And now, I will turn things over to your host for today, Linda Darling-Hammond. Please go ahead. Thank you. It's wonderful to have everyone assembled here for this briefing. We are, as you know, issuing a new report that is going to be available online. If you check in the chat box, you'll find a link to the report and the brief and to these slides that you can refer to them thereafter. Our agenda is that we will get a presentation about this research. I'll queue up the sort of context. Beth Malloy, our Senior Researcher and Policy Analyst and Marjorie Wexler, our Principal Research Manager, will present the research. We'll have an opportunity for discussion and questions and answers. And that will be handled by Maddie Gardner, Beth Malloy, and Marjorie Wexler. You can, as you heard, put questions into the chat box along the way. And we'll get to as many of them as we can. And let's see if I can get this to advance. We're going to just sort of remind everyone on this call, you're all very familiar with the history of early childhood education and research, that we are at this moment in time building early childhood programs across the state based on the great expectations that were put in place by the well-studied preschool programs of the 1960s and 70s. Harry Preschool, the Child Parents' Center, the Abbasidarian Project. All of these were very, very high quality programs that were shown to provide significant benefits to the children who attended them relative to comparison groups who had not attended any kind of preschool in terms of improved cognitive development, their preparation for school, a much lower likelihood of being identified for special education or retained in grade, and then much longer term benefits as well, all the way into adulthood for the studies that were able to follow young people that far, much more likely to graduate from high school to attend college, less likely to become pregnant, to commit crimes, to depend on welfare as adults, higher earnings in adulthood. All of these benefits which have been much touted in the news and in political conversations have led to enthusiasm about preschool and investments in early childhood education. The various studies have found the benefits pay off as much as $17 for every dollar invested when you look all the way to adulthood and capture all those benefits that I just talked about. And even for the short term studies that just look ahead a couple of grades into primary school, you find benefits of at least $2 for every dollar invested in terms of the reduced cost of grade retention, special education placements and so on. And of course every dollar, anything above a dollar means that preschool is paying for itself. So there is this basis on which to advance public policy. There is of course the fact that because of this state investments have skyrocketed, 43 states have provided preschool, lots of money invested, many children enrolled, many more evaluations of these new efforts. But that has created a more complex research landscape with some studies finding less significant benefits, what is sometimes even called fade out of those effects into the later years of grade school and questions about the effectiveness of particular programs and those sometimes in the political discourse end up being questions about the effectiveness of preschool overall. And so this briefing is based on a report where we've really dived in, looked at all of the preschool evidence, unpacked the studies like the Head Start Study and the Tennessee Evaluation that have raised some concerns and confusion and Beth Malloy is going to take the ball and explain the study, what we found and be available for comments and questions thereafter. Beth. Great. Thank you, Linda. As Linda said, there are now many more evaluations of preschool effectiveness than there are programs and they vary widely with regard to how rigorous they are, ranging from studies that simply document growth in preschool students to longitudinal tightly controlled experiments. So we set out to do our review of this literature, joining many others who have come before us and compiling the best evidence to inform discussions about the effectiveness of preschool. With the goal of examining whether preschool improves children's outcomes and untangling those nuances at the heart of those prominent evaluation findings of Tennessee and Head Start in particular, we wanted to equip policymakers and others with the tools to assess the weight of their accumulated evidence and draw conclusions about the case for investing in preschool. In our review, we categorized evaluations into two time frames, grouping those that examine child outcomes at the end of pre case, separately from those that examine outcomes into elementary school and beyond. For that first set of outcomes related to children's school readiness, there are many evaluations of contemporary pre case programs. So we limited our review to only the most rigorous studies, and we ended up with evaluations of 18 public pre case programs that measure children's outcomes at school entry. And you can see the programs and evaluations listed here. Fewer programs have been evaluated longitudinally, and so we expanded our inclusion criteria slightly for programs that follow children into elementary school and middle school, and we wound up with evaluations of 14 different programs. And it's important to note here that the majority of these contemporary programs are simply not old enough to have followed children into high school or adulthood as the foundational programs that Linda talked about have. What did we find? Well, the first thing that we found is that pre-k undeniably prepares children for school. Most studies examine children's early literacy and mathematics skills, and they find benefits. All 18 of the programs included in our review measured children's early literacy and all but one evaluation found benefits of preschool on measures of children's alphabet knowledge and ability to associate sounds with words and letters and other pre-literacy skills. 16 examine children's early mathematics skills, including skills like the ability to count and understand concepts of measurement, and all but two found positive effects there. And these benefits are found consistently for children across the socioeconomic spectrum. Fewer studies examine children's social emotional skills and executive functions. But of those that did, two thirds found benefits on at least one measure ranging from teacher reports of child behavior to assessments of social and emotional skills to multiple measures of executive function. And this slide summarizes these findings. Overall, evidence overwhelmingly points to preschool's effectiveness at preparing children for school entry. Importantly, the few findings of no difference, those gray boxes on the figure, generally showed positive influences of preschool, but they were not statistically significant, usually because of small sample sizes. Of course, we don't stop at school entry when considering the literature on preschool effectiveness because policymakers also want to know whether investments in preschool pay off, and those outcomes that have clear economic impacts show up later in school and in life. And we consider evaluations that follow children into elementary and middle school. We find that several measured outcomes related to school progress, specifically, special education placements and grade retention are important. Four out of the seven program evaluations that measure special education placements in our review found reductions among preschool participants compared to children who did not attend. And six out of 10 found a reduction in grade retention. When we look at grade retention, it does get a bit more complicated. Here we start to see that the early learning experiences of children to whom preschool participants are compared matters. For example, two evaluations of Tulsa's ECE programs found no effective participation on grade retention. That is, both the preschool participants and comparison children have the same retention rate, but both had low rates. Evaluators in both of those cases noted that many comparison children had access to other ECE arrangements, suggesting that Tulsa's programs and other ECE programs available in the Tulsa area may have been equally successful at reducing the incidence of grade retention. Proving children's progress through school does in fact pay off. School districts spend an average of 13,119 dollars per child each year, and those costs double whenever a student is retained. Further, retaining a child once increases the likelihood of future retention, and that compounds the cost. Likewise, providing special education services can cost more than twice that of general education. So lower rates of grade retention and special education placements from preschool come with significant and immediate cost savings for school systems and society. When it comes to academic benefits in elementary and middle school, the findings are promising, but they're also less consistent. Some studies find enduring effects underscoring that lasting, long lasting benefits are possible. However, others see few of any benefits from pre-K and later grades. Specifically, about half of the studies in our review that measure children's literacy beyond school entry, usually through standardized tests, find benefits on children's reading performance. And in several cases, those benefits persist up to the fifth grade, but the other half find no evidence of an impact. Among studies that examine children's mathematics performance, again, measured by state standardized tests, most document benefits, including some that persist well into middle school. But two of the studies find that preschool participants performed less well than children who did not participate on at least one measure of math skills in the early elementary grades. And we'll talk more about those two studies in just a moment. But I want to pause to highlight here how study methods, again, make a difference. In the case of North Carolina's preschool program, two evaluations of the same program had very different findings. One found a positive impact on children's reading performance into elementary school, and the other did not. But these two studies, although they evaluated the same program, had very different designs and measured literacy skills using different tests. They also used different comparison groups. So we were reminded that these findings are strongly influenced by the research methods and the timing of the evaluation. Here again, this figure depicts the summary of the research on preschools effects into elementary school and beyond that I've just discussed. It's understandably harder to draw a single conclusion from this evidence. However, I think two things are clear. The first is that lasting benefits from pre-K participation are possible. And the second is that those benefits are not guaranteed. There are several gray boxes and even a few red boxes in this figure. So how do we make sense of the findings? I want to take a moment and address the issue of what many call fade out studies that find little impact on children's performance into elementary school, especially in reading, despite finding children were doing better than comparison group children at school entry. The most important thing to understand about fade out is that finding no difference between participants and comparison group children does not mean that children stagnate or lose skills or knowledge over time. On the contrary, preschool participants and comparison group children continue to learn. But over time, the difference between them diminishes. This means that their performance converges. Findings where preschool children were actually doing worse than comparison group children in elementary school. Remember that the bulk of the evidence points to the overall effectiveness of preschool, but findings from Head Start and Tennessee have sparked questions about whether that evidence should be trusted. Both studies found evidence that preschool participants did less well in mathematics and early elementary grades. And the Tennessee study found that children were more likely to be placed in special education in elementary school. And these two studies have received enormous attention, both because of these seemingly contradictory findings and because they were designed to be extremely rigorous from a methodological standpoint. However, research can help guide our understanding of these two evaluations and specifically points to three key questions, the answer to which are critical for understanding how this evidence fits together. Those questions are first, what are the early learning experiences of comparison group children? Second, what is the quality of the preschool program? And finally, what is the quality of instruction in the early elementary years? Let's look at the evaluation of Head Start to see how those questions matter. First, I'll review their findings. Again, initial findings were encouraging and Head Start found that it boosted children's school readiness. However, as children were followed throughout school, impacts on children's literacy and grade retention were undetectable by third grade. And in mathematics, children who attended the program appeared to score less well than comparison children by third grade. And this was an unexpected and unwelcome finding. But what might explain it? Let's think about our guiding questions. First, we need to understand the early learning experiences of the comparison group. And what we know is that many children to whom participants were compared did in fact attend other early learning programs, including other Head Start programs. When a reanalysis took these experiences into account, it found larger, longer lasting benefits for children who would not have had access to ECE without the Head Start program. Now, what about the quality of Head Start? Well, although Head Start is often viewed as a model program, the reality is that Head Start program quality is highly variable. And this was even more true at the time of the Head Start evaluation. In fact, the federal Office of Head Start was so concerned with this variability that it recently overhauled its quality guidelines for programs. Furthermore, another study went back and tried to account for program quality and did find that certain elements of quality, including whether a program was part day or full day, accounted for the size and persistence of impacts on child's outcome. To consider the quality of the elementary school instruction that Head Start participants receive, this is extremely important because Head Start is a targeted program, which means that it's designed to serve mostly low income students. And as such, Head Start children are more likely to attend low quality and low performing elementary schools. Again, research confirms that the benefits of Head Start are larger when concurrent investments are made in K-12 education in Head Start communities. So what do the Head Start findings mean? Well, they tell us a few things. First, just like many of the other state pre-K programs in our review, Head Start prepares children for school. Second, we can say with some confidence that whether the benefits of Head Start last likely depends on a number of factors, including what alternatives to Head Start are available to children in a given community, the quality of individual Head Start programs, and the quality of elementary schools and Head Start communities. Now let's turn to Tennessee. The evaluation in Tennessee was a bit more straightforward because only one set of evaluators have looked at the data. Tennessee's program was another success story. Evaluators found that the children in the program were more ready for school than children who did not attend. But again, when they followed children into elementary school, the story changed. By third grade, children who attended the program were no different from those who did not attend in their literacy, and they were actually doing less well in mathematics than children who did not attend. So again, we're left to ask why. In order to understand these findings, we can turn back to our guiding questions. First, we need to understand what were the early learning experiences of the comparison group children. Tennessee evaluators have not accounted for the early learning experiences of comparison group children, which means that we don't know whether the impact of the program is dependent upon the early learning opportunities that comparison group children received. There is some evidence that despite its rigorous design, comparison group children may have actually been more advantaged overall than preschool participants, which could account for their better performance in school. Perhaps the most compelling explanation for Tennessee's findings lies in the answer to our second question about program quality. Tennessee's program report card from the National Institute for Early Education Research earned only five out of ten on the new metric of preschool quality, a metric that was revised to better reflect the elements of quality that research shows matter for child outcomes. Furthermore, an evaluation of the quality of Tennessee preschool classrooms found that many teachers spent only a little more than half of their time engaged in learning activities, and that may reflect poor classroom management or difficulty embedding learning into everyday routines in play. This evidence suggests the quality of Tennessee's program may have been meaningfully lower than programs that demonstrate effectiveness. Finally, we must consider the quality of Tennessee's elementary schools. Although we don't know the quality of instruction that Tennessee's participants received in the early elementary years, we can hypothesize that it was not adequate to sustain the learning gains that preschool participants had made. The recent national study shows sustained benefits of preschool are often dependent upon high quality early elementary instruction. And I do want to pause here and just note that the Tennessee Department of Education has acknowledged this quality problem to a certain extent and has been spending some investment in some time and energy really aligning preschool and kindergarten to help smooth the transition and potentially benefit the outcomes of children who have participated in the program. So what do the Tennessee findings mean? Again, the program may be more effective for children without early learning alternatives. And perhaps more importantly, Tennessee's program may be meaningfully different from other preschool programs, making it less effective. It is also possible that its elementary schools simply may not be of high enough quality to sustain early learning gains. So an answer to our primary question is pre pre K effective. We find that it can be. In fact, it absolutely is an effective strategy for improving children's school readiness. And it's clearly possible for the benefits of pre K to persist into elementary and middle school. But the inconsistency of lasting benefits from program to program illustrates the importance of asking a different question altogether. Rather than focusing on whether pre K works, we need to move on to asking how policymakers can ensure that their investments pay off. And with that, I'm going to turn the floor over to my colleague Marjorie, who will share some insights from research about just how to do that. This is Marjorie Wexler. As best described, we know preschool can generate both immediate and lasting benefits for children. However, as she said, quality is an important factor in whether the promises of preschool are actually realized. So what makes for a quality program? Research has identified a suite of features that are commonly found in preschool programs with strong evidence of success, like those described in best review. First, high quality programs have program structures that facilitate opportunities to learn. They offer children sufficient time in the program, small class sizes and an appropriate adult to child ratio. They provide engaging and meaningful learning experiences based on comprehensive early learning standards and curriculum aligned with appropriate child assessments. High quality preschools have a highly skilled workforce, which has knowledge of early childhood development and age appropriate instruction. And these skilled educators receive ongoing supports such as coaching and mentoring. High quality programs offer comprehensive services for children, including supports for healthy whole child development. Supports are tailored to the specific needs of the children, including those who are learning multiple languages or have special needs. High quality programs also offer support for families and meaningful family engagement. And finally, high quality preschool programs engage in continuous quality improvement that includes a focus on classroom interactions. A quality rating and improvement system often facilitates ongoing quality improvement. So we know what the factors are enacting these features of high quality preschool on a large scale is complex work. So we conducted case studies of four states, Washington, Michigan, West Virginia and North Carolina, to understand the ins and outs of designing and implementing successful preschool programs. And we chose these four states in part because each had research showing strong outcomes for children. In fact, the literature review that Beth just described includes research from each of these states. The preschool programs in the four states very considerably in design and implementation with each following its own path to quality. However, we did find commonalities across the states about what they are doing to bring that high quality element to life in their preschool programs. And these fall into five big areas. One being keeping a laser like focus on quality. They're paying attention to workforce development, coordination of programs, funding mechanisms and programmatic support. So one, each state has invested in strategies to improve the quality of its early education program. They all developed robust program standards that reflect the elements of quality that I just described, including everything from small class sizes and appropriate adult to child ratios to guidance for how educators interact with children. These standards are reinforced through quality rating and improvement systems that both provide a basis for program accountability. But importantly, they support program improvement through technical assistance in class coaching or financial incentives. In Washington, Michigan and North Carolina, quality ratings are linked to program funding as a strategy to incentivize high quality care. And the states rely on local expertise to ensure program quality. States can't operate early childhood systems on their own. Administrators closer to the programs, such as those in county offices of education, they have more capacity to manage and monitor programs and to address those regional needs. All four states place heavy emphasis on the quality of preschool teachers. They all require lead teachers to have a degree with an emphasis in early childhood education, child development or related field. And as the states increase teacher requirements, they gave teachers several years to meet new requirements while supporting the workforce in meeting the new bar. The states make that training accessible by offering courses regionally or online, which we saw in both West Virginia and Washington. And they encourage teacher advancement through strategies such as scholarships and salary supplements. North Carolina, for example, developed TEACH, which awards scholarships for teacher education, a program that now operates in 26 states. It also developed wages, which subsidizes teacher salaries based on their levels of education. And the states provide on-site coaching to provide tailored support to the preschool teachers. Michigan, for example, employs experienced master's degree level coaches who support all preschool teaching teams in the state throughout the year. Historically, Pre-K has operated separately from K-12 and even from birth through age three in many states. But these four states are at least beginning to work on creating aligned learning continuance for young children. And as Beth mentioned earlier, there is evidence to suggest that this alignment may be very important for sustaining the gains from preschool. So one way that they have fostered alignment is by putting all children's services under one umbrella at the state level. For example, Washington created the Cabinet-level Department of Children, Youth and Families, which brings together early learning and child welfare programs under one roof. And putting the programs together under a single administrative entity makes it possible to have a coherent vision and a coherent strategy for providing services to young children. Another way that states are improving that coordination is by developing more robust early childhood data systems. So West Virginia, for example, has created a data system that enables preschool and kindergarten educators to share relevant child data and to smooth those schools' transitions. And the states are also improving coordination by aligning curriculum and assessments across the early learning grades. So Washington uses the same child assessment tool for both preschool and kindergarten classrooms. All four states rely on a combination of funding streams, federal, state and local, to garner the funding necessary to expand access while supporting that important program quality. All combined, dedicated state dollars with federal funding from Head Start, Title I, or Substitized Child Care. And they also leveraged short-term funds to build necessary infrastructure to deliver high-quality programs. So, for example, Michigan, Washington, and North Carolina all used federal rates to the top early learning challenge grants to build and improve their quality rating and improvement system. And private investments also can play an important role. So Thrive Washington, for example, is a public-private partnership that coordinates government agencies, businesses, and nonprofits across the state working on early learning. So designing the high-quality programs, we know it's hard work. But these states also all managed to build and maintain momentum for implementing them well. So how do they do that? Well, one, they all had some broad-based coalitions that were working together with policymakers to promote high-quality accessible early education. So in Michigan, business leaders supported preschool as an investment in a skilled workforce that would generate a positive return. In North Carolina, prosecutors and police officers supported early education because they saw an evidence of long-term crime reduction. And the states also built broad support by offering parents a choice of providers, including public and private providers so that families can choose the setting they believe best meets the needs of their child. In fact, in West Virginia, there's legislation that requires that at least half of the state preschool classrooms in each county be operated in partnership with Head Start or private childcare and having a political champion with key. So that might be a governor or legislators, but in each state, there was someone who made high-quality early education a priority. And these folks represented both political parties even in the same state underscoring that early education is an issue where there is bipartisan support. So I'm going to pause for a minute. You've heard a lot from us this morning. And that is the end of the presentation part of this webinar. And now we'd like to take a few minutes to answer your questions about this research. And so we, as you know, we as part of the registration, we received some questions. You can pose your questions in the chat. So first up, we'll start with a question from Layla Sanander from the Council of Chief State School Officers. And she asked, how do you address the critics who poke at pre-K effectiveness regardless of how well it's implemented? Yeah, so this is Beth Malloy. Thank you for that question, Layla. I think that to a large extent, the the brief and report and the presentation that you just heard is exactly how we respond to those who poke at preschools effectiveness. I think that you have to turn back to the evidence. And the evidence is fairly clear that, you know, preschool programs, even when they vary widely actually in some of those quality elements, by and large, prepare children for school. And it's clearly possible that children can have sustained benefits. We saw that from our foundational programs, but we see it from contemporary programs as well. And when we start to hammer down and look at those individual programs, they do, in fact, implement those for their their preschool programs with high quality. They focus on supporting educators and paying them well. And these really are the key factors, we believe, in sustaining early childhood gains. Maddie, do you have anything to ask? Beth and hi, everyone. This is Maddie Gardner with LPI. I think that is, you know, exactly right. The only thing I would add, and this is sort of outside the scope of the report, but we know that even beyond the literature that we looked at for this particular review, there's a whole wealth of other resources and studies out there that reinforce some of these messages. So this question of quality is also one that's been well-studied in, again, studies that aren't always necessarily contained in this report, but that we'd be happy to help folks learn about and read if this is a question they're interested in diving more deeply into. Right. Thank you. I'm going to move on to the next question that we received from Tiffany Ferrett from the National Governors Association. And she asked, what was the connection found, if any, to preschoolers who were enrolled in prenatal to age three programs and services, such as Early Head Start, compared to the non-enrolled counterparts in school readiness? So what difference does that early access? That is also a really excellent question. It's the experiences in very early learning opportunities was not something that we considered as part of the review. But again, as Maddie mentioned, it is a well-studied, though right for more research area. We can see, for example, looking back at some of those foundational programs that investing in more than just one year of preschool investing either earlier on or into elementary school or both really has the potential to compound the benefits of early education. And we know from neurological from neuroscience that so much of the brain's connections and early learning really sets the foundation for learning later in life in those first three years. So it makes sense that investing earlier does, in fact, lay the foundation and would propel children to benefit more from their preschool experiences. Okay. Thank you, Beth. Another audience member asks, how did you pick the studies to include in your review? I'm going to pass that one to Maddie to answer. Great. Yeah, it's a good question because I think as you and Linda both said, Beth, there are so many studies out there, including of programs like the ones you were just talking about that target kids before they enter preschool. So I think there's a couple things to note about the way that we sort of approach this particular review. The first is that it's focused explicitly on evaluations of publicly funded preschool. So we really were looking at evaluations of programs that are serving kids in that three and four year old age range. Most typically they were state funded preschool programs. So as you heard from Beth, Head Start was also included. And we also only looked at studies that have been published since 2000 because there have been other great works done on this subject. We were trying to take a more recent lens. And among those that we looked at, as Beth said, we also looked at sort of two different time horizons. And we did that because we were trying to really achieve two things. And the first was to capture sort of a sufficient cross section of literature to allow us to really understand some of the trends, but at the same time balancing that we wanted to really include studies that use methods that are sort of widely regarded as credible for answering causal questions. We know that so often with research, the devil is really in the details about how the methodologies are implemented and that they can study quite a bit even if they use that sort of same broad methodological approach. We were trying to balance those two factors. And what that led us to was that we started first looking at the literature just when kids to finish the program year for preschool. So we called that sort of our short term or school entry part of the study. And for that sort of time horizon, we looked specifically at studies that use two pretty rigorous methodological approaches known as a regression discontinuity design and a randomized control trial. And again, as Beth mentioned, we were in part able to do that because there are so many of these studies out there. And then when we looked sort of into elementary and middle school, there were fewer studies. So we also included some other very rigorous methods, things like natural experiments or well constructed matching strategies that still included a comparison group to really give us that sufficient body of literature to draw some trends. And this is something that we can obviously share some more information about if you're interested, but also there is a full appendix in the full copy of the report that you got that shares a little bit more of our thinking about how we selected the studies for this review because we know there are so many great studies out there. Yeah, and I think the only thing that I would add to that is that we do recognize and believe strongly that all of the evaluations of state preschool programs across the board add to this literature and reaffirm the findings that preschool is in fact an effective an effective intervention for preparing kids for school and can have long lasting benefits, but that we were sort of able to narrow our focus and be all the more confident that the research we were including was rigorously controlled. Thank you. There is a question from Kristen Schumacher from the California Budget and Policy Center. Kristen asked if we have any thoughts about the most recent research released on North Carolina's preschool program. Yes, that is a great question. Kristen, thank you. And it really highlights a phenomenon of this literature, which is that it really is sort of growing rapidly and that the more we learn the more confident we can be that preschool is in the fact an effective effective program. I think that North Carolina's program, as Marjorie mentioned, is a high quality program. They've done a lot of work to ensure that that is the case and it is encouraging to find another another evaluation of that program following children longer into middle school is still finding lasting benefits. And I think that it's just something to highlight that we sort of had to stop at some point in order to be able to get the report out the door and that there will continue to be additional studies that come out of both extending the purview of evaluations of programs that we included and potentially evaluating new programs and that our goal really one of our goals with this report was to really equip folks who may not be deep in the research with tools to take a look at evaluations like that new one from North Carolina and understand how it fits within the broader literature. Thanks, Beth. This is Maddie. I would also just note, you know, as Beth mentioned, this study that Kristin asked about is so new, it's not actually included in our report. And for those of you who might be interested in taking a look at it, the study is a working paper that was released by Kenneth Dodge, Sunny Ladd, Clara Muschgen and one of their other colleagues at Duke University and we'd be happy if you want to follow up afterwards to direct you to the study if you're interested in taking a look. All right. Thank you, Beth and Maddie. Another colleague asked about the Head Start Impact Study and the Tennessee studies, right? These are studies known as the gold standard using randomized controlled trials. Does that make those findings more credible than the other studies you talked about? That is an excellent question as well. And it's one of the reasons that we wrote the report in the first place, which is just to help folks who may not be immersed in what a randomized controlled trial means and what it's trying to do, which is to completely randomize the selection of children either to receive a program or not receive a program and help folks understand that while that absolutely may be the gold standard, that it's just really incredibly difficult to maintain in the real world. And so the Head Start Impact Study is an excellent example of this where, you know, it was a randomized controlled trial and that is how it was implemented. And so children were randomly selected from waiting lists. Either you can attend or you can't attend. But what happened was that many of those children ended up then accessing a state preschool program or perhaps a high quality child care center. And actually in some cases even ended up going to another Head Start program down the street that wasn't a part of the study. And so what that shows us is just the importance of despite that randomized controlled trial mantle of really looking at the alternatives available to children. Because when you look at the alternatives, the alternative early learning opportunities available to children, you can answer two questions. The first one that you can answer is you can answer sort of holistically by implementing a Head Start program in this community. What was the impact on children's outcomes? But then if you consider the alternatives, you can also estimate and understand the impact of making that program available for children who either don't have the means or the motivation to access other programs. And we know in this country and in many states we're far from achieving universal access to high quality preschool across the board. And so we know that there are some children, especially perhaps low income or middle income children, who really do not have access to high quality preschool programs. And so it's important to understand not just the impact across the board, but the impact for those children in particular. Maddie, anything to add? No, I think that covers it best. Thanks. Okay. There was a question from Yasmin Grawalcock from the early edge California about workforce issues. And she asked if we could say a bit more about the workforce support that are offered in the four states that we discussed. So absolutely. Let me start off by saying, you know, there's great detail in the report called on the road to high quality early education on our website, which has also been published. But I want to start with in all of these states, they really focused on on building up the skills and the knowledge of the teachers and really making sure that their teachers or their lead teachers had specialized training, as I said, in child development and teaching and learning of young children. And the community and four year colleges were a critical link in both preparation and professional development programs, right? And so, so working with the higher education system was really important in terms of making sure that the teachers had that specialized knowledge that they need. And making sure that that preparation was high quality, right? That there was in that training that there was that carefully linked coursework and clinical training. And so that's something to pay attention to. And as I said, they you can't just all of a sudden overnight require teachers lead teachers have a bachelor's degree, you actually need to provide the infrastructure for them to be able to understand what's needed to have access to those programs and time because many of these, you know, current the current workforce are working. And so they need time to actually increase their knowledge and skills. There's also a big emphasis on providing support in the classroom. So not just that outside education or the degrees or certifications that they need. And I think Michigan had one of the strongest coaching programs that we saw, where there were what they called early childhood specialists. And these were all experienced early educators. They all had master's degree. And really their full time job was to go in and work with teaching teams, do observations of their classrooms and work with them formatively to, you know, to emphasize the things that they were doing wonderful to have suggestions on ways to improve their interactions with young children. In the state of Washington was interesting because it offered that onsite support, both to their preschool teachers and through their childcare providers, through their quality rating and improvement system. But it's that in classroom, really tailored support that is very beneficial to new and experienced early educators. I don't know what Maddie might want to give the example, talk about the apprenticeship program in West Virginia. Absolutely. So West Virginia has an interesting approach that they sort of pioneered actually almost 20 years ago. And it's a registered apprenticeship with the Department of Labor, wherein folks who are already working in childcare settings around the state are able to attend college classes, often at brick and mortar institutions. But they also have online options, you know, sort of in a nod to the very rural context in which some of their providers work. And they take this four semester course sequence that allows them at the end to basically get the state credential that they would need to be an assistant teacher in one of their state pre-K classrooms. And it also has built in a small sort of bonus or raise at the end, which doesn't, you know, get entirely at this question of compensation. But I think at least, you know, acknowledges the need to consider boosting compensation as you also ask for greater credentialing or degree attainment on behalf of your workforce. I also think a theme that I would just draw out of your comments Marjorie is realizing that really these states are all examples of places that have been able to make really multifaceted investments in the workforce. You know, it's obviously a very sort of challenging and complex landscape of looking at our early educator workforce and trying to make sure that their needs are met and that they, you know, sort of possess the skills and competencies that we would like to provide high quality care. And these are great examples of places that have again been very intentional and over time been able to build those systems to really support their workforce. And I would note that, you know, this report was published, but again, the work hasn't ended in these states and they're all continuing to think about ways to better support their workforce as they move forward as well. Right. Thank you, Maddie. I'm going to go on to the next question from Matthew Weyer who asks, is there much research or evaluation on K3 programs and practices for sustaining the pre-tay gains and how can policymakers work within the K-12 system? So that is an excellent question. And I think the answer is that there is ample research on the programs and practices that support high quality early instruction from kindergarten to third grade. There's also a revitalized movement to emphasize social emotional development in particular in those early years and really throughout school. And that I think is one place in particular where the connection and alignment between early instruction and preschool programs and instruction in early elementary school can really be strengthened and potentially help to really carry over the benefits of preschool into early elementary school and build upon them. Maddie, I wondered if you might want to also talk just briefly about the role of professional development and what we know about professional development in K through third grade as well as the role of principals and other school leaders. Yeah, of course. There's a couple of things actually I'd love to pick up on. So I think you're exactly right that professional development is an area where lots of states are thinking about taking action to help sort of reinforce this alignment or create some alignment between their early learning programs and the K-3 continuum. We've seen, for example, in state asset plans, a number of states have put at least a placeholder for thinking about this kind of joint professional development that can help not only educators, you know, teachers who are in the classroom, but also school leaders and center directors, folks who are really leading these programs, begin to, you know, deepen their understanding not only of what strong instruction looks like in elementary school, but also what it might look like in the early learning grades and being able to really build those bridges. You know, at L-P-I we did some research in California, for example, and we saw some very interesting examples of this, the Soprado Early and Academic Language, the SEAL program, was one example where there was an effort over the summer to have preschool teachers in a district and kindergarten teachers in that same district engaged in some joint professional development to help strengthen their skills around strategies to support multi-language learners, English-language learners. So I think we definitely are seeing some exciting work in the states there. I would also mention an example from West Virginia in thinking about this sort of pre-K onward alignment. We saw some very interesting work going on there. They actually created an Office of Early Learning that oversees not only their universal pre-K program, but also their elementary grades all the way up through grade five and have done a lot of thoughtful alignments of their standards, not only in sort of academic subjects, but also thinking about sort of holistic child development, social-emotional learning and how they can have standards for those that are not only applicable to pre-K, but also are aligned all the way into their K-12 system. So lots of really great examples, I think, and I'm sure folks on the line, either in their own states or in states that they work with, could also give us some great examples of how they're leveraging the K-12 system and professional development for their teachers to help strengthen those bridges between the early childhood system and their K-12 system. Okay. Well, thank you so much, Maddie. Thank you so much, Beth. We've come to the end of our time today. We want to thank you for your thoughtful questions, and we really look forward to additional conversation about this report in the coming days.


Welcome everyone and thank you very much for joining us today for the future of mobile service and the future of mobile service cloud. I can really appreciate that everyone trekked through the rain. How many of you came from the main keynote today? Can't really everyone. Thank you so much. I'm delighted that you've decided to join us. We have an incredible set of experiences for you over the next hour and I can't wait to share those with you. But before I get started I wanted to remind everyone that the service cloud keynote is tomorrow morning at 10 30 a.m. Musconi South. Alex Bard will be sharing his journey and our customer's journey through a number of success stories and they're going to be giving away an iPad mini to boot. So don't miss that one. Now I'm sure everyone has seen this statement a lot at Dreamforce and probably elsewhere. But this is profoundly more important for this session because nearly everything that you see today is going to be the future. And I'm not just talking about the next release. I'm talking about the next 10 to 20 years. So please make any purchase decisions based on currently available product. Now my name is Scott Bichuk, Senior Director of Product Management for the Service Cloud at Salesforce. But this isn't really about me. This is about you and this is about my next guest. Now this man has been known as a visionary. He's been known as an Imagineer. And Wired Magazine called him the most connected human being on the planet Earth. I am very proud to introduce my good friend Chris Dancy. Thank you. Thank you. So I'm actually doing something cool this session. I normally share my vital information on the screens but I actually have a new sensor that is actually measuring my posture. So actually when I start to slump over you'll see that I'm slouching. So we'll actually have real-time feedback on how badly I'm communicating to you which is always more exciting than most. I am so excited to be here as every speaker says I really am and I have the heart rate to prove it. You know the future of mobile service we need to really for me to be able to explain this in ways that make sense to me. I need to really kind of go back through my own career because without a little bit of reflection it's really impossible to engage the future because you're just guessing.  So in 1993 this is me working at my desk.  Talking to an AS 400 and that little pink slip was the ticket that customers would leave for me. That's how they would interact with me. They would say hey here's your ticket I'd come back from lunch and be a stack of them. By 1995 I was terrorized by the color pink and paper it just it didn't work. But as a customer service agent this is all I had and this is all of our customers had. By 1996 things were getting better in my world. I could actually go to lunch and while I was away at lunch not come back to a pile of paper but an inbox full of email really poorly formatted email basically telling me all the things that went wrong. This was probably not the best for our customers and probably not the best for me but it was the best we had in 1996 wasn't that long ago. How many of you were working in 1996? I mean this is what we had all right. I mean this is the best we could do. By 2003 things were radically different because we had IIS 4 anybody install IIS 4 and you could actually put an intranet in your company and the intranet allowed your employees to connect through your computers and and share websites and you had the rise of SharePoint and our tickets went from really text-based ticketing to these forms. And the interesting thing about form-based workflow is it forces your customers through your process. Think about that. When you fill out a form you're not doing things your way you're doing things the organization's way. It's like Burger King for IT. Yeah you'll get a lot of those. I'm very tweetable. So form-based workflow does not work for customer service but it's the best we had right. So this whole presentation is about what we had and what we're going to have. By 2007 it became profoundly easier because we could put cute icons on the web form and you had animated GIFs and all sorts of things and it became personalized I could put in all sorts of information. But again adding cute icons to a web form just doesn't make sense. It's a web form. It's on the internet. It's connected to all the information in the world. It should be more powerful. Which leads me to my first point that I discovered as a professional. Just because you can make software doesn't mean you should. Stop. If it's not helping someone you're wasting everyone's time. Well it's a good career but it's not helping. We've got a history we just went through that shows this. So by 2009 we really got into this whole kind of social. Let's be very collaborative. And I call this open self-service. This is actually a screenshot of Get Satisfaction. Wendy Lee is their CEO. Wonderful lady Wendy. But this is great because you can actually go to it. You can report a problem and your peers can chime in on it or what we call today Twitter. And you can crowdsource the answer and you can report all sorts of outages. What I like about open self-service is if you notice you can ask a question and report a problem but you can also give praise.  Can you imagine if your mother kept a baby book of all the time she was angry at you. Where's the customer service portal that says hey you did a good job and that's one of the options. Now that's a separate process. Once again making people do your process. When you interact with tech you want to do your process. That's what this is about. By 2010 we had activity feeds. The activity feed was going to save us. Mark Benioff earlier this year said he feels in the future all work flow will be done through an activity feed and I believe him. I think the activity feed is robust. It's dynamic. It's interactive. It's searchable. It's personalized. You get feedback from it. Activity feeds are the dopamine for web forms. This is the way we should actually work with information. Which kind of leads us to what happened in 2010. Shoving a web form on a tablet is like strapping rockets to a donkey. Why would you take a tablet which has more sensors than the most space vehicles and put a web form on it other than to frustrate people. First it's got no keyboard. Second you tilt it or touch it or touch the home button and you lose everything. Why don't we just terrorize customers by wearing Halloween costumes. This is not the way that this sort of thing should work. So as a point of reference some of you are here. We're going to be talking about mobile self-service and kind of the way I think it should be. The important take away is the software you develop if you're a developer should be as smart as the device. It's running on. It's a very simple paradigm. It worked in mainframes. It worked in PCs. We got the mobile phones and tablets. We didn't even talk about connected devices. We stopped. The device has got smarter than our ability to interact with them. Why? Did we give up? Are we not as good as the devices? I think not. Which leads us to this major paradigm shift we face in 2013. If you objectify and fetishize the customer experience enough, you believe your customers are interacting with this lady. But this lady is a stock photo. She doesn't exist. She doesn't answer phones. She's a model. She's not real. Or you could build the most profoundly technologically advanced piece of software ever that interchanges the customer interaction. Both kind of leave you to this crossroads. Do you fetishize this human element? Do you build really powerful technology or do you find some equanimity between the two? Today we face one of the greatest crises in human history when it comes to social interaction since probably the introduction of electricity. We've taken our relationship to machines and we've turned it into something profoundly different. If I go to the grocery store, people are waiting in line for self-service. And there's a free checkout person. If I go to the ATM where I live in Denver, there are people waiting in line for the ATM. Two lines for the teller are open. We don't want to deal with people. Now, that's not saying we believe people are bad. What we want to deal with are sets of information that are repeatable and enjoyable. If I called customer service and it was horrendous every time, I wouldn't mind. The problem is it's not. Sometimes it's good. The anxiety provoked by picking up the phone and not knowing whether it's going to terrorize me or make me happy makes me want to wait for our machine. Machines are consistently adequate. Humans are consistently human. And we need to design for human-inforation interaction, not human-computer interaction. Because humans interact with information. They do not interact with computers. And this has led to some really interesting developments. There's a video up there of a sign spinner telling people to come in to a pizza shop. This whole idea that robots are taking our jobs. Down there you've got a picture of a machine that for $20 will pet your cat. If you're paying $20 for a machine to pet your cat, you deserve neither. So how we look at what machines we allow them to do in our lives changes our perception of this. I was probably most moved by this juxtaposition recently when I was in San Francisco and I ordered something from Amazon, the panacea of all things cool, right? One click ordering. It's so amazing when you think about it. We buy things with invisible money and we buy invisible things and then they get invisibly delivered to us. It's like we buy nothing with nothing to create nothing to share it to somebody who doesn't pay attention. This crazy transaction that we're in. But what I did was I went to Amazon and I actually needed a case. I think it was for my eyeglasses because I don't want to get them in. So I ordered it and said do you want this delivered locally? So I said sure. And then all of a sudden I got a text message saying Bailey has your package and you can go pick it up. And I thought Bailey, who's Bailey? And there was a link to a map. So I clicked on it and I walked to an Amazon locker where there Bailey was waiting for me. They're each named uniquely. Again, we're naming machines and creating some sort of weird fetish here. And that's me pulling my package out. I probably won't say that on stage another time. And then you literally grab the box and Bailey thanks you.  How was your experience with Bailey? This is really profoundly different because I went to the web and ordered something and then it was ready an hour later in a 7-11 in a locker that my phone walked me to. And if you're in customer support we have to really think about what this looks like when it comes to AI or artificial intelligence. So let's look at what IBM is doing with artificial intelligence real quick in under one minute. When IBM Watson beat the best Jeopardy champions in the world that was just the beginning. A great example is IBM helping organizations to use Watson to interact with their customers. Last year they were over 261 billion calls made on call centers and one out of two calls went unresolved. A new generation of consumers has a far greater set of expectations of what they want from their companies and brands they interact with. Watson's transformative technology has the ability to completely change how this interaction takes place. To be able to answer questions and engage the customer in a dialogue that establishes trust that's what we're really trying to enable here forming that relationship with the customer. Watson is coming in at the right time as a technology to help improve client engagement both in the self-service as well as an agent assistant model. That's like so cool. So Watson won Jeopardy and then he took my job at the call center. So I could stay home and like have be doubly you know insulted. But this leads us again at a crossroads right. Where do we consider the future of work and where do we allow data and AI to pick up and I think this is going to become very clear toward my presentations finale when I talk to you about how I see this all coming to play. We really live in the age of assisted opinion. Most of us have friends but most of our friends are in a device. I have a friend named Donna. She has a 14 year old who's been on Xbox for six years. His neighbors leaving Xbox to go to PlayStation because his parents don't want to pay the fee. He's never met this young man. So Donna's actually paying the fee to keep him on Xbox so he doesn't move away. She's paying the fee to the other family so her child's friend that he's never met doesn't move away. So everything we need is in our devices at night. I feed it and put it to sleep. If it makes a noise I pick it up and I touch it. This is very very very deep human emotions tied to this. Everything I need to know is in here. It's like a mirror. This is narcissus. So how do we develop to feed people's minds to create for them an equanimity in customer support within their lives? We do this first by allowing the devices to be as smart as a software they run on. A great example of this is Apple just introduced location applications near me. So instead of looking at just the five star rated applications you can say hey what are the applications in this room. By the way it's really funny sometimes to do this especially like giant organizations that go okay I know what your people are using right because it scans everybody's applications which can be awkward. But it can also be helpful because if you're in some place new like a theme park you might want to know what other people are using in that theme park. You know for me at my company we created something called my IT. Because I really felt that for IT support I should have something that assisted me that was a relationship to the world around me. I didn't want to create tickets. I wanted to be informed. I didn't want to ask for services. I wanted to be empowered. So building applications that allow us to do these things is very simple. We just need to be very careful with what and how we use the information presented to the user. Obviously today with all the excitement from the keynote around Salesforce one Salesforce has embraced this. Salesforce one platform is a platform for mobile information exchanges. It is a platform to innovate and allow people to create applications as dynamic as their customers. But more importantly you're not forcing someone through your process you're allowing them to dictate their own. You should have that freedom. Your customers should have that freedom. But in 2013 our devices are even more powerful. This is a this is a Moto X. I'm not just an IOS guy. And what I love about Moto X is it's always listening unlike my spouse. So if I say to it okay Google now it says hi Chris can I help you? It's like the NSA but personal. You can tweet that. The iPhone 4 or 5S right it's got the sensor on it right so it knows when you're talking to it. The Samsung Galaxy S4 it knows the temperature and humidity in the room. Imagine creating a customer feedback application that told you how hard they were squeezing the phone when they were talking to you. By the way that's a survey. Building out little checkboxes on how much you didn't like something isn't. If someone's squeezing the phone while they're talking to you and the sensors can pick up the heat in their hands. That's a survey. But what do we do? And of course Google Glass right the new kind of thing. You've got all these kind of play out words people make I won't even say that the term that people use for it but it's nice. I used to have to look down if I need information now I can just look up right. Okay Google where's Dreamforce happening. And it's just hanging there in front of me right that's just the way this information should work. So moving forward we need to really look at where this innovation is going to come from and how is representatives in technology building services need to have a relationship with this. For me I think the first clue if you want to be on the cutting edge watch pre-tail. Pre-tails where all these devices are getting created all these sensors and all these neat use cases are happening on Kickstarter. Kickstarter should be your home page. Because the stuff that's happening on Kickstarter will be mainstream in six months. Just right now it's odd and cookie. Next and before we move on. This is an issue that's very very personal to me. How many of you have noticed this media attention toward digital detoxes. Put your devices down.  You've got people who like Paul up there he actually went offline for a year and documented his life. Can you imagine in 1995 if someone was paid to not watch television for a year and write about it. So this concept of digital dualism is really important to talk about and it's really important to think about for your customers and for your families and for your lives. Because if you're more concerned about someone using technology in your presence. You're the one with the attention problem. If you're so concerned that someone's not paying attention to you by using their phone. You've got the attention problem. So let's be kind. Let's leave here today and be kind. Let's be kind to each other. Enough of that rant. So we're at a crossroads. We don't understand the power we have. We certainly don't know how to use it. And we're objectifying each other for using it the ways that we find possible. The ways that we find most profound. What do we do. What do we do. Well for me I think the answer is going to be found in wearable computing. Right now I'm wearing 11 sensors boom boom boom boom. Right. I won't even go into all of them. But they're monitoring everything I'm doing. When I'm home they allow me to have an assisted reality. So these are all the sensors that are on my body and in my home. At any given time there are three to four hundred systems collecting everything I do. I'm not doing anything but living by the way. They're collecting the information. What are they doing with the information. They're creating an experience for me. They're turning the lights a different color if it's raining outside. If I didn't get a good night sleep they're adjusting the humidity. If the dogs have been too lazy they're making the music turn on and blare and make Rocco jump off the couch. By the way this is Rocco. So what do we do now that we can actually use everything around us to create experiences for customers. I think there are some profound examples of this happening as we speak today. So if you go to Disneyland when I went to Disneyland I was excited to get the hat with my name scrolled on the back because it's like that Starbucks coffee. There's my name you know except it's on a hat. Disney has something called the Magic Band. The Magic Band works in conjunction with the application on the phone to therefore make your park experience more enjoyable. I think this is really interesting because you could actually use the Magic Band and some biofeedback to adjust rides in real time. You had a pretty boring experience so far. Turn the ride up a little bit. Right. It's not that it's impossible and it's not that it's from the future. It's now. Disney's doing it. If Walt Disney thinks it's safe it's safe. Disney you know Poison Apples and Magic Bands. I mean come on. He's got he's got it covered. Next to that you've got a disposable sensor. I think these are amazing. A lot of families can't afford to go to the movies on the weekends. You know $60 for four people to see a movie is crazy. But with an anonymous disposable sensor like a Band-Aid you'd slap it on your kids. You'd get to the movie see the movie for free. You'd throw the sensor away on the on the way out like you do with 3D glasses and that sensors information could be used to sync to the movie and movies could be edited in real time. It makes a lot of sense. You get a free movie. They get information about the movie. It's anonymous. Everybody's happy. Some people say but that's a surveillance state. It's anonymous. Don't tell me you're worried about a surveillance state when your key ring is full of discount cards. You don't care about a surveillance state.  You should live in Walmart not real life. Yeah that's harsh. But this type of wearable is even scarier. So in Japan now they've got fully consumerized exoskeletons. Can you imagine your kid coming home and saying I'd like an exoskeleton to wear to school. Right. And he's crushing things and he's like lifting up the house and you know it's like bam bam gone bad from the Flintstones right. I just think we need to be profoundly careful with the way that we interact with how we perceive technology and what we allow it to do in our lives. Which leads us to this choice. Right. Do we look at wearable computing and say oh it's so bad it's I'm really afraid it can't be good. What do we say. Hmm there's a way that we could use the information from wearable computing. There's a way that we can use the information we collect around us in a positive way. That's kind of what I think it's about data relationships. Today as I said earlier people have relationships with information not systems. So in this case I've got everything from my LinkedIn to my 23 in me. Does anybody know anybody heard of 23 in me. So 23 in me is a service that you can send some saliva to.  When they send you nice information to like your parts you know Norwegian and part Irish you know things that you need to know. But for a hundred dollars it's interesting to know because you can use the things you're probably kind of get ill with and start to make lifestyle adjustments. But what I think is interesting about this is this concept of Zuckerberg's law and Zuckerberg's law states that every year we share twice as much information online as we did the year before. So just in this year alone in 2013 I've had people who didn't contact me on LinkedIn. They did not contact me on Twitter. They did not contact me on Facebook but they friended me on Fitbit. They didn't care about where I worked what type of cat I had or what I ate for dinner. They wanted to know how I was sleeping. That's pretty intimate but they didn't think like that. They just thought oh I want to know information Chris Dancy. I don't care about Chris Dancy. I want to know information Chris Dancy. It was even scarier was I've had two people to share that I'm at conferences who didn't do anything but friended me on 23 in May.  All right. And that's really profound because we don't see people as organic things we talk about customers as if they're some tribe in Africa. We're customers. I'm a customer.  Can we stop talking about solving customer problems and start talking about our problems. I think it's possible. The idea is something rooted in the concepts of surveillance except in French it's pronounced sous-vivalence. It's about using information that you create for your own benefit. I had someone say to me recently in Denver I need you to take those glasses off if you're going to be in the store. I said why is what's you know we don't you filming things. I'm like well you've got cameras all over the place. I mean I don't it's what the cameras are there for your protection. And I said so is this. Right. So sous-vivalence is a way that we can use this information in a very profound way to not only change our own lives. I've lost a hundred pounds to changing the lives of the people around us make that data actionable. This is what I when I dawned on this I started trying to figure out how I could capture this information. So this is my trip last year to Hawaii. I wasn't visiting Mark. He didn't invite me out. But I noticed my gosh I had all these different data points that were happening on my way to Hawaii.   So I went on a quest to say well how easy would it be to get this data into one place so that either a organization could use it or I could use it. And it turns out it's impossible. The digital exhaust leave behind just sitting here is profound. It is as profound as solar energy. The amount of information that's just falling off of you. And we're giving it away. If I asked you to find a restaurant that had a certain style of Mandarin food within two blocks that served after 9 p.m. you could give me that information in two seconds.  The Internet is dead. The Internet is coming online. The Internet allows you to have a relationship with you your information in the world around you. And that's a profoundly different experience for customers for us for for our families. Right. It's a profoundly different baby book a mom will give to her child. This is our example of this. Instagram over on the side now allows you to have multi API calls as you know from the Salesforce one platform you can do different API calls. So Instagram in some ways was humanity's first digital sonogram because you could take a regular photo and you could lay a filter on it geotag it and put a little bit of information on it. We literally Instagram is so interesting because it gave us a chance to say this is how I'm feeling. Right. And people could see it in information. All the way through movement throughout my city in Denver as I run around and do things before a trip. So we're creating a synchronized version of reality although some of us just might consider it living our lives. This creates what I call existence as a platform. Everyone likes to talk about the internet of things the internet of the customer the quantified self but those are all just segues to the next major shift in information. We if you're under a certain age your job will be to build information experiences. You won't program software you'll program dining room furniture. You won't design lighting systems you'll design memories. When everything is programmable and everything is awake you have an assisted adapted experience which profoundly changes your relationship to the world around you. That type of power is remarkable and will keep generations employed but we happen to be in the trough between the completely programmable information age and the technology age. So at any given point you've got applications devices sensors and services all capturing this information and you can use them. Today's services like if and zappier allow you to go on and create custom recipes if I move this much today send me a text that says good job. The hue lighting system Phillips was on the keynote this morning. Phillips has a lighting system where you can actually take a photograph and you could say hey photograph this is my trip to Hawaii match the dining room light to the sunset match the living room light to the whale and create just a mood in the room. Ambify takes the music you're listening to in your connected lighting system and makes them sync and then bio beats which just came out two months ago takes the music you listen to and or your activity and creates a new music from it. Adaptive media so your data exhaust literally is creating new things for you. If we start using this and we harness this information it can change a lot of our relationships that might not be as equitable as we want. For me this happened three years ago as I realized me and Rocco both were wearing activity trackers and we were both sedentary at the same types of times and we were active at the others. When I brought my house online I noticed there was a correlation between my house Rocco and me when I started adding Wi-Fi toys in my house I noticed they also were active and had some other data patterns when I plugged my truck into automatic I could then drive Rocco to the dog park and I knew that Rocco was a little bit nervous I was a little bit nervous and the truck even said you're making too many fast accelerations and you're breaking too hard. I drive nicer now because Rocco and I share information and the truck gives us feedback. If my father had this I would have been a less terrorized child. Right? But no I always got they'll make me pull the car over you know to this day I can't handle that phrase. Right? Because man that car got pulled over first in the 70s you got that gravel you know it's terrible roads are terrible back then why didn't we fix that? I mean it's we had a chance come down something all right and then even now my mattress my mattress actually has a bed it which is great because I don't think you should have to wear devices right the bed it just wraps around your mattress and it measures your sleep it's ambient technology right you don't have to have to wear anything it just collects the information so now you've got all these things around you collecting information and sharing it you've got this profound experience where the world is chattering around you and that's a good thing people don't want more devices more applications they don't want more software they want a relationship with information you want a relationship with information we've built dashboards for decades to help guide businesses we didn't build dashboards for us we build them for other people we need personal dashboards we need personal feedback loops we need the same type of information that scientists use for decades if not centuries in some cases to understand how humans behaved which leads us at our final crossroads if we are heading to a future built on the raw materials of data exhaust and information how does that change our relationship to not only ourselves but the people around us does it make us more human does it make us less human do we even need to objectify the word human can we stop creating words that mean something the thing that's killing technology faster than than our relationship to it are the words we use to describe it words are much too powerful to wrap around technology words limit and speed up technology they make technology not tangible the English language is breaking our ability to deal with the velocity of change in which we're going through imperceptibles the next stage dreamforce 20 dreamforce 21 I'll be here hopefully hopefully I'll be thinner I won't age it'll be a whole Benjamin Button thing I'll probably be an infant crawling across the stage but imperceptible electronics are here today so the Bill and Melinda Gates Foundation funded this last year basically it's a sensor for new mothers to wear and they can get a real time feedback on their baby at any given moment by looking at their phone right that's wonderful mom has a relationship from her with her child the minute that that sensor is placed on now you could say the moms have a relationship but some moms are busy you know there's an app for that right so how would this change if you could actually understand and view this information or you could realize ooh someone just came to my house and it's not as clean as it could be and the air is kind of nasty I need to get out right so we create healthier babies or this which just was announced last month this is a flexible transistor foil which can go in any part of your body so for the roof of your mouth that could dynamically measure what you're eating use smart pills then to dynamically adjust the dose of the pill you're taking because if you take a pill and you eat something the pills can change the way it's reacting there's no Wi-Fi between the roof of your mouth and your gut but there is now right so think about how that changes patient care think about changes how doctors look at you you come in you fixed yourself like I don't know I just change some of the settings on the pill you did what right it's very very real and you know it's less than six or seven years away it's actually happening now but I can't show you imperceptibles which leads us to do we design for a future of customer interaction where customers are in control right and you do you can do that by designing the things around them to be responsive to them not to force them into those situations we're not out of crossroads we're actually at the very beginning all this time I've been using this slide and saying we're at a crossroads because it's a fun slide but in reality I don't think there ever was any choice or any decision for me this is always about learning who I am being kind to myself understanding the things that make me happy and is there a way to do that faster without hurting people along the way while respecting myself and respecting my boundaries I'm gonna close with a very simple example of how this could work I hate having my blood drawn hate it hate it hate it now it doesn't hurt I turn away I don't look I'm not one of those people that can look those people always scare me if you can look at that I'm that scares me I mean I'm I'm happy it just freaks me out right but recently I actually volunteered for a genetic test at NASA long story don't ask what you're doing at NASA being genetically tested guess what? I'm not actually human no don't tweet that but I didn't like it because like I'd never met the guy before and he'd never met me and he looked kind of nervous and of course I was kind of nervous and your fingertips actually do sweat which is really interesting to notice so he's he's pricking my finger I'm like oh I hate this you know gosh just gotta be an easier way for him to get my genetic information and then it dawned on me 23 and me has this amazing laboratory system where you can actually use the sequencing bits that they do on your genetics and turn it into music so we each have a unique song so I thought gosh it wouldn't be easier if I just send this guy a mixtape so I went to 23 and me I downloaded my genetic song and I emailed the guy in my song and while he couldn't do anything with it because he didn't have the systems he liked the idea that the information I was sharing with him was unique it was about me and all we were doing was Napster for genes would you like to hear my genes? so my genes can kill PowerPoint I've got some good DNA when you are so wired you can destroy a machine at a distance this is what it's all about so we are literally at the end of my section we're going to get ready to turn it over to the demo here I think very good Mr. Scott is always control isn't Scott Beach a wonderful there we go let's jump right in there so think about everything you've heard today think about what it would be like if you could send someone a song instead of taking their blood if you didn't force someone through your version of a process but you allowed them to have yours think about what it would be like if you could use your information for your own benefit and not give it away but more importantly think about the types of technology that you create as being a reflection of who you are because at the end of the day the technology you use becomes you and you become it hammers became shaped the way they're shaped because of how we use them we're the creators of technology therefore we share a symbiotic relationship with it make healthy tech choices use tech that makes you feel good about yourself I'd like to thank everyone in the room for coming today salesforce.com for trusting in me to do their crazy session about how I live my very assisted life my friends at BMC software who put up with me and my crazy ideas for some time Shutterstock that actually gave me all these great images to use my peers and mentors that are in my life who do so much to keep me going when I just don't want to share any bit more of my heart rate or my DNA and finally I'd like to thank myself because I am crazy and it is hard to sit there and think about these things and be this kind to myself and at the same moment and I'm going to turn it back over to Scott but I really do appreciate your attention because it is really the last commodity we have thank you thank you so much that certainly is a tough back to follow but I I think we we can really dial the clock back today a few years and still appreciate a lot of great things that are yet to come today at the keynote Mark announced Salesforce one platform and from my perspective this announcement was it was less of a product announcement although it is a product it is a real product but it was more of a vision and more of an idea of how we can connect people devices and ideas and this this platform now from a service perspective because this is the world I live in I think about service and support every day I think about how it can be easier for call center agents to live their lives every day how can I enjoy picking up the phone and dealing with the customer who may not be so happy with me at that moment so we are now building tools on the Salesforce one platform that enable you to take your life as a service professional anywhere that you go and that's really what Salesforce one is all about it's about building one app it can be your app it could be our app and deploying that app across every device that you have in your organization phone tablet even Google glass you saw Google glass in the keynote that was the Salesforce one platform and I think the broader picture of what we're doing is also important to appreciate here I mean this is not an app in fact apps become less important because we dream up new apps in real time and on the platform there are ways to point and click your way up through building an app so I could literally build an app in 10 minutes that's kind of interesting but what's more interesting to me is that all of this information is in one place and when you bring your employees customers perspective customers even the the folks that you market to that you don't quite know yet when you bring all that information into one place you can really do some amazing things and I am I can't wait for Dreamforce next year to see what all of you have done with the Salesforce one platform now this didn't come for free and in fact there were some very very smart people who built this I happen to have the lead architect for the Salesforce one platform for service cloud with us today Orian Schellberg is here with us and he's going to help me demonstrate case management on Salesforce one does anyone in the room have anything to do with service and support everyone okay good I was hoping I was in the right session never know so what we've done is we have we've spent the last nine months taking what we built on the desktop and making that desktop tool we call it case feed because working cases agents working cases in the feed is a very logical chronological federated way to handle cases and we brought that to the mobile phone someone switch over here anybody familiar with case feed few okay well I'm gonna I'm gonna make you a little bit more familiar with it here what we have is Salesforce one running and we have a case open and this case actually the customer's name is Bob Evans you can't see it here because I didn't put it in the header the header is configurable but I just didn't put that there it's kind of a throwback to growing up in Michigan for those of you from the Midwest so let's just take a look and see how Salesforce one for for service works so at the very bottom of my feed you'll see a feed item down there were actually created this case on November 1st now the first thing that we did was I had a chat transcript of a live chat conversation with Bob and he we were talking about something he's having trouble with his HD video connector but the problem is I couldn't solve this problem over live chat so what did I do next thing I did is I reached out to a colleague of mine in Lauren because Lauren she's I mean she's a technical whiz and I was just asking her this is a an example of case swarming asking a subject matter expert to come in here and let's see what what Lauren said to me she said okay yeah I have seen this for before I'm gonna attach a knowledge article and you'll notice that she attaches a knowledge article every single customer and case interaction that we have is documented in the feed that's very important because it's all about the journey of understanding and knowing your customer and if you can document every single interaction that we have with both the customer and around the customer so that metadata that conversation I had with Lauren tells me something about this customer tells me this customer is probably more technically savvy than I am so Lauren actually attached this FAQ and it turns out that I I'm a knucklehead I I forgot about this thing this is a simple switch you just flip the B switch on the back so I'm just gonna give Bob a call and how do I do that well looks like I better hurry up here because my my SLA process is telling me that I've only got a few more minutes to do this so we're gonna use something in Salesforce one that we call the publisher action tray so that's a little plus button in the lower right hand corner you probably saw this for the keynote I set up my publisher tray and you can configure yours however you like it the first thing we're gonna do is we're gonna log the call that we had so click on that action there now you'll notice that publisher actions are smart they're contextually aware so it knows that I'm dealing with Bob and it knows that I've got case sixteen oh nine in flight so let's go ahead and and log the call that I had with Bob actually the uh... probably the easiest thing he's ever been asked to do you're doing a great job so now I've logged the call it's recorded the call in my case feed and guess what this solve the customer's problem so or and let's let's use the publisher action tray again and let's close this case so use the one in the upper right hand corner there case closed wonderful so what we've seen now is a completely mobile version of an agent's life cycle of working with a customer getting to know a customer doing research and solving a case entirely on your mobile phone now is that everybody's use case if you work in a contact center you're gonna have agents running around on phones maybe not probably not but it would be nice to have that information at your fingertips no matter where you go because I know I used to work for some small companies and I was both running operations run in the call center and sweeping the floors all at the same time and I it would have been nice to have those customer cases in my hand thanks so much or on as a great demonstration okay so at this point we've left ourselves a little bit of time I would love to open it up to questions and please Chris I you know he's he's modest enough that you should and most definitely would benefit from following him on Twitter he's got things to say that might raise your eyebrows every now and then but I can't stop reading it so please follow Chris on Twitter and do we have any questions in the audience yes okay that the question is she's talking about the posture app that Chris had on his on his phone is this is this a new thing I mean so I'm you have to remember there's every day there's more and more sensors and becoming cheaper and cheaper so basically it's a it's a sensor called LUMO back L U M O back and if you sit too long it vibrates and say hey get up and walk around and if you're slouching it tells you you're slouching and it vibrates to make you sit up there's been a lot of health studies that show that posture actually contributes to really good health so again it's just using my information I'm sitting there right I should have access to how I'm sitting because I'm not paying attention and that's what it's doing anybody else have any questions you can really ask anything this is kind of your offer yes sir so the question so yeah so I'm talking about little data which is different than big data the first question was about the posture app his question was is there anything out there that allows you to actually harvest your own information and there really is nothing now I mean there is a lot of api I mean Salesforce one has a lot of apis in their platform there's a big push right now for programmable web and creating these apis the fastest way to do it and I think you know people just want to practice is go to ifttt.com or Zapier sign up it's for free and just say hey if I create something save it somewhere unfortunately there is nothing right now saving your own information it's just going out the window like exhaust sounds like a great idea sounds like a great idea someone should build that app any any other questions little data big data service cloud okay well thank you so much for joining us today really appreciate it and any other questions please feel free to reach out to any one of us thank you so much