But helping us find ways to measure them. I applaud all the innovation around this table and i just hope we can all help to bring some of these innovators that are in our Public Education system back into education as the new leaders of the next century. Thank you very much for that, michael, and thanks for the conversation. We will take a short break now and will start again at 10 45. Thank you. [inaudible conversations] [inaudible conversations] all right. Were going to get started to get and keep us on track. So we are moving into the next and final topic of customizing learning, and again we with the presenters we are excited to hear from. First of will be the ceo of Summit Learning, diane tavenner. And then the executive directod principal of cornville regional Charter Schools travis works and finally ceo of thrive Charter Schools, nicole assisi. Good morning. Its good to be here. I have the good honor of leading summit Public Schools, and we have what i i discovered this summer is a shared vision for the outcomes that we expect to deliver for our students. I had the good fortune this summer of we were working with about 3000 educators across the country, and so i got to spend time in a whole bunch of cities and towns and conversation and dinner discussions with teachers and superintendents and principals and parents and University President s and is is people. And we just talked about our vision for education, and in a will that can sometimes feel very divided i was inspired by how much we actually had in common. What it really came down to is at the end of the day we all want our children to leave our system equipped to lead a good life, and related elements of a good life are to engage in purposeful work on a daily basis, to be part of a community, to have meaningful relationships, to be able to have the Financial Security to live safely. And to have the help to go back to do activity. This is something i heard consistently in every town, in every city i visited from all people. And so summit is about bringing that shared vision to life across the country. We started with our own network of schools here today we have 11 schools in two states, california and washington. We serve about 3100 students. These are diverse by design schools. Our students are reflective of the community they are in demographically, and are incredibly diverse by design. They rank among the best Public Schools in america consistently by almost every measure that there is. We are most proud of achieving our mission of preparing 100 of our students, regardless of their prior preparation or background for success in college. 99 of them are accepted to a Fouryear College each year. And a few years ago we realized that wasnt nearly enough, that College Acceptance doesnt actually equal readiness or being equipped for living a good life. And so we started on a journey to really rethink everything were doing to figure out how could we actually get to the place of our students being ready when you leave us and launch into adulthood to lead the life they want to lead . That led us to a place of collaboration. So it turned out that the work were doing was interesting to people across the country, and like tom, we have literally thousands of people visiting as each year and saying we want to be doing what you are doing. You created these tools. You develop these processes. Can you share them . So three years ago we started sharing, and we develop will recall the Summer Learning program. The program has four components to it. The first is the Technology Platform that we have built here we started building ourselves and then got a boost from some great partners, and so it is now a free platform that houses a curated curriculum thats been developed by teachers, both of them are free. And we have paired that with training and professional development that we offer as well as ongoing support from teachers and School Leaders and other educators who are familiar with our work. So the Program Comes together as the Summer Learning program. Three years ago when we started we begin working with 19 schools across the country, and about 130 teachers, about 2200 students served students served. Last report with 132 schools in 27 states, and and about 20,000 students. This year weve been a little bit overwhelmed by the interest, but so inspired to be working with over 330 schools in 40 states, in partnership and in collaboration we are all each and every one of us trying to figure out how we can take these tools and in our own communities customizing them to meet the needs of our students and our teachers and our families so that they can leave our system equipped to live a fulfilled life. The community that were working with across the country is incredibly diverse, and often want to talk about it people so its mostly Charter Schools. Not true. 76 of the schools we are working with our traditional district schools, and they are in all parts of the country, urban, suburban, rural, and represent every configuration of school that ive ever seen and sound that ive never seen and been really educated about the way schools can be designed and configured. They are very diverse across the board and i really Inspiring Group of representative schools. What we have at the core of our partnership and what brings us all together is this idea of Summit Learning. At the heart of Summit Learning is the personalization, an approach to teaching and learning, that really sees each child as an individual, as an individual human being that deserves and needs personalization in order to reach their own goals. We have been very, very fortunate to work with leading learning scientist and researchers from across the country in the development and design of the model. This is multiple years in the making with lots of relationships. And so i think one of those things where most proud of is that when schools were designed 100 plus years ago we didnt have the science that we have today. I think someone mentioned even 40 years ago we had new science that has been incorporated but even in the last ten years we have new science. We worked very hard to be at that intersection of theory and research and practice, and be the real translator of theory and practice into the learning experience. One of the key outcomes of this work has been to redefine commencement level outcomes. I want to focus the rest of the time, theyre so much to talk but as we all know. Its really hard to capture the work that we do in such a short time. We have thought about starting obviously, the best teachers backward plan, and so we backward planned from it what all of our students to leave us equipped with these outcomes that, ready to live a fulfilled life, what do they need to be able to know and do in order to be ready for that . Again, what the science tells us, what our own experience tells us, what parents tell us, what teachers and employers tell us is that these four things. The first are cognitive skills. These are the big skills, crosscutting skills that go across disciplines that are transferable and lifelong skills that will help us do the work that we need to do. The second is knowledge, and knowledge hasnt gone away. Its still important even with google. It still important that we know things and that we have it in our memory and we are able, its very hard to evaluate something if you dont know anything. Its very hard to analyze something if you dont know anything. So knowing things is actually still quite important. And then theres this whole other category that we all know intuitively, and we do, it has a been a real part of our commencement of outcomes as asa general rule and also recall the habits of success but sometimes this gets called a variety of other names, but really its the mindset and the behaviors that enable people, human beings to be successful and navigate the world around them. And then forth and perhaps most important is we know that our students need to leave us with a sense of purpose. They need to deeply understand themselves and certainly we have heard a lot of that conversation today from the other excellent presenters, is this notion the school would actually be a place where you figure out who you are and what matters to you and, therefore, what a a fulfilled e will look like for you. Suggest a quick moment of what does it actually look like in practice . If were driving towards these commencement level outcomes, what are the three pillars of Summit Learning . Again these are not new or revolutionary. Its how we constructed them into a really aligned, coherent and elegant model that is perhaps a new, with the support and the tools that we have. The core of the experiences in realworld projects. So our students grades six through 12 engage in 200 projects with real meaningful performance tasks at the end of the time they are with us. They also have a lot of personalized learning time when you learn to become learners. That really is our focus, the ability to self direct their learning while theyre developing their knowledge in a very personalized way. Finally of course relationship. A longterm onetoone mentoring relationship with a caring adult who is their School Community liaison. A quick deep dive for just a moment into each of these areas. We talked about the cognitive skills as what they are. I think one of the important things that weve done is worked with the researchers to develop a cognitive skills rubric that goes from fourth grade two preprofessional work. All of those 200 projects are allied to the cognitive skills rubric. This allows for all sorts of innovations in how we score and how we can disaggregate the role of teacher and coach from evaluated which is really a conflict of interest when you get down to it, and the ability to develop these skills over time and consistently and allow teachers within the school to authentically collaborate around very specific and targeted i know those are hard to see pictures when its a bit easier. It turns out theres eight domains and 36 dimensions of skills that our students will be assessed on in multiple ways over the time they are with us. I just got the time. The other three are equally fascinating. Maybe can i just do one quick i want to share whats underneath the habits of success, which is the Building Blocks framework which is again been curated by which the scientists that really exhibit a variety and the complexity of those habits, and that they do rise to commencement level outcomes of direction and curiosity and sense of purpose. So thank you so much. [applause] my name is travis works, Cornville Regional Charter School in maine. The struggle for me today is anyone who knows me back in maine is to pair down of what are some of our school down to less than ten minutes. So i will do my best. So at Cornville Regional Charter School, were doing a lot of different innovative programming pieces, and challenged by the remote. For a couple of questions i want to start with our, what if education could mayor adulthood . What if education could revitalize an entire community . And what if education could be a catalyst for Small Businesses . And the local economy. And Firm Believer that it can and it is happening combo at our cornville campus and are skowhegan campus in central maine. Theres a lot of areas of opportunity for redefining what education is life in america. For one we are breaking the culture of the carnegie unit system to essentially create programming thats not dependent on the Industrial Age structures. To really create programming that creates selfdirected independent thinkers that are selfmotivated and prepared for the 21st century. And to give a brief piece about that, is that we hear it in the maine area that employers are frustrated that the workforce, that is coming to them, are not selfdirected, not independent, not able to be selfmotivated and to the problem solvers. So if we can create a program that allows for all of these things to be fostered, to break down those traditional barriers and structures starting with learners at the age of four, something as simple as prek or even kindergarten level, where we put the learner where the need to be when they need to be based on what their individual needs are. Not based on age, not based on grade level but truly around the learning targets that they need when they need them. That sounds Pretty Simple but when you start looking at all the structures and all the different pieces that have to be coordinated to make that work, its the challenge that its worth the challenge. Part of breaking down that Industrial Age model with young learners is to break free of giving learners the ability for choice. Something as simple as understanding when they are hungry, why have a scheduled snack time, a scheduled bathroom break time, as scheduled recess time, a scheduled lunchtime. That punched in punch out mentality. The adults know when you need to do something so, therefore, you just do it at these times. Giving that flexibility to our learners to understand who they are as humans, and allowing them to make those choices really starts to build a culture mentality of choice and voice with in structures. So part of a program is to create that systemic impact on the local economy, and investment between learner and community. I know its hard to see but when angus king was governor of maine and i was in high school he said that maines greatest export was its youth. However, im a Firm Believer a learner can look back on work that they have done, whether its a park or business basis r building or even an organization thats driving come because the work that they did, then it would be more likely to stay in our area or for us to retain that youth. And maines latest export will become Something Else other than its youth. They can see and investment. They can see impact on the community and education and community are not in isolation. So how do we create a programming that retains our youth . Theres three major pieces that weve been building into our programming from ages k9 and eventually k12 over the next three, four years, is really leveraging the professionals within our community. We have content experts that have life experiences. And local machinist and us more about trigonometry and calculus and anyone was graduated from a Teacher Prep Program with a degree. We have engineers. We have linemen who are working in the Electrical Industry that no more about physics than most of the people in the Education Field that are teaching our youth. If we can hair our youth with our local Community Resources and throughout an opportunity to say hey, where the local engineer whos going to be working out able to help articulate these particular learning targets from 9 00 until 10 00 next week, all of a sudden the learners are now seeing that the resources within their community. Its not school its activity between school and community. The other piece that schools tend, at least in our area, tend to put up barriers with our community is when it comes to share learning opportunities. For me i am a Firm Believer that if you have these resources within your building, within your structures, why not open this up more freely . So, for example, if ever learning opportunity where learners are building a 3d printer from scratch, they are going through the entire design process, putting it together. We know theres 15 evitable feats for the learning opportunity but only ten our field. Why not throw out those additional five to our learning Community Partners and bring in . We have Multigenerational Community members come together learning sidebyside with the learners. So now we have Community Members providing content, learning sidebyside. And the final component is why not open up the facility for shared resources . Educational institutions have some of the most beautiful equipment, whether its they killed, whether its laser engravers. Whatever it may be, why not set of structures in place for local committee nevers can access and leverage of those and help boost the local economy . Those are three major pieces of our downtown campus, our new campus that weve opened up. Were going beyond the date of manufacture for learning to more customizing learning and a Community Revitalization for leveraging our Community Members for internships, mentoring but also bring in those Committee Members to really connect and offer content for our kids. Thats Cornville Regional Charter School in a very quick snapshot. [applause] hey, everyone. My name is nicole assisi. I am the cofounder and ceo of privatePublic Schools, and the prospects i wanted to talk about today was lets get personal. Why personalize learning with the matters more than ever for our students. Before i touch on that i wanted to just give you a brief overview of thrive if we located in san diego, southern california. Currently serving elementary, middle and high school. Once really great about thrive and accolades that i was proud of is that thrive was like a dense as one of 50 organizations nationally doing some innovative work of social, Emotional Learning. I think sometimes we talk about education we lose sight of the fact that humans are social creatures, and we come together to solve problems together. Additionally, in san diego weve been recognized by our state senate or the work weve been doing and weve we been named f the top 100 schools with visiting. So invite all of you to come and see us. We talked about this before but essentially education hasnt changed much in the last 100 plus years. Classrooms used to look like this. And in some places they still do. Essentially not preparing kids for the teachers that really lie ahead for them because lets think about this. That student right there, thats what medicine looked like when these kids were in school. Gentleman sitting next to me mentioned penicillin. We invented penicillin and yes, like we should use it. But that was the classroom that young doctor was in. Telecommunication, instagram, twitter look Something Like this. And this couldve been the uber driver i took from the airport to the hotel. Essentially if we teach today as we talked yesterday we truly rob our children of tomorrow. Thats why we have come together. And coming together is really the core of thrive if what makes our Community Beautiful its our children come from 45 different zip codes and we are arguing one of the most diverse schools out there. Up to 25 of the students at some of our campuses have a disability. A third of them english is not the first language and over half of them will be the first in the family to go to college with 50 , 56 being at a below the poverty line. And that makes learning hard and makes learning worthwhile. Justice Thurgood Marshall said that in lesser children begin to Learn Together, our people will never lived together. And so we have to come together and Learn Together but as we come together we cannot assume that every child is the same. As a matter of fact some more brilliant than me, todd rose, a researcher professor at harvard said that human beings dont light up perfectly. There is no average learner. He goes on in his book, if you read it, to really give us some examples but this idea of average is actually a false concept because you take two people, and he specifically gives an example of how airline fighter jet cockpits were design. But if you take two people with very different measurements and body masses and you designed to the average, the end result is that it will fit neither person. And so what happens as we think about the average learner, we know kids that have better memory, better auditory skills, students have stronger writer skills, language skills, relationship skills. But in education for too long weve taken the average of all of those and assumed it is therefore works for each kid. Thats problematic. We really are now in a place where we can change that. There is an opportunity for an evolution or revolutionary in education to no longer force kids to fit into this same old. There are many schools today that of doing that and its extremely exciting. I want to share about how prices during some of that to just offer it as some food for thought. Because what thrive is intentionally try trying to dos build Student Agency through personalized learning plans. We think about those plans in three ways. We think about them as learning to learn, learning to do, and learning to be. Not something that we came up with if youre sitting there like that deep. Unesco came up with that way too long ago for me to take any credit for it being innovative. But it want to give some examples of what that means and looks like and why it is something that is retained both by each of us, its important for students. At thrive students learn to do. That means we dont just teach them content knowledge but we give them opportunities to apply the learning through projects. The picture you see our fourth and fifth graders actually using power tools to build something. While there are adults supervising the work and training students, the idea of students being trusted enough to do that is huge for them. And often we ask the child at thrive, tell me something amazing about the work you are doing, he will say they trust me with an exact and i picked a trusted with power to affect getting kids to great and do something that something is incredibly important. More important though is this idea of learning to be. Because at the end of the day we are not human doings to we are human beings. Instilling in students a sense of connection and empathy is hugely important. Arguably our society is more divided than ever, and kids are faced with a mince trauma pixel how do we help kids build connection . Kids are not born with the baggage that we as adults. As a matter fact i was working with two students the other day, one of them shawn took a teddy bear, a therapy teddy bear keyholes because he has anger management problems. The other child takes it, thrs it in a puddle and steps on it. Now, last year those two students wouldve ended up in a fight. But what the student did was remarkable and really speaks to us, giving students skills to solve problems. Because when he came up with after he was immeasurably very upset, he said you know, i think the other student through my teddy bear in in the puddle bee he was angry. When i get angry i sometimes dont know what to do and i want to hurt people and want to break things. But maybe we can get him a teddy bear. And so rather than going to place of anchor he went to the a place of connection and compassion. The way we do that is by starting each day in community for every student at the beginning of the day gets an opportunity to share about whats going on in their life. We try tried to build empathy r each other through an opportunity to tell our own stories and to listen to each others stories picked this idea of speaking from the heart and listen from the heart is something we have long forgotten. And yet we dont give kids the opportunity to do that. We usually kept kids and classrooms to be quiet. To sit in the room, to not interact. But what would happen if in the community as diverse as our schoolkids actually learn to understand each other and could rely on that sense of understanding to move forward and build connection . Lastly, and some folks have talked about this already come is this idea of learning to learn. How do we truly give kids more of what they need . If youre a kindergartner at thrive you have heard me share this story, which is somebody runs up to me and says so and so fell and scraped the knee. Neighbor i said great, what do you think we should do . They said lets get them an ice pack, a bandage. I really say do you think we should get a bandage for everyone . They said no. They need the bandaid. For kindergartners its really clear that we get somebody something that they need and just because they need that doesnt mean we give it to everybody. But all the suddenly go into the math classroom and we think Everybody Needs to do fractions at the same time. But actually that Everybody Needs a bandaid at the same time and we have an opportunity with the increased technology and flexibly that we have to give students more of what they need when they need it. Because at the end of the day its absurd to give an entire school of bandaid because one kid needs it. But it would be cruel not to give that one kid a bandaid because that is what they need. So in the end it is having results because people say okay, that sounds really cute, nicole, fine, but so what . At thrive students are becoming college prepared, career inspired and community minded. It takes time. The graph look at is the results with that in in the learning ml and you will see the green line is results after three years. So you look at our results the first year with the students and you are going nicole, thats not looking good. Because academic results take time. Students are so filled with trauma and challenges we first have to connect with them. Think back to like what is a basic level of support that kids need . With time when we fill the bucket and every kid has a different amount of space in the fuel tank that we need to fill before that car is ready to go, but results you come. I will end with some takeaways of what weve learned and steps to possibly move forward from. We found that we need to make sure that we provide the special Education Support that every kid needs in the way that they need it and make sure it is aligned to the and not just out of the box learned assessments must honor students growth and not just the absolute outcomes. Because they can be really discouraging for a kid three years in about to be reminded that they are not on grade level rather than to be reminded that they have grown four years in just the span of 24 months. And then really to have flexible timelines and a few of you touched on that. Children dont all move and go at the same time. Those of you who are parents of more than one child you know that kids are just different. Some work come some sort walking within 12 months old, you know. My fouryearold decided to wait until he was almost too but they all have opportunities to grow and as was mentioned, given enough time, students can reach comparable outcomes. The challenge is that in education wealth until about four that time. We have systems and in place that try to push kids through in a very homogenous way. And so if we take the opportunity to truly get every child what they need and to find a way to assess the learning and grow, and the open to moving at the speed and not just ours i think we can do some really great things together. So thanks having me today. Have a great day. [applause] thanks so much. Its fascinating to learn more about your unique personalized learning and customized approaches. And i like to just take a couple of moments here and get some feedback from other participants. Because this approach has not yet been widely adopted, and i think we touched on some of the impediments to that but also like to hear from again from others on whether this kind of an approach is really the general direction that we should be thinking about for all students, or if this is just one of a Market Basket of options that students should have in their education. I think that given wellrounded education, that is part of the essa. I dont know why im getting feedback here. But i think that social Emotional Learning is absolutely essential, and that it is and can be embedded in all of our schools and intersystems, in or programs, that theres an assumption that i really like what you spoke about, nicole, about embedding that in the curriculum. And just as a plug for the arts, since we are here as well at the table, that the arts provide an Incredible Opportunity as a content area, and also as an opportunity for students to learn all of the collaboration, the ownership of learning, the social Emotional Learning. And so i think that looking at all of this within the context as well as sort of of keeping the focus on that is a very important thing to do. I wanted to throw caution to the group, and building on what some of you talked about before, im curious, we know as has been stated that many, many students throughout the country did not have access right now to the kind of personalization and the kind of innovation that you are representing that you are doing a great job with. I guess im wondering how much of that is a federal policy opportunity . How much of it is a state and or local problem and or opportunity . How much of it is a narrative . What are the opportunities to really change that telling different stories, is a changing the narrative . Is it concrete policy change . Would love to hear peoples thoughts about that. I would say i think its a bit of both. In terms of the narrative, gets back to this discussion around, and had to say, nicole, i love the recognition that learning is social, emotional and cognitive. It is not just about the academics. So i think there is a need to really change our narrative about how we define learning, what we mean by educating the whole child. And then with that comes some policy changes i think its a great start to recognizing the fact that we need to educate the whole child. We need to look at the support that children need. Again, recognizing different children come to school with different needs, different challenges. So i think its a combination of both but without the narrative, without changing the narrative, i think we are going to face a lot of challenges. The of the piece that i would as we think about this is what i have heard is a lot about is also rethinking how we are educating our educators. Again, changing is narrative also needs to start with how we are educating our future teachers, our Future School administrators, leaders so that they embrace this concept of educating the whole child and that were not just giving lip service to this idea social, emotional. I would love to see us move away from using the phrase noncognitive, as if that is less important than the cognitive aspects of education. So again i think it is a bit of both that we need. In education we typically take a supplyside approach we focus on preparing teachers or preparing leaders or whatnot. I think for this work to advance and to advance in the way that there prepares kids can engages kids we have to shift to a demand focus and thats what youre doing in our Economic Development work. In Economic Development we no longer focus on supply. We focus on demand. The demand of business and was will help drive the proper investments including educational sector investments. When families demand this and equally important i think when teachers demand this, education has become such a gloomy business we need to focus on people are doing the best work when theyre doing it joyfully and fluently. So a teacher starting demand is because of make their profession more joyful, that i think it will happen in a way that will not only be more likely to produce success but equally important will be likely to sustain it i think were on the edge of something that could be a leak or could be a joke. We have to make sure we make it illegal and not a joke, and that has to be driven by our teachers. If the teachers are founded fot too many dispatches a bunch of people in our bubbles thinking this is a right way to go and will just perpetuate the same mistakes weve made over the past 30, 40 years. I would say that the shift towards customized learning a personalized learning is inevitable. And its a matter of our educational system understanding the future conditions that will find ourselves in an preparing our learners for those. The interesting thing is its not so much of a passing fad or this is the next best thing for the rally is that our educational system needs to become constantly evolving and respond to the future conditions of her country and our world. And what we know about human development, and if we say this is the way, and i know that in lindsay we dont promote. This is way. I know many people around this table they dont say this is the way. But it simply is a response to the future that our learners will face if so we will never e there, and thats something people are comfortable with. Like what is the answer and when will we have arrived . We will not have arrived because we are continually respond to that. I would also comment that the Business World expects something different. The technology abilities that we now have requires change to happen. The focus on citizenship and the social emotional kind of human being are all of our graduates, and all of those are becoming more important. As an educational system at the federal, state and local level we have responsibility to be respond to do that so thats a, i say its inevitable because of all those pressures were going to actually lead us towards a better system which is learner standard in preparing them. Preparing a better, more educated and prepared populace. To the original question of Different Things, i think theres a couple of the focal points that come up quite a bit. One is how do we if you look at our students, some are surpassing our teachers in certain areas of innovation, technology. One of the things i feel like holds us back is we originally were 100 Certified School as a charter and we are being compared in a district because a lot of Charter Schools are not 100 certified. How do certified professional Business People who come to your school and teach . The reality is a lot of the people were looking for are not getting certified out of college or at school. They are in businesses and decide to switch over to teaching. But in terms of the Risk Assessment to that, all of a sudden youre not a 100 Certified School because you cant find teachers that have that content knowledge. You hire a teacher because their certified and you have to figure out a way how to train them. On the federal level to the point into the development of teachers along the lines of personalized learning and focus on things that are relative to students, such as trades, stem, could go on and on, Computer Science is up and coming in terms of the job market. Theres a bunch of aries rent teachers that how do we get the standard should not be about 100 certified . I think the report card, theres a lot of discussion about which direction to go with the report card. Traditionally in past it was a grade. Then it was meeting standards. I think it would be nice to have some framework around that because i think the expectations of the older parent is theyre expecting a grade. Theres been a huge adjustment to that. What exactly is the standard . You having to reach each, you know, along the lines also trying to get the parents involved with their children. Thats Something Else that could be helped help out at the fedel and coming in and saying to the state level, hey, this is what were expecting. I do believe essa is a step in the right direction but i think theres a lot of work that can happen moving forward. I would like to echo the enthusiasm for personalized learning that im hearing around the table. I would also like to add and make explicit an observation that i think im confident everyone here shares and is committed to, what i think is important to state, which is that personalized learning cannot come ask up in the context of equity and equitable access to learning opportunities. When i i started as a teacher n the 90s, there were options to personalize curriculum for some students, it was an alternative high school, serving students on the margins, of success versus dropout. And in some cases personalized learning mida computer, a module and a kid. I dont think thats what we are talking about but it think we need to make sure we know what we mean. We need to understand that providing each student with what they need sometimes means not just giving Different Things to different students by giving a lot more resources and opportunities to some students because they have many more needs. We also have to recognize that when we embarked on the path of social Emotional Learning, which is important and necessary, thats a very difficult challenge. Students who have experienced trauma, students who have compounded background outside of school, if we take seriously the challenge of addressing those needs, we have to be willing to invest the time and resources to do that adequately. Its important work but its critical that we acknowledged the challenge i think sometimes teachers and schools dont succeed at meeting the needs or attempting to meet the needs of all of their learners because the needs of one or a few children can overwhelm a professional, who is recognizing that they have a larger number of class or a school of students whose needs they need to meet. And so thats not an excuse not to make that effort but i just want to call attention to that, the scope of that challenge. Diane, could i ask you to comment and voted on that . Because its clear that the interest in the model you develop has just exploded and you must have some experience in addressing just this issue. Im not good at the technology. So a couple of things that we are observing one is, tom and i talk a lot about this, change is hard for anyone and everyone and especially institutions that are designed to be impervious to change. And so it actually requires a strength of leadership and commitment by a community and Guiding Coalition to really create a vision and then stick with changing to that vision. And this is not necessarily, you know, and innate skill or set y schools the people have. Its really learned discipline process. So thats one piece that in communities that are really succeeding, they are really committed to the discipline of thoughtful change. I think the second piece is really around the role of the teacher, and i dont know it was anyones attention but i think a lot of the effort over the last 20 years have really held not, teachers dont have the support and the resources they need to do a job that is truly impossible. And i think to innovation comes when it redesigns the role of the teacher to set them up for success and i wish that we were there. We are not even there yet. I think were making Good Progress but it really, every single day, you know, thousands of teachers now we are working with an teachers have been working for ten and 20 and 30 years wake up every morning wanting to serve the students and wanting to serve every single student well. They literally dont have what they need to be able to do that. They are asked to do an impossible job and they still show up every morning and tried to do it. I think that we should really invest heavily in figure out that role and making a sustainable role that enables success. Its going to require significantly more support and training and investment, and the belief that our teacher truly do want to do this. And my experience thats the case with every teacher that i meet. How about travis for nicole . Any comments on social Emotional Learning part . Yeah. Just to add what diane was saying. I think the great lever that we have in technology isnt the fact that we have the technology, right . Was a time like image and 20 risk of what we thought great, its technology and people need teachers. That is completely inaccurate. I think what technology does it makes it easier for students to do the deliberate practice of work. It doesnt always do a great job of the other two components of the Research Says are important we know theres three critical forest education, explicit instruction, productive struggle, and the deliberate practice. I think Practice Technology is really great. Teachers get immediate data so they can then adapt in smaller groups explicit instruction and the dose that those specific students need. I think the thing that we would just put all kids on technology is i think the struggle with that is i grew up on a farm and in the morning of get up and i would feed the chickens. If youve ever fetch a good you just sort of take the grain and you through it and the chickens go eat the green. You sort of terrific teaching is not that way. Its not feeding chickens. Its a figure out like how it would help and nurture each child, social, emotional or academically to figure with the kid needs . I dont just throw content at them and hope some of it will stick magically. Part of that is the onetoone mentoring thats happening at summit. Some of that is the council and Restorative Justice practices that are happening at thrive is the sense of Community Figure out are you ready to learn . Now lets figure out what is it, let me help you understand what there is in your learning profile. Tom, you would talk much of platform comes to spin charge of figure out let me tell you what i need because you get the byington students and help them be part of the process. So its really seeing students as these amazing, brilliant young minds that there and figure out how do we nurture each one of those kids to reach their full potential, and how do we do it in a way that is they can be systemic, that without it being systematized and losing its richness and its personalization. Its hard. Its a tough challenge but knowing that these are some of the people in the room that are thinking about that i have a lot of hope for what can come next. The social emotional piece is very critical and our programming. As someone mentioned earlier is the foundation for a child is ready to learn, their social emotional needs need to be met. Think about what that means. Does that mean being with a group of kids that are born on the same month as them, or is it being with a group of learners that they can identify with and they can feel connected . Weve had an instance whether its a 12yearold who was starting to not like school after a couple of weeks. We were trying to figure out why. He said i have nothing in common with my homeroom. I dont feel connected. It turns out that is pure group was more of the tenyearold age range. So we knew he was externally connected, loved school and that turned around the situation. Being flexible and thinking outside of the way that we always group learned is based on the date of manufacture is a ag piece with a social emotional. But if you take it a step further, as nicole just pointed out, finding out what the learners need and when to grow, socially, emotionally and also academically. So something as simple as we offer special Interest Groups, some people may call them specials, art, music, viz. And opportunity, welding. This is for ages five to 14 at our cornville campus. If the learner knows what they need to grow as a person, maybe they need to get better at doing art type activities or kicking skills or throwing skills, then they can sign up for this opportunity. But furthermore with nine in ten year olds that convince a i have a talent or a passion that i want to share with others. So why not lead that Interest Group with another adult to cofacilitate quick getting due to regulate or control of their own life, grows a person and meet the social emotional and academic needs simultaneously. I think thats really critical. Thank you. Another question i have, last week secretary devos had a summit of Higher Education the question what to ask if the somf the bridge but weaver several of you talk about how teacher preparation each into this conversation, how Leadership Development feeds into it. Im just curious what you see the opportunities there are . Theres been i think moving at a think some of you do this where theres more teacher preparation happening in innovative models and away from kind of traditional institutions fight education, chicha preparation. There are folks find anything in that space as well. What do you see as kind of exciting path forward, opportunities to take Leadership Development and teach preparation what they need to go to redesign the role of the teacher to prepare teachers and leaders to really plan for individual students . And we are in this era in our first year developing 24 teachers that will certify at the end of the year. That is super exciting and interesting and late pope way too much emphasis on teacher preservice preparation and not nearly enough on what we do with our existing teachers in the country right now. So the more important work i think we are doing is the training and development of teachers across the country in december with the good fortune of working with close to 3000 really High Quality Professional Development in the key to a think that it is virtuous. It is experienced in learning the exact same way we want our students to be learning. All of us have known in seeing that we talk about how we want teachers and put them in there on a Adult Learning experiences and we wonder why they cant teach in a way that we want them to teach. I think we have made a real commitment to using the same tools. Our teachers are not in the same platform and they have projectbased experiences that may learn in the same way as we want them to facilitate so they develop empathy and understanding and become learners in that way. To me, those two pieces are existing teachers and make it in a virtuous experience of where we need to focus her attention. Yeah, i would like to add to that teacher preparation is really difficult when you think about immigration, and integration in integrating k12 education to informing Teacher Appreciation as well. When i heard tom and steve speak about the wonderful work happening in this district, it led me to think about all of this good work, what happens when some of the teachers move on and the teachers are really not familiar with the work happening in the district and how can they carry on the work and graduate very qualified students who would move on to college. So we have learned really the hard way and that is it takes a village to really develop a teacher. Her Teacher Preparation Program is community based, meaning other spiraling teachers learning alongside the students and so they really recruitment has to happen from within so that way we dont have to worry. We dont believe there is a shortage of teachers. We believe there is a shortage of Teacher Preparation Programs that are appropriate to develop highly effective teachers. The next issue is retention as well as the teachers. We spent so much time recruiting new teachers, recruiting the right teachers and investing so much and preparing them and yet they move on and they need the retention at high rates because they are not investing in retention. I really believe if you do not alongside an invading k12 education, if they are considered the transformation of an innovation in each program coming to k12 innovation will reach a certain limit because you dont have the teachers coming into kerry jan and arent wellequipped and well prepared to be part of the innovation happening in the case of trade 12. Our schools in the inner city and area of los angeles, but its a collaboration. It truly is the collaboration, meaning no longer do you have the iht, and that the college is and who formed the pipeline with a four year universities and teachers, but also the private sector, but you also have the Public Schools and the Charter Schools on the tables. Everybody has one common, which is doing what we can to do right by the children in the community that we have an obligation to serve. Go ahead, tom. Just say a comment innovative practices to ensure effective educators and leaders. We are leveraging recipients of the Teachers School leaders screened recently and are leveraging and a fouryear area as well as fair degree to which the commitment to come back to teaching and attending college there, they will attend all of the professional Development Opportunities and they will be paid as College Learners to come participate. So we look at this who are in our system are being having a pathway with the facilitators in many of those dont live in a community. And it would be the learning facilitators and the waiters are actually people from the community because god is just changes the whole dynamic of what is possible in the future generations. That is the us we are doing. I think that is a best practice. Ive talked to a systems demanding curriculum. It all comes together in this particular place. We dont focus on actual demand with her teacher proud. We just turn out teachers. The contextualize demand focus of employers partnering with preparers for real specific challenge has to be anchored in the guaranteed viable curriculum youre going to teach. We are not preparing teachers to teach anything. We are preparing them to teach in a specific context and has to be anchored between the employer, the teacher and prepare whether its its a legacy idg. If you ask teachers than we do about professional learning, 60 to 80 will say you couldve saved your money because you did not involve me, my needs in the design of her and so what going to teach me. Same lesson with her kids. We dont ask our kids how to teach them and we dont ask her teachers have invested around professional learning. The contextualize model anchored in a partnership for a real need to come a real demand is something we all need to Pay Attention to. I would just like to ask elisabeth and andrew from your experiences, how have you been able to find the kind of teachers you have needed for your models and approaches and what are your challenges they are . Well, the evidence is absolutely critical. The teachers the most import of this puzzle. We have the high quality teacher in every classroom. Kids learn and thats not the case. Part of the issue is time. We treat our teachers schedules in some ways the same way to student schedules gritted teeth out teachers for events from the bathroom, provide authentic feedback on student work, plan the next bus then. Where does that learning how pain. So how can we look at the structure of time and we organize that so professional development is highquality job embedded and tailored over the course of a persons career. Teaching us complex interesting work and its a sixhour job. That is not the case. How do we find Great Teachers who have some training walking in the door . We recruit everywhere. Its mostly wordofmouth interestingly. You can advertise, but the teachers recruit other good teachers who are their friends but we make a commitment to developing them. We dont never make the assumption that someone walks in the door. Lifting people up to ongoing job embedded training as part of the work we do. I think its very similar to what was said and what is important for us is to be very intentional better teachers walk into a culture and educational philosophy that is aligned, all grades, all classrooms so that teacher knows confidently that the brilliant work im doing in my classroom is being matched across the hall. When we recruit a teacher, and they find compounding that they want to be a part of the school that communicate clearly a commissioned ncn fans complete alignment around the educational philosophy, mission and core values. When there is alignment, its almost like a captured population. Our teachers come and stay because they realize they are a part of a bound community advancing the shared mission. For our schools at indianapolis, that is something we have spent a lot of time with around the language of what is the shared vision that we all have in our teachers sign that compelling and aid and abet our attention as well as recruiting efforts. Thank you, and during elisabeth. Any other comments with regards to teaching teachers, preparation. I think the more that we talk about customizing education for minors, customizing professional Development Learning opportunities for our staff is very critical whether its a Teacher Preparation Program before they get out into the field or whether they are in the field. Taking a look at how we spend our dollars and think about, is that wholesale professional Development Learning opportunity we provide our staff really the biggest bang for the buck or is it about the customization and giving them ownership so that way they are invested in the come to the research with motivational theory written about that you talked about does not stop at the age of 18. That is human development. That is assess lifelong learners. We pride the same principles of customizing our professional development and opportunities as professionals and our staff. It will go a long way. One thing in chicago, chicago archdiocese named it and we saw a shift on sort of a market signal that is not legitimate so we saw how your ad teach for america and others because they went for this niche idea at the gate schools and so therefore we do this so they are better job placement. Also building the networks so teachers looking for jobs are nowhere to go where they can find themselves in the system plays itself forward. Im policy, what are the signals that the markets this is not just one off, but a core philosophy. Anyone else . If there are no other comments, where just about to the end of our time together this morning and i would like to conclude by saying he didnt thank you to all of you who participated today. It has been a fascinating discussion. We heard from readers asking what is the ideal learning experience and we are trying to collectively individually answer the question. Thank you so much for all of your valuable perspective and input. Weve had to develop leaders and teachers to be responsive to individual students strengths and needs and interests and you are doing that in many, many ways then that is really the value. We have heard from leaders who have engaged business communities to build partnerships and to break down the silos that too often exists between k12, Postsecondary Education and the workforce. Thank you call for the work you are doing in that area. We have heard i think collectively an emphasis on collaboration and the important on collaboration and be courageous and also be humble. Thank you so much again for your participation today and for the work that you are each doing on behalf of the individual students that you serve. Thank you again. [applause] [inaudible conversations] [inaudible conversations] new york city mayor bill bavasi are recently spoke at the Holiday Party of the Group Progress iowa. Here is a preview. There is a phrase that should define what all of us as progressive and democratic due in 2018 is a powerful satellite via. Fortune savers the bolts. We have to be uncompromising. We have to be strong. The party of working people. We believe in the labor movement. We have to say it as plainly as that. [cheers and applause] we believe that those who have done very, very well, often with all sorts of Government Policies helping them to do very, very about should pay their fair share in taxes. [applause] we believe the Public Education is the fountain of democracy and fairness in america. So if thats who we are, people will feel that if we hear it and we dont need you dont need to fall into the trap that unfortunately too Many Democrats fell into washington d. C. Too many inside the beltway felt he could only run a campaign if you have a lot of money and if you need the money you have to favor the donors and you have to homogenize your message and take away only rough edges and get them out of there and not do any thing that might offend certain people. Guess what we end up doing as a party . Are meaningless loss. Sure the donors gave money and the party came up with something that seemed maybe kind of like a message. And we lost. We were so desirous that the money that we created a vision in the message we could not win with. Thats what happened for years and years. I dont want the money if the money is going to stand between us and the people. [applause] in 1858, john brown having but kansas comes back to the territory and begins a series into western maggiore in which they will liberate people from missouri and help them escape to freedom in the course of this killing number of slaveholders. And so come the legend of another variety of john brown grows as part of this struggle that people locally understand is part of the beginning of the civil war. Theodore roosevelt was probably are shooting as president. He was a very, very avid hunter. First thing he did when he left office was organized and go on a very large hunting safari to africa. This was prepared specifically for roosevelt. As the president ial seal engraved on the breach. And of course, roosevelt was famous for the Bull Moose Party and there was a boldness engraved on the side light of the sky. Is the sandblaster continues in january with stops in bali, columbia, atlanta and my family. Each visited state officials that their ally of washington journal program. Follow the tour internist in june or 16th at 9 30 a. M. Eastern for raleigh, North Carolina winner washington journal gaston North Carolina attorney general josh stein. House Committee Held a hearing on Sexual Harassment in congress and the process for staff to report harassment. Witnesses testified from the office of compliance of House Employment Council and the employment opportunity