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209 restrictive districts resolved--wow!  Roughly what proportion of that is further research revealing "oh, they're actually not so bad, let's change the classification of that district" and what proportion reflect persuading a district to modify/change their policy?

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It seems like you hit a turning point sometime this year when the pandemic was no longer all-consuming to districts. Curious to hear more about that, and whether you think it'll sustain, or there'll be another period of single-minded focus this fall

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Any sense of how the pandemic/return to schools will affect the behavior of districts? particularly whether we expect more districts to become restrictive post pandemic? (Steen)

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Any sense of how the pandemic/return to schools will affect the behavior of districts? particularly whether we expect more districts to become restrictive post pandemic? (Steen)

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Terrible idea: Is there something supply-chain limited we could *only* offer to districts in DPP? Or package together to meet the COVID needs we start to hear about in the Fall? I know -- terrible for so many reasons! (Julia) 

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Terrible idea: Is there something supply-chain limited we could *only* offer to districts in DPP? Or package together to meet the COVID needs we start to hear about in the Fall? I know -- terrible for so many reasons! (Julia) 

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Can you set up tracking on how many activities (calls, emails in Salesforce, etc.) it takes to secure a DPP member vs. to overturn a restrictive district? The ROI of these six months may become pretty clear :) 

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Can you set up tracking on how many activities (calls, emails in Salesforce, etc.) it takes to secure a DPP member vs. to overturn a restrictive district? The ROI of these six months may become pretty clear :) 

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I agree that COVID/reopening challenges are likely to dominate districts' attn into the Fall. So I agree with that argument to de-prioritize Restrictive. Unless there's a way to "not let a good crisis go to waste" and pitch a policy reversal as an urgent measure to let DC and our backers help meet critical COVID re-opening needs and support returning teachers  - Oliver

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Despite not focusing on a goal, maybe you could look for a few comms moments in the year to try to get the attention of restrictive districts/try to secure a call. Like, how do you use the new focus on proactive districts to drive restrictive district re-engagement without a lot of effort and just commit to the those bare bones investments? By sharing 3 times a year who has joined the DPP, stories of their wins, updates to our policies, for example.

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Despite not focusing on a goal, maybe you could look for a few comms moments in the year to try to get the attention of restrictive districts/try to secure a call. Like, how do you use the new focus on proactive districts to drive restrictive district re-engagement without a lot of effort and just commit to the those bare bones investments? By sharing 3 times a year who has joined the DPP, stories of their wins, updates to our policies, for example.

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slight twist on Julia's idea is to only engage a restrictive district if it's a top 100 district defined by # of priority schools within the district. 

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slight twist on Julia's idea is to only engage a restrictive district if it's a top 100 district defined by # of priority schools within the district. 

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Inspired by Sam & Christi's rubric earlier, I could see us setting a *really* high bar for what makes a restrictive district worth investing time in - based on # of students served, number of teachers on DC, demographics, etc.

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Are any of the restrictive district leaders big influencers across the education space? Does that make any of these districts important to focus on despite an overall move away from focusing on these districts?

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Are any of the restrictive district leaders big influencers across the education space? Does that make any of these districts important to focus on despite an overall move away from focusing on these districts?

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this might be a complete no-go, but would we ever agree to allow some districts the ability to screen some types of projects by expanding our existing screening feature?

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Perhaps we could also do some simple keyword-matching things, eg. if we detect "IEP" in an essay we show the teacher a warning... - Oliver

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add different screening for special needs projects to remove student identifying info (like we do with TY notes) or adding messaging on the projects on the front-end to mitigate concerns

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With special needs projects, educating our special needs teachers on WHY the districts have concerns about these projects. That may help teachers to avoid legal risks in their project descriptions.

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With special needs projects, educating our special needs teachers on WHY the districts have concerns about these projects. That may help teachers to avoid legal risks in their project descriptions.

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could we create a slide or one-pager on how DonorsChoose vets projects - both when they're submitted and when we order the materials? I wonder if showing our rigor more explicitly would help ease these concerns upfront as well

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could we create a slide or one-pager on how DonorsChoose vets projects - both when they're submitted and when we order the materials? I wonder if showing our rigor more explicitly would help ease these concerns upfront as well

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Sorry if we do this already, but could we pair making it easy for them to be notified of new projects in their district with a customer service "hotline" to submit concerns about a project? - Oliver

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Be more transparent about our integrity measures and recent improvements/changes (e.g., work that will come out of special needs project group, TPT card use monitoring, etc.)

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Be more transparent about our integrity measures and recent improvements/changes (e.g., work that will come out of special needs project group, TPT card use monitoring, etc.)

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Further collaboration and ideation with partnerships-- since it sounds like funding has a way of alleviating some district concerns. Could be cool to get advocacy engaged in campaign planning/pitching 

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Further collaboration and ideation with partnerships-- since it sounds like funding has a way of alleviating some district concerns. Could be cool to get advocacy engaged in campaign planning/pitching 

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Pairing stronger guidance for teachers around Special Needs (and maybe one or two other areas with real risk) with advocating to districts why we need to remain flexible for teachers to request these things safely

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That RFP situation is so interesting. Have we thought about an 'enhanced' DPP or set of tools we could sell for an extremely low nominal price ($99/year) that would in fact allow us to be a vendor (but a vendor only of those tools), and get into these state RFP systems? Normal DPP would be free, but maybe there'd be an enhanced set of tools like expanded options for tech guidelines, an enhanced dashboard, etc.

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do we prioritize our efforts to overturn restrictive districts by criteria like size, priority-schools, etc?

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do we prioritize our efforts to overturn restrictive districts by criteria like size, priority-schools, etc?

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Are there low lift ways to address restrictive schools that would be worth doing? (Nancy)

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Are there low lift ways to address restrictive schools that would be worth doing? (Nancy)

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Learning what is on the mind of district administrators, and sharing those things with the managed giving and marketplace teams so we can come up with ideas for pitches / fundraising asks. 

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Learning what is on the mind of district administrators, and sharing those things with the managed giving and marketplace teams so we can come up with ideas for pitches / fundraising asks. 

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Could we agree to show a friendly warning to teachers in their district when posting these sorts of projects reminding them of the district policy and concerns? (like we do for IT guidelines)

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Could we agree to show a friendly warning to teachers in their district when posting these sorts of projects reminding them of the district policy and concerns? (like we do for IT guidelines)

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- Oliver

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We can provide some more context on how *we* get comfortable with the risks, or maybe share some "fact or fiction" info about the impression of risk

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We can provide some more context on how *we* get comfortable with the risks, or maybe share some "fact or fiction" info about the impression of risk

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Provide guidance to teachers on how to request these resources when they need them

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Provide guidance to teachers on how to request these resources when they need them

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...without putting any restrictions out there... just showing districts we offer teachers help here.

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could we provide districts with valuable info on what funders are looking to support in edu right now?

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could we provide districts with valuable info on what funders are looking to support in edu right now?

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We can help surface front-line teacher ideas from other districts - basically facilitate the info sharing that may not happen naturally

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We can help surface front-line teacher ideas from other districts - basically facilitate the info sharing that may not happen naturally

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storytelling on why teachers turn to these options

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storytelling on why teachers turn to these options

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Get testimonials from districts that don't have those concerns, and use those as talking points - for starters.

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Get testimonials from districts that don't have those concerns, and use those as talking points - for starters.

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being advocates for the richness of a student's experience and opportunity, and the power of a teacher to impact that.

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Listening to the audio of the superintendent illuminated for me the great unknowns that exist in the return to school this Fall. I agree that pursuing restrictive policies right now is likely not going to result in a drastic change. Admins aren't going to have the time to engage. (Julia) 

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Listening to the audio of the superintendent illuminated for me the great unknowns that exist in the return to school this Fall. I agree that pursuing restrictive policies right now is likely not going to result in a drastic change. Admins aren't going to have the time to engage. (Julia) 

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Helping districts understand the importance and value of teacher voice and agency, and encouraging leaders not to stifle the creativity of their teachers

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Not sure if Districts would like this - but could we do even more to. be a middle man between the teacher voice in a given district and the district leaders? We can share our existing data on requests, but could we package that alongside actual words from teachers and tell a stronger story?

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Not sure if Districts would like this - but could we do even more to. be a middle man between the teacher voice in a given district and the district leaders? We can share our existing data on requests, but could we package that alongside actual words from teachers and tell a stronger story?

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This also relates to the Sam Kepler study - how do we position ourselves as a platform that provides the voice of frontline educators?

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(not sure whether or not this is a good idea!) use the Sam Keppler study to be advocates for teacher-driven funding decisions (through DC and otherwise) and the impact they can have on students.  

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(not sure whether or not this is a good idea!) use the Sam Keppler study to be advocates for teacher-driven funding decisions (through DC and otherwise) and the impact they can have on students.  

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Make visible what priority schools/teachers need to have impact (map outcomes to project resources) 

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Make visible what priority schools/teachers need to have impact (map outcomes to project resources) 

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Advocacy's pulse on district voice could play a role in policy (legislative) decision-making; which enhances the credibility of DonorsChoose (i.e: if we're elevating teacher voices and districts are championing our work, those conversations and that data could enhance policy decisions

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Advocacy's pulse on district voice could play a role in policy (legislative) decision-making; which enhances the credibility of DonorsChoose (i.e: if we're elevating teacher voices and districts are championing our work, those conversations and that data could enhance policy decisions

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By positioning ourselves as a trusted partner, we may be able to influence policies beyond crowdfunding in the future

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Leveraging our data to inform and "pitch" ed leaders worked-- Is this something we want to consider related to specific topics/area of focus we want to discuss. I'm specifically thinking about our racial equity and ToC focus. How can we steer education with our Toc?

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Leveraging our data to inform and "pitch" ed leaders worked-- Is this something we want to consider related to specific topics/area of focus we want to discuss. I'm specifically thinking about our racial equity and ToC focus. How can we steer education with our Toc?

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Do you know the average length of time it takes to secure a DPP member, based on our past work? 

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Do you know the average length of time it takes to secure a DPP member, based on our past work? 

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We should consider what teachers are using us today (especially teachers in priority schools) - are a lot of them in restrictive districts v. target proactive districts?

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We should consider what teachers are using us today (especially teachers in priority schools) - are a lot of them in restrictive districts v. target proactive districts?