Episode 212 - Navigating Indiana's Tech Education Landscape: Insights from the Indiana CTO Clinic

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Live from the Indiana CTO Clinic. I see I'm wanting to whisper because it's
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so loud. This is the K12 Tech Talk Podcast.
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Hello, gentlemen. We are together again. Yeah, we're in Indiana. Yes.
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The Hoosier State. Yeah, that's got a different connotation from Missouri. Oh, yeah.
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Like Josh calls me that sometimes, and it makes me feel a particular way.
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He calls you the Hoosier State?
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He just calls me a Hoosier. Oh, not a good thing. We're excited to be here,
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though. Not at Missouri. Yeah, we're no, we are excited to be here.
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Josh and I drove in, Mark flew in. Yep.
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Then you picked me up at the airport. Then we hit some construction on their
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weird roundabouts. And supposedly construction has been going on for like five years or something.
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Yeah, yeah. They got a problem with construction here. But luckily we're here
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to talk about KTOL Tech. And we're excited.
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So they have a list of like 10, maybe 12 people that we're going to hang out with.
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You're still yelling. Am I? Yes. Yeah. This is my natural voice.
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Yeah. 10, 12 folks. One, two, maybe three episodes. Who knows how much we're going to talk to people.
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And then we're doing the lunch keynote. Yeah. Talking about top 10 cybersecurity
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things. Pretty excited about that.
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This is a big conference, too. They said last night they had like 350 people
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all counting vendors and attendees. That's big.
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Yeah, that's one of the bigger state conferences I've been to.
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Yeah. So, yeah, they're COSIN affiliate.
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Yes. No, this is good. Lots of vendors here. faces. We've run into David from NTP is here.
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We've run into the folks from Managed Methods. We've seen several times they're
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here. Magic School and more.
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And more. Yeah, Magic School is here. This session we're going to talk AI like
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we know what we're talking about with AI.
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We're just here to have a good time. We'll be back with some interviews. Thanks.
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All right, Mark, I have our first guest. This is Brad Hag. Brad, how's it going?
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Good, good. How are you guys? We're pretty good. We just got through lunch.
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We got through keynote. We've just been chilling.
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Josh is working on his school district stuff or something on the side.
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I don't know. Well, that's what he said.
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Yeah, he keeps talking over us. It's ridiculous. I see him playing games over
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there. What game are you got on there? Is that Google Snake? Oh, Josh.
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I didn't even know they had Minesweeper anymore.
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We like you, Brad. Brad, would you tell us about yourself? What do you do?
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My name's Brad Hagg. I'm the Director of Educational Technology at the Indiana
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Department of Education.
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I've been there since 2021, since the pandemic.
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Before that, I was in two different school districts as Technology Director
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for about 22 years altogether.
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Awesome. Would you tell us about those schools a little bit,
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just a little bit about student size, that kind of thing? Yeah, absolutely.
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The last one I was at was Warsaw Community Schools, and that's actually in the
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northern part of the state.
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It's the orthopedic capital of the world. So if you need a hip,
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knee, any kind of replacement joint, you're going to get it from Warsaw, Indiana.
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So we're happy to take care of the aging population of the United States. There you go.
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So that district's about 7,000 students, 11 schools, high school,
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two middle schools, and eight elementary. So great district.
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And then the district before that was Tippecanoe Valley School Corporation,
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which was just southwest of Warsaw.
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And that's about 2,000 students, two elementaries, middle school,
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high school, a great place to be. I was there 14 years.
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So now you're at the state. Now I'm at the state. Tell us what's going on in
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the Indiana State Department of Education.
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Well, we just finished up the legislative session, which is always an exciting
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time of new laws and action and drama.
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So that just wrapped up. So we're still piecing together what actually got passed in that last week.
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We had some budget projectors and they came out the very last week of session
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that showed that we were about 2 million short of revenue was of where we thought.
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So in the end, it was like the battle Royale of what was going to make it into
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legislation and what wasn't.
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So it was definitely a race to the finish this year. Okay.
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And you mentioned earlier you're doing some work with E-Rate.
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That's correct, yeah. I'm a state E-Rate coordinator for schools. Oh, nice.
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So there's some things going on. I don't know if you've heard.
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Yeah. The Supreme Court.
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So we're all waiting to hear what the Supreme Court has to say.
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Absolutely. We're recording this in May 1st.
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Is the state, at the state level, are you guys thinking about contingency plans?
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Should there be worst-case scenario with E-Rate going away? If you mean thinking
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about contingency plans, are we shaking in our boots? Yes. Yes, we are.
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Aren't we all? We get about $50-plus million for our schools in Indiana from E-Rate every year.
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So it is so critical to what we're doing.
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And so we're really hopeful. I think after taking a look at the Supreme Court
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arguments while they were going on, I feel pretty positive. Like it seemed like
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they were leaning towards a positive outcome in that case.
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And I'm really hoping, fingers crossed, that they're going to rule that way.
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And I was also kind of heartened, too. I think about a week after that testimony,
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I think the Congress had a committee hearing where they were talking about E-rate a little bit.
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And it seemed like the congressional leaders were pretty supportive of the impact
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that E-rates made in schools across the country.
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So, you know, I think worst case scenario, if they would rule against the funding
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mechanism that makes E-rate turn, then I believe that Congress would really
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pick that up pretty quickly and try to fill in the holes.
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If that doesn't happen, that's really going to be a problem in our state because
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we have actually pulled back some dollars for connectivity this year in this
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cycle to just fund a general increase in revenue for schools.
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We did about a 2% revenue increase across the board for schools.
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And to do that, to fund that, we kind of eliminated some competitive grant funds
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and other grant funds we had been giving to schools.
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Included in that was a $3.415 million fund that we used to pay for the undiscounted
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portion of Internet costs for schools.
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Wow, that's great. Awesome. So in doing that, we really need to rate more than ever.
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Keep that going. And I'm not going to ask on behalf of the other 49 states here,
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but it sounds like... You got any extra cash? Yeah.
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We do run a balanced budget, and we do try to operate pretty fiscally,
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conservatively in Indiana. We try to give money back to taxpayers when we can.
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So it's a balancing act to try to maintain that fiscal responsibility,
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but also take care of the needs. So it's been quite a battle in Indiana.
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Well, we're obviously hopeful, I think everybody listening to this is hopeful
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that E-Rate will have some good news.
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The other thing you're talking about here is you also do an annual survey.
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And we were talking ahead of the recording here.
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One of the big topics that we've been hearing in our community as well as online
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and stuff is the changes in one-to-one.
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And so you guys do a survey to your districts every year. And how are you seeing
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some changes in how districts are tackling one-to-one, either in the model or
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the funding, or are they looking at more BYOD?
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Or have things changed in the last five years since COVID? Yeah,
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we really have had a strong one-to-one participation since we've been doing the survey in 2016.
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16, we've really seen that one-to-one percentage grow to almost 100% of students
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in the state having devices to take home and use for one-to-one learning.
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And now in this year's survey, particularly, we saw two major trends emerging.
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Number one, we saw the replacement schedule begin to lengthen a little bit,
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particularly for grades K through six.
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So the tech directors noted that they were going to start keeping devices for more than four years.
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They were going to start pushing towards five-year rotations,
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especially for those K-6 students.
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We also, for the first time, saw a contraction. We actually dropped down into
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about the 93% range of one-to-one for all grade levels.
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And that's the first time we've actually seen that number come away from 100%.
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That's super interesting. Yeah, what do you think are some of the reasons behind that?
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Yeah, I think it's definitely some of the funding pressures.
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In Indiana, we actually were one of two states that had a textbook rental.
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Finally still in the United States.
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So our parents actually paid a fee to rent textbooks every year for their students.
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So it wasn't completely a free education. They would come back every August,
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and they'd write a check for $200 or $300,
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$300 to pay for their students textbooks for the year and our legislature had
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actually opened up that funding and allowed us to use it to purchase the technology
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so all of the one to one devices were purchased with that funding as well,
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Um, so now, uh, that's evolved a little bit over the last legislative cycle.
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They actually moved it to, uh, they eliminated the feed of parents and began
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picking it up from the state level and set it as a fixed dollar amount instead
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of districts determining how much money that would be.
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Okay. They determined how much it would be. So it was kind of in the average.
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Yep. So some districts lost money, some districts gained a little bit of money,
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but at the end of the day, they were definitely dealing with a fixed number.
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And now this legislative cycle, that number is being placed into the general
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dollar amount that they give to schools and isn't a standalone fund anymore
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in the next two-year budget.
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So I think tech directors realizing how CFOs budget and how things work,
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they realize there's just a little bit more pressure.
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So they're preparing to deal with some longer replacement cycles.
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Well, so the two big debates that I've seen related to funding,
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and a lot of these things are driven by financial decisions.
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Is take home, is reducing take home and keeping the devices in school,
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simply because when the devices go home, it's a higher break rate.
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And the other is charging parents for broken devices. It's a very,
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very controversial discussion that has been going on for years,
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but a lot of people are having that conversation now. Are you seeing trends
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or changes in both of those topics in Indiana?
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Yeah, particularly in the elementary, we're definitely seeing definitely more
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of a stay-at-school model. Yeah.
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Unless there's a specific e-learning day going on or something that would require
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the students to use the devices.
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But as far as taking them home every night, they've really pulled back on that
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from sixth grade and below.
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And then at the high school and middle school level, I think it's still a pretty
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much daily expectation that they'll take the devices home. But we used to see
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almost universal K-12 students taking the devices home every night.
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And now we definitely see a much more thoughtful approach to that. Yeah, great to see.
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Anything else? No. No, this is great. Thank you so much, Brad.
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Yeah, it's a pleasure talking to you guys. Thanks, Brad. Thank you.
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We are with Josh Craig of the school city of Hammond. Josh, how's it going?
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Loving the Indiana CTO clinic. Happy to be here. so we have the other josh so
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we'll call you the better josh yeah oh man okay okay other josh is that okay,
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Big shoes to fill. Better, Josh. I guess tell us about yourself,
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about your school district just a little bit.
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Sure, yeah. I'm the secondary instructional technology coach for the school
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city of Hammond, which is an urban district up in the top corner of northwest
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Indiana, right by Chicago. Okay. Cool.
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You were talking before we started, you've got a long-term challenge,
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right? You've got a high rate of teacher absenteeism?
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Yeah. So I think this is a challenge nationally. We're certainly not alone.
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As districts and states deal with the challenge of finding people who want to go into this.
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Maybe they're coming into this from another career or an alternative pathway,
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but are not yet credentialed in the traditional sense.
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They receive a substitute license. They're with us for a while,
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and then we kind of throw them to the wolves, so to speak.
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And that's not the best way, and we know that. So in my role,
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I'm working with those teachers,
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those long-term substitute teachers, to help show them a lot of our curricular products,
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a lot of our assessment products, and also talk about the real focus of instruction
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because tech is just a tool.
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So how do we make that work? One of the things, this has come up quite a lot,
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and there's some products out there that help with substitute access,
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and that's kind of an easy issue to solve, right?
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You know, you've got a long-term substitute, and it's easy to give them access
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to a system, either daily or long-term.
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But the hard part, which is what you're trying to tackle, is after they've got
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into the classroom, how do you support them?
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What are you doing to support, you know, folks who are just stepping into the
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classroom? They may have barely taught, and they're now all of a sudden trying
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to learn all the systems and the tools and the curriculum at the same time as
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trying to manage the classroom.
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Yeah, so we wrote a digital learning grant from the IDOE, a competitive grant
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that we were fortunate enough to receive, to directly address that problem.
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Specifically, my attitude is let's be brilliant at the basics,
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right? And the basics starts first with what am I teaching?
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We wanted to be thoughtful about the way that we develop our curriculum,
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and we use artificial intelligence to sort of help us with that loan.
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And so we brought a collection of 35 of our best teachers, K through nine.
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Indiana is changing its graduation requirements for next school year.
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So we stopped at ninth grade because most freshmen, you kind of know what you're going to take.
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And over the last, since September, this group has worked incredibly hard to
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really develop a lesson plan template that is modeled around like good teaching
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as we have known it historically.
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Right. A model of gradual release, getting the AI systems to really concretely
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and explicitly talk about how this might be modeled in any given subject matter, ELA or math.
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And then common assessments, common misconceptions tied to our standards and
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our standards framework for our various formative assessments that we do across the year.
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In this case, the ILEARN checkpoint is the most prominent one,
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but also PSAT, SAT, and some of the other national ones.
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And then take the next step, which is to actually field test these lessons,
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which we've done in the second half of this year.
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We've made about 2,000 lesson plans in total, that group of 35 teachers,
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and field test it with our long-term subs.
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And we go in and we observe the lesson and we kind of collect feedback both
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on the lesson implementation but then also in support of them as we kind of
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meet to debrief, hey, how'd that go? What do you think about what you read versus
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what you actually experienced?
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Because the lived experience of teaching, you can't write it down on a slip of paper.
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Very cool. And what kinds of tools are you using in order to accomplish this?
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You mentioned you're using AI. Are you using a particular product,
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off-the-shelf product?
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So we started, we had a number of tools that we asked our, what we call them, our explorers.
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We're in a new terrain, and we're exploring what this world of AI needs to do. It's the new world.
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And we asked them to play for a good month right and just say hey try these
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things out here are the accounts you know tell us give us your feedback,
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In the end, for the specific task that we were doing, which is writing these
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curriculum maps and the individual daily lesson plans for these subs,
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we felt that ChatGPT, just as itself, was our best tool.
00:16:02.535 --> 00:16:10.095
Since then, we have used ChatGPT to create some custom Google Apps script that
00:16:10.095 --> 00:16:17.315
takes the output from a custom GPT we created and then plops it into our lesson plan template,
00:16:17.315 --> 00:16:19.895
helps us organize the drive structure,
00:16:20.135 --> 00:16:24.615
the file folder structure, and then from a Google site that is all posted out
00:16:24.615 --> 00:16:26.275
there for people to use. That is really cool.
00:16:26.655 --> 00:16:32.255
I have not seen that usage of AI yet to support your long-term subs in curriculum
00:16:32.255 --> 00:16:33.775
development, so it's very, very cool.
00:16:33.995 --> 00:16:37.275
The city you're from is the school city of Hammond. Hammond,
00:16:37.375 --> 00:16:38.035
yeah, Hammond, Indiana.
00:16:38.455 --> 00:16:41.095
Where else can we learn about this? Do you have anything online that we can
00:16:41.095 --> 00:16:43.435
see or has anything posted publicly?
00:16:43.635 --> 00:16:45.395
Not publicly. We've been posting
00:16:45.395 --> 00:16:48.295
it internal right now because we're still field testing those lessons.
00:16:49.515 --> 00:16:52.275
I imagine at some point we will have it out in front of the public.
00:16:52.455 --> 00:16:54.475
I think I have an extra jump drop in my backpack. Yeah, yeah,
00:16:54.475 --> 00:16:55.935
yeah. We'll take a copy. Okay, sure.
00:16:57.235 --> 00:16:59.435
Awesome. Thanks, Josh. Absolutely. Better, Josh.
00:17:00.955 --> 00:17:02.015
Thank you, guys. Thanks.
00:17:03.935 --> 00:17:06.995
All right, Josh. Mark left. He ran away.
00:17:07.515 --> 00:17:10.275
We're going to do this AI presentation in a few minutes. He's going to make
00:17:10.275 --> 00:17:15.455
sure the laptop is working. I think he's starting to create the presentation now is what he's doing.
00:17:16.435 --> 00:17:21.975
But I will call you a better mark. But we drug Christy in.
00:17:22.835 --> 00:17:25.095
That's quite the compliment, right? Right, right.
00:17:26.055 --> 00:17:29.295
Christy from Carmel Clay. Christy, how are you? I'm great. Thanks for having
00:17:29.295 --> 00:17:32.095
me. So where in state is Carmel Clay?
00:17:32.375 --> 00:17:35.615
Yeah, we're just on the north side of Indianapolis. Okay. So up here,
00:17:35.715 --> 00:17:38.735
where we are. Yeah, just we're neighbors to Noblesville. So we're right next door.
00:17:38.995 --> 00:17:42.275
Yep. How many schools, how many students is Carmel Clay? Yes,
00:17:42.275 --> 00:17:47.015
we have about 16,000 students in Carmel Clay. Oh, wow. We have one high school
00:17:47.015 --> 00:17:49.015
with 5,500 students in it.
00:17:49.135 --> 00:17:53.055
So that makes us pretty unique because it's one single building with that many students.
00:17:53.255 --> 00:17:55.195
And then we have three middle schools and 11 elementary schools.
00:17:55.255 --> 00:17:57.555
Holy cow. 5,000 kids in your high school.
00:17:57.755 --> 00:18:01.575
It's quite a place. We'd love for you to visit sometime. Do you have more than one cafeteria?
00:18:01.895 --> 00:18:04.895
We do have more than one cafeteria. We have one specifically in the Freshman
00:18:04.895 --> 00:18:07.575
Center. Then we have two other cafeterias in the building as well.
00:18:07.775 --> 00:18:10.295
So three cafeterias. Holy cow. Yes.
00:18:10.726 --> 00:18:13.846
You are technology director there? I am. Okay.
00:18:14.166 --> 00:18:20.766
So we were briefly discussing Windows versus Chromebook versus iPad kind of
00:18:20.766 --> 00:18:25.026
vibes, and it sounds like your school district came up with some kind of solution
00:18:25.026 --> 00:18:27.986
to solve that tech question of what is best.
00:18:28.966 --> 00:18:31.326
You're going to give us all the answers to this. Well, I don't know that I'm
00:18:31.326 --> 00:18:33.926
going to give you all the answers. So what works for your school district?
00:18:34.086 --> 00:18:37.166
What do you have going on? Yeah, what works for us? Sure. So what we have created
00:18:37.166 --> 00:18:41.546
in our district is an initiative, pardon me, that we're calling Reboot,
00:18:41.626 --> 00:18:44.886
where we're trying to reboot the classrooms, trying to enable teachers to be
00:18:44.886 --> 00:18:47.846
more mobile in their classrooms, get away from a fixed desktop.
00:18:48.306 --> 00:18:51.406
And so we started that transition using a product called Vivi,
00:18:51.506 --> 00:18:53.526
which helps the teachers do screen mirroring.
00:18:53.546 --> 00:18:57.526
But what made that solution work for us is that it can support any OS.
00:18:57.526 --> 00:18:59.906
So we're using iPads, Chromebooks.
00:19:00.426 --> 00:19:04.086
In specialty labs, sometimes we still have Windows or Macs, depending on what
00:19:04.086 --> 00:19:05.486
different programming is occurring.
00:19:05.706 --> 00:19:10.306
But every teacher in our district by the end of 26 will have both a Chromebook,
00:19:10.526 --> 00:19:12.066
a higher-end Chromebook, and an iPad.
00:19:12.286 --> 00:19:16.886
And we really think that does a couple things for them beyond giving them mobility, right?
00:19:16.966 --> 00:19:20.386
It gives them two different platforms to present from, two different devices
00:19:20.386 --> 00:19:23.526
they can use. They use their iPad as their document camera.
00:19:23.646 --> 00:19:27.646
But instead of just having a fixed document camera in their room now,
00:19:27.646 --> 00:19:30.826
they have the world at their fingertips by having an iPad in hand.
00:19:30.826 --> 00:19:33.886
So they can use the iPad with a stand, becomes a document camera,
00:19:34.226 --> 00:19:35.646
but they can also present from it.
00:19:35.766 --> 00:19:37.566
So if they have slides that they want to share in their class,
00:19:37.626 --> 00:19:40.526
or if they want to take them to a specific website or use a specific app,
00:19:40.666 --> 00:19:41.566
they have that capability.
00:19:41.826 --> 00:19:44.646
And then they can jump over to their Chromebook if they want to do some teacher
00:19:44.646 --> 00:19:47.846
tasks, or they can present from their teacher Chromebook as well.
00:19:48.006 --> 00:19:52.026
So it gives them two devices rather than just a fixed document camera in their
00:19:52.026 --> 00:19:53.826
classroom, really extending their possibilities.
00:19:54.066 --> 00:19:58.046
What did they have for teacher devices before you started this initiative?
00:19:58.046 --> 00:20:01.186
Yeah, before we started this initiative, we had fixed teacher desktops,
00:20:01.306 --> 00:20:05.746
Windows devices in the classroom, and then we started our inquiry project to
00:20:05.746 --> 00:20:08.206
determine what device was going to be our student device currently.
00:20:08.413 --> 00:20:14.373
Pre-COVID. And we were one of the late districts to the one-to-one initiative, and intentionally so.
00:20:14.653 --> 00:20:17.913
You know, we weren't looking to throw devices directly in the hands of kids.
00:20:17.913 --> 00:20:19.353
We wanted to do it very intentionally.
00:20:19.793 --> 00:20:23.133
And so when we started that project, we started looking at was the Windows device,
00:20:23.273 --> 00:20:26.413
the Chromebook, or the iPad, which one really resonated with our kids and with
00:20:26.413 --> 00:20:28.773
our teachers. And the Chromebook quickly rose to the top.
00:20:29.113 --> 00:20:32.553
And so the Chromebook became our student device. Therefore, we wanted our teachers
00:20:32.553 --> 00:20:33.873
to be able to model that device.
00:20:34.113 --> 00:20:37.313
And they also had a fixed document camera in the room. But when we were getting
00:20:37.313 --> 00:20:41.373
away from the fixed model, that's really what drove us to, or getting away from
00:20:41.373 --> 00:20:44.593
that fixed model, we wanted the iPad because it gave them the flexibility as
00:20:44.593 --> 00:20:46.573
well. I think I love the iPad doc camera idea.
00:20:46.933 --> 00:20:50.053
That's interesting, yeah. Yeah, it's definitely unique. It doesn't come without
00:20:50.053 --> 00:20:53.753
challenges, right? The teachers have to think about things a little differently than they did.
00:20:54.533 --> 00:20:58.313
But once they get the hang of it, they absolutely love it and the capabilities
00:20:58.313 --> 00:21:02.673
that they have in their hands. So we did, we had Windows desktop computer.
00:21:02.673 --> 00:21:04.233
That's what teacher was used to.
00:21:04.513 --> 00:21:07.693
And then when we were introducing one-to-one with Chromebooks to our students,
00:21:07.953 --> 00:21:10.233
we gave teachers a Chromebook.
00:21:10.353 --> 00:21:14.393
So that went on for a while with a Windows desktop computer and a Chromebook with the teacher.
00:21:14.573 --> 00:21:17.933
And then we've since started to move towards just Windows laptop.
00:21:18.453 --> 00:21:24.493
And that's brought about some interesting challenges because they were used
00:21:24.493 --> 00:21:27.953
to a desktop connected to projector and interactive board.
00:21:28.133 --> 00:21:32.533
We took desktop away. We gave Windows device, which is great for a lot of different reasons. But...
00:21:33.989 --> 00:21:37.229
They used two devices. They were used to two devices. They were used to being
00:21:37.229 --> 00:21:38.829
able to do some sidebar stuff over here.
00:21:39.309 --> 00:21:43.089
So we created a different kind of problem. So the scenario that you're giving
00:21:43.089 --> 00:21:47.089
with Chromebook and iPad, that fixes one issue I know my school district has.
00:21:47.229 --> 00:21:50.689
One of the other nice things about using the Vivi software that we use in conjunction
00:21:50.689 --> 00:21:54.469
with that is it really allows the teacher to only show the content that they want to show.
00:21:54.629 --> 00:21:58.529
So if they want to be playing a video content, they can be doing that from their Chromebook.
00:21:58.649 --> 00:22:02.009
Meanwhile, they're answering a quick parent email, and nobody sees that on their
00:22:02.009 --> 00:22:08.509
screen because Vivi really maximizes the tab-based or Windows-based or application-based,
00:22:08.629 --> 00:22:09.829
absolutely. Two questions.
00:22:12.349 --> 00:22:17.029
Totally forgot them. Okay. Great. Wow. Yeah, great content, right?
00:22:18.769 --> 00:22:23.549
No. Where'd that other guy go? Oh, man. Man.
00:22:24.449 --> 00:22:27.349
So you're in the midst of this. You have one more year to go, did you say? Hang on.
00:22:27.989 --> 00:22:31.189
Boards in your room. Interactive boards, dumb TVs.
00:22:31.769 --> 00:22:34.789
We still have projectors in all of our classrooms. Awesome. And we didn't switch
00:22:34.789 --> 00:22:39.009
that out just because the cost associated with refurbishing all of that.
00:22:39.069 --> 00:22:44.049
So instead, we add the little Vivi box to every projector, and we maximize those
00:22:44.049 --> 00:22:46.589
resources that we already had in place without new wiring.
00:22:46.769 --> 00:22:50.449
So is the Vivi box riding your wireless network, or is it a point-to-point connection
00:22:50.449 --> 00:22:52.749
from the iPad or Chromebook?
00:22:52.749 --> 00:22:56.869
So we actually wired most of our Vivi boxes at the projector,
00:22:56.989 --> 00:23:01.409
but it can run off of our wireless network as well. We wanted to hardwire it
00:23:01.409 --> 00:23:06.249
just to prevent any lips in service that you might have with a wireless network.
00:23:06.489 --> 00:23:13.509
Have you had any pushback hesitation from teachers to give up?
00:23:14.085 --> 00:23:18.325
A known Windows device that they're used to and migrate everything.
00:23:18.325 --> 00:23:19.685
I don't have Office anymore.
00:23:19.885 --> 00:23:23.025
I don't, you know, like, what's that conversation been like?
00:23:23.085 --> 00:23:27.445
Yeah, we have been a Google district on the productivity side for about 10 years,
00:23:27.445 --> 00:23:31.185
but because they still had a Windows device, it was very easy to just stay with Windows.
00:23:31.425 --> 00:23:34.465
So that has not been an easy transformation for some of our teachers.
00:23:34.645 --> 00:23:38.245
We have two technology coaches on staff who meet with those teachers who are struggling.
00:23:38.465 --> 00:23:41.645
We've given them ample time to make conversion of their documents.
00:23:41.845 --> 00:23:46.265
They can upload anything that they want from their previous H or home directory
00:23:46.265 --> 00:23:49.545
to their Google Drive, they don't have to convert it if they're worried about
00:23:49.545 --> 00:23:50.485
it changing formatting.
00:23:50.665 --> 00:23:52.885
But if they do want to convert it, they can certainly do that.
00:23:52.965 --> 00:23:54.725
And our tech coaches are there to support them as well.
00:23:55.225 --> 00:23:57.525
I love it. I'm in. Okay.
00:23:58.985 --> 00:24:04.005
Teacher calls in sick. Yeah. What happens if the teacher has her iPad or their
00:24:04.005 --> 00:24:08.045
iPad and Chromebook at home? Yeah. So that was another thing we had to consider.
00:24:08.325 --> 00:24:11.185
One of the other things that makes us a little unique is that we have jumped
00:24:11.185 --> 00:24:13.845
on board and given in every one of our substitutes a network account.
00:24:14.125 --> 00:24:17.025
So not a lot of districts do that, right? But we've chosen to do that.
00:24:17.085 --> 00:24:18.845
So every sub has a network account.
00:24:19.105 --> 00:24:21.505
Every sub has a Google account. Every sub has an email account.
00:24:21.705 --> 00:24:25.265
And then when they check in for that day, we expect that the teacher has their
00:24:25.265 --> 00:24:27.065
device at home. We don't expect them to leave it.
00:24:27.205 --> 00:24:30.745
So we have Chromebooks and iPads available at our front offices where the subs
00:24:30.745 --> 00:24:33.365
check in. They pick those devices up and head off to the classroom.
00:24:33.545 --> 00:24:37.565
How many would you estimate that you have in the office at any given time? Is that spare pool?
00:24:37.745 --> 00:24:40.605
Yeah, it kind of depends on the size of the building. Some buildings only need
00:24:40.605 --> 00:24:44.365
two to three of a certain device. They have permanent subs in every building.
00:24:44.505 --> 00:24:47.325
They have one or two of those. So those people are assigned their own devices.
00:24:47.665 --> 00:24:50.525
And then you've got a couple other devices. At our high school,
00:24:50.625 --> 00:24:52.465
obviously, it's a much bigger facility.
00:24:52.605 --> 00:24:56.805
We have 300 teachers there. So we have to have far more devices available at
00:24:56.805 --> 00:24:59.525
a building like that. So it's building-specific, size-specific.
00:25:00.320 --> 00:25:05.140
To put your high school in perspective, that's more student population than
00:25:05.140 --> 00:25:08.520
my entire district in a single building. Yeah.
00:25:08.720 --> 00:25:13.620
It's a really phenomenal place. Our students are really amazing and our teachers
00:25:13.620 --> 00:25:16.200
and staff that support them every day and our parents and community.
00:25:16.780 --> 00:25:19.560
You have to stop by for a visit sometime. We'd love to have you.
00:25:19.640 --> 00:25:22.400
We have a TV studio in-house. They'd love to interview you, I'm sure,
00:25:22.400 --> 00:25:24.460
and a radio station and all sorts of things.
00:25:24.820 --> 00:25:28.760
You're in. We'd love it. Could I hit lunch at each cafeteria in the day?
00:25:28.900 --> 00:25:33.300
You probably could. We also have a student-run market where they offer coffees
00:25:33.300 --> 00:25:35.240
and teas. That is super cool. Yeah.
00:25:35.640 --> 00:25:39.480
We're in. We're in. Josh said he had two questions for you. It's been 20,
00:25:39.520 --> 00:25:41.820
and I had a couple. Now mine are gone.
00:25:42.040 --> 00:25:44.760
So, Christy, thank you for hanging out with us. It's been a pleasure,
00:25:44.920 --> 00:25:47.520
guys. That's awesome. Thank you, Christy. Thank you.
00:25:47.860 --> 00:25:53.600
We said this before we hit record, but this has been a topic that keeps coming
00:25:53.600 --> 00:25:57.020
up recently about what's the best advice for teachers.
00:25:57.200 --> 00:26:00.680
And, again, that's a local thing. Like what works for you isn't necessarily
00:26:00.680 --> 00:26:04.480
going to work for me, but clearly it can be done.
00:26:04.760 --> 00:26:10.160
Like you, teachers can adopt a Chromebook as their primary device. It clearly can be done.
00:26:10.320 --> 00:26:13.500
Yes. And when we first kicked off, we didn't buy a higher end Chromebook device.
00:26:13.620 --> 00:26:15.780
And that was one of our fatal mistakes. That was one of the things I was going
00:26:15.780 --> 00:26:19.520
to bring up. So we did go with the higher end device as we rebooted the classrooms.
00:26:19.640 --> 00:26:24.840
And so those devices have been far more sufficient for the teachers.
00:26:25.180 --> 00:26:28.480
In fact, our assistant director of technology is here today as well.
00:26:28.480 --> 00:26:31.540
That's her primary device. She runs a Chromebook as her primary device.
00:26:32.660 --> 00:26:36.200
That's his primary device, but it is one of those higher-end Chromebooks.
00:26:36.600 --> 00:26:40.900
There's been great debate on K12 Tech Pro, on K12 SysAdmin subreddit.
00:26:41.540 --> 00:26:45.360
Us last night, we were arguing about a Chromebook Plus, if it's worth it or
00:26:45.360 --> 00:26:48.180
not, you know, that kind of bit. So are you buying Chromebook Pluses then?
00:26:48.460 --> 00:26:51.360
I don't know that they're considered Chromebook Plus, but they're definitely
00:26:51.360 --> 00:26:53.600
a higher-end Chromebook. Interesting.
00:26:54.500 --> 00:26:57.720
Fascinating. And we did leave Windows devices in our business labs,
00:26:57.900 --> 00:27:00.240
in our communications labs.
00:27:00.420 --> 00:27:04.180
We still have Macs there because we believe that's the industry standard in those places.
00:27:04.340 --> 00:27:07.220
So we still have very intentional devices where they need to be.
00:27:07.360 --> 00:27:11.960
But for day-to-day operations, Chromebook is absolutely able to do what we need
00:27:11.960 --> 00:27:13.140
it to do. That's really cool.
00:27:13.280 --> 00:27:15.600
Great conversation. Awesome. Love it. Thanks, guys. Thank you, Christy.
00:27:17.263 --> 00:27:20.703
All right, we are here with Bill Stein. Bill, we actually met you a few minutes
00:27:20.703 --> 00:27:23.363
ago. You did the intro for our keynote. I did.
00:27:23.663 --> 00:27:27.883
And you told an amazing story. I did. And we're like, we got to talk to this
00:27:27.883 --> 00:27:28.763
guy a little bit more here.
00:27:28.943 --> 00:27:32.523
Tell us about what you do and where the story came from.
00:27:32.743 --> 00:27:37.763
So I'm a tech director in southern Indiana. I have a school district of about 2,000 students.
00:27:38.423 --> 00:27:42.903
And I, like many tech directors around the country, like to celebrate Cybersecurity Awareness Month.
00:27:44.783 --> 00:27:49.203
And I was doing the same old things every year where I would talk to people
00:27:49.203 --> 00:27:52.003
about cybersecurity and they would tune me out.
00:27:52.823 --> 00:27:54.463
That never happens to me.
00:27:55.523 --> 00:28:00.063
But we do need to say, Bill, to be a guest on here, he did bring us beer.
00:28:00.303 --> 00:28:04.923
That's true. And we are gladly accepting that donation right now.
00:28:05.043 --> 00:28:07.023
I know how to play the game. Yes, exactly.
00:28:08.843 --> 00:28:13.323
So I was reading this book by Perry Carpenter who works for KnowBefore,
00:28:13.543 --> 00:28:17.823
and it's called Transformative Cybersecurity Awareness. And in the book,
00:28:17.883 --> 00:28:18.743
he talked about storytelling.
00:28:19.123 --> 00:28:23.523
I thought, hmm, I bet there's some really interesting stories about cybersecurity
00:28:23.523 --> 00:28:25.803
that maybe people could identify with.
00:28:26.544 --> 00:28:31.764
Um, so I worked at my first cyber, uh, cyber short, that's what I came up with.
00:28:32.324 --> 00:28:38.024
And, um, I went to my admin council, you know, all the principals and administrators, superintendent.
00:28:38.124 --> 00:28:41.424
And I just told the story about how someone forwarded an email,
00:28:41.604 --> 00:28:43.944
uh, that had a phishing link in it.
00:28:44.224 --> 00:28:47.684
And that got forwarded a couple more times. And eventually, you know, what happens?
00:28:47.924 --> 00:28:53.024
Somebody clicks on the link, bad things happen. And so I feel like the stories
00:28:53.024 --> 00:28:56.524
are more relatable than kind of talking over people's heads sometimes.
00:28:58.604 --> 00:29:01.644
And, you know, giving them some key takeaways at the end of the story.
00:29:01.724 --> 00:29:02.924
Okay, how can you avoid this?
00:29:03.104 --> 00:29:06.764
So they can walk away going, okay, I'm not going to forward a phishing message,
00:29:06.964 --> 00:29:09.324
not even to IT. I'm going to report it properly.
00:29:09.564 --> 00:29:12.884
And then we brainstorm about ways you can report phishing messages properly
00:29:12.884 --> 00:29:16.364
instead of forwarding them, which is, you know, using the phish link.
00:29:16.364 --> 00:29:20.944
If you're a know-before customer or taking a screenshot of it, other ways.
00:29:21.104 --> 00:29:25.864
I was giving this talk to Kiwanis, which is, I don't know if you know what Kiwanis clubs are.
00:29:26.084 --> 00:29:31.624
Yeah, it's mainly almost like 70-year-olds or really old. Something to do on a Tuesday afternoon.
00:29:32.044 --> 00:29:37.444
Yeah, yeah. So I told one of the stories at this Kiwanis, and I was like,
00:29:37.524 --> 00:29:42.864
can anyone think of ways that you could report a phishing message properly without risking anything?
00:29:42.864 --> 00:29:48.984
And this old guy gets up and he goes, you can print it out and you can hand it to the IT people.
00:29:49.104 --> 00:29:51.664
And I'm like, yes, sir. Yes, you can.
00:29:51.964 --> 00:29:55.504
That is, I would have never thought of that. Nope, because I hate printers.
00:29:56.324 --> 00:30:00.284
We all hate printers. Yes, yes. So I was looking at your website.
00:30:00.484 --> 00:30:05.164
You've got a number of free videos out there for folks to go and check out and use.
00:30:05.744 --> 00:30:09.644
That website is cybershorts.org. And all the videos, it looks like five,
00:30:09.804 --> 00:30:15.384
six, seven minutes at most. Yeah, try to keep them short because people's attention spans are short.
00:30:16.124 --> 00:30:22.244
And then also on the website, there's slide decks that go along with the videos.
00:30:23.384 --> 00:30:25.264
And because I feel like,
00:30:26.401 --> 00:30:28.921
The stories are more impactful if you tell them in person. Sure.
00:30:29.601 --> 00:30:33.981
But not everyone works for tiny school districts. And I realize you can't go talk to everybody.
00:30:34.321 --> 00:30:38.741
So that's what the videos are for. That's awesome. Yeah, that's really cool. Cybershorts.org.
00:30:39.441 --> 00:30:43.261
You've got half a dozen or so videos out there. People can probably reach out
00:30:43.261 --> 00:30:45.441
if they've got other stories. How do you get your stories?
00:30:46.041 --> 00:30:50.241
So, yes, I have a feedback form that is on the website. And one of the questions
00:30:50.241 --> 00:30:51.901
is, you know, do you have an interesting story?
00:30:53.521 --> 00:30:57.901
Follow all the influencers on cybersecurity awareness. on LinkedIn.
00:30:58.821 --> 00:31:03.161
Yes, Josh is an influencer. Do you follow me, Bill? I know you're an influencer
00:31:03.161 --> 00:31:05.641
because I listened to your last podcast.
00:31:07.101 --> 00:31:11.841
That's the only way I know. It's fine. It's the only way anybody knew.
00:31:13.821 --> 00:31:16.561
You know what? I've got some stories that I can't tell publicly and man,
00:31:16.681 --> 00:31:19.021
I'm going to have to forward them to Bill and you're going to have to make them into a video.
00:31:19.441 --> 00:31:21.861
Now, sometimes I can change the names to protect the innocent.
00:31:22.681 --> 00:31:26.741
My fourth cyber short that's on the website I actually happened to a school
00:31:26.741 --> 00:31:30.581
district here in Indiana. I changed all the names. Sure. That's awesome. So, yeah.
00:31:31.021 --> 00:31:36.061
And super interactive. It looks like a lot of AI-generated artwork and stuff to go along with it.
00:31:36.261 --> 00:31:39.921
And like anything, I'm getting better every time I do it.
00:31:40.561 --> 00:31:45.521
The graphics are getting better. My production quality is getting just a tiny bit better.
00:31:45.741 --> 00:31:48.561
So I thought, you know, the first one doesn't have to be perfect,
00:31:48.721 --> 00:31:51.621
but I just needed to get started. No, that's awesome. That's really cool.
00:31:52.501 --> 00:31:56.881
So, cybershorts.org. Check it out. Free videos that you can use within your district.
00:31:57.221 --> 00:32:00.401
That's right. Anybody can use them. It's a public service announcement for the
00:32:00.401 --> 00:32:02.561
greater good. Awesome. Awesome. Thanks for joining us, Bill.
00:32:02.621 --> 00:32:03.441
Yeah, thanks for having me.
00:32:05.541 --> 00:32:09.901
All right, this is Darlene Kennedy. Darlene, how's it going? It's going well.
00:32:10.181 --> 00:32:13.981
I'm enjoying my time here at the Indiana CTO Clinic.
00:32:14.221 --> 00:32:17.761
Well, Bill was just here, and he said, you got to get Darlene.
00:32:17.921 --> 00:32:21.981
So you jumped into the hot seat. So we're excited to talk to you for a few minutes.
00:32:22.241 --> 00:32:26.241
Real hard to follow up Bill Stein. That's for sure. He's a legend.
00:32:26.501 --> 00:32:30.801
We were told that Bill Stein is going to be introducing us. We didn't know who
00:32:30.801 --> 00:32:33.081
Bill Stein was, and then we had to do some research.
00:32:33.241 --> 00:32:36.321
He's a local legend. Yeah, for sure.
00:32:36.721 --> 00:32:42.501
So let's talk about the 1970s. Let's go way back.
00:32:43.061 --> 00:32:47.101
Can you tell us, well, what organization are you with, I guess is the first question.
00:32:47.721 --> 00:32:52.141
So currently I work for Northern Indiana Educational Service Center.
00:32:52.741 --> 00:32:56.181
We are one of nine service centers in the state of Indiana.
00:32:56.441 --> 00:33:02.141
Okay. The state's broken up into nine regions, not equally square mileaged,
00:33:02.161 --> 00:33:04.321
I guess would be the best way to say it.
00:33:05.921 --> 00:33:08.941
And what are these organizations doing, starting with the 70s?
00:33:08.941 --> 00:33:11.081
This is where Chris was going to. Yeah, absolutely.
00:33:11.341 --> 00:33:17.841
So back in the 70s, the service centers were weaved into legislation to be an extension,
00:33:18.921 --> 00:33:22.941
regional centers that would support school districts through different services
00:33:22.941 --> 00:33:25.561
that they would need, whether it's buying school buses,
00:33:26.141 --> 00:33:32.741
doing purchasing, tech support, Even way back then when school districts maybe
00:33:32.741 --> 00:33:37.221
just had one or two Apple computers way back then, if you remember those.
00:33:38.661 --> 00:33:41.981
They would support school districts in various service areas.
00:33:42.501 --> 00:33:47.301
Okay. And so as time went on, every school district had the opportunity to utilize
00:33:47.301 --> 00:33:50.761
the services through these service centers, and then something changed.
00:33:51.001 --> 00:33:56.881
Yeah. So way back when it all began, all service centers were state-funded.
00:33:57.621 --> 00:34:01.601
So money coming from the state would go to the service centers,
00:34:01.661 --> 00:34:05.661
and that's how they would have their operations budget, to be able to provide
00:34:05.661 --> 00:34:07.021
services to school districts.
00:34:07.681 --> 00:34:12.901
2008 comes around, things get a little bit tight, we have to make budget cuts,
00:34:12.941 --> 00:34:15.341
and the state cut direct funding to service centers.
00:34:15.561 --> 00:34:20.701
So service centers had to get really creative with providing services that school
00:34:20.701 --> 00:34:25.641
districts really were looking for in order for them to pay a direct membership
00:34:25.641 --> 00:34:31.261
by choice rather than being forced into paying for a membership.
00:34:32.161 --> 00:34:37.341
So most, I believe the current rate right now is 93% of all school districts
00:34:37.341 --> 00:34:40.081
in Indiana are a member of a service center. Wow.
00:34:40.561 --> 00:34:46.961
So if I'm a school district in Indiana today and I use a service, what am I getting?
00:34:47.341 --> 00:34:52.421
Sure. So first and foremost, I'd like to say we have cooperative purchasing services.
00:34:52.661 --> 00:34:56.701
So we have procured contracts where
00:34:56.701 --> 00:35:03.601
you can go out and just purchase 300 Chromebooks. Saves you the time.
00:35:04.241 --> 00:35:08.441
Say you're doing a very large purchase, over $150,000, whatever it is.
00:35:09.141 --> 00:35:13.961
Because these vendors have been officially procured through an RFP process,
00:35:13.961 --> 00:35:18.701
just like the state does their own, our members are able to take advantage of
00:35:18.701 --> 00:35:23.021
that without having to do all that work of their own RFP.
00:35:23.501 --> 00:35:27.921
They still have to follow some other guidelines within their own school board
00:35:27.921 --> 00:35:33.101
policy, but they're able to save a lot of time by using those contracts.
00:35:33.301 --> 00:35:36.021
But the other thing is, is we're allowed to look at vendors and say,
00:35:36.221 --> 00:35:42.461
hey, we have the opportunity to show you or market you to 93% of the school
00:35:42.461 --> 00:35:45.541
districts in Indiana. How much you want to drop those prices?
00:35:46.201 --> 00:35:51.001
That's fascinating. Yeah. So in 2008, things changed.
00:35:51.181 --> 00:35:56.181
You guys are now more of an opt-in model, and school districts are procuring directly from you.
00:35:56.421 --> 00:36:00.601
What has changed as a result of doing that? It has...
00:36:01.447 --> 00:36:05.747
Made service centers not be stagnant in their services, right?
00:36:06.087 --> 00:36:10.327
We are working for those school districts. We are making sure that what we're
00:36:10.327 --> 00:36:15.767
doing is what they need to save money, provide excellent classroom experiences.
00:36:16.787 --> 00:36:19.367
And we need to stay ahead of legislation.
00:36:19.367 --> 00:36:23.727
We need to know what's coming down the pipe to our school districts so that
00:36:23.727 --> 00:36:30.247
we can make sure that we provide professional development, that we're able to
00:36:30.247 --> 00:36:33.647
provide cafeteria service, lunch programs.
00:36:33.847 --> 00:36:41.027
One of the biggest things we do at our service center is we have a great food
00:36:41.027 --> 00:36:43.607
services program. They go out and do milk bids.
00:36:44.027 --> 00:36:50.887
They go do bread bids, fruit, vegetables. They go out and do trash removal bids.
00:36:51.267 --> 00:36:56.287
We had one school tell us they saved in the tens of thousands per year on their
00:36:56.287 --> 00:37:01.787
trash removal costs because they utilized our contract because we said, hey.
00:37:02.867 --> 00:37:07.307
We'll get you into 20 school districts in the Northwest area.
00:37:07.947 --> 00:37:10.727
What are you going to do to that price and how are you going to elevate their
00:37:10.727 --> 00:37:13.767
service? How are you going to put these school districts number one? Very cool.
00:37:14.267 --> 00:37:19.387
Now, you obviously have a role in technology. And so what's your role here at the CTO clinic?
00:37:19.927 --> 00:37:25.547
So at the CTO clinic, I am very proud to say that I am the Indiana CETL ambassador.
00:37:26.407 --> 00:37:30.067
So I went through with the 2023 cohort.
00:37:30.287 --> 00:37:34.767
We had the strong, in my opinion, we had the strongest cohort.
00:37:34.947 --> 00:37:38.587
Like we look forward to seeing each other at this conference every year.
00:37:38.747 --> 00:37:41.247
We take pictures together. We sit at Topgolf together.
00:37:41.987 --> 00:37:48.307
But we all, there were 14 of us in our CTO to be cohort through the Indiana CTO Council.
00:37:49.047 --> 00:37:54.567
And I believe all but one of us passed our exam. That's great.
00:37:54.787 --> 00:37:56.147
Because we work together.
00:37:56.927 --> 00:38:02.507
So I carried that forward. I wanted to help other people in the CTO2B cohort.
00:38:02.507 --> 00:38:04.307
I wanted to help them pass.
00:38:04.327 --> 00:38:06.627
So I help them with study sessions.
00:38:06.767 --> 00:38:09.067
I give them study materials.
00:38:09.567 --> 00:38:16.587
Just coach them through really best practice tips on taking an accredited exam
00:38:16.587 --> 00:38:20.027
because it's not true, false, and an easy, quick badge.
00:38:20.347 --> 00:38:24.627
This is an accredited exam. And these people haven't taken an exam for a long time.
00:38:25.747 --> 00:38:30.327
So, yeah, I serve our Indiana CTO Council as the CETL ambassador.
00:38:31.107 --> 00:38:34.747
Fantastic. Well, thank you so much for joining us and telling us this fascinating
00:38:34.747 --> 00:38:37.287
story about service centers in Indiana. No.
00:38:37.707 --> 00:38:42.547
Can I give you one last story that is really like my pride and joy right at the moment?
00:38:43.867 --> 00:38:47.187
As service centers, we all group together and we're like, we really need to
00:38:47.187 --> 00:38:51.187
help our schools with AI. AI is the real big talk of the town right now.
00:38:51.950 --> 00:38:57.090
So we approached a few AI vendors for educators and students,
00:38:57.090 --> 00:39:00.570
and we actually ended up partnering with Magic School.
00:39:01.350 --> 00:39:06.750
So right now through our partnership with Magic School, they're offering 25%
00:39:06.750 --> 00:39:08.670
off to all of our school districts. Awesome.
00:39:08.930 --> 00:39:14.370
And we are providing the professional development because we have the instructors
00:39:14.370 --> 00:39:20.510
on our end. We have a lot of specialists in English, math, early childhood,
00:39:21.510 --> 00:39:22.650
all the different areas.
00:39:22.850 --> 00:39:26.450
And so we have the staff that will go into the school districts and support
00:39:26.450 --> 00:39:28.330
them and be able to do that.
00:39:28.450 --> 00:39:34.450
So that partnership is right alongside the digital learning grant that just got released.
00:39:34.850 --> 00:39:38.610
So our schools are hoping to use that to apply for grant funding.
00:39:38.810 --> 00:39:41.370
That's awesome. Well, thank you so much for joining us. Yes,
00:39:41.490 --> 00:39:43.690
it was wonderful. Thank you. See you later.
00:39:45.390 --> 00:39:50.610
Thank you to the Indiana CTO for having us at this event. And thanks to our
00:39:50.610 --> 00:39:53.050
sponsors for making trips like this possible.
00:39:53.330 --> 00:39:58.630
Some quick shout outs to NTP and Managed Methods. They're actually here with us in Indiana.
00:39:59.210 --> 00:40:03.570
Lightspeed, Fortinet, and Xtreme, longtime sponsors of the podcast.
00:40:03.870 --> 00:40:05.030
And finally, PowerGistics.
00:40:05.450 --> 00:40:08.790
I did an interview with them, and we're going to post that next week.
00:40:09.090 --> 00:40:12.930
We kind of talked through the history of PowerGistics and definitely what makes
00:40:12.930 --> 00:40:17.590
their charging stations stick out. I'll put some links in the podcast description
00:40:17.590 --> 00:40:22.050
to what they have to offer. They do make great charging stations.
00:40:23.550 --> 00:40:27.330
All right. We're here with Nick Williams. Tell us a little bit about yourself,
00:40:27.510 --> 00:40:30.910
where you are from here in Indiana, and what your role is.
00:40:31.170 --> 00:40:37.710
Yeah. Thanks for having us. I am the technology director of innovation in Bartholomew
00:40:37.710 --> 00:40:39.190
Consolidated School Corporation.
00:40:39.430 --> 00:40:43.970
It's in Columbus, Indiana, which is about 45 minutes south of Indiana.
00:40:43.970 --> 00:40:49.110
I was a former teacher, biology teacher that got transitioned into technology.
00:40:49.110 --> 00:40:50.390
Oh, no, another teacher tech.
00:40:50.870 --> 00:40:53.170
Lay off us. Oh, man.
00:40:54.250 --> 00:40:58.390
And then, yeah, I'm now the CTO of our district.
00:40:58.930 --> 00:41:02.370
Before we get started, you were telling us that your district has some national
00:41:02.370 --> 00:41:06.150
recognition for one particular area that you guys are strong in.
00:41:06.550 --> 00:41:12.050
Yeah. So we have a really diverse district.
00:41:12.050 --> 00:41:18.710
So Cummins Engine Company, Toyota, all have headquarters in Columbus.
00:41:18.710 --> 00:41:22.110
So we have over 60 languages that are spoken in our schools.
00:41:22.110 --> 00:41:24.790
We have one elementary with over 30.
00:41:25.610 --> 00:41:32.790
So we bring in a lot of diversity for Southern Indiana. And we also have about 12% special ed.
00:41:33.030 --> 00:41:37.210
We have a 45% or so free and reduced population.
00:41:37.490 --> 00:41:41.690
So we deal with a lot of barriers to learning. So our district...
00:41:42.228 --> 00:41:48.648
Transitioned almost a decade ago to universal design for learning as our framework.
00:41:48.908 --> 00:41:52.168
You guys know what that is? I do. I do not.
00:41:53.188 --> 00:41:57.288
That's why I got excited. UDL is what it's commonly called, but it stands for
00:41:57.288 --> 00:41:58.468
universal design for learning.
00:41:58.668 --> 00:42:01.348
So tell us what that stands for and what it means.
00:42:01.568 --> 00:42:07.248
Yeah. So I have to say that CAST is the kind of governing body over it.
00:42:07.248 --> 00:42:12.608
It derived in Harvard, and I actually got to go to Harvard in my first year
00:42:12.608 --> 00:42:17.448
in ed tech to learn about it. But it's really based around options.
00:42:17.648 --> 00:42:19.768
So it's not personalized learning.
00:42:20.048 --> 00:42:24.048
It's intentionally designing your environment for a student,
00:42:24.048 --> 00:42:25.448
knowing that you're going to
00:42:25.448 --> 00:42:29.808
have this diversity coming into the room and being proactive about that.
00:42:29.948 --> 00:42:34.068
And it's based around three principles, engagement, representation,
00:42:34.468 --> 00:42:39.528
and action and expression. but all of them are really based around setting up
00:42:39.528 --> 00:42:41.768
options for students in the classroom.
00:42:41.968 --> 00:42:47.668
So for technology, it's a lot different to think about it because there's nowhere
00:42:47.668 --> 00:42:51.728
in our evaluations for our teachers, which are 50% based on UDL,
00:42:52.128 --> 00:42:53.608
having technology part of it.
00:42:53.728 --> 00:42:57.168
It has to be part of the environment, but just an option.
00:42:57.168 --> 00:43:01.688
So you could go into any of our classrooms on an idealistic day,
00:43:01.868 --> 00:43:05.408
see students working with manipulatives, see them on a computer,
00:43:05.708 --> 00:43:07.028
see them work on one-on-one.
00:43:07.508 --> 00:43:13.108
Whichever kind of method is going to be most successful for that student in that environment.
00:43:13.108 --> 00:43:15.548
And our teachers have to design that way.
00:43:15.728 --> 00:43:18.708
So that includes our online environment.
00:43:18.708 --> 00:43:26.148
So our LMS has a very structured, intentional way to handle diversity and follow
00:43:26.148 --> 00:43:29.008
those guidelines so that teachers,
00:43:29.268 --> 00:43:34.108
parents, students know how to navigate their way and we hope can be the most
00:43:34.108 --> 00:43:38.008
successful in their kind of educational journey in the classroom or online.
00:43:38.908 --> 00:43:42.268
So you've gotten some really good national, I mentioned it before,
00:43:42.388 --> 00:43:44.728
you've got some really good national attention and some awards for this.
00:43:44.848 --> 00:43:47.688
Tell us about how your district has been recognized for this work in UDL.
00:43:48.048 --> 00:43:55.288
Yeah, so COSIN's Superintendent of the Year, our superintendent won that for
00:43:55.288 --> 00:44:01.468
really our work with equity through all of our, you know, kind of stakeholders in our district.
00:44:02.248 --> 00:44:08.048
And it really kind of was a foundation of intentionally designing our classrooms and.
00:44:08.677 --> 00:44:14.477
And adopting software with UDL in mind. So what we do with that is we have very
00:44:14.477 --> 00:44:19.677
specific rubrics that we are up front with all of our vendors with that come
00:44:19.677 --> 00:44:25.577
in and really kind of talk about how they're addressing language barriers and
00:44:25.577 --> 00:44:27.677
special ed barriers, but it helps everyone.
00:44:27.937 --> 00:44:29.917
So that's the mentality we take
00:44:29.917 --> 00:44:36.057
and kind of a rubric backbone along with support. We don't have coaches.
00:44:36.237 --> 00:44:41.017
We We have UDL facilitators that help our teachers, not only with tech,
00:44:41.157 --> 00:44:46.877
but also just with environmental design on how we can make the students successful.
00:44:47.037 --> 00:44:48.237
We don't blame the students.
00:44:48.417 --> 00:44:53.997
We really try to think about how we can make the environment more adaptable
00:44:53.997 --> 00:44:55.557
for them so that they can be successful.
00:44:55.557 --> 00:45:03.377
And then we also got a write-up in the 2024 National Ed Tech Plan over,
00:45:03.757 --> 00:45:08.717
again, a focus on UDL and really kind of how we intentionally evaluate,
00:45:09.017 --> 00:45:11.517
look at technology for it.
00:45:11.517 --> 00:45:15.177
We just we just went through a whole process of adopting.
00:45:15.297 --> 00:45:21.857
We had smart boards, which we've had for 25 years, I think, and went through
00:45:21.857 --> 00:45:26.057
the whole process of trying to look for a new board, which is the centerpiece
00:45:26.057 --> 00:45:29.997
of visual and with sound reinforcement.
00:45:30.057 --> 00:45:31.937
Really, again, thinking about that environment.
00:45:32.877 --> 00:45:38.317
And that's just an example that took, you know, very specific kind of rubric
00:45:38.317 --> 00:45:44.297
and rules to pick a new board. and it's been an interesting process. Very cool.
00:45:44.657 --> 00:45:48.257
If somebody wanted to learn more about UDL or Universal Design for Learning
00:45:48.257 --> 00:45:49.997
or your district, where should they go?
00:45:50.217 --> 00:45:54.057
So our website has a lot, or our technology website.
00:45:54.317 --> 00:45:58.157
So it's bcscschools.org and backslash technology.
00:45:58.517 --> 00:46:01.357
We have our tech plan and rubrics up there.
00:46:01.637 --> 00:46:06.557
But I would encourage people to go to cast.org. So they have...
00:46:07.399 --> 00:46:13.759
Numerous resources. It's education-based, so we don't have a lot of peers that
00:46:13.759 --> 00:46:17.759
we collaborate with on the tech side through that lens.
00:46:17.799 --> 00:46:24.559
There's a lot of resources out there for ed tech kind of related things,
00:46:24.719 --> 00:46:28.419
but kind of as a technology department looking through this lens,
00:46:28.619 --> 00:46:32.479
we're looking for people to collaborate with because it's just not very common.
00:46:33.959 --> 00:46:37.419
So by the way, Nick, thank you for having us here. Yeah.
00:46:38.879 --> 00:46:42.539
Your people, the people of Indiana, the K-12 Techs of Indiana,
00:46:42.779 --> 00:46:45.659
we love them. They feel like us.
00:46:46.299 --> 00:46:50.699
Great community here. We know that you're a big active part of that community.
00:46:50.999 --> 00:46:54.199
And you kind of touched on that. We haven't interviewed Pete yet.
00:46:54.539 --> 00:47:00.179
But what's the connection there with Pete to you and this vibe of a place?
00:47:00.179 --> 00:47:12.319
So Pete started our state chapter with two other gentlemen, including the tech
00:47:12.319 --> 00:47:14.959
director that I took over for. But he was my mentor.
00:47:15.279 --> 00:47:18.839
Great, obviously. Couldn't ask for a better mentor right out of the classroom.
00:47:19.039 --> 00:47:21.279
He was a science teacher, too. Oh, my gosh.
00:47:21.839 --> 00:47:26.219
So really kind of felt like I got off to a good start.
00:47:26.219 --> 00:47:30.739
He has a CTO-to-be program that really pairs you with a mentor,
00:47:31.039 --> 00:47:32.039
talks you through leadership,
00:47:32.379 --> 00:47:38.159
which I've been able to kind of mentor three other tech directors at this point,
00:47:38.359 --> 00:47:41.779
work toward the CETEL, which I received a few years ago.
00:47:41.959 --> 00:47:44.359
But our state is super collaborative.
00:47:44.659 --> 00:47:48.479
Our Department of Ed's here. Our ISTE affiliate group is here.
00:47:49.239 --> 00:47:54.019
It's just a very collaborative group that works together. And Indianapolis is
00:47:54.019 --> 00:47:58.179
nice because it's central, so it's geographically easy for everybody to get
00:47:58.179 --> 00:47:59.319
to and collaborate as well.
00:48:00.019 --> 00:48:03.179
Very cool. Thank you very much. Thanks for having me.
00:48:05.085 --> 00:48:08.545
I am here with Matt and Allie. How's it going, Matt? How's it going,
00:48:08.625 --> 00:48:09.785
Allie? It's going great.
00:48:10.025 --> 00:48:14.425
How are you? So they give us this list, right, of these very important people to talk to.
00:48:14.625 --> 00:48:19.045
Both of you made the list. But interestingly enough, you made the list together.
00:48:20.265 --> 00:48:24.825
Because rumor on the street is you're a good collaboration. And maybe you even
00:48:24.825 --> 00:48:27.645
did a presentation kind of about that bit as well.
00:48:27.785 --> 00:48:32.245
More than friendship, though, is what we're talking about. So what are we actually talking about?
00:48:32.625 --> 00:48:34.585
Why would they write your names down together?
00:48:35.965 --> 00:48:41.445
Yeah, so we've worked together for many years now and blend curriculum and technology
00:48:41.445 --> 00:48:46.605
together and how we can enhance student learning using curriculum and technology
00:48:46.605 --> 00:48:48.445
together to support student learning.
00:48:48.725 --> 00:48:51.505
Okay, so take a half step back. So what school district are you with? Oh, perfect.
00:48:51.965 --> 00:48:55.185
Yeah, we're with School City of Mishawaka. Okay. How many kids is that?
00:48:55.745 --> 00:48:59.525
Five by five. Okay. And then who is tech and who is curriculum?
00:48:59.785 --> 00:49:02.425
So I am curriculum. I'm the curriculum integration coordinator.
00:49:02.745 --> 00:49:06.325
Okay. And I'm the director of technology. Okay, so my school district,
00:49:06.465 --> 00:49:09.805
so I am south of St. Louis at a school district of about 2,000.
00:49:10.685 --> 00:49:14.085
And I like to think that I have, I'm the technology director there,
00:49:14.265 --> 00:49:17.625
I like to think I have a good relationship with my curriculum director.
00:49:19.025 --> 00:49:23.405
I like to think that. So steer me a little bit. Tell me about how your relationship
00:49:23.405 --> 00:49:26.585
works together, how your departments work well together. Do you drink together?
00:49:26.865 --> 00:49:28.785
We do not. I'm just kidding.
00:49:29.665 --> 00:49:32.425
That's lesson number one. Lesson number one. Lesson number one.
00:49:33.985 --> 00:49:39.225
Lots of coffee we have invested
00:49:39.225 --> 00:49:42.285
time in dedicating time to working together
00:49:42.285 --> 00:49:45.805
we go to a coffee shop we have a running agenda that
00:49:45.805 --> 00:49:51.165
we look at and solve problems together we've also just built the relationship
00:49:51.165 --> 00:49:57.325
first we do pranks on each other we talk about what we did on the weekends what
00:49:57.325 --> 00:50:01.365
the kids are doing it's everything beside that we don't just jump right into
00:50:01.365 --> 00:50:03.705
material or content or hard decisions.
00:50:03.885 --> 00:50:07.665
Like we really care about what the other person is doing outside of work.
00:50:07.765 --> 00:50:14.105
We've talked about in particular at my school district, the maintenance department. It's this guy, John.
00:50:14.625 --> 00:50:19.725
His desk is but a few feet away from mine. And I'm in a small school district, right?
00:50:20.525 --> 00:50:24.905
But we can communicate with each other. So when he's hearing about a problem
00:50:24.905 --> 00:50:28.945
that would be considered a maintenance problem, tech is actually intertwined
00:50:28.945 --> 00:50:34.145
a lot of times with that. And that scales out to go to curriculum in every other department, too.
00:50:36.005 --> 00:50:42.465
So could you give some examples, I guess, of that, of how that communication plays out well?
00:50:42.905 --> 00:50:45.525
Yeah, we started with really an app approval process.
00:50:46.125 --> 00:50:48.825
We started seeing that there was a variety of different applications.
00:50:49.265 --> 00:50:50.685
Curriculum had a wide variety.
00:50:51.305 --> 00:50:54.885
Technology needed to look at things from a privacy standpoint and really kind
00:50:54.885 --> 00:50:57.965
of dove into that process together to kick things off. Okay.
00:50:58.892 --> 00:51:04.152
And then on top of that, AI, I mean, teachers want every AI platform extension there is out there.
00:51:04.252 --> 00:51:08.132
So being able to hear what they need, take it to our technology department,
00:51:08.132 --> 00:51:10.312
but also discuss it from a curriculum standpoint.
00:51:10.512 --> 00:51:15.252
Is it going to have student outcomes? Is it going to support our standardized testing scores?
00:51:15.492 --> 00:51:19.212
Like where where does AI land in that and how can we really use it,
00:51:19.252 --> 00:51:25.352
but also focus on those privacy concerns? What's the ideal path procedure that
00:51:25.352 --> 00:51:29.812
a teacher in your district takes to use an AI tool or to use a particular website or app?
00:51:29.932 --> 00:51:35.232
So we have a published list of softwares and AI tools that we've pre-vetted
00:51:35.232 --> 00:51:37.552
and have available in the district.
00:51:37.672 --> 00:51:40.752
So they start there and they look and see if what they are interested is on that list.
00:51:40.872 --> 00:51:45.452
If it's not on that list, we have a ticket template in our IT ticketing system
00:51:45.452 --> 00:51:46.672
that asks a few questions.
00:51:46.932 --> 00:51:50.912
The first one is, does your principal know that this is something you're asking about? Yes.
00:51:51.192 --> 00:51:54.692
And so it kind of gives us a little bit of that starting point where they're
00:51:54.692 --> 00:51:58.552
talking to other people before they come to us and before they even request the app.
00:51:58.972 --> 00:52:02.152
And then we sit down together and we look at it and I say, hey,
00:52:02.212 --> 00:52:06.332
what's this look like from the curriculum side? Does this intertwine with what you already have?
00:52:06.752 --> 00:52:10.252
You already have some adopted curriculum tools that have AI embedded in them.
00:52:10.372 --> 00:52:14.552
And if it's like, oh, this is very similar to what we already have from the
00:52:14.552 --> 00:52:17.992
curriculum standpoint, they kind of redirect them to that platform.
00:52:17.992 --> 00:52:21.052
And if it's not from the curriculum standpoint, it's something that's going
00:52:21.052 --> 00:52:23.472
to enhance that and go beyond what they already have adopted.
00:52:23.652 --> 00:52:28.032
Then we look at the privacy components and how that AI is used.
00:52:28.212 --> 00:52:31.712
What are some other questions on there? Like, do you require,
00:52:31.712 --> 00:52:34.912
like, single sign-on? Do you require rostering?
00:52:35.072 --> 00:52:37.312
Are there other things on there? We look at.
00:52:37.672 --> 00:52:41.752
Not everything's going to work out with rostering, and not every platform's
00:52:41.752 --> 00:52:42.792
going to require rostering.
00:52:42.792 --> 00:52:47.492
I really feel like if the teacher understands that that's something they're
00:52:47.492 --> 00:52:49.732
going to have to do manually, if it's going to be small scale,
00:52:49.972 --> 00:52:52.692
like there's only one class with 20 some kids, I don't know if it's worth setting
00:52:52.692 --> 00:52:56.032
up all of the rostering platform on the backside to support that.
00:52:56.432 --> 00:52:59.792
So they can manage that a little bit on their own. So teacher knows where to
00:52:59.792 --> 00:53:03.152
go. They look and see, here's the approved resources.
00:53:04.472 --> 00:53:09.252
If not, fill out ticket. One of the questions is, does your principal know that
00:53:09.252 --> 00:53:12.852
you're even trying to do this? So go through some tech department vetting,
00:53:12.872 --> 00:53:17.512
and then you meet with Allie and say, is this going to make sense in the classroom?
00:53:17.712 --> 00:53:18.812
Does this align with curriculum?
00:53:19.192 --> 00:53:23.192
Yeah, so I'm actually an agent in our ticketing system. So that ticket goes
00:53:23.192 --> 00:53:26.532
to both of us basically at the same time. He can do his side of things,
00:53:26.552 --> 00:53:29.772
and I can do my side of things, talk to who I need to talk to.
00:53:29.972 --> 00:53:32.792
And then we can either come together and talk about it, or we can just have
00:53:32.792 --> 00:53:36.512
that conversation in our ticketing system and determine what's best.
00:53:36.512 --> 00:53:40.592
So it doesn't have to happen as a sit down. if life's busy.
00:53:40.832 --> 00:53:42.952
Is the ticketing, is that...
00:53:43.796 --> 00:53:48.876
Is that all classroom issues come through that ticketing system?
00:53:49.076 --> 00:53:50.476
Is that how that works in your school district?
00:53:51.076 --> 00:53:55.956
Yeah, ticketing platform lands everything. In fact, next school year will actually
00:53:55.956 --> 00:53:58.696
be our facilities as well going through that same ticketing platform. Cool.
00:53:58.936 --> 00:54:02.556
So it'll be kind of the one-stop shop for any help needs in the district.
00:54:03.396 --> 00:54:07.876
And you mentioned that facilities and IT work closely together.
00:54:08.096 --> 00:54:11.196
Sometimes those tickets go to the wrong platform right now. And so we'll actually
00:54:11.196 --> 00:54:15.556
be able to swap those. So we have a funny thing in my district with my curriculum director and I.
00:54:15.676 --> 00:54:20.756
So I do like the, I would say I'm the infinite campus person and then the clever
00:54:20.756 --> 00:54:22.956
person and the Google admin console person.
00:54:23.216 --> 00:54:31.236
But then she is over, say, the 20, 30, 40 apps and websites that were, you know, she's also PD.
00:54:31.496 --> 00:54:35.656
So she's taking care of the curriculum side of the house and PD.
00:54:36.056 --> 00:54:37.996
But I'm handling the rostering.
00:54:38.456 --> 00:54:44.496
But I don't necessarily have access to the admin consoles of those particular apps and websites.
00:54:44.836 --> 00:54:48.976
So sometimes a ticket comes to tech and then I point my finger at her because
00:54:48.976 --> 00:54:50.076
it's going to be on her end.
00:54:50.136 --> 00:54:53.356
And then sometimes it comes back where she points back at me where it's something
00:54:53.356 --> 00:54:54.736
with an infinite campus thing, whatever.
00:54:54.996 --> 00:54:58.936
I say all that to say we have different ticketing systems and different ways
00:54:58.936 --> 00:55:00.476
that teachers reach out.
00:55:00.576 --> 00:55:04.936
So it's fragmented like that. So I think that's awesome that you guys are literally
00:55:04.936 --> 00:55:09.716
seeing that same ticket, that same issue come in, and you're going to tag team
00:55:09.716 --> 00:55:12.056
on it. Hey, this is going to be my issue, not yours kind of thing.
00:55:12.236 --> 00:55:15.856
And that same thing happens with us. We can get a ticket in about a curriculum
00:55:15.856 --> 00:55:19.356
platform, and I'm going to do my side and see what I can find on the platform.
00:55:19.496 --> 00:55:23.336
If I can't find anything, I'm going to send it back to our sysadmin.
00:55:23.556 --> 00:55:26.616
They're going to look at that and send it back to me if they can't find anything.
00:55:26.816 --> 00:55:30.876
So it's easy for me to click the button and send it off to someone else. Awesome.
00:55:31.496 --> 00:55:36.576
I think the big word here is communication. You guys have great communication
00:55:36.576 --> 00:55:39.696
and a relationship between the departments, between the different areas.
00:55:39.816 --> 00:55:42.236
That's awesome. All right, Matt and Allie, anything else?
00:55:43.418 --> 00:55:47.398
Coffee, you mentioned coffee. Lots of coffee in the mornings and make sure that
00:55:47.398 --> 00:55:51.198
we get that going before. Awesome. Well, thank you so much. Thank you.
00:55:52.918 --> 00:55:56.738
All right, Pete. Pete, you were the one who, when you sat in the chair,
00:55:57.158 --> 00:55:59.598
multiple people walked by and said, you've got the legend.
00:56:00.518 --> 00:56:04.318
So you are a legend here in Indiana. Tell us about who you are,
00:56:04.418 --> 00:56:06.458
what your role is, and why you're here.
00:56:07.218 --> 00:56:13.218
Well, my name is Pete Just. I have been in education since I got out of college, I guess.
00:56:13.938 --> 00:56:19.518
Classroom, then technology leader, and left a couple years ago from my district
00:56:19.518 --> 00:56:21.998
that I've been in 24 years as CTO and COO.
00:56:22.158 --> 00:56:29.378
And along the way, just realized the importance of developing camaraderie and
00:56:29.378 --> 00:56:31.618
developing community and sharing.
00:56:32.918 --> 00:56:38.878
Successes and failures with my peers and helped to start the Indiana CTO Council,
00:56:39.198 --> 00:56:40.918
which is the event we're at today.
00:56:40.918 --> 00:56:43.138
And it's been just a lot of fun.
00:56:43.278 --> 00:56:47.598
I currently serve as the executive director, which really my focus is on working
00:56:47.598 --> 00:56:52.918
with the other orgs, the Superintendents Association, school boards,
00:56:54.158 --> 00:56:57.538
ASBO, and others. And it's been a lot of fun.
00:56:58.038 --> 00:57:01.498
And this CTO clinic or council, is it a council or clinic?
00:57:02.218 --> 00:57:06.578
Indiana CTO Council. And this is the clinic.
00:57:06.898 --> 00:57:11.458
This is a relatively new event, correct? This has only been around for four
00:57:11.458 --> 00:57:13.398
or five years? That is incorrect.
00:57:13.918 --> 00:57:16.398
Way to go, Mark. Way to be informed. I just messed that up, bro.
00:57:17.078 --> 00:57:20.338
Where did you get your information? You're going to run Pete off. I know. I'm sorry.
00:57:23.172 --> 00:57:28.252
We actually started the very first one the first year that we had a chapter,
00:57:28.832 --> 00:57:30.172
and that was held at a high school.
00:57:30.532 --> 00:57:34.112
They had just finished a renovation, and we did it in the high school.
00:57:34.352 --> 00:57:38.312
And then we thought, well, we've pretty much filled up the high school with 50 people.
00:57:39.032 --> 00:57:43.912
So let's go ahead and find another place. And eventually we've gotten to this
00:57:43.912 --> 00:57:46.172
place. We just moved to this location this year.
00:57:46.332 --> 00:57:49.172
What year was the first year?
00:57:49.312 --> 00:57:54.832
I don't know. Well, you know, I think maybe that was 13 years ago. Okay. Very cool.
00:57:55.692 --> 00:57:58.852
And what else do you do? So you retired from your district, and what else are
00:57:58.852 --> 00:58:01.212
you doing outside with your time? You're staying busy.
00:58:01.392 --> 00:58:06.092
Yeah, yeah. I've been working a lot with COSA National first as their subject
00:58:06.092 --> 00:58:11.232
matter expert, which is their way of saying, will you help us for free? And I said yes.
00:58:12.992 --> 00:58:18.572
And so I became their SME on Gender of AI, which was a lot of fun because I
00:58:18.572 --> 00:58:23.692
had been kind of doing some of that work here in Indiana, and so it was fun to do that nationally.
00:58:23.952 --> 00:58:30.212
And so we then got a, they then got a line item, so I became their director,
00:58:30.572 --> 00:58:33.972
their AI project director, and then we got a Gates grant.
00:58:34.192 --> 00:58:38.252
Then I became their, on top of that, kind of in charge of that Gates grant,
00:58:38.332 --> 00:58:42.672
which that's really exciting because COSIN has this tool called the Generative
00:58:42.672 --> 00:58:46.812
AI Maturity Model, which was developed with Council of Great City Schools,
00:58:46.932 --> 00:58:48.992
as you know, and really started there.
00:58:49.132 --> 00:58:55.152
And so we have been working to try to build out capacity so that,
00:58:55.152 --> 00:58:59.312
you know, Coaston serves a lot of medium, large districts, not so much the small
00:58:59.312 --> 00:59:01.732
ones very much. And so we're starting to work with...
00:59:03.017 --> 00:59:08.197
AESA, the Ed Service Agencies Association, to provide these trainings for school
00:59:08.197 --> 00:59:12.597
districts across the country to be able to help their school districts know,
00:59:12.737 --> 00:59:17.057
like, okay, what's our current state in regard to adopting AI across all areas
00:59:17.057 --> 00:59:18.597
of the district, not just academic,
00:59:18.837 --> 00:59:21.997
and what's our future state, how do we build the roadmap to get there,
00:59:22.017 --> 00:59:25.717
and of course, our good friend Tom Ryan has been doing that work for quite a
00:59:25.717 --> 00:59:27.837
while, so he's a big part of it as well.
00:59:27.837 --> 00:59:32.517
We talked with somebody, Indiana has kind of a unique model where you have these
00:59:32.517 --> 00:59:36.597
education agencies or organizations that support your districts because it almost
00:59:36.597 --> 00:59:41.997
was a requirement that districts be a part of these agencies for a long time. So much more robust.
00:59:42.197 --> 00:59:45.997
It sounds like 93% of school districts are a member of an ESE.
00:59:46.377 --> 00:59:52.977
Yeah, they're ed service agencies. But here, yeah, like so we've got nine in Indiana.
00:59:53.277 --> 00:59:56.557
Central Indiana Education Service Center is the one nearest us.
00:59:56.557 --> 01:00:01.297
If you drove by the pyramids on your way around, you can't miss them from the airport.
01:00:01.917 --> 01:00:04.817
They're on the second floor in Pyramid 2 and 3 over there.
01:00:05.177 --> 01:00:08.457
And they just do great work. They partner with us very closely.
01:00:08.457 --> 01:00:12.617
We use their facilities as a council, and they're really great partners.
01:00:12.797 --> 01:00:17.657
And they're actually hosting COSIN to do its first district event there for
01:00:17.657 --> 01:00:21.037
school districts in this generative AI thing that we're talking about.
01:00:21.417 --> 01:00:25.637
So, yeah, they're all over the state. Now, you pay to be a member here.
01:00:25.637 --> 01:00:27.377
Every state does these differently.
01:00:27.577 --> 01:00:30.397
They call them different things. I know New York and Wyoming,
01:00:30.517 --> 01:00:33.097
they're called BOCES and other places.
01:00:33.337 --> 01:00:35.837
I don't know what they call them in Massachusetts or Missouri.
01:00:36.097 --> 01:00:40.677
But anyway, I think they're called 23 different things in 45 different states.
01:00:42.557 --> 01:00:47.197
Very cool. I don't have anything. I was just sitting here. Ran out of stuff.
01:00:47.377 --> 01:00:49.177
Well, the bar just opened as well.
01:00:49.657 --> 01:00:53.597
I'm a little distracted, Pete. We need to get us an A1 martini. Yes.
01:00:54.017 --> 01:00:59.537
I did see the A1 Martini proudly listed as the drink of choice for tonight. So thank you.
01:01:00.157 --> 01:01:01.977
Absolutely. Great to be with you. Thanks for joining us.
01:01:04.079 --> 01:01:07.339
Well, we did it. Yes, we did.
01:01:07.619 --> 01:01:11.059
Indiana is a fun place. It is. We've had a really good time.
01:01:11.159 --> 01:01:14.479
Met some great people. Yeah, yeah. People here are fantastic.
01:01:14.619 --> 01:01:15.499
Everybody's super nice.
01:01:16.279 --> 01:01:21.779
They put on a good show. Yes, it's been very good. Very well attended. Like lots of people.
01:01:22.139 --> 01:01:25.839
Yeah, huge for a state conference. This is probably the biggest one I've seen so far.
01:01:26.299 --> 01:01:28.179
Yeah, Josh and I, we were comparing this.
01:01:29.079 --> 01:01:31.979
And quick shout out to Missouri's chapter metal.
01:01:32.799 --> 01:01:38.239
But Indiana has really, I mean, they've gained their members and they've created a community here.
01:01:39.139 --> 01:01:41.439
I think we can go back and talk to Megan.
01:01:42.839 --> 01:01:45.699
I mean, there's more to be done in Missouri.
01:01:46.939 --> 01:01:50.339
Some cool ideas, too, I think. I'm going to go back home and start swapping
01:01:50.339 --> 01:01:53.839
out my Windows laptops for Chromebooks and iPads.
01:01:54.019 --> 01:01:56.199
That was an interesting story.
01:01:57.559 --> 01:02:02.739
That's an interesting idea. You should go first. No, we're not.
01:02:02.919 --> 01:02:04.519
I can tell you right now I'm not doing that.
01:02:04.719 --> 01:02:06.959
But it's an interesting idea.
01:02:07.359 --> 01:02:12.659
And even for me, the vibe of curriculum and maintenance and tech all using the
01:02:12.659 --> 01:02:16.899
same ticketing system and having great communication between the three.
01:02:17.059 --> 01:02:20.439
Of course, that sounds like a wonderful idea. Yeah, very cool.
01:02:21.299 --> 01:02:25.919
All right. Anything else for the good of the cause? No. Hopefully we get asked back.
01:02:26.359 --> 01:02:29.239
I'd like to come visit that high school that she was talking about They have
01:02:29.239 --> 01:02:32.579
5,000 kids, a TV studio. Three cafeterias. Three cafeterias.
01:02:32.719 --> 01:02:34.179
Wow. See which one has the best lunch.
01:02:36.039 --> 01:02:38.659
Chris, I'll see you next week in Maine. Holla.