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tv   Council of Chief State School Officers - Education Policy Priorities Panel  CSPAN  March 5, 2018 10:56pm-12:07am EST

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teachers and our students. [applause] [applause] >> good morning. it's good to see everybody here this morning. lots to do and lots to talk about and lots to celebrate and that is really the purpose of my speech today. they call it the state of the state and there's lots to share. you know it's been nearly a year since we gathered here and took the lead on making education more equitable for all of our children. we published the equity report a
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commitment that this organization has taken to heart and to advance equity to children across our nation. they were published in february of 2017 so we know that our work was well underway before that and i want to publicly recognize attorney e. verse. i know he is here. tony was really the person that started all of this. he led this organization in creating and signing onto the equity commitment. he brought us together to have the necessary conversations about equity and to ensure that all children to receive an equitable education. you know i am very proud to be the president of the organization this year. just about everywhere i go, i value the work of this
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organization so much and i love the fact that each year we have renewed our commitment toward equity and taken on one of the commitments as the president will do. the thing that i love about the command and for us they are not just that, they are action. they are place a week ago to think about what we need to be doing. we have made a lot of progress since these commitments were published and states are leading and i think that's an important thing for us to keep in mind that i is know some of you may have heard or read in recent months, perhaps you have heard that states aren't doing enough. perhaps you have heard we recently got this new flexibility because we have been embracing the center plans or some don't take that our plants are strong enough for innovative enough. i haven't heard it in my state. i haven't heard from my stakeholders and i'm sure you
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have not heard it either. we have had a lot of people that participated as you did and are looking forward to taking in their information, what did they want to see from us as educators, what do they want to see in our plans and we have gathered that together and come together in d.c. to talk about the work that we are doing. i have no doubt the organization has the best for children at heart. we are all working towards the same goal and no one i believe is more committed than this nation than doing the work that needs to be done on the half up the children of this great nation. i want to take a moment to talk about the progress as well as recognize some of the challenges that still remain but i think it's time that we do this and i want to do this commitment by commitment. looking at the equity and how we are advancing that.
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the plan is important but it's the work behind a plan that's going to be the more important because that is to focus on children. let's take a minute. the first amendment was equity. and equity vision and a measurable target. .. the demographic information of
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students, the breakdown of suspension rates and achievement scores into the groups and more. these are one way the district is working to increase transparency around how schools are serving traditionally underserved children. in maryland, they've taken the lead at ten leading commitments asked her directors and managers within the state agency to renew the commitment didn't make a connection to their work and the regular report on the progress of staff meeting. we created a strategic plan from 2017 to 2020 and all of it focused on the leading equity commitments and how this organization is going to support you as the states as we make progress towards that. many of you know the directors are in the process of looking for a new executive director and while this is a time of transition i want you to know we
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have strong leaders in the interim director carissa to make sure they are moving forward. the second commitment is starting from within focusing on the state education agency. this means the state education agencies are strategic about how the staff will organize and prepare to advance equity for all children. the department created an office of equity, diversity and inclusion in depth supporting them across the state the deputy superintendent were to create plans and strategies to improve educational outcomes for the underserved students. for example, the states have an african-american black student success plan aligned with the state's strategic plan.
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in vermont and wisconsin, rebecca holcombe offer implicit bias training to their staff and state agency and are taking steps to make sure that they know that their staff know how to have conversations around difficult concepts of race and poverty. we restructured our state agency so that we were aligning our staff to our priority is and a rigorous recruitment process to ensure that we have the best people but also reflect the racial makeup of the student population. of the third commitment is to measure what happens, create accountability for equity. this means they should design accountability systems interventions in low performing schools that will help to meet the state's goals for the educational systems.
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they are now measuring the accountability system it focused on making sure all students are not only college ready but also prepared for a career completing the dual enrollment or earning an industry recognized certificate. to include some measure of the teacher absenteeism. they have ways to achieve equity through accountability. in tennessee, the commissioner revised her state's accountability system to now face 40% of each on the results of its low income special ed, african-american, hispanic and native american students. this puts an emphasi put the imn
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districts and schools to provide an education that reaches every student in the state of tennessee. the commissioner had to move beyond the traditional academic measures of test scores and graduation rates and is adding measures such as entrance into postsecondary after high school, physical fitness and access to the arts. go local, engage local education agencies and to provide tailored and differentiated support. they are not meeting the needs of the children. it's the result for america and identified 162, same practices
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for using evidence to improve the outcomes as it's reviewed state plans. they didn't end when we submitted their plan. new york, north dakota and many states which the committees and subcommittees continue to meet to talk through implementation and what did that look like. it recognizes the importance of the district leadership to turn around low performing schools and he's working to put them in the lead through an empowered improvement process beginning with the needs assessment and equity analysis schools and districts will work with their communities to create a plan that is based in evidence of data.
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to support the schools in the implementation and monitoring of the interventions that work best for them. follow the money and allocate resources to achieve the fiscal equity. if you worked in education, you know none of this is possible without funding and it's not the only solution but it definitely helps. the public education funding is also distributed equitably. this isn't easy. we've been in the middle of it in mississippi revamping the funding formula is not easy but we see great progress in the streets and i wanstates and i we california under the leadership of tom for the funding formula that is one of the most
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ambitious in the nation to serve low income children. it provides $10 billion in the extra funds annually so they can better serve students from low-income families, foster youth and language learners. a recent study on the institute found to power through the local controlled formula not only led to the increase in teacher salary and instructional expenditure but also lead to increaseled toincreases in highl graduation and academic achievement. there were $75 million a year to provide intensive support with high populations of english language learners and low income children. the commitment i am personally very passionate about is started early invested in the youngest learners this is the platform
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i've chosen for this year and i've been out and about talking about the power of the nation. hi quality can early childhood programming is absolutely critical to all children in order to continue to make progress and be successful and this is especially true when you are talking about th children of low income. we have to make sure every child shows up ready to learn. this has been an eye-opener in the state and i'm going to talk about that a little bit later. immi it has become community. they've become a model for the state and what is possible for the early childhood education. the teachers in a primary school recognized in the late '90s actually that's too many children were showing up to kindergarten unprepared.
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they decided to do something about it, so they gathered together and formed a partnership with the local head start and started a conversation and that is how it got started. how do we start conversations with people who have children we are serving across the state. the conversation goes on today. it's one of the top performing districts in the state. parents are moving to pedal so that their children can attend school succeed. they've also become the early learning to love this. this is a program is open to public schools from head start, providers and in order to close the gap before they even began. this is what the state leadership can do. as state leaders you have the leverage to start conversations across both private and public
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providers and i think that is the peace that we need to keep in mind. providing high-quality network for the group of states working together and we are working with national experts to improve funding, access and policies. monitor the equitable state standards and assessments. we do have an important role to ensure that they have the support that they need to implement the standard and assessment equitably. a significant innovation in recent years has come out of louisiana and that is thanks to the leadership of john white. getting the teachers and local districts to support the need not only to understand the academic standards but also to better understand which textbook and curriculum materials meet your children's needs.
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low income children are less likely to have access to high-quality content or textbooks in the classroom than the communities. this accounts for the significant achievement gap between the students and their more affluent peers they have access to the high-quality materials and they have the training they need to support them in this work to deliver and to promote what they called tier one curriculum. the state promotes the use across the state i and all stats and teachers have access to that curriculum. i am proud of the fact that mississippi is following followg louisiana's need. we have engage with them so we can better learn how to help our teachers have access to high-quality materials.
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realizing that in mississippi those decisions and curriculum are also locally made and the honor that but we have been working with teachers in our states to make sure that they know how to recognize high quality material. and not just take that at face value. and that stresses the importance of the teacher in the classroom. we know our children couldn't be successful without and that leads us to commitment number eight value people focus on the teachers and leaders. this can mean a number of things because the state leaderbut as t means making sure every child, regardless of the zi zip code, regardless whether they live in poverty, regardless the cover of theicolor oftheir skin have acca quality, effective experienced teacher. it also means investing in our current and future workforce to make sure that they are prepared to meet the needs of these
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children. the immediate past president of south dakota lead on this equity commitment during her tenure and focused on creating a ways to elevate the voice of teachers in state policy decisions. it was an opportunity to join policymakers and other stakeholders to study the data and come up with solutions to tackle particular issues that they had in their state. after a successful pilot in new york and florida they are now exploring similar models. other states have made significant progress in this area. in ohio they developed an educator equity plan similar to other states under the leadership of the superintendent of the state is hosting equity labs across the state to include school districts examining the data and finding ways to
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increase equitable access. in pennsylvania the secretary focused strongly on school leadership and launched the academy a year-long equity focused professional development opportunity that has reached approximately 140 school leade leaders. later this month we will launch a new network focused on system-level changes that will lead tneed to diversify in educn workforce and support future and current educators and effectively teach children of all cultural backgrounds. over the past year i've recognized the importance. number nine says improved conditions for learning focus on school culture, climate and social emotional development. schools have become much more then where children come to learn math and reading and science and the arts. they are community centers in
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the small towns and places of safety and comfort from the children for too many big yummy meal that they may have to pay. this is why we have to recognize to achieve equity we have to provide safe supporting environments where children are free to learn. we will establish a working group to focus on how we follow through on our commitment to ensure every school is this a supportive environment for the teachers. in light of the tragedies in parkland florida and bent in kentucky, far too many have taken place in schools across this country. we had a call t have a call to e state leaders and we recognize it a is a time to gather for our children. if you are one that would like to get involved in this, i encourage you to reach out and
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please let them know that you would like to be included in this working group. this isn't going to be easy. safety sits at the beginning of many complicated issues mentioned earlier today. but our state chiefs welcome this difficult conversation that will move us forward. the work is just beginning and we expect to have more information in the upcoming week. it's hard to sit and listen to the things that were said earlier today and not touch your heart where many of us are so thankful we are not where steven ansteveand pam have had to be. but we want this work to move forward. this is one way that the state is making sure the student
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voices are considered and it's evaluating school climate and culture. in minnesota the state has taken several innovative steps under the leadership of the commissioner. to create a new position focused on equity into supporting the districtthedistrict stands to wh local communities to meet the students need. the department developed a toolkit to help the schools create environment for transgender and gender nonconforming students. they decided to use food for access to the school, summer and afterschool nutrition programming for any school that is identified for the school improvement. we know students should have options regarding how and where they go to school and taking into account the needs of the
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community which brings us to the commitment number ten. empower the student options and am sure that they have access to high-quality educational options that line to the community needs. regardless of where they live, all students must have access to advanced coursework and educational options that best meets their needs. in north dakota the superintendent is working to accomplish this through a new law that creates the system that allows parents to enroll outside of district that they want and the goal was to ensure that students could access to the right education. in florida the department of education facilitates all public schools both district and charter to share best practices so that they can learn from one another and how best to meet their needs. in conclusion i think you see the commitments that we are making progress.
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states are taking the lead. we are working to make sure that we improve education around the country for old children that we are not being allowed. in each of these examples you can see the state chiefs are working with teachers, legislators, state board meetings, members, governors and other stakeholders to ensure that we make the decisions that are in the best interest of all children. at the meeting this week we are going to take time to celebrate some of these promising practices and learn from each other on equity and implementation, career readiness, financial transparency and so much more. it's an important time to dig in and have a conversation about the work ahead. we are not finished, we know that we are far from it, that we will not be finished until we create an educational system in each of the states where every student has access to the educational resources that the meditheyneed, and the rigor to e
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to grow. at the right moment tha that the immediate and this means across race, gender and ethnicity, language, disability, sexual orientation, family, background or income. this is an important moment. it's an important moment for the country, and i am proud to see my colleagues across the nation leading on behalf of children and i am proud to represent you across the nation this year. thank you and i'm going to turn back over a. thank you so much. [applause] we are running a little behind
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so you should be adult and take the time as you need to take a break. thank you for those opening words and for highlighting so much of the good work going on in the states. we have so much to be proud of. as you can see they are leading to advanced equity. they made more progress than a year ago but we made advance. state leaders, teachers, students and stakeholders are working hard to make an equitable educational system the reality for every child. they'd know this won't be easy and we know this isn't the first time that we have this conversation and we know we must persist.
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we ran the annual policy for hia man to be polarized the state and leaders into a private session to say talk to us about what you've done over the last year we want to hear those stories they were putting these commitments in their strategic plans and their internal work and they know they cannot do it alone. many more included in the the rt that he published just this february to mention the anniversary that we did for the states in equity. that document is called practices to advance a equity commitment.
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we continue to do this work and continue to lean in on it. to have the examples of how to tell the stories. we are going to dig a little deeper into the example of how the states are leading to advanced equity especially with the new every student succeeds act. i will be joined onstage by the leaders have demonstrated their commitment to this work into to talk more about the challenges that they face in advancing equity and discuss their approach to ensure that we make progress on all of these issues so please help me welcome the wyoming superintendent from illinois state superintendent tony smith in florida commissioner of education pam stuart to the stage.
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[applause] good morning to all of you. i am going to start with a question i want to give you each an opportunity to talk about in the landscape of your equity work. it's important for us to point out not only is your geography different, but your contexts are different and it can look different in different places we will give you the opportunity to start first to talk about your state and what you are working to advance a.
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florida has moved from one of the lowest performing states on just about every measure to being in the top ten on almost any measure you can look at in the state of florida. as time has gone on, we changed that accountability system including into the accountability system does thingthosethings that we believe important and that we can see will change the needle. the include in our accountability system a component of learning games which does take into account the challenging populations that our
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schools have within the state of florida but then we added that there is a component of equal weight that looks at moving the performance of the lowest quintile of students and that has made a significant difference and has actually moved us so that our fourth-grade readers of low income lead the nation in the performance of low-income students and that does give back some of the equity issues. we are also looking at ways we can challenge our highest performing students and including students that maybe in years pas past haven't been included, so the school system also includes acceleration and in looking at the performance, we included participation as one component that finally dropped
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off and performance is the only inclusion in the state grading system on acceleration and is not a coincidence that florida is the number one state. we are fourth in the nation and performanceinperformance, so ma, massachusetts and connecticut, watch out because we are leading towards you. we have also done so and that is indicative in the participation and performance to be more inclusive than what the students taking the exam demonstrating if we hold them to high standards they will in fact rise to those
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high standards. so that is one of the things we have been doing with our accountability system. >> to have a conversation about accountability systems and thinking deeply about what it is we used to be held to a historically which is really binary either a good school grade out of school and i do not as an educator think of [inaudible] how different is that dan already having the notion that i could. so thinking doris kearns goodwin did a good job introducing her so there is nothing like a book
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a little biography background for me i was an english major and wrote my sis on emily dickinson. the power of being able to engage deeply, so one of the most transformational pieces of the new accountability opportunities of growth. so now fully 50% of the system is based on growth and being able to look deeply at young people and in particular the children that are most school dependent so you may hear that term in the social consistency,
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the kind of well-being for the e experience but very few other places they get out of school. so, personal. i was a very school dependent child. so i'm going to change it up a little bit. do you think it's easy to start thinking about the accountability systems and designing it you have to have a system that reinforces the. we were in a deeply competitive
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system and now i would argue they were always craving the ability to care for the work across districts and states. it is the context to share stories and practice across districts and in fact i will go deeper into this in a minute thabuthe has we have hosted three storyteller positions that we will start the accountability system with 852 positive stories that we built from what's working and we all got to get better. every one of us needs a coach to get better. i need a personal coach in the off-season to get better. they are the best players i've o ever play that we need help to get better if we all did some stuff pretty well.
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the ability to interact with the do we hear all the time if something is bad, they go in looking for something data. if we start to see examples of something that are a little bit different, maybe we will see some different thing is. so the opportunity to build a system that orients us that way is an opportunity to talk more about that. >> it's always difficult to follow great colleagues like pam and tony. let me just say i hope what you have heard is the equity commitments allow us to be pleased with our work and students. i said it is pretty tough to think about.
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the education system is dependent on state funding from commodities on the provision for locals will districts from using the funds to augment their education anything they raised locally goes to the state level as captured and redistributed it so we truly have equitable funding but it's a whole lot less about quantity and more about quality of the funding and that is where we started digging into these commitments and wyoming. i hav have to give a shout out y colleague who got me thinking about how to engage tribal learners in this process. for so long even though we are all thinking about equity, there is no way to move the needle with archrival learners we just cannot do it. there is too much. it's too big.
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through a grant, we were able to engage the tribal teachers more deeply than we did our other stakeholder groups, which to us brought forth a few moments. but in addition to that, there is a requirement that we engage in a formal government to government relations and i have to say some thing about it that kept me up at night is how do we move beyond the government consultations and moved into a conversation that we haven't had before. having them come to my office to talk about how we need some help, we need more resources and do this differently but we haven't been beyond those niceties.
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so the default around the consultation to conversation, we have been able to make inroads with our tribal leaders and our tribal schools that is unprecedented and i am proud of that going forward. that has found its way into multiple commitments. so number one is professional development. what we hear over and over again from our tribal leaders and i don't say that tribal learners are any different from any other group, any other student group that we want to identify in that state or that we might not be identifying yet. number one, stop telling us what is wrong with our schools and let's work together on putting resources and people towards solving some of those issues. number two, continue to talk to us. recognize that we are unique in not just the lowest 5%, but truly unique in that we are the lowest 5% persistently low, and
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maybe what you're doing for other schools or maybe the way that you are thinking about the school improvement isn't going to work for us so how do we work together to change the conversation. number three, we want to think about, and in particular our tribal learners, we want to think about excellence and think about that in terms of the standards and assessment. so, again, bridging the multiple equity commitments to think that the tribal learners and all learners and the quality of the funding not just the quantity of funding. you had this conversation going on in illinois and i'd love for you to talk about the journey for yo you and stakeholder engagement. >> obviously everybody here across the country to engage in
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a conversation with people in schools and communities we ended up writing three different drafts and that was engaging 100 plus meetings up and down the state. here you the opportunity to continue to work together, this is a pretty consistent theme across the country. one of the things that we could do to design a plan that met the needs what would it look like, so starting from this vision and looking backwards in the practice, that really created that first emotional relief of all the things everybody hated about everything that was happening and that whole first t round for a lot of emotional release and then getting into what are some of the opportunities. and then that work is going from the kind of everything under the sun, the back and forth and
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obviously moving at the speed of trust. and when people sold the process, things that didn't make it into the final plan that heard the rationale, that is why the multiple draft was so important. then the things that were not result we said that these were working group issues and even in the families of dead the dead, e are items that we need more work on. the definition of leaving the leaving high school college career what does that look like here is the plan and we expect to work this year on getting it finalized so that by august, the entire state is ready to launch together. so we have 31 pilot district is using the district across all
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districts across the structure and governance and it is against that rubric that every district will do that keep equity analysis so the lowest performing 5%, sure that the entire structure is about the capacity building because every single district, every single school can do something better and different for children. >> i appreciate what you said about the speed of trust. it's a pretty important concept when we are in a big hurry to get things moving, but the speed of trust is an important thing to think about. talk to us about your stakeholder engagement in the trust and the flexibility that was provided. how did that matter when you went into this work? >> we went about this by
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engaging certain groups that truly would have an investment in what our plan would result in and that was a great opportunity for us to be able to gather information. in a very formal way we pulled together superintendents that represented at the university of florida and the diverging viewpoints on this particular issue. that proved to be helpful in coming to some decisions as to practitioners, but also in being able to have some community voices that could continue to carry the message forward for us and within florida i would say that because we have been about this for more than a decade, this was a matter of finding
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those things within the flexibility that would be important to florida and moving this needle particularly when we think about closing the gap. >> you have a different context your statement from the stopgap measure and wafers to talk about the flexibility that you experienced and the way that you looked at it. >> we are one of seven states that did not get a waiver so historically we have looked at federal accountability as more of a black spot in the state than many others have looked at in fact so much so that we stood up on the accountability system at the statewide level and essentially told stakeholders for the last years of the
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existence to ignore that and focus on the statewide accountability which in theory sounds like a nice transition when we go from no child left behind because we have been asking them to focus on the state accountability system is now all of a sudden there are some opportunities to enter the commitments but also prevent the opportunities for us to strengthen the statewide system dot because we are being told that we have to, but because it is the right thing to do for students. so, it has definitely been a challenge because we have seen very distinct accountability system. one has been the golden child.
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so to merge those again presented opportunities to look at the plan as a sort of blueprint for an executive summary of our statewide accountability system as something that we want to merge. stakeholder engagement has been so key in this process. talking to folks about how they provide a backdrop and opportunity for us to think more carefully about career college and military ready to think more carefully about the stakeholder input. we have an unprecedented standard review process in wyoming that is completely transparent and we get literally hundreds of comments through town hall meetings.
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before, during and after the promulgation. and so, that may seem desperate or separate, but it all feeds into our accountability system in the sense that we are trying to build and utilize or leverage to make the state works much more robust. >> that is an important point that for so many states, for most states it is a component of the way in which you look at education in the state. you may have heard there have been concerns with your plan. there was no innovation that you neglected the groups. talk to us about some of those criticisms with some of those comments and how you are thinking about those in the
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state. >> happy to take that on. we believe what we have done has been very successful and we also think that we have bought what i would term as a commissioner's grassroots approach to the closing the gap topic in a little over a year ago we began work on first making the data that many of you know we have a great deal of data in florida in a very user-friendly kind of way so that anyone could go look at what does the gap look like at the state level, what does it look like in my district, how does my district compared to the state an and others that i may t to look at and really putting the information out there to begin the conversation.
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we started the commissioners convening this, and i invited all superintendence as well as the college presidents in the system in florida that includes the college system so we invited them to gather for conversations and initially it was to look at the data in the service area so the districts were working together with their local college and just taking a look at where we stand and where the gaps are and where to focus our energy. then when they put out the ten commandments as done today, and actually i wen went back immediy and we took that list and i brought profs. we have to strategy for closing
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the achievement and attainment gap making it applicable to the k-12 and college system and we took those and prioritized them to fit within the system and we have had one other convening where we went about to talk about what we need to do to change this. it's in a meaningful way rather than being something that was dictated through our accountability system and also seeing the value that it was going to be as pointed out the value that it woulvalue that itr students and how they each room you were going to be able to move the needle in this way. one reading that i think is important that we all do is call
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the impact of implicit bias, racial anxiety and stereotype threat on the student outcome. it can change the individual outcome and actions in this very arena. it's so important that all of us pay the time to look at that and change what we can do. if does get asked some of those things that we talked about are so important in this arena. people will not be able to pick up the plan and point to all of those things you talked about. >> the opportunity to look at the implicit bias with these agencies even that reference now that pam is making with the plan
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in illinois we are talking about is situated districts and where the schools are located, they are located in context and for a long time, the language of the at-risk students and the distance that puts the kids away from our shared responsibiliti responsibilities. children we have put at risk by the community decisions that have structurally excluded groups of the families from the circle of concern and the narrativand thenarrative of thes of each one of the children and families and was in fact we are going to do and the extra support those kids need. how about this, the best community schools i've ever been in is a well resourced community school where there are a lot of adults in all kind of things the schools are going through. it's not extra needs that they
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have come is that they don't have another place because those opportunities have been stripped. so what ways we understand the context of the schools and where they are situated allows for us to have targeted universalism. we must target the resources in different ways to ensure that all of our children are doing well. equity is a superior growth strategy. the policy of extraction and just getting the best you can from a few kids who take all of the states. we must figure out how to care for and educate every one of our kids. a tremendous waste of human capital that plays out across the system unless we think over stickley.
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remember when we took a position in illinois in power fo about at of beliefs, we've bee we have bg about this in the country for 50 years from the main structural exclusion as the primary issue, so until we take that seriously and begin to dig deep, part of the storytelling is the sharing practice and beginning to interrupt the implicit bias. you start to have other ways to talk about people and see them as a more complex rather than just what they are not. so, i think what is interesting about some of the critiques is that it's still from that punishment frame. it's not what have they done in their leadership to create more conditions and opportunities for the children across this country which i think my colleagues in the country have been extraordinarily in the
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leadership to create a better set of opportunities. i will add a tiny bit more to that is to say no child left behind had all of us on defense for years and years we were constantly having to say why weren't they more proficient on the test were o why weren't they ready for college or why they didn't fit inside of a box. as we were trying to grapple with how to have this conversation inside the framework of expectation and constant defending ourselves this gives us a wonderful opportunity to be on the offense and have these conversations. that is a very pivotal point to
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be as education leaders and for the states to be as we begin to take the lead. when we have critical feedback, and i will just say about the long-term goal, i took that as an important opportunity to say thank god it's the goals are where they are because they are real goals. and we have an opportunity to think about realistic goals, lofty, ambitious, but achievab achievable. so we are not going to pretend every kid can be successful on a test or that every kid needs to go to college but we are going to accept and set goals and focus on the growth of the students from year-to-year and at thyear to year andat the endd that they can all be participants in the prosperity of the state and prosperity of the nation by taking different
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paths. i think that is the strength and also the pitfall because the default is constantly weave got to have all kids with the same. it's important to have these discussions in spite of the context of the law and think about boldness not in numbers and not in 100% worth every kid lookinwhere every kidlooking ate get to think about education in a bold way that we have and maybe ever. if there's anyone who would like to ask any of the panelists sequestered, we have microphone renders all across the room. while we are waiting for some brave soul to stand up part of
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what i have seen, and you have seen this where we've known each other for a long time who took on the issue of chronic absence with me to hel helping school districts take a look at this metric and see what it meant for the consumer responsibility. what i know is the key is we were thinking about this as you think about how some are schooled dependent is an early warning sign it is around sharansky and what i see is the blame game goes everywhere. what you are talking about in the mindset is how do you create an opportunity to move away from blame and growth in a way that builds upon the strength of
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everyone in that system, but we have never done that before and i can see the system so entrenched not on this approach to growth and my question is both what is it that you as the superintendence can do to help move that could also what it is that you need from those of us outside of the systems to support you and create a different kind of dialogue because it is a pretty tough environment to shift from the blame to growth mindset that is pervasive in this moment. >> i think last night doris kearns goodwin had a brilliant question about talking about the addition of the country. i still think as allies in the
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system our ability to be pushed as leaders and also expected to have the belonging of inclusion right now there is a can or not pushing them out like the punishment frame work even for those of the expo how and in what ways are we taking care of them comes over those that do not show up what are we doing. evidence-based funding in illinois, huge work. we have now moved to the enrollment-based system largely because he advocated we need resources for those kids that are the most distressed to be able to help get them in, so the funding about getting resources to go help rather than they are not attending so we've done everything we can to get the dollars and we have resources to figure out what is happening. i would say as allies outside of
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the system you have to help us change the narrative. we need bigger voices to change the narrative and we need to talk about inclusion support and growth. the growth mindset we might all get that in here but this idea that it is not fixed, that is different work and we need more conversations about that. the chronic absenteeism is one of those issues that indicates we have some warning signs that there's others as well and one of them is the teacher's absenteeism. when you look at his work is that just indicative of the entire issue that's the stupid school culture and what we can do in the entire picture perhaps meant worships or making the
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connection and the social emotional and many arenas as we talk about school safety etc., and i think if we can address that we are going to think differently about how we address the absenteeism issue and make meaningful changes in that area. ..
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>> thank you. i'm from new jersey and i'm inspired to your states and the experience addressing issues of voice inequity through the process and i think we all have a lot of learning experiences hearing from people we have never heard him and realizing where that took us to a policy perspective that we are not implementing policy involves people and hard work and roll your sleeves up and i was wondering what your thoughts are in keeping the momentum of that real careful thought process and making sure people are in the room for the decisions when the decisions are not grand plans to get national review.
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they are disciplined practices are everyday issues and all of our districts and schools a wondering what your thoughts are to keep that momentum? >> i will start to say that a great first step is the campaign and here is why. i think we need to be thoughtful about the leading campaign not just being sorted by coal ash of good stories but we are intentional about attaching those stories to the equity commitments and how we are applying your implementing the equity commitments in our state. i think good begets good so the campaign is a great way to start which could be seen as sort of a gloss over but i think it will lead to us thinking more deliberately about the soft
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pieces that are going to get the national review. >> intentionality of structures and support so it's not welcoming people and to have a conversation in a place that is uncomfortable, uncertain and how and in what ways do you have to create different conditions and learn how to listen to one another. last night, sorry for this buzz. last night we were charged to lead. we are uniquely positioned. our ability to connect and helpless and to each other, listening is a transformative act. i really fundamentally believe that. there's not a lot of space where we are just supported to listen so those local democracy from school districts that needing gauge meant and creating more
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comfort and more structures for people to be participants in a conversation and learning how to support each other to listen is really critical. that's technical work. that's not just getting people in a a roman listening and this has been said by many of my colleagues but the best public policy and in partnership or you have to create the conditions for partnership and an implementation. the intent and policy to keeping those feedback loops and process until you get overtime pay that requires new relationships and creating new conditions in relationships. we haven't done very well in this country. >> he only thing i'll add is in my 308 days remaining in this role i feel a sense of urgency to get this done or at least so
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embedded that it just becomes a way of life and there is never a time when i speak publicly or even one-on-one that i don't talk about this issue and closing that gap and have that elevator speech. we also have an infograph that talks about how well we do what we have left to do and what are the most important issues to get done. this is an easy thing for us to do. start the conversation. if you talk to any of the superintendents in florida and ask them what is the goal in florida they will tell you it is to close the achievement gap. so keeping that conversation fresh in everyone's mind always is what is important. >> i'd like to close this out a bit by fellow panelist to go back to the question about what
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u.s. partners can do to help in moving this forward. we think back to trust with their stakeholders which the states have done an incredible job on but it's also our partners who sit in this room and our partners who help us get to work right. you can have a conversation to get the mindset that we want to see happen and we invite you into that conversation we invite you to talk to our state chiefs about things and what do they want to improve education so please join me in thanking our panelists. [applause] [inaudible conversations] >> we are going to keep


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