Michigan Department of Education Special Meeting for March 11, 2015 – Davis Interview


>>IT’S 9:39. I’M GONNA CALL THIS SPECIAL MEETING OF THE STATE BOARD OF EDUCATION TO ORDER TO CONTINUE THE PROCESS OF LEARNING ABOUT SOME CANDIDATES FOR SUPERINTENDENT. WE CAN’T FEEL LIKE IT’S “GROUNDHOG DAY.” WE’RE NOT GONNA SEE THE SAME MOVIE. WE’RE SEEING A DIFFERENT MOVIE, DIFFERENT PEOPLE. WE HAVE TO BE BRIGHT-EYED AND ALERT TO NEW IDEAS AND EXPERIENCING THOUGH WE’RE DOING A SIMILAR THING THAT WE DID YESTERDAY. WE HAD THREE GREAT PEOPLE YESTERDAY AND TODAY. THEN WE’RE GONNA TRY TO COME TO GRIPS AT THE END OF THE DAY WITH WHAT IT MEANS AND ADVANCE TO THE NEXT STAGES. WE’LL TAKE IT AS IT COMES. WE ARE LUCKY TO HAVE TODAY RANDY DAVIS WHO IS THE SUPERINTENDENT OF MARSHALL SCHOOLS. I’LL INTRODUCE HIM IN A MINUTE, BUT FIRST I NEED A MOTION TO APPROVE THE AGENDA. ALL IN FAVOR SAY AYE.>>AYE.>>MOTION CARRIES. MARILYN, CAN YOU INTRODUCE THE BOARD FOR THE SAKE OF OUR FORUM AND GUESTS?>>THIS IS JOHN AUSTIN, PRESIDENT OF THE BOARD, FROM ANN ARBOR. CASSANDRA ULBRICH TO THE LEFT. SHE’S THE VICE PRESIDENT FROM ROCHESTER HILLS. MICHELLE FECTEAU IS THE BOARD’S SECRETARY FROM DETROIT. RICHARD ZEILE, BOARD MEMBER FROM DEARBORN. MELODY ARABO, TEACHER OF THE YEAR, WHO SITS AT THE BOARD TABLE. SHE’S FROM KEITH ELEMENTARY IN WALLED LAKE. AS WE GO ACROSS THE TABLE, EILEEN WEISER– SHE’S FROM ANN ARBOR, BOARD MEMBER. KATHLEEN STRAUS, BOARD MEMBER FROM DETROIT, AND THEN LUPE RAMOS-MONTIGNY. SHE’S BOARD MEMBER FROM GRAND RAPIDS. NEXT TO ME IS PAMELA PUGH-SMITH. SHE’S FROM SAGINAW AND THE BOARD’S TREASURER.>>WE ARE DELIGHTED THAT RICHARD IS HERE PHYSICALLY. HE WATCHED ALL THE SESSIONS YESTERDAY AND IS WELL INFORMED. I KNOW KAREN MCPHEE, THE GOVERNOR’S EDUCATION POLICY ADVISOR, ALSO HAS BEEN TUNING IN– SHE’LL BE JOINING US LATER TODAY. THANKS, MELANIE, FOR BEING HERE. I HOPE YOU APPRECIATE ALLOWING YOU TO PLAY A FORMAL ROLE. YOUR PERSPECTIVE AND ADVICE IS WELCOME– WE’RE GONNA DO WHAT WE DID YESTERDAY. RANDY, YOU WOULDN’T BE HERE IF YOU WEREN’T ON OF THE 50 THAT WE GOT DOWN TO 6 WHO ARE QUALIFIED AND HAVE GIFTS THAT CAN HELP US DO WHAT WE NEED TO DO. LET’S WORK TOGETHER AND EFFECTIVELY TO IMPROVE EDUCATION ACHIEVEMENT. AS WE DID YESTERDAY, TAKE 15 MINUTES TO TELL US ABOUT YOURSELF AND WHY YOU’RE INTERESTED, AND TO ADDRESS THESE TWO QUESTIONS THAT WE’VE SENT TO THE CANDIDATES. TELL US SOME SPECIFIC THINGS WE NEED TO DO TO IMPROVE STUDENT PERFORMANCE AND MAKE MICHIGAN A LEADER IN THE NATION, AND DESCRIBE WHAT YOU WILL DO TO ENSURE THE SUPERINTENDENT OF PUBLIC INSTRUCTION, THE BOARD OF EDUCATION ARE EFFECTIVE IN MAKING PROGRESS IN MICHIGAN. THEN WE’LL ASK YOU 20 MORE QUESTIONS AND TALK MORE.>>GREAT CONVERSATION. I AM HONORED TO BE AT THE TABLE. THANK YOU FOR INVITING ME. THIS IS IMPORTANT TO ME. TO GIVE YOU MY STORY, I’M A NONTRADITIONAL CANDIDATE. I’M NOT CUT FROM THE SAME CLOTH OF OTHER CANDIDATES. I TRAVELED A DIFFERENT PATH. I DIDN’T THINK I WOULD BE PURSUING THIS. IT’S MORE ABOUT WHAT I’VE BEEN TRYING TO DO AND TRYING TO IMPROVE EDUCATION. LET ME GIVE YOU A TASTE OF THE JOURNEY THAT I’VE TAKEN TO GET HERE. I WAS RAISED WITH THREE OTHER SIBLINGS IN A TWO PARENT HOUSEHOLD IN A MIDDLE CLASS WORLD. WE WERE ALL EXPECTED TO GO TO COLLEGE FROM THE TIME I WAS WALKING. WE RELOCATED TO SOUTH CAROLINA THE YEAR KENNEDY WAS ASSASSINATED. I LIVED THERE FOR 9 YEARS DURING THE CIVIL RIGHTS MOVEMENT. I CAME BACK UP THE YEAR MARTIN LUTHER KING WAS ASSASSINATED. I SAY THAT BECAUSE I WANT TO SHARE SOME EXPERIENCES I HAD EARLY ON ABOUT EQUITY. I SAW THE PAIN OF SEGREGATION FIRSTHAND IN SOUTH CAROLINA. I SAW THE EFFECTS AND THE DEHUMANIZATION OF JIM CROW THROUGH THE EYES OF MY SCHOOLMATES. THAT EXPERIENCE HAS EMBEDDED IN ME THE IMPORTANCE OF EQUITY, AND WHAT I CAN DO TO CREATE IT. THROUGH HIGH SCHOOL AND COLLEGE I KNEW I WANTED TO WORK WITH YOUNG PEOPLE– WENT TO WORK AT STARR COMMONWEALTH RIGHT OUT OF COLLEGE. I WAS A YOUTH SPECIALIST AND BECAME A GROUP LEADER, THEN A FAMILY THERAPIST. I CONSIDER MYSELF A THERAPIST BY TRADE. I’M A SYSTEMIC THINKER. ANY TIME I HAVE A CHALLENGE, I THINK ABOUT THE IMPACT ON ALL PARTS OF THE EQUATION BEFORE I MAKE A DECISION AND MOVE FORWARD. I WAS ASKED IN 1988 TO START A NEW DESIGN PROGRAM TO SERVICE DELIVERY CALLED THE CONTINUE OF CARE ON JOY ROAD AND LIVERNOIS, IN DETROIT. WE IMPLEMENTED A NEW PROGRAM TO SERVE ADJUDICATED AND NEGLECTED YOUTH IN DETROIT IN 1988, WHICH WAS A VIOLENT TIME FOR KIDS WRAPPED UP IN DRUG GANGS. IN FACT, I LOST 13 KIDS TO VIOLENCE IN THE FIRST 2 YEARS. MAURICE AND DEWAN NEVER GOT TO SEE GRADUATION, THEY NEVER GOT OFF THE STREETS. BUT I HAVE SUCCESSES ABOUT YOUNG MEN THAT WENT ON TO OWN THREE FRANCHISES IN RESTAURANTS, AND ARE DOING WELL. WHAT I FOUND ABOUT THAT, WAS THAT RESILIENCE, PERSONAL COURAGE ARE VERY IMPORTANT. TAKING THE MOMENT TO TOUCH THE LIVES OF KIDS IS IMPORTANT TO ME. AFTER THAT, I WAS CALLED TO THE MAIN CAMPUS TO TAKE AN ADMINISTRATIVE POSITION AS DIRECTOR OF RESEARCH. I OVERSAW THE CONTINUOUS QUALITY IMPROVEMENT PROCESS FOR 39 PROGRAMS WE OFFERED ACROSS MICHIGAN AND OHIO, AND ACROSS NINE CAMPUSES. THE POINT OF THAT WAS TO HELP OUR ORGANIZATION USE DATA, INFORM AND IMPROVE PRACTICES, IDENTIFY AND REPLICATE BEST PRACTICES ACROSS THE BOARD. THOSE ARE INVOLVED PROGRAMS, AND I WAS FINISHING MY DOCTORATE AT THE SAME TIME. DECIDED THAT I WANTED TO DO CONSULTING, TOOK MY PERSPECTIVE ON CONTINUOUS QUALITY IMPROVEMENT– WELCOME, KATHLEEN. TOOK THAT TO A CONSULTING ROLE AND GOT A GREAT OPPORTUNITY TO WORK WITH DENMARK AND THEIR MINISTRY OF SOCIAL AFFAIRS. THE POINT WITH DENMARK IS THEY WEREN’T MONITORING QUALITATIVELY OR QUANTITATIVELY THEIR SERVICES FOR YOUNG PEOPLE. I WORKED WITH THREE TRADE UNIONS ACROSS THEIR COUNTRY OVER A COUPLE THOUSAND SOCIAL WORKERS TO HELP THEM UNDERSTAND THE IMPORTANCE OF MEASUREMENT AND TRACKING AND KNOWING WHAT YOU DO, AND HOW EFFECTIVE IT IS, AND HOW YOU CAN REPLICATE IT. COMING BACK TO FINISH MY DOCTORATE, I KNEW I WANTED TO FLIP THE COIN FROM INTERVENTION TO PREVENTION, AND I WANTED TO GET INTO PUBLIC EDUCATION. TRUE PREVENTION IS PUBLIC EDUCATION. EARLY CHILDHOOD, ESPECIALLY. PUBLIC EDUCATION PREVENTS DYSFUNCTIONS IN LIFE THAT WOULD BRING THERAPISTS AND INTERVENTIONISTS INTO YOUR HOME. WITH THAT, I TOOK A JOB AS VICE PRESIDENT AND CEO OF STARFISH FAMILY SERVICES IN INKSTER, GARDEN CITY, LIVONIA, AND WESTLAND. WE HAD A GREAT OPPORTUNITY TO BUILD A FAMILY SUCCESS MODEL WITH ECONOMICALLY DISADVANTAGED FAMILIES. WE RAN HEAD START, EARLY HEAD START, EVEN START, GREAT START, AFTER THE BABY COMES– ALL THESE DIFFERENT PROGRAMS. MY WHOLE FOCUS WAS HOW WE GET KIDS SCHOOL READY AND INTO THE SCHOOLS SUCCESSFULLY. AFTER THAT, A POSITION BECAME AVAILABLE IN MY HOME TOWN AS DIRECTOR OF RESEARCH AND EVALUATION IN ATHENS, MICHIGAN. A LITTLE POCKET OF EXCELLENCE SOUTH OF BATTLE CREEK. THAT POSITION BECAME AVAILABLE FOR DISTRICT SUPERINTENDENT. SO I TOOK A RISK. MY WIFE, AND EDUCATOR FOR 30 YEARS, SAID THEY AREN’T GONNA GIVE ME A SHOT, AND INTERVIEWED AND WAS THE RIGHT PERSON FOR THE JOB. THANKFULLY THEY TOOK THE RISK OF HIRING A NONTRADITIONAL SUPERINTENDENT AND I HAVEN’T LOOKED BACK SINCE. EVERY DAY HAS BEEN WONDERFUL. MINUTES MIGHT BE QUESTIONABLE, BUT EVERY DAY IS A WONDERFUL DAY IN SERVICING KIDS AND COMMUNITY. SO I BROUGHT A NONTRADITIONAL PERSPECTIVE INTO A TRADITIONAL SCHOOL SYSTEM. A LOT OF TIMES I START WITH HOW DO I COLLABORATE WITH PRIVATE, PUBLIC, AND CIVIC ORGANIZATIONS TO BRING NEW OPPORTUNITIES TO OUR SCHOOL, COMMUNITY, AND KIDS. I WON’T LIST ALL THE THINGS WE DID, BUT I WORK WITH VILLAGE, TOWNSHIP, THE NOTTAWASEPPI BAND OF THE HURON POTAWATOMI, AND WORKED ON HOW CAN WE MAKE OUR LITTLE NICHE A BETTER PLACE FOR KIDS. I CREATED A FAMILY LITERACY CENTER FOR EARLY CHILDHOOD LITERACY FOR BIRTH TO FIVE. WE NEEDED TO FOCUS ON GETTING KIDS SCHOOL READY. FAST FORWARD 6 YEARS AFTER THAT– LET ME TELL YOU ONE OTHER THING. WHEN I GOT TO ATHENS, MY KIDS WERE IN SCHOOL THERE. THEY WERE CHAGRINED THAT I WAS TAKING THE SUPERINTENDENCY. MY OLDEST DAUGHTER WAS A SENIOR AND MY YOUNGEST WAS A JUNIOR. WHEN I TOOK THAT JOB, I THOUGHT HOW DO WE CHASE AFTER BENCHMARKS IN THE DISTRICT. THIS WAS 2003, 2004. WE LOOKED AROUND THE COUNTY AND RECOGNIZED MARSHALL PUBLIC SCHOOLS AS HAVING EXEMPLAR IN CALHOUN COUNTY, THE HIGHEST LEVEL OF PERFORMING FOR STUDENTS. SO I SET THAT AS A BENCHMARK, WORKED WITH TEACHERS, IMPACTED OTHER THEMES IN CURRICULUM, AND MOVED THEM FORWARD. WE WENT FROM THE MIDDLE OF THE PACK AS A SCHOOL DISTRICT IN 13 DISTRICTS, TO NIPPING AT THE HEELS OF THE LEADER FOR A LONG PERIOD FOR TIME. THAT WAS BECAUSE OF INTENTIONALITY AND FOCUS. 6 YEARS LATER I GOT ASKED TO COME TO MARSHALL PUBLIC SCHOOLS WHO HAD 5 YEARS OF INCREDIBLE FINANCIAL CUTS AND HARDSHIP. THEY HAD DECLINED ENROLLMENT. THE CLIMATE WASN’T VERY WELL AND THE COMMUNITY WASN’T SUPPORTING THE SCHOOLS. THEY HAD TURNED DOWN A BOND. THAT WAS THE SCHOOL DISTRICT THAT HAD, IN MY BELIEF, THE QUALITY STANDARD IN OUR COUNTY. I THOUGHT THIS WAS GREAT. I WENT TO WORK FOR THEM IN 2009 AND SET ABOUT BRINGING PRIVATE, PARTNER, AND CIVIC ORGANIZATIONS TOGETHER, GENERATED A MILLION AND A HALF IN PRIVATE FUNDING FOR OUR INITIATIVES, TOOK OUR ALTERNATIVE ED PROGRAM, REPURPOSED IT AND MOVED IT INTO A COMMUNITY COLLEGE CAMPUS. NOW YOU’RE IN CAMPUS SETTING WHERE YOU HAVE TO PERFORM. LEAVE THE DRAMA AND START THINKING ABOUT WHAT YOU HAVE TO DO TO GET INTO COLLEGE, POSTSECONDARY TRAINING AND CERTIFICATION PROGRAMS. IT’S BEEN A GREAT PARTNERSHIP. I WANT TO TALK ABOUT THE LAST ONE BEFORE I GO TO THE QUESTION. RECENTLY YOU HEARD THAT MARSHALL WAS INVITED TO BE A PARTNER WITH ALBION PUBLIC SCHOOLS. THEY WENT THROUGH A DIFFICULT TIME OF MAKING A DECISION BECAUSE OF FINANCIAL AND PERFORMANCE. THEY NEEDED TO CUT AN APPENDAGE OFF TO SURVIVE AND KEEP A COMMUNITY CENTERED SCHOOL. IT WAS A COURAGEOUS DECISION AND DIFFICULT PROCESS. WHEN THEY ARRIVED AT THEIR FINAL DECISION, THEY INVITED MARSHALL TO COME IN AS A PARTNER AND PROVIDE HIGH SCHOOL EDUCATION FOR THEIR RESIDENTS. IT WAS A TURN. WE HAD A TWO MONTH PERIOD OF TIME TO MAKE IT HAPPEN, AND WE DID IT. I’LL TALK ABOUT IT LATER. IT WAS AND STILL IS SUCCESSFUL. WE’RE DOING OTHER INNOVATIVE WORK IN MARSHALL. I DON’T MAKE CHANGES IN TRADITIONAL WAYS. I DO IT THROUGH PARTNERSHIP. I HAVE A VISION IN A REGIONAL PERSPECTIVE AND NOT WHAT HAPPENS, AND IN THE BEST INTEREST OF THE DISTRICT. ULTIMATELY WHAT HAPPENS IN THE BEST INTEREST OF OUR REGION IS GONNA HELP MARSHALL AND KIDS SUCCEED.>>CAN YOU TAKE FIVE MINUTES TO ANSWER THE FIRST COUPLE QUESTIONS? WE HAVE TO GET ON TO OUR OTHER QUESTIONS. THANK YOU.>>I WANTED YOU TO GET A FLAVOR OF WHERE I COME FROM. THERE ARE 8 THINGS THAT COME TO MIND. I’M GONNA HIT THEM NOW. WE NEED QUALITY TEACHERS THAT ARE EVALUATED FAIRLY ON HOW THEY PERFORM AND TEACH. WE NEED CONTENT STANDARDS AND STANDARDIZED STATE ASSESSMENTS THAT INFORM PRACTICE IN THE CLASSROOM, NOT JUST EVALUATE ANY ADVOCACY OF A PARTICULAR SCHOOL OR DISTRICT. WE NEED TO BRING CHILDREN EARLIER INTO THE PUBLIC SCHOOL SYSTEM ON ONE END. WE NEED TO BE MORE EFFECTIVE IN MAKING KIDS CAREER AND COLLEGE READY AS THEY GRADUATE. WE NEED TO LEVEL THE PLAYING FIELD IN SCHOOL FUNDING SO WE CAN TARGET RESOURCES IN AREAS WITH THE GREATEST NEED. WE DON’T DO A GOOD JOB OF DOING THAT– DISCERNING DISCRIMINATING FUNDING FOR THOSE THINGS. WE NEED TO FIND BETTER WAYS TO CONTROL PROLIFERATION OF POOR PERFORMING OR FINANCIALLY DISTRESSED SCHOOLS THROUGH COLLABORATION AND REPURPOSING. LET ME OFFER SOME DETAILS TO HIT THAT. QUALITY PROGRAMS MEAN GOOD PARTNERSHIP BETWEEN PUBLIC SCHOOLS AND INSTITUTIONS OF HIGHER LEARNING. THE KEY THERE IS TO BE STRINGENT ABOUT REQUIREMENTS TO ENTER INTO A PROGRAM. MAKE SURE THAT STUDENT TEACHERS HAVE A LONGER OPPORTUNITY TO PRACTICE IN THE CLASSROOM THROUGH PARTNERSHIPS WITH PUBLIC SCHOOLS SO THEY CAN HAVE PEER REVIEW, FEEDBACK, AND DEVELOPMENT BEFORE THEY GET CERTIFIED, GRADUATE, AND SHOW UP, INTERVIEWING FOR A TEACHING POSITION. WITH THAT FOUNDATION AND HOLDING INSTITUTIONS OF HIGHER LEARNING ACCOUNTABLE FOR THEIR OUTPUT. HOW WELL IS THE QUALITY OF THEIR TEACHERS AND HOW THEY’RE DOING IN OUR SCHOOLS? WITH THAT FOUNDATION, WE’VE CREATED A PERFORMING EVALUATION SYSTEM. IT’S CRUCIAL. I LOVE THE FACT THAT WE DID IT. IT FORCES EVERY ADMINISTRATOR TO SEE EVERY TEACHER IN A DEEP DIVE EVERY YEAR. I THINK THAT’S GREAT. WHAT’S NOT GREAT IS WE DON’T HAVE THE FLEXIBILITY TO APPLY THE CHARACTERISTICS AND OBJECTIVES THAT WE IDENTIFIED UNIQUELY IN OUR DISTRICTS TO HOLD TEACHERS ACCOUNTABLE IF WE USE THE SAME SIZE FITS ALL APPROACH. I THINK THE STANDARDS AND APPLICATIONS NEED TO BE THERE, BUT WE NEED MORE FLEXIBILITY SO TEACHERS AND SCHOOLS CAN OPERATE AND EVALUATE IN WHAT’S IMPORTANT TO THEM AND THE STATE. WE HAVE TO ESTABLISH RIGOROUS STATE STUDENT ASSESSMENT SYSTEM THAT UTILIZES A STANDARDIZED ASSESSMENT OVER TIME AND HOLD ON THOSE AS LONG AS WE CAN. IN RECENT SPRING ASSESSMENT COMING UP, WE’VE GIVEN UP THE COHORT. WHEN AN EVALUATOR SEES A 3, 4, AND 5 YEAR COHORT THAT I CAN LOOK AT TO SEE IF MY KIDS ARE CLOSING THE GAP WITH THE SAME GROUP OF KIDS OVER TIME, AND WHETHER THEY’RE ELEVATING THEIR PERFORMANCE, I LOVE THAT. WE GAVE THAT UP BECAUSE WE HAD TO. NO FAULT OF THE STATE DEPARTMENT OF EDUCATION WHO WAS RESPONDING TO THE FEDERAL REQUIREMENTS AND MICHIGAN LEGISLATORS. WE NEED TO GET BACK TO THAT AND RECREATE THOSE COHORTS WITH REAL INFORMATION THAT EVALUATES SCHOOLS AND INFORMS INSTRUCTION. WE NEED TO BRING FOUR YEAR OLDS IN THE FOLD. WE’RE TALKING ABOUT UNIVERSAL PRE-K FOR ALL, BUT I THINK WE NEED TO BRING THEM IN UNDER THE FOUNDATION ALLOWANCE THAT SUPPORTS EVERY FOUR YEAR OLD BEING INVOLVED WITH A PROCESS, ALONG WITH FIFTH GRADERS, THAT FOCUSES ON FINE, GROSS, AND VISUAL MOTOR SKILL DEVELOPMENT, HEALTH, WELL-BEING, NUTRITION, SOCIAL SKILL DEVELOPMENT, HOW TO PLAY NICE, BEFORE WE START PUSHING CURRICULUM DOWN ON THE FOUR AND FIVE YEAR OLDS. WE NEED TO GET THAT BASE WHERE THEY’RE INTRODUCED TO READING, EXPANDING LITERACY, THEY KNOW HOW TO DO ROUTINES, AND THEY HAVE THE MOTOR SKILL DEVELOPMENT TO PULL THAT OFF. INTRODUCING THE KEY CONCEPTS, BUT DON’T PUSH THE RIGOR THAT FAR DOWN THAT WE FORGET THAT THEY’RE KIDS. WE NEED TO HAVE AN APPROPRIATE APPROACH. THAT WOULD HELP ECONOMICALLY BY PROVIDING DAYCARE AT A YOUNGER AGE FOR WORKING FAMILIES. MAINTAIN HIGH ACADEMIC STANDARDS FOR COHERENT PRE-K TO 13 CURRICULUM, PROVIDE STEM CURRICULUM FOR ALL LEVELS, CAREER CRUISING BY EIGHTH GRADE AND MAKE SURE THAT’S FUNDAMENTAL INTO THEIR EDUCATIONAL DEVELOPMENT PLAN, CREATE A VARIETY OF PATHWAYS FOR KIDS IN HIGH SCHOOL TO BE ABLE TO GET CAREER AND COLLEGE READY. THOSE ARE SIMILAR OBJECTIVES. WHAT WE WANT OUT OF OUR KIDS FOR SKILLS IS WHAT THE MANUFACTURER OF AUTOCAM AND MARSHALL WANTS, AS WELL AS MICHIGAN STATE UNIVERSITY. I WOULD SAY REPLACE THE CAP ON CHARTERS AND CYBER SCHOOLS. DIFFERENTIATE OUR FUNDING FOR CYBER SCHOOLS AND ONLINE LEARNING FROM THAT OF LEAS. IT COSTS MORE TO DO LEA WORK. WE NEED TO MAKE SURE WE HAVE HUMAN RESPONSIBILITIES TO THE ONLINE LEARNING SO WE HAVE INTERACTIONS AND ENGAGEMENT AROUND ONLINE LEARNING AND NOT JUST IN FRONT OF A COMPUTER. WE SHOULD LET THE TAXPAYERS VOTE FOR AUTHORIZING A CHARTER BEFORE IMPLEMENTING, NOT RELYING ON THOSE OUTSIDE THE DISTRICT TO MAKE THAT DECISION. EVERY TIME YOU ORDER A CHARTER SCHOOL, THEY DRAW TAX DOLLARS OFF OF WHAT’S GOING ON WITH THE PUBLIC SCHOOL SYSTEM. I WILL GET TO THE ADVOCACY OF CHARTER SCHOOLS, BUT WHY AREN’T WE ASKING THE VOTERS TO GIVE APPROVAL TO BRING THAT INTO THEIR COMMUNITY. YOU ASKED ME TO DESCRIBE WHAT I’D DO WITH THE BOARD, AND AS SUPERINTENDENT, FOR MAKING EDUCATIONAL PROGRESS IN MICHIGAN. ANY SYSTEMIC EDUCATIONAL PROGRESS TO A BROAD VISION OFFERED BY THE BOARD. YOU HAVE TO BE RELEVANT IN THAT PROCESS AND HAVE A CLEAR VISION THAT IS GOING TO DRIVE THE CONVERSATION AROUND PUBLIC EDUCATION. WE SHOULD NOT CHASE THE NEXT BEST IDEA. WE SHOULD USE PROVEN RESEARCH-BASED INTERVENTIONS AND PROCESSES FOR PUBLIC EDUCATION TO IMPROVE ACHIEVEMENT AND PERFORMANCE OUTCOME. STAY THE COURSE LONG ENOUGH TO GET RESULTS. IF WE START SHOPPING AROUND TOO QUICKLY, WE WON’T HAVE SUSTAINED GROWTH AND CHANGE. AS A SUPERINTENDENT, I WILL WORK WITH THE BOARD ON GOVERNANCE, CHAIRED DECISION MAKING AND CONSENSUS, AND THE ESTABLISHMENT OF BROAD GUIDELINES OF POLICIES AND FOSTER PRODUCTIVE LEADERSHIP. WE WILL USE DATA AND METRICS TO SEE HOW WE’RE DOING ON PERFORMANCE LEVELS. THIS WILL BE REPORTED TO THE BOARD. I WILL RECOGNIZE THIS BOARD AS THE BOARD THAT I ANSWER TO. I AM YOUR EMPLOYEE. TOGETHER WE ANSWER TO THE STAKEHOLDERS AND CHILDREN.>>THANK YOU, RANDY. AS WE KNOW, WE HAVE 20 QUESTIONS, AND I’LL GIVE YOU A CHANCE TO ELABORATE ON OTHER POINTS, AND ASK YOU ABOUT SPECIFIC THINGS WE’RE INTERESTED IN– CASSANDRA HAS THE FIRST QUESTION.>>CAN YOU DESCRIBE AND OFFER EXAMPLES OF YOUR SUCCESSFUL EXPERIENCE IN IMPROVING EDUCATION AND OUTCOMES FOR STUDENTS? YOU’VE PROBABLY ALREADY ELABORATED, SO IF YOU FEEL LIKE YOU’RE REDUNDANT–>>WE WILL NOTE. WELL DONE.>>RIGHT, RIGHT.>>ONE IMPORTANT THING WAS IN ATHENS, RECOGNIZING THAT WE WEREN’T USING STRATEGIES LIKE WRITING ACROSS CURRICULUM. IN AND OF ITSELF, THAT WAS THE BEST INTERVENTION WE COULD DO TO INCREASE OUR WRITING SCORES. IN MARSHALL, WE USE THE LEARNING DESIGN MODEL, A BACKWARDS DESIGN TO APPROACH INSTRUCTION. WHAT ARE THE ENDURING UNDERSTANDING AND QUESTIONS THAT KIDS HAVE TO ACCOMPLISH? WHAT ARE WE GONNA USE TO DEMONSTRATE THAT THE KIDS ARE ABLE TO UNDERSTAND THAT? WHAT KIND OF INFORMATIVE ASSESSMENTS ARE WE USING? BEFORE WE GET TO WHAT WE NEED TO DO AS TEACHERS TO DELIVER THAT, THAT’S A HUGE VEHICLE TO IMPROVE SCHOOL IMPROVEMENT. WE USE THAT ALONG WITH DATA CONFERENCING, DATA MINING, PROFESSIONAL LEARNING COMMUNITIES, HAVING TEACHERS AND PEERS EVALUATE EACH OTHER. WE’VE DONE THAT IN OUR ELEMENTARY AND MIDDLE SCHOOL FOCUSED SCHOOLS. WE’RE MAKING IMPROVEMENTS IN MATH AND READING IN REGARDS TO CLOSING THE GAP. SOCIAL STUDIES AND SCIENCE THREW US FOR A LOOP, BUT APPARENTLY WE’RE GONNA HAVE A HIATUS FROM THAT. WE’RE GONNA CONTINUE TO WORK ON OUR IMPROVEMENTS. THOSE ARE SOME THINGS WE’VE DONE TO IMPROVE PERFORMANCE AND INSTRUCTION.>>THANK YOU. MICHELLE?>>HOW HAS YOUR PAST EXPERIENCE PREPARED YOU FOR THIS POSITION?>>YOU WANNA KNOW IF I HAVE THE SCOPE TO HANDLE THIS JOB?>>HOW WOULD YOU TRANSFER IT OVER?>>I’VE GONE FROM, IN THE VIGNETTE I GAVE YOU, I’VE SAT ACROSS THE TABLE FROM TROUBLED PARENTS AND KIDS, LOOKED THEM IN THE EYE AND MADE CHANGE. I WORK WITH FAMILY SYSTEMS. I’VE IMPLEMENTED NEW AND UNIQUE PROGRAMS AND DESIGNED THEM TO BE SUCCESSFUL. I’VE GONE TO A CENTRALIZED ADMINISTRATIVE POSITION AND SUPERVISED PROGRAMS ACROSS TWO STATES. I’VE WORKED WITH DENMARK AND HELPED THEM SEE THINGS DIFFERENTLY ABOUT PROGRAM EVALUATION. AT FIRST THEY THOUGHT I WAS CUTTING THEIR JOBS, AND I CONVINCED THE TRADE UNIONS THAT IT WAS TO SUSTAIN THEIR JOBS, TO DEMONSTRATE THE GREAT WORK YOU’RE DOING SO YOU CAN SHOW YOUR WORTH TO THE GOVERNMENT AND CONTINUE YOUR FUNDING. EVERY TIME I’VE STARTED A NEW POSITION, THE COMPLEXITY HAS INCREASED, THE NEED TO COLLABORATE AND PARTNER WITH BROADER SCOPES OF CIRCLES OF ENTITIES IN PRIVATE, PUBLIC, AND CIVIC HAVE INCREASED, AND I’VE OPERATED FAIRLY WELL AND BEEN SUCCESSFUL. SO I’M READY FOR THIS.>>RICHARD, NEXT QUESTION.>>YOU’VE GIVEN EXAMPLES ALREADY. WHAT ADDITIONAL EXAMPLES CAN YOU OFFER OF SUCCESS IN ORGANIZING AND MOVING DISTRICT STAKEHOLDERS, OUTSIDE YOUR STAFF’S INTERESTS, AROUND A SHARED VISION FOR IMPROVEMENT? DO YOU HAVE ANY IDEAS ABOUT GOING ABOUT THAT IF YOU WERE TO RECEIVE THIS POSITION.>>AN EXAMPLE FROM MY CURRENT DISTRICT– I’LL DO IT QUICK– I WANTED TO PUSH THE ENVELOPE ABOUT EQUITY AND ACCESS. WE’RE AN UPPER MIDDLE CLASS COMMUNITY AND WE HAVE THREE NEIGHBORHOOD SCHOOLS THAT PARENTS FELT LIKE IF THEY MOVED TO THAT NEIGHBORHOOD THEY DESERVE TO GO TO THAT SCHOOL. THE MOST RECENT ONE THAT WAS BUILT IS THE MOST ATTRACTIVE. HOWEVER, THE OLDER NEIGHBORHOOD SCHOOL IS UP FOR A NATIONAL BLUE RIBBON DISTINCTION. I LOOKED AT THAT AND SAID ONE SCHOOL IS A FOCUS SCHOOL, THE OTHER TWO ARE DOING REALLY WELL, 93RD AND 89TH PERCENTILE IN THE TOP TO BOTTOM LIST. THE ONE THAT WAS FOCUSED WAS 55-56 PERCENT FREE AND REDUCED LUNCH, THEY WERE A FOCUS SCHOOL. THEIR CLASS SIZES WERE SMALLER BECAUSE PEOPLE DIDN’T WANT TO GO TO THAT SCHOOL BUILDING. WHAT I SAID IS WE’RE GOING TO RESTRUCTURE AND REDESIGN OUR ELEMENTARIES TO BE CENTER-BASED AT GRADE LEVELS INSTEAD OF K-5. I GOT A PUSH BACK ON THAT. WE DID OUR RESEARCH AND LOOKED AT 8 DIFFERENT DISTRICTS THAT HAVE DONE THIS. WE ASKED WHAT WORKS AND DOESN’T WORK, WHAT WOULD YOU DO DIFFERENTLY. I TOOK PARENTS AND ADMINISTRATORS WITH US. I DID A LOT OF PUBLIC FORUMS AND SURVIVED THAT PROCESS BECAUSE PEOPLE ARE PASSIONATE ABOUT WHAT HAPPENS WITH THEIR KIDS AND SCHOOLS. WHEN YOU HAVE VISION AND INCORPORATING PEOPLE, AND BEING TRANSPARENT, PEOPLE KNOW WHAT YOU’RE THINKING. THAT’S THE BAD THING ABOUT TRANSPARENCY, TOO. YOU HAVE TO PRESENT IT AND MODIFY AND WORK, AND NEGOTIATE, AND GET TO A CLOSE APPROXIMATION OF MAKING PROGRESS. INSTEAD OF RESTRUCTURING, THIS YEAR– I TOLD EVERYBODY IT’S NOT OFF THE TABLE. WE’RE STILL GONNA HAVE THIS CONVERSATION, BUT WHAT WE LEARNED IS WE HAVE TO RELOCATE OUR TRANSPORTATION HUB FOR SAFETY AND EFFICIENCY, BALANCE CLASS SIZE ACROSS GRADE LEVELS AND THREE BUILDINGS. IT’S NOT FAIR FOR ONE CLASS TO BE BIGGER THAN ANOTHER IN THE SAME LEVEL. I WANT TO MAKE SURE ALL THE UNIQUE THINGS THAT ONE BUILDING DID, ALL KIDS GOT TO EXPERIENCE. SO OUR IMMERSION IN THE BINDER PARK PROGRAM WAS ONLY ONE SCHOOL BECAUSE ONE TEACHER CREATED AN OPPORTUNITY FOR THAT TO HAPPEN. I SAID THAT’S NOT FAIR. THE OTHER TWO SCHOOL BUILDINGS NEED TO EXPERIENCE THAT PROGRAM. WE CENTRALIZED THOSE EFFORTS. ALL OF OUR KIDS NOW HAVE THE SAME EXPERIENCES. CLASS SIZES ARE MODIFIED AND BALANCE. THE FREE AND REDUCED LUNCH NUMBERS IN OUR FOCUSED SCHOOLS HAVE BEEN REDUCED 50%, AND THE NUMBERS IN OUR OTHER BUILDINGS HAVE INCREASED BY 8%. WE’RE CLOSING THAT DISPARITY AND MAKING SURE THE RESOURCES ARE APPLIED APPROPRIATELY WHERE WE HAVE THE HIGHEST RISK. TO ANSWER YOUR QUESTION, IT’S ABOUT INCLUSION, TRANSPARENCY, AND WILLING TO BE WRONG, FINDING CLOSE APPROXIMATIONS AND MOVING THE NEEDLE FORWARD INSTEAD OF BACKWARDS. MOVING FORWARD, IT’S A WIN-WIN.>>THANK YOU. EILEEN.>>THANK YOU. ONE OF THE MOST IMPORTANT TASKS OF THE SUPERINTENDENT IS DEVELOPING POLICIES AND A PLAN FOR IMPROVING EDUCATION WITH THE STATE BOARD, AND ADVANCING IT WITH THE GOVERNOR, LEGISLATURE, AND EDUCATIONAL INTEREST GROUPS. HOW WOULD YOU DESCRIBE YOUR EXPERIENCE AND APPROACH IN DOING THIS SUCCESSFULLY? HOW WOULD YOU WORK WITH DIFFERENCES IN VISION HELD BY LEGISLATURE, THE GOVERNOR, AND STATE BOARD?>>BIG QUESTION. IT STARTS WITH RESEARCH BASED COHERENT VISION THAT YOU HAVE ESTABLISHED AS A BOARD. I HAVE HELPED YOU DO THAT. THAT NEEDS TO BE ALIGNED WITH OUR EFFORTS IN STATE STANDARDS. THE BOARD HAS TO BE 100% BEHIND THE VISION, NOT JUST CONSENSUS. IF YOU DON’T BELIEVE IT, IT’S HARD TO GET THE CONVERSATION GOING. WE MAY DISAGREE WITH HOW WE ACHIEVE THAT VISION, BUT WE HAVE TO MAKE SURE THAT IT LEAVES NO DOUBTS. I AM OPTIMISTIC AND SOME PEOPLE CALL ME NAIVE, BUT I’M NOT NAIVE ENOUGH TO THINK THAT WE’RE GONNA PULL THE GOVERNOR’S OFFICE, LEGISLATORS, THE BOARD, AND OTHER STAKEHOLDERS TOGETHER AND HOLD HANDS AND SING KUMBAYA. IT’S IMPORTANT TO BRING PEOPLE TOGETHER AND HAVE THE DIALOGUE. OUT OF DIALOGUE COMES OPTIONS AND OPPORTUNITY, AND MOVING THE NEEDLE IS IMPORTANT. I WANT TO GIVE A SHOUT OUT TO GOVERNOR SNYDER AND THE SUMMIT I WENT TO LAST WEEK. MELANIE DID A OUTSTANDING, WONDERFUL JOB. HERE’S THE DEAL. IT WAS BRILLIANT. MIKE SAID IT THAT IT WAS BRILLIANT THAT THE GOVERNOR SOUGHT TO BRING EDUCATION AND ECONOMICS TOGETHER, AND HIS CHARGE WAS DON’T HAVE A NICE CONVERSATION. LEAVE HERE WITH ACTION. THAT’S THE APPROACH I TAKE WHEN I SIT DOWN WITH A COLLABORATIVE GROUP. IT’S NOT IF WE CAN DO THIS, IT’S THIS IS WHAT WE HAVE TO DO. HOW ARE WE GONNA DO IT? WHAT DO WE NEED? WHEN WE HAVE THOSE CONVERSATIONS WITH THAT ATTITUDE AND APPROACH, WE’RE GONNA MOVE THE NEEDLE. HOPEFULLY WE’LL MORE ADVANCEMENT IN OUR EXPECTATIONS OF STUDENT ACHIEVEMENT AND SUCCESS.>>THANKS.>>KATHY.>>DIFFERENT PEOPLE HAVE DIFFERENT IDEAS OF WHAT PUBLIC EDUCATION IS FOR. WHAT DO YOU THINK ARE THE FUNDAMENTAL PURPOSES OF EDUCATION?>>I GAVE YOU ABOUT EIGHT. LET ME PICK THE THREE PRIORITIES. THE ALPHA IS BRINGING FOUR YEAR OLDS INTO THE FOLD. WE HAVE TO CREATE A LEARNING ENVIRONMENT FOR THOSE KIDS, HONORING DEVELOPMENTAL STAGES AND GROWTH IN KIDS, AND PREPARING FOR THE CURRICULUM THAT THEY HAVE TO ADDRESS IN THEIR COMING YEARS. THE OMEGA IS CREATING BETTER PATHWAYS FOR KIDS IN HIGH SCHOOL. I’M FOR RIGOROUS STANDARDS. I’M NOT FOR RIGID APPLICATION OF THAT. WE HAVE TO FIND ROOM TO ALLOW KIDS TO FIND THEMSELVES IN THE SEARCH THAT THEY’RE GOING FOR CAREER AND COLLEGE READY AND HAVE RESOURCES. I HAVE TO GO BACK TO TEACHER PREP, TRAINING, AND SUPPORT. TEACHERS ARE THE KEY TO SUCCESS. IF YOU HAVE LOW PERFORMING TEACHERS CAN LIMIT A CHILD’S SUCCESSES AND THEIR FUTURE, IF THEY GO THROUGH A YEAR OF POOR INSTRUCTION. THOSE THREE ARE MY PRIORITIES.>>THANK YOU.>>LUPE.>>ARE YOU READY FOR MINE?>>I AM.>>PLEASE SPEAK TO THE ISSUES IN WHAT POLICIES, PRACTICES, AND ACTIONS ARE IMPORTANT TO PURSUE IN ORDER TO IMPROVE TEACHER AND EDUCATOR PREPARATION, QUALITY, SUPPORT, MORALE, AND EFFECTIVENESS.>>OKAY. AGAIN, STARTING WITH ENTRANCE QUALIFICATIONS FOR TEACHERS INTO A TEACHING TRAINING PROGRAM IS IMPORTANT. IT’S BEEN SAID THAT ANYONE CAN INTO A TEACHING DEGREE, AND I DON’T THINK THAT’S ACCURATE OR RIGHT IF PEOPLE FEEL THAT WAY. WHAT IS OUR STANDARD FOR PEOPLE WHO WANT TO BECOME AN EDUCATOR. TEACHER TRAINING PROGRAMS WITH HIGHER REQUIREMENTS, LONGER OPPORTUNITY TO PRACTICE WHILE THEY’RE UNDER TRAINING THROUGH PARTNERSHIP WITH PUBLIC SCHOOLS, A RIGOROUS CERTIFICATION PROCESS THAT TAKES TIME. ONGOING PEER-TO-PEER PROFESSIONAL DEVELOPMENT AND COACHING IS VERY IMPORTANT IN THE CLASSROOM. TEACHERS RESPOND TO TEACHERS, AND WE KNOW HOW TO TEACH AND EDUCATE KIDS IN MICHIGAN. WE DON’T GIVE OURSELVES THE OPPORTUNITY TO DO SO. WE COME IN WITH A LOT OF CHANGE. I MIGHT BE GUILTY OF THAT AND TEACHERS THINK, “NOT ANOTHER “INITIATIVE THIS COMING YEAR. “LET’S HUNKER DOWN “AND TAKE CARE OF BUSINESS.” I’D SAY EMBRACE THE TEACH TO LEAD INITIATIVE. WE HAD THE FIRST NATIONAL LEADERSHIP LAB FROM THE US DEPARTMENT OF ED IN MARSHALL IN OUR MIDDLE SCHOOL. IT WAS GOOD BECAUSE I DIDN’T HAVE ANYTHING TO DO WITH THAT. I GOT INVITED INTO THE PROCESS AFTER MY TEACHERS WHO DEMONSTRATED GREAT INITIATIVE AND COMMITMENT OVER LAST SUMMER TO UNPACK DATA IN A PROACTIVE WAY BEFORE AT-RISK KIDS CAME INTO SCHOOL. THEY DEMONSTRATED THAT AT A NATIONAL CONFERENCE, GOT PICKED IN ELEVEN DAYS. I PUT TOGETHER A FORUM FOR THE FEDERAL GOVERNMENT ABOUT EMPOWERING TEACHERS TO BE LEADERS IN THE REFORM. NOT ONLY THAT, WHAT YOU’VE DONE AND SAID ABOUT YOUR FRIEND AND HOW YOU CREATED A LEARNING ENVIRONMENT WHERE KIDS ARE ENGAGED AND CONNECTED TO BE RESPONSIBLE PARTNERS IN THE EDUCATIONAL PROCESS. IT’S OUTSTANDING. WHEN WE DO MORE OF THAT WITH TEACHERS AND ELEVATE THEM TO THAT STATUS, THEY’RE GONNA DO GREAT THINGS. PROVIDE EDUCATORS WITH MORE RESOURCES. TIME IS THE BIGGEST ONE. WE EAT UP TIME ALL THE TIME IN THE CLASSROOM AND SCHOOL DAY AND WE HAVE TO CARVE OUT BETTER OPPORTUNITIES FOR TEACHERS TO GET TOGETHER. YESTERDAY WE DID AN EARLY RELEASE, WHICH WE DO 6 TIMES A YEAR TO ALLOW TEACHERS TO GET TOGETHER FOR PLCS, FOR PEER-TO-PEER TRAINING AND OBSERVATION. EFFECTIVE AND ENGAGED PERFORMANCE EVALUATIONS WILL HELP MORALE. IF THE EVALUATION SYSTEM IDENTIFIES A CAREER LADDER FOR TEACHERS, INSTEAD OF JUST INCENTIVIZING IF YOU’RE HIGHLY EFFECTIVE, OR DECENTIVIZE IF YOU’RE INEFFECTIVE, ALTHOUGH YOU HAVE TO HAVE THAT. YOU HAVE TO DISCERN WHO ARE YOUR GOOD TEACHERS AND WHO NEEDS MORE TRAINING OR HELP TO DECIDE TO LEAVE. YOU NEED TO HAVE THAT SYSTEM. TEACHERS ARE PUSHING BACK ABOUT INCENTIVIZING PERFORMANCE. THEY DON’T FEEL IT’S RIGHT IN THE CULTURE IN WHICH THEY’RE CREATING PEER TO PEER ENVIRONMENTS. WHAT I’D LIKE TO SEE IS HAVING A CAREER LADDER WHERE NOVICES COME IN AND YOU CAN GROW TO BE EXEMPLARY. PART OF THAT REQUIREMENT FOR EXEMPLAR TEACHERS IS THAT YOU HAVE A COMMITMENT AND OBLIGATION TO IMPACT POSITIVELY THE LEARNING ENVIRONMENT OF THAT SCHOOL. YOU DEMONSTRATE THAT NOT BECAUSE OF THE PAY, BUT BECAUSE OF THE STATUS THAT YOU ACHIEVE. COMPENSATION CAN MIRROR THAT AND SUPPORT THE MODEL. THOSE THINGS I WOULD ENCOURAGE. IT WOULD INCREASE MORALE, INVOLVEMENT, AND ENGAGEMENT OF OUR TEACHERS.>>THANK YOU.>>PAM.>>GOOD MORNING.>>WHAT IS THE ROLE OF ACCOUNTABILITY SYSTEMS IN PUBLIC EDUCATION, AND WHAT HAS TO GO ALONG WITH THEM TO IMPROVE LEARNING?>>HIGH RIGOR IS IMPORTANT BEHIND THE LEARNING STANDARDS THAT WE USE. THE STANDARDS HAVE TO BE RIGOROUSLY CREATED AND CLEARLY ARTICULATED, SO THAT WHEN WE COMMUNICATE THAT EVERYBODY IN THE STATE’S ON THE SAME PAGE. WE KNOW WHAT WE WANT TO ACCOMPLISH. WE NEED MICHIGAN STANDARDS, AND EVEN BETTER IF THEY’RE ALIGNED WITH OTHER STATES. ONCE YOU AGREE ON THE STANDARDS, THEY BECOME THE ROAD MAP FOR ALL SCHOOLS. IT MAKES THE ASSESSMENT PROCESS MORE VIABLE AND USEFUL AND VALID, BECAUSE YOU’RE MEASURING APPLES TO APPLES. WHEN YOU HAVE EVERYBODY PERFORMING OUT OF THE SAME STANDARDS AND ACCOMPLISHING THE SAME OBJECTIVES, WHAT PERCOLATES UP ARE THE DYNAMICS THAT DEMONSTRATE THINGS THAT IMPEDE THAT SUCCESS FOR KIDS, LIKE THE ISSUES OF CHILDREN OF COLOR AND HOW THEY’RE PERFORMING VERSUS THEIR PEERS, LIKE KIDS WHO ARE ECONOMICALLY DISADVANTAGED OR KIDS THAT COME FROM TRAUMA. THOSE THINGS WE ASSUME IMPACT, BUT WE CAN’T MEASURE UNTIL WE HAVE A STRONG STANDARDS AND ASSESSMENT SYSTEM. WHEN USING ASSESSMENT OUTCOMES TO EVALUATE SCHOOLS, THAT’S FINE. THE TOP TO BOTTOM LIST IS THE BEST THING THAT I CAN HOLD ONTO– I’M NOT HIGH ON THE COLOR SYSTEM, BUT I LIKE TOP TO BOTTOM. IT HELPS TO LOOK AT HOW I’M DOING WITH PEERS, BUT I ALSO LIKE TO LOOK AT THAT GROUP OF SCHOOLS AROUND THE STATE THAT ARE LIKE MY BUILDING. AND I CAN SEE APPLES TO APPLES ON HOW I’M PERFORMING RELATIVE TO THEM. MY RECOMMENDATION TO FIX OUR CURRENT STATE ASSESSMENT SYSTEM. YOU’RE GIVING ME THE OPPORTUNITY, SO LET ME TELL YOU. I TOLD MIKE AND THE STAFF THIS WHEN I MET WITH HIM AND SUPERINTENDENTS FROM CALHOUN. I KNOW THAT WE HAD TO HAVE A STATE AND NOT A STANDARDIZED ASSESSMENT. IT MIGHT BE CRITERION REFERENCED TO OTHER ASSESSMENTS, BUT NOT STANDARDIZED. WE HAVE TO STOP CALLING IT STANDARDIZED UNTIL WE GET ONE. SECONDLY, IT’S NOT GONNA DO ANYTHING TO INFORM INSTRUCTION IN CLASSROOMS. WE’RE GONNA GET A ONE-SHOT DEAL THAT WILL CHANGE NEXT YEAR. UNLESS WE HAVE IT OVER A PERIOD OF TIME, IT’S NOT USEFUL FOR US. WE’LL UNPACK THE CRITERION AND LOOK AT HOW OUR KIDS ARE DOING SO IT MAY INFORM INSTRUCTION, BUT IT’S NOT THE BEST IT CAN BE. IT’S NOT OUR FAULT, BUT WE HAVE TO GET THERE QUICKLY. IF I’M SUPERINTENDENT, WE HAVE TO GET TO THAT QUICKER. WE HAVE TO IMPLEMENT SOMETHING VIABLE, LONG-RANGING, AND THAT WE CAN SAY WE’RE INVESTED IN. RIGHT NOW WE HAVE TEACHERS CHASING THE ASSESSMENT AND FIGURING OUT HOW TO GET KIDS BEST PREPARED. I LOVE THE FACT THAT IT’S ELECTRONIC, BUT I OPTED OUT ALL MY BUILDINGS BECAUSE YOU CAN’T IMPLEMENT SOMETHING LIKE THAT IF ALL OF YOUR STUDENTS AREN’T COMPUTER LITERATE IN THE SKILLS THAT ARE REQUIRED AT THE GRADE LEVEL. WE HAVE NOT WITH DILIGENCE AND INTENTIONALITY HAVE PROVED THAT THAT’S THE CASE ACROSS THE BOARD IN ALL BUILDINGS. MY COLLEAGUES ARE SCARED ABOUT THIS ASSESSMENT COMING UP. I STAY WITH PAPER AND PENCIL BECAUSE WE HAVE A SENSITIVE SITUATION IN MARSHALL AND ALBION. WE’RE GONNA HAVE OUR KIDS ASSESSED, BUT FOLKS ARE WAITING TO SEE HOW ARE ALBION STUDENTS TAKING DOWN THE BEST PERFORMANCE OF KIDS. IT’S A MASK FOR OTHER CONVERSATIONS, BUT IT A SENSITIVE TIME AND PEOPLE PAY ATTENTION TO WHAT HAPPENS TO THE OUTCOMES OF THE ASSESSMENT. YOU’RE ADMINISTERING THIS ASSESSMENT IN DIFFERENT WAYS, SO HOW CAN YOU COMPARE ONE BUILDING TO ANOTHER IF ONE IS USING ELECTRONIC AND ONE IS USING PAPER AND PENCIL. IT’S A VARIED WAY OF ADMINISTRATING. I KNOW WE HAD TO DO IT, BUT THAT’S NOT THE WAY– WE CAN DO BETTER AS A STATE.>>YOU’RE SPEAKING TO SEVERAL ISSUES IN THE NEXT QUESTION. MAYBE THERE’S SOME PIECES OF THE QUESTION YOU WANT TO FOCUS ON.>>MICHIGAN HAS SEEN POLICY DEBATES ABOUT THE NATURE OF STATE LEARNING STANDARDS AND ASSESSMENTS, WHICH YOU HAVE DISCUSSED PRETTY WELL, INCLUDING THE COMMON CORE STANDARDS OF MATH, LANGUAGE ARTS, AND UPDATING SCIENCE AND SOCIAL STUDIES STANDARDS. WHAT’S THE ROLE OF STANDARDS AND ASSESSMENTS IN IMPROVING STUDENT LEARNING. YOU ADDRESSED THAT, BUT YOU MIGHT WANT TO ELABORATE. WHERE DO YOU THINK WE SHOULD GO IN OUR POLICIES REGARDING STANDARDS AND ASSESSMENTS?>>I’VE HEARD THE DEBATE ABOUT COMMON CORE, AND IT’S ONE OF THOSE WORDS YOU DON’T USE IN PUBLIC. I THINK IN MICHIGAN, IF WE’RE ALIGNED CLOSELY WITH COMMON CORE, LIKE FLORIDA IS, THAT GETS US A STEP IN THE RIGHT DIRECTION. WHATEVER OUR STANDARDS ARE IN MICHIGAN, THEY HAVE TO BE STRONG, RIGOROUS, RELEVANT TO WHAT OUR KIDS ARE LEARNING IN SCHOOL. WE HAVE TO STICK WITH THEM AND MAKE THEM BROAD-BASED, AND MAKE SURE EVERYONE’S PERFORMING TO THAT LEVEL. IF YOU DO GET EVERYBODY ON THE SAME PAGE FROM STATE TO STATE, IT WOULD ALLEVIATE A LOT OF DIRECTION THAT’S GOING NATIONALLY. WHEN I HEAR THAT IN WISCONSIN KIDS ARE SCORING ARE 29 ON AVERAGE ON THE SAT, HIGH, VERSUS OURS WHICH ARE 19 OR 20, I GET CONCERNED UNTIL I FIND OUT THAT THEY DON’T ASSESS EVERYONE ON THE SAT, ONLY KIDS THAT CHOOSE TO TAKE IT. THERE’S APPLES TO ORANGES. DOESN’T MAKES SENSE. IF WE DO STANDARDS AND HAVE A VIABLE STANDARDIZED ASSESSMENT THAT WE STICK WITH OVER A PERIOD OF TIME, BRING BACK THE COHORTS, THAT IS GONNA BE WONDERFUL FOR OUR SCHOOLS. WE WON’T BE CHASING WHAT’S COMING UP NEXT YEAR, WE’LL KNOW, AND BE ABLE TO UNPACK THE DATA LIKE WE’VE DONE WITH THE MEAP, EVEN THOUGH WE CHANGED THE CUT SCORE. WE HAVE BEEN ABLE TO USE THE MEAP TO UNPACK THE DATA TO THE INDIVIDUAL STUDENT AND USE THAT INFORMATION TO DESIGN THEIR INTERVENTION PLAN. WHEN I’M PUSHING THE ISSUE ABOUT DIFFERENTIATING THE INSTRUCTION IN K-12 AND AT HIGH SCHOOL, BECAUSE THAT’S THE WAY YOU CONNECT WITH KIDS, WE NEED TO HAVE DATA TO DRIVE THAT. IF THE STATE CAN’T PROVIDE THAT, DISTRICTS ARE GONNA BE LEFT UP TO THEIR OWN DEVICES TO LOOK AT HOW TO DO THAT INTERNALLY. THEY SHOULD SO IT INFORMS INSTRUCTION.>>THANK YOU. CASSANDRA.>>THERE HAVE BEEN A NUMBER OF EDUCATION REFORM IDEAS ADVANCED IN RECENT YEARS. WHICH DO YOU THINK ARE WORTHY OF EXPLORATION, AND WHICH WOULD YOU RECOMMEND AGAINST?>>ONE I’M FOR IS CAREER AND TECHNICAL OPPORTUNITIES FOR KIDS. I’M TRYING TO FIGURE OUT IN MARSHALL. A LOT OF DISTRICTS ARE DOING THIS. HOW DO YOU WORK WITHIN THE MICHIGAN MERIT CORE TO CREATE OPPORTUNITIES IN THE HIGH SCHOOL LEVEL SO EVERY NINE-GRADER GOES THROUGH EMPLOYABILITY SKILLS AND THE WORLD OF WORK TRAINING, HAS AN OPPORTUNITY FOR APPLIED ARTS HANDS ON LEARNING, GETS A CHANCE TO LOOK AT CONSUMER MATH. WE HAVE EMPLOYERS OUT THERE THAT SAY KIDS CAN’T DO A CHECKBOOK. WHAT ARE WE GONNA DO TO BRING THOSE FUNDAMENTAL OPPORTUNITIES FOR KIDS, ALONG WITH THEIR STEM EXPERIENCE, CAN SAY, “THIS IS PATH I WANNA TAKE.” AND BE IN A POSITION WITH SCHOOL COUNCILS THAT SUPPORT THAT PATH, AND IDENTIFIES WHAT YOU NEED TO DO. I’M A PROPONENT FOR THAT. SOME REFORMS THAT I DON’T VALUE… I’LL GO BACK TO WHAT I SAID BEFORE. I DON’T VALUE PUSHING HIGH STRINGENT LEARNING STANDARDS INTO THE KINDERGARTEN LEVEL. THERE HAS TO BE A BENCHMARK FOR THAT, BUT WHAT KIDS DO HAS TO BE TAKEN INTO CONSIDERATION AND WHAT THEY NEED TO DO. IN MY EXPERIENCE, IF YOU’RE NOT ADDRESSING THE KID’S DEVELOPMENTAL STAGES, GROWTH, PHYSICAL AND MENTAL HEALTH, INTELLIGENCE AS YOU GO THROUGH THE PROCESS, AND GET A FOUNDATION FOR THEM TO BE READY TO LEARN, WE’RE PUSHING THE PROBLEMS UP, AND WE FIND THE GAP STARTING, AND WE NEED TO CLOSE THAT GAP. WHAT I KNOW ABOUT THE GAP IN MARSHALL, KIDS COME IN WITH A GAP OF 20% DIFFERENCE, AND THAT GAP STAYS THE SAME EVEN IF WE OPERATE ALL SHIPS. THE GOOD WORK ABOUT THAT NEEDS TO BE IN EARLY ELEMENTARY. WE SAY THAT WE’RE NOT GONNA INVEST IN EARLY ELEMENTARY, I THINK THAT’S A SHORT-SIGHTED VIEW. I GO TO THOSE THINGS ABOUT WHAT I WOULD SUPPORT. I DON’T THINK I ANSWERED THE FULL QUESTION. I’VE SEEN A LOT OF REFORM. THE HIGH STAKES TESTING MAKES SENSE IN HIGH SCHOOL, SO THEY’RE LEVELS OF HIGH SCHOOL DIPLOMAS AND CERTIFICATIONS OF CAREER READY. THAT WOULD BE GREAT. HIGH STAKES IN A LOWER LEVEL DON’T MAKE SENSE. THE IDEA OF HOLDING BACK THIRD GRADERS THAT DON’T READ PROFICIENTLY AT GRADE LEVEL IS SHORT-SIGHTED. THAT DECISION NEEDS TO BE MADE BETWEEN THE TEACHER AND THE PARENT. THOSE REFORMS, I GO, “OH…”>>THANKS. RICHARD.>>I APPRECIATE HIGHLIGHTING THE DIFFERENCE BETWEEN PRESCHOOL VERSUS ELEMENTARY. A LOT OF PEOPLE DON’T REALIZE THOSE ARE TWO DIFFERENT OPERATIONS.>>YOU’RE EDITORIALIZING.>>DESCRIBE THE ROLE OF TECHNOLOGY, OF VIRTUAL, BLENDED, AND CYBER LEARNING AND EDUCATION. HOW CAN THESE TOOLS BE USED TO IMPROVE LEARNING AND EDUCATIONAL OUTCOMES.>>WHEN I STARTED AS SUPERINTENDENT IN ATHENS, I INHERITED A BUDGET THAT HAD ZERO DOLLARS IN TECHNOLOGY AND ANTIQUATED EQUIPMENT. THE FACT THAT I MADE TRIPS IN THE SCHOOL BUS TO COLORADO SPRINGS TO PICK UP COMPUTERS DONATED BY THE MILITARY TELLS YOU HOW MUCH INVESTMENT I HAVE IN TECHNOLOGY. WE BROUGHT IN 1.2 MILLION DOLLARS OF EQUIPMENT THROUGH THAT PROGRAM. YOU HAVE TO HAVE UPDATED AND VIABLE TECHNOLOGY FOR TEACHERS AND STUDENTS. YOU CAN SEE ME WITH AN IPAD. THIS IS AN INCREDIBLE INSTRUMENT THAT WILL BE PALED IN COMPARISON IN FOUR YEARS. HAVING KIDS ENGAGE IN ACTS THAT SUPPORT, ENCOURAGE, AND REINFORCE LEARNING IS GREAT. HAVING THEM DEMONSTRATE THEIR COMPREHENSION AND THEIR WORK PUBLICLY THROUGH IPOD IS GREAT, ‘CAUSE IT DOESN’T RELY JUST ON SUBJECTIVE ASSESSMENT BETWEEN TEACHER AND STUDENT. BUT KIDS SEE YOUR WORK AND SAY, “THAT WAS GREAT.” THOSE THINGS ARE WONDERFUL ENHANCEMENTS IN THE CLASSROOM. TECHNOLOGY IS A GREAT EQUALIZER WHEN IT COMES TO DIFFERENTIATING INSTRUCTION. IT’S DIFFICULT WHEN YOU HAVE 28 KIDS IN THE CLASSROOM TO DIFFERENTIATE YOUR APPROACH IN INSTRUCTION WITHOUT USING TECHNOLOGY. IT AFFORDS YOU THE OPPORTUNITY TO FIND GOOD PROGRAMS THAT WILL HELP THAT CHILD CONTINUE TO LEARN AND BRING THEM UP AT A FASTER PACE. IT TRANSLATES INTO THE HOME, OR TO OTHER ENVIRONMENTS KIDS CAN GET ACCESS TO. IT EXPANDS THE WALLS OF THE CLASSROOM TO ALLOW US TO HAVE MORE ACCESS FOR LEARNING. DUAL ENROLLMENT, BLENDED LEARNING, FLIPPING THE CLASSROOM, THESE TECHNOLOGIES ARE WONDERFUL. IT ADDS MORE FLEXIBILITY. PUTS THE ONUS ON THE KIDS ABOUT DOING THEIR LEARNING IN REGARDS TO THE CONTENT, AND THEN COMING TO THE CLASSROOM AND HAVING THE TEACHER HELP THEM PRACTICE AND SHAPE WHAT THEY’RE MISUNDERSTANDINGS ARE HOW THEY CAN PERFORM. OUR INVESTMENT IN TECHNOLOGY IS CRITICAL.>>THANKS. MICHELLE.>>THIS ONE HAS SEVERAL PARTS. WHAT EXPERIENCE DO YOU HAVE WITH SPECIAL ED? WHAT DO YOU THINK THE DIRECTION AND AGENDA FOR IT NEEDS TO BE TO IMPROVE EDUCATION AND EMPLOYMENT OUTCOMES AND HOW WOULD YOU WORK TO ENSURE SPECIAL EDUCATION STUDENTS, PARENTS, AND STAKEHOLDERS ARE INCLUDED IN THE PROCESS OF IMPROVING SPECIAL EDUCATION?>>LET ME START FROM A PERSONAL PERSPECTIVE. I’VE BEEN MARRIED TO A SPECIAL EDUCATION TEACHER FOR 30 YEARS. WE’VE HAD A LOT OF CONVERSATIONS ABOUT SPECIAL ED. SHE’S IN THE AUDIENCE TODAY. IT STARTS WITH INCLUSION FOR SPECIAL ED IN PUBLIC EDUCATION. NOT JUST THE REQUIREMENT FOR HAVING THE KIDS IN GENERAL EDUCATION 80% OF THE TIME. THAT’S A BENCHMARK AND IT GOES UP TO 85%. WHAT I’M TALKING ABOUT IS HELPING STUDENTS WITH IEPS ENGAGE SOCIALLY, LIKE OUR LINKS PROGRAM THAT WE HAVE. MAKING SURE THAT THEY’RE VIABLE IN THE EDUCATIONAL ENVIRONMENT. THAT THE SERVICES THAT THEY’RE DOING ARE TO SUPPORT THEM TO PERFORM IN THE GENERAL ED CLASSROOM, NOT TO PULL THEM OUT FROM THE LEARNING ENVIRONMENT WITH THEIR PEERS, BUT GIVE THEM SUPPORT WITHIN THE CLASSROOM. THE IEP PROCESS IS GREAT BECAUSE IT INVOLVES FAMILIES, CAREGIVERS, AND EDUCATORS IN THE PROCESS. IT GIVES A ROADMAP. I DO HAVE SOME CONCERNS ABOUT THE LACK OF RESOURCES. IT LIMITS OUR ABILITY TO DELIVER ON WHAT THOSE INTERVENTIONS ARE THAT ARE IDENTIFIED IN AN IEP. WE HAVE TO KEEP FINANCIALLY SUPPORTING SPECIAL ED SERVICES. I CAN TELL YOU– I’M PROBABLY GONNA OUT MY WIFE. IT’S DIFFICULT ON ALL THE DOCUMENTATION THAT YOU HAVE TO DO, SO I KNOW THAT’S CRITICAL, BUT IT KEEPS TEACHERS FROM TEACHING, AND THEY WANNA TEACH. THEY WANNA HELP KIDS ELEVATE BEYOND THE LIMITATIONS THEY HAVE WHEN THEY COME IN. HOW DO WE CREATE A STATEWIDE SYSTEM THAT HELPS SPECIAL ED TEACHERS DOCUMENT AND REPORT OUT WHAT’S REQUIRED, MAINTAIN ALL THE REPORTING THAT’S REQUIRED ON THE ANNUALS AND REVIEWS. IT WORKS THROUGH THE ISDS, BUT THE STATE NEEDS TO HAVE THEIR EYE ON THAT PRIZE AS WELL. WE HAVE TO FIGURE OUT A WAY TO SUPPORT THE ISDS AND THE DISTRICTS TO DO A BETTER JOB. ANOTHER IMPORTANT THING WITH SPECIAL ED IS TRANSITIONING. IT USED TO BE A LOT OF KIDS DECERTIFY WHEN THEY GET INTO HIGH SCHOOL. NOT SO MUCH ANYMORE. KIDS WANT TO KEEP THEIR SERVICES, PARENTS WANT TO KEEP THE LABEL, SO THEY CAN TRANSITION SUCCESSFULLY INTO ADULTHOOD. THAT TAKES COMMUNITY INVOLVEMENT, COLLABORATION WITH STAKEHOLDERS, INTENTIONALITY IN HIGH SCHOOL TO PREPARE KIDS FOR THEIR TRANSITION, CAREER TRAINING, EXPLORATION IN REGARDS TO THAT, AND FINDING THE RIGHT LEVEL OF CAREER. A YOUNG MAN ON THE AUTISM SPECTRUM WAS VALEDICTORIAN OF OUR DISTRICT THREE YEARS AGO. WE HAVE TO STOP DISCOUNTING WHAT THESE KIDS CAN PROVIDE AND ARE CAPABLE OF, AND UNLOCK THEIR POTENTIAL AND SUCCESS. AS FAR AS INVOLVEMENT, IT’S ALREADY INVOLVED. WE HAVE ADVOCATES, FAMILIES THAT ARE BECOMING AWARE OF THEIR RIGHTS AND REGULATIONS IN SPECIAL ED. WE NEED TO HAVE LEADERSHIP THAT UNDERSTANDS AND SUPPORTS IT, AND THAT WE DON’T FIGHT THOSE ISSUES. WE FIND WAYS TO MAKE IT WORK.>>THANK YOU. KATHY.>>WHAT DO YOU THINK IS THE ROLE OF SCHOOL CHOICE AND CHARTER SCHOOLS IN IMPROVING LEARNING?>>THERE’S A PLACE FOR THOSE. WHEN YOU HAVE A SYSTEM THAT IS BROKEN, THAT THERE’S NO WAY OUT, THEN NONPROFIT CHARTER SCHOOLS CAN DO A GREAT JOB. WE NEED TO LOOK AT PROFIT CHARTER SCHOOLS CAREFULLY. NOT THAT THERE AREN’T GREAT ONES, BUT WE HAVE TO ASSESS AND HOLD THEM ACCOUNTABLE. IF I GET ON MY SOAP BOX ABOUT SCHOOL OF CHOICE, IT MIGHT TAKE A WHILE. I’LL BE BRIEF. I LIKE SCHOOL OF CHOICE FOR PARENTS THAT ARE MOVING KIDS AROUND BECAUSE IT’S NECESSARY. WHETHER IT’S A TRAUMATIC SOCIAL EXPERIENCE THAT THE KIDS HAD THAT THEY CAN’T STAY IN THAT SCHOOL, THEY NEED FLEXIBILITY TO MOVE SO THEY CAN FEEL CONNECTED AND HEALTHY ENOUGH TO NOT HAVE THOSE OBSTACLES. I SUPPORT THAT. I SIGN KIDS OUT OF MY DISTRICT IF SOMETHING LIKE THAT HAPPENS EVEN AFTER THE FOURTH WEDNESDAY COUNT. I’VE SEEN SCHOOL OF CHOICE DECIMATE URBAN AND SMALL RURAL SCHOOL DISTRICTS. WHAT HAPPENS IS ONLY THOSE PARENTS THAT ARE ECONOMICALLY MOBILE CAN MOVE THE KIDS OUT OF THAT DISTRICT. THEY TAKE THE FUNDING WITH THEM AND LEAVE KIDS THAT ARE STUCK BECAUSE THEY DON’T HAVE THE MOBILITY TO BE DEALING WITH A SUBPAR, LOW FINANCIALLY SUPPORTED SCHOOL DISTRICT ON A DEATH SPIRAL. A LOT OF TIMES, THAT HAPPENS WITH ECONOMICALLY DISADVANTAGED AND CHILDREN OF COLOR. WE HAVE TO FIX THAT. WE HAVE TO DO SOMETHING DIFFERENT AND LOOK AT IT CLOSELY. WE NEED TO FIGURE OUT WHAT OUR POSITION ON SCHOOL OF CHOICE. WHAT KIND OF VISION DO WE WANT GIVE PUBLIC SCHOOLS TO AFFORD OPPORTUNITIES FOR KIDS WHEN IT’S RIGHT. I’M NOT AGAINST CHARTERS IN SITUATIONS THAT REQUIRE THAT. I AM AGAINST IT WHEN IT CHOOSES TO CROP UP WITHOUT THE PUBLIC KNOWING AND THAT TAXPAYERS HAVE TO DIVERT THEIR MONEY OVER WHEN THEY DIDN’T ASK FOR IT. I’M AGAINST THAT. WE HAVE GOT TO HOLD CHARTERS ACCOUNTABLE LIKE WE HOLD PUBLIC SCHOOL LEAS. THEY HAVE TO BE REPORTED OUT NEXT TO EVERYONE ELSE, SO THEY CAN USE THAT INFORMATION TO IMPROVE INSTRUCTION.>>WE’VE GOT 7 MORE QUESTIONS, AND WE WANT TO MAKE TIME FOR THEM AND YOUR QUESTIONS, SO PAM.>>YOU’VE ALLUDED TO THE ANSWERS TO THESE QUESTIONS, BUT WHAT EXPERIENCE HAVE YOU HAD IN TURNING AROUND UNDER PERFORMING SCHOOLS, AND WHAT ARE EFFECTIVE APPROACHES TO SCHOOL TURNAROUND?>>I HAVE ALLUDED TO THAT, BUT I HAVE ONE THING. I’M GONNA PUT MY HAT BACK ON AS RESEARCH EVALUATOR. YOU HAVE TO CREATE A CULTURE OF EVALUATION AND DISCOVERY. THOSE SCHOOLS GET IDENTIFIED, AFRAID, AND PARALYZED TO MOVE FORWARD ON EFFECTIVE CHANGE ‘CAUSE THEY THINK THEY’RE TRYING TO MEET THE GRADE OR REQUIREMENT. IF YOU CREATE A CULTURE OF EVALUATION AND DISCOVERY, AND EMPOWER TEACHERS TO BE PART OF THE REFORM, THEY’RE GONNA FIND THINGS THAT YOU DIDN’T THINK ABOUT. THEY’RE GONNA FIND WAYS TO APPROACH THINGS SYSTEMICALLY. THAT’S WHAT I WOULD SUGGEST. WE REFER TO THIS AS THE PROFESSIONAL LEARNING COMMUNITY. WHEN YOU UNPACK THAT LABEL, YOU’LL FIND TEACHERS AND ADMINISTRATORS WORKING IN INTENTIONAL, POWERFUL WAYS. YOU DO THAT THROUGH DATA MINING AND CONFERENCING, TEACHER LEARNING GROUPS, PEER-TO-PEER WORK, OBSERVATIONS FROM ONE TEACHER TO ANOTHER. SHARING LESSON PLANS, COMMON ASSESSMENTS AT GRADE LEVEL, SO WHEREVER YOU’RE AT AT GRADE LEVEL, EVERYONE’S SHARING ABOUT HOW WE’RE ASSESSING, BECAUSE WE’RE ALL ON THE SAME PAGE, CURRICULUM, AND PACE. IF WE’RE NOT, WE MAKE ADJUSTMENTS. WE’RE ASSESSING THE SAME THINGS. WHY ARE WE GIVING DIFFERENT ASSESSMENTS AT GRADE LEVEL? WE’RE CREATING A SYSTEM THAT ALLOWS THAT TO HAPPEN, AND THAT HELPS TURN AROUND SCHOOLS TO PERFORM BETTER. THIS CONCEPT OF PEER REVIEW IS CRITICAL. IT TAKES TRUST IN YOUR COLLEAGUES TO SHARE LESSON PLANS– THAT’S MY INTELLECTUAL KNOWLEDGE. NO, IT’S NOT. YOU NEED TO DEMONSTRATE HOW YOU DO THAT TO HELP YOUR COLLEAGUES AND YOURSELF. I’M SURE YOU’VE TAKEN FEEDBACK ABOUT HOW TO DO IT BETTER, DIFFERENTLY, AND HOW TO REACH KIDS THAT I CAN’T REACH BY DOING THE SAME THING. THE CLIMATE AND CULTURE THAT YOU CREATE IN TURNAROUND SCHOOLS IS CRITICAL TO THEIR SUCCESS.>>NEXT QUESTION.>>AS THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION, YOU WOULD MANAGE AND BE ACCOUNTABLE FOR THE DEPARTMENT OF EDUCATION? WHAT ARE DIRECTIONS FOR CHANGE AND IMPROVEMENT IN THE WORK OF OUR DEPARTMENT, AND WHAT PROCESS WOULD YOU USE TO LEARN HOW TO UNDERSTAND, IDENTIFY, AND MAKE IMPROVEMENTS?>>I WOULDN’T BE PRESUMPTIVE TO WALK INTO THE DEPARTMENT AND TELL THEM HOW THEY NEED TO CHANGE. I WOULD NEED TO IMMERSE MYSELF IN EACH DEPARTMENT AND THEIR RESPONSIBILITIES, AND UNDERSTAND WHAT THEIR MISSION AND VISION IS, AND HOW IT RELATES TO THE OVERALL VISION THAT THE BOARD HAS. THAT WOULD TAKE SOME TIME. IT’S NOT THAT YOU FORGET ABOUT THE THINGS YOU HAVE TO MOVE FORWARD, BECAUSE YOU’RE ALWAYS MOVING FORWARD. YOU’RE ALSO WORKING TO UNDERSTAND THE DEPARTMENT. I LOOKED ON THE WEBSITE, AND WOW. THERE’S A LOT OF DEPARTMENTS, THINGS, INTERVENTIONS, RESPONSIBILITY. I GET THAT. YOU HAVE GREAT PEOPLE IN THE DEPARTMENT, AND THEY HAVE TO DO THEIR JOB. AT SOME POINT, I’M GONNA WEIGH IN ON THAT AND INFLUENCE THAT CONVERSATION. SO WILL YOU, THROUGH ME AND WHAT YOU DO AND YOUR VISION FOR PUBLIC EDUCATION. I WORK WELL WITH DEPARTMENT LEADERS. I GIVE THEM OPPORTUNITY TO FUNCTION. THEY KNOW THAT I’M IN THEIR CAMP, AND I GOT THEIR BACK, AND I’M INVESTED AND ENGAGED, AND I WANNA KNOW WHAT THEY’RE DOING TO DELIVER RESULTS THAT WE’RE LOOKING FOR.>>THANK YOU. CASSANDRA.>>WHAT DO YOU SEE AS THE ROLE OF THE SUPERINTENDENT AND THE DEPARTMENT OF EDUCATION WITH LOCAL AND INTERMEDIATE SCHOOL DISTRICTS?>>THE SUPERINTENDENT FROM ALBION AND I WERE INVITED UP– LINDA DID AN OUTSTANDING JOB. INVITED US UP WHEN WE THOUGHT ABOUT CLOSING THE HIGH SCHOOL AND DOING A COLLABORATIVE– THIS WAS THE FIRST TIME IN MICHIGAN THAT K-12 BECAME K-8 AND HAD AN HAD AN INTENTIONAL COOPERATIVE AGREEMENT WITH THEIR DISTRICT. THE MICHIGAN DEPARTMENT OF ED DIDN’T KNOW WHAT TO DO. THEY SAID, “WELL THIS “IS UNIQUE.” THEY INVITED US UP WITH BOARD, STAFF, AND COMMUNITY MEMBERS TO TALK ABOUT THIS UNIQUE OPPORTUNITY. EVERY DEPARTMENT WAS AT THAT MEETING THAT HAD ANY IMPACT ON THIS DISCUSSION. TOTALLY IMPRESSED. MIKE FLANAGAN STEPPED IN. THEY TALKED ABOUT NOT WHY YOU CAN’T DO IT, BUT HOW ARE YOU GONNA GET IT DONE. WHAT CHANGES NEED TO BE TAKEN IN REGARDS TO HOW WE SEE AND REPRESENT THE ALBION SCHOOL DISTRICT, AND HOW DOES THAT IMPACT ON FUNDING. WHAT DO WE DO ABOUT THE FACT THAT THEY ARE A SCHOOL WITH ALL FREE AND REDUCED LUNCH COMING TO A SCHOOL DISTRICT THAT’S NOT. WHAT DO WE DO ABOUT TITLE DOLLARS ESTABLISHED BY YOUR COMMUNITY AND DON’T FOLLOW AT THIS POINT. NO CHILD LEFT BEHIND REAUTHORIZATION MAY CHANGE THAT, BUT TITLE DOLLARS DON’T FOLLOW THE KID WHO STILL HAS THE ISSUES AND THE NEEDS. WHAT DO YOU DO WITH THAT? THANKFULLY WE WERE ABLE TO ADVOCATE WITH LEGISLATORS AND THE GOVERNOR AND WE GOT APPROPRIATION OUT OF HIS BUDGET FOR $350,000 TO SUPPORT THE TRANSITION AND LACK OF TITLE FUNDING FOR THAT. THE DEPARTMENT OF ED DID WHAT THEY NEED TO DO, TO BE A RESOURCE, A PROBLEM SOLVER, A SUPPORTER FOR INNOVATION, A GATEKEEPER TO SAY YOU CAN’T GO DOWN THAT PATH IN A WAY THAT WE CAN UNDERSTAND IT SO WE’RE NOT CURTAILING CREATIVITY. A LOT OF INTERVENTIONS AND SERVICES NEED TO GO THROUGH THE ISDS TO GET TO THE LOCAL DISTRICT. THE DEPARTMENT NEEDS TO HAVE CONTACT WITH INDIVIDUAL DISTRICTS. IT DOESN’T NEED TO PASS THROUGH ISD ALL THE TIME. WE NEED THOSE OPPORTUNITIES. WE HAD THE DEPARTMENT REPRESENT US AT THE LEARNING LAB LAST WEEKEND, AND IT WAS GREAT TO SEE. IN MY VIEW, IT’S NOT A TRICKLE DOWN. IT’S A LEVEL CONVERSATION ABOUT HOW WE CAN COOPERATE.>>THANKS. WE HAVE 20 MORE MINUTES AND WE HAVE FOUR MORE QUESTIONS, AND WE WANT SOME TIME AT THE END. MICHELLE.>>THIS IS A TWO SENTENCE QUESTION. NUMBER SIXTEEN– WHAT HAS BEEN YOUR SUCCESS AS AN EDUCATIONAL LEADER IN COLLABORATING AND PARTNERING WITH THE BUSINESS, LABOR, AND BROADER COMMUNITY. DISCUSS SPECIFIC PARTNERSHIPS OR ACHIEVEMENTS THAT HAVE DEVELOPED AS A PART OF YOUR LEADERSHIP.>>THAT’S HOW YOU DESCRIBE MY LEADERSHIP ANYWAY. FROM THE INDUSTRIAL AND BUSINESS BASE, I LOOKED AROUND THE STATE, AND WE HAD A COMPANY THAT BUILT A NEW PLANT IN MARSHALL. I WAS ON THE LDFA AND ECONOMIC DEVELOPMENT BOARD. WHEN I TALKED TO AUTOCAM THEY SAID THEY HAD A PROGRAM IN KENT COUNTY WITH COOPERSVILLE CALLED THE AMP PROGRAM. I WENT TO THE MANUFACTURING TALENT 20/20 AND LISTENED TO MANUFACTURERS IN LANSING ABOUT WHY SCHOOLS ARE DELIVERING THE WORKFORCE THEY NEED. I MET AUTOCAM’S CEO AND TOLD HIM TO THINK ABOUT A PRE-AMP PROGRAM IN MARSHALL WHILE KIDS ARE STILL IN SCHOOL. WE EMBARKED ON THAT AND FORMED A THREE DISTRICT COLLABORATION TO WORK IN REACHING OUT TO THE MANUFACTURING BASE. WE’RE CREATING THE MEP PROGRAM THAT ALLOWS JUNIORS TO COMMIT TO MANUFACTURING PROGRAMS FOR THE FOLLOWING YEAR. THEY USE THEIR TRANSCRIPTS TO DEMONSTRATE SKILL SETS IN MANUFACTURING, THEN ARE GONNA BE INTERVIEWED BY EMPLOYERS AND NOT GIVE THEM A JOB, BUT A LOT OF KIDS FIND JOBS THAT WAY. WE HAVE TWO STUDENTS FROM ALTERNATIVE AND TRADITIONAL HIGH SCHOOLS THAT HAVE GOT JOBS AT AUTOCAM AND ARE IN A TRAINING PROGRAM GETTING COLLEGE CREDIT. I CALL IT THE SCHOLARSHIP PROGRAM BECAUSE YOU CAN GET A DEGREE OUT OF THAT PROGRAM. WE DO THAT WELL, AND WE’RE GONNA DO IT BETTER. WE HAD OUR FIRST CAREER DAY THAT WE HAD 25 LOCAL BUSINESS COME IN. WE RAN 8-12 GRADERS THROUGH THAT EXPERIENCE ONE DAY. THAT WAS AMAZING. WE’RE TRYING TO PEAK THE INTEREST AT THE MIDDLE SCHOOL LEVEL AND APPLIED ARTS AT OUR HIGH SCHOOL TO GET KIDS INTO THE FIELD OF WORK. I WANNA SAY ABOUT LABOR, I’M PART OF THE CONVERSATION ABOUT WHETHER OUR KIDS ARE ILL PREPARED TO GO OUT INTO THE WORKFORCE. I’M WORKING WITH WORKFORCE DEVELOPMENT. I’M ON THE SOUTHWEST MICHIGAN FIRST INITIATIVE ON THE EDUCATIONAL COMMITTEE TALKING ABOUT HOW CAN WE CHANGE THE CORRIDOR UP AND DOWN I-94 AND THE SIX COUNTIES IN THAT REGION 8. YOU SAW THAT. HOW ARE WE CONNECTING WITH OUR CAREER CENTERS. THE CAREER CENTER IN CALVIN COUNTY IS OUTSTANDING. WE STILL HAVE 8 APPLIED ARTS PROGRAMS IN OUR HIGH SCHOOL– IN CAD, METALS, WOODS, 3D PRINTING, ROBOTICS. HOW DO YOU REACH OUT TO OTHER ENTITIES IN THE COMMUNITY? I WORK WITH THE HURON POTAWATOMI TRIBE IN ATHENS TO HELP BRING COUNTIES AND TOWNSHIPS AND VILLAGES TOGETHER SO THAT WE HAD A POLICE FORCE THAT WAS REGULAR, AS OPPOSED TO WAITING FOR THE STATE POLICE. THEY HAVE A BIG TERRITORY TO COVER. THERE’S OTHER THINGS IN COMMUNITY PARTNERSHIPS. THE FRANK CENTER FOR PERFORMING ARTS IS A SMALL VENUE. WHEN WE BUILD A BIG AUDITORIUM WITH OUR BOND FUNDS THAT WE PASSED, WE STARTED COLLABORATING. HOW DO WE BUILD BIGGER VENUES AND STILL LET THE FRANK CENTER BE IN CHARGE OF THAT. SO WE BROUGHT JEFF DANIELS TO GIVE A WONDERFUL PERFORMANCE FOR OUR COMMUNITY. THAT WAS THROUGH PARTNERSHIP.>>THANK YOU. WE HAVE THREE MORE QUESTIONS AND A CHANCE TO HEAR MORE. LUPE.>>MICHIGAN SCHOOLS ARE VERY DIVERSE IN TERMS OF RACE, ETHNICITY, CULTURE, AND SOCIO-ECONOMIC LEVELS. PLEASE SPEAK TO YOUR APPROACH AND GIVE EXAMPLES OF YOUR SUCCESS IN SUPPORTING DIVERSE LEARNERS TO SUCCESS IN SCHOOLS. YOU HAVE COVERED SOME OF IT.>>IT’S ONE OF MY MOST IMPORTANT PERSPECTIVES AND VALUES. THE WORK THAT I’M DOING WITH ALBION AND MY PARTNERS IS GOOD. WE’VE INCORPORATED THE NATIONAL EQUITY PROJECT TO COME IN AND HELP. GLASS WING, HEALING RACISM TO HELP. LET’S BE HONEST. WHEN YOU’RE IN A DISTRICT THAT’S 97% CAUCASIAN, AND YOUR PROFILE CHANGES TO 22% CHILDREN OF COLOR, THERE’S A BIT OF AN ADJUSTMENT PROCESS, AND TEACHERS SAY “HOW DO I “HAVE THE TOOLS TO REACH OUT “AND HELP KIDS BE SUCCESSFUL?” YOU HAVE TO BE INTENTIONAL, UPFRONT, AND HONEST, AND WORK THROUGH THE PROCESS. WE HAVE CONSULTANTS WORKING WITH US ABOUT HOW TO DEVELOP RELATIONSHIPS WITH ECONOMICALLY DISADVANTAGED CHILDREN AND CHILDREN OF COLOR THROUGH DIFFERENTIATED INSTRUCTION. THAT’S HOW YOU DO IT. YOU MEET WITH THE KIDS AND UNDERSTAND THEIR NEEDS, STRENGTHS, AND WEAKNESSES, YOU CREATE THEIR OWN PLAN AND ENFORCE HIGH EXPECTATIONS ON THEIR PERFORMANCE. YOU’RE GONNA BE IN IT EVERY STEP OF THE WAY. THAT’S HOW WE APPROACH IT. IT’S A CULTURE CLIMATE ISSUE.>>THANK YOU. EILEEN HAS THE NEXT QUESTION. THE SECOND PART WAS A MISTAKE.>>THE SECOND PART WAS A MISTAKE?>>YEAH, IT’S A REPEAT.>>AS SUPERINTENDENT YOU’LL MANAGE THE DEPARTMENT OF EDUCATION’S BUDGET AND ORGANIZATION ALONG WITH FEDERAL COMPLIANCE. PLEASE DESCRIBE YOUR APPROACH AND SUCCESS MANAGING A SIMILAR ORGANIZATION.>>A SIMILAR ORGANIZATION? SIMILAR, NOT IN SCOPE, BUT BEING A SUPERINTENDENT IN A 900 SCHOOL, AND BEING ONE IN A 2600 SCHOOL IS NO DIFFERENT. MAYBE A LITTLE MORE COMPLEX, BUT THE ROLES AND RESPONSIBILITIES ARE THE SAME. THE SCOPE IS DIFFERENT. WHEN YOU GET TO THE STATE LEVEL, THE SCOPE’S GONNA BE DIFFERENT, BUT THE RESPONSIBILITIES, ROLES, AND OBLIGATIONS TO THE KIDS OF THIS STATE DON’T CHANGE. AS FAR AS MY ABILITY TO OPERATE IN LARGER ORGANIZATIONS WAS THAT EXPERIENCE I TALKED ABOUT– THE COUNTRY OF DENMARK WAS AN OPPORTUNITY FOR THAT. I WAS CONSULTANT FOR THE WAYNE COUNTY DEPARTMENT OF COMMUNITY JUSTICE WHEN THEY ROLLED OUT THE MANAGE CARE INITIATIVE TO DEAL WITH DELINQUENT KIDS AND KIDS IN FOSTER CARE THROUGH CMOS AND CARE MANAGEMENT ORGANIZATIONS. I OVERSAW THE QUALITY MANAGEMENT FOR THE STARTUP OF THOSE THINGS. I HAVE SCOPE. I UNDERSTAND MY ROLE AND RESPONSIBILITIES AS A SUPERINTENDENT AND I CAN APPLY THAT TO THIS POSITION.>>THANKS. KATHY.>>COULD YOU GIVE US SPECIFIC IDEAS ON HOW YOU JUDGE YOUR OWN EFFECTIVENESS AS SUPERINTENDENT AND HOW WE SHOULD EVALUATE YOU?>>LET’S GET OUT OF BEING ONE OF THE LOWEST FIVE STATES AND START TO INCREASE CHILDREN OF COLORS’ GRADUATION RATES. LET’S STOP BEING 36 OUT OF 50. LET’S WORK ON THAT. I MIGHT NOT TAKE YOU TO NUMBER ONE. WE’RE GONNA WORK ON MOVING THE NEEDLE. TO EVALUATE MY EXPERIENCE AND PERFORMANCE, IT’S GONNA BE TIED TO THAT BENCHMARK. SET SOME GOALS. I LIKE TO STRETCH GOALS BECAUSE STRETCH GOALS BECOME EVERGREEN. WITH KIDS BEING PROFICIENT IN 3RD GRADE READING– ONE OF MY BUILDINGS WAS 100% OR 98%, ONE WAS 95-84, ONE WAS 83. OVERALL WE WERE AT 96% BY THIRD GRADE LEVEL. WE STILL HAVE THE GOAL BECAUSE NEW KIDS COME IN. IT’S ALWAYS GOTTA BE THERE. METRICS ARE IMPORTANT. HOW I WORK WITH THE GOVERNOR AND LEGISLATURE IS GONNA BE KEY. YOU’RE GONNA JUDGE THAT THROUGH WHAT THE TENOR OF THOSE CONVERSATIONS ARE WHEN WE PULL THEM TOGETHER, AND OTHER STAKEHOLDERS. WHEN WE HAVE DIALOGUE, YOU’LL SEE WHETHER WE’RE BEING COOPERATIVE, PRODUCTIVE, HEADING TOWARDS ACTION AS OPPOSED TO CONVERSATION. AS RICK SNYDER SAID, RATHER THAN HAVING A NICE CONVERSATION, WE NEED TO HAVE HARD CONVERSATIONS TO MOVE AND AFFECT CHANGE. I THINK YOU’RE GONNA KNOW THAT. I LOOK FORWARD TO FEEDBACK FROM THE BOARD. YOU’LL GET FEEDBACK FROM THE 360 APPROACH FROM PEOPLE YOU KNOW I’M CONNECTED WITH. LET ME KNOW WHAT THEY’RE TELLING YOU WHEN WE EVALUATE. HOW ARE WE OPERATING AS SUPERINTENDENT? DO YOU FEEL INFORMED, UPDATED? ARE WE WORKING ON INCLUSIVE GOVERNANCE?>>THANKS. LAST QUESTION. WHY DO YOU WANT TO BE SUPERINTENDENT?>>WHEN I TOLD YOU ABOUT MY PATH, I DIDN’T EXPECT TO BE SITTING AT THIS TABLE TODAY. SOMEONE REACHED OUT TO ME AND SAID, “WE’VE BEEN “HEARING THINGS. “WOULD YOU CONSIDER?” I SAID SURE. IT’S NOT THE JOB OF BEING STATE SUPERINTENDENT THAT I’M INTERESTED IN. IT’S THE OPPORTUNITY. THIS ALLOWS ME TO IMPACT ON A BROADER SCALE WHAT’S IN THE BEST INTEREST OF KIDS IN THIS STATE. ULTIMATELY WE GET EVALUATED ON HOW WE OPERATE AND HOW OUR STAKEHOLDERS AND FAMILIES PERCEIVE THAT. WE ANSWER TO THE CHILDREN IN MICHIGAN. FOR ME, IT’S A CALLING, AN OPPORTUNITY TO IMPACT ON PUBLIC EDUCATION. I’M TIRED OF GOING INTO OTHER ARENAS AND HEARING HOW BAD OUR PERFORMANCE IS. WE HAVE GREAT TEACHERS THAT KNOW HOW TO EDUCATE. SOMETIMES WE HAVE TO GET OUT OF THE WAY AND LET THAT HAPPEN, BUT WITH ACCOUNTABILITY, OVERSIGHT, AND RESOURCES. YOU ASKED ME WHY I WANT TO BE SUPERINTENDENT– I WANT THE OPPORTUNITY.>>THANK YOU. I APPRECIATE YOUR COMMENTS. WE HAVE FIVE MINUTES. YOU CAN MAKE POINTS ABOUT ANYTHING YOU’D LIKE US TO KNOW ABOUT YOUR ABILITY, EXPERIENCE, OR TO ASK US QUESTIONS YOU’D LIKE.>>I’D LIKE TO ASK QUESTIONS. I’D LIKE TO DO A CLOSING.>>NOTHING TOO HARD.>>I’M INTERESTED– YOU’RE A BOARD LIKE ANY. YOU’RE ELECTED AND YOU THINK ABOUT WHAT’S THE BEST INTEREST. YOUR SCOPE IS A LOT LARGER. HOW DO YOU WORK TOGETHER IN THIS DIVISIVE POLITICAL CLIMATE, NOT THAT YOU ARE, BUT IT IS WHEN YOU HAVE DIFFERENT PERSPECTIVES TO COME TOGETHER. HOW DO YOU WORK TOGETHER, AND WHAT ROLE DOES THE SUPERINTENDENT HAVE IN THAT?>>HISTORICALLY, SINCE I’VE BEEN ON THE BOARD, WE WORK TO HAVE GOOD COMMUNICATION WITH EACH OTHER OR ACROSS PARTY LINES, AND HAVE SUCCEED TO PULL TOGETHER. WE HAVE DIFFERENCES. WHAT WE’VE DONE IS TO ORGANIZE AROUND EDUCATION DIRECTIONS, GET THERE IN A BIPARTISAN MANNER, AND WORK HARD AT IT. IT’S COMMUNICATION AND RESPECT THAT WE ARE COMMITTED TO THAT. WE’RE NOT ISOLATED FROM THE POLARIZED POLITICS, BUT WE ARE AN EXAMPLE THAT YOU CAN’T FIND COMMON GROUND AND COME TOGETHER AROUND THINGS THAT WE THINK ARE IMPORTANT.>>OUTSTANDING. WHAT ROLE DO YOU EXPECT ME TO PLAY IN THAT?>>I THINK YOU CAN APPRECIATE AND– WE HAVEN’T HAD THE NEED FOR FACILITATING, BUT WHERE YOU HAVE GOOD IDEAS, OR OBSERVE US BEHAVING, AND YOU SEE HOW TO HELP US, FACILITATE THAT COMING TOGETHER IN MUTUAL APPRECIATION AND IDEALLY SHARED DECISION MAKING. I THINK YOU’RE IN THIS ROLE– WHO CAN HELP US AND GUIDE US. THAT’S ONE OF THE SKILLS THAT WOULD BE NICE TO HAVE.>>WHEN I LOOK AT THE TASK OF THIS BOARD TO ADDRESS AREAS WHERE KIDS ARE BEING UNDERSERVED, HOW DO YOU PUT THAT IN PRIORITY VERSUS ALL THE OTHER THINGS YOU HAVE TO DO TO MAKE SURE DISTRICTS ARE FUNCTIONING AT THE APPROPRIATE LEVEL?>>I INVITE OTHERS TO RESPOND. I THINK THAT WE HAVE NOT DONE ENOUGH AND WE SHOULD LOOK FRESH AT EVERYTHING WE DO AND HOW WE REORGANIZE IT TO REDIRECT WHATEVER HELP WE NEED FOR THOSE WHO HAVE FURTHEST TO TRAVEL EDUCATIONALLY. THAT SHOULD BE OUR PRIORITY.>>WE DO GET TOGETHER ONCE A YEAR TO REVIEW THE PRIORITIES OF THE BOARD WHICH THE SUPERINTENDENT CAN USE TO WORK WITH THE STAFF AND DEPARTMENT TO MAKE SURE THE VISION IS BEING IMPLEMENTED THROUGHOUT THE DEPARTMENT. ONE OF THE TOP PRIORITIES IS IDENTIFYING THE STUDENTS THAT MIGHT BE IN NEED OF SERVICES, AND KEEPING THEM AT THE TOP OF OUR VISION.>>SO IT’S A PRIORITY. THAT’S THE STRATEGIC PLAN?>>CORRECT.>>I’M GONNA LET YOU OFF THE HOOK. I JUST WANNA END WITH MAKING IT CLEAR THAT I WANT TO BE YOUR NEXT SUPERINTENDENT. LET ME TELL YOU THE OBVIOUS. I’M HONORED THAT YOU SPENT THE TIME WITH ME TO TALK ABOUT THIS. I NEVER THOUGHT I’D HAVE THIS OPPORTUNITY. I HAVE A PASSION JUST LIKE ANY OTHER COLLEAGUE. WE’RE ALL DEDICATED AND PASSIONATE. I’M CUT FROM A DIFFERENT CLOTH AND COME FROM A DIFFERENT PATH TO GET HERE. I THINK DIFFERENTLY. A LOT OF MY COLLEAGUES ARE PROBABLY LAUGHING. I DO BECAUSE BEHIND EVERY CHALLENGE THAT WE HAVE, YOU HAVE TO FIND THE OPPORTUNITIES FOR POSITIVE CHANGE. I HAVE COLLEAGUES THAT WORK FROM ME FROM OTHER DISTRICTS THAT BELIEVE IN THAT. I THINK WE LET THE SYSTEM PREVENT US FROM TAKING STEPS. I DON’T.>>ON BEHALF OF THE BOARD, AND MICHIGAN, THANKS FOR PUTTING YOURSELF FORWARD. FOLKS WHO DO KNOW YOUR WORK ARE IMPRESSED. YOU DIDN’T THINK YOU COULD BE A SUPERINTENDENT, AND VIEW YOU AS FAMOUSLY SUCCESSFUL IN A UNIQUE WAY. I WOULD NOT UNDERESTIMATE YOUR ABILITY TO CONTRIBUTE AT THIS LEVEL. IT’S GREAT TO LEARN MORE. YOU KNOW WHAT YOU THINK AND WHAT YOU’RE DOING AND IT SHOWS. I APPRECIATE YOUR SPENDING SOME TIME WITH US IN THIS DISCUSSION. IS YOUR WIFE HERE? CAN YOU INTRODUCE HER?>>THIS IS PAM.>>HI.>>WE’RE CELEBRATING OUR 30TH ANNIVERSARY COMING UP MARCH 30TH.>>THANKS SO MUCH FOR STEPPING FORWARD AND OFFERING YOUR SERVICE. WE’RE GONNA START AT 11:25 AGAIN.>>SOUNDS GOOD.>>THANK YOU.

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