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


>>THE TIME IS NOW 9:34, NOT TOO BAD. AND THE BOARD IS PRESENT. THE STATE BOARD OF ED. MEETING OF OCTOBER 14TH, 2014, IS CALLED TO ORDER. THE FIRST ITEM IS THE APPROVAL AGENDA IN ORDER OF PRIORITY. ARE THERE ANY CHANGES, ADDITIONS, DELETIONS TO THE AGENDA? I HAVE A MOTION, THEN?>>SO MOVED.>>SUPPORT.>>MOVED BY DAN, SUPPORTED BY EILEEN. ALL IN FAVOR, AYE.>>AYE.>>OPPOSED, SAME.>>GREAT, THANK YOU. MERTZ.>>I’D LIKE TO MAKE INTRODUCTIONS, PLEASE. TO MY IMMEDIATE LEFT IS MIKE FLANAGAN. HE’S THE STATE SUPERINTENDENT, HE SERVES AS CHAIRMAN OF THE BOARD. JOHN AUSTIN, THE BOARD’S PRESIDENT, IS OFF TODAY. AND NEXT TO HIM IS CASSANDRA ULBRICH. SHE IS THE BOARD’S VICE PRESIDENT, AND SHE IS FROM ROCHESTER HILLS. THE BOARD’S SECRETARY IS DAN VARNER, HE’S FROM DETROIT. LUPE RAMOS-MONTIGNY IS OUR BOARD MEMBER FROM GRAND RAPIDS. THE MICHIGAN TEACHER OF THE YEAR FOR THIS YEAR IS MELODY ARABO. AND SHE IS– SORRY MELODY, GOTTA CHEAT– THIRD GRADE TEACHER AT KEITH ELEMENTARY SCHOOL, WALLED LAKE CONSOLIDATED SCHOOL DISTRICT. TEACHERS LET ME CHEAT, RIGHT? [ LAUGHING ] I THOUGHT IF I CONFESSED IT WOULD–>>THAT’S NOT CHEATING.>>OKAY. ACROSS THE TABLE, CRAIG RUFF, THE GOVERNOR’S EDUCATION ADVISOR. EILEEN WEISER, BOARD MEMBER FROM ANN ARBOR. KATHLEEN STRAUS BOARD MEMBER FROM DETROIT. MICHELLE FECTEAU BOARD MEMBER FROM DETROIT. SHE IS THE BOARD’S ASSOCIATION DELEGATE FOR THE NATIONAL ASSOCIATION OF STATE BOARDS OF EDUCATION, NASBE. AND NEXT TO HER, RICHARD ZEILE, THE BOARD’S TREASURER FROM DEARBORN. THANK YOU. THE BOARD AND THE DEPARTMENT TALKED THIS OVER LAST MONTH. WE THOUGHT WE’D START A NEW PRACTICE, WHICH WOULD BE TO LET GUESTS, IF THEY’RE INCLINED, INTRODUCE THEMSELVES. WE WANTED TO SHOW RESPECT, AND APPRECIATE YOUR BEING HERE, AND FOR THAT, WE’RE GONNA PUT JUDY ON THE SPOT TO START, MAYBE.>>THANK YOU. GOOD MORNING. JUDY PRITCHETT, FROM MACOMB INTERMEDIATE SCHOOL DISTRICT.>>TERANCE LUNGER, SUPERINTENDENT AT THE CALHOUN INTERMEDIATE SCHOOL DISTRICT.>>MORNING. PAUL SALAH, WAYNE COUNTY RESA SCHOOL.>>GOOD MORNING. LARRY THOMAS, OAKLAND SCHOOLS.>>GOOD MORNING. NATASHA BAKER MDE SCHOOL REFORM OFFICER.>>YOU’RE NOT A GUEST. [ LAUGHING ]>>DAVID MICHAELSON, MICHIGAN EDUCATION ASSOCIATION.>>GOOD MORNING. ISAIAH BAILEY, MASTER STUDENT AT UNIVERSITY OF MICHIGAN.>>TOM GREEN, MICHIGAN EDUCATION ASSOCIATION.>>WE SHOULD THOUGH, SO THANKS FOR STARTING THAT PRACTICE. MARLA.>>MARLA MOSS, OFFICE OF SCHOOL SUPPORT, DIRECTOR.>>HEATHER YOUNG, GRADUATE STUDENT, MICHIGAN STATE UNIVERSITY, SCHOOL SOCIAL WORK.>>GREAT.>>MIKE, YOU HAVE ONE MORE PERSON DOWN HERE.>>YES, MA’AM.>>I’M DEBORAH SHINE, FROM EDUCATIONAL TESTING SERVICES IN NEW JERSEY. DEBORAH’S HERE, EVERY MONTH, PRETTY MUCH RELIGIOUSLY.>>I’M MARTY ACKLEY, FROM THE DEPARTMENT OF EDUCATION.>>I’M ALICE ANN HENRY, ALSO FROM THE DEPARTMENT OF EDUCATION.>>DEPARTMENT OF EDUCATION.>>DEPARTMENT OF EDUCATION.>>JACOB KANCLERZ, REPORTER FOR MIRS NEWS.>>YES.>>TIM HALL, PROJECT DIRECTOR FOR DETROIT.>>LEARNING FORWARD, MICHIGAN.>>ANGELA ROGENSUES, PLAYWORKS.>>JEANNINE GANT, PLAYWORKS.>>KAREIM CADE, PLAYWORKS.>>GREAT. WELL, THANK YOU. OH, JEN.>>JENNIFER COOK, DEPARTMENT OF EDUCATION.>>JENNIFER. THANK YOU, JENNIFER, BECAUSE JENNIFER’S GONNA HELP ME WITH THE FIRST THING. JOHN DOESN’T LIKE VIDEOS WHEN I DO IT, SO I ACTUALLY SHOULD HAVE DONE A VIDEO TODAY, SINCE HE’S NOT HERE. BUT HERE’S ONE– IF YOU HAVEN’T HEARD, THIS IS MY LAST YEAR WITH THE DEPARTMENT, AND THIS IS MY OLDEST GRANDDAUGHTER’S FIRST YEAR IN PUBLIC SCHOOL. SHE’S A KINDERGARTNER. SO, AFTER THE BOARD, EIGHT OR NINE YEARS AGO, ENCOURAGED ME TO MAKE SCHOOL VISITS EVERY MONTH, WHICH I’VE DONE, AND IT’S NOT ONLY BEEN A TERRIFIC EXPERIENCE, IT’S ALSO BEEN A REAL LEARNING EXPERIENCE. IT KEEPS YOU GROUNDED. I MEET WITH TEACHERS THERE AT LUNCH, AND YOU JUST GET A SENSE– ARE WE GOING IN THE RIGHT DIRECTION OR NOT, AND HEAR SOME CONSTRUCTIVE CRITICISMS WHICH HAVE BEEN VERY HELPFUL. BUT THIS ONE WAS JUST FUN. I THOUGHT, “I’M GOING TO LIVONIA,” BECAUSE MY GRANDDAUGHTER’S IN LIVONIA, AND COULD YOU WORK OUT A STOP-BY, AND– WHAT HAPPENED IS I WALK INTO HER KINDERGARTEN CLASSROOM, AND THIS WAS THE RESULT. IT EVEN SHOWED UP IN THE LIVONIA OBSERVER. [ LAUGHING ] SHE JUST KINDA RAN ACROSS THE ROOM. OKAY, I THINK IT’S A GOOD SHOT.>>IT’S YOUR BEST SIDE. [ LAUGHING ]>>JOKE OF THE DAY.>>FROM NOW ON, I’M JUST THE STRAIGHT MAN, SETTING OTHER PEOPLE UP FOR THEIR LINES. BUT ON AN ADDITIONAL NOTE, I WAS REALLY IMPRESSED WITH ELLA’S TEACHER. I’D LISTEN REGULARLY, BUT YOU’RE LISTENING MAYBE WITH A LITTLE DIFFERENT VOICE. ONE OF THE THINGS I THOUGHT WAS SUCH A TERRIFIC WAY OF THINKING ABOUT HOW TO TAKE KIDS WHO MAYBE AREN’T AS PREPARED AS OTHER KIDS, WHICH WE KNOW– BY THE WORK WE’VE DONE HERE FOR SO LONG. BUT I THOUGHT THEY HAD A VERY SPECIFIC MEASURE, WHICH WAS, IF BY COUNT DAY, WHICH IS FOUR WEEKS LATER, ALL OF THEIR KIDS DON’T KNOW FORTY SOUNDS AND FORTY LETTERS, THEY SEND A S.W.A.T. TEAM IN. THEY CALL IT A S.W.A.T. TEAM. AND BECAUSE IT’S KIND OF LIKE OUR THIRD GRADE READING ISSUE, WHERE WE KNOW THERE’S DIFFERENT POINTS THAT YOU REALLY HAVE TO SHOW PROGRESS, OR KIDS ARE BEHIND BEFORE THEY START. SO A LOT OF KIDS COME, STILL, AND UNFORTUNATELY WITHOUT ANY OF THAT, AND I JUST THINK IT’S GREAT THAT THEY TAKE IT UPON THEMSELVES TO SAY, “WE’RE GONNA BE ACCOUNTABLE FOR ALL OF OUR KIDS BY COUNT DAY, AND IF NOT, WE’RE GONNA HAVE A S.W.A.T. TEAM, SO THEY’LL GET THERE SOON. TRYING TO CALL OUT WHENEVER I SEE REAL GOOD TEACHING, MAYBE MORE SPECIFICS THAN I HAVE IN THE PAST. BUT WE’RE JUST LUCKY TO HAVE 100,000 TEACHERS. OVERWHELMINGLY GREAT PEOPLE THAT ARE DOING MARVELOUS WORK. AND MICHELLE SUGGESTED A VIDEO, AND YOU MIGHT WANNA SET THIS UP A LITTLE BIT, WHICH WE THOUGHT WE’D START OUT WITH TODAY. AND THAT’S WHY I REPLACED MY OWN VIDEO FOR THAT. WHY DON’T YOU, IF YOU’D LIKE TO?>>YEAH. I’VE BEEN WORKING ON A TEAM WITH FOLKS ACROSS THE STATE, INCLUDING– WELL, MORK ORGAN WAS ORIGINALLY PART OF THE TEAM, BUT SHE HAD JUDGE DOREEN ALLEN APPOINTED TO THIS TEAM. A NUMBER OF OTHERS– KYLE GRANT IS ON IT, BOB HIGGINS HAS SERVED AND CONTINUES TO SERVE FOR THE DEPARTMENT. PEOPLE FROM JUDICIARY EDUCATION, COMMUNITY WORK PEOPLE AS WELL, CAME TO WORK ON SCHOOL DISCIPLINE AND CLIMATE. AND THE ISSUE THAT WE’RE TRYING TO DRAW ATTENTION TO IS THE NUMBER OF KIDS THAT ARE PUSHED OUT OF SCHOOL AROUND RULES OF EXPULSION. THIS WHOLE IDEA OF ZERO TOLERANCE WITHOUT NECESSARILY HAVING DUE PROCESS, OR LOOKING AT MITIGATING CIRCUMSTANCES. THE FEDERAL GOVERNMENT HAS A RULE ABOUT FIREARMS, AND MICHIGAN HAS AN EVEN MORE STRINGENT RULE ABOUT BRINGING WEAPONS TO SCHOOL. IT OFTEN RESULTS IN AN 180 DAY EXPULSION. THERE ARE SOME THAT ARGUE THAT THIS SETS KIDS UP ON A PATH THAT CAN LEAD TO GOING TO PRISON, THIS ZERO TOLERANCE POLICY. THE SCHOOLS REALLY DO HAVE SOME FLEXIBILITY THAT’S ALLOWED UNDER THE LAW. IT’S VERY LIMITED, BUT THERE’S A GROUP THAT’S REALLY LOOKING INTO CHANGING THIS LAW, TO GET RID OF THE ZERO TOLERANCE. AND I KNOW WE HAD MADE SOME RECOMMENDATIONS, AND WE’VE DONE OUR MODEL POLICY WITH MAKING IT BE THAT– THESE MAY BE OPTIONS. THEY’RE NOT MANDATORY, ABSOLUTE OPTIONS FOR EXPULSION FOR CERTAIN KINDS OF THINGS. SO ANYWAY, THIS VIDEO PUTS MORE OF A HUMAN SKIN ON WHAT I JUST SAID.>>CAN I JUST ADD TO THAT?>>YEAH.>>JUST THIS MORNING ON CHANNEL 2, THERE WAS A HEARTBREAKING STORY OF A WOMAN WHO’S A SENIOR IN DEARBORN, WHO IS NOW SUSPENDED FOR THE REST OF THE YEAR BECAUSE SHE HAD A THREE-INCH KNIFE, I BELIEVE, AT A FOOTBALL GAME, THAT HER GRANDFATHER GAVE HER FOR PROTECTION, AND FORGOT IT WAS IN HER PURSE. THIS IS A GREAT STUDENT, SHE’S AN HONOR ROLL STUDENT, AND NOW SHE’S BEEN THROWN OUT OF SCHOOL. SO, I JUST COMMEND YOU, MICHELLE, FOR BRINGING THIS FORWARD.>>I RECEIVED A LETTER ABOUT THAT. THE PAPER THAT THAT STUDENT WROTE IS VERY GOOD. I BROUGHT IT WITH ME.>>GOOD. THE VIDEO’S ABOUT NINE MINUTES. THERE IS SOME LEGISLATION THAT’S BEING DRAFTED, AND HOPEFULLY WILL BE PROPOSED SOON, THAT LOOKS AT NUMBER ONE: COLLECTING MORE DATA, SO THAT WE CAN COME UP WITH A CLEAR POLICY. ALSO LOOKING AT ISSUES OF TRUANCY, AND PROVIDING WRAPAROUND SERVICES, AND S.W.A.T. TEAM SERVICES WHEN THERE’S A NOTICEABLE DIFFERENCE. BUT THERE IS SOME LEGISLATION THAT’S BEING LINKED TO THIS AS WELL. SO WE SHOULD KEEP OUR EYES OPEN, AND HOPEFULLY SUPPORT ALL THOSE EFFORTS.>>JENNA?>>HERE.>>HARMONY.>>HERE.>>MARIAH.>>HERE.>>MEGAN.>>HERE.>>SIENNA?>>HERE.>>WHEN I WAS YOUNGER, I USED TO GET SUSPENDED A LOT, ACTUALLY. AND IT WAS REALLY TOUGH FOR THE TEACHERS TO HELP ME, ‘CAUSE I WAS SO FAR BEHIND. SO I GUESS I WAS A REAL JERK TO MY TEACHERS.>>IT ALL STARTED WITH NOT GOING TO CLASS. NOT JUST TRUANCY, BUT I GOT INTO MORE TROUBLE WITH DRUGS, AND RUNNING AWAY, AND JUST THE PEOPLE I WAS HANGING OUT WITH. ♪♪>>WHEN I GOT EXPELLED, I STARTED HANGING AROUND PEOPLE I SHOULDN’T BE HANGING AROUND. I MEAN, WE LIVE OUT IN THE STICKS. THERE’S NOTHING TO DO IN THIS TOWN. SO I STARTED DRINKING. I ENDED UP RUNNING INTO SOMEONE ELSE. [ CAR HORN HONKING ] ♪♪ YOU KNOW, I NEVER THOUGHT I’D WIND UP IN JAIL. [ DOOR SLAMMING ] ♪♪>>THIS INITIATIVE HAS A VERY SIMPLE PREMISE, AND IT IS TO KEEP KID IN SCHOOL. AND AS SIMPLE AS THAT MAY SOUND, IT’S VERY COMPLEX WHEN WE LOOK AT THE LAWS AS THEY PRESENTLY EXIST, AND WHAT’S BEEN HAPPENING IN OUR STATE.>>MANY TIMES, LAWS GET MADE WITH GOOD INTENT, AND I THINK THIS IS A SITUATION WHERE WE REALIZE THAT THE ZERO TOLERANCE POLICIES AND OTHER POLICIES HAVE ACTUALLY HAD THE UNINTENDED CONSEQUENCE OF BEING NEGATIVE IN THEIR IMPACT ON YOUTH AND ON CHILDREN. WELL, YOU KNOW, ZERO TOLERANCE HAS, I THINK, PUT SCHOOL DISTRICTS AND PARENTS AND ULTIMATELY STUDENTS IN A POSITION WHERE THERE’S REALLY NO DISCRETION. THERE’S NO ROOM FOR MISTAKES TO BE DEALT WITH IN A PROPORTIONATE WAY.>>I BELIEVE THAT EDUCATION IS THE GREAT EQUALIZER FOR CHILDREN. THERE’S NO OTHER WAY TO LOOK AT IT. SO, EDUCATION NEEDS TO BE ACCESSIBLE TO WHITE STUDENTS, BLACK STUDENTS, DEVELOPMENTALLY DISABLED, AND THE MENTALLY ILL. WHAT WE HAVE FOUND, BECAUSE OF THE WAY THINGS ARE PRESENTLY– ORGANIZED IN THE STATE, THAT WE HAVE CHILDREN WHO ARE OUT IN THE STREETS, AND THEREFORE THEY END UP IN THE JUSTICE SYSTEM.>>ALL RISE. PLEASE BE SEATED. ♪♪>>WHAT WE ARE FINDING, AS A RESULT OF THOSE ZERO TOLERANCE LAWS, THERE ARE EXPULSIONS AND SUSPENSIONS WHICH GO WAY BEYOND WHAT THE ANTICIPATED LEGISLATION WAS REALLY ALL ABOUT. IT WAS ABOUT A CONSEQUENCE. SO, THE IDEA IS TO STILL HAVE A CONSEQUENCE, BUT ALSO TALK ABOUT THE RIGIDITY OF THE ZERO TOLERANCE LAWS, AND THE REALLY SIGNIFICANT IMPACT THAT IT WAS ON OUR CHILDREN. ♪♪>>IT’S REALLY IMPORTANT THAT WE KEEP OUR KIDS IN SCHOOL, BECAUSE WE KNOW IN LAW ENFORCEMENT IF WE CAN’T KEEP THEM IN SCHOOL, THEY’LL PROBABLY END UP IN OUR SYSTEM, AND WE DON’T WANT THAT. IT COULD BE FROM ANY ECONOMIC LEVEL. SEXUAL ASSAULTS, DOMESTIC VIOLENCE HAPPENING AT HOME, THOSE THINGS CAN ALSO AFFECT TRUANCY AND ACADEMIC ACHIEVEMENT. WE ARE HERE FOR TRUANCY IN THE SCHOOL-TO-PRISON PIPELINE, AND SOMETHING ALSO CALLED CHRONIC ABSENTEEISM. AND THE IDEA IS TO BE ABLE TO EDUCATE CHILDREN, AND MAKE SURE THAT THEY’RE IN SCHOOL.>>THE OTHER THING THAT I SEE AS BEING A BIG ISSUE IS NOT ONLY ADDRESSING THE KIDS BEING ABSENT FROM SCHOOL, BUT ALSO ADDRESSING THE REASONS WHY. AND FOR ME, ONE OF THE BIGGEST REASONS IS THAT THERE’S SOMETHING GOING ON IN THE HOME, THAT IS NOT ALLOWING THIS CHILD TO DEVELOP, AND MAKE SCHOOL OF NUMBER ONE IMPORTANCE. SO WE HAVE CREATED PROGRAMS IN ORDER TO GIVE FAMILIES THE RESOURCES AND ANSWERS THEY NEED, IN ORDER TO CREATE THAT SAFE, HEALTHY FAMILY ENVIRONMENT.>>YES?>>WHERE’S XAVIER?>>HE’S GONE FOR A LITTLE WHILE.>>EDUCATION NEEDS TO BE AN ASSUMPTION OF CHILDHOOD. IN OTHER WORDS, WE NEED TO PUT THIS BUBBLE AROUND THEM, SO THAT THEY CAN ENJOY EDUCATION, AND THEY CAN ENJOY WHAT IT BENEFITS THEM, LONG-TERM, AS AN ADULT. AND NOT ONLY THEM, BUT OUR COMMUNITIES AND OUR STATE, AND THAT REALLY IS THE TOPIC HERE. IF WE DON’T INTERVENE, AT A LEVEL THAT IS CONSTRUCTIVE, THEN WE WILL HAVE DESTRUCTIVE THINGS HAPPENING TO OUR CHILDREN. OUR GOAL IS THAT ALL YOUTH GRADUATE FROM HIGH SCHOOL. AGAIN, SOUNDS VERY SIMPLE, BUT COMPLEX IN THE MAKING.>>WE’RE CHALLENGING OUR SCHOOL BOARDS IN MUSKEGON TO REALLY LOOK AT THE POLICIES THAT THEY HAVE IN PLACE, THEY MAY HAVE HAD IN PLACE FOR 20, 30, 40 YEARS, AND ASKING THEM TO RE-EXAMINE THEIR POLICIES REGARDING SUSPENSIONS AND EXPULSIONS. IN MUSKEGON COUNTY, WE ALREADY HAVE A TRUANCY PROGRAM THAT HAS BEEN REVITALIZED, THAT HAS REDUCED TRUANCIES IN THE FIRST YEAR OF EXISTENCE BY 40%. WE LIVED IN A LOT OF DIFFERENT APARTMENTS. MY MOM, SHE COULDN’T EITHER FIND A JOB OR COULDN’T KEEP A JOB. IT WAS REALLY HARD ON US, ESPECIALLY. THEY REALLY NEED TO OVERCOME THOSE BARRIERS OF POVERTY– WHICH, MY GOSH, WE’VE BEEN TALKING ABOUT THAT FOR HOW LONG– BUT WE NEED TO OVERCOME IT BY PUTTING IN A MOSAIC OF SUPPORT. IN OTHER WORDS, WE CANNOT BE– EACH OF US, IN OUR OWN LITTLE BAILWICK. WE NEED TO COME TOGETHER AS A GROUP AND AS A WHOLE, TO BE ABLE TO DO THAT.>>I HAD SO MUCH SUPPORT. LIKE, THROUGHOUT THE MIDLAND PUBLIC SCHOOL SYSTEM, THE COURT SYSTEM– I CALL THE COURTHOUSE LIKE MY SECOND FAMILY. I WAS HERE A LOT. SO I WAS REALLY GRATEFUL TO HAVE EVERYBODY I DID. IT WAS JUST ME BEING AS BULLHEADED AND STUBBORN AS I WAS. THE IDEA THAT PEOPLE FROM ALL DIFFERENT PARTS OF OUR COMMUNITY, FROM LAW ENFORCEMENT TO DHS, TO OUR COURTS, TO OUR SCHOOLS, THAT THEY’RE WILLING TO LOCK ARMS TO SOLVE THIS PROBLEM. IT’S GONNA NOT ONLY BENEFIT ALL THE KIDS IN MICHIGAN, BUT IT’S GONNA BENEFIT OUR STATE, WHEN WE MAKE SURE THAT THESE KIDS HAVE SUCCESSFUL FUTURES. AND WE ALL BENEFIT FROM THAT. I’M REALLY IMPRESSED WITH THIS GROUP OF PEOPLE.>>THE WONDERFUL THING ABOUT THIS PROJECT AND THIS INITIATIVE IS THAT WE HAVE ALL KINDS OF PEOPLE, FROM ALL DIFFERENT WALKS OF LIFE. WE HAVE JUDGES. WE HAVE LEGISLATORS. WE HAVE EDUCATORS. WE HAVE PROSECUTING ATTORNEYS. WE HAVE MENTAL HEALTH. WE HAVE THIS WONDERFUL DYNAMIC OF DIFFERENT SKILL SETS, AND WHAT IS THE ISSUE? THE ISSUE IS REALLY, THAT WE NEED TO COME TOGETHER, AND WE NEED TO COMMUNICATE FOR THE COMMON GOOD OF OUR CHILDREN.>>OUR TEACHER, MRS. STEBBENS, SHE HELPED ME OUT SO MUCH. SHE REALLY SAW MY TALENTS AND MY POTENTIAL, AND REALLY HELPED ME GET BACK INTO SCHOOL. I NEVER THOUGHT I WOULD BE HERE, BUT I AM NOW, AND I’M REALLY THANKFUL FOR EVERYTHING.>>YEAH, WORKING TO BECOME A PSYCHOLOGIST, I THINK, SO I CAN HELP TROUBLED KIDS, OR JUST A SOCIAL WORKER OF SOME SORT, SO HOPEFULLY I’LL BE ABLE TO HELP SOMEBODY THAT WAS MAYBE IN MY SHOES. AND I’D REALLY, REALLY LOVE TO DO THAT, SINCE OF ALL THE HELP THAT THEY’VE GIVEN ME OVER THE YEARS. OUR VISION IS JUSTICE, SCHOOL, FOR ALL. BUT IT’S NOT A SHORT-TERM VISION, IT’S A LONG-TERM VISION. THIS IS A THREE-YEAR PROJECT, AND IT WILL GO BEYOND THE THREE YEARS. BUT RIGHT NOW, IT IS A THREE-YEAR PROJECT OF ALL OF OUR COMMUNITIES GETTING TOGETHER TO BE ABLE TO COME TO THE CAUSE OF CHILDREN BEING EDUCATED. ♪♪>>I WANNA JUST EMPHASIZE THAT– IT IS REALLY ACROSS MANY DIFFERENT PEOPLE, FROM MARK CORGAN, AND PEOPLE FROM THE DHS– WE HAVE THE AFT, WE HAVE A REPRESENTATIVE FROM AFT, WE HAVE THE ACLU, WE HAVE– IT’S A BROAD GROUPING OF PEOPLE THAT ARE LOOKING AT PROVIDING THE SERVICES NEEDED TO ADDRESS THIS, AND I’M REALLY EXCITED ABOUT IT. THEY’VE ALSO WORKED ON IT THE LAST YEAR, ALMOST EVERY COUNTY IN THE STATE, I THINK IT’S 80 OUT OF THE 83, HAVE TEAMS THAT HAVE BEEN WORKING ON PLANS– THAT HAVE BEEN MEETING SEPARATELY TO ADDRESS AND TO FIGURE OUT A WAY TO MEET THESE GOALS. AND THERE’S GONNA BE A SPRING COMING-TOGETHER SYMPOSIUM OF ALL THESE GROUPS, AGAIN, WHICH THEY DID LAST SPRING, AND THEY COME TOGETHER AGAIN. SO IT’S A REAL CONCERTED EFFORT. DOREEN ALLEN, JUDGE ALLEN, IS REALLY AMAZING IN HER COMMITMENT TO THIS. SO I’M REALLY IMPRESSED WITH HER LEADERSHIP.>>THANKS FOR YOUR LEADERSHIP ON THAT, MICHELLE. AND IN HOUSE, I JUST NEED TO SAY, KYLE’S BEEN FANTASTIC FOR A FEW YEARS NOW ON OUR OWN EFFORTS, AND WAS ONE OF THE KEY PEOPLE PUTTING THE CONFERENCE TOGETHER THAT MICHELLE REFERRED TO. NOT THE NATIONAL ONE, BUT THE ONE WE HAD ON THE STATE LEVEL TO KICK THIS OFF. AND I CAN’T HELP, IF WE’RE TALKING TEACHERS AGAIN, MS. KUBLER, YOU GUYS HAVE HEARD THIS BEFORE, BUT I WAS SUSPENDED A NUMBER OF TIMES IN MIDDLE SCHOOL, AND MISS KUBLER, WHO’S BEEN GONE A WHILE, WAS THE KEY IN TURNING MY LIFE AROUND FOR THAT REASON. SO I APPRECIATE ALL YOUR EFFORTS ON THIS. OKAY, WE’RE GONNA GO RIGHT INTO COMMITTEE OF THE WHOLE, AND THE FIRST ITEM IS A PRESENTATION ON PLAYWORKS AND THE ROLE OF RECESS IN SCHOOLS AND DAN VARNER HAS ASKED THAT OUR AGENDA PLANNING– THAT WE TAKE A LOOK AT THIS. I APPRECIATE HIS LEADERSHIP ON IT, AND GONNA TURN IT OVER TO HIM TO INTRODUCE OUR GUESTS.>>RIGHT, THANK YOU. AND REALLY AN APPROPRIATE VIDEO TO LEAD UP TO THIS PRESENTATION, GIVEN THE IMPORTANCE OF CONFLICT RESOLUTION SKILLS, AND TO MEDIATE SOME OF THE REASONS FOR EXCESSIVE SUSPENSIONS AND EXPULSIONS FOR SOME STUDENTS. SO I LEARNED ABOUT PLAYWORKS WHEN I WAS A PROGRAM OFFICER AT THE KELLOGG FOUNDATION A NUMBER OF YEARS AGO. IT WAS ONE OF THE FIRST GRANTS I MADE, AND REALLY ONE OF THE ONES I WAS MOST PROUD OF. FANTASTIC ORGANIZATION, AND GREAT PROGRAMMING, AND I WILL TURN IT OVER TO JEANNINE GANT, WHO IS THE EXECUTIVE DIRECTOR OF PLAYWORKS MICHIGAN, SO THAT WE CAN HEAR MORE ABOUT IT.>>THANK YOU SO MUCH. I THANK YOU ALL FOR HAVING US HERE. MY NAME IS JEANNINE GANT, AND I AM THE EXECUTIVE DIRECTOR OF PLAYWORKS MICHIGAN. ALSO WITH ME IS KAREIM CADE, WHO IS THE BOARD CHAIR FOR PLAYWORKS MICHIGAN, AND ANGELA ROGENSUES, WHO IS THE PROGRAM DIRECTOR FOR PLAYWORKS MICHIGAN. AND WE WERE SITTING THERE THINKING THAT AFTER THAT VIDEO, WHICH WAS REALLY GREAT, AND REALLY ENLIGHTENING, THAT ONE OF THE THINGS THAT THE VIDEO SAID THAT CAUGHT MY ATTENTION WAS THE VERBIAGE AND ASSUMPTION OF CHILDHOOD. I THINK FOR US, AN ASSUMPTION OF CHILDHOOD IS TO ENSURE THAT EVERY KID GETS THE CHANCE TO PLAY SAFELY AT SCHOOL. AND IF WE CAN LOOK AT DOING SOME OF THAT EARLY IN THEIR LIVES– ELEMENTARY SCHOOL, BEFORE THEY GET TO HIGH SCHOOL, BEFORE WE START HAVING SOME OF THESE BIG DISCIPLINARY ISSUES, AND SOME OF THESE GREATER CONCERNS– THAT MAYBE WE WON’T HAVE SOME OF THOSE ISSUES AS THEY GET A LITTLE BIT LATER ON IN LIFE. SO I REALLY, REALLY APPRECIATE THAT. THE OTHER THING WE WERE THINKING AS WE WERE SITTING THERE, IS THAT PLAYWORKS IS ALL ABOUT PLAY, AND IF YOU INDULGE US– BECAUSE IT WAS 9:30, AND I HAD NO COFFEE THIS MORNING, AND IT WAS A LONG DRIVE, THAT WE GOTTA PLAY A QUICK GAME, BECAUSE WE’RE ALL ABOUT GAMES AT PLAYWORKS. SO, THIS WILL BE VERY EASY, SO I ASK THAT EACH OF YOU STAND FOR ME. THIS IS A GAME THAT WE LIKE TO CALL EYEBALL TAG. EYEBALL TAG. IT’S VERY EASY, DOESN’T TAKE A WHOLE LOT OF ENERGY. BUT WHAT YOU ARE GONNA HAVE TO DO IS CONNECT WITH SOMEONE ELSE ACROSS THE ROOM. OR NOT CONNECT WITH THEM. SO THE IDEA HERE IS “LOOK UP, LOOK DOWN.” SO WHEN I SAY “LOOK UP,” YOU WANNA LOOK AT SOMEONE ELSE IN THE ROOM. IF THAT PERSON IS ALSO LOOKING AT YOU, THEN YOU’RE OUT. WE DON’T LIKE TO SAY “OUT” IN PLAYWORKS, BUT IN THIS– YOU’VE GOTTA SIT DOWN. YOU’RE JUST GONNA GO “OH!” AND HAVE A SEAT. OKAY? SO WHEN I SAY “LOOK DOWN,” EVERYBODY LOOKS DOWN. WHEN I SAY “LOOK UP” YOU LOOK AT SOMEONE ELSE ACROSS THE ROOM. IF THEY’RE LOOKING AT YOU, YOU HAVE TO GO “OH!” AND SIT DOWN. WE’LL TRY A COUPLE ROUNDS OF IT. SO IT COULD BE ANYONE IN THE ROOM THAT YOU CAN MAKE EYE CONTACT WITH. OKAY, LET’S TRY IT. SO ON THE COUNT OF THREE, WE’RE GONNA LOOK DOWN. AND LOOK UP.>>OH. [ LAUGHING ]>>ALL RIGHT, LOOK DOWN. LOOK UP.>>OH.>>ALL RIGHT. LOOK DOWN. LOOK UP. ALL RIGHT, LOOK DOWN. LOOK UP. ALL RIGHT, TWO MORE ROUNDS. LOOK DOWN. LOOK UP. [ LAUGHING ] LOOK DOWN. LOOK UP.>>OH.>>ALL RIGHT. THANK YOU FOR PLAYING THE GAME WITH US. [ COLLECTIVE CHATTER ] [ LAUGHING ] WE LIKE TO DO ICEBREAKERS, REGARDLESS OF ANY ENVIRONMENT THAT WE’RE IN, BECAUSE SOMETIMES THINGS CAN BE SO HEAVY, AND SO SERIOUS, THAT SOMETIMES IT’S GREAT TO FIND SOMETHING THAT CAN PUT A SMILE ON YOUR FACE, GIVE YOU A MINUTE TO JUST KIND OF SETTLE IN, AND GET READY FOR WHATEVER IT IS WE MIGHT BE PREPARING OURSELVES TO HEAR OR DO OR WHATEVER. WE DO THIS WITH OUR KIDS, WE DO THIS AT OUR BOARD MEETINGS, WE DO THIS WITH OUR SCHOOL PARTNERS, SO I JUST WANT YOU TO ENJOY IT WITH US. SO THANK YOU SO MUCH. THANK YOU, DAN, FOR ALLOWING PLAYWORKS AN OPPORTUNITY TO COME AND PRESENT TO THE BOARD OF ED. PLAYWORKS IS A NATIONAL RESOURCE, AND ONE OF THE THINGS THAT WE WANTED TO DO WAS TO MAKE SURE THAT YOU ALL KNEW THAT WE’RE HERE TO SAVE MICHIGAN. WE ARE A NATIONAL NON-PROFIT ORGANIZATION THAT BELIEVES IN THE POWER OF PLAY TO BRING OUT THE BEST IN EVERY KID. OUR MISSION IS TO IMPROVE THE HEALTH AND WELL-BEING OF CHILDREN BY PROVIDING OPPORTUNITIES FOR SAFE, MEANINGFUL PLAY, AND PHYSICAL ACTIVITY. WE HAVE FOUND THAT THE BEST PLACE TO DO THAT, IN MANY CASES, IS IN SCHOOLS. AND ESPECIALLY IF YOU’RE FROM LOW-INCOME AREAS, URBAN AREAS WHERE THERE MIGHT BE SOME BLIGHT AND LACK OF ACCESS TO SAFE PARKS, THAT SCHOOLS REALLY DO OFFER THAT GREAT OPPORTUNITY FOR THAT TO HAPPEN. SAME THING WITH RURAL AREAS AS WELL. WE BELIEVE THAT EVERY CHILD IN MICHIGAN SHOULD HAVE THE OPPORTUNITY TO PLAY SAFELY AT SCHOOL, EVERY DAY. AND I THINK THAT OUR HISTORY MIGHT TELL US THAT DOESN’T ALWAYS HAPPEN. WE THINK ABOUT KIDS WHO’VE BEEN BULLIED, WE THINK ABOUT CONFLICT, WE THINK ABOUT DISCIPLINE REFERRALS, WE THINK OF A LOT OF THOSE ISSUES THAT HAPPEN ON THE PLAYGROUND. WHEN YOUR GRANDDAUGHTER COMES AND SAYS “HEY GRANDADDY, LET ME TELL YOU WHAT HAPPENED AT SCHOOL,” IT MIGHT BE ABOUT MATH, MAYBE, BUT IT PROBABLY WILL BE SOMETHING THAT HAPPENED AT THE RECESS, ON THE PLAYGROUND. SOME INCIDENT THAT HAPPENED, SOMETHING THAT THEY REMEMBER THAT STAYS IN THEIR MIND. I KNOW AS AN ADULT, I STILL HAVE MEMORIES OF BEING FROM MIDLAND, MICHIGAN, AND THINGS THAT HAPPENED TO ME WHEN I WAS ON THE PLAYGROUND. SO– WE FEEL LIKE IT’S A REALLY IMPORTANT TIME OF THE DAY. THIS IS A PICTURE OF WHO WE ARE AS AN ORGANIZATION. WE ARE NATIONAL. WE WERE FOUNDED IN BERKLEY, CALIFORNIA IN 1996. WE NOW SERVE 185,000 CHILDREN EVERY DAY AROUND THE COUNTRY. WE ARE IN MAJOR URBAN AREAS, SO WE’RE IN NEW YORK, AND NEWARK, AND D.C., AND L.A., AND MANY OF THOSE AREAS WHERE YOU CAN THINK CONFLICT IS HAPPENING ON PLAYGROUND, EDUCATIONAL SYSTEMS MIGHT NEED SOME WORK. THOSE ARE THE AREAS WHERE PLAYWORKS HAS BEEN BROUGHT IN TO HELP MAKE AN IMPROVEMENT IN THIS COMMUNITY. WE HAVE BEEN IN DETROIT SINCE 2010. I OPENED UP THE DETROIT OFFICE. WE WERE ACTUALLY BROUGHT IN ON A SAFE AND DRUG-FREE GRANT THROUGH DPS– DETROIT PUBLIC SCHOOLS. THEY WERE LOOKING FOR A WAY TO DEAL WITH CONFLICT IN THE SCHOOLS, AND REALLY LOOKING AT A SCHOOL-WIDE SOLUTION, AS OPPOSED TO AN INDIVIDUAL-TARGETED SOLUTION. SO A LOT OF PROGRAMS WILL COME IN, AND THEY’RE FOCUSING IN ON THE SIX OR 30 STUDENTS IN THE SCHOOL THAT HAD BEHAVIORAL PROBLEMS, AS OPPOSED TO LOOKING AT HOW CAN WE PREVENT IT ACROSS THE BOARD. SO WHAT PLAYWORKS DID WAS CAME IN AND STARTED IN 18 SCHOOLS SPECIFICALLY TO HELP DEAL WITH CONFLICT RESOLUTION. AND THE PLACE WHERE THEY WERE FINDING ISSUES IN THE SCHOOLS WAS REALLY THE PLAYGROUNDS. SO THAT’S WHAT PLAYWORKS CAME IN TO DO. OVER THE PAST 18 YEARS, WE HAVE DEVELOPED A MODEL OF PLAY AND PHYSICAL ACTIVITY IN SCHOOLS, SO THERE ARE REALLY TWO PARTS TO PLAYWORKS. THE FIRST PART IS WHAT WE CALL OUR DIRECT SERVICE PROGRAM, WHERE WE ACTUALLY PLACE AN ADULT IN THE SCHOOL, SOLELY FOR THE PURPOSES OF DOING RECESS AND PHYSICAL ACTIVITY IN SCHOOLS. SO RIGHT NOW, AS WE SPEAK, WE HAVE OUR AMERICORP MEMBERS WHO ARE IN SCHOOLS, 16 SCHOOLS IN THE DETROIT COMMUNITY, SOLELY FOR THE PURPOSE THAT KIDS GET PHYSICAL ACTIVITY BREAKS DURING THE DAY, AND THAT THEY’RE GETTING ADEQUATE RECESS, AND THAT THE RECESS IS SAFE AND INCLUSIVE, AND HEALTHY, AND EVERYONE HAS AN OPPORTUNITY TO GET INVOLVED IN THE GAME. THAT’S ONE OF THE THINGS WE’LL TALK ABOUT AS WE GO OUT A LITTLE BIT FURTHER, IS NOT JUST ABOUT HAVING RECESS, AND HAVING KIDS HAVE A CHANCE TO GET OUT THERE AND PLAY, WHICH IS GREAT, BUT HOW GREAT IS IT, REALLY? SO YOU’RE THINKING ABOUT GREAT SCHOOLS– HOW GREAT IS THE RECESS? RIGHT? ARE KIDS BEING INCLUDED? ARE THERE GAMES? ARE THERE TRAINED ADULTS THAT ARE OUT THERE ON THE PLAYGROUND TO INSURE THAT KIDS ARE SAFE AND INCLUDED IN THE GAME? SO, WE DO THAT THROUGH OUR DIRECT SERVICE PROGRAM, AND THEN WE ALSO DO CONSULTING AND TRAINING. SO WE ACTUALLY ARE IN THE PROCESS– WE JUST DID IT LAST WEEK– WE TRAINED BLOOMFIELD HILLS PUBLIC SCHOOLS, THEIR RECESS AIDES, TO TEACH THEM HOW THEY CAN GO OUT AND CONDUCT SAFE AND INCLUSIVE RECESS. ‘CAUSE WE GIVE THESE PEOPLE CONTROL OF KIDS, BUT WE DON’T REALLY TRAIN THEM. WE HAVE THOSE FOLKS OUT THERE DURING A TIME PERIOD WHERE THERE’S REALLY NO STRUCTURE, AND NO ORGANIZATION, AND KIDS ARE FREE, WHICH IS GREAT, ‘CAUSE WE WANT THEM TO BE FREE, ‘CAUSE THEY HAVE TO BE TO LEARN ALL THESE GREAT SKILLS, BUT WE ALSO WANT TO MAKE SURE THAT THAT’S STILL A GREAT LEARNING TIME FOR THEM, AND THAT THEY’RE FEELING SAFE, AND THEY’RE FEELING INCLUDED, AND THOSE FOLKS THAT ARE OUT THERE WITH THEM ARE WITH THEM ARE EMPOWERED AS WELL. SO THAT’S ONE OF THE THINGS WE DO THROUGH OUR TRAINING PROGRAM, IS TO EMPOWER FOLKS TO ALSO BE GREAT PROVIDERS OF THE SERVICES THAT WE DO IN SCHOOL. SO, HARNESSING THE POWER OF RECESS– WHY RECESS? NOW AT PLAYWORKS, WE DO RECESS, BUT WE ALSO DO PHYSICAL ACTIVITY BREAKS DURING THE SCHOOL DAY, WE HAVE A JUNIOR COACH LEADERSHIP PROGRAM, WHICH IS LIKE A GROUP MENTORING PROGRAM FOR 4TH AND 5TH GRADERS THAT TEACHES THOSE KIDS HOW THEY CAN GO OUT IN THE PLAYGROUND AND ALSO TEACH AND BE LEADERS AMONGST THEIR PEERS. SO THEY’RE MAKING SURE THAT THEY’RE RESOLVING CONFLICT OUT THERE AS WELL. ONE OF THE THINGS WE FOUND IS THAT RECESS, THOUGH, THERE’S JUST THIS TREMENDOUS POWER THAT HAPPENS AT RECESS. SO THAT’S REALLY OUR FOCUS, AND WHAT WE WANT TO TALK TO YOU ABOUT TODAY, IS THE POWER OF RECESS. I’M GONNA HAVE ANGELA ROGENSUES TAKE OVER A LITTLE BIT, AND TALK ABOUT WHY WE LOOK AT RECESS AS AN OPTION.>>SO, OBVIOUSLY THERE’S A LOT OF NEW RESEARCH THAT’S LINKING EDUCATION AND ACADEMIC ACHIEVEMENT TO A KID’S ABILITY TO BE ACTIVE AND ENGAGED IN SCHOOL ENVIRONMENTS. ONE OF THE THINGS THAT WE’VE FOUND, THAT WE’LL PROBABLY TALK ABOUT, IS THAT A POSITIVE RECESS CLIMATE, AND ENSURING THAT THERE IS A HEALTHY ENVIRONMENT FOR THE SCHOOL COMMUNITY– RECESS, FOR US, BEING THE FOUNDATION OF THAT– CONTRIBUTES TO A POSITIVE SCHOOL CLIMATE AND CULTURE. IF YOU WANT KIDS TO FEEL SAFE AND INCLUDED AT SCHOOL, AND ENGAGED IN ACADEMICS, THAT YOU FIRST HAVE TO CREATE A CULTURE AND ENVIRONMENT THAT IS CONDUCIVE TO THAT. PROVIDING RECESS DURING THE SCHOOL DAY IS ONE OF THE MOST EFFECTIVE AND EFFICIENT WAYS TO INCREASE ACTIVITY IN SCHOOL-AGED CHILDREN. THESE ARE ALL SPECIFIC QUOTES FROM DIFFERENT LITERATURE AND RESEARCH REPORTS THAT HAVE BEEN DONE. PROVIDING RECESS BREAKS THROUGHOUT THE DAY CAN IMPROVE STUDENTS’ CLASSROOM BEHAVIOR AND ATTENTIVENESS. ONE STUDY FOUND THAT STUDENTS DEMONSTRATED MORE INATTENTIVENESS AS THE LENGTH BETWEEN RECESS PERIODS INCREASED, SUGGESTING THAT THE TIMING OF RECESS IS IMPORTANT. ANOTHER STUDY FOUND THAT STUDENTS WHO ARE PROVIDED AT LEAST 15 MINUTES OF RECESS EXHIBITED HIGHER RATES OF ON-TASK BEHAVIOR IN THE CLASSROOM THAT DAY. JOURNAL OF SCHOOL HEALTH CITED AN ACTIVE LIVING RESEARCH BRIEF, AND THEN JOHN GARDNER CENTER FOR CHILDREN AND YOUTH AT STANFORD UNIVERSITY. AND WE’RE GOING TO TALK ABOUT THAT, STANFORD UNIVERSITY DID A LARGE RESEARCH STUDY ON PLAYWORKS, AND THEY FOUND THAT A HIGH-FUNCTIONING RECESS CONTRIBUTED TO THE OVERALL SCHOOL CLIMATE IN LOW-INCOME ELEMENTARY SCHOOLS.>>AND WE DO WANT TO SAY THAT WE REALIZE– TO THIS BOARD OF DIRECTORS, THAT YOU ALL ALREADY GET IT. WE KNOW YOU ALREADY GET IT. WE KNOW THAT OVER THE PAST COUPLE YEARS, YOU’VE PASSED MODEL POLICIES THAT SAY WE GET IT. WE UNDERSTAND THAT PHYSICAL ACTIVITY IS IMPORTANT, AND THAT PLAY IS IMPORTANT, AND THAT RECESS IS IMPORTANT. SO WE JUST WANTED TO BRING THIS INFORMATION BACK TO THE TABLE AGAIN TO REITERATE THE IMPORTANCE OF IT. THIS RESEARCH WAS ACTUALLY TAKEN OFF OF THE PLAYWORKS WEBSITE, SO ANYTHING IS AVAILABLE AT PLAYWORKS.ORG. AND MOST OF THIS INFORMATION WAS DONE ON PLAYWORKS. WHAT I NEED TO GET YOU ALL TO UNDERSTAND IS– PLAYWORKS IS THE EVIDENCE-BASED MODEL THAT EVERYBODY USES. SO THE INFORMATION USED BY THE FOUNDATION INFORMS THE FEDERAL GOVERNMENT TO IMPROVE POLICIES FOR PHYSICAL ACTIVITY AND PLAY. THE CAROL WHITE GRANT IS A GREAT GRANT. IT’S A P.E. GRANT THAT WAS DONE. ADDED A NEW COMPONENT TO IT LAST YEAR, THAT TALKED ABOUT PHYSICAL ACTIVITY AND PLAY, IN ADULT– JUNIOR COACHES OUT ON THE PLAYGROUND, ALL THESE VARIOUS THINGS, WAS MODELED AFTER PLAYWORKS. SO WHAT WE’RE SAYING TO THE STATE HERE, IS THAT YOU ALL HAVE US HERE, AND WE WANT TO MAKE SURE YOU USE US AS A RESOURCE TO MAKE SURE THAT WE CAN IMPLEMENT THINGS IN MICHIGAN THAT CAN MAKE OUR KIDS SAFE AND HAPPY AND ENGAGED IN SCHOOL. SO I JUST WANTED TO EMPHASIZE THAT. SO WHY RECESS?>>SO, RECESS IS AN INTERESTING TIME OF THE DAY, AND I’M SURE THE TEACHER OF THE YEAR IS PROBABLY THE MOST CONNECTED TO RECESS, OTHER THAN US HERE. THE TIME CAN EITHER BE A PRODUCTIVE TIME FOR THE DAY, OR IT CAN BE A REALLY UNPRODUCTIVE TIME. IT’S WHEN MOST DISCIPLINARY REFERRALS HAPPEN, IT’S WHEN THE MOST CONFLICT HAPPENS, IT TENDS TO SPILL BACK OVER INTO CLASS AFTER. TEACHERS’ REPORTS USING A LOT OF CLASS TIME AFTER RECESS TO RESOLVE– YOU KNOW, JOHNNY IS MAD AT BILLY, AND THERE WAS AN ARGUMENT, AND KIND OF GETTING EVERYONE BACK ON THE SAME PAGE IN ORDER TO START LEARNING. SO KIDS LEARN PRO-SOCIAL SKILLS, JUST THE SOCIAL, EMOTIONAL LEARNING, SELF-REGULATION. HOW DO YOU STAND IN LINE? HOW DO YOU WAIT YOUR TURN? HOW DO YOU NEGOTIATE WHO’S GOING TO USE THE BALL FIRST? ALL OF THESE THINGS ARE IMPORTANT LIFE LESSONS THAT I’M SURE CONTRIBUTE TO THE VIDEO THAT YOU SHOWED EARLIER, ABOUT THE SCHOOL-TO-PRISON PIPELINE. IF KIDS CAN’T GET ALONG WITH EACH OTHER, THEN THEY’RE SET UP FOR FAR BIGGER ISSUES THAN WHAT THEY HAVE NOW. IT HELPS PROMOTE LEADERSHIP SKILLS, IT REALLY ENCOURAGES PROBLEM SOLVING. SO IF A BALL IS ON THE LINE, AND IT IS EITHER OUT OR IN, HOW DO KIDS NEGOTIATE THAT CONFLICT? HOW DO THEY UNDERSTAND WHAT THE RULES ARE, AND WHO ESTABLISHES THE RULES, AND HOW THEY’RE GOING TO WORK TOGETHER TO FIGURE OUT THE PROBLEM. THEY HAVE TO FOLLOW RULES, THEY HAVE TO WORK IN COLLABORATION– WHICH I THINK IS REALLY IMPORTANT IN ELEMENTARY SCHOOL. THERE’S NOT A LOT OF OPPORTUNITY FOR KIDS TO WORK COLLABORATIVELY, IN GROUPS. GAME IS REALLY A CORE THING THAT REQUIRES TEAMWORK, AND WORKING COLLABORATIVELY. THEY HAVE TO RESOLVE CONFLICT. THERE’S ALWAYS CONFLICT WHEN IT COMES TO KIDS AND PLAYING. CREATIVITY– A LOT OF OUR GAMES– THAT WE’VE LEARNED IN 18 YEARS IS THAT WE HAVE TO BE PREPARED TO USE WHATEVER SPACE IS AVAILABLE. LOW-INCOME NEIGHBORHOODS AND SCHOOLS, THERE’S NOT ALWAYS ADEQUATE SPACE FOR US TO BE– FOR KIDS PLAYING. SO WE’VE BEEN REALLY CREATIVE, AND ALL OUR GAMES USE A BALL, CONES, HULA HOOPS, AND MAYBE A JUMP-ROPE. WE HAVE 400 GAMES THAT WE CAN PLAY THAT ALL INVOLVE HELPING KIDS BE CREATIVE AROUND– IMAGINING SOMETHING MORE THAN WHAT IS. ASSOCIATION WITH CHILDREN OF OTHER ETHNICITIES. WHAT WE’VE FOUND IS THAT KIDS– NOT EVEN AROUND ETHINICITY, BUT– SEGREGATE THEMSELVES WITHIN THEIR GROUPS. ALOT OF OUR GAMES ARE STRUCTURED IN A WAY THAT ONE: FORCES THEIR INTERACTION. BUT IT ALSO DOESN’T GIVE THEM TIME TO THINK ABOUT JOINING THEIR BEST FRIEND AT THAT TIME. THEY REALLY HAVE TO INTERACT WITH OTHER KIDS AND FIND THINGS THAT THEY HAVE IN COMMON WITH EACH OTHER THROUGH OUR GAMES, AND REALLY USES THAT TIME OF DAY. TO KIND OF SUMMARIZE THAT, THIS TIME OF THE DAY HAS BECOME REALLY UNPRODUCTIVE FOR A LOT OF SCHOOLS, SO MUCH SO THAT ONE IN FOUR SCHOOLS IN THE U.S. DOES NOT HAVE RECESS. AND NOW, WE HAVE A WAY IN WHICH WE CAN HELP MAKE THAT TIME MORE PRODUCTIVE, AND REALLY CONTRIBUTE TO A MORE HOLISTIC CHILD. OUR THEORY HAD CHANGED– PLAYWORKS HAD A REALLY LARGE RESEARCH DONE BY STANFORD UNIVERSITY. THAT COVERED, I BELIEVE 13 OF OUR REGIOONS AND WHAT THEY FOUND WAS PRETTY IMPORTANT. WE’RE NO LONGER, AS JEANNINE SAID, EVIDENCE-INFORMED. WE’RE ACTUALLY EVIDENCE-BASED. OUR THEORY OF CHANGE HAS BEEN INFORMED BY THIS LARGE RESEARCH STUDY. FIRST, WE REALLY FOCUS ON CREATING HIGH FUNCTIONING RECESS. WHAT THAT MEANS IS THAT THE DEVELOPMENT OF STUDENTS PRO-SOCIAL SKILLS, AND A SAFE AND ORGANIZED PLAYGROUND. SAFE FROM EVERYTHING FROM THE ACTUAL FACILITY AND THE GROUNDS, BUT ALSO, IS THERE BLINDERS? PLACES WHERE KIDS CAN BE HIDING? DOES IT ALLOW ALL OF THE KIDS TO FIT SAFELY ON THE PLAYGROUND? ARE ALL KIDS BEING INCLUDED IN THE GAMES THAT ARE BEING PLAYED? OFTEN BOYS DOMINATE CORE PLAYGROUND GAMES. SO HOW CAN WE MAKE IT SAFE FOR GIRLS TO JOIN THOSE GAMES? A POSITIVE RECESS CLIMATE WOULD BE THE NEXT THING THAT WE WOULD BE LOOKING FOR. STUDENTS THAT ARE ENGAGED, AND ENJOY RECESS. STUDENTS ARE EMOTIONALLY AND PHYSICALLY SAFE AT RECESS. AND SCHOOL THAT VALUES THAT TIME OF DAY. THAT’S AN IMPORTANT PIECE, I THINK, TO REALLY SEE THAT AS VALUABLE TIME. A LOT OF SCHOOLS HAVE TAKEN IT TO USE AS ACADEMIC TIME, VERSUS USING THAT TIME AS A PRO-SOCIAL SKILL DEVELOPMENT TIME. THE NEXT THING IS POSITIVE SCHOOL CLIMATE. WE BELIEVE THAT A POSITIVE RECESS CLIMATE, IN CREATING A SAFE PLACE ON PLAYGROUND, TRANSCENDS JUST THE PLAYGROUND AND MOVES INTO THE REST OF THE SCHOOL. AND SO, WE CREATE A POSITIVE SCHOOL CLIMATE. AND WHAT THAT IS IS JUST A POSITIVE SCHOOL ATMOSPHERE. POSITIVE CLASSROOM ENVIRONMENT. KIDS ARE USING INCLUSIVE LANGUAGE. SO INSTEAD OF SAYING “HA HA, YOU’RE OUT,” IT’S “GOOD JOB, NICE TRY.” WE EVEN GO SO FAR AS NOT CALL IT A RECESS YARD, BECAUSE THERE ARE A LOT OF PARALLELS BETWEEN INNER CITY SCHOOLS AND PRISON, AND RECESS YARDS ARE WHERE INMATES GO TO PLAY. WE ARE VERY INTENTIONAL ABOUT THE LANGUAGE THAT WE USE, WHICH I THINK CONTRIBUTES TO THE POSITIVE SCHOOL CLIMATE.>>YOU KNOW, A REALLY GOOD EXAMPLE– AND IT’S FUNNY HOW YOU HAVE THESE THEORIES OF CHANGE, BUT TO ACTUALLY BE ON A PLAYGROUND, AND ACTUALLY SEE IT HAPPENING. ONE OF THE THINGS THAT PLAYWORKS USES AS A REALLY GREAT CONFLICT RESOLUTION TOOL– IS ROCK, PAPER, SCISSORS. BECAUSE, I MEAN, REALLY, IT WILL SOLVE ABOUT 95% OF THE CONFLICTS THAT ARE HAPPENING ON THE PLAYGROUND. BECAUSE I MEAN, REALLY, IT’S JUST NOT THAT DEEP, WHEN IT COMES DOWN TO IT. WE’VE WORKED WITH A SCHOOL IN DETROIT CALLED BENNETT ELEMENTARY, IN SOUTHWEST DETROIT, FOR THE PAST FOUR YEARS. THE PRINCIPAL CALLED ME AND SAID, “I CANNOT BELIEVE THIS STUFF THAT YOU GUYS DO ACTUALLY REALLY WORKS.” AND SHE SAID, “I HAD A COUPLE KIDS WHO CAME TO THE CLASSROOM BECAUSE THERE WAS SOME KIND OF CONFLICT GOING ON,” CAME TO HER OFFICE, AND SHE SAID “HAVE A SEAT THERE, I’M GONNA CALL YOUR PARENTS.” SHE SAYS SHE TURNED AROUND TO GET HER ROLODEX TO GET THE PARENTS’ PHONE NUMBERS, SHE SAW OUT OF THE CORNER OF HER EYE THAT THEY WERE DOING ROCK, PAPER, SCISSORS. SO WHEN SHE TURNED BACK AROUND, SHE SAID, “WHAT’S THE PROBLEM?” AND THEY SAID, “OH, NOTHING. EVERYTHING’S FINE. EVERYTHING’S BEEN RESOLVED. SO THE IDEA THAT THE KIDS THEMSELVES DID THAT. AND I’M ASSUMING THEY LEARNED ON THE PLAYGROUND, AND THEY’D TAKEN THAT INTO RESOLVING CONFLICTS ON THEIR OWN, WITHOUT THEIR PARENTS HAVING TO GET INVOLVED. SO THE IDEA IS THAT WE ENABLE KIDS TO DO THIS THEMSELVES, OR CHILDREN TO DO THIS THEMSELVES. ADULTS DON’T ALWAYS HAVE TO INTERVENE. BUT IF WE GIVE THEM THE SKILLS TO DO IT THEMSELVES, THEY WILL BE SUCCESSFUL, IF WE ASK THEM TO REACH THAT BAR. AND IF WE TALK TO THEM IN A POSITIVE WAY, VERSUS A NEGATIVE WAY. UM, I’LL ONLY SAY THIS ONE LAST ONE, AND THEN WE’LL GO ON. AND I CLEARLY RECALL MY DAYS WITH PLAYWORKS. SEEING A TEACHER IN A SCHOOL WITH A GROUP OF KINDERGARTNERS LINED UP, AND THEY WERE KIND OF NOISY. AND HE HAD A BAT IN HIS HAND. I COULDN’T QUITE FIGURE OUT WHY HE HAD THAT BAT IN HIS HAND. SO I SAID, “WHY DO YOU HAVE THAT BAT IN YOUR HAND?” HE SAID, “BECAUSE SOMETIMES THESE KIDS DON’T UNDERSTAND ANYTHING ELSE BUT THAT.” AND I WAS SO SAD, BECAUSE ALL YOU HAVE TO DO IS DO WHAT WE DO. IF YOU CAN HEAR MY VOICE, CLAP ONCE. YOU KNOW, MATCH ME, MATCH ME. WE CAN GET 300 KIDS IN A PLAYGROUND TO STOP TALKING LIKE THAT. SIMPLY BY USING SOME POSITIVE REINFORCEMENT FOR THEM VERSUS NEGATIVE. YOU KNOW, THE BATS DON’T DO ANYTHING. AND SO SOMETHING AS SIMPLE AS AN INTERVENTION AT RECESS CAN REALLY MAKE A BIG DIFFERENCE IN KIDS’ LIVES. SO I JUST WANTED TO PUT THAT OUT THERE.>>ALL RIGHT, SO… EMPIRICAL EVIDENCE ABOUT PLAYWORKS.>>SO THE ROBERT WOOD JOHNSON FOUNDATION HAS BEEN A HUGE SUPPORTER OF PLAYWORKS. IT’S THE NATION’S LEADING HEALTH FOUNDATION, AND IT’S INVESTED OVER $32 MILLION IN PLAYWORKS SINCE 2005. OUR MICHIGAN OFFICE EXISTS AS A RESULT OF THE ROBERT WOOD JOHNSON FOUNDATION. AND IT BELIEVES THAT PLAYWORKS CHILDRENS’ PROGRAM IMPROVES CHILDRENS’ HEALTH AND WELL-BEING. 2010, ROBERT WOOD JOHNSON HAD CONTRACTED WITH THE MATHEMATICA POLICY RESEARCH IN STANFORD UNIVERSITY TO CONDUCT A RIGOROUS, RANDOMIZED, AND CONTROLLED STUDY OF PLAYWORKS. QUITE A FEW STATISTICALLY SIGNIFICANT THINGS THAT WERE FOUND. ONE IS THAT PLAYWORKS SCHOOLS HAVE LESS BULLYING, SO WE DON’T PROMOTE OURSELVES AS BEING A BULLYING ORGANIZATION. BUT WHAT WE’VE FOUND IS THAT IT REALLY CROWDS OUT ANY KIND OF NEGATIVE BEHAVIOR. BECAUSE IF YOU CREATE STRUCTURE AND ORGANIZATION AND YOU ENGAGE KIDS IN PLAY, THERE’S LITTLE TIME FOR THEM TO BE DOING ANYTHING NEGATIVELY. AND SO, WE DIDN’T NECESSARILY KNOW THAT WE DID THAT, BUT WE’RE HAPPY THAT WE DO. STUDENTS FEEL SAFER AT SCHOOL, SO 20% HIGHER RATING AT PLAYWORKS SCHOOLS, VERSUS SCHOOLS THAT DID NOT HAVE PLAYWORKS. STUDENTS ARE ENGAGED IN MORE VIGOROUS PHYSICAL ACTIVITY, SO THERE’S A 43% DIFFERENCE IN KIDS THAT PARTICIPATED IN RECESS AND PHYSICAL ACTIVITY WITH US, VERSUS THE SCHOOLS THAT DID NOT. AND MORE IMPORTANTLY, I THINK THAT STUDENTS ARE READY TO LEARN. 34% FEWER MINUTES TO TRANSLATE FROM RECESS BACK INTO CLASS, WHICH MEANS MORE ACADEMIC TIME. SO TEACHERS ACTUALLY TELL US, TO OUR SURVEYS, THAT THEY GET BACK ACADEMIC TIME, TEACHING TIME IN A CLASSROOM, WHICH IS PHENOMENAL. SO YOU KNOW, THERE HAVE ALWAYS BEEN PEOPLE WHO SAY, “WELL, I CAN’T IMPLEMENT RECESS AT MY SCHOOL. I JUST DON’T HAVE THE TIME. I NEED MORE TIME TOWARDS ACADEMICS.” BUT REALLY, IF YOU STOP AND LOOK AT IT, A GREAT RECESS CAN ACTUALLY HELP SUPPORT WHAT TEACHERS ARE DOING IN SCHOOL. HELP TO RESOLVE CONFLICTS. IF KIDS ARE RESOLVING THEIR OWN CONFLICTS, TEACHERS DON’T HAVE TO TAKE THE TIME TO DO THAT. SO REALLY, THERE’S A LOT OF BENEFIT FOR SCHOOLS IN IMPLEMENTING A POSITIVE, HEALTHY RECESS. LOCALLY, IT’S 26 HOURS. ALSO, IN YOUR PACKET OF INFORMATION IS SOME INFORMATION ABOUT OUR TRAINING PROGRAM AS WELL. SO WE DO HAVE SOME DATA AS WELL ON THE EFFECTIVENESS OF OUR TRAINING AS WELL. AND ONE OF THE THINGS THAT WE LIKED TO SAY AT PLAYWORKS IS THAT WE WERE DIRECT SERVICE SNOBS. WE ONLY BELIEVED THAT OUR PROGRAM COULD WORK IF YOU HAD A FULL-TIME ADULT, ONE OF OUR ADULTS AT THE SCHOOL, MAKING THINGS HAPPEN. BUT WHEN WE ACTUALLY WENT AND DID TRAINING AT A SCHOOL IN DEARBORN HEIGHTS, AND WENT BACK TO VISIT A YEAR LATER, IT WAS AMAZING. IT WAS TRULY AMAZING HOW REMARKABLY THEY ACTUALLY LOOKED LIKE A PLAYWORKS SCHOOL. AND THAT THEY HAD IMPLEMENTED ALL THE DIFFERENT STRATEGIES AND TOOLS WE GAVE THEM. AND THEY ASKED US TO COME BACK AND TRAIN A NEW GROUP OF RECESS AIDES THEY HAVE AT THEIR SCHOOL. IT IS EFFECTIVE. ONE OF THE THINGS THAT WE WANT TO TALK ABOUT WAS JUST THE STATE OF RECESS, AND YOU KIND OF HEARD IT, AND YOU ALL KNOW THAT THE NUMBER OF SCHOOL DISTRICTS THAT REQUIRE RECESS IS REALLY DECREASING. ONE IN FOUR IS EITHER REDUCING OR ELIMINATING RECESS. IF YOU ARE FROM A LOW-INCOME COMMUNITY, FROM A LOW-ACHIEVING SCHOOL, YOU ARE LESS LIKELY TO HAVE RECESS THAN ANYBODY ELSE, WHICH IS UNFORTUNATE, BECAUSE THOSE STUDENTS ARE PROBABLY THE ONES WHO NEED RECESS MORE THAN ANYONE ELSE, BECAUSE OF ISSUES WITH OBESITY, AND OTHER– CHILDHOOD DIABETES AND OTHER AT-RISK FACTORS FOR KIDS THAT DON’T GET PHYSICAL ACTIVITY. SO WE KNOW THAT THE STATE OF RECESS AROUND THE COUNTRY IS REALLY SOMETHING THAT NEED TO CONTINUE TO TAKE A LOOK AT. NOW, THE STATE OF MICHIGAN RECESS, I AM SO EXCITED ABOUT. YOU KNOW, WHEN I WAS DOING SOME RESEARCH ABOUT ABOUT THE STATE OF RECESS IN GENERAL. MICHIGAN ACTUALLY POPPED UP AS A STATE THAT IS PROGRESSIVE IN ITS EFFORT TO PROMOTE RECESS. THE NEW POLICY THAT WAS REVISED BY THE BOARD OF EDUCATION TO IMPROVE PHYSICAL ACTIVITY IN SCHOOLS IS PHENOMENAL, AND SOMETHING THAT I PERSONALLY BRAG ABOUT WHEN I TALK TO THE OTHER SATES AROUND THE COUNTRY. CHICAGO HAS REALLY IMPLEMENTED QUITE THE RECESS STRATEGY THERE. BUT I’M VERY EXCITED ABOUT WHAT WE’RE DOING HERE. AND TO DISCOVER THAT THERE’S AN ACTIVE STUDENTS WEBSITE NOW, THAT REALLY IS PROMOTING PHYSICAL ACTIVITY ELEMENTS FOR ALL OF OUR KIDS. THERE ARE SOME OTHER NOTABLE EFFORTS IN TERMS OF RECESS AROUND THE STATE OF MICHIGAN THAT I JUST WANTED TO POINT OUT. SO PLAYWORKS DID AN EDUCATIONAL FORUM LAST YEAR, WHERE WE INVITED ADMINISTRATORS FROM CHARTER SCHOOLS, PUBLIC SCHOOLS, PRIVATE SCHOOLS, FOLKS THAT WERE INTERESTED IN LEARNING MORE ABOUT HOW TO IMPLEMENT RECESS INTO THEIR SCHOOL. BUT THE THING ABOUT RECESS THAT WE’VE FOUND IS THAT SCHOOLS ARE REALLY ONLY GOING TO BUY INTO IT IF I CAN TELL THEM HOW IT’S GONNA HELP THEIR BOTTOM LINE, WHICH IS MAKING SURE THAT KIDS ACHIEVE IN SCHOOL. SO WE ACTUALLY BROUGHT A PROFESSOR IN FROM THE UNIVERSITY OF MINNESOTA WHO HAD DONE SOME TREMENDOUS RESEARCH ON THE ROLE OF RECESS IN ACADEMIC ACHIEVEMENT, WHICH WAS FANTASTIC. SO WE SHARED THAT WITH FOLKS AT FORD FIELD LAST APRIL, WHICH WAS GREAT. BLUE CROSS/BLUE SHIELD OF MICHIGAN HAS A HUGE PARTNERSHIP WITH WAYNE STATE UNIVERSITY. THEY’RE SERVING SOME SCHOOLS, MAYBE 40, THROUGH THEIR PROCESS. THE CRIM FOUNDATION, MANY OF YOU MAY KNOW IN FLINT, FANTASTIC ORGANIZATION THAT’S DOING SOME WORK THERE. AND THE MICHIGAN FITNESS FOUNDATION AS WELL. BUT I THINK, TOGETHER, ALL OF OUR EFFORTS STILL FALL VERY SHORT OF WHAT REALLY NEEDS TO HAPPEN IN THE STATE. THERE ARE THOUSANDS OF KIDS, THOUSANDS OF SCHOOLS. WE FOCUS ON ELEMENTARY SCHOOLS, BUT YOU KNOW WE KNOW THAT, HEY, THROUGH TRIALS, WE STILL NEED TO GET THIS PHYSICAL ACTIVITY. SO WE WANT TO RECOMMEND SOME ACTIONS THAT WE’D LIKE THE BOARD TO CONSIDER… IN MAKING SURE THAT WE CAN CONTINUE TO PROMOTE RECESS AT SCHOOL. SO WE’D LIKE TO ASK, THAT THE MDE LOOK AT FORMING A TASK FORCE SPECIFICALLY AROUND DEVELOPING STRATEGIES AND AN ACTION PLAN FOR THE FULL IMPLEMENTATION OF THE POLICIES ON RECESS AND PHYSICAL ACTIVITY. A LOT OF WORK WENT INTO PUTTING THESE POLICIES IN PLACE, THESE MODEL POLICIES, THESE GREAT IDEAS. BUT WE REALLY NEED TO LOOK AT: HOW CAN YOU REALLY, FULLY IMPLEMENT THIS? YOU KNOW OUR KIDS DON’T HAVE TIME TO WAIT. AND WE NEED TO BE AGGRESSIVE IN HOW WE PULL TOGETHER ACTION PLANS AND STRATEGIES AND PLANS TO MAKE THAT HAPPEN. PLAYWORKS WOULD LOVE TO PLAY A LEAD ROLE IN MAKING THAT HAPPEN, IN ANY KIND OF TASK FORCE. WE BELIEVE THAT RECESS AND PHYSICAL ACTIVITY IS AS IMPORTANT AS REDUCED AND FREE LUNCH AND STANDARDIZED TESTING. WE REALLY DO. WE BELIEVE THAT PLAY IS, AS WE SAID, AN ASSUMPTION OF CHILDHOOD. IT IS A RIGHT FOR CHILDREN TO BE ABLE TO PLAY SAFELY. AND WE KNOW THAT ONE PLACE WHERE THEY DO THAT IS AT SCHOOL. SO WE REALLY WANNA PRIORITIZE THAT AS SOMETHING THAT’S EXTREMELY IMPORTANT FOR OUR STATE TO TAKE ON. AND WE’D LOVE TO TAKE A LOOK AT LEGISLATION THAT MANDATES RECESS IN ALL SCHOOLS, WITH FUNDING. ONE OF THE BIG ISSUES THAT I’M LOOKING AT RIGHT OVER HERE AT THE REGIONAL EDUCATION AUTHORITIES, THEY’RE LIKE, “YES, WITH FUNDING!” BECAUSE ONE OF THE BIG THINGS IS, WITH FUNDING. RECESS IS SOMETHING THAT EVERY SCHOOL NEEDS TO OFFER, BUT THE FUNDING IS JUST NOT THERE. THE ABILITY TO TRAIN PEOPLE TO BE GOOD SUPERVISORS IS JUST NOT THERE. AND SO THAT’S SOMETHING WE NEED TO FIGURE OUT AS A STATE, HOW CAN WE MAKE THAT HAPPEN? HOW CAN WE MAKE THAT HAPPEN FOR OUR CHILDREN? BECAUSE WE REALLY NEED TO GO AHEAD AND TACKLE THESE ISSUES NOW, SO THAT WE DON’T HAVE TO LOOK AT THE PRISONS LATER, RIGHT? WE DON’T HAVE TO HAVE SOME OF THESE ISSUES THAT WE TALKED ABOUT EARLIER. THE SUSPENSIONS, AND HOW CAN WE KEEP KIDS IN SCHOOL, AND HOW CAN WE HELP THEM MAKE GOOD CHOICES, AND YES, THERE’S A ZERO TOLERANCE POLICY FOR THESE THINGS, BUT HOW CAN WE HELP EARLY IN THEIR LIVES, TO MAKE SURE THAT THEY’RE SUCCESSFUL? SO THAT’S BASICALLY WHAT WE’RE LOOKING FOR HERE, AND JUST WANT YOU TO KNOW THAT PLAYWORKS IS HERE AS A RESOURCE. WE WANT TO BE THE MODEL FOR THE REST OF THE COUNTRY TO FOLLOW, TO SEE HOW WE CAN IMPLEMENT THINGS HERE, AND HELP SUPPORT OUR KIDS. SO THANK YOU SO MUCH FOR GIVING US THE OPPORTUNITY TO TALK TO YOU ABOUT PLAYWORKS. WE’RE OPEN FOR ANY QUESTIONS YOU MAY HAVE.>>THANK YOU. THANKS SO MUCH, JEANNINE. AND HOW ABOUT, BOARD MEMBERS? COMMENTS? QUESTIONS? LUPE.>>AND SO IS THIS PROGRAM IMPLEMENTED ONLY IN DETROIT?>>RIGHT NOW, WE ARE BASED IN DETROIT, SO WE MODELLED OUR PROGRAM IN 16 SCHOOLS IN DETROIT. METRO DETROIT AREA, SO OAKLAND COUNTY AS WELL. DO SOME TRAINING AROUND THE STATE OF MICHIGAN. BEEN VERY INTERESTED IN GETTING TO THE GRAND RAPIDS AREA, HAVEN’T HAD A CHAMPION OVER THAT WAY. [ LAUGHING ] I’M LOOKING AT YOU.>>YOU’VE GOT ONE NOW.>>YOU GOT SUCKED INTO THAT ONE. [ LAUGHING ]>>AND WE ACTUALLY HAVE A SUPERHEROES CAPE HERE, SO IF YOU REALLY WANT TO TAKE ON AND BE A CHAMPION FOR PLAYWORKS, WE WOULD LOVE TO… [ LAUGHING ]>>NICE COLOR ON.>>CLASHES WITH THAT ON.>>ANY OTHER QUESTIONS?>>QUESTIONS OR COMMENTS? IT’S VERY THOROUGH.>>JEANNINE, JUST TELL US REALLY QUICKLY ABOUT THE ROCK, PAPER, SCISSORS. TELL US A LITTLE BIT MORE ABOUT THAT AS CONFLICT RESOLUTION.>>NO, I MEAN, IT REALLY IS CONFLICT RESOLUTION. IT’S FUNNY, WHEN I FIRST CAME TO PLAYWORKS, AND THEY KEPT SAYING THAT, I WAS LIKE, YEAH, I DON’T THINK SO. ‘CAUSE I WAS THINKING OF DETROIT SCHOOLS. I’LL JUST PUT IT OUT THERE. I WAS THINKING OF SCHOOLS THAT I KNEW HAD A LOT OF ISSUES, A LOT OF CONFLICT. I SEE HOW PEOPLE RESOLVE THEIR CONFLICTS. I’VE SEEN HOW ADULTS RESOLVE THEIR CONFLICTS. AND I’M THINKING THOSE ADULTS ARE THE ONES WHO TEACH OUR CHILDREN HOW TO RESOLVE CONFLICTS. SO ROCK, PAPER, SCISSORS IS NOT GONNA WORK. BUT AFTER ABOUT A MONTH, AND GOING OUT TO VISIT SOME OF THE SCHOOLS, I WAS AMAZED AT HOW KIDS WILL USE IT QUICKLY, ALL THE TIME. YOU GET 20 MINUTES TO PLAY. IF YOU’RE LUCKY, YOU GET 20 MINUTES OF PLAYTIME. AND I THINK KIDS FINALLY FIGURED OUT THAT I REALLY CAN’T SPEND 5 MINUTES ARGUING ABOUT WHETHER THE BALL WAS IN OR OUT. LET’S JUST DO THIS REAL QUICK, ROCK, PAPER, SCISSORS, RIGHT? RIGHT. AND NOT ROCK, PAPER, SCISSORS, SHOOT. LANGUAGE ISSUE. BUT ROCK, PAPER, SCISSORS, SHOW, AS A STRATEGY WE USE. AND IT REALLY DOES WORK, IN MOST SITUATIONS. IT WORKS WITH ADULTS, TOO. IT’S MOST EFFECTIVE IF TEACHERS ADOPT IT AS A POLICY AS WELL, LIKE IN A CLASSROOM… REALLY DOES ENCOURAGE– THE MORE YOU PROMPT KIDS TO USE IT AS A STRATEGY, OBVIOUSLY, THE MORE THEY’LL DO IT INDEPENDENTLY. AND SO, SCHOOLS THAT HAVE EMBRACED THAT PROGRAM FULLY ARE SCHOOLS THAT USE ALL OF OUR STRATEGIES THROUGHOUT THEIR SCHOOL DAY. AND THE OTHER THING TOO IS THAT WHEN I HEAR AT THE TABLE, “YOU CAN ONLY IMPLEMENT PLAYWORKS.” IN ORDER FOR IT TO BE EFFECTIVE, YOU CAN ONLY IMPLEMENT PLAYWORKS. THAT’S NOT REALLY WHAT THIS IS ABOUT. IT’S NOT JUST ABOUT PLAYWORKS. IT’S REALLY ABOUT CREATING A STANDARD FOR PLAY IN THE STATE OF MICHIGAN THAT ANYONE CAN IMPLEMENT. RIGHT? LIKE, HERE’S SOME GREAT BEST PRACTICES OF SOME THINGS THAT WE’RE DOING. IN FACT, ON THE WEBSITE THAT THE MICHIGAN DEPARTMENT HAS, PLAYWORKS IS LISTED AS A RESOURCE. YOU CAN CLICK TO OUR WEBSITE. BUT LET’S REALLY GO A LITTLE BIT FURTHER AND SAY LET’S BUILD OUT SOME PARAMETERS FOR WHAT EQUALS A GREAT RECESS. WHAT DOES THAT LOOK LIKE? BUT ANYONE CAN IMPLEMENT IT. IT JUST DOESN’T HAVE TO BE PLAYWORKS, BUT THAT ANYONE CAN ACTUALLY STRONGLY IMPLEMENT IN THEIR SCHOOLS, IS WHAT WE WOULD REALLY LIKE TO STRIVE TOWARDS.>>OKAY. KATHLEEN? AND THEN EILEEN.>>WELL, THANK YOU. IT’S SO PLAUSIBLE AND LOGICAL, YOU’D THINK EVERYBODY WOULD DO IT. YOU SAID YOU USE AMERICORP?>>YES.>>VOLUNTEERS? DO YOU WORK WITH CITY YEAR? CITY YEAR HAS AMERICORP VOLUNTEERS IN SCHOOLS IN DETROIT.>>ABSOLUTELY. WE DON’T–>>THEY USE THE AMERICORP VOLUNTEERS TOO, SO IS IT THE SAME PEOPLE?>>THAT’S INTERESTING. SO AMERICORP IS A NATIONAL, FEDERAL PROGRAM. THERE IS A NATIONAL DIRECT PROGRAM, WHERE THEY ACTUALLY WILL DIRECT AMERICORP MEMBERS INTO STATES. AND THEN STATES HAVE THEIR OWN AMERICORP PROGRAM. MOST PEOPLE, WHEN THEY THINK OF AMERICORP, KNOW CITY YEAR. CITY YEAR IS A LOCATION FOR AMERICORP MEMBERS TO GO TO. PLAYWORKS IS A LOCATION FOR AMERICORP MEMBERS TO GO TO. YOU SEE WHAT I MEAN? THERE ARE A COUPLE OTHER ORGANIZATIONS THAT USE AMERICORP VOLUNTEERS, SO WHAT’S REALLY GREAT ABOUT THOSE FOLKS IS… THEY’RE YOUNG, ENERGETIC. THEY ARE WEARING ROSE-COLORED GLASSES ABOUT THE DIFFERENCE THEY CAN MAKE IN THE WORLD, YOU KNOW? SO THEY’RE REALLY OUT THERE AND EXCITED ABOUT BEING A PART OF THE COMMUNITY. SO WE SPECIFICALLY TRAIN THOSE FOLKS TO GO IN AND BE OUR RECESS COACHES IN THE SCHOOLS. CITY YEAR SPECIFICALLY WORKS WITH THEIR PEOPLE TO GO IN AND DO TUTORING, AND MENTORING, AND THOSE KINDS OF THINGS, SO WE ARE ALL TRYING TO DO SOMETHING TO HELP, JUST IN A DIFFERENT KIND OF WAY.>>AND THERE’S A TON OF CROSSOVER. SAME FOR TEACH FOR AMERICA. MOST OF OUR SCHOOLS HAVE ALL THREE, OR A GOOD CHUNK OF THEM HAVE A REPRESENTATION OF ALL THREE.>>LUPE? I’M SORRY, EILEEN AND LUPE.>>SO I WAS ONCE ON THE PLAYGROUND A NUMBER OF YEARS AGO, WHERE I COULDN’T SEE THE CHILD I CAME TO LOOK AT. PARENTS AND TEACHERS WERE ALL HUDDLED OVER IN THE CORNER. TEACHERS’ AIDES WERE IN THE CORNER. SO I FOLLOWED THEM AROUND, AND I FOUND THE CLASS PRESCHOOL BULLY SWINGING A GARDEN STAKE ON A STRING WITH THE KIDS GATHERED AROUND HIM, LETTING OUT A LITTLE MORE STRING EVERY TIME. AND THEN I CONFISCATED IT AND TOOK IT BACK. THIS IS UPPER MIDDLE CLASS/MIDDLE CLASS IN ANN ARBOR. WHEN I TOOK THE TOOL AWAY FROM HIM AND THEN CARRIED IT BACK TO THE TEACHERS, HE FOLLOWED ME, AND THE TEACHERS COULDN’T UNDERSTAND WHAT WAS GOING ON. I WOULD SAY THAT IN MOST CASES, THE THINGS THAT I SEE IN PLAYGROUNDS ARE CAUSED BY ADULTS WHO ARE FEELING OVERWORKED, PARENTS WHO AREN’T TRAINED TO RUN RECESS, AND NO SENSE OF THE DIFFERENCE BETWEEN KIDS LETTING OFF STEAM, AND KIDS BEING HELD IN A SCHOOL-WIDE EMBRACE THAT TEACHES THEM SKILLS THAT THEY NEED FOR LIFE. I THINK IT’S TRUE. I’VE BEEN READING ALL OF YOUR STUFF SINCE YOU CAME INTO MICHIGAN, AND I’M DELIGHTED THAT YOU BROUGHT THEM. IT’S JUST A SUPERB PROGRAM. AND AS WITH SO MANY IMPROVEMENTS IN K-12, YOU’RE FOCUSING ON THE KIDS HIGHEST AT RISK. BUT EVERY PARENT NEEDS TO DEMAND THIS FOR EVERY SCHOOL. AND EVERY TEACHER SHOULD WANT TO HAVE THESE BENEFITS. HOW WE GET OUT WITH OUR DECENTRALIZED SYSTEM TO MAKE THAT POSSIBLE. I KNOW YOU HAVE SPECIFIC PROPOSALS FOR US. WE CAN’T MANDATE ANYTHING. BUT IT’S FRUSTRATING MOMENTS LIKE THIS, WHERE YOU SEE THE BENEFIT OF SOMETHING SO STELLAR, THAT YOU THINK, “IT’S SO LOGICAL.”>>RIGHT.>>WHY CAN’T WE FIGURE OUT HOW TO HELP?>>IT DOESN’T HAVE TO BE COMPLICATED OR EXPENSIVE, RIGHT? SOMETIMES WE THINK ABOUT THE SOLUTIONS THAT OUR CHILDREN NEED, ESPECIALLY AS WE LOOK AT THEIR SOCIAL EMOTIONAL LEARNING. YOU KNOW, YOU WILL GET– YOU’RE GONNA GET PITCHES FROM ALL KINDS OF ORGANIZATIONS, WITH THESE REALLY BIG, EXPENSIVE PLANS. RECESS IS SO SIMPLE, AND IT’S SOMETHING THAT ALREADY EXISTS. IF WE JUST PUT A FEW THINGS IN PLACE, YOU REALLY LEVERAGE IT TO CREATE THE FOUNDATION. FOR ANY PLATFORM YOU CREATE, FOR ACADEMIC ACHIEVEMENT, IT HAS TO HAVE THAT FOUNDATION… FOR STUDENT ENGAGEMENT, AND STUDENT CONNECTION, AND SCHOOL CLIMATE. THEY ALL HAVE TO BE IN THERE, REGARDLESS OF WHATEVER ELSE YOU PUT IN PLACE. AND IT ALREADY EXISTS, WE JUST HAVE TO MAKE IT GREAT.>>YEAH, I ALSO SHOULD POINT OUT THAT WE WILL BE PRACTICING ROCK, PAPER, SCISSORS AT LUNCH. [ LAUGHING ]>>IF I CAN MAKE A LITTLE STATEMENT TO THE BOARD, AS THE BOARD CHAIR… MUCH AS BOTH OF YOU LADIES HAVE MENTIONED, I THOUGHT IT WAS PRETTY LOGICAL THAT PLAY AND RECESS TOOK PLACE. I SIT ON ANOTHER BOARD THAT ASKED ME TO FIND A COMMUNITY SERVICE PROJECT. AND HALF MY STAFF WENT TO RESEARCH IT, AND THEY MET WITH PLAYWORKS. AND FOR A YEAR, I BLEW JEANNINE OFF, AND JUST KIND OF SAID, “EVERYBODY’S PLAYIN’ AT SCHOOL. THERE CAN’T BE A REASON THAT WE REALLY NEED TO DELVE INTO THIS ANY MORE.” AND I HAD AN OPPORTUNITY TO GO OUT TO A SCHOOL VISIT. I HAD AN OPPORTUNITY TO PLAY FOURSQAURE WITH SOME THIRD GRADERS THAT REALLY KICKED MY BUTT. AND THEY GAVE ME A RUN FOR MY MONEY, BUT I BEGAN TO SEE ALL OF THE DIFFERENT COMPONENTS COME INTO PLAY. I BEGAN TO SEE CONFLICT RESOLUTION. I BEGAN TO SEE ALL THE THINGS THAT THEY TALKED ABOUT IN PLAY AND IN ACTION. AND FOR ME, WHAT IT REQUIRED ME TO DO WAS GO BACK AND HAVE SOME CORPORATE RESPONSIBILITY AND BEGIN TO TALK TO CORPORATE PARTNERS THAT I HAD, TO BEGIN TO COME BACK AND SUPPORT, AND SAY, “HERE’S AN ORGANIZATION THAT YOU NEED TO SUPPORT, AND HERE’S WHY.” AND BECAUSE OF THAT, WE’VE NOW BEEN ABLE TO GET MANY OF THE HEALTH INSURANCE CARRIERS AND THINGS TO PARTICIPATE WITH PLAYWORKS, BECAUSE AGAIN, I HAD AN OPPORTUNITY TO GET OUT AND BE INVOLVED AND BE ENGAGED AT THAT LEVEL. AND SO WE HAVE GOTTEN MANY PEOPLE TO COME OUT. PART OF MY RESPONSIBILITY WITH JEANNINE IS SIMPLY TO GET PEOPLE TO COME TO A PLAYGROUND. AS CRAZY AS THAT SOUNDS, IT IS MY GOAL, DAILY, TO GET MORE PEOPLE TO COME OUT TO A PLAYGROUND AND ACTUALLY EXPERIENCE THIS. AND AS WE’VE DONE THAT, THE CORPORATE PLAYGROUND PAINTS, THE THINGS THAT ARE TAKING PLACE, HAVE BEEN PHENOMENAL. AND WE ARE JUST EXCITED TO BE HERE TODAY AND LET YOU ALL SEE THE VISION OF WHERE WE BELIEVE THAT THIS CAN GO, WHERE IT’S GOING ALREADY, AND TO HEAR THE COMMENTS THAT YOU HAVE THUS FAR. SO WE’RE EXCITED THAT PLAYWORKS HAS BEEN… A VOICE. AND NOW, WATCHING THOSE KIDS, WHO AS JEANNINE’S MENTIONED, MAY NOT HAVE AN OPPORTUNITY TO PLAY IN A SAFE GROUND. THINGS THAT I’VE NOT THOUGHT ABOUT. I DIDN’T GROW UP IN A SITUATION WHERE THAT WAS THE CASE. BUT TO WATCH THEM, TO REALLY TAKE ADVANTAGE OF THAT TYPE OF SITUATION HAS JUST BEEN PHENOMENAL. SO AGAIN, WE’RE EXCITED TO BE HERE WITH PLAYWORKS.>>THANK YOU.>>IF WE EVER END UP HAVING CONFLICT AT THIS TABLE, WE’LL CALL RECESS RIGHT AWAY. [ LAUGHING ]>>AND YOU’RE ALL INVITED TO COME TO A PLAYGROUND TO VISIT, TO SEE US IN ACTION.>>LUPE.>>JUST ONE QUICK QUESTION. THAT INVITATION IS A GOOD LEAD TO MY QUESTION. WHEN YOU SAY YOU’RE IMPLEMENTING THIS PROGRAM IN DETROIT, ARE WE TALKING ABOUT EAA SCHOOLS, CHARTER SCHOOLS, AND PUBLIC SCHOOLS?>>ALL OF THE ABOVE. FIVE DETROIT PUBLIC SCHOOLS, AN EAA SCHOOL, CORNERSTONE, EDUCATIONAL SERVICES, A VARIETY OF CHARTERS, AND THEN SOME PUBLIC OUTSIDE OF THE CITY. ADJACENT DISTRICTS. MADISON HEIGHTS, FERNDALE, WESTLAND.>>THANK YOU.>>THANKS SO MUCH. THIS IS REALLY GREAT. APPRECIATE YOU TAKING THE TIME TO BE WITH US TODAY.>>THANK YOU.>>THANK YOU.>>THANKS FOR COMING OUT.>>ALL OUR GUESTS… LEE, I’M GONNA ASK VANESSA KEESLER AND LINDA FORWARD TO JOIN US AT THE TABLE. JOHN’S GONNA SWITCH SOME TECHNOLOGY, I THINK. I’M SORRY, YOU HAVE TO LEAVE YOUR LAPTOP WHEN YOU BRING THOSE HERE. [ LAUGHTER ] FUNDING ISSUES. THIS IS ALSO AN IMPORTANT ISSUE… YOU’RE GONNA HEAR A LOT ABOUT THIS, BOARD MEMBERS, BECAUSE OF THE ASSESSMENT ISSUES RELATED TO INFRASTRUCTURE. SO, ACTUALLY I SHOULD HAVE ASKED YOU TO WAIT ON THAT HANDOUT, BECAUSE NOW YOU’RE GONNA ALL LOOK AT THAT. FOR THE LAST THREE YEARS, THE LEGISLATURE’S AWARDED US– I DON’T KNOW IF YOU REMEMBER, IT’S 41 AND A HALF MILLION DOLLARS TO HELP MICHIGAN SCHOOLS BECOME TECH-READY FOR ONLINE ASSESSMENTS AND TO HELP TEACHERS AND STUDENTS PREPARE FOR ONLINE LEARNING, BLENDED LEARNING, THE WHOLE DEAL. AND THE TEAM, I CAN’T TELL YOU, HAS BEEN WORKING SO HARD ON THIS, AND WE WANTED TO UPDATE YOU ON THE PROGRESS THAT’S BEEN MADE. AND AGAIN, WHAT I WANT TO CITE IS YOU BOARD MEMBERS WILL BE HIT– I’M HIT WITH IT ALL THE TIME– IS, WILL WE BE TECHNOLOGY-READY FOR ONLINE TESTING IN THE SPRING? AND THIS’LL GIVE YOU SOME CONTEXT TO THAT WHOLE DEAL. SO, PLEASE, VANESSA.>>THANK YOU, MIKE. GOOD MORNING, EVERYONE, AND THANK YOU FOR HAVING US TODAY TO TALK ABOUT REALLY EXCITING PROGRESS THAT WE HAVE MADE ON OUR TECHNOLOGY-READINESS INFRASTRUCTURE. SO THIS IS AN UPDATE PRESENTATION. WE TALKED TO YOU ABOUT A YEAR AGO REGARDING THIS GRANT. LIKE MIKE SAID, THERE’S BEEN A SUBSTANTIAL INVESTMENT INTO TECHNOLOGY-READINESS BY THE STATE. AND SOME GREAT PROGRESS. WHICH WHAT WE’RE WORKING TOWARD IS ESTABLISHING AN INFRASTRUCTURE FOR ONLINE EDUCATION, TEACHING, BLENDED LEARNING PRACTICES, AS WELL AS ASSESSMENT. SO ASSESSMENT TENDS TO BE THE THING THAT EVERYBODY SAYS, “OH, ARE WE READY TO GO ONLINE FOR ASSESSMENT?” BUT REALLY, WHAT THE QUESTION IS, IS ARE WE READY TO BE ONLINE TO LEARN? AND ALL THE THINGS THAT LEARNING MEANS. AND GETTING THERE REQUIRES THAT WE HAVE MORE THAN JUST DEVICES, MORE THAN JUST INFRASTRUCTURE. YOU NEED ALL THOSE THINGS AS WELL AS THE CAPACITY OF THE EDUCATIONAL FIELD TO USE THOSE THINGS FOR STUDENT LEARNING.>>MAY I JUST MENTION ON THAT, THAT I WAS CAUGHT OFF-GUARD, AND DIDN’T LISTEN CLOSELY ENOUGH MYSELF. I’VE GOTTEN BETTER AT THIS. BUT YOU’RE GONNA BE ASKED– BECAUSE OF THE VISIBILITY OF THE ASSESSMENT, THAT’S THE ONLY REASON THAT I EMPHASIZE THAT– HOW ARE YOU GOING TO HAVE ONLINE TESTING WHEN NOT ALL OF OUR KIDS ARE… IT’S ACTUALLY A LOWER THRESHOLD TO BE READY FOR ONLINE LEARNING THAN IT IS– AND YOU’LL HEAR THAT IN THE PRESENTATION– THAN IT IS FOR ONLINE TESTING, THAN IT IS FOR ONLINE LEARNING. SO YOU’LL SEE THERE’S KIND OF TWO DIFFERENT THRESHOLDS. WE MIGHT HAVE, PICKING A NUMBER, I THINK IT’S ABOUT 80% OR SO THAT ARE READY FOR ONLINE TESTING, BUT A DIFFERENT NUMBER WOULD BE FOR ACTUALLY ONLINE LEARNING. JUST WANTED TO SET THE STAGE, SO WE’LL LISTEN TO THAT. BECAUSE YOU WILL, AS SPRING COMES CLOSER, IF YOU HAVEN’T ALREADY HAD THIS, YOU’RE GONNA BE HIT CONTINUALLY WITH THAT.>>GREAT POINT, MIKE. LIKE YOU JUST SAID, THE THRESHOLD TO TEST ONLINE IS VERY MUCH THE BARE MINIMUM THAT WE WANT FOR MICHIGAN STUDENTS. I DO JUST WANT TO RECOGNIZE AS WELL THAT LINDA’S AT THE TABLE REPRESENTING THE WORK OF THIS– THE TECHNOLOGY-READINESS INFRASTRUCTURE GRANT. BUT IT’S A GREAT COLLABORATION BETWEEN A NUMBER OF OFFICES, SO I WANNA THANK AND RECOGNIZE DAVE JUDD, AND ANDY MIDDLESTEAD, AND LOUIS BURGESS, ALL FROM MICHIGAN DEPARTMENT OF EDUCATION, IN DIFFERENT OFFICES. AND THEN, GLEN GORTON FROM DTMB, AND TOM HOWELL FROM CEPI, ALL WORK VERY CLOSELY WITH US ON THIS, BECAUSE THESE ARE ALL PIECES THAT WE NEED TO– IT’S NOT JUST ONE OFFICE, IT’S THE WHOLE DEPARTMENT. MULTIPLE DEPARTMENTS AT THE STATE, ACTUALLY WORKING TOGETHER. THEN AMANDA STOEL WORKS IN OEII FOR LINDA, BUT HAS BEEN JUST A GREAT PART OF MAKING THIS MOVE FORWARD. AND THEN THIS IS ALSO A COLLABORATION WITH ISDs AROUND THE STATE. SO LINDA’S GOING TO TAKE IT FROM HERE, BUT WANTED TO RECOGNIZE THE COLLABORATIVE NATURE OF THIS VENTURE. SO, THANK YOU.>>THANK YOU. I JUST WANT TO ECHO WHAT SHE JUST SAID ABOUT THE COLLABORATIVE NATURE OF THIS. IT’S BEEN A WONDERFUL GROUP TO LEAD. I HAVE BEEN SO IMPRESSED WITH THE COLLABORATION OF FOLKS WHO HAVE NOT HAD A RICH HISTORY OF DOING THAT, AND THEY ARE COMING TOGETHER AROUND THE TABLE, AND TALKING ABOUT THE ISSUES, AND TRYING TO FIND ANSWERS THAT WILL BE SUSTAINABLE, LONG-SERVING, AND WILL SAVE MONEY FOR SCHOOLS AS WELL AS PROVIDE SCHOOLS AND TEACHERS WITH WHAT THEY NEED IN ORDER TO GET INTO THE WORLD OF ONLINE EDUCATION AND ASSESSMENTS. ONE OF THE BIG FOCII OF THIS GRANT IS ACTUALLY TO GET READY FOR ONLINE ASSESSMENTS. AND YOU WILL HEAR, AS MIKE SAID, THAT, OVER AND OVER, “ARE WE READY? ARE WE READY?” AND SO THAT’S BEEN A BIG FOCUS OF THIS GROUP. HOWEVER, THIS TEAM HAS HAD, AS A VISION, TO EMPOWER EVERY STUDENT IN MICHIGAN TO EXCEL AT NEXT GENERATION ASSESSMENTS, BUT ALSO TO LEVERAGE TECHNOLOGY FOR LEARNING, AND TO ACHIEVE LIFETIME SUCCESS IN A GLOBAL ECONOMY. OUR KIDS CANNOT GO FORWARD WITHOUT HAVING THE ABILITY TO UTILIZE TECHNOLOGY. THIS WILL ALLOW THE TEACHERS TO ACCESS RICH RESOURCES TO UTILIZE IN THEIR CLASSROOMS TO ENHANCE LEARNING AND TO FURTHER ENGAGE STUDENTS. SO WE’RE EXCITED ABOUT THAT OPPORTUNITY. ONE OF THE FIRST THINGS WE GET, ALWAYS, AS MIKE SAID, IS, “SO, ARE WE READY? ARE WE READY?” WE HAVE AN INSTRUMENT THAT IS TRACKING READINESS FOR THE STATE, AND THIS IS THE DATA FROM A YEAR AGO, DECEMBER 2013. THIS WAS A SNAPSHOT IN TIME. AND IT SAYS, THAT INDEED, THE BUILDINGS– WE HAVE 78% OF OUR BUILDING TEST-READY. AND SO, WE ARE GETTING THERE. WE ARE CLOSE. THE NUMBER OF DISTRICTS THAT ARE TEST-READY IS 48%. HOW COME, IF THE BUILDINGS ARE READY, WHY AREN’T THE DISTRICTS READY? DISTRICTS NEED BROADER BANDWIDTH AND THE CAPACITY TO FEED INFORMATION UP AND DOWN THE SYSTEM. AND SO, AT THE TIME THAT THIS WAS TAKEN, A YEAR AGO, 48% OF THE DISTRICTS WERE TEST-READY. THEY ARE CURRENTLY COLLECTING DATA, RIGHT NOW, SO THAT WE WILL HAVE ANOTHER SNAPSHOT, IN DECEMBER, OF READINESS. WE EXPECT THOSE NUMBERS TO CHANGE, AND WE ANTICIPATE THAT THEY WILL GO UP. BUT YOU ALSO WANT TO REMEMBER THAT THERE ARE SOME FACTORS SUCH AS THE CHANGE IN MICROSOFT SUPPORT FOR OLD TECHNOLOGY. IF THAT’S NOT THERE ANYMORE, AND SO THEN THOSE MACHINES THAT HAVE THAT TECHNOLOGY, THAT SOFTWARE, ARE NO LONGER READY. AND SO WE’RE IN THIS GAME OF MOVING FORWARD, BUT ALSO TAKING A FEW STEPS BACKWARD. OUR INDICATIONS ARE, THOUGH, THAT ABOUT 78% OF THE BUILDINGS IN THIS STATE ARE TEST-READY. SO AS MIKE SAYS, BETWEEN 70% AND 80%, ON ANY GIVEN DAY, ARE READY TO GO. AND REMEMBER THAT THE OPTION FOR PAPER, PENCIL DOES EXIST IF SCHOOLS HAVE TO USE IT. BUT WE DON’T ENCOURAGE IT. BUT IT IS THERE. SO, THIS ISN’T A DROP DEAD MOMENT, BUT WE CERTAINLY WANT TO START OVER INTO THAT NEW WAY OF DOING THINGS AND GETTING TO THAT ONLINE ASSESSMENT AS QUICKLY AS WE CAN. WHEN THIS GRANT WAS ORGANIZED, IT WAS ORGANIZED INTO FIVE ISD’s, AND YOU CAN SEE THEM THERE. ONE OF THE GREAT WONDERS OF THIS IS YOU’LL NOTICE THAT SOME OF THE GREEN IS SEPARATE FROM THE REST OF THE GREEN, AND THE LITTLE CORNER OF BROWN PATCH IS SEPARATE FROM THE REST OF IT. THEY HAVE BOUND THEMSELVES TOGETHER ACROSS THE STATE FOR THE PURPOSE OF DOING THIS WORK, AND THERE ARE THESE FIVE CONSORTIA THAT LEAD THE WORK AND HOLD THE ACTIVITIES FOR THE GRANT. THAT’S JUST THE WAY THEY ARE ORGANIZED ACROSS THE STATE. MIKE TALKED A LITTLE BIT ABOUT THE FUNDING AND HE IS CORRECT THAT THIS YEAR WE HAVE $41.5 MILLION. THE PREVIOUS TWO YEARS WE HAD $50 MILLION. FIRST YEAR $50 MILLION. SECOND YEAR $50 MILLION. THIS YEAR 41.5 MILLION. THAT’S A LOT OF MONEY, AND THIS IS WHAT WE ARE DOING WITH IT. YOU ARE GONNA SEE, THROUGH THIS REPORT, THAT THE LEA OVER THE YEARS HAS HAD $15 AND $17 MILLION THAT GO DIRECTLY INTO THEIR COFFERS, AND YOU’LL SEE HOW THEY USE THAT MONEY SHORTLY. THE ACTIVITIES TO GET THE STATE READY HAS BEEN FUNDED BETWEEN $18 AND $21 MILLION. AND THEN THE CONNECTIVITY PIECE HAS BEEN FUNDED AT A HIGH OF $16 MILLION, AND WE ANTICIPATE THAT THAT’S GONNA GO DOWN TO ABOUT $3.5 MILLION AS WE MOVE AHEAD ON THIS THREE YEAR GRANT PROCESS. OUR FIRST GOAL WAS TO GET FULL PARTICIPATION FROM THE STATE BY THE LEA’s, AND THROUGH THAT COLLABORATION LOWER OVERALL COSTS. WE ARE QUITE EXCITED ABOUT THAT. YOU’RE GONNA SEE AS WE GO FORWARD THAT WE’LL LOOK AT THREE DIFFERENT PIECES: PARTICIPATION IN THE STATE, THE STATEWIDE ACTIVITIES, AND THE STATE EDUCATION NETWORK, OR THE CONNECTIVITY PIECE. WITH REGARD TO PARTICIPATION, THOSE DISTRICTS THAT CHOSE TO PARTICIPATE HAVE RECEIVED $10 PER FTC TO USE AS THEY SEE FIT TOWARDS PURCHASES OF DEVICES OF BROADBAND WIDTH OF ANY NUMBER OF THINGS BEHIND THE WALLS, IN FRONT OF THE WALLS THAT YOU PUT IN FRONT OF STUDENTS. THEY HAVE ALSO BEEN WORKING ON CLASSROOM READINESS AND THEY HAVE HAD ACCESS TO TRAINING BOTH ONLINE AND PERSON TO PERSON. THEY HAVE HAD COACHES. ONE OF THE THINGS WE’RE REALLY EXCITED ABOUT IS THE DATA INTEGRATION ACTIVITY. ABOUT FIVE YEARS AGO THERE WERE ABOUT 41 DIFFERENT STUDENT INFORMATIONS SYSTEMS IN THIS STATE. SO, THAT’S THE PLACE WHERE THEY PUT THE STUDENT INFORMATION, THE GRADES, ALL OF THE PIECES THAT TEACHERS USE. NONE OF THEM COULD TALK TO EACH OTHER. SO, IF A STUDENT WENT FROM YOUR PART OF THE STATE TO YOUR PART OF THE STATE, IT MEANT THAT EVERYTHING HAD TO BE PACKAGED UP AND SENT OVER AND THEN HAD TO BE LOADED ONTO A NEW SYSTEM IF THE SYSTEMS WERE NOT THE SAME. WE ARE REALLY DELIGHTED TODAY THAT WE HAVE FIVE STUDENT INFORMATION SYSTEMS THAT CAN TALK TO EACH OTHER. WO, WHEN A STUDENT MOVES FROM ONE PART OF THE STATE TO ANOTHER PART OF THE STATE THE INFORMATION CAN GO ACROSS THESE BOUNDARIES AND SCHOOLS CAN HAVE THIS INFORMATION IMMEDIATELY. THAT’S THE PIECE THEY’RE WORKING ON REFINING THIS YEAR. WE’RE REALLY EXCITED ABOUT THAT. IT COVERS ABOUT 92% OF THE STATE WITH THOSE SYSTEMS. ERATE ACTIVITY. AS YOU MAY KNOW, ERATE IS A PIECE THAT ALLOWS SCHOOLS TO GET LOWERED AMOUNTS OF FUNDING, OR LOWER AMOUNTS OF MONEY, MORE DEVICES, AND ACCESS TO MORE EQUIPMENT AT LOWER RATES. WE HAVE BEEN ABLE TO MAXIMIZE THAT. WE’LL SHOW YOU SOME DATA ON THAT SHORTLY. CERTAINLY, WE’VE BEEN WORKING ON ACCESSING ASSESSMENT CURRICULUM INFORMATION FOR THE SCHOOLS. THE MTRACKS ACTIVITY IS THAT DIAGRAM YOU JUST SAW A LITTLE BIT EARLIER WHICH SHOWS US THAT WE’RE READY, SO WE’RE COLLECTING DATA THERE. THEN THE DATA SERVICES COLLABORATION IS ANOTHER ONE OF THE PIECES TO HELP US TALK ACROSS THE DATA SYSTEMS AND MAKE CONNECTIONS ACROSS THESE SYSTEMS FOR DATA IN THE CLASSROOMS. SO, HOW DID SCHOOLS USE THAT $10 PER STUDENT IN THE FIRST YEAR? AS YOU CAN SEE, THE BROADEST PART OF IT WAS FOR DEVICE PURCHASING. ABOUT 42% OF THE MONEY WAS USED FOR THAT. ANOTHER ONE OF THEM WAS TO BUILD INBUILDING WIRELESS CONNECTIVITY, THE ABILITY FOR STUDENTS TO USE THE KINDS OF TOOLS THAT YOU HAVE IN FRONT OF YOU, IPADS, OR OTHER TABLETS THAT REQUIRE WIRELESS CONNECTIVITY TO DO THAT. THE FUNDING WAS UTILIZED FOR A VARIETY OF ISSUES, BUT PRIMARILY THOSE TWO. THAT WAS THE PARTICIPATION PART. IF YOU FORWARD THEN TO STATEWIDE ACTIVITIES. HOW DO WE GET READY FOR PROFESSIONAL DEVELOPMENT? HOW DO WE PERFORM THAT DEVICE PURCHASING INCENTIVE PIECE SO THAT WE CAN REDUCE COSTS TO DISTRICTS. HERE ARE SOME OF THE ACTIVITIES THAT TOOK PLACE ACROSS THE STATE. FIRST ONE IS FOR PERSONALIZED LEARNING. AS MIKE SAID, WE NEED MORE TECHNOLOGY IN ORDER TO DO CLASSROOM INSTRUCTION ACROSS A BUILDING THAN WE DO CLASSROOM ASSESSMENTS. HOW DO WE GET CLASSROOMS READY AND HOW DO WE GET THEM READY FOR ASSESSMENT AND CURRICULUM TO DO PERSONALIZED LEARNING FOR STUDENTS AGAINST THEIR NEEDS? WE NEED THE ACTIONABLE DATA READY. WE TALKED ABOUT FIRST HOW WE MEASURE AND THEN HOW DO WE INTEGRATE THE DATA. HOW DO WE HAVE WIDE ACCESS? SO, THE STATE EDUCATION NETWORK, ERATES, AND DEVICE PURCHASE HISTORY. WE’RE GONNA TAKE A LOOK AT JUST THREE OF THEM. FIRST ONE, THE ACTIVITY SPOTLIGHT IS ON HOW TO STREAMLINE THE USE OF EDUCATION INFORMATION AND TO GET TO DATA SOLUTIONS. THIS IS GOING TO BE KEY FOR US BEING ABLE TO MOVE FORWARD WITH A MULTITIERED SYSTEM OF SUPPORT AND GETTING DATA AT THE TEACHER DESK FOR TEACHER INFORMATION AND TEACHER DECISION MAKING. SO, THE DATA INTEGRATION BECOMES KEY TO WORK. ANOTHER ONE IS, HOW DO WE GET KIDS READY? YOU’LL NOTE THAT THIS PROJECT TRAINED ABOUT 15,000 TEACHERS LAST YEAR IN A 30 HOUR COURSE. IN ADDITION TO THAT, TRAINING WAS TAKING PLACE WITH ORGANIZATIONS SUCH AS MCCALL AND RAMSEY. THEY WERE TRAINING TEACHERS AS WELL. WE HAVE OTHER TEACHERS WHO ARE ALREADY CLASSROOM READY TO TEACH, AND THEN MDE DID SOME TRAINING. WE ARE REACHING A LARGE NUMBER OF TEACHERS, MUCH LARGER THAN THIS INDICATES TO YOU.>>ARE THERE TEACHERS TRAINED BY MDE?>>NO, THOSE WERE TEACHERS TRAINED BY THE GRANT. WE’RE WORKING TO INCREASE THAT. OUR GOAL IS TO GET TO ABOUT 10,000 TEACHERS A YEAR. WE ARE HOPING THAT IN A YEAR FROM NOW YOU’LL BE ABLE TO SEE THOSE KINDS OF NUMBERS.>>WE ARE HOPING THAT THE TEACHER PREP INSTITUTIONS THAT HAVE TEACHERS CANDIDATES IN THE PIPELINE ARE THINKING ABOUT THESE THINGS AND WE TALK THEM THROUGH WITH DEANS THAT WE AND OTHERS MEET WITH. THEN YOU’RE NOT JUST TRYING TO CATCH UP ALL THE TIME.>>YOU WILL BE ASKED HOW WE KNOW AND THE MTRACKs OUR TOOL FOR GATHERING THE INFORMATION. YOU’LL NOTE THAT ALL OF THE ISD’s COMPLETED THIS SURVEY ABOUT READINESS. ABOUT 97% OF THE DISTRICTS COMPLETED THE SURVEY, PUBLIC SCHOOL ACADEMY’S WE’VE HAD A LITTLE LESS PARTICIPATION, AND OUR PUBLIC SCHOOL ACADEMY IS WORKING LOCALLY TO TRY AND INCREASE THAT, BUT ABOUT 60%, OR A TOTAL OF 68% OF THE SCHOOLS IN THE STATE COMPLETED THE SURVEY THAT WAS SUBMITTED A YEAR AGO. WE’RE TRYING TO BUMP THAT UP. ONE OF THE THINGS I’VE SAID, IS THE COST SAVINGS. HOW DO WE TAKE $50 MILLION AND MAXIMIZE THAT IN ORDER TO GET MORE TECHNOLOGY IN THE CLASSROOM TO GET PEOPLE READY. YOU SEE ALL KINDS OF ACTIVITIES OVER HERE. OVER 42% OF THE DOLLARS IN THIS GRANT HAVE GONE DIRECTLY TO THE DISTRICTS FOR THEIR USE IN GETTING READY FOR ASSESSMENTS, BUT ALSO FOR ONLINE EDUCATION. WE’LL SHOW THE DETAILS AND BREAKDOWN OF SOME OF THIS STUFF IN THE FOLLOWING SLIDES. ONE OF THE BIG PIECES FOR THE DISTRICTS, AND THE DISTRICTS BEING READY, IS BEING ABLE TO ACCESS BROADBAND WIDTH. AND WITHOUT TRIG, SCHOOLS COULD BUY BROADBAND WIDTH FOR $20 PER MEGABYTE. ONCE THEY WERE ABLE TO UTILIZE THE ERATE CONSIDERATIONS AND THE TRIG INFORMATION THEY NOW CAN GET THAT SAME WIDTH FOR NOW ONLY FIVE DOLLARS, AND SO WE’VE GOT A COST SAVINGS GOING ON THERE AND UTILIZING THE SAME AMOUNT OF DOLLARS OF 20 CAN GET THEM FOUR TIMES THE BROADBAND WIDTH THAT THEY DID A YEAR AGO. SO, THAT’S ONE OF THE COST SAVINGS THAT WE RECOGNIZED. ANOTHER WAS THE DEVICE PURCHASING. PRIOR TO TRIG, WE HAD SCHOOL DISTRICTS BUYING COMPUTERS, EACH OF THEM INDIVIDUALLY. THEY WERE TRYING TO NEGOTIATE THEIR OWN DEALS WITH THE VENDORS, AND WE TRIED TO BRING THAT TOGETHER IN WHAT YOU CALL A PLOT BID. IF YOU LOOK AT 2013 AND 2014, THERE WAS A SAVINGS OF $9.8 MILLION PLUS BY UTILIZING THAT SPOT BID. THE NUMBER OF DEVICES PURCHASED THIS YEAR HAS CONSIDERABLY INCREASED AND THE SAVINGS TO THE SCHOOLS WAS OVER $35 MILLION. THAT OPENS UP DOLLARS THAT CAN BE USED FOR OTHER THINGS OR TO BUY MORE DEVICES. TOTAL DEVICES THE FIRST YEAR WAS 57,000, AND THIS PAST YEAR WAS 151,000. OUR TEAM IS REALLY PROUD OF THAT PIECE. THE ABILITY TO SUSTAIN THIS PROJECT WILL DEPEND GREATLY ON THE STATE EDUCATION NETWORK, WHICH WILL CONNECT ALL ISD’s AND THE DISTRICTS STATEWIDE, WHICH WILL ALLOW US TO FLOW INFORMATION ACROSS THE STATE. OUR GOAL IS TO HAVE ALL THE K-12 BUILDINGS IN THE STATE HAVE ZERO LIMITS ON BROADBAND WIDTH USAGE, AS WELL AS SEAMLESS ACCESS TO DATA CENTER SERVICES. ON ORDER TO DO THAT, WE ALSO WANT TO MAKE SURE THAT ALL STUDENTS IN THE STATE HAVE RESOURCES NEEDED BY TECHNOLOGY TO BE READY FOR THEIR FUTURE. SO, THOSE ARE THE TWO GOALS OF THE STATE EDUCATION NETWORK. THIS IS THE LONG TERM SUSTAINABLE PIECE TO THIS THAT SHOULD GO ON PAST THE LIFE OF THE GRANT. THIS PIECE HAS TAKEN THE LONGEST TO BUILD. HERE’S A PICTURE OF THE ISD’s IN THE STATE. PHASE ONE OF THIS WAS TO CONNECT ALL 56 OF THE ISD’s, WHICH HAD NOT BEEN DONE PRIOR TO THIS GRANT. CONNECTING THEM ALL WILL BE IN PLACE IN THE NEXT SIX MONTHS. WHAT HAS TAKEN THE LONGEST IS TO FIND WHERE DON’T WE HAVE A PIECE OF TABLE RUN. SO, THERE MIGHT BE SIX MILES BETWEEN THIS ISD AND THIS ISD, AND THERE’S A CABLE SITTING HERE AND A CABLE SITTING THERE, BUT WHERE WAS THE GAP? WE’VE HAD TO MAP THAT ACROSS THE STATE, FIND THE HOLES, AND NOW THEY’VE GOT SHOVELS IN THE GROUND AND THEY ARE BUILDING THAT CONNECTIVITY. WE ANTICIPATE THAT BY SPRING ALL OF THEM WILL BE CONNECTED. ONCE THAT HAPPENS ALL OF THESE SCHOOLS WILL ALSO BE CONNECTED, SO BY SPRING THIS IS THE CONNECTIVITY ACROSS THE STATE. IN TWO YEARS, WHEN WE CAN GET TO THOSE REALLY HARD TO REACH PLACES, THE REMOTE ONES, THE PLACES WHERE THE SCHOOLS HAVEN’T BEEN ABLE TO INVEST THE FUNDS BECAUSE THEY ARE JUST SO DIFFICULT TO DO. THAT’S WHAT IT’LL LOOK LIKE. WE WOULD HAVE CONNECTED EVERY SCHOOL AND EVERY ISD IN THE STATE. ONE OF THE BEAUTIES OF THIS IS BECAUSE OF THAT CONNECTIVITY, THIS SYSTEM WILL HAVE THE ABILITY TO SELL SPACE TO OTHER ENTITIES ON THAT CONNECTIVITY BACKBONE AND MAKE MONEY. SO, OUR GOAL IS TO PUT IT IN THAT PLACE IN THE NEXT THREE YEARS.>>IN THE NEXT WHAT?>>THE NEXT THREE YEARS. OKAY? THAT WRAPS IT UP.>>A COUPLE OF THINGS BEFORE QUESTIONS. THIS IS A BIG DEAL AND I DON’T WANT TO UNDERSTATE IT. I MEAN, I REALLY THINK THAT IT’S HARD TO BELIEVE THAT THIS MUCH PROGRESS HAS BEEN MADE. TO ME IT’S ABOUT TO THINGS: IT’S ABOUT GETTING READY FOR THE NEW WORLD THAT MY PRESCHOOL GRANDKIDS ARE ALREADY IN, AND IT IS ALSO ABOUT EQUITIES SO THAT ALL KIDS CAN HAVE ACCESS TO THIS, AND WE’RE NOT GONNA CONTINUE TO HAVE THE HAVES AND HAVE NOTS. I WANNA ACKNOWLEDGE TIM HALL, A NAME AND A FACE, WHEN HE WAS INTRODUCED EARLIER IN THE DAY TODAY, BUT HE’S ALSO BACK HERE. TIM, THANK YOU FOR YOUR WORK. AND THEN, UH — I LOST MY SECOND POINT HERE, I’LL COME BACK TO IT, I JUST CAN’T REMEMBER.>>HOW WOULD THIS AFFECT THE MEASUREMENT OF GROWTH, IF IT DOES? THE INDIVIDUAL STUDENT GROWTH.>>I DON’T THINK THIS WILL AFFECT INDIVIDUAL STUDENT GROWTH AS FAR AS THE MEASUREMENT OF IT. WHAT IT WILL DO IS PROVIDE TEACHERS WITH MORE DATA THAN THEY’VE HAD ACCESS TO IN THE PAST, AT THE READY. WE’RE STILL WORKING ON IT. AND THAT THEN ALLOWS THEM TO CUSTOMIZE LESSONS FOR STUDENTS AND HELP THEM TO LEARN AND GROW. SO, IT’S MORE ABOUT TOOLS IN THE READY FOR THE CLASSROOM TEACHER TO INFLUENCE GROWTH THAN IT IS TO THE ACTUAL MEASUREMENT OF IT. IN MY OPINION.>>I’LL CHIME IN JUST A LITTLE BIT ON THAT.>>I’M SORRY, SIR, YOU HAVE TO BE CALLED ON. NO… [ LAUGHING ] NO, NO, NOT AT ALL. BUT YOU MIGHT WANT TO COME OVER FOR THE MIC.>>FOR THE FOLDS LISTENING WE HAVE SEVEN PEOPLE ON THE INTERNET RIGHT NOW. [ LAUGHING ]>>I THINK IT IS RATHER INDIRECT, BUT THE ISSUE IS THE MORE KIDS THAT GET ONLINE THE BETTER THE MEASUREMENT OF GROWTH. THE ISSUE IS, PARTICULARLY FOR VERY LOW ACHIEVING AND VERY HIGH ACHIEVING STUDENTS, THERE CAN BE A CEILING OR A FLOOR ON A PAPER AND PENCIL BASED TEST WITH A LARGE ITEM BEING AVAILABLE ON AN ONLINE TEST. IT’S A LOT EASIER TO MEASURE MORE ACCURATELY FOR LOWER ACHIEVING AND VERY HIGH ACHIEVING KIDS. WE GET MUCH BETTER MEASUREMENTS OF STUDENT GROWTH FOR THOSE KIDS IF WE ARE ABLE TO MOVE ONLINE AND BEING ABLE TO HAVE A VERY LARGE ITEM BASE. IT’S NOT THAT WE’RE GETTING TREMENDOUSLY BETTER, IT’S GETTING MORE PRECISE, WE’RE MORE SURE ABOUT THE MEASUREMENTS OF GROWTH FOR BOTH THE VERY HIGH AND VERY LOW ACHIEVING STUDENTS. [ LAUGHING ]>>I HAD THE PLEASURE OF SERVING ON THE MIDWEST HIGHER EDUCATION COMPACT FOR THE LAST SEVERAL YEARS AND WAS STUNNED TO FIND OUT HOW MUCH PENETRATION THERE WAS IN MICHIGAN FOR K-12, AND I JUST WONDERED WHETHER SCHOOLS HAVE BEEN ABLE TO USE THEIR SERVICES FOR PURCHASING TO HELP WITH THIS.>>SCHOOLS HAVE IN THE PAST UTILIZED A WIDE VARIETY OF RESOURCES. THIS PIECE BRINGS US INTO A MORE CENTRALIZED MICHIGAN RESOURCE. THAT ONE HAS BEEN USED IN THE PAST. OF COURSE DISTRICTS ARE STILL FREE TO CHOOSE.>>TWO QUESTIONS, THE SECOND ONE HAS MULTIPLE PARTS, SO I’M GONNA HOLD IT. [ LAUGHING ] I FEEL LIKE THIS IS A DUMB QUESTION, BUT I HAVE TO ASK IT. SO, THIS IS A DEDICATED NETWORK CONNECTING THESE ISD’s? CAN YOU GO BACK A SLIDE OR TWO? YEAH, SO WHAT IS THIS?>>IT’S CABLE IN THE GROUND CONNECTING ISD’s. IT’S A BROADBAND, IT’S A FISHBONE THEY USED TO CALL IT.>>WHY WAS THAT LEVEL OF DEDICATION NECESSARY?>>THE MORE YOU OPEN UP THE CONNECTIVITY AND THE ABILITY TO FLOW INFORMATION AROUND A WIDE VARIETY OF PLACES THROUGH THE GROUND, THROUGH THE CABLE, YOU OPEN UP ABILITY FOR ISD’s TO TALK. YOU CAN THEN FIND YOUR WAY AROUND SOMETHING. SO, YOU KNOW, IF THAT ONE’S BUSY YOU GO AROUND TO THE NEXT ONE.>>I’M PROBABLY NOT ASKING THE QUESTION RIGHT. SO, INTERNET’S THE SAME THING, RIGHT? I’M WONDERING IF THERE ARE PRIVACY CONCERNS. WHY WERE EXISTING CHANNELS INADEQUATE? ARE WE JUST TALKING ABOUT TREMENDOUS AMOUNTS OF INFORMATION?>>IT DOESN’T EXIST, BUT I’M GONNA ASK TIM TO JOIN US TO EXPLAIN THAT BECAUSE HE IS THE TECH WIZARD ON THIS AND NOT ME. TIM?>>OH, GLEN’S GOING TO. GLEN’S OUR GURU FROM DTMB. WE DON’T WANT THAT SENSE OF HUMOR THING YOU DO. [ LAUGHING ]>>OKAY, I’LL BE STRAIGHT UP. IN ORDER TO PUT IN THE SEN, WHAT WE WANT TO DO IS– WE’VE GOT A HUGE GROWTH OF DEVICES THAT ARE CONNECTING, AND WHAT THIS DOES IS IT GIVES US A VIRTUAL PRIVATE NETWORK. IT’S NOT ONLY ABOUT SECURITY, BUT IT’S ALSO ABOUT QUALITY OF SERVICE. IN OTHER WORDS, WHEN YOU’RE DELIVERING A TEST WE’RE GUARANTEED THAT BANDWIDTH.>>SEN IS THE STATE EDUCATION NETWORK IN CASE ANYBODY MISSED THE ACRONYM. THE SHORT ANSWER IS, WHAT WAS AVAILABLE WASN’T OF HIGH ENOUGH QUALITY FOR THE LEVEL OF WORK THAT WE NEED TO DO.>>OKAY. ALL RIGHT. GREAT, SECOND QUESTION.>>WE ALSO DON’T WANT TO BE TARGET.>>OKAY, SO I FEEL LIKE THIS MIGHT BE A LITTLE ASIDE, BUT YOU TALKED A LITTLE BIT ABOUT STUDENT INFORMATION SYSTEMS, SO I FEEL LIKE YOU OPENED THE DOOR, SO I’M GONNA RUN THROUGH IT. SO, FROM 41 SYSTEMS TO FIVE SYSTEMS, IN USE BY WHOM? ARE THOSE IN USE BY ISD’s, OR ARE WE TALKING ABOUT INDIVIDUAL SCHOOLS INCLUDING CHARTERS STATEWIDE? WE’RE DOWN TO FIVE STUDENT INFORMATION SYSTEMS?>>WE ARE NARROWING IT DOWN TO FIVE AND WE ARE TALKING ABOUT SCHOOLS, DISTRICTS, AND ISD’s.>>EVERYBODY?>>EVERYBODY.>>OH, THAT’S PRETTY PHENOMENAL.>>YEAH, WE THINK SO. WE’RE EXCITED ABOUT IT.>>THAT’S GREAT, AND THEN SECOND, AROUND THAT INFORMATION. SO, YOU SAID THAT INFORMATION FLOWS WHEN A STUDENT GOES FROM ONE SCHOOL TO ANOTHER ACROSS THE STATE. IS THAT — SO TWO QUESTIONS TIED TO THIS. A, WHO OWNS THAT RECORD? IS IT ACTUALLY OWNED BY THE STATE OR OWNED BY THE STUDENT, OR THE FAMILY OF THE STUDENT? AND B, IS IT PULL OR PUSH. SO, IF A NEW STUDENT SHOWS UP AT MY SCHOOL DO I PULL IT AUTOMATICALLY OR DO I HAVE TO WAIT FOR THE SENDING SCHOOL TO PUSH IT?>>I DON’T KNOW. I DO KNOW THAT THE SCHOOL CONTROLS THE DATA, BUT I DON’T KNOW ABOUT THE PULL AND PUSH.>>NO, WE HAVEN’T GOTTEN INTO THE POLICIES ABOUT THAT. IT’S MORE ABOUT THE TECHNOLOGY AND ALLOWING THAT TO HAPPEN. IT REALLY COMES DOWN TO THE AGREEMENTS WITHIN THE SCHOOL DISTRICTS AND THE DISTRICTS BETWEEN EACH OTHER, WHETHER THEY CAN DO THAT OR NOT. AND MICHELLE RIVAN WHO’S OUR TEACHER ON LOAN. SHE COMES EASTERN U.P.I. STATE. AND SHE GAVE SOME GOOD EXAMPLES OF WHERE THE EASTERN U.P. IS ACTUALLY SHARING THAT DATA ACROSS THE DIFFERENT DISTRICTS.>>DO YOU WANT TO CONTINUE YOUR PART?>>THE PRIVACY IS KEY.>>THE DATA HUBS ARE HELPING US BUILD THE INFRASTRUCTURE THAT WE NEED TO NARROW TO FIVE SYSTEMS, AND THEN THE FLOW OF INFORMATION, BUT SOME OF THE POLICY AROUND IT HASN’T BEEN– WE STILL HAVE TO CREATE THE INFRASTRUCTURE BECAUSE 41 NARROWING DOWN TO FIVE IS THE STAGE WE’RE AT RIGHT NOW. [ COLLECTIVE CHATTER ]>>THIS IS THE SOPHISTICATION OF THE TECHNOLOGY THAT YOU’RE ALLOWING PEOPLE TO HAVE ACCESS TO. WHAT IS THE SOPHISTICATION OF THE PEOPLE WHO ARE GOING TO BE USING IT STATEWIDE? ARE YOU FINDING ANY PATTERNS OF NEED FOR MORE INFORMATION? DOES IT BRAKE DOWN TO URBAN, RURAL? WHICH I BET IT DOESN’T. DO YOU SEE ANY NEED FOR ASSISTANCE IN THE PEOPLE AREA THAT’S NOT ALREADY BEING GIVEN?>>WE SEE A NEED FOR MORE SUPPORT IN THE SCHOOLS, AND A VARIETY OF ON AND OFF RAMPS. LOTS OF PEOPLE WHO ARE USING THIS ON THE COMPUTER SIDE OF IT AND NOT THE INFRASTRUCTURE SIDE OF IT HAVE SKILLS, AND THEY’VE BEEN DEVELOPING THOSE SKILLS FOR YEARS. ONE OF MY FAVORITE STORIES IS I THOUGHT THAT I WAS DONE FOR THE NIGHT AND I WENT ON FACEBOOK AND ONE OF MY FRIENDS IN BIG BOLD LETTERS WROTE, “I HATE TRIG.” I WENT OFFLINE AND SHE GAVE ME A LONG HISTORY. SHE DIDN’T NEED 101, SHE WAS LOOKING FORWARD TO 201 OR 301, AND WE DIDN’T DO A GOOD JOB OF PROVIDING THOSE ON AND OFF RAMPS. SO, WE ARE NOW REDESIGNING THE SYSTEM TO DO THAT. WE FIND THAT THERE ARE ALREADY A LOT OF TEACHERS THAT ARE VERY SAVVY, BUT OF COURSE THERE ARE STILL CONFUSED BY THE USE OF COMPUTERS. SO, WE’RE TRYING TO PROVIDE THOSE ON AND OFF RAMPS. TECHNOLOGY WISE I THINK WE PRETTY MUCH HAVE PEOPLE WHERE THEY NEED TO BE.>>MY QUESTION RIGHT AT THE BEGINING — THE TRIG GRANT PROVIDES SOME PD, AND THAT’S WHAT LINDA’S TALKING ABOUT REVISING WHAT THAT PD LOOKS LIKE WITHIN THAT TRIG GRANT PROFESSIONAL LEARNING LOOKS LIKE WITHIN THE TRIG GRANT, BUT WE ALSO HAVE OTHER PROFESSIONAL LEARNING THAT WE WORK ON THROUGH THE DEPARTMENT, BUT WE NEED THE TEACHER PREP INSTITUTIONS. THE NEW TEACHER PREP ACCOUNTABILITY SCORE HAS A STRAND IN IT THAT ASKS THEM TO FOCUS ON HOW THEY’RE TRAINING TEACHERS FOR TECHNOLOGY. WE SEE IT AS A MULTIPLE. THE TRIG GRANT WILL DO SOME, BUT THAT’S FAIRLY DEDICATED AND WILL POTENTIALLY GO AWAY, STRAND OF MONEY. WE ARE ALSO INVOLVED IN SOME WORK GROUPS AROUND THE TYPES OF BADGES OR TYPES OF TRAINING THAT TEACHERS NEED OVER TIME. WE ARE TRYING TO HAVE A MULTI PRONGED APPROACH TO ENSURING OUR WORKFORCE IS READY AND IT’S NOT ALL ENCAPSULATED HERE.>>THIS IS WHERE I FEEL REALLY OLD BECAUSE I REMEMBER IN 2000, MICHAEL WARREN CHAIRED OUR TECHNOLOGY TASK FORCE. THERE’S SUCH A LIMIT TO WHAT WE CAN DRIVE AT THE STATE LEVEL. TALKING ABOUT AND PLANNING FOR NEW ASSESSMENTS OBVIOUSLY DOES THAT. WHEN I WAS ON THE NATIONAL ASSESSMENT GOVERNING BOARD THAT WAS ONE OF THE CONVERSATIONS WE WOULD CONTINUALLY HAVE BECAUSE NAPE ONLY TESTS A FEW SCHOOLS. HOW DO YOU DRIVE THE CONVERSATION FOR THINGS LIKE BEING ABLE TO TEST TWELFTH GRADERS IN ESSAYS? HOW DO YOU LEARN HOW TO USE IT? I KNOW THEY WERE PUSHING MUCH FURTHER AND HARDER BACK IN 2006 ON THIS THAN WE WERE ABLE TO DO. THEN I’M GOING TO GO BACK ONE MORE TIME AND SAY, IS THE FUNDING NOW PLANNED APPROPRIATELY FOR THE SCHOOL NEEDS FROM WHAT THE DEPARTMENT CAN HAVE?>>THE GRANT?>>FOR TEACHER TRAINING, AND OF COURSE THE TEACHER PREP TRAINING IS HUGE BECAUSE WE’VE BEEN TRYING TO USE THAT ONE FOR YEARS ALSO.>>I WILL EDITORIALIZE ON THAT JUST A LITTLE, AND SAY THAT I THINK THAT INSURING THE 100,000 EDUCATORS WE HAVE IN MICHIGAN ARE RECEIVING, WE HAD A TEACHER ADVISORY GROUP THAT SPOKE ABOUT THE FACT THAT WE NEED THE LATEST AND THE GREATEST, AND IT NEEDS TO BE REGIONAL. WE LEARNED HOW TO DO OUR WORK AT X TIME, BUT NOW WE’RE OUT THERE IN THE FIELD. TO SUPPORT THE USE OF DATA FOR INSTRUCTION, THAT’S THE FRONTIER WE ARE GOING INTO. I THINK WE NEED INVEST IN THAT AS A STATE. SO, THIS FUNDING WON’T GET US ALL THE WAY THERE. IN SHORT, I THINK WE NEED TO INVEST MORE, BUT ALSO MORE PD AROUND SUPPORTING TEACHERS AND INSTRUCTION.>>SO, FUNDING CAN COME FROM THE STATE ADDITIONALLY TO WHAT IS BEING GIVEN TO THE FOUNDATION GRANT AS THE COST OF DOING BUSINESS RETRAINING. I WON’T ARGUE HERE WHETHER ADDITIONAL FUNDING SHOULD BE NEEDED FOR THAT. THE QUESTION IS, DOES THE PD EXIST TO BE ABLE TO TAKE TEACHERS THERE, IS IT VIABLE, OR DOES IT HAVE TO BE DEVELOPED AT THIS POINT?>>THAT’S A GREAT QUESTION AND DISCUSSION WE’VE BEEN HAVING ABOUT THIS. DEFINITELY ISD’s CURRENTLY PROVIDE A LOT OF GREAT PROFESSIONAL LEARNING. WE AS A DEPARTMENT HAVE BEEN THINKING ABOUT HOW WE SUPPORT INSTRUCTION FOR LEARNING WANT TO BECOME MORE SPECIFIC IN TERMS OF SOME OF THE PROFESSIONAL LEARNING WE WANT TO INSURE THAT ALL MICHIGAN TEACHERS HAVE ACCESS TO, SO THAT MAY NEED TO BE DEVELOPED. IT’S A MIX OF FINDING WHAT’S OUT THERE AND MAKING SURE EVERYBODY CAN GET ACCESS TO IT EVEN IF THEY’RE NOT IN THE PROGRAM, AS WELL AS DEVELOPING WHERE THERE ARE HOLES.>>AND THEN THE LAST PART OF IT IS TEACHER EDUCATION INSTITUTIONS. WHAT DO YOU SEE FOR STRENGTHENING THAT PROVISION IN THEIR TRAINING?>>WE DO HAVE STANDARDS THAT ARE IN PLACE. THEY ARE PART OF THE PROGRAM APPROVALS THAT WE DO. WE ALSO DO HAVE AUDITS THAT GO ON, BUT WE THINK THAT THERE COULD PROBABLY BE SOME ADDITIONAL WORK THERE. THAT’S SOMETHING THAT WE DO NEED SOME ADDITIONAL WORK TO MAKE SURE THAT THAT KIND OF TRAINING IS HAPPENING. WE HEAR FROM THE EPI’s THAT IT IS HAPPENING IN OUR AUDITS. WE SEE THAT THE THINGS ARE BEING CARRIED OUT, THAT THEY INDICATED THAT THEY WOULD BE CARRIED OUT, BUT WE ALSO HEAR THAT PEOPLE DIDN’T GET ADEQUATE TRAINING. SO, WE’VE GOT SOME DISCONNECTS THERE THAT WE’VE GOT TO DEAL WITH.>>I WANNA ADD, BACK TO THE ISD ISSUE, WE’RE LUCKY TO HAVE ISD’s, FIRST OF ALL, BECAUSE THEY REALLY SERVE A GIANT PURPOSE HERE, AND TO VANESSA’S POINT TO HOW WE JUST SPENT TIME ON THE PD ISSUE AND HAVE IT ON OUR AGENDA FOR DARKENING THE DOTTED LINE, WHICH IS OUR INTERACTION MONTHLY WITH THE ISD GROUP. I WOULD SAY, IF I WAS GONNA EDITORIALIZE IT THAT IT’S ONE OF THE DOWNSIDES TO NOT HAVING HIGHER ED WITH SOME KIND OF A CENTRAL GOVERNANCE THAT EVERY OTHER STATE HAS. IT’S HARDER, SO WHEN WE HAVE STANDARDS AND AUDITS, THE FINAL ANALYSIS WE HAVE NO SAY ABOUT THAT. I THINK THERE’S A RANGE WITH SOME VERY HIGH UNDERSTANDING OF THE NEEDS OF TEACHERS GOING INTO THIS NEW WORLD AND OTHERS THAT I THINK LESS SO. SO, WE NEED TO KEEP THE ENCOURAGEMENT ON. I KNOW LEAH AND HER TEAM HAVE WORKED WITH THE DEANS REGULARLY. IT’S A CHALLENGE. IT’S NOT AS EASY IN OTHER STATES WHERE OFTEN IT’S EVEN THIS POSITION THAT ACTUALLY HAS RESPONSIBILITY IN BOTH ARENAS. BUT IN EVERY OTHER STATE THERE’S AT LEAST A HIGHER ED COMMISSIONER OF SOME KIND THAT CAN PULL US TOGETHER. SO, IT’S A CHALLENGE, AND THEY HAVE A LOT ON THEIR PLATE TOO. I JUST THINK THAT THIS IS AN AREA THAT TRUSTEES AND OTHERS, MAYBE EVEN THIS GOVERNOR OR PASSED GOVERNORS, WHEN THEY MAKE APPOINTMENTS TO THESE BOARDS I THINK IT WOULD BE IMPORTANT TO HAVE THOSE CONSIDERATIONS IN MIND WHEN THEY’RE ACTUALLY DECIDING WHO’S GONNA TAKE A POSITION OF LEADERSHIP AS A TRUSTEE IN A UNIVERSITY BOARD. THAT’S HOW YOU’RE GONNA GET AT SOME OF THIS MORE.>>I THINK MICHELLE WAS NEXT.>>MY CONCERNS ARE AROUND THE ASSESSMENTS THAT ARE GONNA TAKE PLACE IN THE SPRING. GIVEN THAT IN THE NEXT THREE YEARS WE’RE GONNA BE IN A REALLY GOOD PLACE, WHERE THE DEFICIENCIES ARE NOW WHERE WE EXPECT TO HAVE PROBLEMS. I’M ALSO WONDERING WHO GOT THE TECHNOLOGY GRANTS AND HOW MUCH HAVE BEEN PARCELLED OUT TO DIFFERENT PLACES? I’VE BEEN SORT OF TRACKING IT LATELY, AND MAYBE THERE WAS MONEY THAT WENT TO DPS AND GRAND RAPIDS AND SOME OF THE URBAN CENTERS, BUT I HAVE NOT SEEN THAT. SO, I JUST WANTED TO FOLLOW UP AND SEE WHERE THE MONEY IS DISTRIBUTED, HOW WELL THEY’RE GONNA BE ABLE TO PERFORM THIS ASSESSMENT. I DON’T KNOW HOW MANY PEOPLE HAVE APPLIED FOR THAT WAIVER, WHICH I THINK HAD TO BE IN PENCIL AND PAPER WAIVER HAD TO BE IN YESTERDAY, SO I’M WONDERING IF SOME SCHOOLS MISSED OUT.>>NOVEMBER 7TH.>>OKAY, NOVEMBER 7TH. IF WHAT HAPPENED IN NEW YORK WHEN THEY HAD ALL THOSE CRASHES. I’M JUST WONDERING IF THAT’S A POSSIBILITY, ARE WE PREPARED, AND WHAT’S PLAN B. SO WHAT’S HAPPENING WITH THAT?>>SO WE’RE GOING TO ASK LINDA TO TAKE THE FIRST QUESTION.>>THE GRANT WAS SET UP IN LEGISLATIVE LANGUAGE, THERE WAS $50 MILLION AND NO MORE THAN $2 MILLION COULD BE AWARDED TO ONE DISTRICT. YOUR MENTAL MODEL THEN IS, OKAY THEY WILL BE A $2 MILLION DOLLAR GRANT. WE KNEW THAT IF WE DID THAT YOU WOULD HAVE WORK GOING ON THAT WOULD CREATE A SYSTEM. SO, WE READ THE LANGUAGE VERY CAREFULLY AND THEN LET OUT THE GRANTS IN SUCH A WAY THAT THEY ARE NOT OUT AT LOCALS, THEY ARE IN THOSE FIVE CONSORTIA AND THEY ARE ACROSS ISD’s IN ORDER TO DO THE WORK THAT I JUST OUTLINED FOR YOU. SO THERE IS NO — I MEAN, WE CAN GET TO BREAK DOWN WHICH — I MEAN WHO GOT MONEY AND THAT SORT OF THING, BUT THERE IS NO $2 MILLION TO GRAND RAPIDS AND $2 MILLION TO DETROIT. SO, WE’RE TRYING TO BUILD A SYSTEM.>>ALL THE DISTRICTS WITHIN THE CONSORTIA ARE ELIGIBLE TO PARTICIPATE IN DISTRICT PARTICIPATION. IT’S ALL EQUAL ACCESS OPPORTUNITY. SOME CHOSE NOT TO FOR VARIOUS REASONS, THAT’S THEIR CALL, BUT IT WAS AVAILABLE TO EVERYONE. WE HAVE FULL STATE COVERAGE ON THE DISTRICT PARTICIPATION AND SOME OF THE FUNDS ARE PUT INTO STATEWIDE ACTIVITIES, LIKE THE STATEWIDE EDUCATION NETWORK. WE DIDN’T NEED FIVE OF THEM, WE NEED ONE OF THEM, AND SO WE DEVELOPED IT.>>SO, THERE ARE TWO SOURCES OF MONEY? YOU SAID ONE WAS LIKE A $10 ENHANCEMENT PER CHILD, AND THAT’S THE ONE THEY HAD TO APPLY FOR?>>THEY HAD TO ELECT TO PARTICIPATE.>>AND THEN THEY AUTOMATICALLY GOT IT.>>SOME PEOPLE DIDN’T WANT TO FILL OUT A SURVEY.>>THE $10 ENHANCEMENT CAN BE USED FOR EQUIPMENT, TRAINING, BAND WIDTH, AND THE SAME WITH THE CONSORTIA?>>THE CONSORTIA HAVE SPECIFIC TASKS. SOME OF THE ONES WE TALKED ABOUT TODAY. SO, HOW DO YOU BUILD ERATE SAVINGS AND HOW DO YOU BUILD KNOWLEDGE ON HOW TO USE THAT? HOW DO YOU BUILD THE READINESS IN THE CLASSROOMS? HOW DO YOU HAVE A PD SYSTEM READY FOR THE TEACHERS TO USE FOR A VARIETY OF ACTIVITIES? THE LARGEST OF WHICH IS BUILDING THAT STATE EDUCATION NETWORK SO THAT WE HAVE A SUSTAINABLE PLACE TO SUPPORT FUTURE ACTIVITIES.>>ARE THERE AREAS AROUND THE STATE WHERE YOU WOULD ANTICIPATE WE MIGHT HAVE, GIVEN SOME PEOPLE DID NOT PARTICIPATE, THAT WHEN IT COMES TIME FOR THE ASSESSMENT THEY MAY NOT BE AS PREPARED.>>PLEASE CORRECT ME IF I SAY ANYTHING DUMB. [ LAUGHING ]>>WE’RE NOT — I WANT YOU TO UNDERSTAND THAT THE TIE OR NOT TIE HAS NO MEANING HERE. [ LAUGHING ]>>TO START WITH, WE DID SEE PROBLEMS IN WYOMING WHERE THEY DID DO THEIR INITIAL ONLINE ADMINISTRATION AND THE SYSTEM CRASHED, AND IT HAD SUCH AN EFFECT THAT THEY STOPPED DOING ONLINE TESTING FOR SIX YEARS. WE SAW THE ISSUES THAT HAPPENED IN NORTH CAROLINA, WE SAW WHAT HAPPENED IN NEW YORK. THE LAST TIME I WAS ASKED ABOUT THIS QUESTION I DID TALK ABOUT HOW IN THE NEGOTIATION — WE ISSUED AN RPM AND CONTRACTS. AND THE LAST THING WE WERE TRYING TO GET NEGOTIATED WAS THE TESTING ADMINISTRATION — ADMINISTRATION SOFTWARE. WE WERE STRUGGLING WITH THIS ISSUE. YOU NEED TO BE WILLING TO DEAL WITH UNCERTAINTY BECAUSE WE PROVIDE FLEXIBILITY TO SCHOOLS. WE’VE GOT THIS THREE WEEK WINDOW. IT COULD BE THAT EVERYONE WANTS TO TEST ON THE LAST DAY, IT COULD BE THAT EVERYONE WANTS TO TEST ON THE FIRST DAY. YOU, AS A CONTRACTOR, HAVE TO BE ENTIRELY PREPARED FOR THE KIND OF SPIKES THAT WOULD BE UNEXPECTED. WE DO NOT SEE THINGS GO DOWN LIKE WE SAW IN WYOMING, OR NEW YORK, OR NORTH CAROLINA, OR TEXAS, OR MANY OF THE PLACES THAT HAVE DONE THIS. THAT WAS THE FINAL STICKING POINT. THAT’S WHY IT TOOK US LONGER TO SIGN THAT CONTRACT, AND ANY OF THE OTHERS, BECAUSE WE WANTED TO MAKE SURE THAT THAT WASN’T GOING TO HAPPEN IN MICHIGAN. WE WERE ABLE TO FINALLY GET THAT CONTRACT SIGNED AND WE DO HAVE PEOPLE WHO WILL BE READY TO SCALE UP ON A MOMENTS NOTICE, RATHER THAN TO WRITE A CONTRACT CHANGE REQUEST AND THE KINDS OF THINGS WE TYPICALLY HAVE TO DO TO GET THE KIND OF FLEXIBILITY THAT WE NEED. SO, WE’VE GOT THAT FLEXIBILITY BUILT INTO THE CONTRACT AT THIS POINT AND WE ARE VERY COMFORTABLE THAT WE WILL HAVE THE BANDWIDTH, WE WILL HAVE THE SCALABILITY, AND WE WILL HAVE THE HELP AND THE SUPPORT THAT WE NEED. WE WERE BEING VERY CAREFUL ABOUT THAT SPECIFICALLY.>>SO, YOU’RE SAYING THAT IF THERE ARE SOME PROBLEMS THIS SPRING, THAT YOU HAVE A PROCESS TO HURRY UP AND ADDRESS IT?>>THE ISSUES THAT HAPPEN IN THE OTHER STATES IS THAT THE SYSTEMS RECEIVE SO MUCH DEMAND THAT THEY COULDN’T HANDLE IT. THOSE ARE THE PROBLEMS THE OTHER STATES HAVE SEEN. THEY HAVEN’T SEEN THE APPLICATION NOT WORK. THEY’VE SEEN SO MUCH DEMAND ON THE SYSTEM THAT THE BACKBONE BROKE. THAT WAS WHAT WE WERE TRYING TO ADDRESS. WE WOULD HAVE ENOUGH TO SCALE UP TO HAVE ALL THE KIDS TAKE THE TEST ON THE LAST DAY IF NEEDED, OR ON THE FIRST DAY IF NEEDED. KNOWING THAT THAT’S UNLIKELY TO HAPPEN, BUT JUST INCASE IT DOES HAPPEN WE WILL BE READY FOR IT, THE BACKBONE IS NOT GONNA BREAK. THAT WAS THE STICKING POINT IN THE FINAL NEGOTIATIONS ON THE CONTRACT.>>ONE OF THE THINGS WE HAVE SET UP WITH IT IS CONTINUOUS MONITORING OF THE LOAD THAT’S BEING PUT ON THE ONLINE SYSTEM AT THIS POINT. IT’S MONITORED 24/7 VERY CAREFULLY, AND WHAT CAN HAPPEN IS THAT THERE IS MORE SERVER HORSEPOWER AVAILABLE AND THEY CAN TURN ON SWITCHES AS THEY NEED TO BASED ON THEIR MONITORING.>>IT’S ON DEMAND.>>YOU SAID THEY, WHO’S THEY?>>ONLINE CONTRACTORS.>>THEY CAN TURN IT UP OR DOWN DEPENDING ON HOW WE NEED IT. UP TO THE POINT WHERE WE HAVE TO TEST EVERYONE IF WE NEED TO. THAT HAS BEEN ONE OF THE LEARNING CURVES FOR THE INDUSTRY THAT WE’VE TALKED ABOUT OVER THE LAST YEAR AND A HALF WATCHING ALL THESE THINGS AND WE THINK WE’VE RESPONDED VERY WELL TO BE PREPARED FOR THAT.>>CAN I JUST POINT OUT. THIS ISN’T MEANT TO BE SARCASTIC. I HOPE LEGISLATORS ARE WATCHING THIS, BUT PROBABLY NOT. WHEN YOU SEE SOME OF WHAT HAPPENS IN HEARINGS RELATED TO ASSESSMENTS, THEY JUST DON’T UNDERSTAND HOW MUCH GOES INTO THESE DECISIONS, HOW MANY EXPERTS WE HAVE IN HOUSE. THOSE OF YOU THAT ARE WATCHING AND THINKING ABOUT APPLYING FOR THIS JOB, THAT’S WHAT WE DO. THAT’S WHAT A STATE SUPERINTENDENT DOES IS STUFF LIKE THIS. PEOPLE THINK IT’S A CEREMONIAL JOB. WE’VE WORKED ON ISSUES LIKE THIS, AND WE WANT LEGISLATORS TO UNDERSTAND THAT THERE IS SOME LEVEL OF FRUSTRATION WHEN WE ARE OVERRULED ON ISSUES THAT HAVE THIS LEVEL OF COMPLEXITY. WITH FIDELITY, IT’S WITH THE INTEREST OF THE KIDS IN THE DISTRICTS IN MIND 24/7 WITH ALL THESE LITTLE NUANCES THAT ARE ALMOST OVERWHELMING. IT’S A RESPECTFUL CALL OUT, BUT WHY WE HOPE THEY’LL BE THE CONTINUED CONFIDENCE THAT THE DEPARTMENT CAN MAKE DECISIONS LIKE THIS AND WOULD BE ALLOWED TO.>>YOU SAID — ALMOST DONE. SO YOU SAID THAT THERE COULD BE MONEY MADE FROM THIS SYSTEM? SO, WHO OWNS IT AND WHO WOULD BE MAKING THE MONEY AND WHAT WOULD BE DONE WITH THAT MONEY?>>THE STATE EDUCATION NETWORK OWNS IT AND WE’RE ALLOWED THAT ENTITY TO THEN POUR MORE MONEY INTO CONNECTIVITY OR INTO REFURBISHING SOME OF THE LINES THAT MAY BE GOING DOWN BECAUSE THEY’RE GETTING OLD. IT ALLOWS US TO REINVEST IN OUR NETWORK.>>WE ARE THE EDUCATION NETWORK.>>OR WAS THAT A CONTRACTOR?>>SO ONE OF THE CHARGES WHEN WE TRIED TO BUILD THE STATE EDUCATION NETWORK WAS, HOW CAN IT BE SUSTAINABLE ONCE IT’S BUILT? IT’S AN ACTUAL, DURABLE NETWORK. SO, WE HAD TO SET UP A SPECIAL ARRANGEMENT TO DO THIS WHERE WE HAVE CONTROL OVER THE NETWORK, BUT WE DON’T OWN IT. THE STATE DOESN’T OWN IT BECAUSE THE STATE OWNING THINGS LIKE POLLS IS A LITTLE BIT CUMBERSOME, SO WE HAVE A CONTRACT THAT SAYS WE HAVE A VOICE ON THE BOARD AND DIFFERENT TYPES OF CHECKS AND BALANCES. THE POINT IS THAT ONCE IT IS BUILT IF YOU DON’T HAVE A WAY IN WHICH IT CAN SUSTAIN ITSELF, IT’S A LOST INVESTMENT. THAT WAS ONE OF THE KEY GOALS OF THE SYSTEM.>>HOW LARGE IS THAT BOARD?>>TEN I BELIEVE.>>HOW MANY ARE FROM NBE?>>SITS ON THE BOARD. THAT’S IT.>>I MEAN, WHO ELSE IS ON THE BOARD?>>UM, FROM THE TOP OF MY HEAD, REPRESENTATIVES FROM ALL OVER THE STATE –>>OKAY.>>AND MY SIT IS DELIGATED TO THIS POINT IN TIME, LINDA. BUT THERE ISN’T ANY INDIVIDUAL GAIN FROM THIS, AND THE ONLY REASON I THE ONLY REASON I FEEL OBLIGED TO SAY THAT IS BECAUSE I COULD SEE INFERENCES OVER IT ACROSS THE STREET. THIS IS ALL GETS PLOWED BACK INTO CONTINUING AND SUSTAINING THIS EFFORT EVEN WHEN THE MONEY RUNS OUT.>>JUST WANT TO MAKE SURE.>>YEAH, I KNOW. I’VE MADE SOME OF THESE DECISIONS BECAUSE WHEN WE STARTED TALKING ABOUT SOME OF THIS WE WANTED TO FRAME SOMETHING THAT INCREASED THE CHANCES OF EQUITY. WE GOT SOME CRITICISM BECAUSE YOU’RE SUPPOSED TO DO 25 GRANTS AT $2 MILLION A PIECE. IF YOU JUST DO 25 GRANTS AT $2 MILLION APIECE YOU CAN END UP WITH A DROP IN THE BUCKET FOR BIG DISTRICTS THAT REALLY CAN’T DO ANYTHING WITH IT, AND ENORMOUS AMOUNT OF MONEY MAYBE FOR SOME OTHER ENTITY. HOW DO YOU CREATE THIS INFRASTRUCTURE THAT EVERYBODY WOULD BENEFIT FROM, WHETHER THEY ARE IN A POOR RURAL COMMUNITY, AN URBAN COMMUNITY, OR A SUBURB. THAT’S WHAT THIS IS INTENDED TO DO. THERE WAS SOME HEARTACHE EARLY ON WITH THIS ISSUE. I AM CONFIDENT THAT WE HAVE DONE THE RIGHT THING BY BUILDING A NETWORK THAT WILL ENSURE EQUITY. I WOULD ALSO LIKE TO ADD THAT I FOUND MYSELF SAYING TO THE HEADS OF THE FOUNDATION COMMITTEE AT OUR CONFERENCE RECENTLY IN LANSING, AND I COULD TELL THAT, UM — THIS IS WHY I DO NEED TO LEAVE, THIS IS THE SECOND TIME I LOST MY TRAIN OF THOUGHT TODAY.>>HAPPENS TO ALL OF US.>>OH, I KNOW WHAT IT WAS, IT WAS ON THE ISSUE OF, IF I WERE A LOCAL SUPERINTENDENT OR BOARD MEMBER THAT I WOULD BE CAREFUL ABOUT HOLDING TEACHERS ACCOUNTABLE IN THEIR EVALUATIONS FOR STUDENT ACHIEVEMENT UNTIL A LOT OF THIS STUFF IS WORKED OUT. YOU HAVE LAST YEARS OLD MEAT, YOU HAVE THIS YEAR’S NEW MEAT, THE FOLLOWING YEAR YOU HAVE AN RFP, SO THREE DIFFERENT SYSTEMS. YOU HAVE A LEARNING CURVE OF KIDS TAKING TESTS ONLINE THAT ISN’T JUST MAGIC. SOME HAVE HAD MORE EXPERIENCE WITH IT, SO I THINK IT’S DANGEROUS IF YOU’RE LOCAL, AND THESE ARE LOCAL DECISIONS. CREDIT TO THE LEGISLATION — THEY PUT IT FOR A YEAR TO STATE WIDE SYSTEM. EVEN LOCALS TAKE CARE IN HOW MUCH YOU USE THAT JUDGEMENT WHEN THERE ARE SO MANY VARIABLES RIGHT NOW IN THIS WINDOW. THEN THERE’S STABILITY, AND THAT’S EVEN A WHILE AFTER THE YEAR ’16. I THINK KATHLEEN WAS NEXT.>>I WAS CONCERNED ABOUT THE SAME ISSUE PERTAINING TO THE TEACHER’S ABILITY TO DEAL WITH THIS. THERE WERE 1,673 TEACHERS FUNDED BY THE GRANT AND THEY TALKED ABOUT — HOW MANY?>>$10,000.>>$ 10,000 A YEAR. THERE ARE A LOT OF TEACHERS THAT AREN’T UP TO SNUFF ON THIS YET. YOU SAID THAT SOME OF THEM ARE REALLY VERY ADVANCED, BUT SOME OF THEM AREN’T. THAT’S A CONCERN, AND I WAS VERY CONCERNED ABOUT SOME OF THE ISSUES THAT MICHELLE JUST TALKED ABOUT. ONE OF OUR CONCERNS THE LAST TIME WE SAT AT THIS TABLE WAS WILL THE SCHOOLS BE READY? WELL, A LOT MORE SCHOOLS ARE READY NOW, BUT I WAS WONDERING HOW MANY SCHOOLS HAVE APPLIED FOR A WAIVER SO FAR? DO YOU KNOW THAT?>>WE HAVE 38 DISTRICTS THAT HAVE BEEN TALKING TO US ABOUT HAVING ONE OR MULTIPLE OF THEIR SCHOOLS APPLY FOR THE WAIVERS. THAT’S A GOOD NUMBER, BUT IT’S STILL ENCOURAGING THAT WE’RE NOT OVERFLOWING WITH EVERYONE JUST GOING PAPER AND PENCIL. THAT’S ABOUT WHERE WE ARE RIGHT NOW, WHICH IS A GOOD NUMBER.>>I DO WANNA CHIME IN ON ONE THING THERE AND THAT IS THAT THERE SEEMS TO BE A MISCONCEPTION IN THE FIELD THAT IF YOU GO PAPER AND PENCIL IT WILL BE EASIER FOR THE KIDS BECAUSE IT’S WHAT THEY’RE USED TO. IT’S IMPORTANT TO DEFUSE THE MISUNDERSTANDING. WHAT’S IMPORTANT FOR KIDS TAKING ONLINE IS THAT THEY’RE FAMILIAR WITH THE INTERFACE AND A MOUSE. THOSE ARE THE THINGS THEY NEED TO KNOW HOW TO DO AND DISTRICTS CAN HELP THEM PREPARE FOR THAT. THE PAPER EXPERIENCE WILL BE DIFFERENT THIS TIME AS WELL BECAUSE WE CAN’T JUST HAVE MULTIPLE CHOICE ON THE PAPER VERSION WHEN WE HAVE ALL THESE TECHNOLOGIES. YOU HAVE TO BE ABLE TO APPLY THAT TO THE PAPER AS WELL FOR THOSE KIDS. THAT’S AN IMPORTANT THING FOR PEOPLE TO RECOGNIZE, AND I THINK MOST OF THE SCHOOLS HAVE RECOGNIZED THAT, BUT I’VE HEARD THAT A FEW TIMES.>>SCHOOLS IN DISTRICTS ARE EXCITED ABOUT ONLINE TESTING. I THINK EVERYBODY IS NERVOUS BECAUSE IT’S NEW AND EVERYBODY’S HEARD SOME HORROR STORY WHERE THE WHOLE SYSTEM CRASHED. IN GENERAL, PEOPLE ARE EXCITED ABOUT THE OPPORTUNITY. THAT’S WHERE THE WAIVER HAS BEEN GREAT BECAUSE WHEN SOMEONE IS CONCERNED THAT THEY’RE NOT READY, THEY HAVE AN OPTION. BUT WE’VE BEEN WORKING FOR FOUR YEARS NOW TO GET READY, AND A LOT OF SCHOOLS AND DISTRICTS ARE EXCITED FOR THIS NEXT GENERATION OF WORK. IT LOOKS DIFFERENT NOW. AGAIN, THERE’S A SAFETY BELT, BUT, YOU KNOW, EVERYBODY IS TRYING TO GET THROUGH THE MOVE, EVEN THOUGH THERE ARE SOME CONCERNS ABOUT THE UNKNOWN.>>I’M GLAD YOU BROUGHT UP THE EVALUATION BECAUSE THAT’S ANOTHER ISSUE THAT, LIKE YOU SAID, THERE ARE SO MANY VARIABLES, NUANCES, AND CHANGES THAT IT’S GOING TO BE VERY HARD TO USE TESTS AS THE BASIS FOR EVALUATING, AND YET THE LAW STILL REQUIRES EVALUATION. BUT IT DOESN’T SAY — EVERY DISTRICT HAS TO DO THEIR OWN EVALUATION. IS THERE ANYWAY THAT WE COULD RECOMMEND THAT THIS IS NOT THE TIME FOR THE STATE TO REQUIRE EVALUATIONS UNTIL THESE TESTS GET TESTED.>>I THINK THAT WE SHOULD TALK ABOUT THE LEGISLATIVE SESSION TODAY. I THINK DISTRICTS ARE SMART AND THEY’RE DOING THE RIGHT THING ON THIS. THEY’VE BEEN GIVEN THE CHANGE THROUGH THE ONE YEAR WHICH MAY BE A YEAR AT A TIME CHANGE. UNTIL THIS IS ALL TOGETHER. MY OLD DISTRICT WORKED OUT AN EVALUATION SYSTEM DIRECTLY WITH THE EA THERE AND THEY’RE COMFORTABLE WITH THAT EVALUATION SYSTEM FOR THEIR DISTRICTS. SO, THEY WOULD WANT TO CONTINUE I THINK, AND IT ISN’T OVERLY HANDED WITH STANDARDIZED TEST SCORES AS A WAY TO SHOW GROWTH. THERE IS A PLACE FOR THAT IN TIME, BUT RIGHT NOW IT’S A CONFUSED PLACE BECAUSE THESE DIFFERENT KINDS OF BARS AND TESTS THAT WE HAVE. BUT MOST OF THEM ARE DOING WHAT I DESCRIBED IN THIS DISTRICT, WHERE THEY’VE CHOSEN A MODEL, THEY’VE WORKED IT OUT, AND THEY ARE COMFORTABLE WITH THIS SYSTEM OF EVALUATION. I THINK IT’S WORTH DISCUSSION. THE THING THAT THE STATE WOULD IMPOSE WE WOULD HAVE CAUTION ABOUT, BUT NOT NECESSARILY THE WAY THE DISTRICTS WOULD PUT THIS TOGETHER CONTINUE.>>I DON’T THINK IT’S THE EVALUATIONS IN QUESTION HERE. I THINK IT’S THE TYING EVALUATIONS TO TEST RESULTS WHEN WE CAN’T EVEN DECIDE ON A TEST YET. WE KNOW IT’S GONNA TAKE SEVERAL YEARS FOR PEOPLE TO GET COMFORTABLE ENOUGH WITH THIS. SO EVEN THOUGH WE HAVE OPINIONS, AT THE END OF THE DAY IT’S STILL WHAT, FIFTY PERCENT IS STILL TIED TO TEST SCORES. SO IN A YEAR 50%.>>THAT’S NOT A GOOD SYSTEM. WE SHOULD RECOMMEND CHANGING THAT.>>RIGHT. I AGREE.>>I DON’T THINK WE CAN DO IT TODAY, WE MIGHT HAVE TO DO IT IN THE NEXT MEETING. SOMETHING WE DEFINITELY NEED TO MAKE A DECISION ON.>>I WOULDN’T HAVE BROUGHT THIS UP IF I DIDN’T FEEL THAT YOU AREN’T CORRECT. WE WOULDN’T WANT TO SAY THAT WHEN YOU WORKED IT OUT, AND IT WORKS WELL IN A DISTRICT, THAT MAY BE WHERE THE LEGISLATION ENDS IN THE FINAL ANALYSIS. EACH YEAR GETS PUSHED OUT BECAUSE THEY CAN’T COME UP WITH SOMETHING THAT’S GONNA SATISFY, THEN MAYBE THAT’S WHERE IT IS. IT’S DECENTRALIZED, AND IF THEY’RE COMFORTABLE WITH THAT, IT’S REALLY THE BOARD. AND THE SPIRIT BEHIND IT, I DON’T WANT MISS — I MEAN, THE SPIRIT BEHIND WE NEED TO ALL CO-OWN STUDENT ACHIEVEMENT GROWTH IN A FAIR WAY. WE DO. AND THAT’S THE QUESTION, WHEN ARE WE GONNA GET TO A FAIR WAY THAT AN INDIVIDUAL TEACHER CAN SAY WITHOUT THREE DIFFERENT TESTS OVER THREE DIFFERENT YEARS.>>I THINK WE HAVE TO EMPHASIZE THAT YOU’VE BEEN WORKING ON THIS FOR SEVERAL YEARS, BUT THIS IS A MAJOR CHANGE AND IT’S GONNA TAKE SOME GETTING USED TO, EVEN IF PEOPLE THINK THEY ARE READY, THEY MIGHT NOT BE. WHEN THEY ACTUALLY GET TO THE TEST ITSELF. THE STUDENTS MIGHT BE NERVOUS ABOUT IT. A LITTLE UNCOMFORTABLE. SOME HOW I THINK WE SHOULD EDUCATE THE LEGISLATURES. VERY COMPLEX. NEW LEGISLATURES, WHICH MEANS NEW GROUP TO EDUCATE. IT’S JUST — IT’S GOING TO TAKE TIME TO EDUCATE THEM.>>WE BUMPED IT OUT A YEAR, SO YOU KNOW, WE’LL WORK EACH YEAR AT THE TIME AND TRY TO — I THINK THEY GET THAT WE’RE NOT READY FOR THAT YET AND THAT THE DISTRICTS ARE OBLIGED TO FIGURE OUT THEIR OWN WAY, AND MOST OF THEM HAVE DONE THAT IN A VERY SMART WAY. THEY’VE LOOKED AT SOME OF THE NATIONAL MODELS AND REMEMBER WE HAD THE PILOTS FOR DIFFERENT MODELS. HERE WAS RICHARD. AND THEN MICHELE AGAIN.>>I THINK MY QUESTION HAS BEEN ANSWERED.>>OH, THANKS. LUPE, AND THEN MICHELE.>>WELL, MAYBE EVALUATION ISN’T THE TOPIC WE SHOULD BE COVERING RIGHT NOW. I RECOMMEND WE PUT IT ON THE AGENDA AS A TOPIC TO DWELL ON BECAUSE I HAD TWO COLLEAGUES THAT WERE GONNA COME TO THIS BOARD MEETING TO TALK ABOUT EVALUATIONS BECAUSE THEY DON’T HAVE A JOB AND HOW THEIR EVALUATION WAS FORMULATED AND THEY CAME UP WITH A CERTAIN NUMBER WHEN IT SHOULD HAVE BEEN A DIFFERENT NUMBER. EVALUATIONS ARE VERY IMPORTANT AND THERE ARE A LOT OF THINGS THAT ARE HAPPENING RIGHT NOW, WHETHER EVERYBODY’S INFORMED OR NOT. SOME PEOPLE ARE WITHOUT JOBS BECAUSE OF EVALUATIONS.>>I MEAN, WE CAN DECIDE LATER WHETHER WE TRY TO ADDRESS IT ALL OR WE SET ASIDE TIME — BECAUSE WE HAVE A WINDOW HERE, I MEAN WE CAN BE — WE CAN HAVE A SPECIFIC ITEM IN THERE FOR A FUTURE MEETING IF YOU’D LIKE. IT WAS MICHELLE NEXT.>>IT’S MY UNDERSTANDING THAT THE ISSUES OF EVALUATIONS ARE BEING NEGOTIATED WITH THE TEACHERS DURING BARGAINING. THE LEGISLATION HAS PROHIBITED THEM FROM BARGAINING, SO THE EVALUATIONS DON’T EVEN HAVE A VOICE IN SHAPING THEM. WE ALSO HAVE THE LEGISLATION WHICH IS MANDATING SOMETHING THAT IS NONSENSICAL. I DO AGREE THAT WE SHOULD SET IT ASIDE AND WE SHOULD LOOK AT THIS ISSUE. THERE ARE SOME DISTRICTS THAT ARE DOING IT WELL AND THERE ARE SOME THAT ARE DOING IT REALLY BADLY, AND THE TEACHERS AND STUDENTS ARE SUFFERING BECAUSE OF IT.>>I KNOW THEY ARE WORKING TO BRING LOCAL BOARDS UP TO SPEED ON THE BEST WAY TO DO IT. AND EVEN THOUGH IT’S NOT MANDATED, I GUESS I WILL GIVE A SHOUT OUT, I MEAN, MY FARMER DISTRICT, THERE WEREN’T OBLIGATED TO WORK WITH THEM, BUT THEY DID WORK WITH THEM, AND IT WORKED OUT, THERE’S AN AGREEMENT ON WHAT’S FAIR AND HOW TO PROCEED. AND THERE WAS EVEN AN ACKNOWLEDGEMENT — LIKE, LET’S NOT RUN AWAY FROM THIS, WE HOLD STUDENTS ACCOUNTABLE FOR ACHIEVEMENTS, SO WE SHOULD ALSO HELD OURSELVES ACCOUNTABLE BUT IN A FAIR WAY. SO YEAH– I WOULD AGREE THAT THERE IS PROBABLY AN EXPECTRUM OUT THERE BUT MANY, MANY ARE DOING THIS IN A VERY SMART WAY. I HOPE THEY ENCOURAGE US TO LOOK AT THOSE MODELS AND WORK THEM OUT WITH THE PEOPLE AFFECTED. EILEEN WAS NEXT.>>I HAVE A BUILT IN BIAS FOR MAKING SURE THAT EVERY TEACHER IN MICHIGAN CAN USE DIGITAL INSTRUCTION, AND A LOT OF THE QUESTIONS THAT I ASK ARE MOVING FAR BEYOND WHAT YOU FOLKS ARE DOING TO ADMINISTER ASSESSMENTS. I FIRMLY BELIEVE THAT TEACHERS THAT KNOW HOW TO USE TECH WILL REPLACE THE TEACHERS THAT DON’T. BUT I WANTED TO ASK YOU– THE PILOTS WERE VERY INFORMATIVE FOR THIS, AND DID THEY SHOW OVERALL SCHOOL READINESS? AND DO THOSE RESULTS TRANSFER TO THE MEAP ADMINISTRATION COMING UP THIS WINTER? DO YOU HAVE CONCERNS? IS IT ANY DIFFERENT FROM SBAC, AND DID SBAC– WERE PEOPLE READY FOR IT?>>WHAT WE’VE BEEN SAYING TO FOLKS IS THAT IF YOU’RE ABLE TO ADMINISTER THE TESTS, YOU WILL BE ABLE TO ADMINISTER WHAT WE WILL BE DOING THIS SPRING. THE TECHNOLOGY IS FAIRLY COMMON ACROSS THE BOARD FOR WHICHEVER TEST YOU ARE ADMINISTERING. IF THEY ARE ABLE TO DO ANY OF THESE FIELD TESTS, THE SMARTER BALANCED OR SOME OF THE OTHER THINGS WE’VE BEEN DOING, THEY WILL BE GOOD TO GO.>>DID THE PILOTS GO WELL OVERALL? THAT’S WHAT I HEARD, SO–>>BEYOND YOUR GENERAL LEARNING CURVE, WE HAD NO MAJOR ISSUES. WE GOT VERY POSITIVE RESULTS FROM THE KIDS AND THE EDUCATORS GAVE US SOME POSITIVE RESPONSES AS WELL. THERE WERE A FEW– “I COULDN’T FIGURE OUT HOW THE CALCULATOR WORKED,” OR WHATNOT. THAT’S JUST GOOD INFO FOR US, TO FIGURE OUT WHAT TO STRESS, WHAT THINGS TO MAKE SURE YOU PUT MATERIALS OUT ON HOW YOU DO THIS OR THAT.>>THAT’S WHAT I WANTED TO HEAR, LESSONS LEARNED. OKAY, THANKS.>>EXACTLY. AND THAT’S WHY WE HAVE PILOTS. THEY ARE LEARNED IN TIME FOR– DAN, YOU WERE–>>SINCE WE’RE REQUESTING ITEMS FOR FUTURE AGENDAS, I’D LOVE TO PUT STUDENT INFORMATION SYSTEMS ON THE AGENDA AS A FUTURE TOPIC.>>WHAT DO YOU MEAN BY INFORMATION SYSTEMS?>>SO MY QUESTION BEFORE ABOUT MOVING SYSTEMS AND WHO OWNED THAT DATA– SPECIFICALLY, I WANT TO KNOW THE POLICY STUFF AROUND STUDENT INFORMATION. WHO OWNS THE DATA, HOW IS IT TRANSFERRED, PUSH/ PULL, AND SO FORTH.>>JUST EVEN BEFORE THAT, EVERYONE SHOULD KNOW, IT’S NOT TARGET OR HARDEE’S. THEY DON’T OWN IT. SO SO FAR, WE’RE GOOD. WAS THAT HARDEE’S? I FORGET.>>HOME DEPOT.>>HOME DEPOT. JIMMY JOHN’S.>>I HEARD ABOUT SOME MICROSOFT CHANGE OF SOFTWARE, AND I HEARD THAT THEY WERE GOING TO CHANGE THEIR SOFTWARE. HOW EXPENSIVE IS THAT? HOW LARGE A PROBLEM IS THAT?>>ORIGINALLY, THE TESTING REQUIREMENT WAS THAT YOU COULD USE WINDOWS XP, WHICH IS NOW AT THE END OF LIFE AND NO LONGER HAS MICROSOFT SUPPORT AS OF APRIL 2014.>>RIGHT DURING THE TESTING?>>OH, 2013, I’M SORRY.>>I’M SORRY, ALL RIGHT.>>BASICALLY, WHAT THAT MEANS IS MICROSOFT IS NO LONGER PATCHING THE VULNERABILITIES IN THE SOFTWARE, AND HACKERS CAN GET IN THERE AND COMPROMISE YOUR DATA. SO, EVERYBODY IS MIGRATING TO EITHER WINDOWS SEVEN OR EIGHT.>>SO, IN ORDER TO DO THIS THEY HAVE TO BUY NEW SOFTWARE?>>THEY WOULD NEED TO BUY COMPUTERS THAT ARE COMPATIBLE WITH WINDOWS 7 AND 8.>>SO, THEY HAVE TO BUY NEW COMPUTERS AND NEW SOFTWARE?>>YES, ESSENTIALLY. SOMETIMES THEY NEED TO. SOMETIMES THE EXISTING HARDWARE IS COMPATIBLE WITH WINDOWS 7 AND 8. BUT HAVING THESE SPOT BIDS GIVES THEM THE OPPORTUNITY. IT’S VERY DEEPLY DISCOUNTED. THEY HAVE HUGE SAVINGS THERE.>>SO THEY WOULD NEED THEM TO DO THIS SPRING’S ASSESSMENTS?>>YES. I THINK THIS STUFF CAN BE RUN ON XP– IS THAT CORRECT?>>RIGHT, I THINK–>>YES, YES.>>WHAT WE’RE TALKING ABOUT, IT IS A TRANSITION. IF A SCHOOL IS GOING OUT TO BUY NEW HARDWARE, CERTAINLY, GO GET WINDOWS 7 OR NEWER. THE WAY WE’RE COMMUNICATING IT IS IT’S NOT NECESSARILY THAT RIGHT NOW YOU’VE GOT TO GO THROW AWAY ALL YOUR WINDOWS XP MACHINES, BUT WE’RE PROVIDING WARNINGS, FOR LACK OF A BETTER WORD, THAT WINDOWS XP IS NOT AND IS NOT GOING TO BE SUPPORTED. START MOVING IN THIS OTHER DIRECTION. BUT THE THING IS, WE’LL STILL WORK ON WINDOWS XP FOR AT LEAST THIS YEAR, I BELIEVE. TO ALLOW A TRANSITION.>>THROUGH THE ACADEMIC YEAR?>>RIGHT.>>SO THIS WHOLE THING REALLY FITS INTO THE TECHNOLOGY PLAN THAT THE SCHOOL DISTRICTS HAVE ABOUT REPLACING THEIR COMPUTERS AND MOVING FORWARD. THIS JUST ALLOWS THE OPPORTUNITY– WELL, TYPICALLY, YOU’RE ON 3 OR 4 OR 5 YEARS, IF YOU WORK FOR THE STATE, TO REPLACE EUIQPMENT. THIS JUST REALLY GIVES THE SCHOOL DISTRICTS AN OPPORTUNITY TO DO THAT.>>THAT’S WHY THE INVESTMENT WAS IMPORTANT AND WHY WE FEEL COMFORTABLE WITH THE PERCENTAGE THAT ARE SELF-REPORTING.>>SO YOU DON’T THINK IT’LL INTERFERE WITH THE TESTING?>>WELL, THAT’S THE POINT OF THIS PRESENTATION. WE FEEL CONFIDENT WITH THE NUMBERS FOR–>>THE ISSUE IS THAT WE ARE SUPPORTING XP FOR THIS NEXT CYCLE. DECISIONS FOR SUPPORT FOR FUTURE CYCLES STILL HAVE TO BE MADE. IT’S A BALANCING ACT BETWEEN VULNERABILITY AND BACKWARD COMPATIBILITY.>>PERHAPS THERE SHOULD BE A RECOMMENDATION FOR MORE FUNDING FOR SUPPORTING THESE TYPES OF THINGS.>>OKAY, WELL, GREAT. WE’RE GOING TO GET OUR LAST ITEM IN BEFORE LUNCH, WHICH IS A REPORT ON THE STATE SUPERINTENDENT SEARCH, AND CASANDRA IS TAKING THAT ON IN JOHN’S ABSENCE TODAY.>>AND THIS WILL BE VERY QUICK, JUST A PUBLIC UPDATE ON WHERE WE ARE. ON OCTOBER 1st, THE STATE BOARD HELD A SPECIAL MEETING TO FINALIZE THE JOB DESCRIPTION FOR THE STATE SUPERINTENDENT, AND INCLUDED IN THAT JOB DESCRIPTION WERE THE ROLES AND RESPONSIBILITIES, AS WELL AS THE DESIRABLE CREDENTIALS, SKILLS, EXPERIENCE, ET CETERA THAT WE WOULD LIKE TO SEE IN OUR NEXT STATE SUPERINTENDENT. AS A RESULT, THE DEPARTMENT OF TECHNOLOGY MANAGEMENT AND BUDGET HAS NOW SENT OUT A REQUEST FOR PROPOSAL FOR SEARCH FIRMS WHO CAN CONDUCT OUR NATIONWIDE SEARCH FOR OUR NEXT STATE SUPERINTENDENT. THE DEADLINE TO SUBMIT AN RFP IS TOMORROW AT 3 P.M., AT WHICH TIME DTMB WILL EVALUATE THE PROPOSAL AND THEN THE STATE BOARD OF EDUCATION WILL HOLD ANOTHER SPECIAL MEETING WITHIN THE NEXT COUPLE OF WEEKS TO DECIDE WHICH FIRM WILL BE SELECTED TO CONDUCT THE NATIONWIDE SEARCH. THE EVALUATION PROCESS FOR THE FIRMS WILL RELY ON SIX OR SEVEN BULLET POINTS, ONE OF WHICH BEING: DID THEY HAVE A SUCCESSFUL HISTORY OF RUNNING SIMILAR SEARCHES, EITHER IN MICHIGAN OR IN THE COUNTRY? WHAT EVIDENCE DO THEY HAVE OF CLIENT SATISFACTION, PARTICULARLY WITH EDUCATION BOARDS RUNNING SIMILAR SEARCHES? WHAT TYPE OF KNOWLEDGE OF MICHIGAN AND THE NATIONAL EDUCATION LEADERSHIP NETWORKS DO THEY HAVE SO THEY CAN DO AN ADEQUATE JOB OF SOLICITING CANDIDATES FROM IN AND OUT OF MICHIGAN? AND THEN ALSO THEIR DEMONSTRATED ABILITY AND RESPONSES TO CERTAIN QUESTIONS, AND FINALLY, THE PRICING MODEL. SO, IT’S THE FINAL PUSH. IF THERE ARE ANY FIRMS OUT THERE THAT ARE INTERESTED IN THIS PROCESS, YOU HAVE UNTIL TOMORROW AT 3 P.M. WE WILL THEN MOVE FORWARD AFTER THAT. ONCE WE CHOOSE A COMPANY TO DO THE SEARCH, THE SEARCH WILL COMMENCE IMMEDIATELY, AND A NATIONWIDE SEARCH WILL BEGIN AT THAT POINT. SO, WITH THAT BEING SAID, ARE THERE ANY QUESTIONS?>>I’LL BE DONE BY JULY 1, RIGHT?>>OH, YOU’LL DEFINITELY BE DONE BU JULY 1. UNLESS, OF COURSE, NOBODY BIDS AND THEN NOBODY WANTS YOUR JOB, WHICH–>>NO, THERE’S AN INTEREST. [ LAUGHTER ] NOT A LOT. LESS THAN I THOUGHT.>>WONDER WHOSE FAULT THAT WOULD BE. [ LAUGHTER ]>>THANK YOU, CASANDRA.>>YEP.>>WE’RE IN BETWEEN ACTUALLY GETTING SOMETHING MEANINGFULLY DONE BEFORE OUR TRADITIONAL 12, SO COULD I JUST SUGGEST WE BREAK NOW AND TRY TO COME BACK AT–>>A QUARTER AFTER, MAYBE? COULD WE DO A QUICK LUNCH?>>WANT 12:30 TO BE SAFE?>>BREAK NOW, OR ARE YOU SAYING– YOU’RE SAYING BREAK NOW?>>YEAH, I’M SAYING BREAK NOW. I JUST THINK TO DO JUSTICE TO THAT ITEM– 12:30, AND THEN WE CAN HAVE OUR FOLKS READY?>>WELL, PEOPLE ARE COMING FOR PUBLIC COMMENT AT 1.>>I MEAN, WE COULD BREAK–>>PUBLIC COMMENT WOULD STILL BE AT 1.>>YES.>>WE COULD START WITH PUBLIC COMMENT IF SOME WERE HERE AT 12:30, AND THEN JUST CONTINUE.>>I KNOW THAT SOME PEOPLE ARE COMING AT 1 O’CLOCK.>>WELL, THE OTHER OPTION WOULD BE–>>COULD WE DO 12:20?>>I ALREADY HAVE FIVE, SO–>>WHY DON’T WE DO 12:20. IF WE DID 12:20, WE COULD FIT THAT FIRST ITEM IN BEFORE 1, AND THEN GO TO– SO OUR GUYS WILL BE PREPARED, RIGHT JOSEPH, FOR THAT FIRST ITEM TO BE AT 12:20, THE FIRST ITEM BEING–>>TEACHER PREPARATION.>>RIGHT. THAT OKAY? AND THEN WE’LL–

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