And then we will have the executive director and principal of orangeville Charter School, travis and then finally nicole. Morning. Its good to be here. I have the good honor of leading summit Public Schools and we have what i discovered this summer is a shared division for the outcomes that we expect to deliver for our students. I had the good fortune the summer of working with about 3000 educators across the country and 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 Business People , and we just talked about our vision for education. In a world that can sometimes feel very divided, i was inspired by how much we actually have 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 really the elements of a good life are to engage in purposeful work on a daily basis, to be a part of a community and have meaningful relationships. To be able to have the Financial Security to live safely and to have the ability to go about your daily activity. This is something i heard consistently in every town and every said city i visited from all people. Summit is about bringing that shared vision to life across the country. We started with our own network of schools. 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 communities they are in demographically and are incredibly diverse by design. They rank among the best Public Schools in america by almost every measure that there is and we are most proud of achieving our mission of preparing one 100 of our students regardless of their prior preparation or background for success in college. 99 of them are accepted to college each year. And, a few years ago we realized that wasnt nearly enough. College acceptance doesnt actually equal readiness or being equipped for living a good life. that led us to a place of collaboration and so it turned out that the work that we were doing was interesting to people across the country and like a tom we have literally thousands of people visiting us each year and saying we want to be doing what you are doing. You created these tools you have developed these process and can you share them. Three years ago we started sharing and we developed will call the Summit Learning program. The program has four components to it. The first is the Technology Platform that we have built. We started building ourselves and got a boost from our partners and it is now a free platform that houses a curated curriculum that has been developed by teachers for teachers that is also free, both of them are free. We have compared 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 the work. That Program Comes together at the Summit Learning program. Three years ago when we started we began working with 19 schools across the country and about 130 teachers, about 2200 students served. Last year we worked with 132 schools and 27 states and about 20000 students in this year we have been a little overwhelmed by the interest but so inspired to be working with over 330 schools in 40 states this year. Where in collaboration and we are all, each and every one of us, trying to figure out how we can take these tools and in our own communities customize them to meet the needs of our students and their teachers and our families so that they can leave our system equipped to live life. The community that we are working with across the country is incredibly diverse and often when i talk about it people assume that 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 the school that i have ever seen and some that i had never seen and have been educated about the way schools can be designed and configured. They are very diverse across the board and are really an Inspiring Group of representatives schools. What we have in the core of our partnership and what brings us together is this idea of Summit Learning. At the heart of Summit Learning is this personalization and an approach to teaching and learning that really sees each child as an individual, as an individual human being that deserves and it needs personalization in order to reach their own goals. We have been very, very fortunate to work with burning scientists and researchers across the country in the development and design of the model. This is multiple years in the making with lots of relationships and one of the things that we are most proud of is that when schools were designed hundred plus years ago we didnt have the science that we have today and i think someone mentioned even four years ago we had new science that hasnt been incorporated but even in the last ten years we have new science. We work very hard to be at that intersection of theory and research and practice and be the real translators of theory and practice into the learning experience. One of the key outcomes of this work has been to redefine commitment level outcomes. I want to focus the rest of the time and there is so much to talk about as we know its hard to capture the work we do in such a short period of time but i think we have thought about starting, obviously, the best teachers backward plan and we backward plan from if we want all of our students to leave is equipped with these outcomes that theyre ready to live up to life what do they need to be able to know in 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 tell us, what employers tell us, these were things. The first are cognitive skills and these are the big skills across cutting skills that crop disciplines and transferable and lifelong skills that help us do the work that we need to do. The second is knowledge and knowledge hasnt gone away. It is still important even with google. It still important that we know things and that we have it in our memory and were able and its. Hard to evaluate something if you dont know anything. Its 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 but hasnt been a real part of our commitment level outcomes as a general rule and that is what we call the habits of success. Sometimes this gets called a variety of other names but really is the mindset and behavior that enable people, human being, to be successful and navigate the world around them. For more support, is we know the students need to leave us with a sense of purpose and they need to deeply understand himself and certainly we have heard a lot of that conversation but its the notion that school would be a place where you figure out you are and what matters to you and what life will look like for you. Just a quick little moment just like what does that look like in practice and so if youre driving for these commencement level outcomes what are the three pillars of Summit Learning . Again, these are not new or revolutionary and its how we construct them into a really aligned coherent and elegant model that is perhaps new with the supports and tools that we have. The core of the learning experience in realworld projects so our students six to 12 will engage in 200 projects as real, meaningful performance tasks and the end of the time they are with us. They also have a lot of personalized learning where they learn to become learners. That really is our focus in the ability to self direct. They are learning while they are developing their knowledge in a personalized way and finally, of course, the core is relationship and so a longterm one to one mentoring relationship with a caring adult who is there School Community liaison. A deep dive into each of these areas for quick moments, the cognitive skills and what they are and i think one of the most important things weve done is worked with the researchers to develop a cognitive skills rubric that goes from fourth grade preprofessional work so all of those 200 projects are aligned to the cognitive skills rubric and this allows for all sorts of innovations in how we score and how we disaggregate the role of teacher and coach from evaluator which is a real conflict of interest when you get down to it. And the ability to develop these skills over time consistently allow teachers and school to authentically collaborate around very specific in targets and i know. Hard to see. Heres one that is easier. It turns out there is eight domains and 36 dimensions of skills that our students will be assessed on in multiple ways over the time there with us. I just got the time. The other three are equally fascinating and maybe, can i do want quick just like i wanted to show you whats underneath the habits of success which is the Building Block framework which is again curated by a bunch of the scientists that really exhibit a variety in the complexity of the habits and how they do rise to three commitments level outcomes through curiosity and sense of purpose. Take you so much. [applause] my name is travis works, Charter School in maine. The struggle for me today is anyone that knows me back in maine is to pair down a one hour summary of our school down to less than ten minutes. I will do my best. At cornell regional Charter School we are doing a lot of different innovative programming and are challenged by the remote here. Here we go. A couple of questions i want to start with our what, if education could mirror our adulthood, what if education could revitalize and entire community . And what if education could be a catalyst for Small Businesses in the local economy . Im a Firm Believer that it can and it is happening, both in our portal campus in their other campus in central maine. There is a lot of areas an opportunity for redefining what education is like in america. For one we are breaking the culture of the carnegie unit system to essentially create programming that is not dependent on the Industrial Age structures. To really create programming that creates selfdirected independent thinkers that are selfmotivated and paired for the 21st century and to give a brief piece about that is that we here in the central maine area is that employers are frustrated that the workforce that is coming to them are not selfdirected, nonindependent, not able to be selfmotivated and be problem solvers. We can create a program that allows for all of these things to be fostered and to break down those traditional barriers and structures starting with learners at the age of four, something as simple as pre k or even kindergarten level where we put the learner where they need to be when they need to be based on what their individual needs are, not based on age or grade level but truly around the learning targets that they need when they need them. That sounds peaceable but when you start looking at all the structures and the pieces that have to be coordinated to make that work its a challenge. It is worth the challenge. Part of breaking down the Industrial Age model with young learners is to break free of giving learners the ability for choice and voice, something as simple as understanding when they are hungry. Why have a scheduled start time, scheduled after break time, a scheduled recess time, a scheduled lunch time, that punch in, punch a mentality. The adults know when you need to do something so therefore you do it at these times. Given that flexibility to our learners to understand who they are as humans and allowing them to make those cases really starts to build that culture brutality of choice invoice within structures. Part of the program is to create that systemic impact on the local economy, in investment between learner and community and i know its hard to see but when angus king was governor of maine and i was in school he said that means greatest export was if you. However, im a Firm Believer that we can look back on the work they have done whether its a park for business or building or even an organization that is driving because the work they did then they will be more likely to stay in our area or for us to retain that you. It means the greatest export will become Something Else other than its use. They can see in investment and see the impact on community and Education Community are not in isolation. So how do we create a programming that retains our youth . There are three major pieces that we have been building into our programming from ages k through nine and eventually k12 of the next three or four years is really leveraging the professionals within our community. We have content experts that have life experiences, a local machinist who knows more about trigonometry and calculus than anyone whos graduated from a Teacher Prep Program with a degree. We have engineers, we have wine men who are working in the Electrical Industry that no more about physics than most other people in the Education Field that are teaching our youth. If we can impair our youth with our local Community Resources and throw out an opportunity to say hey, we have a local engineer that will be working are able to articulate these particular learning targets from 9 00 oclock to 10 00 oclock next week and all of a sudden the learners are now seeing that they have resources within their community and its not school First Community its truly a community painted school and community. The other piece that schools tend to at least in our area, put up barriers with our community is when it comes to shared learning opportunities. For me im a Firm Believer in that if you have these resources within your building and within your structures why not open. A little more freely so for example if you have a learning opportunity where learners are building a 3d printer from scratch and they are going through the entire design process by putting it together and we know there is 15 available seats for that learning opportunity but only ten are filled why not throughout those additional five to our learning Community Partners and bring them in so we have a Multigenerational Community members coming together learning sidebyside with the learners. Now we have Community Learners providing content and learning side by side and final components is open up the facility for shared resources. Educational institutions have some of the most beautiful equipment whether its a kiln or cnc machines or whether its laser engravers, whatever it may be why not set up structures in places the local Community Members can access and leverage those and help boost the local economy. Those are three major pieces of her downtown campus, our new campus that we have opened up. Going beyond the date of manufacture for learning two more customized learning and community revitalization. We are leveraging our Community Members for mentoring and internships and also bringing in those Community Members to connect and offer content with our kids. That is 28 regional charter, in a quick snapshot. Chroni[applause] hello, everyone. My name is nicole. I am the cofounder and ceo of private Public Schools and our topic that i want to talk today is lets get personal. Why personalize learning really matters more than ever for our students. Before i touch on that i wanted to give you a brief overview of the price. We are located in san diego in california, southern california, currently serving in high school and what is great about price and the accolades that i am most proud of is that private is recognized as one of the organizations doing innovative work around social Emotional Learning because 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 and additionally in san diego we been recognized by our state senate for the work weve been doing and we been named one of the top 100 schools worth visiting. Invite all of you to come and see us. We have talked about this before but essentially education hasnt changed much in the last hundred plus years, classrooms used to look like this and in some places they still do and essentially not preparing kids for the features that lie ahead for them because lets think about this that students write their that is what medicine look like when these kids were in school the gentleman sitting next to you mentioned penicillin and we invented the cylinder and yes we should use its but that was the classroom that that young doctor was in. Telecommunication instagram, twitter looked Something Like this. And this couldve been the uber driver i took to the hotel. Essentially if we teach today as we talked yesterday we truly rob are children of tomorrow and that is why we have come together and coming together is really the core of the price and what makes our Community Beautiful is that our children come from 45 different zip codes and we are arguably one of the most diverse schools out there. Of the 25 of the students at some of our campuses have a disability. A third of them english is not their first language and half of them will be the first in their family to go to college with 50 , 56 of them being at or below the poverty line. That makes learning hard and it makes learning worthwhile. Just as Thurgood Marshall said unless our children become begin to Learn Together our people will never live together. We have to come together and Learn Together. As we come together we cannot assume that every child is the same. And as a matter of fact someone much more brilliant than me, todd rose, who is a Research Professor at harvard said that human beings do not line up perfectly and there is no average learner. He goes on in his book if you have read it to really give us an example of this idea of average is a false concept because you take two people and he specifically gives an example of how airline fighter jets cockpits were designed and if you take two people with very different measurements and body mass is in you design to the average the end result is that it will fit either person. What happens as we think about the average learner we know kids that have better memory, better auditory skills, stronger writing skills, relationship skills but in education for too long we have taken the average of all of those and assumed therefore it works for each kid and that is problematic. We really are now in a place where we can change that. There is an opportunity for an evolution or revolution in education to no longer forced kids to fit into this same mold and there are many who are doing that and its extremely exciting. I want to share about how private is doing some of that to offer it as food for thought. What prize intentionally trying to do is to build a Students Agency through personalized learning. We think about those plans in three ways and we think about them is learning to learn, learning to do and learning to be. Not something we came up with if youre sitting there thinking that is deep. Unesco came up that way too long ago for me to take any credit for it being innovative but i want to give you some examples of what that means and what it looks like and why its attainable by each of us and why it is important for our students. At private students learn to do. That means we dont just teach them constant knowledge but give them opportunities to apply that learning. The picture you see right now are for the traders actually using power tools to build something. While they are adult supervising and training students the idea of students being trusted enough to do that is huge for them. Often when you ask a child at private tell me something amazing about the work you are doing they will say they trust me with an xacto knife and a suite with a power tool and any kids to create and do something is incredibly important. More important is this idea of learning to be because at the end of the day we are not human doings, we are human beings and instilling in students a sense of connection and empathy is hugely important. Its arguably our society is more divided than ever and kids are faced with immense trauma and how do we help kids build connections . Kids are born with a bias and baggage that we as adults have an a matter of fact, i was working with two students the other day, one of them, shawn, took andres teddy bear, therapy teddy bear that he holds because he has anger management problems. Here is an idea that can child it has an acreage management teddy bear and the other child takes it to the puddle supplement. Last year those two students would have ended up in a fight. But what the student did was remarkable and speaks to us giving the students skills first to solve problems because what he came up with after he imaginal he was very upset he said you know, i think the other student through my teddy bear in a puddle because he was really angry and what i get a free i sometimes dont know what to do and i want to hurt people and i want to break things but maybe we can get him a teddy bear. So rather than going to a place of anger he went to a place of connection in compassion and the way we do that is by starting each day in the community. Every student at the beginning of the day gets an opportunity to share about what is going on in their life and we try to build empathy for each other through an opportunity to tell our own stories and to listen to each other stories. This idea of speaking from the heart endlessly from the heart is something we have long forgotten and yet we dont give kids the opportunity to do that. We usually tell kids in classrooms to private, to cicero, to not interact with their peers, for what would happen if in the community as diverse as our school kids actually learn to understand each other and rely on that sense of understanding and to move forward and build connection. Lastly and some folks have talked about this already is this idea of learning to learn. How do we truly give kids more of what they need . If you are a kindergarten or at drive you have heard me share this story which is someone that runs up to me and says soandso fell and scraped her knee and i say great, what should we do and they say lets get an ipaq or a bandaid and i usually say dont you thank you should give a bandaid for everyone and they look at me and go no, not everyone hurt their knee but they need to be because they hurt her knee. For kindergarten its clear that we give someone they need is because they need that doesnt mean we give it to everybody. All of a sudden we go into the math classroom and we think Everyone Needs to do fractions at the same time but actually not Everyone Needs the bandaid at the same time and we have an opportunity to increase technology and flexibility that we have to give the students more of what they need when they need it. At the end of the day its absurd to give an entire school of bandaid because one kid needs it but it would be cool not to give that one kid a bandaid because that is what they need. In the end it is having results because people say that sounds cute and fine but so what . At private students are becoming college prepared, Community Minded and college compared. It takes time. The graphs you are looking at are the results of what we had in our learning model and you will see the greenline is results after three years. You see a result and the goal, you say thats not looking good because academic results take time. When students are so filled with trauma and challenges they first have to correct them and think back to maslows hierarchy of needs. What is a basic level of support the kids need . With time when we build our bucket and every kid has a different amount of space in their fuel tank that we need to fill before that car is ready to go but results do come and i will end with some takeaways of what we have learned and steps to possibly move forward from. We found we need to make sure we provide the special Education Support that every kid needs in the way they needed it to make sure there is aligned to the learner and not outofthebox. Weve also learned that assessment must honor student growth and not just their absolute outcomes. It can be discouraging for a kid for years in a row to be reminded that they are not on grade level weather to be reminded that they have grown for years in just the spam of 24 months. And then have flexible timelines and a few of you touched on this. Children do not all women grow at the same time. Those of you who are parents that have more than one child know kids are different. Some walked with her two months old and my four yearold decided to wait until he was almost too but they all have opportunities to grow and as professor doctor todd rose mentioned given enough time students can reach comparable outcomes but the challenge is that in education we often dont allow for that time and we have systems and structures in place to try to push kids through in a very homogenous way. If we take the opportunity to truly give every child they need to find a way to assess their learning and growth and we open to moving at their speed and not just ours we can do great things together. Thank you for having me today. Have a great day. [applause] thank you so much, diane and travis in the cold. Its fascinating to learn more about your unique personalized learning and customized approaches and i would like to take a couple of moments here and get feedback from the other participants because this approach has not yet been widely adopted and i think we touched on some of the impediments to that but id also like to hear from again from others on whether this kind of approach is 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 bs as a that i thinm getting feedback here. But i think that social Emotional Learning is absolutely essential and it is in can be embedded in all of our schools and systems and programs that there is an assumption that i really like what you just spoke about about embedding in the curriculum and as a plug for the arts since we are here at the table that the arts that the provide an Incredible Opportunity as a constant area and also as an opportunity to learn all of the collaboration and the ownership of learning and looking at all of this within their context as well as keeping the focus on that is an important thing to do. I wanted to throw a question to the group. It builds on what you do for but im curious as it has been stated that many students do not have access right now to the kind of personalization and innovation that you are representing and you are doing a great job with. I am wondering how much of that is a federal policy, problem opportunity and how much of it is a state and or local problem and or opportunity and how much of it is a narrative what are the opportunities to change that. Is it totally different stories or changing the narrative or is it concrete policy change and i love to hear peoples thoughts on that. I would say from where its both but it gets back to the discussion i love the recognition that learning is social emotional and cognitive and and the academics so there is a need to change our narrative about how we define learning about and with that comes its a great start to recognizing that we need to educate the whole child recognizing different children, i think its a combination of both but without the narrative we will face challenges. The other piece i would say is we think about this but i havent heard is also rethinking how we are educating our educators. Again were changing the narrative also needs to start with how we are educating future teachers, our Future School administrators and leaders so that they to embrace this concept of education the child and not giving lip service to this idea of social emotional and we are not and i love to see us move away from using the phrase noncognitive as if that is less important than the cognitive aspects of education. 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 are preparing leaders or whatnot and i think for this work to advance and to advance in a way that better prepares kids that are engaged we have to shift to a demand focus and that is what we are doing in our Economic Development work. We no longer focus on supply and focus on demand because the demand of businesses and employers will help drive proper investments including educational sector investments and when families demand this and equally important when teachers demand this, education has become such a gloomy this and we need to focus on people are doing their best work when theyre doing it joyfully in fluently so when teachers start to demand this because it will make their profession more joyful then i think it will happen in a way that will not only be more likely to produce success but equally important will be more likely to sustain and i think were on the edge of something that could be a leap or it could be a joke and we have to make sure that we make it a leap and not a joke and that has to be driven by our teachers. The teachers arent demanding this and families are demanding this and its a bunch of people in our bubbles thinking this is the right way to go. We perpetuate the same mistakes weve made over the past 30 or 40 years. I would say the shift towards customized learning and personalized learning is inevitable and its a matter of our educational system understanding the future conditions that we will find ourselves in and prepare our learners for those future conditions so the interesting thing is not so much of a passing fad or the reality is our educational system needs to become constantly evolving in response to the future conditions of our country and world and of what we know of the Human Development and if we say this is the way and we know that we do not promote this is the way and i know many of the people around this table dont say this is a way but it is simply our response to the future that our learners will face so we will never be there. That is not something people are comfortable with. What is the answer and when will we have arrived. We will not have arrived. We are responsive to that and i would also and i will comment that the Business World expects Something Different undergraduates in the technology and abilities we now have require the change to happen in the focus on citizenship and the social emotional and what kind of human being are all of our graduates and all of those are becoming more important and as an educational system at the federal state or local level we have responsibility to be responsive to that and that is how i say it is inevitable because of all those pressures you will lead us towards a better system which is learner centered and. A better more educated and prepared populist. To the original question of Different Things i think there is a couple of other points that come up quite a bit. One is how do we you look at our students in some of our students are surpassing our teachers in certain areas of innovation and technology in one of the things i feel like hold us back is we were recently one 100 certified in school was a charter and some of them are not certified in the how do you certified professional Business People to come to your school and teach because the reality that they do not get certified out of college or school they are in the businesses to teaching. In terms of the Risk Assessment to that well all of a sudden youre not sent certified because you cant find teachers that have that content knowledge. You hire teachers because they are certified and then you have to figure out a way to train them. I think on the federal level to put money into the development of teachers along the lines of personalized learning and focused on things that are relative to students such as trade, stem, and this can go on and on in Computer Science is upandcoming in terms of the job markets i think theres a whole bunch of areas on teachers and how do we get a standard to not necessarily be one 100 certified. The other is the report card. There is a lot of discussion about which direction to go with your report card. Traditionally in the past it was agreed and then it was meeting standards but now i think it would be nice to have some framework around that because i think the expectation of the older parent is they are expecting a grade and theres been a huge adjustment to that and it what is the standard and youre having to re teach adults that along lines of trying to get those parents involved with their children so i think that is something that could be helpful in federal level and coming in and saying to the state level this is what we are expecting in our model would look like. I believe that is a step in the right direction theres a lot of work that can happen moving forward. I would like to add the enthusiasm for personalized learning that im hearing around the table. I would also like to add and make explicit in observation that i think confident everyone here shares and is committed to what i think is important to state which is personalized learning cannot have to happen in the context of equity and equitable access to learning opportunities. When i started as a teacher in the 90s there were options to personalize curriculum for some students and it was an Alternative High School serving students on the margins and of success versus dropout. In some cases personalized learning meant a computer from a module and a kid and i dont think that is what were talking about but we need to make sure we know what we mean and we need to understand providing each student with what they need that means giving Different Things to different students but giving a lot more resources and opportunities to some students because they have many mornings. We also have to recognize that when we embark on the path of social, Emotional Learning which is an important and necessary that that is a very difficult challenge and students who have experienced, and students have compounded risk factors outside of the school and if you take seriously the challenge of addressing those needs we have to be willing to invest in time and resources to do that adequately. Its important work but it is critical that we acknowledge the challenge. I think sometimes teachers and schools dont succeed at meeting the needs for attempting to meet the needs of the needs of one or few children can overwhelm a professional and recognizing that they have a larger number of Classroom School students whose needs they need to meet and that is not an excuse not to make that effort but i just want to call attention to that. To the scope of that challenge. Diane, could i ask you to comment a little bit on that because it is clear that the interest in the model that you developed has just exploded and you must have some experience in addressing just that issue. Sorry. Not good at the technology. A couple of things that we are observing, one is that if tom and i talk a lot about this, change is hard for anyone and everyone in especially institutions that are designed to be impervious to change and so it actually requires a strength of leadership and commitment by community and a Guiding Coalition to create a vision and then stick with changing to that vision. This is not necessarily you know, on innate skill or set of skills that people have and its a learned and disciplined process. That is one piece that in communities that are really succeeding they are committed to the discipline of thoughtful change. I think the second piece is really on the role of the teacher and i dont know that it was anyones attention but i think a lot of the efforts over the last 20 years have really held, i mean to say this, teachers dont have the support and resources they need to do a job that is truly impossible. I think true innovation comes when it redesigns the teacher to set them up for success and i wish that we were there and were not there yet. I think we are making Good Progress but every single day and thousands of teachers we are working with and teachers have been teaching for ten, 20, 30 years and they wake up every morning wanting to serve their students and wanting to serve every single student while and they literally dont have what they need to be able to do that. Theyre asked to do an impossible job and they still show up every morning and try to do it. I think that we should really invest heavily in figuring out that role in making it a sustainable role that enables success and it will require significantly more support and training investments and the belief that our teachers really do want to do this and in my experience that is the case with every teacher that i meet. How about travis or nicole . Any comments on the social, Emotional Learning part . Yeah, just ahead to what diane was saying i think the great lever that we have the technology isnt the fact that we have the technology. There was a time when you mention 20 years ago we thought great, will give Kids Technology and we wont need teachers and that is completely inaccurate. I think with technology 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 that Research Says is important in education. We know there are three critical components to education. Explicit instruction, practice struggle, and the deliberate practice. I think practice on technology is great and teachers get immediate data so they can then adapt in smaller groups the explicit instruction and the dose that those specific students meet. I think that to think that we will just put all kids on technology and i think the struggle with that is i grew up on a farm and in the morning i would get up and i would feed the chickens. If you have ever been chickens, you pick the grain and throw it in the chickens job is to go eat the grain. Teaching is not that way. It is not feeding chickens. Its about figuring out how do i help and nurture each child, social emotionally or academically to figure out what that kid needs. I dont procrastinate at them and hope some of it will stick magically. I think that part of that is the oneonone mentoring that has happened at summit and i think some of that is the council and Restorative Justice that is happening at drive and its that sense of community to figure out are you ready to learn and lets figure out let me help you understand what there is in your learning profile and tom you are talking about students being in charge of your desperate let me tell you what i need because you get that buyin from students and help them be part of the process. It is really seen students has these amazing, brilliant young minds that they are in figuring out how to meet nurture each one of those kids to reach their full potential and how to do it in a way that is and can be systemic without it being systematized and losing its richness and personalization and it is hard. Its a tough challenge but knowing that these people are in the rooms i have hope for what can come next. The social emotional pieces are very critical and in our programming and someone mentioned earlier is the foundation and 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 in the same month is them or is it being a group of learners that can identify with and bill connected with. I the new students where there was a 12 yearold starting to not like school after a couple weeks, he was new to our building and were trying to figure out why. He said i have nothing in common with my homeroom. I dont feel connected. It turns out that his peer group was more of the ten yearold age range. So we moved his homeroom and he was externally connected, love school, and that turned around the situation. Being flexible and thinking outside of the way that we have always grouped and recruit learners based on their date of manufacture is a big piece of the social emotional. If you take it a step further and is 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 and some people may call them specials, art, music, present, welding, these are ages five14 at our current eight campus. The learner knows they need to grow as a person and maybe they need to get better at art activities were kicking skills or throwing skills and then they can find out for those opportunities but we have nine and ten yearolds they can then say 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 facilitate the build up their schools. Getting them to recognize that they have control over their own life and to meet their social emotional and academic needs simultaneously. I think its critical. Thank you. Another question i had in last week we had a summit of Higher Education and id like to ask a bridge because we heard several of you talk about how teacher preparations these into this conversation, how Leadership Development fee to do it and im curious what you see the opportunities there are. There has been a movement and i think some of you do this where there is more teacher preparation happening in innovative models and away from traditional institutions of Higher Education and there are obviously folks were trying to innovate in that space as well and what you see as exciting path forward opportunities to take Leadership Development and teacher preparation where they need to go to redesign the role of the teacher to prepare teachers and leaders to plan for individual students. Im going to sound a little bit hypocritical because summit did launch its own teacher Credential Program designed to be a program to develop teachers to teach in a personalized model. It is built on the science and the best practice and we are this year in our first year developing for teachers that certify at the end of the year. Its super exciting and interesting and way too much into emphasis on the teacher preservice preparation and not nearly enough of what we do in our existing teachers in the country right now. More important work i think that we are doing is the Training Development of teachers across the country and the summer we had the good fortune of working with close to 3000 educators and really High Quality Professional Development and the key to it is that it is virtuous and it is experience and learning the exact same way that we want our students to be learning and i think all of us have known and seen that we talk about how we want teachers to teach in a way that we put them in their own Adult Learning experiences of the exact opposite. We wonder why they cant teach in a way that we want them to teach. I thank you made a real commitment to literally using the same tools in the same and our teachers learn on the same platform as they teach on and they have project based experiences and they learn in the same ways that we want them to facilitate so they develop an empathy and understanding and they become learners in that way. To me those two pieces are existing teachers and investing in them and making it a virtuous experience is what we need to focus our attention. Yeah, i would like to add to that, teacher preparation is difficult when we speak about innovation in terms of innovating k12 education without thinking about innovating and transforming teacher preparation as well. When i heard tom and steve speak about the wonderful work happening in their School District it led me to think about all of this good work for what happens when some of their teachers move on and there replaced by teachers who really are not familiar with the work happening in the district and how can they carry on this work in graduate very qualified students who move on to go to college. We have learned the hard way and that is you know the proverb it takes of village to raise a teacher it takes a village to develop a teacher. Our Teacher Preparation Program is communitybased meaning that our aspiring teachers are learning alongside the students and alongside experience with the teachers. They recruitment has to happen from within so that way we dont have to worry about the retention issue. We dont believe there is a shortage of teachers. We believe there is a shortage of Teacher Preparation Programs that are appropriate to develop a highly effective teachers and the next issue is retention as well of these teachers. We spend so much time recruiting teachers including the right teachers and investing so much and appearing them and they move on and wait they leave the profession at high rates because we are not addressing the retention period to go back to the innovation i really believe if you do not alongside innovative k12 education if you dont seriously consider the transformation and innovation in teacher perforation programs the k12 innovation would reach a certain limit because then you dont have a teacher coming in to carry on and arent equipped or prepared to be part of innovation that is happening in k12. As i mentioned, we are doing this throughout our nonaudit schools which in the innercity and area of los angeles but its truly a collaboration and we talked a little bit about the collaboration and its around the table the longer do you have the ie tease but colleges. Colleges the pipeline with the university so they can see the fouryear university so we can develop the next generation of teachers but you also have the private sector around the table and you have Public Schools and the Charter Schools along the table. Everyone has one Common Element which is doing what we can to do right by the children in the communities we have an obligation to serve. Just a comment about innovative practices to ensure effective educators and leaders. We are leveraging we are recipients of the Teacher School grant recently and we are leveraging those funds to take our Current High School learners as well as our nonteaching staff in providing them with a pathway through our local university and a fouryear program to receive their teaching credential as well as their degree. With the commitment to come back to teach and lindsay. While they are attending college there they will attend all of the professional Development Opportunities that we have to offer and they will be paid as College Learners to come and participate in that element. We look at this as our learners were currently in our system are being having a pathway to become the future learning facilitators and ultimately the future leaders in our community and when i look at the in lindsay many of those were in Educational Leadership to live in the community. As a superintendent i would say its a gift i could give to the community would be that when i leave at some point the learning facilitators and the leaders are actually people who are from the community because that is that just changes the whole dynamic of what is possible for the children in the future generations. Thats a practice were doing it now. I jump on that because i think that is the best practice but i talk about systems demand and this comes together in a particular place and we dont focus on the demand teacher prep because we turn out teachers and the contextualized demand focus of employers, partnering with prepares for real specific challenge and it has to be anchored in the guaranteed viable curriculum you will teach. We are not. Teachers to teach anything, work preparing teachers to teach in a specific context. It has to be anchored to the teacher and the preparer whether thats a legacy or any other preparer for the web teachers and we say that we do 6080 of teachers is that you can save your money and you can save your money because you did not involve me, my needs, in the design experience of what you are going to teach me. If the same lesson with our kids. We dont ask our kids how to teach them we dont ask our teachers how to invest in their own professional learning so that contextualized model that you described anchored in a partnership for real need or real demand is something that we all need to Pay Attention to. Thank you, ken. I would like to ask elizabeth and andrew from your experiences how have you been able to find the kind of teachers that you have needed for your models and approaches and what are your challenges there. The evidence about teacher effectiveness is critical in the teacher is the most important part of the teacher. If you have a high quality teacher in every classroom, kids learn. Education department k12 summit available at cspan. Org, we leave the last few minutes of this as the us senate gavels and to start their week to work today on the nomination of the middle district of tennessee court, about to limit debate set forth by 30 00 easter. Live Senate Coverage now on cspan2. Senate in prayer. The chaplain let us pray. Eternal god, abide with us when other helpers fail and comfort flees strengthen our senators with your might. Provide them with a perseverance that completes the task, a courage to face every fear, and a fidelity that brings glory to your name. Help them