Michigan State Board of Education Meeting for April 19, 2017 – Morning Session


>>–APRIL 19, 2017 IS CALLED TO ORDER. FIRST ITEM IS APPROVAL OF THE AGENDA IN ORDER OF PRIORITY.>>SO MOVED.>>IT’S BEEN MOVED. ANY DISCUSSION? ALL THOSE IN FAVOR, SAY AYE.>>all: AYE.>>OPPOSED, NAY. MOTION CARRIES. WE BEGIN WITH INTRODUCTION OF STATE BOARD MEMBERS AND GUESTS. MARILYN, AT THIS TIME, PLEASE INTRODUCE THE BOARD.>>YES, TO MY IMMEDIATE LEFT IS BRIAN WHISTON. HE IS THE STATE SUPERINTENDENT AND CHAIRMAN OF THE BOARD. AND AS WE GO AROUND CLOCKWISE, RICHARD ZEILE IS THE CO-PRESIDENT OF THE BOARD, AND HE RESIDES IN DEARBORN. THE OTHER CO-PRESIDENT OF THE BOARD, CASANDRA ULBRICH, RESIDES IN ROCHESTER HILLS. MICHELLE FECTEAU FROM DETROIT IS THE SECRETARY OF THE BOARD. SHE IS ON HER WAY. NIKKI SNYDER– NIKKI, WHERE ARE WE SAYING YOU’RE FROM? PINCKNEY? NIKKI IS IN THE PROCESS OF A MOVE. SHE IS THE NASBE DELEGATE, THE BOARD’S ASSOCIATION. SO IN THE PINCKNEY AREA IS WHERE NIKKI RESIDES. TRACY HORODYSKI IS THE MICHIGAN TEACHER OF THE YEAR. SHE’S FROM KENOWA HILLS. AND AS WE GO ACROSS THE TABLE, TYLER SAWHER, HE IS FROM THE GOVERNOR’S OFFICE. HE IS THE STRATEGIC ADVISOR FOR EDUCATION AND FOR CAREER CONNECTIONS, RIGHT? AND THEN EILEEN WEISER IS ON HER WAY. SHE’S A BOARD MEMBER FROM ANN ARBOR. LUPE RAMOS-MONTIGNY IS A BOARD MEMBER, AND SHE IS FROM GRAND RAPIDS. PAMELA PUGH IS ON HER WAY. SHE’S A BOARD MEMBER FROM SAGINAW. THE TREASURER OF THE BOARD IS TOM McMILLIN. HE’S FROM ROCHESTER HILLS. I’M MARILYN SCHNEIDER. I’M THE STATE BOARD EXECUTIVE.>>THANK YOU, MARILYN. NOW WE’LL INTRODUCE THE NEWEST MEMBERS OF THE TEAM HERE AT THE MICHIGAN DEPARTMENT OF EDUCATION. VENESSA, IF YOU COULD BEGIN, PLEASE.>>GOOD MORNING, EVERYONE. WE HAVE THREE NEW MEMBERS. SO PATTI CHAPMAN FROM FIELD SERVICES… IS NOT UP HERE.>>NOT UP HERE. ALL RIGHT.>>OKAY, SORRY. SHELBY LEE FROM EDUCATOR TALENT. DO YOU WANT TO STAND UP AND SAY A LITTLE BIT ABOUT YOURSELF?>>I’M SHELBY LEE, AND I AM THE SECRETARY FOR THE OFFICE OF EDUCATOR TALENT. AND I JOINED ABOUT THREE WEEKS AGO, COMING FROM SPENDING ABOUT 15 YEARS AS AN ADMINISTRATIVE ASSISTANT IN THE PET SUPPLY INDUSTRY. SO THIS IS DIFFERENT FOR ME, AND I’M LOOKING FORWARD TO THE OPPORTUNITIES.>>WE HAVE TIM TAHANEY FROM STANDARDS AND ASSESSMENTS.>>HELLO, TIM TAHANEY. WORKING IN THE ADMIN AND REPORTING GROUP. I HAVE 18 YEARS OF EXPERIENCE IN LARGE-SCALE ASSESSMENTS. CONTRACTED HERE FOR A YEAR, AND NOW A FULL-TIME EMPLOYEE, DOING A LOT OF WORK ON REPORTING REQUIREMENTS GATHERING AND TESTING [ INAUDIBLE, AWAY FROM MIC ].>>KYLE, PLEASE.>>IT’S MY PLEASURE TO INTRODUCE BECKI GRESH WITH THE OFFICE OF FINANCIAL MANAGEMENT.>>HI, I’M BECKI GRESH. I AM A NEW ACCOUNTANT WITH THE OFFICE OF FINANCIAL MANAGEMENT. I ALSO WORK AS CHIEF CASHIER FOR THE DEPARTMENT. AND I CAME FROM THE TREASURY BUDGET OFFICE, AND THIS IS MY FIRST FORAY INTO ACCOUNTING, SO LOOKING FORWARD TO IT. THANK YOU.>>SUSAN, PLEASE.>>IT GIVES ME GREAT PLEASURE TO INTRODUCE JULIE SWORDEN, WHO IS THE NEW ASSISTANT IN THE P-20 SYSTEM. JULIE, DO YOU WANT TO TALK A LITTLE BIT ABOUT YOURSELF AND YOUR NEW JOB?>>I AM GOING TO BE ASSISTING SUSAN BROMAN IN THE P-20 SYSTEM AND STUDENT TRANSITION. I HAVE WORKED FOR THE STATE OF MICHIGAN FOR 17 YEARS, AND I CAME FROM THE DEPARTMENT OF MILITARY AND VETERANS AFFAIRS, MICHIGAN VETERANS AFFAIRS AGENCY. AND I LOOK FORWARD TO WORKING WITH SUSAN AND HER STAFF.>>DID WE MISS ANY OTHER NEW EMPLOYEES IN THE ROOM? ALL RIGHT, LET’S WELCOME OUR NEW EMPLOYEES. [ APPLAUSE ] NOW WE’LL HAVE THE AUDIENCE INTRODUCE YOURSELF. AND IF WE COULD START WITH MARTY, PLEASE.>>GOOD MORNING. I’M MARTY ACKLEY. I’M THE DIRECTOR OF PUBLIC AND GOVERNMENTAL AFFAIRS HERE AT THE DEPARTMENT OF EDUCATION.>>CAROLINE LIETHEN. I AM THE LEGISLATIVE LIAISON IN THE OFFICE OF PUBLIC AND GOVERNMENTAL AFFAIRS.>>GOOD MORNING. I’M CHELSEY MARTINEZ, DIRECTOR OF COMMUNICATIONS AND ASSISTANT DIRECTOR OF GOVERNMENT RELATIONS AT THE SECONDARY SCHOOL PRINCIPALS ASSOCIATION.>>RICHARD THRUSH FROM GRAND RAPIDS.>>DOROTHY MONSON FROM GRAND RAPIDS, AND WE’RE LEARNING A LOT.>>JUDY PRITCHARD FROM MACOMB INTERMEDIATE.>>[ INAUDIBLE, AWAY FROM MIC ].>>KRIS JACOBS, CALHOUN ISD.>>I’M PATTY CANTU, DIRECTOR OF CAREER AND TECHNICAL EDUCATION AND EARLY MIDDLE COLLEGES HERE AT THE DEPARTMENT OF EDUCATION.>>I’M JASON, I’M FROM [ INDISTINCT ].>>LARISSA GIBSON, GARDEN CITY PUBLIC SCHOOLS.>>ALEX McNEECE, DIRECTOR OF INSTRUCTION FOR GARDEN CITY PUBLIC SCHOOLS.>>LINDSAY SKENE, KINDERGARTEN TEACHER IN GARDEN CITY PUBLIC SCHOOLS.>>SUSAN FORD, PRINCIPAL AT LATHERS IN GARDEN CITY PUBLIC SCHOOLS.>>CHRIS KLAVER, GONGWER NEWS SERVICE.>>STEVE BEST IN THE DEPARTMENT OF EDUCATION.>>KYLE GUERRANT, DEPUTY SUPERINTENDENT FOR FINANCE AND OPERATIONS.>>VENESSA KEESLER, DEPUTY SUPERINTENDENT, DIVISION OF EDUCATOR, STUDENT, AND SCHOOL SUPPORTS.>>SUSAN BROMAN, DEPUTY SUPERINTENDENT, P-20 SYSTEMS AND STUDENT TRANSITIONS. I LIVE IN GRAND RAPIDS, BY THE WAY, BUT I SPEND MY DAYS HERE. [ LAUGHTER ]>>GOOD MORNING, SHEILA ALLES, CHIEF DEPUTY SUPERINTENDENT.>>GOOD MORNING, WENDY LARVICK, CHIEF OF STAFF FOR BRIAN WHISTON.>>THANK YOU ALL. PUBLIC PARTICIPATION– IF YOU PLAN ON OFFERING PUBLIC COMMENT AT TODAY’S MEETING, PLEASE COMPLETE A FORM AND GET IT UP TO MARILYN. FORMS ARE AVAILABLE ON THE TABLE JUST OUTSIDE OF THE BOARD ROOM. THEY MUST BE SUBMITTED PRIOR TO THE BEGINNING OF THE PORTION OF THE MEETING DEVOTED TO PUBLIC COMMENT. PUBLIC COMMENT WILL BEGIN IMMEDIATELY FOLLOWING THE LUNCH BREAK, SCHEDULED FOR APPROXIMATELY 1:00 P.M. TODAY. PLEASE BE HERE AT THAT TIME TO MAKE SURE YOU HAVE THE OPPORTUNITY TO COMMENT. AND MARILYN, YOU HAVE AN ANNOUNCEMENT.>>YES, WE’RE GOING TO DO SOMETHING NEW TODAY. TODAY IS A STATE-WIDE TORNADO DRILL. HEAR ME SAY, “DRILL.” TORNADO DRILL. IT’S GOING TO HAPPEN AT 1:00. WE KNOW IT’S GOING TO HAPPEN AT 1:00. IF YOU ARE IN THIS BUILDING, YOU ARE GOING TO GO TO ONE OF THE TWO STAIRWELLS ON EITHER SIDE OF THE ELEVATOR AND YOU’RE GOING TO GO DOWN TO THE LOWER PARKING LEVEL. THERE WILL BE PEOPLE IN ORANGE VESTS THAT CAN ASSIST YOU, BUT THAT’S WHAT’S GOING TO HAPPEN HERE. WE KNOW IT’S A DRILL. IT’S STATEWIDE. SO THAT’S WHAT WE’RE GOING TO DO TODAY BEFORE WE RECONVENE IN THE AFTERNOON. AND THEN WHEN IT’S OVER YOU JUST COME RIGHT BACK UP. IF YOU HAPPEN TO BE OUTSIDE, YOU ARE GOING TO HAVE TO GO THROUGH THE GUARD AREA AGAIN, BUT YOU KNOW, YOU DON’T WANT TO BE OUTSIDE IF THERE’S A TORNADO. [ LAUGHTER ] THANK YOU. I’LL REMIND YOU AGAIN BEFORE WE GO TO LUNCH.>>THANK YOU. COMMITTEE OF THE WHOLE MEETING. DISCUSSION ITEMS. THE FIRST ITEM ON THE COMMITTEE OF THE WHOLE AGENDA IS RECOGNITION OF THE NATIONAL SCHOOL COUNSELOR OF THE YEAR, TERRI TCHORZYNSKI. PLEASE WELCOME TERRI UP TO THE TABLE. TERRI IS FROM THE CALHOUN AREA CAREER CENTER. SHE IS THE 2017 SCHOOL COUNSELOR OF THE YEAR, AWARDED BY THE AMERICAN SCHOOL COUNSELORS ASSOCIATION. SHE RECEIVED NATIONAL RECOGNITION AT THE WHITE HOUSE DURING A CEREMONY WHERE MICHELLE OBAMA DELIVERED HER FINAL REMARKS AS FIRST LADY. WE OFTEN DISCUSS HERE AT THE BOARD TABLE THE IMPORTANT WORK DONE BY OUR SCHOOL COUNSELORS AND HOW WE NEED A LOT MORE OF THEM. WE’RE FORTUNATE THAT THE NATIONAL SCHOOL COUNSELOR RESIDES IN OUR STATE, BENEFITING MICHIGAN STUDENTS, AND WE THANK YOU TO TERRI, AND ALL OF THE SCHOOL COUNSELORS AND EDUCATORS WHO POUR THEIR HEART AND SOUL INTO ASSISTING OUR STUDENTS AND HELPING THEM BE SUCCESSFUL. YOU OFTEN HEAR BOARD MEMBERS AND OTHERS SAY THE GREAT THINGS THAT ARE HAPPENING IN MICHIGAN SCHOOL, AND TERRI IS AN EXAMPLE OF THAT TRUTH, AND THE GOOD THINGS HAPPENING. SO LET’S WELCOME TERRI, AND CONGRATULATIONS. [ APPLAUSE ]>>TERRI, DID YOU WANT TO MAKE A COUPLE OF COMMENTS?>>YES, IF YOU DON’T MIND. I JUST FIRST OF ALL WANT TO THANK ALL OF YOU FOR INVITING ME HERE. YOU KNOW, IT’S A– AS I RECEIVE THESE DIFFERENT RECOGNITIONS AND HONORS, IT’S ALWAYS EXCITING AND KIND OF UNEXPECTED FOR ME, BECAUSE I JUST– I LOVE WHAT I DO WHEN I WORK WITH STUDENTS. AND SO TO BE ABLE TO WORK WITH STUDENTS AND ADVOCATE FOR THEM, AND AT THE SAME TIME BE RECOGNIZED BY A BOARD SUCH AS THIS IS JUST AN AMAZING FEELING. SO THANK YOU ALL FOR TAKING THE TIME AND INVITING ME, AND THEN THANK YOU ALSO FOR SUPPORTING THE WORK OF SCHOOL COUNSELORS. IT’S MUCH APPRECIATED.>>SO IF WE COULD HAVE RICHARD AND CASANDRA, I THINK THEY HAVE A PLAQUE TO PRESENT TO YOU, AND WE HAVE A PHOTOGRAPHER TO TAKE SOME PICTURES.>>SO ON BEHALF OF THE ENTIRE BOARD, WE ARE SO PROUD THAT YOU ARE REPRESENTING MICHIGAN IN SUCH A DISTINGUISHED ROLE THIS YEAR, AND SO WE JUST WANTED TO PRESENT TO YOU THIS PLAQUE OF OUR RECOGNITION FOR YOUR ACHIEVEMENTS. AND THANK YOU SO MUCH FOR EVERYTHING THAT YOU HAVE DONE.>>THANK YOU. I VERY MUCH APPRECIATE IT. THANK YOU.>>THANK YOU. IT MUST BE QUITE A COME-DOWN AFTER MICHELLE OBAMA. [ LAUGHTER ]>>NO, NO, NO. COME ON NOW. YEAH, YEAH, THIS IS AN IMPORTANT BOARD.>>THANK YOU SO MUCH.>>AGAIN, CONGRATULATIONS. [ APPLAUSE ]>>AGAIN, THANK YOU FOR YOUR GREAT WORK, AND FOR YOUR CARE FOR THE KIDS IN OUR SCHOOLS. THANK YOU. NEXT ITEM ON THE AGENDA IS A PRESENTATION BY GARDEN CITY SCHOOLS ON READING LITERACY. GARDEN SCHOOLS IS HERE TO PRESENT ON A BALANCED EARLY LITERACY PROGRAM. THEY’LL SHARE INFORMATION ON IMPLEMENTATION, FUNDING, DATA AND SUCCESS RATE. IF WE COULD HAVE THE FOUR PRESENTERS COME UP TO THE TABLE. AND SUSAN FORD IS THE PRINCIPAL OF THE LATHERS EARLY CHILDHOOD AND KINDERGARTEN CENTER. ALEX McNEECE IS THE DIRECTOR OF INSTRUCTIONAL SERVICE. LINDSAY SKENE IS THE K TEACHER, AND LARISSA GIBSON IS THE TITLE I TEACHER. AND I HOPE I SAID ALL YOUR NAMES RIGHT. IF I DIDN’T, PLEASE CORRECT ME. BUT THANK YOU FOR BEING HERE, AND AGAIN, THANK YOU FOR WHAT YOU ARE DOING IN THE CLASSROOM, AND FOR GETTING THE GOOD RESULTS THAT YOU ARE GETTING TO IMPROVE THE SUCCESS FOR STUDENTS IN GARDEN CITY, SO PLEASE. THE TABLE IS YOURS.>>IT’S A PLEASURE, AND THANK YOU FOR BRINGING US TO THE BOARD TODAY. IT’S AN HONOR TO PRESENT THE GREAT THINGS OUR TEACHERS ARE DOING AT LATHERS. AND TODAY WE’RE TALKING ABOUT OUR MULTI-TIERED SYSTEMS OF SUPPORT TO MAKE SURE STUDENTS ARE READING AT GRADE LEVEL. TODAY WE’RE GOING TO QUICKLY REVIEW THE DATA. WE’RE GOING TO GO OVER A QUICK OVERVIEW OF HOW WE GET ELEMENTARY SERVICES. I’M GOING TO TELL YOU ABOUT THE TRANSFORMATION TIMELINE THAT WE HAD FROM GOING FROM A TRADITIONAL LITERACY PROGRAM TO A BALANCED LITERACY PROGRAM. WE’RE GOING TO TALK ABOUT OUR SCHOOL IMPROVEMENT PROCESS VERY BRIEFLY, AND THEN WE’RE GOING TO– LATHERS IS GOING TO TAKE OVER, AND THEY’RE GOING TO TALK ABOUT WHAT THEY DID TO TRANSFORM LITERACY IN THEIR BUILDING. AND THEN FINALLY, I’M REALLY PLEASED THAT WE’LL VIRTUALLY BRING OUR KINDERGARTNERS INTO THE ROOM HERE WITH A VERY SHORT VIDEO. FIRST, THE DATA. I WANT TO POINT OUT THAT ALL THIS DATA CAN BE FOUND ON MISCHOOLDATA.COM. BUT I PUT IT IN A GRAPH THAT MAKES IT A LITTLE BIT EASIER TO SEE. GARDEN CITY IS IN GREEN, WAYNE COUNTY IS IN RED, AND THE STATE IS IN GRAY. THESE ARE OUR 3rd, 4th, 5th AND 6th GRADE LITERACY SCORES ON THE 2016 M-STEP. SO ESSENTIALLY WHAT WE’RE SAYING IS OUR TRANSITION, AND WHAT WE CHANGED FROM A TRADITIONAL SYSTEM TO A BALANCED LITERACY SYSTEM IS WORKING AND HELPING US ACHIEVE HIGHER SCORES. I WANT TO TALK TO YOU A LITTLE BIT ABOUT GARDEN CITY AND HOW WE DELIVER ELEMENTARY SERVICES. BACK IN 2010, DURING A MAJOR FINANCIAL CRISIS, WE HAD TO LOOK AT HOW WE WERE GIVING OUR ELEMENTARY SERVICES. WE HAD FIVE NEIGHBORHOOD ELEMENTARIES THAT WERE K-6. WE TRANSITIONED TO FOUR SEPARATE ELEMENTARY SCHOOLS THAT ALL DELIVERED GRADE LEVEL CONTENT. WE HAVE ACTUALLY FOUND, THOUGH, THAT DELIVERING CONTENT IN SUCH A WAY HELPS PUT ALL OF OUR TEACHERS IN ONE BUILDING, ALL OF OUR RESOURCES IN ONE BUILDING, AND ALLOWS THOSE EXPERTS– THE TEACHERS, THE INTERVENTIONISTS– TO COME TOGETHER AND DEVISE A MULTI-TIERED SYSTEM OF SUPPORT THAT’S TAILORED FOR THAT GRADE LEVEL. OUR TRANSFORMATION TIMELINE ESSENTIALLY STARTED BACK IN 2010, WHEN THE COMMON CORE STATE STANDARDS WERE ADOPTED BY THE STATE OF MICHIGAN, AND WE LOOKED AT OUR LITERACY AND HOW WE TAUGHT OUR LITERACY IN OUR TRADITIONAL SYSTEM. WE HAD THE BASAL READER, WE HAD THE WORKBOOK PAGES, PROBABLY VERY MUCH THE SAME WAY WE WERE ALL EDUCATED TO READ. AND WE LOOKED AT THAT SYSTEM AND HOW IT WASN’T GOING TO MEET THE NEEDS OF THE NEW RIGOR OF THE COMMON CORE, SO WE DECIDED TO ADOPT A NEW BALANCED LITERACY PROGRAM. AND BALANCED LITERACY IS WHERE WE DON’T JUST TEACH READING. WE USE WRITING, WE USE LISTENING TO TEXTS, WE USE SPEAKING TO HELP STUDENTS READ AT HIGHER LEVELS. AT THAT TIME, WE ALSO ADDED SOME ASSESSMENT, AND ASSESSMENT IS THE CORNERSTONE OF WHAT WE DO. WE ADDED THE NWEA AND THE DRA2 AS OUR DIAGNOSTICS AND OUR LEVELERS, TO FIND OUT WHERE OUR STUDENTS WERE READING. THE OTHER THING THAT IS REALLY IMPORTANT IS THAT WE ADOPTED THE PROFESSIONAL LEARNING COMMUNITY’S FRAMEWORK, WHERE ESSENTIALLY, THAT MEANS THAT WE HAD TEACHER LEADERS AND TIME FOR OUR TEACHERS TO COME TOGETHER AND COLLABORATE AND USE THE DATA THAT WERE GENERATED ON THOSE ASSESSMENTS TO DEVISE NEW– AND PROFESSIONALLY DEVELOP EACH OTHER SO THAT ALL OF OUR TEACHERS COULD BECOME SORT OF MASTER TEACHERS OF LITERACY. WE ALSO ADDED A STUDENT– SORRY– A TEACHER-COACHING MODEL, WHICH IS ALSO VERY IMPORTANT. TEACHER COACHES GO INTO CLASSROOMS, THEY OBSERVE LESSONS, THEY WORK ONE ON ONE WITH TEACHERS, THEY PUT TOGETHER INSTRUCTIONAL ROUNDS FOR TEACHERS– ALL VERY EFFECTIVE STRATEGIES TO HELP ALL TEACHERS GROW IN THE PROCESS OF BEING BETTER TEACHERS OF READING. THE M-STEP BEGAN IN 2015, AND THEN TODAY, SORT OF WHERE WE’RE AT. YOU SAW THE DATA, BUT IT’S A CONSTANT NEED FOR PROFESSIONAL DEVELOPMENT. WE’RE STARTING TO ASK REALLY INTERESTING QUESTIONS ABOUT HOW WE ACTUALLY BECOME BETTER AT THIS POINT. AND ALSO, WE HAVE A CONSTANT NEED FOR MATERIALS. I JUST WANT TO BRIEFLY MENTION THAT ONE THING THAT WE ARE TIGHT ON IS OUR SCHOOL IMPROVEMENT PROCESS– GATHER, STUDY, PLAN, DO. THIS IS A SLIDE THAT WE USE IN FRONT OF ALL OF OUR ADMINISTRATORS, AND OUR ADMINISTRATORS FOLLOW THE SCHOOL IMPROVEMENT PROCESS. AND ESSENTIALLY, THAT’S HOW LATHERS GENERATED WHAT YOU’RE ABOUT TO SEE NOW. SOME OF THESE SLIDES COME RIGHT OUT OF THEIR SCHOOL IMPROVEMENT FRAMEWORK SLIDES.>>SO AT LATHERS, WE HOUSE ALL OF THE EARLY INTERVENTION, ALL OF THE GSRP AND THE KINDERGARTEN FOR THE ENTIRE DISTRICT, AS ALEX TOLD YOU. WE ARE DEFINITELY A WORKING-CLASS COMMUNITY. WE HAVE A VARIETY OF FAMILIES WITH DIFFERENT NEEDS. WE TYPICALLY RUN BETWEEN 55% AND 65% FREE AND REDUCED LUNCH. THIS YEAR, WE’RE AT 58%. LAST YEAR, WE WERE AT 64%. THIS IS JUST SOME DATA. MANY OF OUR KIDS HAVE COME TO PRESCHOOL, MANY OF THEM HAVE NOT. ABOUT A QUARTER OF THEM ARE SCHOOL OF CHOICE.>>[ INDISTINCT ].>>SO THE MOST IMPORTANT THING THAT I FOUND AS BEING A PRINCIPAL, NOT ONLY AT LATHERS BUT ANOTHER BUILDING I WAS IN, IS SCHOOL IMPROVEMENT IS THAT WORD THAT IS TOSSED AROUND CONSTANTLY. BUT WE REALLY HAVE TO EQUATE THAT TO CLASSROOM IMPROVEMENT. UNLESS I CAN GET MY TEACHERS TO CHANGE THEIR PRACTICES AND MOVE TO A BEST PRACTICE MODEL, WE WILL NEVER SEE THAT FULL-SCHOOL IMPROVEMENT. SO IT GOES BACK TO THE GRASSROOTS OF GETTING MY TEACHERS TO UNDERSTAND WHAT DO WE NEED TO DO THAT’S BEST FOR CHILDREN. I WORKED COLLABORATIVELY WITH A GOOD FRIEND OF MINE WHO JUST RECENTLY RETIRED FROM GARDEN CITY SCHOOLS AT THE 1-2 CAMPUS. SHE TOLD ME WHEN I CAME TO LATHERS IN 2013, “SUSAN, “IT IS TAKING ME UNTIL FEBRUARY “TO GET THESE 1st GRADERS “WHERE THEY SHOULD HAVE BEEN “IN SEPTEMBER.” WE FOUND THAT ONLY 56% OF OUR KIDS THAT YEAR WENT TO 1st GRADE WITH THE PROPER LEVEL OF PERFORMANCE IN THEIR LITERACY. SO WE STARTED LOOKING AT CHANGES THAT WE NEEDED TO MAKE. WE VISITED NEIGHBORING SCHOOL DISTRICTS, WE DID BOOK STUDIES, WE HAD PROFESSIONAL LITERACY CONSULTANTS COME IN AND WORK WITH OUR TEACHERS.>>OVER THE PAST FOUR YEARS, WE HAVE MADE MAJOR CHANGES IN OUR CLASSROOMS. WE HAVE ADOPTED READER’S AND WRITER’S WORKSHOP. WE NOW DO SMALL GROUP GUIDED READING, UTILIZING THE DAILY FIVE FRAMEWORK. JUST TO GIVE YOU A LITTLE BIT OF BACKGROUND ON DAILY FIVE, WHAT IT IS IS IT ALLOWS US AS THE CLASSROOM TEACHER TO HAVE CENTERS WHERE THE CHILDREN CAN WORK INDEPENDENTLY WITH A GROUP OF COHORTS. THEY WORK ON READING TO PARTNER. THEY WORK ON READING TO SELF. THEY WORK ON THEIR WRITING. THEY WORK WITH WORDS– BUILDING WORDS, WRITING WORDS. AND THEY ARE ABLE TO LISTEN TO READING, WHETHER IT IS ON AN iPAD, ON AN APP, OR IT IS AT AN ACTUAL LISTENING CENTER WITH THE BOOK IN FRONT OF THEM. WHILE THE CHILDREN ARE AT THEIR CENTERS, WE AS TEACHERS ARE ABLE TO PULL GROUPS OF CHILDREN THAT ARE AT LIKE LEVEL AND WORK WITH THEM ON INSTRUCTION AT THEIR LEVEL. SO WE ARE ABLE TO PULL SEVERAL DIFFERENT GROUPS A DAY TO ENSURE THAT WE ARE GIVING APPROPRIATE INSTRUCTION AT THEIR LEVEL WHERE THEY NEED HELP TO HELP THEM PROGRESS. WE ARE ABLE TO NOW HAVE A COACHING MODEL, WHERE WE HAVE OUR LITERACY COACH THAT COMES IN AND CAN ASSIST TEACHERS THAT MIGHT NEED A LITTLE ADDITIONAL ASSISTANCE WITH THIS NEW MODEL. WE ALSO DO INSTRUCTIONAL ROUNDS WHERE WE SET IT UP THAT TEACHERS CAN COME INTO EACH OTHER’S CLASSROOMS, SEE WHAT WE’RE DOING, SEE HOW WE’RE DOING IT, AND ACTUALLY LEARN FROM EACH OTHER. IT HAS BEEN VERY POWERFUL IN OUR BUILDING. WE ALSO HAVE A SOCIAL WORK SUPPORTER. OUR SOCIAL WORKER IS AMAZING. SHE IS ABLE TO HELP A LOT OF OUR LITTLE ONES THAT ARE COMING TO US WITH SOME THINGS THAT ARE GOING ON IN THEIR HOME LIFE AND THEIR PERSONAL LIFE THAT THEY ARE HAVING A HARD TIME COPING WITH, WHICH CAN SOMETIMES DETER THEM FROM LEARNING AND FOCUSING. SHE IS ABLE TO WORK WITH THEM, AND SHE DOES AMAZING WORK. WE ARE SO THANKFUL TO HAVE THAT PROGRAM. WE HAVE CHANGED OUR ASSESSMENT. WE ADOPTED DIBELS. MLPP WE UTILIZED, WHICH IS LEARNING THE CHILDREN– WHERE THEY ARE WITH THEIR LETTERS, THEIR SOUNDS, THEIR KNOWLEDGE OF BOOKS. WE USE THE DRA2 IN JANUARY AND JUNE, WHICH ALLOWS US TO SEE WHERE OUR CHILDREN ARE READING INDEPENDENTLY, WHAT LEVEL OF COMPREHENSION THEY HAVE, AND THEN IT ALLOWS US TO PROGRESS MONITOR THEM FROM JANUARY TO JUNE, CONTINUE INSTRUCTING AT THE LEVEL THEY’RE AT, AND PUSH THEM. THEN IN JUNE WE SEE WHERE WE ARE, AND HOPEFULLY WE HAVE HIT THE MARK.>>SO I JUST WANTED TO PIGGYBACK ON JUST A COUPLE OF THINGS THAT LINDSAY MENTIONED, BECAUSE WE KNOW THAT OUR PRESENTATION HAD TO BE VERY CONCISE AND CONDENSED. IF YOU WANT TO KNOW A LITTLE BIT MORE ABOUT OUR KINDERGARTEN CONNECTIONS PROGRAM, WHICH IS OUR SOCIAL WORK PROGRAM, WE HAVE A BROCHURE. WE HAVE SOME MORE DETAILS IN YOUR LITTLE FOLDER IF YOU WANT TO LOOK A LITTLE BIT DEEPER. THERE IS GREAT INFORMATION HERE THAT WE HAVE INCLUDED, AND I THINK THAT THAT MAY GIVE YOU A BETTER PICTURE OF SOME OF THE THINGS THAT WE DO, EXPLAINS WHAT DAILY FIVE IS IN A NUTSHELL. SO ANYWAY.>>SO MOVING ON, AND LATHERS IS GREAT AT DATA. SO WE’RE GOING TO SHARE SOME OF THE DATA– WHERE THEY’RE AT NOW, AND WHERE THEY ENDED LAST YEAR. SO LARISSA?>>SO THIS PIE CHART REPRESENTS OUR DRA SCORE. SO THE DRA IS AN ASSESSMENT TOOL THAT WE USE TO DETERMINE WHETHER STUDENTS ARE READING AT, ABOVE OR BELOW GRADE LEVEL. SO IF YOU TAKE A LOOK HERE, THESE ARE SCORES JUST FROM THIS PAST JANUARY. WE HAD 29% OF OUR STUDENTS READING BELOW GRADE LEVEL. WE WERE ABLE TO ATTAIN 19.2% OF STUDENTS READING AT GRADE LEVEL, AND THEN IN THE BLUE, YOU CAN SEE 51.8% OF OUR STUDENTS WERE READING ABOVE GRADE LEVEL.>>THIS REPRESENTS WHAT?>>STUDENTS WHO ARE ABLE TO READ AT GRADE LEVEL EXPECTATIONS.>>IN KINDERGARTEN.>>IN KINDERGARTEN.>>JUST THE KINDERGARTEN LEVEL RIGHT HERE.>>OKAY, ALL RIGHT. THANK YOU.>>SO JUST TO DO A LITTLE BACKTRACKING, SO AT THE END OF LAST YEAR, THIS IS SORT OF A SNAPSHOT OF WHERE WE WERE ABLE TO END UP AT THE END OF LAST YEAR. WE HAD 8.8% OF OUR STUDENTS READING BELOW GRADE LEVEL, WHICH IS THE EQUIVALENT OF ABOUT 19 KIDS WHO HAVEN’T MET THE GRADE-LEVEL EXPECTATIONS. FOR STUDENTS READING AT GRADE LEVEL, WE HAVE 46% OF THEM, SO CLOSE TO HALF OF OUR STUDENTS WHO ARE READING AT GRADE LEVEL. AND THEN ABOVE GRADE LEVEL, WE HAVE ABOUT 45.1% OF STUDENTS, AND OF THOSE STUDENTS, MANY OF THEM ARE READING A YEAR ABOVE GRADE LEVEL. SO WE WERE ABLE TO MAKE SOME REALLY GREAT GAINS WITH STUDENTS.>>SO I’LL NOW MENTION SOMETHING VERY QUICKLY, BECAUSE WE DID CHANGE THIS GRAPH. THEY ARE SO DATA FOCUSED, THEIR ORIGINAL PIE GRAPH HAD ABOUT 14 DIFFERENT SLICES, BECAUSE THE DRA2 LEVELS STUDENTS, AND THAT’S THE DATA THAT THEY ARE TRANSFERRING INTO THIS PIE GRAPH. SO THOSE STUDENTS THAT WERE IN THE RED WERE READING AT A LEVEL A, 1 OR 2, WHERE 3 AND 4 IS WHAT WE CONSIDER TO BE GRADE LEVEL. AND THEN BEYOND– IT GOES ALL THE WAY UP TO 14, WHICH IS A MID-1st GRADE LEVEL.>>AND YOU HAVE THAT COLORFUL CHART THAT ALEX TOLD YOU ABOUT. WE DID PUT IT ON THE LAST PAGE OF THE LEFT SIDE OF YOUR FOLDER. I KNOW THE SCORES DON’T ALWAYS MEAN A LOT UNLESS YOU ARE AT THAT GRADE LEVEL, BUT THAT TELLS YOU WHERE OUR WEAK SPOTS WERE.>>AND THIS SLIDE JUST EXPLAINS THAT WE DO HAVE A MULTI-TIERED SYSTEM OF SUPPORT. SO OUR ENTIRE, WHOLE GROUP– ALL OF OUR STUDENTS ARE GETTING THE CORE INSTRUCTION WITH THEIR CLASSROOM TEACHER: THE GUIDED READING, THE– INSTRUCTION AT THEIR LEVEL, BASICALLY. THEN ANY OF OUR STUDENTS THAT ARE STILL STRUGGLING BEYOND THAT CORE INSTRUCTION, WE ALLOW THEM TO GO EITHER WORK WITH OUR TUTORS TO GET THEM SOME ONE ON ONE OR SMALL GROUP ADDITIONAL ASSISTANCE, BUILDING THE SKILLS THAT THEY ARE LACKING, OR WE ARE ABLE TO PARTNER WITH ANOTHER TEACHER IN OUR BUILDING, SINCE WE ARE ALL KINDERGARTEN. AND THEY GET DOUBLE GUIDED READING. SO THEY MAY GET GUIDED READING WITH ME IN THE MORNING AT THEIR LEVEL, AND THEN THEY MIGHT GET SOME ADDITIONAL GUIDED READING WITH ANOTHER TEACHER WHO MIGHT BE HITTING THE INSTRUCTION SLIGHTLY DIFFERENTLY, BUT THE SAME INSTRUCTIONAL MATERIAL. THEN FROM THERE, IF CHILDREN ARE STILL STRUGGLING WITH THEIR CORE INSTRUCTIONS WITH TUTORS AS WELL AS SOME DOUBLE-GUIDED READING OR SOME ASSISTANCE, WE DO MOVE THEM TO OUR TITLE SERVICES, WHICH IS MRS. GIBSON. IN THE SECOND TIER, WE DO HAVE SOMETHING CALLED HELP TEAM, WHERE IT’S A RESPONSE TO INTERVENTION PROGRAM. WE BRING OUR CHILDREN TO HELP TEAM. WE GET TO SIT DOWN WITH OUR SCHOOL SOCIAL WORKER, OUR READING SPECIALIST, OUR PSYCHOLOGIST, A WHOLE PANEL OF EXPERTS AND KIND OF DELVE DEEPER WITH THE TEACHER AND THE CHILD’S FAMILY TO SEE WHAT WE MIGHT BE MISSING, WHAT WE CAN DO TO HELP, REALLY HOLISTICALLY HELP THAT CHILD SUCCEED. AND THEN WE STILL PROGRESS TO THE TITLE III.>>I DID WANT TO MENTION ONE OTHER THING THAT’S IN YOUR FOLDER. I’LL JUST SPEND A COUPLE OF SECONDS ON IT. ONE OF MY STRONGEST OPINIONS IS THAT HAVING THIS PACING GUIDE HAS PROVIDED CONTINUITY FOR ALL OF MY CHILDREN AND ALL OF MY TEACHERS. THAT OLD MODEL, IF YOU WANDERED FROM CLASSROOM TO CLASSROOM, YOU WOULD SEE ONE TEACHER DOING LETTER OF THE DAY, LETTER OF THE WEEK, AND YOU’D FIND ANOTHER CLASSROOM DOING MORE RIGOROUS INSTRUCTION. WE HAVE A PACING GUIDE, AND IF YOU LOOK AT IT, YOU WILL SEE THAT IF YOU ARE A BRAND NEW KINDERGARTEN TEACHER COMING IN FROM, SAY, 2nd GRADE, YOU WOULD KNOW EXACTLY WHAT TO TEACH, WHAT LESSONS TO INTRODUCE, GUIDED READING, AND READER’S WORKSHOP, AND WRITER’S WORKSHOP, AND WHAT SIGHT WORDS ARE BEING INTRODUCED, AND AT THE BEGINNING OF THE YEAR, WHAT LETTER SOUNDS ARE INTRODUCED. THIS IS OUR ROAD MAP. THIS IS HOW WE STAY ON TRACK SO THAT ALL KIDS HAVE THAT CONTINUITY IN THEIR INSTRUCTION. SO WITH OUR GRANTS, WE HAVE EARLY LITERACY GRANT, TITLE– TITLE I FUNDING, AND OUR SECTION 31a AT-RISK GRANT. OBVIOUSLY OUR SALARY FOR LARISSA IS OUR MOST– OUR LARGEST PIECE. LARISSA SERVES AS OUR TITLE TEACHER AND OUR READING COACH. WE ALSO BRING IN QUALITY PD, LITERACY CONSULTANTS, AND ALSO A LARGE AMOUNT OF MONEY HAS TO BE SPENT TOWARDS BUYING THE MATERIALS. WE NEED BOOKS. WE NEED BOOKS AT ALL LEVELS, BECAUSE KIDS ARE READING AT ALL DIFFERENT LEVELS IN KINDERGARTEN, BELIEVE IT OR NOT. AND I DID HAVE A PICTURE IN THERE ALSO, JUST SHOWING SOME QUALITY RESOURCES WE USE. WE USE OUR MONEY FOR OUR KIDS IN EVERY– IN EVERY PART OF WHAT WE DO.>>SO WE’RE GOING TO JUMP RIGHT INTO THE VIDEO, SO WE’RE GOING TO BRING THE KIDS INTO THE ROOM. WE’VE TALKED ABOUT GUIDED READING, WE’VE TALKED ABOUT BALANCED LITERACY, WE’VE TALKED ABOUT DAILY FIVE. YOU ARE ACTUALLY GOING TO SEE THOSE HAPPEN RIGHT NOW ON THE SCREEN IN LINDSAY’S CLASSROOM. I DO NEED TO SAY THAT THIS IS THE DAY WE GOT BACK FROM OUR SPRING BREAK, OKAY? AND THAT’S A ROUGH THING FOR KINDERGARTNERS. BUT AS YOU’LL SEE, SHE IS A MASTER TEACHER–>>AND SHE HAD NO WARNING. I JUST– I POPPED IN WITH MY CELL PHONE, LITERALLY. SO IT WAS VERY IMPROMPTU.>>I WOULD LIKE TO BE A POP STAR. I’D LIKE TO SING AND DANCE, AND THAT’S WHAT POP STARS DO. I LOVE POP STARS. DID SHE TELL US WHY SHE WANTED TO BE A POP STAR?>>YEAH.>>DID SHE TELL US WHAT SHE’D DO?>>YEAH.>>YES.>>IT WAS EXACTLY WHAT WE’RE TRYING TO DO, WASN’T IT? OKAY, GIVE HER ANOTHER ROUND OF APPLAUSE. I LOVE IT. [ APPLAUSE ]>>OKAY. LET’S DO DANTHONY’S GROUP AT MY TABLE. DANTHONY’S GROUP.>>MY GROUP?>>IT IS, YEAH. HELLO. I KNOW, [ INDISTINCT ] ALL RIGHT, DANTHONY, VANESSA– OKAY, SOPHIA, WHERE WOULD YOU LIKE TO GO?>>BLUE.>>MacKENZIE.>>RED.>>AHMED.>>WHERE ARE THE [ INDISTINCT ]?>>IN THE BUCKET. AHMED.>>SO RIGHT NOW, THE CHILDREN ARE PICKING WHICH CENTER THEY WOULD LIKE TO GO TO, WHETHER THEY’RE WORKING ON READING TO PARTNER, WRITING, LISTENING TO READING. [ INDISTINCT CLASSROOM CHATTER ] I BET THERE’S SOMETHING SNEAKY GOING ON. OKAY, LOOK AT MY FACT SHEETS.>>NO, THAT’S, UH–>>[ INDISTINCT ] NICE. OPEN TO PAGE 2. OH! NOW, WHAT DO THEY LOOK LIKE THEY’RE DOING HERE?>>PLAYING PING PONG.>>WHO DO YOU THINK IS PLAYING?>>OLD GRANDPA.>>YOU THINK A GRANDPA? OKAY, LET’S READ THE FIRST PAGE. ARE WE READY? MS. SKENE’S GOING TO READ IT, AND YOU’RE GOING TO FOLLOW. ARE WE READY? “PING PONG IS A FUN GAME.” YOUR TURN! [ INDISTINCT ]>>DO YOU NOTICE THAT PING PONG LOOKS LIKE TWO DIFFERENT WORDS BUT IT’S CONNECTED? OH, I LIKE HOW YOU CAUGHT THAT. ALL RIGHT, YOUR TURN.>>PING PONG IS A FUN GAME.>>KEEP GOING.>>PING PONG IS A FUN GAME.>>WELL, KEEP YOUR FINGER UNDER IT.>>GAME.>>OKAY. LET’S DO IT ONE MORE TIME. LET’S DO IT ONE MORE TIME. MAKE SURE TO SHOW ME THE POINTING WITH YOUR FINGER.>>PING PONG–>>WAIT, WAIT. PAUSE AND LOOK AT ME. WHERE DOES OUR– WHERE DOES OUR FINGER GO?>>FIRST WORD.>>YOU GOT IT. YOU CAN DO IT.>>PING PONG IS A FUN GAME.>>YOU GOT IT. OKAY, WE’RE GOING TO DO “PLAY.” ARE WE READY? “PLAY.” LET’S STRETCH IT. WHAT’S THE FIRST SOUND?>>P.>>WHAT’S THE NEXT SOUND?>>PL.>>all: PLAY.>>A-Y, A-Y, A-Y!>>HEY, YOU DID IT! WRITE IT, WRITE IT. PLAY.>>A-Y!>>SHH. YEP, YEAH, WE DO. OH, UH-UH. WHERE DO WE WRITE? DO WE WRITE NEXT TO, OR DO WE WRITE UNDER? DO WE WRITE NEXT TO, OR DO WE WRITE UNDER?>>WHY?>>BECAUSE WE DO. THAT’S WHAT WE’VE DONE EVERY SINGLE DAY.>>NEXT!>>AH-AH, WAIT– LET’S LOOK AT THAT. IS THAT A P? YOU’RE RIGHT, SO WE’VE GOT TO SWITCH– NO, BUT– NO, NO, WHAT IS THAT? IS THAT A P?>>YEAH, IT LOOKS LIKE IT.>>IT SURE DOES. SO LET’S ERASE IT.>>I DID IT, TOO, MS. SKENE.>>YEP, YOU’VE GOT IT. WELL– PL.. AYE.. YEH. WHAT GOES “YEH?”>>Y.>>[ INDISTINCT ]>>THANK YOU SO MUCH. IF WE WERE STILL DOING THE LETTER PEOPLE AND LEARNING A LETTER EVERY WEEK, WHICH IS A VERY TRADITIONAL KINDERGARTEN CURRICULUM, WE WOULD ONLY BE ON W. AND YOU SAW OUR KIDS ARE– THEY’RE READING, THEY’RE WRITING. THIS IS– THEY DO A GREAT JOB TEACHING AT LATHERS.>>AND THE LITTLE GROUP THAT YOU JUST SAW IN THE VIDEO, THAT IS CONSIDERED A VERY LOW GROUP FOR THIS POINT OF THE YEAR. THAT WAS HER LOWEST-READING GROUP IN HER ENTIRE CLASS. BUT WE’RE MAKING GREAT PROGRESS WITH THOSE KIDS, AND OUR HOPE IS THAT THEY WILL LAND ON GRADE LEVEL.>>THANK YOU SO MUCH. ARE THERE ANY QUESTIONS?>>ANY QUESTIONS? OKAY, DR. Z PLEASE, AND THEN EILEEN.>>WELL, FIRST A COMMENT. IT SEEMS– YOU KNOW, AMERICAN EDUCATION TRADITIONALLY HAS BEEN YOU PUT THE TEACHER IN THE CLASSROOM, CLOSE THE DOOR, AND THEY SINK OR SWIM. AND IT SEEMS THAT YOUR DESCRIPTION OF YOUR REORGANIZATION, IT SEEMS LIKE YOU HAVE REALLY OVERCOME THAT AND HAVE TEACHERS IN TEAMS, AND THAT’S A REAL ACHIEVEMENT. SO I WANT TO COMMEND YOU FOR THAT. I WANTED TO ASK– YOU DESCRIBED BALANCED LITERACY. HOW DOES THAT DIFFER FROM– IF AT ALL, FROM THE OLD WHOLE LANGUAGE APPROACH?>>WELL, I THINK THAT THE MAIN THING IS THAT WITH BALANCED LITERACY, YOU ARE LOOKING AT ALL OF THE COMPONENTS, AND WHOLE LANGUAGE– AND THAT WAS PROBABLY AT A TIME WHEN I WASN’T IN EDUCATION, OR I WAS ACTUALLY HOME WITH MY CHILDREN AT THAT TIME– WHOLE LANGUAGE DID NOT HAVE AS MUCH OF AN INTENTIONAL FOCUS ON PHONICS, AND WE DO BOTH. WE DO INVENTIVE SPELLING, BUT WE DO PHONICS. WE DO SIGHT WORDS, BUT WE ARE TEACHING READING STRATEGIES. SO WE BELIEVE THAT PHONEMIC AWARENESS IS A BIG PART OF LEARNING TO READ. WE BELIEVE THAT WRITING IS A BIG PART OF LEARNING TO READ, AND THAT THEY ARE ALL CONNECTED. YOU CAN’T REALLY HAVE ONE WITHOUT THE OTHER. SO WE’RE COMBINING ALL OF THE DIFFERENT ASPECTS OF LITERACY SO THAT WE ARE MEETING THE NEEDS OF ALL OF THE CHILDREN. AND WHOLE LANGUAGE, I THINK IT HAD ITS PLACE AT THAT TIME, BUT AN EXAMPLE IS MY OWN CHILDREN WERE IN A DISTRICT THAT WAS STILL TEACHING PHONICS. THEN WE MOVED TO A DISTRICT THAT HAD BEEN PRIMARILY WHOLE LANGUAGE. WHEN MY YOUNGEST ARRIVED IN 4th GRADE IN LIVONIA, THAT WAS THEIR FIRST YEAR TO GET SPELLING TESTS. WELL, MY LITTLE ONE HAD HAD SPELLING TESTS FOR THOSE OTHER YEARS, BECAUSE HE WAS FROM A DISTRICT WITH PHONICS. SO IT’S A VERY DIFFERENT APPROACH, BUT I THINK THE KEYWORD IS BALANCED. WE’RE NOT PUTTING ALL OF OUR EGGS IN ONE BASKET. WE’RE NOT SAYING THAT IT’S ONLY PHONICS. IT’S A LARGE PART OF IT, BUT IT’S NOT ONLY PHONICS BECAUSE WE KNOW WE HAVE TO TEACH THOSE FREQUENCY WORDS, THOSE SIGHT WORDS BECAUSE THAT JUST MAKES SENSE, AND THAT’S WHAT KEEPS OUR KIDS READING AT THOSE EARLIEST LEVELS. WE DON’T WANT TO HAVE TO SOUND OUT THE WORD THE. EVERY TIME YOU ENCOUNTER IT, YOU’RE NOT GOING TO SOUND IT OUT. WE TEACH IT AS A SIGHT WORD. SO THERE IS COMMON SENSE AND THERE IS BEST PRACTICE APPROACH, AND WE HAVE LOOKED AT WHAT THE EXPERTS ARE TELLING US MAKES SENSE FOR TEACHING AT THIS AGE LEVEL. OUR BUILDING IS VERY DIFFERENT. YOU KNOW, WE HAVE ALMOST 500 CHILDREN IN OUR BUILDING, AND THE OLDEST IN SEPTEMBER IS 5. SO THE INSTRUCTIONAL PRACTICES HAVE TO WORK. WE HAVE TO HAVE VERY INTENTIONAL FOCUS ON WHAT WORKS FOR CHILDREN AT THIS AGE, AND I THINK THAT WE DO A GOOD JOB OF THAT.>>I APPRECIATED YOUR– THE– WHAT YOU– THE EXCERPT THAT YOU SHARED WITH US ILLUSTRATES ALL OF WHAT YOU HAVE BEEN SHARING WITH US– YOU JUST SAID. AND MY FINAL, I GUESS, OBSERVATION IS IT SEEMS LIKE YOU HAVE A VERY– PACING. SO EVERYONE IS LEARNING TO CLIMB THE SAME LADDER, WHICH HELPS FACILITATE KIDS LEARNING FROM ONE ANOTHER. I CAN IMITATE WHAT MY NEIGHBOR IS DOING, AND IT’S MORE LIKELY TO BE HELPFUL THAN NOT, WHICH IS– SOME– SOME IMPLEMENTATION OF INDIVIDUALIZED INSTRUCTION HAS LOST THOSE ADVANTAGES, SO YOU SEEM TO HAVE A GOOD PLAN THAT ALL OF YOUR TEACHERS AND STUDENTS CAN GET– GET ON BOARD.>>RIGHT. YOU’LL NOTICE THAT WHEN YOU SAW THAT VIDEO, DURING THE LITERACY BLOCK, IT’S NOT A REAL QUIET TIME. IT’S NOT RAMBUNCTIOUS, AND IT’S NOT LOUD, BUT IF I ENTER MY CLASSROOMS, I HEAR THAT HEALTHY BUZZ OF CHILDREN TALKING AND SHARING, BUT THEY ARE ALL WORKING. THE WHOLE POINT IS THAT AT THOSE STATIONS AND THOSE CENTERS– AND SOMETIMES I HESITATE TO CALL THEM CENTERS, BECAUSE I THINK OF PEOPLE THINKING, “OH, THEY ARE GIVING THEM “A WORKSHEET “AND IT’S BUSY WORK.” THAT IS NOT THE WHOLE POINT OF DAILY FIVE LITERACY STATIONS. THEY ARE SUPPOSED TO BE DOING AUTHENTIC LITERACY ACTIVITIES. YOU MIGHT SEE A PIECE OF PAPER, BUT AT THE MAJORITY OF MY STATIONS, YOU ARE NOT GOING TO. YOU’RE GOING TO SEE PAPER IF THEY’RE WRITING AT THE WRITING STATION. BUT IF THEY ARE WORKING WITH WORDS, THEY ARE NOT DOING, YOU KNOW, A PHONICS ACTIVITY ON PAPER. THEY ARE PROBABLY BUILDING IT WITH WHAT LOOKS LIKE DUPLO BLOCKS, ONLY IT HAS LETTERS ON THE BLOCKS. SO WE’RE REALLY FOCUSING ON THOSE THINGS THAT HAVE TO WORK FOR OUR KIDS.>>EILEEN, AND THEN TOM.>>WELL, I WANT TO THANK NIKKI FOR VISITING YOU AND THEN ASKING YOU TO COME TO VISIT US, BECAUSE THIS IS REALLY AMAZING AND WONDERFUL. I CAN’T SAY ENOUGH KUDOS FOR TAKING THAT EARLY INITIATIVE WHEN WE ADOPTED THOSE STANDARDS IN 2010 AND SAYING, “THIS IS IT. WE WANT TO MOVE FORWARD “ON THEM,” AND THEN USING MULTI-TIERED SYSTEMS OF SUPPORT AND RESPONSE TO INTERVENTION TO WEAVE THIS WHOLE THING TOGETHER FOR KIDS SO THAT THEY CAN ENTER SCHOOL ADEQUATELY PREPARED. I HAVE A COUPLE OF QUESTIONS, BECAUSE IT LOOKS SO GOOD. ARE YOU CONSCIOUSLY USING COMPETENCY-BASED LEARNING IN THIS MODEL? OR IS THIS SIMPLY– THAT’S THE FIRST ONE. IS THIS SIMPLY AN INTERVENTION FOR READING? THAT’S ONE QUESTION. WITH THE PACING GUIDE, HOW ARE YOU TRACKING STUDENT PROGRESS? ARE YOU TRACKING INDIVIDUAL COMPETENCIES, OR ARE YOU GIVING TRADITIONAL GRADES? AND IS THE SYSTEM SUSTAINABLE? YOU MENTIONED THE TITLE I EARLY LITERACY AND 31a GRANTS. IS IT SUSTAINABLE ONLY WITH THOSE GRANTS, WHICH I ANTICIPATE WOULD BE CONTINUING, OR IS IT SOMETHING THAT IS BECOMING EMBEDDED ENOUGH IN YOUR PRACTICE THAT YOU CAN EVENTUALLY DO IT WITH YOUR FOUNDATION GRANT? AND THE LAST ONE IS, I THINK I HEAR YOU SUPPORT KEEPING THESE EXISTING STATE STANDARDS, BECAUSE THEY ARE WORKING FOR YOU.>>A LOT OF DIFFERENT QUESTIONS THERE.>>GREAT QUESTIONS, EILEEN. THOSE ARE GREAT QUESTIONS.>>YES, YES, AND YES. [ LAUGHTER ]>>SOME OF THOSE ARE DEFINITELY ALEX ANSWERS, AND I MIGHT HAVE SOME, TOO.>>SO VERY EARLY ON, LATHERS WAS ONE OF OUR EARLY IMPLEMENTERS FOR A STANDARDS BASED REPORT CARD. AND IF YOU GO TO LATHERS AND YOU GET THE REPORT CARD, MOMS AND DADS ACTUALLY SEE THE SKILLS, WHERE THEY’RE AT, AND WHERE THEIR KIDS HAVE ACCOMPLISHED. THEY ACTUALLY CAN SEE ALL THE SKILLS THAT THEY ARE GOING TO BE LEARNING THROUGHOUT THE YEAR. SO IT’S KIND OF LIKE A ROAD MAP. STUDENTS AND PARENTS KNOW WHAT THEY ARE GOING TO HAVE TO LEARN. AND WE’RE ALWAYS TRYING TO TAILOR THAT AND MAKE IT BETTER. WHEN A STUDENT DOES FALL BEHIND IN THE PACING– BECAUSE PACING IS IMPORTANT, BUT GUESS WHAT: KIDS LEARN AT ALL DIFFERENT PACES, RIGHT? SO THAT’S WHERE OUR RTI SYSTEM, OUR MULTI-TIER SYSTEM OF SUPPORT, OUR TIER II HELP COMES IN TO CATCH A STUDENT UP. THE THIRD QUESTION, I’M GOING TO JUMP RIGHT TO THE GRANTS. THE GRANTS, THIS IS– LATHERS– AND I’M THE STATE AND FEDERAL GRANTS PERSON FOR OUR DISTRICT. LATHERS GETS APPROXIMATELY $200,000 IN GRANT FUNDING EACH YEAR, AND ALL OF THAT IS PUT INTO STAFFING, AND MATERIALS, AND PROFESSIONAL DEVELOPMENT THAT IS ALL ABOUT TRYING TO– TO IMPROVE INSTRUCTION AND DO OUR MULTI-TIERED SYSTEM OF SUPPORT. SO THAT’S A BIG DEAL. THE COMMON CORE STATE STANDARDS ARE ALSO SOMETHING THAT WHEN IT WAS ADOPTED, WE SAID, “THIS IS THE NEW RULE, “AND IT HAS A HIGHER LEVEL “OF RIGOR. “AND HOW ARE WE GOING “TO MEET THEM?” SO, YOU KNOW, WE’RE– WE ESSENTIALLY– WE WILL TEACH THE STANDARDS THAT WE HAVE IN FRONT OF US. I’VE PUT TOGETHER NEW REPORT CARDS BASED ON THESE NEW STANDARDS. IT’S JUST SOMETHING THAT WE HAVE NO PROBLEM MOVING ON.>>I WANTED TO JUST MAKE A COMMENT ON THAT ONE QUESTION ABOUT– IS IT SUSTAINABLE EVEN IF WE DID NOT HAVE THE GRANTS? I BELIEVE THAT IT IS, BECAUSE AS YOU HEARD, THE MAIN DIFFERENCE IS, IS WHAT WE’RE DOING IN OUR CORE INSTRUCTION. WE WANT THE GRANTS. I AM ALWAYS ASKING ALEX FOR MORE MONEY, AND HE CAN TELL YOU THAT.>>ACTUALLY, YES.>>I AM ALWAYS TRYING TO GET MORE MONEY OUT OF ALEX, BECAUSE I HAVE A GREAT WAY TO SPEND IT ON MY KIDS. AND HE KNOWS THAT I’M ALWAYS GOING TO COME–>>THROUGH THE SCHOOL IMPROVEMENT PROCESS.>>YES, ALWAYS.>>YOU GOT TO SEE– THOSE SLIDES THAT YOU SAW TODAY WERE FROM HER SCHOOL IMPROVEMENT MEETINGS.>>EXACTLY– IT’S ALWAYS TO ACCOMPLISH SOMETHING THAT HAS ALREADY BEEN DECIDED ON AS A STAFF. “BUT ALEX, IF I HAD “A LITTLE MORE MONEY “FOR THESE ADDITIONAL BOOKS… “ALEX, IF I HAD A LITTLE BIT “MORE MONEY FOR THIS “ADDITIONAL PRESENTER…” BECAUSE IT ALL GOES BACK TO THAT FOCUS OF WHAT WE’RE TRYING TO ACCOMPLISH. BUT I THINK THAT THE MAIN DIFFERENCE IS THIS IS OUR CORE INSTRUCTION. THAT IS WHAT– THAT’S THAT LOWER LEVEL OF– IF YOU ARE FAMILIAR WITH THAT PYRAMID CHART, THIS IS THE LOWER LEVEL OF INSTRUCTION, MEANING THAT ALL CHILDREN GET THE BEST CORE INSTRUCTION THAT WE ARE GIVING THEM. SO EVEN WITHOUT THE GRANTS– I MEAN, IF I DIDN’T HAVE THE GRANTS, I WOULDN’T HAVE LARISSA. SO MY STRUGGLING STUDENTS, WE WOULD HAVE TO COME UP WITH A DIFFERENT WAY OF MEETING THEIR NEEDS. WE CAN DO IT AT A HIGHER LEVEL WITH THE GRANTS, BECAUSE WHAT LARISSA DOES– AND YOU HAVE SOME PICTURES OF THAT HERE– SHE WORKS WITH THAT LEVELED LITERACY INTERVENTION PROGRAM FROM FOUNTAS AND PINNELL. SHE ALSO USES ORTON-GILLINGHAM, WHICH IS COMMONLY USED WITH OUR SPECIAL NEEDS KIDS, BUT WE’RE USING THAT WITH MANY OF OUR AT-RISK KIDS WITH SUCCESS. SO, YES, WE WOULD DEFINITELY SUSTAIN OUR CORE INSTRUCTION. WHAT WOULD BE HARD TO DO IS TO MEET THE NEEDS OF THOSE SERIOUSLY STRUGGLING STUDENTS, BECAUSE THAT’S WHAT OUR TITLE AND GRANT MONEY IS FOR, IS FOR THOSE CHILDREN THAT WE DON’T WANT THEM TO FALL BETWEEN– YOU KNOW, FALL BETWEEN THE CRACKS. AND AS FAR AS THAT PROGRESS GOES, AS FAR AS WHAT YOU ASKED ABOUT HOW DO WE– WE WORK WITH THIS PACING GUIDE, BUT WE ARE DOING ONGOING ASSESSMENT. WE’RE NOT JUST ASSESSING DRA, OR DIBELS. DIBELS IS DONE– DIBELS IS DONE SEPTEMBER, JANUARY, AND LATE MAY. DRA IS ONLY DONE JANUARY AND JUNE, BUT I CAN ASSURE YOU THAT EVERY SINGLE CLASSROOM TEACHER–>>WE PROGRESS MONITOR LIKE EVERY TWO TO THREE WEEKS. WE’RE DOING RUNNING RECORDS, WE’RE CHECKING OUR SIGHT WORD KNOWLEDGE, WE’RE SENDING INFORMATION HOME. “OKAY, YOUR CHILD “STILL HASN’T QUITE PICKED UP “THESE THREE WORDS. “HERE’S SOME GAMES THAT “YOU CAN DO AT HOME, AND THIS IS “WHAT I’M DOING IN CLASS.” WE DON’T EXPECT THAT EVERY CHILD THAT WE SEND SOME GAME-BASED ACTIVITIES HOME WITH ARE GOING TO NECESSARILY DO IT, BUT WE’RE AT LEAST PROVIDING SOME RESOURCES FOR OUR FAMILIES THAT WILL. WE’RE– WE’RE ON OUR DATA LIKE CRAZY. SO IT IS NOT JUST A WAITING GAME TO, LIKE, “FINGERS CROSSED. “LET’S SEE IF IN FOUR MONTHS “THEY HAVE PROGRESSED.” WE’RE DOING EVERYTHING WE CAN TO ENSURE WE KNOW EXACTLY WHERE EVERY CHILD IS, EXACTLY WHAT THEY NEED, ENSURING THAT THE TUTORS HAVE WHAT THEY NEED TO GET THAT CHILD WHERE THEY NEED, AND ENSURING THAT WE ARE STILL TRYING TO MEET ONE ON ONE WITH THESE KIDS, ASIDE FROM JUST OUR SMALL GROUP TO REALLY BOOST THOSE BABIES AND GET THEM WHERE THEY NEED TO BE.>>CAN I ASK JUST ONE FOLLOW-UP QUESTION?>>YEAH.>>ACTUALLY, IT IS A COMMENT. I SEE SO MUCH PASSION HERE FOR CHILDREN AND FOR YOUR JOBS THAT IT’S ALMOST– I WANT TO JUST TAKE YOU ON THE ROAD. [ LAUGHTER ]>>BUT HOW DIFFICULT WAS THIS FOR YOUR TEACHERS TO ADOPT? IT SOUNDS AS IF YOU WERE GUNG HO FROM THE VERY BEGINNING, AND THAT YOU HAD THE STANDARDS THAT YOU NEEDED TO BE ABLE TO DO THE WORK YOU WANTED TO DO. BUT I HAVE NOT HEARD OF THAT MANY DISTRICTS DOING MTSS SO EARLY IN THE PROCESS.>>YEAH, I’LL TRY TO BE BRIEF. THIS STARTED AS PART OF OUR SCHOOL IMPROVEMENT AND DISTRICT IMPROVEMENT PLAN WHEN ONE OF OUR FORMER PRINCIPALS AND SUSAN– AND WE SAW SOME OF OUR TEACHERS SAY, “HEY, I’M SEEING “THIS DIFFERENT–” THEY ARE RESEARCHERS. THEY GET INTO IT, THEY’RE READING PROFESSIONAL ARTICLES. THEY THOUGHT, “I WANT TO–” NO TEACHER WANTS TO BE A C-MINUS TEACHER, RIGHT? THEY DON’T COME TO WORK NOT WANTING TO BE THEIR BEST. AND THEY WERE SEEING THESE DIFFERENT TECHNIQUES, AND THEY STARTED DOING THEM IN THEIR CLASSROOM. SO WE SAID, “WELL, HOW DO WE ACTUALLY “SHARE THAT KNOWLEDGE?” BECAUSE IF WE GO INTO OUR ROOMS AND CLOSE THE DOOR AND WE TEACH, THEN YOU GET WHAT YOU– YEAH, THAT’S IT. IT’S ALL SEPARATE. AND TEAMWORK HAS GOT TO BE THE BIG FOCUS. AND THE PLC SYSTEM IS THE BACKBONE OF THAT, WHICH IS– IT IS HARDER. WHEN BUDGETS GO SOUTH, IT’S VERY DIFFICULT. THOSE ARE SOME OF THE FIRST THINGS THAT GET CUT. SO WE’RE CONSTANTLY WORKING TO TRYING TO DEFEND THAT TIME FOR TEACHERS TO WORK TOGETHER.>>CHANGE IS HARD FOR TEACHERS. WHEN I ARRIVED AT LATHERS IN THE FALL OF 2013, I HAD BEEN AT LATHERS WHEN IT WAS K-6 FOR SEVEN YEARS. SO YOU KNOW, I HAD A BACKGROUND AT THAT SCHOOL, BUT BEING THAT IT WAS NOW A PRE-K TO K, IT WAS A VERY DIFFERENT BUILDING. AND I HAD BEEN ALSO AT A 3rd AND 4th GRADE BUILDING PRIOR TO THAT. SO WE HAD TO BUILD SOME CONSENSUS. WE HAD TO DO A LOT OF– JUST EDUCATING MY STAFF, SHARING SOME RELEVANT ARTICLES, VISITING SOME DISTRICTS THAT WERE SUCCESSFULLY IMPLEMENTING– WE ACTUALLY VISITED MR. WHISTON’S OLD DISTRICT. WE VISITED DEARBORN. I HAD A CONTACT THROUGH MY OWN SUPERINTENDENT AT THAT TIME WHO HAPPENED TO KNOW THE DEPUTY SUPERINTENDENT THERE. I NEEDED A DISTRICT THAT WAS NOT ONLY DOING A GOOD JOB WITH DAILY FIVE IN KINDERGARTEN, BUT A DISTRICT THAT WAS ALSO– HAD ALSO ADOPTED READER’S WRITER’S WORKSHOP. DAILY FIVE, WHEN YOU READ THAT BOOK, WRITTEN BY THE SISTERS, IT IS A GREAT BOOK, BUT THE GIST OF THE BOOK, YOU COULD SEE THAT WORKING WITH 3rd GRADERS, YOU COULD SEE THAT WORKING WITH 2nd. WE PURCHASED A DVD FROM THE SISTERS THAT WAS JUST KINDERGARTEN. WE ALSO VISITED ONLY KINDERGARTEN CLASSES IN DEARBORN AT A COUPLE OF SCHOOLS. AND FOR MY TEACHERS TO BE ABLE TO GO THERE AND VISIT A CLASSROOM AND ASK SOME QUESTIONS AND DEBRIEF, MUCH MORE VALUABLE THAN ME SENDING THEM TO A WORKSHOP. THOSE ARE HIT OR MISS. SEEING REAL TEACHERS WORKING WITH REAL KIDS IN A CLASSROOM MADE ALL OF THE DIFFERENCE BECAUSE IT EMPOWERED THEM. HEY, IF A NEIGHBORING DISTRICT CAN DO THIS, WE CAN DO THIS. MY TEACHERS ARE PHENOMENAL, PHENOMENAL TEACHERS. THEY JUST NEEDED TO BE EQUIPPED AND EMPOWERED TO DO WHAT THEY KNEW REALLY WAS BEST FOR KIDS. SO WE’RE THERE NOW, AND WE’RE CONTINUING TO IMPROVE EVERY STEP OF THE WAY. WE HAVEN’T ARRIVED, BUT WE’RE JUST VERY DATA DRIVEN. AND I CAME INTO A SCHOOL THAT WAS NOT DATA DRIVEN. AND THE VERY FIRST YEAR THAT I WAS THERE, WE DIDN’T BEGIN IMPLEMENTATION UNTIL JANUARY. AND WE HAD OUR DRA SCORES, SO WE KNEW WHAT OUR SCORES WERE FROM THE PREVIOUS JUNE. SO THEN WE DID OUR DRA IN JANUARY, AND WE SAW WHERE WE WERE. AND THEN WE GOT THOSE BACK AT THE END OF MAY. MY TEACHERS WERE AMAZED AT THAT PROGRESS. AND THIS ONE CHART HERE TELLS YOU WHAT WE LOOKED LIKE BACK IN 2013 AND 2014. IT TELLS YOU WHAT OUR SCORES LOOKED LIKE. SO WHAT HAPPENED, THEN, THAT FOLLOWING FALL, WE KNEW THAT WE HAD MADE GREAT GAINS JUST FROM JANUARY TO JUNE, BUT HOW MUCH MORE AMAZING WOULD IT BE IF WE WERE ALL ON THE SAME PAGE IN SEPTEMBER? WHAT WOULD WE SEE? SO WE GAVE THAT DRA SCORE. THAT’S KIND OF OUR BIG MEASURE OF HOW WELL WE’RE DOING IN THE YEAR. OH, MY GOODNESS, THEY WERE EXCITED BECAUSE IT WAS LOOKING GOOD. AND THIS WAS JUST OUR FIRST FULL YEAR. I HAVE NEVER SEEN TEACHERS WHO REALLY WERE NOT DATA DRIVEN SO EAGER TO GET THOSE END OF MAY SCORES BACK. THEY WERE SO EXCITED, AND THE RESULTS WERE AS AMAZING AS WE WERE EXPECTING. SO I’M JUST SO HAPPY THAT MY TEACHERS ARE ON BOARD. OUR CHILDREN ARE THE BENEFIT– THE PEOPLE WHO ARE BENEFITING FROM THIS CHANGE, AND OUR DISTRICT ULTIMATELY, TOO, BECAUSE WE’RE MOVING KIDS INTO 1st GRADE AHEAD OF THE GAME IN MANY CASES, INSTEAD OF BEHIND THE GAME.>>ALL RIGHT. SO WE’RE GOING TO GO TO TOM, THEN NIKKI, AND THEN MICHELLE.>>SO HOW DO YOU– THANK YOU FOR COMING, AND YOUR PRESENTATION. HOW DO YOU KNOW WHEN A CHILD IS SERIOUSLY STRUGGLING?>>THAT’D BE LINDSAY AND LARISSA.>>AT THE VERY BEGINNING OF THE YEAR, WE DO SOME BASELINE TESTING TO SEE WHERE OUR CHILDREN ARE COMING IN. WHAT WE THEN DO IS WE START CATERING OUR INSTRUCTION. WE HAVE OUR PACING GUIDE, WE KNOW EXACTLY WHAT WE NEED TO TEACH, BUT WE’RE DOING WHOLE GROUP AND TEACHING THE STRUCTURE FOR DAILY FIVE IN THE FIRST 25 DAYS, AND THEN WE MOVE RIGHT INTO THOSE SMALL GROUPS. NOW, MIND YOU, AT THE VERY BEGINNING, ALL OF OUR SMALL GROUPS ARE LOW. THEY ARE STILL LEARNING LETTERS AND SOUNDS. WE START USING– I DON’T KNOW IF YOU ARE FAMILIAR, BUT IT’S JAN RICHARDSON. SHE HAS A GUIDED READING INSTRUCTION. SHE TEACHES YOU EXACTLY WHAT TO DO AT EACH LEVEL. SHE IS PAIRED WITH PIONEER VALLEY, AND THE MATERIALS ARE AMAZING. SO WE START WORKING WITH OUR CHILDREN ON THE LETTERS, THE SOUNDS, SORTING, WRITING THE LETTERS, TEACHING THEM WHAT IT IS THAT THEY NEED TO DO TO MASTER THOSE LETTERS. ONCE THEY HIT 40 LETTERS, THEY KNOW 40 LETTERS OUT OF 52– UPPERCASE, LOWERCASE– WE MOVE THEM INTO A LEVEL A.>>BUT SERIOUSLY STRUGGLING WOULD BE ONE THAT IS NOT–>>SO THROUGH THE YEAR, TOO, WE ALSO HAVE DIFFERENT CUT POINTS THAT SHOW WHERE STUDENTS SHOULD BE AT THE BEGINNING OF THE YEAR, WHERE SHOULD THEY BE IN JANUARY.>>OKAY. AND THEN SO YOU PULL THESE KIDS OUT FOR MTSS.>>RIGHT. AND SO ONCE WE IDENTIFY STUDENTS WHO ARE STRUGGLING BASED ON THOSE CUT SCORES, THEN THEY ARE ABLE TO RECEIVE TITLE I SERVICES FOR READING–>>WHAT WOULD THEY BE DOING OTHERWISE, IF THEY WEREN’T– I MEAN, WHAT ARE THE OTHER KIDS DOING?>>THEY ARE IN THOSE CENTERS WHERE THEY’RE WORKING ON WRITING, THEY’RE WORKING ON READING TO A PARTNER, THEY’RE LISTENING TO READING. SO ALL OF THE CHILDREN ARE IMMERSED IN LITERACY.>>OKAY. ARE THEY GETTING SATISFACTORY OR UNSATISFACTORY GRADES, OR ANYTHING LIKE THAT?>>SO THEIR REPORT CARD RIGHT NOW IS BASED ON STANDARDS. SO IT SHOWS WHETHER THE KIDS ARE MEETING GRADE LEVEL EXPECTATIONS OR WHETHER THEY ARE NOT, AND THE KIDS WHO ARE APPROACHING GRADE LEVEL EXPECTATIONS. SO WE ARE ABLE TO TAILOR OUR INTERVENTIONS BASED ON THOSE REPORT CARD SCORES, THEIR ASSESSMENT SCORES THROUGHOUT THE YEAR. AND THEN STUDENTS ARE ABLE TO MOVE IN AND OUT OF INTERVENTION SERVICES AS WELL. SO I MAY HAVE A STUDENT FOR SIX WEEKS OR SO. IF THEY MEET THOSE GRADE LEVEL EXPECTATIONS, THEN THEY ARE ABLE TO GO BACK INTO THEIR CLASSROOM FOR REGULAR INSTRUCTION.>>WHAT IF A CHILD ISN’T READY TO READ?>>THEN WE JUST KEEP WORKING WITH THEM AT THEIR LEVEL. WE HAVE LOTS OF HANDS-ON MATERIALS. WE’RE WORKING WITH THE LETTERS. WE’RE WORKING WITH BUILDING THEIR NAMES.>>I MEAN, WHAT IF THEY JUST WANT TO PLAY? OR MAYBE THEY WANT TO– [ LAUGHTER ]>>I MEAN, YOU KNOW, I’VE– WE’VE HAD DR. ZHAO IN BEFORE, AND HE SAID YOU CAN TEACH A KID TO READ AT ANY LEVEL, AT ANY GRADE, BUT YOU MAY END UP CAUSING THEM TO HATE READING FOR THE REST OF THEIR LIVES. I MEAN, HOW– YOU KNOW, AND HE TALKS ABOUT HOW WE KILL CREATIVITY A LOT OF TIMES IN KIDS BY FORCING THEM TO DO THINGS THAT– YOU KNOW, MAYBE THEY JUST WANT TO BE CREATIVE, AND EXPERIMENT, AND PLAY. YOU KNOW, IS THERE A LITTLE BIT TOO MUCH– I MEAN, COULD THERE BE TOO MUCH FOCUS ON DATA, AND TOO MUCH FOCUS ON TRYING TO FORCE THEM INTO THINGS THAT MAYBE THEY ARE JUST NOT READY TO DO?>>I THINK MANY– MANY OF US– WE’RE VERY FORTUNATE. MANY OF US THAT TEACH KINDERGARTEN HAVE OUR EARLY CHILDHOOD CERTIFICATION. SO WE HAVE DEVELOPMENTAL BACKGROUND KNOWLEDGE AND EXPERTISE. WE ENSURE THAT OUR CHILDREN GO OUTSIDE FOR RECESS FIRST THING. IN THE MORNING BLOCK, WE HAVE THEIR LUNCH RECESS, AND PLAY TIME. WE DO IT IN THE AFTERNOON. WE DO MUSIC AND MOVEMENT BREAKS. WE ARE CONSTANTLY COMING UP WITH FUN WAYS TO GET THE KIDS BEING CREATIVE. WHEN WE DO A READ ALOUD, AND WE’RE READING A BOOK, WE’RE ASKING THEM WHAT THEY CAN RELATE TO IT. AND THEN THEY’RE GETTING TO GO AND– IF THEY DON’T FEEL LIKE WRITING ABOUT IT, THEY DRAW, AND THEN WE ASK THEM ABOUT– I MEAN, WE ARE CONSTANTLY–>>I JUST WOULD WANT TO MAKE SURE A CHILD DOESN’T THINK THAT THEY– I MEAN, A SERIOUSLY STRUGGLING KINDERGARTNER JUST DOESN’T SOUND RIGHT TO ME. I DON’T KNOW– YOU KNOW, KIDS– I DON’T KNOW, I JUST– I JUST– I WOULD JUST WANT TO MAKE SURE THAT THEY ARE NOT THINKING THAT THEY ARE BEHIND OR SOMETHING. MAYBE THEY ARE JUST NOT READY TO READ RIGHT NOW, OR MAYBE– YOU KNOW, I DON’T KNOW.>>THERE IS A– THERE IS A WIDE RANGE OF DEVELOPMENTAL LEVELS IN KINDERGARTEN. SO WE HAD A TEACHER– ONE OF MY MOST PHENOMENAL TEACHERS WAS VERY WORRIED ABOUT THIS ONE LITTLE BOY. AND HE HAD A MOM THAT HAD THREE LITTLE ONES AND WORKED, AND SHE WAS NOT GOING TO BE THE MOM THAT WAS ABLE TO DO ALL THE– WE HAVE A RED READING FOLDER, READ EVERYDAY FOLDER. SHE WAS NOT ABLE TO DO THOSE. SHE– HE WAS SERIOUSLY, YOU KNOW, FALLING BEHIND, BECAUSE BY MARCH, WE DO EXPECT THEM TO BE AT A CERTAIN POINT. BUT DEVELOPMENTALLY, I THINK WITH HIM A LOT OF IT WAS, LIKE YOU SAID, TOM, HE JUST WASN’T READY. AND YOU’LL SEE WHAT HAPPENS IN KINDERGARTEN IS WHEN THEY ARE READY, THEY ARE EXPOSED TO ALL OF THIS QUALITY INSTRUCTION, AND FOR SOME OF THEM, IT JUST DOESN’T CONNECT, AND IT DOESN’T CLICK UNTIL THEY ARE READY DEVELOPMENTALLY. FOR SOME, THAT HAPPENS IN NOVEMBER. FOR OTHERS IT DOESN’T HAPPEN UNTIL MARCH OR APRIL. WE KEEP WORKING, WE KEEP EXPOSING THEM. AND IF YOU LOOK AT SOME OF THE PICTURES IN THAT LITTLE FOLDER, YOU’RE GOING TO SEE WHAT IT REALLY LOOKS LIKE. I THINK A LOT OF TIMES THEY THINK THEY ARE PLAYING.>>THEY DO.>>AND THEY THINK IT’S A COOL GAME ON THE iPAD, BUT IT IS REALLY REINFORCING THEIR LETTER UNDERSTANDING AND THEIR PHONEMIC AWARENESS. SO FOR THEM IT’S A GAME. IT’S TRULY IN A GAME FORMAT. AND IF YOU WALKED IN MID-MORNING, YOU WOULD SEE IN AT LEAST HALF OF MY ROOMS AROUND 10:30, THEY ARE UP AND MOVING AND DANCING. AND IT’S CALLED A BRAIN BREAK, BUT THEY’RE ACTUALLY LEARNING. I WALKED IN THE OTHER DAY, AND THEY WERE SINGING AND DANCING TO THE NUMBERS. THEY WERE COUNTING BY TENS, AND THEY COUNTED GROUPS– ONE SET OF TEN, TWO SETS OF TEN. THEY WERE LEARNING MATH, BUT IF YOU ASKED THEM WHAT THEY WERE DOING, THEY WOULD SAY, “I’M HAVING FUN “AND I’M DANCING.” BUT IF YOU ASKED THEIR TEACHER, SHE WOULD TELL YOU WHAT STANDARD THEY’RE WORKING ON. SO IT’S ALL IN THE APPROACH.>>THANK YOU. NIKKI, PLEASE.>>THANK YOU. THANK YOU FOR COMING. I FEEL LIKE I SHOULD CORRECT EILEEN AND JUST BE CLEAR, BECAUSE I DID NOT VISIT GARDEN CITY SCHOOLS, BUT MARY PANTIER–>>YOU KNEW MARY, RIGHT.>>YES, SHE DID REACH OUT TO ME, AND SHE WAS THE PREVIOUS ADMINISTRATOR, AND SHE WAS VERY PROUD OF RUNNING A TIGHT SHIP AND LIKE YOU SAID, SUSAN, PUTTING HER MONEY INTO HER KIDS. SO I THINK THAT WAS A HUGE STARTING POINT FOR EVERYTHING THAT HAPPENED. I’M CAREFUL TO CREDIT THE STANDARDS, NOT BECAUSE I DON’T THINK THAT SETTING HIGH EXPECTATIONS IS AN IMPORTANT THING TO DO. I DO THAT FOR MY OWN KIDS. I THINK IT HAS AN IMPACT ON OUR KIDS. BUT YOU BRING ABOUT– PROBABLY IN MY OPINION, THE MOST IMPORTANT PART OF YOUR PRESENTATION WAS THE SOLID INSTRUCTION, THE QUALITY INSTRUCTION, THE METHODS THAT YOU USED. THOSE WERE ALL AROUND WELL BEFORE 2010– ORTON-GILLINGHAM, DAILY FIVE, THOSE THINGS WERE THERE, SO FOR YOU GUYS TO PICK THEM UP WAS WONDERFUL, I THINK, IN GENERAL. I GUESS AS A RESPONSE TO STANDARDS, THAT COULD BE IT, OR IT COULD JUST BE DONE BECAUSE THEY WERE THERE BEFORE, AND PUTTING A FOCUS ON KIDS THAT HAVE SPECIAL NEEDS– THANK YOU FOR BEING HERE– IS VERY IMPORTANT. AND NOT EVERY SCHOOL DISTRICT IS DOING THAT. AND I THINK THAT WE OFTEN SAY, “WELL, WHERE IS THE MONEY “TO DO IT?” SO, YOU KNOW, I’M THINKING ABOUT SORT OF HOW DO YOU DO THAT? AND IT SOUNDS LIKE MARY JUST DID IT, BUT THERE IS SOMETHING BEHIND DOING IT. THE BUDGET SKILLS– IT’S LIKE HAVING A TOOLBOX AND CHOOSING TO USE WHATEVER YOU USE WHEN YOU USE IT. I THINK ABOUT DAVE RAMSEY AND HOW HE HAS HIS BABY STEPS TOWARDS FINANCIAL FREEDOM, IF YOU WILL. COULD YOU GUYS PUT SOMETHING LIKE THAT TOGETHER IN TERMS OF WHAT’S BEHIND THE BUDGET, EVEN IF IT INCLUDES GRANTS, THAT OTHER SCHOOL DISTRICTS COULD LOOK AT? MAYBE THEY DON’T ADOPT THE EXACT SAME THING– THEY HAVE THE FREEDOM AND LOCAL CONTROL TO DO IT, BUT THEY LOOK AT WHAT YOU HAVE DONE, THEY LOOK AT THE METHOD THAT YOU HAVE PUT IN PLACE, THAT WERE WELL IN USE A LONG TIME BEFORE– AND I THINK IT’S AN INTERESTING THING TO THINK ABOUT WHY DID WE MOVE AWAY FROM THOSE PROVEN METHODS AND THAT EVIDENCE BASED PRACTICE. I THINK WE CALL IT EVIDENCE BASED PRACTICE NOW BECAUSE WE HAVE THE NUMBERS, RIGHT? DATA IS SOMEWHAT USEFUL, IF YOU WILL, BUT IT WAS ALL THERE BEFORE, SO WHY WE MOVED TO WHOLE LANGUAGE IS AN INTERESTING CONCEPT. BUT ANYHOW, BEYOND THAT, DO YOU HAVE SOMETHING THAT YOU COULD GIVE OTHER SCHOOL DISTRICTS? THAT WE COULD HELP THEM SEE WHY YOU DID WHAT YOU DID, AND HOW YOU DID WHAT YOU DID WITH YOUR GRANT MONEY.>>I THINK IT LOOKS DIFFERENT FOR EVERY BUILDING, THOUGH, BECAUSE SCHOOL IMPROVEMENT IS THERE FOR EVERY BUILDING. SO MARY’S BUILDING, HER BUDGET AND HER CHOICES OF HOW SHE WOULD USE HER ALLOCATION LOOKED VERY DIFFERENT THAN MINE, AND ULTIMATELY, IF YOU TALK TO THE 5-6 PRINCIPAL, OR THE 3-4, IT’S REALLY BASED ON WHAT YOUR TEAM DISCUSSES AND WHAT YOUR BUILDING NEEDS. SO WHEN WE WERE BEGINNING THIS PROCESS, I WAS IN A BUILDING WHICH DID NOT HAVE A LOT OF LEVEL BOOKS. MARY HAD A LOT OF LEVEL BOOKS. THE RESOURCES AT THE 1-2 CAMPUS WERE HUGE AND PHENOMENAL. THEY HAVE LIKE A HUGE SECTION OF THEIR LIBRARY SET UP FOR TEACHERS TO GO– IT’S LIKE A BORROWING LIBRARY. THEY ALSO HAD A LOT IN THEIR CLASSROOMS. WE HAVE REALLY LIMITED RESOURCES. MARY HIRED– JUST AN EXAMPLE– SHE WOULD HIRE THREE READING TEACHERS. NOW, SHE HAS A FULL TWO-GRADE BUILDING. SHE’S GRANT FUNDED FOR TWO GRADES. I’M GRANT FUNDED ONLY FOR KINDERGARTEN FOR THE TITLE AND AT-RISK. I WOULD HAVE LOVED THREE READING TEACHERS. HOWEVER, I NEEDED BOOKS TO READ. SO IT CAME DOWN TO WHAT LOOKED PRACTICAL FOR US, AND WE ALSO NEEDED A LOT OF PD. WE NEEDED TO GROW IN OUR LEARNING OF WHAT THESE PRACTICES WERE, AND HOW THEY WOULD LOOK, AND HOW THEY WOULD BE IMPLEMENTED. BUT ALEX CAN COMMENT SOME MORE ON THAT, TOO.>>AND AGAIN, I’LL TRY TO BE BRIEF, BECAUSE I KNOW WE’RE RUNNING OVER. THE MAGIC THAT HAPPENS IN CLASSROOMS HAPPENS BECAUSE OF TEACHERS, OKAY, AND THAT’S– THERE’S NOT A SINGLE PRINCIPAL OUT THERE THAT GRADES THE PAPERS AND TEACHES THE READING. BUT THE PRINCIPALS ARE THE ONES WHO DO DRIVE THE DATA, WHO CREATE THE CONVERSATIONS ABOUT IT. THEY ARE THE INSTRUCTIONAL LEADERS IN THE BUILDING. MARY PANTIER WAS A WONDERFUL PRINCIPAL IN GARDEN CITY. AND IN THE BEGINNING, MARY AND I DID– WE BUTTED HEADS A LITTLE BIT, AND SHE IS A VERY DETERMINED INDIVIDUAL, BUT IT REALLY CAME TO US LEARNING TOGETHER AND GROWING IN THIS PLC SYSTEM, THIS USING DATA TO COLLABORATE AND USING RESEARCH TO FIGURE OUT WHAT IS BEST FOR STUDENTS. SO FROM A DISTRICT STANDPOINT, WE ARE LOOSE AND TIGHT. WE’RE EXTREMELY TIGHT ABOUT THE PROCESS. YOU WILL USE SCHOOL IMPROVEMENT PROVIDED TO US BY THE MDE THAT SAYS, “GATHER, STUDY, PLAN, AND DO.” YOU USE THE DATA, YOU WORK THE PROCESS, AND YOU GET BETTER EVERY YEAR. AND ONCE THAT ENTERS IN– ONCE MARY GRABBED ONTO THE DATA, THAT’S WHERE MARY STARTED TO TAILOR EXACTLY HOW SHE WOULD SPEND THAT MONEY, EXACTLY WHAT SERVICES THEY WOULD PROVIDE TO THOSE STUDENTS, AND WHY THEY ALSO MADE GREAT GAINS. THIS IS JUST WHAT HAPPENS. THIS IS JUST ONE OF THE BUILDINGS IN THE DISTRICT. WE COULD SHOW YOU 3rd GRADE SCORES. SO I MEAN, THIS IS SOMETHING THAT WE’RE DOING IN EVERY BUILDING. AND EVERY BUILDING IS IN A DIFFERENT LEVEL OF THAT PROCESS, BUT AGAIN, LOOSE AND TIGHT. TIGHT IN THE PROCESS, LOOSE IN THE HOW. TEACHERS AND PRINCIPALS DECIDE ON THE HOW.>>SO YOU HAVE– I MEAN, THE PRESENTATION SHOWED US HOW MUCH IMPROVEMENT YOU GUYS HAVE HAD IN COMPARISON TO OTHER SCHOOL DISTRICTS, AND EVEN STATEWIDE. JUST PUTTING SOMETHING TOGETHER FOR SCHOOL DISTRICTS TO BE ABLE TO LOOK AT, WHAT YOU’VE DONE AND WHY YOU’VE DONE IT.>>SURE, WE’RE HAPPY– YOU GUYS CAN CONTACT US. YOU HAVE ALL– MARILYN SCHNEIDER HAS ALL OF OUR CONTACT INFORMATION. IF YOU WOULD EVER LIKE US TO SHARE MORE IN DEPTH, OR IF THERE IS A PARTICULAR DISTRICT OR A GROUP THAT YOU KNOW OF THAT WOULD LIKE MORE INFORMATION FROM US, WE’RE MORE THAN WILLING. AND ANOTHER THING WE WOULD LOVE TO HIGHLIGHT IS OUR KINDERGARTEN CONNECTIONS, BECAUSE HONESTLY, I CAN TELL YOU THAT IF WE DID NOT HAVE THAT STRONG COMPONENT THAT WE ALSO PUT INTO PLACE WHEN WE MADE THESE CHANGES IN 2013– MEETING THE NEEDS OF THE WHOLE CHILD HAS TO HAPPEN AT THIS LEVEL, AND WE CAN DO THAT THROUGH THAT SOCIAL WORK PIECE. AND THAT’S ALSO SOMETHING THAT WE HAVE AT EVERY SINGLE BUILDING IN OUR DISTRICT. SO I THINK THE TWO GO HAND IN HAND, BECAUSE IF A CHILD COMES TO YOU WITH SO MUCH TRAUMA AND SO MUCH CRISIS IN THEIR LITTLE LIVES, HOW DO YOU GET THEM TO LEARN HOW TO READ? HOW DO YOU GET THEM TO LEARN THEIR MATH FACTS IN 3rd GRADE IF THEIR HOME TRAUMA IS SO SEVERE THAT THEY CAN’T FOCUS?>>IS THIS SOMETHING THAT WE COULD DO WITH THE PARTNERSHIP MODEL AS WELL?>>YEAH, THE PARTNERSHIP MODEL, AND WE’RE CREATING A BEST PRACTICES WAREHOUSE WHERE WE CAN SAY TO DISTRICTS, “IF YOU ARE LOOKING “FOR A PROGRAM TO “IMPROVE READING SCORES “OR WRITING SCORES, HERE IS “WHAT YOU NEED TO LOOK AT.” AND THEN WE COULD HIGHLIGHT, YOU KNOW, THIS PROGRAM SO DISTRICTS CAN GO INVESTIGATE IT. SO THAT’S THE– KIND OF THE GOAL BEHIND THE PROMISING PRACTICES SO THAT DISTRICTS CAN LEARN FROM EACH OTHER. SO THAT’S SOMETHING WE’RE WORKING ON PUTTING TOGETHER.>>YEAH, WE VISITED A DISTRICT MANY YEARS AGO– YPSILANTI HAD A VERY SIMILAR MODEL AT THEIR PERRY– PERRY SCHOOL, IT’S LIKE– WAIT A MINUTE– PRE-K, K, 1. IT’S A LITTLE DIFFERENT CONFIGURATION THAN US. BUT I SPENT A LOT OF HOURS MEETING WITH THAT PRINCIPAL. AND THEY HAVE A VERY STRONG SOCIAL WORK COMPONENT. AND WE MODELED OUR COMPONENT AFTER WHAT THEY HAVE, BECAUSE I WILL TELL YOU THAT MY BEHAVIOR DATA– I MEAN, I COLLECT ALL KINDS OF DATA. MY BEHAVIOR DATA SHOWED US THAT WE ABSOLUTELY HAVE TO HAVE THIS IN PLACE. AND AT OUR LEVEL, I HAVE A LARGE GSRP PROGRAM. I HAVE 160 AT-RISK FOUR YEAR-OLDS IN MY PROGRAM. MY AT-RISK FOUR YEAR-OLDS AND MY FIVE YEAR-OLDS ARE SERVICED BY THIS KINDERGARTEN CONNECTIONS IN SCHOOL SOCIAL WORKER. THOSE ARE NOT LIKE SOCIAL WORKERS THAT DEAL WITH CHILDREN WITH IEPs OR SPECIAL NEEDS. THESE ARE JUST CHILDREN WHO ARE HAVING SOME DIFFICULTY ADJUSTING TO SCHOOL. WHEN YOU REALLY GET TO THE BOTTOM OF THE STORY, IT’S SOMETHING THAT HAS HAPPENED IN THE CHILD’S FAMILY, AND SOMETHING THEY HAVE BEEN EXPOSED TO. WE HAVE SEEN A HUGE INCREASE IN GARDEN CITY OF CHILDREN WHO ARE COMING TO SCHOOL AT AGE FOUR AND FIVE WHO HAVE BEEN EXPOSED TO EXTREME CRISIS, EXTREME TRAUMA. THEY HAVE EITHER EXPERIENCED IT THEMSELVES OR HAVE WITNESSED IT. AND WHEN CHILDREN COME TO SCHOOL THAT WAY, THEY ARE NOT WHAT YOU WOULD CONSIDER A NORMAL FOUR OR FIVE YEAR-OLD. THEY BRING THAT BAGGAGE WITH THEM, AND IT COMES OUT IN VERY UNPREDICTABLE AND FRIGHTENING WAYS– IN THE CLASSROOM, ON THE PLAYGROUND, IN THE LUNCHROOM, IN THE LINE. AND IT’S JUST THAT THEIR LITTLE BODY AND THEIR LITTLE EMOTIONS DON’T KNOW HOW TO COPE WITH ALL OF THE THINGS THAT THEY HAVE EXPERIENCED. SO WE HAVE A SOCIAL WORKER WHO IS AN EXPERT AT WORKING WITH THOSE KIDS. AND SHE PULLS THEM IN SMALL GROUPS, AND SHE HAS A LITTLE GROUP FOR FOUR YEAR-OLDS THAT’S ALL ABOUT ANGER MANAGEMENT, BELIEVE IT OR NOT. SHE HAS ONE FOR IMPULSIVITY, AND IT’S CALLED REMOTE CONTROL. HOW DO WE MAKE THOSE BETTER CHOICES? WHAT ARE SOME THINGS WE USUALLY DO? OKAY, WHAT COULD WE DO INSTEAD? AND THEY ARE LITTLE GAME FORMAT LESSONS, BUT OUR SURVEYS AT THE END OF THE YEAR FROM PARENTS OF KIDS WHO’VE PARTICIPATED IN THAT HAVE ACTUALLY SAID, “MY CHILD WAS ABLE TO LEARN “BECAUSE THEY WERE ABLE “TO MANAGE THESE IMPULSES “AND THESE BEHAVIORS.” IF YOUR CHILD IS HAVING THOSE BEHAVIORS, THEY A LOT OF TIMES CAN’T STAY IN SCHOOL IF IT’S THAT SEVERE. SO WE’RE– WE JUST THINK AGAIN THAT BALANCED APPROACH, NOT JUST BALANCED LITERACY, BUT MEETING THE NEEDS OF THE WHOLE CHILD. THE CHILD CAN’T READ AND DO MATH IF THEY’RE BURDENED BY THOSE EMOTIONAL FEELINGS.>>ALL RIGHT, WE HAVE JUST A COUPLE MINUTES. WE HAVE MICHELLE, AND THEN RICHARD.>>THANK YOU. THIS IS REALLY WONDERFUL, AND I DO HAVE A LOT OF QUESTIONS, BUT FOR THE SAKE OF TIME, I WOULD LOVE TO COME AND VISIT YOUR SCHOOLS.>>ABSOLUTELY. WE WOULD LOVE TO HAVE YOU.>>AND I LIVE IN DETROIT.>>OH, CLOSE BY, YEAH.>>SO I WOULD LIKE TO DO THAT, BUT– AND IT SOUNDS REALLY FASCINATING TO ME. THE ONE QUESTION I DID HAVE WAS– I’M THINKING– YOU HAD TO INVEST. I THINK THE CHOICES WHERE YOU’VE INVESTED SOUND REALLY SOUND, AND PAID OFF. WHAT HAVE YOU HAD TO SACRIFICE? I MEAN, IN ORDER TO GET THAT, IS WHAT I’M TRYING TO GET AT. MAYBE THERE’S SOMETHING I NEED TO KIND OF SEE, BUT– AND THEN I ALSO HAD A QUESTION– THIS WILL BE IT. DO YOU HAVE AN ISSUE WITH ABSENTEEISM? HOW DO YOU DEAL WITH ABSENTEEISM? AND HOW DO YOU– AND ALSO– I REALIZE– IT’S HARD FOR ME TO CONTAIN MYSELF WITH MY QUESTIONS. [ LAUGHTER ]>>AND IF THERE– AND IF YOU– HOW DO YOU DO THE PAPERWORK FOR THE SPECIAL ED, AND THE ASSESSMENTS, AND ALL THAT KIND OF STUFF? IF THE SOCIAL WORKER IS DEDICATED, HOW– SO I UNDERSTAND THAT’S WHERE YOU PUT YOUR RESOURCES, AND THEN I WANT TO SEE IT AND GET A BETTER UNDERSTANDING, BUT IF I COULD GENERALIZE MY QUESTIONS–>>WELL, FOR THE RESOURCES, I THINK IT KIND OF GOES BACK TO OUR PREVIOUS ANSWER, IS THAT– YOUR QUESTION WAS WHAT DO WE HAVE TO GIVE UP? SO IT’S REALLY THAT GROUP CONSENSUS. SO THIS PAST YEAR– OR LET’S SAY THE END OF THE SPRING– EVERY YEAR WE GO THROUGH WHAT WE’RE PLANNING FOR THE UPCOMING YEAR. AND IT’S REALLY A GROUP MEETING OF DO WE WANT TO HIRE TWO FULL-TIME READING TEACHERS, OR DO WE WANT ONE READING TEACHER AND A TON OF RESOURCES AND PD? SO I DON’T KNOW THAT I LOOK AT IT AS WHAT I HAD TO GIVE UP, BECAUSE IT’S A CHOICE WE MADE. SOME YEARS WE SAID, “WE REALLY NEED “THOSE RESOURCES.” SO I WOULD SAY TWO YEARS AGO, THREE YEARS AGO, IT WAS ALL ABOUT, “YES, WE NEED “OUR SOLID READING TEACHER, “BUT WE NEED THOSE BOOKS, “WE NEED THE MATERIALS.” I NEED TO EQUIP MY TEACHERS WITH, YOU KNOW, THE THINGS THAT THEY NEED FOR THE CHILDREN WHO AREN’T MEETING THE BENCHMARKS. SO I’VE NEVER LOOKED AT IT AS WHAT I’M HAVING TO GIVE UP, OR WHAT I’VE LOST. IT’S A GROUP DECISION. WE BUILD CONSENSUS, AND THEN WE– AND THEN WE GO WITH IT. WE DON’T GRIPE ABOUT IT THE NEXT YEAR, LIKE, “OH, I REALLY WISH I HAD “THREE TEACHERS THIS YEAR.” WE KNOW WE DON’T HAVE THREE TEACHERS, BECAUSE WE ALL VOTED ON ONE TEACHER. BUT LOOK AT ALL THIS OTHER STUFF WE GOT WITH THAT ONE TEACHER. SO– AND THEN YOUR QUESTION ABOUT TRUANCY AND ATTENDANCE ISSUES– WE HAVE A FEW, BUT I WOULD SAY IN GARDEN CITY OVERALL, IT’S NOT– WE HANDLE IT AT THE KINDERGARTEN LEVEL VERY MUCH ON A ONE ON ONE BASIS. I THINK PROBABLY JUST AS FRUSTRATING IS KIDS COMING IN LATE. THEY’RE MISSING A LITTLE BIT OF THAT EARLY-MORNING INSTRUCTION AND THAT EARLY-MORNING SETTLING IN TIME. BUT YOU JUST REALLY HAVE TO WORK WITH THOSE FAMILIES AND LET THEM KNOW THE IMPORTANCE, AND TRY TO FIND OUT, IS THERE A ROOT PROBLEM THAT IS REALLY PREVENTING THIS CHILD FROM COMING? AND SOMETIMES IT INVOLVES A HELP TEAM MEETING, WHERE YOU’VE GOT QUITE A FEW PEOPLE, AND LETTING THEM KNOW THAT YOUR CHILD IS STRUGGLING BECAUSE THEY ARE MISSING SO MUCH EXPOSURE TO THE CURRICULUM.>>IS THERE EVER ANY FEEDBACK, BECAUSE I KNOW WITH THE PARENTS, SOMETIMES THEY START THESE KIDS IN KINDERGARTEN AT LIKE 7:30 IN THE MORNING OR SOMETHING. I MEAN, IS THERE ANY– I MEAN, JUST LISTENING TO THE PARENTS, AND LISTENING TO THE TEACHERS, AND THEN THE ADMINISTRATORS ADJUSTING BASED ON WHAT– CHANGING POLICY BASED ON WHAT TEACHERS AND THE PARENTS SAY?>>WE HAVEN’T HAD A LOT OF OPPORTUNITY FOR THAT, MAINLY BECAUSE WE ARE A CONFIGURED DISTRICT. THE WAY WE ARE, IT’S ALL– IT’S ALL ABOUT THAT BUS SCHEDULE. WE’RE A LATE START BUILDING. OUR SCHOOL DOESN’T START UNTIL 8:50. SO FOR KINDERGARTNERS, THAT’S PRETTY DOABLE. BUT THE OPPOSITE OF THAT IS WE DON’T GET OUT UNTIL 4:05. AND YOU KNOW WHAT LITTLE ONES ARE LIKE FROM 2:00 TO 4:00. SO THAT’S WHY WE’RE VERY CAREFUL ABOUT– ESPECIALLY IN THE FALL, WHAT ARE WE DOING IN THE AFTERNOON? WE’RE VERY CAREFUL ABOUT THE KIND OF INSTRUCTION WE’RE DOING, BECAUSE THEY ARE PRETTY FATIGUED, AND THEY HAVE TO BUILD UP THAT STAMINA FOR THAT FULL DAY, AND THAT FULL DAY OF MORE OF AN ACADEMIC PROGRAM.>>OKAY, MAYBE WE CAN TALK PRIVATELY.>>SURE, SURE.>>RICHARD, PLEASE. AND THEN WE’RE GOING TO MOVE ON.>>A COUPLE OF JUST QUICK QUESTIONS. WHAT IS YOUR AVERAGE TEACHER TENURE?>>WELL– MY AVERAGE TEACHER TENURE.>>JUST BALLPARK, YOU KNOW.>>I HAVE A FAIRLY YOUNG STAFF. I WOULD SAY THE AVERAGE IN MY BUILDING MIGHT BE EIGHT YEARS.>>KINDERGARTEN IS HIGHER THAN GSRP. SO KINDERGARTEN ALONE WOULD BE A LITTLE HIGHER.>>YEAH, OKAY, SO MAYBE 12 YEARS.>>OKAY, OKAY.>>YEAH, YEAH. OVERALL, I HAVE A MUCH YOUNGER STAFF, AND THAT SHOWS IN THE AMOUNT OF EVALUATIONS I DO EVERY YEAR.>>I JUST WONDERED, AS YOU MAKE THE TRANSITION, IS THERE MUCH– ANY OUT OF THE ORDINARY STAFF TURNOVER OR ANYTHING LIKE THAT?>>NO, I WOULD SAY INITIALLY– I CAN’T REMEMBER WHO ASKED THAT OTHER QUESTION. INITIALLY WHEN WE MADE SOME OF THESE CHANGES, WE DID HAVE A FEW FOLKS THAT WERE LOOKING AT RETIREMENT IN THE VERY NEAR FUTURE, AND SOME OF THEM DID CHOOSE TO LEAVE MAYBE A YEAR EARLIER THAN THEY WOULD HAVE, BECAUSE THEY WERE NOT– THEY JUST WERE NOT IN– THEY WERE NOT IN FAVOR, THEY WERE NOT ON BOARD, AND THEY DID NOT SEE THEMSELVES BEING A CONTRIBUTOR AND A PERSON WHO COULD IMPLEMENT THIS NEW WAY OF TEACHING. AND THEY WERE WONDERFUL PEOPLE, BUT THEY HAD TO BE ON BOARD.>>SURE.>>THEY HAD TO BE ON BOARD WITH WHAT WE WERE DOING.>>STAFFING IS ALWAYS A CHALLENGE, AND WE ARE A DEFICIT DISTRICT. WE’RE MAKING GREAT STRIDES TO GET OUT OF DEFICIT, BUT OUR HUMAN RESOURCES DEPARTMENT HAS TO CUT IT SO RAZOR THIN AND THOSE ADJUSTMENTS– AND SOMETIMES SUSAN HAS ENDED UP WITH SOMEONE WHO CAME IN FROM THIRD GRADE OR FROM–>>FIFTH GRADE.>>–A MUSIC TEACHER, AND THAT’S WHERE THE STAFF COLLABORATION IS ESSENTIAL. BECAUSE WHAT YOU JUST SAW ON THAT VIDEO WAS MASTER TEACHING, AND WE EXPECT THAT OF ALL OF OUR TEACHERS. BUT THE ONLY WAY A TEACHER GETS THERE IS WITH SUPPORT AND SUPPORT FROM EACH OTHER AND THAT TIME TO LEARN.>>I HAD A TEACHER WHO CAME TO ME IN KINDERGARTEN LAST YEAR WHO HAD TAUGHT 21 YEARS IN MUSIC AT GRADES FIVE AND SIX, AND SHE LANDED IN KINDERGARTEN LAST YEAR. SO TO SAY THE LEAST, SHE WAS A LITTLE BIT SHELL SHOCKED, BECAUSE THE CHILDREN ARE ABOUT THAT HIGH RATHER THAN THAT HIGH. AND YOU ARE NOT DOING FUN, COOL SONGS AND CONCERTS AND INSTRUMENTS. YOU’RE TEACHING THEM LETTERS AND [ INDISTINCT ]. AND JUST RUNNING A CLASSROOM RATHER THAN RUNNING THOSE SPECIALS, BUT SHE IS PHENOMENAL. SHE’S– YOU KNOW WITH THE HELP OF THAT WHOLE TEAM, SHE IS FIGURING IT OUT AND SHE IS GROWING BY LEAPS AND BOUNDS. WHEN I SEE HER THIS YEAR, SO AMAZED COMPARED TO THAT SHELL-SHOCKED TEACHER THAT I SAW LAST YEAR. BUT, AT THE END OF THE YEAR, HER KIDS LANDED RIGHT WHERE THEY NEEDED TO BE, BECAUSE SHE UNDERSTOOD WHAT THE IMPORTANCE WAS. AND WHAT SHE SAID TO ME– SHE CAME TO ME– I THINK IT WAS ABOUT MIDYEAR, SHE SAID, “SUSAN IF I GET BETTER “AT THIS SMALL GROUP GUIDED “READING, THAT’S WHERE “I’M GOING TO MAKE “THE BIGGEST DIFFERENCE.” AND FOR HER TO SEE THAT SO QUICKLY, HAVING NOT BEEN A GRADE LEVEL CLASSROOM TEACHER, THE LIGHT WENT ON, ABSOLUTELY. IF YOU CAN WORK IN SMALL GROUPS WITH THOSE LITTLE ONES, AND HELP THEM WITH THOSE PHONEMIC AWARENESS SKILLS, AND HELP THEM WITH THE COMPREHENSION, AND HELP THEM THOSE STRATEGIES, ABSOLUTELY. I THINK THAT’S WHY HER KIDS LANDED WHERE THEY DID.>>OUR KEY IS COLLABORATION. IT REALLY IS. LIKE, FOR A MUSIC TEACHER THAT HAS BEEN TEACHING AS LONG AS SHE HAS, AND FOR A THIRD GRADE TEACHER OR A FIFTH GRADE TEACHER TO BE ABLE TO COME TO OUR BUILDING AND NOT KNOW HOW TO DO GUIDED READING WITH FIVE YEAR OLDS, THE KEY IN OUR BUILDING IS COLLABORATION. IT REALLY IS. WE HAVE A VERY STRONG COLLABORATIVE CULTURE. WE GIVE UP EVERYTHING AND ANYTHING WE CAN TO HELP OUR COLLEAGUES AND TO HELP OUR STUDENTS. I HAVE KIDS THAT COME TO ME FOR GUIDED READING FROM OTHER CLASSROOMS, AND WE DON’T LOOK AT THE CHILDREN IN OUR CLASSROOM AS “OUR” CHILDREN. EVERY CHILD IN OUR BUILDING IS MY CHILD. I HAVE TO DO WHAT I CAN TO MAKE SURE THE KIDS IN YOUR ROOM AND THE KIDS IN YOUR ROOM GET WHERE THEY NEED TO BE, BECAUSE THAT’S THE ENTIRE PURPOSE OF BEING AN EDUCATOR IS TO HELP ALL OF THESE KIDS SUCCEED.>>AND JUST LIKE WHEN WE STARTED OUR NEW PROCESS, I DID SEND MY TEACHERS OVER TO THE DEARBORN PUBLIC SCHOOLS TO SEE SOME GOOD QUALITY DAILY FIVE AND READER’S WRITER’S WORKSHOP MODELS OVER THERE. BUT, LIKEWISE, WHEN I GET A TEACHER THAT IS NEW TO MY GRADE LEVEL, I’M SENDING THEM RIGHT INTO MY CLASSROOMS WITH MY MOST EXPERIENCED TEACHERS, BECAUSE AN OBSERVATION OF A GOOD TEACHER DOING THAT GOOD KIND OF INSTRUCTION IS GOING TO GET ME SO MUCH MORE THAN PAYING FOR WORKSHOPS THAT I MAY OR MAY NOT GET THAT END RESULT FROM. SO WE DO A LOT OF– WE WATCH MODEL TEACHERS DOING MODEL LESSONS AND LEARN A LOT FROM EACH OTHER THAT WAY.>>ALL RIGHT, THANK YOU.>>CAN I ASK A RHETORICAL QUESTION?>>YES, PLEASE.>>HOW DID THE DEARBORN DISTRICT GET SO GOOD?>>I DON’T KNOW. IT’S LUCKY. THANK YOU VERY MUCH FOR BEING HERE AND THANK YOU FOR THE WORK YOU ARE DOING IN THE CLASSROOMS. APPRECIATE YOU. APPRECIATE YOU BEING HERE AND SHARING WITH US THE GOOD WORK. NEXT ITEM ON THE AGENDA IS THE PRESENTATION ON THE 21st CENTURY EDUCATION COMMISSION. THE 21st CENTURY EDUCATION COMMISSION WAS ANNOUNCED DURING THE GOVERNOR’S STATE OF THE STATE IN JANUARY 2016 AND FORMERLY CREATED BY EXECUTIVE ORDER 2016-6. THE COMMISSION WAS CHAIRED BY DR. THOMAS HAAS, PRESIDENT OF GRAND VALLEY STATE UNIVERSITY. IT INCLUDED A DIVERSE– A GROUP OF ADMINISTRATORS, TEACHERS, UNIONS, EARLY CHILDHOOD EXPERTS, CHARTER SCHOOL LEADERS, BUSINESS LEADERS, HIGHER EDUCATION REPRESENTATIVES, SEVERAL AROUND THIS TABLE PLAYED A ROLE– EILEEN WEISER, JOHN AUSTIN, CASANDRA, AND RICHARD CAME IN NEAR THE END, AND OF COURSE I PARTICIPATED. ALSO COMMISSIONERS IN ATTENDANCE ARE DAVE CAMPBELL, SUPERINTENDENT OF KALAMAZOO RESA, AND DOUG ROSS, PRESIDENT OF AMERICAN PROMISE SCHOOLS. SO, DR. HAAS, IF YOU COULD COME FORWARD AND PRESENT TO THE BOARD, PLEASE.>>GOOD MORNING, EVERYONE.>>GOOD MORNING.>>THIS IS A GREAT TIME OF YEAR IN MY WORLD. IN TEN DAYS WE’RE GOING TO GRADUATE ABOUT 5,000 PEOPLE.>>YAY.>>AND WE’RE THRILLED BECAUSE MOST OF THEM ARE STAYING RIGHT HERE IN MICHIGAN, SO THAT’S GOOD, TOO. LET ME SAY THANK YOU FIRST TO YOU ALL FOR THIS OPPORTUNITY. THANK YOU FOR YOUR LEADERSHIP IN THIS VERY IMPORTANT SPACE WITH K-12, BUT NOTED THAT IT REALLY IS A CONTINUUM, AND THAT’S WHY THIS PARTICULAR COMMISSION I THINK WAS CONCEIVED TO UNDERSTAND THAT CONTINUUM OF REALLY P-20 WAS SIGNIFICANT. SO WE CAN PASS THOSE ALONG THAT WAY. LET ME TAKE ONE MINUTE AND JUST DESCRIBE WHO I AM. IN ADDITION TO BEING PRESIDENT OF GRAND VALLEY, I’M GOING TO START MY 12th YEAR HERE SHORTLY. I HAVE BEEN PLEASED TO BE PART OF MICHIGAN. MY FIRST ASSIGNMENT WHEN I WAS IN THE COAST GUARD IN 1970 WAS ON THE COAST GUARD CUTTER MACKINAW. AND SO, I HAVE BEEN PART OF MICHIGAN FOR QUITE A NUMBER OF YEARS, U OF M GRAD, AND ALL OF THAT. I STARTED OFF, THOUGH, IN NEW YORK CITY, IN VERY MODEST CONDITIONS, I WOULD SAY, BECAUSE MY MOM AND DAD DIDN’T GRADUATE FROM HIGH SCHOOL. MY MOM MADE IT THROUGH 4th GRADE AND MY DAD LEFT TO GO INTO THE SERVICE WHEN HE WAS 16. HE DECIDED THAT HE COULD CHANGE HIS BIRTH CERTIFICATE SO HE COULD GO INTO THE NAVY DURING WORLD WAR II. BUT WE WERE ABLE TO GO THROUGH PUBLIC SCHOOLS IN NEW YORK CITY, AND THEN I HAD TO SEEK A WAY TO GET TO COLLEGE. WE DID HAVE A VERY STRONG VALUE ON EDUCATION, EVEN THOUGH MY FOLKS DID NOT ATTEND AND GO THROUGH TO AN END OF A DIPLOMA OR DEGREE. AND SO, I WAS ABLE TO GO INTO THE COAST GUARD AND SPENT 23 YEARS COMMISSIONED SERVICE. BUT GETTING INTO EDUCATION, I HAVE BEEN TEACHING ACTUALLY NOW FOR 40 YEARS, AND STILL DO. I TEACH FRESHMAN CHEMISTRY, BUT I ALSO TEACH STRATEGY AND THE ADVANCED COURSES THAT WE HAVE AT GRAND VALLEY. SO, I’M AN EDUCATOR IN MY CORE, BUT I ALSO HAVE A WIFE OF 43 YEARS WHO WENT TO ALBION COLLEGE, AND I LEARNED FROM HER HOW IMPORTANT IT IS TO BE A GOOD TEACHER. BECAUSE THAT’S WHAT SHE DID IN HER PROFESSION FROM EARLY CHILDHOOD TO SPECIAL ED, AND EVERYTHING IN BETWEEN. AND I LEARNED A LOT FROM HER. AND I THINK– I JUST WANTED TO PUT THAT IN CONTEXT. SO LET ME TALK ABOUT THE PROCESS, AND THEN I HAVE TWO OF MY COLLEAGUES AND OTHER COLLEAGUES AROUND THE TABLE AND– HI, BRIAN. SO WE’LL BE ABLE TO ANSWER ANY QUESTIONS THAT YOU MIGHT HAVE, AND– TO PUT IT INTO PERSPECTIVE, AS BRIAN WAS MENTIONING, WE HAD A COMMISSION THAT WAS ESTABLISHED THROUGH EXECUTIVE ORDER. AND I GOT A CALL ACTUALLY FROM JOHN WALSH BACK IN JUNE SAYING, “THE GOVERNOR “WANTS YOU TO SERVE.” I SAID, “SURE.” HE SAID, “I WANT YOU TO CHAIR.” I SAID, “WHEN IT IS DUE?” AND WITH THAT, HE SAID, “THE END OF FEBRUARY.” AND I SAID, “WELL, “LET’S GET STARTED THEN.” AND WE DID. IN JULY, WE HAD OUR FIRST MEETING WITH A VERY ECLECTIC, VERY WONDERFUL GROUP OF PROFESSIONALS WITH STRONG EXPERIENCES THAT I WAS HOPEFUL AND THAT HOPE WAS SUSTAINED THROUGHOUT THE PROCESS THAT WE COULD DELIVER A TRANSFORMATIVE PLAN FOR THE STATE OF MICHIGAN, A FRAMEWORK, REALLY, THAT WE COULD USE– OR THE POLICY MAKERS COULD USE AS YOU HERE ARE IN THAT ROLE, TO HELP TRANSFORM THIS STATE WITH ITS UNDERSTANDING THAT EDUCATION IS A TRUE MEANS TO DEVELOP AN EDUCATED CITIZEN FOR OUR STATE AND BEYOND. AND SO, WE GOT STARTED, AND WE MET HERE IN LANSING, AND OUR LAST MEETING WAS ACTUALLY HERE IN THIS ROOM IN FEBRUARY. AND SO, IN THAT FIRST MEETING, AND EILEEN, YOU REMEMBER, WE WENT AROUND THE TABLE WHO WE WERE, AND WHO WE REPRESENTED, AND WE WERE QUICK TO COME TO THE RESOLVE THAT WE WERE NOT GOING TO WHINE ABOUT THE PAST. IN FACT, WE TOOK TEN MINUTES, AND AFTER THAT, WE DIDN’T WHINE ANYMORE. AND I THINK THAT WAS A GOOD APPROACH, BECAUSE WHAT WE WANTED TO DO WAS LEAN FORWARD. LEAN FORWARD WITH OUR COLLECTIVE THOUGHTS, AND PERSPECTIVES, AND NEEDS, AND WE STARTED LOOKING AT, “WELL, WE SEE THIS “EXECUTIVE ORDER, IT GIVES US “THE CHARGE AND CHARTER TO “DO WHAT WE NEEDED TO DO.” AND THEN, WE FOCUSED IN ON CREATING A VISION, AND THAT VISION IS INCORPORATED RIGHT HERE IN THE PLAN THAT YOU HAVE IN FRONT OF YOU. AND THAT PARTICULAR VISION WAS LEANING FORWARD IN MANY REGARDS, AND BASICALLY SAYING THIS STATE MUST HAVE A WORLD-CLASS EDUCATION SYSTEM. IT’S A SYSTEM. SO WHAT I WANTED TO DO WITH THE GROUP THEN, IS USE SOME PRINCIPLES ON WHAT IS CALLED DESIGN THINKING. AND DESIGN THINKING IS A PROCESS THAT I HAVE USED IN STRATEGIC PLANNING FOR PROBABLY 30 YEARS, AND IT REALLY FOCUSES IN ON OUTCOMES AND RESULTS. IT FOCUSES IN ON THE INDIVIDUALS OR THE GROUPS THAT ARE GOING TO BE IMPACTED BY THE SYSTEM AS A WHOLE. SO IT WAS REMARKABLE, WHEN WE WENT AROUND THE TABLE, THE NORTH STAR BECAME THE CHILD OR THE STUDENT. THAT WAS THE NORTH STAR THAT WE WANTED TO CREATE AND BUILD THIS FRAMEWORK UPON, AND GIVE THEM THE TOOLS TO TAKE US FORWARD. BECAUSE OUR INVESTMENTS TODAY BECOME TOMORROW’S REALITY. THAT’S AN IMPORTANT FEATURE, THAT THE DECISIONS WE MAKE TODAY BECOME TOMORROW’S REALITY. AND SO WE REALLY FOCUSED IN ON THAT MISSION AND SCRUBBED IT BACK AND FORTH. AND INSTEAD OF HAVING A CONTINUUM APPROACH, THIS P-20, WE DECIDED THAT AS A GROUP– AND WE HAD A GOOD FACILITATOR, AND WE WERE GOING TO GO OUTSIDE OF JUST MICHIGAN TO FIND OUT WHERE THE BEST MODELS ARE THAT WE COULD USE AND STEAL FROM. AND WE DID. WE LOOKED AT MASSACHUSETTS, WE’VE GOT ED TRUST IN THE MIX, WE HAD OTHERS COME IN, WE HAD READINGS. IN FACT, I WOULD DARE SAY CONSERVATIVELY THAT OUR GROUP WAS AN ACTIVE COMMISSION. I WOULD SAY THAT WE SPENT COLLECTIVELY 5,000 HOURS OF WORK OVER NINE MONTHS, AND IT MIGHT BE MORE, BECAUSE WE SPENT– I KNOW PERSONALLY I SPENT A LOT OF WEEKENDS READING, AND PREPARING, AND COMING TO LANSING ONCE OR TWICE A MONTH. AND MY COLLEAGUES DID THE SAME THING, BECAUSE THEY WERE COMMITTED TO THIS BECAUSE WE WERE GOING TO TOUCH THAT FUTURE. AND AS TEACHERS AND EDUCATORS, YOU KNOW THAT. WHEN WE’RE IN THE CLASSROOM, THAT’S WHAT WE DO, WE TOUCH THE FUTURE. IT’S VERY NOBLE THE WORK THAT YOU ARE DOING HERE AND THAT WE DO ACROSS THE CONTINUUM. AND SO, WE REALLY DID SOME REALIGNMENT FROM A CONTINUUM APPROACH BY LAYING THE CONTINUUM ON THE ULTIMATE RESULTS. BUT I WANTED TO GET US TO TALK ABOUT ACCOUNTABILITY, ABOUT GOVERNANCE AND STRUCTURE, AND ABOUT FUNDING. AND THEN WE SAID, “OKAY, GRAVITATE “WHERE YOU WANT TO GO.” AND THEN I PUT A PERSON WHO COULD BE A CHAIR OF EACH ONE OF THOSE GROUPS. AND WE DID THE LION’S SHARE OF THE WORK WITHIN THOSE SUBGROUPS, AND WE DID WHAT WAS CALLED CATCHBALL. AND PERIODICALLY, LIKE EVERY MONTH, WE WOULD HAVE THE GROUPS, AND THEY WORK OFFLINE, AND THEY COME BACK, AND THEN WE WOULD WORK WITHIN THE LARGER GROUP, GO BACK TO THE SMALLER GROUP. AND FROM THE DESIGN THINKING PRINCIPLE, THAT WAS A GOOD CATCHBALL BACK AND FORTH, AND WE COULD TEST EACH OTHER. AND WE WANTED TO, AT THE END OF THE DAY, WHATEVER– WE DIDN’T HAVE A CONCEIVED NOTION OF THE NUMBER OF RECOMMENDATIONS THAT WE WOULD COME UP WITH, BUT WE WANTED TO PUSH TOWARDS CONSENSUS ACROSS THIS VERY DIVERSE GROUP OF PERSPECTIVES THAT WE HAD. AND SO, WE THEN STARTED LOOKING AT SOME OF THE PRINCIPLES THAT WOULD GUIDE OUR DECISION MAKING, AND WE DID AND IT’S IN THE REPORT. AND THEN WE– AND ACTUALLY, I’M GOING TO GO TO THAT FOR JUST ONE SECOND, BECAUSE THOSE NINE PRINCIPLES REALLY DEFINE, I THINK, VERY BROADLY WHAT THIS WORLD CLASS EDUCATION SYSTEM IS ALL ABOUT. IT’S ON PAGE 26. AND SO, THESE PRINCIPLES– YOU FOCUS IN ON LEARNING, CREATE THAT CULTURE OF SUCCESS, AND BUILD AND SHAPE REALLY A COHERENT CONNECTED EDUCATION SYSTEM FROM PRENATAL TO CAREER. AND YOU CAN SEE THE PRINCIPLES THAT WE DEVELOPED. AGAIN, WE CATCHBALLED IT BACK AND FORTH, AND BACK AND FORTH. AND THEN WE ASSIGNED THOSE IN MANY REGARDS TO EACH ONE OF THOSE GROUPS, SO THAT THEY COULD THEN SEEK MODELS, HAVE CONVERSATIONS FROM THE PERSPECTIVES THAT THEY HAD, AND THEN DEVELOP SOME DRAFTS THAT WE COULD THEN CHEW ON AND SEE IF THEY WERE RELEVANT OR NOT. AND, OH, BY THE WAY, WE WANTED TO ALSO TEST OURSELVES AGAINST THE CITIZENS HERE IN THE STATE OF MICHIGAN. SO WE WENT TO WEST MICHIGAN. WE WENT TO THE GREATER DETROIT AREA. WE TRIED TO GET TO TRAVERSE CITY TWICE IN THE WINTER TIME, DON’T DO IT. [ LAUGHTER ] SO, WHAT WE DID IS WE USED ELECTRONIC MEANS, WE DID THAT, AND THEN WE WENT TO THE U.P. AS WELL. AND THAT WAS HELPFUL, BECAUSE WE SAW FROM OUR CITIZENS SOME OF THEIR THINKING AND PERSPECTIVES. AND WE HAD EDUCATORS, WE HAD PARENTS THERE, WE HAD ADMINISTRATIVE PEOPLE, WE HAD BUSINESS LEADERS, AND THEY WERE ALL ALIGNING THEMSELVES SO WELL, NOT JUST WITH THE PRINCIPLES BUT AS WE DEVELOPED SOME OF OUR RECOMMENDATIONS, WE HEARD THAT COME OUT, TOO. AND SO, I WAS REALLY, REALLY PLEASED WITH HOW WE WERE COALESCING AND HOW WE WERE DEVELOPING THAT TRUST WITH THIS GROUP OF 25 OF US AS WE WENT FORWARD. BUT WE DID, AT ONE POINT IN THE PROCESS, THAT WE WERE NEEDING A TIME-OUT. AND SO WITH THAT, WE SAID, “LET’S REALLY CONCENTRATE “IN OCTOBER,” I THINK IT WAS. AND WE BROUGHT EVERYONE OVER TO GRAND RAPIDS AND WE HAD A RETREAT TO SEE WHERE WE WERE AND SEE WHERE WE’RE GOING AGAIN. AND I THINK THAT THOSE TYPES OF TIME-OUTS IN THIS DESIGN-THINKING PROCESS IS VERY, VERY HELPFUL AS WE MOVED AHEAD. BUT ALSO, ALWAYS KEEPING, THOUGH, THE STUDENT AND THE CHILD IN MIND EVERY TIME WE– AND WE HAD A COUPLE OF PEOPLE ON THE COMMISSION. THEY WERE GREAT. EVERYONE– YOU ALL HAVE BEEN INVOLVED. YOU HAVE THIS RIGHT AROUND THIS TABLE, TOO. CERTAIN PEOPLE TAKE RESPONSIBILITIES FOR CERTAIN BEHAVIORS OF THE GROUP, SO WE HAD A GOOD CONSCIENCE FOR A FEW PEOPLE KEEPING US ON TRACK. MY ROLE WAS REALLY WITH THE FACILITATOR, IS TO KEEP US MOVING AHEAD WITH THIS VISION THAT WE HAD. AND SO, WHAT I WAS PLEASED WITH IS WE HAD THE INPUTS, WE HAD THE GIVE AND TAKES, WE WERE WORKING VERY, VERY DILIGENTLY, EVEN THOUGH I WAS GETTING SOME PUSHBACK SAYING, “TOM, WE NEED MORE TIME.” AND I SAID, “WHEN THE ADMIRAL “TELLS A COAST GUARD GUY, “IN THIS CASE, THE GOVERNOR “TELLS ME, THAT IT’S DUE “ON THE 28th OF FEBRUARY, “DAVE, THE RESPONSE WAS?”>>IT’S DUE FEBRUARY 28th.>>YES. SO THAT’S WHAT WE DID. AND I THINK WE– DID WE HAVE TO COMPROMISE ALONG THE WAY? I’LL TELL YOU THERE WAS ONE AREA THAT WE WISH WE COULD HAVE DONE, BUT I DIDN’T THINK IT WAS IN THE CHARTER, AND THAT WAS WORKFORCE DEVELOPMENT. AND THE NOTION OF WORKFORCE DEVELOPMENT BECAUSE THE GOVERNOR PUT TOGETHER THESE THREE COMMISSIONS AND THE LAST ONE I THINK IS COMING TO A CLOSE HERE BEFORE WE KNOW IT IS ON ECONOMIC DEVELOPMENT. THE FIRST ONE WAS ON INFRASTRUCTURE, EDUCATION, AND ECONOMIC DEVELOPMENT. SO WE KIND OF PUSHED THAT ONE OVER, BECAUSE WE WANTED TO REALLY FOCUS IN ON THIS MODEL, THIS SET OF GUIDELINES AND PRINCIPLES THAT POLICYMAKERS COULD USE IN THIS SPACE OF EDUCATION. AND THEN TWO EPIPHANIES HAPPENED AFTER THE RETREAT. ONE WAS, WHERE IS THE CALL TO ACTION? AND MY OTHER COLLEAGUE HERE AT THE TABLE WAS VERY, VERY GOOD ABOUT PRESSING US AS A COMMISSION, THAT WE NEEDED THIS CALL TO ACTION. WE NEEDED A SET OF TANGIBLE, MEASURABLE GOALS. ALL OF OUR 32 RECOMMENDATIONS, ALL ACHIEVED WITH CONSENSUS, GAVE US THAT WAY FORWARD FOR THE NEXT TEN YEARS. BUT WHAT ABOUT THE NEXT TWO, OR THREE, OR FIVE YEARS? WHAT ABOUT THE CALL TO ACTION AND MEASURABLE RESULTS? AND WITH THAT, WE TOOK THE WORK TO DATE, AND WE HAD DOUG AND SOME OTHERS COME TOGETHER AND CREATE THAT CALL TO ACTION. AND THEN, OH, BY THE WAY, WE ALSO NEEDED TO LOOK AT THE FUNDING MODELS THAT GO ALONG WITH EACH AS BEST WE COULD. AND THEN, WE ALSO NEEDED TO PRIORITIZE IN SOME KIND OF FASHION WHAT’S– RIGHT NOW, WHAT IS INTERMEDIATE AND WHAT IS LONG TERM. AND THIS PARTICULAR FRAMEWORK NOW PROVIDES THAT. THE OTHER EPIPHANY THAT I HAD THROUGH THE PROCESS, AND THEN WE’LL OPEN IT UP FOR QUESTIONS, BUT I’M GOING TO HAVE DOUG SAY A FEW WORDS AS WELL WHEN I FINISH. IT WAS REALLY CLEAR THAT I HAD BEEN IN THE PUBLIC EDUCATION SPACE FOR MY ENTIRE CAREER, EXCEPT FOR TWO YEARS WHEN I WAS IN IOWA AT A PRIVATE COLLEGE WHERE I WAS APROPOS. I LEARNED A LOT IN THAT SPACE, TOO, BUT IT ALSO REDOUBLED MY UNDERSTANDING THAT INVESTMENTS IN PUBLIC EDUCATION ARE CRITICAL TO THE NATION’S SECURITY. NOT JUST THE STATE, BUT AN EDUCATED CITIZEN IS CRITICAL TO OUR NATIONAL SECURITY. SO I WENT AHEAD AND I WANTED TO SEE IN THE CONSTITUTION IN 1963, WHERE DOES EDUCATION RAISE ITS STATURE? AND IT DOES. I PULLED IT OUT, AND IN 1963, IT SAYS, ARTICLE 8, AND YOU HAVE READ THIS, I’M SURE– IN THE FIRST SECTION, “ENCOURAGEMENT OF EDUCATION, “RELIGION, MORALITY “AND KNOWLEDGE BEING NECESSARY “TO GOOD GOVERNMENT “AND THE HAPPINESS OF MANKIND, “SCHOOLS AND THE MEANS “OF EDUCATION SHALL “FOREVER BE ENCOURAGED.” THAT’S IN THE ’63 CONSTITUTION. SO I DECIDED, WELL, THAT’S IN THE ’63. WHERE DID IT REALLY BEGIN? AND IT BEGAN IN 1787 IN THE NORTHWEST ORDINANCES, AND THAT IDENTICAL LANGUAGE VERBATIM IS THERE. THIS STATE, EVEN BEFORE IT BECAME A STATE, KNEW HOW IMPORTANT PUBLIC EDUCATION WAS. IT’S A PUBLIC GOOD, LADIES AND GENTLEMEN, AND I HAVE BEEN SAYING THAT THROUGHOUT MY ENTIRE CAREER. EDUCATION IS A PUBLIC GOOD, MEANING WE NEED TO CONTINUE TO INVEST IN THAT PUBLIC GOOD. AND IT’S CRITICAL THAT WE ARE AT A JUNCTION RIGHT NOW, BECAUSE WHEN WE GOT THE DISPLAYS, AND I’M NOT HERE TO DO A PUBLIC– I COULD DO A PUBLIC, YOU KNOW, POWERPOINTS AND ALL OF THAT, BUT IT WAS REALLY CLEAR FROM EDUCATION TRUST, WE HAVE GOT TO GET STARTED. WE’RE LEAVING BEHIND SCORES OF STUDENTS, OF PEOPLE, OF CITIZENS. THAT’S A– WE CAN’T DO THAT. WE HAVE A RESPONSIBILITY. WE HAVE A RESPONSIBILITY OF THE FUTURE. WE HAVE A RESPONSIBILITY TO THOSE YOUNG PEOPLE, AND IT STARTS IN PRENATAL, GOING ALL THE WAY THROUGH 20. AND THAT’S WHY I WAS VERY PLEASED AS I STARTED TO BE WITH SOME WONDERFUL PEOPLE AT OUR COMMISSION. THE COMMISSIONERS REALLY UNDERSTOOD THAT WE HAD AN OPPORTUNITY WITH OUR DECISIONS TO INFORM THAT FUTURE IN A VERY POSITIVE WAY, TO HELP POLICY MAKERS, AS YOURSELF, AND OTHERS HERE IN THE STATE, AND THE LEGISLATURE AND THE GOVERNOR’S OFFICE, INFORMED BY OUR CITIZENS, WHO WE’RE SERVING, TO MAKE A DIFFERENCE IN THIS STATE AND WE HAVE GOT TO GET STARTED NOW. SO WITH THAT, I’M GOING TO STOP, TURN IT OVER TO DOUG FOR A MINUTE, AND THEN WOULD YOU WANT TO AT THE END OF DOUG’S SAY A WORD OR TWO, AND THEN WE’LL OPEN IT UP, PLEASE. THANK YOU.>>WELL, FIRST, THANK YOU FOR THIS OPPORTUNITY TO COME HERE WITH TOM AND DAVE. WITH YOUR LEAVE I WOULD LIKE TO TAKE LITERALLY THREE MINUTES TO FOCUS ON ONE PART OF THE COMMISSION REPORT, WHICH IS DISCUSSION OF GOVERNANCE AND THE FUTURE OF THE STATE BOARD OF EDUCATION. SOMETHING WE TALKED ABOUT– WE TALKED ABOUT YOU QUITE A BIT. FOR PUBLIC EDUCATION TO MOVE FROM AMONG THE WORST-PERFORMING SYSTEMS IN THE U.S. AND THE DEVELOPED WORLD– DEVELOPING WORLD– TO ONE OF THE BEST, THE COMMISSION BELIEVED THAT WE NEEDED A POWERFUL BIPARTISAN STRATEGY. AND THE REASON IT HAD TO BE BIPARTISAN IS EVERYWHERE WE LOOKED IT TOOK A DECADE OR MORE TO DRAMATICALLY REDIRECT A PUBLIC EDUCATION SYSTEM. AND SO, THAT MEANS THAT WHATEVER THAT STRATEGY IS, IT HAS TO SURVIVE PARTISAN CHANGES IN GOVERNMENT. STATES THAT REVERSE DIRECTION EVERY FOUR OR EIGHT YEARS DON’T GET VERY FAR, MICHIGAN BEING AN EXCELLENT EXAMPLE. SO POTENTIALLY, GIVEN THIS NEED FOR BIPARTISANSHIP, WE SAW THE BOARD AS AN IDEAL VENUE FOR SUCH A STRATEGY, BECAUSE AFTER ALL YOU ALWAYS HAVE BOTH DEMOCRATS AND REPUBLICANS, AND IDEALLY, OR AT LEAST FROM MY PERSPECTIVE MAYBE NOT YOURS, IT IS 4-4. I MEAN, YOU ALMOST CAN’T DO ANYTHING WITHOUT BIPARTISAN AGREEMENT. AND AFTER ALL, THE GOVERNOR IS BY DEFINITION ALWAYS A PARTISAN. SO THIS IS A PARTICULARLY HOPEFUL VENUE, AND NO ONE IN THE COMMISSION DOUBTED THE SINCERE COMMITMENT OF EACH MEMBER OF THIS BOARD TO PROVIDING KIDS IN THIS STATE WITH A QUALITY PUBLIC EDUCATION. HOWEVER, THE COMMISSION WAS CONCERNED THAT THE BOARD COULD AT ANY POINT PRODUCE THIS STRONG BIPARTISAN STATE STRATEGY, AND WE WERE CONCERNED FOR TWO REASONS. FIRST, THE MEMBERS OF THE STATE BOARD ARE NOMINATED BY THE MOST IDEOLOGICALLY PARTISAN POLITICAL INSTITUTIONS IN THE STATE. THE STATE CONVENTION IS TWO POLITICAL PARTIES. IF BOARD MEMBERS COMPROMISED THE PLATFORM AND THE INTEREST GROUP POSITIONS OF THEIR NOMINATING PARTY, TOO FREQUENTLY, THEY RISK LOSING THEIR PARTY’S NOMINATION NEXT TIME AROUND, WHICH MAKES FINDING COMMON GROUND ACROSS PARTISAN LINES DIFFICULT. AS A FORMER ELECTED OFFICIAL, I KNOW HOW HARD IT IS TO DEPART FROM YOUR PARTY’S CORE VIEWS ON AN ISSUE. SECONDLY, NEITHER PARTY’S CENTRAL STRATEGY– MORE RESOURCES FOR DEMOCRATS, MORE CHOICE FOR REPUBLICANS– HAS BY ITSELF BEEN THE PATH TO HIGH PERFORMANCE FOR ANY OF THE EDUCATION COMPETITORS AROUND THE WORLD THAT WE LOOKED AT WHO ARE LEAVING US IN THEIR DUST. SO UNLESS BOARD MEMBERS ARE WILLING TO MOVE BEYOND THEIR PARTY’S PLATFORMS, THE BOARD IS NOT LIKELY TO BE THE SOURCE OF THE LONG TERM BIPARTISAN SCHOOL STRICT REFORM STRATEGY OUR STATE SO URGENTLY REQUIRES. SPEAKING NOW JUST FOR MYSELF, I THINK MEMBERS OF THIS COMMISSION WOULD BE DELIGHTED, EAGER TO HAVE THE MEMBERS OF THE STATE BOARD COME TOGETHER AND TAKE THE LEAD IN LOOKING AT WHAT THE BEST IN THE WORLD ARE DOING TO PREPARE THEIR CHILDREN FOR THIS HIGH-KNOWLEDGE ECONOMY AND TAILOR IT FOR MICHIGAN. IT’S WHAT WE TOOK A FIRST SHOT AT TRYING TO DO IN THIS REPORT. WE’RE NOT SO IMMODEST TO BELIEVE THAT OUR PROPOSED BLUEPRINT FOR MICHIGAN IS THE ONLY ONE OR EVEN THE BEST ONE. HOWEVER, IF THE STATE BOARD OF EDUCATION CONTINUES TO SIMPLY ADVOCATE MULTIPLE PARTISAN AGENDAS RATHER THAN FORGE A CONSENSUS STRATEGY, WE BELIEVE THAT CALLS TO EITHER ELIMINATE THE BOARD OR GRANT THE GOVERNOR THE POWER TO APPOINT ITS MEMBERS WILL CONTINUE TO GROW. THANK YOU.>>DAVID?>>MY COMMENTS WOULD REVOLVE AROUND– I HAVE GOT A LITTLE HANDOUT THAT I WOULD LIKE TO PASS OUT HERE. I FEATURE THE EXECUTIVE ORDER. THE EXECUTIVE ORDER REALLY IS THE GROUND WORK, AND WHAT MAKES THIS A– MADE THE COMMISSION I GUESS SO POWERFUL WAS NOT ONLY THE BIPARTISAN NATURE AND THE COMMITMENT TO RESEARCH, THERE WAS NOT A STRONG POLITICAL TONE IN THE ROOM, BUT IT WAS THE IDEA– THE CHARGE OF THE COMMISSION WAS GOVERNANCE, FUNDING, AND ACCOUNTABILITY. WHAT IS WORKING AROUND THE COUNTRY AND AROUND THE WORLD. SO THAT’S FROM THE CHARGE OF THE EXECUTIVE ORDER. SO THIS ISN’T A PERSONAL CONVERSATION. THIS IS, “OKAY, WE’RE BEING “CALLED TO RESEARCH WHAT IS “WORKING IN TOP PERFORMING “STATES AND NATIONS “AS IT RELATES TO “GOVERNANCE, FUNDING, “AND ACCOUNTABILITY.” AND OF COURSE GOVERNMENT SYSTEMS ARE WHAT BRINGS THINGS TO REALITY OR NOT, OKAY? AND SO, I COMPLIMENT SUPERINTENDENT WHISTON ON THE ESSA SUBMISSION, AND THERE IS A LOT OF GOOD STUFF IN THE ESSA PLAN. CAN IT BE BROUGHT TO FRUITION THROUGH OUR INCOHERENT SYSTEMS OF GOVERNANCE? I DON’T KNOW. WE DON’T HAVE A GOOD TRACK RECORD. THAT’S ONE OF THE REASONS WHY WE’RE 50th IN THE COUNTRY IN ACADEMIC GROWTH AND READING GROWTH IN OUR 4th GRADERS IS THE BRINGING THINGS TO SCALE. SO WHEN YOU START TALKING TO ADMINISTRATORS, SCHOOL LEADERS IN THE MASSACHUSETTS OF THE WORLD, THE MINNESOTAS, THE ONTARIOS, IF YOU WANT TO GO GLOBAL– ALTHOUGH THAT’S AWFULLY CLOSE, A LOT CLOSER THAN MINNESOTA– YOU HEAR A DIFFERENT TONE. YOU HEAR MORE COLLABORATION, YOU HEAR MORE COHESION, YOU HEAR LESS POLITICS, LESS ADULT FIGHTING, MORE FOCUSING ON CHILDREN. IN SPEAKING TO THE SUPERINTENDENT OF MONTREAL ONE TIME, HE KNEW SO MUCH MORE ABOUT 3rd GRADE MATH INSTRUCTION THAN ANY SCHOOL LEADER I HAVE TALKED WITH IN MICHIGAN, SIMPLY BECAUSE THEIR SYSTEM IS DESIGNED FOR THE SCHOOL LEADERS TO FOCUS ON TEACHING AND LEARNING. IT WAS REMARKABLE HOW THE DETAILED KNOWLEDGE THAT HE HAD. SO THE EXECUTIVE ORDER IS VERY IMPORTANT, AND THEN JUST AS A KIND OF AN EXAMPLE OF THE KINDS OF CONVERSATIONS WE HAD, WE DO RESEARCH. SO YOU GO TO THE EDUCATION COMMISSION OF THE STATE WEBSITE, AND I INCLUDED THAT THERE IN YOUR HANDOUT, AND YOU START TO LOOK AT, “WELL, HOW ARE STATE BOARDS “ELECTED, SELECTED, OR APPOINTED “IF STATES HAVE THEM?” AND ANOTHER PART OF THE EXECUTIVE ORDER THAT I REALLY APPRECIATE WAS THE PIECE ON CULTURE, THE CULTURAL BACKGROUND OF STATES. I LOVED HOW DR. HAAS HIGHLIGHTS THE NORTHWEST ORDINANCE OF 1787. IT IS RELEVANT. WE ARE A MIDWESTERN STATE THAT WAS FOUNDED ON THE IDEA OF TOWNSHIPS AND TOWNSHIPS HAVE A SECTION 16, DON’T THEY? YOU REMEMBER THAT IN 4th GRADE SOCIAL STUDIES? YES, I WAS A SOCIAL STUDIES TEACHER. IN SECTION 16, THERE’S A PUBLIC SCHOOL. SO VERY EARLY ON IN OUR HISTORY, WE WERE COMMITTED TO ALL KIDS GETTING AN EDUCATION. DO YOU SEE THAT IN THE SOUTH? DO YOU SEE THAT IN THE WEST? NOT SO MUCH. THESE ARE VERY DIFFERENT GOVERNANCE STRUCTURES AROUND OUR COUNTRY. AND SO, DOING COMPARISONS IS HARD, WHICH IS WHY I LISTED A NUMBER OF DIFFERENT STATES. AND OF COURSE, WE WOULD WANT TO INVENT SOMETHING ON OUR OWN THAT REALLY FITS MICHIGAN WELL. BUT THERE ARE DIFFERENT WAYS OF HAVING STATE BOARDS, IF STATES CHOOSE TO HAVE THEM. YOU CAN SEE TWO OF OUR MIDWESTERN NEIGHBORS, MINNESOTA AND WISCONSIN, DON’T. THAT DOESN’T MEAN YOU CAN’T. INDIANA IS THE FASTEST GROWING STATE IN THE MIDWEST, ALSO A NORTHWEST ORDINANCE STATE, ALSO HAS THE COUNTY-WIDE– THE TYPE OF GOVERNANCE STRUCTURES THAT WE HAVE. THEY DO HAVE THEM. HOW ARE THEY CHOSEN? I JUST LISTED SOME FOR YOU. YOU CAN GO TO THAT WEBSITE AND SEE OTHERS. AND SO, IT WAS THAT TYPE RESEARCH, AND THEN WHAT ARE THE STRUCTURES– WHAT CONVERSATIONS DO THEY PRODUCE? THE SAD THING ABOUT WHAT’S HAPPENED WITH OUR STATE BOARD– AND THIS IS NOT PERSONAL IN ANYWAY AS I’VE TOLD MANY OF YOU AROUND THE TABLE IN MONTHS PAST– IS FRANKLY, YOU HAVE BEEN DEPOWERED AND YOU KNOW THAT, THROUGH EXECUTIVE ORDERS OVER THE LAST COUPLE OF DECADES. SO IT’S NO ONE PERSON’S FAULT. THIS IS A DECADES– THE– YOU HAVE BEEN DEPOWERED, AND SO NOW THERE ARE AREAS THAT REALLY PROBABLY SHOULD BE UNDER YOUR AREA OF RESPONSIBILITY, BUT YOU DON’T HAVE THAT. AND IT JUST FEELS VERY MUCH LIKE IT’S TIME TO UPDATE THE SYSTEM. AND IF YOU ARE GOING TO UPDATE A SYSTEM, YOU START AT THE TOP AND YOU WORK YOUR WAY DOWN AND THAT’S WHAT THE COMMISSION REPORT DOES, STARTING WITH THE STATE BOARD AT THE TOP, THEN THE DEPARTMENT OF EDUCATION, THEN YOUR REGIONAL ENTITIES, THEN YOUR LOCAL DISTRICTS AND YOUR CHARTER SCHOOLS. SO THERE’S FIVE RECOMMENDATIONS IN THERE THAT WERE PRETTY THOUGHTFULLY DONE. A LOT MORE RESEARCH IS NEEDED, OKAY? THAT’S WHY I WANTED MORE TIME, BUT– AND WE UNDERSTAND THERE’S ALWAYS A LIMIT ON TIME, BUT THERE IS A SEQUENCE TO THESE THINGS AND IT SHOULD BE DONE VERY THOUGHTFULLY AND CAREFULLY, BECAUSE WE COULD END UP CREATING SOMETHING EVEN MORE INCOHERENT THAN WHAT WE HAVE NOW, AND SOMETIMES THAT’S HARD FOR ME TO IMAGINE AS A PRACTICING EDUCATOR IN THE STATE FOR SEVERAL DECADES. SO THOSE ARE JUST SOME OPENING THOUGHTS THERE. I ALSO PUT A COUPLE OF QUOTES IN FROM SOME NATIONAL THOUGHT LEADERS ABOUT THE GOVERNMENT– THAT ARE EXPERTS IN THE AREA OF GOVERNANCE. MICHAEL PETRILLI FROM FORDHAM INSTITUTE, TALKING ABOUT HOW THERE’S SO MANY COOKS IN THE KITCHEN YOU CAN’T POSSIBLY HOLD ANYBODY ACCOUNTABLE. SO WE’RE 50th IN GROWTH. WE ALL KNOW THAT. YOU SEE THESE SCORES. YOU SEE THE NAEP SCORES. WHO IS RESPONSIBLE? YOU REALLY CAN’T HOLD YOURSELVES RESPONSIBLE, BECAUSE YOU DON’T HAVE ENOUGH AUTHORITY. YOU REALLY CAN’T HOLD BRIAN RESPONSIBLE, BECAUSE HE DOESN’T HAVE ENOUGH AUTHORITY. YOUR ISD SUPs, THE LOCAL SUPs, THE LOCAL BOARDS– WHO’D– WE CAN JUST SIT THERE AND BLAME EACH OTHER ALL AROUND, AND IF YOU LOOK AT THE TOP PERFORMING STATES AND NATIONS, IT’S MORE LINED UP, THERE IS– IT IS MORE COHERENT, AND THAT’S WHAT MICHAEL PETRILLI IS POINTING OUT. AND THEN, MARK TUCKER, WHO WE HAD SPEAK TO US IN SEPTEMBER, TALKS ABOUT HOW THE– THERE’S A PLACE WHERE THE BUCK STOPS IN TOP-PERFORMING STATES AND NATIONS. AND WE HAVE A SYSTEM WHERE THERE’S SO MANY DIFFERENT PEOPLE IN CHARGE IN SO MANY DIFFERENT PLACES IT IS JUST NOT COHERENT. AND IT DOES IMPEDE THE BRINGING EFFECTIVE STRATEGIES TO SCALE. AND THAT’S THE BIGGEST DIFFERENCE BETWEEN OUR NEIGHBORS IN ONTARIO, WHO ARE A TOP PERFORMING NATION JUST ACROSS THE RIVER. AND WHAT WE DO IS WE HAVE A VERY DIFFICULT TIME BRINGING EFFECTIVE INSTRUCTIONAL PRACTICES TO SCALE. THAT WOULD BE MY THOUGHTS.>>THANK YOU.>>ALL RIGHT, SO WE’LL OPEN IT UP FOR QUESTIONS. WE HAVE ABOUT 25 MINUTES FOR QUESTIONS. I JUST WANTED TO MAKE JUST A COUPLE OF BRIEF COMMENTS. ONE IS, WE’RE CURRENTLY DOING A CROSSWALK BETWEEN THE TOP 10 PLAN AND HERE. AND I THINK WHEN THAT IS DONE, YOU’RE GOING TO SEE SEVEN OF THE NINE PRINCIPLES THAT WERE ADOPTED IN THIS 21st CENTURY COMMISSION ARE IN THE TOP 10 PLAN. THE TWO THAT I THINK AREN’T PROBABLY ARE THE ENHANCED ACCOUNTABILITY AND THE GOVERNANCE STUFF THAT WAS DISCUSSED. BUT THE OTHER SEVEN, I THINK YOU FIND IN THE TOP 10 PLAN, AND WHILE THAT WAS NOT DESIGNED– IN FACT, WE WERE VERY CLEAR WITH THE 21st CENTURY COMMISSION THAT THEY WANTED TO DEVELOP THEIR OWN PATH, AND WHILE THEY UNDERSTOOD AND APPRECIATED THE TOP 10, THEY DIDN’T WANT TO START THERE. THEY WANTED TO START WITH A BLANK SHEET AND BUILD WHAT THEY SAW WAS BEST, BUT THEY WENT THROUGH THE SAME KINDS OF PROCESSES WE DID WHEN BUILDING THE TOP 10. SO IT’S NOT SURPRISING TO SEE SEVEN OF THE NINE ARE ALIGNED TO WHERE WE WANTED TO GO IN TOP 10. BUT WE ARE DOING A CROSSWALK TO MAKE SURE THAT WE HAVE THE COMPONENTS OF THIS 21st CENTURY IN OUR TOP 10 PLAN, AND OF COURSE, THE BOARD HAS BEEN VERY ACTIVE IN HELPING TO DEVELOP AND CREATE THAT TOP 10 PLAN OVER THE PAST FEW YEARS. SO I JUST WANTED TO MAKE THAT POINT. NOW, I’LL OPEN IT UP TO QUESTIONS. CASANDRA, AND THEN TOM.>>SO THANK YOU FOR COMING AND PRESENTING TODAY, AND FOR THE WORK THAT YOU HAVE DONE. JUST AS BACKGROUND, THERE WERE TWO MEMBERS OF THE BOARD THAT WERE ON THE COMMITTEE AS WELL AS– BRIAN, I BELIEVE YOU WERE ON THERE AS WELL.>>NON-VOTING MEMBER.>>EILEEN WAS SELECTED TO BE ON THE COMMITTEE, AND THEN JOHN AUSTIN AS HIS ROLE AS THE PRESIDENT OF THE STATE BOARD OF EDUCATION WAS ON THE COMMITTEE. WHEN WE LEFT IN DECEMBER– OR JANUARY 1st, RICHARD AND I WERE TECHNICALLY TAKING OVER HIS POSITION, ALTHOUGH IT WAS ONLY FOR ONE MEETING, SO WE REALLY DIDN’T HAVE A WHOLE LOT OF INPUT INTO THE DOCUMENT. BUT I’M GLAD THAT YOU RAISED THE ONE ISSUE THAT I THINK IS IMPORTANT– WELL, NOT– THE WHOLE THING IS IMPORTANT TO THE BOARD, BUT THE ONE THAT IS PROBABLY CONFUSING FOR US IS THIS GOVERNANCE ISSUE. SO LET ME START OUT BY ASKING, HAVE WE ALWAYS BEEN 50th IN GROWTH? NO, WE HAVEN’T. SO, IN FACT, THIS IS KIND OF A RECENT THING FOR THIS STATE, RIGHT? SO WE USED TO BE KIND OF IN THE MIDDLE OF THE STATES.>>WELL, IT WAS– IF YOU CAN LOOK AT IT 41st, BUT THERE’S DIFFERENT MEASURES. TEN YEARS AGO WE WERE 28th, 20 YEARS AGO WE WERE IN THE TOP TEN.>>CORRECT, YES.>>RIGHT.>>SO CLEARLY IT’S NOT THE GOVERNANCE THAT IS HAVING THE IMPACT. THERE IS SOMETHING ELSE GOING ON HERE, RIGHT? SO WHAT ARE THE POLICIES THAT THE STATE HAS BEEN ENGAGED IN OVER THE LAST 20 YEARS THAT COULD EXPLAIN WHY WE HAVE GONE FROM THE TOP TEN TO THE BOTTOM TEN?>>I WOULD THINK THAT GOVERNANCE IS A HUGE PIECE OF IT. IT’S NOT SO MUCH– ALTHOUGH WE HAVE ACTUALLY SHOWN SOME DECLINE SINCE 2003. WE’RE ONE OF THREE STATES THAT HAS IN READING. BUT GENERALLY, IT’S NOT THAT OUR KIDS ARE BEING SO EDUCATED MARKEDLY LESS WELL THAN THEY WERE 20 YEARS. IT’S THAT EVERYBODY ELSE IN THE WORLD AND THE NATION HAS MOVED UP, WHICH IS A GOVERNING ISSUE. IT’S A QUESTION OF WHAT’S THE STRATEGY? HOW DO YOU FOCUS RESOURCES? HOW DO YOU MOBILIZE THE POPULOUS, THE EDUCATION COMMUNITY? SO IT’S ABOUT LEADERSHIP.>>YEAH, SO WHAT HAS HAPPENED OVER THE LAST 20 YEARS THAT COULD IMPACT LEADERSHIP? TERM LIMITS– BIG PART, RIGHT? GERRYMANDERING, CHARTER SCHOOLS– ALL OF THESE THINGS HAVE HAD A HUGE IMPACT, AND YET WHAT YOU ARE GOING AFTER AND YOU ARE CLAIMING IT IS BECAUSE OF PARTISANSHIP, BUT YOU YOURSELF SAID THE GOVERNOR IS BY DEFINITION PARTISAN. SO IF YOUR INTENT IS TO CREATE BIPARTISANSHIP WHY WOULD YOU ALLOW SOMEONE WHO IS BY DEFINITION A PARTISAN TO APPOINT THE STATE BOARD OF EDUCATION?>>FOR EMPOWERMENT, WOULD BE MY ANSWER.>>NO, GO AHEAD.>>TO EMPOWER, SO THAT THEY WOULD BE IN SYNC, I THINK WOULD BE THE ANSWER. A LOT OF THE OTHER STATE’S– DOUG’S EXACTLY RIGHT. OUR PERFORMANCE– WE’RE JUST STAGNANT. IT’S JUST OTHER STATES ARE PASSING US. SO I ALWAYS HATE IT WHEN PEOPLE SAY WE’RE DROPPING LIKE A ROCK. WE’RE DROPPING IN RANKINGS, BUT IN OVERALL PERFORMANCE IT’S PRETTY FLAT OVER THE LAST 20 YEARS, IS REALLY A MORE ACCURATE WAY TO SAY IT. THERE’S A LOT OF THINGS THAT IMPACT IT– POVERTY DOES. A 15-YEAR RECESSION THAT OUR STATE ENDURED, THAT CERTAINLY HAS A LOT OF IMPACT. BUT A LOT OF OTHER STATES DON’T HAVE EMBEDDED IN THEIR CONSTITUTION HOW THEY ARE GOING TO GOVERN, AND SO THEY WERE ABLE TO ADAPT AND MAKE SOME CHANGES MORE QUICKLY. WHEREIN OURS IT IS EMBEDDED IN THE CONSTITUTION. THIS WOULD TAKE A CONSTITUTIONAL AMENDMENT TO ACTUALLY BEGIN TO RESTRUCTURE. NOW, I WANT TO MAKE SURE WE’RE VERY CLEAR HERE. THE RECOMMENDATIONS ARE NOT JUST ABOUT THE STATE BOARD, IT’S JUST THAT YOU’D START AT THE TOP IF YOU’RE GOING TO REDESIGN SOMETHING. SIMILAR TO A FOOTBALL PROGRAM, YOU’D START AT THE TOP. BUT THEN, IT’S THE DEPARTMENT OF EDUCATION– WHO CAN THEY HIRE? WHAT ARE THE COMPENSATION SYSTEMS? WHAT ARE THE COMPENSATION STRUCTURES THAT WE USE TO RECRUIT AND RETAIN PEOPLE AT THE DEPARTMENT OF EDUCATION? IT COMES UP OFTEN. AND THEN THE ISDs, WHAT ARE THE ROLES OF THE ISDs PLAY? WE NEED TO BE RECONSTITUTED AS WELL. AND THIS IS NOT– PLEASE DON’T TAKE THIS JUST ABOUT THE STATE BOARD, IT IS NOT. IT’S A COMPREHENSIVE RECOMMENDATION TO UPDATE US SO THAT WE WOULD BE MORE NIMBLE IN THIS GLOBAL ECONOMY. IT DEMANDS IT.>>I THINK YOUR DOCUMENT IS MISSING THE MAJOR PIECES THAT REALLY IMPACT PUBLIC POLICY REGARDING EDUCATION, AND THAT IS THE GOVERNOR AND THE STATE LEGISLATURE, WHO HAVE TAKEN CONSIDERABLE POWER ONTO THEMSELVES TO DICTATE WHAT HAPPENS IN OUR SCHOOLS. AND YET, THIS DOCUMENT DOESN’T TALK ABOUT THOSE THINGS TO ANY GREAT EXTENT. YOU ARE TALKING ABOUT GOVERNANCE ON THE FRINGE, BUT THE REAL GOVERNANCE ISSUES THAT ARE IMPACTING OUR SCHOOLS ARE KIND OF IGNORED IN YOUR DOCUMENT. SO CAN YOU TALK A LITTLE– WAS THAT EVEN A CONSIDERATION IN THE GROUP?>>IF YOU ARE SAYING THAT THE GOVERNOR, AND THE LEGISLATURE, AND THE BOARD HAVE TOGETHER AND SEPARATELY FAILED TO PRODUCE THE KIND OF– AND IMPLEMENT THE KIND OF STRATEGY THAT MANY OF OUR COMPETITORS HAVE, I THINK WE WOULD AGREE WITH THAT. IT’S SHARED. ONE OF OUR PROBLEMS IS JUST THAT. WHERE DOES THE BUCK STOP? DOES IT STOP WITH THE GOVERNOR? WELL, THE GOVERNOR WOULD SAY, “WELL, GEE, I DON’T CONTROL “THE BOARD OF EDUCATION. “AND I SORT OF DO “AND SORT OF DON’T HAVE “INFLUENCE OVER THE DEPARTMENT “OF EDUCATION.” THE LEGISLATURE WOULD MAKE SOME SIMILAR CLAIMS, AND THE BOARD QUITE RIGHTLY GETS TO MAKE AN EQUIVALENT CLAIM. SO THE PROBLEM THAT WE’RE RAISING, OR THE COMMISSION TRIED TO RAISE IS, LEADERSHIP IN THIS AREA IS CRITICAL. IT ULTIMATELY NEEDS TO BE BIPARTISAN, BECAUSE OTHERWISE YOU CAN’T SUSTAIN ANY PARTICULAR DIRECTION LONG ENOUGH TO BE TRANSFORMING. AND SO, THE QUESTION WE REALLY RAISED IS– OR THAT I TRIED TO RAISE IS– AS THE BOARD, WHERE DO YOU SEE YOUR ROLE? IF YOU’RE THE ONES THAT PRODUCE A STRONG PERSUASIVE BIPARTISAN STRATEGY, THEN IN SOME SENSE SOME POWER BEGINS TO MOVE TOWARDS YOU, BECAUSE IT’S THE PLACE WHERE WE COME TOGETHER TO TRY AND GET SOMETHING DONE. BUT WE WEREN’T BLAMING THE BOARD, OR THE GOVERNOR, OR THE LEGISLATURE. WE WERE SAYING THE COMBINATION ISN’T GETTING US WHERE WE NEED TO GET.>>I UNDERSTAND. LET ME JUST ANSWER THAT REAL QUICK AND THEN I’LL STOP SO THAT OTHER PEOPLE CAN TALK. I THINK ONE OF THE UNINTENDED CONSEQUENCES, IF YOU WERE SUCCESSFUL IN DOING THIS, IS TO REMOVE A VOICE FROM THE CONVERSATION. SO WE MAY NOT HAVE THE POWER THAT SHOULD BE INVESTED IN US. I THINK WE WOULD AGREE WITH THAT. BUT THE ONE POWER THAT WE DO HAVE IS TO IMPACT THE CONVERSATION, AND IF YOU REMOVE US FROM THE EQUATION OR YOU TURN US INTO YET ANOTHER COMMITTEE, YOU KNOW, ASSIGNED BY THE GOVERNOR, YOU HAVE TAKEN THAT VOICE AWAY. AND SO, I THINK YOU– THAT’S ONE THING THAT I WOULD ENCOURAGE YOU TO REALLY THINK ABOUT AS YOU’RE SUGGESTING THAT THE STATE BOARD BE ELIMINATED.>>IN FAIRNESS, WE DIDN’T REALLY SUGGEST THAT.>>WELL, OKAY. THAT THE GOVERNOR APPOINT THE STATE BOARD OF EDUCATION.>>THERE WAS OPTIONS IN THERE, AND WE’RE DONE WITH OUR WORK.>>RIGHT, BUT YOU ARE STILL COMMUNICATING–>>WHAT WE’RE DOING IS COMING TO YOU ALL. WHAT I WOULD SUGGEST, THIS IS JUST TO HELP THE MIND– AND I HEAR WHAT DOUG IS SAYING. YOU ARE A STATE BOARD. YOU ARE TRUSTEES. IF YOU HAVE A MINDSET OF BEING A TRUSTEE, THAT MEANS YOU ARE GOING TO BE STEWARDS, AND YOU CAN THEN USE THAT PULPIT ON FOCUSING IN ON STUDENT OUTCOMES, FOCUSING IN ON THE STRUCTURES AND FUNDING, AND THE INVESTMENT STREAMS, AND TAKING THAT TO THE PUBLIC AND USE WHAT YOU HAVE, BUT CHANGE WHAT YOU HAVE IN TERMS OF THE MINDSET OF BEING TRUSTEES OF THE FUTURE. NOT GOING INTO ALL THE HOWS BUT LOOKING AT ALL OF THE WHYS ASSOCIATED WITH IT. SO THIS WAS 25 PEOPLE FROM ACROSS DISCIPLINES, I WOULD CALL IT, GIVING OUR BEST SHOT FOR YOU ALL TO TAKE A LOOK AT IT AND SAY, “NOW, WE HAVE BEEN CHALLENGED.” MAYBE SO. WE ALSO CHALLENGED OTHER SPACES IN THE K THROUGH 12 WORLD, MY WORLD, AND POST SECONDARY, BUT WHAT YOU COULD DO IS UP TO YOU. BUT IN THE NEXT TEN YEARS WE CAN’T BE WHERE WE ARE IN 2027, BECAUSE IT IS– THERE’S AN INTEGRITY THAT I SENSE IN MY HEART OF HEARTS THAT WE ARE LEAVING BEHIND SO MANY CITIZENS IN THE STATE OF MICHIGAN, STARTING WITH BIRTH, AND SO I WOULD, YOU KNOW, PUT YOURSELF OUT THERE. YOU ARE TRUSTEES, AND USE THAT. JUST A THOUGHT.>>OKAY, TOM, PAM, AND THEN DR. Z, PLEASE.>>YEAH, THANKS FOR COMING. I HAVE BEEN INVOLVED IN PARTISAN POLITICS SINCE THE ’80s, AND DUE TO THAT WITH DEMOCRATS AND THE LEGISLATURE, AND WORKED WITH DEMOCRATS, AND I HAVE BEEN HERE FOUR MONTHS AND NEVER SEEN MORE BIPARTISANSHIP IN A BODY IN THE LAST FOUR MONTHS THAN I HAVE HERE. SO I MEAN, I THINK IT’S SILLY WHAT YOU ARE SUGGESTING THAT THERE IS PARTISANSHIP HERE. THAT– REALLY, I FOUND EDUCATION, AND I CHAIRED EDUCATION, I WAS ON THE EDUCATION COMMITTEE FOR SIX YEARS IN THE LEGISLATURE. IT REALLY BREAKS DOWN NOT PARTISAN LINES, IT’S MORE AUTHORITARIAN TOP DOWN VERSUS THOSE THAT WANT LOCAL CONTROL AND BELIEVE TEACHERS AND PARENTS SHOULD BE EMPOWERED. AND SO, IT REALLY IS NOT– I HAVE NOT SEEN THE PARTISAN. I WORKED WITH SOME OF THE MOST LIBERAL DEMOCRATS IN THE LEGISLATURE BECAUSE THEY WERE NOT AUTHORITARIAN, THEY WERE MORE LOCAL CONTROL. AND AS FAR AS HOW THEY ARE ELECTED AT THE STATE CONVENTIONS, WE WERE JUST NOMINATED, NIKKI AND I. THESE ARE PEOPLE THAT ARE ELECT– THEY ARE PRECINCT DELEGATES. THEY ARE ELECTED BY THE GRASSROOTS, SO THEY REALLY ARE THE VOICES OF THE GRASSROOTS, AND THEN WE GET ELECTED DIRECTLY FROM THE VOTERS. SO I THINK THAT, YOU KNOW, TAKING AWAY THE GRASSROOTS INVOLVEMENT AND THEN THE VOTERS, I THINK WOULD BE JUST– IT WOULD BE VERY COUNTERPRODUCTIVE AND UNWISE. I WAS HOPING TO HEAR SOMETHING SUBSTANTIVE. I DIDN’T KNOW YOU GUYS WERE GOING TO BE COMING IN DOING THIS THING. I WAS HOPING TO HEAR SOMETHING ABOUT WHAT WOULD BE HELPFUL TO IMPROVE EDUCATION, AND WHAT ARE YOUR TOP COUPLE OF IDEAS–>>THEY ARE IN THE REPORT.>>WELL, I KNOW.>>WE SHARED WITH YOU 32 RECOMMENDATIONS, SOME OF WHICH ARE HIGHLIGHTED IN TERMS OF TIMELINE AND OF COST.>>RIGHT, I WOULD LIKE TO HAVE HAD MORE DIALOGUE IN THAT AREA.>>AND IF YOU WERE TO LOOK AT THIS, MY PERSPECTIVE, START EARLY. I LOVE THE 4th GRADE, I LOVE PARENTAL ENGAGEMENT, I LOVE INVESTING IN TEACHER EDUCATION. THOSE ARE THE THREE AREAS, TOM, THAT I WOULD LOOK AT RIGHT NOW. START EARLY, INVEST IN THE INFRASTRUCTURE, AND GET THE PARENTAL AS YOU DEFINE THAT BROADLY IN TODAY’S WORLD. GET THEM INVOLVED. THOSE ARE THE THREE. YOU CAN INFORM RIGHT NOW IN YOUR ROLE AS TRUSTEES.>>AS A MATTER OF FACT, IN BIPARTISANSHIP, I THINK WE’RE GOING TO TALK LATER TODAY ABOUT WORKING BIPARTISAN MANNER ON SOME URBAN EDUCATION FOCUS THAT I THINK SOME OF US ARE INTERESTED IN. SOME OF THE HIGH-STAKES TESTING AND THINGS, I’M REALLY– I WAS HOPING TO HEAR SOMETHING ABOUT WHAT IS COMING UP IN THE FUTURE? BECAUSE I SEE DISRUPTIVE TECHNOLOGIES KNOCKING OUT INDUSTRIES AND KNOCKING OUT PROFESSIONS ALL THE TIME. IT SEEMS LIKE INSTEAD OF FOCUSED ON HIGH-STAKES TESTING WE NEED TO FOCUS ON CREATIVITY AND BROAD– WHAT WE’RE DOING AND WHAT I THINK YOU ARE SUGGESTING IS NARROWING THE CURRICULUM AND NARROWING THE OFFERINGS OF SCHOOLS MORE AND MORE JUST TO FOCUS ON A TEST. AND SO, I THINK THE KIDS AND THE GRADUATES IN THE FUTURE ARE GOING TO NEED TO BE REALLY BROADLY– I MEAN, WE DON’T NEED TO BE ELIMINATING THE ARTS BECAUSE IT IS NOT ON THE TEST. IF THINGS ARE NOT ON THE TEST, THEY GET ELIMINATED A LOT OF TIMES NOW. AND I’M GLAD THAT OUR ESSA PLAN IS REDUCING THAT HIGH-STAKES TESTING. SO, I MEAN, I REALLY THINK THE IDEA OF WHAT IS NEEDED IN THE FUTURE IS A REAL– TO MAKE SURE THAT WE ARE NOT STIFLING CREATIVITY BUT ENHANCING IT, AND WHAT THAT MEANS. THAT MEANS MAYBE LESS HIGH-STAKES TESTING AND MORE FOCUS ON A BROAD CURRICULUM.>>WHAT WE SAID– AND YOU ARE RIGHT, MAYBE WE SHOULD HAVE COMMUNICATED IT MORE DIRECTLY. AS WE LOOKED AT WHAT OUR COMPETITORS ARE DOING, THAT ARE DOING TWO THINGS. THEY ARE PRODUCING BETTER RESULTS ON, YES, STANDARDIZED TESTS. AND FOR THE MOST PART THEY ARE ALSO WEALTHIER, THEIR PER CAPITA INCOME IS DOING BETTER THAN OURS. SO THAT’S ANOTHER GOOD MEASURE OF WELL BEING. WHEN WE FOCUSED ON THAT, WE CAME UP WITH THE FOLLOWING– ONE, THAT WE NEEDED TO ESTABLISH STANDARDS WHICH BOTH MEASURED PROFICIENCY, BUT ALSO THOSE 21st CENTURY SKILLS THAT THE ECONOMY REQUIRES– COLLABORATION, CREATIVITY, COMMUNICATION, CRITICAL THINKING. WE ASK THAT THOSE BE EMBEDDED IN THE STANDARDS, AND THAT THOSE STANDARDS BE ESTABLISHED AND LEFT ALONE FOR A DECADE OR MORE, BECAUSE ALMOST ALL OF OUR STATES AND NATIONS THAT ARE DOING BETTER SET IT AND ALLOW PEOPLE TO ALIGN. SECONDLY, DRAMATIC UPGRADING OF OUR TEACHER FORCE. THE PEOPLE WHO ARE DOING BETTER HAVE FOUND A WAY TO RECRUIT FROM THE TOP QUARTER OF COLLEGE-GOING, HIGH SCHOOL STUDENTS BY CREATING STATUS, CAREER PATH, COMPENSATION, SO THE DECISION TO BECOME A TEACHER AS OPPOSED TO AN ACCOUNTANT IS NOT BASED ON YOUR INCOME, IT’S BASED ON YOUR PASSION AND YOUR INTERESTS. THAT IS HUGE. IF WE DID NOTHING ELSE THAT WOULD DRIVE A LOT. THIRD, WE DON’T HAVE A GOOD SOURCE, BECAUSE OF THINGS THAT HAVE BEEN DONE TO THE DEPARTMENT, OF THE LATEST RESEARCH AND PRACTICE ON TEACHING AND LEARNING. MOST OF OUR SCHOOL DISTRICTS ARE TOO SMALL TO GENERATE IT. CHARTERS ARE TOO SMALL TO GENERATE IT. DPS IS– STRUGGLES FOR OTHER REASONS TO GENERATE IT. ALMOST EVERYBODY THAT IS DOING BETTER THAN WE DO HAVE SOMETHING LIKE A DEPARTMENT OF EDUCATION THAT PRODUCES THAT. AND THEN THE FINANCE, COUPLE OF THINGS. THE WAY WE FINANCE EDUCATION DOESN’T REFLECT ANYTHING ABOUT WHAT IT TAKES TO EDUCATE A CHILD, IT’S A HISTORIC POLITICAL NUMBER THAT WE ADD 1% TO EACH YEAR. AND SO, WE NEED TO DO THAT. WHAT EVERYBODY ELSE DOES, JUST ABOUT, IS THEY INVEST MORE IN THE KIDS THAT HAVE THE GREATER NEEDS. WE DO THE REVERSE. HIGH SCHOOL KID IN BIRMINGHAM PROBABLY ABOUT 14,000, HIGH SCHOOL KID IN DETROIT ABOUT 8,500. EVERYBODY SAYS WE ACTUALLY HAVE TO– AND THEN, FINALLY, THE OTHER PIECE IS THE VALUES, AND ATTITUDES, AND BEHAVIORS THAT KIDS AND FAMILIES BRING TO LEARNING. AND THERE WE STILL HAVE A LOT OF AMBIVALENCE IN OUR STATE ABOUT THE VALUE OF EDUCATION, HOW IMPORTANT IT IS. AND SO, ONE OF THE THINGS WE TALKED ABOUT WAS WAYS AS A COMMUNITY TO ENCOURAGE THAT DRIVE, TO WORK HARD, TO GET GOOD GRADES, TO STUDY, AND SO FORTH. SO WE FOCUSED VERY MUCH ON THAT PRODUCTION, FUNCTION OF TEACHING AND LEARNING, AND WE COULDN’T FIND MANY PLACES– THAT’S NOT TO SAY THERE AREN’T BETTER WAYS TO DO IT– THAT DIDN’T DO IT BY FOCUSING ON THOSE KEY ELEMENTS THAT YOU HAD TO REALLY GET DOWN TO TEACHING AND LEARNING. MARKETS COULD BE USEFUL, BUT MARKETS BY THEMSELVES DIDN’T PRODUCE THAT.>>YOUR COMMENT IS SPOT ON, THOUGH, TOO. AND WE TOOK A REAL STAB INTO THE FUTURE WITH OUR RECOMMENDATION ON COMPETENCY-BASED EDUCATION. I’VE SEEN SOME MODELS ON THAT IN THE POST-SECONDARY AND WE’VE SEEN SOME MODELS OF THAT ACROSS THE NATION, RIGHT HERE IN THE STATE OF MICHIGAN. THAT ALIGNS VERY, VERY WELL IN A TRANSFORMATIONAL WAY WITH NEEDS WITHIN THE BUSINESS COMMUNITIES AS WELL. SO THAT WAS A THRUST WAY INTO THE FUTURE THAT TAKES US AWAY FROM, QUOTE UNQUOTE, JUST A SEAT TIME INTO A COMPETENCY-BASED MODEL. IT’S A THOUGHT THAT IS OUT THERE, ONE OF OUR RECOMMENDATIONS.>>ALL RIGHT, WE’RE GOING TO MOVE TO PAM, AND DR. Z. AND WE HAVE ABOUT FIVE MINUTES.>>AND I THANK MY COLLEAGUE FOR BRINGING THE ISSUE OF CHILDREN IN EDUCATION UP, WHICH IS WHAT WE DO WHILE WE’RE HERE, SINCE I’VE BEEN HERE FOR THE LAST TWO YEARS. BUT SINCE YOU BROUGHT UP THE ISSUE OF POLITICS, AND YOU BROUGHT THAT TO THE TABLE, I DO WANT TO BRING UP THE ISSUE– FIRST OF ALL, TELL YOU THAT I WAS BROUGHT INTO THIS WORK AND APPROACHED ABOUT BEING ON THIS BOARD BECAUSE OF MY WORK AROUND ENSURING THE HEALTH AND WELL-BEING OF CHILDREN. AND SO THAT’S HOW I CAME TO THIS BODY, AND I STILL DON’T EVEN REALLY KNOW WHAT MY PARTY’S FULL PLATFORM– I HAVE NOT REALLY CONSULTED WITH THAT, AS OF YET. [ LAUGHTER ] I DO WANT TO POINT OUT THAT IT SEEMS TO ME THAT, FROM WHAT I’VE HEARD IN LISTENING, IS THAT IT’S ALMOST LIKE YOU HAVE PUT FORWARD AN ULTIMATUM. IT’S ALMOST LIKE WE DON’T HAVE POWER, BUT IF WE WANT POWER THEN WE WOULD BE APPOINTED BY THE GOVERNOR VERSUS ELECTED BY THE PEOPLE. THAT’S WHAT I HEARD. I ALSO WANT TO– CASANDRA BROUGHT UP THE ISSUE OF TRENDS, AND MAYBE WE SHOULD FOLLOW THE TRENDS, BECAUSE I AM CONCERNED ABOUT BEING BIPARTISAN, OR ANY GOVERNANCE BODY BEING BIPARTISAN, WHICH THIS BOARD IS. AND AS HAS BEEN MENTIONED, WE WORK WELL TOGETHER ACROSS PARTIES. BUT, I AM CONCERNED ABOUT THE TOTAL AND COMPLETE CONTROL OF OUR GOVERNANCE STRUCTURE HERE IN MICHIGAN, AND YOU MIGHT WANT TO FOLLOW THAT TREND. I DON’T KNOW HOW MANY STATES ARE ALMOST COMPLETELY CONTROLLED BY ONE– THAT’S NOT BIPARTISANSHIP. ARE THEY CONTROLLED BY ONE PARTY?>>WE’RE ONE OF EIGHT STATES THAT IS ELECTED.>>OKAY. AND I’M TALKING ABOUT GOVERNMENT– OUR CHAMBERS OF GOVERNANCE PERIOD. THE OTHER THING IS THAT WHEN I WAS AT A MEETING A FEW WEEKS AGO IN DETROIT, JOHN AUSTIN, WHO WAS OUR FORMER PRESIDENT AND WAS A PART OF THIS BODY THAT PUT– THE 21st EDUCATION PLAN BODY, AND HE MENTIONED THAT HE WAS IN SUPPORT OF, OR ONE OF THE PERSONS THAT HELPED TO PIN OR AUTHOR THIS THOUGHT AROUND REMOVING THIS BODY AS– FROM THE PEOPLE ELECTING THIS BODY AND PUTTING IT INTO THE HANDS OF AN ELECTED GOVERNOR, A PARTISAN ELECTED GOVERNOR. AND SO, I’M NOT IN AGREEMENT WITH JOHN AUSTIN AND HE WAS A DEMOCRAT. AND SO, IF WHAT HE SAID IS TRUE, AND WHAT I HEARD– I KNOW THERE WERE SOME OTHER PEOPLE. YOU MAY HAVE GOTTEN THEIR LATE, BRIAN, YOU MIGHT NOT HAVE BEEN THERE. BUT WHAT I HEARD IS THAT THIS CAME ABOUT AS HIM PUTTING THIS ON THE TABLE AS MAYBE A MEANS TO GET SOME OTHER ISSUE– MAYBE IT WAS THE DEC–>>CHARTER SCHOOLS.>>THE CHARTER SCHOOLS– SO, I’M NOT TOO OFF.>>NO, YOU ARE ABSOLUTELY RIGHT.>>SO IT SEEMS LIKE THAT WAS POLITICS IN GETTING THIS THOUGHT OF ELIMINATING THIS BODY ON THE AGENDA OF THIS GROUP, WHICH I DON’T– I DIDN’T GO ALONG WITH THE DEC, AND THAT WAS A DEMOCRAT WHO PROPOSED THAT, AND I DON’T GO ALONG WITH THE DEMOCRAT WHO PROPOSED THIS LANGUAGE. SO I DON’T KNOW IF YOU WANT TO SPEAK TO THAT. IT DOESN’T SEEM LIKE YOU ARE AWARE OF THAT HISTORY, BUT IF YOU ARE LOOKING FOR A BIPARTISAN BODY THAT IS ELECTED BY THE PEOPLE, THIS IS THAT BODY. WHAT YOU ARE PROPOSING SOUNDS LIKE TO ME A PARTISAN GOVERNOR THAT IS PUTTING TOGETHER A BODY, AND THAT’S GOING AGAINST YOUR ARGUMENT HERE.>>DID YOU WANT TO–>>GO AHEAD.>>I WAS SIMPLY GOING TO SAY, THE COMMISSION DIDN’T COME OUT AND RECOMMEND ELIMINATING THE STATE BOARD OF EDUCATION. LET ME SAY THAT AGAIN, REAL CLEARLY. THIS REPORT DOESN’T RECOMMEND GETTING RID OF THE STATE BOARD OF EDUCATION. IT DOESN’T RECOMMEND THE GOVERNOR APPOINTING ITS MEMBERS. WHAT IT SAYS IS THAT STATES AND NATIONS THAT HAVE BEEN SUCCESSFUL HAVE AN ACCOUNTABILITY THAT HAS THE BUCK STOP SOMEWHERE. RIGHT NOW, WE DON’T. AND SO, WHAT WE ASKED THE COMMUNITY TO CONSIDER AS A WHOLE, IS HOW TO CREATE THAT. THERE WERE DIFFERENT WAYS. YOU COULD GIVE IT ALL TO THE STATE BOARD AND SAY THE GOVERNOR HAS NO ROLE AT ALL. YOU COULD GIVE IT ALL TO THE GOVERNOR, YOU COULD DO A HYBRID. WE’RE SIMPLY SAYING THE WAY IT IS FRAGMENTED NOW MAKES IT DIFFICULT FOR ANYBODY TO LEAD EFFECTIVELY. IS THAT A FAIR STATEMENT, MR. CHAIRMAN?>>UH-HUH.>>SO THE DOCUMENT SUGGESTS THREE THINGS, RIGHT? SO, ALLOW THE GOVERNOR TO APPOINT MEMBERS OF THE BOARD OF EDUCATION AND ALLOW THE SBE TO HIRE THE STATE SUPERINTENDENT, ALLOW THE GOVERNOR TO APPOINT THE STATE SUPERINTENDENT AND ABOLISH THE STATE BOARD OF EDUCATION, OR EXPAND THE SBE AND CHANGE THE ELECTION PROCESS. SO IT DOES KIND OF SUGGEST THAT YOU COULD ABOLISH THE STATE BOARD OF EDUCATION.>>IT WOULD BE ONE OF THE OPTIONS THAT COULD BE CONSIDERED.>>BUT THE STATUS QUO IS NOT AN OPTION. SO WHAT WE HAVE TODAY WOULD NOT BE AN OPTION PUT BEFORE THE PEOPLE.>>I THINK IT’S FAIR THE COMMISSION FELT THAT THE STATUS QUO WOULD CONTINUE THE SITUATION OF NO ONE BEING IN A POSITION– OR INABILITY OF CITIZENS TO GO TO ANY PERSON OR BODY AND SAY, “YOU ARE ACCOUNTABLE. “YOU ARE RESPONSIBLE. “WHY AREN’T WE “IMPROVING FASTER?” BECAUSE EVERYBODY CAN SAY, “WELL, I DON’T REALLY CONTROL “ALL OF THE PIECES HERE. “I’M NOT FULLY ACCOUNTABLE.” ALL WE WERE LOOKING FOR IS SOME VARIANT THAT CREATES ACCOUNTABILITY.>>SO UNDER THIS SCENARIO, SAYING THAT THE GOVERNOR IS THE ACCOUNTABLE PERSON.>>NO, THAT’S ONE OPTION. THAT’S WHAT A LOT OF STATE’S DO, BUT WE ALSO SAID ONE OPTION WAS MAKE IT ALL THE STATE BOARD OF EDUCATION.>>I JUST HAVE ONE MORE QUESTION. I JUST WANT TO JUST MAKE SURE THAT THEN YOU ARE SAYING IS THAT THE VARIABLE THAT YOU ARE HINGING OUR TREND IN– AGAINST OTHER STATES ON IS THE FACT THAT WE HAVE A BODY THAT’S ELECTED BY THE PEOPLE?>>NO, NO, NO.>>NO.>>WE’RE SIMPLY SAYING THAT WE BELIEVE ONE OF THE ELEMENTS THAT IS CRITICAL FOR A STRATEGY TO MAKE MICHIGAN A HIGH PERFORMER IS A GOVERNANCE SYSTEM THAT HAS CLEAR ACCOUNTABILITY AT THE TOP. AND WE’RE NOT SAYING IT SHOULD BE THIS WAY OR THAT WAY OR THE OTHER, BUT WE’RE SAYING AS LONG AS AUTHORITY IS SO DIFFUSE IT’S DIFFICULT TO GET THE LEADERSHIP AND ACCOUNTABILITY THAT WE’RE GOING TO NEED TO MAKE PROGRESS. THAT’S ALL WE WERE SAYING.>>OKAY, WE’RE GOING TO MOVE TO DR. Z, AND THEN MICHELLE, AND NIKKI.>>I DO NEED TO LEAVE IN ABOUT THREE MINUTES. I’M INTERVIEWING A PROVOST IN ALLENDALE.>>ALL RIGHT, DR. Z, PLEASE.>>I ONLY HAVE TWO MORE MINUTES, BUT MY FRIENDS CAN STAY HERE.>>DON’T SAY THAT, BECAUSE WE HAVE GOT TO GET ON SCHEDULE TOO. [ LAUGHTER ]>>BUT IT’S TOO BAD THAT MY COLLEAGUES TOOK AS MUCH TIME AND THAT WE ARE NOT GIVEN THE TIME THAT WE ALSO WANTED TO SPEAK.>>I UNDERSTAND.>>BUT, I WANT TO THANK YOU FOR COMING.>>YOU REFERRED TO THE NORTHWEST ORDINANCE A COUPLE OF TIMES, AND OF COURSE IT’S HELPFUL TO READ THE FULL CONTEXT. RELIGION, MORALITY, AND KNOWLEDGE BEING NECESSARY TO GOOD GOVERNMENT AND THE HAPPINESS OF MANKIND, SCHOOLS AND THE MEANS OF EDUCATION SHALL FOREVER BE ENCOURAGED. NOW, THIS SUGGESTS A DIVISION BETWEEN FORM AND FUNCTION. SEE, THE FUNCTION IS TO ENCOURAGE RELIGION, MORALITY, AND KNOWLEDGE, BUT YOU ARE COMMITTED TO THE FORM, THE BIG PUBLIC SCHOOL SYSTEM, AND WE’RE GOING TO ROPE IN THOSE CHARTERS AND MAKE THEM PART OF THE BIG SYSTEM. NOW THIS IS DIRECTLY CONTRARY TO WHAT MANY FUTURISTS HAVE ARGUED ABOUT THE FUTURE. THAT IT’S NOT THE BIG SYSTEM THAT IS ALL THINGS TO ALL PEOPLE, BUT RATHER DIFFUSED. THE CHARTER SCHOOL MOVEMENT IS PRECISELY THIS. ONE OF THE THINGS THAT DISTRESSED ME THE MOST ABOUT THIS WHOLE REPORT IS THAT IT IS NOT MUCH MORE THAN A LAUNDRY LIST. NOW SOME OF THE THINGS ON YOUR LAUNDRY LIST ARE ABSOLUTELY IMPORTANT. I MEAN, TO ELEVATE THE TEACHING PROFESSION IS A GREAT IDEA. THE DEVIL IS IN THE DETAILS. WE HAVE TAKEN STEPS TO ELEVATE THE TEACHER CANDIDATE POOL AND ONE OF THE IMMEDIATE RESULTS IS A SHORTAGE OF TEACHERS, OKAY? THERE ARE COSTS INVOLVED TO CHANGE, AND THE STUNNING RECOMMENDATIONS THAT HAVE BEEN MADE DON’T SEEM TO COUNT THE COST, AND THEREFORE THEY ARE SUSPECT. SECONDLY, THERE ARE SEVERAL– YOU KNOW, A CAMEL IS A HORSE DESIGNED BY A COMMITTEE. THIS IS CLEARLY DESIGNED BY A COMMITTEE. AND SO, IT INCORPORATES MANY IDEAS THAT I KNOW YOU DON’T SUPPORT INDIVIDUALLY AND GO CONTRARY TO YOUR OWN EXPERIENCE. DOUG ROSS, YOU ARE CASE ONE. YOU HAVE MADE THE CASE FOR ECONOMIC– YOU KNOW, WE HAVE GOT TO SUPPORT KIDS ACCORDING TO THEIR NEEDS, AND YET YOUR VERY CAREER AND REPUTATION IS BASED ON BUILDING A SUPERIOR SCHOOL IN DETROIT FOR CONSIDERABLY LESS MONEY THAN THE TRADITIONAL PUBLIC SCHOOL SYSTEM. YOU ARE PROOF POSITIVE THAT ONE OF THE KEY FOUNDATIONS OF THIS RECOMMENDATION, INVESTING MORE MONEY, IS NOT NECESSARY TO IMPROVEMENT IN EDUCATION. AND IF–>>I WOULD DISPUTE THAT, BUT–>>AND IF YOU HAD CHOSEN FLORIDA INSTEAD OF MASSACHUSETTS, YOU WOULD HAVE FURTHER EVIDENCE OF IMPRESSIVE STATE GAINS WITHOUT THE MONEY THAT MASSACHUSETTS HAD PUT IN BEHIND THEIRS.>>WELL, I NEED TO LEAVE. I’M SORRY, BUT I HAVE TO GO HIRE.>>NO PROBLEM. THANK YOU.>>AND I WILL SAY THANK YOU FOR YOUR TIME. PLEASE DO ONE THING. KEEP THE CHILD IN MIND WITH EVERYTHING THAT YOU DO, AND THAT IS THE NORTH STAR. THEY DESERVE IT. THEY NEED YOUR LEADERSHIP TO MAKE THAT HAPPEN. OUR STATE NEEDS IT. AND EVERY STUDENT IS VALUED.>>PREACHING TO THE CHOIR. [ LAUGHTER ]>>AND PLEASE, ALIGN YOURSELF WITH THAT FUNDAMENTAL PRINCIPLE, AND THEN THE REST CAN BE DONE. SO I THANK YOU FOR YOUR LEADERSHIP.>>WE’VE GOT MICHELLE, AND THEN NIKKI, PLEASE.>>ACTUALLY, I WASN’T DONE.>>OH, YOU WEREN’T DONE. I’M SORRY. GO AHEAD.>>ANOTHER LIE, FRANKLY, UNDERLYING THIS IS EXHIBITED IN THE INTRODUCTION, WHERE IT TALKS ABOUT OUR KIDS BETTER THAN WE, AND WHAT IS THE FOCUS ON? LEVEL OF INCOME. AS IF THE FUNCTION OF EDUCATION WAS JOB TRAINING. AS IF THE QUALITY OF LIFE WAS THE SIZE OF YOUR PAYCHECKS. THAT IS THE GREAT DISJUNCTION BETWEEN THIS REPORT AND THE NORTHWEST ORDINANCE. AND I WANT TO CALL AGAIN, OUR ATTENTION TO THE FACT THAT EDUCATION IS EMPOWERING TO THE INDIVIDUAL, NO MATTER WHAT YOU DO FOR A LIVING. IF YOU CAN LEARN TO READ, YOU CAN GO IN YOUR IMAGINATION TO WORLDS ACROSS THE– ACROSS TIME AND ACROSS SPACE EVEN IF YOU SPEND THE REST OF YOUR LIFE HOOKED UP TO AN IRON LUNG IN A BED. THAT’S WHAT EDUCATION IS WORTH SACRIFICING, NOT BECAUSE OF JOB TRAINING OR JOB PREPARATION. EVEN THE THINKING BEHIND THAT IS FLAWED. THE ARGUMENT IS MADE THAT, “OH, PLACES WITH HIGHER “EDUCATION HAVE MORE INCOME.” MY KIDS GOT GREAT EDUCATION HERE IN MICHIGAN AND THEY GOT JOBS IN CALIFORNIA, AND CONNECTICUT, AND MASSACHUSETTS. WHAT DRAWS EDUCATED PEOPLE IS THE JOBS. THE GOVERNOR’S ROLE IN BRINGING ECONOMIC PROSPERITY WILL DO MORE FOR EDUCATION THAN THE RECOMMENDATIONS IN HERE, IN THIS REPORT. WHY HAS MICHIGAN FALLEN BEHIND THE OTHER STATES? AND MAY I POINT OUT THAT IF YOU LOOK AT THE NAEP SCORES, IT’S 1%. THAT MEANS THAT 40 STATES ARE ALL GLOBBED TOGETHER, AND SO THE DIFFERENCE OF 1% IS A SPACE OF LIKE 15 OR 20 STATES. SO THE RANKING OF THE STATES IS NOT NEARLY SO SIGNIFICANT AS PEOPLE HAVE TRIED TO MAKE IT OUT TO BE. SO– AND WHAT HAPPENED DURING THAT TEN YEARS, 12 YEARS THAT WE FELL BEHIND? THE OTHER STATES RAISED THEIR KINDERGARTEN ENTRY– WELL, TECHNICALLY, FIRST GRADE FROM TURNING 6 DECEMBER FIRSTS TO TURNING 6 SEPTEMBER FIRST. SO NOW AT THE END OF THAT PERIOD WE END UP WITH OUR KIDS 5% YOUNGER ON AVERAGE THAN THE OTHER STATES WE’RE BEING COMPARED WITH, WHICH WOULD MORE THAN EXPLAIN A 1% DIFFERENCE IN TERMS OF PERFORMANCE. BUT INSTEAD OF TAKING THE OBVIOUS– INSTEAD OF POINTING OUT THE OBVIOUS, WE HAVE ALL KINDS OF EXPENSIVE SOLUTIONS. WE HAD 20 SOME ORGANIZATIONS REPORT TO THIS BOARD TWO YEARS AGO HOW WE COULD MAKE UP THE GROWING GAP BETWEEN US AND OTHER STATES. HARDLY ANYONE REALIZED THAT THERE WAS A DIFFERENCE BETWEEN THE STARTING DATE FOR OUR KIDS AND THE STARTING DATE OF OTHER KIDS. SO I GUESS A LITTLE OF MY IMPATIENCE IS COMING TO THE FLOOR, BUT LET’S GO BACK AND LET ME CONCLUDE WITH THE OBSERVATION, THE WISDOM OF THE NORTHWEST ORDINANCE. CHARLES MURRAY POINTS OUT THAT THE PRIME FACTOR FOR KIDS IS INTACT FAMILIES. THIS CORRELATES WITH EVERY MEASURE OF STUDENT WELL-BEING THAT YOU CARE, AND THIS IS AN ISSUE THAT HAS BEEN NEGLECTED, IGNORED IN REPORTS LIKE THIS, AS WELL AS IN THE PUBLIC DISCOURSE ON THIS MATTER. I HAVE BROUGHT IT UP HERE IN THE– IN THE MICHIGAN DEPARTMENT OF EDUCATION, THEY SAY, “WELL, WE CAN’T “CONTROL HOW FAMILIES “DO THEIR STUFF.” AND YET, WE PURPORT TO BE ABLE TO CONTROL OR INFLUENCE PRENATAL BEHAVIORS. IF WE CAN CONTROL OR INFLUENCE THOSE BEHAVIORS, THEN WE OUGHT TO HOLD UP THE TRUTH TO PARENTS THAT WHEN YOU HAVE KIDS YOU GIVE THEM PRIORITY, AND NOT GIVE THE IMPRESSION THAT WE CAN MAKE UP FOR PARENTAL LACKS THROUGH MONEY GIVEN TO PUBLIC EDUCATION PROGRAMS. THANK YOU.>>THANK YOU VERY MUCH. MICHELLE, AND THEN NIKKI, PLEASE.>>IT’S AN HONOR TO MEET YOU GUYS. I LIVE IN DETROIT AND I’M A PARENT, FOSTER PARENT, RAISED 18 CHILDREN IN THE CITY. I HAVE TRIED THE CHARTERS, I HAVE TRIED PUBLIC, I DID SCHOOL OF CHOICE, SO I– YOU KNOW, I CARE DEEPLY ABOUT CHILDREN, AND I HAVE NOW THOSE CHILDREN HAVING MORE CHILDREN. I HAVE A WHOLE TRIBE OF CHILDREN. SO THERE ARE THINGS IN THE REPORT THAT I REALLY SUPPORT AND I’M THANKFUL THAT ARE THERE. THE IDEA OF THE FUNDING FORMULA BASED ON THE NEED OF THE CHILD SEEMS TO BE IN SYNC WITH THE ADEQUACY STUDY, WHICH I STRONGLY SUPPORT, AND I THINK THAT THAT’S A REALLY GOOD THING TO HIGHLIGHT, SPOTLIGHT, AND TO TRY TO MOVE TOWARDS SOME BETTER FUNDING MODEL. I DO HAPPEN TO THINK THAT FUNDING MAKES A DIFFERENCE. SO I ALSO APPRECIATE THE SENTIMENT THAT IT IS MORE THAN JUST THE TEACHERS THAT ARE THE STAKEHOLDERS IN THE RESULTS THAT WE CURRENTLY HAVE, AND SO I APPRECIATE THAT. AND THE EMPHASIS ON THAT WE NEED TO IMPROVE THE STATUS OF TEACHERS. BECAUSE I KNOW THAT THE ENROLLMENT INTO THESE PROGRAMS, FOR VARIOUS REASONS, BUT I THINK PROBABLY BECAUSE OF THE PUBLIC SHAMING OF THEM COULD LAST TEN YEARS, 15 YEARS, HAS BEEN A DETERRENT. AND ALSO THE PAY AND BENEFITS DECREASING IN OUR STATE ALSO DOESN’T HELP. BUT I DID HAVE SOME QUESTIONS AND SOME CONCERNS, AND ONE IS– AND I SHARE THE SENTIMENTS OF MY COLLEAGUES AROUND THE GOVERNANCE ISSUES, SO I WANT TO SAY I SUPPORT– I SUPPORT THOSE VOICES. BUT WHEN WE LOOKED AT A CONSTITUTIONAL AMENDMENT, I WAS DISAPPOINTED THAT THE EMPHASIS WAS NOT ON CHANGING THE WORD ENCOURAGEMENT TO A STRONGER WORD THAT OTHER STATES HAVE. THERE WAS A COURT CASE IN HIGHLAND PARK, WHICH WAS LOST, WHERE THE CHILDREN COULD NOT READ. AND OUR SUPREME COURT HELD THAT THERE WAS NO OBLIGATION FROM THE STATE TO PROVIDE AN ADEQUATE EDUCATION. NOW THAT IS A REALLY– AND COMPARED TO OTHER STATES– IF YOU COULD HAVE CHANGED ANYTHING IN THE CONSTITUTION, THAT’S WHAT NEEDS TO BE CHANGED. SO I WOULD ASK THAT– EVEN THOUGH THE REPORT IS DONE– THAT THAT BE LOOKED AT, BECAUSE THAT IS GOING TO HOLD US TO A LOWER STANDARD THAN MANY OTHER STATES. ALSO IN THE REPORT IT TALKS ABOUT DISRUPTIVE IMPROVEMENT AND I WASN’T QUITE SURE WHAT DISRUPTIVE WAS. BUT AS A MOTHER FROM DETROIT, DISRUPTIVE IS NOT WHAT YOU NEED. WE DON’T NEED ANYTHING DISRUPTIVE. WE’VE HAD SO MUCH DISRUPTION IN DETROIT, AND PERSONALLY, IF THERE WAS ONE GOVERNING BODY THAT IS CONTROLLING EDUCATION RIGHT NOW IT IS THE CHARTER LOBBY, WHO INSISTS ON NO ACCOUNTABILITY OR VERY LITTLE. EVEN THOUGH THEY SAY THEY ARE EQUALLY ACCOUNTABLE, ANYBODY WHO CAN READ A SENTENCE KNOWS THAT IS NOT TRUE, IF THEY DO A LITTLE RESEARCH. THEY ARE NOT HELD TO THE SAME STANDARDS. THEY ARE NOT– SO I DO APPRECIATE WHERE THERE IS CAPITAL FUNDING THAT IS LINKED TO MORE TRANSPARENCY. BUT REALLY, WHEN YOU HAVE EVEN REPUBLICANS CALLING FOR A MODERATE AMOUNT OF ACCOUNTABILITY, AND THEY GET A CANDIDATE TO RUN AGAINST THEM, BECAUSE THEY ACTUALLY THINK THAT THERE SHOULD BE SOME ACCOUNTABILITY OF THESE SCHOOLS, MODERATE ACCOUNTABILITY, THOSE ARE THE PEOPLE TO ME THAT WE’RE NOT TALKING ABOUT, BUT THEY ARE THE ONES WHO HAVE HIJACKED OUR EDUCATION SYSTEM. AND WHAT WE HAVE THAT OTHER STATES DON’T HAVE, IS 80% OF OUR CHARTERS BEING FOR PROFIT, AND BEING RABIDLY ANTI-UNION, WHICH I DON’T UNDERSTAND AT ALL. IF WE WANT TO INCREASE AND ENHANCE THE STATUS OF TEACHERS, WE GIVE THEM VOICE AND ENSURE THAT THEY HAVE FAIR PAY AND BENEFITS. WE WOULD GIVE THEM A VOICE. NOT FIRE THEM, OR CHANGE OUR MANAGEMENT STRUCTURE, WHICH IS THE OTHER THING THAT THE CHARTERS DO THAT UNDERMINE THE SCHOOL SYSTEM AND THE STATUS OF TEACHERS. BUT SO I WOULD SAY, EVEN THOUGH THERE ARE THINGS IN THERE I REALLY THINK ARE GREAT, I THINK THE MAIN POINT ABOUT WHY OUR SYSTEM AND OUR STATE HAS DECLINED, MAYBE NOT AS MUCH AS I THINK, BUT IN DETROIT IN PARTICULAR, THAT WE ARE LIKE GROUND ZERO IN THE STATE FOR THIS FAILED EXPERIMENT. THAT’S WHERE– WHY THE 4th GRADE READING SCORES ARE SO BAD. WE HAVE SO MUCH DISRUPTION. SO MUCH– KIDS GOING IN AND OUT TO DIFFERENT PLACES, AND WE HAVE SO MUCH POVERTY. THE MIDDLE CLASS FAMILIES HAVE MOVED OUT. I’M STILL THERE. I’M MIDDLE CLASS. BUT MANY MIDDLE CLASS FAMILIES HAVE MOVED OUT OF THE CITY. THE CONCENTRATION OF POVERTY IN THE CITY HAS ONLY GROWN OVER THAT PERIOD OF TIME BECAUSE OF THE CRAZINESS THAT WE HAVE IN THIS SYSTEM. SO, THAT’S THE– IF I WAS TO SAY, I THINK– MAYBE IT WAS POLITICAL REASONS WHY THESE ISSUES WERE NOT OPENLY AND STRONGLY IN PLACE IN HERE, BUT TO ME IT’S AN OBVIOUS OMISSION THAT SHOULD HAVE BEEN CONSIDERED. IT’S LIKE THE ELEPHANT IN THE ROOM. THE EMPEROR HAS NO CLOTHES, NOBODY WANTS TO SAY IT, BUT MAYBE THE EMPEROR APPOINTED THEM TO THE COMMISSION. [ LAUGHTER ]>>AND I ALSO THINK THE OTHER IS THE ISSUE AROUND THE AMENDMENT. AND I DON’T SEE IT HERE– MAYBE I MISSED IT. ANY CONSIDERATION FOR SPECIAL ED STUDENTS AND THE EFFECTS THAT SOME OF THESE CHANGES MIGHT HAVE ON SPECIAL ED STUDENTS. WE TALK ABOUT HIGH STANDARDS AND CONTINUATION WITH THE TESTING CULTURE, AT LEAST IT SEEMS TO ME, WHICH HAS MINIMIZED KIDS WHO HAVE MORE DIFFICULTY DOING WELL, AND CREATES INCENTIVES FOR SCHOOLS TO NOT WANT THEM THERE FOR WHATEVER REASON. IF THEY ARE NOT GOING TO DO WELL ON A TEST, THERE’S A BAKED-IN INCENTIVE NOT TO HAVE THEM. AND IF YOU LOOK AT THE NUMBERS AND SERVICES THAT ARE PROVIDED THROUGH MANY OF OUR CHARTERS, THEN YOU WILL SEE THAT THERE’S MUCH LOWER NUMBERS OF ANY PROGRAMMING, ANY FTE THAT GOES TOWARDS THESE CHILDREN AND THEY END UP BACK IN THE TRADITIONAL PUBLIC SCHOOLS, AND THERE’S A FINANCIAL DEFICIT BECAUSE OF IT. SO THAT WAS– AND I WAS ON THE COMMITTEE FOR THE DETROIT COMMISSION THAT WAS PUT TOGETHER, AND– SO, THAT’S MY TWO CENTS, AND I APPRECIATE YOU LISTENING TO IT.>>THANK YOU. NIKKI, PLEASE.>>THANK YOU FOR BEING HERE. I HAVE SO MANY THOUGHTS, I HOPE THAT THEY COME OUT COHERENT. BUT I ALSO WANT TO BE RESPECTFUL. I APPRECIATE THAT YOU GUYS TOOK THE TIME TO HAVE AN IMPACT IN EDUCATION. I THINK THAT’S IMPORTANT. OBVIOUSLY, THAT’S WHY I’M HERE AS WELL. I REMEMBER LAST SPRING WHEN I DECIDED TO RUN FOR STATE BOARD OF EDUCATION HAD NOTHING ELSE TO DO OTHER THAN IMPROVING EDUCATION FOR KIDS. SO I TOO AM HERE FOR THAT PURPOSE. SO ONE OF THE THINGS THAT I HAVE DONE AS I HAVE LISTENED TO EVERYONE SO FAR, IS I NOTICE THAT YOU GUYS SAID SOMETHING– WE WERE IN THE TOP TEN HOW MANY YEARS AGO–>>TOP 15, 20 YEARS AGO.>>AND I KNOW THAT THE NUMBERS ARE SO CLOSE, AND THEY CAN BE USED TO MAKE STATEMENTS LIKE THIS. AND THEN, YOU ALSO MENTIONED THAT WE HAVE BEEN DISEMPOWERED– THE BOARD HAS BEEN DISEMPOWERED OVER THE LAST 20 YEARS. I WOULD SAY THAT’S YOUR TICKET RIGHT THERE. IF WE’RE GOING TO CONSIDER WHY EDUCATION HAS GONE DOWN BY THAT SMALL PERCENTAGE, THAT COULD DEFINITELY BE SOMETHING THAT WE SHOULD BE LOOKING AT. WHEN WE DON’T HAVE A BOARD OF EDUCATION THAT IS RESPECTED FOR THE IMPACT THAT THEY HAVE IN EDUCATION, I WOULDN’T BE SURPRISED IF YOU CONTINUE TO SEE THIS ISSUE. BUT I DO ALSO AGREE THAT WE NEED TO NOT BE A BOARD THAT IS FOCUSED ON PARTISAN POLITICS. I HAVE BEEN VERY OPEN ABOUT SHARING THAT. AND I UNDERSTAND THOSE TWO THINGS ARE RELATED. BUT LET’S NOT FORGET THAT EVEN YOUR FACTS DON’T NECESSARILY LINEUP WITH WHERE WE WERE AT, WHERE WE’RE AT NOW, AND HOW WE HAVE DISEMPOWERED THE CONSTITUTIONAL AUTHORITY THAT OUR BOARD HAS TO OVERSEE K-12 AND HIGHER EDUCATION. AND THEN, EVEN THOUGH IT SEEMS LIKE WE’RE TRYING TO BE– DANCE AROUND WHAT WE’RE SUGGESTING HERE, AND YOU’RE TALKING ABOUT, YOU KNOW, THE DIFFERENT OPTIONS WE HAVE OF ABOLISHING OR EXPANDING THE DIFFERENT OPTIONS THAT WE HAVE, WE ARE INDEFINITELY MAKING A SUGGESTION. LIKE, YOU’RE SAYING, WE’RE SUGGESTING ACCOUNTABILITY AT THE TOP, BUT THEN PEOPLE HAVE SUGGESTED THE PURPOSE OF LOCAL CONTROL IS TO REALLY HAVE ACCOUNTABILITY THROUGHOUT OUR ENTIRE SOCIETY. INDIVIDUALS NEED TO BE ACCOUNTABLE FOR THEIR OWN CHOICES. LOCAL SCHOOL DISTRICTS NEED TO BE ACCOUNTABLE FOR THE EDUCATIONAL OUTCOME OF THEIR STUDENTS. IT’S NOT JUST ACCOUNTABILITY AT THE TOP. THE SYSTEM DOESN’T NEED TO REFLECT THAT THAT’S THE ONLY PLACE THAT WE HAVE ACCOUNTABILITY. AND THEN, IF YOU GO TO PAGE 50, WHICH YOU GUYS WERE TALKING ABOUT EVIDENCE-BASED PRACTICES, WHICH I REALLY APPRECIATE THAT CONVERSATION AS IT’S EVOLVING, YOU TALK ABOUT THE POTENTIAL RESPONSIBLE PARTY, THE LEGISLATURE MUST EMPOWER– MUST EMPOWER STAFF AND FUND MDE FOR THIS EXPANDED ROLE, MDE MUST RECRUIT THE BEST STAFF, AND CREATE SYSTEMS THAT CAN SUPPORT DIVERSE POLICIES IN EVIDENCE-BASED PRACTICE. THERE YOU HAVE RIGHT THERE SORT OF WHAT YOUR INTENTIONS REALLY ARE. THE INTENTIONS ARE VERY, VERY CLEAR. BUT IF WE GO BACK TO THE FACT THAT WE HAVE SLID DOWNWARD– WE USED TO BE ONE OF THE BEST, TOP 10, TOP 15– WE’VE DISEMPOWERED THE BOARD OF EDUCATION, WHY MUST WE THEN CHANGE THAT POWER STRUCTURE IN A WAY THAT WAS WORKING BEFORE? AND THEN ONE MORE THING. I UNDERSTAND THAT WE ALL NEED TO REMEMBER THAT OUR NORTH STAR IS WHAT IS BEST FOR CHILDREN, BUT I WOULD ALSO REALLY, REALLY CHALLENGE ALL PARTIES THAT ARE INVESTED IN EDUCATION, EVEN ED REFORMERS THAT STAND TO MAKE MONEY OFF OF ANY CHANGES THAT WE MAKE OVER THE NEXT HOWEVER MANY YEARS OR DURING THIS CYCLE, THEY ALSO NEED TO KEEP CHILDREN AS THEIR NORTH STAR, TOO. AND THEN, TOGETHER WE REALLY CAN COME TOGETHER AND WORK BETTER.>>IF I COULD– WE’RE AT THE END.>>YES, PLEASE.>>I GUESS I WOULD SAY, FIRST OF ALL, VERY USEFUL AND INTERESTING TO GET ALL OF THE FEEDBACK. I THINK THE BEST– OUR PURPOSE– I THINK THE REASON WE WERE PUT INTO BEING, WAS TO STIMULATE A DIALOGUE, AN AGENDA, AN ACTION. AS I SAID, I THINK I CAN SPEAK FOR TOM, THE BEST WAY TO RESPOND TO ALL OF THIS, OF ALL OF THE SHORTCOMINGS, AND ALL OF THE MISUNDERSTANDINGS, AND ALL OF THE ERRORS, IS YOURSELVES TO CREATE A BOARD LARGE-SCOPE AGENDA THAT YOU OWN COLLECTIVELY, THAT ARE BEHIND, THAT’S THE MOST ELOQUENT AND THE MOST EFFECTIVE RESPONSE TO THIS. IT’S EASY TO CRITICIZE IT AND IT SHOULD BE CRITICIZED. WE ARE HERE FOR ONE REASON, TO ASK YOU TO DEMONSTRATE THAT YOU ARE THE PLACE WHERE THE BUCK OUGHT TO STOP, AND THAT WE THINK THE BEST WAY TO DO THAT IS TO PUT TOGETHER THIS BIPARTISAN AUTHORITARIAN, LIBERTARIAN SHARED PLAN THAT THE STATE CAN GET BEHIND.>>IT’S A GOOD SEGUE INTO TOP 10 IN 10.>>SO THIS REPORT, WHERE DOES IT GO? WHAT HAPPENS TO IT? I THINK TOM ALLUDED TO THE FACT THAT THIS IS DONE, YOU HAVE DONE YOUR JOB.>>WE HAVE DONE OUR JOB.>>OKAY, SO WHERE DOES THIS GO?>>IT WILL BE UP TO THE LEADERSHIP OF THE LEGISLATURE AND THE GOVERNOR’S OFFICE. AGAIN, I’LL EMPHASIZE IT WAS DESIGNED TO BE– THE GOVERNOR SAID IT MANY TIMES– A FIVE TO SEVEN YEAR PLAN. HE KNOWS HE’S ONLY GOT LESS THAN TWO YEARS LEFT. THEY ARE TRYING TO SET FORTH A BIPARTISAN PLAN THAT IS BASED ON WHAT’S WORKING AROUND THE COUNTRY AND THE WORLD. THIS IS NOT A FAR RIGHT PLAN BY ANY STRETCH. THIS IS NOT A LEFT PLAN. THIS HAS A LOT OF BIPARTISAN TONE TO IT. WE WORKED THROUGH A LOT OF TOUGH ISSUES. WHEN YOU THINK, WHEN WE STARTED– THIS WAS JULY. WE HAVE A NEW PRESIDENT AND NEW SECRETARY OF EDUCATION AT THE FEDERAL LEVEL FROM THE TIME THAT THIS WAS STARTED. I DON’T RECOMMEND THAT MICHIGAN TAKES A “LET’S DEFEND “THE STATUS QUO” PATH. I THINK WE NEED TO BE VERY SERIOUS ABOUT THE ACTIONS WE’RE TAKING TO BECOME A HIGHER-PERFORMING STATE. I THINK A LOT OF THOSE ARE IN PLACE, BUT AS WE TALKED ABOUT, SOME MORE GOVERNANCE, FUNDING, AND ACCOUNTABILITY STRUCTURES ARE BEHIND. GOVERNANCE IS SIMPLY DECISION MAKING. DECISION MAKING AFFECTS CLIMATE. DECISION MAKING AFFECTS WHETHER A TEACHER WANTS TO REMAIN IN THE CLASSROOM OR LEAVE. HOW WILL WE MAKE DECISIONS? WHO HAS AUTHORITY TO DO WHAT ALL HAS IMPLICATIONS OF WHERE IT MATTERS THE MOST, WHICH IS THE CLASSROOM. SOME OF THESE RECOMMENDATIONS– MY OPINION, THEY DIDN’T GO FAR ENOUGH, BECAUSE A LOT OF THEM DON’T CREATE THAT SYSTEM THAT A 100,000 REALLY SHARP PEOPLE WANT TO BE A PART OF. WE’VE GOT A MILLION AND A HALF KIDS, YOU RUN THE NUMBERS WE HAVE 99,000 TEACHERS IN THE STATE, EVERY ONE OF THEM NEEDS TO BE JUST SHARP AND READY TO TAKE ON THE CHALLENGES THAT ARE COMING, BECAUSE THE KIDS ARE HARDER TO EDUCATE THAN THEY USED TO BE DUE TO THE IMPACTS OF POVERTY. I’M THRILLED TO HEAR THAT THERE SEEMS TO BE A BIPARTISAN TONE TO ADDRESSING SOME OF THE URBAN ISSUES RELATED TO POVERTY. THAT’S GOOD, IT’S JUST BRINGING THINGS TO SCALE AS QUICKLY AS THE KIDS NEED US TO BRING THEM TO SCALE IS VERY CHALLENGING IN THIS SYSTEM OF GOVERNANCE. SO WE STUDIED IT, WE– AND IT NEEDS A LOT MORE STUDY. YOU BROUGHT UP SOME OUTSTANDING POINTS. I WISH ALL OF YOU HAD BEEN ON THE COMMISSION BECAUSE YOU BRING UP GREAT POINTS. IT NEEDS CONTINUED DIALOGUE, SO WE CAN DEVELOP A SYSTEM THAT IS DESIGNED TO MEET THE NEEDS OF ALL CHILDREN. THE ELEMENTS ARE IN THERE, BUT IT’S NOT DONE. AND BY THE WAY, RICHARD, IT IS IN RECOMMENDATION FIVE ABOUT THE PARTNERING WITH PARENTS.>>SO I JUST WANT TO SAY THAT, AGAIN, THE BOARD, THE DEPARTMENT, THE COMMUNITY DID COME UP WITH A TOP 10 IN 10 PLAN TO MAKE US THE TOP 10 PERFORMING STATE. WE ARE DOING A CROSSWALK BETWEEN THESE VERY– THE GOOD RECOMMENDATIONS MADE HERE BY THE 21st CENTURY COMMISSION. AND FOR THOSE THAT THE BOARD WISHES TO INCLUDE IN THE TOP 10 IN 10 PLAN WE WILL BE DOING THAT, BUT WE DO HAVE A PLAN TO MAKE MICHIGAN A TOP 10 STATE THAT INCLUDES A LOT OF THESE GREAT RECOMMENDATIONS. AND I THINK WE DO WANT TO BE HELD ACCOUNTABLE, AS THE STATE SUPERINTENDENT AND THE STATE BOARD, TO MAKE US A TOP 10 STATE OVER THESE NEXT FEW YEARS BY WORKING TOGETHER TO MAKE IT HAPPEN. WITH THAT SAID, WE NEED TO MOVE ON. THANK YOU FOR BEING HERE.>>THANK YOU.>>WE’RE GOING TO MOVE THE TOP 10 IN 10 PRESENTATION TO THIS AFTERNOON. WE’RE GOING TO TRY TO GET THAT DONE. RIGHT NOW, THE NEXT ITEM ON THE COMMITTEE OF THE WHOLE AGENDA IS DISCUSSION REGARDING CRITERIA FOR GRANT PROGRAMS. WE HAVE ONE GRANT PROGRAM, CRITERIA FOR EVERY STUDENT SUCCEEDS ACT, ESSA, REGIONAL ISD PARTNERSHIP GRANTS FOR $500,000. DOES ANYBODY HAVE ANY QUESTIONS YOU’D LIKE US TO ANSWER BEFORE THIS AFTERNOON? SEEING NONE. WE ARE GOING TO ADJOURN UNTIL 1:00. REMEMBER, AT 1:00 WE DO HAVE A TORNADO DRILL. IT MEANS WE NEED TO WALK DOWN THE STAIRS, GO ALL THE WAY DOWN TO THE FAR BOTTOM, AND WE’LL BE DOWN THERE FOR FIVE MINUTES OR SO, WHILE THEY MAKE SURE THE BUILDING IS CLEAR, AND THEN WE’LL GET AN ALL CALL.>>I HAVE A QUESTION.>>YEP.>>CONCERNING– OKAY, SO WE TALKED ABOUT THIS REPORT AND THE TOP 10 IN 10 BEING VERY ALIGNED.>>THE ONLY TWO AREAS I KNOW IT’S NOT IS THE ENHANCED ACCOUNTABILITY AND THE CONVERSATION ON GOVERNANCE.>>OKAY, WHAT ABOUT THE ESOP PLAN?>>YEP.>>THEY’RE BOTH ALIGNED? OKAY, THANK YOU.>>ALL RIGHT, WITH THAT WE ARE ADJOURNED UNTIL AFTER THE TORNADO DRILL AT 1:00.

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