Michigan Department of Education Meeting, October 9, 2018


[ MUSIC ]>>ALL RIGHT. THANK YOU SO MUCH, EVERYONE, FOR BEING HERE. WE APPRECIATE YOUR ATTENDANCE AT TODAY’S STATE BOARD OF EDUCATION MEETING. IT’S SO NICE TO SEE SO MANY OF YOU HERE. IF YOU DO PLAN TO OFFER PUBLIC COMMENT AT TODAY’S MEETING, PLEASE COMPLETE A FORM AND GIVE IT TO MARILYN. FORMS ARE AVAILABLE ON THE TABLE JUST OUTSIDE THE BOARDROOM, AND THEY MUST BE SUBMITTED PRIOR TO THE BEGINNING PORTION OF THE MEETING DEVOTED TO PUBLIC COMMENT. PUBLIC COMMENT WILL BEGIN IMMEDIATELY FOLLOWING OUR LUNCH BREAK, SCHEDULED FOR APPROXIMATELY 1:00 PM TODAY. PLEASE BE HERE AT THAT TIME TO MAKE SURE THAT YOU HAVE AN OPPORTUNITY TO COMMENT. MOVING ON TO THE FIRST ITEM ON THE COMMITTEE OF THE WHOLE AGENDA, WE HAVE A PRESENTATION BY THE LENAWEE INTERMEDIATE SCHOOL DISTRICT. I’D LIKE TO ONCE AGAIN THANK OUR SUPERINTENDENT MARK HAAG AND THE STAFF AT THE LENAWEE ISD FOR HOSTING TODAY’S STATE BOARD OF EDUCATION MEETING. WE ARE HAPPY TO BE IN LENAWEE COUNTY TO SEE FIRSTHAND THE GREAT THINGS THAT ARE HAPPENING IN THE TRANSFORMATION ZONE. TODAY’S PRESENTATION WILL ALSO INCLUDE HIGHLIGHTS OF THE WORK WITH THE CAREER TECHNICAL EDUCATION, PROJECT SEARCH, AND CELEBRATIONS FROM SUMMER LITERACY POP-UPS. TODAY’S PRESENTATION IS AN INFORMATION ITEM ONLY, AND WILL NOT REQUIRE ANY ACTION BY THE STATE BOARD. THE PRESENTERS FOR THIS AGENDA ITEM INCLUDE SCOTT KOENIGSKNECHT, DEPUTY SUPERINTENDENT OF THE P20 SYSTEM OF STUDENT TRANSITIONS, MINDY WESTRA, STATE TRANSFORMATION SYSTEM ADMINISTRATOR, LIZ NEWELL, STATE TRANSFORMATION ASSISTANT ADMINISTRATOR, AND MARK HAAG, SUPERINTENDENT OF LIVINGSTON INTERMEDIATE SCHOOL DISTRICT. PLEASE JOIN ME AT THE TABLE. WHAT DID I SAY? [ INDISTINCT CHATTER ] OH, LENAWEE, SORRY. LENAWEE. I SAID WHAT YOU– YEAH, SORRY. LENAWEE.>>MY APOLOGIES.>>AND BEING THE GOOD READER THAT I AM, I READ EXACTLY WHAT WAS PRINTED.>>SORRY.>>WELCOME, SCOTT.>>GOOD MORNING.>>LIZ AND MINDY.>>GOOD MORNING, THANK YOU. AS STATED EARLIER, MY NAME IS SCOTT KOENIGSKNECHT. I’M A DEPUTY SUPERINTENDENT OF P20 SYSTEMS AND STUDENT TRANSITIONS, AND I HAVE THE GREAT FORTUNE OF BEING INVOLVED WITH THE TRANSFORMATION ZONE WORK WITH THE MICHIGAN DEPARTMENT OF EDUCATION. ACTUALLY, THE START OF THE TRANSFORMATION ZONE WORK AS AN ISD SUPERINTENDENT AND A COLLEAGUE OF MARK HAAG, WHO WILL BE SPEAKING SHORTLY, AS INGHAM ISD WAS A PARTICIPANT IN, AND CONTINUES TO BE A PARTICIPANT IN THE TRANSFORMATION ZONE WORK, AND IT’S TRULY TRANSFORMATIONAL. THE PARTNERSHIP BETWEEN THE DEPARTMENT AND THE DISTRICTS THAT THEY’RE WORKING WITH IS RESULTING IN GREAT RESULTS. I’M SO FORTUNATE TO BE PART OF THAT. JOINING ME TODAY, I’D LIKE TO INTRODUCE MINDY WESTRA AND LIZ NEWELL. BOTH OF THEM ARE STATE TRANSFORMATION ASSISTANT ADMINISTRATORS, AND THEY ARE VERY CLOSELY INVOLVED WITH THE WORK GOING ON IN THOSE THREE ISDs. I’M GOING TO TURN IT OVER TO MINDY AND LIZ.>>WE’RE GOING TO SHARE A MICROPHONE, SO WE’RE GOING TO GET CLOSER TOGETHER HERE. UM, I STARTED TO PUT TOGETHER THIS BIG PRESENTATION, AND THEN HAD THE PRIVILEGE OF WALKING THROUGH THE PRESENTATION WITH THEM ON FRIDAY, AND SO I SHRUNK MINE DOWN SO THAT THE SPOTLIGHT GOES ON THE AMAZING WORK THAT MARK AND HIS TEAM ARE DOING. IT’S BEEN EIGHTEEN MONTHS IN THE MAKING AND WE HAVE ANOTHER EIGHTEEN MONTHS TO GO. IT’S BEEN A TRUE PLEASURE TO WORK WITH SUCH A GREAT ISD AND THE DEDICATION OF THEIR TEAM, AND VERY MANY MEMBERS OF THEM HAVE COME, SO THAT SHOWS THE DEDICATION THAT THEY HAVE TO THE PROJECT FOR SURE. I WANT TO MAKE SURE THAT ALL THE LIGHTS GO TO THE TEAM, SO I’M GOING TO TURN OVER TO MARK AND HIS TEAM. SO MARK, IF YOU COULD STAND UP. MARK HAAG.>>GOOD MORNING. AGAIN, WE’D LIKE TO WELCOME ALL HERE TODAY. IT WAS REALLY A PLEASURE TO BE ABLE TO HOST THIS TODAY, AND I GUESS AS THE HOST, THE ONE THING THAT I DIDN’T MAKE NOTES OF, BUT THAT’S WHY YOU HAVE A GREAT STAFF OR A COUPLE HOUSEKEEPING RULES TO REMIND FOLKS. I THINK WE’VE FIGURED OUT THE AUDIO PIECE ABOUT SHARING MICS, SO I WON’T GO INTO THAT ONE AGAIN, BUT A COUPLE OTHER IMPORTANT ITEMS. THERE ARE RESTROOMS. WE ARE SITTING IN THE CENTER OF THIS BUILDING, SO IF YOU GO OUT ANY DOOR, YOU WILL FIND ALONG ANY OF THE OUTSIDE WALLS SIGNAGE TO RESTROOMS. THERE’S MALES AND FEMALES THIS WAY, AND SO YOU BASICALLY GO OUT IN ANY HALLWAY AND FOLLOW THE SIGNAGE. I THINK YOU’LL BE ALL SET. THERE ARE REFRESHMENTS AND FOOD BACK HERE PREPARED BY OUR CULINARY STUDENTS WHO YOU WILL MEET SOME OF THEM ALONG WITH THE STAFF LATER IN THE MORNING WHEN WE GET READY FOR LUNCH, WHICH WILL TAKE PLACE IN THE ROOM BEHIND SUPERINTENDENT ALICE. MUCH OF OUR PRESENTATION TODAY WILL FOCUS, AS SUPERINTENDENT ALICE ALLUDED TO, ON THE WORK OF THE TRANSFORMATION ZONE AND ALSO HIGHLIGHT SOME THINGS ON SOME OF OUR OTHER MAJOR DEPARTMENTS, AND WE’LL DO OUR PART TO TRY TO STICK WITH THE TIME FRAME AND GIVE PEOPLE AN OPPORTUNITY FOR QUESTIONS AND ANSWERS. I’M IN MY THIRD YEAR AT THE INTERMEDIATE SCHOOL DISTRICT AS THE SUPERINTENDENT WITH THE PREVIOUS TWELVE YEARS EXPERIENCE AS A LOCAL SUPERINTENDENT DISTRICT. I MENTION THAT BECAUSE IT’S BEEN PARTICULARLY USEFUL IN MY OPINION ON THE PROJECT WITH THE TRANSFORMATION ZONE. WHEN I FIRST TOOK THIS POSITION, I KNEW THERE WERE A LOT OF THINGS GOOD OR GREAT ABOUT LENAWEE INTERMEDIATE SCHOOL DISTRICT, BUT THERE WERE A COUPLE UNIQUE THINGS. I WOULD LIKE TO HIGHLIGHT OUR BOARD OF EDUCATION. THREE OF THE MEMBERS ARE HERE THIS MORNING, AND THOUGH THEY’VE ALREADY INTRODUCED THEMSELVES, I WOULD LIKE TO ACKNOWLEDGE THEM AGAIN FOR THEIR LEADERSHIP. MR. GERMOND AND MR. VOGEL WERE UNABLE TO BE WITH US TODAY, BUT WE HAVE JIM HARTLEY, DAVE PRAY IN THE CENTER, AND CARRIE DILLON, SO WE APPRECIATE THEIR COMMITMENT IN BEING HERE TODAY. THEY DO PROVIDE GREAT LEADERSHIP. I THINK WE HAVE SOME UNIQUE THINGS WITH OUR BOARD. I’M NOT GOING TO GO INTO THAT OR SPEND A LOT OF TIME ON IT TODAY, BUT IT’S A VERY KNOWLEDGEABLE BOARD. AS I GET OUT AND AROUND THE STATE, THEY HAVE SOME UNIQUE KNOWLEDGE. OUR LEADERSHIP TEAM HAS ALSO BEEN ACKNOWLEDGE TODAY. THERE ARE A COUPLE FOLKS THAT PASSED BY IN TERMS OF THEY DID INTRODUCE THEMSELVES, BUT I WANT TO HIGHLIGHT– SHE’LL PROBABLY BE UPSET, LIKE ANY GOOD ASSISTANT, BUT JANINE DECKER’S NAME DOESN’T HIT A LOT OF THESE SLIDES AND SHE PERFORMS A ROLE SIMILAR TO WHAT MARILYN DOES FOR THE STATE BOARD, AND I’D JUST LIKE TO ACKNOWLEDGE HER EFFORTS OVER THE LAST COUPLE WEEKS, TAKING CARE OF ALL THE DETAILS, AND THEN WE HAVE JOE JENKINS WHO’S OPERATING THE AUDIO, AND THAT’S AN IMPORTANT FUNCTION TODAY AS YOU WANT TO CAPTURE THIS MEETING FOR THE PUBLIC USE LATER ON. OUR TEAM, YOU’VE HEARD FROM. YOU’LL HEAR FROM A LOT OF THEM AGAIN. SO JUMP IN. THE DISTRICTS WE SERVE. I HEARD A LOT OF COMMENTS AS I WAS MEETING FOLKS THIS MORNING COMING IN THAT THIS MAY BE THE FIRST TIME YOU’VE COME TO LENAWEE COUNTY EVER, OR YOU MAY HAVE BEEN HERE FOR SOME SORT OF EVENT SOMEWHERE FAMILIAR WITH THE MIS RACETRACK WHICH SITS ON THE ONE CORNER OF OUR COUNTY. WE SERVE, AS YOU’LL SEE, WE SERVE 11 LOCAL DISTRICTS THAT RANGE IN SIZE FROM AS SMALL AS 550 TO THE LARGEST BEING 2,900 STUDENTS, AND WE’RE PLEASED TO SAY THAT, GIVEN MORE TIME, ALL OF THEM COULD HAVE HAD THINGS TO HIGHLIGHT AND SHARE OUT TODAY, BUT OUR FOCUS WAS, IN PARTICULAR, ON THE TRANSFORMATION WORK. JUST OVER 15,000 STUDENTS HERE IN LENAWEE COUNTY, THROUGH THOSE 11 DISTRICTS AND OUR STAFF IN TOTAL WITH ITINERANT STAFF TECH CENTER, SPECIAL EDUCATION STAFF, AND CERTAINLY ADMINISTRATIVE AND BUSINESS OFFICE, AND THOSE SERVICES, ABOUT 385 EMPLOYEES. GOT A LITTLE JUMPY FINGER THERE. I DO HIGHLIGHT OR POINT OUT BELOW, BECAUSE I’VE ALREADY HAD THAT QUESTIONED A COUPLE TIMES THIS MORNING. THIS GIVES YOU AN IDEA OF OUR FINANCIALS HERE AT THE LENAWEE INTERMEDIATE SCHOOL DISTRICT, JUST A BRIEF OVERVIEW IN TERMS OF WHAT WE ASSESS FOR MILLAGE, BECAUSE CERTAINLY WHERE YOU’RE SITTING IS AN IMPORTANT ELEMENT, AND A LOT OF FOCUS IN THE LAST COUPLE OF YEARS IN PARTICULAR AROUND CAREER AND TECHNICAL EDUCATION. WE ARE EXTREMELY FORTUNATE HERE IN LENAWEE COUNTY THAT THE TAXPAYERS FOR MANY YEARS HAVE SUPPORTED NEARLY THREE MILLS IN CTE MILLAGE, WHICH ALLOWS FOR A FACILITY LIKE THIS, AND ONE OF THOSE PROGRAMS WILL BE HIGHLIGHTED LATER IN THIS PRESENTATION. YOU’LL HEAR A LITTLE BIT ABOUT IT. WE’RE EQUALLY FORTUNATE IN THE SPECIAL ED ARENA. AND THE COMMITMENT THERE HAS BEEN OUTSTANDING FROM OUR COMMUNITIES IN SUPPORTING PUBLIC EDUCATION. A COUPLE OF THESE PROGRAMS YOU WILL HEAR ABOUT IN DEPTH TODAY, THE LENTECH AND THE PROJECT SEARCH. THOUGH NOT DIRECTLY PART OF THE TRANSFORMATION ZONE WORK, I WOULD POINT OUT THAT REALLY WE’RE GETTING TO A POINT IN THE PROJECT WHERE EVERYTHING IS BECOMING INVOLVED WITH THE TRANSFORMATION ZONE, WHICH IS A FAR DIFFERENT PLACE THAN WHERE WE WERE A YEAR AGO, AND IT’S REALLY QUITE EXCITING WHEN IT COMES TO MAKING DECISIONS THAT WILL BENEFIT STUDENTS. A COUPLE OF THINGS THAT, COMING INTO THIS POSITION THAT I’LL BE HONEST, EVEN AS A LOCAL SUPERINTENDENT, I TOOK FOR GRANTED, THAT I DO THINK ARE UNIQUE AND WORTH POINTING OUT, WE’RE NOT GOING TO GO INTO DEPTH ON THEM HERE, BUT IF YOU WANT MORE INFORMATION EITHER DURING LUNCH, OR WHEN WE’RE FINISHED TODAY, THERE’S SOME THINGS THAT I THINK ARE PARTICULARLY UNIQUE, THAT NOT EVERY INTERMEDIATE SCHOOL DISTRICT OFFERS. WE HAVE BEEN PART OF THE MIDDLE COLLEGE MOVEMENT FOR QUITE A FEW YEARS. I THINK THE JACKSON COLLEGE LISD ACADEMY WAS ACTUALLY THE ELEVENTH ONE FORMED IN THE STATE OF MICHIGAN. WE’VE HAD PRETTY GOOD SUCCESS THAT I’D LIKE TO SHARE WITH THAT FROM THE STANDPOINT THAT THE LAST TWO YEARS, OUR ELEVENTH GRADE STUDENTS’ SAT SCORES WERE IN THE TOP TEN IN THE STATE. THAT EFFORT WOULD NOT HAPPEN WITHOUT COLLABORATION WITH ALL OF OUR ELEVEN DISTRICTS, SO THAT’S ONE PIECE I’D LIKE TO POINT OUT. ALSO WE HAVE A FACILITY LOCATED A COUPLE MILES FROM HERE CALLED THE CENTER FOR SUSTAINABLE FUTURE. THIS IS A NET ZERO, PLATINUM LEED CERTIFIED AGRICULTURE PROGRAM FROM THE STANDPOINT OF SUSTAINABLE AG AND ALTERNATIVE ENERGY. IT’S ABOUT AN 8,600 SQUARE FOOT BUILDING ON 75 ACRES OF WOODLAND, WETLAND, AND THAT WOULD BE WORTH ANOTHER TRIP IF YOU EVER WANT TO COME TO LENAWEE COUNTY AND SPEND SOME TIME LEARNING ABOUT THAT PROGRAM. OUR PREP ACADEMY HAS BEEN IN EXISTENCE FOR OVER 20 YEARS. THIS IS A PROGRAM FOR TEEN PARENTS, TYPICALLY, TEEN MOTHERS, BUT WE’VE HAD OVER 300 GRADUATES FROM THAT PROGRAM OVER THE YEARS, AND PROBABLY THE ONE PIECE ABOUT IT THAT’S MOST UNIQUE IS THAT IT IS LOCATED ON THIS CAMPUS, SO THOSE STUDENTS HAVE ACCESS TO OUR CTE PROGRAMS, TO JACKSON COLLEGE FROM A DUAL ENROLLMENT STANDPOINT, ALONG WITH NOT ONLY CHILDCARE WHILE THEY’RE IN CLASSES, BUT ALSO A GREAT DEAL OF TIME AND STAFF WORKING WITH THEM ON HOW TO RAISE THEIR CHILDREN ON ANYWHERE FROM LITERACY SKILLS TO BASIC LIVING SKILLS. THE OTHER UNIQUE THING ABOUT THAT PROGRAM IS THEY ACTUALLY GRADUATE FROM THEIR LOCAL HIGH SCHOOL, SO WHEN THEY RECEIVE THE DIPLOMA THEY’RE ON TRACK TO FOLLOW THE CURRICULUM BACK TO THEIR LOCAL DISTRICT TO REMAIN PART OF THAT COMMUNITY AS WELL. LENTECH AND PROJECT SEARCH ARE GOING TO BE HIGHLIGHTED LATER IN THIS PRESENTATION. THIS MIGHT SEEM LIKE A STRANGE ONE TO POINT OUT. WITH AN INSURANCE CONSORTIUM THAT’S BEEN IN EXISTENCE SINCE 2012, WHICH FALLS UNDER OUR GENERAL SERVICES. THE PIECE I’D LIKE TO POINT OUT, I BELIEVE IT WAS THE FIRST SUCH INSURANCE PURCHASING CONSORTIUM IN MICHIGAN AMONG SCHOOLS, AND OVER TIME THAT SAVED NEARLY $9 MILLION IN INSURANCE PREMIUMS, WHICH, THE SAVINGS THERE WASN’T SO MUCH FOR ANY OF THE DISTRICTS, BUT OUT OF THE EDUCATOR’S POCKETS AT A TIME WHEN WE KNOW WAGES WEREN’T MOVING VERY SWIFTLY IN THE PAST TEN YEARS, SO THAT’S BEEN AN IMPORTANT ELEMENT, AND EVEN NOW WE’RE WORKING ON HILLSDALE COUNTY SCHOOLS HAVE BEEN INVITED AND ARE OUT THE TABLE TO JOIN THAT CONSORTIUM AS WELL. WE HAVE A FACILITY CALLED THE STUBNITZ ENVIRONMENTAL EDUCATION PROGRAM, WHICH IS LOCATED ON SOME COOPERATIVE ARRANGEMENT WITH THE CITY OF ADRIAN, AND JUST BEAUTIFUL GROUNDS. IT’S AN OUTDOOR EDUCATION FACILITY. JUST OVER A HALF MILLION DOLLARS WAS RAISED BY OUR EDUCATION FOUNDATION FOR THAT FACILITY, WHICH SERVICES NOT ONLY THE WHOLE COMMUNITY, BUT STUDENTS K THROUGH 12, THROUGH VERY ORGANIZED AND ALIGNED OUTDOOR EDUCATION OPPORTUNITIES. THE MIDDLE SCHOOL JAPANESE EXCHANGE PROGRAM IS ALSO ONE OF THE UNIQUE FACTORS, AND I KNOW A LOT OF SCHOOLS HAVE EXCHANGE PROGRAMS, BUT I THINK IT’S A BIT UNIQUE THAT WE DO IT WITH OUR SISTER CITY, MORIYAMA, JAPAN. AGAIN, THAT PROGRAM’S BEEN IN EXISTENCE FOR OVER 20 YEARS. AND IT’S EXCITING, ACTUALLY, WITHIN THE NEXT COUPLE WEEKS, THE STUDENTS FROM JAPAN WILL BE VISITING US, BUT I THINK THE THING THAT’S UNIQUE ABOUT IT, AGAIN, IS THAT A COUNTY WIDE INITIATIVE INVOLVING ALL 11 OF OF OUR DISTRICTS POTENTIALLY. I’M GOING TO KIND OF JUMP AHEAD, SO IN THE EFFORTS OF TIME. AS WE BEGIN TO WORK WITH THE LENAWEE TRANSFORMATION ZONE, WE’RE GOING TO HAVE A NUMBER OF STAFF COMING IN AND OUT OF THIS PRESENTATION, SO THEIR GOING TO WORK FROM THE MICROPHONE HERE, BUT FIRST OF ALL, I’D LIKE TO INTRODUCE SOME OF THE KEY LEADS ON THIS PROJECT, AND FIRST AND FOREMOST ON THE LENAWEE SIDE, I’D SAY, IS BRIAN JONES, WHO’S SERVED AS OUR PROJECT LEAD FOR THIS PROJECT WITH CLINTON COMMUNITY SCHOOLS. WE’LL HEAR FROM JIM CRAYCRAFT, THE SUPERINTENDENT, AND JENNIFER ELLIS, WHO IS AN ELEMENTARY PRINCIPAL. WE ALSO LIKE TO SHARE GOOD EDUCATORS IN LENAWEE COUNTY. UP UNTIL RECENTLY, JENNIFER WAS ON OUR STAFF HERE IN THE SPECIAL ED DEPARTMENT. ONSTED COMMUNITY SCHOOLS IS REPRESENTED BY STEVE HEAD AND ALAINA ELLISON. THEY WILL BE JOINING ME HERE IN THIS PRESENTATION AS WELL. BRIAN?>>GOOD MORNING. WELCOME TO LENAWEE. AS YOU’RE KEENLY AWARE, THERE’S BEEN A LOT OF EFFORT PUT INTO BRINGING MICHIGAN UP TO A TOP TEN SCHOOL IN THE NEXT TEN YEARS, AND THROUGH THAT WORK, THERE HAVE BEEN SEVEN STRATEGIC GOALS THAT WERE DEVELOPED WITH 44 SUPPORTING STRATEGIES. THIS PARTICULAR GRAPHIC THAT WE HAVE TAKES THOSE 44 STRATEGIES AND BREAKS THEM INTO FOUR CATEGORIES. I HAVE TO READ OFF THAT PAPER BECAUSE I CAN’T SEE THAT FAR. THEY ARE LEARNER-CENTERED SUPPORTS, EFFECTIVE EDUCATION WORKFORCE, AND STRATEGIC PARTNERSHIPS, WITH THE FOURTH ONE BEING SYSTEMIC INFRASTRUCTURE, AND THAT’S WHERE THE TRANSFORMATION ZONE LIVES. JUST AS A REMINDER, I WANTED TO THROW UP THE STRATEGIC GOALS, THE SEVEN GOALS THAT HAVE BEEN DEVELOPED IN THE 10 IN 10. IN THE MTSS WORK THAT WE’RE DOING LIVES IN GOAL TWO, IN PARTICULAR, STRATEGY 2.2, AND AGAIN, I HAVE TO READ FROM MY PAPER. ESTABLISH AND IMPLEMENT WITH FIDELITY A HIGH QUALITY, MULTI-TIERED SYSTEM OF SUPPORT. SO THAT BRINGS US TO WHERE WE’RE AT TODAY. THIS IS MY IN THE BEGINNING SLIDE. MY UNDERSTANDING IS MDE WAS LOOKING FOR NEW WAYS TO ROLL OUT SYSTEMS WORK TO THE ISDs AND TO THE LOCALS, SO THEY PARTNERED WITH SISEP, THE STATE IMPLEMENTATION AND SCALING-UP OF EVIDENCE-BASED PRACTICES. THAT’S A MOUTHFUL. THEY’VE PARTNERED WITH THEM, AND THAT’S WHAT REALLY PIQUED THE INTEREST HERE IN LENAWEE. A FEW OF US KNEW THAT THEY WERE EXPERTS IN IMPLEMENTATION SCIENCE, SOMETHING WE REALLY WANTED TO LEARN MORE ABOUT.>>I THINK THE OTHER PIECE WORTH MENTIONING IN TERMS OF HOW THIS CAME ABOUT. IT WAS PART OF A PRESS RELEASE FROM MARTIN, WHO WERE ALL INVITED INTO THIS PROJECT, BUT I THINK I HEARD ABOUT IT A LITTLE MORE IN DEPTH AT THE MAISA MEETING, WHICH IS THE INTERMEDIATE SUPERINTENDENT GROUP FROM SOME MDE STAFF, AND I’M USUALLY PRETTY CANDID, SO I GO OVER HERE. OBVIOUSLY THERE WEREN’T A TON OF PEOPLE WITH THEIR HAND IN THE AIR TO GET INVOLVED WITH THIS PROJECT BECAUSE THE THING THAT WAS UNIQUE ABOUT IT IS IT WASN’T GRANT BASED OR GRANT CENTERED, AND TO BE HONEST, THAT WAS ONE OF THE REASONS I WAS INTERESTED IN IT, BECAUSE I’M STARTING TO FEEL A LITTLE BIT OLDER NOW ON MY 25TH YEAR OF EDUCATION AND I’VE SEEN GRANTS COME AND GO. I’VE SEEN PROJECTS COME AND GO. AND USUALLY “GO” IS THE KEYWORD. IN OTHER WORDS, THE THINGS DON’T OFTEN STICK OVER TIME, AND THAT’S NOT TO SAY THAT EVERYTHING SHOULD STAY CONSTANT OVER TIME, BUT IT SEEMS LIKE IN OUR PROFESSION, IT’S TOUGH FOR THINGS TO TAKE ROOT WHEN REALLY, IF YOU WERE CHASING THE MONEY, FOR LACK OF A BETTER PHRASE, THAT INITIATIVE OR THAT EXCITEMENT AND THAT COMMITMENT TENDS TO WEAR OFF, SOMETIMES ABOUT THE SAME TIME AS THE FUNDING, SO JUST BEING REALLY CANDID, I THINK THAT’S WHAT WAS UNIQUE ABOUT THIS PROJECT. I WAS DRAWN TO IS BY THE MUTUAL SELECTION PROCESS. WE HAD AN OPPORTUNITY TO, IN A SENSE, INTERVIEW EACH OTHER OR TOUCH BASE WITH EACH OTHER ON WHETHER THIS WAS THE RIGHT WORK FOR US, ALONG WITH SAGINAW ISD, WHO WAS SELECTED MUTUALLY, AND INGHAM AS SCOTT HAD ALREADY ALLUDED TO WAS A THOUGHT PARTNER. WE WENT THROUGH A SIMILAR PROCESS WITH OUR LOCAL DISTRICTS IN SELECTING WHO WE WERE GOING TO WORK WITH THERE AS WELL, AND CLINTON AND ONSTED ENDED UP BEING PART OF THAT MUTUAL SELECTION PROCESS. I THINK IT’S WORTH NOTING, IN OUR CASE, THAT IT WAS NOT THE CASE THAT THEY WERE THE ONLY TWO DISTRICTS INTERESTED IN LENAWEE COUNTY, AND I SHARE THAT BECAUSE I THINK THERE WAS MORE INTEREST, AND THAT WAS KIND OF THE FIRST STEP FOR US, REALIZING THAT WE DIDN’T HAVE THE CAPACITY TO SUPPORT ALL IN THAT WORK, AND A YEAR AND A HALF LATER, NOW, I CERTAINLY DON’T REGRET THAT WE DID LIMIT OURSELVES TO THE TWO DISTRICTS THAT WE COULD PROVIDE ADEQUATE SUPPORT. AS MENTIONED OR ALLUDED TO, WE’VE BEEN INVOLVED IN THIS PROJECT SINCE 2017 IN THE SPRING, AND THEN ONSTED AND CLINTON CAME ALONG AND WERE FULLY ENGAGED BY JANUARY OF 2018. SO AS BRIAN HAD MENTIONED, A LOT OF WORK FELT A BIT LIKE IT WAS MOVING SLOW FROM THE STANDPOINT OF YOU WERE LEARNING. WE HAD TO LEARN A LOT MORE THAN CURRENTLY KNEW ABOUT IMPLEMENTATION SCIENCE, AND I THINK IF YOU WERE TO QUESTION OR SURVEY ANY OF OUR TEAM, WHICH ACTUALLY IS PART OF THE PROCESS. EVERY TIME WE MEET, WE KIND OF WEIGH IN ON COMFORT LEVEL OF WHERE WE’RE AT. I THINK OUR FOLKS ARE IN A MUCH DIFFERENT PLACE THAN THEY WERE CERTAINLY A YEAR, A YEAR AND A HALF AGO. I THINK WE’RE READY TO GO BACK TO BRIAN HERE.>>THANK YOU, MARK. I ALWAYS TEASE OUR MDE PARTNERS ABOUT LOVING GRAPHICS. THAT SEEMS TO BE A THEME WITH THE TRANSFORMATION ZONE, LOTS OF GRAPHICS, AND THIS ONE IN PARTICULAR, I TEASE THEM A LOT ABOUT, BUT I’LL CONFESS TODAY, FOR THE FIRST TIME EVER, REALLY THIS SLIDE DOES MEAN A LOT TO ME. [ LAUGHING ] ALTHOUGH I MAKE FUN OF IT AT TIMES. IT REALLY DOES POINT OUT THAT THE ATTENTION TO DETAIL AND THE THOUGHT THAT WENT INTO THIS PROJECT AHEAD OF TIME. THIS IS SOMETHING THEY HAD FROM THE VERY BEGINNING, AND IF YOU LOOK AT THE ISD LEVEL, THE ISD IMPLEMENTATION TEAM AT THE REGIONAL IMPLEMENTATION LEVEL AND ABOVE, THERE ARE A LOT OF SUPPORTS BUILT IN, SUPPORTING US, AND ALSO SUPPORTING OUR DISTRICTS AND LOCAL, SO THIS, TO ME, IS A PYRAMID, BUT IT’S A VERY TOP HEAVY PYRAMID IN SUPPORT. I HAVE TO HONESTLY SAY THAT OUR SUPPORT FROM MDE AND FROM SISEP, I’VE NEVER FELT LIKE THIS WASN’T THE MOST IMPORTANT PROJECT THEY’RE WORKING ON. AND I’M SURE IT’S NOT, BUT THEY SURE MAKE US FEEL SUPPORTED, SO I WANT TO THANK THEM. AS I MENTIONED, SISEP IS A GROUP THAT DOES RESEARCH AND HAS LOTS OF DATA ON IMPLEMENTATION SCIENCE. THIS IS A PRETTY BUSY SLIDE. I’LL GIVE YOU A MINUTE TO CHECK IT OUT. BUT THEY REALLY SPENT A LOT OF TIME WORK WITH US IN THE BEGINNING, TALKING ABOUT WHY ARE WE GOING TO DO THINGS THIS WAY, AND WHY IS DOING IT WITH FIDELITY SO IMPORTANT. IT’S NOT UNCOMMON IN LENAWEE COUNTY, AT LEAST, AND I’M SURE AROUND THE STATE, WHEN WE’VE GOT A NEW IMPLEMENTATION AND EFFECTIVE PRACTICE OR INNOVATION WE WANT TO IMPLEMENT, WE DON’T NECESSARILY PUT THE TEAM BEHIND IT. USUALLY IT’S ROLLED OUT AT A STAFF MEETING, AND THEN WE’LL CHECK BACK IN A FEW MONTHS, AND I THINK THAT’S WHY WE’RE IN THE SPOT WHERE WE ARE. SO THIS IS A DIFFERENT APPROACH, AND IT REALLY MAKES SENSE, AND THEY’VE GOT THE RESEARCH AND THE DATA TO BACK IT UP. THE OTHER PIECE THAT SISEP BROUGHT TO THE PARTY WAS A DISCUSSION ABOUT THE DIFFERENCE BETWEEN A PILOT AND THE TRANSFORMATION ZONE. IN A PILOT, OFTEN TIMES WHAT HAPPENS IS A DISTRICT OR A BUILDING WILL GO OUT AND WILL RESEARCH SOLUTIONS TO A PROBLEM. THEY’LL CHOOSE SOME EFFECTIVE PRACTICE OR INNOVATION THAT THEY WANT TO BRING IN TO HELP SOLVE THOSE PROBLEMS, AND USUALLY THEY LOOK AT THE RESEARCH THAT SUPPORTS THAT PRACTICE THAT THEY WANT TO IMPLEMENT. ULTIMATELY USING THAT RESEARCH TO DECIDE WHICH ONE THEY’RE GOING TO BRING TO THEIR BUILDING OR DISTRICT. UNFORTUNATELY, WHAT HAPPENS IS THEY CHOOSE A PRODUCT, AN INNOVATION OR PRACTICE THAT THEY WANT TO USE, AND THEN THEY BRING IT INTO THEIR BUILDING OR DISTRICT, AND THEY CHANGE IT. THEY DON’T DO IT WITH FIDELITY THE WAY THAT IT WAS INTENDED BECAUSE IT’S GOT TO FIT IN TO THEIR SYSTEM. SO TRYING TO TAKE SOMETHING RESEARCH BASED AND FIT IT IN A NEW ENVIRONMENT HAS BEEN A DIFFICULT THING FOR SCHOOLS. THE TRANSFORMATION ZONE, CONVERSELY, DOES SOMETHING DIFFERENT. THE IDEA THERE IS, LET’S CHANGE THE SYSTEM TO FIT THE EFFECTIVE PRACTICE THAT WE’RE TRYING TO IMPLEMENT. SO THAT’S, MARK ALLUDED TO, THE FACT THAT SOMETIMES IT FELT LIKE THINGS WERE MOVING SLOW. IT WAS ABOUT LEARNING, AND IT WAS ALSO ABOUT DEVELOPING SYSTEMS SO THAT WHEN WE GET TO THE CONTENT WE CAN REALLY HIT THE ROAD RUNNING AT THAT POINT.>>GOOD MORNING. THE PRIMARY PURPOSE OF THE DISTRICT CAPACITY ASSESSMENT IS TO ASSIST OUR DISTRICT WITH THE IMPLEMENTATION OF EFFECTIVE INNOVATIONS, AND ALSO TO DETERMINE WHETHER OR NOT WE CAN SUSTAIN THOSE INNOVATIONS OVER A PERIOD OF TIME. BOTH CLINTON AND ONSTED ARE TAKING THE DISTRICT CAPACITY ASSESSMENT TWICE, AND WE ARE LEARNING A GREAT DEAL ON WHAT WE’RE DOING WELL AND WHAT WE NEED TO DO DIFFERENTLY.>>MORNING. SO JUST TO ADD TO THAT, BOTH DISTRICTS HAVE DONE IT TWICE, AND INITIALLY, WHEN WE FIRST DID THE DCA, WE ALL BOTH REALIZED THAT THERE’S A LOT THAT WE HAVE TO WORK ON, AND IT WAS KIND OF OVERWHELMING, BUT FROM THAT, WE MADE ACTION PLANS, AND TOOK SOME THINGS. WE SAID, OKAY, WE NEED, FOR EXAMPLE, ON THE SCREEN, IT SHOWS BUILDING IMPLEMENTATION TEAMS. WE’VE CREATED THOSE IN THE BUILDINGS. WE’VE ESTABLISHED NORMS. WE’VE HAD REGULARLY SCHEDULED MEETINGS, SO THEN WE TAKE THE DCA A SECOND TIME. WE SEE THE PROGRESS THAT WE’VE MADE, AND THAT’S VERY POWERFUL FOR THE TEAM SO FAR TO SEE WHERE WE’RE AT, AND FROM HERE, GOING FORWARD, WE’VE MADE NEW ACTION PLANS, AND WE CONTINUE TO PROGRESS.>>ALONG THOSE SAME LINES IS THE REGIONAL CAPACITY ASSESSMENT THAT WE USE THAT IS A REGIONAL IMPLEMENTATION TEAM HERE AT THE ISD. WE RECENTLY COMPLETED OUR THIRD ADMINISTRATION. EACH TIME WE’VE SHOWN QUITE A BIT OF GROWTH. WE’RE PRETTY PROUD OF THE GROWTH WE’VE SHOWN IN THAT TIME. OUT OF THAT PROCESS, WE FOUND THAT THERE ISN’T A LOT OF PROCESSES OUT THERE AS FAR AS SELECTING NEW EFFECTIVE INNOVATIONS AND PRACTICES, AND ALSO DESELECTING THEM. ONE OF OUR ACTION ITEMS WAS TO COME UP WITH A PROCESS HERE AT THE ISD FOR THAT, AND IT WAS RECENTLY APPROVED BY OUR BOARDS, SO WE’RE EXCITED ABOUT THAT ONE.>>WE HAVE IMPLEMENTED OUR HEXAGON TOOL, AS BEGAN AS PART OF THE PROCESS. WE HAD TO LEARN A PROCESS OF LOOKING AT WHAT INNOVATIONS THAT WE WANTED TO GO AFTER AND IMPLEMENT, AND ONE OF THE METHODS THAT WE DID THAT WITH WAS UTILIZING AND LEARNING THE HEXAGON TOOL. WE’D NOT ONLY DONE THAT AS A DISTRICT AND DETERMINED THAT PBIS WAS THE INNOVATION THAT WE WANTED TO GO AFTER, BUT WE ALSO BEGAN TO IMPLEMENT THAT IN OTHER AREAS, IN PARTICULAR AS IT RELATES TO CURRICULUM AND INSTRUCTION THAT I JUST SAID.>>AND SIMILAR TO JEN AT ONSTED HERE, WE’VE GONE THROUGH THAT HEXAGON TOOL AS WELL. IT WAS AN INTERESTING PROCESS FOR US TO GO THROUGH, BECAUSE WE WERE LOOKING AT TWO AREAS, PBIS, JUST LIKE CLINTON WAS LOOKING AT, BUT ALSO LANGUAGE ARTS AND LITERACY FOR US, LOOKING AT THE DATA THAT WE HAVE, NOT ONLY IN OUR ELEMENTARY SCHOOL, BUT AT THE MIDDLE LEVEL AND ALSO AT THE HIGH SCHOOL LEVEL. AND INCORPORATING THIS NTSS MODEL. IT CAME DOWN TO LANGUAGE ARTS FOR US, AND LITERACY, AND WORKING ON WAYS TO IMPROVE THAT WITHIN ALL THREE OF OUR BUILDINGS AND GETTING OUR STUDENTS TO WHERE THEY NEED TO GET TO.>>ANOTHER TOOL THAT WE’RE LEARNING ABOUT AND HAVEN’T USED IS THE INITIATIVE INVENTORY, SO AS MARK TALKED ABOUT, SCHOOLS HAVE A LOT OF THINGS GOING ON. WE HAVE A LOT OF INITIATIVES THAT WE’RE DOING. WE DON’T REALLY REALIZE JUST WHAT ALL YOU’RE DOING UNTIL YOU PUT IT ON PAPER. SO SOMETHING THAT MOST SCHOOLS ARE WORKING ON IS MAKING A LIST OF EVERYTHING THAT WE’RE ALREADY DOING TOWARDS THOSE FOCUS AREAS, AND NOT JUST THAT, BUT WE’RE LOOKING AT WHERE IS THE FUNDING COMING FROM? WHY ARE WE DOING IT? WHO’S INVOLVED IN THAT? AND THE LIST BECOMES RATHER EXTENSIVE, AND THEN THE PURPOSE OF THAT IS THEN WE GO TO SELECT OUR EFFECTIVE PRACTICES, WE CAN GO BACK TO THAT LIST AND SAY WE CAN DO THIS. WE ALREADY HAVE THIS IN PLACE, OR PERHAPS LET’S STOP DOING THAT BECAUSE IT DOESN’T WORK WITH WHAT WE DO.>>CURRENTLY CLINTON IS LOOKING AT THE IMPLEMENTATION OF PRACTICES AS WELL AS TO OUR INITIATIVE INVENTORY, THROUGH THE MONTH OF OCTOBER. I WAS REALLY EXCITED ABOUT LOOKING AT PBIS AS WELL AS SOME OTHER AREAS, AND ALSO THE WORK THAT’S AHEAD OF US IN THE NEXT TWO WEEKS.>>ANOTHER HANDY TOOL HAS BEEN THE AI HUB, OR THE ACTIVE IMPLEMENTATION HUB. THIS IS LIKE A LEARNING MANAGEMENT SYSTEM THAT’S FULL OF MODULES AROUND THAT CHAIR, THE INSIGHTS, AND RESEARCH AROUND IMPLEMENTATION SCIENCE AND BEST PRACTICES FOR INFRASTRUCTURE, SO IT’S BEEN A GREAT RESOURCE TO GET EVERYBODY HAVING THE COMMON UNDERSTANDING AND LANGUAGE ABOUT IMPLEMENTATION DRIVERS COMMUNICATION PLANS, COACHING PLANS, AND THE VARIOUS COMPONENTS THAT GO INTO A SOLID FOUNDATION AND INFRASTRUCTURE AND, OF COURSE, SUSTAINABILITY.>>ANOTHER AREA THAT I’M ACTUALLY REALLY EXCITED ABOUT IS COACHING, BECAUSE AS MARK SAID, WHEN WE START INITIATIVES, WE DON’T HAVE SOMETHING TO SUSTAIN THAT, AND COACHING IS ABSOLUTELY CRITICAL OF THAT. SO WE’VE HAD EIGHT DAYS PLANNED FOR THIS SCHOOL YEAR. WE’VE ALREADY HAD TWO SO FAR. THE NEXT TWO ARE ACTUALLY IN THE NEXT TWO DAYS. AND COGNITIVE COACHING IS DIFFERENT THAT COACHING I’VE EXPERIENCED BEFORE, BECAUSE WE’RE NOT TELLING THE STAFF WHAT TO DO. THIS IS ABOUT HAVING THEM FOCUS ON THEIR OWN THINKING, BECAUSE IDEALLY, WHAT WE WANT IS FOR THEM TO PROBLEM SOLVE ON THEIR OWN WHILE THEY’RE IMPLEMENTING THE EFFECTIVE PRACTICES SO WE DON’T HAVE TO WAIT FOR SOMEONE TO COME TELL US WHAT TO DO, SO I’M REALLY EXCITED ABOUT THE NEXT FEW DAYS AND THE REST OF THE SCHOOL YEAR WITH THAT.>>ONE OF THE REASONS THAT WE CHOSE TO START WITH PBIS IS ONE OF OUR BUILDINGS, OUR MIDDLE SCHOOL, HAD BEEN IMPLEMENTING PBIS FOR SEVEN YEARS, ACTUALLY, SINCE 2012, AND OUR GOAL WAS TO IMPLEMENT THE INNOVATION SYSTEMICALLY. SO WE BEGAN THE YEAR, ACTUALLY, OVER THE SUMMER, WE NEGOTIATED A CONTRACT WHERE WE BUILT IN PD EARLY RELEASE SO WE CAN BUILD INTO OUR STRUCTURES PROFESSIONAL DEVELOPMENT FOR OUR TEACHERS SO THAT WE CAN DO THIS WITH FIDELITY. ADDITIONALLY, WE STARTED THE SCHOOL YEAR WITH TRAINING ON HOME SCHOOLS, GROWTH VERSUS FIXED MINDSET, AS WELL AS A PDIS OVERVIEW. WE’RE REALLY EXCITED ABOUT THE WORK THAT’S AHEAD OF US. WE APPRECIATE THE SUPPORT THAT WE’VE RECEIVED FROM MICHIGAN DEPARTMENT OF EDUCATION AND LENAWEE ISD. IN CLINTON, WE CALL OUR PBIS INITIATIVE PRIDE, AND WE ALSO, AT THE PRESCHOOL, BECAUSE PRIDE MEANS SOMETHING DIFFERENT TO PRESCHOOLERS. THEY DON’T UNDERSTAND WHAT THAT IS, SO WE HAVE A WEEKEND AND WE’RE STARTING WITH OUR PRESCHOOLERS EARLY ON.>>SO AS WE’VE GONE ALONG IN THIS PROCESS, THERE’S BEEN MANY LESSONS LEARNED, BUT SOME OF THE KEY HIGHLIGHTS INCLUDE THAT WE REALLY NEED TO GO SLOW IN ORDER TO GO FAST. TRADITIONALLY, WHEN WE STARTED THE INITIATIVE, WE JUST JUMPED IN AND WANTED TO GET INFORMATION TO TEACHERS, AND WANTED TO HAVE THEM WORK WHERE THE STUDENTS ARE, REALLY QUICKLY AND AS QUICKLY AS WE CAN, BUT WHAT WE OFTEN OVERLOOK ON THAT IS THAT INFRASTRUCTURE FOR SUSTAINABILITY. AND REALLY HAVING THOSE PIECES IN PLACE TO SUPPORT FIDELITY, AND TO MAKE SURE THAT WE’RE REALLY DOING THE PROGRAM TRUE TO ITS DESIGN. SO WE’RE REALLY SLOWING DOWN, MAKING SURE THAT WE’RE FOCUSING ON THAT INFRASTRUCTURE, AND BUILDING THAT SYSTEM SO THAT WE CAN SUPPORT THE PROGRAM THAT WE ROLLED OUT, SO THAT TEACHERS FEEL SUPPORTED AND THAT STUDENTS GET THE BEST PRODUCT THEY CAN. WE ALSO HAVE LEARNED A LOT OF DIFFERENT TOOLS TO HELP US WITH PURPOSEFUL DECISION MAKING. TOOLS SUCH AS THE INITIATIVE INVENTORY. HOW DOES THIS PRACTICE ALIGN WITH THE OTHER PRACTICES WE HAVE IN PLACE. THE HEXAGON TOOL THAT WE SPOKE OF FOR HELPING TO MAKE A DECISION. AND THEN WE OFTEN SAY IN THE MEETINGS THAT THE GROWTH IS IN THE CONVERSATION AND THE DISCUSSION. SO WE HAVE TO EMBRACE THAT COLLABORATIVE CONVERSATION, SO SOMETIMES WHEN WE’VE DONE A TOOL LIKE THE DCA AND OUR SCORES MAY NOT BE WHERE WE WANT THEM TO BE, NOT TO LET THAT BRING US DOWN IN THAT, BUT TO RECOGNIZE THAT THROUGH THAT PROCESS AND THAT DISCUSSION, AND EVERYBODY GETTING A COMMON UNDERSTANDING AND LANGUAGE, THAT WE’RE REALLY IDENTIFYING OUR KEY AREAS THAT WE WANT TO FOCUS AND HIT UPON.>>MUCH OF THIS IS SIMILAR TO WHAT JEN MENTIONED, AND I WILL SAY WHEN I SAID I WENT THROUGH THE DCA PROCESS THE FIRST TIME, AND ACTUALLY WHEN I HAD MY INITIAL CONVERSATIONS WITH BRIAN JONES, ONE OF THE FIRST THINGS BRIAN SAID TO ME WAS, YOU KNOW, FOR A SCHOOL TO GET INVOLVED WITH THIS, IT’S GOING TO BE A REALITY CHECK, AND YOU’RE GOING TO BE EXPOSED IN TERMS OF WHAT YOU’RE ACTUALLY DOING AT YOUR DISTRICT. ARE YOU SURE THIS IS WHAT YOU REALLY WANT TO DO? AND I THINK THAT’S IMPORTANT FOR US AS WE GOT INTO THIS, AND I TALKED ABOUT IT EXTENSIVELY WITH MY TEAM, IS THERE ARE ALWAYS THINGS THAT WE CAN GET BETTER AT, AND THE OVERALL GOAL IS ALWAYS TO FOCUS ON OUR KIDS, AND MAKING SURE WE’RE DOING THE ABSOLUTELY BEST FOR THEM, SO WE WERE HONEST ABOUT IT. WE SAW WHERE WE WERE AT. THAT FIRST DCA ROUND WAS, HONESTLY, A KICK IN THE GUT. TO GO THROUGH THAT AND SEE, “OH, MY GOD, WE’RE NOT REALLY “DOING A WHOLE LOT HERE “IN REGARDS TO WHAT “THIS DOCUMENT IS SHOWING US.” BUT WE LEARN TO TRUST THE PROCESS, AND RECENTLY WE WENT THROUGH THAT SECOND ROUND WITH THE DCA, AND WE DID MAKE SOME REALLY NICE GROWTH WITH THAT. WE’RE CONTINUING TO WORK THROUGH OUR INITIATIVE INVENTORIES. AND MANY OF US IN THIS ROOM HAVE BEEN INVOLVED IN EDUCATION, I THINK, FOR A LONG TIME. THIS IS MY 24TH YEAR, AND WE REALLY IN EDUCATION HAVE BEEN INITIATIVED TO DEATH. I’VE SEEN IT AS A TEACHER FOR 17 YEARS, AND NOW AS A FORMER PRINCIPAL AND NOW AS A SUPERINTENDENT, I HAVE ISSUES WITH SUSTAINABILITY, AND I THINK THIS PROCESS WE’RE GOING THROUGH IS REALLY BUILDING THAT SYSTEM FOR US TO MAKE SURE THAT WHATEVER WE DO MOVE GOING FORWARD, WE’RE GOING TO HAVE THIS TRAINING AND THIS IMPLEMENTATION SCIENCE IN PLACE TO HELP US MAKE SURE THAT WE ARE BEING MORE DELIBERATE WITH THAT DECISION MAKING, AND WE’RE GOING TO BE ABLE TO GET OUR STAFF ON BOARD WITH THIS, EVEN THOUGH IT CAN BE VERY, VERY SLOW. WHICH IS NOT SOMETHING THAT EDUCATORS ARE USED TO, ESPECIALLY LEADERS IN EDUCATION. WE WANT TO GET GOING RIGHT AWAY. WE’VE LEARNED THAT WE HAVE TO BACK OFF OF THAT A LITTLE BIT, BE MORE DELIBERATE WITH IT AND UNDERSTAND THAT THE GOAL IN ALL OF THIS IS SUSTAINABILITY. OFTENTIMES, I GO BACK AND LOOK AT ALL THE DIFFERENT INITIATIVES WE’VE DONE AT ONSTED, AND HOW MANY HAVE BEEN SUSTAINABLE FOR MORE THAN FIVE YEARS. VERY FEW. AND THIS PROCESS THAT WE’RE GOING THROUGH IS GOING TO HELP US TO REALLY LOOK AT THAT AND MAKE SURE WE HAVE THAT SUSTAINABILITY MOVING FORWARD, AND IT’S IMPORTANT TO HAVE THOSE PROGRESS CHECKS IN PLACE, AND TO CELEBRATE THE SUCCESSES ALONG THE WAY. WE HAVEN’T REALLY GO THIS DOWN TO THE BUILDING LEVEL YET. WE’RE GOING TO HAVE TWO DAYS OF PD COMING UP AT THE END OF OCTOBER, WITH CLINTON AND ONSTED ISD, AND AT THAT POINT, WE’RE GOING TO START GETTING INVOLVED WITH OUR BUILDING IMPLEMENTATION TEAMS BECAUSE OUR TEACHERS ARE STARTING TO GET A LITTLE ITCHY, I’LL SAY, TO GET INVOLVED IN THIS AND WHERE WE’RE GOING WITH IT, SO WE’VE DONE A GOOD JOB KIND OF EXPLAINING IT, WHERE WE’RE AT NOW, WHEN WE LOOK FORWARD TO ALL THE WORK WE GET TO DO MOVING FORWARD. THANK YOU.>>I DO KNOW THERE’S AN OPPORTUNITY AT THE END OF OUR PORTION HERE FOR QUESTION AND ANSWER. I THINK IT MIGHT BE APPROPRIATE THAT WE’RE AT THE END OF THE TRANSFORMATION ZONE SPECIFIC PART OF THIS. IF THERE’S ANY QUESTIONS FOR EITHER ANY OF OUR TEAM HERE AT THE ISD OR THE TWO LOCAL DISTRICTS INVOLVED IN IT, IT’D PROBABLY BE A GOOD CHANCE TO DO THAT BEFORE WE TRANSITION INTO A COUPLE LITTLE OVERVIEWS OF SOME STUDENT PROGRAMMING HERE.>>OKAY, QUESTIONS. EILEEN?>>SO, THIS IS PHENOMENAL. IT’S REALLY EXCITING TO LISTEN TO. AND I COMMEND ALL OF YOU BECAUSE I KNOW IT’S DEEP, HARD WORK. I’M CURIOUS WHETHER, GIVEN THE DIFFERENCES, I’M FROM SAGINAW, ORIGINALLY, AND PAM WHO’S ON THE PHONE LIVES THERE, BUT I’M CURIOUS AS TO WHETHER YOU WORK WITH SAGINAW IN ANY WAY AS YOU’RE DISCUSSING THIS AND DEVELOPING IT. THEY’RE VERY DIFFERENT. THAT’S MUCH MORE URBAN, BUT I KNOW IT’S RURAL, TOO.>>CERTAINLY LET SOME OTHERS CHIME IN. AT MINIMUM, WE’RE TOGETHER FOR QUARTERLY MEETINGS, WHICH ARE ALL DAY MEETINGS IN LANSING, AS HAS BEEN THE CASE. I KNOW, PERSONALLY, I SPEAK WITH KATHY STEWART AT ANY OF THE SAME EVENTS WE’RE AT, OR WE DON’T HESITATE TO PICK UP A PHONE AMONG ANY OF THE TEAM MEMBERS THAT MIGHT HAVE SIMILAR ROLES IN THEIR DISTRICT. FOR EXAMPLE, BRIAN, I KNOW HAS SPOKEN OR BEEN INVOLVED IN A NUMBER OF CONFERENCE CALLS OR THAT TYPE OF THING WITH THE LEADER FROM THE SAGINAW INITIATIVE. SO, YES, WE’RE VERY MUCH WORKING TOGETHER, AND, AGAIN, INGHAM IS AT THE TABLE, AS WELL AS A THOUGHT PARTNER. I THINK THAT’S KIND OF AN INTERESTING STORY BECAUSE EVEN THOUGH THEY’D DONE A LOT OF WORK AROUND PBIS, THEY KIND OF FEEL LIKE THEY’RE DOING A RESET AND MARKING SOME THINGS IN THIS PROCESS AS WELL, EVEN THOUGH THEY WERE ORIGINALLY BROUGHT TO THE TABLE TO HELP PROVIDE ANSWERS, SO THERE’S SOME RELEARNING GOING ON, I GUESS I WOULD CALL IT, THERE, BUT I DON’T KNOW IF ANYBODY ELSE… I THINK THAT KIND OF CAPTURED IT.>>THEN I WOULD JUST ASK, ALSO, HOW THIS IS IMPACTING MORALE.>>I’M GOING TO– I’LL REFER TO OUR LOCALS ON THAT. I WOULD SAY, AT OUR DISTRICT, THOUGH, SO FAR, I DON’T KNOW. I HAVEN’T NOTICED ANY DETRACTION OF MORALE. I WILL SAY ONE OF THE PIECES THAT WE RECENTLY ADOPTED IS ACTUALLY A FORMAL WRITTEN PROCESS OF HOW WE, EITHER ONBOARD, SO TO SPEAK, A NEW INITIATIVE, AND LIKEWISE HOW WE EVALUATE AND DE-IMPLEMENT SOMETHING IF IT’S SHOWING IT’S NOT WORKING, OR DESELECT IT. SO TIME WILL TELL BECAUSE WE’LL BE PUTTING THAT TO THE TEST HERE IN THE UPCOMING WEEKS OR MONTHS, ACTUALLY, WITH A COUPLE OF PIECES, SO I MIGHT HAVE A DIFFERENT ANSWER IN A COUPLE MONTHS FOR THE INTERMEDIATE, BUT I’LL LET ANYTHING…>>IN REGARDS TO CLINTON, SPECIFICALLY AT THE ELEMENTARY, WHERE I WORK, THEY’RE VERY EXCITED ABOUT THIS OPPORTUNITY, AND I THINK IT’S HAD A VERY POSITIVE EFFECT. JUST RECENTLY, WE UTILIZED ONE OF THE TOOLS WE LEARNED ABOUT IN THE TRANSFORMATIONAL ZONE. I WENT TO MEET WITH A GROUP OF TEACHERS TO TALK ABOUT A SLIGHT CURRICULUM ADJUSTMENT THEY WANTED TO MAKE, AND WE UTILIZED THE HEXAGON TOOL TO GUIDE OUR CONVERSATION, AND THEY FOUND IT TO BE AN EXTREMELY COMPREHENSIVE CONVERSATION, FELT LIKE IT DEFINITELY HIT ON ALL THE HIGHLIGHTS. ALSO IT CHALLENGED THEM TO THINK OF SOME AREAS THAT THEY HADN’T CONSIDERED BEFORE. AND SO WE DISBANDED THE MEETING, WENT AND GATHERED SOME INFORMATION, CAME BACK TOGETHER ON A SECOND OCCASION, AND THEN COMPLETED THE PROCESS, AND THE FEEDBACK WAS EXTREMELY POSITIVE, THAT IT WAS A HELPFUL EXPERIENCE, AND THAT IT REALLY HELPED THEM TO CONSIDER, AND FROM THAT THEY WERE ABLE TO THEN ALSO SET SOME TOUCH POINTS TO WHERE WE’RE GOING TO COME BACK TOGETHER AND FOLLOW UP ON HOW THINGS ARE GOING, SOME PARTS THAT WE WANT TO MAKE SURE WE SHORE UP SOME MORE SUPPORT TO ADDRESS. SO THEY FELT THAT IT ALSO LED TO MORE SUPPORT FOR THEM GOING FORWARD WITH THIS, AS WELL.>>THANK YOU. MICHELLE?>>YEAH, AND I’M–>>WE CAN’T SEE YOU.>>I’M EXCITED THAT YOU’RE PICKING NTSS AND PBIS. I FEEL STRONGLY ABOUT THOSE INITIATIVES AS A MOTHER OF FOSTER KIDS AND SPECIAL ED KIDS WHO OFTEN NEED THOSE TYPES OF SUPPORTS, SO THANK YOU. MY QUESTION IS, SO IN THIS MODEL, AND IN DEVELOPING AND CHOOSING THE INITIATIVE, HOW WERE TEACHERS, PARENTS, STUDENTS FOLDED INTO THIS, AND TO DEVELOP A WORKING SYSTEM, OR IS THERE GOING TO BE SOME FEEDBACK WHERE YOU’LL ACTUALLY ADJUST THE IMPLEMENTATION OR THINGS LIKE THAT? THAT’S ONE PART, AND THE OTHER IS I KNOW TO DO THIS WELL, YOU NEED RESOURCES, BECAUSE SUBSTITUTE TEACHERS HAVING TEACHERS OR WHOEVER, SOCIAL WORKERS, PULLED TO MEET AND TO WORK ON THESE TYPES OF ISSUES REQUIRES RESOURCES, SO HOW ARE YOU PLANNING TO ACQUIRE RESOURCES. SO MY TWO PART QUESTION IS ONE, HOW ARE THE VOICES OF TEACHERS, PARENTS, AND STUDENTS INVOLVED IN DEVELOPING OR REFINING, AND RESOURCES. THANK YOU.>>I GOT THE MICROPHONE. I GUESS I’LL TAKE A STAB AT THAT FIRST. IN TERMS OF THE INVOLVEMENT OF THE LARGER BODY OF STAFF AND COMMUNITY INCLUDING PARENTS, I WOULDN’T SAY, THOUGH WE HAVE A COUPLE DIFFERENT INITIATIVES GOING ON, OUR FOCUS AREAS FROM THE LOCAL DISTRICTS, BY AND LARGE, IT’S COME THROUGH DATA THEY’VE COLLECTED EITHER THROUGH SURVEYING OR PERHAPS PART OF THEIR SCHOOL IMPROVEMENT PROCESS THAT ALREADY INCLUDED INFORMATION THAT PROVIDED AN INDICATOR IN THESE AREAS, SO THAT’S PROBABLY MY SHORT ANSWER TO THAT PART. IN TERMS OF RESOURCES, THAT’S WHERE IT GETS INTERESTING. WHILE WE’VE BEEN GOING THROUGH THIS LAST PART HERE, I’VE PURPOSELY MOVED THIS SLIDE A COUPLE TIMES. IT GIVES YOU AN IDEA OF WHAT STAFF’S INVOLVED JUST ON THE DISTRICT IMPLEMENTATION TEAMS, AND, MIND YOU, OUR TWO LOCAL DISTRICTS ARE FAIRLY SMALL DISTRICTS, SO THEY WILL ALSO HAVE BUILDING IMPLEMENTATION TEAMS THAT ARE IN PLACE THAT WE DID NOT LIST HERE, BUT MY POINT IN SAYING THAT IS THEY’VE ALREADY HAD TO MAKE SOME DECISIONS ABOUT ADJUSTING RESOURCES TO DO THIS WORK. I DO THINK THAT’S WHERE THE MORE FORMAL PROCESS OF STEPPING BACK AND LOOKING AT SOME OTHER PROGRAMS AND PERHAPS DOING SOME DESELECTING AS WAS ALLUDED TO AROUND PRIORITIES WILL COME INTO PLAY. SO IT’S PROBABLY A BIT OF A STAY TUNED ANSWER FOR SOME OF THE LOCALS, BUT I KNOW HERE WE’VE ALREADY ADJUSTED SOME OF THE DUTIES AND EVEN JOB DESCRIPTIONS FOR OUR STAFF TO ENCOMPASS THIS WORK MOVING FORWARD, BECAUSE THE GOAL ISN’T JUST TO WORK WITH TWO DISTRICTS IN LENAWEE COUNTY. THE GOAL IS TO EXPAND AND BUILD IT UP TO WORK WITH ALL LEVELS HERE, AND OF COURSE, STATEWIDE, THAT IS THE GOAL THAT, SCARY AS IT MAY BE, WE’LL BE LEANED ON ALONG WITH SAGINAW TO HELP OTHER DISTRICTS TO MOVE ALONG IN THIS DIRECTION.>>ANY OTHERS? OKAY, IF I COULD JUST COMMENT. I’D LIKE THANK THE LENAWEE, THE CLINTON, AND THE ONSTED TEAMS FOR SHARING WITH US THIS MORNING. THE WORK THAT YOU ARE DOING AND THE TOOLS THAT YOU ARE USING IN THE TRANSFORMATION ZONE AS YOU HAVE IDENTIFIED AND HAVE BEGUN TO IMPLEMENT EACH OF YOUR INDIVIDUAL INITIATIVES WITH FIDELITY. IT’S REALLY EXCITING TO SIT HERE AND LISTEN TO THE SUCCESSES THAT YOU’VE SHARED WITH US, AS WELL AS TO LISTEN TO THE LESSONS THAT YOU’VE LEARNED, AND WHAT YOUR PLANS ARE FOR MOVING FORWARD, SO THANK YOU SO MUCH FOR SHARING WITH US THIS MORNING.>>THANK YOU. I WOULD LIKE TO ECHO WHAT BRIAN AND A COUPLE SPEAKERS MENTIONED ABOUT THE ASSISTANCE OF MDE. I GUESS I’LL JUST SAY, YOU KNOW, WE ALL GO THROUGH STAFFING TRANSITIONS IN DEPARTMENTS, NO DIFFERENT, BUT I WILL SAY THE SUPPORT HAS BEEN EVERYTHING THAT I HAD HOPED IT WOULD BE GOING INTO THE PROJECT, AND I THINK THAT’S IMPORTANT TO RECOGNIZE IN FRONT OF THE BOARD TODAY. IT JUST DID TO ME WHAT WE USUALLY DO. WE SHIFT GEARS A LITTLE BIT. I WAS READY TO GO IN TO TALK ABOUT A CTE PROGRAM, BUT WE’RE GOING TO JUMP, JUST BECAUSE OF TIME– WE’RE GOING TO COME BACK TO IT, THOUGH, DON’T WORRY. BUT WE NEED TO DO OUR SPECIAL EDUCATION HIGHLIGHT PIECE HERE FIRST. I WILL SAY WE HAVE KIND OF THREE QUICK OVERVIEWS OF THINGS FROM EACH MAIN SIDE OF OUR HOUSE, WHICH IS CTE, SPECIAL EDUCATION, AND GENERAL ED, AND IN THIS CASE, LITERACY. AND WITH US TODAY, I HAVE JODY HOWARD. COME ON UP, PLEASE. OH, YOU ARE? WE’RE GOING TO JUMP RIGHT IN TO THE GOOD STUFF. ALL RIGHT, COME ON UP, KURT. WE HAVE KURT KOMINEK WHO RUNS OUR PROJECT SEARCH, AND I’LL LET HIM INTRODUCE ONE OF THE STUDENTS. WE ALSO HAVE WITH US DR. JULIE YAROCH, WHO’S PRESIDENT OF OUR LOCAL PROMEDICA HOSPITAL. DEPENDING ON WHICH WAY YOU CAME IN TODAY, I SUSPECT PART OF WHY HER TIME IS LIMITED TODAY IS BECAUSE THEY’RE BUILDING A NEW HOSPITAL YOU MIGHT HAVE DRIVEN BY, UP NORTH OF TOWN, SO I WILL TURN IT OVER TO KURT. GET US TO THE RIGHT SLIDE. THERE WE GO.>>THANK YOU. THANK YOU. THANKS FOR HAVING ME. PROJECT SEARCH– WELL, LET ME INTRODUCE, I’M SORRY, BRAD LEWIS, WHO WE’LL GET TO A LITTLE LATER. HE’S A PROJECT SEARCH ALUMNUS FROM 2015-2016, SO WE’RE HAPPY TO HAVE HIM. WE’LL TALK TO HIM A LITTLE BIT LATER IN THE PRESENTATION. PROJECT SEARCH ADDRESSES SEVERAL AREAS IN THE MICHIGAN TEN AND TEN YEARS. AS WE GO THROUGH THE PRESENTATION, MANY OF THESE GOALS WILL BE QUITE EVIDENT IN THE FIDELITY OF PROJECT SEARCH, AS WE WILL SEE LATER IN THIS PRESENTATION. PROJECT SEARCH WILL NOT EXIST WITHOUT A MULTI STAKEHOLDER COLLABORATION OF BUSINESS AND INDUSTRY THROUGHOUT OUR COMMUNITY, AS WHAT’S SAID IN GOAL ONE. IN GOAL THREE, THROUGH OUR HIGH EXPECTATIONS OF OUR INTERNS AND FAMILIES, PROJECT SEARCH SUPPORTS THE DEVELOPMENT OF SUSTAINABLE, HIGH QUALITY, PREPARED, COLLABORATIVE EDUCATION WORKFORCE. ALSO PROJECT SEARCH PROVIDES AN EQUITABLE RESOURCE TO MEET THE NEEDS OF ALL STUDENTS AS WE GO FORWARD, AND PROJECT SEARCH CREATES A STRONG ALIGNMENT IN PARTNERSHIP WITH JOB PROVIDERS, COMMUNITY COLLEGES AND HIGHER EDUCATION TO ENSURE PREPARED AND QUALITY FUTURE WORKFORCE, AND INFORMED AND RESPONSIBLE CITIZENS. UM, OUR KEY PARTNERSHIPS, OUR MAIN ONE, PROMEDICA BIXBY HOSPITAL. YOU’LL HEAR FROM DR. YAROCH A LITTLE LATER. MICHIGAN REHABILITATION SERVICES, WHICH PROVIDES FUNDING FOR PROJECT SEARCH. GOODWILL INDUSTRIES OF SOUTHEASTERN MICHIGAN, WHICH PROVIDES JOB COACHING AND FOLLOW ALONG SERVICES, LENAWEE COMMUNITY MENTAL HEALTH AUTHORITY, WHICH ALSO PROVIDES FOLLOW ALONG SERVICES THOUGH SUPPORTED EMPLOYMENT, AND BUREAU OF SERVICES FOR BLIND PERSONS, FOR INTERNS WITH VISUAL IMPAIRMENTS. A LITTLE BIT ABOUT OUR PROJECT SEARCH PROGRAM HERE IN ADRIAN. WE ARE, LIKE I SAID EARLIER, A WORK BASED LEARNING PROGRAM FOR STUDENTS WITH A VARIETY OF DISABILITIES, IN PARTNERSHIP WITH PROMEDICA BIXBY HOSPITAL. WE’RE CURRENTLY IN OUR FIFTH YEAR. WE WERE THE NINTH OR TENTH ONE IN THE STATE OF MICHIGAN, DEPENDING ON WHEN WE GOT OUR PAPER SIGNED. WE RUN A 200 DAY BALANCE SCHOOL YEAR THAT RUNS FROM SEPTEMBER TO JULY. INTERNS WORK THREE 12 WEEK INTERNSHIPS. PROMEDICA BIXBY EMPLOYEES SERVE AS MENTORS, AND STAFF FROM THE PROJECT SEARCH CLASSROOM WORK CLOSELY WITH THE INTERNS TO PROVIDE ON SITE TRAINING. INTERNS HAVE A CHOICE OF 13 DIFFERENT INTERNSHIPS THROUGHOUT THE HOSPITAL. INTERNS RECEIVE INSTRUCTION ON SOFT SKILLS, RELATIVE TO EMPLOYMENT, AND AS OF THE 2018-2019 SCHOOL YEAR, WE HAVE HAD 38 INTERNS GO THROUGH OUR PROGRAM. BUT OUR MAIN OUTCOME AND GOAL IS EMPLOYMENT WITHIN THE INTERN’S COMMUNITY. IN 2016-17, INTERNATIONALLY, PROJECT SEARCH HAD 437 PROGRAMS AT 3,232 STUDENTS ENROLLED IN PROJECT SEARCH. BEGINNING IN THE 18-19 SCHOOL YEAR, MICHIGAN HAD 19 SITES, WITH NEW SITES STARTING UP IN SAULT STE MARIE, LIVONIA, AND JACKSON. WHEN LOOKING AT OUR HIRES, AND COMPARING OURSELVES NATIONALLY, AS YOU CAN SEE, WE’VE EXCEEDED NATIONAL AVERAGES IN COMPLETION RATES, PLACEMENT RATES, AND TOTAL PLACEMENT RATES. PLEASE NOT UNDER THE PLACEMENT RATE, THE FIDELITY OF WHAT PROJECT SEARCH CONSIDERS TO BE A SUCCESSFUL HIRE. SO WE’RE VERY PROUD OF THOSE NUMBERS. IN ADDITION, WE ALSO TAKE INTO CONSIDERATION THE AVERAGE WAGE, WORK WEEK, AND PERCENTAGE OF STUDENTS WORKING 40 HOURS, AND AS YOU CAN SEE, WE ARE AT OR EXCEEDING THE NATIONAL AVERAGE IN THOSE THREE AREAS. OUR RETENTION RATES, LIKE HOW LONG AN INTERN REMAINS AT A JOB ONCE THEY’RE HIRED, AS YOU CAN SEE, OUR NUMBERS HAVE STEADILY IMPROVED SINCE OUR INAUGURAL YEAR. WE’VE CURRENTLY, OUR LAST THREE PROJECT SEARCH SCHOOL YEARS, 100% OF OUR INTERNS HAVE REMAINED EMPLOYED. WE’RE EXTREMELY PROUD OF THE DIVERSE EMPLOYMENT AREAS IN WHICH OUR INTERNS HAVE BEEN HIRED, AND THROUGH OUR VARIETY OF BUSINESSES THAT HAVE HIRED. INTERNATIONALLY, ABOUT 38% OF ALL INTERNS ARE HIRED WITHIN THE BUSINESS PARTNER’S PLACE OF EMPLOYMENT. THERE’S AN AGREEMENT BETWEEN THE LISD AND PROMEDICA BIXBY HOSPITAL THAT THEY WON’T HIRE ANY OF OUR INTERNS, SO ALL OF OUR INTERNS HAVE BEEN HIRED OUTSIDE OF OUR BUSINESS PARTNER WITHIN THE INTERN’S COMMUNITY. JUST A FEW HIGHLIGHTS FROM LAST YEAR’S INTERNS. WE HAD A YOUNG MAN WHO WAS HIRED BY CLIFT BUICK GMC AS AN ASSISTANT PORTER AND THROUGH A RESIGNATION, AS QUICKLY MOVED UP INTO A FULL PORTER POSITION AND ALSO ASSISTS IN THE DETAILING DEPARTMENT. AT OLD NATIONAL BANK, WE WORK CLOSELY WITH THEM, AND THEY HIRED A YOUNG MAN TO WORK 9:00 AM TO 2:00 PM MONDAY THROUGH FRIDAY AS A CLERK WITHIN THEIR BRANCH IN TECUMSEH. THIS YOUNG MAN WAS IN RURAL ADRIAN. IF YOU HADN’T NOTICED, LENAWEE COUNTY’S VERY RURAL. AND SO HE RELIES ON PUBLIC TRANSPORTATION BECAUSE THIS YOUNG MAN WILL NEVER DRIVE. BY WORKING WITH OLD NATIONAL, THEY AGREED TO ADJUST HIS TIMES THAT HE WORKS FROM 10:00 TO 3:00, OR FROM 9:00 TO 2:00, TO 10:00 TO 3:00. JUST TO ACCOMMODATE HIS TRANSPORTATION, SO IT’S BEEN A VERY SUPPORTIVE COMMUNITY, SUPPORTIVE BUSINESS PARTNERS. AT THIS TIME, I’D LIKE TO TALK ABOUT THE IMPACT OF INTERNS AT PROJECT SEARCH ON PROMEDICA BIXBY HOSPITAL, AND I’D LIKE TO REINTRODUCE TO YOU DR. JULIE YAROCH.>>SO THANK YOU. IT’S A PLEASURE BEING HERE. IT IS AN HONOR BEING PART OF THIS PROJECT. IT’S A TRUE GIFT TO US, BUT ALSO A GIFT TO THE COMMUNITY. THESE YOUNG INTERNS BECOME PART OF OUR TEAM. IT TAKES A TEAM TO DELIVER HEALTHCARE TO THE COMMUNITY. IT’S ALSO BEING A LEADER IN HEALTHCARE IN A COMMUNITY, WE NEED TO SUPPORT THE COMMUNITY BEYOND JUST MAKING A DIAGNOSIS AND TREATMENT. ECONOMIC GROWTH IS A HUGE PART OF WHAT WE NEED TO BE DOING, AND THIS PROJECT DEFINITELY SUPPORTS THAT. I THINK THEY’RE A SUCCESS STORY. I HAVE 30 SECONDS LEFT, SO I’M JUST GOING TO SAY ADJECTIVES THAT MY STAFF HAVE SHARED WITH ME. PRIDE, COMMITMENT, ATTENTION TO DETAIL, ECONOMIC GROWTH, FAMILY. THEY ARE TRULY AN INTEGRAL PART OF WHAT WE DO. WHEN THEY ARE GONE IN THE SUMMER, WE MISS THEM. THEY LET MY STAFF PAY GREATER ATTENTION TO DETAIL THAT MANY OF THE JOBS THAT THIS TEAM HELPS US WITH TAKES AWAY FROM SOME OF OUR DAY TO DAY CARE. EVERY INDUSTRY THAT HAS APPROACHED ME ON THE SUCCESS OF THIS PROGRAM, I ASK THEM TO OPEN THEIR MIND AND THEIR HEARTS. THERE ARE SOME BARRIERS. TRANSPORTATION IS ONE OF THEM, BUT WITH A LITTLE CREATIVITY, WE CAN GET BEYOND THOSE BARRIERS. MANY OF OUR INDUSTRIES IN THIS COUNTY ARE LACKING A LABOR FORCE. THIS IS AN UNTAPPED POTENTIAL. THEY ALSO ARE HUGE AMBASSADORS FOR OUR ORGANIZATION. THEY BRING A SMILE EVERYDAY. THEY ALLOW MY EMPLOYEES TO REALIZE WHY HEALTHCARE IS SUCH AN AMAZING PROFESSION TO BE IN, AND IT JUST TAKES A LITTLE TIME AND EFFORT. WE HAVE A HARD TIME KEEPING UP WITH THEIR SKILL SET. THEY LEARN QUICKLY. THEY’RE VERY INDEPENDENT. WE TEACH THEM A LITTLE PUBLIC SPEAKING, BUT THEY TRULY HAVE BEEN A BLESSING, AND WE’RE GRATEFUL TO BE A PART OF THIS PROGRAM.>>THANK YOU, DR. YAROCH. AT THIS TIME, I’D LIKE TO REINTRODUCE GRANT LEWIS. AND GRANT, I GUESS– IT’S OKAY. SO THANKS FOR COMING IN, GRANT. COULD YOU TELL US WHERE YOU ARE WORKING, AND WHAT YOU ARE DOING?>>WELL, I’M WORKING AT BROOKDALE RETIREMENT HOME. AND I WASH DISHES IN THE BACK OF KITCHEN.>>OKAY, HOW MANY HOURS ARE YOU WORKING A WEEK?>>IN BETWEEN 30 TO 40 PER HOUR. PER WEEK, SORRY.>>PER WEEK.>>PER WEEK, SORRY.>>WHY DID YOU APPLY FOR PROJECT SEARCH?>>TO GET MORE EXPERIENCE, LIKE, MORE SOCIAL WORK. CONNECTING WITH PEOPLE.>>IN WHAT WAYS DID YOU SEE YOURSELF GROW THROUGH THE PROJECT SEARCH SCHOOL YEAR?>>I’M A LOT MORE TALKATIVE TO PEOPLE, AND TRYING TO WORK [ INDISTINCT ].>>HOW HAS WORKING AT BROOKDALE AFFECTED YOUR LIFE AND YOUR FAMILY’S LIFE?>>WELL, IT’S BEEN REALLY FUN OVER THERE, AND I GOT TO MEET NEW PEOPLE TO MEET FROM DIFFERENT CULTURES AND STUFF WHILE I WAS OVER THERE.>>HOW ABOUT SOCIALLY, AND WITH YOUR FAMILY, HOW HAS THAT AFFECTED YOUR LIFE AND ALL THAT?>>IT’S BEEN GOOD. I’M A LOT MORE TALKATIVE NOW, AND THAT’S MORE NOT A GOOD THING AT ALL. [ LAUGHTER ]>>WHERE DID YOU GO THIS PAST SPRING?>>I WENT TO ITALY AND GREECE FOR A FEW WEEKS WITH SIENNA HEIGHTS DURING THE SUMMERTIME.>>YOU THINK YOU WOULD HAVE DONE THAT PRIOR TO PROJECT SEARCH?>>HONESTLY, PROBABLY NOT.>>GREAT. AND NOW YOU’RE TAKING CLASSES.>>YEAH, I AM.>>AWESOME. IF YOU WERE TO TALK TO SOMEONE INTERESTED IN PROJECT SEARCH, WHAT WOULD YOU SAY?>>I’D SAY DO IT. IT REALLY HELPS YOU A LOT, TRYING TO LEARN SOCIAL SKILLS, AND HANG OUT AND STUFF, PRETTY MUCH.>>THANKS, GRANT. THANKS FOR COMING IN. I APPRECIATE IT. THAT CONCLUDES OUR PRESENTATION. IF ANYONE HAS ANY QUESTIONS…>>QUESTIONS? THANK YOU. [ APPLAUSE ]>>WE’RE GOING TO GO THROUGH AN OVERVIEW OF– WE’RE TRYING TO GET– BELIEVE IT OR NOT BUT I’M TRYING TO GET YOU BACK ON TIME HERE, SO I KNOW WE LOST A LITTLE BIT AT THE BEGINNING.>>THAT’S OKAY.>>I THINK YOU’LL APPRECIATE THIS NEXT ONE AS MUCH OR MORE THAN THE PREVIOUS PRESENTATIONS. ONE OF THE UNIQUE THINGS, AS WE TRANSITION HERE INTO TALKING ABOUT SOME OF OUR PARTICULAR ONE OF OUR CTE OFFERINGS THAT WE THINK IS A LITTLE BIT UNIQUE, I WILL SAY THAT YOU MIGHT HAVE PICKED UP ON ANOTHER UNIQUE FACTOR ABOUT LENAWEE COUNTY THAT I FORGOT TO MENTION, IS FOR A SMALL RURAL COUNTY THAT ONLY HAS 15,000 OR SO K-12 STUDENTS, WE DO HAVE TWO FOUR YEAR LIBERAL ARTS UNIVERSITIES WITH SIENNA HEIGHTS AND ADRIAN COLLEGE, AND ALSO A PRESENCE WITH JACKSON COLLEGE, WHO, SOME OF YOU I KNOW MIGHT HAVE PARKED IN JACKSON COLLEGE LOT AS THAT BUILDING IS ATTACHED TO OURS, SO THAT’S FAIRLY UNIQUE FOR A SMALL, RURAL COUNTY TO HAVE THAT SORT OF HIGHER ED PRESENCE, AND THEY’VE BECOME GREAT PARTNERS ON A NUMBER OF THINGS. THAT WAS ENOUGH STALL TO GET ME BACK TO THE RIGHT SLIDE. I’D LIKE TO INTRODUCE AT THIS POINT THREE INDIVIDUALS AND THEY HAVE SOME STUDENTS THAT THEY’LL INTEGRATE OR INTRODUCE INTO THIS, AND I THINK YOU’LL HAVE A PLEASANT SURPRISE DURING THEIR PRESENTATION. FIRST OF ALL, WE HAVE JENNY HEATH WHO IS THE PRINCIPAL OF OUR CAREER AND TECH ED PROGRAMS, IN PARTICULAR THIS FACILITY, THE TECH CENTER. WE HAVE DR. KYLE GRIFFITH WHO’S OUR ASSISTANT SUPER IN INSTRUCTION AND GENERAL SERVICES, AND ONE OF OUR INSTRUCTORS THAT INTRODUCED HIMSELF EARLIER, KORTNEY THUMME, WHO IS A CTE INSTRUCTOR IN THE AREA OF AUTO COLLISION.>>GOOD MORNING AGAIN. WE ARE EXCITED TO HAVE YOU HERE. EXCITED TO BE SHARING OUR FACILITY WITH YOU, AND I’M ALWAYS EXCITED TO TALK ABOUT OUR PROGRAMS HERE AT THE TECH CENTER. SO WE PROVIDE THE CAREER AND TECHNICAL EDUCATION FOR LENAWEE COUNTY HIGH SCHOOL STUDENTS. WE HAVE APPROXIMATELY 950 STUDENTS THIS YEAR ENROLLED IN OUR 24 STATE APPROVED PROGRAMS. THEY ARE TAUGHT BY INDUSTRY PROFESSIONALS THAT HAVE CHOSEN TO SHARE THEIR SKILLS AND THEIR KNOWLEDGE WITH THEIR STUDENTS. THOSE PROGRAMS ARE HOUSED ON TWO CAMPUSES. YOU ARE VISITING OUR MAIN CAMPUS TODAY, AND THEN AS MARK ALLUDED, WE ALSO HAVE OUR 75 ACRE LAND LAB, WHERE WE HAVE OUR THREE AG PROGRAMS HOUSED. SO IT’S ABOUT FOUR MILES AWAY, SO THAT’S A REAL TREASURE FOR US. WE HAVE STUDENTS WHO COME HERE FOR A VARIETY OF REASONS. SOME STUDENTS COME HERE TO MEET THEIR ACADEMIC HIGH SCHOOL GRADUATION REQUIREMENTS IN A DIFFERENT WAY THAN THEIR HOME DISTRICT. WE HAVE STUDENTS COMING TO EXPLORE DIFFERENT CAREER PATHWAYS BEFORE HEADING OFF TO POST SECONDARY INSTITUTIONS. WE HAVE STUDENTS THAT ARE READY TO ENTER THE WORKFORCE AFTER GRADUATION, AND THEY’RE LOOKING TO LEARN A SKILL AND EARN AN INDUSTRY RECOGNIZED CREDENTIAL. WE HAVE STUDENTS THAT REALLY KNOW THEIR PATH, AND THEY’RE COMING HERE TO START THEIR COLLEGE TRANSCRIPT. SO WE HAVE OPPORTUNITIES WHERE WE HAVE INVENTED COLLEGE CLASSES WHERE OUR INSTRUCTORS ARE THE ADJUNCT PROFESSORS FOR LOCAL COLLEGES. WE ALSO HAVE A PROGRAM CALLED COLLEGE NOW WHERE ANY STUDENT ENROLLED IN A TECH CENTER PROGRAM CAN DUAL ENROLL IN ONE OF OUR THREE LOCAL COLLEGES, AND THEY CAN DO THAT YEAR ROUND WITHOUT ANY COST TO THEM OR THEIR FAMILIES. WE HAVE STUDENT THAT DON’T HAVE OPPORTUNITIES TO ATTEND AP COURSES AT THEIR HOME DISTRICT, SO WE ALSO OFFER SOME OF THEM AS WELL. ALL OF OUR PROGRAMS ARE INVOLVED IN STUDENT ORGANIZATIONS BECAUSE BESIDES TEACHING THEM TECHNICAL SKILLS, IT’S ALSO IMPORTANT THAT WE DEVELOP THEIR LEADERSHIP AND EMPLOYABILITY SKILLS AS WELL. SO WE HAVE ORGANIZATIONS LIKE FFA, SKILLS USA, WE HAVE FIRST ROBOTICS, AND MANY, MANY MORE. WE WORK WITH OVER 300 ADVISORY MEMBERS, SO THEY WORK CLOSELY WITH US, COLLABORATING ON OUR PROGRAMS. THEY KEEP US APPRISED OF UPDATES IN THE INDUSTRY, AND THEY OFFER RECOMMENDATIONS TO US, AND THEY ALSO PROVIDE IMPORTANT WORK-BASED LEARNING OPPORTUNITIES FOR OUR STUDENTS, SO THEY’RE A VERY IMPORTANT PART OF OUR PROGRAM, AND I HAVE TO MENTION THAT NEXT YEAR WE WILL BE CELEBRATING OUR 50TH ANNIVERSARY OF THE TECH CENTER, SO IT’S AN EXCITING TIME FOR US. WE’RE GOING TO TALK ABOUT A NEW PROGRAM, AN OPPORTUNITY THAT WE STARTED FOR STUDENTS. LAST JANUARY, AND SO I’M GOING TO HAVE A FEW OTHER PEOPLE HELPING ME TO INTRODUCE THAT PROGRAM TO YOU, BUT I WANTED TO TALK A LITTLE BIT ABOUT HOW OUR NEW OPPORTUNITY TIES TO THE TOP TEN IN TEN, AND I THINK WE REALLY TIE INTO IT IN SO MANY GOALS. BUT TWO OF THE GOALS THAT KIND OF SPOKE TO ME. GOAL NUMBER ONE, IF YOU THINK ABOUT THAT MULTI-STATE COLLABORATION, THIS REALLY CAME ABOUT WITH WORKING WITH OUR ADVISORY MEMBERS, LOOKING FOR OPPORTUNITIES FOR OUR STUDENTS, AND ALSO HELPING TO FILL THAT TALENT GAP. SPECIFICALLY STRATEGY 1.3 FOCUSES ON INDUSTRY RECOGNIZED CREDENTIALS. AND THAT IS REALLY THE FOCUS OF THIS NEW PROGRAM. GOAL NUMBER 2, WHAT REALLY STUCK OUT TO ME, SPECIFICALLY STRATEGY 2.1, WHERE IT TALKED ABOUT A PERSONALIZED LEARNING PATH. AND IF I USE WELDING, FOR EXAMPLE, ALL OF OUR STUDENTS EARN A BASE AWS, AMERICAN WELDING SOCIETY CERTIFICATION, AND THEN FROM THERE, THEY CAN CHOOSE THEIR PATH OF CERTIFICATION. WHETHER THEY WANT TO FOCUS ON THE CONSTRUCTION INDUSTRY, THE PETROLEUM INDUSTRY, OR WHAT. YOU’LL HEAR A LITTLE BIT MORE ABOUT THAT. SO WITHOUT FURTHER ADO, I’M GOING TO HAVE A VIDEO FOR YOU, TO INTRODUCE OUR LENTECH PROGRAM TO YOU.>>MM-HMM. [ MUSIC ]>>AND NOW I’M GOING TO TURN IT OVER TO KYLE GRIFFITH, TO TELL YOU A LITTLE BIT ABOUT HOW THIS PROGRAM CAME ABOUT.>>ALL RIGHT, THANK YOU. I’M GLAD NICHOLAS SPARED THE BASS, BECAUSE IT IS DRAMATIC BASS IN THAT VIDEO. [LAUGHTER] THE VIDEO WAS REALLY MODELED AFTER– TECHNICAL SCHOOLS WILL USE A LOT OF RECRUITING VIDEOS. YOU’LL SEE WHEN STUDENTS ARE LOOKING AT, WHAT ARE YOU GOING TO DO AFTER HIGH SCHOOL? A LOT OF TECHNICAL SCHOOLS WILL TRY TO ATTRACT STUDENTS WITH THESE POWERFUL VIDEOS. AND SO WE TRIED TO MODEL THAT VIDEO AFTER SOME OF THE VIDEOS THAT WE’VE SEEN. MAYBE THIS WILL LEAD INTO THE TECHNICAL SCHOOL PIECE. JUST A LITTLE HISTORY ON HOW THIS ALL GELLED. A COUPLE YEARS AGO, UNFORTUNATELY WE LOST OUR COLLISION REPAIR TEACHER TO A BATTLE WITH CANCER. HIS NAME WAS MARK FEASTER. AND FOLLOWING THAT, THERE WERE MANY INITIATIVES, AND SOME OF THOSE IN HIS HONOR. AND ONE WAS A SCHOLARSHIP BY A LOCAL– A CAR DEALERSHIP. AND THE GENTLEMAN WHO SPONSORED THAT SCHOLARSHIP, WE WERE WAITING TO GIVE THE SCHOLARSHIP OUT. AND HE LEANED OVER TO ME. AND HE SAID, “I’VE GOT TO “CONFESS SOMETHING.” I GO, “OH BOY, WHAT’S GOING ON? “WHAT IS THIS ALL ABOUT?” I MEAN, “I GOT “SOMETHING TO SAY.” AND I SAID, “WELL, FILL ME IN.” HE SAID, “I DON’T KNOW “IF YOU KNEW THIS OR NOT, “BUT I WAS A FORMER “TECH SCHOOL RECRUITER.” I SAID, “OKAY.” HE SAID, “WE USED TO RECRUIT “ALL KINDS OF STUDENTS “OUT OF YOUR PROGRAMS, “HERE AT THE TECH CENTER.” “ALL RIGHT.” HE SAID, “I’M GOING TO TELL YOU “RIGHT NOW, I’M GOING TO CONFESS “THAT YOU GUYS ARE GOOD. “AND YOU GUYS ARE SO GOOD, “WHAT YOU’RE PRODUCING, “I WOULD RECRUIT STUDENTS “THAT DIDN’T NECESSARILY “NEED TO GO TO A FULL TWO-YEAR “TECHNICAL SCHOOL PROGRAM.” IF IT WASN’T FOR THE LOSS OF MARK FEASTER, WE WOULD HAVE NEVER HAD THAT CONVERSATION. AND I SAID, “TELL ME MORE. “AND TELL ME WHAT WE “NEED TO DO.” AND WE HAD MORE CONVERSATIONS. WE GOT THE TEAM TOGETHER FROM THE TECH CENTER, SOME ADMINISTRATION, TEACHERS. WE BROUGHT HIM BACK IN THE ROOM. AND HE SAID, “LISTEN, WHEN THEY “WOULD GO OFF TO TECH SCHOOL, “YOUR KIDS WERE SO ADVANCED “THAT THEY WERE DOING “A LOT OF REPEAT WORK. “HAVE STUDENTS AND THEIR “FAMILIES AVOID DEBT, AND HERE’S “WHAT YOU COULD DO. “WHAT YOU COULD DO IS, “JUST OFFER MORE TIME, “MORE ENERGY, AND MORE FOCUS “ON MORE CERTIFICATIONS. “IT’S THAT SIMPLE.” SO WE GOT TOGETHER. WE HAD– WE HAD SOME STUDENTS INVOLVED. WE STARTED TALKING ABOUT NAMING IT AND GETTING THE STUDENTS KIND OF SOME OWNERSHIP OF IT. AND WE CALLED IT LENTECH. YOU’LL SEE ALL KINDS OF GLITZY TECHNICAL COMMERCIALS OUT THERE, FOLKS. WE ARE LENTECH. AND OUR GOAL IS REALLY SIMPLE. TO OFFER MORE TIME, MORE OPPORTUNITIES FOR STUDENTS. SO WE HAVE STUDENTS THAT WILL BE HERE ON WEEKENDS AND EVENINGS, GOING ABOVE AND BEYOND CLASS TIME TO GAIN MORE EMPLOYABLE CERTIFICATIONS. AND WE ARE EXTREMELY PROUD OF WHERE WE’RE STARTING TODAY. WE’RE STARTING WITH WELDING AND COLLISION REPAIR. AND WE’RE HAVING MORE CONVERSATIONS. MORE TEACHERS ARE VERY EXCITED ABOUT IT, SAYING, “WHAT CAN WE DO?” BECAUSE THOSE STUDENTS THAT ARE COMING FORWARD ARE THOSE THAT ARE TRULY INTERESTED IN THAT CAREER AREA, AND WANT TO WORK HARD TO AVOID THAT DEBT. SO TO GET DOWN TO THE DIRTY DETAILS OF EVERYTHING, KORTNEY THUMME’S HERE, THE TEACHER. AND WE’RE GOING TO HAVE A COUPLE STUDENTS. AND I’M VERY EXCITED. AT THE END OF THE PRESENTATION HANG WITH US, BECAUSE WE HAVE A VERY EXCITING– I’M GOING TO LEAVE YOU ON THE EDGE OF YOUR SEATS, A VERY EXCITING PRESENTATION FROM THE STUDENTS. SO, KORTNEY THUMME.>>GOOD MORNING, AND THANK YOU. I’M KORTNEY THUMME, COLLISION INSTRUCTOR HERE AT THE TECH CENTER. SO AS– KYLE TOUCHED ON THE BACKGROUND OF LENTECH. BUT I’LL GIVE YOU A LITTLE BACKGROUND ON ME. I’M A PRODUCT OF A TECHNICAL SCHOOL. SO I JOURNEYED ALL THE WAY TO HOUSTON, TEXAS, FOR A YEAR, SPENT $30,000 IN TRAINING. THEN WHEN I CAME BACK TO THE STATE OF MICHIGAN, AND GOT A JOB IN MY CAREER FIELD, I REALIZED THAT I WAS STILL VERY GREEN, AND I DIDN’T KNOW A WHOLE LOT. SO IN MY EYES, THE TRAINING WAS GOOD, DON’T GET ME WRONG. BUT I COULD’VE SPENT $30,000 A LOT BETTER THAN THAT. SO THIS IS WHY WE CAME UP WITH LENTECH, OKAY? IN MY EYES, THERE’S FIVE THINGS THAT REALLY STICK OUT FOR THESE STUDENTS TO PARTICIPATE IN THE PROGRAM. ONE IS INDUSTRY CERTIFICATIONS. OKAY? AND I’M NOT TALKING STUDENT CERTIFICATIONS. WE’RE TALKING REAL WORLD CERTIFICATIONS THAT MYSELF, AS A TECHNICIAN, HOLD, AND WELDING TECHNICIANS HOLD. THE SECOND ONE IS NO STUDENT DEBT. LIKE I SAID, I WENT TO TECH SCHOOL. HAD $30,000 IN DEBT AFTER 12 MONTHS. THESE STUDENTS ARE OFFERED THESE PROGRAMS, THESE TRAINING CERTIFICATIONS, COMPLETELY FREE OF CHARGE. SO THEY’LL BE ABLE TO ATTEND THE SCHOOL HERE FOR TWO YEARS, WALK OUT WITH LENTECH INDUSTRY CERTIFICATIONS AT NO COST TO THEM. THE THIRD ONE IS FLEXIBLE SCHEDULE. SO WE OFFER NIGHT CLASSES, AND WE ALSO OFFER SUMMER SCHOOL FOR THEM, FOR TRAINING ALSO. THE FOURTH ONE, ADDITIONAL ONE-ON-ONE TRAINING WITH A– WITH AN INSTRUCTOR. SO OUR GROUPS ARE VERY LIMITED. WE TRY TO HAVE AT LEAST 10 STUDENTS PARTICIPATE IN THE PROGRAM. BUT WITH ONLY 10 STUDENTS IN THE PROGRAM, WE REALLY GET TO FOCUS ON EACH INDIVIDUAL STUDENT AND TRAIN THEM IN THOSE AREAS THAT THEY NEED TRAINING IN. AND THEN THE LAST THING, ONE THING THAT WE REALLY FOCUS ON HERE IS JOB PLACEMENT RIGHT OUT OF HIGH SCHOOL AFTER PARTICIPATING IN THE PROGRAM. LAST YEAR WE HAD SIX STUDENTS THAT PARTICIPATED IN THE LENTECH PROGRAM THAT GRADUATED, AND THEY ALL HAVE– FOUR OF THEM HAVE JOBS IN INDUSTRY, AND TWO OF THEM ACTUALLY STILL WENT ON TO COLLEGE AFTER. SO, VERY PROUD OF THAT. [ INDISTINCT ] SO AS FAR AS CERTIFICATIONS, I DO KNOW THE COLLISION ONES VERY WELL. I’M A LITTLE RUSTY ON THE WELDING ONES. BUT THE COLLISION ONES, WE OFFER I-CAR CERTIFICATION. SO THOSE OF YOU THAT DON’T KNOW WHAT I-CAR IS, I-CAR IS THE INDUSTRY STANDARD IN TRAINING AND COLLISION REPAIR. I’M AN I-CAR CERTIFIED INSTRUCTOR, WHICH MEANS I CAN CERTIFY THESE STUDENTS, AND I CAN ALSO CERTIFY TECHNICIANS IN THE FIELD. WE ARE OFFERING TWO CERTIFICATIONS IN THE COLLISIONS PROGRAM. ONE IS NON-STRUCTURAL REPAIR. AND THE SECOND ONE IS REFINISHING. OKAY? HISTORICALLY, WE’VE ONLY OFFERED STUDENT CERTIFICATIONS. IF YOU DON’T KNOW WHAT STUDENT CERTIFICATIONS ARE, THEY’RE ONLY GOOD FOR THE STUDENT TO GET THEMSELVES IN THE DOOR. AFTER SIX MONTHS, THEY EXPIRE. YOU STILL HAVE TO GO BACK, AND YOU HAVE TO TAKE THE INDUSTRY CERTIFICATIONS FOR THOSE TO HOLD. AND THESE ACTUALLY HOLD UP FOR FOUR YEARS. LAST YEAR, IN THE COLLISION PROGRAM, WE HAD FIVE STUDENTS GRADUATE. THEY ALL EARNED BOTH CERTIFICATIONS, SO WE HAD A TOTAL OF 10 CERTIFICATIONS IN THE COLLISION PROGRAM GO OUT THE DOOR. THE WELDING PROGRAM FOCUSES ON AWS WELDING, WHICH IS THE STANDARD STRUCTURAL INDUSTRY. THE VERY FIRST WELD, THE AWS D1.1 IS THE FIRST INDUSTRY THAT THE STUDENTS HAVE TO GET BEFORE THEY CAN MOVE ON TO THE PETROLEUM CERTIFICATION AND THE PIPING CERTIFICATION. THE WELDING CLASS HAD SEVEN STUDENTS GRADUATE LAST YEAR, AND THEY EARNED A TOTAL OF 10 CERTIFICATIONS LAST YEAR. WE HAVE A LITTLE VIDEO. AND WE’LL LET THIS VIDEO PLAY. AND WE HAVE A LITTLE PRESENT FOR THE MDE HERE. JUST BEAR WITH US. NICHOLAS HAS TO GO TO THE YOUTUBE CHANNEL, I THINK, TO PLAY IT. [ MUSIC ] THANKS, NICHOLAS. SO FOR THOSE OF YOU THAT DON’T KNOW WHAT THE PIECE OF EQUIPMENT WAS, IT WAS ACTUALLY AN AUTO CAD PLASMA CUTTER THAT WE HAVE HERE AT THE TECH CENTER. AND WE CAN CUT OUT PRETTY MUCH ANY DESIGN WHATSOEVER.>>WOW.>>NICE. [ APPLAUSE ] SO THE WELDING STUDENTS PROGRAMMED IT, THEY CUT IT OUT. AND THEN MY STUDENTS ACTUALLY WENT BACK IN AND MADE A LITTLE DESIGN AND PAINTED IT. AND WE PUT IT ALL TOGETHER FOR YOU TO– FOR A LITTLE PRESENT FOR YOU GUYS TO TAKE WITH YOU BACK TO LANSING.>>THANK YOU.>>THANK YOU SO MUCH. THAT’S BEAUTIFUL.>>THERE YOU GO.>>REALLY, REALLY BEAUTIFUL WORK. THANK YOU SO MUCH. THAT’S GORGEOUS.>>IS THERE ANY QUESTIONS, AS FAR AS LENTECH AT ALL? NO? I’D LIKE TO LET OUR TWO STUDENTS INTRODUCE THEMSELVES, IF THAT WOULD BE OKAY? JUST LET THEM?>>OF COURSE.>>HI, I’M KOBE JENNINGS, I’M FROM TECUMSEH HIGH SCHOOL. AND I CHOSE LENTECH BECAUSE IT SETS ME APART FROM EVERYONE ELSE WHEN I’M APPLYING FOR A JOB. AND IT’S GIVEN ME SUCH A BIG OPPORTUNITY ON WHERE I WANT TO GO.>>HELLO, MY NAME IS [ INDISTINCT ]. I’M A SENIOR AT MADISON HIGH SCHOOL. I CHOSE LENTECH BECAUSE IT WILL ALLOW ME TO ADVANCE MY SKILLS IN THIS FIELD. AND IT’LL HELP ME GET A JOB AFTER SCHOOL.>>THANK YOU. AND ON BEHALF OF THE STATE BOARD OF EDUCATION, PLEASE TAKE OUR GRATITUDE BACK TO THE OTHER STUDENTS FOR THIS BEAUTIFUL, BEAUTIFUL GIFT. WE WILL TAKE IT BACK TO THE DEPARTMENT OF EDUCATION AND SHOWCASE IT WITH PRIDE. SO THANK YOU SO MUCH. I DO HAVE A QUESTION, FROM DR. Z.>>OKAY. DO YOU HAVE A BREAKDOWN OF THE PER-STUDENT COST OF THE PROGRAM?>>CURRENTLY– WE ACTUALLY FIGURED THEM OUT LAST YEAR, AND WE WERE ACTUALLY VERY CLOSE. MINE WAS ABOUT $800 FOR THE SEMESTER. AND THEN WELDING WAS A LITTLE CLOSER TO $900 FOR THE SEMESTER. NOW, GRANTED, ALMOST EVERYTHING IS PROVIDED FOR THE STUDENT, AS FAR AS SAFETY AND ALL THAT STUFF. WE SUPPLY ALL THE EQUIPMENT, WORK SHIRTS, EVERYTHING LIKE THAT. THE ONLY ACTUAL COST TO IT IS PRODUCT WE ACTUALLY GO THROUGH. SO, WE ARE TOUCHING BASE WITH MICHIGAN WORKS! AND WE ARE TRYING TO START SOMETHING THERE FOR FORMER STUDENTS THAT CAME THROUGH OUR DOORS, THAT THEY MIGHT BE ABLE TO COME BACK AND GET SOME FREE TRAINING.>>SO YOU’RE SAYING THAT THE STUDENT PAYS $800?>>NO, IT IS– IT IS COMPLETELY FREE TO THE STUDENT THAT IS ENROLLED HERE.>>OKAY. AND, SO…>>SO IF A FORMER STUDENT WOULD LIKE TO COME BACK AND RECEIVE THAT TRAINING, IT WOULD COST THEM. THAT’S WHY WE’RE TRYING TO PARTNER WITH MICHIGAN WORKS!, TO TRY AND SEE IF WE MIGHT BE ABLE TO GET SOME FUNDING FOR THOSE STUDENTS.>>OKAY. AND WHAT’S THE COST TO THE ISD?>>IT’S…>>SO WHEN WE THINK ABOUT THE COST FOR US, WE DO PAY– OUR INSTRUCTORS DO GET A SALARY, PER HOURLY SALARY, WHEN THEY COME BACK AND THEY WORK AFTER HOURS. BUT THEN WE HAVE– OBVIOUSLY THE EQUIPMENT’S ALREADY THERE, ON SITE. SO IT IS A LITTLE EXTRA EQUIPMENT, AS FAR AS, YOU KNOW, NEEDING TO PURCHASE SUPPLIES FOR THE PROGRAM. AND SO THAT’S HOW WE BROKE IT DOWN. IT WAS APPROXIMATELY, OVERALL, ABOUT $800. AND THAT INCLUDED THE FEE FOR THE INSTRUCTOR. IT INCLUDED SAFETY EQUIPMENT. IT INCLUDED MATERIAL COSTS.>>OKAY, THANK YOU.>>THANK YOU.>>AND THOSE $800 WERE BASED OFF OF 10 STUDENTS BEING ENROLLED IN THE PROGRAM. ANY OTHER QUESTIONS?>>OKAY, THANK YOU.>>THANK YOU.>>YEAH, I KNOW AGAIN– I DON’T HAVE TO REPEAT, I KNOW WE’RE A LITTLE OFF SCHEDULE. OUR LAST PIECE IS IN THE GEN ED THING. AND THAT PERHAPS NO MORE IMPORTANT THAN LITERACY, IN TERMS OF WHERE THE EMPHASIS OF WHERE THE STATE OF MICHIGAN AND DEPARTMENT OF ED HAS BEEN AT IN RECENT YEARS. THIS IS THE SECOND TIME THIS HAS HAPPENED TO ME NOW. THEY’VE MADE ONE FOR THE DEPARTMENT OF ED, AND THEY’VE MADE ONE FOR MONROE ISD, WHO WE HAVE A TECHNOLOGY CONSORTIUM WITH, AND PRESENTED THEM THIS BEAUTIFUL THING. AND I DON’T EVEN HAVE ONE OF THOSE– [ LAUGHTER ] –IN OUR OFFICE, DOWN THE ROAD. BUT ANYWAY, ANOTHER TIME. BUT, AT ANY RATE, I’D LIKE TO INTRODUCE TWO INDIVIDUALS THAT HAVE DONE SOME WORK– OR A LOT OF WORK, ACTUALLY– IN THE AREA OF LITERACY. THE FIRST IS AMANDA MORRIS. AND THE SECOND IS MELLISSA WILSON, WHO I GUESS NOW WE HAVE TO SAY FORMERLY OF LENAWEE ISD. AGAIN, WHEN YOU HAVE GOOD FOLKS, THEY ARE SOUGHT AFTER FOR LEADERSHIP AND OTHER POSITIONS. AND SHE’S RECENTLY JOINED WAYNE RESA TEAM AS MELLISSA WILSON. I’LL TURN IT OVER TO HER.>>WELL, WE ARE HONORED TO SHARE A FEW OF OUR LITERACY INITIATIVES THAT REALLY ARE FOCUSED ON RESEARCH-BASED PRACTICES, AND CONNECTING NOT JUST THE CLASSROOM, BUT ALSO THE COMMUNITY TO THE WORK THAT WE DO, TO HELP CHILDREN SUCCEED. SO WHEN WE THINK ABOUT OUR WORK, WE REALLY ARE INSPIRED BY THE WORK THAT’S BEEN DONE AT MDE WITH THE LITERACY TEAM, AND FOCUSING ON RESEARCH-BASED PRACTICES TO DEVELOP OUR OWN WAYS OF WORK. KNOWING THE IMPORTANCE OF COLLECTIVE IMPACT, WE THINK ABOUT OUR COMMUNITY PARTNERSHIPS, AND DEVELOPING THOSE AMBITIOUS INITIATIVES THAT ARE AGAIN, NOT JUST FOCUSED ON THE CLASSROOM, BUT ALSO LOOKING AT HOW CAN THE COMMUNITY BE ENGAGED IN THE WORK IN ORDER TO ATTACK SOMETHING LIKE SUMMER READING LOSS?>>SO KNOWING THAT STRONG LEADERSHIP IS ESSENTIAL IN A DISTRICT, BUILDING, AND CLASSROOM, WE THINK UPON GOAL 2 TO GUIDE OUR IMPLEMENTATION OF EFFECTIVE INNOVATIONS TO KEEP OUR FOCUS ON HIGH-QUALITY INSTRUCTION FOR ALL K-3 LEARNERS. WE’VE ALSO LEARNED THAT IMPLEMENTATION IS STRONGEST WHEN WE PARTNER WITH OTHER ORGANIZATIONS THAT SHARE A COMMON AGENDA AND VISION FOR CHANGE. ONE SUCH EXAMPLE IS OUR DISTRICT COACH NETWORK, THAT HAS REPRESENTATION FROM ALL 11 OF OUR LOCAL DISTRICTS. WE HAVE A VISION TO FOCUS OUR DISTRICTS ON IMPLEMENTATION OF HIGH-QUALITY INSTRUCTION TO BRING LITERACY TO ALL LEARNERS. OUR STRATEGIES INCLUDE COLLABORATION, ONGOING JOB-EMBEDDED PROFESSIONAL DEVELOPMENT, ASSESSMENT AND DATA, AND OF COURSE, RESEARCH-SUPPORTED PRACTICES, AS YOU’LL FIND IN THE COACHING PRACTICES FOR ELEMENTARY LITERACY. THE EARLY LITERACY COACHING MODEL IS AN EXAMPLE OF HOW A COMMON STATEWIDE MODEL CAN FRAME THE WORK INSIDE THE DISTRICTS, AS WE LOOK TO REFINE OUR SYSTEMS TO DEVELOP THE CAPACITY OF EDUCATORS, AND FOCUS ON THAT HIGH-QUALITY INSTRUCTION. AT THE SAME TIME, ALLOWING ISDs TO SUPPORT THE WORK IN THE LOCALS THROUGH THE DISTRICT LITERACY COACHES. HERE YOU’LL SEE A QUOTE FROM ONE OF THE DISTRICT LITERACY COACHES THAT SAYS, “THROUGH THE DISTRICT COACH “NETWORK, I’M LEARNING NEW “COACHING IDEAS AND TECHNIQUES “THAT ARE BEING IMPLEMENTED “INTO MY BUILDING.” THIS IS ONE PIECE OF DATA THAT’S BEEN COLLECTED TO REALLY MEASURE THE COACHING IMPACT THROUGHOUT LENAWEE COUNTY. WE’RE COLLECTING LOCAL DATA TO UNDERSTAND WHAT LITERACY NEEDS THERE ARE THROUGHOUT THE COUNTY FOR OUR LEARNERS, OUR EDUCATORS, AND OUR COACHES. AND WE’RE USING THAT FEEDBACK TO STRENGTHEN AND GROW THE IMPACT OF COACHING IN THE COUNTY. THE QUOTE FROM GINA GEMALSKY, ANOTHER DISTRICT COACH, REALLY SUPPORTS THAT AS WE REALIZE THE POWER OF OUR NETWORK, TO PROMOTE IMPLEMENTATION OF STRONG DISTRICT AND BUILDING LEADERSHIP AND HIGH-QUALITY INSTRUCTION IN EVERY CLASSROOM.>>SO, AS AMANDA FOCUSED UPON THE IMPACT OF HAVING A STRONG LEADERSHIP NETWORK, SUCH AS THE DISTRICT COACHING NETWORK TO IMPACT OUR INSTRUCTIONAL PRACTICES, WE ALSO LOOK AT HOW CAN A NETWORK SUCH AS THE CRADLE TO CAREER LITERACY NETWORK, WHICH IS A MULTI STAKEHOLDER INITIATIVE, HOW CAN THAT HAVE IMPACT THROUGHOUT A COMMUNITY? SO, WHEN THINKING ABOUT AN INITIATIVE LIKE THAT, WE LOOK TO THE SCHOOL AND CENTER-WIDE ESSENTIAL PRACTICES TO THINK ABOUT WHAT ORGANIZATIONAL SYSTEMS DO WE HAVE IN PLACE THAT WOULD ALLOW SUCH WORK TO TAKE PLACE, KNOWING THAT CERTAINLY EDUCATORS PLAY A VERY IMPORTANT ROLE IN INITIATIVES SUCH AS THAT, WE ALSO HAVE TO BE REFLECTIVE AND LOOK OUTSIDE OF THE CLASSROOM WALLS AND INTO THE COMMUNITY. AND SO THE LIST THAT YOU SEE EXEMPLIFIES THE TYPE OF PARTNERSHIPS THAT WE LOOK FOR IN TAKING ON SOMETHING SO AMBITIOUS AS A SUMMER LIT LAB POP-UP. A POP-UP IS SOMETHING THAT IS AMBITIOUS BECAUSE IT DOES TAKE ALL OF THESE PARTNERS IN ORDER TO MAKE IT HAPPEN. SO WHEN WE THINK ABOUT INITIATIVES SUCH AS THAT, WE THINK ABOUT GOAL 1, OF COURSE. AND BECAUSE GOAL 1 REALLY STRESSES THE IMPORTANCE OF A MULTI-STAKEHOLDER PARTNERSHIP TO ENGAGE NOT JUST OUR EDUCATIONAL LEADERS, BUT ALSO THOSE LEADERS AND THOSE PARTNERS WHO WANT TO BE INVOLVED IN SOMETHING, SUCH AS A SUMMER LITERACY INITIATIVE, WHERE THERE IS A COMMON AGENDA. SO WHEN YOU THINK ABOUT COLLECTIVE IMPACT, THIS REALLY IS REFLECTED IN GOAL 1, BECAUSE WE’RE LOOKING FOR ORGANIZATIONS FOR PARTNERS THAT HAVE A COMMON MISSION. THEY HAVE A SHARED AGENDA. THEY’RE LOOKING AT DATA THAT WILL REFLECT BOTH OF THEIR ENGAGEMENT, BUT ALSO HAVE IMPACT WHERE IT MATTERS MOST, WITH OUR STUDENTS. SO WHEN YOU LOOK AT WHO WE PARTNER WITH, THIS IS SOMETHING THAT IS REFLECTIVE OF PARTNERSHIPS THAT COULD HAPPEN THROUGHOUT THE STATE. YOU THINK ABOUT THE FOSTER GRANDPARENT PROGRAM, WHICH IS A STRONG PROGRAM THROUGHOUT OUR SCHOOLS DURING THE SCHOOL YEAR. BUT THEN WE ASK OURSELVES, “WHAT ABOUT THE SUMMER?” SO THEY ENGAGE WITH US IN THE WORK, DURING THE SUMMER, TO BE VOLUNTEERS AT ALL OF OUR LAB POP-UP SITES. YOU THINK ABOUT CIVIC ORGANIZATIONS, SUCH AS A ROTARY OR A KIWANIS, YOU THINK ABOUT THE BOYS AND GIRLS CLUB, WHO SERVICE STUDENTS ALL THROUGHOUT THE YEAR, AND PLACES LIKE GOODWILL, WHERE WE DONATE GENTLY-USED BOOKS, BUT THEN WONDER, “WHAT HAPPENS AFTER THAT?” WELL, WITH GOODWILL, THEY SAVE THOSE BOOKS, AND THEY ALLOW US TO COME IN AND UTILIZE THEM FOR OUR SUMMER PROGRAMMING. SO WHEN YOU THINK ABOUT SUPPORTING STUDENTS ALL THROUGHOUT THE YEAR, WE MUST NOT FORGET ABOUT THE SUMMER. AND PERHAPS THOSE PARTNERSHIPS THAT EXIST, THEY COULD REALLY BENEFIT THE WORK. SO WHEN WE THINK ABOUT A SUMMER LIT LAB POP-UP, IT REALLY IS SOMETHING THAT YOU WOULD BENEFIT FROM VISITING, BUT WE’RE GOING TO DO OUR BEST TO SHOW THAT IN THE VISUAL. YOU THINK ABOUT ENTERING INTO A PARK OR A LIBRARY, OR A SCHOOL THAT PERHAPS OFFERS FREE LUNCH. SO YOU THINK OF A PLACE WHERE CHILDREN ARE ALREADY GOING. PERHAPS IT’S EVEN THE BOYS AND GIRLS CLUB. AND THEN YOU WORK WITH PARTNER SITES IN ORDER TO DEVELOP A SYSTEM FOR A WEEKLY, MAYBE EVEN TWICE-A-WEEK OPPORTUNITY, FOR SOMETHING TO POP UP. AND SO THAT IS WHERE WE PARTNERED WITH ALL 11 OF OUR SCHOOL DISTRICTS IN LENAWEE, IN ADDITION TO THE BOYS AND GIRLS CLUB. AND THIS YEAR WE ADDED A PARTNERSHIP WITH HABITAT FOR HUMANITY. THEY WERE ALREADY WORKING ON A NEIGHBORHOOD REVITALIZATION PROJECT, AND CAME TO US TO SAY, “WE KNOW THE GOOD FINE WORK “THAT’S GOING ON. “CAN WE DO IT TOO?” AND WE SAID YES. SO IT BEGINS WITH A READING LAB. IT MOVES INTO OPPORTUNITY FOR STUDENTS TO PARTICIPATE IN A MAKER SPACE. THEY ALSO HAVE A STEM LAB, WHERE THE READ ALOUD IS CONNECTED TO THE SCIENCE CONCEPTS THAT ARE THEN GIVEN APPLICATION IN THE STEM LAB. STUDENTS ALSO HAVE THE OPPORTUNITY TO WRITE. THEY’RE ENCOURAGED TO WRITE THEIR OWN BOOKS. UNPROMPTED, CHILD-MADE, AUTHORED BOOKS ABOUT WHATEVER THEY’D LIKE. AND THE WHOLE TIME, WE ENCOURAGE PARENTS AND CAREGIVERS TO BE WITH THEM. IT’S NOT REQUIRED THOUGH, BECAUSE WE KNOW THAT CAN BE A BARRIER. SO WE WORK WITH SITES TO ENSURE THAT VOLUNTEERS SUCH AS THE FOSTER GRANDPARENTS WERE AVAILABLE TO SUPPORT. AND THEN IN THE END, EVERY CHILD LEAVES WITH A GENTLY-USED BOOK FROM GOODWILL, WHICH WE HAD ALREADY HARVESTED DURING THAT SCHOOL TIME. SO IT’S A ONE-HOUR TO TWO-HOUR EXPERIENCE POPPING UP ONCE A WEEK, TWICE A WEEK. AND THIS WAS THE FIRST YEAR THAT WE HAD ALL OF OUR DISTRICTS PARTICIPATE. SO WE HAVE A PARTNERSHIP AGREEMENT WITH THEM, SAYING THIS IS WHAT WE’LL DO FROM THE ISD SIDE, AND THIS IS WHAT WE NEED YOU TO DO. AND THEN IN THE MIDDLE WE’LL DO IT TOGETHER. SO THIS IS A VIDEO THAT TRIES TO CAPTURE THE IMAGES OF WHAT THAT POP-UP IS. [ MUSIC ] [ MUSIC ] [ MUSIC ] [ MUSIC ] [ MUSIC ] [ MUSIC ] [ MUSIC ] SO IF YOU ARE SOMEONE WHO FOLLOWS TWITTER, AND YOU WOULD PUT IN THE #LISDLITLAB, YOU’D GET AN EXAMPLE OF THE CONNECTIONS THROUGHOUT THE COMMUNITY. SO IT’S, AGAIN, THAT KIND OF MESSAGING, AND THAT– REALLY JUST THAT SHARED AGENDA FOR HOW CAN WE BENEFICIALLY– YOU KNOW, MUTUALLY BENEFICIAL TO THE EFFORTS THAT WE ARE TRYING? WE HAD OVER 4,000 VISITS OVER EIGHT WEEKS TO THE 13 LIT LAB POP-UP SITES. AND SO WE ARE QUITE PROUD AND INSPIRED BY WHAT WE’VE SEEN, AND STARTING TO SEE THE DATA.>>SO MELLISSA MENTIONED THAT ATTENDANCE WAS ONE OF OUR DATA SOURCES, BUT WE ALSO COLLECT DATA REGARDING READING MOTIVATION, READING AND WRITING PROFICIENCY, AND HOME LITERACY ENVIRONMENTS. AND WE ARE REALLY EXCITED. WE’RE JUST AT THE BEGINNING STAGES OF OUR DATA ANALYSIS FOR OUR SUMMER LIT LABS, BUT THIS IS THE DATA OF THOSE THAT ATTENDED ONE OF THE SITES OVER THE SUMMER, FOR THEIR WRITING. AND YOU CAN SEE, NOTED BY THE LITTLE SUN ICONS, THAT ANYTHING WITH THE SUN ICON SAYS THAT WE IMPROVED WRITING IN SIX OUT OF SEVEN OF THE TRAITS THAT WERE MEASURED FROM SPRING TO FALL. SO THAT IS REALLY HOPEFUL AND EXCITING DATA THERE. AND NOT ONLY WAS THE WRITING SCORED BY EACH PARTICULAR TRAIT, BUT EACH WRITING SAMPLE WAS ALSO GIVEN A HOLISTIC SCORE. AND YOU CAN SEE, FROM THAT ONE SITE OF STUDENTS THAT ATTENDED, NOT ONLY DID WE STOP THE SUMMER SLIDE, BUT WE SAW IMPROVEMENT IN THEIR WRITING SCORES. SO REALLY HOPEFUL AND REALLY EXCITING DATA.>>SO WE WILL LEAVE YOU WITH THAT, THAT CHALLENGE. WHEN WE THINK ABOUT MOVING MICHIGAN TO A TOP 10 IN 10 STATE, WE NEED TO REMEMBER TO THINK ABOUT EVERY CHILD IN EVERY CLASSROOM EVERY DAY. BUT NOT STOP WITH THE CLASSROOM. THINK ABOUT THROUGHOUT THE ENTIRE YEAR, AND HOW DO WE ENGAGE AND INSPIRE THOSE LEARNERS THROUGHOUT THE YEAR, INCLUDING THE SUMMER, SO THAT WE TRULY CAN IMPACT AND INSPIRE WHAT THEY DO. THANK YOU.>>THANK YOU. ANY QUESTIONS OF OUR PRESENTERS? OKAY. MARK? YOU HAVE FINAL COMMENTS?>>WELL, FIRST OFF, THANKS FOR THAT OPPORTUNITY AND MY APOLOGIES FOR BLOWING UP YOUR AGENDA TODAY. BUT I WILL SAY THIS. I THINK IT’S A NICE VISUAL CONNECTION OF NOT ONLY SOME OF THE TOP 10 IN 10 GOALS, BUT TO SEE THE WORK THAT YOU FOLKS HAVE DONE IN RECENT MONTHS AND YEARS, SEE HOW THAT COMES TO LIGHT IN NOT ONLY AN INTERMEDIATE, BUT A LOCAL SCHOOL DISTRICT ENVIRONMENT. SO I KIND OF APOLOGIZE AND DON’T APOLOGIZE, BUT WE’LL MAKE UP FOR IT WITH LUNCH, WHEN YOU GET TO THAT POINT. [ LAUGHTER ] SO, THANK YOU FOR THE OPPORTUNITY.>>VERY GOOD.>>IF I MAY JUST HAVE SOME– [ APPLAUSE ] I JUST WANT TO SAY THAT IT’S OBVIOUS FROM THE PRESENTATIONS TODAY THAT THE LENAWEE ISD CERTAINLY PROVIDES A VARIETY OF SERVICES AND PROGRAMS FOR YOUR STUDENTS. YOU HAVE COLLABORATIVE PARTNERSHIPS WITH THE COMMUNITY. AND OBVIOUSLY ALL OF THIS IS MAKING A DIFFERENCE IN THE LIVES OF THE STUDENTS IN LENAWEE ISD. SO THANK YOU TO YOUR TEAM. AND THANK YOU TO THE 11 DISTRICTS IN THE ISD, FOR ALL THAT YOU DO AND THEY DO TO SUPPORT EVERY LEARNER, AND TO IMPROVE STUDENT LEARNING OUTCOMES, WHICH IN TURN WILL HELP TO MAKE MICHIGAN A TOP 10 EDUCATION STATE. SO THANK YOU SO MUCH FOR TODAY’S PRESENTATION, AS WELL AS FOR ALL THAT YOU DO FOR OUR STUDENTS.>>THANK YOU.>>AND THEN WE WILL TRANSITION TO OUR NEXT ITEM ON THE COMMITTEE OF THE WHOLE AGENDA, WHICH IS A PRESENTATION ON EDUCATOR EVALUATION UPDATE. THIS PRESENTATION SERVES AS A REVIEW OF THE CURRENT EDUCATOR EVALUATION LEGISLATION, AND THEN ALSO PROVIDES AN OVERVIEW OF THE DEPARTMENT SUPPORTS TO DISTRICTS IN THE IMPLEMENTATION OF LEGISLATION. CURRENT PROPOSED LEGISLATION CHANGES WILL ALSO BE PRESENTED. THIS PRESENTATION IS AN INFORMATION ITEM ONLY, AND BOARD ACTION IS NOT REQUIRED. OUR PRESENTERS TODAY INCLUDE VENESSA KEESLER, DEPUTY SUPERINTENDENT OF EDUCATOR, STUDENTS, AND SCHOOL SUPPORTS, AS WELL AS REBEKAH EMMERLING, MANAGER EDUCATION EVALUATION UNIT OFFICE OF EDUCATOR EXCELLENCE. THANK YOU TO BOTH OF YOU.>>THANK YOU, SHEILA. AND GOOD MORNING, BOARD. WE APPRECIATE YOU TAKING TIME WITH US TODAY SO WE CAN TALK A LITTLE BIT ABOUT OUR APPROACH TO EDUCATOR EVALUATION. I’M GOING TO GO AHEAD AND TURN IT RIGHT OVER TO REBEKAH, WHO’S GOING TO GO THROUGH MOST OF THE PRESENTATION WITH US, SO THANK YOU.>>GOOD MORNING, IT’S MY PLEASURE TO BE HERE THIS MORNING. JUST TO– WHY DID WE HAVE TO GO AFTER THAT, BY THE WAY, TO TALK ABOUT EDUCATOR EVALUATION? IT’S LIKE, EVERYBODY’S FAVORITE TOPIC. I WANTED TO START OUR CONVERSATION ABOUT THE APPROACH THAT WE’VE TAKEN TO SUPPORT OUR FIELD AROUND THE EDUCATOR EVALUATION LEGISLATION AND SYSTEMS OF SUPPORT AROUND THAT LEGISLATION BY JUST POINTING OUT THAT WE DO ALIGN OURSELVES TO STRATEGIC GOAL NUMBER 3 IN OUR TOP 10 IN 10. AND THIS GOAL STATES THAT THE OFFICE OF EDUCATOR EXCELLENCE IS TO ASSIST OUR CONSTITUENTS IN THE FIELD WITH THEIR EDUCATOR EVALUATION SYSTEMS, AND OUR FOCUS IS SO THAT THEY MIGHT NOT ONLY BE COMPLIANT TO THE MINIMUM STANDARDS THAT ARE DEFINED IN THE LEGISLATION. BUT ALSO, SO THAT THEY MIGHT EXCEED THOSE REQUIREMENTS AND ACTUALLY LEVERAGE THESE SYSTEMS TO TRULY IMPROVE PROFESSIONAL PRACTICE AND STUDENT OUTCOMES IN AN AUTHENTIC WAY BY AUTHENTICALLY INTEGRATING BEST PRACTICES IN EVALUATION WITH THEIR DISTRICT SYSTEMS. SO, JUST WANTED TO BRIEFLY TALK ABOUT THE PURPOSE OF EDUCATOR EVALUATION. CONTRARY TO SOME POPULAR BELIEF, IT’S NOT TO PUNISH EDUCATORS. IT IS ACTUALLY TO ULTIMATELY IMPROVE STUDENT ACHIEVEMENT. WHEN WE HAVE EFFECTIVE EVALUATION, IT SHOULD GUIDE TEACHER GROWTH AND LEARNING. WHEN EVALUATION SYSTEMS ARE IMPLEMENTED WITH FIDELITY, USING RESEARCH-BASED INSTRUMENTS AND AUTHENTIC FEEDBACK CYCLES, IT SHOULD CREATE MEANINGFUL DIALOGUE. A WELL-IMPLEMENTED FEEDBACK CYCLE FOR TEACHERS LEADS TO IMPROVEMENT IN THE USE OF MEASURED SKILLS AND STRATEGIES. AND IMPROVEMENT IN THE USE OF MEASURED SKILLS AND STRATEGIES OUGHT TO LEAD TO, AND DOES LEAD TO, IMPROVED STUDENT ACHIEVEMENT. AND JUST AN INTERESTING DATA POINT HERE, THE CORRELATION IN TEACHERS’ USE OF EFFECTIVE STRATEGIES, AS MEASURED BY MARZANO’S INSTRUMENT, ARE ASSOCIATED WITH A 31-PERCENTILE-POINT INCREASE IN STUDENT ACHIEVEMENT. SO AS WE STARTED BUILDING OUT OUR WORK, WE ACTUALLY BEGAN THIS WORK IN A PRIOR ITERATION OF OUR OFFICE, AS OFFICE OF EDUCATOR TALENT. AND NOW WE ARE– WE HAVE REORGANIZED AND WE ARE OFFICE OF EDUCATOR EXCELLENCE. BUT EARLY ON, WHEN WE STARTED TO DEFINE OUR WORK STREAM AROUND THESE INITIATIVES, WE WANTED TO ESTABLISH PRIORITIES. AND SO WHAT YOU SEE IN FRONT OF YOU ARE THE PRIORITIES THAT OUR OFFICE AND IN PARTICULAR, THE EDUCATOR EVALUATION UNIT ESTABLISHED AS GUIDING PRINCIPLES AS WE BUILD OUT OUR SUPPORTS FOR THE STATE. SO WE HOLD TRUE THAT EVALUATIONS SHOULD BE RIGOROUS, TRANSPARENT, AND FAIR. THEY SHOULD PROVIDE INFORMATION THAT INFORMS AND IMPROVES WHAT IS GOING ON IN THE CLASSROOM. THE PURPOSE OF EDUCATOR EVALUATION IS TO IMPROVE WHAT IS HAPPENING IN THE CLASSROOM. IT’S TO IMPROVE STUDENT OUTCOMES. ANY EVALUATION THAT DOES NOT IMPROVE INSTRUCTION IS ACTUALLY A HOOP, AND IT’S NOT EFFECTIVE. AND IN FACT, IT CAN BE DETRIMENTAL TO THE SCHOOL CULTURE AND CLIMATE. IT’S OUR POSITION THAT EVALUATIONS SHOULD BE ALIGNED TO THE DEFINITION OF SUCCESS FOR STUDENTS, TEACHERS, AND ADMINISTRATORS. SO IN OTHER WORDS, IT’S IMPORTANT THAT THOSE DIFFERENT FACTIONS ACTUALLY DEFINE WHAT THAT SUCCESS LOOKS LIKE, AND THAT IT’S NOT JUST SOME ENIGMA OUT THERE THAT PEOPLE DON’T UNDERSTAND AND DON’T KNOW WHAT THEY’RE ACTUALLY– WHAT IS ACTUALLY EXPECTED OF THEM. AND PROBABLY, MOST IMPORTANTLY, IT IS OUR EXPECTATION THAT EDUCATOR EVALUATION SYSTEMS ACTUALLY FACILITATE A CONTINUOUS IMPROVEMENT PROCESS FOR OUR EDUCATORS. SO I WANT TO BACK UP AND JUST BRIEFLY GO OVER WHAT IS CURRENTLY IN THE LAW. I THINK THERE ARE SOME MISNOMERS AROUND THE LAW. AND I JUST WANT TO HOPEFULLY CLARIFY THE LEGISLATION THAT IS IN EXISTENCE NOW. IN NOVEMBER OF 2015, PA 173 WAS SIGNED INTO LAW. AND AMONG MANY KIND OF DISCREET THINGS IN THE LAW, THESE ARE KIND OF THE HIGH-LEVEL PIECES THAT WE GET ASKED ABOUT MOST OFTEN. SO RATHER THAN DIVE, LIKE, WAY DEEP INTO THE DISCREET PIECES OF THE LEGISLATION, I JUST WANTED TO KIND OF HIGHLIGHT SOME OF THE MOST FREQUENTLY MISUNDERSTOOD PIECES. THE LAW DOES REQUIRE THAT A DISTRICT MUST ADOPT AND IMPLEMENT A RIGOROUS, TRANSPARENT, AND FAIR PERFORMANCE EVALUATION SYSTEM FOR ALL TEACHERS AND ALL SCHOOL ADMINISTRATORS. IT ALSO REQUIRES THAT TEACHERS’ JOB PERFORMANCE, AND ADMINISTRATORS’ JOB PERFORMANCE MUST BE EVALUATED AT LEAST ANNUALLY. IT ALSO VERY CLEARLY STATES THAT CLEAR APPROACHES MUST BE ESTABLISHED IN MEASURING STUDENT GROWTH. AND ALSO THAT THERE MUST BE MULTIPLE RATING CATEGORIES THAT TAKE INTO ACCOUNT STUDENT GROWTH AND ASSESSMENT DATA. SO, THIS IS AN IMAGE YOU MAY HAVE SEEN. I KNOW I’VE SEEN SEVERAL OF YOU AT SESSIONS THAT I’VE DONE BEFORE, SO THIS IS PROBABLY A REPEAT IMAGE. BUT I WANTED TO MAKE SURE AND INCLUDE IT BECAUSE I’M SURE THAT YOU GUYS HAVE BEEN HEARING A LOT FROM YOUR CONSTITUENTS IN THE FIELD AROUND THEIR CONCERN WITH THIS YEAR’S BUMP UP IN THE AMOUNT OF STUDENT GROWTH THAT GETS FACTORED INTO THE FINAL EFFICACY RATING. IN THE LEGISLATION THAT WAS PASSED IN 2015, IT CLEARLY STATED THAT IN THE YEAR 2018-2019, STUDENT GROWTH AS AN OVERALL PIECE OF THE FINAL RATING, WOULD INCREASE FROM 25% TO 40% OF THE OVERALL RATING. THAT IS NOT NEW. AND I THINK THAT’S ONE OF THE MISNOMERS OUT THERE, IS THAT THIS IS A CHANGE IN THE LEGISLATION. IT IS NOT A CHANGE IN THE LEGISLATION. IT HAS BEEN A PART OF THE LEGISLATION SINCE THIS WAS FIRST ENACTED. AND WE HAVE BUILT ALL OF OUR SUPPORTS TO MAKE SURE THAT OUR CONSTITUENTS IN THE FIELD WERE NOT ONLY AWARE OF THAT BUMP UP, BUT ALSO KNEW HOW TO HANDLE IT. AND WE– I’M GOING TO TALK A LITTLE BIT ABOUT THE THINGS THAT WE’VE TRIED TO DO TO MAKE SURE THAT OUR CONSTITUENTS IN THE FIELD WERE READY FOR THIS CHANGE. BUT I JUST WANTED TO POINT THAT OUT. BECAUSE AS YOU CAN SEE, THERE IS A PRETTY SUBSTANTIAL SHIFT FROM 25% OF STUDENT GROWTH AS A PART OF THE OVERALL RATING, TO THE RIGHT-HAND SIDE, WHERE IT’S ACTUALLY BUMPED UP TO 40%, WHICH TAKES THE OBSERVATION TOOL PERCENTAGE DOWN TO 60%. AND THEN THIS IS JUST AN UP-CLOSE LOOK. AND I WANTED TO TAKE A SECOND TO POINT OUT THAT THE WAY THAT THE LEGISLATION IS WRITTEN AND THE WAY THAT WE INTERPRET THE LEGISLATION IS TO SAY THAT THIS YEAR, IN 2018-2019, OF THAT 40% OF THE OVERALL RATING, DISTRICTS ARE EXPECTED TO DIVIDE THAT STUDENT GROWTH PERCENTAGE INTO TWO PIECES. ONE IS STATE ASSESSMENT DATA, AND THE OTHER WOULD BE LOCAL ASSESSMENT DATA. AND SO, IT’S SUPPOSED TO BE HALF AND HALF OF THAT 40% THAT IS REPRESENTED.>>I HAVE A QUESTION. WHERE IN THE LEGISLATION DOES IT SAY IT HAS TO BE HALF, 50/50?>>THAT IS ACTUALLY THE INTERPRETATION THAT THE DEPARTMENT HAS PUT IN PLACE.>>SO THAT’S THE INTERPRETATION. IT’S NOT THE ACTUAL LANGUAGE OF THE LAW?>>YES, THAT’S CORRECT.>>OKAY, AND WHY IS THAT OUR INTERPRETATION?>>SO, THE GUIDANCE THAT WAS WRITTEN BY THE DEPARTMENT WAS WRITTEN WITH THE HELP OF SEVERAL EXPERTS IN THE FIELD. WE TOOK IT TO TECHNICAL ADVISORY COMMITTEE. AND WE GOT INPUT FROM PSYCHOMETRICIANS AND EXPERTS IN THE FIELD OF EDUCATOR EVALUATION AROUND THE NATION. AND SO, WHEN THEY WERE WRITING THE GUIDANCE, THAT PIECE OF THE GUIDANCE, AS WELL AS ALL OF THE REST OF THE GUIDANCE, WAS ALL WRITTEN WITH THAT EXPERT INPUT. AND SO WITHOUT TRYING– ATTEMPTING, BECAUSE IT WOULD BE A TERRIBLE, WOEFUL ATTEMPT TO GET INTO THE PSYCHOMETRIC RATIONALE, BECAUSE I AM NOT A PSYCHOMETRICIAN, I CAN JUST STATE THAT THE FOLKS WHO WERE WRITING THIS ORIGINAL GUIDANCE AROUND– AND THE PROTOCOLS THAT WE’RE TO INTERPRET, WE WERE CHARGED TO PROMULGATE RULES. AND WE WERE CHARGED TO DEVELOP GUIDANCE. AND SO WE USED BEST PRACTICE, AND WE USED RESEARCH THAT WAS AVAILABLE TO US FROM THE FIELD TO DO THAT.>>TOM?>>AND WE DON’T HAVE A LOT OF TIME, SO I’M JUST GOING TO JUMP INTO SOME QUESTIONS, EVEN IF YOU’RE GOING TO ADDRESS IT LATER. SO MY UNDERSTANDING IS THAT, LIKE– AND I’M NOT INTO THIS– YOU KNOW, I’M NOT DEEP INTO MY KNOWLEDGE OF ALL THIS, BUT YOU KNOW, MARZANO AND DANIELSON, THESE FRAMEWORKS ARE REALLY FOR– WERE DEVELOPED FOR SOMETHING, AND NOW THEY’RE BEING USED FOR SOMETHING OTHER THAN WHAT THEY WERE DEVELOPED. THEY’RE BEING USED FOR EVALUATION INSTEAD OF GROWTH FOR TEACHERS. SO AS I UNDERSTAND IT, AND THIS IS VERY PROBLEMATIC AS WELL, BUT AS I UNDERSTAND IT, THERE CAN BE, OTHER THAN THE FOUR MODELS, A DISTRICT OR A GROUP OF DISTRICTS CAN COME UP WITH THEIR OWN. BUT DOES IT HAVE TO BE APPROVED BY MDE? AND IF SO, MY UNDERSTANDING IS, IS THAT IT’S A BIG THING TO TRY TO DO, AND YOU KNOW, THEY DON’T WANT TO GO THROUGH– I’M JUST HOPING THAT THE MDE IS VERY HELPFUL AND YOU KNOW, THE FRAME OF MIND IS NOT, YOU KNOW, “GO AHEAD AND TRY TO “DO IT, BUT I DOUBT IT’LL WORK,” BUT RATHER, WE KNOW THIS STINKS. THIS WHOLE THING. IT’S BEING USED FOR SOMETHING IT’S NOT SUPPOSED TO. AND YOU KNOW, WE’RE TRYING TO DO ONE-SIZE-FITS-ALL, OR FOUR-SIZES-FITS-ALL, WHICH IS RIDICULOUS. SO WE WANT TO HELP FOSTER OPTIONS WHILE THIS STUPID LAW EXISTS, TO HELP LOCALS WITH THEIR OWN DEVELOPMENT. AND WE WILL HELP– INSTEAD OF TRYING TO BE CRITICAL, WE’RE ACTUALLY GOING TO BE ON YOUR SIDE. IS THAT TRUE? OR IS IT NOT? ARE THEY DEVELOPING OTHER MODELS THAN THE FOUR? IF NOT, WHY NOT?>>RIGHT. SO I’LL LET REBEKAH TALK ABOUT THE PROCESS THAT WE’VE PUT IN PLACE, ACCORDING TO THE LEGISLATION, TO ADD OTHER OBSERVATION TOOLS. BUT I WANT TO TAKE US BACK TO WHERE REBEKAH STARTED, ABOUT WHAT WE BELIEVE ABOUT EDUCATOR EVALUATION AND OUR APPROACH FROM THE INCEPTION OF THIS LAW HAS BEEN TO GIVE MAXIMUM TECHNICAL ASSISTANCE TO DISTRICTS TO HELP THEM IMPLEMENT THIS IN A WAY THAT’S FAIR, QUALITY, RIGOROUS, AND HELPS EDUCATORS BE BETTER AT THEIR JOBS.>>RIGHT.>>IN SUPPORT OF STUDENT ACHIEVEMENT.>>OKAY.>>SO OUR APPROACH HAS NEVER BEEN COMPLIANCY OR NEGATIVE– WE HAVE ALWAYS SAID, IF THIS IS GOING TO BE WHAT IT’S INTENDED FOR, WHICH IS TO HELP TEACHERS, AND WE’VE– MANY OF US HAVE BEEN TEACHERS. I’VE BEEN A TEACHER. IT’S HARD TO GET GOOD FEEDBACK AS A TEACHER. IT’S HARD TO IMPROVE YOUR CRAFT. SO IF THIS IS GOING TO BE WHAT IT WHAT INTENDED FOR BACK WHEN WE STARTED ON THIS JOURNEY IN 2010– WHEN THE LEGISLATURE STARTED ON THIS JOURNEY IN 2010, I KNOW YOU WERE THERE AT THE TIME– IT HAS TO BE FOCUSED ON– WE HAVE HAD TO FOCUS HEAVILY ON TECHNICAL ASSISTANCE. SO ALL OF OUR WORK, ALL OF REBEKAH’S WORK IS AROUND KIND OF– THE BEST WAY TO SAY THIS IS MAXIMUM TECHNICAL ASSISTANCE TO THE FIELD WITH RELATIVELY LIMITED RESOURCES TO MAKE IT EFFECTIVE. CAN YOU TALK ABOUT HOW THE PROCESS TO ADD TO THE OBSERVATION TOOLS?>>YEAH, SO ACTUALLY, I’M GLAD THAT YOU ASKED THAT QUESTION, TOM, BECAUSE THAT IS ANOTHER KIND OF MISUNDERSTANDING THAT PERSISTS IN THE FIELD. AND I THINK IT’S BECAUSE OF THE WAY THAT THE LEGISLATION ROLLED OUT, AND IT– AND THE PROCESS THAT WE ALL WENT THROUGH, WITH THE COUNCIL AND THE PILOTS AND ALL OF THAT. SO ACTUALLY, THEY DO NOT– A DISTRICT DOES NOT HAVE TO HAVE OUR APPROVAL TO USE A DIFFERENT TOOL. THAT IS A MISNOMER. THAT WAS, I BELIEVE, ORIGINALLY THE INTENT WAY EARLY ON, LIKE IN 2010, ’11, ’12, WHEN THESE THINGS WERE FIRST BEING HASHED OUT. BUT THAT SHIFTED. AND IT IS NOT A REQUIREMENT THAT MDE APPROVE A TOOL FOR A DISTRICT TO USE IT. THERE IS A PROCESS THAT WE WERE REQUIRED TO PROMULGATE RULES AROUND, AND PROTOCOLS AND PROCESSES AROUND, TO HAVE TOOLS ADDED TO THE STATE-APPROVED LIST. SO THAT’S A PROCESS THAT I ACTUALLY OWNED WHEN I WAS EARLY ON IN THIS OFFICE. AND IT WAS KIND OF MY BABY. AND WE DEVELOPED OUT A RUBRIC AND A PROTOCOL FOR APPLICATION. AND WE HAVE HAD A TOOL SUCCESSFULLY GO THROUGH THAT PROCESS. WE’VE ONLY HAD ONE APPLICATION. BUT THAT APPLICATION WENT THROUGH THE PROCESS, AND SUPERINTENDENT ALLES JUST APPROVED THAT TOOL, AS WAS A PART OF OUR PROTOCOL, TO BE ADDED AFTER IT HAD BEEN EXTERNALLY REVIEWED, INTERNALLY REVIEWED, AND WE HAD WRITTEN UP OUR RECOMMENDATION FOR IT TO BE ADDED. SO DISTRICTS, WHAT THEY DO HAVE TO DO, IF THEY CHOOSE TO NOT USE ONE OF OUR STATE-APPROVED TOOLS, THE LAW SAYS WHAT THEY MUST DO IS THEY MUST POST AN ASSURANCE ON THEIR TRANSPARENCY WEBPAGE, SO UNDER THAT MITTEN ON THEIR WEBPAGE, THAT CLEARLY INDICATES THAT THEY ARE SAYING– THEY ARE CLAIMING THAT THEY WILL STAND BEHIND THIS TOOL AS BEING RELIABLE, VALID, EFFICACIOUS, AND RIGOROUS, AND MEETING THOSE SAME STANDARDS THAT WERE CLEARLY OUTLINED IN THE LEGISLATION. BUT THEY CAN USE ANY TOOL THAT THEY ARE WILLING TO SAY MEETS THOSE REQUIREMENTS, AS LONG AS THEY POST THAT ON THEIR TRANSPARENCY PAGE. AND WE’VE WRITTEN LOTS OF ASSISTANT– ASSISTANCE AROUND THAT, JUST LIKE GUIDANCE PIECES. WE’VE DONE TONS OF VISITS OUT IN THE FIELD, TO TRY TO HELP PEOPLE UNDERSTAND THAT. EARLY, OUR FIRST YEAR OUT IN THE FIELD, WE SPENT A LOT OF TIME WITH MEA, TO HELP OUR TEACHERS UNDERSTAND THAT, THAT DISTRICTS DO NOT HAVE TO CONFORM TO ONE OF THESE TOOLS THAT ARE ON OUR STATE-APPROVED LIST. AND YOU KNOW, THERE ARE DISTRICTS OUT THERE THAT DON’T. A GREAT EXAMPLE OF DISTRICTS THAT CHOOSE NOT TO USE ONE OF OUR STATE-APPROVED TOOLS ARE THOSE DISTRICTS THAT DON’T LIKE THE TWO ADMINISTRATOR TOOLS THAT ARE CURRENTLY REPRESENTED ON OUR LIST. SO THEY USED THE MARZANO TOOL. THAT’S FREQUENTLY USED. THAT’S JUST AN EXAMPLE. THERE ARE MANY OTHERS OUT THERE. BUT OKAY, MOVING ON.>>IT LOOKED LIKE MICHELLE–>>SORRY, I CAN TALK FOREVER.>>HOLD ON, MICHELLE. MICHELLE?>>YES.>>AND THEN DR. Z.>>TWO SETS.>>SO I’VE TALKED TO– I’VE TALKED TO A LOT OF TEACHERS ABOUT THIS. AND THEY ARE WIDELY HATED. AND AGAIN, I’VE SAID IT BEFORE, THE AMERICAN STATISTICAL ASSOCIATION SAYS THAT THESE MEASURES, USING TESTING– STUDENTS’ TESTS TO GRADE TEACHERS IS AN INVALID MEASURE. SO I DON’T SEE HOW AN INVALID MEASURE CAN EVER BE FAIR. AND I’VE ALSO TALKED TO PEOPLE WHO ARE STATISTICIANS THAT SAY THERE’S EVEN MORE BIAS IN THE OBSERVATION. SO BECAUSE THERE’S NOT REALLY A WAY TO CONTROL FOR BIAS. SO I KNOW THAT WE’RE ALL– YOU’RE LIVING WITH THIS LAW, BECAUSE YOU HAVE TO. AND WE ARE LIVING WITH IT BECAUSE WE HAVE TO. BUT I JUST WANTED TO POINT THAT OUT. AND PARTICULARLY, PEOPLE WHO ARE NOT IN ELA OR YOU KNOW, THE SUBJECT MATTER THAT’S TESTED, AND HOW THESE SCORES ARE USED FOR LIKE, SPECIAL EDUCATION TEACHERS, OR YOU KNOW, ARTS TEACHERS. THEY SOMETIMES USE THE AGGREGATE SCORE OF THE SCHOOL, OR SOME OTHER CREATIVE WAYS. SO MY QUESTION IS, WHEN THERE ARE– OR PEOPLE WHO WERE SAYING THEY WERE OBSERVED WHEN THEY WERE OFF ON MEDICAL LEAVE AND GOT A BAD EVALUATION, THERE’S SOME VERY GROSS VIOLATIONS OF THE LAW. BUT THEY’RE– THEY CAN ONLY APPEAL TO THE SUPERINTENDENT, WHO MAY OR MAY NOT BE SYMPATHETIC, OR CARE. SO MY QUESTION IS, WHAT WOULD– I MEAN, MAYBE IT’S NOT FAIR TODAY, TO ANSWER. BUT WHAT ARE SOME RECOMMENDATIONS BESIDES MY THOUGHT OF JUST REPEALING THE WHOLE THING? TO THE LEGISLATURE THAT’S GOING TO BE COMING IN SOON ON THIS?>>SO, SUPERINTENDENT ALLES, IF YOU– I KNOW THE BOARD IS VERY EAGER TO ASK QUESTIONS. BUT WE ACTUALLY ARE GOING TO ANSWER PROBABLY EVERY QUESTION–>>OKAY, SOME OF THESE QUESTIONS IN THE PRESENTATION?>>–INCLUDING RECOMMENDATIONS.>>OKAY, ALL RIGHT.>>SO IF YOU WOULD INDULGE US TO ALLOW US TO GO THROUGH THE PRESENTATION, I THINK IT MIGHT– WE MIGHT GET TO WHERE WE’RE ALL TRYING TO GO QUICKER, POSSIBLY.>>OKAY.>>AND THEN WHEN YOU’RE FINISHED, I DO HAVE A LIST OF BOARD MEMBERS WHO HAVE QUESTIONS.>>OKAY.>>SO WE’LL GO BACK TO THE LIST.>>OKAY.>>OKAY.>>OKAY, YEAH, THOSE ARE ALL VERY VALID CONCERNS. AND I CAN HONESTLY SAY THAT WE, AS A DEPARTMENT, SHARE MOST, IF NOT ALL OF THEM. SO, AND ALL OF OUR WORK GOES AROUND AND HAS GONE AROUND TRYING TO MITIGATE NEGATIVE IMPACT THAT– AND MAYBE SOME OF IT WAS UNINTENDED CONSEQUENCE. I’M SURE MOST OF IT WAS, BUT IT STILL IS THERE, AND IT STILL AFFECTS. SO, STUDENT LEARNING OBJECTIVES, SLOs, ARE SPECIFICALLY CALLED OUT IN THE LEGISLATION AS A VIABLE OPTION FOR LOCALS TO USE FOR THAT LOCAL ASSESSMENT DATA PIECE, THAT 20%. IF WE’RE LOOKING AT THIS YEAR’S 40%, THAT 20% OF THE OVERALL RATING. SO WE GO THROUGH– WE HAVE DEVELOPED OUT A TON OF RESOURCES AND HAVE SPENT A LOT OF OUR HUMAN RESOURCE TIME IN DEVELOPING OUT WORKSHOPS TO SUPPORT STUDENT LEARNING OBJECTIVES. IT’S OUR POSITION THAT SLOs PROVIDE A REALLY STRONG SYSTEMATIC METHOD THAT ALIGNS STUDENT GROWTH TO SCHOOL IMPROVEMENT. AND SO REALLY TRYING TO BUILD AND ENCOURAGE DISTRICTS TO LOOK AT HOW STUDENT– OR EXCUSE ME, EDUCATOR EVALUATION IS NOT ABOUT THE END GAME. IT’S NOT ABOUT– WE SHOULD NOT BE LOOKING AT IT AS AN OPPORTUNITY TO RATE TEACHERS. WHAT WE SHOULD BE LOOKING AT IT AS IS AN OPPORTUNITY TO ALIGN OUR SYSTEMS THROUGH THE INSTRUCTIONAL FRAMEWORK, BECAUSE THAT’S WHAT THESE ARE, TO TOM’S POINT EARLIER. THESE TOOLS WERE ACTUALLY WRITTEN AS INSTRUCTIONAL FRAMEWORKS. AND IT’S AN OPPORTUNITY FOR DISTRICTS TO LOOK AT HOW THEY CAN ALIGN THEIR ENTIRE SYSTEM TO THE INSTRUCTIONAL FRAMEWORK FROM WHICH THEY WILL THEN ULTIMATELY GUIDE PERFORMANCE OF THEIR PROFESSIONAL STAFF, AND COLLABORATIVELY DEFINE GOALS AND STRATEGIES FOR THOSE INDIVIDUALS TO CONTINUE TO PROFESSIONALLY GROW WITHIN THE SCOPE OF A CONTINUOUS IMPROVEMENT MODEL FOR THE ENTIRE SCHOOL AND THE ENTIRE DISTRICT. AND THAT IS HOW WE BUILD OUR SUPPORT. SO I ALSO WANT TO TALK REAL BRIEFLY ABOUT THE STATE ASSESSMENT, STUDENT GROWTH, AND YOU KNOW, AS I MENTIONED EARLIER, THIS IS IF THE LAW STAYS THE WAY THAT IT IS RIGHT NOW, IF 5707 AND 6401 ARE NOT PUSHED THROUGH, THEN– AND IF THINGS STAY THE WAY THEY ARE RIGHT NOW, THEN THE REQUIREMENTS FOR THE PERCENTAGE OF STUDENT GROWTH WILL BE 20% OF THE OVERALL RATING AS STATE ASSESSMENT DATA, AND 20% AS LOCAL. AND THIS SLIDE ACTUALLY DOES A PRETTY GOOD JOB OF TALKING ABOUT THE ISSUE THAT MICHELLE BROUGHT UP EARLIER, WHICH IS– SO, ONE OF THE HUGE PROBLEMS THAT EXISTS WITHIN THE CURRENT CONSTRUCT OF THE LAW IS THAT WE’RE KIND OF– WE’RE CREATING THESE HAVES AND HAVE-NOTS. BECAUSE REALLY, IF YOU LOOK AT THE NUMBER OF TEACHERS IN OUR STATE WHO ARE HELD TO THAT STANDARD OF 20% OF THEIR OVERALL EVALUATION IS GOING TO BE DEFINED BY THE STATE ASSESSMENT DATA THAT IS DIRECTLY CORRELATED TO THEM, HOPEFULLY, OR IN THE WORST-CASE SCENARIO, DIRECTLY CORRELATED TO THEIR BUILDING, RIGHT? THAT’S HAPPENING, WHICH IS AGAINST OUR GUIDANCE. OUR GUIDANCE SAYS INDIVIDUAL ATTRIBUTION PLEASE. IF YOU’RE GOING TO DO THIS, YOU NEED TO DO IT CORRECTLY. BUT DISTRICTS STILL HAVE LOCAL CONTROL, AND IF THEY CHOOSE TO DO– YOU KNOW, A LOT OF THEM ARE STILL DOING SUBJECT AREA ATTRIBUTION, OR GRADE LEVEL ATTRIBUTION. ON IN THE WORST CASES, BUILDING ATTRIBUTION. SO AT ANY RATE, WHAT HAPPENS IS, WE HAVE BASICALLY THE TEACHERS WHO ARE BEING HELD TO THIS STATE ASSESSMENT DATA STANDARD ARE THOSE WHO TEACH IN TESTED GRADES AND SUBJECT AREAS. AND AS THOSE ARE DEFINED RIGHT NOW, WE’RE TALKING ABOUT 4TH THROUGH 8TH GRADE ELA AND MATH TEACHERS. SO ANYONE WHO’S NOT 4 THROUGH 8 GRADE ELA AND MATH ARE NOT BEING HELD TO THOSE SAME STANDARDS. THEY ARE BEING HELD, IN MOST CASES, AS LOCALLY DEFINED, TO LOCAL ASSESSMENT DATA AS THEIR ENTIRE STUDENT GROWTH MEASURE. SO WHAT WE’VE REALLY DONE– WE BEING THE LEGISLATION HAS REALLY DONE, IS IT’S CREATED THIS DICHOTOMY. THERE ARE THOSE WHO ARE BEING HELD TO THAT HIGH STANDARD OF HIGH STAKES STATE ASSESSMENT DATA, AND THOSE WHO ARE NOT. AND IN FACT, MOST OF OUR TEACHERS ARE NOT. SO HOW ARE WE TRYING TO SUPPORT OUR EDUCATORS IN THE WORK? AS I’VE ALLUDED TO A FEW TIMES, THIS IS A LOCAL CONTROL STATE. AND SO, OUR APPROACH TO OUR WORK HAS BEEN TO BE OUR DISTRICT’S FRIEND. AND IT HAS BEEN TO TRY TO BE A SUPPORT TO ALL OF THE EDUCATORS WHO ARE AFFECTED BY THIS LAW. SO WE HAVE BUILT SUPPORTS OUT, AND WE’VE BASICALLY APPROACHED THIS WORK AS A FIELD UNIT, EVEN THOUGH THAT’S REALLY NOT, I DON’T THINK, INTENDING TO BE CONSTRUCTED, THAT WAS THE CALL FROM THE FIELD. THE CALL FROM THE FIELD WAS, “WE NEED YOU OUT HERE. “WE NEED YOU TO HELP US. “PLEASE COME OUT.” AND SO MYSELF AND MY TWO CONSULTANTS, WE HAVE BEEN OUT IN THE FIELD A TON, JUST TRYING TO BUILD RELATIONSHIPS, AND BUILD SUPPORTING RELATIONSHIPS WITH KEY– WITH KEY PEOPLE IN THE FIELD, AS WELL– WELL, ACTUALLY JUST EVERYONE. WE’VE BEEN TO INDIVIDUAL DISTRICTS. WE’VE BEEN TO ISDs. AND THIS IS JUST KIND OF A LIST. I REALLY HIGHLIGHTED THE STUDENT GROWTH COLLABORATIVE WORKSHOPS, BECAUSE WELL, FOR ONE THING, I’M VERY PROUD OF THOSE AND I THINK THEY’VE BEEN EXTREMELY SUCCESSFUL. BUT ALSO BECAUSE THAT WAS A HUGE COLLABORATIVE EFFORT THAT WE ACTUALLY PUT TOGETHER, WITH MEA AS BEING A KEY STAKEHOLDER. WE HAD AFT THERE. WE HAD MASA. WE HAD MASE. WE HAD MEMSPA. WE WORKED AND COLLABORATED WITH ALL OF THOSE ORGANIZATIONS TO TRY TO COME UP WITH A WORKSHOP SERIES THAT WOULD SUPPORT OUR EDUCATORS IN THE FIELD. AND WE– THAT APPROACH WAS TO BRING MULTIPLE STAKEHOLDERS FROM A SCHOOL DISTRICT. THAT INCLUDED– WE ASKED FOR THEM TO BRING TEACHER LEADERS. WE ASKED THEM TO BRING THEIR BUILDING ADMINISTRATORS. WE ASKED FOR THEM TO BRING A CENTRAL OFFICE DECISION MAKER TO THE TABLE AND ALL SPEND THREE DAYS WITH US WORKING THROUGH HOW TO BUILD OUT A STUDENT GROWTH MEASUREMENT SYSTEM THAT IS NOT PUNITIVE IN NATURE, BUT IS ACTUALLY REFLECTIVE OF THEIR INTENT TO BUILD A CONTINUOUS IMPROVEMENT CYCLE. SO THAT HAS BEEN THE LENS THROUGH WHICH WE’VE APPROACHED ALL OF OUR WORK.>>AND I THINK IT’S IMPORTANT TO HIGHLIGHT HERE, AS WE WERE TALKING ABOUT BEFORE, THE DISCUSSION AROUND STUDENT GROWTH AND HOW YOU MEASURE IT, WHAT’S ACCURATE, WHAT’S APPROPRIATE, WHAT’S RELIABLE, WHAT’S RIGOROUS IS AN ONGOING CONVERSATION. AND THERE ARE A LOT OF PERSPECTIVES ON IT. WHEN STATISTICIANS SAY THE THING ABOUT THE OBSERVATIONS HAVE MORE NOISE, THEY USUALLY ARE SAYING THAT IN DEFENSE OF WHY TEST DATA GROWTH IS BETTER.>>RIGHT.>>BUT NO ONE IS SAYING– NO ONE SHOULD SAY THAT MEASURING STUDENT GROWTH IS EASY. IT TAKES THE MEASUREMENT ERROR THAT THERE IS IN MEASUREMENT AND MAKES IT EVEN MORE COMPLICATED. SO IT’S VERY CHALLENGING. IT’S AN IMPORTANT PIECE OF DATA USED IN ITS BEST ITERATION, THAT’S WHAT WE’VE FOCUSED ON. WITH STUDENT LEARNING OBJECTIVES, WITH ACCURATE MEASUREMENT TOWARDS IMPROVEMENT USE. IN ITS BEST ITERATION, IT’S A POWERFUL TOOL TO HELP EDUCATORS IMPROVE. IN ITS WORST ITERATION, IT’S SOMETHING ELSE ENTIRELY. SO WE’VE FOCUSED– WHETHER– WHEREVER WE FALL ON HOW WE THINK ABOUT IT, OR PHILOSOPHICALLY OR ACADEMICALLY, THE LAW REQUIRES IT. SO WE HAVE FOCUS ON, IF WE ARE DOING IT, THEN WE HAVE TO DO IT AS WELL AS WE CAN, AND MOST IN SUPPORT OF EDUCATORS ARE POSSIBLE.>>SO AND THEN OUR– AND THEN OTHER ASSISTANCE THAT WE HAVE TAKEN UP HAS BEEN MORE TECHNICAL IN NATURE. AND I MENTIONED EARLIER, LIKE, WE BUILT OUT SUPPORTS AROUND THE POSTINGS AND ASSURANCES. AND WE’VE BUILT INTERNAL-EXTERNAL REVIEW TOOLS. WE WRITE GUIDANCE, YOU KNOW, ALL OF THOSE THINGS. I DON’T NEED TO READ THOSE TO YOU. AND SO ALSO, I MEAN, SHOULD YOU EVER REALLY, YOU KNOW, WANT TO SPEND YOUR DAY DELVING INTO EDUCATOR EVALUATION AND HOW WE SUPPORT YOU, WE HAVE A TON OF RESOURCES ON OUR WEBPAGE. AND I’VE INCLUDED THE LINKS THERE. I’M SURE YOU GUYS GET A LOT OF LINKS. BUT– AND THEN, AGAIN, JUST TRYING TO DEMONSTRATE TO YOU GUYS THAT THIS HAS BEEN A HUGE FOCUS FOR OUR UNIT. WE HAVE SPENT– I HAVE AN EXCELLENT CONSULTANT, A RESEARCH CONSULTANT WHO IS DEDICATED EXCLUSIVELY TO SUPPORTING DISTRICTS IN STUDENT GROWTH. THAT’S WHAT HE DOES, AND HE’S AMAZING. AND HE GOES OUT AND DOES THAT SO WELL. AND THEN I HAVE TWO OTHER CONSULTANTS AND MYSELF. I WORK AS A CONSULTANT A LOT, JUST BECAUSE THERE IS SUCH A DEMAND IN THE FIELD. THERE’S NOT ENOUGH OF US TO GO AROUND. AND WE’RE OUT IN THE FIELD, HELPING WITH SYSTEMS. WE DO THE SYSTEMS WORK STUFF, BRIAN DOES THE STUDENT GROWTH STUFF. AND SO I ALSO JUST– YEAH, I WANTED TO SHARE THAT WE HAVE BEEN WORKING VERY CLOSELY WITH SEVERAL ENTITIES ACROSS THE STATE AND THERE ARE ENTITIES IN OUR STATE WHO ARE DOING A GOOD JOB OF THIS. PROBABLY THE ONE THAT I LIKE TO HIGHLIGHT, JUST BECAUSE I’VE SEEN IT AND IT’S JUST SO GOOD IS TBAISD. THEY DO AN AMAZING JOB WITH THEIR EDUCATOR EVALUATION SYSTEMS, BECAUSE THEY APPROACH IT AS A CONTINUOUS IMPROVEMENT CYCLE. AND THEY REALLY HAVE BEEN VERY SYSTEMIC AND SYSTEMATIC ABOUT THE WAY THEY’VE LOOKED AT IMPLEMENTATION.>>AND SO TO CLOSE, MOVING TO WHAT MICHELLE WAS ASKING ABOUT A LITTLE BIT, WE DO WANT TO EXPLAIN OR SHARE SOME OF OUR POSITIONS AS A DEPARTMENT ON THIS WORK AND WHERE WE STAND. WE KNOW THIS IS A TOPIC THAT THE BOARD MAY TAKE UP IN YOUR LEGISLATIVE PLANNING, MAY TAKE POSITIONS AS A BOARD. SO WE WANTED TO SHARE WHERE WE’RE AT. AND WE HAVE FIVE BIG RECOMMENDATIONS. SO THE FIRST IS, WE SUPPORT THE TWO HOUSE BILLS, 5707 AND 6401. LIKE REBEKAH WAS SAYING, THOSE ARE THE BILLS THAT HOLD THE STUDENT GROWTH PERCENTAGE WHERE IT IS. SO IT DOESN’T LET IT ESCALATE TO 40%. IT ALSO DOESN’T GET RID OF IT ENTIRELY. IT JUST BASICALLY IS KEEPING US WHERE WE’RE AT. WE SUPPORT THOSE BILLS BECAUSE WHILE WE BELIEVE THAT STUDENT GROWTH IS AN IMPORTANT COMPONENT OF AN EVALUATION, WE ALSO THINK WE ARE EARLY– WE ARE STILL EARLY IN IMPLEMENTATION OF THIS LAW. THERE ARE STILL A LOT OF ISSUES WITH HOW PEOPLE ARE USING STUDENT GROWTH. SO BEFORE WE INCREASE THE IMPORTANCE, WE SHOULD CONTINUE TO IMPROVE OUR PRACTICE, IMPROVE OUR ABILITY TO IMPLEMENT AROUND THAT CONTINUOUS IMPROVEMENT MODEL THAT REBEKAH WAS SAYING. AND LET ME BACK UP AND SAY WE BROADLY SUPPORT EDUCATOR EVALUATION, SO WE SUPPORT LEGISLATION AROUND IT. WE ARE CONCERNED AROUND THE IMPLEMENTATION. SO THE IDEAS ARE NOT, PER SE– AGAIN, EVALUATION AT ITS CORE IS A POSITIVE THING. MAKING SURE EVERY MICHIGAN EDUCATOR HAS A HIGH-QUALITY EVALUATION IS A POSITIVE THING. DOING THIS WORK IS VERY CHALLENGING. AND THERE ARE IMPLEMENTATION CONCERNS AT ALL LEVELS. IT REQUIRES REALLY STRONG LOCAL LEADERSHIP. IT REQUIRES A WELL-NEGOTIATED SYSTEM. IT REQUIRES FIDELITY AT EACH STAGE. SO WE ARE SUPPORTIVE. BUT WE ARE COGNIZANT OF THE CONCERNS, AND WANT TO CONTINUE TO PURSUE– OR SUGGEST A MEASURED APPROACH GOING FORWARD. SO THAT’S WHERE OUR SUPPORT FOR 5707 AND 6401 COMES FROM. AGAIN, STAYING WHERE WE’RE AT SEEMS LIKE THAT BALANCE OF CONTINUING TO EMPHASIZE THE IMPORTANCE OF STUDENT GROWTH, BUT NOT ESCALATING IT WHEN WE’RE NOT SURE YET THAT THAT’S APPROPRIATE. WE WOULD LIKE TO RECOMMEND– WE HAVE TALKED TO THE SPONSOR ABOUT THIS BRIEFLY, BUT IT’S NOT CURRENTLY IN ANY MARKUPS. WE WOULD AMEND THE MANDATORY INCLUSION OF STATE ASSESSMENT DATA AND KEEP IT AT MAY BE– OR TAKE IT TO MAY BE MEASURED USING STATE ASSESSMENTS, RATHER THAN SHALL OR MUST BE. SO THEN THAT WOULD MEAN A DISTRICT COULD CHOOSE TO INCLUDE SOME STATE ASSESSMENT DATA WHERE APPROPRIATE IN THEIR LOCALLY-NEGOTIATED SYSTEM. BUT THEY COULD ALSO CHOOSE TO KEEP IT ALL ON LOCAL ASSESSMENT DATA, OR SOME BLEND. WE HAVE TO EMPHASIZE THAT EVERY– AND REBEKAH HAS MENTIONED THIS, BUT EVERY ONE OF THESE, THE FULL IMPLEMENTATION OF THESE EVALUATION SYSTEMS IS LOCALLY DETERMINED. NOT LOCALLY BARGAINED, LOCALLY DETERMINED. SO OUR GUIDANCE IS, YOU SHOULD GET ALL YOUR STAKEHOLDERS TOGETHER, AND YOU SHOULD COME TO A SYSTEM THAT EVERYONE CAN AGREE ON, AND IT SHOULD BE A COLLABORATIVE MODEL. IT IS ON THE DISTRICTS TO EITHER DO THAT OR NOT DO THAT. AND IF THEY DON’T DO THAT, THAT IS THEIR CHOICE AS WELL. BUT OUR RECOMMENDATION WOULD BE TO REMOVE THIS– THE– THE LANGUAGE IN THE LAW THAT REQUIRES THAT STATE ASSESSMENT DATA BE USED. WE’D LIKE TO REQUIRE SOME ADDITIONAL POSTINGS AND ASSURANCES, TO MAKE SURE THAT THEY ARE PUTTING THEIR STUDENT GROWTH PROTOCOLS ON THE WEBSITE, AND OVERALL RATING CALCULATION METHODOLOGY. AGAIN, IN SUPPORT OF TRANSPARENCY, EVERYONE SHOULD KNOW HOW THEY’RE BEING EVALUATED AND HAVE THE ABILITY TO UNDERSTAND THAT. SO THAT’S KIND OF AN ADDITIONAL POSITING. AND THIS GETS TO– THIS IS PROBABLY THE ONE WHERE WE HAVE THE– WE’RE PROBABLY THE FURTHEST OUT ON A LIMB WITH THIS ONE, I WOULD SAY. BUT WE BELIEVE THERE SHOULD BE AN EXTENDED– A BETTER “APPEALS” SYSTEM, OR A WAY TO ADDRESS THE ISSUE THAT YOU BROUGHT UP, MICHELLE. IF AN EDUCATOR HAS NOT RECEIVED AN EVALUATION IN CONCORDANCE WITH THE LAW– NOW, WE’RE NOT EVEN SAYING, “I THINK I WAS “HIGHLY EFFECTIVE AND YOU SAID “I WAS EFFECTIVE,” WE’RE SAYING, “NOBODY OBSERVED ME,” OR “NOBODY USED STUDENT GROWTH,” “WE DIDN’T FOLLOW THE LAW.” THERE IS NO RECOURSE, OTHER THAN THE APPEAL SYSTEM BUILT INTO THE DISTRICT. SO IT’S KIND OF A– IF YOU APPEAL, THAT THERE WAS NO SYSTEM TO A SYSTEM WHERE THERE– YOU KNOW, YOU CAN SEE THE ISSUES WITH THAT. OUR– THIS HAS BEEN– SOME OF US HAVE ALL BEEN HERE TOGETHER FOR THE ENTIRE TIME OF THIS ED EVAL DEBATE, SO PREPARING THIS ITEM WAS FUN FOR ME, BECAUSE IT’S LITERALLY TRACKED MY TRAJECTORY AT THE DEPARTMENT ALMOST EXACTLY. I’VE BEEN HERE THROUGH THE WHOLE THING. WE HAVE CONSISTENTLY SAID THAT THROUGHOUT ALL THESE ITERATIONS. THERE IS NO APPEAL PROCESS. GIVE IT TO US. GIVE IT TO A COMMISSION. GIVE IT TO SOMEONE. BUT RIGHT NOW, THERE IS– THERE’S JUST NOT ONE. AND SO WHILE THIS IS HARD, AND WHILE SOME OF THE PUSHBACK IS, “WELL, WHAT IF IT TURNS INTO “ANOTHER TENURE COMMISSION,” OR “COULD WE HANDLE THE DEMAND?” WHAT IF EVERY EDUCATOR DOESN’T LIKE THEIR RATING? THERE ARE CONCERNS. BUT WE STILL THINK IT’S THE RIGHT THING TO HAVE SOME RECOURSE OUTSIDE OF LEGAL ACTION IF YOU HAVEN’T RECEIVED YOUR EVALUATION ACCORDING TO THE LAW. AND THEN WE’D LIKE TO CLARIFY THE LANGUAGE IN THE LEGISLATION, TO ESTABLISH– THERE’S JUST SOME CLEAN UP WE’D LIKE TO DO AROUND, WHAT IS THE ROLE OF STUDENT GROWTH IN THE OVERALL RATING? SO THESE ARE OUR FIVE BIG RECOMMENDATIONS AROUND THE LEGISLATION. AGAIN, THEY’RE THE DEPARTMENTS. WE LEAVE THEM HERE FOR THE BOARD’S CONSIDERATION AND DISCUSSION. AND I JUST WOULD CLOSE BY SAYING THAT WE CANNOT EMPHASIZE ENOUGH THAT EDUCATOR EVALUATION IS DONE RIGHT IN THE CONTEXT OF A CONTINUOUS IMPROVEMENT, IN SUPPORT OF EDUCATORS, CAN BE POSITIVE. WE WANT TO KEEP WORKING TOWARD THE POSITIVE, UNDERSTANDING THAT THERE MAY BE SOME THINGS THAT WE NEED TO DO LEGISLATIVELY OR OTHERWISE TO HELP THAT POSITIVE BE THE REALITY INSTEAD OF THE NEGATIVE. SO, SHEILA, BACK TO YOU.>>THANK YOU, VENESSA. THANK YOU, REBEKAH. AND I’LL GO TO DR. Z. WITH A QUESTION AND THEN TO EILEEN WITH A QUESTION. AND ANY OTHER BOARD MEMBERS WHO MAY HAVE QUESTIONS.>>YEAH. I THINK THAT HAVING A GATEKEEPER IS A GOOD THING, IF IT’S NOT THE MDE. I NOTICED THAT WHEN YOU TALKED ABOUT THAT ONE SCHOOL THAT– OR DISTRICT THAT CAME UP WITH ITS OWN METHOD THAT– MDE DIDN’T HAVE TO APPROVE IT, BUT APPARENTLY THE SUPERINTENDENT DID.>>WELL, LET ME CLARIFY.>>OKAY.>>SO, FOR THE OBSERVATION TOOL, THERE ARE FOUR OBSERVATION TOOLS THAT ARE– WERE KIND OF ON THE APPROVED LIST OUT OF THE GATE.>>YEAH.>>THE MDE WAS ASKED TO CREATE A PROCESS– PROMULGATE RULES TO HAVE A PROCESS TO ADD TO THE STATE-APPROVED LIST. THAT IS THE THING THAT SHEILA FINALLY APPROVED. SO THIS ORGANIZATION WENT THROUGH THE PROCESS. WE WERE ABLE TO RECOMMEND TO SHEILA TO APPROVE. SO NOW THERE’S FIVE ON THE STATE-APPROVED LIST. A DISTRICT INDEPENDENTLY CAN SAY WE HAVE OUR OWN OBSERVATION TOOL. AND WE VERIFY THAT IT IS RELIABLE, VALID, RIGOROUS. THERE’S A SERIES OF THINGS. THE BENEFIT TO USING ONE OF THE STATE OBSERVATION TOOLS IS THAT THERE’S THAT ADDED LEVEL OF CREDIBILITY AND DEFENSIVENESS IF THEY WERE CHALLENGED ON IT.>>OKAY.>>BUT A DISTRICT IS ALLOWED TO JUST DO IT ENTIRELY DIFFERENTLY AND JUST ASSURE THAT IT MEETS THE STANDARD, ESSENTIALLY, OF THE FIVE ON THE STATE-APPROVED LIST.>>BUT WHAT IF THEY DON’T MEET THE STANDARD FIVE?>>WELL, THAT WOULD BE– THIS IS, AGAIN, KIND OF ON THE APPEALS. NO ONE IS REALLY DELEGATED WITH THE AUTHORITY TO GO MAKE SURE. BUT IF A– IF A EDUCATOR IN THAT DISTRICT CHALLENGED, TOOK THEM TO COURT AND THEY WERE NOT ABLE TO DOCUMENT– THERE’S FIVE THINGS IN THE LAW.>>SO THEY MIGHT BE LIABLE IN TORT OR SOMETHING LIKE THAT.>>YES, ESSENTIALLY.>>OKAY. AND THIS GOES BACK TO, ACTUALLY, MY CONCERN, THAT THERE MAY BE A LITTLE TOO MUCH CHOICE IN THIS– IN THIS AREA. BECAUSE YOU KNOW, I GOT EVALUATED AT MY DISTRICT AND YOU GOT EVALUATED AT YOUR DISTRICT BUT OUR– YOU KNOW, THEY CAN’T BE COMPARED. AND IT SEEMS TO ME THAT YOU WANT PRECISE– IT’S COUNTERINTUITIVE. BUT YOU KNOW, JEFFERSON WAS A GREAT CHAMPION OF STATE RIGHTS AND LOCAL RIGHTS, AND YET, HE CHAMPIONED A SINGLE CURRENCY, WHICH ENABLED BANKS AND DIFFERENT STATES TO WORK TOGETHER INDIVIDUALLY MUCH BETTER. AND I THINK WE NEED THE WISDOM OF THE MDE TO DETERMINE WHEN A STANDARD PRODUCT WILL FACILITATE LOCAL FREEDOM VERSUS INHIBITING IT. SO THAT’S A PHILOSOPHICAL THING.>>IT’S A GOOD OBSERVATION. AND YOU’RE ACTUALLY HEARKENING BACK TO THE EARLY DAYS OF THIS LAW, WHERE THE ORIGINAL LAW SAID THERE WILL BE THE MICHIGAN COUNCIL ON EDUCATOR EFFECTIVENESS. AND IT WILL RECOMMEND A SYSTEM.>>YEAH, YEAH.>>THAT DIDN’T GO SO WELL.>>OKAY.>>THEY DID RECOMMEND A TIGHTER SYSTEM. BUT IN THE PROCESS OF GETTING THE 2015 LEGISLATION PASSED, THERE WERE, I THINK, I A LOT OF COMPROMISES AND MOVEMENTS. AND WE HAVE A SYSTEM– A NONSYSTEMATIC SYSTEM HERE.>>YEAH, YEAH.>>WE HAVE BROAD GUIDELINES AROUND OUR EDUCATOR EVALUATION PRACTICE, BUT NOT THE KIND OF TIGHT, “YOU USE THIS TOOL, “YOU DO GROWTH THIS WAY.” I MEAN, THERE’S GOOD REASON FOR THAT TOO, BECAUSE IT IS HARD TO COME UP WITH A TAILORED EDUCATOR EVALUATION SYSTEM STATE– ONE SIZE DOESN’T NECESSARILY FIT ALL.>>MM-HMM, MM-HMM.>>AND THERE WAS A LOT OF DEBATES ABOUT SHOULD MDE BE EMPOWERED WITH MORE AUTHORITY TO SAY “YES, NO, YES, NO?” THE LEGISLATION HAS CURRENTLY LANDED ON NO.>>NO.>>BUT AGAIN TO THE POINT OF QUALITY, PROBABLY A WELL QUALITY– A HIGH-QUALITY SYSTEM OF EDUCATOR EVALUATIONS SHOULD HAVE SOMEBODY WITH SOME AUTHORITY TO WEIGH IN A LITTLE MORE STRONGLY ON THIS IS– THIS IS MEETING STANDARDS, THIS ISN’T. IN SUPPORT OF THE EDUCATORS, NOT IN SUPPORT OF JUST CHECKING BOXES.>>RIGHT, RIGHT. AND A SECOND QUESTION IS, ARE THE M-STEP TESTS ON SCIENCE AND SOCIAL STUDIES USED IN THE EVALUATION OF THOSE TEACHERS?>>NO.>>AND WHY ARE– THEY ARE EXCLUDED BECAUSE– OR IS THERE PLANS TO EVENTUALLY INCLUDE THEM?>>BECAUSE THEY’RE NOT IN CONSECUTIVE GRADE BANDS.>>I SEE.>>SO WHILE IT IS POSSIBLE TO CALCULATE A STUDENT GROWTH PERCENTILE, IT SPANS THREE YEARS. SO THERE BECOMES A PROBLEM OF TO WHOM IS THAT GROWTH EVEN ATTRIBUTABLE, HOW MUCH YOU PARSE THAT OUT. SO IT IS NOT ONE OF OUR TESTED GRADES AND SUBJECTS OR A SUBJECT IN WHICH STUDENT GROWTH IS AVAILABLE.>>I SEE.>>IT’S A BIT OF A NUANCE, BUT AGAIN–>>THANK YOU.>>OKAY, EILEEN, AND THEN TO CASANDRA.>>SO MY QUESTIONS ARE A LITTLE BIT SIDEWAYS, BUT I THINK THEY’RE IMPORTANT. IN DISCUSSING THIS, I WANTED TO CHECK AND SEE IF THERE’S A COUPLE STATEMENTS THAT ARE ACCURATE FIRST. IS IT ACCURATE TO SAY THAT 20% OF THE LOCAL DISTRICT GROWTH WILL BE BASED ON DISTRICT-CHOSEN BENCHMARK ASSESSMENTS WHICH MAY NOT BE ALIGNED TO OUR STATE STANDARDS, WITH THE CURRENT SYSTEM, WHICH IS TOTAL LOCAL CONTROL, REPORTING WHAT YOU’VE TAKEN, BUT NOT HAVING TO REPORT THE DATA, AND ALSO KNOWING THAT DISTRICTS CAN CHOOSE OR DEVELOP THEIR OWN ASSESSMENTS, WHICH MAY NOT BE REFLECTIVE AT ALL OF SOME OF THE ASPECTS OF OUR STATE STANDARDS.>>YES.>>OKAY.>>THAT IS AN ACCURATE STATEMENT.>>SO THEN GOING FROM THERE, THE INSTRUCTIONAL FRAMEWORK AND THE STUDENT LEARNING OBJECTIVES, WE HAVE NO ROLE IN THAT EITHER, CORRECT? SO 60% OF THE EVALUATION WOULD BE BASED UPON IMPLEMENTATION OF THOSE. AND THEY MAY ALSO NOT BE ALIGNED ANYMORE WITH THIS NEW BENCHMARKING SYSTEM, IF DISTRICTS ARE CHOOSING TO NOT TEST THE STATE STANDARDS. SO THE POSSIBILITY EXISTS THAT ONLY 20% OF CHILDREN IN INDIVIDUAL SCHOOLS OR DISTRICTS WHERE THAT METHOD, THAT APPROACH HAS BEEN TAKEN, ONLY 20% WOULD ACTUALLY BE ALIGNED TO A TEACHER’S ABILITY TO IMPLEMENT OUR STATE STANDARDS. 80% OF IT COULD BE, UNDER INTERESTING CIRCUMSTANCES, AIMED AT SOMETHING OTHER THAN THE STATE STANDARDS.>>THAT IS A WORST-CASE SCENARIO, BUT YOU ARE ACCURATE. IF YOU THINK THAT THE INSTRUCTIONAL MODEL DOES NOT– YOU’RE RIGHT, THE OBSERVATION TOOL DERIVES FROM THE INSTRUCTIONAL MODEL. IF THE INSTRUCTIONAL MODEL IS NOT INSTRUCTING ON THE STATE STANDARDS, YES.>>THANKS, THANKS.>>OKAY, AND THEN TO CASANDRA AND LAURA, AND THEN TO MICHELLE.>>OKAY. WHEN MICHIGAN WASN’T IN THE BOTTOM 10, WHAT EVALUATION SYSTEM DID WE USE?>>WHEN WAS THAT? GIVE ME A YEAR YOU’D LIKE ME TO TELL YOU WHAT EVALUATION SYSTEM.>>20 YEARS AGO. 20 YEARS AGO. WE WERE IN THE MIDDLE.>>THERE WERE REQUIREMENTS– SO YOU’RE RIGHT. AND THIS IS TRUE OF ALL STATES, REALLY. THE RACE TO THE TOP AND THE ESEA FLEX PUSHED STATES MUCH FURTHER INTO HAVING REQUIRED EVALUATIONS. PRIOR TO THAT, PRIOR TO 2010, MICHIGAN HAD EVALUATION REQUIREMENTS AROUND NEW TEACHERS. AND THERE WAS, I THINK, A LAW– NOW I’M LOOKING AROUND. I THINK THERE WAS A LAW IN THE BOOKS REQUIRING EVERY THREE YEARS OR SOME SORT OF EVALUATION OF EDUCATORS. BUT IT WASN’T BROADLY SPECIFIED OR MONITORED, OR IT DIDN’T HAVE THE FOCUS IT DOES NOW. SO THERE WERE SOME THINGS ON THE BOOKS SUGGESTING EVALUATION WAS REQUIRED, BUT NOT WITH THE FOCUSED PUSH THAT WE’VE SEEN WITH THE EDUCATOR EVALUATOR LAW.>>I APPRECIATE IT. I HONESTLY DIDN’T KNOW THE ANSWER TO THAT QUESTION.>>YEAH.>>SO I APPRECIATE THAT. AND I ALSO APPRECIATE THE POLICY RECOMMENDATIONS THAT YOU’VE MADE. I THINK BASED ON THE CURRENT LEGISLATION, THEY MAKE A LOT OF SENSE.>>MM-HMM.>>THEY REALLY DO. BUT IF WE WANT TO BE A TOP 10 IN 10 STATE AGAIN, THEN WHY NOT GO BACK TO WHERE WE WERE WHEN WE WERE ACTUALLY DOING FAIRLY WELL? WHICH IS MANDATING SOME FORM OF EVALUATION, BECAUSE YOU KNOW, THEY ARE EMPLOYEES OF THE SCHOOL DISTRICT, BUT NOT BEING PRESCRIPTIVE. SO I’M THINKING THAT MAYBE OUR POLICY RECOMMENDATION NEEDS TO BE, WIPE OUT THIS WHOLE LAW, AND GIVE SOME POWER BACK TO THE LOCAL DISTRICTS, TO DETERMINE FOR THEMSELVES HOW THEY EVALUATE THEIR TEACHERS, AND ENSURE THAT THERE’S GOOD TEACHING GOING ON IN THE CLASSROOM, WHICH CLEARLY WAS HAPPENING FAIRLY WELL 20, 30 YEARS AGO. IT SEEMS LIKE THE MORE PRESCRIPTIVE OUR LEGISLATION GETS, THE MORE WE BACKSLIDE AS A STATE. SO I WOULD RECOMMEND YOU KNOW, SOMETHING FOR THE BOARD TO THINK ABOUT IN THE FUTURE IS, RATHER THAN HAVING– YOU KNOW, TAKING A PIECE OF LEGISLATION THAT EXISTS AND SAYING, “WHY DON’T WE CHANGE THIS “AND CHANGE THIS “AND CHANGE THIS?” WHY DON’T WE SAY, “HEY, LET’S “SCRAP THE LEGISLATION “AND ALLOW FOR– IF WE TRULY “ARE A LOCAL CONTROL STATE, “LET’S ALLOW FOR SOME “LOCAL CONTROL.”>>HERE, HERE.>>OKAY, THANK YOU FOR THAT, CASANDRA. PERHAPS THAT CAN BE ONE OF OUR DISCUSSIONS WHEN WE TALK ABOUT LEGISLATIVE PLATFORM FOR STATE BOARD OF EDUCATION.>>YES, THANK YOU.>>LAURA, AND THEN MICHELLE.>>THANK YOU, HI. SO ON YOUR THIRD SLIDE, YOU MENTIONED THE PURPOSE OF EDUCATOR EVALUATION, TO IMPROVE STUDENT ACHIEVEMENT, IMPROVE THE USE OF SKILLS AND STRATEGIES, AUTHENTIC FEEDBACK AND DIALOGUE. NOWHERE ON THERE WAS IT MENTIONED TO USE A CALCULATION METHODOLOGY TO RATE TEACHERS. JUST LIKE OUR STUDENTS ARE NOT– ARE MORE THAN A NUMBER, OUR STUDENTS HAVE STRENGTHS. OUR STUDENTS HAVE AREAS THAT THEY NEED IMPROVEMENT. OUR TEACHERS ARE THE SAME, WE’RE MORE THAN A NUMBER. AND I’D RECOMMEND THE BOARD TO CONSIDER THAT THAT FEEDBACK AND EVALUATION SHOULD NEVER BE A “I’VE GOTCHA.” IT SHOULD NEVER BE A “GOTCHA.” IT SHOULD ALWAYS BE AN “I’VE GOT YOU,” A WAY FOR US TO EXAMINE WAYS TO IMPROVE. WE’RE ALWAYS GROWING. WE’RE ALWAYS LEARNING. AND NOT AFFILIATED WITH A NUMBER AT ALL.>>OKAY, THANK YOU, LAURA. AND THEN MICHELLE.>>SO THERE’S SOME OTHER PIECES OF THE LEGISLATION THAT I JUST WANT TO MAKE SURE I’M CLEAR ON. SO WHAT HAPPENS WHEN A TEACHER IS EVALUATED POORLY TWO YEARS IN A ROW? WHAT IS MANDATED BY THE LEGISLATION?>>SO, THERE IS LEGISLATION THAT SPEAKS DIRECTLY TO WHAT A LOCAL MUST DO IF THEY– IF AN EDUCATOR IS MINIMALLY OR INEFFECTIVE FOR TWO YEARS IN A ROW. AND ACTUALLY, I THINK IT’S AT THREE YEARS IN A ROW, THEY ARE ACTUALLY TO COUNSEL THE EDUCATOR OUT OF THE FIELD, RIGHT.>>YEAH, TO FIRE THEM. BUT AFTER TWO, I BELIEVE THEY HAVE TO SEND A LETTER TO ALL THE PARENTS, TELLING ALL THE PARENTS THAT THEY HAVE A MINIMALLY-EFFECTIVE TEACHER, LIKE, PUBLIC HUMILIATION KIND OF A THING.>>THERE IS SOME LANGUAGE, YES.>>SO I WOULD SUGGEST GETTING RID OF THAT. BECAUSE IF IT’S TRULY TO NOT BE JUST PUNITIVE AND HUMILIATING, THEN I WOULD RECOMMEND GETTING RID OF THAT HEAVY-HANDED PIECE IN THAT WAY, ESPECIALLY WHEN THERE ISN’T DUE PROCESS. I MEAN, IF THERE WAS DUE PROCESS AND AT THE END OF THAT DUE PROCESS IT WAS FOUND THAT THAT WAS A VALID RATING, THAT’S ANOTHER THING. BUT THERE’S NO DUE PROCESS. IT’S BASICALLY A PRINCIPAL’S JUDGEMENT AND SOME TESTS. AND THE OTHER– THE OTHER THING IS THAT THERE WAS A REPORT IN “BRIDGE” MAGAZINE, AND ABOUT ALL THE TURNOVER IN DETROIT, HOW THEY BOUNCE AROUND SOME KIDS, FOUR SCHOOLS IN ONE YEAR. AND THAT’S ONE OF THE REASONS WHY THESE MEASURES ARE CONSIDERED INVALID BY THE AMERICAN STATISTICAL ASSOCIATION, BECAUSE THEY’RE SAYING THERE’S JUST TOO MUCH VARIABILITY THAT’S NOT ABLE TO BE CONTROLLED. AND YOU KNOW, BESIDES KIDS NOT TAKING THE TEST SERIOUSLY, I MEAN, ALL KINDS OF ISSUES WITH IT. SO I THINK THERE’S– THERE’S CONCERN. NOW, AS FAR AS ANOTHER RECOMMENDATION BESIDES ADDRESSING THOSE TWO PUNITIVE PIECES WITHOUT DUE PROCESS IS, YOU KNOW, WE TALK ABOUT LOCAL CONTROL. BUT WE– ONE THING THE LEGISLATURE DID WAS TAKE AWAY THE RIGHTS OF TEACHERS TO HAVE A VOICE. THEY CAN’T GRIEVE IT. THEY CAN’T NEGOTIATE A FAIR PROCESS. THEY’RE COMPLETELY PROHIBITED FROM BEING A VOICE AT THE TABLE UNLESS THEY’RE, YOU KNOW– UNLESS AN ADMINISTRATOR WANTS TO INCLUDE THEM FOR WHATEVER REASON, BECAUSE THEY’RE FAIR-MINDED OR THE BOARD IS TELLING THEM TO. BUT I THINK IF YOU WANT A DUE PROCESS THAT WORKS PRETTY WELL IS HAVE IT BE SUBJECT TO ARBITRATION, TO THE GRIEVANCE-ARBITRATION PROCEDURE. AND THEN IT’S NOT A BURDEN ON MDE. IT’S HANDLED AT THE LOCAL LEVEL, WHERE BOTH SIDES GET TO PRESENT THEIR SIDE OF THE STORY. SO I JUST THINK THAT THAT’S INHERENTLY FAIR. AND BE ABLE TO LET THE TEACHERS ACTUALLY BE A NEGOTIABLE SUBJECT OF BARGAINING, BECAUSE IT’S A CONDITION OF EMPLOYMENT. I– ANYWAY, THAT’S WHAT I THINK.>>MICHELLE, THANK YOU FOR YOUR COMMENTS. NIKKI, DO YOU HAVE A QUESTION OR COMMENT?>>JUST A COMMENT. IT MAY NOT BE THE MOST POPULAR COMMENT. I THINK I’M JUST TRYING TO MAKE FULLNESS TO WHOLE CONVERSATION OF EVALUATIONS AND OUTCOMES. AND MY BRAIN WORKS IN THE NURSE BRAIN, RIGHT? SO I’M GOING TO USE ANOTHER EXAMPLE IN HEALTHCARE. SO YOU KNOW, I WANT TO GO TO A HOSPITAL AND HAVE MY SURGERY WHERE I KNOW THAT THEY ARE CONSIDERING– MAYBE WE’RE NOT DEFINED FULLY BY A NUMBER– BUT THEY ARE CONSIDERING CONSISTENT INFECTION RATES, RIGHT? SO I JUST WANT TO KNOW THAT THE SURGEON THAT TAKES CARE OF ME, THE NURSES THAT TAKE CARE OF ME, THEY’RE PRACTICING GOOD EVIDENCE-BASED PRACTICES THAT ARE GOING TO FACTOR IN TO MY OUTCOME, TO THE BEST POSSIBLE CASE, IF THAT MAKES SENSE. KNOWING THAT MY IMMUNE SYSTEM IS MY IMMUNE SYSTEM, RIGHT? AND THERE ARE ALL KINDS OF FACTORS THAT FACTOR IN. SO NOW I TAKE THAT AND I SAY, I WANT TO APPLY THAT TO LITERACY. AND SO I JUST DO THINK THAT THERE IS A CONVERSATION ABOUT EVALUATING SOME OF THE NUMBERS THAT GO INTO THE FOUNDATION OF WHAT IT MEANS TO EDUCATE A CHILD, JUST LIKE THERE ARE IN OTHER INDUSTRIES. AND SO, I APPRECIATE THE FACT THAT THE MDE IS SAYING, “WE’RE “NOT JUST SAYING WE SHOULDN’T “EVALUATE AT ALL,” BECAUSE WE DEFINITELY SHOULD. JUST LIKE WE SHOULD ALL BE EVALUATING OURSELVES AT ANY POINT IN TIME, WHEN WE HAVE A TASK TO CARE FOR PEOPLE AND EDUCATE PEOPLE, AND DO THE IMPORTANT THINGS THAT COME WITH THIS LIFE. SO, THANK YOU FOR CONSIDERING THE FULL CONVERSATION.>>THANK YOU.>>ANY OTHER QUESTIONS OR COMMENTS? IF I CAN JUST WEIGH IN, HAVING BEEN A TEACHER AND AN ADMINISTRATOR, SPECIFICALLY AN ADMINISTRATOR BEFORE THE EDUCATOR EXCELLENCE– EDUCATOR EVALUATION LAW, AND AFTER THE EDUCATION EVALUATION LAW, A DISTRICT HAD AN OPPORTUNITY TO CHOOSE AN EVALUATION TOOL OR CREATE THEIR OWN EVALUATION TOOL. AND MOST DISTRICTS CREATED THEIR OWN EVALUATION TOOL. WITH THE EDUCATOR EVALUATION LAW, DISTRICTS, FOR THE MOST PART, CHOSE AN EVALUATION TOOL TO USE. BUT FOR THE VERY FIRST TIME, EVERY EDUCATOR AND TEACHER– ADMINISTRATOR AND TEACHER WENT THROUGH TRAINING INTO WHAT DOES GOOD TEACHING AND LEARNING LOOK LIKE IN THE CLASSROOM? SO AS AN– SO AS A TEACHER, I KNEW WHAT THE ADMINISTRATOR WAS COMING IN AND LOOKING FOR IN MY CLASSROOM. AS AN ADMINISTRATOR, I KNEW WHAT I WAS GOING IN AND LOOKING FOR IN THE CLASSROOM. SO THERE IS SOME CONSISTENCY IN WHAT TEACHERS UNDERSTAND THE ADMINISTRATORS ARE LOOKING FOR. AND AS AN ADMINISTRATOR, YOU’RE GOING INTO THE CLASSROOM AND LOOKING FOR IT. AND THE PURPOSE FOR ALL OF THESE EVALUATION TOOLS IS REALLY ON GIVING TEACHERS FEEDBACK. IT’S FEEDBACK THAT ALLOWS THEM TO IMPROVE THEIR PRACTICE OF TEACHING AND LEARNING. THAT’S THE GOOD PART OF THE EVALUATION– THE EDUCATOR EVALUATION LAW. THAT’S THE PART THAT I HOPE THAT WE DON’T LOSE. BECAUSE FOR THE VERY FIRST TIME, THERE WAS A COMMON UNDERSTANDING AND COMMON APPROACH TO EVALUATION. PRIOR TO THAT, AS AN ADMINISTRATOR, AS A NEW PRINCIPAL, I WAS GIVEN THE TEACHER EVALUATION TOOL AND TOLD, “EVALUATE THE TEACHERS “ONCE EVERY THREE YEARS. “YOU NEED TO DO TWO CLASSROOM “OBSERVATIONS. “THEY NEED TO BE 30 MINUTES “EACH, AND THEY NEED TO BE “AT LEAST 30 TO 60 DAYS APART.” AND THAT WAS IT. AND AS NEW TEACHERS WHO WERE HIRED, THAT WAS THE SAME MESSAGE THAT YOU WERE GIVEN. “HERE’S YOUR TEACHER “EVALUATION TOOL. “HERE ARE THE PARAMETERS “FOR THE EVALUATION. “MAKE SURE THAT YOUR EVALUATOR “OBSERVES YOU, GIVES YOU “WRITTEN FEEDBACK,” AND THAT WAS IT. THERE WASN’T ANY ONGOING FEEDBACK BETWEEN THE ADMINISTRATOR AND THE TEACHER. IT WAS SIMPLY A WRITTEN EVALUATION. SO, THE GOOD ASPECTS OF THE EDUCATOR EVALUATION LAW, I HOPE THAT WE DON’T LOSE SIGHT OF. BECAUSE THERE ARE SOME GOOD ASPECTS TO IT. NOW, ARE THERE SOME THINGS THAT CERTAINLY CAN BE IMPROVED? ABSOLUTELY. SO, THAT’S MY COMMENTARY ON THE SUBJECT. SO THANK YOU FOR INDULGING ME WITH THE FACT–>>SHEILA?>>YES, LUPE.>>JUST ONE WORD. IT’S IN THE IMPLEMENTATION.>>YES, IT’S–>>IT’S IN THE IMPLEMENTATION THAT WE HAVE THE CONCERNS.>>YES. AS WELL AS SOME OF THE STUDENT GROWTH ISSUES, THE PERCENT OF STUDENT GROWTH FOR EVALUATION, YES.>>OKAY.>>THANK YOU. ANY OTHER COMMENTS? THANK YOU VERY MUCH. THANK YOU TO VENESSA, AND THANK YOU TO REBEKAH. SO NOW WE ARE AT 12:05. WE STILL HAVE ANOTHER PRESENTATION. I WOULD LIKE TO MAKE A MOTION TO MOVE THE PRESENTATION ON THE UPDATE OF THE OFFICE OF PARTNERSHIP DISTRICTS TO THIS AFTERNOON, PERHAPS MAKE IT PART OF THE REGULAR MEETING, BEFORE THE APPROVAL OF THE STATE BOARD OF EDUCATION MINUTES, AFTER THE PUBLIC COMMENT.>>YOU WANT TO MAKE A RECOMMENDATION, NOT A MOTION, RIGHT?>>I’LL MAKE THE MOTION. OH, YOU–>>I’M MAKING A MOTION.>>WELL, I DON’T KNOW THAT YOU CAN MAKE MOTIONS.>>YOU CANNOT MAKE MOTIONS.>>I’M SORRY, I’M MAKING A RECOMMENDATION THAT WE MAKE A MOTION. [ LAUGHTER ]>>SO MOVED.>>AND I’M MOVING IT.>>OKAY, MOVING IT? AND SECOND IT?>>SUPPORT, YEAH.>>ALL IN FAVOR, SAY AYE.>>AYE.>>OPPOSED? MOTION CARRIES. AND SO WE WILL TAKE– WE WILL ADJOURN. AND CAN WE AGREE TO BE BACK BY 1:00, AFTER LUNCH?>>YES.>>OKAY, THANK YOU VERY MUCH. WE WILL SEE EVERYONE AT 1:00. [ MUSIC ]>>MARILYN, ARE THERE ANY INDIVIDUALS WHO WISH TO ADDRESS THE BOARD TODAY?>>THERE ARE. I HAVE TWO PUBLIC PARTICIPATION FORMS. THE FIRST ONE IS SHERRY WELLS. AND ON DECK IS KEN TOKARZ. SHERRY, I’LL RUN THE TIMER OFF MY PHONE, AND I’LL LET YOU KNOW WHEN THERE’S A MINUTE LEFT.>>ALL RIGHT, GOOD. I LIKE THAT CLOCK, OTHERWISE. THAT’LL WORK.>>WE DON’T TAKE THAT ON THE ROAD, SORRY.>>TELL ME WHEN.>>WHENEVER YOU’RE READY, I’LL BE READY.>>SHERRY A. WELLS. AS YOU KNOW, I AM A GREEN PARTY CANDIDATE FOR STATE BOARD OF EDUCATION. THE THIRD TIME’S THE CHARM. I’VE BEEN DOING MY HOMEWORK FOR FOUR YEARS. I’M TALKING TODAY ABOUT LEVEL PLAYING FIELDS. I WENT TO THE BENTON HARBOR SCHOOL BOARD. BENTON HARBOR, EVERY MEETING. YOU “TSK, TSK,” SHAKE YOUR HEADS ABOUT BENTON HARBOR. WHEN A CHARTER SCHOOL IN BENTON HARBOR TAKES AWAY 200 STUDENTS, THAT’S $1.5 MILLION OUT OF A SCHOOL BUDGET. NO WONDER BENTON HARBOR’S HAVING PROBLEMS. I UNDERSTAND THAT WITH AFTER WHAT HAPPENED TO INKSTER, THE POWERS THAT BE THINK THEY HAVE LEARNED THAT YOU DON’T WANT TO WIPE OUT A SCHOOL BOARD ENTIRELY, BECAUSE YOU STILL NEED A GOVERNMENT ENTITY TO ASSESS MILLAGES. THEY NOW HAVE, INSTEAD OF AN EMERGENCY MANAGER, THEY HAVE A CEO, WHO IS A FORMER SUPERINTENDENT. OUR GOVERNOR CANDIDATE, JENNIFER KURLAND, IS PRESIDENT OF HER SCHOOL BOARD, AND IT ESCAPED AN EMERGENCY MANAGER BY HAVING SOME NEW BOARD MEMBERS WHO HIRED A DYNAMIC SUPERINTENDENT. AND SO IT CAN BE DONE. AND THAT’S A BEST PRACTICE THAT YOU NEED TO BE EXPOSED TO. WHEN I WAS AT THE BENTON HARBOR SCHOOL BOARD MEETING, THERE WAS A YOUNG WOMAN OF ABOUT 24 OR 26 WHO WAS SAYING, “WHEN I WENT “TO BENTON HARBOR “ELEMENTARY SCHOOL, “WE HAD NO DISCIPLINE PROBLEMS. “WE HAD MUSIC, DANCE, AND ART.” HER PARENTS WERE ABLE TO MOVE THE FAMILY TO KALAMAZOO, SO SHE COULD GO TO A BETTER SCHOOL. THAT’S CHOICE. IF YOU DON’T HAVE A GOOD SCHOOL IN YOUR NEIGHBORHOOD, THE PARENTS WHO CAN CAN MAKE THOSE CHOICES. WHO HAVE THE TRANSPORTATION AND THE INCOME. SHE SAID, SO SHE DIDN’T GROW UP IN THE HOOD. SO WHEN SHE CAME TO DO SUBSTITUTE TEACHING IN BENTON HARBOR SCHOOLS, SHE HAD TO LEARN HER STUDENTS’ CULTURE TOO. IT’S NOT JUST WHITE TEACHERS WHO NEED TO LEARN THE CULTURES OF THE BLACK AND BROWN STUDENTS THEY MAY BE TEACHING. A COUPLE DAYS AGO I SAW A DOCUMENTARY CALLED “INTELLIGENT LIVES.” IT WAS STUPENDOUS. AND ONE OF THE STUDENTS IT FOCUSED ON IS A BERKLEY SCHOOL DISTRICT SPECIAL ED STUDENT. HE HAS A 40 IQ. IF THAT’S A 40 IQ– HE’S NOW A COLLEGE GRADUATE– THEN THE IQ TESTS ARE BS. THERE WERE TWO MOMS WHO CAME UP TO SPEAK TO ME AFTER, BECAUSE I ASKED, “WHY IS THIS WORKING “IN SPECIAL ED IN BERKLEY, “AND IT’S NOT WORKING “FOR THE WHOLE STATE “OF MICHIGAN? “AREN’T YOU LISTENING?” AND ONE OF THEM SAID, “THE MONEY COMES THROUGH “THE ISDs AND THE MACOMB– “THE OAKLAND ISD DOES DISTRIBUTE “IT TO DISTRICTS “AND THE MACOMB DOES NOT.” AND THAT’S WHY BERKLEY SCHOOL DISTRICT WAS ABLE TO DO SO WELL FOR 28 OR MORE YEARS. ONE MOM SAID THAT MACOMB WAS SPENDING HUNDREDS OF THOUSANDS OF DOLLARS FIGHTING HER IN COURT. A PARENT SHOULD BE AN ADVOCATE FOR THEIR SPECIAL NEEDS CHILD, BUT THERE SHOULD NOT BE AN ADVERSARIAL SYSTEM IN ANY WAY, SHAPE, OR FORM. AND IT SEEMS TO BE FAR TOO MUCH OF THAT. AND I SEE MICHELLE NODDING HER HEAD. THOUGHT SHE WOULD. SPEAKING OF MACOMB ISD, IT ISN’T EASY BEING GREEN. NO SUIT TODAY. I’VE GOT MY T-SHIRT. MACOMB ISD IS SUPPORTED BY TAXPAYER MONEY. WHEN IT HAS STATE BOARD OF EDUCATION FORUMS, IT INVITES ONLY DEMOCRATS AND REPUBLICANS. I ATTENDED TWO YEARS AGO. THIS YEAR I DIDN’T EVEN KNOW IT WAS THERE. BUT I WAS NOT ALLOWED TO BE ON THE PANEL. WE’RE TALKING ABOUT DEMOCRACY IN OUR SOCIAL STUDIES CURRICULUM. WE DON’T HAVE IT. MOST DEMOCRACIES AROUND THE WORLD HAVE MORE THAN TWO PARTIES. THAT’S IT. THANK YOU.>>THANK YOU. OUR NEXT SPEAKER IS KEN TOKARZ.>>HELLO, AND THANK YOU FOR COMING TO LENAWEE COUNTY. MY NAME IS KEN TOKARZ. I’M FROM ADRIAN, MICHIGAN, 110 LOCUST STREET. I’M HERE TODAY BECAUSE I BELIEVE THE CURRENT STATE FUNDING ALLOWANCE IS SUFFICIENT TO PROVIDE MICHIGAN STUDENTS WITH AN EDUCATION THAT IS IN LINE WITH THE CONSTITUTION. I BELIEVE THAT OUR PROBLEMS ARE SYSTEMIC, AND THAT DISTRICTS HAVE HISTORICALLY USED APPROPRIATIONS EARMARKED FOR EDUCATION TO BANKROLL ANCILLARY PROGRAMS AND ACTIVITIES. WHILE I UNDERSTAND THE BENEFITS OF MUSIC AND ATHLETICS, I QUESTION WHY MY TAX DOLLARS ARE BEING USED FOR THIS PROGRAMMING WHEN WE ARE FAILING THIRD GRADE READING AND EIGHTH GRADE MATH. PRE-K AND SPECIAL EDUCATION SHOULD TAKE PRECEDENCE OVER THESE SECONDARY FUNCTIONS. DO NOT MISINTERPRET WHAT I AM SAYING. I’M A ROBOTICS COACH, AND I’M IN FAVOR OF ALL OF THESE PROGRAMS. I ONLY ASK THAT YOU, THE STATE, PUT SYSTEMS IN PLACE TO FORCE EVERY DISTRICT TO WALK BEFORE THEY CAN RUN, AND WHEN NEEDED, TELL THEM TO SLOW DOWN. THE BIG QUESTION IS HOW TO DO THIS? AND I BELIEVE THAT THE ISSUE CAN BE RESOLVED THROUGH A COMBINATION OF LOCAL AND STATE REVENUES THAT ARE SEPARATED INTO A MULTIPLE-TIER SYSTEM. TIER 1 STATE FUNDS COULD ONLY BE USED TO PAY FOR THINGS DIRECTLY RELATED TO TEACHING REQUIRED PROGRAMMING IN THE SCHOOLS. TIER 2 FUNDS COULD ONLY BE USED FOR ANCILLARY PROGRAMS AND ACTIVITIES THAT DISTRICTS APPLY FOR AND RENEW EVERY TWO YEARS. IF A DISTRICT IS FAILING TO PROVIDE A BASIC EDUCATION, THE STATE WILL NOW HAVE A MECHANISM IN PLACE TO TAKE BACK OR REDUCE FUNDING FOR OTHER PROGRAMS IN THAT DISTRICT, AND MAKE THE COMMUNITY ULTIMATELY RESPONSIBLE FOR THE SUCCESS OR DEMISE OF THAT DISTRICT. IN REGARDS TO LOCAL FUNDS, LOCAL FUNDS SHOULD ONLY BE USED FOR UNFUNDED TIER 2 STATE PROGRAMS THAT DO NOT RECEIVE FULL FUNDING IN ACTIVITIES SPECIFIC TO THAT COMMUNITY. LET THE INDIVIDUAL COMMUNITIES PAY FOR IT AND DECIDE IF THEY WANT TO HAVE ART, MUSIC, ATHLETIC, AND ROBOTICS. SOME THINGS THAT I WOULD ASK YOU TO TAKE BACK WITH YOU WHEN YOU GO TO LANSING, MONDAY THROUGH FRIDAY SCHOOL PROGRAMMING FROM 7:00 AM TO 7:00 PM. TO ENSURE WRAPAROUND FAMILY SERVICES INTO THE EVENING AND ON WEEKENDS, ANCILLARY PROGRAMS AND ACTIVITIES WILL BE OFFERED IN ALL DISTRICTS MONDAY THROUGH FRIDAY, FROM NOON TO 7:00 PM, SIMILAR TO COLLEGES. ANCILLARY PROGRAMS WOULD BE INCLUSIVE, BUT LIMITED TO ART, CERAMICS, MUSIC, BAND, ORCHESTRA, PROGRAMMING, MARKETING, ACCOUNTING, ROBOTICS, CARPENTRY, PLUMBING, ELECTRICAL, OR COMPUTER-AIDED DESIGN. LET THE KIDS TAKE CARE OF THEIR BASIC EDUCATION, AND THEN GIVE THEM THE SECONDARY CLASSES. DISTRICT SUPERINTENDENTS WILL HAVE FULL MANAGEMENT AUTHORITY TO DEFINE THE SCHOOL YEAR BASED UPON COMMUNITY NEEDS, DEFINE THE WORK WEEK BASED UPON COMMUNITY NEEDS, AND MAKE POSITION-SPECIFIC DESIGNATIONS AT THEIR DISCRETION WITHOUT APPROVAL FROM OUTSIDE GROUPS. BY 2021, ALL SCHOOL DISTRICTS MUST SET ASIDE 10% OF THEIR ANNUAL BUDGET FOR CAPITAL IMPROVEMENT PROJECTS, AND THE STATE WILL DEFINE WHAT CAPITAL IMPROVEMENT PROJECTS ARE. THE STATE WILL DEFINE APPROVED ADMINISTRATORS TO CARRY OUT MANDATED TEACHING CURRICULUM. AND THOSE ADMINISTRATORS WILL BE ELIGIBLE FOR CURRENT PENSION BENEFITS, WITH AN FAC THAT IS CAPPED AT AN AGREED-UPON AMOUNT. THE SCHOOL BOARD MUST ANNUALLY APPROVE ADMINISTRATIVE POSITIONS THAT ARE NOT MANDATED. AND THESE EMPLOYEES WOULD NOT WORK– WOULD WORK UNDER A MODIFIED PENSION SYSTEM. BUILDING MAINTENANCE RESPONSIBILITIES WOULD REMAIN IN HOUSE, AND EACH DISTRICT WILL BE CAPPED WITH NO MORE THAN ONE FTE PER 150,000 SQUARE FEET, WITH NO MORE THAN 15% OF THE STAFF WORKING DAYS, AND THE BALANCE WORKING AFTERNOONS. YOU CAN’T DO MUCH MAINTENANCE DURING THE DAY WHEN KIDS ARE IN SCHOOL. THAT NEEDS TO TAKE PLACE AFTER HOURS. CUSTODIAL–>>ONE MINUTE REMAINING.>>CUSTODIAL, EVERY SCHOOL BUILDING WITH MORE THAN 15,000 SQUARE FEET AND AT LEAST 220 STUDENTS MUST HAVE ONE CUSTODIAL PORTER FROM 11:00 AM TO 7:00 PM ON SCHOOL DAYS. CUSTODIAL GROUNDS– CUSTODIAL AND GROUNDS SERVICES OUTSOURCE AT THE SCHOOL DISTRICT’S DISCRETION. MAKE FOOD SERVICE RESPONSIBLE FOR CLEANING THE CAFETERIAS. YOU HAVE TO HAVE A CUSTODIAN THERE TO CLEAN THE CAFETERIA, WHEN THAT COULD EASILY BE TAKEN OVER BY FOOD SERVICE. WRAPAROUND SERVICES WOULD BE INCLUSIVE OF PROVIDING SUPPER. OPERATIONS AND MAINTENANCE FOR EACH DISTRICT COULD NOT EXCEED 8% OF THE DISTRICT’S ANNUAL BUDGET, AND COSTS MUST BE CATEGORIZED INTO MANDATED AND UNMANDATED ACTIVITIES. ONCE AGAIN, I BELIEVE THIS CURRENT STATE FUNDING ALLOWANCE IS SUFFICIENT, AND THAT THE PROBLEM LIES WITH THE APPROPRIATIONS BEING USED TO BANKROLL ANCILLARY PROGRAMS AND ACTIVITIES. THANK YOU.>>THANK YOU. THAT CONCLUDES PUBLIC PARTICIPATION.>>OKAY. THANK YOU TO THE TWO INDIVIDUALS WHO ADDRESSED THE STATE BOARD OF EDUCATION THIS AFTERNOON. THE NEXT ITEM IS A CARRYOVER ITEM FROM THIS MORNING’S COMMITTEE OF THE WHOLE AGENDA. AND THAT IS AN UPDATE ON THE OFFICE OF THE PARTNERSHIP DISTRICTS. AS YOU ARE AWARE, WE ARE BUILDING A PARTNERSHIP MODEL TO IMPROVE STUDENT ACADEMIC ACHIEVEMENT BY IDENTIFYING SCHOOLS WHICH ARE IN NEED OF ADDITIONAL SUPPORT, AND DRAWING UP A PARTNERSHIP AGREEMENT WITH THE SCHOOL AND THE COMMUNITY PARTNERS TO GENERATE A PLAN FOR SUCCESS. WE CALL THESE SCHOOLS PARTNERSHIP DISTRICTS. IN THIS PRESENTATION, THE OFFICE OF PARTNERSHIP DISTRICTS IS PROVIDING UPDATES ON FOUR TOPICS. ONE, STATE SCHOOL AID ACT 388.1622(p), WHICH IS AMENDMENTS TO PARTNERSHIP DISTRICTS. TOPIC NUMBER TWO, SECTION 388.1621(h), FUNDS AVAILABLE TO DISTRICTS. TOPIC THREE, RETOOLING OF THE LIAISON ROLE. AND TOPIC FOUR, UPDATES ON THE BENTON HARBOR COOPERATIVE AGREEMENT. THIS IS A MONTHLY UPDATE TO THE BOARD, AND ACTION IS NOT REQUIRED. THE PRESENTERS FOR THIS AGENDA ITEM INCLUDE KYLE GUERRANT, OUR INTERIM SCHOOL REFORM OFFICER, LaWANNA SHELTON, OUR INTERIM ASSISTANT DIRECTOR OF THE OFFICE OF PARTNERSHIP DISTRICTS, AND VENESSA KEESLER, OUR DEPUTY SUPERINTENDENT OF EDUCATION, STUDENT, AND SCHOOL SUPPORTS. WELCOME.>>THANK YOU.>>DO YOU WANT WATER?>>NO, THANK YOU.>>OKAY, I’M GOING TO SKIP THIS FIRST SLIDE BECAUSE YOU JUST SAID EVERYTHING THAT WE’RE GOING TO DO. TO BEGIN, I JUST WANTED TO GIVE YOU A REMINDER OF 22(p), OR 388.1622(p), THAT REQUIRES THAT ALL PARTNERSHIP DISTRICT AGREEMENTS HAVE MEASURABLE ACADEMIC OUTCOMES AND ACCOUNTABILITY MEASURES. CAN YOU HEAR ME? SORRY. I HAVE NEVER BEEN ACCUSED OF NOT BEING LOUD ENOUGH. AND IN THIS LEGISLATION, THESE BOTH APPLY TO THE 18-MONTH AND 16-MONTH GOALS. I THINK WE TOLD YOU BEFORE THAT WE HAD 14 OF OUR DISTRICTS– OUT OF THE 34 AT THE TIME– THAT MET THE REQUIREMENTS. AND WE WERE WORKING WITH THE OTHER 20– THE OTHER 20 DISTRICTS. AND SO, I LIKE THIS SLIDE BECAUSE WE MET OUR GOAL. WE HAVE THEM ALL SUBMITTED, AND ALL MEET THE REQUIREMENTS OF 22(p). OUR NEXT TOPIC IS TO TALK ABOUT 21(h), OR 388.1621(h), WHICH IS THE FUNDING THAT SUPPORTS PARTNERSHIP DISTRICTS. I’M NOT GOING TO READ THIS TO YOU. YOU CAN JUST TAKE A QUICK LOOK AT IT. BASICALLY IT TELLS YOU THAT THESE FUNDS REALLY SUPPORT ACADEMIC ACHIEVEMENT. OKAY, SO IN TALKING ABOUT THE GRANT MONEY, WE WANTED TO ALSO SHARE WITH YOU THE APPLICATION PROCESS, AND HOW THESE FUNDS ARE AWARDED TO SCHOOLS AND DISTRICTS. THE ONE THING THAT WE WANT TO MAKE CLEAR IS THAT IT IS NOT– IT IS NOT A FORMULA GRANT. IT’S A COMPETITIVE GRANT. SO THAT BEING SAID, FORMULA BEING THERE’S A CAP OR A SET AMOUNT OR PERCENTAGE, COMPETITIVE, THE CEILING CAN BE VERY MINIMAL OR VERY, VERY HIGH. SO IT’S NOT LIKE WE LOOK AT EACH SCHOOL AND COMPARE THAT THEY GOT THIS MUCH, THE NEXT ONE GOT THAT MUCH. THAT’S NOT HOW WE LOOK AT IT. IT IS A STATE-FUNDED INITIATIVE, NOT FEDERAL. AND THE FUNDING DOES NOT CORRELATE TO THE NUMBER OF STUDENTS, OR THE NUMBER OF SCHOOLS IN THE DISTRICT. IT IS BY REQUEST. AND THAT’S HOW WE AWARD. I’M GOING TO JUST GO AHEAD AND PUT THEM UP THERE SO YOU CAN SEE. SO ULTIMATELY, WE DO HAVE TO SHOW TO THE LEGISLATION THAT THESE FUNDS HAVE BEEN USED IN A WAY THAT ARE APPROPRIATE AND EFFECTIVE TO THE DISTRICTS AND MEETING THEIR PARTNERSHIP DISTRICT GOALS. WE AWARD– WE LOOK AT THIS LINE ITEM BY LINE ITEM. AND WE AWARD BASED ON ONE, PRIORITY, AND TWO, ON THE FOCUSED NEEDS OR THE IDENTIFIED NEEDS. ALSO, WHAT’S IMPORTANT TO REMEMBER ABOUT THIS GRANT IS THAT WE CONSIDER IT AN EXHAUSTIVE GRANT. SO IN OTHER WORDS, THE LIAISON IN NOW ANOTHER POSITION IN OUR OFFICE WORKS CLOSELY WITH THE DISTRICTS TO REALLY LOOK AT HOW ARE THEY SPENDING THEIR TITLE? HOW ARE THEY SPENDING THEIR 31A? HOW ARE THEY SPENDING WHATEVER OTHER FUNDS THAT ARE COMING TO THE DISTRICT TO MAKE SURE THAT THOSE FUNDS ARE BEING UTILIZED IN A MAXIMUM WAY. AND THEN NOW, TO LOOK AT THE 21(h) FUNDS TO FILL IN SOME OF THOSE GAPS, AND TO MEET THE NEEDS OF THE PARTNERSHIP DISTRICT AGREEMENT GOALS. SO WE CONTINUE TO SUPPORT DISTRICTS BY MAKING SURE THAT THEY ARE READY TO RECEIVE THE FUNDS, THAT THEY ARE EFFECTIVELY USING THE FUNDS. WE TRY TO PROVIDE ELBOW-TO-ELBOW SUPPORT. SO IN OTHER WORDS, WE DON’T JUST SEND OUT AN EMAIL AND SAY, “THE FUNDS ARE AVAILABLE, “GO AHEAD AND APPLY.” WE ACTUALLY SIT SIDE BY SIDE, OR AS WE CALL IT, ELBOW-TO-ELBOW, AND GO THROUGH THE STEPS OF IDENTIFYING THE NEED AND REQUESTING THE DOLLARS. AND THEN THAT ELBOW-TO-ELBOW SUPPORT ALSO HELPS TO IDENTIFY ALTERNATIVES. PART OF THE PARTNERSHIP DISTRICT MODEL AND THE SPIRIT OF THE MODEL IS ALSO FOR US TO THINK ABOUT SOME OF THE REQUESTS THAT WE GET IN, AND THAT THEY ARE THINKING ABOUT, AND HOW ANY OF THEIR SIGNATORY PARTNERS OR OTHER COMMUNITY PARTNERS MIGHT BE ABLE TO SUPPORT SOME OF THEIR REQUESTS, AND NOT HAVE TO USE THESE PARTICULAR FUNDS. LAST YEAR WE WERE GIVEN $6 MILLION. AND ALL THAT $6 MILLION WAS AWARDED. THIS YEAR WE WERE GIVEN $7 MILLION, WHICH OUR BASE AMOUNT IS $6 MILLION. WE ASKED FOR $2 MILLION MORE. WE GOT $1 MILLION MORE. SO THIS FIRST WINDOW, WE WERE ABLE TO AWARD $2.8 MILLION. WE DID GIVE PREFERENCE TO OUR LAST ROUND OF DISTRICTS THAT WERE SIGNED, BECAUSE THE FIRST TWO ROUNDS DID RECEIVE MONEY FROM THE $6 MILLION IF THEY APPLIED. AND FOR THE REMAINING WINDOWS, ALL DISTRICTS WILL BE AVAILABLE AND ALLOWED TO APPLY. SO WE JUST COMPLETED THIS WINDOW. WE WERE ABLE TO GET IN APPLICATIONS, GET THEM SUBMITTED, GET THEM REVIEWED. AND WE JUST SENT OUT AWARD LETTERS. SO WE DID ALL OF THIS BY THE DEADLINES THAT WE HAVE LISTED HERE. OUR SECOND WINDOW, IT’S A TINY BIT SHORTER, BECAUSE WE WERE TRYING TO BE COGNIZANT OF THE HOLIDAYS. AND WE DON’T WANT IT TO DELAY ANY KIND OF PAYMENT. SO THE SECOND WINDOW FOR SUBMISSION IS THE FIRST WEEK IN DECEMBER. AND THEN OUR THIRD AND FOURTH WINDOWS ARE SPREAD OUT OVER THE WINTER AND THEN EARLY SUMMER. WE WENT WITH FOUR SUBMISSION WINDOWS VERY INTENTIONALLY. WE FELT THAT IT WAS IMPORTANT THAT OUR DISTRICTS HAVE ACCESS TO THESE DOLLARS IN A STRUCTURED WAY, AND IN AN OFTEN WAY, PARTICULARLY IF WE WANT TO ALIGN OUR PHILOSOPHY THAT THIS IS BASED ON NEED. AND WE KNOW THAT NEED CAN POP UP AT ANY TIME. THE FOURTH QUARTER, FOR EXAMPLE, WE HAVE NO IDEA HOW MANY PEOPLE WILL APPLY IN JUNE, JULY, AND HOW MUCH DOLLARS WILL BE LEFT IN JUNE AND JULY. BUT THE THOUGHT THERE IS THAT WHEN THEY START PLANNING FOR SUMMER, SUMMER SCHOOL, SUMMER PD, ET CETERA. AND ALSO, FOR THE BEGINNING OF THE NEXT YEAR. SO A LITTLE SHIFT HERE. IT’S JUST TO START TO INTRODUCE TO YOU THE CONCEPTUAL MODEL OF WHAT’S HAPPENING WITH THE OFFICE. AND I THINK I MENTIONED THIS BEFORE, THAT I WAS GOING TO START BRINGING PIECES OF THE OFFICE TO YOU, SO YOU UNDERSTAND HOW WE’RE TRYING TO REFOCUS AND RETOOL TO REALLY SUPPORT THE PARTNERSHIP DISTRICT MODEL. WE ARE NOW IN A STAGE OF DIVIDING OUR OFFICE INTO THREE UNITS. THE FIRST UNIT IS CALLED THE FAST UNIT. AND IT ACTUALLY IS A TEAM OF INDIVIDUALS THAT ARE GOING TO GIVE INTENSIVE ELBOW-TO-ELBOW SUPPORT TO AN IDENTIFIED DISTRICT. AND WE ACTUALLY CHOSE DPSCD TO GIVE THIS TYPE OF SUPPORT, FOR VARIOUS REASONS. OUR MIDDLE UNIT, WHICH YOU ARE USED TO– YOU MIGHT NOT BE USED TO THEM BEING CALLED PALS, BUT IT’S THE LIAISONS. AND SO THAT UNIT WILL CONTINUE WITH THE LIAISON WORK AND DEVELOP WHAT THE LIAISON DOES. OUR NEXT UNIT IS WHAT WE CALL A.R.E. AND WHAT IT IS, IT’S AN ACCOUNTABILITY, RESEARCH, AND EVALUATION UNIT. AND WE’VE PUT TOGETHER THAT UNIT BECAUSE WE WANT TO MAKE SURE THAT ONE, EVERYTHING THAT WE DO TO SUPPORT THESE DISTRICTS IS WORKING. SO WE WANT TO LOOK AT OUR OWN EVALUATION. BUT WE ALSO WANT TO HAVE A UNIT THAT CAN HELP DISTRICTS IF THEY WANT TO BE EVALUATED, IN A SENSE. SO THIS IS, OF COURSE, VOLUNTARY, SAYING THAT, YOU KNOW, WE’RE GOING DOWN THIS ROAD. HOW DOES THAT LOOK? HOW DOES– YOU KNOW, CAN YOU PULL THE RESEARCH? SO WE’RE TRYING TO BE THE RESOURCE IN THAT WAY. YOU SEE OUR SUPPORT UNIT, AND THEN THE ONE THAT– AT THE VERY BOTTOM, YOU SEE OUR CONTRACTOR POOL. AND THAT IS AN EMERGING UNIT THAT WE’LL TALK ABOUT MORE IN THE FUTURE. BUT BASICALLY, IT IS A UNIT THAT WILL BE OFFERING, AGAIN, SOME ELBOW-TO-ELBOW SUPPORT TO SUPERINTENDENTS AND PRINCIPALS ONLY. SO THE LAST– THE LAST SLIDE I WANT TO SHARE WITH YOU– AND I THINK YOU HAVE THE HANDOUT IN FRONT OF YOU, OF HOW TO MAXIMIZE YOUR PAL? YES, THAT ONE. THANK YOU. THIS IS JUST TO REITERATE THAT WE ARE CONTINUING TO HONOR WHAT THE PARTNERSHIP DISTRICT MODEL MEANS. THIS VISION IS REALLY THE LATE BRIAN WHISTON, SUPERINTENDENT, HIS VISION OF WHAT THE WORK THAT WE WERE GOING TO DO ORIGINALLY IN THIS OFFICE. AND THAT WAS FOR LIAISONS TO BE EXACTLY THAT, TO LIAISE, TO CONNECT DISTRICTS WITH RESOURCES, DISTRICTS WITH INFORMATION. DISTRICTS WITH WHATEVER SUPPORT WE CAN. SO, AS A CONNECTOR. SO WE HAVE COME UP WITH OUR OWN GRAPHICS THAT WE USE, AND WE TRY TO MARKET, IN A SENSE, TO GET THAT POINT ACROSS, THAT THE PARTNERSHIP DISTRICT LIAISON, OR PAL, IS A NAVIGATOR. WE HELP YOU NAVIGATE THE SYSTEM. AND WE HELP YOU NAVIGATE VARIOUS SYSTEMS. IT IS A NEUTRAL FACILITATOR ACTS AS A COMMUNICATIONS BROKER. BUT THE MOST IMPORTANT PIECE, AND WHAT HAS WORKED REALLY WELL FOR THE MODEL IS BEING THE POINT OF CONTACT. AND JUST TO ELABORATE ON THAT FOR A COUPLE OF SECONDS, THAT POINT OF CONTACT REALLY HAS CHANGED THE DYNAMICS IN MICHIGAN DEPARTMENT OF EDUCATION, PARTICULARLY WHEN IT COMES TO THE PARTNERSHIP DISTRICTS. INSTEAD OF OUR DISTRICTS GETTING CALLS AND HAVING TO CONTACT SO MANY DIFFERENT PEOPLE FOR SO MANY DIFFERENT TOPICS, THEY ACTUALLY GO THROUGH THEIR LIAISON, WHO MAKE SURE THEY’RE CONNECTED WITH THE RIGHT PEOPLE, AND STAY IN THAT LOOP. SO WE’RE REALLY PROUD ABOUT THAT. I THINK THAT FROM THE ONSET, IT WORKED. IT WORKED WELL. AND IT CONTINUES TO WORK WELL THAT THEY SERVE AS THEIR POINT OF CONTACT. AND IT REALLY MINIMIZES JUST WASTING TIME, TRYING TO GET ON THE PHONE OR EMAILS, AND FIGURING OUT WHO I NEED TO TALK TO ABOUT WHATEVER IT IS THAT THEY’RE DOING. THAT GOING TO DO IT? I JUST PUT THEM UP. GOOD?>>EVERYBODY HEAR ME? ALL RIGHT, IS THAT GOOD? AM I LOUD ENOUGH? I’VE BEEN ACCUSED OF BEING TOO QUIET, SO I’M GOING TO HAVE TO PULL THE MICROPHONE CLOSER. JUST A QUICK UPDATE, AS YOU READ IN YOUR BOARD BRIEF ON FRIDAY, SOME OF THE UPDATES ON SOME OF THE SAFETY AND CULTURE AND CLIMATE CONCERNS, ESPECIALLY AT BENTON HARBOR HIGH SCHOOL, AND THE WORK THAT BOB– AND WE’VE BEEN TRYING TO SUPPORT HIM IN ADDRESSING. THE ONE THING I’LL– THE TWO THINGS I’LL ADD TO THAT IS DURING THE PAST WEEK, BOB MET WITH MEMBERS OF THE FAITH COMMUNITY, ALONG WITH OTHER COMMUNITY PARTNERS AROUND, ENGAGING IN HOW THEY CAN BETTER SUPPORT THE DISTRICT, AND HOW THEY CAN WORK TOGETHER TO ADDRESS SOME OF THE SECURITY CONCERNS AND SOME OF THE CULTURE AND CLIMATE CONCERNS, ESPECIALLY AT THE HIGH SCHOOL. AND BOB HAS BEEN WORKING TO PROVIDE ADDITIONAL BEHAVIOR HEALTH AND PHYSICAL HEALTH SUPPORTS TO STUDENTS IN THE BUILDING. SO WHEN YOU THINK ABOUT KIND OF THE UNDERLYING CULTURES THAT PLAY THEMSELVES OUT IN FIGHTING ANOTHER, DISRUPTIVE BEHAVIORS IN THE LEARNING ENVIRONMENT, THERE ARE THINGS THAT HAPPEN BOTH IN SCHOOL AND IN THE COMMUNITY THAT LEAD TO THOSE. SO, TRYING TO COME UP WITH A GAME PLAN ON HOW DO YOU ADDRESS THOSE UNDERLYING CONCERNS, ESPECIALLY WITH ADDITIONAL MENTAL HEALTH SUPPORTS HAS BEEN IMPORTANT. ON THE FISCAL SIDE OF THINGS, AS MANY OF YOU KNOW, THE COUNT DAY WAS LAST WEEK. THE DISTRICT RIGHT NOW, AS WE LOOK AT THE ISD, AND THE DISTRICT AUDIT OF THE PEOPLE COUNT, THEY’RE RUNNING BETWEEN 50 AND 60 STUDENTS LOWER THAN WHAT THEY HAD BUDGETED FOR IN JULY. SO I’M ASSUMING THAT HOLDS TRUE. YOU KNOW, THERE’LL HAVE TO BE SOME DECISIONS, BUDGETARY– BUDGETLY– BUDGETARY WISE, AROUND HOW TO MAKE UP FOR THAT CUT. BUT AS I MENTIONED DURING LAST MONTH’S, I MEAN, THERE ARE STILL STUDENTS THAT ARE REGISTERING IN THE DISTRICT. SO WE’RE HOPING THAT THAT NUMBER WILL AT LEAST GET DOWN TO 20 OR 30. AND THAT WOULD MAKE IT A LITTLE MORE MANAGEABLE, IN TERMS OF THE TYPE OF ADJUSTMENTS THAT NEED TO BE MADE TO THE BUDGET. SINCE THE START OF THE SCHOOL YEAR, THE DISTRICT HAS HIRED NINE NEW TEACHERS, BUT UNFORTUNATELY HAVE HAD EIGHT RESIGNATIONS SINCE THAT TIME PERIOD. SO THAT’S A HISTORICAL PROBLEM IN BENTON HARBOR AREA SCHOOLS, ALONG WITH OTHER PARTS OF OUR STATE. AND YOU KNOW, IT KIND OF BEARS DOWN ALONG THE LINES OF KIND OF PAY AND BENEFIT STRUCTURE WISE, WHICH BOB AND US, IN CHARGE OF IT, HAVE BEEN WORKING AND TRYING TO ADDRESS SOME OF THOSE STRUCTURAL INEQUITIES THERE. BUT THEN ALSO, THE SUPPORTS THAT TEACHERS HAVE WHILE THEY’RE THERE. AND WE HAVE BEEN ABLE TO MAKE SOME HEADWAY THERE, IN TERMS OF PD AND TRAINING, AND THEN WE BRING IN OTHER SUPPORTS FROM THE COMMUNITY, LIKE BEHAVIORAL AND PHYSICAL HEALTH SERVICES. WE’RE TRYING TO PROVIDE THAT ADDITIONAL SUPPORT TO TEACHERS IN THE CLASSROOM WHILE WE’RE STILL TRYING TO FIGURE OUT WHAT WE CAN DO AROUND THE PAY AND BENEFIT STRUCTURES TO KEEP TEACHER RETENTION. AS I MENTIONED LAST MONTH ABOUT THE DISTRICT’S PARTNERSHIP WITH WESTERN MICHIGAN UNIVERSITY, ONE OF THOSE RETENTION STRATEGIES IS AROUND DEVELOPING A REGIONALIZED TEACHER PIPELINE, TALENT PIPELINE IN THE SCHOOLS. AND TWO OF THEIR FIRST INTERN– TEACHING INTERNS ARE ACTUALLY BENTON HARBOR GRADUATES WHO HAVE STARTED THEIR TEACHING INTERNSHIPS IN THE DISTRICT. ONE AT A ELEMENTARY BUILDING, THE OTHER AT A MIDDLE SCHOOL BUILDING. SO THE HOPE IS THAT THEY WILL HAVE A GREAT– OBVIOUSLY, A GREAT EXPERIENCE WITH THEIR FIFTH YEAR, AND WILL BE IN LINE TO TAKE ON A FULL-TIME ROLE IN THE DISTRICT, YOU KNOW, ONCE THEY GRADUATE AND GET CERTIFIED. AND THEN THE LAST BULLET IS JUST THE ROUND. IT’S PART OF THE COOPERATIVE AGREEMENT THAT THE BOARD SIGN. BACK IN JULY, THERE WAS A MECHANISM PUT IN PLACE AROUND ENSURING THAT COMMUNITY THAT THE CEO HAD SOME STRUCTURE AROUND HAVING COMMUNITY ENGAGEMENT AND INVOLVEMENT AND VOICE IN THEIR WORK. AND THE FIRST ADVISORY COUNCIL MEETING IS ON NOVEMBER 7. SO SOME OF THAT INPUT HAS TAKEN PLACE AT THE BOARD MEETINGS AND THE CEO MEETINGS THAT HAVE HAPPENED THUS FAR. THEIR SECOND ONE– OR BOB’S SECOND ONE IS ACTUALLY TONIGHT, IN BENTON HARBOR. SO THERE’S AN AVENUE THERE, BUT THERE’S ALSO AN AVENUE THROUGH THIS ADVISORY COUNCIL, THAT IS MADE UP OF 45-PLUS MEMBERS, TO HAVE INPUT IN THE OPERATIONS OF THE CEO AND THE DECISION MAKING OF THE CEO. WITH THAT, I’LL TURN IT BACK OVER TO SHEILA.>>OKAY. THANK YOU, KYLE. THANK YOU, LaWANNA. THANK YOU, VENESSA. QUESTIONS OR COMMENTS FROM BOARD MEMBERS? MICHELLE?>>I JUST WANT TO UNDERSTAND WHY BRIDGEPORT-SPAULDING WAS AWARDED 288, THE HIGHEST AMOUNT. YOU SAID THAT THEY WERE– OH, SORRY. I CAN HEAR MYSELF. [ LAUGHTER ] SO I’M TRYING TO UNDERSTAND WHY BRIDGEPORT-SPAULDING– WHICH I’M NOT QUITE SURE WHERE THAT’S AT– WAS GIVEN THE LARG– WELL, NO, INSIGHT SCHOOL OF MICHIGAN. WELL, BUT WAS GIVEN THE LARGEST AMOUNT, IT SEEMS. SO WHAT WAS IT– WHAT WAS THEIR NEED? THE CSI SCHOOL? WHAT’S THE– WHY DID– WHY WAS IT DECIDED TO GIVE THEM SUCH A LARGE AMOUNT OF MONEY?>>SO I GUESS MY FIRST COMMENT, THEN I’LL PASS IT ONTO VENESSA, BRIDGEPORT-SPAULDING HAS NOT BEEN AWARDED ANY MONEY.>>OH, IT SAYS, “SECOND AWARD AMOUNT.”>>I DON’T KNOW WHAT YOU’RE REFERRING TO.>>OKAY, MY UNDERSTANDING– I RECEIVED SOME DOCUMENTS THAT SAID THAT THEY WERE AWARDED $288,276. SO BRIDGEPORT-SPAULDING WAS NOT AWARDED ANY MONEY?>>LET ME JUST CLARIFY. SORRY, SO LIKE LaWANNA TALKED ABOUT, THERE HAVE BEEN TWO APPROPRIATIONS FOR US, THE $6 MILLION FROM THE FIRST ROUND, AND THEN THE $7 MILLION THIS TIME.>>OKAY.>>SO BRIDGEPORT-SPAULDING WAS A COHORT 1 DISTRICT. THEY RECEIVED SOME FUNDING. I DON’T HAVE THE NUMBER IN FRONT OF ME. I’M NOT POSITIVE THAT’S THE ACCURATE NUMBER.>>[ INDISTINCT ].>>BUT THEY RECEIVED SOME FUNDING AS A COHORT 1 DISTRICT FROM THE INITIAL $6 MILLION ALLOCATION. SO REMEMBER, WHEN WE FIRST GOT THE $6 MILLION, WE ONLY HAD NINE DISTRICTS. AND THEN WE ADDED SEVEN MORE. AND THEN WE ADDED THE REST. SO THIS ROUND THAT WE JUST DID, OUT OF THE 2018-2019 APPROPRIATION, $7 MILLION TO BE GIVEN OUT, WE JUST DID OUR FIRST ROUND AND AWARD $2.8 MILLION, AND NOW WILL CONTINUE. WE DO KIND OF A ROLLING DISTRIBUTION OF THE FUNDS AROUND NEEDS. SO BRIDGEPORT-SPAULDING GOT SOME IN THE FIRST ROUND.>>OKAY, SO THEY GOT SOME IN–>>THE 2017-2018–>>FEBRUARY, 2018. SO FEBRUARY, 2018, THAT WAS THE FIRST ROUND?>>THAT WOULD HAVE BEEN DURING THE FIRST ROUND, YEAH.>>OKAY, SO YOU’RE SAYING THAT THEY DID NOT RECEIVE A SECOND AWARD.>>NOT YET. BUT THEY, LIKE ALL PARTNERSHIP DISTRICTS–>>ARE THEY SCHEDULED?>>–COULD POTENTIALLY BE ELIGIBLE TO APPLY IN FUTURE ROUNDS.>>OKAY. SO WHEN THERE’S A DECISION TO MAKE, TO DECIDE WHATEVER THE CRITERIA– I KNOW THE CRITERIA’S NOT BASED ON A FORMULA. BUT WHAT IS THE CRITERIA BASED ON? AND DO YOU USE THE ADVISORY TEAM? AND DO YOU ABIDE BY THE ADVICE OF YOUR ADVISORY TEAM?>>SO, WE ARE IN THE PROCESS OF REVAMPING HOW WE DO IT. BUT IN THE PAST, IT WAS THE FIRST PASS WAS FOR THE LIAISON TO GO THROUGH, BECAUSE THE LIAISON WORKED SIDE BY SIDE–>>RIGHT.>>–TO GO THROUGH AND MAKE RECOMMENDATIONS, YOU KNOW, AND EVEN HELPING TO PRIORITIZE, THAT IF EVERYBODY ASKED FOR $900,000, WE KNEW VERY WELL THAT EVERYBODY COULDN’T GET $900,000. SO PART OF THEIR JOB–>>SO ALL OF THE LIAISONS?>>ALL THE LIAISONS, YES.>>JUST COME TOGETHER AND MAKE SOME DECISIONS?>>WELL, FOR THEIR INDIVIDUAL– FOR THEIR INDIVIDUAL DISTRICTS. AND THEN WE PUT A PROCESS INTO PLACE THAT I THINK, AT ONE POINT, MAYBE FOR THE INITIAL ROUND. BUT THE INITIAL ROUND KIND OF WENT OUT IN PIECES. SOME OF THE INITIAL REVIEW WAS A SMALL TEAM OF LIAISONS, ET CETERA. WE’VE CHANGED IT TO THE POINT THAT YOU KNOW, WE HAVE A SMALL, MORE CONCENTRATED TEAM THAT LOOK AT IT. I PERSONALLY LOOK AT THIS FIRST– THIS TIME AROUND, I LOOK FOR THE LIAISON’S COMMENTS. AND THEN I WENT THROUGH AND I, YOU KNOW, HELPED TO NARROW IT DOWN. WE WERE UNDER A TIGHT WINDOW.>>SO YOU ULTIMATELY MADE THE DECISION?>>WELL, YEAH, NO MATTER WHAT, IN THE END, I MAKE THAT DECISION.>>SO WHY DID YOU– WHY DID YOU PICK BRIDGEPORT-SPAULDING?>>AGAIN, LaWANNA WAS NOT IN THIS POSITION WHEN WE AWARDED THAT MONEY TO BRIDGEPORT-SPAULDING.>>OKAY.>>SO WITH THE FIRST COHORT OF DISTRICTS, WE DID A PROCESS SIMILAR TO THAT. THE LIAISONS WENT THROUGH THE REQUESTS. THEY MADE COMMENTS ON THE PROS AND CONS. THEY’VE TRIED TO RIGHT SINCE THEN.>>RIGHT.>>THAT CAME TO, AT THAT TIME, IT WAS ME AND SUPERINTENDENT WHISTON WENT THROUGH THEM WITH PAULA DANIELS AS THE INTERIM DIRECTOR, AND LOOKED AT THEIR APPROVED REQUESTS. OR LOOKED AT THEIR REQUESTS AND TRIED TO THINK ABOUT– WE TALKED SOME ABOUT THE PROCESS. SUPERINTENDENT WHISTON WAS REALLY CLEAR THAT HE DIDN’T WANT ANY DISTRICT TO EXPECT TO GET ANY CERTAIN AMOUNT, BIG, LITTLE, WHATEVER. THAT THEY HAD TO JUSTIFY WHAT THEY WERE GOING TO USE IT FOR IN ACCORDANCE WITH THE LEGISLATION. SO IN THAT ROUND, IT WOULD HAVE BEEN A RECOMMENDATION COMING FROM THE LIAISONS MADE JOINTLY WITH DR. DANIELS, SUPERINTENDENT WHISTON, AND MYSELF.>>WELL, IS THAT SOMETHING– I MEAN, I WOULD LIKE TO KNOW, AS A BOARD, LIKE, WHAT THE CRITERIA ARE, AND WHAT IS THE PROCESS FOR AWARDING THIS? SO MAYBE THE DATA I HAVE ABOUT BRIDGEPORT-SPAULDING GETTING A SECOND AWARD MAY OR MAY NOT BE ACCURATE. BUT I WOULD BE CURIOUS TO KNOW, AND WOULD LIKE TO KNOW, WHAT IS THE PROCESS? WHAT IS THE CRITERIA? AND HAVE THAT BE SOMETHING THAT THE BOARD WEIGHS IN ON, TO LOOK AT THAT. SO, I– THAT’S WHAT I’M ASKING.>>AND TO ANSWER YOUR QUESTION ON WHERE BRIDGEPORT-SPAULDING IS, IT’S OVER BY SAGINAW.>>OKAY.>>OR IT’S OVER ON THE EAST SIDE OF THE STATE.>>OKAY.>>AND IT’S ONE OF OUR COHORT 1 DISTRICTS, AND ACTUALLY, A DISTRICT THAT SHOWED A LOT OF GREAT IMPROVEMENT IN THE M-STEP SCORES THAT WE SHARED WITH YOU GUYS–>>ARE THEY STILL A COHORT 1?>>YES.>>OKAY.>>THE WAY THE PARTNERSHIP DISTRICT WORKS IS YOU’RE IN TILL YOU’RE– TILL THREE YEARS.>>OH, OKAY.>>SO WHETHER YOU DO GREAT, YOU’RE STILL IN UNTIL THREE YEARS IS UP. IF YOU DO POORLY, YOU’RE STILL IN UNTIL THREE YEARS IS UP. SO THEY ARE A COHORT 1 DISTRICT APPROACHING THEIR 18-MONTH BENCHMARK.>>OKAY, BUT IT LOOKS LIKE THEY WILL COME OUT OF COHORT 1, RIGHT? THEY’RE DOING WELL?>>IT’S TOO EARLY FOR US TO MAKE THAT DECISION.>>OKAY, OKAY.>>BUT THEIR M-STEP SCORES, THEY WERE ONE OF THE DISTRICTS THAT POSTED SOME GAINS IN THE GRADES– THE GRADES THAT THEY’VE BEEN FOCUSING ON. SO THAT WAS GOOD EARLY POSITIVE FEEDBACK, BUT TOO EARLY FOR US TO MAKE A CONCLUSIVE RECOMMENDATION.>>OKAY, OKAY. SO IN TERMS OF– IS IT SOMETHING THAT YOU COULD GET ME THE CRITERIA ON WHICH YOU BASE THESE AWARDS THAT YOU USE, WHATEVER MATRIX THAT IS, IS THAT SOMETHING I COULD GET?>>YES, WE CAN SHARE THAT. LIKE I SAID, BECAUSE WE’VE DONE THIS IN ROLLING, AND IT HAS– IT IS, BY DESIGN, A SOMEWHAT FLEXIBLE GRANT STREAM, WITH SOME AUTHORITY AT THE SRO LEVEL TO MAKE SOME RECOMMENDATIONS AND DECISIONS AND BE MORE FLEXIBLE. SO IT IS NOT LIKE SOME OF OUR GRANTS THAT ARE VERY EVERY X PLUS B EQUALS C. SO PAULA AND SUPERINTENDENT WHISTON MADE SOME DECISIONS. DR. MARTIN MADE SOME DECISIONS.>>OKAY.>>LaWANNA AND KYLE AND MYSELF HAVE MADE SOME DECISIONS. SO WE CAN GET YOU CRITERIA, BUT IT WON’T BE AS CUT AND DRIED AS SOME OF OUR CRITERIA. AND THAT IS SOMEWHAT BY DESIGN. IT’S MEANT TO BE LAST DOLLAR SPENDS. AND WE DO A LOT OF WORK WITH THE DISTRICTS TO SAY, “NO, WE’RE “NOT GOING TO GIVE YOU 21(h) “MONEY FOR THAT, BECAUSE YOU “COULD USE THIS OTHER FUNDING “STREAM, OR BECAUSE WE HAVE TO “BALANCE THIS OUT.” $7 MILLION FOR 37 DISTRICTS ISN’T ENOUGH, SO WE HAVE TO MAKE SOME TOUGH CHOICES. THAT BEING SAID, WE CAN GIVE YOU THE ONES WE USE NOW.>>YEAH, WHAT ARE THE PRIORITIES? WHO ARE YOU TARGETING? AND WHY ARE YOU TARGETING THEM? I MEAN, AS LONG AS THERE’S A CONSISTENT FRAMEWORK, WHETHER YOU KNOW, NOT THAT IT’S SORT OF, YOU KNOW–>>YEP.>>–ON A WHIM.>>NO, IT’S NOT. BUT IT’S MORE– IT IS NOT ON A WHIM, BUT IT IS MORE FLEXIBLE THAN SOME OF OURS.>>OKAY.>>AND IT’S DESIGNED TO BE THAT WAY. LaWANNA DID INCLUDE IN YOUR PACKET THE APPLICATION THAT THEY HAVE TO FILL OUT.>>ACTUALLY, I DIDN’T. IT’S JUST IN YOURS.>>OKAY, IT’S JUST IN MY PACKET. SORRY, WE CAN GIVE YOU THE APPLICATION THAT THEY FILLED OUT.>>I’D LIKE TO LOOK AT THAT. THANK YOU, THAT’D BE GREAT.>>WHICH REALLY SPECIFIES WHAT THE LEGISLATION SAYS, AND THEN WHAT THEY HAVE TO DO AND THE ASSURANCES. AND THAT’S THE BASIS FROM WHICH WE WORK FROM.>>OKAY.>>WE’VE USED SOMETHING LIKE THIS EVERY ROUND, ALTHOUGH IT HAS CERTAINLY FORMALIZED OVER TIME.>>OKAY, ALL RIGHT, THANK YOU.>>AND SO, ONE CRITERIA THAT MIGHT– I MIGHT SHARE WITH YOU THAT MAY HELP, AND THAT IS ONE OF LOOKING AT SUSTAINABILITY.>>MM-HMM.>>SO WHEN THERE IS A REQUEST FROM ANY DISTRICT FOR SOMETHING THAT ISN’T POSSIBLY SUSTAINABLE, WE PROBABLY WILL NOT APPROVE IT. BECAUSE THIS REALLY IS NOT MONEY FOR YOUR FOUNDATION. IT IS MONEY, EXHAUSTED– YOU EXHAUSTED EVERYTHING ELSE. YOU KNOW THAT YOU NEED THIS AND IT WILL HELP YOU GO. AND IT WILL HELP ME, TO BUILD CAPACITY. SO I DON’T KNOW IF THAT HELPS, BUT I MEAN, YOU KNOW?>>YEAH.>>SO THAT’S WHY WE’RE SAYING THAT WE JUST CAN’T GIVE YOU THE STRAIGHT CRITERIA, BECAUSE YOU CAN HAVE A DISTRICT THAT ASKS FOR 20 THINGS THAT REALLY DON’T EVEN ADDRESS THEIR GOALS. IN WHICH CASE, WE COULD POSSIBLY SAY, “WELL, NO, YOU’RE NOT “GETTING ANY OF THESE MONEYS. “NONE OF THIS “ADDRESSES YOUR GOALS.”>>WELL THEN, HOW DO YOU, I GUESS– SO YOU SAY THERE’S AN ADVISORY GROUP TO OVERSEE, OR THE LIAISONS HAD SOME PART OF THIS IN SOME WAY AT SOME POINT?>>IN SOME OF THE– YES, BUT WE’RE REVAMPING THAT NOW.>>RIGHT, SO I– I MEAN, IS THERE– JUST LOOKING TO SEE THAT THERE’S CHECKS AND BALANCES. YOU KNOW, LIKE, SO THAT THERE’S– YOU KNOW, TO JUST MAKE SURE THAT EVERYBODY AGREES THAT THIS IS A FAIR DISTRIBUTION OF FUNDS, AND IT’S NOT LEFT UP TO ONE OR TWO PEOPLE.>>RIGHT.>>THAT’S ALL. I’M JUST–>>SURE.>>THAT THERE’S SOME OVERSIGHT OF THE PROCESS, AND– BECAUSE IT’S A GOOD AMOUNT OF MONEY. IT’S CONTROLLED BY THE DEPARTMENT. SO, ANYWAY, I KNOW WE’RE RUNNING BEHIND, SO I’M GOING TO LET IT GO AT THAT.>>MICHELLE, WHAT WE CAN DO FOR NEXT MONTH’S BOARD MEETING IS DURING THE UPDATES FROM THE OFFICE OF PARTNERSHIP DISTRICT IS WE CAN GO OVER WHAT THE PROCESS IS AND WHAT THE CRITERIA IS.>>OKAY.>>AND BE ABLE TO SHARE WITH YOU THE DOCUMENTS THAT WE USE IN THE DEPARTMENT.>>THANK YOU, OKAY.>>THANK YOU.>>WE’LL MAKE THAT THE TOPIC OF NEXT MONTH’S. AND THEN TOM?>>YEAH, JUST QUICKLY– DO ANY OF THE DISTRICTS GIVE YOU CONCER– OR ANY OF THE SCHOOLS GIVE YOU CONCERN? CURRENTLY?>>THE CURRENT DISTRICTS?>>YEAH.>>IT’S– WE’RE–>>I MEAN, I KNOW THAT–>>THIS IS OUR– THIS IS OUR NORMAL BACK AND FORTH–>>I STILL WANT TO ASK THE QUESTION– I MEAN, I’M ASSUMING YOU’RE ON THE GROUND, OR SOMEBODY’S AT LEAST–>>MM-HMM.>>EAR TO THE GROUND TO SOME DEGREE, SO, IS ANYTHING POPPING UP THAT YOU ARE CONCERNED ABOUT?>>I MEAN, IT SEEMS– WE’RE GOING TO GIVE YOU A VERY SIMILAR ANSWER THAT I GAVE LAST MONTH.>>THAT’S FINE.>>WE ARE CONTINUING TO COURSE CORRECT WITH THEM. NOBODY HAS RISEN– AGAIN, I THINK I SAID LAST MONTH, PROBABLY, BENTON HARBOR IS AN EXAMPLE OF A DISTRICT THAT DID RISE TO A CONCERN LEVEL AND WE’VE TAKEN A DIFFERENT APPROACH WITH THEM. NO ONE’S THERE. POST-M-STEP RELEASE, POST-COMING INTO THE SCHOOL YEAR, WE’VE DONE A LOT OF WORK WITH THE DISTRICTS, SO NOBODY– NOBODY IS ON OUR RADAR AS A SIGNIFICANT CHALLENGE.>>IT’S NOT GOING TO BE A GOTCHA.>>YEP. NO, I–>>YOU TOLD ME MONTH AND MONTH. NO, IT’S NOT A GOTCHA. I JUST, YOU KNOW–>>AND THE– AND, YOU KNOW, WHAT’S REALLY WORKING WELL ABOUT THE PARTNERSHIP DISTRICT MODEL IS WHEN STUFF DOES KIND OF BUBBLE– WE HAD ONE DISTRICT THAT WAS HAVING A LITTLE BIT OF TROUBLE GETTING ACROSS THE FINISH LINE WITH THEIR 22-P AMENDMENTS. WE STRATEGIZED, I CALLED THE SUPERINTENDENT, WE HEARD WHAT WAS GOING ON, WE GAVE HER OPTIONS, SHE WAS ABLE TO WORK IT OUT. IT’S WORKING WELL IN THAT FLEXIBLE WAY, SO WHEN TROUBLES KIND OF BUBBLE– BUT WE’VE BEEN ABLE– KNOCK ON– I NEED SOME WOOD TO KNOCK ON– YEAH. KNOCK ON WOOD– TO WORK COLLABORATIVELY WITH THE PARTIES TO KIND OF REDIRECT. SO I DON’T, UNLESS EITHER OF YOU DO, I DON’T THINK WE HAVE ANYTHING TO RAISE AS A CONCERN NOW.>>THANK YOU.>>YEP.>>ANYTHING ELSE? OKAY. THANK YOU VERY MUCH.>>CAN YOU ALL HEAR ME?>>YES, PAM.>>OKAY. I APPRECIATE YOU FOR ASKING ALL THOSE QUESTIONS ABOUT THE ALLOTMENTS. I’M HAVING A HARD TIME HEARING, SO I MAY REPEAT– OR GETTING ANSWERS TO THINGS YOU’VE ALREADY TALKED ABOUT. JUST GOING BACK TO THE DISTRICT THAT HAVE A PARTNERSHIP IN ONE AREA. DO WE FEEL COMFORTABLE– I HEARD YOU BRING UP BRIDGEPORT. YOU TALKED ABOUT THE FACT THAT BRIDGEPORT HAS BEEN HURTING. ARE WE MAKING– DO WE HAVE– DOES OUR MECHANISM THAT WE HAVE IN PLACE, TELL US THAT BRIDGEPORT DID SHOW BETTER IMPROVEMENTS, THAT THEY HAVE MORE RESOURCES THAN ANOTHER DISTRICT? SO THAT IS THE THOUGHT IN ADDITION TO ALL THESE OTHER QUESTIONS THAT MICHELLE BROUGHT UP. I’LL JUST RATTLE OFF SOME OF THOSE THOUGHTS AND QUESTIONS THAT I HAVE. ALSO, BEING ON A RECENT TOUR OF ONE OF THE DISTRICTS THAT WE ARE JUST IN, IT DEFINITELY CAME TO MIND, AND WE’VE TALKED ABOUT THIS BEFORE– I’VE BROUGHT THIS UP BEFORE. IS THAT THESE DISTRICTS, THOUGH THERE ARE SIMILARITIES, THERE ARE A LOT OF DIFFERENCES. AND I HEARD YOU TALKING ABOUT MAYBE WHAT THE LIAISON IS SUPPOSED TO DO, BUT IT JUST REALLY– ON THAT VISIT, IT REALLY SHOWED ME HOW THERE’S DIFFERENT SUPPORTS THAT ARE NEEDED, AND DIFFERENT ROLES THAT THE LIAISON MAY NEED TO PLAY WITHIN EACH DISTRICT BECAUSE OF THE NUANCES WITHIN THAT DISTRICT. THEY MAY BE SOMETHING ALREADY, A SPARK FOR INNOVATION IN ONE DISTRICT. ANOTHER DISTRICT MAYBE, AGAIN, NEED THAT BOOST TO HELP THEM THINK OUTSIDE OF THE BOX. I HOPE THAT WE’RE NOT CONSTRICTING WHAT THESE REPORTS ARE DOING WITHIN THE DISTRICT. [ INDISTINCT ] AND THEN I DID NOT QUITE HEAR– I THINK THAT THERE ARE FOURTEEN DISTRICTS WHO HAVE REVISED THEIR PLAN. AND I JUST WANTED TO KNOW IF THOSE DISTRICTS GOT THE REVISIONS THAT [ INDISTINCT ].>>SO, LET ME TAKE THOSE IN REVERSE ORDER. YES, PAM, ALL OF THE DISTRICTS GOT THEIR 22-P AMENDMENTS IN ON TIME. SO WE ARE VERY PLEASED THAT THAT PROCESS WAS AS PAINLESS AS POSSIBLE. THE DISTRICTS WERE GOOD PARTNERS IN THAT WITH US. IT’S A GOOD POINT ABOUT THE LIAISON ROLE, AND WE DO WANT– WE ABSOLUTELY AGREE, WE HAVE 37 DISTRICTS, SO THAT MEANS THIRTY-SEVEN DIFFERENT SITUATIONS, OPPORTUNITIES, CHALLENGES. THAT BEING SAID, THERE IS CONSISTENCY IN OUR EXPECTATIONS, FOR OUR STAFF, ABOUT HOW THEY FUNCTION. AND WHEN THEY CALL IN, ME, OR KYLE, OR LaWANNA, OR SHEILA, OR OTHER RESOURCES, SO WE REALLY WANT THEM FOCUSING ON HELPING DISTRICTS NAVIGATE AND COMMUNICATE, AND HELPING WITH THAT FACILITATION. WE CAN BE MORE INNOVATIVE, OR WE CAN BE WHAT THEY NEED TO BE, BUT WE’D LIKE THAT TO BE– THEY’RE SUPPOSED TO BE THAT KIND OF PIVOT POINT. THE POINT THAT HELPS CONNECT TO THE OTHER RESOURCES. SO THAT WE CAN ENSURE THAT THE ADVICE THAT WE ARE GIVING OUR PARTNERSHIP DISTRICTS REALLY TAKES INTO ACCOUNT ALL THE PERSPECTIVES THAT WE NEED TO. ALL THE PIECES THE DEPARTMENT HAS TO OFFER. AND THAT’S HARD FOR ANY ONE PERSON TO DO. SO THAT’S WHY WE’VE FOCUSED ON LIAISONS BEING CONNECTED, AND NEUTRAL, BUT ALSO HAVING ACCESS TO ALL SORTS OF THOUGHT PARTNERS AT THE DEPARTMENT AND BEYOND. SO IT’S A GOOD POINT, BUT WE SEE IT AS KIND OF A PIVOT UP TO A TEAM. OTHERWISE, LIKE I SAID, IT’S JUST TOO MUCH FOR ONE PERSON. AND THEN LAST ONE, WE WILL GIVE YOU THE DISTRIBUTION OF THE FIRST YEAR’S APPROPRIATION OF FUNDS, THE FIRST SIX MILLION, WHAT THE FINAL AMOUNTS WERE TO ALL THE DISTRICTS, AS WELL AS EXACTLY WHO GOT WHAT THE SECOND ROUND. BUT I JUST WANT TO CLARIFY, BRIDGEPORT DIDN’T GET MORE THAN OTHER DISTRICTS IN FIRST ROUND. IN FACT, SOME FIRST ROUND DISTRICTS GOT MORE THAN THEM. SO THEY GOT SOME. I THINK IT’S AN INTERESTING QUESTION ABOUT, DOES INVESTMENT IN THESE DISTRICTS LEAD TO– WHAT LED TO OUTCOMES? WAS IT MONEY? WAS IT FOCUS? WAS IT SOMETHING ELSE– ISD SUPPORT? YOU KNOW, BRIDGEPORT HAS EXCELLENT SUPPORT FROM THEIR ISD. SO THERE’S A LOT OF PIECES, AND THAT’S OUR EVALUATION THAT WE HAVE ONGOING WITH OUR PARTNERS AT EPIC, WILL HELP US UNDERSTAND MORE ABOUT THAT. SO IT’S A GREAT OPEN QUESTION ABOUT THE IMPACT OF FUNDS. JUST CLARIFYING THAT BRIDGEPORT DIDN’T GET MORE– DEFINITELY NOT MORE. AND, I’D HAVE TO THINK– ABOUT THE AVERAGE FOR THAT FIRST COHORT. AND THAT WE’LL WANT TO KEEP EVALUATING THAT. BUT, ALSO, WE WANT TO CONTINUE TO SAY TO OUR LEGISLATIVE FRIENDS THAT INVESTING IN 21-H IS IMPORTANT FOR THESE DISTRICTS. AND WE BELIEVE WE’RE MAKING GOOD USE OF THESE FUNDS IN PARTNERSHIP WITH THEM, SO, THANK YOU.>>OKAY, AND JUST A LITTLE ADDITION THAT I JUST– AND MAYBE WE’LL JUST BRING THIS WITH YOU WHEN YOU VISIT [ INDISTINCT ] NEXT WEEK. YOU MENTIONED THAT THE DISTRICTS MIGHT BE TURNED– THE FUNDING THEY’RE REQUESTING MIGHT BE TURNED DOWN BECAUSE IT NOT SUSTAINABLE OR NOT AN ALLOWABLE COST. AND MAYBE MICHELLE ASKED THIS ALREADY, BUT HOW DO WE MAKE SURE THE DISTRICTS REALLY THINK HOW THEY’RE GOING TO SPEND THE MONEY THAT THEY ASK FOR. WE’RE NOT JUST TURNING DOWN THIS MONEY AMOUNT, WHICH IS MAKING THEM RETHINK HOW THEY DO THINGS, AND THAT WOULD BE, YOU KNOW, AGAIN, SOMETHING THAT MAYBE THIS DEPARTMENT IS DOING.>>YES.>>YEAH. YOU’RE EXACTLY ON POINT, AND THAT IS ALSO PART OF THE CRITERIA IN SELECTING WHAT TO APPROVE. BECAUSE THEY DO NEED TO BE ABLE TO THINK THROUGH HOW IT’S GOING TO AFFECT AND IMPROVE THEIR GOALS. AND THAT’S PART OF OUR OFFICE RESPONSIBILITY, IS, AGAIN, TO SIT WITH THEM, AND TO SAY, OKAY, YOU NOW HAVE TWO-HUNDRED THOUSAND DOLLARS AND YOU SPENT IT ON THREE PERSONNEL, ETC. ETC. HOW? HOW ARE YOU GOING TO COLLECT DATA TO SHOW THAT THIS PERSON HAS BEEN EFFECTIVE OR THIS RESOURCE HAS BEEN EFFECTIVE. SO, YES.>>AND I JUST WANT TO– ONE SPECIFIC EXAMPLE FROM THE LAST ROUND THAT MIGHT HELP CONTEXTUALIZE THIS. SOME DISTRICTS ASK FOR MONEY FOR ASSESSMENTS, FOR BENCHMARK ASSESSMENTS. WELL, THERE IS NEW MONEY COMING IN– STARTING IN OCTOBER TO REIMBURSE FOR BENCHMARK ASSESSMENTS. SO THAT WAS A POINT WHERE WE WOULD GO BACK AND SAY, DON’T USE THIS POT OF MONEY FOR THAT, THERE’S ANOTHER POT OF MONEY THAT YOU CAN TAP INTO, SO RETHINK WHAT YOU’RE ASKING FOR. LOOK AT YOUR PLANS, AND LOOK AT THE SUSTAINABILITY. THAT’S JUST AN EXAMPLE OF THE KIND OF NOs WE WOULD SAY. THIS ISN’T– THERE’S ANOTHER SOURCE, SO USE THAT SOURCE NOT THIS ONE. THIS IS A PRETTY SPECIFIC AND RELATIVELY LIMITED POT OF MONEY. THANK YOU.>>OKAY. IF THERE AREN’T ANY OTHER QUESTIONS OR COMMENTS. THANK YOU VERY MUCH, VENESSA, LaWANNA, AND KYLE. SO NOW WE WILL MOVE BACK TO THE REGULAR MEETING AGENDA. THE NEXT ITEM IS THE APPROVAL OF THE STATE BOARD OF EDUCATION MINUTES. MAY I PLEASE HAVE A MOTION TO APPROVE THE MINUTES OF THE REGULAR AND COMMITTEE OF THE WHOLE MEETING OF SEPTEMBER 11, OF 2018.>>SO MOVED.>>AND A SECOND.>>SECOND. [ INDISTINCT CHATTER ]>>OKAY, ANY DISCUSSION? THOSE IN FAVOR SIGNIFY BY SAYING “AYE.”>>AYE.>>THOSE OPPOSED, “NAY.” MOTION CARRIES. NOW TO THE REPORT OF THE CO-PRESIDENTS. CO-PRESIDENTS RICHARD ZEILE AND CASANDRA ULBRICH.>>MY THROAT HURTS, SO, I’M NOT GOING TO TALK.>>I WAS PRIVILEGED TO ATTEND THREE OF THE LAST FOUR MEETINGS OF THE SOCIAL STUDIES– THE HEARINGS ON THE SOCIAL STUDIES STANDARDS AT KING HIGH SCHOOL IN DETROIT AND GAYLORD, MICHIGAN, AND AT CMU. AT ONE OF THE SESSIONS, “THE HANDMAID’S TALE” WAS QUOTED MORE THAN THE TEXT OF THE STANDARDS. I’LL JUST LEAVE IT AT THAT. AND THE MACOMB SCHOOL ASSOCIATION, AS WELL. I ALSO REPRESENTED THE BOARD AT THE MAPPING FOOD INSECURITY CONFERENCE HELD AT WAYNE COUNTY COMMUNITY COLLEGE DOWN RIVER. AND THEY ACKNOWLEDGED AT THE CONFERENCE THE IMPORTANT WORK THAT MICHIGAN SCHOOLS PERFORM IN ADDRESSING FOOD INSECURITY FOR MANY, MANY CHILDREN IN MICHIGAN. BUT THE HIGHLIGHT OF MY MONTH WAS TAKING THE TOUR WITH SEVERAL COLLEAGUES OF THE DETROIT COMMUNITY PUBLIC SCHOOLS. WITH DEPUTY SUPERINTENDENTS WRIGHT AND MERIWEATHER. IT WAS A VERY CONFIDENCE-INSPIRING TOUR, AS WE DISCUSSED WHERE THE DISTRICT HAS BEEN AND WHAT PROGRESS THEY’VE MADE, WHAT CHALLENGES LAY BEFORE THEM. BUT MOST IMPRESSIVE WAS THE SEVERAL– MANY EXAMPLES OF STUDENTS ON TASK. THE CLEAN BUILDINGS, ORDERLY BUILDINGS. PROFESSIONAL ADMINISTRATORS. OUR LAST SCHOOL WAS NOT ON THE ORIGINAL SCHEDULE. THEY HAD US TO VISIT ONE SCHOOL AND TOM McMILLIN SAID, “WELL, LAST YEAR I SAW “ANN ARBOR TRAIL, “I’D LIKE TO SEE HOW “THEY’RE DOING NOW.” AND THEY WERE QUITE WILLING TO CHANGE THE SCHEDULE AND TAKE US THROUGH, AND WE SAW AN OUTSTANDING EXAMPLE OF A SCHOOL IN ITS FIRST MONTH. AND VERY, VERY IMPRESSIVE. I WROTE AN OPEN LETTER TO DR. VITTI, AND SHARED COPIES WITH BOARD MEMBERS. IN THE LETTER I SAID MY IMPRESSIONS WERE MY OWN, BUT I DID FEEL THAT WE WERE ALL POSITIVELY IMPRESSED BY THE PROGRESS MADE WITH DR. VITTI’S ADMINISTRATION, AND WE CONGRATULATE HIM FOR THE PROGRESS AND SO MUCH POSITIVE CHANGE IN THE LAST YEAR. AND THAT WOULD CONCLUDE MY REPORT.>>THANK YOU, DR. Z. I ALSO REACH OUT TO DR. VITTI AND THANKED HIM FOR ALLOWING HIS TWO KEY LEADERSHIP STAFF MEMBERS TO TAKE STATE BOARD MEMBERS ON A TOUR OF THE DISTRICT. SO, THANK YOU. OKAY, SO NOW WE’LL MOVE ON TO MY REPORT TO THE STATE BOARD. I HAD THE WONDERFUL OPPORTUNITY THE LAST WEEK OF SEPTEMBER TO TRAVEL TO TAIWAN TO RENEW THE MEMORANDUM OF UNDERSTANDING BETWEEN THE MICHIGAN DEPARTMENT OF EDUCATION AND THE MINISTRY OF EDUCATION FOR TAIWAN. AND SINCE I WAS NOT ABLE TO TAKE ALL OF YOUR ON THE TRIP WITH ME I’VE DECIDED TO GIVE YOU A VIRTUAL FIELD TRIP ON MY TRIP ABROAD TO TAIWAN. SO THIS IS GOING TO BE A PICTURE TOUR OF MY EXPERIENCES IN TAIWAN. LEAH BREEN, THE DIRECTOR OF THE OFFICE OF EDUCATOR EXCELLENCE, AND I DEPARTED FROM METRO AIRPORT ON WHAT I WILL CALL DAY ONE, SUNDAY, SEPTEMBER 23RD. AFTER FLYING FOR ABOUT TWENTY HOURS AND A TWELVE-HOUR TIME ZONE CHANGE, WE LANDED IN TAIPEI, TAIWAN, ON OUR SECOND DAY OF THE TRIP, AND THAT’S MONDAY, SEPTEMBER 24TH AT 10:30 IN THE EVENING. WE WERE MET BY OUR GUIDE, JO LAI. SHE IS THE FIRST SECRETARY OF THE MINISTRY OF EDUCATION FOR TAIWAN, WHO TOOK US TO OUR HOTEL, WHICH IS THE LOVELY REGENT GALLERIA HOTEL. I THOUGHT I’D SHARE A LITTLE BIT ABOUT TAIWAN WITH YOU. IT IS THE SECOND IN THE WORLD, MOST POPULATED COUNTRY. THE FIRST BEING BANGLADESH. AND FOR SOME COMPARISONS TO MICHIGAN, MICHIGAN HAS ALMOST 97,000 SQUARE MILES, WHERE TAIWAN HAS 14,000 SQUARE MILES. MICHIGAN HAS A POPULATION OF ABOUT TEN MILLION, TAIWAN HAS A POPULATION OF ABOUT TWENTY-THREE MILLION. SO WHILE TAIWAN IS LESS THAN A SIXTH OF SIZE OF MICHIGAN, IT HAS MORE THAN TWICE AS MANY RESIDENTS. TAIPEI IS THE CAPITAL OF TAIWAN, WHERE HALF THE POPULATION LIVES. SO ABOUT 11.5 MILLION PEOPLE LIVE IN THE CITY OF TAIPEI. THE MAJOR INDUSTRY OF TAIWAN IS I.T. THEY DESIGN COMPONENTS FOR THE iPHONE. HOWEVER, THEY– THE COMPONENTS ARE ASSEMBLED IN CHINA, WHERE IT IS DONE, AS THEY TOLD US, MORE CHEAPLY AND FASTER. MANDARIN CHINESE IS THE NATIONAL LANGUAGE. AND 80% OF THE WORLD’S CORAL GEMSTONES ARE FROM TAIWAN– AND WHAT YOU SEE IN THIS PICTURE IS THE TALLEST PIECE OF CORAL IN THE WORLD WHICH WE SAW DURING OUR TRIP THERE. BASEBALL IS ALSO A VERY POPULAR SPORT IN TAIPEI. ESPECIALLY THE NEW YORK YANKEES. SO DAY THREE WAS OUR FIRST FULL DAY IN TAIWAN. WE VISITED WITH THE CITY GOVERNMENT. WE VISITED THE CITY GOVERNMENT BUILDING, I SHOULD SAY, WHERE WE MET WITH REPRESENTATIVES FROM THE MINISTRY OF INTERNATIONAL EDUCATION. THEY INCLUDED THE ASSISTANT COMMISSIONER AND THE FIRST SECRETARY OF EDUCATION. HERE WE DISCUSSED THE STUDENT EXCHANGE PROGRAMS THAT ARE SPONSORED BY THE MINISTRY OF EDUCATION. NEXT, WE VISITED WITH THE NATIONAL TAIWAN NORMAL UNIVERSITY. AND NORMAL STANDS FOR EDUCATION. WE MET WITH MEMBERS OF THE UNIVERSITY STAFF, INCLUDING THE VICE PRESIDENT FOR INTERNATIONAL AFFAIRS, THE DEPUTY DIRECTOR, AND AN ASSISTANT PROFESSOR. AND WE DISCUSSED THE TEACHER EDUCATION PROGRAMS IN TAIWAN, WHICH ARE VERY SIMILAR TO OUR PROGRAMS IN MICHIGAN. TAIWAN IS FACING SOME OF THE SAME CHALLENGES THAT WE’RE FACING. THEY HAVE STUDENT LEARNING GAPS THAT THEY ARE ATTEMPTING TO ADDRESS. THEY HAVE AN INCREASED DIVERSE POPULATION– BACKGROUNDS OF THEIR STUDENTS. THEY HAVE A TEACHER SHORTAGE IN THEIR SCHOOLS. AND THEY ARE ALSO MOVING TO MORE OF AN INQUIRY BASED EDUCATION. BUT SOME OF THE MAJOR DIFFERENCES BETWEEN THE TAIWAN MINISTRY OF EDUCATION AND THE MICHIGAN DEPARTMENT OF EDUCATION IS THAT THE TAIWAN MINISTRY OF EDUCATION CONTROLS THE NUMBER OF TEACHERS A COLLEGE OR UNIVERSITY CAN GRADUATE. THE CURRICULUM THAT IS TAUGHT IN THE TEACHER EDUCATION PREPARATION PROGRAMS IS CONTROLLED BY THE MINISTRY. THE NUMBER OF PROFESSORS AT A UNIVERSITY IS BASED ON THE NUMBER OF STUDENTS ENROLLED. AND THEN THE MINISTRY OF EDUCATION ASSIGNS TEACHERS TO THE SCHOOLS BASED ON VACANCIES. THEN WE VISITED THE MANDARIN TRAINING CENTER AND MET WITH THE DIRECTOR OF THE CENTER, AND SEVERAL PROFESSORS, FOR DISCUSSION ABOUT THEIR DIFFERENT TRAINING PROGRAMS. AND THEIR PROGRAMS ARE DESIGNED TO TEACH MANDARIN CHINESE TO PEOPLE WHO– OR TO INDIVIDUALS WHO WANT TO ADVANCE WITHIN THEIR BUSINESS OR INDUSTRY. OUR NEXT STOP ON DAY THREE WAS TO TAIPEI 101. SO YOU’LL SEE A MODEL OF TAIPEI 101 IN THE PICTURE ON THE LEFT. THIS IS THE THIRD TALLEST BUILDING IN THE WORLD. WE TRAVELED TO THE 88TH FLOOR IN FORTY-FIVE SECONDS. WHERE WE VIEWED THE CITY OF TAIPEI, ALONG WITH EAR POPPING ON THE WAY UP TO THE 88TH FLOOR. TAIPEI IS A BASIN THAT’S SURROUNDED BY MOUNTAINS. ON ONE SIDE OF TAIPEI IT’S FLAT, SO YOU’LL SEE THAT IN THE PHOTO ON THE LEFT, WHERE YOU’LL SEE LOTS OF BUILDINGS. THE EGG-SHAPED BUILDING WITH THE WHITE DOME IS CALLED THE TAIPEI DOME. THE ORANGE-ROOFED BUILDING IS THEIR NATIONAL MEMORIAL HALL. THE OTHER SIDE OF TAIPEI IS QUITE HILLY, SO IF YOU LOOK TO THE PICTURE ON THE RIGHT-HAND SIDE, IN THE FAR BACKGROUND, YOU CAN SEE THE HILLS OF TAIWAN. THE NEXT PHOTO IS A PHOTO OF A DAMPER. THIS IS A METAL BALL THAT EXTENDS FIVE STORIES AND WEIGHS ABOUT AS MUCH AS FIVE ELEPHANTS. IT HANGS FROM THE CENTER OF THE TOWER AND IT HELPS TO PREVENT THE TOWER FROM SWAYING BACK AND FORTH. DAY FOUR, SEPTEMBER 26TH, WE BOARDED A TRAIN IN TAIPEI FOR A TWO AND A HALF HOUR TRAIN RIDE TO HAULIEN, WHICH IS LOCATED ON THE EAST COAST OF TAIWAN. WE VISITED THE TZU CHI K-12 SCHOOL, WHERE WE WERE WELCOMED WITH OUR NAMES ON THE ELECTRONIC MARQUEES. WE WERE PROVIDED LUNCH IN THE PRINCIPAL’S OFFICE. AND LUNCH WAS A MEDLEY OF LOCALLY GROWN FRUITS AND VEGETABLES, PREPARED FOR AND SERVED BY THE PARENT VOLUNTEERS. WE THEN ATTENDED A PRESENTATION ABOUT THE SCHOOL BY THE TZU CHI STAFF, ALONG WITH A DELEGATION OF EDUCATORS WHO WERE VISITING FROM JAPAN. WE WERE PROVIDED OUR INDIVIDUAL TRANSLATOR, WHO WAS A STAFF MEMBER. HE WAS OUR INTERPRETER AND TRANSLATOR DURING THIS PRESENTATION. THE SCHOOL SITS ON SIXTEEN ACRES AND HOUSES 1,800 STUDENTS IN GRADES K-12. STUDENTS COME FROM ALL OVER THE WORLD TO ATTEND SCHOOL HERE, INCLUDING A STUDENT THAT WE MET FROM GRAND RAPIDS, MICHIGAN.>>NO.>>YES. [ LAUGHTER ] STUDENTS ATTEND SCHOOL FROM 7:30 IN THE MORNING UNTIL 5:30. THEY TAKE CLASSES DAILY IN SCIENCE, MATH, SOCIAL STUDIES, PE, CHINESE, AND ENGLISH. AND SO READING AND WRITING IS TAUGHT BOTH IN THE CHINESE AND THE ENGLISH LANGUAGE CLASSES. ABOUT EIGHT HUNDRED OF THE STUDENTS LIVE ON CAMPUS. AND STUDENTS ARE EXPECTED TO VOLUNTEER AT HOME, SCHOOL, AND THE COMMUNITY. THEY GO TO NURSING HOMES AND HOSPITALS TO ENTERTAIN STUDENTS AND PATIENTS WITH THEIR PERFORMANCES. AND STUDENTS SPEND THE LAST FIFTEEN MINUTES OF EVERY SINGLE DAY OF SCHOOL CLEANING THEIR CLASSROOMS AND CLEANING THE SCHOOL. WE VISITED A TENTH GRADE MATH CLASS, AND TENTH GRADE CHEMISTRY CLASS, AND A SEVENTH GRADE ENGLISH CLASS. AND IF YOU LOOK– GO BACK ONE MORE PICTURE, JEN. IF YOU LOOK TO THE PICTURE ON THE LEFT, THERE IS A TEACHER FROM VANCOUVER WHO IS TEACHING SEVENTH GRADE ENGLISH. THEN WE WENT ACROSS THE STREET TO THE TZU CHI COLLEGE OF SOCIAL STUDIES AND HUMANITIES, WHERE THERE ABOUT 1,500 STUDENTS WHO ATTEND– WE WERE ABLE TO MEET WITH THE DEAN OF THE SCHOOL, WHO TOOK US TO HAVE COFFEE AND COOKIES IN THE HILLSIDE CAFE. AND THE CAFE IS RUN AND OPERATED BY THE COLLEGE STUDENTS. THAT EVENING WE WENT TO A RESTAURANT OUTSIDE IN THE CITY CALLED IAN’S TABLE. IT’S OWNED AND OPERATED BY AN AUSTRALIAN WHO’S ALSO THE CHEF. THERE AREN’T ANY MENUS. THE MENU, INSTEAD, THE NIGHTLY DINNER OF THE CHEF’S CHOOSING. WHICH WAS JUST A WONDERFUL MEAL. THEN AFTER BREAKFAST ON DAY FIVE, WE TOOK A CAR RIDE TO THE TAROKO NATIONAL PARK, WHICH IS THE MOST POPULAR TOURIST ATTRACTION IN TAIWAN. SANDRA, WHO IS OUR GUIDE, SHE USED HER HAND TO TALK ABOUT TAIWAN THE SAME WAY THAT WE USE OUR HAND TO TALK ABOUT MICHIGAN. TAIWAN IS A LONG COUNTRY, WITH FIVE DIFFERENT MOUNTAIN RANGES THAT RUN FROM THE NORTH TO THE SOUTH. THE HIGHEST MOUNTAINS ARE 4,000 METERS HIGH, WHICH MAKE THEM THE TALLEST MOUNTAINS IN SOUTHEAST ASIA. THE WEST COAST OF TAIWAN IS BORDERED BY THE STRAITS OF TAIWAN, AND IS CALLED AN ALPINE REGIONS, AS DEPICTED IN THE PHOTO ON THE LEFT. AND THEN THE PICTURE ON THE RIGHT-HAND SIDE IS THE EAST COAST OF TAIWAN THAT’S BORDERED BY THE PACIFIC OCEAN, AND IS SUB-TROPICAL. WE TOOK A WALKING TOUR OF THE NATIONAL PARK, WHERE WE SAW SOME BREATHTAKING GORGES, AND MOUNTAINS, AND RIVERS, AND WATERFALLS. IN THE BACKGROUND YOU’LL SEE A TEMPLE AND WATERFALL IN THIS PICTURE. THIS WAS BUILT IN MEMORY OF THE 226 WORKERS AND THE OVER 700-PLUS WORKERS WHO WERE INJURED OR KILLED DURING THE BUILDING OF THE TUNNELS THROUGH THE MOUNTAINS, FROM 1956 THROUGH 1960. THE PICTURE ON THE LEFT– I’M HOPING YOU CAN SEE IT. UP TOWARDS THE TOP THERE ARE– THERE’S A SUSPENDED WALKING BRIDGE. AND THEN IN THE MIDDLE OF THE PICTURE YOU CAN SEE ANOTHER SUSPENDED WALKING BRIDGE. NEEDLESS TO SAY, WE DID NOT TRAVEL ON EITHER ONE OF THOSE BRIDGES. WE STAYED ON SOLID GROUND. THE PICTURE ON THE RIGHT SORT OF GIVES YOU THE OUTLINE OF COUNTRY OF TAIWAN. IN THE NEXT PICTURE YOU SEE WHAT THEY CALL THE TWO ARCHES. THEY CALL THESE THE MCDONALD’S ARCHES. AND THEN ARE SOME ADDITIONAL PICTURES OF THE RIVER THAT CUTS THROUGH THE MOUNTAIN, AND THE GORGES, AS WELL AS THE ROADS. ON OUR WAY TO LUNCH WE STOPPED AND WE TOOK PICTURES OF THE EAST COAST OF TAIWAN AND THE PACIFIC OCEAN. I THOUGHT THESE WERE JUST BREATHTAKINGLY BEAUTIFUL PICTURES. REMINDED ME A GREAT DEAL OF THE CALIFORNIA COASTLINE. AND THEN WE STOPPED AND WE HAD AN ABORIGINAL TRIBAL MEAL AT A RESTAURANT THAT’S NEAR THE CLIFFS THAT WE SAW IN THE PREVIOUS PICTURE. AND THEN WE TOOK A TRAIN RIDE BACK TO TAIPEI AND VISITED THE GROUNDS OF A FORMER PRESIDENT OF TAIWAN. THE ARCH ON THE LEFT IS DEDICATED TO FREEDOM OF SPEECH, AND THEN, IN THE RIGHT YOU’LL SEE THE WHITE BUILDING, THAT IS THE FORMER PRESIDENTIAL PALACE. AND IN THE NEXT PICTURE YOU’LL SEE TWO BUILDINGS THAT ARE ON THE SAME SQUARE. THESE WERE BUILT BY THE SAME FORMER TAIWANESE PRESIDENT. THE BUILDING ON THE LEFT IS A MUSIC– IS FOR MUSICAL PERFORMANCES, AND THE BUILDING ON THE RIGHT IS FOR THEATRICAL PERFORMANCES. SO THAT EVENING WE ATTENDED A TAIWANESE OPERA CALLED “THE CURSED ROYAL FAMILY,” AND THAT WAS IN THE THEATER BUILDING. THE PRODUCTION WAS ABSOLUTELY MAGNIFICENT, WITH THE COSTUMES, AND THE MUSIC, AND THE PERFORMERS. AND THEN, TO HELP US FOLLOW ALONG, ON THE SCREENS– THEY HAD TWO SCREENS SET UP ON EITHER SIDE OF THE STAGE, IN FRONT OF THE CURTAINS– WHERE THEY HAD THE ENGLISH TRANSLATION OF WHAT WAS BEING PERFORMED, WHICH WAS HELPFUL BECAUSE THEN WE WERE ABLE TO FOLLOW THE PLOT OF THE OPERA. DAY SIX BEGAN WITH A CEREMONY TO SIGN THE MEMORANDUM OF UNDERSTANDING BETWEEN THE MINISTRY OF EDUCATION IN TAIWAN AND THE MICHIGAN DEPARTMENT OF EDUCATION. THE CEREMONY TOOK PLACE AT THE MINISTRY OF EDUCATION’S MAIN ADMINISTRATIVE OFFICES. MR. BI WELCOMED AND ADDRESSED THE AUDIENCE, AND THEN I HAD AN OPPORTUNITY TO WELCOME AND ADDRESS THE AUDIENCE ON BEHALF OF THE MICHIGAN DEPARTMENT OF EDUCATION. AND THEN MR. BI, LEAH, AND I SIGNED THE MEMORANDUM– THIS IS OUR FOURTH MEMORANDUM OF UNDERSTANDING. THIS WAS TO RENEW OUR THREE-YEAR COMMITMENT TO ALLOW MICHIGAN TEACHERS TO TRAVEL TO TAIWAN TO TEACH ENGLISH TO THE CHILDREN OF TAIWAN, AND THEN FOR THE TAIWANESE TEACHERS TO COME TO MICHIGAN AND TEACH MANDARIN CHINESE TO OUR STUDENTS. IN ATTENDANCE AT THIS VERY SPECIAL EVENT WERE MR. ANDY BI, THE DIRECTOR GENERAL OF THE DEPARTMENT OF INTERNATIONAL EDUCATION OF TAIWAN, MR. ERIC ALDRICH, THE DIRECTOR OF THE AMERICAN CENTER AT THE AMERICAN INSTITUTE, GERALD PENDLETON, THE PRINCIPAL OF THE CHINESE SCHOOL AT THE AMERICAN CENTER WITHIN THE AMERICAN INSTITUTE, LEAH, OUR GUIDE JILL, AND MYSELF, ALONG WITH MANY OTHER DIGNITARIES AND GUESTS. AND THEN AFTER THAT, WE WERE TREATED TO A LUNCH AT THE SHERATON HOTEL, AND LUNCH WAS A TYPICAL, FORMAL TAIWANESE MEAL OF MANY DIFFERENT AND INTERESTING COURSES. FOLLOWING LUNCH, WE VISITED PENGLAI ELEMENTARY SCHOOL. THE PRINCIPAL STEVEN SHANG AND A COUPLE OF HIS STAFF MEMBERS TOOK US ON A TOUR OF THE SCHOOL, WHICH INCLUDES GRADES K-6 FOR ABOUT 810 STUDENTS. WE VISITED FIRST GRADE AND KINDERGARTEN CLASSROOMS. THEN WE HAD A PRESENTATION ABOUT THE SCHOOL. CLASSES AT THE SCHOOL BEGIN AT 7:30 AND CONCLUDE AT 4:00 EVERY DAY. STUDENTS HAVE DAILY INSTRUCTION IN MATH, SCIENCE, SOCIAL STUDIES, PE, CHINESE READING AND WRITING, MUSIC, AND ART, AND THEN THEY HAVE ENGLISH CLASSES TWO OR THREE DAYS A WEEK DEPENDING ON THE LEVEL OF THE STUDENTS. STUDENTS BEGIN LEARNING CODING IN KINDERGARTEN, AND COMPUTER PROGRAMMING IN GRADES FIVE AND SIX. DAY SEVEN WE SPENT AT THE NATIONAL PALACE MUSEUM. THIS IS ONE OF THE MOST FREQUENTLY VISITED MUSEUMS IN THE WORLD WHERE ONLY A QUARTER OF THE COLLECTION IS EVER ON DISPLAY AT ONE TIME. OUR DOCENT DESCRIBED POTTERY AND VASES, AND TAPESTRY, AND FURNITURE, AND PAINTINGS, AND OTHER ARTIFACTS SUCH AS THE HAIR CLIPS THAT YOU SEE IN THE LEFT. WHAT WE ALSO SAW ARTICLES OF, FROM VERY MANY DIFFERENT CHINESE DYNASTIES, INCLUDING THE MING DYNASTY, WHICH IS THE BLUE BALL ON THE LEFT-HAND SIDE, AND THE QING DYNASTY. THIS ON THE RIGHT-HAND SIDE IS A PIECE OF CHINESE CABBAGE THAT WAS CARVED FROM A SINGLE PIECE OF JADE. IT REALLY IS BEAUTIFUL. THE NEXT STOP WAS TO THE BEITOU MUSEUM, WHICH IS A FORMER AND POPULAR JAPANESE HOTEL THAT WAS OPERATIONAL DURING THE JAPANESE RULE OF TAIWAN. DURING WORLD WAR II, THIS HOTEL HOUSED SOME OF THE JAPANESE KAMIKAZE PILOTS BEFORE THEIR FINAL FLIGHTS, AND NOW IT IS A JAPANESE RESTAURANT. SO AFTER TOURING THE GROUNDS, AND THE ROOMS, WE HAD A SEVEN COURSE JAPANESE MEAL. AND THEN ON OUR WAY BACK TO OUR HOTEL, WE TRAVELED THROUGH THE NATURAL HOT SPRINGS AREA IN BEITOU. AND THAT CONCLUDED THAT DAY, AND ON OUR LAST DAY, WE HAD A TRIP BACK TO MICHIGAN. WE HAD AN AMAZING TIME WHILE WE WERE IN TAIWAN, AND I THOUGHT I WOULD SHARE A COUPLE OF LAST COMMENTS WITH YOU. THE GIFT EXCHANGE IS CUSTOMARY AND EXPECTED DURING VISITS, SO IN THE PHOTO ON THE LEFT, YOU SEE OUR GIFT EXCHANGE BETWEEN THE NATIONAL TAIWAN NORMAL UNIVERSITY AND OUR VISIT TO THE MINISTRY OF EDUCATION, AND OUR GIFTS DURING THE MEMORANDUM OF UNDERSTANDING SIGNING, WE GAVE TO EACH OF THE SITES THAT WE VISITED, WE GAVE TO WHOEVER THE DIRECTOR WAS OR THE DIRECTOR GENERAL, OR THE PRINCIPAL, WE GAVE THEM A PURE MICHIGAN JOURNAL FROM SHINOLA AS WELL AS AN ORNAMENT OF THE STATE OF MICHIGAN MADE OF COPPER, AND ALSO A COIN FROM THE GOVERNOR’S OFFICE. AND THEN IN ADDITION TO LEARNING A GREAT DEAL ABOUT TAIWAN’S CULTURE, PEOPLE, HISTORY, AND EDUCATION SYSTEM, WE ALSO HAD SOME NEW CULINARY EXPERIENCES. SO WE ATE JELLYFISH, EEL, ABALONE, SQUID, SWEET POTATO GREENS, BIRD NEST GREENS, FISH MAW, ALSO KNOWN AS FISH SKIN, PASSION FRUIT, GUAVA, DRAGON FRUIT, JAPANESE YAMS, GINGKO SEEDS, AND PROBABLY SOME OTHER CULINARY DELIGHTS THAT WE DIDN’T EVEN KNOW THAT WE WERE EATING. SO THESE REMARKABLE EXPERIENCES WERE MADE POSSIBLE BECAUSE OF MANY PEOPLE THAT I’D LIKE TO JUST TAKE A MOMENT TO SAY XIÈXIÈ, OR THANK YOU IN MANDARIN CHINESE. I’M VERY GRATEFUL TO THE MINISTRY OF EDUCATION IN TAIWAN FOR THEIR GENEROSITY AND FUNDING THE ENTIRE TRIP FOR BOTH MYSELF AND FOR LEAH, TO THE EXECUTIVE LEADERSHIP TEAM BACK AT MDE, WHO KEPT THINGS AFLOAT WHILE I WAS OUT OF THE COUNTRY, TO JILL LEI, THE FIRST SECRETARY OF THE MINISTRY OF EDUCATION, WHO SPENT THE WEEK WITH US. SHE PLANNED OUR ITINERARY. SHE WAS WITH US FROM THE FIRST THING IN THE MORNING UNTIL THE END OF THE DAY. SHE ESCORTED US FROM LOCATION TO LOCATION EXPLAINING THINGS TO US, HELPING US LEARN ABOUT TAIWAN, ITS HISTORY, ITS FOOD, ITS CULTURE, AND ANSWERING ALL OF OUR QUESTIONS, AND THEN TO OUR DRIVER WHILE WE WERE IN TAIPEI, [ INDISTINCT ]. WE HAD JUST A REMARKABLE, REMARKABLE EXPERIENCE, AND I’M SO VERY THANKFUL AND FORTUNATE TO HAVE HAD SUCH A WONDERFUL TRIP. SO I HOPE THAT YOU ENJOYED THIS VIRTUAL TRIP SO THAT I COULD SHARE WITH YOU MY EXPERIENCES, SO THANK YOU FOR THIS OPPORTUNITY TO SHARE IT WITH YOU. AND NEXT WE’LL MOVE ON TO THE REPORT OF THE MICHIGAN TEACHER OF THE YEAR. WELCOME TO LAURA CHANG, THE 2018-19 TEACHER OF THE YEAR. LAURA IS A KINDERGARTEN THROUGH FIFTH GRADE READING AND MATH INTERVENTIONIST AT VICKSBURG COMMUNITY SCHOOLS, AND LAURA WILL YOU PLEASE GIVE US THIS MONTH’S REPORT ON THE MICHIGAN TEACHER OF THE YEAR.>>I SURE WILL. XIÈXIÈ, SHEILA.>>XIÈXIÈ.>>ALL RIGHT, YOU CAN GO TO THE NEXT ONE. OH, NO, I HAVE A CLICKER, DON’T I? LET’S SEE IF THAT WORKS. IT SURE DOES. SO TODAY I HAVE A STORY TO SHARE WITH YOU. A REAL STUDENT, A REAL STORY. I WAS GOING TO USE A STOCK PHOTO AND A PSEUDONYM, THAT WAS MY FULL INTENTION, BUT WHEN I MET WITH THE STUDENT’S MOM FOR PERMISSION TO SHARE HIS STORY, HIS DATA AND HIS STORY WITH YOU, SHE INSISTED THAT I USE HIS REAL NAME AND HIS REAL DATA. SHE’S PROUD OF THE PROGRESS HE’S MADE AND THE HARD WORK HE’S PUT IN. SHE’S PROUD TO BE PART OF THE TEAM OF PROFESSIONALS THAT HAVE HELPED RANDY AND HIS PROGRESS TO ACCESS THE GRADE LEVEL CURRICULUM. SO TODAY I’M TALKING A LITTLE BIT ABOUT MTSS, AND WHAT IT LOOKS LIKE IN A K-5 SETTING. MTSS IS A TEAM APPROACH. IT’S NOT MY STUDENT OR YOUR STUDENT, IT’S NOT A STUDENT WITH AN IEP, OR A STUDENT WITHOUT AN IEP. ALL OF OUR STUDENTS ARE OUR STUDENTS WITH THIS APPROACH. EVERYONE IS RESPONSIBLE FOR A STUDENT’S SUCCESS. CLASSROOM TEACHER, INTERVENTIONIST, RESOURCE ROOM TEACHERS, SPEECH LANGUAGE PATHOLOGISTS, PEER PROFESSIONALS, AND MORE. AN ESSENTIAL COMPONENT OF THE MTSS IS A TIERED DELIVERY SYSTEM, AND THAT’S WHAT I’M GOING TO ILLUSTRATE TODAY. SO WE THINK OF OUR DAY’S INSTRUCTION IN THREE TIERS. TIER ONE IS GRADE LEVEL. EVERY STUDENT RECEIVES TIER ONE INSTRUCTION IN THE GRADE LEVEL CONTENT. TIER TWO IS A SMALL GROUP INTERVENTION BASED ON DATA FROM THE BENCHMARK ASSESSMENT. RANDY STARTS HIS DAY IN A TIER TWO INTERVENTION FOR READING, SPECIFICALLY PHONICS, WHERE THE INTERVENTIONIST IS USING EVIDENCE BASED PRACTICES BASED ON HIS DATA. AT OUR SCHOOL WE CALL THIS WIN TIME. IT’S AN ACRONYM FOR WHAT I NEED. THIS IS TIME SET ASIDE THAT IS NOT CORE OR TIER ONE INSTRUCTION. RANDY’S NOT MISSING ANY GRADE LEVEL CONTENT DURING THIS TIME WHEN HE LEAVES THE ROOM. AFTER HIS INTERVENTION, HE RECEIVES TIER ONE MATH, BOTH IN A WHOLE GROUP AND A SMALL GROUP SETTING DELIVERED BY HIS CLASSROOM TEACHER, THE SMALL GROUP WORK IS BASED ON FORMATIVE ASSESSMENTS AND BASED ON QUALITATIVE DATA. AFTER LUNCH AND RECESS, MORE TIER ONE INSTRUCTION, BUT THIS TIME IN READING AND WRITING. HE’S PULLED OUT FOR ANOTHER TIER TWO INTERVENTION, BUT THIS TIME FOR MATH BASED ON DATA, AGAIN, FROM HIS BENCHMARK ASSESSMENTS. THIS IS ANOTHER WIN BLOCK, SO HE’S NOT MISSING ANY REGULAR CLASSROOM CORE CONTENT. RANDY QUALIFIED FOR SPECIAL EDUCATION SERVICES IN MATHEMATICS, SO HE RECEIVES A THIRD TIER OF INSTRUCTION, AS YOU’LL SEE UP THERE. THIS THIRD TIER OF INSTRUCTION IS BECAUSE WE CAN’T JUST– WE DON’T JUST POP RANDY INTO A RESOURCE ROOM WHEN HE QUALIFIES FOR SPECIAL EDUCATION SERVICES. IN THIS TIME, HE NEEDS THREE TIERS OF INSTRUCTION TO ACCESS THE CONTENT. THE CLASSROOM TEACHER, THE INTERVENTIONIST, AND FROM THE RESOURCE ROOM. EQUITY, WE KNOW, IS NOT EVERYONE GETTING THE SAME THING IN THE CLASSROOM. IT’S ALLOWING STUDENTS TO MOVE ON TO SOMETHING NEW WHEN THEY’RE READY. AND IT’S REVISITING CONTENT WITH STUDENTS WHO NEED ADDITIONAL SUPPORT. EQUITY IS GIVING EVERYONE A FAIR CHANCE AT SUCCESS. FOR RANDY, THIS IS INSTRUCTION PLUS INTERVENTION PLUS SUPPORTS. HERE IS RANDY TRACKING RANDY’S SPECIFIC STUDENT DATA, THAT HE TRACKS. BI-WEEKLY PROGRESS MONITORING, CHANGING INTERVENTIONS AFTER FOUR TO FIVE WEEKS OF GROWTH IS NOT SHOWN. SETTING GOALS AND TRACKING DATA WITH RANDY ALL CONTRIBUTES TO THIS PROGRESS. THIS ISN’T MY DATA, IT’S RANDY’S DATA. HE KNOWS HIS GOAL, AND AS A TEAM, RANDY INCLUDED, WE’VE DEVELOPED STRATEGIES TO HELP HIM REACH HIS GOAL. IF I WANT TO LOSE 20 POUNDS BY MARCH FIRST, THAT’S A GREAT GOAL, HOWEVER IT’S NOT GOING TO HAPPEN UNLESS I HAVE SPECIFIC STRATEGIES IN PLACE. STRATEGY ONE– DRINK EIGHT GLASSES OF WATER A DAY. EVERYDAY I’LL TRACK MY PROGRESS. DID I REACH MY GOAL? STRATEGY TWO, I’LL EXERCISE FIVE DAYS A WEEK. AGAIN, IT’S A STRATEGY THAT I CAN TRACK THE PROGRESS FOR. I’LL EXAMINE THE STRATEGIES. IF I FOLLOW THOSE STRATEGIES, I’LL REACH MY GOAL. I’LL LOSE THAT 20 POUNDS. WELL, RANDY’S GOAL IS TO REACH A SCALED SCORE OF 175 IN READING BY THE END OF SECOND GRADE. THIS NUMBER REALLY IS MEANINGLESS THOUGH, TO A SEVEN YEAR OLD. IT’S AN ARBITRARY NUMBER TO HIM WITH UNKNOWN VOCABULARY, REALLY, SO WE DEVELOP STRATEGIES TOGETHER WITH RANDY, WITH HIS FAMILY, WITH ALL OF THE PROFESSIONALS. WE DEVELOP STRATEGIES FOR HIM TO REACH THAT GOAL. WE CAN TRACK THAT GOAL TOGETHER. STRATEGY ONE, READ A JUST RIGHT BOOK FOR 20 MINUTES, FIVE TIMES A WEEK. WE TRACK IT EVERYDAY AT SCHOOL. DID YOU DO THAT LAST NIGHT? GREAT, LET’S MARK IT. IF NOT, OKAY. WHAT CHANGES ARE WE GOING TO MAKE TONIGHT FOR THAT? STRATEGY TWO, HE WAS FREQUENTLY LATE FOR SCHOOL, SO WE GIVE THAT OWNERSHIP TO RANDY. THIS IS SOMETHING THAT HE CAN CONTROL WITH HIS FAMILY. IF HE’S TARDY, HE’S MISSING HIS TIER TWO READING INTERVENTION AT THE VERY BEGINNING OF THE DAY. HE NEEDS TO UNPACK HIS BACKPACK AND BE READY TO LEARN BY 8:50 AM EVERY MORNING. HE AGREED, MOM AGREED, HE TRACKS THE GOAL DAILY IN HIS LEADERSHIP NOTEBOOK, AS YOU CAN SEE THERE. NOW RANDY IS MOTIVATED TO BE AT SCHOOL. HE KNOWS THAT IF HE’S HERE AND READY TO LEARN, HE’LL BE ONE STEP CLOSER TO REACHING HIS GOAL AND THAT GOAL, THAT TRANSLATES TO HIS BENCHMARK ASSESSMENT. THIS IS RANDY’S SECOND GRADE DATA FOR READING. HE BEGAN THE YEAR READING LIKE A KINDERGARTEN STUDENT IN THE FIFTH MONTH OF SCHOOL. HE ENDED THE YEAR AT JUST ABOUT A SECOND GRADE LEVEL. HE MADE TREMENDOUS GROWTH FOR ONE SCHOOL YEAR, AND HE’S ON A TRAJECTORY TO CATCH UP WITH HIS GRADE LEVEL PEERS BY THE END OF THIRD GRADE. PRIOR TO USING AN MTSS FRAMEWORK, HAD RANDY QUALIFIED FOR SPECIAL EDUCATION SERVICES, HE MAY HAVE HAD FEWER INTERVENTIONS THAN BEFORE HE QUALIFIED FOR SPECIAL EDUCATION SERVICES. HE MIGHT HAVE ONLY RECEIVED RESOURCE ROOM SUPPORT FROM THAT POINT FORWARD. AND WOULD POSSIBLY EVEN BE PULLED OUT OF CLASS DURING THAT CORE INSTRUCTION TIME. NOW, INSTEAD OF JUST REMEDIATING FOR RANDY, WE’RE CLOSING THE ACHIEVEMENT GAP WITH THIS MTSS APPROACH. SO MTSS IS NOT ONLY FOR STUDENTS WHO STRUGGLE. IT’S PERSONALIZED LEARNING THAT’S DIFFERENTIATED BASED ON EVERY LEARNER’S SPECIFIC NEEDS. WHEN RANDY HEADS OUT OF THE ROOM FOR HIS INTERVENTION, CORE SUBJECT AREAS ARE NOT TAUGHT. THAT’S WHY WE CALL IT WIN, WHAT I NEED TIME. WHAT EVERY STUDENT NEEDS, THEY’RE GETTING AT THAT TIME. WE NEED TO CLOSE THE GAP, NOT WIDEN IT BY RANDY NOT HAVING AN OPPORTUNITY TO ACCESS THAT GRADE LEVEL CONTENT. STUDENTS ARE IMMERSED IN PROJECTS TO EXTEND THEIR LEARNING DURING WIN TIME. STUDENTS WHO NEED ACCELERATION HAVE A MINI LESSON WITH A TEACHER OR A PEER PRO TO LEARN A NEW STRATEGY, THEN DEMONSTRATE THEIR LEARNING. I’LL SHOW YOU A QUICK LITTLE VIDEO CLIP OF A MATH CONVERSATION. THIS FIRST STUDENT IS FOCUSING ON THREE DIGIT ADDITION RATHER THAN THE SECOND GRADE STANDARD OF TWO DIGIT ADDITION.>>THIS IS THE MATH CLASS. TODAY IT’S GOING TO BE 453, PLUS 600, PLUS 337. LET’S GO. [ INDISTINCT CHATTER ] SO THREE PLUS SEVEN EQUALS… HUH? HUH? OH, YEAH, IT’S TEN. SO FIRST WE PUT THE BABY TEN RIGHT UNDER THE LITTLE ARMS, I MEAN THE TENS. AND PUT THE ZERO, AND IF THEY LOOK CROOKED… YOU CAN SEE THE TEN. NOW… WHAT’S SIX– WHAT’S THREE PLUS SIX… PLUS ONE? TEN. SO YOU PUT THE ZERO THERE, AND ONE IN THE MIDDLE.>>SO, AGAIN, THIS IS OUR SECOND GRADE STANDARD IS TWO DIGIT ADDITION. THIS STUDENT WAS GIVING STRATEGIES TO SOLVE SOMETHING A LITTLE BIT MORE DIFFICULT. HE WAS READY TO ACCESS THAT. NOW RANDY CAN ALSO ACCESS CONTENT ABOVE GRADE LEVEL WITH STRATEGIES IN PLACE, SO I WANT TO SHOW YOU A VIDEO OF RANDY DOING JUST THAT.>>SIX, SEVEN… SIX, SEVEN, EIGHT, NINE. THREE, FOUR, FIVE… FIVE, SIX, SEVEN, EIGHT, NINE.>>HE’S SO PROUD. SURE, HE MAY NOT BE USING THE STANDARD ALGORITHM OF BORROWING AND CARRYING YET. BUT HE’S MAKING PROGRESS, AND HE’S APPLYING STRATEGIES LEARNED. SIX, SEVEN, EIGHT, NINE. THAT WAS A STRATEGY THAT RANDY LEARNED IN ONE OF HIS INTERVENTIONS TO BE ABLE TO ACCESS THE CONTENT LIKE HIS GRADE LEVEL PEERS. HE’S TRACKING HIS DATA AND HE’S SEEING GROWTH. BASED ON UNIVERSAL SCREENERS, HE’S MADE TREMENDOUS PROGRESS IN ONE SCHOOL YEAR, AND HIS STORY IS JUST ONE OF MANY IN OUR BUILDING, IN OUR DISTRICT, ACROSS THE STATE. THE STUDENT WAS ENGAGED IN HIS LEARNING, HE IS ENGAGED IN HIS LEARNING, AND HE’S EXCITED TO SEE HIS HARD WORK PAY OFF. I’D LIKE TO PASS THE MIC HERE TO BOBBIESUE ADAMS. SHE’S OUR REGIONAL TEACHER OF THE YEAR FOR REGION EIGHT, AND SHE’S GOING TO TAKE A FEW MINUTES JUST TO SHARE A FEW POINTS SPECIFIC TO HER REGION.>>HELLO. THANK YOU SO MUCH FOR HAVING ME HERE THIS AFTERNOON. I REPRESENT REGION EIGHT, WHICH IS LENAWEE, LIVINGSTON, HILLSDALE, JACKSON, MONROE, AND WASHTENAW COUNTIES. I TEACH EIGHTH GRADE MATH AT FOWLERVILLE JUNIOR HIGH SCHOOL, WHICH IS IN LIVINGSTON COUNTY. IT’S MY FIFTEENTH YEAR TEACHING. I HAVE VERY MUCH ENJOYED MANY OF THE JOINT PARTNERSHIPS BETWEEN THE WASHTENAW ISD AND THE LIVINGSTON ESA. I’VE PARTICIPATED IN THEIR ASSESSMENT LITERACY, THE CRITICAL FRIENDS GROUP, THE INTEL MATH GROUP, READER’S APPRENTICESHIP, AND WHAT I’VE TAKEN AWAY FROM THOSE EXPERIENCES OVER THE YEARS IS THAT THEY ARE NOT THAT KIND OF OLD SCHOOL, TRADITIONAL, SIT AND GET PROFESSIONAL DEVELOPMENT. THESE ARE DIVERSE LEARNING COMMUNITIES WITHIN THE ISDs WHERE I’M LEARNING WITH BASICALLY A CORE GROUP OF PEOPLE FOR AT LEAST A YEAR, SOMETIMES EVEN FOUR OR FIVE AND SIX YEARS, THE INTEL MATH GROUP THAT I’VE BEEN WORKING WITH, WE STARTED WITH LOOKING AT WHAT MATH INSTRUCTION LOOKS LIKE FROM KINDERGARTEN TO 8TH GRADE, AND IT HAS EVOLVED INTO A SOCIAL JUSTICE PIECE, SO WHAT DOES SOCIAL JUSTICE LOOK LIKE WITHIN OUR CLASSROOMS, WITHIN OUR DISTRICTS, AND WHEN I STARTED THIS, LIKE I SAID, FIVE OR SIX YEARS AGO, IT NEVER OCCURRED TO ME THAT THE CONVERSATION OF SOCIAL JUSTICE WOULD WALK INTO THE MATH CLASSROOM, BUT BY STAYING WITH THIS GROUP OF PEOPLE, THAT EVOLUTION HAS OCCURRED, AND I FEEL LIKE ONCE I MASTERED THIS PIECE, WE JUST KEEP BUILDING ON IT, AND IT GETS MORE EXCITING AND MORE INTERESTING EVERY YEAR WE’RE TOGETHER. I HAVE BEEN IN CONTACT WITH A LADY FROM THE JACKSON COUNTY ISD, AND I’M REALLY EXCITED. IN NOVEMBER, I WILL BE THE FIRST NON JACKSON COUNTY MEMBER FOR THEIR JACKSON COUNTRY CORE CURRICULUM COLLABORATIVE, WHICH THEY CALL THE JC4, BECAUSE SHE SAID IT’S QUITE A MOUTHFUL, AND IT REALLY IS. THEY HAVE OVER 100 TEACHERS FROM THEIR SCHOOLS WITHIN THEIR COUNTY WORKING IN GROUPS THAT ARE GRADE LEVEL AND SUBJECT SPECIFIC, TRYING TO DEFINE WHAT THE COMMON CORE SHOULD LOOK LIKE THROUGHOUT THAT COUNTY, AND SO NOW I GET TO JOIN THEM KIND OF AS AN OUTSIDER, BUT AN INSIDER, SO I’LL BE WORKING WITH THE EIGHTH GRADE MATH GROUP, AND I AM TO THE MOON AND BACK. AS I HAVE TRAVELED AND DELVED INTO PROFESSIONAL DEVELOPMENT OVER THE SUMMERS, I BUMPED INTO MANY EDUCATORS, AND WE ALL HAVE THE SAME PROBLEMS. OUR STUDENTS ARE DEALING WITH POVERTY, OR ABUSE. OR, YOU KNOW, PARENTS THAT AREN’T INVOLVED ENOUGH, OR PARENTS THAT ARE TOO INVOLVED OR NOT ENOUGH MONEY IN THE BUDGETS, BUT INEVITABLY, I COME ACROSS WHAT I CONSIDER TO BE CADILLAC EDUCATORS MAKING SOME REALLY INCREDIBLE THINGS HAPPEN ON MOPED BUDGETS. THEY THRIVE DESPITE THE ADVERSITY WITHIN THEIR DISTRICTS. THEIR STUDENTS THRIVE DESPITE THE ADVERSITY, AND THEY ARE INCREDIBLY INSPIRING TO ME, AND THEY WORK SO HARD TO CREATE INSTRUCTION THAT IS EQUITABLE, EFFECTIVE AND ENGAGING DESPITE NOT HAVING TONS OF MONEY AT THEIR FINGERTIPS. SO WHAT I’VE BEEN DOING IS I’VE BEEN WORKING WITH TEACHER ADVOCATES AT THE FIVE ISDs AND THE ONE ESA, AND WE ARE TRYING TO BUILD A REGION EIGHT NETWORK, SO OUR OBJECTIVE IS TO MAKE A DIFFERENCE FOR TEACHERS WITHIN THE CLASSROOM RIGHT NOW. NOT NECESSARILY TOMORROW, NOT NECESSARILY NEXT WEEK, BUT WHAT ARE YOUR ISSUES TODAY, AND HOW CAN WE SUPPORT YOU ACROSS THESE HUNDRED SCHOOLS. WE WANT TO COLLECT FORMER TEACHER LEADERS, FUTURE TEACHER LEADERS AND GET THIS CONVERSATION GOING. THIS IS NOT SOMETHING THAT WE’RE GOING TO BUILD IN THE YEAR THAT I HOLD THE TITLE OF REGION EIGHT TEACHER OF THE YEAR, BUT WE’RE HOPING THAT IF WE START BUILDING IT TODAY THAT WHOEVER FILLS MY SHOES NEXT YEAR AND THE YEAR AFTER THAT, THAT WE CAN CONTINUE TO BUILD THIS UNTIL WE HAVE REPRESENTATIVES FROM EVERY ONE OF THE HUNDRED PLUS SCHOOLS ACROSS THIS SIX COUNTY AREA. WE ARE HOPING TO SHARE THOSE CLASSROOM CHALLENGES, SHARE STUDENT WORK, SHARE INNOVATIVE IDEAS, ANYTHING AND EVERYTHING THAT CAN HELP US BE SUCCESSFUL AND COMFORTABLE, AND EXCELLING WITH OUR OWN PERSONAL GROWTH, AND ALSO THE GROWTH FOR OUR STUDENTS. WE OFTENTIMES WORK IN ISOLATION. I WILL SIT IN MY CLASSROOM AND I WILL TRY TO SOLVE THAT PROBLEM, AND I KNOW JUST GOING ACROSS THE HALL AND INVITING SOMEONE ELSE INTO MY CLASSROOM, MY SOLUTIONS ARE BIGGER AND BETTER, AND SO IF WE CAN START TO BRIDGE THOSE GAPS ACROSS COMMUNITIES AND DISTRICTS AND COUNTIES. THINK ABOUT THE THOUSAND PLUS YEARS OF EXPERIENCE THAT WE WILL BE DIPPING INTO, AND IF SOMEBODY ACROSS THE COUNTY IS WORKING WITH A SIMILAR STUDENT TO WHAT I’M WORKING WITH, I’M NOT STARTING OVER. I HAVE THIS BUILT IN NETWORK WHERE I CAN BE LIKE, HEY, THIS IS LITTLE JOHNNY’S ISSUES TODAY. WHAT DO YOU GUYS THINK? AND SO WE CAN BEGIN TO GET OUT OF THAT ISOLATION PHASE. WE CAN ADVOCATE FOR OURSELVES. WE CAN CELEBRATE THE MILLIONS OF WONDERFUL THINGS THAT ARE HAPPENING IN CLASSROOMS ACROSS THE STATE. BUT LET’S FACE IT, TEACHERS AREN’T THE SCREAM IT FROM THE ROOFTOPS, HEY LOOK AT ME, LOOK AT ME. THEY’RE VERY QUIET AND THEY HIDE SOMETIMES. I’M HOPING THAT OUR GROUP WILL TWEET AND BLOG, AND ACTUALLY LEARN TO SHOUT FROM THE ROOFTOPS. I WANT THIS TO BE AN ORGANIZATION WHERE WE LOOK FORWARD TO OUR MEETINGS. WE ARE CELEBRATING THE ACCOMPLISHMENTS OF OUR PEERS. WE ARE SUPPORTING EACH OTHER THROUGH CHALLENGING DAYS, CHALLENGING SITUATIONS, CHALLENGING STUDENTS, BUT I WANT EVERYONE TO LEAVE WITH SOMETHING WE NEED, AND MAYBE WE JUST NEED AN ENGAGEMENT ACTIVITY FOR NEXT WEEK. MAYBE WE NEED A NEW IDEA FOR THAT DIFFICULT STUDENT OR THAT DIFFICULT PARENT, BUT MOSTLY I THINK WHAT WE NEED IS COMRADERY AND A SHARED VISION AND SO THAT IS WHAT WE ARE WORKING ON THROUGH REGION EIGHT RIGHT NOW. SO THANK YOU.>>THANK YOU, BOBBIESUE, AND THANK YOU, LAURA. THANK YOU FOR YOUR ADVOCACY AND FOR YOUR EFFORTS TO SUPPORT ALL TEACHERS AND ALL STUDENTS, AND TOM, I THINK YOU HAVE A COMMENT.>>REGARDING THE MTSS, I’M THINKING OF DR. ZHOU WHEN HE’S TALKED TO US A YEAR AND A HALF AGO, THAT, YOU KNOW, DO WE SPEND TOO MUCH TIME FIXING KIDS’ DEFICITS INSTEAD OF FINDING THEIR PASSIONS AND WHAT THEY LOVE, AND WHAT THEY COULD BE GREAT AT AND ENHANCING THOSE. I MEAN, AT WHAT COST? YOU KNOW, ALL THESE INTERVENTIONS, I MEAN, MAYBE THIS CHILD HAPPENS TO BE A SLOW LEARNER IN MATH, AND YOU KNOW, HE SAID, YOU CAN FORCE ANY KID TO READ BY A CERTAIN GRADE LEVEL, BUT THEY MAY HATE READING AT THAT POINT BECAUSE YOU FORCED THEM TO DO IT. SO I’M WONDERING, WHO SETS THESE GOALS, CAN THEY BE DIFFERENT FOR INDIVIDUALS? YOU KNOW, A GAP, IS IT ALWAYS A GAP, OR COULD IT BE SOMETHING THAT, YOU KNOW, JUST GIVE THEM SOME TIME, OR MAYBE THEY’RE PASSIONATE ABOUT SOMETHING ELSE, AND NOW WE’RE GOING TO TAKE THEM AWAY FROM SOMETHING THEY LOVE AND THE LOVE OF LEARNING, AND THEY’RE GOING TO ACTUALLY HATE SCHOOL AND HATE LEARNING. HOW DO YOU BALANCE THAT SO YOU’RE NOT FOCUSING SO MUCH ON THEIR DEFICITS, AND FORGETTING THAT THEY MAY LOVE SOMETHING AND HAVE A PASSION FOR SOMETHING, AND REMOVING THAT FROM THEM.>>THAT’S A GREAT QUESTION, AND AS TEACHERS, THAT’S ALWAYS COMES FIRST, THE STUDENT’S NEEDS, HOLISTICALLY. NOT JUST THE FACT THAT THEY CAN’T READ YET, THE FACT THAT THEY CAN’T SOLVE A MATH PROBLEM YET, BUT LIGHTING THAT FLAME OF ENGAGEMENT IN THEM HAS TO COME BEFORE ANYTHING ELSE IN THAT. RANDY WOULDN’T BE MOTIVATED TO WORK SO HARD IF IT WAS JUST OUR IDEA. IT HAS TO BE WITHIN HIM, SO WHERE I TEACH, WE’RE A LEADER IN ME SCHOOL, SO SCHOOL OF CHOICE IS A HUGE PART OF EVERYTHING WE DO EVERYDAY. WHEN RANDY IS READING BOOKS, YEAH, HE’S LEARNING SHORT A SOUNDS AND SHORT I SOUNDS, BUT PART OF THE WORK IN THAT, AND APPLYING THAT TO REAL TEXT IS FINDING TEXT THAT RANDY’S INTERESTED IN. AND HE’S PRACTICING THESE SKILLS IN REAL LIFE TEXT. WE TRIED IT FOR RANDY IN MATHEMATICS. IT’S THE SAME THING. WE TRY TO MAKE THIS AS REAL FOR HIM AS WE CAN. HE’S REALLY INTO CARS, RACE CARS, AND FIXING CARS. THAT’S WHAT HIS DAD AND HIS GRANDPA BOTH DO. SO ANY TIME WE CAN INCORPORATE THAT IN– HEY, THIS IS HOW YOUR DAD, THIS IS HOW YOUR GRANDPA USES THESE MATH SKILLS IN REAL LIFE. THAT HAS TO BE A PART OF IT, AND IT’S ALWAYS SOMETHING THAT TEACHERS ARE THINKING ABOUT.>>THANK YOU.>>THANK YOU.>>SO MOVING ON TO OUR NEXT ITEM, WHICH IS A DISCUSSION ON THE STATE SUPERINTENDENT SEARCH. I’M GOING TO TURN TO OUR CO-PRESIDENTS, DR. ZEILE AND DR. CASANDRA ULBRICH TO LEAD THIS DISCUSSION.>>SO I’LL BE VERY BRIEF.>>COULD YOU PUT THE MIC.>>MICROPHONE.>>SO AS YOU KNOW, WE PUT OUT AN RFP THROUGH THE DTMB FOR A SEARCH FIRM TO HELP US WITH LOCATING THE NEXT STATE SUPERINTENDENT, AND THAT RFP WENT OUT INTO THE FIELD, AND WE RECEIVED FOUR PROPOSALS BACK, WHICH EVERY BOARD MEMBER WILL RECEIVE A HARD COPY OF THE FOUR PROPOSALS TO REVIEW. WE HAVE IDENTIFIED A DATE OF NOVEMBER FIRST FOR US TO HOLD A SPECIAL MEETING SO THAT WE CAN REVIEW THE FOUR PROPOSALS AND DECIDE ON WHICH SEARCH FIRM WE WOULD LIKE TO ENTER AN AGREEMENT WITH, AT WHICH POINT THE STATE WILL ENTER INTO THAT AGREEMENT. THIS PUTS US SLIGHTLY OFF OF OUR TIMELINE, BUT NOT TOO MUCH. SO OUR TIMELINE SAID THAT WE WOULD OFFICIALLY START THE SEARCH ON NOVEMBER AND DECEMBER. SINCE WE ARE MEETING NOVEMBER FIRST, IT WILL PROBABLY TAKE ABOUT A WEEK FOR AN AGREEMENT TO BE ENTERED INTO, SO IT SETS US BACK ONLY A WEEK, BUT I THINK WE’RE STILL PRETTY MUCH ON OUR TIMELINE, SO WE SHOULD BE GOOD MOVING FORWARD.>>AND THE MEETING ON NOVEMBER FIRST BEGINS AT 10:00.>>10:00 AM.>>AND IT WILL BE IN THE BOARD ROOM AT THE STATE BOARD OF EDUCATION.>>YES.>>SO AT THE HANNAH BUILDING. YES, TOM?>>IS GETTING MORE PROPOSALS BACK GOOD? I MEAN, DID IT– I DON’T KNOW HOW BROAD, OR HOW MUCH EFFORT, OR DO WE NEED TO KEEP IT OPEN, OR DO WE NEED TO BE MORE AGGRESSIVE, OR IS FOUR A GOOD– DO YOU FEEL THAT’S A GOOD AMOUNT?>>LAST TIME DID WE HAVE TWO?>>YEAH, I THINK FOUR IS ACTUALLY PRETTY GOOD. I THINK WE IDENTIFIED SEVEN TOTAL THAT WE WANTED TO MAKE SURE THAT WE SENT THE RFP TO, AND THEN IT WAS ALSO PUT OUT MORE BROADLY. SO I THINK FOUR PROBABLY GIVES US A PRETTY DECENT CHOICE.>>OKAY, THANK YOU.>>EILEEN?>>WE’RE CONCURRENT WITH THE MICHIGAN SCIENCE CENTER IS DOING IT’S NEW EXECUTIVE DIRECTOR SEARCH ON A NATIONAL BASIS, AND WE’VE HAD EIGHT PROPOSALS, OF WHICH THREE WERE THE EQUIVALENT OF GOING THROUGH DTMB’S CLASSES, SO THAT’S A RECENT ONE. SORRY, I LIKE IT SHORTER. HI. THE MICHIGAN SCIENCE CENTER IS GOING THROUGH IT’S NATIONAL SEARCH, TOO, FOR ITS CEO, AND WE HAD, I THINK, EIGHT PROPOSALS, OF WHICH THREE FIT OUR CRITERIA, WHICH IS PRETTY CONGRUENT WITH WHAT DTMB APPARENTLY DECIDED OF THE APPLICANTS FOR THIS, SO THAT’S ENOUGH TO CHOOSE FROM. SHOULD BE ENOUGH TO CHOOSE FROM.>>OKAY, THANK YOU. ALL RIGHT, MOVING ON TO OUR NEXT ITEM ON TODAY’S AGENDA IS THE APPROVAL OF CAMP TUHSMEHETA. IT IS THEIR SPENDING PLAN. THE MICHIGAN SCHOOL FOR THE BLIND TRUST FUND COMMITTEE MET ON SEPTEMBER 24, 2018. MEMBERS MICHELLE FECTEAU AND NIKKI SNYDER REVIEWED THE FISCAL YEAR 2018-19 SPENDING PLAN FOR CAMP TUHSMEHETA. THE BOARD IS BEING ASKED TODAY TO APPROVE THIS ITEM. AND MICHELLE AND NIKKI, DO YOU HAVE ANYTHING THAT YOU WOULD LIKE TO SAY ABOUT THIS ITEM?>>I JUST WANTED TO SAY THAT IT’S A BEAUTIFUL PLACE, WONDERFUL RESOURCE. THEY’RE DOING A LOT WITH THEIR BUDGET. THERE WAS RECENTLY SOMEONE WHO WAS THE EXECUTIVE DIRECTOR WHO RETIRED AFTER A LONG TIME. WASN’T IT LAST YEAR, THERE WAS SOMEONE WHO RETIRED?>>COLETTE BAUMANN?>>YES, SO I JUST WANT TO RECOGNIZE HER, AND THANK COLETTE FOR ALL HER YEARS OF WORK.>>SHE WAS GREAT, YES.>>SO YEAH. AND I’M SURE YOU’LL TALK ABOUT THE DETAILS, BUT I ALSO SUGGESTED THAT PERHAPS NEXT YEAR WE COULD HAVE OUR RETREAT AT CAMP T, BECAUSE IT’S ACTUALLY, LIKE, A RETREAT-LIKE ATMOSPHERE, AND IT WOULD GIVE US A CHANCE SEE WHAT WE OVERSEE.>>GOOD IDEA.>>OKAY, SO TODAY WE HAVE A PRESENTATION FOLLOWED BY– THERE WILL BE, THEN, A VOTE ON BEHALF OF THE BOARD. SO FOR THIS AGENDA ITEM, WE HAVE TWO PRESENTERS. WE HAVE SCOTT KOENIGSKNECHT, THE DEPUTY SUPERINTENDENT OF P20 SYSTEMS AND STUDENT TRANSITION, AND ROXANNE BALFOUR, THE SPECIAL EDUCATION LOW INCIDENCE OUTREACH PROVIDER. SCOTT, I THINK YOU’RE GOING TO KICK US OFF.>>I AM GOING TO. THANK YOU, SUPERINTENDENT ALICE. AND I WOULD CONCUR WITH MICHELLE’S CALL FOR A RETREAT AT THE CAMP NEXT YEAR. IN MY PRIOR LIFE, I SPENT EIGHT YEARS AS SUPERINTENDENT AT MOUNT CALM ISD, AND THE CAMP IS LOCATED VERY CLOSE TO GREENVILLE, SO WE HAD A VARIETY OF RETREATS AND MEETINGS THERE. IT’S A NEAT PLACE TO MEET. IT’S A GREAT SERVICE FOR THE FOLKS IN THE STATE OF MICHIGAN, SO IT WOULD BE GREAT IF WE COULD HEAD BACK UP THERE. AS SUPERINTENDENT ALICE SAID, AGAIN, MY NAME IS SCOTT KOENIGSKNECHT. I’M THE DEPUTY SUPERINTENDENT OF P20 SYSTEMS AND STUDENT TRANSITIONS, AND THIS PARTICULAR CAMP FALLS UNDER THE PURVIEW OF OUR DIVISION, AND I’M FORTUNATE TO BE JOINED TODAY BY ROXANNE BALFOUR. ROXANNE WORKS IN THE DIVISION OF SPECIAL ED LOW INCIDENCE OUTREACH AND HAS WORKED WITH THE CAMP FOR QUITE SOME TIME. SHE IS HERE TO PRESENT A NUMBER OF ITEMS FOR YOU TO LEARN ABOUT THE CAMP, IN REGARDS TO THE ANNUAL REPORT FOR 2018, SO WITH THAT, I’M GOING TO TURN IT OVER TO ROXANNE.>>THANK YOU, AND THANKS, MICHELLE FOR MENTIONING COLETTE BAUMANN. YEAH, SHE HAD 12 YEARS THERE OVERSEEING LOW INCIDENCE OUTREACH, AND THE CAMP, AND YES, WE HAVE CONTRACTED BACK WITH HER, SO SHE IS STILL AROUND AND WE ARE DOING SOME CAMP ACTIVITIES WITH HER. I WANT TO THANK ALL OF YOU FOR GIVING US TIME ON THE AGENDA TODAY, AND NIKKI AND MICHELLE FOR THE TRUSTEE WERE SITTING IN THE CONFERENCE CALL AND BRINGING UP GOOD QUESTIONS, SO I APPRECIATE THAT AS WELL. A LITTLE BIT ABOUT WHAT WE DID THIS PAST YEAR. IF YOU LOOK AT THE KIDS, IF YOU LOOK AT THE PICTURES. THIS IS LIKE A LITTLE YEARBOOK IN A YEAR OF CAMP, AND IT’S WONDERFUL TO BE PART OF THIS. WE HAVE ACTUALLY BECOME MORE INVOLVED WITH FAMILY NATURE CLUB. THIS IS GOING A YEAR AND A HALF NOW INTO OUR SECOND FULL YEAR. WE HAVE FAMILIES OF STUDENTS WITH BLIND, VISUALLY IMPAIRED, COME TO OUR CAMP. THEY BRING SIBLINGS. THEY HAVE FAMILY TIME. THAT RUNS, USUALLY, FROM OCTOBER THROUGH MAY, AND THEN WE GET TO OUR BUSY SEASON. FAMILIES HAVE LOVED THAT. WE HAVE FALL ACTIVITIES. YOU’LL SEE THAT WE ACTUALLY HAVE BROUGHT THE FAMILIES TO MUSKEGON, DONE SOME SNOW SHOEING OUT THERE. SO WE HAVE A BASE AT OUR CAMP, AND THEN WE LIKE TO DO OTHER ACTIVITIES AS WELL, SO BIRDING EVENTS, GARDENING, EVERYTHING THAT KIND OF BUILDS ONTO THAT EXPANDED CORE CURRICULUM, AND AT THE SAME TIME, KIND OF A RETREAT FOR THE FAMILIES TO JUST ENJOY THEIR OWN CHILDREN, THEIR OWN TIME, AND A PLACE TO SHARE WHERE THEY’RE AT IN LIFE, SO THAT HAS BEEN VERY SUCCESSFUL. WE ALSO AS FAR AS CAMPING EXPERIENCES, WE DECIDED TO FOCUS A LITTLE BIT ON ELEMENTARY STUDENTS THIS YEAR, SO WE HAD TWO EXPERIENCES FOR THE ELEMENTARY KIDS. TURNED OUT VERY WELL. ONE OF THE PICTURES YOU’LL SEE IS A WHALE WATCHING PLANK, WHICH WAS NEW THIS YEAR. SO IT’S ONE OF OUR WOODEN PLANKS THAT THEY GOT ON, AND THEY SIMULATED WHAT IT WOULD BE LIKE TO BE ON A BOAT AND GO WHALE WATCHING, AS WELL AS THE MOTION FOR ORIENTATION MOBILITY, SO THAT WAS FUN FOR THE KIDS AS WELL, AND WE’RE GOING TO KEEP DOING THAT IN THE FUTURE, IS GET THESE NEW, YOUNG CAMPERS SO THEY COME BACK EVERY YEAR AND SAY, “MOM, DAD, I NEED “TO GO BACK TO CAMP T. “THIS WAS GREAT. “I WANT TO BE THERE.” SO WE’RE GOING TO HONE A LITTLE BIT MORE ON THAT. WE HAD SOME HIGH SCHOOL EXPERIENCES AS WELL FOR CAMPING. LAST YEAR, OR THE PREVIOUS YEAR TO LAST, WE HAD HAD AN ADVENTURE CAMP AT OUR OWN FACILITY, CAMP T. IT WAS A RAINY DAY. IT WAS ONE OF THOSE DAYS THAT EVEN IF YOU LOVE CAMPING, YOU’RE THINKING, “OH MY GOSH, “WHO TALKED ME INTO THIS?” BUT THE KIDS LOVED IT. THEY HAD THEIR NEW RAIN GEAR THAT JEREMY HAD BOUGHT, NEW TENTS, UM– LITTLE LANTERNS, AND THIS LITTLE COOKING PLACE THAT WE HAD. SO WHAT WE DID THIS PAST YEAR WAS ACTUALLY BUILD ON THAT. SO IF YOU HAD SOME CAMPING EXPERIENCE, IF YOU WERE THERE AT THAT PAST ONE, HE HAD A TRIP TO SOUTH MANITOU ISLAND, SO UP BY TRAVERSE CITY. SO HE BROUGHT THE KIDS THERE, THEY CAME INTO CAMP T, AND THEN EXPANDED ON TO THE OTHER TRIP. TOOK THE FERRY OVER, AND LOVED IT. SOME OF THEM HAD NEVER BEEN ON A FERRY BEFORE, AND DID A LITTLE ROUGHING IT ON THE ISLAND, SO IT WAS A REALLY GOOD EXPERIENCE FOR THEM WITH THAT. WE CONCENTRATE ON THE EXPANDED CORE CURRICULUM THAT’S VERY SPECIFIC TO DHH, DEAF, HARD-OF-HEARING, AND BLIND, VISUALLY IMPAIRED. SO RECREATION AND LEISURE IS CAMP, THAT’S ONE OF OUR COMPONENTS THAT WE CONCENTRATE ON. ORIENTATION, MOBILITY, SELF DETERMINATION, AND THEN THIS YEAR, WE ALSO DID PRE-EMPLOYMENT TRANSITION SERVICES. SO WHAT WE DID IS WE HAD BSBP, BUREAU SERVICES FOR BLIND PERSONS, AND WE HAD THEM COME IN WITH A TRAINER, AND WE ACTUALLY HAD A PERSON WHO WAS– A FEW OF THEM, ACTUALLY, GOING FROM HIGH SCHOOL INTO COLLEGE AGE, AND HAD THEM BECOME THE CAMP COUNSELOR, YOU COULD SAY. THEY WERE THE LEAD COUNSELORS FOR ALL THE OTHER KIDS, WHICH IS A GOOD EXAMPLE, BECAUSE WE’RE ALWAYS TRYING TO GET AND PROMOTE SUCCESSFUL STUDENTS WHO ARE BLIND, VISUALLY IMPAIRED, SO THEY HAVE ROLE MODELS. SO WE HAVE THIS, AND WE HOPE TO BUILD ONTO IT MORE IN THIS COMING YEAR AS WELL. FOOD SERVICE IS DONE OUT OF GREENVILLE PUBLIC SCHOOLS. EVERYONE LIKES TO KNOW ABOUT THE FOOD, AND IT’S BEEN GOING VERY WELL. THEY HAD A CHANGE IN PEOPLE THAT WERE KIND OF COMING TO THE CAMP, AND HER NAME IS TAMMY, AND PATTY, AND THEY DO A GREAT JOB. THE KIDS LOVE IT, THEY’RE VERY ACCOMMODATING, AND THE RATE’S REALLY GOOD. LET ME TELL YOU, IF WE’VE GOT ANY KIND OF EDUCATIONAL FOCUS, IT’S ONLY $100 FOR ONE TO 75 GROUPS THAT COME IN THAT HAVE THAT EDUCATION. $100 FOR EVERYTHING. IT’S NOT PER STUDENT. IT’S NOT PER EVENT. IT IS $100. AND THEN FROM THERE, IT GOES $75 TO $150. SO THE PRICE IS RIGHT, EVERYTHING’S INCLUDED, WE HAVE THE FACILITIES, AND WE ARE GOING TO CONTINUE PROMOTING THAT, BECAUSE AGAIN, THIS IS FOR OUR STUDENTS. WE’RE HERE TO HELP THEM GROW AND TO LEARN AND BECOME INDEPENDENT INDIVIDUALS. SOME OF THESE KIDS HAVE NEVER GOTTEN OUT OF THE CITY. WE HAVE A GROUP FROM DETROIT THAT COMES, AND IT’S JUST AMAZING TO WATCH THEIR EXPERIENCES COME. FISHING, THEY LOVE TO FISH. CATCHING FISH OFF OUR DOCK THAT WE JUST BUILT TWO YEARS AGO IS AMAZING. SO IF YOU HAVEN’T, I HIGHLY ENCOURAGE THEM. I’M SO GLAD, MICHELLE, THAT YOU WERE ABLE, AND SCOTT, THAT YOU’VE BEEN OUT THERE TO ACTUALLY PREACH A BIT, BESIDES ME UP HERE. COMING THIS YEAR, WHAT ARE WE GOING TO DO WITH THIS BUDGET HERE? I FIRST WANT TO LET YOU KNOW THAT I HAVE BEEN GIVEN NOTICE BY JEREMY, OUR CAMP DIRECTOR. HE IS GOING BACK INTO THE SCHOOL SYSTEM, HE’S A SCHOOL SOCIAL WORKER, AND HE WAS A GREAT DIRECTOR. HE WILL BE MISSED. HE WAS JUST ONE OF THESE GUYS THAT HAD A LOT GOING ON. HE WOULD BRING THE KIDS IN, AND WORK WITH OUR VOLUNTEERS. AS I TELL PEOPLE, YOU CAN REPLACE POSITIONS. YOU CAN’T REPLACE PEOPLE. HE WILL BE MISSED, SO I’M WORKING WITH HR TO GO AHEAD, HE’S GIVING ME A LIST OF INDIVIDUALS HE WORKS ON CONTRACTS WITH, AND WE’RE GOING TO MOVE FORWARD, AND HE IS AVAILABLE AS WELL TO CONTRACT, TO COME IN AND START TRAINING SOME OTHER INDIVIDUALS. BUT HE’LL BE GOING TO CEDAR SPRINGS SCHOOLS AS A SCHOOL SOCIAL WORKER. SO AT LEAST HE WILL BE THERE HELPING KIDS, AND HE’S EXCITED ABOUT THAT. BUT IT WAS HARD ON THE FAMILY WORKING SUMMERS, AND HE DEFINITELY WAS HAVING A VERY HARD TIME WITH DECIDING TO LEAVE. SO HIS HEART WAS AT THE CAMP. BUT MOVING FORWARD, AND LOOKING AT NEXT YEAR, AGAIN, WE’RE GOING TO CONCENTRATE ON THOSE ELEMENTARY KIDS, AND GETTING THEM THERE, IT’S JUST A GREAT WAY TO SEE THE GROWTH FROM THOSE CAMPERS. AND WE’RE GOING TO CONTINUE DOING THE PRE-ET TRAINING TOO. WE’RE NOT GOING TO TAKE ON ANY MAJOR PROJECTS. SO YOU SEE $120,000 IN THE BUDGET, AND IT SAYS, USUALLY, FOR OUR BIG PROJECTS. SO THIS PAST YEAR WE DID THE HICKORY LODGE. IT WAS A SINGLE FAMILY LODGE THAT WE DID, IT’S GOT A DOUBLE BED, AND THEN TWO BUNK BEDS. AND SOME OF OUR KIDS COME IN, AND THEY DON’T HAVE JUST A VISUAL IMPAIRMENT, THEY HAVE OTHER NEEDS, AND THEY NEED TO GET AWAY A LITTLE BIT FROM ALL THE EXCITEMENT OF CAMP AND THE OTHER KIDS, AND THINGS GOING ON. SO WE BUILT THIS THIS PAST YEAR AS KIND OF A NICE, LITTLE, QUIET SPACE THAT MOM AND DAD COULD GO TO, OR IF IT’S ONE OF OUR CAMPS THAT WE CAN JUST GO AND SIT WITH THE STUDENT, AND HAVE SOME DOWN TIME FOR THE STUDENT. WE WERE CONSIDERING DOING MORE OF THESE, BUT WE WANTED TO SEE HOW THIS FULL YEAR GOES WITH THAT, SO WE’RE GOING TO TAKE A STEP BACK, SEE WHAT OUR NEEDS ARE, AND ACTUALLY CONCENTRATE ON DTMB FIVE-YEAR PROJECTS THAT WE HAVE LISTED. SO WE HAD MET WITH THEM ABOUT TWO YEARS AGO, AND WE’VE BEEN DOING SOME OF THOSE. WE HAVE A MAJOR PROJECT FOR JACK PINE LODGE RIGHT NOW. WELL, IT’S NOT A LODGE, IT’S REALLY A FACILITY. IT’S CALLED A BATH HOUSE. AND A BATH HOUSE, IF YOU KNOW OF THE OLDER BATH HOUSES, COMMUNAL SHOWERS, SEPARATE BATHROOM FACILITIES, BUT WE NEED TO BRING THAT UP TO SPEED, WE NEED TO GET IT TO WHERE IT’S TRULY DIVIDED AS FAR AS PRIVACY, WINTERIZED, SO THAT’S GOING TO BE PROBABLY A BIGGER PROJECT, AND WE’RE HOPING WE CAN JUST RENOVATE WITHOUT ANY TYPE OF REBUILDING AT THIS TIME. AND THEN, WE’RE ALSO GOING TO BE LOOKING AT PERSONNEL NEEDS. SO BESIDES THE DIRECTOR’S POSITION, I SAT DOWN WITH JEREMY. I HAD SAID PREVIOUS YEARS, SAME THING, “WHAT DO YOU NEED? “WHAT DO YOU NEED? “OH, WE GOT THIS.” NOW HE SEES, WELL, YOU KNOW WHAT? WE PROBABLY COULD HAVE USED A LITTLE MORE SUPPORT IN SOME THINGS, SO THIS IS WHAT I THINK WOULD MAKE A SUCCESSFUL CAMP. WE’RE GOING TO GET A HIGH ADVENTURE CAMP COUNSELOR. SO WE’RE GOING TO LOOK AT CONTRACTING WITH ONE OR TWO INDIVIDUALS THAT CAN ACTUALLY BE CERTIFIED IN DIFFERENT AREAS THAT HE WAS– ARCHERY, LIFEGUARDING, OUR CLIMBING TOWER, ALL THESE DIFFERENT ACTIVITIES. WE’RE GOING TO HAVE SOMEONE, BECAUSE A LOT OF CAMPS RIGHT NOW, THAT’S WHAT THEY DO, IS THEY HAVE SOMEONE DESIGNATED TO DOING THESE ACTIVITIES, AND BEING CERTIFIED, AND STAYING ON THE CERTIFICATION. SO THAT’LL BE REALLY GREAT. WE’RE LOOKING AT AN OFFICE MANAGER AND A STORE CLERK, BECAUSE FOR THOSE OF YOU WHO HAD BEEN OUT THERE BEFORE, THAT ROTH CABIN THAT WE HAVE IS ONE OF OUR OLDEST CABINS THERE. IT IS A TRUE LOG CABIN. WE’RE THINKING OF MAKING THAT INTO A STORE, AND THAT WOULD BE FOR OUR BVI GROUPS WHEN THEY COME. SO THAT’S GOING TO INCORPORATE SOME OF THEIR TRAINING WITH THE FINANCES. WE’RE GOING TO TIE IT INTO PROGRAMMING WITH THAT, AND SOME OF THE PRE-ET STUFF, THE PRE-EMPLOYMENT TRANSITION SERVICES. SO WE’RE LOOKING AT EXPANDING ON THAT. AND THEN, OUTSIDE OF THAT, IT’S JUST TO CONTINUE DOING WHAT WE WANT TO DO WITH THE STUDENTS, GIVEN THE SURVEYS THAT WE’VE ASKED FROM THE PARENTS, AND FROM THE SCHOOLS. WHAT DO YOU THINK THAT WE NEED TO DO BETTER? AND WE’VE GOTTEN A LOT OF GOOD INPUT. WE’VE ALSO ASKED SOME OF THE STUDENTS AS WELL, “WHAT IS IT YOU LIKED ABOUT CAMP? WHAT IS IT YOU WANT TO SEE FROM CAMP?” SO WE’RE TAKING THAT BACK, EVALUATING, AND THEN ALSO EVALUATING THEIR EXPERIENCE AT CAMP WHEN THEY GO HOME, AND WHEN THEY’RE IN SCHOOLS. ANY QUESTIONS?>>SO, BEFORE WE GO TO THE QUESTIONS, MAY I HAVE A MOTION TO APPROVE THE FISCAL YEAR 2018/2019 SPENDING PLAN FOR CAMP TUHSMEHETA?>>SO MOVED.>>SECOND? OKAY. ANY DISCUSSION? EILEEN?>>SO, CAMP T IS NEAR AND DEAR TO MY HEART. THERE’S NOBODY ELSE STILL ON THE BOARD WHO REMEMBERS THE DAYS BEFORE THE TRUST FUND WAS STABILIZED. THOSE EARLY CAMPERS, I REMEMBER ONE OF THE MOST AMAZING PRESENTATIONS THAT WE HAD WAS FROM AN ADULT WHO HAD PUT TOGETHER THEIR SHOP PROGRAM, EXPLAINING WHY OSHA CAME AND TOLD THEM THEY HAD TO PUT THE GUARDS BACK ON THE SAWS. IT SOUNDS REALLY AWFUL, EXCEPT THAT HE EXPLAINED THAT THE KIDS CAN’T SEE ANYWAY, AND THEY COULD FEEL THE VIBRATIONS ON THE TABLE SAW. HE SAID THERE WAS NEVER A MOMENT WHEN A KID HAD THEIR FINGERS NEAR THE BLADE, BECAUSE THEY KNEW IT WAS REALLY DANGEROUS, AND THEY WERE USING THEIR OTHER SENSES. AT THAT POINT, YOU START THINKING, OH MY GOODNESS, AND TALKING ABOUT LEARNING TO CANE OVER TREE STUMPS, SO THAT THEY CAN GO OUT, BECAUSE A LOT OF PEOPLE WHO ARE BLIND NEVER GET OFF THE SIDEWALK. SO SINCE WE DON’T HAVE THE SCHOOL FOR THE BLIND ANYMORE, WHICH I AGREE WITH THE CONCEPT– THIS IS SUCH A UNIQUE FACILITY. MY ONLY CONCERN, BECAUSE I’M LEAVING THE BOARD, WOULD BE I WANTED TO CORRECT A DATA POINT, JUST MAKE SURE THAT THIS IS WRONG. I THINK THAT FOR FUN YEAR ’17, IT ACTUALLY WAS A TOTAL OF 24– 39 TOTAL VISITORS, FOR ’17 AND ’73, 1773 FOR ADULTS. I THINK THAT THE BAR GRID SHOULD HAVE BEEN 3105, FOR THE TOTAL THAT’S INDICATED FOR THE TWO NUMBERS ADDED TOGETHER. I JUST WANTED TO MAKE SURE THAT THERE WASN’T A MUCH LARGER COHORT TO THE CAMP IN ’17 THAN THERE WAS THIS LAST YEAR, BECAUSE ORIGINALLY I WAS GOING TO SAY, “GEE, WHAT ARE YOU GOING TO DO NEXT YEAR TO KEEP THE NUMBERS GOING, IF THERE HAD BEEN A DECLINE THIS YEAR? BUT I THINK, PROBABLY, GIVEN THE BAR GRAPH, THAT IT’S JUST THAT NUMBER THAT’S WRONG. I WILL GO BACK AND LOOK AT THAT, I KNOW THERE WAS DISCUSSION REGARDING THE DECLINE, AND JEREMY REALLY WANTED TO DOWNPLAY THE NUMBERS, HE SAID, YOU KNOW, IF WE’RE ABOUT THE NUMBERS, THEN I THINK THAT’S NOT THE WAY TO VIEW THIS. HE SAID, I THINK WE NEED TO THINK ABOUT THE QUALITY OF WHAT WE’RE BRINGING THE PROGRAMMING TO THE STUDENTS. AND SOME OF THESE NUMBERS AS WELL AREN’T JUST OUR BVI, BECAUSE WE HAVE IT OPEN TO OTHER STUDENTS, AND OTHER GROUPS AS WELL.>>I’VE ALWAYS ADVOCATED FOR THAT, BECAUSE USING THE CAMPUS IS ESSENTIAL. IT’S A FACILITY THAT NEEDS TO BE USED, BUT I ALSO WANT TO MAKE SURE IT’S NOT JUST THE QUALITY. IT’S THE KIDS THAT CAN ACCESS WHAT’S THERE.>>DEFINITELY.>>AND SO THE KIDS WHO CAN GET IT NO OTHER WAY, AND FOR THEM IT’S A HUGE MOMENT, JUST AS WE’VE BEEN TALKING ABOUT EARLIER, ABOUT CHILDREN WHO CAN TOUCH SOMETHING THAT THEY HAD NO IDEA EXISTED, AND HAD NO WAY OF EVEN IMAGINING COULD IMPACT THEIR LIVES, SO MY FAREWELL SPEECH ON CAMP T WOULD BE EXACTLY THAT, THAT IN GOING FORWARD, AS YOU MOVE THROUGH ALL THESE DIFFERENT PERSONNEL ISSUES, FACILITIES ISSUES, THAT ALWAYS AN EYE IS KEPT ON, ALLOWING AS MANY BVI KIDS AS POSSIBLE TO HAVE THAT CHANCE. THEY WON’T GET IT ANYWHERE ELSE.>>OH, I AGREE 100%, AND THAT IS OUR FOCUS. THEY TAKE PRECEDENCE OVER ANY OTHER CAMP GROUPS THAT COME TO US, AND WE DO OUR LIL CAMPING, SO WE MAKE SURE THAT WE HAVE SOME ACTUALLY THERE IN PLACE BEFORE ANY OF THE CAMPERS START RSVPING, BUT THANK YOU FOR THAT. I APPRECIATE YOUR SUPPORT.>>THANKS.>>ANY OTHER QUESTIONS OR COMMENTS? YES, KYLE?>>AS FAR AS SAFETY, WHAT KIND OF SAFETY PROCEDURES, OR– WHEN YOU HAVE PEOPLE STAYING OVERNIGHT, YOU KNOW, A LOT OF OVERNIGHT. WHAT KIND OF SAFETY PROCEDURES ARE THERE?>>THAT’S A GOOD QUESTION. BECAUSE AS JEREMY’S DEPARTING, AND HE’S IN CHARGE OF ALL THIS, HE’S LIKE, OKAY, YOU’VE GOT TO GIVE ME EVERYTHING YOU’VE GOT, AND I’VE GOT A STACK LIKE THIS AT HOME THAT ACTUALLY HAS ALL OF OUR POLICY PROCEDURES AND STANDARDS, OUR CONSENT FORMS, SO FOR THE OUTSIDE GROUPS, WE HAVE SOME STANDARDIZED BOOKLETS AND PUBLICATIONS THAT WE GIVE THEM REGARDING EMERGENCIES AND WHAT THE PROCEDURE IS AND WHO TO CALL. WE ALSO HAVE CAMERAS THROUGHOUT THE CAMP. FOR OUR OWN, WE HAVE JEREMY WHO STAYS THERE, SO OUR CAMP DIRECTOR IS ALWAYS THERE. USUALLY WE HAVE AN ASSISTANT. WE HAVE VOLUNTEERS THAT ARE FROM THE SCHOOL, SO THE BACKGROUND CHECKS ARE ALREADY DONE FOR TVIS AND ONMS. WE HAVE A WHOLE LIST OF PROCEDURES AND SAFETY MEASURES THAT WE TAKE. YEAH.>>AND THEN LOOKING AT PRIOR YEAR COMPARED TO CURRENT YEAR, THE OTHER PURCHASE SERVICES WERE $16,000 LAST YEAR, AND NOW THEY’RE LIKE $45,000. DO YOU KNOW WHAT–>>THE PURCHASE SERVICES?>>YEAH.>>YEAH, ON THE BUDGET SIDE, THE PURCHASE SERVICES, YOU SAY, INCREASED THIS YEAR TO $45,000.>>YEAH.>>BECAUSE WE ARE LOOKING AT THOSE PERSONNELS. AND THEY WOULD BE CONTRACTED PEOPLE, AND FOR CONTRACTED PEOPLE, IT WOULD HAVE TO GO UNDER OTHER PURCHASE SERVICES.>>OKAY.>>YEAH. THANK YOU FOR ASKING. AND I PASSED AROUND SOME CANDY BECAUSE I WANTED TO BRING S’MORES, BUT THEY GET STICKY, SO YOU HAVE CANDY BARS AND S’MORE GRANOLA BARS, SO THAT’S WHAT THAT BAG WAS GOING AROUND, TO GET THE TRUE EXPERIENCE.>>THANK YOU ROXANNE, THANK YOU SCOTT, SO WE HAVE A MOTION– ARE THERE ANY OTHER QUESTIONS OR COMMENTS? SO WE HAVE– YES, DR. ZEILE?>>WHAT COUNTY IS THE CAMP IN?>>YOU KNOW.>>YEAH, IT’S ACTUALLY BETWEEN MONTCALM AND KENT COUNTY. I WOULD BE THE SOUTHWESTERN PART OF MONTCALM COUNTY, AND THE NORTHEASTERN PART OF KENT COUNTY. SO NEAR M57, LINCOLN LAKE ROAD.>>WE HAVE A MOTION AND A SECOND TO APPROVE THE 2018-19 SPENDING PLAN FOR CAMP T. ALL IN FAVOR SIGNIFY BY SAYING “AYE.”>>AYE.>>OPPOSED.>>NAY.>>MOTIONED CARRIED. THANK YOU VERY MUCH, ROXANNE. THANK YOU, SCOTT. OUR NEXT ITEM ON TODAY’S AGENDA IS STATE AND FEDERAL LEGISLATIVE UPDATES. MARTY ACKLEY, THE DIRECTOR OF PUBLIC AND GOVERNMENTAL AFFAIRS WILL LEAD THE STATE AND FEDERAL LEGISLATIVE UPDATE.>>THANK YOU. AND WHILE SHEILA WAS IN TAIWAN, I WAS IN IRELAND FOR A TRIP, ALTHOUGH IT REALLY WASN’T EDUCATIONALLY FOCUSED. I DID LEARN HOW THEY POUR A PERFECT PINT OF GUINNESS. [ LAUGHING ] SO NOT TOTALLY BEREFT OF KNOWLEDGE THERE. AND IT TOOK SEVERAL OBSERVATIONS, BY THE WAY. THE HOUSE EDUCATION COMMITTEE MET LAST WEEK. THEY DID REPORT OUT THE ED EVAL BILLS, WHICH KEEP IT AT 25%, SO THOSE HAD BEEN REPORTED BY THE COMMITTEE AND THEY’RE ON THE HOUSE FLOOR. THE LEGISLATION IS BACK ON THE 17TH OF NOVEMBER. PROBABLY WON’T DO MUCH WORK BECAUSE IT’S STILL DURING THE CAMPAIGN, BUT I THINK THEY COME IN TO CHECK IN AND TAKE CARE OF BUSINESS, BUT THE COMMITTEE ALSO TOOK UP TWO BILLS THAT HAVE GENERATED A LOT OF INTEREST, NOT ONLY AMONGST THE BOARD, BUT OUT IN THE EDUCATION COMMUNITY, AND THOSE ARE HOUSE BILLS 6314 AND 6315, WHICH WOULD CREATE A PUBLIC INNOVATIVE DISTRICT SYSTEM, INTRODUCED BY THE CHAIRMAN OF THE COMMITTEE, TIM KELLY. AND THE DEPARTMENT OF EDUCATION WAS GIVEN AN OPPORTUNITY TO TESTIFY AT THE COMMITTEE BECAUSE THE BILLS WOULD CODIFY SOMETHING THAT WE HAVE, IN THE DEPARTMENT RIGHT NOW, SOMETHING SIMILAR WE HAVE IN THE DEPARTMENT CALLED THE INNOVATION COUNCIL. AND THAT COUNCIL HAS BEEN IN PLACE FOR THREE OR FOUR YEARS, AND WHAT THAT IS IS DISTRICTS COME IN WITH IDEAS ON HOW TO BE INNOVATIVE. AND WE HAVE A, I THINK IT’S A 19 MEMBER COUNCIL CONSISTING OF MDE PEOPLE, ALSO SCHOOL ACCOUNTING PEOPLE, ALSO LOCAL SUPERINTENDENTS, EDUCATION EXPERTS, TO REVIEW THEM AND TRY TO GET LOCAL DISTRICTS TO THE POINT WHERE THEY CAN DO SOMETHING INNOVATIVE. AND SO WHAT THIS LEGISLATION DOES IS KIND OF CODIFY THAT, BUT ALSO CREATES OR RECOGNIZES IN EDUCATION ACCOUNTABILITY POLICY COMMISSION TO TAKE A LOOK AT ANY APPLICATIONS THAT HAD BEEN DENIED BY THE DEPARTMENT OR BY THE STATE SUPERINTENDENT, SO YOU MIGHT RECALL, IF THAT NAME IS RECOGNIZABLE, THE EDUCATION ACCOUNTABILITY POLICY COMMISSION, THAT’S THE SAME COMMISSION THAT REPRESENTATIVE KELLY HAS CREATED IN THE A THROUGH F PACKAGE, SO THIS COMMISSION WOULD KIND OF DO BOTH OF THESE THINGS. YOU KNOW DO THE A THROUGH F IF THAT LAW GETS PASSED, AND ALSO HAS THIS APPEAL FUNCTION WITH THESE INNOVATIVE DISTRICTS. SO THAT’S KIND OF THE DOUBLE PURPOSE FOR THIS COMMISSION, WHICH WOULD BE APPOINTED PARTIALLY BY THE GOVERNOR, PARTIALLY BY THE STATE SUPERINTENDENT, PARTIALLY BY THE LEGISLATIVE LEADERS. SO ANYWAY, WE DID TESTIFY TO THAT COMMITTEE ON THESE BILLS. WE EXPLAINED WHAT OUR COUNCIL DOES, AND IN THE FACT THAT WE HAVE HAD, I THINK, 30 APPLICATIONS TO THIS COUNCIL. I BELIEVE 18 OF APPLICATIONS WERE TOLD THAT THEY REALLY DON’T NEED A WAIVER FOR STATE LAW TO DO WHAT THEY’RE LOOKING FOR, AND SO WE WORKED WITH THEM ON HOW TO GET TO WHAT THEY’RE TRYING TO GET TO. WE DID HAVE A FEW THAT WE DID DENY BASED ON THE FACT THAT THEY WERE ASKING FOR FUNDING, WHICH WE DON’T HAVE, OR THEY’RE ASKING FOR WAIVERS TO ASSESSMENT LAW, WHICH WE CAN’T DO, FEDERAL OR STATE ASSESSMENT LAW, SO WE CAN’T DO THAT, SO WE HAD TO DENY THOSE, BUT OUR GOAL, THE GOAL OF THIS COUNCIL IS TO TRY TO HELP DISTRICTS DEVELOP A PROCESS WHERE THEY CAN BECOME INNOVATIVE, AND SO THE CHAIRMAN WAS INTERESTED IN WHAT THIS COUNCIL DOES, AND WE DID OFFER SOME IDEAS ON AMENDMENTS TO THIS BILL, IF IT’S REALLY INTENDED TO MOVE FORWARD, AND SO HE IS GOING TO BE MEETING WITH OUR FOLKS OVER THE NEXT COUPLE WEEKS TO SEE HOW THEY CAN ALIGN, IF AT ALL. AND HE DID SAY THAT THE COMMITTEE WILL NOT LOOK AT THESE BILLS AGAIN UNTIL AFTER THE ELECTION. SO IT WON’T BE UNTIL AFTER NOVEMBER SIXTH BEFORE THE COMMITTEE COMES AGAIN AND EITHER HAS A SUBSTITUTE TO PUSH FORWARD, TO EVEN TRY TO GET IT OUT OF THE COMMITTEE.>>CAN YOU MENTION WHAT SOME OF THOSE RECOMMENDATIONS WERE?>>SURE, SO THE BILL AS IT IS RIGHT NOW, IF A DISTRICT BECOMES A PID, PUBLIC INNOVATIVE DISTRICT, THEY HAVE THAT FOR A FIVE YEAR PERIOD. THEY HAVE THAT WAIVER FOR FIVE YEARS, AND WHAT WE WOULD RECOMMEND IS FIRST YEAR WOULD BE IMPLEMENTATION YEAR TO GEAR UP THE DISTRICT, AND THEN HAVE IT FOR A THREE YEAR PLAN, SO THAT WE CAN CHECK, FOR FOUR OR FIVE YEARS, WE CAN CHECK SOONER WHETHER IT’S WORKING OR NOT. ANOTHER ONE WOULD BE TO, THE BILL PROVIDES AN FTE WITHIN THE DEPARTMENT TO BE AN AUDITOR, TO GO OUT AND AUDIT THESE DISTRICTS TO MAKE SURE THEY’RE DOING WHAT THEY SAID THEY’RE GOING TO BE DOING, AND THAT STUDENTS ARE GETTING ACHIEVEMENT INCREASES. ALSO WE ASKED TO REDUCE THE SIZE OF THE COMMISSION, WHICH DIDN’T REALLY FALL ON GOOD EARS. WE ALSO ASKED FOR–>>I’M SORRY, THE COMMISSION BEING THE ONE THAT EXISTS NOW?>>THE POLICY COMMISSION. IT DOESN’T EXIST NOW, EXCEPT IN LEGISLATION.>>RIGHT.>>YEAH, IT’S IN THE A THROUGH F LEGISLATION, AND IT’S ALSO–>>WE DIDN’T ASK THEM TO GET RID OF THAT, WE JUST ASKED THEM TO LOWER THE MEMBERS.>>YEAH, YEAH. AND THEN ANOTHER SUGGESTION WOULD BE TO ALLOW FOR AN EXEMPTION, OR AN EXEMPTION FOR STUDENTS WITHIN AN INNOVATIVE DISTRICT TO DO A SCHOOL OF CHOICE MID-YEAR IN CASE THEY’RE IN THIS AND THEY DON’T LIKE IT, OR THEIR FAMILY DOESN’T LIKE WHAT THEY’RE DOING IN THE DISTRICT. IT’LL ALLOW THEM TO DO A SCHOOL OF CHOICE MID YEAR. AND TO COUNT THAT STUDENT, AND THEN WE ALSO HAD QUESTIONS. WE JUST DISCUSSED THIS IN OUR LEADERSHIP TEAM, AND THERE’S QUESTIONS OF WHY IS THIS NEEDED IF WE HAVE THE COUNCIL? WHY DO WE HAVE TO CREATE THIS OTHER THING? WOULD IT LIMIT OUR FLEXIBILITY FROM THE COUNCIL’S WORK? WOULD IT, YOU KNOW, PUT IN STATUTE SOME THINGS THAT WE MIGHT WANT TO HAVE MORE FLEXIBILITY IN? IS IT PEDAGOGICALLY SOUND? IS IT GOOD FOR KIDS? THAT’S THE BOTTOM LINE. OUR POSITION RIGHT NOW FROM THE DEPARTMENT’S POINT OF VIEW IS THAT WE’RE NEUTRAL, BUT WE’RE LOOKING AT IT AND SEEING WHERE WE CAN TRY TO ALIGN THINGS, IF IT’S REALLY GOING TO MOVE, LET’S GET IT TO SOMEPLACE WHERE IT WILL HELP EVERYBODY.>>AND IT’S BEEN A WHILE SINCE I LOOKED AT THESE BILLS, BUT DOESN’T IT ALSO GIVE THE DISTRICTS A LOT OF FLEXIBILITY AND ASSESSMENTS, AND BASICALLY IT ALLOWS THEM–>>THEY CAN HAVE AN ALTE– BUT THE LANGUAGE, AS IT WAS WRITTEN, THE BILL WAS WRITTEN, IT ALLOWS THEM TO DO AN ALTERNATE ASSESSMENT IF IT’S ALIGNED WITH THE EVERY STUDENT SUCCEEDS ACT. SO I MEAN THAT IS A POSITIVE, AND THEN IF IT’S NOT REQUIRED, IF IT’S NOT ALLOWED BY ESSA, THEN IT WOULDN’T BE ALLOWED IN THIS DISTRICT, BUT THE SECOND BILL IN THIS PACKAGE, 6315, WOULD ALLOW THIS INNOVATIVE DISTRICT TO WAIVE THE NUMBER OF HOURS THE STUDENT WOULD HAVE. THE 10,098, OR THE SCHOOL YEAR, I MEAN, THAT’S A CONCERN TO US, TOO.>>AND IS IT ALSO FOCUSED ON COMPETENCY-BASED EDUCATION?>>YES, THAT’S ONE OF THE THINGS THAT CAN BE IN THE APPLICATION.>>CAN BE, OR NEEDS TO BE?>>YEAH, THAT’S A GOOD QUESTION.>>I THOUGHT IT WAS CAN.>>IT CAN, YEAH.>>IF I CAN ADD SOMETHING ELSE, TOO, THE US DOE JUST REOPENED ITS INNOVATIVE ASSESSMENT APPLICATION PROCESS FOR STATES WANTING TO TRY TO DO SOMETHING COMPLETELY DIFFERENT THAN WHAT’S AVAILABLE ON THE MARKET RIGHT NOW. I BELIEVE THAT THE NEW HAMPSHIRE, I THINK THAT THERE’S ONE OR TWO APPROVED. I DON’T KNOW IF YOU GOT A CHANCE TO LOOK AT THIS, SHEILA. THERE ARE TWO PROGRAMS.>>THERE ARE TWO STATES THAT HAVE BEEN APPROVED.>>ONE I THINK IS A CONSORTIUM IN THE NEW ENGLAND STATES, AND IT’S ENTIRELY POSSIBLE THAT WITHIN A COUPLE OF YEARS THERE CAN BE A COMPLETELY DIFFERENT WAY OF LOOKING AT OUR STATE ASSESSMENT. IF WE LOOKED AT COMPETENCE, AND ALSO HAD AN OUTLET FOR– WE’RE SITTING WITH THE AUTHORITY ON THE MARSHALL PLAN, BUT THE ONE THING THAT I’VE HEARD OVER AND OVER AGAIN IS THAT KIDS ASSESS WELL WHO ARE IN COMPETENCY-BASED LEARNING, MASTERY LEARNING ON OUR ASSESSMENTS BECAUSE THEY KNOW THE MATERIAL, BUT IT DOESN’T SHOW HOW DEEPLY THEY ARE ABLE TO THINK AND REFLECT REALLY WHAT THEY’VE LEARNED. SO, YOU KNOW, IT’S POSSIBLE THAT SOMETHING WILL BE COMING ALONG FROM OTHER STATES THAT WE COULD TAKE A LOOK AT THAT WOULD DO THAT JOB BOTH FOR TRADITIONAL SCHOOLS AND FOR MASTERY LEARNING. NOT PROBABLE, BUT POSSIBLE.>>TOM?>>YOU KNOW, LIKE YOU MENTIONED, THE EDUCATION POLICY COMMISSION, YOU KNOW THE AUTHORITY THAT, IT APPEARS A CERTAIN CHAIRMAN IS TRYING TO GIVE THIS COMMISSION WHETHER IT’S THROUGH THESE BILLS, AND REALLY KIND OF UPENDING TO SOME DEGREE HOW EDUCATION IS DONE IN MICHIGAN AND THEN THE A TO F. YOU KNOW, I REALLY THINK WE’RE GETTING CLOSE TO, AND I’VE TALKED TO THE ATTORNEY GENERAL’S OFFICE ABOUT, YOU KNOW, THE STATE BOARD. AT SOME POINT, WOULD THERE BE A GROUNDS FOR A LAWSUIT THAT THE LEGISLATURE REALLY IS IMPEDING AND INFRINGING ON THE STATE BOARD’S CONSTITUTIONAL AUTHORITY, AND I THINK– I THINK IT’S GETTING CLOSE IF THESE KIND OF BILLS MOVE THROUGH, AND I HOPE THAT IT’S GOING TO BE SLOW. I MEAN, I HATE, YOU KNOW, SIX YEARS OF WATCHING WHAT HAPPENS, OR THREE TIMES A LAME DUCK, SOME INCREDIBLY HARMFUL THINGS GET THROUGH AT THREE IN THE MORNING, AND SO, AND QUICKLY, AND THEY PUT STUFF THROUGH THAT SHOULD TAKE MONTHS AND MONTHS TO REALLY DELIBERATE AND THINK ABOUT, BECAUSE THE IMPACT IS HUGE, SO I JUST REALLY HOPE THAT WE’RE WATCHING THIS STUFF, AND THAT I WOULD ADVISE THE– I DO KNOW THE SPEAKER, I JUST HOPE HE GAVELS ADJOURNMENT SOON AFTER THE ELECTION AND JUST GET OUT OF THERE, BECAUSE A LOT OF BAD STUFF HAPPENS IN LAME DUCK.>>ANYONE ELSE? MICHELLE?>>SO THIS IS A DISTRICT, SO THIS IS CREATING, LIKE, A STATEWIDE DISTRICT.>>NO, THIS WOULD ALLOW EXISTING DISTRICTS, BEING A CHARTER SCHOOL OR TRADITIONAL DISTRICT TO BECOME AN INNOVATIVE DISTRICT, WHICH WOULD ALLOW THEM TO WAIVE CERTAIN ASPECTS OF RULE OR LAW.>>RIGHT, BUT THESE DISTRICTS WOULD HAVE OVERSIGHT? I GUESS I’M TRYING TO UNDERSTAND THE ROLE OF THE COMMISSION AND ITS RELATIONSHIP TO US, AND TO THE LOCAL SCHOOL BOARDS, SO WHAT POWER DOES IT HAVE, WILL IT HAVE, THAT DOES NOT, AND HOW DOES THAT– WILL IT TAKE POWERS OR HAVE POWERS THAT A LOCAL SCHOOL BOARD–>>NO.>>WOULD GENERALLY HAVE, OR WILL IT TAKE…>>RIGHT NOW THE COMMISSION HAS WRITTEN THE CURRENT BILL. IT WOULD, IF THE DEPARTMENT DENIES AN APPLICATION, THEN THERE ARE TIME TRIGGERS, LIKE, WITHIN TEN DAYS, THE DISTRICT CAN APPEAL IT, AND THEN THERE ARE A CERTAIN AMOUNT OF DAYS THAT THE DISTRICT, AGAIN, COMES BEFORE THIS COMMISSION AND PLEADS ITS CASE AGAIN, AND THEN IT GOES AGAIN TO THE STATE SUPERINTENDENT, BUT IT’S MORE OR LESS AN APPEAL LEVEL. THE COMMISSION UNDER THIS BILL WOULD BE AN APPEAL LEVEL TO A DISTRICT THAT HAS DENIED WAIVERS THROUGH THEIR APPLICATION PROCESS TO BECOME AN INNOVATIVE DISTRICT.>>SO IN THE APPLICATION PROCESS, DO THEY NEED TO HAVE BUY-IN FROM THE COMMUNITY, OR IS THIS– WOULD BE DIRECTED?>>YES, YES. THE APPLICATION WOULD HAVE TO INCLUDE INFORMATION ABOUT THE INSTRUCTIONAL PROGRAM, A DESCRIPTION OF COMMUNITY SUPPORT, A DESCRIPTION OF THE EXPECTED BENEFIT OF THE PROPOSED INNOVATIVE PRACTICES, AN EXPLANATION OF HOW PEOPLE’S PERFORMANCE WOULD BE MEASURED, AND A COPY OF THE BOARD PAST RESOLUTION TO SEEK PERMISSION TO OPERATE AS A PUBLIC INNOVATIVE DISTRICT.>>YOU HAVE TO HAVE A DESCRIPTION OF COMMUNITY SUPPORT?>>YEAH.>>IS THERE ANY, LIKE, FURTHER DETAILS OF WHAT EXACTLY THAT MEANS?>>NO.>>OKAY, SO WE DON’T REALLY KNOW WHAT THAT MEANS.>>NO.>>SO IF THIS WERE A CHARTER SCHOOL THAT BECOMES AN INNOVATION DISTRICT, DO THEY THEN HAVE AUTHORIZING AUTHORITY?>>NO. I CAN’T SEE THAT HAPPENING.>>NO? ARE YOU SURE?>>NO, BECAUSE THE CHARTER LAW–>>THEY’RE NOW A DISTRICT, RIGHT?>>RIGHT.>>AND DISTRICTS CAN AUTHORIZE CHARTER SCHOOLS.>>I’D HAVE TO CHECK THE CHARTER LAW, BUT I DON’T THINK A CHARTER SCHOOL DISTRICT CAN CHARTER ITSELF, AND OTHERS.>>BUT IT CAN CHARTER OTHER SCHOOLS.>>I’LL CHECK THAT. I KNOW THEY CAN ADD SCHOOLS ONTO THEIR DISTRICT.>>RIGHT.>>YEAH.>>BUT THEY’RE– YEAH. I’M CURIOUS IF THEY CAN NOW BECOME AN AUTHORIZER.>>I’LL WRITE THAT DOWN.>>DR. Z?>>I’M THINKING THAT AN INNOVATIVE DISTRICT MIGHT TAKE A DIFFERENT, SAY, MONTESSORI APPROACH TO SOMETHING LIKE THAT, TO EDUCATION, AND ASK TO BE DISPENSED FROM THE THIRD GRADE READING REQUIREMENT. IS THAT THE SORT OF THING–>>THAT’S ANOTHER CONCERN WE HAVE. WE DON’T KNOW THE IMPACT ON THINGS LIKE THE READ BY GRADE THREE LAW, WE DON’T KNOW THE IMPACT. WE HAD QUESTIONS ABOUT THE IMPACT ON THE ED EVAL LAW. WE HAVE QUESTIONS ABOUT HOW THIS WOULD IMPACT SPECIAL EDUCATION STUDENTS, SO THERE ARE SOME QUESTIONS THAT WE HAVE, SOME CONCERNS ON HOW THIS WOULD–>>THAT’S NOT, JUST TO CLARIFY, I THINK THAT WOULD BE A GOOD THING. I MEAN, I THINK THAT TO ALLOW A DISTRICT TO IMPLEMENT A PHILOSOPHY, APPROACH OF EDUCATION AND NOT BE CONSTRICTED BY THE OTHER KINDS OF THINGS. IT MIGHT MAKE SENSE FOR 95% OF OUR SCHOOLS, SO IN GENERAL, I THINK AN EXCEPTION IS GOOD TO BUILD IN, BUT JUST THE SCOPE OF THIS PARTICULAR PROPOSAL IS NOT ENTIRELY CLEAR TO ME.>>OKAY.>>MICHELLE?>>ON THAT NOTE, YOU KNOW, THERE’S– I’M CONCERNED BECAUSE, YOU KNOW, IT’S GETTING RID OF MEASURING TIME IN A SCHOOL WITH RELATIONSHIPS WITH TEACHERS. AND WHAT DOES THAT MEAN? SO THEY’RE GOING TO WAIVE, OR THEY’RE ABLE TO WAIVE, TIME IN SCHOOLS, SO IT SEEMS LIKE IT’S GEARED TOWARD ONLINE TYPE LEARNING. AND THEN WIPING OUT ALL THE OVERSIGHT, SO NOT HOLDING THEM TO THE SAME STANDARDS, OR GOD FORBID, CONSIDERATIONS FOR SPECIAL EDUCATION. YOU KNOW, THERE’S A– WE’VE DONE THINGS WHERE WE’VE ALLOWED LESS QUOTE UNQUOTE BUREAUCRACY AND MORE INNOVATION, AND OFTENTIMES IT LEADS TO CORRUPTION. YOU KNOW, THAT PROFIT MOTIVE BEING EVER PRESENT IN MICHIGAN. IT JUST– THE WHOLE THING JUST CONCERNS ME BECAUSE, YOU KNOW, I DON’T UNDERSTAND– THE ROLE OF THIS COMMISSION TO HAVE POWER OVER THE DEPARTMENT, LIKE THEY CAN OVERRIDE THE DECISIONS OF THE DEPARTMENT AND OUR BOARD. SOUNDS LIKE THEY COULD OVERRIDE THE DECISIONS, TO SOME DEGREE, OF A LOCAL BOARD. AND THEN IT SORT OF WIPES THE SLATE ON SOME BASIC… TENANTS IN OUR PUBLIC SCHOOL SYSTEM. I DON’T KNOW. THE WHOLE THING JUST MAKES ME VERY UNEASY BECAUSE IT’S JUST UNCLEAR WHERE THIS IS GOING, AND THE IDEA THAT… YOU KNOW, USING SEAT TIME WAIVERS, YOU KNOW, IS SEEN AS JUST A WONDERFUL THING, BUT I SEE IT AS TIME AWAY FROM TEACHERS WHO REALLY HAVE A BETTER UNDERSTANDING OF WHAT KNOWLEDGE IS RATHER THAN JUST TAKING A STANDARDIZED TEST. SO SOME PEOPLE CAN BE VERY GOOD AT TAKING STANDARDIZED TESTS, AND THAT DOESN’T NECESSARILY MEAN THAT THEY ARE FULLY GRASPING WHAT THEY SHOULD KNOW. SO I DON’T KNOW. I’M VERY DUBIOUS ABOUT BOTH THESE PIECES OF LEGISLATION, AND I WOULD HOPE THAT IT WOULD BE FLUSHED OUT. THERE WOULD BE PLENTY OF DEBATE AND CONSIDERATION, AND LOTS OF QUESTIONS ANSWERED BEFORE IT WOULD BE VOTED ON.>>THANK YOU, MICHELLE. CASANDRA.>>I JUST HAVE A QUESTION. SO I UNDERSTAND, YOU SAID THAT THEY DON’T ANTICIPATE DOING ANYTHING ELSE WITH THIS UNTIL AFTER THE ELECTION, BUT THAT PUTS US IN A LAME DUCK SESSION, AND OUR NEXT BOARD MEETING IS AFTER THE ELECTION. AT WHAT POINT SHOULD WE BE WEIGHING IN ON THIS? I THINK THAT THERE’S BEEN A LOT OF CONCERN EXPRESSED HERE AT THE BOARD MEETING. SO– I’M SORRY, THANK YOU. THAT WOULD PROBABLY HELP MY THROAT, TOO. WHAT I WAS SAYING IS BECAUSE OF THE TIMING, AND OUR NEXT BOARD MEETING IS AFTER THE ELECTION, AND AFTER THE ELECTION PUTS US INTO LAME DUCK SESSION, THAT I WAS QUESTIONING WHETHER OR NOT THE BOARD WANTS TO WEIGH IN ON THIS, AND THE METHOD ON WHICH WE WOULD DO THAT. BECAUSE IT DOES SOUND LIKE THERE’S BEEN AMPLE CONCERN EXPRESSED TODAY, AND I DON’T KNOW IF IT’S A MAJORITY OF THE BOARD OR NOT, BUT IT KIND OF SOUNDS LIKE IT MIGHT BE, SO JUST THROWING IT OUT THERE FOR DISCUSSION IF THE BOARD SHOULD BE WEIGHING IN AT THIS POINT, OR WHAT THE NEXT STEP SHOULD BE.>>EILEEN.>>I THINK WE SHOULD BE WEIGHING IN NOW BECAUSE OUR NEXT COMMITTEE MEETING ISN’T– LET’S SEE, WE’VE GOT ONE AT THE END OF OCTOBER, BUT WE WON’T KNOW WHAT HAPPENED WITH THE LEGISLATURE. AND WE HAVE OUR NOVEMBER MEETING ON THE 29TH, SO I WOULD SAY THAT GIVEN THE DEPTH OF THE CONVERSATION–>>LEGISLATIVE COMMITTEE.>>I’M SORRY. THE LEGISLATIVE COMMITTEE’S MEETING IS NOVEMBER 29TH, BUT THE LEGISLATURE WILL BE IN SESSION BEFORE THAT, STARTING TO WORK THROUGH WHAT THEY’RE DOING, SO THE MOMENT TO COMMENT IS NOW. AND THERE’S PLENTY OF MATERIAL FOR STAFF TO PUT TOGETHER A DRAFT, AND I CERTAINLY WOULD LIKE TO SEE THAT.>>OKAY. WE WILL DO THAT.>>FURTHER COMMENTS? SO WHAT I HEAR, MARTY, IS THAT WE’RE PUTTING TOGETHER DRAFT INFORMATION TO SHARE WITH STATE BOARD MEMBERS?>>YES, YES. AND THEN THE LEGISLATIVE COMMITTEE AT THE OCTOBER MEETING WILL DISCUSS THAT. DISCUSS THESE BILLS.>>IS IT JUST THAT BILL, OR HAVE WE WEIGHED IN ON ANY OF THE OTHER ONES, THERE? THE A TO F AND ELIMINATION OF THE STATE BOARD OR CHANGING THE STATE BOARD, ALL THOSE BILLS THAT NOW ARE ON THE FLOOR OF THE HOUSE. CRAZY THINGS HAPPEN.>>YEAH.>>I DON’T KNOW. [ OVERLAPPING CHATTER ]>>WE WERE GOING TO HAVE AN OPPORTUNITY FOR THE BOARD TO CREATE ITS LEGISLATIVE PLATFORM, BUT WE DIDN’T SAY WHEN WE WERE GOING TO DO THAT.>>I THINK WE SAID AFTER THE ELECTION.>>YES.>>SO AFTER THE ELECTION IS NEXT MONTH?>>RIGHT.>>SO IF I COULD JUST COMMENT, THE RESOLUTION TO ELIMINATE THE STATE BOARD WAS AN EFFORT, I BELIEVE, TO GET THE LEGISLATURE TO PUT SOMETHING ON THE NOVEMBER BALLOT TO DO THAT, SO THAT MOMENT HAS PASSED. THAT DOESN’T MEAN THAT NEXT YEAR YOU WON’T FACE IT AGAIN, BUT THE OPTION OF DOING THAT. THERE WAS–>>WELL, IT COULD GO THROUGH LAME DUCK AND BE PUT ON THE NEXT ELECTION.>>WELL, THAT’S TWO YEARS AWAY, SO, YOU KNOW, THERE’S TIME TO FIGHT THAT.>>WELL, I MEAN, THE VOTE COULD OCCUR THIS YEAR.>>SO I THINK THAT THERE ARE MORE– I THINK THERE ARE THINGS THAT THEY CONSIDER MORE PRESSING THAN THAT, BUT AGAIN, THE TIMING IS SUCH THAT WE DON’T HAVE ANOTHER OPPORTUNITY. IF WE HAVE THE OCTOBER OR WHATEVER LEGISLATIVE COMMITTEE MEETING, AND PERHAPS IF YOU CAN CIRCULATE SOMETHING TO THE WHOLE BOARD AND TO US, IT’S YOUR JOB TO TELL THE COMMITTEES WHAT THEY ARE CHARGED TO DO, SO I’M SORT OF NUDGING, AND WE WOULD BE RUNNING IT THROUGH AS A FILTER, BUT IF THE BOARD HAD ALREADY APPROVED IT, OR WAS IN THE PROCESS OF APPROVING OR MAKING COMMENTS, WE’D HAVE SOMETHING TO GO THE FIRST WEEK OF NOVEMBER AFTER THE ELECTION.>>YES.>>BECAUSE NOW I DON’T THINK ANYBODY’S GOING TO READ IT. I THINK THEY ARE BUSY DOING OTHER THINGS.>>WOULD THIS ALSO BE A TIME TO BRING TO THE BOARD MORE INFORMATION ON EDUCATOR EVALUATION? THAT WAS ANOTHER TOPIC THAT THE BOARD WANTED TO WEIGH IN ON.>>YES.>>WE WILL DO THAT AS WELL.>>ANYTHING ELSE? OKAY, LUPE, DO WE HAVE ANY REPORT FROM NASBE TODAY?>>ONLY THAT WE ARE GETTING READY TO GO TO THE CONFERENCE NEXT WEEK. IS IT NEXT WEEK?>>NEXT WEEK, YES.>>NEXT WEEK, YES. AND WE WILL BE REPRESENTING DR. ZEILE, AND I WILL BE REPRESENTING MICHIGAN, AND YOU’RE GOING, TOO?>>I’M GOING AS WELL, SO I’LL BE REPRESENTING MICHIGAN AS WELL.>>AND WE WILL BE THERE PROBABLY ACCEPTING THE AWARD FOR OUR BELOVED SUPERINTENDENT.>>AND BETH WILL BE THERE AS WELL.>>IT’S A SPECIAL CONFERENCE FOR MICHIGAN.>>YES, YES. THANK YOU. EILEEN, ANYTHING ON THE EDUCATION COMMISSION OF THE STATES?>>NO. ALL RIGHT, THANK YOU VERY MUCH, EVERYONE. MOVING ON TO THE NEXT ITEM IS COMMENTS BY STATE BOARD OF EDUCATION MEMBERS. ARE THERE ANY BOARD MEMBERS THAT WISH TO OFFER ADDITIONAL COMMENTS TODAY?>>JUST ONE THING. SO TOM AND RICHARD AND I TOURED THE DETROIT PUBLIC. AND PAM TOURED THE DETROIT PUBLIC SCHOOLS, AND I JUST WANTED TO NOTE THEY WERE DOING SOME REALLY WONDERFUL THINGS THAT I THOUGHT. EVERY SCHOOL HAS A DEAN OF CULTURE AND CLIMATE, I THINK THEY CALL THEM THAT WORKS ON MAKING SURE THAT THERE’S PEOPLE WITH SOCIAL WORK BACKGROUNDS THAT TRY TO IMPLEMENT PROGRAMS LIKE RESTORATIVE JUSTICE AND LOOKING AT WAYS TO PREVENT OUT OF SCHOOL SUSPENSIONS AND THINGS LIKE THAT. RESOLVING THINGS IN HOUSE, AND WE ALSO ALL HAVE ATTENDANCE OFFICERS THAT WHEN SOMEBODY BECOMES… CHRONICALLY ABSENT OR STARTS ADDING UP THAT THEY MAKE CALLS AND SOMETIMES VISIT THE HOMES TO SEE IF THERE’S ANYTHING THEY CAN DO, IF THERE’S ANY HELP THAT’S NEEDED, AND AGAIN, THERE ARE PEOPLE WITH SOCIAL WORK BACKGROUNDS THAT ARE COMING IN TO ADDRESS THAT AND GET THE KIDS BACK IN SCHOOL, AND THEY’RE ALSO– EACH SCHOOL HAS EITHER ART OR MUSIC, SOME FORM OF ARTS IN THE PROGRAMS, AND PHYS ED TEACHERS ARE BEING HIRED BY THE SCHOOLS TO HAVE MORE PHYSICAL ACTIVITY, AND I JUST WAS REALLY IMPRESSED WITH THOSE EFFORTS TO HAVE THIS MORE HOLISTIC CURRICULUM, AND I AM INCREDIBLY IMPRESSED BY THEIR RESPONSE TO THE WATER ISSUE, THE LEADED WATER. I THINK IT WAS INCREDIBLY BRAVE AND SHOWED A LOT OF INTEGRITY TO BE OPEN AND PUBLIC WITH WHAT WAS HAPPENING INSTEAD OF TRYING TO DENY OR HIDE THESE ISSUES. THEY HAVE TURNED OFF THE WATER AND AT THEIR OWN EXPENSE HAD TO BRING IN COOLERS OF WATER FOR THE STUDENTS, AND ARE REALLY LOOKING AT WAYS TO MAKE SURE THAT THEY’RE GETTING THE GOOD QUALITY WATER. I THINK– I’M JUST REALLY IMPRESSED WITH THOSE EFFORTS, AND I WANT TO COMMEND THEM FOR THAT.>>THANK YOU VERY MUCH. LUPE AND TOM?>>OKAY, WELL, FIRST OF ALL, I’D LIKE TO EXPRESS OUR THANK YOU TO THE SUPERINTENDENT MARK HAAG AND ALL THE TEAMS THAT PRESENTED TO US TODAY. IT IS AN EXTRAORDINARY BUNCH OF ACTIVITIES THAT WE SAW HERE. I WAS TRULY IMPRESSED WITH EVERYTHING, BUT SOME OF THE THINGS THAT– SOME OF THE PROGRAMS WERE THE TEEN MOTHERS. THAT WAS EXTRAORDINARY TO ME, AND HOW THEY CAN GRADUATE FROM THEIR OWN HIGH SCHOOLS, AND THEY TAKE CLASSES SO THEY CAN GO INTO SCHOOL. SO THAT WAS IMPRESSIVE TO ME. THE PRESCHOOLERS, THE SLOW TO GO FAST, AND THEN THE LENTECH, THAT’S SOMETHING THAT I WANTED TO DO AS A HIGH SCHOOLER, BUT NOW WITH ALL THIS NEW TECHNOLOGY, WOW, I WOULD HAVE GONE CRAZY. BUT THAT WAS A VERY IMPRESSIVE PROGRAM THAT IS BEING OFFERED HERE. AND THE COLLABORATIVE FEELING OF EVERYBODY, THE WHOLE COMMUNITY, THE WHOLE ISD. EVERYBODY SEEMS SO ENTHUSED. YOU WERE SO VERY PROUD SHOWING, SHOWCASING EVERYTHING THAT YOU COULD IN THAT AMOUNT OF TIME. THAT WAS VERY, VERY TOUCHING BECAUSE YOU SHOWED THAT YOU’RE PROUD OF WHAT YOU’RE DOING AND IT MAKES A LOT OF SENSE THAT YOU WERE ABLE TO PACK ALL OF THAT THIS MORNING. ON BEHALF OF THE BOARD, THANK YOU SO VERY MUCH. YOU AND YOUR TOTAL TEAM. AND ALSO, WHILE MY COLLEAGUES WERE IN DETROIT, I WAS ALSO VISITING A SCHOOL IN MY AREA, GODFREY-LEE, KEVIN POLSTON, SUPERINTENDENT. AND THEY ALSO HAVE A TERRIFIC TEAM. ONE THING THAT IS VERY, TO ME, VERY PERSONAL AND IMPRESSIVE IS IN THIS SCHOOL DISTRICT THEY HAVE 90% OF THEIR STUDENTS ARE HISPANICS, AND SO I AM THRILLED TO SAY THAT THEY’RE IN GOOD HANDS. THEY ARE WORKING ON THINGS THAT WE’RE TRYING TO, AND SO WAS THE ISD HERE, EVERYTHING, AND HE BROUGHT THE LATE SUPERINTENDENT, AGAIN, TO MY BRAIN, BRIAN WHISTON, BECAUSE THEY’RE TRYING TO IMPLEMENT TOP TEN IN TEN AND THEY’RE DOING AN EXCELLENT JOB, AND SO WERE THEY, GODFREY-LEE, AND SO IT’S CATCHING ON, AND AGAIN, I SAY YOU– WE STARTED FROM A PAPER, AND NOW IT’S REALLY GROWING TO BE THE REAL THING. NOW, AS AN EDUCATOR, I AM TOTALLY TOUCHED BY SEEING SO MANY GREAT THINGS. AND THE TEACHERS OF THE YEAR PRESENTED GREAT THINGS THAT ARE HAPPENING IN THEIR CLASSROOMS, AND THINGS THAT THEY’RE TRYING TO DO, SO AGAIN, PUBLIC SCHOOLS ARE WORKING. SCHOOLS ARE WORKING IN OUR STATE. NOT EVERYTHING IS WORKING, BUT WE HAVE TO BE PROUD AND HIGHLIGHT ALL THE GREAT THINGS THAT EDUCATORS ARE DOING THROUGHOUT THE STATE. SO AGAIN, I THANK YOU FOR HOSTING US TODAY, AND I THANK GODFREY-LEE FOR WHAT THEY’RE DOING FOR 90% OF MY CHILDREN.>>THANK YOU VERY MUCH. AND TOM.>>YEAH, THANKS. AS MENTIONED, WE WERE AT THE DETROIT SCHOOL VISIT, AND IT WAS GOOD. AND ESPECIALLY, LIKE DR. Z SAID, WE WENT TO ANN ARBOR TRAIL, WHICH WE HAD VISITED LAST YEAR WHEN IT WAS ON THE LIST TO CLOSE, AND YOU KNOW, THERE WAS SOME GOOD IMPROVEMENTS. I THINK OVERALL, THE SCHOOLS WE VISITED, I WAS PLEASED TO HEAR THAT THEY’RE REINTRODUCING ARTS AND MUSIC, AND ALSO DR. Z ASKED DEPUTY SUPERINTENDENT MERIWEATHER, WHO WAS KIND OF– IT WAS A DISAPPOINTMENT TO MANY THAT SHE WASN’T CHOSEN AS THE SUPERINTENDENT, BUT SHE WAS VERY CLEAR THAT SHE THOUGHT THERE WAS A GREAT CHOICE, THAT DR. VITTI BRINGS THINGS THAT WERE NEEDED AT THE TIME, AND IS DOING TREMENDOUS WORK, SO SHE WAS VERY GRACIOUS, AND JUST THEY SEEM LIKE THEY WERE REALLY– YOU KNOW, I THINK IT’S PART OF THE FACT THAT THE DISTRICT HAS BEEN TURNED BACK OVER, THANKFULLY, AT LEAST MOSTLY TO THE RESIDENTS, AND THERE’S A PRIDE, AND THERE’S A REAL DESIRE TO ACTUALLY DO GREAT WORK, NOT JUST OKAY WORK AND GET BY FINANCIALLY, OR WHATEVER HAS BEEN TRIED FOR THE LAST 20 YEARS, BUT TO ACTUALLY DO WONDERFUL WORK, AND PRIDE, AND DO IT FOR THE CHILDREN, THERE, AND IT JUST SEEMS LIKE A REAL GREAT TEAM EFFORT THAT’S GOING ON THERE. MICHELLE AND I BY INVITATION SPOKE AT AN EVENT THAT MARCIE LIPSITT HAD PUT TOGETHER FOR SPECIAL EDUCATION AND SPECIAL NEEDS STUDENTS, AT A RALLY OUTSIDE OF THE CAPITAL. I DO THINK THAT THERE’S CERTAINLY A LOT OF IMPROVEMENTS THAT NEED TO BE DONE, AND THE LEGISLATURE FOUGHT TO REALLY GIVE PARENTS MORE APPEALS– THE APPEALS PROCESS JUST DOESN’T SEEM TO BE WORKING. YOU APPEAL TO THE PEOPLE WHO, IT’S JUST NOT AN INCENTIVE REALLY, TO DO WHAT’S BEST, OR WHAT THE PARENT WANTS. I KNOW THE PARENT, THERE MAY BE EXPECTATIONS THAT MAY NOT BE ABLE TO BE DONE, BUT I THINK THERE’S A LOT OF AREA FOR IMPROVEMENT, AND I THINK– I’M HOPING THAT DEPARTMENT WILL BE WORKING ON THAT. AND FINALLY, I HAVE BEEN INTERACTING A LITTLE BIT WITH THE SUPERINTENDENT ON AN ISSUE THAT I’VE KIND OF KNOWN ABOUT THAT’S– THERE’S AN ORGANIZED GROUP ON VACCINES. REALLY IT’S JUST PARENTAL RIGHTS, AND KIND OF– WE KNOW THAT THERE ARE FAMILIES THAT CHOOSE VARIOUS, YOU KNOW, WEIGH THE PROS AND CONS OF VACCINES AND MAKE THEIR CHOICE. ANYWAY, THERE’S WAIVERS THERE, BUT THE WAY THAT MICHIGAN DOES IT, AND ALLOWS WAIVERS TO BE ENTERED INTO THE STATE REGISTRY IS VIOLATING FERPA, AND ALL THE OTHER STATES ALLOW LOCAL SCHOOLS TO ENTER INTO LIKE IN TOTAL SO THEY CAN SAY HERE WE HAVE, OF THE 200 KIDS AT OUR SCHOOL, SIX HAVE A WAIVER FOR THESE OR WHATEVER. ON A SEPARATE WEBSITE, IT’S IN TOTAL. IT’S NOT IDENTIFYING THE STUDENT, AND IT’S A VIOLATION. I MEAN, THERE’S MILLIONS IF NOT TENS OF MILLIONS THAT THE FEDS HAVE WITHHELD FROM STATES OR WITHHELD FROM SCHOOLS IF THEY DO THIS WRONG, SO I AM CONVINCED WE’RE DOING IT WRONG AND WE COULD BE DOING IT RIGHT LIKE ALL THE OTHER STATES. AND WE’RE INSTRUCTING, MDE’S INSTRUCTING SCHOOLS ALONG WITH THE HEALTH DEPARTMENT TO, YOU KNOW, BASICALLY ENTER, VIOLATE, WHAT PARENTS WANT. THEY’RE NOT GIVING. THE PARENTS ARE NOT GIVING AUTHORITY TO ENTER THIS INFORMATION AND SHARE IT, AND THAT’S WHAT YOU’RE DOING IF YOU’RE ENTERING IT INTO THE REGISTRY, SO I REALLY HOPE THAT THERE’S A GOOD OUTCOME HERE THAT IS NECESSARY, I MEAN, YOU KNOW, IF THERE’S SOME OUTBREAK, THERE WILL BE ENOUGH INFORMATION TO KNOW WHICH SCHOOLS TO BE LOOKING AT AND WORKING WITH AND DEALING WITH, BUT I THINK WE CAN ALSO RESPECT THE RIGHTS AND PRIVACY RIGHTS OF STUDENTS AND PARENTS. THANK YOU.>>ONE LAST THING BEFORE YOU SAY YOUR ADVICE. I ALSO WANT TO THANK THE DEPARTMENT, ESPECIALLY MARILYN AND JENNIFER. THEY HAD TO BRING ALL THESE THINGS TO THE MEETING. I KNOW IT’S A LOT OF WORK TO GET OUT OF THE DEPARTMENT AND HAVE A MEETING OUTSIDE, SO THANK YOU, AND ALL THE MDE TEAM, YOU, AND TO SUPERINTENDENT ALLES. THANK YOU FOR EVERYTHING THAT YOU DO. WE HAVE [ INDISTINCT ] AND TO MAKE THESE MEETINGS PRODUCTIVE.>>THANK YOU VERY MUCH. I APPRECIATE THE FEEDBACK, LUPE. SO I’M GOING TO WRAP UP–>>YES, PAM.>>HI, I HAD A FEW THINGS.>>OF COURSE.>>[ INDISTINCT ].>>NO, YOU’RE GOOD.>>OKAY, I’LL TALK. SO I JUST WANTED TO APOLOGIZE FOR NOT BEING ABLE TO BE THERE AND SEE ALL THE GREAT WORK THERE FOR MYSELF. I HAVE QUITE A BIT GOING ON HERE IN FLINT NOW, SO [ INDISTINCT ] WHAT LUPE SAID, AND THANK YOU FOR SETTING UP THE CONFERENCE CALL FOR ME. A LOT OF GOOD WORK THAT’S GOING ON ACROSS THE STATE, BUT I DO WANT TO MENTION TOMORROW IS NATIONAL CHILDREN’S ENVIRONMENTAL HEALTH DAY. HERE IN FLINT, WE WILL BE TEAMING UP WITH DETROIT PUBLIC SCHOOL DISTRICT AND WE WILL BE TALKING ABOUT ENVIRONMENTAL HEALTH, AND SOME OF THE THINGS THAT ARE GOING ON TO PROTECT ENVIRONMENTAL HEALTH IN CHILDREN AND [ INDISTINCT ]. SOME GOOD NEWS THAT WE GOT LAST WEEK, AND I TOLD MARILYN THAT I WOULD CHAIR THAT, AND THAT MUSK FOUNDATION DID FOR US. SOME OF THE EFFORTS THAT WE THOUGHT– AND WHEN I SAY “WE,” WE AS A COMMUNITY HERE IN FLINT. [ INDISTINCT ] THE RESEARCH COMMUNITY, SO IT WAS WHAT WAS NEEDED, TO REALLY STEP FORWARD TO HAVE THE BEST CHILDREN’S ENVIRONMENTAL HEALTH. WE KNOW THAT WE’RE IN THIS NEW PHASE, AND WE KNOW A LOT MORE AFTER THE FLINT WATER CRISIS. AND WE HAVE– WANT TO PROTECT OUR CHILDREN, THE CHILDREN ACROSS THE STATE, AND THE COUNTRY, SO WE WERE HAPPY TO STAND FIRM ON WHAT WE FELT WAS NEEDED TO DO THAT, AND SO, YES, BEGIN TO GET FUNDING FOR THAT, SO WE KNOW THAT’S PART OF A PIECE OF THE PUZZLE, AND WE’LL CONTINUE TO DO THAT, [ INDISTINCT ] SOMEONE FROM THE DEPARTMENT WILL BE THERE, BE A PART OF THAT AS WELL. ALSO, I DO WANT TO POINT OUT, LOOKING AT MY LIST, I DO WANT TO POINT OUT THE SOCIAL STUDIES STANDARDS. I’M A LITTLE BIT DISAPPOINTED IN THE PROCESS THAT WE’RE PUTTING– AND I DON’T FULLY UNDERSTAND THE PROCESS, AND I THINK THAT THAT’S PART OF THE ISSUE. JUST MAKING SURE THAT WE’RE BRINGING THE RIGHT PEOPLE TO THE TABLE, BACK TO THE TABLE, TO MAKE SURE THAT WE DON’T FALL INTO ANY OF THESE THINGS THAT WE FELL INTO BEFORE. I KNOW I SENT AN EMAIL OUT SEPTEMBER 27, JUST BECAUSE I HADN’T HEARD ANYTHING ABOUT WHEN THAT PROCESS WOULD BE. AND THEN I GOT EMBEDDED WITH EMAILS AND A PRESS RELEASE THAT THERE WAS A NOTICE THAT WENT OUT SOMEWHERE, I DON’T KNOW WHERE. ON THE 28TH, AND THEN PEOPLE ONLY HAD UNTIL OCTOBER 3RD TO SIGN UP. SO MAYBE IT WENT BROADLY, BUT I DIDN’T KNOW THAT I WAS HAVING TO BE IN A MEETING, THAT SATURDAY, THE 29TH. AND SO I’M TELLING YOU THAT AS SOON AS I FOUND OUT WHAT THE PROCESS WAS, I WOULD LIKE TO KNOW, BECAUSE PEOPLE WERE EAGER TO BE A PART OF IT. AND THEN, AS I WAS SITTING THERE I REALIZED THAT THE PROCESS WAS ALREADY [ INDISTINCT ]. SO I’M GOING TO BE THE BIGGEST CHEERLEADER FOR OUR RIGHTS, MAKING SURE I ADVOCATE FOR [ INDISTINCT ] BUT I’M JUST A BIG PERSON ON PROCESS AND INCLUSION, AND I JUST HAPPENED TO BE [ INDISTINCT ] THAT SAME DIRECTION AND PATH. I APOLOGIZE IF I’M WRONG. BUT THERE WERE PEOPLE WHO WANTED TO BE A PART OF THE PROCESS, OR AT LEAST TRY TO BE A PART OF THE PROCESS. [ INDISTINCT ] BECAUSE I PROMISED THEM THAT I WOULD KNOW ABOUT THIS, AND I DID NOT. AND SO THAT UNFORTUNATE– LET ALONE THAT THEY COULD’VE KNOWN, BECAUSE THESE WERE PEOPLE WHO WERE A PART OF THESE DIFFERENT SESSIONS THAT WE TALKED ABOUT THEM BEING INTERESTED IN BEING PART OF THE PROJECT. I DO WANT TO POINT THAT OUT.>>SO PAM, I APOLOGIZE IF YOU WEREN’T GIVEN THE INFORMATION– ON BEHALF OF THE DEPARTMENT, THAT YOU WEREN’T GIVEN THE INFORMATION THAT YOU REQUESTED. WE CAN PUT IN THE BOARD BRIEFS A SEQUENTIAL LIST OF WHAT WENT IN, INFORMATION WENT OUT, AND ONCE AGAIN, I APOLOGIZE IF YOU DID NOT GET THAT.>>I DON’T KNOW, MAYBE THE OTHER BOARD MEMBERS DID. I WAS SPECIFICALLY A PART OF THE DISCUSSION WHERE WE WERE TALKING ABOUT PUTTING THIS OUT. SO I WAS EXPECTING TO BE UPDATED ON THAT PROJECT, AND WAS TOLD THAT I WOULD BE A PART OF THE PROCESS. THAT’S WHY I’M BEING SO ADAMANT. AND ONCE AGAIN, BECAUSE THIS– I DON’T WANT THIS TO BE OUR THIRD TIME WHEN WE GET TO REVIEWING SOCIAL STUDIES STANDARDS AND NOW WE FIND OUT THAT THE STANDARDS, WE MAY NOT HAVE [ INDISTINCT ] ONCE AGAIN, BUT THE PROCESS OF HOW WE GOT THERE. THAT’S WHY I’M BRINGING IT UP RIGHT HERE, IT’S NOT JUST THAT I NEEDED TO READ IT, BUT I WAS A PART OF THE DISCUSSION, AND I HOPED THAT I WOULD BE A PART OF– AND I SENT AN EMAIL TO SOMEONE ASKING FOR THAT INFORMATION. AND THEN IT WAS PUBLISHED, AND I COULD TAP INTO [ INDISTINCT ], SINCE I WAS BEING ASKED WHEN THIS INFORMATION WOULD BE GIVEN OUT. I JUST WANTED TO BE VERY CLEAR ABOUT THAT, AND VERY CLEAR THAT I DON’T WANT IT TO BE A THIRD ROUND LOOKING AT SOCIAL STUDIES STANDARDS THAT– ARE SHOCKING TO SOME RESIDENTS OF MICHIGAN, LET ALONE THE BOARD.>>THANK YOU. APPRECIATE YOUR COMMENTS, AND APPRECIATE YOUR HONESTY BACK TO US. WE’LL LOOK INTO IT AT OUR END. ANYTHING ELSE FROM BOARD MEMBERS? OKAY, SO FUTURE MEETING DATES. WE HAVE A MEETING ON THURSDAY, NOVEMBER 1ST, AT 8 AM. THIS IS A SPECIAL MEETING TO REVIEW THE– SORRY, 10 AM. NOVEMBER 1ST AT 10 AM, WHERE WE HAVE FOUR APPLICATIONS THAT WE WILL BE REVIEWING. MARILYN HAS ASSURED ME THAT THE FOUR APPLICATIONS, THE HARD COPIES OF THE APPLICATIONS WILL BE SENT U.S. MAIL TO BOARD MEMBERS, SO YOU WILL HAVE THEM AHEAD OF TIME TO REVIEW. THEN WE HAVE OUR REGULAR MEETING ON TUESDAY, NOVEMBER 13TH, AT 9:30 AM, FOR OUR PARTNERSHIP DISTRICT. WE DO HAVE IDENTIFIED A COUPLE OF TOPICS AS THEY RELATE TO THE 21H MONEY. WHAT IS THE PROCESS FOR ALLOCATING THE FUNDS, WHAT’S THE CRITERIA FOR ALLOCATING THE FUNDS, SO AS PART OF THAT PARTNERSHIP DISTRICT UPDATE, WE’LL MAKE SURE THAT WE ADDRESS AT LEAST THOSE TWO TOPICS. THEN OUR NEXT MEETING IS TUESDAY, DECEMBER 11TH, 2018, 9:30, THIS IS A REGULAR BOARD MEETING, AND THEN TUESDAY, JANUARY 8TH, 2019, AT 9:30, A REGULAR MEETING. AND IF THERE ARE ANY SPECIFIC ITEMS THAT THE BOARD WOULD LIKE US TO INCLUDE ON FUTURE MEETING AGENDAS, PLEASE DO LET US KNOW, WE’LL BE WORKING THE NEXT FEW WEEKS TO FINALIZE THE AGENDA FOR NEXT MONTH’S MEETING, SO ANY INPUT THAT YOU WOULD LIKE TO PROVIDE IS GREATLY APPRECIATED. BEFORE WE ADJOURN, I JUST WANT TO PIGGY– YES, PAM.>>ONE QUESTION, IF WE’RE TALKING ABOUT AGENDA. WILL THAT GROUP HAVE ALREADY MOVED FORWARD WITH SOCIAL STUDIES STANDARDS? WILL WE BE ABLE TO LOOK AT THE PROCESS, AND WHAT WAS USED, AND– AGAIN, I JUST DON’T THINK I CAN APOLOGIZE IF SOMETHING HAPPENS AGAIN LIKE IT DID BEFORE. SO I’M JUST WONDERING IF THERE’S AN OPPORTUNITY FOR US TO INCLUDE THAT ON THE AGENDA, OR SHOULD WE BE LOOKING TO THE NEXT [ INDISTINCT ]?>>WE HAVE AN AGENDA PLANNING MEETING COMING UP, AND WE CAN INCLUDE THAT TOPIC ON OUR PLANNING AGENDA.>>OKAY, THAT WON’T BE TOO LATE?>>I BELIEVE THE FIRST MEETING IS SCHEDULED FOR– I BELIEVE THE FIRST MEETING IS NEXT WEEK, OCTOBER 15TH.>>OKAY, SO THEN WE CAN TALK ABOUT THIS [ INDISTINCT ]. YES. ANYTHING ELSE, PAM?>>NO– I’M SORRY TO INTERRUPT.>>THAT’S OKAY. SO BEFORE WE ADJOURN, I WOULD LIKE TO PIGGYBACK ON OTHER COMMENTS THAT WERE MADE TODAY REGARDING OUR VERY GRACIOUS HOST, THE LENAWEE ISD, THANK YOU FOR MAKING OUR VISIT TO YOUR ISD SO VERY ENJOYABLE. YOUR HOSPITALITY IS GREATLY APPRECIATED, FROM THE SNACKS THIS MORNING, TO OUR MID-DAY SNACKS, TO THE FABULOUS LUNCH, PROVIDED BY YOUR CHEF, AS WELL AS YOUR STUDENTS, WHO ASSISTED IN THE CULINARY DELIGHTS THAT WE HAD. I WANT TO THANK THE STUDENT TAPING CREW THAT WAS HERE TODAY, AND KELLY, WHO FACILITATED THEIR EFFORTS. THANK YOU SO MUCH. IT TRULY WAS A WONDERFUL EXPERIENCE, AND OUR SETUP TODAY WAS SO VERY WARM AND WELCOMING. SO THANK YOU FOR YOUR HOSPITALITY. OH, AND OUR PENS. SO WE HAVE A PARTING GIFT, WHICH IS A PEN THAT LIGHTS UP. SO VERY COOL.>>[ INDISTINCT ].>>WE WOULD SAY IF ANYBODY WANTED TO SEE ANY OF THE FACILITY, MOST OF OUR STUDENTS ARE GONE, AND OUR ADULT EVENING STUFF HASN’T QUITE STARTED YET. SOME OF OUR STAFF HERE WOULD BE HAPPY IF ANYBODY– NO OBLIGATION TO DO THAT, BUT I KNOW A COUPLE WERE INTERESTED EARLIER. AND SPEAKING OF SNACKS, THERE HAPPENED TO BE A LOT OF THEM INDIVIDUALLY WRAPPED HERE. [ INDISTINCT ] IF YOU’RE INTERESTED.>>OKAY, IF THERE’S NOTHING ELSE, WE ARE ADJOURNED. THANK YOU. [ MUSIC ]

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