Michigan State Board of Education Meeting for August 13, 2019 – Afternoon Session


>>EDUCATION MEETING IS RECALLED TO ORDER. WE’RE INTO PUBLIC PARTICIPATION. MS. SCHNEIDER, THERE ARE INDIVIDUALS WHO WISH TO ADDRESS THE BOARD AT TODAY’S MEETING.>>THERE ARE. I AM GOING TO READ THE RULES FROM THE STATE BOARD OF EDUCATION FOR PUBLIC PARTICIPATION TO MAKE SURE I INCLUDE EVERYTHING. EACH SPEAKER WILL BE LIMITED TO 3 MINUTES TO ADDRESS THE BOARD, WHICH YOU MAY MONITOR ON THIS TIMER. IF YOU HAVE HANDOUTS, PLEASE PASS THEM TO THE PERSON CLOSEST TO YOU AT THE TABLE. WE WILL MAINTAIN AN ATMOSPHERE OF RESPECT FOR ALL PEOPLE AND DISRESPECTING ANYONE BY NAME WILL BE GAVELED DOWN AND ASKED TO CEASE. IT IS THE PRACTICE OF THE BOARD NOT TO RESPOND TO COMMENTS DURING THE PUBLIC PARTICIPATION PORTION OF THE MEETING. HOWEVER, YOU MAY BE CONTACTED AFTER THE BOARD MEETING. THE PUBLIC PARTICIPATION GUIDELINES SECTION 3 STATE THAT FORMS MUST BE SUBMITTED PRIOR TO THE BEGINNING OF THE PORTION OF THE MEETING DEVOTED TO PUBLIC COMMENT. DO I HAVE ALL THE FORMS? THANK YOU. WE WILL BE STRICTLY FOLLOWING THE TIME LIMIT SO THAT EVERYONE HAS THE OPPORTUNITY TO SPEAK. I WILL TELL YOU WHO IS SPEAKING AND THEN WHO IS NEXT. IF YOU’RE A MEMBER OF THE DEAF COMMUNITY AND YOU WISH TO SIT UP HERE SO THAT WE CAN BETTER COMMUNICATE WITH THE INTERPRETERS, JUST COME UP TO THE FRONT OF THE TABLE HERE AND I WILL PULL THIS CHAIR UP AND YOU COULD SPEAK FROM HERE. THAT WOULD BE BETTER SO EVERYONE CAN HEAR YOU. THANK YOU. OKAY. SO, THE FIRST SPEAKER IS KATHY LESTER, FOLLOWED BY ROGELIO LANDIN. WE’RE READY WHEN YOU ARE.>>OKAY, GOOD AFTERNOON. I’M KATHY LESTER, AND I’M A LIBRARY MEDIA SPECIALIST FROM EAST MIDDLE SCHOOL IN PLYMOUTH CANTON SCHOOLS. I’M ALSO A CURRENT BOARD MEMBER OF THE NATIONAL ASSOCIATION THE AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS. AND MY COLLEAGUE, LISA BRAKEL, SHE’S THE DISTRICT LIBRARIAN IN AIRPORT SCHOOLS AND SHE HAS JUST COMPLETED HER TWO YEAR COMMITMENT TO THE AASL NATIONAL BOARD. WE’RE HERE TODAY REPRESENTING THE MICHIGAN ASSOCIATION FOR MEDIA IN EDUCATION, MAME, WHICH IS THE PROFESSIONAL ORGANIZATION FOR SCHOOL LIBRARY MEDIA SPECIALISTS OR SCHOOL LIBRARIANS IN OUR STATE. THE MISSION OF OUR ORGANIZATION IS TO INCREASE STUDENT ACHIEVEMENT BY SUPPORTING HIGH-QUALITY SCHOOL LIBRARIES. OUR ASSOCIATION IS AFFILIATED WITH BOTH THE AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS, AASL, AND THE INTERNATIONAL SOCIETY OF TECHNICAL EDUCATORS, ISTE. WE WANT TO THANK THE STATE BOARD OF EDUCATION FOR THEIR 2014 STATEMENT SUPPORTING ACCESS FOR ALL STUDENTS IN MICHIGAN TO PROPERLY STAFF SCHOOL LIBRARIES. AND ALSO, FOR THEIR SUPPORT FOR THE K THROUGH 8 ACCESS TO A LIBRARY MEDIA SPECIALIST MEASURE, WHICH IS NOW PART OF THE ESSA SCHOOL QUALITY OF STUDENT SUCCESS INDICATOR ON THE PARENT DASHBOARD. WE WOULD LIKE TO WELCOME DR. MICHAEL RICE AS OUR NEW STATE SUPERINTENDENT AND WE LOOK FORWARD TO WORKING WITH YOU IN THE FUTURE. SCHOOL LIBRARY MEDIA SPECIALISTS ARE AN IMPORTANT PART OF PROVIDING A WELL-ROUNDED EDUCATION TO ALL OF MICHIGAN’S STUDENTS. AS WELL AS SUPPORTING THE WHOLE CHILD. LIBRARY MEDIA SPECIALISTS IS ON THE BOOKMARK. IMPROVE STUDENT ACHIEVEMENT. ESPECIALLY READING ACHIEVEMENT. IMPROVE COLLEGE AND CAREER READINESS BY TEACHING RESEARCH AND DIGITAL CITIZENSHIP SKILLS. AND WE ALSO LEAD IN SUPPORT TECHNOLOGY INTEGRATION. WE WANTED TO COME TODAY AND HIGHLIGHT SOME OF OUR RECENT WORK WITH THE MICHIGAN DEPARTMENT OF EDUCATION. ON THE FIRST HANDOUT THAT YOU HAVE– FULL HANDOUT– IT HAS THREE EFFORTS THAT WE CURRENTLY HAVE BEEN WORKING ON.>>OUR ASSOCIATION HAS WORKED WITH THE MICHIGAN DEPARTMENT OF EDUCATION TO CREATE AN EFFECTIVE SCHOOL LIBRARY TOOLKIT FOR ADMINISTRATORS. THIS TOOLKIT PROVIDES SCHOOL DISTRICT ADMINISTRATORS AND MDE FIELD SERVICES PERSONNEL WITH INFORMATION ABOUT THE COMPONENTS OF AN EFFECTIVE SCHOOL LIBRARY PROGRAM IN ORDER TO EXPAND MICHIGAN STUDENTS’ ACCESS TO SUCH PROGRAMS. OUR ASSOCIATION IS ALSO CURRENTLY WORKING WITH THE MDE TO UPDATE THE MICHIGAN DEPARTMENT OF EDUCATION’S ACTION PLAN FOR LITERACY EXCELLENCE. WE’VE PROVIDED SPECIFIC INFORMATION ABOUT HOW WE WORK, HOW THE WORK OF THE LIBRARY MEDIA SPECIALIST ALIGNS WITH THE LITERACY ESSENTIALS AND POSITIVELY IMPACTS LITERACY ACHIEVEMENT. MEMBERS FROM OUR ORGANIZATION HAVE BEEN PART OF THE WORK TO ALIGN MICHIGAN SCHOOL LIBRARIES FOR THE 21ST CENTURY MEASUREMENT BENCHMARKS, ALSO KNOWN AS SL 21 TO THE AMERICAN ASSOCIATION FOR SCHOOL LIBRARY STANDARDS, WHICH WERE INTRODUCED IN NOVEMBER 2017. NEXT WEEK, WE WILL BEGIN WORK WITH THE OFFICE OF EDUCATOR EXCELLENCE TO UPDATE AND ALIGN–>>KEEP GOING, THERE’S TWO OF YOU.>>AND ALIGN TEACHER PREPARATION STANDARDS WITH THESE. AND IN THE FUTURE, WE WILL HOPEFULLY BRING THE LEARNER STANDARDS FORWARD FOR YOUR CONSIDERATION.>>SO, WE’RE ALSO HERE TODAY TO MAKE YOU AWARE OF THE MODEL 21ST CENTURY SCHOOL LIBRARY PROGRAM. THAT’S THE SECOND FULL HANDOUT. THE MODEL SL 21 PROGRAM PROVIDES, EVERY YEAR, EXAMPLES AND MENTORS FOR K THROUGH 12 SCHOOL LIBRARIES THROUGHOUT OUR STATE. EACH YEAR, A SCHOOL LIBRARY PROGRAM IS SELECTED AND HIGHLIGHTED AS THE MODEL LS21 LIBRARY PROGRAM OF THE YEAR BY THE LIBRARY OF MICHIGAN. THE MODEL SL 21 SCHOOL LIBRARY MUST HAVE EXEMPLARY STATUS ON THE SL 21 MEASURES AND AGREE TO HELP PROMOTE AND ENCOURAGE QUALITY K12 SCHOOL LIBRARY PROGRAMS ACROSS THE STATE. THE MODEL SCHOOL LIBRARY IS PREPARED TO HOST VISITS FROM ADMINISTRATORS, TEACHERS, LIBRARIANS, GOVERNMENT OFFICIALS, AND STATE SCHOOL BOARD MEMBERS. SO, PLEASE FEEL FREE TO SCHEDULE A VISIT. A VISIT TO THIS YEAR’S MODEL SCHOOL LIBRARY HAS BEEN SCHEDULED FOR DR. RICE ALONG WITH STATE LIBRARIAN RANDY RILEY FOR SEPTEMBER 20TH THIS YEAR. AND THIS YEAR’S MODEL 21ST CENTURY SCHOOL LIBRARY IS OWEN INTERMEDIATE SCHOOL IN THE VAN BUREN SCHOOL DISTRICT IN BELLEVILLE. JONATHAN RICHARDS IS THE LIBRARY MEDIA SPECIALIST THERE. HE COULD NOT ATTEND TODAY BECAUSE OF A PREVIOUS COMMITMENT. AND THEN MELISSA LLOYD IS THE PRINCIPAL. JONATHAN AND HIS LIBRARY PROGRAM WERE SELECTED BECAUSE OF HIS OUTSTANDING WORK COLLABORATING WITH TEACHING COLLEAGUES IN LANGUAGE ARTS AND SOCIAL STUDIES, AS WELL AS HIS USE OF PRIMARY-SOURCE MATERIALS WITH STUDENTS.>>THIS IS THE FOURTH YEAR FOR THE LIBRARY OF MICHIGAN TO SPONSOR THIS STATE-WIDE PROGRAM. PREVIOUS MODEL SL 21 SCHOOL LIBRARIES INCLUDE LAST YEAR’S WAS LAKEVIEW HIGH SCHOOL IN THE LAKEVIEW SCHOOL DISTRICT IN BATTLE CREEK. THE LIBRARY MEDIA SPECIALIST IS DR. MARGARET LINCOLN. THE YEAR BEFORE THAT, 17-18, WAS EAST MIDDLE SCHOOL IN PLYMOUTH CANTON COMMUNITY SCHOOLS. THE LIBRARY MEDIA SPECIALIST WAS OUR OWN KATHY LESTER. 2016 AND 2017, THE FIRST YEAR, WAS CARPENTER ELEMENTARY IN LAKE ORION SCHOOLS. LIBRARY MEDIA SPECIALIST THERE IS JEANNINE CRISSMAN. AND ALL OF THESE SCHOOLS STILL WELCOME VISITORS BECAUSE THEY ARE AT DIFFERENT LEVELS. MIDDLE SCHOOL AND HIGH SCHOOL AND ELEMENTARY SCHOOL. SO, WE REALLY WANT TO THANK YOU FOR YOUR TIME TODAY AND FOR YOUR CONTINUED SUPPORT FOR EQUITABLE ACCESS TO EFFECTIVE SCHOOL LIBRARY PROGRAMS IN MICHIGAN. PLEASE LET US KNOW– OUR CONTACT INFORMATION IS IN THE HANDOUTS– IF YOU HAVE ANY QUESTIONS. AND WE LOOK FORWARD TO WORKING WITH THE BOARD IN THE FUTURE. THANK YOU.>>OUR NEXT SPEAKER IS ROGELIO LANDIN FOLLOWED BY JENNIFER BERRIGAN.>>GOOD AFTERNOON. I HOPE EVERYONE’S HAVING A WONDERFUL SUMMER. I WANT TO THANK DR. HALL, IT WAS FORTUITOUS THAT I WAS HERE ON THE DAY HE CAME TO PRESENT. COUPLE OF QUICK REMINDERS, NOT THAT YOU NEED THEM, BUT I THINK IT’S IMPORTANT TO REITERATE HIS TOUCHING ON THE ISSUE OF LEGACY IN TERMS OF YOUR LEADERSHIP. YOUR ROLE IN TERMS OF POWER OF POLICY AND POWER TO CONVENE. THE 90% SUPPORT ON AVERAGE FOR SOCIAL EMOTIONAL LEARNING. THE PRIORITIZATION OF TEACHING, FUNDING, AND WHOLE-CHILD APPLICATIONS AND EQUITY MESSAGING. THOSE OF THOSE OF YOU THAT KNOW ME KNOW THAT I’VE BEEN WANTING TO HAVE THIS EQUITY CONVERSATION WITH THE DEPARTMENT FOR THE LAST 5 YEARS. WITH THAT SAID, DR. RICE, CONGRATULATIONS AND WELCOME.>>THANK YOU.>>THIS SCHOOL YEAR WILL MARK THE HALFWAY POINT OF THE MICHIGAN TOP TEN IN TEN INITIATIVE. THIS PROVIDES AN OPPORTUNITY FOR ASSESSMENT, EVALUATION, AND RECONSIDERATION. FIVE YEARS AGO, THEN-SUPERINTENDENT FLANNIGAN INVITED ME TO PRESENT OUR EQUITY SOLUTION TO THE BOARD. IT ADDRESSES THE FINDINGS OF OVER 100 REPORTS AND STUDIES OVER A DECADE, INCLUDING THOSE OF MICHIGAN DEPARTMENT OF EDUCATION. DURING THIS SAME PERIOD, THE SCHOOL FINANCING GOVERNOR’S 21ST CENTURY EDUCATION COMMISSIONS HAVE SUBMITTED THEIR FINDINGS AND RECOMMENDATIONS. EACH OF WHICH VALIDATE OUR SOLUTION. PRESENTED IN FEBRUARY 2015. YOU AND THE MAJORITY OF THIS BOARD HAVE NOT SEE THAT PRESENTATION. EQUITY AND HOW TO FUND IT IS THE ISSUE FROM DETROIT TO [INDISTINCT] TRAVERSE CITY AREA PUBLIC SCHOOLS. THE SOLUTION WAS DESIGNED TO PROVIDE RESOURCES NEEDED TO SUPPORT AT-RISK STUDENTS WITH EXISTING FUNDS. FIVE YEARS AGO, THERE WERE 300,000 OR 20% AT-RISK STUDENTS. TODAY, THERE ARE 750,000 OR 50% AT-RISK STUDENTS. IF FULLY IMPLEMENTED FOR THIS SEGMENT OF STUDENTS, OUR SOLUTION WOULD HAVE ADDED A MINIMUM OF $20 BILLION DOLLARS OF RESOURCES OVER THE SAME PERIOD. THE PROJECTED VALUE OVER THE NEXT 5 YEARS WOULD BE A MINIMUM OF $30 BILLION. THIS WOULD MAKE A SIGNIFICANT CONTRIBUTION TO THE IMPROVEMENT OF OUR EDUCATION SYSTEM, ESPECIALLY OUR PRIORITY AND PARTNER DISTRICTS LIKE DPSCD, BENTON HARBOR, AND MCEA. I HAVE INVESTED THE PAST 5 YEARS IN REFINING OUR SOLUTION TO ASSURE IT IS ALIGNED WITH POLICY AND FINANCE RECOMMENDATIONS FOR MICHIGAN SCHOOLS. THIS IS TO REQUEST AN OPPORTUNITY TO RETURN AND PROVIDE YOU AND THE BOARD WITH AN UPDATED 30-MINUTE PRESENTATION AT NEXT MONTH’S BOARD MEETING, SEPTEMBER 10. IN THE INTERIM, I INVITE YOU AND THE BOARD TO VIEW THE ORIGINAL PRESENTATION. PLEASE ALLOW US TO SHARE WITH YOU HOW WE CAN HELP MAKE MICHIGAN A TOP TEN IN TEN BY END OF BUSINESS TODAY, YOU WILL RECEIVE AN EMAIL COPY OF THIS. YOU CAN CLICK THE LINK AND TAKE THE OPPORTUNITY TO REVIEW THE PREVIOUS PRESENTATION FOR FOUNDATION GOING FORWARD. THANK YOU FOR YOUR TIME. HAVE A GREAT REST OF YOUR SUMMER. AND HOPEFULLY, YOU’LL AGREE TO LET ME COME TALK TO YOU NEXT MONTH.>>OUR NEXT SPEAKER IS JENNIFER BERRIGAN, FOLLOWED BY CHRISTEN FONDREN.>>CAN EVERYONE SEE? ALL RIGHT, PERFECT. HELLO, MY NAME IS JENNIFER BERRIGAN. I’M AN ALUMNA OF MICHIGAN SCHOOL FOR THE DEAF 2001. I JOINED IN ’89. SO, I HAVE A LOT OF EXPERIENCE AT THE MICHIGAN SCHOOL FOR THE DEAF. AS A STUDENT AND CURRENTLY AS THE ASL SPECIALIST. SO, I DO WANT TO TALK ABOUT MICHIGAN SCHOOL FOR THE DEAF AND WHAT’S GOING ON. I’M SURE YOU’RE ABREAST OF WHAT THE COMMUNITY HAS BEEN TALKING ABOUT AND HAS BROUGHT UP. SPECIFICALLY, ABOUT THE LANGUAGE POLICY. SEEMS TO BE OF BIG CONCERN, AND I’M NOT SURE THAT YOU HAVE A FULL UNDERSTANDING OF WHAT THE LANGUAGE POLICY IS. AND SO, I JUST WANT TO TELL YOU A LITTLE BIT OF BACKGROUND ABOUT THE LANGUAGE POLICY. THE MICHIGAN SCHOOL FOR THE DEAF WAS ESTABLISHED A LANGUAGE POLICY IN 2008. AND THE BOARD APPROVED IT. YOUR STATE MICHIGAN BOARD APPROVED IT IN ’08. AND PRIOR TO THAT, THERE WAS NO LANGUAGE POLICY AT MICHIGAN SCHOOL FOR THE DEAF. THE TEACHERS USE A KIND– NOT REALLY AMERICAN SIGN LANGUAGE, THEY USED A VERSION OF SIGN LANGUAGE CALLED “SIGNED ENGLISH” OR ANOTHER METHOD CALLED “TOTAL COMMUNICATION.” WHICH MEANS THAT YOU WOULD SPEAK AND SIGN AT THE SAME TIME, AND THAT USUALLY MEANT THAT YOUR SIGNS WOULD FOLLOW ENGLISH FOUNDATION AS OPPOSED TO AMERICAN SIGN LANGUAGE. THAT MEANS THE CONCEPTUAL ACCURACY OF AMERICAN SIGN LANGUAGE IS NOT THERE. IT IS LOST IN THE COMMUNICATION. AND SO, THAT HAS BEEN A PROBLEM FOR DEAF EDUCATION. AND WHAT MAKES DEAF EDUCATION DIFFERENT FROM SPECIAL EDUCATION IS AT THE CORE, IS THAT IT IS A DIFFERENT LANGUAGE. SPECIAL EDUCATION, YOU HAVE BARRIERS THAT YOU’VE RECOGNIZED IN LANGUAGE, OF COURSE, AND THERE ARE SOME LIMITATIONS THERE. AND HOW TO EDUCATE USING METHODS TO OVERCOME THOSE LIMITATIONS. STILL USING MOSTLY SPOKEN ENGLISH. AND YOU PROBABLY ARE FAMILIAR WITH THAT. SO, YOU ALREADY HAVE THAT BARRIER AND YOU’RE TRYING TO PASS THAT BARRIER USING SPOKEN ENGLISH. NOW, YOU’RE TRYING TO FOCUS ON HOW TO ACTUALLY EDUCATE THEM, RIGHT? THAT’S SPECIAL EDUCATION. WITH DEAF EDUCATION, WE’RE STILL STUCK AT LANGUAGE ACCESS. WE HAVEN’T GOTTEN TO EDUCATION. WE DON’T HAVE A STRONG LANGUAGE YET. HOW CAN WE GET TO EDUCATION IF THERE’S NO LANGUAGE? SO, THAT’S THE BIGGEST DIFFERENCE BETWEEN SPECIAL EDUCATION AND DEAF EDUCATION. SO, IN 2008, THE LANGUAGE POLICY WAS APPROVED AND THAT’S GREAT. HOWEVER, SINCE THEN, HR AT MSD HAS NOT BEEN FOLLOWING UP WITH THE LANGUAGE POLICY. AND I’VE TALKED WITH SHEILA, ALLEN– ALICE, THANK YOU, INTERPRETER ERROR. THROUGH THE PHONE, WE TALKED. AND I ASKED WHO WAS RESPONSIBLE FOR MAKING SURE EVERYONE WAS IN COMPLIANCE.>>TIME. TIME IS UP.>>SO, SHE’S AT OSU– SHE SAID OSU WAS RESPONSIBLE. SO, THAT’S THE OTHER PROBLEM THAT WE HAVE. BUT THAT’S BASICALLY WHAT I WANTED TO SAY.>>OKAY. SO, THE OFFICE OF SPECIAL EDUCATION– TO ENFORCE THE POLICY. OKAY. CHRISTEN FONDREN IS NEXT. FOLLOWED BY TIM JOHNSTON.>>I WOULD LIKE TO THANK THE BOARD FOR THIS OPPORTUNITY TO HEAR PUBLIC COMMENT AND CONGRATULATE SUPERINTENDENT RICE, AND I LOOK FORWARD TO WORKING WITH YOU AND ADVOCATING FOR THE STUDENTS OF MICHIGAN. I’M HERE TODAY ON BEHALF OF A GROUP OF PARENTS WHOSE STUDENTS ATTEND MICHIGAN SCHOOL FOR THE DEAF. AS YOU ARE AWARE WITH WHAT JENNIFER JUST SAID, THERE’S GRAVE CONCERN AMONG NOT ONLY PARENTS, BUT STAFF MEMBERS, COMMUNITY MEMBERS, AND STUDENTS. I’M GOING TO ASK THE BOARD TO INDULGE ME JUST FOR A FEW MINUTES. I WOULD LIKE EACH OF YOU TO IMAGINE BEING IN A SCHOOL OF MEDICINE. YOU ARRIVE FOR CLASS AND YOU SIT AMONG YOUR PEERS. THE PROFESSOR ARRIVES AND IS TEACHING THE CLASS IN A DIFFERENT LANGUAGE. NEXT TO THE PROFESSOR IS AN INTERPRETER, WHO YOU LATER FIND OUT DOES NOT UNDERSTAND MEDICAL TERMINOLOGY. YET YOUR EDUCATION IS DEEMED EQUITABLE TO THE OTHER STUDENT IN CLASS. YOU HAVE ACCESS TO THE LANGUAGE BEING USE, BUT AN INTERPRETER WHO HAS BEEN PROVIDED IS MISSING MAJOR CONCEPTS AND HAS DISTORTING SOME OF THOSE CONCEPTS. YOU MAKE AN APPOINTMENT TO DISCUSS THE SITUATION WITH THE DEAN OF THE SCHOOL. YOU ARRIVE, AND THERE IS NO INTERPRETER AVAILABLE TO TRANSLATE. YOU MAKE ANOTHER APPOINTMENT AND THE DEAN DOESN’T EVEN SHOW UP. YOU ARE ASKED TO RESCHEDULE. YOU WANT TO APPEAL TO THE ADMINISTRATIVE STAFF AND THE SCHOOL, BUT FRUSTRATINGLY, THEY ALL SPEAK THE SAME LANGUAGE AS THE PROFESSOR AND FEEL THAT YOU ARE RECEIVING THE SAME EDUCATION AS YOUR PEERS. NOW I’D LIKE YOU TO IMAGINE THAT THAT IS YOUR CURRENT PERSONAL PRIMARY CARE PHYSICIAN. WOULD YOU WANT YOUR PERSONAL PRIMARY CARE PHYSICIAN GRADUATING FROM A MEDICAL SCHOOL THAT IS RUN THAT WAY? I WONDER IF THE BOARD IS AWARE OF THE CRISIS THAT IS HAPPENING AT MICHIGAN SCHOOL FOR THE DEAF. THAT FIVE CURRENT ADMINISTRATORS– NONE ARE FLUENT IN ASL OR KNOWLEDGEABLE ABOUT DEAF CULTURE. ARE YOU AWARE THAT SEVEN TEACHERS HAVE LEFT– INCLUDING TWO ADMINISTRATORS– AND FOUND EMPLOYMENT AT OTHER SCHOOLS? ARE YOU AWARE THAT 11 LONG-TERM SUBSTITUTE TEACHERS AND 13 CERTIFIED TEACHERS– ALMOST HALF– WILL BE TEACHING AT MICHIGAN SCHOOL FOR THE DEAF THIS YEAR? DID YOU ALSO KNOW THAT THERE IS A LANGUAGE POLICY, BUT MOST OF THE CURRENT ADMINISTRATORS DO NOT ADHERE TO THAT POLICY? THOSE ARE JUST A FEW OF THE CONCERNS THAT THE MICHIGAN SCHOOL FOR THE DEAF PARENTS WANT YOU TO BE AWARE OF. MANY OF THESE PARENTS HAVE HAD TO FIGHT THEIR LOCAL ISDs TO HAVE THEIR CHILDREN PLACED AT MICHIGAN SCHOOL FOR THE DEAF. THEY UNDERSTAND THE IMPORTANCE OF THEIR DEAF CHILD HAVING UNFETTERED ACCESS TO THEIR LANGUAGE. THEY CHERISH THE LANGUAGE AND CULTURAL MODELS THAT MICHIGAN SCHOOL FOR THE DEAF PROVIDES FOR THEIR CHILDREN. THEY ADVOCATE FOR THEIR CHILDREN TO RECEIVE THE FREE APPROPRIATE PUBLIC EDUCATION THAT IS INDIVIDUALIZED TO THEIR CHILDREN AND MEETS THEIR UNIQUE NEEDS. AN EDUCATION THAT IS EQUITABLE TO THAT OF THEIR HEARING PEERS, AND TO WHICH THEY ARE ENTITLED. THE MOST CRITICAL INFORMATION THEY WANT YOU, THIS BOARD OF EDUCATION, TO FULLY COMPREHEND IS THAT EDUCATING A DEAF CHILD IS NOT SIMPLY EDUCATING A CHILD THAT CANNOT HEAR. THERE MUST BE IMMEDIATE AND DRAMATIC SHIFT IN THE WAY THE DEPARTMENT OF EDUCATION VIEWS THE EDUCATION OF MICHIGAN’S DEAF CHILDREN. THANK YOU FOR YOUR TIME.>>TIM JOHNSTON IN NEXT, FOLLOWED BY JIM PERRY.>>HELLO ALL OF YOU. THANK YOU FOR MAKING IT POSSIBLE FOR US TO COME AND SHARE OUR COMMENTS. MY NAME IS TIM JOHNSON. MY FATHER AND MY UNCLE ARE BOTH DEAF AND GRADUATED FROM THE MICHIGAN SCHOOL FOR THE DEAF. MY WIFE AND I ADOPTED A DAUGHTER WHO IS DEAF AND SHE’S 12 YEARS OLD AND WILL BE IN THE 6TH GRADE AT MICHIGAN SCHOOL FOR THE DEAF. SHE’S LEARNING ASL LATE, AT SEVEN. SHE STARTED LEARNING SIGN LANGUAGE. CAN YOU IMAGINE NOT HAVING LANGUAGE UNTIL YOU’RE 7? ALL OF THAT LANGUAGE DEPRIVATION HAS A SERIOUS IMPACT ON HER. AND THAT IS OF THE GREATEST CONCERN. WE WANT TO PROVIDE THE BEST EDUCATION POSSIBLE. MY WIFE AND I HAVE MASTER’S DEGREES AND WERE EDUCATORS. SO, WE TRY TO PROVIDE A FULL LANGUAGE ACCESS AT HOME. BUT NOW IMAGINE GOING TO SCHOOL AND NOT HAVING CERTIFIED TEACHERS OR TEACHERS WHO CAN SIGN FLUENTLY? WE WANT TO MAKE SURE THAT TEACHERS ARE QUALIFIED AND CAN SIGN FLUENTLY SO THAT SHE CAN HAVE THE BEST QUALIFIED EDUCATION AND HAVE IT IN DIRECT COMMUNICATION RATHER THAN THROUGH A TERTIARY OR AN INTERPRETER. SO, WE WANT TO MAKE SURE THAT THERE’S DIRECT EDUCATIONAL ACCESS. WE WOULD LIKE TO HAVE A SOCIAL WORKER AT MSD. THERE’S NO COUNSELOR CURRENTLY. OR SOCIAL WORKER. WE WANT SOMEONE WHO KNOWS DEAF CULTURE AND HAS A DEAF PERSPECTIVE OF THE WORLD. AND WHO IS KNOWLEDGEABLE. AND WHO CAN GIVE INPUT FROM A DEAF WORLDVIEW. BECAUSE WE BELIEVE THIS IS WHAT’S BEST FOR THE CHILDREN. THE PRINCIPAL, THE CURRENT PRINCIPAL, THE INTERIM PRINCIPAL, WE HAVE SEVERAL CONCERNS ABOUT. ABOUT WHAT THE CURRICULUM WILL BE AND I ASKED ABOUT THEM AND THEY SAID THAT THE CURRICULUM WOULD BE BOOKS AND MATERIALS. I MEAN, WHAT KIND OF MESSAGE IS THAT? IT DIDN’T SHOW ME A LOT OF KNOWLEDGE OF HER KNOWLEDGE OF CURRICULUM. IT’S MUCH MORE THAN BOOKS AND MATERIALS. AND YOU WANT MICHIGAN TO BE TOP TEN IN TEN YEARS. HAVE THE BEST EDUCATION IN THE NATION. RIGHT? THAT’S YOUR GOAL. I WANT MICHIGAN SCHOOL FOR THE DEAF TO BE ONE OF THE TOP TEN SCHOOLS FOR THE DEAF IN THE UNITED STATES AS WELL. THANK YOU. I THINK THAT’S ALL. THAT’S THE CONCLUSION OF MY COMMENTS, SO THANK YOU FOR YOUR TIME.>>JIM PERRY IS NEXT, FOLLOWED BY KELLY LAATSCH AND KATIE JOHNSTON.>>HELLO, EVERYBODY. MY NAME IS JIM PERRY AND I’M FROM ANN ARBOR. MADE THE SHORT DRIVE UP HERE TODAY. I REALLY APPRECIATE BEING ABLE TO BE HERE AND HAVE A LITTLE BIT OF TIME WITH YOU. CONGRATULATIONS, DR. RICE. REALLY EXCITED TO HAVE YOU AS SUPERINTENDENT. KIND OF FOLLOWED YOUR CAREER A LITTLE BIT. HAVE A COUPLE OF VERY GOOD FRIENDS FROM KALAMAZOO, BEEN HEARING ABOUT ALL THE GREAT THINGS– WE’RE ALWAYS COMPETING, WHO’S GOT BETTER SCHOOLS, ANN ARBOR OR KALAMAZOO. WE GUESS WE KNOW WHO. ANYWAY. I HAVE BEEN IN THE CHARTER SCHOOL WORLD SINCE 1996. LIKE A LOT OF EDUCATORS, I STARTED OFF AS A CLASSROOM TEACHER. I TAUGHT SOCIAL STUDIES AND ALWAYS HAD AN INTEREST IN DOING THINGS A LITTLE BIT DIFFERENTLY AND I ALWAYS KIND OF GRAVITATED TO AT-RISK KIDS. AND SO, I WORKED WITH KIDS KIND OF, YOU KNOW, AT RISK OF DROPPING OUT OF HIGH SCHOOL MY WHOLE CAREER AND WAS FORTUNATE ENOUGH TO BE IN A POSITION WHERE I WAS ABLE TO DESIGN A NEW HIGH SCHOOL AND OPEN THAT HIGH SCHOOL. AND SO, I WAS THE FOUNDER OF FLEXTECH HIGH SCHOOL IN LIVINGSTON COUNTY. AND WE ALSO HAVE ONE IN OAKLAND COUNTY. SO, WE HAVE TWO FLEXTECH SCHOOLS. AND I JUST WANTED TO COME TODAY AND TALK JUST FOR A COUPLE OF MINUTES ABOUT HOW IMPORTANT THE START-UP GRANTS WERE FOR THOSE TWO SCHOOLS. THEY WOULDN’T EXIST WITHOUT THE START-UP GRANTS. AND I KNOW THERE’S BEEN SOME CONVERSATION AT THE STATE LEVEL ABOUT SCHOOLS THAT HAVE USED THESE START-UP GRANTS. SOME SUCCESSFUL, SOME NOT SO SUCCESSFUL. SO, I THOUGHT I WOULD JUST COME AND SAY BRIEFLY, BOTH OF THESE SCHOOLS SERVE ABOUT 250 KIDS. ABOUT 50% OF THOSE KIDS ARE SELF-REPORTED DROPOUTS. SO, THESE ARE KIDS THAT REALLY NEED THESE SMALL PERSONAL HIGH SCHOOLS. WE ARE ABOUT AT CAPACITY. WE HAVE A WAIT LIST AT THE OAKLAND COUNTY SCHOOL. BOTH SCHOOL– ONE SCHOOL STARTED IN 2011, THE OTHER IN 2015. THEY BOTH HAVE BEEN RE AUTHORIZED BY CENTRAL MICHIGAN UNIVERSITY, WHICH IS A LENGTHY, 2-YEAR PROCESS WHERE THEY LOOK AT, YOU KNOW, ACHIEVEMENT DATA, GRADUATION RATE, OBVIOUSLY THE FINANCES OF THE SCHOOL TO MAKE SURE THAT THOSE ARE STRONG AND THAT THE MONEY’S BEING TAKEN CARE OF. RETENTION RATE IS ANOTHER THING THAT’S IMPORTANT FOR US, THAT OUR FAMILIES ARE COMING BACK OVER AND OVER. SO, WHEN YOU LOOK AT ALL THOSE THINGS, THOSE THINGS ARE GOING GREAT AT THE SCHOOL. BUT THE BOTTOM LINE IS, WE’RE MEETING THE NEEDS OF KIDS WHOSE NEEDS WERE NOT GETTING MET ELSEWHERE. AND IT WOULD NOT HAVE BEEN POSSIBLE WITHOUT THOSE START-UP GRANTS. SO, I’M JUST HERE TO REPRESENT A COUPLE OF SUCCESS STORIES AND HOPE THAT YOU ALL WOULD CONSIDER THOSE SUCCESS STORIES WHEN YOU THINK ABOUT, YOU KNOW, WHETHER THESE GRANTS SHOULD CONTINUE OR NOT. THANK YOU. APPRECIATE IT.>>OUR NEXT SPEAKERS, I THINK ARE COMING TO THE TABLE TOGETHER. KELLY LAATSCH AND KATIE JOHNSTON. AND THEY’LL BE FOLLOWED BY MILLIE HURST.>>I GUESS I’LL START. MY NAME IS KELLY LAATSCH. I’M ONE OF THE TEACHERS AT THE MICHIGAN SCHOOL FOR THE DEAF.>>AND MY NAME IS KATIE JOHNSTON AND I’M ALSO ONE OF THE TEACHERS AT MICHIGAN SCHOOL FOR THE DEAF.>>WE WANTED TO MENTION THAT– I APPRECIATE– I THINK SOMEONE ALREADY BROUGHT UP RESPECT FOR TEACHERS AND I REALLY APPRECIATE YOU TALKING ABOUT THAT, BECAUSE THAT’S IMPORTANT TO ME AS A TEACHER. AND SPEAKING FOR THE DEAF COMMUNITY AS WELL. ONE OF THE BIGGEST THINGS THAT IMPACTED ME THIS PAST SCHOOL YEAR WAS THE SCHOOL IMPROVEMENT PLAN. THERE WAS A COMMITTEE DEVELOPING A CURRICULUM AND I WAS PART OF THAT CURRICULUM DEVELOPMENT COMMITTEE AND WE WORK TIRELESSLY ON THAT. THE LEADER OF THAT TEAM HAS A MASTERS IN CURRICULUM DEVELOPMENT, BUT WE FELT LIKE THERE WAS NO SUPPORT FROM THE ADMINISTRATION. THERE WAS MONTHS AND MONTHS OF WORK PUT INTO THAT COMMITTEE WORK AND IT WAS BASICALLY JUST DISPOSED OF BY THE ADMINISTRATION, WHO DOES NOT HAVE EXPERTISE IN CURRICULUM. AND I’M TERRIFIED TO HAVE A CURRICULUM SELECTED BY THAT PERSON BECAUSE THEY DON’T HAVE THE EDUCATIONAL BACKGROUND FOR EDUCATION OF DEAF CHILDREN. MANY OF MY CO-WORKERS ARE LEAVING BECAUSE THEY FEEL LIKE THEY’RE NOT VALUED. AND I’M TERRIFIED FOR MY JOB. I’M TERRIFIED FOR THE CHILDREN, THE DEAF STUDENTS IN MICHIGAN. IT SHOULD NOT BE HAPPENING. AND WE NEED YOUR HELP. PLEASE. TO SUPPORT US.>>AND AS YOU MENTIONED ABOUT JOB FAIRS AND RETENTION RATES. AND AS I LOOK THROUGH YOUR HANDOUTS, FOR THE DEAF COMMUNITY IT’S DIFFERENT. IT’S, YOU KNOW, YOU CAN GO TO EITHER BOSTON UNIVERSITY OR YOU CAN GO TO GALLAUDET UNIVERSITY IN WASHINGTON DC, WHERE THEY HAVE EXPERTS IN THE FIELD OF DEAF EDUCATION. AND I NOTICE THERE’S ONE PERSON OF COLOR– TWO PEOPLE OF COLOR HERE AT THE TABLE. IT WOULD BE NICE IF WE ADDED MAYBE A DEAF PERSON OR A DEAF PERSPECTIVE BECAUSE WE NEED A DEAF PERSPECTIVE ON THE BOARD SO THEN WE CAN HAVE THAT SUPPORT. I WANT TO SAY THANK YOU FOR YOUR TIME, I REALLY APPRECIATE IT. AND I APPRECIATE YOU HEARING US OUT. REALLY NEED YOUR HELP AND YOUR SUPPORT.>>IF I COULD ADD, PLEASE REACH OUT TO US. THE DEAF COMMUNITY. LIKE OTHERS HAVE SAID, WE HAVE GONE THROUGH THE EXPERIENCE AS CHILDREN IN THE EDUCATIONAL SYSTEM. GONE THROUGH PUBLIC SCHOOLS, MAINSTREAMING SCHOOLS, ORAL PROGRAMS, RESIDENTIAL SCHOOLS, SO PLEASE TAKE USE OF OUR EXPERTISE AND EXPERIENCE.>>AND I HEAR FROM CHILDREN ALL THE TIME WHO COME IN TO MICHIGAN SCHOOL FOR THE DEAF THAT SAY, “I WISH I KNEW ABOUT THIS SCHOOL BEFORE.” IT’S AN EMERGENCY. PLEASE.>>ALL RIGHT, THANK YOU.>>THANK YOU.>>OUR NEXT SPEAKER IS MILLIE– I BELIEVE IT’S HERSE?>>HURSIN.>>HURSIN. SORRY. AND SHE’LL BE FOLLOWED BY GUILLERMO LOPEZ.>>FIRST OF ALL, THANK YOU AND WELCOME, DR. RICE. I’M A RETIRED SCHOOL ADMINISTRATOR. I WORKED IN THE STATE FOR 30 YEARS AS A TEACHER AND AN ADMINISTRATOR AND I WISH I WAS WORKING IN THE DISTRICT WHEN YOU WERE HERE. I’M SURE THAT YOU WILL BRING GREAT THINGS TO THE STATE. AND I’M SURE THE MICHIGAN SCHOOL FOR THE DEAF WILL BE IN GREAT HANDS KNOWING THAT YOU ARE– WE KNOW THAT GOOD LEADERSHIP STARTS FROM THE TOP DOWN, AND NOW WE WILL BE IN GOOD HANDS KNOWING THAT YOU’RE AT THE TOP. SO, WELCOME. WHEN I WAS AN ADMINISTRATOR– I’M HERE TO BRING FACTS. AND AS AN ADMINISTRATOR, WE WERE ALWAYS TOLD, IF YOU HAVE A DEAF CHILD IN YOUR DISTRICT, WE KNOW THAT PARENTS ARE SUPPOSED TO BE ALLOWED TO HAVE OPTIONS. BUT WE WERE TOLD IN OUR DISTRICT, AND ALL THE DISTRICTS DOWN WHERE I WORKED, WHICH WAS A LARGE DISTRICT, WAYNE COUNTY, DO NOT OFFER THE MICHIGAN SCHOOL FOR DEAF AS AN OPTION. YOU CAN OFFER THE TOTAL COMMUNICATION PROGRAM, YOU CAN OFFER THE ORAL PROGRAM, YOU CAN OFFER YOUR IN DISTRICT PROGRAM, BUT DO NOT OFFER THE MICHIGAN SCHOOL FOR THE DEAF. THAT HOLDS TRUE TODAY. I AM NOW ACTING AS, NOW THAT I’M RETIRED, I NOW WORK AS AN ADVOCATE FOR DEAF PARENTS. I, TODAY, GO TO DISTRICTS STILL THROUGHOUT THE STATE OF MICHIGAN, AND I HEAR OVER AND OVER AND OVER AGAIN, PARENTS ARE NOT GIVEN A CHOICE. WE THINK, WELL OF COURSE THEY ARE. NO THEY ARE NOT, PARENTS ARE FIGHTING TODAY BECAUSE THEY WANT THEIR STUDENTS, THEIR CHILD, TO GO TO THE MICHIGAN SCHOOL FOR THE DEAF. SOME DISTRICTS ARE HOLDING THEIR STUDENTS BACK THREE, FOUR, FIVE YEARS BECAUSE THEY SAY, “OH, WE’RE PROVIDING YOU THE SERVICES, WE HAVE SERVICES HERE. YOU DON’T WANT TO GO TO THE MICHIGAN SCHOOL FOR THE DEAF, THEY DON’T HAVE THE SERVICES THAT WE HAVE HERE. WE HAVE ALL THESE OTHER SERVICES.” STUDENTS ARE BEING HELD BACK THREE, FOUR, FIVE YEARS, AND BY THE TIME THEY GET TO GO TO THE MICHIGAN SCHOOL FOR THE DEAF, THEY ARE SO LANGUAGE DEPRIVED. AND THEN THE MICHIGAN SCHOOL FOR THE DEAF HAS TO THEN TRY TO BRING THESE STUDENTS UP TO PAR. AND THEN WHEN THEY’RE– THEN WHEN THEY’RE GIVING THE ASSESSMENTS AT MICHIGAN SCHOOL FOR THE DEAF, THE STATE LOOKS AT THEM AND SAY, “WELL, WELL MICHIGAN– LOOK AT YOUR TEST SCORES. THOSE KIDS– THEY’RE NOT ACHIEVING AT GRADE LEVEL. WHAT’S WRONG WITH THE MICHIGAN SCHOOL FOR THE DEAF? OH, MUST BE BECAUSE THESE KIDS ARE DEAF. THAT’S WHY THEY AREN’T READING AT THE THIRD OR FOURTH GRADE LEVEL.” IT’S NOT BECAUSE THE KIDS ARE DEAF, IT’S BECAUSE THEY’RE LANGUAGE DEPRIVED. WHERE DID THAT LANGUAGE DEPRIVATION START? IT STARTED AT THE LOCAL DISTRICT, BECAUSE THE LOCAL DISTRICT DID NOT HAVE EITHER THE PROPER SERVICES, THEY DEPRIVED THE KIDS OF THE LANGUAGE THAT THEY NEEDED TO HAVE, THEY WANTED TO TEACH THEM WITH INTERPRETERS, OKAY. THE BOTTOM LINE IS THAT THE DISTRICTS ARE NOT OFFERING THE PARENTS THE OPTIONS THAT THEY SHOULD HAVE. THE MICHIGAN SCHOOL FOR THE DEAF IS NOT BEING– IS NOT BEING OFFERED AS AN OPTION TO THESE PARENTS, AND IT SHOULD BE. WE NEED TO SEE WHAT’S GOING ON WITH ALL THESE DISTRICTS. I’M– MY WORDS AREN’T COMING OUT LIKE THEY SHOULD BE BECAUSE I’M SO UPSET, OKAY? WE NEED TO KNOW THAT THE DISTRICTS ARE NOT GIVING THESE PARENTS THEIR OPTIONS, AND THEY SHOULD BE. PLEASE, IF YOU’VE NEVER BEEN TO THE MICHIGAN SCHOOL FOR THE DEAF, YOU NEED TO GO VISIT IT. YOU NEED TO, OKAY? PLEASE.>>OUR NEXT SPEAKER IS GUILLERMO LOPEZ, WHO LOOKS A LOT LIKE LUPE RAMOS-MONTIGNY. [ LAUGHTER ]>>YES, WE’RE THE SAME COLOR, AND WE ARE BOTH AMERICANS OF MEXICAN DESCENT. AND YOU KNOW WHAT? LET ME TELL YOU ONE FACT BEFORE I START THIS. THERE’S THREE MEXICAN AMERICANS IN THE STATE OF MICHIGAN WHO WERE BORN IN WESLACO, TEXAS, AND WE ARE ALL SERVING IN AN ELECTIVE CAPACITY IN THE STATE. THREE FROM WESLACO, TEXAS. WHO WOULD’VE KNOWN? ANYWAY, GUILLERMO LOPEZ IS ONE OF THOSE INDIVIDUALS, AND HE SITS ON THE LANSING SCHOOL BOARD. HE WAS ON THE SCHOOL BOARD WHEN DOCTOR RICE WAS WORKING IN THIS DISTRICT. BUT ANYWAY, HE WANTED TO CONGRATULATE DOCTOR RICE, THEY ARE COLLEAGUES FROM– I DON’T KNOW HOW MANY YEARS, BUT THEY’VE KNOWN EACH OTHER FOR A WHILE. AND WE ALSO WANTED TO EMPHASIZE THAT FROM SEPTEMBER– SUNDAY, SEPTEMBER THE 15TH TO TUESDAY, OCTOBER THE 15TH IS NATIONAL HISPANIC HERITAGE MONTH. AND HE WANTED YOU TO RECALL IN YOUR HISTORY THAT IN 1968, A DEMOCRAT, PRESIDENT LYNDON JOHNSON FROM THE BIG STATE OF TEXAS, SIGNED THE BILL TO CELEBRATE NATIONAL HISPANIC HERITAGE MONTH. AND THEN A REPUBLICAN TOOK OVER IN 1988, RONALD REAGAN. SO, I LOVE WHEN THERE’S BIPARTISAN ISSUES AND WE CAN WORK TOGETHER. AND HE EXTENDED THE NATIONAL HISPANIC HERITAGE MONTH. SO, HE WANTED THE DEPARTMENT, THE BOARD, AND THE STATE OF MICHIGAN TO REMEMBER THAT, SO IN ALL THE SCHOOLS THROUGHOUT THE STATE, WE CELEBRATE THE HISTORY, THE CONTRIBUTION THAT US HISPANICS HAVE MADE IN THE STATE AND IN THE COUNTRY. I DON’T KNOW HOW MANY OF YOU KNOW, BUT WE HAVE 21 DIFFERENT HISPANIC COUNTRIES, AND WE’RE ALL VERY DIFFERENT. THE ONLY THING THAT LACES US TOGETHER IS THE LANGUAGE, THE SPANISH LANGUAGE. WE ALSO HAVE PUERTO RICO, THEY’RE NOT A STATE AND THEY’RE NOT A COUNTRY. THEY’RE A TERRITORY THAT BELONGS TO THE UNITED STATES, HOWEVER, IF YOU HAVE BEEN TO PUERTO RICO, IT’S A COUNTRY IN ITSELF. SO, ANYWAY, SO I AS A BOARD MEMBER, TOO, OF MEXICAN DESCENT WANT TO RE-EMPHASIZE THE IMPORTANCE OF EDUCATING OUR STUDENTS HOLISTICALLY, AND MAKING SURE THAT THEY KNOW A LITTLE BIT ABOUT SUCH PEOPLE AS GUILLERMO AND MYSELF WHEN THEY SEE US IN THE STREETS OR IN THE STORES OR WHATEVER. WE’RE ALL AMERICANS CONTRIBUTING TO THE FABRIC OF THIS UNITED STATES. THANK YOU.>>OUR NEXT SPEAKER IS RENALDO TRIPLETT FOLLOWED BY PASTOR CARLTON LYNCH.>>I DON’T SEE THEM HERE YET. THEY SAID THEY WERE PARKING NOW.>>THOSE ARE THE FINAL TWO SPEAKERS I HAVE.>>OKAY. SEEING NO OTHER SPEAKERS, THE NEXT ITEM ON THE COMMITTEE, THE WHOLE AGENDA IS PRESENTATION ON THE STANDARDS FOR THE PREPARATION OF TEACHERS OF EARLY CHILDHOOD, GENERAL, AND SPECIAL EDUCATION BIRTH TO KINDERGARTEN. THIS SET OF STANDARDS WILL REPLACE MICHIGAN’S CURRENT PREPARATIONS STANDARDS FOR TEACHERS OF EARLY CHILDHOOD, PK, GENERAL, AND SPECIAL EDUCATION, AND WILL INFORM PROGRAM DEVELOPMENTS AND CONTINUOUS IMPROVEMENT EFFORTS AT MICHIGAN’S EDUCATOR PREPARATION INSTITUTIONS. THIS PRESENTATION WILL BE FOLLOWED BY A PERIOD OF PUBLIC COMMENT AND A REQUEST FOR APPROVAL DURING THE NOVEMBER STATE BOARD OF EDUCATION MEETING. HERE AS OUR PRESENTERS THIS AFTERNOON, DOCTOR SCOTT KOENGSKNECHT, MR. RICHARD LAUER, AND MS. KELLI CASSADAY. GENTLEPEOPLE, YOUR PRESENTATION. THANK YOU.>>THANK YOU DOCTOR RICE, AND THANK YOU BOARD FOR ALLOWING US SOME TIME THIS AFTERNOON TO PRESENT THESE STANDARDS TO YOU REGARDING BIRTH TO KINDERGARTEN. BEFORE I TURN IT OVER TO MY COLLEAGUES, I DO WANNA GIVE A SPECIAL THANKS TO DOCTOR VENESSA KEESLER FOR HER SUPPORT IN THIS EFFORT. THIS IS VERY MUCH A COLLABORATIVE CROSS DIVISION SUPPORT BETWEEN THE DIVISION WHICH I WORK WITH AND THE DIVISION WHICH VENESSA LEADS AS WELL, SO THANK YOU, VENESSA, FOR YOUR SUPPORT IN THIS. SO, WITH THAT, I’M GOING TO TURN OVER TO RICHARD LAUER. RICHARD IS THE DIRECTOR OF OFFICE GREAT START PRESCHOOL AND OUT OF SCHOOL TIME LEARNING, AND ALSO KELLI CASSADAY, WHO IS AN EDUCATIONAL CONSULTANT WITH THE OFFICE OF EDUCATOR EXCELLENCE. SO WITH THAT, TURN IT OVER TO YOU.>>THANK YOU, DOCTOR RICE, BOARD MEMBERS. TODAY– AGAIN, THIS REPRESENTS A GREAT COLLABORATION BETWEEN OUR TWO DIVISIONS AND BRIDGING OUR TWO FIELDS OF EARLY CHILDHOOD AND K-12, IN PARTICULAR, THE EARLY CHILD– EARLY ELEMENTARY ASPECT OF THE K-12 FIELD OF EDUCATION AND TEACHER PREPARATION. IN PARTICULAR, THE WORK WE BRING BEFORE YOU TODAY IS IN SUPPORT OF MICHIGAN’S TOP 10 IN 10 GOALS AND STRATEGIES, GOALS ONE, TWO, AND THREE IN PARTICULAR. IT CROSSES– IT REALLY REPRESENTS AN INTEGRATED APPROACH TO EARLY EDUCATION IN SUPPORT OF THE FIELD. THE REVISION OF WORK OF THE CERTIFICATION IS ULTIMATELY TO BE ABLE TO SUPPORT HIGH QUALITY EARLY EDUCATION SETTINGS THROUGH TEACHERS AND EDUCATORS AND DIFFERENT TYPES OF PROFESSIONALS IN THE EARLY CHILDHOOD FIELD, AS WELL AS PROVIDING THE ALIGNMENT AND CONTINUITY INTO THE EARLY ELEMENTARY FIELD. AND THIS ALSO IS A PERFECT CONNECTION INTO WHAT OUR LEADERSHIP AT THE DEPARTMENT AND AT THE STATE BOARD LEVEL INTO THE MDE’S PRIORITY INITIATIVES CONNECTION, OF WHOLE CHILD, [INDISTINCT] AND OUR PRENATAL THROUGH AGE EIGHT. THE THREE PRIORITIES COME, YOU KNOW, AND ARE DERIVED FROM MICHIGAN’S TOP 10 IN 10 PLAN. YOU KNOW, ONE OF THE MAIN OUTCOMES– DESIGNATED OUTCOMES OF HAVING THE THREE PRIORITIES IS TO NOT ONLY INCREASE CROSS AGENCY WORK AND TO PRODUCE A HIGHLY FUNCTIONAL DEPARTMENT AND BE ABLE TO HAVE PRODUCTIVE PARTNERSHIPS AND POLICIES IN ALIGNMENT ACROSS THE DEPARTMENT IN ORDER TO MAKE THE FIELD A HIGHLY PRODUCTIVE AND ALIGNED AND COHERENT FIELD, BUT ULTIMATELY TO PRODUCE A TRULY FUNCTIONING P-20 SYSTEM OF EDUCATION FOR MICHIGAN, TO PUT US IN THE TOP 10 IN 10 FOR STATES FOR EDUCATION. AND THIS IS ONE OF THE CONTRIBUTING PROJECTS THAT WILL HELP MICHIGAN HOPEFULLY GET TO THAT POINT IN TIME.>>OVER THE PAST SEVERAL YEARS, WE’VE BEEN CONVENING MICHIGAN STAKEHOLDERS TO HELP ADDRESS THE SYSTEM, TO REALLY THINK ABOUT HOW CAN WE PUT STUDENTS FIRST IN OUR CERTIFICATION SYSTEM. AND SO, THEY HAVE SELECTED TO DO THAT BY MAKING SURE THAT OUR EFFECTIVE EDUCATORS CAN USE DIFFERENTIATED SUPPORTS THAT MEET THE NEEDS OF THE WHOLE CHILD, WHICH MEANS THAT WE NEED TO HAVE AN UPDATE TO THESE PREPARATION STANDARDS. AND SO, WHEN WE THINK ABOUT THE PREPARATION STANDARDS, WHAT THEY REALLY DO FOR US IS THEY ESTABLISH A SHARED VISION FOR ALL ENTRY LEVEL TEACHERS. IT MAKES SURE THAT ALL OF OUR INSTITUTIONS THAT OFFER TEACHER PREPARATION PROGRAMS HAVE THE SAME MINIMUM UNDERSTANDING OF WHAT IT IS THE TEACHER SHOULD BE ABLE TO DO UPON GRADUATION. AND THEN IT REALLY HELPS GIVE THEM A STRUCTURE TO BE ABLE TO DEVELOP ALL THEIR PROGRAMS, AND IT ALSO GIVES A STRUCTURE FOR THE ASSESSMENT. SO THE LICENSURE ASSESSMENT FOR OUR TEACHER CERTIFICATION WOULD THEN BE UPDATED BASED ON STANDARDS. SO THIS PARTICULAR SET OF STANDARDS WOULD BE TO SUPPORT A BIRTH THROUGH KINDERGARTEN GRADE BAND. THIS WOULD PROVIDE SPECIALIZED TRAINING FOR TEACHERS IN THIS AGE BAND AND MAKE SURE THAT THEY REALLY UNDERSTAND THE STUDENTS THAT THEY’RE WORKING WITH IN ADDITION TO THE APPROPRIATE WAY TO DELIVER THE CONTENT TO THIS AGE LEVEL. THE OTHER THING THAT IS REALLY UNIQUE ABOUT THIS ONE IS IT HELPS TO REDUCE A BARRIER TO CERTIFICATION THAT CURRENTLY EXISTS. SO, UNDER THE CURRENT SYSTEM, IN ORDER TO TEACH IN EARLY CHILDHOOD, YOU MUST FIRST BE AN ELEMENTARY TEACHER OR NOT BE CERTIFIED. SO THIS WOULD ALLOW SOMEBODY TO ONLY BE CERTIFIED IN BIRTH TO K, OR THEY COULD ADD ON ADDITIONAL BANDS IF THEY WANTED, BUT THAT OPTION THAT YOU COULD BE CERTIFIED IN JUST BIRTH TO K PROVIDES ACCESS TO A LOT OF TEACHERS THAT HAVE A CHILD DEVELOPMENT DEGREE OR HAVE AN EARLY CHILDHOOD EDUCATION DEGREE THAT’S NOT NECESSARILY CERTIFIED TRACK, BUT NOW WILL BE A CERTIFIED TRACK. AND THEN OF COURSE, OPENS THE DOOR FOR STAFFABLE CREDENTIALS FOR SOMEBODY WHO WANTS TO GET A BIRTH TO KINDERGARTEN AND A PK THROUGH EIGHT AND BE ABLE TO TEACH ACROSS THOSE BANDS.>>WHY HAVE WE EMBARKED ON THIS WORK NOW? THIS IS REALLY A COUPLE YEARS IN THE WORK. FIRST, BUILDING UPON THE TOP 10 IN 10 PROMOTING A LINED P-20 SYSTEM, THE WORK THAT THE STATE BOARD AND THE DEPARTMENT HAS DONE– FIRST STEP, THE BOARD LAST FALL, AS YOU RECALL, ADOPTED THE STANDARDS FOR PRE-K, THREE, AND THREE SIX ENDORSEMENT BANDS. AND THE PREPARATION OF THOSE, FORMER DEPUTY SUPERINTENDENT SUSAN BROMAN AT THE TIME SAID, “WELL WHAT ARE WE DOING FOR THE PROFESSIONALS WHO WORK WITH INFANT TODDLERS?” IF WE’RE REALLY, TRULY PROMOTING A P-20 SYSTEM, WE HAVE PROFESSIONALS IN THE FIELD THAT ARE WORKING WITH OUR YOUNGEST IN THOSE VERY FORMATIVE YEARS. WHAT ARE WE DOING FOR THOSE CHILDREN? WELL, THIS IS THE NEXT STEP IN THAT ULTIMATE, YOU KNOW, GOAL OF TRYING TO ESTABLISH A TRULY COHERENT SYSTEM OF STANDARDS AND ACCOUNTABILITY FOR THE ENTIRE CERTIFICATION AND STANDARDS FOR P-20. AND SO, THAT THEN ALLOWED FOR A WINDOW OF OPPORTUNITY, AS YOU HEARD THIS MORNING ALSO, WITH A PARTNERSHIP WITH NASBE AND ALSO AT [INDISTINCT] WITH SOME EARLY CHILDHOOD WORKFORCE GRANTS PROVIDED TO THE DEPARTMENT IN WHICH WE ARE ABLE TO NOT ONLY LEVERAGE THOSE GRANTS TO WORK ON THE PRE-K THREE AND THREE SIX, BUT THAT PROVIDED AN OPPORTUNITY TO EMBARK IN A VERY RIGOROUS AND TIMELY PERIOD OVER THE LAST SIX TO SEVEN MONTHS ON DEVELOPMENT OF THESE STANDARDS, AND THEN ENGAGING WITH THE EXPERTS IN THE FIELD TO PUT FORTH BEFORE YOU THE PROPOSAL THAT YOU HAVE. ALSO, WE ARE IN A WINDOW OF OPPORTUNITY, NOT ONLY FROM THE LEGISLATOR’S PERSPECTIVE, THE FIELD’S PERSPECTIVE, BUT WITH OUR OWN PERSPECTIVE WITH OUR STRATEGIC PLAN WITH OUR INITIATIVES AROUND EARLY LITERACY. THESE THREE PRIORITIES ARE LITERACY WORK, ARE EARLY CHILDHOOD WORKFORCE WORK, AND THE STANDARDS AND ACCOUNTABILITY ALL ARE INTEGRATED IN TERMS OF CONTENT, KNOWLEDGE. AND SO, EARLY LITERACY IS WOVEN WITHIN THIS ALL THE WAY DOWN TO EARLY CHILDHOOD INFANT TODDLER. EMERGENT LITERACY IS A FOUNDATION FOR ALL LEARNING LATER ON IN LIFE.>>SO, AS WE THINK ABOUT WHO WOULD ENROLL IN THESE PROGRAMS, WHO’D ENROLL IN THESE PREPARATION PROGRAMS, WE KNOW THAT GSRP TEACHERS WOULD BE SOME OF THE TEACHERS THAT WOULD ENROLL IN THESE, EARLY CHILDHOOD SPECIAL EDUCATION TEACHERS, EARLY ON SERVICE PROVIDERS, HEAD START LEAD TEACHERS, PRE-KINDERGARTEN TEACHERS, AND KINDERGARTEN TEACHERS. NOW, EACH OF THESE DIFFERENT PROGRAMS ALSO HAS ALTERNATIVE CREDENTIAL OPTIONS FOR THOSE PROGRAMS SPECIFICALLY. SO, THE GREAT START READINESS PROGRAM ALSO HAS A CHILD DEVELOPMENT DEGREE THAT IS SPECIFIC THAT COULD BE USED ALTERNATIVELY. KINDERGARTEN TEACHERS, YOU COULD HAVE THIS OR YOU COULD HAVE THE PK-3. AND SO THE DISTRICT WOULD BE ABLE TO REALLY THINK ABOUT THE PREPARATION OF THE TEACHERS AND DETERMINING HOW TO STAFF THEIR SCHOOLS. AND IT PROVIDES SOME OPTIONS FOR TEACHERS TO THINK ABOUT WHAT THEY WANT AND FOR DISTRICTS TO THINK ABOUT WHO THEY WANT.>>THE OTHER PIECE IS THAT THE INTENTIONAL DEVELOPMENT OF THIS AS AN EARLY CHILDHOOD GENERAL AND SPECIAL EDUCATION ENDORSEMENT ALLOWS ALSO FOR THE STATE AND THE DEPARTMENT TO ADDRESS THIS ASPECT OF EARLY CHILDHOOD INCLUSIONARY SETTINGS. THIS HAS BEEN A CHALLENGE FOR MICHIGAN IN TERMS OF OUR FEDERAL REPORTING, NOT ONLY IN ACCOUNTABILITY, BUT IN PRACTICE. IN TERMS OF MICHIGAN’S PERFORMANCE AROUND INCLUSIONARY PLACEMENTS OF CHILDREN WITH DISABILITIES IN THE THREE– AGES THREE TO FIVE RANGE, WE’VE LAGGED BEHIND THE NATIONAL AVERAGE IN PLACEMENTS. GENERAL ED SETTINGS TYPICALLY ARE GSRP, HEAD START, OTHER PRIVATE PROVIDER, CLASSROOM SETTINGS, AND SO THIS WILL HELP IN TERMS OF BEING ABLE TO MOVE MICHIGAN AND MOVE THE NEEDLE TOWARD MORE CHILDREN WITH DISABILITIES AGE THREE TO FIVE BEING PLACED IN WITH THEIR PEERS WHERE– INSTEAD OF IN SEGREGATED SETTINGS AS THERE ARE MORE PLACED AT THIS CURRENT TIME.>>SO WE PARTICIPATED. AS WE GATHERED THE STAKEHOLDERS, ONE OF THE THINGS IS THAT WE WANTED TO MAKE SURE THAT WE HAD PERSPECTIVES FROM ACROSS THE STATE OF MICHIGAN. SO WE HAD [INDISTINCT] PROVIDERS, FACULTY, AND RESEARCHERS FROM OUR FOUR YEARS OF [INDISTINCT] PROGRAMS, FROM TWO YEAR COLLEGES THAT HAVE EARLY CHILDHOOD PROGRAMS, PUBLIC COLLEGES, PRIVATE COLLEGES. WE HAD GENERAL AND SPECIAL EDUCATION PRACTITIONERS AND TEACHERS, WE HAD ADMINISTRATORS, ISD REPRESENTATIVES, PROFESSIONAL ASSOCIATION LEADERS, SUCH AS MICHIGAN ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN AND THE DIVISION FOR EXCEPTIONAL CHILDREN, AND WE HAD PARENTS AND CHILD ADVOCATES, AND THEN WE HAD ACROSS THE MDE A VARIETY OF PEOPLE THAT CONTRIBUTE. AND WE HAD TWO GROUPS, AND THE FIRST GROUP REALLY FOCUSED ON THE DRAFTING OF THE STANDARDS. THIS WAS OUR CORE DRAFTING GROUP WHO CAME UP WITH FIVE SECTIONS. THEY HAD A FOUNDATIONAL SECTION, WHICH IS KIND OF THE THINGS YOU NEED TO KNOW IN ORDER TO KNOW EVERYTHING ELSE. WHAT IS THAT GROUNDWORK FOR THE PROGRAM. AND THEY HAD A WHOLE CHILD DEVELOPMENT REALLY FOCUSING ON– WHOLE CHILD DEVELOPMENT. AND THEN RELATIONSHIPS AND BUILDING RELATIONSHIPS WITH BOTH CHILDREN AND ADULTS, SPECIAL EDUCATION, AND THEN THE CONTENT KNOWLEDGE AND PEDAGOGY. AND THAT’S WHAT EACH OF THE ACRONYMS AND INITIALS IN THE STRUCTURE REPRESENT ARE THOSE SECTIONS IN THE STANDARDS. SO THE FOUNDATIONAL SECTION IS BROKEN INTO SECTIONS AS WE THINK ABOUT TEACHING AND LEARNING AND OBSERVATION DOCUMENTATION AND ASSESSMENT. SO, WHEN WE THINK ABOUT ASSESSING CHILDREN IN THE BIRTH TO KINDERGARTEN RANGE, WHAT DOES THAT LOOK LIKE? IT’S GONNA BE A LOT OF OBSERVATION, IT’S GONNA BE A LOT OF AUTHENTIC ASSESSMENT, IT’S GONNA BE A LOT MORE NOTETAKING THAN IT WOULD BE PAPER OR PENCIL, SITTING DOWN. CULTURALLY RESPONSIVE EDUCATION, AS MS. LEAH BREEN MENTIONED EARLIER, REALLY MAKING SURE THAT TEACHERS UNDERSTAND THE STUDENTS THAT THEY’RE WORKING WITH AND BEING ABLE TO PROVIDE THE APPROPRIATE INSTRUCTION FOR THEM. AND THEN THE RELATIONSHIPS INTERACTIONING GUIDANCE, SO THIS IS THE EARLY STEPS OF CLASSROOM MANAGEMENT. AS WE THINK ABOUT, WHAT IS IT THAT TEACHERS NEED TO KNOW IN ORDER TO BE ABLE TO HELP THOSE CHILDREN LEARN TO SELF MANAGE, BUILD RELATIONSHIPS, LEARN TO SHARE, DEVELOP RELATIONSHIPS WITH EACH OTHER, AND THEN MOVE INTO THE RULES AND ROUTINES AND THINGS THAT HAPPEN IN A STRUCTURED CLASSROOM SETTING. AND THEN THE PROFESSIONALISM. WHAT DOES IT MEAN TO BE A REFLECTIVE TEACHER WHO UNDERSTANDS THEIR PRACTICE, CAN MAKE CHANGE AS IT COMES ABOUT, AND CAN BE AN ETHICAL PROFESSIONAL. WHOLE CHILD DEVELOPMENT REALLY THINKS ABOUT WHAT IS IT THAT INFLUENCES DEVELOPMENT, SO THEY WOULD LEARN ABOUT THINGS THAT CAN HAVE AN INFLUENCE ON DEVELOPMENT. THEY WILL LEARN THE RULE OF PLAY, SO THESE EARLY PRE-SERVICE TEACHERS WOULD LEARN HOW PLAY IS SUCH A CRUCIAL THING FOR LEARNING. AND THEN THE SOCIAL-EMOTIONAL DEVELOPMENT OF CHILDREN. THE RELATIONSHIPS, AS I MENTIONED BEFORE, IT’S FOR TEACHERS TO UNDERSTAND HOW TO BUILD RELATIONSHIPS WITH THEIR STUDENTS, WITH FAMILIES, AND WITH THE COMMUNITIES THAT THEY’RE IN, AS WELL AS WITH OTHER SCHOOL AND SERVICE PROFESSIONALS, WHETHER THEY ARE COLLEAGUES AT THE SCHOOL, OR SOMEBODY THAT THEY’RE WORKING WITH AT THE ISD LEVEL, OR THEY’RE SOMEBODY THAT COMES IN FROM THE MEDICAL PROFESSION, SO IT’S REALLY LEARNING HOW ALL OF THOSE THINGS WORK. AND THEN SPECIAL EDUCATION WAS BROKEN INTO TWO SECTIONS, AND THE FIRST ONE, AS RICHARD HAD MENTIONED, WAS REALLY THINKING ABOUT THE INCLUSIVE SETTING. WHAT IS IT THAT MAKES A SETTING BEST FOR ALL CHILDREN TO LEARN? AND THEN THE SECOND SECTION IS REALLY THINKING ABOUT THE INDIVIDUALIZED FAMILY SERVICE PROGRAM AND THE INDIVIDUALIZED EDUCATION PROGRAM, AND WHAT IS IT THAT THIS BEGINNING TEACHER NEEDS TO KNOW ABOUT THE IEP PROCESS AND ABOUT THE IFSP PROCESS, AND HOW TO BRING PEOPLE TOGETHER AND HOW TO ENACT THESE PROGRAMS, AND HOW TO MAKE SURE THAT THE CHILDREN ARE GETTING WHAT THEY NEED AND MONITOR IT AND ALL OF THOSE THINGS. AND THEN THE CONTENT KNOWLEDGE AND PEDAGOGY. THIS ONE WAS REALLY DIFFICULT FOR OUR GROUP, BECAUSE THEY REALLY STRUGGLED WITH PUTTING A DIVISION WITHIN THE BIRTH TO KINDERGARTEN GRADE SPAN. AND BY SEPARATING OUT THE INFANT TODDLER AND THE PRESCHOOL/KINDERGARTEN, THEY FELT LIKE THEY WERE PUTTING IN AN ARBITRARY DIVISION THAT IS NOT ACTUALLY THERE. BUT AT THE SAME TIME, THEY REALLY WANTED TO BE ABLE TO PUT THAT FOCUS ON THE INFANT TODDLER BECAUSE IT HAS NOT BEEN FOCUSED ON BEFORE. SO WHEN WE THINK ABOUT THIS BEING A NEW CREDENTIAL, AND WE THINK ABOUT IT EXPANDING ON THE PREVIOUS ONE, THEY REALLY WANTED TO BE ABLE TO PUT FOCUS ON WHAT HAPPENS TO CHILDREN IN THEIR FIRST THREE YEARS OF LIFE THAT IS GOING TO SHAPE EVERYTHING AFTERWARDS, AND MAKE SURE THAT THE TEACHERS REALLY UNDERSTAND THOSE THINGS. AND THEN– WHEN WE THINK ABOUT THE SETTINGS, THE SETTING FOR INFANT TODDLERS IN PRESCHOOL/KINDERGARTEN IS VERY DIFFERENT. INFANT TODDLER, IT’S SOFT IN SETTING OUTSIDE THEIR HOME, BUT IT’S NOT QUITE A [INDISTINCT] SCHOOL SETTING, AND SO IT’S THINKING ABOUT HOW DOES LEARNING LOOK DIFFERENT IN THOSE DIFFERENT SETTINGS. AND THEN, LASTLY, REALLY THINKING ABOUT THE DIFFERENCES AND NEEDS OF THOSE CHILDREN. SO THEY PUT THE INFANT TODDLER TOGETHER, THINKING ABOUT THOSE SETTINGS AND THAT FOUNDATION, AND WHAT IS IT THAT YOU NEED TO TEACH AN INFANT TODDLER ABOUT EMERGENT LITERACY? WHAT IS IT THAT A TEACHER NEEDS TO KNOW ABOUT THAT? BECAUSE YOU’RE PROBABLY NOT GOING TO SIT THERE WITH A PIECE OF PAPER AND ASK THEM WHAT LETTER IS THIS AND WHAT LETTER IS THIS AND WHAT LETTER IS THIS. SO IT’S REALLY THINKING ABOUT HOW SHOULD A TEACHER APPROPRIATELY TEACH EMERGENT LITERACY IN INFANT TODDLER. AND SO IT’S GONNA BE THINKING ABOUT THEIR NATURAL SETTING, AND IT’S GONNA BE READING TO CHILDREN, AND IT’S GONNA BE LOOKING AT ROAD SIGNS, AND IT’S GOING TO BE DOING THOSE SORTS OF THINGS. BUT THEN THE PKK IS ALSO INTEGRATED, BUT SINCE IT IS A MORE STRUCTURED SETTING, WE SEPARATED IT OUT TO MAKE SURE THAT IT WAS EASILY CONSUMABLE FOR THE INSTITUTION. BUT AS A PREPARATION PROGRAM IS THINKING ABOUT HOW TO BUILD THEIR PROGRAM, THEY CAN LOOK AT IT IN SECTIONS TO DEVELOP OUT THE LANGUAGE IN EMERGENT LITERACY, DEVELOP OUT THE MATHEMATICS, HELPING CHILDREN OBTAIN THOSE EARLY NUMBER SENSE CONCEPTS, AND THE SCIENCE TO BE ABLE TO REALLY THINK ABOUT THE DISCOVERY AND LEARNING ABOUT THE WORLD AROUND THEM, AND THEN THE SOCIAL DEVELOPMENT STUDIES AND LEARNING ABOUT THE SHARING, AND LEARNING ABOUT THE RELATIONSHIPS, LEARNING ABOUT HOW THEIR NEIGHBORS WORK, AND THE WORLD FUNCTIONS WITH THEM IN IT. AND THEN I SAID THAT THAT WAS REALLY DEVELOPED BY A CORE DRAFTING TEAM, AND THEY HAD IDENTIFIED SOME EXPERT COLLEAGUES AND WE HAD IDENTIFIED AS PART OF OUR GENERAL RECRUITMENT WORK FOR THIS TEAM, A FOCUSED EXPERT REVIEW TEAM. WE WANTED TO HAVE A GROUP OF PEOPLE THAT WERE NOT PART OF THE CONVERSATIONS IN THE ROOM AND WERE NOT PART OF THE DRAFTING OF THE LANGUAGE TO BE ABLE TO READ IT AND MAKE SURE THAT IT MADE SENSE, MAKE SURE THAT IT WAS THE RIGHT THINGS, MAKE SURE THAT IT WAS AT THE RIGHT LEVEL OF DETAIL. SO WE ALSO HAD TEACHER PREPARATION PROGRAMS LOOK AT IT, WE HAD CLASSROOM TEACHERS AND PRESCHOOL TEACHERS AND INFANT TODDLER PROGRAMS AND INFANT HOME VISITORS ALL GAVE US SOME FEEDBACK ON THIS DRAFT. AND WHAT WE GOT OUT OF THAT WAS SOME REORGANIZATION, WE GOT SOME INCREASED CLARITY TO MAKE SURE THAT IT READ THE WAY THAT WE MEANT IT TO READ AND WE FIXED IT, OR MAYBE WE SHOULDN’T HAVE SAID EXACTLY THAT. WE MODIFIED SOME LANGUAGE, WE ADDED SOME ADDITIONAL SPECIFICITY FOR THAT INFANT TODDLER KNOWLEDGE, AND THEN WE MADE SURE THAT IT WAS ALIGNMENT WITH THE PK-3 PREPARATION STANDARDS. BUT AS WE KNOW THAT– THERE IS INTENTIONAL OVERLAP, AND PRE-K THROUGH K CAN BE IN EITHER ONE OF THESE PREPARATION PROGRAMS. WE WANT TO MAKE SURE THAT THE PROGRAMS ARE BUILT IN A WAY THAT SOMEBODY COULD COMPLETE BOTH AT THE SAME TIME, AND THEY COULD COME OUT WITH TWO GRADE BANDS. SO WE WANTED TO MAKE SURE THAT IT WAS VERY CLEAR TO SOMEBODY READING THE STANDARDS WHERE THAT OVERLAP WAS.>>THE NEXT STEPS AFTER DAVE’S PRESENTATION IS THAT WE’D LIKE TO SUBMIT A NOTICE TO THE PUBLIC FOR PUBLIC COMMENT, AND HOLD THAT OPEN THROUGH THE END OF SEPTEMBER, IN WHICH THEN THE DEPARTMENT CROSS OFFICE STAFF WOULD THEN REVIEW AND INCORPORATE PUBLIC COMMENT ACCORDINGLY, AND THEN COME BACK TO THE STATE BOARD IN NOVEMBER TO PRESENT A FINAL RECOMMENDATION WITH APPROPRIATE INPUT AND CORRECTIONS APPROPRIATELY INCORPORATED. AND THEN, OF COURSE, YOU WOULD BE PROVIDED WITH ALL THE PUBLIC COMMENT, AS IN THE PAST, YOU WOULD BE. AND THEN, ALSO, AFTER THAT, PENDING ANY ADOPTION– AT THAT POINT THEN, TECHNICAL ASSISTANCE, LICENSURE ASSESSMENT, AND ASSISTANCE TO THE INSTITUTES OF HIGHER ED FOR PREPARATION OF THEIR PROGRAMMER VISIONS WOULD BE WHAT THE DEPARTMENT WOULD ASSIST IN AT THAT POINT IN TIME, ALONG WITH THEIR PRE-K THREE AND THREE SIX PROGRAM DEVELOPMENTS. WITH THAT, I WILL SAY THANK YOU, AND I ENTERTAIN ANY QUESTIONS.>>THANK YOU FOR THE PRESENTATION. BOARD MEMBERS, QUESTIONS OR COMMENTS?>>GUESS I DO. I WANNA MAKE SURE I UNDERSTAND AND I’M CLEAR. SO THESE ARE STANDARDS. IS THERE TESTING THAT WILL FOLLOW THESE STANDARDS?>>THERE IS A LICENSURE ASSESSMENT FOR THE CANDIDATE, THE TEACHER CANDIDATE.>>SO, AS OF– WITHOUT THESE STANDARDS IN THE TESTING AND LICENSURE, WHAT HAPPENS NOW?>>WE HAVE A SET OF STANDARDS THAT CAN BE EARNED AS AN ADDITIONAL ENDORSEMENT ONLY.>>OKAY, SO IF THEY DON’T EARN IT, THEY CAN’T– I DON’T KNOW IF WE’RE CALLING THEM TEACHERS, BUT TEACH A ONE MONTH OLD?>>SO IT DEPENDS ON THE PROGRAM. A ONE MONTH OLD WOULD NOT HAVE THAT REQUIREMENT AND THEY WOULDN’T HAVE THAT REQUIREMENT UNDER THIS, SO THAT– THE PROGRAM REQUIREMENTS WOULD STAY THE SAME. WE WOULD THINK ABOUT IF YOU CURRENTLY NEED WHAT WE CALL OUR ZS ENDORSEMENT, THEN THAT WOULD TRANSFER. SO, A ONE MONTH OLD IS THOSE TYPES OF PROGRAMS THAT DO NOT CURRENTLY REQUIRE CERTIFICATION, WILL CONTINUE TO NOT REQUIRE CERTIFICATION.>>EVEN THOUGH THEY’RE STANDARDS IN THERE FOR ONE MONTH OLDS.>>EVEN THOUGH THERE ARE STANDARDS IN HERE FOR ONE MONTH OLDS, ONE IS IT CREATES A WELL-ROUNDED TEACHER WHO UNDERSTANDS HOW CHILDREN DEVELOP AS A WHOLE, EVEN THOUGH THEY’RE NOT– MAYBE NOT DIRECTLY TEACHING THEM. AND IT ALSO CREATES– THAT IDEA OF PRIVILEGE. SO, AS I THINK ABOUT WHO’S PUTTING– WHO DO I WANT TO PUT WITH THE CHILDREN. WHAT KIND OF CREDENTIALS AND BACKGROUND DO I WANT THEM TO HAVE? IT IS AN OPTION THAT IS THERE, IT’S NOT NECESSARILY A REQUIREMENT.>>OKAY, SO, IF IT DOESN’T AFFECT THOSE WANTING TO BE WITH ONE MONTH OLDS, WHAT AGE WOULD IT AFFECT THEM SO THAT THEY COULDN’T GET A PARTICULAR JOB WITHOUT THIS LICENSE?>>SO, IT WOULD START WITH EITHER THIS OR AN ALTERNATIVE CREDENTIAL. SO, HEAD START HAS PERSONNEL STANDARDS, GREAT START TO READINESS PROGRAM HAS SPECIFIC STANDARDS, KINDERGARTEN HAS SPECIFIC STANDARDS FOR WHAT YOU NEED TO HAVE TO TEACH. SO IT WOULD BE ABOUT THREE YEARS OLD THAT WOULD BEGIN THAT LEAD TEACHER CREDENTIAL.>>OKAY, SO CURRENTLY THEY DON’T HAVE THAT REQUIREMENT, AND NOW– AND AFTER THIS, THEY WOULD?>>CURRENTLY, THOSE PROGRAMS DO, IF YOU GO BACK TO– I’M SORRY. THESE PROGRAMS CURRENTLY WHO CAN USE THIS– TITLE’S NOT THE GREATEST. THESE PROGRAMS CURRENTLY HAVE A REQUIREMENT OF THE EARLY ELEMENTARY CERTIFICATION PLUS SZ ENDORSEMENT, CURRENTLY. IN SOME FASHION.>>OKAY.>>AS AN– SOME OF THESE PROGRAMS ALSO HAVE OTHER CERTIFICATION– NOT CERTIFICATION– OTHER–>>CREDENTIALING.>>–CREDENTIALING REQUIREMENTS. NO OTHER– SO, CERTIFICATION REQUIREMENTS ARE DETERMINED BY THE PROGRAM REQUIREMENTS, NOT BY FEDERAL OR STATE LAW. IN TERMS OF ANYONE ELSE BEING REQUIRED TO HAVE THE CERTIFICATION, NO ONE ELSE WOULD BE REQUIRED BEYOND THESE ON THE SCREEN AT THIS POINT IN TIME. THIS CERTIFICATION WOULD BE A NEW OPTION IN PLACE OF THE ZS THAT WOULD BE FAZED OUT.>>SO FROM KINDERGARTEN THROUGH 12TH GRADE, THERE IS VERY CLEAR. IF YOU ARE A TEACHER, YOU MUST HAVE A TEACHING CERTIFICATE. IN THE THREE TO FOUR YEAR OLDS SCHOOLING WORLD, IT’S MUCH GRAYER, AND IT’S KIND OF BASED ON THE FUNDING LINE. SO, IF YOU RECEIVE SOME SORT OF FUNDING, THEN YOU ARE REQUIRED TO MEET SOME CREDENTIALING REQUIREMENTS. AND MANY TIMES, THERE’S OPTIONAL REQUIREMENTS, SO YOU WOULD HAVE A CHOICE OUT OF TWO OPTIONS: YOU COULD HAVE THE TEACHER CERTIFICATE OR YOU COULD HAVE A DIFFERENT OPTION.>>A BACHELOR’S DEGREE IN CHILD DEVELOPMENT, OR A BACHELOR’S DEGREE IN EARLY CHILDHOOD EDUCATION WITH THE EMPHASIS IN PRESCHOOL TEACHING, FOR INSTANCE. AND THAT COULD APPLY IN GSRP OR HEAD START, FOR INSTANCE. BUT, LIKE IN EARLY ON OR PRESCHOOL SPECIAL EDUCATION, YOU NEED THE ELEMENTARY CERTIFICATION WITH THE ZS ENDORSEMENT, CURRENTLY. WITH THIS OPTION, YOU COULD– THE ADMINISTRATIVE RULES FOR THOSE TWO PRESCHOOL SPECIAL EDUCATION, OR EARLY ON, THE ADMINISTRATIVE RULES WOULD THEN, IN THE FUTURE, ALLOW FOR THIS OPTION INSTEAD OF THE CURRENT ZS, BECAUSE IT WOULD BE A RECODING. AND PART OF THIS IS THE CONTENT PREPARATION IS WHAT WE’RE TRYING TO, AGAIN, INCREASE IN QUALITY, MOVING FORWARD. OFTEN THE BIRTH THROUGH– NOT THE BIRTH. THE KINDERGARTEN THROUGH EIGHTH GRADE, OR WITH THE ZS, AGAIN, YOU GET THE BIRTH THROUGH EIGHTH GRADE EDUCATION FIRST, AND THEN THE ZS AFTER. THE EARLY CHILDHOOD CONTENT WAS ON TOP OF THAT. WHILE EVEN IN THE CORE FOUNDATION COURSE WORK, A LOT OF THE EMPHASIS TENDS TO GO INTO THE UPPER GRADES WITHIN THAT BAND, TRADITIONALLY. AND SO, EVEN FOR THOSE PREPARATION PIECES, YOU TEND TO GET LESS OF THE EARLY CHILDHOOD WHOLE CHILD CONTENT, IN TERMS OF OVERALL WHOLE CHILD DEVELOPMENT. THIS IS A REALLY IN-DEPTH, CONCENTRATED, IN TERMS OF KNOWLEDGE BASE OF CONTENT AROUND WHOLE CHILD DEVELOPMENT, AS WELL AS THE FOUNDATIONAL PIECES OF ACADEMICS AND NON-ACADEMICS PIECES. AND THEN YOU ALSO GET ALL OF THE TRADITIONAL TEACHER PREPARATION PIECES ON THE PEDAGOGY AND CLASSROOM MANAGEMENT, ETCETERA.>>THANK YOU.>>DOES THAT ANSWER YOUR QUESTION?>>I GUESS SO. SURE.>>OH, OKAY. DR. PRITCHARD.>>THANK YOU. I HAVE TO LEARN BY EXAMPLE ON SOME THINGS. SO IF I’M A YOUNG PERSON, AND I BELIEVE THAT I ONLY WANT TO WORK WITH OR TEACH CHILDREN NO OLDER THAN KINDERGARTEN, THEN I COULD GO TO WHATEVER UNIVERSITY’S GOING TO OFFER THIS AND GET THIS NEW CERTIFICATION, WHICH WOULD THEN, I’M GOING TO GO TO THE SECOND PART, WOULD ALLOW ME IN MY KINDERGARTEN CLASSROOM, IF I’M UNDERSTANDING THIS, THAT IF A STUDENT HAD AN IEP, THAT THEY COULD ALSO BE PART OF THAT CLASSROOM. WOULD THAT STUDENT WITH THE IEP, I’M GOING TO USE THE EXAMPLE OF THE SPEECH-LANGUAGE ISSUE, BECAUSE THAT’S NORMALLY WHAT WE SEE WITH LITTLE ONES. WOULD THEY STILL HAVE SERVICES OF A SPEECH PATHOLOGIST WHO WOULD EITHER DO A PULL OUT OR A PUSH IN? WHATEVER. BUT I WOULD HAVE HAD, IN THE CERTIFICATION PROCESS, POSSIBLY SOME MORE CONTENT KNOWLEDGE ABOUT CHILDREN WITH SPEECH ISSUES, OR WHATEVER OTHER ISSUES MIGHT BE, IN AS FAR AS THE CERTIFICATION, THEN, I WOULD BE ALL RIGHT IN HAVING STUDENTS TO A CERTAIN AMOUNT, IN THE CLASSROOM.>>THAT’S ACCURATE.>>HAVE I GOT THAT?>>YEP, THIS PERSON WOULD NOT BE PREPARED WITH SPECIALIZED SPECIAL EDUCATION PREPARATION. THEY WOULDN’T BE PREPARED TO BE A SPEECH-LANGUAGE PATHOLOGIST. THEY WOULD NOT HAVE THE SAME QUALIFICATIONS AS SOMEBODY WHO HAS AN AUTISM SPECTRUM DISORDER ENDORSEMENT.>>RIGHT.>>THEY WOULD BE PREPARED TO WORK WITH CHILDREN THAT HAVE IEPs IN AN INCLUSIVE SET. IT WOULD BE AN EXCELLENT PERSON TO HAVE IN A KINDERGARTEN CLASSROOM, WHO WOULD KNOW HOW TO WORK WITH ALL STUDENTS. THEY’RE NOT THE SAME AS A RESOURCE ROOM TEACHER. THEY’RE NOT THE SAME AS A TEACHER THAT HAS THOSE SPECIALIZATIONS. BUT THEY WOULD BE VERY WELL-PREPARED FOR THAT SETTING.>>OKAY, AND THEN, GSRP. CURRENTLY, IF A CHILD HAS BEEN IDENTIFIED EARLY ON, WITH SOME SORT OF, AND THEY HAVE AN IEP, ARE THEY PROHIBITED FROM BEING IN GSRP CLASSROOMS AT THIS POINT?>>YEAH.>>NO, THEY ARE NOT. BUT AGAIN, WHAT THIS CERTIFICATION WOULD ALLOW ME, AS TEACHER OF GSRP STUDENTS, THAT EXTRA KNOWLEDGE OF– BUT AGAIN, I’M NOT GOING TO BE PROVIDING SPECIALIZED SERVICES TO THAT CHILD, WHATEVER THEIR IEP IS CALLING FOR. THAT WOULD STILL HAVE TO– OKAY, ALL RIGHT, I THINK I HAVE IT, THANK YOU.>>I NEED A COUPLE MORE QUESTIONS. OKAY. I APPRECIATE THE EFFORT TO ADDRESS HAVING MORE INCLUSIVE EARLY-ON OPTIONS FOR PARENTS, SO WHAT I’M PUZZLING ABOUT IS, SO I KNOW THAT THE PROGRAMS THAT ARE PART OF GSRP… ARE WOEFULLY UNDERFUNDED. SO, AND THEY’RE NOT ABLE TO PAY, AT LEAST WHAT I’VE SEEN THEIR STAFF… WAGES, SOMETIMES. SO SOMEONE WOULD GO, THIS IS A FOUR-YEAR DEGREE, OR A TWO-YEAR DEGREE?>>LIKE THE CURRENT PROGRAM, IT’S A FOUR-YEAR DEGREE. BY HAVING IT BE SPECIALIZED, IT WILL LIKELY TAKE LESS THAN THE CURRENT FIVE TO SIX YEARS.>>OKAY.>>AND WILL TRULY BE A FOUR-YEAR DEGREE.>>FOUR-YEAR DEGREE. OKAY. THEY’RE NOT WORKING. SO WHEN THEY COME OUT, AND SO THEY WOULD HAVE TO GO TO A UNIVERSITY AND PAY THE TUITION, AND THEN, YOU KNOW, WOULD THE GSRP PROVIDER, THE PEOPLE IN THAT PROGRAM, BE ABLE TO HIRE THEM IN ORDER TO COUNTER BALANCE THE AMOUNT OF INVESTMENT THEY PUT INTO THEIR EDUCATION, AND THAT’S–>>THE ONGOING CONVERSATION AROUND TEACHING RIGHT NOW, IS THAT CONSIDERATION. ONE OF THE THINGS IS THAT THIS DOES NOT EXPAND INTO NEW POPULATIONS, SO IF YOU WERE REQUIRED TO HAVE A FOUR-YEAR DEGREE BEFORE. THEN THIS WOULD REPLACE THAT FOUR-YEAR DEGREE. SO IT’S NOT LOOKING AT, IF YOU USED TO NEED A TWO-YEAR DEGREE, NOW YOU NEED THIS FOUR-YEAR DEGREE. WE’RE NOT EXPANDING IT IN THAT WAY. IT WOULD BE WONDERFUL IF SOMEDAY WE CAN, BUT WE ARE VERY AWARE THAT THE SALARIES DO NOT SUPPORT THAT.>>AND THEN, THE EARLY ON PROGRAM, I’VE SEEN IT WORK REALLY WELL FOR SOME FAMILY AND FRIENDS WHO’VE HAD IT, BUT THAT WAS YEARS AGO. I’M JUST WONDERING, WHAT IS THE STATUS OF THAT? HAS THE PROGRAM INCREASED, DECREASED OVER THE YEARS? IS IT THE LOCAL DISTRICTS WHO HIRE? IS IT THE STATE THAT PROVIDES FUNDING FOR THAT? HOW DOES THAT WORK, AND DO YOU KNOW THE STATUS OF IT?>>EARLY ON SERVICES ARE MAINLY COORDINATED AT THE ISD LEVEL. AT ANY ONE TIME IN THE STATE OF MICHIGAN, I’M GOING TO BALLPARK YOU, BUT THERE ARE ABOUT 10,000 TO 11,000 STUDENTS, PUPILS, YOUNGSTERS, RECEIVING EARLY ON SERVICES. ON A YEARLY BASIS, THAT NUMBER’S ABOUT 22,000, AND SO KIDS OBVIOUSLY COME ON, AND THEN THEY ROLL OFF IN TERMS OF THEIR ELIGIBILITY, WHETHER THEY MEET THEIR GOALS, THEIR IFSP GOALS, THEIR FAMILY SERVICE PLAN GOALS, OR THEY TRANSITION INTO EARLY CHILDHOOD SPECIAL ED, ONE OF THE TWO. BUT THE SERVICES, FOR THE MOST PART, ARE COORDINATED BY THE ISD. THOSE REFERRALS COME INTO AN OFFICE AT CLINTON COUNTY RESA, AND THE INFORMATION’S TAKEN DOWN ABOUT THE STUDENTS, OR PUPILS, OR YOUNGSTERS, AND THEN THAT INFORMATION IS SHIPPED BACK TO ISDs, AND THEN THE ISDs START TO MAKE THOSE CONTACTS WITH THE FAMILIES TO PROVIDE THOSE SERVICES.>>AND THE NUMBER OF PEOPLE DOING THAT WORK HAS MAINTAINED? OR IS IT… I WOULD IMAGINE WITH LESS FUNDING…>>IT VARIES BY ISD. WE RECEIVE ABOUT $12 MILLION IN EARLY ON FUNDING AT THE STATE LEVEL. WE SEND A VAST MAJORITY OF THAT OUT TO THE ISDs. IF YOU START TO THINK ABOUT THAT, $11 MILLION ACROSS 56 ISDs, ACROSS 20,000 KIDS, IT’S NOT A LOT OF DOLLARS.>>RIGHT.>>WE WERE ABLE TO SECURE SOME STATE FUNDING, AND THIS YEAR’S BUDGET, FOR THE FIRST TIME, SECTION 54B, WE SECURED $5 MILLION FOR EARLY ON SERVICES. BUT THE NEED IS GREATER.>>THANK YOU FOR EXPLAINING IT.>>OTHER BOARD MEMBERS’ QUESTIONS OR COMMENTS? GOING ONCE. GOING TWICE. AND THRICE. WE APPRECIATE YOUR PRESENTATION. THANK YOU SO MUCH.>>THANK YOU.>>I DO BELIEVE THAT OUR LAST TWO INDIVIDUALS WHO’VE HAD PUBLIC COMMENT ARE HERE. THEY HAD TROUBLE GETTING THROUGH SECURITY. THE GOOD NEWS IS, THEY HAD TROUBLE GETTING THROUGH SECURITY. THE BAD NEWS IS, THEY HAD TROUBLE GETTING THROUGH SECURITY. SO WE INVITE EACH TO COME UP AND PROVIDE THEIR THREE MINUTES OF PUBLIC COMMENT NOW, IF YOU WOULD. MISS SCHNEIDER?>>I HAVE PUBLIC PARTICIPATION FORMS FOR RONALDO TRIPLETT AND PASTOR CARLTON LYNCH.>>HOW’S EVERYBODY DOING? THANK YOU FOR THE OPPORTUNITY TO COME. PASTOR CARLTON LYNCH. I KNOW I MAY NOT LOOK LIKE THE PASTOR. [ LAUGHTER ] BUT I FELT THE SPIRIT TO DRESS DOWN TODAY. AND WE LOVE BENTON HARBOR COMMUNITY, AND WE’RE READY, SERIOUSLY, TO ENGAGE AND WORK WITH THE DEPARTMENT OF EDUCATION, AND DO WHATEVER WE CAN DO TO SAVE THE FUTURE OF OUR CHILDREN. MR. TRIPLETT IS A BENTON HARBOR GRADUATE, RESUME IS VERY EXTENSIVE DEALING WITH EDUCATION, AND WE’VE BEEN WORKING ON SOME THINGS, EVEN AT OUR CHURCH, NOT TO GANG UP ON PEOPLE, BUT TO GANG UP ON THE PROBLEM, AND ESPECIALLY LISTENING AND HEARING ABOUT THE NEW LAW THAT HAS TO DO WITH OUR THIRD GRADERS AND THEIR READING ABILITY. AND SO WE WANT TO BEGIN DIFFERENT IDEAS, AND HAVE STARTED DIFFERENT PROGRAMS ALREADY TO HELP OUR CHILDREN. I SAW ONE, MR. TRIPLETT WILL TAKE THE MAJORITY OF THE TIME, AND JUST ADDRESS SOME THINGS ABOUT BENTON HARBOR.>>FIRST OF ALL, I’D LIKE TO TAKE THIS OPPORTUNITY TO WELCOME OUR NEW STATE SUPERINTENDENT, DR. RICE, AND TO THIS BOARD, THIS ESTEEMED BOARD HAD AN OPPORTUNITY. SOME OF YOUR FACES LOOK FAMILIAR BECAUSE YOU CAME DOWN IN THE MIDDLE OF THE FIGHT, AND WE FELT VERY CONFIDENT, AND FELT SUPPORTED. BUT AS PASTOR LYNCH WAS SAYING, I’M QUITE SURE THERE’S NO SECRET AS IT RELATES TO BENTON HARBOR. SOME OF THE THINGS THAT HAVE HAPPENED DOWN THERE, SOME OF THE ISSUES THAT THE DISTRICT AND THE COMMUNITY ITSELF IS GOING THROUGH. AND SO I’M NOT HERE TODAY TO TALK ABOUT ANY SPECIFIC THING AS IT RELATES TO ANY SPECIFIC INDIVIDUAL, BUT THIS SUMMER, YOU KNOW, THROUGHOUT THE COMMUNITY WE’VE BEEN UP HERE FIGHTING AND PROTESTING AND WHAT HAVE YOU, BUT AS PASTOR SAID, WE DIDN’T JUST WANT TO BE OUT HERE FIGHTING AND YELLING WITHOUT ANY SOLUTIONS. AND THIS SUMMER, WE HAD AN AMAZING LITERACY CAMP FOR EARLY CHILDHOOD AND FIRST, SECOND, AND THIRD GRADE STUDENTS, AND IT WAS ABSOLUTELY AMAZING. IT WAS FOR SIX WEEKS. AND SO, YOU KNOW, I JUST WANT THIS BOARD OF EDUCATION AND DR. RICE TO KNOW THAT WE DO HAVE PLACES AND PEOPLE AND SPOTS IN THAT COMMUNITY THAT REALLY WANT TO SEE BENTON HARBOR AREA SCHOOLS BECOME SUCCESSFUL. AND SO, THE PROGRAM THAT WE DID HAVE, IT WAS A LITERACY CAMP, AND WE HAD RETIRED TEACHERS WHO ARE MEMBERS OF OUR CHURCH, WHO PARTICIPATED, AND IT WAS ABSOLUTELY AMAZING. BUT I WANT TO ALSO TAKE THIS OPPORTUNITY TO THANK YOU, DR. RICE, FOR YOUR CARING APPROACH TO ASSESSING AND ENGAGING COMMUNITIES LIKE BENTON HARBOR. IT’S AT THE FOREFRONT. ALL CONVERSATIONS, AS IT RELATES TO COMMUNITIES THAT ARE BLACK AND BROWN LIKE OURS. AND SO, THERE IS AN ALARM AT THE GATE, AND I, PERSONALLY, MYSELF, WANT TO JUST ASK THE QUESTION. I CAN GET A RESPONSE AT A LATER DATE, BUT THIS IS SOMETHING THAT I THINK IS IMPORTANT, BECAUSE WE’RE NOT REPRESENTING ANY PARTICULAR ORGANIZATION, JUST AS A CITIZEN, AS AN EDUCATOR FROM THIS COMMUNITY, AND I WANTED TO MAKE SURE I HAD THE QUESTION RIGHT. DIDN’T WANT TO BE UP HERE FUMBLING AROUND AND WHAT HAVE YOU. BUT FOR CITIZENS AND EDUCATIONAL PROFESSIONALS, WHAT IS YOUR PREFERRED METHOD FOR THE PUBLIC TO SHARE INSIGHTS, IDEAS, AND CONCERNS ABOUT THE STATE OF PUBLIC EDUCATION IN THEIR COMMUNITIES? BECAUSE IN ORDER FOR OUR SCHOOL DISTRICT TO MOVE FORWARD, THOSE SCHOOL DISTRICTS THAT ARE SUCCESSFUL SCHOOL DISTRICTS, THEIR COMMUNITY IS ENGAGED, ON ALL DIFFERENT LEVELS. AND OUR COMMUNITY, THROUGHOUT THIS PROCESS, HAS BEEN DIVIDED, AND IT JUST SEEMS SOMETIMES DISJOINTED, BUT WHEN PUSH COMES TO SHOVE, THERE IS NOTHING LIKE THAT TIGER SPIRIT. I GRADUATED FROM BENTON HARBOR HIGH SCHOOL IN 1978. THE 103rd GRADUATING CLASS, OF WHICH I WAS THE PRESIDENT, OF 419 STUDENTS WITH 37 SUMMER SCHOOLS, WHO SUCCESSFULLY GOT THEIR DIPLOMAS. WE’VE JUST CELEBRATED 42 YEARS, AND IT IS GREAT TO BE A BENTON HARBOR TIGER. AND I JUST WANT THIS BOARD, AND I WANT DR. RICE TO KNOW THAT WE DO APPRECIATE WHEN YOU CAME OUT THERE, IT WAS JUST COMFORTING. WE FELT RELIEVED THAT AT LEAST WE HAD SOMEBODY AT THE HELM THAT DIDN’T COME IN TO THIS THING JUST LISTENING TO WHAT EVERYBODY WAS SAYING ABOUT US, AND REALLY, REALLY SAID I’M GOING TO SUPPORT. AND THIS IS WHAT I FEEL, AND ESPECIALLY HAVING A STATE SUPERINTENDENT WHO’S HAD AN OPPORTUNITY TO FEEL SOUTHWESTERN MICHIGAN A LITTLE BIT, BEING FROM KALAMAZOO AND OLD MAROON GIANTS, THAT WE HAD TO FIGHT ALL THE TIME IN THE STATE CHAMPIONSHIPS. BUT I DO WANT TO SAY TO YOU THAT WE, PASTOR LYNCH AND OUR CHURCH, AS THE CHURCH ADMINISTRATOR, WE ARE LOOKING FOR INITIATIVES, AND WE ARE PUTTING IN PLACE SOME THINGS TO SUPPORT, IN PARTICULAR, THIS THIRD GRADE INITIATIVE, BECAUSE WE WANT OUR STUDENTS TO HAVE ALL OF THE SUPPORT THAT THEY CAN POSSIBLY GARNER, AND WE WANT YOU ALL TO KNOW THAT THERE ARE LITTLE SPOTS AND PLACES IN THAT COMMUNITY THAT ARE WORKING EXTREMELY HARD, AND WE WANT TO DEFINITELY TAKE THE LEAD IN TAKING THIS EDUCATION TO THE STREETS. SO WE JUST THANK YOU ALL SO VERY MUCH FOR LISTENING, AND I’M JUST LOOKING FORWARD TO WORKING WITH YOU ALL, AND I JUST WANT TO SAY TO YOU ALL, TIGERS ARE PREDATORS. WE ARE NEVER THE PREY.>>AND WHENEVER YOU ALL HAVE THE OPPORTUNITY, MOSTLY, ESPECIALLY OUR SUPERINTENDENT, AND ALL OF YOU ALL, YOU KNOW, WHENEVER YOUR TIME ALLOWS YOU TO COME TO BENTON HARBOR, ALLOW US THE OPPORTUNITY TO SHOW YOU OUR CAMP THAT WE BELIEVED WAS JUST GOING TO BE THIS SUMMER, BUT WITH 35 TO 40-SOME KIDS THAT’S EXCITED ABOUT LEARNING HOW TO READ, WE’RE GOING TO EXTEND THE PROGRAM EVEN INTO THE SCHOOL YEAR, TWO TO THREE DAYS OUT OF THE WEEK. AND I BELIEVE THAT IF YOU CAN SEE THAT, AND COME TO THE GROUND, GO TO BENTON HARBOR HIGH SCHOOL, GO TO THE OTHER AREA ELEMENTARY SCHOOLS. I DEFINITELY BELIEVE THAT YOU’LL SEE SOME SMART AND INTELLIGENT KIDS THAT ARE REALLY EAGER FOR THE OPPORTUNITY TO BE EDUCATED. THANK YOU SO MUCH FOR YOUR TIME.>>THANK YOU, PASTOR, MR. TRIPLETT. THANK YOU, BOTH. NEXT ITEM ON THE COMMITTEE, THE WHOLE AGENDA’S PRESENTATION OF THE STANDARDS FOR THE PREPARATION AND PRACTICE OF SPECIAL EDUCATION. ADMINISTRATORS, THESE STANDARDS WERE WRITTEN TO SUPPORT THE TOP 10 IN 10 YEARS STRATEGIC GOAL THREE TO DEVELOP, SUPPORT, AND SUSTAIN A HIGH-QUALITY, PREPARED, AND COLLABORATIVE EDUCATION WORKFORCE, THE MICHIGAN DEPARTMENT OF EDUCATION’S WHOLE CHILD PRIORITY. THIS SET OF STANDARDS WILL INFORM PROGRAM DEVELOPMENT AND CONTINUOUS IMPROVEMENT EFFORTS AT MICHIGAN’S EDUCATOR PREPARATION INSTITUTIONS. THIS PREPARATION WILL BE FOLLOWED, SIMILAR TO THE LAST ONE, BY A PERIOD OF PUBLIC COMMENT AND REQUESTS FOR APPROVAL AT THE NOVEMBER STATE BOARD OF EDUCATION MEETING. HERE TO PRESENT TO US THIS AFTERNOON, DR. VENESSA KEESLER, RE-WELCOME. DR. SEAN KOTTKE, EDUCATION CONSULTANT MANAGER IN THE OFFICE OF EDUCATOR EXCELLENCE, AND MR. SUNGTI HSU, EDUCATOR CONSULTANT IN THE OFFICE OF EDUCATOR EXCELLENCE. WELCOME TO ALL THREE OF YOU.>>THANK YOU, DR. RICE. I WANT TO, IN TURN, ECHO MY COLLEAGUES’ THANKS FOR THE COLLABORATION. DR. [ INDISTINCT ] AND HIS STAFF HAS BEEN VERY SUPPORTIVE AND HELPFUL, AND WORKING CLOSELY WITH US, AS THIS IS ANOTHER AREA WHERE THE PREPARATION STANDARDS FOR SPECIAL EDUCATION ADMINISTRATORS BRIDGES THE TWO DIVISIONS, AND ONE OF THE THINGS WE’VE BEEN FOCUSING ON A LOT IS THE DEPARTMENT IS SPEAKING WITH ONE VOICE, AND WORKING ACROSS OFFICES, SO I APPRECIATE ALL THE COLLABORATION AND THE HARD WORK. I AM GOING TO TURN IT OVER TO DR. KOTTKE.>>THANK YOU.>>AND SUNGTI TO DO THE REST OF THE PRESENTATION.>>GREAT, THANK YOU, AND GOOD AFTERNOON. AS YOU RECALL, WE SPOKE TO YOU IN JUNE ON NEW PREPARATION STANDARDS FOR SCHOOL SOCIAL WORKERS. THOSE ARE CURRENTLY OUT FOR PUBLIC COMMENT. WE WILL BE RETURNING IN THE FALL FOR APPROVAL OF THOSE. THIS IS A NEW SET OF STANDARDS, ALIGNED WITH THE SAME PROJECT THAT WAS DEVELOPED. AND I’M GOING TO TURN THINGS NOW OVER TO SUNGTI, WHO HAS LED ON THIS, THE DETAILED WORK FOR YOU.>>THANK YOU. GOOD AFTERNOON, THANK YOU FOR YOUR TIME. SO THIS SET OF STANDARDS ADDRESS MDE GOALS ONE, TWO, AND THREE IN THE TOP 10 IN 10 YEARS STRATEGIC PLAN. MORE SPECIFICALLY, THE SET OF STANDARDS ECHOES MDE SUPPORT FOR THE WHOLE CHILD APPROACH, WHICH ADDRESSED THE NEED OF WHOLE SCHOOL AND WHOLE COMMUNITY BY EXPLICITLY ADDING DEFINED KNOWLEDGE AND SKILLS SPECIAL EDUCATION ADMINISTRATORS MUST HAVE TO FUNCTION AS AN ADMINISTRATOR FOR THE ENTIRE SCHOOL AND DISTRICT, IN ADDITION TO SPECIAL EDUCATION PROGRAMS. THIS MEANS THAT SPECIAL EDUCATION ADMINISTRATORS ARE TRAINED TO BE A PART OF THE DECISION-MAKING TEAM TO PROVIDE SERVICES TO STUDENTS IN TIER ONE AND TWO OF THE MTS SYSTEM, IN ADDITION TO STUDENTS WHO ARE IDENTIFIED FOR TIER THREE SUPPORT. THE BOARD HAS NOT HAD THE OPPORTUNITY TO SET A SET OF STANDARDS FOR THE PREPARATION OF SPECIAL EDUCATION ADMINISTRATORS IN THE PAST. OKAY, IT IS IN THE MARSE RULES, BUT NOT AS A SET OF SPECIFIC STANDARDS WITH INDICATORS. BY HAVING A SET OF STANDARDS, WE CAN ENSURE THE RIGOR OF THE PREPARATION PROGRAMS, WHILE CONTINUING TO PROVIDE FLEXIBILITY FOR PLACEMENTS.>>I’M GOING TO ADD A CLARIFYING COMMENT RIGHT HERE, THAT I NEEDED WHEN WE FIRST STARTED TALKING ABOUT THIS PROJECT, OR THIS WORK. THESE ARE STANDARDS FOR THE PREPARATION PROGRAMS. SO THE PROGRAMS THAT INDIVIDUALS CAN GO THROUGH TO BE PREPARED AS SPECIAL EDUCATION ADMINISTRATORS. THAT IS DIFFERENT AND SEPARATE FROM THE REQUIREMENTS TO BE A SPECIAL EDUCATION ADMINISTRATOR OR A DIRECTOR. THOSE ARE IN MARSE RULES. THAT’S NOT WHAT WE’RE TALKING ABOUT HERE. WE’RE TALKING ABOUT STANDARDS FOR THE PROGRAMS, MUCH LIKE WHAT WE JUST TALKED ABOUT IN THE PRIOR PRESENTATION, THE STANDARDS FOR THE PROGRAMS. SO I ALWAYS HAVE TO KEEP THIS STRAIGHT, AND I ALWAYS LIKE TO CALL IT OUT WHEN WE’RE DOING PRESENTATIONS, BECAUSE IT CAN BECOME A LITTLE MURKY IF WE’RE NOT… THERE’S TWO DIFFERENT LANES, AND ESPECIALLY IN THIS SPACE, MARSE RULES, AND POTENTIALLY CHANGING THAT IS A WHOLE DIFFERENT BALL GAME THAN THINKING ABOUT PREP PROGRAM STANDARDS. SO WE’RE NOT TALKING ABOUT MARSE RULE CHANGES. WE ARE TALKING ABOUT PREP PROGRAM STANDARDS.>>WILL YOU SAY WHAT MARSE IS?>>YES, IT IS THE MICHIGAN ADMINISTRATIVE RULES FOR SPECIAL EDUCATION.>>YES. [ LAUGHTER ]>>THANK YOU FOR THE CLARIFICATION. THE REASON WHY WE ARE DOING IT RIGHT NOW IS BECAUSE THE COMPETENCIES IDENTIFIED IN THE MARSE RULES FOR THE PREPARATION OF SPECIAL EDUCATION ADMINISTRATORS WERE LAST REVIEWED IN 2011, SO IT’S BEEN ALMOST 10 YEARS NOW. IN ADDITION TO THAT, THE TIMELINE THAT THIS OVERSIGHT OF THE SET OF STANDARDS IS TRANSITIONING FROM THE OFFICE OF SPECIAL EDUCATION TO THE OFFICE OF EDUCATOR EXCELLENCE. KIND OF PROVIDES THIS OPPORTUNITY FOR US TO KIND OF RETHINK HOW WE WOULD STRUCTURE THE STANDARDS FOR THE PREPARATION OF THESE INDIVIDUALS. AND THE THIRD IS THAT WE ALSO FELT THE URGENCY SO THAT WE CAN PROVIDE FLEXIBILITY TO THE FIELD SO THAT, YOU KNOW, THOSE… WE CAN FILL THE NEED, SINCE THERE IS A SHORTAGE. WE’VE OFTEN TIME TALKED ABOUT THAT. AND THEN, THE CURRENT COMPETENCIES ARE TOPICAL. THEY DON’T HAVE A KNOWLEDGE OR SKILL INDICATOR SO THAT WE CAN CLEARLY SEE THE SPECIAL EDUCATION ADMINISTRATORS GOING THROUGH THE PROGRAM CAN PERFORM, AND WE CAN IDENTIFY THAT THEY ARE COMPETENT IN THOSE SKILLS AND KNOWLEDGE. AND THEN, THE PREPARATION PROGRAMS ARE ALSO TELLING US THAT IT IS BECOMING INCREASINGLY DIFFICULT TO OPERATE PROGRAMS SEPARATELY, SINCE THEY ARE ALSO LIMITED IN RESOURCES, AND THOSE TWO SETS OF COMPETENCIES IDENTIFIED IN MARSE ARE VERY SIMILAR, BUT THERE ARE SOME SPECIFICS THAT ARE DIFFERENT. BUT BECAUSE THEY ARE SIMILAR ENOUGH, YET AT THE SAME TIME, DIFFERENT, THE INSTITUTIONS NEED TO CREATE TWO SETS OF PROGRAMS THAT GO IN THROUGH TWO SETS OF DIFFERENT PROCESSES AND PROCEDURES IN ORDER TO OPERATE THOSE, AND THEY’RE FEELING THE PRESSURE OF NEEDING TO KIND OF CONDENSE THAT. IN ADDITION TO THOSE REASONS LISTED ON THE POWERPOINT, I ALSO WANTED TO ADD TO ONE, IS THAT CURRENT DIRECTORS IN SPECIAL EDUCATION, DIRECTORS AND SUPERVISORS OF SPECIAL EDUCATION ARE UNABLE TO ASSUME THE RULES. FOR THE DIRECTORS ARE UNABLE TO ASSUME THE ROLES OF SUPERVISOR, BECAUSE THEY ARE TWO DIFFERENT SETS OF PROGRAMS, WITH TWO SETS OF SYSTEMS, AND WE OFTEN HEAR PEOPLE SAY, “WELL, I WAS A DIRECTOR. WHY CAN’T I DO SOMETHING AT THE DISTRICT LEVEL? WHY CAN’T I DO SOMETHING AT THE SCHOOL LEVEL AS A SUPERVISOR?” AND THEN, BECAUSE OF THE WAY THE COMPETENCIES ARE STRUCTURED, WE ALSO HEAR FROM THOSE WHO UNFORTUNATELY LEFT THIS STATE AND GO TO THE OTHER STATE TO WORK AS SPECIAL ED ADMINISTRATORS. THEY’RE TELLING US THAT THEY’RE UNABLE TO GET THE RECIPROCITY GOING, BECAUSE OF SOME OF THE WAY WE STRUCTURE THE ADMINISTRATOR COMPETENCIES. AND ALSO, IT’S ALSO A VERY OPPORTUNE TIME, BECAUSE THE STATE IS NOT REQUIRING SPECIAL EDUCATORS WHO ARE ADMINISTERING INSTRUCTIONAL PROGRAMS TO NEED TO HAVE A GENERAL ADMINISTRATOR CERTIFICATION. AND SO BY INCORPORATING INTO THE TRAINING, WE CAN ALSO ELIMINATE THAT NEED. I’M SHOWING YOU THIS SLIDE, JUST SO THAT YOU KNOW THE ONLY DIFFERENCE BETWEEN THE DIRECTOR AND SUPERVISOR IS THAT ISDs ARE REQUIRED TO EMPLOY AT LEAST ONE DIRECTOR IN THE FULL-TIME CAPACITY. AND EVERYTHING IS THE SAME, IN TERMS OF THE SPECIAL ED ADMINISTRATOR REQUIREMENTS. AND HERE IS SOME NUMBERS. WHEN WE TALKED ABOUT CREDENTIALS, WE MEAN TEMPORARY, CONTINUING TEMPORARY, AND FULL APPROVAL. AND THE EMPLOYERS, MEANING SCHOOLS, DISTRICTS, AND ISDs. SO YOU CAN SEE, THE NUMBERS ACROSS FIVE YEARS ARE PRETTY STEADY. THE NUMBER OF CREDENTIALS ISSUED AND NUMBER OF INDIVIDUALS WHO ARE EMPLOYED, AND THE NUMBER OF EMPLOYEES. SO THE NUMBER OF SCHOOL DISTRICTS AND ISDs THAT ARE EMPLOYING SPECIAL EDUCATION ADMINISTRATORS ARE PRETTY STEADY. WE CONVENED A STAKEHOLDER GROUP BACK IN AUGUST OF 2018, AND INCLUDING EXTERNAL AND INTERNAL STAKEHOLDERS, SUCH AS ADMINISTRATORS, PRACTITIONERS, REPRESENTATIVES AROUND PREPARATION PROGRAMS, AND OTHER PROFESSIONAL ORGANIZATIONS, AS WELL AS OUR COLLEAGUES IN THE OFFICE OF SPECIAL EDUCATION, WHO PROVIDED INPUT AND LET US USE THEIR EXPERTISE TO HELP US DEVELOP THIS SET OF STANDARDS. SOME OF THE KEY RECOMMENDATIONS FROM THIS SET OF… THIS STAKEHOLDER GROUP, IS THAT THEY WOULD LIKE TO HAVE A COMBINED PROGRAM, WITH DISTRICT AND SUPERVISOR NO LONGER SEPARATED. THEY WANT ONE PROGRAM, THEY WANT ONE SET OF PREPARATION STANDARDS FOR THIS GROUP OF PEOPLE, AND ONE CREDENTIAL. AND SO WE MET VIRTUALLY EVERY OTHER WEEK, BEGINNING AUGUST OF 2018 TO MARCH OF THIS YEAR, AND WE HAD TWO IN-PERSON MEETINGS. THE SET OF STANDARDS IN FRONT OF YOU IS THE WORK AS A RESULT. SO THERE ARE 48 ELEMENTS DISTRIBUTED IN EIGHT STANDARDS. I’LL GO THROUGH THAT WITH YOU. SO STANDARD ONE IS EVALUATION OF PROGRAM AND PERSONNEL. THERE ARE FIVE ELEMENTS. FOR EXAMPLE, ELEMENT FOUR SAYS DEVELOP AND IMPLEMENT ONGOING EVALUATION OF EDUCATION PERSONNEL. STANDARD TWO IS ABOUT CURRICULUM AND INSTRUCTION. THERE ARE FIVE ELEMENTS IN THAT STANDARD. ELEMENT THREE SAYS PROVIDE ONGOING SUPERVISION OF PERSONNEL WORKING WITH STUDENTS WITH DISABILITIES AND THEIR FAMILIES. STANDARD THREE, PROGRAM SERVICES AND OUTCOMES. THERE ARE SIX ELEMENTS. ELEMENT TWO, FOR EXAMPLE, SAYS KNOWLEDGE OF PROGRAMS AND STRATEGIES THAT PROMOTE POSITIVE SCHOOL ENGAGEMENT FOR STUDENTS WITH DISABILITIES. AND THEN, FOUR, RESEARCH AND INQUIRY. THERE ARE FOUR ELEMENTS. ELEMENT TWO SAYS ENGAGING DATABASE DECISION-MAKING REGARDING THE ADMINISTRATION OF EDUCATIONAL PROGRAMS AND RELATED SERVICES THAT SUPPORT STUDENTS WITH DISABILITIES AND THEIR FAMILIES. STANDARD FIVE IS ABOUT LEADERSHIP, WITH FIVE ELEMENTS. ELEMENT TWO SAYS, APPLY LEADERSHIP ORGANIZATION AND SYSTEMS CHANGE THEORIES TO THE PROVISION OF SERVICES FOR STUDENTS WITH DISABILITIES AND THEIR FAMILIES. STANDARD SIX, LAW AND POLICY, WITH SIX ELEMENTS. ELEMENT SEVEN SAYS, ADVOCATE FOR LOCAL, STATE, AND FEDERAL POLICIES THAT ENSURE EFFECTIVE DELIVERY OF PROGRAMS AND RELATED SERVICES FOR STUDENTS WITH DISABILITIES. STANDARD EIGHT, IT’S ABOUT PROFESSIONAL LEARNING. IT HAS FOUR STANDARDS– FOUR ELEMENTS, I’M SORRY. ELEMENT FOUR SAYS, DEVELOP, IMPLEMENT, AND MONITOR AND EVALUATE PROFESSIONAL GROWTH ACTIVITIES THAT IMPROVE SELF-ADMINISTRATIVE PRACTICES, LEADING TO IMPROVED OUTCOMES FOR STUDENTS WITH DISABILITIES AND THEIR FAMILIES. LAST ONE. ETHICS AND COLLABORATION HAS 12 ELEMENTS. ELEMENT 11 SAYS, UTILIZE COLLABORATIVE APPROACHES FOR INVOLVING STAKEHOLDERS IN EDUCATIONAL PLANNING, SYSTEM IMPLEMENTATION, AND EVALUATION. OKAY, SO TODAY WE’RE HERE TO PRESENT THIS SET OF STANDARDS TO YOU, AND WE PLAN, AFTER THE PRESENTATION, WE WILL OPEN UP THE PUBLIC COMMENT PERIOD SO THAT THE PUBLIC WILL HAVE AN OPPORTUNITY TO TELL US ABOUT WHAT THEY THINK ABOUT THIS SET OF STANDARDS. AND THEN WE HOPE TO BRING THAT TO ANALYZE THE RESULTS AND MAKE SOME CHANGES, IF NEEDED, AND BRING IT BACK FOR THE BOARD FOR YOUR APPROVAL IN NOVEMBER. AND THEN ONCE THAT HAPPENS, THEN WE WILL SHARE THIS SET OF STANDARDS WITH PREPARATION PROGRAMS, SO THEY CAN START THEIR INTERNAL PROCESS OF UPDATING THEIR PROGRAMS AND START RECEIVING CANDIDATES TO GO THROUGH PROGRAMS.>>THANK YOU. DR. RICE, BACK TO YOU.>>QUESTIONS FOR– OR FROM BOARD MEMBERS OR COMMENTS FROM BOARD MEMBERS? DR. PRITCHETT.>>THANK YOU. JUST SO I’M CLEAR. I UNDERSTAND THE COMBINATION OF THE DIRECTOR AND THE SUPERVISOR. BUT THOSE INDIVIDUALS WOULD STILL NEED A TEACHING CERTIFICATE, CORRECT, IN SPECIAL EDUCATION? OR COULD IT BE A REGULAR ED TEACHER WHO DECIDES TO BECOME A SPECIAL ED SUPERVISOR OR DIRECTOR? AND, ALONG WITH THAT, DID I HEAR YOU SAY THAT THEY WOULD STILL NEED TO GET AN ADMINISTRATIVE CERT BEFORE THEY GOT THIS? OR WOULD THIS REPLACE AN ADMINISTRATIVE CERT, IF THEY WANTED TO GO STRAIGHT TO THE SPECIAL ED, EITHER SUPERVISOR OR DIRECTOR?>>I’M GOING TO LET YOU GUYS ANSWER BOTH OF THOSE, PLEASE.>>OKAY. SO, THE-THE FIRST QUESTION–>>TEACHING CERT.>>TEACHING CERT. RIGHT NOW, THE MARSE RULES– THE REQUIREMENTS FOR A SPECIAL EDUCATION ADMINISTRATOR APPROVAL. DIRECTOR OR SUPERVISOR REQUIRED THEN TO HAVE– TO BE LICENSED IN AT LEAST ONE AR– FULLY APPROVAL. I MEAN, THE LANGUAGE, IT SAYS FULL APPROVAL IN AT LEAST ONE AREA OF SPECIAL EDUCATION. AND WE BELIEVE THAT’S GOING TO CONTINUE. WE ARE NOT GOING TO LIMIT THAT TO TEACHING BECAUSE I KNOW THERE ARE A LOT OF SCHOOL SOCIAL WORKERS AND, YOU KNOW, RELATED SERVICES PROVIDERS WOULD ALSO LIKE TO GO INTO ADMINISTRATION. SO WE WANTED TO KEEP THAT OPEN. YEAH. AND THEN THE SECOND QUESTION THAT YOU HAVE IS ABOUT THE ADMINISTRATOR CERTIFICATE. YES, SO, RIGHT NOW, THE MDE RULES REQUIRE THOSE SPECIAL EDUCATION ADMINISTRATORS WHO ARE ADMINISTRATING INSTRUCTIONAL PROGRAMS TO GET AN [ INDISTINCT ] AND THEN CERT, RIGHT? AND WE HOPE, BY HAVING THIS SET OF STANDARDS, THAT THEY’RE– IN GOING THROUGH THE PROGRAM, THAT NEED WOULD ALREADY BE FULFILLED. SO THEY DON’T NEED TO GO BACK TO SCHOOL AND GET EXTRA COURSES.>>OKAY, ALL RIGHT. THANK YOU.>>QUESTIONS, DR. PRITCHETT.>>OTHER QUESTIONS OR COMMENTS FROM BOARD MEMBERS? FROM OUR MICHIGAN TEACHER OF THE YEAR?>>I THINK SHE ASKED THE QUESTIONS THAT I WAS WONDERING, SO…>>ALL RIGHT, FAIR ENOUGH.>>I HAD ONE. ON PAGE THREE, IT SAYS THAT DIRECTOR AND THE SUPERVISOR– OKAY, “SHALL EMPLOY.” TO ME, THAT MEANS IT WILL EMPLOY. HAS TO, RIGHT? BUT THEN YOU SAY, “MAY EMPLOY.” SO THAT MEANS, IF THEY WANT TO?>>SO I THINK THE– I WILL TAKE A CRACK AT THIS ONE, AND THE TEAM CAN KICK ME UNDER THE TABLE IF I’M GETTING IT WRONG. THE ISD SHALL HAVE AT LEAST ONE FULL FTE EMPLOYED AS A DIRECTOR. AND THEN A SCHOOL OR A DISTRICT MAY EMPLOY A DIRECTOR, AND THEY ALSO MAY EMPLOY A SUPERVISOR. SO THE PART OF MARSE THAT IS STRICT IS EVERY ISD HAS TO HAVE AT LEAST ONE PERSON IN IT WHO IS CALLED A DIRECTOR OF SPECIAL EDUCATION. BUT THERE IS THIS ABILITY TO HIRE EITHER ADDITIONAL DIRECTORS AT THE SCHOOL, OR DISTRICT LEVEL, AND THEN AT THE ISD SCHOOL OR DISTRICT TO HAVE A SUPERVISOR. MARSE MAKES DISTINCTION– YEAH, DR. [ INDISTINCT ], IF YOU WOULD LIKE TO–>>IT DOES, ACTUALLY. BETWEEN MARSE AND THE SCHOOL CODE, ISDs REALLY ONLY HAVE TO HAVE TWO EMPLOYEES. THERE ARE ONLY TWO SHALLS. ONE IS A SUPERINTENDENT, AND THE SECOND IS A DIRECTOR OF SPECIAL EDUCATION. AND THEN THEY MAY EMPLOY A SUPERVISOR, MOST DO. BUT THE MARSE CALLS OUT THE DIRECTOR, AND I BELIEVE SCHOOL CODE CALLS OUT [ INDISTINCT ] SUPERINTENDENT. [ INDISTINCT ].>>THANK YOU.>>OTHER QUESTIONS OR COMMENTS? OKAY, I HAVE ONE. ON PAGE 5, SLIDE 10, YOU HAVE YOUR OVERVIEW OF STANDARDS. THERE ARE 48 ELEMENTS GROUPED INTO EIGHT STANDARDS. I DON’T SEE THE 48 ELEMENTS. NOT ASKING TO SEE THEM RIGHT NOW, NOT MY POINT. BUT I’M STRUCK BY THE FACT THAT THESE EIGHT STANDARDS– IN NONE OF THE RUBRICS, NONE OF THE BROADER HEADERS, DO WE MENTION SPECIFICALLY THE NOTION OF RELATIONSHIPS. YOU GET DOWN TO IT UNDER THE EIGHTH STANDARD, IN ETHICS AND COLLABORATION. IS THAT WHERE YOU SEE THAT AFFECTIVE WORK? BECAUSE WE JUST SAW A PRESENTATION– YOU JUST SAW– THAT WAS HEAVILY LADEN ON THE RELATIONSHIP SIDE, AS IT SHOULD BE. TEACHERS RISE AND FALL ON THEIR ABILITY TO RELATE TO, TO CONNECT WITH, AND I MIGHT ADD, SO, TOO, DO ADMINISTRATORS. IS THAT WHERE THAT WOULD BE LOCATED? UNDER THAT EIGHTH STANDARD?>>YES.>>OKAY.>>I THINK, ALSO, LOOKING AT STANDARD THREE, THERE ARE SOME ELEMENTS OF THIS AROUND PROGRAM SERVICES AND OUTCOME. I THINK YOU’RE RIGHT THAT STANDARD EIGHT GETS INTO MORE OF THE KIND OF INTERPERSONAL COLLABORATION, THOSE PIECES. BUT A LOT OF WHAT’S IMPLIED IN STANDARD THREE ARE… THE IDEA OF SEEING THE CHILD AS A WHOLE, I THINK, IS PROBABLY– SO, BOTH OF THEM, BUT I THINK STANDARD EIGHT CALLS IT OUT MORE DIRECTLY.>>OKAY, FAIR ENOUGH. THANK YOU VERY MUCH. BOARD MEMBERS, ANY OTHER QUESTIONS OR COMMENTS? THERE ARE NONE. WE APPRECIATE VERY MUCH THE PRESENTATION. THANK YOU SO MUCH.>>THANK YOU.>>NEXT ITEM ON THE COMMITTEE, THE WHOLE AGENDA, IS AN UPDATE FROM THE OFFICE OF PARTNERSHIP DISTRICTS. THE OFFICE OF PARTNERSHIP DISTRICTS WILL PROVIDE AN UPDATE ON FISCAL REVIEWS FOR SECTION 21H, PARTNERSHIP DISTRICT GRANT. IT WILL ALSO SHARE INFORMATION ON THE UPCOMING 18 MONTH REVIEW OF GOAL ATTAINMENTS, STRUCTURED CONFERENCES CURRENTLY BEING SCHEDULED WITH PARTNERSHIP DISTRICTS. THIS IS A MONTHLY UPDATE. BOARD ACTION IS NOT REQUIRED. HERE TO SHARE THE PRESENTATION WITH US, DR. BILL PEARSON. THE DIRECTOR OF THE OFFICE OF PARTNERSHIP DISTRICT. AND MISS CYNTHIA WHITE, ALL OFFICE PARTNERSHIP DISTRICTS. THERE WILL BE A POWERPOINT PRESENTATION. WE WELCOME YOU.>>DR. RICE, I HAVE A QUESTION.>>CYNTHIA IS–>>I JUST HAVE A QUICK QUESTION. IS THIS WHERE WE’LL HEAR ABOUT BENTON HARBOR UPDATE, OR IS THAT GOING TO COME IN YOUR REPORT?>>YOU KNOW WHAT, WE ARE UNLIKELY TO HEAR MUCH ABOUT BENTON HARBOR HERE. YOU’RE MORE LIKELY TO HEAR ABOUT BENTON HARBOR IN AN HOUR.>>OH, OKAY.>>OKAY? I’D DEFER TO ANYTHING OUR DIRECTOR AND HIS COLLEAGUE WOULD LIKE TO SAY ON BENTON HARBOR, BUT I PLAN ON SHARING A COUPLE OF WORDS ON BENTON HARBOR LATER IN THE PRESENTATION.>>YOU HAVE QUESTIONS, I WOULD ANSWER THEM, BUT YOU’RE GOING TO HEAR SOMETHING FROM DR. RICE. SO, CYNTHIA IS THE READINESS EFFECTIVENESS– AND EFFECTIVENESS SPECIALIST. RIGHT. DON’T ASK ME WHAT THAT MEANS.>>DON’T ASK ME.>>SHE DOES A VERY NICE JOB. SHE WORKS IN OUR ACCOUNTABILITY OFFICE. SO SHE’S GOING TO PRESENT ON 21H. WHAT WE DID– THE 21H FUNDS ARE THE SIX MILLION TWO YEARS AGO, AND SEVEN MILLION LAST YEAR. AND HOPEFULLY SEVEN MILLION THIS YEAR, IF WE EVER GET A BUDGET. AND HOPEFULLY WE’LL GET THAT MONEY. AND THEN WHAT WE PUT IN PLACE IS AN AUDIT WITH RESPECT TO, WHAT ARE THE DISTRICTS DOING? HOW ARE THEY SPENDING THE MONEY? ARE THEY SPENDING THE MONEY IN THE WAY THAT THEY SAID THEY WERE GOING TO SPEND IT? BUT FIRST OF ALL, JUST TO REVIEW– FOR THE REVIEW OF GOAL ATTAINMENT PROCESS THAT’S COMING UP. WE HAD 25 DISTRICTS THAT WE WERE GOING TO WORK ON THIS 18 MONTH REVIEW OUT OF THE 36 MONTH THIS COMING WINTER. THREE PSA’S HAVE– ARE NON-EXISTENT NOW. SO NOW IT’S 22. SO, REVIEW– 18 MONTH REVIEW STRUCTURE CONFERENCES LAST YEAR, THERE WERE EIGHT DISTRICTS. IF YOU ADD THOSE UP, IT’LL COME UP TO 22. TWO IN DECEMBER, THREE IN JANUARY, SEVEN IN FEBRUARY, AND TEN IN MARCH. SO, WE KIND OF SPACED THEM OUT SO THAT WE COULD WORK WITH THE DISTRICT MORE EFFECTIVELY. AND THE HISTORY, LAST YEAR THERE WERE SIX DISTRICTS THAT RESULTED IN CONTRACT STATUSES, AND TWO DISTRICTS RESULTED IN OFFTRACK WITH PROGRESS. AND WE ARE GOING TO MEET WITH THOSE DISTRICTS IN AUGUST AND OCTOBER ON A 24 MONTH REVIEW TO SEE HOW THEY’RE DOING, AND WE’LL REPORT BACK TO YOU. AND WE HAD THE NEWLY DEVELOPED OPD COMPREHENSIVE GUIDE THAT CLEARLY OUTLINES, NOW, THE 18 AND 24 MONTH PROCESSES, AND THE 36 MONTH EPA. AND THE EPA STANDS FOR EVALUATION OF PARTNERSHIP AGREEMENT, WHICH IS AT THE END OF THREE YEARS. SO, WE’RE MOVING TOWARDS THAT. SO NOW WE’RE ON THE 21H PROGRAM AND FISCAL ACCOUNTABILITY, AND CYNTHIA’S GOING TO PROCEED.>>THANK YOU. SO, JUST A POINT OF CLARIFICATION. DR. PEARSON REFERENCED IT AS AN AUDIT, BUT THEY’RE JUST FISCAL REVIEWS. WE DON’T HAVE THE SKILLS NOR THE TALENT TO DO AUDITS. SO I JUST WANT TO POINT OUT THAT WHAT WE’RE DOING IS FISCAL REVIEWS, JUST TO MONITOR THE IMPLEMENTATION OF THE FUNDED ACTIVITIES, AND JUST MAKE SURE PEOPLE ARE DOING WHAT THEY SAID THEY WOULD DO WITH THE MONEY.>>OKAY.>>SO, CURRENTLY, WE HAVE 33 PARTNERSHIP DISTRICTS THAT HAVE BEEN AWARDED 21H FUNDS. AND WE JUST WANTED TO SHARE WHAT THE REQUESTS LOOK LIKE, AS WELL AS WHAT WE’VE BEEN ALLOCATED TO AWARD DISTRICTS. SO, THE REQUESTS ARE COMING IN PRETTY HIGH IN RELATIONSHIP TO WHAT WE ACTUALLY HAVE AVAILABLE TO FUND DISTRICTS. AS YOU CAN SEE, THE REQUESTS NEARLY DOUBLED FROM 2017 TO 2018. FUNDS INCREASED ONLY BY ONE MILLION. AND WHAT WE’RE DOING– MY ROLE HAS BEEN TO COME IN AND TRY AND LEVEL THE PLAYING FIELD. MAKE SURE THAT THIS IS MORE OF A DATA DRIVEN PROCESS. REMOVE SOME OF THE SUBJECTIVITY AND MAKE IT MORE OBJECTIVE. BUT REALLY, REALLY TO BE DATA DRIVEN WITH THE PROCESS WHEN WE REVIEW FOR 21H FUNDING. SO, WHAT WE’VE GONE FROM IS, LIKE, ONE REVIEW LEVEL, WE HAD FOUR APPLICATION WINDOWS. WE WERE USING A SCORING RUBRIC FOR THE 21H APPLICATION UTILIZED DURING THE REVIEW PROCESS. WE’VE TRANSITIONED WHERE EVERYTHING IS OUTLINES IN THE COMPREHENSIVE GUIDE, AND IT CLEARLY OUTLINES THE APPLICATION, AND THE FUNDS WILL BE TRANSITIONING TO MEGS, WHICH MOST DISTRICTS ARE FAMILIAR WITH. ALSO UTILIZING THE CASH MANAGEMENT SYSTEM, WHICH LOOKS VERY DIFFERENT FROM THE PAST TWO YEARS. WE’RE NOW MORE REFERENCING A SCORING GUIDELINE. WE BUILT OUT A SCORING GUIDELINE THAT, AGAIN, REMOVES THAT SUBJECTIVITY. IT’S VERY OBJECTIVE. EITHER YOU DID THIS OR YOU DIDN’T, AND HERE’S WHAT YOUR SCORE IS, AND HERE’S HOW WE’RE GOING TO ALLOCATE THE FUNDS. AND WE’RE USING THREE LEVELS OF REVIEW FOR THAT. ONE OF THE LEVELS INCLUDE A CROSS OFFICE TEAM THAT LOOKS AT ALL OF THE APPLICATIONS. AND JUST TO SHARE WHAT THE FUNDING CATEGORIES– WHAT ARE SOME OF THE THINGS WE’VE BEEN FUNDING. THAT SLIDE RIGHT THERE IS BASED ON THE FIVE CATEGORIES THAT ARE NAMED IN THE LEGISLATION. SO, THOSE ARE THE FIVE AREAS BY WHICH WE ARE ABLE TO FUND DISTRICTS, AND I THINK– I WANTED TO POINT OUT MOSTLY THAT PROFESSIONAL DEVELOPMENT MAKES UP ABOUT A LITTLE MORE THAN HALF OF THE FUNDING REQUESTS. AND THIS IS A GOOD REPRESENTATIVE SAMPLE OF WHAT WE’VE FUNDED OVER THE LAST TWO YEARS. ANOTHER ONE IS THE INNOVATIVE STRATEGIES. YOU’LL NOTICE THAT THAT’S ABOUT 18% OF WHAT WE’VE FUNDED. AND IF YOU GO TO THE NEXT SLIDE, I THINK IT’S INTERESTING TO ALSO NOTE THAT AT LEAST 18% OF THE FUNDING HAS ADDRESSED TEACHER RECRUITMENT AND RETENTION STRATEGIES. AND I’M SAYING IT’S INTERESTING BECAUSE THAT CORRELATES WITH THE INNOVATIVE STRATEGY, AND WE FIND THAT THAT’S WHERE MOST PEOPLE TRY TO GET INNOVATIVE. NON-TRADITIONAL IN THEIR FUNDING REQUESTS, IS LOOKING AT STIPENDS AND RECRUITMENT FUNDS FOR THEIR TEACHERS. SO, TO DATE, AS MENTIONED, WE’VE FUNDED ABOUT 13 MILLION. IT’S IMPORTANT TO FUND– NOW, YOU SEE A 1% THERE. WE DID RESCIND $138,000 FROM ONE OF OUR PUBLIC SCHOOL ACADEMIES THAT CLOSED. WE WERE ABLE TO– THE MONEY HAD BEEN AWARDED, BUT WE WERE ABLE TO CATCH IT BEFORE IT WENT OUT INTO STATE AID. WE RESCINDED THAT MONEY AND WE ACTUALLY REALLOCATED, JUST WITHIN THE LAST WEEK, TO FLINT. THE $138,000 WENT TO FLINT. SO, WHAT WE HAD NOT BEEN ABLE TO DO IN THE PAST TWO YEARS, I CAME ON IN OCTOBER, IS TO REALLY, REALLY DO SOME LEVEL OF ACCOUNTABILITY OF THE FUNDS. SO, WHAT WE’VE DONE, TO DATE, IS WE’VE CONDUCTED 33 FISCAL– NO, NOT 33– 32 FISCAL REVIEWS. NINE OF WHICH WERE ON SITE FISCAL REVIEWS, AND 24 WHICH WERE DESK REVIEWS. WE DID DEVELOP A RISK ASSESSMENT CRITERIA TO DECIDE WHO WOULD BE AN ON SITE, AND WHO WOULD BE A DESK. AND THAT’S– AS WE LEARNED, WAS A COMMON PRACTICE ACROSS THE DEPARTMENT, EITHER WAY. SO, ANYWAY, AGAIN, THIS IS REALLY ABOUT ACCOUNTABILITY, WHAT WE’RE DOING WITH THE FUNDS, HOW WE’RE ABLE TO MONITOR, AND REALLY, REALLY UNDERSTAND THE EFFECTIVENESS OF THESE FUNDS. WE’RE NOT IN A PLACE WHERE WE CAN JUST GIVE YOU DATA AND SAY, HERE IS THE IMPACT OF THESE FUNDS. FIRST, WE HAVE TO GATHER ALL OF OUR DATA. NOW OUR NEXT STEP IS TO IMPLEMENT THE PROGRAM MONITORING AND EVALUATION COMPONENT OF THE 21H FUNDS. WE’RE AT A POINT WHERE WE’RE COLLECTING THE IMPLEMENTATION DATA, LOOKING AT WHAT THE UTILIZATION RATES ARE FOR DISTRICTS. WE’RE ASKING ALL DISTRICTS TO GIVE US A BUDGET TO ACTUAL REPORTS SO THAT WE CAN SEE, WHERE ARE YOU REALLY IN YOUR SPENDING? BECAUSE THERE’S A FINE LINE BETWEEN FISCAL AND PROGRAM IMPLEMENTATION. AND, PRETTY MUCH, THAT’S WHERE WE ARE NOW, AND OUR NEXT STEPS WILL INCLUDE JUST REALLY LOOKING AT THOSE UTILIZATION RATES. WHAT QUESTIONS DO YOU HAVE? THANK YOU.>>BOARD MEMBERS– THANK YOU VERY MUCH FOR THE PRESENTATION. BOARD MEMBERS, QUESTIONS?>>OKAY. FORGIVE ME FOR– I NEED SOME CLARIFICATION. SO, THE MONEY THAT IS DISTRIBUTED, WHAT IS THE SOURCE OF THAT? THE 13 MILLION.>>THEY’RE CALLED 21H FUNDS, AND IT COMES FROM– IT’S APPROPRIATED THROUGH THE LEGISLATURE TO PARTNERSHIP DISTRICTS.>>OKAY, SO–>>AND THEN WE HAVE WINDOWS OF OPPORTUNITY THAT THEY CAN ASK US– HERE’S HOW WE WANT TO SPEND. HERE’S WHAT WE NEED. HERE’S WHAT WE WANT TO SPEND THE MONEY ON. AND THEN WE DETERMINE WHO IS APPROPRIATED THE MONEY OF THE PARTNERSHIP DISTRICTS. YOU HAVE TO BE A PARTNERSHIP DISTRICT.>>DO YOU HAVE A LIST OF WHO IT WAS DISTRIBUTED TO?>>WE SURE DO.>>OKAY. THANK YOU. SO, I’M CURIOUS ABOUT HOW CLOSELY YOU LOOK AT THE FINANCES, AND WHAT KIND OF ADVICE THAT YOU GIVE. SO, FOR INSTANCE, IF MAYBE A PARTICULAR SUPERINTENDENT IS MAKING A LOT OF MONEY, AND THERE’S NOT A LOT OF TEACHERS THAT ARE HIRED, CLASSROOM SIZES ARE LARGE, IS THAT SOMETHING YOU WOULD COMMENT ON, OR YOU WOULD ADVISE THEM TO NOT DO? OR IS THAT SOMETHING THAT THEY HAVE FREE REIGN TO MAKE THOSE DECISIONS?>>NOT IN MY PAY GRADE.>>GO AHEAD.>>BECAUSE YOU MENTIONED SUPERINTENDENTS AND THEIR SALARIES IN RELATIONSHIP TO SOME OF THE OTHER–>>YEAH, LIKE, IN THE, YOU KNOW, THE TEACHER-STUDENT RATIOS COMPLETELY OUT OF WHACK, SO, YOU KNOW, WHERE THEY’RE HAVING CLASS SIZES OF AN AVERAGE OF 40, BUT THE ADMINISTRATORS ARE BEING HIGHLY PAID. SO, IS THAT, LIKE, A DECISION THAT THE STATE BOARD– SORRY, YOUR OFFICE– LOOKING AT THE FINANCES AND MAKING GOOD DECISIONS FOR THE FUTURE WOULD WEIGH IN ON?>>YEAH, WE LOOK– WE HAVE A LIAISON FOR EVERY DISTRICT. SO THE LIAISON IS REALLY INCORPORATED IN WHAT’S HAPPENING IN THE DISTRICT, WHO RUNS A DISTRICT. THEY GO TO MONTHLY MEETINGS, QUARTERLY MEETINGS. AND SO WE SET IT UP WHERE, WHEN THE REQUESTS COME IN, THE LIAISON ANALYZES IT. AND THEN THE LIAISON WILL WORK WITH THE EXECUTIVE TEAM, WHICH HAPPENS TO BE THE ACCOUNTABILITY UNIT OF OUR OFFICE AND MYSELF. AND THEN WE MAKE DECISIONS AND HAVE HOURS OF DISCUSSIONS. THAT PARTICULAR QUESTION HAS NOT COME UP. BUT, YOU KNOW, THERE’S SOME DANCING AROUND THAT QUESTION. WE HAVE LOOKED AT CATEGORIES LIKE THAT, BUT NOT THAT SPECIFIC ONE. BUT WE CAN BEGIN TO DO THAT.>>I WOULD LIKE THAT TO BE DONE.>>NOW WHAT WE DO THAT MAY FEEL SOMEWHAT CLOSE TO THAT IS THAT, AS A PART OF THE APPLICATION PROCESS, WE COLLABORATE VERY CLOSELY WITH OUR REGIONAL CONSULTANTS OUT OF THE OFFICE OF FIELD SERVICES, AND WE’RE LOOKING AT THEIR BUDGETS FROM A COMPREHENSIVE STANDPOINT. AND OUR POSITION IS TO CONTINUE TO COACH THE DISTRICTS ON BEST PRACTICES.>>BUT THEY CAN– I MEAN, ULTIMATELY, IT’S THE LOCAL SCHOOL BOARD THAT MAKES THOSE DECISIONS, I WOULD ASSUME. SO IT IS A LIMIT ON WHAT YOU CAN DO. HOW ABOUT THE ENHANCED– THE ENHANCEMENT MILLAGES FROM AN ISD? IS THAT SOMETHING THAT’S JUST LEFT UP TO THE– I GUESS, WOULD BE LEFT UP TO THE ISD TO WEIGH IN ON? OKAY, THANK YOU.>>YOU’RE WELCOME.>>MR. MCMILLIN.>>LOOKING AT THIS LIST, IT LOOKS LIKE THERE’S ABOUT 34. SO THERE’S SOME THAT ARE IN THE OPPOSITE PARTNERSHIP DISTRICTS THAT ARE– PARTNERSHIP DISTRICTS THAT ARE NOT REQUESTING MONEY. IS THAT RIGHT? 21H?>>ACTUALLY, EVERY DISTRICT TO DATE HAS BEEN FUNDED.>>OKAY. ALL RIGHT, GOOD. I MEAN, I GUESS, YEAH, I WAS THINKING THAT THEY SHOULD BE TRYING TO FIND WAYS TO BE INNOVATIVE, OR TRY TO HELP SOLVE THEIR PROBLEMS. OKAY, I GUESS DO THEY COLLABORATE? I MEAN, SOME OF THESE AREN’T LARGE ENOUGH FUNDS TO REALLY SPEND A LOT OF ADDITIONAL MONEY OR ADDITIONAL TIME. BUT, I MEAN, THERE’S A LOT OF SIGNIFICANT MONEY HERE. IS THERE ANY COLLABORATION OR, YOU KNOW, THIS WORKED WELL AND SHARING WITH OTHER DISTRICTS OR ANYTHING LIKE THAT THAT’S GOING ON?>>I KNOW THAT THE LIAISONS, WE TALK TOGETHER. AND I’M SURE THAT WHEN THE LIAISONS HAVE THEIR MEETING, THEY DO DISCUSS EVERY DISTRICT, EVERY DISTRICT COMES UP EVERY MONTH, AND WE TALK ABOUT WHAT’S HAPPENED, WHAT’S GONE WELL, WHAT CAN WE WORK ON. SO THAT’S PART OF THE DISCUSSION–>>YEAH, HOPEFULLY SOMEBODY– A LIGHT BULB WILL GO OFF FOR SOMEBODY ELSE AND SAY, “WE OUGHTA TRY THAT,” OR WHATEVER. AND THEN, FINALLY, I DON’T KNOW IF THERE’S ANY OTHER QUESTIONS ABOUT 21H, BUT I JUST WANT TO KNOW, IN GENERAL, I APPRECIATE THE FOCUS ON 21H FUNDS, BUT IN GENERAL, ARE THERE, YOU KNOW, ARE THERE ANY SURPRISES COMING DOWN THE ROAD? ARE YOU CONCERNED, NEWLY CONCERNED ABOUT ANYTHING? ANY DISTRICTS? ANY, YOU KNOW, ABOUT ATTAINING THEIR GOALS OR STAYING, YOU KNOW, I MEAN, ARE THEY– IS EVERYTHING GOING WELL OUT THERE FOR THESE DISTRICTS?>>IT’S NOT GOING PERFECT, NO.>>I MEAN, ARE THERE ANY SPECIFIC ONES THAT ARE YOUR SIG– THAT HAVE NEW CONCERNS IN THE LAST COUPLE MONTHS SINCE YOU CAME BEFORE US?>>I WOULDN’T SAY NEW CONCERNS. WE’RE MONITORING A COUPLE OF DISTRICTS AS WE GO ALONG, BUT WE HAVEN’T HAD THE RGA FOR THE NEXT 22 DISTRICTS. SO WE HAVE TO COLLECT THE DATA. THAT’S STARTING TO HAPPEN THIS FALL. THEN WE’LL SEE WHERE, YOU KNOW, THEY END UP WITH RESPECT TO THAT PROCESS. OF THE EIGHT DISTRICTS THAT WE WORK WITH SO FAR, TWO OF THEM WERE GOING TO HAVE A 24-MONTH REVIEW, AND WE’RE NOT SURE HOW THAT’S GOING TO GO. ONE OF THEM IS NEXT WEEK AND I HAVE SOME CONCERNS.>>AND JUST A NOTE THAT YOU’RE HAVING A 24-MONTH REVIEW BECAUSE YOU DON’T FEEL LIKE YOU SHOULD WAIT FROM 18-MONTH TO 36-MONTH.>>BECAUSE THEY WEREN’T ON TRACK AT THE 18-MONTH REVIEW. SO IF YOU’RE NOT ON TRACK, YOU HAVE TO HAVE A 24-MONTH.>>YES, OKAY, GOOD. THANK YOU.>>THE TWO WERE IN DETROIT AND SAGINAW, CORRECT? IS THAT–>>BRIDGEPORT AND SAGINAW. IN DETROIT, WE’RE DOING A 24-MONTH BECAUSE OF HOW LARGE THEY ARE. THEY WERE ON TRACK, BUT THERE’S 56 SCHOOLS. 21 WERE IN ROUND ONE. SO THOSE 21 SCHOOLS, WE JUST WANT TO REVIEW AGAIN WHERE WE’RE GOING. BECAUSE THAT IS A SIGNIFICANT NUMBER OF STUDENTS AND SIGNIFICANT NUMBER OF SCHOOLS. NEXT OCTOBER 18TH.>>IF IT PLEASES THE BOARD, WE COULD ASK FOR A PRESENTATION IN A COUPLE OF MONTHS. POST THOSE FALL CONFERENCES, YOU COME BACK AND TELL US WHERE WE ARE RELATIVE TO ACADEMIC PERFORMANCE.>>I MEAN, I GUESS I SEE TOM’S CONCERN BECAUSE WE DON’T– THE SURPRISE IS, IS WHAT WE TRY TO AVOID. ESPECIALLY SINCE THOSE ARE MY BACKYARD. SO, I MEAN…>>ABSOLUTELY.>>WELL, IT’S A THREE-YEAR AGREEMENT, REMEMBER. SO IF 18 MONTHS, YOU KNOW, WE CAME TO THE BOARD AND WE SAID, “THERE’S A COUPLE DISTRICTS “THAT WE’RE GOING TO HAVE “A 24-MONTH REVIEW, “SO THAT’S A CONCERN.” BUT THEY STILL HAVE THREE YEARS.>>OKAY.>>SO, YOU KNOW, THAT’S THE WHOLE AGREEMENT. IT’S REALLY OF THE EVALUATION AT THE END OF 36 MONTHS TO DETERMINE HOW WELL THEY’RE DOING.>>I GUESS PART OF MINE WAS THAT I WOULD HOPE THAT A DISTRICT– NOT THAT YOU HAVE TO FIND IT– BUT THAT A DISTRICT WOULD COME TO YOU. SO I DON’T KNOW THAT THEY HAVE TO WAIT FOR GATHERING THE DATA. I MEAN, I’M WONDERING–>>I WOULD HOPE IF A DISTRICT FEELS LIKE WE’RE ACTUALLY VEERING, THAT THEY’LL COME TO YOU, AS OPPOSED TO YOU IN YOUR COMPLIANCE WORK, SAYING, YOU KNOW, WHY– LOOKING BACKWARDS. SO I’M JUST– THAT’S WHERE I WOULD THINK MAYBE SOMEBODY WOULD COME TO YOU IN THE LAST COUPLE MONTHS, MAYBE.>>DISTRICTS ARE PRETTY CLOSE TO THEIR LIAISON, AND I’M PRETTY CLOSE TO SOME OF THE DISTRICTS, SIMPLY BECAUSE I’VE BEEN AROUND FOR 45 YEARS. SO, YOU KNOW, THERE’S A LOT OF COMMUNICATION THAT GOES ON.>>OKAY.>>THERE’S A COUPLE THAT, YOU KNOW, THAT, YOU KNOW, AREN’T WORKING WITH US AT THE SAME DEGREE AS EVERYBODY ELSE, SO, AND WE’RE MONITORING THAT, TOO.>>THANK YOU.>>IT HELPS TO HAVE STABILITY OF LEADERSHIP.>>YES.>>IN THE DISTRICT, AND STABILITY OF RELATIONSHIP WITH US. THOSE ARE REALLY CRITICAL.>>I’VE SAID IT– I THINK I’VE SAID IT HERE BEFORE. GIVE ME A SUPERINTENDENT, THAT’S ABOVE-AVERAGE WITH A BOARD THAT HE OR SHE CAN WORK WITH, WE CAN DO THINGS.>>YES.>>IT IS CRUCIAL.>>AND I THINK THAT– I DON’T KNOW IF IT’S MY TURN YET.>>PLEASE, YES.>>TO DR. RICE’S POINT, I THINK I HEARD– AND THAT GOES BOTH WAYS. BECAUSE WE’RE JUST ALSO GETTING STABILITY IN THE PARTNERSHIP DISTRICT AS WELL. SO, I MEAN, I THINK THAT THAT– WE HEAR IT FROM BOTH SIDES. AND, YOU KNOW, SOMEWHAT TO TOM’S POINT AND THEN BACK TO THE FUNDING. IT’S GOOD THAT YOU ALL HAVE DEVELOPED A RUBRIC, AND SO I KNOW THAT THIS WAS IN THE MAKING. AND SOME OF THE CONCERNS WHERE WE WERE SAYING, LIKE, RIGHT IN A SAME AREA WHERE THERE WAS DISCREPANCIES, AND A LOT OF IT WAS BECAUSE WHAT WE WERE HEARING FROM YOU ALL, IS BECAUSE WE WERE– DISTRICTS DIDN’T KNOW WHAT THEY COULD APPLY FOR. SO SOME KIND OF, LIKE, WENT FOR THE MOON, AND THEN OTHERS WERE JUST SHOOTING FOR, YOU KNOW, JUST WHATEVER THEY THOUGHT THAT THEY COULD GET. SO, DO WE SEE THAT THAT SHARING IS HAPPENING OR THAT YOU ALL ARE ABLE TO HELP THEM TO BETTER UNDERSTAND WHAT’S AVAILABLE TO THEM, TO APPLY FOR?>>I WOULD SAY SO, NOW. KIND OF TO GO BACK TO HIS QUESTION OR COMMENT. ONE OF THE THINGS THAT WE’RE DOING IN OCTOBER IS WHAT WE’RE CALLING A NETWORKING CONFERENCE, AND THAT’S AN OPPORTUNITY FOR DISTRICTS TO SHARE BEST PRACTICES. SO WE’LL HAVE A 21 NIGHT SESSION THEN WHERE WE’LL TALK ABOUT SOME OF THE THINGS THAT HAVE BEEN FUNDED AND TO BE ABLE TO DEMONSTRATE SOME OF THE EFFECTIVENESS OF THOSE ACTIVITIES THAT WE’VE FUNDED OR WHATEVER. SO, FOR THE MOST PART, I DO BELIEVE THE DISTRICTS HAVE THE OPPORTUNITY TO SHARE, IF NOTHING ELSE, BE ABLE TO WORK WITH THE PALS, BECAUSE SOME OF THEM SHARE THE SAME PAL. SO I’M NOT SURE THAT I– AND THAT IS A GOOD PART OF IT. AND I THINK IT’S ALSO YOU ALL ARE KIND OF LIKE GETTING TO KNOW THOSE DISTRICTS BETTER. THE MORE THAT YOU ALL ARE RIGHT THERE ON THE GROUND IN THE FIELD LETTING THEM KNOW, AGAIN, WE’RE HAVING TO CONSTANTLY REMIND THEM TO THINK OUTSIDE OF THE BOX.>>YES.>>I MEAN, THAT COMES MORE NATURAL FOR SOME. OTHERS, IT’S JUST THAT THEY’VE BEEN SO USED TO HAVING TO DO THINGS A CERTAIN WAY. SO HELPING THEM TO UNDERSTAND THAT WHERE THEIR NEED IS. AND I THINK THAT AS WE CONTINUE TO ROLL OUT THE CQI PROJECT, THE CONTINUOUS QUALITY IMPROVEMENT WORK, THEN HOPEFULLY THAT WILL INFILTRATE DOWN TO THE LOCALS, AND THEY CAN BETTER UNDERSTAND WHAT LEVERS THEY NEED TO TURN. BUT UNTIL THEN, IF YOU ALL CAN BE MINDFUL OF THAT.>>YOU’RE WITH US, IF YOU WOULD PLEASE, WHERE BENTON HARBOR IS RELATIVE TO AGREEMENTS. BECAUSE I THINK THAT IS A LITTLE TRICKY FOR SOME PEOPLE WHO ARE TRYING TO FOLLOW ALONG WITH WHAT THE LEGISLATURE DID, AND BY EXTENSION, WHAT’S BEEN GOING ON IN THE MEDIA THE LAST SEVERAL MONTHS.>>OKAY. SO BENTON HARBOR, AS YOU KNOW, IS A COOPERATIVE DISTRICT. AND, YOU KNOW, IN DECEMBER, THE LEGISLATURE REMOVED 1280c, WHICH REMOVED THE SCHOOL REFORM OFFICER, WHICH THEN ELIMINATED THE COOPERATIVE AGREEMENT AS OF JULY 1ST. AND AS YOU KNOW, THE GOVERNOR’S OFFICE AND TREASURER AND MDE, YOU KNOW, WERE WORKING ON SOME IDEAS, AND THOSE IDEAS DID NOT COME TO FRUITION. AND THEN ABOUT FOUR WEEKS AGO, THE BENTON HARBOR BOARD SUBMITTED A 12-PAGE DOCUMENT TO THE GOVERNOR’S OFFICE, INDICATING THIS IS WHAT WE THINK OUR PLAN SHOULD BE, AND WE WOULD LIKE FEEDBACK. AND THAT FEEDBACK HASN’T BEEN PRESENTED YET. THIS FRIDAY, THERE’S GOING TO BE A MEETING IN BENTON HARBOR, AND DR. RICE AND I WILL BE ATTENDING, AND TREASURER WILL BE ATTENDING, AND THERE’S GOING TO BE A PRESENTATION. AND WE’RE GOING TO, YOU KNOW, TALK ABOUT THE FEEDBACK, I ASSUME, FROM THEIR PROPOSAL, AND THEN WE THINK WE SHOULD PROCEED FURTHER. SO, BENTON HARBOR IS NOT A PARTNERSHIP DISTRICT. THAT’S WHY IT WAS NOT ON THE AGENDA, BECAUSE, YOU KNOW, THEY WERE A PARTNERSHIP DISTRICT BEFORE. THAT’S WHY THEY’RE PART OF THE 21H FUNDING. WHEN YOU SEE THAT THEY’RE LISTED ON IT AS ONE OF THE DISTRICTS. BUT RIGHT NOW, IT’S KIND OF IN LIMBO, BUT WE NEED TO DO SOMETHING. WE NEED TO WORK WITH BENTON HARBOR. DR. RICE HAS INDICATED HE THINKS THE, YOU KNOW, HIGH SCHOOL SHOULD NOT BE CLOSED, AND WE NEED TO MOVE FORWARD WITH SOME TYPE OF PLAN, AND I THINK THAT’S COMING SOON.>>AND SO, TO YOUR EAR– I’M SORRY– TO YOUR EARLIER QUESTION. THERE ORIGINALLY WASN’T GOING TO BE UNDER THIS SECTION, SIMPLY BECAUSE IT WASN’T, STRICTLY SPEAKING, A PARTNERSHIP AGREEMENT DISTRICT. IT IS, IN A FASHION, BETWEEN AGREEMENTS. BUT YOU RAISED THE QUESTION. WE’RE HERE TO ANSWER QUESTIONS. BACK TO YOU.>>THAT’S EXACTLY WHAT I WOULD HAVE ASKED. BUT POTENTIALLY THAT– I REMEMBER WHEN WE HAD BENTON HARBOR HERE, ONE OF THE DISCUSSIONS WAS IF THE COOPERATIVE AGREEMENT WENT AWAY, WITH 1280C GOING AWAY, THEN WOULD THEY BE OPEN OR AVAIL– WOULD THE PARTNERSHIP AGREEMENT BE AVAILABLE TO THEM? I REMEMBER THEM TALKING ABOUT A PARTNERSHIP AGREEMENT ON STEROIDS, WAS A TERM ALSO THAT WAS USED. SO IS THAT SOMETHING THAT COULD BE UP FOR DISCUSSION IN THE NEAR FUTURE?>>IT’S CONCEIVABLE.>>YOU KNOW, PARTNERSHIP DISTRICTS ARE SO DESIGNATED BECAUSE AT LEAST A SCHOOL IN THE DISTRICT, AT LEAST A SINGLE SCHOOL IN THE DISTRICT HAS ACADEMIC ACHIEVEMENT THAT’S SUFFICIENTLY LOW THAT IT NEEDED TO BE FLAGGED. SO IT CAN BE A SCHOOL AMONG 150. A SCHOOL GETS YOU A DESIGNATION NOW. WHAT TRIGGERS IT IS ACADEMICS. THE CONVERSATION NOW IN BENTON HARBOR IS OVERWHELMINGLY FINANCIAL, NOT ACADEMIC, AS WE’VE DISCUSSED. AND FOR THAT REASON, WE ARE ABSOLUTELY GOING TO WALK THIS WALK WITH BENTON HARBOR AREA SCHOOLS, AND WITH THE STATE TREASURER. BUT THE STATE TREASURER, IN MY ESTIMATION, IS THE LEAD. IT IS FIRST AND FOREMOST A FINANCIAL ISSUE, AND SECONDARILY AN ACADEMIC ISSUE. WE WOULD NOT BE HAVING THE CONVERSATION BUT FOR THE FINANCIAL. YES? OTHER QUESTIONS? MAS PREGUNTAS?>>CAN I ASK SOMETHING ABOUT BENTON HARBOR?>>SURE.>>OKAY, SO, YOU ARE GOING TO MAKE A PRESENTATION IN BENTON HARBOR, OR GO WITH SOMEBODY TO MAKE A PRESENTATION, OR MEET–>>OKAY, THE TREASURY DEPARTMENT IS GOING TO MAKE THAT.>>ARE THE LEAD. THEY’RE THE LEAD.>>THEY’RE THE LEAD.>>OKAY, OKAY. SO IS THAT CONVERSATION IS GOING TO TAKE PLACE WITH THE PASTORS THAT CAME HERE, WITH THE BOARD OF DIRECTORS, SCHOOL BOARD OF DIRECTORS, WITH THE COMMUNITY, OR ALL OF THEM TOGETHER?>>IT’S GOING TO BE A BOARD MEETING THAT’S POSTED. SO WE DON’T KNOW WHO WILL ATTEND.>>SO THEN, WHO TAKES THE LEAD WHEN IT COMES TO BENTON HARBOR?>>RIGHT NOW, THE TREASURY IS GOING TO MAKE A PRESENTATION. AFTER THAT PRESENTATION, THEN I THINK THAT MDE AND TREASURY ARE GOING TO WORK TOGETHER. BUT WE HAVE TO SEE HOW IT UNFOLDS, AND JUST SEE WHAT THE BENTON HARBOR BOARD WILL WANT TO DO.>>YES, BUT WHO TAKES THE LEAD IN REPRESENTING BENTON HARBOR?>>WELL, BENTON HARBOR SCHOOL BOARD, THE SCHOOL BOARD REPRESENTS BENTON HARBOR AREA SCHOOLS, YEAH. AND THAT’S WHY WE’RE HAVING THE CONVERSATION AT A BOARD MEETING. YOU KNOW, IT’S A PUBLIC BOARD MEETING, IT’S AN OFFICIAL MEETING, SUBJECT TO THE OPEN MEETINGS ACT. THE TREASURY DEPARTMENT WANTS TO DISCUSS SOME IDEAS MOVING FORWARD, AND WILL, AND WILL BE THERE IN A SUPPORTIVE ROLE.>>CAN I SAY, THE APPROACH THAT YOU’RE TAKING IS A GOOD ONE, BECAUSE YOU’RE GOING TO THE BOARD. I MEAN, I THINK THAT THE PEOPLE WHO SAT AT THE END OF THE TABLE WERE JUST HERE DOING A PRESENTATION, JUST AS YOU DID, AND OTHERS DID. OR SPEAKING PUBLICLY, I SHOULDN’T EVEN SAY “A PRESENTATION.” BUT FROM WHAT I HEAR IS THAT YOU’RE GOING THROUGH THE BOARD, WHICH IS WHAT’S TYPICALLY DONE, AND THEN THEY, IN TURN, INVITE THE PUBLIC. I DON’T EVEN THINK THAT THEY EVEN, IF THEY WOULD HAVE STAYED HERE, THEN THEY WOULD HAVE KNOWN THAT THIS WAS TAKING PLACE. BUT–>>WE LITERALLY JUST FOUND THIS OUT THIS MORNING. DR. PEARSON WAS ON A CONFERENCE CALL LATE THIS MORNING. I’M NOT ABLE TO BECAUSE I WAS COMMUNING WITH YOU, BUT YOU KNOW, TREASURER AND BENTON HARBOR AREA SCHOOL BOARD MEMBERS, A COUPLE OF THEM HAD A BRIEF CONVERSATION ON THE PHONE TODAY, AND DECIDED THAT THERE WOULD BE A MEETING ON FRIDAY, SO IT’S OF RELATIVELY RECENT VINTAGE.>>AND THAT’S GOOD. I MEAN, THAT’S THE WAY TYPICAL DISTRICTS, AND THAT’S WHAT WE’VE BEEN ASKING FOR BENTON HARBOR, IS THAT THEY’RE TREATED AS ANY OTHER DISTRICT WOULD BE TREATED, ESPECIALLY GIVEN THE FACT THAT A-F TOOK THE 12 ADC AWAY. AND SO I THINK THAT THAT MAKES SENSE.>>VERY GOOD. MS. TILLEY?>>I KNOW THAT THE GOVERNOR PUT FORWARD A PLAN, AND THE SCHOOL BOARD PUSHED BACK ON THAT PLAN. AND THEN YOU SAID THEY SUBMITTED THE 12-PAGE DOCUMENT, WHICH THE GOVERNOR HAS NOT APPROVED, AND I’M ASSUMING TREASURY HAS NOT APPROVED.>>THEY HAVEN’T RESPONDED YET. I THINK THEY WERE GATHERING INFORMATION, AND THE NEXT STEP IS, YOU KNOW, WHAT’S GOING TO OCCUR SHORTLY.>>SO A DOCUMENT IS DRASTICALLY DIFFERENT FROM A STRATEGIC PLAN. AND I’VE ASKED THIS IN PREVIOUS MEETINGS. I KNOW THAT THEY WERE SELECTING SOMEONE THAT THEY WANTED TO DO THE STRATEGIC PLAN, BECAUSE THE CEO DID NOT COMPLETE THE STRATEGIC PLAN. SO WHAT’S HAPPENING WITH THE STRATEGIC PLAN FOR BENTON HARBOR?>>THERE WAS A CONVERSATION FIVE WEEKS AGO, WHERE WE HAD DISCUSSED THE POSSIBILITY OF BRINGING TURNAROUND COMPANIES IN, AND I’M NOT SURE WHERE THAT IS. IT KIND OF WENT INTO A LULL DURING JULY, SO I CAN’T TELL YOU WHERE WE ARE WITH THE PROCESS OF STRATEGIC PLANNING.>>WELL, I KNOW YOU SAID AT OUR LAST MEETING THAT YOU PUT IT ON HOLD BECAUSE OF THE GOVERNOR’S INTERVENTION. SO WE KNOW NOW THAT THEY ARE… CONTROL HAS GONE BACK TO THE LOCAL LEVEL. WHAT’S HAPPENING TO ENSURE THAT THEY HAVE THE STRATEGIC PLAN THAT THEY NEED AND THAT SHOULD HAVE BEEN ALREADY PUT TOGETHER?>>I SAID TWO REASONS. ONE, THERE IS THE GOVERNOR’S PLAN, AND TWO, BECAUSE THE SRO WAS GOING AWAY, AND THE [INDISTINCT] WAS GOING AWAY, AND THE CEO SLASH SUPERINTENDENT HAD TAKEN A DIFFERENT JOB, WE HAD TO BACK UP AND NOT MOVE FORWARD WITH ANY STRATEGIC PLAN UNTIL WE GOT OUR FEET ON THE GROUND, WHICH MEANS THE BOARD TOOK OVER. THE BOARD IS IN CHARGE OF THE DISTRICT. THE BOARD HIRES A SUPERINTENDENT, WHICH THEY’RE IN THE PROCESS OF DETERMINING WHAT THEY’RE GOING TO DO WITH THAT. THEN THEY CAN MOVE FORWARD WITH THE STRATEGIC PLAN. THAT IS, THEIR STRATEGIC PLAN. THERE WAS TOO MANY Xs AND Ys IN THE EQUATION. ONCE THE LEGISLATURE MADE THAT DECISION, AND IT DAWNED ON THE BENTON HARBOR BOARD, ABOUT THE END OF FEBRUARY, I THINK THINGS STARTED TO SLOW DOWN, AND THEY SHOULD HAVE. BECAUSE IF I WAS THE SUPERINTENDENT OF THE DISTRICT, AND THINGS WERE UNRAVELING AS THEY WERE, YOU CAN’T REALLY GO FORWARD WITH A STRATEGIC PLAN.>>YOU KIND OF HAVE TO RE-COALESCE.>>YEAH.>>THEY WERE HIRING AN OUTSIDE CONSULTANT. THAT WAS WHAT THE BOARD WANTED TO DO.>>THAT WAS A DISCUSSION, BUT THEN THERE WERE TOO MANY, LIKE I SAID, Xs AND Ys IN THE EQUATION. THEN YOU HAVE THE PROPOSAL, OR A PLAN, OR WHATEVER WE WANT TO CALL IT.>>AND FROM MY UNDERSTANDING, THEY PUT OUT AN RFP.>>THAT DIDN’T GO ANYWHERE. THAT’S BEEN ON… THAT WAS PUT ON HOLD. AS FAR AS I KNOW. I DON’T THINK THERE IS A PROCESS OF HIRING A TURNAROUND COMPANY, A PROCESS OF HIRING A STRATEGIC PLAN SPECIALIST, OR THAT HASN’T GONE OUT ANYWHERE. I THINK THERE WAS TALK, BUT IT NEVER WENT. IT NEVER TRANSPIRED. BECAUSE NOBODY KNEW WHAT WAS GOING TO HAPPEN, AS WE’VE DISCUSSED AT PREVIOUS MEETINGS. NOW WE’RE, I THINK, GOING TO GET SOMEPLACE.>>BUT YOU HAVEN’T FOLLOWED UP TO FIND OUT HOW THAT’S GOING TO PROCEED.>>HOW’S WHAT GOING TO PROCEED?>>THE STRATEGIC PLAN.>>NO. BECAUSE THE STRATEGIC PLAN IS IN THE BOARD’S HANDS. HOW DO THEY WANT TO MOVE FORWARD? FIRST, THEY HAVE TO HIRE A SUPERINTENDENT. THAT NEEDS TO HAPPEN. THEN THEY NEED TO START TALKING ABOUT A STRATEGIC PLAN. YOU CAN’T PUT A STRATEGIC PLAN… YOU SHOULDN’T PUT IT, IN MY OPINION, PUT A STRATEGIC PLAN IN PLACE WITHOUT HAVING A SUPERINTENDENT.>>I JUST FEEL LIKE THAT’S BEEN PART OF THE ISSUE, THAT THEY HAVE NOT GOTTEN THIS DONE. PEOPLE KEEP REQUESTING, OR THE GOVERNOR HAS REQUESTED A PLAN, AND THE FACT THAT IT KEPT BEING PAUSED, I THINK, IS A BIG PART OF THE ISSUE.>>THE PORTION OF THE GOVERNOR’S PLAN WHERE 150 TO 170 KIDS WERE GOING TO RECEIVE CTE FOR FOUR YEARS OF HIGH SCHOOL, I THINK WAS FANTASTIC. YOU KNOW, THE WHOLE THING DIDN’T COME TOGETHER, THOUGH. THAT WAS JUST A PART OF IT. NOW, WE NEED TO MOVE FORWARD, THAT’S NOT HAPPENING, AND HIRING A SUPERINTENDENT, [INDISTINCT] YOUR PLAN, AND HAVE A NEW IDEA IN PLACE THAT I THINK WE’RE GOING TO TALK ABOUT IN THE NEXT COUPLE OF WEEKS, WILL BE GOOD.>>DR. PUGH.>>AND, YOU KNOW, SOME OF THE POINTS THAT YOU BRING UP, TIFFANY, WERE DEFINITELY VALID IN JUNE, AND AT THIS POINT, I THINK NOW IS A RESET BUTTON THAT NEEDS TO BE SET, BECAUSE THERE WILL BE A NEW SUPERINTENDENT, AND IT IS MY HOPE THAT THE SCHOOL DISTRICT HAS THE RESOURCES TO SEEK, TO DO A SEARCH. A STATEWIDE, AT LEAST, SEARCH FOR A SUPERINTENDENT, AND THEN THEY ARE ABLE TO COLLECTIVELY WORK TOGETHER AND BUILD FROM THE PLAN THAT THEY WORKED TOGETHER ON OVER THE SUMMER. BUT THEY HAD PIECES, THE DISTRICT HAD PIECES OF A PLAN. AS WE SAID, THERE MAY BE PORTIONS OF THE PLAN THAT WAS PROVIDED, OR GIVEN BY THE GOVERNOR. THEY DID HAVE A STRATEGIC PLANNING ENTITY THAT WAS LOOKING TO GO FORWARD, BUT FROM MY UNDERSTANDING, THAT PERSON, THAT GROUP WAS GOING TO HAVE TO BE FUNDED BY TREASURY, AND THAT PROCESS WAS NEVER FINALIZED.>>CORRECT.>>SO THAT WAS PART OF IT THAT THEY DIDN’T HAVE THE FUNDING TO FUND THAT.>>IN THE CONVERSATION TODAY, WE HAD- I SUGGESTED THAT SOMEBODY, GOVERNOR’S OFFICE, TREASURY OR MDE FUND THE SUPERINTENDENT SEARCH IF BENTON HARBOR BOARD WANTS TO HAVE ONE. I THINK THAT WE NEED TO HELP BENTON HARBOR.>>RIGHT, IF THE BOARD WOULD LIKE TO, YEAH.>>IF THEY WANT TO.>>AND IF THEIR ISSUE IS THAT THERE’S NOT RESOURCES FOR THAT, I’M HOPING THAT THERE ARE RESOURCES PROVIDED TO DO SOME SORT OF SEARCH WHERE THEY HAVE SOME- WHOEVER IT IS THAT THEY SELECT. THAT THEY SELECT THEM, NUMBER ONE. BUT IT’S SOMEONE WHO CAN MANEUVER THROUGH THE FINANCIAL AS WELL AS- AND THINK OUTSIDE OF THE BOX AS WE’RE SAYING HERE. WHO CAN FORM AND FORGE THE NECESSARY RELATIONSHIPS NOT ONLY WITH MDE BUT MDE FIRST AND PRIMARY AS WELL AS TREASURY. AND ALL THE PARTNERSHIPS THAT THEY’RE GOING TO NEED TO MOVE THIS GROUP FORWARD FINANCIALLY AS WELL AS ACADEMICALLY. SOMEONE WHO IS FORWARD THINKING AND VERY ASSERTIVE IN THAT WAY.>>ANY OTHER QUESTIONS OR COMMENTS REGARDING BENTON HARBOR? REGARDING MORE BROADLY PARTNERSHIP DISTRICTS? MORE NARROWLY TWENTY-ONE AGE FUNDS? ONCE, TWICE->>I JUST HAVE A QUICK QUESTION.>>YES, MS. VECTOR.>>ON THIS LIST WHERE IT SAYS THE SCHOOL YEAR ’18, THE PEOPLE WHO ARE ZEROES FOR 2018 BUT GOT MONEY IN 2019, IS THAT BECAUSE IT DIDN’T APPLY OR IS THAT BECAUSE THEY’RE NEW TO THE LIST?>>WHAT’S THE QUESTION?>>[INDISTINCT]>>BENTON HARBOR’S NO LONGER A QUESTION OF THE->>YOU HAD MORE MONEY TO DISTRIBUTE IN ’19 THAN ’18, DIDN’T YOU? A LITTLE BIT MORE MONEY?>>YEAH, THERE WAS SEVEN MILLION IN ’18-’19, THERE WAS SIX MILLION IN ’17-’18.>>YEAH BUT THERE’S A BUNCH OF ZEROES IN THE->>IT COULD HAVE BEEN EITHER ONE, HONESTLY. IT COULD HAVE BEEN THEY DIDN’T APPLY, IT COULD HAVE BEEN THEY JUST DIDN’T GET FUNDED.>>RIGHT. ‘CAUSE WE DIDN’T FUND EVERYBODY FOR EVERYTHING THEY ASKED FOR. WE COULDN’T.>>SO THEY WEREN’T IN DISTRICTS THAT WERE PLACED ON THE LIST? THAT WAS NOT PART OF THE…?>>OH, THAT’S A GREAT POINT TOO. YES. MOSTLY ROUND ONE DISTRICTS.>>RIGHT.>>IN FISCAL YEAR ’18.>>YES.>>YES.>>GREAT POINT. ROUND ONE AND ROUND TWO.>>IT IS A LOT OF PUBLIC SCHOOL ACADEMIES IN ROUND TWO THEN. IT SEEMS… OKAY, THAT’S IT. THANK YOU.>>OTHER QUESTIONS? OTHER COMMENTS? ONCE, TWICE, THRICE AND GONE. THANK YOU FOR YOUR PRESENTATION.>>THANK YOU.>>THANK YOU.>>THANK YOU.>>NEXT ITEM ON THE COMMITTEE OF THE WHOLE AGENDA IS DISCUSSION REGARDING CRITERIA FOR GRANT PROGRAMS. ARE THERE ANY GRANT CRITERIA QUESTIONS FOR STAFF? YOU’LL BE ASKED TO APPROVE THE CRITERIA ON THE CONSENT AGENDA LATER IN THE MEETING. YOU CAN SEE THE THREE SETS OF CRITERIA THERE. YOU’RE ABLE TO CLICK ON THOSE LINKS ON YOUR COMPUTERS IF YOU HAVE THOSE COMPUTERS. ANY QUESTIONS ASSOCIATED THEREWITH? ONCE, TWICE, THRICE AND GONE. APPROVAL OF MINUTES THE REGULAR AND COMMITTEE. THE WHOLE MEETING OF JUNE 11th, 2019. MAY I PLEASE HAVE A MOTION TO APPROVE THESE MEETING MINUTES?>>[INDISTINCT].>>DR. PRITCHETT.>>[INDISTINCT].>>AND MS. RAMOS-MONTIGNY AS A SECOND, ALL OF DISCUSSION? I’M SORRY, YES?>>I JUST WANTED TO ADD THERE WAS A LOT OF DISCUSSION DURING THE JUNE MEETING ABOUT BENTON HARBOR SCHOOLS. AND I DID SEE DEFINITELY THE QUESTION FOR THE ATTORNEY-GENERAL’S OFFICE. BUT THERE WAS ALSO- I JUST WANTED IT TO BE CAPTURED AS WELL BECAUSE THERE WAS A LOT OF DISCUSSION, I KNOW A LOT CAME FROM ME. ABOUT THE IMPACT OF WHAT HAPPENED IN BENTON HARBOR. AND I JUST WANT THAT TO BE REFLECTED IN WHAT I SAID IF WE REFLECT BACK TO THE VIDEO TAPES. IT IS AROUND HOW WHEN THESE DISCUSSIONS HAPPEN IN DISTRICTS, ESPECIALLY IN THIS PARTICULAR DISTRICT IN THE WAY THAT IT WAS STATED. ALMOST AS IF THE CLOSURE WAS GOING TO HAPPEN. YOU HAVE PARENTS THAT BEGIN TO FLEE, YOU HAVE PARENTS THAT BEGIN TO FLEE, AND SO I DO WANT THAT REFLECTED IN THE IMPACT THAT THAT HAS. THE NEGATIVE IMPACT THAT THAT HAS ON A DISTRICT SUCH AS BENTON HARBOR. IN THIS PARTICULAR CASE, WE WERE TALKING ABOUT BENTON HARBOR.>>VERY GOOD, THANK YOU. ANY OTHER FRIENDLY AMENDMENTS TO THE MEETING MINUTES? HEARING NONE, ALL IN FAVOR SAY AYE.>>AYE.>>OPPOSED, NAY. THE AYES HAVE IT, APPROVAL OF MINUTES OF CLOSED SESSION OF JUNE 11th, 2019. COULD I PLEASE HAVE A MOTION?>>MOVED.>>MOVED BY OUR PRESIDENT, SECONDED BY MR. MCMILLIN. IS THERE ANY DISCUSSION? ALL IN FAVOR, “AYE.”>>AYE.>>ALL OPPOSED, NAY. AYES HAVE IT. REPORT OF THE PRESIDENT. PRESIDENT ULBRICH.>>JUST VERY BRIEFLY, WELCOME TO OUR NEW SUPERINTENDENT. OUR NEW TEACHER OF THE YEAR. AND WE ALREADY WENT THROUGH A LOT OF THAT THIS MORNING SO I WON’T ELABORATE ON THAT. ONE OF THE THINGS THAT OUR NASBE PRESIDENT SAID EARLIER TODAY WAS ABOUT THE GOVERNOR AFFAIRS COMMITTEE. I HAVE SERVED ON THAT COMMITTEE IN THE PAST. I AM WILLING TO NOT SERVE IF ANYONE IS THOROUGHLY INTERESTED IN IT. BUT IF NOT, I’M WILLING TO SERVE ON THAT AGAIN, JUST TO LET YOU KNOW. AND THEN THE FINAL THING I JUST WANT TO SAY IS IT’S BEEN A GREAT SUMMER AND I’VE BEEN ABLE TO RELAX AND PUT SOME OF THIS STUFF ASIDE FOR A WHILE. BUT ONE OF THE THINGS THAT I HAVE NOT BEEN ABLE TO PUT ASIDE IS WORRYING ABOUT THE APPROPRIATIONS PROCESS AT THE STATE LEVEL. SO I TOURED AN EARLY CHILDHOOD EDUCATION CENTER RECENTLY AND A COUPLE OF THEIR CLASSES ARE GRSP CLASSES. AND THEY’RE IN A BIND RIGHT NOW BECAUSE THEY HAVE PARENTS THAT ARE TRYING TO SIGN UP AND THEY CANNOT GUARANTEE THEM SPACES. AND THESE ARE PARENTS WHO DO NO PAY OUT OF POCKET FOR THESE CLASSES BECAUSE THEY QUALIFY FINANCIALLY FOR THAT. AND WITHOUT THIS SERVICE, WILL HAVE TO REALLY SCRAMBLE TO FIND PLACES FOR THEIR CHILDREN. AND WHILE THE APPROPRIATIONS PROCESS IS WINDING ITS WAY THROUGH THE STATE LEGISLATURE AND THE GOVERNOR’S OFFICE, WE HAVE PARENTS THAT ARE REALLY WORRYING ABOUT WHAT THEY’RE GOING TO DO WITH THEIR YOUNG KIDS COME SEPTEMBER. SO JUST A PLEA TO ANYONE WHO IS LISTENING OUT IN THE UNIVERSE THAT IF WE COULD MOVE THE APPROPRIATIONS PROCESS FORWARD, IT IS AFFECTING REAL LIVES AND REAL PEOPLE. AND I SAW IT FIRST HAND TWO WEEKS AGO. SO, THANK YOU.>>THANK YOU, PRESIDENT ULBRICH. [INDISTINCT] OF THE SUPERINTENDENT I WANT TO THANK THE STATE BOARD OF EDUCATION FOR THE OPPORTUNITY AND THE HONOR TO SERVE AND TO WORK WITH YOU ON BEHALF OF 1.5 MILLION PUBLIC SCHOOL CHILDREN IN THE STATE OF MICHIGAN. I WANT TO THANK MY PARENTS FOR BRINGING ME INTO THIS WORLD. [ LAUGHTER ] AND MY WIFE, FOR NOT TAKING ME OUT. [ LAUGHTER ] AND FOR HER LOVE, FRIENDSHIP AND PARTNERSHIP. I WANT TO THANK MY FORMER BOARD AND STAFF IN THE KALAMAZOO PUBLIC SCHOOLS. THEY WERE AND ARE ALL ABOUT KIDS AND I APPRECIATE THEM. WANT TO THANK MDE STAFF WHO HAVE HELPED ACCLIMATE ME AND ACCULTURATE ME OVER THE LAST COUPLE OF WEEKS. I FEEL LIKE I’M LEARNING AND GROWING. I HAVE A LOT TO LEARN. AND I’M PREPARED TO TRY TO ASCEND THAT STEEP LEARNING CURVE. TO DATE, I HAVE FOUND THE RESTROOMS. I HAVE FOUND THE->>CONGRATULATIONS.>>I HAVE FOUND THE CAFETERIA AND I HAVE FOUND THE PARKING LOT. I’M REALLY PLEASED. [ LAUGHTER ] I’M MAKING PROGRESS. SHEILA ALLES, OUR CHIEF DEPUTY SUPERINTENDENT WILL NOW AN UPDATE ON A-F. AFTER WHICH, I WILL CONCLUDE WITH A BRIEF MEMORIAM.>>THANK YOU, DR. RICE. GOOD AFTERNOON, EVERYONE. I THOUGHT THIS AFTERNOON WHAT I WOULD DO IS SHARE WITH YOU WHAT HAS BEEN OCCURRING AT THE STATE BOARD OF EDUCATION AND IN THE DEPARTMENT WITH THE IMPLEMENTATION OF PUBLIC ACT 601 OTHERWISE KNOWN AS THE A-F LAW. AND SO I’M GOING TO START WITH A LITTLE REFRESHER. I’M GOING TO TAKE YOU BACK TO A COUPLE OF YEARS AGO WHEN THE DEPARTMENT OF EDUCATION SUBMITTED TO THE U.S. DEPARTMENT OF EDUCATION OUR SCHOOL ACCOUNTABILITY SYSTEM. OTHERWISE KNOWN AS OUR INDEX SYSTEM. THAT SCHOOL ACCOUNTABILITY SYSTEM WAS APPROVED BY THE FEDERAL GOVERNMENT FOR MEETING THE “EVERY STUDENT SUCCEEDS ACT” OR THE ESSA REQUIREMENTS. THEN THIS PAST DECEMBER, LATE DECEMBER. THE HOUSE CREATED HOUSE BILL 5526 WHICH CREATED A STATE LEVEL SCHOOL ACCOUNTABILITY SYSTEM. THAT BILL WENT TO THE SENATE, OUR DEPARTMENT MEMBER STAFF. THEY REVIEWED AND ANALYZED THE BILL. AND NOTED THAT THE BILL HAD CONFLICTS WITH THE ESSA REQUIREMENTS FOR SCHOOL ACCOUNTABILITY. I SUBMITTED A LETTER TO THE SENATE, INDICATING THAT THERE WERE MULTIPLE CONFLICTS WITH HOUSE BILL 5526. THE GOVERNOR, FORMER GOVERNOR BEFORE HE LEFT OFFICE, SIGNED HOUSE BILL 5526 INTO LAW AND THEN WE HAD PA601 OTHERWISE KNOWN AS THE A-F LAW. THAT LAW TOOK EFFECT OF MARCH 29th OF THIS YEAR. THAT SIGNING OF THAT BILL CREATED TWO ACCOUNTABILITY SYSTEM FOR THE STATE. THE INDEX SYSTEM WHICH IS OUR FEDERALLY APPROVED INDEX SCHOOL ACCOUNTABILITY SYSTEM. AND THEN A STATE ACCOUNTABILITY SYSTEM AS REFLECTED IN PA601. IN JANUARY, I REQUESTED FROM THE DIVISIONAL LEVEL OF THE ATTORNEY GENERAL’S OFFICE GUIDANCE ON WHETHER OR NOT WE COULD AMEND 601 TO MEET FEDERAL REQUIREMENTS. AT THAT TIME, THE DEPARTMENT ALSO BEGAN COMMUNICATIONS WITH THE U.S. DEPARTMENT OF EDUCATION OVER WHAT WE PERCEIVED TO BE CONFLICTS WITH PA601 AND ESSA. IN JANUARY, THE DEPARTMENT PUT TOGETHER AN INTERNAL TEAM. OUR INTERNAL TEAM BEGAN MEETING WEEKLY. WE STARTED WITH THE ANALYSIS OF 601, WE STARTED TO PUT TOGETHER A STRATEGY FOR IMPLEMENTING 601 AND PLANS TO MEET REGULARLY IN ORDER TO GET UPDATES ON THE WORK THAT WE WERE DOING. IN FEBRUARY, I RECEIVED WRITTEN GUIDANCE FROM THE DIVISIONAL LEVEL OF THE ATTORNEY GENERAL’S OFFICE AND THAT GUIDANCE INDICATED THAT THE ATTORNEY GENERAL’S OFFICE AGREED WITH THE CONFLICTS THAT WE HAD NOTED IN 601. AND THUS, SAID TO US THAT 601 COULD NOT BE USED TO MEET FEDERAL REQUIREMENTS FOR SCHOOL ACCOUNTABILITY. OUR DISCUSSIONS WITH THE U.S. DEPARTMENT OF EDUCATION CONTINUED. WE HAD DISCUSSIONS WITH THEM AROUND AND CLARIFYING FOR US WHETHER WE SHOULD BE- WHAT OUR OPTIONS WERE FOR SUBMITTING EITHER AMENDMENTS OR WAIVERS TO 601 TO HAVE IT COMPLY WITH FEDERAL REQUIREMENTS. AND IN FEBRUARY, OUR WEEKLY A-F TEAM MEETINGS CONTINUED. IN MARCH, STATE BOARD PRESIDENT DR. ULBRICH SUBMITTED TO LEGISLATORS A REQUEST ASKING THAT LEGISLATORS GRANT AN EXTENSION ON THE SEPTEMBER 1st DEADLINE DATE IN PUBLIC ACT 601. IN WHICH THE DEPARTMENT WAS REQUIRED TO PROVIDE SCHOOL GRADES AS WELL AS RANKINGS. IN APRIL, THE DEPARTMENT SUBMITTED TO KEY LEGISLATOR LEADERS A DETAILED TIMELINE FOR IMPLEMENTING PUBLIC ACT 601. IT REFLECTED THE DEPARTMENTS ABILITY TO MEET THOSE REQUIREMENTS BY MARCH OF 2020. ALONG WITH THAT TIMELINE, WE ALSO SUBMITTED ESTIMATED COSTS ON WHAT IT WAS GOING TO COST THE DEPARTMENT TO DO THIS WORK. IT INCLUDED STAFFING COSTS AS WELL AS RESOURCE COSTS. AND AGAIN, OUR DEPARTMENT MEMBERS CONTINUED THEIR CONVERSATIONS WITH THE U.S. DEPARTMENT OF ED. IN LATE MAY, MICHIGAN DEPARTMENT OF EDUCATION MEMBERS HAD A PHONE CALL WITH THE U.S. DEPARTMENT OF EDUCATION THAT INCLUDED OUR FOUR EDUCATION POLICY ANALYSTS FOR THE HOUSE AND SENATE MAJORITY AND MINORITY LEADERS. DURING THE CONFERENCE CALL THERE WERE THREE MAJOR OUTCOMES THAT BECAME VERY EVIDENT. ONE, THAT THERE WERE UNDENIABLE CONFLICTS IN 601 WITH ESSA THAT WOULD PREVENT IT FROM BEING THE STATES ACCOUNTABILITY SYSTEM. NUMBER TWO, THAT ANY WAIVERS THAT WERE SUBMITTED TO THE U.S. DEPARTMENT OF EDUCATION ON 601 WOULD LIKELY BE DENIED. AND THAT STATE STATUTE DID NOT SUPERCEDE FEDERAL LAW. SO, IT BECAME VERY APPARENT AT THE CONCLUSION OF THAT TELEPHONE CONVERSATION THAT THE STATE WAS GOING TO HAVE TWO ACCOUNTABILITY SYSTEMS. THE INDEX SYSTEM AND THE A-F LAW. WE, AS A DEPARTMENT, CREATED A VERY COMPREHENSIVE SUMMARY OF OUR TELEPHONE CALL WITH THE U.S. DEPARTMENT OF EDUCATION. WE SENT THAT LETTER, THAT SUMMARY COMMUNICATION TO THE FOUR PEOPLE WHO WERE ON THE PHONE CALL WITH US. WE ALSO GAVE COPIES OF THAT TO THE STATE BOARD OF EDUCATION AND WE SENT IT TO THE LEADERSHIP OF THE HOUSE AND SENATE EDUCATION POLICY. AND THE K-12 EDUCATION APPROPRIATION SUBCOMMITTEES. DURING THE SPRING AND SUMMER, THE A-F ACCOUNTABILITY SYSTEM DESIGN BEGAN TO OCCUR. THAT INCLUDED DEVELOPING REQUIREMENTS GATHERING, BUSINESS RULES, CALCULATIONS DEVELOPMENT, MODELING, DATA SOURCES AND STRUCTURE DETERMINATION. AND ONCE AGAIN, WE WERE CONTINUING WITH OUR WEEKLY A-F TEAM MEETINGS. IN JUNE, DEPARTMENT MEMBERS MET WITH SEVERAL LEGISLATORS AND THEIR STAFF TO REVIEW THE SUMMARY CORRESPONDENCE OF OUR CONVERSATION WITH U.S. DEPARTMENT OF EDUCATION. WE WANTED TO FOLLOW UP WITH THEM TO MAKE SURE THAT THEY WERE CLEAR ON THE OUTCOME OF THAT CONVERSATION AND WE ALSO WANTED TO SEE IF THEY HAD ANY QUESTIONS. IN JULY, THE DEPARTMENT RECEIVED THE FINAL NAMES FOR THE REQUIRED PEER REVIEW PANEL. IN AUGUST, THE DEPARTMENT SUBMITTED ITS PROPOSED STANDARDS FOR DETERMINING LETTER GRADES AND RANKINGS TO THE APPROPRIATED PEER REVIEW PANEL MEMBERS THAT OCCURRED ON AUGUST 1st.>>[INDISTINCT].>>PARDON ME?>>BEFORE COMING TO US FOR APPROVAL?>>YES. AND HELD A MEETING TO OUTLINE OUR IMPLEMENTATION PLAN. YOU HEARD ME MENTION IN MY COMMENTS THAT WE HAD SUBMITTED COMMUNICATIONS TO LEGISLATORS ASKING FOR SOME RESPONSES TO THIS DATE. WE HAVE NOT RECEIVED RESPONSES TO THIS TIMELINE THAT WE SUBMITTED TO LEGISLATORS AS WELL AS WE HAVE NOT RECEIVED A RESPONSE TO THE ESTIMATED REQUEST FOR FUNDING. AND I DO NOT BELIEVE THAT PRESIDENT ULBRICH HAS RECEIVED A RESPONSE TO HER REQUEST FOR AN EXTENSION OF THE IMPLEMENTATION TIMELINE.>>NOT EVEN A RECOGNITION OF THE LETTER.>>SO, THAT’S AN UPDATE ON WHERE WE ARE WITH IMPLEMENTING PUBLIC ACT 601. INFORMATION ON NEXT STEPS CAN CERTAINLY BE PROVIDED AT A FUTURE BOARD MEETING. BUT WHAT I WANT TO EMPHASIZE HERE IS THAT THE DEPARTMENT HAS TAKEN SIGNIFICANT STEPS TO IMPLEMENT 601. WE HAVE ABSOLUTELY COMPLIED WITH EVERY ASPECT OF THAT LAW EXCEPT FOR THE SEPTEMBER 1st DEADLINE DATE. THE SEPTEMBER 1st DEADLINE DATE REQUIRES THE DEPARTMENT TO ASSIGN LETTER GRADES AND RANKINGS. AND ALSO TO IDENTIFY COMPREHENSIVE AND IMPROVEMENT SUPPORT SCHOOLS. OTHERWISE KNOWN AS CSI SCHOOLS. OUR GOAL IS TO CREATE AS COMPREHENSIVE, COHERENT, RELIABLE ACCOUNTABILITY SYSTEM THAT WE DID WITH OUR INDEX SYSTEM. BUT IT’S IMPORTANT TO NOTE THAT WE CANNOT DO THAT AND MEET THE SEPTEMBER 1st DEADLINE DATE. ANOTHER ASPECT THAT INFLUENCES THE SEPTEMBER 1st DEADLINE DATE IS THAT THE STUDENT DATA SETS FOR THE MOST RECENT STATE ASSESSMENT ADMINISTRATION AS WELL AS THE STUDENT GROWTH DATA SET DOES NOT BECOME AVAILABLE UNTIL AFTER SEPTEMBER 1st. WE WANT TO MAKE SURE THAT THE DATA WE ARE USING FOR THE A-F SYSTEM REFLECTS THE MOST CURRENT DATA. THE MOST CURRENT STATE ASSESSMENT DATA. THEREFORE, WE ARE NOT ABLE TO GET THAT DATA UNTIL AFTER SEPTEMBER 1st, AND THEREFORE WE WILL NOT BE ABLE TO HAVE THOSE RANKINGS IN THE GRADES UNTIL- OUR GOAL IS TO HAVE THIS WRAPPED UP BY MARCH OF 2020. HAVING SAID THAT, WE WILL STILL MEET THE REQUIREMENT OF THE STATE LAW WHICH REQUIRES US TO HAVE THIS SYSTEM IN PLACE FOR THE 2019-20 SCHOOL YEAR. SO, ONCE AGAIN, I WANT TO REITERATE THAT THE DEPARTMENT IS DOING EVERYTHING TO COMPLETELY COMPLY WITH PUBLIC ACT 601 EXCEPT OF COURSE TO MEET THE SEPTEMBER 1st DEADLINE DATE. AND AGAIN, PLEASE LET ME REITERATE, WE ARE DOING THIS WITHOUT ANY FUNDING, ADDITIONAL FUNDING, FROM THE LEGISLATORS FOR STAFFING OR THE RESOURCES TO DO THIS WORK. AND WE ARE CONTINUING TO DO THE VERY IMPORTANT WORK THAT WE HAVE BEEN DOING IN THE PAST.>>NOTWITHSTANDING THE REQUEST FOR ADDITIONAL FUNDING.>>YES, WE HAVE NOT RECEIVED A RESPONSE FOR THAT.>>THANK YOU. THANK YOU VERY MUCH. MS. TILLEY, PRESIDENT ULBRICH.>>WHAT ARE THE REPERCUSSIONS OF NOT MEETING THE SEPTEMBER 1st DEADLINE OR ARE THERE ANY?>>WE HAVE NOT. THE LEGISLATORS HAVE NOT INDICATED WHAT ANY REPERCUSSIONS WERE. BUT WE’VE BEEN VERY CLEAR WITH THEM, IN THAT WE ARE NOT ABLE TO MEET THE SEPTEMBER 1st DEADLINE DATE. AND IF– ONE OF THE MAJOR REASONS IS THAT WE WANT TO MAKE SURE THAT WE ARE USING CURRENT DATA. OTHERWISE, WE WOULD BE USING DATA FROM THE 2018 STATE ASSESSMENT. THAT DATA IS A YEAR AND A HALF OLD.>>PRESIDENT ULBRICH.>>SO, FIRST OF ALL, THANK YOU VERY MUCH FOR THAT RECAP. I THINK YOU DID A VERY GOOD JOB OF– BEING VERY PROFESSIONAL IN REITERATING THE STEPS THAT WE HAVE GONE THROUGH. THERE HAVE OBVIOUSLY BEEN– THERE’S BEEN A LOT OF WORK THAT HAS GONE INTO THIS. BUT ON BEHALF OF THE BOARD, I JUST WANT TO REITERATE A FEW THINGS. NUMBER ONE, THIS BOARD IS ON RECORD OPPOSING THIS LAW. THIS DEPARTMENT WAS CLEAR AND UPFRONT BEFORE IT EVER PASSED THAT IT WAS PROBLEMATIC, AND IT WAS GOING TO CREATE COMPLETE CHAOS IN OUR EDUCATION SYSTEM. AND IT WILL. AND IT WAS PASSED ANYWAY. IT INCLUDED DEADLINES THAT ARE FLAT OUT IMPOSSIBLE, AND ANYONE WHO HAS EVER WORKED IN EDUCATION WOULD HAVE KNOWN THAT. BUT BECAUSE THE LAW, IT WAS PASSED BY PEOPLE WHO HAVE NO IDEA WHAT THEIR– WHAT HAPPENS IN EDUCATION, THEY CLEARLY DID NOT UNDERSTAND THE RAMIFICATIONS OF THEIR SIX MONTH TIMELINE THAT THEY IMPOSED UPON US. THERE ARE FOLKS OUT THERE WHO STILL THINK THAT ALL WE NEED TO DO IS ASK FOR A WAIVER AND WE CAN IMPLEMENT THIS AS OUR FEDERALLY APPROVED SYSTEM. I WANT TO REITERATE THAT THAT IS NOT POSSIBLE, THAT THE U.S. DEPARTMENT OF EDUCATION HAS MADE IT VERY CLEAR THAT THIS IS A VIOLATION OF FEDERAL LAW IF WE WERE TO TRY TO IMPLEMENT IT AS OUR FEDERALLY APPROVED ACCOUNTABILITY SYSTEM. THE WAIVERS WOULD NOT GO THROUGH AND IF THEY DID, I THINK THERE WOULD BE A LOT OF EXPLANATION OF LEADERSHIP AT THE U.S. DEPARTMENT OF EDUCATION ON WHY THEY WERE CLEARLY VIOLATING THE LAWS PASSED BY CONGRESS AND SIGNED BY THE PRESIDENT. I’M VERY DISAPPOINTED IN THE LEGISLATURE, THE CURRENT LEGISLATURE, AS MUCH AS THE PAST LEGISLATURE FOR FAILING TO EVEN ACKNOWLEDGE THAT WE HAVE HAD THESE MULTIPLE CONVERSE– COMMUNICATIONS WITH THEM WHERE WE HAVE SPECIFICALLY ASKED FOR A RESPONSE. AND THEY HAVE FALLEN ON DEAF EARS. IT’S ALMOST AS IF THEY DON’T CARE IF IT’S A GOOD PRODUCT OR NOT. THEY JUST WANT TO CHECK THE BOX. AND THAT REALLY MAKES ME CURIOUS ON WHO’S REALLY DRIVING THE DESIRE TO IMPLEMENT THIS SYSTEM. I DON’T REALLY KNOW THE ANSWER TO THAT AT THIS POINT. ALL I KNOW IS WE ARE NOW GOING TO BE A STATE THAT HAS TWO SEPARATE COMPETING AND CONTRADICTORY SYSTEMS IN PLACE THAT OUR LOCAL SCHOOL DISTRICTS ARE GOING TO HAVE TO TRY TO EXPLAIN TO THEIR PARENTS AND THEIR TAXPAYERS AND THEIR VOTERS WHY ONE SYSTEM MAY SAY ONE THING AND ANOTHER SYSTEM SAYS ANOTHER. AND THEY MIGHT QUALIFY FOR SOMETHING UNDER ONE SYSTEM AND THEY DON’T QUALIFY FOR IT UNDER ANOTHER SYSTEM. AND WHO’S GOING TO FIGURE THAT OUT? I STILL HAVE SOME SERIOUS QUESTIONS ABOUT THIS LEGISLATION AND NOT ONLY ITS IMPACT BUT WHETHER OR NOT IT’S EVEN FEASIBLE. AND IT’S– THE WAY IT HAS BYPASSED BOTH THE STATE BOARD OF EDUCATION AND THE STATE SUPERINTENDENT AND IMPOSED ITSELF DIRECTLY ON THE DEPARTMENT OF EDUCATION. AND I DON’T THINK THAT THIS CONVERSATION IS OVER. I’M SORRY THAT THE LEGISLATURE DOESN’T SEEM TO WANT TO HAVE IT, BUT I THINK THERE’S MORE TO BE SAID HERE AND THERE’S MORE FOR US TO DO. AND I REALLY APPRECIATE THE WORK THAT THE DEPARTMENT HAS DONE SO FAR, BUT I THINK AS A STATE BOARD, AT SOME POINT WE NEED TO IMPOSE OURSELVES INTO THE SITUATION AND DO SOME EDUCATION. AND IF WE CAN’T EDUCATE THE LEGISLATORS AND– THEN I THINK MAYBE IT’S TIME FOR US TO BYPASS THEM AND START GOING TO THE PARENTS AND THE SUPERINTENDENTS AND THE VOTERS AND THE TAXPAYERS OF THE STATE AND EXPLAINING TO THEM JUST WHAT THIS IS GOING TO DO TO THE EDUCATION SYSTEM IN THIS STATE. BECAUSE I GUARANTEE YOU, IT IS NOT GOING TO IMPROVE ANYTHING. NOTHING IMPROVES BECAUSE YOU LABEL IT. AND THAT’S ALL THIS DOES. AND YOU DON’T EVEN KNOW WHAT THE LABEL IS YET BECAUSE WE HAVE TO COME UP WITH THE ALGORITHM. SO NOT ONE PERSON IN THIS STATE CAN TELL YOU THE DIFFERENCE BETWEEN A B SCHOOL AND A C SCHOOL BECAUSE WE HAVEN’T DETERMINED IT YET. AND THAT’S THE PROBLEM WITH A-F LEGISLATION. IT’S TOO EASILY MANIPULATED. I CAN CHANGE YOUR D SCHOOL INTO A B SCHOOL LIKE THAT. AND YOU WOULD NEVER KNOW WHY. AND YOU WOULDN’T HAVE DONE ANYTHING DIFFERENT. AND THAT’S THE PROBLEM WITH THIS LEGISLATION. ONE OF THE PROBLEMS, ANYWAY. I– SO I’M GOING TO GET OFF MY SOAPBOX, BUT I JUST WANTED TO SAY– I THINK YOU DID A GREAT JOB OF BEING VERY PROFESSIONAL IN HOW YOU EXPRESSED THE TIMELINE HERE, BUT I’M GOING TO BE A LITTLE LESS PROFESSIONAL AND SAY I THINK THIS IS OBNOXIOUS AND DISGUSTING. AND AS A STATE, WE SHOULD DEMAND BETTER.>>THANK YOU FOR YOUR COMMENTS. IF I COULD PIGGYBACK ON SOMETHING YOU SAID ABOUT COMMUNICATING. ALL OF THESE STATE PROFESSIONAL ORGANIZATION CONFERENCES THAT I HAVE GONE TO SINCE JANUARY, I HAVE HAD THE A-F LAW AS ONE OF MY SPEAKING POINTS TO ENSURE THAT I AM COMMUNICATING TO SUPERINTENDENTS AND PRINCIPAL GROUPS AND BUSINESS OFFICIALS AND ANYONE THAT I HAVE AN OPPORTUNITY TO SPEAK WITH. AS THE KEYNOTE SPEAKER OR AS ONE OF THEIR GUEST SPEAKERS, I GIVE AN UPDATE ON WHAT’S HAPPENING WITH A-F AND THAT IT WILL CAUSE– THAT IT IS GOING TO CAUSE THE STATE TO HAVE TWO SEPARATE ACCOUNTABILITY SYSTEMS. SO I AM TRYING TO GET THAT WORD OUT AS MUCH AS POSSIBLE TO SCHOOL LEADERS.>>THANK YOU. MR. McMILLIN, DR. PUGH.>>I GUESS I AM A LITTLE PERTURBED THAT– THAT IT DIDN’T COME– THAT THE DEFINITION OF HOW A-F WOULD BE CALCULATED WAS GIVEN TO THIS COMMITTEE BEFORE IT CAME TO US FOR APPROVAL. I’M ASSUMING WE’LL STILL BE ABLE TO APPROVE IT. WE’VE BEEN TOLD BY YOU AND BY THE DEPARTMENT THAT WE WILL HAVE AN APPROVE– A VOTE TO APPROVE THE CALCULATIONS FOR A-F. AND I HOPE THAT THAT IS GOING TO OCCUR. THAT THAT WORD IS GOING TO BE KEPT. I CURRENTLY, AS I UNDERSTOOD THE– FOR EXAMPLE, THE DEFINITION OF GROWTH IS SUCH THAT IT PENALIZES AN INTERCITY OR– I SHOULD SAY NOT NECESSARILY INTERCITY– BUT MORE CHALLENGING DISTRICTS AND SCHOOLS. IT WOULD DISINCENTIVIZE GOOD TEACHERS FROM GOING TO THOSE SCHOOLS. IT MAY– AND I THINK I COULD COME UP WITH– I THINK WE COULD COME UP WITH A DEFINITION OF GROWTH, A CALCULATION OF GROWTH THAT WOULD NOT DO THAT, THAT PERHAPS THE MAKERS OF THE– TO OUR PRESIDENT’S POINT, THERE’S MANY WAYS TO CALCULATE A B OR A D. AND SOME OF THE LEGISLATORS WHO PASSED THIS MAY BE VERY SHOCKED AT MAYBE A BETTER DEFINITION THAT SOME OF US MAY BE ABLE TO COME UP WITH AND SOME OF THEIR SCHOOLS MAY END UP NOT A SCHOOLS LIKE THEY’RE EXPECTING, OR B, BUT THEY MAY END UP BEING D SCHOOLS. AND I WOULD NOT HAVE ANY PROBLEM WITH THAT BECAUSE I THINK THERE’S– DIFFERENT DEFINITIONS THAT YOU CAN COME UP WITH, AND DIFFERENT UNINTENDED CONSEQUENCES. THAT’S THE PROBLEM WITH THIS TYPE OF SYSTEM. SO I’M HOPING– I DON’T KNOW WHY– I WAS ASSUMING IT WAS GOING TO BE BEFORE IT WAS GIVEN TO THIS APPOINTED COMMITTEE OR COMMISSION OR WHATEVER. BUT I’M STILL GOING TO ASSUME THAT BEFORE I SEE IT OR READ ABOUT IT IN THE PAPERS THAT WE WILL HAVE WRESTLED WITH IT AT THIS BOARD AND APPROVED WHAT THOSE CALC– HOW THOSE CALCULATIONS WILL BE MADE.>>NOW MR. McMILLIN, IF I CAN FOLLOW UP, YES, I DID SAY THAT WE WOULD BE BRINGING TO THE BOARD INFORMATION ABOUT THE A-F CALCULATIONS. WE GAVE TO THE PEER REVIEW PANEL SOME INFORMATION ABOUT THE WORK THAT WE HAVE DONE THUS FAR BECAUSE IT’S REQUIRED TO MEET THAT DEADLINE DATE OF AUGUST 1. AND THEY, THE PEER REVIEW PANEL, HAS TO SUBMIT A REPORT OF THEIR FINDINGS TO THE DEPARTMENT AS WELL AS TO THE LEGISLATORS BY AUGUST 15. BUT I DON’T REMEMBER SAYING THAT THE BOARD WAS GOING TO VOTE TO APPROVE THE PROCESS FOR CALCULATIONS.>>I’M QUITE CERTAIN THAT WE GOT THAT COMMITMENT FROM YOU AND THAT IT WAS CLEAR THAT THAT WAS GOING TO HAPPEN.>>WE WILL WORK TO CLARIFY THAT.>>I MEAN, EVEN IF IT– I MEAN, I HOPE THAT THAT’S A GOOD THING TO DO EVEN IF IT WASN’T THERE. BUT, I MEAN, IF IT WASN’T IN THE TAPES, BUT I’M PRETTY SURE THEY WERE BECAUSE THAT WAS SOMETHING VERY IMPORTANT.>>DR. PUGH.>>I GUESS MY FIRST QUESTION, IF I COULD ASK, I THINK CASANDRA, THIS WOULD BE FOR YOU. BUT HAVE WE EXHAUSTED ALL OPTIONS WITH THE ATTORNEY GENERAL’S OFFICE?>>AS YOU–>>FOR ALL CONVERSATIONS?>>YOU CAME LATE, CORRECT?>>YEAH, WE HAD TO LEAVE.>>YEAH, SO WE HAD– AT OUR JUNE BOARD MEETING, WE HAD THE CLOSED SESSION. I THINK THAT THERE IS STILL MORE CONVERSATION TO HAVE. AND I AM GOING TO BE REACHING OUT TO THEIR OFFICE AGAIN FOR SOME CLARIFICATION. BEYOND THAT, WHAT WE HAVE BEEN DISCUSSING IS ATTORNEY CLIENT PRIVILEGE AND SO I DO NOT WANT TO OPENLY DISCUSS IT AT THIS BOARD MEETING IN VIOLATION OF ATTORNEY CLIENT PRIVILEGE.>>OKAY, SO I LOOK FORWARD TO MORE DISCUSSION WITH AG’S OFFICE. I THINK THAT’S WHEN BOARD MEMBER TILLEY AND I HAD TO STEP OUT TO GO TO THE NAACP’S EVENT WHEN WE MISSED SOME OF THAT CONVERSATION. AND I GUESS, YOU KNOW, JUST TO YOUR POINT, SHEILA, IS LOOKING AT THE TAILSPIN THAT THIS IS CAUSING. AND WE COULD LOOK AT THE FINANCES. YOU JUST SAID THAT IT’S UNFUNDED.>>CORRECT.>>ARE WE CALCULATING THE COST THAT WE’RE SPENDING TO DELVE INTO THIS?>>YES.>>ARE WE CALCULATING THE WAY– OKAY, GOOD– THEY WASTED MONEY FOR THE INDEX. HOW WILL THE DASHBOARD BE USED. LOOK AT HOW THIS HAS HAD AN IMPACT ON– WE HAD A SIX YEAR– IT WAS A FIVE OR SIX YEAR COOPERATIVE AGREEMENT WITH BENTON HARBOR– THAT THIS JUST KIND OF, LIKE, THREW US INTO THIS WHIRLWIND BECAUSE WE HAD TO CUT THAT COOPERATIVE AGREEMENT SHORT.>>CORRECT.>>CORRECT, OUT OF– OKAY.>>YES, BECAUSE OF THE PASSAGE OF– ELIMINATION OF 1280c AND THEN THE SIGNING OF HOUSE BILL 5526.>>YEAH, AND THEN ARE WE SURE, OR HAVE WE– I KNOW WE’VE TALKED ABOUT THIS AND I JUST NEED TO BE REFRESHED, BECAUSE WE WENT INTO 1280c, THE SRO, BENTON HARBOR COOPERATIVE AGREEMENT, AND I JUST WANT TO MAKE SURE THAT WE’RE CLEAR ON HOW THIS WILL IMPACT PARTNERSHIP AGREEMENTS.>>A-F?>>YES.>>UM… WITH A-F, WE DO HAVE TO HAVE A MEANS BY WHICH TO IDENTIFY CSI SCHOOLS. THOSE CSI SCHOOLS ARE THE SAME SCHOOLS THAT ARE CURRENTLY IN OUR INDEX SYSTEM THAT ARE USED FOR PARTNERSHIP DISTRICTS. WE WILL EXAMINE THE CSI SCHOOLS THAT ARE IDENTIFIED THROUGH THE A-F LAW AND THROUGH THE INDEX SYSTEM. OUR GOAL IS TO HAVE THE TIMELINE FOR THE IDENTIFICATION OF NEW PARTNERSHIP DISTRICTS THROUGH THE INDEX SYSTEM COINCIDE WITH THE CSI SCHOOL IDENTIFICATION IN THE A-F LAW. AND THEN WE’LL DO AN ANALYSIS AS TO WHERE WE HAVE PARALLEL AND WE HAVE DIFFERENCES.>>THANK YOU. AND I’M HAPPY TO HEAR WE ARE CATALOGING HOW MUCH THIS IS COSTING US? OKAY.>>ABSOLUTELY.>>JUST TO FOLLOW UP ON THAT REAL QUICK, THOUGH. CAN YOU ALSO DISCUSS THE DIFFERENCES BETWEEN THE FEDERALLY APPROVED SYSTEM AND THE STATE LAW NOW WHEN IT COMES TO CSI SCHOOLS? AND ONE HAS A CAP AND ONE DOES NOT?>>YEAH, SO THERE ARE– IN THE A-F LAW, THERE IS A 5% CAP ON THE NUMBER OF SCHOOLS THAT CAN BE INCLUDED FOR CSI IDENTIFICATION. AND IN THE DEPARTMENT, WE USE A LARGER CAP THAN THAT TO INCLUDE SCHOOLS THAT ARE OUTSIDE OF THE TITLE I OR– YEAH, ARE TITLE I IDENTIFIED SCHOOLS. SO THERE’S A CONFLICT THERE. THERE ARE OTHER CONFLICTS BETWEEN WHAT’S IN 601, OR A-F, AND WHAT’S IN THE INDEX SYSTEM.>>OTHER–?>>AND THAT’S MORE FOR ANOTHER TIME.>>OTHER QUESTIONS, COMMENTS? FEARS, PHOBIAS, NEUROSES?>>OH, I DON’T THINK YOU WANT TO OPEN THAT GATE.>>THAT WAS A VERY THOROUGH PRESENTATION.>>OKAY, VERY GOOD. THANK YOU VERY MUCH.>>THANK YOU.>>APPRECIATE IT. AND JUST ONE FINAL NOTE UNDER REPORT OF THE STATE SUPERINTENDENT WITH YOUR FORBEARANCE. THIS IS A LITTLE BIT DIFFERENT. TONI MORRISON, PULITZER PRIZE AND NOBEL PRIZE WINNING AUTHOR DIED IN THE LAST WEEK. SOME OF YOU MAY KNOW HER WORK. SHE WROTE “SULA”. SHE WROTE “SONG OF SOLOMON”. SHE WROTE “BELOVED”. SHE WROTE A NUMBER OF OTHER EXTRAORDINARY WORKS. I’M REMINDED THAT EARLIER THIS YEAR, NTOZAKE SHANGE DIED. SHE WROTE “SPELL NO. 7”. SHE WROTE “FOR COLORED GIRLS WHO HAVE CONSIDERED SUICIDE/ WHEN THE RAINBOW IS ENUF”, “SASSAFRASS, CYPRESS & INDIGO” AND A NUMBER OF OTHER WORKS INCLUDING “BETSEY BROWN” AND THE LIKE. SHANGE WAS ACTUALLY THE SECOND AUTHOR OF COLOR TO HAVE A WORK PERFORMED ON BROADWAY AFTER LORRAINE HANSBERRY HAD “A RAISIN IN THE SUN” PREFORMED IN 1959. FIVE YEARS AGO, WE LOST TWO OTHER EXTRAORDINARY AUTHORS OF COLOR IN THE COUNTRY. WE LOST MAYA ANGELOU. BY THE WAY, HERE’S SHANGE, “SASSAFRASS, CYPRESS & INDIGO” FOR THOSE OF YOU WHO ARE LOOKING FOR STILL SUMMER READING. WE LOST MAYA ANGELOU WHO WROTE SEVEN AUTOBIOGRAPHICAL WORKS INCLUDING “I KNOW WHY THE CAGED BIRD SINGS”, WHICH SHE WROTE AT 41. HER FIRST BOOK AT 41. THAT’S A TRICK TO BEGIN TO BE A PUBLISHED AUTHOR AT 41. AND A NUMBER OF BOOKS OF POETRY, INCLUDING “STILL I RISE”, WHICH IS A BEAUTIFUL PIECE. AND FINALLY, WE LOST WALTER DEAN MYERS, WHO WAS THE NATIONAL AMBASSADOR OF YOUNG CHILDREN’S LITERATURE. AND HE WROTE “MONSTER” AND MANY OTHER BOOKS. THIS WAS HONORED BY– WITH THE CORETTA SCOTT KING AWARD. JUST A FEW YEARS AGO, I HAD THE OPPORTUNITY TO MEET HIM A YEAR BEFORE HE DIED. HE WAS REALLY JUST A WONDERFUL STORYTELLER AND INDIVIDUAL. AND I SHARE THIS WITH YOU BECAUSE AS WE LOOK TO CONNECT CHILDREN TO LITERATURE AND TO IMPROVE LITERACY RATES, WE DO WELL TO REEXAMINE THESE EXTRAORDINARY AUTHORS AND TO INTRODUCE OR REINTRODUCE THEM TO OUR CHILDREN. THIS IS PARTICULARLY IMPORTANT IN A STATE THAT’S MORE THAN ONE-THIRD CHILDREN OF COLOR. BUT IN A NATION IN WHICH ONLY 14% OF OUR CHILDREN’S LITERATURE INCLUDES A CHARACTER OF COLOR, MANY CHILDREN NEVER SEE THEMSELVES IN THEIR LITERATURE. THAT’S A PROBLEM FOR THEIR INTEREST IN THAT LITERATURE, AND BY EXTENSION THEIR INTEREST IN READING AS WELL. YOU DON’T ALWAYS HAVE TO SEE YOURSELF IN LITERATURE, BUT IT IS OFF-PUTTING NEVER TO SEE YOURSELF IN LITERATURE. IT’S NOT UNREASONABLE TO EXPECT THAT YOUNG PEOPLE AT SOME POINT IN THEIR EDUCATION WILL, IN FACT, SEE THEMSELVES IN THEIR LITERATURE. NOT ONLY ISN’T IT UNREASONABLE, IT’S NECESSARY. SO I ENCOURAGE OUR TEACHERS TO FAMILIARIZE OR REFAMILIARIZE THEMSELVES WITH THESE OUTSTANDING AUTHORS AS A PRELUDE TO SHARING THEM WITH THEIR STUDENTS. THANK YOU. THAT CONCLUDES MY SOMEWHAT ELONGATED SUPERINTENDENT’S REPORT. OR CO-SUPERINTENDENT’S REPORT IF YOU WILL. NEXT ITEM ON TODAY’S AGENDA IS STATE AND FEDERAL LEGISLATIVE UPDATE. AND I’LL TURN THIS OVER TO BOARD MEMBER RAMOS-MONTIGNY.>>THANK YOU, DR. RICE. EVERYBODY HAS THEIR PACKET. WE’RE GOING TO START PASSING THEM OUT.>>HERE’S ONE FOR JUDY.>>DO YOU HAVE ONE, LUPE?>>YES, I DO.>>THANK YOU.>>AS WE CONTINUE WORKING ON IMPROVING AND CAPTURING ALL OF THE RECOMMENDATIONS AND IDEAS, OUR REPORT GETS A LITTLE BIT LONGER. BECAUSE WE DO HAVE A LOT OF ITEMS THAT WE ARE CONCERNED ABOUT. AND ASK FOR MORE INFORMATION. SO I’M HOPING THAT WE [ INDISTINCT ] THROUGH THIS REPORT BEFORE WE SEE, AS OF TODAY. BUT IF WE DO NOT, WE’LL GO OVER SOME OF THE HIGHLIGHTS. NOW WE DID– THERE’S THREE MEETINGS THAT HAPPEN BEFORE THIS DOCUMENT IS PUT TOGETHER. FIRST OF ALL, ALL OF YOU HAVE THE OPPORTUNITY TO RECOMMEND ITEMS THAT YOU WOULD LIKE US TO RESEARCH AND REPORT AT OUR BOARD MEETING. SO WE GATHER INFORMATION FROM ALL OF YOU, AND YOUR RECOMMENDATIONS ARE HERE IN THIS PACKET. IF YOU GO TO THE PAGE EIGHT AND NINE, ALL OF YOUR RECOMMENDATIONS ARE THERE. AND THEN OTHERS POP UP, LIKE WE HAVE– WE’VE TALKED ABOUT A-F TODAY AND OTHER THINGS THAT WILL COME UP. SO IN DOING THAT, WE HAVE DEVELOPED A FORM THAT YOU WILL FIND IN YOUR PACKET IN YOUR LAST, I THINK IT’S THE LAST PAGE. AND SO WE’RE PUTTING OUR AGENDA TOGETHER AND LOOKING AT ALL OF THE RECOMMENDATIONS THAT YOU HAVE MADE. MANY TIMES WE DO NOT QUITE CAPTURE THE ESSENCE OF WHAT YOU WANT US TO RESEARCH. SO THIS PAGE, THIS FORM WILL GIVE US A BETTER PICTURE OF WHAT YOU’RE LOOKING FOR. NOW THIS IS A HARD COPY, BUT IT IS ALSO– AND WE WILL SEND IT TO YOU AGAIN AND THROUGH YOUR EMAIL WITH ALL THESE DOCUMENTS. SO IF YOU WANT TO, YOU CAN SEND IT TO US THROUGH EMAIL. IF NOT, YOU CAN DO IT THIS WAY. BUT THE REPORT, IF YOU WOULD BE SO KIND AS TO SEND IT TO ME AND MARTY AND WE WILL LOOK THROUGH IT AND SEE WHAT LEGISLATION IS HAPPENING WITH WHATEVER YOUR CONCERN IS. AND THEN WE CAN PUT IT IN THE AGENDA. AND THEN, AFTER THAT, WE DO THAT, THEN WE TAKE IT TO THE COMMITTEE. AND THEN WE DISCUSS IT IN THE COMMITTEE MEETING. AND THEN FROM THERE, IT COMES TO THIS TABLE. NOW, THE LAST MEETING THAT WE HAD WAS IN– I THOUGHT I’D WROTE THE DATE HERE.>>JULY 23.>>YEAH, JULY 23. I DID WRITE IT IN THERE AND I ERASED IT. I DON’T KNOW WHY. ANYWAY, JULY 23, WE HAD A MEETING, AND YOURS TRULY WAS PRESENT, AND DR. PRITCHETT WAS PRESENT. AND THEN WE HAD A SPECIAL GUEST, MARILYN FECTEAU.>>MICHELLE.>>I MEAN, MICHELLE. I PUT MARILYN ON– MICHELLE FECTEAU. AND SO WE MET AT 1:15. AND WE WENT OVER THE DOCUMENTS THAT YOU HAD TURNED IN AND WHAT WE UNDERSTOOD THAT YOU WANTED US TO RESEARCH. AND SO MARTY IS GOING TO GO OVER THE DOCUMENTS, BUT THE LEGISLATOR– THE LEGISLATIVE PART. ALSO, IN THE MEETING WAS MARTY ACKLEY AND STEVEN [ INDISTINCT ]. AND SO THE FOUR OF US WITH THE PRESENCE OF MICHELLE, WE WERE ABLE TO PUT IT TOGETHER. SO WITH THAT, MARTY’S GOING TO GO THROUGH THE LEGISLATIVE–>>THANK YOU. YEAH, THANK YOU, SO WE HAD A BRIEF– AT THE JULY 23 MEETING, WE HAD A BRIEF DISCUSSION ABOUT A BUDGET UPDATE, WHICH I THINK PRESIDENT ULBRICH KIND OF DISCUSSED DURING HER COMMENTS IS THAT THERE’S AN IMPASSE BASED MOSTLY ON THE TRANSPORTATION PACKAGE AND HOW TO FUND THE TRANSPORTATION FIX IN THE STATE. AND SO THERE WAS THAT DISCUSSION. AND THEN WE DISCUSSED HOUSE BILL 4688, WHICH WILL BE AN EXPANSION OF THE ELLIOTT WRIGHT CIVIL RIGHTS ACT TO INCLUDE SEXUAL ORIENTATION, GENDER IDENTITY OR EXPRESSION. AND ON PAGES TWO AND THREE, THERE IS A SUMMARY OF THAT BILL. AND DEFINITIONS OF WHAT GENDER EQUITY OR EXPRESSION AND SEXUAL ORIENTATION MEAN ARE ON PAGE THREE. THIS EFFORT CAME CLOSE A FEW YEARS AGO TO PASSING, BUT IT DID NOT PASS THE FULL LEGISLATURE SO THEY’RE TRYING IT AGAIN. AND THEN MEMBER, OR CHAIRMAN RAMOS-MONTIGNY ASKED THAT A STATEMENT BE MADE TO SUPPORT THIS BILL BASED ON AN EFFORT BY A LOCAL SCHOOL DISTRICT IN WEST MICHIGAN. AND SO THERE IS A STATEMENT PREPARED ON THE BACK THAT THE BOARD CAN TAKE UP. WHAT PAGE IS THAT ON? PAGE 10 IS THAT STATEMENT. AND THEN ON– BASED ON THE DISCUSSION WITH THE BUDGET AND THE PROPOSAL TO USE THE SCHOOL EMPLOYEES RETIREMENT SYSTEM TO HELP BOND FOR MONEY FOR THE TRANSPORTATION PACKAGE, THERE– THOSE ARE A REQUEST FOR A STATEMENT OPPOSING THAT. THAT IS ON PAGE 11. THAT IS FOR THE BOARD ALSO TO CONSIDER ADOPTING TODAY. THERE ARE THOSE– THERE’S A RESOLUTION, THE ELLIOTT-LARSEN CIVIL RIGHTS ACT BILL AND THEN THERE IS A STATEMENT OPPOSING THE BONDING PROPOSAL OF THE MICHIGAN SCHOOL EMPLOYEES RETIREMENT SYSTEM. THOSE ARE ON PAGE 10 AND 11 OF YOUR PACKET.>>SO–>>PLEASE.>>I WANT TO GIVE A LITTLE MORE HISTORY OF HOW THIS ELLIOTT-LARSEN CIVIL RIGHT ACT CAME INTO PLAY IN OUR LEGISLATION. I WAS REACHED BY A SCHOOL BOARD MEMBER FROM ONE OF THE SCHOOL DISTRICTS IN THE WEST SIDE OF THE STATE. AND SO THEY PASSED THIS RESOLUTION IN– ON HIS SCHOOL BOARD WITH THE ADDITION OF THE THREE WORDS THAT YOU SEE IN CAPS, SEXUAL ORIENTATION, GENDER EQUITY OR EXPRESSION. ALL RIGHT, SO THAT’S THE EXTENSION OF THE ELLIOTT-LARSEN. AS WAS STATED BY MARTY, THIS WAS PRESENTED TO THE LEGISLATURE BEFORE AND IT ALMOST MADE IT BUT IT DIDN’T. AND SO NOW SCHOOL DISTRICTS THROUGHOUT THE STATE ARE BRINGING IT FORWARD AGAIN. AND I THINK IF I’M CORRECT, THE GRAND VALLEY STATE UNIVERSITY BOARD OF TRUSTEES ALSO PASSED A RESOLUTION WITH THE EXTENSION. AND SO NOW WE’RE BRINGING IT TO THE STATE BOARD. AND IF YOU’RE IN AGREEMENT OF THIS ADDITIONAL WORDS IN THE ELLIOTT-LARSEN, THEN WE WILL USE THE DOCUMENT ON PAGE 10, WHICH IS A RESOLUTION THAT WAS PASSED IN THAT SCHOOL DISTRICT AS A GUIDE TO WRITE A RESOLUTION TO ALSO PRESENT AS A STATE BOARD.>>ANY QUESTIONS OF BOARD MEMBER RAMOS-MONTIGNY OR OF MR. ACKLEY? OKAY.>>WHEN DOES THE LEGISLATURE, WHEN ARE THEY BACK IN SESSION?>>THEY COME BACK IN A COUPLE WEEKS, WHETHER THEY TAKE, YOU KNOW, THE FALL.>>IT’S POST-LABOR DAY.>>YES.>>OKAY.>>HEARING NO QUESTIONS ON THE PRESENTATION, MAY I PLEASE HAVE A MOTION TO ADOPT THE RESOLUTION IN SUPPORT OF EXPANDING THE ELLIOTT-LARSEN CIVIL RIGHTS ACT OF 1976 AS NOTED?>>SUPPORT.>>WE HAVE A MOTION AND A SECOND. PRESIDENT AND VICE-PRESIDENT, RESPECTIVELY, I’M NOT SURE IF I GOT THE JUMP ALL CORRECT, BUT I DON’T HEAR THEM FIGHTING OVER THE JUMP BALL. DO I HAVE ANY DISCUSSION? DISCUSSION ASSOCIATED THEREWITH.>>YEAH, CERTAINLY. I DON’T THINK IT’LL COME AS ANY SURPRISE. I MEAN, I– WHAT’S GOING ON IN OTHER STATES IS, I THINK, CHILD ABUSE. PARENTS ARE– THINGS ARE HAPPENING, ESPECIALLY WITH THE “T”. DRUGS ARE BEING GIVEN TO CHILDREN WITHOUT PARENTS BEING NOTIFIED BY SCHOOLS. IT’S OUTRAGEOUS. AND LIKE I SAID, I THINK CHILD ABUSE. SO I THINK IT COULD BE REALLY BAD IF THIS WERE ADDED TO– PARTICULARLY LIKE I SAID, THE TRANSGENDER STUFF IS JUST, IT’S REALLY BAD. I MEAN, I– THE WAY IT’S BEING IMPLEMENTED IN SOME AREAS, AND I DON’T THINK YOU CAN STOP HOW IT’S HAPPENING, AND IT’S JUST– LIKE I SAID, WITHOUT PARENTAL INVOLVEMENT, SPECIFICALLY ENCOURAGING KIDS TO MAYBE RUN AWAY BECAUSE YOUR PARENTS MIGHT NOT LIKE IT OR WHATEVER–>>OH, I’M SO SORRY.>>IT’S A REAL PROBLEM.>>GOD DANG IT. [ LAUGHTER ]>>I’LL BE VOTING NO.>>OKAY, THANK YOU VERY MUCH. I THINK THE LAUGHTER HAD NOTHING TO DO, MR. McMILLIN, WITH YOUR COMMENTS. I THINK IT WAS SOLELY ASSOCIATED WITH THE INTERLUDE. SO I APOLOGIZE, I APOLOGIZE FOR THAT. ANY ADDITIONAL COMMENTS? ADDITIONAL COMMENTS? YES, MS. SNYDER.>>I WOULD SAY THERE ARE ASPECTS TO THE STATEMENT THAT ARE AGREEABLE IN TERMS OF EMPLOYMENT AND HOUSING AND VARIOUS OTHER STATEMENTS. I GET CONCERNED WHEN WE SAY FULL UTILIZATION. THAT’S AN ONGOING CONVERSATION THAT SHOULD BE MORE BALANCED.>>I’M SORRY. SAY THAT A LITTLE– YOU GET CONCERNED WHEN?>>WHEN WE SAY FULL UTILIZATION. I THINK THAT’S SOMETHING THAT’S AN ONGOING CONVERSATION THAT SHOULD BE MORE FULL. AND I DO AGREE WITH SOME OF THE THINGS TOM HAS SAID SO I’LL BE VOTING NO AS WELL.>>WHERE DOES IT SAY FULL UTILIZATION?>>YEAH, CAN– WHERE ARE YOU LOOKING AT?>>WHERE ARE YOU LOOK–?>>UNDER A.>>OH, YOU’RE LOOKING AT ON PAGE TWO?>>PAGE WHAT, TWO?>>YES.>>OH, FULL UTILIZATION IS DEFINED, I MEAN, SIGNIFICANTLY DIFFERENT FROM ONE PERSON TO THE NEXT. AND FULL UTILIZATION FOR ONE PERSON COULD BE DISCRIMINATORY FOR THE NEXT, WHICH IS REALLY WHAT BROUGHT ME TO THIS TABLE, SO I THINK THAT I’LL BE VOTING NO AS WELL.>>YEAH.>>THIS IS UNDER–>>THAT’S THE ACTUAL ACT.>>PAGE TWO, ONCE YOU READ IT OUT SO PEOPLE ARE ABLE TO SEE. IT’S PAGE TWO, ABOUT HALFWAY DOWN.>>UNDER A, IF YOU JUST READ THE FIRST SENTENCE. SO I BELIEVE THIS IS THE ACTUAL ELLIOTT-LARSEN ACT, CORRECT? AND THE LANGUAGE SAYS THE OPPORTUNITY TO OBTAIN EMPLOYMENT, HOUSING, AND OTHER REAL ESTATE, AND THE FULL AND EQUAL UTILIZATION OF PUBLIC ACCOMMODATIONS, PUBLIC SERVICE, AND EDUCATIONAL FACILITIES WITHOUT DISCRIMINATION BECAUSE OF RELIGION, RACE, COLOR, NATIONAL ORIGIN, AGE, SEX, THEN THIS WOULD ADD SEXUAL ORIENTATION, GENDER IDENTITY OR EXPRESSION, END OF ADDITION. HEIGHT, WEIGHT, FAMILIAL STATUS OR MARITAL STATUS AS PROHIBITED BY THIS ACT IS RECOGNIZED AND DECLARED TO BE A CIVIL RIGHT.>>ALL RIGHT.>>I THINK SHE WAS TALKING ABOUT A, THOUGH. SHE’S TALKING ABOUT RIGHT BELOW IT.>>RIGHT.>>OH, I’M SORRY, THERE’S ANOTHER PART OF IT.>>THAT’S ACTUAL THE–>>BUT IT’S OLD LANGUAGE.>>UNDER THIS BILL, AN EDUCATIONAL INSTITUTION SHALL NOT DO ANY OF THE FOLLOWING. A, DISCRIMINATE AGAINST AN INDIVIDUAL IN THE FULL UTILIZATION OF OR BENEFIT FROM THE INSTITUTION OR THE SERVICES, ACTIVITIES, OR PROGRAMS PROVIDED BY THE INSTITUTION BECAUSE OF RELIGION, RACE, COLOR, NATIONAL ORIGIN, OR SEX, AND THEN IT WOULD ADD SEXUAL ORIENTATION OR GENDER IDENTITY OR EXPRESSION. AND THAT, MARTY, CORRECTLY, THAT IS STILL PART OF THE ORIGINAL, ACTUAL LANGUAGE OF ELLIOTT-LARSEN, SO THE ONLY ADDITION IS WHAT IS CAPITALIZED.>>CORRECT, THE ALL CAPS LANGUAGE WOULD BE THE NEW LANGUAGE. EVERYTHING ELSE IN THE LOWER CASE IS EXISTING LAW.>>GOT IT, OKAY.>>OKAY, HEARING– OTHER– THANK YOU VERY MUCH, MS. SNYDER. OTHER QUESTIONS OR COMMENTS? MISS FECTEAU.>>YEAH, UM, YOU KNOW, I’M STRONGLY IN SUPPORT OF IT. TWO OF MY CHILDREN, MY DAUGHTER IS MARRYING HER FEMALE FIANCE NEXT SUMMER, AND MY SON HAS A LONG TERM RELATIONSHIP WITH HIS REPUBLICAN BOYFRIEND. [ LAUGHING ] MUCH TO THE CHAGRIN OF MY HUSBAND, BUT WE HAVE A NICE LIFE. SO AND I SEE THIS JUST MEANS THAT YOU CAN’T DENY PEOPLE THE RIGHTS THAT EVERYBODY ELSE HAS BECAUSE OF THEIR SEXUAL ORIENTATION. I DON’T SEE WHERE IT SAYS THAT THEY GET AN EXTRA RIGHT TO HAVE– TAKE DRUGS WITHOUT THEIR PARENTS’ PERMISSION. I THINK THAT’S A SEPARATE ISSUE. I MEAN, I CAN SEE THAT WAS IN THE GUIDELINES THAT WE TALKED ABOUT. THERE WAS SOME QUESTIONS ABOUT NOT NECESSARILY OUTING CHILDREN WHO DIDN’T WANT TO BE OUTED TO PARENTS WHO MIGHT DISOWN THEM. SO… I THINK THIS IS DIFFERENT. I THINK THIS IS MUCH MORE BROAD AND GENERAL, AND I’VE SEEN IT HAPPEN WHERE KIDS ARE– OR ADULTS ARE DENIED JOBS. I MEAN, IT’S PERFECTLY LEGAL, AND THEY HAVE NO RECOURSE. THEY CAN’T GO TO THE CIVIL RIGHTS DEPARTMENT AND SAY, HEY, I’M A REALLY GOOD EMPLOYEE. A REALLY GOOD– YOU KNOW, I’VE NEVER HAD ANY COMPLAINTS, AND THEY FOUND OUT THAT I’M GAY, AND NOW I’M FIRED. WHAT CAN I DO? AS A UNION REP, I’VE HAD THAT COME TO ME. IF THEY ARE IN THE UNION, YOU CAN FILE A GRIEVANCE BECAUSE IT’S REINCORPORATED IN OUR UNION CONTRACT, BUT IF THEY’RE NOT, LIKE MANY ARE NOT, THEY HAVE NO RECOURSE. THEY CAN BE FIRED JUST FOR SIMPLY BEING GAY, REGARDLESS OF HOW GREAT THEY ARE AT THEIR JOB. SO THAT’S WRONG. AND TO BE DENIED OPPORTUNITIES IN SCHOOLS OR ANYWHERE ELSE, IT’S JUST WRONG. SO I THINK– NOT TO ADD MORE TO IT THAN WHAT IT’S GOING TO PROVIDE, I THINK IT’S ABOUT TIME WE DID IT. LIKE I SAID, WE’VE HAVE IT IN OUR UNION CONTRACT, AND I LIVE IN THE CITY OF DETROIT WHERE IT’S ALSO HONORED, WHERE THERE’S ANTI DISCRIMINATION ON THE MUNICIPAL LEVEL. SO IT HASN’T CREATED ANY CRAZY OUTCOMES, IT’S JUST A RECOURSE FOR PEOPLE WHO ARE TREATED UNFAIRLY. SO I THINK IT’S ABOUT TIME WE PASS SOMETHING LIKE THIS.>>THANK YOU VERY MUCH. MRS. LOUGHEED.>>AS A TEACHER OF ALL KINDS OF STUDENTS, WORDS MATTER, AND TO ADD THESE WORDS INTO THIS, IT MATTERS. EVERY CHILD, EVERY HUMAN, NEEDS TO KNOW THAT THEY HAVE THE SAME RIGHTS AS EVERYONE ELSE, AND I HOPE THAT MY STUDENTS KNOW THAT IN MY CLASSROOM. I APPRECIATE YOUR SUPPORT OF THIS LANGUAGE, ESPECIALLY WHERE KIDS ARE CONCERNED.>>THANK YOU VERY MUCH. ANY OTHER BOARD MEMBERS CARE TO SHARE?>>MS. TILLEY, MS. RAMOS-MONTIGNY.>>I PERSONALLY HAD A SITUATION AS A MOM WHERE MY DAUGHTER WAS GOING TO SCHOOL WITH A FRIEND WHO WAS IN THE CLOSET, AND THAT CHILD WAS BEING BULLIED TO THE POINT WHERE WHEN MY DAUGHTER GRADUATED BEFORE THAT CHILD, SHE WAS AFRAID WHAT WOULD HAPPEN IF SHE WASN’T THERE TO PROTECT THAT CHILD. NO CHILD SHOULD GO TO SCHOOL AND FEEL UNSAFE. NO CHILD SHOULD GO TO SCHOOL AND BE PUT IN THE POSITION WHERE THEY’RE BEING EXPELLED OR LIMITED BECAUSE THEY ARE GAY, SO I DEFINITELY STRONGLY APPROVE THIS LANGUAGE. THANK YOU.>>MS. RAMOS-MONTIGNY.>>[ INDISTINCT ] THE WHOLE THING IS THAT WE HAVE A BIG RESPONSIBILITY FOR EACH AND EVERY STUDENT THAT GOES TO OUR PUBLIC SCHOOLS, AND THIS THE REASON WHY I’M VERY, VERY SUPPORTIVE, BECAUSE THIS IS SOMETHING THAT IS BEING ADOPTED IN SCHOOL BY SCHOOL BOARDS BECAUSE THEY WANT TO KEEP, LIKE IT WAS JUST SAID, ALL KIDS TO FEEL SAFE.>>THANK YOU. OTHER BOARD MEMBERS COMMENTS?>>YEAH.>>YES?>>I HAD FORGOTTEN THAT ALSO, THIS IS THE TYPE OF LAW THAT IS REQUIRING CHRISTIANS TO VIOLATE THEIR CONSCIENCE AND PARTICIPATE IN GAY WEDDINGS, YOU KNOW, BAKE THIS CAKE OR WE’RE GOING TO THROW YOU IN JAIL, OR WE’RE GOING TO– NOT NECESSARILY THROW YOU IN JAIL, BUT WE’RE GOING TO TAKE AWAY YOUR BUSINESS, THAT’S BEING USED AS A WEAPON AGAINST PEOPLE. I MEAN, THERE’S 50 THOUSAND– THERE’S A LOT OF BAKERIES, BUT CHRISTIAN OWNERS END UP GETTING TARGETED, AND RUN OUT OF BUSINESS SIMPLY BECAUSE THEY CERTAINLY WOULD BAKE A CAKE FOR ANY OTHER REASON, A BIRTHDAY PARTY FOR ANYBODY WHO’S HOMOSEXUAL OR ANYTHING ELSE, BUT IT’S– YOU’RE REQUIRED TO PARTICIPATE IN A GAY WEDDING, WHICH THEY FEEL VIOLATES THEIR CONSCIENCE, SO YOU EITHER VIOLATE YOUR CONSCIENCE AND PARTICIPATE OR ELSE YOU’RE GOING TO LOSE YOUR BUSINESS, SO THAT’s WHERE THESE TYPE OF LAWS ARE BEING USED IN OTHER STATES. AND I SEE A REAL PROBLEM WITH THAT AS WELL.>>OTHER COMMENTS BY BOARD MEMBERS. PRESIDENT ULBRICH.>>SO I WOULD JUST COUNTER THAT WITH THE ACTUAL LANGUAGE OF THE ELLIOTT-LARSEN CIVIL RIGHTS ACT, WHICH TALKS ABOUT PUBLIC FACILITIES, PUBLIC ACCESS, PUBLIC ACCOMMODATIONS. THIS IS ABOUT YOUR GOVERNMENT NOT BEING ABLE TO DISCRIMINATE AGAINST YOU BECAUSE OF A PERCEIVED– WHICH ALSO INCLUDES HETEROSEXUALITY, BY THE WAY. SO I THINK THAT– I HEAR WHAT YOU’RE SAYING, BUT I ALSO BELIEVE THAT FOR EVERY PERSON NOT BAKING A CAKE, THERE IS ABOUT 50 THOUSAND PEOPLE WHO ARE DISCRIMINATED AGAINST ON A DAILY BASIS BECAUSE OF THESE THINGS, AND SO I DON’T SEE AN ISSUE WITH SAYING THAT SOMEONE WHO’S GAY SHOULD NOT BE DENIED THE RIGHT TO GO TO A SCHOOL OR TO BE ACCOMMODATED IN A PUBLIC SPACE.>>VICE-PRESIDENT PUGH, MS. FECTEAU.>>I WOULD JUST SAY, AS A CHRISTIAN, AS A DEVOUT CHRISTIAN, I WOULD HAVE TO SAY THAT I DO BELIEVE THAT EVERYONE SHOULD BE AFFORDED THE SAME RIGHTS THAT I HAVE, AND DEFINITELY SHOULD NOT BE DISCRIMINATED AGAINST. AND SO I DO SUPPORT THE RESOLUTION.>>THANK YOU. MS. FECTEAU.>>I WAS JUST GOING TO– I FOUND OUT ABOUT THIS GREAT RESOURCE. THERE’S A YOUNG MAN WHO GREW UP IN AN EVANGELICAL HOUSEHOLD WHO IS GAY, AND HE HAD A HARD TIME RECONCILING THAT HE WAS REJECTED BY HIS FAMILY, AND HE TOOK A YEAR OFF AND RESEARCHED THE BIBLE. AND FOUND, TO HIS CONCLUSION, AND HE WAS GIVING TED TALKS AND THINGS LIKE THAT, AND HIS NAME ESCAPES ME AT THE MOMENT, BUT HE HAS A SITE CALLED THE REFORMATION PROJECT FOR CHRISTIAN GAY PEOPLE WHERE HE DOES A DEEP DIVE INTO RESEARCH AND DISSECTING THE BIBLE, WHICH HE GREW UP ON. AND SO I WOULD ARGUE THAT THE BIBLE DOES NOT SAY DISCRIMINATE PEOPLE BECAUSE THEY ARE GAY. I THINK– AND PEOPLE USED THE BIBLE TO DISCRIMINATE AGAINST AFRICAN AMERICANS AT ONE POINT. USING THE STORY OF HAM, AND I THINK IN MY… TO SAY I’M A DEVOUT CHRISTIAN MIGHT BE A STRETCH, BUT I DO BELIEVE IN JESUS, AND I DO BELIEVE THAT WOULD BE, AS A LOVING PERSON, WOULD NOT DENY PEOPLE RIGHTS IN THE NAME OF– IN HIS OWN NAME.>>THANK YOU. MS. TILLEY.>>THE TORAH DID TEACH AGAINST BEING GAY, BUT AS CHRISTIANS, WE ARE UNDER THE NEW TESTAMENT, AND WE ARE UNDER THE TEACHINGS OF CHRIST, AND HE TAUGHT LOVE, AND HE TAUGHT TOLERANCE, AND HE TAUGHT US NOT TO JUDGE. THERE ARE GAYS WHO HAVE LOST THEIR LIVES. YOU’RE TALKING ABOUT PEOPLE LOSING THEIR BUSINESSES. PEOPLE HAVE LOST THEIR LIVES FOR THEIR CHOICE OF SEXUAL ORIENTATION. AND I THINK THAT WE NEED TO PUT PEOPLE’S LIVES FIRST. THAT’S IT.>>THANK YOU. ANY OTHER COMMENTS OR THOUGHTS?>>YEAH, I FEEL LIKE I GOTTA KEEP GOING. I’M SURPRISED WE’RE EVEN BRINGING– I MEAN, THIS IS THE KIND OF STUFF THAT– AS THE FORMER MISS MICHIGAN JUST FOUND OUT, AND SHE WROTE AN ARTICLE IN THE PAPER THAT IT’S NOW MORE DIFFICULT COMING OUT AS CONSERVATIVE THAN IT IS COMING OUT AS HOMOSEXUAL, SHE FEELS, BECAUSE SHE LOST HER CROWN SIMPLY BECAUSE SHE WAS CONSERVATIVE. SO I MEAN, IT’S– THE DISCRIMINATION, I DON’T KNOW, I MEAN, I THINK– I DON’T KNOW ANYBODY WHO DISCRIMINATES AGAINST HOMOSEXUALS FOR ANYTHING LIKE BIRTHDAY CAKES OR ANY– HELPING STUDY. I’VE GOT FRIENDS, YOU KNOW, I MEAN, THERE’S NO– BUT IT’S THESE SITUATIONS WHERE YOU’RE FORCED TO PARTICIPATE IN, AND IT VIOLATES YOUR CONSCIENCE. SO I MEAN, THAT, AND LIKE I SAID, WHAT’S GOING ON IN SCHOOLS WITH THE TRANSGENDER STUFF, AND WITH CHILDREN, WHICH THIS TALKS ABOUT THEIR CIVIL RIGHTS, SO IT DOES APPLY. I THINK THERE’S A REAL PROBLEM WITH THIS.>>ANY OTHER COMMENTS? HEARING NONE, ALL IN FAVOR SAY AYE.>>AYE.>>OPPOSED?>>NAY.>>I BELIEVE THE AYES HAVE IT. YOU HAVE THE VOTE, MS. SCHNEIDER? VERY GOOD. MAY I PLEASE HAVE A MOTION TO ADOPT THE STATEMENT OPPOSING THE BONDING PROPOSAL THE MICHIGAN PUBLIC SCHOOL EMPLOYEE RETIREMENT SYSTEM FUND.>>SO MOVED.>>SECOND.>>MOVED BY VICE PRESIDENT PUGH. I’M SORRY, MOVED BY MS. FECTEAU. I BEG YOUR PARDON, MOVED BY MS. FECTEAU. SECONDED BY MS. RAMOS-MONTIGNY. ANY DISCUSSION?>>MARILYN.>>I WOULD JUST SAY THAT I DON’T HAVE THE BENEFIT THAT THE LEGISLATORS DO OF HAVING A STAFF TO BE ABLE TO RESEARCH THE UNINTENDED CONSEQUENCES OR BENEFITS, NECESSARILY, SO I HAVE TO– AGAIN, I’M A MEMBER OF THE BOARD. I’M NOT A MEMBER OF THE LEGISLATURE THAT WOULD BE VOTING ON THIS. SO AT THIS POINT, I FEEL LIKE I’M JUST GONNA HAVE TO PASS, BECAUSE I REALLY HAVEN’T SPENT THE 30 OR 40 HOURS I WOULD BEFORE I VOTED ON SOMETHING LIKE THIS.>>RIGHT. AND BY PASS, YOU MEAN ABSTAIN?>>YEAH.>>ALL RIGHT, FAIR ENOUGH. OKAY. OTHER BOARD MEMBERS THOUGHTS OR COMMENTS?>>CAN I JUST ASK THE MEMBERS OF THE LEGISLATIVE COMMITTEE TO REITERATE WHAT YOUR CONVERSATION WAS THAT YOU CONCLUDED TO BRING THIS STATEMENT FORWARD?>>WAS IT YOU THAT BROUGHT IT?>>PROBABLY.>>YES.>>UM, WE– AND WE’VE TALKED ABOUT IT TODAY, ABOUT THE FACT THAT THE BUDGET’S HUNG UP PRIMARILY BECAUSE OF THE TRANSPORTATION PART OF THE BUDGET, AND THIS HAD EITHER JUST BEGUN TO BE TALKED ABOUT OR IT HADN’T BEEN TALKED ABOUT FOR A FEW WEEKS. SO WHEN WE MET, I BROUGHT UP THE POINT THAT I FELT THIS WAS IRRESPONSIBLE. AND I HAVE TAKEN THE TIME TO BE ABLE TO READ IN PARTICULAR PATRICK ANDERSON, WHO HAPPENS TO BE A CONSERVATIVE, A CONSULTING FIRM OUT OF CHICAGO, WHO HAS JUST BLOWN THIS OUT OF THE WATER AND SAID THIS IS JUST POOR FINANCIAL MANAGEMENT TO BORROW FROM THIS FUND TO PAY FOR ROADS, SO I WAS THE ONE WHO BROUGHT IT UP AND SUGGESTED THAT WE TAKE A STAND ON IT.>>YEAH.>>BECAUSE I KNOW IT’S ONE OF THE OPTIONS THAT’S SITTING IN THE QUEUE RIGHT NOW, AND WE’RE TRYING TO BE AS PROACTIVE AS POSSIBLE.>>RIGHT. IF YOU LOOK AT THE…>>PLEASE.>>IF YOU LOOK AT THE THIRD PARAGRAPH. THAT’S THE BIG REASON WHY I AM SUPPORTIVE, AND MANY TEACHERS HAVE TALKED TO ME ABOUT JUST THIS. THEIR PENSION. FOR WHATEVER REASON, THEY THINK THAT GOING TO OUR PENSION IS THE RIGHT WAY TO GO. YOU KNOW, WE JUST FOUGHT THAT OTHER CASE, AND WE WON, AND A LOT OF PEOPLE GOT LOTS OF MONEY, AND SO WE WANT TO GO THAT ROUTE. SO WE WANT TO BE PROACTIVE BEFORE ANYTHING HAPPENS. YOU KNOW, WE WANT TO GO ON RECORD SAYING SOMETHING, SO WE’RE OPPOSED FOR THAT VERY REASON.>>OTHER BOARD MEMBERS? HEARING NONE, ALL IN FAVOR?>>AYE.>>OPPOSED? AND ABSTENTIONS.>>ABSTAINED.>>OKAY, SO [ INDISTINCT ]–>>ROLL CALL, PLEASE.>>YEAH, LET’S DO A ROLL CALL, I THINK IT’S CLEANEST. WHAT I THOUGHT I GOT WAS 6-0-2, BUT I WANT TO MAKE SURE. YEAH.>>FECTEAU?>>YES.>>MCMILLIN?>>ABSTAIN.>>PRITCHETT?>>YES.>>PUGH?>>YES.>>RAMOS-MONTIGNY?>>YES.>>SNYDER?>>ABSTAINED AS WELL.>>TILLEY?>>YES.>>ULBRICH.>>YES.>>THERE YOU GO. AND I BELIEVE AT THIS POINT, BOARD MEMBER PRITCHETT HAS A RECOMMENDATION FOR US. IS THAT RIGHT?>>YES. I CAN DO IT NOW. AS WAS MENTIONED THIS MORNING WHEN DR. HULL WAS GIVING HIS PRESENTATION FROM NASBE, WE HAVE BEEN VERY FORTUNATE IN THE FACT THAT LUPE HAS BEEN A MEMBER OF THE BOARD OF DIRECTORS OF NASBE FOR THE LAST TWO AND A HALF?>>TWO YEARS.>>TWO YEARS. AS A CENTRAL AREA DIRECTOR, BUT HER TERM EXPIRES DECEMBER? LUPE?>>I’M NOT GONNA RUN FOR OFFICE, SO THAT’S WHY I’M NOT RUNNING AGAIN.>>THAT’S WHY YOU’RE NOT RUNNING AGAIN. ALL RIGHT. SO AT THE NATIONAL CONVENTION IN OCTOBER, WE WILL NEED TO ELECT A NEW CENTRAL AREA DIRECTOR, AND SO I WOULD LIKE TO MAKE A MOTION TO SUPPORT THE NOMINATION OF TIFFANY TILLEY AS CENTRAL AREA DIRECTOR TO SERVE ON THE NASBE BOARD.>>FECTEAU SECONDING. ANY DISCUSSION?>>AND THE ELECTION WILL HAPPEN IN OCTOBER IN OMAHA, NEBRASKA.>>OKAY, VERY GOOD. ALL IN FAVOR.>>AYE.>>OPPOSED. THE AYES HAVE IT. CONGRATULATIONS.>>THANK YOU, AND THANK YOU ALL FOR YOUR SUPPORT.>>AND I’LL SEND THE LETTER TOMORROW.>>VERY GOOD. MISS SCHNEIDER WILL SEND THE LETTER TOMORROW. MAY I PLEASE HAVE A MOTION TO APPROVE THE CONSENT AGENDA?>>SO MOVED.>>SUPPORT.>>MOVED BY MS. RAMOS-MONTIGNY, SUPPORTED BY MS. FECTEAU. DISCUSSION? ALL IN FAVOR?>>AYE.>>ALL OPPOSED?>>NAY.>>WE HAVE A…>>[ INDISTINCT ]>>WE HAVE A SEVEN-ONE ON THE CONSENT AGENDA. COMMENTS BY STATE BOARD OF EDUCATION MEMBERS. WHY DON’T WE GO THIS WAY AROUND. YOU’VE ALREADY HAD YOUR COMMENTS. IS THAT RIGHT?>>WELCOME. CONGRATULATIONS. TO US, SO WELCOME TO YOU.>>APPRECIATE THAT, THANK YOU.>>YES, I’M THRILLED THAT YOU’RE HERE, AND I LOOK FORWARD TO WORKING WITH YOU. I JUST WANTED TO MAKE ONE COMMENT ABOUT THE SCHOOL FOR THE DEAF, BECAUSE I WENT OUT THERE AND THERE WAS A LOT OF TURMOIL THERE. I THINK WE NEED TO, AS A BOARD, MAYBE LOOK TO GOING OUT THERE. I ALSO– THIS GROW YOUR OWN, THE IDEA OF HAVING STUDENTS BUT ALSO PARENTS, ALUMNI, TO BE– IF WE COULD PROVIDE SOME GROW YOUR OWN WITH THAT GROUP TO BECOME TEACHERS THERE. IT MIGHT BE INTERESTING. I ALSO– I THINK IT WOULD BE A GOOD IDEA, THAT OPPORTUNITY. I ALSO WAS TOLD BECAUSE I WENT OUT THERE AND LEARNED SO MUCH, THAT THE SCHOOL DISTRICTS MUST PROVIDE $30,000 TUITION PER YEAR PER CHILD TO ATTEND THE MICHIGAN SCHOOL FOR THE DEAF, AND THAT SOMETIMES IS PROHIBITIVE AS WELL. SO THAT WASN’T–>>THAT’S THE ISD OR THE LOCAL SCHOOL DISTRICT?>>I BELIEVE IT’S THEIR OWN DISTRICT, BUT I DON’T KNOW. MAYBE IT’S FUNDED THROUGH THE ISD OR HOWEVER– HOWEVER THEY DO THEIR SPECIAL ED STUFF– I KNOW, MY UNDERSTANDING, IS YOU HAVE TO GO TO THEIR DISTRICT AND GET THE MONEY, AND GET THEM TO SIGN OFF IN ORDER FOR THEM TO GO, AND IT’S OFTEN A STRUGGLE. AND THEIR ENROLLMENT HAS GONE WAY DOWN FROM ABOUT 500,000– ABOUT 500 TO A LITTLE OVER 100, SO THEIR ENROLLMENT IS WAY DOWN. THERE’S LOTS OF THINGS.>>TO THE QUESTION, OFTENTIMES, IT IS OFF THE TOP OF THE ISD’S SPECIAL EDUCATION ALLOCATION. SOMETIMES SCHOOL DISTRICTS AREN’T FULLY FUNDED IN THEIR SPECIAL EDUCATION COSTS.>>AND CAN I GET THE MIC BACK? MICHELLE REMINDED ME. YOU KNOW, JUST SPEAKING TO OUR DEAF, HARD OF HEARING, AND BLIND COMMUNITY, IT WAS REALLY GOOD TO HAVE THEM HERE. IT’S GOOD TO HAVE THE ASL SIGNERS HERE, AND BEING IN FLINT, I CONTINUOUSLY LEARN SO MUCH FROM THAT COMMUNITY, AND LEARN THAT THERE’S SO MUCH MORE FOR US TO DO FOR THOSE RESIDENTS, FOR THOSE STUDENTS AND THOSE CHILDREN. I KNOW IN THE PAST WE’VE VISITED THERE, WE’VE BEEN INVITED TO THE– I’VE GONE TO THE GRADUATION, BUT IF WE EVER GET A CHANCE TO AGAIN MAYBE HAVE A MEETING THERE, I THINK THAT THIS WOULD BE THE TIME TO BE THINKING ABOUT THAT, TO DO THAT. AND THEN TO THE RESIDENTS WHO SPOKE FROM BENTON HARBOR, I KNOW THAT YOU WILL BE THERE FRIDAY. IF YOU GET A CHANCE TO GO AND SEE SOME OF THE OTHER ACTIVITIES THAT ARE GOING ON THAT ARE SUPPORTIVE OF THAT DISTRICT, IT WOULD BE GREAT IF WE COULD DO THAT AS WELL.>>MS. SNYDER.>>I’D LIKE TO, AND IT’S A LITTLE BIT MORE TO WHY ONE OF OUR GUEST SPEAKERS WAS SAYING THAT IT’S NOT AN OPTION THAT LOCAL SCHOOL DISTRICTS ENCOURAGE PARENTS IN. MAYBE INVESTIGATE A LITTLE BIT MORE INTO THAT ALONG WITH HAVING A MEETING. OTHER THAN THAT, CONGRATULATIONS.>>THANK YOU VERY MUCH.>>I THINK THE ANSWER TO YOUR POINT, OR TO YOUR QUESTION IS RELATED TO THE FINANCES WHICH WERE JUST DISCUSSED. I THINK THERE ARE– OFTENTIMES, DISTRICTS WILL ATTEMPT TO LIGHTLY DISSUADE PARENTS FROM SERVICES THAT THEIR CHILDREN MAY NEED, AND ARE LEGALLY ENTITLED TO, BUT FOR WHICH THEY DON’T HAVE THE REQUISITE FUNDING. WITNESS, FOR EXAMPLE, THE FACT THAT WE’VE HAD FIVE SCHOOL FINANCE REPORTS IN FIVE YEARS DATING FROM 2015 TO 2019. ONE OF WHICH, A SPECIAL EDUCATION STUDY, THAT WAS REALLY SPEARHEADED BY THE FORMER LIEUTENANT GOVERNOR THAT SAID THAT WE WERE UNDERFUNDING SPECIAL EDUCATION. FORGET EVERY OTHER FORM OF EDUCATION, BUT JUST SPECIAL EDUCATION BY THREE QUARTERS OF A BILLION DOLLARS. SO I THINK THE ANSWER TO THAT, AND THERE ARE PROBABLY INDIVIDUAL ANSWERS IN INDIVIDUAL DISTRICTS ABOUT INDIVIDUAL CHILDREN, BUT I THINK THE BROADER GLOBAL ANSWER IS SIMPLY THAT DISTRICTS ARE LARGELY CASHED OUT, AND THEY ARE LOOKING TO SKINNY BACK IN A WHOLE VARIETY OF WAYS, SOME OF WHICH ARE LEGITIMATE. MANY OF WHICH ARE NOT LEGITIMATE.>>IS THERE SOMETHING WE CAN DO TO REMEDY THAT AND ENSURE THAT THEY HAVE THE INFORMATION [ INDISTINCT ]?>>I DON’T THINK IT’S THE ABSENCE OF KNOWLEDGE OF THE MICHIGAN SCHOOL FOR THE DEAF SO MUCH AS IT IS A KNOWLEDGE THAT IT IS EXPENSIVE, AND THAT IT HAS AN ADVERSE IMPACT ON THE BOTTOM LINE OF THE DISTRICT’S BUDGET. ONE OF THE THINGS THAT I’M COGNIZANT OF IS THE LARGER THE DISTRICT THAT YOU HAVE, THE MORE FLEXIBILITY, ALL ELSE BEING EQUAL YOU HAVE IN FUNDING. I CAN TELL YOU THAT FOR A SMALL DISTRICT, 600 KIDS, 800 KIDS, 900 KIDS, NO ECONOMIES OF SCALE, SUBSTANTIAL DISECONOMIES OF SCALE, WHEN THEY GET A PARTICULARLY EXPENSIVE CHILD, IT’S CHALLENGING FOR THEM. SO I SUSPECT THAT THAT’S A GLOBAL SORT OF OVERARCHING ISSUE. THERE MAY BE INDIVIDUAL ISSUES FOR INDIVIDUAL KIDS IN INDIVIDUAL DISTRICTS WITH INDIVIDUAL ADMINISTRATORS, AND IT IS CONCEIVABLE, THOUGH IN MY MIND PRETTY UNLIKELY, THAT A SPECIAL ED ADMINISTRATOR WOULDN’T BE KNOWLEDGEABLE ABOUT THE MICHIGAN SCHOOL FOR THE DEAF. AFTER ALL, WE’RE NOT TALKING ABOUT A FLEDGLING TEACHER. WE’RE TALKING ABOUT SOMEONE WHO’S IN THE MIDDLE OR NEAR THE END OF HIS OR HER CAREER, ADVANCED IN HIS OR HER CAREER. THEY SHOULD KNOW ABOUT THE MICHIGAN SCHOOL FOR THE DEAF. WE CAN CERTAINLY SEND SOMETHING OUT IN OUR THURSDAY PACKET. REITERATING TO OUR SCHOOL DISTRICTS THE AVAILABILITY OF AND THE IMPORTANCE OF. AND THAT MAY BE HELPFUL, BUT I SUSPECT IT’S NOT FOR LACK OF KNOWLEDGE, BUT RATHER FOR PERCEIVED LACK OF FUNDING. YOU WANT TO FOLLOW? FAIR ENOUGH. YEAH, YEAH, THAT’S FINE. AND AGAIN, WE’RE NOT AVERSE TO SENDING THAT OUT IN THURSDAY PACKET. IT DOESN’T HARM US IN ANY WAY, SHAPE, OR FORM. WE SEND A THURSDAY COMMUNICATION OUT TO DISTRICTS ANYWAY. TO ADD THAT TO A THURSDAY COMMUNICATION EITHER THIS WEEK OR NEXT WEEK WOULD BE NO SKIN OFF OUR TEETH, WOULD BE HELPFUL. OKAY, THANK YOU. MISS TILLEY.>>WELCOME ABOARD.>>THANK YOU.>>I ALSO WANT TO THANK SHEILA FOR ALL OF HER HARD WORK AND DILIGENCE OVER THESE PAST MONTHS. REALLY APPRECIATE YOU. I FEEL LIKE THE STATE BOARD AND MDE HAS A GREAT RESPONSIBILITY TO BE EXPERTS IN EDUCATION. WE SHOULD BE THE GO TO PEOPLE. AND IN ORDER FOR THAT TO HAPPEN, WE HAVE TO BE ABLE TO FORECAST, WE HAVE TO BE KNOWLEDGEABLE, AND WE HAVE TO MAKE SURE THAT DISTRICTS HAVE THE RESOURCES THAT THEY NEED. I’M GOING TO BRING IT UP AGAIN. I FEEL LIKE THE FACT THAT BENTON HARBOR DID NOT HAVE THAT STRATEGIC PLAN THAT THEY NEEDED WAS A GREATLY MISSED OPPORTUNITY. AND WE DON’T NEED TO LET THAT HAPPEN AGAIN. WE NEED TO MAKE SURE THAT WE ARE ON POINT, AND THE INFORMATION THAT WE’RE GIVING TO DISTRICTS IS ON POINT. WITH THAT BEING SAID, I WOULD ALSO LIKE TO DO MY NASBE REPORT THAT WAS SKIPPED.>>VERY GOOD. GO AHEAD, SHOOT.>>SO OUR JULY 30TH NASBE ECE WORK GROUP MEETING WAS HELD VIA PHONE CONFERENCE, AND SOME PEOPLE DID THE WEB, ONLINE. OUR TOP PRIORITY ON THAT DAY WAS EARLY LITERACY AND THE THIRD GRADE READING LAW. WITH EARLY LITERACY, SPECIFICALLY DLL, DUAL LANGUAGE LEARNERS, TO ENSURE EQUITY, STARTS EARLY. THE K-12 TERM IS ELL. ELL IS A DIVERSE GROUP THAT IS GROWING IN SIZE AND DIVERSITY OR BACKGROUNDS. AS OF 2015, MORE THAN 30% OF CHILDREN ENROLLED IN HEAD START LIVE IN HOUSEHOLDS WHERE ENGLISH IS NOT THE PRIMARY LANGUAGE. THERE ARE GREATER THAN 140 LANGUAGES. THERE WAS AN INCREASE FROM 11% OF STUDENTS IN 1980 TO ALMOST 25% OF ALL STUDENTS IN 2017 THAT ARE DLL. 27% OF ALL CHILDREN IN THE US BORN IN DL HOMES, MOST SPEAK SPANISH. UNFORTUNATELY, IN MOST STATES, THERE ARE NO CONSISTENT CRITERIA FOR IDENTIFYING DLLs DURING PRE-K YEARS, OR STANDARD REQUIREMENTS FOR TEACHER QUALIFICATIONS FOR THOSE IN ECE WHO WORK WITH DL CHILDREN AND FAMILIES. THERE IS STRONG EVIDENCE FOR ALL INFANTS, TODDLERS, AND PRESCHOOLERS, THAT THEY HAVE THE CAPACITY TO LEARN MORE THAN ONE LANGUAGE AND BALANCE BILINGUALISM, CARRY SIGNIFICANT SOCIAL, LINGUISTIC, COGNITIVE, AND CULTURAL BELIEFS. THOSE DLLs WITH MORE BALANCED BILINGUAL SKILLS SHOWED GREATEST ADVANTAGES. BILINGUAL EXPOSURE BEFORE THREE YEARS OF AGE LEADS TO BEST PROFICIENCY IN ENGLISH LONG TERM. CHILDREN NEED LANGUAGE EXPOSURE FROM COMPETENT SPEAKERS OF THAT LANGUAGE. THERE IS AN IMPORTANCE IN HAVING GOOD LANGUAGE ROLE MODELS. THE BASIC PRINCIPLES OF BEST PRACTICES FOR ECC AND DLLs IS THE SYSTEM– SYSTEMIC– I’M SORRY. A SYSTEMATIC EXPOSURE TO ENGLISH, AND ONGOING SUPPORT IS CRITICAL. ANOTHER THING THAT WE TALKED ABOUT WAS THE THIRD GRADE READING LAW, AND I KNOW THAT’S IMPORTANT HERE IN MICHIGAN, BECAUSE WE’RE GOING THROUGH IT NOW. THIRD GRADE GENERALLY MARKS THE TIME WHEN AN EMPHASIS IS PLACED ON READING TO LEARN INSTEAD OF LEARNING TO READ. STUDENTS NOT READING PROFICIENTLY BY THE END OF THIRD GRADE ARE FOUR TIMES MORE LIKELY TO NOT FINISH HIGH SCHOOL. THE GRADUATION RATES ARE HORRIBLE FOR THOSE THAT ARE BELOW BASIC READERS. THE GRADUATION RATE THAT THEY FAIL IS 77%. COMPARED TO 9% OF BASIC READERS AND 4% OF PROFICIENT READERS. ILLITERACY PLAYS A HUGE ROLE ON THE GRADUATION RATE. RETENTION, WHAT WE KNOW. GENERALLY RESEARCH SUGGESTS THAT GRADE RETENTION MAY HAVE POSITIVE EFFECTS IN THE SHORT TERM, BUT THERE ARE LONG TERM NEGATIVE IMPLICATIONS. POSSIBLE SHORT TERM BENEFITS INCLUDE INCREASED READING PROFICIENCY, RETAINED STUDENTS ARE MORE LIKELY TO DROP OUT BEFORE COMPLETING HIGH SCHOOL. RETENTION MAY HAVE A NEGATIVE IMPACT ON A STUDENT’S SOCIAL AND EMOTIONAL ADJUSTMENT. RETENTION IS AN EXPENSIVE STRATEGY. YOU’RE ACTUALLY PAYING FOR ANOTHER YEAR OF SCHOOL. RETENTION ACROSS THE COUNTRY IS HALF OF OUR STATES. THEY’RE USING THIS THIRD GRADE READING LAW. INSTEAD OF RETENTION, WE SHOULD BE FOCUSED ON INTERVENTION. THE RECOMMENDATIONS THAT CAME OUT ARE UNDERSTANDING WHAT THE LANDSCAPE IS OF OUR STATE, POLICY MAPPING, IDENTIFYING GAPS, VARIOUS STRATEGIES AND FUNDING. NOT A SILVER — NOT USING A SILVER BULLET APPROACH. WE NEED A COMPREHENSIVE APPROACH. EARLY IDENTIFICATION AND INTERVENTION, CONSISTENT ASSESSMENT AND PROGRESS MONITORING, RETENTION AS A LAST RESORT, BUILDING IN LITERACY TO OTHER CONTENT AREAS, STEM, SOCIAL, EMOTIONAL LEARNING, SOCIAL STUDIES, GYM, AND MORE. AND I ADDED RESHAPING THOSE POLICIES AROUND INTERVENTION INSTEAD OF RETENTION. THANK YOU.>>THANK YOU VERY MUCH. ANY QUESTIONS ON THE REPORT? THANK YOU MS. TILLEY. UM, DOCTOR PRITCHETT.>>CONGRATULATIONS. WELCOME ABOARD.>>THANK YOU. THANK YOU SO MUCH.>>THE MEETING WENT VERY, VERY WELL. I HAD AN OPPORTUNITY TO BE ON MACKINAC ISLAND LAST WEEKEND. AND I WANT YOU TO KNOW THAT THEY’RE STARTING SCHOOL IN THEIR ONE — NOT ONE ROOM, BUT ONE BUILDING SCHOOL. PRE-K-12. 67 STUDENTS.>>WOW.>>THEY ARE STARTING SCHOOL ON SEPTEMBER 3. THEY DID TELL ME — I TALKED TO A TEACHER. THEY ACTUALLY HAD ONE SNOW DAY LAST YEAR, BECAUSE THE SNOW DRIFT WAS RIGHT IN FRONT OF THE DOOR. NOBODY COULD GET IN.>>THEY HAD A SINGLE SNOW DAY?>>ONE SINGLE SNOW DAY. THAT WAS IT.>>THOSE ARE SOME HARDY STUDENTS.>>YES, THEY ARE.>>HARDY EDUCATORS. MRS. RAMOS-MONTIGNY.>>WELL, I’M GOING TO TALK ABOUT A SUBJECT THAT WE HAVEN’T TALKED ABOUT. AND-AND IF I GET EMOTIONAL, PLEASE EXCUSE ME. BUT I’M THINKING ABOUT THOSE CHILDREN — WELL, LET’S GO BACK TO MISSISSIPPI AND THE SEPARATION OF FAMILIES — THE SEPARATION OF — THE DEPORTATION OF 600 AND WHATEVER-WHATEVER PARENTS THAT WERE ROUNDED UP AND TAKEN INTO CUSTODY. AND THE CHILDREN WERE IN SCHOOL. IT WAS THEIR FIRST DAY. SO, IMAGINE YOU BEING ONE OF THOSE. IMAGINE YOU’RE THE PARENT BEING HAULED AWAY. IMAGINE THOSE CHILDREN, THEY DON’T KNOW WHERE THEY’RE GOING TO GO. NOW, WHAT ARE WE DOING IN OUR STATE? BECAUSE, YOU KNOW, THERE’S A LOT OF CHILDREN IN OUR STATE THAT ARE AMERICAN CITIZENS AND-AND THIS IS WHAT’S HAPPENING TO THEM. SO, WHAT ARE WE GONNA DO? WHAT ARE THE SCHOOLS DOING? WHAT ARE WE GOING TO DO AS A STATE TO-TO HELP SCHOOLS KNOW A PLAN — OR PLAN OF — SOMETHING FOR THESE CHILDREN. BECAUSE IT IS HAPPENING. NOW ONE OF THE SCHOOL DISTRICTS THAT I RECOMMENDED TO DR. RICE TO VISIT IS GODFREY LEE. 97% OF THOSE CHILDREN ARE HISPANIC STUDENT. WE HAVE MANY SCHOOLS THROUGHOUT THE STATE THAT ARE — AND-AND THERE’S OTHER ETHNIC GROUPS, BUT I’M HIGHLIGHTING THE HISPANICS BECAUSE THE-THE BIG PROBLEM IS HAPPENING WITH THEM — WITH OTHER COUNTRIES COMING INTO-INTO THE BORDER. BUT WE HAVE MANY AMERICAN STUDENTS WHOSE PARENTS ARE BEING DEPORTED. AND WE DON’T HAVE A PLAN AS TO WHERE THEY’RE GONNA GO. SO THEN WHAT HAPPENS IS THAT THEY BECOME, UM, OWNED BY THE STATE. AND THEY PUT THEM IN DIFFERENT HOMES. IT’S GONNA TAKE YEARS — MAYBE NEVER THAT THOSE FAMILIES WILL BE UNITED WITH PARENTS AND CHILDREN. AND-AND SO THINK ABOUT THE TRAUMATIC EXPERIENCE THAT OUR STUDENTS ARE GOING THROUGH. THEN THEY GO TO OUR SCHOOLS. THEN THEY’RE TESTED AND THAT SCHOOL DISTRICT IS NOT DOING WELL. WHY? BECAUSE THE CHILDREN ARE NOT — THEY’RE NOT ALL THERE. TO-TO TAKE CARE OF THE BUSINESS OF TAKING A TEST OR TAKING A CLASSROOM TEST– WHATEVER. BUT I THINK THIS IS ONE SUBJECT THAT WE HAVE START CULTIVATING WITHIN THE STATE BOARD OF EDUCATION, TO SEE WHAT WE’RE GOING TO DO. WHAT ARE WE GOING TO RECOMMEND TO SCHOOL DISTRICTS TO DO WITH THESE STUDENTS THAT ARE BEING LEFT WITHOUT A PARENT. AND IT REALLY IS HAPPENING. WHEN THE CHILDREN GET HOME AND THERE’S NOBODY AT HOME. AND THEY DON’T GO AND TELL THE CHILDREN “I’M GOING TO TAKE YOUR FATHER “AND MOTHER HOME.” OR THEY DON’T TELL THEM — THEY DON’T ALLOW THE PARENTS TO GO AND SAY, “HEY, THIS IS WHAT’S HAPPENING.” NOTHING LIKE THAT HAPPENS. AND SO THE CHILDREN ARE ON THEIR OWN. AND SO WE — THAT’S — YOU KNOW, THEY’RE OUR STUDENTS. SO, WHAT ARE WE GONNA DO?>>AND LUPE, IF I COULD JUST SAY THIS, BECAUSE I CAN’T REMEMBER WHO IT WAS. BUT THEY WERE SAYING THAT THEIR CHILD — TOTALLY, YOU KNOW, JUST UNRELATED, JUST THAT THE CHILD WAS WATCHING THIS ON TV. AND THEY WERE ASKING THEIR MOM– I DON’T KNOW WHERE I SAW THIS, COULD’VE BEEN ON TV. BUT THEY ASKED THEIR PARENT, YOU KNOW, “WERE YOU BORN IN AMERICA? “WERE WE BORN IN AMERICA?” BECAUSE THEY WERE ALSO BEING AFFECTED BY IT. SO –>>THERE’S A LOT OF ANXIETY BY STUDENTS. THEY DON’T WANT TO GO TO SCHOOL. THEY DON’T WANT TO GO ANYWHERE BECAUSE THEY’RE ALL SCARED, THEY’RE ALL WORRIED. “AM I GOING TO BE THE NEXT ONE “TO BE PICKED UP?” SO, SOMETHING — STUDENTS THAT I’M VERY WORRIED ABOUT.>>IT IS-IT IS TRUE THAT THERE IS AN ENORMOUS AMOUNT OF ANXIETY. AN INCREASING AMOUNT OF ANXIETY, THERE’S NO DOUBT ABOUT THAT. I STILL BELIEVE THAT SCHOOLS ARE ABOUT AS SAFE A HAVEN AS WE HAVE IN OUR SOCIETY. STILL TODAY. ICE HAS DEMONSTRATED A RELUCTANCE, AS YOU KNOW, TO GO INTO SCHOOLS. THEY EVEN HAVE A 2011 INTERNAL LETTER TO THIS EFFECT, THAT SAYS “WE’RE NOT GOING INTO SCHOOLS.” THAT FOR ALL INTENTS AND PURPOSES, SCHOOLS ARE SANCTUARIES OR SAFE HAVENS. THAT DOESN’T MEAN THAT THEY CAN’T BACK OFF OF THAT INTERNAL DIRECTIVE. AND A LOT OF US ARE CONCERNED THAT THEY MIGHT DO THAT. WE SHOULD TALK A LITTLE BIT BETWEEN MEETINGS, YOU AND I, ABOUT WHAT MIGHT BE APPROPRIATE DIRECTION. BECAUSE I KNOW THE DIRECTION THAT WE SHARED IN MY LOCAL SCHOOL DISTRICT. I’D LIKE TO GET YOUR FEEDBACK IN THAT REGARD.>>BECAUSE THERE’S EVEN — I WAS TALKING TO DR. HALL AND — ABOUT THIS. AND WHAT IS NASBE DOING? AND HE SAID THAT IN WASHINGTON D.C., THEY HAVE A PLAN WHERE — AND THEY HAVE A ROSTER OF PEOPLE. THEY HAVE INDICATED — LET’S SAY ME — I AM ON THAT ROSTER. AND IF YOUR PARENTS ARE TAKEN AWAY, I TAKE YOU IN MY CUSTODY, INSTEAD OF BECOMING WARDS OF THE STATE. AND SO THERE’S MANY FAMILIES THAT HAVE ENROLLED, IN CASE THOSE CHILDREN DON’T HAVE A PLACE TO GO. THEY GO TO FAMILIES INSTEAD OF THE STATE. SO, THERE’S DIFFERENT THINGS HAPPENING THROUGHOUT THE COUNTRY.>>THERE ARE. AND WE OUGHTA TALK ABOUT THE LIKELIHOOD OF THAT HAPPENING IN MICHIGAN– OR THOSE SORTS OF THINGS HAPPENING, AND HOW WE MIGHT ADVISE OUR SCHOOLS TO APPROACH THAT. THEY HAVE A REQUIREMENT TO BE — REQUIREMENT TO FOLLOW THE LAW. THEY DON’T HAVE THE REQUIREMENT TO BE ICE OFFICERS.>>YEAH.>>THERE’S A DIFFERENCE BETWEEN THE TWO.>>AND WE DO NOT HAVE TO FACILITATE THE WORK OF ICE, PARTICULARLY WHEN ICE SAYS THAT IT’S NOT GOING TO COME INTO OUR SCHOOLS.>>I GUESS THE WORRY IS WHEN THEY LEAVE THE SCHOOL.>>RIGHT.>>ARE WE RESPONSIBLE — SCHOOL DISTRICTS RESPONSIBLE FOR CHILDREN AS SOON AS THEY LEAVE THEIR HOME, GO TO SCHOOL? AND ARE WE RESPONSIBLE FOR THEM TO COME BACK BEFORE — UNTIL THEY COME TO THEIR HOME.>>IT IS A — IT IS A GRAY AREA. IT IS A GRAY AREA. WE ARE CERTAINLY RESPONSIBLE AS FAR AS THE BUS STOP. ONCE A CHILD GETS OFF THE BUS STOP, IT’S HARD TO ARGUE, IF THEY HAVE A HALF MILE WALK, THAT WE’RE RESPONSIBLE DURING THAT HALF MILE WALK. AFTER ALL, WE’RE NOT WALKING WITH THEM. WE NEED TO DO WHAT WE CAN, WITHIN A COMMUNITY, AROUND THAT. BUT, STRICTLY SPEAKING, WE HAVE RESPONSIBILITY, WHEN CHILDREN ARE UNDER OUR SUPERVISION AND NOT BEYOND THAT.>>THIS IS SOMETHING I DIDN’T EXPERIENCE IN MY TEACHING. TEACHERS ARE EXPERIENCING THIS.>>THE TEACHERS ARE EXPERIENCING IT, KIDS ARE EXPERIENCING IT, AND QUITE FRANKLY, THE TRAUMA THAT OUR KIDS ARE EXPERIENCING, NOT SIMPLY IN THESE CIRCUMSTANCES, BUT IN OTHERS, ARE INDESCRIBABLE. AND IT’S NOT A WAY TO RAISE CHILDREN. WE CAN DO BETTER FOR KIDS. AND I AGREE WITH THAT. ANYTHING MORE FROM STATE BOARD MEMBERS? MR. –>>HE HAD TO LEAVE.>>HAD TO LEAVE. OKAY. VERY GOOD. FUTURE MEETING DATES — TUESDAY, SEPTEMBER 10; TUESDAY, OCTOBER 8; TUESDAY, NOVEMBER 12; TUESDAY, DECEMBER 10, ALL HERE, WITH THE EXCEPTION OF TUESDAY, OCTOBER 8, WHICH WILL BE IN SAGINAW INTERMEDIATE SCHOOL DISTRICT. I KNOW THAT THERE’S SOME PEOPLE SAYING, “YAY, I HAVE A SHORTER COMMUTE.”>>I KNOW.>>AND OTHER PEOPLE WHO ARE SAYING, “NAY, I HAVE A LONGER COMMUTE.” BUT THAT’S WHAT IT IS, ONE WAY OR THE OTHER. IF THERE ARE ITEMS THAT THE BOARD WOULD LIKE INCLUDED ON FUTURE MEETING AGENDAS, PLEASE LET US KNOW. WE’LL BE WORKING IN THE NEXT FEW WEEKS TO FINALIZE NEXT MONTH’S AGENDA. OTHERWISE, THANK YOU VERY MUCH. WE ARE ADJOURNED. LET THE RECORD SHOW IT IS 4:42, AND THERE IS STILL SUNLIGHT. [ LAUGHTER ]

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