Michigan State Board of Education Meeting for August 8, 2018 – Afternoon Session


>>GOOD AFTERNOON, EVERYONE. THE TIME IS NOW 1:05 PM, AND A QUORUM OF THE BOARD IS PRESENT. THE STATE BOARD OF EDUCATION MEETING OF AUGUST 14TH, 2018, IS CALLED TO ORDER. THE ITEM ON THE AGENDA, NEXT ITEM, IS PUBLIC PARTICIPATION IN THE STATE BOARD OF EDUCATION MEETING. MARILYN, DO WE HAVE INDIVIDUALS WHO WISH TO ADDRESS THE STATE BOARD AT THIS TIME?>>WE DO. LET ME REMIND YOU THAT EACH SPEAKER WILL BE LIMITED TO FIVE MINUTES TO ADDRESS THE BOARD. IT IS THE PRACTICE OF THE BOARD NOT TO RESPOND TO COMMENTS HEARD DURING PUBLIC PARTICIPATION. AND YOU HAVE THE GUIDELINES ON THE FORMS YOU’VE FILLED OUT. AND I WILL TELL YOU WHO IS SPEAKING, AND THEN WHO IS NEXT. AND YOU CAN MONITOR YOUR TIME HERE. SO OUR FIRST SPEAKER IS LOIS LOFTON-DONOVER, AND SHE WILL BE FOLLOWED BY DELANI HUNTOON.>>I LOVE THIS SEAT, YOU KNOW? [ LAUGHTER ] WELL, GOOD AFTERNOON. I AM NOT REPRESENTING AFT MICHIGAN FOR MY FIVE MINUTES OF FAME TODAY. I AM A CONCERNED CITIZEN AND AN ORGANIZED LABOR AND HUMAN RIGHTS ACTIVIST, A RETIRED EDUCATOR. AND I’M HERE IN OPPOSITION OF THE NEW-PROPOSED MICHIGAN K-12 STANDARDS FOR SOCIAL STUDIES. I AM DEEPLY DISHEARTENED BY SOME OF THE DELETIONS, AND THE NEW LANGUAGE THAT APPEARS TO WHITEWASH HISTORY TO MEET SOME POLITICAL ASPIRATIONS FOR SOME INDIVIDUALS. THE DOCUMENT THAT CAME OUT OF THE SOCIAL STUDIES REVISION COMMITTEE LEAVES A LOT TO BE DESIRED. THIS MADE ME WONDER IF PERHAPS THERE WAS SOME FORM OF ADULT BULLYING AND INTIMIDATION WITHIN THE COMMITTEE. HOW ELSE COULD SUCH INTELLIGENT, PROFICIENT, AND ACCOMPLISHED MICHIGAN DEPARTMENT OF ED PERSONNEL ALLOW UNINVITED INDIVIDUALS TO ACTIVELY PARTICIPATE ON THE COMMITTEE? AND RELEASING A REVISION THAT HAS LED TO SUCH AN UPROAR ACROSS THE STATE? THE UNITED STATES CONSTITUTION IS A REPUBLICAN– A REPUBLIC, I’M SORRY, NOT A REPUBLICAN. EXCUSE ME. IS A REPUBLIC. BUT I DO NOT SUPPORT THE USE OF THE TERM “CORE VALUES.” NOT EVERYONE SHARES THE SAME CORE VALUES FOR THE GOOD OF ALL PEOPLE. FOR EXAMPLE, THE KU KLUX KLAN ORGANIZATION’S CORE VALUES ARE NOT FOR THE BETTERMENT OF ALL PEOPLE. THE ORGANIZATION FINDS VALUE IN TERRORIZING PEOPLE OF COLOR, AND WHITE PERSONS WHO DO NOT SHARE THEIR VISION. CORE DEMOCRATIC VALUES PROVIDE A MORE CLARIFICATION OF THE INTENT OF USING VALUES IN THE STATE STANDARDS. STANDARDS FOR C2.01, I RECOMMEND KEEPING THE ORIGINAL LANGUAGE. THE LGBTQ STRUGGLE IS A HUMAN AND CIVIL RIGHTS ISSUE, AND SHOULD BE INCLUDED IN THE STANDARDS, AND NOT AS AN OPTIONAL EXAMPLE. STANDARDS 8.3.1, KEEP THE ORIGINAL LANGUAGE RELATING TO THE CIVIL RIGHTS MOVEMENT OF THE AFRICAN AMERICANS, AND THE ROLE OF THE NATIONAL ASSOCIATION FOR THE ADVANCEMENT OF COLORED PEOPLE, THE NAACP, AND NOT AS AN OPTION. STANDARD 8.3.3, THE WOMEN’S RIGHT MOVEMENT HAS NOT REACHED ITS PEAK AS OF YET. AND THEREFORE, RODE VS. WADE SHOULD BE BACK IN THE STANDARDS. STANDARDS 8.3.4, THE NEW LANGUAGE IS TOTALLY UNACCEPTABLE. AND I WILL QUOTE, “IN HOW THE EXPANSION “OF THE RIGHTS “OF SOME GROUPS CAN BE VIEWED “AS AN INFRINGEMENT “OF THE RIGHTS OF OTHERS,” THIS LANGUAGE, AS AN AFRICAN AMERICAN FEMALE WHO HAS STRUGGLED THE MAJORITY OF HER LIFE FOR THE EQUAL OPPORTUNITY TO EXHIBIT MY INTELLIGENCE AND SKILL, ABILITY, AND NOT BE JUDGED BY THE COLOR OF MY SKIN OR GENDER, IS NOT ACCEPTABLE. AND DR. Z, I LISTENED TO YOU TODAY, AND I HAD USED BIAS, BUT I TURNED IT TO PROSPECTIVE. AND IT HAS A NEGATIVE PROSPECTIVE. AND IN CLOSING, I AM CONFIDENT IN THE MICHIGAN DEPARTMENT OF ED AND THIS BOARD TO DO WHAT IS RIGHT AND BEST FOR ALL MICHIGAN K-12 STUDENTS. I WOULD LIKE TO THANK MDE FOR PROVIDING AN OPPORTUNITY FOR PUBLIC COMMENT IN DETROIT, IN SEPTEMBER, AND I ALSO APPRECIATE YOU LISTENING TO ME SPEED READ MY CONCERNS TODAY. I DID IT. [ LAUGHTER ] THANK YOU.>>THANK YOU.>>THANK YOU.>>DELANI HUNTOON IS THE NEXT SPEAKER, FOLLOWED BY BETHANY [ INDISTINCT ].>>HI, NAME IS DELANI HUNTOON. I’M WITH MICHIGAN HANDS & VOICES. I HAVE TWO CHILDREN THAT ARE DEAF AND HARD OF HEARING, AND CURRENTLY HAVE IEPs. BUT I AM NOT HERE TO SPEAK FOR THEM. I’M HERE TO SPEAK FOR A COUPLE OF PARENTS THAT I WORK FOR. I AM ALSO AN EDUCATOR ADVOCATE THROUGH MICHIGAN HANDS & VOICES. AND THAT’S WHO I’M GOING TO BE TALKING ABOUT. ONE OF MY FAMILIES, THEY ARE ACTUALLY IN THE PROCESS OF, AFTER LIVING AS A MULTI-GENERATIONAL HOME THAT’S BEEN LIVED IN FOR THREE GENERATIONS, THEY’RE ACTUALLY IN THE PROCESS OF SELLING THAT HOUSE IN ORDER TO MOVE TO A DIFFERENT SCHOOL DISTRICT IN ORDER TO GET THEIR CHILDREN THE SERVICES THAT THEY NEED. AND IN REFERENCE TO THAT, THE PARENTS HAVE ONE OF THEIR CHILDREN IS DEAF-BLIND. AND THAT SCHOOL DISTRICT TOLD THE PARENTS THAT THEY HAD TO DECIDE WHETHER THEY WANTED THE DEAFNESS SERVICE OR THE BLIND SERVICE, THAT THEY COULDN’T SERVICE THE WHOLE CHILD. AND EVEN WRITING MANY IEPs AND EVERYTHING, WE STILL ENDED UP STRUGGLING WITH GETTING THE CLOSED CAPTION. THEY WORDED IT THAT CLOSED CAPTION WASN’T AVAILABLE. BUT THEY NEVER BOTHERED TO CHECK TO SEE IF IT WAS AVAILABLE. IN ONE OF THE MEETINGS, THEY’RE LIKE, “OH, I DON’T THINK CNN “DOES CLOSED CAPTIONING.” AND THE PARENTS WHIPPED OUT THE PHONE AND WENT RIGHT TO IT AND WENT, “RIGHT HERE.” THAT CHILD WAS– THEY WERE RESPONSIBLE FOR GATHERING INFORMATION FROM THAT NEWSCAST, BUT THEY WERE NEVER– FOR THREE MONTHS OF THEIR EDUCATION, THEY WERE BARELY EVEN ABLE TO HEAR IT BECAUSE OF ROOM NOISE AND EVERYTHING ELSE. SO THEY HAD TO FIGHT TO GET THE CLOSED CAPTIONING. MOVE ON TO A DIFFERENT FAMILY, ANOTHER ONE OF MY FAMILIES, THEIR CHILD HAS BEEN WAITING OVER A YEAR FOR A CERTIFIED-LEVEL INTERPRETER. THE SCHOOL HAS BEEN SUPPOSEDLY LOOKING FOR AN INTERPRETER. I ACTUALLY PERSONALLY CALLED THE DISTRICT AND GAVE THEM A PHONE NUMBER OF AN INTERPRETER THAT HAD BEEN IN MY OWN CHILD’S SCHOOL DISTRICT. AND WHEN I RAN INTO THAT PERSON, I WAS LIKE, “DID THEY EVER CALL YOU?” THEY NEVER EVEN CALLED. BUT YET, THEY WERE AT THAT MEETING, SAYING, “OH, WE HAVE “A SHORTAGE OF INTERPRETERS.” BUT WHEN ASKED, “SO WHO DID YOU CONTACT?” ‘CAUSE I GAVE YOU TEMPORARY– ONE OF MY OWN CHILDREN HAD A SUB-CONTRACTED INTERPRETER FOR ALMOST A YEAR-AND-A-HALF WHILE OUR SCHOOL DISTRICT LOOKED FOR AN INTERPRETER TO HIRE. BUT ALL THEY KEEP ON DOING IS GIVING THIS FAMILY EXCUSE AFTER EXCUSE WITH WHY THIS CHILD CAN’T SUCCEED, BECAUSE HE NEEDS THAT INTERPRETER TO GET WHOLE INFORMATION SO THAT HE CAN BE ABLE TO BE A FUNCTIONING MEMBER OF SOCIETY. AND YOU KNOW, THAT’S WHAT I PUT IN MY OWN CHILDREN’S IEP, MY GOAL FOR THEM IS THAT THEY WILL BE FUNCTIONING MEMBERS OF SOCIETY. AND WE WANT THEM TO BE ABLE TO HAVE THE RESOURCES IN ORDER TO GET THEM THERE. SO REALLY, WHAT I’M LOOKING FOR IS THAT THE STUDENTS WILL BE ABLE TO HAVE EQUAL ACCESS TO INFORMATION, AND SO THAT THEY HAVE TO ACHIEVE THE POTENTIAL THAT’S IN THEM. SPEAKING FROM MY OWN CHILDREN’S CASES, I ENDED UP GOING THROUGH FOUR MEDIATIONS TO GET MY GIRLS THE SERVICES THAT THEY NEED, TWO FOR EACH. IT WAS THE SAME SCHOOL DISTRICT. YOU WOULD’VE THOUGHT THAT THEY LEARNED THE FIRST TWO TIMES AROUND. BUT IN A FOUR-YEAR SPAN, WHICH IS THE SPAN BETWEEN MY CHILDREN, THEY SEEM TO FORGET EVERYTHING. AND WE HAD TO START OVER AGAIN. SO IT WAS VERY FRUSTRATING TO A PARENT WHO, WE LIVE IN AN ISOLATED COMMUNITY, ‘CAUSE I DO. IT’S NOT IN, YOU KNOW, THE SUBURBS. WE’RE PRETTY OUT THERE, 26 MILES TO MT. PLEASANT TYPE THING. AND IT’S VERY FRUSTRATING, WHEN YOU FEEL ISOLATED AND ALONE AND YOU CAN’T EVEN GET SERVICES FOR YOUR KID, OR YOU HAVE TO FIGHT SO HARD TO GET THEM.>>HI. I AM HERE ON REGARDS OF MY OWN DAUGHTER. THIS LITTLE GIRL RIGHT HERE, SHE CANNOT SAY HER ABCs. SHE CANNOT SAY MAMA OR DADDY, OR I LOVE YOU. SHE DOES NOT KNOW THE MEANING OF THE WORD NO. SHE IS DEAF. HER DEAFNESS IS THE BIGGEST DISABILITY SHE HAS, AND THE ONLY ONE THAT SHE CANNOT OVERCOME WITHOUT SPECIALIZED TRAINING IN AMERICAN SIGN LANGUAGE. SHE HAS A FEW OTHER DISABILITIES. SHE IS TUBE FED, DUE TO ORAL AVERSION. AND SHE CANNOT WALK INDEPENDENTLY BECAUSE OF HER SEMICIRCULAR CANALS ARE DEFORMED. ALTHOUGH SHE DOES LIKE TO TRY. DURING AN IEP ON MARCH 15TH OF THIS YEAR, MICHIGAN’S SCHOOL FOR THE DEAF TOLD US THAT SHE WAS TOO DAMAGED TO ATTEND THEIR SCHOOL. WE WERE ALSO TOLD THAT MSD IS AN ACADEMIC SCHOOL, IN WHICH MY CHILD DOES NOT QUALIFY. THIS IS A BLATANT DISREGARD TO NOT ONLY THE ADA, BUT THE I.D.E.A. THEY BASICALLY STATED, IN NO CERTAIN TERMS, THAT MY CHILD DOES NOT DESERVE AN EDUCATION IN A COMMUNITY OF LANGUAGE THAT SHE HAS THE ABILITY TO UNDERSTAND. THIS IS NO DIFFERENT THAN DENYING A CHILD IN A WHEELCHAIR TO ATTEND A PUBLIC SCHOOL. THE PRINCIPAL ALSO STATED IN THAT IEP THAT THE PT, THE PHYSICAL THERAPY, ARE ONLY THERE ONCE A WEEK, AND THAT IS NOT ENOUGH. SHE ONLY ATTENDS PT ONCE A WEEK OUTSIDE OF SCHOOL, WHEN SHE’S NOT ATTENDING SCHOOL. TRAINED PROFESSIONALS SAID THAT SHE ONLY NEEDS PT ONCE A WEEK. THE PRINCIPAL IS NOT A MEDICAL PROFESSIONAL, AND SHOULD NOT BE MAKING DECISIONS ON MEDICAL NECESSITIES OR MEDICAL REASONS. I HAVE ALSO CONTACTED THE CHARGE FOUNDATION, WHICH IS WHAT MY DAUGHTER HAS. AND THERE ARE FIVE OTHER KIDS IN MICHIGAN SCHOOL FOR THE DEAF THAT HAVE CHARGE SYNDROME. I HAVE TALKED EXTENSIVELY WITH ANOTHER MOTHER, WHO MY CHILD IS EXACTLY ALIKE. AND STILL, I AM TOLD THAT MY CHILD CANNOT ATTEND. ALL I’M ASKING TODAY IS FOR YOU TO LOOK AT HOW THE CHILDREN LIKE MINE ARE BEING EDUCATED IN OUR STATE, SO THAT THESE CHILDREN CAN HAVE A GOOD EDUCATION AND A CHANCE FOR A FUTURE. THANK YOU.>>THE NEXT SPEAKER IS JANELLE FROST, FOLLOWED BY NINA HODGE, AND HER TEAM. WE’RE READY WHEN YOU ARE.>>ALL RIGHT, THANK YOU. I DID WRITE OUT WHAT I WANTED TO SAY TODAY, AND I DID MAKE SOME COPIES. SO I’LL LET YOU GUYS HAVE THOSE AFTER I’M DONE. BUT AFTER LISTENING TO THE TWO THAT WENT BEFORE ME, PROBABLY ARE NOT GOING TO SAY EXACTLY WHAT’S IN HERE. BECAUSE I, MYSELF, AM A PARENT OF A CHILD WHO IS DEAF-BLIND. MY CHILD IS 16 YEARS OLD. AND HE’S DOING VERY WELL, AND THANK GOODNESS. BECAUSE HE DID HAVE THE RESOURCES HE NEEDED. HE WAS IN THE RIGHT PLACE AT THE RIGHT TIME, BASICALLY, IN THE STATE OF MICHIGAN. I LEARNED THAT AFTER– WHEN HE WAS ABOUT FIVE, SIX YEARS OLD, –I STARTED TO WORK FOR THIS NONPROFIT THAT GOES OUT AND HELPS PARENTS WHO HAVE CHILDREN LIKE MY CHILD. AND I SAW IN THE OPPOSITE SIDE OF THE STREET, IN THE NEXT COUNTY, IT WAS MUCH DIFFERENT. AND IT REALLY BROKE MY HEART. IT BREAKS MY HEART FOR THESE INDIVIDUALS RIGHT HERE. BECAUSE I KNOW THE POTENTIAL OF THESE CHILDREN. AND I KNOW WHAT CAN HAPPEN. MOST OF OUR CHILDREN HAVE COGNITIVE FUNCTIONING OF VERY SAME LEVEL AS ANOTHER CHILD. THEY JUST DON’T HAVE THE ACCESSIBILITY IN ORDER TO GET THAT. HAVING ACCESSIBILITY TO THE INFORMATION THAT THE CHILD NEXT TO THEM IS GETTING, BUT THEY’RE NOT GETTING, BECAUSE OF A LACK OF RESOURCES. SO THERE’S A LOT OF PROBLEMS OUT THERE. I’VE BEEN DOING THIS WORK FOR ABOUT 10 YEARS NOW. AND I CAN’T EVEN TELL YOU HOW MANY FAMILIES I’VE TALKED TO, AND THE HEARTBREAK. AND JUST, IT REALLY DOES MAKE ME WANT TO CRY, TO BREAK DOWN AND CRY. BECAUSE I HAVEN’T SEEN MUCH PROGRESS. AND LOOKING AT THE STATE OF OUR SPECIAL EDUCATION IN MICHIGAN, YOU CAN UNDERSTAND THAT. I MEAN, WE’RE AT THE VERY BOTTOM NOW. SOMETHING HAS TO GIVE. THERE HAS TO BE SOME WAYS TO CORRECT THIS, OR FOR US TO DO SOMETHING DIFFERENTLY. SO, THINKING ABOUT THE RESOURCES OUT THERE, WE HAVE A DEPARTMENT, MICHIGAN DEPARTMENT OF LOW-INCIDENCE OUTREACH, THAT SUPPORTS THE FAMILIES WHO HAVE CHILDREN THAT ARE DEAF AND HARD OF HEARING. AND THEY ALSO SUPPORT FAMILIES THAT HAVE CHILDREN THAT ARE BLIND. NOW, UNFORTUNATELY, IN THAT DEPARTMENT, THERE’S 18 INDIVIDUALS WORKING THERE. THERE’S TWO– TWO– FOR THE FAMILIES OF THE CHILDREN THAT ARE DEAF OR HARD OF HEARING. AND THEY’RE SERVICING THE WHOLE, ENTIRE STATE OF MICHIGAN, SERVICING FAMILIES LIKE THE TWO THAT YOU JUST HEARD. AND THERE’S MANY MORE THAT WE COULD BRING HERE TODAY THAT DO NOT GET THE RESOURCES. AND THESE TWO INDIVIDUALS ARE ACTUALLY, JUST RECENTLY, HAVING TWO FULL-TIME PEOPLE WORKING THERE. FOR MANY YEARS, IT WAS ONE. AND IT WAS PART-TIME. SO IT’S IMPROVING IN THAT WAY, BUT WE NEED TO GIVE MORE RESOURCES TO THESE INDIVIDUALS SO THAT THEY CAN SUPPORT NOT ONLY THOSE FAMILIES, BUT THE PROFESSIONALS THAT ARE WORKING WITH THEM. BECAUSE THEY’RE NOT GETTING THE RESOURCES NEEDED TO UNDERSTAND THE IMPORTANCE. IF WE CAN GET THOSE CHILDREN TO LEARN LANGUAGE AND COMMUNICATION EARLY, WITHIN THE FIRST FIVE YEARS, BECAUSE THAT’S WHEN LANGUAGE IS MOSTLY LEARNED, IF WE CAN DO THAT, THEN THE REST OF THOSE SCHOOL YEARS CAN BE ACCESSED VERY EASILY, WITH INTERPRETERS, AND QUALIFIED INTERPRETERS. BUT THEY HAVE TO LEARN LANGUAGE FIRST. AND I’M WORKING WITH FAMILIES WHERE THIS CHILD IS 11-YEARS-OLD. THE FAMILY’S BEEN FIGHTING FOR FIVE YEARS TO GET AN INTERPRETER. THEY HAVE A PARAPRO THAT’S WORKING WITH THE CHILD FIVE YEARS, WHO IS LEARNING SIGN LANGUAGE. THIS CHILD IS FLUENT IN ASL BECAUSE HIS MOTHER TAUGHT HIM. HE DID NOT HAVE SOMEONE ELSE HELP HIM. BECAUSE SHE WANTED TO COMMUNICATE WITH HER CHILD. BUT WHEN SHE PUTS IT IN THE SCHOOL DISTRICT, THEY THEN PROVIDE AN INDIVIDUAL TO HELP GIVE THE INFORMATION OF THE TEACHER, A PARAPRO, WHO’S LEARNING ASL. THAT’S NOT THE REQUIREMENTS IN THE LAWS, AND WHAT IDA AND MARS REQUIRES. BUT WHEN THE FAMILY GOES AND DOES A FORMAL COMPLAINT TO THE STATE TWO YEARS AGO, DID ANYTHING HAPPEN? NO. THEY’RE STILL– THERE’S AN IEP COMING UP IN ABOUT TWO WEEKS, WHERE THEY ALREADY SAID, “YEAH, WE STILL DON’T HAVE “AN INTERPRETER. “WE’RE HOPING, WE’RE HOPING.” BUT THEY HAVE TO HAVE THE RESOURCES. AND THEY HAVE TO HAVE THE BACKING OF THE STATE PUTTING PRESSURE ON THEM, SAYING, “YES, YOU NEED TO PROVIDE THIS. “AND IF NOT, “THIS IS WHAT’S “GOING TO HAPPEN.” SO I’M BEGGING YOU TODAY TO LOOK INTO PROVIDING SOME MORE RESOURCES IN THAT DEPARTMENT. AND NOT ONLY THAT, PROVIDING RESOURCES TO THE MICHIGAN SCHOOL FOR THE DEAF, THE INCIDENT THAT MISS [ INDISTINCT ] JUST TALKED ABOUT, OF HER DAUGHTER, IT BEING SAID THAT SHE’S TOO DISABLED, HAS BEEN SAID AMONG MANY OTHER FAMILIES, THAT THEY’RE REFUSING TO ACCEPT ANY CHILD THAT IS DEAF AND HARD OF HEARING. PLUS– AND I’M GUESSING– THEY WANT TO IMPROVE THEIR NUMBERS. BUT WHAT DOES THAT DO BUT DENY A CHILD ACCESS TO EDUCATION WHEN THEY CAN’T GET IT ANYWHERE ELSE? WHEN THE LANGUAGE IS THE BARRIER. SO WE NEED TO LOOK INTO RESOURCES FOR THEM, AND AT THE STATE LEVEL, LOOKING AT MAKING SURE ALL CHILDREN RECEIVE A FAPE, A FREE AND APPROPRIATE PUBLIC EDUCATION. THANK YOU.>>THE NEXT GROUP OF PEOPLE IS THREE PEOPLE THAT REQUESTED TO COME TO THE TABLE TOGETHER. IT’S NINA HODGE, MAKAYA SMALL, AND SHAKEITHA PARKER. AND THEN THEY WILL BE FOLLOWED BY LORETTA CUNNINGHAM-POWELL.>>HI, MY NAME IS MAKAYA SMALL, AND I WORK AT ABOVE AND BEYOND LEARNING CHILD CARE CENTER. I’VE BEEN WORKING THERE FOR EIGHT YEARS NOW. AND I LOVE MY BABIES. I HONESTLY DO. I HAVE BUILT RELATIONSHIPS WITH MY CHILDREN AND THEIR FAMILIES, AND THEY ALL COME BACK AND REQUEST MISS SMALL. BUT I ALSO HAVE MY CDA. AND THIS IS MY THIRD YEAR UPON IT. I AM THE INFANT TEACHER IN MY AREA RIGHT NOW. I LOVE, LOVE, LOVE WORKING AT ABOVE AND BEYOND. I MEAN, IT CAN’T GET NO BETTER THAN WORKING AT ABOVE AND BEYOND, RIGHT NOW. HOWEVER, I JUST HAD SURGERY. I JUST HAD A MAJOR SURGERY. AND I AM UNABLE TO MAKE ENDS MEET. HOWEVER, I AM DOING– I AM OUT ON MEDICAL LEAVE, WITHOUT PAY. I CAN’T PAY MY LIGHT BILL, CAN’T MAKE SURE I HAVE MORE FOOD IN MY HOUSE BECAUSE I HAVE NO MONEY. I CAN’T PAY. I’M JUST SAYING, THERE’S NO WAY. BUT, I BELIEVE I AM A QUALITY CHILD CARE STAFFER AT ABOVE AND BEYOND. AND IT’S A STRUGGLE SINCE I HAVE BEEN OFF WORK. IT HONESTLY IS. AND YOU KNOW, I’M HERE, AND I AM LIVING PROOF THAT IT IS A STRUGGLE. IT’S A STRUGGLE NOT HAVING THE ONLY PAY IN THE HOUSE, AND DON’T HAVE NOTHING FOR NO LIGHT BILL OR RENT. HOWEVER, MY DOCTOR HAS GIVEN ME SIX WEEKS UNTIL I COME BACK, ENOUGH TIME TO HEAL. I JUST WANTED TO ASK YOU GUYS JUST FOR MORE FUNDING. MORE FUNDING TO ENSURE THAT WHILE I’M OUT ON MEDICAL LEAVE, I CAN HAVE SOME TYPE OF WAY TO MAKE SURE MY BILLS ARE PAID, MORE FOOD IS IN MY HOUSE FOR ME, AND THANK YOU.>>HI, I AM SHAKEITHA PARKER, AND I AM TOO ALSO WITH ABOVE AND BEYOND LEARNING CENTER. AND JUST TO PIGGYBACK OFF A LITTLE OF WHAT MISS SMALL SAYS TOO, ABOUT THE FUNDING, I AM TOO READY TO GO ON MATERNITY LEAVE, SO I WILL ALSO NEED THOSE FUNDINGS TOO. I ALSO WOULD LIKE TO TALK ABOUT RAISING THE WAGES. BECAUSE I HAVE BEEN WORKING AT ABOVE AND BEYOND LEARNING CENTER FOR ABOUT SIX YEARS. AND NOW I’M AT THE POINT WHERE I WANT TO START MY OWN FAMILY. SO ALTHOUGH I AM PASSIONATE ABOUT WORKING AT ABOVE AND BEYOND LEARNING CENTER, WITH THE LOW WAGES OR WHATEVER, I FEEL LIKE IT DOESN’T PAY ENOUGH, SO IT’S HARD FOR ME TO MAKE ENDS MEET AS WELL. SO WITH THAT, EVEN THOUGH IT’S A GOOD PLACE, I WILL PROBABLY HAVE TO LOOK AT JOB OPPORTUNITIES OTHER PLACES. SO WITH RAISING THE WAGES, THAT WILL HELP ME AND MY OWN FAMILY.>>WELL, I BROUGHT THESE TWO LADIES WITH ME BECAUSE I’M THE OWNER OF ABOVE AND BEYOND LEARNING CENTER. AND I BROUGHT THESE TWO LADIES WITH ME BECAUSE THEY’VE BEEN WITH ME FOR YEARS. SHE HAD MAJOR SURGERY, AND I WAS AT THE HOSPITAL WITH HER. HER MOTHER PASSED OF CANCER. I TRUST THESE TWO LADIES WITH MY BABIES. SHE’S ABOUT TO START HER FAMILY TOO, AT THE SAME TIME. I DO PAY THEM MORE THAN MINIMUM WAGE. I DO GIVE THEM MORE THAN THAT. HOWEVER, THEY NEED MORE TO SUBSTANTIATE THEIR FAMILIES, AND INCOME AND STUFF. I DON’T HAVE THE MONEY IN EARLY CHILD DEVELOPMENT TO HELP HER, ASSIST HER ON BEING OFF OF WORK. I DON’T HAVE THE FUNDING THERE. I DO HAVE A GSRP PROGRAM WITH 36 KIDS. BUT THEY DON’T WORK WITH MY GSRP KIDS. THEY WORK IN THE CHILD CARE PART. AND SO I JUST WANT TO MAKE A NOTE, IF WE ARE GUARANTEEING $15 AN HOUR FOR JANITORS, AND WE KNOW THE IMPACT FOR JANITORS, WE SHOULD KNOW THE IMPACT PROFESSIONALLY THAT THESE LADIES ARE DOING. IF THE EARLY CHILDHOOD PROFESSION DOES NOT PROVIDE– THEY PROVIDE, QUALITY CAN IMPACT MULTIPLE CHILDREN IF IT DON’T IMPACT– IF WE DON’T HAVE THE PROFESSION. WE NEED GREATER INVESTMENT IN EARLY CHILDHOOD SO THAT THE MINIMUM COMPENSATION FOR EARLY CHILDHOOD PROFESSION CAN BE BROUGHT TO $15 AN HOUR ACROSS THE STATE. BECAUSE THE THING IS, IS I’M A FOUR-STAR CENTER. AND THESE LADIES LEAVE ME, WHO BRING QUALITY, THAT CAN LOWER MY STARS TOO, AT THE SAME TIME. AND THEN WE NEED MORE FUNDING INSIDE. IT’S NOT ABOUT THE STARS OR ANYTHING. WE HAVE TO THINK ABOUT THE QUALITY OF THE CHILDREN, AND KNOWING THAT THEY REACH THEM AT A VERY EARLY AGE. AND MOLDING AND SHAPING THEIR MINDS IN OUR DISTRICT, IN OUR AREA, AT THE 48234 AND THE 48205, WHICH IS AN AT-RISK POPULATION. SO ALL I WANT YOU ALL TO THINK, WHEN YOU THINK ABOUT THE WAGES AND STUFF, THESE TWO LADIES HERE WHO HAS BEEN– DEDICATED TO THE CHILDREN, TO MY BUSINESS, AND KNOWING THAT SHE’S OFF FOR MEDICAL, AND KNOWING SHE’S ABOUT TO HAVE A CHILD, AND THE WAGES THAT WE PAY THEM, WE’RE NOT THINKING ABOUT HOW WE’RE DOING OUR FUTURE FOR AN INVESTMENT FOR OUR CHILDREN. AND THESE LADIES ARE WORKING ON, NEXT, GOING FOR THEIR ASSOCIATE DEGREE, STUDENT TEACH. I JUST WANT TO THANK YOU GUYS FOR LISTENING, AND OUR PASSION FOR THE KIDS. THANK YOU.>>OUR FINAL SPEAKER IS LORETTA CUNNINGHAM-POWELL.>>HELLO, EVERYONE. I’M GOING TO LEAVE SOME MATERIALS FOR YOU, THAT YOU CAN PASS AROUND IF YOU LIKE. THEY’RE HERE. OH, I NEED TO GET ONE FROM EACH. I’M SORRY. [ LAUGHTER ] THANK YOU. AND I’M GOING TO READ THIS, SO THAT I CAN STAY WITHIN MY TIME. AND I DO WANT TO SAY THAT I AM REALLY TOUCHED BY WHAT I’VE HEARD FROM PARENTS WHO HAVE CHILDREN THAT ARE DEAF AND BLIND, AND EVEN THE YOUNG LADIES THAT JUST LEFT HERE. THERE’S SOME OTHER THINGS THAT I DO WANT TO BRING TO YOUR ATTENTION. I WANT TO THANK YOU IN ADVANCE FOR TAKING TIME TO HEAR MY VOICE, IN A PLEA FOR ASSISTANCE. THE PROBLEM IS, THE OFFICE OF PARTNERSHIP DISTRICT HAS HAD FOUR LEADERS IN THE PAST 10 MONTHS. EACH LEADER ARRIVED WITH A DIFFERENT EMPHASIS, A DIFFERENT PRIORITIES, AND A DIFFERENT WAY OF WORK. NONE HAVE HAD ANY EXPERIENCE IN MOVING A PERSISTENTLY LOW-ACHIEVING SCHOOL OR DISTRICT INTO A HIGH-PERFORMING ONE, APART FROM DR. PAULA DANIELS. I HAVE TURNED AROUND 46 SCHOOLS IN THE STATE OF MICHIGAN ALONE, TWO IN CHICAGO, AND ONE IN DETROIT. AND MOST OF THEM, WITHIN A YEAR, WERE OFF PRIORITY LISTS OR PERSISTENTLY LOW-ACHIEVING LIST. WITH TWO OF THEM MAKING IT FROM THE 0 PERCENTILE TO 85%. THAT’S WHERE YOU SEE THE ASTERISKS ON THAT ONE CHART THAT’S THERE. AND I SEE THAT I DIDN’T DO THE SECOND PAGE, BUT I CAN GET THAT FOR YOU. UNFORTUNATELY, DR. SHELTON HAS NOT TURNED AROUND A SINGLE SCHOOL IN HER ENTIRE CAREER. NOR HAS HER SUPERVISOR, DR. VENESSA KEESLER, OR MOST OF THE LIAISONS, OR EVEN THE EMPLOYEES AT MDE. DR. SHELTON HAS OPENLY INDICATED TO ALL LIAISONS THAT “IT’S NOT OUR JOB TO IMPROVE “ACADEMIC ACHIEVEMENT, “EVEN WHEN SCHOOLS ARE “ASKING AND BEGGING “FOR TECHNICAL ASSISTANCE “ON ACADEMIC ACHIEVEMENT, “ON ATTENDANCE, ON BEHAVIOR.” SO MY QUESTION IS, WHY CALL THIS AGENCY THE MICHIGAN DEPARTMENT OF EDUCATION IF WE’RE NOT GOING TO PROVIDE ASSISTANCE FOR THOSE SCHOOLS THAT ARE SAYING, “HEY, I CAN’T DO IT ALONE.” “HEY, I NEED SOME HELP.” “CAN YOU GIVE ME SOME “RECOMMENDATIONS?” “CAN YOU GIVE ME A SUGGESTION?” “WHAT CAN I DO TO GET THE KIDS “HERE ON TIME?” I’VE POURED MY BLOOD, SWEAT, AND TEARS INTO SEVEN ASSIGNED DISTRICTS FOR THE LAST SIX MONTHS. NOW ONLY SIX, AS OF YESTERDAY, THEY ARE ALL READY TO ROCK AND ROLL BY SEPTEMBER, 2018, IF DR. SHELTON AND WHOEVER ELSE WILL MOVE THE HECK OUT THE WAY AND LET ME DO IT. TWO WEEKS AGO, I WAS REMOVED FROM THE DISTRICTS AND SIMPLY TOLD, “SOMEBODY’S GOT TO “TAKE ONE FOR THE TEAM.” FOUR DAYS LATER, I WAS RETURNED AS LIAISON TO THE DISTRICTS, BUT I WAS TOLD THE FOLLOWING. “POWELL, YOU DO NOT VISIT “OR PROVIDE TECHNICAL ASSISTANCE “OR DO ANY POWERPOINTS “WITH ANY PARTNERSHIP DISTRICT “WITHOUT PRIOR REVIEW “AND APPROVAL.” I WAS SHOWING SOMETHING CALLED BUILDING ACADEMIC MUSCLE, WHERE IT ACTUALLY EXPLAINS TO THESE SCHOOLS HOW TO DO A FAST TURNAROUND, IN ONE YEAR. I WAS ALSO TOLD, “DO NO PROVIDE ANY ADVICE, “NOR DISCUSS ACADEMIC, “CURRICULAR, INSTRUCTIONAL, “ATTENDANCE, “BEHAVIOR STRATEGIES WITH ANY “PARTNERSHIP SCHOOLS.” THREE, I WAS TOLD THAT DISTRICT VISITS ALREADY ON MY CALENDAR “MAY BE CANCELED OR REDUCED.” AND ALL POWERPOINTS ON MY LAPTOP “ARE FORBIDDEN UNTIL “HER PERSONAL REVIEW AND EDITS.” I WAS ALSO TOLD TO KEEP A DAILY ONLINE CALENDAR. I WAS TOLD TO CHANGE MY MIND OF THINKING, IN TERMS OF UNDERSTANDING THAT IT IS NOT MY JOB TO TURN AROUND PERSISTENTLY LOW-ACHIEVING SCHOOLS. I AM MOSTLY AN OBSERVING, SILENT PARTNER WITH A LIMITED ROLE IN THE PROCESS. HERE’S MY REQUEST TO YOU, AS A BOARD. I SUCCESSFULLY HAVE OVERSEEN DOZENS OF SCHOOL AND DISTRICT TURNAROUNDS. AND MORE THAN THE ENTIRE SRO, ODP TEAM, AND DR. SHELTON COMBINED. SO I’M REQUESTING CONSIDERATION FOR THE FOLLOWING: PERMISSION TO CONTINUE WITH MY SIX ASSIGNED DISTRICTS, UNRESTRICTED, UNHINDERED BY DR. SHELTON, AND OTHERS WHO DO NOT UNDERSTAND THIS TYPE OF WORK. TWO, MOVE ME TO A NEW CUBICLE, AWAY FROM THE OPD DEPARTMENT, WHERE I MIGHT BE ABLE TO QUIETLY DO THE WORK THAT I LOVE. THREE, REMOVE DR. LaWANNA SHELTON AS MY EVALUATOR. AND PLEASE REMOVE ALL OF HER REPRIMANDS AND INVESTIGATORY AND INSUBORDINATION PROCEEDINGS. THEY NEED TO BE RESCINDED. THEY NEED TO BE REMOVED FROM MY FILE. MAKE ANY FAIR-MINDED PERSON MY EVALUATOR, AND CHANGE MY ANNUAL EVALUATION AND BASE IT ON OBJECTIVE, MEASURABLE DATA. IN OTHER WORDS, HOW MANY OF MY SCHOOLS HAVE A SIGNIFICANT ACHIEVEMENT INCREASE? THAT SHOULD BE ABOUT 50%. INCREASES IN THE OVERALL INDEX SCORE, 10%. DECREASES IN STUDENT SUSPENSIONS IN THOSE SCHOOLS THAT I’M DEALING WITH, THAT SHOULD BE ABOUT 10%. I JUST WANT TO BE MEASURED BY WHAT IS HAPPENING IN THE SCHOOLS THAT IS POSITIVE. IF THERE ARE MEASURABLE AND SIGNIFICANT ACHIEVEMENT INCREASES IN THESE DISTRICTS, I HOPE THAT THIS, WHAT I’M DOING, CAN BECOME A PILOT. THANK YOU VERY MUCH.>>THANK YOU TO ALL WHO ADDRESSED THE STATE BOARD OF EDUCATION TODAY. WE WILL NOW MOVE INTO DISCUSSION ITEMS OF THE COMMITTEE OF THE WHOLE. AND THAT IS THE PRESENTATION ON PARENT DASHBOARD FOR SCHOOL TRANSPARENCY. THIS PRESENTATION, ON THE PARENT DASHBOARD FOR SCHOOL TRANSPARENCY, SUPPORTS PARENTS AND OTHER AUDIENCES IN MAKING INFORMED DECISIONS REGARDING VARIOUS TOPICS OF INTEREST ON SCHOOLS THROUGHOUT THE STATE. THIS PRESENTATION COVERS WORK PLANNED FOR PHASE TWO OF THE DASHBOARD, PARENT FOCUS GROUP FEEDBACK, AND RECOMMENDATIONS FROM THE ARTS EDUCATION WORK GROUP. THIS IS AN INFORMATION ITEM ONLY. NO ACTION IS REQUIRED TODAY. AND OUR PRESENTERS ARE VENESSA KEESLER AND CHRIS JANZER. THANK YOU FOR JOINING US AT THE BOARD TABLE.>>OKAY, LIKE SHEILA SAID, THIS IS OUR PERIODIC UPDATE ON THE DASHBOARD. WE ALSO, AFTER THIS ONE, I THINK, WE’LL GO TO QUARTERLY OR BI-ANNUALLY. WE’RE CONTINUING TO BUILD OUT, BUT THERE’S NOT NECESSARILY THE SAME VOLUME OF INFORMATION EACH MONTH THAT THERE WAS DURING THE DEVELOPMENT. SO WITH THAT, I’LL TURN OVER TO CHRIS.>>ALL RIGHTY. GOOD AFTERNOON, EVERYONE. IT’S BEEN A FEW MONTHS SINCE I’VE BEEN HERE. SO WE’RE GOING TO GO OVER SOME OF WHAT WE WERE CALLING PHASE TWO OF THE IMPLEMENTATION OF PARENT DASHBOARD. I’VE GOT SOME PARENT FEEDBACK TO SHARE, SOME DESIGN SCREENS, AND THEN SOME WORKGROUP RECOMMENDATIONS. SO, AS FAR AS OUR SCHEDULE GOES, YOU MIGHT REMEMBER THIS FROM LAST FALL, WHERE WE WERE SHOWING THIS AT THE PRESENTATIONS. WE ARE DONE WITH OUR REQUIREMENTS. WE’RE ACTUALLY IN THE MIDDLE OF OUR DESIGN-AND-BUILD PORTIONS OF PHASE TWO. WE’VE STARTED A LITTLE BIT OF ACCEPTANCE TESTING, WHICH IS, BASICALLY, OUR VENDOR HAS DONE SOME DEVELOPMENT WORK ON MI SCHOOL DATA IN THE BEST PORTION OF IT. AND WE’RE LOOKING TO SEE WHAT THAT LOOKS LIKE AND ALL THAT. THE THING I WILL POINT OUT HERE, THOUGH, IS THAT PHASE TWO, UNLIKE PHASE ONE, IS A ROLLING RELEASE. SO IT’S NOT GOING TO BE ALL AT ONCE. WE’LL BE RELEASING STUFF THROUGHOUT THE FALL AND INTO NEXT YEAR. SO WHAT DOES PHASE TWO COVER? WE’VE GOT FOUR BIG AREAS HERE, WE’RE ADDING SOME NEW METRICS. THESE’LL PROBABLY BE ONE OF THE FIRST THINGS THAT WE SEE THIS FALL. SO THE METRICS COVER DIFFERENT ASPECTS OF SCHOOL STAFFING. WE’RE ENHANCING SOME OF OUR STUDENT GROUP REPORTING. SO WE’RE ADDING SOME GENDER INFORMATION, AS WELL AS SOME OF THE STUDENT GROUPS, LIKE ENGLISH LEARNERS AND SPECIAL EDUCATION. AND THEN THE HIGH SCHOOL/NON-HIGH-SCHOOL OVERVIEW, IF YOU REMEMBER WHEN WE RELEASED, THE OVERVIEW HAS EIGHT METRICS. IT’S STATIC. IF IT’S NOT A HIGH SCHOOL THAT YOU’RE LOOKING AT, THE GRADUATION, AND THEN WE’VE GOT A COUPLE OF OTHER HIGH-SCHOOL-ONLY METRICS ON THERE THAT ARE BLANK FOR OUR ELEMENTARY AND MIDDLE SCHOOLS. SO WE’VE COME UP WITH A SOLUTION TO THAT, WHERE IF YOU’RE LOOKING AT A NON-HIGH-SCHOOL, BASICALLY, YOU’RE GOING TO SEE A COUPLE OF DIFFERENT METRICS, SO THAT WE’RE PRESENTING A LITTLE BIT MORE DATA ON THAT FRONT PAGE. POINTS OF PRIDE GETS MORE AT THE HOLISTIC STORY OF A SCHOOL. SO THIS GOES BEYOND OUR TEST DATA. THIS IS THINGS LIKE CLUBS AND SPORTS THAT ARE OFFERED AT A SCHOOL, BEFORE AND AFTER-SCHOOL PROGRAMS, THAT KIND OF A THING. SO WE’VE STARTED COLLECTING DATA ON THIS BACK IN THE SPRING. IT’S VOLUNTARY COLLECTION. SO WE ARE GOING TO BE– WE’RE A LITTLE LIGHT RIGHT NOW, BUT WE’RE GOING TO BE ADVERTISING HEAVILY AS PEOPLE COME BACK TO THE SCHOOLS THIS FALL, TO SAY, “HEY, THIS IS GOING TO BE “ON THE DASHBOARD, “COMING OUT IN “A COUPLE OF MONTHS. “DO YOU WANT PARENTS “TO SEE THIS INFORMATION? “SEND US YOUR INFO “SO THAT WE CAN DISPLAY IT.” BUT THIS WILL ALSO BE COMING OUT, I THINK, LATE OCTOBER. PEER SCHOOL INFORMATION, SO AGAIN, IN OUR INITIAL RELEASE, IF YOU REMEMBER, ALL OF THE GRAPHS HAD A BAR OR A LINE THAT SHOWED A SCHOOL COMPARED TO UP TO 30 OF ITS PEERS, EITHER BY SIMILAR DEMOGRAPHICS OR LOCATION. THAT’S ALL WE SHOWED THERE. WE’RE EXPANDING THAT OR ENHANCING IT TO BASICALLY SHOW THE ACTUAL LIST OF SCHOOLS, AND THEN BEING ABLE TO CLICK ON THEM TO VISIT THOSE SCHOOLS’ DASHBOARDS, ESSENTIALLY. AND THEN THE BIG ONE THAT WE’RE WORKING ON, AND THIS ONE IS COMING LATER BECAUSE IT IS MUCH MORE COMPREHENSIVE THAN WE ORIGINALLY THOUGHT, IS A SCHOOL COMPARISON TOOL. THIS IS VERY CUSTOMIZABLE, IN TERMS OF LOOKING AT MULTIPLE SCHOOLS AND MULTIPLE METRICS, AND BEING ABLE TO COMPARE THEM. SO IT’S MORE THAN WHAT WE HAD ORIGINALLY THOUGHT IT WOULD HAVE BEEN. ORIGINALLY WE WERE THINKING THIS WOULD BE OUT BY THANKSGIVING AS WELL. BUT THIS’LL ACTUALLY BE USED NOT ONLY IN THE DASHBOARD, BUT THE REST OF MI SCHOOL DATA AS WELL. CEPI SAW THE VALUE IN PROVIDING THIS TOOL, OR FUNCTIONALITY, FOR THE REST OF THE PORTAL. SO THAT’S SORT OF WHY IT’S A LITTLE BIT DELAYED THAN WHAT WE HAD ORIGINALLY ANTICIPATED. SO THE NEXT FEW SLIDES, I WANTED TO SHOW SOME OF OUR DESIGN WORK IN THESE FOUR PIECES THAT WE’RE WORKING ON. SO THE FIRST ONE, I’M REALLY JUST SHOWING THE NAVIGATION HERE. SO IF YOU REMEMBER OUR LEFT-HAND NAVIGATION, IT WAS A VERY SIMPLE MENU. WE HAD STUDENT DATA, STAFF DATA, AND OUR SCHOOL INDEX. THIS SHOWS AN EXPANDED VIEW OF THE STAFFING METRICS THAT WE’LL HAVE OUT. SO THE FIRST TWO UP THERE– AND MY EYESIGHT IS NOT THAT GREAT– BUT THE FIRST TWO WE’VE HAD SINCE THE INITIAL PHASE, SO THE BOTTOM THREE, WE’LL BE ADDING. SO YOU’LL SEE THESE LATER THIS FALL. AND THEN POINTS OF PRIDE, WE’RE ALSO THINKING WE GOT TO DO A LITTLE BIT MORE PARENT TESTING, BUT WE’RE THINKING THERE WILL BE A POINTS OF PRIDE LINK IN THAT LEFT-HAND BLUE BAR AS WELL. GRAPHS FOR THESE NEW METRICS WILL LOOK THE SAME. YOU WILL BE ABLE TO SWITCH BETWEEN A BAR CHART AND A LINE GRAPH. WE’LL SHOW UP TO THREE YEARS OF INFORMATION, AND WE’LL STILL HAVE THE STATE AND PEER COMPARISONS FOR THAT. SO NOTHING NEW THERE, JUST WANTED TO SHOW WHAT WE WERE THINKING FOR THE NAVIGATION. NEXT UP, POINTS OF PRIDE. AND THIS SLIDE IS ACTUALLY A LITTLE BIT OUTDATED ALREADY, SINCE I COMPLETED THIS LAST WEEK. SO ORIGINALLY, WHEN WE WERE ASKING FOR PARENT FEEDBACK ON WHAT THEY WANTED POINTS OF PRIDE TO LOOK LIKE, WE HAD A EVEN SPLIT BETWEEN THE VIEW ON THE LEFT THERE, WHICH IS WHAT WE’VE BEEN CALLING “THE PINTREST KIND OF VIEW.” ON THE RIGHT IS WHAT WE’VE BEEN CALLING “THE ACCORDION VIEW.” AND SO WE ARE ACTUALLY GOING TO START OFF WITH THE ACCORDION VIEW, WHICH YOU CAN SEE, CLICK AND IT EXPANDS. THIS IS THE OPTIONAL COLLECTION, WHERE SCHOOLS WILL TELL US– YOU CAN SEE HERE, IN THE EXAMPLE, THAT THE SCHOOL OFFERS A WHOLE BUNCH OF DIFFERENT FOREIGN LANGUAGES. BUT THEN WE’LL HAVE FILTERS AND ALL THAT SORT OF STUFF, TO MAKE IT A LITTLE BIT MORE MANAGEABLE FOR OUR PARENTS AS THEY’RE LOOKING AT IT.>>SO, CHRIS?>>YEAH?>>I’M JUST WONDERING, SO THE SCHOOL WOULDN’T PUT IN– THEY WOULD SORT OF HAVE A MENU THAT THEY WOULD–>>EXACTLY, YEAH.>>WHAT IF THEY HAVE THINGS THAT THEY WANT TO PUT IN THAT ARE NOT ON THE MENU?>>THE WAY THAT WE’RE COLLECTING IT IS THROUGH– IT’S A CEPI COLLECTION. IT’S BASICALLY THE DATABASE THAT HAS ALL OF THE GENERAL INFORMATION ON A SCHOOL. SO LIKE, THE ADDRESS, THE PRINCIPAL’S NAME, THE PHONE NUMBER, THAT KIND OF STUFF. IT HAS THE GRADES. SCHOOLS ARE ABLE TO GO IN. THERE’S A TEMPLATE THAT THEY FILL OUT WITH ALL OF THIS STUFF. SO IF SOMETHING DOESN’T APPLY TO THEM, THEY KIND OF JUST LEAVE IT BLANK.>>IF THERE’S SOMETHING UP– A CATEGORY THAT THEY HAVE, SOMETHING SPECIAL, THAT ISN’T LISTED, IS THERE A PLACE FOR THEM TO PUT THAT?>>SO, NO. SO WE’VE KEPT IT PRETTY STATIC. WE DID THAT YEARS AGO, AND WE HAD A LOT OF ISSUES WITH THAT, AS FAR AS EDITING THE CONTENT AND ALL OF THAT.>>YEAH, I CAN UNDERSTAND THAT.>>SO YEAH. SO GREAT QUESTION. THE WAY THAT WE’VE BUILT THIS, THOUGH, IS IF THERE IS AN OFFERING OR PROGRAM THAT WE’RE NOT CURRENTLY COLLECTING, THAT’S SOMETHING THAT WE CAN RAMP UP PRETTY EASILY.>>THEY WOULD JUST CONTACT THEM.>>YEAH, SO IT’S A LITTLE NIMBLE, BUT IT’S NOT NIMBLE TO THE POINT WHERE WE’RE ASKING PEOPLE TO UPLOAD THE HISTORY OF THE SCHOOL TYPED OUT, AND ALL OF THAT SORT OF STUFF, YEAH. GREAT QUESTION. OTHER STATES THAT WE’VE TALKED TO ABOUT THIS HAVE ACTUALLY ALSO STARTED MOVING AWAY FROM THAT. I KNOW OREGON USED TO DO A PRINCIPAL LETTER THAT WAS SUPPOSED TO BE UPDATED EVERY YEAR, AND THEY FOUND THAT THEY DID IT THE ONE TIME, AND FIVE YEARS LATER, IT’S THE SAME LETTER. SO IT’S WORKING THROUGH THAT KIND OF STUFF. PEER SCHOOLS, THIS IS KIND OF EXCITING. SO ONE OF THE PIECES OF FEEDBACK WE GOT FROM PARENTS IS THEY REALLY LIKED USING THE MAP FEATURE THAT WE HAVE. THEY WANTED US TO EXPAND THOSE OFFERINGS TOO. SO PEER SCHOOLS, IF WE’RE LOOKING AT THE LEFT SIDE OF THE SLIDE, I CUT OUT A LITTLE PIECE OF THE PAGE THAT WOULD SHOW UP BELOW A GRAPH. THE BLUE AND THE WHITE BUTTON ARE THERE CURRENTLY. WHAT WOULD BE NEW IS THE LITTLE LINKS BELOW THOSE, THAT SAYS, “VIEW YOUR PEER SCHOOLS,” BASICALLY. A PERSON COULD CLICK ON THAT. AND THE MAP ON THE RIGHT SIDE, WHAT WE’RE ENVISIONING, IS IF THEY CLICK ON THE LINK BELOW THE “CLOSEST BY DISTANCE” SCHOOLS, GEOGRAPHICALLY, THEY COULD ACTUALLY SEE A MAP WHERE THOSE SCHOOLS SIT. ONE OF THE OTHER PIECES OF FEEDBACK THAT WE GOT FROM PARENTS WAS THAT THEY WERE INTERESTED IN KNOWING, ESPECIALLY IF THEY DROVE THEIR KIDS TO SCHOOL, WHAT OTHER SCHOOLS WERE ALONG THAT COMMUTE, BASICALLY. SO THIS, AGAIN, WILL BE COMING LATER THIS FALL. AND THEN FINALLY, AGAIN, THIS COULD CHANGE DRASTICALLY. BUT THIS IS A VERY EARLY LOOK AT A SCHOOL COMPARISON TOOL. SO AGAIN, YOU CAN SEE, WE’VE USED A MAP. WE ALSO HAVE, BASICALLY, A CUSTOMIZED SCHOOL LIST. WE’RE THINKING OF COMPARING FOUR OR FIVE SCHOOLS. AND THEN BELOW– AND YOU CAN KIND OF SEE THE START OF IT HERE– YOU CAN SELECT DIFFERENT METRICS THAT YOU WANT TO COMPARE THOSE SCHOOLS ON. THIS WILL ALSO INCLUDE COMPARISONS OF THE POINTS OF PRIDE. SO PARENTS WILL BE ABLE TO COMPARE WHETHER OR NOT A SCHOOL HAS BAND, OR SOME SORT OF SPECIAL ED PROGRAM, OR ET CETERA, ET CETERA. SO MOVING ON TO THE PARENT FOCUS GROUPS–>>POINTS OF PRIDE– I’M SORRY.>>YEAH?>>THE POINTS OF PRIDE, IS THAT GOING TO BE THE SAME CATEGORIES FOR EVERY SCHOOL? AND THEN IF A SCHOOL DOESN’T WANT TO POPULATE IT, THEN THEY’RE GOING TO DROP DOWN, IT’S GOING TO SAY “NA?”>>YEAH, WE’RE STILL WORKING ON WHAT EXACTLY–>>THAT’S NOT EXACTLY A POINT OF PRIDE.>>–TO SHOW. YEAH. [ LAUGHTER ] WELL, AND THAT’S A GREAT QUESTION TOO. SO WE’VE STARTED ASKING OURSELVES–>>YEAH, I DON’T KNOW THAT THEY’D WANT TO–>>THESE–>>I THOUGHT THE IDEA BEHIND IT WAS TO HIGHLIGHT THINGS THAT THEY WERE PARTICULARLY PROUD ABOUT. AND THIS WOULD BE HIGHLIGHTING THINGS, MAYBE, THEY MADE A DECISION. BUT NOW THEY CAN’T EVEN– IT’S NOT–>>WELL, THE PARENTS WERE SORT OF QUESTIONING THE LABEL, “POINTS OF PRIDE,” AS WELL. BECAUSE IT’S MORE LIKE OFFERINGS OF PROGRAMS AND SERVICES.>>RIGHT.>>SO WE DO HAVE A LITTLE BIT MORE WORK TO DO TO SORT OF FINESSE WHAT– HOW THAT WILL– WHAT THAT’LL BE CALLED.>>AND YOU SAID THAT THE ORIGINAL IDEA, “POINTS OF PRIDE,” YOU’RE MOVING AWAY FROM THAT, BECAUSE IT’S TOO DIFFICULT TO– IT COULD BE ANYTHING?>>SO THE ORIGINAL WAY THAT WE COLLECTED THIS WAS A MIX OF WHAT I JUST SHOWED, SO FOREIGN LANGUAGES, ADVANCED COURSEWORK, THAT SORT OF STUFF. BUT WE ALSO HAD A CATCH-ALL TEXT BOX IN THE COLLECTION, WHERE IF SOMEONE WANTED TO TALK ABOUT SOMETHING THEY WERE DOING THAT THEY WERE PROUD OF, THEY WERE ABLE TO PUT THAT IN AS A NARRATIVE.>>AS A NARRATIVE? OR A VIDEO?>>NARRATIVE.>>I THOUGHT THAT WE TALKED ABOUT MAYBE A VIDEO. YOU COULD SEE THE PASSION OF WHY– SOME THINGS THAT THEY WERE PARTICULARLY PROUD OF OR SOMETHING.>>YEAH, NO. SO WHAT I’M TALKING ABOUT, WE DID THIS ABOUT FIVE YEARS AGO. SO THIS, THE WAY THAT WE USED TO DO IT, WAS COLLECTING TEXT, ESSENTIALLY.>>OKAY.>>AND THEN WE WOULD DISPLAY THAT ON MI SCHOOL DATA. THE CHALLENGES WITH THAT WERE FILTERING OUT THINGS THAT WERE INAPPROPRIATE, MISSPELLED, THAT SORT OF STUFF. WHERE IT SOUNDS LIKE ITS PRETTY TRIVIAL, BUT IT TOOK US WEEKS TO SIFT THROUGH 3,000-PLUS SCHOOLS’ SUBMISSIONS.>>HMM. OKAY.>>SO MOVING ON TO THE FOCUS GROUPS, WE HAD FOUR FOCUS GROUPS THAT MET BACK IN JUNE. THAT WORK WRAPPED UP. WE HAVE OUR REPORT AND RESULTS FROM THAT. AS YOU CAN SEE, THEY WERE HELD ACROSS THE STATE. NOT AS WIDESPREAD GEOGRAPHICALLY AS BEFORE, BUT WE HAD SOME IN THE DETROIT AREA, UP IN MID MICHIGAN, AND THEN OVER IN GRAND RAPIDS. WE HAD 29 PARTICIPANTS TOTAL, ACROSS THE FOUR GROUPS. YOU CAN SEE THE BREAKOUT THERE. WE HAD MAINLY AFRICAN AMERICANS IN THE GROUPS THIS TIME. THEY WERE STILL EDUCATED PARENTS. THAT WAS SIMILAR TO OUR GROUPS FROM LAST FALL. AND AGAIN, WE DID HAVE AN ECONOMICALLY DIVERSE SHOWING THERE. ALSO, A LITTLE BIT DIFFERENT FROM LAST FALL IS MOST OF THESE 29 PARENTS HAVE USED MI SCHOOL DATA. I BELIEVE LAST FALL WE WERE A LITTLE BIT MORE SPLIT BETWEEN THOSE THAT HAD USED IT BEFORE AND THOSE THAT HAVE NOT. SO KIND OF GOING– MY NEXT FEW SLIDES JUST GO THROUGH THEIR FEEDBACK. THEY WERE VERY INTERESTED IN A COMPARISON TOOL. AND AS I SAID BEFORE, THEY REALLY LIKED USING THE MAPS THAT WE HAD, AND WERE EXCITED TO SEE US INCORPORATING MORE OF THAT MAPPING ON THE PAGES.>>WHEN YOU SAID MOST WERE EDUCATED, DOES THAT MEAN THAT THEY’RE TECH SAVVY?>>THIS WAS FORMAL EDUCATION. SO MAYBE NOT NECESSARILY TECH SAVVY, BUT THEY HAD SOME SORT OF A POST-SECONDARY DEGREE OR CERTIFICATE.>>OKAY. DO WE MEASURE THAT AS WELL? I SEE THAT THEY USE–>>I DIDN’T–>>–THE MI SCHOOL DATA, BUT I’M JUST WONDERING IF WE HAVE A WAY TO MEASURE?>>YEAH, I DIDN’T GET THAT INFORMATION FROM PUBLIC POLICY ASSOCIATES. AND I BELIEVE THE FEEDBACK SESSIONS WERE MORE OF A DISCUSSION. IT WASN’T ACTUALLY USING THE SITE. WHAT WILL BE INTERESTING, THOUGH, IS AS PART OF OUR DEVELOPMENT PROCESS, IS WE’RE GOING TO BE DOING ONE-ON-ONE USER TESTING LATER THIS MONTH OR INTO SEPTEMBER, WHERE THEY WILL ACTUALLY BE NAVIGATING SOME OF OUR SCREENS.>>OKAY.>>SO WE’LL BE ABLE TO SEE, DID WE BUILD IT RIGHT, WHERE HEY, THEY CAN FIND POINTS OF PRIDE EASILY OR DID WE–>>WE KNOW EDUCATED CAN BE DIFFERENT FROM– OKAY.>>YEAH. LET’S SEE. SO PARENTS WERE ALSO, AS I MENTIONED, REALLY INTERESTED IN BEING ABLE TO COMPARE SCHOOLS BEYOND JUST THE ACADEMICS. SO THINGS LIKE DEMOGRAPHICS, CULTURE AND CLIMATE IN A SCHOOL OF THE POINTS OF PRIDE, AND BEHAVIORAL INDICATORS, LIKE DISCIPLINE, THAT KIND OF STUFF. THEY’RE INTERESTED IN HAVING SOME SORT OF A COMPONENT THAT WOULD SHOW COMMENTS OR REVIEWS WRITTEN BY OTHER PARENTS. I KNOW THERE ARE OTHER SITES OUT THERE THAT DO THIS FOR SCHOOLS. NOT EVEN TALKING ABOUT AMAZON, WHERE YOU CAN READ REVIEWS ABOUT PRODUCTS. SO THERE WAS SOME INTEREST IN THAT. SOME PARENTS WERE ALSO INTERESTED IN COMPARING, NOT FOR THE PURPOSE OF CHOOSING A SCHOOL, BUT FOR BEING ABLE TO LOOK AT THE SCHOOL THAT THEY WERE INVESTED IN AND WANTED TO IMPROVE AREAS WHERE THEY NEEDED IMPROVEMENT IN THE SCHOOL. PARENTS ALSO RECOGNIZED THAT THE GRADE LEVEL MAKEUPS OF BUILDINGS THROUGHOUT THE STATE ARE ALL DIFFERENT. AND THAT’S A CHALLENGE WHEN COMPARING. SO I THINK EVERYONE HERE KNOWS THAT ELEMENTARY SCHOOL DOESN’T ALWAYS MEAN K-5 OR K-6. IT COULD MEAN K-8 OR WHATEVER, K-3. SO THERE WAS KNOWLEDGE OF THAT, AND THAT THAT’S A CHALLENGE. WE’RE THINKING THROUGH HOW BEST TO CATEGORIZE THAT A LITTLE BIT BETTER THAN WHAT WE’VE DONE. I KNOW WE’VE DONE AN ANALYSIS. AND I THINK WE’VE GOT WELL OVER 100 DIFFERENT GRADE COMBINATIONS THROUGHOUT THE STATE. SO IT’S A CHALLENGING ENVIRONMENT WHEN YOU’RE TRYING TO FIGURE OUT HOW TO PUT SCHOOLS INTO THREE OR FOUR DIFFERENT BUCKETS. AND THEN THE FINAL POINT HERE, PARENTS ALSO ACKNOWLEDGED THAT THERE ARE NEGATIVE IMPACTS TO COMPARISON, IF CONTEXT IS NOT PROVIDED, OR ENOUGH CONTEXT IS PROVIDED ON THE DASHBOARD. FOR POINTS OF PRIDE, PARENTS WERE REALLY EAGER TO SEE THIS INFORMATION. WE DIDN’T GET ANY CONSENSUS ON THE PRIORITY OF INDICATORS. AND AGAIN, THIS IS SORT OF A DESIGN CHALLENGE. SO THINKING BACK TO THAT ACCORDION VIEW THAT I SHOWED, IT’S SORT LIKE, “WELL, WHAT WOULD WE “PUT TOWARDS THE TOP “THAT THE PARENTS “ARE MORE LIKELY TO SEE, “VERSUS SCROLLING “TO THE BOTTOM?” SO WE DID A LITTLE BIT OF WORK ON TRYING TO GROUP THE– AND I CAN’T EVEN REMEMBER HOW MANY DIFFERENT POINTS OF PRIDE INDICATORS WE HAD. BUT THEY DID COME UP WITH, LOOKS LIKE, FIVE DIFFERENT BIGGER, MORE-GENERIC GROUPS THERE THAT WE COULD FIT THESE INTO. SO WE ARE DOING A LITTLE BIT MORE WORK ON THAT. CONTINUING POINTS OF PRIDE, SO WE HAVE TO DO SOME MORE WORK ON THE TERMINOLOGY AND ACRONYMS, SO CAREER AND TECHNICAL EDUCATION, THEY MIGHT KNOW WHAT CTE STANDS FOR, BUT MAYBE NOT NECESSARILY KNOW WHAT THAT ENCOMPASSES. A COUPLE OTHER RECOMMENDATIONS WERE INCLUDING CAREER PATHWAY AND COLLEGE PLACEMENT ASSISTANCE. SO AGAIN, BUILDING IN THAT FLEXIBILITY INTO BEING ABLE TO CHANGE THE COLLECTION AROUND A LITTLE BIT QUICKER. THIS IS SOMETHING THAT WE’LL BE LOOKING AT POTENTIALLY ADDING IN THE FUTURE. AND THEN THERE WERE QUESTIONS ABOUT HOW THE INFORMATION IS VERIFIED, GIVEN THAT IT IS SELF-REPORTED AND VOLUNTARY. AND AGAIN, THAT’S SOMETHING THAT HAVING AN OPEN-ENDED TEXT BOX AS WELL, THEY RECOGNIZE THE CHALLENGES WITH THIS SORT OF STUFF. THE HIGH SCHOOL/NON-HIGH SCHOOL OVERVIEW, THIS ONE, UNLIKE POINTS OF PRIDE, WE ACTUALLY DID GET A LITTLE BIT MORE OF A TREND HERE, AS TO WHAT PARENTS FELT WERE IMPORTANT. PROBABLY NOT SURPRISINGLY, IF YOU REMEMBERED FROM LAST FALL, PARENTS WERE REALLY INTERESTED, AND I THINK THEY RATED THE TEACHER-STUDENT RATIO AS MOST IMPORTANT TO THEM. SO FOR PHASE TWO, THE METRICS THAT WE HAVE, THEY WERE STILL REALLY INTERESTED IN THE SCHOOL-LEVEL STAFFING DATA THERE. AND THEN THERE WERE OTHER PARENTS THAT WERE ALSO INTERESTED IN SOME SCHOOL SAFETY INFORMATION. NOT JUST DISCIPLINE, BUT SOME OF THE PHYSICAL SAFETY MEASURES IN BUILDINGS AS WELL. SO IN GENERAL, THEY STILL LIKE THE OVERALL CURRENT DESIGN. SO WE’RE NOT REALLY TINKERING WITH THAT ALL THAT MUCH. WE’RE JUST REALLY ADDING NEW THINGS. THE COMPARISONS WERE GOOD TO HAVE, SO THE COMPARISON TOOL, BUT PARENTS STILL INDICATED THAT THEY RELY ON WORD OF MOUTH FROM OTHER PARENTS IN MAKING WHATEVER SORTS OF DECISIONS ABOUT THEIR CHILD’S EDUCATION. AND THEN THEY HIGHLIGHTED THE NEED FOR COMMUNICATIONS, MAINLY AT THE DISTRICT LEVEL. SO THAT IS SOMETHING THAT WE’LL HAVE TO WORK ON. I THINK WE DID A LITTLE BIT OF THIS IN PHASE ONE, PROVIDING SOME COMMUNICATIONS TOOLS FOR DISTRICTS TO USE TO COMMUNICATE TO THEIR PARENTS. BUT THE FOCUS GROUPS THIS TIME AROUND HIGHLIGHTED THAT AGAIN. SO WE’LL HAVE TO THINK THROUGH SOME OF THAT. OKAY, SO THIS SHOWS– THIS IS RANKINGS OF THE TOP FIVE. SO THE TWO COLUMNS ON THE LEFT ARE THE POINTS OF PRIDE. THEN THE COLUMNS ON THE RIGHT ARE THE INDICATORS THAT WOULD, FOR AN ELEMENTARY OR A MIDDLE SCHOOL, REPLACE SOME OF THE HIGH SCHOOL INDICATORS. AS YOU CAN SEE, THE AP CLASSES OFFERED, ON THE LEFT, WAS PRETTY MEANINGFUL TO PARENTS OVERALL. BUT AGAIN, THEN WE HAD KIND OF A DROP-OFF AND A LOT IN THE MIDDLE, WHEREAS ON THE RIGHT, YOU CAN SEE, STAFFING METRICS WERE THE TOP TWO. AND THEN WE ALSO LOOKED AT THE READ BY GRADE 3 LAW. AND PARENTS FELT THAT THAT WAS IMPORTANT INFORMATION TO HAVE ON THE DASHBOARD AS WELL. SO THAT WOULD BE SOMETHING THAT WE DON’T HAVE A METRIC FOR NOW, BUT IN THE FUTURE, WE WOULD LOOK AT ADDING. THEN LAST THING I’LL MENTION, AS FAR AS PARENT FEEDBACK, A COUPLE OF US– YOU CAN ACTUALLY SEE A SNAPSHOT OF A FEW OF US THERE ON THE RIGHT– BACK IN THE MIDDLE OF JULY, THE MICHIGAN PARENT TEACHER ASSOCIATION HAD A CONFERENCE IN FRANKENMUTH. SO MDE AND CEPI PARTNERED TOGETHER. WE HAD A LITTLE BOOTH. CEPI KIND OF SHOWED PEOPLE HOW TO NAVIGATE THROUGH NOT JUST THE DASHBOARD, MI SCHOOL DATA, BUT THEY WERE HIGHLIGHTING THE DASHBOARD. AND THEN I’M IN THERE WITH ONE OF OUR PROJECT MANAGERS. AND WE WERE THERE TO ANSWER QUESTIONS, BASICALLY, ABOUT THE DASHBOARD. SO I’VE GOT A COUPLE OF OBSERVATIONS AND A COMMENT FROM A PARENT THAT WE RECEIVED. WE DIDN’T GET ANY NEGATIVE COMMENTS THROUGHOUT THE DAY. EVERYONE THAT WAS FAMILIAR WITH IT LOVED IT. THOSE THAT WEREN’T FAMILIAR WITH IT WERE EXCITED THAT THE STATE WAS PROVIDING THIS TOOL TO THEM TO USE. SO IT WAS GOOD FEEDBACK. IT WAS VALUABLE INFORMATION. AND WE’RE HOPING TO DO SOME MORE OF THIS KIND OF INFO BOOTH KIND OF STUFF INSTEAD OF JUST PRESENTATIONS TO DIFFERENT GROUPS. ALL RIGHT, SO SHIFTING GEARS A LITTLE BIT–>>YOU SAY THAT–>>YEAH.>>THE PLETHORA OF INFORMATION THAT THIS IS DEVELOPING INTO, I’M EXCITED ABOUT IT. I THINK IT REALLY SHOWS THE RIDICULOUSNESS OF TRYING TO SUMMARIZE A SCHOOL BY A LETTER GRADE WHEN THE MORE WE GET INTO THIS, THE MORE CLEAR IT IS THAT SCHOOLS DIFFER. AND THAT AN A SCHOOL TO SOMEBODY MAY BE A C SCHOOL TO ANOTHER, AND THAT IT JUST DOES NOT MAKE ANY SENSE TO GO IN THAT DIRECTION. SO I APPRECIATE OTHER THINGS THAT THIS IS SHOWING, BESIDES THE MAIN GOAL.>>AND PARENTS SEEM TO HAVE DIVERSE INTERESTS.>>RIGHT.>>WHETHER THAT’S BY A GEOGRAPHIC AREA, OR THEIR BACKGROUND OR WHATEVER. BUT YEAH, SO IT WAS INTERESTING TO HEAR SCHOOL SAFETY WAS MORE IN THE FOREFRONT OF PARENTS’ MINDS IN SOME AREAS VERSUS OTHERS AND THAT KIND OF STUFF.>>YEP, EXACTLY.>>SO IT’S VALUABLE FEEDBACK, FOR SURE.>>AND I WILL SAY, ADDING TO WHAT TOM JUST MENTIONED, WE HAD A GROUP THAT CONVENED HERE, FOLKS FROM URBAN DISTRICTS, WHICH WAS GREAT. AND THEN I SPOKE WITH SOME OF THE OTHER PARENTS WHO WERE IN SOME OF THE OTHER CONVENINGS. AND WHILE I’M EXCITED ABOUT THE DASHBOARD, THEY’RE OBVIOUSLY– AND YOU PULLED THAT OUT– CONCERNED THAT THEY DON’T WANT THIS TO EMERGE INTO ANOTHER TOOL TO BEAT OR SCHOOL DISTRICTS OVER THE HEAD, BUT THEY REALLY WANT IT TO BE SOMETHING THAT THEY CAN USE TO SHOW WHERE THEIR SCHOOL NEEDS IMPROVEMENT.>>MM-HMM. ALL RIGHT, SO MOVING ON, YOU MIGHT REMEMBER WE HAD A FEW WORK GROUPS THAT HELPED US WITH SOME METRIC WORK DURING PHASE ONE, BUT MORE TO DO– SO SOME OF THEIR WORK ARE ACTUALLY SOME OF THE METRICS THAT WE’RE IMPLEMENTING FOR PHASE TWO. ONE OF THE ONES THAT WASN’T IN THE ORIGINAL POLICY DOCUMENT, FROM, I THINK, TWO JUNES AGO NOW–>>JUST ONE.>>OH, JUST ONE. IT FEELS LIKE FOREVER AGO TO ME. [ LAUGHTER ] RUNNING A MARATHON HERE. THE ARTS EDUCATION WORK GROUP WAS NOT IN THE ORIGINAL DOCUMENT. BUT WE HEARD FEEDBACK FROM BOTH PARENTS, BUT ALSO FROM THE ARTS COMMUNITY, THAT THIS WAS SOME IMPORTANT INFORMATION TO INCLUDE. AND I THINK SOME OF THE PEOPLE THAT WERE ON THE WORK GROUP ARE HERE TODAY, IF YOU WANT TO JUST WEIGH IN?>>RAISE YOUR HAND.>>THANK YOU FOR THE WORK.>>CAN YOU GUYS INTRODUCE YOURSELF TO THE BOARD, PLEASE? THE THREE OF YOU?>>SURE, SARAH GONZALES TRIPLETT, WITH CREATIVE MANY MICHIGAN.>>I’M CORY MICHAEL-MAYS, WITH THE MICHIGAN MUSIC EDUCATION ASSOCIATION.>>AND I, VERY BRIEFLY, TRIED TO SERVE, CONTRIBUTING SOME IDEAS AND MOSTLY LISTENING TO PEOPLE.>>SO YEAH, THANK YOU. SO THE WORK GROUP CAME UP WITH SOME RECOMMENDATIONS.>>OH, REALLY?>>YEAH.>>AND I THINK WE HAVE THREE AREAS. I WASN’T ON IT, SO I’M NOT AS FAMILIAR WITH THIS. BUT THIS ONE, THE STAFFING MEASURES WILL ACTUALLY BE PART OF THE STAFFING MEASURES THAT WE’RE DOING FOR PHASE TWO. SO THERE WAS AN INTEREST IN SHOWING THE PERCENTAGE OF TEACHERS IN THE ARTS AREAS WHO ARE CERTIFIED TO TEACH THE COURSES THAT THEY WERE TEACHING. SO WE DO HAVE A TEACHER CERTIFICATION PIECE THAT I BELIEVE WE’LL BE ABLE TO– I’M TRYING TO REMEMBER NOW, BACK TO THE DESIGNS, IF WE USED TO HAVE SORT OF A SELECTOR, WHERE YOU CAN SELECT GENERAL AREAS IN THE TEACHING PROFESSION TO SLICE AND DICE SOME OF THE CERTIFICATION DATA. BUT THAT WILL CERTAINLY BE PART OF PHASE TWO. AND THAT WASN’T REALLY A BIG LEFT. AND ACTUALLY, TALKING ABOUT TRYING TO BE EFFICIENT WITH METRICS AND WORK GROUP RECOMMENDATIONS, THERE WERE SEVERAL FROM THE LAST ROUND OF WORK GROUPS THAT WE WERE ABLE TO COMBINE, TOO, INTO ONE GRAPH, SO AS NOT TO OVERWHELM PARENTS WITH ANOTHER HALF DOZEN METRICS. SO WE’RE ABLE TO USE FILTERS AND THAT SORT OF STUFF TO HONOR THE WORK GROUP’S WORK AND PRESENT INFORMATION TO PARENTS. SO THAT WAS ONE. ARTS TEACHER FTE AND RATIO WAS ANOTHER RECOMMENDATION. THIS GETS AT THE NUMBER OF ARTS FTE IN A SCHOOL. AND SORT OF GETTING AT THAT STUDENT-TO-TEACHER RATIO. WE DO SOMETHING SIMILAR ALREADY, BUT WE ALSO INCLUDE PHYSICAL EDUCATION IN THAT. SO THIS IS ONE THAT I THINK WILL BE ANOTHER FAIRLY EASY ONE TO DO FOR OUR NEXT ROUND OF METRICS. I’M TRYING TO SEE IF THERE’S ANYTHING ELSE THERE. AGAIN, THIS ONE IS PRETTY STRAIGHTFORWARD AS WELL.>>JUST TRYING TO BREAK DOWN WHAT WE WERE ALREADY USING TO HELP PARENTS UNDERSTAND BETTER THE QUALITY AND DEPTH OF THE STUDENT EXPERIENCE, BASED ON HOW MUCH TEACHER TIME IS DEDICATED TO ARTS INSTRUCTION IN THE SCHOOL.>>AND THEN THE LAST– I BELIEVE THIS IS THE LAST– THE ACCESS AND PARTICIPATION FOR STUDENTS IN THE ARTS. SO THIS GETS AT THE COURSES THAT ARE OFFERED, AND THEN HOW MANY STUDENTS ARE ACTUALLY ENROLLING IN THOSE COURSES. ENROLLMENT, OBVIOUSLY, WE WOULD TACKLE THROUGH SOMETHING LIKE A CEPI COLLECTION, LIKE THE STUDENT ENROLLMENT SORT OF STUFF. OFFERINGS, AGAIN, DEPENDING ON HOW WE GO ABOUT THIS. BUT WE COULD DO A POINTS OF PRIDE. AND I THINK WE DO A GENERIC– NO, I THINK WE DO GET INTO A LITTLE BIT OF THE MORE SPECIFIC ARTS. BUT MORE THE GENERAL CATEGORIES, SO VISUAL, DANCE, MUSIC, THAT SORT OF STUFF.>>SO ONE OF THE MANY THINGS THAT OUR THREE GUESTS AND THE WORK GROUP BROUGHT TO US WAS THE SENSE OF HOW THIS CONVERSATION IS EMERGING NATIONALLY AROUND ARTS EDUCATION AND HOW TO REPORT IT. THEY BROUGHT US SOME EXAMPLES FROM OTHER STATES, OF METRICS OR COLLECTIONS OR DISPLAYS. SO THAT MICHIGAN IS TALKING ABOUT ARTS, ACCESS TO THE ARTS, AND IN A WAY THAT’S SIMILAR TO HOW THE NATIONAL CONVERSATION IS EMERGING, AND BORROWING FROM BEST PRACTICES HERE. AND THERE ARE– LIKE WE SAID, WE’RE COLLECTING SOME THINGS IN THE ORIGINAL POINTS OF PRIDE. BUT THAT LAUNCHED BEFORE THIS WORK GROUP CAME BACK TOGETHER. SO WE’RE LOOKING AT ENHANCED COLLECTION TO GET US CLOSER TO THAT BEST PRACTICE, ABOUT, WE KNOW HOW IMPORTANT THE VISUAL, FINE, THEATER, ALL OF THE ARTS ARE TO STUDENTS FOR THEIR– THE WELL-ROUNDED ASPECT OF THEIR EDUCATION, BUT THEIR ACADEMICS AS WELL, AND HOW THAT HELPS STUDENTS ACHIEVE WHERE WE WANT THEM TO GO. SO THIS IS A MORE-REFINED WAY TO HELP PARENTS REALLY UNDERSTAND WHAT THE OFFERINGS ARE, AND HELP US AS A STATE TALK ABOUT WHERE WE ARE AND WHERE WE AREN’T ADVANCING THIS ASPECT OF OUR STUDENTS’ EDUCATION.>>OKAY. SO NEXT STEPS FOR THIS WORK WOULD BE INCLUDING IT IN PHASE TWO OR THREE. I’VE TALKED A LITTLE BIT ABOUT THAT ALREADY. I THINK FURTHER DISCUSSION DOES NEED TO HAPPEN, BOTH WITH OUR ADVOCATES, REGARDING– SO IF IT’S A NEW DATA COLLECTION, WE DO HAVE TO HAVE LEGISLATIVE BACKING AROUND THAT IN ORDER TO COLLECT IT. VOLUNTARY’S EASY, ‘CAUSE THAT’S FINE. SO POINTS OF PRIDE IS AN EASY WAY TO DO THAT. BUT IF IT’S ANYTHING REQUIRED, WE’LL HAVE TO HAVE SOME LEGISLATION AROUND THAT. THEN OF COURSE, MAKING STUDENTS AWARE THAT THERE IS MOVEMENT HERE, AND TO ENCOURAGE NOT ONLY IF THIS IS A VOLUNTARY COLLECTION, BUT ALSO BECAUSE WE ARE TRYING TO HAVE TIGHTER LINKAGES BETWEEN THE PARENT DASHBOARD AND THOSE LOCAL SCHOOL WEBSITES TO INCLUDE THIS INFORMATION ON THOSE WEB PAGES, BECAUSE THERE IS PARENT INTEREST IN THIS, AS WELL. I THINK THAT’S ALL I HAD. AS ALWAYS, THE WEBSITE IS MISCHOOLDATA.ORG /PARENTDASHBOARD. WE’VE GOT A BUNCH OF MATERIALS ON OUR OWN WEBPAGE AS WELL. THAT’S IT, I THINK?>>YEAH.>>ANY QUESTIONS?>>EILEEN.>>FIRST OF ALL, THANK YOU. I KNOW HOW COMPLEX THIS IS, AND HAVING SERVED ON THE NATIONAL ASSESSMENT GOVERNING BOARD, UNLESS THERE’S AN ASSESSMENT TO SHOW STUDENT OUTCOME, YOU’RE DEPENDANT UPON TEACHER INPUTS, FISCAL INPUTS. AND SELF REPORTING IS ALWAYS PROBLEMATIC, IN THAT IT’S NOT THAT PEOPLE INFLATE THINGS, IT’S JUST THAT THEY SEE THE WORLD FROM THEIR VISTA. SO COMPARING A SMALLER APPLE WITH A BIGGER APPLE, CAN HAVE TWO APPLES LOOKING VERY SIMILAR. SO I RECOGNIZE THAT YOU’RE JUGGLING THINGS. BUT ONE OF THE THINGS THAT’S ALWAYS CONCERNED ME ABOUT OUR FOCUS GROUPS IS THAT THEY’RE RELATIVELY HOMOGENOUS. AND THEY’RE NOT REFLECTIVE OF THE VERY PEOPLE WE’RE HOPING WILL USE THIS WEBSITE. SO I WONDERED– I THOUGHT THAT PAM HAD TALKED ABOUT SOME OTHER RESOURCES FOR OUTREACH. WE STILL AREN’T PENETRATING THAT. AND I RECOGNIZE IT’S BECAUSE YOU MUST NOT HAVE ACCESS TO DIFFERENT GROUPS OF PEOPLE, EITHER VOLUNTEER ORGANIZATIONS ARE NOT COMING FORWARD TO GIVE YOU ACCESS, OR WHEN YOU TAP THEM, THEY’RE NOT RESPONDING.>>YEAH, I THINK THAT’S PART OF IT. MY OWN ANECDOTE IS WE HAD A GENTLEMAN AT THE PTA CONFERENCE WE WERE AT A FEW WEEKS AGO COME UP. AND HE LED SOME SORT OF PARENT GROUP IN THE DETROIT AREA, HE WAS REALLY INTERESTED IN HAVING US COME TO THEIR SEPTEMBER– THEY HAD SOMETHING GOING ON IN SEPTEMBER, BASICALLY. IT WAS LIKE, “YEAH, WE WOULD LOVE “TO GET SOME INFORMATION “AND POTENTIALLY DO “A BOOTH THERE AND ALL THAT.” EMAILED HIM SHORTLY AFTER BUT HAVE NOT GOTTEN A RESPONSE BACK. SO THAT’S PART OF IT. I THINK PART OF IT TOO– AND I HEAR THIS FROM OTHER STATES THAT ARE DOING THIS SORT OF THING AS WELL, IS THE PARENTS THAT AREN’T CONNECTED ARE THE HARDEST TO REACH. AND I HAVE NOT HEARD OF ANYONE COMING UP WITH A GOOD WAY OR AN EASIER WAY TO REACH OUT TO THOSE PARENTS.>>SO THE REASON THAT I’M WORRIED ABOUT THIS IS THAT THE MORE SOPHISTICATED THE DASHBOARD BECOMES, THE LESS LIKELY IT IS THAT PEOPLE WILL BE ABLE TO NAVIGATE IT IF THEY DON’T HAVE BASIC SERVICES.>>RIGHT.>>AND THAT SCARES ME A LOT. IT BECOMES, THEN, AN EXERCISE IN REPORTING FOR ESSA, AS OPPOSED TO SOMETHING THAT WILL PULL PEOPLE WHO ARE IN A LESS SOPHISTICATED MEANS TO A SCHOOL THAT COULD ACTUALLY MAKE A DIFFERENCE FOR THEIR CHILDREN. AND I THOUGHT THAT WAS THE WHOLE POINT OF ESSA.>>YEAH, THE ESSA REQUIREMENTS ARE VERY COMPLEX. WE HAVE ANOTHER REPORT THAT WE HAVE TO DO THAT IS SUPPOSED TO BE FOR PARENTS, BUT IT’S SO COMPLEX THAT WE SHOULD HIDE IT AND NOT POINT ANYONE TO IT, BECAUSE IT’S HARD FOR US TO UNDERSTAND, HOW ALL THE THINGS WERE WRITTEN. ONE OF THE THINGS THAT WE’RE DOING TO TRY AND BALANCE THE WANT FOR INFORMATION AND OVERWHELMING PEOPLE IS SOME OF THE SUGGESTIONS FOR METRICS THAT ARE A LITTLE BIT MORE FINE-GRAINED, WE’RE TRYING TO WORK THROUGH WHERE WE MIGHT HAVE SOME BASIC INFORMATION RELATED TO THAT, AND THEN LINK TO IT. THAT IS OFF OF THE PARENT DASHBOARD, BUT STILL PART OF MISCHOOLDATA. SO IF YOU HAVE A MORE SAVVY PARENT THAT IS INTERESTED IN– I DON’T– IT IS– SOMETHING MORE FINE-GRAINED, WITH ENGLISH LEARNERS OR SOMETHING LIKE THAT, THEY MIGHT SEE SOME BASIC ENGLISH LEARNER INFORMATION ON THE PARENT DASHBOARD, BUT THEN WE LINK TO, HERE’S A WHOLE SLEW OF INFORMATION ON ENGLISH LEARNER STUFF THAT’S ON THE OTHER PART OF MISCHOOLDATA.>>BY ACCIDENT, YOU PICKED THE ONE THING THAT IS TOTALLY INAPPROPRIATE FOR A PARENT TO HAVE TO SEARCH FOR, WHICH IS ENGLISH LANGUAGE LEARNING. BECAUSE IF THEY’RE TRYING TO LEARN ENGLISH THEMSELVES, THE LAST THING WE SHOULD SADDLE THEM WITH IS A COMPLEX DASHBOARD. BUT I UNDERSTAND THE PROBLEMS. I’M JUST WORRIED THAT WE’RE MISSING THE BOAT ON THIS. BECAUSE PARENT TRANSPARENCY SHOULDN’T BE FOR THE TOP 30% OR 40% OF PARENTS.>>SURE, AGREED.>>IT SHOULD BE FOR AS MUCH OF 100% AS WE CAN REACH, AND I DON’T FEEL LIKE WE’RE HITTING THE BOTTOM 60%.>>OKAY.>>AND I DON’T KNOW WHETHER IT’S THE BOTTOM 50%, THE BOTTOM 60%, THE BOTTOM 70%, BUT IT’S REALLY IMPORTANT THAT WE GO THERE. AND I DON’T KNOW HOW TO HELP YOU WITH IT. I WISH I DID.>>YEAH, THANKS.>>PAM?>>I JUST WANTED TO FOLLOW-UP, EILEEN, TO THE DEPARTMENT’S CREDIT, WE HAVE STARTED WORKING ON MAKING SURE WE REACH SOME OF THOSE POPULATION. AND ALISANDE AND I HAVE BEEN WORKING ON MAKING SURE THAT WE LOOP BACK TO A GROUP THAT WE MET HERE, WITH HERE, THAT CAN REACH A LOT OF THOSE DISTRICTS, AND I THINK ARE EAGER TO DO SO. WE JUST KEPT HITTING THE MOVEMENT AND THEN PAUSE BUTTON. BUT I THINK WE’RE ABOUT READY TO ENGAGE MORE OF THOSE AREAS. AND WE STARTED WITH SOME, BUT WE OBVIOUSLY HAVE A LOT MORE WORK TO DO AS IT RELATES TO THOSE GROUPS.>>MM-HMM.>>OKAY?>>AND I WOULD STILL MAINTAIN, AS I MENTIONED LAST YEAR, THAT I THINK JUST VIDEOS– I MEAN, I’M A MORE VISUAL LEARNER MYSELF. SO IF I GET OVERWHELMED BY SOME WEBSITE, A VIDEO THAT EXPLAINS HOW SOMEBODY SIMILAR TO ME WALKS THROUGH IT, OR THE AVERAGE PERSON WALKS THROUGH IT, OR IF THEY WANT TO SEE THESE THREE THINGS, THEN THIS IS HOW YOU DO IT. YOU KNOW, THOSE ARE– I DON’T KNOW IF WE’RE MOVING IN THAT DIRECTION. I THINK NON-PROFITS OR OTHER COMMUNITY FOLKS COULD MAKE A QUICK VIDEO IN THE SAME WAY, AS WELL. SO I HOPE THAT IT’LL BUILD MORE AND MORE.>>ANY OTHER QUESTIONS OR COMMENTS?>>I JUST HAVE A COMMENT. WE’VE COME A LONG WAYS FROM WHERE WE STARTED. AND YOU SHOULD BE VERY PROUD OF YOURSELVES, BECAUSE THIS DOCUMENT IS TRULY A SEED THAT BLOSSOMED INTO A BEAUTIFUL RED ROSE. AND WE’RE ON THE RIGHT TRACK. THANK YOU.>>ALL RIGHT. SEEING NO OTHER COMMENTS OR QUESTIONS, THANK YOU, VENESSA AND CHRIS, FOR YOUR PRESENTATION AND ALSO YOUR RESPONSIVENESS TO QUESTIONS FROM THE BOARD. OKAY, MOVING ON TO OUR NEXT AGENDA ITEM, WHICH IS DISCUSSION REGARDING CRITERIA FOR A GRANT PROGRAM. AND WE WILL BEGIN WITH CASANDRA.>>SO THERE’S A LOT THIS MONTH. SO I HAVE A FEW COMMENTS TO MAKE ABOUT SOME OF THE GRANTS. THEN I WAS HOPING TO OPEN IT UP TO A LARGER CONVERSATION ABOUT THE MARSHALL PLAN. SO BEFORE I DO THAT, LET ME JUST SAY, I ASKED A COUPLE QUESTIONS ABOUT A FEW OF THE GRANTS. AND I JUST WANT TO BE OPEN AND TRANSPARENT ABOUT THESE QUESTIONS AND WHY I ASK THEM. THE FIRST ONE WAS ON THE K-4 SUMMER READING PROGRAM, WHICH APPEARS TO HAVE BEEN WRITTEN SPECIFICALLY TO ALLOW FOR ONLY ONE COMPANY OR ONE VENDOR TO BE ELIGIBLE FOR THIS FUNDING. AND I’M ASSUMING MAYBE THE SPANISH LANGUAGE PROGRAM OUT OF UTAH WAS THE SAME. SO THE KIDS READ NOW IS OUT OF OHIO. IT LOOKS LIKE A GREAT PROGRAM. IT PROVIDES SUMMER READING PROGRAMS FOR KIDS, WHICH IS WONDERFUL. BUT THE SECTION OF THE BILL INCLUDES OVER TEN DETAILED REQUIREMENTS THE RECIPIENT MUST MEET IN ORDER TO BE ELIGIBLE, WHICH BASICALLY MEANS THERE IS ONE VENDOR AVAILABLE. SO THIS MAKES ME QUESTION WHAT DUE DILIGENCE GOES INTO SELECTING THESE VENDORS. AND IT APPEARS THAT IT MIGHT BE A WAY TO GET AROUND THE RFP PROCESS, BY GOING THROUGH THE APPROPRIATIONS PROCESS, WHICH IS CONCERNING TO ME, BECAUSE THE PURCHASING PROCESS EXISTS FOR A REASON. THAT WAS MY FIRST QUESTION ABOUT THAT ONE. THE SECOND ONE, THE COMPETITIVE FIRST ROBOTICS GRANT INCLUDES $300,000. THAT’S RESERVED FOR NON-PUBLIC SCHOOLS. AND I BELIEVE THE DEPARTMENT HAS REQUESTED AN AG OPINION ON THIS, THAT SAYS BECAUSE THE $300,000 IS FROM GENERAL FUND AND NOT SCHOOL AID, THAT IT IS CONSTITUTIONAL. IS THAT CORRECT?>>WE ASKED THE AG’S OFFICE ABOUT THE USE OF THE LAWSUIT THAT WAS FILED FOR USING SCHOOL-AID FUNDS FOR NON-PUBLIC SCHOOLS. AND THE LAWSUIT SAID IT DID NOT APPLY TO THE ENTIRE SCHOOL SCHOOL-AID ACT, ONLY TO A SPECIFIC SUBSECTION OF THE SCHOOL-AID ACT. SO IT DOES, THEN, ALLOW GENERAL FUNDS TO BE APPLIED TO NON-PUBLIC SCHOOLS.>>OKAY. EVEN THOUGH THE CONSTITUTION SAYS PUBLIC MONEY SHALL NOT BE USED FOR THIS PURPOSE, WE’RE SAYING, IN THIS CASE, PUBLIC MONEY MAY BE USED FOR THIS PURPOSE.>>YES.>>OR THE AG IS.>>THE AG IS.>>OKAY. THAT SEEMS COUNTERINTUITIVE TO ME, BUT IF THAT’S WHAT THE AG IS SAYING. THE OTHER ONE IS THE KINDERGARTEN ENTRY OBSERVATION GRANT. THIS IS PHASE 2 OF WHAT WAS A PILOT PROGRAM THAT WAS LIMITED IN SCOPE, AND IS NOW APPARENTLY BEING EXPANDED STATEWIDE. HOWEVER, I HAVE NEVER SEEN THE RESULTS OF THE PILOT. AND AS FAR AS I KNOW, THE DEPARTMENT HAS NOT EITHER.>>THAT IS CORRECT.>>AND SO I WOULD REQUEST THAT MDE AT LEAST ASK WASHTENAW ISD FOR A REPORT ON THE RESULTS OF THE PILOT PROGRAM. IF THE STATE IS NOW MANDATING KINDERGARTEN ENTRY OBSERVATIONS FOR EVERY CHILD OF THAT AGE IN MICHIGAN, I THINK WE SHOULD AT LEAST KNOW WHAT WE’RE GETTING. OKAY, SO THOSE ARE THOSE. AND NOW FOR THE MARSHALL PLAN. I HAD A NUMBER OF QUESTIONS ABOUT THIS. SO LET ME JUST START BY SAYING, I REALLY THANK YOU, TO THE MDE, FOR PROVIDING THE GRANT CRITERIA IN A TIMELY MANNER, AND YOUR WILLINGNESS TO ANSWER OUR QUESTIONS, AND HOPEFULLY GET US ALL TO THE POINT WHERE WE’RE COMFORTABLE WITH THIS. I ALSO UNDERSTAND THAT THE GOAL IS TO APPROVE THE CRITERIA TODAY, SO THAT THE GRANTS CAN BE MADE IN DECEMBER, CORRECT?>>WE WOULD MAKE THE GRANTS AVAILABLE SEPTEMBER 1ST, AND THEN AWARD THE FUNDS TO THE GRANTS IN EARLY DECEMBER, DECEMBER 1ST.>>YOU MEAN THE APPLICATIONS? ACCEPT APPLICATIONS SEPTEMBER 1ST?>>YES.>>NOT MAKE THEM AVAILABLE.>>SORRY, ACCEPT APPLICATIONS SEPTEMBER 1ST.>>OKAY, GOT IT.>>BUT THEY HAVE TO HAVE THEIR GROUP TOGETHER IN ORDER TO APPLY.>>YES.>>OH, DO THEY?>>YES, THAT IS CORRECT.>>BUT I ALSO UNDERSTAND THAT THIS IS NOT A STATUTORY REQUIREMENT. THIS IS AN AGREEMENT MADE WITH THE GOVERNOR’S OFFICE, CORRECT?>>FOR THE MARSHALL PLAN FOR TALENT.>>RIGHT, OKAY.>>FOR THE OTHER GRANT CRITERIA, IT IS A STATUTORY REQUIREMENT.>>GOT IT, OKAY. WE’RE TALKING ABOUT SPENDING– IF I’M LOOKING AT THIS– ABOUT $63 MILLION OF TAXPAYER MONEY ON THIS. SO PERSONALLY, I WOULD RATHER MAKE SURE WE GET IT RIGHT AS OPPOSED TO QUICK. AND SO THAT’S WHY I WANTED TO OPEN UP A CONVERSATION TODAY. PARTICULARLY, WE’RE TALKING ABOUT SOMETHING THAT COULD FUNDAMENTALLY CHANGE HOW WE EDUCATE CHILDREN IN THE STATE OF MICHIGAN AS YOUNG AS FIVE YEARS OLD. SO I THINK IT’S IMPORTANT THAT WE HAVE A CLEAR UNDERSTANDING OF WHAT EXACTLY IT IS. BECAUSE I CAN TELL YOU, THE CONVERSATIONS I’VE HAD WITH PEOPLE UP UNTIL NOW, THERE’S A LOT OF CONFUSION, AND A LOT OF PEOPLE DON’T QUITE UNDERSTAND WHAT THIS IS. AND THERE’S GOING TO BE UNINTENDED CONSEQUENCES IF EXPEDIENCY IS OUR PRIMARY MOTIVATOR. SO LET’S TAKE A PAUSE AND MAKE SURE THAT WE UNDERSTAND IT, AS WE’RE MOVING FORWARD. ONE OF THE THINGS I NOTICED IN THIS– OR AT LEAST, IT’S NOT CLEAR TO ME WHAT THE EXPECTED MEASURES OF SUCCESS ARE. AND I’M NOT TALKING ABOUT TRACKING. BECAUSE I KNOW YOU GUYS ARE SETTING UP A DASHBOARD. YOU’RE GOING TO TRACK THE METRICS. BUT I DON’T SEE WHAT THE INTENT IS GOING INTO IT. LIKE, WHAT ARE WE EXPECTING TO HAPPEN? HOW MANY KIDS DO WE EXPECT TO BE IMPACTED BY THIS? HOW MANY CERTIFICATIONS ARE WE ANTICIPATING THAT THIS IS GOING TO LEAD TO? ARE THERE ANY EXPECTATIONS THAT EXIST–>>CLEAR.>>–CLEAR EXPECTATIONS, CLEAR METRICS, IN EXCHANGE FOR $63 MILLION?>>WE DO HAVE AN EXPERT SITTING AT THE TABLE ON THE MARSHALL PLAN FOR TALENT THAT CAN HELP US ANSWER THESE QUESTIONS, AS WELL AS WE HAVE AN EXPERT ON OUR STAFF, WENDY LARVICK, WHO’S AVAILABLE TO HELP ANSWER QUESTIONS, AND TYLER SAWHER FROM THE GOVERNOR’S OFFICE, WHO CAN HELP ANSWER THESE QUESTIONS.>>GREAT.>>ON THE EXPECTATIONS, SO ON THE ASPECT OF STUDENTS IMPACTED, WE RAN ONE ESTIMATE ON THE AMOUNT OF CERTIFICATIONS THAT COULD POSSIBLY BE ISSUED UNDER THE ENTIRE PACKAGE OF THE MARSHALL PLAN. AND SORT OF OUR GUESS WAS 72,000 CREDENTIALS. AND THIS COULD BE ANYTHING FROM A WELDING CERTIFICATE ALL THE WAY TO A PHD. NOW, THAT WAS UNDER–>>SORRY, WHAT? SAY THAT AGAIN. A PhD?>>SURE.>>IN HIGH SCHOOL?>>WELL, NO, SO THE MARSHALL PLAN, THERE’S DOLLARS THAT GO TO K-12, AND THAT GO TO COMMUNITY COLLEGES, AND THAT GO TO HIGHER ED.>>OKAY.>>SO THE DOLLARS WOULD HIT THE ENTIRE SPECTRUM.>>SO LET ME MAKE MYSELF A LITTLE MORE CLEAR. I’M JUST TALKING ABOUT THE GRANT CRITERIA WE’RE TALKING ABOUT TODAY.>>OH, I SEE.>>YEAH, SORRY.>>OH, I HAVE TO GO BACK AND LOOK AT THAT ONE. YES, I WOULDN’T KNOW THAT ONE, PARTICULARLY, OFFHAND. BUT IN ANY CASE, THAT ESTIMATE WAS ON A LITTLE BIT MORE STRUCTURED VERSION OF THE LEGISLATION THAN WHAT ENDED UP GETTING THROUGH THE LEGISLATURE. WHEN IT COMES TO THE SPECIFIC CRITERIA, WE’RE REALLY GOING TO BE LOOKING FOR SCHOOLS TO DECIDE WHAT’S BEST FOR THEIR– FOR WHAT THEY WANT TO DO, AND WHAT’S BEST FOR THEIR TALENT CONSORTIUM. SO YOU CAN IMAGINE A TALENT CONSORTIUM WHO WANTS TO– WE CAN THINK IN GRAND RAPIDS, THAT WANTS TO FOCUS ON, LIKE, SOME THINGS IN THE HEALTHCARE INDUSTRY, SO THERE’S A LOT OF DIFFERENT THINGS THAT GO ON IN THE HEALTHCARE INDUSTRY. YOU YOU KNOW, YOU HAVE NURSES ALL THE WAY UP TO NURSE ANESTHETISTS, TO SURGEONS, AND SO ON AND SO FORTH. AND THEN THERE’S CONSORTIUM THAT MIGHT WANT TO JUST MORE FOCUS ON SOME OF THE EARLIER GRADES, AND THINKING MORE ABOUT CHANGING THE INSTRUCTIONAL MODEL TO INCORPORATE MORE 21ST CENTURY SKILLS, WHICH, OF COURSE, IS SOMETIMES HARD TO MEASURE AND PIN DOWN. SO SOMETHING THAT’S A LITTLE BIT NEW FOR THE STATE, CERTAINLY. BUT WE HAVE BEEN CALLING THESE INNOVATION GRANTS. SO WE’RE GOING TO BE ASKING THE CONSORTIA, WHEN THEY APPLY, TO LIST WHAT THE GOALS THEY WANT TO BE. OBVIOUSLY IF THEY LIST SORT OF SQUISHY GOALS, THEN THEY’RE NOT GOING TO LOOK AS GOOD ON THE GRANT APPLICATION. BUT BECAUSE IT’S A NEW AND INNOVATIVE THING, WE’RE ASKING THE CONSORTIA THEMSELVES WHAT’S BEST FOR THEM.>>OKAY. I’M GLAD THAT YOU’RE ASKING THEM WHAT’S BEST FOR THEM. BUT THE GRANT ITSELF IS VERY PRESCRIPTIVE, IN THAT IT HAS TO BE COMPETENCY-BASED EDUCATION. WHICH I’VE BEEN TRYING TO DO SOME RESEARCH TO FIGURE OUT, IS THERE AN ACTUAL REAL DEFINITION OF WHAT COMPETENCY-BASED EDUCATION IS? AND IT SEEMS REALLY NEBULOUS TO ME SO FAR. BUT I FOUND THIS ORGANIZATION THAT, THEY ADVOCATE FOR COMPETENCY-BASED EDUCATION. BUT EVEN IN THEIR MATERIALS, AS FAR AS LAST YEAR, OR AS SOON AS LAST YEAR, THEY ACKNOWLEDGED– AND I WROTE DOWN THE QUOTE HERE– THAT IT’S UNPROVEN AT THIS POINT. AND WHAT THEY SAID IS– AND I’M QUOTING– “THERE ARE SILL LIMITED NUMBERS “OF EXEMPLARS IN WHICH “HIGH-QUALITY MODELS “CAN DESCRIBE IMPROVEMENTS “FOR STUDENTS “AND OTHER STAKEHOLDERS.” SO I’M ALL FOR INNOVATION, BUT THIS SEEMS LIKE IT’S PRETTY PRESCRIPTIVE. AND I’M NOT SURE THAT THIS IS REALLY AS INNOVATIVE AS WE’RE MAKING IT OUT TO BE.>>EILEEN?>>I HAVE PERSONAL EXPERIENCE WITH MASTERY-BASED, COMPETENCY-BASED LEARNING. MY SON IS IN A PROGRAM, AND HE HAS BEEN FOR THE LAST TWO YEARS. HIS FIRST GEOMETRY UNIT THAT HE CHOSE BETWEEN FIVE DIFFERENT MODELS, FOR ANGLES FOR HIS UNIT, HE CHOSE BETWEEN, FINALLY, WHETHER OR NOT HE WAS GOING TO BE A PHOTOGRAPHER ON A SHOOT TRYING TO FIGURE OUT HOW TO DO PORTRAITS AND ANGLES, OR WHETHER HE WAS GOING TO BE AN ARCHITECT ON A HIGH RISE CONSTRUCTION PROJECT. HE CHOSE A WORLD HISTORY UNIT THAT HAD HIM AS AN UNDERCOVER CIA AGENT IN POST-WORLD-WAR-II RUSSIA, AS THE WALL WENT UP. AND WE LIVED THAT LIFE. SO THIS WAS VISCERAL FOR DANNY. WHAT I FIND, HE’S CARRYING A 3.65. HE GOT A 98% ON THE PSAT AND THE LA. HE’S SCORING FINE ON STANDARDIZED TESTS. IT’S THE SAME STATE STANDARDS. IT’S JUST TAUGHT IN A WAY THAT GRIPS THE CHILD. AND HE HAS TO SHOW, BEFORE HE CAN GO ON TO THE NEXT MODULE, THAT HE’S MASTERED AND CAN USE 80% OR MORE OF THE MATERIAL HE’S JUST COVERED. IF HE CAN’T, THEN HE HAS TO DO MORE PROJECTS. AND THAT’S THE GLORY OF MASTERY-BASED, COMPETENCY-BASED, IS THAT IT ALLOWS TEACHERS TO BE CREATIVE, TO ADDRESS GRADE-LEVEL CONTENT EXPECTATIONS IN WAYS THAT WORK FOR CHILDREN, AND THEY ARE PROJECT-BASED HANDS-ON LEARNING. IT’S NOT LECTURE BASED. IT’S NOT STAGING THE STAGE. SO CHARYL STOCKWELL EXISTS IN BRIGHTON. IT’S BEEN THERE FOR 20 YEARS. YOU HAD FOUR SCHOOL DISTRICTS COMING IN, IN AUGUST, SHOWING YOU WHAT THEY’RE DOING, WITH MASTERY-BASED, PROJECT-BASED LEARNING. I HEAR YOU LOUD AND CLEAR THAT THERE’S NOT MUCH ON THE INTERNET. BUT MICHIGAN ACTUALLY HAS SCHOOLS IN THE UPPER PENINSULA, DURING THE GOVERNOR’S COMMISSION ON LEARNING. WE HEARD FROM DISTRICTS IN THE UPPER PENINSULA WHO WERE DOING THIS, AND DOING IT IN ELEMENTARY SCHOOL, FINDING, AGAIN, THAT THEIR CHILDREN ARE DISCOVERING BASED UPON THE WORLD AROUND THEM, WHICH IS HOW KIDS LEARN BEST AS THEY’RE GROWING UP, AND SCORING WELL ENOUGH ON THE STATE ASSESSMENTS AS WELL OR HIGHER THAN THEY WOULD HAVE BEFORE. THE DIFFERENCE IS THAT THE STATE ASSESSMENTS DO NOT ALLOW THEM TO SHOW THE DEPTH OF LEARNING THAT THEY’VE ACCRUED, IN ADDITION TO JUST THE FACTS. THEY CAN’T SHOW THEIR UNDERPINNING OF LOGIC, AND THE DISCOVERY SENSE THAT THEY HAVE OF OWNING THEIR OWN EDUCATION. IT’S JUST A DIFFERENT WAY OF LEARNING. SO IT HAS NOTHING TO DO WITH CHANGING THE STATE STANDARDS. IT HAS NOTHING TO DO, RIGHT NOW, WITH CHANGING THE STATE ASSESSMENTS. YOU COULDN’T DO THAT UNTIL MORE CHILDREN ARE LEARNING THIS WAY. AND SCHOOLS ARE ASKING FOR, “CAN WE SHOW MORE DEPTH TO SHOW “WHAT THEY’VE MASTERED?” BUT IN THE MEANTIME, LEARNING THIS WAY, THE DIFFERENCE FOR ME, WAS THAT DANNY’S SCHOOL SYSTEM– OUR LOCAL SCHOOL SYSTEM, WHICH IS VERY GOOD, HAS 12 WEEKS TO LEARN ALGEBRA I. IF YOU GET A D-MINUS ON IT, YOU’RE STILL GOING TO GO INTO ALGEBRA II. AND I DEFY YOU TO GET ANYTHING ON IT BESIDES A D-MINUS OR AN E ON ALGEBRA II, IF YOU DIDN’T MASTER ALGEBRA I. THIS WAY YOU CAN MOVE THROUGH. YOU’VE GOT A BAR THAT CONSTANTLY MOVES THROUGH 13 GRADES, KINDERGARTEN THROUGH 12. YOU CAN BE STAGGERED. YOU COULD BE WAY AHEAD IN ONE SUBJECT, SLIGHTLY BEHIND, CATCH UP, WAY AHEAD. YOU CAN BE UNIFORM ALL THE WAY DOWN. BUT IN THAT 13 YEARS, YOU’RE GOING TO MASTER TO 80% OR BEYOND. AND YOU’LL FIGURE IT OUT. AND IT WON’T BE ONE OF THOSE THINGS WHERE C-MINUS, ALGEBRA I, D-MINUS, ALGEBRA II, YOU GRADUATE. YOU’LL ACTUALLY LEARN THE MATERIAL AND BE ABLE TO USE IT. AND THE PROMISE OF THIS, THE POTENTIAL FOR IT IS SO SIGNIFICANT FOR OUR iPAD KIDS. I DON’T KNOW HOW MANY OF YOU REMEMBER MIKE FLANAGAN COMING IN THREE YEARS AGO, I THINK IT WAS, AND SAYING, “WE ARE, AS A SOCIETY, “IN A DIFFERENT PLACE.” MY GRANDDAUGHTER CAME IN, MY 2-YEAR-OLD, AND WALKED UP TO A COFFEE TABLE BOOK AT CHRISTMASTIME AND STARTED TRYING TO SWIPE THE COVER, AND TOLD US THE BOOK DIDN’T WORK. SO THOSE CHILDREN ARE NOW IN SCHOOL. AND THEY’RE IN FIRST GRADE, NOW, I THINK. I CAN’T REMEMBER EXACTLY HOW LONG AGO THAT WAS. BUT THIS IS AN EFFORT FOR DISTRICTS THAT WANT TO DO IT, TO ADDRESS HOW THEY LEARN BEST, AND TO TAKE THE PLUNGE. WE ALREADY HEARD FROM FOUR DISTRICTS WHO ARE DOING IT WHO ARE ENGAGED AND BELIEVE IT WORKS BETTER FOR THEIR KIDS. IT’S VOLUNTARY.>>NO, I UNDERSTAND. THERE’S NOTHING THAT PREVENTS SCHOOLS FROM DOING PROJECT-BASED EDUCATION NOW, CORRECT?>>RIGHT.>>SO THIS, IN MY MIND, PROJECT-BASED EDUCATION AND COMPETENCY-BASED EDUCATION ARE NOT EXACTLY THE SAME. WE KEEP USING THEM LIKE THEY’RE SYNONYMOUS, BUT THEY’RE NOT. PROJECT-BASED MAKES COMPLETE SENSE TO ME. I LOVE THE IDEA OF DOING THAT. COMPETENCY-BASED EDUCATION IS CHECKING OFF A BOX.>>NO, IT’S NOT. YOU CANNOT GO ON TO THE NEXT PART, ‘CAUSE YOU WON’T UNDERSTAND IT, UNTIL YOU CAN SHOW. IT’S NOT CHECKING OFF. IT’S VISCERALLY SHOWING, THROUGH A PROJECT, THAT YOU CAN HANDLE THE INFORMATION AND USE IT ON SOMETHING THAT YOU WEREN’T DIRECTLY INSTRUCTED IN.>>CAN I SHARE SOMETHING THAT I PULLED OFF OF THIS GROUP? THIS IS INTERNATIONAL ASSOCIATION FOR K-12 ONLINE LEARNING. AND THIS IS A GROUP THAT ADVOCATES FOR COMPETENCY-BASED EDUCATION. AND THEY CAME UP WITH THIS, THIS. [ LAUGHS ]>>BUT WHAT THEY TALKED ABOUT IS PERSONALIZED EDUCATION, AND COMPETENCY-BASED EDUCATION. BUT THEIR DEFINITION OF PERSONALIZED EDUCATION WAS LEARNING IS TAILORING, LEARNING FOR EACH STUDENT’S STRENGTHS, NEEDS, AND INTERESTS, INCLUDING ENABLING STUDENT VOICE AND CHOICE IN WHAT, HOW, WHEN AND WHERE THEY LEARN, TO PROVIDE FLEXIBILITY AND SUPPORTS TO ENSURE MASTERY OF THE HIGHEST STANDARDS POSSIBLE, WHICH SOUNDS GREAT. BUT HOW DOES A THIRD GRADER DETERMINE WHAT THEY’RE GOING TO LEARN? AT SOME POINT, YOU HAVE TO HAVE FOUNDATIONAL LEVELS OF UNDERSTANDING IN ORDER TO APPLY THAT KNOWLEDGE, AND THAT’S WHERE I GET CONCERNED.>>CASANDRA, YOU HAVE THE STATE STANDARDS. AND YOU HAVE TEACHERS WHO ARE SOARING AT THIS. TYLER, MAYBE THIS IS SOMETHING FOR YOU TO ADDRESS. I WANT TO GET OUT OF THE WAY OF TEACHERS AND SCHOOLS WHO WANT TO DO THIS. BECAUSE IF THEY’RE WORKING WITH THE STATE STANDARDS AND THE GRADE-LEVEL CONTENT EXPECTATIONS, AND THEY’RE WILLING TO PUT THIS TOGETHER WITH THE EXAMPLES THAT ARE OUT THERE– CHARYL STOCKWELL’S BEEN IN EXISTENCE FOR 19, 20 YEARS. I MEAN, THE OTHER ONES ARE THERE. WE, AS POLICY MAKERS, HAVE TO DECIDE WHETHER WE’RE GOING TO RESTRICT OR OPEN UP. I HEAR YOUR CONCERNS. BUT I ALSO SEE THAT IT’S WORKING. AND TO SAY THAT THERE’S INADEQUATE EVIDENCE FOR YOU TO VOTE FOR IT, I UNDERSTAND THAT COMPLETELY. I’M LIVING IT. AND I LOVE IT. AND SO DOES MY CHILD.>>IS IT FOR ALL CHILDREN?>>YES. IN FACT, THAT’S WHAT–>>IT WORKS FOR ALL CHILDREN?>>YES, THAT’S WHAT FRASER SAID–>>WHY ARE THERE SO MANY PEOPLE WHO DISAGREE AND SAY THAT COMPETENCY-BASED EDUCATION IS THE WAY TO GET THEM IN FRONT OF A COMPUTER LIKE EAA WAS, WHERE YOU ELIMINATE TEACHERS, AND YOU MAKE IT ALL BASED ON COMPUTERS? I MEAN, THERE ARE THE HIGH-TECH SILICON VALLEYS, WALDORF SCHOOLS AND STUFF, THEY ELIMINATE TECHNOLOGY AND THE iPADS. THEY REALIZE THAT IS NOT WHAT’S BEST FOR THE KIDS.>>CHARYL STOCKWELL DOESN’T DO THAT. FRASER’S NOT DOING IT. IT’S A CHOICE THAT EACH SCHOOL DISTRICT MAKES AND HAS THE RIGHT TO MAKE–>>BUT THEY–>>TO CHOOSE THEIR OWN CURRICULUM.>>BUT ONCE THEY MAKE IT, IT’S FOR THAT WHOLE SCHOOL OR WHOLE DISTRICT–>>NO, NO, JUST LISTEN TO ME.>>–ACCORDING TO THE GRANT.>>WHAT FRASER SAID–>>ACCORDING TO THE GRANT.>>LET ME JUST SAY THIS. THE FRASER BOARD MEMBERS WHO WERE HERE TALKED ABOUT THE FACT THAT THEY HAD A SYSTEM WITHIN THEIR SCHOOL THAT WHEN THEY LOOKED AT IT ANALYTICALLY, IT HELPED SOME CHILDREN, BUT NOT VERY MANY. WHEN THEY RECOGNIZED– AND THEY’RE NOT TALKING COMPUTER-BASED INSTRUCTION, TOM. THAT’S COMPLETELY SEPARATE. THIS IS IN-PERSON. THEY HAVEN’T FIRED TEACHERS TO GO TO COMPUTER-BASED INSTRUCTION. NONE OF THESE DISTRICTS HAVE.>>I HAVEN’T SEEN A DEFINITION. DO THEY HAVE A DEFINITION OF COMPETENCY-BASED? BECAUSE YOU MAY HAVE EXPERIENCED A GOOD CBE. OTHERS HAVE NOT EXPERIENCED IT DONE WELL. IS IT POSSIBLE THAT IT’S VERY UNDEFINED?>>I DON’T FIND IT UNDEFINED AT ALL, AND I HEAR YOUR CONCERNS. AND I RESPECT THAT THESE VOICES ARE BEING RAISED, AND THE CONCERNS. AS I SAID TODAY AT LUNCH, “THAT’S OUR JOB.” I CAN TELL YOU THAT IT EXISTS. IT EXISTS WELL. AND THERE ARE DISTRICTS THAT WANT TO TRY IT, AND NEED SOME SUPPORT TO GO THERE. I THINK THAT THAT’S OUR ROLE. I DON’T THINK IT’S OUR ROLE TO BE PRESCRIPTIVE ON CURRICULUM. IF THEY WANT TO DO IT, AND THEY ARE READY TO TRY, AND THEY NEED SOME ASSISTANCE, I BELIEVE WE SHOULD DO THAT.>>ARE WE NOT BEING PRESCRIPTIVE, THOUGH? BECAUSE ONE, OBVIOUSLY THERE’S NOTHING TO STOP SCHOOLS FROM DOING THIS NOW. BECAUSE SCHOOLS ARE DOING IT, RIGHT? BUT WE’RE NOW SAYING THAT IN ORDER TO GET THIS GRANT, YOU HAVE TO HAVE TWO COMPANIES AND POSSIBLY A HIGHER ED IN– SO ISN’T THAT KIND OF CHANGING CURRICULUM, AT THAT POINT? WHAT IS THE ROLE OF THE COMPANIES, IF NOT CURRICULUM-BASED?>>IF THE DISTRICT DECIDES THAT IT WANTS TO ATTEMPT THIS, THEN THEY’RE PARTNERING TO MAKE SURE THAT WHAT THEY’RE DOING WORKS WITH HIGHER EDUCATION. THAT’S WHY THEY NEED THAT PARTNER, NON-PROFITS. AND WHAT ARE THE OTHER POTENTIAL PARTNERS? BECAUSE SHE HAS JUST CITED THAT THEY HAVE TO HAVE TWO BUSINESSES AND MAYBE [ INDISTINCT ]? THAT’S NOT RIGHT.>>IT COULD BE ANYTHING. IT COULD BE OTHER SCHOOL DISTRICTS, COMMUNITY ORGANIZATIONS.>>SO THERE’S NOT A REQUIREMENT THAT YOU HAVE TO HAVE COMPANIES INVOLVED?>>YEAH, THERE IS.>>THERE IS.>>YEAH, THE ONLY REQUIREMENT IS THAT IT’S ONE SCHOOL DISTRICT, AND AT LEAST TWO BUSINESSES, EXCEPT FOR SMALLER RURAL DISTRICTS CAN HAVE ONE BUSINESS.>>RIGHT, SO WHAT IS THE ROLE OF THE BUSINESS?>>IT’S REALLY THAT PARTNERSHIP. AND IT’S NOT UNLIKE THE WAY THAT THE CTE DOLLARS FLOW RIGHT NOW, ALREADY, WITH THE SEAC, WHERE A SEAC PLAYS ADVISORY ROLE TO CTE PROGRAM, AND A BUSINESS HAS TO SIT ON THAT SEAC STATUTORILY. SO WE KIND OF TOOK THAT SORT OF MODEL THAT’S ALREADY IN STATE STATUTE AND KIND OF PUT IT ON STEROIDS A LITTLE BIT, BY REALLY MAKING EVERYONE WORK TOGETHER AND LIST OFF WHAT THEY’RE GOING TO DO, HOW EVERYONE’S GOING TO CONTRIBUTE AND WORK TOGETHER TOWARDS THE SAME END.>>FROM THE GRANT SIDE OF THINGS, I’D JUST LIKE TO ADD ONE COMMENT. THE MARSHALL PLAN FOR TALENT DOES REQUIRE FOR ONE OF THE SPECIFIC BUCKETS OF MONEY, THE COMPETENCY-BASED, THAT ALL SCHOOLS SHIFT TO EITHER A FULL SCHOOL OR A FULL DISTRICT. IT’S FOR THAT ONE PORTION OF MONEY. IT’S NOT THE FULL $59 MILLION. FOR THE FULL $59 MILLION, THEY’RE ASKING THEM TO THINK ABOUT SOME OF THE CONCEPTS OF COMPETENCY-BASED EDUCATION, AND WHATEVER CURRICULUM THEY MIGHT BE INCLUDING. BECAUSE THIS CAN PAY FOR EXISTING PROGRAMS THAT SCHOOLS HAVE ALREADY DONE TO BROADEN THOSE. FOR EXAMPLE, CISCO ACADEMY. MICROSOFT TEALS, THERE ARE DIFFERENT I.T.– AND USING THOSE AS SPECIFIC EXAMPLES– WHERE THIS IS ALREADY HAPPENING. THE MARSHALL PLAN IS ASKING FOR ENTIRE COMMUNITIES AND THE ENTIRE STATE, FRANKLY, TO THINK ABOUT HOW WE CAN FOCUS ON THE KINDS OF SKILLS THAT OUR KIDS WILL NEED FOR THE JOBS THAT WE KNOW ARE GOING TO BE AVAILABLE IN THE FUTURE. I’VE HEARD PEOPLE SAY, “ARE WE ALLOWING BUSINESSES “TO COME IN AND SET “THE CURRICULUM FOR “SCHOOL DISTRICTS?” THAT IS NOT THE INTENT OF THE MARSHALL PLAN. I THINK THE INTENT IS COME TOGETHER AS A CONSORTIA, AND DECIDE WHAT ARE THE NEEDS FOR THAT PARTICULAR AREA. AND IT MAY BE THE NEEDS FOR THAT AREA MATCH THE NEED FOR DIFFERENT PARTS OF THE STATE, WHICH IS WHY WE TOOK OFF THE GEOGRAPHICAL BOUNDARIES OF THE CONSORTIA. IF WHAT YOU NEED IS SIMILAR TO SOMETHING SOMEONE IN THE U.P. NEEDS, THEN YOU SHOULD BE ABLE TO COME TOGETHER AS A CONSORTIA AND FIND A SOLUTION FOR THAT NEED. THEN HOW CAN YOU HELP GET KIDS THE CREDENTIALS, THE SKILLS, WHATEVER IT IS THEY MIGHT NEED TO MAKE THEMSELVES AVAILABLE, IF THEY SO CHOOSE, FOR THOSE PARTICULAR JOB OPENINGS. I THINK THE COMPETENCY-BASED FULL DISTRICT, OR FULL SCHOOL, WE HAVE ACTUALLY ALREADY, BEFORE, THIS BOARD, APPROVED CRITERIA FOR COMPETENCY-BASED GRANTS ALONG THOSE LINES. AND THAT MONEY WENT OUT EARLIER THIS YEAR. AND WE HAVE THOSE DISTRICTS RIGHT NOW, WORKING, AND WE’VE BEEN MEETING WITH THEM AND TALKING WITH THEM CLOSELY. AND THEY’RE VERY INTERESTED AND ARE SOME OF THE VOLUNTARY PERSPECTIVE FOR THAT ONE PIECE OF A GRANT WHO WOULD LIKE TO COME FORWARD, POTENTIALLY, FOR ADDITIONAL FUNDS TO DO THAT WORK. THERE’S OTHERS WHO’VE BEEN WATCHING THEM, AND WHO HAVE SAID TO THEMSELVES, “MAYBE WE’RE READY “TO GET THERE TOO.” SO THEY’RE ALSO POTENTIALLY LOOKING. THERE’S MONEY IN THE MARSHALL PLAN FOR TALENT FOR THINGS BEYOND COMPETENCY-BASED EDUCATION. THERE’S MONEY ON THE TABLE FOR CAREER NAVIGATORS, SO THAT DISTRICTS CAN HIRE CAREER SPECIALISTS, PEOPLE TO COME IN AND WORK WITH STUDENTS. IF THEY WANT TO USE THAT MONEY FOR SCHOOL COUNSELORS, THERE’S NOTHING TO PREVENT THEM FROM DOING THAT AS WELL. AND WE, IN OUR GUIDANCE, WANT TO SAY THAT IT SHOULD BE PART OF THE EXISTING PLAN FOR SCHOOL COUNSELING, WHATEVER NEW STAFF YOU MIGHT HIRE COMING IN, THAT NEEDS TO BE DONE TOGETHER. THERE’S MONEY FOR TALENT FOR TOMORROW. AS TYLER MENTIONED, WE ARE IMPACTING STUDENTS BEYOND HIGH SCHOOL. WE POTENTIALLY HAVE STUDENTS IN POST-SECONDARY WHO ARE LOOKING TO ENTER TRAINING PROGRAMS WHO COULD ACCESS THE SCHOLARSHIP AND STIPEND MONEY. AGAIN, THAT’S OUTSIDE OF THE GRANT, BUT THESE ARE THE KINDS OF THINGS THAT THE MARSHALL PLAN WAS TRYING TO DO, TO PROVIDE THAT INNOVATION, AND TO TRY TO GET SOME ADDITIONAL MONEY INTO THINGS THAT WE’VE BEEN WORKING ON FOR SOME TIME, LIKE I.T., LIKE HEALTH CARE, PREPARING OUR KIDS FOR SOME OF THESE FIELDS THAT WE KNOW ARE OUT THERE THAT ARE INCREASINGLY GETTING MORE CREDENTIALS MORE REQUIREMENTS NECESSARY FOR KIDS TO DO THAT WORK.>>THERE WAS A QUESTION ON THE DEFINITION OF COMPETENCY-BASED LEARNING. SO THE STATUTE DOES HAVE A– I DON’T WANT TO SAY SPECIFIC DEFINITION OF COMPETENCY-BASED LEARNING, BECAUSE WE DID WANT TO LET DISTRICTS HAVE SOME FLEXIBILITIES AS TO HOW THEY GO ABOUT IMPLEMENTING THAT, AND WHAT WORKS FOR THEIR INDIVIDUAL SCHOOLS AND DISTRICTS. BUT WE DO HAVE A FEW SUBSECTIONS ON A DEFINITION OF COMPETENCY-BASED LEARNING. AND THAT DEFINITION WAS PULLED ALMOST COMPLETELY FROM THE STATUTE THAT RESULTED IN THE GRANTS THAT THE BOARD APPROVED EARLIER THIS YEAR. SO THAT WAS PULLED FROM THAT LANGUAGE TOO.>>I HAD A QUESTION. I’M LOOKING OVER THE GRANT. SOME THINGS THAT KIND OF CONCERNED ME, OR A RED FLAG WERE, WHERE IT SAYS, “A DETAILED PLAN ON HOW “CURRICULUM INSTRUCTION “WILL BE CHANGED–” THIS IS PART OF THE PLAN, IN ORDER TO BE ELIGIBLE. “–TO ADDRESS “THE CHANGING EMPLOYER “AND TALENT SKILLED NEEDS.” SO IT SOUNDS LIKE THE CURRICULUM HAS TO BE TAILORED TO THE EMPLOYER’S NEEDS. AND I ASSUME THAT’S THE EMPLOYER IN THE CONSORTIUM. SO I’M CONCERNED THAT THE SHIFT IS AWAY FROM THINGS LIKE ENGLISH LITERATURE, OR MORE BROAD KNOWLEDGE, TO THINGS THAT– TO APPEASE AN EMPLOYER. AND THAT’S CONCERNING TO NOT HAVE THAT, ESPECIALLY WHEN WE’RE TALKING ABOUT K, STARTING AT KINDERGARTEN. IT DOESN’T MAKE SENSE TO ME TO HAVE THAT DEGREE. AND I ALSO THINK ABOUT, YOU KNOW, THE RACE TO THE TOP. IN ORDER TO BE ELIGIBLE FOR RACE TO THE TOP, THERE WAS ALL THESE REQUIREMENTS FOR CHANGE. AND WITH SCHOOLS SCRAPING BY FOR MONEY, MANY OF THEM, DANGLING $200,000 TO $500,000 IN FRONT OF A DISTRICT SUPERINTENDENT IS PRETTY TEMPTING. SO I’M CONCERNED ABOUT THAT THIS IS GOING TO IMPACT THE OVERALL CURRICULUM AND NARROW THE CURRICULUM, AND THAT THIS CONSORTIUM IS LASER-LIKE FOCUSED ON EMPLOYER’S NEEDS, NOT NECESSARILY WHAT THE COMMUNITY WANTS OR WHAT THE PARENTS WANT, OR THE STUDENTS WANT, OR THE TEACHERS THINK IS BEST. I KNOW THEY’RE SAYING THIS IS WHAT THE COMMUNITY WANTS. BUT IT SEEMS TO ME THIS CONSORTIUM IS WITH THE ADMINISTRATION OF THE ISD OR THE DISTRICT AND THESE EMPLOYERS THAT ARE GOING TO DICTATE, AND IT’S GOING TO BE MORE OF A TOP-DOWN. THAT’S A CONCERN. AND THE OTHER IS, IF KIDS ARE GOING AT THEIR OWN PACE, I DON’T SEE– THAT, TO ME IS COMPUTER-BASED. BECAUSE I DON’T SEE HOW ELSE YOU CAN IMPLEMENT SOMETHING THAT IS SO TAILORED AND JUST THEY’RE GOING TO LEARN– WHO SETS THE CRITERIA OF WHAT IS MASTERY? WHO SAYS THAT YOU’VE GOT IT RIGHT? WHO SAYS WHAT IS WHAT YOU NEED TO KNOW? WHERE’S THE ROOM FOR INTELLECTUAL AND CRITICAL THINKING, AND ENGAGING STUDENTS IN DISAGREEING, AND IN COMING UP WITH CREATIVE WAYS OF THINKING ABOUT THINGS IF IT’S SO PRESCRIBED, WHAT IS RIGHT? THIS IS THE RIGHT ANSWER, YOU GOT THE RIGHT ANSWER. YOU CAN MOVE ON TO THE NEXT THING. SO THOSE ARE TWO MAIN, AND THEN ALSO, WHAT HAPPENS TO KIDS WHO ARE DIFFERENT, SPECIAL-ED KIDS? ARE THEY INCLUDE– THEIR NEEDS ARE ALL OVER THE MAP, YOU KNOW? AND HOW WILL THAT ADDRESS THEIR NEEDS? SO I JUST HAVE A LOT OF RED FLAGS ALL OVER THE PLACE.>>I UNDERSTAND. SHEILA, WITH YOUR PERMISSION AND THE BOARD’S PERMISSION, I WOULD LIKE TO ASK GREGG DIONNE TO COME FORWARD, ‘CAUSE I THINK HE MIGHT BE ABLE TO HELP MICHELLE WITH SOME OF HER QUESTIONS.>>GREGG, PLEASE COME JOIN US. AND GREGG, WHY DON’T YOU DESCRIBE YOUR WORK WITH THE COMPETENCY-BASED EDUCATION DISTRICTS?>>SURE. I’VE BEEN WORKING WITH A NUMBER OF DISTRICTS OVER THE LAST THREE YEARS, ON COMPETENCY-BASED EDUCATION, MOST RECENTLY WITH THE 21J PILOT SCHOOLS. WE HAVE SEVEN DISTRICTS THAT ARE PARTICIPATING. AND WE WRESTLED WITH SOME OF THESE SAME QUESTIONS EARLY ON, ALL VERY GOOD QUESTIONS. AND JUST TO ADDRESS A COUPLE OF THEM. I THINK ONE OF THE KEY THINGS IS THAT WHAT WE’VE SEEN IN DISTRICTS IS THAT IT REALLY PUTS THE TEACHER INTO THE DRIVER’S SEAT. ONE OF OUR CONCERNS EARLY ON AS WELL, WAS THAT THIS WAS BE AN ONLINE PROGRAM, AND THAT WE COULD JUST PUT STUDENTS IN IT, AND THAT’S HOW THEY MOVED AT THEIR OWN PACE. WHEN WHAT WE’RE REALLY FINDING IS THAT THE SYSTEMS THAT HAVE BEEN IMPLEMENTED THAT ARE TRULY COMPETENCY-BASED HAVE ALLOWED THE TEACHERS TO MAKE THOSE DECISIONS BASED ON THE ASSESSMENTS THEY USE IN THEIR CLASSROOMS, THEIR OBSERVATIONS, AND THEN ALSO, THE THINGS THEY DO AT THE BUILDING AND DISTRICT LEVEL. THE OTHER THING THAT I’M LEARNING MORE IS THAT DISTRICTS ARE ALREADY MOVING IN THIS DIRECTION KIND OF WITH OR WITHOUT THE EXTRA FUNDING. SO IT’S BEEN NICE TO SHARE WITH THEM SOME OF THE LEGISLATION, SOME OF THE LANGUAGE THAT WE’VE USED AROUND THE STATE TO LET THEM KNOW THAT THEY’RE KIND OF NOT IN THIS ALONE. SOME OF THEM FELT LIKE THEY WERE KIND OF ON AN ISLAND AND FIGURING SOME OF THIS OUT, JUST AMONGST THEMSELVES. SO WE’VE STARTED TO DEVELOP A REALLY NICE COMMUNITY OF IMPLEMENTERS THAT ARE MOVING FORWARD WITH THIS WORK ANYWAYS. THE TECHNOLOGY HAS BEEN USED IN A VERY STRATEGIC WAY. I HAVEN’T SEEN ANY COMPETENCY-BASED MODELS– WHAT I WOULD CONSIDER REAL COMPETENCY-BASED MODELS– THAT JUST PUT STUDENTS ONTO A COMPUTER AND LET THEM MOVE. INSTEAD, WHAT THEY’RE DOING IS LEVERAGING SOME OF THE TECHNOLOGY SO THAT STUDENTS HAVE ACCESS TO CONTENT, OR SO THEY HAVE, MAYBE, MORE COMMUNICATION WITH THEIR TEACHER AROUND SOME OF THEIR ASSIGNMENTS AND SOME OF THE PROGRESS THAT THEY’RE MAKING. I GUESS ONE OTHER THING THAT I WOULD ADD IS THAT THE DISTRICTS THAT HAVE MOVED IN THIS DIRECTION DID IT OUT OF NECESSITY. BECAUSE WHAT THEY HAVE REPORTED IS THAT THEY WERE LOOKING AND DIGGING A LITTLE DEEPER ON SOME OF THEIR OWN DATA AROUND THINGS LIKE STUDENT ENGAGEMENT, OR STUDENT INVOLVEMENT IN SCHOOL, AND WHETHER OR NOT THEY WERE REALLY FEELING LIKE THEY WERE A PART OF THEIR SCHOOL, AND THAT THEY WERE REALLY ENGAGED IN THE SCHOOL. AND SOME OF THEM HAD STATE-WIDE ASSESSMENT SCORES THAT WERE PRETTY GOOD. SO IT WAS REALLY HARD FOR THEM TO LOOK AT THAT DATA AND REALIZE THAT THEY HAD ISSUES THAT THEY MAYBE DIDN’T REALIZE UNTIL THEY DUG DEEP AND HAD SOME CONVERSATIONS ABOUT IT. SO THEY MOVED IN THIS DIRECTION OUT OF NECESSITY, REALIZING THAT IT’S NOT APPROPRIATE TO LET STUDENTS PROGRESS THROUGH THE SYSTEM BASED JUST ON A CHRONOLOGICAL AGE, BUT THAT THEY NEEDED TO MASTER CONTENT BEFORE THEY MOVED ON TO THAT NEXT LEVEL OF CONTENT. SO I MEAN, THOSE ARE JUST SOME OF THE THINGS THAT HAVE REALLY EMERGED SINCE WE’VE BEEN WORKING MORE CLOSELY WITH THE DISTRICTS AROUND THIS. AND I THINK THAT, LIKE I SAID, WE WRESTLED WITH SOME OF THESE SAME QUESTIONS. AND WE FOUND THAT COMPETENCY-BASED EDUCATION WAS REALLY A SOLUTION TO A LOT OF THE QUESTIONS THAT THE DISTRICTS WERE ASKING ABOUT INSTRUCTION IN GENERAL. IF THAT HELPS.>>I WANT TO ADD THAT THE STATUTE IN THE DEFINITION OF COMPETENCY-BASED LEARNING TALKS ABOUT– I THINK THE PHRASE IS “MULTIPLE METHODS “OF PROVING COMPETENCIES.” SO I’LL USE AN EXAMPLE OF A PROJECT THAT KIND OF LUMPS THIS ALL INTO ONE NEAT PACKAGE, AND THAT’S THAT STUDENTS WORK TOGETHER AS A TEAM TO ANALYZE AMAZON REVIEWS TO ATTEMPT TO FIGURE OUT WHICH ONES TO ARE MORE LIKELY TO BE FAKE. AND THIS STARTED AS KIND OF A CODING PROJECT, BUT IT ENDED UP BLOSSOMING INTO ALSO A STATISTICS PROJECT, AND ENDED UP INCLUDING ENGLISH LANGUAGE ARTS BECAUSE TURNS OUT, ACCORDING TO THESE STUDENTS, IF AN AMAZON REVIEW IS GRAMMATICALLY PERFECT, IT IS MORE LIKELY TO BE FAKE. [ LAUGHTER ] SO THEY WERE ABLE TO TAKE THIS AND BRING IN A LOT OF DIFFERENT SKILLS, ACADEMIC, BUT ALSO CRITICAL THINKING SKILLS, INTO ONE REALLY GREAT PROJECT. AND THROUGH THAT ONE METHOD, THEY WERE ABLE TO PROVE, THAT, HEY, THEY KNOW THIS PART OF STATISTICS, AND THIS PART OF CODING, AND THIS PART OF ENGLISH LANGUAGE ARTS. AND THE STATUTE SPECIFICALLY ASKS FOR THOSE MULTIPLE METHODS. AND I THINK THE STATUTE EVEN LISTS A FEW OF THE METHODS, LIKE PUBLIC PRESENTATIONS, RESEARCH PAPERS, MENTORING OTHER STUDENTS AS PART OF THAT, AND PASSING A TEST ON A COMPUTER IS NOT ONE OF THE THINGS IN THE STATUTE. SO IF A DISTRICT BROUGHT TO THE STATE A GRANT, WHICH THEY WERE SITTING STUDENTS DOWN IN FRONT OF A COMPUTER, IT WOULD NOT ALIGN WITH THE STATUTES AS PASSED, SO THEY WOULD NOT LOOK AS GOOD ON THE GRANT PROCESS, AND IT’S MY OPINION THEY SHOULD NOT GET MONEY TO SUPPORT THAT TYPE OF INSTRUCTIONAL MODEL.>>AND TO THAT END, THE WAY WE CREATED THIS GRANT PROCESS– BECAUSE AS THE STATUTE REQUIRES, WE ARE WORKING WITH TED TO PUT TOGETHER A MULTI-STEP. THEY HAVE TO PROVE THEY’VE FORMED A CONSORTIA. SO THEY HAVE TO DEMONSTRATE THEY HAVE THE PARTNERS. NOW, THE MINIMUM IN STATUTE IS, AS TYLER SAID EARLIER, ONE LEA, ONE ISD, AND TWO BUSINESS PARTNERS UNLESS GEOGRAPHICALLY YOU CAN’T PULL TWO. WHAT WE HAVE BEEN TALKING TO DISTRICTS ABOUT OVER TIME IS THE IDEA OF AS MANY PARTNERS AS YOU CAN. SO THEY HAVE TO FIRST DEMONSTRATE THEY HAVE PUT TOGETHER A CONSORTIA. AND TED NEEDS TO APPROVE THAT CONSORTIA. SO THEY ARE GOING TO DO THAT STEP FIRST. AND ONCE THEY HAVE PROVEN THAT THEY HAVE SUFFICIENT PARTNERS AND THAT THEY HAVE AMPLE PEOPLE AT THE TABLE TO DEFINE THE NEED AND KNOW WHAT IT IS THAT THEY’RE MOVING FORWARDS, THEN THEY HAVE TO CREATE WHAT’S CALLED IN THE STATUTE A TALENT AGREEMENT. AND THAT AGREEMENT IS WHERE THEY DEMONSTRATE WHAT IT IS THAT THEY INTEND TO DO, AND WHAT EACH OF THE PARTNERS, MUCH LIKE OUR PARTNERSHIP DISTRICT AGREEMENTS THAT WE HAVE USED FOR OUR AT-RISK SCHOOLS, WHAT IS EACH PARTNER BRINGING TO THE TABLE? WHAT IS IT THAT THEY’RE GOING TO DO TO HELP MOVE THIS FORWARD? SO THAT TALENT AGREEMENT WILL COME WITH A SEPARATE SORT OF MINI APPLICATION, THAT THEY’LL HAVE TO DEMONSTRATE, WHAT ARE EACH OF THE PARTNERS DOING? YOU’VE ASKED FOR SO MUCH MONEY, WHAT ARE YOU GOING TO DO WITH THAT MONEY? EVEN THOUGH THIS IS A COMPREHENSIVE GRANT APPLICATION, THERE ARE SEPARATE BUCKETS OF FUNDING THAT YOU FIND IN THE STATUTE. SO WHICH BUCKETS IS IT THAT YOU’RE GOING TO USE? AND WHAT ARE YOU GOING TO USE THAT MONEY FOR? AND ONCE THAT IS APPROVED, THEN THEY GET INTO THE COMPETITIVE GRANT PIECE, WHERE THEY’RE ACTUALLY APPLYING FOR THE FUNDS. SO TO YOUR POINT, MICHELLE, I’M WORRIED THAT A BUSINESS IS JUST GOING TO RUN IN HERE AND CREATE THIS CONSORTIA AND PUT SOMETHING OUT FOR ONE SPECIFIC PATHWAY, THAT DOESN’T REALLY HELP KIDS, OTHER THAN THAT ONE PATHWAY. WHAT WE’RE HOPING TO SEE IN THE CONSORTIA AND IN THAT TALENT AGREEMENT IS A DEMONSTRATION OF HOW THEY’RE OVERALL CREATING SOMETHING THAT IS GOING TO CREATE MULTIPLE PATHWAYS FOR AS MANY STUDENTS AS POSSIBLE. AND SO AS PART OF THAT REVIEW, WE HAVE THE ABILITY TO TAKE A LOOK. AND TO TYLER’S POINT, IS THIS REALLY WHAT WE WERE LOOKING FOR? OR IS THIS NOT– AND IN THAT CASE, PERHAPS WE DON’T WANT TO. THE OTHER THING I JUST WANT TO MENTION REALLY QUICKLY, I’M SORRY, IS THAT WE ARE DOING MULTIPLE ROUNDS. THE FIRST ROUND YOU SAID, “I WOULD RATHER NOT HURRY UP. “I WOULD WANT TO TAKE “SOME TIME TO DELIBERATE.” WE’RE HOPING, IN ROUND ONE, TO TAKE THOSE WHO ARE READY. IF YOU’RE NOT READY, YOU WILL BE MOVED TO ROUND 2 OR 3, AND ASKED TO THINK MORE ABOUT, TO DEVELOP OUT YOUR PLAN, TO GIVE YOURSELF SOME MORE TIME TO FIGURE IT OUT. SO I THINK WHAT WE AT MDE AND TED HAVE SAID IS, IF WE’RE NOT READY, WE’RE NOT MOVING FORWARD WITH APPLICATIONS FOR THAT COMPETITIVE GRANT. IF WE’RE NOT SEEING WHAT IT IS THAT WE KNOW IN THAT STATUTE WE’RE LOOKING FOR, THEN ROUND TWO. SO WE DO HAVE SOME QUALITY MEASURES IN PLACE, I GUESS IS A WAY OF PUTTING IT, TO ENSURE THAT WHAT WE’RE GIVING MONEY OUT FOR IS THE SPIRIT OF WHAT’S IN THAT STATUTE.>>AND THESE ARE ALL PUBLIC DOCUMENTS, RIGHT? SO THEY’RE ALL FOIA-BLE?>>YES.>>OKAY.>>SO IF THE INTENT IS NOT TO HAVE ONLINE TESTING AND HAVE THIS BE ONLINE, IS THAT GOING TO BE PART OF THE APPLICATION, TO MAKE THAT ABUNDANTLY CLEAR? THAT IF THEY DO THIS, THEY WILL NOT GET FUNDING?>>THEY WILL BE DEMONSTRATING FOR US WHAT IT IS, THE PROGRAM THEY WANT TO DO. SO IF THEY’RE EXPANDING A PROGRAM, CREATING A NEW PROGRAM, ALL OF THAT IS WHAT NEEDS TO BE EXPLAINED IN THE CONCEPT SUMMARY AND IN THAT TALENT AGREEMENT.>>BUT IF THE INTENT OF THIS LEGISLATION AND THE GRANT IS NOT TO HAVE THIS SORT OF ONLINE EDUCATION WITH ONLINE TESTING, THEN IT SEEMS TO ME THE DEPARTMENT CAN MAKE THAT CLEAR IN THE APPLICATION FORM, THE MINI– WHATEVER YOU CALL IT– THE MINI APPLICATION, TO STATE THAT, THAT THOSE WHO– THAT WE WILL NOT FUND THOSE WHO ARE DOING THIS ONLINE EDUCATION AND ONLINE TESTING AS A MEANS OF COMPETENCY-BASED EDUCATION. SO IF THAT WAS NOT THE INTENT, WHY NOT JUST STATE IT?>>WELL, I WOULD ONLY WANT TO BE CAREFUL TO CLARIFY THAT SINCE I.T. IS ONE OF THE PARTICULARLY AREAS, THERE WILL, IN FACT, BE SOME PROGRAMS THAT ARE ON A COMPUTER, BECAUSE WE ARE TEACHING KIDS THE SKILL OF HOW TO WORK WITH SOFTWARE, WITH PROGRAMMING, WITH THOSE TYPES OF PIECES. SO I DON’T WANT TO SAY SOMETHING THAT WOULD THEN MAKE IT SEEM LIKE WE’RE NOT GOING TO ALLOW FOR THOSE.>>RIGHT, SO IT’S NOT SAYING THEY CAN’T USE ONLINE, BUT THAT PERHAPS THE EVALUATION WILL BE BASED ON A CERTIFIED TEACHER’S ASSESSMENT, NOT ON A STANDARDIZED TEST. SO ALL OF THESE THINGS ARE BEING SAID TO REASSURE US THAT THAT’S NOT WHAT THIS IS, SO WHY NOT JUST HAVE THAT BE PART OF THE APPLICATION? WHY NOT IT BE STATED UP FRONT TO THOSE APPLYING THAT THIS IS NOT WHAT WE INTEND TO FUND, BUT IF YOU WANT SOMETHING THAT IS– AND THEN YOU SAID, IT WORKS BEST TO HAVE THE TEACHERS FULLY INVOLVED. I ALSO WOULD SAY, WHEN IT SAYS IN THIS GRANT THAT THE CONSORTIUM HAS TO BE WITH OTHERS, THE BUSINESSES, THE ISD, BUT THAT SPECIFICALLY ADD OR MAKE IT CLEAR THAT TEACHERS, PARENTS, MUST BE PART OF THIS– A SCHOOL BOARD MUST BE PART OF THIS CONSORTIUM, NOT JUST THE BUSINESS AND SOME REPRESENTATIVES FROM THE ADMINISTRATION.>>I UNDERSTAND WHAT YOU’RE SAYING.>>YEAH.>>AND WHAT I WOULD SAY IS, IS THROUGH INTENT, WE HAVE TRIED TO MAKE THAT CLEAR. THE STATUTE HAS VERY CLEAR DEFINITION OF WHAT A CONSORTIA IS–>>WELL, IT SAYS, “AND OTHERS.”>>RIGHT.>>SO IT LEAVES THAT OPEN.>>SO WE HAVE TRIED TO, THROUGH THE DIFFERENT GUIDANCE AND THINGS, AND IT’S BEEN MOSTLY TALK, BECAUSE UNTIL WE’RE THERE, THERE’S NOTHING OFFICIAL THAT’S OUT THERE. BUT OUR CONVERSATIONS WITH PEOPLE HAVE BEEN THAT VERY THING, THAT YOU SHOULD BE INCLUDING ALL OF THESE PEOPLE AS YOU ARE DOING THIS WORK. AND YOU SHOULD BE THINKING ABOUT CREATING MULTIPLE PATHWAYS FOR STUDENTS AND HOW THAT’S GOING TO IMPACT–>>WHY NOT MUST? NO? WHY NOT, INSTEAD OF SHOULD, WHICH MEANS YOU HAVE THE OPTION OF DISREGARDING IT–>>WELL, IT’S MY HOPE THAT NO ONE IS DISREGARDING IT, I GUESS.>>BUT IF YOU MAKE IT CLEAR THAT PRIORITY WILL BE GIVEN TO THOSE WHO HAVE AN INCLUSIVE–>>YES, AND I SHOULD HAVE MENTIONED– KEVIN’S PROBABLY GIVING ME THE LOOK –THAT AS WE HAVE CREATED THE PROCESS AND TED HAS PUT TOGETHER THE REQUIREMENTS FOR TELLING US WHO YOUR CONSORTIA IS AND YOUR CONCEPT SUMMARY AND YOUR TALENT AGREEMENT, THERE ARE ADDITIONAL POINTS AWARDED THE MORE PARTNERS YOU HAVE, SO THE MORE PEOPLE YOU’VE SHOWN, THE MORE–>>YEAH, BUT I DON’T WANT JUST ALL BUSINESS PARTNERS. I WANT TO MAKE SURE PARENTS–>>NO, NO, NO. COMMUNITY ORGANIZATIONS–>>–AND TEACHERS, IN PARTICULAR, ARE INCLUDED.>>I THINK THAT’S GUIDANCE THAT WE COULD INCLUDE IN THE APPLICATION.>>I HAVE DR. Z– MICHELLE WERE YOUR QUESTIONS–>>YEAH, SORRY.>>OKAY. SO I HAVE DR. Z, PAM, AND LUPE. AND THEN BACK TO TOM AND THEN–>>TOM AND THEN ME.>>AND THEN CASANDRA.>>OKAY.>>OKAY, SO THE GRANTS ARE INTENDED TO FUND CONSORTIA AND THEIR PROGRAMS. HOW MANY CONSORTIA ARE WE EXPECTING OR HOPING TO– JUST A BALLPARK FIGURE?>>THIS IS ONE WE HAVE NO IDEA. WE’VE STRUCTURED THE CONSORTIA MODEL TO BE VERY, VERY FLEXIBLE. IT COULD BE, LIKE I SAID EARLIER, AS SMALL AS A SINGLE DISTRICT AND A SINGLE BUSINESS. IT COULD BE AS BIG AS THE ENTIRE STATE. I DON’T SEE THE ENTIRE STATE BEING ONE.>>OKAY. SO GIVEN THAT THE FIRST YEAR’S ALLOTMENT, DOES THAT MEAN THE FEWER THE CONSORTIA, THAT POTENTIALLY THE MORE MONEY THAT EACH ONE WOULD BE ABLE TO RECEIVE?>>NO, BECAUSE THE STATUTE HAS A TIERED SYSTEM AND CAPS THE AMOUNT THAT DISTRICTS– SO DISTRICTS ARE SERVING AS THE FISCAL AGENT. AND THEY ARE THE ONES WHO ARE APPLYING ON BEHALF OF THEIR CONSORTIA. AND THERE IS A TIER WITHIN THE STATUTE THAT IF YOU HAVE SO MANY STUDENTS, A CERTAIN PERCENTAGE OF MONEY AND A CAPPED AMOUNT OF MONEY IS WHAT YOU’RE ABLE TO GET. SO IT ISN’T– I GUESS, IT’S NOT A SLIDING SCALE– IF WE ONLY HAVE 20, THEN THEY GET ALL OF THE MONEY. THERE ARE CAPS IN PLACE TO ENSURE THAT THE MONEY GETS SPREAD OUT.>>IT’S, VERY ROUGHLY, A PER-PUPIL MAXIMUM. VERY, VERY ROUGHLY.>>OKAY. SO WHAT’S THE MAXIMUM NUMBER OF PUPILS WE’RE HOPING TO SERVE IN THE FIRST YEAR?>>THEORETICALLY IT COULD BE EVERY PUPIL IN THE STATE.>>OKAY.>>BUT PRACTICALLY, WE CAN IMAGINE THAT THERE’S ONLY A HANDFUL OF DISTRICTS WHO ARE IN A POSITION TO GET THEIR CONSORTIUM BUILT AND THE PARTNERSHIPS BUILT, AND PUT TOGETHER A REALLY HIGH-QUALITY GRANT APPLICATION. SO THERE ARE PRACTICAL MATTERS. I’D BE HARD PRESSED TO EVEN SPITBALL WHAT THAT NUMBER WOULD BE.>>OKAY. SO WHAT’S THE TOTAL AMOUNT EXPECTED OR ALLOTTED FOR THE FIRST YEAR?>>I THINK THE STATUTE REQUIRES THAT 50% OF THE FUNDS BE EXPENDED BEFORE JUNE 30TH?>>JUNE 1ST OF 2019. WE HAVE TO SPEND, BY STATUTE, 50%, OF THE 59 LOANED.>>AWARDED?>>YEAH, AWARDED.>>OKAY. SO MANY CONSORTIA DO YOU NEED? I GUESS, HOW MANY PUPILS DO YOU NEED IN ORDER TO REACH THAT?>>THEORETICALLY, YOU COULD DO IT WITH– HANG ON A SEC– SO 505– WITH TEN CONSORTIA IF THEY WERE BIG ENOUGH.>>OKAY.>>YEAH.>>WHICH WOULD BE ROUGHLY 38,000? NO THAT WOULD HAVE TO BE–>>IT DEPENDS ON THE WAY THE LEGISLATURE TIERED– SO THAT COULD BE TEN DISTRICTS, BUT IT’S TEN CONSORTIA, THAT’S THE UNIT, SO YOU COULD HAVE MULTIPLE DISTRICTS IN THOSE CONSORTIA.>>AND IS THERE A THOUGHT AS TO ROUGHLY THE PER-PUPIL AMOUNT?>>I THINK IT WAS $500,000 FOR A CONSORTIA WITH A MINIMUM OF 3,800 STUDENTS. SO WHATEVER 500,000 DIVIDED BY 3,800 IS. THAT’S A VERY, VERY ROUGH ESTIMATE.>>ALL RIGHT, THANK YOU VERY MUCH.>>THANK YOU. AND THEN, PAM?>>SO MY QUESTION, PIGGYBACKING OFF OF MICHELLE, SOME OF THE QUESTIONS THAT SHE HAD. AND MINE IS THE SAFEGUARDS IN PLACE TO MAKE SURE THAT SOME OF THE FRAUDULENT BEHAVIOR WE’VE SEEN WITH CYBER SCHOOLS ISN’T PERPETUATED. I KNOW IN SAGINAW, THERE WAS JUST RECENTLY A CASE WHERE THERE WAS SOMEONE WHO WAS RECEIVING– I MEAN, WHERE THEY WERE ENROLLING STUDENTS. SO OBVIOUSLY IT SOUNDS LIKE THAT SAFEGUARD WOULD BE IN PLACE. BUT THERE WAS ANOTHER WHERE THERE WAS THE THIRD-PARTY VENDOR WHO WAS INAPPROPRIATELY– BECAUSE OF RECORD KEEPING– ISSUING DIPLOMAS TO STUDENTS. SO JUST MAKING SURE THAT SOME OF THOSE SAFEGUARDS ARE IN PLACE, BECAUSE OBVIOUSLY SOME OF THE POINTS THAT ARE BROUGHT OUT IS WHILE THAT FUNDING WAS GIVEN TO THESE GROUPS, IT COULD HAVE BEEN GIVEN TO PLACES WHERE THERE WERE ACTUALLY BODIES AND EDUCATORS THAT WERE THERE. AND I’M ALL FOR INNOVATION, BUT JUST SPEAKING TO SOME OF THOSE ISSUES THAT WE’VE SEEN WITH SOME OF THE CYBER SCHOOLS.>>WHENEVER WE DO COMPETITIVE GRANTS, WE HAVE A SET OF ASSURANCES. THAT THOSE WHO ARE APPLYING HAVE TO CHECK THE BOX AND SAY, “YES, WE AGREE, “WE AGREE, WE AGREE.” SO I WOULD SAY SOME OF THOSE SAFEGUARDS ARE IN PLACE WITHIN THOSE ASSURANCES TO– AND THERE IS A REPORT THAT’S DUE WITHIN TWO YEARS. BUT WE’LL BE ASKING FOR ADDITIONAL TOUCH POINTS WITH CONSORTIA ONCE THEY’RE FORMED AND ONCE GRANTS ARE AWARDED, BUT, YES, WE WILL BE LOOKING FOR THOSE TYPES OF THINGS.>>PAM, ARE YOU ALL SET?>>MM-HMM.>>OKAY, LUPE?>>OKAY. I GUESS I HAVE A POINT OF ORDER. WHAT IS IT THAT WERE THE INTENT OF THIS DISCUSSION? ARE WE GOING TO HAVE A MOTION? OR ARE WE JUST DISCUSSING? WHAT’RE WE DOING?>>WELL, THIS PART OF THE AGENDA IS A DISCUSSION REGARDING THE CRITERIA FOR THE GRANTS. AND THEN, LATER ON, WE HAVE A MOTION TO VOTE ON THE APPROVAL OF THE GRANT CRITERIA.>>BY ITSELF OR TOGETHER WITH ALL THE OTHERS?>>THE WAY IT STANDS RIGHT NOW, IT WOULD BE TOGETHER WITH ALL OF THEM.>>IS IT APPROPRIATE TO CALL THE QUESTION, OR HOW DO WE TERMINATE DISCUSSION?>>IT’S NOT– CAN WE GO ON AND ON OR WHAT?>>THERE’S TWO PEOPLE QUEUED UP TO TALK.>>THERE IS NO QUESTION, THERE’S NO VOTE. THERE’S NO MOTION, NO DISCUSSION.>>YEAH, I’M ASKING HER.>>RIGHT NOW WE ARE IN THE DISCUSSION STAGE OF THE GRANT CRITERIA.>>MAY I PARLIAMENTARILY ADDRESS THAT?>>YES.>>YOU CAN ASK TO RETURN TO THE ORDERS OF THE DAY, AND THAT TRIGGERS A VOTE ON WHETHER WE WANT TO LEAVE THIS DISCUSSION AND GO TO THE SCHEDULE THAT WE HAVE ADOPTED, OR CONTINUE TO SPEND TIME ON THIS ISSUE.>>WELL, WHATEVER THE TERMINOLOGY IS, CAN YOU REPEAT THAT?>>PARLIAMENTARILY, IT’S CALL FOR THE ORDERS OF THE DAY, WHICH IS SIMPLY TO RETURN TO THE SCHEDULE.>>I MOVE FOR THE ORDER OF THE DAY.>>I HEAR A MOTION BY LUPE, TO RETURN TO THE ORDER OF THE DAY.>>AND I’LL SUPPORT.>>AND WE HAVE A SUPPORT. IS THERE ANY DISCUSSION?>>IF THERE WAS–>>I’M NOT DONE.>>YEAH, THERE ARE SOMEONE WHO–>>YEAH, THIS IS IMPORTANT.>>–HAVE OUTLINED ALL OF THE PEOPLE WHO ARE GOING TO SPEAK.>>THIS IS $63 MILLION. IT’S KIND OF IMPORTANT.>>THIS IS OUR JOB, AS BOARD MEMBERS.>>SO BECAUSE WE HAVE A MOTION, WE HAVE A SECOND. WE WILL VOTE ON IT THEN. ALL IN FAVOR, SIGNIFY BY SAYING AYE.>>AYE.>>NO?>>NO>>NO.>>NO.>>ROLL CALL.>>I THINK WE BETTER DO A ROLL CALL.>>FECTEAU?>>NOPE.>>MCMILLIN?>>NO.>>PUGH?>>NO.>>RAMOS-MONTIGNY?>>YES.>>SNYDER?>>NO.>>ULBRICH?>>NO.>>WEISER?>>YES.>>ZIELE?>>I SECONDED, SO I HAVE TO SAY YES.>>OKAY. THE MOTION FAILS. WE’LL CONTINUE THE DISCUSSION.>>FAIR ENOUGH.>>LUPE, WAS THERE ANYTHING ELSE YOU WANTED TO COMMENT ON OR ADD?>>NO.>>OKAY, THANK YOU.>>THANK YOU.>>TOM?>>I WANT TO KNOW MORE ABOUT EARLIER GRADES. SO HOW DOES THIS HIGHER WAGES– COMPETENCY-BASED EDUCATION FOR HIGHER WAGES GRANT IN THE REQUIREMENT THAT THE ENTIRE DISTRICT OR SCHOOL ADOPT COMPETENCY-BASED EDUCATION PRINCIPALS, HOW IS THAT GOING TO IMPACT SECOND GRADE OR THIRD GRADE? I HEARD TYLER SAY “21ST CENTURY SKILLS,” BUT I’D LIKE TO HEAR SOMETHING MORE CONCRETE, AND I WOULD RATHER IT NOT BE, “LET’S SEE WHAT “THE INNOVATORS DO.” GIVE ME AN EXAMPLE OF WHAT– YOU’RE GOING TO GET A SECOND-GRADE KID TO GET READY FOR A HIGH-SKILLED, HIGH-WAGE JOB?>>OBVIOUSLY WE’RE NOT TRYING TO PREPARE A SECOND GRADER FOR A CAREER. BUT I DO WANT TO SEPARATE JUST A COUPLE THINGS. WE HAVEN’T DONE A VERY GOOD JOB OF MAKING THIS CLEAR. BUT WENDY KIND OF ALLUDED TO IT. SO WE HAVE A SET OF MONEY, I THINK IT’S $4 MILLION, SET ASIDE. THAT’S PRETTY MUCH EXACTLY THE SAME AS THE 21J DOLLARS THAT GREGG WAS REFERRING TO. THESE ARE DOLLARS SPECIFICALLY FOR A SCHOOL OR SCHOOL DISTRICT TO CONVERT TO THE ENTIRE SCHOOL TO A COMPETENCY-BASED INSTRUCTIONAL MODEL. THAT IS SET ASIDE, AND SEPARATE AND APART FROM THE SORT OF BROADER PROGRAMMATIC GRANTS. THE PROGRAMMATIC GRANTS, WHAT WE ARE ASKING SCHOOLS TO DO ARE TO– I THINK THE PHRASE IS, “ADOPT THE PHILOSOPHIES “OF COMPETENCY-BASED LEARNING.” AND SO THIS PHRASE WAS LEFT VAGUE QUITE INTENTIONALLY, KNOWING THAT IT’S GOING TO BE DIFFERENT FOR EACH SCHOOL AND WHERE THEY’RE AT AND WHAT PARTS OF COMPETENCE-BASED LEARNING THEY WANT TO PICK. WE ALSO KNOW FROM GREGG’S WORK THAT IT’S A HUGE PROCESS. IT TAKES YEARS, SOMETIMES, TO MAKE THIS KIND OF CONVERSION. SO SOME THINGS WE MIGHT SEE IN THE EARLIER GRADES, ONE BIG PART OF IT WOULD CERTAINLY BE WHAT EILEEN MENTIONED, WHICH IS STUDENTS WHO LEARN AT THEIR OWN PACE. SO IF A STUDENT IS DOING REALLY, REALLY WELL IN MATH, THEY MIGHT MOVE AHEAD IN MATH TO MAKE SURE THEY’RE ALWAYS CHALLENGED IN THAT CURRICULUM, WHEREAS IN ENGLISH LANGUAGE ARTS, MAYBE THEY’RE STRUGGLING A LITTLE BIT SO THEY’LL GET MORE TIME IN ENGLISH LANGUAGE ARTS. BUT CREATING THIS SORT OF INDIVIDUALIZED INSTRUCTIONS, THE STUDENT IS NEITHER NEVER BORED WITH THE MATERIAL, AND NEVER LEFT BEHIND WITH THE MATERIAL. ANOTHER PART OF COMPETENCY-BASED INSTRUCTION IS THAT PROJECT-BASED APPROACH, AND CERTAINLY THAT TYPE OF INSTRUCTIONAL MODEL, A PROJECT-BASED INSTRUCTIONAL MODEL, WORKS VERY, VERY WELL IN THE EARLIER GRADES, WHERE STUDENTS CAN LEARN BY DOING THOSE KINDS OF THINGS. WE KIND OF INTENTIONALLY LEFT IT UP TO– I KNOW YOU SAID NOT TO LEAVE IT UP TO INNOVATORS, TOM, BUT WE INTENTIONALLY WANTED SCHOOLS TO BE ABLE TO ADAPT THE PARTS OF WHAT WE’RE TRYING TO GET AT THAT WORK BEST FOR THEM, KNOWING THAT WHAT WORKS IN HIGH SCHOOL IS JUST NOT GOING TO WORK IN AN ELEMENTARY SCHOOL. BUT THERE’S STILL A LOT OF THINGS THAT WE CAN LEARN, IN TERMS OF PROJECT-BASED LEARNING, INDIVIDUALIZED INSTRUCTION, MULTIPLE METHODS OF PROVEN COMPETENCY THAT TRANSLATE ALL ACROSS THE K-12 SPECTRUM.>>YOU’LL DO RECOGNIZE THAT THERE ARE LEADING THINKERS THAT BELIEVE COMPETENCY-BASED EDUCATION HAS REAL PROBLEMS, THAT SOME THINGS ARE NOT SUSCEPTIBLE TO AN 80% SCORE, A COMPUTERIZED 80% SCORE AND MOVE ONTO THE NEXT LEVEL. BRITISH LITERATURE, ARTS, AND WHAT SOME PEOPLE ARE SEEING ACROSS THE COUNTRY IS THESE ARE BEING ELIMINATED BECAUSE YOU CAN’T EASILY FIT THEM INTO COMPETENCY-BASED EDUCATION. SO WHAT THEY DO IS THEY ELIMINATE THESE CLASSES AND THESE SUBJECTS. SO I HOPE THERE’S AN UNDERSTANDING THAT THIS IS NEW. IT PERHAPS MAY BE JUDGED AS NOT VERY HELPFUL. THERE’S NOT REALLY ANY EVIDENCE-BASED EVIDENCE THAT SHOWS THAT IT HELPS LEARNING, AND SO TO GET THEM TO SAY THEY HAVE TO– AND THIS IS THE LARGE $40 MILLION OR WHATEVER– “COMMIT TO ADOPT THE “PRINCIPLES OF COMPETENCY-BASED “INSTRUCTIONAL MODEL,” WHEN THAT IS STILL DEBATABLE WHETHER IT’S A GOOD MODEL OR NOT, I HAVE TROUBLE WITH THAT KIND OF CRITERIA. I WOULD WONDER, IS THERE ANYTHING THAT REQUIRES PARENTS, LIKE 50% OF THE PARENTS– OR 50% OF THE CONSORTIA TO BE MADE UP OF PARENTS? OR REQUIRE LOCAL BOARDS TO HOLD A HEARING TO MAKE SURE THERE’S A VOTE BEFORE THEY SUBMIT THE APPLICATION? AND IT IS TROUBLING TO ME THIS DIDN’T GO THROUGH INFORMATION POLICY IN THE LEGISLATURE. IT WAS STUCK IN A BUDGET, WHICH IN MY YEARS IN THE LEGISLATURE, YOU STICK THINGS IN IT YOU DON’T WANT DEBATED, BECAUSE YOU’RE CONCERNED ABOUT THE DEBATE. I JUST THINK MAYBE IF WE LIMITED IT TO 9 THROUGH 12TH, I THINK THAT MIGHT BE A LITTLE BIT MORE APPROPRIATE, BUT I JUST HAD PROBLEMS WITH THAT.>>OKAY. CASANDRA?>>SO I HAVE A LIST OF SOME THINGS THAT IF THEY WERE INCLUDED, I THINK I WOULD FEEL MORE COMFORTABLE WITH THIS. BUT I GUESS BEFORE I EVEN GO INTO THOSE, I NEED TO ASK THE QUESTION, CAN WE ADD ANYTHING TO THIS?>>IN THE PAST, WHEN WE’VE LOOKED AT GRANT CRITERIA, WHAT WE HAVE ADDED IS WE’VE ADDED DEFINITIONS. WE’VE ADDED CLARITY AROUND PROCESS. BUT WE CANNOT CHANGE THE CONTENT OF THE STATUTE THAT WAS USED TO CREATE THE CRITERIA.>>WELL, WHY DON’T I JUST GO AHEAD AND SHARE THESE THINGS? AND THEN WHETHER THEY CAN GO INTO THE GRANT CRITERIA, OR MAYBE THEY CAN GO INTO THE APPLICATION, OR IF YOU’RE NOT WILLING TO ENTERTAIN ANY OF THEM, JUST LET ME KNOW.>>OR PERHAPS IT COULD GO INTO A GUIDANCE DOCUMENT.>>OKAY. SO FIRST WOULD BE, I THINK YOU NEED CLEARLY-STATED GOALS AND OBJECTIVES. BECAUSE IT DOES SEEM VERY NEBULOUS TO ME, WHAT THE EXPECTATIONS ARE FOR THIS LARGE SUM OF TAXPAYER MONEY. TWO, I THINK THAT SIMILAR TO WHAT HAS BEEN SAID EARLIER, THAT PARENTS AND MEMBERS OF THE COMMUNITY SHOULD HAVE A ROLE, PARTICULARLY IN DECIDING WHETHER THEIR SCHOOL OR DISTRICT TRANSITIONS TO A COMPETENCY-BASED MODEL. AND THEY SHOULD BE PROVIDED BALANCED INFORMATION. THE GRANT CRITERIA JUST SAYS “YOU WILL PROVIDE “THEM BENEFITS.” WHAT ARE THE BENEFITS OF COMPETENCY-BASED EDUCATION? BUT I THINK PEOPLE NEED BALANCED INFORMATION TO MAKE INFORMED DECISIONS. THREE, CREDENTIALS SHOULD BE AWARDED BY A LEGITIMATE ACCREDITED ENTITY. AND THAT IS NOT CLEAR, IN THIS DOCUMENT. I ASKED THIS QUESTION BEFORE, “COULD I CREATE “BOB’S CERTIFICATION?” AND WAS TOLD, “WELL, THAT’S NOT THE INTENT.” WELL, THAT SHOULD BE CLEAR. THAT IS NOT WHAT’S GOING TO HAPPEN HERE. IF YOU’RE GOING TO AWARD CERTIFICATIONS, THEY SHOULD ACTUALLY MEAN SOMETHING. AND THEY SHOULD LEAD TO SOMETHING THAT STUDENTS CAN ACTUALLY USE. I JUST THINK, PHILOSOPHICALLY, THAT WE NEED TO MAKE SURE STUDENTS ARE NOT BEING PIGEONHOLED INTO OCCUPATIONS BECAUSE IT’S CONVENIENT FOR SCHOOLS OR FOR COMPANIES. I DON’T KNOW HOW YOU EXPRESS THAT, BUT I THINK THAT NEEDS TO BE CLEAR. I DON’T UNDERSTAND– AND MAYBE IT SHOULD BE CLEAR– HOW UNEXPENDED FUNDS ARE UTILIZED. IF FOR SOME REASON SCHOOLS DECIDE NOT TO ENGAGE IN THIS GRANT CRITERIA, WHAT HAPPENS TO ALL THIS MONEY? MAYBE THAT’S IN LEGISLATION, I DON’T KNOW. AND THEN THAT THE FUNDS SHOULD BE PRIORITIZED– AND I THINK YOU SAID THIS WOULD BE THE CASE– TO THOSE WHO FOCUS ON IN-PERSON EDUCATION AND NOT SUPPLANTING SUCH WITH ONLINE INSTRUCTION.>>WELL, I JUST REALLY QUICKLY WANT TO ADDRESS THE– I CAN’T CITE WHERE IT IS, BUT I BELIEVE THERE’S A THING THAT SAYS “AN INDUSTRY-RECOGNIZED CREDENTIAL.” WHICH IS A SIMILAR LANGUAGE THAT WE USE FOR OUR CTE PROGRAMS, THAT THEY CAN’T COMPLETE THE PROGRAM WITHOUT RECEIVING SOMETHING THAT FUNDAMENTALLY HELPS THEM TO GET A GOOD JOB. NOT THAT WE’RE FORCING THEM INTO THAT JOB, BUT IF THEY’RE GOING TO TAKE THE TIME TO BE A PART OF A PROGRAM, IT NEEDS TO LEAD TO THAT INDUSTRY-RECOGNIZED CREDENTIAL.>>MDE IS WORKING WITH TED TO COME UP WITH THAT LIST OF THOSE CREDENTIALS. THE STATUTE GIVES SOME GUIDANCE. I THINK IT SAYS IT HAS TO BE A CREDENTIAL THAT LEADS TO A HIGH-SALARY, HIGH-DEMAND, HIGH-MOBILITY CAREER.>>I KNOW THERE WERE CONCERNS– I’M SORRY, I’M JUST JUMPING IN.>>MICHELLE?>>SORRY.>>–THAT THEY HAVE A LICENSE THAT HAS TO BE RECOGNIZED, MAYBE BY LARA OR SOMETHING, NOT LIKE A CISCO EXPERT, OR TIED TO A PARTICULAR COMPANY. BECAUSE I THINK THAT IS NOT BENEFICIAL. I THINK IT LIMITS THEIR OPTIONS.>>YEAH, THIS IS A LITTLE BIT OF A GRAY AREA.>>SO THE CISCO CERTIFICATIONS ARE AN INDUSTRY-RECOGNIZED CREDENTIAL THAT YOU COULD WORK AT AMAZON, MICROSOFT, BE A GEEK SQUAD AGENT. YOU CAN DO A TON– THERE’S MILLIONS AND MILLIONS OF OPENINGS FOR A CISCO CERTIFICATION. I DON’T REALLY KNOW A GOOD– A GOOD COMPARISON. BUT THEN THERE ARE, OF COURSE, THESE, YOU KNOW, BOB’S TRUCKING, WHO CAN JUST INVENT A CREDENTIAL. SO I JUST SAY THAT, BECAUSE YOU’RE PROBABLY GOING TO SEE CISCO CERTIFICATIONS ON THAT HIGH-DEMAND LIST, BECAUSE THERE’S MILLIONS AND MILLIONS OF SIX-FIGURE JOB OPENINGS FOR CISCO CERTS.>>CURRENTLY. MIGHT NOT IN FIVE YEARS, BUT CURRENTLY.>>YEAH.>>BUT– CAN I GO?>>YEAH.>>SO IF A SCHOOL DISTRICT COMES TO COMPETENCY-BASED LEARNING, HOW ARE THE OPTIONS AVAILABLE FOR KIDS THAT MIGHT– IEPs, OR THE JOBS? IS THERE GOING TO BE CONSIDERATION OF GETTING THEM– I MEAN, NOT JUST CONSIDERATION, BUT WHEN YOU LOOK AT METRICS AND YOU LOOK AT WHAT THEY’RE GOING TO DO, AND YOU LOOK AT THEIR APPLICATIONS, IT SEEMS TO ME IT SHOULD BE A DELIBERATE THOUGHT AND VERY CONSCIOUS, AND A PLAN THAT IS NOT JUST CHERRY PICKING THEIR BEST STUDENTS OR THEIR WHATEVER STUDENTS, BUT THEY’RE ACTUALLY HAVING MEANINGFUL RESULTS FOR OTHERS. AND AGAIN, SO MANY OF THE SKILLS THAT I LOOK FOR AS A PARENT OF SPECIAL NEEDS CHILDREN HAVE NOTHING TO DO WITH GETTING HIGH-PAID JOBS. THAT WOULD BE NICE, BUT THERE’S A LOT OF OTHER CONSIDERATIONS AS WELL, LIKE LEARNING TO TIE YOUR SHOES.>>SO I WANT TO GIVE GREGG THE OPPORTUNITY TO TALK ABOUT WHAT WE KNOW DISTRICTS ARE DOING NOW. BUT WITHIN THE TALENT AGREEMENT APPLICATION, THERE IS A QUESTION THAT WE ADDED BASED ON A CONCERN THAT MDE, WE KNOW YOU, MANY PEOPLE, HAVE ABOUT EQUITY. AND WHAT ARE WE DOING TO ENSURE THAT AS THEY’RE WRITING THIS TALENT AGREEMENT, THEY’RE CONSIDERING ALL TYPES OF STUDENTS. BUT I DO WANT TO LET GREGG TALK ABOUT HIS EXPERIENCE WITH THE DISTRICTS WHO ARE DOING THIS WORK.>>SURE, THANK YOU. I THINK THIS IS WHERE THE INTERSECTION WITH PERSONALIZED LEARNING KIND OF TAKES SHAPE. WHEN YOU LOOK AT STUDENTS WHO HAVE IEP’S, OR DON’T, BUT HAVE DIFFERENT LEARNING STYLES, OR THAT HAVE CERTAIN INTERESTS, SOME OF THE PROMISE WE’VE SEEN IS THAT THERE IS A REAL EMPHASIS ON STUDENT CHOICE, AND THAT PROGRESSION OF STUDENTS MOVING THROUGH THE SYSTEM, BEING THAT PARTNER IN THEIR LEARNING. IT DOES CHANGE THE ROLE OF THE TEACHER A LITTLE BIT. IT DOESN’T MEAN THAT THEY DON’T HAVE ANY OF THE CONTENT KNOWLEDGE. BUT IT ALSO INCLUDES THE TEACHER AND THE STUDENT AS KIND OF PARTNERS IN LEARNING. SO THE BEAUTY OF IT IS THAT YOU’RE MEETING STUDENTS WHERE THEY ARE, HELPING THEM THROUGH WHILE DELIVERING INSTRUCTION, BUT ALSO KNOWING THAT THEY MIGHT TAKE A DIFFERENT AVENUE TO LEARN THE CONTENT IN A DIFFERENT WAY THAN ANOTHER STUDENT IS. THE GOAL BEING THAT OVERALL CAREER AND COLLEGE READINESS. I THINK THE OTHER BENEFIT FOR SPECIFIC STUDENT POPULATIONS IS IN THE REPORTING. RIGHT NOW, ON A TRANSCRIPT, YOU’LL PROBABLY SEE THE NAME OF A COURSE, AND A GRADE, A LETTER GRADE. YOU DON’T REALLY HAVE A LOT OF INFORMATION ABOUT WHAT THE STUDENT KNOWS, AND WHAT THEY CAN DO IN THAT REPORT. IN A COMPETENCY-BASED REPORT, YOU CAN ACTUALLY SEE WHAT IT IS THAT THE STUDENT HAS DONE, WHAT SKILLS THEY HAVE, WHAT KNOWLEDGE THEY HAVE. IDEALLY, I THINK WE WOULD GET TO A POINT WHERE YOU COULD EVEN SEE HOW THEY DEMONSTRATED THAT, WHAT EVIDENCE THEY MAY HAVE PROVIDED, THOSE KIND OF THINGS. SO I THINK IT HELPS BECAUSE IT INDIVIDUALIZES THE INSTRUCTION FOR STUDENTS. AND THEN YOU CAN START TO REPORT OUT THOSE THINGS ON A MORE INDIVIDUAL BASIS FOR THE STUDENTS. SO THE DISTRICTS THAT WE’VE BEEN WORKING WITH HAVE SEEN PROMISE IN THAT. AND SOME, I THINK, WAS EVEN UNINTENDED, BECAUSE THE ROLE OF THE TEACHER CHANGING ALLOWED THEM TO SPEND MORE TIME WITH INDIVIDUAL STUDENTS WHEN THEY NEEDED IT.>>WHEN YOU SAY THEY GO TO A DIFFERENT– ALL I CAN THINK OF IS IT’S GOING TO BE AN ONLINE PROGRAM. SO THE ROLE OF THE TEACHER CHANGES. I’M TRYING TO THINK, IN A CLASSROOM SETTING WHERE YOU SAY IT’S BEST IF DRIVEN BY THE TEACHER AND A RELATIONSHIP WITH THE TEACHER, BUT YET THE RELATIONSHIP WITH THE TEACHER IS GOING TO CHANGE AND THEY’RE GOING TO SHIFT TO SOMETHING ELSE. IT JUST SEEMS VERY VAGUE TO ME. I NEED IT TO BE IN MORE CONCRETE TERMS. BECAUSE MY MIND IS JUST LIKE, “OH, WE’LL TEACH HIM THIS, “AND THEN HE’LL DO THIS “STUFF ONLINE BY HIMSELF, “AND THEN I’LL GO TO WORK “WITH THESE OTHER STUDENTS. “THEN HE CAN GO AT HIS OWN PACE “ON THIS COMPUTER PROGRAM.” TELL ME I’M WRONG.>>NO, IT’S A GOOD QUESTION. SO LET’S SAY, TEACHER HAS ZERO TECHNOLOGY, OTHER THAN MAYBE A PENCIL AND SOME PAPER. SO WITHIN YOUR CLASSROOM YOU KNOW WHERE STUDENTS ARE. YOU’RE CONSTANTLY DOING ASSESSMENTS. YOU KNOW WHAT CONTENT THEY KNOW, AND HOW WELL THEY KNOW IT. SO YOU CAN START TO GROUP STUDENTS MAYBE ON A CERTAIN PROJECT, THAT ARE WORKING ON SOMETHING. YOU CAN HAVE STUDENTS THAT ARE WORKING INDEPENDENTLY ON SOMETHING THAT THEY NEED TO FOCUS ON, THEN MAYBE YOU’RE SPENDING TIME WITH AN INDIVIDUAL STUDENT, KIND OF MORE INTENSIVELY. AND THEN AS STUDENTS MOVE THROUGH THE SYSTEM, YOU CAN REGROUP INTO SMALL GROUPS. YOU CAN ALLOW STUDENTS TO WORK INDIVIDUALLY ON SOMETHING THAT’S AN ASSIGNMENT THAT IS A FOCUS ON THEIR STRENGTHS, BUT ALSO WHAT THEY NEED TO REALLY CONCENTRATE ON AND LEARN MORE OF. SO IT’S NOT NECESSARILY THAT YOU EVEN HAVE TO USE THE TECHNOLOGY, IT’S JUST A DIFFERENT STRUCTURE TO YOUR CLASSROOM. THANK YOU FOR NODDING, BECAUSE I’M NERVOUS, I HAVE AN EXPERT TEACHER HERE NEXT TO ME AND I’M TALKING INSTRUCTION. BUT IT DOESN’T HAVE TO BE BASED ON THE TECHNOLOGY. THERE ARE SITUATIONS WHERE I THINK THE TECHNOLOGY IS HELPFUL FOR THOSE KINDS OF THINGS. BUT IT REALLY IS JUST ABOUT GROUPING THE STUDENTS, INDIVIDUALIZING THE INSTRUCTION AND LETTING STUDENTS MOVE AT THEIR OWN PACE, EVEN WITHIN YOUR OWN CLASSROOM.>>HOW WOULD YOU RECOMMEND HOW LARGE THE CLASS SIZES BE? TO HAVE ALL THIS INDIVIDUALIZED STUFF, YOU CAN’T HAVE A HUGE [ INDISTINCT ].>>WELL, I MEAN –>>IS THERE ANY RECOMMENDATIONS IN COMPETENCY-BASED LEARNING OF WHAT A CLASS SIZE SHOULD BE?>>I DON’T KNOW ABOUT CLASS SIZE, BUT WE HAVE SOME EXAMPLES OF WHAT TEACHERS ARE DOING AROUND THIS.>>I DON’T KNOW THAT THERE’S ANY RESEARCH THAT WOULD IDENTIFY A CERTAIN CLASS SIZE THAT’S IDEAL FOR THIS.>>CLASS SIZE DOES MAKE AN IMPACT ON ACADEMICS.>>YEAH. BUT THERE ARE EXAMPLES OUT THERE OF HOW TEACHERS ARE DOING THIS WITHOUT TECHNOLOGY. BUT VERY GOOD QUESTION, THANK YOU.>>SO I HAVE DR. Z, PLEASE, AND THEN TOM, MICHELLE? OR TOM, CASANDRA?>>I’M DONE.>>MICHELLE, YOU’RE DONE?>>YEAH.>>I’M DOING SOME MATH, WHICH IS DANGEROUS TO DO IN PUBLIC. [ LAUGHTER ] BUT I FIGURE AT ROUGHLY 1.5 MILLION STUDENTS INTO THE $33.5 MILLION GRANT, THAT’S IF EVERY STUDENT WERE INVOLVED IN THIS GRANT, THAT WE’D END UP WITH $22, 25 BUCKS PER PUPIL. THE 3,800 WHO QUALIFY– STUDENTS INVOLVED IN A CONSORTIUM THAT QUALIFIES FOR THE $500,000, THAT’S $134, MAYBE 135 BUCKS PER PUPIL. AND THAT HELPS ME TO SEE THIS– I GUESS IN SCALE– THIS IS NOT AS BIG AS I HAD INITIALLY THOUGHT. AND I’M LOOKING ON PAGE 3, THESE OTHER GRANTS, WE GOT SIX THAT ARE LARGER. AND I GUESS I’M INCLINED TO JUST SAY THIS IS– IT’S AN EXPERIMENT, AND I HOPE IT TURNS OUT WELL. THEY’VE ALREADY EARMARKED THE MONEY, SO I THINK– I JUST THINK THAT WE NEED– IF WE THINK OF IT IN TERMS OF PROGRAM, IT’S 135 BUCKS PER PUPIL, OR SO. IT’S NOT QUITE AS LARGE AS WE HAD INITIALLY THOUGHT.>>THANK YOU, DR. Z. TOM?>>GETTING BACK TO YOUR CONVERSATION WITH MICHELLE, SO THESE SELF-PACED PERSONALIZED, THE TEACHERS ARE GOING AROUND AND THERE’S GROUPS HERE AND GROUPS THERE, AND SOME ARE INDIVIDUAL, BUT AS FAR AS SHOWING MASTERY, ISN’T THAT USUALLY DONE VIA COMPUTER?>>I MEAN, IT DEPENDS ON THE DISTRICT, BUT NOT NECESSARILY. I THINK IN THE SYSTEM YOU SHOULD HAVE TEACHERS DETERMINING MASTERY.>>AND WHEN I VISITED THE EAA, I REMEMBER THEY HAD BIG BANKS OF COMPUTERS, AND IT WAS VERY FOCUSED ON COMPUTERS. AND THEY HAD WHAT YOU TALKED ABOUT. YOU’D GO INTO CLASS, AND THEY’D HAVE SIX KIDS HERE, AND THEY TALKED ABOUT IT INDIVIDUALIZED. BUT IN THE END, THEY WERE FOCUSED ON SHOWING THE COMPUTER THAT THEY’VE MASTERED SOMETHING AND CAN MOVE ON.>>YEAH, I HAVEN’T SEEN THAT IN ANY OF THE DISTRICTS THAT I HAVE WORKED WITH. IN MY MIND, I WOULDN’T CONSIDER THAT TO BE A COMPETITIVE MODEL, OR ONE THAT I THINK WOULD BENEFIT STUDENTS. I THINK THAT TECHNOLOGY DEFINITELY HAS ITS PLACE. BUT I THINK THAT YOU STILL NEED A TEACHER TO WORK WITH THE STUDENT THROUGH THEIR LEARNING PROCESS, AND DETERMINE WHETHER OR NOT THEY ARE PROFICIENT IN THE CONTENT.>>HOW DO YOU DO COMPETENCY-BASED EDUCATION FOR BRITISH LITERATURE? OR ARTS? OR PHYSICAL EDUCATION?>>THIS IS WHERE I THINK THE MAGIC OF THE TEACHER STARTS TO PRESENT ITSELF, AND HOW LOCALS HAVE INTEGRATED CONTENT ACROSS SOME OF THESE AREAS. IT’S NOT A MICHIGAN EXAMPLE, BUT THERE’S A SCHOOL WHERE THE STUDENTS ACTUALLY USED MULTIPLE CONTENT AREAS TO BUILD THEIR OWN MUSICAL INSTRUMENTS WITH THE CONTENT INVOLVED IN SCIENCE, MATHEMATICS, THOSE KINDS OF THINGS, AND THEN LEARN HOW TO PLAY THOSE INSTRUMENTS. I THINK WHEN WE DEMONSTRATE THINGS IN THE WORKFORCE, WE USE MULTIPLE CONTENT AREAS. I THINK THAT THE REAL PROMISING MODELS WILL DEMONSTRATE THAT IN EVEN THE EARLIER GRADES, WHERE YOU ARE DOING PROJECTS THAT INVOLVE SCIENCE, SOCIAL STUDIES, AND PERHAPS EVEN LITERATURE TOGETHER, SO THAT EXPERIENCE IS REAL FOR STUDENTS.>>I’VE LEARNED THEY JUST ELIMINATE THE CLASSES. THAT’S WHAT I’M LEARNING FROM THINGS THAT I’M READING AND UNDERSTANDING, AND PEOPLE THAT HAVE CONCERNS ABOUT IT.>>YEAH, I WOULD SAY, I HAVEN’T SEEN THAT IN THE MODELS THAT HAVE EMERGED SO FAR. SO I’M NOT SAYING THAT DOESN’T HAPPEN. BUT I THINK IN THE SEVEN DISTRICTS THAT WE’VE BEEN WORKING WITH THROUGH THE 21J PILOTS, THEY HAVEN’T DONE THAT. AND THEIR COMMUNITIES ARE VERY VOCAL ABOUT THE FACT THAT THEY STILL WANT THEIR STUDENTS TO BE INVOLVED IN THE ARTS AND TO KNOW THE LITERATURE, AND ALL THOSE OTHER THINGS. BUT IT IS A LEGITIMATE QUESTION. WE JUST HAVEN’T– THAT’S NOT WHAT’S BEEN DEMONSTRATED BY THE PILOT DISTRICTS SO FAR.>>JUST VERY BRIEFLY, EXPLAIN HOW MUCH CHOICE DO STUDENTS HAVE? IF I’M IN TENTH GRADE CAN I CHOOSE NOT TO LEARN ABOUT THE CIVIL RIGHTS MOVEMENT? EXPLAIN TO ME HOW– IF YOU’RE MAKING A CHOICE TO REALLY DELVE INTO ONE AREA, THEN SOMETHING ELSE IS GETTING LOST. SO HOW DOES THAT WORK?>>THIS GOES BACK TO OUR DEFINITION OF PERSONALIZED LEARNING WHICH WE HAVE, BECAUSE IT DOES INVOLVE STUDENT CHOICE. AND REALLY, IT’S IF YOU THINK ABOUT A LOCATION ON A MAP THAT ALL STUDENTS HAVE TO GET TO, WHICH IS THAT CAREER AND COLLEGE-READY PLACE, EVERYBODY TAKES A DIFFERENT ROAD, SOME MIGHT TAKE THE EXPRESSWAY. SOME MIGHT TAKE SIDE STREETS. BUT YOU STILL HAVE TO END UP AT THE SAME PLACE. YOU STILL HAVE TO BE READY TO ENTER EMPLOYMENT AND EARN A SELF-SUSTAINING WAGE, OR GO INTO SOME SORT OF POST-SECONDARY OPPORTUNITY WITHOUT THE NEED FOR REMEDIATIONS. SO I THINK, AGAIN, THAT’S WHERE THE DISTRICT, THE SCHOOL, AND ESPECIALLY THE TEACHER, WORK WITH THE STUDENT TO FIND OUT WHAT THEIR INTERESTS ARE AROUND CERTAIN CONTENT AREAS. IF YOU DON’T NECESSARILY LIKE MATHEMATICS, BUT YOU DO LIKE ROBOTS, THEN HOW DO WE FIGURE OUT WHAT CONTENT IS IN A ROBOTICS PROGRAM. OR IN AN EXPERIENCE YOU DO WITH THE DNR DURING THE SUMMER, WHAT KIND OF SCIENCE IS IN THERE? SO I THINK THERE ARE WAYS TO PULL CONTENT OUT OF EXPERIENCES THAT STUDENTS HAVE. TEACHERS REALLY LISTENING TO THAT INTERESTS THAT THE STUDENTS HAVE, BUILDING ON THEIR STRENGTHS, AND THOSE KINDS OF THINGS. THERE’S NOT ONE DEFINITION. BECAUSE IT REALLY DEPENDS ON THE STUDENT. AND IT’S NOT A FREE-FOR-ALL. SO LIKE YOU SAID, A STUDENT JUST CAN’T CHOOSE TO NOT LEARN MATHEMATICS, FOR EXAMPLE. WE JUST NEED TO, I THINK, AS AN EDUCATION SYSTEM, FIGURE OUT HOW THAT MAKES SENSE FOR THAT STUDENT, AND HOW DO WE ENGAGE STUDENTS? THAT’S PART OF THE PROCESS AS WELL.>>STUDENTS CAN’T NOT LEARN A SUBJECT BECAUSE THE SUBJECTS ARE IN THE STATE STANDARDS. THE CONTENT’S IN THE STATE STANDARDS. AND IN THE STATUTORY DEFINITION OF COMPETENCY-BASED LEARNING, IT TALKS ABOUT THAT DISTRICTS STILL HAVE TO UTILIZE THE CONTENT FROM THE STATE STANDARDS. SO THE CIVIL RIGHTS MOVEMENT BEING IN THE STATE STANDARDS WOULD BE SOMETHING THAT DISTRICTS ABSOLUTELY WOULD STILL HAVE TO INCLUDE.>>ANY ADDITIONAL COMMENTS OR QUESTIONS? SEEING NONE, I’D LIKE TO THANK THE BOARD FOR THEIR VERY THOUGHTFUL AND INTENTIONAL QUESTIONS. I’D LIKE TO THANK GREGG, WENDY, AND TYLER, FOR BEING SO RESPONSIVE TO THE QUESTIONS AND COMMENTS FROM THE BOARD. AND I WOULD LIKE TO THANK ALL OF THE MDE STAFF WHO PLAYED A ROLE IN GETTING THE CRITERIA ONTO THE AGENDA FOR TODAY’S MEETING. GREAT JOB, EVERYONE. THANK YOU. AND MOVING ON TO THE NEXT ITEM ON THE AGENDA, WHICH IS THE APPROVAL OF THE MINUTES OF THE REGULAR AND COMMITTEE OF THE WHOLE MEETING OF JUNE 12TH, 2018. MAY I PLEASE HAVE A MOTION TO APPROVE THE MINUTES OF THE REGULAR AND COMMITTEE OF THE WHOLE MEETING OF JUNE 12TH, 2018?>>SO MOVED.>>SUPPORT.>>SUPPORT.>>LUPE?>>MOVED BY LUPE, SUPPORTED BY EILEEN. IS THERE ANY DISCUSSION? I’M SORRY, WAS IT NIKKI?>>NO.>>I’M SORRY.>>I SAID IT, WE ALL SAID IT.>>THE VOICES ARE SO SIMILAR. IS THERE ANY DISCUSSION? ALL IN FAVOR, SAY AYE.>>AYE.>>AYE.>>AYE.>>OPPOSED, NAY. MOTION CARRIES. AND REPORTS FROM OUR CO-PRESIDENTS?>>I HAVE NO REPORT. [ LAUGHS ]>>I HAVE A COUPLE POINTS HERE, BUT LET ME SEE IF I CAN FIND THEM. FIRST OF ALL, I JUST WANT TO THANK EVERYONE WHO ATTENDED THE DEDICATION FOR BRIAN WHISTON AT THE FOUNTAIN THIS WEEK. THAT WAS A REALLY NICE EVENT, AND I’M SURE HIS FAMILY WAS VERY, VERY PLEASED. A COUPLE THINGS. MICHELLE, TOM, AND I MET WITH SOME TEACHERS TO DISCUSS TEACHER AND STAFF EVALUATIONS. AND I KNOW THAT THE LAW IS NOW MOVING INTO THE– I BELIEVE 40% IS NOW GOING TO BE ON ASSESSMENTS. AND THERE’S SOME REAL CONCERN FROM TEACHERS THAT THEY EXPRESSED. IN FACT, ONE OF THEM EVEN SAID, “I’M DONE,” WHICH I THINK IS PROBABLY NOT WHAT WE WANT.>>LEAVING, SHE WAS LEAVING.>>YEAH, SHE WAS GONE.>>BUT NOT FIRED.>>SHE WAS JUST, “I QUIT. “I’M DONE.” AND I THINK THIS IS GOING TO HAVE A REALLY DETRIMENTAL IMPACT. AND SO I THINK AT A FUTURE BOARD MEETING, IF WE CAN MAYBE DO A PRESENTATION, REALLY TAKE A LOOK AT WHAT THE TEACHER EVALUATION SYSTEM LOOKS LIKE NOW, ‘CAUSE IT’S BEEN A WHILE SINCE WE’VE HAD THIS CONVERSATION, AND MAYBE LOOK AT SOME ADVOCACY THAT WE MIGHT BE ABLE TO DO TO HELP ENSURE THAT GOOD TEACHERS ARE NOT LEAVING THE PROFESSION BECAUSE OF WHAT MIGHT BE NOT A GREAT ASSESSMENT TOOL.>>THESE ARE THE STANDARDIZED ASSESSMENTS?>>YEAH, AND THEN IT GOES INTO THEIR EVALUATION, WHICH IS THE PROBLEM. AND I’M LOOKING AT YOU. YOU PROBABLY ARE FULLY AWARE OF THIS. SO SOMETHING TO THINK ABOUT IN THE FUTURE. REAL QUICKLY, I DID A WDET INTERVIEW REGARDING THE SOCIAL STUDY STANDARDS, ACTUALLY DID A COUPLE INTERVIEWS. AND ACTUALLY, I ATTENDED THE DETROIT URBAN SUMMIT THAT WAS HOSTED BY WAYNE COUNTY COMMUNITY COLLEGE ON JUNE 29TH. AND IT WAS VERY INTERESTING, AND SOMETHING THAT– VERY EYE OPENING, LET’S JUST SAY THAT. THAT’S IT.>>VERY GOOD.>>THANK YOU, CASANDRA. AND BACK TO DR. Z.>>IT TURNS OUT, I DO HAVE REPORT. AT THE LAST MEETING I ASKED IF THERE WERE A MEMBER OF THE BOARD THAT WOULD REPRESENT THE STATE BOARD ON THE UPCOMING SPECIAL EDUCATION ADVISORY COMMITTEE. AND MICHELLE HAS VOLUNTEERED TO DO THAT. SO I WANT TO THANK YOU FOR TAKING THAT RESPONSIBILITY ON OUR BEHALF.>>SURE.>>OKAY, THANK YOU.>>THANK YOU. REPORT FROM THE INTERIM STATE SUPERINTENDENT. I JUST HAVE A COUPLE OF THINGS THAT I’D LIKE TO HIGHLIGHT, THINGS WE HAVE BEEN WORKING ON THIS SUMMER. AS YOU HEARD ME SAY WHEN I TOOK ON THE POSITION OF INTERIM STATE SUPERINTENDENT, I SHARED WITH YOU MY PRIORITIES AND MY 8 Cs. AND ONE OF MY Cs WAS TO CONTINUE TO IMPROVE COMMUNICATION AND TO HELP WITH COMMUNICATION, WE HAVE CREATED AN INTERNAL DIRECTORY. THIS WAS DEVELOPED COLLABORATIVELY BY ALL OF THE DIVISIONS WITHIN THE DEPARTMENT. IT’LL BE EASY. WE BELIEVE THAT THIS’LL BE A GOOD TOOL FOR THE FIELD IN ATTEMPTING TO CONTACT, AND KNOWING WHO TO CONTACT IN THE DEPARTMENT. SO WE ARE SHARING THIS WITH YOU, AND WE ARE ALSO GOING TO POST IT ON OUR WEBSITE. SO IT IS DIVIDED BY EACH OF THE DIVISIONS WITHIN THE DEPARTMENT. IT HAS THE DEPUTY SUPERINTENDENT CONTACT INFORMATION, EACH OF THE DIFFERENT OFFICES WITHIN EACH DIVISION, THE DIRECTOR AND/OR ASSISTANT DIRECTOR CONTACT INFORMATION, AS WELL AS A BRIEF LISTING OF THE RESPONSIBILITIES WITHIN EACH OF THE OFFICES.>>IMPRESSIVE.>>THIS IS VERY HELPFUL. THANK YOU.>>I WILL SHARE YOUR THANK YOU WITH THE CABINET WHEN WE MEET TOMORROW, SO THANK YOU.>>PLEASE DO THAT.>>JUST A COUPLE OF OTHER THINGS. I’VE HOSTED SIX MEET-AND-GREET SESSIONS WITH MDE STAFF, HAVING AN OPPORTUNITY FOR THEM TO GET TO KNOW ME, AND FOR ME TO GET TO KNOW THEM. AND THEY’VE BEEN VERY WELL ATTENDED, AND I HAVE ENJOYED MY CONVERSATIONS WITH MDE STAFF. I HAVE ALSO ATTENDED AND PRESENTED AT A NUMBER OF SUMMER EDUCATION CONFERENCES, INCLUDING THE MIDDLE CITY’S EDUCATION ASSOCIATION, THE MICHIGAN ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS, THE MICHIGAN ASSOCIATION OF INTERMEDIATE SCHOOL ADMINISTRATORS, THE ED ALLIANCE SUMMER RETREAT THAT I WAS AT THIS WEEKEND, CAME BACK YESTERDAY. THE CONFERENCE IS STILL GOING ON, BUT I CAME BACK SO I COULD SPEND THE DAY WITH YOU. THE COUNCIL OF CHIEF STATE SCHOOL OFFICERS, THEIR SUMMER LEADERSHIP CONFERENCE, AND THEN THE MICHIGAN CO-OP SUMMER CONFERENCE. I’VE ALSO HAD AN OPPORTUNITY TO MEET A COUPLE OF TIMES WITH THE GOVERNOR, AS WELL AS SOME OF OUR STATE LEGISLATURES. SO I JUST WANTED TO SHARE A FEW OF THOSE HIGHLIGHTS WITH YOU. AND NEXT ITEM ON OUR AGENDA TODAY IS A DISCUSSION ON THE STATE SUPERINTENDENT SEARCH. AND I’M GOING TO TURN THIS TO OUR CO-PRESIDENTS, DR. Z, AND CASANDRA.>>THANK YOU.>>JUST PASSING AROUND A PACKET OF INFORMATION THAT WE ARE STILL WITHIN OUR TIME LINE. SO WE HAVE IDENTIFIED THE CRITERIA FOR THE RFP, WHICH WE ARE SHARING WITH YOU NOW, AS WELL AS A LIST OF POTENTIAL FIRMS THAT DO STATE SUPERINTENDENT SEARCHES, THAT THE STATE CAN REACH OUT TO, AND THE CURRENT JOB DESCRIPTION. AND I BELIEVE WE’VE SENT THE JOB DESCRIPTION TO ED ALLIANCE, CORRECT?>>WE DID. I MET WITH ED ALLIANCE YESTERDAY. AND THE ONLY FEEDBACK THAT I RECEIVED FROM THEM WAS ON THE BOTTOM OF THE FIRST PAGE, THE PERSONAL TRAIT, THE LAST BULLET. THEIR SUGGESTION WAS THAT WE REWORD THIS TO BE MORE POSITIVE, RATHER THAN “NOT OPPOSED TO LABOR.”>>THAT’S A GOOD IDEA.>>SOMETHING ALONG THE LINE OF “WORKS COLLABORATIVELY “WITH ALL GROUPS.” THE QUESTION WAS WHY WE SPECIFICALLY– SO I’M ON THE MICHIGAN STATE SUPERINTENDENT JOB DESCRIPTION. ON THE BOTTOM OF THE FIRST PAGE.>>OH, OKAY.>>SORRY IF I TALKED TOO QUICKLY.>>PAGE 3?>>YES.>>PAGE 3, BOTTOM LEFT.>>MM-HMM.>>GOT IT.>>SO THEIR SUGGESTION WAS THAT WE WORD IT SOMETHING ALONG THE LINES OF “WORKS COLLABORATIVELY WITH “A VARIETY OF DIFFERENT GROUPS.” THEY WERE WONDERING WHY LABOR SPECIFICALLY WAS SINGLED, AND WHY WE WOULDN’T INCLUDE A VARIETY OF DIFFERENT GROUPS, RATHER THAN JUST FOCUSING ON LABOR. ‘CAUSE THERE’S COMMUNITY MEMBERS. THERE’S CHAMBERS OF COMMERCE. THERE’S LEGISLATORS. SO I PROMISED THEM THAT I WOULD BRING THEIR INPUT TO YOU. THAT WAS THE ONLY ITEM THAT THEY OFFERED FEEDBACK ON.>>I STILL DO NOT KNOW WHAT PART YOU’RE TALKING ABOUT.>>I’M SORRY.>>THE LAST DOCUMENT, AND–>>RIGHT HERE.>>NO, THE FIRST DOCUMENT DOCUMENT IS THE TIME LINE. AND THE SECOND DOCUMENT THAT YOU HAVE IN YOUR PACKET IS THE CRITERIA FOR THE VENDOR.>>SHE HAS IT.>>OKAY. AND THE THIRD IS THE POSSIBLY RECOMMENDED SUPERINTENDENT SEARCH. AND THEN THE LAST ONE IS THE JOB DESCRIPTION FOR THE STATE SUPERINTENDENT. AND IT’S ON THE BOTTOM OF THE FIRST PAGE OF THE STATE SUPERINTENDENT JOB DESCRIPTION.>>WHICH, PARADOXICALLY, IS LABELED PAGE 3.>>YES. [ LAUGHTER ]>>YES, IT IS.>>THAT’S ALL I HAVE TO KNOW, PAGE 3.>>PAGE 3, WHICH REALLY ISN’T PAGE 3. IT’S JUST NUMBERED PAGE 3.>>IT’S THE SECOND PAGE.>>OH, OKAY. [ LAUGHTER ]>>THE SECOND PAGE TO–>>THE SECOND PAGE 3.>>I’M BILINGUAL, REMEMBER. SPEAK TO ME VERY CLEARLY. NOW, I HAVE A QUESTION. SO WE HAVE SELECTED THIS SEARCH COMMITTEE? I MEAN, THE COMPANY?>>NO. WHAT WE DID WAS, WE HAVE LISTED SOME OF THE SEARCH FIRMS THAT ONCE WE HAVE CREATED THE RFP, WE WILL SEND IT TO THEM, AS WELL AS POST IT ON OUR WEBSITE.>>YES, OKAY, THANKS.>>AND THESE RECOMMENDATIONS, SOME OF THEM CAME FROM THE ORGANIZATIONS THEMSELVES, SUCH AS MASB AND NASBE, AS WELL AS WE DID A LITTLE RESEARCH, OUR OWN, ON SEARCH FIRMS. AND THEN WE LOOKED AT THE SEARCH FIRMS THAT SUBMITTED PROPOSALS THE LAST TIME WE DID A SUPERINTENDENT SEARCH.>>RIGHT.>>SO IT LOOKS LIKE, BASED ON THIS, THAT WE CAN– UNLESS THERE ARE ANY CHANGES TODAY TO THE RFP CRITERIA, WE CAN ASK THE STATE TO BEGIN SENDING THIS TO FIRMS FOR RESPONSE.>>SO WHAT WE WILL DO IS, ONCE YOU GIVE THE APPROVAL, WE WILL WORK WITH DTMB TO CREATE THE RFP, AND THEN SEND THE RFP OUT TO THE SEARCH FIRMS, AS WELL AS POST IT ON OUR WEBSITE.>>OKAY.>>CAN WE MAKE A MOTION, THEN?>>YEAH.>>YES.>>WHAT SPECIFIC ACTION SHOULD YOU REQUEST OF US?>>MOVE THAT THE STATE BOARD OF EDUCATION APPROVE THE SUPERINTENDENT SEARCH CRITERIA AND THE SUPERINTENDENT JOB DESCRIPTION–>>ACTUALLY, THE JOB DESCRIPTION, I BELIEVE, IS GOING OUT FOR PUBLIC COMMENT. AND WE APPROVE THAT NEXT.>>THANK YOU.>>YEAH.>>LET ME GO BACK TO THE TIME LINE. SO WE ARE ONLY LOOKING AT THE SEARCH FIRM CRITERIA. MOVE THAT THE BOARD OF EDUCATION APPROVE THE STATE SUPERINTENDENT SEARCH CRITERIA TO BE USED TO CREATE AN RFP THAT WILL BE–>>THAT’S THE PAGES 1 AND 2 THAT WE HAVE HERE.>>MM-HMM. THAT WE WILL USED TO SEND TO POTENTIAL SEARCH FIRMS, AS WELL AS POST ON OUR STATE WEBSITE.>>I AM SO MOVED.>>SUPPORT.>>SECOND.>>ALL RIGHT.>>DISCUSSION.>>DISCUSSION?>>I WOULD JUST ADD UNDER A, REMOVE DATE XXX, AND REPLACE IT WITH NOVEMBER, 2018, AND THEN WITH A TARGET COMPLETION DATE OF APRIL 1ST.>>THAT WILL BE IN KEEPING WITH OUR TIME LINE.>>OKAY.>>WE ACCEPT THAT AS A FRIENDLY AMENDMENT? NO OBJECTION?>>JUST A PUT-IN AMENDMENT.>>INCLUDING THE AMENDMENT TO CHANGE THE DATES.>>YES.>>IN A. AND WE HAVE A MOTION AND WE HAVE A SECOND. WE HAVE DISCUSSION. WE HAVE AN AMENDMENT. ARE WE READY FOR A VOTE?>>MM-HMM.>>ALL IN FAVOR, SIGNIFY BY SAYING AYE.>>AYE.>>AYE.>>AYE.>>OPPOSED, NAY. MOTION CARRIED. THANK YOU FOR THAT. WE WILL GET WORKING ON THAT IMMEDIATELY.>>AND CAN I MOVE THAT WE PUT THE STATE SUPERINTENDENT JOB DESCRIPTION DRAFT OUT FOR PUBLIC COMMENT, MAYBE PUT IT ON OUR WEBSITE, WITH THE CHANGE THAT WAS RECOMMENDED.>>AND WOULD WE LIKE TO HAVE A DATE BY WHICH WE WILL HAVE THAT AVAILABLE, AND A CLOSURE DATE? A BEGINNING AND END DATE?>>SO OUR ROLE IS TO APPROVE IT AT THE SEPTEMBER BOARD MEETING, WHICH I BELIEVE IS SEPTEMBER 11TH. SO COULD WE SAY SEPTEMBER– THE FIRST WEEK IN SEPTEMBER?>>HOW ABOUT THE TUESDAY AFTER LABOR DAY?>>OKAY.>>OKAY.>>WHAT’S THAT DATE?>>MY FRIENDS WITH A CALENDAR HERE, WITH THEIR PHONES OR THEIR iPADS. IS THAT THE 6TH OR 7TH?>>THE 4TH.>>4TH.>>4TH, OKAY.>>AND THE BOARD MEETING IS THE WEEK AFTER.>>AND THE BOARD MEETING IS THE WEEK AFTER. AND WE WILL ENSURE THAT WE SEND YOU ALL OF THE COMMENTS PRIOR TO THE BOARD MEETING.>>I SECOND CASANDRA’S MOTION.>>OKAY. THANK YOU. ANY ADDITIONAL DISCUSSION? ALL IN FAVOR SIGNIFY BY SAYING AYE.>>AYE.>>NAY? SORRY. ANY OBJECTIONS? MOTION CARRIES. SO I BELIEVE WE ARE MEETING OUR TIME LINE?>>YEP.>>WE’RE GOOD.>>AND MOVING ON TO STATE, THE NEXT ITEM ON TODAY’S AGENDA IS STATE AND FEDERAL LEGISLATIVE UPDATES. OUR LEGISLATURE HAS BEEN ON BREAK. AND THE STATE BOARD OF EDUCATION LEGISLATIVE COMMITTEE HAS NOT MET. THEREFORE, MARTY ACKLEY, THE DIRECTOR OF PUBLIC AND GOVERNMENT AFFAIRS, DOES NOT HAVE AN UPDATE FOR US TODAY. BUT–>>IN THE INTEREST OF TIME. [ LAUGHTER ]>>IN THE INTEREST OF TIME.>>I’LL GO BY TIME.>>THANK YOU.>>YOU ARE WELCOME.>>BUT LUPE, YOU DO HAVE A DELEGATE ASSEMBLY PACKET TO DISCUSS WITH THE BOARD FOR THEIR ANNUAL CONFERENCE?>>FOR NASBE.>>FOR NASBE’S ANNUAL CONFERENCE, YES.>>YES. OKAY. THANK YOU. THERE’S A FEW THINGS WE’RE GOING TO TALK ABOUT, BUT VERY QUICKLY. NO DISCUSSION IS ALLOWED. [ LAUGHTER ] NO. THERE’S JUST A FEW LITTLE THINGS THAT WE HAVE TO DO. OKAY. NASBE CHANGED A FEW ITEMS ON THEIR BYLAWS. ONE THAT I’M VERY HAPPY ABOUT IS THE CHAIRPERSON IS NOT GOING TO BE CALLED “CHAIRMAN” ANYMORE, BECAUSE THEY WERE CALLING EVEN A FEMALE A “CHAIRMAN,” AND THAT’S ANTIQUATED A LONG TIME AGO. AND WE HAVE TWO DIRECTORS FOR EACH DISTRICT OR EACH REGION, BUT NOW WE’RE PROPOSING ONLY ONE DIRECTOR PER REGION. AND IT’S BASED ON FINANCIAL DIFFICULTIES. AND THEN THE SIZE OF THE BOARD, IT WAS TOO LARGE TO GET A LOT OF THINGS DONE, TOO MUCH DISCUSSION, SO WE WERE THERE DAYS AND DAYS. SO THOSE ARE THE KIND OF THINGS THAT WE’RE CHANGING. THEY’RE NOT MAJOR, MAJOR THINGS. SO THAT’S ONE. AND THEN THE NEXT ONE IS THAT WE’RE STILL WITH TWO DIRECTORS. SO I’M ONE OF THE DIRECTORS FOR THE CENTRAL. AND WE’RE ELECTING THE SECOND ONE. NOW, THERE ARE TWO PEOPLE THAT ARE RUNNING. AND ONE OF THEM IS THE ONE THAT SERVES WITH ME NOW. HIS NAME IS VICTOR. AND SO I’M RECOMMENDING TO THE BOARD THAT WE SUPPORT VICTOR LENTZ, DR. VICTOR LENTZ, FROM MISSOURI. [ LAUGHTER ] YEAH, THAT’S FINE. THAT’S FINE. ALL IN FAVOR, SAY AYE. YEAH, AND MAUREEN NICKELS. I DON’T KNOW MAUREEN. ANYWAY, VICTOR, I REALLY RECOMMEND VICTOR TO YOU, BECAUSE HE WORKS VERY HARD. HE HAS BEEN ON THIS BOARD FOR A LONG TIME. HE SERVES IN VERY SPECIAL COMMITTEES. AND HE’S A GOOD PERSON. SO IF IT’S OKAY, WE WILL RECOMMEND VICTOR.>>DO WE NEED A MOTION FOR THIS?>>PROBABLY.>>SO MOVED.>>MAKE IT A MOTION.>>SUPPORT.>>OKAY. ALL IN FAVOR SAY AYE.>>AYE.>>ANY OPPOSED? MOTION CARRIES.>>OKAY. YOU WANT TO VOTE ON THE NASBE BYLAWS?>>OF COURSE.>>IF YOU ASK.>>OKAY. SO MOVED.>>SO MOVED.>>SUPPORT.>>I HAVE A MOTION. I HAVE A SECOND. ANY DISCUSSION? ALL IN FAVOR, SIGNIFY BY SAYING AYE.>>AYE.>>AND THOSE OPPOSED, NAY. MOTION CARRIES.>>OKAY. AND THE LAST AND FINAL PIECE OF INFORMATION IS THE DESIGNATION OF THE VOTING DELEGATE. AS YOUR DELEGATE TO NASBE, AND CENTRAL ZONE DIRECTOR, I’M GOING TO PROPOSE THAT I BE THE VOTING DELEGATE. AND RICHARD HAS ACCEPTED IF SOMETHING HAPPENS TO ME, THEN HE WILL BE THE PERSON TO TAKE MY PLACE, THE ALTERNATE. SO THEN MARILYN WILL TAKE CARE OF THAT. SO I ENTERTAIN A MOTION THEN. DO YOU WANT TO ENTERTAIN A MOTION TO ACCEPT ME?>>TO ACCEPT LUPE AND DR. Z–>>AS THE VOTING DELEGATES.>>–AS THE VOTING DELEGATES.>>SUPPORT.>>MOVED AND SUPPORTED.>>ALL RIGHT, ALL IN FAVOR, SIGNIFY BY SAYING AYE.>>AYE.>>NAY? OPPOSED, SAY NAY. HEARING NONE, MOTION CARRIES. [ LAUGHTER ]>>OKAY, ANOTHER LITTLE PIECE OF INFORMATION IS THAT THE EXECUTIVE DIRECTOR, WELL, SHE’S A DOCTOR, DR. KRISTEN [ INDISTINCT ] IS RETIRING AS OF DECEMBER, SO ROBERT HALL, WHO IS THE EXECUTIVE VICE PRESIDENT IS THE INTERIM EXECUTIVE DIRECTOR. HE IS VERY, VERY GOOD. VERY NICE PERSON.>>YES.>>OKAY, WELL, THAT’S IT. THANK YOU.>>THANK YOU SO VERY MUCH. EILEEN, DO WE HAVE A REPORT ON THE EDUCATION COMMISSION OF THE STATES?>>NO, WE MET– I CAN’T REMEMBER WHAT IT WAS– LAST MONTH.>>IT WAS LONGER THAN THAT AGO.>>IT WAS LONGER THAN THAT.>>OH, IT WAS APRIL. END OF APRIL, FIRST PART OF MAY. A REALLY INCREDIBLE CONFERENCE. THERE’S MORE MATERIALS ON THE WEBSITE. AND AT SOME POINT I THINK I’LL PULL OUT A FEW ARTICLES AND SEND THEM OUT. THANK YOU.>>VERY GOOD. THANK YOU VERY MUCH. ALL RIGHT, MOVING ON TO THE NEXT ITEM ON THE AGENDA, WHICH IS THE CONSENT AGENDA, MAY I PLE–>>WE MOVED THAT OFF THE CONSENT AGENDA.>>YEAH, WE MOVED IT OFF.>>OH, WE HAVE TO MOVE IT BACK ON.>>OH.>>WELL–>>NO, IT’S ON P, 14. DISCUSSION ACTION ITEMS.>>YEAH.>>WE MOVED IT TO THAT.>>SORRY. THANK YOU. OKAY. SO THAT IS THE NEXT DISCUSSION ITEM THEN. DID I MISS THAT? I DID MISS THAT.>>NO, IT’S P.>>YOU’RE GOOD.>>WE’RE UP TO IT RIGHT NOW.>>SORRY.>>SO IT’S STILL WITHIN–>>IT’S STILL P, IT’S JUST NOT UNDER CONSENT AGENDA ANYMORE.>>NOT UNDER CONSENT AGENDA.>>IT’S EXTRICATED.>>OKAY.>>I HAVE A QUESTION.>>YES.>>I MOVE TO ACCEPT THE CONSENT AGENDA WITHOUT– WHAT NUMBER WAS THAT?>>WE ALREADY DID THAT. THAT WAS PART OF THE AGENDA.>>OKAY. SO WE APPROVED ALL THAT?>>OKAY. SO WE ONLY HAVE TO APPROVE THE ONE?>>YEAH. MY QUESTION IS, DO WE DO THEM ALL AT THE SAME TIME, OR IF WE WANT TO PULL ONE OUT, AND VOTE ON IT SEPARATELY– JUST IN CASE, I DON’T KNOW–>>THERE COULD BE A VOTE FOR EVERYTHING EXCEPT THE LAST ONE?>>SURE, SURE.>>YEAH, JUST– I DON’T WANT EVERYTHING TO GO DOWN FOR SOME REASON.>>I THINK THAT WOULD BE EASIER.>>SO THEN WHAT I HEAR YOU SAY IS THAT WE ARE MAKING A MOTION–>>[ INDISTINCT ]. — TO APPROVE ALL OF THE CRITERIA LISTED EXCEPT FOR THE CRITERIA FOR SECTION 297 MARSHALL PLAN FOR TALENT, COMPETITIVE GRANTS. IS THAT WHAT I HEAR? WE’RE PULLING THAT ONE SEPARATE?>>YEAH, THAT’S WHAT I HAD MADE THE MOTION ON.>>OKAY.>>STARTING WITH THE FLINT DECLARATION OF EMERGENCY GRANTS AND ENDING WITH–>>CRITERIA FOR SECTION, YES, 21S–>>–KINDERGARTEN ENTRY OBSERVATION TOOL.>>GOING THROUGH THEN. SO WE HAVE A MOTION. LUPE HAS A MOTION. WE HAVE A SECOND?>>SECOND.>>OKAY.>>ALL OF THOSE IN FAVOR SIGNIFY BY SAYING AYE.>>AYE.>>ANY OPPOSED, SAY NAY. MOTION CARRIES. NEXT IS CRITERIA FOR SECTION 297. THAT’S THE MARSHALL PLAN FOR TALENT COMPETITIVE GRANTS. DO I HAVE A MOTION TO APPROVE?>>WE HAVE TO MAKE A– SO MOVED.>>SUPPORT.>>OKAY. I HAVE A MOTION. I HAVE SUPPORT. ANY ADDITIONAL DISCUSSION?>>YEAH, I DO. SORRY.>>IT’S OKAY. I JUST WANTED TO– I HAD TALKED ABOUT A NUMBER OF THINGS THAT I WOULD FEEL MORE COMFORTABLE WITH. AND I DIDN’T REALLY GET TO HEAR A RESPONSE ON WHETHER OR NOT THOSE THINGS WOULD BE CONSIDERED OR EVEN PUT, MAYBE, IN THE APPLICATION.>>SO THE– FROM WHAT I KNOW OF BOTH THE PROGRAM AND– BOTH THE MARSHALL PLAN PROGRAM AND THE SCHOOLS THAT I’VE SEEN THIS IN, THEY SEEMED COHERENT TO ME. WHETHER OR NOT THEY CAN BE INCLUDED IN SOMETHING, I DON’T KNOW. I’VE NEVER SEEN AN IN-PERSON PROJECT-BASED MASTERY LEARNING PROGRAM THAT’S ASSESSED BY COMPUTER. I’M HEARING MORE AND MORE THAT WE’RE REFERRING TO THE EAA AND A COMPUTER-BASED ONLINE LEARNING SYSTEM THAT DID THAT TOO.>>I THINK YOU ARE CONFUSING ME WITH MICHELLE.>>NO, NO, I’M JUST SAYING, FROM BOTH TOM AND MICHELLE.>>OKAY.>>AND I’M JUST SAYING, WHEN YOU HAVE FACE-TO-FACE TEACHERS YOU ASSESS IN PROJECTS FACE-TO-FACE.>>YEAH, BUT PROJECT-BASED IS NOT THE SAME AS COMPETENCY-BASED.>>MY LAST POINT WAS NOT TO SUPPLANT THE TEACHER.>>RIGHT.>>IT SEEMED CONSISTENT WITH ME.>>I’M JUST LOOKING FOR AN ANSWER ON WHETHER OR NOT THAT WOULD EVEN BE CONSIDERED.>>YEAH. BECAUSE IT WOULD MAKE ME FEEL MUCH BETTER ABOUT VOTING FOR IT, IF I KNEW THAT THINGS LIKE CLEARLY-STATED GOALS AND OBJECTIVES WERE PART OF THE APPLICATION PROCESS.>>AND I KNOW THERE WAS SOME DISCUSSION ON THE DEPARTMENT ON THAT, AND I TOTALLY DEFER TO THE DEPARTMENT ON– IT’S YOUR PROCESS.>>WHICH I DO TOO. BECAUSE I DON’T KNOW HOW THAT WORKS.>>AND I SPOKE WITH WENDY, AND WENDY SAID WE WOULD DEFINITELY PUT THESE IN OUR GUIDANCE DOCUMENTS THAT WOULD GO ALONG WITH THE APPLICATION.>>THANK YOU.>>FOR ME, THE ASSURANCE THAT IT’LL BE A CONSORTIUM WHERE PARENTS AND TEACHERS WILL BE PART OF THAT CONSORTIUM, I WOULD SAY THE PRESIDENT OF THE TEACHER’S UNION–>>YEAH, WE HAVE THAT.>>RIGHT?>>YEAH.>>THAT WAS ONE OF THE ONES THAT CASSANDRA MENTIONED.>>YEAH, YES.>>SO IN THE GUIDANCE, YES.>>OKAY.>>I GUESS TO BE CLEAR, THOUGH, YOU MIGHT PROVIDE GUIDANCE, BUT YOU CAN’T CHANGE THE CRITERIA.>>THAT’S CORRECT.>>THAT’LL STILL– IT’S NOT GOING TO BE A CRITERIA REQUIREMENT THAT THEY NOT SUPPLANT TEACHERS WITH ONLINE INSTRUCTION, RIGHT?>>WE CAN’T PUT IT IN TO THE CRITERIA.>>BUT YOU ARE EVALUATING?>>BUT WE ARE EVALUATING EACH OF THE APPLICATIONS, AND APPROVING EACH OF THE APPLICATIONS. WE ACTUALLY HAVE A PRE-APPLICATION PROCESS THAT HAS TO BE MET BEFORE THE CONSORTIUMS WOULD GO INTO THE FULL APPLICATION.>>AND YOU WOULD BE FOLLOWING THE GUIDELINES WHEN APPROVING OR NOT APPROVING?>>YES, YES.>>AND CAN WE ALSO DISCUSSED HAVING TEACHERS [ INDISTINCT ] NOT COMPUTER-BASED–>>ABSOLUTELY. ABSOLUTELY. COMPUTERS DON’T TEACH. TEACHERS TEACH.>>BUT I HAVE CONCERNS WITH–>>A LITTLE EDITORIALIZING THERE.>>I HAVE CONCERNS WITH THE COMPOSITION OF THESE CONSORTIAS, THAT PARENTS– YOU KNOW, THERE’S NOT CRITERIA REQUIRING SIGNIFICANT PARENTAL INVOLVEMENT. THE INNOVATIVE PARTNERSHIPS WITH EMPLOYERS, I THINK IT’S VERY MURKY AS TO WHICH EMPLOYERS, AND WHAT THAT ROLE IS GOING TO BE. I AM NOT SURE. I HEARD THAT IT WAS A GRAY AREA ABOUT ELEMENTARY BEING INVOLVED WITH THE LARGEST OF $37 MILLION COMPETENCY-BASED INSTRUCTION FOR HIGH-DEMAND FIELDS. I WOULD FEEL MUCH BETTER IF IT WAS A 9 THROUGH 12 THAT WE WERE TALKING ABOUT. YOU KNOW, THE COMMITMENT THAT IS REQUIRED UNDER THE LARGER ONE, THE LARGER GRANT TO COMMIT TO ADOPT THE PRINCIPLES OF COMPETENCY-BASED EDUCATION MODEL FOR THE WHOLE DISTRICT OR THE WHOLE SCHOOL IS PROBLEMATIC TO ME. I FEEL THAT WE’RE ASKING THEM TO COMMIT TO SOMETHING THAT COULD BE VERY PROBLEMATIC AND HAVE NEGATIVE CONSEQUENCES. SO I MEAN, I NEED TO VOTE NO.>>ANY OTHER DISCUSSION? EILEEN?>>I’D JUST LIKE TO POINT OUT THAT THIS IS STILL SUBJECT TO LOCAL SCHOOL BOARDS. AND ANY DISTRICT THAT PUT TOGETHER SOMETHING WITH OUTSIDERS WITHOUT INVOLVING ITS COMMUNITY MEMBERS WOULDN’T HAVE THAT SAME SCHOOL BOARD FOR VERY LONG, OR THAT SAME SUPERINTENDENT. SO I THINK AS I LISTEN TO THE COMMENTS THAT CASANDRA REFLECTED ON, WE’RE NOT THAT FAR APART. I’VE SEEN GOOD THINGS, AND YOU FOLKS ARE AFRAID OF BAD THINGS THAT YOU HAVE EITHER SEEN OR READ ABOUT, I HEAR THAT. BUT THIS IS STILL A LOCAL-CONTROL STATE. SO YOU’RE NOT GOING TO DO THIS IF YOUR PARENTS DON’T WANT TO HAVE IT HAPPEN.>>MICHELLE?>>I ALSO JUST WANTED TO GO ON RECORD AS SAYING THAT THE ROLE OF THE BOARD IS TO SET POLICY. AND MY UNDERSTANDING IS THAT’S ALSO TO SET CRITERIA, AND THAT IS SET IN THE CONSTITUTION, AND IT IS SUPPORTED BY THE EXECUTIVE ORDER, WHICH THE SUPPORT OF OUR STATE AFFIRMED. AND IT SPECIFICALLY PROVIDES THAT THE BOARD SHALL RETAIN ITS STATUTORY POLICY-MAKING POWERS, DUTIES, FUNCTIONS, AND RESPONSIBILITIES. AND THIS WAS AFTER GOVERNOR ENGLER SHIFTED ADMINISTRATIVE DUTIES TO THE SUPERINTENDENT. SO I QUESTION THE ROLE OF THE LEGISLATURE IN SETTING CRITERIA AND POLICY FOR EDUCATION, AS INFRINGING ON THE CONSTITUTIONALLY-ESTABLISHED ROLE OF THE BOARD. AND I UNDERSTAND THAT THEY CAN CONTROL THE PURSE STRINGS. BUT IT SEEMS TO ME THAT THIS IS AN INFRINGEMENT ON OUR ROLE, WHERE THEY DIDN’T DELIBERATE IT. THEY STUCK IT IN A BUDGET. IT WASN’T TALKED ABOUT. IT’S A TON OF TAXPAYER MONEY, AND I THINK IT WOULD HAVE BEEN BETTER SERVED TO HAVE IT BE FULLY DELIBERATED AND HAVE PUBLIC COMMENT ON IT, INSTEAD OF, FEELING LIKE IT’S BEING THRUST ON US, REGARDLESS OF HOW WE VOTE. AND I HAVE REAL CONCERNS WITH THAT. FOR THAT REASON, I’M VOTING NO.>>SHEILA, LET ME JUST ADD ALSO THAT THE UNCERTAINTY OF HOW TO DEFINE COMPETENCY-BASED EDUCATION, I’M CONCERNED ABOUT HOW THIS IS GOING TO ROLL OUT, AND THAT IT’S JUST VERY UNCLEAR. EVEN FROM THE EXPERTS, YOU TALKED TO THE GENTLEMEN WHO WAS AT THE END OF THE TABLE SAID, “REAL COMPETENCY-BASED “MODELS” THAT HE’S SEEN, THAT IMPLIES THERE’S SOME UNREAL ONES. I THINK IT’S VERY NEBULOUS. AGAIN, WE DON’T KNOW WHAT THE GOALS ARE, THE END GOALS. IT’S VERY NEBULOUS. AND IT’S A LOT OF MONEY. THERE MAY BE SOME GOOD MODELS OF CB, BUT THAT MAY NOT APPLY TO ALL THE KIDS IN A SCHOOL OR DISTRICT THAT WILL BE REQUIRED TO DO THIS IF THIS IS GIVEN TO THEM.>>THANK YOU, TOM. ANY OTHER DISCUSSION OR COMMENTS? SEEING NONE– SORRY, PAM.>>I’M GOING TO ASK JUST ONE MORE TIME. SO THE ACTION STEPS THAT YOU INITIALLY SUGGESTED, THERE’S NO WAY THAT THOSE CAN COME BEFORE WE MOVE TO A VOTE?>>THAT WOULD MEAN CREATING A GUIDANCE DOCUMENT. SO IF YOU’RE VOTING ON THEM TODAY, NO, EXCEPT WE CAN’T GIVE YOU THE GUIDANCE DOCUMENT TODAY, EXCEPT TO TAKE OUR ASSURANCE THAT WE WILL PUT THEM IN THE GUIDANCE DOCUMENT THAT WE CREATE FOR THE APPLICATION PROCESS.>>IS THAT BECAUSE THERE’S GRAY AREA STILL YET, IN TERMS OF WHETHER OR NOT THE STATE BOARD OF ED SETS CRITERIA, OR THE LEGISLATURE SETS CRITERIA?>>IT’S BECAUSE WHAT’S THE CRITERIA THAT’S IN THE GRANTS ARE SET STATUTORILY. AND WE USE WHAT’S IN THE STATUTE TO CREATE THE CRITERIA. AND THE ONLY TIME THAT WE HAVE MADE MODIFICATIONS TO THE CRITERIA IS FOR CLARITY OF A DEFINITION OR CLARITY OF PROCESS. AND WE WENT BACK AND LOOKED AT ALL PAST BOARD MEETINGS. AND THERE’S NEVER BEEN A TIME WHEN THE BOARD HASN’T APPROVED GRANT CRITERIA.>>SO WE’RE SEEING A NEW SPIRIT, OR A NEW RELATIONSHIP BETWEEN STATE BOARD OF ED AND LEGISLATURE THAT MAYBE NEEDS TO BE IMPROVED?>>AGREED.>>SO I THINK THE NOs HERE TODAY, QUITE POSSIBLY HAVE THAT UNDERPINNING, EVEN IF WE HAVEN’T–>>SO IF THIS IS VOTED DOWN, THEN WHAT’S NEXT STEP?>>THAT’S A GOOD QUESTION.>>THEY GIVE THE $6 MILLION BACK AND LET THE GOVERNOR SPEND IT HOWEVER HE WANTS. [ LAUGHTER ]>>ONE OF THE THINGS WE COULD DO IS CONTACT THE AG’S OFFICE FOR GUIDANCE ON NEXT STEPS.>>BUT IF I’M HEARING YOU CORRECTLY, BECAUSE THIS IS IN STATUTE, WE REALLY HAVE NO FLEXIBILITY.>>WE DON’T HAVE FLEXIBILITY ON THE CRITERIA THAT’S IN THE GRANT APPLICATION.>>BUT WE DEFINITELY HAVE FLEXIBILITY ON THE GUIDELINES. SO WE COULD REQUEST THAT YOU BRING THE GUIDELINES BEFORE THE STATE BOARD OF EDUCATION?>>YES.>>BEFORE THE LEGISLATURE? THE GUIDELINES BEFORE THE LEGISLATURE?>>NO, THE GUIDELINES THAT MDE’S GOING TO COME UP WITH.>>OKAY.>>GUIDANCE OR GUIDELINES?>>GUIDELINE–>>IT WOULD BE A GUIDANCE DOCUMENT FOR COMPLETING THE APPLICATION.>>THAT’S WHERE WE HAVE–>>LEVERAGE, YEAH.>>AND THAT WOULD DELAY THEN, THE GRANTS FROM BEING AVAILABLE TO APPLY. SO THE CONSORTIUMS WOULDN’T BE ABLE TO APPLY UNTIL YOU APPROVED THE GUIDANCE DOCUMENTS, BUT THEN WOULD DELAY BY A MONTH.>>HOW SERIOUS IS THAT? HOW MANY PEOPLE WOULD BE UPSET? OR HOW WOULD THAT AFFECT PEOPLE’S LIVES?>>WELL, WE KNOW THAT THERE ARE SOME DISTRICTS, THAT’VE ALREADY CREATED THEIR CONSORTIUMS, AND THEY’RE GETTING READY TO APPLY.>>GOOD.>>AND WE MENTIONED THE CONCEPT SUMMARY AND THE TALENT AGREEMENT, THOSE ARE READY TO GO. AND LIKE MANY OF THE TIMES YOU APPROVE GRANT CRITERIA, IT OPENS UP THE NEXT DAY, WE WERE PREPARED FOR THAT STEP.>>I DON’T UNDERSTAND WHY IT WOULD DELAY YOU PUTTING THE APPLICATION OUT. BECAUSE THE GUIDANCE IS AN INTERNAL DOCUMENT THAT YOU WOULD USE TO EVALUATE APPLICATIONS.>>BUT TYPICALLY WE SHARE THAT GUIDANCE SO IF YOU ARE APPLYING, YOU KNOW UP FRONT WHAT YOU’RE BEING EVALUATED ON. IT’S LIKE HAVING A RUBRIC FOR EVALUATING A TASK. IF YOU’RE GOING TO APPLY FOR A GRANT, YOU WOULD LIKE TO KNOW, HERE ARE THE CRITERIA, HERE IS THE RUBRIC THAT I’M GOING TO BE EVALUATED ON, WHETHER IT’S MY GRANT’S GOING TO BE ACCEPTED OR NOT, APPROVED OR NOT.>>DO YOU THINK SOME OF THE SCHOOL DISTRICTS HAVE ALREADY CREATED AN APPLICATION?>>MM-HMM. I HAVE TALKED TO THEM.>>SO MAYBE THEY JUST SUBMIT IT.>>WELL, PERSONALLY, I’M WILLING TO VOTE YES, AS LONG AS WE HAVE THE GUIDANCE DOCUMENT THAT WE HAVE INFLUENCE OVER.>>I CALLED A QUESTION.>>YES, YOU CALLED A QUESTION, OKAY. SO BACK TO THE MOTION, WHICH IS TO APPROVE–>>NO, VOTING ON THE CALLED-ON QUESTION FIRST.>>SORRY, THANK YOU. ALL IN FAVOR?>>AYE.>>AYE.>>AYE.>>OPPOSED?>>NO.>>NO.>>SO MOTION CARRIES. UNLESS WE NEED TO DO A ROLL CALL?>>IT WOULD ONLY BE IF WE CHALLENGED. [ LAUGHTER ]>>SORRY, SCREW IT.>>OKAY. AND NOW WE ACTUALLY VOTE ON THE AGENDA ITEM. THANK YOU. EVERY TIME I LEAVE ONE OF THESE BOARD MEETINGS, I GROW MORE AND MORE DENDRITE FROM MY LEARNING EXPERIENCES. [ LAUGHTER ] SO THANK YOU FOR TOLERATING ME AS I AM LEARNING THIS. OKAY. SO WE HAVE A MOTION– NO, I NEED A MOTION.>>NO, YOU HAVE ONE.>>I HAVE A MOTION. WAS THAT BY–>>OKAY.>>LUPE, I HAVE A MOTION. YES. WE HAVE THE DISCUSSION. THEY CALLED THE QUESTION. WE VOTED ON THAT. IT PASSED, SO NOW WE ARE VOTING ON THE MOTION ON THE FLOOR. ALL IN FAVOR SIGNIFY BY SAYING AYE.>>AYE.>>AYE.>>OPPOSED NAY.>>NAY.>>NO.>>WE PROBABLY SHOULD DO A ROLL CALL.>>YEAH.>>FECTEAU?>>NO.>>MCMILLIN? NO.>>PUGH?>>NO.>>RAMOS-MONTIGNY?>>YES.>>SNYDER?>>NO.>>ULBRICH?>>YES.>>WEISER?>>YES.>>ZIELE?>>YES.>>4-4.>>4-4.>>DOESN’T PASS.>>THE NEXT STEPS IN THE PROCESS IS I WILL CALL THE AG’S OFFICE AND ASK FOR GUIDANCE ON HOW TO PROCEED NEXT. AND THEN I’LL COMMUNICATE THAT WITH YOU.>>AND IF THE LEGISLATURE WANTS TO GET BACK TOGETHER AND CHANGE THE CRITERIA AND WORK WITH US, WE’RE OPEN TO THAT TOO.>>TOM, IS THAT WHAT YOU USED TO DO? [ LAUGHTER ]>>THINGS ARE CHANGING.>>WE ALL GROW WITH EXPERIENCE.>>YOU ARE HARDER THAN A ROCK, TOM.>>THANK YOU. [ LAUGHTER ]>>ARE THERE ANY BOARD MEMBERS WHO WISH TO OFFER COMMENTS AT THIS POINT?>>WELL, I–>>YES, LUPE?>>I’D JUST LIKE TO ECHO WHAT MICHELLE WAS TALKING ABOUT, EVALUATIONS, BECAUSE I DID TALK TO A PRESIDENT OF A DISTRICT IN MY AREA. AND THERE’S GREAT CONCERN– AND I DON’T KNOW WHAT THE DEPARTMENT CAN DO WITH THAT EVALUATION PIECE, BECAUSE IT IS CAUSING TOO MANY PROBLEMS WITH THE TEACHING STAFF. AND YOU HAVE THE MORALE SO LOW, YOU’RE GOING TO START A NEW YEAR. I DON’T KNOW HOW THEY CAN TEACH CHILDREN. BECAUSE THEY DON’T FEEL GOOD ABOUT IT. THEY’RE ALREADY ALL WORRIED. IT’S JUST NOT A GOOD SITUATION. SO I DON’T KNOW WHAT WE CAN DO. BUT WHATEVER WE CAN DO, WE SHOULD DO, SOONER BETTER THAN LATER.>>TOM?>>TO BRING UP AN INTERESTING TOPIC, THE SOCIAL STUDY SESSIONS, I’LL JUST SAY THAT– AND THEY ARE FINE– I SAW A COUPLE VIDEOS THAT SEEMED TO INDICATE THAT THE MDE PEOPLE WHO WERE LEADING IT WERE QUITE BIASED AND QUITE PILING ON TO LEGISLATURES. AND I HOPE THAT’S NOT WHAT I SAW, OR THEY WERE NOT SOME OF THE PRESENTERS OR PEOPLE FACILITATING IT. BUT I WOULD ASSUME THEY WOULD BE UNBIASED, HOPEFULLY THEY WOULD JUST BE PRESENTING INFORMATION, GATHERING INFORMATION, BUT NOT BEING PRETTY PILING ON AND PRETTY AGGRESSIVE IN SAYING HOW HORRIBLE SOME OF THESE THINGS ARE.>>I’M SORRY, TOM, DID YOU SAY YOU WERE AT THE SESSION?>>NO, I SAW VIDEOS.>>OKAY.>>AND THEY WERE MDE STAFF MEMBERS?>>NO, THAT’S WHAT IT LOOKED LIKE. IT LOOKED LIKE THEY WERE PRESENTERS. THEY WERE NOT PEOPLE GIVING COMMENT. SO I DON’T KNOW EXACTLY IF THERE WAS, IN SOME INSTANCES, NON-MDE PRESENTING AND GETTING THE FEEDBACK OR INFORMATION, BUT IT LOOKED LIKE THAT, FROM WHAT I SAW. I HAD A FEW OTHER PEOPLE LOOKING AT SOME OF THE TWO EXPERTS THAT WERE CLAIMED TO BE PHONICS EXPERTS IN THE K-6 THAT WE DEALT WITH, THAT ARE GOING OUT. AND, YOU KNOW, THE TWO THAT YOU KNOW, WE DID SOME RESEARCH HAS BEEN DONE IN THE LAST FEW HOURS, AS FAR AS ONE OF THEM AT OU IS INVOLVED WITH THE READING RECOVERY THAT’S QUESTIONABLE IF IT’S ALL THAT GOOD, AND IT’S CERTAINLY NOT PHONICS-FOCUSED. AND THE OTHER, I READ A COUPLE OF ARTICLES BRIEFLY, AND I SAW NOTHING THAT INDICATED PHONICS. SHE WAS TALKING ABOUT THINGS THAT SHOULD BE ELIMINATED, OR THINGS THAT ARE PROBLEMS, BUT THERE WAS NO INTEREST IN PHONICS, SO I’M STILL TRYING TO DETERMINE HOW PHONICS– MAYBE THERE NEEDS TO BE OTHER EXPERTS IN PHONICS WHO EVALUATE THESE. AND I KNOW THEY WILL BE GIVEN PUBLIC COMMENT, SO THEY CAN GIVE IT AT THAT POINT.>>PLENTY OF OPPORTUNITIES.>>RIGHT.>>AND THEN FINALLY, SOME OF THE DISCUSSION WITH THE MARSHALL PLAN AND EVERYTHING, REALLY, I THINK THERE NEEDS TO BE A STRONG DEBATE ABOUT THE PURPOSE OF PUBLIC EDUCATION. BECAUSE I’VE SAID IT BEFORE, IT’S NOT TO GET PEOPLE JOBS. IT’S NOT TO FILL THE NEEDS OF BUSINESSES THAT ARE IN AN AREA. WE REALLY NEED TO TALK ABOUT WHAT REALLY IS THE PURPOSE, CREATING A– HELPING TO BUILD UP A GOOD CITIZEN WHO KNOWS– PEOPLE LIKE LOU GLAZER, WHO SAYS, YOU DON’T KNOW WHAT THE JOBS ARE GOING TO BE IN THE NEAR FUTURE, OR YOU NEED TO HAVE THEM VERY FLEXIBLE. NOT NARROWING EDUCATION, BUT EXPANDING AND MAKING SURE THAT THEY HAVE A LOT OF OPTIONS AND STUFF. SO I THINK IT MIGHT BE HELPFUL AT SOME POINT TO REALLY DEBATE THE PURPOSE OF– MAKE SURE WE LOOK AT WHAT IS THE PURPOSE OF PUBLIC EDUCATION. THAT’S ALL.>>THANK YOU. MICHELLE?>>I JUST WANTED TO ALSO TALK ABOUT THE TEACHERS THAT WE MET, IN SOUTHFIELD. AND WE SPOKE ABOUT THE TEACHER EVAL SYSTEM. AND THERE WERE A LOT OF SPECIAL EDUCATION TEACHERS WHO SAID THAT THE WAY THEY WERE EVALUATED, SOMETIMES THEY WERE GIVEN THE AGGREGATE SCORE OF THE SCHOOL. THEY CAME UP WITH ALL KINDS OF SCHEMES OF HOW IT WAS JUST NOT BEING IMPLEMENTED IN A WAY THAT WAS FAIR. AND IT’S NOT JUST THE TEST SCORES. PEOPLE WHO WERE NOT LIKED BY THE PRINCIPAL WERE GRADED HARSHLY. ONE WOMAN WHO SAID SHE HAD QUIT, SHE CAME FROM A STATE WHERE SHE HAD BEEN RATED VERY WELL, AND NOW SHE CAME HERE, AND SHE WAS MINIMALLY EFFECTIVE. AND SHE SAID, “I’M THE SAME TEACHER. “I’M DOING THE SAME THINGS.” IT JUST SEEMED LIKE THESE FOLKS WERE JUST REALLY– THEY WERE COUNTING THE DAYS TO RETIREMENT. THERE WAS A GENTLEMAN WHO ALSO QUIT. AND THERE’S ONE WOMAN WHO WAS A FACULTY MEMBER WHO WAS ONE OF HER BEST STUDENTS, SHE WAS TRYING TO CONVINCE THIS OTHER SPECIAL ED TEACHER NOT TO QUIT, AND SHE SAID, “I JUST CAN’T TAKE IT. “THE ARBITRARINESS, AND THE “UNFAIRNESS AND THE STRESS OF IT.” SO IT JUST REAFFIRMS TO ME THAT IT’S BAD POLICY, AND IT’S BEEN THRUST UPON US, AND IT NEEDS TO BE REVISITED. AND IT NEEDS TO BE CORRECTED.>>I WOULD ACTUALLY RECOMMEND– BECAUSE I THINK ALL THESE ARE GREAT IDEAS– THAT MAYBE THE LEGISLATIVE COMMITTEE NEEDS TO COME UP WITH A LIST OF THINGS THAT WE WANT TO ADVOCATE FOR, PARTICULARLY WE HAVE A WHOLE NEW CROP OF LEGISLATURES COMING IN AFTER THE FIRST OF THE YEAR. MAYBE THAT’S A GREAT OPPORTUNITY FOR US TO PULL THEM TOGETHER, EDUCATE THEM ON WHAT THESE ISSUES ARE, AND SEE IF WE CAN’T IMPACT SOME OF THIS.>>[ INDISTINCT ] MEET AND GREET.>>RIGHT.>>MM-HMM, YEAH.>>YEAH. BUT I’M ACTUALLY TALKING ABOUT LONGER-TERM ISSUES WE CAN ADVOCATE ON BEHALF OF, SPECIFICALLY.>>WELL, USUALLY WE DON’T HAVE AN AGENDA LIKE THAT.>>RIGHT.>>BUT OKAY.>>PAM?>>AND I KNOW– I ALWAYS FEEL– I WON’T APOLOGIZE, BUT I ALWAYS FEEL THAT IT’S IMPERATIVE THAT WE ADDRESS SOME OF THE ISSUES THAT ARE BROUGHT TO US BY THE PEOPLE WHO COME TO THE TABLE. AND FORTUNATELY, THEY DON’T GET TO HEAR US DO THAT. BUT AS IT RELATES TO THE SOCIAL STUDY STANDARDS, I DID END UP GOING TO AT LEAST– I WENT TO THREE OF THE SESSIONS. AND I WILL HAVE TO SAY THAT I WAS REALLY IMPRESSED BY THE WAY THE MDE, WHERE IT WAS ABLE TO– AS WELL AS THE CONSULTANTS WERE ABLE TO MANEUVER THOSE CONVERSATIONS. AND I WENT TO FLINT. I WENT TO SAGINAW. AND THEN I WENT TO– WHAT’S THE BIGGER– I CAN’T REMEMBER. THE ONE RIGHT AFTER– IT WASN’T OAKLAND COUNTY– MAYBE IT WAS OAKLAND COUNTY.>>YEAH, YOU WERE AT OAKLAND.>>SO THAT’S RIGHT, BECAUSE YOU COULDN’T MAKE IT.>>MM-HMM.>>AND THE CROWDS GREW. BUT THE WAY THAT THEY WERE ABLE TO MANEUVER THOSE CROWDS, AND I’M REALLY HAPPY THAT THEY WERE ABLE TO, RIGHT AWAY, RECOGNIZE THAT THERE NEEDED TO BE A PAUSE IN THAT DISCUSSION. I KNOW AS BOARD MEMBERS, WE WERE ABLE TO EMPHASIZE THAT WE WERE IN NO RUSH. BUT I WAS HAPPY THAT THE DEPARTMENT STEPPED UP RIGHT AWAY AND RECOGNIZED THAT AS WELL. ONE OF THE THINGS, OBVIOUSLY, THAT COMES OUT OF THAT IS, THAT AS WE BRING GROUPS TOGETHER AND WE TALKED ABOUT THIS AT DIFFERENT– WHETHER IT’S THE DASHBOARD OR WHETHER IT’S THE PRESENTATION THAT WE DID ON EARLY CHILDHOOD–>>ELEMENTARY TEACHER PREPARATION STANDARDS?>>YES. HOW WE ARE ENGAGING COMMUNITY. I THINK THAT IT’S REALLY IMPERATIVE IF THERE’S ANY WAY THAT WE CAN BE ALERTED, AND THAT WE KNOW HOW THESE THINGS ARE GOING ON AHEAD OF TIME, SOMEHOW THAT GOT WAY PAST US. AND I WASN’T AWARE WHO WAS AT THOSE TABLES. I KNOW WE HAD THE DISCUSSION IN 2015 OR SO, OR SOMETHING LIKE THAT, AROUND– AND WE ARTICULATED SOME GROUPS THAT WE KNEW NEEDED TO BE AT THE TABLE, THAT ENDED UP NOT BEING AT THE TABLE. WE’VE TALKED ABOUT THAT. BUT JUST MOVING FORWARD, HOW DO WE MAKE SURE AS EILEEN SAID, THAT WE’RE MAKING SURE THAT WE’RE INCORPORATING ALL OF THOSE GROUPS. I KNOW VENESSA AND ALISANDE AND I ARE WORKING ON SOME THINGS AND MOVING FORWARD, I KNOW THAT WE’VE BEEN ABLE TO WORK ON SOME THINGS. BUT JUST KEEPING THAT IN MIND. DEAF AND HARD-OF-HEARING, BEING IN FLINT, I DEFINITELY UNDERSTAND. I’M LEARNING EVERY DAY HOW ACCESS TO INFORMATION IS A BARRIER FOR THAT POPULATION. SO WHATEVER WE CAN DO TO EDUCATE OURSELVES ON THAT POPULATION, AND THE BARRIERS THAT THEY EXPERIENCE. TO ME, IT’S BEEN AN EYE-OPENER. JUST RECENTLY WE MET WITH A BIG GROUP. AND I LEARNED SO MUCH FROM THAT GROUP. THE CHILD CARE FUNDING, WE TALKED ABOUT THAT, I THINK, AT OUR LAST MEETING. THERE WERE SOME QUESTIONS THAT WERE RAISED. I CAN’T REMEMBER WHAT QUESTIONS WE ASKED. BUT IF THERE’S ANY OTHER PRESENTATIONS THAT WE CAN HAVE ON THE FUNDING FOR CHILD CARE THAT’S AVAILABLE TO THOSE FACILITIES AS WELL AS TO PARENTS. I’VE WORKED IN EARLY CHILDHOOD PROGRAMS, AND I DO KNOW THAT IS A HUGE BARRIER, AS WE TALK ABOUT EARLY CHILDHOOD. WE KNOW THAT PARENTS HAVING ACCESS TO AFFORDABLE CHILD CARE, LIKE WE SAID, IS A HUGE BARRIER. AND WHEN WE HAVE THINGS LIKE MEDICAID WORK REQUIREMENTS AND ALL OF THAT THAT’S AT PLAY, IT ONLY COMPOUNDS THAT. THE PARTNERSHIP DISTRICTS, WE TALKED ABOUT THAT A LITTLE BIT BEFORE. WE HAD THE PRESENTATION WHERE WE’RE TALKING ABOUT EMPLOYEES. BUT AT THE SAME TIME, OBVIOUSLY THIS IS A VERY CRITICAL SITUATION. WE DEFINITELY NEED OUR PARTNERSHIP DISTRICTS TO WORK. WE NEED LIAISONS THAT CAN BE IN BUILDINGS THAT CAN HELP SCHOOLS TO IDENTIFY PROBLEMS, AS WELL AS HELP THEM TO WALK THROUGH SOLUTIONS TO THOSE PROBLEMS. WE NEED TO RECOGNIZE– AND I THINK THAT WE DO– THAT THERE IS NO COOKIE-CUTTER APPROACH TO THIS. THE COMMUNICATION HAS TO BE BACK AND FORTH. AND IT HAS TO BE WHERE THE LIAISON IS TALKING TO THE DISTRICTS, THE DISTRICTS ARE TALKING TO THEIR PARTNERS. AND THEN THEY’RE ABLE TO BRING THAT INFORMATION BACK TO MDE, AND MDE ACTING ACCORDINGLY TO THAT INFORMATION. AND WE KNOW THAT THAT IS VERY CRITICAL. I THINK THAT THAT’S ABOUT IT, ONE QUESTION THAT I DO HAVE IS THE HEALTH COMMITTEE, I HAVE NOT HEARD ANYTHING. HAS THERE BEEN A MEETING?>>FOR WHAT?>>I’M LOOKING AT KYLE.>>OH.>>BUT I DON’T KNOW IF KYLE IS STILL– THE HEALTH COMMITTEE. THE SCHOOL HEALTH–>>THE BOARD IS [ INAUDIBLE ].>>OKAY. OKAY. OKAY. IT’S RICHARD AND I. WE HAVEN’T MET SINCE THE NEW BOARD HAS– BUT IT WAS ALWAYS SOMEONE WITHIN THE DEPARTMENT THAT HELPED US TO CONVENE THOSE–>>[ INDISTINCT ]>>WHITNEY.>>YES, WHITNEY [ INDISTINCT ]. SHE WOULD CALL. SHE WOULD CALL THEM.>>YEAH, SOMEONE WENT OUT ON MATERNITY LEAVE, AND I DON’T THINK THAT WE–>>SHE HAD GONE OUT, THEN SHE CAME BACK.>>OKAY.>>WE’LL GET SOME INFORMATION ON THAT IN THE BOARD BRIEF, PAM.>>IF THE BOARD WOULD LIKE TO MEET AGAIN, WE HAVE STAFF READY TO ORGANIZE IT FOR YOU.>>OKAY. THAT’S IT FOR ME.>>THANK YOU. ANYONE ELSE TODAY? OKAY. FUTURE MEETING DATES, STATE BOARD OF EDUCATION FUTURE MEETING DATES. NEXT MONTH IS TUESDAY, SEPTEMBER 11, 9:30, REGULAR MEETING, FOLLOWED BY TUESDAY, OCTOBER 9TH, 9:30, REGULAR MEETING. AND THEN IN NOVEMBER, TUESDAY, NOVEMBER 13TH, REGULAR MEETING AT 9:30. AND THEN TUESDAY, DECEMBER 11TH, REGULAR MEETING AT 9:30. TENTATIVE AGENDA ITEMS FOR FUTURE MEETINGS. FOR THE NEXT MEETING IF THERE ARE SPECIFIC ITEMS THAT THE BOARD WOULD LIKE INCLUDED, LET US KNOW. AND FOR FUTURE MEETING ITEMS, I HAVE THREE THINGS THAT I HEARD TODAY, TEACHER EVALUATION AND ADVOCACY EFFORTS, PURPOSE OF PUBLIC EDUCATION AND FUNDING FOR CHILD CARE AND DEVELOPMENT PROGRAMS. IF THERE ARE ANY OTHER ADDITIONAL ITEMS OR TOPICS, PLEASE LET US KNOW.>>I THINK THAT WE SHOULD HAVE A LITTLE TALK ABOUT HOW WE CAN COOPERATE A LITTLE MORE WITH THE LEGISLATURE.>>OKAY.>>YEAH. LEGISLATIVE OUTREACH.>>OR HOW THEY COULD COOPERATE MORE WITH US.>>WELL, I THINK THAT WOULD BE WISE. [ LAUGHTER ]>>WELL, THAT WE CAN’T CONTROL, BUT WE CAN CONTROL HOW WE WORK WITH THEM.>>BETTER TOGETHER.>>GETTING ON THE SAME PAGE.>>GETTING ON THE SAME PAGE WOULD BE HELPFUL. ALL RIGHT.>>I WOULD LIKE–>>YES?>>FOR THE NEXT AGENDA ITEM, I WOULD LIKE TO SEE WHAT THE GUIDELINES ARE AND REVISIT THE GUIDELINES, WITH REGARD TO THE MARSHALL PLAN. SO THAT COULD BE ON THE NEXT AGENDA, IF IT’S NOT RESOLVED BEFORE THEN.>>ALL RIGHT. I WILL DO THAT. ALL RIGHT. THANK YOU.

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