Michigan State Board of Education Meeting for June 11, 2019 – Afternoon Session 2


>>THE NEXT ITEM ON TODAY’S AGENDA IS STATE AND FEDERAL LEGISLATIVE UPDATES. I WILL NOW TURN THIS OVER TO LUPE RAMOS-MONTIGNY, CHAIRPERSON OF THE BOARD’S LEGISLATIVE COMMITTEE.>>OKAY, MARTY, DO YOU HAVE A COPY OF IT?>>MARILYN HAS A COPY– I SENT IT. I EMAILED IT LAST WEEK, AND THEN WE HAVE COPIES TO REMIND EVERYONE.>>OKAY, SO WE CAN GO HOME. WE’LL GET TO THIS ITEM, AND WE HAVE GIVEN YOU A BOOKLET NOW. WE’RE REALLY WORKING HARD ON ALL THESE DIFFERENT THINGS, ITEMS THAT ARE PRIORITIES TO THE MEMBERS OF THE STATE BOARD. SO THE LEGISLATIVE COMMITTEE, LUPE RAMOS-MONTIGNY, JUDY PRITCHETT, NIKKI SNYDER AND TIFFANY TILLEY COME BEFORE YOU WITH THIS REPORT. SO WE’LL HAND IT OVER TO MARTY, BUT I KNOW THAT YOU READ THE PAGE NINE, WHICH IS THE LAST PAGE IN THIS DOCUMENT IS THE STATEMENT SUPPORTING THE FULL RANGE OF OPPORTUNITIES IN THE MICHIGAN MERIT CURRICULUM. AND SO THAT’S WHAT ONE ITEM WE WILL BE VOTING ON, THAT’S AN ACTION ITEM. SO– AND JUDY WILL BE PRESENTING THAT ITEM TO US A LITTLE LATER. SO MARTY.>>YEAH, SO THE LEGISLATIVE COMMITTEE MET THE 28TH OF MAY, IS THAT CORRECT? AND SO THERE ARE– IN THIS REPORT, THERE ARE SOME BILLS THAT– LEGISLATIVE UPDATES THAT WE HAVE DISCUSSED BEFORE, LIKE THE POST-LABOR DAY START HAS PASSED THE HOUSE EDUCATION COMMITTEE AND THE HOUSE WAYS AND MEANS COMMITTEE FOR CONSIDERATION. THERE ARE NO PLANS THAT WE UNDERSTAND TO MOVE THOSE. PUBLIC INNOVATION DISTRICTS, THOSE BILLS WERE DISCUSSED, I BELIEVE, AT LAST MONTH’S MEETING. THEY DID GET REPORTED OUT OF THE HOUSE EDUCATION COMMITTEE. AND WE OPPOSED– THE DEPARTMENT OPPOSED THOSE BILLS LAST– MAYBE THEY DIDN’T GET OUT OF COMMITTEE. THEY’RE NOT OUT OF COMMITTEE YET, ARE THEY?>>SORRY?>>THOSE– ARE THEY OUT OF COMMITTEE YET, THE [ INDISTINCT ] BILLS. THEY ARE NOT, BUT THEY’RE BEING DISCUSSED IN THE HOUSE EDUCATION COMMITTEE. THE DEPARTMENT OPPOSED THE BILLS LAST SESSION, AND WE OPPOSE THEM THIS SESSION AS WRITTEN. THEY CONTINUE TO REFUSE CONSIDERATIONS IN HEALTH EDUCATION. ALL BILLS THAT WERE DISCUSSED LAST MEETING AS THE BILLS TO AMEND THE MICHIGAN MERIT CURRICULUM, AND YOU CAN SEE ON PAGE FIVE, A BRIEF DESCRIPTION OF WHAT THOSE DO. AND THEN I BELIEVE CASANDRA HAD REQUESTED LAST MONTH TO PREPARE A STATEMENT ON THOSE BILLS. AND SO I’LL PASS IT OVER TO JUDY.>>ALL RIGHT, THANK YOU. AS LUPE’S INDICATED, ON PAGE NINE, WE HAVE A STATEMENT THAT WE HAVE DRAFTED THAT HOPEFULLY ENCOMPASSES A COUPLE OF THINGS. ONE IS OBVIOUSLY OPPOSE ANY ATTEMPT TO CHANGE REQUIREMENTS IN THE MERIT CURRICULUM RELATED TO THE ARTS OR CTE BECAUSE OF SOME OF THE BILLS THAT ARE CURRENTLY IN PROCESS OVER THERE. BUT WE ALSO RECOGNIZE THE FACT THAT THERE NEEDS TO BE FLEXIBILITY SOMETIMES FOR US, ESPECIALLY FOR A HIGH SCHOOL STUDENT. EITHER GET THEMSELVES INTO CREDIT PROBLEMS OR THEY GET INTO CREDIT PROBLEMS, THEY SHOULDN’T BLAME THE SCHOOL. OR OTHER THINGS CAN HAPPEN AND THEY MIGHT NEED TO ADJUST THEIR CURRICULUM. AND THAT CERTAINLY HAPPENS WITH SPECIAL NEEDS STUDENTS SOMETIMES WHERE WE HAVE TO DO A PERSONAL CURRICULUM WITH THEM. SO WE TRIED TO ALSO INCLUDE IN THERE SOME LANGUAGE ABOUT– AND THAT’S WHAT YOU’LL SEE IN THE LAST PARAGRAPH, LAST COUPLE SENTENCES– ABOUT THE FACT IF THERE DOES NEED TO BE ANY CHANGES IN THE CURRICULUM, OR A COURSE OF STUDY, THAT THAT– THAT PARENTS AND COUNSELORS OBVIOUSLY BE INVOLVED IN THAT, WHICH IS KIND OF THE PRACTICE NOW, HOPEFULLY, MOST HIGH SCHOOLS. SO-SO ANYWAY, SO THERE IT IS. SO ON YOUR MARK, GET SET, GO. [ LAUGHTER ]>>I’M SORRY, YES.>>DO WE HAVE TO MAKE A– I’M SORRY. [ INDISTINCT CHATTER ]>>ARE WE MAKING A MOTION TO-TO ADOPT THE STATE–>>I’LL MAKE A MOTION TO ADOPT THE STATEMENT.>>SUPPORT.>>OKAY, WE HAVE A MOTION. WE HAVE SUPPORT. AND NOW WE’LL OPEN IT TO DISCUSSION. CASANDRA?>>SO I READ THIS SEVERAL TIMES AND I HAVE TO ADMIT I DIDN’T QUITE UNDERSTAND WHAT WE WERE SAYING.>>OKAY.>>SO ARE WE OPPOSING? ARE WE SUPPORTING? ARE WE TAKING NO STANCE WHATSOEVER?>>WELL, THE FIRST TWO PARAGRAPHS BASICALLY SAY, YOU KNOW, WE SUPPORT A WELL-ROUNDED CURRICULUM. SO THAT’S-THAT’S MORE SET UP. REALLY, THE FIRST SENTENCE OF THE LAST PARAGRAPH, WE OPPOSE ANY ATTEMPT TO CHANGE STATE LAW THAT MAY LEAD LOCAL DISTRICTS TO ELIMINATE VITAL PROGRAMS IN THE ARTS AND WORLD LANGUAGES, BECAUSE THAT HAD BEEN SPECIFICALLY WHAT WE HAD TALKED ABOUT AT THE TABLE HERE. BUT THEN AGAIN, AS I SAID, WE HAD THIS DISCUSSION ABOUT, BUT WE ALSO RECOGNIZE SOMETIMES THERE NEEDS TO BE FLEXIBILITY. SO WE ADDED THAT LAST PART OF THAT FOURTH PARAGRAPH. THE FIRST TWO PARAGRAPHS REALLY ARE JUST INDICATING THAT THE BOARD, YOU KNOW, SUPPORTS A WELL-ROUNDED CURRICULUM.>>BUT THE THIRD PARAGRAPH KIND OF ALLUDES TO THE FACT THAT WE’RE SUPPORTING IT. AND THEN THE FOURTH PARAGRAPH ALLUDES TO THE FACT THAT WE DON’T SUPPORT IT. THAT’S WHERE MY CONFUSION’S COMING IN.>>YOU MEAN, STARTING WITH SENTENCE TWO IN THAT FOURTH PARAGRAPH. BECAUSE THE FIRST–>>NO, I’M TALKING ABOUT THE THIRD PARAGRAPH. TALKS ABOUT THE ARTS AND LANGUAGES BUT THEN THROWS IN COMPUTER SCIENCE, COMPUTER CODING, CAREER AND TECHNICAL EDUCATION.>>OH, OKAY, I’M SORRY, ALL RIGHT.>>YEAH, AND THEN IT SAYS, BUT WE OPPOSE ANY ATTEMPT TO CHANGE STATE LAW THAT MAY LEAD LOCAL SCHOOL DISTRICTS TO ELIMINATE VITAL PROGRAMS IN THE ARTS AND WORLD LANGUAGES. BUT THAT’S– THAT WAS KIND OF THE POINT OF THE PARAGRAPH AHEAD IS THAT BY-BY GIVING THAT QUOTE-UNQUOTE FLEXIBILITY, IT MIGHT LEAD LOCAL DISTRICTS TO ELIMINATE THE ARTS PROGRAMS.>>RIGHT, SO MAYBE WE DON’T NEED THAT THIRD PARAGRAPH.>>WELL, THE DISCUSSION IN THE COMMITTEE MEETING WAS WHAT JUDY WAS SAYING THAT FLEXIBILITY IS NEEDED. WE WERE DISCUSSING THE BILLS AND THE FACT THAT DURING THE LEGISLATIVE PROCESS, BILLS CHANGE. AND SO THE IDEA THAT THE BOARD WOULD OPPOSE A BILL KNOWING THAT IT MAY CHANGE DOWN THE ROAD. WE DISCUSSED THE FACT LET’S MAKE A STATEMENT, POSSIBLY, MAKE A VALUE STATEMENT ON WHAT THE BOARD DOES SUPPORT. AND INSTEAD OF COMING OUT ACTUALLY AGAINST BILL NUMBERS, WHICH MAY– YOU KNOW, THE LANGUAGE IN A BILL MAY CHANGE. SO I THINK THE LANGUAGE IN THE THIRD PARAGRAPH STATES THE VALUE THAT THE BOARD WAS ABOARD, THAT THE BOARD SUPPORTS ALL OF THESE IDEAS. AND THEN THE SECOND– OR THE LAST PARAGRAPH SAID, BASICALLY, THAT THE BOARD WOULD OPPOSE ANY CHANGE THAT MAY LEAN A LOCAL DISTRICT TO ELIMINATE A VITAL PROGRAM. EVEN RECOGNIZING FLEXIBILITY, IT WOULD NOT– SOME DISTRICTS WOULD SAY, “LET’S NOT OFFER “APPLIED ARTS AT ALL. “LET’S NOT– LET’S NOT OFFER “FOREIGN LANGUAGE AT ALL, “LET’S NOT OFFER THIS AT ALL.”>>RIGHT, RIGHT.>>YOU KNOW, CTE OR WHATEVER.>>RIGHT.>>SO WHAT THIS SAYS IS THAT, YOU KNOW, THE BOARD STILL RECOGNIZES FLEXIBILITY IS NEEDED, BUT LET’S NOT HAVE– LET’S NOT PASS A LAW THAT WOULD ENCOURAGE OR WOULD LEAD A DISTRICT TO ELIMINATE A TOTAL PROGRAM.>>OKAY.>>BUT WE’RE– OH, I’M OPEN TO EDIT HERE.>>SO IF-IF I WERE TO EDIT, I WOULD JUST REMOVE EVERYTHING AFTER THAT FIRST SENTENCE IN THE LAST PARAGRAPH, AND THEN I THINK IT– I THINK THAT THE CONFUSION GOES AWAY WHEN YOU DON’T SAY, “WE OPPOSE ELIMINATING, BUT “WE RECOGNIZE FLEXIBILITY.” BECAUSE I THINK YOU TAKE CARE OF THAT FLEXIBILITY POINT IN PARAGRAPH THREE.>>OH, I SEE WHAT YOU’RE SAYING. SO YOU DON’T THINK WE NEED, STARTING WITH, “WE DO RECOGNIZE THAT IN SOME INSTANCES, “BLAH-BLAH-BLAH.” FROM THAT POINT FORWARD.>>YEAH, I THINK YOU JUST END IT WITH A DECLARATIVE STATEMENT, “WE OPPOSE “ANY ATTEMPT TO– THAT WILL “LEAD TO THE ELIMINATION “OF THE ARTS PROGRAMS.”>>IT’S STRONGER THAT WAY, TOO.>>MM-HMM.>>BUT, YOU KNOW, I DO. YEAH. [ INDISTINCT ] WE’RE TRYING TO GET MORE USE OF THE PERSONAL CURRICULUMS TO HELP MORE KIDS GRADUATE. THAT’S ONE OF THE GOALS.>>YEAH, I’M NOT OPPOSED TO FLEXIBILITY AT ALL. I JUST DON’T WANT IT TO LEAD TO AN ELIMINATION OF–>>AN ENTIRE PROGRAM.>>ARTS AND LANGUAGES.>>YEAH, AND LOOK AT PARAGRAPH THREE. I THINK THAT IT GIVES THE OPPORTUNITY TO BE FLEXIBLE. AND PROVIDE OPPORTUNITIES TO SUCCESSFULLY COMPLETE CLASSES IN LANGUAGE ARTS OR WHATEVER.>>OKAY, SO KEEP PARAGRAPH THREE, AND JUST USE THE FIRST SENTENCE OF PARAGRAPH FOUR AS A CONCLUSION.>>YEAH.>>OKAY.>>YEAH, I’M GOING TO AGREE WITH THAT.>>IT SEEMS UNLIKELY WITH THE SEAL OF BILITERACY THAT WORLD LANGUAGES WOULD GO AWAY.>>I’M SORRY, I DIDN’T HEAR YOU, TIF– NIKKI.>>IT SEEMS UNLIKELY THAT WITH THE SEAL OF BILITERACY AND [ INDISTINCT ] PROGRAM, AND THEN SPEAKING CORRECTLY– IT’D BE UNLIKELY THAT WORLD LANGUAGES WOULD GO AWAY. [ INDISTINCT ] POSSIBILITY IN THIS CAPACITY.>>YEAH, I WOULD SAY, THOUGH, BUT LIKE IF YOU THINK OF VERY RURAL AREAS, IT’S REALLY HARD TO FIND PEOPLE TO TEACH THOSE CLASSES. SO IF YOU SAY YOU DON’T HAVE TO HAVE THEM ANYMORE, THEN I COULD SEE–>>WE SURE DO.>>YEAH, THEY GO AWAY.>>I’M MORE CONCERNED ABOUT THE [ INDISTINCT ]– FLEXIBILITY [ INDISTINCT ] WITH A TWO REQUIREMENT. WHO HAS– OR AND NEEDS– YOU KNOW, HAS AN OPPORTUNITY TO TAKE A TWO YEAR CTE IS STRUGGLING WITH THE ALGEBRA II AND NEEDS THAT FLEXIBILITY. AND THAT’S WHERE, YOU’RE RIGHT, MICHELLE, WE NEED TO ENCOURAGE THE DISTRICTS IN ANY WAY WE CAN. AND I KNOW MDE DOES THAT. LOOK, YOU NEED TO LOOK, YOU KNOW, AT EACH INDIVIDUAL STUDENT. IT DOESN’T HAPPEN WITH A WHOLE, BIG GROUP OF STUDENTS, BUT THEY GET TO BE JUNIORS AND SENIORS AND WE’RE TRYING TO GET A MATH CREDIT DONE WHEN THE STUDENTS START SKIPPING SCHOOL BECAUSE THERE’S NO INTEREST TO COME ANYMORE. SO THOSE ARE THE SPECIALIZED CASES.>>BUT TO CASANDRA’S POINT, EVEN MY CHILDREN, IF I DIDN’T SAY YOU ARE GOING TO TAKE SPANISH, BECAUSE– THEY WOULD’VE NEVER TAKEN IT.>>RIGHT.>>SO IF THE SCHOOL DOESN’T PROVIDE THAT OPPORTUNITY AND HAVE THIS AS A REQUIREMENT, THEY’RE NEVER GOING TO. AND WE LIVE IN A GLOBAL SOCIETY NOW WHERE LANGUAGES ARE VERY IMPORTANT. WHO KNOWS WHERE [ INDISTINCT ]. SO I THINK THE MORE WE ENCOURAGE SCHOOLS TO OFFER THEM–>>RIGHT.>>THEY’RE MORE APT TO– FOR STUDENTS TO ENROLL. SO THAT’S WHY I’M OPPOSED TO– BUT WE WANT TO BE NICEY NICE ABOUT IT.>>SURE, YEAH, THERE’S NOTHING WITH– I DON’T MIND FLEXIBILITY.>>YOU KNOW, JUST MAYBE IN THE THIRD PARAGRAPH, INSTEAD OF PROVIDING– IT SHOULD PROVIDED OPPORTUNITIES. MAYBE WE SHOULD– WE COULD SAY ALSO SHOULD BE “PROVIDED “FLEXIBILITY TO SUCCESSFULLY–” AND THEN WE HAVE THAT WORD THERE, TOO. AND THEN WE ELIMINATE ALL THESE OTHER FLEXIBILITY STUFF AND WE JUST CHANGE OPPORTUNITIES. OPPORTUNITIES AND FLEXIBILITY, TO ME, ARE THE SAME THING. BUT IF YOU WANT THAT WORD, FLEXIBILITY, WE COULD CHANGE THE WORD OPPORTUNITIES.>>NO, I’M FINE WITH–>>NO, I THINK WE SHOULD KEEP OPPORTUNITIES.>>YEAH, I’M FINE WITH–>>FLEXIBILITY MEANS, “WELL, “I COULD DO IT, OR I DON’T “HAVE TO DO IT. “I HAVE THAT FLEXIBILITY.”>>YES, NO, BUT WE’RE GIVING THEM THE FLEXIBILITY, THE OPPORTUNITY TO BE SUCCESSFUL SO THEY DON’T TAKE THOSE– THESE OTHER CLASSES, THEN THEY STILL GOT TO BE SUCCESSFUL, BECAUSE WE’RE, YOU KNOW, PROMOTING THAT IN OUR– WELL, ANYWAY, SO I’M OKAY WITH ELIMINATING THE REST.>>THERE– IS THERE AGREEMENT?>>SO I THINK WE-I THINK WE HAVE A FRIENDLY AMENDMENT?>>YES.>>YES. AND WHO MADE THE MOTION?>>JUDY.>>OH, JUDY? AND I-AND I SECONDED, YEAH. OKAY, NOW WE CAN VOTE.>>OKAY. ALL– YES, TOM.>>YEAH, I MEAN, I LIKE THE INTENT, I JUST– SOME OF THE-SOME OF THE STATEMENTS IN THERE. I HAVE PROBLEMS WITH THE TOP 10 IN 10, [ INDISTINCT ] WORKFORCE DEVELOPMENT, THINGS THAT I DON’T THINK THAT I HAVE HAD CONCERNS WITH ALL ALONG, SO I– WHILE I SUPPORT THE INTENT, I’M NOT GOING TO VOTE NO, BUT I’M GOING TO PASS JUST BECAUSE I CAN’T SIGN ONTO SOMETHING THAT SAYS I SUPPORT SOMETHING I DON’T, YOU KNOW.>>IN THE FIRST PARAGRAPH–>>JUST A REMINDER, THE STATE BOARD DID APPROVE MICHIGAN’S TOP 10 IN 10 STRATEGIC PLAN ON FEBRUARY OF 2016.>>OKAY. WE CAN VOTE ON IT.>>WE CAN VOTE? OKAY, SO I’LL START WITH ALL THOSE IN FAVOR, SAY “AYE”.>>AYE.>>AYE. [ LAUGHTER ]>>OPPOSED, NAY? AND ABSTENTIONS.>>YES.>>OKAY.>>IS PASS THE SAME THING AS ABSTENTION?>>ABSTAIN, YEAH.>>JUST A COUPLE OTHER THINGS THERE, ON THE BUDGET, THE STATE BUDGET IS MOVING THROUGH THE PROCESS THROUGH EACH HOUSE. THE FIRST HOUSE, AND THERE HAVE BEEN DISCUSSIONS ON AS TO HOW LONG THE PROCESS IS GOING TO TAKE. I KNOW THAT THE GOVERNOR ON MACKINAW ISLAND SAYS SHE’D LIKE TO GET IT DONE BY THE END OF JULY, NO LATER. ALTHOUGH THERE’S QUESTION ABOUT THAT. THERE’S A LOT OF THINGS ON HER WHOLE BUDGET PLAGUED ON HER WHOLE BUDGET PROPOSAL THAT GO ON– THAT GO INTO THIS CONVERSATION, SO WE LOOK FORWARD TO AN EARLY PASSAGE OF THE STATE BUDGET. THERE ARE A COUPLE OF BILLS THAT YOU MIGHT HEAR ABOUT. THERE’S A PACKAGE OF BILLS ABOUT FINANCIAL DISCLOSURE, AND THERE’S ONE BILL THAT WOULD REQUIRE THE STATE BOARD TO DO FINANCIAL DISCLOSURE, ALSO S– YOU KNOW, ALL THE STATEWIDE ELECTIVE, LEGISLATORS, SUPREME COURT MEMBERS, BASICALLY IT’S A TRANSPARENCY PACKAGE OF BILLS TO DO FINANCIAL DISC– REQUIRED FINANCIAL DISCLOSURES. AND INTRODUCED ALSO TODAY AS SENATE JOINT RESOLU– MUST BE HOUSE JOINT RESOLUTION K, IF YOU RECALL LAST SESSION, REPRESENTATIVE KELLY INTRODUCED A JOINT RESOLUTION TO ELIMINATE THE BOARD OF EDUCATION AND THE STATE SUPERINTENDENT AND MAKE THAT OFFICE DIRECTOR AN APPOINTMENT OF THE GOVERNOR. THAT ALSO HAS BEEN REINTRODUCED THIS SESSION– JUST TODAY, I THINK. SO JUST– YOU MAY HEAR ABOUT THIS. IT STILL NEEDS THE SUPER-MAJORITY IN BOTH HOUSES TO PASS BEFORE IT EVEN GOES TO THE VOTERS, BECAUSE YOU’RE AMENDING THE STATE CONSTITUTION. SO JUST TO KEEP–>>YEAH.>>HORNBERGER, I BELIEVE, INTRODUCED IT, WHO IS THE CHAIR OF THE HOUSE EDUCATION COMMITTEE.>>REALLY?>>YEAH.>>I HEAR– THERE WAS A PACKAGE OF BILLS THAT I WAS KIND OF SURPRISED NOT TO SEE ON HERE. MAYBE I’M MISSING IT– IS THE ONE THAT WOULD AMEND THE STATE CONSTITUTION TO– AROUND EDUCATION. TO– IT CAME OUT– IT WAS IN THE HOUSE EDUCATION COMMITTEE, BUT IT WOULD MAKE IT SO THAT IT’S A– THAT IT WOULD BE A CONSTITUTIONAL REQUIREMENT, OR IS IT– A REQUIREMENT THAT WE PROVIDE AN ADEQUATE EDUCATION, OR SOMETHING LIKE THAT. IT WAS-IT WAS ONE I GOT IN THE– IN THESE THINGS THAT I GET FROM GONGWER. AND I THOUGHT I HAD FORWARDED IT ON TO FOLKS IN COMMITTEE. SO– DO YOU KNOW WHAT I’M TALKING ABOUT? DO YOU KNOW WHAT– THERE WAS A WHOLE SERIES OF NEW– ALL DEMOCRAT SPONSORED, BUT–>>YEAH, BUT ONE OF THE RESOLUTIONS THAT PASSED– [ INDISTINCT ].>>TO AN ADEQUATE– YEAH. BECAUSE I WOULD– YOU KNOW, I THINK THAT’S SOMETHING THAT THE BOARD SHOULD SUPPORT, THAT, YOU KNOW, WE’RE ALL ABOUT ACCOUNTABILITY. MIGHT AS WELL HOLD THE STATE ACCOUNTABLE, YOU KNOW?>>WE’LL ADD THAT TO YOUR– TO YOUR LIST, OKAY?>>YEAH. BECAUSE I THINK IT’S– I THINK IT’S-IT’S NOT ONE TO JUST PUT ON A BACK-BURNER LIST. I THINK WHEN WE’RE HEARING ABOUT, YOU KNOW, THE LAWSUITS AROUND LITERACY AND ALL THIS KIND OF STUFF, ONE OF THE REASONS WHY THERE’S– THAT PEOPLE– YOU KNOW, OTHER STATES HAVE IT IN THEIR CONSTITUTION, AND IT’S A REAL FLAW IN OUR CONSTITUTION, AND IT’S WHY OUR ADEQUACY STUDIES DON’T GET ANY– THEY DON’T– THEY’RE NOT GETTING THE PUSH THAT THEY SHOULD HAVE BECAUSE WE DON’T HAVE– OTHER STATES HAVE– YOU’VE GOT TO PROVIDE AN ADEQUATE EDUCATION. WE HAVE NOTHING. JUST HAVE TO PROVIDE AN EDUCATION– THANK YOU. SO I THINK IT’S SOMETHING THAT’S– IS WHERE– I THINK IT’S SOMETHING THAT SHOULD BE– IT’S AN EASY, TO ME, TO SUPPORT THOSE. AND THEY NEED– THE FOLKS OUT THERE ARE TRYING TO SUPPORT PUBLIC EDUCATION, AND WE SHOULD BE SUPPORTING THEM. SO– THAT’S ALL. I DON’T– I DO NOT THINK IT SHOULD BE A BACK-BURNER. I–>>OKAY.>>I THINK IT’S A– [ INDISTINCT ] ON HERE. ANYWAY.>>MICHELLE, WE’LL ADD THAT TO YOUR LIST OF PRIORITIES.>>ALL RIGHT. THANK YOU.>>THANK YOU.>>WELL, I WILL WRITE UP A STATEMENT TO PROPOSE, AND I WILL DRAFT THAT UP FOR THE NEXT MEETING.>>PASS THAT ON TO THE LEGISLATIVE COMMITTEE.>>YEP.>>CAN YOU SEND IT TO US, PLEASE? SEND IT TO ME.>>I WILL, AND I WILL ALSO PROPOSE IT AT THE NEXT MEETING.>>YES. OKAY.>>OKAY, ANYTHING ELSE? LUPE?>>JUDY, YOU HAVE ANYTHING ELSE?>>NO.>>OKAY, NOW I’LL GO TO TIFFANY FOR NASBE.>>WELL– NO, NO, I WANT TO–>>OH, SORRY, WE’RE STILL ON THIS– SORRY.>>I WANT US TO ADD TO MY LIST OF PRIORITIES. I HAVE ABOUT SOCIAL WORKERS– I WANT TO ALSO ADD TO STRENGTHEN REGULATIONS FOR PARAPROS IN THE CLASSROOM, THEIR QUALIFICATIONS, AND MAKING SURE THAT THEY ARE SUFFICIENTLY STAFFED. [ INDISTINCT CHATTER ]>>AND THEN I WANTED TO MAKE SURE THAT WHAT I TALKED ABOUT EARLIER WOULD BE IN, AND BASICALLY A STATEMENT, AND THAT, YOU KNOW, THE LANGUAGE COULD CHANGE, BUT WHEN THE STATE OF MICHIGAN CONSIDER-CONSIDERS INTERVENING IN LOCAL DISTRICTS, THE LOCAL LEADERSHIP MUST BE AT THE TABLE TO DEVELOP THE PLAN GOING FORWARD. SO, SOMETHING TO THAT TONE.>>YEAH, WERE WE TALKING ABOUT DOING THAT MOVING FORWARD, OR ARE WE TALKING ABOUT DOING THAT TODAY, AS FAR AS THE THOUGHT AROUND BENTON HARBOR AND ANY PLAN THAT’S ON THE TABLE NOW OR MOVING FORWARD?>>WE CAN RELEASE A STATEMENT, BUT ALSO–>>WELL, WE HAVE ONE, DON’T WE? DID WE DRAFT– DID WE MAKE A MOTION LAST–>>AT THE RETREAT.>>AT THE RETREAT.>>YES, WE DELIVERED THAT TO THE GOVERNOR.>>BUT-BUT I WANT THIS TO BE ACROSS THE BOARD, TO GO TO THE LEGISLATORS.>>OKAY, BECAUSE WE NEVER OPPOSED THE PROPOSAL, BECAUSE WE COULDN’T– I MEAN, WE NEVER OPPOSED THE PROPOSAL AT THE TIME BECAUSE THE PROPOSAL HAD NOT BEEN PRESENTED.>>MM-HMM.>>SO WE-WE OPPOSED THAT THE LOCAL BOARD HAD– THAT NO PLAN MOVE FORWARD WITHOUT THE LOCAL BOARD BEING AT THE HELM.>>AT THE TABLE.>>SO I WOULD LIKE TO HAVE A STATEMENT OPPOSING THE-THE CURRENT PROPOSAL.>>THAT WAS MY INITIAL RECOMMENDATION THAT DAY. YEAH.>>BUT WE WERE– YEAH, WE WERE IN AN AWKWARD SPACE. SO I MEAN, I THINK THAT I THANK SHEILA FOR THE LETTER THAT SHE WROTE. IT DEFINITELY CAPTURED THE DISCUSSION, BUT– SO I DON’T KNOW. AND WE WERE ALSO TALKING ABOUT JUST CLOSURE IN-IN GENERAL EARLIER TODAY, AND WE SAID THAT WE WOULD WAIT UNTIL THE LEGISLATIVE MEETING. SO ARE WE GOING TO MOVE THAT SOMEPLACE ELSE? I WOULD LIKE TO– I WOULD LIKE TO MAKE A STATEMENT TODAY ABOUT BENTON HARBOR, THAT WE OPPOSE CLOSURES, AND THAT WE OPPOSE THE CURRENT PLAN THAT’S ON THE TABLE.>>THE GOVERNOR’S PLAN. OR THE STATE OF MICHIGAN PLAN.>>SO ARE YOU MAKING A MOTION?>>I MOVE THAT WE MAKE A STATEMENT.>>I SECOND THE MOTION.>>BUT WE DON’T KNOW– CAN I JUST SAY– WE DON’T KNOW WHAT BENTON HARBOR’S GOING TO COME TO THE TABLE WITH TOMORROW.>>BUT I KNOW I OPPOSE THE ONE THAT’S OUT THERE NOW.>>BUT WHAT IF BENTON HARBOR RECOMMENDS A CLOSURE?>>WELL, THE STATE OF MICHIGAN’S PLAN FOR CLOSURE–>>DON’T YOU WANT TO WAIT ‘TIL TOMORROW AT LEAST AND SEE WHAT THEY PROPOSE TO– YOU KNOW, WHAT THEY DISCUSS?>>WE WON’T MEET IN JULY.>>I WOULD SUPPORT THE LOCAL COMMUNITY MAKING A DECISION, BUT I DON’T WANT TO INTERJECT MYSELF IN A LOCAL DECISION, EITHER.>>WHY DON’T WE SAY THAT WE SUPPORT THE LOCAL BOARDS?>>IT DOESN’T– IT DOES NOT SAY CLOSURE. THEY’RE NOT DOING A CLOSURE, BUT–>>SO WE’RE TALKING TODAY ABOUT LIKE NOT KNOWING WHAT THE PROPOSAL IS BASED ON.>>BUT I KNOW A PLAN THAT’S OUT THERE THAT I DON’T– I WANT TO CLEARLY ARTICULATE THAT WE DON’T SUPPORT IT, NOR DO I SUPPORT ANY PLAN PUSHING FOR CLOSURE–>>WITHOUT THE LOCAL BOARD’S CONSENT. AND WITHOUT THEM BEING AT THE TABLE.>>WELL, YOU MADE A MOTION. YOU SECONDED.>>WE’VE HAD A DISCUSSION.>>WE’RE DISCUSSING.>>WE’RE HAVING DISCUSSION NOW, RIGHT, SO– DISCUSSING IT.>>PAM, DO YOU WANT TO WRITE SOMETHING?>>WELL, AND I’M–>>WELL, BUT WE COULD CONTINUE WITH THE DISCUSSION.>>YEAH, ALL I KNOW IS IT IS GETTING REALLY LATE.>>SO I MOVE THAT WE MAKE A STATEMENT, JUST OUTRIGHT OPPOSING THE-THE STATE OF MICHIGAN PLAN FOR BENTON HARBOR, THE CALL FOR ANY SCHOOL CLOSURE OR DISTRICT DISSOLUTION–>>OR CHARTERING.>>WITHOUT– OR CHARTERING– WITHOUT THE CONSENT OF THE DISTRICT. AND I WON’T EVEN SAY CONSENT OF– THAT BEING AUTHORED BY THE DISTRICT, THAT– AND…>>BY THE DISTRICT, OR THE SCHOOL BOARD?>>IT’S MORE THAN A DISTRICT, IT’S MORE THAN A SCHOOL BOARD.>>BUT WHO– THE DISTRICT THEN WOULD BE THE SPOKESPERSON. SO THAT MAKES IT REAL BROAD IF YOU– WE– IF IT’S THE SCHOOL BOARD, THEN– THE SCHOOL BOARD REPRESENTS THE SCHOOL DISTRICT.>>I WOULD SAY THE DISTRICT’S INVOLVEMENT IN THAT-IN THAT PLAN, IN THAT DISSOLUTION.>>ALL STAKEHOLDERS, MAYBE?>>YEAH. I MEAN, WHEN I STILL THINK OF DISTRICT, I’M THINKING STAKEHOLDERS.>>RIGHT, OKAY.>>BUT I DON’T KNOW IF THAT MEANS THAT, AND IF THAT CAN BE IMPLIED WITHOUT BEING EXPLICIT.>>I– HOW ABOUT IF I COULD– HOW ABOUT IF– THAT WE– INSTEAD OF SAYING THAT WE OPPOSE, SAYING WE SUPPORT ALL EFFORTS BEING MADE TO KEEP THE HIGH SCHOOL OPEN OR TO KEEP THE SCHOOL– THE DISTRICT IN FULL– INTACT, THAT-THAT WE URGE THE GOVERNOR TO TAKE ALL–>>I– I ACCEPT THE ROAD THAT YOU’RE GOING DOWN IN SUPPORT OF– YEAH. I-I LIKE MICHELLE’S BETTER.>>WE SUPPORT ALL EFFORTS BEING MADE TO KEEP THE DISTRICT INTACT.>>YEAH.>>AVOID ANY CLOSURES.>>SCHOOL CLOSURES.>>AFTER MEANINGFUL DISCUSSION, INCLUDING ALL STAKEHOLDERS.>>MM-HMM.>>YEAH, THAT SOUNDS GOOD.>>MM-HMM.>>TO AVOID ANY SCHOOL CLOSURE AFTER MEANINGFUL DISCUSSION, INCLUDING STAKEHOLDERS?>>MM-HMM, BECAUSE THAT INCLUDES, THEN, UNIONS, AND–>>YEAH.>>ADMINISTRATION.>>AND THE BOARD.>>BOARD MEMBERS, OBVIOUSLY. COMMUNITY MEMBERS. [ CHUCKLING ]>>EVERYBODY. [ CHUCKLING ]>>CAN YOU PLEASE READ IT?>>YEAH, SEE IF THIS MAKES SENSE.>>OKAY.>>WE SUPPORT ALL EFFORTS BEING MADE TO KEEP THE DISTRICT INTACT AND TO AVOID ANY SCHOOL CLOSURE AFTER MEANINGFUL DISCUSSION, INCLUDING ALL STAKEHOLDERS.>>WITHOUT MEANINGFUL DISCUSSION.>>YES. [ LAUGHTER ]>>HOW ABOUT WE SAY BENTON HARBOR AREA SCHOOLS, BECAUSE WE’RE SPEAKING SPECIFICALLY TO THEM.>>YES, SPECIFICALLY TALK ABOUT–>>BENTON HARBOR AREA SCHOOLS INSTEAD OF THE DISTRICT. I’M SORRY, I STARTED US DOWN THAT PATH, BUT IT SHOULD BE BENTON HARBOR AREA SCHOOLS INSTEAD OF “THE DISTRICT”.>>IN THE BEGINNING.>>YOU THOUGHT IT WAS BROADER–>>READ-READ IT AGAIN AT THE BEGINNING.>>WE SUPPORT ALL EFFORTS BEING MADE TO KEEP BENTON HARBOR AREA SCHOOLS INTACT.>>AND FOR THE EFFORTS–>>AND TO AVOID ANY SCHOOL CLOSURE WITHOUT MEANINGFUL DISCUSSION INCLUDING ALL STAKEHOLDERS.>>IS THAT SPECIFIC? [ OVERLAPPING CHATTER ]>>THE LOCAL-THE LOCAL BOARD EFFORTS.>>OKAY.>>IT’S THE LOCAL BOARD EFFORTS.>>BENTON HARBOR DIST– SCHOOL BOARD. IS THAT WHAT THEY CALL THEMSELVES?>>BENTON HARBOR AREA SCHOOLS–>>WELL, LET ME-LET ME-LET ME SEE WHAT THAT– WHAT DOES THAT SAY?>>WANT ME TO SAY IT AGAIN?>>YEAH, BECAUSE–>>WE SUPPORT ALL EFFORTS BEING MADE TO KEEP BENTON HARBOR AREA SCHOOLS INTACT AND TO AVOID ANY SCHOOL CLOSURE WITHOUT MEANINGFUL DISCUSSION INCLUDING ALL STAKEHOLDERS.>>THAT INCLUDES ALL STAKEHOLDER–>>I THINK THAT THAT-I THINK THAT THAT’S OKAY AS IS. I DON’T THINK WE NEED TO GET TOO-TOO DEEP INTO THE– BECAUSE I THINK THAT THAT’S ALREADY SAYING KEEPING IT INTACT, SO WE KNOW THAT WE’RE SUPPORTING THE EFFORTS TO KEEP IT INTACT.>>RIGHT.>>HOWEVER.>>INCLUDING ALL STAKEHOLDERS. THAT INCLUDES COMMUNITY PEOPLE, CITY OFFICIALS.>>THE GOVERNOR.>>THE GOVERNOR.>>MDE.>>MDE.>>ALL HANDS ON DECK, YEAH.>>OKAY.>>OKAY, WE HAVE A MOTION. WE HAVE A SECOND. ALL IN FAVOR, SIGNIFY BY SAYING, “AYE”.>>AYE.>>OPPOSE, NAY.>>PASS.>>ABSTENTIONS?>>I PASS TOO.>>TWO ABSTAINS? TWO.>>YOU DON’T WANT TO GET IN ON THE FUN? [ LAUGHTER ]>>NO, I DON’T KNOW WHAT THE [ INDISTINCT ] AND CONSEQUENCES OF STUFF. SOMETIMES–>>I THINK IT’S A FINE STATEMENT– I JUST DON’T WANT TO MAKE THE ASSUMPTION THAT THEY HAVEN’T.>>OKAY, THANK YOU VERY MUCH. SORRY TO END THE DISCUSSION, BUT WE STILL HAVE NASBE REPORT.>>UH-OH, PLEASE MAKE IT SHORT.>>THE NASBE REPORT IS THAT JUDY AND I ARE GOING TO NEW MEMBERS TRAINING–>>THURSDAY NIGHT–>>ON JUNE 14TH AND 15TH.>>WE’LL BE THERE FRIDAY AND SATURDAY.>>YES.>>OKAY, THE 14TH AND 15TH.>>AND WE ARE LOOKING FORWARD TO IT. AND THAT IS OUR RE– THAT’S MY REPORT FOR NASBE.>>YAY, GOOD JOB.>>WHERE IS IT?>>IT’S IN D.C.>>ALEXANDRIA, VIRGINIA.>>OH!>>I’LL BE THERE, FOR THE BOARD MEMBERS.>>OH!>>ARE THERE ANY OTHER BOARD MEMBERS WHO WISH TO COMMENT THIS EVENING?>>I JUST WANT TO OFFICIALLY THANK FRAN. I GOT TO GO TO THE CEAC MEETING. THANK YOU, MICHELLE, FOR NOT BEING ABLE TO GO. I OFFICIALLY THANK FRAN. THEY HAVE A WHOLE LOT OF FUN AT THOSE MEETINGS, SO I MAY SHOW UP AT OTHER TIMES. SO SHE WAS VERY GRACIOUS.>>THANK YOU, JUDY. TOM?>>I-I JUST WANT TO SAY THAT DURING PUBLIC COMMENT THAT PEOPLE SUPPORTING THE CHARTER GRANT I THINK WERE PRETTY COMPELLING. AND I– TIFFANY AND PAM WERE ABSENT FOR MUCH OF BOTH OF– BOTH OF THE GROUPS THAT CAME. AND I WOULD JUST ENCOURAGE YOU TO-TO WATCH IT. I THINK IT’S– BECAUSE I THINK– YOU KNOW, I KNOW THERE’S SOME ANIMOSITY, BUT THERE’S A LOT OF–>>WE WEREN’T ABSENT, THOUGH.>>THAT ARE BEING HELD– I MEAN, SOME OF YOU WERE THERE FOR SOME OF IT, I KNOW, BUT–>>AND I– LINCOLN-LINCOLN-KING I ACTUALLY TAUGHT AT.>>OH, OKAY.>>YEAH.>>YEAH, SO I MEAN, I THINK THERE’S-THERE’S A LOT OF GOOD HAPPENING IN-IN SOME– YOU KNOW, IN SOME OF THE CHARTERS. SO I MEAN, A LOT OF PARENTS AND A LOT OF GRANDPARENTS ARE VERY HAPPY, AND [ INDISTINCT ].>>THANK YOU, TOM. AND CASANDRA?>>I WILL DO THAT.>>YEAH, I GUESS TO FOLLOW UP ON THAT, THOUGH, AND I-I DID EMAIL YOU GUYS, I DON’T UNDERSTAND HOW IF-IF THERE WERE CRITERIA BROUGHT TO US LAST MONTH THAT WE DIDN’T APPROVE HOW THERE ARE ALREADY CHARTER SCHOOLS LINED UP EXPECTING MONEY. HOW IS IT THAT THEY WERE ALREADY IN LINE TO GET MONEY FOR SOMETHING THAT HADN’T BEEN APPROVED AND HADN’T EVEN COME TO THE BOARD YET. JUST ASKING THE QUESTION?>>WHAT IS HAPPENING WITH THAT– THERE WAS GOING TO BE SOME FOLLOW-UP.>>YES, IT WAS IN THE BOARD BRIEF. CONVERSATION WITH THE ATTORNEY GENERAL’S OFFICE IMMEDIATELY FOLLOWING THE BOARD MEETING. RECEIVED GUIDANCE FROM THE ATTORNEY GENERAL’S OFFICE, DIVISIONAL LEVEL OF THE ATTORNEY GENERAL’S OFFICE, THAT SAID THAT THE FEDERAL GRANT APPLICATION HAD BEEN REVIEWED BY THE U.S. DEPARTMENT OF EDUCATION. THEY APPROVED THE GRANT, THEREFORE THEY– WE HAVE FEDERAL APPROVAL ON THE GRANT APPLICATION. THE INFORMATION THAT’S IN THE FEDERAL GRANT APPLICATION, THAT INFORMATION WAS USED TO CREATE THE CRITERIA THAT THEN CAME BEFORE THE BOARD FOR APPROVAL. BUT WHAT THE-WHAT THE ATTORNEY GENERAL SAID IS ONCE THE FEDERAL GOVERNMENT GIVES THE APPROVAL TO THE GRANT, THEN IT BECOMES… THE RIGHT-THE RIGHT OF THE SUPERINTENDENT WHO HAS THE AUTHORITY TO APPLY, RECEIVE AND DISBURSE FEDERAL FUNDS.>>AND I-I JUST WANT TO– I HAVE SINCE REVIEWED THE APPLICATION, AND IT WAS– IT WAS INDICATED LAST MONTH THAT THIS WAS NOT A PLANNING GRANT, SO THAT THE ISSUES THAT HAPPENED LAST TIME COULDN’T HAPPEN IN THIS ONE. HOWEVER, IN THE APPLICATION, THERE IS ACTUALLY MONEY SET ASIDE FOR PLANNING, AND IT’S $150,000 A POP. AND JUST TODAY, I DID RECEIVE THE 67 FINAL REPORTS FOR THE ENTITIES THAT TOOK OUT MONEY AND DIDN’T START A-A CHARTER SCHOOL. AND I PLAN TO REVIEW ALL OF THOSE.>>SO LET ME JUST– THANK YOU. LET ME GO TO TIFFANY AND THEN I’LL COME TO MICHELLE.>>OKAY.>>IN MY PRIORITIES, MY LEGISLATIVE PRIORITIES, IN THE CHARTER SCHOOL ONE, I WANT TO ADD STRONGER REGULATIONS. I ALSO WANT TO ADD THAT… THAT THE CHARTER SCHOOLS ARE REQUIRED TO REFUND FUNDING IF THE SCHOOL IS NOT PHYSICALLY OPEN. I THINK THAT’S IMPORTANT, SO PEOPLE ARE NOT JUST OPENING SCHOOLS AND TAKING THE MON– OR OPENING THEM ON PAPER, TAKING THE MONEY, AND THEN THERE’S NO SCHOOL.>>O-OKAY, I– YOU KNOW, ONE THING I WOULD APPRECIATE, YOU KNOW, YOUR RECOMMENDATIONS ARE REAL GOOD, IF YOU COULD JOT DOWN, YOU KNOW, YOUR– AND THEN WE COULD GET IT ON THE RIGHT WORDS IN ORDER– SO YOU COULD SEND THAT TO ME, THAT WOULD BE GREAT.>>OKAY.>>EVERYBODY THAT PROPOSE SOMETHING.>>OKAY.>>AND THEN… I WANTED TO– I WANTED FURTHER DISCUSSION EARLIER. ONE OF THE THINGS THAT I WAS GOING TO ASK WAS ABOUT AMENDMENTS. I KNOW THAT WE MADE AN AMENDMENT FOR THE SIKH COMMUNITY. AND I WAS GOING TO ASK IF WE COULD MAKE A COUPLE OF AMENDMENTS FOR THE CHRISTIAN COMMUNITY THAT WAS VOICING CONCERNS, BUT THAT KINDA, YOU KNOW–>>GOT CUT OFF.>>GOT CUT OFF. BUT I KNOW THAT YOU DID STATE THAT THERE CAN BE AMENDMENTS DONE, SO I–>>WE CAN CONTINUE TO–>>WERE THERE RECOMMENDATIONS, OR WHAT-WHAT DO YOU CALL THEM?>>SO LINDA AND I WERE TALKING. WE’D LIKE TO DOCUMENT THE PROCESS FOR MINOR CHANGES OR FOR THE BOARD MAKING CHANGES AND BRING IT TO YOU. THERE IS A PROCESS. AGAIN, GENERALLY, WE DON’T AMEND THE STANDARDS [ INDISTINCT ]. THEY KIND OF STAY AND THEN WE OPEN THEM AND THEN [ INDISTINCT ]. THERE IS A PROCESS, SO WE’LL GET THAT TO YOU SHORTLY.>>OKAY, PERFECT.>>I HAVE NOT PERSONALLY USED THAT PROCESS BEFORE. LINDA HAS, SO THAT’S WE’RE GOING TO– [ INDISTINCT ]. AND IT’S YOUR PROCESS, SO IF YOU DON’T LIKE IT, WE CAN CHANGE IT, BUT WE CAN TELL YOU HOW IT’S BEEN DONE IN THE PAST.>>GO AHEAD, NIKKI.>>IS IT TYPICAL AFTER WE’VE PASSED STANDARDS LIKE THAT THAT IT MAY BE USED THROUGHOUT THE YEAR JUST AS IMPLEMENTATION SHARPENED? IS THAT-IS THAT WHERE THAT PROCESS IS TYPICALLY USED?>>AGAIN, I HAVE NOT SEEN US USE THIS PROCESS. IT’S ALWAYS KIND OF A BIG– LIKE THIS, GET ACROSS THE FINISH LINE, AND THEN WE MOVE TO IMPLEMENTATION [ INDISTINCT ]. SO– BUT I THINK THERE’S PRECEDENT, AND OBVIOUSLY IT WAS A DESIRE OF THE BOARD, SO WE WANT TO MAKE SURE WE HAVE A– WE CAN DO THAT. ANOTHER THING TO KEEP IN MIND IS THAT THE– IT’S ALWAYS WITHIN THE BOARD’S PURVIEW TO DECIDE– YOU CAN MAKE ANY DECISIONS ABOUT STANDARDS YOU WANT. IN GENERAL, WE HAVE THE PROCESS OF PUBLIC COMMENT TO PROVIDE YOU, REALLY, THE BOARD, WITH FEEDBACK ON CHANGING THE [ INDISTINCT ]. SO THERE WILL PROBABLY BE SOME CONSIDERATION FOR HOW BIG THE STANDARDS ARE AND HOW MUCH COMMENT DO YOU WANT ON HOW BIG THE CHANGES WOULD BE AND HOW MUCH COMMENT YOU WANT– [ INDISTINCT ].>>OKAY.>>AND THEN, AS FAR AS THE SOCIAL STUDIES STANDARDS ARE, I WANT TO STATE ON RECORD, YOU KNOW, THEY HAVE BEEN FOREVER CONSERVATIVE AND CHRISTIAN VIEWS, WHICH, LIKE I SAID EARLIER, I’M ALSO A CHRISTIAN, I GET IT. BUT WHETHER IT’S THE SIKH COMMUNITY, CHRISTIAN COMMUNITY, CONSERVATIVES, LIBERALS, WHOEVER, EVERYBODY SHOULD BE A PART OF IT. NOT– NO ONE COMMUNITY SHOULD GET TO LEAD THE CONVERSATION ON THE STANDARDS. AND THEY SHOULD BE ACCURATE. AND SO IF WE’RE GOING TO TALK ABOUT HISTORY AND WE’RE GOING TO INCLUDE CHRISTIANITY OR WE’RE GOING TO INCLUDE OTHER THINGS, IT SHOULDN’T JUST BE THE GOOD POINTS. CHRISTIANITY, AMERICA, HOW IT WAS DEVELOPED, IT WAS BRUTAL. IT WAS VIOLENT. EVEN CHRISTIANITY, WE HAD THE CONSTANTINE ERA. I DIDN’T LEARN ABOUT THAT UNTIL I WAS AN ADULT, BUT WE SHOULDN’T JUST HAVE THE GOOD THINGS ABOUT IT. WE SHOULD HAVE OPEN, HONEST CONVERSATIONS ABOUT IT SO THAT WE DON’T REPEAT HISTORY. THANK YOU.>>MY TURN?>>YES, IT IS NOW YOUR TURN, MICHELLE.>>I ALSO WANTED TO TALK ABOUT CHARTER SCHOOLS, BECAUSE I’VE HAD KIDS GO TO CHARTER SCHOOLS. I HAVE HAD RELATIVES TEACHING IN CHARTER SCHOOLS. I HAVE FRIENDS OF MINE WHO I THINK THE WORLD OF WHO TEACH, AND I HAVE PEOPLE THAT GO TO THEM. BUT MY BEEF IS– IT’S NOT WITH INDIVIDUAL PEOPLE AND THEIR DEDICATION TO THOSE CHILDREN. THAT IS NOT MY BEEF WITH THEM. MY BEEF IS AT THE STRUCTURAL LEVEL THE DAMAGE THAT THEY DO WITHOUT THE NECESSARY OVERSIGHT. AND I LOOK AT– AND ON SPECIAL ED EDUCATION. AND SO IN DETROIT, I’M PULLING THIS UP FROM CHALKBEAT, THERE– SOME DATA THEY HAVE THAT GOES TO 2016/17, AND IT SHOWS THAT FOR DPS, IN 2016/17, ALMOST 20% OF THE STUDENT POPULATION HAS AN IEP, WHEREAS AT CHARTER SCHOOLS HAVE 8.7. THE AVERAGE IN THE STATE IS 13. THEY HAVE EQUAL NUMBERS OF STUDENTS, PRETTY MUCH. THERE IS– AND THAT IF YOU LOOK AT THE SEVERITY OF THIS, AND THAT’S ONE OF THE THINGS YOU’RE– IF YOU HAVE AUTISM, YOU’RE 22 TIMES MORE LIKELY TO BE IN A DISTRICT SCHOOL THAN IN A CHARTER SCHOOL. 22 TIMES MORE LIKELY. COGNITIVELY IMPAIRED IS A SIMILAR– IT’S NOT AS HIGH AS THAT, BUT IT’S-IT’S 11 TIMES HIGHER TO BE THERE. EMOTIONALLY IMPAIRED, FIVE TIMES HIGHER. SO THERE’S THE MORE SEVERE, COSTLY DISABILITIES ARE-ARE– BECAUSE OF THE WAY THEY’RE STRUCTURED, THEY ALSO– BECAUSE OF THE PROFIT MOTIVE, THEY– THE TEACHERS THAT WE LOVE AND ADORE AND THE PEOPLE THAT COME HERE THAT ARE ADMINISTRATORS THERE ARE BEING– THE MONEY’S BEING MADE BY THE– BY THEM NOT GETTING IT. SO THEIR WAGES TEND TO BE LESS, THEIR BENEFITS ARE LESS. THE HAVE, YOU KNOW, NO SORT OF DECENT RETIREMENT PLANS. SO THAT’S WHERE THE PROFIT’S BEING MADE. IT’S BEING MADE ON THE BACKS OF THE PEOPLE THAT ARE COMING HERE TO TESTIFY. AND THAT’S WHAT I DON’T LIKE ABOUT IT. THOSE PEOPLE, THEY SHOULD BE TREATED WITH– THERE SHOULD BE A SIMILAR STRUCTURE. AND IN OTHER STATES, THEY HAVE– THEY FALL UNDER THE PURVIEW OF THE BOARDS OR THE LOCAL DISTRICTS, THEY FALL UNDER THE UNION CONTRACTS. THEY ARE GIVEN THE BENEFITS AND THE RIGHTS TO SPEAK OUT– WELL, NOT THAT WE HAVE THOSE– WHAT WE HAVE WERE LEFT AFTER THE– SOME OF THE LEGISLATION THAT’S PASSED. BUT– MY BEEF IS NOT WITH PEOPLE WHO FIND THAT THEY LIKE THOSE CHOICES. IT’S JUST THAT SOME PEOPLE DON’T HAVE A CHOICE TO GO THERE. THEY CHERRY PICK, THEY KICK KIDS OUT. SOME OF THEM DON’T. A LOT OF THEM DO. AND– BUT I THINK AGAIN, IT’S A STRUCTURAL THING, WHERE, YOU KNOW, THEY’RE BRAGGING ABOUT THEIR TEST SCORES. WELL, THAT’S EXACTLY WHY THEY DON’T WANT KIDS WITH COGNITIVE IMPAIRMENT. YOU KNOW, IT’S LIKE– IT’S AN INCENTIVE, THE WAY THE WHOLE SYSTEM IS SET UP IN THIS STATE. LIKE I SAID, MY SON WENT TO A REALLY WONDERFUL CHARTER SCHOOL, WHICH WAS CHARTERED BY THE MACOMB ISD. THEY HAD MORE OF A CONNECTION WITH THE SPECIAL ED SERVICES THAT WERE– BECAUSE THEY WERE WITH THE ISD, THEY WORKED BETTER TOGETHER. BUT THE WAY IT’S STRUCTURED NOW? I MEAN, I– YOU KNOW, I– AND I LOVED IT WHEN DETROIT HAD CHOICE. WE HAD THESE SCHOOLS THAT, YOU KNOW, YOU COULD LEARN HOW TO, YOU KNOW, FLY A PLANE. IT WAS A HIGH SCHOOL AT OUR-AT OUR AIRPORT. IN OUR AIRPORT. WE HAD ALL THESE GREAT PROGRAMS, WHICH, FRANKLY, THE EMERGENCY MANAGERS DID AWAY WITH. BUT MAYBE IT’S BECAUSE THEY COULDN’T– I DON’T KNOW. I’M NOT QUITE SURE WHO MADE THE–>>DAVIS AEROSPACE ACADEMY.>>YEAH, YEAH, IT WAS GREAT. DAVIS, AND THERE’S ALL KINDS OF PROGRAMS SIMILAR TO THAT. AND WE HAVE THE PERFORMING ARTS SCHOOL, WHICH IS A WONDERFUL SCHOOL. BUT– AND THAT CAN ALL BE DONE, THOSE CHOICES CAN BE DONE IN– UNDER THE UMBRELLA OF A DISTRICT THAT IS LOCALLY CONTROLLED BY ELECTED OFFICIALS THAT I CAN GO TO AND AT LEAST HAVE AN OPPORTUNITY TO HAVE A VOICE WHERE– ANYWAY, I’LL STOP, I’LL STOP. I JUST– I WILL STOP, I PROMISE. IT’S 6:30, BYE. [ LAUGHTER ]>>ANY OTHER FINAL COMMENTS FROM BOARD MEMBERS?>>I JUST– AND I DON’T KNOW IF WE DO THIS WHEN WE GET TO THE FUTURE MEETING DATES, BUT GIVING INPUT ON POTENTIAL MEETING–>>OKAY, YEAH, DO THAT. I’M GETTING TO THAT. YEAH, IT’S MY-IT’S MY– THAT IS MY FINAL COMMENT, YEP. OKAY, SEEING NO OTHER COMMENTS, THEN FUTURE MEETING DATES. NEXT BOARD OF EDUCATION MEETING IS TUESDAY, AUGUST 13TH, 2019. THAT’S A REGULAR MEETING. WE’LL BEGIN AT 9:30 AM. FOLLOWED BY THE MEETING ON TUESDAY, SEPTEMBER 10TH, 2019, REGULAR MEETING AT 9:30 AM. AND THEN IN OCTOBER ON TUESDAY, OCTOBER 8TH, THE BOARD WILL HAVE A REGULAR MEETING STARTING AT 9:30 AM. WE DO NOT HAVE A JULY MEETING. ON TUESDAY, JUNE 18TH AT 10:00 AM, WE WILL BE PLANNING THE AUGUST BOARD MEETING. IF THERE ARE AGENDA ITEMS THAT BOARD MEMBERS WOULD LIKE TO SEE ON THAT AGENDA, YOU CAN LET US KNOW NOW. YOU CAN LET US KNOW IN THE– IN THE VERY NEAR FUTURE. AND IF YOU HAVE FUTURE AGENDA ITEMS, WE WILL LISTEN TO THEM NOW OR IN THE FUTURE.>>OH, THAT’S MY-THAT’S MY CUE.>>THAT’S YOUR CUE. [ LAUGHTER ]>>SO THE X-XAVIER DEGROAT AUTISM FOUNDATION, I WOULD LOVE TO HAVE THE YOUNG MAN WHO’S FOUNDED THAT GROUP TO COME AND SPEAK. I’VE BEEN WANTING HIM TO COME FOR SOME TIME, AND I DID NOT GET IT ON THE AGENDA PLANNING MEETING. BUT THE MISSION OF HIS ORGANIZATION IS TO CREATE-CREATE AND PROMOTE OPPORTUNITIES FOR PEOPLE WITH AUTISM THROUGH ADVOCACY, EDUCATION, ECONOMIC OPPORTUNITIES AND HUMANITARI-HUMANITARIAN EFFORTS. HE DID A REALLY NICE POLICING AUTISM EVENT AT MARCH IN THE MACKINAW ROOM AT THE HOUSE BUILDING. AND SO HE’S DONE– HE’S DOING SOME OTHER GREAT WORK, AND WOULD LOVE TO HAVE HIM. AND HE WANTS TO COME, EAGER TO COME, SO–>>YEAH, I SECOND THAT.>>THANK YOU. TIFFANY?>>BY THEN, SOME OF THE THINGS SHOULD BE SHAPED AND IRONED OUT FOR BENTON HARBOR, SO THE INTERIM SUPERINTENDENT, WHOEVER IS IN LEADERSHIP, I WOULD LOVE FOR THEM TO COME AND GIVE US AN UPDATE ABOUT WHERE THEY ARE.>>OKAY. THANK YOU. ANYONE ELSE?>>JUST KIND OF TAG-TAGGING ONTO WHAT PAM JUST SAID, SO LAST FRIDAY, I WAS PART OF A GROUP THAT WAS CALLED BY THE AUTISM ALLIANCE OF MICHIGAN. IT WAS MORE THAN THE AUTISM ALLIANCE THAT WAS THERE. THEY WERE ON THE– CIVIL RIGHTS COMMISSION, THE ACLU.>>DIRECTOR OF CIVIL RIGHTS.>>YEAH, IT WAS THE– [ INDISTINCT ] WAS THERE. IT WAS– RANDY LIEPA WAS THERE. BOTH DAVID HECKER AND PAULA HERBERT WAS THERE. THERE WERE PEOPLE FROM UNITED WAY. THERE WAS DIFFERENT ADVOCATES ON– I’M SKIPPING PEOPLE. IT WAS-IT WAS-IT WAS– [ INDISTINCT ] WAS THERE. I SAID THE ACLU, BUT– AND IT WAS ALL DIFFERENT PEOPLE WHO CARE ABOUT SPECIAL EDUCATION AND REFORMING SPECIAL– SCOTT K WAS THERE, SCOTT KOEN– I’LL SAY IT RIGHT BEFORE I–>>KOENIGSKNECHT.>>BEFORE MY TERM IS OVER, I’LL SAY HIS– [ OVERLAPPING CHATTER ] BUT AT SOME POINT, IT WAS JUST THE FIRST MEETING. IT WAS A LOT TO COVER, AND– BUT THERE WILL BE RECOMMENDATIONS BEING MADE, AND I WOULD LOVE TO HAVE, AT SOME POINT WHEN IT’S READY, TO HAVE THAT– HAVE THEM PRESENT WHAT THE RECOMMENDATIONS FOR SPECIAL ED REFORM MIGHT BE, SO.>>WE WILL-WE WILL ADD THAT TO OUR LIST. ANYTHING ELSE? SEEING NONE, WE ARE ADJOURNED. THANK YOU VERY MUCH.

1 thought on “Michigan State Board of Education Meeting for June 11, 2019 – Afternoon Session 2”

  1. Hey Folks: Do hope a few of the "We The People" see my comment. The Michigan Board of Education voted to make social studies way to the left of center. The Michigan Board of Education runs public schools with an "iron hand" caring nothing about "local control". The Michigan Board of Education inflicted an awful program, "common core" upon our children, without a pause for the damage they created on our young. The Michigan Board of Education needs to be abolished. Find some Moms and Dads that work in shops, stores and farm fields and let them be a new board. One that leaves us alone and is not leftist / socialist / communist. DRS / RVN Vet.

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