Michigan State Board of Education Meeting for March 8, 2016 – Afternoon Session


>>COMING BACK TO ORDER AT 1:35, AND WE ARE GOING TO — DO WE HAVE OUR EMPLOYEES HERE? [ LAUGHTER ]>>”DO I HAVE ANY EMPLOYEES–“>>DO I HAVE ANY EMPLOYEES HERE AT THE DEPARTMENT?>>YES, ALL THREE EMPLOYEES ARE HERE.>>ALL RIGHT, GOOD.>>I MEAN, HOW’S IT GOING IN THE DEPARTMENT, BRIAN?>>IT’S GOING WELL. [ LAUGHTER ]>>NOW THAT THE EVALUATION’S DONE… [ LAUGHTER ]>>ALL RIGHT, WE’RE GOING TO INTRODUCE SOME NEW EMPLOYEES WHO HAVE RECENTLY JOINED THE DEPARTMENT OF EDUCATION. KYLE, WE’LL BEGIN WITH YOU.>>IT’S MY PLEASURE TO INTRODUCE EVETTE ATKIN, FROM THE LIBRARY OF MICHIGAN. JUST A LITTLE BIT ABOUT YOUR ROLE, AND WELCOME.>>I’M EVETTE ATKIN. I’M THE CONTINUING EDUCATION COORDINATOR FOR STATEWIDE LIBRARY SERVICES. PRIOR TO HERE, I HAVE BEEN IN PUBLIC, ACADEMIC, AND… [ INDISTINCT, AWAY FROM MIC ]>>SUSAN.>>I’D LIKE TO INTRODUCE DESIREE HUGHES WHO HAS RECENTLY STARTED IN THE OFFICE OF GREAT START AND RACE TO THE TOP. COULD YOU PLEASE INTRODUCE YOURSELF AND TELL A LITTLE BIT ABOUT YOUR JOB, WHICH IS– IT’S THE FIRST TIME EVER WE’VE HAD THIS POSITION FILLED.>>I’M DESIREE HUGHES. I’M THE FAMILY ENGAGEMENT SPECIALIST FOR THE RACE TO THE TOP PROGRAM. MAINLY WHAT I’M WORKING ON IS CONNECTING THE HEALTHCARE PROVIDERS AND FAMILIES IN THE COMMUNITY ALL TOGETHER FOR THE WELLBEING OF THE KIDS. OVER THE YEARS, I’VE WORKED IN VARIOUS CAPACITIES WITH CHILDREN AND FAMILIES– DOMESTIC VIOLENCE, FOSTER CARE, ADOPTION– ALL DIFFERENT SORTS OF THINGS.>>NORMA JEAN SASS, PLEASE.>>AND I WOULD LIKE TO INTRODUCE KELLIE CROSS, WHO IS NEW TO THE OFFICE OF EDUCATION INNOVATION. AND TELL US A LITTLE ABOUT YOU.>>I AM IN THE SCHOOL SUPPORT UNIT– PROGRAM SECRETARY. I’M ACTUALLY NOT NEW. I STARTED IN 2006, BUT JUST MOVED INTO THIS OFFICE.>>OKAY, GREAT. THANK YOU. THANK YOU, AND WELCOME, EVERYBODY. LET’S– [ APPLAUSE ] WE’LL NOW MOVE TO PUBLIC PARTICIPATION IN THE STATE BOARD OF EDUCATION MEETING. MARILYN, ARE THERE ANY INDIVIDUALS WHO WISH TO ADDRESS THE BOARD AT THIS TIME?>>THERE ARE. I’VE GOT A GOOD NUMBER OF FORMS HERE. THERE WILL BE THREE MINUTES FOR PUBLIC PARTICIPATION. I’LL LET YOU KNOW WHO SHOULD COME TO THE END OF THE TABLE AND THEN WHO’S NEXT UP SO THAT YOU CAN PREPARE. I WANT TO REMIND YOU THAT THE BOARD IS CERTAINLY HAPPY TO HEAR WHATEVER YOU’VE COME TO SPEAK WITH THEM ABOUT, BUT YOU SHOULD NOT EXPECT TO ENGAGE IN A BACK-AND-FORTH DISCUSSION AT THIS TIME. THEY MAY GET BACK TO YOU AT A LATER DATE. AND YOU CAN KEEP TRACK OF YOUR TIME ON THE TIMER HERE SO YOU KNOW HOW MUCH TIME YOU’VE GOT LEFT. OUR FIRST PERSON HAS NEVER BEEN TO THE BOARD TABLE BEFORE. IT’S LIZ BAUER. [ LAUGHTER ]>>FORMER STATE BOARD MEMBER.>>SHE’S A FORMER STATE BOARD MEMBER, SO SHE’S BEEN AT THE TABLE A LOT. AND THEN SHE WILL BE FOLLOWED BY JANET LaVASSEUR.>>THANK YOU. CHAIRMAN AND MR. PRESIDENT, MEMBERS OF THE BOARD– MR. JOSEPH, SO HAPPY TO HAVE YOU HERE. BIRMINGHAM COVINGTON SCHOOL IS ONE OF MY FAVORITES. I USED TO LIVE JUST DOWN THE STREET FROM IT, AND MY KIDS WENT TO IT WHEN IT WAS A JUNIOR HIGH. ANYWAY, I’M HERE THIS AFTERNOON TO TALK WITH YOU ABOUT THE GUIDANCE THAT YOU DISCUSSED EARLIER THIS MORNING. I THINK IT IS A REMARKABLE DOCUMENT. I CANNOT SAY ENOUGH GOOD THINGS ABOUT IT. AS YOU KNOW, AS YOU ASPIRE TO LEAD MICHIGAN TO BE A TOP TEN STATE, WE HAVE TO CREATE SAFE AND CARING LEARNING ENVIRONMENTS FOR KIDS. THEY CAN’T LEARN IF THEY DON’T FEEL SAFE. YOU HEARD THAT FROM MR. JOSEPH THIS MORNING, AND I KNOW IT FROM MY OWN EXPERIENCE IN CREATING LEARNING ENVIRONMENTS THAT EMPOWER YOUTH TO FEEL SAFE, BE STRONG, OPEN THEIR EARS AND EYES AND MINDS AND NOT BE SCARED ABOUT WHAT’S COMING AT ‘EM FROM BEHIND OR THE SIDES, SO THAT’S VERY IMPORTANT. THE OTHER REASON I’M HERE IS BECAUSE WHEN I READ THE GUIDANCE, I THOUGHT, “WELL, WE TALKED ABOUT THIS 11 YEARS AGO WHEN WE ADOPTED THE STATE BOARD’S UNIVERSAL EDUCATION VISION AND PRINCIPLES.” AND YOU SAW THE SLIDE UP THERE THIS MORNING AND YOU NOTICED THEY HAD CIRCLED SEXUAL ORIENTATION AND GENDER IDENTITY AND EXPRESSION ON THE SIDES OF THAT, BUT THERE ARE OTHER CONDITIONS THAT SHAPE YOUNG PEOPLE THAT AFFECT THEIR ABILITY TO ACCESS AND ACHIEVE IN SCHOOLS. I LOOK AT RUNAWAY. I LOOK AT HOMELESSNESS. I LOOK AT DROPOUT. I LOOK AT EMOTIONAL AND MENTAL HEALTH. THESE ARE ALL FACTORS THAT CAN AFFECT A YOUNG PERSON, AND ARE MORE LIKELY TO AFFECT A YOUNG PERSON WHOSE GENDER IDENTITY IS IN QUESTION BY PEERS, FACULTY, ADULTS, FAMILY– ALL THOSE THINGS. SO I WOULD LIKE TO BE BRIEF. YOU CAN READ MY LONG COMMENTS, BUT I JUST WANT TO REMIND PEOPLE THAT IT TOOK 23 YEARS OF PERSISTENT ADVOCACY, FROM 1983 TO 2005, TO GET THIS DOCUMENT APPROVED BY THIS BOARD. NOW, IN HALF THE TIME, YOU’VE GOTTEN TO THE GUIDANCE– 11 YEARS. PLEASE, DON’T DELAY. THE FINAL THING I WOULD SAY IS THAT I THINK UNDERSTANDING HAS INCREASED OVER THE YEARS. BUT UNDERSTANDING STILL NEEDS TO GROW IN THE GENERAL PUBLIC. AND I WOULD ENCOURAGE THE BOARD TO LEAD FACILITATED DISCUSSIONS THROUGHOUT THE STATE– AND I SAY ‘FACILITATED’ BECAUSE OTHERWISE YOU GET DEBATE. BUT DIALOGUE LEADS TO UNDERSTANDING. FACILITATED DISCUSSIONS CAN HELP PEOPLE GROW IN THEIR UNDERSTANDING, AND MUCH OF THE OPPOSITION THAT YOU FEEL OR THE EXPERIENCES THAT PEOPLE WHO ARE GAY, LESBIAN, BISEXUAL, TRANSGENDER OR QUESTIONING EXPERIENCE REALLY GROW OUT OF THE IGNORANCE OF OTHER PEOPLE. IGNORANCE LEADS TO FEAR, FEAR LEADS TO HATE AND LOATHING AND ALL THESE THINGS. WE CAN TURN THAT AROUND– THAT’S A HUMAN DYNAMIC YOU CAN TURN AROUND. SO LIKE I SAID AT THE END OF THIS, IT’S YOUR RESPONSIBILITY TO LEAD AND SUPERVISE ALL PUBLIC EDUCATION, SO JUST DO IT. THANK YOU.>>THANK YOU. [ OVERLAPPING CHATTER ]>>THANKS, LIZ. THE NEXT SPEAKER IS JANET LaVASSEUR, FOLLOWED BY ROGELIO LANDIN.>>HI, I’M JANET LaVASSEUR. I’M GOING TO STAND BECAUSE I’M JUST MORE COMFORTABLE STANDING. I TEACH AT PORTAGE CENTRAL HIGH SCHOOL AT KALAMAZOO COUNTY, AND I TEACH HIGH SCHOOL ENGLISH. WE RECENTLY, I’M SURE YOU ALL KNOW, EXPERIENCED THE COLLECTIVE DISTRESS OF A MASS SHOOTING IN OUR COMMUNITY. AND MY STUDENTS REALLY, ALTHOUGH I TEACH HIGH SCHOOL, ARE PRETTY MUCH SCARED TO DEATH ALL THE TIME. AND IF YOU WANT TO KNOW WHAT THAT’S LIKE, WHEN WE DO OUR DRILLS, YOU’LL COME TO OUR HIGH SCHOOL AND WE ARE HAVING A LOCK-DOWN DRILL, YOU WILL WALK INTO A VIBRANT BUILDING OF 1,500 STUDENTS OR MORE, AND IT WILL BE SILENT IN AN INSTANT WHEN WE PRACTICE. SO I WAS REALLY WONDERING, “WHAT CAN WE DO? WHERE’S THE HOPE?” WELL, THE HOPE IS IN THE GARDEN. APRIL IS NATIONAL GARDENING MONTH, AND I WANT TO TELL YOU– I’M HERE TODAY TO TELL YOU THE STORY OF OUR SCHOOL GARDEN. WE HAVE A HIGH SCHOOL GARDEN, AND THAT’S KIND OF UNUSUAL. SCHOOL GARDENING IS NOT A NEW THING, BUT IT’S NOT COMMON ENOUGH. OUR GARDEN IS RUN BY STUDENT GARDENERS. I THOUGHT IT WOULD BE THREE OF US– THERE ARE OVER 80 STUDENT GARDENERS– IF YOU LOOK AT THE PICTURE– AND OVER 100 OF US IF YOU COUNT THE DEPTH AND BREADTH OF THE COMMUNITY THAT HELPS US: WESTERN MICHIGAN UNIVERSITY STARTS OUR SEEDS FOR US IN THEIR GREENHOUSE. SCHOOL GARDENING TEACHES KIDS THAT THERE’S SOMETHING THAT THEY CAN DO RIGHT NOW TO HELP THE WORLD, TO FEEL GOOD ABOUT IT. YOU KNOW WHAT, WE CAN FEED PEOPLE. WE CAN FEED OUR OWN PEOPLE. COME ON OUT– LET’S GET DIRTY. WE GIVE A COMMUNITY SERVICE AWARD EVERY YEAR AT OUR SCHOOL. WE THINK COMMUNITY SERVICE IS EVERY BIT AS IMPORTANT AS YOUR ACADEMICS, YOUR ATHLETICS– IT’S– WE’RE RIGHT UP THERE. IT’S EQUAL. EVERY GRADE LEVEL GETS A COMMUNITY SERVICE AWARD. KIDS WANT TO WIN IT. SO THEY COME OUT, THEY GET DIRTY. THEY GROW FOOD FOR OUR CORE FOOD AND NUTRITION CLASS. THEY GROW FOOD FOR PEOPLE IN OUR COMMUNITY. THEY KNOCK DOOR TO DOOR IN OUR NEEDIER NEIGHBORHOODS AND SAY, “WOULD YOU LIKE SOME VEGETABLES?” THEY’LL SAY, “ARE YOU SELLING THEM?” “NO– WELCOME TO THE GARDEN. HERE’S OUR BUSINESS CARD. HAVE SOME FOOD.” IT’S PRETTY EASY TO GET KIDS INVOLVED, AND IT MAKES THEM VERY HOPEFUL. AND THEY LOVE PARTICIPATING. OUR ADULTS, OUR ALUMNI– THE KIDS ARE SO WONDERFUL. IT BECOMES NOT, “THAT’S THE SCHOOL,” BUT “THAT’S OUR SCHOOL,” WHEN WE WORK IN THE GARDEN TOGETHER. AND SO ONE OF THE WAYS THAT WE CAN MAINTAIN ALL OF THOSE HIGH EXPECTATIONS– I AM A NATIONALLY CERTIFIED TEACHER, AND I’M ALL ABOUT HIGH EXPECTATIONS FOR ALL OF OUR KIDS ALL THE TIME, BUT I WANT THEM TO BE HEALTHY AND HAPPY. THE MOST IMPORTANT WORK TEACHERS DO IS INSPIRE OUR KIDS TO MAKE THE WORLD THEY WANT TO CREATE. AND SO I WANTED TO SHARE THE GOOD NEWS ABOUT OUR GARDENING, BECAUSE YOU DON’T HAVE TO HAVE ANY QUALIFICATIONS TO BE A STUDENT GARDENER. DO YOU WANT TO DO IT? YOU’RE IN. THAT’S ALL I WANTED TO SAY. THANK YOU.>>THANK YOU.>>THANKS FOR BEING HERE.>>THANK YOU.>>OUR NEXT SPEAKER IS ROGELIO LANDIN FOLLOWED BY LAMAR LEMMONS.>>THE CONDENSED VERSION– GOOD AFTERNOON.>>GOOD AFTERNOON.>>FIRST OF ALL, I WANT TO COMPLIMENT SUPERINTENDENT WHISTON ON THE TEN IN TEN GOALS AS THEY WERE FLESHED OUT A COUPLE MONTHS AGO, AND THE BOARD FOR ADOPTING IT– IT’S A VERY AMBITIOUS AGENDA. THE QUESTION THAT OFTEN ARISES HERE, AT LEAST IN MY MIND, WHEN I HEAR THINGS– AND I REALLY DON’T HAVE TO DO A WHOLE LOT OF PREPARATION IN PRESENTING, BECAUSE I FIND THAT EVERY TIME THAT I COME HERE, ALL YOUR SPEAKERS IN THE MORNING DO THAT FOR ME IN TERMS OF REVALIDATING AND RECONFIRMING THE NEED FOR SOLUTIONS. TODAY, IN PARTICULAR, ALL THE PRESENTATIONS FROM EARLY ON TO THE LGBT, AND IN PARTICULAR THE LOW PERFORMING SCHOOLS DATA THAT WAS PUT FORTH ON THE LAST FIVE YEARS, WHICH CLEARLY CHARTS THE PATH IN THE WRONG DIRECTION, WITH AN AVERAGE INCREASE IN GAPS OF 1% A YEAR OVER THE LAST FIVE YEARS– JUST QUICK MATH LOOKING AT IT. I WAS ALSO PLEASED THAT WITHIN THE CONTEXT OF THE TEN IN TEN, OUR PRESIDENT, MR. AUSTIN, WAS QUOTED IN TERMS OF THE NEED TO STRATEGICALLY INVEST. I’D LIKE TO FOCUS IN RELATIVE TO THE SOLUTION THAT I BROUGHT TO THIS BOARD OVER A YEAR AGO. THE FINDINGS RELATIVE TO GOAL NUMBER FOUR, AND AGAIN, INCREASE RESOURCES. IF YOU LOOK AT EVERYTHING THAT’S BEEN HANDED DOWN FEDERALLY WITH REGARD TO THE 2016 NATIONAL ED TECH PLAN, THE NEW BUDGET, DIGITAL LEARNING DAY, THE COMPUTER SCIENCE FOR ALL INITIATIVE, THE BUDGET AND TITLE I WITH THE PROVISION OF NOT TO SUPPLANT EXISTING RESOURCES GOING FORWARD, AND LOOKING AT– WHICH, TO ME, SUGGESTS THAT WE NEED TO HAVE A PLAN THAT REFLECTS THAT INITIATIVE IN TERMS OF NOT SUPPLANTING AND REPLACING BUDGETS WITH TITLE MONEY BASED ON WAIVERS. LAST MONTH, THIS BOARD APPROVED NEARLY HALF A BILLION DOLLARS IN TITLE I, AND UNLESS I MISSED IT, I’M NOT SURE HOW THAT’S GOING TO BE ALLOCATED OR INVESTED, TO USE OUR PRESIDENT’S TERM. BUT I AM INTERESTED IN PART OF THAT CHALLENGE, WHICH IS THE FIRST PARAGRAPH IN THIS DOCUMENT DRAFTED BY OUR SUPERINTENDENT, TO RESHAPE MICHIGAN EDUCATION. AGAIN, I COME BEFORE YOU AS A PARTNER, WITHOUT THE OPPORTUNITY TO REALLY FLESH ALL OF THIS OUT, BUT TO SAY TO YOU IN A BREATH THAT THE SOLUTION THAT WE BROUGHT TO YOU OVER A YEAR AGO IS STILL ALIGNED AND CONTINUES TO BE VISIONARY RELATIVE TO EVERY MAJOR FEDERAL AND STATE INITIATIVE AS SET FORTH IN THESE TWO DOCUMENTS. I THANK YOU FOR YOUR TIME AND ATTENTION, AND HOPEFULLY YOU’LL HAVE AN OPPORTUNITY TO REVISIT THIS IN THE FUTURE.>>THANKS FOR BEING HERE, AS YOU ALWAYS ARE.>>THE NEXT SPEAKER IS LAMAR LEMMONS, FOLLOWED BY PETER TSARUK.>>GOOD AFTERNOON. I’M LAMAR LEMMONS FROM THE DETROIT BOARD OF EDUCATION. YES, I’M NO STRANGER HERE. I’M HERE ABOUT ONCE EVERY MONTH. I AM HERE TO VOICE OUR OPPOSITION TO THE PROPOSED LEGISLATION AND ANY AGREEMENT THIS BODY MAY HAVE– AND I’M SPEAKING ON BEHALF OF THE DULY ELECTED BOARD OF EDUCATION IN DETROIT– ANY AGREEMENT THAT THIS BOARD MAY HAVE IN CREATING ANYTHING OTHER THAN WHAT EVERY OTHER DISTRICT HAS. WE ARE A– I HAVE HERE ON THE CHART, YOU CAN SEE IN 1999, WHEN THE STATE TOOK OVER THE DISTRICT, WE SCORED IN THE MIDDLE TEST RANGE OF SCHOOLS– 250 SCHOOL DISTRICTS BELOW, 250 ABOVE. MOST IMPORTANTLY, WHEN DAVID ADAMANY REPORTED BACK TO THE LEGISLATURE, TO WHICH I WAS A MEMBER AT THAT TIME, I WAS ASTONISHED TO FIND OUT THAT DETROIT WAS THE NUMBER ONE SCHOOL DISTRICT IN THE NATION FOR FREE AND REDUCED LUNCH, AND THAT WE EVEN HAD 40 SCHOOLS THAT SCORED AT OR ABOVE THE NATIONAL LEVEL WITH 80% OR GREATER FREE OR REDUCED LUNCH. NOWHERE ELSE DID THAT HAPPEN IN THE NATION. SO THAT’S BEFORE STATE INTERVENTION. WE HAD A $114 MILLION SURPLUS. I GOT THAT MONEY– THAT NUMBER FROM JOHN RAKOLTA, WHO REPORTED IT FROM THE COALITION. WE HAD 173,871 STUDENTS. WE HAD 92% OF THE MARKET SHARE. FAST-FORWARD TO 2016. WE’RE THE LOWEST SCHOOL DISTRICT IN THE NATION. THIS IS WHAT STATE CONTROL HAS RUN. WE HAVE A $3.5 BILLION DEFICIT AT LEAST, AND APPROXIMATELY 46,000 STUDENTS, REPRESENTING 42% OF THE MARKET SHARE. THAT IS WHAT THE STATE HAS DONE TO OUR DISTRICT. WE WANT AN AUDIT TO DETERMINE AND HAVE APPROPRIATE ALLOCATION OF RESPONSIBILITY. IF YOU HAVE OLD CO /NEW CO, IT SHOULD NOT BE A PENALTY FOR THE STATE’S ACTION. LOTS OF THINGS YOU MEDIATE AND ADJUST ARE ACTIONS CAUSED BY THE STATE, AND YOU ARE FORCING THAT ON THE CITIZEN TAXPAYERS OF DETROIT. THE OLD CO FORCES CITIZENS OF DETROIT AND BUSINESSES TO PAY A PENALTY FOR THE STATE’S ACTION, WHICH, BY THE WAY, IS UNCONSTITUTIONAL UNDER HADLEY. I ONLY HAVE 10 SECONDS, LET ME SAY THE STATE CAUSED IRREPARABLE HARM TO THE DISTRICT. PLEASE DO NOT SIGN OFF ON LEGISLATION THAT DOES NOT RESTORE US IN THE SAME WAY THEY HAVE IN LIVONIA, BLOOMFIELD, GROSSE POINTE. THANK YOU.>>THANK YOU LAMAR.>>NEXT IS PETER TSARUK FOLLOWED BY NICOLE ELLEFSON. DID I SAY YOUR NAME CORRECTLY?>>OH, MOSTLY. [ LAUGHTER ]>>CORRECT ME– FEEL FREE.>>IT’S TORK, SO IF YOU IGNORE ALL THE LETTERS IN THERE. [ LAUGHTER ] IF YOU’RE OLD ENOUGH TO REMEMBER PETER TORK OF THE MONKEES, THEN–>>OH– THERE YOU GO.>>FIRST OF ALL, THANK YOU FOR ALLOWING ME TO SPEAK. THANK YOU FOR ALL YOUR HARD WORK. I’M GOING TO TALK ABOUT THE BOY WHOSE PICTURE YOU SAW IN THE POWERPOINT PRESENTATION. HIS NAME IS JACK, HE’S MY SON. JACK WAS BORN JACQUELINE. WHEN HE WAS 2.5 YEARS OLD, HE TOLD US IN NO UNCERTAIN TERMS THAT HE WAS A BOY, NOT A GIRL. AND FOR THE NEXT YEAR AND A HALF, JACK WAS PRETTY DESPONDENT. WE SOUGHT HELP. AND HE WAS MORE DESPONDENT. I’M AN ENGINEER. I’LL JUST GO ON THE RECORD AND SAY THAT NOW. YOU’RE FOREWARNED. I’M A CEO IN AN AEROSPACE COMPANY. I DIDN’T KNOW A DARN THING ABOUT TRANSGENDER CHILDREN. I SYMPATHIZE WITH THOSE OF YOU TRYING TO GET YOUR HEAD WRAPPED AROUND THIS. LIKE A GOOD ENGINEER, YOU KNOW, I OVER-ANALYZED IT. I’D LIKE TO SAY SCIENCE THE HECK OUT OF THINGS, AND I DISCOVERED THAT THERE WAS SCIENCE BEHIND THIS. AND IT WAS VERY CLEAR. I ALSO LEARNED THAT WE NEEDED TO DO SOMETHING SOONER RATHER THAN LATER. WE TRANSITIONED JACK AT AGE 4, AND HE STARTED AT CORNERSTONE ELEMENTARY IN DEXTER AT AGE 5 AS A BOY. I SPOKE TO CRAIG McCALLA, THE PRINCIPAL, AND EXPLAINED THE SITUATION TO HIM. HE DIDN’T KNOW ANYTHING ABOUT TRANSGENDER CHILDREN EITHER. HE THOUGHT ABOUT IT AND SAID “WELL, THIS IS NOT A PROBLEM, BECAUSE MY JOB IS TO ENSURE THAT EVERY CHILD HAS A SAFE AND SUPPORTIVE LEARNING ENVIRONMENT. THIS IS NOT A PROBLEM.” I TOLD YOU, YOU KNOW, MANY TIMES, THAT WE ARE VERY LUCKY. THE PROBLEM IS NOT EVERYONE IS LUCKY. NOT EVERYONE HAS A CRAIG McCALLA. THIS POSITION STATEMENT IS ESSENTIAL TO GIVE TOOLS TO ADMINISTRATORS, TEACHERS AND FAMILIES, SO THAT WE CAN BUILD THIS ALL INCLUSIVE ENVIRONMENT THAT WE SAY WE WANT. JACK’S NOT OUT OF THE WOODS. HE STRUGGLES. ON A DAILY BASIS. THE REST OF THE WORLD DOESN’T GET IT YET. WE UNDERSTAND THAT. BUT THE STAKES ARE VERY HIGH. KIDS LIKE SAM TAUB, LEELAH ALCORN– WE ARE TOO LATE. MORE THAN 40% OF TRANSGENDER KIDS WILL ATTEMPT SUICIDE. THAT’S 10 TIMES MORE THAN THE REST OF THE POPULATION. I’M WORRIED THAT JACK MAY BECOME A STATISTIC. DO YOU WANT TO KNOW THE GOOD NEWS? WE CAN FIX THIS. IT’S FIXABLE. I LIKE TO TELL PEOPLE, “THIS IS NOT ROCKET SCIENCE.” WE PUT PEOPLE IN SPACE ON A REGULAR BASIS. I THINK WE CAN FIGURE OUT HOW TO MAKE OUR BATHROOMS AND LOCKER ROOMS SAFE FOR KIDS. CALL ME CRAZY, BUT I THINK WE CAN FIGURE THIS OUT. THERE’S NEW EVIDENCE ALL THE TIME. YOU KNOW, I’M BASING MY BELIEFS ON THE RESEARCH AND THE EVIDENCE IN THE DATA. SCIENCE THAT’S OUT THERE NOW. AND ONE PUBLISHED IN THE JOURNAL OF PEDIATRICS SHOWING THAT WE GET THESE KIDS SUPPORT, THEY ARE LESS LIKELY TO GO DOWN THE PATH THAT MAY LEAD TO SUICIDE. I MADE A PLEDGE IN HONOR OF ALL THE KIDS THAT HAVE SUFFERED AND ARE SUFFERING AND HAVE TAKEN THEIR OWN LIVES. I WILL NOT BE SILENT. I WILL NOT LET IGNORANCE DETERMINE THE FATE OF THESE CHILDREN. I WILL EDUCATE. I WILL ADVOCATE AND I’LL FIGHT FOR EVERY ONE OF THESE KIDS. BECAUSE UNTIL WE HAVE EQUALITY FOR ALL, WE HAVE EQUALITY FOR NONE. I KNOW THIS IS A PARENTS’ PLEDGE, BUT I ASK THAT YOU JOIN ME. WE SPEND OUR LIVES TRYING TO DO SOMETHING IMPORTANT. AND YOU ARE HERE BECAUSE YOU WANT TO DO SOMETHING IMPORTANT FOR KIDS. THIS POSITION STATEMENT WILL NOT ONLY MAKE A SAFER LEARNING ENVIRONMENT, IT WILL SAVE LIVES. I REST MY HOPE WITH YOU. OUR HOPE. THESE KIDS’ FUTURE, IF RESTS WITH YOU. THIS MAY BE ONE OF THE MOST IMPORTANT THINGS, MAYBE THE MOST IMPORTANT THING THAT YOU EVER DO IN YOUR LIFE. I JUST ASK YOU, PLEASE, HELP THESE CHILDREN. THIS THE IS THE FIRST STEP. I DON’T WANT US TO STOP HERE. LET’S HAVE DISCUSSIONS, LET’S LEARN, LET’S EDUCATE. THAT’S WHAT YOU DO. I’M OPEN. CALL ME ANY TIME. TEXT ME ANY TIME. I WILL MEET YOU FOR LUNCH OR COFFEE. BUT, PLEASE, HELP ME SO THAT JACK DOESN’T BECOME A STATISTIC. THANK YOU VERY MUCH.>>THANK YOU. THANK YOU FOR BEING HERE.>>OUR NEXT SPEAKER IS NICOLE ELLEFSON FOLLOWED BY REID ELLEFSON-FRANK.>>GOOD AFTERNOON, THANK YOU, MR. SUPERINTENDENT, AND ALL THE BOARD MEMBERS. IT’S A PRIVILEGE TO BE HERE. I WAS PART OF THE WORKING GROUP THAT HELPED TO PUT TOGETHER THE POLICY STATEMENT. AND I JUST WANTED TO SHARE WITH YOU WHAT THAT WOULD MEAN TO A FAMILY LIKE MINE. MY SON REID, WHO WILL SPEAK NEXT, IS TRANSGENDER. HE BEGAN HIS PUBLIC TRANSITION IN JUNE LAST YEAR AFTER SCHOOL ENDED. HE STRUGGLED WITH DEPRESSION AND ANXIETY IN THE FACE OF SURVIVING AS A TRANS KID. FOR THOSE OF YOU THAT HAVE NOT WALKED IN MY SHOES, I TELL YOU HOLDING MY CHILD AS HE TRIES TO SUMMON THE WILL TO LIVE IN THE FACE OF LACK OF ACCEPTANCE AND HATRED IS SOMETHING I WOULDN’T WISH ON MY ENEMY. FOR YEARS FAMILIES LIKE MINE HAVE SUFFERED IN SILENCE. OUR CHILDREN HAVE SHREDDED THEMSELVES PSYCHOLOGICALLY AND PHYSICALLY. THEY HAVE KILLED THEMSELVES BECAUSE SOCIETY REFUSED TO ACCEPT THEM. THOSE OF US WHO ARE CISGENDER, WHICH IS A SLANG TERM WHO FEEL LIKE, “I’M BORN IN A WOMAN’S BODY AND I AM A WOMAN,” AND VICE VERSA– THOSE OF US WHO ARE CISGENDER, IT’S HARD TO FATHOM WHAT THAT’S LIKE TO BE NEGATED BY PEOPLE USING THE WRONG NAME OR PRONOUN FOR YOU. THESE ARE NOT SMALL THINGS. EVERY TIME SOMEONE CALLS REID “SHE” OR “HER” OR BY HER BIRTH NAME, I SEE THE PAIN STAB THROUGH HIS EYES. THE FIRST TIME SOMEONE SAID TO REID, “HELLO, YOUNG MAN,” WAS ONE OF THE MOST WONDERFUL MOMENTS IN HIS LIFE. THE JOY WAS BEAUTIFUL TO BEHOLD. MY FAMILY AND I DON’T LIVE IN A LIBERAL EAST LANSING OR ANN ARBOR, BUT LIVE IN A SMALL TOWN WHERE THERE’S OPENLY TRANSPHOBIC PEOPLE. WE LOVE OUR SCHOOLS AND OUR SUPERINTENDENT, BUT GIVEN THE LACK OF EXPLICIT PROTECTION FOR TRANS KIDS, WE DID NOT FEEL COMING OUT AND STAYING IN THE HOME SCHOOL WOULD BE IDEAL FOR REID. IF THE STATE BOARD OF EDUCATION HAD A POSITION STATEMENT SUCH AS THE ONE DISCUSSED TODAY, MY SON’S SCHOOL MAY HAVE HAD A SAFER ENVIRONMENT AND ALLOWED HIM TO COME OUT WITHOUT FEAR OF PHYSICAL AND PSYCHOLOGICAL TORMENT. IT WOULD HAVE ASSURED ME AS A PARENT THAT I HAD HIGH-LEVEL BACKING AND COULD EXPECT SAFETY FOR MY CHILD. ABSENT ANY SUCH POLICY, MY HUSBAND AND I DECIDED TO SEND MY SON OUT OF STATE TO A SCHOOL WHERE WE KNEW HE WOULD BE ACCEPTED WITHOUT QUESTION OR DISCRIMINATION. CHILDREN IN MICHIGAN SPEND MOST OF THEIR WAKING HOURS IN SCHOOL. THE POLICIES THAT THE MICHIGAN DEPARTMENT OF EDUCATION AND SCHOOLS IMPLEMENT HAVE A DIRECT, FUNDAMENTAL IMPACT ON LGBTQ CHILDREN’S LIVES. I SAY WE CANNOT AFFORD TO TURN A BLIND EYE TO THE DISENFRANCHISEMENT AND DISCRIMINATION FACED BY LGBTQ YOUTH IN OUR SCHOOLS. WE MUST DO THE RIGHT THING AND TAKE THE VITAL STEPS SO THE CHILDREN HAVE SAFE PLACES IN SCHOOLS, FREE FROM STIGMATIZATION AND DISCRIMINATION BECAUSE OF THEIR LGBTQ IDENTITIES. THANK YOU.>>THANK YOU FOR BEING HERE.>>OUR NEXT SPEAKER IS REID ELLEFSON-FRANK, FOLLOWED BY MARY STARR.>>FOR THOSE OF YOU THAT HAVEN’T PUT TWO AND TWO TOGETHER YET, THAT WAS MY MOM. [ LAUGHTER ] ALL RIGHT. GOOD AFTERNOON, LADIES, GENTLEMEN, AND ANYONE WHO MIGHT FALL IN BETWEEN THOSE TWO AREAS. MY NAME IS REID ELLEFSON-FRANK. I AM A TRANSGENDER STUDENT WHO ATTENDED WILLIAMSON HIGH SCHOOL. I SPENT THE TWO YEARS OF HIGH SCHOOL SITTING BEHIND A DESK BEING QUIETLY AFRAID. EVERY SEMESTER, EVERY DAY, EVERY PERIOD. AND THAT WEARS YOU DOWN. I CAN’T TELL YOU HOW HARD IT IS TO SIT AND LISTEN TO A LECTURE OR FOCUS ON LEARNING WHEN THE ONLY THING YOU CAN THINK ABOUT IS HOW NO ONE IN THE ROOM REALLY KNOWS WHO OR WHAT YOU ARE. WHEN YOU CAN’T HELP BUT WONDER WHAT YOUR PEERS WOULD DO OR SAY IF THEY KNEW YOU WERE LESBIAN, GAY, BISEXUAL, TRANSGENDER OR ANY COMBINATION OF GENDER AND SEXUALITY THEREAFTER. IT IS EXHAUSTING. I PERSONALLY WAS EXHAUSTED. THE FEAR AND WORRY AND ANXIETY ATE AWAY AT ME UNTIL I COULDN’T REALLY BE A STUDENT ANYMORE. MY FRESHMAN YEAR I SLIPPED UNDER THE RADAR BY PRETENDING. I WORE MAKE-UP AND DRESSES. I WAS FEMININE, AND PEOPLE BELIEVED THAT FACADE, WHICH MEANT I WAS SAFE. BUT BY SOPHOMORE YEAR I HAD CUT OFF ALL MY HAIR AND TRADED IN DRESSES FOR SHIRTS AND PANTS. THAT WAS WHEN THINGS GOT UGLY. I FOUND MYSELF EXCLUDED FROM CONVERSATIONS AND SOCIAL SITUATIONS. WHISPERS BEGAN TO SEEP OUT OF THE STUDENT BODY AS SOON AS I TURNED MY BACK, AND SOMETIMES THEY DIDN’T EVEN BOTHER TO WAIT UNTIL I WAS OUT OF EARSHOT. SCHOOL WAS A PLACE I HAD TO FORCE MYSELF TO GO TO. CLASSES WEREN’T ABOUT LEARNING. I DIDN’T CARE. IF THE STUDENTS WERE VICIOUS, AND THE STAFF COULDN’T SILENCE THE RUMORS, WHY SHOULD I KILL MYSELF OVER LEARNING AND STUDYING WHAT THEY TRIED TO TEACH ME? AFTER I LEFT, I DON’T REMEMBER MATHEMATIC FORMULAS OR CHEMICAL EQUATIONS– I REMEMBER FEAR. I DON’T THINK FEAR SHOULD HAVE A PLACE IN THE SCHOOL. I DON’T BLAME THE TEACHERS OR STUDENTS. THEIR IGNORANCE AND CRUELTY WAS NOT THEIR FAULT, BECAUSE THEY WERE NEVER TAUGHT HOW TO ACT WHEN THEY MET SOMEONE WHO ISN’T STRAIGHT OR CISGENDER, WHICH IS A TERM FOR SOMEONE WHOSE GENDER IDENTITY MATCHES UP WITH THE GENDER THEY WERE ASSIGNED AT BIRTH. I WAS TREATED LIKE AN ALIEN BECAUSE TO THEM, THAT’S WHAT I WAS. NO ONE TAUGHT THEM TO BE CONSIDERATE OR ACCEPTING WHEN FACED THE WITH A PERSON WHO WAS DIFFERENT FROM THEM. THAT IS NOT THEIR FAULT. BUT IT IS ALSO NOT AN EXCUSE. WE NEED TO BEGIN EDUCATING PEOPLE ABOUT HOW TO MAKE OUR SCHOOLS SAFE FOR EVERYONE, NO MATTER THEIR GENDER OR SEXUAL ORIENTATION. WE NEED TO MAKE OUR SCHOOLS SOMETHING WE ARE PROUD OF, NOT PLACES WHERE LGBTQ+ KIDS ARE FACED WITH DISCRIMINATION. SO, PLEASE, HELP TAKE THE FEAR OUT OF OUR SCHOOLS. THANK YOU FOR LISTENING TO WHAT I’VE HAD TO SAY. I APPRECIATE YOUR CONCERN.>>THANK YOU FOR BEING HERE.>>I BELIEVE OUR FINAL SPEAKER IS MARY STAR. IF SOMEONE ELSE HAS A FORM, WAVE IT IN THE AIR, I’LL COME GET IT.>>GOOD AFTERNOON, THANK YOU FOR YOUR TIME. I’M MARY STARR, THE EXECUTIVE DIRECTOR OF THE MICHIGAN MATH AND SCIENCE CENTERS NETWORK. PRETTY MUCH EVERY YEAR I COME AND TALK ABOUT THE REPORT. IN YOUR PACKET YOU SHOULD HAVE A COPY OF THE THIN NETWORK REPORT. IF YOU NEED EXTRAS I BROUGHT IT WITH ME. THIS IS ONE REPORT FOR ALL 33 CENTERS. EACH CENTER, THOUGH, HAS ITS OWN ANNUAL REPORT. IF YOU ARE INTERESTED IN THE INFORMATION ABOUT THE WORK DONE AT THE CENTER IN YOUR REGION, I CAN CERTAINLY PROVIDE THAT. I WANTED TO MAKE SURE — I BROUGHT THESE MOST OF THE TIME. I WAS THINKING YESTERDAY, I DON’T WANT YOU TO MISS, WE DO A LOT MORE EVALUATION WORK ACROSS THE STATE THAN WHAT APPEARS IN JUST THE SUMMATION. IF YOU ARE INTERESTED IN ANY OF THESE OTHER INDIVIDUAL REPORTS, I’M MORE THAN HAPPY TO SHARE THEM WITH YOU. I WANTED TO GIVE YOU A BRIEF UPDATE WITH WHAT IS GOING ON WITH THE NETWORK ESPECIALLY SINCE WE CELEBRATED THE NEW SCIENCE STANDARDS BACK IN NOVEMBER. WE HAVE BEEN WORKING WITH OUR TESLA GRANT AND THAT HAS BEEN GOING WELL. WE HAVE BEEN ABLE TO PROVIDE NATIONAL FACILITATORS FOR SCIENCE LEARNING FOR A LOT OF OUR LEADERS. IN AUGUST WE’LL HAVE 100 PROFESSIONAL DEVELOPMENT LEADERS FOR THE NGSX PROJECT. HAPPY TO TALK MORE ABOUT THAT. WE HAVE BEEN NOTED IN THE MICHIGAN STEM ADVISORY COUNCIL REPORT AS ONE OF THE GO-TO GROUPS IN STEM EDUCATION. WE ARE EXCITED ABOUT THE OPPORTUNITY TO LEVERAGE THE PARTNERSHIPS WE’VE DEVELOPED ACROSS THE STATE AT THE 33 CENTERS TO SUPPORTING THE WORK OF THE ADVISORY COUNCIL. OUR IN-STATE WORK HAS BEEN GREAT. AS A PART OF THAT, WE HAVE REACHED OUT TO OTHER STATES, REALLY LEVERAGING THE NEW SCIENCE STANDARDS AND OPPORTUNITIES TO TALK ACROSS STATE BOUNDARIES ABOUT THE COMMON STANDARDS. AND IN THAT CASE, WE HAVE BEEN ASKED TO COLLABORATE WITH THE NATIONAL SCIENCE TEACHERS ASSOCIATION — IF YOU WANT TO PASS THOSE AROUND. IN AUGUST THE NATIONAL SCIENCE TEACHERS ASSOCIATION WILL BRING THEIR STANDARDS CONFERENCE TO MICHIGAN IN COLLABORATION WITH THE MICHIGAN MATH AND SCIENCE CENTERS NETWORK, TO BE HELD AT THE SCIENCE CENTER IN DETROIT. WE ARE EXCITED ABOUT AN OPPORTUNITY TO SHOWCASE THE WORK OF MICHIGAN’S SCIENCE AND MATHS TEACHERS AND THE MATH AND SCIENCE CENTERS NETWORK AS PART OF THE NATIONAL ORGANIZATION AND OUR JOINT EFFORTS. THAT WILL JUST BE THE END OF THE SUMMER IN AUGUST, AND THEN EVERYONE WILL START TO PREPARE FOR THE NEXT SCHOOL YEAR. IN THE FOLLOWING SCHOOL YEAR, 2016-2017, WE EXPECT TO WORK WITH THE MICHIGAN TEACHERS WITH THE NGSX INITIATIVE AND EXPECT TO HAVE ABOUT 1,000 TEACHERS THROUGH THAT 5-DAY PROFESSIONAL LEARNING SEQUENCE BY THE END OF NEXT SCHOOL YEAR. THE STANDARDS ARE REALLY — THE FIRE THAT IS IGNITING A LOT OF WORK AROUND MICHIGAN, AND WE APPRECIATE THE ADOPTION OF THOSE STANDARDS IN NOVEMBER. IF ANYONE NEEDS INFORMATION I’M HAPPY TO SUPPLY THAT. THANK YOU.>>THANK YOU VERY MUCH FOR BEING HERE. APPRECIATE IT. WE’LL GO BACK TO THE COMMITTEE OF THE WHOLE AGENDA AND HAVE THE PRESENTATION ON EVERY STUDENT SUCCEED ACT. VENESSA, PLEASE COME FORWARD. AS WE KNOW, IN DECEMBER 2015, PRESIDENT OBAMA SIGNED THE EVERY STUDENT SUCCEEDS ACT, WHICH IS THE REAUTHORIZATION OF THE EDUCATION ACT 1965. ESSA PROVIDES STATES WITH NEW FLEXIBILITY IN DEFINING THE SYSTEM OF SUPPORT, ASSESSMENT AND ACCOUNTABILITY, WHILE KEEPING A FOCUS ON ENSURING EVERY STUDENT IS EXPOSED TO CAREER AND COLLEGE READY STANDARDS, RIGOROUS ASSESSMENTS, AND SCHOOLS AND DISTRICTS ARE HELD TO MEANINGFUL ACCOUNTABILITY MEASURES AND PROVIDED WITH BASE SUPPORTS. THE PRESENTATION TODAY FOCUSES ON GENERAL ASPECTS OF THE ESSA, AND WILL OUTLINE GENERAL TIMELINES AND STEPS. THE NEXT STEPS IS CREATING THE PROCESS AND THE NEW PROPOSAL. VENESSA KEESLER, DEPUTY SUPERINTENDENT WILL DO THE PRESENTATION.>>THANK YOU. SHALL I GO AHEAD AND GO?>>YES.>>OKAY.>>YOU KNOW WHAT, LET’S GIVE THEM A MINUTE AND SEE IF WE CAN GET THEM BACK HERE IN A MINUTE. THIS IS IMPORTANT. ALL RIGHT, PLEASE GO AHEAD.>>THANK YOU. LIKE SUPERINTENDENT WINSTON SAID, I’D LIKE TO TALK ABOUT THE EVERY STUDENT SUCCEEDS ACT SIGNED INTO LAW. IT PUTS US IN A PERIOD OF TRANSITION BETWEEN THE APPROVED ESEA FLEXIBILITY WAIVERS AND OUR NEW SYSTEMS UNDER ESSA. IF WE REMEMBER NOTHING ELSE, IT’S THE STATEMENT HERE, THAT MICHIGAN BELIEVES THE TRANSITION IN FEDERAL LAW OFFERS AN IMPORTANT OPPORTUNITY TO BUILD A SYSTEM OF ASSESSMENT, ACCOUNTABILITY AND SUPPORTS THAT MAKE SENSE AND THAT HELP US ACHIEVE THE TOP TEN IN TEN GOALS. WHILE THERE’S A LOT OF QUESTIONS ABOUT WHAT IS IN THE LAW AND WHAT IS REQUIRED, WE ARE TRYING TO APPROACH FROM A DIFFERENT PARADIGM, WHICH IS WHAT DO WE WANT TO DO FOR MICHIGAN AND THEN WORK THAT INTO WHAT IS REQUIRED OR NOT. HIGH LEVEL BASICS ABOUT THE ACT. IT DOES REAUTHORIZE THE ESEA ACT OF 1965. MANY AREAS INTRODUCED UNDER THE ESEA FLEXIBILITY PROGRAM REMAIN. THE IMPORTANCE OF HIGH QUALITY CAREER AND COLLEGE READY STANDARDS. CONCEPT OF FINDING LOW-LEVEL SCHOOLS, AND SUPPORTING THEM. THE IMPORTANCE OF ACHIEVEMENT GAPS, AND STATE-DEVELOPED PERFORMANCE TARGETS. WHERE DO WE GO? WHERE DO WE WANT THE SCHOOLS TO GO? AND HOW DO WE DEFINE THEM? ONE MAJOR CHANGE IS EDUCATOR AND ADMINISTRATOR EVALUATIONS ARE NO LONGER REQUIRED UNDER FEDERAL REGULATIONS, GIVING US AN OPPORTUNITY TO SAY, “WHAT DOES MICHIGAN WANT TO DO TO SUPPORT OUR EDUCATORS IN TERMS OF REGULAR FEEDBACK AND PROFESSIONAL DEVELOPMENT?” THAT’S WHAT WE ARE DOING IN THE LAW AND WORK THERE. COUPLE OF BIG CONCEPTS UNDER ASSESSMENT. THE ESSA RETAINS THE IMPORTANCE OF ASSESSING ALL STUDENTS IN MATH AND ELA YEARLY IN GRADES 3 THROUGH 8 AND 11, AND USING THEM TO DETERMINE WHETHER OR NOT STUDENTS ACQUIRE THE STANDARDS. IT OPENS OPTIONS FOR ASSESSING ABOVE AND BELOW GRADE LEVEL AND IT INTRODUCES A CONCEPT THAT’S NOT REALLY DEFINED WELL: INNOVATIVE ASSESSMENT PILOTS. IT’S SOMETHING WE WANT TO HAVE ON THE RADAR AS WE MOVE FORWARD WITH DEVELOPING OUR PLANS. MAJOR CONCEPTS IN ACCOUNTABILITY: STATES ARE REALLY RESPONSIBLE FOR DEVELOPING THEIR SYSTEMS. THERE’S FEWER REGULATIONS ON THE REQUIREMENTS FOR CONTENT FOR THE ACCOUNTABILITY SYSTEMS. YOU ARE STILL REQUIRED TO HAVE LONG-TERM TARGETS FOR STUDENT ACHIEVEMENT, GRADUATION RATE — AND THIS IS NEW: ENGLISH LANGUAGE PROFICIENCY IS NOW BUILT INTO THIS SYSTEM AS OPPOSED TO A SEPARATE ONE. 100% PARTICIPATION RATE IS STILL REQUIRED, BUT HOW WE DETERMINE A LACK OF PARTICIPATION AND WHAT WE DO IF YOU DON’T MEET THAT IS LEFT TO THE STATE. THAT’S ANOTHER MAJOR CHANGE. THEN ESSA RETAINS THE IDEA OF WHAT THEY CALL COMPREHENSIVE SUPPORT SCHOOLS — THE LOWEST PERFORMING GROUP OF SCHOOLS — AND TARGETED SUPPORT SCHOOLS — THOSE WITH UNDER-PERFORMING SUBGROUPS. ACCOUNTABILITY SYSTEMS HAVE TO HAVE SOME BASIC THINGS IN THEM. THEY HAVE TO HAVE ASSESSMENT SCORES, STUDENT GROWTH AND GRADUATION RATES. THIS IS A KEY CHANGE HERE: THEY OPENED UP THE CONCEPT OF AN INDICATOR OF SCHOOL QUALITY OR SUCCESS, SOMETHING OTHER THAN TEST SCORES. NOW WE NEED TO AS A STATE FIND OUT WHAT IT MAY BE. WHAT IS APPROPRIATE TO MEASURE SCHOOLS ON? AND WE’VE BEGUN SOME OF THOSE DISCUSSIONS, BUT THERE’S MORE TO BE TALKED ABOUT HERE. AND THEN ENGLISH LANGUAGE PROFICIENCY NEEDS TO BE MEASURED IN THIS SYSTEM. IN SUPPORT — AND REALLY, THE PURPOSE IS TO GET TO THIS: HOW DO WE DRIVE SUPPORT TO SCHOOLS THAT NEED IT MOST AND ENSURE ACHIEVEMENT AND THE EXPERIENCE OF STUDENTS? THE PRESENTATION TODAY UNDERSCORED THE FACT THAT THE EXPERIENCE OF STUDENTS IN SCHOOLS IS ABOUT MUCH MORE THAN ACADEMICS AND TEST SCORES. SO WHEN WE SUPPORT SCHOOLS, HOW DO WE USE EVIDENCE-BASED PRACTICES TO IMPROVE THEIR OUTCOMES? WE HAVE MORE FLEXIBILITY IN DETERMINING THE MODELS FOR INTERVENTIONS. HOW WE INTERVENE IS LEFT TO US. THERE’S MORE FLEXIBILITY IN FEDERAL FUNDS. WE STILL NEED TO DO SUPPORT AND INTERVENTIONS FOR COMPREHENSIVE AND TARGETED SUPPORT SCHOOLS. A COUPLE OF TIME LINES. TECHNICALLY, ESEA FLEXIBILITY IS IN PLACE UNTIL AUGUST 2016. WE ARE IN A GRAY AREA WHERE THERE ARE A FEW THINGS ENFORCED, A FEW THINGS NOT. WE NEED TO FIGURE OUT WHAT THE TRANSITION LOOKS LIKE. THE REQUIREMENTS ARE NOT ACTIVE UNTIL 2017-2018, SO THIS GIVES US MORE TIME THAN WE HAVE HAD WITH TRANSITION STATE LAW OR POLICY TO THINK ABOUT THE SYSTEM WE WANT. THE SECOND MAJOR TAKE AWAY IS WE DON’T HAVE A PLAN YET. WE HAVE A PLAN TO GET TO A PLAN. IT GOES FAR INTO INCLUDING STAKEHOLDERS. IT’S IMPORTANT TO KNOW WE ARE NOT JUMPING TO SOLUTIONS, WE DON’T WANT TO USE THE SAME OLD ANSWERS, WE WANT TO THINK THINGS THROUGH WITH A BROAD COALITION OF STAKEHOLDERS AS WE CAN POSSIBLY ASSEMBLE. WE SEE HERE ABOUT THE GIFT OF THE TIME. WE ARE GIVEN THREE MONTHS TO DEVELOP A PLAN, THAT’S AS FAR AS YOU GET ON THREE MONTHS. WE HAVE MORE TIME HERE, SO WE NEED TO USE IT. HERE IS THE APPROACH. STAKEHOLDER FEEDBACK IS KEY AND ONGOING, SO WE’LL WORK WITH THEM THROUGHOUT THE PROCESS. WE WANT TO EDUCATE PEOPLE ON THE ESSA LAW ITSELF, SO THIS PRESENTATION IS ONE OF THE STARTS TO THAT. AND FEEDBACK ON THE PLANS AS THEY’RE DEVELOPED. WE WANT TO USE A COMBINATION OF SUBJECT MATTER EXPERTISE FROM EXTERNAL VISION GROUPS AND OUR INTERNAL EXPERTS WITH STAKEHOLDERS, AND DIFFERENT TYPES OF STAKEHOLDERS, BUSINESS COMMUNITY OR LEGISLATURE OR PEOPLE NOT ENGAGED IN THE SAME WAY, AND ASKING THEM TO REACT TO THE INFORMATION IN DIFFERENT WAYS. POTENTIALLY MIXED ROLE GROUPS: PUT A LEGISLATOR WITH A BUSINESS COMMUNITY PERSON AND SAY, “WHAT DO YOU THINK ABOUT THE PLAN?” WE’LL DEVELOP PROPOSALS AND CIRCULATE THAT BACK THROUGH THE FEEDBACK GROUPS. SUPERINTENDENT.>>THIS REALLY, AS MENTIONED EARLIER, IS AN EXCITING OPPORTUNITY FOR US TO ENVISION THE FUTURE. WE HAVE TO BE CONCERNED WITH WHAT THE FEDS HAVE OUT THERE, BUT LET’S DESIGN OUR FUTURE AND THEN WORRY ABOUT IT, AND IF WE HAVE TO ADJUST, WE CAN ADJUST. IT WILL BE AN INCLUSIVE WAY MOVING FORWARD, AND I’M REALLY EXCITED ABOUT THE OPPORTUNITY. CASANDRA.>>JUST A QUICK QUESTION: IT SAYS STATES HAVE MORE FLEXIBILITY IN DETERMINING MODELS FOR INTERVENTION. THAT MEANS THAT THE FOUR MODELS CURRENTLY — THOSE GO AWAY, RIGHT?>>THEY CAN GO AWAY.>>I UNDERSTAND THEY’RE IN STATE LAW.>>FEDERALLY, BUT IN STATE –>>RIGHT, THAT’S MY NEXT QUESTION. [ NO AUDIO ]>>SORRY ABOUT THAT.>>SO — [ NO AUDIO ]>>… DOESN’T CHANGE THE OUTCOMES OF SCHOOLS WHO ARE STRUGGLING. SO IF WE ARE SERIOUS ABOUT BECOMING A TEN IN TEN STATE, ABOUT CHANGING THE OUTCOME FOR STUDENTS WE ARE CONCERNED ABOUT, THE SYSTEM OF SUPPORT THAT COMES TO BEAR NEEDS TO BE BROADER, FUNDAMENTALLY DIFFERENT AND TRIGGERED BY DIFFERENT THINGS THAN WHAT TRIGGERED IT IN THE PAST. MICHELLE IS A REGULAR ADVOCATE FOR LESS RELIANCE ON TEST SCORES. THAT’S AN IMPORTANT PART OF THIS, ASKING OURSELVES, “WHO DO WE NEED TO INTERVENE WITH? AND HOW DO WE FIND THEM?” ASSESSMENT AND ACCOUNTABILITY ARE THE TOOLS THAT GET US TO THE SCHOOLS THAT NEED SUPPORT.>>CASANDRA?>>I’M SO GLAD THAT YOU SAID THAT, THAT TEST SCORES CANNOT BE WHAT WE RELY ON. WHAT NCLB DID REALLY WELL IS IT SAID NOT SO MUCH THAT THESE KIDS ARE NOT LEARNING, BUT THEY HAVEN’T LEARNED TO TAKE A TEST. THAT’S WHAT WE TAUGHT THEM. TO ME, THAT’S NOT LEARNING. AND IF THAT IS WHAT WE’LL GO BACK INTO, THAT SYSTEM, WHERE IF YOU ARE NOT TAKING A TEST PROPERLY, WE’LL CALL YOU A FAILURE, WE’LL LABEL YOU — I CAN’T GET ON BOARD WITH THAT. THIS HAS TO BE SO MUCH MORE THAN THAT. IT CANNOT BE RELIANT ON TEST SCORES. WE ARE BACK WHERE WE STARTED, LABELING KIDS AND SCHOOLS. I’VE SAID IT 100 TIMES AND I’LL SAY IT AGAIN: IF YOU WANT TO LABEL NOT CAREER AND COLLEGE READY, THAT WOULD BE ME. I HAVE A REALLY GOOD CAREER AND A GREAT EDUCATION. SO IT’S NOT ACCURATE. WE CANNOT CONTINUE DOWN THIS PATH WHERE WE’RE TELLING KIDS THEY’RE ONE THING, WHEN THE REALITY IS THAT WE DON’T KNOW THAT. A TEST SCORE WILL NEVER TELL YOU THAT. THAT’S MY ARGUMENT.>>AND I ALSO WELCOME VENESSA’S ARTICULATION OF WHAT WE NEED TO GIVE OUT, AND I AGREE WITH IT. SO THANK YOU, AND I’M GLAD THAT’S THE PATH WE’RE ON. I DON’T THINK IT’S INCONSISTENT WITH WHAT I’M ARGUING, CASANDRA. I’M JUST REMINDING US THAT THE REASON AND INTENTION, THOUGH NOT FULLY REALIZED, OF THE PREVIOUS ERA’S REFORMS WERE NOT BECAUSE THEY WERE NOT TAKING THE TEST WELL. THE EDUCATION SYSTEM WORKED FOR A LOT OF KIDS. IT DIDN’T WORK FOR A LOT OF KIDS. AFRICAN-AMERICAN POOR KIDS WERE NOT LEARNING TO READ. THEY WERE NOT LEARNING TO READ. THEY HAVE ZERO LIFE CHANCE IF THEY COULDN’T READ AT A FUNDAMENTAL LEVEL. SO OUR SCHOOLS WERE FAILING, AND WE WANT TO DO BETTER THAN THAT. WE HAVE TO CONTINUE TO DO BETTER IN DESIGNING WHATEVER EDUCATION SUPPORT SYSTEM, ACCOUNTABILITY AND ASSESSMENT SYSTEM HAPPENS. THAT’S WHAT WE NEED TO IMPROVE ON.>>OKAY. MICHELLE, AND KATHLEEN.>>AMEN.>>OKAY. I WOULD SAY IF A KID CAN’T LEARN TO READ, IT’S MORE THAN BLAMING THE SCHOOLS AND TEACHERS. THAT’S AN ISSUE. I THINK THERE’S A LOT OF THINGS AT ISSUE. WHETHER THE KIDS WERE EVEN AT THE SCHOOL, LOOKING AT ATTENDANCE, WHETHER THEY HAVE THE STRUCTURE AT HOME TO SUPPORT THEM. WHETHER THEY HAVE HEALTH CARE, IF THEY HAVE LEAD POISONING. ANY SORT OF OTHER ISSUES THAT MAY BE INVOLVED IN, I THINK, AND WE ARE QUICK TO SAY THAT IF THE KIDS AREN’T READING, IT’S SOLELY IN OPERATION OF THE SCHOOL. I THINK THAT IF THERE’S A FAILURE, IT MAKES NO SENSE TO SHUT IT DOWN AND TURN IT INTO A CHARTER. THAT MAKES NO SENSE TO ME. BECAUSE OF THE TRACK RECORD OF CHARTERS AND IT DOESN’T GET AT THE HEART OF THE ISSUE, WHICH IS THAT — “OH, ALL THE BAD TEACHERS, FIRE AND REPLACE THEM, AND THAT WILL SOLVE IT.” THAT IS NOT GETTING AT ALL THE WHOLE ARRAY OF FACTORS THAT ARE TO PLAY HERE. IT’S OVERLY SIMPLISTIC. ANYWAY — AND ONE OF THE END RESULTS OF ALL OF THIS, I’VE BEEN WANTING TO SAY IS WE CAN’T GET TEACHERS TO TEACH IN THE HIGH POVERTY DISTRICTS. THE TEST SCORES TEND TO BE LOWER IN THE HIGH POVERTY DISTRICTS, SO, THEREFORE, THERE’S A SENSE OF PUNISHMENT AND, YOU KNOW, DISPARAGING OF THE TEACHERS WHO GET BLAMED FOR IT. NO ONE WANTS TO GO THERE. WE HAVE HOW MANY…>>ABOUT 150 OPENINGS.>>THERE ARE HUNDREDS OF EMPTY SEATS. SO ONE OF THE PLANS IS TO MAKE IT EASIER AND HAVE NON-CERTIFIED TEACHERS TEACH. I DON’T UNDERSTAND WHY THIS WILL SOLVE ANYTHING. SO, I LIKE THE IDEA OF REVAMPING, LOOKING AT OTHER THINGS OF WHAT MAKES SUCC– SEX– SUCCESSFUL SCHOOLS. WE HAVE TO LOOK…>>SEXUAL SCHOOLS — WE ARE NOT GOING TO MAKE THOSE, SORRY. [ LAUGHTER ]>>IT’S UNIVERSAL.>>SUCCESSFUL SCHOOLS BESIDE TEST SCORES.>>YOUR POINT IS WELL TAKEN.>>NO, IT’S NOT.>>YES, IT IS.>>I WOULD ASK THAT YOU ALL BEGIN — YOU HAVE BEGUN PROBABLY TO THINK ABOUT THIS, BUT THIS OTHER NON-ACADEMIC INDICATOR PINNING DOWN WHAT ELSE WE SHOULD MEASURE SCHOOLS AT AND HOW YOU DO THAT IS EQUALLY HAIRY AS ASSESSMENTS. IT WILL TAKE A LOT OF GOOD THINKING ON WHAT ELSE WE WANT TO LOOK AT, AND ONE OF THE THINGS THE ACCOUNTABILITY COMMITTEE TALKS A LOT ABOUT IS TRANSPARENCY. REPORTING THE INFORMATION VERSUS MAKE JUDGMENT. WE’LL NEED A LOT OF GOOD BRAINS FROM THE STATE AND NATION THINKING ABOUT THIS. SO PUT YOUR THINKING CAPS ON.>>KATHLEEN, AND THEN EILEEN.>>I AGREE WITH A LOT OF WHAT WAS SAID ALREADY, BUT YEARS AGO, WE DID HAVE CRITERIA. WE NEED TO LOOK AT THE HISTORY OF BEFORE THE NCLB. WE HAD 4 OR 5 CRITERIA USED IN ADDITION TO TESTS. I DON’T REMEMBER THEM ALL, BUT THEY WERE LOGICAL. IF YOU COULD DO IT NOW IT WOULD COMPARE FAVORABLY WITH THAT. IT’S IMPORTANT THAT WE DO WHAT CASSANDRA SAID, AND YOU, BRIAN, ABOUT TAKING THAT OUT OF THE STATE LAW BEFORE WE DO. IF YOU WANT TO USE THEM, USE THEM, BUT YOU DON’T HAVE TO USE THEM. I MEAN, IT’S CRAZY. WE HAVE AN OPPORTUNITY, AND WE SHOULD TAKE IT, SO I’M GLAD YOU OUTLINED YOUR PLAN FOR A PLAN. [ LAUGHTER ]>>EILEEN.>>IT’S A BREATH OF FRESH AIR TO LOOK AT THIS. I CAME ON THE BOARD SHORTLY BEFORE NCLB, AS JOHN HAS DATED ME, AND KATHLEEN. WHILE IT WASN’T EFFECTIVE OVERALL AND THE GOALS WERE NOT POSSIBLE TO ACHIEVE, THE VISION THAT IT GAVE US FOR THE CHILDREN AT RISK WAS SIGNIFICANT. AND WE ARE A BETTER SOCIETY AND SCHOOL SYSTEM AND STATE FOR THAT. THE CHALLENGES WE FACE NOW ARE THE SAME IN MANY WAYS. WE HAVE NOT CHANGED AFRICAN-AMERICAN OR HISPANIC ACHIEVEMENT. WE HAVEN’T CHANGED LOWER CLASS, MIDDLE CLASS, UPPER CLASS — IN FACT, WE HAVE DONE BETTER WITH KIDS AT RISK THAN WE HAVE FOR ACHIEVEMENT RISING FOR MIDDLE AND UPPER CLASS KIDS. AS WE FACE ALL OF THESE QUESTIONS ABOUT HOW TO EVALUATE SCHOOLS AND CHILDREN, AND HOW TO FIGURE OUT ASSESSMENTS, ONE CHALLENGE IS THAT DISTRICTS HAVE THE NEEDS OF TEACHERS IN THE CLASSROOM TO GET THE INFORMATION BACK QUICKLY THAT HELPS THEM UNDERSTAND WHAT THEY’RE DOING RIGHT OR WRONG. SCHOOLS WANT THAT, DISTRICTS WANT IT, AND THE STATE HAS THE RESPONSIBILITY OF MAKING SURE THAT THE ASSESSMENTS MEASURE WHETHER WE’RE GOING TO HAVE A WORK FORCE AND KIDS GOING TO COLLEGE AND WHETHER OR NOT TAX DOLLARS ARE BEING SPENT WISELY, AND THE FEDS ARE IN THE MIX BECAUSE THEY’VE GOT TITLE I FUNDS IN THE SCHOOL. SO HOW WE SORT OUT ASSESSMENT — WE HAVE A RANGE OF TOOLS, SNAP SHOTS — WE DON’T HAVE GOOD FORMATIVE ASSESSMENT. WE HAVE AN ASSESSMENT STATE TEST THAT IS SUMMATIVE. THERE ARE MAYBE OTHER OPTIONS COMING DOWN THE PIPE. I DON’T THINK MOST DISTRICTS WANT THE STATE TO HAVE ACCESS TO THEIR SNAPSHOTS OR FORMATIVE. SUDDENLY THE STATE AND THE FEDS WOULD HAVE THE NOSES UNDER THE TENT AS TO WHAT IS GOING RIGHT OR WRONG. SOME PLACE IN THE MIX IS AN OPPORTUNITY TO DO SOMETHING THAT WORKS BETTER FOR KIDS AND SCHOOLS, BUT AT THE SAME TIME, IF WE CHANGE ASSESSMENTS, WE’LL FACE ANOTHER FOUR ASSESSMENTS IN FOUR OR FIVE YEARS WITH NO TREND LINE, NO GROWTH MEASUREMENT. AND THEN WE’RE TALKING ABOUT AN EDUCATOR EVALUATION BILL THAT DOESN’T HAVE MEASURABLE, QUALIFIABLE SUCCESSES FOR TEACHERS. I’M THRILLED TO BE POISED ON THE BRINK OF THIS ABYSS, AND KNOW THAT WE’LL HAVE A LOT OF WORK AHEAD OF US. THANK YOU VENESSA AND FOR THE WORK YOU ARE DOING.>>PAM.>>MY QUESTION IS AROUND — I’M HEARING A LITTLE ABOUT WHAT IS IN THE ESSA. BUT THE PIECE AROUND COMMUNITY INVOLVEMENT AND THAT THERE SHOULD BE BUDGETARY LINE TO ENGAGE COMMUNITY AND HOW ARE WE LOOKING AT DOING THAT. I SEE THAT YOU’RE TALKING ABOUT GOING — YOU KNOW, HAVING STAKEHOLDERS GIVING FEEDBACK. BUT THERE SHOULD BE — IS THERE ACTUAL FUNDING THAT GOES TO COMMUNITIES AND TO BUILD STAKEHOLDER GROUPS?>>SO THAT’S AN INTERESTING QUESTION. WE ARE SEEKING SUPPORT FROM THE FOUNDATION COMMUNITY TO HELP US WITH THE INITIAL STAKEHOLDER ENGAGEMENT PART. WE NEED A DIFFERENT ENGAGEMENT ARM THAN WE ARE BUILT WITH. THE ONGOING COMMUNITY ENGAGEMENT AND FUNDING, WE ARE STILL UNDERSTANDING WHAT IS IN THE BILL AS FAR AS THE EVENTUAL MONEY THAT COMES WITH IT. I DON’T HAVE — I’M NOT SURE ON THAT. IT IS OUR INTENT THAT WHATEVER STAKEHOLDER LOOPS THAT WE BUILD TO BUILD THE PLAN, WE MAINTAIN IT AS THE PLAN IS IMPLEMENTED TO DO A REGULAR CHECK IN AND UNDERSTAND HOW THIS IS WORKING. THAT’S ANOTHER MAJOR SHIFT HERE, THAT THERE IS A STRONGER FOCUS — AND WE KNOW NOW, AGAIN, AFTER 15 YEARS, THAT — THE IMPORTANCE OF THE COMMUNITY BEING EMBEDDED IN THE SCHOOL, AND THE DISCONNECT BETWEEN — WE CAN SAY THE SCHOOLS ARE LOW PERFORMING — IF YOU ASK EVERYBODY HOW ARE SCHOOLS DOING, “POORLY.” “HOW IS MY SCHOOL DOING?” “GREAT.” THERE’S A COMMUNITY ASPECT AND A COMMUNITY ACCOUNTABILITY THAT’S EQUALLY IMPORTANT TO STATE ACCOUNTABILITY,AND HOW DO WE BUILD THAT IN IN A VERY REAL WAY?>>THANK YOU VERY MUCH. THE NEXT ITEM IS ITEM F — PRESENTATION ON ASSESSMENT LITERACY STANDARDS FOR MICHIGAN. I’LL POSTPONE THAT AND BRING IT BACK SINCE WE ARE BEHIND. WE’LL MOVE TO ITEM G, THE LAST ITEM OF THE COMMITTEE ON THE WHOLE AGENDA, A PRESENTATION ON THE ASSESSMENT INTEGRITY GUIDE. THE MICHIGAN DEPARTMENT OF EDUCATION’S ASSESSMENT INTEGRITY GUIDE IS A GUIDE BOOK FOR EDUCATION ADMINISTRATORS AND TEACHERS AROUND THE STATE TO ENSURE THEY ARE ADMINISTERING MICHIGAN’S ASSESSMENT IN A FAIR, RELIABLE AND EQUITABLE WAY FOR THE STUDENTS. AS WE TRANSITION FROM THE MEAP TO M-STEP AND FROM PAPER BASED TO ONLINE ASSESSMENTS, IT WAS NECESSARY TO REVISE THE MANUAL TO BE CURRENT WITH TODAY’S ASSESSMENT. NEXT STEP IS APPROVAL OF THE ASSESSMENT INTEGRITY GUIDE AT THE APRIL BOARD MEETING. TODAY WE HAVE ANDY MIDDLESTEAD, DIRECTOR OF STANDARDS AND ASSESSMENT, AND JASON KOLB, THE TEST SECURITY SPECIALIST, TO PRESENT TO US.>>THANK YOU FOR HAVING US HERE. I BELIEVE EVERYONE GOT IN THE MATERIALS THE ROBUST DOCUMENT OF THE TEST INTEGRITY GUIDE. THIS IS A DOCUMENT WE HAD FOR A WHILE, BUT IT’S TIME TO REVISE IT A LITTLE IN SOME WAYS, A LOT IN OTHER WAYS, LARGELY BECAUSE OF MOVING TO ONLINE ASSESSMENT. JASON IS A TEST SECURITY SPECIALIST AND HAS BEEN WITH MY OFFICE FOR A NUMBER OF YEARS BUT IN THAT ROLE FOR ABOUT A YEAR, I THINK. THE FACT THAT WE HAVE A DEDICATED STAFFER TO FOCUS ON TEST SECURITY DURING OUR ADMINISTRATIONS IS A VERY GOOD THING AND A TESTIMONY TO HOW SERIOUSLY WE TAKE IT AND THE NUMBER OF THINGS WE NEED TO MONITOR AND WATCH. JASON WILL RUN THROUGH SOME SLIDES POINTING OUT THE HIGHLIGHTS.>>HI, EVERYBODY. I’M JASON KOLB, TEST SECURITY SPECIALIST WITH OSA. I WILL GO THROUGH HIGH LEVEL WHAT THE INTEGRITY GUIDE IS. WHAT IS THE ASSESSMENT GUIDE? IT’S A GUIDELINE FOR EDUCATORS WHO ADMINISTRATOR STATE ASSESSMENTS TO ENSURE PROPER TEST ADMINISTRATION AND INTEGRITY. BASICALLY, WE WANT TO MAKE SURE WE HAVE VALID ASSESSMENTS IN THE CLASSROOM. THE ORIGINAL GUIDE THAT WE USED WAS APPROVED BY THE STATE BOARD OF EDUCATION IN 2009. A LOT HAS CHANGED SINCE THEN. BUT AT A HIGH LEVEL, THE INTEGRITY GUIDE CONSISTS OF THESE MAJOR COMPONENTS: PREVENTION OF TESTING IRREGULARITIES, DETECTION OF IRREGULARITIES, INVESTIGATION AND REMEDIATION. WE BELIEVE IT’S TIME OF FOR A CHANGE. SINCE 2009, SINCE THE ORIGINAL INTEGRITY GUIDE WAS PUBLISHED, WE’VE MADE A MAJOR SHIFT FROM MEAP TO M-STEP, AND WITH THAT HAVE GONE FROM ALL PAPER TESTING TO ONLINE TESTING. THIS YEAR WE ARE GOING TO TEST OVER 90% OF STUDENTS IN THE STATE WITH M-STEP ONLINE. WITH THAT WE HAVE DIFFERENT LOGISTICS FOR TEST ADMINISTRATORS. THERE’S MORE TECHNOLOGIES SINCE 2009 IN STUDENT’S HANDS, AS I AM SURE ALL OF YOU ARE AWARE. ALMOST EVERY STUDENT HAS A CELL PHONE, WHICH IS A HIGH SECURITY RISK IN ITSELF. WE HAVE RISK OF ITEMS BEING RELEASED TO THE PUBLIC OR BEING SHARED MUCH MORE EASILY WITH CELL PHONES. THOSE ARE THE BIG CHANGES THAT HAPPENED SINCE 2009 IN THE TESTING WORLD. WHAT WE DID WAS DRAFTED A NEW VERSION OF THE INTEGRITY GUIDE IN 2015 TO INCORPORATE THESE CHANGES THAT WE HAVE SEEN SINCE 2009. BASICALLY, IF YOU’RE FAMILIAR WITH THE OLD INTEGRITY GUIDE, THE GENERAL PRINCIPLES REMAIN VERY MUCH THE SAME. A LOT OF THE WORDING IN MANY AREAS OF THE NEW DRAFT ARE VERY MUCH THE SAME. THE UPDATES WE HAVE MADE WERE BASED ON FEEDBACK WE RECEIVED FROM CAVEON TEST SECURITY SERVICES. THEY’RE A LARGE TEST SECURITY COMPANY THAT WORKED WITH MULTIPLE DEPARTMENTS OF EDUCATION ACROSS THE UNITED STATES AS WELL AS LARGE CORPORATIONS THAT HAVE TO DO LICENSURE EXAMINATIONS AND OTHER TYPES OF EXAMINATIONS. WE HAD THEM TAKE A LOOK AT THE DOCUMENT AND MAKE UPDATES. WE ALSO ARE RECEIVING FEEDBACK FROM DISTRICTS. DURING THE LAST M-STEP ADMINISTRATION, WE RECEIVED A LOT OF FEEDBACK ABOUT THE ASSESSMENT AND THINGS PEOPLE THOUGHT WERE VAGUE IN THE INTEGRITY GUIDE. I HAVE RECEIVED FEEDBACK FROM SECURITY SESSIONS THAT I’VE HAD AT CONFERENCES AND MSTC ABOUT TEST SECURITY, AND I’VE ALSO REACHED OUT TO MULTIPLE DISTRICTS ABOUT CERTAIN POLICIES. AND THEN ALSO FEEDBACK FROM STAFF WITHIN OSA. THE PEOPLE ON THE FRONT LINES, ON THE PHONES TAKING CALLS FROM STAFF ADMINISTERING ASSESSMENTS, WE HAVE TAKEN THEIR FEEDBACK INTO CONSIDERATION AND INCORPORATED THOSE CHANGES INTO THE GUIDE. HERE IS, AT A HIGH LEVEL, SOME OF THE BIG CHANGES YOU SEE IN THE INTEGRITY GUIDE. YOU’LL SEE A CONTINUOUS REFERENCE THROUGHOUT TO ONLINE TESTING. BASICALLY, THE COMMON ASSESSMENT IRREGULARITIES AND SECURITY ISSUES THAT WE SEE WITH ONLINE TESTING, HOW ONLINE TESTING WINDOWS DIFFER FROM PAPER AND PENCIL TESTING WINDOWS, THE HANDLING OF TEST TICKETS — NOW THAT STUDENTS ARE TESTING ONLINE, THEY RECEIVE A TICKET TO LOG IN, AND THERE’S SPECIAL HANDLING THAT HAS TO GO WITH THOSE TICKETS, WHICH ARE SECURE ITEMS — AND HOW ONLINE TESTING PERMITS DETAILED ANALYSIS OF TEST DATA. ONE OF THE CHANGES WE MADE IS WHO CAN ADMINISTRATOR THE TEST. WE DROPPED THE REQUIREMENT THAT ALL TEST ADMINISTRATORS HAVE TO BE CERTIFIED TEACHERS. WE MADE THE CHANGE BASED ON FEEDBACK RECEIVED DURING THE FIRST ADMINISTRATION OF M-STEP. WE FOUND THAT WITH LAB TIME AND LOGISTICS OF TESTING ONLINE, SOME SMALLER DISTRICTS WERE HAVING A HARD TIME PULLING TEACHERS TO BE TEST ADMINISTRATORS, SO WE’VE DROPPED THE REQUIREMENT AND NOW ARE SAYING THAT TEST ADMINISTRATORS SHOULD BE SELECTED FROM THE HIGHEST POSSIBLE RANKING FROM THE LIST THAT YOU SEE HERE: CERTIFIED TEACHERS AND ADMINISTRATORS, SUCH AS COUNSELORS. PARAPROFESSIONALS OR NON-CERTIFIED ADMINISTRATIVE PERSONNEL. CERTIFIED SUBSTITUTE TEACHERS. THAT’S A CHANGE FROM THE EARLIER GUIDE. WE TIGHTENED UP THE CONFLICT OF INTEREST WORDING WE HAD IN THE GUIDE REGARDING FAMILY MEMBERS TESTING — REFINED THE WORDING ABOUT PROCTORS TESTING FAMILY MEMBERS BASTED ON FEEDBACK RECEIVED LAST YEAR. THE OLD WORDING IN THE OLD INTEGRITY GUIDE SAID FAMILY MEMBERS OF STUDENTS IN THE ASSESSMENT GROUP MUST NOT BE USED AS PROCTORS. THAT’S PRETTY VAGUE. THERE’S A LOT OF QUESTIONS ABOUT THAT. WE CHANGED THE WORDING TO SAY, “TEST ADMINISTRATORS AND PROCTORS CANNOT SERVE AS TESTING STAFF IN ROOMS IN WHICH THEIR CHILDREN OR STUDENTS WHO RESIDE IN THEIR HOUSEHOLD ARE TESTING.” AND THAT IS VERY CLOSE TO COLLEGE BOARDS’ RECOMMENDATIONS FOR TEST ADMINISTRATORS. WE USED A LOT OF THEIR WORDING. ELECTRONIC DEVICES. THIS IS A BIG ONE FOR ME. I HAD A LOT OF CALLS LAST YEAR. WE HAVE A MORE ROBUST ELECTRONIC DEVICE POLICY. AS I HAVE SAID, BIG CHANGE SINCE 2009 IS NOW PRACTICALLY EVERY STUDENT HAS A CELL PHONE OR AN ELECTRONIC DEVICE THAT CAN TAKE PICTURES. WE HAVE A MORE ROBUST ELECTRONIC DEVICE POLICY, AND WE NOW SAY THAT ANY USE OF ELECTRONIC DEVICES DURING TESTING CONSTITUTES AN AUTOMATIC PROHIBITIVE BEHAVIOR, WHICH IS AN INVALIDATION OF THAT PARTICULAR TEST. AND FOR TRANSPARENCY WE INCLUDED WEB MONITORING PROCEDURES. WE DO MONITOR PUBLIC WEBSITES DAILY FOR ITEM EXPOSURE AND SECURITY BREACHES DURING ASSESSMENT WINDOWS — THAT’S A NEW ADVENT SINCE 2009. SO WE’LL BE POSTING THE DRAFT GUIDES SO THAT SCHOOLS CAN PREPARE FOR TESTING AND PROVIDE FEEDBACK. AND WE’D LIKE TO SEE YOU IN APRIL FOR APPROVAL.>>ANY QUESTIONS? KATHLEEN? [ INAUDIBLE ]>>HOW LONG IS THE REVIEW PERIOD FOR COMMENT?>>BETWEEN NOW AND THE NEXT BOARD MEETING. SO ROUGHLY 30 DAYS.>>WELL, IS IT LONG ENOUGH? BECAUSE THIS IS FAIRLY LONG.>>WE CAN LEAVE IT OPEN LONGER. THAT WOULD BE FINE. WE JUST WANT TO HAVE THE DOCUMENT APPROVED IF WE CAN BY THE NEXT MEETING BECAUSE THAT IS WHEN THE TESTING WILL START. IF YOU WANT IT LONGER, WE CAN. WE’LL POST IT SO PEOPLE CAN GIVE INPUT AND FEEDBACK AND PROVIDE COMMENTS ON ANYTHING THAT THEY MIGHT NEED CLARIFICATION OR CHANGES WE NEED. PEOPLE CAN START USING IT AS SOON AS WE POST IT. BUT WE CAN HAVE A LONGER PERIOD IF YOU THINK IT’S NECESSARY.>>WE HAVE BEEN ALL SPEAKING AT CONFERENCES AND PEOPLE HAVE BEEN GIVING US INPUT. IT’S NOT LIKE IT’S THE ONLY CHANCE TO INPUT. I HAVE LUPE, THEN EILEEN, AND THEN RICHARD.>>I HAVE QUESTIONS ON THE TESTING. HOW MANY STUDENTS ARE TESTED AT THE SAME TIME? IS IT A CLASSROOM? IS IT ALL FIFTH GRADERS OR WHATEVER GRADE THAT YOU TEST? HOW MANY STUDENTS ARE TESTED AT THE SAME TIME?>>WELL WHEN WE SWITCHED TO ONLINE TESTING, JASON ALLUDED TO A LITTLE BIT, WE MOVED FROM THE DAYS WHEN EVERYONE WOULD TAKE THE MATH MEAP TEST TUESDAY TO HERE IS A 3-WEEK WINDOW WHERE STUDENTS CAN TAKE THE FIFTH GRADE M-STEP TEST. IT’S DIFFICULT TO SAY HOW MANY KIDS ARE TESTING AT A TIME, BECAUSE THE SCHOOLS SCHEDULE THAT HOWEVER THEY SEE WITHIN THAT THREE-WEEK OR LONGER PERIOD OF TIME, DEPENDING ON THE GRADE LEVEL THEY ARE IN. WE COULD, IN THEORY, HAVE A COUPLE OF THOUSANDS KIDS ONLINE AT ONE TIME. SCHOOLS WILL DO IT IN A CLASSROOM SETTING. YOU’LL HAVE A CLASSROOM OR A COMPUTER LAB, HOWEVER BIG THE LAB IS. THE PERIOD OF TIME IT TAKES THAT SCHOOL TO CYCLE STUDENTS THROUGH THE LAB DIFFERS.>>SO YOU HAVE EXTENDED THE TESTING WINDOW?>>IT USED TO BE ONE GIVEN DAY, AND NOW IT’S 2-3 WEEKS.>>IT ALLOWS US — IT’S MORE DIFFICULT TO GET ALL THE KIDS IN FRONT OF A COMPUTER, LAPTOP OR IPAD, TO GET THE TEST DONE. SO NOW IT’S A TESTING WINDOW. LARGE SCHOOLS THAT HAVE A BUNCH OF COMPUTERS COULD DO IT ALL ON ONE DAY, BUT MANY HAVE TO TAKE A WEEK OR SO TO ROTATE CLASSROOMS THROUGH TO GET IT DONE.>>THAT IS THE OTHER CONCERN. DO WE KNOW FOR A FACT THAT ALL SCHOOLS HAVE THE TECHNOLOGY TO ADMINISTER THESE TESTS?>>WE HAVE BEEN DOING STUDIES WITH THE TRIG FOLKS AND USING AN M-TRACK SURVEY TO GAIN INFORMATION ON TECHNOLOGY READINESS. WE DID A LOT OF THAT LAST YEAR IN TERMS OF HOW MANY SCHOOLS ARE READY. SOMETHING WE COMMITTED TO IS TO HAVE THREE YEARS OF PAPER PENCIL TESTING AVAILABLE FOR SCHOOLS THAT FELT THEY WEREN’T READY, EITHER FORM A TECHNOLOGY OR AN INSTRUCTIONAL STANDPOINT. LAST YEAR FOLKS HAD THE OPTION, AND LAST YEAR 82% CHOSE ONLINE, 18% DID PAPER. THIS YEAR WE’RE TRACKING TO HAVE OVER 90% ONLINE, AND WHATEVER IS LEFT TO DO PAPER. WE ARE COMMITTED OFFERING THAT. WE DON’T WANT TO FORCE EVERYONE TO BUY COMPUTERS RIGHT AWAY. WE ARE IN A TRANSITION TO ONLINE ASSESSMENT. ACTUALLY, IT’S GOING FASTER THAN ANTICIPATED WITH SCHOOLS ONLINE. THE TESTING WINDOWS ALLOW US TO MOVE THAT DIFFERENTLY THAN IF WE DID EVERY KID AT THE SAME TIME FOR A SPECIFIC TEST.>>I WANT TO CLARIFY SO NO ONE WALKS OUT CONFUSED. WE ARE TALKING ABOUT M-STEP. SAT IS PAPER AND PENCIL AND GIVEN AT ONE TIME STATEWIDE. WE ASKED SAT, MOVING FORWARD, TO TRY TO DESIGN A SYSTEM THAT IS MORE LIKE ONLINE AND OVER A WINDOW PERIOD. WE WANT TO MAKE SURE — WE ARE TALKING TWO DIFFERENT SYSTEMS: ONE IS M-STEP, WHICH IS A WINDOW OF TWO TO THREE WEEKS, PAPER AND PENCIL. SAT IS ALL PAPER AND PENCIL AT ONE GIVEN DAY.>>BECAUSE IN THE SCHOOLS WE TAKE TESTING SERIOUSLY, AND WHEN WE DO THE TESTING, I MEAN, IT’S LIKE, I DON’T KNOW HOW TO DESCRIBE IT, IT’S A SERIOUS PERIOD OF TIME.>>YES, ABSOLUTELY.>>OKAY. THANK YOU, LUPE.>>RIGHT, RICK?>>ABSOLUTELY.>>EILEEN AND THEN RICHARD.>>I WANTED TO SAY HAVING SERVED ON THE NATIONAL ASSESSMENT GOVERNING BOARD, WE DID COMPUTERIZED ASSESSMENT BEFORE 2010 WHEN I LEFT. THE INTEGRITY GUIDE UPDATES THAT I HAVE SEEN ARE CONSISTENT WITH NATIONAL TESTING. THE PUBLIC SHOULD BE ABLE TO WORK WITH THIS PRETTY QUICKLY.>>GREAT. THANK YOU.>>RICHARD, PLEASE.>>HOW MANY STUDENTS — HOW MANY TESTS WERE ADMINISTERED LAST YEAR ON M-STEP, AND HOW MANY IRREGULARITIES DID YOU LOG?>>THE NUMBER OF TESTS — WE TEST 700,000 TO 800,000 STUDENTS BETWEEN GRADES 3 THROUGH 8 AND 120,000 11th GRADERS. THAT’S A LOT OF KIDS. HOW MANY IRREGULARITIES DID WE HAVE?>>IT’S A LITTLE — OUR TRACKING OF IRREGULARITIES WAS AT 10,000, BUT THAT — I HAVE TO GIVE THE CAVEAT THAT WITH THE 10,000, 9,000 WERE RELATED TO NOT SO MUCH AN IRREGULARITY, BUT A STUDENT ACCIDENTALLY LOCKING THEMSELVES OUT OF THE TEST. SOMETHING WITH COMPUTERIZED TESTING. IRREGULARITIES OF ADMINISTRATION FOR PROHIBITIVE BEHAVIOR, SOMETHING OF THAT NATURE WERE IN THE HUNDREDS.>>HUNDREDS.>>YES. HUNDREDS FOR THAT. THERE’S A DIFFERENCE BETWEEN, “I’M A CLASSROOM TEACHER PROCTORING A TEST AND I MADE A MISTAKE AND I NEED A RESTART OR FIGURE OUT SOMETHING,” AN INNOCENT GOOF THAN AN ACTUAL SECURITY-TYPE CONCERN CAUSING US TO DIG IN, LOOK INTO WHAT ARE YOU GUYS DOING, AND STUFF LIKE THAT.>>THANK YOU VERY MUCH. APPRECIATE THAT. BACK TO THE REGULAR MEETING, AND WE’LL MOVE TO APPROVAL OF STATE BOARD OF EDUCATION MINUTES, REGULAR AND COMMITTEE MEETING OF THE WHOLE OF FEBRUARY 9, 2016. I’LL ENTERTAIN A MOTION.>>SO MOVED.>>SUPPORT.>>MOVED AND SUPPORTED. ANY DISCUSSION, PLEASE?>>A TYPO THAT MARILYN KNOWS ABOUT.>>THANK YOU FOR CATCHING THAT, YOU WIN PRIZE.>>THERE’S A PRIZE?>>I DON’T MOW WHAT IT IS. ALL THOSE IN FAVOR, SAY AYE.>>all: AYE.>>OPPOSED, NAY. MOTION CARRIES. PRESIDENT’S REPORT, PLEASE.>>WELL, WITH SO MUCH GOING ON I WILL ESCHEW SAYING MUCH MORE. BUT THAT’S BECAUSE I LIKE TO SAY THE WORD ESCHEW. [ LAUGHTER ]>>SOMEONE LOOK THAT UP FOR ME.>>ONE OF MY FAVORITE WORDS. HOPEFULLY WE’LL PASS THE CRISIS, BUT BRIAN TESTIFIED, AND I DID, YESTERDAY, IN THE HOUSE COMMITTEE, ENCOURAGING, “LET’S URGENTLY DO SOMETHING FOR THE DETROIT SCHOOLS.” WE KNOW THE ISSUES OF THAT, AND RETURNING DECISION-MAKING TO DETROITERS, AND GET SOME WAY TO MANAGE THE MARKETPLACE OF PUBLIC SCHOOLS FOR QUALITY ACCESSIBILITY. AND I HOPE THAT WE CAN GET THAT DONE AND GO ON AND MAKE THE WAY WE ORGANIZE THE SCHOOLS IN ALL THE STATE FOR IMPROVING IT FOR THE TOP 10 AND GET MOVING ON THOSE THINGS. THANK YOU EVERYONE FOR WORKING TOWARDS THAT AND HELPING US MOVE ON THE CRISES OF THE MOMENT AS WELL AS THINKING LONGER TERM AS WELL.>>THAT’S IT? OKAY. AS JOHN SAID, I TESTIFIED TO THE FOUR THINGS WE TALKED ABOUT AS A BOARD, PAYING OFF THE DEBT WITHOUT USING SCHOOL AID FUND, LOCALLY ELECTED BOARD, LOCAL SUPERINTENDENT APPOINTED BY THE BOARD AND THE NEED FOR QUALITY CURRICULUM, AND I GAVE THEM IDEAS ON WHAT THAT ACADEMIC PLAN COULD INCLUDE. I VISITED TWO SCHOOL DISTRICTS. N.I.C.E. IN THE U.P. AND GRAND RAPIDS. N.I.C.E. SCHOOL DISTRICT IS DOING A LOT OF GREAT THINGS AROUND CAREER AND TECH ED AND STUDENTS GETTING COLLEGE CREDIT. SOME VERY GREAT PROGRAMS WHERE KIDS ARE GRADUATING AND ABLE TO WALK RIGHT INTO JOBS OR COLLEGE WITH A LOT OF COLLEGE CREDIT, SO THAT WAS NICE TO SEE. GRAND RAPIDS SCHOOLS IS REALLY DOING SOME GREAT THINGS. THE PRINCIPALS ARE INVOLVED WITH HARVARD AND TRAINING — A LOT OF WORK AROUND DONNELSON. DAVENPORT IS WORKING WITH THEM ON URBAN EDUCATION AND WORKING WITH THEIR TEACHERS ON WORKING WITH STUDENTS WHO COME FROM AN URBAN BACKGROUND, AND THEY’VE GOT SOME PROMISING DATA THAT WE’RE GOING TO WANT TO SHARE WITH YOU ABOUT SOME REAL EXCITING DATA THAT’S REALLY GROUNDBREAKING. THEY HAVE A LOT OF WRAP-AROUND SERVICES. TALKING ABOUT DATA, THEY HAVE A 46% REDUCTION IN SUSPENSIONS AND A 49% REDUCTION IN CHRONIC ABSENCES, SO SOME REALLY GREAT THINGS GOING ON IN BOTH N.I.C.E. AND GRAND RAPIDS SCHOOLS. MDE REORGANIZATION — AS YOU KNOW, I’VE BEEN WORKING WITH THE BOARD ON A REORGANIZATION PLAN. WE’D HOPED TO HAVE IT DONE BY THE END OF FEBRUARY, BUT BECAUSE THEY ARE SUCH SMART PEOPLE IN THE DEPARTMENT AND SUCH GREAT INPUT, THAT WORK SLOWED DOWN A LITTLE BIT. IT DID TAKE A FEW MOMENTS TO GET PEOPLE OFF THE CONVERSATION ABOUT BOXES, AND WHO REPORTS TO WHO TO GET TO THE HEART OF THE MATTER WHICH IS WHAT WORK IS IMPORTANT TO MDE. THE TOP 10. SUPPORTING DISTRICTS, AND HAVE A SUPPORT FOR ALL DISTRICTS. MY REORG PLAN WILL BE DONE BY THE END OF APRIL AND I’LL SHARE THAT WITH THE BOARD. FLINT WATER UPDATE — AS YOU KNOW, IN MY BOARD BRIEF, THERE’S STILL TONS OF WORK AND EFFORT IN SUPPORTING THE RECOVERY EFFORTS IN FLINT. FROM THE $30 MILLION THE GOVERNOR APPROVED TWO WEEKS AGO TO PAY THE WATER BILLS, TO THE FEDERAL MEDICAID WAIVER THAT WILL EXPAND COVERAGE TO FLINT CHILDREN UP TO 21 AND PREGNANT WOMEN. WE ARE FOCUSED TO WORKING WITH STATE AGENCIES AND PRIVATE PARTNERS TO DO WHAT WE CAN TO MOVE FLINT FORWARD, HAVING CONVERSATIONS WITH THE ISD AND FLINT SCHOOLS ON NURSES — GETTING NURSES IN THE SCHOOLS THROUGH THE HOSPITALS, AND ALSO BIRTH THROUGH FOUR SERVICES AND OVERCOMING HURDLES THERE. WE’LL DO THAT. FOCUS SCHOOLS. YOU’LL SEE INFORMATION THIS WEEK THAT WILL BE RELEASING 96 FOCUS SCHOOLS, AND WE’LL RETAIN 213. THAT MEANINGS SCHOOLS HAVE BEEN ABLE TO REDUCE THE STUDENT ACHIEVEMENT GAP BETWEEN HIGH PERFORMING STUDENTS AND THE LOWER PERFORMING STUDENTS, AND NOT BY BRINGING DOWN THE TOP PERFORMING STUDENTS, BUT BRINGING UP THE BOTTOM. EXCITING NEWS THERE. THE STATE TREASURER AND I WILL TESTIFY TOMORROW MORNING ON THE QUARTERLY DEFICIT FINANCE REPORT. GETTING GOOD NEWS ON DISTRICTS AND FINANCES, WE CONTINUE TO REDUCE THE NUMBER OF DISTRICTS AND CONCERN. THE TREASURY WILL TALK ABOUT 19 DISTRICTS THAT THEY ARE GOING THROUGH THIS NEW LEGISLATIVE PROCESS WITH — THAT WAS DOWN FROM ABOUT 75 POTENTIAL DISTRICTS. THAT IS GOOD. THE FOUR DISTRICTS THAT WE ARE CONCERNED ABOUT ARE SCHOOLS, AND GOOD WORK IS HAPPENING THERE. GARDEN CITY AS WELL. SALT LAKE SCHOOLS, WE HAD A MEETING WITH THE UNION AND ADMINISTRATION RECENTLY, AND ARE WORKING WITH THEM ON A PLAN TO REDUCE THEIR DEFICIT. AND BAY CITY ACADEMY, WHICH YOU HAVE SEEN A LOT OF EMAILS. WE CONTINUE TO WORK WITH THEM IN TERMS OF THE DEPARTMENT. A LOT IS GOING ON. WITH THAT WE’LL MOVE TO A REPORT OF TEACHER OF THE YEAR, RICK JOSEPH.>>THANK YOU, SUPERINTENDENT. I HAVE TO SAY THAT I CONTINUE TO BE IMPRESSED AS I MOVE AROUND THE STATE AND LEARN ABOUT DIFFERENT GOVERNANCE MODELS OF SCHOOLS — IT’S VERY INTRIGUING TO SEE THE EXTENT TO WHICH WE ARE ABLE TO EDUCATE STUDENTS USING A VARIETY OF METHODS. THE ED TRUST MIDWEST REPORT THAT CAME OUT TALKING ABOUT THE CHALLENGES FACING CHARTER SCHOOLS IN MICHIGAN STRUCK ME BECAUSE WHAT I REALIZED IS THAT THE KEY CONSIDERATION IS HIGH EXPECTATION. WE’VE HEARD THAT REPEATEDLY IN PRESENTATIONS, IN REGARD TO THE OVERSIGHT AND THE CRITICAL IMPORTANCE OF ACKNOWLEDGING POVERTY, BECAUSE WE ALL KNOW IT MATTERS, AND THE CHALLENGES THAT ARE FACING STUDENTS THAT COME FROM BACKGROUNDS THAT ARE CHALLENGED IN SOCIOECONOMIC WAYS. AT THE SAME TIME, NOT RELAXING OUR STANDARDS OR EXPECTATIONS. THIS IS AN IMAGE FROM THE DETROIT ACHIEVEMENT ACADEMY, A CHARTER SCHOOL IN DETROIT. AS I MOVE AROUND THE STATE, I HAVE A CHANCE TO SEE THE TYPES OF GOVERNANCE THAT EXIST, AS WELL AS THE COMMON THREADS. AND CERTAINLY, THE HIGH EXPECTATIONS, ALONG WITH AN INTENSE COMMUNITY — VENESSA TALKED ABOUT THE REALITY THAT IF YOU ASK PEOPLE, “WHAT IS THE STATE OF PUBLIC EDUCATION IN MICHIGAN?” PEOPLE SAY, “OH, WE HAVE ALL THESE PROBLEMS,” AND “WHAT ABOUT YOUR SCHOOL?” “OH, I LOVE MY SCHOOL.” AND THE REASON IS THAT THEY LOVE THE STAFF, TEACHERS, ADMINISTRATION. OBVIOUSLY THERE ARE CHALLENGES THAT WE FACE. IT COMES DOWN TO THE HUMAN INTERPERSONAL RELATIONSHIPS THAT ARE FORGED. THIS IS MONTABELLA, WHICH IS EDMORE AND BLANCHARD MICHIGAN, NEAR MOUNT PLEASANT. AND MONTABELLA SCHOOL DISTRICT I VISITED — THE ENTIRE DISTRICT. ONE THING THAT I REALIZED WHEN I GET OUT INTO THE COUNTRY, THAT GENTLEMAN HERE — EVERYONE CALLS HIM GRANDPA. AND THE REASON WHY — HE IS KIND OF EMBLEMATIC OF COMMUNITY SPIRIT IN A LOT OF RURAL AREAS. HE DOES NOT EVEN HAVE KIDS IN THE SCHOOL. HE GOES EVERY DAY AND VOLUNTEERS IN THIS SECOND GRADE CLASSROOM AND THE KIDS LOVE WORKING WITH THE MAN. HE READS TO AND TUTORS THEM. IT’S A WIN, WIN. WHEN I LOOK AT THE NATURE OF THE RELATIONSHIPS EXISTING IN THE SCHOOLS, IT REMINDS ME OF THE POWER OF RELATIONSHIPS. LUPE AND I WENT TO A CONFERENCE AT THE KENT INNOVATION HIGH SCHOOL IN GRAND RAPIDS, AND SO YOU PROBABLY DIDN’T KNOW THAT LUPE IS A BUDDING ENGINEER. BUT SHE IS HANDY WITH A SCREWDRIVER AND CAN FIX ALMOST ANYTHING. WE LEARNT A LOT ABOUT THE EXTENT TO WHICH SCHOOLS NOT ONLY EMPLOY ENGINEERING AND ART TOGETHER TO MOTIVATE AND CREATE CHANGE WITH THE STUDENTS, BUT ALSO, WHEN PROJECT BASED LEARNING IS EMPLOYED, KIDS ARE ENGAGED AND WE SAW IT WITH THESE STUDENTS, WHO WERE PRESENTING A SORT OF RUBE GOLDBERG DEVICE CREATED. AND THEY WERE EXCITED TO SHARE THEIR WORK WITH US. I HAD THE PLEASURE OF THE GETTING TOGETHER WITH CASANDRA AND GOING TO MACOMB COMMUNITY COLLEGE, AND I LEARNED ABOUT THE WAYS THAT WE CAN EMPOWER OUR STUDENTS WHO ARE HIGH ACHIEVING AT THE HIGH SCHOOL LEVEL AND ADDITIONALLY MOTIVATED WHEN THEY HAVE THE OPPORTUNITY TO TAKE CLASSES AT A COMMUNITY COLLEGE. THERE YOU SEE CASANDRA WITH — WHAT’S HIS NAME?>>ED STANTON.>>AND HIS ROLE AGAIN IS?>>PART OF HIS ROLE IS TO OVERSEE THE EARLY COLLEGE. HE’S A DIRECTOR OF SECONDARY OUTREACH.>>I HAD A CHANCE TO TALK WITH CASANDRA AND ED TO LEARN THE EXTENT TO WHICH THESE PROGRAMS CAN CREATE THE MOTIVATION NECESSARY TO KEEP THE KIDS IN SCHOOL. I WENT TO GREENVILLE, WHICH IS, OF COURSE, NORTH AND WEST OF HERE. GREENVILLE REMINDED ME OF THE POWER OF PEOPLE SPENDING A LIFETIME DEDICATED TO THE LOCAL SCHOOL. THIS IS THEIR BOARD OF EDUCATION PRESIDENT WHO SPENT HER ENTIRE LIFE DEDICATED TO THE QUALITY OF IMPROVING SCHOOLS IN GREENVILLE. AND AGAIN, HERE ARE GIRLS INVOLVED IN A MAKER SPACE CLASSROOM, MUCH LIKE WHAT LUPE AND I SAW AT KENT INNOVATION. SO THE MAKER MOVEMENT IS ALIVE AND WELL AND MOTIVATING AND ENGAGING FOR STUDENTS, BOYS AND GIRLS IN RURAL, CITY AND SUBURBAN DISTRICTS. THE STUDENTS AT THE HIGH SCHOOL ARE IN A MARKETING CLASS AND SELL A NUMBER OF THINGS TO KIDS THROUGHOUT THE DAY. WHAT IS FASCINATING ABOUT GREENVILLE IS THEY HAVE A DUAL LANGUAGE CHINESE IMMERSION PROGRAM TO TEACH MANDARIN CHINESE. STARTING AT THE ELEMENTARY LEVEL KIDS ARE ENGAGED BECAUSE THEY HAVE TEACHERS WHO ARE COMPLETELY — WHOSE FIRST LANGUAGE IS MANDARIN, CHINESE. HALF THE DAY IS CHINESE, THE OTHER HALF IS ENGLISH. THE FUNDAMENTAL REALIZATION IS WHAT MATTERS THE MOST IS PROCESS EDUCATION — HOW DO YOU LEARN? LESS OF AN EMPHASIS ON CONTENT FOR CONTENT’S STATE. IMPORTANTLY, IT’S HOW YOU ARE ENGAGING IN PROJECTS, HOW YOU ARE APPLYING YOUR READING AND MATH SKILLS IN SCIENCE AND SOCIAL STUDIES. AND IN THIS CASE, OF COURSE, HALF THE DAY IS IN CHINESE, HALF IN ENGLISH. TO HEAR THE WHITE KIDS IN GREENVILLE SPEAK CHINESE WITHOUT AN ACCENT IS PROFOUND. THEY HAVE A SIGNIFICANT NUMBER OF KIDS THAT ARE FREE AND REDUCED LUNCH KIDS. AND SO, LIKE A LOT OF SCHOOLS IN MICHIGAN — THIS IS WALNUT HILL ELEMENTARY, AND EVERY AFTERNOON THEY PREPARE A THIRD MEAL FOR THEM, AND THEY PICK UP THEIR DINNER IN A BAG ON THEIR WAY OUT THE DOOR. I WAS ABLE TO READ “THE JUNKYARD WONDERS”, BY PATRICIA POLACCO. I DO IT AS OFTEN AS I CAN, AND IT BRINGS ME JOY, AND THE KIDS ENJOY THE STORY AS WELL. THIS IS AT QUARTON ELEMENTARY SCHOOL IN MY HOME DISTRICT OF BIRMINGHAM. YOU MAY REMEMBER THE STORY WHERE SHE TALKS ABOUT THE DEFINITION OF GENIUS AND THE TEACHER TALKS ABOUT HOW EVERY CHILD IS A GENIUS AND IT JUST REQUIRES AN ACKNOWLEDGMENT OF HOW WE’RE GENIUSES, THAT THAT’S THE TRUE QUESTION. IT’S NOT ARE YOU SMART, BUT TO WHAT EXTENT ARE YOU SMART. AND THAT’S VERY MUCH ENSHRINED IN THE WORK OF HOWARD GARDNER AND THE THEORY OF MULTIPLE INTELLIGENCES. UNBEKNOWNST TO ME, THESE STUDENTS HAD COPIED AND PASTED A HARD-COPY DEFINITION FROM THAT EXCERPT AND PUT IT IN THEIR DESKS. WHEN I SAID, “DO YOU KNOW THAT YOU ARE GENIUSES?” THEY SAID “YEAH, LOOK,” AND OPENED THEIR DESKS. [ LAUGHTER ] THAT WAS COOL. I WENT TO DETROIT WESTERN INTERNATIONAL HIGH SCHOOL NEAR THE BRIDGE IN SOUTHWEST DETROIT. THEY HAVE A BLACK BOX THEATRE. THE DAY I WAS THERE, THERE WAS A PARTNERSHIP ON THE INSIDE OUT LITERARY ART PROJECT, WHICH WAS FOUNDED BY TERRY BLACKHAWK, A DETROIT AREA POET WHO JUST RECENTLY RETIRED, BUT HER LEGACY LIVES ON. THEY ARE WRITERS THAT COME INTO THE SCHOOLS AND TEACH KIDS THE VALUE OF WRITING. KIDS ARE ENGAGED IN PERFORMANCE POETRY — SLAM POETRY. THESE ARE THE COUPLE OF GIRLS THAT I TALKED TO AT WESTERN, ONE OF WHOM WILL GO TO GRAND VALLEY, THE OTHER TO MICHIGAN STATE. I WAS ABLE TO SPEAK TO EDUCATORS, THEY TALKED ABOUT CHALLENGES THEY’RE FACING WITH CLASS SIZE, TRANSIENCY OF BOTH STUDENTS AND STAFF. ONE EDUCATOR PUT IT THIS WAY: IT FELT LIKE EVERY DAY IS THE FIRST DAY OF SCHOOL. THAT RESONATED WITH ME IN TERMS OF CHALLENGES WE FACE WITH TRUE, MEANINGFUL REFORM. I WAS ABLE TO STAND WITH THE RESIDENTS OF FLINT AS TEACHER OF THE YEAR FOR THE MARCH WITH REVEREND JESSE JACKSON, AND I MET WITH THIS WOMAN, WHO’S A RECENTLY RETIRED EDUCATOR FROM FLINT, AND I APPRECIATE THE CHANCE TO WALK AND TALK AND LISTEN TO PEOPLE AND HEAR STRUGGLES AND CHALLENGES THAT THEY FACE. THIS IS AN UNABASHED SELFIE OF ME WITH THE REVEREND. HE’S IN THE BACKGROUND IN THE BLACK HAT. I DID NOT SHAKE HIS HAND OR MEET HIM, BUT I WAS HONORED TO BE IN HIS PRESENCE. THIS AT U OF D JESUIT HIGH SCHOOL IN DETROIT. I WAS THERE FOR A CAREER DAY, TALKING ABOUT THE VIRTUES OF BEING AN EDUCATOR AND ENCOURAGING KIDS TO CONSIDER EDUCATION AS A CAREER AND TALKED ABOUT THE CHALLENGES AND THE GREAT REWARDS WE ENJOY. I WAS ABLE TO BE ON “STATESIDE” WITH MICHIGAN RADIO AFTER DOING A PIECE IN “BRIDGE” MAGAZINE. THAT ALSO APPEARED AS AN OP-ED IN “THE DETROIT NEWS.” THEY WANTED TO KNOW WHAT I THOUGHT ABOUT THE SICK-OUTS IN DETROIT, AND THE EXTENT TO WHICH TEACHERS PLAYED A ROLE. I SPOKE TO THAT. I FELT PRIVILEGED TO HAVE THE OPPORTUNITY TO SHARE MY VOICE. I HAVE BEEN MEETING LEGISLATORS, AND TESTIFIED IN FRONT OF THE APPROPRIATIONS SUB COMMITTEE IN LANSING LAST WEEK. I MET WITH REPRESENTATIVE PRICE AND SHE OFFERED TO HAVE ME TESTIFY IN FRONT OF THE HOUSE EDUCATION COMMITTEE. I HAD BREAKFAST WITH SENATOR PHIL PAVLO, WHO OFFERED TO HAVE ME TESTIFY IN FRONT OF THE SENATE EDUCATION COMMITTEE AS WELL. I’M SURPRISED THAT I HAVE A LOT IN COMMON WITH PHIL PAVLO. I DIDN’T THINK I WOULD, BUT I DO. A LOT OF YOU WOULD IF YOU HAD THE OPPORTUNITY TO MEET WITH HIM. ONE OF THE THINGS THAT HE TALKED ABOUT IS THE NEED TO HAVE MEANINGFUL PROFESSIONAL LEARNING OPPORTUNITIES FOR TEACHERS TO MAKE SURE PROFESSIONAL LEARNING WAS CONTEXTUALIZED AND RESONATED WITH PRACTICE ON A DAILY BASIS FOR TEACHERS. AS YOUR APOLITICAL, YOUR NONPARTISAN POLITICAL ACTOR, AS MICHIGAN TEACHER OF THE YEAR, I APPRECIATE THE FACT THAT THERE’S A LOT OF LEGISLATORS THAT WOULD LIKE TO HEAR MY VOICE AND GIVE A FEEL, A CLASSROOM TEACHER’S PERSPECTIVE TO WHAT IS GOING ON. I WAS AT THE ROBERTO CLEMENTE ACADEMY IN SOUTHWEST DETROIT, AND IT’S A MILE AND A HALF WEST OF THE OTHER SCHOOL WHERE I WAS, WESTERN INTERNATIONAL HIGH SCHOOL, AND I MET AND READ TO KIDS FROM THE OFFICIAL BOOK. SOME OF YOU MAY REMEMBER KIM KYFF, THE MICHIGAN TEACHER OF THE YEAR FROM NINE YEARS AGO. 2006 AND 2007. SHE HAD A STUDENT TEACHER WITH HER AS WELL. I WAS TAKEN BY HER STUDENTS IN HER CLASS ENVIRONMENT. HER SCHOOL WAS BUILT IN 2001. IT DOES NOT HAVE THE SAME PHYSICAL ISSUES THAT OTHERS FACE. THEY HAVE THE SAME ISSUES THAT TEACHERS ARE CONCERNED ABOUT IN DETROIT, LIKE CLASS SIZE, AN ABUNDANCE OF TESTING THAT IS NOT CONTEXTUALIZED, A LACK OF EFFECTIVE AND EQUITABLE PAY, AND ALL THESE THINGS CREATING DISINCENTIVE TO TEACH IN DETROIT. THAT IS SOMETHING I HAVE TALKED ABOUT WITH THE SENATOR. HOW WE CAN ON THE OTHER HAND INCENTIVIZE TEACHERS SO THEY ARE WILLING TO PRACTICE IN THESE AREAS, AND FIGURE OUT A WAY TO CREATE EQUITABLE ACCESS TO EDUCATORS, AND THE SENATOR PAVLO UNDERSTANDS THAT. AND SO THAT’S A GOAL THAT I WILL PURSUE. THANK YOU.>>THANKS, RICK. APPRECIATE IT. [ OVERLAPPED CHATTER ]>>NEXT ITEM IS EVALUATION OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION AND APPROVAL OF THE ADDENDUM TO THE AGREEMENT BETWEEN THE BOARD AND THE SUPERINTENDENT. JOHN AUSTIN WILL LEAD THE DISCUSSION.>>THANK YOU, BRIAN. SO BRIAN HAS BEEN WITH US HAPPILY SINCE JULY 1ST. WE DESIGNED AN EVALUATION TO ASSESS HIS PERFORMANCE ON KEY DIMENSIONS, WE SHAPED AN ASSESSMENT TOUCHING ON A VARIETY OF TOPICS, OUR RELATIONSHIP AND ALIGNMENT WITH THE BOARD, BRIAN’S WORK WITH THE EDUCATION COMMUNITY, THE COMMUNITY AT LARGE. MANAGEMENT OF THE DEPARTMENT. TECHNICAL LEADERSHIP AND POLICY. EDUCATIONAL LEADERSHIP. PROGRESS TOWARDS GOALS SET BY US INCLUDING GOALS TOWARDS MOVING INDICATORS OVER TIME, TO STUDENT ACHIEVEMENT GAINS AND THINGS THAT ARE PART OF THE TOP 10. THE BOARD MEMBERS INDIVIDUALLY RANKED AND MADE ASSESSMENTS. WE HAD AN INTEGRATED PROCESS FOR LOOKING AT THE COMMENTS AND RANKINGS, AND WE JUST AT LUNCH TALKED THROUGH THE RESULTS OF THAT. NO ONE SHOULD BE SURPRISED THAT WE ARE OFFERING BRIAN HIGHLY EFFECTIVE ASSESSMENTS ON ALL OF THESE DIMENSIONS, ESPECIALLY THE WAY THAT BRIAN ENGAGED THE STAKEHOLDER COMMUNITY AND THE POSITIVE DYNAMICS AND RELATIONSHIPS THAT WE ARE SEEING WITH THOSE WORKING AND WORKING TOGETHER TO IMPROVE EDUCATION IN MICHIGAN, THE KIND OF ENGAGEMENT WITH THE FIELD AND STAKEHOLDERS THAT HAS BEEN STRONG. BRIAN BEGAN AND EXECUTED WHAT WE TALKED ABOUT WANTING TO DO: DEVELOP A STRATEGIC ROADMAP, A COLLABORATIVE PROCESS FRAMING OUR COLLECTIVE GOAL OF MOVING THE NEEDLE ON STUDENT ACHIEVEMENT AND OUTCOMES AND GETTING US WHERE WE NEED TO BE, AND STRATEGIES THAT HAVE A LOT OF BUY IN FROM STAKEHOLDERS THAT WE NEED TO MOVE FORWARD WITH. BRIAN HAS BEEN WORKING WITH THE DEPARTMENTS HELP TO MOVE STRAIGHTFORWARDLY ON MAKING IMPORTANT THINGS HAPPEN IN EDUCATION, AND DOING THE BLOCKING AND TACKLING OF MOVING POLICIES, PRACTICES, PROGRAMS THAT CAN HELP IMPROVE LEARNING. OVERALL, AREAS WHERE WE HAD SOME HOPE OF SOME ADDITIONAL EVOLUTION, AND THINGS THAT WE WANT TO DO MORE OF OR TALK MORE ABOUT, BUT OVERALL IS VERY POSITIVE AND STRONG. MANY OF THE THINGS, TOO, WITH ONLY SEVEN MONTHS ON THE JOB, WE’LL BE ABLE TO LAY OUT AND ASSESS EVEN MORE PROFOUNDLY OUR FORWARD MOVEMENT TOWARDS REACHING OUR GOALS OVER THE YEARS AHEAD. BRIAN HAS GOTTEN US STARTED ON A PATH TO LIFT EDUCATION IN MICHIGAN, IN A COLLABORATIVE AND STRAIGHTFORWARD WAY. WE WANT TO THANK YOU FOR THAT. I WOULD ASK THAT MY COLLEAGUES SUPPORT A MOTION TO AMEND OR ADD AN ADDENDUM TO THE AGREEMENT WITH BRIAN THAT SAYS BASED ON SATISFACTORY ANNUAL PERFORMANCE, WE AGREE TO EXTEND THE CONTRACT WHICH WE HAVE WITH BRIAN FOR ANOTHER YEAR, AND I WOULD WELCOME A MOTION TO THAT EFFECT.>>SO MOVED.>>SO MOVED.>>SUPPORT.>>MOVED BY EVERYBODY. [ LAUGHTER ] SUPPORTED BY EVERYONE, ALL IN FAVOR, SAY AYE.>>all: AYE.>>ANY OPPOSED? MOTION CARRIED. THANK YOU BRIAN.>>THANK YOU FOR THE BOARD’S LEADERSHIP AND PARTNERSHIP. THIS IS REALLY TO GO WHERE WE NEED TO GO, IT’S ALL OF US WORKING TOGETHER. I APPRECIATE EVERYONE DOING THAT, THE BOARD, MYSELF AND THE TEAM AROUND US IN THE DEPARTMENT. [ APPLAUSE ]>>NEXT ITEM IS AN UPDATE ON THE TOP 10 IN 10 PROGRESS. THE BOARD APPROVED GOALS AND STRATEGIES FOR DEVELOPING MICHIGAN INTO A TOP 10 EDUCATION STATE IN 10 YEARS. NORMA JEAN SASS WILL PROVIDE UPDATES ON THE PROGRESS AND TODAY WILL BE THE FIRST. NORMA JEAN SASS, PLEASE.>>THANK YOU. THIS IS EXCITING TO HAVE THE TOP 10 IN 10. IT’S CHALLENGING TRYING TO WRAP OUR HEAD AROUND EVERYTHING THAT IS IN THE DOCUMENT. WE HAVE A SMALL STAKEHOLDER GROUP INCLUDING A TEAM OF PEOPLE BOTH WITHIN AND OUTSIDE OF MDE. AND WE ARE GOING THROUGH THE DOCUMENT AND PROCESSING HOW WE WILL PROCESS IT. WE DO INTEND TO HAVE A LARGER STAKEHOLDER GROUP. WE ARE STARTING WITH A SMALL ONE TO TRY OUT THINGS THAT WILL GO TO THE LARGER GROUP. WHAT WE HAVE DONE IS GO THROUGH THE GOALS. THERE’S SO MANY WORDS, AND THEY MEAN SO MUCH. WE WANTED TO GET A SHARED KNOWLEDGE AND UNDERSTANDING OF WHAT WAS IN THERE. WE WENT AND DUG INTO THE GOALS AS FAR AS WHAT IS THE TRUE INTENT OF THE GOALS. AT THE NEXT MEETING — AND WE ARE MEETING WEEKLY. THE NEXT MEETING WE STARTED TO DIG INTO THE STRATEGIES, AND LOOK AT CLUSTERING THE STRATEGIES, BECAUSE THERE’S A LOT OF OVERLAP. IT’S A GOOD THING GOING THROUGH THE GOALS DETERMINING WHAT THEY ARE, AND WHAT THE TRUE MEANING IS TO BRING IT FORWARD. THE NEXT MEETING IS FRIDAY. WE’LL CONTINUE TO MOVE INTO THE STRATEGIES AND PRIORITIZE AND LOOK AT HOW TO DO THAT AND DETERMINING PERSPECTIVES FOR THE LARGER GROUP. I THINK WE ARE ON THE PATH TO GET US TO LOOKING AT OUR PRIORITIES, STRATEGIES, AND ACTION PLANS AND MEASUREMENTS. WE ARE BEGINNING, BUT WE ARE GETTING THERE.>>NEXT STEPS IS TAKING WHAT WE HAVE DONE AND SAYING WHAT THE DEPARTMENT NEEDS TO DO, WHAT THE LEGISLATURE NEEDS TO DO, AND SETTING PRIORITIES. ANY QUESTIONS? THANK YOU VERY MUCH. NEXT ITEM, STATE AND FEDERAL LEGISLATIVE UPDATE. MARTIN ACKLEY WILL PROVIDE AN UPDATE. THE CHAIR CASANDRA ULBRICH WILL HAVE THINGS, AND WE’LL ASK KATHLEEN STRAUS FOR AN UPDATE ON NASBE AND EILEEN WEISER ON THE EDUCATION COMMISSION OF THE STATES AND THE MICHIGAN HIGHER EDUCATION COMPACT. MARTY.>>THANK YOU. THE LEGISLATIVE COMMITTEE MET A WEEK AGO, AND THERE WERE A COUPLE OF BIG ITEMS DISCUSSED. ONE IS THE STATE BOARD OF EDUCATION REPORT TO THE LEGISLATURE ON SCHOOL IMPROVEMENT PLANS WHICH DIRECTOR LINDA FORWARD WALKED THE COMMITTEE THROUGH, WHICH I THINK THEY’LL BE ASKED TO APPROVE IN A MINUTE. THE OTHER IS THE DETROIT PUBLIC SCHOOLS LEGISLATION, IN PARTICULAR THE HOUSE BILLS 53-82 THROUGH 87. AND IT’S A VERY DETAILED DISCUSSION. THE BILLS GO INTO A LOT MORE DETAIL THAN THE SENATE BILLS ADDRESS. I WILL PASS IT OVER TO CASANDRA TO DISCUSS WHAT THE COMMITTEE DECIDED TO DO.>>WE WENT THROUGH THE HOUSE BILLS, AND TO MAKE A LONG STORY SHORT, WE — WE DIDN’T BOTHER TO TRY TO FIX THEM. THERE WAS TOO MUCH WE DISAGREED WITH. IT SEEMED A HODGE-PODGE OF IDEAS THROWN TOGETHER THAN A COHESIVE PROPOSAL FOR WHAT TO DO WITH DETROIT SCHOOLS. RATHER THAN GO LINE BY LINE AND TRY TO SEE IF THERE WAS A WAY TO IMPROVE THE BILLS, WE BASICALLY SAID WE ARE IN OPPOSITION TO THOSE BILLS. THE STATEMENT WE PUT TOGETHER MAKES REFERENCE TO LAST MONTH WHEN WE WORKED TIRELESSLY AT THE BOARD TABLE TO COME UP WITH STATEMENTS REGARDING THE SENATE BILLS. THE DRAFT STATEMENTS ON HOUSE BILLS 5384 THROUGH 5387 STATES, “THE STATE BOARD OF EDUCATION OPPOSES HOUSE BILLS 5384 TO 5387 AND REFERS THE STATE LEGISLATURE TO THE STATE BOARD OF EDUCATION PREVIOUS STATEMENT ON SENATE BILL 710, WHICH ENCOURAGES THE LEGISLATURE TO ADDRESS THESE MISSING ELEMENTS FROM SB 710,” AND THEN WE QUOTE THE THREE ITEMS WE TALKED ABOUT LAST TIME: AUTHORIZE AN ELECTED COMMUNITY SCHOOL BOARD TO HIRE THE SUPERINTENDENT FOR THE COMMUNITY DISTRICT AT THE EARLIEST TIME POSSIBLE. ELIMINATION OF DEBT WITHOUT EXTRACTING RESOURCES FROM THE STATE SCHOOL AID FUND AND ESTABLISH SET LENGTHS OF TERMS FOR SEATS ON THE COMMUNITY DISTRICT SCHOOL BOARD SO WE KNOW THE LENGTH OF SERVICE ON THE BOARD. AND I’LL REMIND YOU WE DISCUSSED HAVING AN ENTITY THAT OVERSEES THE OPENING AND CLOSING OF SCHOOLS. IT WAS NOT INCLUDED IN THIS STATEMENT — IT WAS ADDITIONAL. SO IT DOES NOT MAKE REFERENCE TO THAT IN THIS STATEMENT.>>IS THERE A MOTION?>>SO MOVED.>>SUPPORT.>>WOULD IT MAKE SENSE TO ADD ANOTHER STATEMENT? TO REFER TO THAT LAST THING YOU SAID?>>I WON’T VOTE FOR THAT, BUT I WOULD VOTE FOR THIS.>>LET’S NOT GO DOWN THE ROAD. WE HAVE GOT THERE.>>IT WAS A LONG CONVERSATION. [ OVERLAPPING CHATTER ]>>I DO WANT TO QUESTION, AND IT GOES TO WHAT KATHY SAID –>>I THINK WE HAVE A MAJORITY, EVEN IF YOU OPPOSE IT.>>YOU CAN DO IT.>>YES, I WOULD LIKE TO SEE THAT. IT WAS IN REFERENCE TO THAT BILL, ALTHOUGH WE SEPARATED IT OUT.>>THE LEGISLATURE GETS THE POSITION YOU ADOPTED BEFORE. IT’S NOT LIKE IT NEEDS TO BE REPEATED, SINCE IT’S ALREADY IN A DOCUMENT. IF YOU WANT TO REPEAT IT –>>BECAUSE THEY’VE ALREADY RECEIVED IT.>>BUT THEY WOULD HAVE ALREADY RECEIVED THIS, TOO, RIGHT?>>NO, THIS IS ABOUT SAYING NO TO 5384 THROUGH TO 87. THEY HAVE NOT RECEIVED THAT YET.>>THEY RECEIVED THE THREE BULLET POINTS, NOT THE TOP STATEMENTS.>>WE COULD STAPLE IT TO THE PREVIOUS STATEMENT AND MAIL THEM BOTH. [ LAUGHTER ]>>DO WE STAPLE AND MAIL THINGS? [ LAUGHTER ]>>DO WE INCLUDE THE OTHER STATEMENT OR THE SECOND STATEMENT THAT WE DID LAST MONTH. I SEEM TO RECALL THAT THERE WAS DEBATE ON EVEN HAVING THAT. SO…>>WE DID APPROVE SOMETHING FOR AN ENTITY OF SOME KIND.>>MY QUESTION IS — YOUR ARGUMENT’S NOT REALLY VALID. IF YOU ARE SAYING THAT THEY GOT THE OTHER STATEMENTS, THEN THEY’VE GOTTEN THESE THREE STATEMENTS, SO WE DON’T NEED THOSE. THEN I CAN’T REMEMBER WHAT YOU SAID. IT WOULD BE THE SAME ARGUMENT.>>I UNDERSTAND WHAT YOU ARE SAYING. NO, WE SAID THAT THEY DID GET THIS.>>YOU SAID THERE WAS DISCUSSION AND ARGUMENT. THAT WAS AROUND ALL OF THIS.>>THE ORIGINAL STATEMENT INCLUDED A FOURTH ELEMENT. AND THERE WERE A NUMBER OF PEOPLE AT THE TABLE THAT DIDN’T WANT IT IN THERE. THAT’S WHY WE SEPARATED IT OUT. IF WE REVISIT AND WANT IT IN THERE, THAT’S FINE, BUT I FEAR WE’LL HAVE THE SAME DISCUSSION.>>THESE THREE THINGS WE HAD UNANIMOUS SUPPORT FOR. WE HAD THREE DIFFERENT VERSIONS OF AN ENTITY THAT DIFFERENT FACTIONS OF THE BOARD WERE SUPPORTIVE OF, SO I THINK WHATEVER WE PASSED WAS NOT UNANIMOUS.>>I CAN LOOK UP AND TELL YOU WHAT WE DID.>>WOULD IT BE APPROPRIATE FOR ME HERE TO MOVE TO AMEND TO ADD THE FOURTH BULLET TO INCLUDE THE SEPARATE STATEMENT, THAT STATEMENT?>>DEPENDING ON WHAT THAT STATEMENT SAYS, WE MAY GET A MAJORITY.>>OR IF IT’S VOTED UP OR DOWN. [ OVERLAPPING CHATTER ]>>IT IS THE PROPER TIME TO ADD IT.>>I MOVE WE AMEND WHAT CASANDRA SAYS.>>LET ME SHARE WITH YOU WHAT IT IS. OKAY. THIS ENDED UP BEING A LONGER STATEMENT. SORRY, NO, THAT’S THE WRONG ONE. SORRY. DISREGARD WHAT I SAID.>>THERE’S SO MANY EXCELLENT STATEMENTS HERE, IT’S HARD TO FIND THE RIGHT ONE.>>HERE IS WHAT — HERE IS THE OTHER ITEM WE DID LAST TIME. “THE STATE BOARD OF EDUCATION URGES THE LEGISLATURE TO PASS LEGISLATION DIRECTING THE MICHIGAN DEPARTMENT OF EDUCATION TO CREATE A MECHANISM OVERSEEING THE OPENING AND CLOSING OF PUBLIC SCHOOLS TO ENSURE QUALITY, ACCESSIBILITY, AND FINANCIAL STABILITY.”>>IT’S BEEN MOVED TO ADD THAT. IS THERE SUPPORT?>>ACTUALLY, I’M SORRY –>>YES.>>OKAY, GO AHEAD — SORRY.>>LET ME GET IT ON THE TABLE. IS THERE SUPPORT?>>YES.>>IT’S BEEN MOVED AND SUPPORTED — DISCUSSION ON THAT? EILEEN?>>SORRY — THAT WAS FOR THE DEPARTMENT TO BE THE MECHANISM FOR DOING THAT. I VOTED AGAINST IT, AND I WILL VOTE AGAINST IT THIS TIME.>>RICHARD.>>I POINT OUT THAT LAMAR HAD ARGUED FORCEFULLY THAT DETROIT DISTRICT SHOULD BE NO DIFFERENT TO OTHER DISTRICTS. SO THE ADDITION OF THIS STRUCTURE I THINK WOULD GO AGAINST THAT.>>ACTUALLY, WE DID HAVE THAT ARGUMENT LAST MONTH, AND THAT’S WHY WE CHANGED IT TO SAY NOT SPECIFIC TO DETROIT. SO YOU KNOW THAT STATEMENT IS NOT SPECIFIC TO DETROIT.>>AND NOT THAT LAMAR’S OPINION IS THE GUIDE OR LAST WORD, BUT HE HAS BEEN SPECIFIC THAT THEY WOULD WELCOME A STATE MANAGED ENTITY TO MANAGE QUALITY SCHOOLS, CHARTER AND NON. THEIR MAIN ISSUE IS THEY DO NOT WANT A MAYOR APPOINTED OR OTHER ENTITY BESIDES THEM, THE ELECTED SCHOOL BOARD TO MANAGE.>>WE HAVE AN AMENDMENT. WE’LL VOTE ON THAT FIRST. ALL THOSE IN FAVOR OF ADDING THE STATEMENT TO THE ORIGINAL STATEMENT SAY AYE.>>AYE.>>OPPOSED?>>AYE.>>MOTION CARRIES. NOW WE HAVE THE ORIGINAL STATEMENT WITH THE ADDITION.>>YES.>>ALL THOSE IN FAVOR OF THE ORIGINAL STATEMENT WITH THE ADDITION SAY AYE.>>AYE.>>OPPOSED, SAME.>>NAY. MOTION CARRIES. OTHER ITEMS.>>YES, THE OTHER ITEM IS THE STATE BOARD OF EDUCATION IS REQUIRED TO PREPARE AND SUBMIT A REPORT TO THE LEGISLATURE. THE REPORT REFLECTS A SAMPLING OF SCHOOLS, IMPROVEMENT ACTIVITIES ACROSS THE STATE AND SUMMARIZES A REVIEW OF 150 SCHOOLS DESIGNATED AS FOCUS SCHOOLS, RANDOMLY SELECTED TO PARTICIPATE IN A REVIEW OF THEIR SCHOOL IMPROVEMENT PLANS FOR THE 2014-2015 SCHOOL YEAR. IT HAS TO COME FROM THE STATE BOARD OF EDUCATION ITSELF, SO THE STATE BOARD OF EDUCATION LEGISLATIVE COMMITTEE REVIEWED AND DISCUSSED THE REPORT AT THE MARCH 1ST MEETING AND IS RECOMMENDING APPROVAL BY THE FULL BOARD. IS THERE A MOTION?>>SO MOVED.>>SUPPORT.>>DISCUSSION?>>IS THERE ANY DIFFERENCE OF OPINION ABOUT THIS?>>THERE REALLY WEREN’T. THERE WERE A FEW CLARIFYING QUESTIONS, BUT OTHER THAN THAT, NOTHING OF CONCERN.>>I WOULD SUGGEST FOR NEXT YEAR, BECAUSE THE BOARD APPROVES THE REPORT, THAT THE BOARD GET A COPY OF THE WHOLE REPORT.>>DID YOU NOT GET A COPY?>>IT WASN’T INCLUDED. I ASSUMED IT WAS ATTACHED.>>MARILYN TOLD ME IT WAS LINKED. I DID NOT READ IT, SO I WILL ABSTAIN.>>WE CAN MAKE SURE…>>I HAD A PAPER COPY, AND I DIDN’T CHECK THE LINK.>>OKAY, SO CASANDRA…>>ALL THOSE IN FAVOR SAY AYE.>>AYE.>>OPPOSED? ABSTAIN? SEVEN — OH — TWO.>>WHO IS THE OTHER?>>RICHARD.>>OKAY.>>6-0-2.>>AND THAT’S ALL WE HAVE.>>SO KATHLEEN STRAUS, UPDATE ON NASBE.>>I REALLY DON’T HAVE ANYTHING MORE THAN WHAT WE DID EARLIER ON ESSA.>>OKAY, THANK YOU VERY MUCH.>>BUT I DO HAVE SOMETHING.>>WE ARE GOING TO THE LEGISLATIVE CONFERENCE IN APRIL FOR INFORMATION ON THAT AND OTHER THINGS, AND MEETING WITH MEMBERS OF CONGRESS. WE HAVE NEW MEMBERS OF CONGRESS. MIKE BISHOP IS ON THE EDUCATION COMMITTEE AND WE ARE TRYING TO MEET WITH HIM. AND ANOTHER MEMBER IN THE HOUSE. HE’S BEEN THERE FOR A LONG TIME. WE MIGHT WANT TO MEET WITH HIM AS WELL.>>WE’LL MAKE SURE IT HAPPENS. LUPE.>>SHE SAID MY REPORT.>>VERY GOOD. EILEEN, PLEASE, YOUR REPORT.>>I HAVE NOTHING TO REPORT, BUT THE LINK DOES WORK — I JUST COULDN’T GET IT OPEN. I WOULD LIKE TO TALK ABOUT A MENTION I MADE OF REPRESENTATIVE SANTANA’S DAY AT HENRY FORD HIGH SCHOOL. IT WAS POWERFUL. WE HEARD FROM PEOPLE THAT COMMITTED MAYHEM AND IN ONE CASE MURDER. THE UPSHOT IS WE WERE SUPPOSED TO VIEW THE DAY THROUGH THE EYES OF A 12 YEAR-OLD BOY. WE HAD ENOUGH DESCRIBED TO US THAT REPRESENTATIVE SANTANA KEPT SAYING HE’S ARE PROBABLY WITH HIS MOTHER, NO MALE FIGURES, A SISTER THAT HAS A CHILD. MOTHERS THAT ARE PATERNAL. MAYBE GRANDPARENTS NEARBY, OR AN AUNT OR TWO, MAYBE WITH TWO AND THREE GENERATIONS OF CHILDREN. AND TALKED ABOUT HOW COMPLICATED IT IS IN POVERTY WHEN YOU DEPEND ON SOCIAL SERVICES FOR UTILITIES AND FOOD AND SHELTER, AND HOW THE LOSS OF ANY ONE OF THOSE THINGS CAN SEND A YOUNG BOY OUT TRYING TO SCRAPE UP ENOUGH MONEY TO GET SOME FOOD, AND DELIVERING A NICKEL BAG, AND THEN ONE THING LEADS TO ANOTHER. HE ASKED THEM OVER AND OVER WHAT COULD HAVE KEPT THEM IN SCHOOL. I MENTIONED IT WAS A BIG THING, NO SOCIAL PROMOTION, IT DOESN’T WORK FOR THEM BECAUSE THERE’S NO REMEDIATION, WHEN THEY ARE INTERESTED IN BECOMING SOMETHING OTHER THAN ON THE STREETS, THERE’S NO COUNSELING, THERE’S NO CAREER GUIDANCE, NO MENTORING. IT’S A BLEAK SITUATION WHERE ALL THEY HEAR ABOUT ARE THINGS THAT DON’T WORK, AND THERE’S A LOT OF SUSPENSIONS AND EXPULSIONS. WE HEARD ABOUT A 12-YEAR-OLD BOY THAT NEVER HAD HIS IEP SERVICES. HE WAS — A CHARTER SCHOOL THAT TOOK HIM SAID HE HAD AN IEP SINCE FIRST AND SECOND GRADE. HE’D BEEN IN THE PUBLIC SCHOOL SYSTEM AND WAS EXPELLED EIGHT TIMES, AND EVERY TIME WAS IN SOME WAY LINKED TO HIS DISABILITY, WHICH WAS NEVER ADDRESSED. THE GOOD NEWS IS THAT THIS IS AN EAA SCHOOL AND VERONICA IS THERE. THEY HAVE A 9th GRADE ACADEMY THAT SEQUESTERS THE KIDS. THEY HAD A MAJOR FIGHT IN THE BUILDING, AND THE KIDS NEVER KNEW IT. THEY SPENT THE FIRST MONTH AND A HALF LEARNING TO MEET KIDS, MAKING THEM FEEL SECURE, BUILDING CONNECTIONS, FINDING OUT WHAT WORKED FOR THEM, WHAT DIDN’T. THEY TESTED THEM ON NWEA IN THE FIRST FEW WEEKS. THEY DID IT 3.5 MONTHS LATER, AND EVEN THOUGH THEY’D SPENT ABOUT A MONTH ON SCHOOL WORK, ALL THE KIDS SCORED AT LEAST ONE GRADE HIGHER THE SECOND TIME THEY GAVE IT, WHICH IS A POWERFUL STATEMENT ON HOW FEELING SECURE CAN MAKE YOU ABLE TO TELL PEOPLE WHAT YOU KNOW. THE SECOND PART OF THE DAY WAS GOING TO A LOCAL SOCIAL SERVICES CENTER AND HAVING THE CASEWORKERS TALK ABOUT HOW FRUSTRATING IT WAS TO — THE SOFTWARE PATCHES SINCE THEY MERGED HAS NOT ALLOWED THEM TO REALLY FUNCTION AND PROCESSES THAT SHOULD HAVE TAKEN 15 MINUTES TOOK SEVERAL HOURS. CASE LOADS HAVE ALSO EXPANDED. THE THING MOST CHILLING WAS THEY WERE WATCHING FAMILIES BRINGING IN HIGH SCHOOL STUDENTS BECAUSE THEY WERE EITHER ILLITERATE AND COULDN’T FILL OUT THE FORMS OR WERE NOT BILINGUAL AND THE KIDS WERE, SO THEY WERE WATCHING KIDS GETTING PULLED OUT OF SCHOOL TO COME HERE, AND THIS YEAR THERE WAS HIGH SCHOOL STUDENTS ASKING WHEN THEY COULD GET THEIR OWN CASE NUMBER. AND THEY WANTED THE LEGISLATURE, THEY WANTED PEOPLE TO UNDERSTAND THAT IT WAS BECOMING SUCH A WAY OF LIFE, THAT THERE WASN’T A SENSE THAT THEY COULD HAVE A DIFFERENT CAREER. THERE’S NO — THERE’S NOT A LOT OF TRADE MENTORING IN THE PUBLIC SCHOOLS IN DETROIT, NOT A LOT OF OPPORTUNITIES FOR KIDS BESIDES WHAT THEY SEE EVERY DAY. IT WAS VERY POWERFUL. ONE OF THE THINGS SAID WAS THAT NO MATTER WHAT IS DOWN WITH EPS, UNLESS THE CULTURE CHANGES, PARENTS WILL NOT FEEL THAT THAT SCHOOL SYSTEM CAN PROVIDE THEIR CHILD WITH HOPE. IF THEY HAVE A CHOICE THEY’LL TAKE IT. THAT’S MY REPORT.>>OKAY, CONSENT AGENDA. ANY ITEM THE BOARD WISHES REMOVED PRIOR TO THE VOTE? SEEING NONE, IS THERE A MOTION?>>SO MOVED.>>SUPPORT.>>IT’S BEEN MOVED AND SUPPORTED — QUESTIONS OR COMMENTS? SEEING NONE, ALL IN FAVOR, SAY AYE.>>AYE.>>OPPOSED, NAY. MOTION CARRIES. COMMENTS BY BOARD MEMBERS. ANY BOARD MEMBERS WHICH TO OFFER COMMENTS?>>WE’VE SEEN A MIRACLE TODAY: WE WERE AN HOUR BEHIND SCHEDULE. NOW WE ARE HALF AN HOUR AHEAD.>>I LIKE IT.>>WELL, WE ELIMINATED –>>MICHELLE.>>I’VE BEEN MEETING WITH SOME FOLKS FROM DECODING DYSLEXIA. AND THEY ARE CONCERNED ABOUT THE 3rd GRADE RETENTION BILL AND MAKING SURE THAT SERVICES ARE THERE AND ATTENTION GIVEN TO EFFECTIVE INTERVENTIONS THAT HELP WITH THESE DISABILITIES. AND SO MAYBE THEY COULD COME AND REPORT OR COMMENT ABOUT SUCCESSFUL STRATEGIES ON THAT. I ALSO MET WITH FOLKS FROM THE MICHIGAN — SORRY, I’M A LITTLE BIT — LIBRARY MEDIA FOLKS. AND THEY POINTED OUT OUR TERRIBLE RECORD HERE IN MICHIGAN WHERE WE ARE 46th IN THE NATION IN TERMS OF THE NUMBER OF STUDENTS PER MEDIA SPECIALISTS. WE USED TO BE BETTER. AT THE SAME TIME WE SLIPPED IN THAT RANKING, WE ALSO PLUMMETED IN THE 4th GRADE READING SCORES. THAT WAS INTERESTING. THEY POINT OUT WAYS UNDER ESSA THAT TITLE I MONEY COULD BE USED FOR SUPPORTING LIBRARIANS, HAVING CERTIFIED LIBRARIANS, AND FOCUSING ON EARLY READING. I THINK IT IS AN IMPORTANT CONSIDERATION. THE FINAL THING IS WITH REGARD TO WHAT IS GOING ON IN DETROIT AND WHAT WORKS, WHAT DOESN’T. I’M ALWAYS — I MET WITH SOME PARENTS IN MY NEIGHBORHOOD TRYING TO SUPPORT COOK ELEMENTARY AND DO A SURVEY OF OUTREACH. IT’S INTERESTING TO ME THAT — THE ARRAY OF OPINION. IT’S NOT A CONSENSUS. ANYONE WHO REPORTS TO HAVE A CONSENSUS ON THIS, I DON’T THINK THEY KNOW WHAT THEY ARE TALKING ABOUT. IT’S A DIVERSITY OF OPINION. THEY ARE STRONG, MANY OF THEM. BUT IT IS INTERESTING TO MEET WITH A WOMAN THAT IS HOME SCHOOLING EIGHT KIDS, ANOTHER WITH KIDS IN CHARTERS AND DPS SCHOOLS, WHAT WE ARE LOOKING AT IN SCHOOLS. AND IT’S ALL OVER THE MAP, LIKE WANTS A NURTURING ENVIRONMENT AND DON’T CARE ABOUT TESTING. OR WANTS TESTING AND RIGOR. CHRISTIAN VALUES IS ANOTHER. FAMILY, NOT CHRISTIAN, FAMILY VALUES EMBEDDED IN SCHOOL. SO I DON’T KNOW, I FIND THAT I HAVE BEEN TALKING TO PEOPLE THAT HAVE BEEN GOING FROM DIFFERENT SCHOOLS. AND HAD THE HIGH TURN OVER AND PUBLIC SCHOOLS OF TEACHERS. I SAY THAT JUST TO — KEEP IN MIND NO ONE HAS A LOCK ON IT. IT WOULD BE GREAT TO GET A BETTER HANDLE ON WHAT IS IT THAT PEOPLE WANT. BUT IT IS NOT ONE PERSON’S VOICE THAT HAS THE AUTHORITY TO REPRESENT EVERYONE IN THAT CITY.>>THANK YOU VERY MUCH. KATHLEEN AND THEM PAM, PLEASE.>>THE SCHOOL FOR THE DEAF, AND YOU MENTIONED THAT IN YOUR REPORT ON THE FLINT SITUATION — IS THE ONE SCHOOL IN THE STATE THAT IS UNDER OUR DIRECT AUTHORITY OR SUPERVISION. AND WE HAVEN’T MET THERE IN A NUMBER OF YEARS, BUT WE USED TO MEET THERE EVERY YEAR. I WONDER IF WE CAN SCHEDULE A MEETING AT THE SCHOOL FOR THE DEAF. MAYBE IT WOULD BE HELPFUL… [ INAUDIBLE ]>>WE’LL SEE WHAT WE CAN DO.>>SOMETHING TO CONSIDER.>>ABSOLUTELY. PAM?>>THIS WAS NOT PART OF WHAT I WAS GOING TO SAY, BUT KATHY REMINDS ME THAT IN A LOT OF THE COMMUNITY CONVERSATIONS THAT I’VE BEEN HEARING ABOUT WHAT WE CAN DO TO ENGAGE STUDENTS AND PARENTS AT THE SCHOOL, AND HELPING STUDENTS TO BETTER UNDERSTAND THIS. I THINK IT’S MORE FROM LIKE A TRAUMA PERSPECTIVE. I DON’T KNOW IF THAT’S SOMETHING WE WANT TO TALK ABOUT. IT’S SOMETHING YOU ARE DISCUSSING OR SOMETHING WE MAY WANT TO TALK ABOUT WITH LOCAL DISTRICTS. IT’S A THOUGHT THAT I WAS HAVING AS FAR AS WHAT MORE CAN WE DO AT ALL THE SCHOOLS. WHEN I WAS SITTING HERE I RECEIVED THE DETROIT ASTHMA REPORT THAT HADN’T BEEN UPDATED IN SOME YEARS, BUT LOOKING AT HOW ASTHMA HOSPITALIZATION RATES FOR CHILDREN IN DETROIT ARE THREE TIMES THAT OF THE REMAINING CHILDREN IN THE REST OF THE STATE. ALSO, GOING BACK TO THE DISCUSSION THAT WE HAD WITH THE STATE REFORM OFFICER AND JUST HOPING THAT WE COULD BETTER EXPLAIN THE CONNECTION BETWEEN HEALTH ISSUES THAT ARE ENVIRONMENTALLY RELATED, WHETHER IT’S LEAD OR ASTHMA, THAT’S THE LEADING CAUSE OF SCHOOL ABSENTEEISM. ALSO, JUST THINKING OF A REPORT I SAW YESTERDAY, A STUDY WHERE THEY LOOK AT CORTISOL LEVELS IN CHILDREN. LOOKING AT THAT THE SAME WAY WE LOOK AT PRENATAL LEAD EXPOSURE, AND PARENTS THAT HAVE HIGH STRESS LEVELS THAT ARE POVERTY DRIVEN STRESSORS. LOOKING AT HOW THAT IMPACTS CHILDREN AND CAN IMPACT THEIR ACADEMIC OUTCOMES. IF WE COULD HAVE REPORTS ON SOME OF THESE THINGS THAT WE ARE SEEING IN THE NON-ANECDOTAL WORLD THAT HAS BEEN RESEARCHED, SO WE KNOW HOW POVERTY IMPACTS THE OUTCOMES OF CHILDREN AND EXPOSURES THAT MAY LEAD TO HEALTH ISSUES, AND HOW THAT IMPACTS ACADEMIC OUTCOMES. THAT WOULD MAKE HE FEEL A LOT BETTER ABOUT HOW WE ARE ABLE TO BETTER EXPLAIN TO THOSE WITHIN OUR BUDGET OFFICE THAT ARE DRIVING EDUCATION IN AREAS WHERE WE KNOW CHILDREN HAVE THESE CUMULATIVE IMPACTS. IT’S CONCERNING TO ME.>>APPRECIATE THAT. LUPE.>>WELL, MARCH IS READING MONTH AND ST. PATRICK’S DAY — AND WE CELEBRATE MANY DIFFERENT THINGS IN MARCH. ANOTHER THING THAT I AM TRYING TO REALLY CULTIVATE IN THE BOARD IS OTHER GROUPS AND, OF COURSE, I’M INVOLVED WITH THE COMMITTEE TO HONOR CESAR CHAVEZ, WITH HIS LIFE, AND HIS BIRTHDAY IS MARCH 31ST. THE BOARD KNOWS THAT ON MARCH THE 17th, WHICH IS ST. PATRICK’S DAY, WE ARE GOING TO HOLD OUR CESAR CHAVEZ SOCIAL JUSTICE ACTIVITIES. KATHY WILL BE HONORED AND THE THEME IS EDUCATION, AND WE ARE GOING TO EMPHASIZE THAT EDUCATION IS A LIFE-LONG LEARNING PROCESS. WE’LL HAVE THE YOUNG ELEMENTARY SCHOOLERS THERE, AND WE’LL CONNECT THEM TO THE EXPERIENCE THAT KATHY’S HAD IN EDUCATION. SO IN CELEBRATING THE LIFE AND LEGACY OF CESAR, WHO WOULD BE 89 YEARS OLD, WHAT WE HAVE BEEN TALKING ABOUT AT THE TABLE WITH THE TESTIMONY THAT WE HAD THIS MORNING ON LGBT, AND THE TRANSGENDER STUDENT AND THEIR PLIGHT IN THE SCHOOLS, AND WE TALKED ABOUT EARLY CHILDHOOD AND MANY DIFFERENT THINGS THAT I THINK ONE OF CESAR’S QUOTES IS PERTINENT TO WHAT WE TALKED ABOUT. AND LET’S SEE IF I FIND IT AGAIN. LET’S SEE. THERE’S SO MANY. I HAD ONE THAT WAS PERFECT. JUST A MINUTE. WELL, I’LL USE THIS ONE. IT SAYS, “REAL EDUCATION SHOULD CONSIST OF DRAWING THE GOODNESS AND THE BEST OUT OF OUR OWN STUDENTS. WHAT BETTER BOOKS CAN THERE BE THAN THE BOOK OF HUMANITY?” THAT IS A KEY WORD AS WE PROCEED WITH THE DISCUSSION AND THE CHARGE THAT THEY ARE GOING TO HAVE HEARINGS ON THIS INITIATIVE THAT WE ARE STARTING AS WE PROCEED WITH THE AGENDA AS BOARD MEMBERS IN EDUCATION IN THE STATE OF MICHIGAN. I INVITE YOU TO JOIN US ON MARCH 17TH AND HELP US HONOR OUR COLLEAGUE KATHLEEN STRAUS.>>ALL RIGHT. THANK YOU VERY MUCH. IF THERE ARE ANY SPECIFIC ITEMS OTHER THAN THE ONES WE JUST HEARD THAT YOU WOULD LIKE TO HAVE ON FUTURE MEETINGS, PLEASE LET JOHN, CASANDRA, MICHELLE, MARILYN OR MYSELF KNOW. FUTURE MEETING DATES: APRIL 12TH, 9:30 REGULAR MEETING. MAY 10TH , 9:30 REGULAR MEETING. MAY 18TH, 9:30 BOARD RETREAT. AND WITH THAT, WE ARE ADJOURNED.

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