Michigan Department of Education Meeting for October 14, 2014 – Afternoon Session


>>– EARLIER THAN WE TYPICALLY ARE, AND I CAN SEE OUR TEAM IS READY TO GO AND IS GOING TO BE SUCCINCT. I THINK I HAVE TO CALL THE AFTERNOON MEETING TO ORDER. I APOLOGIZE FOR MUMBLING THROUGH HERE. GOOD AFTERNOON. THE TIME IS NOW 12:36 AND A QUORUM OF THE BOARD IS PRESENT. THE STATE BOARD OF ED MEETING OF OCTOBER 14th IS HEREBY CALLED TO ORDER, AND WE’RE GOING TO JUMP RIGHT INTO– PER OUR AGREEMENT JUST BEFORE LUNCH, WE’RE GOING TO JUMP RIGHT INTO ITEM D. IS THAT CORRECT? WHICH IS PRESENTATION ON TEACHER PREPARATION CREDENTIALING AND PERSONAL LEARNING FOR SCIENCE EDUCATION, AND THIS IS LIKE THE THIRD IN OUR SERIES OR THE FOURTH IN OUR SERIES OF TRYING TO LEAD UP TO SCIENCE STANDARDS AS THE BOARD’S BEEN INTERESTED IN THIS. IT CONTINUES OUR SERIES FOCUSING ON IMPLEMENTATION CONSIDERATIONS FOR THE SCIENCE ED BASED ON THE FRAMEWORK FOR K-12 SCIENCE EDUCATION. IT BUILDS UPON PRIOR PRESENTATIONS, AS YOU KNOW. THEY’RE FOCUSED ON ASSESSMENTS AND MODELS FOR SYSTEMS CHANGES THAT SUPPORT RECOMMENDATIONS FOR THE FRAMEWORK. THEY ADDRESS THE SPECIFIC PREPARATION AND ONGOING LEARNING NEEDS OF EDUCATORS TO BE ABLE TO EFFECTIVELY SUPPORT STUDENT LEARNING OF SCIENCE AND ENGINEERING CONCEPTS AND PRACTICES, SO WE’VE GOT VANESSA, AND LEAH, AND LINDA, AND STEVE, AND THESE ARE OUR EXPERTS. YOU’VE HEARD A BUNCH OF THEM THIS MORNING. HERE’S ANOTHER GROUP, I JUST, I’M JUST SO PROUD TO BE ASSOCIATED WITH, AND HAVE BEEN WORKING HARD ON THIS AND GET A CHANCE TO BRING IT ALONG WITH YOU TODAY AS A BOARD, SO VANESSA, LET ME TURN IT OVER TO YOU.>>WE’RE JUST GOING TO JUMP RIGHT IN BECAUSE THAT WAS A GREAT INTRODUCTION.>>SO TODAY, AS MIKE SAID, WE’RE GOING TO WORK ON PREPARATION, CREDENTIALING, AND PROFESSIONAL LEARNING IN SCIENCE EDUCATION. YOU’RE FAMILIAR WITH THE WHEEL THAT WE’VE USED BEFORE, AND THOSE ITEMS UP THERE THAT ARE IN DARK RED ARE ESPECIALLY ONE’S WE’RE GOING TO TALK ABOUT. WE’RE GOING TO BE FOCUSED ON PROFESSIONAL LEARNING AND PRE-SERVICE LEARNING TODAY. WE WANT TO GIVE YOU AN UNDERSTANDING OF HOW EDUCATORS ARE PREPARED TO IMPLEMENT THE NEW STANDARDS, REVIEW CONSIDERATIONS SPECIFIC TO PREPARATION AND ONGOING LEARNING, AND ADDRESS POSSIBLE STRATEGIES FOR IMPLEMENTING PRE-SERVICE PREPARATION PROFESSIONAL LEARNING FOR SCIENCE EDUCATORS, AND SO WITH THAT I’M GOING TO TURN IT STEVE AND LEAH TO TALK TO YOU ABOUT THAT WORK.>>SURE. ONE OF THE THINGS THAT WE WANT TO BRING UP WE ADDRESSED IN AN EARLIER SESSION. THE CORE CONSIDERATIONS FOR SCIENCE EDUCATION THAT WE TEND TO THINK OF, AND WE THINK OF AROUND THE STANDARDS. WE REMEMBER SEEING THIS FROM THE LAST SESSION. WE KNOW ABOUT THOSE VERTICAL STRANDS. PHYSICAL, EARTH, AND LIFE SCIENCES THAT HAVE ALWAYS BEEN A PART OF THE FOCUS FOR TEACHERS. THE ADDITIONAL PIECE THAT REALLY COMES IN LOOKING AT THE RESEARCH THAT’S OUT THERE, AND WHAT’S IN THE FRAMEWORK FOR SCIENCE EDUCATION HERE ARE THESE CROSS-CUTTING CONCEPTS, PATTERNS, CAUSE AND EFFECT, AND SO ON THROUGH HERE, AS WELL AS THE DIFFERENT PRACTICES LOOKING AT ENGINEERING AND DESIGN, LOOKING AT THE INTEGRATION OF VARIOUS SCIENCE DISCIPLINES, AND LOOKING AT THE INTEGRATION WITH MATHEMATICS AND LANGUAGE ARTS, SO THESE ARE REALLY AT THE CORE OF ISSUES WHEN WE THINK ABOUT TEACHER PREPARATION AND TEACHER PROFESSIONAL LEARNING THAT WE NEED TO BE FOCUSING ON BECAUSE THESE ARE THE BIGGEST CHALLENGES THAT EDUCATORS HAVE RIGHT NOW WITH THESE CONCEPTS. IN LOOKING AT THE TIMELINE THAT WE VISITED AT THE LAST SESSION, WE’RE STILL LOOKING OUT AT A 7 YEAR TIMELINE FOR THIS, BUT WE’RE LOOKING AT SOME DIFFERENT ISSUES FOR EACH OF THE STAKEHOLDER GROUPS THAT ARE INVOLVED IN THE PROCESS. FOR TEACHERS, EARLY ON IT’S GOING TO BE FOCUSED ON INCORPORATING THE DIFFERENT PRACTICES AND ENGINEERING PRINCIPLES. LATER ON AS THEY GO ON, IT’S REALLY GOING TO BUILD IN A FOCUS ON ACTION RESEARCH IN PRACTICE JUST TO SEE WHAT THE ACTUAL IMPACTS ARE ON LEARNING FOR STUDENTS, AND BE ABLE TO USE THAT TO ADAPT THEIR INSTRUCTION TO THE NEEDS OF LEARNERS. FOR SCHOOLS AND SCHOOL DISTRICTS IT’S SLIGHTLY DIFFERENT. ONE OF THE FIRST PRIORITIES WILL LIKELY BE TO REALIGN THEIR STAFFING AND THEIR CORE STRUCTURES TO ADDRESS THE NEEDS OF K-5 SCIENCE, WHICH ARE — IN ORDER TO BUILD THE FOUNDATION FOR THOSE STUDENTS LATER, THEY REALLY NEED TO LOOK AT THAT ISSUE. THAT IS ONE OF THE BIG CHALLENGES WE HAVE. ADDRESSING TEACHER PLACEMENT AND CONTENT BASED PROFESSIONAL LEARNING OR PROFESSIONAL DEVELOPMENT IS GOING TO BE ANOTHER BIG ISSUE THAT WILL TAKE SOME TIME FOR DISTRICTS, AND THEN ONCE THEY’VE BUILT THAT CAPACITY THEY CAN REALLY FOCUS ON RESTRUCTURING THEIR SECONDARY STAFF TO ADDRESS THESE CONNECTIONS BETWEEN TOPICS, BECAUSE RIGHT NOW SECONDARY TEACHERS ARE LIKELY TOPIC SPECIFIC. THE DEPARTMENT ALSO HAS A SET OF TASKS THAT SPAN OUT OVER THIS ENTIRE TIMELINE. FIRST, TO REALIGN SOME OF THE SUPPORTS THAT WE PROVIDE TO EDUCATORS. TO PROVIDE GUIDANCE AND COORDINATE PROFESSIONAL LEARNING AS WELL AS EDUCATOR PREPARATION EFFORTS OVER TIME, AND THEN TO MODIFY THE CERTIFICATION AND CREDENTIAL REQUIREMENTS FOR TEACHERS AS WE MOVE TO THIS NEW SET OF STANDARDS AND CONSIDERATIONS. FINALLY, FOR EDUCATOR PREPARATION INSTITUTIONS, THERE ARE A NUMBER OF THINGS THAT THEY NEED TO LOOK AT AROUND SCIENCE IN PARTICULAR. EARLY ON, INCORPORATING ENGINEERING, REDESIGNING SOME OF THE METHODS COURSES THAT THEY HAVE SPECIFIC TO SCIENCE, CHANGING THE ACTUAL CONTENT OF SCIENCE COURSES THAT THEY’RE OFFERING AT UNIVERSITIES TO INCLUDE THOSE CROSS-CUTTING PRACTICES THAT YOU SAW IN THE EARLIER DIAGRAM, AND THEN RESTRUCTURING ELEMENTARY EDUCATION SO THAT THERE’S A MUCH STRONGER FOUNDATION OF SCIENCE IN ELEMENTARY EDUCATION.>>SO, WHAT ARE SOME OF THE CONSIDERATIONS FOR EDUCATOR PREPARATION AS IT PERTAINS TO SCIENCE? ELEMENTARY SCIENCE CONTENT IS PRETTY LIMITED IF YOU ARE NOT A MAJOR AND MINOR, SO THAT IS CERTAINLY A CONSIDERATION THAT WE HAVE TO LOOK AT AT THE LOWER GRADE LEVELS. THE CURRENT CERTIFICATION OR ENDORSEMENT THAT WE HAVE FOR THE INTEGRATED SCIENCES HAS KIND OF OVERARCHING CONTENT ACROSS ALL SCIENCES, BUT SOME WOULD SAY THAT WHEN YOU DO THE INTEGRATED MODEL IT LACKS THE DEPTH OF CONTENT KNOWLEDGE THAT YOU NEED IN ONE CONTENT AREA TO MEET RIGOROUS CONTENT STANDARDS IN K-12, AND AS STEVE MENTIONED, CURRENTLY THE SCIENCE AND ENGINEERING PRACTICES DON’T REALLY FIT THE CURRENT EPI COURSE STRUCTURE. WE SEE A LOT OF THE TRADITIONAL LIFE SCIENCES, EARTH SCIENCES, PHYSICAL SCIENCES AS COURSE WORK. EDUCATION MAJORS AND MINORS ARE A VERY SMALL PORTION OF THEIR STUDENTS THAT TAKE THOSE SCIENCE COURSES, AND SO TRYING TO FIGURE OUT A WAY FOR THEM TO REDESIGN TO MEET SOME OF THESE CROSS-CUTTING STANDARDS OR CROSS-CUTTING CONCEPTS IS CHALLENGING WHEN EDUCATION IS ONLY A FRACTION OF THEIR POPULATION, SO IT’S WORKING WITH THE EPIs TO FIGURE OUT HOW TO DO THAT IN A WAY THAT WILL BENEFIT STUDENT ACHIEVEMENT IN K-12. SO, WE’RE LOOKING AT STRATEGIES AND SOLUTIONS, AND WE’RE DEFINITELY INTERESTED IN PARTNERING WITH OUR EPIs FOR THEIR BEST RECOMMENDATIONS, ESPECIALLY THOSE INDIVIDUALS THAT HAVE STRONG BACKGROUNDS IN SCIENCE, TO HELP US SOLVE SOME OF THESE CONSIDERATIONS THAT WE HAVE. WE’D LIKE TO HAVE INCREASED FOCUS ON SCIENCE IN THE ELEMENTARY CERTIFICATION AREAS, BUT WE’D ALSO LIKE INCREASED FOCUS ON MATH AND LITERACY, AND A NUMBER OF OTHERS, SO IT’S BALANCING HOW DO WE HAVE THAT HAPPEN FOR ALL OF THE CONTENT AREAS. WE’VE CONSIDERED DIGITAL CREDENTIALING, WHICH IS KIND OF LIKE ADDING AN ENDORSEMENT TO YOUR CERTIFICATE MAYBE, INSTEAD OF JUST GETTING ONE SCIENCE YOU COULD FOUR SCIENCES. YOU COULD DO IT THROUGH TRADITIONAL PATH OR MAYBE YOU COULD DO IT THROUGH ONGOING PROFESSIONAL LEARNING ONCE YOU LEAVE THAT WOULD RESULT IN SOME SORT OF BADGE OR EXTERNAL CREDENTIAL THAT’S SEPARATE FROM THE INSTITUTION, AND WE NEED TO LOOK AT REDESIGN OF SCIENCE EDUCATION PREPARATION FOR ALL NEW TEACHERS, SO THAT IT FOCUSES LESS ON THE CONTENT SPECIFIC AND MORE ON THESE CROSS-CUTTING CONCEPTS, AND THAT’S JUST A FEW OF THE CONSIDERATIONS THAT WE’RE LOOKING AT.>>IN LOOKING AT SOME OF THOSE CONSIDERATIONS, WE WANT TO GIVE YOU A MODEL OF WHAT THIS COULD LOOK LIKE, AND WHAT SOME POTENTIAL SOLUTIONS MAY BE THAT ARE OUT THERE IN EXISTENCE RIGHT NOW. ONE THAT WE DO HAVE THAT SHOWS PROMISE IS STILL VERY EARLY IN THE STAGES, BUT THAT SHOWS A GREAT DEAL OF PROMISE IS THE WILSON FELLOWS PROGRAM. WILSON FELLOWS IS A PROGRAM THAT WAS ESTABLISHED THROUGH SIX OF THE DIFFERENT EPIs HERE IN THE STATE. IT WAS FUNDED BY THE KELLOGG FOUNDATION, AND IT’S PART OF A PARTNERSHIP THAT WE HAVE WITH OTHER STATES AS WELL — OHIO AND INDIANA IN THIS PROCESS. THE WILSON FELLOWS FOCUSED ON A FEW KEY IDEAS HERE. PART OF THIS IS THAT THEY WERE RECRUITING STEM PRACTITIONERS OUT OF THE FIELD OF WORK INTO EDUCATION, SO THIS WASN’T JUST PREPARING PEOPLE UP THE RANKS AS THEY CAME THROUGH COLLEGE. IT WAS BRINGING THEM IN THROUGH OTHER INSTITUTIONS. RESTRUCTURING THEIR PREPARATION PROGRAMS TO INCORPORATE THOSE STEM PRACTICES AND LONG TERM LEARNING SUPPORT, SO WHAT YOU SAW, AGAIN, IN THAT KIND OF WEAVE DIAGRAM EARLY ON IS INTERWOVEN IN THE INSTRUCTION THEY RECEIVE AS A PART OF THEIR PROGRAM, AND IN TERMS OF LONG TERM LEARNING SUPPORTS WHILE THEY GO THROUGH AN INTENSIVE YEAR PROGRAM OF BOTH COURSEWORK AND CLASSROOM INSTRUCTION. THEY THEN EXTEND THAT OUT THREE MORE YEARS WHILE OUT IN THE FIELD PRACTICING IN CLASSROOMS IN THEIR JOBS. THAT’S A PART OF THE LEARNING PROCESS. IT ENCOURAGED COLLABORATION AMONG PEERS BECAUSE PART OF WHAT THEY’RE DOING IS THEY’RE ENGAGING ALL OF THESE TEACHERS TO WORK WITH EACH OTHER IN DIFFERENT KINDS OF WAYS TO SUPPORT THEIR INSTRUCTION. IT ALSO ENGAGED THE EPIs IN CROSS-UNIVERSITY COLLABORATION. AGAIN, WE HAD SIX UNIVERSITIES ALL WORKING TOGETHER TO COME UP WITH A COMMON DESIGN FOR THIS PROGRAM. IN THE END, ONE OF THE LEVERAGE POINTS FOR THIS IS THAT IT CAN REALLY UTILIZE UNIVERSITY RESEARCH EFFORTS TO SUSTAIN THE LEARNING. AS LEAH SAID EARLIER, A LOT OF WHAT GOES ON IN UNIVERSITIES IS FOCUSED AROUND THE STEM PRACTICES ALONE, NOT STEM EDUCATION. WELL, PART OF WHAT YOU CAN DO IS YOU CAN LEVERAGE THE GRANTS AND OTHER PROGRAMS THAT ARE TAKING PLACE THROUGH THE RESEARCH EFFORTS, AND INVOLVE THE WILSON FELLOWS, WHO ARE THESE FUTURE TEACHERS, INTO THOSE PROGRAMS, SO THEY’RE PARTICIPATING IN ACTUAL SCIENTIFIC OR ENGINEERING RESEARCH WHILE THEY ARE ALSO FOCUSING ON CLASSROOM INSTRUCTION. A GREAT WAY FOR THEM TO UNDERSTAND WHAT THE FIELD REALLY LOOKS LIKE. SOME OF THESE KINDS OF CHANGES THAT ARE TAKING PLACE IN EPIs ARE ALSO REQUIRED FOR LEARNING NEEDS OF TEACHERS. A GREAT DEAL OF RESEARCH HAS BEEN DONE TO SEE WHAT THE REAL GAPS ARE IN TERMS OF SCIENCE EDUCATION, AND WHAT WE NEED TO SUPPORT. ONE OF THOSE IS AROUND INTEGRATING THOSE PRACTICES THAT YOU SAW EARLY ON INTO THE INSTRUCTION. A LOT OF TEACHERS WILL TREAT THEM AS A SEPARATE CONTENT AREA. TEACHING THE SCIENTIFIC METHOD, FOR INSTANCE, FOR THE FIRST TWO WEEKS, AND THEN IGNORING IT FOR THE REMAINDER OF THE SCHOOL YEAR. WE WANT TO MAKE SURE THAT THOSE ARE INTEGRATED INTO EVERYTHING THEY DO. ANOTHER ASPECT HERE IS PROVIDING JUST-IN-TIME LEARNING ASSIGNED TO INSTRUCTION LIKE THE VIDEO THAT YOU SEE HERE OF A DETROIT TEACHER SHOWING HER COLLEAGUES HOW TO DO A PARTICULAR EXPERIMENTAL DESIGN WITH STUDENTS IN AN ONLINE FORMAT, SO THAT ANY TEACHER WHO’S WORKING WITH THAT PARTICULAR LESSON THAT DAY CAN PULL IT UP, AND SEE IT BEFORE CLASS. SEE HOW TO PREPARE THIS FOR THE CLASSROOM. SEE WHAT KIND OF NUANCES THEY HAVE TO LOOK FOR, AND DRAW UPON THE RESOURCES OF THEIR COLLEAGUES. ANOTHER NEED IS FOR DEEPER CONTENT KNOWLEDGE JUST ACROSS THE FIELD. ESPECIALLY IN ALL OF THESE NEW AREAS OF SCIENCE. SCIENCE AS AN AREA, AS WE KNOW, THAT IS DEVELOPING RAPIDLY. WHAT WE SEE IN TEXTBOOKS FROM 10 YEARS AGO COULD BE CHANGED SIGNIFICANTLY BASED JUST UPON WHAT OUR SCIENTIFIC FINDINGS HAVE BEEN OVER THE LAST DECADE, AND SO THIS IS A DISCIPLINE THAT WE FOCUS ON IN EDUCATION THAT’S ALWAYS EVOLVING. WE NEED TO ADDRESS THAT. ANOTHER NEED IS FOR FOCUSED PEDAGOGICAL KNOWLEDGE TO ADDRESS THE MISCONCEPTIONS THAT STUDENTS HAVE. YOU HAVE SEEN SOME OF THIS, AS AN EXAMPLE, IN EARLIER PRESENTATIONS FROM PEOPLE LIKE DEBORAH BALL AT THE UNIVERSITY OF MICHIGAN WHO FOCUSED ON SPECIFIC MISCONCEPTIONS THAT STUDENTS HAVE GOING THROUGH MATH PROBLEMS, AND SHE WALKED YOU THROUGH A PROBLEM BEFORE. THE SAME KINDS OF ISSUES ARE APPEARING IN SCIENCE EDUCATION. THERE ARE MISCONCEPTIONS THAT PEOPLE HAVE ABOUT DIFFERENT SCIENTIFIC PRINCIPLES AND PRACTICES. WE NEED EDUCATORS NOT ONLY TO UNDERSTAND HOW TO DIAGNOSE THOSE, BUT HOW TO ADDRESS THEM. FINALLY, PERHAPS THE BIGGEST ONE IS TO ENCOURAGE A RISK-TAKING MINDSET FOR EDUCATORS TO EMBRACE MORE PROJECT-BASED LEARNING WORK. GET AWAY FROM THE STANDARD FACT-BASED CURRICULUM THAT WE’VE HAD IN YEARS PAST TO GET INTO ENGAGING STUDENTS MORE IN THE PRACTICE. SOME CONSIDERATIONS, THEN, FOR THE PROFESSIONAL LEARNING ARE, FIRST OF ALL, THAT WE HAVE STANDARDS-BASED PROFESSIONAL LEARNING. FOLLOWING THE STANDARDS THAT YOU HAD ADOPTED BACK IN 2011. THE STANDARDS FOR PROFESSIONAL LEARNING GIVE US SOME GUIDANCE AROUND HOW WE CAN DESIGN THIS WORK WHICH WE SHOULD DO, AS WELL, AROUND SCIENCE AND ENGINEERING PRACTICE. PROVIDING APPROPRIATE TIME FOR REFLECTION AND COLLABORATION AMONG OTHER EDUCATORS. ONE OF THE BIG CHALLENGES THAT WE HAVE OFTEN IS THAT TEACHERS DON’T HAVE TIME TO NOT ONLY TRY SOMETHING NEW, BUT REFLECT ON IT TO FIGURE OUT HOW CAN WE ADAPT AND NUANCE THAT TO MAKE IT BETTER NEXT TIME. PROVIDING CONTENT KNOWLEDGE WHEN WE HAVE SUCH A WIDE RANGE OF CONTENT KNOWLEDGE FOR EDUCATORS IN THE CLASSROOM. RANGING FROM EXPERTS IN THE FIELD WITH PHDs TO PEOPLE WHO HAVE HAD THE BASE BARE MINIMUM AMOUNT OF SCIENCE COURSEWORK. TRYING TO DESIGN OUR PROFESSIONAL LEARNING TO ADDRESS THAT RANGE IS A CRITICAL TASK. WE NEED TO ADDRESS MULTIPLE STAGES OF IMPLEMENTATION, AND RECOGNIZE THAT IMPLEMENTATION DOESN’T HAPPEN AT ONCE. THERE ARE ALL OF THOSE COMPONENTS THAT WE LOOKED AT LAST MONTH THAT HAVE BEEN IN THE SCHOOL, AND THAT WE LOOKED AT ON OUR TIMELINE HERE THAT HAPPENED WITHIN THE MINDSET OF THE TEACHER THAT WE REALLY NEED TO FOCUS ON, AND RECOGNIZE THERE ARE DIFFERENT COMPONENTS AT DIFFERENT TIMES. WE NEED TO LOOK AT THE ANNUAL REQUIREMENT FOR CREDENTIALS, AND DISTRICT PROVIDED PD, AND THEN DESIGN SOME LONG TERM SOLUTIONS THAT ADDRESS NOT ONLY THE LEARNING OF TEACHERS, BUT IMPLEMENTATION STRATEGIES AS WELL. WE WANTED TO ALSO PROVIDE YOU A QUICK MODEL, AS WELL, OF WHAT THIS COULD LOOK LIKE, TOO. ONE EXAMPLE OF THIS IS A PROGRAM THAT TOOK PLACE IN GRAND RAPIDS CALLED SCIENCE IN THE CITY. IT TOOK PLACE STARTING IN 2004. SCIENCE IN THE CITY WAS A PROGRAM THAT WAS BASED UPON INTEGRATING TECHNOLOGY WORK WITH SCIENCE. IN FACT, THESE WERE TEACHERS WHO WERE STARTING IN THE FIRST ONE-TO-ONE ONLINE LEARNING PROGRAM THAT WE HAD IN THE STATE. RATHER THAN GETTING PROFESSIONAL DEVELOPMENT JUST AROUND THE TECHNOLOGY, WE FOCUSED THAT EFFORT AROUND THE SCIENCE THAT THEY DID. THESE TEACHERS WORKED TOGETHER TO COLLABORATIVELY DEVELOP RESOURCES. YOU MAY HAVE SEEN THIS MAP FROM AN EARLIER PRESENTATION WHERE THESE TEACHERS WERE AT DIFFERENT POINTS ALONG THE GRAND RIVER DOING WATER QUALITY STUDIES, SHARING THEIR DATA, AND THEN ENGAGING IN A REGION-WIDE EFFORT. AS A PART OF THIS, THOSE TEACHERS STAYED TOGETHER WORKING ON DIFFERENT PROJECTS AROUND CURRICULA WITH EACH OTHER OVER THE LAST 10 YEARS. THEY USED VIDEO BASED LESSON STUDY PRACTICES, AND THEY CREATED NEW RESOURCES INCLUDING CURRICULUM RESOURCES. THESE ARE THE SORT OF PRACTICES THAT WE WANT TO ENGAGE IN. THEY HAD SOME PRETTY AMAZING OUTCOMES, BOTH IN TERMS OF GAINS IN BOTH TEACHER KNOWLEDGE AND STUDENT KNOWLEDGE, AND THE USE OF THOSE SCIENTIFIC PRACTICES THAT WE FOCUSED ON IN THE EARLIER DIAGRAM. ALSO, THEY DEVELOPED COLLABORATIVE PRODUCTS FOR CLASSROOM USE INCLUDING MULTIPLE PROJECT-BASED LEARNING ACTIVITIES THAT TOOK PLACE OVER THE ENTIRE CITY BY HAVING CLASSROOMS IN DIFFERENT SCHOOLS COLLABORATE WITH EACH OTHER AND WORK WITH EACH OTHER ON A COMMON PRODUCT.>>THE GOOD NEWS WITH ALL OF THIS AS WE GO FORWARD WITH THE IMPLEMENTATION IS THAT WE HAVE LOTS OF PARTNERS THAT ARE READY TO HELP US. FROM THE MATH SCIENCE CENTERS TO THE MICHIGAN SCIENCE TEACHERS ASSOCIATION AND OTHER GROUPS LIKE THAT. UNIVERSITIES, PLACES LIKE THE VAN ANDEL INSTITUTE AND OTHER SCIENCE CENTERED INSTITUTIONS ARE READY AND HAVE ALREADY STEPPED UP AND VOLUNTEERED HELP, AND HAVE BEGUN PROVIDING INFORMATION TO ALL OF US, SO WE’RE JUST DELIGHTED TO HAVE MICHIGAN SCIENCE CENTERS AND OTHERS ON BOARD WITH THIS WORK. SO, AS WE IMPLEMENT WE’LL BE ABLE TO CALL ON THEM FOR SUPPORT. AS MIKE SAID IN HIS INTRODUCTION TO THIS, WE HAVE BROUGHT YOU A SERIES OF PRESENTATIONS ON THE CONSIDERATIONS OF CHANGING SCIENCE INSTRUCTION IN MICHIGAN AND OUR NEXT STEPS ARE TO BRING TO YOU THE REVIEW THAT HAVE TAKEN– THAT WE’VE HAD DONE. ONE WE HAVE COMMISSIONED OURSELVES. THERE ARE OTHERS OUT THERE, SO WE’LL BRING YOU UP TO DATE ON THAT, BUT ALSO BRING YOU A RECOMMENDATION FOR SCIENCE STANDARDS IN MICHIGAN, AND SO THOSE ARE OUR NEXT STEPS HOPEFULLY NEXT MONTH. THANK YOU.>>THAT’S THE GOAL AS WE BRING IN THE STANDARDS IN NOVEMBER, AND THEN HAVE SOME TIME TO CHEW ON IT AFTER THAT, SO COMMENTS AND QUESTIONS FROM– DAN.>>THANKS AGAIN. IT’S ALWAYS INFORMATIVE. THE TIMELINE SLIDE THAT SHOWED THE TEACHERS, LEAs, DISTRICTS, ET CETERA. AT THE END OF THAT LEA TIMELINE THE STRUCTURE SECONDARY THAT. WE’RE OBVIOUSLY NOT RUNNING A DISTRICT, SO IT’S JUST AN EXAMPLE. JUST SHARE WITH US WHAT THAT MIGHT LOOK LIKE.>>SURE. SO, ONE OF THE POSSIBILITIES FOR THAT WOULD BE THAT AS WE’RE LOOKING AT THE CONNECTIONS BETWEEN ALL OF THE DIFFERENT SCIENCE STRANDS AND THE INTEGRATION OF THOSE PRACTICES, THAT YOU MAY GET A LOT MORE TEAMING TAKING PLACE, FOR INSTANCE, SO IT IS NOT JUST, I WILL HAVE MY CHEMISTRY TEACHER, MS. FORWARD, TEACH CHEMISTRY AND THAT’S ALL SHE DOES, BUT RATHER, SHE WILL WORK WITH MS. BREEN, WHO TEACHES BIOLOGY, AND THEY WILL BE FOCUSING ON PROJECT-BASED ACTIVITIES AROUND MAYBE CELLULAR AND MOLECULAR BIOLOGY AND STUDYING WHAT HAPPENS WHEN WE LOOK AT DNA OF DIFFERENT ORGANISMS, OR THAT I MAY HAVE HER WORKING WITH OUR PHYSICS TEACHER, MS. KEESLER, ON LOOKING AT DIFFERENT PROPERTIES OF NEW METALS THAT ARE BEING CONSIDERED IN AN ENGINEERING DESIGN PROJECT. WHAT YOU’RE GOING TO GET IS A LOT MORE INTEGRATION AND COLLABORATION AMONG STAFF. THAT’S PART OF THE IDEA OF THIS RESTRUCTURING SECONDARY STAFF, SO IT’S NOT THE SILOED KIND OF APPROACH THAT WE’VE HAD FOR YEARS OF, YOU TEACH THIS, YOU TEACH THIS, AND THAT’S ALL WE DO, BUT RATHER FOCUSING ON ALL THE KIND OF INTEGRATION THAT WE KNOW TAKES PLACE AMONG SCIENTISTS IN THE WORLD, SO IT’S REALLY TRYING TO REPLICATE WHAT HAPPENS IN THE REST OF THE WORLD IN THE SCHOOLS.>>I SAID LAST MEETING STEVEN HAS TO GET A LITTLE MORE EXCITED ABOUT THESE ISSUES.>>I KNOW.>>HE’S JUST KIND OF LAID BACK. MORE TO COME, AND THIS HAS BEEN PART OF A SERIES. ARE WE GOOD FOR NOW UNTIL NEXT MEETING? GREAT. THANKS GUYS.>>THANK YOU VERY MUCH.>>RIGHT ON TIME, AND KATHLEEN, WOULD YOU– THERE’S SOME COLLEAGUES THAT I THINK YOU COULD INTRODUCE.>>WE’RE JOINED BY TWO LONG-STANDING MEMBERS OF THE MACOMB INTERMEDIATE SCHOOL DISTRICT, AND I’D LIKE THEM TO STAND UP AND INTRODUCE THEMSELVES. THERESA.>>THERESA GENEST. I’M SECRETARY OF THE MACOMB ISD AND PRESIDENT OF THE ROSEWOOD BOARD OF EDUCATION.>>WELCOME.>>GOOD AFTERNOON. I’M GENE KLIDA. I’M THE VICE PRESIDENT OF THE UTICA COMMUNITY SCHOOLS BOARD OF EDUCATION.>>THANK YOU SO MUCH FOR BEING HERE. APPRECIATE IT. THANK YOU.>>THANK YOU KATH, AND NOW WE’RE GOING TO GO RIGHT BACK TO– WE’RE GOING TO ACTUALLY MOVE OUR AGENDA AROUND AGAIN TO GET TO PUBLIC PARTICIPATION. RIGHT NOW WE HAVE OTHER SPECIAL GUESTS WITH US TONIGHT. A COUPLE OF VERY INTERESTING OPPORTUNITIES THAT THE BOARD’S GOING TO HEAR DURING PUBLIC PARTICIPATION, AND I KNOW THAT MARILYN SCHNEIDER’S PUT THEM IN AN ORDER THAT ACCOMMODATES THE YOUNG PEOPLE, BY THE WAY. THE YOUNG PEOPLE DIDN’T WANT TO BE FIRST, I HEAR, SO WE’RE GOING TO GIVE YOU A LITTLE BREATHING TIME, BUT DON’T BE NERVOUS. I RAN INTO ONE OF YOU OUTSIDE. YOU’RE GOING TO BE GREAT, AND WE’LL START WITH WHOEVER IT IS THAT MERTZ PULLS UP.>>OKAY. I JUST NEED TO GO OVER SOME RULES, FIRST OF ALL. YOU WILL COME WHEN I CALL YOUR NAME AND I’LL LET YOU KNOW WHO’S UP NOW AND WHO’S UP NEXT. YOU’LL JUST COME TO THE END OF THE TABLE WHERE YOU JUST SAW THE PRESENTERS LEAVE, AND THEN YOU’LL OFFER YOUR COMMENTS. WE’VE GOT QUITE A FEW PEOPLE WHO WANT TO DO PUBLIC COMMENT TODAY, SO YOU WILL EACH HAVE 3 MINUTES, SO– THE BOARD, AS THEIR PRACTICE, DOES NOT ENGAGE IN A CONVERSATION, SO THEY’RE HAPPY TO LISTEN TO WHATEVER YOU HAVE TO SAY, BUT YOU SHOULD NOT EXPECT THEM TO DO A QUESTION AND ANSWER THING WITH YOU, SO THANK YOU FOR COMING, AND OUR FIRST SPEAKER IS LUKE WILCOX FROM GRAND RAPIDS, AND HE IS GOING TO BE FOLLOWED BY M’SHANNON ROCKETTE, AND JULIE McBRIDE, AND A GROUP OF STUDENTS FROM BENTON HARBOR.>>AND THE STUDENTS DON’T HAVE TO GET THAT ALL INTO 3 MINUTES. THERE’S A MULTIPLE NUMBER OF STUDENTS, SO WE UNDERSTAND THAT.>>THANK YOU. SO, I WAS UNDER THE ASSUMPTION I HAD 5 MINUTES. I HEAR NOW 3 MINUTES. IS THAT CORRECT?>>YEAH, SORRY. WE HAD TO CHANGE THE RULES.>>NO. THAT’S OKAY.>>THE POLICY’S AROUND HOW MANY FOLKS SHOW UP ON A GIVEN DAY.>>SURE.>>THANKS FOR TRYING TO ACCOMMODATE THAT.>>OKAY. THANK YOU VERY MUCH FOR ALLOWING ME THE TIME TO SPEAK TODAY. MY NAME IS LUKE WILCOX AND I’M HERE REPRESENTING THE NETWORK OF MICHIGAN EDUCATORS, A GROUP I’VE RECENTLY BECOME A MEMBER OF BECAUSE I’M A FINALIST FOR THE PRESIDENTIAL AWARD IN MATHEMATICS. [ APPLAUSE ] THANK YOU, AND I’M HERE TODAY TO JUST BRIEFLY SHARE WITH YOU AN AMAZING TEACHER LEARNING EXPERIENCE THAT HAPPENED AT EAST KENTWOOD HIGH SCHOOL THIS PAST AUGUST CALLED THE UN-CONFERENCE, WHICH YOU SEE HERE ON THE FLYER HERE, AND IN MY ROLE AT EAST KENTWOOD HIGH SCHOOL I AM A MATH TEACHER, BUT I’M ALSO A PART-TIME ACADEMIC SUPPORT COACH, AND IN MY ROLE AS ACADEMIC SUPPORT COACH I’M THERE TO SUPPORT THE LEARNING OF TEACHERS, AND I WORK WITH TWO OTHER ACADEMIC SUPPORT COACHES AT MY SCHOOL WHO ARE ALSO PART-TIME TEACHERS. AND IN SPEAKING WITH OUR STAFF LAST YEAR, WE FOUND THAT PROFESSIONAL DEVELOPMENT WAS BECOMING A BAD WORD IN EDUCATION IN THAT TEACHERS SOMETIMES HAD A NEGATIVE CONNOTATION SURROUNDING PROFESSIONAL DEVELOPMENT, FEELING LIKE THERE WERE EXPERTS THAT WERE FLOWN IN FROM FAR AWAY THAT WERE FAR REMOVED FROM CLASSROOMS. THE ONE-SIZE-FITS-ALL TYPE PROFESSIONAL DEVELOPMENT WAS NOT WORKING, SO WE FELT LIKE WE NEEDED TO DO SOMETHING ABOUT THIS AT OUR SCHOOL, AND SO WE PUT TOGETHER WHAT WE CALL THE UN-CONFERENCE BASED ON TWO PRINCIPLES. NUMBER ONE, THAT TEACHERS WOULD HAVE CHOICE ABOUT WHAT THEY GOT TO LEARN ABOUT, AND THAT NUMBER TWO, IT WOULD BE TEACHERS LEARNING FROM TEACHERS. WE WEREN’T GOING TO BRING OUT OUTSIDE SOURCES, AND SO WE SPENT SIX MONTHS PUTTING THIS CONFERENCE TOGETHER, AND IN AUGUST, ONE OF OUR PROFESSIONAL DEVELOPMENT DAYS BEFORE SCHOOL STARTED WE HAD OUR UN-CONFERENCE 2014. TWENTY-FIVE OF MY COLLEAGUES STEPPED UP TO BE SESSION LEADERS TO TEACH OTHER TEACHERS. WE HAD A WIDE RANGE OF DIFFERENT TOPICS RANGING FROM VOCABULARY ENHANCEMENT STRATEGIES TO USING GROWTH MINDSET IN THE CLASSROOM, AND WE GOT WONDERFUL RESPONSE FROM IT. WE DID A SURVEY AFTERWARDS. OVERWHELMINGLY POSITIVE FEEDBACK FROM TEACHERS. JUST TO READ YOU A QUICK QUOTE FROM ONE OF THE TEACHERS. “I LOVE THE FACT THAT I HAD A CHOICE. THE UN-CONFERENCE GAVE ME A CHANCE TO BUILD RELATIONSHIPS WITH TEACHERS I MIGHT NOT HAVE OTHERWISE CROSSED PATHS WITH. I CHOSE TOPICS THAT I THOUGHT WOULD BE RELEVANT TO ME PERSONALLY, AND HAD HIGH EXPECTATIONS FOR THOSE ATTENDING THE SESSION.” NOW, MORE IMPORTANTLY I THINK IT KIND OF CHANGED THE CULTURE WITHIN OUR SCHOOL TO BE SUPPORTIVE OF TEACHER LEARNING, AND NOT TO BE AFRAID OF THE IDEA OF PROFESSIONAL DEVELOPMENT, AND SO MOVING FORWARD, WE ARE HOPING THAT NEXT YEAR, 2015, THIS WILL BE A 6-12 THING WITHIN OUR SCHOOL DISTRICT SO THAT WE CAN INCLUDE SOME MIDDLE SCHOOL TEACHERS AS SESSION LEADERS. AND THEN THE FOLLOWING YEAR IN 2016, WE WOULD LIKE TO OPEN IT UP TO OTHER SCHOOL DISTRICTS, HOPEFULLY MAKING EAST KENTWOOD HIGH SCHOOL A DESTINATION FOR QUALITY TEACHER PROFESSIONAL DEVELOPMENT. THANK YOU FOR YOUR TIME.>>VERY GOOD.>>THANKS LUKE. CONGRATULATIONS AGAIN.>>THE WEST SIDE, THE WEST SIDE, GUYS.>>LUPE, I HEARD YOU’RE FROM GRAND RAPIDS.>>YES. THANK YOU FOR COMING.>>SHE IS GRAND RAPIDS.>>WHERE’S THAT LINE? WHERE IS THAT WEST-EAST LINE? WHERE WOULD THAT BE?>>THE RIVER?>>GRAND RAPIDS AND THE REST OF THE WORLD, RIGHT? [ LAUGHTER ] [ OVERLAPPING CHATTER ]>>IT’S LIKE THE KENT COUNTY LINE.>>OH.>>THANK YOU VERY MUCH.>>THANK YOU. [ OVERLAPPING CHATTER ]>>WHILE THE BOARD IS MAKING JOKES, IF THE GROUP OF STUDENTS COULD COME UP THAT WOULD BE GREAT. SEE. I TOLD YOU THIS WAS EASY. THEY’RE ALL FUNNY PEOPLE.>>AND THIS IS A TREAT FOR US. ANOTHER REASON NOT BE NERVOUS. WE’RE JUST HAPPY TO SEE REAL PEOPLE WHO ACTUALLY GO TO SCHOOL.>>RIGHT, EXACTLY. LIFELONG LEARNERS.>>I’M GOING TO START THIS WHENEVER YOU’RE READY, AND THEN DON’T WORRY ABOUT IT.>>I DON’T THINK WE’RE GOING TO HAVE A PROBLEM WITH THAT.>>I WONT EVEN START IT YET. YOU JUST GO.>>MY NAME IS M’SHANNON ROCKETTE. I’M THE NEW TECH DIRECTOR AT BENTON HARBOR HIGH SCHOOL, AND WE ARE HERE TO JUST EXPLAIN AND DESCRIBE THE JOY OF BEING IN THE NEW TECH NETWORK. CURRENTLY WE ARE A TURNAROUND MODEL, AND BECAUSE OF THAT, WE DECIDED THAT BECAUSE MORE TRADITIONAL INSTRUCTION WAS NOT MEETING THE NEEDS OF OUR STUDENTS, WE NEEDED A PROGRAM THAT WAS GOING TO BRING THE RELEVANCE OF THE CONTENT TO OUR STUDENTS, SO THAT THEY COULD SEE THE CONNECTION BETWEEN WHAT THEY WERE LEARNING IN THE CLASSROOM TO WHAT THEY WERE GOING TO BE APPLYING IT TO IN THEIR EVERYDAY CAREER JOBS, AND SO NEW TECH BRINGS THAT WITH THEM. THEY BRING IN THE PROJECT-BASED LEARNING THAT ALLOWS THE STUDENTS TO SEE NOT ONLY THE KNOWLEDGE AND THINKING, BUT ALSO HOW IT CONNECTS TO THEIR REAL WORLD AND THEIR COMMUNITY AS WELL AS DEVELOPING THEIR 21st CENTURY SKILLS LIKE COMMUNICATION AND COLLABORATION, AND WITH ME I HAVE SOME OF THE PARTICIPANTS WITHIN OUR MODEL FROM BENTON HARBOR HIGH SCHOOL, AND THEY’RE GOING TO JUST SHARE THEIR EXPERIENCE WITHIN OUR NEW TECH PROGRAM AS IT IS NOW.>>I’M SORRY. COULD YOU FLIP THE TOP LIGHT SWITCH BACK THERE IN THE CORNER?>>IT JUST GOT DIMMER.>>THAT’S FLEXIBILITY. [ LAUGHTER ]>>I THOUGHT I WAS HAVING A STROKE. [ LAUGHTER ]>>WE’RE CURRENTLY COMPLETING OUR FIRST YEAR OF IMPLEMENTATION WHICH WAS OUR 2013-2014 MODEL IN WHICH THE STUDENTS BEFORE YOU WERE FRESHMEN. THEY ARE NOW SOPHOMORES, AND WE HAVE ALSO ADDED OUR FRESHMAN WHICH ARE OUR INCOMING CLASS, SO THEY WILL BE OUR FIRST GRADUATING CLASS UNDER THE NEW TECH MODEL, AND SO I’M GOING TO LET THEM INTRODUCE THEMSELVES.>>HI, MY NAME IS AALIYAH JEFFERSON-CRANSHAW. I AM IN 10th GRADE AT NEW TECH AT BENTON HARBOR HIGH SCHOOL.>>MY NAME IS DEQUARIOUS BROWN AND I AM IN 10th GRADE AT NEW TECH BENTON HARBOR HIGH SCHOOL.>>MY NAME IS CHRISTOPHER HAMLER AND I AM 10th GRADER AT NEW TECH BENTON HARBOR HIGH SCHOOL.>>MY NAME IS SHAWNRA CASTANEDA AND I AM IN 10TH GRADE AT NEW TECH BENTON HARBOR HIGH SCHOOL.>>MY NAME IS WILLIE BRIGHAM AND I AM IN 10th GRADE AT NEW TECH BENTON HARBOR HIGH SCHOOL.>>NEW TECH IS PROJECT BASED LEARNING WHICH HELPS US WITH COMMUNICATION, COLLABORATION, AND WORK ETHIC. ONE THING THAT I LIKE ABOUT NEW TECH IS OUR PROJECTS. LAST YEAR WE DID A PROJECT ON ARTIFACTS AND IT WAS IN AMERICAN STUDIES. ONE THING I WAS IN CHARGE ON DOING WAS BRINGING THE VOTER’S GUIDE AND THE BOX. WE HAD TO MAKE THE BOX SEEM LIKE WE JUST DUG IT UP.>>WELL, ONE THING I’M GOING TO TALK ABOUT IS ECHO. IT’S A LEARNING MANAGEMENT SYSTEM. YOU CAN BRING UP ALL YOUR GRADES ON THE COMPUTER, SEE WHAT YOU’RE MISSING, SEE WHAT YOU NEED TO TURN IN, AND IF THERE IS– IF THERE IS A DAY YOU CAN’T MAKE IT TO SCHOOL, YOU CAN GO ONLINE, AND LOGIN TO YOUR PROFILE OF NEW TECH, AND START ON YOUR WORK AT HOME. ALSO, THERE’S A MESSAGING SYSTEM. YOU CAN MESSAGE YOUR FACILITATORS IN CASE YOU NEED ANY HELP OR HAVE ANY QUESTIONS ABOUT CERTAIN GRADES AND THINGS. WHEN YOU FIRST OPEN UP ECHO, THERE WILL BE AN AGENDA TELLING YOU WHAT YOU NEED TO DO FOR THE DAY, WHAT YOU NEED TO TURN IN, AND THERE IS SOMETHING CALLED THE PROJECT BRIEFCASE THAT SHOWS YOU ALL YOUR WORK, THE PROJECTS THAT YOU HAVE HAD IN THE PAST PROBABLY A MONTH OR SO, AND EXTRA ACTIVITIES FOR EXTRA CREDIT IN CURRENT THINGS.>>ONE THING I LIKE ABOUT NEW TECH IS THE GRADING SYSTEM. IN TRADITIONAL CLASSROOMS, WE GET A LETTER GRADE, BUT IT DOESN’T SHOW US HOW WE DID OUR WORK, OR HOW WE GET GRADED ON. IN NEW TECH, WE GET PERCENTAGES ON HOW WE DO IT. IT– WE GET GRADED ON COLLABORATION POINTS, AGENCY POINTS, KNOWLEDGE AND THINKING, AND ALSO COMMUNICATION POINTS.>>ONE THING I LIKE ABOUT NEW TECH–>>SPEAK UP.>>ONE THING I LIKE ABOUT NEW TECH IS THAT IT’S SO ORGANIZED AND IT LOOKS LIKE A COLLEGE. I LIKE THAT WE GET TO WORK– DO OUR WORK ON THE COMPUTER, AND LOOK AT OUR GRADES BEFORE OUR REPORT CARDS COME OUT. OUR WORK IS ALSO SAVED ON COMPUTERS SO IT CANNOT BE LOST. IN NEW TECH, THEY ARE GREAT WITH TECHNOLOGY BECAUSE WE CAN CONNECT OUR COMPUTERS TO THE ELECTRONIC WHITE BOARD SO THAT THE TEACHER CAN HELP US WITH OUR WORK.>>ONE THING THAT I LIKE ABOUT NEW TECH IS THE TRUST CARDS THAT WE GET. THIS IS MINE FROM MY 9TH GRADE YEAR. A TRUST CARD IS A CARD THAT YOU GET IF THE TEACHERS AND THE STAFF TRUST YOU ENOUGH, AND YOU– THEY THINK YOU’RE RESPONSIBLE ENOUGH TO GET TO CLASS ON TIME AND FINISH YOUR WORK. THE BEST PART OF IT IS WE GET TO WORK OFF CAMPUS AT THE BOYS AND GIRLS CLUB.>>OKAY. SO, MY NAME IS JULIE McBRIDE, AND I’M A MANAGER OF COACHING FROM THE NEW TECH NETWORK, SO JUST WANTED TO KIND OF CLOSE OUR PRESENTATION HERE WITH A LITTLE BIT OF CONTEXT OF HOW NEW TECH AT BENTON HARBOR FITS INTO A BIT OF A BIGGER PICTURE, SO IF YOU’RE NOT FAMILIAR WITH THE NEW TECH NETWORK WE ARE A NON-PROFIT ORGANIZATION THAT SUPPORTS OVER 150 SCHOOLS NATIONWIDE, AND THEN AUSTRALIA AT THIS POINT, AND 12 OF THOSE SCHOOLS HAPPEN TO BE IN MICHIGAN, SO NEW TECH AT BENTON HARBOR IS ONE OF 12. OTHERS ARE IN KENT COUNTY, HOLLAND, NILES, PINCKNEY, YPSILANTI, DEARBORN HEIGHTS, UP IN MERIDIAN NEAR MIDLAND, AND I’M FORGETTING A COUPLE HERE, BUT– SO, I JUST WANTED TO JUST KIND OF GIVE A SENSE OF WHAT NEW TECH IS ABOUT. NEW TECH AT BENTON HARBOR CAME TO US, AND ASKED US TO SUPPORT THEM. ESSENTIALLY, WE’RE FUNDAMENTALLY RETHINKING HOW THEY DO THINGS THERE, AND SO OUR ORGANIZATIONAL PURPOSE IS TO ENSURE THAT EVERY SINGLE KID IN THIS NATION GRADUATES WITH THE KNOWLEDGE, SKILLS, AND ATTRIBUTES TO THRIVE IN WHATEVER POST-SECONDARY CHOICE THAT THEY MAKE FOR THEMSELVES. HOW WE DO THAT ORGANIZATIONALLY IS BUILDING THE ADULT AND ORGANIZATIONAL CAPACITY TO RETHINK WHAT THEY’RE DOING IN COMMUNITIES AND SCHOOL SYSTEMS. WE ALSO, WITH THAT, PROVIDE A SERIES OF RESOURCES AND SUPPORTS AROUND A PARTICULAR MODEL THAT CAME OUT OF OUR FIRST SCHOOL, NAPA NEW TECH TECHNOLOGY HIGH SCHOOL IN CALIFORNIA. ESSENTIALLY WHERE SILICON VALLEY FOLKS SAID IN THE ’90s, “WE CAN’T HIRE THE KIDS YOU’RE GRADUATING FROM NAPA UNIFIED DISTRICT. YOU’VE GOT TO DO SOMETHING DIFFERENTLY.” AND SO, MY COLLEAGUES CREATED THE FIRST NEW TECH SCHOOL. BILL AND MELINDA GATES CAME IN AND SAID, “WOW. IF YOU CAN REPLICATE THIS– IF YOU THINK YOU CAN REPLICATE THIS ACROSS THE COUNTRY WE’LL HELP YOU,” AND SO NOW, A LITTLE UNDER 20 YEARS LATER, WE’RE 150 SCHOOLS STRONG, AND I THINK NEW TECH AT BENTON HARBOR IS A PRETTY BEAUTIFUL EXAMPLE OF SOME BRIGHT SPOTS EMERGING IN A COMMUNITY THAT– I THINK WE’RE ONLY JUST SEEING THE BEGINNING FROM, SO THANK YOU SO MUCH.>>THANK YOU. YOU GUYS WERE GREAT.>>VERY GOOD. [ APPLAUSE ]>>THE YOUNG MAN WHO TOLD HE WAS NERVOUS OUTSIDE. YOU DID GREAT. [ LAUGHTER ]>>THANK YOU FOR BEING HERE.>>CAN I MENTION AS THE OTHERS ARE COMING UP, JUST TO CONNECT THE DOTS, THAT BENTON HARBOR IS UNDER A CONSENT AGREEMENT, WHICH WE THINK IS MUCH BETTER THAN THE EM MODEL, AND IN THIS PARTICULAR CASE THEY– I THINK OUR EDUCATION PLAN HASN’T BEEN APPROVED YET. WE’RE RESPONSIBLE FOR THE EDUCATION SIDE WITH THE DISTRICT, BUT VERY OPTIMISTIC ABOUT IT PARTICULARLY WITH AN INITIATIVE LIKE THIS BECAUSE WE TALKED ABOUT IT IN HOUSE JUST THE OTHER DAY, SO GREAT WORK.>>OKAY, THE NEXT PERSON IS MARQUES STEWART FOLLOWED BY PAMARA ENGLISH. MARQUES STEWART, IF YOU’LL COME TO THE TABLE.>>GOOD AFTERNOON.>>GOOD AFTERNOON.>>MY HEART IS RACING RIGHT NOW. THIS IS A NERVOUSNESS THAT I’VE NEVER FELT BEFORE A BOARD, SO PLEASE BEAR WITH ME. YOU ALL MAKE ME NERVOUS JUST BY STARING AT ME. [ LAUGHTER ] I COME HERE TODAY IN SUPPORT OF THE EAA. I SERVE AS PRINCIPAL AT BRENDA SCOTT ACADEMY WHICH IS LOCATED IN DETROIT, MICHIGAN. I’VE BEEN THE PRINCIPAL AT BRENDA SCOTT SINCE THE EAA WAS FORMED IN 2012, AND THERE’S BEEN A LOT OF MISCONCEPTIONS AND THINGS THAT HAVE BEEN SAID IN THE MEDIA ABOUT OUR SCHOOL DISTRICT, AND I CAN TELL YOU I’VE WORKED IN THREE DIFFERENT STATES, AND YOU SHOW ME A PERFECT SCHOOL DISTRICT, THEN I’M WILLING TO FOLLOW, BUT WE HAVE DONE SOME SIGNIFICANT THINGS AS FAR AS MAKING PROGRESS WITH STUDENTS. WE TALK ABOUT THE SCHOOL WE’RE CURRENTLY AT BEFORE WE ARRIVED IN 2012. IT’S PROBABLY ONE OF THE MOST CHALLENGING SCHOOLS IN THE CITY OF DETROIT, AND WHEN YOU LOOK AT OUR SCHOOLS ACROSS OUR DISTRICT, WE HAVE SOME OF THE MOST CHALLENGING SCHOOLS ACROSS THE STATE, AND WE ROLLED OUR SLEEVES UP. WE BUILT REALLY GOOD RELATIONSHIPS IN THE COMMUNITY, AND WHEN YOU LOOK AT OUR CHILDREN THEY ARE REALLY EXCELLING IN THIS MODEL. WHEN YOU TALK ABOUT STUDENT AND LEARNING I’VE NEVER SEEN STUDENTS HAVE AN OPPORTUNITY TO FEEL SUCCESSFUL. YOU HAVE STUDENTS WHO MAY BE 13 YEARS OLD IN OUR BUILDINGS THAT WHEN WE GOT THERE COULD NOT IDENTIFY COINS. YOU HAVE 66% WHEN WE ARRIVED– 66% OF OUR KINDERGARTEN THROUGH 3rd GRADE POPULATION COULD NOT IDENTIFY A SINGLE LETTER OF THE ALPHABET, AND WE THINK ABOUT IT EVEN FURTHER. FIFTY-FIVE PERCENT OF THAT SAME GROUP OF STUDENTS COULD NOT RECOGNIZE NUMBERS,. SO WHEN I SEE PEOPLE COMMENT IN THE NEWSPAPER ABOUT WE’RE NOT MAKING PROGRESS, YOU HAVE TO LOOK AT WHERE WE STARTED, AND WE STARTED WITH A POPULATION OF CHILDREN WHO COME FROM AN IMPOVERISHED BACKGROUND AND CHALLENGING SITUATION THAT MOST TIMES THE MEDIA DOESN’T TALK ABOUT, BUT I JUST WANT YOU UNDERSTAND TODAY THAT THE EAA– AND I’M TOTALLY FOR EVEN THOUGH THE WORK THAT I’VE SEEN, AND THE PROGRESS THAT OUR CHILDREN HAVE MADE, AND BEFORE WE ALLOW ADULT DECISIONS OR POLITICAL DECISIONS TO AFFECT THE LIVES OF CHILDREN, PLEASE THINK ABOUT THE CHILDREN THAT ARE AT STAKE. WE HAVE CHILDREN THAT HAVE BEEN IN THESE SCHOOLS FOR YEARS AND HAVEN’T HAD AN OPPORTUNITY TO BE ACADEMICALLY SUCCESSFUL. WE’RE AT A POINT NOW THAT WE’RE ABLE TO TRANSFORM EDUCATION FOR THESE CHILDREN. WHEN WE TALK ABOUT REBUILDING DETROIT, THIS IS WHERE IT STARTS, WITH THE CHILDREN. SO, AS WE ALL– AS YOU ALL MAKE DECISIONS GOING FORWARD, PLEASE TAKE THE TIME TO CONSIDER THE CHILDREN BECAUSE FOR ME THAT’S WHERE MY HEART IS. I KNOW THAT’S WHY YOU’RE ALL HERE. THAT’S WHERE OUR HEART IS. THANK YOU.>>THANK YOU.>>THANK YOU, SIR.>>PAMARA ENGLISH FOLLOWED BY DEBRA BULOCK.>>GOOD AFTERNOON. I AM PAMARA ENGLISH AND I AM ALSO FROM– THAT’S OKAY. I’M FROM BRENDA SCOTT ACADEMY AS WELL WITH PRINCIPAL STEWART. I AM AN INSTRUCTIONAL COACH AT BRENDA SCOTT ACADEMY. I WAS HIRED ALSO WITH MR. STEWART IN 2012 WHEN THE EAA FIRST BECAME A TAKEOVER DISTRICT. WHEN I WAS HIRED, I WAS HIRED AS A 1st GRADER TEACHER, SO I HAVE BOTH EXPERIENCE INSIDE OF THE CLASSROOM AS WELL AS OUTSIDE OF THE CLASSROOM. I’VE TAUGHT IN PRIVATE EDUCATION. I’VE TAUGHT IN CHARTER EDUCATION, AS WELL AS PUBLIC SCHOOL EDUCATION AS I HAVE 10 YEARS EXPERIENCE, AND I MUST SAY THAT WHEN I FIRST BECAME A 1st GRADE TEACHER– OR WHAT WE WOULD SAY A LEVEL 3-4 TEACHER WITHIN THE EAA, SINCE WE TEACH STUDENTS IN LEVELS, AND NOT TRADITIONAL GRADE LEVELS, IT WAS AN EXPERIENCE I HAD NEVER BEEN EXPOSED TO BEFORE. BECAUSE OF MY PRIOR EXPERIENCE I THOUGHT THAT I KNEW WHAT 1st GRADE STUDENTS WERE SUPPOSED TO BE AT THE BEGINNING OF THE SCHOOL YEAR, SO I BEGAN COMPILING ALL OF THESE ASSESSMENTS SAYING, “OKAY. THIS IS WHERE THESE STUDENTS ARE GOING TO BE.” HOWEVER, I WAS COMPLETELY WRONG BECAUSE, AGAIN, 1st GRADE STUDENTS DID NOT RECOGNIZE ALL OF THE NUMBERS AND ALL OF THE LETTERS OF THE ALPHABET. THEY COULD NOT WRITE THEIR NAME. SO THE STUDENTS THAT WE SERVICE IN 48205, MANY OF THEM HAVE BEEN WRITTEN OFF JUST BECAUSE OF WHERE THEY LIVE. HOWEVER, WE BELIEVE IN THEM. WE BELIEVED IN THEM WHEN WE CAME IN 2012, AND WE’VE SEEN THE CHANGE TRANSITION. I AM A PRODUCT OF DETROIT PUBLIC SCHOOLS, SO I AM NOT ANTI-DPS. HOWEVER, I DO KNOW THAT A CHANGE WAS WELL IN ORDER, AND SINCE WE’VE COME WE’VE SEEN GREAT PROGRESS. MR. FLANAGAN AS WELL AS MR. ARNE DUNCAN CAME INTO MY CLASSROOM ALONG WITH FOX 2 NEWS DURING OUR 1st YEAR TO TALK ABOUT THE SCO MODEL, AND THE CHANGE, AND THINGS LIKE THAT, SO WE KNOW THAT THERE’S A LOT OF POLITICS AROUND IT, BUT ONE QUESTION THAT I WILL LEAVE YOU GUYS WITH IS: “WHERE WAS THE UPROAR WHEN SCHOOL HAD NOT MADE AYP SINCE IT WAS BUILT IN 2004?” THE TAKEOVER DID NOT CHANGE UNTIL 2012, BUT THE SCHOOL HAD NEVER MADE AYP, SO LEAVE US BE– WE’RE DOING A GREAT JOB. THANK YOU.>>THANK YOU.>>THANK YOU.>>DEBRA BULOCK FOLLOWED BY MICHAELA McARTHUR.>>HELLO.>>HELLO.>>HELLO.>>HI. MY NAME IS MS. BULOCK. I REPRESENT DENBY HIGH SCHOOL. IT’S ALSO AN EAA SCHOOL. I SUPPORT THE EDUCATION ACHIEVEMENT AUTHORITY BECAUSE THE SYSTEM ALLOWS THE PRINCIPAL TO TAILOR THE SCHOOL ACCORDING TO THE NEEDS OF THE COMMUNITY. STUDENTS ARE TAUGHT TO THEIR LEVEL, AND IT’S ESPECIALLY IMPORTANT FOR HIGH SCHOOL STUDENTS BECAUSE THEY ARE ONE STEP AWAY FROM THE REAL WORLD. I ENJOY CLOSELY WORKING WITH THE SCHOOL BECAUSE I HAVE A SAY IN WHAT’S BEEN GOING ON IN SCHOOL. I COVER APPROACHING THE STAFF AND ADMINISTRATORS. MY STUDENTS HAVE STRUGGLED FOR YEARS, MY SON AND MY DAUGHTER, ON EDUCATION. WELL, MY SON DIDN’T, BUT MY DAUGHTER HAS. MY SON HAS CANCER, AND WHEN HE’S IN THE HOSPITAL HE’S ABLE TO DO HIS WORK ONLINE, COME TO SCHOOL, AND MAINTAIN ALL HIS As. MY DAUGHTER HAS ADHD. SHE’S NOT IN A SPECIAL ED CLASS BECAUSE HER TEACHER TURNED HER THE RIGHT WAY THROUGH COMMON CORE. OUR ATMOSPHERE HAS CHANGED WITH THE DENBY SECURITY AND WITH THE STAFF. EVERYBODY’S HELPING EACH OTHER THERE, IT’S A FAMILY-STRONG ORIENTED SCHOOL, AND WE’RE TEACHING OUR CHILDREN IN THE BEST WAY WE CAN, AND I SUPPORT THE EAA, EDUCATION ACHIEVEMENT AUTHORITY, TO THE UTMOST.>>THANK YOU.>>THANK YOU.>>MICHAELA McARTHUR, PLEASE, FOLLOWED BY SHANA MURPHY.>>GOOD AFTERNOON. MY NAME IS MICHAELA McARTHUR. I, ALSO, AM A TEACHER AT BRENDA SCOTT. I TEACH THE LITTLEST KIDS THERE, WHICH ARE OUR 5 AND 6 YEAR-OLDS. I TAUGHT THERE SINCE 2012, AND AM PROUD TO SAY THAT I COULD NEVER IMAGINE TEACHING WITHOUT USING STUDENT-CENTERED LEARNING. ONE OF THE BIG THINGS THAT WE PROMOTE IS THE OWNERSHIP BACK ON STUDENTS, AND AT FIRST, I CAN TELL YOU, I WAS A VERY BIG SKEPTIC. I SAID, “THERE IS NO WAY I AM LETTING A 5 YEAR OLD PICK WHAT THEY ARE GOING TO LEARN ABOUT, AND HOW THEY’RE GOING TO LEARN,” BUT WITH THIS MODEL THERE IS– IT’S WHAT’S BEST FOR KIDS. IT’S EVERYTHING THAT YOU GUYS HAVE BEEN TALKING ABOUT TODAY WITH GRANTS, AND ALL OF THE INITIATIVES THAT ARE MOVING FORWARD. WE’RE BEING INNOVATIVE AND WE’RE ALLOWING OUR STUDENTS REALLY TO LEARN WHAT THEY NEED TO LEARN. I AM SO HAPPY THAT I’VE DONE THIS BECAUSE I’VE TAUGHT TRADITIONALLY BEFORE WHERE I STOOD UP IN FRONT OF A CLASSROOM, AND I DIDN’T KNOW MY KIDS. I COULD TELL YOU WHO THEY WERE AND WHERE THEY WERE, KIND OF. A LITTLE BIT. BUT IF YOU WALKED INTO MY CLASSROOM RIGHT NOW, LOOKED AT MY ROSTER, AND PICKED A STUDENT, I CAN TELL YOU EXACTLY WHAT LEVEL THEY’RE ON. I CAN TELL YOU WHAT THEIR NEEDS ARE, WHERE THEY’RE LEARNING, AND EVERYTHING THAT THEY NEED FROM ME, AND ALSO THEIR FAMILY BACKGROUNDS, SO I AM TRULY A BETTER TEACHER BECAUSE OF THIS MODEL. WE WANT TO INVITE YOU TO OUR SCHOOLS AT ANY TIME. PLEASE. YOU ARE MORE THAN WELCOME TO COME IN. WE’RE DOING SOMETHING REALLY INNOVATIVE AT OUR SCHOOL WITH OUR KINDERGARTEN CLASS. INSTEAD OF PUTTING TRANSITIONS INTO THEIR DAY WHICH CAN MAKE IT DIFFICULT FOR THEM, WE’RE IN A GIANT, GIANT CLASSROOM, AND WE’RE GIVING THE KIDS EXACTLY WHAT THEY NEED IN THAT ENVIRONMENT MORE THAN TWO-THIRDS– ALMOST– OVER THREE-QUARTERS OF OUR KIDS LEFT WHAT WOULD HAVE BEEN A 1st OR 2nd GRADE LEVEL LEAVING KINDERGARTEN WITH US, AND THEY WALKED IN NOT WRITING THEIR NAME, NOT TYING THEIR SHOES, NOT DOING ANYTHING, AND NOW THEY’RE INVESTED IN THEIR LEARNING, SO I JUST WANTED TO LET YOU KNOW THAT THAT IS MY FEELING ABOUT THE EDUCATION ACHIEVEMENT AUTHORITY. I KNOW THAT WE HAVEN’T DONE EVERYTHING PERFECTLY, BUT WE ARE GROWING AND LEARNING, AND WE’RE DOING THINGS THAT SUPPORT OUR TEACHERS. THANK YOU.>>THANK YOU.>>THANK YOU MA’AM.>>SHANA MURPHY, PLEASE, FOLLOWED BY KATHY LESTER.>>GOOD MORN– AFTERNOON. GOOD AFTERNOON. I KNOW IT’S BEEN A LONG DAY FOR YOU ALL. MY NAME IS SHANA MURPHY. I AM THE ACADEMIC ENGAGEMENT OFFICER AT BRENDA SCOTT ACADEMY THROUGH THE EAA, AND I JUST WANTED TO TALK, AS MY COLLEAGUES HAVE ALREADY, IN SUPPORT OF WHAT WE DO IN TERMS OF TEACHING AND LEARNING, CULTURE AND CLIMATE FOR THE KIDS THAT WE SERVE AT BRENDA SCOTT EVERY DAY. AS WAS ALREADY MENTIONED, MR. FLANAGAN AND MR. DUNCAN HAVE ALREADY VISITED OUR SCHOOL, AND SAW THE AMAZING THINGS THAT ARE GOING ON AT BRENDA SCOTT EVERY DAY, BUT QUICKLY, AS WE THINK ABOUT THE VIABILITY AND PURPOSE OF THE EAA, WE WANT TO KEEP AT THE FOREFRONT THE LIVELIHOOD AND THE LIVES OF THE STUDENTS AND FAMILIES THAT WE SERVE IN THE CITY OF DETROIT. BEING BORN AND RAISED IN THE CITY AND BEING A GRADUATE OF THE PUBLIC SCHOOL SYSTEM, I UNDERSTAND THAT THE LIVELIHOOD OF THE STUDENTS’ FAMILIES– STUDENTS AND FAMILIES, AND THE CITY DEPEND ON THE EDUCATION OF ITS YOUNG PEOPLE BECAUSE AT THE END OF THE DAY THAT’S WHEN YOU TALK ABOUT THE TAX BASE. THE UNEMPLOYMENT RATE. EVERYTHING THAT GOES INTO THE VIABILITY OF A PRODUCTIVE CITY IS BASED UPON THE FOUNDATION THAT WE CREATE, AND THAT’S IN THE CHILDREN AND THE EDUCATION. BEFORE THIS ROW, I WAS A MIDDLE SCHOOL MATH TEACHER IN THE DETROIT METRO AREA AND ONE THING I ALWAYS TOLD MY KIDS WAS THAT THERE’S MULTIPLE WAYS TO GET TO THE SAME DESTINATION. I COULD TAKE THREE DIFFERENT ROUTES TO GET TO WORK, BUT AS LONG AS WE GOT TO THE SAME PLACE THAT’S ALL THAT MATTERED, SO AS THE GROUP FROM BENTON HARBOR ALREADY REMINDED US, TRADITIONAL EDUCATION DOESN’T WORK FOR ALL OF THE KIDS THAT WE SERVE, SO– ESPECIALLY THOSE, UNFORTUNATELY, THE BLACK AND BROWN COMMUNITY AND LOW INCOME AND WORKING CLASS COMMUNITIES. SO, WHAT DOES THAT MEAN? WE NEED TO FIND A DIFFERENT ROUTE TO THE SAME DESTINATION, SO AS WE MOVE FULL STEAM AHEAD, AND I URGE YOU TO CONSIDER SUPPORTING THE WORK OF THE TEACHERS AND LEADERS OF THE EDUCATION ACHIEVEMENT AUTHORITY. MANY STORIES HAVE BEEN TOLD ABOUT US WITH SUGGESTED LESSONS TO BE LEARNED, BUT THE BEST LESSON IS THE ONE THAT YOU’VE LEARNED YOURSELF, SO WE ENCOURAGE YOU TO COME DOWN SOUTH AND VISIT US AT ANY TIME. ESPECIALLY AT THE BRENDA SCOTT ACADEMY. OUR DOORS ARE ALWAYS OPEN, AND IF YOU HAVEN’T HEARD ALREADY, THE BRENDA SCOTT ACADEMY HAS COME OFF OF THE STATE’S PLA LIST THIS YEAR, RIGHT, SO THAT HAS ONLY COME ABOUT– [ APPLAUSE ] THAT’S ONLY COME ABOUT THROUGH THE LOVE, DEDICATION, AND HEARTFELT COMMITMENT TO THE YOUNG PEOPLE THAT WE SERVE EVERY DAY AT BRENDA SCOTT ACADEMY, AND THE NEVER-GIVE-UP ATTITUDE OF OUR LEADER AND THE TEACHERS THAT COME THROUGH THOSE DOORS EVERY DAY. WE THANK YOU FOR LISTENING TO US.>>THANK YOU.>>THANK YOU MA’AM.>>KATHY LESTER, PLEASE, FOLLOWED BY DR. KAFI KUMASI.>>HERE SOME HANDOUTS. THEY’RE IN PACKS.>>OKAY.>>OKAY. I’M KATHY LUSTER AND I’M PRESIDENT OF MAME WHICH IS THE ASSOCIATION OF SCHOOL LIBRARIANS IN MICHIGAN, AND I’M HERE TO TALK ABOUT THE NEED TO SUPPORT OUR SCHOOL LIBRARIES. STRONG SCHOOL LIBRARIES ARE CRITICAL FOR STUDENT SUCCESS. ON THE AGENDA FOR TODAY’S MEETING IS A RESOLUTION TO SUPPORT SCHOOL LIBRARIES, AND MYSELF AND SEVERAL COLLEAGUES AND KAREN WRIGHT WHO’S HERE FROM THE LIBRARY OF MICHIGAN IS HERE TO ASK YOU TO VOTE IN SUPPORT OF THE RESOLUTION. CURRENTLY, MICHIGAN’S READING ACHIEVEMENT AND SUPPORT FOR SCHOOL LIBRARIES BOTH RANKED NEAR THE BOTTOM COMPARED WITH OTHER STATES. THERE WAS A RECENT ARTICLE IN THE “DETROIT FREE PRESS” THAT SHOWS THAT MICHIGAN IS ONE OF ONLY SIX STATES THAT SUFFERED A READING ACHIEVEMENT LOSS FROM 2003-2013 AS REPRESENTED BY 4th GRADE NAEP SCORES. DURING THE SAME PERIOD, MICHIGAN LOST MANY SCHOOL LIBRARIANS. THE HIGHEST LOSS OF ANY IN THE NATION. THE NUMBER OF SCHOOL LIBRARIANS IN MICHIGAN DROPPED FROM 1,429 IN 2003 TO 531 IN 2013. MICHIGAN NOW RANKS 46th IN THE COUNTRY WITH 1 CERTIFIED WORKING LIBRARIAN FOR EVERY 2,494 STUDENTS WHERE THE NATIONAL AVERAGE IS 1 PER 1,085 STUDENTS. I BELIEVE MICHIGAN’S LOSS IN READING ACHIEVEMENT AND LOSS OF SCHOOL LIBRARIANS IS RELATED. MULTIPLE STUDIES IN OVER 20 STATES SHOW SCHOOL LIBRARIANS– SCHOOL LIBRARIES WITH FULL TIME TEACHING SCHOOL LIBRARIANS HAVE A HIGH IMPACT ON INCREASING STUDENT ACHIEVEMENT REGARDLESS OF SOCIOECONOMIC OR EDUCATION LEVELS OF THE COMMUNITY. IN FACT, STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED, BLACK, HISPANIC, OR HAVE DISABILITIES BENEFIT PROPORTIONALLY MORE THAN GENERAL STUDENTS WHEN THEY HAVE A FULL TIME CERTIFIED LIBRARIAN WORKING WITH THEM. IN ADDITION, CHILDREN IN POVERTY GREW UP WITH FEWER BOOKS IN THE HOME AND LESS ACCESS TO BOOK STORES AND PUBLIC LIBRARIES, THUS MAKING ACCESS TO THEIR SCHOOL LIBRARIES MORE IMPORTANT. SCHOOL LIBRARIANS DO MORE THAN JUST PROVIDE ACCESS TO BOOKS TODAY, HOWEVER. THEY PLAY A KEY ROLE IN THE TRANSITION TO DIGITAL LEARNING AND IN THE IMPLEMENTATION OF THE NEW COMMON CORE STANDARDS. SCHOOL LIBRARIANS ARE MOST OFTEN THE TECHNOLOGY LEADERS IN THEIR SCHOOL. THEY TYPICALLY PROVIDE PROFESSIONAL DEVELOPMENT FOR TEACHERS AND TECHNOLOGY INTEGRATION, RESOURCE UTILIZATION, DIGITAL CITIZENSHIP. THEY SUPPORT, COLLABORATE, AND CO-TEACH WITH CLASSROOM TEACHERS IN READING DEVELOPMENT AND INTEGRATING INFORMATION AND TECHNOLOGY LITERACY SKILLS UNDER THE CURRENT CURRICULUM, AND IN MEETING EXPECTATIONS FOR RESEARCH IN THE COMMON CORE STANDARDS. ANOTHER POINT– I WAS GIVEN A LIST OF 31 WATCH SCHOOLS ASSOCIATED WITH THE AFRICAN AMERICAN YOUNG MEN OF PROMISE INITIATIVE. I BELIEVE THESE WERE FOCUS AND PRIORITY SCHOOLS, AND OUT OF THOSE 31 SCHOOLS THERE’S 1.4 CERTIFIED LIBRARY STAFF. THE TWO SCHOOLS WITH THE STAFF ARE WEST BLOOMFIELD AND LIVONIA, SO I BELIEVE MICHIGAN STUDENTS DESERVE EQUITABLE ACCESS TO SCHOOL LIBRARIES WITH APPROPRIATE RESOURCES, PROGRAMMING, AND CERTIFIED STAFF, WHICH ARE CRITICAL IN SUPPORTING READING ACHIEVEMENT IN THE 21st CENTURY FOR TEACHING AND LEARNING. THANK YOU VERY MUCH.>>THANK YOU.>>THANK YOU MA’AM.>>KAFI KUMASI, PLEASE, FOLLOWED BY JEANNA WALKER.>>AND YOU WILL CORRECT THE PRONUNCIATION OF YOUR NAME, RIGHT?>>ACTUALLY YOU DID A GOOD JOB. THAT’S RIGHT.>>I WAS HOPEFUL.>>GOOD MORNING. MY NAME IS DR. KAFI KUMASI. I AM CURRENTLY AN ASSISTANT PROFESSOR IN THE SCHOOL OF LIBRARY AND INFORMATION SCIENCE AT WAYNE STATE UNIVERSITY. IN CASE YOU AREN’T AWARE, WAYNE STATE IS ONE OF ONLY TWO GRADUATE SCHOOL PROGRAMS THAT OFFER ACCREDITED SCHOOL LIBRARY PREPARATION PROGRAM FOR PEOPLE WHO WANT TO BECOME SCHOOL LIBRARIANS, AND WE ARE ONE OF THE ONLY ONLINE PROGRAMS, SO WE DO SERVE THE ENTIRE STATE OF MICHIGAN, AND IN FACT PROBABLY MORE THAN THE U.S. STATES AND OUTSIDE OF THE U.S., AS WELL, SO I’M HERE TO COMMEND THIS BODY FOR SUPPORTING THE RESOLUTION, AND HOPEFULLY SUPPORTING THE RESOLUTION TO SUPPORT SCHOOL LIBRARIES, AND TO GIVE YOU A LITTLE BACKGROUND ABOUT WHY I THINK IT’S IMPORTANT, AND I ALSO WANT TO JUST REMIND THAT THIS HONORABLE BODY DID PASS THE PREPARATION STANDARDS FOR SCHOOL LIBRARY PROGRAMS BACK IN 2012 UNDER MIKE FLANAGAN, SO WE’RE HOPING THAT THIS BODY WILL CONTINUE TO MOVE THAT EFFORT FORWARD BECAUSE OUR CURRENT TEST TO CERTIFY OUR SCHOOL LIBRARIANS IS WOEFULLY OUTDATED, SO THAT’S KIND OF A SEPARATE ISSUE THAT I WANTED TO MENTION, BUT I WANTED TO JUST SAY A FEW REMARKS ABOUT WHY THIS RESOLUTION IS IMPORTANT. IF WE THINK ABOUT THIS RESOLUTION, IT’S PART OF A LARGER MOVEMENT TO RECOGNIZE LITERACY AS A CIVIL RIGHT. IF WE THINK BACK TO THE NOT SO DISTANT PAST, OBTAINING LITERACY WAS A BASIC — TANTAMOUNT TO ONE’S ABILITY TO ACQUIRE SOCIAL STATUS AND ECONOMIC STATUS, SO UNFORTUNATELY, BOTH WOMEN AND SLAVES WERE DENIED ACCESS TO THE RIGHT TO READ, AND IN ORDER TO, YOU KNOW, ADVANCE THEMSELVES SOCIALLY, SO IF WE FAST FORWARD TO THE 21ST CENTURY, I SUBMIT THAT LIBRARIES ARE A SORT OF SPONSOR OF A NEW KIND OF LITERACY THAT IS ESSENTIAL FOR SOCIAL ADVANCEMENT, AND THAT’S INFORMATION LITERACY, SO TODAY BEING INFORMATION LITERATE IS A NEW DIVIDER BETWEEN THOSE WHO HAVE SOCIAL AND ECONOMIC STATUS AND THOSE WHO HAVE NO FORESEEABLE WAY UP THE SOCIAL LADDER, SO TO BE ABLE TO GO BEYOND A SIMPLE GOOGLE SEARCH AND UNDERSTAND HOW INFORMATION IS ORGANIZED, AND HOW TO CONDUCT EFFECTIVE RESEARCH, AND HOW TO EVALUATE THE INFORMATION THAT’S AVAILABLE IN A MULTITUDE OF ONLINE PLACES CAN BE LIKENED TO THE BASIC READING AND WRITING FORM OF LITERACY OF YESTERDAY. SO, HOW DO TODAY’S YOUTH– PARTICULARLY URBAN YOUTH IN CHARTER SCHOOLS AND EAA SCHOOLS WHO RARELY, IF EVER, COME IN CONTACT WITH CERTIFIED SCHOOL LIBRARIANS WHO ARE TRAINED IN THE LATEST INFORMATION LITERACY INSTRUCTION AND CONNECTION WITH THE CURRICULUM AND STUDENT SOCIAL MEDIA PRACTICES– WHERE DO THEY GAIN THESE ESSENTIAL COLLEGE READINESS SKILLS AND LIFE SKILLS? THE SAD ANSWER IS THAT THEY OFTEN DON’T GAIN THESE SKILLS. THEY BECOME PART OF AN INCREASING NUMBER OF YOUNG ADULTS BETWEEN THE AGE OF 17 AND 24 WHO ARE DISCONNECTED FROM MAINSTREAM CULTURE, AND THESE YOUNG ADULTS OFTEN LIVE AT HOME WITH THEIR PARENTS OR BECOME HOMELESS, AND STRUGGLE TO FIND JOBS, AND KEEP UP WITH BASIC TECHNOLOGY SKILLS SUCH AS COMPLETING AN ONLINE JOB APPLICATION. SO, THIS HAPPENS IN PART BECAUSE SCHOOLS HAVE NOT PREPARED THESE YOUNG PEOPLE ADEQUATELY TO PREPARE AND PARTICIPATE IN THE NEW GLOBAL ECONOMY OF INFORMATION. TEACHERS CAN CARRY SOME OF THIS LOAD, BUT IN TANDEM WITH THE SCHOOL LIBRARIAN, THE LEARNING IS MUCH MORE COMPREHENSIVE AND MEANINGFUL. AND I’LL CLOSE WITH THE IDEA THAT, YES, TECHNOLOGY AND ACCESS TO TECHNOLOGY IS IMPORTANT, BUT AFFLUENT SCHOOL DISTRICTS HAVE RECOGNIZED THAT IT’S NOT JUST ABOUT ACCESS TO TECHNOLOGY. IT’S ABOUT BRIDGING THAT DISCONNECT BETWEEN PROFESSIONALLY TRAINED TEACHERS AND SCHOOL LIBRARIANS WHO ARE ABLE TO KIND OF ACCESS ALL OF THE WONDERFUL RESOURCES THAT WE HAVE AT OUR DISPOSAL, SUCH AS MEL, AND A LOT OF THE THINGS THAT TEACHERS DON’T HAVE THE TIME TO FIND OUT ABOUT. SCHOOL LIBRARIANS HELP TO KIND OF MAKE THAT CONNECTION FOR THEM, SO I WANT TO COMMEND THIS BODY FOR HOPEFULLY PASSING THE RESOLUTION, AND SUBMIT TO YOU THAT LITERACY AND SUPPORT OF LIBRARIES IS A BASIC CIVIL RIGHT, AND EVERY K-12 STUDENT DESERVES IT.>>THANK YOU.>>THANK YOU MA’AM.>>THANK YOU.>>BY THE WAY, I NOTICED OUR MDE LIBRARY FOLKS IN THE BACK GAVE A YELP WHEN YOU SAID MEL, SO WE WANT TO ACKNOWLEDGE THAT. [ LAUGHTER ]>>JEANNA WALKER IS THE NEXT SPEAKER, FOLLOWED BY JENNIFER ARNSWALD.>>GOOD AFTERNOON. I’M JEANNA WALKER. I AM A TEACHER AND SCHOOL LIBRARIAN AT PORTAGE NORTHERN HIGH SCHOOL, PORTAGE PUBLIC SCHOOLS IN THE SOUTHWEST CORNER OF OUR STATE. I’D LIKE TO TALK TODAY ABOUT SL21. THE SCHOOL LIBRARY PROGRAM PROVIDES LEARNING OPPORTUNITIES IN MULTIPLE LITERACIES THAT ENABLE OUR STUDENTS TO BECOME EFFICIENT AND EFFECTIVE IN THE PURSUIT OF INFORMATION. THIS INSTRUCTION OCCURS BEST IN THE CONTEXT OF THE SCHOOL CURRICULUM, WHERE STUDENTS HAVE A NEED TO KNOW, AND ARE GUIDED BY A STANDARD OF EXCELLENCE THAT IS SET BY THEIR CLASSROOM TEACHERS IN COLLABORATION WITH THE SCHOOL LIBRARIAN. WE HEARD TODAY FROM KATHY AND KAFI, AND THEY SPOKE ON THE STRONG IMPACT OF QUALITY SCHOOL LIBRARY PROGRAMS, BUT WHAT DOES THAT LOOK LIKE, AND HOW DO WE MEASURE THAT? THE ANSWER LIES IN SL21, OR THE SCHOOL LIBRARY 21 MEASUREMENT BENCHMARKS FOR MICHIGAN SCHOOL LIBRARIES. THESE BENCHMARKS WERE ORIGINALLY DEVELOPED BY THE LIBRARY OF MICHIGAN IN PARTNERSHIP WITH MAME, THE MICHIGAN ASSOCIATION FOR MEDIA IN EDUCATION, IN 2009. THEY WERE RIGOROUSLY UPDATED IN 2013 TO REFLECT CURRENT NATIONAL SCHOOL LIBRARY STANDARDS. THEY WERE ENDORSED BY THE LIBRARY OF MICHIGAN BOARD IN 2013, AND WE WERE HERE IN NOVEMBER OF 2013 TO PRESENT THEM TO THIS BOARD. THE SL21 EVALUATION TOOL SERVES AS A QUANTITATIVE ANSWER TO WHAT A SCHOOL LIBRARY PROGRAM CAN ACHIEVE AND THE PATH TO ACCOMPLISH IT. FOR THOSE WHO DO NOT HAVE A SCHOOL LIBRARY PROGRAM, IT GIVES A MODEL TO WORK TOWARDS. THE SL21 VOLUNTARY SELF ASSESSMENT ASSISTS CERTIFIED SCHOOL LIBRARIANS AND THEIR ADMINISTRATORS IN REVIEWING, IMPROVING, AND PROMOTING QUALITY SCHOOL LIBRARY PROGRAMS. IT EVALUATES STAFFING, RESOURCES, AND OF PARAMOUNT IMPORTANCE, THE SCHOOL LIBRARIAN AS THE COLLABORATOR WITH THE CLASSROOM TEACHER AND THE TEACHING AND LEARNING ACTIVITIES WITHIN OUR SCHOOLS. SL21 RECOGNIZES THAT THE SUCCESS OF OUR STUDENTS AND THEIR ACHIEVEMENT DEPENDS ON THE QUALITY OF THE SCHOOL LIBRARIAN WHO INSTRUCTS AND COLLABORATES TO BRING INQUIRY-BASED RESEARCH, READING GUIDANCE, AND TECHNOLOGY INTEGRATION TO OUR STUDENTS AND OUR STAFF. THE SCHOOL LIBRARY RESOLUTION ON TODAY’S AGENDA CALLS FOR SCHOOL ADMINISTRATORS AND SCHOOL LIBRARIANS TO USE THE SL21 MEASUREMENT BENCHMARKS TO ASSESS THE QUALITY OF SCHOOL LIBRARY PROGRAMS IN INDIVIDUAL SCHOOLS. WE ARE ASKING TODAY THAT THE SCHOOL BOARD SUPPORT THIS RESOLUTION ON PROVIDING QUALITY SCHOOL LIBRARY PROGRAMS FOR OUR STUDENTS, OUR STAFF, AND OUR COMMUNITIES. THANK YOU.>>THANK YOU.>>THANK YOU MA’AM.>>JENNIFER ARNSWALD FOLLOWED BY OUR LAST SPEAKER, ROBBY CRAMER. UNLESS SOMEONE ELSE HAS A FORM THEY’VE NOT YET TURNED INTO ME. WE’RE READY WHEN YOU ARE.>>THANK YOU FOR LISTENING TO ME TODAY. I’M JENNIFER ARNSWALD. I’M THE SCIENCE CONSULTANT FROM KENT INTERMEDIATE SCHOOL DISTRICT, AND I JUST WANTED TO SHARE WITH YOU SOME OF THE THINGS THAT WE’VE BEEN WORKING ON THE PAST FEW YEARS. A LITTLE BIT ABOUT MYSELF: I SERVED ON THE MICHIGAN INTERNAL REVIEW COMMITTEE FOR THE NEXT GENERATION SCIENCE STANDARDS WHEN THOSE WERE BEING CREATED. I’M ALSO AN NST CURATOR WHICH IS A GROUP OF INDIVIDUALS THAT WAS SELECTED TO ALIGN RESOURCES TO THE NEXT GENERATION SCIENCE STANDARDS. SO I’VE BEEN VERY INVOLVED IN THIS PROCESS AND ITS CREATION. WHEN I BEGAN MY CAREER I WAS A MIDDLE SCHOOL MATH AND SCIENCE TEACHER, AND I WENT ON TO WORK AT THE INTERMEDIATE SCHOOL DISTRICT A LITTLE OVER 3 YEARS AGO NOW, AND WHEN I STARTED WITH THE K-12 SCIENCE FRAMEWORK BEING RELEASED, YOU KNOW, WE STARTED THINKING ABOUT WHAT DO OUR TEACHERS NEED IN OUR COUNTY, AND WE DECIDED THAT A LEADERSHIP TEAM REALLY WAS THE BEST WAY TO GO. SO FOR THE PAST 3 YEARS WE HAVE SET UP A LEADERSHIP TEAM, AND AT THIS POINT 90% OF OUR SCHOOL DISTRICTS IN KENT COUNTY PARTICIPATE, AND WITH THAT WE ARE FOCUSING ON THE CONCEPTUAL SHIFTS OF THE SCIENCE– THE K-12 SCIENCE FRAMEWORK THAT WAS RELEASED, AND CROSS-CUTTING CONCEPTS, THE DISCIPLINARY CORE IDEAS, AND ESPECIALLY THE SCIENCE AND ENGINEERING PRACTICES. DURING THIS TIME, THESE GROUPS, WE ARE GOING TO BE USING THE EEQIP RUBRIC, WHICH IS EDUCATORS EVALUATING QUALITY INSTRUCTIONAL PRODUCTS RUBRIC FOR THE ALIGNMENT OF RESOURCES AND BEING ABLE TO BE GOOD CONSUMERS OF MATERIALS AS WE SHIFT AND LOOK AT HOW WE CHANGE OUR INSTRUCTION. WE’RE ALSO LOOKING AT CLASSROOM OBSERVATION GUIDES FOR WHAT A CLASSROOM WOULD LOOK LIKE WHEN YOU WANT IT AS AN OBSERVATION. WE ALSO DO CLASSROOM LEARNING LABS IN KENT COUNTY WHERE WE GO AND VISIT, AND DO A PRE-BRIEF AND DEBRIEF IN CLASSROOMS, AND GO SEE WHAT CLASSROOMS ARE– YOU KNOW, HOW STUDENTS ARE REACTING TO THESE SHIFTS, AND THEN IDENTIFY WHAT NEEDS TO BE CURRENTLY– YOU KNOW, WHERE WE NEED TO GO NEXT. THE GENTLEMAN THAT CAME IN FROM KENTWOOD, HE TALKED ABOUT, YOU KNOW, TRYING TO DO THINGS HOMEGROWN AND THAT’S EXACTLY WHAT WE’RE DOING. THESE COLLABORATIVE GROUPS. WE’RE SHARING RESOURCES. WE’RE LEARNING FROM EACH OTHER. WE’RE SHARING STUDENT WORK, AND JUST BEING COLLABORATIVE IN NATURE. WITH THE 90% OF THE KENT COUNTY SCHOOLS THAT ARE PARTICIPATING, WE ALSO HAVE SCHOOLS FROM BARRION COUNTY, OTTAWA COUNTY, AND MONTCALM COUNTY ALSO JOINING US, AND REALLY IT’S JUST ABOUT COLLABORATIVE NATURE IN OUR SCHOOLS, AND IT’S REALLY EXCITING. IN ADDITION TO THOSE OPPORTUNITIES IN KENT COUNTY WE HAD THE ENGINEERING IS ELEMENTARY GROUP FROM BOSTON JUST COME IN, AND THAT WAS A GRANT FUNDED PROGRAM, AND WE DID IT WITH OUR WEST MICHIGAN PROSPERITY ALLIANCE GROUP, SO NOW WE HAVE TRAINED ELEMENTARY IS ENGINEERING TRAINERS IN MECOSTA OSCEOLA ISD, WEST SHORE ISD, MUSKEGON ISD, NEWAYGO ISD, IONIA, MONTCALM ISD, AND ALLEGAN AND KENT ISD, SO WE ARE TRYING TO GEAR UP, AND JUST AS THE PRESENTATION EARLIER SAID THE THINGS THAT WE NEEDED TO DO FOR OUR TEACHERS, WE ARE TRYING TO GET THOSE THINGS ALIGNED SO THAT WE ARE READY TO MOVE FORWARD WITH THIS NEW VISION OF SCIENCE EDUCATION. THANK YOU.>>THANK YOU.>>THANK YOU SO MUCH.>>WEST SIDE. WE KNOW. [ LAUGHTER ]>>ROBBY CRAMER IS THE NEXT SPEAKER.>>HI THERE. I’M ROBBY CRAMER. I’M THE EXECUTIVE DIRECTOR OF THE MICHIGAN SCIENCE TEACHERS ASSOCIATION, AND I’M SPEAKING ON THEIR BEHALF. TWO WEEKS AGO, HOWEVER, WHILE ATTENDING A SEMINAR AT CREATE FOR STEM AT MICHIGAN STATE, I SENT MY VERY FIRST TWEET. I KNEW THAT I WANTED MY FIRST MESSAGE TO BE SOMETHING SIGNIFICANT, AND JONATHAN OSBORNE WAS SPEAKING THAT DAY ABOUT THE SCIENCE AND ENGINEERING PRACTICES FROM THE FRAMEWORK, AND THE MEANING BEHIND HIS QUOTE THAT I CHOSE TO TWEET REALLY SPEAKS TO WHAT I BELIEVE AS AN EDUCATOR FOR NOW OVER 42 YEARS, AND THE QUOTE WAS, “SCIENCE WITHOUT LITERACY IS LIKE A SHIP WITHOUT A SAIL,” AND I THINK WHAT THIS DOES IS SPEAK TO SOME OF THE CHANGES IN SCIENCE EDUCATION AND IN THE FRAMEWORK WHERE IT’S TAKING THE PRACTICES AND BLENDING THEM WITH THE CROSS-CUTTING CONCEPTS AND THOSE CORE DISCIPLINARY IDEAS TO CREATE A FRAMEWORK FOR SCIENCE LEARNING FROM CHILDREN OF VERY YOUNG AGES ALL THE WAY THROUGH HIGH SCHOOL, AND ONTO COLLEGE, AND THEN FOR OUR TEACHERS IN COLLEGE TO LEARN HOW TO TEACH SCIENCE AS THEY ARE BEGINNING THEIR WORK AS EDUCATORS. OSBORNE SPOKE ALSO ON THE STYLES OF SCIENTIFIC REASONING, AND SCIENTIFIC PRACTICES AND ARGUMENT IN SCIENCE AND SCIENCE EDUCATION, AND HE ALSO SHARED WHAT THESE PRACTICES LOOK LIKE AT THE ELEMENTARY LEVEL. IN VERY SIMPLE TERMS, “DO IT. DRAW IT. TALK IT. WRITE IT. READ IT,” AND REALLY THAT GOES RIGHT BACK TO WHAT THE FRAMEWORK IS TALKING ABOUT WITH SCIENCE EDUCATION NEEDS TO BE A VERB, WITH CHILDREN REALLY ACTIVELY CONSTRUCTING AN UNDERSTANDING ABOUT THESE NEW IDEAS AND SCIENCE CONCEPTS. AS LEADERS AND MEMBERS OF THE STATE BOARD OF EDUCATION, YOU ARE ALL CONTINUING THE PROCESS OF ANALYZING SCIENCE EDUCATION AND STANDARDS THAT WILL PROVIDE A COMPASS FOR SCHOOL DISTRICTS THROUGHOUT OUR STATE AS THEY BEGIN TO DESIGN SCIENCE EDUCATION PLANS WITHIN THEIR DISTRICTS, AND AS SCIENCE LEADERS AND PROFESSIONAL DEVELOPERS BEGIN TO PLAN PROFESSIONAL DEVELOPMENT THAT DOES THE SAME. AS EXECUTIVE DIRECTOR OF THE MICHIGAN SCIENCE TEACHERS ASSOCIATION, I CAN ASSURE YOU THAT AS A PROFESSIONAL ORGANIZATION OF EDUCATORS THROUGHOUT K-12, SCIENCE PROFESSORS, SCIENCE LEADERS, AND CONSULTANTS, WE WILL CONTINUE TO PROVIDE A VARIETY OF PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR NEW STANDARDS THAT ARE BASED ON THE FRAMEWORK. THIS WILL INDEED OFFER ALL OF OUR STUDENTS IN MICHIGAN OPPORTUNITIES TO DEVELOP SKILLS THAT WILL ALLOW THEM TO BECOME MORE COMPLEX SCIENCE THINKERS. FOR THE PAST 61 YEARS, MSTA HAS HELD A SCIENCE– A STATE SCIENCE CONFERENCE, AND ACTUALLY, OUR STATE CONFERENCE IS ONE OF THE FIVE LARGEST IN THE UNITED STATES. CURRENTLY, WE’RE PLANNING OUR NEXT ONE, WHICH WILL BE NEXT FEBRUARY, AND WE ALREADY HAVE 235 SESSIONS THAT MICHIGAN TEACHERS HAVE SUBMITTED AS PROPOSALS FOR OUR CONFERENCE. OUR THEME WILL BE THE ENGINEERING GRAND IDEAS IN SCIENCE. IT’S IN GRAND RAPIDS THIS YEAR. I’M QUITE EXCITED, BEING ON THAT SIDE OF THE STATE, AS WELL, AND THIS THREE-DAY CONFERENCE IS ONE WAY THAT WE PROVIDE PROFESSIONAL DEVELOPMENT THAT COMES FROM TEACHERS IN MICHIGAN. IN ADDITION TO THAT, WE HAVE NEWSLETTERS AND QUARTERLY JOURNALS. WE HAVE A LONG HISTORY OF SUPPORTING AND PARTICIPATING IN REQUESTS FROM THE MICHIGAN DEPARTMENT OF EDUCATION WITH BOTH CURRICULUM AND ASSESSMENT PROJECTS. MANY OF OUR MEMBERS HAVE BEEN INVOLVED WITH WRITING THE MGLCE, THE CONTENT EXPECTATIONS, THE HIGH SCHOOL EXPECTATIONS, AND WE EVEN HAVE HELPED WORK ON THE ASSESSMENT VIDEOS WHEN WE USED TO DO THE INVESTIGATIONS AT 5th AND 7th GRADE. WE STAND TO SERVE AND HELP THROUGH THIS ENTIRE PROFESSIONAL DEVELOPMENT PROCESS WITH THE STANDARDS THAT YOU DECIDE TO ENDORSE. CURRENTLY, WE HAVE SERVED ON THE MICHIGAN INTERNAL REVIEW, WORKED COLLABORATIVELY WITH MAISA ON DEVELOPING ONLINE PROFESSIONAL DEVELOPMENT FOR TEACHERS ON THE FRAMEWORK. IN ADDITION TO THAT, SOME OF US HAVE WORKED WITH WRITING UNITS THAT TAKE BOTH THE SCIENCE AND THE WRITING TOGETHER TO LOOK AT HOW WE CAN COLLABORATE. FOR MANY OF US SCIENCE TEACHERS, CONSULTANTS, PROFESSORS, SCIENCE LEADERS, ET CETERA, OUR CHALLENGE WILL BE THIS SHIFT FROM A TEACHER DIRECTED INSTRUCTION TO MORE OF A COACHING MODEL OF INSTRUCTION AS STUDENTS DO SCIENCE, ACTIVELY CONSTRUCTING AND VERBALLY SHARING THEIR UNDERSTANDING. WE NEED TO PREPARE STUDENTS FOR OPPORTUNITIES IN CAREERS THAT YET HAVE TO BE CREATED, AND THE THREE DIMENSIONS OF THE FRAMEWORK OFFER PATHWAYS FOR ALL OF OUR STUDENTS. THE MICHIGAN SCIENCE TEACHERS IS STARTING YEAR 62. OUR MISSION IS TO STIMULATE, SUPPORT AND PROVIDE LEADERSHIP FOR THE IMPORTANT– FOR THE IMPROVEMENT OF SCIENCE EDUCATION IN MICHIGAN. WE STAND TO SERVE, AND I PROMISE YOU WE WILL BE THERE TO HELP FACILITATE THE PROFESSIONAL DEVELOPMENT THAT NEEDS TO HAPPEN HERE. JUST LET US KNOW HOW WE CAN HELP. THANK YOU VERY MUCH.>>THANK YOU.>>THANK YOU.>>I KNOW WE CUT YOUR TIME DOWN FROM WHAT YOU ANTICIPATED, AND I APPRECIATE THAT YOU ALL STUCK WITHIN THAT GREATLY.>>WELL, THANK YOU ALL. IT WAS A VERY INTERESTING PUBLIC PARTICIPATION TODAY, AND IT WAS ALSO GREAT, IF I MAY SAY, THAT THEY SUGGESTED WE TRY TO FIND DIFFERENT POINTS OF VIEW TO COME TO THE TABLE, AND THAT’S ALWAYS HELPFUL FOR US TO HAVE THAT, SO– AND, WHAT I’D LIKE TO DO IS TURN OVER TO– I WAS GOING TO SAY DEPUTY JEREMY. SUSAN’S NOT HERE YET TODAY, SO JEREMY FIRST, AND THEN VANESSA ON NEW EMPLOYEES. THIS IS ALWAYS AN OPPORTUNITY. MOST OF THESE FOLKS ARE FOLKS THAT WE’VE HIRED TO REPLACE OTHERS, AND WE’VE HAD SOME NEW POSITIONS ACTUALLY FUNDED, SO HERE WE GO.>>THANK YOU. OFFICE OF GREAT START HAS TWO NEW EMPLOYEES HERE TODAY, CLEARLY, TO SUPPORT THE IMPLEMENTATION OF OUR FEDERAL RACE THE TOP CHALLENGE GRANT APPLICATION, MATTHEW FARMER AND URSULA HINES. I’M GOING TO ASK THAT YOU STAND UP AND INTRODUCE YOURSELF.>>MY NAME IS MATTHEW FARMER. I’M A DEPARTMENTAL ANALYST WITH THE RACE TO THE TOP EARLY LEARNING CHALLENGE GRANT IN THE OFFICE OF GREAT START. MY ROLE IS GOING TO BE KIND OF ADMINISTRATIVE SUPPORT, AND ALSO RESEARCH SUPPORT. I STARTED ABOUT A MONTH AND A HALF AGO. I’M PLEASED TO BE AT THIS MEETING. I JUST CAME FROM OHIO, SO I DO ENJOY MICHIGAN SO FAR.>>GO BLUE. [ LAUGHTER ]>>WELL, I CAME FROM OHIO UNIVERSITY, SO I KNOW THAT– [ LAUGHTER ]>>THAT’S WHAT HAPPENS. AND THEN THIS IS URSULA, WHO WAS ALSO HIRED, AND I’LL LET HER INTRODUCE HERSELF.>>URSULA HINES. I’M NEW MEDIA AND COMMUNICATION FOR THE RACE TO THE TOP EARLY LEARNING CHALLENGE IN THE OFFICE OF GREAT START. I’M FROM MICHIGAN. GO BLUE. [ LAUGHTER ]>>YOU GUYS ARE ADMITTING IT. [ LAUGHTER ] SORRY. WE’VE HAD OUR YEARS.>>OKAY. GOOD AFTERNOON. WE HAVE TWO NEW EMPLOYEES IN THE OFFICE OF SPECIAL EDUCATION, SEAN McLAUGHLIN AND MIKE BREWER, AND THEY BOTH ARE GOING TO LET YOU TELL THEM– LET THEM TELL YOU WHAT THEY DO, BUT THEY DO VERY SIMILAR THINGS AND THEY HIRED IN AT THE SAME TIME. [ LAUGHTER ] TRAVEL AS A LITTLE PACK. THEY CAME IN MY OFFICE, ACTUALLY, ONE RIGHT AFTER ANOTHER ONE DAY, AND I’M LIKE, “WOW, WE JUST HIRED TWO PEOPLE TO DO VERY SIMILAR JOBS, AND ARE BOTH YOUNG MEN, AND WELCOME TO THE DEPARTMENT, I GUESS.” [ LAUGHTER ] SO I’LL LET YOU GUYS INTRODUCE YOURSELVES.>>I’M SEAN McLAUGHLIN. I’M ORIGINALLY FROM TRAVERSE CITY. FINANCIAL ANALYST TO THE OFFICE OF SPECIAL EDUCATION. I MAINLY WORK WITH… [ INDISTINCT, AWAY FROM MIC ]>>MIKE BREWER. [ INDISTINCT, AWAY FROM MIC ]>>THANKS GUYS, AND JOSEPH, I KNOW YOU HAD AN ADD-ON HERE. NOT AN ADD-ON, BUT AN ADD-ON TO OUR NOTES, ANYWAY.>>SO, THIS IS JARED ROBINSON WHO WORKS IN THE OFFICE OF EVALUATION FOR TEACHING RESEARCH AND ACCOUNTABILITY. WE RECENTLY HIRED ON A FEW WEEKS AGO. DO YOU WANT GIVE A GLIMPSE OF WHAT YOU DO?>>BASICALLY, I WORK ON A COUPLE OF DIFFERENT PROJECTS BY THE EVALUATION OF RESEARCH PROJECTS AS A RESEARCH CONSULTANT. ORIGINALLY A HIGH SCHOOL ENGLISH TEACHER IN COLORADO. THAT’S WHERE I’M FROM AS WELL, AND SO I WORK ON DROPOUT EARLY WARNING SYSTEM, LOOKING AT SOME OF THE STATISTICS ON OUR PAST DROPOUTS TO TRY TO MAKE SOME PREDICTIONS ABOUT WHO MIGHT BE AT RISK AND WHO WE MIGHT BE ABLE TO HELP FROM OUR CURRENT POOL OF YOUNGER STUDENTS. THAT’S ONE OF THE PROJECTS THAT I’M WORKING ON.>>ALL RIGHT. I DIDN’T REALIZE YOU WERE THAT NEW BECAUSE TWO WEEKS AGO YOU MADE A BIG IMPACT ON OUR SUP’S GROUP MEETING THAT WEEK. SO, WAS THAT YOUR FIRST WEEK, LITERALLY, THAT YOU–>>NO, I’VE BEEN HERE SINCE AUGUST.>>OKAY. WELL, STILL PRETTY NEW, AND YOU HAD A BIG IMPACT, SO THANKS SO MUCH. ALL RIGHT. IT DID HELP US THINK THROUGH A VERY IMPORTANT ISSUE, SO LET’S PLEASE GIVE OUR NEW EMPLOYEES A HAND. [ APPLAUSE ]>>YES, MA’AM.>>I UNDERSTAND WE HAVE A NEW DIRECTOR OF THE OFFICE OF SPECIAL EDUCATION.>>YES.>>NOW, I DON’T KNOW. I DON’T KNOW WHO SHE IS, AND I WONDERED IF SHE COULD–>>WHY DON’T WE–>>SHE’S GOING TO BE IN AN ITEM COMING UP.>>SHE HAS AN ITEM LATER, SO WE’LL DO THAT, AND YOU’VE MET TERI BEFORE. SHE WAS THE ASSISTANT DIRECTOR, BUT A NAME AND A FACE. NAME AND A FACE. BECAUSE, AS YOU KNOW, ELEANOR LEFT AND WENT TO THE EAA COINCIDENTALLY, HEARING THAT, AND– BUT LET’S– SHE’S HERE FOR THAT ITEM, SO WE’LL DO THAT THEN, AND TERI ORIGINALLY CAME FROM– SHE WAS LAPEER ISD.>>OVER 30 YEARS IN THE FIELD OF K-10. EVERYTHING THE CLASSROOM TO ISD LEVEL.>>AND HAS BEEN HERE– FIVE YEARS, MAYBE? FOUR YEARS. SO, WE’LL HAVE A CHANCE THEN. THANKS, KATH, FOR BRINGING THAT UP. A COUPLE OF PERFUNCTORY THINGS, KIND OF, USUALLY. APPROVAL OF MINUTES FOR THE SPECIAL MEETING OF SEPTEMBER 5. IS THERE A MOTION?>>SO MOVED.>>SUPPORT.>>OKAY, MOVED BY LUPE, SUPPORTED BY DAN. ANY DISCUSSION, OR– ALL IN FAVOR, AYE.>>all: AYE.>>OPPOSED, SAME. APPROVAL OF MINUTES OF THE REGULAR AND COMMITTEE OF THE WHOLE MEETING ON SEPTEMBER 9. IS THERE SUPPORT– A MOTION?>>SO MOVED.>>SUPPORT.>>MOVED BY DAN. SUPPORTED BY MICHELLE. ANY DISCUSSION? ALL IN FAVOR, AYE.>>all: AYE.>>OPPOSED, SAME. CASANDRA. HOW ABOUT A PRESIDENT’S REPORT?>>WELL, I’M– I CERTAINLY CAN’T SPEAK ON BEHALF OF JOHN, SO I NOT GOING TO TRY, BUT I JUST SAY THAT THERE’S JUST ONE THING I WANTED TO BRING TO EVERYONE’S ATTENTION. WE DID GET A CORRESPONDENCE FROM THE STATE OF VERMONT RECENTLY. FROM THE VERMONT STATE BOARD OF EDUCATION, AND I HOPE YOU ALL GET A CHANCE TO READ THIS BECAUSE IT IS ABSOLUTELY WONDERFUL. VERMONT HAS BASICALLY TAKEN THE POSITION THAT THEY’RE NOT GOING TO GO AFTER NCLB WAIVERS BECAUSE THEY DON’T LIKE THE CRITERIA THAT COMES WITH IT LIKE FORCING EVALUATIONS ON TEACHERS TO BE ALIGNED TO ASSESSMENTS, AND THINGS LIKE THAT, SO THEY HAVE SENT US, BASICALLY, INFORMATION ABOUT THEIR DECISION AS WELL AS A MEMORANDUM THAT THEY’RE SENDING OUT TO THEIR PARENTS, BASICALLY INDICATING THAT THEY UNDERSTAND THAT ALL OF THEIR SCHOOLS WILL NOW BE LABELED AS INEFFECTIVE, ESSENTIALLY, AND THAT THERE WILL BE SANCTIONS THAT COME WITH IT, AND THEY ARE TAKING A STAND, AND I JUST WANTED TO COMMEND THEM FOR IT BECAUSE I THINK ITS VERY BRAVE OF THEM, SO I HOPE YOU GET A CHANCE TO READ THIS.>>IS THAT A MOTION?>>I DON’T KNOW ABOUT THAT, BUT–>>NO, BUT IT’S AN INTERESTING DYNAMIC THAT SOME STATES ARE TAKING. THERE ARE RISKS ATTACHED, BUT TRUST ME, WE’VE TALKED IN HOUSE ABOUT THE PROS AND CONS TO THIS AT TIMES, AND IT MIGHT BE WORTH A DISCUSSION AT SOME POINT IN TIME IF YOU’D LIKE. WELL, GREAT THEN. IF THAT’S– I THOUGHT YOU’D TAKE ADVANTAGE OF SOME STUFF YOU COULD REALLY DO WHEN JOHN’S NOT HERE.>>NO. I THINK WE WERE TOLD TO BEHAVE. [ LAUGHTER ]>>YOU KNOW, A COUPLE OF THE NEWS SERVICES, JUST BEFORE WE WENT TO LUNCH– NOW, I’M NOT GOING TO CALL ANY OF THEM OUT, BUT SAID THAT I SOMETIMES HAVE A TONE ABOUT THE LEGISLATURE THAT I DON’T MEAN TO. I MEAN, AS INDIVIDUALS, THESE ARE GOOD PEOPLE. THEY WORK HARD. I REALLY BELIEVE THEY’RE TRYING TO DO THE BEST THEY CAN, AND I DO WANT TO SO GIVE CREDIT THAT THEY– ON SEPTEMBER 19th, THEY HAD A RESOLUTION DECLARING SEPTEMBER 19th AS “TALK LIKE A PIRATE” DAY, AND– [ LAUGHTER ]>>I’LL MARK THE CALENDAR.>>TALK LIKE A PIRATE DAY. SO, WHAT I WANTED TO DO, THOUGH, IS SHOW– I LEFT THE OFFICE THAT DAY, AND HERE’S WHAT HAPPENED. [ LAUGHTER ]>>HEY. I HAVE CONTROL OF THE LIGHTS. WHAT ARE YOU DOING BACK THERE? [ LAUGHTER ]>>AND, ZERO. CAN I JUST SAY TWO WORDS? ZERO TOLERANCE. [ LAUGHTER ]>>DONE, YOU’RE OUT. ONE-HUNDRED EIGHTY DAYS.>>THAT’S MY OFFICE, TOO. SO, KAREN, YOU’RE IN THE BACK THERE, AND MERTZ– WE DIDN’T KNOW WE WERE GOING TO DO THIS, BUT WE WANTED TO CATCH YOU OFF GUARD FOR A CHANGE. [ LAUGHTER ]>>WE’RE SUPPOSED TO BE SAVING THESE PICTURES FOR MY RETIREMENT SOMEDAY.>>WELL, THEY’LL COME BACK. [ LAUGHTER ]>>THAT’S MY HIGH SCHOOL TEAM, SO I HAVE ALL THAT GARB.>>YEAH.>>YEAH. PEWAMO-WESTPHALIA PIRATES. OKAY, TURN THE LIGHTS UP, MARTY. [ LAUGHTER ]>>AND THEN I’D REALLY LIKE TO TAKE A MOMENT TO JUST BEGIN MY REPORT. FIRST, I– THESE ARE TWO PEOPLE I HAVE JUST TREMENDOUS RESPECT FOR, AND THEY’RE GOING TO BE A BIG LOSS TO THE DEPARTMENT. IT’S ONE OF THESE THINGS WHERE, YOU KNOW, YOU HEAR THE EXPRESSION, “OUR LOSS IS YOUR GAIN.” THIS IS REALLY ACCURATE IN BOTH THESE CASES, AND LET’S START WITH GLENDA RADER, WHO IS ASSISTANT DIRECTOR OF STATE AID AND SCHOOL FINANCE. SHE DOESN’T KNOW I’M DOING THIS, BUT SHE’S BEEN HERE FOR 37 YEARS. SHE DOESN’T LOOK IT. SHE MUST HAVE STARTED AS A HIGH SCHOOL KID, AND I’M NOT– I CAN’T TELL YOU HOW TIRELESSLY SHE WORKS, ESPECIALLY WITH DEFICIT DISTRICTS IN PARTICULAR. I’VE SEEN HER IN THESE MEETINGS TRYING TO HELP THEM DO WHAT THEY NEED TO DO TO TURN IT AROUND, AND SHE’S RETIRING HERE. SHE’S GOING TO BECOME CONTROLLER AT THE GRAND LEDGE PUBLIC SCHOOLS, AND I THINK THAT’S ACTUALLY AN EXCELLENT THING BECAUSE AS BIG A LOSS AS IT WILL BE FOR US, THE FACT THAT SOMEONE IN THE FIELD GETS THIS KIND OF EXPERIENCE, FIRST OF ALL, AND THEN I KNOW YOU’RE ACTIVE IN MSBO, AND THAT CAN REALLY HELP– I THINK– I’VE SEEN– WHAT’S THE JUDY COLLINS THING? I’VE BEEN ON BOTH SIDES NOW, OR SOMETHING LIKE THAT. AND, THERE’S A LOT OF MISTRUST AT TIMES, AND WHEN I WAS IN THE FIELD, YOU’D WONDER, “WHAT’S THE DEPARTMENT DOING?” AND THEN IN THE DEPARTMENT SOMETIMES YOU WONDER WHAT’S GOING ON IN THE FIELD, AND I JUST THINK IN THAT SENSE, THIS IS GREAT FOR EVERYONE, BUT MOSTLY FOR YOU, GLENDA. WE’RE GOING TO VERY MUCH MISS YOU, AND I WANTED TO CITE THAT IF YOU WOULD HELP ME GIVING OUR BEST TO GLENDA RADER. [ APPLAUSE ] AND YOU KNOW, NOT AS LONG AROUND HERE, BUT HAD AN ALSO GREAT IMPACT. I KNOW I PUT THIS IN MY MID-MONTH REPORT TO THE BOARD, BUT JEREMY’S JUST BEEN GREAT. HE’S A SPECIAL ASSISTANT TO SUSAN BROMAN IN THE OFFICE OF GREAT START. HE’S LEAVING TO BECOME DIRECTOR OF FUNDING AND GOVERNMENTAL AFFAIRS FOR LEARNING CARE GROUP, A NATIONAL ORGANIZATION. GOING TO HAVE A LOT OF FREEDOM IN TERMS OF NOT HAVING TO RELOCATE, BUT BE IN MANY DIFFERENT– HAVE AN IMPACT IN MANY DIFFERENT STATES. I REALLY WANT TO THANK JEREMY PERSONALLY IN FRONT OF THE BOARD IN HELPING US SECURE THE RACE TO THE TOP EARLY LEARNING CHALLENGE FUNDING. THIS IS A BIG DEAL, AND HE’S KIND OF– YOU HAVE TO SEE HIM IN OUR FRIDAY SUP GROUP MEETING. HE’S A QUIET LEADER. HE’S VERY EFFECTIVE. HE’S HELPED US NOT ONLY ON THAT GRANT, BUT JUST USHER IN THIS NEW THING. REMEMBER, WE DIDN’T HAVE GREAT START, AND THIS WAS ALL ASSEMBLED UNDER ONE ROOF. WE’RE ALWAYS GLAD IT WAS US, AND NOT DHS. NOT TO TAKE ANYTHING FROM THEM, BUT WE THINK WE ADD VALUE THERE, AND HE’S JUST BEEN A GREAT LEADER. HE’S GOING TO BE VERY MISSED JUST LIKE GLENDA IS, SO ALSO I’D LIKE YOU TO CITE AND SHOW OUR APPRECIATION TO JEREMY VERY MUCH. [ APPLAUSE ] JEREMY’S IN THE KIND OF ROLE THAT I’VE ALREADY SAID THIS TO HIM. HE’S A YOUNG MAN. HE NEEDS TO THINK ABOUT COMING BACK. THIS IS NOT LIKE ONE WAY STREET, SO– AND GLENDA. WHEN YOUR NEXT 37 YEARS IN GRAND LEDGE. YOU CAN COME BACK AFTER THAT, TOO. [ LAUGHTER ] YOU KNOW, I, AS A NEW SUPERINTENDENT 25 YEARS AGO, ACTUALLY, I WAS YOUNGER THAN ALL THE PRINCIPALS THAT I BECAME SUPERINTENDENT IN, AND THAT WAS A PROBLEM FOR A WHILE BECAUSE, FIRST OF ALL, THEY WERE KIND OF RIGHT. I WAS OVER MY HEAD, AND AS I SAID AT THIS TIME BEFORE, AND SOMEONE WAS IN MY OFFICE THE OTHER DAY AND SAW THE BAT. THE BIG BAT THAT THE PRINCIPALS GAVE ME IN FARMINGTON AFTER 2 YEARS. THIS WAS KIND OF THEIR WAY OF SAYING, “OKAY, YEAH. YOU’RE DOING OKAY.” BUT I WANTED TO CITE IT BECAUSE IT’S NATIONAL PRINCIPALS MONTH, AND THEY REALLY DO– I KNOW THERE’S A LOT OF RESEARCH ON HOW IMPORTANT A PRINCIPAL IS, BUT SOME OF IT, TO ME, THAT ASIDE, AS IMPORTANT AS THAT IS, IT’S A TONE THAT’S SET. IT’S THE KIND OF PEOPLE THAT THEY CAN HIRE. IT’S BUILDING A TEAM, AND, YOU KNOW, THE GREAT TEACHING HAPPENS AT THE CLASSROOM LEVEL, BUT THIS WHOLE TONE IS SET BY THAT LEADER MAYBE MORE THAN ANY OTHER SINGLE PERSON. I KNOW MELODY AND I HAD OCCASION THE OTHER DAY IN A MEETING WE HAD TO TALK ABOUT– SHE’S GOT AN EXCEPTIONAL PRINCIPAL, AND IT MAKES ALL THE DIFFERENCE, SO I WANTED TO CITE THAT. WE’LL TWEET SOMETHING ABOUT IT, BUT NATIONAL PRINCIPALS MONTH. BLUE RIBBON SCHOOLS. I JUST THINK– YOU KNOW, I’M TRYING TO IN THIS REPORT HIGHLIGHT CONSTRUCTIVE THINGS, AND A LITTLE BIT MORE ABOUT MY JOB AS I’VE DONE THE LAST FEW MONTHS, BUT YOU KNOW, THE EXEMPLARY HIGH PERFORMING SCHOOLS IN MICHIGAN. THERE WERE EIGHT THAT WERE CITED AS NATIONAL BLUE RIBBON SCHOOLS. BEMIS ELEMENTARY SCHOOL IN TROY. THAT, BY THE WAY, ONE OF MY PREDECESSORS–>>YEAH, I WENT THERE. RIGHT.>>JOHN BEMIS. JAMESTOWN ELEMENTARY SCHOOL IN HUDSONVILLE, LAKESHORE ELEMENTARY IN WEST OTTAWA, MARTIN LUTHER KING ELEMENTARY IN ANN ARBOR, MUSSON ELEMENTARY IN ROCHESTER, VOYAGER ELEMENTARY IN HOWELL, WATTLES ELEMENTARY, ALSO IN TROY, AND VAN HOOSEN MIDDLE SCHOOL IN ROCHESTER. THIS IS AN OPPORTUNITY FOR THE MEDIA, PERHAPS, AND OTHERS, BUT JUST TO– THEY’RE GREAT EXAMPLES OF THE KIND OF WORK THAT’S GOING ON IN SO MANY OF OUR SCHOOLS. IT DOESN’T GET CITED. IT TENDS TO BE, YOU KNOW, WHO’S AT THE BOTTOM, AND WHO NEEDS TO DO THIS, SO THIS– WE’RE GOING TO LOOK FOR OPPORTUNITIES TO– SO, CONGRATULATIONS TO THEM. I’VE SENT A LETTER THAT JOHN AND I BOTH SIGNED ON BEHALF OF THE BOARD IN FORMAL CONGRATULATIONS, AND WE’RE INVOLVED IN PART OF THAT PROCESS, AS YOU KNOW. KIND OF THE MONTH IN THE LIFE OF A STATE SUP AGAIN. FOR THOSE WATCHING, I KNOW YOU’RE WATCHING, AND YOU’RE INTERESTED, AND YOU’RE TRYING TO FIGURE OUT IF YOU WANT TO APPLY, SO I’M DOING A LOT OF THE DIRECT– I’M JUST LOOKING AT THE INTERNET THING THERE. [ LAUGHTER ] KATHY LOOKED BACK. THERE’S NO– THEY’RE NOT HERE APPLYING. DON’T DARE SHOW UP UNTIL THEY GET THEIR PAPERWORK IN WHEN THERE’S A FIRM SELECTED. BUT IT REALLY IS THE– EVERYDAY, I THANK THE BOARD FOR THE OPPORTUNITY THAT YOU’VE GIVEN ME HERE. FIRST AND FOREMOST, AND IT’S AN IMPORTANT JOB, AND JUST SOME EXAMPLES. THIS YEAR– THIS WEEK– I ALWAYS– SPEAKING OF– TERI JOHNSON CHAPMAN, WHO IS OUR NEW SPECIAL ED DIRECTOR. WHAT I– THE WAY I HANDLE THOSE IN HOUSE IS WE HAVE PAPER SCREENING THAT INVOLVES THE WHOLE ORGANIZATION. THEN WE HAVE AN INTERVIEW TEAM, AND THEN EVENTUALLY I GET TWO TO CHOOSE FROM, AND, FRANKLY, I THINK, MOST OF THE TIME I’VE DECIDED THAT IN CONJUNCTION WITH THE SUPS GROUP. I DON’T THINK I’VE EVER– IT’S TECHNICALLY MY CHOICE, I GUESS, BUT WHENEVER WE CAN HAVE CONSENSUS ABOUT FOLKS WHO ARE GOING TO LEAD WHOLE DIVISIONS, SO THAT WAS THIS MONTH. WE AWARDED 22G SCHOOL CONSOLIDATION GRANTS. THESE ARE THINGS THE SUPERINTENDENT IS MORE INVOLVED IN THAN I THINK PEOPLE REALIZE. WE MAY– THIS BACKFIRED A LITTLE BIT. THIS IS MY IDEA, SO I’M ALREADY– I WOULDN’T. YEAH. IT’S NOT ON YOU, BUDDY. I CALLED IN ONE NIGHT WHEN I SAW “THE FREE PRESS” NEWS ARTICLE ABOUT TEACHER SHORTAGE IN DETROIT, AND WE WERE JUST GENUINELY TRYING TO HELP. SAY THERE’S 100 TEACHERS. WE NEED TO TRY TO MOBILIZE, AND THE PART THAT BACKFIRED A LITTLE BIT IS THE STUFF THAT GOT PICKED UP MORE WAS ABOUT ALTERNATIVE CERTIFICATION, WHICH WAS CERTAINLY NOT– IS NOT PREFERENTIAL. IT’S JUST THAT COMPARED TO WHAT– SO OUR PITCH WAS, “GET US NEW LEGISLATION, LEGISLATURE, PLEASE,” THAT WOULD PUT BACK THIS CRITICAL SHORTAGE LIST THAT I’M THEN ALLOWED TO WAIVE, BUT THAT’S SUNSETTED, SO WE NEED THAT FIRST AND FOREMOST. THAT’S A WAY TO GET TEACHERS. APPEAL TO, YOU KNOW, MEN AND WOMEN WHO LEAVE FOR A WHILE TO RAISE A FAMILY OR ANY OTHER REASONS, AND WERE CERTIFIED TO COME BACK. APPEAL TO– WELL, RETIREES CAN’T COME BACK UNLESS THIS CRITICAL SHORTAGE THING IS RESOLVED, BUT THEN ALSO LISTED SOME ALTERNATIVE WAYS TO DO THIS WHICH ARE ALSO– WE FIND A LOT OF GOOD PEOPLE. YOU SAW THE WILSON THING THAT WAS CITED TODAY BY STEVE. THERE’S OTHER WAYS TO GET HERE. THE PART THAT BACKFIRED A LITTLE BIT WAS ALMOST AS IF I WAS PROMOTING NON-CERTIFIED TEACHERS, YOU KNOW. NOT SO, BUT IT’S AN EXAMPLE WHERE ONCE IN A WHILE WE FEEL LIKE WE NEED TO TRY TO HELP PEOPLE UNDERSTAND HOW THEY CAN ACTUALLY HAVE AN IMPACT, SO THERE IS A ROLE, PERHAPS, FOR A 40 YEAR OLD ENGINEER AT FORD WHO ALWAYS WANTED TO BE A TEACHER, AND WANTS TO HOOK UP WITH ONE OF THOSE– ONE IN WAYNE STATE. IF THEY’RE WORKING DOWNTOWN AND THEY CAN GET INVOLVED IN THE WAYNE STATE ALTERNATIVE– WAYNE STATE, OF COURSE, HAS BOTH, HAS A TRADITIONAL CERTIFICATION AND AN ALTERNATIVE, SO IT’S AN EXAMPLE OF– WE THOUGHT WOULD BE A SHORT, QUICK THING, AND SINCE THEN I’VE HAD A FAIR AMOUNT OF DIALOGUE BETWEEN MICHIGAN STATE, MICHIGAN, AND JACK MARTIN TO TRY TO FACILITATE– BE THE BROKER, REALLY, TO A GREATER CHANCE OF TEACHERS GETTING THROUGH THEIR SYSTEM IN DETROIT WHERE THEY HAVE THAT PARTICULAR ISSUE, SO THOSE HAVE BEEN HELPFUL AND PRODUCTIVE, I THINK. WE HAD THE EDUCATOR ADVISORY COMMITTEE LAST WEEK. I’VE HAD THIS FOR YEARS NOW, AND THESE ARE TEACHERS THAT WE DEBRIEF AFTERWARDS. THE WHOLE TEAM IS HERE THE WHOLE TIME, SO TEACHERS SIT HERE, AND OUR WHOLE TEAM, YOU KNOW. WE– JEN, IN THIS CASE, SETS THE– PUTS A LOT OF THIS TOGETHER. THANK YOU, JEN. WAVE YOUR HAND, BY THE WAY– AND GETS A PREVIEW OF WHAT ARE MOST IMPORTANT THINGS TO THEM THAT THEY WANT TO TALK ABOUT, SO WE TAKE THEIR FIRST TWO OR THREE ITEMS AND DO THAT, AND THEN, PRETTY MUCH, IT’S WIDE OPEN. YOU KNOW, WE HAVE LUNCH. IT’S MAYBE A THREE OR FOUR HOUR EVENT, AND WE DEBRIEF AFTERWARDS, AND IT REALLY HAS IMPACTED– IT’S HARDER TO GET LIKE TEACHERS WHEN YOU SAY 100,000 TO UNDERSTAND WHAT THOSE NEEDS ARE. IT’S VERY– IT’S ANOTHER TOOL WHEN WE HAVE THEM SITTING HERE, AND DIRECT FEEDBACK, AND YOU KNOW, SOME OF THEM HAVE BEEN– THERE’S A FAIR AMOUNT OF TURNOVER, BUT SOME OF THEM HAVE BEEN ON 3 OR 4 YEARS, SO THEY’RE VERY COMFORTABLE IN EXPRESSING THEIR CONCERNS WHEN THERE ARE THOSE, AND GIVING ADVICE, SO THAT’S– WE DID THAT LAST WEEK. THAT’S PART OF THE JOB, I THINK. I HOPE THAT WOULD CONTINUE. IT’S BEEN HELPFUL FOR US. JUST SOME ODDS AND ENDS THAT KAREN HELPED ME PICK FROM THE CALENDAR. I KNOW MICHELLE, AND JOHN, AND SOME OTHERS HAVE DONE THIS, BUT IF YOU HAVEN’T, GO TO A SEAC MEETING. IT’S REALLY INSPIRATIONAL TO SEE FOLK THAT ARE WORKING ON BEHALF OF OUR KIDS. WE DID THE DEFICIT DISTRICT REPORT WITH THE LEGISLATURE. MY FAVORITE THING. STOPPED IN WITH THE COUNCILORS MEETING THAT WAS HERE. MET WITH JARED BURKHART FROM THE COUNCIL OF AUTHORIZERS. A TEAM OF US DID. I WAS HAPPY TO HOST THAT. WE ALSO HOSTED A SECOND MEETING WITH THE AUTHORIZERS TO ASK THEIR ASSISTANCE IN TRYING TO PUT TOGETHER AN IMPROVEMENT FACTOR THAT WE WOULD GIVE CREDIT FOR TO THOSE THAT ARE AT RISK. CHILDREN’S TRUST FUND BOARD MEETING. I’M ON THE BOARD THERE. SPOKE TO MSU ELEMENTARY INTERNS. SPOKE AT THE SPECIAL POPULATIONS CONFERENCE. BY THE WAY, GREAT JOB BY OUR TEAM ON THAT. THAT’S REALLY PHENOMENAL. I KNOW WE’VE INVITED YOU TO THESE, AND I KNOW YOUR SCHEDULES ARE NOT ONLY CRAZY, BUT YOU’RE AT A DISTANCE, MANY OF YOU, BUT ANYTIME YOU WANT TO COME, INCLUDING– WE INVITED YOU TO THE EDUCATION ADVISORY COMMITTEE. YOU’RE WELCOME TO DO THOSE IF YOU’RE EVER FIND THAT, AND WE’RE GETTING YOU– YOU KNOW, WE’VE GOTTEN YOU DATES BEFORE, BUT WE CAN RE-UP THOSE IF YOU’D LIKE. TONYA ALLEN STOPPED BY FROM SKILLMAN. THAT WAS A GREAT MEETING. DID THE CURRENT STATE PROGRAM ON CHARTER AUTHORIZERS WITH– UNFORTUNATELY, I THOUGHT I WAS GETTING THE MILD MANNERED ONE. INSTEAD I GOT–>>RICK PLUTA?>>RICK PLUTA.>>RICK PLUTA, YEAH. [ LAUGHTER ] NEXT THING THEY’LL JUST JAM IN SKUBICK, THEN I’M– [ LAUGHTER ] SOME OF YOU ARE INVOLVED. MARCIA MILES LEADS A GROUP OF FOLKS THAT I THINK ARE THINKING BROADLY ON PARTICULARLY LIKE SEAT TIME WAIVERS AND HOW TO MOVE THE BALL IN THAT REGARD. SPOKE AT THE FOUNDATION’S EVENT THAT SOME OF YOU MENTIONED EARLIER. THAT WAS EXCELLENT. WE MEET WITH BOTH ACT AND COLLEGE BOARD. COLLEGE BOARD HAPPENED TO BE IN TO GO OVER THEIR DATA BEFORE IT WAS RELEASED AS YOU SAW. MELODY AND I HAD A CHANCE TO SPEND SOME TIME TOGETHER. I’M VERY IMPRESSED BY THE WAY, AND I DON’T KNOW– AT SOME POINT– YOU DID SUCH A GOOD JOB ON YOUR OWN REPORT, BUT I WAS REALLY FASCINATED BY THE WAY YOU HAVE THOUGHT ABOUT BULLYING. IT’S A NEW WAY OF THINKING ABOUT IT THAT WAS HELPFUL TO ME. WENT TO CASS ELEMENTARY TO VISIT MY GRANDDAUGHTER, AND ALSO DID A REGULAR VISIT. WENT TO BURGER SCHOOL BECAUSE IT WAS NEARBY, AND PUT THEM TOGETHER. A LOT OF DEDICATED FOLKS WORKING WITH SPECIAL NEEDS KIDS. PARTICULARLY WITH AUTISM. I WENT OVER– YOU KNOW, I’VE MET– I’VE DONE SUBGROUP MEETINGS THROUGHOUT MY TIME HERE, BUT HAPPENED– THE FIRST ONE I’VE HAD WITH A RELATIVELY NEW TRANSFER GROUP OVER, AND I WAS EMBARRASSED THAT I– UNTIL I WENT TO GO. KAREN SAID, “OH NO. THEY’RE NOT HERE. THEY’RE IN ANOTHER BUILDING,” BUT IT’S PART OF THE FOLKS AT THE OFFICE OF GREAT START WHO ARE DOING CHILDCARE– WHAT’S THE WORD I’M LOOKING FOR? CTC. BILLING. YOU KNOW, IT’S REALLY A LOT OF IMPORTANT WORK THAT YOU JUST FORGOT CAME WITH THE WHOLE THING. THEY’RE ON SOUTH WASHINGTON IN A DIFFERENT BUILDING. MET WITH DEAN BALL. SHE ASKED ME TO JOIN HER ADVISORY COUNCIL ONE DAY THAT CRAIG MENTIONED, BUT I HAD A CHANCE THAT SAME DAY TO– SO I MET WITH DEAN BALL IN ONE BUILDING. WENT NEXT DOOR, AND TOOK MY SON WHO’S HEAD– MANAGING DIRECTOR OF THE MBA PROGRAMS AT MICHIGAN– UNIVERSITY OF MICHIGAN, AND THEN WENT TWO DOORS DOWN TO THE FORD SCHOOL WHERE CRAIG TEACHES, AND HE ASKED ME TO DO THE FIRST HOUR AND A HALF THERE. THAT WAS EXCITING. TRI COUNTY ALLIANCE. THOSE ARE SUPERINTENDENTS FROM THAT– MACOMB, OAKLAND, AND WAYNE. WE MEET QUARTERLY. I GO DOWN THERE PART OF THE TIME. THEY HAPPENED TO BE UP HERE LAST WEEK. YESTERDAY I MET WITH MSU’S CAPITAL NEWS SERVICE INTERNS WHO ARE, IN EFFECT, JOURNALISM AND MEDIA MAJORS WHO ARE DOING INTERVIEWS, AND THEN THEY ACTUALLY WRITE FOR PAPERS THROUGHOUT THE WHOLE STATE, SO THAT WAS INTERESTING, AND TWO FROM CHINA THAT WERE REPRESENTING “THE BEIJING NEWS” AND THE– FORGETTING THE NAME OF THE SECOND PUBLICATION, SO THAT’S JUST A FLAVOR KIND OF– THAT WOULD BE A MONTH. BASICALLY, A MONTH IN THE LIFE OF STATE SUPERINTENDENT. GOT IT? EVERYONE OUT THERE LOOKING, AND MOSTLY GOOD. MOSTLY ALL GOOD. [ LAUGHTER ] AND NOW, WITHOUT FURTHER ADO, MELODY WITH YOUR TEACHER OF THE YEAR MONTHLY REPORT.>>EXCUSE ME A MINUTE WHILE I JUST GET THIS ON THE SCREEN. I’M NOT SURE WHERE THE– THERE IT IS. IT WAS HIDING UNDERNEATH SOMETHING. OKAY. I’M EXCITED TO PRESENT THIS MONTH BECAUSE I FEEL LIKE THIS HAS BEEN A VERY PRODUCTIVE MONTH, AND AN EXCITING MONTH WHERE I’VE GOTTEN TO PARTICIPATE IN SEVERAL DIFFERENT AVENUES THAT I’M VERY PASSIONATE ABOUT, SO I’VE BEEN WORKING ON SOME PROFESSIONAL DEVELOPMENT, OR I LIKE THE TERM PROFESSIONAL LEARNING, PRESENTATIONS IN SOME AREAS WHERE I FEEL STRONGLY ABOUT AND I FEEL THAT I HAVE SOMETHING TO OFFER, AND TWO IN PARTICULAR THAT I’M WORKING ON NOW ARE ABOUT MATH FACT FLUENCY SKILLS AND GETTING STUDENTS IN ELEMENTARY GRADES TO HAVE THOSE MATH FACTS MASTERED SO THAT THAT CAN HELP THEM IN ALL OTHER ASPECTS OF MATH, AND THEN THE OTHER PIECE THAT I FEEL REALLY STRONGLY ABOUT IS METACOGNITION IN READING, SO REALLY TEACHING STUDENTS TO UNDERSTAND THE ACT OF THINKING, AND TO LISTEN TO THAT LITTLE VOICE INSIDE THEIR HEAD, AND IF THEY HAVE A GOOD FOUNDATION OF THAT THEN ALL OF THE OTHERS SKILLS AND STRATEGIES THAT ARE NECESSARY TO BE A STRONG READER WILL FALL INTO PLACE, SO THOSE ARE SOME THINGS THAT I’VE BEEN WORKING ON THAT I’LL BE PRESENTING TO GROSSE POINTE SCHOOLS AND A FEW OTHER PLACES IN THE NEXT FEW MONTHS. AS SUPERINTENDENT FLANAGAN MENTIONED, I DID GET TO MEET WITH HIM ONE ON ONE, WHICH WAS A GREAT EXPERIENCE, AND WE HAD A TERRIFIC CONVERSATION WHICH RANGED– YOU KNOW, WITH A RANGE OF TOPICS, AND IT WAS JUST A REALLY GREAT WAY FOR ME TO GAIN AN UNDERSTANDING OF HIS ROLE, AND THEN ALSO WHAT I HOPE TO ACHIEVE IN MY ROLE, AS WELL. I’VE SHOWN AN INTEREST IN THE OFFICE OF PROFESSIONAL PREPARATION SERVICES. I THINK I’VE MENTIONED I’VE HAD THREE STUDENT TEACHERS FROM THREE DIFFERENT COLLEGES AND UNIVERSITIES, AND THEY’VE BEEN VERY A VERY DIFFERENT EXPERIENCE FOR EACH, SO LEAH BREEN WITH THE MDE INVITED ME TO A DARTEP MEETING WHICH IS A DIRECTORS AND REPRESENTATIVES OF TEACHER EDUCATION PROGRAMS, AND THAT WAS AT SAGINAW VALLEY STATE UNIVERSITY LAST WEEK, AND IT WAS A GREAT EXPERIENCE FOR ME TO BE ABLE TO LEARN, AND ALSO IT WAS NICE TO SEE THAT THE LEADERS THERE WERE VERY INTERESTED IN THE TEACHER PERSPECTIVE, SO I HAD A CHANCE TO, YOU KNOW, GIVE MY INPUT ON A VARIETY OF THINGS, AND THEY SEEMED VERY RECEPTIVE TO LEARNING FROM TEACHERS WHO HAVE HAD EXPERIENCES WITH STUDENT TEACHERS, BOTH POSITIVE AND IN WAYS THAT IT COULD BE IMPROVED. SO THAT EXPERIENCE ACTUALLY INSPIRED MY LATEST BLOG ENTRY, WHICH I CALL THE STUDENT TEACHER WISH LIST. I WAS JUST CURIOUS ABOUT OTHER TEACHERS, AND THE EXPERIENCE THAT THEY’VE HAD, AND WHAT THEY FEEL TEACHERS– STUDENT TEACHERS COME PREPARED WITH, AND MAYBE WHAT THEY’D LIKE TO SEE THEM COME PREPARED WITH, AND THE INTERESTING PART IS THE FEEDBACK THAT I GOT FROM TEACHERS WAS MORE, YOU KNOW, QUALITIES AND CHARACTERISTICS OF THE STUDENT TEACHER, YOU KNOW. A LOVE FOR LEARNING. MOTIVATED AND ORGANIZED. THEY TALKED ABOUT THE IMPORTANCE OF THOSE MUCH MORE THAN, YOU KNOW, HAVING AN UNDERSTANDING OF COMMON CORE, OR, YOU KNOW, INSTRUCTIONAL STRATEGIES FOR THE CLASSROOM, SO WHAT I TOOK FROM THAT IS THAT TEACHERS FEEL THAT ALL OF THOSE THINGS CAN BE LEARNED, BUT OVERALL IT’S THE QUALITIES AND CHARACTERISTICS OF THE PERSON THAT YOU’RE WORKING WITH THAT’S GOING TO HELP THEM SUCCEED THE MOST, SO I THOUGHT THAT WAS INTERESTING. I THOUGHT I’D GET DIFFERENT FEEDBACK ON THAT, AND THAT WAS MY BIGGEST TAKEAWAY FROM THAT. THROUGH THE GALILEO TEACHER LEADERSHIP ALUMNI BOARD, WE WERE ABLE TO VISIT NOVI WOODS ELEMENTARY A COUPLE WEEKS AGO, AND I WAS BLOWN AWAY BY A COUPLE OF THE CLASSROOMS THAT THEY HAD THERE. FIRST, THE SCHOOL ITSELF IS A LOVELY SCHOOL AND JUST A VERY FEEL GOOD ENVIRONMENT, BUT WE VISITED A COUPLE CLASSROOMS THAT HAVE REALLY TRANSFORMED THE WAY THAT THEY THINK A LEARNING ENVIRONMENT SHOULD BE, SO RATHER THAN HAVING DESKS, THEY HAD DIFFERENT FURNITURE THAT WAS CONDUCIVE FOR LEARNING, AND THAT REALLY WAS TAILORED TO DIFFERENT STYLES OF LEARNING, AND DIFFERENT NEEDS OF THE KIDS, AND IT’S DEFINITELY SOMETHING I’VE THOUGHT ABOUT AND HAVE BEEN INTERESTED IN. REALLY TRANSFORMING LEARNING SPACE SO THAT IT’S MORE CONDUCIVE TO THAT 21st CENTURY LEARNING THAT WE’RE HOPING OUR STUDENTS GET, SO YOU CAN SEE IN SOME OF THESE PICTURES. THESE WERE ACTUALLY JUST REALLY COMFORTABLE PIECES OF FURNITURE THAT CAN BE ARRANGED IN DIFFERENT WAYS, AND THEN THIS TABLE I THOUGHT HAD SOME GREAT CHAIRS. EVEN JUST FOR SPACE THAT COULD BE TUCKED UNDER, SO THEY DON’T TAKE UP TOO MUCH ROOM. THE TEACHER THAT SHARED HER CLASSROOM WITH US SAID THAT KIDS DON’T HAVE TO SIT AT THE CARPET WHEN SHE’S READING OR WHEN SHE’S DOING A LESSON. THEY CAN REALLY FIND PLACES THAT MAKE IT COMFORTABLE FOR THEIR LEARNING, AND THESE WERE MY FAVORITE ACTUALLY. THESE WERE SMALLER TABLES THAT COULD EASILY BE MOVED AND RECONFIGURED INTO DIFFERENT WAYS, SO THESE WERE ACTUALLY THREE LITTLE TABLES PUT TOGETHER, AND WHEN THEY NEEDED TO BE WORKING INDEPENDENTLY THEY COULD PULL THEM APART, OR WORK IN TWOS OR THREES, SO I JUST THOUGHT I WAS A REALLY GREAT, INNOVATIVE WAY TO SET UP A CLASSROOM, AND I WANTED TO SHARE IT WITH THE BOARD BECAUSE I FEEL LIKE THIS IS THE FUTURE OF WHAT A CLASSROOM SHOULD LOOK LIKE. THIS IS ALSO A WHITEBOARD TABLE, WHICH EVERYONE THOUGHT WAS PRETTY GREAT, WHICH I NOW KNOW THAT YOU CAN DO WITH SPECIAL PAINT ON ANY SURFACE. [ LAUGHTER ] SOMETHING VERY NEAR AND DEAR TO MY HEART IS A NEW ORGANIZATION THAT I HAVE FOUNDED ALONG WITH SOME OTHER CHALDEAN EDUCATORS. MY PARENTS, BEING FROM IRAQ. THE EVENTS THAT HAVE TAKEN PLACE OVER THE LAST FEW MONTHS HAVE REALLY HIT HOME, AND WE’RE HEARING FROM FAMILY MEMBERS, AND PEOPLE WHO ARE JUST IN DIRE NEED THERE, SO THE BISHOP OF THE CHALDEAN DIOCESE HAS PUT TOGETHER SEVERAL DIFFERENT GROUPS, ONE BEING, YOU KNOW, MEDICAL PROFESSIONALS WHO CAN HELP WITH THAT, AND THEN ALSO THE EDUCATORS WHO ARE TRYING TO THINK OF WAYS TO HELP THE CHILDREN THAT ARE THERE, SPECIFICALLY, BECAUSE, AS OF NOW, THEY ARE ALREADY MISSING A YEAR OF SCHOOL, AND WILL CONTINUE TO DO SO UNTIL THEY GET SETTLED WHICH CAN TAKE SEVERAL YEARS. SO OUR ORGANIZATION IS CALLED TEACH: “TEACHERS EDUCATING AND CREATING HOPE,” AND OUR BIGGEST– OUR FIRST INITIATIVE, I SHOULD SAY, IS A COAT DRIVE BECAUSE THE PEOPLE THAT HAVE BEEN DISPLACED TO NORTHERN IRAQ ARE LIVING IN THE MOUNTAINS IN TENTS, AND THEY’LL BE FACING A HARSH WINTER FOR THE FIRST TIME EVER, AND IT GETS VERY HARSH THERE, SO OUR GOAL IS JUST TO GIVE THEM THE THINGS THAT THEY’LL NEED TO SURVIVE THAT COLD AND THOSE TEMPERATURES, SO I’M HAPPY TO SAY THAT WE HAVE JUST SHIPPED OVER 20,000 NEW COATS AND WINTER MATERIALS THAT WILL HOPEFULLY GET TO THEM IN TIME FOR THEIR WINTER TO START, AND THEN WE’RE CONTINUING THAT, AS WELL, SO THAT’S SOMETHING THAT I’M VERY PROUD OF AND EXCITED TO CONTINUE WITH THE OTHER EDUCATORS AROUND ME. AND THEN THE THING I’M MOST EXCITED ABOUT IS SOMETHING I’VE MENTIONED BEFORE. IT’S A CHILDREN’S PICTURE BOOK THAT I’M PUBLISHING, AND THIS WILL BE IN PRINT BY DECEMBER, BUT, YOU KNOW, I’M FLATTERED TO HEAR THAT MIKE FEELS THAT I HAVE A DIFFERENT PERSPECTIVE ON IT BECAUSE I FEEL I DO AS WELL, AND IT’S NOT SOMETHING I THOUGHT I FELT THAT I JUST, YOU KNOW, UNDERSTOOD BULLYING FROM MAYBE A 3rd GRADE PERSPECTIVE, BUT WHAT I REALIZED IS THAT A LOT OF INFORMATION AND A LOT OF TRAINING IS GIVEN TO STUDENTS, AND THERE’S A LOT OF BOOKS OUT THERE ABOUT THE VICTIM, YOU KNOW, AND HOW TO BE YOURSELF, AND HOW TO STAND UP FOR YOURSELF, AND HOW TO NOT LET OTHER PEOPLE BOTHER YOU. WHAT I’VE REALLY NOTICED ARE THE KIDS WHO ARE DOING THE BULLYING, AND I’VE TAKEN AN INTEREST IN HOW TO MAKE THEM AWARE OF THAT BEHAVIOR AND CHANGE IT, AND MY BIGGEST TAKEAWAY FROM THAT IS THAT KIDS, ESPECIALLY YOUNG KIDS, SEE THESE STEREOTYPES ON TV OF BULLIES, AND THEY’RE THESE BIG, MEAN, YOU KNOW, DUMB– YOU KNOW, KIDS WHO ARE PUSHING PEOPLE INTO LOCKERS, AND, YOU KNOW, ARE ALWAYS BULLIES, AND I HAVE FOUND THAT THAT DOESN’T REALLY EXIST IN REAL LIFE VERY OFTEN, ESPECIALLY IN AN ELEMENTARY SETTING. SO WHAT HAPPENS IS YOU HAVE THESE VERY SWEET, SMART, INNOCENT KIDS THAT ARE, YOU KNOW, SAYING HURTFUL THINGS, OR DOING HURTFUL THINGS, AND IF YOU TRY TO TELL THEM THAT THEY’RE BULLYING THEY REFUSE TO IDENTIFY WITH THAT BECAUSE THEY’RE NOT AT ALL WHAT THEY SEE ON TV, SO REALLY WHAT THIS BOOK DOES IS IT AIMS TO IDENTIFY THE BULLY IN ALL OF US, AND SHOW KIDS THAT WE ALL ACT LIKE BULLIES SOMETIMES, AND ONCE THEY REALIZE THAT THEY’RE MUCH MORE WILLING TO TAKE RESPONSIBILITY FOR THEIR ACTIONS, AND INSTEAD OF, YOU KNOW, THINKING OF THEMSELVES AS THE BULLY, YOU SAY, YOU KNOW, “YOU’RE ACTING LIKE A BULLY,” AND JUST THAT VERY SLIGHT CHANGE IN LANGUAGE REALLY, REALLY MAKES A DIFFERENCE WITH THE KIDS, AND HELPS THEM TO, LIKE I SAID, TAKE RESPONSIBILITY FOR THEIR ACTIONS, AND THEN HOPEFULLY CHANGE THEIR ACTIONS, AND THAT’S BEEN REALLY POWERFUL WITH MY CLASS, SO THAT’S WHAT THIS BOOK DOES. IT HELPS TO BREAK THE BULLY STEREOTYPE, AND I’M HOPING THAT NEXT MONTH I WILL HAVE A COPY OF THE BOOK TO SHARE. THAT’S MY BIGGEST PROJECT NOW, SO–>>VERY GOOD.>>THANK YOU.>>VERY GOOD.>>THANK YOU. [ APPLAUSE ]>>OKAY. OUR FEARLESS LEADER IS WALKING BACK IN THE DOOR AS WE SPEAK, SO–>>I WAS JUST SEEING IF YOU COULD HEAR OUTSIDE.>>YEAH.>>THANKS MELODY. IT CAME UP LOUD AND CLEAR OUT THERE, BY THE WAY.>>SO, I THINK WE’RE AT LEGISLATIVE UPDATE.>>WE ARE, AND THAT’S WITHOUT EVEN INVITING MARTY TO THE TABLE. HE CAME ANYWAY, SO– BUT THIS BASICALLY– CASANDRA AND MARTY, WHO LED THE LEGISLATIVE COMMITTEE MEETING I SAT IN WAS EXCELLENT, AND LET ME JUST BUMP IT OVER TO MARTY AND CASANDRA.>>OKAY. THANK YOU. THE LEGISLATURE’S BEEN OUT FOR A FEW WEEKS, AND THEY DON’T PLAN ON COMING BACK UNTIL– IN EARNEST, UNTIL AFTER THE ELECTION. THEY DO COME BACK NEXT WEEK FOR JUST ADMINISTRATIVE THINGS. TO READ IN BILLS AND SUCH. THERE’S NO ACTION EXPECTED TO BE TAKEN. THERE ARE SEVERAL EDUCATION BILLS WHICH I HAVE BROUGHT TO THE TABLE IN THE PAST COUPLE MONTHS THAT ARE STILL AWAITING ACTION, AND WHAT HAPPENS IN LAME DUCK WILL BE DETERMINED PROBABLY IN 3 WEEKS ON ELECTION DAY. WHAT HAPPENS WITH THE ELECTIONS DEPENDS ON HOW ACTIVE OR INACTIVE THEY BECOME, OR CHOOSE TO BE IN THE LAME DUCK SESSION. SO THE BOARD’S LEGISLATIVE COMMITTEE MEETING LAST WEEK. SEVERAL ISSUES WERE DISCUSSED, SO I’LL HAND OVER TO CASANDRA.>>SO, THE LEGISLATIVE COMMITTEE ACTUALLY IDENTIFIED THREE ITEMS THAT WE WANTED TO BRING BACK TO THE BOARD FOR CONSIDERATION TODAY, AND THE FIRST ONE ON OUR AGENDA IS THE TURNAROUND DISTRICT, SO THIS IS ACTUALLY A FOLLOW UP FROM LAST MONTH’S BOARD MEETING. THERE WAS A REQUEST THAT THE LEGISLATIVE COMMITTEE TAKE A LOOK AGAIN AT WHAT WAS LABELED THE “EDUCATION ACHIEVEMENT AUTHORITY” BILL, BUT THE REALITY IS THE SUBSTITUTE THAT’S CURRENTLY IN THE SENATE DOES NOT INCLUDE THE WORDS “EDUCATION ACHIEVEMENT AUTHORITY.” IT’S REALLY ABOUT TURNAROUND DISTRICTS FOR THE STATE, AND SO THE REQUEST WAS, BASICALLY, THAT WE REITERATE THE FACT THAT WE HAVE A POLICY THAT WE PASSED, AND I BELIEVE THAT WAS IN JANUARY– ON JANUARY 14, 2014, THE STATE BOARD OF EDUCATION POLICY ON SCHOOL TURNAROUND DISTRICT AND STRATEGY, AND SO WE HAVE A VERY SHORT STATEMENT WHICH I DON’T HAVE IN FRONT OF ME. SO, MARTY, DO YOU HAVE THAT? NO, NOT THAT. SORRY. IT IS WHAT I SENT BY EMAIL LAST NIGHT. I THOUGHT I HAD THIS PULLED UP. YOU DON’T HAVE THE SHORT STATEMENTS? OKAY. THANK YOU. SO, THE VERY SIMPLE STATEMENT IS, “IN ANTICIPATION OF MOVEMENT ON SUBSTITUTE 3 OF HOUSE BILL 4369, OTHERWISE KNOWN AS THE STATE SCHOOL REFORM REDESIGN BILL, THE STATE BOARD OF EDUCATION REITERATES THE ‘SBE POLICY ON SCHOOL TURNAROUND DISTRICT AND STRATEGY,’ ADOPTED JANUARY 14, 2014.” THIS IS SIMPLY TO REITERATE TO THE LEGISLATURE THAT WE DID COME UP WITH A STATEMENT THAT YOU NOW HAVE IN FRONT OF YOU, AND REAFFIRM THE GOALS OF THE STATE BOARD OF EDUCATION WHEN IT COMES TO THE TURNAROUND LEGISLATION COURT OF HOUSE. SO WITH THAT, A MOTION?>>I MOVE REITERATION OF THE STATE BOARD OF ED POLICY ON SCHOOL TURNAROUND DISTRICT AND STRATEGY.>>SECOND.>>MOVED BY DAN. SUPPORTED BY LUPE, WAS THAT?>>YEAH.>>ANY DISCUSSION? RICHARD?>>I’M STILL CONCERNED ABOUT WHAT MIGHT HAPPEN IN LAME DUCK, AND I’M STILL CONCERNED ABOUT THE ACTUAL BILL. EVEN SUBSTITUTE 3. THERE’S LANGUAGE IN THERE THAT STRIKES ME THAT THEY’RE REALLY TALKING ABOUT THE EAA, BUT THEY DON’T MENTION IT BY NAME, BUT IT DESCRIBES THE EAA, AND I’M NOT QUITE SURE HOW THAT FITS INTO OUR STATEMENT. I STAND BY THE STATEMENT, BUT I DON’T KNOW HOW THE STATEMENT COMPORTS WITH THAT LEGISLATION AS CURRENTLY BEFORE THE SENATE, AND I’M VERY CONCERNED ABOUT THAT, SO I DON’T KNOW WHAT TO–>>BACK TO MARTY’S POINT.>>WHAT–>>THE NOVEMBER MEETING.>>WHAT IT’S SAYING ACTUALLY– WHAT IT TALKS ABOUT CERTAIN SCHOOL DISTRICTS, BUT IT SOUNDS LIKE THEY’RE TALKING ABOUT THE EAA, BUT THEY DON’T MENTION IT, SO THAT GIVES ME SOME PAUSE WHETHER WE WANT TO SAY SOMETHING ABOUT THAT BECAUSE THE STATEMENT THAT JOHN MADE AT THE LAST MEETING SAID WE SHOULD MAKE A STATEMENT ABOUT NOT CODIFYING THE EAA, AND I’M NOT– I WANT TO MAKE SURE THAT THIS LEGISLATION, SHOULD IT PASS, DOESN’T CODIFY THE EAA. I DON’T KNOW IF YOU KNOW–>>I THINK MARTY’S POINT.>>– WHAT THE LANGUAGE IS. I’M AT LEAST LOOKING FOR THE–>>I THINK WHAT CAME– I THINK WHAT CAME OUT OF THE LEGISLATIVE COMMITTEE WAS THERE WOULD BE THE NOVEMBER MEETING, NOT TO MENTION OBVIOUSLY, THE DECEMBER MEETING WHICH MIGHT BE TOO LATE, BUT THE NOVEMBER MEETING, AND BASED ON THE ELECTION THERE MIGHT BE GREATER CLARITY ON POSSIBLE LEGISLATION.>>YEAH.>>BUT IT IS GENERIC AT THIS POINT.>>WELL, ONE OF THE PLACES IT SAYS, “THE DEFINITION OF SCHOOL DISTRICTS INCLUDES A PUBLIC BODY AUTHORIZED TO PERFORM THE FUNCTIONS OF THE SSRR DISTRICT, AND WITHIN THE DEFINITION OF SCHOOL BOARD THROUGH THE SSRR GOVERNING BODY,” WHICH SOUNDS LIKE THE EAA BECAUSE SSRR GOVERNING BODY. IT’S UNDER YOU WHICH IS UNDER US IN EFFECT, BUT THE EAA IS UNDER THE GOVERNOR APPOINTED BOARD, AND I THINK THAT’S WHAT THEY’RE TALKING ABOUT.>>WELL, AS OF RIGHT NOW– I COMPLETELY APPRECIATE YOUR CONCERN. AS OF RIGHT NOW, THE TWO ARE KIND OF SIMULTANEOUS BECAUSE WE HAVE THAT AGREEMENT IN PLACE, HOWEVER, THAT AGREEMENT EXPIRES, AND I THINK YOU SAID JANUARY.>>FEBRUARY.>>FEBRUARY, SO, I MEAN, THAT’S ONE POSITIVE, I THINK, IS THAT COME FEBRUARY, THE SCHOOL– THE STATE SCHOOL REFORM DISTRICT AND THE EAA ARE NO LONGER SIMULTANEOUS.>>RIGHT, AND SO EVEN TO THAT POINT, I MEAN, WE DON’T– THAT’LL END THE EXCLUSIVITY AGREEMENT. THE EXCLUSIVITY AGREEMENT WHICH CERTAINLY, YEARS LATER, SOUNDS– DEPENDING ON WHERE YOU ARE, IT SOUNDS MORE LIKE SOMETHING IT ISN’T. WHAT IT WAS IN THE BEGINNING WAS THE ONLY PLACE TO FIND A WAY TO PLACE SCHOOLS, AND OF COURSE, AS, FAIR OR UNFAIR, MORE CONTROVERSY CAME AROUND THIS, AND THERE WERE MORE OPTIONS THAT POSSIBLY CAME TO BEAR, ISDs STEPPING UP AND SAYING THEY MAY BE AVAILABLE, THAT’S WHEN– WITHIN MY AUTHORITY, SO I SAID, “LET’S CANCEL THAT EXCLUSIVITY AGREEMENT, AND THEN LOOK AT OTHER OPTIONS, POSSIBLY INCLUDING THE EAA, BUT OPTIONS THAT WOULD NOT BE EXCLUSIVE TO THE EAA,” BUT, YOU KNOW, PART OF THIS WAS THAT TRANSITION FROM WHAT I HAD BEEN CALLING THE “GRANHOLM LEGISLATION” WHICH CALLED FOR THE REFORM DISTRICT TO TAKE OVER SCHOOLS, AND THEN SUDDENLY THE EVOLUTION OF THAT IS YOU DON’T NEED JUST ONE ENTITY. THERE’S OTHER ENTITIES THAT COULD DO IT. THERE COULD BE SOME OTHER THINGS WE’VE BEEN TALKING ABOUT IN HOUSE THAT DON’T– THAT IN EFFECT DON’T REQUIRE AN ENTITY. THERE IS LOCAL DISTRICTS THAT HAVE INFERRED THEY MIGHT BE WILLING TO HELP OUT, SO I THINK, TO CASANDRA’S POINT, THAT’S– THAT PART OF THAT, ANYWAY, IS A NON-ISSUE AFTER FEBRUARY. NOTHING AT LEAST FROM HERE IS GOING TO BE DONE BEFORE THEN.>>I WAS SPECIFICALLY CONCERNED ABOUT SECTION 12.25 ON PAGE 3. I JUST WANT TO MAKE SURE THAT DOESN’T CODIFY THE EAA, AND NOBODY WILL KNOW IT UNTIL IT’S PASSED.>>GOOD POINT.>>DAN, DO YOU HAVE A SENSE OF THAT WITH– I’M CALLING ON THE LAWYER, HERE, LESS THE BOARD MEMBER.>>SO, MAYBE I SHOULD READ THE LANGUAGE HERE THAT MICHELLE WAS LOOKING AT NOW, SO ANYTHING THAT REFERS TO THE STATE–>>QUESTION MARK IS.>>IT’S ONE OF THE MANY REASONS WE’RE GOING TO BE SORRY WHEN DAN LEAVES BECAUSE HE DOESN’T CHARGE FOR THIS. [ LAUGHTER ]>>WHAT SECTION ARE YOU REFERRING TO?>>TWELVE TWENTY-FIVE.>>THAT IS THE– IT’S HOUSE BILL 4369. THAT– I THINK YOU’RE LOOKING AT THE–>>IT’S PAGE 3.>>I THINK YOU’RE LOOKING AT THE FIT LEGISLATION, I THINK.>>I’M READING THE ANALYSIS. I HAVEN’T SEEN THE ACTUAL–>>NO. FORTY-THREE SIXTY-NINE.>>FORTY-THREE SIXTY-NINE.>>SO, YOU’RE LOOKING AT THE DEFINITION OF SCHOOL DISTRICT AS USED IN THAT LEGISLATION?>>FORTY-THREE SIXTY-NINE.>>”INCLUDES A PUBLIC BODY AUTHORIZED TO PERFORM THE FUNCTIONS AND RESPONSIBILITIES OF THE STATE SCHOOL REFORM”– WHAT IS THE LAST R?>>REDESIGN.>>”DISTRICT, AND ELIGIBLE TO RECEIVE A PER PUPIL ALLOCATION FOR PUPILS IN MEMBERSHIP IN A PUBLIC SCHOOL OPERATED OR AUTHORIZED BY”– SO, THAT INCLUDES ALL SCHOOL DISTRICTS, BASICALLY.>>AND THE EAA.>>YEAH, IT WOULD INCLUDE THE EAA, AS WELL, IF IT’S AUTHORIZED TO PERFORM THE FUNCTIONS AND RESPONSIBILITIES– SO, THE ELIGIBLE TO RECEIVE A PER PUPIL ALLOCATION IS EVERYBODY, RIGHT? “A PUBLIC BODY AUTHORIZED TO PERFORM THE FUNCTIONS AND RESPONSIBILITIES OF THE SSRR DISTRICT.”>>BUT THEY DESCRIBED IT WITH A GOVERNING BOARD– WITH A GOVERNING BODY.>>WHICH CURRENTLY IS THE EAA.>>YES. I JUST WANT TO MAKE SURE IT ISN’T–>>I AGREE. I THINK–>>IT’S SLIPPED IN THERE WITHOUT ANYBODY KNOWING IT, YOU KNOW.>>WELL, I MEAN, WHAT WE COULD DO TODAY IS APPROVE THE STATEMENT, AND THEN DO SOME EXTRA WORK TO MAKE SURE THAT THERE’S NOT A QUESTION OF CODIFICATION IN THE ACTUAL BILL. WOULD THAT BE OKAY?>>THAT WOULD BE FINE. WE’LL HAVE TO KEEP MOVING.>>OKAY.>>WE’LL CO-OWN WITH YOU. MARTY, RIGHT?>>MMM-HMM.>>AND WE’LL TRY TO GET AN UNDERSTANDING THAT–>>I THINK IT’S IMPORTANT TO REITERATE THE STATEMENT, SO THAT’S FINE.>>OKAY, SO ANY FURTHER DISCUSSION ON THAT MOTION? OH, YEAH– RICHARD. SORRY. YOU WERE THE FIRST ONE–>>WE ARE ON THE POLICY WE’D ADOPTED IN JANUARY.>>YES.>>YES.>>OKAY. I THINK THE ACT– I FULLY SUPPORT THE ACTION, THE THEREFORE THE FINALLY, BUT THE PRELIMINARIES I FIND UNCLEAR. “WE EFFECT– WE SUPPORT AN EFFECTIVE TURNAROUND STRATEGY.” WHAT IS THAT STRATEGY? I THINK THAT PUTTING A SCHOOL UNDER ANOTHER MANAGEMENT IS NOT ITSELF A STRATEGY, SO I– IF WE COULD–>>ARE YOU?>>JUST LOOKING AT THE ONE–>>SO, YEAH. I DON’T THINK WE CAN WORDSMITH THIS. WE EITHER– YEAH, I MEAN, WE CAN’T MAKE MENTION OF WHAT WE ADOPTED IN JANUARY 14, 2014 IF WE CHANGE WHAT WE ADOPTED.>>YEAH, OKAY.>>SO, WE EITHER HAVE TO APPROVE THAT OR WE HAVE TO START RE-WORDSMITHING, WHICH– I MEAN, I PERSONALLY WOULD NOT RECOMMEND BECAUSE WE’RE GOING TO OPEN UP A WHOLE CAN OF WORMS, AND THEN WE REALLY WILL GET INTO CODIFICATION.>>RICHARD, CAN I? MY RECOLLECTION OF THIS WAS NOT THAT WE WERE CALLING THE PLACEMENT IN THE STATE SCHOOL REFORM DISTRICT ITSELF AN EFFECTIVE TURNAROUND STRATEGY, BUT THAT IN ORDER FOR AN EFFECTIVE STRATEGY TO BE DECIDED UPON BY THE STATE SCHOOL REFORM OFFICE, AND USE OF THE DISTRICT TO IMPLEMENT AN EFFECTIVE STRATEGY, THAT WE NEEDED TO GET THE THEREFORES DONE, WHICH IS KIND OF A PRELIMINARY STEP TO GETTING TO A STRATEGY.>>OKAY.>>THAT’S MY RECOLLECTION OF–>>WELL, THE WAY YOU PUT THAT IS VERY HELPFUL TO ME. THE OTHER ASPECT IN THAT PARAGRAPH IS, “THE SEARCH FOR ENTITIES THAT HAVE A VERIFIABLE TRACK RECORD OF EDUCATIONAL SUCCESS OR MANAGING SCHOOL TURNAROUND OR DEMONSTRABLE LIKELIHOOD OF SUCCESS AT MANAGING SCHOOL TURNAROUND EFFORTS.” I– AGAIN. I FIND THAT KIND OF PROBLEMATIC. I DON’T HOW WE’D DEFINE THAT. AGAIN, THOUGH, THE PARAGRAPH THAT FOLLOWS THE ACTUAL ACTIONS I THINK ARE– I CAN HAPPILY SUPPORT, BUT THE PRELIMINARY STUFF I HAVE TROUBLES WITH.>>MAYBE IF AND WHEN THE BOARD REVISITS IN NOVEMBER WITH THIS OTHER INSIGHT ABOUT THE PARAGRAPH THAT MIGHT BE ALSO THE OPPORTUNITY TO JUST COME UP WITH A WHOLE NEW–>>RIGHT.>>A WHOLE NEW DEAL–>>RIGHT. THAT’S WHAT I WAS SAYING. THEN WE CAN INCLUDE–>>INCLUDING MORE CLARITY, AND–>>FAIR ENOUGH.>>OTHER COMMENTS ON THAT? ALL IN FAVOR, AYE.>>all: AYE.>>OPPOSED SAME. THANK YOU. STATEMENT ON CHARTER SCHOOL LEGISLATION.>>STATEMENT ON CHARTER SCHOOL LEGISLATION. WE ALSO– THERE’S BEEN TWO BILLS THAT HAVE BEEN INTRODUCED IN THE STATE LEGISLATURE. HOUSE BILL 5852 WHICH CALLS FOR A MORATORIUM ON NEW CHARTERS UNTIL THE LEGISLATURE ADDRESSES ISSUES RELATED TO TRANSPARENCY AND ETHICS, AND THEN SENATE BILL 1104 WHICH DOES A NUMBER OF THINGS. IT BASICALLY CALLS ON THE STATE BOARD OF ED TO ISSUE A CERTIFICATE OF NEED BEFORE A CHARTER SCHOOL CAN BE AUTHORIZED IN A REGION. IT INDICATES WHAT THE BOARD SHOULD CONSIDER IN ISSUING SUCH AS A STATEMENT OF NEED. CRITERIA THAT THE STATE SUPERINTENDENT SHOULD TAKE INTO ACCOUNT WHEN EVALUATING THE EFFECTIVENESS OF AUTHORIZERS, AND COMPETITIVE BIDDING IN CHARTER SCHOOLS. SO THE STATEMENT THAT WE’VE PUT TOGETHER BASICALLY SAYS THAT, “THE STATE BOARD OF EDUCATION APPRECIATES THE SPIRIT IN WHICH HB5852 AND SENATE BILL 1104 HAVE BEEN INTRODUCED, AND WOULD LIKE TO REITERATE OUR PREVIOUS “STATEMENT ON CHARTER SCHOOL REFORM,” WHICH WAS ADOPTED AUGUST 12, 2014,” AND WE NOW HAVE A COPY OF THAT, AS WELL.>>EILEEN, PLEASE.>>DO WE HAVE TO MOVE THIS?>>I THINK WE NEED A MOTION.>>OH, I’M SORRY. I GOT SORT OF– MOTION? MOVED BY KATHLEEN. SUPPORT?>>SUPPORT.>>SUPPORT.>>SUPPORTED BY LUPE. NOW DISCUSSION. EILEEN?>>AS WITH THE STATEMENT IN AUGUST, I’LL BE VOTING AGAINST THIS FOR SEVERAL REASONS. FIRST OF ALL, PART OF THE STATEMENT AT THE VERY END. “THE STATE BOARD OF EDUCATION CALLS UPON THE LEGISLATURE TO ENSURE THAT EDUCATION LAWS APPLY TO BOTH TRADITIONAL AND CHARTER SCHOOLS. CURRENTLY, SOME LAWS APPLY TO CHARTER SCHOOLS AND NOT TRADITIONAL SCHOOLS. OTHER LAWS APPLY TO TRADITIONAL SCHOOLS AND NOT CHARTER SCHOOLS.” SO, BOTH OF THESE BILLS ARE AIMED SQUARELY AT TAKING OUT CHARTER SCHOOLS IN DIFFERENT WAYS. THE PROBLEM FOR ME IS THAT WE CURRENTLY HAVE, I WOULD SAY, NEGOTIATIONS GOING ON UNDER EXISTING LEGISLATION. MDE IS IN THE MIDDLE OF NEGOTIATING WITH THE AUTHORIZERS HOW THINGS ARE GOING TO BE MADE BETTER AND DIFFERENT, AND THOSE LAWS ARE ON THE BOOKS, SO IN AUGUST WHEN THIS DISCUSSION HAPPENED, I BEGGED THE BOARD TO WAIT AND SEE WHAT CAME AS A RESULT OF THAT. WE MAY REACH AN IMPASSE. WE MAY COME UP WITH SOMETHING THAT WE CONTROL, WHICH I BELIEVE TO BE THE MOST EFFECTIVE POSITION WE COULD TAKE. AS I READ THESE BILLS, PARTICULARLY HOUSE BILL 5852, THAT BILL DOESN’T PRESERVE OUR CURRENT AUTHORITY FOR AUTHORIZER PERFORMANCE. IT LEAVES IT TO THE LEGISLATURE. IT FIRST SAYS THAT, “UNLESS THESE”– AND MARTY, THIS IS MY READING, AND I AM NOT AN ATTORNEY, I’LL GRANT YOU THAT, BUT MY UNDERSTANDING IS THAT UNLESS THE LEGISLATURE COMES UP WITH RULES FOR COMPLETE TRANSPARENCY ON CONFLICTS OF ETHICS AND CONFLICTS OF INTEREST STANDARDS IN ASSURANCE OF HIGH QUALITY EDUCATION STANDARDS IN STUDENT OUTCOMES, STRICT AUTHORIZED PROCESSES, STRICT OVERSIGHT OF EXISTING PSAs– WHICH OF COURSE DOESN’T APPLY TO TRADITIONAL PUBLIC SCHOOLS– UNLESS THAT HAPPENS BY NEXT SUMMER, 50 CHARTERS WILL BE CLOSED, AND INCLUDED IN THAT GROUP WILL BE THE WEST MICHIGAN AVIATION ACADEMY, TWO OF VERY HIGH PERFORMING DETROIT AREA SCHOOLS, MARTIN LUTHER EDUCATION CENTER AND CONNER CREEK. I CAN’T BE PART OF A BOARD THAT HANDS OVER TO THE LEGISLATURE THAT’S TRYING TO TAKE OUR ASSESSMENT CAPABILITIES AND GIVE IT TO TREASURY AUTHORITY FOR THESE DECISIONS. I JUST CAN’T BE PART OF THAT. SO AS FAR AS SENATE BILL 1104 GOES, THAT BILL IS REALLY INTERESTING BECAUSE IT LIMITS TO THE CURRENT STATE UNIVERSITY AUTHORIZER TOTAL OF CHARTER SCHOOLS RIGHT NOW TO EXISTENCE IN 2014 AND 2015, AND IT ALSO GIVES THE STATE BOARD OF EDUCATION AUTHORITY TO PROMULGATE RULES FOR CERTIFICATES OF NEEDS RUNNING NEW PSAs. SO DEPENDING UPON THE COMPOSITION OF THE BOARD, CERTAINLY THERE ARE PEOPLE ON THE BOARD RIGHT NOW THAT FEEL THAT ALL CHARTERS SHOULD BE CLOSED, OR VERY FEW SHOULD BE ALLOWED BECAUSE OF THE DISRUPTION PROCESS UNDERWAY FOR THE TRADITIONAL SCHOOL DISTRICTS, AND THE FACT THAT WE DON’T ENVISION WHY THEY’RE IN EXISTENCE, AND WHY SCHOOL CHOICE IS IN EXISTENCE, WHICH IS THE EFFORT TO GIVE PARENTS OF 200,000, ABOUT ONE-FIFTH OF OUR SCHOOL CHILDREN, AN OPPORTUNITY TO ATTEND A SCHOOL THAT’S DIFFERENT FROM THE NEIGHBORHOOD DISTRICT SCHOOL– I DON’T SEE THAT THAT’S A GOOD THING FOR MICHIGAN CHILDREN OR PARENTS, SO I’LL BE VOTING AGAINST THIS STATEMENT AS I DID IN AUGUST.>>CASANDRA THEN RICHARD. IS IT ONTO THIS POINT–>>I JUST WANT TO REITERATE. YEAH. THE STATEMENT ACTUALLY SAYS, “THE STATE BOARD OF EDUCATION APPRECIATES THE SPIRIT AND REITERATES OUR PREVIOUS STATEMENT.” I UNDERSTAND YOU VOTED NO THE FIRST TIME, AND YOU’LL VOTE NO AGAIN THIS TIME. I JUST WANT TO POINT OUT THE FACT THAT WE ARE NOT SAYING WE SUPPORT IT. WE’RE NOT SAYING WE’RE OPPOSING IT. WE’RE SIMPLY REITERATING SOMETHING THAT WE’VE ALREADY PASSED BEFORE.>>I FIND THE SPIRIT OF TAKING OUR AUTHORITY AWAY TERRIFYING, SO THAT I CAN’T SUPPORT AT ALL. I JUST– I SEE NO UPSIDE TO GIVING THEM THE AUTHORITY TO DEFINE THINGS THAT ARE CURRENTLY IN OUR POWERS.>>RICHARD, PLEASE.>>I’LL JUST SPEAK TO THE POINT ON THE CERTIFICATE OF NEED IDEA. I HAD THE PRIVILEGE OF SERVING AS CHAPLIN RESIDENT AT SINAI GRACE HOSPITAL IN DETROIT AT THE TIME THAT THEY HAD MERGED GRACE WITH MOUNT SINAI, AND THE PLAN, ORIGINALLY, WAS TO PUT THAT HOSPITAL INTO THE EXISTING MOUNT SINAI, WHICH WAS CONSIDERABLY NEWER. A MORE RECENT STRUCTURE, AND THE HOSPITAL HAD PUT IN SOME– MADE SOME PRELIMINARY COST– PAID SOME PRELIMINARY THINGS TO PREPARE FOR THAT MOVE, AND WHEN THEY APPLIED FOR THE CERTIFICATE OF NEED, THE CERTIFICATE OF NEED CALCULATED THAT IT SHOULD– THAT THEY WOULD HAVE TO MOVE IT THE HALF MILE DOWN OUTER DRIVE– McNICHOLS, SO THEY ENDED UP HAVING TO MOVE IT TO THE OLDER STRUCTURE WHICH IS THE PRESENT SINAI GRACE HOSPITAL. I POINT THIS OUT BECAUSE YOU HAD AN ABSURD SITUATION. WE ALREADY HAD TWO HOSPITALS FOR ONE AREA, BUT THE WAY THEY CALCULATED, THEY WERE LOCKED IN, APPARENTLY. THAT’S THE BEAUTY OF BUREAUCRACY AND DEFINING POLICIES. APPARENTLY, THEY WERE LOCKED IN TO THE POINT WHERE THEY HAD TO RECALCULATE THE NEED, AND THE NEED WAS A HALF MILE OVER, AND SO THE MONEY THAT HAD BEEN INVESTED IN THE SINAI PLANT WAS WASTED AND THE HOSPITAL ENDED UP HAVING TO BE MOVED INTO THE GRACE PLANT, OR THEY COULD HAVE BUILT A NEW STRUCTURE ALL TOGETHER, PERHAPS, WITHIN A BLOCK OF THAT, WHICH IS AN EXAMPLE OF THE NEEDLESS WASTE, DELAY, AND UNCERTAINTY OF THIS KIND OF APPROACH. ESPECIALLY WITH SCHOOL– ESPECIALLY WITH ESTABLISHING SCHOOLS. IF THERE’S ONE AREA IN AMERICA THAT’S MORE CONTROVERSIAL AND LESS PREDICTABLE THAN EDUCATION, IT’S HEALTHCARE, AND WE PROBABLY SHOULD NOT BE IMITATING THEIR POLICIES UNLESS THERE’S A CLEAR ADVANTAGE.>>DAN, THEN KATHLEEN.>>YOU KNOW WHAT. NEVER MIND. I’M NOT GOING TO.>>OKAY. KATHLEEN.>>I JUST WANTED TO SAY THAT OUR PREVIOUS STATEMENT DOES SAY “DEVELOP A CHARTER SCHOOL CERTIFICATE OF NEED, WHEREBY CRITERIA AND PROCESS IS ESTABLISHED TO DEMONSTRATE THE NEED FOR NEW CHARTER SCHOOLS WITHIN A COMMUNITY IN ORDER TO PROVIDE A NEW ALTERNATIVE, INNOVATIVE, OR MORE EFFECTIVE EDUCATION PROGRAM.” SEE, THAT’S WHAT I THINK THIS LEGISLATION IS TRYING TO DO, AT LEAST, SAID THEY WANTED TO DO.>>THAT’S THE POINT OF DISAGREEMENT, SO– MICHELLE.>>I’M JUST NOT QUITE SURE WHAT POWERS WE HAVE TO OVERSEE THIS PROCESS THAT ARE REALLY STRONG AND EFFECTIVE. I’M NOT SEEING WHAT WE’RE GIVING UP BECAUSE THE SITUATION THAT WAS DESCRIBED IN “THE FREE PRESS,” AND WHICH I SEE IN EXPERIENCE, AS WELL– OBVIOUSLY SOMETHING NEEDS TO BE DONE. THE STATUS QUO OF HOW IT IS WITH CHARTER SCHOOLS IS NOT– THERE’S SERIOUS PROBLEMS, AND, YOU KNOW, I THINK WE NEED TO REFORM THE SITUATION, AND TO MAKE THOSE CHANGES, SO I’M A LITTLE CONFUSED ABOUT WHY NOT REFORM WHEN THERE’S THESE OBVIOUS AREAS OF SERIOUS– I THINK– SEROUS FISCAL PROBLEMS USING TAXPAYERS MONEY. CLEARLY NOT ENOUGH OVERSIGHT, AND I DON’T UNDERSTAND THE RESISTANCE TO BEING GOOD FISCAL, AND HAVING THE BOARD, OR HAVING WHOEVER BE– HAVE MORE ACCOUNTABILITY IN THE SPENDING OF THESE FUNDS THAT ARE SUPPOSED TO BE FOR OUR KIDS. I GUESS I JUST DON’T– I DON’T UNDERSTAND THE RESISTANCE, AND THE CLINGING TO THE, SORT OF THE STATUS QUO ON THIS, SO IT’S NOT A QUESTION.>>I CALL THE QUESTION.>>YES MA’AM. CALL THE QUESTION. ALL IN FAVOR, AYE.>>AYE.>>OPPOSED, SAME.>>NO.>>OKAY. THANK YOU.>>THE THIRD STATEMENT THAT WE HAVE IS REGARDING THE FINANCIAL–>>WE HAVE TO VOTE ON MY–>>OH.>>THAT WAS CALLING THE–>>THAT WAS CALLING THE QUESTION. YEAH. YOU’RE RIGHT. SORRY.>>DARN.>>OH, I WOULD VOTE NO ON CALLING THE QUESTION. SORRY.>>OKAY. WHY DON’T I LET YOU DO THAT BECAUSE I DIDN’T DO THAT VERY WELL. WHY DON’T I LET– WE’LL CALL THAT– PRETEND WE JUST DIDN’T DO THAT ONE. WE’RE CALLING– THIS IS A VOTE TO CALL THE QUESTION, AND ALL IN FAVOR, AYE.>>AYE.>>OPPOSED, SAME.>>NO.>>TWO NOs?>>THREE.>>THREE.>>FOUR-THREE.>>THREE.>>THREE TO FOUR. RICHARD, DAN, AND EILEEN.>>FOUR TO THREE.>>ALL RIGHT, SO WE DON’T HAVE ENOUGH TO CALL THE QUESTION.>>WELL, WHAT’S TWO-THIRDS–>>SO, LETS–>>HOW MANY MEMBERS ARE TWO THIRDS?>>WELL, CAN YOU SPLIT? [ OVERLAPPING CHATTER ]>>SAY THAT AGAIN. [ OVERLAPPING CHATTER ]>>OKAY.>>I DON’T KNOW IF ANYBODY ELSE WANTED TO. I JUST WANTED TO ADD SOMETHING. IF I’M THE ONLY ONE, THEN MAYBE IT’D BE ALL RIGHT WITH YOU IF I JUST HAD MY TWO CENTS AND THEN WE COULD DO IT AGAIN.>>YEAH. ADD YOUR TWO CENTS.>>OKAY.>>WE HAVE– WE DON’T HAVE TWO-THIRDS. [ OVERLAPPING CHATTER ] THAT’S NOT MY QUESTION. I WANT TO KNOW WHAT TWO-THIRDS IS. HOW MANY MEMBERS IS TWO-THIRDS? WHAT CONSTITUTES TWO-THIRDS?>>THREE-SEVENTHS IS NOT–>>FOUR IS HALF. [ LAUGHTER ] [ OVERLAPPING CHATTER ]>>LET’S MOVE ON.>>YEAH. IT WOULD NEED TO BE MORE THAN FOUR, AND WITH JOHN NOT HERE, SO IT’S FOUR AT THIS POINT THAT HAVE FAVORED THAT, SO THAT DIDN’T PASS, SO WE’RE BACK TO DISCUSSION.>>OKAY. THANK YOU FOR ANSWERING THE QUESTION.>>THANK YOU, AND IT SOUNDS LIKE WE MAY ONLY HAVE ONE OTHER COMMENT, ALTHOUGH THAT DOESN’T MEAN FOR SURE, SO DAN, PLEASE. NOW THAT WE’RE BACK TO DISCUSSION.>>BARELY MORE THAN FOUR, PROBABLY. RIGHT?>>THAT’S RIGHT.>>4.4 OR SOMETHING.>>RIGHT. ANYWAY.>>IT’S GOT TO BE SIX OUT OF EIGHT.>>SIX OUT OF EIGHT IS TWO-THIRDS.>>WELL, IT’S MORE THAN–>>THREE-QUARTERS.>>YEAH.>>OH MY GOSH. [ LAUGHTER ]>>THERE HAS TO BE OTHER PEOPLE PRESENT.>>I’M READY TO STAB MYSELF IN THE EYE.>>SO, TWO THINGS. ONE IS– THREE THINGS. FREQUENTLY IN THIS DEBATE, WE END UP KIND OF TALKING ABOUT CHARTER SCHOOLS AS DISTINCT FROM TRADITIONAL SCHOOLS, AND I THINK IT’S WORTH NOTING, AT LEAST FOR ME, MY PERSONAL OPINION IS THAT WE NEED TO REFORM OR TRANSFORM EXISTING SCHOOLS, AND WE NEED TO REFORM WHAT HAS BEEN KIND OF THIS PRIMARY REFORM MECHANISM– CHARTER SCHOOLS. I DON’T THINK EITHER WORK WELL. I THINK FREQUENTLY IN THIS DEBATE, CHARTER SCHOOL FOLKS GET OPPOSED TO THIS STUFF BECAUSE IT FEELS LIKE WE’RE JUST TARGETING CHARTERS AND NOT DOING STUFF AROUND TRADITIONAL SCHOOLS. THAT’S WHAT I HEAR FREQUENTLY, AND I JUST WANT TO LAY THE GROUNDWORK. I THINK WE NEED TO FIX THEM ALL. NOT JUST CHARTERS. NOT JUST TRADITIONALS. TWO: NOT A PERFECTLY WORDED STATEMENT. I MEAN, I– BECAUSE IN PART IT FOCUSES EXCLUSIVELY BETWEEN THE EDUCATIONAL QUALITY STUFF ON CHARTER SCHOOLS, AND I THINK IN THAT SPACE IN PARTICULAR IT NEEDS TO FOCUS ON ALL SCHOOLS, BUT I WILL VOTE IN SUPPORT OF IT AS I DID BEFORE BECAUSE I THINK PART OF THE SOLUTION IS FIXING CHARTER SCHOOLS, OR THE REFORM, IF YOU WILL, AND PART OF THE SOLUTION IS TO FIX TRADITIONAL SCHOOLS, OR TRANSFORM TRADITIONAL SCHOOLS. THIRDLY, WOULD JUST REITERATE THAT I THINK THERE’S PLENTY OF ROOM FOR DISAGREEMENT. GOOD PEOPLE ON BOTH SIDES POLITICALLY HERE ARGUING ABOUT THIS, AND IN THE END I HOPE THAT WE CAN GET TO GOOD QUALITY LEGISLATION THAT TRANSFORMS AND IMPROVES THE QUALITY OF ALL EDUCATIONAL OFFERINGS FOR KIDS. NOT JUST CHARTERS. NOT JUST TRADITIONALS.>>THANK YOU, DAN. ANY FURTHER DISCUSSION? ALL IN FAVOR, AYE.>>AYE.>>OPPOSED, SAME.>>NAY.>>NAY.>>ONE, TWO, THREE, FOUR. [ OVERLAPPING CHATTER ]>>THAT’S A MAJORITY.>>FIVE. FIVE-TWO. AND THE MOTION PASSED. SO NOW WE’RE TO ITEM 3.>>THE LAST ITEM IS A STATEMENT ON THE FIT TEAM OR THE EARLY WARNING LEGISLATION. THERE’S, AS YOU KNOW, A NUMBER OF BILLS THAT HAVE BEEN INTRODUCED THAT IDENTIFY, OR ARE MEANT TO IDENTIFY AN EARLY WARNING SYSTEM FOR SCHOOLS IN FINANCIAL DISTRESS, SO THIS STATEMENT THAT YOU ARE GETTING NOW REQUESTS FOR CONSIDERATIONS IN THE LEGISLATION, AND THESE ARE THINGS THAT HAVE BEEN IDENTIFIED BY THE DEPARTMENT THAT WILL IMPROVE THE LEGISLATURE AT LEAST TO MAKE LIFE A LITTLE MORE– LESS DIFFICULT, I SHOULD SAY, FOR SOME OF OUR DISTRICTS. SO WITHIN THESE BILLS WE ARE REQUESTING THE FOLLOWING: FIRST, TO ENSURE BUY IN FROM THE EDUCATION COMMUNITY BY STREAMLINING THE LANGUAGE SURROUNDING THE EARLY WARNING INDICATORS, AND ALLOWING FOR AMPLE TIME FOR THE WORKGROUP TO MEET AND DETERMINE THE BEST METHOD FOR INTERVENTING PRIOR TO A FINANCIAL DISTRESS. SECOND, TO ENSURE THAT WE’RE IMPACTING THE DISTRICTS THAT ARE MOST AT RISK OF FINANCIAL INSTABILITY, WE ARE ENCOURAGING THE WORKGROUP TO FIND A REASONABLE NUMBER OF EARLY WARNING INDICATORS. I BELIEVE RIGHT NOW WE’RE AT– WHAT, 19? WHICH IS FAR TOO MANY, AND WOULD ENCOMPASS ENTIRELY TOO MANY SCHOOLS, AND TOO MANY SCHOOL DISTRICTS UP INTO THIS CATEGORY OF AT RISK. THIRD, TO FURTHER THE STRENGTH OF BUY IN BY PROVIDING FOR THE INVOLVEMENT OF INTERMEDIATE SCHOOL DISTRICTS IN ANY INTERVENTION MODEL, AND, FOURTH, TO PROVIDE CLARIFICATION BY CLEARLY DEFINING THE TERMS USED WITHIN THE LEGISLATION, INCLUDING: OFFICER, OPERATING DEFICIT, RAPIDLY DETERIORATING FINANCIAL CIRCUMSTANCES, AND LANGUAGE SUCH AS THAT. SO WE ARE SUBMITTING FOR YOUR CONSIDERATION THE ATTACHED STATEMENT, OR THE DRAFT STATEMENT, AND ONCE WE HAVE A MOTION WE CAN START WORDSMITHING.>>IS THERE A MOTION?>>SO MOVED.>>MOVED BY LUPE.>>SUPPORT.>>SUPPORTED BY DAN. HOW ABOUT DISCUSSION? RICHARD.>>ON THE SECOND POINT THERE UNDER THE LIST OF THINGS POINTED, “TO ENSURE WE ARE IMPACTING THE DISTRICTS MOST AT RISK FINANCIALLY AS EFFECTIVELY AS POSSIBLE, WE ENCOURAGE THE WORKGROUP TO FIND A REASONABLE NUMBER OF EARLY WARNING INDICATORS THAT IDENTIFY AN APPROPRIATE AMOUNT OF DISTRICTS.” I’M NOT QUITE SURE– “IDENTIFY AN APPROPRIATE AMOUNT OF DISTRICTS”– I’M NOT QUITE SURE I KNOW WHAT THAT PHRASE MEANS.>>CURRENTLY THERE ARE 19 INDICATORS THAT CAN GET YOU SWEPT UP INTO THIS PROCESS, AND THAT NUMBER IS FAR TOO MANY, OR AT LEST WE NEED TO CATEGORIZE THEM BECAUSE RIGHT NOW IT WOULD BRING IN SO MANY SCHOOLS AND SCHOOL DISTRICTS THAT THE GROUP THAT’S ACTUALLY WORKING ON THIS WOULDN’T BE ABLE TO FOCUS ON THE ONES THAT ARE MOST AT RISK BECAUSE THEY’D HAVE SO MANY THAT THEY WOULD BE DEALING WITH, SO WE’RE SIMPLY SUGGESTING THAT IT NEEDS TO BE A MORE REASONABLE NUMBER, SO THAT WE’RE ACTUALLY WORKING WITH THE SCHOOLS AND THE DISTRICTS THAT REALLY ARE SUFFERING FINANCIAL DISTRESS, AND NOT JUST THE ONES THAT HAPPEN TO GET SNAPPED UP BECAUSE OF THE, YOU KNOW, 1 OF THOSE 19 GROUPS.>>AND TO THAT POINT, SENATOR KAHN ASKED ME, BECAUSE I HAPPENED TO BE AT AN EVENT WITH HIM, MY OWN THINKING, AND I WOULD AGREE WITH THAT. WE– THE IDEA BEHIND THIS IS NOT TO CATCH 250 DISTRICTS WHO ARE THEN GOING TO BE REPORTING ALL KINDS OF THINGS BECAUSE THAT DOESN’T EVEN HELP US. IT’S SUCH A BIG FOOTPRINT WE CAN’T ACTUALLY WORK. IT’S TRYING TO DEFINE THAT NEXT LEVEL OF LIKELY FALLING INTO IT, AND ONCE YOU GET TO 19 AND YOU MAYBE GET, YOU KNOW, HALF THE DISTRICTS IN THE STATE, YOU’RE AT A POINT WHERE IT’S ALMOST NOT WORTH DOING, SO THAT’S THE SPIRIT BEHIND THAT. DAN– AS CASANDRA SAID.>>SO, INTERESTINGLY, I WAS CONCERNED ABOUT THE SAME BULLET. I’M WONDERING IF THE… I’M WONDERING WHETHER WE WOULD HAVE A CHALLENGE WITH 19 INDICATORS IF IT IDENTIFIED “AN APPROPRIATE AMOUNT OF DISTRICTS.” OTHER WORDS, IF OUR CONCERN IS REALLY AROUND HOW MANY DISTRICTS, AND KIND OF THE RELATIVE WORKLOAD FOR THE GROUP WORKING ON IT, OR IF OUR CONCERN IS REALLY AROUND THE NUMBER OF INDICATORS. MY GUESS IS WE WOULDN’T CARE ABOUT THE NUMBER OF INDICATORS, OR HOW COMPLICATED THE FORMULA WAS IF IT RESULTED IN A MANAGEABLE NUMBER OF DISTRICTS THAT THE GROUP COULD WORK WITH, AND SO I’M WONDERING IF THE FIRST PART OF THIS IS REALLY OUR PROPOSED SOLUTION TO THE NUMBER, AND THERE ARE MANY WAYS YOU COULD SOLVE THE NUMBER. YOU COULD SAY, “SURE. LET’S IDENTIFY 250 DISTRICTS, BUT LET’S CODE THEM RED, YELLOW, GREEN BASED ON THE SEVERITY OF DISTRESS, AND LET’S JUST WORK WITH THE REDS.” THAT MAY NOT BE THE RIGHT ONE EITHER. I’M JUST SAYING WHAT IF WE CHANGE THE LANGUAGE TO SAY SOMETHING LIKE, YOU KNOW, ASSURE THAT THE RESULT IDENTIFIED, YOU KNOW, THE DISTRICTS MOST IN NEED OF SUPPORT, YOU KNOW, AND MATCH THE CAPACITY OF THE GROUP TO WORK WITH– WHATEVER. YOU KNOW WHAT I’M GETTING–>>CASANDRA.>>AND I– THAT’S FINE, BUT ONE OF– IT’S NOT JUST ABOUT THE WORKGROUP AND THE LOAD OF WORK FOR THEM. IT’S ALSO FOR THE SCHOOLS AND THE DISTRICTS BECAUSE WHEN YOU GET SNAPPED INTO THIS, ALL OF A SUDDEN YOU HAVE TO DO MONTHLY REPORTS, AND, YOU KNOW, REPORT AFTER REPORT AFTER REPORT, AND WE’RE NEEDLESSLY– YOU KNOW, IF WE HAVE 250 DISTRICTS OR 250 SCHOOLS GETTING LOADED INTO THAT– THAT’S AN UNBELIEVABLE AMOUNT OF WORK FOR THEM, FOR THOSE DISTRICTS THAT REALLY AREN’T FACING A REAL FINANCIAL CATASTROPHIC ISSUE.>>WOULD YOU, BEN OR MARTY– THE LANGUAGE WE USE TO HELP THE SENATOR WAS– WHAT, DO YOU RECALL, IN ORDER TO TRY TO GET THE LESSER NUMBER, AS WE DISCUSSED?>>THESE ARE THE IDEAS THAT WE SENT OVER.>>OKAY.>>YEAH.>>SO, THAT’S– THAT WAS THE SAME– TO GET AT THAT. I DIDN’T REMEMBER THIS IS EXACTLY THE SAME, BUT THAT WAS THE SPIRIT.>>RIGHT. WE DIDN’T RECOMMEND SPECIFIC LANGUAGE. I MEAN, THIS IS KIND OF A–>>A CONCEPT. AND IT’S VERY MUCH FOR WHAT CASANDRA SAID. IT SOUNDED LIKE OUR WORKLOAD AS THE DISTRICTS THEN ARE GOING TO BE DOING SOMETHING– THESE ARE DISTRICTS THAT ARE NEVER LIKELY TO BE IN DEFICIT. YES, SIR.>>MAY I SUGGEST THIS WORDING THEN AFTER IT’S– AFTER THE WORD FIND. INSTEAD OF FIND AND WHAT’S FOLLOWING REPLACE WITH, AND I’M GOING TO JUST START, “WE ENCOURAGE THE WORKGROUP AND HERE TO DEFINE CRITERIA THAT IDENTIFY THOSE DISTRICTS MOST AT RISK.”>>WORKS FOR ME. DOES THAT WORK FOR YOU?>>”DEFINE CRITERIA THAT–“>>YEAH.>>”IDENTIFIES THOSE DISTRICTS MOST AT RISK.” NOW, IT LEAVES THE NUMBER OPEN, BUT HOPEFULLY THEY’LL COME UP WITH–>>AN APPROPRIATE AMOUNT OF–>>THAT’S A GOOD SPIRIT.>>I WAS GOING TO SUGGEST SOMETHING LIKE THAT BECAUSE AN APPROPRIATE AMOUNT OF DISTRICTS– WHAT’S APPROPRIATE? FIVE, TEN, TWENTY, THIRTY?>>YEAH, NO. THAT WOULD DO IT THEN. EILEEN.>>WELL, WE’RE TALKING ABOUT MOST AT RISK DISTRICTS, SO THAT’S GOOD.>>WE TALKED BRIEFLY ABOUT THE DEPARTMENT WHICH I KNOW IS GOING TO BE HEAVILY INVOLVED IN THIS PROCESS. THAT THERE PROBABLY ARE MAJOR INDICATORS AND MINOR INDICATORS, BUT THERE ARE SOME THAT IF A CERTAIN COMBINATION OF THEM OF A PRIMARY NUMBER– SIX, SEVEN, EIGHT– THAT IF THREE OR FOUR ARE THERE THAT THAT’S A HUGE WARNING BELL, AND THEN THERE’S THE OTHER ONES WHICH ARE INDICATIONS OF THINGS COMING ALONG. NOW, I DON’T KNOW THIS BECAUSE I DON’T KNOW THE FIELD, BUT IN STRUCTURALLY THAT’S USUALLY WHAT HAPPENS WHEN YOU’RE TRYING TO MAKE DECISIONS, ANYWAY, SO I DON’T KNOW IF THERE’S A WAY TO CAPTURE THAT THERE ARE– IT’S SORT OF LIKE GROSS MOTOR SKILLS AND FINE MOTOR SKILLS. I DON’T KNOW IF YOU CAN CAPTURE THAT IN ANY WAY, BUT TO TREAT THEM ALL EQUALLY WOULD BE PROBLEMATIC.>>DO ANY OF OUR–>>REMEMBER WHEN THE– OH, I’M SORRY.>>NO, PLEASE.>>WHEN THE COMMITTEE WAS WORKING ON THIS THERE WERE KIND OF DIFFERENT– I WANT TO CALL CATEGORIES. IT WASN’T– IT DIDN’T KIND OF RECTIFY RIGHT TO THAT LEVEL, BUT A SCHOOL THAT HAD BEEN RUNNING AN ANNUAL DEFICIT, AND KIND OF CUTTING INTO ITS RESERVE YEAR AFTER YEAR WAS ONE, BUT WAS STILL NOT IN KIND OF A LONG TERM DEFICIT, RIGHT? IT WASN’T CARRYING A LONG TERM DEFICIT. THAT’S ONE KIND OF CATEGORY. THAT’S A YELLOW. “HEY, YOU MAYBE NEED TO BE A LITTLE MORE AGGRESSIVE TO TRY AND STAMP THIS TIE THAT’S CUTTING INTO YOUR RESERVE,” VERSUS, “WE’RE ALREADY AT NO RESERVE OR UNDER 5%, OR WHAT HAVE YOU, AND WE’RE OVER– WE’RE PREDICTING INCREASES IN STUDENT ENROLLMENT WHEN WE’VE LOST ENROLLMENT FOR THE LAST 10 YEARS.” I MEAN, THAT’S A DIFFERENT LEVEL OF– RIGHT– WARNING, SO THERE WAS KIND OF RECOGNITION I FEEL LIKE IN THAT GROUP THAT EXISTS, I’M SURE THAT EXISTS AT THE DEPARTMENT.>>YEAH. I THINK THAT– I THINK RICHARD’S LANGUAGE CAN GET AT THAT SAME POINT. MAYBE WE NEED TO POLISH IT A LITTLE BIT MORE. DO YOU HAVE ANY OTHER SUGGESTIONS? MARTY?>>NO.>>DAN? I MEAN, THE SPIRIT IS THAT THE WORKGROUP WOULD WORK TOWARDS THOSE TWO CONCEPTS, AND I KNOW THAT THEY GET THAT THE 19– CASANDRA’S POINT– IS NOT GOING TO BE HELPFUL, AND THIS IS JUST TRYING TO JUST INFORM THEM THAT THESE ARE SOME OF THE BULLETS THAT THEY WOULD CONSIDER INCLUDING THAT LANGUAGE THAT RICHARD ADDED BECAUSE THAT WORKGROUP IS GOING TO DO WHAT YOU’RE SAYING, DAN. I MEAN, PART OF THAT’S GOING TO BE TO TRY TO MORE SMARTLY IDENTIFY THE REAL IMPORTANT ONES. I MEAN, KYLE, I DON’T KNOW IF YOU HAVE AN EXAMPLE WITH YOUR WORK– WITH THE DEFICIT DISTRICTS– IS THERE AN EXAMPLE OF ONE THAT KIND OF– MAYBE IT’S THE ONE DAN MENTIONED THAT CLEARLY KIND OF INDICATE TROUBLE IN RIVER CITY HERE.>>WELL, YOU KNOW DECLINING ENROLL IS OBVIOUSLY ONE. WE’VE GOT PEOPLE THERE. I KNOW THERE’S AN EXAMPLE OF ONE THERE THAT WOULD HAVE PROBABLY GOTTEN LEFT OUT IN THESE PAST FEW YEARS THAT, YOU KNOW, ONCE WE GOT DISTRICT IN, AND WE TALKED TO THEM ABOUT WHAT WERE SOME THE LEADING FACTORS THAT GOT THEM TO THAT POINT, THAT, YOU KNOW, WE COULD FIGURE OUT A WAY GET THEM OUT OF IT, SO IT WAS A PROPERTY TAX, AND STUFF LIKE THAT. CURRENTLY WE’RE DOING STUFF LIKE THAT IN THE NEXT YEAR, SO WE KNOW PEOPLE WHO HAVE HELPED THEM–>>I MEAN, IF YOU LOOK AT THE HEARINGS WE HAVE QUARTERLY THAT WE’RE ASKED TO REPORT, AND WE WORK ON THIS AT LENGTH TO GET PREPARED FOR THAT. IT’S ENROLLMENT INSTABILITY IS LIKE NUMBER ONE BY FAR, AND THERE’S DIFFERENT CONTRIBUTORS TO THAT. SOME SELF INFLICTED, AND SOME MAYBE NOT. THERE MAY BE DISAGREEMENT ABOUT THAT, AND ANOTHER ONE IS JUST THAT– AN UNWILLINGNESS TO MAKE DECISIONS THAT HAVE TO BE MADE. I MEAN, A LOT OF PEOPLE DON’T REMEMBER REALLY– AS I SAID EARLIER AT A DIFFERENT POINT IN THIS MEETING, I THINK THE CONSENT AGREEMENTS ARE AN EXCELLENT WAY TO MOVE ALONG RATHER THAN AN EMERGENCY MANAGER. HAVING SAID THAT, THE EM AT THE TIME THAT THAT LAW WAS IN PLACE WAS BECAUSE THE BOARD WOULD NOT APPROVE A PLAN, AND A PLAN HAD TO BE APPROVED UNDER THE LAW, SO IT LEFT GOVERNOR GRANHOLM NO CHOICE, AND THE REASON I’M BRINGING THAT UP IS THAT’S WHAT WE SEE IN THIS ROOM OFTEN, AND I THINK KYLE– PRIOR TO KYLE, CAROL– CERTAINLY, WITH THE TEAM HELPED THE BOARD, AND UNION LEADERS THAT ARE USUALLY HERE. WE ALWAYS SAY, “THE BEST THING TO GET AT THE TABLE ARE ALL THE PARTIES INVOLVED, SO THAT THEY REALLY UNDERSTAND THE ISSUE, AND THEY DON’T FEEL LIKE IT’S BEING DONE TO THEM.” I MEAN, TO ME AND MY– IF I PUT MY STATE SUP HAT ON, I MEAN, I THINK THIS IS WHY MORE AT RISK MONEY IS NEEDED, AND WHY STABILITY RELATED TO ENROLLMENT POLICIES ARE IMPORTANT, AND IF WE DID THOSE TWO THINGS WE’D HAVE FEWER OF THESE– IT’S NOT ROCKET SCIENCE TO PICK THE DISTRICTS THAT ARE ALREADY IN DEFICIT. YOU COULD HAVE TOLD 10 YEARS AGO WHO THEY WERE GOING TO BE, AND IT’S PARTLY THAT THESE ARE HEAVIER LIFTS, AND AT RISK MONEY HASN’T BEEN– KEPT UP WITH OUR PROBLEMS DURING THE DEPRESSION, REALLY. IF YOU REALLY THINK ABOUT IT AT THE VERY TIME WE COULDN’T AFFORD MORE RESOURCES WOULD BE ALMOST TIME YOU WOULD SAY, “MAYBE THAT’S WHEN SOME DISTRICTS WITH EXTREME POVERTY ISSUES NEEDED MORE AT RISK MONEY.” DRAMATICALLY MORE, SO I MEAN, THOSE ARE KIND OF– BUT TO THE LEGISLATION PIECE, WE THINK THAT WHAT CASANDRA’S COME UP WITH IS IDEAL, AND I THINK IF WE ADDED RICHARD’S LANGUAGE IT WOULD COVER THE WHOLE GAMUT. FURTHER DISCUSSION?>>SO–>>YES MA’AM.>>WHO WAS THE MAKER OF THE MOTION?>>RICHARD?>>YOU, AND DAN SECONDED.>>I DID?>>OH, YOU HAVE IT WRITTEN.>>WELL, LUPE AND DAN.>>OKAY YOU ASKED ME IF I ACCEPT HIS RECOMMENDATION.>>THANK YOU FOR THAT. YES.>>OKAY. RICHARD, I ACCEPT THE RECOMMENDATION. IT’S A FRIENDLY AMENDMENT.>>FRIENDLY AMENDMENT, AND EILEEN.>>AND OF COURSE, YOU KNOW, MY DAD THE EDITOR CHANNELED THROUGH ME, SO I DON’T KNOW IF YOU WANT TO HEAR MY STREAMLINED VERSION, BUT–>>OKAY.>>DAN’S SORT OF NODDING. ANYBODY ELSE WANT TO SUFFER THROUGH THIS?>>PLEASE.>>WE RECOGNIZE– THIS IS THE SECOND PARAGRAPH. SECOND SENTENCE. “WE RECOGNIZE THE EFFORTS IN CURRENT LEGISLATION BEFORE THE SENATE TO: ENSURE EDUCATION COMMUNITY BUY IN, CLARITY, AND APPROPRIATE IMPACT. WE WOULD ENCOURAGE LEGISLATORS TO CONSIDER THE FOLLOWING CHANGES: STREAMLINE THE LANGUAGE SURROUNDING THE EARLY WARNING INDICATORS, GIVE AMPLE TIME FOR THE WORKGROUP TO MEET AND DETERMINE THE BEST METHOD FOR INTERVENING PRIOR TO FINANCIAL DISTRESS.” THE SECOND BULLET WOULD BE, “ENCOURAGE THE WORKGROUP TO FIND A REASONABLE NUMBER OF EARLY WARNING INDICATORS THAT IDENTIFY AN APPROPRIATE AMOUNT OF DISTRICTS.” I’M STILL NOT SURE ABOUT THAT. I’M NOT SURE THAT WE’RE GOING FOR A NUMBER.>>[ INDISTINCT, AWAY FROM MIC]>>YEAH, I WOULD. I MEAN– THE THIRD BULLET WOULD BE, “INVOLVE INTERMEDIATE SCHOOL DISTRICTS IN ANY INTERVENTION MODEL,” AND THE LAST ONE WOULD BE, “CLEARLY DEFINE TERMS USED WITH THE LEGISLATION, I.E…” ET CETERA.>>WE HAVE A MOTION ON THE FLOOR WITH ONE FRIENDLY.>>WE’VE GOT TO VOTE ON THAT.>>SO, SHOULD WE VOTE ON THAT FIRST, AND THEN GO FROM THERE IF THAT DOESN’T– LET’S DO IT. LET’S DO IT THE PROFESSIONAL WAY THEN. [ LAUGHTER ]>>I REALLY APPRECIATE YOUR EFFORT TO WORDSMITH, AND–>>GOT A BETTER ONE?>>NO, I JUST– I DON’T KNOW HOW MANY FOLKS ACTUALLY CAME ALONG ON THAT JOURNEY. [ LAUGHTER ]>>IF I HADN’T BEEN READING IT I WOULDN’T HAVE. TRUST ME.>>THIS–>>THAT WAS A LOT OF, I MEAN– EVEN MARILYN WAS SCRIBBLING FURIOUSLY AND–>>OH, HERE. I’VE GOT IT.>>WELL, SHE CAN’T– IT’S NOT THE MOTION, ANYWAY.>>WE’RE ALL SAYING THE SAME STUFF, SO–>>I THINK WE SHOULD VOTE ON THE MOTION, AND SEE WHERE THAT GOES. [ OVERLAPPING CHATTER ]>>FOR OUR MACOMB FRIENDS, THIS IS WHEN I LOSE CONTROL OF THE MEETING IS AT 3:00, IF YOU HAVEN’T NOTICED. NO, SO WE HAVE A MOTION ON THE FLOOR WITH THE FRIENDLY AMENDMENT. CAN WE VOTE ON THAT FIRST?>>IT’S A SUBSTITUTE MOTION, EILEEN.>>A SUBSTITUTE MOTION?>>YEAH. SUBSTITUTE YOUR WORDING FOR THIS.>>OKAY. IN A GREEDY PUNCH INTO POWER, I SUBSTITUTE MY MOTION FOR– WHOSE MOTION WAS IT? IS IT RICHARD?>>LUPE’S.>>CAN WE ROLL EVERYTHING TOGETHER?>>LUPE– YOU’RE TESTING– FOR THE FIRST TIME IN 9 YEARS YOU’RE TESTING MY PARLIAMENTARY– [ OVERLAPPING CHATTER ] I THINK WE SHOULD VOTE ON LUPE’S.>>YEAH. WHY DON’T WE VOTE FIRST, AND THEN–>>VOTE ON– YEAH, VOTE ON–>>AND THEN WE CAN–>>VOTE THE SUBSTITUTE WITH THIS LANGUAGE.>>RIGHT.>>OR NOT. OR VOTE AND APPROVE THIS ONE.>>OKAY, YES.>>SO, TO THAT MOTION, WHICH WAS THE ONE WRITTEN HERE WITH THE RICHARD LANGUAGE FRIENDLY ADDED. ALL IN FAVOR AYE.>>AYE.>>OPPOSED SAME. WELL, WE’RE GOOD.>>UNLESS WE WANTED TO–>>WELL, WE VOTED FOR THAT BECAUSE WE JUST DID THE–>>WE’RE GOOD IF YOU’RE GOOD.>>WE VOTED ON THE AMENDMENT.>>NO.>>WE VOTED ON THE MOTION TO ACCEPT THE FRIENDLY RECOMMENDATION.>>SHE ACCEPTED THE FRIENDLY AMENDMENT, SO THERE’S NO MOTION NEEDED TO AMEND IT, SO WE VOTED ON–>>WE VOTED ON THAT, AND IT PASSED. [ OVERLAPPING CHATTER ]>>THIS IS JUST– IT’S SIMPLER.>>WELL, THEN YOU HAVE TO MAKE A MOTION, AND SEE SOMEBODY–>>SEE IF ANYONE LIKES IT.>>–SECONDS IT, AND THEN WE CAN– [ LAUGHTER ] AND THEN WE CAN ENTERTAIN YOURS.>>ALL RIGHT, SO I MOVE THAT I GIVE THIS TO MARILYN AND I JUST SIMPLY NOT WORRY ABOUT IT ANYMORE.>>THERE WE GO. WE DO GET THE SPIRIT. THIS IS GOING TO BE FOR THE SPIRIT.>>OH, MARILYN DOESN’T WANT IT, EITHER.>>YOU PASS ME THE SPIRIT–>>YES, AND I MOVE THAT–>>I WANT THE RECORD TO SHOW THAT I’M SUPPORTING EILEEN.>>WHATEVER IT IS. [ LAUGHTER ]>>THIS IS WHAT’S REALLY GOING ON. I CAN TELL.>>OKAY, SO IT WOULD BE THAT I MOVE THAT WE ACCEPT THE RICHARD’S AMENDMENT–>>NO, WE’VE ALREADY DONE THAT.>>NO, WE’RE DONE.>>WE’RE OVER AND DONE WITH.>>RICHARD’S AMENDMENT ISN’T ON THERE.>>I MAKE A MOTION THAT WHEN IT DOES NOT CHANGE THE SUBSTANCE OF THE PREVIOUSLY ADOPTED RESOLUTION THAT WE SUBSTITUTE THE SIMPLER LANGUAGE AVAILABLE IN EILEEN’S DRAFT FOR WHAT WE JUST–>>I DON’T THINK SO. [ LAUGHTER ]>>YOU CANNOT DO THAT. YOU CANNOT DO THAT. SHE CAN MAKE A MOTION TO– FOR HER RECOMMENDATION, AND THEN SOMEBODY SECONDS IT THEN WE CAN ENTERTAIN THAT AND VOTE FOR THAT, BUT MY MOTION IS ALREADY SET.>>I MAKE A MOTION THAT WE ADOPT THE SIMPLER LANGUAGE THEN.>>IT’S MOVED BY DAN.>>HE’S GOT TO SECOND IT.>>YEAH.>>EILEEN, ARE YOU GOING TO SECOND YOUR–>>SECOND. YES, I’LL SECOND. WAIT. SOMEBODY ELSE SECOND IT. I THIRD IT.>>I’LL SECOND.>>NO, IT’S ALL RIGHT. YOU CAN SECOND.>>RICHARD. YOU DON’T NEED TO. THERE’S ALREADY TWO SECONDS. [ LAUGHTER ]>>OH, YEAH. IT WAS SECONDED BY KATHLEEN.>>COULD SOMEBODY JUST READ IT, SO WE KNOW–>>NOW DISCUSSION ON THIS. NOW DISCUSSION ON THIS. DISCUSSION PLEASE. YES, CASANDRA.>>PLEASE, READ THE NEW LANGUAGE, SO WE KNOW WHAT WE’RE VOTING ON.>>OKAY. FIRST, THE BOLD PRINT IS THE SAME. THE SECOND PARAGRAPH. THE FIRST SENTENCE IS THE SAME. THE SECOND SENTENCE SAYS, “WE RECOGNIZE THE EFFORTS IN CURRENT LEGISLATION SENATE’S BILL 951-955, 957 BEFORE THE SENATE. TO ENSURE EDUCATION COMMUNITY BUY IN, CLARITY, AND APPROPRIATE IMPACT, WE WOULD ENCOURAGE LEGISLATORS TO CONSIDER THE FOLLOWING CHANGES.” BULLET NUMBER ONE IS, “STREAMLINE THE LANGUAGE SURROUNDING THE EARLY WARNING INDICATORS.” BULLET NUMBER TWO– A NEW BULLET NUMBER TWO WOULD BE, “GIVE AMPLE TIME FOR THE WORKGROUP TO MEET AND DETERMINE THE BEST METHOD.” BULLET NUMBER THREE WOULD BE, “ENCOURAGE THE WORKGROUP TO FIND A REASONABLE NUMBER OF EARLY WARNING INDICATORS”–>>NO BECAUSE YOU’RE USING RICHARD’S LANGUAGE THERE.>>OKAY. I’M SORRY. I CAN’T–>>”ENCOURAGE THE WORKGROUP TO DEFINE CRITERIA THAT IDENTIFY THOSE DISTRICTS MOST AT RISK.”>>RIGHT. SORRY. I THINK THIS IS BULLET NUMBER FOUR. “INVOLVE INTERMEDIATE SCHOOL DISTRICTS IN ANY INTERVENTION MODEL.” THE LAST BULLET WOULD BE, “CLEARLY DEFINE TERMS USED WITH THE LEGISLATION.” SO, ALL I DID WAS TRANSFER THE MOTIVATION FOR IT UP TO A SENTENCE– A COMBINED SENTENCE AT THE BEGINNING BEFORE YOU START THE BULLETS.>>OKAY. I LIKE IT.>>WOULD THE FINAL PARAGRAPH REMAIN THE SAME?>>FINAL PARAGRAPH–>>WITH RICHARD’S PARAGRAPH.>>NO CHANGES TO THE LAST PARAGRAPH. [ OVERLAPPING CHATTER ]>>ANY FURTHER DISCUSSION?>>THANK YOU.>>YOU’RE WELCOME.>>NO FURTHER DISCUSSION. ALL IN FAVOR, AYE.>>AYE.>>OPPOSED, SAME.>>AYE.>>OKAY. MOTION PASSES. BOTH MOTIONS ACTUALLY PASSED. I’M NOT SURE WHAT THE HECK THAT MEANS, BUT I’M NOT ASKING. [ LAUGHTER ] WE’RE MOVING RIGHT ON TO CAMP T. OH, NO. ARE WE DONE, MARTY? I’M SORRY. MAYBE THERE IS MORE.>>THANK YOU.>>IS THERE? MARTY?>>I HAVE A QUESTION FOR MARTY.>>OH. YOU HAVE A QUESTION?>>OH OK.>>YOU CAN GET UP AND LEAVE–>>I’VE HEARD AGAIN ABOUT THE PROSPECT OF LEGISLATION TO DISSOLVE THE DETROIT PUBLIC SCHOOLS, AND SOMEBODY HAD EVEN QUESTIONED THE GOVERNOR ABOUT HIS POSITION ON THAT POSSIBILITY. I JUST WANTED TO KNOW IF YOU’VE HEARD ANYTHING. IS THERE ANY– IF NOT, COULD YOU, YOU KNOW–>>WE’VE HEARD OF NO SUCH LEGISLATION.>>OKAY. BECAUSE, YOU KNOW, ONE OF THE THINGS THAT WE RECEIVED– I FORGOT WHAT ARTICLE IT WAS IN. IF IT WAS MIRS OR SOMEWHERE ELSE, BUT THEY– THE GOVERNOR WAS QUESTIONED ABOUT THE POSSIBILITY OF DOING THAT AND HE GAVE A VERY NONCOMMITTAL ANSWER, SO IT’S OBVIOUSLY BEING TALKED ABOUT SOMEWHERE, SO JUST WAS WONDERING IF YOU HAD HEARD ANYTHING. I ALSO HAD A QUESTION ABOUT THE OVERSIGHT HEARING THAT WAS ON THE SPECIAL ED, AND ONE OF THE SUGGESTIONS OF THE OVERSIGHT WAS THAT BOTH TOM McMILLIN AND ELLEN LIPTON– I’M TRYING TO THINK WHO ELSE IS ON THAT COMMITTEE. IT WAS A SUGGESTION THAT THE STATE BOARD OF ED WOULD REGAIN AUTHORITY TO OVERSEE SPECIAL EDUCATION. IS THERE– HAVE YOU HEARD OF ANY POSSIBILITY OF LEGISLATION AROUND THAT, OR–>>I HAVEN’T HEARD. NO.>>OKAY.>>I MEAN, THAT WAS AN IDEA THAT WAS FLOATED DURING THE DISCUSSION?>>YEAH. DURING THE– IT WAS JUST A– I MEAN, IT WAS JUST A COUPLE OF WEEKS AGO–>>RIGHT.>>SO I’M NOT SURE IF ANYTHING HAD DEVELOPED. THAT WAS ONE OF THE THINGS THAT SEEMED TO BE RECOMMENDED–>>MMM-HMM.>>AT THAT TIME, SO I JUST DIDN’T KNOW IF YOU HAD HEARD.>>NOTHING’S BEEN–>>GOT IT.>>NOTHINGS BEEN–>>OKAY.>>NOTHING DEVELOPED FORM ANY OF THE RECOMMENDATIONS THAT WERE MADE DURING THAT COMMITTEE–>>WE CAN’T HEAR YOU, BEN.>>OKAY.>>SHE WAS JUST A GUEST SPEAKER–>>OH, OKAY, OKAY.>>SHE COULDN’T HAVE MADE ANY SORT OF RECOMMENDATION, REGARDLESS.>>YEAH, I THINK McMILLIN WAS THE ONE–>>HE DIDN’T– THERE WAS NOTHING DEVELOPED.>>OKAY.>>YES MA’AM.>>OKAY, SO CAN I ASK A QUESTION TO MICHELLE–>>YES MA’AM.>>–ABOUT WHAT SHE HEARD, SO YOU HEARD THAT THEY WANT TO DO AWAY WITH DETROIT PUBLIC SCHOOLS?>>I’VE BEEN HEARING RUMORS ABOUT THIS, AND–>>THAT’S WHAT YOU HEARD?>>YES, THAT’S WHAT I’VE HEARD.>>SO THAT CHARTER SCHOOLS ARE CONSIDERED TO BE PUBLIC SCHOOLS. ARE THEY–>>NO, I THINK– DPS. FOCUSING ON DPS. FOCUSING ON THE TRADITIONAL PUBLIC SCHOOLS.>>JUST THE DISTRICT.>>THE DISTRICT, HUH?>>I THOUGHT I’D TRY. [ LAUGHTER ]>>I KNOW WHERE YOU’RE GOING.>>YEAH, AND THEN WHEN I READ THAT HE’D BEEN ACTUALLY QUESTIONED ABOUT IT THEN I WAS THINKING, “OH, MAYBE IT’S MORE THAN A RUMOR.”>>OKAY.>>WELL, YOU KNOW WHERE THEIR PUBLIC SCHOOLS, SO–>>MAY I ASK A QUESTION? WHO IS THE “THEY?”>>WHAT DO YOU MEAN “THEY?”>>WHERE DID YOU HEAR THE GOSSIP?>>SHE HEARD THAT “THEY” WANT TO ELIMINATE DPS, AND I WANT TO KNOW WHO “THEY” IS.>>THE LEGISLATURE THROUGH LAME DUCK.>>OKAY.>>OKAY. MARTY, LEAVE QUICKLY. PLEASE. [ LAUGHTER ]>>RUN!>>CAMP T, COME ON UP TO THE TABLE, AND BY THE WAY, THIS WILL BE THE OPPORTUNITY TO INTRODUCE OUR NEW DIRECTOR OF SPECIAL EDUCATION, TERI JOHNSON, RECENTLY CHAPMAN. TERI, MAYBE A LITTLE ABOUT YOURSELF. I KNOW YOU’VE BEEN HERE A NUMBER OF YEARS, AND I MENTIONED THE PROCESS THAT WE USE IN HOUSE FOLKS TO PAPER SCREEN, AND THEN HAVE INTERVIEWS, AND THEN IT PRETTY MUCH IS A SUP’S GROUP. WE CHOSE BETWEEN TWO AND ARE HAPPY YOU’RE HERE. AND KATHLEEN STRAUS ASKED EARLIER A LITTLE BIT ABOUT YOUR BACKGROUND, AND–>>THANK YOU, HELLO.>>YOU’RE WELCOME. I WAS A TEACHER FOR 20 YEARS. I WAS A SPECIAL EDUCATION TEACHER, AND THEN I WENT TO OUR IMMEDIATE SCHOOL DISTRICT AND WAS THE MONITOR FOR SPECIAL EDUCATION PROGRAMS FOR ABOUT 3 YEARS, AND BECAME THE INTERMEDIATE SCHOOL DISTRICT DIRECTOR OF SPECIAL EDUCATION FOR LAPEER COUNTY AFTER THAT, SO I’VE BEEN HERE IN MY ROLE HERE–>>WHICH COUNTY?>>LAPEER.>>OH.>>WE DID A LOT WITH– A LOT OF COLLABORATIVE WORK WITH GENESEE COUNTY, AND SO I’VE BEEN HERE NEARLY 4 YEARS– IT’LL BE 4 YEARS IN JANUARY AS THE ASSISTANT DIRECTOR IN THE OFFICE, AND ONE OF THE THINGS I TOLD MIKE THAT I APPRECIATED ABOUT THE WAY THAT THIS DEPARTMENT HIRES IS THAT COMING HERE WITH AN EXPERTISE IN AN AREA LIKE SPECIAL EDUCATION IS ONLY HELPFUL TO THE EXTENT THAT I UNDERSTAND CIVIL SERVICE AND GOVERNMENT AND HOW TO MAKE A FIT IN A DIFFERENT KIND OF A WORLD, AND I THINK THAT’S BEEN THE BIGGEST BENEFIT TO MY PERSONAL EXPERIENCE IN BEING HERE IS TO TRY TO FIGURE A WAY TO BRING THE TWO TOGETHER, SO I APPRECIATE THE OPPORTUNITY.>>GREAT. THANKS TERI, AND SOME OF YOU, KATHLEEN AND MICHELLE IN PARTICULAR HAVE ALREADY BEEN INVOLVED IN THIS DEEPLY, BUT WE THOUGHT IT WAS– WELL, IT IS IMPORTANT BECAUSE IT WAS A RECOMMENDED MOTION FROM THAT. BUT ALSO– MAYBE JUST– I’M SUPPOSED TO TURN IT OVER TO– KYLE.>>OH. WE ALSO– AS PART OF OUR ANNUAL APPROVAL OF THE SPENDING PLAN, WE ALSO WANTED TO TAKE THE OPPORTUNITY TO SHARE A LITTLE BIT WITH THE BOARD. AS MIKE MENTIONED, YOU KNOW, SOME MEMBERS ARE ALREADY INTIMATELY INVOLVED IN IT, BUT JUST TO GIVE YOU A BRIEF KIND OF OVERVIEW OF THIS– OF CAMP T AND SOME OF THE GREAT BENEFITS THAT IT OFFERS.>>SO, CAMP T IS AFFECTIONATELY KNOWN AS CAMP T BECAUSE IT’S PRONOUNCED TUHSMEHETA, WHICH, CONTRARY TO POPULAR BELIEF, HAS NOTHING TO DO WITH AMERICAN INDIAN HERITAGE. IT IS A CONVOLUTED WORD MADE UP OF FOUR OF THE FIVE SENSES BEING TOUCH, SMELL, HEAR, AND TASTE. WE’RE MISSING THE SEEING– THE SIGHT PART BECAUSE IT WAS A CAMP THAT WAS DESIGNED FOR CHILDREN WITH VISUAL IMPAIRMENT I THINK BACK IN 1970. IT’S A VERY RUSTIC SETTING. IT’S ON A BEAUTIFUL CHAIN OF LAKES. IT’S OVER IN THE GREENVILLE AREA. IT HAS MOST RECENTLY BEEN UTILIZED MORE THAN JUST FOR STUDENTS WITH DISABILITIES. WE ARE TRYING TO PROMOTE IT TO EDUCATION GENERALLY. THEY HAD ABOUT 1,800 KIDS AS CAMPERS THERE LAST SUMMER. A SIXTH GRADE CLASS FROM WYOMING PUBLIC SCHOOLS BROUGHT 400 CHILDREN THEIR OVER THE COURSE OF A WEEK’S TIME. THEY HAVE A NUMBER OF SMALLER CAMP SETTINGS FOR KIDS WITH DISABILITIES IN ADDITION TO SOME FAMILY CAMPS. IT’S VERY REASONABLY PRICED. WE TRY TO PROMOTE IT FOR PROFESSIONAL DEVELOPMENT FOR STAFF. MANY OF OUR SPECIAL EDUCATION PROJECT DIRECTORS HAVE DONE RETREATS THERE, SO THEY UNDERSTAND WHAT THE FACILITY CAN DO AND HOW IT CAN BE UTILIZED IN DISTRICTS THAT THEY WORK WITHIN, AND IT’S A UNIQUE OPPORTUNITY FOR KIDS TO LEARN IN A SETTING THAT’S VERY UNLIKE THE TRADITIONAL SETTING. ONE OF THE GREAT THINGS THEY DID THIS SUMMER WERE BUSSED IN 26 KIDS FROM DETROIT, WASHTENAW, MACOMB, AND BROUGHT THEM IN FOR A WEEK LONG CAMP, AND THESE ARE KIDS WHO HAVE PREDOMINANTLY HAD URBAN EXPERIENCES ONLY, AND THEY REALLY HAD SOME GREAT LEARNING, SO IT’S DESIGNED FOR CHILDREN WITH VISUAL IMPAIRMENT, SO IT’S VERY SAFE IN NATURE, AND I WOULD ENCOURAGE ANY OF YOU TO TAKE A FIELD TRIP AND GO VISIT THE CAMP.>>SO, ANY COMMENTS OR QUESTIONS FROM THE BOARD? MOTION THEN?>>I WANTED TO SAY THAT I WAS EXTREMELY, VERY EXCITED WHEN I READ HOW THE MICHIGAN DEPARTMENT OF EDUCATION WAS ABLE TO HELP THEM SURVIVE, AND ACTIVATE THEIR ACTIVITIES. I THOUGHT THAT WAS COMMENDABLE, AND I THINK NOW IT IS CALLED– WHAT IS IT CALLED? I KNOW MDE’S PART OF IT. CAMP T MDE?>>CAMP T, YES.>>YES. ALL RIGHT, SO. I WANT TO SALUTE THE MICHIGAN DEPARTMENT OF EDUCATION FOR THE FINE WORK THAT THEY CONTINUE DOING BECAUSE THIS CAMP IS EXTREMELY, VERY VALUABLE TO THE VISUALLY IMPAIRED STUDENTS, SO FELICITACIONES.>>THANK YOU, LUPE. KATHLEEN AND THEN CASANDRA.>>IT’S COME A LONG WAY SINCE I VISITED IT THE FIRST TIME, WHICH WAS PROBABLY 15 YEARS AGO, SO– AND IT WAS A– IT’S A BEAUTIFUL SETTING, BUT IT WAS VERY BADLY MANAGED DURING THOSE DAYS, AND IT WAS NOT SAFE FOR VISUALLY IMPAIRED KIDS. THERE WERE ELECTRIC WIRES SPREAD ACROSS THE WALKWAYS, WHICH JUST APPALLED US, AND SO I’M SO GLAD TO SEE THAT IT’S REALLY BECOME MUCH MORE PROFESSIONALIZED, AND VERY WELL RUN, AND THE FACILITIES HAVE BEEN UPGRADED TO BE SAFE. THEY WEREN’T SAFE BEFORE. I WAS JUST SCARED TO DEATH, SO I’M SO GLAD TO SEE WHAT’S HAPPENED WITH IT. IT’S REALLY VERY GRATIFYING TO SEE THAT MORE CHILDREN ARE TAKING ADVANTAGE OF IT.>>THERE ARE ABOUT 4,000 CHILDREN WITH VISUAL IMPAIRMENT IN THE STATE, AND SO IT’S NICE TO BE ABLE TO INCLUDE CHILDREN IN ADDITION TO CHILDREN WITH VISUAL IMPAIRMENT. THEY HAVE A NICE WEBSITE AND THERE’S A VIDEO IF YOU WANT TO GO THERE AND CHECK IT OUT. IT’S KIND OF FUN.>>I WOULD SEND THE LINK.>>IT’S TENDS TO WORK WELL, AND–>>YEAH, IT’S GREAT.>>HITTING ITS STRIDES.>>MMM-HMM.>>WE’LL SEND THE VIDEO LINK TO THE BOARD, AND CASANDRA WAS, AND THEN LUPE AGAIN.>>OH, I WAS GOING TO SAY THAT I MOVE THAT WE IMPROVE THE FISCAL YEAR 2014-2015 SPENDING PLAN FOR CAMP T.>>SUPPORT.>>SUPPORTED.>>SECOND.>>FURTHER DISCUSSION? LUPE.>>I JUST WANTED TO– I KNOW THAT IN THE INFORMATION YOU SENT TO US THE DONORS WERE INCLUDED THAT DONATE TO THIS ENDEAVOR. DO YOU KNOW OFF THE TOP OF YOUR HEAD WHO THESE PEOPLE ARE?>>WE HAVE VARIOUS TRUST FUNDS THAT SUPPORT THE CAMP. I DON’T KNOW OF ANY PARTICULAR INDIVIDUAL DONORS. MEIJER ALSO HAS KIND OF ADOPTED THE CAMP, AND HAS PROVIDED A LOT OF FREE LABOR AND MATERIALS TO IMPROVE THE CAMP, SO THEY’VE BEEN A GREAT PARTNER WITH US WITH SOME OF THOSE THINGS.>>JANE, YOU’RE NOT AT THE TABLE THAT OFTEN, SO MAYBE A LITTLE ABOUT YOURSELF, AND WHEN YOU GOT HERE, AND YOUR BACKGROUND.>>I’M JANE SCHULTZ. I’M THE DIRECTOR OF THE OFFICE OF FINANCIAL MANAGEMENT HERE AT THE DEPARTMENT OF EDUCATION. I HAVE BEEN WITH THE DEPARTMENT JUST A YEAR AND A HALF, BUT BACK IN ONE OF MY FORMER LIVES I WORKED AT THE SENATE FISCAL AGENCY WHEN PROPOSAL A SCHOOL FINANCING WENT THROUGH, SO I’VE HAD A LOT OF BACKGROUND IN SCHOOL FUNDING OVER THE YEARS– ALTHOUGH IT’S BEEN A WHILE SINCE I’VE BEEN IN EDUCATION AGAIN, SO–>>BUT THIS IS SUPPORTED BY TRUST FUNDS. THAT MONEY WAS DONATED TO THE SCHOOL FOR THE BLIND, BASICALLY, AND IT STARTED OUT AS A PLACE FOR VISUALLY IMPAIRED CHILDREN, BUT THERE WEREN’T– BUT IT WASN’T USED ALL THE TIME THAT WAY, SO NOW I THINK THEY USE IT MORE, YOU KNOW, IN A FINANCIALLY SUSTAINABLE WAY. IT’S BEEN EXPANDED TO INCLUDE MORE CHILDREN.>>YES MA’AM.>>I WAS JUST GOING TO– IT DOES SEEM REALLY BEAUTIFUL, AND A WONDERFUL PLACE, AND I’VE SEEN THE IMPROVEMENTS THROUGH THE WEBSITE THAT HAVE BEEN MADE, AND IT’S– I WOULD LOVE TO GO THERE, AND I THINK THAT MAYBE WE SHOULD HAVE OUR NEXT BOARD RETREAT THERE. JUST AN IDEA.>>THAT’S A GOOD IDEA.>>I WOULD LOVE THAT. [ OVERLAPPING CHATTER ] [ LAUGHTER ]>>YOU CAN COME, AS A GUEST. OBSERVE. [ OVERLAPPING CHATTER ] [ LAUGHTER ]>>YOU AND MR. LOVE. WE’LL SEE YOU IN THE BACK. ALL RIGHT. ALL IN FAVOR AYE.>>AYE.>>ARE YOU CALLING THE QUESTION?>>NO, NO. I DIDN’T HEAR THAT. I’M JUST WONDERING–>>OH, THAT’S OKAY, IT’S OKAY.>>ALL IN FAVOR.>>AYE.>>ALL OPPOSED. GREAT. THANK YOU. MOTION PASSES.>>THANK YOU.>>NOW. OUR LIBRARY PARTNERS HAVE BEEN HERE SO LONG, AND THEY’RE HAPPY TO HAVE THIS TAKEN UP, AND KYLE’S GOING TO STAY WITH US, I THINK, AT THE TABLE, AND MICHELLE THIS IS– MAYBE YOU– WELL, LET ME JUST START–>>YEAH, DO WE HAVE THE–>>IN HEARING THE FOLKS TODAY DURING PUBLIC PARTICIPATION, YOU KNOW WHAT STRIKES ME IS THERE’S PEOPLE WHO– I LOST CONTROL HERE. THERE’S PEOPLE WHO, I THINK, THINK, “WELL, WE HAVE THE INTERNET. WE DON’T NEED LIBRARIANS.” THEY DON’T REALIZE THE CAUSE OF THAT ALMOST. WE NEED IT MORE, AND WE NEED– THE RATIOS ARE VERY DISCOURAGING, SO THANK YOU FOR YOUR EFFORTS, AND, YOU KNOW, MULTIPLE STUDIES IN SEVERAL STATES SHOW READING ABILITY AND TEST SCORES TEND TO BE HIGHER IN SCHOOLS WITH SCHOOL LIBRARY PROGRAMS THAT ARE APPROPRIATELY STAFFED. THE KEY BEING APPROPRIATELY STAFFED. GRADE LEVEL READING LEADS TO IMPROVED CAREER AND COLLEGE READINESS. IN RECOGNITION OF THIS, THE DEPARTMENT OF ED SUPPORTS QUALITY LIBRARY PROGRAMS THROUGH THE SCHOOL LIBRARY 21st CENTURY BENCHMARKS THAT WAS MENTIONED, AND THROUGH SUPPORT OF TODAY’S STATEMENT ON SCHOOL LIBRARIES. WE ENCOURAGE AT THE DEPARTMENT THAT THE BOARD SUPPORTED THE EFFORTS OF SCHOOL LIBRARIANS AND IMPROVED ACCESS TO SCHOOL LIBRARIES. WE SUPPORT THAT STRONGLY, AND WE ALSO THINK SINCE ONE OF OUR OWN MEASURES THAT WE HOLD OURSELVES RESPONSIBLE FOR IS 3RD GRADE READING THAT WE CAN’T GET THERE WITHOUT THIS. ANYTHING TO ADD, MICHELLE, IF YOU WOULD LIKE TO?>>NO. I JUST THOUGHT THAT IT WAS VERY TELLING THAT WE ARE 46th IN THE NATION IN TERMS OF THE RATIO OF STUDENTS PER SCHOOL LIBRARIANS, AND ALSO THE DROPPING OFF OF OUR– THE NAEP SCORES FOR 4th GRADERS, AND HOW THAT COINCIDES WHICH YOU POINTED OUT, AND I THINK THERE NEEDS TO– THERE NEEDS TO BE A SERIOUS LOOK AT WHAT’S HAPPENING IN OUR SCHOOLS, AND HOW IMPORTANT THIS IS, AND NOT ONLY IN TERMS OF, LIKE YOU SAID, THE TRADITIONAL SENSE OF LITERACY, BUT THIS TECHNOLOGY, AND MAKING SURE THAT PEOPLE ARE AVAILABLE THAT CAN INTEGRATE THAT, AND COORDINATE THAT, SO–>>WOULD YOU LIKE TO MAKE A MOTION?>>WELL, I’D LIKE TO MAKE A MOTION THAT WE APPROVE THE STATE BOARD OF EDUCATION STATEMENT ON SCHOOL LIBRARIES.>>SUPPORT.>>SUPPORTED BY– [ OVERLAPPING CHATTER ] UP FOR REELECTION, SO WE’LL– SO IT WAS MOVED AND SUPPORTED. ANY FURTHER DISCUSSION? INCLUDING KYLE. IF YOU HAD ANYTHING TO ADD. ALL IN FAVOR, AYE.>>all: AYE.>>ALL OPPOSED, SAME. THANK YOU FOR YOUR PATIENCE. NORMALLY, YOU KNOW, WE PURPOSEFULLY DELAY THIS UNTIL LATER SO IT WOULDN’T BE A MAJOR DEBATE. [ LAUGHTER ] I’M KIDDING. THERE WOULD NOT HAVE– WELL, WE’RE TO CONSENT AGENDA.>>I MOVE APPROVAL OF CONSENT AGENDA.>>SUPPORT.>>ALL IN FAVOR, AYE.>>all: AYE.>>OPPOSED, SAME. GREAT. ANY COMMENTS FROM THE BOARD?>>I JUST HAVE A QUICK COMMENT.>>YES.>>IN RELATED TO THE SCHOOL LIBRARY AND LITERACY ISSUE, YOU KNOW, I’VE BEEN TRYING TO FIND WAYS TO HELP MAKE THIS HAPPEN. ONE OF THE SUGGESTIONS IS TO HAVE THIS BE PART OF THE CRITERIA– I’M TRYING TO REMEMBER– ALL OF A SUDDEN I’M BLANKING OUT– ON THE BEST PRACTICES, SO IF THIS WAS MAYBE INCLUDED TO HAVE SOME LIBRARIANS– TRAINED SCHOOL LIBRARIANS IN THE SCHOOLS AS AN ENHANCEMENT, OR UNDER BEST PRACTICES I WOULD– I JUST– THAT WOULD BE GREAT IF THE LEGISLATURE WOULD TAKE THE TOP WHILE WE COULD SUPPORT SOMETHING LIKE THAT.>>YOU MEAN IN– ONE OF THEIR CRITERIA FOR GETTING GRANT, OR FOR GETTING–>>FOR GETTING. YEAH. A LITTLE MORE MONEY.>>YES, THE MONEY.>>YEAH, SO IF THEY HAVE THE SCHOOL LIBRARIES IT WOULD BE–>>SO, WOULD THE LEGISLATIVE COMMITTEE MAYBE TAKE THAT UP AS A POSSIBLE–>>YES. THANK YOU.>>GOOD, SO–>>COULD I HAVE–>>YES MA’AM.>>MICHELLE REMINDED ME WHEN SHE SUGGESTED HAVING A RETREAT AT CAMP T. SOME TIME AGO I REQUESTED THAT WE HAVE A MEETING AT THE SCHOOL FOR DEAF AND THE SCHOOL FOR THE BLIND. WE DON’T HAVE A SCHOOL FOR THE BLIND, PER SAY, WE HAVE A VISION, POOR VISION– WE ARE RESPONSIBLE FOR THE SCHOOL, AND WE’RE THE BOARD FOR THAT SCHOOL, AND I DON’T THINK ALL OF THEM ARE AWARE– THE NEWER MEMBERS AREN’T AWARE OF WHAT OUR RESPONSIBILITIES ARE. I THINK IT WOULD BE HELPFUL IF WE HAVE A MEETING OF THE BOARD AT THE SITE. I REQUEST THAT AGAIN. I SUGGEST IT AGAIN.>>YOU KNOW, MAYBE–>>WE USED TO DO THAT ONCE A YEAR. WE HAD A MEETING THERE, AND WE HAVEN’T DONE THAT IN QUITE A FEW YEARS.>>WHERE IS IT? WHERE IS IT HOUSED?>>IT’S IN FLINT.>>FLINT.>>IT’S TOTALLY THE BOARD’S CALL, SO MAYBE I SUGGEST IT AT AGENDA PLANNING, AND WE DISCUSS WHETHER THAT– AND MAY I ALSO SAY THAT EVEN IF FOR SOME REASON WE DIDN’T DO THAT, THAT’S ONE REASON WE’D LIKE TO GET ON YOUR CALENDAR. I THINK WE SENT THE DATE ALREADY, OR MAYBE THEY DON’T HAVE AN EXACT DATE, BUT IF YOU CAN– YOU’D BE VERY INSPIRED BY THE GRADUATION CEREMONIES THAT GO EACH YEAR.>>I’VE BEEN TO THOSE, AND THEY ARE BRILLIANT–>>AND WE COULD ARRANGE EITHER IN ADDITION TO A MEETING THERE, OR MAYBE IN LIEU OF A MEETING, LUNCH AND THEN A VISIT TO THE CAMPUS AND THEN THE GRADUATION ITSELF, BECAUSE THERE USED TO BE– IN FACT, TECHNICALLY, THE STATE SUPERINTENDENT CAN LIVE WITHIN THE HOUSE THERE. I’M NOT DOING THAT, BUT– [ LAUGHTER ]>>WHY NOT?>>BUT IF YOU HAVEN’T BEEN THERE, I MEAN, IT’S A REALLY INTERESTING HOUSE THAT YOU LOOK AT THE FOLKS WHO HAVE BEEN SUPERINTENDENTS FOR THE SCHOOL FOR THE DEAF. IT’S BEEN THERE SINCE BEFORE THE CIVIL WAR. IT’S BEEN RENOVATED A BIT, AND IN THE NEW SCHOOL IF YOU HAVEN’T BEEN THERE, IT’S A NEWLY BUILT SCHOOL BECAUSE OF THE TRADE BASICALLY WITH THAT FLINT SITUATION AT–>>I HAVEN’T SEEN THAT NEW SCHOOL.>>AGAIN, WE ENCOURAGE EACH YEAR THE GRADUATION, BUT THAT MIGHT EVEN BE YOUR CALL, BUT THAT MIGHT EVEN BE MORE TO WHAT KATHY’S GETTING AT IF WE SET LUNCH THERE AT THE SO-CALLED SUPERINTENDENT’S HOUSE, A TOUR OF THE NEW FACILITY, AND THEN FOR THOSE WHO CAN STAY FOR THE GRADUATION. MAYBE MINIMALLY WE DO THAT.>>IT SOUNDS LIKE A GOOD PLAN.>>I THINK IT’D BE– I THINK THE STAFF WOULD LOVE IT. THEY’D FEEL GREAT.>>AND WE COULD HAVE THE MEETING THERE.>>AND WE COULD HAVE THE MEETING ALSO. WHY DON’T WE DO THAT? WE’LL BRING UP AT AGENDA PLANNING AND SEE ABOUT THE MEETING, AND THEN SECONDLY WE’LL PLAN FOR THOSE THAT CAN ATTEND THE GRADUATION TO ALSO HAVE THE TOUR BECAUSE IF WE HAVE THE MEETING THERE YOU PROBABLY WON’T HAVE AS MUCH OF THE TOUR, AND THE LUNCH THERE, BUT WE’LL TRY TO DO BOTH.>>THANK YOU.>>SOUND GOOD?>>YES. THANK YOU.>>ADJOURNED.

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