whether or not the develop is positive or negative forither the physical evolution, the perceptions of the disease, or the future of the disease event impacts. we do it in a -- for all the new stories that we think are significant. and we report on that. we keep track of time line on how things are unfolding for each of these categories with respect to evolution and perception. and we keep track on daily basis of how things are evolving with respect to pandemic. we keep track of that on a cue mulative bases a we judge though we think things are going. and overall where we think things are headed is right now moving up that framework from is

the iection rate high? is that do we have a high r subzero? it doesn't appear we do. that leads to a slower patch, below r subzero is good for a lot of reasons. and we believe we are heade at the moment, all signs indicate towards manageable disruption, a relatively mild pandemic, we have therapeutic and vaccines on the way. that doesn't mean that things can't can. they can. that's why we are watching this. they can change n unpredictable ways. and we're tracking that. that's it. thank you very.

>> good morning. i'm robert lee from the american health organization. :

>> i worked in the division of paso. and this unit was created after the mexican earthquake in the '70s when it was realized that there are significant public health disasters and while disasters cannot be prevented, certainly they can be trained public health officials and what to do after such an event. and as time unfolded, this concept was radical at the time began to actually take hold and now there are many more players in the field of disaster preparedness and response. and my own personal history, i actually come from the republic

of trinidad and tobago in the caribbean, and i used to work in hiv. and then a hurricane, called ivan, hit and destroyed 95% -- damaged 95 percent of the buildings on that island. and actually was quite a unique situation as old infrastructures collapse, the government basically was paralyzed, and the role of the various aid agencies came into play. the next year, another hurricane hit and i was part of a team that was deployed by paho to observe the response to katrina. and after this i was asked to come to washington to help set up an emergency, which relies would be necessary in the event of pandemic. so i have been working since 2006 to create an emergency center which was driven by the anticipation of the pandemic.

but i digress. the pan-american health organization is the oldest health-based organization in the world of. it was established in 1902. the original name was the pan-american sanitary bureau, it is still legally referred to as that, and rer to as environmental health focus related to yellow fever and malaria which is affecting health a great deal, particularly in central and south america. it cprises 35 governments, and also three participating in the european governments providing funding to the organization. it is the american -- is the regional office for the world health organization for the countries of the americas. the world health organization

was created in 1946 after the war, and it comprises of 190 member countries and it is a specialized un agency. the area i work in, the area of disaster preparedness and emergency response, is a decentralized. we have three sub regional offices, one in the caribbean in barbados, one in costa rica and one in ecuador. and the sub regional offices are responsible for the various activities we have in these countries in those regions. this year as an abbreviated timeline, go to the next line which is much too densely populated. it was very, very quick. the first otification came on the 23rd of april, and it s about 10:00 at night.

and i remember this because i was cled and we activated the emergency ops center, immediately started gettin information, and also contacting people. as with all emergencies, we actually had most of our team were in ecuador at a meeting, and as you all you all know whenever there is an emergency, it is late at night and on the weekend aneverybody is on holiday and a cell phone switch off. [laughter] >> i was actlly in a cinema at the film festival and actually had to leave the audience because my cell phone and blackberry kept going off. so i remember very precisely when i was notified. so what happened was, by chance the director of the world health organization was in the oice. she came to the eoc the following morning and i had the first meeting of the organization. within a few days, world health

organization declared it a public health emergency of international concern. you must remember at this case we do not really know the severity of the virus. we were getting stories about there were many deaths associated with, and the big rush was to investigate to see exactly what it was. of course, there was a lot of data cleaning to go through, and this took some time. also, there was a big push to try and do testing because the initial positiveesults came from a lab in winnipeg, in canada, with the cdc try to establish an country lab testing as quickly as possible while trying to manage the general publics increasing anxiety about the evolving situation. so within a few days, it was declared a phase for which is

more than one country in the same region, and then a phase five, more than one region of the world affected by the virus. and there was some misunderstanding about the w.h.o. categorizations by face, and many people thght the a's is that the severity of the impact. when in fact it is a geographical description of the spread of the epidemic in different regions. and estate six means, which we are currently in, now the virus has spread throughout all regions of the world. this is just graphically, this was probably covered yesterday. okay. so just to summarize what the organization has done is that we have -- the main struggle was to keep the information for going

into managed information, and also between the countries but also with headquarters and within headquarters as this actually was a unique event. there has never been in recent historand even which covered so many countries at the same time and required all levels of the organization to respond. and so it really tested our capacity, and also identified some of the strengths of the organization. paho has country offices in all the central and south american countries, and the caribbean. the 27 english and dutch speaking island are filled by the country offices. some of these islands have very small populations. the smallest thing a population of 4000 people. and so we have an office in

barbados that covers 10 of these eastern cabbean countries. and so we actually have this network of country and sub regional offices which allave disaster preparedness focal point, and all have some sort of focal point in each country dealing with disaster preparedness. jeff merkley, it really been because of hurricanes and somewhat better prepared for emergencies done other countries because every year we have hurricanes, and usually the hurricanes have some impact on the population themself by country preparedness response activities and their systems were actually attending to these events. the current hurricane bill is being tracked by my office and

it seems that it is being downgraded. however, we will get some rate. but last september we had a freight train of five hurricanes in four weeks, which more or less followed the same path. and did quite a lot of damage to several countries the worst of course being haiti, jamaica, but also the cayman islands and others. and it is this sort of experience of having frequt events that we actually capsulized on disaster preparedness for the pandemic that is played out in terms of the response. since 2005, we hav actually been encouraging all countries in the americas to bring their national and pandemic plan. initiatives with our avian influenza and it was a strong element of agricultural health and so on. we did actually see from the start that this was not just a

health issue, and from the start it was conceptualize the pandemic would be an emergency or disaster like event which would be jointly handled between the people involved in surveillance, epidemiology, and health services, but also the disaster element. and the experience in the last few months have shown this to be true. we mobilized nearly a million. we flew to the country. also supplied personal protective equipment gears to all the countries from different sources, and also have mobilized i think the counties to 100 technical advisors were moved from one country to the next as the epidemic spread from country to country. at the moment, things seem to have stabilized, but the are ongoing activities in argentina, chile, ergo i. we are acts actually

anticipating the second wave of the pandemic as it is now winter in the southern portion and we're very interested to see whatffect this would have on the characteristics of the pandemic. we also, as john spoke about yesterday, anticipating how we are going to deliver all these millions of doses of vaccine, and how we are going to make sure there is equitable sharing of vaccine to countries. as the americas contain some of the poorest countries in the world, in the americas, and also the infrastructures in some other countries are weak. in terms of the community preparness, what we found is that a big part of what was necessary was this strong need

for social communication, written communication, crisis communication. while they were not heavily impacted by cases, the public panic on the event actually required a lot of strategic thinking and planning. in mexico, for instance, the control of information by the government what became the big issue as the press began to sort of examining every single statement that was made from the government to any sources, and then the minister of health would have to answer, sort of the minutia of questions even with the encor evolving situation. in the caribbean is quite interesting. in some countries the government actually spent a lot of time on communicating to the public, being very up front elegant way

to get information, an also keeping them apprised of the ongoing situation. so when the team of a basketball players return from trinidad, with several members of the team becoming ill and be confirmed as being positive h. one and one, the public reaction was good. and the reason for this is that the government was very honest about what had happened. kept getting an update on the status of the basketball players, none of them got seriously ill, as was getting information about the pandemic in the caribbean. in contrast there was an incident where a cruise ship became sort of a mary celeste were some cases were identified aboard the cruise ship. counies were not informed immediately. and so about four islands which used to let e cruise ship docked, and so for a week at the

cruise ship traversed the caribbean before it went back to its original base and the relieved passengs got off at what was interesting in that case was the health impact actually wasn't very little. the cases were mainly among the crew. it was fed by crew being replaced from island to island. testing was done in one island as the results came back after the ship left, but what happened was that there was panic in some countries, and it actually had to beanaged by not the health sector, but by the financial and intuitive sector who were insistent that better approach to handling such events. the cruise ship industry, you can imagine in the caribbean, provides a significant income to many of the countries. and this issue of pandemic is taken seriously. this impact is the restriction

of information to information goes out very heavily to centers on garda. they tend to be very pandemic, speaking only to laboratory confirmed cases. and therefore giving an illusion that the number of cases in the country is relatively modest. as we all know, the system for testing and identifying will impact. so social communication is a big part of the preparedness, as well as invoking all the national systems of disaster preparedness and response, and linking a pandemic response to the national disaster plans, as well as updatg our hospital and help service plans in the caribbean. all caribbean countries now working on their pandemic plan revisions for hospitals and

health services. and were having a meeting next week in barbados just a sort of make sure everybody is still on the same field and to identify any ongoing gaps. another thing that we actually managed to capitalize on his new technologies using illuminate, which is a software that promotes virtual meetings. and so we actually there are sub regional office have been reading sessions sessions with the countries of the caribbean. they share information and also to get information on country need and also any questio, because the need for information on technical guidance was almost overwhelming. and the system we developed was to capture information from various mechanisms, and then have a team post information o our website because it was not possible to answer every single question but we analyzed type of

questions and we refer people to the website. so in conclusion, this event was unique in terms of a simultaneous impact on all countries in the americas and the world. it tested the organization's respse, and identified its strength as well as some things that we are hoping to address more completely as time evolves. we are using this phase of planning for the next wave of the pandemic, as well as planning of future activities. the emergency operating center, which is still not in a permanent location, managed to deal with the evolving situation, and also rapidly scale up its capacity and staff and services going for being open 20 hours a day and increasing the staff from four

to i think 22 the night of the event. i think i would like to stop here, and follow up with questions. thank you. [applause] >> good morning. you know, last night i was a very good boy. i spent a little of time doing work, presentation, and should send e-mails, had a nice dinner, took a little tour of washington, saw the monuments. but some of you, some of you look like you have been had a little too much partying last

night. you look a little sw this point so i want you all to stand up right now. come on. i want you all to stretch. come on. get your hands up. all right. i want you to put your hands down. i want you to turn to your right and say hello to the person next to you. okay. i knowhis is difficult. i want you to turn to your left and say hello to the person they're. now i want you to find a chair and we will try to reduce your maximum bottom time. thank you for joining us this morning. is a pleasure to be here with you. its 3000 miles from california. i understand the smoke has cleared a little bit. we're not burning as much as we were yesterday. so what i would like to talk about that this morning with

you, and then as the oer fine panelist mentioned, we will go into some questions and answers, is a bit abouthat we see this event being in terms of other disasters and prepared is that we done across the country. kind of the difference between a type of events that we have to deal with and then maybe some thoughts somewhat might be i will call the best practices but maybe some good thoughts somewhere we might go together to try and deal with the events. we have three overall goals, and this is not in your handout but i d want to mention to you. the first is to decrease the number of the severity of the illness itself. at georgia yesterday, we got to communicate who should receive the vaccine first and were to receive it. i think that's absolutely critical. secondly, for the small pandemic response we need to decrease the burden on the health care syste and maximize its capacity. and i cannot say that strongly enough. this is going to be won or lost in the trenches.

and this is supply and demand issue. there is always so much we can do on the demand side for the vaccine and making sure that others good social distancing and wash her hands and all those kinds of things, but people are going to hit the emergency department. people are going to the primary care the next and the health care system is going to have to react. very differently than it does for other types of hazards. very differently than it does on a day-to-day basis when it's already very much overwhelmed in major cities around the country. we run a 90 plus occupancy rate in most of our hospitals. so it's very critical that anything that we can do to decrease the burden on the system and get that health care system ready to respond. and then finally, we need to minimize social destruction and the impact of the critical community service fire, law, public works, etc. you know, we have a say in any eahquake business that, in fact, a hospital without heating, ventilating, air-conditioning and medical

gases, water, etc., it's a building with a bunch of sick people. and if we're not going to have the staff to run the key and critical community services, we're going to be in trouble. okay. most of the disasters that we have been planning for, frankly, in the united states have been very much mass casualty event oriented. we have seen not only in the states but around the world, we have many different types of impact on the populace and medical health system from disasters. but again, we tend to think of large numbers of injuries, you know, and the patient transport, disruption of people overwhelming the hospitals, etc. we have been spending a lot of money in recent years on terrorism, and getting ready for large chemical biological, real logical, nuclear explosive events. so a l of what we have been doing comedy expectedly met with natural disasters, floods,

hurricanes, fires, earthquakes, tornadoes, etc., very much masthead of the event oriented. there has been some great thoughand good work and we'll talk about it in a second has gone into bterrorism, communicable disease outbreak there but i was a particularly in the hospital preparedness program to repair the health care system for disasters, the homeland security programs, that they have really been mass casualty event oriented. not necessarily a public health emergency. and that's really what's very different in this kind of events. for us in california, and i think for a lot of our partners around the country, we have tried to settle by this and break it down. we're looking at building a system that has three different components. the first is building the capacity and capabilitie looking what's there at what's there in the existing health care system, trying to strengthen that, build field deployable resrces, secondly as we look at that system, its capabilities, build

infrastructure as far as managing event, command is a word that public safety uses. those of you from fire service, light civilian service i'd can we talk about management. talking about control, working together and communicating together, using the management system, the acronym there is simms, win california develop a standardized managent system which simms is based on. it's a way of working together and bringing all the partners tother and understand that we are in this in a complex emergency together. and then finally we know in our capacity as we know what the system is and how we're all going to work with each other and communicate to tie it together, and then train, train, and exercise and enhance medical provider readiness. we spend a lot of time and money as have our counterparts in other states building what we call mobile medical assets. we've got analyst striking programs with large vehicles full of supplies to support and answers when they deploy.

we have at the right doctor, california medical assistance teams built on the idea of the federal disaster medical assistance teams. in many states are building their own guilmette programs, the bottom of. whatever we deployed medical resourcethat we want to manage that and provide logistic support. again, while after our federal counterparts. and then on the botto right ere we have built-in pchase, the three largest mobile hospital field in the world. fully equipped hospitals with a 20 bed ed surgery, and intensive care unit, thesere totally self-sufficient or they can be deployed in 72 hours and several other states have built facilities that are similar. all the states have to put together wt's known as the emergency system, the advance registration of volunteer health professionals. anybody say, you know what that

is? like a federal government requires part of a hospital program that we all develop registers a volunteer health care professionals. the idea is that those individuals would be part of the ongoing system would be trained, would be available at the local level, would be ready to go when the disaster happens. and california, we had a california and. but the basic concept is that we have a registry of individuals who are interested in responding in disasters. i would point out to you though that as large as this registry is going to be, we have one of every six licensed health care providers and united states. and other states have been tremendous jobs and building their registries. that at the time of this event, or any disaster, the content of that registry is zero. these are volunteers. they may be already engaged in providing health care services in the community. many of them have signed up on

three or four different volunteer activities, just the nature of people that are interested in disaster response and the kind of overextended himself. but threality is, an event like this they may not be able to leave theast coast to come to the west coast or from the south to go to northern california. and so we have to understand that registry is only as good as the volunteers in tension at the time. and it's important for us to make sure as we deploy personnel that they are actually our most treasured asset, our most treasured resource. we've got to protect them. we've got to make sure that they are there and that they are saving the job doing. . .

>> and we're writing one now for nursing homend primary care

clinics. so put a lot of resources into all of this. what does it come down to? in my mind it comes down to partnerships. building a system that has components and the components are really in this case the partnerships that are there. and in emergency medical services we have a saying that no one owns it and everyone owns it. the disaster medical and health world goes beyond hospitalsnd ambulances, and gets into a whole group of partner that we don't, in ems and the public health work, folk that is we work with military, care and shelter folks, the emergency management folks, and so it's very critical that as we build that system and partnership and we have the right people at the table. one group of people that i think

we've kind of forgotten is the public. i know we all talk about disaster education, 72 hours, 6 hours, public health folks do an incredible job getting out there working public health, environmental health, but i think we need to make sure that we're thinking of the public not just as victims but as partners. and they are equally as important to all of the other entities that are listed here. yesterday we talked, listened to one the speakers talk about the media and importance of the media. the custome it's the public as well as health care providers and the public that we're most concerned with. so i think it's critical that we have them at the table throughout the process. so what's the difference between this event and the typical fires and earthquakes. this is a mathon. it is not a sprint. okay? for those of you who are managing or participating or

providing services or your businesses were affected, we got pretty tired. i'm sure some of you did also. what's it going to be like six months into this? i think the tempo is different. you know, i use fires as an example. one hazard that we face a lot, we kind of ramp up real quickly. we had about half a million people evacuated in a fire. but it was over with in a they or two. okay. again. it's a marathon, not a sprint, but it happens real quickly, and we're moving spa the recovery phase. to it's a different approach. there's a lot of unknown. i think that's the one complaint that i often hear from the health care ald public. we don't know everyone there is to know. we had a good idea. the partners in the southeast have done jobs preparing the

public for a hurricane and walking them through what will happen and when what the aftermath will look like. we don't know what it's going to be like. i think that's the sry part. and external events and the information provided really do shape our response. we have to understand that what does happen on the other side of the world, unlike the locally generated earthquake, fires, tornadoes, are going it effect us quickly sometimes very strongly and finally government is both the responser and the victim. we are not the ultimate deep pockets are is going to provide all the resources. we have situation that we have to deal with. and at the same time with expected to assist the public and health care community. i do believe though that the work that we've all done to date, the united states really is pushed program emergency

management, many of us have gone around the world talking to other countries. the ideas and incident command system and multiagency coordination systems making decisions tether, working together, these are all critical ideas and programs that we move forward. and i think and i know that we will work. it starts with a clear response organization. who is in charge? one of the first things that struck me when we got involved in a lot of the iowa tousm planning was all of the sudden it wasn'the emergency management agency, it was the public health officer. but is it one versus the other? isn't it really both? and i think that's a critical issue that has to be talked about now. we can't wait. this is coming, folks, we have to deal with it and the one thing the public wants to know is who is in charge? i think all of us look back at september 11.

mayor giuliani was in charge. now behind him was his a team, the health officer, the chief of police, the fire chief, and so this kind of is important to understand who is in charge and then who will be speaking for the organization and at what time? we have to talk about the response of others in the operation. typil of all hazard response. but again this is an ongoing event. what are the rules of the engagement? now i've been on t end of the telephone other the years when down through the governors office and the call has come. give them whatever they need. we may have not anything to give them. if we don't have a thousand strikes in a ware house, how will begive them everything they need? what are the funding options? what's going to make the most

bang for the buck, and what's going to make the difference after the event. we still haven't quite figured out how do we imburse for health care provided in a disaster. it's very clear theublic structure and stafford act was not just set up for that purpose. i think, and i would ask my federal partners to be it doing some serious thinking about at this time. three areas that think i are going to me the biggest different, strengthening partnerships, risk communication, and provide sour guidance, working with the health care industry. when the emergency management folks of looking at overall disaster, it's very clear when they look at the folks in uniform and public service, fire service, they know exactly what they do. they know exactly what the public works people do. when it comes to public health and ems, they are not quite sure.

on the ems, a lot of fire service, but public health is kind of new to them. it's kind much in the area and discipline of emerging discipline that aren't as well known. and so i think it's important for us ems to reach to public health and public health to reach ems so we have a clear message that we can give to the emergency management agency to our other partners about what we are, how we work together, we're available 24/7, we are responders, we are first responders, we are first receivers, we're a number of different things. but together we are the medical and health recovery team that's going to work with emergency management agency and the other partners. but ems and public health have to talk together. they have different cultures. and those cultures sometimes get in the way of an optimal response and optimal partnership that we can turn to the

emergency management agency of the partnship and say this is who we are, this is what we do, and this is how we're going to strengthen the response. obviously working together before an event, training, meeting, exercising, understanding those cultures. when i sit down in a a meeting and i sometimes visit a county or a city, and i listen to the discussion often times between public health as an example, fire service and law enforcement, one group wants just the facts. let's get to it. another group wants to talk about all the issues surrounding it. we don't have time for that. we have an event that's coming. during the response itself we tend to get into our own silos. we talk about silo plans. but during the event itself we need to get into the emergency operation center or we need to have representation. greatest example in our state, many good examples, one in san diego at their medical operation

center. there's representative from the dical, hospital, clinic, medical reserve corp, it goes on and on. that's a lot of people. but i can tell you it makes a difference when everybody is from. and we need to defy what mutually is not during a disaster response in this kind of event. so the communication stand point, it's not too late to plan. okay? we all talk about lessons learned, lessoned relearned, experiences, and april and may gave us some good experiences and lessons. let's put them down. but let's use the princip and keep it simple. partnerships, schools we talked about yesterday. it's really an area that yes we have done a lot of work in our state with schools. but this event veryell maybe given to us from the stand point

that we can make a difference on the demand side of this if we can wo with the schools crab rattily and reduce the number of sick kids here as much as possible. the messages that we give out, who's giving the message, what's the content, is there spokes people this are believable? is it in multiple language? in lake they answer 9-1-1 in 60 or 70 languages. america is an amazing mixture. we have to change our messages and delivery system. this whole thing with social networks, twitter, you name it, all the new mechanisms, let's understand how good they are, who's going to look at these devices, who's going to take action based on the message that we give out and let's use these

thoughtfully and use them well. and let's make sure that we deal with the issue of rumor contro this thing c get away from us really quickly. i mean when i talk to law enforcement they are very concerned. they see limited resources, vaccines, they want to make sure th there's protection and security for that. they want to make sure there's protection and security for the points of distribution, these are all issues that are very important to them. and so i think it's important for us on the medical and heah side and working with the leaders that will be the spokes people to make sure that we're very clear on our messages. tell people what we know and also uerstand what we don't know and get back to them as quickly as possible. it's important in working with health care providers that in fact we understand the situation they are in. during the anthrax event, i think the hospitals as we understand it felt very concerned. because there was conflicting

guidance comes from city, county, state health departments. they felt like they were left in the lurch, they were the people coming through the front door, they were getting those calls, those triage nurses, overwomenned. we need to understand that this seen going to unfold, and we need to make sure we say what are the sources of authority and direct our provider partners to the sources of authority. that we neeto work with them on trying to levage as much as you can, a supply chain for rsonal protection equipment, given a clear direction on usage. make sure they are vaccinated, get everybody vaccinated if that's what it's going to take. that'sp to the community. we need to work together and have them understand when to come and how to come to us. i have a relative that lives in central america.

and after hurricane katrina, they happened to be read the the newspaper that a german tourist had left there in the hotel that they own down there. and this was sent to me by my relative. [applause]

>> host: this is -- >> this is certainly ver informative. we can take some questions from the audience at this point. anyone? >> i know last year you wanted a large california lines as i understand that the -- i'm sorry. i'm in the wrong state, earthquake, for everybody and ing all the calculations. how did that work? what's the different? >> start out with what they call the great shake out, which is the annual event. that was 7.8 earthquake in california. and it was a great launching point for public education stand point into our statewide golden guardian exercise which we do every november.

and it starts out as a terrorism base exercise and now it's all hazard or it was in fact the scenario that was used. it went pretty well. the california emergency management agency is writing up the report on that. i can tell you from our stand point, it went really well. we look add the developed processes hopefully to order more resources and support local needs. >> canhat be used for h1n1? >> yeah, the question was can we use a portion of what we did in golden guardian for h1n1? our former director of our emergency management agency said years ago you don't want to get your partners at 3:00 in the morning on runway. i think that's what we're looking at. i find for all the hazards we face and other until the southeast, it's the same people

in themergency operation center at 3:00 in the morning. we bring in other technical matters and the hazards event and communicable disease event. and i think it's critical that we use those systems. that's important. we don't want to create new systems. we have to stay to our strengths. yes, ma'am? >> i was wondering if you have done any joint looking at earth quarter during a pandemic that kind of planning? or a double event? >> i'm sorry. i didn't understand. >> she was asking if you've done joint disaster -- simultaneously, no. but i think we had a good test in april and may because we had a large fire in st. barbara the same time we were dealing with h1n1 and our partners in the southeast werelanning for hurricane as well h1n1.

again it's the same structure. you may have a different report you put out, some specifics in the resource that is you look for trauma supplies and anti-virals, but a lot of the partners are the same. we shouldn't be created all new systems just for one hazard. we're going to fail if we do that. >> the question for mr. lee, we have no idea what the situation is africa is. you can see what's going on in africa. yes, for a long time there were very few cases reported. there's an increasing number of countries reporting cases. one of the problems with the african reporting related to the number of labs that were functioning and testing, that impacted on the reporting. but there are cases in africa and different other countries at

the moment. they will be held daily regional meetings every morning at 6:00. and all of the regions of the world reported including africa and certainly in april, may, and on up to june, africa still hadn't reported many cases. there were few cases reported of travelers, but only the last few weeks we're getting cases being reported. of course aga understanding that the systems of surveillance detection on investigation in africa are not as swell developed as other parts of the world. any other questions? can you come up to the microphone here in the cenr?

>> yes, sir. >> hi. what did we expect the role of fema to be? for anyone? >> from a state per sective, we are following the national system we've all agreed to which

is the national response framework which is emergency support function, emergency support function number eight, public and medical, we're going through hhs and hhs is then going to fema. as i go through my state emergency management agency. i'm not a federal employee. fema has done as an agency some very good things in the last couple of years. we hope that this continued blueprint -- improvement is there in worng with us. >> hi, this question is for mr. al bridge. -- aldridge. you said that you thought the economic impact would be manageable if there are no significant changes. i guess there's different definitis of manageable. it seems to me that it would be because sars which was so big is

only limited to a couple of considerates. this is worldwide. it seems it would be much bigger than happened with sars? >> yeah, sars that's a good question. this is what i meant. sars was a very short event and it was driven by fear. so there was a very, very large fear component to the overall economic impact of sars. as i mentioned, the direct medical cost or the cost of dealing with the illness that were on the 8,000 or so illnesses was only about 1of the overall cost. so it's what i would call a fear-dominated event. th overall sars event. in this h1n1 pandemic, it will be a bigger event than sars from a global perspective. that's for sure. because it's a global event. it will also ranch out over at

least a year where as sars was a much narrower event. so we're spreading out the impact over time. and although the absolute number may be larger in terms of the economic impact globally, if it's over the locality and time in a way that die lutes it so to speak, and the big difference and the thing that we're really focused on is that so f, you know, remembering that i've been wrapped up in looking at the economic impacts o influenza and other emerging diseases fkr a long time. so i tend to assume a lot when i speak about it. but the so far the viruses cooperating meaning that we've got a relatively mild virus that's largely attacking the

young. if you look at the existing data what you'll see is that this is a disease primarily of the young. if you're over 50, you're very unlucky if you get the virus. if you do come down witht and you're over 50 though. it's likely to be rough on you. much more likely to be rough on you than if you're younger. but overall the virus is cooperating. it's mild, it has a relatively low r subzero from what we can tell. which is very important for the overall impact on public health. so while we've run up in the ben -- buenos ares where the public health looked like it might be

strained we haven't seen so far greatfully, the kind of system that tends to be a breeding ground for fear. because when you really ask what's going to cause the thing to get out of control, it's local people in response to the disease outbreak really become fearful and that fear starts to spread. where the economic consequence would multiply many, many times and become unmanageable. so because we -- the virus is cooperating, because we have done so much planning for h5n1, not everywhere in the world but certainly in the u.s. and in other oecd countries because the governments have so far acted responsiy overall reasonably and the message have been reasonably calming and we've

stayed away from fear, overall i think it's a manageable eve. it looks to be now. but the wle reason we watch every day, you know, and grade every day, every event from the point of view of what does it mean for the evolution ofhe virus and what does it mean for perception, what does it mean forear, and what does it mean in terms of the responses that individuals and institutions are taking? the reason we do that is because the situation can change. and it could become unmanageable. so that's the long winded answer. but i hope i covered it. >> could you come up to the microphone in the center? >> thank you. >> goodorning. my name is kristin hill, and i'm the director of the epidemiology

center here in the united stat, i'm the only one who actually did that. i wanted it ask you about the special status of the risk populations of the indigenous populations of the world and what is being done to especially deal with these populations? i know the last go around the people in canada had a difficult time. so thank you. >> well, i can't answer your question in terms of the specifics of what the canadian government is doing. but i think the overall point that you're making or that your question makes is that we must find in preparing for pandemic that different populationing are going to be affected differently by the virus. i mean that's the critical point. and so far we've already seen as your question points out, the

virus hit indigenous communities in manitoba and in australia, and there's some concern about what's happening in peruvian amazon. with respect to the populations that are vulnerable. but i can't answer globally or for the canadian government itself on whathey are doing. do you guys want to add to that? >> we don't collect data by certain national populations. we only get country data. >> good morning. i'm with the department of the homeland security. first i'd like toddress what you answered sir on the involvement of fema in the h1n1 process.

secretary napolitano has made teams and on the teams are members of the health and human services, fema and other organization of agriculture et cetera. they have set up fema to train various member ofs of their organization to assist in going out and going regional assistmes. look at the populations that are being affected and to look at the responses that are ongoing and what needs to be done in the near future. so you're answer was were well made when the question was proposed on what's fema going to do? for dr. lee, sir, could you tell

us more about your plans where you had a slide that said lessons learned. it's coming up in september here in washington, d.c. would you tell us more about those plans, sir? >> they are series of lessons learned for the organization. the first one is barbados for the caribbean regioreceive what actually happened. the second one is the week after, again it's technical meeting mainly related to the aspect which will be held in ami for all the the countri of the region. and the third one is internal one at headquarters on the third week of september which is actually going to address how the headquarters responded. the third one which we are involved, which i am involved in, is an internal review. in addition to that we have identified a consultant to do an

analysis of the organization response and he will be attending all these meetings and will also prepare reports for the director. >> i'm fromcare -- cairo, egypt. when will it vaccine will able? i will have about 1,000 americans that will come to egypt. what exactly -- especially in cairo, egypt, is it a possibility? thank you.

>> i don't know when t vaccine will be able for the world. people chemosaying september, but i -- people keep says september, but i understand there are some logistical things in terms of the production of the vaccine and distribution. a decision was made under the encouragement of the director of the world health organization to the vaccine production companies which where in the process of preparing the seasonal vaccine so they actually were asked to switch to producing h1n1 vaccines. in addition to that we know that several countries have actually preordered vast amounts of stocks and the director of h1n1 was put in place of the systems that are vastly distributed to be equitab between the region with focus on those countries in the various region who do not

have the financial economic resource to buy vaccine in vast quantities. the answer is i don't know. i do know four egypt the regional office for the mediteanean is based in cairo, and i'm sure that the focal point there will actually make sure that the egypt would have its entry of that fee. as you know egypt has had an ongoing bird flu outbreak with deaths in egypt, and the concern is to see what will happen if there's any mixing of the virus strains. so the w.h.o. is monitoring the situation in egypt quite closely. >> one last question. >> my question is for the first

editn, you have informed us about using evolution and the death forms so many out there in the future of the act. now you have worked very hard through the criteria, but as for the evolution, there are systems to meet for the virus. but the challenge is with the perception, we can find the big difference between the continents within the population of the same countries. my question is how you can really monitor the perception and ensure as well as enforce it? >> well, it's a good question. so the question is how do you measure perception? and the answe is the only way you can really do it is with human judgment. there's no other way to do it. at lst for this event. when i say that what i mean is

you have a stream of things that are happening in the world and you have to rate them. you have to evaluate them. so what we've done is created a very simple transparent rating system. as i mentioned it goes from minus one to -- assume minus two to plus two. and it has criteria associated with the different levels. and simply had the human being who tries to match the event using their judgment, informed judgment with the appropriate rating. and then we give it that rating. fan you think we're good judges, you agree with us. if you don't, you have your own opinion. but that's the only way we can figure out how to do it. that's what we do. >> okay. i guess it's time to take a

break. we can bback at 10:50. and maybe a round of applause for our panel. [applause]

>>

>> as the debate over health care continues, c-span health care hub is a key resource. go online and watch the latest events including town hall meetings and share your thoughts on the issue with your own citizen video, including video from any town halls you've gon to and there's more at c-an.org/health care. >> now a discussion on career readiness in students.

the educational testing company, c.t., and the consulting firm america's choice host this event. this is about two hours. >> okay. you know we are jt so pleased. all of us should be very pleased that the secretary used this occasion to get mor information about their efforts. it's been very clear all of us know that he is just really, really focused on us doing what works. you know, we all get it. if we don't get very, very anxiously moving forward, unfortunate our kids are not going to be able to benefit from the american dream. we're going to change the list a little bit. but it's really keeping with the information from the first session this morning. now we're going to have judy codding, she's going to share

what's working aund the wld and what we know about american education. and that's important as we begin to think about what else do we need to do to make sure our kids are getting ready for college and careers with no remediation, it's the singular focus. it is my pleasure to introduce judy codding, then i'll introduce both of them to not interpret the flow. this is america's choice and a.c.t. have had a strong partnership for about a year and a half. and it has been my pleasure when i seen judy and cyndie schmeiser together. they should have knoeven other years and years ago. they make the perfect partnership. judy has spent the last 15 years taking a look at education and every nation around the world at

america's choice we have used that information to develop our own strategies and ierventions to support student growth. in addition to her strong background as ceo of america's choice we brought to that this long history of being relentless in education. and he liked to talk often and shows her love for the high school in texas that was the opposite as in new york. it was the example of have and have notes. this is a lady who has focused on making sure that all of our kids get the outstanding education that they need. otherwise they won't be able to be successful. and i have had the pleasure of knowing cyndie schmeiser for the

last four or five years. i've been on the add vier reboard and had the benefit of just getting to know a.c.t. from the inside point of view. those of who don't spend enough time online. if you want to expand what you know and being provided with some tools that you could share with your colleagues, i encourage you to go on a.c.t. web site and take advantage of these wonderful, wonderful reports that they launch maybe about every three or four months. cyndie schmeer has been an outstanding educator. a.c.t. is very, very happy that they have had her for aumber of years. i'm not going to share the number of years. we want people to think you're 22. everything that we see in terms of the growth of that organization their movement not only to stay attentive to the kinds of assessments that we need to have so that our kids will be able to be successful in

college. but also turning the list around and saying what else as an organization do we need to do? and we now what else is included at an explorer and plan and other programs to their tool kit. and a few years ago saying it's important for us to know take a look at -- a closer look at what's happening on the inside of schools. and from that move their quality core program. so i'm going to start here and we're going to begin with judy. she's going to share the rest of the world. we're going to bring it home to america. >> thank you, pat. [applause] >> and i know you join me in thanking secretary duncan and jim felton which is designed for you and not the rest of the people who are here to really

talk about the subject of innovation. and how important it is to our nationhat we do things differently for all of our children. it's really very coincidental, people have asked why did they choose this to make this sort of pushing forward on the concept of innovation. and i think that the work that we're here to discuss today in terms of what's good for kids with rigor and readiness which is going to be necessary to raise the achievement of our students. so i would like to echo also pats comment to those of you who are sitting and doing the most important work in our country today. those are you who are district

as superintendent, chief academic officers, teachers, other people who are absolutely on the ground critical. and we couldn't askou to come to a symposium as a more convenient time. thank you, and we recognize this. but i thank you for that, obviously in part it depended on when the secretary was available. and we wanted to be able for you to have that opportunity to hear what he had to say first hand. so thank you very much. i think it's very clear that the secretary spoke about the performance of our children. i want to say a little bit more about it. but before i do, i think all of you know who a.c.t. is. a.c.t. is an organization that i've had an enormous respect for having been the high school pbincipal for many years. and the reason i had respect for

a.c.t. is because they actually wanted to measure what kids learn. and i think that's a very big difference in testing in our country. and so it's enormous pleasure to be in partnership with a.c.t.. but not a lot of you know anything about america's choice. and i want to take just a minute to say you to something about america's highway. as the secretary said that america's choice was a program of the national center of education and the economic. we are now a separate comny. and our mission has never waiverred. and that is to get out students to high standards and high achievement, a performance no matter where the kids start. and i think that's an important issue. it's one that we share in common with all of you in this room. and we've had the opportunity to

work with over 2,000 schools and have been the turn around partners for a number of states, including arkansas, hawaii, massachusetts, et cetera. and we work intensively with school districts, schools, states, and we provide professional development, coaching, technical assistance, capacity building, and provide instructal solutions for students who struggle to do grade-level work. and i think that puts in context. and pat talked a little bit about my own bkground. i've had the unique opportunity of being an elementary school teacher, a middle school teacher and principal, a high school teacher and principal, and some of the most privileges education

systems in massachusetts, scarsdale and bronxville, new york. i've also had the opportunity to teach on university to do work in the people's republic of china. but actually as pat said the most important work that i have done was to be a principal of an satisfactory city high school in los angeles county. and it's funny but in my own life i came to the conclusio after spending many years in suburbia that i needed to understand what it would take to dramically increase the performance of kids in some of the most difficult situations. so all of you get theicture of the schools in l.a. county, it's not without exception with the gangs and drive-by shootings.

but what that experience did for me that it convinced me tha the most talented students in our country are sitting in our cities. the schools in our cities and rural areas. they are not just sitting in. it also convinced me with the right conditions and support with quality teachers and principals a clear hh expectationing, those kids will performance as well as any kids in the world. and that's what we have to expect of hem. so everyone who works as america's choice is cmitted to doing whatever it takes. andupportur most challenging educational situation. we wouldn't be here for this meeting if you didn't care about the hundreds of thousands of our

young people each year who are giving up on formalinning, abandoning school, and are actually prepared to do very little with their lives when they graduate from high school. and ed trust had recently told us that we are the only industrialized country in which our young people are less likely than their parents to graduate from high school. that's startling to us. and i think what we see is the gap of growing and they are tremendous. so when we talk about the achievement gap in our country, i'm not sure that we talk about it in broad enough terms. and yo have to look at the achievement gap in the differences between students in

difficult ethnic -- we also have to look at the achievement gaps between similar schools >> >> is the achievement gap between the united states and other nations. i think it's very important to

look at all four dimensions. and the initiative sponsoring this symposium by a.c.t. and america's choice is designed to address all four components of the achievement gap. but the one that i'm going t focus on right now is the difference between the united states and the other nations. just to get your attention on this topic in the economic conditions of the time, a mckinsey report recentlyame out that indicated the persistence of the achievement gap between the united states and other nations imposing on the united states the economic equivalent of a permanent national recession. now think about that. as a country, we would be -- we are in a permanent national

recession because our kids are not performing as well as other kids in the world. and they even went to the trouble to define economics and what that meant. it's the united states has closed the international achievement gap between 1983 and 1998, that's a 15-year period of time to raise the student performance to the level of such nations in finland, singapore, and south korea. the gdp in 2008 would have been tween 1.3 trillion and 2.3 trillion higher. representing @ 9 to 16% of gdp. so that's astounding. what was the achievement gap of our kids compared to other nations doing to every quality

and way of life? and it's astounding. so i think in terms of what the secretary said, it's very clear that we can't continue with the status quo, that we have to do things different. we have to look at different ways of educating our children and meeting the needs. therefore, the i3 $650 million fund that every person in this room aught to be applying for without exception. and let's take a quick look at the data that the president of the united states has looked at and the secretary of education and his staff has been pouring over the cause them so much concern. and i think all of you are really familiar with piza. it's something that you are not, it's important.

because it's the most comprehensive international assessment today. and that's were interesting is opposed to timss and other international pieces of information that we look at. they really look at 15 years old from a real-world learns and problem solving point of view. so it takes the point of view that yes the skills and the knowledge are important. but skills and knowledge by themselves can be used are not going to help our kids in terms of the life they need to lead in order to be able to solve the problems that will be presented to them. so knowledge by itself is not important unless our kids can use it and this is the underlying assumption. that's the reason people focus in many ways.

it's also interesting that in terms of the geographic and economic coverage, piza covers the country that roughly produce 9/10th of the economic output, so it's an enormous collection. and piza should be said across subjects and not con conrained to multiple choice. this information you you know all too clearly about the results of our kids. you heard the president refer to it, that the u.s. 25th out of 30 nations and math in 24 out of 30 nations. i think that among 15 years old we are on par with the students of portugal and slavic republic, rather than students in country

that are more relevant for the service sector and hh-value jobs. we lag behind and in some cases it's by the equivalent of several years of schooling. even though our kids have had as much schoolings, our kids are several years behind their kids. but what is not well known about this international data and that we don't talk about very much is that the performance of our top students compared to the performance of the top students in other nations. because i thi we're all having been a school teachers and principals in scarsdale and bronxville, that our kids perform very well indeed. at least we have some of the kids perform the best. we're looking at the culture of our top kids. and the united states has the

smallest proportion of 15 years old performing at the highest levels of proficiency. korea, switzerland, belgium, finland, and the czech republic have five times the top performance as the united states. if that's not enough, the achievement gap between the rich and the poor, studentses of families is much more pronounced in the united states than in many other oecd nations. in otherords, in other nations because you're families struggle and do not have a lot of money, it is not the key determiner for student achievent in the same way it is in the united states. poverty in the united states in

many cases become if no, ma'am mouse and shame on us as a nation. so ifou look at this and i hate to go back inform history for it touches on my own generation. :

>> look at south korea. they were twenty-venth. and then they became number one, but they are not only number one in terms of quantitative, the number of kids, the percentage of kids, but also in terms of performance, in terms of qualitative measures that are important. and remember, in 1960, south korea had t economy of afghanistan today. so look at what education, the rise of education, and the rise of the economy and a quality of life have done for the people in

korea. the same way with finland. finland went from 14 to eight in terms of quantitative terms but it also went to number one on pisa. and so this is why for us as a nation that doing the same, or just a little better than the year before will not be enough. and this is so why this innovation, money is going to be important. so we've had a great deal of pride in our nation about the quality of our higher education system. and some of us who are in k-12 sort of in many ways take pride at the same time we have a little resentment of the quality of our higher educatn system. and in 1995,hen you look at the united states, we had the second highest number of college

graduates in the world. in a 10 year period of time, we went to 15th. from 1995o 2005. and for those of you who he read or watch the show on sunday on cnn, you know that he talks about it in terms of the rise of the west. and again, that's the way we have to look at it. we have been satisfied with where we were, rather than the push to do a lot better. the next thing is the woman who was the superintendent that have to deal with me as a high school principal in california, and i was not an easyne, she would tell you, to always deal with. because i always wanted mor

money. i never ha enough resources for my kids. and this particular slide sorter puts in international perspective the issue of money. so when you look at it, we can' say that money is to determine her for student achievement across the world. this is a controversial slide and i just want to put that ou to you because oecd has really struggled with making sure that they are comparing apples to apples. you know, wit a free and reduced lunch, bus service and all those things that we do that not every nation does. so they really struggled to make this an apples to apples. i think each one of us could pick at it, but regardless of what you do, is you see that the united states has one of the highest expenditures in education. and you look at who the high

performers are. above the yellow line, and did you look at in terms of expenditure. so you see a collection of countries, finland, netherlands, canada, japan, australia, korea, who don't begin to spend what we do but whose student achievement is more. now there are many political societal coachable reasons for this, but it's not acceptable fous to accept it as doom for our kids. this next slide is not something that people look at either in terms of a piece of information that i think is very important. and it begins to get out what's important in terms of what is necessary. now, in oecd they often use the word challengehat we would use the word standards. so what are the challenges that

are put for kids we would talk about it oftentimes in terms of standards. so this is really looking at the dimension of challenge and support. so where are ambitions are low and teachers and school are poorly supported, nobody would expect much, right? lower left. but by establishing high standards without backing them up with good suport for teachers and students, high standards. it doesn't make any difference. they're not going to reach them. it's not enough. so conflicts often develop. that's the lower right. strong support with low standards, what is that going to do? is going to produce uneven achievement and uneven performance. will all want to be is high standards with lots of support, right? the upper right hand qdrant. so where do you think in terms

of oecd looking at all of the countries, where do you think the high achieving countries clustered? upper right, right? where do you think the united states fell in this? right there. so it gives us a reason for the look by the states, the common or standard, they have high expectations across the board for countries. it's extremely important. one last piece of information that we need to look at. so when we look at what's happening around the world, many people talk about a 20th century as being the century of the west, and the 21st century as being the century of the east. and we have to really think hard about that. so if you look at china, india

and russia, they collectively have about 3 million people. and that they only educate 10 percent of their kids, only 10%, to a hi level, that would give about the same as o population if we had educated everyone to a high level. so let's just say we educate only 25%, which is high right now. if we educated 25%. that would just give us 75 million people. so when you lookt the global economy, you have a pool of 375 million people. and then you have, what, cost-of-living, standard of living is based on. and if people are really pushing for these global job who's going to get them? so if our kids can't be adaptable, flexible, smarter, more innovative, it's going to have a lot to say about where we

are going to be as a nation. so i use this as a backdrop to talk next about what envisaging all of these countries over the past 17 years that i've had an opportunity to visit, 23 of them actually. in europe, australia and new zealand and in asia. and in some of them i've been in anywhere for delay times and they look around some people who have been with being on some of these trips. and what we try to do and understand i think is very important. and what does it take to produce successful schools and high achievement on a large scale, how have other countries done it. and is there something that we can learn fromow they have done it. and i entered this conversation with you today saying that our kids are as capable as any kid

in the world, and don't ever think any different. that is no excuse for us. so what are the highest performance countries doing? what are the common characteristics? and i have to say to you at the al start, that what we didn't do is take the desigof the governance as a criteria, or as a characteristic. many of the highest performance countries have a federal or national system. we do not. but there are others, whether it be australia, whether it be canada, they don't have the same national or federal system. so let me say a word about each one of these. and one is high expectations for all students. i am looking at the time because our time. the best performance is very high in the high achieving countries, and there is very little difference between the best performance and the worst

performance. the worst performers in those countries are in fact performing very well against international standards. and so what you see is in one way or another the mission in those countries is to ensure that the top 10 percent of the students compares favobly with the top 10 percent of any students in the world. remember what i said about our top performers. they actually benchmarked the top performance to the top performance of all kids in the world. whatsoever as to is that there is not a big gap between the top performers and the bottom performers. and it's what those countries have done is they have addressed all for components of an achievement gap. will we see in this country, if

you look at and talk with kids and look at their curriculum, look at their standards, what we see is often do the average student in american schools is far below what is offered to and expected of the average student in the highest achieving countries. but closing the achievement gap in our country, won't dot. if we don't make the top performance much higher. so we have, in order for us to be competitive, we have to ratchet up the whole system while at the same time closing the gap. and i don't think there's any better definition of what the purpose of an innovative or ice refund should be. the second thing has to do with a coherent and lined instruction

system. and the term and lined instruction system is used a lot today. i mean it is a favorite word of people. but it's not used in the same way in our country as is used when you look across the world. across the world, and a lined instruction is drin by an examination system that is a result of clear, high doable standards link to curriculum syllabi with instructional materials focused on preparing students for the exams, teacher training focused on preparing the teachers to teach the curriculum, and it's all a lined to this high quality examination system that is designed for all

students. not just for some. and it's thought in those countries that teaching to a good test is thought to be good. like me teachers in our own country think teaching to the ap is a good ing. most of the people in our country today don't think teaching to the state test is such a good thing, even though they have to do it. in each of the high achieving countries, it has a more or less fixed curriculum for the first nine or 10 years of schooling. everyone takes the same courses. in the same sequence, with very few choices along the way. there aren't the red birds and the green birds and the yellow birds and reading. there aren't the high math and the low math by second grade. all kids are expected to achieve at the same level, and the support are there for that to happen. and what is important when you look at that is that it means

that kids can move from school to school, or from town to town, and teachers know really know what to expect of kids. and i want to just say one more word about the core curriculum that's at stake high-performing countries. the rigor of the course is well defined. it's not each teacher making up his or her own rigor. but it's well defined in the same way that we're going to talk about in terms of the a.c.t. quality core curriculum. course designed take the form of a fellow by, which describe the goals of the course, specify which books and articles are to be read. to even lay out what papers are to be written, what sorts of prects that students neeto be engaged in, and indicate what kindf quizzes and exams along the way will be given. and even goes as far as the kids knowing what their final grade is going to be based on.

isn't that interesting, that kids know. i don't want you to confuse this with what many district are doing with pacing guides, and i apologize if i offend anyone. i just want to put it out. differentiated instruction is key in the high achievement countries which is not something that most pacing guides allow. the system of this sort, the courses, it's not accidental. kid takes this course, takes this course, takes this course. but it is the result of carefully designed for a student's core program. not just a design of the subject, but the design of the program. and i will touch upon another really tough he. i have never seen any high-performing countries test prep going on. i have never seen it. yes, i see a lot in the asian

countries about cram schools and preparing for exams and to the university. but that is outside the school day. that does not dictate what the curriculum is. and that's what is described as a a aligned system in those countries. the next area i want to -- sorry. e third area of want to focus on is safetynet system, or a system of safety nets. and in those countries as you can well imagine it's not acceptable for any kid to fail. it's just not. and a standard driven system, the stdard remain constant and the time is a variable. we pretended they that we put in place of standard driven system

but when you look at the rest of the world we have not. time is a constant in our system, and the standard of achievement is the variable. think about it. four years of high school. we've got to get all kids out. whether they have achieved what they need to in order to be successful or not. and alsg in those countries, a safetynet system es not refer only to what is done in school. it's what needs to happen to ensure the success of each kid. now we have a difficult problem. child poverty in the united states is among the highest of the most developed countries. with almost one out of every four of our kids living in some degree of poverty. so no wonder a finland or a denmark or a netherlands bea the pants off of us. because they have less than 5% of their kids who are living in a kind of poverty that ma of our kids are today.

but what's interestings in those countries is that 5% get the most services, have assigned to them the most highly qualified teachers, receive extra support, not from aids, but from the most highly qualified teachers. and are provided with extra years of schooling with no stigma aached to it. and they bring the resources of the larger community because it goes back to the moral imperative that every kid is worthwhile. not just the ones that are achieving. schools at the bottom 5% and our country predominantly do what? they serve high poverty enrollment. they generally have the least qualified teachers. they generally have the worst physical conditions. and they generally have the

least resources spent on them. so when i went from scarsdale and bronxville, new york, where we're spending about 20000er kid, and i walked into this system in california where we re spending $3500 r kid at the time. so you tell me that money doesn't matter? they kidsho need it the most were getting the least. the kid who needed the least were gting the most, firsthand experience. but poverty can be an excuse for low achievement. we have to change policies, but it cannot be an excuse for low achievement. and everyone in this room has poverty schools. in their district where some kids are exelon in extraordinary ways. and we have to captu that. we know we have to intervene on the part of kids. we know we have to provide

interventions in acceleration programs. the role of a safetynet system in the high achieving countries cannot be over emphasized, as critical to the success of the students. heist entered, demanding curriculum, appropriate performance track. they are all important. but they are not sufficient. a system of safetynet is a key determiner in making sure that the mission of the top 10% and the lower 10% are very close. i've g to hurry. so the next one is the belief that performance really matters. and we saw in both asia and much of northern europe that what is done in schools is done to support high student achievement. and i have to tell you that when i first saw this, it caused me to do a lot of reflection. because it was clear that as a high school principal, i let way

too many things interfere and become a distraction. in high achiing countries, you don't walk into schools with announcements blaring. you don't see interruptions during instruction to deliver lunches. utily class periods canceled for pep rallies. and an occult scholastic sports packages don't see any of that. the schools know their purpose and that is to educate all kids to a high standard. and most countries believehat education is a civil right, and it is treated like that. that area is the school culture focused relentlessly on the results. and again, it was first in asia that i saw a system in which all the schools were immersed in student performance data. the analysis of that data, people used to actually plan program. that was the mt impressive thing to me was that they looked at the data, they look at what they were doing, and they

actually stopped doing things that aren't working. what we do is we add-on rather than take away. and this was a big revelation to me is that when you diagnose the problem, you need to treat it and you need to not useld medicine but new medicine to do it if the old medicine isn't treating it. and so you have to plan carefully for it. the sixth area is in professional development. and you see a real link in those countries between policy and practice. and the policies we know by themselves do not create good practice, but they create the conditions for teachers to be able to receive the training that they need in order to do the right thing for kids. so the main link between policy and practice in those countries is between teacher training, the way teachers are trained, and in the ongoing professional

developmt they receive throughout their education career. for example, in finland, lifelong learning is built into the fabric of the education system. and it is expected that teachers participate constantly and carefully designed professional development programs. it's not an add-on. is not something that youort of try to fit in. but it is a design ofhe system. the other thing that i noticed is that they encrage teachers to explore on their own time and time, but they would never take a math teacher who wants to take a cooking course and give them salary credit for it. so it's a very different system. the seventh area is high quality teachers, and the secretary has spoken about this. we have been hit on the head a lot about it. but when i asked the minister of

education in finland whi he attributed the enormous success of finland on the international comparison, she said three words to me. what were those words? three words. and i thought our meeting was going to be over. teachers, teachers, teachers. she had no other explanation to give as to why finland had risen to be the top performer. and singapore tops the list intends. they didn't participate in pisa. finland tops in pisa. and it cannot be by accident that the policy the government of singapore is to recruit teachers from the top third of the ranks of high school graduates going to college. in finland does the same. as a matter of fact, in finland the universities accept only 10% of the applicants into the

school of education that they receive. they only accept 10% of them. and there are cultural reaso for this that we can discuss, but right now as opposed to singapore and finland, what we do is we recruit our teachers from the bottom third, rather than the top third of high school graduates. and a reserve or indicated that 88% of the teachers in high poverty hools across our nation are in the bottom quartile on basic skill test for teachers. 88%. surprisingly, 11% are in the bottom quartile who are teaching in middle-class schools. so how can we expect our kids to meet the demands for the 21st century, to achieve a kind of result that we are looking for if our teachers aren't able to

teach what our kids need to know? this is a critical policy issue. i think we're in a state of emergency over it, and it's not something that any one person can solve. and the last issue i want to mention its student incentives. and we have done very little about students and is in our countr and this gets back to the notion of an aligned instructional system. virtually none of the highest achieving countries have anything like the american high school diploma. believe me, as a high school principal, i'm not advocating that we do away with that rite of passage. but maybe we can learn a little mething from what they do. many of the countrs that are high achieving, issue a piece of paper that shows how students have done on their exit exams. many of the pieces of paper just like this that list the course and the exams.

these pieces of paper are typically called qualifications. no diploma issued. they are qualification. because they show how well qualified a student is to go to college or enter a defined program of technical training for careers. the kids keep that piece of paper with them all their lives here you go into those countries. you can ask t see their exit exam, paper, and they will pull it out of their wallet generally. because one cannot go on to further education or getting -- get a decent job without a qualification. and because the kind of further education or job one qualifies for, depd significantly on how one -- on how well one does on these exams. there is a strong incentive for young people to take tough courses and to do well. in those countries, their hig

school completion rate is high and their dropout rate is low. in our country, what incentive is there for students who are not seeking admission to a very competitive college or university to work hard in school? i come from a state where our students can go to community college withoua high school diploma. so how seriously are you going to get kids to work hard in high school when there are no consequences for not doing what they have to do? so, although these are the common charactertics of the highest performingountries, none of this can be naïve to believe that we can pic up any of them and transport them to this country. each country since in its own societal cultural and political context. but what we have to do is be able to learn from others, and

have to adapt what we think would be good for our kids. these eight characteristics serve as a foundation of thinking for our rigor and readiness initiative's. so as daunting as it might be to think about whether we can actually address the entire range of the achievement gap, i actually think there is good reason right now to be very optimistic. we as a country have proven that we can do anything we put our mind to. think about it. remember, it was the united states who pioneered universal free public educatn for grammar school in the 19th century creating a fast literary work force for the conditions of the time. and it was the united states that led the way in high school for all.

so i think we can be the innovators. i think for the first time i my life. we're going to be given the sources to prove what can happen for our kids, and i have an enormous optimism that we can all do the right thing and have our children and grandchildren live theind of life that we want for all children. thank you. [applause] >> good morning, everybody. i'm pleased this morning to be able to share with you to research a journey that we taken at a ct in the last 20 years, looking at college readiness, looking at the relationship between college readiness and college success, and sharin some of the insights that we have gained from that research and white it has led us to the

rigor and readiness initiative that we will be talking about for the next day and a half. before i start though, let me explain that the data that i will be sharing with you this morning, is coming from a ct's college and career were adding a system. and that includes a system of assessment that begins in eighth grade, continues to 10th grade, and certainly through the 12th grade. and they also are able through our longitudinal data set is to follow these individuals on into and through post secondary education. so we are fortunate that much of what we will b talking about today really includes a longitudinal cohort of students from the time they begin an rss that system in eighth grade, all the way through college completion and graduation. so, with that in mind i would like to start with the 2009 high school graduating class.

these are the results of this class that we releas yesterday. it numbers about 1.5 million kids who graduated this year from high schools all across the country. and what we found was this. only seven in 10 of that 1.5 million kids took a core curriculum in high school. let me say it a different way. there's still three out of 10 kids in our country who are not even taking the right numbers of courses in high school to prepare themselves for college and career. second of all, of the 1.5 million students, but only 23% of them met or exceeded our college readiness benchmarks which signify that they are ready to go to college and take

credit bearing entry-level courses in english, and math, and social studies, and in science. 23% year of 1.5 million high school graduates which byhe way reprents about 45% of our high school seniors in the country. 23%. what we have done, when we say colleg and career readiness, let me quickly define how we look at that. we have said college and career readiness at the level and i'll just kill the kids need to know in order to be able to go into credit bearing entry-level college courses without the need for remediation. in that regard we look at such courses as standard english composition, college algebra, the typical social studies course such as economic psychology, that students take in college, and also college biology. these aresually the most

popular, most frequently taken college entry courses. one fourth of our 2009 high school graduates are ready to go into those credit bearing college entry courses in all four areas. here's another sobering statistic. of those kids in the 2009 graduating class who did take a core curriculum that is four years of anguishthree years of math, social studies and science, only 28% were ready to go to college and take college entry credit bearing courses in all four areas without remediation. so these statistics, not unlike last years, the year before, caused us to want to and have delved deeper into our data to try to get a better understanding of what is it that we can do in k-12 to better prepare our students to be college and career ready when they leave high school so that no matter whether they going to work for turning programs or to

post secondary education, they have the foundational skills to benefit from thosedditional courses and training that they will receive. and by the way, when we say college and career ready, we truly mean college and career ready. three years ago, we did research and we looked at whether the level of knowledge and skills that kids need to go into post secondary institutions were, in fact, the same higher or lower than what they needed to go into work force training programs. and guess what we found? that the level of skills kids need to go into post secondary education, in fact, is comparab to the level of foundational skills that they need to go into work force training programs. and thatay be very clear here. we're talking about workfoe training programs that are focused on jobs, that up for a livable wage, that can support a family of four, that offer career advancement, and in fact

are projected to grow in the future. when we talk about those kinds of js, which in fact are the jobs that are projected to grow and be the majority of jobs in this country, the level of knowledge and skills of those kids need to have is the same as that which they need to go into post secdary education, whether it's a tool for your institution, without going into remedial courses. so we're talking about a common goal for all kids. not just those that were once presumed to be college going, but all kids after high school. so let's lk a little bit deeper. into the relationship between college readiss and college success, which ultimately is the proof in the pudding. do they end up gting into post secondary education programs, staying in post-secondary and graduating. to go into work force trainin programs and do they succeed and windows workforce training programs.

so let's look at core first and impact of core is having on the preparation of our nations youth. taking the court clearly helps. but unfortunately it doesn't guarantee readiness. i want to reaffirm again what we found in the class of 2009, we had 28% of the students who were ready to go to college without needing remediation to a taken a core curriculum, and by the way, ready in all four areas, who i taken a core curriculum. 20% wereot ready in any subject matter area. one fifth not ready to go into any credit bearing course in any of the four areas. and the rest were ready in one, too, or three areas. the core as it is being delivered today in our nation's high schools is simply not enough.

to guarantee that our kids will be prepared and ready to go into post secondary education and workforce during programs. and by the way, these results are very similar to the recent results where we see one third of the 12th graders below basic in math. one fourth below basic in reading. clearly, there's a promise that were not fulfilling with our nation's kids about taking co. and if you do, you will be ready for college and career. let's look at another graph. this one is pretty concerning and it is scary to me. this graph shows as kids take more -- it in that pic as kids take more and more courses in math, what percentage of them are actually ready to go into credit bearing college math courses, which in this case is college algebra. wow. what we are seeing is the kid to take more than core, they really

do meet and are more college raping kids who do not. but look at the number of courses that these kids have to take before they are ready for the very first college entry courses. in this case, it's 4.5 years before three quarters of our students are ready to go in a college algebra course. four and a half years of math. you know, over 25 years ago when a nation at risk was published, there was an implied promise to our nations youth. and that was if you took a core curriculum in any high school, four years of thing is, three years of math, social studies and science, that you would be ready for post secondary education. we are not fulfilling that promise to our data are very clear about that. let's look at the other side of thcoin. here we are showing what peentage of kids needed and

actually went into remediation after taking a certain number of core courses. over on the lefwe are seeing after algebra one, we have at least a quarter of the kid who took those three courses needing remediation. does it get any better. as a matter fact, it gets worse. the far right bar, which deals with the studentsho took algebra one, algebra two, geometry, trig, and calculus in high school, 4% still needed to take a remedial course whethey got out of high school. so our research tells us a few things about core, what matters. the first fundamental basic step is for all kids to at least take e right numbers of courses in high schoo it continues to amaze us at a ct every year, does you have 30% of

the kid who have taken the a.c.t. you are still not ting the right numbers of courses in high school. that's the first to. the next step is to take the right kinds of core courses, and we'll talk a little bit more about that. but more important to those core course need to be aligned. they need to be aligned with college and career readiness. it's very, very important that we helteachers identified what really matters in their courses for college and career readiness. not all of what they are teaching is necessary for success after high school. these are very hard decisions, but they are very clear ones that we need to ma sure that alignment is directly related from what we teach to what thy need when they go on to post secondary education for success. our research is also clearly shown. we need better standard every three years and what do we hear

from teachers, by gosh, i can teach all of this. i don't have enough time in the year to teach the standards i am expected to teach. we simply have to focus on the fewer. they need to be clear, and they need to reflect the rigor to make sure that connection between what they are learning in high school and what they will need in post secondary educion and workforce training programs is me. and finally, we got to think about the next bit of the hard work that we have been focusing on standards. we need to be focused on alied assessments, but we absolutely without a doubt have to get to the hard work of aligned instruction, aligned professional development support in order to make core courses the most effective they can be at the high school level. so when we look at this data and we saw the amazing stistics from those kids who were doing

what they thought they were supposed to, taking the right numbers of courses, tried to take a rigorous core, then a getting a rigorous core. soap we spent the last several years looking at rigor in greater detail, trying to figure out just exactly what needs to be inside these courses to be effective for kids, fothem to be able to leave algebra one and algebra two and a geometry course ready for colge algebra. so what we did was this. in 2005, we went in our database and we identified 10 schools in nine states that were producing college ready kids and phenomenal proportions compared to what we saw nationally. so we kind of back mapped the process. we identified schools that were already being successful with their students. then we tracked what courses though students take -- took

when they weren high school. and we ended up spending time in those classrooms trying to figure out what are they doing in these classrooms that actually having this phenomenal pact on college and career readiness th the students that were taking, who are taking those courses. so we ended up with 10 schools in nine states. and by the way, one of the criteria of a selection of both schools is tt they needed to be serving at least 40% minority student, or 50% low income kids. so we were not taking highflying schools without regard to the populations that there were serving. and we studied 41 classroom over about a two to two and a half year period. what did we find? we found this. phomenal consistency in these classrooms. they were all focused on high level college oriented content. teachers were no doubt aected

and will qualify. and by the way, they were using flexible styles and they were differentiating instruction on a day-to-day basis. and that is not surprising to any of you. time was a variable for those teachers. they were there early morning. they were there late in the evening, and they were there on the weekends to help the students who were falling behind. but what amazed us even more than that was that therwas an incredible consistency among all the geometry teachers we studied, among all of the algebra one teachers we studied. and what they thought kids really need to know toe college and career readiness. and by the way, it wasn't hundreds of standards, and it wasn't a thick book that 5 inches deep with important things can't ought to know. it was a relative small number of objectives that they felt were absolutely critical and it was a very high degree of agreement among all those

teachers in those classrooms. and what we did when we started out, we knew what was going to work because we started out with kids who had already taken those courses and who were college ready. so the linkage between what was happening in high school proved to be and let those students be, have the knowledge and skills they need to be successful in post secondary education. a cole of years ago we expanded the study. am actually identifie 400 additional high schools across the country without regard to the students they were serving. and when we identified these high schools, we get it on a, using a couple of criteria. weanted to make sure that we were finding high schools who were again preparing students at proportions weight exceeding

what we were saying nationally, but in only two areas. so we were pinpointing schools that were having a huge value added when they were taking and algebra two chords over and albra one. and we went into the science achievement and we looked for a high schools that were having a huge impact on their students who were taking a chemistry course over what the students were achieving just taking biology. and what happened when we identified these 400 schools, they represented a national cross-section of all schools in th country. they weren't again a biased sample or a particular special slice of high schools that they represented high hools of all kinds and characters across the united states. and again, what did we find? we followed their graduates, their high school gduates into college. they had significantly higher

rates of post secondary enrollment, and more importantly, they had significantly higher rates of kids staying in post secondary education. after access. and we looked at their benchmark status and how college ready for their students, their college ready students exceeded all a.c.t. guested high schools by about 10%. and of those who were not ready for any credit bearing high school courses was reduced by nearly the same amount. what does this tell us? rigorous content is being taught in this coury. is being learned by students, and they are being successful. in post sendary education and career. so we have good models and we need to learn from them. but we also, our reseah journey took us to another factorand that was will a

rigorous core always, is that the only answer for success with students? and the answer is absolutely not. so we looked at earlier. we looked earlier in the middle school and said how can we get more middle school students ready for rigorous core, because we don't know when kids finished eighth grade, are they going to be ready to handle a rigorous core. so if we improve the quality and intensity of high school courses, are kids going to be ready for it as well, unfortunately not yet. ou research in the forgotten middle that we released last december told us that fewer than two in 108th grade students are on target to become college ready in english, math, social studies and science. fewethan two in 10 of our eighth grade students are ready

to profitrom a rigorous high school experience. more importantly, the research show that if we can't -- if we don't get more kids up to a level of having a strong foundation of knowledce and skills by the end of eighth grade, there's not a whole lot in the high school experience that's going to help them get back on target to be college ready. let's look at this graph. the top line of this graph, we took all kids. we followed a cohort from eighth grade to 12th grade, a cohort in the class of 2005. it was about a quarter of a million kids. by the way, we crosd now you dataviz with the class of 2006 in a similar number. we divided those kids up into three groups to those who are on target to become college and career ready by the end of the 12th grade, where were they in eighth grade? of those kids were already in

eighth grade, they were on target. they had reached a foundational level of knowledge and skills. and gimli looked at a second group that we defined a second group that had just missed that benchmark in eighth grade by a little bit. one or two points on a 25-point scale. and then regrouped to those who had missed that benchmark but a significant number great event to point. and that is the bottom line here but what does that graph tell us? and it is really important at this graph tells us that those kids who were on target to become college ready in eighth grade stayed on target by the 10th grade, and were on target, in fact, when they got to the 12th gre on average. the group that just missed that benchmark by a hair, also missed the 10th grade benchmark and also visit the 12th grade benchmark, which means that they never could get back on target on average.

and the lower group, they made a little progress between eighth and 10th grade, and then they flattened out. but there is one other sobering part of the story that i need to share with you. these are kids that we were able to track, monitor, from eighth grade to 12th grade. this group does not contain any dropouts. these are kids who finished high school. so as near as we can tell, this may be a best case scenario. so what does all this mean? this research journey that we have taken from readiness looking at the relationship with success, what works, what doesn't appear to work, has led us to the initiative we're going to be talking about in the next day and a half. and it allows us put our research into practice, and here's what we have learned. college readiness and career

readiness not at a point in time we know. it starts earlier and it is a process that we simply must intervene early, at least in upper elementary, and middle schoolt the latest. and getting more kids on target to be college and career mehdi earlier is really, really important. it's also important that our college and career readiness standards be clear for every grade throughout this proce. and we mus simply make the hard decisions and focus on the central knowledge and skills, not the ball is everything a possibly could be taught and maybe learned but what is really important for kids to learn to be ready for college and in fact succeed in college. and finally, that progress simply we must monitor these kids. we've got to intervene earlier than we do. and we simply must have an ongoing da monitoring and

intervention systems so we can help these kids. one of the reasons we have panered with aci, with america's choice, is because of the intervention strategy that they have used for years and years and years. and that research has shown works. and it is clear to us that if we want to achieve our mission as a company, which is to help all kids become college and career ready when they graduate from high school and, in fact, succeed in college and career after they leave high school, we simply must intervene early and we must focus on the kids who are falling off target as soon as they fall off target, if we can. we also see that courses must be cleared in high school about what's important. absolutely must focus on the essential knowledge and skills at kids really do have an algebra two and algebra one, in

english, whaver the course is. let's be clear here, this is absolutely at a coarse level must be aligned with college and career readiness. and we also needo change our dialogue and our discussions, that the transition into high school is every bit as important as the transition out of high school. and we simply have no choice but to get more kids ready for high school than we have been able to do today. and getting more of those eighth grade kids on target is absolutely a key point. so that is the essentials that we have found in our research leading to our partnership with america's choice has led to many of the same characteristics that judy has just discussed, are qualities of high-performing countries. and what are some of those?

high expectations. college and career readiness. and allied coherent system. let's just not talk about standards. we absolutely must talk about standards that are aligned to instruction, that is aligned to assessment, that is suprted by a system of professional development and safety nets for kids and professional development for teachers and leaders. we simply must also expand access to high quality core courses in high school to all kids. not just those that have been deemed college ready, but those who must be come college and career ready for us to meet the competitive challenges ahead of us globally. we have t to educate all kids to these -- to a high level of college and career readiness. and along the way, we g to evaluate our progress. we've got to intervene and we've

got to intervene with those kids who need safet nets, now. not tomorrow and not with somebody else's problems, but today. and that is absolutely essential. so in the next day and a half we will be talking about how we have taken this research and these principles th@t judy has focused on internationally, and that we have found in our research as being essential for success in our country to prepare more kids to become college and career ready. our research says these are important. our research sayit's being done, that it can be done, and that is what we are to talk about in the next day and a half. so thank you very much. we look forward to talking with you more about the research in these qualities in t next day and a half. thank you. pplause] >> we are very late for our fil presentatn this morning. but i think it's important.

again, we are so pleased that we had secretary duncan. and les follo the zoom lens and taking a look at what do we know abo what works. and we have taken that from the international to the national perspective. this weekend, i was in -- last week and rather. i was in minnesota and i had a chance to spend some time with four kids who were getting ready for school. so i brought one of my favorite books with me,ll the -- oh, the places you'll go by dr. seuss. and in reading that to them, we ended with a great conversation about what it. what if we do this, thatnd the other. and i am saying that thinking about the what it's for us. just imane if in this period of time that we need to make the

changes as huge as they are, what if we actually follow what we know works. no question about it. works. and what if we use all of the data that shows us how to navigate that journey? and what if weut together the opportunities for kids, for all kids t be able to get to the levels that we know that they can and that we know we can guide them. . .

>> i think we will be able to go back and do work that's even deeper than expected from last week. and while he's doing that, let me share a little bit of as background. doug i from john hopkins. he is the codirector, tl me the name of the program again, i don't have my notes in front of me. >> the center for the social organization. >> uh-huh. i hope you've had a chanceo read some of his research and

perhaps one of the wonderful presentation he's provided across the cross. i think you're in for an awakening if you haven't. doug, thank you. >> it's really a pleasure to be here today. so the goal of today's symposium is to introduce you to practical solutions for increasing the college and career readiness of all your students. but of course the first step in helping them become college and career ready is to help keep that student on a path that leads to high school gruation. in other words, part one in ensuring everyone that is college and career is to ensure that everyone graduates. without a high school diploma, the door to college and most careers is completely closed. therefore the focus of my talk is on what w need to do in the middle grades and the early high

school grades to respond to student disengagement to keep more students on a path that leads to high school graduation and adult success. we're talking a lot about what a practical safety net that both judy and the others have talked baltimore. thus, i understand from an educator's point of view that the practical colleges we race and the funding that we have, it's all less than what we need. i spent the last 30 years of my life studying what schools serving higher poverty stipulations can do in the

middle grades and the high school grades to help students close their achievement gaps and to equip and motivate them to graduate from high school and prepare for college. i must say i'm delighted that drop outprevention has been finally become a national priority. have you seen the research on the dropout crisis reported by america's promise? i think it's staggering. middle grades educators will play a pivotal role in enabling the education to research the goal of graduating all students from high school. by the time they reach high school, dropout path are very hard to rescue because they've struggled in the middle grades and have typically been held back one or more times and have developed severe attendance and behavior problems. to really sve this crisis,

dropout prevention must begin in the middle grades when student problems are less extensive and severe and when there's still time to solvehe problems gradually. working with the education fund, we have followed several cohorts of philadelphia students from 6th grade all the way to 1 1/4 past the graduate date. we take owl 1306 students and follow them through and see how they did. and one central question was rho early in the middle grades could we see clear signals that are student had followen off the path to high school graduate and what were those signals? our goal was to find the small set of signals that were highly predictive of them not

graduating and taken together the indicators wifed. we found that 6th grader who failed math or english and had chronic poor attendance or poor behavior whether out ofchool or in-school or receiving a behave grades, there was when bath more had the behave grades, if a student had any one of the four indicators, math, english, poor attendance, or poor behavior, only 29% of these studented graduated even if you followed them through one core years pasted their graduation date. many people were initially shocked by these findings when

we presented them for the first time several years ago. they were shocked that 6 -- 3 out of every 10 ever graduated. upon reflection, the findings made sense. take course failure. once they demonstrate he or she does not have the knoedge, skills, or motivation to pass math or english, unless someone effectively intervenes, this is unlikely to change. and high poverty neighborhoods, the community resources adds you know are often quite limited. therefore unless when the 6th grader failed the pattern of failure is likely to continue. similarly, students do not typically outgrow bad attendance habits or behavior problems without receiving additional support from the adults. unless these supports are provided, the 6th graders are on

a path that almost always leads to drops out. this figure displays some the data from the initial study in which we followed these 13,000 6 graders. the green showed how many graduated on time, the small brown slither said how ch yachted with that extra 1 1/4 years. when they were already one year past when they originally were going to beyond graduating. we replicated these findings in five districts. this is noting? -- this is not something that is just in philadelphia. in every district, chronic attendance, poor behavior, course failures are what predict

that they will never graduate without intervention. in every district we studied it was possible to identify 50 to 60% of the nongraduates early in the middle grades. knowing the abcs early warning indicators is an important first step. but we need to go beyond to establish an early warning system that provokes effective that lifts stunts back on to the graduation path. so make headway in reducing the number of future dropouts, the districts need to pay attention to the abcs of dropout prevention. they need to analyze their existing policies and practices, they will often discover that policies and practices are misguided and are actively approaching students off the

graduation path. they also will need to do the hard work of building consens on the picking a few challenging but doable dropout goals, and also reaching consensus on the main strategies that's going to be following. but most important of us, schools with the help of their districts must create integrated school structures that feature an early warning and intervention system used by each of the teachers in the school to detect students who are struggling and are beginning to show early warning signs. and they need to connect those students with the support they need. of course, such a system is most effective when it's combined with the implementation the whole-school programs that prevent most students who developing these early warning indicators in the first place. i'm going to spend most of the rest of my time today sharing

how one school in philadelphia, the school of arts and sciences have worked with the graduate center and our partners to create such a system. before i tell you about their early warni system, i want to refer you to the graduation nation tool kit on our web site that's also on the america's promise web site. it contains lots of information on how to go about analyzing how your existing policies and practicing might be placing students at dropout risk unnecessarily, and also gives you tips on building consensus for the need to reform. it's an interactive guide book with lots of tools for communities and schools to use as they address the dropout problem. the dropout prevention model that we've been developing is a public health type prevention model with the strong primary

foundation of whole-sool reform and a day to drin early warn system with integrate directly into the school-day operations. our goal is to help districts and schools integrate many of the same things they may be doing together into an effectiv dropout prevention strategy. at base of the pvention mod are stron programs which prevent the majority of the problems in attendance, behavior, and course flure. these programs need to be combined with the early warn system that identified students who are not responding to the whole-school programs and are even with strong programs in place are still developing early warning indicators. then once you've identified the students they first receive moderate intensity supports from the secondary level of interventions. these quick but focused daily shepherding efforts or targeted

small group interventions are tried first. the trd level of more expensive, more intensive, more clinical type are safe for those who continue it struggle even after receiving t secondary lel interventions. or there are some students who from the very moment they are identified it's clear that their problems are intensity and severe that they clearly need the level of support from the beginning. let me just point out that this language of tiered intervention at the secondary and tertiary level, it's the same in positive behavior interventions and support programs. so there are many parallels to what se of your schools are already doing. but what our model does is to put all this together into a single integrated model rather than the fragmented approach

that's all too common. so what we have is a prevention model is a pyramid because you have the three levels, three tertiary levels for behavior, attendance, and you need interventions at all three levels for each of the early warning indicators. here's an overview of how a school might address attendance, behavior, and course performance at each of the three levels. level one, the primary level includes school reforms and programs to draw kids to come to school every day, to be hard working positive members of the community, and to socketed in their course work. effective wholesale reform typically focuses on supporting and equipping teachers with the programs and curriculums to job

embedded professional development. you can hear these things from the earlier talks being repeated here. along with any classroom coaching that helps the teachers feel cfident and efficacious in lessons that build the student's knowledge and make the students and teachers look forward to coming to school. we also need whole school programs that emphasis and reward attendance and teach that model good behavior. a whole school approach also means that there must be an effort to detect and respond to the first signs of poor attendance, behavior, or course performance. at level two the secondary intervention level we need structures that address the struggles of students that are having first at lesson intensive

small group level. one example in the course performance category is the need for systemic extra help classes in math and reading that can be organized as a replacements. and in many of your schools you could have your best math teacher in a math extra help lab five periods a day previewing the content that's coming up in the student's regular math class while at the same time working with the students to back fill some of the knowledge that they missed that they need some of the preprerequisite skills. we need the readers lab so that students as one of their electives that need that help can come and really make leaps forward in their literacy

skil. another important intervention is it to have more systemic targeted assistance for students who are having trouble understanding and completing their assignments. for so many of the students who fail a course, they are just not getting their assignment done or done well. but for many of these students they don't need really expert welcome expert help, they just need a little bit of help and encouragement. and we'll talk about how ve ovide or recruit a second team of adults to provide some of these kinds of supports that don't require high quality teacher in order to move the student forward. and finally level three is the school-based social workers or outside providers that come into help deal with family issues that are often behind the really

severe attendance and behavior problems. of course, it's also where one-on-one tutoring comes in for academic problems tha aren't being succeeded in a math lab or reading lab. what we are emphasizing is both of these components together is the key. what we've seen so many schools is attempt to do little bits of pies often with external programs that don't fit together coherently and there's no o working to make them work together. when they are fragmented, too many students fall through the crack. and the many of the right programs in place, the students who really need the help aren't the ones who are participating in the programs. the town development schls

program from the everyone graduates center at john hopkins is currently working with several middle schools and high schools in several cities it implement the dropout prevention model. partners is pepsico foundation and communities and schools and the philadelphia education fund. we've come to call the model diplomas now because it helps schools do now what needs to be done especially in grade 6 and on to help more of the students. the very first school was the feltonville school of arts and sciences. over the last three years, feltonville worked with us to create a teacher friendly early warning system and to develop a new team planning schedule that sets aside one of the team plans period for a meeting

discussioning the students who are beginning to show early warning signs and planning appropriate interventions for those students. you see the team which had been a core of middle grades for a long time is the core steering committee in a sense for making sure that the interventions are reaching the students who need them. for us fund help the school find a part-time filitator to lead the meetings to take notes that the teachers and social workers can really focus on the discussion. and we help the school recruit a second team of adults to assist the teachers d staff in providing results top students. so that -- don't get me wrong the team of teachers still plays a very key roll. but there are certain kinds of interventions that can make a bi difference to students that you don't need a teacher to do.

anyway, so, as the course shows that all students make it to school, behavior motherly, and succeed in their course work. that fund worked closely with the school district to integrate the key early morning indicators into the district's data system. at the beginning of the school year, each team of teachers is able to use the district state assistant to easily generate the report on the sections of the students that they instruct. thislide i such expect is replaces student's name with number and shows data of 12 of the 78. as you can see, the report indicates how many days each student was absent, how many

negati behaviors comments concerning the students report card and what the students fin math and literacy grades were. in addition, other useful information on the proficiency levels on the students demonstred on last year statewide assessment. throughout the year, they are able to generate follow-up reports that summarizes the grades, behavior comments, and suspension so assist the team in providing targeted interventions we recruited a team to serve at the school. it is the largest americorp ogram. th corp members are typically high school or college graduates between the ages of 17 and 24 and they give a year of their

time, a year of their lives to help change the world by worng in these challenged schools. the corp members provide moderil intensity interventions including attendance, home work assistance, instruction, and help understanding a completing assignments. they also lead a variety of real engaging afterschool activities. in addition, the school contracted with communities and schools for two full-time social workers who coordinate the provision of intensive interventions. one work mainly with sixth grade and their teams in attempt to get th support to the students who need it the most early in the middle school career of the students. the second social worker is a onsight coordinator. he works across grades 6-8 to connect students and families to

community and city services and integrate those services effect i ively. there are about 721 students who attend feltonville school, so you have a sense of the size of the school that we are talking about. every two weeks each team of eachers and helpers assigned to that team meet with the program facilitator and the social services neighbor to review the data reports and to supplement these data reports with their own observations in students current course progress and behavior. the goal of each meeting is to discuss students who were showing an early warning indicar or a precursor of an early warning sign such as student who is refusing to do assignment and has failed the last two quizzes in math or english or has been absent two

or more days. you can see warning signs that pop up between the data parts. during this they decide which students a immediated and what the intervention is called for. this slide shows that glimpse of the program facilitator maintains for each of the teams to discuss. you can see that student one began the school year with three the four warning signs, and showed evidence of continued struggle in these areas during the first month. so the team decided that interventions are needed. to encourage better atdendance, the team decided that the city year corp member assigd to that students home room would do a brief daily check in the with the stude that involves greeting them, welcoming her to school, or calling the student at home first period if the student is a no show. and encouraging that stent

still to com in, helping the student problem solve if there's some obstacle for getting to school that day. in addition, to give them a reason, they were also assigned to go over the afterschool opportunities available at the school and to personally invite the student to attending one or more of these afterschool activities. to support better behavior, the team nominated the student for behavior education plan. after of course taping permission from the parents, the team set two or three behavior goals, and the stude carries a ttle score card with him from period to perio and can earn points were meeting those behavior goals. the inrn is the one who assigned the skort for the period. that intern is home room buddy,

following the home room through the day. if the student earned enough points, maybe 80% of the possible points, the student is able to select an afterschool snack from the snack cabinet as the way of getting concrete pat on the back for having met the behavior goals. of course the student also help to take the score card home. finally for this student who had three of the four indicators here at beginning of the year, the team asked the literacy specialist to investigate the causes ofhe students struggles and literacy. the team is a little puzzled because here's the student who's reading the the 5th grade reading level and 6th grade student at this day.

afd so whyhe student is not paying attention, not doing well on the assessment and literacy and so on even thougit looks like they have a foundation of some basic skills. often you'll needo assign somebody to do some investigating to figure out what might be the appropriate intervention. because sending a student to a savvy readers lab when it's not a skill deficit or something se is going on in the student's life is going to be counterproductive. the work completed in philadelphia shows -- the pilot work completed shows that an early warn system makes a difference in reducing the number of middle school students who can continue to display as

misbehavior or failures. and wre going to look at some data tables here in a moment. t let me first make clear the performance categories, studentses were classified at offpath, sliding off path or on path based on the definitions of these slide. red or off path in attendance if your attendance was less than 80% of the days, you were off path if you have three or more negative comments and you were off path in math or literacy if you your report card grade of f. you can see the yellow shows students who aren't quite off path but can't be considered on path. so a report card grade of d or attendance of 80 or 90%. theoal of intervention system is to move students from red to

yellow to green. this is an example of the bubble charts that the philadelphia education front habeen creating to help feltonville summarize its progress in helping off path students. this chart follows the studes who are identified at off path at the beginning of the 2008/2009 school year because they received a failing grade in math in twiewn 2008. these ar the students of course that the tea first arranged support for in mathematics. 34 of the schools to 171 students had the early warning indicator in june 2008. as you can see in the second column by the end of the first marking piod, over 65% of the students had improved including 12 students who are now cleat --

completely on track. this school has trimester. they only have three grading periods. 30 forest of the studentsad improved with only 7 of the original students receiving fs in math. well, this particular slide focuses on just one of the early warning indicators and covered just 2/3 of the school year, the next chart covered all four and the whole school year. sm each row in this chart is focuses on a particular one of the four early warning indicators. the size of the red circle in e first column represents how many h had early warning indicator at the start of the school year based upon the prior year's data. as you go across a row, the

three pie charts show how many of these students were sliding off path or had reached on path in december and march and at the end of the school year in june. so in the first row, at the beginning of the school year 44 students were flagged at attending school less than 80% of the time. as you can see the interventions and supports that the school offered helped the majority of the students into the green or yellow during each marking period. of the 44 students who were off path, in june 2008 only 21 were off path during the last marking period which ended on june 23. this is a 53% reduction in the number of students who were off path in this indicator.

as you can see there were 242 students in an off path indicator and behavior at the part of the school year. by the end of the school year only 133 students were off path. this is the 45% reduction in the number of these. there were 35 students itself who were classified as offpath based on their math grades. only 6 were off path in june 2009 and 83% reduction. and finally there were 25 students off path in literacy base on the june 2008 literacy grades. only 5 of these students were still off path at the end of the school year, an 80% reduction. what the slide doesn't show is that some students who were on path at beginning of the school year slipped off path during the course of the year. these were mainly students who

had a rough landing in 6th, 7th, or 8th grade even though they had displayed early warning signs at the end of 5th. 6th. or 7th grade, and the team discussed and arranged intervention for them especially starting in december after the first report cards game came out. unfortunate, i don't have a chart like this for that. i haven't seen the data summary for these students. but rob better, my colleague, tells me that the data sws the school was quite successful in helping them move from red in december or march to yellow or green by the time the school year ended on june 23rd. and if you want to contact me, i'm think i about a month, we'll have the more comprehensive set of the end--

end--of-the-year report. from what i hear, they were equally successful for the students who were identified in december and march. of course what the school is less success in is there's a lot of mobility in the school, a lot of students arriving in puerto rico even late in the school year for students that arrived even after march, you are less successful in mobilizing and doing something to bring them back on the path that fast. of course those students will be at the top of the radar screen in the fall and arranging appropriate interventions from day one in the new school year if they are still there. in sum, the folks at feltonville are quite pleased with the progress they've made. but they see that more progress

is needed. as you might imagine, the teachers are especially interested in doing some whole-school reforms focused on preventing problem behavior. for example, in march if you look at the march report card data, they had 300 students who received three or more negative comments on the report cards. the school would like to prevent in the future by adopting a school life positive behavior support program next year that featured a fewossibilitily stated rules and expectation that is are taught school wide, provides reinforcementor folling the expectations and the schools in the professional development and technical assistance to help them launch such a program next year. back conclusion that we can significantly increase graduation rates in our nation

by responding whenever students display chronic absenteeism, to be effective our responses must be built upon a strong priorly foundation of whole. scale reform and is accompanied by a variety of interventions. these interventions must began by 6th grade when the warning signs first appear because modest interventions then prevent the need for more intensive and costly interventions later. we are now seeing scores that have embraced the test. these schools are beginning to show it is doable. they are beginning to recruit volunteers and public service organization that help them

esblish this task. most of all, dropout prevention is a reward task that deals immediate and future payoffs both to our schools and to o society. do we have time for a couple of questions? >> yes. [inaudible question] >> given the accordance of assigning more time and getting out of the box of having a standard time period and changing standards as we heard was beneficial earlier in the seminar, then why is it such a small sliver when they are given that extra year on page four? >> right. that's a good question that i'm

not sure that i have the answer to but i suspect that what's happening is for many of the students w are sticking with school and trying and so on, there's sti so way behind. if you follow what happens to students when there's no intervention in the middle grade as they start showing the early warning indicator. the good news that the sixth grader only have one of the early warning indicator. they tend to go over that. it's unusual for them to have prolem behavior and attendance problem and failing math and failing english. but if you don't intervene then, by then most of the same students have all the indicator or three of the four and they get further and further behind. what it boils down to is they just get discouraged, i think.

even with the extra time they learn the extra time is not going to be enough to meet all the requirements for that perhaps because interventions is going to have to start sooner for them. i'm hoping that you will see much different charts in the future now that i'm pleased that so many districts have woken up to the fact of importance of data systems and early warning systems and doing something about them. if you start doing interventions in the middle grades, i think you are going to have much better outcomes than having a struggle in 6th grade isn't going to be nearly as predictive in the future as it is currently. another question? or comment? discussion topic. >> okay. please join me in thanking doug maciver.

thank you. we are running a little late. it's about 20 after 12. why don't we come back just a few minutes before one? is tha will give uabout 40 minutes. okay? all right. thank you very much. [inaudible conversations] >>

>> coming in october, supreme court week. >> the government concedes that the destruction of documents was not a crime in the fall of 2001. >> something different is going on here in the capitol building or in the white house. and you need to appreciate how important it is to our system of government. >> this is the highest court in the land. and the framer created it after studying the great lawgiver in history and taking a look at what they taught worldwide was important for their judicial

branch to do. >> i put in as much blood, sweat, and tears as the little cases as i do onhe big one. we don't sit here to make the law, we decide who wins under the law that the people have adopted. >> you will be surprised by the high level of colleagueality here. >> if there was any four of us that want to hear the cases, we will hear it. >> why is it that we have an elegance, astonishingly beautiful structure? it's to remind us that we hav an important function. and to remind the public of the importance of the law. >> i think the danger is that sometimes you come into a building like this and think it's all about you or that you are important.

and that is something that i don't think works well with this job. >> supreme court week, starting october 4th on c-span. >> the obama administration has said it wants to provide with the public with more important about the federal government. the potomac form hosts the discussion on how agency are using sial media such as twitter and facebook. hi, everyone, if you could tak your seats. we will be starting now.

okay. well, i think we'll end the break. surrounding social med has been increasingly in the news. and our next speaker for the emerging technology for the department of the navy is both an expert and advocate for security and social media and understands the importance of leadership when it comes to both. ladies and gentlemen, brian burns. [applause] gad. >> good morning, everyone. i want to talk about security and social media and some of the activities that we've been working on. just from my own experience, i like to do the quick poll. in terms of wor november, we've had and still have traditionalist, baby bombe, generation x, and generation y employees. generation y is also referred to

as millennials. in the audience here, how many are using social networking for personal use? okay. how many professional? all right. now the baby boomers, how many for personalse? and how much for professional use? okay. we get a good mix here. that's good. if you think about it, we've gone throqgh this evolution several times. we've gone from industrial revoluti to the information age and now we're going to the information age to the collaboration age. and as we do that, we're seeing some of the trends that wve seen before. if you go back 20 years ago, we went through the process of going from the paper society into using desk tops and using office automation. we went through the trials and tribulation of how do we secure it and use it? and eventually it became

embedded that's it's the furniture. we're going to be seeing similar thgs as we move forward. we're going to have some ofhe same challenges that we had in the life cycle 20 to 30 years ago. what you want to do is go through and talk about some of the areas that we've seen. first i want to also mention that as part of the navy, rob perry who is the chief information officer is also the cochair of the information security and identity management committee. and tha committee was establishing in december of last year. weave really looked at identity management and coordinate the issues across the federal government. it's als cochaired. we broke the committee into four subcommittees. there's one security program management, and that's looking at things like the information systems security line of business, the business reports,

relationship with the cor competency, and working with the federal co council and also advicing or other aspects of the management and security. we have a security acquisitions bub committee that's looking at acquisition language to hav preciate security and controls and we're doing contracts. we have the identity credentialing and management committee and that's looking at thing such as the federal pki. we are really focus on the human side and bringing it together with the devices and the objects for the occasion. that ties into the network and security subcommittee. and o cochair that with rob martin from d.o.j.. we've been looking athings such as the infrastructure sues related to the internet connection, fdcc, dnssec, and

general number of securities. and in doing that, we also are looking at social nworking and what to do in general. i'll go into my definition of web 2.0 working group. e group is chaired by the earl crane from the department o homeland security. earl would have been liked to have been here today. unfortunely he had a conflict presenting the material that we've put together and a lot of the work that he's done in the, 2 hadn't -- web 2.0 working group. we have a variety of service social media or general services the first level we have the navy as we know the u.s. navy and u.s. marine corp.

they report into the department of the navy with the army and air force and brings in a joint strategies of the department of defense. we also collaborate the federal government. we have a variety of securities as we go forward with the different lers. and then we connect to the outside world of the public and private organizations. if you think about it, for the outside in, there's a lot of the data that we can put out there that is fully federal information processing standard or fips, low classified or low data. things like activities that are falling under data give and putting information out that's public access. all the way down into the secured network that you'll see in the department of defense that are typically within house based on the nature of the high end of the security of that. so we have to strike a balance between what our internal media

tools or external clouds. oops, it just went to the end. let me go back up real quick. and so as we go down, i want to give a quick overviewf what we term web 2.0, the terminology, some of the issues, the threat landscape that we've seen and the application in the federal government that we've identified as sphere phishing and things to think about. i also want to put the footnote that any tools that we mention is not a endorsement or preference for any of the venders or solutions that are mentioned. so what is web 2.0? we use the definition. 2.0 is the business revolution in the computer instry caused by the move to an internet as a

platform. and an attempt to understand the rules for the success on new platform. so the main issue for us is how to we enable the federal government to securely use the internet as a platfm? well, if we look at it, we also have some different terminology. so that we're clear f what we're looking at. there's government 2.0 which is embracing web 2.0 for the government and there has been more internet based platform for external access. there's social media which is a component of that which ares, that enable the communication through the online social networks. when we look at this, we have to make sure the security must be considered more with the technologies that we're not covered under the web 1.0nd just for clarity in the picture, all these things, small ups,

geotagging, new media, file computing, software, platform, and service oriented architectures are all components. but we're going to focus today on social media as we move forward. look at some of the differences from web 2.0 and web 1.0. web is really no longer just a browser. if you think about, web 1. is more of monologue o posting data and distributing data. web 2. is more of a dialogue of communities of interest. what we have now is user created content, not just web masters and contributors what we are saying also means that there are a lot of people that can get information that don't necessarily have to awe then indicate against some authority as we move out.

also it provides some additional exploits. so the internet, if you think about it, social media really have to revitalize some of the old school nets. if you think about risk, risk is likelihood times impact equal risks. there are phishing and other type of malware. but the mikely hood of it hood increases. therefore the risk insides as you go forward with this. so an example ceface is a video and extent to the circle of friends that you have

surrounded yourself with. when they click on the video, it downloaded the virus. at than point, the attack is underway and they can do the exploits. the vice president said, as the malicious code continues to grow, we are also seeing that attackers have shifted away from the mass distribution to the microdistribution of millions of the distinct threats. and that's a key thing. if you think about it, we are seeing the proliferation increasing as we go forward. and we have to keep ahead of the game. some of the things that we're looking at is when do you cross the line betweenlack and white listing code and applications? from the application of the federal government, margie graves the chief office at the department of the homeland security, testified before the houseversight and government reform on may 19th, 2009.

she had a very interesting statement. we have now learned first hand about the growing category of threats that have also -- threats that directly target the federal government. our systems and our information. we have also witnessed how these threats have become more persist tense, persuasive, and more progressive than we imagined. these actors appear to be highly motivated,nd it will take a of our collective efforts to keep them out of their efforts. with that said, that's why we have initiatives that's removed from the ad hoc hacking to professional organization hacking and malicious actity. what we have se though is with that said is there pretty significant security issues that we've identified. but they are along the traditional lines. they are the sphere phishing,

and application security. so what is sphere phishing? it's an atact targeted at a group of users that performing an action that launches an atax such as opening a document or clking the link. triggal sphere phish attack have used e-mail in the past and now moving to the social networks sights. -- sites. a lot of is it trying to get money or financial information. the social media sitesse new techniques. so the feder threats are more likely not for credit cards but the information that the federal governnt holds. and in a diagram that ben snyder has the circles of the relationship, if you think about it, you trust yoursel and

friends and family and they trust other people and citizens and markets. as you go out, the erosion of that defense wall decreases at the social engineers or the social networks or social media sites are used. there's a better opportunity to socially engineer information out of person through the indirect ofhe associations that they have. so basically social engineering realize on exploits. the traditional use years ago as the initial mistake to the phone call from the health desk. you need to reset something and somebody would say okay and get out the information. that can be social engineering exploit. but what's interesting isf we do this is t federal starts to identify themselves on the web site. it really creates football for the department out there. and that information then can be exploited by our adversaries.

we have 1, 2, 3 people out there okay. we have 15,000 people or more. you can start trending and seei information that you would not have normally seen before. plus with a lot of social media sites there are far more information that people would have not ginn. we sent an e-mail with the mail address. now with the media tools we have a lot more information that people can see when they look at the information in addition to the actually the content that they have sending. and then the footprint is growing larger as we go. high profile federal employeeseeuate a larger footprint. people that are out in the sector speaking that open doors and there are other exploits that can occur from knowing the information posted. on the social engineering site, a large-scale really created a rich tart for the

environment. example that is information elicitation. an attacker learns pernal information and building the trust relationship by expressing interest and then falls trust to that attacker when they establish that relationship. so, for instance, they d not actually go in and getting in and taking the data immediately. what they are doing is finding informs about you that can then be used later so that they can get additional information for other purposes other than just knowing who you are. and then from that they do gain more infmation about the user and use that relationship to the expand the influences of other people or coworkers and launch the appropriate exploit that they want to do. traditional one is a letter scam. you get a person that sends you something, you open it up, and ask you for some information either by just opening up or rendering that session. you have now been expit the or

by answering back you have validated certain information. so what about the case in security stand point? the dynamic web pages it introduces the more interesting capability. for example, attacks can now be launched and they are based on the blogger user key strokes can occur, across site and request forgery can preside to other web sites. they are now happening in dynamic or real time me as you launch these panels. while a high-tech personal account may not seem very significant or allow and embarrassing, on the federal perspective, it can have more much snificant ramifications. for example, it can reduce uncial -- unofficial post,

tweets, and attackers can access to federal information. so you think about if we have the wrong information posted a we don't have the integrity of the information and it looks like it's comes from the federal government, can that have an impact on weather patterns to sensitive data and statistical health or other areas. so some suggestions, in i remembers of the looking at social media sites, you may want to consider some of these things. just let's throw out some idea. first of all, training stand point. :

>> and what do you want to post and do you really want a hybrid of the two combined? on the provider controls, we really do nd code validation and sunny. this gets more toward whitelisting, identifying codes, having appropriate hash algorithms with these so we know this is a valid code, having

certificates with it, and basically whitelisting thing we know these are good ones to use so we can vidate. setting up specific profiles and privacy settings as defaults that would be more restrictive. and it also partnering with the providers because at the end of the day from a low in the standpoint of sensitivity, we can put a lot of stuff out there inhe public and we can collaborata lot. but as you move higher up the chain in terms of the security the information, we have to put more stringent controls in. and for those of you in the audience who are familiar with the special publication 837, which is a certification and accreditation criteria, there is a significant amount of things at we have to do that lead into them the special publication 853 which are the controls that have tout in place for low, medium, or moderate and high systems. and if there is military world that gets into thy cap. those fundamental controls need to be in place if we're going to go to the social media sites and

also into computing for these things. it is a matter of how much data is pushed and when and where do you draw the line between extra and intro and using these things. because at the end of the day we sought to protect the data. on the network control side, thanks to think about our the web content filtering based on agency social media acceptable use policy. this gets bacto user behavior. what is allowed publicly and privately to be used for personal use, what hs allowed to be put out in public site, clearing things appropriately with the public affairs office, and so on. high assurance gateway. this is basically putting an appropriate content filtering theppropriate intrusion detection and provision, whether it is perimeter-basedut at the appropriate levels of gateways. use of trusted zones and a virtualization technologies. and at this gets into the wee

bacally set up functional areas of trust based on the ntent of what the organization is doing. for instance, do we have a criminal trust zoned for criminal investigations. do we have a health trust him. do we have other type of health zones. or do we associate it with all the data is low so therefore can be hosted in a certain location. this type of data is medium, we will segment the data but its host at a higher level of security and so on up the line. but really developing those trusted zones, going from a server and data storage point of view to information management point of view, and identifying how that information is going to be used tng bothf the vices, objects to the human who wants to interact with that data. trusted internet connection gives us to the external world and better control, better insight and bett monitoring of the information flowing in and out of the network's. xml validation proxy inspection

helps us identify what has come in and out, either in real-time, near real-time, or historically for whatever iestigative needs and we need to do. tagging is also another thing that we need to start looking at. what is the content of the data, what is the context, what is the security level, the privacy level, the authoritative location of the david and the authoritative duration of the data. we want to have at the infoation. we don't want to be using data that is old that could reach an incorrect decision because we didn't have it so to speak tagged appropriately as we go forward. and new technologies to verify source and users such as dns acts. d there is a requirement within theovernment for dns sec at the extra level to the ultimate. from a host control standpoint obously endpoint protection, common operating environment, federal desktop core computing or other federal platform core computing as we move forward. ght now as you know it

requires standard configuration for windows xp and windows vista, but there are other operating systems out there and we need to consider those. and then hsd d. 12 control over hard token another type of token used for multi-factorial. so basically what this means is in information approach. start with the infortion, the information has attributes. it is stored someplace. the storage is located within the systems. systems have controls. we need to transpo the data across the media. presented to a user, identifying that the user has the appropriate privileges, a in the user can see the information. so start with the information and good look at information centered approach. so in summary, at the end of the day, security of the social media really start with the protection of the data, confidentiality, integrity, and availability.

and the user behavior, whether personal or professional. it's not necessarily the toolsets. is the fundamental thing that we have been doing for 30, 40, 50 years. protection of information and the behavior of the users, and if we look athose things to keep them context with the tools we will able to put these toolsets in place in the appropriate modes that we can exploit the next capabilities and the benefits of these tools. thank you. off our back. >> we have time for a couple of questions. one or two questions. >> saw his hand up first. i'm not sure what haened to the mike. could you stand up and state your question? [inaible]

[inaudible] [inaudible]

>> one of the reasons why we have a lag in keeping up with the technology, if you notice the demographics, the age demographics in this room, there are few people under the age of 25. and i wld just submit that it's a possibility that we are catching u they already get it. they don't need to be a. one of the reasons why we don't have the integration between i.a. and ops doesn't take is a really conducive to bringing with efficiency and speed the operational community up with technology as quickly as it changes. >> well, i think this is a fundamental thing that we see time and time into the innovation innovation occurs very rapidly, and we see the new sets. the security lags behind up in terms of putting the constraints

around that because the new ways of doing it are good, but then we had to put the wrapper so to speak around the. and it really gets back to the data. classification of data, how should w protect it, and in working with those communities to say what are the business rules and how do we put that information out. as you probably know, we have gone through that issue as you just explain what the different organizations. we have seen from one and with public affairs and human resources absolutely want to use these tools to engage the public, recruit individuals and military individuals, and also to put information out. to the other side of protecting the data and intelligence information that we have. so we have to provide that balance. so there are activities going on within the d.o.d. right now to bring the netops, the ops folks together so that we have some commonround of what are those

partitions or layers that are gointo come out in the use of the tools. it depends on where we draw the boundaries mf those trusted zones. and at the end of the day that's what it's going to have to be, what is the parameters for each one of those trust zoned that we develop. >> thank you, brian. i am sorry we don't have time for the second question. sorry about the. thank you very much, brian. please accept this as a small token of appreciation. [applause] >> and now, as they say, for something really different, and it was marked with the graduate school formerly the usda graduate school had a conflict that came up for today, but for those of you who know him, that would not prevent him from being in two places at once and being at a gov20 event. so we are going to do something a little bit different here. we have andy with us via video.

and here he is, as soon as i allow his contenbecause of the security risk. yes. yes for andy, because we trust him. >> first please allow me to thank ken fischer. i appreciate his openness to the possibity of appearing by video this morning since i am moderating a panel tonight that incles two of our local congressman, representative price and representative heller, here in durham, north carolina, where i reside. don't worry. is not a town hall meeting on health care so i ended congressmen should make it out without needing to dodge a verbal barrage. the topic is much less controversial. why foreign aid is important to you. and that should be an easy sell in this economic environment which we lack.

i am aig fan of stephen colbert so at anytime this presentation resembles the real or fictitious characters that appear on the popular late-night tv show, well, it may not be coincidental. so the title of the session is what we expect from gov20 point over leadership. asked a question, we might ask what do we expect from a gov20 leader? just who is this week that is asking the question. is it the twentysomethings who are just beginning to enter government, and who expect to have immediate and unfettered access to facebook, cell phones, and u2 for both personal and professional use on day one? actually, no. it is no about them. true, the millennials and the millennials and gen xers are

adept at using collaborative technology since they grew up with the internet and mobile phones like traditional grew up with the radio and boomers grew up with tv. get the we do want leaders to hear this message today is anyone who hopes the government will become more open, collaborative, and participato participatory. my hunch is that nearly all of us desire a government that more efficiently atop which is the work of the people, and more effectively engages citizens in the process of policy making and service provision of what we speak about leaders that buy into this vision and have begun to implement novel web-based projects to achieve it, we often say that they did it. but what does that mean? today i would like to suggest that there are at least six essential competencies that characterize a gov20 leader. if you get it by being first,

innovative. gov20 leaders are innovative. and the public innovators playbook by william d. eggers, the authors indicate that quote many public sector organizations make sporadic efforts to courage innovation, but few implement the formal changes needed to spark transformational change. for innovation to take root, governnt agencies will be to take an integrated view of the great innovation process, provide the generation to selection, to implementation, and diffusion. in other words, if you want t be a gov20 pleader you must create a culture of innovation by enabling employees industry partners and citizens to take risks and receive incentives for groundbreaking initiatives. innovation is not just about coming up with ideas. it's about empowering people to make those ideas take flight.

second, gov20 pleader's innovation is closely linked to trust. an interview regarding his book, the speed of trust stephen covey contends thatoday's increasingly global mketplace puts a premium on true collaboration, teaming, relationships, partnering, and all these interdependencies require trust. he goes on to say that compliance does not foster innovation. trust does. you can't sustain long-term innovation and environment of distrust. trust is the one thing that affects everything else you are doing. it is a performance multiplier which take your trajectory upwa for every activity you engage in from strategy to execution. employees will be more likely to take risks if they feel trusted, and they will trust you only when you follow through on their innovative ias.

of course, a gov20 leader builds trust by sharing information readily. in a recent article, an associate research fellow at the senator technology and national security policy at the national defense university here in washington, d.c., states, quote, nowhere is getting the right information at the right time more critical than in the area of national security. and people working with the government know all too well the consequences of not having such information available in a timely manner. although there are completely reasonable concerns about network security and information assurance, the costs of not sharg information c outweigh the cost of sharing it. unquote. in the samerticle he iicates that a strong top down leadership is necessary to create an environment of need to share, or responsibility to provide, rather than need to know.

gov20 leaders make information readily available to authorized users and incentive sharing and performance measures and accountability. in other words, let's create a culture where the people who advanced most quickly are the most generous with information. not the ones who board and guard it. of course information sharing works best with a community of practice. among people that trust one another with the data that they are divulging. that's why a fourth competency for a gov20 leader is to be team oriented. in her book which was leased in june of ts year, she recommends that working in grps rather than individually offers several important advantages for the government agencies and even usable information and solutions to problems. she points out that these avenges go beyond mere utility. collaboration has theffect of mutual reinforcement and motivation.

enthusiasm from collective action is bolstered by the ability to be effective and powerful. and power is in turn created by a shared enthiasm while working together. did you hear that? power is not created by the individual who holds the key to all the information. rather, true power is catalyzed by the gov20 leader who unlocked the curiosity and capability of a team that assembled to accomplish a common mission. alother key competency is intuition. like never before, leaders face a deluge of data. the effective gov20 leader must be able to review multiple datasets and rapidly moving pieces of information. integrating them to make intuitive decisions with confidence. despite the fact that it's not bound in a final report. chris rasmussen, a knowledge manager in the office of director of the natiol

intelligence, talks about the fact that intelligence agency leaders must become increasingly comfortable with making decisions based on living intelligence, or unfinished and potentially unfettered data. since information is changing so quickly, a there is such an immense amount of data to alyze, one may never arise at the point where the picture is completely clear. that's what doctor michael in his book stresses the importance of this critical competency to trust one's instincts. he says quote it clear to learn to improve the quality of the decisions we make, we need to accept the mysterious nature of our snap judgments. there can be as much about you in the blink of an eye as in months of rational analysis, unquote. the gov20 leader trusts the data generated and shared by the team. then, follows his or her

intuition boldly and bravely. finally, gov20 leaders must be task oriented. in a highly mobile society, most projects don't longer require a specific place or time. for most knowledge workers, work is not a destination or duty station. rather it is a set of discrete tasks that need to be accomplished by a particular date. web-based and phone-based tools enable employees to accomplish their specific functions whenever and wherever they are most productive. the gov20 leader will focus less on employees time and tactics, and more on the tasksnd target. closely linked to the task orientation is the imperative for government to move toward a performance-based environment. if both the supervisor and employee are clear on the y. why, bind y given activity, it has specified who needs to

complete what by when, nowhere in that equation becomes irrelevant. got 2.0 leaders have moved towards a task orientation that recruit and retain the best employee as those employees experience a better worklife balance and feel trusted to fulfill the roles they were hired to perform. so these are the six core competition of a gov20 there. innovative, trusting, and ijformation shared, team oriented, intuitive and task oriented. if you want to get it, spend some time reflecting on the degree to which of these traits are integrated in your leadership portfolio. before we conclude, it's important to point out what we'd did not mention. first, no one expects alito to be infallible. in fact, in his keynote at the open government a couple weeks ago went to a visionary camel ride indicated that government

should encourage safe failures. our new chief information officer act of this idea at the same event where he said quote capturg data let you measure went to fail fast, quick and stop putting money in bad projects, unquote. robin sturm of the white house talked about it as to iterate, try, even if you fail, she said. keep changing. for each of these individuals, the assumption was that failure is an option, and that it will happen. failure for them seemed to be inevitable. in fact, it seems to be an essential element of a more transparent innovative government. also, please note that the gov20 leader does not need to be technologically savvy. there are plenty of technical expes that can take the gov20 leaders vision and make it a reality. one word worth repeating.

vision. generate ideas, including obstruction that inhibit execution. as a gov20 leader create a culture where ideas flow freely and innovation is rewarded. starting from the top with champions and smashing the silence in between. after all, gov20 vote isn't just about information technology. that's merely an enabler for creating more transparent collaborative governments. gov20 leadership is about being innovative, information sharer, intuitive, trusting, team oriented, and task oriented. so if you get it now, well, we all want it, right? i mean, don't we? so i would say let's share it.

thank you very much for your time this morning, and i look forward to seeing you across the web. have a great rest of the conference. >> okay. thank you, andy dick and i will forgive you for the interruption. other than that, he landed exactly on time. i appreciate that. so just curious, what is positive on having a video at a conference like that from a remote speaker? some positive? i see some shaking headso. just please put on your feedback form. please help us understand what you did a joint, didn't you with useful to you in your job. on those feedback forms. and now, we are going to have a word from dan, dan andis role has been very active in the

collaboration project which seeks po collect examples of gov20 in action from across federal government. as i mentioned befor the potomac forum is working with napa and governor to the story presented today at amara awell as others in a wiki government for the entire gov20 space. dando talk more about why this is importanthow you can produce big. dan? . .

>> we have traditionally been in areas like acquisition, its hour, things like that. but a year or two ago we started branching out into the view that this issue of collaboration and innovation government is also a management challenge. and i want to use that toet, kind of, the fra of what i'm going to be talking about here. what we havdone is we have got an together i this convention with gov loop and these other great folks to make sure that what we do here makes a lasting impression. what do we mean by that? this is a forum on success stories about sharing best practices and things that went really well are really hmportant findings that he learned. but we say success story, whe

we said best practice what we ally mean is more people should do this. i think i've found something good or valuable for a better way to do something. things would be better or if more people did it like this or at least tried. but to do that they have to know about it, of course. this is a big conference, which is great, but not everyone is here. i'm sure all of you, as you are hearing about some of the great innovations being shared here today, are thinking about folks from the your organization who really could benefit from some of the learnings and tools that you are hearing about here. and so what i want to do is talk about how we are answering the question, the ideas and successes we share here today gained wider knowledge and adoption, kind of live on beyond what we just do and talk about here today or tomorrow. so one step is documented in what participants say. we are doing that talking about just document in the conference

itself, the fact that it was here, it happened. barrett was held. taking notes from sessions. links to several records. that is stuff that will go on gov loop. the other pieces stalking want attendees and other folks think about it. that is a critical point. we just don't want to be in broadcast mode. we also want to be in receive mode. one of the important things to do is make sure, what are the questions that a presentation makes? were the reactions that can value to some of the stories. the third thing we want to do, and this is kind of where we come in from the management perspective. at the collaboration perspective we thought about how to develop the framework for turning successes like th into real case studies, things that document important facts and that are really durable and that live on. so what i want to do is show,

not tell and show you some of the components of how we will be dog this. so the gov lp wikis the first piece. that is your first immediate stop. throughout the week you will see you go to gov loop dot com and click the wiki tabs. there are a bunch of pages. come here and dropour notes, whatever you think is helpful. some of it can be just information. your own the reactions and thinks. thgs that can add to the conversation because we really want this. a living record of not just what was said, but the questions that raised an attraction that happened. the second is recording what folks thought about it. part of what we will try to do

record that twitter stream. we have of running up record of how folks reacted to it and what some of the reactions are. these comments are really interesting. we did this for a 0di, which andy remotely talked about a few moments ago. it was great resource. we are going to be doing that. the third piece is this collaboration process website. this is a place where we have documented really a lot of dozens odifferent case studies and successes of government two. to things about governance. it could be web sites were justices have banded together to take some kind of action. we have put together a case studies. evenally we will. all of that is trying to become a youan see the top of it. you develop a framework for developing these. talking about the business challenge, the approach to tuck, the lessons he learned by taking it, and what you consider your

return on investment, have you measured it. why it might have been hard to measure. and so that is going to be some of the framework that we will use for that. so what can you do now? contribute to the attitude. i see a lot of you have laptops at are we using? pf calve. pay no attenti to my gigantic powerpoint. always think of other resources to add, things that you have done that you think. and finally, invite others, invite them to come out and make some contributions to this knowledge and really helps to read this around because, again, all this, what we are doing here is trying to share some of the really important successes and lessons that we have learned. and while there are a lot of people here today and tomorrow

there is a much larger universe of people who need to know about this knowledge, and we want to really make sure what we talked about today does make a lasting impression. so thanks a lot for your time. i have another session tomorrow. i appreciate having a few minutes to talk to you now. thanks. [applauding] >> thank you, dan. and i hope that you do participate. i think embracing gov 2.0 is embracing participation. please take some time to us participate in the wi. manyf you arenxious to go back and start you own blogs. how many are going to? okay. ten way in the back. where to start? our next speaker is andrea

baker. she is an active social media and busiest. she trains federal agencies and the use of it such a media, and we invited her here to wrap up a recession on social media and give us quick hints on writing a blog. andrea? >> good morning. can you hear me? okay. i do things a little differently. i don't like to typically use power point presentation is, and i also don't likeo follow any set format. so we are going test switch things above the bid today. i'm going to pass by a camera

around. i would like to contribute by actually populating it with content. i'm going to pass this around. i also -- i also have a chart. this is about -- wow. whoops. okay. i brought this little flip chart. i have a new roommate here knows nothing about government 2.0 at all. he's a deejay. i tried to explain to him what i actually do for a living, and we camep with this last night to kind of explain the different

2.0s that you hear. kind of gng backwards. i will be talking about blogging but i wanted to throw some stuff back out there. confused about allhese terms? going over your head? do you know the difference between web 2.0 is and government 2.0? do you know what enterprise 2.0 is? and feel free to interact. so i came up so i came up with this the with this the resentation to say what is enterprise to . and i explained that. there is the internet and the internet. he had that fire wall of protective reformation. so i came up with this the but collaborating. at put up the word computing.

you probably heard that phrase. some advertising data. i put that up here above in the internet web 2.0 sections. that section is basically saying this is everything we can put out there free. you can put out your facebook, twitter. and then there is the ternet. the stuff you do behind the firewall. you want to be a government 2.0. you are getting to know who your audience is. and you are getng prepared to put it outside, to have that message out there. so that's gov 2. you are planning to crack that. and business 2.0 is the same way. so while'm talking i kind of came up with these. their is a a bag fill of marker.

i wou like y to come up here at random, just get out of your seat and stretch your legs. put what you think social media tool is next to the 2.0. so if it is a web 2.0 you're probably thinking twitter or word press, something like that. and put that up there and if it actually falls under multiple cagories you can draw a line. anybody want to start? so nate is gong to start as off. see if anybo else wants to join. i put this together a while ago. i wanted to write a blog about this. i have not quite done it yet. everybody has a social circle. i am in the bill here. i called out these five things of my social circle. i have my professional, friends, family, sic scene, and the

geeks. here i would probably call you guys my professional social circle. another are a few geeks. these people influenced my le. so when i am dealing with these social circles i have to figure out how i'm going to communica with them. via the telephone, tex messaging, twitter, by writing them a blog instead ofny now. so many different ways that we communicate with people today. so there is this from last night. so when you are going to blog and reach your community you want to ask yourself whats your mission that you want to get across? what is the statement that you want to make the mac and you think about who your target audience says. if you are a general you probably want to talk to everyone underneath you in the

chain of command and put out a broadcast message. it that way you can put that message out there and actually did that feedback. add a general cartwright is very well not to do that. palo and i communicated back them by putting out a blast e-mail and getting a zillion in nasdaq? maybe i want to put it on and at og because all those questns that i being asked, maybe they want to put that on the public at anonymously or attritable so that other people have that have the same question can see the answer. so how d i make that government 2.0? well, again, down my chart -- go back up here. you want to craft that message behind the firewall, and then it once you start getting your practice, right in the blog, you want to put that out of the internet and actually start using that as your press release

or public affairs. i've mentioned enterprise 2.0 and got a couple i don't know what that is. it's really does play into all the government 2.0 the message. government 2.0 isencapsating b 2.0, social media, and that professional message behind the firewall. we are taking that knowledge management of, you know, it was a buzz word i guess in the early 90's and -- late 90's, early 2000's. we need to capture this knowledge. our work force is retiring. w do we get that information out there? so we want to create a at a wiki or and blog to capture the information, and that is enterprise 2.0. so outreach is what you want to do -- i guess it is your output from the enterprise 2.0 effort. so let's see. we have people i know that have

been writing. let's see what people think. idea generation. you had that? would do you mean by idea generation? that was yours? sorry. >> i'm talng about -- there are a a few specific platforms and tools that help people kind of throw ideas out there a then the ones that get the most agreemt. so it is kind of a sution for finding and actually identifying and implementing some cool ideas that i just kind of sitting out there. >> well, how do you capture the idea generation? i mean, how do you capture those ideas? do you read them on wiki? you were telling everybody to go to gov loop and capture that.

how do you make sure once you have your message into the wiki and get it out? >> into is like this you will put andea up there that you think is pretty good and hopefully it gets around. hopefully what you have got and a lot of these platforms have is the ability for folks who are in charge of pibking which antiestablishment can respond and say, we are doing this or no, we are not going to do that. it is a good way for innovation and keep some kind of process around it. >> thought this would help, with but it's not. bring it higher up. i really am disappointed in you guys. this chart is not filling out by itself. it did appear. there are a million social media tools, and they all have a purpose. did you to do it again.

i want to put this picture on the wiki and try to get out there. i want you to feel like you have created something out of this conference, that you actually are not just participating in the audience, but you are up there. you're not just sitting there, you're participating. because if you need some help, here is some help. you can pick one of these tools. you know, their is is a blogger. is anybody familiar with blogger as a tool? how about word press? what about social text? to hands. wha about social caste? i don't see any hands. there are different tools that you can use to craft your message. and i bought you to think about when you we writing at blog for the first time, but you're actually just jelling. don't worry about being professional. he just wants to put your thoughts down on paper.

radio guys do a stream of consciousness stalking. ere is no set format. they maybe have some blood points of what they want to talk about that day. when they did on the radio they actually just talk. then the conversion goes from the. that is what about you to think about when you are actually blogging. when you start for the first time don't be nervous that you are not putting out what you want to say because your audience will help you craft. this is behind the firewall. of what you to get some practice before you go out there and put it out on the internet. a lot of this happens, you know, some peoplhave a natal talent and it starts right away. sometimes it takes months. i personally have been blogging since 1999 before even knew it was called blogging. i would go out every night in the music scene. i was a professional marketer and promoter. and then the next day i would

come back, and right up my experience for the evening and posed by pictures. and i didn't realize that this was actually the earliest form of blogging. so if you thi about it you want to reapture your thohts of what u did in the day before. start that way test become very easyith what you already know. eventually you can take those thoughts and start crafting its debt think about things in the future and andy is that you have later on down the road or things you'd like to s implemented. this is a wayou c generate some content. how do you come up with the blog? do you want to share your tips? >> no. >> no? [laughter] >> at think it is a trade secrets. but we know that everyone has a different way of capring those thoughts and putting them on at used to be paper. we used albright letters to each other h

other or postcards. now or we are just g it the digital way. i am going to create an e-mail and send it to 50 people on my contact list. maybe this is better suited as a blog. is it proprietary information? probablyot. they have a forward button. they can forward it on. unless he specifically say this information should go out anywhere it probably we will get four o did on. if you think it's something that should be shared then you are definitely someone who should be blogging. are we getting closer on the art? >> we are not doing logos. >> you don't have to be a graphic artist. obviously i'm not a good graphic artist with the pen. so i put up some social media tools th will help you. and some of the are actually names that i actually like and have used.

these tools wl help you craft and be a better blogger. it's not just actually creating this message, but it's the legal ability to other informati that actually kes you a good blogger. so you can get content, and you can't distribute content through all of these methods. so when you are getting ready to that blog think about going ready or looking at other people's blog or crafting your blog in the wiki. or using any of these micro blogger tools to see what people are talking about. maybe you have a response to that. also see what people are talking about in the social networking tools. that threw up a couple there that you probably have not ard of. the main you should know because that is gov loop. your facebook connections. this will also help you kind of identify your audienc what kind of information ty

want to hear and what information you want to put out to them. and also i use social bookmar. i use them all. i use those to kind of but mark my ideas for the future, and people who have written great things and things i want to "and sight. and that put a whole bunch of questions up here because i don%t have a lot of time today. where is my time right now? seven minutes. okay. i put up a whole bunch of questions. when you are inking about blogging or even just working in a collaborative community that you need to know in order to move ahead. things liie, how do i convince my management to blog? if ibm am management, how to we nvinced that management to help. and how do you convince the

participants or timidity to read your blog? you're not going to get 100 comments the first time he put out at blog. don't feel distressed. if you do want to be a blogger actually keep doing it. i know i don't get a lot of comments on my public blog. by public blog and i get a lot of readers. not everyone wants to comment. people are afraid to be embarrassed, and that is fine. you are going to get those. don't let that distractive. one of the things. how do you capture workflow? when you are writing you can use those tools to capture your thoughts. that didn't put down here mind mapping. what kind of mind mapping here on this charge? we are coming up with ideas. so you might just want to te a flip chart or piece of paper or

put in the wiki and just start putting down key words. okay. i'm going to connect this word to this spot, and maybe from there i get an actual sentence. and then that can start creating your content for you. and how do you picked the right tool? and this is for the job here. well, when you are blogging if it is the first time your agency or organization is going to be blogging, you are the champion. you find the tool. and if you are comfortable, but where did craft, one of the most populous supported tools out there, a they have made it so easy and user-friendly for people to operate. but there are also other millions of free and pesticides. if you want to use a wiki and create a page and said this is my blog. and i already mentioned we need

results. it can be instant or it can take months or years. again, do not fret. it is going to happen. you will have a community built around your blog. and mention the champion. if you are in here today in this conference the large your organization's champion. so i want you to know that. if you are feeling wn you go back to the office that nobody is there and nobody understands that goverent 2.0 is the way forward, then it is up to you to make them understand that. you are your champion. i started out as a community manager with a community, but nobody really thoht i could be a manager. and over time i just kept pushing and pushing until a grass roots level happened, and the community realized that, you know, i was there to help them. i wasn't there to be a tyrant

but i was there to help them and make the change happened. and one of the projects at work e. and we worked on the gss roots level until that they became one of the case studies that people quote today. i am going to skip what tim kind of social media. had to i make mine site formy belied? i don't want you to focus on that. i want you to just focus on cntent. content is the king when it comes to your mesge. don't wor about flashy badges making a widget inside your blog. you don't need that. if your concept is really good people will volunteer race to help you and make your site look better. so i put my id on there. if you have any questions, and

buyi blog. where is my camera? i you taking pictures of me are you taking pictures of funny things to back ? i hope you're taking funny things. we canave a little fun. how much time do we have left? i was going to embarrass people and the dience, but i think that might hold off. >> thank you very much. >> you're welcome. [applauding] >> thank you. >> and i want to thank andrea for giving the participation going. that is exactly the type of participation we would like to have on line after this conference. being part of gov 2.0 means he participate actively and find the time. if anyone would like to look at an example of an blog i highly

recommend the commandants corner. it is informal and mission driven. i think it is a great example. i don't want to hold you u for lunch. if anyone has of thought or idea they would like to talk over with aone he responses will be happy to listen to you. they are set up in the lunchroom behind you. please visit them. thank you very much. the public in a statement an the collaboration will start at 115 precisely because of the c-spaneed. thank you very much. [inaudible conversations]

>> this is a hearing about how the justice department's office of legal council came to the

opinions at issues allowing enhanced interrogation. it lasts abo two-and-a-half hours. [inaudible conversations] [gavel sounding] >> good morning. >> good morning. >> the hearing will come to order. i will make some brief opening marks. the distinguished acting ranking member, acting ranking member will make some remarks. distinguished chairman will make some remarks. chairman feinstein will make some remarks. it anybody else wiss to make some remarks, i would like to try to get thepening remarks close before the 10:30 vote begins and then we wil come

back and go to the witnesses. i thank everyone for being here. winston churchill said, "in wartime truth is so precious that she should always be attendedy a bodyguardof lives." the truth of our country is descent is not a precious it is obnoous. it's sorted. bu it is also being attended by a bodyguard of lies. this hearing is defined to begin a process that will expose some of those lives that will prepare as the struggle with that sordid truth and that will examine the battlements of legal authority erected to defend that truth and its bodyguard of lies. the alli are leeches. president bush told as america does not torture while authorizing that america has prosecuted both as crime and war crimes as torture.

water boarding was like a dunk in the water when it was used as a torture techniques by tyrannical techniques. john hu told esquire magazine that water boarding was only done three times when public reports indicate that two detainees were water boarded 83 and 183 times. about khalid muhammod reportedly the former cia official told abc news ksm lasted the longest, about a minute-and-a-half. once he broke it never had to be used again. that too was a lie. we were told that water boarding it was determined to be legal fast but we were not told how badly the law was ignored, bastardized, and manipulated nor were we told how serious the government and military lawyers

rejected. we were told we couldn't second-guess the brav cia officers who did this, and now we hear that the program was led by private contractors with a profit motive and no real interrogation experience. former cia director haqden told a lie. the army field manual restrains abuse young soldiers that isn't needed by the experienced experts at the cia. the army field manual is a code of honor. moreover military and fbi interrogatobs, we know that the experienced interrogators' referenced by hayden had no to no experience. in fact they, but the program

together from techniques used by the program designed to prepare captured u.s. personnel. i believe they owe an apology. finally we were told that to toturing detainees was justified by american lives saved at the result of action will intelligence. that is far frkm clear. nothing was clear convinces me this was the case. the fbi director said he is unaware of any evidence that water boarding produced actionable information. often given is false. the information was obtained before water boarding was even authorized. there has been no accounting of wild goose chases by false statents made by torture victims just to end the any.

no account of other sources lost to what vice president cheney called the dark side. no accounting of the harm to our national standing for our international good will, no accounting of the benefit to our enemies standing particularly in matters of militant recruitment our fund-raising and no accounting of the impact this program has on information sharing with foreign governments whose laws prohibit the type of treatment and detention policies the administration has enacted. i could relate to other lies and a mere avalanche of the faucet on the subject of torture and what we have been told about techniques. i suffer a disability. i am a legislature. our senate procedure for declassification is so cumbsome it has never been used. the bush administration spouted their rhetoric much very false and much misleading. many of us knew it to be false.

we could not reply. it is intensely frustrating. we have been told you should not criminalize conduct by prosecuting it. decriminalize conduct by making it a crime under the law of the land at that time was committed. prosecution doesn't criminalize anything. prosecution been the case the law in place at the time based on the facts that admissible as evidence. we have been told you shouldn't prosecute people who followed orders, but those are the questions, aren't they and that the answers. this is the fst of what i hope will be a series looking into this question. i hope there will be an investigation in and hold more thorough hearings in the wake of that. let me conclude by saying what a very sad day it is for america and the department of justice that there should be sh a thing as an lp opr investigation

into the united states office of gal council and how loathsome it is what a few men did to bring this upon that office. i would like to thank the chairman for allowing me to of this hearing. no one has worked harder and cares more about this issue than he does. i also want to acknowledge the tireless work of senator feinstein, by chairman on the intelligence committee, who is leading its detailed investigation into the bush administration's interrogation and detention program. i applaud her for her efforts to get to the bottom of the shameful time of our country's history. today we will hear from a distinguished panel of witnesses whwill help us shed light on this topic. i thank them for their appearance this morning and remind them all about unauthorized disclosure of classified intermission. govloop.org tab make a particular note about our out ot witness. he reviewed allocated terrorists

and ts and went undercover. the thre@ts against them have been documented. we ask the press to respect the security procedures and avoid photographing his face. senator gramm. >> thank you. well, i really don't know what to say or how to begin other than the difference between the ability of the law and the political stunt may be soon evidence one way or the other, and i don't know whether this is actually pursuing the ability of the law or political stunt. we will let the american people decide. i don't question the chairman's motivation. he is of very fine man. at the key is rightly disturbed by some of the decisions that were made in the past as i have been. i gss if we are goingo talk about evil we need to talk about it b more than just the last administrati's policy decisions or but to put in context, what we are facing into we are fighting.

people who really could care less about any law anywhere and would we have this hearing if we were attacked this afternoon? you want to have a bunch more hearings about what happened in the past. if one of our national treasures were attacks tomorrow would we have more earrings or woulde focus focus on repairing the damage d stayig ahe of the enemy? so if we're going to find that you did what when we need to find that too was told about it and when they were told about it. and if we're going to really find out what happened it seems to me we would want to know what worked and what didn't. so i am calling today for any memos that show information that was gathered from in the pt interrogation tenique be made available to the committee said that ue can look and see what worked. that is only fair. you hav to remember we are talking about this now many years after 9/11. the people that we are judging "up woke up one morning, like te

rest of america and said, oh, my god. what is coming next? it is not really fair to sit he in the quiet piece of the moment and put ourselves in such a holier than thou position because you don't have to make that decision. they did. i have a criminal lawyer, defense and prosecutor for most of my adult life. i think i know the difference between a policy debate by i may disagree with the conclusion and e crime. the idea that you would lead your political opponents in to your crime makes no sense. the idea thayou would seek advice from allorners of the government in formulating policy and to call that a crime is dangerous. what happened on

september 11th 2001 was unprecedented. it was the most vicis attack on our homeland mr. chairman, here is what i think happened. the nation was rattled. the administration went on the offensive, and they the get some statutes on the book as a way i would not have looked at. they were very aggressive. faber going to make sure this didn't happen again. they tried to come up with interrogation techniques in evaluating the law in a way that i disagree with their evaluation. there is not one iota of doubt that they were trying to protect the nation. they made mistakes. they saw of the lav made as a nicety that they could not afford, so they took a very aggressive interpretation of what the law would allow, and that came back to bite as. it always does. but that is not right.

what we have to understand as a nation is th the fact that we embrace the rule of law is a strength, not a weakness. the fact that we will giveur enemy at trial and they won't make this better. the fact that our judgement are rendered by a judiciary is a strength. the kingdom of courts are not the model for the world. i have tried to speak up in a way that i think is best for the nation. as to the army field manual i think a pretty and good understanding of it. i know why it exists. to say that is the only way you can interrogate someone within the law is not right. there should be interrogation techniques not on the internet's for our national security. and let's bring the cia director and to this hearing. he has already testified if we got a high-value target tomorrow would go to the press and ask fo interrogation techniques not

in the army field manual to defend this nation, but they would be lawful. is he a criminal because he would do that? no. i think this administration's policy, a least through the cia director's sworn testimony, is at they would reserve unto themselv the ability to brief the commander in chief about a high-value tget, and they wod suggest techniques that were lawful that are not included in tharmy field manual. so this idea that someone said the army field manual is the only way you can lawfully interrogate somebody, i coletely disagree. instead the suggest it may not be the best tool available to the country, i totally agree with. now, i don't know what nancy pelosi knew and when she knew it, and i really don't think she is a criminal. i think that it is important to understand that members of

congress allegedly were briefed by -- about these interrogation techniqu. again, it goes back to the idea of what he administration was trying to do. if you're trying to commit a crime it seems to me that would be the last thing you want to do. if you had in your mind and heart that he would disregard the law and come up with interrogation techniques that you know to be illegal he would not go around telling people on the other side of the aisle about it. he would not be giving leg advice. at the point of the matter is that they chose to ignore some pretty good legal advice. but is that a crime? so as we go for if there is a purpose to everything. their is a reason people do what they do. and it will soon become evident, i think, over time, the reason for these hearings. their is a lot going on in this world today, at home home and a

i wonder where thifits into the average american's hrarchy of needs right now. i have been on the armed services committee where we did a very thorough investigation of these investigation techniques and how they came about. it is there to be read. i will take a backseat to no one about my love for thlaw and my desire for my nation to be a noble mission. e moral high ground in this war is the high ground. it is not a location. the enemy we are fighting, mr. chairman, doesn't have a capitol to conquer or a navy to sink or an air force to shoot down. it is an ideological struggle, and the decisions made in the past have had two sides. we did get some good information that made us safer, but we also heard ourselves. reed damage our reputation, and we did some things that i think are not going to macus safer in the long run if we kept doing them. i am ready to go forward.

water boarding has never been an appropriate technique for me, and if there are military member listing out there you will be prosecuted if you water board a detainee in your charge under the uniformed guard of military justice it will be a violation. as to other agencies please understand that in 2001, 2002, and 2003 the geneva convention did not apply to the war on terror. the wartime crimes statute that existed in 2001 was a joke. so vague in terms of the notice it would give to someone to comply. we have today, i think, the best war crime statute on the books of any nation in the wld that would outlaw the geneva convention. we passed that in a bipartisan dimension. weave policieshat give our people who are fighting this war the guidance they need to make

sure that they understand what is inbounds and what is not. and we have a new president. i wi conclude with this. president obama, in my opinion, has made some very sound decisions regarding afghanistan and iraq. i had a meeting yesterday with the administration about what to do with gitmo detainees and how we can deal with these detainees in that way that stays with our values. i want to be on record as saying i think the administration has taken a very responsible view of afghanistan, iraq, and guantanamo bay. it is my belf they may ask for another continuance regarding military commission trials so that the congress and the administration can sit down and work out what to do with these detainees as we move forward. if that request is made, i applaud it. i do appreciate what the president is trying to do to repair our image and create

rules with the road as we go forward. but as we look back i will conclude with this. as we are sleek judge those who had to make decisions we don't have to make please remember this. what we do in looking back may determine how we move forward. let's not unnecessarily impede the ability of thisountry to defend itself against an enem who is, as i speak, thinking and plotting their way back into america. >> thank you, senator graham. senator. >> thankou. this is one of the most important hearings the senate judiciary committee will hold this year. i have listened to my friend from south carolina. i hav listened to each of his several conclusions that he made

during his opening statements. i also heard him speak of the ability of the law. i would urge senators not to raise from and try to and determine the hearing. let's listen to the witnesses who are going to testifying rather than raising hypotheses and facts really not in the record. i applaud t chairman of the white house for doing this. his own background makes him eminently suited. i think it is one of the most important hearing we will have because it raises the questn of how we got to a place where the department of justice's the, the office of legal counsel, an office that basically sets the standard for the who federal government came into a predetermined and premeditated legal opinion that allowed

president bush to authorize the torture of those in american custody and control, opinions that had to ignore our own laws, our own international agreements, and our own president as a nation. general george washington's example, and it was america that provided the model of the nation that would not cave to such practices. it was america that led the world in the recognition of human dignity and human rights. and i think that the the lead to legal oice at the justice department responsible for guiding the executi branch with the power to issue binding interpretation of the law so ms. used its authority. one of the fundamental breakdowns in the rule of law. the recent release of four more office of legal counsel written

by two former heads. the those. shackling naked people from the ceiling. keeping them inside a small ox. beaten repeatedly. these are actions that we rightly protest, but have been used against americans by other countries. the purported legal justic are disturbing. some of th opinions used an ends-justified-the-means means of central reasoning saying that that even though we would object it is okay for americans to do that. it is not reasoning that stands up. some elected defend the use of these techniques by relying on hypertechnical the interpretations that disrerd our laws. all the same boys on the idea

that the president is somehow abovehe law or canverride the law. the rule of law in the united states means no one is above the law. not senators, nobody in this room, and not the president of the net united states. so senator whitehouse deserves applause for having this hearing for his own commitment to the rule of law and getting to the truth. i would like to purport in a non-partisan commission as i have said before. that is going to require support from both sides of the aisle. you could get to all of the truth of what happened. two weeks ago i inducted judge j. biden. i did so after reading accounts in the "washington post" that he expressed regret regarding his work. then a in comments he turned around and defended it.

the same legal opinions. legal opinion that has incidentally now been withdrawn. i invite him to come forward and tell the truth and the completed befo the committee. which do we rely upon? the one that is in the press monday or the next day? >> without objection. since these declines to testify before the committee and assume he has no exonerating formation to provide. i wish he would testify for us and complete the record. why he refuses, it is appropriate inthis case that he anything but maintained silence. he made a number of statements.

at would like to hear it all. he has talked to employees and committed to to the press and his lawyers and the justice department rarding the office of professional response. offered some of legal counsel. apparently the only people of the ones who granted him a lifetime appointment to the national bench. the elected representatives in the senate. so howe approach mistakes in the past and whether we choose and we have ted shape our way forwar restore our reputation around the world. we have to restore the trust of the american public in our government. i am a proud american. i think al of us are. i am proud of our history. i am also proud of the fact that the united states of america when it has made mistakes has not been afraid to admit the

mistakes and learn from them and does not to make e same mistakes again. that is why we have this hearing, and that is wh the american people deserve to know what mistakes were made and what we intend to do about it. i applaud you for holding this hearing. i think it woul be the most important during the senate judiciary committee will hold this year. >> thank you, chairman. >> thank you very much, . chairman. i would echo the chairman's words. thank you for your and holng this meeting. last month of the obama administration released for memorandum from the office of legal counsel and questions have circulated ever cents. now, it is well within the judiciary committee's jurisdiction to review these opions and make findings as to whether the committee does feel they fall within existing law as well as international treaties

and conntions to which the united states is the signatory and therefore bound. i listened very carefully to what senator gramm said. i do not agree. i agree that the prior administration made the judgment that they did not apply, but that judgment was repudiated in the supreme court decisions, and as i read them the finding was that those conventions do, in fact, apply. but, as was the case with the programor surveillance access to these legal opinions were severely restricted for yea. it has been publicly reported that the office of professional responsibility may soon recommend to the attorney general that the authors of these legal opinions face certain sanctions. however, the specifics of the opr reports have not been released of the department of justice can

and should review the perfornce of its employees t judiciary committee does have the responsibily of independent oversight of the department of justice and how it interprets the constitution and the law. just as the intelligence committee, which i chair, had the oversight jurisdiction of the 16 intelligence agencies. as members know the intelligence committee has exercised its oversight responsibilities. we a conducting a major review of the cia detention and interrogation program. this will include a detailed review of the conditions of detention experienced by high-value detainees at black sites, more tn two doz. how interrogation techniques were applied, by whom, in what combination, over what period of

time, what information was produced as a result of these interrogations, and whether such affirmation could he been obtained thrgh other means. an evaluationf whether, in fact, the cia detention and interrogation program complied with or exceeded the olc opinions and oer policy guidancendwhether the intelligence committee was accurately briefed about the detention and interrogation program and given a full explanation of what was happening at certain sites around the world. i believe this particular point is very important considering our review of responsibilities. all of the fax will then be placed before the committee, and and the committee will then work its will. now, this to do right is a