CONNECT NEW YORK, WE ARE EXPLORING THE K-12 PUBLIC SCHOOL SYSTEM HERE IN THE EMPIRE STATE INCLUDING WHAT IT LOOKS LIKE NOW, WHAT IT SHOULD LOOK LIKE, AND THE BARRIERS TO REALIZING THAT VISION.

ALL THAT, COMING UP NEXT, ON CONNECT NEW YORK.

♪ ♪ ♪ ♪ WELCOME TO CONNECT-NEW YORK, I'M DAVID LOMBARDO.

ON THIS MONTH'S EPISODE WE'RE DISCUSSING NEW YORK'S PUBLIC SCHOOLS, EVERYTHING FROM KINDERGARTEN TO THE 12TH GRADE, WITH A FOCUS ON WHAT WE WANT THIS SYSTEM TO DO FOR OUR KIDS AND THE BARRIERS TO ACHIEVING THAT VISION.

AND FOR OUR DISCUSSION, I'M JOINED IN THE STUDIO BY MELINDA PERSON, PRESIDENT OF THE STATE'S TEACHERS' UNION, NEW YORK STATE UNITED TEACHER, DONNA DESIATO, SUPERINTENDENT FOR THE EAST SYRACUSE MINOA CENTRAL SCHOOL DISTRICT, AND JEFF SMINK, DEPUTY DIRECTOR FOR EDUCATION TRUST NEW YORK, A STATEWIDE THINK TANK.

SO, I WANT TO START WITH YOU, DONNA, AND THE IDEA OF WHAT DO WE EXPECT FROM OUR SCHOOL SYSTEMS BECAUSE I GRADUATED, NOT TO DATE MYSELF NOW, BUT ABOUT 20 YEARS AGO, 23 REUNION COMING UP IN OCTOBER AND I THINK ABOUT THE EXPERIENCE WAS PRIMARILY ABOUT GETTING READY FOR COLLEGE.

BUT IT SEEMS LIKE NOW SCHOOLS ARE RESPONSIBLE FOR EVERYTHING UNDER THE SUN.

SO AS A SCHOOL SUPERINTENDENT, WHAT DO YOU VIEW YOUR RESPONSIBILITY TO YOUR KIDS AS?

>> I THINK WE ARE RESPONSIBLE, REALLY, FOR PREPARING OUR YOUTH FOR THEIR PRESENT DAY LIVING AS WELL AS FOR THEIR FUTURE.

AND I THINK WE NEED TO BE ABLE TO DO BOTH SIMULTANEOUSLY.

FOR THEIR SUCCESS IN LEARNING AND IN LIFE IN CITIZENSHIP, AS WELL AS UNDERSTANDING THAT THERE ARE AREAS THAT THEY WILL PURSUE IN WHICH THEY WILL HAVE A PASSION FOR DEVELOPING AND CAREER PATHWAYS.

I THINK THAT WHAT IS MOST IMPORTANT IS THAT FOR MOST OF US WHO GRADUATED FROM SCHOOLS IN NEW YORK STATE, WE PRIMARILY HAVE FOCUSED FOR MANY, MANY DECADES IF NOT CENTURIES ON ONE ASPECT OF THE CHILD AND THAT'S BEEN, FOR MOST PART, THE COGNITIVE ASPECT OF WHAT DO WE KNOW.

IT EVEN SOMEWHAT IS-- UNLESS YOU ARE IN CAREER AND TECHNICAL EDUCATION, AS WE ARE AS A SCHOOL DISTRICT, IT DOESN'T EVEN ASK FOR A WHOLE LOT OF WHAT ARE YOU ABLE TO DO.

AND I THINK THAT IS REALLY WHERE WE NEED TO MOVE FORWARD IS WHAT DO YOU KNOW BUT MORE IMPORTANTLY, WHAT ARE YOU ABLE TO DO WITH WHAT YOU KNOW?

AND WHEN WE TAKE A LOOK AT THE MOST RECENT ITERATION OF THE NEW YORK STATE EDUCATION DEPARTMENT'S PORTRAIT OF A BRAD WATT, I THINK WE ARE MOVING IN THE RIGHT DIRECTION OF THE WHOLE CHILD, UNDERSTANDING THAT A CHILD'S WELL-BEING, THEIR SOCIAL, EMOTIONAL LEARNING, THEIR CHARACTER IS PART OF THE DEVELOPMENT OF OUR VUTH AND HOW DO WE MAKE ALL OF THAT HAPPEN WITHIN THE TIMEFRAME WE HAVE FOR LEARNING.

>> TO ACHIEVE THAT VISION, IT SEEMS LIKE SCHOOLS ARE MORE RESPONSIBLE THAN EVER FOR THE ASPECTS THAT DON'T NECESSARILY PERTAIN TO LEARNING WHETHER IT'S THE MENTAL HEALTH NEEDS.

SOME KIDS ARE GETTING MULTIPLE MEALS FROM THE SCHOOLS.

SO CAN YOU TALK ABOUT THE RANGE OF SERVICES THAT SCHOOLS ARE NOW THE GO-TO SOURCE FOR?

LIKE IT OR NOT.

>> IT IS REALLY A VERY BROAD AND DEEP RANGE.

MORE SO THAN MOST PEOPLE WOULD EVER HAVE REALIZED.

FOR THOSE-- AGAIN FOR THOSE OF US WHO GREW UP IN NEW YORK STATE AND USED TO WALK TO SCHOOL-- >> UPHILL BOTH WAYS?

>> YEAH.

>> THAT'S NOT AS COMMON TODAY.

>> YOU USED TO WALK HOME FOR LUNCH.

WE PROVIDE THE MEALS.

WE ARE FORTUNATE THAT MANY OF OUR SCHOOL DISTRICTS, OURS IS ONE, THAT IS A COMMUNITY ELIGIBILITY GRANT THAT PROVIDES THOSE MEALS.

I THINK THAT WHAT IS IMPORTANT IS IN ORDER TO EDUCATE THE WHOLE CHILD, THE CHILD HAS TO COME TO SCHOOL PREPARED TO LEARN.

SO THAT IMPORTANCE OF BEING, OF HAVING THEIR BASIC NEEDS MET AS MASLOV HAS TAUGHT US IS QUITE CRITICAL.

IN ADDITION TO THAT, THE THE ASPECTS OF SOCIAL AND EMOTIONAL LEARNING AND ASPECTS OF MENTAL HEALTH BECAME REALLY PARAMOUNT DURING COVID.

WE BEGAN TO REALIZE HOW FRAGILE THE CHILDREN ARE AND HOW MUCH THEY WERE NEEDING A VARIETY AND ARRAY OF DIFFERENT SUPPORT SYSTEMS.

WHILE THE SCHOOLS ARE NOT EQUIPPED NECESSARILY TO PROVIDE ALL OF THAT WITHOUT PARTNERSHIPS AND RESOURCES, WEARY EQUIPPED-- WE ARE EQUIPPED TO BE ABLE TO PARTNER WITH STATE SYSTEMS, CITY SYSTEMS, GRANTS, WITH OTHER ENTITIES, TO BE ABLE TO BE THE HUB THAT PROVIDE THE SUPPORT SYSTEMS.

AND THE REASON I SAY THAT BECAUSE I THINK WE OFFER THE SPACE AND THE PLACE WHERE FAMILIES SEE US AS THE CONNECTOR.

THOUGH SEE US AS PLACE IN WHICH THEIR CHILDREN CAN RECEIVE WHAT IS NEEDED FOR THEIR WELL-BEING, THEIR GROWTH, THEIR DEVELOPMENT AND LEARNING.

>> MELINDA, BASED ON THAT VISION, WHAT DO WE EXPECT FROM OUR TEACHERS BECAUSE IT SEEMS LIKE IT IS A LITTLE MORE COMPLICATED THAN JUST THE BASICS OF READING AND WRITING AND ARITHMETIC.

>> I THINK WHEN PEOPLE THINK BACK TO THEIR OWN SCHOOLING AND THEY THINK THIS WAS ABOUT PERHAPS CONTENT DELIVERY, RIGHT?

WE IMAGINE KIDS SITTING AT A DESK AND PASSIVELY ABSORBING INFORMATION FROM THE TEACHER.

THAT IS NOT AT ALL WHAT SCHOOLS LOOK LIKE TODAY.

SCHOOLS ARE NOW THE CENTER OF COMMUNITIES.

IT IS WHERE WE ARE MEETING CHILDREN'S NEEDS ACROSS THE SPECTRUM AND DONNA MENTIONED FOOD.

WE ALSO ARE PROVIDING TOILETRIES TO KIDS WE ARE PROVIDING THEM WITH SOCIAL SKILLS AND THE ABILITY TO COLLABORATE AND INTERACT WITH OTHER HUMAN BEINGS WE ARE TEACHING THEM THINGS THAT , I THINK, HISTORICALLY ARE AREAS THAT HAVE BEEN SUPPORTED BY COMMUNITY, BY CHURCH, BY OTHER ORGANIZATIONS THAT HAVE SORT OF ERODED.

AND NOW OUR SCHOOLS ARE DOING EVERYTHING.

AND THAT IS-- I DON'T SAY THAT AS A BAD THING.

OUR SCHOOLS ARE, FOR MANY KIDS, THE MOST STABLE ELEMENT OF THEIR LIVES.

AND I THINK THEY'RE UNIQUELY EQUIPPED TO BE THAT FOR OUR STUDENTS.

BUT WE ALSO NEED THE SUPPORT IN OUR SCHOOLS TO BE ABLE TO PROVIDE THOSE SERVICES TO KIDS AND FAMILIES.

>> AND THEN WHAT IS THE EXPECTATION OF THE TEACHERS?

BECAUSE THERE ARE OTHER NON-TEACHING PROFESSIONALS WHO ARE TAKING ON SOME OF THIS DIFFERENT RESPONSIBILITIES, BUT WHAT ABOUT THE TEACHERS?

DO THEIR DAYS LOOK DEMONSTRABLY DIFFERENT OR IS IT PRETTY MUCH THE SAME AS 10, 20, 30 YEARS AGO BUT NEW TECHNOLOGY?

>> OUR TEACHERS HAVE ALWAYS BEEN, NOT JUST FOCUSED ON CONTENT.

THEY'VE ALWAYS BEEN TEACHING STUDENTS, RIGHT?

I DON'T NECESSARILY ONLY TEACH MATH.

I TEACH STUDENTS.

IT IS ABOUT HUMAN DEVELOPMENT.

YOU ARE HELPING A HUMAN DEVELOP INTO A CITIZEN, INTO AN ADULT.

AND SO I THINK WHAT IS MORE CHALLENGING FOR EDUCATORS THESE DAYS IS THE NEEDS OF THE STUDENTS HAVE GROWN EXPONENTIALLY.

WE ARE NO LONGER FOCUSED ON TWO OR THREE KIDS WHO COME TO OUR CLASS CLASSROOM WITH HIGH NEEDS.

NOW WE HAVE UP TO 50% OF THE KIDS WHO HAVE HIGH NEEDS.

IN SUBURBAN DISTRICTS WHERE YOU MIGHT NOT EXPECT THAT.

AND THE ELEMENTARY SCHOOL THAT I WENT TO AS A KID, RIGHT, WHICH HAD ALL STUDENTS WHO WERE ENGLISH SPEAKERS AT HOME.

THE SAME ELEMENTARY SCHOOL TODAY HAS KIDS FROM 40 DIFFERENT LANGUAGES ARE BEING SPOKEN IN THAT SAME BUILDING, RIGHT?

AND IT'S ONLY BEEN A FEW GENERATIONS, RIGHT?

SO THE CHANGE IN OUR STUDENT POPULATION IS SOMETHING THAT OUR SCHOOLS HAVE BEEN EVOLVING TO SUPPORT, BUT THE NECESSARY RESOURCES HAVE NOT ALWAYS ACCOMPANIED THEM.

>> JEFF, WHEN YOU HEAR THE DIFFERENT ACTIVITIES AND RESPONSIBILITIES OF SCHOOLS, DOES THAT MAKE SENSE TO YOU OR SHOULD WE BE FOCUSING ON THE CORE MISSION?

SHOULD WE BE TRYING TO PEEL AWAY THE OTHER RESPONSIBILITIES THAT SCHOOLS HAVE, YOU KNOW, FOR LACK OF A BETTER ALTERNATIVE, HAD TO TAKE ON?

>> THAT'S A GREAT QUESTION.

I THINK ABSOLUTELY WE NEED TO RELY ON COMMUNITY PARTNERS, YOU KNOW, TO DO SOME OF THE WORK.

SCHOOLS SHOULDN'T HAVE TO DO THAT ALONE.

BUT I THINK WE BELIEVE IN ADDRESSING THE NEEDS OF THE WHOLE CHILD AND THE VERY IMPORTANT THINGS THAT WERE JUST BROUGHT UP BUT WE ARE ALSO VERY FOCUSED AGAIN AN MAYBE THIS IS OLD FASHIONED BUT ON MAKING SURE THAT ALL STUDENTS CAN READ, DO MATH AT GRADE LEVEL, PARTICULARLY THE FOUNDATIONAL SKILLS, RIGHT, ARE SO CRITICAL AND IMPACT SOCIAL AND EMOTIONAL LEARNING AND THE SENSE OF BELONGING THAT IS SO IMPORTANT.

WE TALK WITH A LOT OF STUDENTS, PARTICULARLY OLDER STUDENTS, RIGHT, THAT WERE NEVER TAUGHT TO READ AND THEY TALK ABOUT THE SENSE OF ISOLATION THAT HAPPENS OR SENSE OF SHAME THAT CAN OFTEN LEAD TO, YOU KNOW, STUDENTS DISENGAGING FROM SCHOOL, DROPPING OUT, THOSE KINDS OF THINGS.

SO ABSOLUTELY WE NEED TO ADDRESS THOSE THINGS.

BUT I THINK FUNDAMENTALLY FOR US, THE ROLE OF SCHOOLS TO MAKE SURE THE KIDS CAN READ AND DO MATH SO THEY HAVE THE FOUNDATIONAL SKILLS WHEN THEY GRADUATE, THEY HAVE A LOT OF DIFFERENT OPTIONS.

>> CAN YOU TEACH A KID TO READ IF THEY'RE HUNGRY, CAN'T FOCUS OR HAVE PROBLEMS AT HOME AND YOU KNOW, THEY DON'T WANT TO GO HOME AND DO THE MATH WORK.

CAN YOU DO ONE WITHOUT THE OTHER?

>> I THINK YOU HAVE TO DO BOTH.

I ALSO BELIEVE KIDS NEED TO MEET KIDS WHERE THEY ARE.

SOME KIDS ARE GOING TO COME TO SCHOOL WITH GREATER RESOURCES THAN OTHERS.

THE RESEARCH SHOWS THAT 90% OF ALL KIDS CAN LEARN TO READ REGARDLESS OF THEIR BACKGROUNDS.

SO WE DO BELIEVE THAT ALL KIDS CAN LEARN.

BUT ABSOLUTELY, IT POSES CHALLENGES, YOU KNOW, THOSE ARE SIGNIFICANT CHALLENGES THAT NEED TO BE ADDRESSED.

BUT I DO THINK THERE IS A ROLE-- I DO WORRY ABOUT SCHOOLS TAKING ON TOO MUCH, RIGHT?

AND THEN MAYBE THAT TAKING AWAY FROM THE INSTRUCTION THAT HAPPENS IN THE CLASSROOM.

>> DONNA, THINKING ABOUT THAT CORE MISSION THAT JEFF WAS TALKING ABOUT, WE RECENTLY GOT THE STATE RELEASING SOME OF THE RESULTS FOR STANDARDIZED TESTS, KIDS GRADES 3-8 AND PROFICIENCY IN ENGLISH, ABOUT 53%, MATH, 55% SO HOW DO YOU FEEL LIKE SCHOOLS ARE DOING AT THAT CORE FUNCTION OF GETTING KIDS JUST CAUGHT UP ON THE BASIC EDUCATION?

>> I DO THINK THAT WE ARE CONTINUING TO UNDERSTAND BOTH OUR RESPONSIBILITY AND NOT ONLY THE CORE MISSION AND WE BELIEVE IN THAT, BUT ALSO BEING BETTER EQUIPPED TO DO SO.

IN MORE RECENT YEARS, THE SCIENCE OF READING HAS BECOME A REQUIREMENT NOW IN NEW YORK STATE.

IT TOOK A FEW YEARS FOR NEW YORK STATE TO GET THERE, BUT BECAUSE OF BOTH THE ACTIONS AT THE STATE LEVEL IN MANY DIFFERENT ARENAS, WE ACTUALLY HAVE BEEN WORKING ON IT.

OUR DISTRICT HAD TAKEN THE STEP BEFORE IT BECAME REQUIRED BUT WE ARE APPRECIATIVE THAT IT DID BECAUSE IT THEN BROUGHT WITH IT MORE CONSISTENT RESOURCES.

SO THAT'S ONE KEY IS THAT REALLY THAT WE LOOK AT THE RESEARCH, WE UNDERSTAND WHAT THE RESEARCH SAYS AND WE ALLOW THE PROFESSIONALS TO BE GIVEN BOTH THE TIME AND THE SUPPORT SYSTEMS NECESSARY TO DELIVER THAT QUALITY READING AND LITERACY PROGRAM.

AS SUPERINTENDENTS WE HAVE ALL FILLED OUT FOR THE FIRST TIME, THIS YEAR, A LITERACY ATTESTATION THAT WE HAVE TO PROVIDE THAT WE ARE ACTUALLY FOLLOWING THAT SCIENCE OF READING AND TO WHAT DEGREE OUR CURRICULUM HAS BEEN ALIGNED AND OUR PROFESSIONAL LEARNING HAS BEEN ALIGNED WITH THAT.

I THINK THOSE ARE ALL STEPS IN THE RIGHT DIRECTION SO THAT WE DO ADDRESS ALL CHILDREN BECAUSE I AGREE WITH JEFF, ALL CHILDREN ARE REALLY VERY CAPABLE OF LEARN LEARNING AND CAPABLE OF LEARNING AT HIGH LEVELS.

WE NEED TO BE ABLE TO PROVIDE THE APPROPRIATE TOOLS, LEVELS OF SUPPORT AND THE TYPES OF CURRICULUM THAT ARE GOING TO HELP US TO GET THERE.

AND WE ALSO NEED TO PROVIDE THE DIFFERENTIATION FOR WHEN STUDENTS LEARN DIFFERENTLY.

>> MELINDA, I KNOW LITERACY EFFORTS ARE SOMETHING THAT YOUR UNION IS HEAVILY INVOLVED IN.

CAN YOU TALK A LITTLE BIT ABOUT THAT AS WELL AS PREPARING TEACHERS SO THAT THEY ARE PREPARED TO TEACH ON THE LATEST LITERACY PRACTICES.

>> YEAH, WHEN WE PASSED, THE GOVERNOR CALLED IT BACK TO BASICS, BUT IT WAS REALLY A SHIFT TO FOCUS ON QUOTE UNQUOTE SCIENCE OF READING, A PHONICS BASED APPROACH THAT INCLUDE MULTIPLE DIFFERENT PRACTICES TO HELP SUPPORT LITERACY IN OUR YOUNGEST LEARNERS ESPECIALLY.

WE SUPPORTED THAT BECAUSE THE SCIENCE SAID TO, RIGHT?

WE SAW THAT THERE WERE CERTAIN METHODS THAT WERE BEST PRACTICES IN TERMS OF SUPPORTING EARLY LITERACY.

AND WHAT WE SAW WAS, WHEN I WENT TO SCHOOL TO BECOME AN ELEMENTARY SCHOOL TEACHER, I WAS TAUGHT IN A VERY DIFFERENT WAY HOW TO TEACH A CHILD TO READ.

THEN THE LATEST SCIENCE DEMONSTRATES IS THE BEST PRACTICE.

AND SO WE HAVE A LOT OF EDUCATORS OUT THERE WHO, WHEN THEY KNOW BETTER, THEY DO BETTER.

AND SO WE ARE PROVIDING PROFESSIONAL DEVELOPMENT ACROSS THE STATE TO BRING EVERYBODY UP TO SPEED SO THAT WE ARE USING THE BEST PRACTICES FOR KIDS.

>> AND THERE WAS AN APPROPRIATION FOR NAT INITIALLY.

P THERE IS THERE ENOUGH MONEY FOR THAT, SHOULD STATE LAWMAKERS BE PONYING UP.

>> RIGHT NOW THERE ARE PLENTY OF RESOURCES.

WE ARE INTERESTED IN EXPANDING THE TOOLS SO WE CAN GIVE PARENTS ACCESS.

SOMETHING WE HAVE BEEN TALKING TO EDTRUST ABOUT BECAUSE WE WANT PARENTS TO BEGIN EARLY LITERACY EVEN BEFORE THE KIDS REACH KINDERGARTEN, EXPOSURE TO LANGUAGE AT AN EARLY AGE IS REALLY IMPORTANT AND THESE ARE THINGS THAT PARENTS MIGHT NOT KNOW.

>> JEFF.

>> YEAH, SO WE HAVE BEEN VERY ACTIVE ON THE LITERACY RELEASED REPORT A COUPLE YEARS TRYING TO BUILD AWARENESS AND URGENCY ABOUT THE STATE OF READING IN NEW YORK, WHICH IS NOT GREAT IF YOU LOOK AT THE OUTCOMES.

BUT I THINK YOU KNOW, WHEN WE THINK OF, YOU KNOW, THE INVESTMENT, SO BACK TO BASICS TO US WAS A GOOD START.

WE NEED A LOT MORE INVESTMENT.

AS AN EXAMPLE, CALIFORNIA, ANOTHER STATE THAT HAS, YOU KNOW, SIMILAR POLITICS TO NEW YORK, JUST INVESTED $200 MILLION IN EARLY LITERACY ACROSS THE STATE.

WE INVESTED $10 MILLION.

SO WE ARE, YOU KNOW, CONSTANTLY ASKING FOR NEW INVESTMENTS.

IT HAS TO BE A COMPREHENSIVE MULTI-YEAR INVESTMENT, RIGHT?

WE HAVE IN ROCHESTER WHERE I LIVE, YOU KNOW, EIGHT OUT OF 10 KIDS ARE NOT READING AT GRADE LEVEL.

WE NEED MORE URGENCY TO ADDRESS THIS ISSUE.

IT'S GOING TO TAKE MORE FUNDING.

ALSO GOING TO TAKE THE PROFESSIONAL LEARNING THAT MELINDA IS TALKING ABOUT.

THERE ARE OTHER GREAT PROGRAMS ACROSS THE STATE THAT CAN HELP TEACHERS, YOU KNOW, IN THE CLASSROOM.

WE ALSO OF COURSE NEED TO LOOK AT THE EDUCATOR PREP PROGRAMS SO THAT WHEN TEACHERS COME OUT, THEY'RE PREPARED TO TEACH READING AND DON'T HAVE TO GO BACK AND RETEACH THEM BUT THAT'S GOING TO TAKE TIME, EFFORT AND MONEY AND I'M WORRIED THAT THERE IS THIS IDEA, THAT WE DID BACK TO BASICS AND WE ARE DONE WITH READING AND THAT IS NOT THE CASE.

>> CAN'T TAKE THE PEDAL OFF THE METAL-- FOOT OFF THE PEDAL?

DO WE HAVE THE SAME ISSUES WITH MATHEMATICS?

IS THERE AN AIR BASE WITH HOW WE TEACH AND THINK ABOUT IT OR IS THE FOUNDATION STRONGER THAN WHAT WE THINK ABOUT WITH LITERACY?

>> THAT'S AN EMERGING ISSUE.

I THINK A LOT OF FOLKS ARE STARTING TO LOOK AT MATH INSTRUCTION AS THE NEXT FRONTIER.

THERE ARE, YOU KNOW, SCIENCE BEHIND SORT OF-- IT'S NOT AS HAVE TOKING AS THE SCIENCE OF READING WHICH IS VERY CLEAR BUT THERE ARE EVIDENCE-BASED APPROACHES TO THE INSTRUCTION OF MATH WHICH WE ARE GOING TO START WORK CAN ON AT EDTRUST BUT MATH IS HUGE.

IF YOU LOOK AT EIGHTH GRADE OUTCOMES.

STUDENTS STRUGGLING IN EIGHTH GRADE ARE GOING TO REALLY STRUGGLE TO ACCESS ADVANCED COURSE WORK IN HIGH SCHOOL AND HAVE THAT LEAD TO STEM CAREERS, STEM JOBS, THOSE KINDS OF THINGS.

WE LOOK AT THE OUTCOMES IN MATH ARE EQUALLY TROUBLING ESPECIALLY FOR STUDENTS OF COLOR AND LOW INCOME BACKGROUNDS.

WE NEED ANOTHER CONVERSATION ON MATH, HOW WE DO INSTRUCTION, TEACHER PREPARATION, ALL THOSE PIECES.

>> AND I'M HEARING FROM THE STUDIO THAT PEDDLE TO THE METAL WAS CORRECT.

I WANT TO COME BACK TO SOMETHING YOU MENTIONED.

THE PORTRAIT OF A GRADUATE, IN LAYMAN SPEAK, WE ARE BASICALLY TALKING ABOUT WHAT YOU NEED TO DO TO ACHIEVE A HIGH SCHOOL DIPLOMA IN THE FUTURE.

AND THERE IS AN EFFORT TO MOVE AWAY FROM SOME OF THE STANDARDIZED TESTS, THE REGENTS EXAMS AS THE BENCHMARK FOR PASSING THROUGH TO GET YOUR DIPLOMA.

CAN YOU TALK ABOUT WHAT YOU SEE AS THE BENEFIT AS THIS PORTRAIT OF A DIPLOMA AND THIS IDEA THAT YOU ARE GOING TO BE TESTED HOLISTICALLY AND THERE ARE OTHER WAYS TO DEMONSTRATE, YOU KNOW, YOUR PROFICIENCY AND THAT YOU ARE READY TO MOVE ON?

>> YOU THE ABSOLUTELY.

I THINK IT IS ONE OF THE BEST AGENDA ITEMS WE COULD POSSIBLY HAVE RIGHT NOW FOR OUR CURRENT STUDENTS AND FUTURE STUDENTS.

AS A MATTER OF FACT, I APPLAUD THE REGENTS AND THE COMMISSION WERE ABLE TO, ON THE FIRST PRESENTATION, OF THE MOST RECENT UPGRADED PORTRAIT OF A GRADUATE, THEY PASSED IT THAT WAY.

SO RATHER THAN WAITING ANOTHER THREE MONTHS AND HAVING IT FURTHER REVIEWED, TIME IS REALLY OF THE ESSENCE RIGHT NOW.

MOST RECENT PORTRAIT OF A GRADUATE THAT HAS HAD QUITE A BIT OF REALLY MEANINGFUL FEEDBACK FROM OUR EDUCATORS FROM PARENTS, FROM COMMUNITY, DOES ADDRESS THE WHOLE CHILD.

SO, YES, THERE IS AN ELEMENT OF ACADEMIC PREPAREDNESS WHAT THEY WERE CALLING LITERACY IN THE CONTENT AREAS WHICH I THINK WAS A LITTLE BIT LIKE DID YOU PASS THE REGENTS, WHICH IS NOW MORE ACADEMIC PREPAREDNESS BUT IT ALSO TALKS ABOUT THE IMPORTANCE OF THE ELEMENTS OF BEING A CRITICAL THINKER, BEING ABLE TO BE PREPARED IN AREAS SUCH AS THE AREAS THAT GLOBAL CITIZENSHIP, AREAS OF BEING REFLECTIVE AND BEING ABLE TO BE FUTURE FOCUSED.

AREAS THAT HAVE TO DEAL WITH THE AREA OF CHARACTER DEVELOPMENT.

SO, YOU KNOW, AND RESPONSIBILITY OF CITIZENSHIP.

SO I THINK THAT THAT IS REALLY MORE WHAT I THINK REALLY OUR COMMUNITIES EXPECT THAT WE ARE ACTUALLY DOING.

SO I NOW THINK THAT WE WILL PUT THAT TO-- PUT THAT INTO PLACE AND WE HAVE BEEN DOING THAT.

WHEN WE TALK ABOUT MEASURES.

WE HAVE, FOR EXAMPLE, CAPSTONE PROJECTS.

OUR STUDENTS TAKE GREAT PRIDE IN STUDYING A TOPIC AND THEN BEING ABLE TO NOT ONLY WRITE ABOUT IT, BUT ABLE TO PRESENT TO AN AUTHENTIC AUDIENCE ON THAT RESEARCH PROJECT.

IT CAN BE MEASURED JUST LIKE WE MEASURE THE PERFORMANCE AT THE OLYMPICS WITH SOME TYPE OF RUBRIC OR SCALE.

THERE ARE MANY DIFFERENT MEASURES WE CAN USE BESIDE-- I THINK IT'S A BIT OUTDATED TO BE IN 2025 OR 2026 TO BE SITTING DOWN FOR TWO OR MORE HOURS WITH A WRITTEN TEST IN ORDER TO BE THE ONLY MEASURE THAT WE HAVE RIGHT NOW FOR GRADUATING FROM HIGH SCHOOL.

>> WELL YOU MAKE... >> THAT IS PRETTY CHALLENGING WHEN WE ARE IN A DIGITAL WORLD.

>> YOU MAKE THE COMPARISON THOUGH TO THE OLYMPICS AND THERE ARE SOME EVENTS WHERE YOU HAVE A STOP WATCH OR A RACE AND YOU CAN SEE WHO FINISHED FIRST AND SOMETIMES HAVE YOU TO WORRY ABOUT THE EAST GERMAN JUDGE AND HOW THEY'RE GOING TO SCORE THE GYMNASTICS COMPETITION.

SO HOW DO YOU VIEW A SUCCESSFUL EVALUATION OF THESE PORTRAITS OF A STUDENT?

I MEAN BECAUSE THAT SEEMS LIKE THE REAL CHALLENGE OF HAVING THE RESOURCES AND I GUESS NON-BIASED EXPERTISE TO ASSESS WHETHER THESE KIDS ARE READY TO MOVE ON.

WHAT DOES THAT LOOK LIKE?

IT BEGINS WITH THE NEW YORK STATE LEARNING STANDARD.

WE ALL ARE EXPECTED TO BE TEACHING THE NEW YORK STATE LEARNING STANDARDS.

THAT GIVES US REALLY THE ROAD MAP.

WITH THAT CAN COME WITH OUR EDUCATORS AT THE TABLE, CRITERIA FOR LEVELS OF PERFORMANCE.

SO THE HIGHEST LEVELS OF PERFORMANCE, THIS IS WHAT THE DEMONSTRATED PERFORMANCE WILL LOOK LIKE.

AT THE NEXT LEVEL, THIS IS WHAT IT WILL LOOK LIKE.

AT A LEVEL WHERE THEY'RE STRUGGLING WE'LL KNOW AND RECOGNIZE THAT AND THAT'S WHERE, PERHAPS SOME ADDITIONAL SUPPORTS WILL COME IN.

AND THEN AT THE LEVEL OF ABSOLUTELY NOT MEETING THE MARK IN ANY WAY, MEANING THAT WE HAVE TO REASSESS, ARE THEY IN THE APPROPRIATE COURSE OR THE APPROPRIATE LEVEL OF INSTRUCTION, THAT'S WHAT EDUCATORS ARE REALLY PREPARED TO DO.

SO WE, IN SOME WAYS TAKE THAT AWAY WHEN WE ALL OF A SUDDEN PRODUCE THIS TEST AT ONE MOMENT IN TIME AND THEN WE USE THAT FOR SO MANY OTHER DECISIONS THAT ARE MADE.

I THINK IT'S UNFAIR TO THE CHILD.

I THINK IT'S UNFAIR TO THE SCHOOL SYSTEM.

I THINK IT'S UNFAIR TO OUR EDUCATORS TO BE SUGGESTING THAT ONE MOMENT IN TIME CAN BE THAT ACCURATE IN ITS MEASURES.

>> JEFF, I IMAGINE YOU HAVE SOMETHING YOU WOULD LIKE TO SAY ABOUT THIS.

>> WELL, AGREE ASSESSMENTS ARE JUST ONE TOOL.

THEY'RE NOT PERFECT.

I THINK, YOU KNOW, GOING BACK TO THE GRADUATION MEASURES QUESTION, YOU KNOW, WHAT IF WE HAVE-- SUPPORT THE PORTRAIT OF A GRADUATE CERTAINLY MAKES SENSE, CONCERN ABOUT THE ACADEMIC PREPAREDNESS PIECE, RIGHT BECAUSE THAT TOSSES CENTRAL TO THE OTHER THINGS.

TOUGH TO BE A CRITICAL THINKER IF YOU ARE STRUGGLING TO READ.

THE OTHER CONCERN THAT BEE HAVE, NEW YORK HAS 700 SCHOOL DISTRICTS ACROSS THE STATE AND AGAIN LOSING AN OBJECTIVE MEASURE, HOW DO WE MAINTAIN EQUITY ACROSS DISTRICTS THINKING ABOUT A DISTRICT LET'S SAY IN WESTCHESTER THAT HAS AMPLE RESOURCES TO PUT IN ROBUST PATHWAYS TO DEMONSTRATE PROFICIENCY VERSUS A COMMUNITY LIKE ROCHESTER OR A SMALL RURAL DISTRICT THAT DOESN'T HAVE THAT CAPACITY.

SO CONCERN ABOUT HAVING 700 DIFFERENT MEASURES ACROSS THE STATE WHICH WILL MAKE IT EVEN MORE DIFFICULT TO KNOW WHETHER STUDENTS ARE PREPARED TO SUCCEED, WHICH WE ALREADY HAVE THAT ISSUE WHERE WE ARE CURRENTLY.

THE DEVIL IS IN THE DETAILS.

SUPPORT THE CONCEPT BUT AGAIN, HOW WE GET THERE AND HOW DO WE IT EQUITABLY AND ENSURE THAT SOME DISTRICTS, WHAT WE DON'T WANT TO SEE IS THEM MAKING IT EASIER TO GRADUATE, RIGHT?

AND UNFORTUNATELY THAT HAPPENS SOMETIMES AND PARTICULARLY FOR THE STUDENTS THAT WE ARE FOCUSED OPERATE SO WE FEED TO MAKE SURE THERE ARE GUARD RAILS PUT IN PLACE, MAKE SLUR THAT DOESN'T HAPPEN.

>>-- MAKE SURE THAT DOESN'T HAPPEN.

>> WHAT DO YOU THINK SUCCESSFUL IMPLEMENTATION OF THIS LOOKS LIKE.

>> WE NEED TO BE DEVELOPING MULTIPLE WAYS FOR STUDENTS TO DEMONSTRATE LEARNING, RIGHT?

I VISITED A CTE CLASSROOM WHERE A STUDENT TOOK APART AND PUT TOGETHER A SNOWBLUER ENGINE-- SNOW BLOWER ENGINE.

THAT WAS PHENOMENAL.

YOU CAN'T MEASURE THAT ON A PAPER TEST.

IT IS A SKILL.

>> IT REQUIRES CRITICAL THINKING.

>> DOES IT?

IT SEEMS LIKE HAVE YOU TO MEMORIZE THE PARTS.

>> SHE WAS FIGURING OUT WHY IT WAS NOT WORKING.

SHE WAS COLLABORATING WITH HER PARTNER, RIGHTED.

THAT'S ANOTHER CRITICAL SKILL TO BE ABLE TO INTERACT AS PART OF A TEAM.

I THINK WHAT THE REGENTS HAVE POINTED TO IS WHAT WE WANT OUT OF OUR HIGH SCHOOL GRADUATES TODAY CAN'T BE MEASURED EFFECTIVELY ON THESE REGENTS EXAMS ALONE, NOT TO SAY THAT THEY SHOULD BE ELIMINATED BUT THAT WE HAVE TO GIVE KIDS OTHER WAYS TO SHOW THAT THEY ARE CAPABLE OF SURVIVING OUT IN THE WORLD, RIGHT?

AND I THINK THROUGH CAREER AND TECHNICAL EDUCATION PROGRAMS, THROUGH THE TYPE OF CAPSTONE PROJECTS, THROUGH THINGS LIKE MOCK TRIAL AND DEBATE, RIGHT, WHERE KIDS CAN ACTUALLY SHOW LEARNING AND DEMONSTRATE LEARNING IN OTHER WAYS, THAT IS GOING TO NOT ONLY IMPROVE OUR ABILITY TO ASSESS WHO SHOULD BE GRADUATING, BUT ALSO IT'S GOING TO CHANGE THE CULTURE IN OUR SCHOOLS TO PLACES WHERE KIDS ACTUALLY WANT TO GO, AND I THINK THAT'S A KEY PART OF WHAT, YOU KNOW, WHAT HAS HAPPENED TO OUR SCHOOLS SINCE NO CHILD LEFT BEHIND; THIS SORT OF TESTING FOCUSED CULTURE.

THESE EXIT EXAMS.

BUT ALSO THE 3-8 TESTS HAVE REALLY NARROWED THE CURRICULUM.

AND THE PLACES THAT HAVE THE NARROWEST CURRICULUM WHERE THEY'RE STRUGGLING AND WORRIED ABOUT THE TEST SCORES THE MOST, THOSE ARE THE HIGHEST NEED SCHOOL DISTRICTS AND THEY'RE BEING DEPRIVED OF ART, OF MUSIC, OF SOCIAL STUDIES, OF THE THINGS THAT MAKE KIDS WANT TO GO TO SCHOOL.

SO THEN YOU SEE A CRISIS IN ABSENTEEISM ACROSS OUR SCHOOLS, RIGHT?

YOU SEE ALL OF THESE OTHER EFFECTS AND THE KIDS THAT YOU INTENDED TO HELP BY SHINING A LIGHT ON THE ACHIEVEMENT GAP ARE THE VERY KIDS WHO ARE BEING DEPRIVED OF THE KIND OF HIGH QUALITY EDUCATION THAT THEY DESERVE.

>> WELL, I WANT TO PUT A PIN IN OUR CONVERSATION RIGHT NOW AND TAKE A BREAK TO HIGHLIGHT A CHANGE IN NEW YORK THIS SCHOOL YEAR THAT STATE POLICYMAKERS HOPE WILL IMPROVE THE MENTAL HEALTH OF STUDENTS AS WELL AS THEIR LEARNING ENVIRONMENT.

RESTRICTING SMARTPHONES DURING THE SCHOOL DAY.

CONNECT NEW YORK PRODUCER ALEC AMBRUSO HAS THAT STORY.

>> CELL PHONE RESTRICTIONS THAT THE GOVERNOR HAS TALKED ABOUT, I THINK REALLY FOR, IN EARNEST OVER THE PAST YEAR AND A HALF OR SO, SHE PROPOSED A BELL-TO-BELL BAN ON THE STUDENT USE OF ALL INTERNET ENABLED DEVICES THROUGHOUT THE SCHOOL DAY AND THAT TASKS AND CHARGES SCHOOL DISTRICTS WITH ADOPTING A POLICY TO ESSENTIALLY EFFECTUATE THAT STATEWIDE REQUIREMENT.

AND THAT POLICY HAS TO TAKE EFFECT OR BEGIN WITH THE START OF THE NEW SCHOOL YEAR IN SEPTEMBER.

I THINK IT'S GOING TO BE ROUGH FOR A COUPLE OF WEEKS.

ALL THE LITERATURE I'VE READ FROM PLACES THAT HAVE IMPLEMENTED THIS SAY IT'S ABOUT A TWO-WEEK PERIOD OF ISSUES AND PROBLEMS AND THEN, YOU KNOW, EVEN THE KIDS IN A LOT OF THESE PLACES HAVE SAID, THEY'RE GLAD THEY'RE GONE.

THEY WON'T ADD ADMIT IT TO THEIR FRIENDS OR SAY IT TO THEIR PARENTS BUT THEY'RE GLAD IT'S GONE.

I FORESEE THE SAME THING HAPPENING HERE.

>> THE REACTION FROM MY PEERS TOWARDS THIS POLICY HAS DEFINITELY BEEN A LOT OF CONFUSION INITIALLY.

A LOT OF PEOPLE DIDN'T REALLY UNDERSTAND WHY TEACHERS WERE DOING THIS TO US OR THE DISTRICT AND ULTIMATELY IT IS A STATE LAW SO I THINK ONCE THAT WAS REALLY ESTABLISHED, THAT IT'S A STATE LAW, IT DEFINITELY RESOLVED A LOT OF THAT INITIAL CONFUSION.

>> I THINK AS A PARENT, I LIKE THAT IT IS A UNIVERSAL RULE.

IT'S NOT VARYING FROM TEACHER TO TEACHER.

THEY'RE DOING THE SAME THING, THE SAME PROTOCOL COZ THAT THERE IS NO VARIABILITY SO THAT EVERYBODY KNOWS WHAT TO EXPECT.

I THINK THIS THAT'S REALLY IMPORTANT.

>> MY POSITION EVOLVED DRAMATICALLY FROM THINKING THAT WONDERING IF THIS WAS IN THE REALM OF POSSIBILITY TO WE MUST GET THIS DONE.

>> WHEN GOVERNOR HOCHUL VISITED AND WE DID THE ROUNDTABLE AND DISCUSSED THE POLICY AND ALL THOSE THINGS, IT WAS A REALLY WONDERFUL OPPORTUNITY TO REALLY GET SOMEONE THAT HIGH UP, THE PERSPECTIVE OF WHAT IS GOING ON AT OUR LOCAL LEVEL.

SHE HAD SOME GREAT INSIGHTS ON HOW THIS IS GOING TO BE GOOD FOR THE WHOLE OF NEW YORK STATE AND I THINK IT WAS REALLY GREAT TO THINK ABOUT IT IN THAT UMBRELLA KIND OF WAY.

I BELIEVE OUR DISTRICT INDIVIDUALLY HAS DRAWN UP A GREAT POLICY AND HAS A GREAT PLAN GOING INTO THE CHANGE.

>> THE NORTH SYRACUSE CENTRAL SCHOOL DISTRICT HAS DECIDED WE ARE GOING TO USE THESE YONDER POUCHES AND WHEN STUDENTS COME IN, THEY WILL PUT THE PHONE AND ANY OTHER DEVICE, AIR PODS, THEY WILL PUT IT IN THE POUCH, LOCK IT UP.

THEY CAN PUT IT IN THEIR BAG, KEEP IT WITH THEM ALL DAY LONG.

AND THEN AT THE END OF THE DAY, AT 2:00, WHEN THEY'RE LEAVING THE SCHOOL, THEY'LL GO TO ONE OF THE UNLOCK AREAS AND THEY WILL UNLOCK THEIR PHONE ON THE WAY OUT.

AND IF THEY ARE STAYING AFTER SCHOOL FOR SOME REASON, THEY ALSO WILL GO AND UNLOCK IT.

THEY CAN USE IT AFTER SCHOOL OBVIOUSLY.

>> I THINK THERE ARE LEGITIMATE REACTIONS AND POTENTIAL CONCERNS; SOME OF WHICH THE STATE LAW ADDRESSED.

YOU KNOW, USE FOR CERTAIN HEALTH CONDITIONS, SO THE LAW ALLOWS AN EXCEPTION FOR STUDENTS TO USE THEIR DEVICE, YOU KNOW, IF THEY HAVE DIABETES OR ASTHMA OR SOME OTHER, YOU KNOW, CONDITION THAT THEIR PHONE CAN ASSIST THEM AND SUPPORT THEM AND WE HAVE HEARD FROM PARENTS EITHER DIRECTLY OR INDIRECTLY THAT THERE ARE CONCERNS AROUND BEING ABLE TO GET IN TOUCH WITH STUDENTS, ESPECIALLY IN THE CASES OF EMERGENCY.

>> ALL OF THE POLICE CHIEFS THAT I'VE TALKED TO, ALL OF THE EMERGENCY RESPONDERS HAVE ALL SAID YOU DON'T WANT TO HAVE A CELL PHONE.

IMAGINE IF THERE IS SOMEBODY GOING AROUND LOOKING FOR PEOPLE AND YOUR CELL PHONE GOES OFF OR YOU ARE NO THE PAYING ATTENTION TO DIRECTIONS FROM THE TEACHER HOW TO GET OUT THE FIRE WINDOW, YOU KNOW.

YOU WANT TO BE HONED IN.

AND IF THEY ALSO SAID IF EVERYBODY IS ON THEIR PHONES AT ONCE, IT JAMS UP THE LOCAL CELL PHONE SERVICE AND THEN THEY CAN'T GET THROUGH AND FIND OUT.

ULTIMATELY, WHEN WE EXPLAN THIS-- WHEN WE EXPLAIN THIS TO PARENTS THAT IT IS OUR JOB TO TAKE CARE OF YOUR KIDS WHEN THEY'RE IN HERE AND WE CAN'T DO THAT IF THEY'RE FOCUSED ON THEIR CELL PHONES, I THINK IT STARTS TO MAKE A LITTLE MORE SENSE.

>> I FEEL THAT ANY CONCERN THAT-- ANY CONTACT THAT I WOULD HAVE THAT WOULD BE OF A BIG CONCERN WOULD BE SOMETHING I WOULD SEND THROUGH THE OFFICE OR THE NURSE.

LITTLE CONCERNS OR LITTLE CONTACTS ARE NOT NECESSARY, IN MY OPINION.

AND I THINK IT HAS BEEN VERY EASY AND CONVENIENT TO HAVE CELL PHONES AND MAYBE TEXT YOUR KID DURING LUNCH AND SAY WHAT TIME IS PRACTICE, SO WE ARE GOING TO HAVE TO COMMUNICATE A LITTLE BETTER.

>> I THINK A FEW MONTHS IN, AFTER A LITTLE BIT OF A ROCKY ROAD, WE ARE GOING TO DEFINITELY HAVE A GREAT GROWTH IN OUR LEARNING AND OUR FOCUS.

IT'S NOT COMPLETELY UNDERSTOOD BY MY PEERS, BUT I THINK IT WILL BE VERY QUICKLY.

>> NOWADAYS CLASSROOM MANAGEMENT IS SIMPLE.

KIDS GO ON THEIR PHONES.

IT'S QUIET CLASSROOM.

I THINK THAT'S ALL GOING TO CHANGE.

I THINK IT'S GOING TO GO BACK TO THE PROBLEMS THAT WE USED TO HAVE.

KIDS BOTHERING EACH OTHER, PASSING NOTES MIGHT COME BACK, WHICH WAS ALWAYS A FUN THING TO FIND AS A TEACHER BACK IN THE DAY THAT I HAVEN'T SEEN IN YEARS.

I ALSO THINK THAT STUDENTS ARE GOING TO START TALKING TO EACH OTHER AGAIN.

AND I THINK THAT THEY'RE GOING TO START, YOU KNOW, MAKING FRIENDSHIPS THAT THEY WEREN'T MAKING BEFORE AND BEING KIDS WE KNOW THERE IS GOING TO BE SOME GROWING PAINS HERE AND WE KNOW WE ARE GOING TO HAVE TO DO A LOT FOR THE FIRST MONTH, MAYBE TWO MONTHS.

BUT WE ARE ALL IN ON FIGURING OUT HOW TO MAKE IT BEST WORK.

>> SO DONNA, THIS ISSUE OVER SCHOOL SMART PHONES, HAS, I THINK, EMBODIED THE DIFFERENCE OF OPINIONS BETWEEN THE GOVERNOR AND THE STATE EDUCATION DEPARTMENT.

AND I WANT TO USE THAT AS A WAY TO THINK ABOUT OUR 10,000 FOOT VIEW OF HOW WE ARE GUIDING OUR SCHOOLS.

DOES IT MAKE SENSE TO HAVE THE STATE EDUCATION DEPARTMENT PLAY A LARGER ROLE?

SHOULD STATE LAWMAKERS AND THE GOVERNOR PLAY A LARGER ROLE?

OR DOES THE BALANCE OUT OF ALBANY MAKE SENSE RIGHT NOW?

OR AS A LOCAL SCHOOL LEADER, SHOULD THEY ALL BUZZ OFF AND LEAVE SCHOOLS TO THEIR OWN DEVICES?

AND FEEL FREE TO CURSE IN YOUR DESCRIPTION.

>> YEAH, I THINK-- DO YOU WANT ME TO TALK ABOUT THAT NOW?

>> SURE.

>> I THINK THAT-- I THINK WHEN IT COMES TO EDUCATION, WE REALLY HAVE TO, NO DIFFERENT THAN ANY OTHER PROFESSION WHETHER IT'S THE MEDICAL PROFESSION, AVIATION, YOU REALLY WANT THE PEOPLE WHO REALLY HAVE STUDIED IN THOSE FIELDS, WHO ARE CREDENTIALED IN THOSE FIELDS, AND SO THERE IS A ROLE THAT THE STATE EDUCATION DEPARTMENT CLEARLY PLAYS IN WHAT WE ARE DOING.

WE ALSO, THOUGH, LIVE IN A WORLD IN WHICH THERE ARE MANY OTHER ASPECTS OF THE WORLD THAT CAN IMPACT OUR DAILY LIVES, COVID WAS A GREAT EXAMPLE OF THAT.

AND WE NEEDED OTHER ENTITIES WE NEED FOR THE GOVERNOR'S OFFICE TO BE TAKING ACTION.

IN CERTAIN WAYS THAT WOULD HELP US AS SCHOOL SYSTEMS.

WE DID NEED OUR COUNTY EXECUTIVES TO BE SUPPORTING US IN CERTAIN TYPES OF NISHS OF WHETHER IT WAS VACCINES OR WHETHER IT WAS MASKS OR WHATEVER ELSE WE NEEDED.

WHEN JEFF TALKS ABOUT PARTNERING, ONONDAGA COUNTY IS A GREAT EXAMPLE OF PARTNER ISING BECAUSE THEY BROUGHT THE RESOURCES RIGHT INTO THE SCHOOL SYSTEM SO WE ARE VERY APPRECIATE OF THAT.

SO WHEN WE COME TO THE MOMENTS IN TIME SUCH AS THE ONE WE ARE ABOUT TO EMBARK ON WHERE THE TECHNOLOGY IS ALWAYS IN ADVANCE OF THE RULES, THE LAWS, THE BOUNDARIES, YOU KNOW.

WE HAVE LIVED IN A COUNTRY THAT HAD INVENTED A CAR AND DIDN'T HAVE A SINGLE REQUIREMENT NOR A LICENSE UNTIL 30 OR 40 YEARS LATER.

17 YEARS FOR THE FIRST ONE BUT 34 YEARS LATER FOR LICENSING IN OUR COUNTRY.

SO THINK ABOUT THAT.

FOR ALL THOSE YEARS, PEOPLE DROVE WITHOUT A LICENSE AND IT WAS JUST A FREE FOR ALL.

>> NO SEATBELT.

>> AND WE DROVE FOR YEARS WITHOUT SEATBELTS AND IT WAS NOT UNTIL THE DATA INFORMED US THAT WE COULD SAVE LIVES, PROTECT LIVES BY WEARING THE SEATBELT THAT THAT BECAME A LAW.

SO I THINK SIMILAR THINGS ARE APPLYING WITH REGARD TO WE MOW KNOW THAT-- WE NOW KNOW THAT 2007 BROUGHT ABOUT A VERY SIGNIFICANT CHANGE IN THE WORLD WITH THE ADVENT.

IPHONE AND WITH MAKING IT MORE ACCESSIBLE TO EVERYONE IN THEIR HAND.

ALONG WITH THAT CAME REALLY NO GUIDELINES, PROTOCOLS OR ANY KIND OF BOUNDARIES OR ANY KIND OF SUGGESTIONS AS TO WHAT TYPES OF IMPACTS IT MIGHT HAVE.

WE HAVE NOW SEEN THE RESULTS OF SOME OF THE IMPACTS AND WE SAW IT EVEN MORE SO BECAUSE OF COVID.

DURING A TIME IN WHICH WE ACTUALLY ASKED STUDENTS TO STAY AT HOME AND RELY ON DIGITAL DIDDY VICES DEVICES FOR THEIR LEARNING, WE SAW A CONTRIBUTION TO THE FACT THAT THEY BECAME MORE RELIANT ON DIGITAL DEVICES, NOT ONLY FOR LEARNING BUT FOR JUST COMMUNICATION AND FOR HOUSE THEY-- FOR HOW THEY WOULD CONNECT WITH THE WORLD.

AS A RESULT, WE HAVE NOT GROWN OUT OF THAT.

>> WHAT DO YOU THINK ABOUT THAT RELATIONSHIP BETWEEN ALBANY AND LOCAL SCHOOL DISTRICTS?

DO WE HAVE THE RIGHT TO BALANCE RIGHT NOW?

OBVIOUSLY YOUR UNION WAS VERY SUCCESSFUL IN ITS PARTNERSHIP WITH THE GOVERNOR BUT THERE ARE OTHER TIMES WHERE YOU BUT HEADS.

IS IT THE RIGHT DYNAMIC RIGHT NOW?

DOES IT NEED TO CHANGE?

>> ON THIS ISSUE, THE RESEARCH WAS VERY CLEAR ABOUT THE IMPACT THAT CELL PHONES AND SOCIAL MEDIA WERE HAVING ON YOUTH.

AND THE GOVERNOR TOOK HER LEADERSHIP ROLE VERY SERIOUSLY AND SAID YOU KNOW WHAT?

I'M GOING TO DO SOMETHING ABOUT IT.

AND WE ARE GREAT IF WILL THAT SHE DID.

WE COULD HAVE WAITED AND ALL 700 DISTRICTS TRIED TO FIGURE OUT ONE DISTRICT AT A TIME.

THAT WOULD HAVE BEEN ANOTHER WAY THAT WE COULD HAVE TRIED TO CREATE CHANGE.

BUT BY HER LEADING AND THEN THE LEGISLATURE PASSING A BILL THAT SAYS OUR SCHOOLS ARE GOING TO BE SANCTUARIES FOR LEARNING, SANCTUARIES FOR HUMAN CONNECTION, WHERE KIDS CAN GO AND BE TOGETHER, WHERE THEY CAN LEARN TO LOOK EACH OTHER IN THE EYE, WHERE THEY CAN SIT AND AT LUNCH AND TALK TO EACH OTHER INSTEAD OF SCROLLING ON THEIR DEVICES AND WHEN THEY'RE IN CLASS, THEIR PHONE IS NOT GOING TO BE BUZZING IN THEIR POCKET, RIGHT?

I BELIEVE THIS IS GOING TO BE TRANSFORMATIONAL ACROSS THE STATE.

THE PLACES THAT HAVE ALREADY DONE IT, HAVE RAVE REVIEWS.

ALMOST UNIVERSALLY.

AND SO I THINK YOU MAY HEAR SOME GRUM BLING IN THE FIRST COUPLE OF MONTHS, ESPECIALLY FROM TEENAGERS, BUT WE HOPE, AND WAS WE HAVE SEEN IN THE PLACES THAT HAVE DONE IT IS THAT, YOU KNOW, AFTER A FEW MONTHS, KIDS ARE HAPPIER, THEY ARE HEALTHIER, AND THE ENTIRE SCHOOL CLIMATE IMPROVES SO WE ARE EXCITED ABOUT THIS.

>> THE PROCESS THOUGH OF GETTING TO THIS POINT THOUGH INCLUDED THE GOVERNOR GOING WITH A ROAD SHOW, I THINK YOU WERE PART OF THIS AND YOU KNOW, NOT ASSESSING HOW MEANINGFUL OR NOT MEANINGFUL THOSE DIFFERENT APPEARANCES WERE.

THE IDEA THAT YOU WOULD EVALUATE A SINGLE PROPOSAL FOR BASICALLY A YEAR AND YOU WOULD TALK ABOUT IT IN DIFFERENT COMMUNITIES, IS NOT THE SAME WAY THAT ALL EDUCATION PROPOSALS ARE VETTED IN ALBANY.

SO SHOULD THIS BE OR CAN THIS BE A MODEL FOR OTHER POLICIES THAT COME OUT OF ALBANY OR SHOULD LAWMAKERS, WHEN THEY WANT TO JUST UPDATE THE CURRICULUM OR WHEN THEY WANT TO MAKE CHANGES TO FOUNDATION AID FORMULAS, SHOULD THEY JUST DO IT IN ALBANY AND LET THE CHIPS FALL WHERE THEY MAY?

>> THERE WAS A LOT OF ENGAGEMENT WITH LOCAL DISTRICTS.

THERE-- WITH LOCAL SCHOOL DISTRICTS CONSULTING WITH FOLKS WHO HAD DONE IT.

I THINK THAT WAS THE MOST USEFUL PART OF THE EXERCISE.

WE WENT TO SCHOOLS IN IRKT NEW YORK CITY IN RURAL SCHOOLS, SUBURBAN SCHOOLS, OUTSIDE OF ROCHESTER WE WENT TO GREECE.

WE WENT AROUND THE STATE AND TALKED TO PLACES THAT HAD GONE THROUGH THIS PROCESS AND SAID WHAT WORKED, WHAT DIDN'T WORK.

WHAT ARE WAYS WE CAN MAKE THIS SOMETHING THAT DOESN'T RESULT IN INEQUITABLE DISCIPLINE.

WHAT ARE THINGS WE CAN DO TO MAKE SURE THAT KIDS WHO NEED TRANSLATION SERVICES ON A DEVICE, THAT WE MAKE SURE THEY GET THEIR ISSUES TAKEN CARE OF.

THIS WAS, WHILE WE DID IT FAST, IT WAS DONE WITH A LOT OF INPUT AND I THINK IT COULD BE A MODEL FOR HOW WE DO POLICY GOING FORWARD.

>> JEFF, WHAT DO YOU THINK ABOUT ALL OF THIS?

>> I TRUST NEW YORK.

FIRST OF ALL WE ALWAYS SUPPORT ENGAGING PARENTS AND STUDENTS AND FAMILIES IN DEVELOPING POLICY AND THAT SHOULD-- WE WOULD LIKE TO SEE MUCH MORE OF THAT.

SOMETHING WE TRY TO MODEL IN ALL OF OUR WORK.

WE WOULD LIKE TO SEE A MUCH STRONGER STATE ROLE, PARTICULARLY WHEN WE ARE TALKING ABOUT MATH INSTRUCTION LITERACY INSTRUCTION.

I MENTION THE OUTCOMES WE HAVE ACROSS THE STATE.

THEY'RE NOT SUSTAINABLE.

THEY HAVE A HUGE IMPACT ON STUDENTS, FAMILIES, COMMUNITIES.

SO WE WOULD LIKE TO SEE A STRONGER STATE ROLE WHEN IT COMES TO WHAT IS INSTRUCTION LOOK LIKE, WHAT ARE BEST PRACTICES, THOSE KINDS OF THINGS.

AND AS YOU KNOW, NEW YORK HAS A TRADITION OF LOCAL CONTROL THAT LEAVES A LOT OF DECISIONS TO DISTRICTS AND I THINK IN SOME CASES THAT MAKES SENSE.

WHEN IT COMES TO LITERACY, ON THINGS LIKE THAT, WE KNOW WE HAVE SCHOOL DISTRICTS THAT ARE USING UNPROVEN PRACTICES EVEN WITH THE BACK-TO-BASICS LAW THAT WAS PASSED.

I MENTIONED CALIFORNIA AND CONNECTICUT THAT HAVE PUT MORE GUARD RAILS AND GUIDANCE AROUND WHAT CURRICULA SHOULD BE USED, THOSE KINDS OF THINGS.

AND WE ALSO, IF WE LOOK AT STATES LIKE TENNESSEE, LOUISIANA, MISSISSIPPI, THEY HAVE BEEN INVESTING, HAVE A VERY STRONG STATE ROLE AND SEEING IMPROVED OUTCOMES ACROSS THE BOARD.

I THINK WE NEED TO RESPECT LOCAL CONTROL AND TEACHER AUTONOMY BUT THERE ARE CERTAIN ISSUES WE WHERE WE NEED MORE STATE LEADERSHIP AND PUTTING OUT GUIDANCE WHICH IS WHAT THE STATE DOES NOW, AND HOPING DISTRICTS DO THAT DOESN'T ALWAYS WORK.

>> YOU WHEN SAY A STRONGER STATE ROLE OR STATE LEADERSHIP, ARE YOU TALKING ABOUT ADDITIONAL LAWS?

ARE YOU TALKING ABOUT THE GOVERNOR TAKING A MORE OF A ROLE AT THE STATE EDUCATION DEPARTMENT.

DO YOU WANT TO SEE THE STATE EDUCATION DEPARTMENT DO THINGS DIFFERENTLY?

WHAT DOES THAT LOOK LIKE.

>> ALL OF THE ABOVE.

>> EVEN THE SECOND ONE.

>> GOVERNOR GIVING MORE SAY OVER THE STATE EDUCATION DEPARTMENT?

>> I'M IN THE GOING TO WEIGH INTO THAT ONE.

>> IF YOU WANT TO.

>> WE NEED MORE URGENCY FROM THE STATE.

IT'S NOT ENOUGH TO INCREASE THE BUDGET EVERY YEAR AND SAY WE ARE DONE WITH EDUCATION.

WE SPEND TWICE AS MUCH AS THE AVERAGE MEDIAN ACROSS THE COUNTRY, THE HIGHEST SPENDING STATE IN THE NATION AND WE DON'T HAVE THE OUTCOMES THAT GO ALONG WITH THAT.

SO I THINK SOMETHING HAS GOT TO CHANGE.

I THINK, YOU KNOW, STUDENTS, TAXPAYERS, DESERVE MORE FOR THE INVESTMENT THAT WE ARE MAKING WHEN IT COMES TO OUTCOMES, PARTICULARLY AGAIN FOR STUDENTS OF COLOR, STUDENTS FROM LOW INCOME BACKGROUNDS.

AND THIS IS ALSO, THIS HAS AN IMPACT ON COMMUNITIES, ECONOMIES, SO WE ARE HERE IN CENTRAL NEW YORK, RIGHT, WHERE, AS I'M SURE YOU HAVE BEEN FOLLOWING RIGHT, A BIG INVESTMENT FROM MICRON COMING IN , REALLY HIGH PAYING JOBS DOWN THE PIKE.

THAT CAN BE, YOU KNOW, TRAJECTORY CHANGING FOR KIDS, FOR STUDENTS, FOR COMMUNITIES.

BUT AGAIN, IF WE HAVE KIDS THAT CAN'T READ AND DON'T HAVE BASIC MATH SKILLS, THEY'RE NOT GOING TO BE ABLE TO FILL THOSE JOBS.

SO WE NEED TO DO A STRONGER STATE ROLE THAT REALLY PRIORITIZES IS THAT ALL KIDS HAVE THOSE FOUNDATIONAL SKILLS SO WHEN THE JOBS OPEN UP, THEY'RE GOING TO KIDS FROM SYRACUSE SYRACUSE CITY SCHOOL DISTRICT, FROM ROCHESTER, FROM BLOW BUFFALO.

THOSE ARE THE STUDENTS WE WANT TO FILL THE JOBS.

SO THIS IS EDUCATION, AS YOU ALL KNOW, IT'S LIFE OR DEATH FOR SOME KIDS, RIGHT?

AND SO WE NEED, YOU KNOW, I THINK A STRONG STATE ROLE.

AND THERE ARE MODELS ALL ACROSS THE COUNTRY OF BROATSZ LOCAL CONTROL STATES AND STATES THAT HAVE MORE TRADITIONAL STRUCTURE TO FOLLOW.

>> AND CAN I ADD TO THAT?

I 100% AGREE THAT BEE NEED TO CARE ABOUT OUTCOMES.

I THINK THE PROBLEM IS THAT WE HAVE-- WE ARE ONLY MEASURING CERTAIN THINGS AND WE ARE DECIDING IF A SCHOOL IS A FAILURE ARE NOT BASED ON ELA AND MATH SCORES IN AN ELEMENTARY SCHOOL AND THAT WHAT HAPPENS AFTER THAT IS THE PROBLEM, RIGHT?

WHEN I VISIT A RECEIVERSHIP SCHOOL, A SO CALLED FAILING SCHOOL, ACCORDING TO THE STATE OF NEW YORK, WHAT I SEE IS TEST PREP, NARROW CURRICULUM, SCRIPTED INSTRUCTION, THE KIDS DON'T GET RECE ES.

THEY GET TO TAKE MORE PRACTICE TESTS ON A CHROMEBOOK.

IT IS THE EXACT OPPOSITE.

WHAT WE SHOULD BE DOING IF WE WANT TO SUPPORT IMPROVED PERFORMANCE AND INSTRUCTION AND LEARNING.

SO IT IS NO THE JUST ABOUT RAISE THE TEST SCORE.

WE HAVE TO LOOK AT THE BIG PICTURE HERE OF WHAT IS MISSING WHEN WE DO THAT.

>> I THINK THE OTHER PIECE, BECAUSE I THINK WHAT WE CAN AGREE ON, I THINK, TAKING ACTION IS IMPORTANT.

WE CAN HAVE ALL OF THE RHETORIC OR THE DIFFERENT OPINIONS, BUT WE REALLY NEED TO BE MOVING IN A DIRECTION THAT SAYS-- AND NONE OF US WOULD CERTAINLY SUPPORT THE FACT THAT IF THERE ARE DISTRICTS THAT ARE NOT FOLLOWING THE SCIENCE OF READING RIGHT NOW, WELL, REST ASSURED, NONE OF US WOULD SUPPORT THAT.

BECAUSE THAT IS TRULY WHAT IS EXPECTED.

SO THAT IS WHERE I WOULD-- I WILL SAY THAT VOCALLY AS A SUPERINTENDENT, I WILL SAY THAT'S ALL SUPERINTENDENTS.

YOU NEED TO BE IMPLEMENTING THE SCIENCE OF READING.

THERE IS NO REASON THAT ONE SHOULD NOT BE.

AND SO I THINK THAT'S WHERE THAT WHILE WE RESPECT THE FACT THAT NEW YORK MAY HAVE LOCAL CONTROL, IT'S NOT LOCAL PERMISSION TO NOT DO WHAT IS IN ACCORDANCE WITH STATE STANDARDS OR IN ACCORDANCE WITH WHATEVER LAWS MAY BE PASSED OR WHATEVER REGULATIONS.

SO I THINK THAT'S AN IMPORTANT PIECE.

THE OTHER THAT I WILL MENTION, WE HAVE AN EARLY COLLEGE HIGH SCHOOL WHICH IS ANOTHER ASPECT OF BEING ABLE TO HAVE STUDENTS FROM VERY DIVERSE BACKGROUNDS WITH REGARD TO POVERTY, WITH REGARD TO STUDENTS OF COLOR, STUDENTS WHO SPEAK VARIOUS LANGUAGES, STUDENTS WITH DISABILITIES WHO ARE PART OF OUR EARLY COLLEGE HIGH SCHOOL.

THEY ARE GETTING ANYWHERE FROM 24 TO 60 HOURS OF COLLEGE CREDIT IN COMPUTER SCIENCE, MATH SCIENCE, AND ENGINEERING SCIENCE WE'VE HAD A NUMBER OF STUDENTS WE HAVE HAD IN THE LAST THREE YEARS, 27 STUDENTS GRADUATE WITH A TWO-YEAR DEGREE FROM ONONDAGA COMMUNITY COLLEGE AT THE SAME TIME THEY GET THEIR REGENTS DIPLOMA.

180 STUDENTS IN EARLY COLLEGE EVERY YEAR.

THOSE ARE THE OPPORTUNITIES THAT WE TEND TO MISS WHEN WE GET SO FOCUSED ON THE REGENTS, THE REGENTS, THE REGENTS BECAUSE THERE ARE STUDENTS WHO CAN GO FAR BEYOND BUT IF THE REGENTS ABSORB ALL OF YOUR SCHEDULE, IF THEY ABSORB ALL OF THE TIME THAT IS REQUIRED FOR WHEN YOU ARE IN THESE PRECIOUS HOURS OF THE SCHOOL DAY, THEN YOU DON'T GET TO DO THE OTHER TYPES OF THINGS THAT MAY ALSO DEMONSTRATE HIGH LEVELS OF LEARNING.

I MEAN I THINK IT'S A LITTLE BIT LATE TO BE SUGGESTING THAT WE DON'T EVEN HAVE A SINGLE REQUIREMENT FOR TECHNOLOGY UPON GRADUATION RIGHT NOW.

THAT'S INTERESTING.

>> WELL, WITH THE TIME WE HAVE LEFT, I WANT TO JUST PICK YOUR BRAINS ABOUT ANY OUT OF THE BOX IDEAS THAT YOU THINK THE STATE SHOULD BE CONSIDERING OR SHOULD BE ACTUALLY IMPLEMENTING.

I MEAN I THINK OUR CONVERSATION IS PRIMARILY BEEN WITHIN THE GENERAL CONSTRAINTS OF THE DIALOGUE THAT DOMINATES ALBANY, BUT ARE THE THINGS THAT SHOULD BE ON THE TABLE THAT AREN'T NOW, WHETHER IT'S FULL SCHOOL YEAR OR LONGER SCHOOL DAYS OR THINKING ABOUT NEW PILES OF TEACHERS THAT WE SHOULD BE PULLING FROM TO RUN OUR SCHOOLS, OR DIFFERENT FUNDING FOR OUR SCHOOLS.

IS THERE ANYTHING THAT YOU GUYS, IF YOU WERE COMMISSIONER OR KING FOR THE DAY OF OUR STATE EDUCATION DEPARTMENT, WOULD YOU WANT TO SEE IMPLEMENTED OR AT LEAST TESTED OUT OR PILOTED?

IS THERE SOMETHING THAT IS GOING ON IN ANOTHER STATE OR ANOTHER COUNTRY THAT YOU THINK, LET'S AT LEAST TEST THIS OUT?

ANYTHING COME TO MIND FOR ANYBODY?

FEEL FREE, WHOEVER JUMPS IN GETS IT FIRST.

>> I WILL SAY AN INFUSEMENT OF RESOURCES TO FUND AN EXPACKS OF CAREER AND TECHNICAL EDUCATION PROGRAMS.

I THINK THERE IS AN INCREASED INTEREST ON BEHALF OF STUDENTS IN THESE PROGRAMS AND THERE ARE WAITLISTS FOR THE MAJORITY OF THESE PROGRAMS FOR KIDS TO GET IN.

AND THE PROGRAMS ARE ALIGNED WITH THE WORKFORCE NEEDS HERE IN NEW YORK STATE AND ACROSS THE COUNTRY.

YOU KNOW, WE HAVE HEALTH CAREER PROGRAMS, WE HAVE HEALTHCARE WORKER SHORTAGE.

WE HAVE HUNDREDS OF KIDS ON WAITING LISTS TO GET INTO THESE PROGRAMS.

IT DOESN'T MAKE SENSE, RIGHT?

WE HAVE OUR NEW ADVANCED MANUFACTURING CURRICULUM PILOTED IN A NUMBER OF DISTRICTS ACROSS THE STATE, INCLUDING IN DONNA'S DISTRICT.

WE SHOULD BLOW THAT UP.

THIS PROGRAM SHOULD BE IN EVERY CORNER OF THE STATE.

THE EXPANSION OF A.I.

AND DIGITAL TECHNOLOGY, RIGHT?

THE CAREERS OF THE FUTURE, WE NEED TO BE INVESTING IN HANDS ON EXPERIENCE USUALLY LEARNING IN THESE CAREER FIELDS IN A WAY THAT WE ARE SLOWLY GETTING THERE, BUT WE NEED TO MOVE FASTER.

>> I JUST WANT TO-- I TOTALLY AGREE AND I THINK THAT THE REASON WHY WE SHARE THIS COMMON INTEREST ALSO IS BECAUSE IT OPENS THE OTHER AVENUES OF LEARNING THAT SOMEWHAT GET SILOED WHEN YOU ARE STRICTLY IN A CONTENT DRIVEN AGENDA AND BY THAT I MEAN IT OPENS UP THAT ABILITY TO FOR THE STUDENTS TO DEVELOP THEIR PASSION.

WE HAVE EIGHT APPROVED CAREER AND TECHNICAL EDUCATION PROGRAMS.

HIGHLY UNUSUAL FOR A DISTRICT.

OUR MOST RECENT ONE IS AVIATION.

YOU CAN COME INTO OUR HIGH SCHOOL AND TAKE AVIATION COURSES.

BY THE TIME YOU ARE A JUNIOR OR SOPHOMORE OR JUNIOR, YOU CAN HAVE YOUR DRONES PILOT LICENSE, WE HAVE A STUDENT WHO IS A JUNIOR RIGHT NOW WHO HAS THEIR-- WHO JUST TOOK THEIR ACTUAL PILOTS EXAM AND HAS FLUFF HOURS NOW WHERE THEY JUST DID THEIR FIRST SOLO FLIGHT.

NOW WE DON'T TEACH THE ACTUAL AVIATION PART OF THE FLIGHT, BUT WE DO HAVE FLIGHT SIMULATORS BECAUSE OF GRANTS FROM THE AIRLINES.

THOSE ARE INDUSTRIES THAT WILL BE CHALLENGED IF WE DON'T DO SOMETHING TO CHANGE THE AGENDA.

OUR MOST RECENT-- OUR NEXT APPLICATION WILL BE FOR COMPUTER SCIENCE.

SO WHAT I MEAN BY THAT IS THE SHIFT THAT WE SE TECH?

HOW DO WE SOLVE THE PROBLEM WITH WHAT WE KNOW?

AND THEN THE DEMONSTRATION IS CAN YOU DO IT?

AND WE CAN MEASURE THAT.

THOSE ARE AREAS CLEARLY THAT WILL-- STUDENTS ARE ENGAGED.

THEY WANT TO BE THERE AND SO I THINK THAT'S AN AVENUE I THINK THE STATE EDUCATION DEPARTMENT DOES SUPPORT THAT AVENUE.

THEY WENT DOWN THE ROAD OF FOUR PLUS ONE AND THAT WAS A START, BUT IT WAS ONLY A START TO CREATE MORE SIMILAR PATHWAYS OF SAYING THOSE KIDS GO OVER THERE.

IT NEEDS TO BE RIGHT WITHIN OUR MAIN FRAMES OF OUR HIGH SCHOOLS AND IT CAN BE.

>> JEFF, I'LL GIVE YOU A SECOND.

BUT IN TERMS OF INVESTING THE RESOURCES WE COULD SAY STATE PONY UP BUT WHY NOT HAVE A BIGGER ROLE FOR THE BUSINESSES AND INDUSTRIES.

>> ABSOLUTELY.

>> SHOULD WE COME TO THEM AND SAY YOU ARE LOCATED OR WANT BE WORK-BASED STUDY.

THAT IS THE KIND OF LEARNING THAT MAKES IT RELEVANT FO WASN'.

>> THOSE STUDENTS GET TO SCHOOL EVERY MORNING AND DO AN ENTIRE BROADCAST EVERY DAY FOR THEIR-- FOR THE STUDENTS IN THE HIGH SCHOOL.

EVERY DAY AND THAT'S REAL COMMITMENT AND IT'S AMAZING THE MEDIUM BROADCASTING STUDENTS AND THEY STAY TOGETHER FOR GENERATIONS OF THE ALUMNI COME BACK.

>> OH BOY.

>> YOU NAME IT.

WE CAN PARTNER.

WE HAVE REALLY ONE OF THE BEST BESTIE EQUIPPED MEDIA AND BROADCASTING SPACES IN CENTRAL NEW YORK NEXT TO NEWHOUSE.

>> THAT'S GREAT.

DONNA IS DONE FOR NOW.

COMING FOR MY JOB.

JEFF, WHAT HAVE YOU GOT?

>> SOMETHING I'M REALLY EXCITED ABOUT IS ACTUALLY HAPPENING MOW IN NEW YORK CITY AND IT'S THIS IDEA OF CREATING WHAT WE CALL A LITERACY ECOSYSTEM.

SO IT'S THIS IDEA THAT LEARNING DOESN'T JUST HAPPEN IN THE SCHOOLS, RIGHT?

AND SO WHAT IS HAPPENING IN NEW YORK CITY RIGHT NOW IS THEY HAVE IN NEW YORK CITY THEY HAVE TO USE CERTAIN LITERACY CURRICULA.

SO WHAT CAN HAPPEN IS A SCHOOL IS ACTUALLY PARTNERING WITH AN AFTERCARE PROGRAM-- AFTER SCHOOL PROGRAM WITH PARENTS SO THEY KNOW WHAT LESSON THEIR CHILD IS LEARNING THAT DAY.

IT COULD BE, YOU KNOW, PHONICS LESSON BACKGROUND LESSON ON THE FOREST THAT AFTER SCHOOL PROGRAM CAN THEN REINFORCE THAT LESSON, RIGHT AND PROVIDE THE STUDENTS WITH MORE BACKGROUND KNOWLEDGE AND THEN PARENTS CAN GET, YOU KNOW, TOOLS TO HELP THEIR KIDS DEVELOP THEIR READING SKILLS.

SO REALLY ABOUT CREATING, YOU KNOW, LEARNING HAPPENING ALL AROUND, BUT IN ALIGNMENT WITH THE SCHOOLS SO IT'S NOT SEPARATE BUT EVERYONE KIND OF ROLLING TOGETHER.

IT'S STARTING TO HAPPEN IN NEW YORK CITY.

WE WOULD LIKE TO SEE IT SPREAD ACROSS THE STATE.

AND AGAIN THAT'S WHERE WE GET TO THAT THIRD GRADE READING OUTCOME, RIGHT, STARTING AT BIRTH, EARLY CHILDHOOD, BUT THE ALIGNMENT BETWEEN SCHOOLS, COMMUNITIES AND PARENTS AND FAMILIAR.

>> IS WHAT ABOUT EXPANDING THE POOL OF POTENTIAL TEACHERS.

DO WE NEED TO GROW THAT?

WE HAVE A TEACHER SHORTAGE, THE PIPELINE OF NEW KIDS IS GOING TO TAKE A WHILE.

DO WE FEED TO ALSO BE LOOKING TO SAY MID CAREER AND OLDER PROFESSIONALS MAYBE YOU ARE A TV HOST WHO JUST LOST YOUR JOB BECAUSE OF A YOUNG WHIPPER SNAPPER.

WHAT DO YOU VIEW OF THAT AS A POTENTIAL BECAUSE IT'S NOT ONE STAP TAPPED INTO DEMONSTRABLY RIGHT NOW?

>> WE HAVE A LOT OF DIFFERENT PROGRAMS THAT ARE WORKING ACROSS THE STATE.

WE HAVE RESIDENCY PROGRAMS WHERE PEOPLE CAN ESSENTIALLY DO A FULL YEAR OF PAID STUDENT TEACHING UNDER A MASTER TEACHER.

THOSE HAVE BEEN HIGHLY EFFECTIVE; NOT ONLY IN THE QUALITY OF INSTRUCTION AFTER THAT YEAR BUT ALSO WITH RETENTION.

WE HAVE A TEACHER SHORTAGE, BUT REALLY WHAT WE HAVE IS A RETENTION PROBLEM.

A LOT OF PEOPLE ARE LEAVING THE PROFESSION BECAUSE OF WORKING CONDITIONS, BECAUSE OF CONSTANTLY EVOLVING LANDSCAPES IN OUR CLASSROOMS, THERE ARE A LOT OF REASON, BUT IF WE CAN BEGIN TO ADDRESS THAT RETENTION ISSUE AND THERE IS NOT A SHORTAGE OF PEOPLE WHO WANT TO WORK WITH KIDS AND WHO WANT TO MAKE A DIFFERENCE IN THE WORLD.

THOSE PEOPLE DO EXIST.

WE JUST NEED TO MAKE SURE THAT THEY ARE FULLY SUPPORTED IN DOING THEIR CAREERS WHEN THEY GET THERE.

>> DONNA WHAT DO YOU FEEL LIKE SCHOOLS CAN DO TO BETTER RETAIN TEACHERS?

>> WELL, CLEARLY THEY HAVE TO BE, AGAIN, PLACES WHERE EVERYONE WANTS TO COME TO BOTH FOR LEARNING AND FOR AND OUR PROFESSIONAL WORKING.

THERE IS NO QUESTION ABOUT IT.

ONE OF THE THINGS THAT I THINK WE DO WELL IS WHEN WE PROVIDE THE APPROPRIATE LEVELS OF PROFESSIONAL LEARNING FOR OUR TEACHERS AND THEY INVOLVING ARENA.

THE APPROPRIATE LEVELS OF COMPENSATION, APPROPRIATE TYPES OF BENEFITS.

BUT IT GOES EVEN BEYOND ALL OF THAT.

IT REALLY GOES TO A CULTURE, A CULL CULTURE THAT SAYS WE BELIEVE IN YOU.

WE BELIEVE OUR TEACHERS MAKE A DIFFERENCE.

WE BELIEVE THAT, YOU KNOW ONE OF THE THINGS THAT I THINK IS REALLY IMPORTANT, WHEN WE TAKE ON THIS YEAR'S THEME OF ADVANCING INNOVATION, LEADING AND LEARNING AT THE BASE OF CHANGE, ONE OF THE CENTRAL AREAS THAT WE WILL BE LOOKING AT IS A.I.

WE WILL ALSO BE REALLY CLEAR, ARTIFICIAL INTELLIGENCE WILL NOT REPLACE AUTHENTIC INTELLIGENCE AND IT WILL NOT REPLACE THE NEED FOR OUR TEACHERS, OUR EDUCATORS, OUR ADMINISTRATORS, ALL OF OUR SCHOOL PERSONNEL.

WHAT IT WILL DO IS ENHANCE THEIR ABILITY TO DO THINGS, PERHAPS MORE EFFICIENTLY, PERHAPS IN A WAY THAT HELPS TO SUPPORT THEIR ABILITIES.

BUT IT'S NOT GOING TO REPLACE THEM.

SO I THINK GIVING THEM THE TOOLS IS THE OTHER ASPECT, LETTING THEM LEAD WITH THOSE TOOLS.

I WORK WITH SOME OF THE FINEST PROFESSIONALS REALLY IN THE COUNTRY OR IN THE WORLD, EDUCATORS I HAVE A GREAT DEAL OF RESPECT FOR.

AND THEY'RE PEOPLE WHO COME, EACH DAY, WANTING TO MAKE A A DIFFERENCE.

WANTING TO MAKE A DIFFERENCE IN THAT INDIVIDUAL CHILD EASES LEARNING AND IN THAT COHORT OF LEARNING, WITH THE GROUP OF LEARNERS WHOM THEY HAVE A RESPONSIBILITY FOR.

THEY HAVE A TALENT, AN ARTISTRY AND THE SKILLS THAT WE NEED IN OUR CLASSROOMS TO MAKE ALL OF THAT HAPPEN.

>> WELL WE HAVE A MINUTE TO GO AND I'M CURIOUS, ARTIFICIAL INTELLIGENCE, HOW CONCERNED ARE YOU ABOUT THAT BECOMING A TOOL THAT STUDENTS CAN USE TO CIRCUMVENT REQUIREMENTS, TO, YOU KNOW, AVOID DETECTION ON WRITING AN ESSAY, FOR EXAMPLE.

DONNA MENTIONED EARLIER HOW WITH THE CAR, THE REGULATIONS DIDN'T CATCH UP FOR 30 YEARS.

IS THAT SOMETHING YOU ARE PARTICULARLY CONCERNED ABOUT OR MAYBE JUST A FAD AT THIS POINT?

>> THAT'S A GREAT QUESTION.

I HAVE TWO TEENAGERS SO IT'S SOMETHING THAT HAS COMING UP IN THE HOUSEHOLD.

I THINK IT'S A COMBINATION OF IT'S GOING TO HAPPEN, RIGHT, AND SO I THINK IT'S WHAT KIND OF SUPPORTS CAN WE GIVE STUDENTS.

FOR EXAMPLE, IF YOU ARE USING A, HOW DO YOU-- A.I., HOW DO YOU LEVERAGE THAT OR USE YOUR OWN SKILLS TO SORT OF DECIPHER WHETHER IT'S ACCURATE OR NOT.

I DON'T THINK WE CAN ASSUME IT'S NOT GOING TO HAPPEN.

I THINK IT'S ABOUT HOW DO WE FIND WAYS TO ACKNOWLEDGE IT BUT ALSO MAKE SURE THAT KIDS ARE STILL LEARNING, THEY'RE STILL DEVELOPING SKILLS, ASSESSING YOU KNOW, WHETHER OR NOT THE INFORMATION IS ACCURATE OR NOT.

BUT IT'S HERE.

IT'S COMING.

I KNOW THERE ARE GREAT INITIATIVES HAPPENING AROUND SUPPORTING TEACHERS ON THAT.

BUT I THINK WE NEED TO FIGURE OUT HOW DO WE SUPPORT STUDENTS TO USE IT IN THE MOST EFFECTIVE WAY.

>> WELL, FINALLY BECAUSE WE ONLY HAVE 30 SECONDS LEFT.

MY 20th REUNION IS COMING UP AND MADE ME THINK ABOUT DO I MISS HIGH SCHOOL.

THAT'S A WHOLE OTHER SHOW.

DO YOU GUYS MISS HIGH SCHOOL?

DOES ANYBODY WISH THEY COULD GO BACK AND RELIVE THOSE FOUR YEARS?

SEEMS LIKE A LOT OF MAYBES AND NOT NECESSARILY YESES.

>> PERHAPS SOME OF THE PEOPLE BUT I THINK THE PROCESS THAT WE HAVE AND I THINK WE WILL CONTINUE TO GREATLY IMPROVE.

I THINK THAT HIGH SCHOOL NEEDS TO BE MEANINGFUL RELEVANT AND NEEDS TO BECOME MORE CURRENT SO THAT OUR STUDENTS REALLY FIND IT TO BE A PLACE WHERE WE ARE REALLY DEVELOPING EACH AND EVERY STUDENT TO BE ALL THEY'RE CAPABLE OF BEING THAT'S WHAT NEW YORK STATE REQUIRES THAT WE DO.

>> YOU ARE OUT OF TIME.

DONNA.

MY THANKS TO OUR PANELISTS, NEW YORK STATE UNITED TEACEHRS PRESIDENT MELINDA PERSON, EAST SYRACUSE MINOA CENTRAL SCHOOL DISTRICT PRESIDENT DONNA DESIATO, AND EDUCATION TRUST NEW YORK DEPUTY DIRECTOR JEFF SMINK.

AND IF YOU WANT MORE CONNECT NEW YORK CONTENT, VISIT WCNY.ORG/CONNECT NEW YORK AND MAKE SURE TO CHECK OUT OUR YOUTUBE PAGE.

AND FOR MORE STATE GOVERNMENT COVEARGE, INCLUDING MORE DISCUSSIONS ABOUT EDUCATION WITH JEFF AND MELINDA, YOU CAN FIND ME AT CAPITOL PRESSROOM.ORG, OR WHEREVER YOU DOWNLOAD PODCASTS.

ON BEHALF OF THE ENTIRE TEAM AT WCNY - I'M DAVID LOMBARDO - THANKS FOR WATCHING.