Teachers Know Best: Making Data Work for Teachers and Students

WELCOME.  I’M BOB WISE.

I’M PRESIDENT OF THE ALLIANCE

FOR EXCELLENT EDUCATION.

WELCOME TO THE GERARD AND LILO LEEDS

CONFERENCE CENTER HERE AT THE ALLIANCE

FOR EXCELLENT EDUCATION. WE’RE DELIGHTED

TO HAVE THOSE WHO ARE HERE IN THE

AUDIENCE IN THE LEEDS CENTER

AS WELL AS THE OVER 600 PERSONS

WHO HAVE REGISTERED FOR THIS EVENT

ONLINE.  THE ALLIANCE FOR EXCELLENT

EDUCATION IS HONORED TO BE

CO-HOSTING THIS EVENT AND PANEL

DISCUSSION WITH THE BILL AND MELINDA

GATES FOUNDATION AND THE RELEASE OF

ITS MAJOR REPORT, TEACHERS KNOW

BEST: MAKING DATA WORK FOR TEACHERS

AND STUDENTS.

NOW IN THIS CENTURY, THE SUCCESS OF

RAISING LEARNING OUTCOMES FOR

ALL STUDENTS DEPENDS LARGELY ON

HOW WELL TEACHERS ARE ABLE TO

PERSONALIZE THE LEARNING EXPERIENCE

FOR EACH STUDENT.  PERSONALIZED

LEARNING IS NOT ABOUT SLAPPING A

LAPTOP ON TOP OF A TEXT BOOK OR

PLACING A STUDENT EVERYDAY MINDLESSLY

IN FRONT OF AN ADAPTIVE SOFTWARE PROGRAM.

INSTEAD, IT IS ABOUT ENGAGING AND A

COMPREHENSIVE APPROACH TO TEACHING AND

LEARNING.  AND SPEAKING OF ENGAGING, WE

ENCOURAGE THOSE OF YOU WATCHING ONLINE,

AS WELL AS THOSE OF YOU IN

ATTENDANCE, TO ENGAGE WITH US ON TWITTER

USING THE HASH TAG #TEACHERSKNOWBEST.

SINCE TIME AND MEMORIAL, GOOD TEACHERS

HAVE ALWAYS SOUGHT TO KNOW

THEIR STUDENTS, TO IDENTIFY THE MOST

EFFECTIVE LEARNING STRATEGIES

AND DECIDE HOW TO ENGAGE THE STUDENT

TO CREATE THE MAXIMUM LEARNING

ENVIRONMENT.   WITH FAST DEVELOPING

TECHNOLOGY, NOW TEACHERS HAVE

THE TOOL OF DATA TO TAILOR AND IMPROVE

INSTRUCTION FOR EVERY

LEARNER.  THAT’S WHY I’M SO EXCITED ABOUT

THIS REPORT.

THE CLASSROOM TEACHERS, THE PEOPLE ACTUALLY

INVOLVED IN MAKING

LEARNING A REALITY FOR EACH STUDENT, ARE

CLEARLY STATING WHAT THEY

NEED FROM DATA IN ORDER FOR THE TEACHER

AND THE STUDENT TO ACHIEVE

THE MAXIMUM LEARNING OUTCOMES.  SO

WHETHER YOU’RE AN EDUCATOR, A

SCHOOL LEADER, A PRODUCT DEVELOPER, A

PARENT OR A POLICY MAKER, THIS

REPORT IS FOR YOU.  IT TELLS YOU HOW

THE NATION’S EFFECTIVE TEACHERS

ARE USING DATA AND WHAT THEY NEED TO

MAKE EVEN MORE OF A DIFFERENCE.

I ALSO APPRECIATE THIS REPORT BECAUSE IT’S

THROUGH THE TEACHER’S

VOICE THAT I HEAR FIRSTHAND HOW DATA

TRANSFORMS A CLASSROOM.

SUDDENLY THOSE ESOTERIC DISCUSSIONS ABOUT

BIG DATA ARE ECLIPSED BY

THE IMPORTANCE OF SMALL DATA,

HE EFFECTIVE APPLICATION BY ONE

TEACHER OF ONE STUDENT’S DATA

TO TRANSFORM AN INDIVIDUAL LEARNING

EXPERIENCE.

THIS REPORT COMES AT A CRITICAL

TIME AS EVERY SCHOOL DISTRICT IN

THIS NATION FACES MOMENTOUS

DECISIONS IN CRITICAL AREAS.

IT’S WHAT

I CALL THE FOUR PS: PROCUREMENT,

PROFESSIONAL DEVELOPMENT, PRACTICE

AND POLICY.  AND IT’S ALL FOCUSED

ON HOW TO SUPPORT TEACHERS TO MEET

HIGHER LEARNING STANDARDS.

THE GATES FOUNDATION WORK, ASSISTING

PERSONALIZED LEARNING IN SCHOOL

DISTRICTS, NGSI AND OTHER INITIATIVES,

IS PROVING INVALUABLE.  AND

THROUGH ITS DIGITAL LEARNING DAY,

THE ALLIANCE HAS SOUGHT TO

HIGHLIGHT HOW TEACHERS SUCCESSFULLY

USE TECHNOLOGY.  IN THE FUTURE

READY INITIATIVE UNDERTAKEN WITH

THE US DEPARTMENT OF EDUCATION, THE

ALLIANCE IS CONDUCTING REGIONAL

SUMMITS TO HELP 475 SCHOOL DISTRICTS

PLAN FOR EFFECTIVE DIGITAL LEARNING

IMPLEMENTATION.  AND I HAVE TO

STRESS THAT THIS PLANNING PROCEDURE

FOCUSES GREATLY ON PROFESSIONAL

LEARNING, THE ROLE OF THE TEACHER

IN THE DIGITAL TRANSITION AND,

MOST SPECIFICALLY, HOW TO USE DATA

TO ADVANCE TEACHING AND LEARNING.

THIS REPORT WILL BECOME A SUMMITAL

DOCUMENT FOR THAT PLANNING

PROCESS AND FOR MANY OTHER PROCESSES

THAT ARE TAKING PLACE AND WILL

TAKE PLACE ACROSS THIS COUNTRY.

NOW MUCH OF THIS HAPPENS WITH

THE LEADERSHIP OF OUR NEXT SPEAKER,

VICKI PHILLIPS.  VICKI BRINGS

A UNIQUE EXPERIENCE AS A CLASSROOM

TEACHER, AS A DISTRICT OFFICIAL,

AS A STATE SUPERINTENDENT AND CHIEF

STATE SCHOOL OFFICER, AND NOW

WITH HER WORK AS DIRECTOR OF EDUCATION

FOR COLLEGE READY FOR THE BILL

AND MELINDA GATES FOUNDATION.  THERE

SHE OVERSEES WORK TO ENSURE US

HIGH SCHOOL STUDENTS GRADUATE READY

TO SUCCEED AND TO IMPROVE ACCESS TO COLLEGE.

SO VICKI, THANK YOU VERY MUCH FOR

THIS REPORT.  AND WHAT I APPRECIATE

PARTICULARLY IS I KNOW THAT THE

FIRST TEACHER VOICE THAT YOU HEARD WHEN

YOU PUT IT TOGETHER WAS YOURS.

LET ME INTRODUCE VICKI PHILLIPS.

VICKI PHILLIPS:     THANK YOU, BOB,

FOR THAT INTRODUCTION AND FOR

HOSTING US TODAY.

YOU KNOW, THE ALLIANCE HAS BEEN

A TREMENDOUS PARTNER OVER THE YEARS FROM

DIGITAL LEARNING DAY TO THE FUTURE

READY PROJECT, AND YOU GUYS ARE A

LEADER IN MAKING SURE THAT EDUCATORS

HAVE THE TOOLS AND INFORMATION THEY

NEED TO PERSONALIZE LEARNING AND

WE’RE PROUD TO BE A PARTNER.

SO I’M EXCITED, AS BOB IS TODAY,

TO TALK ABOUT THE FINDINGS AND

MAKING DATA WORK FOR TEACHERS

AND STUDENTS. IT’S THE LATEST REPORT

IN OUR TEACHER’S KNOW BEST SERIES.

WE SURVEYED THOUSANDS OF

TEACHERS ACROSS THE COUNTRY

TO FIND OUT HOW THEY USE DIGITAL TOOLS

TO TAILOR THEIR INSTRUCTION

AND TO MEET STUDENTS WHERE THEY ARE.

I’LL BET IT WON’T SURPRISE

YOU TO LEARN THAT MOST TEACHERS FACE

CHALLENGES WITH THE TOOLS

THEY USE REGULARLY AND THAT ANALYZING

STUDENT DATA IS OFTEN A TIME

CONSUMING PROCESS THAT DOESN’T TELL

TEACHERS EVERYTHING THEY WANT TO KNOW.

FORTUNATELY, THAT’S NOT THE WHOLE

STORY.  WE LEARNED THAT TEACHERS

BELIEVE DATA ARE ESSENTIAL FOR

UNDERSTANDING STUDENT STRENGTHS AND

CHALLENGES IN ORDER TO STRENGTHEN

THE LEARNING CONNECTION BETWEEN

STUDENTS AND TEACHERS.  AND

TEACHERS IDENTIFIED SPECIFIC NEEDS FOR

BETTER DIGITAL TOOLS TO ASSESS

STUDENTS, ANALYZE INFORMATION AND

TARGET INSTRUCTION.

BEFORE I GO ANY FURTHER,

I WANT TO TAKE A STEP BACK AND EXPLAIN TO

YOU WHY THIS REPORT IS SO

IMPORTANT TO US.  I WANT YOU TO TAKE A

MOMENT AND TO THINK BACK

TO YOUR FAVORITE TEACHER IN SCHOOL.

THE ONE YOU REMEMBER PROBABLY

WASN’T YOUR FAVORITE BECAUSE HE OR SHE WAS

SOFT AND KIND.  THERE WAS

MORE TO IT THAN THAT. THERE MIGHT HAVE

BEEN AN EDGE TO HER.  SHE MIGHT

HAVE MADE YOU UNCOMFORTABLE. SHE

MIGHT HAVE SAID, ‘YOU CAN DO THIS,’

WHEN YOU THOUGHT, ‘I CAN’T DO

THAT.’  SO SHE PUSHED YOU BECAUSE

SHE BELIEVED IN YOU MORE THAN YOU

BELIEVED IN YOURSELF.

GREAT TEACHERS DON’T JUST TEACH

YOU; THEY CHANGE YOU IN WAYS THAT

MAKE YOUR WHOLE WORLD BIGGER.

THE HEART OF LEARNING IS THAT

CONNECTION BETWEEN TEACHERS

AND STUDENTS.  FROM OUR PERSPECTIVE,

THAT’S THE CENTERPIECE OF

STUDENT SUCCESS, A TEACHER FORMING A BOND

WITH A STUDENT, TRIGGERING

THAT STUDENT’S HUNGER TO LEARN AND

GUIDING IT IN THE RIGHT WAY.

AND WHEN WE SEE THAT STUDENT-TEACHER

BOND AS THE HEART OF LEARNING,

THEN OUR STRATEGY BECOMES REALLY

CLEAR.  WE NEED TO MAKE SURE

THAT ALL OUR TEACHERS HAVE THE GOALS

AND SKILLS AND TOOLS THEY NEED TO

FORM THAT BOND WITH THEIR STUDENTS

AND GIVE IT ALL THE POWER THEY CAN.

AND AT THE FOUNDATION,

EVERYTHING WE DO IS DESIGNED

TO FEED THAT BOND.

TECHNOLOGY CAN STRENGTHEN THAT

BOND BETWEEN STUDENTS AND TEACHERS,

ESPECIALLY WHEN IT ENABLES

LEARNING THAT IS PERSONALIZED TO

STUDENTS’ INDIVIDUAL NEEDS,

THEIR SKILLS AND INTEREST.

TECHNOLOGY CAN BRING IN IMMERSIVE

EXPERIENCES THAT A TRADITIONAL CLASSROOM

CAN’T DELIVER.  IT CAN CONNECT

STUDENTS TO TECHNICAL EXPERTISE THAT

A TEACHER MAY NOT HAVE.

TECHNOLOGY IS NOT JUST A WAY FOR STUDENTS

TO PURSUE THEIR INTERESTS;

IT’S A WAY FOR THEM TO SEE NEW WORLDS AND

DISCOVER THEIR INTEREST.

TECHNOLOGY CAN BE THIS MIRACLE

ACCELERATOR IN EDUCATION, OF NEW

GAINS IN STUDENT PERFORMANCE,

AS LONG AS ONE THING IS WELL

UNDERSTOOD.  AND THAT IS THAT

TECHNOLOGY MUST NOT BE ELEVATED ABOVE

ITS PURPOSE, AND ITS PURPOSE

IN EDUCATION IS TO SUPPORT THE TEACHER

AND IMPROVE TEACHING AND LEARNING.

SO HOW DO WE MAKE SURE THAT

TECHNOLOGY SUPPORTS TEACHING? I WOULD

ARGUE – WE AT THE FOUNDATION

WOULD ARGUE THAT THE ANSWER IS PRETTY

SIMPLE.  ASK THE TEACHERS.

IT SOUNDS OBVIOUS, BUT IT REALLY BEARS

REPEATING.  TEACHERS ARE THE

TOP EXPERTS ON TEACHING. NOW I’M NOT

SAYING THAT TEACHERS KNOW IT

ALL OR THAT THEY CAN DO IT ALL WITHOUT

ANY HELP, BUT I’M SAYING

NOBODY KNOWS TEACHING LIKE TEACHERS.

TEACHERS OFFER US THE MOST

IMPORTANT, MOST INFORMED OPINION WE CAN

FIND ABOUT HOW TO MAKE

THINGS WORK IN THE CLASSROOM. AND WHEN

TEACHERS GET A CHANCE TO HELP

DESIGN THE TECHNOLOGY AND SHAPE IT TO

THEIR NEEDS, IT MAKES THEIR TEACHING

BETTER.  AND THAT’S WHERE

REPORTS LIKE TEACHERS KNOW BEST COME IN.

UNTIL NOW, ACCESS TO DETAILED

INFORMATION ABOUT HOW K TO 12 TEACHERS

VIEW DIGITAL INSTRUCTIONAL

TOOLS HAS BEEN REALLY LIMITED.  SO WE

DECIDED TO ASK TEACHERS,

THOUSANDS OF THEM ACROSS THE COUNTRY IN

EVERY GRADE AND CORE SUBJECT

AREA, ABOUT HOW THEY USE DIGITAL

TECHNOLOGY IN THE CLASSROOM AND,

MORE IMPORTANTLY, HOW THOSE TOOLS

COULD BE IMPROVED.

THE GOAL OF TEACHERS KNOW BEST

IS TO BRING THE PERSPECTIVE OF

TEACHERS TO PRODUCT DEVELOPERS

WHO ARE CREATING DIGITAL TOOLS FOR

THE CLASSROOM.  WE WANT TO MOVE

AWAY FROM THOSE LOVELY AND SOMETIMES

NOT-SO-LOVELY ANECDOTES ABOUT

WHAT TEACHERS WANT AND NEED TO REAL

DATA FROM WHAT TEACHERS SAY

THEY WANT AND NEED.  AND WE WANT TO

PROVIDE ACTIONABLE INFORMATION

THAT ED TECH ENTREPRENEURS AND

INVESTORS CAN USE TO CREATE

THE INSTRUCTIONAL TOOLS THAT WILL REALLY

HELP ACCELERATE LEARNING.

THE FIRST TEACHERS KNOW BEST

REPORT WAS RELEASED LAST YEAR. IN IT,

WE SURVEYED 3,100 PUBLIC SCHOOL

TEACHERS AND 1,250 STUDENTS ABOUT

THE KIND OF INSTRUCTIONAL TOOLS

THEY USE AND WHAT THEY NEEDED TO BE

SUCCESSFUL.  WE LEARNED IN THAT

REPORT THAT TEACHERS BELIEVE IN THE

POWER AND POTENTIAL OF DIGITAL

INSTRUCTIONAL TOOLS, AND THAT THEY

OVERWHELMINGLY SEE TECHNOLOGY

AS USEFUL TO INSTRUCTION. THEY

RECOGNIZE THAT THESE RESOURCES

CAN HELP DIAGNOSE STUDENT LEARNING

NEEDS, HELP THEM VARY INSTRUCTIONAL

METHODS AND SUPPORT STUDENT

COLLABORATION AND INTERACTIVE EXPERIENCES.

BUT WHEN WE ASKED TEACHERS TO EVALUATE

THOSE PRODUCTS THAT THEIR

STUDENTS USE FREQUENTLY, JUST 54%

OF TEACHERS REPORTED THAT THEY ARE

EFFECTIVE.  TEACHERS TOLD US THAT

THERE’S A NEED FOR BETTER AND MORE

EFFECTIVE TOOLS IN ALL SUBJECTS AND

AT ALL GRADE LEVELS, BUT

ESPECIALLY AT HIGH SCHOOL MATH

AND ELEMENTARY ENGLISH LANGUAGE ARTS.

THE TEACHERS REPORTED THAT THE

GREAT GAPS EXISTED AT THOSE LEVELS.

FINALLY WE SAW ACROSS THE BOARD

THAT TEACHERS STRUGGLED TO FIND

EFFECTIVE TOOLS ALIGNED TO THE

COMMON CORE STATE STANDARDS AND THE

NEXT GENERATION SCIENCE STANDARDS.

ONLY 43% OF THE TEACHERS SAID

THAT THESE RESOURCES TO TEACH

STANDARDS ARE AVAILABLE, SUFFICIENT

AND PRESENT IN DIGITAL FORM.

SO LIKE ANY GOOD RESEARCH PROJECT

THAT YOU DO, THAT REPORT PROMPTED

US TO ASK A WHOLE SERIES OF

ADDITIONAL QUESTIONS. AND IN

PARTICULAR, WE WANTED TO LEARN

MORE ABOUT HOW TEACHERS USE THE

INFORMATION THEY GET FROM DIGITAL

TOOLS TO DIAGNOSE STUDENT LEARNING

NEEDS AND TO ADJUST THE LEARNING EXPERIENCE.

SO WE WENT BACK OUT INTO THE FIELD,

AND MAKING DATA WORK FOCUSES ON

A SUBSET OF DIGITAL INSTRUCTIONAL

TOOLS, THOSE THAT HELP TEACHERS

COLLECT AND MAKE USE OF STUDENT

DATA TO IMPROVE INSTRUCTION FOR

INDIVIDUAL STUDENTS.

WE HOPED IN THIS REPORT TO ANSWER

FOUR BIG QUESTIONS. WHAT DO TEACHERS

BELIEVE ABOUT DATA-DRIVEN INSTRUCTION

AND THE TOOLS THAT SUPPORT IT?

HOW DO TEACHERS USE DATA TO TAILOR

INSTRUCTION?  WHAT KEY CHALLENGES DO

TEACHERS FACE WITH THE TOOLS THAT

SUPPORT THAT KIND OF DATA-DRIVEN

INSTRUCTION?  AND WHAT DO TEACHERS

NEED TO MAKE DATA REALLY WORK, TO

INFORM INSTRUCTION IN THE WAYS

THAT THEY THINK ARE MOST PRODUCTIVE AND

MOST POWERFUL IN THE CLASSROOM?

WE SPOKE WITH DOZENS OF EDUCATORS

ACROSS A RANGE OF SCHOOLS, FROM

THOSE IN THE MAINSTREAM TO THOSE

THAT ARE REALLY TECHNOLOGY-FORWARD,

AND WE CONDUCTED AN ONLINE SURVEY

OF MORE THAN 4,600 PUBLIC SCHOOL

TEACHERS.  AND I WANT TO PLAY

A SHORT VIDEO THAT GIVES YOU JUST A

SENSE OF WHAT WE HEARD.

[VIDEO PLAYED]

SO THE REPORT THAT YOU GOT A COPY

OF AS YOU CAME IN TODAY PRESENTS

THE FINDING FROM THOSE TEACHERS

OUT THERE THAT WE SURVEYED IN

DETAIL.  BUT WHAT I WANTED TO

DO FOR THE NEXT FEW MINUTES IS

HIGHLIGHT FOUR IMPORTANT TAKE-AWAYS

FROM THIS RESEARCH.

SO THE FIRST IS THAT TEACHERS

HAVE DIFFERENT EXPERIENCES BUT VERY

SHARED VALUES.  IT WAS IMMEDIATELY

CLEAR FROM THE RESULTS THAT

TEACHERS, NO MATTER WHAT THEIR

BACKGROUND OR EXPERIENCE, SHARED

SIMILAR VALUES ABOUT INSTRUCTION.

TEACHERS BELIEVE THAT THEY HAVE A

RESPONSIBILITY TO SUPPORT EVERY

STUDENT BY TAILORING INSTRUCTION

BASED ON INDIVIDUAL STRENGTHS,

NEEDS AND INTEREST.  MORE THAN EIGHT

IN TEN, 86%, ARE CONSTANTLY

LOOKING FOR WAYS TO ENGAGE STUDENTS

BASED ON WHERE AND WHO THEY ARE.

AND NEARLY EIGHT IN TEN TEACHERS,

78%, BELIEVE THAT DATA HELPED

VALIDATE WHERE THEIR STUDENTS ARE AND

WHERE THEY NEED TO GO.

TEACHERS BELIEVE THAT KNOWING

THEIR STUDENTS AND UNDERSTANDING THEIR

INDIVIDUAL STRENGTHS AND INTEREST

IS FUNDAMENTAL TO EFFECTIVE

INSTRUCTION.  AS ONE TEACHER

SAID, ‘ONCE I SHOW THAT CHILD THAT I

CARE ABOUT THEM IN THEIR TOTALITY,

THEIR TOTALNESS, THEN I WIN THEM

OVER AND THEY ALLOW ME TO TEACH

ANYTHING, EVEN CHALLENGING THINGS.’

WHAT’S MORE, VIRTUALLY ALL TEACHERS,

93%, NOW USE SOME SORT OF

DIGITAL TOOL TO GUIDE INSTRUCTION.

NEARLY HALF, 44%, USE THEM ALL

OF THE TIME.  THESE TOOLS INCLUDE

INSTRUCTIONAL COURSEWARE, DIGITAL

GRADE BOOKS, FORMATIVE AND SUMMATIVE

ASSESSMENTS AND PRODUCTIVITY

TOOLS LIKE SPREADSHEETS.

SO TEACHERS HAVE DIFFERENT EXPERIENCES,

BUT SHARED VALUES.

TAKE AWAY TWO.  THE PROMISE OF

DIGITAL INSTRUCTIONAL TOOLS DOES NOT

MATCH TEACHERS’ REALITY.  WHEN

IT COMES TO RATING TOOLS THEY USE,

MORE THAN TWO THIRDS OF TEACHERS,

67%, ARE NOT FULLY SATISFIED WITH

THE EFFECTIVENESS OF THE DATA AND

THE TOOLS THAT THEY HAVE ACCESS TO

ON A REGULAR BASIS.  TEACHERS SITED

A VARIETY OF FACTORS THAT LIMIT

THEIR ABILITY TO TRACK STUDENT

PROGRESS AND TAILOR INSTRUCTION. TOO

OFTEN, THE DATA THEY RECEIVE FROM

DIGITAL TOOLS MUST BE MANIPULATED

MANUALLY – YOU SAW SOME OF THAT

IN THE VIDEO – OR MUST BE COMBINED

WITH ANOTHER SET OF DATA TO GIVE

A TRUE PICTURE OF PERFORMANCE.

SOMETIMES THE DATA AND ANALYSIS

ARRIVE TOO SLOWLY TO EVEN IMPACT THE

TEACHING AND LEARNING PROCESS,

OR THE DATA AREN’T GRANULAR ENOUGH TO

REALLY DIAGNOSE LEARNING CHALLENGES.

ONE TEACHER DESCRIBED AN ASSESSMENT

SYSTEM HER DISTRICT BOUGHT FOR

THE SCHOOLS THAT SEEMED OBLIVIOUS

TO THE NEEDS OF THE TEACHER. SHE

SAID, ‘THERE’S NO TEACHER LOG

IN TO SEE WHAT THE STUDENTS ARE SEEING

SO UNLESS I GO SIT BEHIND ONE

OF MY STUDENTS, I CAN’T SEE THE

LESSONS OR THE QUESTIONS. AND

ERROR-WISE, I JUST GET THAT’S THEIR

SCORE.  I DON’T KNOW WHAT

THEIR ERRORS WERE.  I DON’T HAVE ANY

ACCESS TO ACTUALLY SEE THE MATERIAL

UNLESS I IGNORE MY SMALL GROUP

AND I GO SIT BEHIND AN INDIVIDUAL

STUDENT AND WATCH THEIR COMPUTER.’

SO THOSE WERE CHALLENGES.

BUT THE BIGGEST CHALLENGE TEACHERS

SITED IS TIME.  TEACHERS SAY

THEY’RE SPENDING SO MUCH TIME

ASSEMBLING, ASSESSING AND ANALYZING

DATA THAT THEY HAVE LITTLE

TIME TO ACTUALLY ALTER INSTRUCTION. NOW

THINK ABOUT THAT.  THEY’RE SO BUSY

ASSEMBLING ALL THAT, THEY HAVE

LITTLE TIME TO MEET THE GOAL

THAT ALL OF THIS IS REALLY DESIGNED TO

SERVE, WHICH IS TO ALTER INSTRUCTION.

WE HEAR SIMILAR CONCERNS ALL

THE TIME FROM TEACHERS, WHETHER THE

ISSUE IS DATA OR PROFESSIONAL

DEVELOPMENT OR EVALUATION AND

FEEDBACK, FINDING WAYS TO STREAMLINE

DATA ANALYSIS AND SAVE TEACHERS

TIME IS ONE OF THE BIGGEST

CONTRIBUTIONS THAT DIGITAL TOOLS CAN

MAKE.  SO THE PROMISE OF DIGITAL

TOOLS, AS MUCH AS TEACHERS ARE

USING AND LOVE THEM, JUST DOESN’T

YET MATCH THE REALITY OF WHAT THEY

NEED.

TAKE AWAY THREE.  SCHOOL ENVIRONMENT MATTERS.

DESPITE THOSE CHALLENGES, SOME TEACHERS ARE

EMBRACING DIGITAL INSTRUCTIONAL TOOLS AND

THEY’RE USING THAT DATA TO TAILOR INSTRUCTION.

OUR RESEARCH IDENTIFIED SIX GROUPS OF TEACHERS BASED ON OUR

COMFORT LEVEL AND USE OF DATA.

AND YOU CAN SEE THOSE SIX GROUPS

IN THE REPORT.

RATHER THAN FACTORS LIKE AGE AND

EXPERIENCE, THESE GROUPS WERE

BASED ON TEACHERS’ MIND-SET

BASED ON STRUCTURE AND USE OF

TECHNOLOGY.

MORE THAN HALF OF EARLY ADOPTERS

OF DIGITAL TOOLS.

ALL TEACHERS HAVE A DIFFERENT

ATTITUDE TOWARDS DATA, IN THOSE

SCHOOLS WHERE THERE ARE DATA

MAVENS PRESENT THERE ARE LIKELY

TO HAVE A PRINCIPLE.

THEY DEDICATE TIME TO MAKE USE

OF DATA AND THEY GIVE TEACHERS

FLEXIBILITY TO USE TOOLS TO HELP

ALTER AND IMPROVE INSTRUCTION.

MANY OF THOSE MOST INNOVATIVE

SCHOOLS ARE WORKING WITH THEIR

TEACHERS TO MAKE BETTER USE OF

DATA.

BY DEVELOPING THEIR OWN TOOLS,

REUSING EXISTING ONES OR HACKING

TOGETHER DISPLAYS, THESE ARE

SAVING TEACHERS’ TIME AND GIVING

THEM ACCESS.

SO THERE GOOD MODELS.

ONE EXAMPLE, INTRINSIC SCHOOL, A

CHICAGO-BASED CHARTER SCHOOL

TYING TOGETHER GOOGLE APPS

REGISTRATION, ELIMINATING

STUDENT SYSTEMS AND KICK BOARDS

WHICH DISPLAYS LEARNING DATA.

IF YOU DON’T INTEGRATE ALL OF

THAT DATA, YOU HAVE ONE DATA

POINT BUT YOU DON’T HAVE THE

WHOLE STORY BEHIND THE DATA AND

HAVING ALL OF THAT IN ONE PLACE

WHICH THEY’RE STARTING TO DO IS

REALLY HELPFUL FOR TEACHERS TO

BE ABLE TO DO THE RIGHT THING

FOR CLASSROOMS FOR STUDENTS.

SO SCHOOL ENVIRONMENT MATTERS.

TAKE THE WAY FORWARD.

THE WAY FORWARD IS PRETTY CLEAR.

SCHOOLS CAN AND SHOULD DO MORE

TO SUPPORT EFFECTIVE DATA USE

BUT THERE’S ALSO A SIGNIFICANT

ROLE FOR THE ED-TECH SECTOR.

FOR EXAMPLE, DEVELOPERS WHO

EMBED PROTECTIONS INTO THE

DESIGN OF THEIR TOOLS THAT WILL

ENSURE THEIR STUDENTS’ PRIVACY.

AND TEACHERS REPORTED THAT DATA

AND DATA TOOLS MUST DO TWO

THINGS TO TRULY DRIVE MEANINGFUL

TOOLS IN INSTRUCTION.

THEY MUST WORK WELL TOGETHER AND

THEY MUST COLLECTIVELY SUPPORT

EVERY PHASE.

FROM ASSESSING STUDENT

PERFORMANCE FROM ANALYZING THE

STRUGGLE AND STRENGTHS OF

STUDENTS TO INSTRUCTIONS.

THE TOOLS HAVE TO REINFORCE AND

SUPPORT EVERY PHASE.

THROUGH THE SURVEY, TEACHERS

IDENTIFIED NINE SPECIFIC

OPPORTUNITIES FOR DEVELOPERS.

OPPORTUNITIES LIKE WHEN TEACHERS

ANALYZE STUDENT DATA TO PINPOINT

STRENGTHS AND CHALLENGES THEY

NEED TOOLS THAT REVEAL STUDENT

PROGRESS AND TRENDS, NOT JUST A

ONE-TIME ACADEMICS MATCHUP.

AND IF YOU LOOK IN THE REPORT,

YOU’LL SEE LOTS OF OTHER, NOT

ONLY GREAT RECOMMENDATIONS, BUT

DOABLE RECOMMENDATIONS FROM

TEACHERS ABOUT HOW WE CAN

IMPROVE.

AS ONE RESEARCH DIRECTOR

EXPLAINED, WE HAVE TO BE ABLE TO

BETTER COMMUNICATE TO TEACHERS

AND TO STUDENTS WHERE THEY ARE

AND WHERE WE WANT THEM TO BE.

SO THOSE TOOLS THAT PROVIDE THAT

COMPREHENSIVE VIEW OF STUDENT

PERFORMANCE OVER TIME, THAT

ALLOWS TEACHERS TO TRACK

STUDENTS IN MORE AND TO TRACK

THEIR PROGRESS IN MUCH MORE

MEANINGFUL WAYS.

IT HELPS TEACHERS VISUALIZE

TRENDS AND PATTERNS AND IT

SHOULD HELP TEACHERS ESTABLISH

FACTORS THAT CONTRIBUTE TO KIDS’

GROWTH SO WE KNOW AND WE LIKE TO

KNOW WHAT’S WORK.

THAT’S JUST ONE EXAMPLE.

BUT IT DEMONSTRATES THE VALUE OF

LISTENING TO TEACHERS IN THE WAY

OF UNDERSTANDING THE WAY THEY

WANT TO USE DATA AND THE WAY

FORWARD.

THE WAY FORWARD IS PRETTY CLEAR

AND THERE’S ACTION WE CAN TAKE

NOW BOTH AS EDUCATORS AND AS

ENTREPRENEURS.

THOSE KIND OF RICH FINDINGS IN

THIS REPORT IS ONE OF THE

REASONS WHY WE’RE COMMITTED TO

CONTINUING THIS RESEARCH.

LATER THIS YEAR, WE WILL REFRESH

AN UPDATED REPORT AND A DIGITAL

SNAPSHOT OF TOOLS TEACHERS ARE

OUT THERE USING AND INFORMATION

ABOUT HOW THEY CAN IMPROVE.

WE’RE ALSO MAKING SURE THAT THE

ED-TECH COMMUNITY CAN ACCESS

THESE FINDINGS.

THERE’S A WEBSITE CALLED

TEACHERSKNOWBEST.ORG, AND MOST

IMPORTANTLY TO PUT TEACHERS

VOICE IN A DESIGN OF A PRODUCT

THAT THEY NEED AND WILL BEST

SERVE THEM.

AND AS A FOUNDATION, WE’RE USING

THE FINDINGS TO INFORM OUR OWN

WORK AND INVESTMENTS SUCH AS

PRODUCTS THAT MARKET GAPS.

WE AWARDED 29 GRANTS OUT OF $5

MILLION IN TOTAL TO SPUR THE

DEVELOPMENT OF DIGITAL TOOLS AND

LITERACY INSTRUCTION.

ALIGNED TO THE COMMON CORE,

SUPPORTING STUDENTS IN GRADES 4

TO 8, TO MASTER WRITING TO READ

AND WRITING TO LEARN.

AND THAT CAME WHERE TEACHERS

IDENTIFIED THAT AS SUCH A

SERIOUS AND SIGNIFICANT GAP OUT

THERE.

WE’VE ALSO INVESTED IN EDUCATION

TECHNOLOGY COLLABORATIVES IN

THREE CITIES IN ORDER TO

ACCELERATE EDUCATION BY

CONNECTING THEM PURPOSEFULLY, SO

THEY CAN PILOT AND EXPAND THE

USE OF PILOTS THAT REALLY WORK.

AND THESE COLLABORATIVES HELP

EDUCATORS FIND PRODUCTS AND

UNDERSTAND HOW IT WORKS WITH

DIFFERENT STUDENTS BUT THEY ALSO

HELP ENTREPRENEURS OVERCOME

THOSE BARRIERS THAT CAN

SOMETIMES KEEP TEACHERS FROM

GETTING EVEN IN THE SCHOOL DOOR.

AND THEY CAN ALSO BE

CONSTRUCTIVE IN HELPING

DISTRICTS SCALE WHAT WORKS.

SO WE’RE EXCITED ABOUT WHAT

WE’RE HEARING FROM TEACHERS

ABOUT PUTTING TEACHERS’ VOICE IN

THE CENTER OF THIS.

AND WE ARE USING THESE AND OTHER

KINDS OF EFFORTS TO ACCELERATE

INNOVATION IN THE ED-TECH SECTOR

KNOW TOOLS MARRY UP TO NEEDS.

AND SO THAT MORE CLASSROOMS CAN

REALLY ACHIEVE THE GOAL OF

PERSONALIZED LEARNING.

WE ALL KNOW WHEN STUDENTS ARE

GIVEN THE FLEXIBILITY IN WHEN

THEY LEARN, HOW THEY LEARN,

THEY’RE MUCH MORE CURIOUS,

THEY’RE MUCH MORE ENGAGED AND

EXCITED ABOUT LEARNING, AS ARE

WE.

SO THE OPPORTUNITIES IN FRONT OF

US, I THINK IF YOU THINK ABOUT

IT ARE REALLY ASTOUNDING GIVEN

WHAT TECHNOLOGY CAN DO THESE

DAYS.

BUT FOR THOSE TOOLS TO BE REALLY

POWERFUL, FOR THEM TO MAKE A

MEANINGFUL DIFFERENCE IN

CLASSROOMS AND HAVE AN IMPACT ON

STUDENT LEARNING THAT REQUIRES

COLLABORATION BETWEEN TEACHERS

AND TECHNOLOGY INNOVATORS.

BOTH NEED EACH OTHER, AND WE

HAVE TO FIGURE OUT WAYS TO MAKE

THAT A MUCH STRONGER CONNECTION.

WE NEED TO LISTEN CLOSELY TO THE

NEEDS OF TEACHERS.

AND WE HAVE TO ENGAGE THEM UP

FRONT AS CO-DESIGNERS AND

CO-ADVOCATES OF BOTH THE TOOLS

THEMSELVES AND THE ADDITIONAL

SUPPORTS THAT THEY NEED.

BECAUSE, WHEN IT ALL COMES DOWN

TO IT, TEACHERS ARE THE EXPERTS

FOR WHAT WORKS IN THE CLASSROOM.

THANK YOU.

[†APPLAUSE†]

>> WE HAVE A PANEL THAT’S >> ACTUALLY GOING TO SHOWCASE THAT

COLLABORATION BETWEEN EDUCATORS

LOOKS LIKE AND LOOKS LIKE BOB’S

GOING TO MODERATE THAT

DISCUSSION.

>> THANK YOU, VICKI. >> AND THANK YOU FOR A WHOLE LOT TO

DIGEST.

AND THAT’S WHY WE HAVE AN

EXCELLENT PANEL OF RESPONDENTS.

BEFORE I INTRODUCE THEM, I WANT

OUR VIRTUAL AUDIENCE AS WELL AS

OUR AUDIENCE HERE TO KNOW THAT

YOU CAN SUBMIT QUESTIONS.

THOSE IN THE IN-PERSON AUDIENCE

HAVE BEEN GIVEN A NOTE CARD SUCH

AS THIS WHEN THEY REGISTER.

IF YOU HAVE A QUESTION, WRITE IT

ON THE NOTE CARD, HOLD IT IN THE

AIR AND INDIVIDUALS WILL COME

AND COLLECT IT.

INDIVIDUALS WATCHING ONLINE, YOU

HAVE A NOTE CARD, YOU CAN SUBMIT

A QUESTION USING THE FORM BELOW

THIS VIDEO WINDOW.

YOU CAN ALSO TWEET TO US USING

THE #TEACHERSKNOWBEST.

IT’S TIME FOR THE THE PANEL,

STARTING ON THE IMMEDIATE RIGHT,

FIRST, LET ME JUST SAY, EVERYONE

ON THIS PANEL HAS EXTENSIVE

EXPERIENCE IN SCHOOLS AND

TEACHING AND EDUCATION.

SARA IS DEPUTY DIRECTOR OF THE

K-12 COLLEGE READY, BILL AND

MELINDA GATES FOUNDATION WHERE

SHE LEADS THE DEVELOPMENT AND

IMPLEMENTATION OF PROGRAM

STRATEGY, TARGETED AND IMPROVING

THE AVAILABILITY OF CONTENT,

TOOLS AND SERVICES MEETING

TEACHERS AND STUDENT NEEDS AND

ACCELERATING STUDENT LEARNING.

SHE BRINGS GREAT EXPERIENCE IN

BOTH THE PRIVATE SECTOR AND ALSO

HER EXPERIENCE IN SCHOOL

DISTRICTS.

NEXT IS NICOLE CERRA DESIGN TECH

HIGH SCHOOL.

AND DIRECTOR OF CURRICULUM AND

INSTRUCTION TEACHER ENGLISH AND

DESIGN AT THE SCHOOL.

IN 2012, SHE AND A GROUP OF

LIKE-MINED EDUCATORS CREATED

DESIGN TECH HIGH SCHOOL,

REFERRED TO AS D-TECH WITH A

GOAL OF PREPARING STUDENTS TO

BECOME INNOVATORS AND D-TECH

OPENS ITS DOORS IN THE FALL OF

2014.

NEXT IS ERIC WESTENDORF, CEO AND

CO-FOUNDER OF LEARNZILLION.

HE INCUBATED LEARNZILLION HERE

IN WASHINGTON, D.C. WHERE HE WAS

CHIEF OFFICER.

WHILE HE WAS PRINCIPAL, HOSTED

50 PERCENTAGE POINTS IN MATH AND

26 PERCENTAGE POINTS IN READING.

AND FINALLY, ALLISON DODSON, A

NATIONAL BOARD CERTIFIED ENGLISH

TEACHER WHO TAUGHT FOR THE PAST

12 YEAR IN THE GREATER CHICAGO

AREA INCLUDING THE PAST TWO

YEARS AT SPRY COMMUNITY LINKS

HIGH SCHOOL.

ALLISON HAS COLLABORATED WITH

HER WORK IN THE CHICAGO TEACHERS

UNION IN A COMMON CORE ALIGN

UNIT.

AS YOU CAN SEE, WE HAVE A GREAT

PANEL.

WE’LL HAVE A DISCUSSION AND ALSO

OPEN IT UP FOR QUESTIONS.

LET ME START WITH THOSE OF YOU

CURRENTLY IN THE CLASSROOM

NICOLE AND ALLISON, HOW HAS YOUR

INSTRUCTION IMPROVED WITH THE

USE OF DIGITAL TOOLS?

>> GOSH. >> SO MUCH.

WE TRY TO USE DATA ON A WEEKLY

CYCLE.

COLLECT DATA, ANALYZE THAT DATA

ON FRIDAY AFTERNOON.

WHAT TRADITIONALLY HAPPENS WE

SPEND ALL WEEKEND TRYING TO

FIGURE OUT WHAT WE’RE GOING TO

DO THE NEXT WEEK, INCLUDING

REBUILDING EVERY SINGLE

STUDENT’S SCHEDULE BY HAND SO

STUDENTS ARE GETTING WHAT THEY

NEED WHEN THEY NEED IT.

THIS HAS IMPROVED TO BE VERY

DIFFICULT TO SUSTAIN.

THE ANALYZING OF THE DATA JUST

TAKES A VERY LONG TIME.

AND THE BUILDING OF THE SCHEDULE

TAKES A VERY LONG TIME.

AND THAT DOES LEAVE LITTLE ROOM

TO THEN BUILD KILLER LESSONS

THAT ADDRESS THE NEEDS THAT WE

SEE FROM THE THE DATA.

SO THE REPORT HAS REALLY HIT

THAT NAIL ON THE HEAD FOR US.

WE HOPE WITH THE THE SOFTWARE IT

WILL HELP WITH THE ANALYSIS OF

GETTING DATA TOGETHER.

RIGHT NOW, WE’RE JUST USING

SPREADSHEETS BUT BETTER SOFTWARE

WILL HELP US THERE AND ALSO

SCHEDULING SOFTWARE WOULD HELP

US A LOT, TOO.

>> ALLISON. >> >> JUST LIKE NICOLE, WE DO DATA >> ASSESSMENT.

AND WE TAKE THE DATA WE RECEIVE

AND CREATE RETEACHING PLANS

BASED ON COLLEGE READINESS

STANDARDS SO IT’S NOT QUITE AS

OFTEN AS NICOLE USES IT.

AND WE DO IT ONCE A QUARTER, AND

ALSO WITH BETTER TECHNOLOGY, IT

WILL PROVIDE US WITH THE ABILITY

TO USE THAT DATA A LITTLE

BETTER.

I ALSO TAKE THE DATA HOME, OVER

THE WEEKEND, I LOOK AT DATA AND

I GROUP STUDENTS, AND I

RE-CREATE LESSONS.

AND IT IS VERY TIME CONSUMING.

>> SO ERIC IS A FORMER TEACHER >> AND SCHOOL LEADER.

I’M HEARING THE MESSAGE “TIME

CONSUMING” COMING IN A LOT.

WHAT’S YOUR APPROACH TO USING

STUDENT DATA AND IMPROVING

INSIGHTS TO IMPROVING STRUCTURE?

>> YEAH, SO WHEN I WAS AT D.L. >> HAYNES, THAT WAS REALLY, I

THINK, THE KEY TO US POSTING THE

SORT OF GROWTH THAT WE WERE

POSTING YEAR IN AND YEAR OUT.

REALLY HAD TO DO WITH THE FACT

THAT WE WERE ORGANIZING

OURSELVES AROUND THAT DATA.

SO EVERY SIX TO EIGHT WEEKS,

WE’D HAVE A PROFESSIONAL

DEVELOPMENT DAY, PORE OVER THE

DATA AND WORK ON WHAT WE’D CALL

REPEAT ACTION PLANS AND THEN

REVIEW ALL OF THOSE.

AND THEN WORK ON IMPLEMENTING

THOSE IN THE WEEKS AFTER THAT.

AND WE FELT LIKE THAT PROCESS

REALLY FOCUSED ALL OF OUR

ATTENTION ON STUDENT LEARNING.

SO THE CONVERSATIONS WERE NOT,

YOU KNOW, ABOUT HOW ARE WE

TEACHING.

IT WAS MORE ARE THE STUDENTS

LEARNING AND WHAT ARE WE GOING

TO DO ABOUT IT.

THAT FELT LIKE THE RIGHT

CONVERSATION.

THAT BEING SAID, WHAT WAS REALLY

STRIKE FOR ME, WE WERE HAVING

THE SUCCESS IN FOLKS THAT WERE

COMING TO SHADOW AND SPEND TIME

IN THE SCHOOL, AND WE WON A

BUNCH OF AWARDS, IT WAS SUPER

EXCITING.

AND AT THE SAME TIME, IT FELT

LIKE WE WERE REALLY JUST

SCRATCHING THE SURFACE.

I MEAN, FOR ONE, LIKE DOING THIS

EVERY SIX TO EIGHT WEEKS, IT WAS

LIKE THIS IS JUST WAY TOO LONG.

TO BE RESPONSIVE TO WHERE OUR

STUDENTS ARE.

THIS NEEDS TO BE HAPPENING,

FORMIDABLY, LIKE DAILY.

WE CANNOT BE WAITING THIS LONG

TO MEET THE NEEDS OF OUR KIDS.

THAT WAS ONE THING THAT WAS

STRIKING.

THE OTHER THING THAT WAS

STRIKING, DATA IS REALLY ONLY

AVAILABLE TO THE NEXT STEP YOU

TAKE.

THE ACTION YOU TAKE.

WHAT I WAS SEEING, YOU GO INTO

CLASSROOMS AND OBSERVE THE

IMPLEMENTATION OF OUR REPEAT

ACTION PLAN.

IS THAT OFTEN, THERE WAS THE

TEMPTATION OF TEACHERS TO SAY

RETEACH.

I’M GOING TO REDO THIS LESSON

AGAIN, BUT A LITTLE LOUDER,

RIGHT.

A LITTLE TWIST ON IT, OR

SOMETHING, RIGHT?

IT’S LIKE, THAT IS NOT GOING TO

GET THE JOB DONE.

HOW DO WE MAKE SURE THAT THE

ACTIONS WE’RE TAKING, IN FACT,

ARE DRAWING ON EXPERTISE ABOUT

WHAT IS GOING TO HELP A STUDENT

UNDERSTAND WHAT’S GOING ON WHEN

YOU DIVIDE BY FRACTIONS?

NOT JUST THERE’S A PROCEDURE

THAT GETS YOU.

BUT WHAT’S ACTUALLY HAPPENING

THERE.

AND THAT WAS FRUSTRATING TO SEE

HOW OFTEN WE WERE REINVENTING

THE WHEEL AS WE THOUGHT ABOUT

THE ACTION STEPS.

AND REALLY RAISE THE QUESTION

WHAT COULD WE DO THAT WOULD

ALLOW US VERY QUICKLY AT OUR

FINGERTIPS HAVE ACTIONABLE NEXT

STEPS TO TAKE BUILT ON EXPERTISE

AND ALLOW US TO MOVE MUCH MORE

QUICKLY.

IT WAS SORT OF OUT OF THAT THAT

THE PROJECT EVOLVED FOR

LEARNZILLION.

>> IS THERE A PART OF YOUR JOB >> THAT MATCHES UP HEARING THE

NEEDS FOR INFRASTRUCTURE, HOW

DOES THIS MATCH UP WITH THE

SURVEY?

>> REALLY HITTING IT ON THE HEAD >> WHAT WE HEARD IN THE SURVEY, BUT

TEACHERS SHARE COMMON

COMMITMENTS TO WHAT THEY WANT TO

DO AND COMMON CHALLENGES.

REALLY WHAT THEY’RE SAYING, ALL

OF US SHOW UP TO WORK EVERY DAY,

BUT THE TOOLS AND RESOURCES AND

PLATFORMS WILL BE THERE AND THE

ENVIRONMENTS SO I CAN BE

PRODUCTIVE IN MY JOB.

UNFORTUNATELY, WE’RE NOT QUITE

THERE YET, DESPITE THE EFFORTS

OF THE TEACHERS.

ONE OF THE ENCOURAGING THINGS

WE-H HEARD IN THE SURVEY, THE

TEACHERS IN THE MORE

TECHNOLOGY-FORWARD SCHOOLS WHERE

SOME OF THEM THERE ARE RESOURCES

IN PLACE WHERE THEY ARE HACKING

TOGETHER BETTER METHODS TO

REDUCE DATA ENTRY, THE TEACHERS

ARE SEEING THE POWER IN THOSE

TOOLS.

I THINK IT SHOWS US POSSIBILITY

AND IT’S REALLY ENCOURAGING.

>> SO ALLISON AND NICOLE, COMING >> BACK TO YOU, YOU TALKED ABOUT

MATCHING UP TIME AND DATA SETS.

WHAT IS IT THAT IS WORKING AND

WHAT’S WORKING WELL?

AND THEN MAYBE WE CAN ALSO TALK

ARE THERE ADDITIONAL CHALLENGES

TO WHAT IS DESCRIBED?

>> WHAT’S WORKING WELL IS THAT >> I’M ABLE TO SEE FROM THE DATA

THAT WE HAVE WHO IN MY CLASSROOM

IS A LEADER BASED ON SKILL.

WHO MATTERED THAT SKILL, WHO

STILL NEEDS WORK WITH THAT

SKILL.

AND IT ALSO ALLOWS ME TO LOOK AT

WHERE EACH CLASS IS, AS A CLASS,

AS A WHOLE, THAT’S WORKING

REALLY WELL.

>> SO, LET ME FOLLOW UP ON THAT. >> WHEN IN MAKING†– ARE YOU

GETTING THAT NOW IN REALTIME?

>> I DO GET IT IN REALTIME. >> THERE’S TWO DIFFERENT SETS OF

DATA THAT WE RECEIVE.

THE ONE SET OF DATA, THE

STUDENTS ARE ON THE COMPUTER

TAKING THE TEST.

AND LITERALLY, AS SOON AS HE HIT

SUBMIT I CAN CHECK THEIR SCORES

AND THEN WE HAVE E-PLAN FOR THE

STATE OF ILLINOIS,

UNFORTUNATELY, THAT IS NOT

REALTIME.

THE STUDENTS THAT TOOK THE TEST

LAST WEEK WERE DONE WITH SCHOOL.

I DON’T KNOW, IN JULY.

SO I KEPT THAT DATA MAYBE IN

OCTOBER, WHEN I’VE ALREADY LOST

MY CLASSROOM.

SO THAT’S UNFORTUNATE, BUT,

YEAH, SOME OF IT IS REALTIME.

>> NICOLE. >> >> I THINK WHAT’S WORKING WELL >> FOR US IS JUST CHANGING THE

MINDSET, BEING ABLE TO HOLD THEM

TO A HIGHER STANDARD BECAUSE

WE’RE NO LONGER SAYING THAT THE

STANDARD YOU HAVE TO MEET IS

SEAT TIME.

IT’S NOT YOU HAVE TO BE HERE AND

PUT IN THE HOURS BUT YOU HAVE TO

PUT IN THE DATA.

WE’VE DONE A LOT WITH TIME,

SCHEDULING, STUDENT GROUPING.

STUDENTS DON’T NECESSARILY MOVE

THROUGH ONE COURSE IN ONE SINGLE

YEAR.

ALL OF THOSE THINGS, ONCE YOU

START GETTING REAL DATA BACK,

THOSE ARE THE THINGS THAT YOU

HAVE TO BE MORE FLEXIBLE THAN

THEY ARE USUALLY.

SO I THINK WE’RE ABLE TO HOLD

STUDENTS TO A VERY HIGH

STANDARD, WE’RE ABLE TO SEE IF

STUDENTS ARE POSITIONED OR NOT.

>> EDUCATION TECHNOLOGY IS >> IMPROVING.

ARE YOU FINDING THAT YOU’RE

GETTING MORE OR FASTER DATA?

>> YEAH. >> I AM GETTING MORE DATA.

SOMETIMES TOO MUCH DATA.

TO THE POINT WHERE I, YOU KNOW,

WE GIVE THE MATH ASSESSMENT, FOR

EXAMPLE, EVERY, YOU KNOW, TWO

TIMES A YEAR.

AND THE DATA IS SO EXTENSIVE, I

REALLY DON’T EVEN KNOW HOW TO

MANAGE IT ALL.

BUT IT’S BETTER THAN HAVING NO

DATA AT ALL.

SO LIKE YOU WERE TALKING ABOUT,

AT THE END OF THE YEAR, THEY

TAKE AN EXAM, WE GET THOSE

THINGS OVER THE SUMMER.

THOSE STUDENTS HAVE MOVED ON.

I DON’T SEE THEM.

IT’S NOT ACTIONABLE.

SO WE ARE GETTING DATA BUT IT’S

NOT QUITE ACTIONABLE ENOUGH.

>> WE DON’T HAVE ENOUGH DATA. >> WE’RE TESTING FOR THE COLLEGE

READINESS STANDARDS AND NOW WE

HAVE THE COMMON CORE CURRICULUM.

THE STATE HAS NOT TOLD US IF

E-PASS IS GOING AWAY.

AND SPEAKING WITH STUDENTS ABOUT

MASTERY OF A SKILL, BUT YET, THE

COMMON CORE STANDARDS WE’RE NOT

TESTING ON THOSE, EXCEPT FOR THE

PARK EXAM.

MY STUDENTS TOOK A PARK EXAM A

MONTH AGO, I’VE NEVER SEEN THAT.

I PERSONALLY WOULD LIKE MUCH

MORE DATA.

>> IT SOUNDS LIKE FROM EVERYONE >> HERE, YOU AND YOUR COLLEAGUES

ARE INVOLVED IN WORK-AROUND.

CAN YOU DESCRIBE SOME OF THE

WORK-AROUNDS THAT HAVE WORKED

FOR YOU?

>> AT DESIGN TECH WE CALL IT >> BRUTE FORCE AND AWKWARDNESS.

THE WHOLE THING IS JUST PRETTY

ROUGH.

WE’RE REALLY†– I MEAN, IT’S

JUST SPREADSHEETS.

IT’S GOOGLE APPS FOR ED.

SPREADSHEETS.

FORTUNATELY, WE’RE IN SILICON

VALLEY AND THEY CAN HELP US PASS

OUT SCHEDULES DIGITALLY TO 140

STUDENTS AT A TIME.

THEY CAN HELP US CREATE BAR

GRAPHS AND TAKE THE GRADE BOOK

TO SEE HOW MUCH PROGRESS THEY’RE

MAKING TO FINISH A COURSE.

>> I’M USUALLY THE ONE THAT >> LEADS THE PROFESSIONAL

DEVELOPMENT TO TEACH THE

TEACHERS HOW TO USE THE DATA.

WE ONLY HAVE SORT OF ONE DATA

SYSTEM THAT WE USE.

SO I TEACH THEM, THIS IS HOW WE

READ THE DATA, THIS IS WHAT YOU

SHOULD BE DOING IN YOUR

CLASSROOM BECAUSE OF WHAT THE

DATA SAYS.

THEN I GO ON AND SPEAK TO THE

STUDENT WHAT IS GOING ON IN THE

CLASSROOM AND BRING THAT BACK TO

THE ADMINISTRATION.

WE ONLY HAVE ONE SYSTEM.

>> ERIC, IT SOUNDS TO ME YOU >> ACTUALLY CREATED A WORK-AROUND

WITH LEARNZILLION.

WHAT MOTIVATED YOU TO DO THAT?

>> YEAH, SO, ORIGINALLY, IT HAD >> SEVERAL NAMES BEFORE IT BECAME

LEARNZILLION.

FIRST IT WAS JUST THAT INTERNAL

WEBSITE WE CREATED AND WE USED

WEEBLY AND GOOGLE DOCS AND

YOUTUBE TO PUT TO TOGETHER.

TO GET THOSE ON YOUTUBE AND THEN

SET THIS THING UP.

YOU KNOW, ONE OF THE THINGS THAT

SORT OF TRIGGERED ME STARTING TO

LOSE SLEEP AND THINK ABOUT HOW

THIS COULD BE DONE AT SCALE AND

ULTIMATELY DECIDE TO START

LEARNZILLION WAS THIS EXPERIENCE

WITH DOWN OF OUR TEACHERS WHO

WAS AN AWARD-WINNING TEACHER IN

THE DISTRICT, FIFTH GRADE MATH.

HE STARTED OUT BY CAPTURING

THREE OF HIS LESSONS AND PUTTING

IT ON THIS INTERNAL SYSTEM.

WE THEN TRACKED, SORT OF A

PRE-AND POST ASSESSMENT.

AND WE DID THIS AROUND THE

STANDARDS WHERE THE STUDENT HAS

SHOWN THEY WERE STRUGGLING THE

LATEST ON THE LATEST TERM.

AND THE FIRST TWO LESSONS, DID

THE PRE AND THE POST, THE

EFFECTIVENESS OF THOSE LESSONS

IS HUGE.

IT SHOWED THAT STUDENTS HAD

ACTUALLY LEARNED A TON BY VIRTUE

OF PARTICIPATING IN THIS LESSON.

THE THIRD ONE FLAT LINED.

SO THE SAME TEACHER, LIKE

BRILLIANT, LIKE THOUGHTFUL,

KNOWS HIS KIDS, AND YET, THE

THIRD ONE FLAT-LINED.

AND HE WAS ABLE TO GO BACK AND

LOOK AT THAT LESSON IS ON THE

SITE.

AND IT WAS A ROTATIONS LESSON.

SO IT WAS ACTUALLY TRYING TO

HELP THE STUDENTS LEARN THE

DIFFERENT BETWEEN 90 DEGREES

ROTATIONS, 180, 360, AND HE USED

A CIRCLE IN A SMILEY FACE TO DO

THAT.

BASICALLY HE REALIZED WHEN I’M

DOING THAT, THE STUDENTS ARE NOT

PERCEIVING THAT THE ROTATION IS

HAPPENING BECAUSE IT’S PERFECTLY

SYMMETRICAL.

SO WHAT I NEED TO DO IS TRY THIS

AGAIN, HE ENDED UP USING A

POLYGON.

EVEN TOP TEACHERS, WE HAVE THESE

BLIND SPOTS AND SO OFTEN BECAUSE

WE’RE NOT LOOKING AT THE DATA

FAST ENOUGH AND THE DATE IS NOT

CLOSELY ASSOCIATED WITH WHAT

WE’RE TEACHING, NOT ONLY ARE WE

NOT RESPONDING IN A MOMENT TO

OUR STUDENTS BUT WE’RE ALSO NOT

FIXING IT.

IN THIS CASE, HE WAS ABLE TO GO

BACK AND FIX THAT, AND SURE

ENOUGH, WAS ABLE TO USE THAT AND

THE RESULTS FOLLOWED.

SO THAT SORT OF EXPERIENCE JUST

BROUGHT TO LIGHT, LIKE, WOULDN’T

IT BE AMAZING IF WE WERE ABLE TO

CAPTURE, CONTINUALLY CAPTURE,

USING DATA, THIS EXPERTISE.

AND IN A SENSE, SEE EVERY LESSON

AS A PREDICTION.

AND THEN FIND OUT, USING STUDENT

DATA LIKE HOW TRUE IS OUR

PREDICTION AND WHERE IT WASN’T

RIGHT.

WHAT ARE THE INNOVATIONS WE

MIGHT ADD TO THAT PREDICTION

THAT MAY RESULT IN STUDENT

LEARNING.

SO HOW DO WE IN A SENSE

PROFESSIONALIZE TEACHING OF HOW

DID THAT HAPPEN OVER AND OVER

WHERE WE WERE ENGAGED IN THAT

JOINT PROJECT TOGETHER.

IT WAS COBBLING THAT TOGETHER TO

HAVE THAT THING TO POTENTIALLY

WORK.

>> IT SOUNDS TO ME LIKE WHAT YOU >> WORKED WITH, TOO, WAS FEEDBACK

WITH TEACHERS.

>> THAT’S RIGHT. >> >> SO, SARA, WHEN YOU’RE LOOKING >> AT THE RAPIDLY EXPANDING

LANDSCAPE OF EDUCATIONAL

TECHNOLOGY, WHY AREN’T THESE

ISSUE, THE DATA CAPABILITY, THE

EASE OF USE, THE SITE ANALYSIS,

WHY AREN’T THEY BEING ADDRESSED

AS ADEQUATELY AS THEY SHOULD BE?

>> WELL THE GOOD NEWS IS THE >> MARKET IS MOVING A LOT.

THERE’S A LOT ONLINE.

AND UP UNTIL THIS POINT THERE

HASN’T BEEN ENOUGH INCENTIVE, I

THINK, FOR INDUSTRY TO REALLY GO

AFTER THESE PRODUCTS.

IN THAT DEVICES WEREN’T THAT HAD

CHEAP, BROADBAND WASN’T

AVAILABLE.

THERE WASN’T A COMMON END GOAL

FOR THE WHOLE COUNTRY, AT LEAST

MANY PARTS OF IT.

BUT NOW THAT’S CHANGING.

SO MOST DISTRICTS AND OTHER

SCHOOL ORGANIZATIONS ARE

THINKING HARD ABOUT WHAT THE

TEACHERS NEED IN CLASSROOMS AND

THINKING ABOUT THE NEXT

GENERATION.

SO THAT SENDS A REAL SIGNAL TO

THE MARKET TO START TO RESPOND

BETTER SO I DO THINK WE ARE

STARTING TO MOVE IN THE RIGHT

DIRECTION.

BUT, OF COURSE THERE ARE STILL

BARRIERS, THINGS LIKE A LACK OF

STANDARD TO TALK TO EACH OTHER.

AND THE SLOWING DOWN OF PEOPLE’S

WILLINGNESS TO JUMP IN AND

EXPERIMENT WITH THINGS.

DISTRICTS WERE BUYING TEXTBOOKS

NOW THEY HAVE TO THINK ABOUT

BUYING DIGITAL RESOURCES.

THAT TAKES A WHILE TO TRANSITION

AND KNOW HOW TO DO WELL.

SO IT IS MOVING BUT IT’S STILL

REAL CHALLENGES THAT THE COUNTRY

HAS TO GET OVER TO MAKE IT WORK

INSIDE THE CLASSROOM.

>> I THINK YOU MAKE AN >> INTERESTING POINT ABOUT HOW THE

MARKET IS CHANGE.

IF YOU THINK ABOUT IN THE LAST

FIVE YEAR, EVERY STATE HAS

ADOPTED A COLLEGE AND

CAREER-READY SET OF STANDARDS

WHETHER COMMON CORE OR THEIR OWN

STANDARDS.

EVERY STATE RECOGNIZES TEACHING

AND THE TRYING TO ADAPT RAPIDLY

TO THAT.

MOST STATES DEALING WITH

CONSTRAINED BUDGETS.

EVERY STATE FINALLY IS NOW

HAVING TO ADDRESS, AND EVERY

ADDRESS, HAVING TO ADDRESS THE

ISSUE OF RAPIDLY DEVELOPING

TECHNOLOGY.

THAT DEVICE, THAT INTERNET

DEVICE THAT WAS ONCE COST

PROHIBITIVE, NOW IS A TEXTBOOK.

AND IN TIEING THAT ALL TOGETHER,

HOW DO YOU USE DATA,

PARTICULARLY SOPHISTICATED

APPLICATIONS AND SOFTWARE.

SO IT’S AN INCREDIBLE TIME TO

BOTH†– ALLISON, LET ME START

WITH YOU, HOW ARE THE CONDITIONS

NOT ASKING YOU TO BE SPECIFIC

ABOUT YOUR SCHOOL, BUT WHAT IS

IT THAT NEEDS TO BE DONE IN

SCHOOLS SO THAT EVERYONE’S

GETTING THE MARKET MESSAGE, FROM

THE MARKET, BUT ALSO THOSE

INVOLVED IN SCHOOL LEADERSHIP?

>> WHAT NEEDS TO BE DONE IS >> GIVING TEACHERS MORE TIME TO USE

THE DATA.

ALSO THE DATA TOOLS NEED TO

RESPOND TO WHAT THE TEACHERS

NEED.

I WOULD LOVE TO LOOK AT THE DATA

AND SAY, OKAY.

IF I’M USING†– LOOKING AT A

COMMON SCALE.

THESE FIVE KIDS ARE USERS OF THE

SCALE.

AND I CAN TAKE THOSE KIDS AND

MAKE THEM MEMBERS OF THE GROUPS.

THESE KIDS ARE HIGH PERFORMING,

THESE KIDS ARE LOW PERFORMING.

I HAVE TO DO ALL OF THAT AT

HOME.

I WOULD LOVE FOR THE DATA TOOLS

DO THAT.

I WOULD ALSO LOVE TO SHOW MY

STUDENTS HOW THEIR DATA HAS

CHANGED OVER TIME.

SO TO SAY, OKAY, THIS IS

WHERE†– I SHARE THE DATA WITH

THE STUDENTS.

WE SIT DOWN AND LOOK AT THE DATA

TOGETHER.

WE CREATE CHARTS AND GRAPHS AND

THINGS OF THAT SORT.

I WOULD LOVE FOR THE DATA TOOLS

TO DO THAT FOR THE STUDENTS.

AND THEN THAT WOULD CREATE A LOT

MORE TIME FOR INSTRUCTION.

>> YOU BUILT A SCHOOL AROUND >> THIS WITH YOUR COLLEGE.

>> YEAH, I WOULD LIKE TO SEE >> MORE FLUIDITY BETWEEN THE

ED-TECH WORLD AND THE SCHOOL

WORLD.

I WOULD LOVE TO SEE IS

PROGRAMMERS INSIDE SCHOOLS.

I WOULD LIKE TO SEE TEACHERS

WITH A STRONGER TECH BACKGROUND.

THAT IS A HIRING CRITERIA FOR

US, AND IT’S VERY HARD TO MEET.

SO I THINK TEACHER EDUCATION,

TEACHER EDUCATION PROGRAMS HAVE

A REAL ROLE TO PLAY THERE.

I THINK IF IT’S VERY FLUID,

MOVING BETWEEN THE ED-TECH

SECTOR AND THE SCHOOL DOORS, IF

THOSE THINGS ARE REALLY OPEN, I

THINK WE’D SEE MUCH MORE RAPID

CHANGE.

>> SO, I’VE GOT A BUNCH OF >> QUESTIONS ALL ALONG THE SAME

TOPIC.

I’D HAVE TO RAISE THIS ONE.

THIS IS ONE FROM ILLINOIS.

ANOTHER ONE FROM THE DATA

PRIVATE†– TO KEEP THE

INTERSTATE PRIVATE.

IT SEEMS THAT THE TEACHERS’

DESIRE TO HAVE DATA INTEGRATED

AND MORE MEANINGFUL IS GOING TO

RUN INTO THE CURRENT WORRIES

ABOUT STUDENT DATA PRIVACY.

ANY THOUGHTS ON THIS AND HOW

YOU’RE DEALING WITH IT?

>> YEAH. >> I THINK THIS IS†– THIS IS A

CONCERN.

I THINK THERE’S ACTUALLY†– I

THINK DATA PRIVACY MATTERS A

LOT.

AND THERE’S†– THERE’S GOING TO

BE POLICIES WRITTEN AROUND THIS.

AND I THINK THERE’S A DANGER OF

ACCIDENTALLY STIFLING INNOVATION

WHILE TRYING TO TAKE CARE OF A

VERY IMPORTANT TOPIC.

SO IT’S REALLY INTERESTING TO

SEE, AND THINK ABOUT THIS IN THE

CONTEXT OF LEARNZILLION NOW.

BOX YOU CAN SEE HOW THERE CAN BE

A REAL TEMPTATION TO SAY, GOSH,

THERE’S SO MUCH DATA.

AND WE WERE CAN JUST SORT OF

COLLECT ALL OF THIS.

AND THEN WE’LL LATER ON FIGURE

OUT WHAT TO DO WITH IT.

RIGHT?

IT’S GOT TO BE VALUABLE IN SOME

WAY.

WE DON’T REALLY KNOW YET, BUT

WE’LL JUST COLLECT IT.

AND, YOU KNOW, THAT’S

PROBLEMATIC.

ONE OF THE THINGS FOR

LEARNZILLION, ONE IS THAT WE’RE

VERY CLEAR THAT ANY DATA WE

COLLECT WILL NEVER BE SOLD,

EXPORTED, YOU KNOW, THESE

CONCERNS, I THINK ARE REAL

CONCERNS.

AND I THINK IT’S REALLY

CONTINGENT ON EDUCATION

COMPANIES TO MAKE IT CLEAR THAT

IS NOT AT ALL WHAT THEY INTEND

TO DO.

AND MORE SO, MAKE IT CLEAR WHAT

IS THEIR INTENT ON COLLECTING

ANY DATA.

SO WE ARE WORKING REALLY HARD TO

BE DISCIPLINED.

BUT WE ONLY COLLECT A PIECE OF

DATA IF WE KNOW PRECISELY HOW

WE’RE GOING TO USE THAT TO SERVE

A PARENT OR TEACHER OR STUDENT.

NOW, IF IT’S NOT DIRECTLY

SERVING THEM, THEN, REALLY, WHY

ARE WE COLLECTING IT.

I THINK THERE’S VALUE FOR

PRESSURE TO BE PUT ON EDUCATION

TECHNOLOGY COMPANIES TO EXPLAIN

PRECISELY WHY THEY’RE COLLECTING

WHAT THEY’RE COLLECTING AND WHAT

THEIR HYPOTHESES IS.

AND POTENTIALLY GOING FURTHER

SAYING ANY COLLECTION OF DATA IS

BAD HAS A REAL DANGER AS WELL,

BECAUSE, AS WE KNOW FROM THIS

REPORT, DATA IS INVALUABLE FOR

TEACHERS TO REALLY RESPOND TO

THE NEEDS OF STUDENTS.

AND WE NEED TO MAKE THAT EASIER

FOR THEM, NOT HARDER.

AND I THINK TECHNOLOGY CAN HELP

MAKE IT EASIER.

>> AND ONE SIMPLE THING, FOR >> FUNDERS AND POLICY-MAKERS IN THE

STATE, WE HAVE A GREAT ROLE TO

PLAY TO PUSH THE FIELD TOWARDS

COMMON HIGH STANDARDS OF THESE

THINGS MAYBE INSIST ON ADHERING

TO THOSE THINGS WITHOUT SHUTTING

IT DOWN OR STIFLING IT.

FOR EXAMPLE, WE HAVE A SET OF

DATA POLICIES FOR ANYONE WHO

PICKS UP THEIR FUNDING NEED TO

ADHERE TO THOSE.

I THINK A LOT OF COMPANIES ARE

FALLING TO THOSE, TOO.

THAT’S ESSENTIAL, TO BE VERY

TRANSPARENT.

>> SARA, VICKI ALLUDED TO THIS. >> WHAT DOES THE SURVEY TELL US

ABOUT HOW TEACHERS MOVE FROM

DIGITAL SKEPTICS TO TRUE

BELIEVERS IN THE POWERS OF USING

DIGITAL TOOLS, I THINK THE DATA

MAVENS.

>> I THINK WHAT WE HEAR FROM THE >> DATA AND IN PRACTICE AS WELL,

TEACHERS ARE MOTIVATED BY WHAT

WORKS FOR THEIR STUDENTS.

IF THEY SEE USING A TOOL IS

ACTUALLY GETTING DEVELOPED IN

THE CLASSROOM, THERE’S A WAY OF

IMPLEMENTING IT.

AND IF THEY TRY IT, THEY NEED TO

BE IN AN ENVIRONMENT WHERE THEY

HAVE A SUPPORT OF PRINCIPLES

WHERE THEY HAVE ACCESS TO THESE

TOOLS.

MOVING BACK TO THE EARLY STAGES,

SOME OF THOSE FUNDAMENTALS ARE

IN PLACE.

IF I TRY IT, DO I SEE MY

STUDENTS RESPOND AS ALLOWING

THEM TO ACCELERATE, I’LL KEEP

USING IT.

I’LL TURN IT OVER TO YOU GUYS TO

MAYBE GIVE EXAMPLES ON HOW YOU

GO ON THAT JOURNEY.

>> YEAH, I THINK FOR ME IN THE >> BEGINNING OF MY CAREER, DATA

PLAYED SUCH A SMALL ROLE.

AND IT JUST TOOK DOING IT ONCE

TO SEE HOW IT COULD AFFECT†–

HOW IT COULD AFFECT ME.

HOW IT COULD AFFECT MY PRACTICE.

AND MOST IMPORTANTLY, HOW COULD

IT AFFECT MY STUDENTS.

WHEN I STARTED TEACHING, DATA†–

THERE WAS NOTHING WE WERE

LOOKING AT.

IT WAS JUST THE GREAT BOOK.

IT WAS THE STUDENT WORK, IT WAS

OUR OWN INTUITION WE WERE GOING

ON.

AND THEN MORE SCHOOLS IN OUR

DISTRICT BEGAN TO USE INTERN

ASSESSMENTS AND THINGS LIKE

THAT.

THERE WERE MORE CONVERSATIONS

WITH ACTUAL TEACHERS LOOKING AT

STUDENTS WORKING TOGETHER,

CALIBRATING AND LOOKING AT TEST

RESULTS AND MAKING DECISIONS

TOGETHER.

AND I THINK THAT IS ONE THING

THAT NEEDS TO HAPPEN, IS THAT

TEACHERS NEED TIME TO WORK

TOGETHER TO LOOK AT THE DATA AND

MAKE THE DECISIONS ABOUT HOW TO

RESPOND.

IF YOU AREN’T GIVEN THAT TIME

WITHIN YOUR SCHOOL DAY, IT

DOESN’T HAPPEN.

>> JUST TO PIGGYBACK OFF OF WHAT >> NICOLE SAID, SAME THING AS WELL.

WHEN I FIRST STARTED TEACHING,

DATA WAS, OKAY, I PUT MY GRADES

IN THE GRADE BOOK.

OKAY, THIS CHILD HAS A “B.”

THIS CHILD HAS A “C.”

AND I WORKED IN A HIGH SCHOOL

WHERE I WAS A DEPARTMENT CHAIR.

AND HERE WE GO, INTERIM

ASSESSMENTS.

AND YOU NEED TO LEARN HOW TO

ANALYZE THE DATA AND YOU NEED TO

TEACH THE OTHER TEACHERS HOW TO

DO THIS.

THEY WERE MOSTLY ALL TEACHERS SO

IT GETS VERY EASY TO GET TO TRY

TO USE THE DATA.

I THINK THE THING THAT WORKED,

SHOWING THE STUDENTS THE DATA.

TEACHING THEM HOW TO MAKE THE

PREDICTIONS.

AND THEN CELEBRATING THEIR

SUCCESSES OR TALK ABOUT HOW TO

GET THEM TO ACHIEVE THE

STANDARDS THAT WE WERE LOOKING

FOR.

AND I THINK THAT WAS A KEY

ELEMENT IN GETTING SORT OF THE

TEACHERS THAT WERE A LITTLE BIT

OLDER AND WERE USED TO THEIR

ROUTINES INTO USING DATA.

SO THAT’S WHAT HELPED US A LOT.

>> I’D LIKE TO CONTINUE THIS >> DISCUSSION COMING FROM A

QUESTION THAT’S COMING FROM THE

AUDIENCE, WHAT CAN PRESERVICE

AND SPECIAL PROVIDERS LEARN FROM

YOUR HINDSIGHT?

THE ODYSSEY THAT YOU’VE MADE TO

DATA MAVEN.

WHAT CAN THEY LEARN FROM THAT?

>> HOW TO READ THE DATA. >> WHAT TO DO WITH THE DATA.

I MEAN I WAS SIX, SEVEN YEARS

IN, BEFORE I EVEN STARTED

LOOKING AT DATA.

AND I DIDN’T HAVE ANY BACKGROUND

KNOWLEDGE OF IT.

I DID HAVE AN ADMINISTRATOR THAT

WAS VERY SUPPORTIVE.

SO IF I WERE A PRESERVICE

TEACHER, I WOULD LOOK TO MY

MENTOR AND REALLY SIT DOWN WITH

THE DATA WITH THEM.

AND LEARN SOME ROUTINES AND

THINGS TO DO WITH THE DATA.

>> YEAH, I THINK TO GO ALONG >> WITH THAT, I’M NOT SURE MANY

TEACHERS GET GOOD TRAINING IN

WRITING A GOOD ASSESSMENT.

SO IF THE ASSESSMENT ISN’T GOOD,

THEN THE WHOLE THING’S A WASH.

I DON’T THINK I EVER HAD

TRAINING ON HOW TO WRITE A GOOD

ASSESSMENT IN MY PRESERVICE

CAREER OR TRAINING.

SO I THINK THAT’S THE FIRST

STEP.

AND THEN HOW TO CREATE IT.

>> A TWITTER QUESTION, HOW DO >> YOU SCALE DATA USE FOR A WHOLE

DISTRICT?

IT SOUNDS LIKE IT’S BEEN

CATCHING UP IN SCHOOLS.

HOW DO YOU SCALE IT FOR A WHOLE

DISTRICT AS AN EXAMPLE OF

PROFESSIONAL DEVELOPMENT TO

BUILD THE TEACHER DATA AT

TECHNICAL CAPACITY AT SCALE?

>> YEAH, SURE. >> SO, YOU KNOW, ONE THING I WANT

TO BRING UP THAT’S RELATED TO

THIS QUESTION IS THAT WE’RE

TALKING ABOUT THE IMPORTANCE OF

DATA AND BEING RESPONSIVE TO

DATA.

AND WE’RE SORT OF ALL ON THE

SAME PAGE ABOUT THAT.

AT THE SAME TIME, THERE’S REAL

CONCERN RIGHT NOW ABOUT

OVERTESTING, RIGHT?

AND HOW DO WE RECONCILE THAT IT,

RIGHT?

DATA IS IMPORTANT AND SORT OF

CRITICAL.

AND AT THE SAME TIME, WE BELIEVE

THAT WE’RE TOO OFTEN SHUTTING

DOWN INSTRUCTION AND HAVING

STUDENTS HAVE TO TAKE TESTS

THAT, YOU KNOW, THAT TAKE AWAY

FROM MORE LEARNING TIME.

HOW DO WE ADDRESS THAT.

AND, SO, YOU KNOW, GETTING AT

THIS TWITTER QUESTION, I THINK

THAT OFTEN THERE IS, ON A

DISTRICT LEVEL, A REAL ANXIETY

ABOUT WHAT’S HAPPENING IN ALL

THE SCHOOLS.

IN THAT THAT ANXIETY OFTEN LEADS

TO A MUST HAVE THESE TESTS THAT

HAPPEN SO THAT WE CAN GET SOME

PREVIEW OF WHAT MIGHT BE COMING

DOWN THE ROAD IN TERMS OF END OF

YEAR TESTS.

AND I THINK THAT THAT CONCERNS

ME.

BECAUSE I THINK THAT ULTIMATELY

ENDS UP FUELLING, FUELLING THIS

OVERTESTING.

I THINK SOMETIMES, ACCIDENTALLY,

PEOPLE ARE SAYING, WELL, THIS IS

THE NEW STANDARD THAT ARE DOING

IT.

SO YOU THINK OF LOCAL DECISIONS

WHERE PEOPLE FEEL RISK AND

ANXIETY.

AND THEIR WAY OF ADDRESSING THAT

IS TO TEST.

TO TRY TO FIND OUT WHAT’S GOING

ON.

SO WHAT I WOULD SAY THERE IS, I

THINK WE NEED TO BE MORE

CREATIVE ABOUT HOW WE’RE

ASSESSING.

THERE HAVE BEEN ARTICLES

RECENTLY THAT HAVE COME OUT

ABOUT THIS CONCEPT OF

SELF-ASSESSMENT.

HOW DO WE TAKE FORMATIVE

ASSESSMENTS THAT CAN BE EMBEDDED

IN THE WORK THAT WE’RE DOING,

THAT ALLOW US TO NOT ONLY TAKE

ACTION IN THAT MOMENT, WHEN

WE’RE SEEING AND OBSERVING WHERE

STUDENTS HAVE GAPPED AND ARE

GETTING IT.

AND ALSO CAN BUBBLE UP AND LEAD

TO A MUCH RICHER UNDERSTANDING

OF WHERE OUR STUDENTS ARE

HEADING AND HOW THEY’RE

PROGRESSING.

AND I THINK THERE’S REAL

OPPORTUNITY THERE.

MY HOPE IS IN FIVE YEARS, WE’D

LOOK BACK AND SAY, WAS THAT

CRAZY HOW THEY DID THAT.

AND DO THE ASSESSMENT.

NOW, BASICALLY, WE HAVE STOPPED

HAVING ASSESSMENT AND CURRICULUM

DIVORCE FROM ONE ANOTHER.

AND WE’VE ACTUALLY INTEGRATED

THEM, SO THAT BY VIRTUE OF

LEARNING AND HAVING NATURAL

ASSESSMENT, AUTHENTIC ASSESSMENT

THAT COMES OUT OF THAT, BECAUSE

NOW IT’S DIGITAL, WE’RE ABLE TO

CAPTURE THAT AND OVER TIME, GET

A MUCH RICHER PROFILE OF HOW

STUDENTS ARE DOING AND HOW

DISTRICTS ARE DOING, INSTEAD OF

THE ANXIETY THAT COMES UP AND

MAKES US MAKE DECISIONS THAT

AREN’T ALWAYS THE BEST.

>> I THINK WHAT ERIC’S GETTING >> AT, THE NEED AS YOU MAKE THIS

TRANSITION INTO A DIGITAL

LEARNING ENVIRONMENT, GETTING

ANYTHING ACROSS THE DISTRICT IS

REALLY HARD.

AND THERE’S A TENDENCY TO

DEFAULT IN A TOP-DOWN, COMMAND

AND CONTROL APPROACH, WHERE

WE’RE GOING TO HERD EVERYONE

INTO A BALL ROOM ON SEPTEMBER

28th AND TELL THEM WHAT THEY NOW

NEED TO DO.

TRAIN THE TRAINER, AND

SUPPOSEDLY, IT’S GOOD.

I THINK WE’VE ALL EXPERIENCED

THAT KIND OF THING.

WE KNOW THERE ARE REAL

LIMITATIONS AND IN FACT IT’S

KIND OF A KILLER.

WE’RE IN THIS PHASE OF

DEVELOPMENT AND EXPERIMENTATION,

WE NEED TO HELP DISTRICTS AND WE

DO PROJECT WORK WITH DISTRICTS.

THINK ABOUT THEIR ROLE IN

PROVIDING TOP-DOWN SUPPORT FOR

INNOVATION AND TO TRY TO GET

THAT BALANCE DOWN ON WHAT’S HELD

TIGHT AND LET IT FLOURISH FROM

THE BOTTOM UP WITH TEACHERS AND

SCHOOL TEAMS HAVE A DESIGN

PROCESS IN A MORE ORGANIC WAY

WHILE PUTTING FORTH AN

ENVIRONMENT THAT IS PROTECTING

STUDENT TEACHERS NEEDS AND DATA

AND MAKE SURE THEY’RE BACK IN

BUSINESS TO WORK AND SUPPORT

THEM.

SO IT’S THAT TRICKY BALANCE OF

GETTING THE TOP AND THE BOTTOM

WORKING TOGETHER.

AND I THINK ELITE TO SCALE WHOLE

DISTRICT WIDE TOO FAST IS ONE OF

THE THINGS THAT CAN GET IN THE

WAY OF SUCCESS.

SO, LOTS OF GOOD PROJECTS ON THE

WAY OUT THERE, BUT TRYING TO GET

THAT OUT OF THE WAY.

>> I SEE A LOT OF HEADS NODDING. >> ANYONE WANT TO JUMP IN?

>> I WANT TO GET BACK OVER TO >> SELF-ASSESSMENT, OVER THE YEAR,

WE’VE MOVED TO ITTY-BITTY MICRO

DATA.

WE FIND IT’S MUCH MORE

ACTIONABLE, MUCH MORE TARGETED,

AND WE’RE VERY CRISP IN WHAT

WE’RE LOOKING FOR THAT THAT TIME

ASSESSMENT.

AND THOSE HAVE BEEN MUCH MORE

USEFUL THAN SOME SORT OF UNIT

EXAM OR END OF SEMESTER TEST OR

SOMETHING LIKE THAT, WHERE

YOU’RE TAKING A BUNCH OF

STANDARDS.

I THINK WE FOUND THAT TO BE

TRUE, WITH ASSESSING.

>> I SEE A WHOLE NEW PEDAGOGICAL >> APPROACH.

WHAT ARE PROCESSES THAT FACILITY

TATE THIS?

>> YOU KNOW, WE JUST ASK PEOPLE >> AND THEY DO IT.

IT’S KIND OF AMAZING, IF YOU

JUST ASK, THEY ACTUALLY ARE

PRETTY WILLING TO TAKE†– TO

HELP YOU OUT.

SO, I KNOW WE’VE DEVELOPED

PARTNERSHIPS WITH ORACLE.

WE’VE DEVELOPED PARTNERSHIPS

WITH STAMFORD.

AND BOTH OF THOSE INSTITUTIONS

HAVE HELPED US OUT A LOT WITH

PROVIDING PROGRAMMERS, EVEN

GIVING THEM TIME OFF TO COME AND

WORK WITH US.

SO, I THINK MAYBE SCHOOLS NEED

TO BE A LITTLE MORE AGGRESSIVE

IN ASKING FOR THE ED-TECH

COMMUNITY AND THE TECH

COMMUNITY, IN GENERAL, TO GET

INVOLVED, AND TO GIVE BACK.

I THINK THE TECH COMMUNITY IS

LOOKING TO GIVE BACK, AND THEY

DON’T KNOW HOW TO DO IT.

SO IF YOU CAN BRING THEM A

PROPERTY, WE’VE BEEN SURPRISED

PLEASANTLY HOW HELPFUL AND

WILLINGNESS TO JUMP IN.

>> I AM NOT A DECISION MAKER IN >> ANY WAY SHAPE OR FORM.

I DEAL WITH THE TOOLS THAT ARE

GIVEN TO ME.

I WORK FOR CHICAGO PUBLIC

SCHOOLS IN OUR DISTRICT.

>> IF I CAN PUSH A LITTLE, MY >> GUESS IS KNOWING THAT YOU’VE GOT

SOME THOUGHTS ON THIS.

EVERY NATIONAL BOARD CERTIFIED

TEACHER DOES.

IN TERMS WHAT POLICIES WOULD BE

HELPFUL TO YOU?

>> I WOULD LIKE EACH SCHOOL TO >> MAKE IT’S OWN DECISION AND NOT

BE TOLD WHAT TOOLS I CAN USE.

THAT’S ALL I CAN SAY.

>> AND SO, YOU ARE NOW OUT OF >> THE SCHOOL SYSTEM, RIGHT?

AND WE WANT YOU TO SAY†– WHAT

OBSERVATIONS AND WHAT POLICIES

WOULD BE HELPFUL?

>> I’M SORRY, YOU CAN SAY THAT >> AGAIN?

>> NO I WAS ASKING ERIC. >> >> THAT’S RIGHT, I MIGHT BE OUT >> OF THE SCHOOL DISTRICT NOW SO†–

>> SORRY. >> SO WHAT POLICIES MIGHT BE

HELPFUL?

>> YEAH. >> >> WELL, YOU KNOW, I THINK IT >> GOES TO THIS SORT OF HEIGHT AND

LOSE.

I THINK IT IS IMPORTANT THAT

SYSTEMS PROVIDE VISION AND

GUIDANCE, AND SORT OF VALUES AND

STANDARDS.

BUT THEN THERE DOES NEED TO BE A

LEVEL OF TRUST THAT’S SUPPORTED.

SO FOLKS DON’T FEEL LIKE I DON’T

MAKE ANY DECISIONS, THE MOST

IMPORTANT DECISIONS BY SCHOOLS

ARE TEACHERS.

DAY IN AND DAY OUT RESPONDING TO

THE REAL NEEDS OF THEIR

STUDENTS.

SO THAT EVERYTHING THAT THE

SYSTEM DOES OUGHT TO BE TRYING

TO SET THE DEFAULTS TO MAKE THAT

EASIER.

SO, YOU KNOW, I OFTEN THINK OF

THIS BOOK AND NUDGE THAT TALKS

ABOUT THE POWER OF DEFAULT.

THE FACT THAT YOU CAN TAKE ONE

PERSON AND HAVE THEM GO THROUGH

THE CAFETERIA LINE, DEPENDING ON

HOW THE FOOD IS SORTED AND THE

DEFAULT IS WILL MAKE VERY

DIFFERENT DECISIONS ABOUT THEIR

HEALTH.

BASED ON WHAT THEY’RE NUDGED TO

DO.

THE SCHOOL SYSTEM IN GENERAL,

FRANK LIST, THE WAY THE

PROFESSION HAS BEEN ORGANIZED

CREATES THESE†– IT’S COMPARABLE

TO FIGHTING UPSTREAM.

YOU KNOW, TO ACTUALLY BE REALLY

DATA-DRIVEN, YOU’RE HAVING TO

JUST CONSTANTLY, LIKE, FIGHT

AGAINST THE WIND.

AS OPPOSED TO HAVING A DEFAULTEE

IN THAT THE SYSTEM AND EVERYONE

AROUND YOU IS DOING THE BEST TO

GET THAT WIND AT YOUR BACK TO

SET ALL OF THE DEFAULTS.

SO THAT YOU’D ALMOST HAVE TO

FIGHT REALLY HARD NOT TO BE DATA

DRIVEN.

YOU’D HAVE TO FIGHT REALLY HARD

NOT TO USE DATA.

THAT’S WHAT WE NEED TO RESPOND

TO.

HOW DO THE SYSTEMS OR THE TOOLS,

LIKE THE FELLOW ON THE VIDEO WHO

SAID I ACTUALLY SPEND MORE TIME

LEARNING.

AS OPPOSED TO JUST INHERENTLY I

AM NOW†– LIKE THE DEFAULT IS,

THAT I’M ABLE TO RESPOND TO MY

STUDENTS AND ANTICIPATE THEIR

NEEDS AND DO SOMETHING ABOUT IT

RIGHT NOW.

AND, SO, YOU KNOW, THE POLICIES

THAT ALLOW FOR THAT TO HAPPEN ON

THE GROUND LEVEL AND SUPPORT

THAT SORT OF APPROACH ARE WHAT I

THINK DISTRICTS OUGHT TO BE

THINKING ABOUT.

>> AND ALSO, IT SEEMS TO MATCH >> WITH WHAT HAD ALLISON WAS JUST

SAYING, IN THE SENSE OF GIVING

MORE FLEXIBILITY FOR INNOVATION

AND DEVELOPMENT AT THE SCHOOL

LEVEL.

AND, SO, BECAUSE EVEN IN MY

OBSERVATION†– MY OBSERVATION

IS, THAT EVEN IN SCHOOL

DISTRICTS, EVERY SCHOOL SAY

UNIQUE ENTITY.

YOU’VE GOT RURAL SCHOOLS IN A

DISTRICT, COMMUNITY SCHOOLS,

URBAN, SUBURBAN, ULTIMATELY,

YOU’VE GOT DIFFERENT

COMPOSITIONS OF SCHOOLS AND

LEVELS OF FLEXIBILITY.

SO THE THIS FLEXIBILITY IN TURN

LEADS TO INNOVATION.

IN THE TIME WE HAVE LEFT,

ACTUALLY THE COMPETENCE IS

ALREADY CLEARLY ESTABLISHED

ITSELF AS A COMPETENT SYSTEM.

IN THE TIME WE HAVE LEFT, LET ME

JUST ASK EACH OF YOU, I’LL START

WITH ALLISON, IS THERE A

PARTICULAR REACTION OR

STATISTIC, THAT TEACHERS SPOKE

TO IN THIS REPORT THAT WE OUGHT

BE PAYING PARTICULAR ATTENTION

TO?

OR SOMETHING THAT YOU THINK HAS

AN IMPLICATION GOOD OR

CHALLENGING FOR THE FUTURE?

>> THE ONE THING THAT THE >> TEACHERS TALK A LOT ABOUT WAS

THE TIME THAT IT TAKES.

I SPOKE EARLIER ABOUT I WOULD

LOVE TO LOGON TO MY DATA SYSTEM

S AND HAVE GROUPINGS MADE FOR ME

TO DIFFERENTIATE INSTRUCTIONS.

ONE SCALE, WHO’S DOING REALLY

WELL, WHO’S DOING POORLY.

I HAVE TO SIT HOME AND MAKE

THOSE GROUPS.

THEN I HAVE TO MAKE A REFERENCE

TO EACH GROUP.

IF THE GROUPS WERE MADE FOR ME,

I COULD TEACH MY STUDENTS.

THAT’S MY JOB.

DON’T GET ME WRONG, I’D MUCH

MORE LIKE TO SPEND TIME COMING

UP WITH INNOVATIVE LESSONS THAT

DOING GROUP DATA.

>> WHAT IS GREAT ABOUT THIS >> REPORT, FOCUSING ON THE

TEACHERS’ PERSPECTIVE, I FEEL

THAT PERSPECTIVE IS SO OFTEN

LEFT OUT WHEN IT COMES TO

DATA-DRIVEN INSTRUCTION.

AND IT REMINDED ME OF THE

DOCUMENTARY ON THE DESIGN FIRM

IDO, THEY HAD DONE A CASE STUDY

WHERE THEY LOOKED AT OPERATORS

IN A HOSPITAL.

SIMULATED WHAT IT WOULD BE LIKE

AND HAD A VIDEO CAMERA.

AND BASICALLY IN THE PROCESS OF

ACTUALLY FORCING THE EXPERIENCE

OF WHAT SORT OF THE END USER WAS

EXPERIENCING, REALIZED LIKE THIS

IS REALLY MESSED UP.

WE ARE LIKE PUTTING THIS PERSON

THROUGH SO MUCH STRESS.

IT’S NOT RATIONAL.

THEY’RE MEETING LIKE 20 PEOPLE

IN AN HOUR.

THIS IS JUST NOT WHAT WE

IMAGINED IS ACTUALLY HAPPENING.

AND AI THINK A REPORT LIKE THIS

SAYS LIKE WHAT IS IT ACTUALLY

LOOKING LIKE AND FEELING LIKE ON

THE GROUND LEVEL.

AND TO SOME DEGREE, TO EVEN

THINK ABOUT DATA, I WOULD ARGUE

INSTEAD OF THE OUTPUTS OF DATA

THAT TALK TO ONE ANOTHER THAT WE

ALMOST GO FARTHER UPSTREAM TO

WHAT DOES IT FEEL LIKE FOR A

TEACHER TO COME IN AND SORT OF

SIMULATE THAT EXPERIENCE OF

HAVING TO HAVE STUDENTS THAT

HAVE THESE REACTIONS.

AND IN THE MOMENT, YOU WANT TO

THE ADDRESS THOSE REACTIONS.

AND AT THAT MOMENT, WHAT WOULD

BE THE MOST USEFUL AT THAT POINT

TO HELP YOU ACTUALLY DO THAT.

SORT OF WHEN YOU EXPERIENCE THAT

HEADACHE PROBLEM, WHAT IS THE

LIKE ASPIRIN THAT WOULD BE MOST

HELPFUL FOR ADDRESSING THAT

HEADACHE.

AND SORT OF THE FARTHER WE CAN

GO UPSTREAM, I THINK THE BETTER

IN TERMS OF REALLY MAKING SURE

THAT DATA IS SERVING TEACHERS AT

THE MOMENT THAT THEY NEED IT.

NICOLE.

>> I MEAN, ONE OF THE THINGS I >> WORRY ABOUT IS THE TENSION

BETWEEN DATA-DRIVEN INSTRUCTION

AND STUDENT-DRIVEN INSTRUCTION

AND QUERY-BASED INSTRUCTION.

I THINK DATA-DRIVEN INSTRUCTION

CAN BE REDUCED TO A LOST

TESTING, POOR ASSESSMENTS THAT

ARE EASY TO GRADE, THEY’RE FAST.

THAT’S WHY WE USE THEM AS

OPPOSED TO ARE THEY ACTUALLY

GOOD QUALITY ASSESSMENTS.

SO I’M ENCOURAGED BY THE REPORT

BUT IT NOTES THAT.

THAT IT NOTES THAT.

THE BEST TEACHERS USING DATA ARE

USING DATA FROM A VARIETY OF

APPROACHES.

IT’S NOT JUST THE TEXTBOOK.

IT’S NOT JUST THE END OF YEAR

ASSESSMENT.

IT’S COMING FROM ALL KINDS OF

PLACES INCLUDING BEHAVIOR,

TRACKING SOFTWARE, GUARDIAN, YOU

KNOW, USING TIME ONLINE.

WITH A LOT OF THINGS THAT WE CAN

BE DRAWING FROM TO CREATE THAT

MORE HOLISTIC PICTURE, THAT

COUNTERACTS THE DANGER OF

DATE-DRIVEN INSTRUCTION GIVEN.

>> YOU KNOW, I THINK THE LOUDEST >> MESSAGE FROM THIS REPORT REALLY

KIND OF GOES BACK TO THE FACT

THAT WITH THE 3 MILLION TEACHERS

THAT WE EXPECT TO SHOW UP EVERY

DAY AND TEACH OUR CHILDREN DO

NOT HAVE WHAT THEY NEED TO BE

SUCCESSFUL.

AND THE TOOLS ARE CURRENTLY

WEIGHING THEM DOWN, RATHER THAN

SPEEDING THEM UP.

SO IT’S JUST A HUGE OPPORTUNITY

TO TOTALLY FOLLOW THE PROBLEM.

THEY’VE BEEN SOLVED IN INDUSTRY

AND WORKPLACES, THEY CAN BE

SOLVED IN EDUCATION, TOO.

WE HOPE IT’S A CALL TO ACTION.

DEVELOPERS, BE IT IN SMALL OR

HUGE COMPANIES.

TEACHERS THEMSELVES FIGURE OUT A

WAY TO COLLABORATE.

IT’S POSSIBLE BUT WE CAN GET

THERE.

AND TEACHERS IN TERMS OF WHAT’S

WORKING AND WHAT’S NOT.

>> WHAT I CAME AWAY FROM THE >> REPORT WITH IS, I’M A GUY THAT’S

HALF FULL ANYWAY, MY GLASS IS

HALF FULL ANYWAY.

FIRST I WAS IMPRESSED WITH THE

NUMBER OF TEACHERS THAT IDENTIFY

THEMSELVES AS DATA MAVENS OR I’M

MOVING THERE OR GETTING THERE.

AND THEN A THIRD CATEGORY, I’M

BEGINNING TO MOVE.

AND THAT IS OVER TWO-THIRDS OF

THE RESPONDENTS.

THE OTHER PART IS THE CLARITY TO

WHAT ARE SOME OF THESE ISSUES

THAT ARE FACING US THAT NOW

SEEMS TO ME, EDUCATION SYSTEMS,

DISTRICT LEADERSHIP, SCHOOL

LEADERSHIP, INDIVIDUAL TEACHERS

AND DEVELOPERS NEED TO NOW HAVE

MUCH MORE INFORMATION ABOUT WHAT

TO ADDRESS.

AND YOU ALL UP HERE HAVE

UNDERSCORED THAT SO MANY TIMES.

PARTICULARLY WITH THE NEED TO

GET DATA THAT CAN WALK TO ONE

ANOTHER.

PARTICULARLY, TECHNOLOGY IS

ABOUT SAVING TIME, IT’S NOT

ADDING TIME.

AND, SO, THIS HAS COME THROUGH

LOUD AND CLEAR.

SO I THINK THIS IS TRULY A VERY,

VERY IMPORTANT REPORT.

AND I WANT TO THANK VERY MUCH

VICKI PHILLIPS AND THE BILL AND

MELINDA GATES FOUNDATION FOR

PUTTING IT OUT THERE.

YOU’RE GOING TO HEAR A LOT MORE

ABOUT THIS REPORT.

YOU’RE GOING SEE IT IN ACTION,

MOST IMPORTANTLY, AS CHILDREN

LEAVING FOR THE SUMMER, I THINK

IT’S GOING TO GET A LOT OF

DECISION.

LET’S GIVE OUR PANELISTS A BIG

HAND.

AND THANK YOU VERY MUCH.