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Advancing Secondary School Reform in Investing in Innovation (i3) Grant Applications

Webinar:


Panelists
Robert L. Hughes, President, New Visions for New Schools
Lillian Pace, Senior Director of National Policy, KnowledgeWorks
Saskia Traill, PhD, Vice President of Policy and Research, The After-School Corporation (TASC)
Bob Wise, President, Alliance for Excellent Education

The Alliance for Excellent Education held a webinar providing information and guidance to potential i3 applicants doing promising work in the area of secondary school reform.

The U.S. Department of Education announced on March 27, 2013 the start of the $150 million 2013 Investing in Innovation (i3) grant competition, releasing the program’s invitation for pre-applications for the “development” grant category and the notice of final priorities for the i3 program overall. The i3 program aims to develop and expand practices that accelerate student achievement, close achievement gaps, and prepare every student to succeed in college and in their careers. The revised invitation incorporates many of the public comments submitted to ED and includes a priority for projects that support the implementation of turnaround efforts at the secondary school level. It also includes greater clarification regarding the use of expanded learning time, competency-based instruction, digital learning, and increasing student access to rigorous and engaging coursework. The deadline for the pre-application is April 26, 2013.

This webinar provided guidance regarding the variety of ways to approach effective secondary school reform. Specifically, panelists discussed how applicants can incorporate high school design principles, the use of time, and the use of technology into their programs in the grant priority areas to help make their i3 applications stronger and more competitive.

Supplemental Material

The Alliance for Excellent Education is a Washington, DC-based national policy and advocacy organization that works to improve national and federal policy so that all students can achieve at high academic levels and graduate from high school ready for success in college, work, and citizenship in the twenty-first century. For more information about the Alliance, visit www.all4ed.com.

>>> GOOD AFTERNOON.
AND WELCOME TO TODAY’S WEBINAR
ON SUPPORTING SECONDARY TOOL
REFORM.
WITHIN THE U.S. DEPARTMENT OF
EDUCATION, INVESTING IN
INNOVATION GRANT COMPETITION,
BETTER KNOWN AS i3.
I’M BOB WISE.
PRESIDENT OF THE ALLIANCE FOR
EXCELLENT EDUCATION.
I’M JOINED IN THE STUDIO BY
LILLIAN PACE, SENIOR DIRECTOR OF
NATIONAL POLICY, WITH KNOWLEDGE
WORKS WHICH HAS RECEIVED
PREVIOUSLY AN i3 GRANT.
SASKIA TRAILL, VICE PRESIDENT OF
POLICY AND RESEARCH WITH THE THE
AFTER-SCHOOL CORPORATION BASED
IN NEW YORK CITY.
ALSO JOINING US BY TELEPHONE IS
ROBERT HUGHES.
CEO OF NEW VISIONS.
ALSO IN NEW YORK CITY WHICH HAS
RECEIVED AN i3 GRANT AND WHO HAS
EXTENSIVE KNOWLEDGE ON SPECIFIC
DESIGN PRINCIPLES FOR HIGH
SCHOOLS.
OUR PANELISTS WILL ALSO HAVE THE
OPPORTUNITY TO ADDRESS QUESTIONS
SUBMITTED BY VIEWERS FROM ACROSS
THE COUNTRY.
TO JOIN THE CONVERSATION, SOME
OF YOU ALREADY HAVE, PLEASE SEND
US YOUR QUESTIONS, VIA THE SPOT
AT THE BOTTOM OF THIS WEB PAGE.
YOU CAN ALSO FOLLOW THE
CONVERSATION ON TWITTER USING AT
ALL4ED HAG TASH IN THE LOWER
LEFT-HAND CORNER OF THIS VIDEO
WINDOW.
IF YOU MISSED ANY OF THIS
WEBINAR OR WANT TO SHARE IT WITH
COLLEAGUES, ARCHIVED VIDEO WILL
BE AVAILABLE TOMORROW, I SAY,
TOMORROW, AT
ALL4ED.ORG/WEBINARS.
THIS IS A SOMEWHAT DIFFERENT
WEBINAR THAN THE ALLIANCE
USUALLY HOSTS.
MOST OF POLICY DISCUSSION, THIS
IS WHAT I CALL A HOW-TO
PRESENTATION.
OVER THE NEXT HOUR, OUR
PANELISTS WILL PROVIDE POTENTIAL
APPLICANTS, i3 APPLICANTS, WITH
GUIDANCE ON HOW THEY MIGHT
INCORPORATE HIGH SCHOOL REFORM,
TIME AND/OR TECHNOLOGY DESIGN
PRINCIPLES INTO THEIR PROGRAMS
AND WITHIN THE PRIORITIES THEY
ARE ADDRESSING IN THEIR i3
APPLICATION.
THROUGH THIS WEBINAR, THE
ALLIANCE WILL PROVIDE
INFORMATION AND GUIDANCE TO
POTENTIAL APPLICANTS THAT ARE
DOING PROMISING WORK IN
SECONDARY SCHOOLS.
ALIGNED BY THE ACE i3 PRIORITY,
SUCH AS TURNING AROUND
LOW-PERFORMING SCHOOLS AND THE
EFFECTIVE USE OF TECHNOLOGY.
THE INVESTING IF INNOVATION
FUND, OR AS WE’VE BEEN CALLING
IT i3, WAS ESTABLISHED UNDER THE
AMERICAN RECOVERY AND
REINVESTMENT ACT OF 2009, BETTER
KNOWN AS THE ECONOMIC STIMULUS
OR RECOVER ACTS.
i3 PROVIDES COMPETITIVE GRANTS
TO SCHOOL DISTRICTS AND
NONPROFIT ORGANIZATIONS TO
EXPAND THE IMPLEMENTATION OF AND
THE INVESTMENT IN INNOVATIVE
PRACTICES THAT ARE DEMONSTRATED
TO HAVE AN IMPACT ON STUDENT
OUTCOME.
AS MEASURED BY SEVERAL ELEMENTS
WHICH ARE IMPROVING STUDENT
ACHIEVEMENT OR GROWTH.
CLOSING AGREEMENT GAPS.
INCREASING HIGH SCHOOL
GRADUATION RATES.
DECREASING HIGH SCHOOL DROPOUT
RATES, OR INCREASING COLLEGE
ENROLLMENT AND COMPLETION RATES.
GRANT RECIPIENTS CAN USE FUNDS
FOR EXPANDING AND DEVELOPING
INNOVATIVE PRACTICES THAT CAN
SERVE AS MODELS FOR THOSE
PRACTICES.
WORKING IN THE PRIVATE SECRETARY
AND PHILANTHROPIC COMMUNITY AND
TO BE SCALED AND SHARED.
THERE ARE THREE CATEGORIES OF
GRANTS, DEVELOPMENT, VALIDATION
AND SCALEUP GRANTS.
LAST MONTH, THE DEPARTMENT OF
EDUCATION PUBLISHED TWO
DOCUMENTS IN THE FEDERAL
REGISTER OUTLINING THE EDUCATION
PROCESS.
THE FIRST DOCUMENT SAID NOTICE
OF FINAL PRIORITIES.
THE SECOND IS THE NOTICE
INVITING APPLICATION.
THOSE DOCUMENTS, AS WELL AS
ADDITIONAL INFORMATION ON THE i3
PROGRAM, ARE AVAILABLE AT THE
URL AT THE BOTTOM OF YOUR
SCREEN.
PREAPPLICATION FOR THE i3
DEVELOPMENT GRANT ARE DUE BY
FRIDAY, APRIL 26th, AT 4:30 P.M.
EASTERN STANDARD TIME.
THE AVERAGE SIZE OF THESE GRANTS
BEEN $2.8 MILLION.
AND THE DEPARTMENT PLANS ON
PROVIDING 12 AWARDS.
AS SHOWN ON THE TREE, i3 HAS
EIGHT ABSOLUTE PRIORITY AREAS.
APPLICANTS MUST CHOOSE AT LEAST
ONE OF THE PRIORITIES, AND AT
LEAST ONE OF THE SUBPARTS UNDER
THE PRIORITIES IN THEIR
PREAPPLICATION.
AND IF INVITED, THEN THEIR FULL
APPLICATION.
THE EIGHT ABSOLUTE PRIORITY
AREAS ARE, IMPROVING THE
EFFECTIVENESS OF TEACHERS OR
PRINCIPLES.
IMPROVING LOW-PERFORMING
SCHOOLS.
IMPROVING SCIENCE, TECHNOLOGY,
ENGINEERING AND MATHEMATICS
EDUCATION.
BETTER KNOWN AS S.T.E.M.
IMPROVING ACADEMY OUTCOMES FOR
STUDENT DISABILITY.
IMPROVING ACADEMIC OUTCOMES FOR
ENGLISH.
IMPROVING FAMILY ENGAGEMENT.
EFFECTIVE TECHNOLOGY AND SERVING
RURAL COMMUNITIES.
PRIOR TO THE RELEASE OF THE
FINAL APPLICATION DOCUMENTS, THE
ALLIANCE FOR EXCELLENT EDUCATION
SUBMIT A COMMENT AND IS
EXTREMELY PLEASED THAT A NUMBER
OF THEM WERE INCORPORATED.
YOU CAN SEE THE ALLIANCE OF
COMMENTS AT THE URL LISTED HERE.
SOME OF THE CHANGES THE
DEPARTMENT MADE INCLUDE, FIRST,
A PRIORITY FOR PROJECTS THAT
SUPPORT THE IMPLEMENTATION OF
TURNAROUND EFFORTS IN SECONDARY
SCHOOLS.
INCLUDING PERSONALIZED REPORTS
FOR STUDENTS.
SECOND, SUPPORTING PROJECTS,
INCLUDING THE USE OF EXPANDED
LEARNING TIME THAT WOULD CHANGE
THE ELEMENT OF THE SCHOOL —
ELEMENTS OF THE SCHOOL’S
ORGANIZATIONAL DESIGN TO IMPROVE
CONSTRUCTION.
FOR EXAMPLE, SCHOOLS COULD USE
THIS FLEXIBILITY AROUND
ORGANIZATIONAL DESIGN.
AS AN OPPORTUNITY TO PROVIDE
HIGH SCHOOL OPPORTUNITIES WITH
WORK THEY’VE LEARNED AND
CONNECTED TO RIGOROUS ACTIVITY.
THIRD, CRITICAL THINKING,
PROBLEM SOLVING, EFFECTIVE
COMMUNICATION AND COLLABORATION,
AS MEASURES WITHIN THEIR PROGRAM
EVALUATION.
THEY CAN ALSO USE OTHER
PRACTICES TO SUPPORT DEEPER
LEARNING SUCH AS
COMPETENCY-BASED SYSTEMS.
FOUR, SUPPORTING PROJECTS THAT
USE TECHNOLOGY TO INCREASE
STUDENT ACCESS TO EFFECTIVE
INSTRUCTION.
THE ALLIANCE BELIEVES THAT THE
i3 COMPETITION PROVIDES A
WONDERFUL OPPORTUNITY FOR HIGH
SCHOOL LEVEL REFORM.
ADDITIONALLY, IT ENCOURAGES
APPLICANTS TO THINK INNOVATIVELY
ABOUT HOW TO PROVIDE STUDENTS
WITH LEARNING OPPORTUNITIES TO
PAIR RIGOROUS ACADEMIC COURSE
WORK WITH REAL WORLD PROBLEMS,
MAKING LEARNING MORE RELEVANT
AND ENGAGING.
SO NOW THAT YOU KNOW A LITTLE
MORE ABOUT THE PROGRAM, LET’S
TURN TO OUR PANEL TO DISCUSS HOW
YOUR APPLICATION CAN BEST
REFLECT THESE PRACTICES.
SO, WE HAVE A NUMBER OF
QUESTIONS THAT HAVE ALREADY COME
IN.
SO, PANELISTS, I’M JUST GOING TO
JUMP RIGHT IN.
SO LET’S TURN TO THE QUESTIONS
THAT WE HAVE RECEIVED FROM THE
AUDIENCE.
ONE IS, SO EACH OF YOU ON THIS
PANEL HAS A DIFFERENT EXPERIENCE
WITH THE i3 GRANT.
TWO OF YOU HAVE BEEN SUCCESSFUL
RECIPIENTS OF THE GRANT.
WOULD EACH OF YOU TAKE A MOMENT
AND TELL THE AUDIENCE ABOUT THE
WORK THAT YOU ARE DOING
CURRENTLY.
LILLIAN, WHY DON’T WE START WITH
YOU.
>> ALL RIGHT.
THANK YOU SO MUCH.
I FEEL HONORED TO BE SITTING
HERE IN THE STUDIO INSTEAD OF ON
THE OTHER SIDE WATCHING THIS
GREAT WEBINAR.
KNOWLEDGE WORKS WAS FORTUNATE
ENOUGH TO RECEIVE AN i3 GRANT
THROUGH LAST YEAR’S COMPETITION.
WE ARE WORKING IN PARTNERSHIP
WITH THE NEW TEXT NETWORK WHICH
PROVIDES PROJECT-BASED THINKING
AND TECHNOLOGY INTEGRATION TO
CHANGE THE LEARNING ENVIRONMENT.
WE ARE ALSO PARTNERED WITH THE
RILEY INSTITUTE AND WITH TWO
SCHOOL DISTRICTS.
AND A RURAL PORTION OF SOUTH
CAROLINA ALONG THE I-95 CORRIDOR
WHICH UNFORTUNATELY RECEIVED THE
BAD NAME ALONG THE WAY OF THE
CORRIDOR OF SHAME.
IN FACT, ONE OF THE SCHOOL
DISTRICTS WAS PART OF THE
ORIGINAL BROWN BOARD OF
EDUCATION RULE.
SO WE’VE PARTNERED TO PROVIDE
MUCH GREATER EMPHASIS ON DEEPER
LEARNING SKILLS, AS YOU OUTLINED
IN YOUR OPENING.
THERE REALLY IS RICH TECHNOLOGY
INTEGRATION TO CHANGE THE
LEARNING ENVIRONMENT.
THEY’RE PROVIDING COLLEGE
CREDITS FOR STUDENTS IN HIGH
SCHOOL TO BE AT LEAST A MINIMUM
OF 12 COLLEGE CREDITS, AND
THEY’RE PROVIDING A TRAINING
CENTER ONSITE FOR OTHER SCHOOLS
IN THE STATE FOR THE BEST
PRACTICES THAT ARE BEING
DEVELOPED.
SO THEY JUST FINISHED THE
PLANNING YEAR.
THEY LOOK FORWARD TO HAVING THE
SCHOOLS UP AND RUNNING,
BEGINNING IN THE FALL OF 2013.
AND SO FAR, EVERYTHING IS
LOOKING VERY PROMISING.
>> SO YOUR i3 GRANT, HOW LONG
DID THAT RUN?
>> THIS IS A GRANT, AND WE’RE
HOPING, IN FACT, WE’VE ALREADY
ENGAGED A COUPLE OTHER SCHOOLS
WITHIN SOUTH CAROLINA DOING THIS
WORK AS WELL.
SO WE ACTUALLY HAVE BEEN FAR
BEYOND, THE STRATEGY TO BEGIN
SCALING REALLY WONDERFUL
INNOVATIVE PRACTICES.
>> WITH THE i3 GRANT, IT HELPED
YOU TO JUMP-START THIS
INITIATIVE.
EXACTLY.
>> LET ME TALK TO BOB AND YOUR
WORK.
>> SURE, NEW VISIONS IS A PUBLIC
EDUCATION NUND NEW YORK CITY,
WE’VE BEEN AROUND 25 YEARS.
SIGH SHOULD AT THE OUT SET,
WE’RE 1 FOR 6
>> Caller: WE’VE ACTUALLY
SUBMITTED SIX i3 APPLICATIONS IN
THE PAST AND GOT LUCKY ON ONE OF
THEM.
BASICALLY, WHAT WE’RE DOING,
WORKING IN 76 SCHOOLS WHERE WE
HAVE AN ONGOING RELATIONSHIP TO
IMPROVE TRIG NOMTRY AND ALGEBRA.
AND TO USE STRATEGIES EMBEDDED
IN INSTRUCTION ROUGHLY EVERY
DAY.
AND WE EMPOWER TEACHERS TO
FUNCTION AS INQUIRY GROUPS,
RATHER THAN AS ISOLATED
INDIVIDUALS IN A SCHOOL.
AND WORK WITHIN AND ACROSS
SCHOOLS AROUND, LOOKING AT THE
SAME STUDENT TASKS, ROUGHLY, THE
SAME TIME, TO MAKE INSTRUCTIONAL
DECISIONS.
COULD WE IMPROVE STUDENT
ACHIEVEMENT IN MATHEMATICS.
SO THIS YEAR, WE HAVE PARTNERED
WITH THE SILICON VALLEY
INITIATIVE.
AND WE’RE WORKING ACTIVELY IN
1400 SCHOOLS WITH ROUGHLY 1500
STUDENTS USING A SCOPE AND
ASSESSMENT LESSON, WHERE AT THE
BEGINNING OF 1 OF 8 UNITS WE
PRETEST AND THEN WORK WITH
TEACHERS TO KIND OF GO THROUGH
BASIC LESSONS AROUND AN
ALGEBRAIC CONCEPT.
AND THEN AN AN INITIATIVE TO SEE
WHERE KIDS ARE AND THEN REFOCUS
ON RE-ENGAGEMENT ACTIVITIES
WHERE WE DON’T REPEAT CONTENT,
OR DON’T REINTRODUCE CONTENT BUT
INSTEAD, RE-ENGAGE KIDS WITH
MATERIAL THEY’VE BEEN EXPOSED
WITH.
FINALLY, WITH A SPECIFIC TASK,
ARE THEY ABLE TO DO SIGNIFICANT
GAINS WITH MATHEMATIC LEARNING
OVER TIME.
SO FAR, IT’S GOOD.
WE’RE LEARNING A LOT AS WE’RE
GOING.
ALL 14 SCHOOLS REMAIN IN THE
PROJECT.
AND WE’RE EXPANDING TO 28
SCHOOLS NEXT YEAR.
>> SO, BOB, AS A FOLLOW-UP, YOU
MENTIONED THAT YOU’VE BEEN
SUCCESSFUL ON 1 OUT OF 6.
AND WE OUGHT TO POINT OUT,
DURING THE 12 THAT ARE GOING TO
BE AWARDED THIS YEAR, IS THIS
NOT UNCOMMON FOR COMPETITIVE
GRANTS.
BUT WAS THERE VALUE IN GOING
THROUGH THE PLANNING PROCESS?
AND EVEN THOUGH SOME OF THE
OTHERS WEREN’T SUCCESSFUL IN
TERMS OF GETTING i3, ARE YOU
ABLE TO IMPLEMENT SOME OF THAT
PLANNING IN YOUR WORK?
>> I CAN ANSWER IT FLIPLY, YES,
A PAINFUL PROCESS IS ALWAYS
WONDERFUL IN TERMS OF GROWING.
I THINK IT’S BEEN VERY VALUABLE
FOR US BECAUSE WE’VE GONE
THROUGH PROCESSES THINKS ABOUT A
MULTITUDE OF ISSUES.
IT JUST HAPPENED TO BE THE ONE
THAT IS FUNDED.
BUT WE’VE USED THAT FOR THE
DAY-TO-DAY OPERATIONS IN A
DIFFERENT WAY WHERE WE’VE GONE
TO OTHER FUNDERS USING THE
INFORMATION WE DEVELOPED FOR THE
i3 AND IN THAT.
SING THE PROCESS IS A VALUABLE
ONE.
TO BE TRUE, I DO THINK YOU HAVE
TO BE REALISTIC ABOUT WHAT YOUR
CHANCES ARE.
YOU HAVE TO ENTER IT LOOKING AT
ISSUES THAT ARE MISSION-CRITICAL
TO YOUR ORGANIZATION BECAUSE
THEY DO TAKE AN ENORMOUS AMOUNT
OF TIME AND ENERGY TO
SUCCESSFULLY COMPLETE.
>> OBSERVATIONS ON i3?
>> YES, THE AFTER-SCHOOL
CORPORATION IS i3, AND I’VE BEEN
ON THE PAINFULNESS WITH THE
RESEARCH-BASED WORK WITH THE
WORK YOU’RE TRYING TO DO AND
DEVELOPING REALLY INNOVATIVE
PLANS.
BUT WITH A COMPETITIVE GRANT
LIKE THIS, THE REALLY STRONG
PROPOSAL ARE SUCCESSFUL.
THAT IS IT DOES NEED A REALLY
STRONG PROPOSAL THAT ARE WORTHY
OF FUNDING.
OUR WORK IN THE LAST TWO YEARS
HAS BEEN AROUND EXTENDED
LEARNING AND NOT JUST MORE TIME,
BUT MORE AND BETTER TIME FOR THE
STUDENTS.
SO WE HAVE A NATIONAL
DEMONSTRATION THAT’S
KINDERGARTEN TO EIGHTH GRADE.
IN NEW YORK, BALTIMORE AND NEW
ORLEANS, WHERE REALLY COMMUNITY
PARTNERS AND SCHOOLS COMING
TOGETHER TO REDESIGN THE DAY
FROM 9:00 TO 6:00.
SO THERE’S MORE TIME FOR
BALANCE, THERE’S PERSONALIZED
INSTRUCTION.
WITH THE SCHOOL PARTNERSHIP AND
THERE’S A COST MODEL IN PLACE.
OUR WORK IN HIGH SCHOOL REDESIGN
HAS EMERGED OVER THE LAST FEW
YEARS.
RIGHT NOW, WHAT WE’RE DOING IS
WORKING WITH NEW YORK CITY
STUDENTS WHO ARE GOING OUTSIDE
OF THE SCHOOL BUILDING, WORKING
WITH COMMUNITY PART OFFER INS,
IN WHAT WE CALL APPRENTICESHIP
WHERE THEY’RE ESSENTIALLY
TRAINING FOR PAID INTERNSHIP AND
EARNING CREDIT.
SO THEY’RE USING THAT KNOWLEDGE
FOR RIGOROUS CONTENT BASE AT THE
SAME TIME LEARNING SKILLS THAT
THEY’LL CARRY OVER.
OVER THE SUMMER, THEY WORK AT
SUMMER CAMPS, THE VARIOUS PLACES
AROUND THE CITY, WORKING WITH
YOUNGER STUDENTS.
SO WE SEE THAT AS A REAL PIECE
OF THE HIGH SCHOOL REDESIGN,
RETHINKING SO THAT THE WALLS AND
THE BOUNDAIES OF SCHOOL.
>> YOU FOLKS WITH STUDENT
ENGAGEMENT THROUGH THE SERIES.
>> YES, ABSOLUTELY.
IN A WAY IT COMES DOWN TO SORT
OF PARTNERSHIPS AND THINKING
ABOUT, YOU KNOW, ANYWHERE,
ANYTIME LEARNING.
NOT JUST LEARNING BETWEEN 9:00
TO 3:00.
THEY’RE LEARNING WHEN THEY LEAVE
AND GO TO A JOB.
THEY’RE LEARNING OVER THE
SUMMER.
FOR US, THE INTEREST ISN’T FOR
CONNECTING THAT BACK TO SCHOOL,
SO THAT THEY’RE NOT COMPLETELY
SEPARATE AND DISCREET
APPEARANCES, BUT THE ADULTS THAT
WORK TOGETHER, SORT OF
ARTICULATION BETWEEN COMMON CORE
LEARNING STANDARDS AND PRESSING
THROUGH THAT SUMMER INTERNSHIP.
>>> SO THE i3 GRANT PROVIDES
OPPORTUNITIES TO HAVE THE
TURNAROUND EFFORT FOR SECONDARY
SCHOOLS.
WHAT SHOULD SOME OF THESE
PROJECTS LOOK LIKE?
AND WHAT CHALLENGES IN SECONDARY
SCHOOLS WOULD YOU SUGGEST THAT
SOME OF THESE APPLICANTS DESIGN
THEIR APPLICATIONS TO ADDRESS?
>> I’M HAPPY TO KICK OFF THAT
ONE.
WE’RE VERY EXCITED FOR THE
OPPORTUNITY TO TURNAROUND
SECONDARY SCHOOLS THIS IS THE
AREA THAT WE REALLY NEED TO
FOCUS ON.
KNOWLEDGE WORKS HAS ACTUALLY
RELEASED A PAPER WITHIN THE LAST
COUPLE OF WEEKS IN RESPONSE TO
PRESIDENT OBAMA’S STATE OF THE
UNION ANNOUNCEMENT FOR A CALL
FOR A NEW DESIGN OF OUR HIGH
SCHOOL.
WE’VE BEEN WORKING WITH OUR
PARTNERS ON THE GROUND TO FIGURE
OUT WHAT ARE THE ELEMENTS OF AN
EFFECTIVE HIGH SCHOOL.
AND WE CAME UP WITH TEN.
AND I THINK FOR PURPOSES OF THIS
DISCUSSION, I MAY JUST PULL OUT
THREE THAT I THINK ARE REALLY
CRITICAL.
ONE IS RIGOR AND CONNECTEDNESS.
WE’RE BEGINNING TO SEE THAT OUR
GRADUATES AREN’T PREPARED FOR
COLLEGE OR CAREER.
AND WE’RE HEARING THAT FROM THE
RECIPIENTS ON THE OTHER END OF
THE SPECTRUM, WHO ARE IN THE
WORKFORCE, AND IN COLLEGES AND
SAYING THAT THE STUDENTS JUST
AREN’T READY.
AND SO, ONE OF THE BEST EXAMPLES
I CAN GIVE IS ONE OF OUR —
ANOTHER SUBSIDIARY, WITHIN OUR
PORTFOLIO, EDINBORO.
THEY HAVE A SCHOOL THAT THEY’RE
PARTNERING WITH BROOKLYN,
NEW YORK.
IT’S ACTUALLY A SCHOOL THAT WAS
THERE AT THE STATE OF THE UNION.
THEY’RE IN THE LOWEST 5% OF
SCHOOLS WITHIN THE STATE.
THEY DECIDED TO PARTNER WITH
IBM, AN INDUSTRY PARTNER.
TO COMPLETELY COME UP WITH A
WORK-BASED LEARNING MODEL FOR
THE KIDS.
IBM REPRESENTATIVES ARE ON
CAMPUS TWO TO THREE DAYS A WEEK,
DESIGNING FOR THEM, WORKING WITH
THE TEACHERS, GUARANTEEING
GRADUATES FIRST IN LINE FOR JOBS
AT THE IBM FACILITIES THERE.
AND IT GETS STUDENTS OUT TO EARN
60 COLLEGE CREDITS TOWARDS A
DEGREE.
SUCH A PHENOMENAL SUCCESS THAT
THE GOVERNOR HAS NOW PROPOSED TO
PUT IN TEN MORE IN THE STATE.
SO WE’RE VERY EXCITED ABOUT
THAT.
THE SECOND ELEMENT I WOULD SAY,
WE’VE SEEN SO MANY OF THE MOST
SUCCESSFUL HIGH SCHOOL, REALLY
EMPOWERING STUDENTS AND
LISTENING TO WHAT THEY WANT OUT
OF THEIR LEARNING EXPERIENCE.
SO THIS IS EVERYTHING FROM A
DISTRICT WIDE OPEN ENROLLMENT.
POLICIES THAT ALLOW THE STUDENTS
TO CHOOSE THE SCHOOL THEY WOULD
LIKE TO ATTEND.
OUT OF A SCHOOL-BASED LEVEL,
BREAKING IT DOWN, A SMALLER
ACADEMY, A CHOICE TO RECEIVE THE
SAME FOR ACADEMIC CONTENT THEY
NEED BUT TIES TO THEIR SPECIFIC
AREA THAT IS OF INTEREST TO
THEM.
AND SIMILARLY, TO LET THEM LEARN
ACCORDING TO THE STYLE.
IN THE LAST PIECE THAT I’LL
MENTION IS REALLY THE RISE IN
SYSTEMS.
WE HAVE THE ABILITY WITH
TECHNOLOGY TO HAVE A MUCH MORE
ROBUST PICTURE OF STUDENT
LEARNING.
THAT’S GOING TO BE CRITICAL IN
OUR HIGH SCHOOLS, ESPECIALLY
WITH IN-SCHOOL AND OUT-OF-SCHOOL
EXPERIENCES.
SO IF WE REALLY WANT TO GET TO A
POINT OF TRUE PERSONALIZED
PERSONING IN HIGH SCHOOLS, I
THINK THAT PEOPLE ARE APPLYING
FOR APPLICATIONS FORCES FOR i3
OR OTHER FUNDS.
>> BOB, YOU’VE CERTAINLY BEEN IN
THIS WORK FOR A GOOD DEAL OF
TIME.
TALK ON WHAT SOME OF THESE
PROJECTS LOOK LIKE AND TICK
LARRY THE CHALLENGES FOR
SECONDARY SCHOOLS SHOULD BE
ADDRESSING.
>> I MEAN, THE WAY I THINK ABOUT
IT, ON THE MICRO AND MACRO
LEVEL.
THE MICRO LEVEL, THERE’S AN
OPPORTUNITY TO ENABLE TEACHERS
TO BE ASSESSED WITH DATA THAT IS
GEARED TO WHAT STUDENTS ARE
LEARNING, AS OPPOSED TO
ANCILLARY PROJECTS.
WE DON’T HAVE GOOD TOOLS THAT
MAKE LEARNING ON A DAY-TO-DAY
BASIS ACTIONABLE FOR TEACHERS.
AND SO OFTEN, TEACHERS INTEND TO
ACCOMPLISH SOMETHING IN A DAY OR
A WEEK, AND THEY HAVE NO IDEA OF
WHETHER THEY SUCCESSFUL ACHIEVED
THAT GOAL.
AND WE WATCHED STUDENT BEHAVIOR,
AND WE WATCH TEACHER BEHAVIOR,
BUT WE AREN’T SURE OF WHAT
THEY’VE LEARNED.
SO I THINK THIS WHOLE QUESTION
OF INFORMATIVE ASSESSMENT
LESSONS IN AREAS BEYOND
MATHEMATICS SAY RICH ONE WHERE
PEOPLE CAN REALLY START TO THINK
ABOUT WHAT’S GOING ON ACROSS THE
COUNTRY.
EMOTIONAL LEARNING IS FREQUENTLY
USED AS AN EXCUSE NOT TO ADDRESS
ACADEMICS.
I KNOW THERE ARE FOLKS WORKING
IN NEW YORK CITY RIGHT NOW
IDENTIFYING STRONG INSTRUMENTS
TO CAPTURE WHERE KIDS ARE.
THERE’S SOME WORK ON DEVELOPING
DIAGNOSTICS IN DEVELOPING WHERE
KIDS ARE WITH CONSISTENCY AND
GRIT.
THOSE THAT ARE SUCCESSFUL FOR
KIDS TO NOT ONLY SUCCEED IN HIGH
SCHOOL BUT SUCCEED WHEN WE TAKE
THAT AWAY FROM THEM AND THEY GO
ON TO COLLEGE.
ON THE MACROLEVEL, P-TECH IS ONE
EXAMPLE.
AND THERE’S A SCHOOL IN
ARLINGTON WORKING TO GET KIDS
FULLY SUCCESSFUL BY THE 11th AND
10th GRADE.
WITH A VARIETY OF EXPERIENCES
HAVING SATISFIED THE STATE
COMPLIANCE REQUIREMENTS.
AND WHAT THAT MEANS IS, ONE OF
THE STRATEGIES THAT REALLY
ENABLES SCHOOLS TO A REDESIGN OF
WHAT HAPPENS DURING THE SCHOOL
DAY, TO INCREASE THEIR

RECUPERATIVE.
AND THE PERCENTAGE OF KIDS THAT
WE’RE NOT REACHING, A NEW STUDY,
LOOKING AT WHAT WAS CALLED “THE
RED KID.”
KIDS THAT LAG FAR BEHIND, THEY
PERSIST, BUT THEY AREN’T
ACADEMICALLY SUCCESSFUL OVER
TIME.
WE’VE DONE LONGITUDINAL ANALYSIS
SO FAR 73 SCHOOLS.
THERE’S CLEARLY A NEED TO THINK
ABOUT KIDS WHO ARE FARTHEST
BEHIND IN STANDARDS AND INNOVATE
THROUGH TECHNOLOGY.
THROUGH LEARNING EXPERIENCE,
THROUGH DIFFERENT WAYS OF
CAPTURING STUDENT VOICE OR
ADDRESSING STUDENT NEED THAT CAN
BE MUCH MORE SUCCESSFUL THAN
EVEN OUR BEST SCHOOLS TODAY.
SO, I THINK THERE’S A LOT OF
SPACE FOR INNOVATION AT THE
MICRO LEVEL AND THE MACRO LEVEL.
BUT IT’S GOT TO BE PREMISED ON
THE EMOTION OF REDESIGN.
LOTS OF THE MODELS THAT WE’RE
USING, IT’S IMPORTANT FOR PEOPLE
TO BE CLEAR ABOUT WHAT’S WORKING
AND HOW DO WE IMPROVE SUCCESS
BEYOND THAT FROM OUR KIDS.
>> A QUESTION THAT DEALS WITH
WHAT YOU INTRODUCED.
AND THAT IS HOW DOES i3
DEVELOPMENT GRANT —
PARTICULARLY, AN EXAMPLE, AROUND
REIMAGINING THE —
>> JUST SOME WORK THAT YOU’VE
USE AT P-TECH AS WELL.
AN EXAMPLE OF A HIGH SCHOOL
THAT’S USING BETTER TIME FOR
STUDENTS.
ONE OF THE THINGS THAT I THINK
LINKS A LOT OF THESE SCHOOLS IS
THAT IT IS NOT ADDING SOME TIME.
IT’S REALLY USING THE NOTION OF
EXPANDED TIME TO REDESIGN AND
RETHINK THE DESIRE SCHOOL DAY.
THE OTHER THING IS THAT IT’S
BRINGING TOGETHER OF SORT OF
THIS EMOTIONAL GOALS OF STUDENTS
WITH THE ACADEMY GOALS.
AND IT SERVES TO — THEY’RE NOT
TIDE TO COGNITIVE ABILITIES, AND
THEY OBVIOUSLY ARE.
AND SO, YOU KNOW, TRYING TO TIE
THE EMOTIONAL GOALS OF THE
STUDENTS THAT IS OFFSET — YOU
KNOW, WE’VE SEEN SOME OTHER KIDS
IN OTHER CHARTER NETWORKS DO A
REALLY GOOD JOB OF RECOGNIZING,
INCORPORATING.
BRINGING THOSE TOGETHER WITH
ACADEMICS, IF YOU HAVE THOSE
THINGS IN MIND, AND YOU THINK
ABOUT IT, A LEARNING DATA IS
REALLY ANYTIME, ANYWHERE.
YOU START THINKING ABOUT HOW TO
CHANGE SCHOOL CULTURE AND
RADEKLY CHANGING YOUR DAY.
IT’S NOT ABOUT ADDING AN HOUR AT
THE END FOR TUTORING OR OTHER
SUPPORT.
THAT SEEMS REALLY CLEAR.
THE OTHER THING THAT WE’VE
REALLY SEEN, THE MOST SUCCESSFUL
EXPANDED LEARNING TIME EFFORT,
THE PART SNERSHIP.
PARTNERSHIP.
THEY DON’T THINK OF THOSE AS
PARTNERS OR A PARTICULAR SERVICE
BUT AS TRUE PARTNERS IN THE
SCHOOL.
TAKE IT AS AN EXAMPLE, I BM IS
DEEPLY INTEGRATED IN THAT
SCHOOL.
AND IT’S THAT LEVEL OF
PARTNERSHIP AND COMMITMENT THAT
I THINK MARK THE BEST STANDARDS
FOR ANYTIME EFFORT.
>> AND THE i3 EDUCATION PROCESS
ENCOURAGES THAT?
>> ABSOLUTELY.
I THINK THAT PAINFUL PROCESS
THAT BOB WAS ANSWERING AND THAT
MOVED ME AS WELL, IS A WAY OF
SITTING DOWN AT THE TABLE AND
ROLLING UP YOUR SLEEVES AND ASKS
REALLY TOUGH QUESTIONS.
TO GIVE YOU AN EXAMPLE, AT ONE
OF OUR K-8 SCHOOLS, WE HAVE A
COMMUNITY PARTNER WORKING WITH
THE SCHOOL FOR DECADES, PUBLIC
FUNDING.
THEY SAT DOWN AND THOUGHT ABOUT
AN EXPANDED MONEY DAY FROM 9:00
A.M. TO 6:00 P.M., THEY SAID
THEY REALIZED GOING THROUGH THE
PLANNING PROCESS, THERE WAS
ALWAYS THIS INVISIBLE LINE.
BUT IT WAS FOR EACH OTHER’S
ROLES AND OTHER PARTICULAR
EXPERIENCES BUT GOING THROUGH
THIS LEARNING PROCESS ERASED
THAT.
THAT’S WHAT YOU WANT TO SEE IN
P-8 MODELS.
I THINK IT’S A REALLY POSITIVE
STEP FOR THIS.
>> CAN I JUMP IN ON ONE OTHER
THING WHICH I THINK IS IN TERMS
OF ERASING THE LINE.
THE OTHER THING IS HOW DO YOU
ERASE THE LINE BETWEEN
TRADITIONAL/PROFESSIONAL
DEVELOPMENT, AND JUST IN TIME
PROFESSIONAL DEVELOPMENT?
SO OFTEN IN THE PAST, WE’VE HAD
EFFORTS WHERE WE TRAIN PEOPLE IN
ISOLATE FROM THE WORK THEY WERE
DOING DAY TO DAY.
IF I THINK INNOVATIVE STRATEGIES
TO BUILD TEACHER CAPACITY, IN
URBAN AREAS, THEY LOSE THEIR
TEACHERS SO QUICKLY.
IF WE CAN DO THAT, I THINK
THERE’S GOING TO BE A LOT OF
INTEREST IN THAT OVER TIME.
>> THAT’S AN IMPORTANT ISSUE AND
ONE ACTUALLY — ONE OF THE AREAS
OF THE ALLIANCE COMMENTS ON AND
GLAD TO SEE THE DEPARTMENT
ADOPTS WHICH IS TO RECOGNIZE THE
IMPORTANT OF WHAT WE CALL THE
DEEPER LEARNING SKILLS, THE
CRITICAL THINKING, THE CONTENT
PROBLEM SOLVING.
SO HOW IS THE i3 DEVELOPMENT
GRANT AN OPPORTUNITY TO ADVANCE
DEEPER LEARNING?
>> I’M HAPPY TO START.
THIS IS ALSO AN AREA THAT WE
FEEL VERY PASSIONATELY ABOUT.
I MEAN, I THINK THERE’S REALLY
TWO STRATEGIES OFF THE TOP OF MY
HEAD.
ONE IS TO REALLY DEFINE THOSE
DEEPER LINES SKILLS AND TO
SUBTRACT THOSE OUTCOMES.
I THINK AS PART OF BOTH YOUR
GRADING SYSTEM AND YOUR
ASSESSMENT SYSTEM.
I THINK AS AN EXAMPLE FROM THE
NEW TECH SCHOOL, THEY INCLUDE
STUDENT PROCESS THROUGH THEIR
OUTCOME.
THEY’RE BREAKING OUT GRADES NOT
JUST BY CONTENT, BUT HOW A
STUDENT IS PERFORMING ON ORAL
COMMUNICATION SKILLS, OR WRITTEN
COMMUNICATION SKILLS OR WORK
ETHIC.
BUT A STUDENT HAS A MUCH RICHER
PICTURE ON WHAT THEY NEED TO
IMPROVE UPON.
IN FACT, OUR NEW TECH SCHOOLS
PARTICIPATE IN A PILOT PROGRAM
CALLED THE COLLEGE WORK.
AND THEY JUST RELEASED THEIR
DATA LAST WEEK, I BELIEVE, AND
IT WAS EXCITED TO SEE STUDENTS
IN THE NEW TECH SCHOOLS WERE
PERFORMS AT 75% HIGHER RATE ON
DEEPER LEARNING SKILLS THAN
THOSE NOT IN THE PROGRAM.
ANOTHER THING I WOULD MENTION,
IF YOU REALLY INCORPORATE A
CURRICULUM THAT ALLOWS STUDENTS
TO GO DEEPER, SO YOU’RE ENGAGING
IN STRAT EYE?
S LIKE PROJECT CASE LEARNING.
WHERE YOU’RE THINKING ABOUT
MAYBE TWICE INTEGRATE YOUR
COURSES SO YOU HAVE MORE TIME TO
GO DEEPER INTO SUBJECTS.
AND THAT YOU ARE SCORING
OPPORTUNITIES FOR LEARNING
OUTSIDE OF ADDITIONAL
CLASSROOMS.
THROUGH WHAT SORT THE NEW
INTEREST RIGHT NOW IN BADGING,
YOU KNOW, WHERE STUDENTS ARE
MAYBE PARTICIPATING IN A
ROBOTICS PROGRAM OUTSIDE OF THE
TRADITIONAL CLASS TIME.
BUT THEY’RE RECEIVING A BADGE
FOR THAT
>> YOU MENTIONED WORK-BASED
LEARNING.
THAT SEEMS TO BE A COMMON THREAD
RUNNING THROUGH THIS DISCUSSION,
THAT YOU BRING TO THE CLASSROOM?
>> I THINK THAT’S RIGHT.
THE OTHER THING IS BY GOING
THROUGH THE PROCESS OF
ARTICULATING THAT PROCESS MORE
CLEARLY, I THINK WHAT HAPPENS,
THE ADULTS ASK THEMSELVES SOME
HARD QUESTIONS ABOUT WHAT ARE
APPROPRIATE, WHAT DOES
ASSESSMENT LOOK LIKE?
HOW DO WE KNOW THAT STUDENTS
REALLY LEARN SOMETHING IN THIS
EXPERIENCE.
WHAT YOU USED TO SEEING IS THE
CREDIT-BEARING WORK.
IT WAS THAT PRINCIPALS HAD
DISTRIBUTION ON WHETHER TO AWARD
CREDITS.
AND I THINK THERE WAS A WHOLE
RANGE OF CREDIT WORTHINESS.
WHAT I THINK THIS WILL DO IS
HELP ENCOURAGE CONVERSATIONS
ABOUT HOW YOU MEASURE WHEN
STUDENTS ARE LEARNING.
AND USING TECHNOLOGY TO HELP
CAPTURE SOME OF THAT ACROSS
SCHOOL COMMUNITY PARTNER LINES.
SO IT’S NOT JUST A TEACHER IN A
CLASSROOM WHO IS LOOKING AT QUIZ
SCORES OR TEST SCORES, BUT
PEOPLE MANAGING A PARTICULAR
EXPERIENCE AND HAVING A
CONVERSATION ABOUT WHAT THAT IS
LIKE.
AND THAT’S REALLY WHERE YOU GET
THE REAL WORKPLACE SCHOOL-BASED
LEARNING CONNECTION THAT’S WE’RE
LOOKING FOR ON REDESIGN.
>> SO, YOU MENTIONED TECHNOLOGY.
LET ME JUMP TO THAT.
HOW DOES AN i3 DEVELOPMENT GRANT
SUPPORT DIGITAL LEARNING.
IN WHAT WAY WAS TECHNOLOGY USED
IN INNOVATIVE WAYS IN THE
SECONDARY LEVEL?
LET ME JUST MAKE AN EDITORIAL
COMMENT THAT THIS IS A CRITICAL
TIME FOR TECHNOLOGY WITH
TECHNOLOGY IMPROVING RAPIDLY.
AND PRICE POINTS DROPPING.
THERE’S A LOT OF IT OUT THERE,
THOUGH.
THE QUESTION IS MAKING SURE
THERE’S A STRATEGY, DON’T JUST
LAY A NETWORK ON TOP OF A NEXT
BOOK.
AND THE STRATEGY BEFORE YOU BUY
AND MAKING YOUR OWN DECISIONS.
AND, BOB, I’LL START WITH YOU ON
THIS ONE, TECHNOLOGY IN AN i3
GRANT AND INNOVATION?
>> I THINK THERE ARE A WHOLE LOT
OF THINGS TO GET US EXCITED.
TECHNOLOGY, ON A VARIETY OF
DIFFERENT TASKS.
IT SAYS THAT DATA ANALYSIS, THE
ABILITY TO USE BIG DATA TO
SEARCH TRENDS AND FAILURES.
IS EXTRAORDINARY EXCITING.
I THINK THE SECONDARY THAT WE’RE
INTERESTED IN IS THE
PERSONALIZATION PROCESS THROUGH
THE USE OF TECHNOLOGY.
FOR EXAMPLE, IN THE COUNTRY,
TECHNOLOGY ALLOWS TO YOU CRAFT A
LEARNING PROGRAM THAT SITS AND
ENGAGES YOUNG PEOPLE IN MORE
CREATIVE AND INTERESTING WAYS.
JUST AS THE OUT OF SCHOOL TIME
STARTS TO CHILL, ASINGE CHRONIS.
THOSE ARE TWO AREAS THAT OAR
IMPORTANT.
THE THIRD IS ECK KNOWLEDGE
ENABLES YOU TO BRING DISCIPLINES
WHICH AREN’T TYPICALLY AVAILABLE
IN SMALL SCHOOLS.
FOR EXAMPLE, A COUPLE OF
PERSONALIZATION WITH A WHOLE
DIFFERENT RANGE OF
DISAPPOINTMENTS AND ACTIVITIES.
FOR EXAMPLE, MICHELLE BINGHAM,
WHERE A YOUNG PERSON CAN ENGAGE
IN THE PRODUCTION, THE CREATE OF
STUDENT PRODUCT AND GET FEEDBACK
FROM FILM DESIGNERS OR INTERIOR
DECORATORS, A WHOLE HOST OF
OTHER FOLKS THAT A TYPICAL
SCHOOL CAN’T AFFORD TO INCLUDE.
THE PARTNERSHIPS THAT ARE
POSSIBLE WITH REAL WORLD
OPPORTUNITIES CONNECTED TO THEM,
IT’S THROUGH TECHNOLOGY, I
REALLY AM EXCITED.
>> THEY USE THE TECHNOLOGY, A
PLATFORM FOR SHARING AMONG
EDUCATORS WHO COME FROM
DIFFERENT EXPERIENCES.
SO AS GOOD AS COMMUNITY
ADVOCATORS AS IN THE SCHOOL IS
VALUABLE AND EXCITING.
>> THE TECHNOLOGY PART OF NEW
TECH
>> YEAH, I WOULD ECK BOW BOTH OF
THE ANALYSTS’ POINTS HERE.
I THINK THE ONLY THING I WOULD
ADD TO IT, TECHNOLOGY HAS NOT
REALLY TRANSFORM AND TEACHERING
AS WELL.
TEACHERS WERE ABLE TO OPERATE IN
ISOLATION.
WE’RE SEEING A NUMBER OF NEUTRAL
DEVELOPMENTED — BEING DEVELOPED
RIGHT NOW MAKING THEIR JOB A LOT
EASIER TO BECOME MORE EFFECTIVE
IN THE CLASSROOM.
WE’RE BEGINNING TO SEE WHERE
EDUCATORS CAN GO AND COLLABORATE
WITH PEERS.
WHETHER OR NOT THEY’RE ABLE TO
ACCESS THAT.
OR MAY BE AVAILABLE THROUGH OPEN
SOURCE THAT ARE ALIGNED TO
STANDARDS.
THEY’RE ABLE TO ASSESS THAT.
SO AT THE END OF THE DAY, THEY
GO HOME, ACCESS THIS ONLINE
LEARNING MANAGEMENT SYSTEM,
ANYTIME THEY WOULD PREFER, AND
THEY CAN COMPLETELY CUSTOMIZE IT
FOR THIS JOB.
IT’S MAKING IT AN EXCITING TIME
TO BE AN EDUCATOR.
>> WELL, IT DOES.
AND YOU REFERENCED, IT SEEMS
THAT TECHNOLOGY IS IMPORTANT FOR
THE LEARNING ROLE OF STUDENTS.
AND I HAVEN’T SEEN THIS THIS FAR
ADVANCED FOR TEACHERS IN TERMS
OF BUILDING A PROFESSIONAL
ONLINE AND PRACTICE COMMUNITIES.
IT DOESN’T PERMIT THE TEACHERS
TO BE INTERACTING NOT ONLY
ACROSS THE SCHOOL PLAINS, STATE
LINES EITHER.
TO PRACTICE THEM.
I’M EXCITED.
WE’LL SEE WHETHER i3 PERHAPS
SIMULATES SOME OF THAT.
WE HAVE A QUESTION, WHAT
DIFFERENT PERFORMANCE OUTCOMES
AND ASSESSMENTS ARE AVAILABLE
THAT i3 APPLICANTS CAN LOOK TO
AS THEY DESIGN THIS GRANT?
>> YEAH, WELL, THERE’S A FEW
THAT I WOULD RECOMMEND.
ONE IS THERE’S — YOU KNOW,
PARTICULARLY ABOUT THIS SUBPART
AROUND SOCIAL AND EMOTIONAL.
THE CHICAGO CONSORTIUM REPORT
SORT OF ARTICULATES HOW ACADEMIC
MIND-SET, ACADEMIC PERFORMANCE,
I WOULD CERTAINLY RECOMMEND
THAT.
THERE ARE A NUMBER OF DIFFERENT
METRICS THAT PEOPLE ARE USING TO
SORT OF COMBINE THOSE.
ON OUR WEBSITE, WE HAVE
SOMETHING CALLED TRACKER THAT
LOOKS AT A RANGE OF A GIVEN
STUDENT AND THE LIKELINESS OF
CREDIT READINESS.
WE ACTUALLY BORROWED A PART OF
THEIRS.
I WOULD LOOK AT SOMETHING LIKE
THOSE TO BE MORE COMPREHENSIVE.
>> BOB, NEW VISIONS WAS INVOKED.
DO YOU WANT TO WEIGH IN?
>> I COULDN’T AGREE MORE, I
THINK WE’RE JUST GET TO GET
PLACE WHERE WE’RE STARTING TO
CAPTURE DIFFERENT LEARNING
TOOLS.
DIFFERENT NETWORKS.
I WOULD VERY MUCH ASPIRE TO DO
WORK, ON TEACHER EVALUATION.
FOR EXAMPLE, WE’RE ON THE CUSP
OF DOING VALUABLE WORK AROUND
NEW YORK CITY WITH COMMON
MEASURES AND S.E.L.
I THINK SOME OF THE CHICAGO
CONSERVATIVE CONSORTIUM WORK,
NOT ONLY WITH STUDENT OUTCOMES,
BUT LOOKING AT THOSE FIVE BIG
BUCKETS.
LEADERSHIP, CAPACITY, AMBITIOUS
INSTRUCTION, YOUTH DEVELOPMENT
AND COMMUNITY CONNECTION.
FOLLOW THOSE THINGS THAT ARE
BACK SO DEEP WITH WITH RESEARCH.
UNIVERSITY OF CHICAGO STARTING
TO BUILD THE TOOLS FOR THOSE.
I THINK WE’RE AT THE CUSP OF AN
EXCITING TIME WITH INCREASING
SOPHISTICATION ON HOW SCHOOLS
WORK IS GOING TO DEAL WITH NEW
INSIGHTS IN SERVING OUR KIDS.
>> SO STEVE FROM CALIFORNIA,
THIS IS A STRATEGY — MARKETING
QUESTION, I THINK.
HOW DO YOU HELP YOUR APPLICATION
STAND OUT WERE YOU OVERPROMISING
OR OVERSELLING THE VISION?
>> WELL, I WOULD SAY, YOU KNOW,
WHAT’S IMPORTANT IS READ YOUR
FINAL PROPOSAL AS SHOW YOU’RE
REVIEWING IT.
FOR ME, AT LEAST, IT FEELS LIKE
A REALLY — A TIGHT LOGIC MODEL
THAT ACTUALLY HAS LOGIC IN IT.
YOU KNOW, THERE’S THE STRONG
THEORY OF EVIDENCE, BUT REALLY
CLEAR LOGIC OF HOW YOU’RE
GETTING THROUGH.
THAT TO ME FEELS LIKE THE PLACE
THAT THEY WERE REALLY LOOKING
FOR.
>> YEAH, I’D SAY THAT’S
COMPLETELY RIGHT, I’D SAY
UNDERPROMISE AND MAKE SURE
YOU’RE ONLY FOCUSING ON A COUPLE
OF KEY THINGS THAT YOU KNOW YOU
CAN DELIVER ON.
AND MAKE SURE THEY’RE REALLY A
LINE WITH RESEARCH.
BECAUSE AT THE END OF THE DAY,
THEY’RE GOING TO WANT TO SEE A
RESEARCH BASIS SO WE CAN EXPAND
OUR COLLECTIVE KNOWLEDGE OF THE
COMMUNITY OF SCHOOLS.
>> I ACTUALLY LIKE THE WAY, BOB,
YOU SAID, UNDERPROMISE.
I WAS GOING TO MAKE THE POINT
NOT TO OVERSELL, WHICH IS VERY
MUCH IN LINE.
JUST REMEMBER, YOU’RE GOING TO
HAVE TO LIVE WITH THE OUTCOMES
THAT YOU PUT DOWN ON PAPER.
SO, TRY NOT TO BE OVERLY
AMBITIOUS.
I THINK THE OTHER PIECES REALLY
FOCUS ON TRYING TO PUT TOGETHER
A COMPELLING STORY.
YOU KNOW, REALLY THINK ABOUT
GROWING INTO YOUR COMMUNITY AND
FIGURING OUT, LOOKING AT THE
DATA.
WHERE ARE YOUR NEEDS?
WHAT IS THE STORY HERE?
IN OUR PARTICULAR GRANT IN SOUTH
CAROLINA, YOU KNOW, WE’RE
DEALING WITH A POPULATION OF
STUDENTS THAT WHEN THEY BEGIN TO
LOOK BEYOND THEIR COLLEGE OR
HIGH SCHOOL EXPERIENCE, THERE
WAS A DOLLAR STORE, THERE
WEREN’T A LOT OF AREAS FOR WORK.
IT JUST SO HAPPENED THAT BOEING
WAS GOING TO PUT A PLANT NORTH
OF CHARLESTON, ABOUT 70 MILES
AWAY FROM THE COMMUNITY.
SO WE HAD TO FIND A WAY TO
BRIDGE THIS RURAL COMMUNITY AND
CROSS THE LINE INTO THIS NEW
BOEING PLANT.
AND IN TALKING TO BOEING, WE
FOUND OUT THAT THEY FELT THAT
THEY WERE GOING TO BE SEEKING
PEOPLE GRADUATING WITH A SKILL
SET, AND THEY WERE INTERESTED.
SO WE WERE ABLE TO CRACK THAT
AROUND OUR GRANT.
>> CAN I JUST ADD ONE THING?
>> SURE, BOB.
>> IT’S ALSO JUST ABOUT BUILDING
YOUR STORY WHICH IS EVERY
ORGANIZATION HAS CORE
COMPETENCIES AND STRETCH GOALS.
AND i3 INVITES YOU TO KIND OF
THINK ABOUT WHAT IF I TOOK WHAT
I REALLY KNOW WELL AND ADD
ELEMENT X OR ELEMENT Y, OR
REFRAMED IT IN A DIFFERENT WAY
AND REALLY PUSHED IT FOR THE
LIMIT.
DON’T GO FOR SOMETHING BRIGHT
AND SHINY BECAUSE IT’S BRIGHT
AND SHINY AND HAS NO
RELATIONSHIP TO YOUR
ORGANIZATIONAL VISION, MISSION
OR HISTORY BECAUSE THAT’S GOING
TO COME THROUGH IN AN
APPLICATION.
BUILD ON YOUR ASSETS.
>> AND SO THAT’S SOMEWHAT THE
SPIRIT OF GENE’S QUESTION FROM
CONNECTICUT, AS A COMMUNITY
FOCUS, CAN A GRANT BE AWARDED TO
A CONSORTIUM OF PUBLIC SCHOOLS,
COMMUNITY COLLEGES AND
UNIVERSITIES?
>> YEAH, I MEAN, THE GRANT, YOU
CAN APPLY AT SCHOOL DISTRICTS.
OR YOU CAN APPLY AT NONPROFIT
ORGANIZATIONS AND CONSORTIUMS
WITH MULTIPLE SCHOOL DISTRICTS.
A CONSORTIUM OF SCHOOLS.
WE WOULD STRONGLY ENCOURAGE THAT
FROM THE WORK THAT WE’RE SEEING
ON THE GROUND.
WE THINK THAT COLLEGES ARE
FANTASTIC PARTNERS, NOT ONLY FOR
PROVIDING DUAL CREDIT
OPPORTUNITIES TO ACCELERATE THE
RIGOR WITHIN A SCHOOL.
THEY’RE ALSO GREAT PARTNERS WHEN
YOU’RE LOOKING TO FIND SOMEONE
TO DO AN EVALUATION FOR YOUR
GRANT.
AND THEY’RE REALLY GREAT
PARTNERS TO THINK ABOUT
OUTREACH.
SO AS YOU’RE TRYING TO PLAY THE
COLLEGE CULTURE, HOW CAN THE
COLLEGE ITSELF WITHIN THE
COMMUNITY PLAY A ROLE IN MAKING
THAT EXPERIENCE GOOD.
>> WHAT I WOULD ADD TO THAT, I
COULD NOT EXPRESS THE IMPORTANCE
OF READING ALL THE FREAKILY
ASKED QUESTIONS ON THE WEBSITE.
I THINK IN TERMS OF HOW TO, ONE
OF THE GREAT THINGS ABOUT A
COMPETITION LIKE THIS, ALTHOUGH
IT’S EXTREMELY COMPETITIVE, IS
THAT EVERYONE’S GOT THE SAME
INFORMATION YOU THAT DO AND IT’S
THERE ON THAT WEBSITE.
I’D MAKE SURE THAT YOU’RE PORING
OVER THAT DAY AFTER DAY ON WHO
CAN ACTUALLY APPLY.
BUT THE SPIRIT OF SORT OF
PARTNERSHIP, I THINK IT’S VERY
MUCH THERE.
THE OTHER THING IS, IT’S REALLY
IMPORTANT FIND A TERRIFIC
EVALUATION.
SO I THINK ONE OF THE WAYS TO
HAVE YOUR APPLICATION AT THE TOP
IS TO HAVE A REALLY, REALLY
STRONG RESEARCH DESIGN.
BOB MENTIONED THAT EARLY.
BUT THERE’S A PROBLEM WITH THE
APPLICATION, LOOKING AT THESE AS
SORT OF RESEARCH — THERE’S
REALLY STRONG RESEARCH INVOLVED.
AND SO THOSE EVALUATORS CAN HELP
YOU THINK THROUGH THE MODEL OF
WHAT YOU WANT TO IMPLEMENT, IN
LINE WITH A RESEARCH PLAN.
>> COULD THEY BE LOOKING FOR
RESEARCH — THEY’RE PROBABLY
LOOKING FOR RESEARCH BUT ALSO
THE ABILITY TO REPLICATE IT?
>> YEP.
YOU KNOW, THE NOTION OF — ON
TOP OF THAT, KIND OF TELLING
YOUR STORY, I THINK THERE IS A
NEED TO HAVE KIND OF A SCALABLE
IDEA.
AT THE SAME TIME, YOU’RE NOT
GOING TO SELL SOMETHING THAT
EVERY SINGLE HIGH SCHOOL ALL
ACROSS AMERICA.
I THINK IT NEEDS TO BE CLEAR
THAT THE LESSON OUTSIDE OF
DESIGN HAVE APPLICATION WITHIN
YOUR AUTHORITY.
I THINK BEING ABLE TO SHOW THAT
IN AN HONEST AND TRANSPARENT WAY
WILL BOOST YOUR APPLICATION.
>> YEAH, LET ME SPEAK FROM
FAILURE HERE.
WE LOST A COUPLE OF TIME,
PRECISELY, BECAUSE THE REVIEWERS
DIDN’T FEEL WE HAD A CREDIBLE
DISSEMINATION AND DIFFUSION
PLAN.
SO SPEND A LITTLE BIT OF TIME
THINKING ABOUT NOT ONLY IF
YOU’RE SUCCESSFUL, SO WHAT.
SO WHY WOULD THAT BE SO
COMPELLING IN OTHER DISTRICTS.
I DON’T THINK ANYBODY’S
EXPECTING BRILLIANT VIRAL
STRATEGY.
BUT I DO THINK THEY WANT TO SEE
SOME CLEAR ABILITY TO KIND OF
GET THE WORD OUT TO THE BROADER
COMMUNITY.
>> SOME OF THE QUESTIONS ARE
TECHNICAL, AND SOME AS SASKIA
SUGGESTS GO TO THE WEBSITE.
THE ONE, THOUGH, I THINK WE CAN
TAKE CARE OF FROM VERMONT.
DO YOU HAVE TO BE A TOP STATE IN
ORDER TO QUALIFY.
THE ANSWER IS NO.
VERMONT GO FOR IT.
>> I NOTICED YOU MENTIONED
VERMONT.
I THINK THERE’S AN IMPORTANT
DISTINCTION HERE FOR THIS
PARTICULAR COMPETITION WHICH IS
THEY CREATED AN OPPORTUNITY
PRIORITY AREA SPECIFICALLY FOR
RURAL COMMUNITIES.
AND FROM MY UNDERSTANDING OF THE
WAY THEY PUBLISHED THE — IN THE
NOTICE OF FINAL PRIORITIES.
IS THAT THEY’RE PLANNING TO
CONSIDER THE RURAL APPLICATIONS
ON A SEPARATE FUNDING CATEGORY
WHICH IS A GREAT OPPORTUNITY FOR
RURAL APPLICANTS TO NOT FEEL
LIKE THEY’RE BEING PUT UP
AGAINST SOME OTHER LARGER —
MAYBE, YOU KNOW, MORE ROBUST,
URBAN GRANT WRITERS, PER SE.
CERTAINLY, DO NOT BE ENCOURAGED
IF YOU’RE AT THE TOP OR IN A
RURAL AREA?
>> SO WEST VIRGINIA SHOULD HAVE
BOUGHT.
>> WEST VIRGINIA SHOULD HAVE
BOUGHT.
>> GOT TO GET THAT ONE IN.
FROM UTAH, QUESTION, CAN THE
PRIVATE SECTOR MATCH BE IN THE
PERFORM OF A DISCOUNT.
COLLEGE SERVICES PROVIDED WITH A
CONTROVERSIAL GROUP THAN THAT
HIGHER THAN THE PROPOSAL.
>> THAT’S A GREAT QUESTION.
THERE’S A LOT OF QUESTIONS THERE
AND THEY’RE ANSWERED IN LOTS OF
DIFFERENT WAYS.
SO I WOULD READ THROUGH, YOU
KNOW, GO ON THE WEBINAR, PLACE A
CALL TOMORROW.
>> SO AS A QUALIFIER FOR THE
GRANT INCLUDE A STIPULATION WITH
REGARD TO TEACHER EVALUATION?
>> I DON’T BELIEVE SO.
>> NONE THAT I’M AWARE OF, NO,
NO.
>> I WAS NOT AWARE OF IT EITHER.
>> FROM FLORIDA, A QUESTION, CAN
MIDDLE SCHOOLS APPLY FOR THE
iTHREE GRANT.
WE’RE A MIDDLE SCHOOL TEACHING
HIGH SCHOOL CREDIT COURSES.
>> SECONDARY SCHOOL.
>> SECONDARY SCHOOL, ABSOLUTELY.
>> CHECKING THESE RIGHT OFF.
IS THIS SOMETHING TO ADD ORE
>> THE ONLY THING I WOULD ADD TO
THAT QUESTION LIKE WHERE THAT’S
GOING.
>> KIND OF INNOVINNOVATIVENESS, THE
ANSWER IS YES.
TECHNICAL PARTS WHO AN APPLICANT
CAN BE, I THINK YOU HAVE TO GO
TO THE FREQUENTLY ASKED
QUESTIONS.
MY SENSE IS AS LONG AS IT’S
SCALABLE ON THE LESSON OUTSIDE
OF YOUR PORTION OR NETWORK, I
THINK THE MORE AUDACIOUS THE
BETTER IN A LOT OF WAYS.
>> IF YOU’RE GOING TO HAVE LIKE
RATES AT THE TOP FOR DISTRICTS.
IF YOU’RE GOING TO HAVE 300-PLUS
APPLICATIONS ONLY 16 AWARD, A
LITTLE AUDACIOUS.
>> DON’T GO PAST WHERE THE
RESEARCH, THE PEOPLE.
SO THIS GOES TO THAT SOMEWHAT
CALIFORNIA EDUCATOR ASKED, HOW
CAN WE INCORPORATE CURRENT
MODELS IN THE DISTRICT PROGRAM
INTO THE GRANT OPERATION?
>> I THINK SHOWING THE
INTEGRATION, YOU KNOW, $2.8
MILLION IS THE AVERAGE SIZE OF
THE GRANT, AND THAT WILL GET YOU
A LONG WAY, BUT A LOT OF TIMES,
IT’S NOT GOING TO GET YOU THE
ENTIRE DISTRICT-PERFORMED
STRATEGY THAT YOU MAY HAVE.
SO I DON’T — IT’S IMPORTANT TO
MAKE SURE YOU THAT CAN DELIVER
IT, ON WHAT IT IS YOU’RE
PROPOSING TO DO BUT I THINK
SHOWING THE INTEGRATION,
PARTICULARLY AMONG THE ABSOLUTE
PRIORITIES.
SO ALTHOUGH YOU’RE GOING INTO A
COMPETITION AS ONE OF THE
PRIORITIES, THERE’S SUCH AN
OVERLAP WITH THE AREA THAT THIS
DEPARTMENT IS TRYING TO SHOW
INNOVATION.
YOU THINK ABOUT EXPANDED
NIGHTTIME AND S.T.E.M. MODELS
AND WORKING IN RURAL
COMMUNITIES.
I CAN THINK ABOUT ACTIONS THAT
WOULD CALL THEM.
I HOPE THAT OUR PROPOSAL WOULD
CONNECT TO THAT DISTRICT.
SORT OF ONGOING AND SOME OF THE
OTHER EFFORTS.
BUT I IT IS IMPORTANT TO LOOK
FOR THOSE AREAS OF INTEGRATION,
WITHOUT OVERPROMISING.
>> I THINK, TOO, TO THE PREVIOUS
QUESTION ON MIDDLE SCHOOLS, YOU
KNOW, I THINK THE GOAL OF THE
MAINTENANCE ON THIS TO SCALE.
SO WE REALLY WANT TO THINK ABOUT
WAYS TO BEGIN TO CREATE THE
SYSTEM REFORM WITH THE IDEA THAT
YOU’RE PUTTING ON THE TABLE.
SO MAYBE YOU’RE PROPOSING TO
INTERVENE IN ONE OR TWO SCHOOLS
AND MAYBE YOU WANT TO THINK
ABOUT DEVELOPING A PATTERN WITH
THE OTHER SCHOOLS.
OR EVEN DOWN TO YOUR ELEMENTARY
SCHOOL LEVEL.
THEY ARE PROVIDING PROFESSIONAL
DEVELOPMENT ACROSS THE SCHOOLS
TO EDUCATE TOGETHER AND THAT
STUDENTS ARE SEEN HERE IN THE
MODEL EARLY ON.
AND ABLE TO ACCESS MUCH QUICKER
THROUGHOUT THEIR LIFE.
>> AND I THINK THE IMPORTANT
THING IS NOT TO BE AUDACIOUS,
BUT ALSO TO ANCHOR INTO THE
EXPERIENCE OF THE STUDENTS.
STUDENT’S ACADEMIC AND EMOTIONAL
GROWTH, AND THE OUTCOME, WHETHER
THEY’RE GOING TO CAREER, COLLEGE
OR SOME OTHER PRODUCTION AT THE
END OF LIFE.
YOU’VE GOT TO SHOW YOU’VE GOT A
CLEAR WAY OF IMPACT ON THIS.
AT THE END OF THE DAY, THAT’S
WHAT PEOPLE WANT TO PAY
ATTENTION TO WHEN THEY WANT TO
SEMINATE IT.
>> WE HAVE A QUESTION THAT CAME
IN AT THE SAME TIME?
DO WE SUBMIT INDIVIDUALLY AND
FORM PARTNERSHIP AFTER WE MAKE
THE CUT?
>> OR IS ANOTHER PARTICIPANT
ASKED WHETHER THERE WAS A
DATABASE GROUP DOING THIS.
TO INTEGRATE THIS.
>> I VIEWED IT RIGHT NOW.
I’M BEING A LITTLE GLIB, BUT I
THINK IT IS ABOUT USING SOCIAL
MEDIA TO FIND PARTNERS WHO MAY
NOT BE GEOGRAPHICALLY NEAR TO
YOU.
I THINK LOOKING THROUGH, THERE
ARE A LOT OF PREVIOUS APPLICANTS
AND TOP SCORERS ARE ON THERE.
WHO HAS BEEN SUCCESSFUL IN THE
PAST.
AND I THINK I JUST MENTIONED ON
THE OTHER END OF THIS,
PARTNERING AROUND FUNDING FOR
THE MATCH.
THE PHIL LAN TROPIC COMMUNITY
HAS DEVELOPED A DATA BASIS
CALLED FOUNDATIONREGISTRY @i3.
AND YOU MUST MIGHT GET SOME
INTEREST, WHETHER YOU END UP
BEING A WINNING APPLICANT OR
NOT.
>> WOULD YOU GIVE THAT ADDRESS?
>> SURE, IT’S WWW.FOUNDATION
REGISTRYi3.ORG.
>> SPECIFIC FOR THIS PURPOSE?
>> YES, AND EVERY OTHER
APPLICANT TO SUBMITS THEIR IDEA
ON THE CONTACT.
>> BOB, I KNOW YOU’VE BEEN
INVOLVED IN THIS PART A LOT,
SIMPLY FORMING A PARTNERSHIP.
ANY OBSERVATIONS?
>> I THINK AT THIS POINT IN TIME
WITH THE DEADLINE LOOMING, IF
YOU DON’T KNOW YOUR PARTNERS
NOW, YOU’RE NOT GOING TO FIND
THEM IN THE LONG TERM.
SUPPOSE YOU ACTUALLY GET THE
GRANT.
YOU ULTIMATELY WANT TO BE
SUCCESSFUL BECAUSE YOUR
ORGANIZATION IS GOING ON THE
LINE.
THEN WHEN YOU GET ONE, YOU WANT
TO BE CAREFUL.
CHOOSE PARTNERS CORRECTLY.
GETTING THE DNA RIGHT.
UNDERSTANDING THE POSITION AND
YOU DOT THE Ts AND CROSS THE Is.
>> AS WE COME TO A CLOSE ANY
LAST THOUGHTS THAT YOU WANT TO
OFFER POTENTIAL APPLICANTS?
BOB, I’LL START WITH YOU.
>> GO FOR IT.
I THINK YOU DON’T WIN THIS
COMPETITION BY SITTING ON THE
SIDELINE.
YOU THINK YOU HAVE A GOOD IDEA,
YOU’VE BEEN THINKING ABOUT IT
FOR A WHILE.
YOU THINK THERE’S A RESEARCH
BASE FOR IT.
YOU THINK IT WOULD BE GOOD FOR
KIDS.
AWESOME TO PUT TIME AND ENERGY
IN AND SEE WHAT HAPPENS.
WE’VE PUT A LOT OF PROPOSALS IN,
THE ONE WE EXPECTED HOST TO WIN
WAS US.
EVEN THOUGH WE’VE WORKED
NEW YORK CITY.
DON’T BE PAINT AT HEART.
.
>> FULL DISCLOSURE, WE ALSO HAVE
FAILED AT THIS.
THIS IS NOT OUR FIRST TIME AT
WRITING FOR COMPETITION.
ONE OF OUR ACTUAL ATTEMPTS
DIDN’T RECEIVE FEDERAL DOLLARS
BUT ENDED UP RECEIVING FUNDING
ANYWAY.
THAT WAS WELL UNDER WAY AND WAS
SHOWING PROMISING RESULTS.
IF YOU BUILD YOUR INTERESTS, AND

PHILANTHROPIC, WHETHER THE
GOVERNMENT FUNDS IT OR NOT.
>> ONE OF THE THINGS I WILL
OFFER, THE RESEARCH ON OUR
WEBSITE, IF YOU’RE LOOKING TO
BUILD THAT RESEARCH-BASED
PORTION OF YOUR i3 APPLICATION,
OUR WEBSITE URL.
>> IS THAT THE URL?
>> COULD YOU JUST QUICKLY, COULD
YOU JUST DISCUSS EQUITY IN THE
CONTEXT OF THE i3 GRANT?
WHAT DOES IT MEAN AND HOW DO
APPLICANTS PROMOTE EQUITIES
THROUGH THIS PROCESS?
>> WELL, YOU KNOW, FOR US, I
THINK THE NOTION IS SORT OF HIGH
SCHOOL REDESIGN IS NOT REACHING
EVERY STUDENT.
AND I THINK FROM WHEN YOU —
WHEN YOU ENGAGE IN THESE
PARTNERSHIPS, THAT’S NOT ALWAYS
WHERE ALL THE PARTNERS COME
FROM.
PARTICULARLY, WHEN YOU THINK OF
OUT-OF-SCHOOL LEARNING, THERE
ARE TERRIFIC OPPORTUNITIES OUT
THERE.
AND SOME KIDS AND SOME FAMILIES
ARE ABLE TO TAKE ADVANTAGE OF
THOSE.
FOR US, THE BIG QUESTION IS HOW
DO YOU GET THOSE EXPERIENCES FOR
ALL STUDENTS AND IN ALL SCHOOLS.
SO I THINK, YOU KNOW, THE VERY
NOTION IT’S SORT OF A SCALABLE
IDEA THAT’S HOW YOU REACH EVERY
STUDENT, HOW YOU REACH
PARTICULARLY THE STUDENTS WHO
ARE STRUGGLING, WHO ARE NOT ON
TRACK, TO BE COLLEGE AND CAREER
READY CUSTOMARILY, AND CHALLENGE
THEM AND RE-ENGAGE THEM.
>> SO, BOB, I KNOW YOU’VE BEEN
AND EVERYONE AT THIS TABLE HAS
BEEN WORKING WITH IT FOR A LONG
TIME WITH EQUITY AND IMPERATIVE,
YOUR THOUGHTS ON THIS?
>> I MEAN, I WOULD REALLY ECHO
WHAT I SAID.
THE PURPOSE OF i3 MAKES SURE
THAT IT DRIVES THE KIDS.
AND I THINK A LOT OF PROPOSALS
THAT HAVE BEEN SUCCESSFUL THAN
THOSE PROPOSALS THAT REALLY WORK
IN PLACES WHERE WE KNOW THERE’S
REFORM OR CURRENT MODELS DON’T
WORK.
I THINK AS YOU THINK THROUGH
YOUR IDEA, I THINK THERE’S GOING
TO BE A LOT OF WEIGHT GIVEN.
I HOPE THERE’S A LOT OF WEIGHT
GIVEN TO THOSE PROPOSALS WHO ARE
REALLY TARGETING YOUNG PEOPLE
WHO HAVE SOMEHOW FAILED AND
CREATES A VISION AND A MOTO TO
BE SUCCESSFUL WITH THE KIDS IN
THE FUTURE.
>> I WOULD JUST SAY RAPID
PERSONALIZATION.
WE’VE USED THAT OFTEN.
WE THINK THAT’S WHERE THE
EDUCATION SYSTEM IS GOING.
IT’S ABSOLUTELY CRITICAL TO
EQUITY.
THINK ABOUT THE SCHOOLS AND
RESEARCHES AND STRATEGIES, IN
ORDER TO DRIVE THAT.
I WOULD ALSO SAY TO THINK ABOUT
YOU’RE ENGAGING PARTNERS IN THAT
COMMUNITY, WHAT TYPE OF SUPPORT
THEY CAN PROVIDE.
OR PROVIDE A WRAPAROUND SERVICE
AS FAR AS EDUCATION.
DO YOU KNOW THERE’S FACTORS THAT
AFFECTS HOW A STUDENT LEARNS.
GIVEN ALL THE RISE IN
TECHNOLOGY, DATA SYSTEMS, WE
HAVE A GREAT WAY TO LINK THOSE
PARTNERS.
>> SO, I’M AFRAID WE’VE RUN OUT
OF TIME.
I VERY MUCH WANT TO THANK BOB
WITH NEW VISION.
SASKIA WITH THE AFTER-SCHOOL
CORPORATION.
AND LILLIAN WITH KNOWLEDGE
WORKS.
THIS HAS BEEN A VERY PRODUCTIVE
DISCUSSION.
I WANT TO THANK THE PANEL AND
THE AUDIENCE FOR JOINING US
TODAY.
IT’S BEEN A PLEASURE HAVING YOU
TODAY, AS WE CONTINUE TO DISCUSS
THESE IMPORTANT ISSUES CENTRAL
TO TURNING OUR NATION’S SCHOOLS
AROUND AND IMPROVING STUDENT
LEARNING.
I WOULD ENCOURAGE YOU TO LET US
KNOW HOW YOU FELT ABOUT THIS
HOW-TO WEBINARS.
IS IT SOMETHING THAT WE SHOULD
CONTINUE?
DOES IT PROVIDE VALUE TO YOU.
ONE FINAL NOTE, THE DEPARTMENT
OF EDUCATION i3 TEAM WILL
CONDUCT A LIVE QUESTION AND
ANSWER SESSION TOMORROW.
THAT’S TOMORROW, APRIL 16th, AT
2:00 P.M. EASTERN TIME.
SO MANY OF THE TECHNICAL
QUESTIONS YOU CAN HAVE ANSWERED
WITH MORE SPECIFICS.
MORE INFORMATION IS AVAILABLE ON
THE U.S. DEPARTMENT OF EDUCATION
WEBSITE.
I HOPE THAT WE’VE PROVIDED YOU
WITH INFORMATION THAT WILL
ASSIST IF YOU PUT TOGETHER YOUR
APPLICATION FOR THIS NEXT ROUND
OF i3 FUNDING.
WE WELCOME SUGGESTIONS VIA
E-MAIL AT ALLIANCE @ALL4ED.ORG.
REGARDING THIS TYPE OF FORMAT IN
WAYS TO SUPPORT THAT COMPETITIVE
PROCESS.
IF YOU MISSED ANY OF TODAY’S
WEBINAR OR WANT TO SHARE IT WITH
YOUR COLLEAGUES, ARCHIVES WILL
BE AVAILABLE TOMORROW AT
ALL4ED.ORG/WEBINARS.
THANK YOU FOR JOINING US.
HAVE A GREAT DAY.

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