NASBE Town Hall

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 --

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.

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.

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?

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.

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 --

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:

• 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

Teaching these skills -- to what end? 

• 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.

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