LegCon Update to Board Colleagues

Always a challenge - and an opportunity! - to re-cap and synthesize a national conference, especially a legislative conference as dense as NASBE's, for BESE colleagues. Here goes. 

Take-aways from NASBE's 2017 Legislative Conference: Leading in a Time of Change

This was my second NASBE LegCon (and fifth NASBE conference overall) since my appointment to BESE. The focus: federal education issues affecting states, with ESSA taking center stage. Each session offered insight into emerging issues under ESSA and strategies to connect policy with practice while advancing equity and excellence in education in times of change. As always, it's most gratifying to connect and learn from other State Board Members: the change that's happening in education is creating unprecedented opportunity for State leadership to shape education policy.

• Following an orientation session for new board members, Sunday's Quarterly Board of Director's Meeting (the Board is charged with setting all policy for the association) kicked off over lunch at noon. We were briefed by staff and members of the leadership team:
• NASBE is now fully staffed and has welcomed a Communications Associate and a Project Manager for Hewlett and Wallace work.
• Finances are in great shape, with thanks to NASBE's Treasurer and Finance Director.
• A number of working groups were activated:
• Bylaws
• Dues
• The Future of Study Groups
• Staff Policies + Procedures Review
• Work continues apace for the Annual Conference in Atlanta GA (November 1-4, 2017)
• Monday's Opening General Session featured remarks from US Education Secretary Betsy DeVos and Senator Chris Murphy (D-CT).
• The Secretary said she wants to "break the bad habit of the Department of Education being in your way" and that "the president's budget reflects this". (ICYMI: the president has proposed a roughly $9.2 billion cut to US ED, thus commencing the budget convo). Says, "nothing short of excellence should be a common theme" and "we should not rest until each child has an opportunity to learn and thrive". She spoke for about 8 minutes and took no questions. My take-away: The Secretary has a huge responsibility, but the budget, if passed as proposed, will decimate the US Department of Education and she fully supports the president's budget.
• Senator Chris Murphy said he's a "proud product of the public school system" and that he's "proud of this country's innovative idea to provide public education". He's "hopeful about ESSA" and that the "Department of Education was going to help schools and districts". He said, "the proposed budget is catastrophic" and "a preview of what is going to come, if we aren't successful". He warned that "setting the bar too low will feed the idea that you don't need the Department of Ed...they want to say that the public education system cannot deliver and give support to privatized education". He encouraged SBEs to "build high standards". The Senator spoke for about 15 minutes and took questions. Take-away: US ED will be a "light touch" and States must be bold, strengthen collaboration skills with local districts and stakeholders.
• General Session + Moderated Panel Discussion: Forging Partnerships to Shape and Advance Education Policy Agendas: Players, Perspectives, and Possibilities. Panelists: former WV Governor Bob Wise, President of Alliance for Excellent Education; Cheryl Oldham, US Chamber of Commerce; Marla Ucelli-Kashyap, AFT; Merrit Jones, Student voice; Kris Amundson, NASBE President/CEO (moderator). Take-away: Broad, inclusive engagement of diverse stakeholders is not a "nice to have" but essential to building and sustaining education policies that improve opportunities and outcomes for all students -> ->Is MA up to the task?
• General Session: Components of a Changing Education Policy Agenda. Panelists: David Griffith, ASCD; Melissa Tooley, New America; Robin Lake, Center on Reinventing Public Education; Robert Hull, NASBE; Abigail Potts, NASBE (moderator). Take-away: With new authority to determine the components of a high-quality education, SBEs should identify major educational opportunities as they plan their policy agenda for the future.
• Policy Landscapes and the Environment for 2017: How will Upcoming Federal Policy Affect State Actions? Panelists: Reg Leichty, Foresight Law + Policy; Patrick Lyden, Current Government Relations. Take-away: Connect with federal legislators early and check-in with them regularly.
• Concurrent Session: Exploring Options for Parents: Innovation & Alternatives in Schooling. Panelists: Todd Ziebarth, National Alliance for Public Charter Schools; Robin Lake, Center on Reinventing Public Education; Todd Mann, Magnet Schools of America; Paige Kowalski, Data Quality Campaign (panelist + moderator). Take-away: Expanding options in schooling are advancing.
• Concurrent Session: Relentless Pursuit of Equity in Education Policy. Panelists: Peter Cookson, AIR; Guy Johnson, Partners for Each and Every Child; Dr.Estela Lopez, CT/SBE; Kimberly Charis, NASBE; Abigail Potts, NASBE (moderator). Take-away: SBEs must encourage equity discussions that informs policymaking supporting racial equity and the needs of historically underserved students.
• General Session: Questions Boards Should Ask About Their ESSA State Plans. Panelists: John King, Former US Secretary of Education, The Education Trust; Kris Amundson, NASBE President/CEO; Michael Magee, Chiefs for Change; Sandra Boyd, Achieve (moderator). Take-away: SBEs must be the citizen voice at the table.
• Northeast Area Breakfast Meeting. SBE Members from CT, DC, DE, MA, ME were present, providing comments, suggestions, and feedback for NASBE.
• General Session with Congressman Todd Rokita (R-IN). He's the Chair of the Subcommittee on Early Childhood, Elementary, and Secondary Education and Vice Chair of the House Budget Committee. As a House Representative, he's also a co-author of ESSA. He shared this thoughts on ESSA saying, "accountability is a good thing" and "it's up to states to decide what that looks like". NASBE President/CEO Amundson pushed back on new template, saying "it has unwound some of the intent of ESSA on stakeholder engagement further than the law allows". Rokita said he "will support NASBE on this issue" and that "focus will shift next to the Higher Education Act" (HEA). When asked, "What do you see and what is your view on choice" he said, "I'm a State's rights guy, so why would I be for a federal mandate on choice? The president referenced a $20 billion figure, so how does that $20 billion look? Probably in tax credits" and that he's "not seeing a Title I transfer". Take-away: Unclear this will happen before Congressional mid-term elections.
• General Session: Public Launch of State Board Insight. Panelists: Robert Hull, NASBE; Sarah-Jane Lorenzo, NASBE; John-Paul Hayworth, DC/SBE. A new database was unveiled: it's drawn from publicly reported SBE meeting minutes and agendas with a potential to help SBEs, researchers, journalists, educators, and community members uncover key insights about ESSA and more. Take-away: Check it out HERE.
• After lunch, to conclude our conference, Student Representative Nathan Moore and I visited with Congresswoman Clark's and Senator Warren's Legislative Staff. We shared NASBE's concerns on Fiscal Years 2017 and 2018 Appropriations Priorities, Perkins CTE, and E-rate + Lifeline Programs:
• Congress should fully fund ESSA programs with a focus on the law's major formula programs and other initiatives designed to promote educational equity.
• Congress should reauthorize the Perkins CTE this year and commit to ensuring that more students, particularly students in low-income communities, have access to high quality CTE opportunities aligned to higher education, business, and industry needs.
• Lawmakers should strongly support the E-rate and the Lifeline Programs, which are critical tools for connecting students to broadband services.

Announcements

• Each year, NASBE recognizes distinguished leaders for their contributions to improving education for all children. Information about making those nominations, as well as for nominations to the 2018 Board of Directors will be forthcoming from NASBE.
• Save the Dates:
• New Member Institute, Renaissance Arlington Capital View, Arlington VA, June 9-10, 2017 (as a NASBE member State, NASBE pays hotel and airfare for members up to 18-months into their term on BESE).
• Annual Conference, Atlanta GA, Westin Buckhead Atlanta, November 1-4, 2017

Please be in touch with any questions or comments.

Hill Visits with Congresswoman Clark's + Senator Warren's Legislative Staff

At the end of NASBE's Legislative Policy Conference, Student Representative Nathan Moore and I visited with legislative staff in Congresswoman Katherine Clark's and Senator Elizabeth Warren's DC offices. We shared concerns about the Perkins Career and Technical Education Act (CTE), E-rate + Lifeline Programs, and FY17 and FY18 Budgets.

Perkins CTE Recent studies have shown that CTE dual enrollment programming may be a particularly effective high school and college completion strategy. The House reauthorized CTE last year, following on a bill introduced by Congresswoman Katherine Clark and Congressman Glenn Thompson.

• There's broad, bi-partisan support for career and technical education and House and Senate education committees are working again this year to update the law.
• Although it's not expected Congress will change the law significantly, the reauthorization process offers an opportunity to address key State Board recommendations for improving the quality of CTE programs and expanding opportunities for students to access them.
• This work naturally connects to ESSA's requirement that States align their core academic and CTE standards. Congress should commit to ensuring that more students, particularly students in low-income communities, have access to high quality CTE opportunities aligned to higher education, business, and industry needs.

E-rate + Lifeline Programs Lawmakers should strongly support the E-rate + Lifeline Programs, which are critical tools for connecting students to broadband services.

• Last year, the FCC updated the 30-year-old Lifeline program to permit low-income families to use the subsidy for broadband services. (Lifeline was established by the FCC in 1985 to help poor households gain access to "plain old telephone service"). Recognizing the increasingly vital importance of broadband access to daily life, including addressing the "homework gap", the FCC hopes the 2016 program update will help more families acquire home broadband services at meaningful connection speeds.
• Among other changes, the new Lifeline will provide support for stand-alone mobile or fixed broadband Internet access service, require WiFi functionality, and ensures minimum connection speeds.
• Although greater funding will ultimately be needed to ensure all low-income families have access to broadband, the FCC's action is a strong step in the right direction. The FCC's decision complements the agency's work to update the E-rate program in 2015. The FCC's E-rate update was long overdue and provided critically needed new support to expand WiFi in schools and grow the program to better meet the broadband required to meet students' and teachers' needs.

Fiscal Years 2017 and 2018 Appropriations Priorities Congress should fully fund the Every Student Succeeds Act's (ESSA's) programs, with a focus on the law's major formula programs and other initiatives designed to promote educational equity. The president's proposed budget eliminates ~ $9.2 billion from the Department of Education's (ED's) budget.

• Congress is working to complete ED's Fiscal Year 2017 budget by April 28 (the date when the current temporary funding bill expires), while also beginning the Fiscal Year 2018 spending process. This unusual procedural overlap, coupled with proposed deep spending cuts, means that State Board Members and other leaders must be strong advocates for federal education investments.
• The strict federal spending caps by the Budget Control Act of 2011 (sequestration) remain in effect and Congress will soon make difficult decisions about how to allocate limited federal resources. The president asked Congress to increase defense spending by over $50 billion. Under his proposed budget, non-defense programs would be reduced to pay for this defense increase, including significant cuts to ESSA's Title II (professional development for teachers and school leaders), career and technical education, and the 21st Century Community Learning Centers program (after school and extended learning time programs).
• Congress may not approve the president's proposals and education champions will work hard to help Members of Congress understand the critical role that federal funding plays in supporting schools, especially the significant additional funding provided to States and districts for serving low-income, disabled, and English learner students.

- - - - -

Select Resources:

Career/Vocational Technical Education on DESE's website, includes frameworks and other interesting info about C/VTE

The Massachusetts Department of Higher Education released its report on The Degree Gap June 8, 2016

NASBE maintains an online State Policy Database of College, Career, & Civic Readiness Regulations Governing Education Systems in the US

E-rate Program, DESE's Office of Digital Learning

From the Office of Management and Budget: President's FY18 Proposed Budget (see pp. 17-18 for ED)

NASBE: General Session with Congressman Todd Rokita

NASBE President/CEO, Kris Amundson, welcomes members. NASBE New Member Representative on the Board of Directors, Byron Ernest introduces his Congressman, Todd Rokita (R-IN). Congressman Rokita is the Vice Chair of the House Budget Committee and Chair of the Subcommittee on Early Childhood, Elementary, and Secondary Education. As a member of the US House of Representatives, he co-authored ESSA.

Congressman Rokita: thanks SBEs for their honest feedback on ESSA, shares thoughts on ESSA. Says, "accountability is a good thing; it's up to states to decide what that looks like". Explains some of the disagreements over accountability rulemaking under ESSA; US/ED still has rulemaking authority. Focus will shift to Higher Education Act next (HEA).

Amundson: Concerned that the new template has now "unwound" some of the intent of ESSA on stakeholder engagement - further than the law allows - we will have some more to say about this.

Rokita: Says he will support NASBE on this issue.

Q: On FERPA - is there a bill moving forward?

Rokita: Intend to move a FERPA Bill, I will be the author. Open to your suggestions.

Q: More about "choice" legislation. Have seen great work on ESSA. Have a concern that choice legislation will be restrictive in other ways - beyond "charters" and "vouchers". What do you see and what is your view on choice?

Rokita: I'm a "states rights guy", so why would I be for a federal mandate on choice? President referenced $20 Billion figure, so how does that $20 billion look? Probably in tax credits. Not seeing a Title I transfer.

NASBE: Tuesday, March 21, 2017

Happy spring! DC cherry blossoms have not yet popped, but the air is full of anticipation!

Below, the schedule for today. Looks as though I'll be attending all sessions. May have to cut the lunch session short, as Nathan and I have scheduled hill visits this afternoon with Congresswoman Katherine Clark and Senator Elizabeth Warren.

Area Meeting Breakfasts

NASBE members will meet with others in their area to discuss common concerns and issues. Area Directors will also share information from the NASBE Board of Directors meeting.

General Session
NASBE Board of Directors Chair Jay Barth and NASBE President/CEO Kristen Amundson will provide opening remarks and introduce Congressman Todd Rokita. As the Chairman of the Subcommittee on Early Childhood, Elementary, and Secondary Education and a member of the House Committee on Education and the Workforce, Rep. Rokita will share the direction his committees will take on key education issues coming before Congress.

General Session: Career Readiness

Panelists: Matt Gandal, Education Strategy Group

General Session: Social Emotional Learning

Panelists: Pam Loeb, Edge Research; Shirley Brandman, The Aspen Institute

Concluding Luncheon

NASBE: Last General Session for today

Live-blogging, updating as we go.

Questions Boards should ask about their ESSA plans

Panelists: Kris Amundson, NASBE President/CEO;
John King, Former US Secretary of Education, The Education Trust
Michael Magee, Chiefs for Change;
Sandy Boyd, Achieve (moderator)

Boyd: Talk a little bit about where we are currently at. ESSA changed things. Since then, a number of things: regulations rescinded. What are states to make of that?

King: Great to be with all of you again. Thanks to Kris again for her leadership. Where I think we are, in the absence of regs, greater urgency for kids. Use flexibility to close gaps. Arts. Computer Science. Focused attention on districts that aren't providing opps. Clear commitment for stakeholder engagement - - will ensure success of the law. Relies on State leadership and that is why you are here.

Magee: Thanks to all on SBEs. Chiefs for Change is membership org supporting State Superintendents. Incredible education for us to support them. Chiefs are taking seriously "equity and evidence" in ESSA, as well as new opportunities around new flexibilities around Title funding. The Budget speaks to how much funding will be put in to support plans.

Amundson: No question we are at one of those inflection points. The pendulum had most certainly swung to the point where an almost universal sense that something had to be done. Swung back to giving authority to States. The opportunities are tremendous. It's essential that we never lose sight of what we are about. Secretary DeVos said what Michael Fullan says: excellence is the fundamental equity proposition. We have to be cognizant that hard work is necessary.

Boyd: The pendulum has a way of swinging. Interested to hear about what you see as the opportunities from States that's worth replicating.

Amundson: Some of what Kansas did (Kansas CAN) is worth replicating. The SBE and Commissioner together: what do you want a KS high school graduate to know and be able to do at age 22? Tremendous buy-in from stakeholders. Contributed to the flip in the legislature.

Magee: Teacher leadership and advocacy work begun in Louisiana - began with 5 teachers, now 20,000 teachers. Teacher voice at the center.

Boyd: Rand did a study. LA teachers actually trust what they hear from the State...

Magee: Speaks to the quality of support teachers receive. All plans from our States are putting in 7% set-aside for PD. 3% set-aside for students in high school

King: States are taking advantage under ESSA to go beyond NCLB proficiency. 1). Ability to look at growth. Are students making progress at this school? Inclusion of growth is critical. 2). Populations within schools is vital and States recognize that. Attention to that is critical. 3). Work Massachusetts is doing on the part of "turn-arounds" (Lawrence Public Schools, under state receivership). Not enough to have an accountability system, what areyou going to do about it?

Boyd: Tell me what is your biggest worry at this point?

Amundson: If anything close to the "skinny budget" happens, makes me very nervous. Fed money is very small, but it does what nothing else does. Budget are always things you need to worry about. Second thing: the initial emphasis on stakeholder engagement - important and lived out - it's a boatload of work and you do not always hear what you wanted to hear - - it's not a PR activity. That Stakeholder Engagement is not in the template - I don't want to keep fighting that fight.

Boyd: States have been very serious about the stakeholder engagement work.

Amundson: It's hard to organize on the part of the Board and the Chief. Enormously time-consuming. Not enough to listen, then you've got to do stuff.

Magee: Strong on Stakeholder Engagement. Building consensus. Need a coalition to support implementation of your plan. I'm encouraged by what I have seen our members doing. Use the old template if you need to, to keep it going. I'm most concerned about: consistent stakeholder engagement going forward. Governance structures in MA is another great model.

King: one thing you can control is making sure that in your State's accountability system, kids are not invisible. Let's take ELLS: will that school be identified within your accountability system? You can influence federal and state budgets. Responding requires resources. Advocating for resources. SROs but now School Counselors. There are folks who want to say they want to abandon public schools but I think they are wrong. We must stand up and support them.

Boyd: How do we make State ESSA plans a shared comon expectation? Our kids? Everybody's kids? Feels like a convo that can be siloed.

Amundson: I think it was Cheryl at Chamber of Commerce who said: If you're going to start your plan without a vision, you're never going to get where you want to.

Magee: There's a great deal of urgency to do things differently. Sees charters and school choice as vital in doing that. Sees uniform enrollment and accountability for all schools.

King: Telling comment from Cheryl. She knows that every business community knows that success means all our kids must be successful. We have to hold up a mirror.

Boyd: What do you think the role of SBEs is in this process, now and in the future?

King: Ask tough questions. What happens when we don't get the results? Keep asking tough questions.

Magee: Represent the Public. Move them if they're not where you think they should be. Hold your Departments and Chiefs to serving the Public. Makes the policies and practices sustainable.

Boyd: I don't view this ESSA planning as a one and done event. When do you revisit? Make adjustments? I think you'll have lots of flexibility under the Secretary. College is a destination that most American parents have for their kids.

Amundson: Power of the Question. SBEs look different - elected, appointed. Need a sense that the plan is going to move your State on where you want to go. We came up with 7 different questions for SBEs to ask. Not to give you the answers, but to equip you. SBEs have the power to be the citizen voice. that's what you're there for. Take the paper with you when you leave (or download on the app).

And that's a wrap.

NASBE: Relentless Pursuit of Equity in Education

I'm in the Montpelier Room with panelists Peter Cookson (AIR); Guy Johnson (Partners for each and every child); Dr. Estela Lopez (CT Board of Education); and Kimberly Charis (NASBE) for a session on the relentless pursuit of equity in education policy*. Live-blogging, updating as we go.

Panelists introduce themselves.

Peter Cookson: DeVos has given us a danger and and opportunity". The Opportunity is in 4 parts in ESSA: 1). Higher Order skills for all students 2). multiple measures for assessing schools and performance 3). resource equity and 4). equitable strategies. Linda Darling-Hammond calls these the four pillars necessary for equitable success in this century. The transformation is going to be huge.

1. Higher Order thinking skills: 21st c curriculum, ability to work in groups, solve problems, create a thinking person who is a life-long learner. Standards and learning goals. What are they?
2. Assessments: Never been a fan of multiple choice testing. ESSA allows for portfolios, learning is horizontal and vertical.
3. Equitable Strategies: what are the opportunities to learn? Access to excellent teachers. The quality of teaching is the biggest area that makes a difference.
4. Access to resources: you know there isn't equitable access to resources. Technology integration. School climate.

Guy Johnson: Grew out of the Equity & Excellence Commission. we work in 7 states at the moment, as a bridge between SBEs and community. Stakeholder engagement - important but insufficient on its own. What we know so far - clear trajectory on ESSA:

• Passage of ESSA - transfer of authority from federal to state actors
• Repeal of regulations - elimination of numerous federal "guardrails"
• New US/ED ESSA Plan Template - SEAs have to report only what's "absolutely necessary"

"Light touch" from US/ED
What to aim for?

• Transparency and inclusion
• collaboration across government units
• reliable data, accessible materials
• Ongoing involvement with diverse base of stakeholders
• prioritize the historically underrepresented
• especially on important/relevant topics
• CBO/NGO Partnerships to fill needs
• Setting up systems to support continuous improvement

The plan is submitted on April 3 - - what happens on April 4?

Areas of Focus

• cross-governmental engagement and policy environment
• Supports for LEA implementation
• Community Engagement & Engagement on specific issues and programs
• Continuous improvement

Equity requires:

• parent, family and community engagement and consultation
• accountability for the achievement of all students
• easily accessible and user friendly data
• equitable resources aligned to student needs

Estela Lopez: provided all of us with a copy of the Connecticut State Board of Ed''s 5-yr comprehensive plan (2016-21). Wanted a concise document with actionalble steps and outcomes. How to get to equity? Discussions and diversity workshops, including gender and sexual identity. Difference between equity and equality. Believe - a shared value - that every child can learn. Must be about equity because it is all about children. Commitment to equity and excellence in education. Three areas:

• High expectations for every student
• Great teachers and leaders
• Great schools

You want see achievement, but must have growth.

Kimberly Charis, NASBE: New initiative, provide a systemic plan for professional development for State Boards of Education (SBEs). Needs assessment will be emailed to SBEs, followed by Piloting portions. 

Q: What is your definition of equity and what does it look like?
Lopez: You've seen it on facebook - it's that fence thing. Not everyone is the same height. Everyone must be able to see over the fence.

Johnson: Equity is not equality; we see it as equal opportunity for each to make decisions about education. Support. Integrity.

Q: PD plan - does that include legislators?
Charis: We're designing this training for SBEs; if you want to invite your legislators...you could.

Q: SBE capacity.
Johnson: Each group drew out what they would focus on.

Q: How do you think the national convo will have an impact on equity issues?
Cookson: That's the question of the hour. I'm sure there are multiple perspectives. Some ideas around school choice are around equity, but there are some risks: segregation; loose accountability of schools.
Lopez: CT/SBE approves charters. Renewal includes accountability measures. Equity does apply.

Q: Equity of expectation. Title IIA funding (for teaching and excellence) is proposed elimination in the budget.
Q: School to prison pipeline. SROs. How to address?
Lopez: reports about suspension and expulsion for everyone to look at the data.
Charis: SRO is a local issue. WV/SBE created a model MOU. SBEs can create guidelines
Johnson: Civil Rights Data Collection may see changes under this administration.

Q: We've been at this quest for equity in education since 1965 (ESEA); 2001 (NCLB). Not seen great progress...what is different now?
Lopez: I know some things have failed but I cannot afford not to keep trying.

That's a wrap.

- - -

* Nathan is attending: Ensuring High-Quality Educators for All Our Students Teachers and school leaders have a profound impact upon student learning and school conditions. This session will cover challenges and opportunities states face in supporting teachers and school leaders to improve their craft and ensuring equitable access to high-quality educators. This “policy and proof points” session will feature the latest research available along with practical on-the-ground approaches by states.

Panelists: Melinda George, Learning Forward;
Steve Tozer, University of Illinois 

Exploring Options for Parents: Innovation & Alternatives in Schooling

So, Nathan and I are tag-teaming the concurrent sessions - he's attending the session "Beyond the Test", which he thought appropriate for "the student", hence, this session for "the parent". Live-blogging, updating as we go

The panel is moderated by Paige Kowalski of the Data Quality Campaign. Panelists: Todd Ziebarth, National Alliance for Public Charter Schools; Robin Lake, Center for Reinventing Public Education; Todd Mann, Magnet Schools of America 

Todd Z: National Alliance for Public Charter Schools is an advocacy organization for public charter schools here in DC, represent on The Hill, partner with states (just began connecting with Kentucky, the 44th state about to enact charter schools). Lots of myths around public charter schools. Many think they are private entities.

Robin: research and policy center, we're different in that we try to stay grounded in "effective schools and effective classrooms". Biggest myth: charter schools take money away from district schools.

Todd M: magnet schools were begun to give parents a choice to send their students to reduce racial isolation in the early 70s, as an alternative to forced school busing.

Paige: Choice in DCPS, includes charters and traditional public schools; common application for all schools. Evidence in what we know about charters - what works? What evidence do we have that they make sense?

Robin: Very hard to give you a picture of charter schools at the national view because each school and state is different. Online charters have across the board not worked well. Boston: quality is a non-negotiable.

Todd Z: get data about their own context (City or State), try to match up across country, other states and cities/towns.

Todd M: impact of magnet schools on student performance, achievement, positive

Paige: What would "Choice 2.0" look like?

Todd M: the emphasis on accountability.

Robin: As we continue to push forward on accountability, need to see ways authorizers can encourage risk-taking beyond the test

Todd Z: Market-driven choice taught us that parent choice is a good thing but an insufficient thing for implementing quality. Need more quality options.

Paige: We can have a hard time getting our heads around choice in rural settings. How can we improve?

Todd Z: People think charters are only for urban districts. 45% are in rural and suburban areas, which tells me that parents want options.

Ohio: grateful to hear comments about rural settings; concern is revenue (tax incentives for businesses...) what's the longevity and stability of options for the life of the child? (great question)

Robin: many options are home grown; can be a retention strategy
Todd Z: vast majority of charters open in rural areas are opened by teachers and parents living in those communities


Massachusetts: Ballot initiative defeated 2:1 on expanding charters (November 2016); big reason they lost because of draw on public school resources and no public oversight. What method will we use to determine parent demand for options?

Todd M: Values
Paige: Programming; parents
Todd Z: Survey data always shows parents want options; a variety of ways 

Paige: What next steps people can take back to their states?

Todd Z: It depends. In some states, like MA, SBE is the authorizer. Maintain a focus on quality. Applications. People may be over-correcting for bad decisions of the past. 
Robin: Do some really good listening to parents, think about what options are missing from your environment.
Todd M: Do your research. Look at ways Magnet Schools can be used.
Paige: SBEs all have a role to play and parents need access to public information.

End.

NASBE: Continuing with the Opening General Session

Stephen Wright, Connecticut State Board of Education, introduces Senator Chris Murphy (D-CT). 

Senator Murphy: Proud product of public school system. Received graduate degree at public university. Our two kids attend public schools. I'm just so proud of this country, this innovative idea to provide public education. It's an agile system - may not feel that way - but I'm reminded, in my mind, it's rooted in the work that you and our teachers do. NCLB sucked the joy out of teaching and learning. Hopeful about ESSA to change that. Felt that the Department of Education was going to help schools, districts. "Untested idea" about what Departments can do regarding regulations. But, the law is still the law. Choose to be bold. You have discretion. Up to you as to what you choose. Challenge your schools. Look at non-academic measures that can be measured. Not like NCLB that the federal govt is going to tell you what you will do. the challenge is about the future potential of our public schools. The proposed Budget is catastrophic. It's a preview of what is going to come, if we aren't successful. Setting the bar too low will feed the idea that you don't need the Depart of Ed. They want to say that the public education system cannot deliver and give support to privatized education. I hope I hope I hope you will build high standards. Happy to take any questions.

Nebraska: Very interested in your mental health bill. Very concerned about funding for teachers for tiered 3 mental health support.

Murphy: It's a really important conversation. Some schools have full mental health clinics and some have almost none. In CT, it seems like we haven't decided where the mental health system will sit - within the schools, or outside of them. We need to make the decision, one way or the other.

Ohio: Thank you for your work on mental health, gun safety. When you talk about mental illness, get to toxic student stress similar to PTSD, and the importance of art, music, recess, social workers...what can we do to help you to help us help our children?

Murphy: Clearly, the measuring of non-academic skills can be part of state ESSA plans. How to make the school a really welcoming place. Title I dollars availability on this end, flexibility for how to use them on your end.

Utah: Want government to get out of the way of family role. (Speaks to Opt-Out and Data Privacy). How do you ensure that we don't replace the family role and how do we protect student data and health privacy.

Murphy: Those are great questions. The reason the government is involved is because of Civil Rights. Kids were being discriminated against. Required a federal role. Discrimination is still real and rampant in our schools. I don't have an answer for you on the data privacy, but if you do, please let us know.

Virginia: Congratulate you and everyone who helped bring us ESSA. We feel we're very ready in VA. We've eliminated some tests and looking at some of those other non-academic areas. VA is part of the massive resistance in this country. Help us persevere! Addresses poverty, hunger, homelessness. We are far from having "equity" in our Commonwealth. Schools need some capacity for mental health.

Murphy: I'm sincere that you all think big about this. The question is where is it best housed? Also, we need to be attacking poverty. Wealth and inequality "shrinks" with access to education.

That's a wrap.

NASBE: Conference Session with Secretary Betsy DeVos

Live blogging, updating as we go...

Kris Amundson, NASBE President/CEO, welcomes attendees, introduces Jay Barth, NASBE Board Chair.

Secretary DeVos is on-site, awaiting her introduction.

Amundson: Excited to introduce our first speaker at this conference. NASBE has always had a relationship with the Secretary of Education. We are among the first to hear from the new Secretary.

DeVos: Thank you all for the warm introduction. Especially great to see folks from Michigan. Thank you all for what you do on behalf of children. I know you're all anticipating a discussion of ESSA, but I want to talk with you about my background. Shares her personal story about getting involved in her son's education in kindergarten, how, "as a mom", she could make decisions about the best school for her child. Wants to break the "bad habit" of Department of Education being in your way. The President's Budget reflects this. Says the Budget also supports our most vulnerable. Budget supports states and school districts. Now, regarding ESSA. The revised template was released last week. Why this law matters: How does this impact individual students? Every child is different with different learning styles. Need individual approaches, not a one size fits all. Talks about Denisha Merriweather (sp?) from Florida. ESSA will serve all students, with an eye to reducing rules, red-tape. Says all states are different, mentions West Virginia, Nevada. Flexibility within ESSA makes it possible to have state plans that are specific to each, unique state. Under ESSA, hope you will implement policies that best serve students, families, and schools. Nothing short of excellence should be a common theme. We should not rest until each child has an opportunity to learn and thrive. I know you're ready to innovate. Your success is key to America's prosperity. Thank you again, and I look forward to working with you in the coming years.

Steps off dais. Waves to all, says, "Thank you all. I wish I had time to say hello to each one of you."

Exits.

KA: Clearly there are some areas where we can agree. The power that has been devolved to States is wherever you are. Some State Boards of Ed (SBEs) are empowered via State Constitution, others by Statute. All are the citizen's voice in education. Draws on NCAA basketball: "Keep your eye on the ball". The ball for all of us is equity for all. Secretary said, "Nothing short of excellence". If not, what are you going to do about it? [Plays video - mom does whatever it takes, sees what needs to be done.] Our program today and tomorrow with people on topics that will help give you tools necessary to build coalitions, address key issues, increased access to choice ("which is clearly coming"), and the political landscape.

NASBE: Monday, March 20 2017

Speaking to Board members at the quarterly meeting yesterday, "It's been a very active period", said President/CEO Kristen Amundson, "NASBE is on the verge of hosting the largest-ever (or largest-in-a-long-time) Legislative Conference, featuring not one but TWO current [Betsy DeVos] or former [John B. King] Secretaries of Education, a former Governor [Bob Wise, WV], a sitting Senator [Chris Murphy, D-CT, Senate HELP Committee] and a House member [Todd Rokita, R-IN] who is the chair of a critical education subcommittee [Subcommittee on Early Education, Elementary, and Secondary Education]."

Below, the schedule for today. I plan to blog the general sessions, when possible, beginning with the Opener. Sessions I plan to attend are indicated with an "*". Now that BESE Student Rep, Nathan Moore is on site, perhaps we'll be able to tag-team it through a couple of those afternoon sessions.

* Networking Breakfast A chance for state board members to connect with colleagues from other states, as well as leaders who are shaping national education policy.

* Opening General Session NASBE Board Chair Jay Barth and Kris Amundson welcome attendees, introduce Secretary Betsy DeVos. The Secretary has indicated she will share her thoughts on "her priorities as Secretary of Education, including priorities for implementing the Every Student Succeeds Act (ESSA)".

* General Session and Moderated Discussion: Forging Partnerships to Shape and Advance Education Policy Agendas: Players, Perspectives, and Possibilities As state boards of education make key decisions about accountability, equity, and excellence, they need to hear from and involve a wide range of stakeholders. This panel will feature representatives of key groups who will share their thoughts. Panelists: Bob Wise, Alliance for Excellent Education, former West Virginia Governor; Cheryl Oldham, U.S. Chamber of Commerce; Marla Ucelli-Kashyap, American Federation of Teachers; Merrit Jones, Student Voice; Kris Amundson, NASBE President/CEO (moderator)

* General Session: Components of a Changing Education Policy Agenda States have new authority to determine the components of a high-quality education. What are some of the major educational opportunities that state boards of education should be aware of as they plan their policy agenda for the future? Panelists: David Griffith, Association for Supervision and Curriculum Development; Melissa Tooley, New America

* Lunch Session: Policy Landscapes and the Environment for 2017: How Will Upcoming Federal Policy Affect State Actions? Panelists: Reg Leichty, Foresight Law + Policy; Patrick Lyden, Foresight Law + Policy

Concurrent Session: Beyond the Test: Well-Rounded Education ESSA promotes the importance of providing a “well-rounded” education (including, but not limited to, the arts, STEM, civics, physical education, foreign language, and computer science) for all students. This “policy and proof points” session will help participants explore what should be included and how best to ensure a well-rounded education for all students. Panelists: Jane Best, Arts Education Partnership; David Griffith, Association for Supervision and Curriculum Development; Sara Vecchiotti, Foundation for Child Development; Courtney Tanenbaum, American Institutes for Research

Concurrent Session: Exploring Options for Parents: Innovation & Alternatives in Schooling Today in public education, parent and students have an array of innovative alternative approaches to schooling including charter schools, magnets, digital learning, personalized learning, and public school choice. This “policy and proof points” session will delve into the options available to state boards to ensure a high-quality education for every child and new ways to expand public school choice in education. Panelists: Todd Ziebarth, National Alliance for Public Charter Schools; Robin Lake, Center for Reinventing Public Education; Todd Mann, Magnet Schools of America

Concurrent Session: Ensuring High-Quality Educators for All Our Students Teachers and school leaders have a profound impact upon student learning and school conditions. This session will cover challenges and opportunities states face in supporting teachers and school leaders to improve their craft and ensuring equitable access to high-quality educators. This “policy and proof points” session will feature the latest research available along with practical on-the-ground approaches by states. Panelists: Melinda George, Learning Forward; Steve Tozer, University of Illinois

* Concurrent Session: Relentless Pursuit of Equity in Education Policy Panelists: Peter Cookson, American Institutes for Research; Kimberly Charis, NASBE

Concurrent Session: Chair to Chair (State Board chairs only) As state boards assume more responsibility, the role of the board chair is even more important. In this session, NASBE experts will provide information and specific assistance for state board chairs. Panelists: Jay Barth, NASBE Board Chair; Kris Amundson, NASBE President/CEO

* General Session: Power of the Question Panelists: Kris Amundson, NASBE President/CEO; Anne Hyslop, Chiefs for Change; Sandy Boyd, Achieve (moderator)

* Networking Reception

NASBE: 2017 Legislative Conference

Today is Opening Day of NASBE's 2017 Legislative Conference in Washington, DC, which kicks off with an orientation session for new Board members: Over breakfast and through the morning, newly elected and appointed members of the NASBE Board of Directors will meet to learn more about the organization and about their role as board members. (Having attended this orientation last year, I've got the morning to myself.)

At lunch, all Board members will join for the Board of Directors quarterly business meeting - the Board is charged with setting all policy for the association. We'll be briefed by staff and members of the leadership team on NASBE's activities that support the Board's strategic plan. Parenthetically, a couple of us have been asked to share "impressions" from a survey that went out to NASBE members and non-member State Boards last summer and fall; it's not a formal presentation, or anything, but a small number of takeaways from a few of us about the survey's recommendations that may resonate with the Board. A similar survey was taken in 2014.

After the Board meeting, #NASBELegCon participants have been invited to attend an opening reception held jointly with the Council of Chief State School Officers (CCSSO) at their hotel. As I understand it, Commissioner Chester and a few others from DESE will be there.

Following the reception we'll be welcomed at dinner by Department of Defense Education Activity Director Thomas Brady and NASBE Board of Directors Chair Jay Barth. After that, Kris Amundson, NASBE President/CEO, and Chris Minnich, Executive Director CCSSO, will add some remarks before introducing Nicolle Wallace, who provides the evening's keynote address. As a Political Analyst, New York Times Best-Selling Author, and Former White House Director of Communications, she'll provide a "birds-eye view" of the political landscape in Washington, DC, including legislative priorities of the 115th Congress, priorities of the new Trump administration, and the general tenor in Washington.

State Education Governance + Relationship with US/ED

While education is primarily a state and local responsibility in our country, we have a federal partner, too. Our modern Department of Education began life in the "Office of Education" in 1867. And though its name has changed several times and it has grown and evolved over 150 years, it hasn't strayed far from its original idea to collect data about education and share it with teachers and education policymakers.*

President Carter appointed the first Secretary of Education in 1979 and Congress established the Department of Education (ED) as a Cabinet-level agency in 1980. Every year since, the National Association of State Boards of Education (NASBE) has invited each ED Secretary to a spring legislative conference: as a policy-driven organization, NASBE has a goal of working with anyone who occupies the office of ED Secretary—supporting them when they support NASBE's policies, pointing out their differences when they don't. Conferences provide State Boards of Education with an opportunity to engage with ED senior officials, members of Congress, and other prominent national education community stakeholders about their concerns for federal legislative and regulatory activities.

For thirty-seven years, each ED Secretary has agreed to attend and engage with NASBE members to clarify federal education initiatives and to respond to questions. Late last week, however, Secretary DeVos informed NASBE that she would attend this year's Legislative Conference "to make brief remarks and not take questions".

I find it odd that the Secretary of Education won't take questions from State Boards of Education, because it's reasonable that they might have a few:

• For the past fifteen months, and with a first deadline for State ESSA plans quickly approaching on April 3, States have been focused on implementing ESSA (Every Student Succeeds Act, the reauthorization of the Elementary and Secondary Education Act of 1965).
• Many major decisions have been made about assessment and accountability systems relative to the new law.
• Under a new White House administration, several changes have been made with a direct bearing on State and local education governance, including:
• A harsh travel ban on immigrant people, including fearful deportation practices and processes;
• A Joint ED/Department of Justice rescission of an Executive Order providing certain rights for transgender students;
• Under the Congressional Review Act, the Senate voted to block the Obama-Era accountability rule (though the ESSA statute and its requirements remain);
• Extreme changes in healthcare, including dramatic changes in Medicaid, general healthcare coverage for part-time employees, mental health coverage, and more. 

State education governance varies widely, but all State Boards of Education are structured to serve students and systems supporting them, their educators, schools, and districts. As a lay body over State education, State Boards of Education are intended to serve as an "unbiased broker for education decisionmaking", with a focus on the big picture, articulating the long-term vision and needs of public education, and making policy based on the best interests of the public and young people. Because they (generally) are not experts in assessment and other matters, State Boards of Education require guidance and technical support for answers to a range of questions before casting an informed vote, be it on the adoption of new systems or to complete and implement high-quality ESSA plans that support all students and comply with the law.

State Boards of Education are integral to the governance of public education in this country. This year's #NASBELegCon attendees will be among the first to hear from Secretary DeVos. It's most disappointing that she won't hear our questions or respond to them, but the loss is most certainly hers.

- - -
* Expansion of the Office at the end of the 19th century benefited colleges and universities in the form of land grants. In the early 20th century, it was gathering data on vocational education; by mid-century, it was collecting data for high school students about agricultural and industrial education, as well as home economics. With new laws on anti-poverty and civil rights in the 60s and 70s, federal efforts shifted to providing "equal access" to education across the nation. I found it an interesting read, HERE.

Update to BESE on NASBE Legislative Conference

My comments to BESE at yesterday's meeting.

This marked the third NASBE Conference I've attended since last July. Each has been of high quality, with respect to both relevant content and presenters. I hope some others from BESE will consider attending the Annual Conference in Kansas City KS, October 19-22.

In the week before the conference,
Education Week ran a cover story about the urgency of the work of State Boards of Education (SBEs) under new ESEA reauthorization - ESSA.

LegCon was focused on the reauthorization, looking at four key areas: assessments, accountability, effective teachers, and high school turnarounds.

At the Board Meeting Sunday afternoon Indiana SBE member Gordon Hendry shared information about their new law to fund a teacher scholarship program to lead top students into teaching in an effort "to curb persistent teacher shortages".

NASBE Board members and staff joined "the chiefs" at dinner Sunday night, where I met up briefly with the Commissioner, Jessica Leitz (Director of DESE's External Partnerships), and Lauren Green (Assistant Chief of Staff).

During LegCon, NASBE released a new report, Policymaking on Education Data Privacy: Lessons Learned, paired with another report from the Future of Privacy Forum on how data analysis empowers students and schools.

LegCon had 30+ states and territories represented.

• Executive Director, Kris Amundson addressed attendees about State Board Leadership for all students.

• Stephan Turnipseed from Destination Imagination, formerly with LEGO Education, gave a keynote on establishing collge and careet expectations (he believes critical thinking is best in hands on, project-based learning programming).

• Charlotte Danielson talked with us about using your state teacher evaluation system to promote effective teacher practice.

 Panels addressed a range of issues:

• effective communication with families

• the federal policy landscape

• early learning and accountability requirements of ESSA

• student data privacy (lessons learned and federal implications of it

• designing your own accountability system and

• questions SBEs should ask about state assessment systems

There was an enlightening and thought-provoking keynote from Michael Leachman on criminal justice reform and its implications for schools.

The morning of our last day, US Secretary of Education John King spent the better part of 90 minutes talking with us about supporting state leadership to promote educational equity and excellence. 

As I had participated in NASBE's New Member Institute last July I was invited to participate in a "new member focus group" while in DC. The purpose was to facilitate a discussion over the ways in which NASBE could have better-informed new members, whether they attend the Institute or not. NASBE is in the process of revamping materials and access.

NASBE exists to serve and strengthen SBEs in their pursuit of high levels of academic achievement for all students. I'm glad Massachusetts is a member and I am grateful to have attended this conference.

ED Secretary John King talks with NASBE

Tuesday morning, last day of the NASBE Legislative Conference. US Secretary of Education, John King has come to meet with NASBE members, first with an address, then to sit with Jim McNiece (NASBE President) for a conversation, followed by a Q&A.

The Secretary thanks Jim for his years  as educator and state board member (Kansas)

Thanks Kris [Amundson, NASBE Executive Director] for her leadership and strong voice for NASBE

Lots to celebrate in US: highest grad rate; fewer drop outs

More students accessing HQ preK

Most diverse class just graduating from college

ESSA presents an opportunity to redefine what excellent education means

We know there is much more that we want from a well-rounded education, for people prepared to engage in civic discourse, including science, soc studies, arts, SEL

Opps to define what excellent schooling means; talk to people you know in neighborhoods, states

Move away from one size interventions of NCLB

NCLB interventions didn't match specific challenges - there are new opps with ESSA            

ELLS: opp to focus on PD for teachers, recruit teacher leaders with experience with ELLs; opp to be more strategic

Leverage this law for Excellence

Want to partner with states in this work

Regs on ESSA by late fall so states can launch

He is encouraged that many states have already jumped in to reach out to diverse stakeholders: civil rights, early ed, higher ed, parents, struggling schools

Focus on excellence & equity

Will these initial efforts help or distract?

Goal is equity, to close achievement gaps

AP classes, IB, Dual enrollment

Rigorous evaluations

Integrate within ESSA to build on previous work

Start with ELLs, homeless students, foster students and build from there

Q&A

Jim McNiece: How do you see your role in terms of helping states?

John King:  Three thoughts: 1.) Regs help to create a framework, prioritize 2.) tech assistance and guidance to states 3. bully pulpit is IMP - call attention to students at risk, getting a well-rounded education; acknowledge narrowed curriculum; wants to use his role to lift up teachers

JMc: We're not going to work with "you" - how do we work with the Dept? How is ED going to change to specifically work with state boards?

JK: lots of enthusiasm about this shift (state as customer); less about silos and grant-funding

JMc: Reality of Opt Out and 95%?

JK: ESSA commitment to student progress, 95%. Controversy around assessments about too much testing. one Q: are there too many? Redundant? Looked at this in NY - - 4 diff reading assessments as more and more leaders added favorites. Are there places where a district is using a low-level multiple choice could be replaced by a science experiment? ESSA allows a reset on this - so that we're not staling from instructional time

JMc: Parents have gotten into the discussion about Quality Assessments, the scores, and how they should be used?

JK: We've got to make the assessments better. To demonstrate problem solving skills; tech can help; tech is a challenge, too. How to shorten the time to get results back? Results are one measure. Should inform evaluation, along with judgments from Supts about leadership.

JMc: Technology. It's a huge issue in the buildings. Can we provide the bandwith? Requires a great deal of infra and support. Can the Dept provide supports? How?

JK: ConnectED, FCC has helped. Opp with ESSA for Title IV - technology to support instruction. Technology for instruction, not assessment. President proposing doubling Title IV

JMc: Teacher evaluation. Huge when it was tied into NCLB. Moving now that evals do not have to include assessments. how to move to E&E?

JK: Very strong consensus on first principles. If it feels like "gotcha", won't work. Has to provide support for practice. Observers must be well-trained. Student learning should be a factor in how we evaluate - - create time and space to make meaningful evals. Must be a collaborative process at the local level.

JMc: How can we help you?

JK: 1.) you all have to be the champs for equity - state boards must be the ones asking how do we ensure high learning no matter the zip code. Lots of kids have gotten less. State boards have to lead. How do all kids get access. 2.) State boards must have big picture across sectors (early ed, K-12, higher ed, CTE). Must be in convos for communication and alignment. Connect with local districts. 3.) We need your voice to convey to us what you need. Where are the rules getting in the way?

JMc: State boards on the front line & local boards are in the trenches...takes Qs from the audience

NE/SBE member: Looking forward to this partnership. Early ed: how do we continue the focus to build capacity for Kindergarten, and how to engage states to connect within ESSA?

JK: A piece of RTTT, Lessons learned in that grant. PreK dev grant expanded access in 18 states. Want to add more states. ROI is high. Opp here. Over 30 states have increased their investment in early ed. Importance of local & state leadership early ed, prek, first & second grade to create enriched learning. How to do preK to prepare kids preK-2. In too many places, preK Ts need to communicate.

MI/SBE member: More about wrap around - - also, being from MI, Flint is front and center about addressing issues that impact health of our kids.

JK: We should be ashamed about what has happened in Flint. It's very hard to explain to my kids [9 & 12 y.o] what happened and why. I think it is a reflection that as a country we have been inattentive to infrastructure. We have to do better. The Edu impact, sadly, is lead poisoning. We want to work with MI. What is happening in Detroit is also a fundamental issue. Impact of a mindset where we value some kids more than we do others. Invest in education the way we would with our own kids. More access to food to children in summer, we're working to expand access.

Missed SBE member: Mindset. ED has a culture and mindset with NCLB. ESSA to change that mindset. Dept is clawing back authority through rulemaking. How do you view change in the Dept?

JK: On standards. ESSA is v clear: they are up to states and they have to be high to ensure college and career. State developed and adopted standards for CCR. ESSA creates space for more state l'ship on defining how resources are used. IMP role for states. ESSA protects civil rights. Prior to NCLB, we were underattending to some students. ED has the responsibility to attend in these matters. Will have to strike the right balance

WA/SBE member: Stakeholder engagement in dev of the plans. We at state level know how long that takes. Can you give us assurances that the time will not be cut short?

JK: Regs finalized by late fall, so states can have til spring and summer of 2017 to submit plans, implement in fall 2017. There may be things states want to do, ultimately, but perhaps not ready to do that by fall 2017 - - may wish to commit, but set implementation for 2019...staged implementation strategy and feedback loops.

DC/SBE member: HS grad rate. How to ensure kids are ready for college and career? Balance remediation?

JK: Important Q. Remediation in some states happens in grade 12. Dual enrollment opps. AP, IB classes opps to engage in college work in HS. CTE has to be re-thought. Opps for advancement. Smart partnerships that prepare kids for high value careers. How to improve, invest in tech ed. We need to be vigilant.

RI/SBE member: Cost of education. Crushing college debt. Your thoughts on where we are going WRT affordability in public & private?

JK: Many students start college and don't finish. They don't have the degree so they can't get the job. We're focusing on completion. PELL dollars. Incentive for students to take 15 credits or more/semester. Focuses students on graduating and focuses colleges on track to graduation. There is a cost and that is very hard to get our arms around. Some of the more elite institutions: decisions to invest in buildings, competitive. Needs consumer demand to shift demand: collegescorecard.ed.gov

JMc: Last word. What message do you have for state board members?

JK: Give us feedback, input. Right framework for your work in states. Schools, literally, save lives. Lost both my parents when young. School was my life. Bring that level of urgency to everything we do: school saves lives. Thank you.

Notes from Charlotte Danielson

Using Your State Teacher Evaluation System to Promote Teaching and Learning

"Oprah Set-up" Conversation between Kris Amundson and Charlotte Danielson

Kris Amundson: You've observed that ESSA creates opportunity. Please say more about that.

Charlotte Danielson: We know that the quality of the teacher impacts learning tremendously. Common notion is that if there's a challenge with learning, must be "the teacher" (this is not lost on teachers...) and it isn't a very realistic way of thinking about quality. Evaluation is "quality assurance" (using public dollars, need for accountability). There are state laws around improving teacher eval...energy has been focused on the 5-6% of teachers that need improvement. Most eval systems are for those 5-6%, and not for the 94%. We have to move the curve (on teacher effectiveness) so that the "results" are focused on teacher practice. What is the VISION. Teachers need to be able to teach in a way that promotes creativity. Also grounded in the view in the sense that Teaching is cognitive work (also exhausting physical work and demanding emotional work).

KA: Talking about moving the curve. Moving the curve is intellectual work and policy work. Let's talk about the policy work. What are the conditions WRT preparation, staffing, and time - what does all of that need to look like? SBEs don't hire principals, but create conditions under which that happens. What are the policy decisions here?

CD: How can you make even high stakes evals work? Cites Ohio's approach, involving mentorship, and Tier 2 certification process: after 3 years, teachers submit a portfolio, are assessed by trained assessors, receive a certificate and they are allowed to continue. Ohio created a state-wide standard. District evals are not very effective for tenure. Never overlook the power of good assessment to influence teacher practice.

KA: OK, so licensure is one policy lever. Talk about what goes into being one of those evaluators.

CD: Consistency. Accuracy. Accuracy is the key. Illinois adopted [Danielson] framework and required every Principal to pass the test - eventually they all did. By demanding that, more than anything else (more than policy), it increased the confidence of teacher unions in the system. Most teacher eval systems are at the district level - tenure decision is the critical one. (REferences an integrated HR System for Teacher Quality and Professional Learning). Learning is done by the learner - it's a cognitive process. Teachers need to design engaging learning for kids (make learning fun!). I've never known an intellectually lazy 4 year old; I've known many intellectually lazy 14 year olds. I would hate to think that we are switching off the lights [for kids as they get older]. How often have we heard kids say that school is "boring". We need the best and the brightest going into this work.

KA: Indiana has just passed new law, offers best & brightest high school kids to go into the teaching profession. Shows opportunity of SBEs to collaborate with State Legislators. You've talked about teacher prep. SBEs can say: these are skills, dispositions, and knowledge teachers need. How to rethink teacher prep?

CD: There's a lot of thinking that we need to get kids in the classroom sooner, I see the value of some of that, and don't necessarily disagree - - but, there's so much to know about children and their learning. Really understanding intellectual development is so important. Children are children and they're exploring and their minds are expanding. Development of abstract thinking is absolutely critical for kids as they get older. We've put a lot of eggs in the basket of Principal evaluation - - but, it's a medical model and unlikely to generate solutions to problems of practice. Schools & districts have protected PD time and also have to be sure it isn't squandered. Teachers need purpose and have access to the structures they need. Many are using teacher leadership roles to strengthen teacher practice (teachers leaders need skills in facilitation, working with adults).

KA: Very productive, collaborative work potential. SBEs Professional Learning: it's a laugh line for many, because it's a "show and tell" and not related to what they're learning. SBEs do a good job to certify X number of hours of PD, but nothing about the quality of those hours. How to translate that info into policy to promote the highest level?

CD: Let's add one thing - the amount of money spent on teacher PD is extraordinary. "Going to things" is not productive learning. Collaborative learning isn't free, but cannot be as expensive as what passes for PD now. I'd love to hear some ideas.

KA: Let's open this up for productive convo. What are the questions we need to ask? of Charlotte? of Each other?

Q&A

Q: Nebraska SBE member - For those of us who are retired educators, how do we think about transformation through systems that get to the heart that "learning is more than a test score"? Re-engage educators because of narrowing of curriculum? More about the "art" of education, as opposed to the last 15 yrs which have been the "science" of education.

A: I fear that some teachers that have been trained recently, it's more of a technical work and I think it's taken some of the heart out of it. Many have forgotten that these are children. They have their lives [to live, grow, and learn]. Making connections to each student is at the heart of teaching. The heart is in engagement in learning. Astonished that we do not have a very good understanding of what engagement is.

Q: Georgia SBE member - we looked at PD very closely; what we found was very disturbing to us. Teachers were going to large conferences, signing in, but we had no back up other than that. We were spending $50M a year on this PD and didn't know what we were getting for it. Had to make a change. We've been looking at best practices, at what successful districts are doing.

Missed a couple - in line for Q&A

Q: Family engagement in Teacher prep programs?

A: Teachers can learn from families about the child.

Notes from Keynote: Stephan Turnipseed

Executive Vice President and Chief Strategy Officer Destination Imagination & Board Member and Former Chair, Partnership for 21st Century Learning

KNOWLEDGE: making sense out of the world (NOT acquisition); how to understand experiences; HOW you learn, not WHAT you learn

SKILLS: 4Cs...creativity, critical thinking, collaboration, collaboration
Creativity: what is new, valuable, and unique (we're
born with it, need to try not to lose it); keeping kids creative (from imagination to innovation at DI...point is you need to foster creativity for kids in schools...

Critical thinking & problem solving: the 4 seasons...DOVE, DEER, DUCK, TURKEY; one of the best ways to do that is through PBL; make a rectangle

Collaboration: Heart of collaboration is respect; Mind of collaboration is sharing; recognize what can be accomplished, doesn't matter who gets the credit; how do we as a nation, an economy, how do we foster those ideas

Communicate: a uniquely human thing; Two ears, one mouth - - listen 2x as much as talk - - >this is where we are now; can't allow tech to supplant that which makes us human  -> our ability to communicate human to human

"When educating the minds of our youth we must not forget to educate their hearts." ~ Dalai Lama

Our culture will be held in our hearts.

Schools are a small crucible of our democracy; all means all

Competency-based learning: What if everyone had an IEP? Need for partnerships outside of schools.

Ultimately, we must NOT fail to reach every child so they thrive.

Notes from "Supporting State Board Leadership for all Students"

Kris Amundson, NASBE Executive Director

Life under ESSA

"With great power comes great responsibility" ~ Spiderman movie

"Be careful what you wish for..." ~ Kris' mom

ESSA: Accountability, Assessments, Turnarounds, Teachers

ACCOUNTABILITY
Under NCLB was largely based on the single summative test, Key requirements: disaggregated by school, by sub group

New legislation:

• set long-term goals
• Each state targets sets its own goals
• Feds are not in any way halting its commitment for all kids, but is now saying that it's up to states to make it happen

In Virginia, SBE wants to know what content knowledge, community engagement, work experience, they want for students - ->then develop their accountability system

What do people [in MA] value?
What's important?
How can we use that accountability system to move kids THERE? - ->THEN, develop metrics. DON'T RUSH.

You can make change fast - or you can make change last


ASSESSMENT
ESSA was a compromise bill
Every kid, every year, by subgroup - - IMP for civil rights groups
Summative tests are but one part of assessment system
SBE has the opp to shape that system

Who has the authority over state assessments: in 37 states, it's the SBE; in 45 states SBE sets standards

Opt out - suggests SAT is already developed and parents haven't opted their kids out of that test

• Eliminate duplicative testing
• Computer adaptive tests
• Could institute a cap limiting time on tests - - some of the best assessments are what involve kids in doing things

ESSA has established a pilot program in 7 states for complete revamping of assessments: NH has been at it for 5 years; it's long and arduous work (they are no where near done); hold the line firmly on equity and rigor; state does not believe their criteria is rigorous enough

Suggests NASBE here to help all SBEs

TURN AROUNDS
If we're honest, we know there are a small number of schools that need help  to turn around on drop-outs, underachieving

Under ESSA: you still have to intervene for bottom 5%, drop outs, under-achieving...

ESSA says you have to work with districts then monitor what's going on

Create a schedule, create a plan, set aside $$

Think about the skills those schools , T, Principals will need

TEACHERS & EDU WORKFORCE
ESSA will allow states to play a much greater role in
HQ entrance and Evidence-based PD
Elimination of "HQT" requirement - now, what makes a really, really good teacher...?

Think actively: the arts (real actors, dancers, musicians); and CTE

Reaffirm publicly to take advantage of everything under ESSA for equity & excellence

Power of Coalitions (for states) - NASBE replicating collaborative initiatives

Listening tour in KS: "Kansas Can" - convened public hearings across the state; resulted in creating a VISION for schools & kids; coalition included Teachers Union, Chamber of Commerce, & Governor

NASBE Board of Directors Meeting

Tweeting and trying out live-blogging from a meeting room at The Liaison Capitol Hill, Washington DC

NASBE Sr. New Member Representative, Gordon Hendry shares new Indiana Law granting scholarship to Hoosier Educators: HB 1002

President Jim McNiece stuck somewhere over Kentucky ... unable to attend today ... Jay Barth (pres-elect NASBE, Arkansas SBE) chairing the meeting

• Combo of things from January when the meeting was snowed out followed by NASBE Regular business meeting

Immediate past president, Mary Lord provides engaging history of NASBE

• NASBE recommitted to equity for all

Scott Johnson, Treasurer, NASBE Board, updating on financials

• NASBE exists to serve and strengthen State Boards of Education (SBEs) in their pursuit of high levels of academic achievement for all students (from Scott, also NASBE mission statement)

Overview of NASBE's work - presentation of programs and services from Robert Hull

• NASBE's focus is on delivering Equity & Excellence:

• What edu systems do (currently): CCR standards, CCR data base, Deeper Learning, ECE, NGSS, CTE, ESSA

• Where they take place and under what conditions: school climate & discipline, nutrition & physical activity, health database, epinephrine

• Who is responsible: Board L'ship dev, study group - CPRE, Teacher  Profiles, Early Learning workforce, Strategic Planning, Chief Evaluatoions, (missed a couple others here)

How this work happens is the work of local School Committees (Boards), local control!

Rebee Tybak Lang, Communications Director, on NASBE Communications

• Collective power of SBE voice
• Wants to share SBE stories
• Case studies, information, in all of the work each SBE is doing
• NASBE wants help to mobilize the "state board voice" - more authentic when members speak, tweet, write
• I.D spokesmen - who can speak for NASBE on issues - - testify, social media, national voice
• New education reporter at EdWeek - cites recent in-depth article in EdWeek

Valerie Norville, Editorial Director, on Publications: The Standard (magazine, in-depth), Policy Updates (short, one-pagers), State Innovations (case studies from states).

Board meeting concludes - we break into Staff/Executive Committee and Staff/Regional Area Directors' meetings