomenclature for these positions reflects that which is generally used in the business world, and is regarded as a change that will facilitate better communication with NASBE's business partners.
- Elections:
- NASBE Chair-elect: John Kelly, Member, Mississippi State Board of Education, was elected as the next Chair-elect of NASBE; his Term begins January 1, 2017. Jay Barth, Vice Chair, Arkansas State Board of Education, will assume position of Chair of NASBE when current Chair, Jim McNiece, Chair, Kansas State Board of Education, completes his term.
- Northeast Area Representative: Martha Harris, Chair, Maine State Board of Education, was elected to a two-year term on NASBE's Board of Directors as the second of two Northeast Area Reps. Allan Taylor, Chair, Connecticut State Board of Education and former NASBE President (Chair), completes his two years on the NASBE Board as Northeast Area Rep; yours truly continues in this capacity for one more year.
Take-Aways from #NASBE16
- NASBE President/CEO Kris Amundson captured passage of ESSA in a quote from Spiderman: "With great power comes great responsibility". Now, she's quoting from the musical Hamilton: "Winning was easy, governing is harder". Point being, with the devolution of power having moved to States, we are living in the midst of the biggest shift in educational transformation in decades. State Boards of Education (SBEs) need to decide if we will manage the change or lead the change. I hope we choose to lead. (I was please to see DESE has announced the dates for "ESSA Community Forums" across Massachusetts, copy of flier at right).
- The mission of State Boards of Education is expanding within the context of complex diversities not limited to race. Kids need to be awash in language. There are opportunities within ESSA for improvements in early childhood and more.
- States are structured very differently with regard to their governance, but all confront similar education issues: equity, privacy, student health, culture & climate, etc. NASBE is the connective tissue.
- Terrence Roberts, one of the Little Rock 9, and Manny Scott, an original Freedom Writer featured in 2007 film of same name, remind us of the importance of keeping the question, "What is good for kids?" as our North Star.
- David Von Drehle, an Editor-at-large at Time magazine, addressed aspects of the upcoming national election. One of his themes addressed the impact of social media (in the presidential campaign and in congress) and how easy it is to organize around "no". It's the SBE's job to "get to yes" and model continuous improvement and public service for the right reasons.
- NASBE is doing remarkable work, showcased by this conference. Like our own DESE, several retiring grants led to a reduction in budget and a reorganization in staff. NASBE's website, publications and member services illustrate key priorities.
- This is the second annual conference I've attended. While it's an honor to represent Massachusetts and the Northeast Area States on the NASBE Board, conferences like this make it a challenge for one person to attend all of the interesting sessions. I hope colleagues will consider the possibility of attending in the future.
- NASBE's mobile conference app kept me organized and many session materials are now loaded onto it.
- ESSA Stakeholder Engagement Regional Meetings locations and dates were announced. These meetings are an opportunity for State Teams (Board members, Legislative Committee members, DESE & EOE staffs) to meet regionally to discuss:
- Sustaining Engagement: How do we keep the conversation going through ESSA plan implementation?
- Fidelity to Equity: How can stakeholder engagement ensure fidelity to equity in ESSA plan implementation?
- Goals:
- Build long-term action plans to sustain engagement through ESSA implementation
- Explore promising practices around meaningful & authentic engagement
- Brainstorm ways to track and measure the success of engageent work
- Explore resources from national partners Opportunities for state teams (Board members, Legislative Committee members, DESE and EOE staffs) to meet regionally and share ESSA experiences and best practices were announced:
- Washington DC: December 6, 2016: 9:30 AM-4:30 PM
- Atlanta, GA: January 17, 2017: 9:30 AM-4:30 PM
- Denver, CO: February 2, 2017: 9:30 AM-4:30 PM
- New Member Institute, Arlington Virginia, June 8-10, 2017, for new SBE members in their first 18 months of service.
- Legislative Conference, Washington, DC: March 19-21, 2017.
- Annual Conference 2017, Atlanta GA, October 31-November 4, 2017.
Saturday, October 22, 2016
#NASBE16: Helping All Teachers Improve Their Practice Through Sound Policy
Live blogging
Thomas Toch, Center on the Future of American Education
Rachel Wise, Nebraska State Board of Education, Chair
Robert Hull, NASBE (facilitator)
Hull: Student success depends upon recruiting, preparing, developing, and supporting great teachers.
Toch: Traditional teacher evaluation was a drive-by; annual visits by a principal with a checklist, looking for clean classrooms and quiet students--superficial exercises that didn't focus directly on the quality of teacher instruction, much less student learning. No incentives to thoughtfully compare teacher performances. Most school districts didn't do them. Nearly every teacher received satisfactory rating; virtually no one fired for under-performance. Absence of meaningful measures of teacher quality made rewarding talent and other steps to strengthen the profession nearly impossible to implement. Incentives eliminated in ESSA.
Toch: More comprehensive teacher eval systems have launched several important improvements in public ed:
Thomas Toch, Center on the Future of American Education
Rachel Wise, Nebraska State Board of Education, Chair
Robert Hull, NASBE (facilitator)
Hull: Student success depends upon recruiting, preparing, developing, and supporting great teachers.
Toch: Traditional teacher evaluation was a drive-by; annual visits by a principal with a checklist, looking for clean classrooms and quiet students--superficial exercises that didn't focus directly on the quality of teacher instruction, much less student learning. No incentives to thoughtfully compare teacher performances. Most school districts didn't do them. Nearly every teacher received satisfactory rating; virtually no one fired for under-performance. Absence of meaningful measures of teacher quality made rewarding talent and other steps to strengthen the profession nearly impossible to implement. Incentives eliminated in ESSA.
Toch: More comprehensive teacher eval systems have launched several important improvements in public ed:
- Elevating instruction - clearer teaching standards; ending teacher isolation/sparking discussions about what good teaching is; forcing school leaders to prioritize classrooms over cafeterias
- Removing lower performers - in some school districts, removing teachers for underperformance for first time ever, through dismissal and voluntary attrition
- Beyond "bad apples" - states and school districts increasingly prioritizing ways to help teachers improve their practice - "can't fire our way to a stronger teaching force"
- Smarter staffing decisions - using data to manage human capital systems more effectively
- Foundation for new roles, responsibilities - tapping highly-rated teachers to be peer evaluators, mentors, lead teachers--new roles that give teachers more pay and higher status; career ladders
- Raising student achievement - early evidence from places with comprehensive reforms in place the longest is encouraging (cites DC, Tennessee, Cincinnati)
Good eval system includes: Multiple measures - CR observations, student surveys, certain achievement results. Evaluation Data Drives Smarter HR Decisions:
- DCPS discovered teachers hired by May are 20% more effective
- Teachers can sign up to visit top teachers in other schools in their subject areas and grade levels (in DC, teachers can sign up online to do this)
- Instructional coaches, curriculum committee members, etc., drawn from ranks of top-rated teachers
- A sound basis for paying top teachers up to $125K per year (Admin, $180K/year)
- Target recruitment at higher ed institutions that produce the most top teachers
Many of the new evaluation systems are in early stages and are far from perfect. Challenges (not surprising, given pace/scale of reform to a core element of educational enterprise):
- Technical problems - especially with student achievement measures
- Lack of infrastructure - rubrics, systems design, evaluator training, data systems, etc
- Costs - more comprehensive systems are more expensive
- Teacher morale - speed, early "bad aples", focus, student test scores
Emerging infrastructure in DC:
- Simpler rubrics
- Multiple measures/reduced role for student achievement
- Stronger eval/teacher training
- Efficiency through differentiated observations
- Better evaluator feedback/stronger links to professinal improvement (Common Core)
- Teacher morale is rising
Upshot:
- Complex policy change at the heart of the edu enterprise is a long-term proposition; can't happen overnight
- no eval system is perfect
- but, you can't help people improve if you don't know what needs improving--even if measuring teacher performance is an inexact science
- hard-learned lessons of recent years; building on progress since 2009--staying the course is in the best interest of student and teachers
Rachel Wise on what's been going on in Nebraska through AQuESTT: Accountability for a Quality Educational System, Today and Tomorrow
- Quality, not blame or shame
- Beyond assessment and student performance as sole measures
- Focusing on investments that we know matter in student success
- Establishing a "Theory of Action" rather than a measure in isolation
- Building a system to support and help teachers
- Focusing on growth and improvement
- Working collaboratively to support/improve the whole
- Raw Classification
- Traditional metrics of student achievement such as assessment, graduation rates, participation
- No quantitative metrics associated with staff evaluation
- Evidence Based Analysis
- Qualitative analysis based on implementation of best practives and needs of support and technical assistance in the six tenets of AQuESTT
- "School-level evidence" of the implementation of a formal staff eal process aligned to the Nebraska Teacher and Principal Performance Framework
- "School-level Evidence" of an annual professional learning plan that supports continuous improvement
Virginia Q: Sorry to see this session at the very end with so few people...very valuable convo/presentation Toch: one does not want to make blanket statements. Fairfax is a rigorous district.
Connecticut Q: Trying to work out a multiple stakeholder system student performance place an important part - if not test scores, what? Toch: thoughtful Q. Research I've seen suggests that VAM (as opposed to perfomance scores=snapshot, inherently unfair to teachers), imperfect as it is, is considered by researchers that are predictive of teachers success with their students; combined with multiple observations is a vastly improved system. Wise: We're blessed in NE - we're small enough and know each other. Our teachers are coming along with the process; evolution with teachers at the table, not necessarily the union
And - that's a wrap! See you all in Atlanta next year #NASBE17
Connecticut Q: Trying to work out a multiple stakeholder system student performance place an important part - if not test scores, what? Toch: thoughtful Q. Research I've seen suggests that VAM (as opposed to perfomance scores=snapshot, inherently unfair to teachers), imperfect as it is, is considered by researchers that are predictive of teachers success with their students; combined with multiple observations is a vastly improved system. Wise: We're blessed in NE - we're small enough and know each other. Our teachers are coming along with the process; evolution with teachers at the table, not necessarily the union
And - that's a wrap! See you all in Atlanta next year #NASBE17
#NASBE16: Stakeholder Engagement Under ESSA
Live blogging
Moderated by Abigail Potts, project manager at NASBE
Potts: Stakeholder engagement - federal requirement under ESSA. Work under ESSA is daunting: Early childhood education;
Teacher requitment, preparedness; Privacy
All just the tip of the iceberg
Perception: state DoEs will engage for a time, check the box.
Experience with states is they are taking very seriously.
Chris Hofman, Rachel Man, Teach Plus
Ben Rarick, Washington State Board of Education Executive Director
Dr. Randy Watson, Kansas Commissioner of Education
Hofman: Will talk about our own research and experiences
Man: Found 5 major challenges:
1. Identifying stakeholders and engaging a broader voice
2. Overcoming time and resource constraints
3. Educating stakeholders
4. Organizing stakeholder feedback and incorporating feedback
5. Planning for future engagement
Man & Hofman: Key take-aways from the above challenges:
Rarick: ESSA - Ensuring Meaningful Stakeholder Engagement
There's a big difference between engaging people and having a meeting. Stakeholder engagement, especially as far as implementing ESSA is concerned, should be something that has a positive impact on students. Jotted a set of questions to ensure we are not just attending a bunch of meetings, but engaging on important questions; acknowledge that the process was a collaborative process with the SBE. Held 7 forums across the state. Six primary themes emerged:
Moderated by Abigail Potts, project manager at NASBE
Potts: Stakeholder engagement - federal requirement under ESSA. Work under ESSA is daunting: Early childhood education;
Teacher requitment, preparedness; Privacy
All just the tip of the iceberg
Perception: state DoEs will engage for a time, check the box.
Experience with states is they are taking very seriously.
Chris Hofman, Rachel Man, Teach Plus
Ben Rarick, Washington State Board of Education Executive Director
Dr. Randy Watson, Kansas Commissioner of Education
Hofman: Will talk about our own research and experiences
Man: Found 5 major challenges:
1. Identifying stakeholders and engaging a broader voice
2. Overcoming time and resource constraints
3. Educating stakeholders
4. Organizing stakeholder feedback and incorporating feedback
5. Planning for future engagement
Man & Hofman: Key take-aways from the above challenges:
- Use networks you have to build relationships with previously unreached groups; allow your groups to be dynamic adding stakeholders as necessary
- Difficult to find time and resources to meet all stakeholders F2F meetings are best but difficult to schedule (Vermont did this very well); partner with local biz to provide food for meetings (Alaska did this) due to limited manpower, resources in SEAs
- Are we using friendly language (not jargon); clarifying misconceptions; structuring meeting times to maximize to get at the heart of issues - - know when to go broad and specific, balancing is beneficial (Florida did this well with their surveys - they created 9 different surveys with links to specific parts of ESSA)
- Not all feedback will be incorporated in the plan, still provide meaningful engagement. Can provide the feedback to the public, to know where everyone is, taking that and synthesizing into actionable steps (Pennsylvania did this - providing a report and organizing into very clear steps)
- Planning for long-term engagement; maintaining coalitions of support - - needs to become the norm, so need to be thinking about this as much as possible.
Common Challenges in Stakeholder Engagement (The view from the other side):
- Meaningful engagement vs. checking a box
- Transparency
- Adequate representation of ALL stakeholder groups
There's a big difference between engaging people and having a meeting. Stakeholder engagement, especially as far as implementing ESSA is concerned, should be something that has a positive impact on students. Jotted a set of questions to ensure we are not just attending a bunch of meetings, but engaging on important questions; acknowledge that the process was a collaborative process with the SBE. Held 7 forums across the state. Six primary themes emerged:
- supporting all students
- supporting all students, part 2
- challenging academic standards and academic assessments
- accountability, support, and improvement for schools (not as defined by the state assessment...)
- supporting excellent educators
- consultation and coordination
ESSA Focus Groups:
- statewoie MAAC-tribal compact schools
- library/media state organization
- pasco-latino coalition
- charter schools
- tribal leaders
- private schools
- WA school attorney's organization
- migrant education conference with parents and students
ESSA Workgroup structure:
- accountability system
- learning and teaching
- student assessment system
- school and district improvement
- effective educators
- ELLs
- fiscal
- report card
- parent and community involvement
- early childhood education
- students with disabilities
- federal programs
Decision to do engagement on the front end and the back end. Subtle elitism creeps out and that's unhealthy. Tendency to see some comments as "oddball", not relevant; your first instinct to dismiss, but you're learning how people are interacting with this law. There is real value to be had out of those comments. Commitment is the take-away:
- Commitment to involving stakeholders on the front end of the plan development
- Commitment to deeper engagemnet with focus groups
- Commitment to travel
- Commitment to combine forces among entities that have overlapping or related state authorities
- Commitment to engage and get feedback both in person and through tele-town hall/webinar mechanisms
- Parents can't show up at 2:00 in the afternoon
- Break into small groups at tables to mitigate repeating same 30 comments
- Don't know how you can do this without traveling
Watson: Update from Kansas - Kansas CAN. Shout out to the five Kansas SBEs here at this conference. Are we going to manage? Or are we going to lead? The law will give us the framework to do it and we chose to lead to listen. 20 different community locations with over 1,800 participants. Three key questions of all:
- Break into small groups at tables to mitigate repeating same 30 comments
- Don't know how you can do this without traveling
Watson: Update from Kansas - Kansas CAN. Shout out to the five Kansas SBEs here at this conference. Are we going to manage? Or are we going to lead? The law will give us the framework to do it and we chose to lead to listen. 20 different community locations with over 1,800 participants. Three key questions of all:
- What are the skills, attributes, and abilities of a successful 24-year-old Kansan?
- What is K-12's role in developing this successful Kansan, and how would we measure success?
- What is higher education's role in developing this successful Kansan, and how would we measure success?
Watson: We allowed no one to speak at a podium - engaged in small groups. Also had an Online presence for those who could not make any location of the listening tour. Didn't have very good turnout from business, so asked Chamber to engage biz and went out on 7 more tours just for them. Then, went back out to all in 10 locations across the state and said:
- Here's what we heard from you all, did we get it right?
- Two Board retreats.
- New Vision launched in the fall of 2015 at the KSDE Annual Conference.
Defining Success (it's how we value):
- Academic preparation
- Cognitive preparation
- Technical skills
- Employability skills and
- Civic engagement and giving back to others
State Outcomes (handout):
- Kindergarten readiness
- Individual plan of study focused on career interest
- High school graduation rates
- Post secondary completion/attendance
- Social/emotional growth measured locally (teachers need that info to drive, state doesn't need it)
Q & A
Potts: I think I'll kick it off with ability to reach a diverse group of stakeholders - those who have not been heard. How would you recommend closing that gap? Watson: We have some inherent advantages to students and families of color. We had to adjust and visit at different times. Not just from people who are organized. It's not easy. Keep trying. Rarick: Standard approach - flyers, same people, same times...established networks. Need to be intentional. Reach leaders within different networks, partnerships. Man: There's a second part - once you're at the table, is your voice really being heard or are you just checking the box? Hard to ensure you're really doing that. Key is to touch back with stakeholders to ask if there's anything to change to improve engagement. Rarick: It's really hard work. Really hard. We were energized by those who took pride in designing the process. Watson: Teacher voice is so important. We took former Kansas Teachers of the Year, put them together in teams of 3, went out over the summer; created a voxer group to engage.
Potts: Pre-plan and After-plan. Gets difficult for a time. It's more than just listening. Using feedback to make decisions. Any advice about informing the decisionmaking process and being open and transparent? Rarick: Define what success is. If definition is that you walked out of every engagement feeling thrilled, then you're missing something and didn't engage very well. Watson: We're asking Kansas to fundamentally change school, meaning I have to change the agency b/c so much is about compliance. Engaging voice, implementing plan. Important. Not there yet. Hofman: Not all decisions will be based on points of advocacy, but feel your voice has been heard. Rarick: One of the messages: "Geez, thanks for engaging us...? Why did it take a federal law to engage with us...?" Now, how are we going to sustain?
Nebraska Q: Perception is that the decision has already been made. Watson: We asked very open-ended questions, then followed up to ask, "did we hear you correctly?"
Washington Q: What happens to the state office? It is compliance oriented? How does it change? Watson: Maybe I'll talk about that in Atlanta next year [at NASBE Annual Conference]. Expanded convos.
Massachusetts Q: Clarify that your Voxer group was just for Teachers of the Year? Watson: No. Created three groups: Teachers; Superintendents; Administrators. They can discuss among themselves when they have time b/c they have very little time to meet together.
Nebraska Q: Private and Public colleges to participate?? How did you do that?? Watson: Yes. You ask.
And - that's a wrap!
Potts: I think I'll kick it off with ability to reach a diverse group of stakeholders - those who have not been heard. How would you recommend closing that gap? Watson: We have some inherent advantages to students and families of color. We had to adjust and visit at different times. Not just from people who are organized. It's not easy. Keep trying. Rarick: Standard approach - flyers, same people, same times...established networks. Need to be intentional. Reach leaders within different networks, partnerships. Man: There's a second part - once you're at the table, is your voice really being heard or are you just checking the box? Hard to ensure you're really doing that. Key is to touch back with stakeholders to ask if there's anything to change to improve engagement. Rarick: It's really hard work. Really hard. We were energized by those who took pride in designing the process. Watson: Teacher voice is so important. We took former Kansas Teachers of the Year, put them together in teams of 3, went out over the summer; created a voxer group to engage.
Potts: Pre-plan and After-plan. Gets difficult for a time. It's more than just listening. Using feedback to make decisions. Any advice about informing the decisionmaking process and being open and transparent? Rarick: Define what success is. If definition is that you walked out of every engagement feeling thrilled, then you're missing something and didn't engage very well. Watson: We're asking Kansas to fundamentally change school, meaning I have to change the agency b/c so much is about compliance. Engaging voice, implementing plan. Important. Not there yet. Hofman: Not all decisions will be based on points of advocacy, but feel your voice has been heard. Rarick: One of the messages: "Geez, thanks for engaging us...? Why did it take a federal law to engage with us...?" Now, how are we going to sustain?
Nebraska Q: Perception is that the decision has already been made. Watson: We asked very open-ended questions, then followed up to ask, "did we hear you correctly?"
Washington Q: What happens to the state office? It is compliance oriented? How does it change? Watson: Maybe I'll talk about that in Atlanta next year [at NASBE Annual Conference]. Expanded convos.
Massachusetts Q: Clarify that your Voxer group was just for Teachers of the Year? Watson: No. Created three groups: Teachers; Superintendents; Administrators. They can discuss among themselves when they have time b/c they have very little time to meet together.
Nebraska Q: Private and Public colleges to participate?? How did you do that?? Watson: Yes. You ask.
And - that's a wrap!
#NASBE16: Closing Day
Saturday, October 22
8:30 AM Breakfast and Q&A with Kris Amundson, President/CEO, NASBE
General Sessions
- 9:30 AM More than Lip Service: Stakeholder Engagement Under ESSA
- 11:00 AM Moving the Curve: Helping All Teachers Improve Their Practice through Sound Policy
Noon Adjourn
Friday, October 21, 2016
#NASBE16: Day 3 Preview
Today is the last full day of the conference.
7:45 AM Awards Breakfast. Arkansas State Board member and NASBE Chair-elect, Jay Barth presides for the presentation of several awards for Distinguished Service to sitting State Board of Education members.
7:45 AM Awards Breakfast. Arkansas State Board member and NASBE Chair-elect, Jay Barth presides for the presentation of several awards for Distinguished Service to sitting State Board of Education members.
9:00 AM NASBE Annual Business Meeting (NASBE Delegates), General Session
9:00 AM Exploring the Future of Teaching and Learning - which looks to be an exciting, interactive presentation for conference attendees who are not Delegates.
12 PM Lunch - while most of us will be networking at lunch, volunteer representatives from each NASBE region have volunteered to participate in a Focus Group with Edge Research, who partnered with NASBE on the survey to members; they will take their lunch with them to the Focus Group. There is also a separate lunch for NASBE Funders.
Concurrent Sessions
- 2:15 PM
- Equity and Access: Ensuring Equal Opportunities for All Students
- Teacher Discipline across States (joint session with NCOSEA)
- 3:45 PM
- Water Quality Crisis: Addressing the Environmental Hazards That Lurk in Schools and Impact Student Learning
- Connecting the Education Data Continuum
- 3:45 PM
- Government Affairs Committee
- Public Education Positions
- Editorial Advisory Board (I've been asked to be part of this Board, so this will be my first meeting)
- Board Meeting (if needed)
This post was updated to reflect Jay's new designation (from President-elect to Chair-elect, as per the vote of the Delegates Assembly earlier today).
Thursday, October 20, 2016
#NASBE16: Afternoon Sessions
Live-blogging.
Two more concurrent sessions: School Surveillance - The Consequences for Equity and Privacy and School Turnarounds - Lessons Learned and New Opportunities Under ESSA. I've opted for School Surveillance.
States and districts are adopting technologies that can surveil students continuously. Experts discuss the pros and cons detailed in NASBE's new report released today: School Surveillance: The Consequences for Equity and Privacy and show how SBEs can create privacy and equity guardrails.
Presenters:
Amelia Vance, NASBE
Monica Bulger, Data & Society Research Institute
Theodore Hartman, Montgomery County Public Schools
Chad Marlow, ACLU
Dakarai Aarons, Data Quality Campaign (moderator)
Vance: It's a school's job to watch students. Lots of valid reasons for surveillance:
Two more concurrent sessions: School Surveillance - The Consequences for Equity and Privacy and School Turnarounds - Lessons Learned and New Opportunities Under ESSA. I've opted for School Surveillance.
States and districts are adopting technologies that can surveil students continuously. Experts discuss the pros and cons detailed in NASBE's new report released today: School Surveillance: The Consequences for Equity and Privacy and show how SBEs can create privacy and equity guardrails.
Presenters:
Amelia Vance, NASBE
Monica Bulger, Data & Society Research Institute
Theodore Hartman, Montgomery County Public Schools
Chad Marlow, ACLU
Dakarai Aarons, Data Quality Campaign (moderator)
Vance: It's a school's job to watch students. Lots of valid reasons for surveillance:
- keeping students on task
- ensuring safety
- auditing and efficiency, i.e., tracking school buses to ensure they are running on time
While not meant in a malicious way, there are unintended consequences that may threaten a nurturing environment:
- the surveillance effect
- equity and the digital divide
- the effect on discipline disparities
- fear of the permanent record
One-to-one devices heighten equity and the digital divide;
The fear of a "permanent record" does not come into play
Key questions for policymakers to ask of SEAs and LEAs:
- Which types of surveillance does our state employ?
- What is the purpose for their use?
- Are there policies in place to ensure surveillance is used equitably and respects privacy?
Seven Principles for Creating Equity and Student Privacy Guardrails of Governance:
- Minimization - is surveillance the answer to the problem?
- Proportionality - is the cost of surveillance proportional to the problem?
- Transparency - making sure we're open about surveillance tech we're using (issues around trust)
- Openness - with the community
- Empowerment - not only for the benefit of the school, but for the broader community
- Equity - making sure that all uses of technology are equitable; awareness of implicit biases that we have
- Training - must have if going to make use of surveillance (privacy side, as well as equity side - implicit bias training)
Aarons: What are the challenges and opportunities?
- Hartman: Fine line protecting the network for safety and privacy; finding the balance. Social media monitoring during Baltimore unrest - police were monitoring #blacklivesmatter
- Marlow: plenty of of examples of where there is monitoring of hashtags like #blacklivesmatter; need to be aware of the misuse of monitoring. Layers of complexity. When you think in a broad sense, have to be careful of contexts; policies for checks, guardrails.
- Vance: Surveillance dramatically went up after the Sandy Hook shootings; Sandy Hook had surveillance tech. A lot of tech surveils one-to-one devices, but is anyone taking a look at them? A lot of data is being collected and it's just sitting in a virtual box somewhere, waiting to be deleted and hasn't yet...needs protection
Aarons: Tell us about the ACLU's Bills proposed
- Marlow: Surveillance=data capturing. Report cards. Not all is bad. Model bills try to strike a balance between school needs and privacy. Areas & risks:
- student information systems - are virtual filing cabinets. It's helpful in terms of time and lessons. Enormous value. Potential downside - the fear of the permanent record. Need strict control of how long the data is kept. Empowering parents and students how their data can be used.
- another area is one-to-one devices. Students can use for the year, but again, opportunities for inappropriate use. Need privacy protection for kids. Should not be at greater risk for searches. Bill says must contact parents first regarding
- social media privacy - social media is the most vibrant free-speech kids have right now; protect those platforms for kids' safety.
Aarons: On social media:
- Hartman: We have an enormous responsibility to help kids. Do we want to be monitoring devices? No. But, we know kids who are LGBTQ, for example, are bullied at a much higher rate than non-LGBTQ; also more suicidal as a result
- Vance: first line of defense (for cyberbullying, self-harm, etc) should not be surveillance, but digital citizenship. There's a liability issue here. Need to keep an eye on protecting students.
- Bulger: I would push back on using child protection as a gateway for monitoring. When you talk to teens about it, they are very aware of their need for privacy. Take care not to escalate small offenses; need training and awareness on how to manage this [in schools].
- Marlow: when a student is given a device for a year, in their mind, they lose sight and think it is their own. Have to be very careful to allow people to explore and seek help; surveillance may keep them from exploring identity and/or seeking help. Always intervening doesn't always help.
- Bulger: during physical and psychological development, there's experimentation; surveillance can hinder identity growth
- Marlow: in response to bills, some states are carving out exceptions, attempts by the tech industry to see how far to go
- Hartman: this is where the convo can spiral out of control, which is great for us student privacy nerds. With all of the free apps, thats for a different panel...back to surveillance!
Kansas Q: WRT student records - how long to retain? Hartman: state law - in Maryland, it's 5 yrs, and it's media neutral. Vance: varies dramatically by state. Aarons: find out in your states and create good policy.
Maine Q: Wer'e really interested in this, but falling to local districts, no overriding state policy. Do you see that across the country? Vance: overwhelmingly, yes. Over 400 bills on student privacy, many have created state level requirements, none, however, have taken surveillance into account. As policymakers, power of the question!
Wyoming Q, a local control state - very concerned about student rights. Scrutiny and fear. As SBE member, must communicate with stakeholders about balance for security and liberty. Where is the balance for kids' freedoms? Also: at what point does too much surveillance take away from citizen responsibility? Marlow: TY. We've talked about risks - also need to talk about the risks to our First, Fourth, Thirteenth, Fourteenth amendment rights. It's critical. Risks in 2016 are being highlighted, like the bombing in Chelsea where I live. Social media has brought down dictators in the Middle East. All are legit teaching moments to behave responsibly. The way you fight bad speech is not by censoring it. It's with good speech. Hartman: the convo has to be had in a fundamental way. Keep the convo nuanced, not at the extremes. Marlow: we have a privacy carve out in our model bills. Balance is the challenge.
This post was edited to correct typos and some formatting.
This post was edited to correct typos and some formatting.
#NASBE16: Morning Sessions
NCSBEE and NCOSEA are running their conference in tandem with NASBE's:
- NCSBEE's (State Board of Education Executives) Morning Session is all about State Board of Ed Policies and Practices. The Presentation is to include discussion on development of Board agenda, interaction with Department staff, Board Governance policies, and new board member orientation. Resources gathered from states will be provided and rountable discussion will assist members in sharing information and gaining knowledge from other state practices and resources.
- Affiliates in the NCOSEA (State Education Attorneys) Session will engage in Round 1 of State Roundtable Discussions. Former NCOSEA President, Thomas Mayes of Iowa will moderate. Each member will be given an opportunity to briefly identify a legal issue of concern in his or her state. Identification of the issue to the group may lead to informal discussions with members throughout the remainder of the conference, with follow-up at the end of the conference.
NASBE concurrent sessions: A Well-Rounded Education Through Computer Science and ESSA and Early Learning: New Opportunities Ahead. (As I understand it, the decision to feature early learning is a direct outcome of the survey to State Board of Education members last time around).
ESSA calls computer science part of a "well-rounded" education, yet most states lack qualified teachers or content standards (MA voted unanimously to support digital literacy and computer science standards in June 2016). Maryland and Arkansas share how they are preparing computer science teachers as they adopt computer sciene standards. Panelists: Jay Barth, Arkansas State Board of Education and President-elect of NASBE (moderator); Anthony Owen, Arkansas Department of Eduaction; Marquita Friday, Maryland Department of Education; Kirsten Sundell, Southern Regional Education Board (SREB); Katie Hendrickson, code.org.
Two experts on early learning provide actionable data to help states take advantage of opportunities in ESSA to provide high-quality education for early learners. Panelists: Harriet Dichter, consultant; Jacqueline Jones, Foundation for Child Development. See NASBE's excellent publication, Education Leaders Report: Opportunities in ESSA for Improving Early Education, written by Harriet Dichter, which takes a detailed look at ESSA provisions pertaining to early childhood ed, suggesting ways SBEs can turn those opportunities into action.
ESSA calls computer science part of a "well-rounded" education, yet most states lack qualified teachers or content standards (MA voted unanimously to support digital literacy and computer science standards in June 2016). Maryland and Arkansas share how they are preparing computer science teachers as they adopt computer sciene standards. Panelists: Jay Barth, Arkansas State Board of Education and President-elect of NASBE (moderator); Anthony Owen, Arkansas Department of Eduaction; Marquita Friday, Maryland Department of Education; Kirsten Sundell, Southern Regional Education Board (SREB); Katie Hendrickson, code.org.
Two experts on early learning provide actionable data to help states take advantage of opportunities in ESSA to provide high-quality education for early learners. Panelists: Harriet Dichter, consultant; Jacqueline Jones, Foundation for Child Development. See NASBE's excellent publication, Education Leaders Report: Opportunities in ESSA for Improving Early Education, written by Harriet Dichter, which takes a detailed look at ESSA provisions pertaining to early childhood ed, suggesting ways SBEs can turn those opportunities into action.
#NASBE16: General Session Keynote
We are being treated to a keynote by Manny Scott, one of the original Freedom Writers.
Before he speaks, we are shown the movie trailer. Then, Scott stands at the podium and sings: "if I can help somebody as I pass along..then, my living shall not be in vain". Says he opens with that song, because it describes his life's purpose and because he believes it describes many of us. That, in the final analysis, our lives will be measured by how much or how little we have given ourselves, our lives in service, to love, to position others to flourish.
If you've seen the movie, it compresses 5 years into 2 hours; 150 students, into 5 main characters. "Marcus" is the character that best represents him.
He hopes his story will give us some perspective. New eyes through which to see some of the kids in our own areas. Perhaps a renewed heart. Hopes to provide at least one reason to stay with this work. He has a unique frame of reference - very different from most of us. Asks that we open our hearts and minds.
Shares details of his life. Before he was 16 lived in 26 places. floors. Beaches. No blankets. Homeless. Hungry. The kid we avoided eye contact with. Would sift through garbage scrounging for food to survive. Brought all of those issues with him to school. Anger and rage simmering inside him. Poverty is not just the lack of money. Poverty is the lack of access - to resources and people that can help you.
Cut school 4th gr - 9th gr. Found family in the streets - gang members - all were lost. Fell so far behind in school. His English language was so far behind that he was labeled as a student whose first language is not English and was placed in an ESL class of Spanish speaking students - - and he didn't know a word of Spanish.
Dropped out of school in 2nd semester of 9th grade. Lived on the streets. Compelled to go back to school. Took a community of support to succeed, including lunch ladies ("Lunch ladies don't show up on school transcripts, but they are just as important").
Erin Gruwell became a student of her students - that's how she reached them. ("You will never reach someone if you vilify what's important to them..."). Ms. G believed in him before he knew how to believe in himself. She recognized his love for words. Helped him to get to college. Grad school, Ph.D
Remarkable story. Compelling story of healing, hope, and love.
#NASBE16 Breakfast
Welcome Breakfast. Sgt. Hernandez of the Kansas City MO Police Department provided today's color guard.
We are just a few miles from Kansas. NASBE President, Jim McNiece (Chair, Kansas SBE) welcomed participants and introduced Missouri State Board of Education Vice President, Victor Lenz. Lenz sketched out their SBE's governance practices.
We are just a few miles from Kansas. NASBE President, Jim McNiece (Chair, Kansas SBE) welcomed participants and introduced Missouri State Board of Education Vice President, Victor Lenz. Lenz sketched out their SBE's governance practices.
Greetings from Dr. Margie Vandeven, Missouri Commissioner of Education, hired in 2015. She provided a bit of context for education in our host state: diverse state (rural, urban; #s of students in districts range from 25 students to 25,000). Focused on 3 goals:
1. all MO students will graduate college and career ready
2. all will have access to high quality learning opportunities
3. all students will have an effective teacher in every classroom
Greetings from Dr. Randy Watson, Kansas Commissioner of Education. Challenges us to maximize the success of different and diverse students and how to ensure flexibility to reach each one. Asks, "How will you lead to focus on each and every child?"
Warm welcome from Kris Amundson, NASBE Executive Director. Urging survey participation of NASBE members. Computer is set up in the registration area to do so.
#NASBE16: Day 2 Preview
The conference officially kicks off today. First up: a Welcome Breakfast, where we'll be welcomed by NASBE President, Jim McNiece. Affiliates in NCOSEA (State Education Attorneys) and NCSBEE (State Board of Education Executives) are running a conference concurrent with NASBE's.
Following breakfast, NASBE members will attend a General Session and will be treated to a keynote by Manny Scott, one of the original Freedom Writers. I look forward to hearing his story.
From there, we move to concurrent sessions on ESSA: Computer Science and Early Learning. As I understand it, the decision to feature early learning is a direct outcome of the survey to State Board of Education members last time around. (NASBE members who haven't done so can take the survey live, right here at the conference!)
One of today's highlights will be the Awards Luncheon and Keynote. NASBE will present the 2016 Education Policy Leader of the Year Award and the 2016 Friend of Education Award.
Afterward, we'll engage with David Von Drehle on the highly charged presidential election. Since I didn't tune in last night for the final presidential debate, I'll be looking forward to hearing all about it. :)
Two afternoon sessions feature equity and ESSA: School Surveillance and School Turnarounds.
After a short break, we will meet in NASBE "area meetings" - regional meet-ups of State Board of Education members. We'll be taking action on Bylaws changes and Board elections.
Follow #NASBE16 on twitter for conference updates.
Following breakfast, NASBE members will attend a General Session and will be treated to a keynote by Manny Scott, one of the original Freedom Writers. I look forward to hearing his story.
From there, we move to concurrent sessions on ESSA: Computer Science and Early Learning. As I understand it, the decision to feature early learning is a direct outcome of the survey to State Board of Education members last time around. (NASBE members who haven't done so can take the survey live, right here at the conference!)
One of today's highlights will be the Awards Luncheon and Keynote. NASBE will present the 2016 Education Policy Leader of the Year Award and the 2016 Friend of Education Award.
Afterward, we'll engage with David Von Drehle on the highly charged presidential election. Since I didn't tune in last night for the final presidential debate, I'll be looking forward to hearing all about it. :)
Two afternoon sessions feature equity and ESSA: School Surveillance and School Turnarounds.
After a short break, we will meet in NASBE "area meetings" - regional meet-ups of State Board of Education members. We'll be taking action on Bylaws changes and Board elections.
Follow #NASBE16 on twitter for conference updates.
Wednesday, October 19, 2016
NASBE Pre-conference Activities: Wednesday, October 19
Travel day and all day Board Meeting (8:30-4:30). Due to scheduling issues, I was unable to fly into Kansas City MO until this morning, and, consequently, I missed the first part of the NASBE Board Meeting. I was able to join the meeting at about 11:30, which put me in good stead for the Keynote Lunch and afternoon Board session.
Concurrent with the Board's meeting, was a 9:00 AM to 12:00 noon session on Education Data & Technology. This seminar used interactive roundtables and panel discussions to focus on ways policymakers can affect some of the key education data and technology issues states are dealing with. It would've been great to have had a board colleague here with me to attend that particular session! The format provided states with the opportunity to learn about:
- incorporation of technology and new data collection requirements under ESSA;
- creating digital citizenship standards;
- data literacy for teachers and administeators; and
- how policymakers can help close the digtal divide.
Needless to say, I'll be looking for conference materials from that session. Panelists included:
Rachel Anderson, Data Quality Campaign; Reg Leichty, Forsight Law + Policy; Michael Hawes, Privacy Technical Assistance Center, US DoE; Marsali Hancock, iKeepSafe; Mike Lorion, Common Sense Media; Glen Warren, Encinitas School District; and the inimitable Amelia Vance, NASBE.
At noon, Board members and Pre-conference attendees joined for a Keynote Lunch featuring Terrence Roberts, one of the original "Little Rock Nine", the first black students to integrate Little Rock Public Schools in 1957. Dr. Roberts recently published Simple, Not Easy: Reflections on Community, Social Responsibility, and Tolerance and he's also the author of Lessons from Little Rock, a memoir about his life experiences.
While I headed to the afternoon Board session, pre-conference sessions covered Equity, Civil Rights, and ESSA and Student Privacy Continuing Legal Education (CLE) Seminar: Broader than Data.
Following all of the afternoon activity, NASBE President, Jim McNiece welcomed conference attendees on the hotel terrace for a networking dinner/cocktail reception sponsored by local businesses George K. Baum & Company, Gilmore & Bell, PC, and Security Bank of Kansas City.
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⚡️ “#NASBE16: Day 1”
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