Transcripts For CSPAN2 K-12 Education Innovation Summit - Pa

Good morning. Good to be here. I have the good honor of leading summit Public Schools, and we have what i discovered this summer is a shared vision for the outcomes that we expect to deliver for our students. I had the good fortune this summer of, were working with about 3000 educators across the country, and like i to spend time and whole bunch of cities and towns and conversation and get her discussions with teachers and superintendents and principals and parents and University President s and businesspeople, and we just talked about our vision for education. And in a world that can sometimes feel very divided i was inspired by how much we actually had in common. And what it really came down to is at the end of the day we all want our children to leave our system equipped to lead a good life and really the elements of a good life are to engage in purposeful work on a daily basis, to be a part of a community to have meaningful relationships, to be able to have the Financial Security to live safely, and to have the help to go back to do activity. This is something i had consistently in every town and every city i visited from all people. And so summit is about bringing that shared vision to life across the country. We started with our own network of schools. Today we have 11 schools into states, california and washington. We served about 3100 students. These are diverse by divined design schools. Our students are reflective of the community they are in demographically, and are incredibly diverse by design. They rank among the best Public Schools in america consistently by almost every measure that there is. We are most proud of achieving our mission of preparing 100 of our students regardless of their prior preparation of background for success in college. 99 are accepted to a Fouryear College each year. And a few years ago we realized that wasnt nearly enough. That college except it doesnt actually equal readiness or being equipped for living a good life. And so we started on a journey to really rethink everything we were doing figure out how could we actually get to the place of our students being ready when you leave us and launch into adulthood to lead the lives they want to lead . That led us to a place of collaboration comments are turned out the work were doing was interesting to people across the country, and like tom, we have literally thousands of people visiting as each year and saying we want to be doing what you were doing. You created these tools picky developed these processes. Can you share the . So three years ago we started sharing, and we developed what we call similarly program. The program has four components to it. The first is that Technology Platform that we have built. We started building ourselves and then got a boost from great partners. So it is now a free platform that houses a curated curriculum thats been developed by teachers for teachers that is also free, both of them are free. We have paired that with training and professional development that we offered as well as ongoing support from teachers and School Leaders and other educators who are familiar with the work. So the Program Comes together at some of many program. Three years ago we started working with 19 schools across the country, and about 130 teachers, about 2200 students served. Last year we worked with 132 schools, in 27 states, and and about 20,000 students. This year we have been a little bit overwhelmed by the interest, but so inspired to be working with over 330 schools in 40 states this year in partnership and in collaboration, we are all each and every one of us trying to figure out how we can take these tools and in our own communities customize them to meet the needs of our students and our teachers and our families so that they can leave our system equipped to live a fulfilled life. The community that we are working with across the country is incredibly diverse, and often want to talk about it people assume its mostly Charter Schools, not true. 76 of the schools were working with our traditional district schools, and they are in all parts of the country, urban, suburban, rural, and represent every configuration of school that ive ever seen and some that ive never seen and been really educated about the way schools can be designed and configured. They are very diverse across the board, and are really an Inspiring Group of representative schools. What we have at the core of a partnership and what brings us all together is this ideas summit learning. At the heart of some learning is this personalization, an approach to teaching and learning that really sees each child as an individual, as an individual human being that deserves and needs personalization in order to reach their own goals. We have been very, very fortunate to work with leading learning scientists and researchers from across the country in the development and design of the model. This is multiple years in the making with lots of relationships, and so i think one of the things were most proud of is that when schools were designed 100 plus years ago we didnt have the science that we have today. I think someone mentioned even 40 years ago we had new site that has been incorporated but even his last ten years we have new science. So we work very hard to be at that intersection of theory and research and practice, and be the real translators of theory and practice into the learning experience. One of the key outcomes of this work has been to redefine commencement level outcomes. I want to focus the rest of the time, their summit should talk about as we all know. Its really hard to capture the work that we do in such a short time but i think we had thought about starting obviously the best teachers backward plan, so we backward planned from if we want all of our students to leave us equipped with these outcomes that theyre ready to live a fulfilled life, what do they need to be able to know and do in order to be ready for that . And again come with the site tells us, what our own experience tells us, what parents tell us, what teachers tells come what the players tell us is that these four things. The first our cognitive skills mix of these other big skills, the crosscutting skills ago across disciplines that are transferable and lifelong skills that really help us do the work that we need to do. The second is knowledge, and knowledge hasnt gone away. Its still important even with google. Its still important that we know things and that we have it in our memory and we are able, its very hard to evaluate something if you dont know anything. Its very hard to analyze something if you dont know anything. So no one thinks is actually still quite important. And then theres this whole of the category that we all know intuitively, and we do, but hasnt been a real part of our commencement level outcomes as a general and doesnt recall the habits of success. Sometimes this gets called a variety of other names but really its the mindset and the behaviors that enable people, human beings to be successful and navigate the world around them. And then forth and perhaps most important is we know that our students need to leave us with a sense, then you do deeply understands us and referred a lot of that conversation today from the other excellent presenters, this notion that school would actually be a place where you figure out who you are and what matters to you and, therefore, what a fulfilled life would look like for you. Suggest a quick moment of what does that look like in practice than . If were driving towards these commencement level outcomes, what are the three pillars of Summer Learning . Again, summit party pick these are not new or revolutionary. If that we could suck into a really unlikely and i think elegant model that is perhaps new. With the support and the tools we have. The court of learning experiences in realworld projects. So our students grades six through 12 will engage in 200 projects with real meaningful performance tasks at the end of the time that they are with us. They also have a lot of personalized learning time when you learn to become learners. That really is our focus, the ability to self direct their learning while theyre developing their knowledge in a very personalized way. And then finally the fourth is relationship. And longterm onetoone mentoring relationship with a caring adult who is their School Committee liaison. A quick, deep dive for just a moment into each of these areas. We talked about the cognitive skills that sort of what they are. I think what is important things that weve done is worked with researchers to develop a cognitive skills rubric they go some fourthgrade to preprofessional work. So all of those 200 projects are aligned to the cognitive skills rubric. This allows for all sorts of innovations in how we score and how we can disaggregate the role of teacher and coach was evaluated which is real conflict of interest when you really get down to it. And the ability to develop these skills over time and consistently and allow teachers within a school to authentically collaborate around very specific and targeted i know theres an hard to see. Heres one thats easier. It turns out theres eight domains and 36 dimensions of skills that our students will be assessed on in multiple ways over the time they are with us. I just got the time, so the other three are equally fascinating. Maybe can i just do one quick . I want to share whats underneath the habits of success, which is the Building Blocks framework which is again been curated by budget of the scientists that really exhibit a variety and the complexity of those habits and how they give rise to three commencement level outcomes, selfdirection, curiosity and sense of purpose. So thank you so much. [applause] my name is travis works, Cornville Regional Charter School in maine. The struggle for me today is anyone who knows me back in maine is to pair down in one hour summit of our schools down to less than ten minutes. So i will do my best. So at Cornville Regional Charter School, were doing a lot of different innovative programming pieces, and challenged by the remote. Here we go. So a couple of questions i want to start with. What if education could mere adulthood . What if education could revitalize an entire community . And what if education could be a catalyst for Small Businesses . And the local economy. And im a Firm Believer that it cant and it is happening at our cornville campus and our score dt campus at. Theres a lot of areas of opportunity for redefining what education is like in america. From one where breaking the culture of the carnegie unit system to essentially create programming thats not dependent on the Industrial Age structures. To really create programming that creates selfdirected independent thinkers that are selfmotivated and prepared for the 21st century. Just to give a brief piece about that is that we in the central main area that employers are frustrated that the workforce, that is coming to them are not selfdirected, not independent, not able to be selfmotivated and to be problem solvers. So if we could create a program that allows for all of these things to be fostered, to break down those traditional barriers and structures starting with learners at the age of four, something as simple as prek or even kindergarten level, were we put the learner where the need to be when they need to be based on what their individual needs are. Not based on age, not based on grade level that truly around the learning targets that they need when they need them. That sounds Pretty Simple but when you start looking at all the structures and all the different pieces that have to be corny to make that work, its the challenge but its worth the challenge. Part of breaking down and Industrial Age model with young learners is to break free of giving learners the ability for choice and voice, something as simple as understanding when they are hungry, why have a scheduled snack time, a scheduled bathroom break time, is scheduled recess time, as scheduled lunch time. That punch in, punch out mentality. Part of our program is to create that systemic impact on the local economy, and investment between learner and community. I know it is really hard to see but when angus king was governor of maine and i was in high school he said that means greatest export was its use. However, im a Firm Believer that we can look back on the work that they had done, whether a park or business or building or even an organization driving because the work they did then they will be more likely to stay in our area or for us to retain that you. Maine greatest export will become Something Else other than its use and they can see in investment and they can see they have an impact on the community and education and community are not in isolation. So, how do we create a programming that retains our youth . There are three major pieces that we have been building into our programming from ages k through nine in eventually k12 over the next threefour years. It is leveraging the professionals within our community. We have content experts that have life experiences. A local machinist who knows more about trigonometry and calculus than anyone who is graduated from a treacher prep program with a degree. We have engineers, we have wine men who are working in the Electrical Industry that no more about physics than most other people in the Education Field that are teaching our youth. If can pair our youth with our local Community Resources and throw out an opportunity to say hey, we have a local engineer that will be working or able to help articulate these particular learning targets then all of a sudden the learners are now seeing they have resources within their community and its not school First Community but truly a Community School and community. The other piece that schools tend to, at least in our area tend to put up barriers with our community is when it comes to shared learning opportunities. For me im a Firm Believer that if you have these resources within your building within your structures why not open those up a little more freely . For example, if you have a learning opportunity were learners are building a 3d picture from scratch and theyre going through the entire design process and putting it together and we know theres 15 available seats for that opportunity but only ten are filled with why not throw out those additional 52 our Community Partners and bring them in so we have multigenerational communities coming together learning sidebyside with the learners and now we have Community Members providing content, learning sidebyside, and the final component is why not open up the facility for shared resources. Educational institutions whether its cnc machines or a kiln or laser engravers, whatever it may be why not set up structures in place for local Community Members can access and leverage those and help boost the local economy. Those are three major pieces of her downtown campus. We are going beyond the day of manufacture for learning two more customizing learning and community revitalization. Leveraging our Community Members for internships, mentoring but also bringing in those Community Members to connect and offer content with our kids. That is cornball regional private school and a very snapshot. [applause] hello, everyone. My name is nicole and i am the cofounder and ceo of private Public Schools and are topics that i want to talk about today was lets get personal. Why personalize learning really matters more than ever for our students. Before i touch on that i want to give you a brief overview of price. Were located in san diego, southern california, currently serving elementary, middle and high school and what is great about drive and the accolades that i am most proud of is that drive was recognized as one of 50 organizations nationally from innovative work doing social Emotional Learning. I think sometimes we talk about education we lose sight of the fact that humans are social creatures and we come together to solve problems together and additionally in san diego we been recognized by our state senate for the work that we been doing and we been named one of the top 100 schools worth visiting so invite all of you to come and see us. We have talked about this before but essentially education hasnt changed much in the last hundred plus years. Classrooms used to look like this and in some places they still do essentially not preparing kids for the features that lie ahead for them because lets think about this. That student right there, thats what medicine look like when these kids were in school. The gentleman is sitting next to me mentioned that penicillin and we invented penicillin and yes, we should use it but that was the classroom that young doctor was in. Telecommunication, instagram and hunter looks Something Like this and this couldve been the bird driver i took from the hotel. Essentially, if we teach today as he taught yesterday we truly rob are children of tomorrow and that is why we come together. Coming together is really the core of drive. What makes our trinity beautiful is that our children come from 45 different types of homes and we are arguably one of the diverse schools out there. Of the 25 of the students of some of our campuses have a disability, one third of them english is not their first language and over half of them will be the first in the family to go to college with 50 , 56 of them being at or below the poverty line. That makes learning hard and makes learning worthwhile. Thurgood marshall said that unless our children begin to Learn Together our people will never live together. So, we have to come together and Public Schools<\/a>, and we have what i discovered this summer is a shared vision for the outcomes that we expect to deliver for our students. I had the good fortune this summer of, were working with about 3000 educators across the country, and like i to spend time and whole bunch of cities and towns and conversation and get her discussions with teachers and superintendents and principals and parents and University President<\/a> s and businesspeople, and we just talked about our vision for education. And in a world that can sometimes feel very divided i was inspired by how much we actually had in common. And what it really came down to is at the end of the day we all want our children to leave our system equipped to lead a good life and really the elements of a good life are to engage in purposeful work on a daily basis, to be a part of a community to have meaningful relationships, to be able to have the Financial Security<\/a> to live safely, and to have the help to go back to do activity. This is something i had consistently in every town and every city i visited from all people. And so summit is about bringing that shared vision to life across the country. We started with our own network of schools. Today we have 11 schools into states, california and washington. We served about 3100 students. These are diverse by divined design schools. Our students are reflective of the community they are in demographically, and are incredibly diverse by design. They rank among the best Public Schools<\/a> in america consistently by almost every measure that there is. We are most proud of achieving our mission of preparing 100 of our students regardless of their prior preparation of background for success in college. 99 are accepted to a Fouryear College<\/a> each year. And a few years ago we realized that wasnt nearly enough. That college except it doesnt actually equal readiness or being equipped for living a good life. And so we started on a journey to really rethink everything we were doing figure out how could we actually get to the place of our students being ready when you leave us and launch into adulthood to lead the lives they want to lead . That led us to a place of collaboration comments are turned out the work were doing was interesting to people across the country, and like tom, we have literally thousands of people visiting as each year and saying we want to be doing what you were doing. You created these tools picky developed these processes. Can you share the . So three years ago we started sharing, and we developed what we call similarly program. The program has four components to it. The first is that Technology Platform<\/a> that we have built. We started building ourselves and then got a boost from great partners. So it is now a free platform that houses a curated curriculum thats been developed by teachers for teachers that is also free, both of them are free. We have paired that with training and professional development that we offered as well as ongoing support from teachers and School Leaders<\/a> and other educators who are familiar with the work. So the Program Comes<\/a> together at some of many program. Three years ago we started working with 19 schools across the country, and about 130 teachers, about 2200 students served. Last year we worked with 132 schools, in 27 states, and and about 20,000 students. This year we have been a little bit overwhelmed by the interest, but so inspired to be working with over 330 schools in 40 states this year in partnership and in collaboration, we are all each and every one of us trying to figure out how we can take these tools and in our own communities customize them to meet the needs of our students and our teachers and our families so that they can leave our system equipped to live a fulfilled life. The community that we are working with across the country is incredibly diverse, and often want to talk about it people assume its mostly Charter Schools<\/a>, not true. 76 of the schools were working with our traditional district schools, and they are in all parts of the country, urban, suburban, rural, and represent every configuration of school that ive ever seen and some that ive never seen and been really educated about the way schools can be designed and configured. They are very diverse across the board, and are really an Inspiring Group<\/a> of representative schools. What we have at the core of a partnership and what brings us all together is this ideas summit learning. At the heart of some learning is this personalization, an approach to teaching and learning that really sees each child as an individual, as an individual human being that deserves and needs personalization in order to reach their own goals. We have been very, very fortunate to work with leading learning scientists and researchers from across the country in the development and design of the model. This is multiple years in the making with lots of relationships, and so i think one of the things were most proud of is that when schools were designed 100 plus years ago we didnt have the science that we have today. I think someone mentioned even 40 years ago we had new site that has been incorporated but even his last ten years we have new science. So we work very hard to be at that intersection of theory and research and practice, and be the real translators of theory and practice into the learning experience. One of the key outcomes of this work has been to redefine commencement level outcomes. I want to focus the rest of the time, their summit should talk about as we all know. Its really hard to capture the work that we do in such a short time but i think we had thought about starting obviously the best teachers backward plan, so we backward planned from if we want all of our students to leave us equipped with these outcomes that theyre ready to live a fulfilled life, what do they need to be able to know and do in order to be ready for that . And again come with the site tells us, what our own experience tells us, what parents tell us, what teachers tells come what the players tell us is that these four things. The first our cognitive skills mix of these other big skills, the crosscutting skills ago across disciplines that are transferable and lifelong skills that really help us do the work that we need to do. The second is knowledge, and knowledge hasnt gone away. Its still important even with google. Its still important that we know things and that we have it in our memory and we are able, its very hard to evaluate something if you dont know anything. Its very hard to analyze something if you dont know anything. So no one thinks is actually still quite important. And then theres this whole of the category that we all know intuitively, and we do, but hasnt been a real part of our commencement level outcomes as a general and doesnt recall the habits of success. Sometimes this gets called a variety of other names but really its the mindset and the behaviors that enable people, human beings to be successful and navigate the world around them. And then forth and perhaps most important is we know that our students need to leave us with a sense, then you do deeply understands us and referred a lot of that conversation today from the other excellent presenters, this notion that school would actually be a place where you figure out who you are and what matters to you and, therefore, what a fulfilled life would look like for you. Suggest a quick moment of what does that look like in practice than . If were driving towards these commencement level outcomes, what are the three pillars of Summer Learning<\/a> . Again, summit party pick these are not new or revolutionary. If that we could suck into a really unlikely and i think elegant model that is perhaps new. With the support and the tools we have. The court of learning experiences in realworld projects. So our students grades six through 12 will engage in 200 projects with real meaningful performance tasks at the end of the time that they are with us. They also have a lot of personalized learning time when you learn to become learners. That really is our focus, the ability to self direct their learning while theyre developing their knowledge in a very personalized way. And then finally the fourth is relationship. And longterm onetoone mentoring relationship with a caring adult who is their School Committee<\/a> liaison. A quick, deep dive for just a moment into each of these areas. We talked about the cognitive skills that sort of what they are. I think what is important things that weve done is worked with researchers to develop a cognitive skills rubric they go some fourthgrade to preprofessional work. So all of those 200 projects are aligned to the cognitive skills rubric. This allows for all sorts of innovations in how we score and how we can disaggregate the role of teacher and coach was evaluated which is real conflict of interest when you really get down to it. And the ability to develop these skills over time and consistently and allow teachers within a school to authentically collaborate around very specific and targeted i know theres an hard to see. Heres one thats easier. It turns out theres eight domains and 36 dimensions of skills that our students will be assessed on in multiple ways over the time they are with us. I just got the time, so the other three are equally fascinating. Maybe can i just do one quick . I want to share whats underneath the habits of success, which is the Building Blocks<\/a> framework which is again been curated by budget of the scientists that really exhibit a variety and the complexity of those habits and how they give rise to three commencement level outcomes, selfdirection, curiosity and sense of purpose. So thank you so much. [applause] my name is travis works, Cornville Regional Charter School<\/a> in maine. The struggle for me today is anyone who knows me back in maine is to pair down in one hour summit of our schools down to less than ten minutes. So i will do my best. So at Cornville Regional Charter School<\/a>, were doing a lot of different innovative programming pieces, and challenged by the remote. Here we go. So a couple of questions i want to start with. What if education could mere adulthood . What if education could revitalize an entire community . And what if education could be a catalyst for Small Businesses<\/a> . And the local economy. And im a Firm Believer<\/a> that it cant and it is happening at our cornville campus and our score dt campus at. Theres a lot of areas of opportunity for redefining what education is like in america. From one where breaking the culture of the carnegie unit system to essentially create programming thats not dependent on the Industrial Age<\/a> structures. To really create programming that creates selfdirected independent thinkers that are selfmotivated and prepared for the 21st century. Just to give a brief piece about that is that we in the central main area that employers are frustrated that the workforce, that is coming to them are not selfdirected, not independent, not able to be selfmotivated and to be problem solvers. So if we could create a program that allows for all of these things to be fostered, to break down those traditional barriers and structures starting with learners at the age of four, something as simple as prek or even kindergarten level, were we put the learner where the need to be when they need to be based on what their individual needs are. Not based on age, not based on grade level that truly around the learning targets that they need when they need them. That sounds Pretty Simple<\/a> but when you start looking at all the structures and all the different pieces that have to be corny to make that work, its the challenge but its worth the challenge. Part of breaking down and Industrial Age<\/a> model with young learners is to break free of giving learners the ability for choice and voice, something as simple as understanding when they are hungry, why have a scheduled snack time, a scheduled bathroom break time, is scheduled recess time, as scheduled lunch time. That punch in, punch out mentality. Part of our program is to create that systemic impact on the local economy, and investment between learner and community. I know it is really hard to see but when angus king was governor of maine and i was in high school he said that means greatest export was its use. However, im a Firm Believer<\/a> that we can look back on the work that they had done, whether a park or business or building or even an organization driving because the work they did then they will be more likely to stay in our area or for us to retain that you. Maine greatest export will become Something Else<\/a> other than its use and they can see in investment and they can see they have an impact on the community and education and community are not in isolation. So, how do we create a programming that retains our youth . There are three major pieces that we have been building into our programming from ages k through nine in eventually k12 over the next threefour years. It is leveraging the professionals within our community. We have content experts that have life experiences. A local machinist who knows more about trigonometry and calculus than anyone who is graduated from a treacher prep program with a degree. We have engineers, we have wine men who are working in the Electrical Industry<\/a> that no more about physics than most other people in the Education Field<\/a> that are teaching our youth. If can pair our youth with our local Community Resources<\/a> and throw out an opportunity to say hey, we have a local engineer that will be working or able to help articulate these particular learning targets then all of a sudden the learners are now seeing they have resources within their community and its not school First Community<\/a> but truly a Community School<\/a> and community. The other piece that schools tend to, at least in our area tend to put up barriers with our community is when it comes to shared learning opportunities. For me im a Firm Believer<\/a> that if you have these resources within your building within your structures why not open those up a little more freely . For example, if you have a learning opportunity were learners are building a 3d picture from scratch and theyre going through the entire design process and putting it together and we know theres 15 available seats for that opportunity but only ten are filled with why not throw out those additional 52 our Community Partners<\/a> and bring them in so we have multigenerational communities coming together learning sidebyside with the learners and now we have Community Members<\/a> providing content, learning sidebyside, and the final component is why not open up the facility for shared resources. Educational institutions whether its cnc machines or a kiln or laser engravers, whatever it may be why not set up structures in place for local Community Members<\/a> can access and leverage those and help boost the local economy. Those are three major pieces of her downtown campus. We are going beyond the day of manufacture for learning two more customizing learning and community revitalization. Leveraging our Community Members<\/a> for internships, mentoring but also bringing in those Community Members<\/a> to connect and offer content with our kids. That is cornball regional private school and a very snapshot. [applause] hello, everyone. My name is nicole and i am the cofounder and ceo of private Public Schools<\/a> and are topics that i want to talk about today was lets get personal. Why personalize learning really matters more than ever for our students. Before i touch on that i want to give you a brief overview of price. Were located in san diego, southern california, currently serving elementary, middle and high school and what is great about drive and the accolades that i am most proud of is that drive was recognized as one of 50 organizations nationally from innovative work doing social Emotional Learning<\/a>. I think sometimes we talk about education we lose sight of the fact that humans are social creatures and we come together to solve problems together and additionally in san diego we been recognized by our state senate for the work that we been doing and we been named one of the top 100 schools worth visiting so invite all of you to come and see us. We have talked about this before but essentially education hasnt changed much in the last hundred plus years. Classrooms used to look like this and in some places they still do essentially not preparing kids for the features that lie ahead for them because lets think about this. That student right there, thats what medicine look like when these kids were in school. The gentleman is sitting next to me mentioned that penicillin and we invented penicillin and yes, we should use it but that was the classroom that young doctor was in. Telecommunication, instagram and hunter looks Something Like<\/a> this and this couldve been the bird driver i took from the hotel. Essentially, if we teach today as he taught yesterday we truly rob are children of tomorrow and that is why we come together. Coming together is really the core of drive. What makes our trinity beautiful is that our children come from 45 different types of homes and we are arguably one of the diverse schools out there. Of the 25 of the students of some of our campuses have a disability, one third of them english is not their first language and over half of them will be the first in the family to go to college with 50 , 56 of them being at or below the poverty line. That makes learning hard and makes learning worthwhile. Thurgood marshall said that unless our children begin to Learn Together<\/a> our people will never live together. So, we have to come together and Learn Together<\/a> but we cannot assume that every child is the same and as a matter fact someone much more brilliant than the todd wrote a Research Professor<\/a> at harvard said that human beings dont line up perfectly and there is no average learner. He goes on in his book if you read it to give us examples of the idea of average is a false concept because you take two people and he specifically gives an example of how airline fighter jet carpets were designed to take two people with very different measurements and body mass and you designed to the average the end result is that it will fit neither person and so what happens as we think about the average learner we know kids that have better memory and better auditory skills ands better students stronger relationship skills and weve taken the average of all of those and assume that therefore it works for each kid. That is problematic and we really are now in place where we can change that. There is an opportunity for an evolution or revolution really in education to no longer force kids to fit into this same old and there are many schools here today that are doing that and its extremely exciting. I want to share a little bit how private is doing some of that to offer it as some food for thought because what drive is intentionally trying to do is to build Student Agency<\/a> through personalized learning plans. We think about those plans in three ways. The thing about them is learning, learning to do and learning to be. It is not something that we came up with if youre saying that is deep unesco came up that way too long ago for me to take any credit for me being innovative but i want to give you some examples of what that means and looks like and why it is something that is attainable by each of us in important for our students. At private students learn to do. That means that we dont just teach them content knowledge give them opportunities to apply that learning through project. The picture you see right now are our fourth and 25th graders using power tools to build something. While there are adult supervising the idea of students being trusted enough to do that is huge for them. Often when you ask a child at private tell me something amazing about the work you are doing they will say you know, they trust me with an xacto knife and he tells me with a power tool in getting kids to create and do something and that something is incredibly important. More important is the idea of learning to be because at the end of the day were not human doings but human beings. Instilling in students a sense of connection and empathy is hugely important. Arguably our society is more divided than ever and kids are faced with immense trauma and so how do we help kids build connections . Kids arent born with a bias and baggage that we as adults have. As a matter fact i was working with two students the other day and one of them took o andres teddy bear, therapy teddy bear that he holds because he has anger management problems and heres this child was in anger and judgment teddy bear and the other child takes it, throws it in a puddle in the stepson. Last year those two students would have ended up in a fight but what the student did was remarkable and speaks to us giving the student skills to solve problems because what he came up with after he imaginal he was very upset he said you know, i think the other student through my teddy bear in the puddle because he was angry and when i get angry i some state dont know what to do and i want to hurt people and want to break things but maybe we can get him a teddy bear. And so rather than going to a place of anger he went to connection and compassion in the way we do that is by starting each day in the community. Every student at the beginning of the day gets an opportunity to share about what is going on in their life and we try to build empathy for each other by telling their own stories and listening to each others stories. The idea of speaking from the heart and listening from the heart is something that we have long forgotten and yet we dont give kids the opportunity to do that. We usually tell them to be quiet and to sit in a row and not interact with their peers but what would happen if and in the community is diverse of our school kids actually learned to understand each other and to rely on that sense of understanding and to move forward. Lastly in some folks have talked about this already if the idea of learning to learn and how do we truly give kids more of what they need. If your kindergarten are at the drive youve heard me share this story which is someone runs up to me and says soandso fell and scraped her knee and i said great, what should we do . Lets get them an icepack or bandaid and i say do you thank you should get a penny for everyone and they look at me and go no. That person her attorney and they need the bandaid so for kindergartners its really clear that we give someone something they need and just because they need that doesnt mean that we give it to everybody. But then we going to the math classroom and think Everyone Needs<\/a> to do fractions at the same time but actually not Everyone Needs<\/a> the bandaid at the same time and we have an opportunity with the increase in technology and flexibility that we have to give students more of what they need when they need it. Because at the end of the day its absurd to give an entire school of bandaid because one kid needs it but it would be cool not to give that one kid of bandaid because that is what they need. In the end it is having results because people say well, that sounds cute and they go fine but so what and at private students are becoming college prepared, career inspired in Community Minded<\/a> but it takes time. The grass that youre looking at is the result that we had in our learning model and you will see the green line is result of three years. You look at the results of the first year the students and youre going nicole, that is not looking good. Because academic result take time and when students are so filled with trauma and challenges the first half to connect with them. Think back to as liars hierarchy of needs. What is the basic level of need. With time when we fill the bucket and every kid has a different amount of space in their fuel tank that we need to build for that car is ready to go but results do come and i will end with some takeaways of what we have learned and steps to move forward from. We have found that we need to make sure we provide one special Education Support<\/a> that every kid needs and the way they needed and to make sure theres a line to the learner and not just outofthebox. We also learned that assessment must honor students growth and not just their absolute outcomes because it can be discouraging for a kid three years in a row to be reminded that theyre not on grade level rather than to be reminded that they have grown for years and just the span of 24 months. Then to have flexible timelines in a few of you touched on this. Children dont all move and grow at the same time. Those of you who are parents that are more than one child you know that kids are different. Some start walking when their 12 month old, my four yearold decided to wait until he was almost too but they all have opportunities to grow and as professor todd rose mentioned given enough time students can reach outcomes but the challenge is that in education we often dont allow for that time. If systems and structures in place to try to push kids through in a very homogenous way. If we want to take the time to give each child they need to assess their learning and growth and be open to move at their speed and not just ours, i think we can do some great things together. Thank you for having me today. Have a great day. [applause] thank you so much diane, travis and nicole. It is fascinating to learn more about your unique personalized learning and customized approaches. I would like to just take a couple of moments here and get feedback from the other participants because this approach has not yet been widely adopted and i think we touched on some of the impediments to that but id also like to hear from others on whether this approach is the general direction that we should be thinking about for all students or if this is just one of a Market Basket<\/a> of options that students should have in their education. I think that given wellrounded education that is part of the es essay that i think i dont know why im getting feedback here but i think that social Emotional Learning<\/a> is absolutely essential and it is and can be embedded in all of our schools and systems and our programs that there is an assumption of what you just spoke about, nicole, about that in the gillam and as i plug for the arts and since we are here as well at the table that the arts provide an Incredible Opportunity<\/a> as a content area and also as an opportunity for students to learn all of the collaboration and the ownership of learning in the social Emotional Learning<\/a> and so i think that looking at all of this within their context as well as keeping the focus on that is a very important thing to do. I wanted to throw out a question to the group and building on what some of you talked about before and particularly ms. Shea who had to leave but im curious we know as it has been stated that many students of the country do not have access right now to the personalization and innovation that you are representing and youre doing a great job with. I am wondering how much of that is a federal policy, problem opportunity and how much of it is a state and or local problem and or opportunity and how much it is is a narrative and what are the opportunities to really change and is it telling different stories or changing the narrative and is it concrete policy change and i love to hear peoples thoughts. I would say from where we sit think its a bit of both. In terms of the narrative it gets back to this discussion about and i have to say nicole, i love the recognition that learning is social emotional and cognitive and is not just the academics so i think there is a need to change our narrative about how we define learning and what we mean by educating the whole child and with that comes policy changes. Again, its a great start recognizing the fact that we need to educate the whole child and we need to look at the support that children need and again recognizing that that different children come to school with different needs and different challenges and so i do think its a combination of both but without the narrative and without changing that narrative i think we will face a lot of challenges. The other piece i would say as we think about this is what i havent heard is a lot about also rethinking how we are educating our educators. Again changing the narrative also needs to start with how we are educating our future teachers and Future School<\/a> administrators and leaders so that they embrace this concept of educating the whole child that were not just giving lip service to the whole social emotional and i love to see us move away from using the phrase noncognitive as if that is less important than the cognitive aspects of education. Again, i think its a bit of both that we need. In education we typically take a supplyside approach and we focus on preparing teachers or preparing leaders or not and i think for this work to advance in advance in a way that better prepares and better engages we have to shift to a demand focus and that is what we are doing in our Economic Development<\/a> work. We no longer focus on supply but demand and the demand is employers will help drive the proper investment including educational sector investments and when families demand this and equally important when teachers demand this education has begun such a gloomy business and we need to focus on people are doing their best work when theyre doing it joyfully and fluently and so when teachers start to demand this because it will make their profession more joyful than i think it will happen in a way that will not only be in produce success but equally important will be able to sustain. I think were on the edge of something that could be a leap or could be a joke and we have to make sure that we have it a leap and not a joke and that has to be driven by our teachers. Teachers are not demanding this and families are not meaningless but people in our bubbles and will perpetuate the same mistakes over the past 34 years. I would say that the shift towards customized learning or personalize learning is inevitable and its a matter of our educational system understanding the future conditions that we find ourselves in and preparing our learners for those future conditions. The interesting thing is not so much of a passing fad but the reality is that our educational system needs to be constantly evolving in response to our world and what we know about Human Development<\/a> and if we say this is the way and i know lindsay, we dont about this is the way but many people around the table dont say this is a way but it is simply our response to the future that our learners will face. He will never be there and thats not something people are comfortable with and like what is the answer and when will we have arrived and thats we continue to be responsive to that and i would comment that the Business World<\/a> expects Something Different<\/a> of our graduate and the technology abilities that we now have requires the change to happen and we focus on citizenship in the social emotional and what kind of human being are our graduates and all of those are becoming more important and as an educational system at the federal state and local level we have responsibility and thats how come i say its inevitable because of the pressures they will lead us towards a better system which is a better standard in preparing and more educated and prepared populace. To the original question of Different Things<\/a> i think theres a couple other focal points that come up right of it. One is how do we and how do we look at our students there surpassing our teachers in certain areas of innovation and technology in one of the things i feel like sometimes hold us back is we were recently one 100 Certified School<\/a> as a charter and we were being compared in the district because Charter Schools<\/a> are collapsed and certified in the question is how do you certify professional Business People<\/a> to come into your school and teach because the reality is a lot of the people we are looking for arent getting certified out of college or school and there in the businesses and decide to switch to teaching. In terms of the Risk Assessment<\/a> to that with you not one 100 Certified School<\/a> because you cant find teachers that have that content knowledge so you hire a teacher because they are certified and then you have to figure out a way to train them. I think on the federal level to put money into the development of teachers along the lines of personalize learning and focus on things that are relative to students such as trade, staff, anything can go on and on and in terms of the job market i think theres a whole bunch of areas around teachers about how we get a standard to not necessarily be one 100 certified. The other is the report card. Theres a lot of discussion about the direction to go in your report card. In the past it was a grade and then it was meeting standards but i think it would be nice to have the framework around that because the expectation of the older parent is there expecting a grade theres been a huge adjustment to that to meet expectations and what is a standard and you will have to reteach adults that along the lines of trying to get those parents involved with their children so i think that is something that could be helpful in a federal level to come in and say to the state level this is what we are expecting in here is what the model looks like. Its a step in the right direction that can happen repo report. I would like to add the enthusiasm for personalize learning that im hearing around the table. I also like to add and make explicit and observation that i confident everyone here shares and is committed to which i think is important to state which is personalized learning cannot have to happen in the context of equity and mobile access to learning opportuniti opportunities. When i started as a teacher in the 90s there were options to personalize particular and for some students it was an Alternative High School<\/a> serving students on the margins of success versus dropout and in some cases personalize learning meant a computer module in the kit and i dont think that is what we are talking about but we need to make sure that we know what we mean and we need to understand that providing each student with they need and sometimes means not just giving Different Things<\/a> to different students but giving a lot more resources and opportunities to some students because they have many more needs and we have to recognize that when we embark on the path of social Emotional Learning<\/a> which is an important and necessary but its a difficult challenge and students who have experienced trauma and students have compounded risk factors outside of the school if we take seriously the challenge of addressing those needs we have to be willing to invest time and resources to do that adequately. It is important for but it is critical that we acknowledge the challenge. I think sometimes teachers and schools dont succeed at meeting the needs or attempt meet the needs of all of their learners because the needs of one or a few children can overwhelm a professional who is recognizing that they have a larger number of class or School Students<\/a> needs they need to meet and so that is not an excuse not to make that effort but i just want to call attention to that in the scope of that challenge. Diane, can i ask you to comment a little on that because it is clear that the interest in the model that you developed has just exploded and you must have some experience in addressing this. Im not good at the technology. [laughter] a couple of the things that we are observing one is that and tom and i talk a lot about this district change is hard for anyone and everyone. Especially in institutions designed to be impervious to change. It actually requires a strength of leadership and commitment by community and a Guiding Coalition<\/a> to really create a vision and stick with changing to that vision. This is not necessarily an innate skill or set of skills that people have but its a learned, disciplined process and that is one piece that in communities that are succeeding that are committed to the discipline of double change. I think the second piece is really around the role of the teacher and i dont know that it was anyones intention but i think a lot of the efforts over the last 20 years held i mean to say this, teachers dont have the support and resources they need to do a job that is truly impossible. I think true innovation comes when it redesigns the role of the teacher to set them up for success and i wish that we were there but were not even there yet and i think were making Good Progress<\/a> but it really does make every single day and thousands of teachers now that we are working with and teachers have been teaching for ten2030 years in the wake up every morning want to serve their students and wanting to serve every single student well and they literally dont have what they need to be able to do that. They are asked to do an impossible job and they still show up every morning and try to do it. I think that we should probably invest heavily in figuring out that role in making it a sustainable role that enables access class. It will require significantly more support and training in investment in the belief that our teachers really do want to do this and in my experience that is the case with every teacher that i meet. How about travis or nicole any comments mark. Yeah, just to add what diane was saying the great lever that we have in technology isnt the fact that we have the technology. There was a time which years ago. Without great, we will just give technology and that we wont need teachers and that is completely inaccurate. I think what technology does is makes it easier for students to deliberate practice of work. It doesnt always do a great job of the other two components that Research Says<\/a> is important. There are three critical portents to education. Explicit extraction, check the struggle, deliberate practice and i think practice on technology is Great Teachers<\/a> get immediate data so they can then adapt in smaller groups the explicit instruction in the dose that those specific students need. I think to think that we will just put all kids on technology is the struggle with that is i grew up on a farm and in the mornings i would get up and see the chickens and if you ever fed chickens you pick the grain and throw it in the chickens job is to go eat the grain. Teaching is not that way. Its not feeding chickens but about figuring out how do i help and nurture each child social emotionally or actively to figure out what that kid needs. I just dont want to throw content at them and hope some of them will stick and i think that part of that is the one on one mentoring happening at summit. Some of that is the council and justice practices are happy to drive in it that sense of community to figure out are you ready to learn and lets figure out let me help you understand what there is in your learning profile and tom, you were talking about your platform and students being in charge about let me tell you what i need. You can help them be part of the process and so it is really seen students as these amazing brilliant young minds that they are and. Out how to nurture each one of those kids to reach their full potential and how we do it in a way that can be systemic that without it being systematized and losing its richness and personalization in his heart. Its a tough challenge but knowing these are some of the people in the room that are thinking about that i have a lot of hope for what can come next. The social emotional pieces are very critical in our programming. Someone mentioned earlier its the foundation for a child is ready to learn their social emotional needs need to be met. Think about what that means. Does that mean being with a group of kids that are born on the same month or is it being with a group of learners that they can identify with and they can connect with there was a 12 yearold was starting to not like school after couple weeks and his future building and we return. Why is that i have nothing in common with my homeroom and i dont feel connected and it turns out that he was more of the ten yearold age range so we move that homeroom. He was extremely connected of school and that turned around the situation. Being flexible and thinking outside of the way that we always grew and regroup learners based on their date on trade data manufacturing is a big piece of the social emotional but if you take a step further and as nicole pointed out finding out the learners need socially emotionally and also academically so something as simple as special Interest Groups<\/a> and some people his uncle ed, welding, these are for ages five to 14 at our Cornell Campus<\/a> and the learner learn knows thed to learn to grow maybe they need to get better at art or kicking skills or throwing skills than they can find out opportunities but we have nine and ten yearolds that can then say i have a talent or passion that i want to share with others so why not lead that Interest Group<\/a> with a facilitate to build their skills. Getting them to recognize that they have control over their own life and grow as a person and meet their social emotional and academic needs simultaneously. Its critical. Thank you. Another question i have last week secretary divorce had and id like to ask a question that bridges that. We talked about how Leadership Development<\/a> fees into it and im just curious what you see the opportunities and theres been a movement and some of you do that where theres more teacher prep ration and innovative mallet models and away from traditional in teacher preparation there are folks trying to innovate in that space as well and what you see as the exciting path forward opportunities to take Leadership Development<\/a> in teacher preparation where they need to go to redesign the role where teachers and leaders to plan for individual students . I am going to sound a little hypocritical here because some of did launch its own teacher Credential Program<\/a> to develop teachers to teach in a personalized model. It is again built on the science and best practice at the residency model and we are this year in our first model developing teachers that we will certify and thats super exciting and interesting and i think we put way too much emphasis on teacher preservice preparation and not nearly enough on what we do with our existing teachers in the country right now. The more important work i think that we are doing is the teachers across the country. This summer we had the good fortune of working close to 3000 educators really highquality professional development and the key to it is that it is virtuous. It is experienced and learned in the exact same way that we want our students to be learning. I think all of us have known in seeing that we talk about how we want teachers to teach in a way and that we put them in their own Adult Learning<\/a> experiences is the exact opposite. We cant teach them in a way we want them to teach. I think we have made a real commitment to literally using the same tools in our teachers learn on the same platform that they teach on and they have a project based experiences and they learn in the same way that we want them to facilitate so they develop an empty and understanding and become learners in that way. To me those two pieces are existing teachers and inviting them in and making it a virtuous experience are what we need to focus our attention. Yeah, id like to add to th that. Teacher preparation is difficult when we speak about innovation in terms of innovating solid education without talking about innovating and transforming teacher preparation as well. When i heard tom and steve speak about the wonderful work happening in the district and let me to think that all of the good work and what happens when some of the teachers move on and then they are replaced by teachers who are really not familiar with what is going on in the district and how they carry on this work and graduate. Qualified students would be fun to go to college. We have learned the hard way and that is proverb it takes to village to raise a child and our Teacher Preparation Program<\/a> is communitybased meaning that our aspiring teachers are learning alongside the students, alongside experience teachers so they really recruitment has to happen from within so we dont have to worry if they are pretend issue. We dont believe theres a shortage of teachers but we believe theres a shortage of Teacher Preparation Program<\/a>s that are appropriate to develop highly effective teachers and the next issue is retention as well of the teachers. We spend so much time recruiting teachers and hurting right teachers and investing so much in preparing them and yet they move on and they leave the profession at high rates because we are not addressing the retention to go back to innovation i really believe if you do not alongside innovating k12 education dont seriously consider the transformation and innovation in teacher published programs the k12 innovation would reach a certain limit because then you dont have the teachers coming in to carry on and are well equipped and well prepared to be a part of the innovation that is happening in k12. As mentioned, are doing this through our schools which in the innercity and [inaudible] but its truly a collaboration. We talked earlier about the collaboration and it truly is the collaboration that around the table not only do you have the eye e. G. But you have the colleges and in the pipeline you have the universities so they can see and develop the next generation of teachers we also have the private sector from the table but you also have the Public Schools<\/a> and the Charter Schools<\/a> and everyone has one Common Element<\/a> which is doing what we can to do right by the children in the communities that we have an obligation to serve. Go ahead, tom. I would just comment about innovative practices to ensure effective educators and leaders and so we are leveraging we are recipients of the teacher grant recently and we are leveraging those funds to take our Current High School<\/a> learners as well as our non Teaching Staff<\/a> and providing them with a pathway through our local university and a fouryear program to receive their teaching credential as well as their degree that with the commitment to come back to teaching. And so and while theyre attending college there they will attend all of the professional Development Opportunities<\/a> that we have to offer and they will be paid as College Learners<\/a> to try to come and dissipate in that professional omen. We look at this as our learners were currently in our system are being have a pathway to become a future learning facilitator and ultimately the future leaders in our community and when i look at the gift and lindsay, many of those were in Educational Leadership<\/a> to live in the community so as a superintendent the gift i could give to the community would be that when i leave at some point the learning facilitators in the leaders are actually people who are from the community and that is that changes the whole dynamic of what is possible for the children in the future generations so that is a practice were doing. Can i jump on that . I think that is the best practice and so i talked about systems demand curriculum and it all comes together in this particular place and we dont focus on actual demand for teacher prep but we focus if we just turn out teachers the contextualized demand focus of employers partnering with preparers for real specific challenge that has to be incurred in what is the guaranteed viable curriculum you will teach them or not. Teachers to teach anything over preparing them to teach in a specific context it has to be anchored in those partnerships between the employer, the teacher and the preparer whether thats a legacy iag or any other kind of preparer. If you asked the teachers about the professional learning 6080 of teachers will say you couldve saved your money you could have saved your money because you did not involve me, my needs in the design experience of what youre going to teach me. Its the same lesson with our kids. We dont ask them how to teach him and we dont ask our teachers how to invest in their own professional learning so that contextualized model that you described anchored in a partnership for will need a real demand is something that we all need to Pay Attention<\/a> to. Thank you, ken. I would like to ask elizabeth and andrew from your experiences how have you been able to find the kind of teachers that you needed for your models and approaches and what are your challenges . Well, the evidence about teacher effectiveness is critical. The teacher is the most part part of the puzzle we are all talking. Be of high quality teacher in every classroom kids learn and that is not the case. Part of the issue is time. We treat our teachers schedules in some ways the same way we treat student schedules, just cranking things out. At typical teacher has 45 minutes to provide important feedback and go the bathroom, plan the next lesson in it is ridiculous. Where does that learning happen . One week workshop in the summer does not get that. How do we restructure time so that professional development is high quality, job embedded in over the course of a persons. Teacher is complex and interesting work in the public and its our job and that is not the case. How do we find Great Teachers<\/a> who have some training walking into the door and we were cute everywhere and we find its mostly wordofmouth interestingly and you can advertise that good teachers were grouped those who are the friends that we commit a commitment to develop them. Create a professional collaborative community, listing people is part of the work we do. I think for [inaudible] its similar to what elizabeth said. What is important for us is to be intentional that our teachers walk into a culture, and educational philosophy in all grades in all classrooms so that that teacher knows competently that the brilliant work i am doing has been matched across the hall. When we recruit a teacher they find that compelling and they want to be a part of the school that communicates clearly missions where they see and a sense complete alignment around the educational policy and the court mission. When there is alignment its almost like you have a captured population. Its our teachers come and they stay because they realize they are part of a bound community that is advancing a shared mission and for our schools in indianapolis that is something weve spent a lot of time with around language and of what is the shared vision that we all have and our teachers find that compelling and that aids and abets our attention as well as our recruiting efforts. Thank you andrew and elizabeth. Any other comments in regard to teachers, teaching, preparation . I think the more that we talk about customizing education for our learners, Custom Mining<\/a> our professional Development Learning<\/a> opportunities for our staff is very critical, whether its Teacher Preparation Program<\/a> before they get out into the field or whether they are in the field. Taking a look at how we spend our professional investment dollars and how we think about is that wholesale professional development and do we provide our staff the biggest bang for their buck or is it about their customization and giving them ownership so that they are invested and come back to the research about motivation motivational theory that was written about that time, you talked about, does not stop at the age of 18. Thats Human Development<\/a> and thats us as lifelong learners. We applied the same rules to that customizing to our needs as personals and our staff it will go a long way. I would add in chicago that once leadership, it was named charter School Leaders<\/a> named it the saw shift on the market signal that this is not legitimate and we saw higher ed with teacher of america and others because when this niche idea and was happy in schools and therefore we need our graduates to do this so they have bought it better job. Also building the networks across school so we see teachers know where to go market they can find themselves in the system plays itself forward. On policy its not just oneoff buts philosophy on philosophy. If there is no other comments were just about to the end of our time together. I would just like to conclude by saying again, thank you for all of you who participated today. Its been a fascinating discussion and we have heard from leaders were asking what is the ideal learning experience and we are trying to collectively and individually answer that question. Thank you so much for all of you valuable perspective and input and we have had participants emphasize the need for teachers to be responsive to individual student strengths and their needs and their interests. You are doing that in many different ways and that is really important and valued. Heard from leaders who engaged business communities to build partnerships to break down the silos that too often exist k12, post secondary education and the workforce so thank you all for the work you are doing in that area. We have heard collectively an emphasis on collaboration and the importance of collaboration and on being courageous and also being humble and so thank you so much again for your participation today and for the work that you are each doing on behalf of the individual student that you serve. Thanks again. [applause] [inaudible conversations] [inaudible conversations] [inaudible conversations] heres a look at the primetime schedule of the cspan networks. Starting at 8 00 p. M. Eastern on cspan, remarks from Deputy Defense<\/a> secretary Patrick Shanahan<\/a> on National Security<\/a> issues and military readiness. On cspan2 a look at the legacy of former president bill clinton. On cspan3 review of the recent series of naval fleet collisions at sea. To how subcommittees held a hearing on the corporate average fuel economy programs and emission standards for vehicles. The standards are created and overseen by two different federal agencies the epa and the national highway Traffic Safety<\/a> administration. The hearing iran two hours. Good morning. The joint subcommittee will now come to order. The chair now recognizes himself for five minutes for an opening statement. Good morning, i would like to thank our witnesses for being with us this morni","publisher":{"@type":"Organization","name":"archive.org","logo":{"@type":"ImageObject","width":"800","height":"600","url":"\/\/ia800104.us.archive.org\/16\/items\/CSPAN2_20180102_214400_K-12_Education_Innovation_Summit_-_Part_II\/CSPAN2_20180102_214400_K-12_Education_Innovation_Summit_-_Part_II.thumbs\/CSPAN2_20180102_214400_K-12_Education_Innovation_Summit_-_Part_II_000001.jpg"}},"autauthor":{"@type":"Organization"},"author":{"sameAs":"archive.org","name":"archive.org"}}],"coverageEndTime":"20240630T12:35:10+00:00"}