Rethink goals, access resources, and measure school quality
Students' learning has been interrupted and the complexities associated with re-engagement and learning gains will not be captured by standardized state assessments alone. This session is designed for public charter school leaders and authorizers interested in revisiting school goals and academic accountability frameworks used for determining school quality. We will examine how goals are currently constructed, which students are expected to achieve, and consider a new approach that responds to the student population and school's mission.
Meet the Presenter Naomi Rubin DeVeaux
Dedicated to the core mission of providing quality schools for all students, regardless of income, race, or learning style, Naomi has focused her career on data-driven decision-making by providing families, school leaders, and policy-makers with transparent and actionable school performance information. To advance this commitment on a national level, Naomi joined the National Charter Schools Institute in the summer of 2019 as the Vice President for Authorizing and Accountability.
A national expert in charter school authorizing, Naomi served as Deputy Director for the DC Public Charter School Board (DCPCSB) where she led the team responsible for charter authorizing, including negotiating charter agreements and holding schools accountable for meeting quality standards. She and the DCPCSB team developed an innovative suite of monitoring strategies – now used by charter authorizers across the country – which measure school performance, examine non-academic indicators such as attendance and discipline, and evaluate learning based on classroom observations.
Before joining DCPCSB in 2012, Naomi was Deputy Director at DC-based Friends of Choice in Urban Schools (FOCUS). She began her career as a classroom teacher and literacy coach at the SEED Public Charter School, two high schools in California, and as a Fulbright Scholar in Germany. In 2016, Naomi was invited to join the Pahara – Aspen Institute. She is also a member of the National Center for Special Education in Charter schools, and served two terms on the board of Charter Board Partners.
Naomi earned her bachelor’s degree from Reed College, a teaching credential from Chapman University, and a Master in Curriculum and Instruction from California State University, Long Beach.