In June 2013, I joined the President in Mooresville, NC, to launch ConnectED – an initiative to close the technology gap in our schools and bring high-speed Internet to 99 percent of America’s students within five years. This vision – that all students should have access to world-class digital learning – is well on its way to becoming a reality.
Thanks to the leadership of the President and the FCC, the resources are in place to meet the President’s connectivity goal. In addition, various private-sector partners are making over $2 billion worth of resources available to students, teachers, and schools. These include tablets, mobile broadband, software, and online teacher professional development courses from top universities. Fewer than 40 percent of public schools currently have the high-speed Internet needed to support modern digital learning.
But now we have the resources to solve this problem. We just need help from our nation’s superintendents and school technology chiefs.
Last year, the FCC approved the first major update to the E-Rate program since it was created in 1997. E-Rate (also known as the Universal Service Program for Schools and Libraries) makes it more affordable for schools and libraries to connect to high-speed Internet – with the goal of making the gigabit speeds we see in cities like Cedar Falls, Iowa, and Chattanooga, Tennesseethe norm in schools across the country.
These updates have unlocked funding to support internal Wi-Fi network upgrades in schools and libraries this year for the first time since 2012. Wi-Fi is important because no matter how fast the Internet connection is to a school, students can’t take full advantage of it without a robust wireless network within the school.
To secure E-rate support for Wi-Fi, schools and libraries must submit a form describing their project needs to the Universal Service Administrative Company (USAC). USAC then posts the request for competitive bidding. The Department of Education has prepared an Infrastructure Guide to help district leaders navigate the many decisions required to deliver cutting-edge connectivity to students. That said, schools and libraries have the final say when they submit an application to USAC for approval.
Bringing our schools up to speed is a major priority, and E-rate provides an opportunity to make doing so much more affordable. For all of the superintendents and technology officers: If you haven’t yet done so, get your requests submitted by February 26, 2015, and your applications in before March 26, 2015 (requests must be up for 28 days before a school can choose a vendor). Your students, your community, and your country will thank you for bringing our classrooms into the 21st century.
At the ConnectED to the Future event. (Photo courtesy of Ayinde Rudolph)
Two years ago when I arrived in Buffalo, we did not have Wi-Fi in our school. The teachers had tablets, but limited access to the web. The only way our students and teachers could access the internet was in our computer labs.
At the ConnectED to the Future event I recently attended in Washington, D.C., President Obama stated, “In a world where we expect free Wi-Fi with our coffee, we should expect the same in our schools.” He is right. Internet access has become essential and is needed by all, and schools provide an ideal setting for our youngest citizens to gain initial access.
In order to address this challenge, we launched a one-to-one initiative, providing high-speed Internet access to all students and giving each of our third through eighth graders a tablet. We felt this was a journey that every staff member should embark upon, and not just a select few. More importantly, we believed that from an education standpoint, this was the right thing to do, knowing that the digital divide further exacerbates the achievement gap.
This is the journey we’re now on in our part of the Buffalo community. Our goal is to create classrooms where students are given daily learning challenges and are skillfully guided by teachers who support them in sifting through available information toward solutions. For us, technology is a powerful lever to facilitate this kind of teaching and learning.
Our road has been incredibly challenging and messy, but delightful. And we’re still in the early stages. As one of my many colleagues pointed out, the key to our students’ success in Buffalo, and really America, lies in our ability to 1) provide them with the tools to facilitate this learning and 2) give teachers the appropriate professional development to execute this vision for learning.
After attending the event, I feel better about our future prospects. I listened to how other districts are being creative in providing afterhours access. Moreover, I now understand that our pledge to create future-ready students places us on level ground with countries like Singapore and Korea.
It is a long road, but it is definitely a fight worth fighting. After listening and learning from various leaders like President Obama, Secretary Duncan, and Richard Martinez, Superintendent of Pomona Unified in California, I realize that this is truly the direction in which education is headed—to ignore it would be detrimental to our students and our country’s prosperity.
Superintendent John Hutton participated in the President’s “ConnectED to the Future” at the White House on Nov. 19. (Photo credit: Gurnee School District 56)
I had the opportunity to join the President at the White House recently to sign the Future Ready pledge for transforming education through increased digital learning. The convening drew 109 fellow superintendents in person, and thousands of others virtually. My selection as an attendee was based on the incredible transformation Gurnee District 56, north of Chicago, Illinois, has made in establishing a student-centered learning environment. Buoyed by a 1:1 iPad initiative and a supportive school culture, personalized learning, self-paced instruction, and digital and open source content have become the norm in our school district.
The accolades we have received are based on very real progress which is directly related to how we use technology. Last school year our K-8 students achieved unprecedented targeted growth proficiency in reading, from 56% to 63.5% and math, from 56% to 71%. In recognition of our accomplishments, the district received the Apple Distinguished Program award in November of 2013 and in the spring of 2014, Tim Cook, the CEO of Apple, lauded the district in his annual speech to shareholders.
As the President said in his speech, we are losing ground in this race to ensure that our children can compete in the 21st century global economy. To reverse this, students must have access to a rich digital learning environment. I have always believed that in order to create change of this magnitude, and compete with countries that are currently Future Ready, we must establish a sense of urgency and make it clear to everyone that nothing less will solve the problem.
The President challenged all of us to carry the torch on behalf of our nation’s children to ensure that we are prepared for the challenges and opportunities that lie ahead. After his speech—and I believe that I am speaking on behalf of my colleagues—we were convinced of the need to be Future Ready and eagerly accepted his challenge to join him on this journey.
It is now time for us to continue this conversation. As Deputy Secretary of Education Jim Shelton asked, “What will Future Ready look like when we accomplish it?”
Consider these questions:
Does Future Ready apply to our technology, curriculum, students, teachers, parents, the nation? If so, how will we be able to, in specific terms, describe what Future Ready means?
How do we make Future Ready an important concept to those school districts that are not even close to being Future Ready?
For those of us who are committed to this path, how do we ensure that our conversations are practical rather than philosophical?
How committed are we to helping others rather than spending all of our time and attention on our own school districts?
The President has made it clear that the time to act is now. I look forward to working in unison with my colleagues to make sure that Future Ready is a road map that will protect the greatness of America.
John Hutton is superintendent of Gurnee School District 56 in north suburban Chicago, Illinois. He participated in the President’s “ConnectED to the Future” convening at the White House on Nov. 19.
Today, President Obama will host “ConnectED to the Future,” a convening with superintendents and other educators from across the country, who will lead their schools and districts in the transition to digital learning.
The convening builds on the momentum of the President’s ConnectED Initiative, a plan to connect 99 percent of students to high-speed Internet, with the launch of the Future Ready Pledge. By signing on to this pledge, superintendents recognize the importance of building human capacity within schools and districts for effectively using increased connectivity and new devices to transform teaching and learning. Superintendents from districts across the country have signed the pledge. By doing so, they are demonstrating a commitment to work collaboratively with stakeholders to set a vision for digital learning; to empower educators through personalized, professional learning; and to mentor other district leaders in their transition to digital learning.
As part of today’s convening, the President will lead a digital pledge-signing ceremony, which will include the President and more than one hundred superintendents, who will be joined virtually by hundreds more education leaders from across the country.
The Department also will highlight a Dear Colleague Letter that identifies specific ways that districts can allowably and effectively use existing sources of federal funding for technology that can provide high-needs populations with personalized digital learning tools.
Over the next year, the Department, in partnership with the Alliance for Excellent Education, will host 12 Future Ready Regional Summits around the country to support district leaders in using technology to transform learning. The summits are designed to help districts create and implement district-wide action plans to fulfill their pledge to use technology to personalize learning. The summits will be open to all district leaders that take the Future Ready Pledge.
Since the President’s call to action in support of the ConnectED Initiative, more than $4 billion in public and private funding has been committed to the effort to expand high-speed Internet connectivity and wireless access in America’s schools and libraries.
Why do I advocate for “early tech”? I’ll give you three good reasons: my granddaughters Ella, Clara, and Zayla. I’ve seen the way technology has helped them to take charge of their own learning and opened doors to subjects and activities that really catch their interest.
It’s nothing short of amazing to think about how far we’ve come in the past ten years. Our children – and our grandchildren – pick up a device and instantly know how it works. They shift seamlessly from a hand-held device to a laptop or desktop and back again.
Whether we’ve seen it firsthand in our families, read about it in the papers, or heard about it from our friends and co-workers, we know that technology can be a great tool for early learning. That’s why America’s early learning community – and anyone who wants to help build a brighter future for the next generation – must make smarter use of these cutting-edge resources, provide better support for the teachers who use them, and help ensure that all our young children have equitable access to the right technology. “Early tech” can be an incredible tool to increase access and quality, when we understand how to use it for good.
Today, devices can not only bring the world to our students, but they also can bring what children create to the world. Kids can generate their own media through digital still and video camera and recording applications and, if they want, share it with students around the world. Our kids have the power to learn so much from their own creativity – creativity that technology supports and encourages.
In short, technology can spark imagination in young children, remove barriers to play and provide appropriate learning platforms as tools for reflection and critical thinking. It also offers children the ability to reflect easily by erasing, storing, recalling, modifying and representing thoughts on tablets and other devices.
As an educator, I’m excited by the almost limitless potential of really good technology to teach children new skills and reinforce what they already know. Tablets, computers, and hand-held devices, like smart phones and mp3 players, can be powerful assets in preschool classrooms when they’re integrated into an active, play-based curriculum. The National Association of Educators of Young Children, a leading organization that promotes early childhood education, agrees: technology and interactive media should be used intentionally to support learning and development.
What’s more, recent research has found that when used properly, technology can support the acquisition of what are called “executive functioning skills,” such as collaboration, taking turns, patience, and cooperative discussion of ideas with peers.
Technology can also dramatically improve communication and collaboration between each child’s school and home. With the click of a mouse or the touch of a screen, teachers can connect with parents, updating them about student’s academic progress or providing information about an upcoming school event.
While we know its power to transform preschool classrooms, systemic and cultural barriers have prevented the early learning field from fully embracing technology. Preschools often have limited funding and few good hardware and software choices. At times, early learning teachers and directors have actually had less exposure to technology than their students have. They fear that technology won’t be developmentally-appropriate and that devices will distract students from rich, play-based classroom experiences. Teachers have told me they are daunted by the task of selecting the right apps and devices.
We need to change this way of thinking – and the systems behind it.
We need all early learning centers to have broadband access like that provided to schools. Asthe ConnectED Initiative works to ensure all schools and libraries have the infrastructure to take advantage of learning powered by technology, we also need to make sure all Head Start and community-based preschool programs are included, so our youngest children can take advantage of these tools.
Center directors, school principals and other early learning leaders must stepup and lead by example, facilitating the successful use of technology, particularly in preschool settings. Teachers shouldn’t – and can’t – be alone in this endeavor. They need fearless principals and administrators who will advocate for pre-service and in-service learning that supports teacher understanding of how to use technology in early learning settings.
At the same time, we need more models of how technology works in early learning classrooms. Technology strengthens and deepens classroom instruction. It can extend and support a child-centric, play-based curriculum just as other manipulatives do, including wooden blocks, magic markers or a classroom pet – but in a format that can be accessible far beyond the classroom. But, in order to make effective use of these new strategies, teachers need to see them in practice – and that currently isn’t happening in enough places.
We need research that helps identify effective technology tools to support learning – and we need this research to be completed on a timely basis. A study that takes three years to complete doesn’t help educators and parents make informed decisions today. We need more places like The Joan Ganz Cooney Center to help us understand the challenges of educating children in a rapidly changing media landscape.
We also need easier ways to find the best tools and apps. We need more programs like Ready To Learn, which has adapted its former TV-only content to new platforms and is now available to all families and children across the country.
And last, but certainly not least, we need more funding for early learning. When Congress passes legislation to implement and fund the President’s Preschool for All proposal, we will have the financial resources to drive the tech revolution that we so urgently need in our early learning system.
We have, quite literally, tens of millions of reasons for taking action in all our precious children and grandchildren. Each and every one of them deserves a great start in life – and that’s exactly what “early tech” helps to provide.
Libby Doggett is Deputy Assistant Secretary for Policy and Early Learning in the Office of Elementary and Secondary Education at the U.S. Department of Education
Technology offers extraordinary opportunities and capacities to teachers. The breadth and depth of educational materials and information available on the Internet can break boundaries, making any subject accessible anywhere, and providing students with access to experts from across town or across the globe. New technologies also give teachers tools and flexibility to engage students, personalize the learning experience, and share resources or best practices with colleagues.
President Obama’s ConnectED initiative aims to provide high-speed Internet to every school in America, and make affordable computers, tablets, software, and other digital resources widely available to educators. Yet innovative technologies offer their greatest benefits only when teachers and principals have the skills and supports to leverage them. The ConnectEDucators plan will help educators to grow those skills. Watch this video to learn more:
Tiffany Taber is senior communications manager in the Office of Communications and Outreach
Today, President Obama visited Buck Lodge Middle School in Adelphi, Maryland to announce major progress on the ConnectED initiative, designed to enrich K-12 education for every student in America. ConnectED empowers teachers with the best technology and the training to make the most of it, and empowers students through individualized learning and rich, digital content.
Preparing America’s students with the skills they need to get good jobs and compete with countries around the world relies increasingly on interactive, personalized learning experiences driven by new technology. Yet fewer than 30% of America’s schools have the broadband they need to connect to today’s technology. Under ConnectED, however, 99% of American students will have access to next-generation broadband by 2017. That connectivity will help transform the classroom experience for all students, regardless of income.
As the President announced today, the Federal Communications Commission (FCC) will invest $2 billion over the next two years to dramatically expand high-speed Internet connectivity for America’s schools and libraries — connecting more than 20 million students to next-generation broadband and wireless. He also announced that private-sector companies have committed more than $750 million to deliver cutting-edge technologies to classrooms, including:
Apple, which will donate $100 million in iPads, MacBooks, and other products, along with content and professional development tools to enrich learning in disadvantaged U.S. schools
AT&T, which pledged more than $100 million to give middle school students free Internet connectivity for educational devices over their wireless network for three years
Autodesk, which pledged to make their 3D design program “Design the Future” available for free in every secondary school in the U.S. — more than $250 million in value
Microsoft, which will launch a substantial affordability program open to all U.S. public schools by deeply discounting the price of its Windows operating system, which will decrease the price of Windows-based devices
O’Reilly Media, which is partnering with Safari Books Online to make more than $100 million in educational content and tools available for free to every school in the U.S.
Sprint, which will offer free wireless service for up to 50,000 low-income high school students over the next four years, valued at $100 million
Verizon, which announced a multi-year program to support ConnectED through up to $100 million in cash and in-kind commitments
On Tuesday, during President Obama’s fifth State of the Union address, he reinforced the message that education plays an important role in our country. The President began his speech by noting the critical part that educators play: “Today in America, a teacher spent extra time with a student who needed it, and did her part to lift America’s graduation rate to its highest level in more than three decades.”
President Obama laid out his top priorities, rooted in three key principles: opportunity, action, and optimism. Among the education topics discussed, the President recommitted to making high-quality preschool available to every 4-year-old, connecting 99 percent of students to high-speed broadband over the next four years, redesigning high schools to offer more real-world education and hands-on training, and increasing college opportunity and success.
Educators and students also were well represented in the First Lady’s viewing box. Read more about them here. Below are the education excerpts from the speech:
Of course, it’s not enough to train today’s workforce. We also have to prepare tomorrow’s workforce, by guaranteeing every child access to a world-class education.
Estiven Rodriguez couldn’t speak a word of English when he moved to New York City at age nine. But last month, thanks to the support of great teachers and an innovative tutoring program, he led a march of his classmates – through a crowd of cheering parents and neighbors – from their high school to the post office, where they mailed off their college applications. And this son of a factory worker just found out he’s going to college this fall.
Five years ago, we set out to change the odds for all our kids. We worked with lenders to reform student loans, and today, more young people are earning college degrees than ever before. Race to the Top, with the help of governors from both parties, has helped states raise expectations and performance. Teachers and principals in schools from Tennessee to Washington, D.C. are making big strides in preparing students with skills for the new economy – problem solving, critical thinking, science, technology, engineering, and math. Some of this change is hard. It requires everything from more challenging curriculums and more demanding parents to better support for teachers and new ways to measure how well our kids think, not how well they can fill in a bubble on a test. But it’s worth it – and it’s working.
The problem is we’re still not reaching enough kids, and we’re not reaching them in time. That has to change.
Research shows that one of the best investments we can make in a child’s life is high-quality early education. Last year, I asked this Congress to help states make high-quality pre-K available to every four year-old. As a parent as well as a President, I repeat that request tonight. But in the meantime, thirty states have raised pre-k funding on their own. They know we can’t wait. So just as we worked with states to reform our schools, this year, we’ll invest in new partnerships with states and communities across the country in a race to the top for our youngest children. And as Congress decides what it’s going to do, I’m going to pull together a coalition of elected officials, business leaders, and philanthropists willing to help more kids access the high-quality pre-K they need.
Last year, I also pledged to connect 99 percent of our students to high-speed broadband over the next four years. Tonight, I can announce that with the support of the FCC and companies like Apple, Microsoft, Sprint, and Verizon, we’ve got a down payment to start connecting more than 15,000 schools and twenty million students over the next two years, without adding a dime to the deficit.
High School Redesign and Student Loans
We’re working to redesign high schools and partner them with colleges and employers that offer the real-world education and hands-on training that can lead directly to a job and career. We’re shaking up our system of higher education to give parents more information, and colleges more incentives to offer better value, so that no middle-class kid is priced out of a college education. We’re offering millions the opportunity to cap their monthly student loan payments to ten percent of their income, and I want to work with Congress to see how we can help even more Americans who feel trapped by student loan debt. And I’m reaching out to some of America’s leading foundations and corporations on a new initiative to help more young men of color facing tough odds stay on track and reach their full potential.
The bottom line is, Michelle and I want every child to have the same chance this country gave us. But we know our opportunity agenda won’t be complete – and too many young people entering the workforce today will see the American Dream as an empty promise – unless we do more to make sure our economy honors the dignity of work, and hard work pays off for every single American.
I can’t predict the future, but as I wrote back in July, I can say that learning in the future ought to be more personalized. Teachers should have up-to-the minute information that will help them tailor instruction for each student. They should be able to connect and collaborate with other teachers to tackle common challenges and develop solutions. No matter where they are located, students should have access to world-class resources and experts that can enrich a learning experience that is largely designed just for them. And parents should be able to follow their child’s activities and progress almost in real-time, helping them stay more engaged in their child’s education.
This is an exciting future, and for some districts and schools across the country, that future is now.
Today the Department of Education announced the second round of grantees in the Race to the Top-District (RTT-D) competition. (Five winners, representing 25 districts, won a total of $120 million in grant funds.) These grants will support locally developed plans to personalize and improve student learning, directly increase student achievement and educator effectiveness, close achievement gaps, and prepare every student for success in college and careers. Through these grants, innovative school districts will be able to better support teachers and students by increasing educational opportunities through more personalized learning.
President Obama described the promise of personalized learning when he launched the ConnectED initiative last June. Technology is a powerful tool that helps create robust personalized learning environments, but unfortunately, too many of our schools cannot support such environments. ConnectED is about establishing the building blocks for nearly every school to achieve this vision—by boosting broadband speeds through a modernized E-rate program, working to make learning devices and quality content available to all students, and ensuring that teachers have the support and professional development resources they need as they transition to a digital world.
This year’s RTT-D grantees exemplify the types of opportunities created by personalizing learning environments supported by technology. Indeed, most of the districts that won funding represent rural, remote, or small town communities, and their plans show that technology can be a powerful equalizer for schools in such communities. For example:
Technology as a tool for teachers and students. Clarendon County School District Two in South Carolina (leading a consortium of four districts) will make personal learning devices like laptops and tablets available to all students in the Carolina Consortium for Enterprise Learning. Teachers will have digital tools to help them differentiate instruction and share standards-aligned materials and assessments.
Professional learning communities. Clarksdale Municipal School District in Mississippi will train teachers to become facilitators of instruction and to learn from and support one another through professional learning communities.
Continuous improvement. Houston Independent School District in Texas will implement a continuous improvement cycle to measure and support teacher effectiveness and will partner with an external evaluator to provide ongoing feedback to the district on program implementation.
Accessible data systems that support instruction. The Kentucky Valley Educational Cooperative (a consortium of eighteen rural districts) will create and implement data systems that measure student growth and success and that help teachers improve instruction.
Helping close the digital divide through community access to technology. Springdale School District in Arkansas will expand parent access to technology through school-based and community “hot spots” along with community liaisons with computer access.
It’s clear that much of the innovative work by the districts in this year’s and last year’s RTT-D grantees requires a robust technology infrastructure. And in order for more districts to embrace a future of personalized learning, we must work urgently to meet our ConnectED goals. That future is waiting, but it’s up to us to make it a reality.
In support of President Obama’s ConnectED initiative, the U.S. Department of Education’s Office of Educational Technology is proud to announce that October is Connected Educator Month. Throughout the month, educators will have opportunities to participate in online events, build personal learning networks, and earn digital badges by demonstrating technology skills.
Online communities help educators share effective strategies, reduce isolation, and provide “just in time” access to knowledge and expertise. However, many educators are not yet taking advantage of all the benefits of connected learning. Schools, districts, and states can dramatically enhance their professional development by integrating digital learning opportunities into their formal professional development and teacher quality efforts.
“One of the most important things we can do to support teachers and students is to put modern tools in their hands, and give them access to the limitless knowledge and connections that the Internet makes possible,” said U.S. Secretary of Education Arne Duncan. “That’s why President Obama has made a priority of getting our schools connected to high-speed broadband, and it’s also why I’m so enthusiastic about Connected Educator Month.”
Nearly 200 educational organizations are participating in Connected Educator Month. These organizations will provide a variety of interactive activities, such as webinars, live chats, open houses, contests, projects, and badges for connected educators to earn.
Activities and events will range from a design challenge, in which educators will develop strategies for helping kids develop creative confidence, to a webinar in which five U.S. organizations will team up with UNESCO to share insights about mobile learning around the globe. State and locally focused activities will also engage communities of educators across the nation.
“Connected Educator Month provides an opportunity for all educators across the country to join a vibrant community of teachers and leaders using technology to reimagine learning,” said Richard Culatta, director of the Office of Educational Technology.
Connected Educator Month events can be found at www.ConnectedEducators.org/events. The site will be updated continually to reflect new activities, as they are added throughout the month. You can also follow the conversation on Twitter using the #CE13 hashtag.
President Obama named education as one of the cornerstones of middle-class security in a speech today at Knox College in Galesburg, Illinois.
The President laid out a vision for what our country needs to do to rebuild that foundation – including in education. “The days when the wages for a worker with a high-school degree could keep pace with the earnings of someone who got some higher education are over,” he said.
President Obama said that our country needs to provide an education “that prepares our children and our workers for the global competition that they’re going to face.”
And if you think education is expensive, wait until you see how much ignorance costs in the 21st century. If we don’t make this investment, we’re going to put our kids, our workers, and our country at a competitive disadvantage for decades. So we have to begin in the earliest years.
I’m going to take action in the education area to spur innovation that doesn’t require Congress. Today, for example, as we speak, federal agencies are moving on my plan to connect 99 percent of America’s students to high-speed Internet over the next five years. We’re making that happen right now. We’ve already begun meeting with business leaders and tech entrepreneurs and innovative educators to identify the best ideas for redesigning our high schools so that they teach the skills required for a high-tech economy.
In June, President Obama called on the Federal Communications Commission (FCC) to take the steps necessary to build high-speed digital connections to America’s schools and libraries, ensuring that 99 percent of American students can benefit from advances in teaching and learning. Improving our schools’ technology infrastructure—especially in rural and geographically-isolated communities—is necessary to unlock the power of technology to transform learning.
Last Friday, the FCC’s commissioners voted to move forward on the President’s challenge, and since then, a broad, diverse set of leaders from across the country spoke up in support of the FCC’s actions. Here is a collection of several of those statements:
Rep. Anna G. Eshoo (D-Calif.), Ranking Member of the Communications and Technology Subcommittee: I fully support the steps the FCC is taking to modernize the E-Rate program so that our schools and libraries can keep up with the digital demands of the 21st century. Expanding the speed of broadband, not just availability, is essential to this endeavor, and the proposed rulemaking will help advance America’s classrooms and libraries. We live in a world where broadband is a necessity, not a luxury, for the next generation to learn and compete.
Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia:By expanding high-speed internet in the nation’s schools and libraries, the federal government can ensure that teachers and students have access to tools that make learning more personalized and more engaging, making it possible for all students to reach their learning destinations.
Communications Workers of America (CWA): Our schools and libraries need much higher capacity networks to enable students to take advantage of the great potential of digital learning and new technological advances. Our goal should be at least 1 gibabit per second capacity to every school in our nation. Today’s FCC action is a good step forward.