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[ MUSIC ]>>GOOD MORNING, I’M KAREN RUPLE FROM THE OFFICE OF EDUCATION IMPROVEMENT AND INNOVATION.>>AND I’M PAULA DANIELS FROM THE OFFICE OF FIELD SERVICES.>>AND PAULA AND I ARE THE CO-LEADS FOR THE ACTION TEAM FOR SUPPORTS, SO WE’RE GOING TO SHARE THIS PRESENTATION TODAY. WHILE ALL THE STATES IN THE NATION, INCLUDING MICHIGAN, HAVE AN OPPORTUNITY NOW TO BE ABLE TO REWRITE WHAT THEY ARE DOING FOR OUR WELL-ROUNDED EDUCATION FOR ALL STUDENTS, WE REALLY CAN’T STRESS ENOUGH HOW MICHIGAN WAS ON THE ROAD TO THIS WELL-ROUNDED EDUCATION BEFORE ESSA. AND IF THINGS CHANGE AT ESSA, WE’RE STILL ON THE ROAD TO A WELL-ROUNDED EDUCATION FOR ALL STUDENTS. WHAT ESSA GIVES US AN OPPORTUNITY TO DO, THOUGH, IS TO LEVERAGE ALL THE FEDERAL PROGRAMS TO ACHIEVE THE VISION OF BEING A TOP 10 STATE IN 10 YEARS. NOW, WE’RE GOING TO TALK TODAY ABOUT TITLE I, PART A, BOTH THE FUNDING THAT SUPPORTS SCHOOLWIDE AND TARGETED SCHOOLS, AS WELL AS THE TITLE I FUNDS THAT SUPPORT THE SYSTEM OF SUPPORT. ADDITIONALLY, TITLE IV, PARTS A AND B, HAVE CERTAINLY CHANGED AND WE’RE GOING TO TALK ABOUT THAT, AND SPECIAL POPULATIONS ARE ALWAYS PART OF WHAT WE WANT TO DO FOR WELL-ROUNDED EDUCATION, AND THOSE TITLE PROGRAMS ARE ALSO IMPORTANT. WE HAVE THE MIGRATORY CHILDREN, NEGLECTED AND DELINQUENT YOUTH, ENGLISH LEARNERS, IMMIGRANT STUDENTS, HOMELESS CHILDREN AND YOUTH. SO ALL OF THOSE ARE GOING TO PLAY A PART IN OUR WELL-ROUNDED EDUCATION. AND SO, HOW CAN WE USE THOSE FUNDS TO ACCOMPLISH MICHIGAN’S VISION? SO WHEN WE TALK ABOUT THE VISION TO BE A TOP 10 STATE IN 10 YEARS, WE HAVE OUR GUIDING PRINCIPLE THAT EACH STUDENT– EVERY STUDENT NEED TO HAVE ACCESS TO THE SAME HIGH QUALITY EDUCATIONAL OPPORTUNITIES AS ANY OTHER STUDENT IN MICHIGAN, NO MATTER WHERE THEY LIVE. WE WANT TO REALLY HAVE THE GOAL OF REDUCING THE IMPACT OF THE HIGH-RISK FACTORS, INCLUDING POVERTY, AND PROVIDE EQUITABLE RESOURCES FROM THE DISTRICT TO THE SCHOOLS TO MEET THE NEEDS OF ALL STUDENTS TO MAKE SURE THEY ALL HAVE ACCESS TO THOSE QUALITY EDUCATIONAL OPPORTUNITIES. OUR STRATEGY IN DOING THAT IS TO ESTABLISH AND IMPLEMENT WITH FIDELITY A HIGH QUALITY, DIFFERENTIATED, MULTI-TIERED SYSTEM OF SUPPORT FOR ALL STUDENT NEEDS. SO MICHIGAN THINKS IF A MULTI-TIERED DIFFERENTIATED SYSTEM OF SUPPORT IS WHAT WE NEED TO DO IN THE SCHOOLS TO MEET THE NEEDS OF ALL STUDENTS, THAT AS A STATE, WE NEED TO LOOK AT A MULTI-TIERED SYSTEM OF SUPPORT IN ADDRESSING THE NEEDS OF ALL DISTRICTS. SO AS WE THINK OF DISTRICTS THROUGHOUT THE STATE, WE HAVE SOME DISTRICTS THAT ARE REFLECTED IN THE BLUE THAT ARE HIGH PROFICIENCY, HIGH GROWTH. THEY PROBABLY DON’T NEED A LOT FROM THE MICHIGAN DEPARTMENT OF EDUCATION. ADDITIONALLY, THERE MIGHT BE SCHOOLS AND DISTRICTS THAT HAVE HIGH PROFICIENCY ON LOW GROWTH, AND, YOU KNOW, ON THAT MULTI-TIERED SYSTEM OF SUPPORT, OUR UPSIDE DOWN TRIANGLE HERE, THEY DON’T NEED AS MUCH FROM THE MICHIGAN DEPARTMENT OF EDUCATION. BUT THEN, WE START SEEING THOSE LOW PROFICIENCY SCHOOLS, THEY ARE GROWING, BUT MAYBE NOT AS FAST AS THEY WOULD LIKE TO GROW, SO WHAT CAN WE DO AS A STATE TO TARGET THEM WITH THE APPROPRIATE SUPPORTS? BUT WHAT WE REALLY WANT TO PAY ATTENTION TO ARE THOSE LOW PROFICIENCY, LOW GROWTH DISTRICTS, WHERE THEY HAVE SEVERAL SCHOOLS THAT AREN’T ACHIEVING WHAT WE NEED FOR ALL STUDENTS. SO WE’RE GOING TO TALK A LITTLE BIT MORE ABOUT THAT. ACHIEVEMENT GAPS ARE VERY PREVALENT IN OUR TOP 10 IN 10. THAT’S SOMETHING THAT WE WANT TO ELIMINATE. SO WHILE THEY’RE– WE STILL WANT TO MAKE THAT FOCUS ON THOSE GROUPS OF STUDENTS WHO ARE FALLING BEHIND, AND WE CALL OUT A COUPLE OF THOSE GROUPS WHO MIGHT GET LOST IN THE AVERAGE, AND THOSE GROUPS ARE THE AFRICAN AMERICAN MALES AND STUDENTS LIVING IN POVERTY. SO THOSE ARE TWO GROUPS THAT WE DON’T WANT TO LOOSE SIGHT WITH AND JUST KEEP THEM, YOU KNOW, SORT THEM INTO EVERYBODY ELSE. WE WANT TO USE IDENTIFICATION FOR THEM, BUT USE THOSE AS LENSES THROUGH OUR GOALS. WE DON’T WANT TO SAY, “OKAY, IN THIS SILO “ARE THESE GROUPS OF STUDENTS.” BUT OUR LENS IS, “WHAT ARE “WE DOING TO DIFFERENTIATE “SERVICES THAT ARE GOING TO “HELP MAKE THINGS SUCCESSFUL “FOR AFRICAN AMERICAN MALES “AND STUDENTS “LIVING IN POVERTY?” WE WANT TO INTEGRATE THAT INTO OUR CORE WORK AND NOT LOSE SIGHT OF THAT, AND HOLD OURSELVES AND THE STATE ACCOUNTABLE FOR THOSE STUDENTS, AND NOT HAVE DISCONNECTED INITIATIVES APPLYING TO THEM THAT AREN’T INTEGRATED INTO A WHOLE SYSTEM. A CONCEPT THAT MICHIGAN IS DOING THAT IS NOT PART OF ESSA, BUT IS PART OF OUR INITIATIVE, IS TO LOOK AT WHAT WE’RE CALLING PARTNERSHIP DISTRICTS. THESE PARTNERSHIP DISTRICTS WILL BE DISTRICTS THAT HAVE SEVERAL SCHOOLS THAT ARE LOW PROFICIENCY, LOW GROWTH. SO WHAT CAN WE AS A STATE DEPARTMENT OF EDUCATION DO TO HELP SUPPORT THOSE DISTRICTS IN GETTING THE ACHIEVEMENT OF THEIR STUDENTS WHERE THEY WANT THEM TO BE? SO WHEN WE THINK OF THIS PARTNERSHIP MODEL, WE WANT TO BE ABLE TO WORK WITH THESE DISTRICTS– THESE PARTNERSHIP DISTRICTS TO HAVE INDIVIDUAL PLANS THAT WILL FOCUS ON HOLISTIC SUPPORTS FOR THE WHOLE CHILD. SO THAT’S NOT JUST THE DEPARTMENT OF EDUCATION, IT’S NOT JUST THE DISTRICT, BUT WE WANT TO SIT DOWN WITH THE SCHOOL BOARD, THEIR LOCAL ISD, LOCAL EDUCATION ORGANIZATIONS, THE COMMUNITY ORGANIZATIONS, AND OTHER STATE AGENCIES, NOT JUST THE DEPARTMENT OF EDUCATION, AS WELL AS LOCAL PARTNERS TO DEVELOP A FULL PACKAGE OF SUPPORTS. SO AS WE THINK OF THOSE SUPPORTS, IT’S NOT JUST ACADEMIC, WE WANT TO REAL– IF WE’RE PAYING ATTENTION TO THE WHOLE CHILD, THOSE WRAP-AROUND SERVICES ARE SO IMPORTANT. WE NEED TO LOOK AT THE SOCIAL/EMOTIONAL NEEDS OF CHILDREN, THE PHYSICAL AND HEALTH NEEDS OF CHILDREN, THE MENTAL HEALTH NEEDS, FOOD AND NUTRITION. ALL OF THOSE THINGS CONTRIBUTE TO THE SUCCESS OF THE WHOLE CHILD. SAFETY AND CLIMATE AND CULTURE SUPPORTS IN THE SCHOOL ARE IMPORTANT, AS WELL AS SPECIAL FUNDING CONSIDERATIONS SO THAT WE’RE MAKING SURE THOSE RESOURCES ARE EQUITABLY DISTRIBUTED.>>WHEN WE TAKE A LOOK AT THE NEEDS OF THE WHOLE CHILD AND THOSE THINGS THAT WE NEED TO DO TO ENSURE THAT EVERY STUDENT GETS ALL OF THE SUPPORT THAT THEY POSSIBLY CAN, WHEN WE LOOK AT THE WHOLE PICTURE, WE NEED TO START SOMEPLACE. AND WE WANT TO LOOK AT THE CURRENT SITUATION AND WHAT OUR DESIRED SITUATION IS. IN ESSA, NEEDS RULE. NEEDS RULE. MANY OF OUR DISTRICTS– OUR DISTRICTS DO CONDUCT COMPREHENSIVE NEEDS ASSESSMENTS. AND THAT IS PART OF THE FOCUS AND THAT HELPS US FOCUS ON WHAT NEEDS TO BE ACCOMPLISHED. NEEDS– COMPREHENSIVE NEEDS ASSESSMENTS ARE NOT NEW, THEY HAVE BEEN IN THE LEGISLATION BEFORE. BUT, IN ESSA, THERE’S A NEW EMPHASIS ON WHAT NEEDS TO TAKE PLACE TO ENSURE THAT ALL OF OUR STUDENTS GET THE EDUCATION THAT THEY NEED. SO WHAT ARE SOME OF THE THINGS THAT WE’RE STARTING TO DO? WE’RE TAKING A LOOK AT THE NEEDS ASSESSMENT, THE WHOLE NEEDS ASSESSMENT PROCESS, AND MANY ARE FAMILIAR WITH THE NEEDS ASSESSMENT THAT IS DONE IN– WHEN WE ARE SUPPORTING WHAT HAPPENS WITH TITLE I FUNDS. BUT NEEDS ASSESSMENTS ACTUALLY TAKE PLACE ACROSS THE SPECTRUM– EARLY CHILDHOOD, CTE. THERE ARE JUST A VAST ARRAY OF NEEDS ASSESSMENTS THAT ARE DONE. BUT WHAT WE ARE LOOKING TO TRY TO DO IS TO TRY TO COME TOGETHER AND COORDINATE THOSE EFFORTS TO ENSURE THAT THAT TOP 10 IN 10, THAT WE ARE ABLE TO ACCOMPLISH THAT GOAL. SO WHAT ARE WE SPECIFICALLY DOING? WE’RE LOOKING TO RESHAPE OUR DELIVERY OF SERVICES SO THAT WE CAN GIVE THE MOST INTENSIVE SUPPORTS, AS KAREN WAS SAYING, TO THOSE WHO NEED IT THE MOST. AND WE’RE GOING– WE WANT TO PROVIDE THE TARGETED SUPPORTS, AS WELL AS THOSE COMPREHENSIVE SUPPORTS. WE WANT TO BE ABLE TO MAKE SURE THAT WE’RE PROVIDING THE SUPPORT FOR THOSE SCHOOLS WHO ARE HAVING THE GREATEST CHALLENGES. WE WANT TO ENSURE, HOWEVER, THAT WE HAVE A UNIFIED VISION. WE WANT TO BE ABLE TO PROVIDE WHAT BEST PRACTICES ARE IN EVIDENCE-BASED PRACTICES. WE WANT TO ENSURE THAT THOSE CONSULTANTS AND THOSE WHO ARE WITH THE DEPARTMENT, WHO ARE GOING OUT TO HELP OUR DISTRICTS, TO MAKE SURE THAT THEY KNOW WHAT THE EVIDENCE-BASED PRACTICES ARE, AND THAT THEY ARE ABLE TO BE THERE TO REALLY PROVIDE THE SUPPORT THAT IS NEEDED. AND WE ALSO RECOGNIZE, AND WE WANT TO MAKE SURE THAT EVERYONE IS AWARE, THAT A BEST PRACTICE FOR PRE-K MAY NOT BE THE SAME BEST PRACTICE WHEN YOU GET TO A HIGH SCHOOL. SO, WHAT DO THE BEST PRACTICES LOOK LIKE ALL THE WAY ALONG THE CONTINUUM? AND WE WANT TO MAKE SURE THAT EVERYONE IS AWARE OF WHAT THEY ARE AND CAN BECOME COMFORTABLE WITH USING THOSE. AGAIN, AS I SAID IN ESSA, NEEDS RULE. NEEDS RULE. AND AS ALSO WAS SHARED A LITTLE BIT EARLIER, WE WANT TO BE ABLE TO TAKE THE FUNDING THAT WE HAVE AND USE IT TO ADDRESS WHATEVER THE NEED MIGHT BE TO HELP ENSURE THAT EACH CHILD GETS THAT WELL-ROUNDED BALANCED EDUCATION, BE IT EARLY CHILDHOOD, SCHOOLS AND CLIMATES, SAFETY, WRAP-AROUND SERVICES, ACADEMIC NEEDS, HEALTH NEEDS, WHATEVER THOSE NEEDS MIGHT BE. AND TO ENSURE THAT THE CNA IS WHOLE CHILD FOCUSED, AGAIN, AS HAS BEEN MENTIONED EARLIER, THE NEED FOR PARTNERS IS CRITICAL. WE OFTEN HAVE ATTEMPTED TO PULL PEOPLE IN, BUT NOW IT HAS TO BE EVEN MORE FOCUSED AND MAKE SURE THAT WE PULL EVERYONE INTO THE TABLE WHO CAN PROVIDE SOME SUPPORT AND INPUT SO THAT WE REALLY GET A GOOD UNDERSTANDING OF WHAT THOSE NEEDS ARE. IT COULD BE COMMUNITY MEMBERS, PARENTS AND FAMILIES, SOCIAL WORKERS, HEALTH– HEALTHCARE GIVERS, ALL OF THESE PEOPLE COME IN TOGETHER, AND THEY ARE THEN A PART OF THE NEEDS ASSESSMENT PROCESS. AGAIN, WE NEED TO SPAN THE WHOLE SPECTRUM OF WHAT A CHILD NEEDS. AND THAT’S ONE OF THE THINGS THAT IS EXCITING ABOUT ESSA, THAT IT OPENS UP THAT FLEXIBILITY TO BE ABLE TO DO JUST THAT. SO WHY DOES THE CNA MATTER? IF THE CNA ALLOWS A DISTRICT TO APPROPRIATELY IDENTIFY THEIR NEEDS ACROSS THE ENTIRE PROGRAM, THEN A DISTRICT CAN PROVIDE A GOOD HOLISTIC EDUCATIONAL PROGRAM, AND THIS IS SOMETHING WE HAVE NOT HEARD DISCUSSED IN PRIOR LEGISLATION IN THE WAY THAT WE DO NOW. SO IT’S VERY IMPORTANT TO STEP BACK, TAKE A BREATH, AND LOOK AND SEE, “WHAT ARE THE NEEDS “THAT WE HAVE FOR ALL OF “OUR STUDENTS TO ADDRESS “ALL OF THEIR NEEDS?” AND ONE OF THE THINGS THAT IS VERY EXCITING IS THAT TITLE I FUNDS CAN BE USED MUCH MORE FLEXIBLY THAN THEY WERE BEFORE. YOU KNOW, IN THE PAST, WE’VE HAD SOME PRETTY STRINGENT GUIDELINES, BUT NOW, IT HAS OPENED UP CONSIDERABLY. SO WHAT WE’RE DOING IS WE’RE– AND I MEAN AT THE DEPARTMENT OF EDUCATION– WE’RE REVISING OUR COMPREHENSIVE NEEDS ASSESSMENT PROCESS TO MAKE SURE THAT A DISTRICT ASSESSES ALL NEEDS, ALL NEEDS, AND WE’RE MODIFYING INTERNAL PROCESSES, SO THAT WE HAVE FEWER CNA’S, AS I SHARED. WE HAVE MANY AREAS THAT DO HAVE A CNA, BUT WHAT WE’RE LOOKING TO DO IS TO STREAMLINE THAT PROCESS AND PROVIDE TOOLS TO SUPPORT ANY OF THOSE SPECIFIC NEEDS WHERE YOU MIGHT NEED TO DELVE A LITTLE BIT DEEPER. ALL NEEDS DON’T HAVE TO BE FUNDED THROUGH TITLE I, THOUGH. IF YOU LOOK AT THIS BOX, AND YOU THINK OF THIS AS YOUR BLANK SLATE, THE FIRST SET OF MONEY THAT WE HAVE IS GENERAL FUND FUNDS. THAT’S THE BASIC. THAT HELPS PROVIDE YOUR BASIC NEEDS FOR THE EDUCATIONAL PROGRAM. BUT NOW, WE HAVE AN OPPORTUNITY TO START TO LOOK AT THIS HOLISTICALLY, AND WE START TO ADD OUR TITLE FUNDS. SO NOW, THIS IS COMING TO SUPPORT WHAT WE’RE DOING WITH GENERAL FUND. FOOD AND NUTRITION– ADDITIONAL FUNDS THAT GET BRAIDED IN. AGAIN, STARTING TO THINK, “HOW ARE WE GOING TO COORDINATE “ALL OF THESE FUNDS TO MEET “THE NEEDS OF THE WHOLE CHILD?” EARLY CHILDHOOD FUNDS– THIS IS ANOTHER LAYER THAT CAN BE ADDED IN. SPECIAL EDUCATION FUNDS, AND THEN THERE ARE OTHERS– FUNDRAISERS, OTHER THINGS THAT, YOU KNOW, OTHER GRANTS THAT YOU GET. BUT NOW, THE FOCUS IS TO, AS I SAID, TO STEP BACK, TAKE A LOOK, AND SEE. HOW CAN WE BRING ALL OF THESE FUNDS TOGETHER TO ENSURE THAT WE’RE USING THEM IN THE MOST EFFICIENT AND EFFECTIVE WAY POSSIBLE TO MAKE SURE THAT WE PROVIDE A GOOD QUALITY PROGRAM? COMPETITIVE GRANTS, OTHER STATE AND FEDERAL AGENCY SOURCES, THE FUNDING IS THERE, ACROSS THE BOARD, BUT NOW WE SEE, WE’RE LOOKING SPECIFICALLY AT WAYS TO PUT THEM TOGETHER TO MAKE, AS I SAID, AN EFFECTIVE PROGRAM FOR OUR STUDENTS. ALL OF THE FUNDS TOGETHER SUPPORT THE NEEDS IDENTIFIED IN THE CNA PROCESS. SO YOU HAVE IDENTIFIED A NEED. YOU HAVE IDENTIFIED A NEED. YOU HAVE BROUGHT ALL OF THE PEOPLE TOGETHER WHO CAN HELP PROVIDE INSIGHT AS TO WHAT THOSE NEEDS ARE. YOU HAVE HAD AN OPPORTUNITY TO TAKE A LOOK AT YOUR DATA AND START TO SEE WHAT SOME OF YOUR TRENDS ARE, AND IDENTIFY THOSE NEEDS. SO WHAT NOW? NOW, DISTRICTS WILL IDENTIFY THE STRATEGY OR INTERVENTIONS. WHAT ARE WE GOING TO PUT IN PLACE TO HELP MEET THESE NEEDS THAT HAVE BEEN IDENTIFIED? THAT NEED NEEDS TO BE EVIDENCE-BASED. EVIDENCE-BASED. THIS IS SOMETHING ELSE THAT WE HAVE NOT HEARD BROUGHT OUT SO STRONGLY AS WE DO WITH THE NEW LEGISLATION. WHATEVER YOU ARE GOING TO PUT YOUR TIME, YOUR MONEY, YOUR ENERGY INTO, YOU NEED TO HAVE A GOOD IDEA THAT IT HAS A HIGH PROBABILITY OF BEING SUCCESSFUL. ESSA INTRODUCES NEW RULES REGARDING THE EVIDENCE-BASED FOUR LEVELS OF EVIDENCE– STRONG EVIDENCE, MODERATE EVIDENCE, PROMISING EVIDENCE, AND IT DEMONSTRATES A RATIONALE. AND YOU CAN FIND MORE INFORMATION ABOUT THAT IN THE TITLE II GUIDANCE. SO, AGAIN, WE HAVE IDENTIFIED THE NEED. WHAT NOW? NOW, WE’RE LOOKING AT STRATEGIES THAT WILL– AND PRACTICES– IN THE TOP 10 IN 10, AND WE REALLY WANT TO HELP INCENTIVIZE DISTRICTS TO USE THOSE STRATEGIES. ONE OF THE THINGS THAT IS BEING INTRODUCED IS IN YOUR COMPREHENSIVE NEEDS ASSESSMENT AFTER IT HAS BEEN IDENTIFIED, AND YOU ROLL IT INTO YOUR PLAN, WHEN YOU DO YOUR CONSOLIDATED APPLICATION. IF YOU ARE USING EVIDENCE-BASED PRACTICES THAT HAVE BEEN IDENTIFIED, THEN YOUR APPROVAL PROCESS JUST GOES MUCH MORE QUICKLY. WE WANT TO ENSURE THAT DISTRICTS CONSIDER USING THE STRATEGIES AS THE PLANS ARE BEING DEVELOPED. AND, AGAIN, AT THE DEPARTMENT, WE’RE GOING TO BECOME MUCH MORE SKILLED AND INFORMED. AND AS NEW EVIDENCE-BASED PRACTICES COME ON BOARD, WE’RE GOING TO MAKE SURE THAT WE LEARN WHAT THEY ARE SO THAT WE CAN BE SURE TO SHARE THEM WITH YOU. WE WANT YOU TO CONTINUE TO REMEMBER THAT BEST PRACTICE IS GOING TO LOOK DIFFERENT ON THE CONTINUUM. IT’S GOING TO LOOK DIFFERENT. IT’S NOT A ONE SIZE FITS ALL. IT’S NOT A ONE PRACTICE FITS ALL GRADES. APPROACHES TO DEVELOPING COGNITIVE SKILLS IN EARLY LEARNERS ARE VERY DIFFERENT TO THOSE IN LATER YEARS. THE FUNDING SOURCES WILL HELP SUPPORT WHICHEVER PRACTICE IS REFLECTED. AND EDUCATORS ARE A SUPPORT AS WELL. SO WE’RE EXPANDING OUR VISION OF LEVERAGING EDUCATORS AS A GOOD SUPPORT THROUGH FEDERAL FUNDING OPPORTUNITIES. LET ME PROVIDE AN EXAMPLE FOR YOU. DISTRICT A GOES THROUGH A NEW COMPREHENSIVE NEEDS ASSESSMENT PROCESS– AND LET’S NEVER FORGET THAT THE COMPREHENSIVE NEEDS ASSESSMENT IS A PROCESS– AND IDENTIFIES TWO MAJOR CHALLENGES IN THEIR OUTCOMES. A LACK OF COORDINATED TRANSITION FROM EARLY CHILDHOOD TO KINDERGARTEN, AND BEHAVIORAL ISSUES, INDICATED BY A HIGH RATE OF SUSPENSIONS. SO LOOKING AT THAT DATA, WHAT DID THE DATA TELL THEM? THIS DISTRICT THEN IDENTIFIES WITH MDE’S HELP, A SET OF EVIDENCE-BASED PRACTICES TO ADDRESS BOTH OF THE CHALLENGES NOTED. EVIDENCE-BASED PRACTICES THAT ARE IN THE TOP 10 IN 10 ARE QUALIFIED AT THE HIGHEST, HIGHEST LEVEL OF EVIDENCE. AND DISTRICTS ARE REALLY ENCOURAGED TO USE THOSE PRACTICES, REALLY ENCOURAGED. THE DISTRICT THEN IDENTIFIES THE APPROPRIATE FUNDING SOURCE. AND YOU KNOW WE WENT THROUGH THOSE DIFFERENT FUNDING SOURCES THAT ARE NOW AVAILABLE. WHICH FUNDING SOURCE CAN BEST SUPPORT WHAT THIS NEED IS? MAYBE IT’S A COMBINATION OF FUNDING SOURCES TO SUPPORT MIGHT BE NEEDED. BUT, AGAIN, HAVING THE OPPORTUNITY, IDENTIFY THE NEED, SEE WHAT THE PRACTICE IS THAT WE WANT TO– WANT TO SUPPORT OUR STUDENTS BY USING IT, AND THEN HOW ARE WE GOING TO BE ABLE TO SUPPORT THE FUNDING? THERE ARE ADDITIONAL THINGS THAT ARE NEW IN ESSA THIS YEAR THAT WE WANTED TO MAKE SURE THAT YOU WERE AWARE OF FOR PLANNING PURPOSES. SECTION 1007 IS THE EXCEPTION RULE. SCHOOLS WITH 75% OR MORE OF THEIR STUDENTS IN POVERTY HAVE HAD TO PROVIDE TITLE I SERVICES, AND THAT HAS BEEN THE THRESHOLD. BUT NOW, IF A HIGH SCHOOL HAS 50%, YOU MAY PROVIDE SERVICES FOR THAT SCHOOL ALSO. IN SECTION 1009, TARGET ASSISTED STUDENT ELIGIBILITY, FOR STUDENTS IN EARLY GRADES, BEFORE, THE WAY THAT THEY WERE IDENTIFIED FOR SERVICE WAS THROUGH TEACHER JUDGMENT, PARENT INTERVIEWS, AND DIFFERENT OTHER DEVELOPMENTALLY APPROPRIATE MEASURES. BUT NOW, INCLUDED IN THAT, RANKING AT THE TOP, YOU MUST USE OBJECTIVE CRITERIA, DEVELOPED BY THE LEA, BUT IT ELIMINATES THEN THE USE OF THE OTHERS. SOMETHING ELSE THAT IS NEW– AND THIS IS GOING TO BE VERY IMPORTANT FOR DISTRICTS TO KNOW AS THEY ARE DOING THEIR PLANNING. IN SECTION 1011, THE POSITION OF AN OMBUDSMAN FOR THE EQUITABLE SERVICES TO PRIVATE SCHOOL MUST BE ESTABLISHED AT THE STATE LEVEL. IT WILL BE THAT PERSON’S RESPONSIBILITY TO ENSURE THAT ALL OF THE REGULATIONS AND THE GUIDANCE IS BEING CARRIED OUT WHEN SCHOOLS PROVIDE SUPPORT TO THEIR PRIVATE SCHOOLS. SO IT’S VERY IMPORTANT FOR YOU TO KNOW WHAT THOSE REGULATIONS ARE, WHAT THE STEPS ARE, WHAT HAS TO TAKE PLACE. IF THERE IS EVER A PROBLEM WITH IT, THEN THE PRIVATE SCHOOL WILL HAVE AN OPPORTUNITY TO APPEAL TO THE OMBUDSMAN. SO THAT’S GOING TO BE SOMETHING THAT IS VERY IMPORTANT FOR EVERYONE TO REMEMBER ALSO.>>OKAY, NOW WE’RE GOING TO TRANSITION TO THE STATEWIDE SYSTEM OF SUPPORT. THE STATEWIDE SYSTEM OF SUPPORT HAS BEEN AROUND SINCE THE LATE ’90s, WHEN WE HAD SCHOOLS THAT WERE IDENTIFIED FOR ADEQUATE YEARLY PROGRESS BASED ON THE LACK OF ACHIEVEMENT OF VARIOUS SUBGROUPS. THEN, WITH NO CHILD LEFT BEHIND, WE TRANSITIONED TO PRIORITY SCHOOLS AND FOCUS SCHOOLS. WHEN STATES ROLLED OUT TO DO THE WAIVER TO THE ELEMENTARY AND SECONDARY EDUCATION ACT OF NO CHILD LEFT BEHIND, THE PRIORITY AND FOCUS SCHOOLS CONTINUED. NOW, WITH THIS NEW REAUTHORIZATION OF ELEMENTARY AND SECONDARY EDUCATION ACT, WE ARE NOW BROUGHT TO SCHOOLS THAT ARE CALLED COMPREHENSIVE SUPPORT SCHOOLS AND TARGETED SUPPORT SCHOOLS. SO LET’S LOOK AT EXACTLY WHAT THOSE ARE. COMPREHENSIVE SUPPORT SCHOOLS ARE VERY MUCH LIKE PRIORITY SCHOOLS. THOSE ARE THE SCHOOLS THAT ARE IN THE BOTTOM 5% OF ACHIEVEMENT BASED ON OUR STATE ASSESSMENTS, AND THE STATE ASSESSMENTS ARE GOING TO BE THE DETERMINING FACTOR OF THIS. COMPREHENSIVE SCHOOLS CAN ALSO BE IDENTIFIED, THE HIGH SCHOOLS CAN, IF THEIR GRADUATION RATE IS BELOW 67%. SO THOSE ARE THE TWO MAIN BUCKETS. I’LL COME BACK TO THAT THIRD ONE IN A MINUTE. THE SECOND MAIN TYPE OF IDENTIFIED SCHOOL UNDER ESSA ARE SCHOOLS IN WHICH ANY SUBGROUP OF STUDENTS IS CONSISTENTLY UNDER-PERFORMING. SOUND LIKE AYP? KIND OF IS LIKE AYP. SO WE’RE GOING BACK TO THOSE DEMOGRAPHIC SUBGROUPS, AND IF THEY ARE CONSISTENTLY UNDER-PERFORMING, THEN THEY ARE GOING TO BE LABELED AS TARGETED SUPPORT SCHOOLS. THEN, WE HAVE A SPECIAL CATEGORY OF TARGETED SUPPORT SCHOOLS CALLED ADDITIONAL TARGETED SUPPORT. THIS ALSO IS AN IDENTIFICATION BASED ON THE ACHIEVEMENT OF SUBGROUPS OF STUDENTS, BUT THE STUDENTS IN THE SUBGROUPS ARE PERFORMING AS IF THEY WERE IN THE BOTTOM 5%. ALL RIGHT, DOES THAT MAKE SENSE? SO TARGETED IS– YOU KNOW, WE’RE GOING TO HAVE METRICS THAT ARE GOING TO SAY THESE STUDENTS ARE UNDER-PERFORMING SO THEY ARE TARGETED. BUT IF THEY ARE UNDER-PERFORMING SO MUCH THAT IF– THEIR IDENTIFICATION ALONE WOULD SAY, “OH.” THOSE STUDENTS ARE IN THE BOTTOM 5%, THEN THEY ARE CALLED ADDITIONAL TARGETED SUPPORT SCHOOLS. SO, A SCHOOL MAY HAVE SEVERAL DIFFERENT SUBGROUPS UNDER-PERFORMING, BUT IF ONE OF THOSE SUBGROUPS IS PERFORMING LIKE A COMPREHENSIVE SUPPORT SCHOOL, THEN THE SCHOOL GETS LABELED ADDITIONAL TARGETED SUPPORT. NOW, I WANT TO BRING YOU BACK TO THE COMPREHENSIVE SUPPORT BOX AT THE BOTTOM. IF AN ADDITIONAL TARGETED SUPPORT SCHOOL DOESN’T EXIT FROM THAT STATUS IN A STATE DETERMINED NUMBER OF YEARS, THEN THAT ADDITIONAL TARGETED SUPPORT SCHOOLS BECOMES COMPREHENSIVE. SO WHAT IS THAT ADDITIONAL, YOU KNOW, THE STATE DETERMINED NUMBER OF YEARS? WELL, THAT’S ALL OF THE THINGS THAT WE’RE GOING TO BE FIGURING OUT WITH PUBLIC COMMENT. SO LET’S LOOK AT THE– WHAT WE’RE TALKING ABOUT WHEN WE TALK ABOUT SUPPORT FOR SCHOOLS. THE COMPREHENSIVE SUPPORT SCHOOLS, ACCORDING TO THE FEDERAL REGULATIONS WHICH HAVE MUCH LESS “HAVE TO DOs” THEN NO CHILD LEFT BEHIND EVER DID, IS SAYING THAT THESE SCHOOLS HAVE TO MAKE IMPROVEMENT PLANS, AND THE STATE APPROVES THEM, SO THAT’S SOMETHING NEW. AND THE STATE MAY TAKE MORE RIGOROUS ACTIONS OVER TIME IF THE COMPREHENSIVE SCHOOL DOESN’T IMPROVE. AND THE COMPREHENSIVE SUPPORT SCHOOLS THAT ARE TITLE I HAVE ACCESS TO ADDITIONAL FUNDS. SO THAT’S THE STRUCTURE OF COMPREHENSIVE SUPPORT SCHOOLS IN THAT EVERY STUDENT SUCCEEDS ACT. FOR TARGETED SUPPORT SCHOOLS, THE DISTRICT APPROVES THE IMPROVEMENT PLAN. SO THE STATE DOES NOT HAVE A ROLE IN THAT. IT’S THE DISTRICT’S ROLE TO APPROVE THE PLAN. AND IN THE ADDITIONAL TARGETED SUPPORT– TARGET SUPPORT SCHOOLS, THE DISTRICT IS STILL APPROVING THAT IMPROVEMENT PLAN, BUT, AGAIN, IF THEY DON’T IMPROVE, THEN THEY MOVE OVER TO COMPREHENSIVE SUPPORT. SO THERE ARE– THERE’S ANOTHER CATEGORY IN THERE AND IT’S CALLED A DISTRICT WITH A SIGNIFICANT NUMBER OF LABELED SCHOOLS. THIS REMINDS ME OF THE PARTNERSHIP DISTRICTS THAT WE’RE TALKING ABOUT IN MICHIGAN’S TOP 10 IN 10 INITIATIVE. SO IF A DISTRICT HAS A SIGNIFICANT NUMBER OF LABELED SCHOOLS– SIGNIFICANT YET TO BE DETERMINED– THAT MEANS THAT WE AT THE STATE MUST PERIODICALLY REVIEW THE SYSTEMS RESOURCE ALLOCATION OF THE DISTRICT TO ITS LABELED SCHOOLS. THE RESEARCH IS SHOWING US THAT HOW DISTRICTS SUPPORT THEIR SCHOOLS WITH THEIR SYSTEMIC INFRASTRUCTURE IS VERY IMPORTANT. AND SO, MDE WILL BE REVIEWING THAT IN THE DISTRICTS THAT HAVE A SIGNIFICANT NUMBER OF IDENTIFIED SCHOOLS. AND AS A STATE, WE WILL BE PROVIDING TECHNICAL ASSISTANCE TO THOSE DISTRICTS. NOW, WE’RE GOING TO BE ASKING FOR FEEDBACK ON THINGS THROUGHOUT ESSA, AND PARTICULARLY ON THE STATEWIDE SYSTEM OF SUPPORT. WE HAVE A LOT OF FREEDOM TO DEFINE WHAT OUR SYSTEM OF SUPPORT IS GOING TO LOOK LIKE. SO THERE IS GOING TO BE AN OPPORTUNITY ONLINE TO TELL US WHAT YOU THINK. SO WE’RE GOING TO HAVE SOME STARTERS FOR YOU. SO WE’VE HAD AN ACTION TEAM THAT HAS WORKED IN DEVELOPING UP– DEVELOPING SOME DRAFT COMPONENTS OF THE SYSTEM OF SUPPORT. AND SO, WHEN WE GET TO THIS NEW TYPE OF IDENTIFICATION, WHAT WOULD TECHNICAL ASSISTANCE LOOK LIKE FROM THE STATE DEPARTMENT? BECAUSE I KNOW HOW WELCOMING PEOPLE FEEL TOWARDS MDE COMING IN, AND SAYING, “HEY, WE’RE GOING TO BE “CHECKING OUT “WHAT YOU’RE DOING.” SO, WE WANT TO MAKE SURE IT’S A SUPPORT. SO WOULD A SUPPORT BE JUST COMING ON TO SITE VISITS AND HAVING CONVERSATIONS? MUCH LIKE OFFICE OF FIELD SERVICES DOES WITH THEIR TITLE I ONSITE REVIEWS. WILL WE BE DOING DOCUMENT REVIEWS OR DESK AUDITS OF THE DISTRICT AND SCHOOL PROCESSES TO SEE HOW THE DISTRICT IS ACTUALLY SUPPORTING THEIR SCHOOL, HOW THE SCHOOL IS SUPPORTING THEIR TEACHERS AND STUDENTS? MIGHT WE BE LOOKING AT SOME KIND OF FINANCIAL AUDIT TO BE CHECKING ON THAT RESOURCE ALLOCATION? SO A REVIEW OF THEIR BUDGETARY PROCESS. WOULD WE BE ASKING THE DISTRICT TO POSSIBLY DO SOME KIND OF QUARTERLY REPORTS TELLING US HOW THEY ARE MONITORING THE IMPLEMENTATION OF THE IMPROVEMENT STRATEGIES AT THE SCHOOL LEVEL? BASED ON THEIR COMPREHENSIVE NEEDS ASSESSMENT, WOULD MDE BE PROVIDING PARTICULAR PROFESSIONAL LEARNING, BOTH AT THE DISTRICT LEVEL AND AT THE SCHOOL LEVEL, DEPENDING ON WHAT THEIR NEEDS ARE? BUT WE’RE THINKING THAT THOSE OF YOU WHO WORK IN DISTRICTS IN SCHOOLS MIGHT HAVE SOME OTHER IDEAS, SO YOU’LL BE ABLE TO TELL US SOME OF THOSE OTHER IDEAS ON THAT ONLINE SURVEY. SO THIS IS A NEW PIECE OF WORK FOR MICHIGAN DEPARTMENT OF ED. THIS FUNDING FOR THE TITLE I COMPREHENSIVE SUPPORT AND TARGETED SUPPORT SCHOOLS IS COMING FROM THE 1003(a) TITLE I MONEYS AS IT ALWAYS HAS. WHAT HAS CHANGED NOW IS WE’RE GOING TO BE HAVING A 7% RESERVATION FROM THIS FUND– THESE FUNDS, WHERE THE SYSTEM OF SUPPORT USED TO BE SUPPORTED BY A 4% RESERVATION. WHERE DID THAT EXTRA 3% COME FROM? THERE’S NO MORE SCHOOL IMPROVEMENT GRANT, SIG SCHOOLS. THREE PERCENT OF THAT FUNDING WENT TO SIG SCHOOLS AND THEY’RE NOW ROLLING IT INTO THE SYSTEM OF SUPPORT ALLOCATION, SO THAT’S NO LONGER PULLED OUT. SO THESE GRANTS TO DISTRICTS, WE CAN SAY THEY ARE EITHER FORMULA OR COMPETITIVE. WHAT IS IT THAT THE STATE IS GOING TO DO? IN LOOKING AT THE AMOUNT OF MONEY, AND SOME OF THE SUGGESTIONS FROM THE REGULATIONS, THE STATE HAS DECIDED IT IS GOING TO BE FORMULA, SO THAT DISTRICTS DON’T HAVE TO WRITE A COMPETITIVE GRANT TO GET THESE FUNDS. INSTEAD, BASED ON THE SIZE OF THE SCHOOL THAT IS IDENTIFIED AS COMPREHENSIVE SUPPORT, THAT FUND WILL COME TO THE DISTRICT TO SUPPORT THE SCHOOLS. AND SECTION 1111(d) DOES SAY THAT WE CAN FUND COMPREHENSIVE OR TARGETED SUPPORT. OUR DIRECT MONEY TO DISTRICTS, BECAUSE OF THE LIMITED AMOUNT OF MONEY, WE’RE GOING TO GO TO TARGETED SUPPORT SCHOOLS. THERE’LL BE SOME OPPORTUNITIES– OR, I’M SORRY, WE’LL GO TO COMPREHENSIVE SUPPORT SCHOOLS WHO’LL HAVE SOME OPPORTUNITIES FOR DISTRICTS WITH TARGETED SUPPORT, BUT THEY WON’T GET DIRECT FUNDING. WE HAVE ANOTHER PIECE THAT WE HAVE TO IDENTIFY, AND THOSE ARE COMPREHENSIVE SUPPORT SCHOOLS BASED ON LOW GRADUATION RATE. SO THE LEGISLATION STATES THAT IF HIGH SCHOOLS DO NOT GRADUATE AT LEAST 67% OF STUDENTS THAT THAT SCHOOL WILL BE CONSIDERED A COMPREHENSIVE SUPPORT SCHOOL. BUT THAT’S A VERY DIFFERENT WAY OF BEING IDENTIFIED THAN HAVING VERY LOW ACHIEVEMENT. SO WE’RE THINKING THEY SHOULDN’T BE TREATED THE SAME– OR OUR COMMITTEE, OUR ACTION TEAM THOUGHT THAT. SO ONE OF THE SUGGESTIONS HAS BEEN THAT IF A HIGH SCHOOL IS IDENTIFIED AS COMPREHENSIVE SUPPORT BASED ON ITS GRADUATION RATE, THAT ITS INTERVENTION IS GOING TO BE LOOKING AT THEIR COMPREHENSIVE NEEDS ASSESSMENT. WHY ARE THEY NOT HAVING ALL OF THEIR KIDS GRADUATE LIKE THEY NEED TO? AND WRITING AN IMPROVEMENT PLAN TO ADDRESS THOSE PIECES. AND, AT THE STATE LEVEL, WE’RE PUTTING TOGETHER THIS REALLY NICE EVIDENCE-BASED WEBSITE ABOUT CAREER AND COLLEGE READY AND HOW TO HELP HIGH SCHOOL KIDS. SO PART OF WHAT WE’RE GOING TO BE ASKING FOR IN THE ONLINE FEEDBACK IS, “DO YOU THINK THAT “THAT’S A GOOD INTERVENTION “FOR THESE HIGH SCHOOLS? “OR WHAT OTHER IDEAS “MIGHT YOU HAVE?” COMPREHENSIVE SUPPORT SCHOOLS ARE EXITED BY THE STATE. SO WE’LL HAVE CRITERIA THROUGH THE ACCOUNTABILITY OFFICE, AND WE’LL SAY, “THIS SCHOOL “EXITS OR DOESN’T EXIT.” AND IT’S PROBABLY A THREE YEAR TIME SPAN IS WHAT WE’RE THINKING. BUT IF A SCHOOL IS REIDENTIFIED AS COMPREHENSIVE SUPPORT, MDE IS REQUIRED TO TAKE MORE RIGOROUS SEA DETERMINED ACTION. THAT IS ALSO NEW. SO WE’RE GOING TO BE ASKING FOR YOUR INPUT, “WHAT WOULD MORE “RIGOROUS ACTION LOOK LIKE?” WE’RE TALKING ABOUT HAVING SOME REGIONAL TRAININGS ACROSS THE STATE THAT BOTH TARGETED AND COMPREHENSIVE SCHOOL STAFF AND DISTRICT STAFF CAN PARTICIPATE IN. WOULD WE REQUIRE THAT KIND OF TRAINING AND HOW TO DO A REALLY GOOD COMPREHENSIVE NEEDS ASSESSMENT? WOULD WE HAVE MDE TEAMS TO BE ABLE TO GO ONSITE INTO THE DISTRICT, INTO THE SCHOOL, INTO THE CLASSROOMS TO DETERMINE THE FIDELITY OF IMPLEMENTATION OF THEIR EVIDENCE-BASED IMPROVEMENT EFFORTS? WOULD WE NEED TO LOOK AT HOW CAN WE INCREASE THE MONITORING TO CHECK ON THE FIDELITY OF IMPLEMENTATION? WOULD THAT BE SOMETHING THE STATE WOULD DO? OR WHAT ELSE MIGHT YOU SUGGEST FOR A MORE RIGOROUS ACTION FOR THOSE SCHOOLS THAT AREN’T EXITED FROM THE COMPREHENSIVE STATUS? SO WE NEED YOUR HELP ON THAT. KIND OF SWITCHING NOW FROM THE SUPPORTS FOR SCHOOLS IDENTIFIED AS COMPREHENSIVE OR TARGETED, LET’S LOOK AT SPECIAL POPULATIONS. AS WE SAID IN THE BEGINNING, THESE TITLE PROGRAMS PROVIDE A SPECIAL LENS FOR PARTICULAR GROUPS OF STUDENTS, AND WE WANT TO MAKE SURE THAT THEIR NEEDS ARE RECOGNIZED AND ADDRESSED. SO A COMPREHENSIVE NEEDS ASSESSMENT NEEDS TO INCLUDE ALL OF THESE SPECIAL POPULATIONS OF STUDENTS THAT YOU SEE THERE. AS WE THINK OF HOW DISTRICTS NEED TO PROVIDE EQUITABLE ACCESS TO ALL STUDENTS, SOMETIMES WE’VE LOOKED AT A DELINEATION BETWEEN SPECIAL POPS AND REGULAR TITLE I FUNDS, OR SPECIAL POPS AND OTHER KINDS OF PROGRAMMING. AND WE’RE SAYING THAT IS NOT TRUE. WE NEED TO MAKE SURE THAT OUR STUDENTS WHO ARE IDENTIFIED AS SPECIAL POPULATIONS HAVE EQUITABLE ACCESS TO TITLE I SERVICES, AS WELL AS TO EARLY CHILDHOOD PROGRAMS. SO THAT’S AN IMPORTANT PART OF ESSA. WHEN WE THINK OF THE STRATEGIES TO IMPROVE THE PERFORMANCE OF STUDENTS IN SPECIAL POPULATIONS, WE WANT TO IMPROVE THEIR ACADEMIC ACHIEVEMENT, BUT WE ALSO WANT TO IMPROVE THE TEACHER PREPARATION AND EFFECTIVENESS IN HOW THEY ARE INSTRUCTING THESE GROUPS OF STUDENTS. WE WANT TO MAKE SURE THAT THEIR TRANSITION TO CAREERS AND COLLEGE IS IMPROVED, AS WELL AS THE ENGAGEMENT OF THE PARENTS OF THOSE SPECIAL POPULATION GROUPS AND THE COMMUNITY. SO WE WANT TO OFFER PARTNERING WITH OUR ISD’S, PROFESSIONAL DEVELOPMENT, TECHNICAL ASSISTANCE, AND SUPPORT TO ENCOMPASS THESE SPECIAL POPULATIONS. SOMETHING NEW IN ESSA IS THE WAY THE TITLE IV, PART A, GRANTS ARE STRUCTURED. WHAT TITLE IV, PART A, HAS DONE IS THEY HAVE TAKEN 49 LITTLE GRANTS, OR GRANTS THAT ARE NO LONGER IN EFFECT, AND THEY PUT THEM INTO A NEW COMPETITIVE BLOCK GRANT STRUCTURE, CALLED STUDENT SUPPORT AND ACADEMIC ENRICHMENT. SO THIS BLOCK GRANT CAN HELP DISTRICTS ALIGN THEIR TITLE I FUNDING WITH SOME OF THESE OTHER LITTLE INITIATIVES THAT THEY’VE HAD IN EFFECT IN THEIR DISTRICT. AND THEY REALLY– THESE NEED TO BE FOCUSED ON IMPROVING THE USE OF TECHNOLOGY AND STUDENT LEARNING. AS ALWAYS, TRANSFERS CAN OCCUR AMONG TITLE I FUNDS. TITLE FUNDS– SORRY– TITLE FUNDS, RIGHT. KNOWING THAT YOU CAN ALWAYS TRANSFER INTO TITLE I, PART A, BUT NEVER OUT OF TITLE I, PART A. AND THAT’S THE SAME THING FOR A TITLE IV COMPETITIVE GRANT. SO IF A DISTRICT GETS A TITLE IV COMPETITIVE GRANT THEY CAN THEN TRANSFER IT INTO TITLE I, PART A, AND THEY– TITLE I, PART A, HAS MORE FLEXIBILITY NOW AS LONG AS NEEDS ARE IDENTIFIED IN THE COMPREHENSIVE NEEDS ASSESSMENT. SO, IF A DISTRICT WOULD LIKE TO APPLY FOR TITLE IV, PART A GRANT, THE STUDENT SUPPORT AND ACADEMIC ENRICHMENT, THE GRANT APPLICATION NEEDS TO INCLUDE PARTICULAR PROGRAM ACTIVITIES. THE PROGRAM ACTIVITIES ARE PROVIDING ALL STUDENTS WITH A WELL-ROUNDED EDUCATION, IMPROVING SCHOOL CONDITIONS FOR STUDENT LEARNING, AND IMPROVING THE USE OF TECHNOLOGY THAT CAN IMPROVE ACADEMIC ACHIEVEMENT AND DIGITAL LITERACY FOR ALL CHILDREN. NOW, THESE FUNDS BY THEMSELVES MIGHT NOT BE ENOUGH TO DO ALL OF THOSE THINGS, SO HOW CAN YOU LEVERAGE THEM AND COORDINATE OTHER FUNDS TO BE ABLE TO DO THIS? SO, WHEN DISTRICTS DO THEIR APPLICATION, THEY HAVE TO SPECIFICALLY SHOW IN THE BUDGET HOW THEY ARE GOING TO ALLOCATE THESE FUNDS TO IMPLEMENT THE PROGRAM. SO, AT LEAST 20% OF THE FUNDS HAVE TO SUPPORT THE WELL-ROUNDED EDUCATIONAL OPPORTUNITIES, AT LEAST 20% OF THE FUNDS HAVE TO SUPPORT ACTIVITIES FOR SAFE AND HEALTHY STUDENTS, AND A MAXIMUM OF 15% CAN BE USED FOR TECHNOLOGY INFRASTRUCTURE. SO IT’S A COMPETITIVE GRANT THAT HAS A LOT OF PARAMETERS SET AROUND IT. TITLE IV, PART B, IS 21st CENTURY COMMUNITY LEARNING CENTERS. YOU HAVE HEARD OF 21st CENTURY. A LOT OF YOU HAVE HAD 21st CENTURY GRANTS IN YOUR DISTRICTS. SO, DISTRICTS CAN, AGAIN, APPLY FOR THESE. ALSO, CONSORTIA CAN APPLY FOR THESE FUNDS TO ADMINISTER THE PROGRAM, AND A CONSORTIA CAN BE– INCLUDE VENDORS, THEY CAN INCLUDE INSTITUTES OF HIGHER LEARNING, THEY CAN INCLUDE ISDs. SO IT’S NOT JUST DISTRICTS WHO ARE LIMITED TO APPLYING FOR THIS GRANT. AND THE IDEA IS THAT THE EDUCATORS CAN BE SUPPORTED TO PERSONALIZE LEARNING, USE HIGH QUALITY EDUCATIONAL RESOURCES, AND EFFECTIVELY USE TECHNOLOGY, AND ALSO, THAT BARRIERS TO THE COORDINATION AND INTEGRATION OF PROGRAMS, INITIATIVES, AND FUNDING STREAMS ARE ELIMINATED. SO THAT’S WHAT 21st CENTURY IS SUPPOSED TO DO, AND MDE WILL BE OFFERING– HAS OFFERED TECHNICAL ASSISTANCE AROUND THIS, AND WANTS TO CONTINUE TO DO SO. SO WE WANT TO OFFER THAT TECHNICAL ASSISTANCE TO BUILD THE TECHNOLOGICAL CAPACITY AND INFRASTRUCTURE, DEVELOP INNOVATIVE STRATEGIES FOR LEARNING, USE TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT ON STEM, PARTICULARLY COMPUTER SCIENCE, AND PROVIDE A RESOURCE FOR RURAL STUDENTS TO BE ABLE TO USE DIGITAL LEARNING IN ONLINE COURSES SINCE THEY MIGHT NOT HAVE AS MANY OPPORTUNITIES AS SOME OTHER DISTRICTS. AND PRIORITIZE FUNDING FOR SCHOOLS WITH THE GREATEST NEED, THE HIGHEST PERCENTAGE OF TITLE I STUDENTS, SCHOOLS IDENTIFIED FOR SUPPORT, AND SCHOOLS IDENTIFIED AS PERSISTENTLY DANGEROUS. SO AGAIN, A LOT OF PARAMETERS AROUND THE 21st CENTURY GRANT ALSO.>>ESSA JUST GIVES US SUCH A GREAT OPPORTUNITY TO DO SOME NEW AND EXCITING THINGS, AND WHEN YOU THINK IN TERMS OF THE SUPPORTS THAT YOU ARE PROVIDING FOR STUDENTS, AND AS YOU HAVE HEARD THE DIFFERENT WAYS THAT WE CAN DO THAT NOW, THE PLANS THAT ARE COMING FORTH TO PROVIDE, YOU KNOW, DIFFERENTIATED TYPE OF SUPPORT, SOMETHING THAT CAN REALLY MEET THE NEEDS OF YOUR SCHOOLS, YOUR INDIVIDUAL SCHOOLS, NOT JUST THE ONE SIZE FITS ALL. THE NEW FLEXIBILITY THAT IS GOING TO BE AFFORDED IN A WAY THAT WE HAVE NEVER SEEN BEFORE, BUT REMEMBERING THAT WITH THAT NEW FLEXIBILITY COMES A CERTAIN RESPONSIBILITY TO ENSURE THAT WE’RE USING THOSE FUNDS IN THE BEST WAY POSSIBLE. AND WE WOULD LIKE, AS YOU THINK ABOUT THE SUPPORTS AND WHAT YOU ARE GOING TO BE ABLE TO PROVIDE, AND HOW YOU ARE GOING TO BE ABLE TO HELP YOUR STUDENTS, IF YOU WOULD JUST THINK OF OUR CLOSING THOUGHTS, KEEPING CHILDREN AS OUR PRIMARY FOCUS, KEEPING THEM AS OUR PRIMARY FOCUS. THEY ARE OUR NORTH. CHILDREN ARE OUR TRUE NORTH. IF WE DO EVERYTHING IN AN EFFORT TO ENSURE THAT THEY GET THAT WELL-ROUNDED EDUCATION, WITH THOUGHTFUL PREPARATION, DATA COLLECTION, DATA ANALYSIS, GOAL SETTING, GOOD PLAN DEVELOPMENT, AND THEN A GOOD PROGRAM IMPLEMENTATION WITH TRUE FIDELITY, MONITORING WHAT WE’RE DOING, EVALUATING, “IS IT WORKING?” IF IT’S WORKING, WE’RE GOING TO KEEP DOING IT, IF IT’S NOT, WE NEED TO TAKE A LOOK A LITTLE BIT CLOSER AND MAKE MODIFICATIONS IF NEEDED. IF WE DO ALL OF THAT, WE WILL SURELY BE SUCCESSFUL IN HELPING TO MAKE SURE THAT EVERY CHILD IN MICHIGAN SUCCEEDS.>>SO THIS IS OUR TIME TO ANSWER YOUR QUESTIONS. [ APPLAUSE ] THANK YOU. THE QUESTIONS FOR SUPPORTS ARE TO BE SUBMITTED ON THE BLUE CARDS THAT ALISANDE WILL COLLECT, AND I BELIEVE THERE’S SOME WAY TO SUBMIT THEM ONLINE IF YOU ARE WATCHING IT STREAMING. [ INDISTINCT ] COULD YOU SAY THAT AGAIN?>>IT SHOULD BE ON THE SCREEN, BUT [email protected]>>OKAY, [email protected] YOU CAN SUBMIT QUESTIONS THERE EITHER. SO KIM IS BRINGING OVER A QUESTION. SEVERAL QUESTIONS. HAVE YOU CONSIDERED– MAYBE VENESSA SHOULD COME UP HERE TOO FOR SOME OF THESE QUESTIONS.>>YES.>>PLEASE. OKAY, VENESSA, I THINK THIS IS A QUESTION FOR YOU– THAT’S WHY I WANTED YOU UP HERE. “SO HAVE YOU CONSIDERED– “HAS MDE CONSIDERED HAVING “THE ISD SERVE AS THE LEAD “IN THE PARTNERSHIP MODEL “AND HAVE THE DEPARTMENT “SUPPORT THE ISD?”>>CAN I BORROW THIS REAL QUICK?>>YEAH, GOOD IDEA.>>SO THE PARTNERSHIP MODEL IS REALLY ABOUT FLEXIBLY FIGURING OUT, FOR THE DISTRICTS MOST IN NEED, HOW WE BRING ALL OF THE PARTNERS TO THE TABLE, OF WHICH THE ISD IS A CRITICALLY IMPORTANT PARTNER. I THINK, DEPENDING ON WHICH DISTRICT, THOUGH, NOT ALL ISDs ARE THE SAME, NOT ALL ISDs HAVE THE SAME CAPACITY, NOT ALL ISDs HAVE THE SAME SET OF RESOURCES. SO IN THAT INDIVIDUALIZED APPROACH TO CREATING A PARTNERSHIP DISTRICT PLAN, SITTING WITH THE ISD AS ONE OF THE PARTNERS AND FIGURING OUT WHAT THEY BRING TO THE TABLE OR WHAT THEY ARE BEST EQUIPPED TO IMPLEMENT IN TERMS OF THE DISTRICT’S NEEDS IS IMPORTANT. SO I THINK IT’S– I THINK IT’S LESS– THERE IS THE– WHO TAKES THE LEAD IN CONVENING THE PARTNERS, IN SAYING YOU ARE A PARTNERSHIP DISTRICT, IN WALKING THROUGH THE COMPREHENSIVE NEEDS ASSESSMENT, AND THEN THERE IS WHO TAKES THE LEAD IN IMPLEMENTATION, AND I THINK THOSE MIGHT BE TWO DIFFERENT THINGS, BUT IT’S INDIVIDUALIZED BY THE NEEDS OF THE DISTRICT. SO I DON’T THINK THIS IS A YES OR NO. IT IS MORE A QUESTION OF HOW DO WE BEST PARTNER WITH THE ISD IN EACH PARTNERSHIP DISTRICT CASE. DO YOU WANT ME TO ANSWER THAT?>>THANK YOU. [ INDISTINCT CHATTER ]>>ALL RIGHT, PAULA, YOU HAVE ONE?>>YES, CLARIFICATION– “WITH SECTION 1007, “WE WERE REQUIRED TO SERVICE “THOSE WITH 75% POVERTY. “MUST OR MAY WE SERVE “HIGH SCHOOLS WITH 50%?” YOU MAY. YOU MAY. YOU HAVE THAT OPTION. IT IS NOT A REQUIREMENT.>>ALL RIGHT, THERE ARE SEVERAL QUESTIONS ABOUT EVIDENCE-BASED PRACTICES. SO I THINK I MIGHT BE ABLE TO ANSWER ALL OF THEM AT THE SAME TIME. SO WHEN WE THINK OF HOW THEY WILL BE DETERMINED, THAT’S– AND HOW ARE THEY GOING TO BE DETERMINED IN THE TOP 10 IN 10– OKAY. TWO DIFFERENT QUESTIONS. ALL ACROSS THE NATION, STATES ARE GRAPPLING WITH HOW DO WE IDENTIFY EVIDENCE-BASED PRACTICES? AND SO, WE ALL KNOW WHAT WORKS CLEARINGHOUSE. THAT IS LIKE THE GOLD STANDARD OF THE REPOSITORY FOR EVIDENCE-BASED PRACTICES. SOME OF US HAVE BEEN SOMEWHAT CRITICAL OF THAT, BECAUSE SO MANY OF THEIR EVIDENCE-BASED PRACTICES ARE PROGRAMS THAT YOU HAVE TO PURCHASE. BUT, YOU KNOW, THOSE ARE EVIDENCE-BASED PRACTICES. AND THEY HAVE REORGANIZED THEIR SITE, SO YOU CAN GO IN THERE NOW AND SEARCH FOR A CONTENT AREA, A POPULATION GROUP, YOU KNOW, A GRADE-LEVEL SPAN, SO IT’S PRETTY NICE. AS A STATE, WE ARE LOOKING AT THINGS THAT ARE EXISTING AS REPOSITORIES OF EVIDENCE-BASED PRACTICE. SO JOHNS HOPKINS IS PUTTING TOGETHER A SITE SPECIFICALLY FOR ESSA, THAT OTHER STATES ARE ALSO GOING TO BE USING. THERE IS A STEM ORGANIZATION THAT HAS SOME EVIDENCE-BASED PRACTICES. THERE IS– AT MDE, WE’RE WORKING WITH BERSHERIL’S GROUP TO PUT TOGETHER SOME EVIDENCE-BASED PRACTICES FOR HIGH SCHOOL STUDENTS TO BE CAREER AND COLLEGE READY, AND HOW TO ENGAGE STUDENTS AND LOWER THE DROPOUT RATE. SO THE STATE IS GOING TO PUT TOGETHER A REPOSITORY OF EVIDENCE-BASED PRACTICES– A LOT OF THEM. OUT OF THOSE, WE’RE GOING TO IDENTIFY THE ONES THAT SPECIFICALLY ALIGN WITH THE TOP 10 IN 10, AND THOSE ARE THE PRACTICES THAT WE’RE GOING TO ENCOURAGE DISTRICTS TO USE IF THEIR NEEDS MATCH WHAT THOSE PRACTICES ARE. DOES THAT– I THINK THAT– I THINK THAT ANSWERS THE EVIDENCE-BASED. IF NOT, DO A FOLLOW-UP ONE.>>AND I WOULD LIKE TO ADD TO THAT. WE RECOGNIZE THAT THERE ARE SOME PRACTICES THAT WE WANT TO WORK ON AS A STATE, WHERE WE NEED TO BUILD ON EVIDENCE-BASED. SO WE’LL BE LOOKING TO PARTNER WITH RESEARCH PARTNERS, AND FIGURE OUT HOW IF THERE IS A PRACTICE THAT IS PROMISING, OR THAT WE KNOW THAT WE WANT TO USE AS A STATE THAT IS ALIGNED WITH 10 IN 10, AND THERE IS AN EVIDENCE-BASE THAT, LIKE I SAID, THAT SECOND LEVEL OF EVIDENCE. SO WE WANT TO INCREASINGLY IMPLEMENT AND ADD TO THE EVIDENCE-BASED AROUND THESE PRACTICES AS WELL.>>OKAY, PAULA, DO YOU HAVE ONE?>>YES, “COMMUNITY NEEDS “AND RESOURCE ASSESSMENTS “TAKE LOTS OF TIME, “AND TIME IS MONEY, “TO DO THEM WELL. “WHAT ARE THE PLANS “TO COMBINE THE CNA “AND HOPEFULLY “MAKE IT MULTI-YEAR?” THAT IS IN FACT ONE OF THE THINGS THAT IS BEING DISCUSSED. SO THAT YOU MAY HAVE THAT BIG CNA THAT’S A MULTI-YEAR, AND THEN HAVE SOME SUPPORTS WHERE YOU COME IN AND JUST MONITOR TO SEE HOW YOU ARE GOING SO THAT YOU CAN MAKE ADJUSTMENTS AS YOU NEED TO. YOU DON’T WANT TO GET TOO FAR DOWN THE ROAD AND FIND OUT YOU ARE HEADING IN THE RIGHT DIRECTION. BUT AS FAR AS THE BIG CNA PROCESS, HAVING THAT A MULTI-YEAR ACTIVITY.>>A CLARIFICATION ON THE EVIDENCE-BASED. WE DON’T HAVE IT READY NOW, BUT ALL OF THIS WILL BE COMPILED AND OUR GOAL IS TO HAVE IT PUT TOGETHER BY LATE SUMMER, EARLY FALL, IS WHAT WE’RE THINKING, IF NOT BEFORE THAT. GIVEN THAT THE IDENTIFICATION FOR COMPREHENSIVE AND TARGETED SUPPORT SCHOOLS WILL NOT BE HAPPENING UNTIL 2018/2019, AND WE DO WANT TO– WHAT WE CAN GET READY AND GIVE GUIDANCE IN FOR WHAT IS ALREADY EXISTING FOR THE DISTRICTS IN TRYING TO ALIGN WITH THE TOP 10 IN 10. OKAY, A COUPLE OF QUESTIONS ABOUT HOW DO– HOW DOES OUR PLAN FOR SUPPORTS ALIGN WITH THE SCHOOL REFORM OFFICE? SO, AS YOU KNOW, WE HAVE ESSA THAT WE’RE TALKING ABOUT TODAY, WHICH IS FEDERAL, SO IT APPLIES TO TITLE I SCHOOLS, VERY PARTICULAR KINDS OF IDENTIFICATION. THEN, WE HAVE THE SCHOOL REFORM OFFICE, WHICH IS A STATE BASED LEGISLATIVE INITIATIVE. SO WHILE WE COMMUNICATE, WHILE WE WORK TOGETHER, OUR PIECES ARE VERY DIFFERENT. IN A RECENT MEETING WE HAD WITH THE SCHOOL REFORM OFFICE– AND WE DO MEET REGULARLY– THEY HAVE SAID THAT THEY REALLY WANT TO BE ABLE TO TURN THE SUPPORTS OVER TO MDE. SO THE MI EXCEL SYSTEM OF SUPPORTS WILL BE THE SYSTEM THAT SUPPORTS ANY SCHOOLS THAT MIGHT BE IDENTIFIED GOING FORWARD AS COMPREHENSIVE SUPPORT SCHOOLS. SO WE’RE INTEGRATING WITH THAT, BUT WE KNOW WE HAVE STATE REGULATIONS AND FEDERAL REGULATIONS.>>I WAS GOING TO ADD TO THAT. AND THERE IS A COUPLE OF QUESTIONS UP HERE RELATED TO THE PARTNERSHIP MODEL. SO GIVE ME A CHANCE TO TALK ABOUT BOTH OF THEM. WHAT THE SUPERINTENDENT HAS BEEN DISCUSSING WITH THE GOVERNOR’S OFFICE WITH THE SRO IS THAT AS WE IMPLEMENT THE PARTNERSHIP MODEL, WE WOULD MOVE INTO A SPACE WHERE WE HAVE A CHANCE TO WORK WITH– THIS IS KIND OF GOING FORWARD, SO WE TALK ABOUT THIS SOMETIMES. THERE IS THE NOW WORLD IN THE SCHOOLS THAT ARE ALREADY BEING WORKED WITH, AND LIKE KAREN SAID, WE’RE PARTNERING WITH THE SRO AND WORKING WITH THEM ON THOSE SCHOOLS, BUT MOVING FORWARD, WORKING TOWARD AND UNDERSTANDING WHERE MDE HAS A CHANCE TO WORK IN PARTNERSHIP WITH DISTRICTS FOR A SPECIFIC AMOUNT OF TIME– 18 MONTHS FOR OUR FIRST BENCHMARK, AND THEN MAYBE THREE YEARS, AND WE STILL HAVE TO LOCKDOWN TIME FRAMES. AND WE CAN SAY AT THOSE POINTS IN TIME, YOU KNOW, “THE DISTRICT ISN’T MEETING “ITS EARLY BENCHMARKS, “THE DISTRICT HASN’T “COMPLETED A PLAN WITH US, “THE DISTRICT ISN’T “MOVING FORWARD.” LIKE KAREN SAID, PUTTING MDE IN THE SPACE OF SUPPORTING DISTRICTS AND SCHOOLS, AND THEN MOVING TO THE NEXT LEVEL OF ACCOUNTABILITY AS APPROPRIATE. THERE IS A COUPLE OF QUESTIONS UP HERE ON THE PARTNERSHIP MODEL, AND MDE’S CAPACITY TO IMPLEMENT, QUESTIONS AROUND TRAINING, AND THOSE SORTS OF THINGS. SO I WANTED TO TALK A LITTLE BIT ABOUT PROCESS ON PARTNERSHIP MODEL. WE HAVE A COUPLE IMPLEMENTATION STEPS THAT WE’LL TAKE IN THE NEXT COMING MONTHS, ONE IS GETTING TO THAT COMPREHENSIVE NEEDS ASSESSMENT THAT KAREN AND PAULA TALKED ABOUT. AND SO, WE ARE PUTTING OUT NALCAL. IF YOU HAVE A PIECE OF A COMPREHENSIVE NEEDS ASSESSMENT THAT YOU THINK NEEDS TO BE PART OF A WHOLE CHILD NEEDS ASSESSMENT, LET US KNOW, BECAUSE WE WANT TO GET THE UNIVERSE OF POSSIBLE THINGS AND MAKE SURE THAT WHAT WE COME UP WITH REALLY DOES SPAN THIS WHOLE RANGE OF NEEDS. AND THEN, WE NEED TO LOOK AT WAYS TO PARTNER WITH DISTRICTS IN THE WAY WE’RE TALKING ABOUT. SO THE BLUEPRINT FOR SCHOOL TURNAROUND IS ONE MODEL THAT WE HAVE BEEN WORKING ON. I KNOW WAYNE RESA HAS BEEN WORKING WITH SOME OF ITS DISTRICTS ON THIS SORT OF MODEL. THOSE ARE JUST TWO OFF THE TOP OF MY HEAD. JEFF BROWN IN COMMUNITIES AND SCHOOLS IS ANOTHER. THERE ARE SOME MODELS OUT THERE, SO THAT’S THE OTHER PART IS LOOKING AT WHO IS ALREADY DOING THIS WORK, EITHER IN WHOLE OR IN PART, AND BORROWING ALL OF THE BEST PRACTICE THAT WE CAN, AND THEN TRAINING UP OUR STAFF, AND LOOKING OUTSIDE THE AGENCY. YOU’RE RIGHT IF YOU’RE ASKING, “DOES MDE HAVE CAPACITY “TO PARTNER WITH EVERY “DISTRICT INTENSIVELY.” NO, WE’RE NOT EVEN PROPOSING THAT’S OUR PLAN, WE’RE PROPOSING TO PARTNER INTENSIVELY WITH SOME. BUT EVEN THEN, WE’LL BE LOOKING TO PARTNER. SO THAT’S A LITTLE BIT ABOUT HOW WE PLAN TO MOVE FORWARD. LEVERAGE OUR CAPACITY DIFFERENTLY, BUT LOOK TO THE BEST PRACTICE IN THE FIELD. IN EDUCATION, THERE IS RARELY ANYTHING THAT IS BRAND NEW, RIGHT? AND PARTNERSHIP WITH DISTRICT AND WORKING COLLABORATIVELY IS SOMETHING THAT MANY PEOPLE ARE DOING WELL, AND WE THINK WE CAN CAPITALIZE ON THAT AND MAKE IT A UNIFIED APPROACH.>>AND, VENESSA, SOMEBODY HAD THE OBSERVATION THAT THE DEPARTMENT IS TOO FAR REMOVED TO IMPACT INDIVIDUAL SCHOOLS, AND AS A PARTNERSHIP AND HAVING TO PARTNER WITH THEM THAT WE DON’T HAVE ENOUGH PEOPLE. HOW MIGHT YOU ADDRESS THAT?>>WELL, WE ARE CERTAINLY– WE CERTAINLY COULDN’T PARTNER WITH INDIVIDUAL SCHOOLS. THERE’S OVER 3,400 SCHOOLS IN THE STATE, AND I WOULD LOVE IT IF WE HAD 3,400 EMPLOYEES AT THE DEPARTMENT, WE COULD GIVE ONE TO EACH SCHOOL, BUT WE DON’T. THERE ARE 900 DISTRICTS. SO PART OF THIS IS US RESHAPING OUR DELIVERY MODEL INTO THAT TRIAGE SYSTEM OF SUPPORT, WHERE INSTEAD OF EVERY DISTRICT GETTING THE SAME THINGS WHETHER YOU NEED THEM OR NOT, SOME DISTRICTS GET MORE, AND SOME DISTRICTS GET LESS. AND THE OTHER PIECE IS PARTNERING. YOU KNOW, OUR ISD PARTNERS ARE A REALLY IMPORTANT PART OF THAT, AS WELL AS OTHER PARTNERS, MAKING SURE THAT IT’S NOT THE MDE’S GONNA DO IT ALL. AND ALSO, BUILDING ON THE STRENGTHS IN THE DISTRICT. EVEN IN OUR HIGHEST NEEDS DISTRICTS, EVEN IN DISTRICTS THAT HAVE LOWEST OUTCOMES OR THE MOST CHALLENGES, DISTRICT– YOU ALL– MANY OF YOU ARE FROM THE DISTRICTS. YOU ARE TRYING VERY HARD AND YOU HAVE A LOT OF INTERNAL STRENGTH AND CAPACITY. SO IT’S ABOUT BUILDING ON STRENGTHS, BUT THEN BEING HONEST ABOUT WHERE THE SYSTEM NEEDS TO BE MORE ACTIONABLE TO FILL IN THE GAPS TO BRING ADDITIONAL SUPPORTS, NOT CONTINUE TO JUST SAY, “HEY, YOU KNOW, TRY HARDER.” IT’S NOT NECESSARILY ABOUT TRYING HARDER, IT’S ABOUT US ALL WORKING SMARTER TOGETHER. SO IT’S A CAPACITY ISSUE, BUT WE THINK– AND IF WE’RE GOING TO BE A TOP 10 STATE IN 10 YEARS, WE NEED TO GET REALLY SPECIFIC AND REALLY HONEST AND REALLY INTENTIONAL ABOUT WHAT WE’RE DOING WITH SOME OF OUR LOWEST PERFORMING DISTRICTS, OUR HIGHEST NEEDS AREAS. WE CAN’T MOVE FORWARD AS A STATE IF WE CONTINUE TO HAVE THESE POCKETS OF NEED IN OUR STATE. AND THAT GOES BACK TO THE BIGGER IMPERATIVE OF PUBLIC EDUCATION, RIGHT? SO WE WANT TO DO BETTER FOR SOME OF MICHIGAN STUDENTS, AND WE THINK THIS GIVES US AN OPPORTUNITY TO WORK WITH ALL OF YOU TO DO THAT.>>THERE WAS A FURTHER COMMENT REGARDING THE THRESHOLD FOR THE SECONDARY SCHOOLS. SECONDARY SCHOOLS IS WHATEVER THE RANGE IS IN THE DISTRICT AS IT IS DEFINED.>>THERE WAS A CLARIFYING QUESTION OVER HERE ABOUT THE ROLE OF ISD’S IN SUPPORT TO SCHOOLS, ESPECIALLY THOSE NEEDING COMPREHENSIVE SUPPORT. SO, THIS IS A PIECE THAT WE ARE STILL SORTING THROUGH WITH THE STATEWIDE SYSTEM OF SUPPORT. THERE NEEDS TO BE SUPPORT DIRECT TO DISTRICTS, BUT THERE ALSO NEEDS TO BE REGIONAL ASSISTANCE, AND THERE PROBABLY NEEDS TO BE SOME STATEWIDE TECHNICAL ASSISTANCE TO MAKE SURE THAT WE GET THE SUPPORT OUT TO EVERYWHERE, AGAIN, DEPENDING ON CAPACITY AND REGION. SO WE AREN’T QUITE READY TO PUT FORWARD PLANS JUST YET, BUT WE ARE WEIGHING OUT HOW WE DO THAT, LOOKING AT WHAT WE HAVE DONE IN THE PAST, LOOKING AT WHAT OTHER STATES DO, LOOKING AT BEST PRACTICE, AND TRYING TO PROPOSE SOMETHING THAT MEETS THE NEEDS OF THE GRANT REQUIREMENTS, MEETS THE NEEDS OF SCHOOLS IN DISTRICTS, AND USES OUR CURRENT SYSTEM OF PARTNERSHIP AND SERVICES THAT WE HAVE IN THE STATE. SO THIS IS STILL FORTHCOMING, BUT THOSE ARE THE THINGS WE’RE BALANCING OUT AS WE BRING FORWARD A PROPOSAL.>>OKAY, THIS ONE I GET TO PUSH OFF ON ACCOUNTABILITY. SO CHRIS JANZER WILL BE HERE LATER. THERE ARE TWO QUESTIONS ON WHAT DOES CONSISTENTLY UNDER-PERFORMING LOOK LIKE. THAT’S A METRIC, SO I CAN’T ANSWER WHAT THAT’S GOING TO LOOK LIKE NOW, BUT I CAN TELL YOU THAT IS NOT GOING TO INCLUDE THE BOTTOM 30% SUBGROUP. THAT WAS SOMETHING UNDER NO CHILD LEFT BEHIND. IT IS NOT AN ESSA. SO MDE WILL NOT BE CALCULATING A BOTTOM 30% SUBGROUP MOVING FORWARD INTO 2017/2018. BUT ACCOUNTABILITY WILL BE ABLE TO TELL YOU A LITTLE MORE INFORMATION ABOUT WHAT CONSISTENTLY UNDER-PERFORMING MIGHT LOOK LIKE. THOUGH, I HAVE TO TELL YOU, A LOT OF THIS IS IN CONSTRUCTION YET.>>PAULA, DO YOU HAVE ANOTHER ONE?>>LET ME SEE HERE. I HAVE ONE AND I’M NOT REALLY SURE OF THE ANSWER, BUT WE’LL TRY TO GET IT AND MAKE SURE THAT WE HAVE IT POSTED. “UNDER ESSA, WILL SPECIAL ED “STUDENTS BE ELIGIBLE “FOR TITLE I SERVICES “IN AREAS THAT ARE INCLUDED “IN THEIR IEP?” THE INCLUDED IN THE IEP IS THE PORTION, BUT NOW UNDER THE NEW FLEXIBILITY, THAT MAY BE A POSSIBILITY. I DON’T HAVE THAT AS A DEFINITIVE. HOWEVER, WE WILL MAKE SURE THAT WE GET THIS– THE ANSWER TO THIS– AND AS WE’RE POSTING SOME OF OUR QUESTIONS AND ANSWERS, WE’LL MAKE SURE THAT WE GET THIS AND WE’LL POST IT.>>THERE’S ANOTHER QUESTION HERE ABOUT COMMUNITY NEEDS AND RESOURCE ASSESSMENTS. SOMEBODY– MAYBE SOME OF YOU IN THE AUDIENCE ACCURATELY IDENTIFIED THAT THIS MORE COMPREHENSIVE NEEDS ASSESSMENT WILL TAKE A LOT OF TIME, AND ESPECIALLY IF YOU ARE BRINGING MORE PARTNERS TO THE TABLE, WHEN YOU DO THIS REALLY DEEP DIVE THAT IS A TIME CONSUMING TASK. AND SOME OF YOU MIGHT BE THINKING, “OH, I HOPE “THEY’RE NOT GOING TO MAKE US “DO THAT EVERY YEAR. “THAT SOUNDS AWFUL.” SO, AN IMPORTANT THING TO ADD HERE IS, ONCE WE’VE FIGURED OUT WHAT THIS TRUE WHOLE CHILD COMPREHENSIVE NEEDS ASSESSMENT PROCESS LOOKS LIKE, AND THE PARTNERS WHO NEED TO BE AT THE TABLE, A CONCURRENT PIECE THAT WE’RE WORKING ON WITH ESSA IS REDUCING HOW OFTEN YOU SUBMIT THIS. SO MOVING TOWARD MORE OF A THREE YEAR CYCLE OF– OR MAYBE EVEN FIVE IF YOU ARE GETTING OUTCOMES OF A CERTAIN LEVEL, WHERE YOU DO YOUR NEEDS ASSESSMENT AND YOUR PLAN, AND THEN YOU DO NOT HAVE TO REDO IT YEAR-OVER-YEAR, OR RESUBMIT IT, SO THAT WE CAN HAVE– REALLY, IT MAKES MORE SENSE TO COME UP WITH A PLAN AND HAVE IT LAST FOR SEVERAL YEARS. ONE THING I OFTEN SAY, MANY OF YOU SAY IT AS WELL, I KNOW, IS IF IN EDUCATION, IF WE PICKED SOMETHING AND DID IT WITH CONSISTENCY AND FIDELITY FOR A PERIOD OF TIME, WE WOULD SEE OUTCOMES. YOU ARE ALL NODDING. I BET YOU’RE NODDING, ANYBODY WHO’S WATCHING AT HOME. WE ALL KNOW THIS THAT SOMETIMES WE NEED TO JUST STOP CHANGING OUR PLAN. IF WE START WITH A GOOD NEEDS ASSESSMENT, COME UP WITH AN EVIDENCE-BASED PRACTICE, A YEAR LATER IS NOT TIME TO JUNK IT AND START OVER. IT’S TIME TO FIGURE OUT WHAT’S WORKING AND WHAT’S NOT ABOUT IT. AT THE SAME TIME, COUPLING THAT WITH HONEST DISCUSSIONS ABOUT, “OKAY, WE HAVE IMPLEMENTED, “IT HAS GONE WELL, “IT’S NOT WORKING, “MAYBE WE NEED TO “TRY SOMETHING DIFFERENT.” SO, IN THE PLAN, WE DIDN’T TALK ABOUT IT– A LOT ABOUT IT TODAY, BUT WE ARE PLANNING TO, LIKE I SAID, REDO THAT PROCESS, REDO THE TIMELINES AND MAKE SOME CHANGES TO THE GRANTS APPLICATION PROCESS TO MAKE IT MORE STREAMLINED AND LESS TIME BURDENSOME, SO WE CAN DO THIS NEEDS ASSESSMENT, DO THE PLAN, IMPLEMENT, AND HAVE THAT BE MORE THE KIND OF THREE TO FIVE YEAR PLANNING WE WANT YOU TO ALL BE DOING. AND I WILL ANSWER ONE OTHER WHILE I’M TALKING. THERE’S A QUESTION THAT IS KIND OF RELATED TO ACCOUNTABILITY, BUT IT ALSO, I THINK, RELATES TO SOMETHING I ASKED ABOUT– OR, I SAID ABOUT SIMILAR PEERS, HOW ARE YOU PERFORMING RELATIVE SIMILAR PEERS. WHEN PEOPLE TALK ABOUT THIS IN THE ACCOUNTABILITY CONVERSATION, IT USUALLY IS IN REFERENCE TO POVERTY. SO, OTHER SCHOOLS WITH SIMILAR AMOUNTS OF POVERTY. BUT LIKE IN OUR BEATING THE ODDS ANALYSIS THAT WE’VE DONE FOR THE LAST FEW YEARS, WE LOOK AT A NUMBER OF DEMOGRAPHIC CHARACTERISTICS, SO IT’S NOT ONLY ON POVERTY. SO LIKE PAULA AND KAREN SAID, SOME OF THIS IS STILL BE– TO BE DETERMINED, WE CAN FIGURE OUT EXACTLY WHAT THAT MEANS. IF YOU ARE OUTPERFORMING A RELATIVE GROUP OF SCHOOLS, WHAT DO WE MEAN BY THAT. BUT IF WE COMMIT TO THE IDEA NOW, THEN WE CAN WORK OUT THE DETAILS, SO.>>OKAY, I HAVE A QUESTION. HOW WILL MICHIGAN’S LARGE AND GROWING ENGLISH LEARNER POPULATION BE SUPPORTED COMPREHENSIVELY, ESPECIALLY BY TITLE I, THOSE WHO NEED IT THE MOST? OUR EL POPULATION WAS ALWAYS SUPPOSED TO BE SUPPORTED THROUGH TITLE I. YOU KNOW, THAT WAS ALWAYS THE CASE. BUT NOW, AS YOU GO THROUGH THE LEGISLATION, YOU FIND THAT IT IS EVEN MORE FOCUSED ON THE SUPPORTS THAT SHOULD BE PROVIDED. SO ONE OF THE THINGS THAT WE HAVE BEFORE US WHEN WE’RE WORKING ON EVERYTHING IS THE QUEST TO MAKE SURE THAT OUR SPECIAL POPULATIONS ARE RECEIVING THE SUPPORT THAT THEY SHOULD, BECAUSE, AS NOTED, WE DO HAVE A GROWING POPULATION, AND WE WANT TO MAKE SURE THAT WE’RE ABLE TO PROVIDE THE SUPPORTS THAT ARE NEEDED. AND AT LUNCHTIME, FOR ANYONE WHO WOULD LIKE TO GO INTO A LITTLE BIT MORE DETAIL, DOCTOR TABRIZI IS GOING TO BE CONDUCTING A SESSION. SHEREEN, DO YOU KNOW WHERE THAT IS GOING TO BE?>>ROOM 223.>>IN ROOM 223. SO SHE’LL BE ABLE TO GIVE, YOU KNOW, SOME EVEN MORE DETAILS AND GET YOUR COMMENTS AS WE’RE MAKING SURE THAT WE DEVELOP A PLAN THAT IS– THAT IS VERY OBVIOUS AND EVIDENT THAT WE’RE PROVIDING THE SUPPORT FOR THESE STUDENTS.>>OKAY, PAULA, YOU HAD ONE SHORT ONE ABOUT TITLE I, RIGHT THERE.>>THE TITLE I FORMULA– THE FORMULA FOR TITLE I WILL NOT CHANGE.>>AND EXITING COMPREHENSIVE SUPPORT SCHOOLS, AGAIN, THAT’S AN ACCOUNTABILITY QUESTION THAT I CAN’T ADDRESS HERE. AND I BELIEVE OUR TIME IS UP.>>SO WE WILL BE– SORRY, WE WILL BE BACK AT 10:45. WE HAVE A SHORT 15 MINUTE BREAK. THANK YOU.

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