ASAI

American Student Achievement Institute

Speaker Notes

School-Community Screening

TWO MILLION MINUTES

Editing: Presenters are encouraged to edit slides as necessary to fit individual presentation styles.

Timing: Most of the fifty-three slides in this presentation are designed to be on the screen for less than a minute. In many cases, the slide will be presented for just a few seconds.

Slides 1-33 Slides 1-38 should be presented before the 2MM screening. They should take approximately twenty minutes to present.

Slides 35-53 Slides 40-61 should be shown after 2MM and should take approximately forty minutes to present, including discussion.

Number Discussion Slide

1 Script: Thank you for joining us this morning / evening / afternoon. We are pleased to have educators, students, teachers, parents, business representatives, and community members come together to view Two Million Minutes, a film that compares and contrasts how students in India, China, and the United States spend their time during high school. After the film, we will discuss its content and implications for our K-12 students, school, and community.

In any four-year period, a person lives approximately two million minutes. While every minute of a child’s life is important, the two million minutes during high school are crucial to the child’s future educational opportunities, career options and standard of living. How our young people collectively spend their two million minutes has long term economic consequences for our community and America.

Note: Project this opening slide as people come into the room.

TWO MILLION MINUTESA School-Community Discussion

1

2 Script: Before we begin, let’s take a minute to consider some of our community’s foundational beliefs.

We believe the purpose of education is to prepare students to become 1) successful learners, 2) responsible citizens, and 3) productive members of a global economy.

FOUNDATIONAL BELIEFS

2

The purpose of education is to prepare students to be:

Successful learners in postsecondary education

Responsible citizens

Productive members of a global economy

1

3 Script: We believe that schools are capable of changing and that they must change on a regular basis if they are going to prepare students to succeed in an ever-changing society.

Note: Some people believe that changing the U.S. educational system is next to impossible. These people tend to feel discouraged and have little energy for change. This slide establishes our positive belief that schools are capable of changing in order to better meet the needs of students, and that they must on a regular basis if they’re going to help students be prepared for a changing society.

FOUNDATIONAL BELIEFS

3

Schools:

Are capable of changing.

Must change on a regular basis if they are going to prepare students for success in an ever-changing global economy

4 Script: We believe that teachers care about their students, and want their students to achieve at a high level.

Notes: Slides 4-6 make two points:

Teachers, parents, and community members are all good people who care about students and want them to achieve at a high level. Letting people know that they are valued in the beginning of the film will cut down on resistance.

Teachers, parents, and community members have a common mission. This is important because transforming student learning in a community (e.g. changing the culture of the community) involves change on everyone’s part. Each person much ask what they can do to be part of the solution, rather than pointing fingers at each other for creating the problem.

FOUNDATIONAL BELIEFS

4

Teachers:

Care about their students

Want their students to achieve at a high level

5 Script: We believe that parents 1) care about their children, and 2) want their children to achieve at a high level.

Notes: See Slide 4

FOUNDATIONAL BELIEFS

5

Parents:

Care about their children.

Want their children to achieve at a high level.

6 Script: We believe that community members 1) care about the community’s children, and 2) want the community’s children to achieve at a high level.

Notes: See Slide 4

FOUNDATIONAL BELIEFS

6

Community members:

Care about the community’s children.

Want the community’s children to achieve at a high level.

7Script: In addition to our foundational beliefs, let’s take a quick look at

“outsourcing” to help us understand why it is so important to consider how U.S. students spend their time in high school.

7

Global Economy

Outsourcing

2

8 Script: To begin with, there are two basic types of jobs:

1) Low skill, repetitive jobs

2) High skill, inventive, continually changing jobs

TWO TYPES OF JOBS

8

1. Low-skill, repetitive

2. High-skill, inventive

9 Script: Outsourcing occurs when a firm subcontracts a business function to an outside supplier.

OUTSOURCING

9

Outsourcing occurs when a firm

subcontracts a business function to an outside

supplier.

10 Script: If you were the CEO of a company, what would you consider when thinking about outsourcing?

You would probably think about: Worker availability Worker wage Worker education.

10

If you were the CEO, what would you consider when

thinking about outsourcing?

Worker AvailabilityWorker Wage

Worker Education

11 Script: Let’s consider worker availability and wage requirements.

9

Worker Availability and

Wage Requirements

12 Script: If we’re looking for low-wage workers, we would probably need to look outside of the U.S. For example, the hourly wage of a manufacturing worker in India is only 25 cents per hour – far less than the average manufacturing wage of $17.20 in the U.S.

Another consideration is that 90 percent of the world’s workers live in India, China, and other countries where the average wage is less than $1.00 per hour.

LOW-SKILL WORKFORCE

12

Manufacturing

Hourly Wage Availability

U.S. 17.20

Mexico 2.10

China .65

India .25

90 percent of the

world’s workers live

in countries where the

average wage is less

than $1.00 per hour.

Source: Sung Won Sohn, Executive Vice President and Chief Economist, Wells Fargo, 2003 / Canamex, 2005

Source: Population Reference at Columbia University, New York, NY

13 Script: Next, let’s consider high-skill workers. As you can see from this slide, the wage for high-skill jobs in India is considerably less than that paid to workers in the U.S. Therefore, it might be a good business decision to send your high-skill jobs to other countries.

HIGH-SKILL WORKFORCE

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U.S. India

Software Engineer $ 66,100 $10,000

Mechanical Engineer $ 55,600 $ 5,900

IT Manager $ 55,000 $ 8,500

Accountant $ 41,000 $ 5,000

Source: International Labour Organization and the Paaras Group, 2004

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14 Script: Another item to consider is the basic education level of the workforce.

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WorkerEducation

15 Script: Students in the United States tend to be taught academic content that will prepare them for college, while students in other countries tend to be taught content that will prepare them for the workforce.

Note: The U.S. courses on the left side of the table are those described by the American Diploma Project as being the courses that will prepare students for both college and the workforce. It should be noted that many states require far less than these courses for a high school diploma.

You may want to add a third column to this table for your local high school’s graduation requirements.

Participants should again see a mismatch between the knowledge and skills that U.S. high schools tend to offer and those needed for successes in a global economy.

EDUCATION SYSTEMSContent

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U.S.* Other Countries**

English – 4 years

Algebra IAlgebra IIGeometry

U.S. HistoryWorld History EconomicsU.S. Government

BiologyChemistryPhysics

U.S. PLUS

Technical Reading

Computers

Statistics and Probability

Logic

Measurement

Systems

•Source: American Diploma Project, Achieve, Inc., 2007** Source: Willard R. Daggett,, International Center for Leadership in Education

16 Script: In addition to differences in the content that’s taught, teachers in different countries ask students to do different types of tasks with the content. In the United States, many teachers simply ask students to write their knowledge on worksheets and quizzes. In other countries, teachers ask students to use their knowledge to conduct research, analyze situations, and solve real-world problems.

Note: It should be noted that many U.S. schools are making progress in this area. Project-based learning and career academics are examples of instructional models in which students use what they have learned to solve real-world problems. Many schools are also asking teachers to be mindful of “levels of cognition” when designing lesson plans. However, far to many U.S. schools ask students to simply memorize facts for worksheets and quizzes.

EDUCATION SYSTEMSStudent Tasks

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U.S. Other Countries

Memorize facts for worksheets and quizzes.

Research & Analyze

Apply Knowledge

between disciplines to solve real-world

problems predictable non-predictable

Source: Willard R. Daggett,, International Center for Leadership in Education

17 Script: Based on what we have just discussed, if you were the CEO of a company, where would you send your company’s work?

17

If you were the CEO,where would send your company’s

work?

18 Script: Where would you send your low-skill jobs?

Probably not to the U.S.

X

IF YOU WERE THE C.E.O.,

where would you send your LOW-skills jobs?

4

19 Script: Where would you send your high-skills jobs?

Probably not to the U.S.

X

IF YOU WERE THE C.E.O.,

where would you send your HIGH-skills jobs?

20 Script: If you were the CEO, what jobs would you keep in the U.S.?

While it can be a good business decision to send low and high skill jobs to other countries, there are some jobs that you would want to keep in the U.S. if you were the CEO because these jobs:

1. Require workers to interact with customers in the U.S. 2. Require workers to interact daily with suppliers in the U.S.3. Require workers to have unique knowledge of the U.S. market.

IF YOU WERE THE C.E.O.,

what jobs would you keep in the U.S.?

21 Script: Now that you’ve considered what you might do as a CEO, let’s consider what is actually happening in today’s global economy.

21

OutsourcingReality

22 Script: Outsourcing started with textiles and shoes in the 1960’s and 1970’s due to the low cost of labor in other countries. Outsourcing later expanded to manufacturing areas as transportation and communication between countries improved. Today, the auto parts are also outsourced by the auto industry.

22

LOW-SKILL WORKFORCEOutsourcing

U.S. companies began outsourcing in the 1960’s because of the low cost of labor. As transportation and communications improved so did the outsourcing of manufacturing jobs.

Textiles Televisions Shoes Stereos Radios VCRs Toys Auto parts

23 Script: With improved communication and standardized software packages, U.S. firms can now easily outsource high-skill jobs including:

Customer services Telemarketing Document management Medical transcription Tax preparation Financial services

23

HIGH-SKILL WORKFORCEOutsourcing

The reduction of communication costs and the standardization of software packages have now made it possible to easily outsource high-skill jobs.

Customer services Medical transcription Telemarketing Tax preparation Document management Financial services

24 Script: Two well-known CEOs have this to say about outsourcing:

“Everything that you can send down a wire is up for grabs.” -- CEO, Infosys Technologies (India)

“There is no job that is America’s God-given right anymore.” -- Former CEO, Hewlett-Packard (U.S.).

So as we watch the film, please understanding that many jobs are not bound to any one country.

24

HIGH-SKILL WORKFORCEOutsourcing

WHAT CEO’S SAY:

Everything you can send down a wire is up for grabs.Nandan Nilekani, CEO, Infosys Technologies, India

There is no job that is America’s God-given right anymore.Carly Fiorina, Former CEO, Hewlett-Packard, U.S.A.

5

25 Script: Finally, let’s consider why Robert Compton made the film.

18

Why did Robert Compton make

this film?

26Script: Robert Compton, the Creator and Executive Director of Two Million

Minutes, has twenty years experience as a venture capitalist and entrepreneur with significant business global experience. In recent years, he has spent considerable time in India and China – investing in new companies.

Compton was very impressed with the employees who worked for him in those countries and decided to go visit the K-12 schools where his Indian and Chinese employees received their educations. As he explains, what he saw “shocked” him. Students in the Indian and Chinese schools were 2-3 years ahead of their peers in prestigious private schools in the U.S. Compton is concerned that global education standards have passed by the U.S and are now being set by India and China, the two largest countries with the two fastest growing economies in the world.

Knowing that U.S. teachers, parents, and community members are not able to visit India and China, Compton made 2MM to help U.S. teachers understand how students in India and China spend their time during high school.

26

ROBERT COMPTON Investments in India and China.

Very impressed with Indian and Chinese workers

Visited the schools where they were educated

Shocked

“Global education standards have passed us by. We are being passed by in the two largest countries with

the two fastest growing economies in the world . . . India and China.”

27 Script: What will you see in the film?

What will yousee in this film?

20

28 Script: You will not see solutions in this film. However, after watching 2MM, we will discuss the film’s implications for our school and community. We may also decide after watching the film to actively begin changing our school and community.

Note: As a reminder, the purpose of this screening of 2MM is to create a local urgency for change. Later discussions (if your community decides it needs to implement changes) will focus on 1) what needs to change, and 2) the actions you will implement to address those needs.

29 Script: You will hear from several experts. The “experts” are professors, policy makers, government officials, and CEOs who have various views about global economics and education.

TWO MILLION MINUTESExperts

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Higher EducationPolicy Makers

Government AgenciesHigh-Tech Companies

Non-Profit Organizations

6

30 Script: You will also see data in the film. The data will help you understand how students from various parts of the world spend their time and what the degree to which they are learning.

TWO MILLION MINUTESData

25

How do students spend their time?What do they learn?

4

8

1

9

31 Script: You will hear from six students in the film, see them in class, and meet their families. The six students in the film were selected because they are all high-achieving students. They are not meant to represent all students in their countries.

TWO MILLION MINUTESStudents

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IndiaChina

United States

32 Script: The three high schools in the film were selected because they are “high achieving” schools. The school in China is a large school where almost all of the students go on to a four-year college. A for-profit school was selected in India because in India, one third of the schools are for-profit institutions. The U.S. school is a large high school ranked in the top five percent nationally for academics. 92% of its graduates go to a four-year college.

CHINA INDIA U.S.A.

NameNanyangModel HS

St. Paul’s English School

CarmelHS

Location Shanghai Bangalore Carmel, Indiana

GovernmentSchool

Yes No * Yes

Enrollment 1,600 300 (K-12) 4,000

College Bound Most 92%

High Schools in the Film

* 1/3 of all schools in India are for-profit25

33 Script: You’ll hear about several colleges in the film. If you’re not familiar these colleges, the data on this slide may help you understand their relative competitiveness. In terms of applications accepted, the India Institute of Technology and Peking University are far more competitive than Purdue, Indiana University, and Yale. IIT, for example, receives approximately 500,000 applications annually, and only accepts 5,000 of them = 1%. Harvard, in comparison, accepts 10% of its applicants.

Colleges in the Film - Competitiveness

SCHOOLPercent

Accepted

Percent International

Accepted

Purdue University * 85 %

Indiana University * 70 %

Harvard * 10%

Yale * 9 %

India Institute of Technology ** 1 % ---

Peking University *** 1% ---

* Source: College Board, 2007** Source: Two Million Minutes*** Source Kyushu University Magazine, Summer 2005

26

34 Script: As you watch the film, please listen for the following remarks:

Listen forthese remarks:

27

35 Script: There is a battle being fought around the world for the future of the global economy.

2MM Remark

There is a battle being fought around the

world for the future of the global economy.

Two Million Minutes2007

28

7

36 Script: Now you have the Indian and the Chinese on a level playing field with the U.S. This has never happened before.

2MM Remark

Now you have the Indian and the Chinese on a level playing field with the U.S. This has

never happened before.Vived Wadhwa

Executive in ResidenceDuke University

2007 29

37 Script: You’ll hear one of the experts refer to the “quiet crisis.” She says, “This is another moment when the world is shifting.”

2MM Remark

THE QUIET CRISIS:This is another moment

when the world is shifting.

Shirley Ann JacksonFormer Chairman

U.S. Nuclear Regulatory Commission2007 30

38 Script: As you watch this film, you might think of it as a scouting report. How are other countries preparing their students to compete with U.S. students for jobs in a global economy?

TWO MILLION MINUTESScouting the Competition

31

39 Script: And now to the film.TWO MILLION MINUTES

32

40 Script: This film gives us a lot to think about. To help us organize our discussion and look at 2MM from a variety of perspectives, let’s consider a few questions.

Note 1: 2MM tends to generate a considerable amount of discussion. As a facilitator, the facilitator’s first challenge is to organize the discussion so it doesn’t head in random directions. The following slides will help organize the discussion in a purposeful manner.

Note 2: It’s important for you to watch and listen to the group’s tone at this point. If the tone sounds negative or hopeless, you’ll need to guide the group. Here are some suggestions for doing so:

POSITIVE TONE:

A second challenge for the facilitator is keeping the discussion on a positive note. Educators who have watched the film often report (and are observed) being defensive because they feel people are blaming them for students not learning at a more rigorous level. Educators who feel defensive may say, “Yeah but, in the United States . . .” The slides that were presented prior to the film and the discussion questions that follow should help keep resistance at a minimum. This is important because when people feel defensive, they usually are not able to reflect accurately on current practices or embrace new ideas.

If participants do offer defensive comments, one approach is to let them

GUIDEDDISCUSSION

33

8

know that you agree with them, saying “You’re right. Educators in the U.S. do have some unique challenges. We’re going to list those challenges in a few minutes.”

Another approach to resistance is to help everyone understand that raising student achievement is a community responsibility. Everyone has a role to play in raising student achievement.

Students help by coming to school every day motivated and ready to learn.

Teachers help by presenting rigorous content in an engaging manner that addresses all students learning styles.

Businesses help by 1) meeting with educators to help them understand the level of rigor is required for success in today’s global economy and 2) providing teachers with real-world applications for academic content.

Parents help by 1) conveying high expectations to their children, 2) monitoring school work, and 3) ensuring that academic and extracurricular activities are balanced in a manner that the parents find appropriate.

Everyone helps by making high academic achievement a high priority in the community.

HOPEFUL TONE:

The facilitator’s third challenge is to keep the discussion hopeful. Past viewers have reported that 2MM sometimes makes them feel hopeless with little energy to improve the situation. Facilitators can keep the tone hopeful and upbeat by reminding people, “The good news is that we have the right people at the table. We care about kids. We’re ready to role up our sleeves together to make a difference. We can make a difference.”

41 Script: To begin our discussion, think about the parents that you saw in the film from India and China. What do they feel their children deserve? Please begin your comments with, “Our children deserve . . .”

PARENT REALITY

What do parents in India and China believe their

children deserve?

“Our children deserve . . .”

34

42 Note: While the facilitator directs the discussion, a recorder should write a 3-5 word summary of the person’s comment on the Power Point slide provided (or a flip chart or overhead projector transparency). The purpose of this is two-fold: 1) Each speaker knows that their comment was heard, valued, and recorded (which reduces resistance), and 2) the 3-5 word summaries encourages speakers to keep their comments brief.

37

• Write responses here • Write responses here

From the perspective of Indian and Chinese parents:

Our children deserve:

43 Script: Now think about the parents of the students from the United States. Also, think about your friends and neighbors who have children. If you’re a parent, think about yourself. What do U.S. parents believe their children deserve? Again, please start your comments with “Our children deserve . . .”

Note: Ask your recorder to write these responses as well.

PARENT REALITY

What do parents in the U.S. believe their children deserve?

“Our children deserve . . .”

35

9

44 Note: See Slide 42

39

• Write responses here • Write responses here

From the perspective of U.S. parents:

Our children deserve:

45 Script: Let’s think about the teachers that we saw in the film. What challenges do U.S. teachers face when trying to educate high-achieving students? EDUCATION REALITY

What challenges do U.S. teachers face when trying to educate students at a rigorous level?

36

46 Note1: See Slide 42

Note 2: Most common responses: U.S. teachers must educate all students. U.S. culture values students who are well rounded. U.S. students aren’t motivated, (e.g., not hungry for a higher

standard of living, not aware of global economics).

41

• Write responses here • Write responses here

Challenges faced by U.S. teachers:

47 Script: Now let’s look at the perspective of an employer in a global economy. Does it matter to a global employer if an applicant comes from a country that educates all students?

Note: Slides 42-44 should generate a quick “yes” or “no” answer. These slides will help participants understand that:

1. U.S. educators do have challenges that teachers in other countries do not have.

2. U.S. students have to compete for jobs against students whose teachers do not have the same challenges as U.S. teachers.

3. If we are going to prepare U.S. students to compete for jobs in a global economy, we must make changes.

ECONOMIC REALITY

Does it matter to a global employer if an applicant comes from a country that educates all students?

42

48 Script: Does it matter to a global employer if an applicant spent 20 hours a week on a hobby during high school? ECONOMIC REALITY

Does it matter to a global employer if an applicant spent 20 hours a week on a hobby during high school?

38

49 Script Does the degree to which the citizens of an applicant’s country are “hungry” to improve their standard of living matter to a global employer. ECONOMIC REALITY

Does the degree to which the citizens of an applicant’s country are hungry to improve their standard of living matter to a global employer?

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10

50 Script: According to Robert Compton, Executive Producer of Two Million Minutes, these are the things that matter to global employers when considering a potential employee. Have a high educational foundation Can use skills to master complex, technical tasks Know how to learn Can adjust to change Will work at an efficient cost

ECONOMIC REALITYRobert Compton

Executive Producer, Two Million Minutes

50

What matters to global employers is that potential employees:

Have a high educational foundation

Can use skills to master complex, technical tasks

Know how to learn

Can adjust to change

Will work at an efficient cost

51 Script: According to a recent article in Education Week, these are the things that are key to success in a global economy. Academic Skills Soft Skills Habits of the Mind

Note: Read through a few of the descriptors for each to help participants understand what employers are looking for in each area. This should help people begin understanding that the skills required for success in a global economy are often different from the knowledge and skills that are taught in U.S. schools.

ECONOMIC REALITYWhat does ready mean in a global economy?

45

Academic Skills

SoftSkills

Habits of Mind

Informational reading

Persuasive writing

Oral presentation

Data analysis & stats

Math application

Teamwork

Work ethic

Responsibility

• Attendance

• Punctuality

• Time management

Analysis

Interpretation

Precision & accuracy

Problem solving

Reasoning

Source: Education Week, What Does Ready Mean? June 2007

52 Script: Another perspective to consider is the perspective of U.S. colleges. U.S. colleges do look for students who are well rounded. During the admissions process, college representatives consider a student’s academic record, test scores, and recommendations. They also consider the student’s “personal factor.” With regard to the personal factor, the National Association of College Admissions Counselors (NACAC) explains that college applications “usually contain questions that allow [students] to list or explain [their] activities, honors, and use of “free time.”

COLLEGE REALITYWhat do colleges evaluate?

46

College Admission Folder

1. Application

2. Academic Record

3. Standardized Test Scores

4. Recommendations

5. Personal Factor

How students spend their free time.

Sports, music, community service, hobbies, etc.

Source: Parts of an Admission Folder, National Association of College Admissions Counselors, 2008

53 Script: As we think about the global economy and outsourcing, the key question is, “What type of jobs do we want in our community for our young people?”

Note: It is anticipated that participants will indicate they would like the community’s young people to have high-skill jobs.

KEY QUESTION

What type of jobs do we want in our community for our young people?

High-skill, inventive jobs?

Low-skill, repetitive jobs?

53

54 Script: Here’s the bottom line when considering all of these perspectives.

If we: care about our students, and understand global economics,We can no longer do business as usual.

We must: roll up our sleeves, and do whatever it takesTo help all students learn at a globally competitive standard.

THE BOTTOM LINE If we

care about our students,

understand global economics,

we can no longer do business as usual.

We must

do whatever it takes

to help all students learn at a globally competitive standard.

47

55 Script: Many U.S. schools (and their communities) have begun making the changes necessary to enable all students to become both well-rounded and academically prepared for a global economy.

FACT

Many U.S. elementary, middle, and high schools (and their communities) are making the changes necessary to enable all students to become both well-rounded and academically prepared for a global economy.

50

11

56 Script: Schools and communities that have started the process of improvement tend to ask the following questions:

1. Do we have high enough expectations of our students?

2. Is the content that we teach rigorous enough?

3. Are our students engaged in their learning?

4. Do teachers use classroom assessments to evaluate the success of their instructional strategies?

SELF STUDY1. Do we have high enough expectations of

our students?

2. Is the content that we teach rigorous enough?

3. Are our students engaged in their learning?

4. Do teachers use classroom assessments to evaluate the success of their instructional strategies?

48

Based on Elements of High Achieving Schools, American Student Achievement Institute, 2007

57 Script: 5. Do all students engage in “extra help” activities to help them learn at a higher level?

6. Do our student see the personal connection between what they learn at school and their futures?

7. Do our students learn in an environment that supports learning? Disciplined environment Adequate resources for all students Appropriate balance of academic and other activities

SELF STUDY5. Do all students engage in “extra help”

activities to help them learn at a high level?

6. Do our students see the personal connection between what they learn at school and their futures?

7. Do our students learn in an environment that supports learning? Disciplined environment Adequate resources for all students Appropriate balance of academic and other activities

49Based on Elements of High Achieving Schools, American Student Achievement Institute, 2007

58 Script: Are there organizations around that can help us transform our school to one that prepares students for college and a global economy?

WHO CAN HELP US?In Indiana:

American Student Achievement Institutewww.asainstitute.org812-669-0006

Other states:U.S. Department of Education

List of school reform modelswww.ed.gov/about/offices/list/ovae/pi/hs/reform.html

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59 Script: What should our next step be?

Note 1: Instead of presenting this as an open-ended question, you may want to present a next step for the group’s consideration.

Note 2: If you are suggesting the formation of a study group or task force, or a follow-up meeting, be sure to have a sign-up sheet available.

52

• Write responses here • Write responses here

What should be our next steps?

60 Script: As we adjourn, we’d like to leave you with this statement from Margaret Mead, “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.”

WE CAN MAKE A DIFFERENCE

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.

-- Margaret Mead

53

61 Note: Post this slide as the group adjourns. TWO MILLION MINUTESA Public Discussion

48

Thank you for attending.

12