Michigan State Board of Education Meeting for October 10, 2017


>>GOOD MORNING, THE TIME IS NOW 9:30 AND A QUORUM OF THE BOARD IS PRESENT. STATE BOARD OF EDUCATION MEETING OF OCTOBER 10th, 2017, IS CALLED TO ORDER. BEFORE I BEGIN THE MEETING, I WANT TO THANK THE SUPERINTENDENT RON CANIFF FOR HOSTING US TODAY AND FOR ALL OF THE GREAT WORK OF HIS STAFF. RON, WHERE ARE YOU HIDING? THANK YOU, RON. THANK YOU TO YOU AND YOUR STAFF FOR ALL THE GOOD WORK TO MAKE THIS MEETING GO OFF. SO THANK YOU. FIRST ITEM IS APPROVAL OF THE AGENDA IN ORDER OF PRIORITY. IS THERE ANY ITEMS TO BE ADDED OR DELETED FROM THE AGENDA? SEEING NONE, IS THERE A MOTION?>>SO MOVED.>>SUPPORT.>>IT’S BEEN MOVED AND SUPPORTED TO ACCEPT THE ORDER OF PRIORITY. ANY DISCUSSION? SEEING NONE, ALL IN FAVOR, SAY AYE.>>AYE.>>OPPOSED NAY? MOTION CARRIES. INTRODUCTION OF STATE BOARD OF EDUCATION MEMBERS AND GUESTS AT THIS TIME, MARILYN. PLEASE INTRODUCE THE MEMBERS OF THE STATE BOARD OF EDUCATION?>>I’D BE HAPPY TO. WE’LL GO AROUND THE TABLE, STARTING AT MY LEFT, YOU HAVE JUST BEEN LISTENING TO THE STATE SUPERINTENDENT SPEAK. HE IS THE CHAIRMAN OF THE BOARD. HIS NAME IS BRIAN WHISTON. AS WE GO AROUND THE TABLE, THE CO-PRESIDENT OF THE BOARD IS RICHARD ZEILE. HE RESIDES IN DEARBORN. NEXT TO HIM IS THE CO-PRESIDENT OF THE BOARD CASANDRA ULBRICH. SHE RESIDES IN ROCHESTER HILLS. NEXT TO THEM, MICHELLE FECTEAU, BOARD SECRETARY. SHE’S FROM DETROIT. NIKKI SNYDER IS THE BOARD’S NASBE DELEGATE. IT’S THEIR ASSOCIATION– NATIONAL ASSOCIATION OF STATE BOARDS OF EDUCATION. SHE RESIDES IN DEXTER. THIS YEAR’S TEACHER OF THE YEAR IS LUKE WILCOX. HE IS PROBABLY FAMILIAR TO MANY OF YOU BECAUSE HE’S LOCAL. HE IS A MATH TEACHER AT EAST KENTWOOD HIGH SCHOOL AND KENTWOOD PUBLIC SCHOOLS. AND AS WE GO ACROSS THE TABLE, THE GOVERNOR’S REPRESENTATIVE IS UNABLE TO JOIN US TODAY. THAT’S TYLER SAWHER. AND THEN, NEXT TO HIM IS EILEEN WEISER. SHE’S A BOARD MEMBER FROM ANN ARBOR. SHE IS ON HER WAY. LUPE RAMOS-MONTIGNY, ANOTHER FAMILIAR FACE TO YOU. BOARD MEMBER FROM GRAND RAPIDS. AND ALSO ON HER WAY IS PAMELA PUGH. SHE IS A BOARD MEMBER FROM SAGINAW. AND NEXT TO ME IS TOM McMILLIN, THE BOARD’S TREASURER AND HE’S FROM ROCHESTER HILLS. I’M MARILYN SCHNEIDER, I’M THE STATE BOARD EXECUTIVE.>>NOW WE ASK THE AUDIENCE TO INTRODUCE THEMSELVES. WE’LL START WITH SHEILA ALLES, PLEASE.>>GOOD MORNING, SHEILA ALLES CHIEF DEPUTY SUPERINTENDENT.>>GOOD MORNING. WENDY LARVICK, CHIEF OF STAFF TO THE STATE SUPERINTENDENT, BRIAN WHISTON.>>GOOD MORNING, MY NAME IS MARK HOWE. I AM THE CHIEF OF STAFF TO THE CHIEF DEPUTY SUPERINTENDENT.>>GOOD MORNING. BRIAN McVICAR, I’M WITH MLIVE.COM.>>MIKE SHIBLER, SUPERINTENDENT OF SCHOOLS, ROCKFORD.>>DOUG VANDERJAGT, ASSISTANT SUPERINTENDENT TO HUMAN RESOURCES, ROCKFORD PUBLIC SCHOOLS.>>BILL FETTERHOFF, SUPERINTENDENT AT GODWIN HEIGHTS PUBLIC SCHOOLS.>>TOM REEDER, SUPERINTENDENT AT WYOMING PUBLIC SCHOOLS.>>RON CANIFF, SUPERINTENDENT AT KENT ISD.>>MICHAEL YOCUM, ASSISTANT SUPERINTENDENT AT OAKLAND SCHOOLS.>>MARLANA KROLICKI, DEAN OAKLAND OPPORTUNITY ACADEMY.>>BRANDY LOVELADY MITCHELL, PRINCIPAL AT KENT INNOVATION HIGH AT KENT ISD.>>GREGG DIONNE WITH THE MICHIGAN DEPARTMENT OF EDUCATION.>>[ INDISTINCT ]. SUPERINTENDENT OF [ INDISTINCT ] PUBLIC SCHOOLS.>>MICHAEL BURDE, ASSISTANT SUPERINTENDENT KENOWA HILLS.>>GERALD HOPKINS, SUPERINTENDENT OF SCHOOLS, KENOWA HILLS.>>MICHELLE KRYNICKI, DIRECTOR OF INSTRUCTION, GODWIN HEIGHTS PUBLIC SCHOOLS.>>DEREK COOLEY, DIRECTOR OF SPECIAL EDUCATION, GODWIN HEIGHTS PUBLIC SCHOOLS.>>KELLI CAMPBELL, DIRECTOR OF TEACHING AND LEARNING, KENT ISD.>>CINDY CONNERS, ADMINISTRATIVE ASSISTANT AT KENT ISD.>>GLEN FINKEL, IT DIRECTOR, KENT ISD.>>JOHN KRAUS, CAMPUS PRINCIPAL FOR SECONDARY PROGRAMS HERE AT KENT ISD.>>RON KOEHLER, ASSISTANT SUPERINTENDENT, KENT ISD.>>RICH BANK, RETIRED TEACHER.>>GOOD MORNING, CHELSEY MARTINEZ, DIRECTOR OF COMMUNICATIONS WITH THE SECONDARY SCHOOL PRINCIPALS ASSOCIATION.>>STACY BOGARD, MICHIGAN ASSOCIATION OF SCHOOL BOARDS.>>I’M MARVIS HERRING WITH WOOD TV 8.>>CONI SULLIVAN, ASSISTANT SUPERINTENDENT FOR HUMAN RESOURCES AND LEGAL SERVICES, KENT ISD.>>MIKE HAGERTY, ASSISTANT SUPERINTENDENT FOR ADMINISTRATIVE SERVICES, KENT ISD.>>BILL SMITH, ASSISTANT SUPERINTENDENT FOR INSTRUCTIONAL SERVICES, KENT ISD.>>TERANCE LUNGER, SUPERINTENDENT OF CALVIN INTERMEDIATE SCHOOL DISTRICT.>>KATIE McCLINTOCK, COMMUNICATIONS, KENT ISD.>>[ INDISTINCT ], COMMUNICATIONS, KENT ISD.>>KYLE GUERRANT, DEPUTY SUPERINTENDENT OF FINANCE OPERATIONS.>>VENESSA KEESLER, DEPUTY SUPERINTENDENT FOR THE DIVISION OF EDUCATOR, STUDENT AND SCHOOL SUPPORTS FOR MICHIGAN DEPARTMENT OF EDUCATION.>>SUSAN BROMAN, DEPUTY SUPERINTENDENT P-20 SYSTEM AND STUDENT TRANSITIONS AT GRAND RAPIDS CITY HIGH SCHOOL. [ LAUGHTER ]>>I’M MARTY ACKLEY. I’M THE DIRECTOR OF PUBLIC AND GOVERNMENTAL AFFAIRS AT THE MICHIGAN DEPARTMENT OF EDUCATION.>>[ INDISTINCT ], MICHIGAN DEPARTMENT OF EDUCATION.>>AND WE WERE JOINED BY EILEEN WEISER DURING INTRODUCTIONS, SO THANK YOU VERY MUCH. PUBLIC PARTICIPATION– IF YOU PLAN TO OFFER PUBLIC COMMENT AT TODAY’S MEETING PLEASE COMPLETE THE FORM, THAT’S THE BLUE FORM BACK THERE ON THAT TABLE AS YOU ENTER. FORMS MUST BE TURNED IN AT THE BEGINNING OF THE PORTION SET ASIDE FOR PUBLIC COMMENT AND THAT WILL BE APPROXIMATELY 1:00 TODAY. SO IF YOU WANT TO FILL OUT THE FORM AND GET IT TO MARILYN, WE’D APPRECIATE IT. DISCUSSION ITEMS– FIRST ITEM ON THE COMMITTEE OF THE WHOLE AGENDA IS A PRESENTATION BY KENT COUNTY SCHOOLS ADDRESSING TOP 10 IN 10. STATE BOARD OF EDUCATION’S HAPPY TO BE HERE IN KENT COUNTY TO SEE FIRSTHAND WHAT LOCAL DISTRICTS ARE DOING TO HELP MAKE MICHIGAN A TOP 10 STATE IN 10 YEARS. AND RON CANIFF, THE SUPERINTENDENT OF KENT ISD, HAS ORGANIZED A PRESENTATION FROM FOUR LOCAL SCHOOL DISTRICTS, HIGHLIGHTING APPROACHES THAT HAVE MADE A DIFFERENCE IN STUDENT SUCCESS. RON, THANK YOU FOR BEING HERE. AGAIN, THANK YOU FOR HOSTING, AND IT’S YOUR SHOW.>>YOU BET. WELL, THANK YOU, AND WELCOME TO KENT ISD. WE’RE ABSOLUTELY THRILLED THAT YOU ARE HERE. AGAIN, RON CANIFF, SUPERINTENDENT OF KENT ISD. IT HAS BEEN MY GOOD FORTUNE TO BE HERE AS SUPERINTENDENT. THIS IS MY THIRD YEAR. A LITTLE BIT ABOUT KENT ISD, REALIZING THAT SOME OF YOU MAY NOT BE AS FAMILIAR WITH US AS LUPE AND OTHERS, SO JUST SOME QUICK FACTS. WE ARE THE FOURTH LARGEST ISD IN THE STATE, WE HAVE APPROXIMATELY 108,000 STUDENTS. FOR PERSPECTIVE, OUR FREE AND REDUCED POPULATION HERE IS ABOUT 45%, WHICH IS I THINK FAIRLY CLOSE TO PROBABLY WHAT THE STATE AVERAGE IS AS WELL. WE HAVE 20 LOCAL DISTRICTS THAT COMPRISE OUR ISD, 23 PUBLIC SCHOOL ACADEMIES THAT WE SERVE, AND WE HAVE EVERYTHING HERE. I WAS SHARING WITH A FEW BOARD MEMBERS BEFORE WE GOT STARTED TODAY, THAT WE HAVE URBAN DISTRICTS. OUR LARGEST DISTRICT IS GRAND RAPIDS PUBLIC, WITH ABOUT 17,000 STUDENTS. WE HAVE SUBURBS AND DISTRICTS, WE HAVE AFFLUENTS AND WE HAVE RURAL DISTRICTS. OUR SMALLEST DISTRICT THAT WE SERVE IS KENT CITY WITH ABOUT 1,400 STUDENTS. SO WE ARE A NICE MICROCOSM OF THE ISSUES THAT ARE GOING ON IN THE STATE RELATIVE TO EDUCATION, IN TRYING TO MAKE MICHIGAN A TOP 10 IN 10 STATE. WE’RE TRYING OUR HARDEST HERE IN KENT ISD TO MAKE KENT ISD A TOP 10 ALONG WITH THE STATE WITHIN 10 YEARS. BEFORE I GET ROLLING, I DO WANT TO ACKNOWLEDGE AND THANK SUPERINTENDENT WHISTON FOR HIS LEADERSHIP AND THE DIRECTION HE HAS PROVIDED TO ISDs THROUGHOUT THE STATE AND ALSO TO OUR LOCAL DISTRICTS AND OUR LOCAL SUPERINTENDENTS. IT HAS CERTAINLY BEEN APPRECIATED BY THOSE OF US OUT HERE IN THE FIELD, SO– AND THIS IS A GREAT EXAMPLE OF IT, THE FACT THAT YOU ARE TAKING YOUR SHOW ON THE ROAD, YOUR BOARD MEETINGS HERE INTO AN ISD AND DECIDED TO STAY. THANK YOU FOR COMING OUR WAY. BUT, AGAIN, WE’RE EXCITED TO HIGHLIGHT THE GREAT WORK GOING ON IN OUR LOCAL DISTRICTS. ALL OF OUR DISTRICTS ARE DOING WONDERFUL THINGS. THEY’RE DOING GREAT THINGS FOR THE STUDENTS, AND WE HAVE FIVE WITH US WHO ARE PRESENTING THE WORK THAT EMBODIES THE GOALS OF THE STATE BOARD, AND SUPERINTENDENT WHISTON TO MAKE MICHIGAN A TOP 10 STATE WITHIN 10 YEARS. FOUR OF THOSE DISTRICTS WILL PRESENT DURING THIS SEGMENT OF THE AGENDA, AND ANOTHER KENOWA HILLS, WILL REPORT ON THEIR GROUND-BREAKING WORK IN COMPETENCY-BASED EDUCATION LATER ON IN THE AGENDA. FOR OUR FIRST PRESENTATION, WE HAVE THE DEAN OF KENT ISD SUPERINTENDENTS WITH US TODAY, MIKE SHIBLER, AND HIS ASSISTANT SUPERINTENDENT, DOUG VANDERJAGT. IF YOU WANT TO COME ON UP. NOW, MIKE AND DOUG– DR. SHIBLER HAS MADE ROCKFORD PUBLIC SCHOOLS OF MICHIGAN’S PREMIERE SCHOOL DISTRICTS WITHIN THIS STATE DURING HIS TENURE. HE HAS DONE SO BY LISTENING, BY RESPONDING TO HIS COMMUNITY. HIS ROCKFORD ACTION MODEL OF SUCCESS ENGAGES STUDENTS, STAFF, PARENTS AND THE COMMUNITY IN CHANGING DISTRICT PRIORITIES IN PROGRAMS AND FACILITIES AND IS A PERFECT EXAMPLE OF ENGAGEMENT AND VISION IN THE FIRST GOAL OF TOP 10 IN 10 PLAN. SO, DR. SHIBLER.>>THANK YOU, SUPERINTENDENT WHISTON, STATE BOARD OF EDUCATION. IT’S A PLEASURE TO BE HERE. WE WILL BE BRIEF. I THINK WE HAVE TEN MINUTES AND WE’LL STAY TO THAT. JUST BRIEFLY LET YOU KNOW, ROCKFORD PUBLIC SCHOOLS IS A SUBURBAN SCHOOL DISTRICT, OVER 8,000 STUDENTS. WE ARE A MINIMALLY FUNDED DISTRICT, WHICH MEANS YOU CAN’T GET ANY LOWER IN FUNDING PER CHILD IN ROCKFORD, BUT WE ARE CERTAINLY A HIGHLY RESPECTED DISTRICT WITH A STRONG REPUTATION. ONE OF THOSE REASONS– AND YOU HAVE A COPY OF THIS WHERE YOU ARE SEATED, IS THIS– WITH THIS PARTICULAR PLAN IS CALLED ROCKFORD ACTION MODEL FOR SUCCESS, RAMS 9. RAMS 9 IS ACRONYM IS ROCKFORD ACTION MODEL FOR SUCCESS. WE STARTED THIS INITIATIVE BACK IN 1989. THAT’S WHEN I BECAME SUPERINTENDENT OF THE ROCKFORD PUBLIC SCHOOLS, SO I’M ON MY 29th YEAR AS SUPERINTENDENT, AND BY THE WAY, MY 50th YEAR AS AN EDUCATOR IN MICHIGAN AS WELL, SO… [ APPLAUSE ]>>SEATED TO MY RIGHT IS DR. VANDERJAGT. HE IS ASSISTANT SUPERINTENDENT FOR HR, BUT HE ALSO IS INTRICATELY INVOLVED IN WHAT WE DO HERE WITH RAMS, AND HE WILL EXPLAIN BRIEFLY THE WHOLE PROCESS THAT WE GO THROUGH TO MAKE THIS HAPPEN. AS I MENTIONED, WE ARE ON OUR 9th YEAR– WE’RE COMPLETING THE 9th RAMS MODEL. THREE YEARS TO TEACH AND PLAN FOR CONTINUOUS IMPROVEMENT. AND QUITE FRANKLY, THIS IS THE REASON WHY WE’RE AN OUTSTANDING SCHOOL SYSTEM, BECAUSE WE DO STRATEGIC PLANNING. WE’VE BEEN DOING IT FOR 28, GOING ON 29 YEARS. RAMS 10 IS IN THE PROCESS OF BEING DEVELOPED AND IT WILL BE IMPLEMENTED IN JANUARY 2018. IT TAKES US A FULL YEAR TO DO THE PLANNING FOR EACH OF THESE RAMS MODELS, AND SO FORTH, AND WE USE ALL OF THESE GOALS TO ACCOMPLISH WHAT WE BELIEVE– WE USE STAKEHOLDERS INPUT, PARENTS, COMMUNITY, SENIOR CITIZENS, BUSINESS LEADERS, STUDENTS AND SO FORTH, TO COLLECT OUR DATA, WHICH INCLUDES FOCUS GROUPS AS WELL AS SURVEYS. SO WHAT I WANT TO PRESENT OR WHAT I WANT YOU TO UNDERSTAND ON THIS PROCESS IS IT FITS YOUR PLAN 10 IN 10 YEARS, THE FACT THAT YOU NEED TO HAVE STAKEHOLDERS INPUT, AND THEY NEED TO BE PART OF THE PROCESS AS YOU MOVE FORWARD AS A SCHOOL DISTRICT TO ACCOMPLISH YOUR GOALS. SO I’LL TURN IT OVER TO DR. VANDERJAGT AND HE WILL BRIEFLY GO THROUGH EXACTLY HOW WE HAVE ACCOMPLISHED THIS EVERY THREE YEARS.>>THANKS, MIKE. SO THE DOCUMENT YOU HAVE IN FRONT OF YOU IS THE FINAL COPY, OBVIOUSLY, THAT TAKES US A YEAR TO DEVELOP. THE PROCESS IS PRETTY STRAIGHT FORWARD. IT INVOLVES A LOT OF STAKEHOLDER INPUT AS WE GO THROUGH THE PROCESS. WE HAVE THREE PHASES TO THE PROCESS. THE FIRST, WE START OUT AT THE BEGINNING OF THE YEAR, WHEN WE START PLANNING FOR OUR NEXT STRATEGIC PLAN, AND THAT WOULD BE OUR FOCUS GROUPS. SO OUR PHASE 1 IS IN JANUARY AND FEBRUARY, WE HAVE FOCUS GROUPS. WE HAVE ANYWHERE BETWEEN SIX AND EIGHT FOCUS GROUPS OF PARENTS, AND STAFF MEMBERS, AND STUDENTS THAT WE WORK THROUGH. SO IT’S ALWAYS INTERESTING TO GET TOGETHER WITH THE PARENTS AND TURN A 90-MINUTE CONVERSATION INTO PROBABLY 2.5 HOURS OF THINGS THEY’D LIKE TO SEE THAT WE’RE DOING WELL IN OUR SCHOOL SYSTEM, WHERE THEY SEE EDUCATION GOING IN THE FUTURE, AND SOME OF THE CONCERNS THEY MAY HAVE. SO THOSE ARE THE THREE MAIN TALKING POINTS WHEN WE HAVE OUR FOCUS GROUPS. ANYWHERE BETWEEN 20 AND 25 PARENTS ATTEND THE FOCUS GROUPS, AND AS I SAID, WE PUT ALL THAT INFORMATION TOGETHER TO REALLY GET THE THEMES OF WHAT’S GOING ON IN OUR COMMUNITY, TO REALLY KNOW WHAT THOSE POINTS ARE THAT PARENTS ARE CONCERNED ABOUT. SOMETIMES YOU HEAR THINGS ABOUT PENMANSHIP, ABOUT KIDS CAN’T WRITE IN CURSIVE ANYMORE, SCREEN TIME, HOW BIG OUR SCHOOL IS GETTING, FUNDING. THOSE ARE ALL CONVERSATIONS THAT COME UP IN OUR FOCUS GROUPS. WE TAKE THAT FOCUS GROUP INFORMATION AND THEN WE DRAFT SURVEYS. SO THAT BRINGS US INTO PHASE II. SO OUR PHASE II, WE’LL GO THROUGH AND YOU CAN SEE SOME OF THE TOPICS THAT COME UP. THOSE ARE SOME OF THE FOCUS GROUP TOPICS THAT ARE ON THE SCREEN BEHIND YOU. WE TALK A LOT ABOUT CURRICULUM INSTRUCTION, CURRENT ENROLLMENT, DUAL ENROLLMENT, EXTRACURRICULAR ACTIVITIES, SAFETY AND SECURITY IS ALWAYS AN ISSUE THAT COMES UP WHEN WE HAVE OUR FOCUS GROUP CONVERSATIONS, AND WE GO FROM THERE. LEAD IN TO PHASE II, WE START TO LOOK AT A SURVEY. SO WE TAKE THESE IDEAS, WE PUT THEM TOGETHER, AND WE SAY, “OKAY, LET’S ASK OUR GENERAL “PUBLIC NOW MORE ABOUT THESE– “MORE ABOUT THESE TOPICS.” SO WE HAD A SURVEY CREATED FOR THE STAFF, IT’S ABOUT A 70 QUESTION SURVEY IF YOU WILL. FOR THE COMMUNITY IT’S ABOUT AN 80 QUESTION SURVEY, AND FOR OUR STUDENTS WE KEEP IT A LITTLE BIT SHORTER BECAUSE WE WANT TO MAKE SURE THEY GET THROUGH THE SURVEY. SO WE SURVEY ALL OF OUR COMMUNITY MEMBERS, WE DO IT ONLINE, WHICH WORKS GREAT. BUT THOSE THAT CAN’T TAKE THE SURVEY, WE MAKE IT MOBILE SO THEY CAN TAKE THE SURVEY ALSO. WE SURVEY ALL OF OUR JUNIORS AND SENIORS, WE GET THAT INFORMATION TOGETHER, AS WELL AS ALL OF OUR STAFF. WE HAVE ABOUT 1300 STAFF MEMBERS IN ROCKFORD. WE GET ANYWHERE BETWEEN 600 AND 700 RESPONSES BACK FROM THE SURVEY, WHICH IS GREAT FEEDBACK. SO THAT’S PHASE II, WE GO THROUGH THE SURVEY. WE TAKE THAT INFORMATION NOW, AND NOW WE GO INTO PHASE III. IN PHASE III, WE ACTUALLY HAVE THE DATA, AND WE’LL HAVE 600 OR 700 PAGES WORTH OF INFORMATION THAT WE BREAK UP BY CONTENT AREAS, AND THEN OUR ADMINISTRATIVE TEAM WILL BREAK UP INTO THE GROUPS THAT YOU SEE BEHIND YOU. WE HAVE CURRICULUM, FINANCING AND RESOURCES, ALL OF THE SAME GROUPS YOU HAVE IN THE DOCUMENT IN FRONT OF YOU. OUR ADMINISTRATIVE TEAM WILL BREAK UP, WILL BE ABOUT SIX OR SEVEN PEOPLE PER GROUP, AND THEN THEY GO THROUGH THE DATA FOR ABOUT TWO FULL DAYS OF BREAKING DOWN THE DATA. AND THE ENTIRE TIME, ALL THEY ARE DOING IS COMING UP WITH THE MAIN IDEAS THAT THEY THINK OUR COMMUNITY IS CONCERNED ABOUT. SO WE START LISTING THEM AND LISTING THEM. AND WE’LL START WITH– I KNOW FROM A HUMAN RESOURCES STANDPOINT, WE HAD ABOUT 60 TOPICS ON THE BOARD WHEN OUR GROUP FIRST STARTED, WE WORK IT DOWN TO ABOUT 25 POINTS OVERALL. WHEN WE HAVE THOSE 25 POINTS, WE THEN PRESENT THEM TO THE REST OF THE ADMINISTRATIVE TEAM, AND THEN THE ADMINISTRATIVE TEAM GETS TO VOTE ON WHAT THE PRIORITIES ARE. IS THAT A HIGH PRIORITY, LOW PRIORITY, NOT A PRIORITY AT ALL? SO ACTUALLY FROM OUR STANDPOINT, THAT MEETING FOR US TAKES PLACE NEXT WEEK MONDAY BECAUSE WE’VE BEEN WORKING ON OUR STRATEGIC PLAN ALL YEAR THIS YEAR. SO NOW IT TAKES PLACE THIS COMING MONDAY, AND WE START TO VOTE. ONCE THAT IS DONE, YOU HAVE THE DOCUMENT IN FRONT OF YOU. SO THEN IT GOES INTO WHAT ARE SHORT-TERM, LONG-TERM, AND ONGOING GOALS. AND THEN DURING THE LENGTH OF THE STRATEGIC PLAN, WE AS ADMINISTRATORS HAVE COMMITTEES THAT WE SERVE ON TO SUPPORT EACH ONE OF THOSE GOALS. YOU’LL NOTICE SOME OF THOSE GOALS, YOU WOULD THINK ARE NOT A GOAL THAT YOU CAN ACTUALLY COMPLETE, BUT IT IS A GOAL THAT WE CONTINUE TO WORK ON. DIVERSITY IN THE WORKFORCE, IF YOU WILL, IS A GOAL FOR HUMAN RESOURCES. THAT IS NOT SOMETHING WE CAN COMPLETE AND BE DONE WITH IT. THAT IS SOMETHING WE ALWAYS WANT TO WORK ON, SO THAT’S AN ONGOING GOAL FOR US. YOU’LL SEE DIFFERENT GOALS. THERE ARE SOME THAT WE CAN ATTAIN RATHER QUICKLY. BOUNDARY STUDIES TO SEE WHERE OUR DISTRICT IS AND WHERE WE’RE GOING. THOSE ARE THE GOALS WE CAN WORK ON, COMPLETE A STUDY, AND SAY, “YEAH, HERE IS WE ARE, “HERE IS WHERE WE MIGHT NEED “ANOTHER SCHOOL, OR WE NEED TO “CHANGE BOUNDARIES FROM “WHAT KIDS GO WHERE,” AND SO FORTH. SO THAT PROCESS TAKES US ALL THE WAY UP TO NOVEMBER, AND THEN WE TAKE IT TO THE BOARD IN DECEMBER FOR APPROVAL, AND IT GOES INTO EFFECT JANUARY 2018. THAT WILL BE RAMS 10 THAT WE’RE WORKING ON RIGHT NOW.>>SO YOU CAN SEE IT’S A COMMUNITY PROJECT. IT IS SOMETHING THAT KEEPS US FOCUSED EACH OF THE THREE-YEAR CYCLES THAT WE GO THROUGH THIS PROCESS. WE INCLUDE TEACHERS, SUPPORT STAFF, AND PARENTS ON THESE COMMITTEES AS WELL, SO IT’S A COMMUNITY EFFORT. AND WE TRY TO MAKE IT AS ATTRACTIVE AS POSSIBLE, AS YOU CAN SEE ON THE DOCUMENT. I TAKE THIS TO THE MULTIMEDIA CLASSES AT THE HIGH SCHOOL, AND I ASK THE STUDENTS TO COME UP WITH FIVE TO SIX RENDITIONS OF THE FRONT COVER, AND WHAT HAPPENS INSIDE WE HAVE ALREADY COME CLOSE TO SELECTING WHAT THE RAMS 10 COVER WILL BE LIKE AS WELL, ONCE IT IS APPROVED. AND– BUT THIS– I JUST– WHAT– MY INTENT TODAY, AND OUR INTENT IS TO LET YOU HAVE AN IDEA OF SOMETHING THAT WORKS. TWENTY-EIGHT YEARS, GOING ON 29– IT WORKS, AND IT HAS LEAD ROCKFORD TO BE, I BELIEVE, AN OUTSTANDING DISTRICT, NOT ONLY IN TOP PRIORITY AND THAT’S ACADEMICS, BUT ALSO IN CO-CURRICULAR. AND WE DON’T CALL– I KNOW SOMETIMES ON THE SCREEN IT WAS EXTRACURRICULAR. WE DON’T CALL ANYTHING EXTRA. IF CO-CURRICULAR IS IMPORTANT, IT’S IMPORTANT WHETHER YOU ARE IN THE MARCHING BAND, OR YOU’RE IN THE THEATER PROGRAM, OR IF YOU ARE IN CHOIR. OUR ATHLETICS, IT’S REALLY IMPORTANT THAT STUDENTS PARTICIPATE AND IN CO-CURRICULAR, WE HAVE 85% OF OUR HIGH SCHOOL POPULATION INVOLVED IN SOME SORT OF CO-CURRICULAR ACTIVITY. AND IT’S JUST IMPORTANT. THAT’S THE WAY WE LOOK AT IT. I DON’T KNOW IF YOU HAVE QUESTIONS OR NOT, MR. WHISTON, BUT I’M PLEASED TO HAVE SOMETHING TO PRESENT TO YOU.>>I KNOW I HAD A GREAT OPPORTUNITY TO VISIT YOUR DISTRICT AND SEE THIS IN ACTION, SO THAT IS VERY EXCITING. QUESTIONS FROM THE BOARD? PAM?>>THIS IS WONDERFUL. I LOVE THE STRATEGIC PLANNING, AND THE ACTION STEPS, AND IMPLEMENTATION THAT GOES ALONG WITH IT. YOU SAID THERE ARE 600 TO 700 RESPONSES, ABOUT WHAT WAS THAT AS FAR AS A RATE? AND THEN, WHAT IS THE DIVERSITY OF THE GROUPS? AND THEN, HOW DO YOU MAKE SURE THAT YOU ARE ABLE TO– THIS PLAN LASTS–>>THREE YEARS.>>OKAY, SO– AND THEN HOW DO YOU KEEP UP WITH EMERGING ISSUES?>>SURE. SO FIRST OF ALL, GOING BACK TO THE RESULTS FROM THE SURVEYS, IF YOU WILL. SO OUR STAFF POPULATION, BECAUSE WE KNOW THEY HAVE INTERNET ACCESS, BECAUSE WE GIVE IT TO THEM, WE GET USUALLY ABOUT 60% TO 70% TURNOUT, WHICH IS GREAT. OUR COMMUNITY IS QUITE A BIT LOWER. WE HAVE A LITTLE OVER 1,000 RESPONSES FROM AN 8,000 STUDENT POPULATION. BUT FOR US 1,000 RESPONSES PROVIDES US A LOT OF DOCUMENTATION TO SEE WHERE SOME ISSUES ARE. INEVITABLY, WE HAVE PEOPLE THAT WILL SEND US A TWO PARAGRAPH COMMENT ABOUT HOW THEIR KID WAS PICKED UP FROM THE WRONG BUS STOP FROM A DIFFERENT BUS STOP, BUT WE HAVE A LOT OF THEMES THAT EMERGE FROM THOSE THINGS. SO THAT’S REALLY WHAT WE’RE DIVING INTO IS THAT AMOUNT OF DATA. THINGS THAT DEVELOP OVER THE COURSE OF THE STRATEGIC PLAN ARE STILL ADDRESSED. EVEN THOUGH THEY’RE NOT IN THE PLAN. WE HAVE NEVER HAD AN ISSUE COME UP WITHIN OUR COMMUNITY OR WITHIN OUR SCHOOL SYSTEM THAT SAYS, “WE KNOW IT’S NOT “PART OF OUR PLAN, SO WE CAN’T “DEAL WITH IT.” WE HAVE COMMITTEES THAT EVERY YEAR ARE DEVELOPED FROM OUR MAIN AREAS– HUMAN RESOURCES TO FINANCE, TO SPECIAL EDUCATION, THOSE COMMITTEES ARE DRIVEN BY THE DISTRICT, BUT THEY ARE DEVELOPED FROM THE STRATEGIC PLAN, BUT THERE IS OTHER COMMITTEES OUT THERE THAT WE HAVE. THERE’S A– WE HAVE A WELLNESS COMMITTEE THAT IS PART OF OUR COMMITTEE WORK. THAT’S NOT IN OUR STRATEGIC PLAN BUT SOME OF THE THINGS THAT WE’RE STILL WORKING ON.>>TO GIVE YOU AN EXAMPLE, 1989 WHEN I CAME TO ROCKFORD, ONE OF THE FIRST QUESTIONS ON OUR FIRST SURVEY TO PARENTS WAS “WOULD YOU SUPPORT A MINIMALLY “SKILLED TYPE OF COMPETENCY “TEST WITH BASIC SKILLS IN “READING AND MATH FOR “A HIGH SCHOOL DIPLOMA? “WOULD YOU SUPPORT THAT AS “PART OF OUR REQUIREMENTS?” 97% OF THE PARENTS RESPONDED “YES.” I ASK THAT QUESTION NOW EVERY THREE YEARS, THE SAME QUESTION, THAT PERCENT IS AROUND 93% TO 96% OF PARENTS SUPPORTING THAT WE REQUIRE STUDENTS TO PASS A PROFICIENCY TEST IN MATH AND READING AS PART OF THE REQUIREMENTS FOR A HIGH SCHOOL DIPLOMA. IT’S IN PLACE. IT HAS BEEN IN PLACE FOR 28 YEARS, AND IT’S A REQUIREMENT AND THEY GET THEIR DIPLOMA, AND ON THAT DIPLOMA, ON THE LEFT-HAND SIDE WHEN YOU OPEN IT UP, IT HAS MY NAME AND PHONE NUMBER AND AN EMPLOYER CAN CALL ME, AND SAY, “MIKE, “YOUR KID GRADUATED FROM HERE, “DOESN’T HAVE THE MATH SKILLS “TO DO A JOB-ENTRY “LEVEL POSITION.” I’LL BRING THAT STUDENT BACK FREE OF CHARGE TO NIGHT SCHOOL TO GET THOSE SKILLS. AND THAT’S ON THAT SURVEY EVERY THREE YEARS AND THE PERCENTAGE IS HIGH.>>ALL RIGHT, MICHELLE, AND THEN EILEEN?>>YEAH, THIS IS GREAT. I LOVE YOUR APPROACH AND THE CONSISTENCY OF IT. SO MANY TIMES DISTRICTS WILL COME UP WITH A PLAN AND FOR YEARS LATER TRY SOMETHING COMPLETELY DIFFERENT, SO I LOVE THE FACT THAT YOU’RE CONSISTENT AND THAT IT’S SO INCLUSIVE. I’M– SO– I’M– I HAVE [ INDISTINCT ] COMMITTEES DEALING WITH FUNDING, AND ESPECIALLY AROUND SPECIAL EDUCATION FUNDING, SO– AND SOME OF THE INSTABILITY THAT AFFECTS OTHER– I’M FROM DETROIT SO WE HAVE SOME– SO I’M TRYING TO SEE HOW– WHAT YOU’RE DOING IF IT WAS TO COME TO DETROIT BECAUSE I’M WORKING WITH THE COMMITTEE ON [ INDISTINCT ]. WHAT IS NOT THE SAME AND WHAT OBSTACLES ARE THERE? SO ONE OF THE ISSUES IS THE GAP WITH THE SPECIAL ED FUNDING THAT WE GET IN THE ISDs, YOU KNOW, WHEN THEY ARE MILLAGE, AND HOW MUCH IS GONE, AND HOW IT IS VERY DIVERSE ACROSS OUR STATE, WHERE SOME– BUT MOST COUNTIES DO NOT GET ENOUGH SPECIAL EDUCATION FUNDING, BECAUSE OF THE FEDERAL GOVERNMENT SHORTCHANGING US AND OUR STATE SHORTCHANGING US. SO I’M WONDERING HOW YOU DEAL WITH THOSE GAPS IN FUNDING? AND ANOTHER THING IN DETROIT IS THAT– THE INSTABILITY IS AROUND THE CHARTER SCHOOLS, BECAUSE IT IS SO UNPREDICTABLE. AND ALSO WITH SPECIAL ED, I DON’T KNOW IF YOU HAVE ANY KIDS WITH DISABILITIES [ INDISTINCT ]. I DON’T KNOW IF YOU HAVE ANY CHARTER SCHOOLS IN THIS AREA THAT HAVE BEEN DEALING WITH THAT, AND HOW THAT WORKS. BUT ALSO, HOW DO YOU PROVIDE REALLY EXCELLENT SPECIAL ED SERVICES, GIVEN THAT YOU MAY HAVE SOME UNDERFUNDING?>>WE HAVE, FOR EXAMPLE, WE HAVE SURVEY QUESTIONS EVERY THREE YEARS THAT TALK ABOUT SPECIAL EDUCATION AND SPECIAL EDUCATION FUNDING. WE TRY TO EDUCATE THE READER, LIKE THE QUESTION WILL HAVE A STATEMENT ABOUT WHAT YOU JUST BROUGHT UP. WE ARE NOT FULLY FUNDED IN SPECIAL EDUCATION. THE MONEYS ARE TAKEN OUT OF THE GENERAL FUND TO AUGMENT WHAT IS– EDUCATION OF SPECIAL NEEDS KIDS, AND SO WE PART– MAKE THOSE PART OF OUR QUESTIONS SO THAT THE READER IS BEING EDUCATED ABOUT THE ISSUE, AND THEN RESPONSE TO ISSUES LIKE THAT.>>SO TWO THINGS. NUMBER 1, FROM A STRATEGIC PLAN STANDPOINT SPECIAL ED IS A COMPONENT OF IT, SO THERE ARE QUESTIONS THAT PERTAIN TO SPECIAL EDUCATION. I’M GOING TO BE HONEST WITH YOU, I RUN FOCUS GROUPS AND I WILL TELL YOU EVERY ONE OF THEM HAS A FAIR AMOUNT OF TIME ALLOCATED TO QUESTIONS AND CONCERNS. BECAUSE TRADITIONALLY THOSE PARENTS ARE MORE INVOLVED IN THEIR CHILD’S NOT JUST EDUCATION BUT CONCERNS THAT MAY BE GOING ON. WE TAKE THAT ONE STEP FURTHER. WE PROVIDE ADDITIONAL SURVEYS AND FOCUS GROUPS FOR OUR SPECIAL ED POPULATION ALSO. SO WE DON’T– WE CAN REALLY FOCUS ON THOSE ISSUES. BUT USUALLY IT’S COMMUNICATION FILED THROUGH PAPERWORK, THINGS LIKE THAT. FROM A FUNDING STANDPOINT, WE CLOSELY MONITOR NOT ONLY HOW WE– HOW WE SPEND OUR MONEY IN RELATION TO ALL OF THE STUDENTS, BUT MAKING SURE THAT WE PROVIDE THE SERVICES THAT WE NEED TO FOR OUR SPECIAL ED POPULATION. WE DON’T HAVE AS MUCH OF A– WE HAVE CHARTER SCHOOLS IN AND AROUND OUR AREA. A LOT OF THOSE STUDENTS CHOOSE TO GO TO THE CHARTER SCHOOLS AND THEN COME BACK, AND GO BACK AND FORTH. WE DON’T HAVE, PER SE, THE CONCERN THAT WE’RE GOING TO LOSE A TENTH OF OUR POPULATION TO THEM. WE KNOW THERE’S A CERTAIN AGE WHERE THE CHARTER SCHOOLS STOP, AND THEN WE GET ALL OF THE NINTH GRADERS AND WE GO FROM THERE. WE HAVE A GOOD RELATIONSHIP WITH THEM IN OUR AREA. I THINK THEY DO A NICE JOB OF NOT ONLY EDUCATING OUR STUDENTS– ALL OF OUR STUDENTS, BUT PREPARING THEM FOR WHATEVER SCHOOL THEY’RE GOING TO GO TO. SO I THINK OUR SITUATION IN ROCKFORD IS SUBSTANTIALLY DIFFERENT THAN DETROIT.>>WE’RE GOING TO MOVE TO EILEEN AND THEN WE’LL MOVE ON.>>I WANT TO MAKE THIS BRIEF BECAUSE WE DO HAVE TO MOVE ON. YOU JUST DESCRIBED A PHENOMENAL PROCESS THAT CLEARLY WRAPS YOUR COMMUNITY AND THE IMPORTANCE OF EDUCATION. I WANT TO GIVE YOU JUST ONE MINUTE TO SAY WHAT THAT ACTUALLY DOES FOR YOUR STUDENTS BESIDES YOUR MONEY-BACK GUARANTEE. IN OTHER WORDS, WHAT IS THE IMPACT COMPARED TO OTHER DISTRICTS WHO DON’T HAVE THIS PROCESS THAT YOU EXPERIENCED.>>I THINK THE REALLY IMPORTANT PART IS THAT YOU ARE ASKING PEOPLE FOR THEIR INPUT. WHEN I FIRST DID THIS IN ’89, I GOT LETTERS ATTACHED TO THE SURVEY. WE WERE NOT AS SOPHISTICATED AS WE ARE TODAY AS DOUG TALKS ABOUT USING THE TECHNOLOGY TO GET INPUT TO TAKE SURVEYS. I LITERALLY GOT LETTERS ATTACHED THANKING ME FROM PARENTS IN PARTICULAR, “THIS IS THE FIRST TIME “OUR OPINION HAS BEEN ASKED.” BUT THEN THROUGH THAT PROCESS OF 28 YEARS, THEY ACTUALLY SEE THE GOALS THAT MAKE IT INTO THIS RAMS MODEL, IN 3 YEARS, ARE ACTUALLY BEING ACCOMPLISHED, AND WE GIVE UPDATES. I MEAN, THIS ISN’T SOMETHING THAT IS JUST PASSED OUT IN JANUARY, THIS COMING YEAR, AND WE FORGET ABOUT IT. I HAVE UPDATES AT BOARD MEETINGS REGARDING THE ACCOMPLISHMENT OF THESE GOALS. I ALSO MEET WITH PARENT LEADERS AND TALK ABOUT THE ACCOMPLISHMENT OF THESE GOALS BECAUSE THEY’VE HAD INPUT INTO IT. SO THEY ARE GETTING FEEDBACK ON THIS AS WE GO THROUGH THE PROCESS OF ACCOMPLISHING IT.>>NIKKI, PLEASE, AND THEN WE’LL MOVE ON.>>THANK YOU VERY MUCH. I LOVE THIS. I THINK WHAT I LOVE ABOUT IT IS THAT THERE’S A CLEAR FRAMEWORK. YOU GUYS HAVE GOALS. YOU CAN BENCHMARK THEM. [ INDISTINCT ] EVALUATE THEM AND COME BACK ON STAYING THE COURSE. I THINK THAT’S WHY YOU ARE SUCCESSFUL IN REACHING THOSE GOALS. AND I THINK IT KIND OF SHOWS THAT YOU GUYS HAVE REALLY GOOD VALUES OF BEING TRANSPARENT AND ACCOUNTABLE TO THE PROCESS AND THAT IS GOING TO ADD UP TO SUCCESS. SO THANK YOU.>>THANK YOU.>>I LOVE THE GUARANTEE. GOOD WORK.>>ALL RIGHT, THANK YOU. SORRY IT TOOK–>>NO, YOU DID GREAT. THIS IS IMPORTANT FOR EVERYONE TO HEAR.>>I WANT TO BE SENSITIVE TO YOUR TIME, I DON’T WANT TO BLOW UP YOUR AGENDA, BUT JUST SO YOU KNOW, WE HAVE THREE MORE TO GO, AND THIS IS– THE INTERACTION IS TERRIFIC. BUT I SHARED WITH OUR SUPERINTENDENTS THAT THEY HAVE GOT ABOUT TEN MINUTES EACH, SO IF YOU WANT TO EXTEND THAT, THAT’S YOUR CALL, BUT I JUST WANTED YOU TO KNOW WHAT TO EXPECT ON OUR END. DR. TOM REEDER IS OUR NEXT PRESENTER. A TRUE, TRUE EDUCATIONAL LEADER. THE WYOMING PUBLIC SCHOOL DISTRICT AND ITS DEMOGRAPHICS HAVE CHANGED DRAMATICALLY SINCE TOM FIRST ENTERED THAT SCHOOL DISTRICT AS A KINDERGARTENER. HE’S BEEN THERE FOR A WHILE. AND THE STRATEGIES DEPLOYED AT WYOMING–>>ARE YOU SAYING HE HASN’T GRADUATED YET?>>HE HASN’T GRADUATED YET. HE IS STILL WORKING ON THAT. BUT WHAT HE’S DEPLOYED THERE IN WYOMING THROUGH THE READING NOW NETWORK THAT YOU MAY HAVE HEARD A LITTLE BIT ABOUT, AS WELL AS THE LITERACY COACHES THAT THIS MICHIGAN DEPARTMENT OF ED HAS SUPPORTED THROUGH THE GRANTS, HAVE IMPROVED EARLY LITERACY AND THEY EMBODY THE INSTRUCTIONAL PRACTICES DESCRIBED IN GOAL 2 OF TOP 10 IN 10 PLANS. SO DR. TOM REEDER.>>GOOD MORNING. THANK YOU. I’M HONORED TO BE THE SUPERINTENDENT OF THE SCHOOL DISTRICT THAT I DID START KINDERGARTEN WITH AND I DID GRADUATE FROM. I’M A FIRST-GENERATION COLLEGE GRADUATE. I HAVE TWO VERY LARGE SIZED– MY FAMILY IS LIKE 140 OF US AND I’M ABOUT NUMBER 80 IN THE RANKING, SO IT WAS A BIG THING WHEN FINALLY ONE OF US TOOK THAT PROCESS. BUT IT ALSO SHOWS THE STORY OF WYOMING BECAUSE WYOMING WAS A MANUFACTURING COMMUNITY, AND ANYONE I KNEW OF AS A CHILD THEIR PARENTS WERE INVOLVED IN MANUFACTURING. SO THAT’S ONE OF THE BIG THINGS THAT HAS CHANGED OVER THE YEARS WITHIN WYOMING. WHEN I DID LEAVE FOR A SHORT WHILE, I ALWAYS SAY IT WAS BECAUSE I HAD TO FIND A WIFE AND IT HAD TO BE SOMEONE OUT OF THE COMMUNITY. BUT WHEN I CAME BACK, THE DISTRICT WAS 8% FREE AND REDUCED LUNCH, IT WAS 8% MINORITY STUDENTS, AND 25% EL STUDENTS. TODAY WE ARE 82% FREE AND REDUCED LUNCH, WE HAVE 27% EL STUDENTS AND WE ARE 63% MINORITY STUDENTS. SO TAKING THAT ALONG WITH FIVE OR SIX MAJOR MANUFACTURING PLANTS, THAT PROBABLY GIVE OR TAKE WHERE ABOUT 55,000 PEOPLE WERE EMPLOYED, OF WHICH I BELIEVE ONLY HALF OF ONE OF THEM STILL EXIST, DRAMATICALLY CHANGED THE WYOMING COMMUNITY. WITH THAT COMES WONDERFUL CHALLENGES AND GIFTS. I’M A FATHER OF FOUR, A GRANDFATHER OF EIGHT, AND I HAVE 4,300 CHILDREN THAT COME EVERY DAY THAT I DON’T LOOK AT ANY DIFFERENTLY THAN I DO MY OWN CHILDREN OR MY OWN GRANDCHILDREN. SO I BELIEVE IT’S SOMETHING THAT IS JUST PART OF BEING PART OF THAT WYOMING COMMUNITY. ONE OF THE BIGGEST AND MOST IMPORTANT THINGS I THINK IS TO MAKE SURE OUR KIDS HAVE AN EQUITABLE EDUCATION AND HAVE THOSE OPPORTUNITIES. I CAN’T SELL THEM SHORT, NOR DO I WANT TO, AND ONE OF THE BIGGEST AND MOST KEY THINGS IS BEING ILLITERATE. LITERACY FOR OUR STUDENTS IS EXTREMELY IMPORTANT. WHEN WE WERE UNDER THE MEAP, WE WERE AS HIGH AS 90% IN OUR DISTRICT. SO WHEN I LOOK AT WHAT WE’RE DOING, I LOOK AT THE TOP 10 IN 10, AND THESE ARE THE 4. I KNOW THAT RON AND HIS HANDOUT HAD US DOWN FOR #2, BUT ONE OF OUR BIGGEST THINGS IS GET US CONNECTED WITH THE LABOR FORCE AND BUSINESSES IN OUR COMMUNITY AND THE BROADER PART OF KENT COUNTY. WE WANT TO IMPLEMENT AND MAKE SURE WE HAVE HIGH QUALITY INSTRUCTION, TIER 1 INSTRUCTION IN EVERY SINGLE CLASSROOM, REDUCE IMPACT OF HIGH RISK FACTORS. WE HAVE EVERY ONE OF THEM YOU CAN IMAGINE IN OUR DISTRICT. I CANNOT ALLOW IT TO BE AN EXCUSE, SO MY GOAL IS TO CONTINUALLY KNOCK DOWN ANY OF THOSE BARRIERS TO ENSURE ALL OF OUR KIDS WILL HAVE EQUAL ACCESS TO EVERYTHING, SO THEY CAN BE THE BEST THEY CAN BE, NOT ONLY WHEN THEY ARE WITH US, BUT AS THEY GO OUT TO LIFE BEYOND US. AND OF COURSE, AS MIKE TALKED ABOUT, WE DO ALL THE THINGS WITH PARENTS AND GUARDIANS. IT’S INCREDIBLY IMPORTANT TO HAVE THIS COMMUNITY KEEP THE PARENTS AND GUARDIANS AND PUT THINGS IN PLACE TO HELP THEM AS WELL BECAUSE THEY HAVE MANY CHALLENGES IN THEIR LIVES AS WELL AND WE HAVE TO HELP THESE FOLKS. SO WE HAVE CONTINUALLY PUT THOSE IN PLACE. OUR EFFORTS SO FAR– WE HAVE LITERACY COACHES FOR 20-SOME YEARS, SO I WAS INCREDIBLY HAPPY WHEN THE STATE MOVED TOWARDS HAVING LITERACY COACHES THAT WERE PART OF THE K-3 LITERACY INITIATIVE, AND EVEN THOUGH THEY ARE HOUSED AT THE ISD, WE HAVE BEEN LAID IN REALLY WELL WITH THEM. THE PIECE THAT IS ADDED IS A BIGGER NETWORK THAN RATHER BE IN A SINGLE DISTRICT. THERE ARE SOME WONDERFUL INITIATIVES AT THE ISD AND THE STATE LEVEL WHERE THESE COACHES ARE BEING VERY WELL TRAINED AND WITH A COMBINATION OF THEIR EFFORTS HAVE MADE SOME BIG DIFFERENCE ALREADY IN OUR DISTRICT. THOSE COACHES ARE NOT MEANT TO BE INTERVENTIONALISTS, BUT WHAT THEY CAN DO IS GO IN WITH THE LATEST RESEARCH AND PROVIDE EXPERTISE IN VARIOUS SITUATIONS IN EVERY CLASSROOM, K THROUGH 3. AND EVEN IN OUR PRESCHOOL PROGRAM, WE USE THEM TO HIGHLY TRAIN ANY OF OUR SUPPORT PEOPLE. THEY MODEL LESSONS, THEY DO ANYTHING AND EVERYTHING TO HELP SUPPORT THE TIER 1 INSTRUCTION, AND SOME OF THE TIER 2 INSTRUCTION. LITERACY MATERIALS– WE HAVE LITERACY LIBRARIES. WE HAVE TAKEN SOME OF OUR NEW 31A MONEY AND WE’RE PUTTING $100,000 WORTH OF BOOKS IN OUR FOUR ELEMENTARY SCHOOLS. THAT IS IN ADDITION TO A GRANT THAT WE GOT FROM A LOCAL BUSINESS AND IS PART OF THE READING NOW NETWORK, WHICH I’LL COMMENT LATER. THE MOST IMPORTANT THING IS FOR ALL OF OUR TEACHERS K-12 HAVE NOT ONLY CONTENT KNOWLEDGE BUT LITERACY KNOWLEDGE AROUND THEIR CONTENT. LITERACY AND MATHEMATICS IS DIFFERENT, AND SOCIAL STUDIES IS DIFFERENT THAN SCIENCE, AND IT’S DIFFERENT THAN ART. SO ART TEACHERS NEED TO TEACH NOT ONLY THEIR CONTENT BUT WHAT DOES LITERACY LOOK LIKE IN THEIR CONTENT? WHAT DOES WRITING LOOK LIKE AND READING LOOK LIKE IN EACH OF THOSE CONTENT AREAS. SO WE HAVE DONE AN EXCELLENT JOB OF GETTING PRE-SERVICE WITH THAT, AND CONTINUE WITH OUR PD AT ALL LEVELS RELATED TO THE NECESSARY PIECE OF LITERACY. WE ALSO DO A LOT OF DATA. YOU CAN’T SEE IT VERY WELL ON THE RIGHT. WE HAVE OUR OWN DASHBOARD, BUT WHAT IT DOES IS IT PROVIDES FIVE YEARS OF DATA ON I THINK IT’S 27 DIFFERENT INDICATORS IN OUR DISTRICT, AROUND ATTENDANCE, DISCIPLINE, THE FIVE AREAS– WE BRING LANGUAGE ARTS INTO WRITING AND READING, SCIENCE, MATH, AND SOCIAL STUDIES, AND THEN THERE’S FOUR POINTS IN EACH OF THOSE, AND IT BREAKS IT DOWN BY EVERY ETHNICITY GROUP. AND A FEATURE WE WANT TO LOOK AT WITH OUR SUBGROUPS, SO I THINK WE’RE UP TO 13, INCLUDING THIS PAST YEAR WE HAD HOMELESS AND OUR MILITARY STUDENTS AS REQUIRED. SO WE HAVE A DATA EXPERT, SO PEOPLE HAVE INFORMATION IN FRONT OF THEM, AND WHEN YOU HAVE A PERCENTAGE, YOU CAN ROLL OVER THE CURSOR AND IT WILL LIST ALL OF THE STUDENTS. SO IF YOU HAVE CHALLENGES YOU WILL ALWAYS KNOW WHAT THEY ARE. WE CAN BREAK IT DOWN INTO MULTIPLE DIFFERENT WAYS, SO THAT’S REALLY IMPORTANT TO USE THAT DATA TO DRIVE. WE INSURE OUR PARENTS, WE HAVE DONE A LOT OF EDUCATION WITH OUR PARENTS. OUR EL PARENTS, OUR REGULAR PARENTS, WE RUN– WE DO HAVE A WONDERFUL ADULT ED PROGRAM IN OUR DISTRICT THAT’S ALSO SUPPORTIVE OF THAT. AND THEN OUR LAST THING, OUR KIDS NEED MORE TIME AND WE ARE NOT ON A BLENDED CALENDAR. WE HAVE STARTED TO MOVE THAT WAY IN KENT COUNTY, AT LEAST IN TERMS OF SHRINKING SOME OF THAT SUMMER LOSS. SO I WAS VERY SUPPORTIVE OF THAT, BUT WE HAVE EXPANDED DAY AND SUMMER PROGRAMS IN EVERY SINGLE BUILDING. WE PROVIDE ADDITIONAL TIME. WE HAVE ABOUT 1300 OF OUR 4300 STUDENTS WHO DO AN ADDITIONAL 24 DAYS, SIX WEEKS IN THE SUMMER. WHEN THE READING NOW NETWORK, WHICH I ALSO TALK ABOUT, BECAUSE THAT HELPS DRIVE OUR INITIATIVES AND SUPPORT RIGHT NOW, THE GRAPHS ARE EXTREMELY IMPORTANT. THE ONE ON THE LEFT IS WHAT STARTED EVERYTHING. THE READING NOW NETWORK CAME OUT OF WEST MICHIGAN, REGION 3, THAT CONSISTS OF APPROXIMATELY 100 PUBLIC SCHOOLS. AND THE SUPERINTENDENTS LOOKED AT THIS INFORMATION ON THE LEFT AND SAID, “WOW, LOOK AT THAT LINE.” AND THE LINE JUST FOR PICTURE SAKE, ON THE RIGHT OF EACH OF THOSE GRAPHS IS THE ACHIEVEMENT OF THE STUDENTS IN THE VERTICAL COLUMN, AND THE HORIZONTAL IS THE FREE AND REDUCED LUNCH. SO IF YOU’RE ON THE LEFT, THAT’S A HIGHER ACHIEVEMENT, LESS FREE AND REDUCED LUNCH. AND WE SAID THAT IS JUST ABSOLUTELY UNACCEPTABLE. BUT IT’S GOING TO TAKE A LOT OF WORK TO DO THAT, AND SO ALL 100 SUPERINTENDENTS BOUGHT INTO, “WELL, WE’RE GOING TO “SUPPORT EACH OTHER.” AND WHAT WE WANTED TO DO WAS TAKE THAT LINE AND NOT ONLY RAISE IT EVERYWHERE, BUT TO TAKE THE RIGHT SIDE AND TILT IT SO IT IS AS CLOSE TO HORIZONTAL AS POSSIBLE, TO REMOVE THE BARRIERS FROM THE MOST AT RISK. ON THE RIGHT, YOU’LL SEE WHERE WE ARE NOW. WE HAVE MOVED DRAMATICALLY IN TERMS OF WHERE WE ARE. THE BLACK DOTS ARE SOME OF– MY DISTRICT, IF YOU SEE WHERE WE ARE ON THE LEFT AND WE’VE INITIATED SOME OF THOSE, WE ARE ABOVE. THE DOTTED LINE IS WHERE THE NORM CURVE IS, THAT’S WHERE YOU SHOULD BE SCORING. SO OUR SCHOOLS HAVE MOVED FROM BELOW THAT CURVE LINE TO ABOVE THAT LINE. SO THAT HAS BEEN REALLY IMPORTANT. AND THEN YOU’LL SEE SOME OF THE OTHER DISTRICTS IN THE BLACK, WHICH ALSO INCLUDES THE SPOTLIGHT SCHOOLS THAT WERE CHOSEN AS PART OF THE READING NOW NETWORK INITIATIVE. IT STARTED AS A REGION 3 WITH 100, BUT REGION 7 HAS ALSO COME ABOARD. SO IT IS BASICALLY THE WHOLE WEST SIDE OF THE STATE. WE WILL SHARE ANYTHING AND EVERYTHING AROUND. WE DO IT THROUGH MASA, BUT THIS IS JUST A BIG INITIATIVE BECAUSE WE NEED TO OWN THAT ALL OF OUR KIDS NEED TO BE ABLE TO BE READING MUCH BETTER THAN THEY ARE. ONCE WE GET THE READING, WHICH WE ARE MOVING IN THE RIGHT DIRECTION, WE WILL ALSO BE DRIVING MATH. FIELD STUDY TEAM– A TEAM WENT OUT AND SAID, “WOW, WHY IS “THIS HAPPENING AND WHAT’S “HAPPENING WITHIN?” SO THEY WENT OUT AND THIS INVOLVED TEN OF THE– I WOULD CALL LEAD ACADEMIC FOLKS AT THE ISD’S. THEY VISITED SCHOOLS AND THE FINDINGS THAT CAME OUT OF THAT WERE THESE SCHOOLS THAT WERE DOING OUT– VERY WELL, WHICH MEANS THEY WERE BEATING THE NORM OF THE SCHOOLS THAT WERE LIKE THEM. THE THING THEY DID WAS THEY HAD AN UNCOMPROMISING FOCUS ON READING. THE PRINCIPAL KNEW WHAT EVERY KID WAS READING AT. THE FOCUS IN THE BUILDING, IN TERMS OF THE AMOUNT OF TIME AND THE EFFORT, THERE WAS JUST THIS PIECE YOU WOULD NEVER DOUBT WHAT WAS GOING ON AS FAR AS LITERACY IN THAT BUILDING. THEY USED DATA SIGNIFICANTLY, WHICH I TALKED ABOUT FOR OUR OWN DISTRICT. THEY HAD A SHARED LEADERSHIP, EVERYBODY OWNED IT FROM CLASSROOM ALL THE WAY UP, AND THEY HAD A COLLECTIVE RESPONSIBILITY NEEDS. THEY OWNED EVERY CHILD, WHETHER IT WAS READING OR SOCIAL ISSUE. SO THE FOUR CURRENT INITIATIVES– THERE’S TONS OF LEARNING THAT HAS COME OUT OF THIS. WE HAVE A COUPLE OF RUN BIG HUGE TRAININGS. WE HAVE VIDEOS FOR FOLKS THAT WE SHARE ACROSS AND WE’VE TIED INTO THE GELN INITIATIVE, THAT’S PART OF THEIR COACHING NETWORK. AND WE ARE NOW PRINCIPAL COACHING. WE HAVE LAB SCHOOLS. WE’VE GOT FIVE THAT WE’RE LOOKING TO RESET. THAT’LL BE MY SECOND TO LAST SLIDE. AND CLASSROOM LIBRARIES, WHICH I WAS TALKING ABOUT OUR CLASSROOM LIBRARY, BUT THE BIG THING IS TO MAKE SURE THESE SCHOOLS THAT ARE ID’D HAVE SIGNIFICANT AMOUNT OF LITERACY MATERIALS FOR THEIR STUDENTS. WE JUST RECEIVED, AS PART OF A CONNECTION WITH WESTERN, $12.5 MILLION GRANT TO EXPAND FROM THE FIVE LAB SCHOOLS TO BE ABLE TO GO OUT WITHIN THE WHOLE AREA, AND WE WILL BE ABLE TO WORK WITH 75 MORE ELEMENTARY SCHOOLS WITH PRINCIPAL LEADERSHIP AND FOCUS AROUND LITERACY. WE JUST RECEIVED WORD ON THAT LAST WEEK. SO THAT WAS AN ABSOLUTELY HUGE SHOT IN THE ARM WITH THE PARTNERSHIP WITH SEVERAL DIFFERENT UNITS WITHIN THE STATE OF MICHIGAN. AND IT’S 9.75 MINUTES. [ LAUGHTER ]>>I HAD A GREAT OPPORTUNITY TO BE THERE WHEN THE SUPERINTENDENTS ALL SIGNED ON FOR THIS COMMITMENT, AND YOU COULD SEE THE SHARED COMMITMENT TO REALLY MOVE ALL OF THESE DISTRICTS. SO IT WAS A GREAT OPPORTUNITY. I SAW RICHARD, AND THEN EILEEN?>>JUST SAY A LITTLE BIT MORE ABOUT THE LAB SCHOOLS. WHAT ARE THEIR PURPOSE OR FUNCTION?>>THE LAB SCHOOLS WERE CHOSEN BECAUSE THEY WERE UNDER THE CURVE. SO WHEN WE TOOK A LOOK AT ALL OF THE SCHOOLS, WE DID WHAT WAS CALLED GREEN SCHOOLS, WHICH WERE SCHOOLS THAT WERE, “WOW, YOU ARE VERY “HIGH POVERTY, BUT YOU’RE “WAY ABOVE YOUR NORM.” AND THEN WE SAID, “THAT WAS “NICE TO LEARN ALL THAT, BUT “UNLESS WE CAN TAKE SCHOOLS “THAT ARE WAY BELOW THE NORM, “AND WE CALL THEM THE RED “SCHOOLS, AND COULDN’T “MOVE THEM, WE DIDN’T “ACCOMPLISH ANYTHING.” SO THE LAB SCHOOLS WERE ALL SCHOOLS THAT WERE IN THE RED TARGET AREA AND MOVED THEM FROM BEING A RED SCHOOL UP ABOVE THAT CURVE INTO THE GREEN AREA. AND THE FOCUS WAS THOSE FIVE HIGHLIGHTED AREAS, WHICH WAS HAVING A LIBRARY, A VERY FOCUSED PIECE ON READING, THE BUY-IN FROM THE WHOLE STAFF, SO THE READING NOW NETWORK WITH A SET OF FOLKS THAT’S COME IN WITH COACHES AND EVERYTHING TO HELP THEM MOVE TOWARDS THAT. AND WHETHER IT’S A LOW POVERTY SCHOOL OR HIGH POVERTY SCHOOL, ALL FIVE SCHOOLS THAT WERE IN THE TARGET AREA HAVE MOVED SIGNIFICANTLY.>>EILEEN, AND THEN TOM.>>I JUST WANT TO SAY THAT THIS IS THE FIRST TIME IN MY CURRENT EIGHT YEAR TERM THAT WE HAVE GONE ON THE ROAD, AND YOU FOLKS ARE SETTING A HORRIBLY HIGH STANDARD. [ LAUGHTER ]>>I WATCHED A READING NOW NETWORK PRESENTATION BY ZEELAND SCHOOLS BACK IN DECEMBER BEFORE THE HOUSE EDUCATION REFORM, AND ONE OF THE POINTS THAT WAS MADE WAS THAT MATH LITERACY HAD GONE UP AT ZEELAND WITHOUT CONSCIOUS INTERVENTION. FROM WHAT YOU ARE SAYING THERE IS ACTUALLY A SUBSTANTIAL EFFORT TO SUPPORT THAT. BUT I’M WONDERING WHAT YOU’RE SEEING IN ALL OF THESE DIFFERENT SCHOOLS WHICH MAY NOT HAVE GOTTEN TO THE POINT THAT OTHERS HAVE IN PROFESSIONAL DEVELOPMENT ACROSS THE CURRICULUM.>>ONE OF THE THINGS WHEN THEY FOUND THE GREEN SCHOOLS, THEY WENT IN AND LOOKED ONLY AT READING INITIALLY. THE SUPERINTENDENTS PUSHED BACK AFTER THE INFORMATION WAS GIVEN TO THEM, AND SAID, “OKAY, THEY MAY HAVE DONE “REALLY WELL IN READING, “BUT WHAT DID THEY SACRIFICE “TO GET THERE?” SO WE WANTED TO KNOW WHAT THEIR MATH, SCIENCE, AND SOCIAL STUDIES SCORED. ALL OF THE SCHOOLS THAT WERE IN THE GREEN ALSO HAD SUBSTANTIALLY HIGHER MATH, SOCIAL STUDIES AND SCIENCE. SO IT PAID OFF IN ALL OF THEIR AREAS, AND IT WASN’T JUST ABOUT LITERACY, IT WAS ABOUT WHAT THE UNCOMPROMISING BELIEF IN ALL OF THEIR KIDS AND WHAT SCHOOL WAS SUPPOSED TO BE, THAT THEY WERE ABLE TO PULL OFF IN THESE SITES.>>TOM, PLEASE.>>THANKS FOR YOUR PRESENTATION. I GUESS I’M INTERESTED IN UNINTENDED CONSEQUENCES. I’M GLAD THAT THERE IS FOCUS ON LITERACY AND IT’S IMPORTANT. I HAVE SEEN WHERE PEOPLE TALK ABOUT STRUGGLING KINDERGARTENERS, WHICH REALLY CONCERNS ME. I THINK KINDERGARTNERS SHOULD BE PLAYING AND REALLY– THEIR CREATIVITY STIFLED AS LEAST AS POSSIBLE. AND SO, I WONDERED, DO YOU– ARE THESE INTERVENTIONS REAL EARLY? ARE THERE ANY UNINTENDED CONSEQUENCES THAT YOU NOTICED EARLY ON AND HAVE CHANGED COURSES THROUGHOUT THESE– YOU KNOW, THROUGHOUT YOUR PROGRAM? I MEAN I– YOU KNOW, I’M ALL– CERTAINLY AGAIN, LITERACY, BUT IS THERE ANY– IS THERE ANY RECESS AND PLAY? FOR SOME OF THESE KIDS IT’S IMPORTANT TO MAKE SURE THAT WE DON’T JUST STAY FOCUSED ON ONE THING, THAT THEY HAVE A BROAD– THAT WE HAVE A BROAD INSTRUCTION. SO I WAS JUST WONDERING.>>THAT’S A GOOD QUESTION, AND I DON’T THINK THAT CHANGES WHETHER YOU ARE A SENIOR. YOU HAVE TO ENJOY SCHOOL. YOU HAVE TO HAVE THAT OTHER PART THAT GOES WITH SCHOOL, OTHER THAN JUST EDUCATION DRIVEN WITH THE CONTENT AREA. WE START ACTUALLY IN THE PRESCHOOL, SO I WOULD SAY IN OUR GSRP PROGRAM, OUR ECSE PROGRAM, AND HEAD START, ONE OF THE THINGS IS MAKE SURE IT IS ALIGNED. THAT’S PART OF HAVING STANDARDS AND FOCUS ON THAT. THE OTHER PIECE THAT’S IMPORTANT IS MAKING SURE WHEN THEY HAVE A BLOCK OF TIME, HOW ARE THEY USING THAT TIME? SO EVEN WHEN WE SAY 180 DAYS OF SCHOOL, MY BROTHER USED TO SAY, “I DON’T CARE IF YOU GUYS “GO 200 OR 170, IT’S WHAT YOU’RE “DOING WITH THE DAYS YOU HAVE.” WELL, THE SAME WITH OUR STAFF. WHAT ARE YOU DOING WITH THE TIME YOU HAVE? SO WHAT WE HAVE IS A 120-MINUTE LITERACY BLOCK. THAT’S AN UNCOMPROMISED PIECE. WE ALSO HAVE A ONE-HOUR MATH BLOCK. THEN WE HAVE TWO INTERVENTION BLOCKS. NOW INTERVENTION FOR ONE CHILD MAY BE EXPANDED INTERVENTION, MEANING THEY ARE GOING BEYOND THE CURRICULUM. AND FOR ANOTHER CHILD IT MAY BE FILLING IN GAPS THAT ARE NOT THERE. THAT’S WHERE WE USE THE DATA. WE ALSO HAVE SCIENCE AND SOCIAL STUDIES EVERY DAY, AND WE HAVE RECESS EVERY DAY, ALONG WITH THE SPECIAL, OUR CONTRACT OR OUR FORMULA IN OUR DISTRICT. ALL OF OUR KIDS HAVE A SPECIAL EVERY DAY. SO WE HAVE ART, MUSIC, PE, LITERACY WITH TECHNOLOGY, AND– AS PART OF THEIR COMPONENTS, SO WE HAVE NOT GIVEN UP ANY OF THAT. I WILL SAY FROM HAVING GRANDCHILDREN WHO ARE GOING THROUGH THAT SAME THING, I THINK THERE IS A LITTLE BIT MORE OF A STRESS ON KIDS, AND YOU REALLY HAVE TO FOCUS, BUT I THINK THAT’S THE EXPERTISE OF THE TEACHER WHO TEACHES K AND 1 TO BE ABLE TO CONTINUE THAT AND INCLUDE COMPONENTS WITHIN THEIR INSTRUCTION THAT ALLOW KIDS TO EXPLORE AND PLAY, WHILE ALSO NOT COMPROMISING ON THE STRATEGIES AND THINGS TO GET THEM TO BETTER READ. AND MUCH OF THAT CAN ALSO HAPPEN AT HOME SO THAT’S WHY THESE WITH THE PARENTS IS EXTREMELY IMPORTANT. MY GRANDKIDS LOVE TO READ. WE GO TO BED AND IT’S ALWAYS, “PAPA, TWO BOOKS.” SO I SIT WITH THEM WITH TWO BOOKS AND WE HAVE TO GO THROUGH TWO BOOKS. THERE IS ALSO QUESTIONS AND STRATEGIES THAT I KNOW ABOUT THAT WE NEED TO HELP OUR PARENTS. SO IT’S NOT JUST ABOUT READING WITH THEM, IT’S ASKING THINGS AND DOING THINGS THAT GO BEYOND JUST THAT TEXTBOOK. SO THAT’S THE STUFF WE’RE HELPING WITH. KIDS LOVE– THEY’RE CURIOUS, THEY LOVE TO LEARN, WE GOT TO MAKE IT– NOT JUST FUN, BUT BRING OUT THE BEST OF THEIR CURIOSITY.>>THANK YOU VERY MUCH. PAM?>>THANK YOU. THIS IS ANOTHER GREAT PRESENTATION, AND APPRECIATE YOU SHOWING US HOW MATHEMATICALLY JUST HOW YOU CAN FOCUS ON THE BOTTOM PERFORMING, HOW YOU CAN HELP EVERYONE TO RISE. SO MY QUESTION FOR YOU– AND I MIGHT HAVE MISSED THIS, BUT WHEN YOU SELECTED THIS AS A FOCUS, DID YOU DO STRATEGIC PLANNING AROUND THIS? OR DID YOU KNOW THAT THIS WAS SOMETHING THAT NEEDED TO BE FOCUSED ON? DID THIS COME OUT OF STRATEGIC PLANNING?>>NO, APPROXIMATELY FOUR OR FIVE YEARS AGO, THE TALK BEGAN AROUND THIRD GRADE AND THE LOW SCORES AROUND THE STATE. SO OUT OF THAT, THE SUPERINTENDENTS OF THEN KENT COUNTY SAID, “WE NEED TO OWN THIS. “WE NEED TO RAISE ACHIEVEMENT “IN OUR STUDENTS.” THAT GRAPH STARTED THAT TALK. THAT GRAPH WAS AROUND. LOOK AT WHERE THE SCORES ARE, LOOK AT HOW MUCH THE EFFECT OF POVERTY HAS ON KIDS, AND HOW DO WE HELP THEM GET THERE? SO BY DOING THAT, WE SET TEAMS FOR THESE POVERTY SCHOOLS, AND VERY HIGH SCORING SCHOOLS THAT WERE IN THE GREEN AND SAID, “WHAT ARE THEY DOING THAT “MAYBE SOMEONE ELSE “ISN’T DOING?” AND THEY WOULD SIT THERE ALL DAY AND SCRIPT AND SCRIPT AND SCRIPT, AND THEN YOU WOULD LOOK FOR THEMES. YOU HEARD THAT WHEN THEY WERE TALKING ABOUT THEMES ON THEIR SURVEY. THE THEMES THEN SAID, “THESE ARE THINGS WE SAW IN ALL “FIVE OF THESE BUILDINGS.” SO WHETHER IT WAS 10% FREE AND REDUCED LUNCH, OR 90% FREE AND REDUCED LUNCH, THESE WERE THINGS THAT WE SAW. THESE WERE COMMON. AND IT’S KIND OF LIKE WHEN YOU THINK ABOUT THE 90-90-90 SCHOOLS AND OTHER PLACES LIKE THAT. WHAT IS IN THERE THAT IS HAPPENING? THESE WERE NOT ROCKET SCIENCE THINGS. THEY WERE NOT LIKE BRAND NEW THINGS. IT WAS JUST MAKING SURE YOU STAY ON THOSE 5 AS THE INITIAL THINGS THAT COULD REALLY MAKE A DIFFERENCE.>>SO ARE YOU GUYS– THANK YOU FOR THAT. DO YOU ALL PARTICIPATE IN THE STRATEGIC PLANNING ACTIVITIES SUCH AS ROCKFORD DOES?>>WE HAVE A CORE GROUP OF INDIVIDUALS THAT MAKE UP PART OF THAT SUPERINTENDENTS GROUP WITHIN THE 100, AND THEN WE CONSTANTLY REPORT BACK TO WHAT’S CALLED OUR REGION 3 SUPERINTENDENTS AND THE REGION 7 SUPERINTENDENTS.>>ALL RIGHT, THANK YOU VERY MUCH, TOM, FOR YOUR GOOD WORK. KEEP IT UP PLEASE. [ APPLAUSE ]>>MAYBE HE WILL GRADUATE WYOMING ONE OF THESE DAYS. [ LAUGHTER ]>>APPRECIATE THAT. AND AS TOM SAID, ONE OF THOSE GREEN DOT SCHOOLS MAY BE HIGH-PERFORMING SCHOOLS BUT EVEN WITHIN THOSE SCHOOL SYSTEMS THEY REALIZE THAT THEY SHOULD BE DOING BETTER AND WANT TO IMPROVE, AND SO THAT HAS BEEN THE BEAUTY OF THIS NETWORK. THE GODWIN HEIGHTS SCHOOL DISTRICT IS OUR NEXT PRESENTATION. THIS IS A DISTRICT THAT HAS CONSISTENTLY BEAT THE ODDS IN THE ACHIEVEMENT OF ITS STUDENTS DURING THE TENURE OF SUPERINTENDENT BILL FETTERHOFF. BILL’S LEARNING LABS AND SCHOOL IMPROVEMENT WORK FULFILL THE EXPECTATION OF GOALS 1 AND 2 OF THE TOP 10 IN 10. AND HE IS HERE WITH HIS TEAM.>>THANK YOU FOR BEING HERE.>>THANK YOU FOR HAVING US. THANK YOU, RON. IT IS A PLEASURE. I HAVE GOOD FORTUNE TO HAVE WITH ME SOME OF OUR TEAM FROM GODWIN HEIGHTS. I HAVE MICHELLE KRYNICKI, WHO IS THE DIRECTOR OF INSTRUCTION, AND DR. DEREK COOLEY, OUR SPECIAL ED DIRECTOR. GODWIN HEIGHTS IS A SMALL DISTRICT, A LITTLE 2.5 SQUARE MILE URBAN DISTRICT THAT BORDERS IN WYOMING, GRAND RAPIDS, THAT IS HIGHLY DIVERSE. WE’RE ABOUT 60% LATINO AND HISPANIC AND THE OTHER PERCENTAGES ARE PRETTY MUCH EQUAL BETWEEN AFRICAN AMERICAN AND CAUCASIAN STUDENTS. AND GENERATIONAL POVERTY IS PRESENT IN OUR DISTRICT, SO IT CERTAINLY TAKES A CERTAIN INDIVIDUAL TO BE SUCCESSFUL TO CREATE THE RELATIONSHIPS WITH OUR STUDENTS AND THEN TO MOVE FORWARD WITH THE CURRICULAR AND INSTRUCTIONAL NEEDS THAT OUR STUDENTS COME WITH THE VOIDS. AT SOME POINT IN TIME, WE REALIZED WE HAD A GREAT PLAN FOR INDUCTION AS WELL AS HIRING TEACHERS. BUT AS TIME MOVED ON, AND WE LOOKED AT THE SCHOOL IMPROVEMENT PLAN PROCESS, AS WELL AS SOME OF THE EVALUATION COMPONENTS THAT ARE NECESSARY TODAY. WE TRIED TO FIND A WAY TO MARRY THOSE SO THAT WE COULD GO BEYOND INDUCTION FOR TEACHERS DURING THEIR PROBATIONARY PERIOD, MOVE TOWARDS ENHANCING THEIR ABILITY TO UNDERSTAND NOT ONLY WHAT GREAT TEACHING IT IS FOR OUR ADMINISTRATORS BUT FOR TEACHERS SO THAT WE CAN CONTINUE TO GO AHEAD AND MONITOR AND SUPPORT THEM. I THINK THE EVALUATION PROCESS HAS CERTAINLY MOVED FROM BEING CONSIDERED EVALUATIVE TO BEING SUPPORTIVE, AND THAT’S THE SPIRIT THAT WE WANT TO CARRY ON. SO AT THIS POINT IN TIME, I’M GOING TO TURN IT OVER TO MY COLLEAGUES TO SHARE WITH YOU SOME OF THE THINGS THAT WE ARE DOING NOT ONLY AS AN ADMINISTRATIVE TEAM BUT AS WELL AS A HOLISTIC TEACHING TEAM.>>THANK YOU. WE’RE EXCITED TO BE HERE AND SHARE WITH YOU A LEARNING PLAN THAT WE HAVE USED ACROSS THE DISTRICT TO PUSH AND SHARE LEADERSHIP. AND I SAY PUSH BECAUSE WE KNEW IF WE OFFERED IT, PEOPLE MIGHT GET ON BOARD, BUT WE STRATEGICALLY LOOKED TO BE VERY CLEAR ABOUT OUR PURPOSE AND SHARE THE WORK OF SCHOOL IMPROVEMENT ACROSS THE BOARD. AS BILL MENTIONED, OUR EVALUATION MODEL HAS CHANGED, AND SO WE MOVED TO A GROWTH STANCE AS OPPOSED TO A “I GOTCHA” STANCE. THE SCHOOL IMPROVEMENT WALK THAT WE’LL TALK ABOUT TODAY WAS ALWAYS NON-EVALUATIVE, AND THAT WAS IMPORTANT FOR OUR TEACHERS TO HEAR THAT THEN TO CONTINUALLY HEAR IT AND CONTINUALLY BE A PART OF THE PROCESS TO UNDERSTAND THAT WE WERE VERY TRANSPARENT ABOUT WHAT OUR GOAL WAS. SO ACROSS THE TOP OF THIS CHART ARE OUR THREE BIG IDEAS. AND SO YOU HEARD TOM SPEAK ABOUT CONTENT AREA LITERACY. LIKEWISE, THAT IS HAPPENING IN GODWIN HEIGHTS AS WELL. ALL TEACHERS ARE LITERACY TEACHERS. THEY MAY SAY, “OH, I’M JUST “A TEACHER OF MATH.” BUT FOR SOMETIME WE HAVE BEEN WORKING HARD TO HELP ALL PEOPLE SEE THAT THEY HAVE CAPACITY TO HELP IN THE AREA OF LITERACY. 21st CENTURY LEARNING FOR US IS ABOUT THE FOUR Cs AND AT THIS MODEL IT’S REALLY ABOUT BEING COLLABORATIVE. AND THEN SHELTER INSTRUCTION, AS BILL MENTIONED, WE DO HAVE A HIGH PERCENTAGE OF EL’S AND IT– AND WE KNOW THAT LANGUAGE ACQUISITION TAKES TIME AS TOM MENTIONED, AND THE COMMUNITY THAT WE SERVE ALSO NEEDS SOME EXTRA TIME, EVEN IF THEIR NATIVE LANGUAGE IS ENGLISH. SO ALONG THE LEFT SIDE, WE’RE GOING TO TALK ABOUT THE SCHOOL IMPROVEMENT WALK TODAY. BUT THIS CHART JUST CLEARLY SHOWS THREE DIFFERENT WAYS THAT WE ENGAGE TEACHERS IN MONITORING THE IMPLEMENTATION OF OUR SCHOOL IMPROVEMENT PLAN. SO THERE’S THREE PARTS TO OUR SCHOOL IMPROVEMENT WALK. THE FIRST IS A PRE-BRIEF AND IN THE PRE-BRIEF WE TALK WITH STAFF THAT FACILITATE A CLEAR PURPOSE. OUR PURPOSE FOR THE SCHOOL IMPROVEMENT WALK IS TO PROVIDE DIALOGUE, A TIME WHERE ALL OF US CAN SIT AND TALK TOGETHER ABOUT WHAT OUR GOAL IS IN THE PLAN, AND MONITOR OR DIPSTICK WHAT WE SEE IN CLASSROOMS. A LOT OF TIMES, FOR THOSE OF YOU WHO HAVE BEEN IN EDUCATION FOR AS MANY YEARS AS BILL OR TOM, YOU KNOW SCHOOL IMPROVEMENT SOMETIMES IS A DOCUMENT OR A BINDER AND YOU PUT IT ON THE SHELF. WHEN BILL WAS MY PRINCIPAL, I WORKED THROUGH THIS WITH HIM AND SAID, “I DON’T UNDERSTAND, “I PUT IN SO MUCH TIME WITH “A SMALL GROUP OF PEOPLE ABOUT “THIS PLAN, AND I DON’T THINK “WE REALLY TOUCH IT.” PEOPLE DON’T GET IT. IT’S REALLY GOOD STUFF. WE KNOW THIS IS WHAT THE TEAM RESEARCHED AND ANALYZED. WE NEED TO MAKE THIS BETTER. SO FOR THE PAST FEW YEARS WE HAVE BEEN WORKING ON TRYING TO MAKE THAT COME ALIVE IN OUR SCHOOLS, AND HAVING TEACHERS REALLY SHARE PART OF THE WORK. NOT JUST THE DOCUMENT PAPERWORK BUT THE MONITORING PART OF IT. SO AGAIN IN THE PRE-BRIEF, WE BRING UP THE FACT THAT YOU AS A MEMBER OF THE SCHOOL IMPROVEMENT TEAM CARRY SOME WEIGHT. YOU CAN’T JUST CLOSE THE DOOR AND HOPE THAT YOUR STUFF GOES WELL. YOU HAVE GOT TO BE ABLE TO BE A PARTNER WITH YOUR PEERS, AND SO THAT MEANS MONITORING THE PLAN WITH US AND HELPING TO CARRY THE UNDERSTANDING OUT TO ALL PEOPLE. A FOCUS FOR US THIS YEAR IS STUDENT TALK. SO ACROSS THE DISTRICT A GOAL IS TO HAVE LESS TEACHER TALK AND MORE STUDENT TALK, HENCE THE GRAPHIC THERE WITH CHARLIE BROWN’S TEACHER. WE WANT OUR TEACHERS TO SHIFT AN OWNERSHIP OF THIS WORK, JUST LIKE IN THE CLASSROOM, WE WANT OUR STUDENTS TO SHARE THE OWNERSHIP OF UNDERSTANDING CONTENT AT A DEEP LEVEL. THE SECOND PART OF OUR SCHOOL IMPROVEMENT PROCESS IS AN OBSERVATION, AND DR. COOLEY IS GOING TO TALK MORE ABOUT THE INSTRUCTIONAL FOCUS QUESTION HERE AND HOW IT LEADS US INTO OBSERVATIONS IN THE CLASSROOM.>>SO AS YOU CAN SEE, WE FOCUS ON WHAT QUESTIONS, STATEMENTS, AND ACTIONS ARE USED TO ENCOURAGE SHARED THINKING WITH ONE ANOTHER, TO BUILD ON ONE ANOTHER’S IDEAS, AND TO ASSESS THEIR UNDERSTANDING OF ONE’S THINKING. IT’S IMPORTANT LIKE MICHELLE SAID THAT WE ENCOURAGE THE STUDENTS TO TALK TO CONTINUALLY DIALOGUE, AS WE KNOW THE WHO’S TALKING IS LEARNING, IS THE PERSON WHO IS LEARNING. WHEN WE LOOK AT OUR WALKS IN THE ADULTS, THE STAFF MEMBERS THAT GO OUT INTO CLASSROOMS, WE TAKE THREE LENSES. SO OF THAT TEAM, ONE GROUP OF INDIVIDUALS LOOKS AT WHAT THE TEACHER IS DOING. ONE GROUP LOOKS AT WHAT THE STUDENT IS DOING, AND ONE GROUP LOOKS AT THE CONTENT THAT IS TAKING PLACE IN THE CLASSROOM. SO SPECIFICALLY WE COLLECT DATA AROUND WHAT THE TEACHER IS DOING RELATED TO THE INSTRUCTIONAL FOCUS, SO THAT LOOKS AT THEIR PRACTICE, WHAT THE STUDENT IS DOING OR SAYING RELATED TO THE INSTRUCTIONAL FOCUS, SO THIS MAY INCLUDE INTERACTIONS WITH EACH OTHER, WITH CONTENT, WITH THE TEACHERS, WITH ACTIVITIES IN THE CLASSROOM. THE LAST QUESTION WE ASK IS WHAT DO I NOTICE ABOUT THE CONTENT RELATED TO THE INSTRUCTIONAL FOCUS? SO AN EXAMPLE MAY BE HOW DID THE “I CAN” STATEMENTS POSTED IN THE CLASSROOM TIE TO TEACHING AND LEARNING THAT IS TAKING PLACE? THIS DATA ALLOWS US TO COLLECT TANGIBLE EVIDENCE. ALTHOUGH THE ENVIRONMENT OF OUR CLASSROOMS IS ALWAYS FANTASTIC, IT’S IMPORTANT THAT WE’RE OBJECTIVE WITH THE DATA, SPECIFICALLY LOW INFERENCE DATA. SO WE LOOK AT, REALLY, WHEN WE ARE IN THE CLASSROOMS, WE LOOK AT THREE GUIDING QUESTIONS, WHICH IS WHAT CAN I SEE? WHAT CAN I HEAR? AND WHAT CAN I COUNT? THIS ALLOWS CONVERSATION TO STRICTLY ADHERE TO WHAT WAS PRESENT IN THE CLASSROOM AND THE FACTS THAT WE OBSERVED AS A TEAM. AS YOU CAN SEE ON THE RIGHT-HAND SIDE, WE START WITH LOW INFERENCE DATA WITH DATA COLLECTION, THEN MOVE TO INFERENCES, CONCLUSIONS, ACTION STEPS, AND THEN THE TOP IS OBVIOUSLY THE RESULT THAT WE WOULD LIKE TO SEE. SO WHAT INFERENCES CAN BE MADE ABOUT OUR BUILDING FROM THE DATA WE HAVE COLLECTED FROM OUR SCHOOL IMPROVEMENT WALKS? WHAT CAN WE CONCLUDE? AND WHAT MIGHT BE SOME NEXT GOOD STEPS FOR MOVING FORWARD? SO WE’RE CAREFUL TO DEFINE THESE STEPS IN A PROTOCOL THAT USES NOTICINGS AND WONDERINGS, WITHOUT CALLING OUT SPECIFIC TEACHERS OR STUDENTS. YOU CAN SEE ALL OF OUR– THE ENTIRE PROCESS COMES BACK TO THIS LADDER OR THESE STEPS. IN THE END, THE BUILDING TEAM IS LEFT WITH A POSSIBLE ACTION PLAN THAT MIGHT BE TO INCREASE STUDENT ACHIEVEMENT. IN SOME WE WORK AT GODWIN HEIGHTS TO KEEP OUR PROCESS TRANSPARENT, OBJECTIVE, AND BASED UPON TEACHER AND STUDENT PROFILE. ANY QUESTIONS?>>ALL RIGHT. ANY QUESTIONS?>>AT THE RISK OF STATING THE OBVIOUS, IT DOES SEEM TO ME THAT YOU HAVE NOT SO MUCH A LADDER, BUT A CIRCLE, BECAUSE IN ORDER TO DETERMINE RESULTS YOU HAVE TO COLLECT DATA AND THEN INCUR FROM THAT DATA TO COME TO SOME CONCLUSIONS.>>I WOULD AGREE. IT IS VERY SIMILAR TO THE CYCLE OF SCHOOL IMPROVEMENT.>>THIS ONE?>>MM-HMM.>>YEAH, YEAH.>>ALL RIGHT. THANK YOU VERY MUCH. OH, I’M SORRY. EILEEN.>>IT FASCINATES ME THAT THE SPECIAL ED COORDINATOR IS PRESENTING THIS INFORMATION. HAVE YOU– AS STUDENTS BECOME MORE INVOLVED IN OWNERSHIP OF THEIR LEARNING, HAVE YOU SEEN ANY DIFFERENCES IN WHAT SERVICES CHILDREN NEED OR HOW THEY FUNCTION IN THE CLASSROOM?>>WE ARE WORKING TOWARD ESTABLISHING A BETTER SYSTEM OF SUPPORTS– TIER 1, TIER 2, AND TIER 3. AND SO AS MICHELLE AND I WORK CLOSELY TOGETHER, IT’S IMPORTANT THAT WHAT HAPPENS IN A TIER 1 SYSTEM FOR GENERAL ED STUDENTS IS EXACTLY WHAT HAPPENS IN A TIER 1 SYSTEM FOR SPECIAL ED STUDENTS. SO WHAT WE HAVE LEARNED IS THAT A GOOD QUALITY RESEARCHED-BASED PRACTICE IS GOOD FOR ALL KIDS, WHETHER YOU HAVE A DISABILITY OR NOT.>>THANKS.>>YES, MICHELLE, PLEASE.>>YEAH, SO WHEN YOU DO THE EVALUATIONS AND EVERYTHING, IT WOULD BE SIMILAR TO A SORT OF A TEACHER EVALUATION CENTER MANDATED. BUT I’M WONDERING, IT SOUNDS LIKE YOU ARE BEING MORE HOLISTIC ABOUT THE PROCESS, AND TRYING NOT TO BE PUNITIVE. SO I WONDERED, WHO GOES INTO THE CLASSROOM? LIKE, DO YOU USE PEER REVIEW? AND IF NOT, HOW DO YOU JUDGE CONTENT IF YOU DON’T HAVE CONTENT EXPERTS?>>SURE, WE’D LIKE TO ENCOURAGE– OR WE STILL ALWAYS ENCOURAGE PEER REVIEW. BUT IN OUR SYSTEM IT HASN’T BEEN SOMETHING WE’VE MANDATED OR SAID, “WHO CAN I– OR WILL “THROUGH THIS.” IT’S VERY COLLABORATIVE. [ INDISTINCT ] WORK TOGETHER. WE CAN. ON OUR SCHOOL IMPROVE WALK SPECIFICALLY, WE HAVE A BUILDING PRINCIPAL AND A BUILDING COACH CALLED AN INSTRUCTIONAL SPECIALIST IN OUR MODEL. AND THEN BILL, MYSELF, OR DEREK, WE MAKE AN EFFORT TO BE AT EVERY SINGLE ONE, WE MOVE FROM– SO WE HAVE 16 ACROSS THE DISTRICT. WE HAVE FOUR BUILDINGS. SO ONE A QUARTER IS SPECIFICALLY PLANNED AND FACILITATED BY THE BUILDING TEAM. THOSE ARE MODELED AFTER A PROCESS THAT WE STARTED ABOUT THREE YEARS AGO CALLED THE K-12 INSTRUCTIONAL TEAM, AND THAT’S SOMETIMES AN OUTSIDE CONSULTANT, BECAUSE WE ALL NEED A LITTLE SUPPORT. MANY TIMES IT’S SOMEONE FROM THE ISD HERE IS A CONSULTANT TO SUPPORT OUR WORK, AND THEN THE THREE OF US, AS WELL AS EVERY BUILDING PRINCIPAL AND EVERY BUILDING COALITION. ON THE SCHOOL IMPROVEMENT WALK, THOSE WE ASK THAT DISTRICT SCHOOL IMPROVEMENT MEMBERS TO GO TO ONE A YEAR. ONE IN THEIR OWN BUILDING, AND ONE IN ANOTHER BUILDING TO SORT OF BE ABLE TO REALLY SEE WHAT IS HAPPENING IN OTHER PLACES AND OTHER LEVELS. AND WE ALSO INVITE TEACHERS OF THAT BUILDING TO BE A PART OF THE WALK. SO OUR GOAL WOULD BE EVERY YEAR TO BRING ON MORE PEOPLE TO SEE THIS PROCESS TO BEING TRANSPARENT AND CLEAR. IT’S DIFFERENT THAN EVALUATIVE BECAUSE WE’RE NOT IN THE EVALUATION SYSTEM. WE’RE JUST CLEARLY SAYING, REMEMBER, WE RESEARCHED THIS TOGETHER AND STUDIED IT, AND WE LEARNED TOGETHER, AND SO WE TRY [ INDISTINCT ].>>WE REALIZE THAT TEACHERS ARE TRULY GOING TO IMPROVE JUST LIKE STUDENTS FROM AN EXTRA RELATIONSHIP WITH ADMINISTRATION. AND THEY’RE ASKING TO TRUST THAT. AND THEY’RE ASKING [ INDISTINCT ] WE’RE HERE TO HELP YOU, BECAUSE WE KNOW WE WANT YOU TO GET BETTER, AND BECAUSE WE KNOW [ INDISTINCT ] FOR OUR KIDS.>>AND ALSO I THINK IT’S CREDIBILITY AND HAVING SOMEONE– TEACHERS EVALUATING TEACHERS. THERE’S AN AUTOMATIC SORT OF CREDIBILITY AND TRUST, AND I– SO I’M GLAD TO HEAR THAT THE OTHER– THE TEACHERS ARE DOING IT. I KNOW IT’S DIFFICULT [ INDISTINCT ] SUBSTITUTES AND GETTING THEM TO COVER, BUT AM I GETTING IT THAT YOU ARE TRYING TO DRAW IN OTHER TEACHERS? BECAUSE I THINK THAT THEY WILL LISTEN TO OTHER TEACHERS, THAT THAT IS REALLY THE KEY.>>YEAH, IN RESPONSE TO YOUR COMMENT ABOUT CONTENT LEADERS, THERE’S NO HIDING THE FACT THAT THE EVALUATION SYSTEM CHANGED AND THE ROLE OF A PRINCIPAL IS REALLY AN INSTRUCTIONAL LEADER RIGHT NOW AS OPPOSED TO MAYBE 15 YEARS AGO– WE WERE KIND OF MANAGERS, MAKING SURE THE FIELD TRIP BUS WAS READY, AND I’D TALK TO PARENTS, AND I MANAGED THE BUDGET, BUT TEACHERS WENT AND DID. BUT IN THE ERA OF ACCOUNTABILITY, THINGS HAVE HAD TO CHANGE. SO WE’VE BEEN CLEAR TO SUPPORT OUR PRINCIPALS TO SAY, “YOU DON’T HAVE TO “BE PERFECT. “YOU DON’T NEED TO KNOW “EVERY SINGLE STANDARD AND “UNDERSTAND THE RIGOR “OF EVERYTHING. “IT’S DIFFERENT THAN WHEN “YOU WERE A TEACHER. “BUT YOU DO HAVE TO BE “WILLING TO KNOW THE BASICS, “AND TO STOP AND LISTEN “TO TEACHERS.” AND THAT’S REALLY THE BEAUTY OF THE NEW GROWTH MODEL FOR US, IS REALLY ALLOWING TIME TO LISTEN TO A TEACHER ASK ONE QUESTION, TELL ME WHAT YOU ARE THINKING ABOUT THAT, AND THEN CLOSING OUR MOUTH TO ALLOW THEM TO TALK, JUST LIKE IN OUR SCHOOL IMPROVEMENT POOL THAT ALLOWED A TEACHER TO TALK THROUGH THE ART OF THEIR CRAFT.>>ALL RIGHT, THANK YOU VERY MUCH. [ APPLAUSE ]>>TOM REEDER HAD TALKED ABOUT THOSE GREEN DOT SCHOOLS THAT TEAMS WENT IN TO FIND OUT WHAT ARE THEY DOING THAT IS SO IMPACTFUL THAT IS WORKING, BECAUSE THEY ARE KNOCKING IT OUT OF THE PARK. SOME OF THOSE SCHOOLS IN GODWIN HEIGHTS WERE SCHOOLS THAT TEAMS WENT INTO TO STUDY. OUR LAST PRESENTATION IS FROM GODFREY-LEE PUBLIC SCHOOLS. GODFREY-LEE IS ENGAGED IN AN INNOVATIVE DESIGN THINKING PROJECT TO REDESIGN TEACHING AND LEARNING TO MEET THE NEEDS OF ITS STUDENTS, NEARLY ALL OF WHOM ARE ECONOMICALLY DISADVANTAGED AND TWO-THIRDS OF WHOM ARE ENGLISH LANGUAGE LEARNERS. THIS MAY– WE HAD A BRIEF CONVERSATION BEFORE THE MEETING BEGAN, MR. McMILLIN, AND THIS ONE MIGHT REALLY APPEAL TO SOME OF THOSE QUESTIONS THAT YOU WERE ASKING. BUT SUPERINTENDENT KEVIN POLSTON AND DR. CAROL LAUTENBACH WILL SHARE THEIR WORK, WHICH MODELS THE EDUCATIONAL TRANSFORMATION SOUGHT IN GOALS 1 AND 4 OF TOP 10 IN 10.>>THANKS, ROB. THANKS FOR THE OPPORTUNITY TO SHARE OUR STORY WITH YOU. I HAVE A HANDOUT THAT’S GOING WITH YOU TO SERVE AS A VISUAL FOR YOU AS WE GO AND REFERENCE IT THROUGHOUT. AS RON MENTIONED, I’M KEVIN POLSTON, SUPERINTENDENT AT GODFREY-LEE.>>AND CAROL LAUTENBACH, ASSISTANT SUPERINTENDENT.>>WE’RE GOING TO SHARE OUR STORY WITH OUR LEARNER PROFILE THAT OUR BOARD OF EDUCATION ADOPTED IN JUNE THIS YEAR. WE’RE HERE BECAUSE WE SHARE IN YOUR VISION TO BE A TOP 10 IN 10 STATE. OUR PRESENTATION IS GOING TO FOCUS ON THE MEANS TO ACCOMPLISH IT, BUT MAYBE NOT NECESSARILY THE TRADITIONAL WAY– TO ACCOMPLISH THIS OUTCOME, WE NEED TO DETERMINE ALL THAT WE VALUE IN EDUCATION, AND THEN IDENTIFY CLEAR AND MEASURABLE OUTCOMES ALIGNED TO WHAT WE VALUE.>>SO WHO ARE WE? GODFREY-LEE IS THE SMALLEST GEOGRAPHIC DISTRICT IN THE STATE OF MICHIGAN. WE’RE 1.4 SQUARE MILES IN THE CITY OF WYOMING. WE HAVE ABOUT 125 PROFESSIONAL STAFF, 1,900 STUDENTS. ABOUT 75% OF THEM ARE HISPANIC, AND 50% ENGLISH LEARNERS. I THINK THAT PUTS US SECOND PERCENTAGE-WISE IN THE STATE TO DEARBORN. AND BY THE WAY, I’M A PROUD GRADUATE OF DEARBORN HIGH SCHOOL. [ LAUGHTER ] GO PIONEERS. 95% FREE AND REDUCED LUNCH, 6% TRANSIENCY, MEANING STUDENTS WHO ARE HERE FOR ONE OF OUR COUNT DAYS ARE NOT HERE ON THE OTHER COUNT DAY. SO FAIRLY SIGNIFICANT TRANSIENCY IN THE DISTRICT. THIS IS AN AREA THAT HAS ALWAYS HAD STRONG COMMUNITY SUPPORT FOR LOCAL FUNDING. MILLAGES AND BONDS PASS IN GODFREY-LEE, EVEN THOUGH IT IS AN ECONOMICALLY DEPRESSED AREA. TWO YEARS AGO, WE WERE GIVEN THE OPPORTUNITY TO THINK BEYOND WHAT IS TO WHAT COULD BE, THANKS TO A GENEROUS GRANT FROM THE STEELCASE FOUNDATION. WE USED DESIGN THINKING PROCESSES, AND THROUGH THAT WE INTERVIEWED FAMILIES IN THEIR HOMES. WE INTERVIEWED FACULTY. WE INTERVIEWED STUDENTS AND COMMUNITY MEMBERS TO DISCOVER WHAT IT IS THAT THEY VALUE IN EDUCATION. A PATTERN EMERGED FROM THESE INTERVIEWS, AND THAT WAS THAT THE SCHOOL’S DEFINITION OF LEARNING WAS TOO NARROW, TOO FOCUSED ON TOO FEW THINGS. SO WE SET OUT ON A QUEST TO REDEFINE WHAT LEARNING IS BASED ON WHAT SCIENCE TELLS US ABOUT LEARNING– A JOURNEY THAT RESULTED IN THE ADOPTION OF A NEW LEARNER PROFILE.>>SO AS FAR AS HOW IT ALIGNS TO THE TOP 10 IN 10, WE’RE GOING TO PULL APART GOAL NUMBER 2. WE HAVE SOME HIGHLIGHTED WORDS THAT WE WANT YOU TO PAY ATTENTION TO. ON THE BACK SIDE OF THAT GRAPHIC ARE THOSE FOUR CONCEPTS THAT WE PULL APART– HIGHLY COHERENT, CHILD CENTERED, SELF-DETERMINED GOALS AND HIGHEST POTENTIAL. AS WE GO THROUGH THE PRESENTATION TODAY, ANYTHING THAT YOU NOTICE AND SEE THAT ALIGNS TO THOSE, GO AHEAD AND JUST JOT A NOTE. WE WANT TO PULL BACK ON THAT, WITH THE HOPE THAT WE CAN SEE THAT THERE’S ALIGNMENT IN WHAT WE’RE DOING, THAT IF WE’RE GOING TO HAVE A TOP 10 IN 10 GOAL, IT CAN’T SIT UP HERE. IT HAS TO GET ALL THE WAY DOWN TO THE STUDENTS AND CLASSROOMS TO ACHIEVE THAT. AND WE HOPE THAT WE CAN DEMONSTRATE THAT. EMBEDDED IN THIS GOAL ARE WORDS SUCH AS STRENGTHS, CHALLENGES, INTERESTED, AND WELL-ROUNDED LEARNING EXPERIENCES. THIS GOAL SPEAKS TO WHO WE ARE EDUCATING, AND CALLS FOR OUR STUDENTS TO HAVE A VOICE AND OWNERSHIP IN THEIR LEARNING. IF WE ASK STUDENTS WHAT THESE WORDS MEAN, OR WHAT LEARNING WAS MOST IMPACTFUL THAT RELATED TO THESE WORDS, YOU MAY HEAR MORE THAN STANDARDIZED TEST SCORES. SO WHAT MIGHT YOU HEAR TO ACCOMPLISH THIS DESIRED STATE? I WANT US TO LOOK AT OUR CURRENT STATE, AND THERE’S A LOT OF SMALL DOTS ON HERE. BUT IF YOU RECALL FROM DR. REEDER’S PRESENTATION ON THE READING NOW NETWORK GRAPH WITH POVERTY ON THE X AXIS AND ACHIEVEMENT ON THE Y AXIS, AND THE SCATTERPLOT OF SCHOOLS AROUND THE STATE, THIS IS THE 3rd GRADE READING PLOT FOR THE M-STEP 2016. AS WE CAN SEE, POVERTY HAS A HIGH CORRELATION WITH ACHIEVEMENT. OUR JOB IS TO DISRUPT THAT. OUR JOB IS TO LOOK AT THE GOALS, AND LOOK AT THOSE WORDS– CHILD CENTERED, HIGHLY COHERENT, SELF-SELECTED GOALS– AS MEANS TO DISRUPT THAT. AS DR. REEDER MENTIONED, THE READING NOW NETWORK HAS USED THIS GRAPH AND IMAGE OF THEIR WORK TO REALLY SEE ARE WE GETTING THE RETURN THAT WE HOPED FOR? OR ARE WE JUST DOING WHAT THE DATA SAYS WE SHOULD DO? WE WANT TO OUTPERFORM THAT. WE WANT TO DISRUPT THAT. RESEARCH SAYS POVERTY ACCOUNTS FOR A ONE YEAR’S LEARNING DEFICIT. AND WHEN WE THINK ABOUT OUR TRADITIONAL WAY OF DOING SCHOOL, WE HAVE ABOUT MAXED OUT WHAT OUR CURRENT PARADIGM CAN ALLOW. SMALL TWEAKS AND MORE EFFICIENT USE OF RESOURCES CAN INCREMENTALLY IMPROVE THAT. BUT IN TERMS OF TRANSFORMING THIS GRAPH AS DR. REEDER ALLUDED TO, TWEAKS MAY NOT BE ALL THAT WE’RE LOOKING FOR. IF WE THINK ABOUT WHEN THE SCHOOL CALENDAR THAT WE USE NOW WAS IMPLEMENTED, THE MEANS OF LONG DISTANCE COMMUNICATION THEN WAS THE TELEGRAPH. WE STOPPED USING THAT, AND IF WE THINK BACK AS RECENT AS 1999, BLOCKBUSTER HAD 10,000 STORES. WE HAD THE BEST TELEGRAPH POSSIBLE IN THE 1800s. BLOCKBUSTER HAD THE BEST VIDEO STORE POSSIBLE IN THE 1990s. AND CHANGES MADE THEM OBSOLETE. SO WE NEED TO LOOK AT EDUCATION THROUGH A DIFFERENT LENS IF WE SIGNIFICANTLY WANT TO TRANSFORM WHAT WE ARE DOING.>>SO AS A RESULT OF THE DESIGN THINKING PROCESS THAT WE DID, WE BEGAN TO RESEARCH WHAT COULD BE. AND WE FOUND THIS BOOK– 2016, FAIRLY RECENT BOOK. THE SUBTITLE OF THE BOOK IS PROBABLY THE MOST INTERESTING PART. “WHAT SCIENCE TELLS US ABOUT “RAISING SUCCESSFUL “CHILDREN.” IT’S A BOOK ACTUALLY WRITTEN FOR PARENTS, NOT WRITTEN FOR TEACHERS, NOT WRITTEN FOR SCHOOLS. IT’S WRITTEN FOR PARENTS. SO THESE LEARNING SCIENTISTS, ROBERTA GOLINKOFF AND KATHY HIRSH-PASEK, SUMMARIZE WHAT PRACTICES AND STRUCTURES ARE ALIGNED WITH BRAIN SCIENCE, AND THEY CREATED THE MATRIX THAT YOU HAVE IN FRONT OF YOU, WHICH WE’RE CALLING THE SIX Cs OF LEARNING SUCCESS. WE HAVE DEVELOPED A REALLY STRONG PARTNERSHIP WITH KATHY AND HER TEAM. ROBERTA HAS SOME LIFE THINGS HAPPENING RIGHT NOW, SO SHE HAS NOT BEEN VERY INTERESTED, BUT SHE HAS BEEN FOLLOWING ALONG WITH THE PROGRESS OF THIS PARTNERSHIP. AND OUR TEAM FROM GODFREY-LEE HAS MET WITH KATHY AND HER TEAM, ONCE IN PERSON, A NUMBER OF TIMES BY VIDEO. AND LATER IN OCTOBER, WE HAVE A TEAM GOING OUT TO PHILADELPHIA TO MEET WITH HER AND HER TEAM AS WELL. KATHY IS ALSO COMING HERE TO THE ISD IN NOVEMBER TO SPEAK WITH THE SUPERINTENDENT, SO THIS PARTNERSHIP IS VERY EXCITING, JUST BEGINNING. THEY WANT TO LEARN ALONGSIDE US, AS WE BEGIN TO IMPLEMENT THE SIX Cs OF LEARNING SUCCESS IN OUR DISTRICT. AND THEY WANT TO HELP US LEARN WHAT TO OBSERVE FOR. I HESITATE TO USE THE TERM MEASURE. WHAT WE DON’T WANT TO DO IS [ INDISTINCT ] A CHECKLIST AND RUBRIC OF THINGS TO CHECK OFF THAT STUDENTS ARE ACCOMPLISHING. WE REALLY WANT TO UNDERSTAND STUDENTS AND HOW THEY DEVELOP CONFIDENCE, HOW DO THEY DEVELOP AT THOSE HIGHER LEVELS OF THE LEARNER PROFILE? IN ADDITION TO THAT, WE’RE VERY INTERESTED IN LEARNING HOW TEACHERS FALL IN THE PROFILE. WE LOOK AT SCHOOL AS AN ECOSYSTEM, WHERE THE TEACHERS AND THE STUDENTS ARE INTERACTING TOGETHER WITH EACH OTHER. HOW DO STUDENTS AND TEACHERS WORK TOGETHER TO DEVELOP A STUDENT’S CONFIDENCE, AS WELL AS A TEACHER’S CONFIDENCE? LOU GLAZER OF MICHIGAN FUTURE, INC– AND I THINK YOU ARE FAMILIAR TO HIM– HE HAS POINTED TO THE IDEAS IN THIS BOOK A NUMBER OF TIMES IN THE WORK THAT HE HAS DONE AS HAVING MERIT FOR A MODEL OF EDUCATION THAT PUSHES BEYOND WHAT IS TO WHAT COULD BE. AND NPR DID A NICE FEATURE AS WELL. MICHIGAN RADIO HAD A FEATURE ON “BECOMING BRILLIANT” AS WELL. SO WE’RE VERY GRATEFUL FOR THESE TWO PARTNERS AND THEIR TEAMS AS WE BEGIN TO THINK ABOUT SCHOOL AND SUCCESS DIFFERENTLY.>>SO IF WE LOOK AT A GRAPHIC OF THOSE SIX Cs AND MAYBE THE INFLUENCE OR THE ATTENTION THAT WE PUT ON THEM, I WOULD SAY CURRENTLY THERE IS A DISPROPORTIONATE FACTOR PLACED ON CONTENT, AND THE SIZE OF THE WORDS, YOU KNOW, IS SHOWING THAT HERE. IT– I BELIEVE IT’S THAT WAY BECAUSE THAT’S WHAT WE CAN REALLY QUANTIFY, OR WHAT WE THINK WE CAN QUANTIFY IS CONTENT. BUT JUST BECAUSE WE CAN’T NECESSARILY AT THIS TIME, YOU KNOW, USE QUANTIFIABLE MEASURES, DOESN’T MEAN THAT WE DON’T STILL VALUE THESE. SO IF WE START– AS A STRATEGIC PLANNING MODEL MAY START WITH WHAT IS IMPORTANT TO US, AND THEN LET’S WRAP AROUND ALL THE OTHER TOOLS AND INSTRUMENTS AROUND WHAT IS IMPORTANT. SO THE PROFILE IS IN FRONT OF YOU, IT’S ON THE SCREEN. IT DEMONSTRATES, I BELIEVE, THAT WE ARE ALWAYS TEACHING KIDS, NOT DELIVERING CONTENT. THIS CONSTRUCT IS TRUE FOR EVERY CHILD, EVERY DAY. IT’S NOT A LEFT TO RIGHT PROGRESSION OR CONTINUUM. AS CAROL MENTIONED, IT’S AN ECOSYSTEM FOR HOW WE WORK TOGETHER AND INFLUENCE EACH OTHER. KINDERGARTNERS AS WELL AS 8th GRADERS AND SENIORS CAN ACHIEVE AT THE HIGHEST LEVELS OF THIS CONSTRUCT. IT’S NOT MEANT TO PROGRESS THROUGH LEVELS BY AGE. IT’S MORE OF A CONSTRUCT AND FRAMEWORK FOR WHAT WE HOPE OUR SCHOOLS CAN BE ABOUT. AND IT MAY LOOK SOMETHING– WHERE ALL OF THE SIX Cs HAVE VALUE. THEN I COULD MAKE AN ARGUMENT THAT CONFIDENCE MAY BE THE LEVER PULLED TO INFLUENCE THE OTHERS MORE SIGNIFICANTLY. I WANT TO MAKE CLEAR, THOUGH, THAT WHAT I’M NOT ASKING IS TO BE LET OFF OF THE HOOK FOR OUTCOMES, THAT I BELIEVE THAT IF WE IMPLEMENT THIS CONSTRUCT WITH FIDELITY, OUR STUDENTS WILL ACHIEVE NO MATTER WHAT METRIC YOU PUT IN FRONT OF THEM. AND SO IN THIS [ INDISTINCT ] WE’RE TRYING TO IDENTIFY WHAT ARE THOSE NEXT STEPS. WE SHOULDN’T LET THE FEAR OF NECESSARILY UNKNOWN OR WHAT MAYBE WE CAN’T MEASURE AT THIS TIME GET IN THE WAY OF DOING WHAT WE BELIEVE STUDENTS VALUE, FAMILIES VALUE, TEACHERS VALUE, WE CERTAINLY KNOW EMPLOYERS VALUE THESE THINGS, AS DO HIGHER ED. BUT HOW DID WE GET HERE IS CRITICAL IN OUR STORY.>>WE’RE GOING TO SHOW YOU A BRIEF VIDEO– IT’S ABOUT A MINUTE AND A QUARTER– AND AS YOU WATCH IT, IF YOU WOULD LOOK AT THE BACKSIDE OF YOUR LEARNER PROFILE CHART, AND LOOK FOR– THIS IS A VIDEO ABOUT OUR DISTRICT AND OUR JOURNEY WITH DESIGN THINKING, THANKS TO THE GRANT FROM THE STEELCASE FOUNDATION. WHAT DO YOU SEE EXPRESSED IN THIS VIDEO THAT ALIGNS WITH THOSE FOUR DISRUPTORS AS WE CALL THEM? SO WE’LL JUST PLAY THE VIDEO AND THEN PROCESS IT A BIT AFTERWARDS.>>STUDENTS GO HOME ON OCCASION AND SAY TO THEIR MOM OR THEIR DAD, “I DON’T KNOW THAT “IT GETS ANY BETTER THAN “WHAT I EXPERIENCED TODAY.”>>WHOA, WHO ELSE DID THAT?>>WHAT DID THEY TRY TO STOP IT FOR? WHAT WAS THE REASON?>>THAT’S THE SPECIFIC PERSUASIVE ARGUMENT THAT YOU’RE USING [ INDISTINCT ].>>CLASSROOM TEACHERS ON OCCASION WILL GO HOME AND SAY TO THEMSELVES, “I DON’T “THINK IT GETS ANY BETTER “THAN WHAT I DID TODAY.” WHAT HUMAN CENTERED DESIGN IS ATTEMPTING TO DO IS TO CONNECT THOSE “IT DOESN’T “GET ANY BETTER THAN THIS” DAYS FOR STUDENTS, FOR TEACHERS, AND FOR ADMINISTRATORS.>>THEIR STRUCTURED, REPEATABLE, DISCIPLINED APPROACH TO GETTING [ INDISTINCT ] AND ALL OF THE PARTS AND PIECES AND PEOPLE INVOLVED IN THE COMMUNITY, TAKING THE TIME TO GET CLOSE TO THOSE PEOPLE, UNDERSTAND WHO THEY ARE, WHAT DRIVES THEM, WHAT THE BARRIERS AND CHALLENGES ARE, AND THEN YOU CAN COME UP WITH AMAZING SOLUTIONS, OR EVALUATE CURRENT SOLUTIONS, AND DELIVER SOMETHING THAT IS EFFECTIVE AND MAKES SENSE FOR THAT PERSON AND THEIR COMMITTEE. WE ALL HAVE A STAKE IN THIS. HUMAN CENTERED DESIGN DOES A GREAT JOB OF BRINGING THE STAKEHOLDERS TOGETHER TO ANSWER THE QUESTION, HOW DO WE LIVE LONGER TO CREATE LIFELONG LEARNERS? [ MUSIC ]>>OKAY, YOU CAN STOP THE VIDEO RIGHT THERE, PLEASE.>>ALL RIGHT, SO WE CROSSED THIS OFF FOR YOU ALREADY. SO YOU CAN LOOK AT YOUR NOTES AND SEE HOW WHAT YOU HAVE ON YOUR STREET ALIGNS WITH THE THINGS THAT WE HIGHLIGHTED IN THE VIDEO. SO YOU HEARD ABOUT– OR WHEN YOU THINK ABOUT HIGHEST POTENTIAL, THAT’S WHAT WE WANT TO DEVELOP IN EVERY STUDENT AND IN EVERY TEACHER. WE WANT THEM TO BE WORKING AT THEIR HIGHEST POTENTIAL AS WELL. WE IDENTIFY THESE ELEMENTS IN THE VIDEO THAT ALIGN WITH HIGHEST POTENTIAL.>>WANT ME TO CLICK?>>THANKS. [ LAUGHTER ]>>I THOUGHT WE WERE GOING TO ASK QUESTIONS, SORRY.>>SO OUR CONTENTION IS THAT LEARNING IS ONE OF THE MOST HUMAN THINGS WE DO. IT SHOULD BRING US JOY. SO WE HEARD ABOUT JOY. WE HEARD ABOUT EVALUATING SOLUTIONS. NOT JUST ACCEPTING THINGS AS THEY ARE, BUT REALLY EVALUATING THEM AND PUTTING THEM INTO THE PROCESS OVER AND OVER AGAIN TO GET TO THE BEST SOLUTION. AND CERTAINLY LIFELONG LEARNING THAT IS THE HIGHEST POTENTIAL DISTRICTS CAN GAIN. HIGHLY COHERENT, SO IT’S A CULTURE. NOT INDIVIDUAL ELEMENTS. BUT WE WANT TO ALIGN THAT JOY WITH THE TEACHERS, STUDENTS, AND ADMINISTRATORS. IF LEARNING IS SATISFYING, IT SHOULD BRING JOY. IT IS REPEATABLE, DISCIPLINED, STRUCTURED, IT MAKES SENSE. ALL OF THOSE THINGS ARE ELEMENTS OF BEING HIGHLY COHERENT. SO SELF DETERMINED GOALS. WE STARTED WITH WHAT DRIVES YOU? WE DIDN’T REALLY ASK ABOUT SCHOOL. WE ASKED ABOUT WHAT MAKES YOU TICK? WHAT IS IT THAT MAKES YOU WANT TO LEARN MORE? AND WE HEARD ABOUT JOY, THINGS THAT MAKE STUDENTS WANT TO GO BEYOND WHAT WE EVEN THINK THEY ARE ABLE TO PRODUCE. WE KNOW THAT ALL HAVE A STAKE IN THESE OUTCOMES, AND THAT RELATIONSHIPS ARE AT THE HEART OF EVERYTHING THAT WE DO. AND LAST, YOU HEARD ABOUT BEING CHILD CENTERED. THESE ARE ELEMENTS OF ACTIVITIES THAT HAPPEN WITHIN OUR SCHOOLS THAT ARE CHILD CENTERED. THOSE WEREN’T FEATURED IN THE CLIP THAT YOU SAW. THOSE ARE FEATURED LATER ON IN THE VIDEO, AND I WOULD LIKE TO FOCUS ON ONE OF THOSE, ESPECIALLY, KSSN, KENT SCHOOL SERVICES NETWORK. WE ARE A DISTRICT THAT WAS THE FIRST, I BELIEVE, IN THE COUNTY TO HAVE KENT SCHOOL SERVICES NETWORK IN ALL OF OUR BUILDINGS, SO EACH BUILDING HAS SERVICES FROM KSSN. AND KSSN IS A COUNTY-WIDE SUPPORT SYSTEM THAT BRINGS HEALTH AND HUMAN SERVICES INTO OUR SCHOOL BUILDINGS TO SERVE STUDENTS AND FAMILIES AT NO CHARGE TO THE FAMILIES. IF WE BELIEVE THERE’S MORE TO STUDENT OUTCOMES THAN STANDARDIZED TEST SCORES, THEN WE MUST BELIEVE THE CONDITIONS FOR LEARNING ARE CRITICAL. SO EVERY SCHOOL AT GODFREY-LEE HAS A COORDINATOR TO PROVIDE CASE MANAGEMENT FOR STUDENTS AND FAMILIES, AND ALSO A CLINICIAN THAT PROVIDES SOCIAL WORK SERVICES, AS WELL AS DHS WORKERS. WE FUND OUR PORTION OF KSSN THROUGH STATE FUNDS– 31A FUNDS, AND KSSN IS AN INTEGRAL PART OF OUR TEAM. SO IT’S PART OF THAT HIGHLY COHERENT SYSTEM, A PARTNER IN EVERY WAY IN EDUCATING AND SUPPORTING OUR STUDENTS. WITH THE DISTRICT-WIDE SUPPORT OF KSSN, OUR STUDENTS ARE ABLE TO BECOME CONFIDENT LEARNERS WHO HAVE THE SUPPORT NEEDED TO DEVELOP IN ALL AREAS OF THE PROFILE.>>SO WE STARTED TODAY PULLING APART THOSE ELEMENTS OF GOAL NUMBER 2– HIGHEST POTENTIAL, HIGHLY COHERENT, CHILD CENTERED AND SELF DETERMINED GOALS AS DISRUPTORS TO WHAT WE KNOW INFLUENCES OUR STUDENTS’ OUTCOMES. WE ALSO SHOWED THE GRAPH ON HOW POVERTY HAS A HIGH CORRELATION WITH ACHIEVEMENT. WE ALSO KNOW THAT STUDENTS THAT ARE ENGLISH LEARNERS ALSO HAVE BARRIERS TO ACHIEVE, AND WE ALSO KNOW THAT SOCIAL AND EMOTIONAL FACTORS CAN MAKE LEARNING DIFFICULT. BUT HERE IS WHAT WE DO KNOW, RESEARCH AND LEARNING SCIENCE TELLS US THAT WHAT SCHOOLS DO MATTERS MORE THAN WHAT ALL OF THOSE FACTORS I SAID IMPACT EDUCATION. AND SO WHEN WE THINK ABOUT IF WHAT WE DO AT SCHOOL CAN MAKE A BIGGER IMPACT THAN THOSE FACTORS I MENTIONED, THEN WE OUGHT TO BE CHASING A MORE EQUITABLE ROLE, SO ALL OF OUR STUDENTS HAVE AN OPPORTUNITY TO GO WHERE THEY WANT TO GO. THAT WE SHOULDN’T ACCEPT THE STATUS QUO, THAT WE SHOULD DEFY EXPECTATIONS AND WE DO THIS, WE ACCOMPLISH THIS THROUGH ONE RELATIONSHIP AT A TIME. THAT’S US, SO THANK YOU.>>THANK YOU FOR YOUR PRESENTATION. [ APPLAUSE ]>>I HAVE A COUPLE OF QUESTIONS. FIRST OF ALL, I WANT TO SAY THIS WAS FABULOUS. BUT WE HAD A PRESENTATION FROM A SCHOOL DISTRICT CLOSER TO DETROIT THAT WAS RELYING FAIRLY HEAVILY INITIALLY ON NON-FEDERAL, NON-STATE FUNDS, OUTSIDE MONEY, TO MAKE CHANGE. AND I KNOW THAT YOU HAVE HAD SOME ASSISTANCE IN THAT. THE FIRST QUESTION IS HOW MUCH MONEY DOES IT TAKE TO GET TO THIS EXPLORATION POINT? AND THE SECOND ONE IS, WHAT DO YOUR CLASSROOMS LOOK LIKE? IS IT PROJECT-BASED LEARNING? IS IT TRADITIONAL INSTRUCTION? HOW DO THINGS ACTUALLY LOOK? AND IS EVERY CLASSROOM DIFFERENT?>>WELL, GREAT QUESTIONS. SO STEELCASE AGAIN, GAVE US A VERY GENEROUS TWO-YEAR GRANT TO REALLY EXPLORE DESIGN THINKING WITHOUT ANY PREDETERMINED ADD-ONS. WE HAD NO IDEA WHAT WE WERE DISCOVERING AND LEARNING WAS GOING TO TAKE US. THIS IS WHERE IT TOOK US. SO THAT PROCESS GRANT FUNDED WAS, I BELIEVE, THE FIRST GRANT WAS 250,000 FOR TWO YEARS OF STUDY AND WORK TO JUST LEARN– WHAT IT WAS WE WANTED TO DO IN ORDER TO TRANSFORM LEARNING. THROUGH THAT PROCESS, WE HAVE FUNDED A NUMBER OF OPPORTUNITIES FOR TEACHERS TO TEACH IN NEW WAYS. THROUGH PROJECT-BASED LEARNING WE SPONSORED SUMMER CAMPS, WE CALLED THEM, THIS SUMMER. THEY WERE OPEN TO ANYONE, INTEREST BASED, BASED ON WHAT STUDENTS WANTED TO LEARN DURING THE SUMMER, AND TEACHERS SIGNED ON TO TEACH THOSE SUMMER CAMPS. WE HAVE DONE A NUMBER OF INITIATIVES, SUCH AS OUTDOOR LEARNING, SO THAT’S A BIG EMPHASIS IN OUR EARLY CHILDHOOD CENTER. WE’RE ACTUALLY RIGHT IN THE MIDDLE OF AN URBAN AREA, UNDER CONSUMERS ENERGY POWER LINES, WE HAVE A GREEN SPACE THAT HAS BEEN CONVERTED INTO AN OUTDOOR LEARNING LAB. SO THOSE WEREN’T DIRECTLY RELATED TO THE GRANT, BUT THEY WERE CERTAINLY PART OF THIS EMPHASIS ON REDEFINING WHAT LEARNING LOOKS LIKE. WE HAVEN’T YET SAID WHAT THE HOWS OF LEARNING LOOK LIKE. WE’RE WORKING TOGETHER TO DETERMINE WHAT THE WHATS OF LEARNING ARE. THE WHY OF LEARNING WE’RE PRETTY CLEAR THOUGH HAS TO BE ALIGNED MORE CLOSELY WITH WHAT WE KNOW ABOUT THE SCIENCE OF LEARNING, ABOUT WHAT MOTIVATES KIDS TO WANT TO LEARN, AND WE THINK THE LEARNER PROFILE ANY IDEAS COMING OUT OF THIS WORK WILL HELP US HELP TEACHERS DISCOVER THAT OVER TIME.>>SO IF I CAN JUST DO ONE FOLLOW-UP REALLY QUICKLY. IF YOU WERE LOOKING AT YOURSELF AS A TEN-YEAR TRANSFORMATION PLAN, WHAT YEAR ARE YOU AT NOW? FIVE YEAR? TWENTY? [ LAUGHTER ]>>I THINK TO SAY THAT YOU EVER GET THERE I THINK IS ARTIFICIAL. I THINK WHAT WE’RE DOING IS A CYCLE OF CONTINUOUS IMPROVEMENT. SO YOU ASKED “WHAT ARE YOUR “CLASSROOMS LOOK LIKE, “DO THEY LOOK LIKE THIS?” MY ANSWER IS YES, THEY LOOK LIKE PROBABLY ALL OF THOSE THINGS BECAUSE WE’RE ALL ON THAT– ON THAT JOURNEY. I THINK THE HEART OF WHAT YOU’RE ASKING IS, HOW THIS CAN BE– HOW CAN THIS CONCEPT MAYBE BE APPLIED IN OTHER WAYS, OR ARE THERE BARRIERS SUCH AS THE GRANT FUNDING? DESIGN THINKING ISN’T THAT FAR REMOVED FROM WHAT YOU HEARD DR. SHIBLER TALK ABOUT WITH THE STRATEGIC PLANNING PROCESS. YOU’RE STARTING WITH EMPATHY BY GOING DIRECTLY TO THE PEOPLE YOU SERVE AND IDENTIFY WHAT IS IMPORTANT TO THEM, AND THEN YOU START WRAPPING AROUND PROGRAMMING, SERVICES, YOU KNOW, OUTCOMES ALIGNED TO WHAT THEY ARE IDENTIFYING AS IMPORTANT.>>SO SELFISHLY, WE’RE JUST LOOKING AT HOW THE HECK WOULD SOMETHING WONDERFUL CAN GO TO SCALE IN OTHER PLACES, AND WHAT THE COST IS. AND OBVIOUSLY THIS JOURNEY THAT YOU ARE ON IS GOING TO BE WONDERFUL FOR THE PARENTS, AND THE CHILDREN, AND TEACHERS IN THE DISTRICT, BUT WE WANT IT SOME PLACES ELSE TOO.>>YOU HAVE TO COME BACK IN A COUPLE OF WEEKS. [ LAUGHTER ]>>THAT’S PART OF THE WORK WE’RE DOING WITH KATHY AND HER TEAM TO DETERMINE HOW TO QUANTIFY THIS IN WAYS THAT MAKE SENSE.>>ALL RIGHT, WE’RE GOING TO GO TO LOU, DR. Z, AND THEN MOVE ON.>>SO LOU GLAZER CAME TO SPEAK TO THE BOARD TWO MONTHS AGO AND IMMEDIATELY THEREAFTER I ORDERED THE BOOK AND HAVE SINCE READ IT. TOTALLY ON BOARD WITH THE PHILOSOPHY OF IT. AND YOU MENTIONED THAT YOU HAD THE GRAPHIC WHERE CONTENT REPRESENTED THE BIGGEST IDEA, AND I THINK WE ALL KNOW THAT THE REASON WHY THAT’S SO EMPHASIZED IN SCHOOLS IS BECAUSE OF THE HIGH ACCOUNTABILITY THAT WE HAVE RIGHT NOW FOR INDIVIDUAL TEACHERS AND FOR SCHOOLS. AND SO, THAT ACCOUNTABILITY IS DRIVEN BY STANDARDIZED TESTS, WHICH THEREFORE IF I’M A TEACHER I WANT TO MAKE SURE THAT I’M COVERING THAT CONTENT. I’M GOING TO PUT A LOT OF FOCUS ON THAT. SO MY CHALLENGE TO THE BOARD AND ALSO TO YOU AS A DISTRICT THAT IS REALLY TRYING TO DO THIS, IS TO THINK ABOUT HOW WE CAN SHIFT THAT PRIORITY FOR TEACHERS, RIGHT? AND ONE OF THE WAYS IS THAT– YOU TALKED ABOUT WE DON’T WANT TO MEASURE. WELL, MAYBE WE OBSERVE OR MEASURE. I DON’T KNOW WHAT IT LOOKS LIKE BUT SOMEHOW THE TEACHERS HAVE TO SEE THE VALUE IN THE OTHER 5 Cs. AND IF THEY SEE THE VALUE IN THE OTHER 5 Cs THEN YOU’LL START TO SEE THAT OUTCOME HAPPENING WITHIN STUDENTS. BUT I ALSO THINK THAT THE BOARD NEEDS TO THINK ABOUT HOW WE CAN APPROACH THOSE OTHER FIVE Cs, BECAUSE THE DECISIONS THAT WE MAKE HERE HAVE A SIGNIFICANT IMPACT ON WHAT ACTUALLY HAPPENS IN CLASSROOMS, AND WHAT ACTUALLY HAPPENS IN CLASSROOMS RIGHT NOW IS WHAT IS BEING MEASURED BY STANDARDIZED TESTS. SO I CONTINUE TO CHALLENGE YOU TO THINK ABOUT HOW WE CAN MAKE THAT A PART OF THE– MAYBE A PART OF THE EVALUATION PROCESS.>>AND I THINK YOU HEARD GODWIN HEIGHTS TALK ABOUT STUDENT TALK AS A PRIORITY BECAUSE THAT A HIGH LEVER TO PULL FOR STUDENT ENGAGEMENT. AND SO WHEN WE THINK ABOUT HOW THOSE OTHER Cs CAN FIT IN WITH– HOW DO WE ENGAGE STUDENTS IN LEARNING? IF IT’S RELEVANT, IF IT’S MEANINGFUL, IF IT’S PERSONAL TO THEM THEN THEY ARE GOING TO BE MORE ENGAGED, THEN THEY ARE GOING TO LEARN MORE. AND I WISH THERE WAS A — I WISH I HAD A GREAT ANSWER TO YOUR QUESTION. IF WE DID THIS, WOULD THIS PRESENTATION SOUND DIFFERENT? BUT I THINK THE FACT THAT WE BELIEVE THAT IT’S WORTH CHASING, AND WE BELIEVE THAT IT’S WORTH THE RESOURCES, AND IT’S NOT JUST US. THERE’S OTHER FOLKS ACROSS THE COUNTRY THAT BELIEVE WE NEED TO TAKE A CLOSE LOOK AT WHAT WE’RE DOING AND HOW WE’RE DOING IT. AND I THINK JUST THE FACT THAT WE HAVE THAT AWARENESS IS GOING TO LEAD TO IMPROVED OUTCOMES IN THE SHORT-TERM UNTIL WE CAN-FIGURE OUT HOW TO DO IT FOR THE LONG TERM.>>DR. Z, THEN LUPE, PLEASE.>>IT REALLY STRIKES ME HOW CLASS ORIENTED THIS THEORY IS. WHEN YOU THINK ABOUT THE STRUCTURE OF LEARNING, THE MOST BASIC LEARNING, LEARNING A FOREIGN LANGUAGE, YOU DON’T START OUT WITH MEANINGFUL STUFF, YOU START OUT WITH UNMEANINGFUL GIBBERISH. YOU GO THROUGH A– IF YOU ARE LEARNING A CLASSICAL LANGUAGE, TWO YEARS OR MORE OF TEDIUM BEFORE THE ACTIVITY BECOMES SELF REWARDING. WHAT MOTIVATES YOU THROUGH THOSE TWO YEARS OF TEDIUM? IN TRADITIONAL EDUCATION, IT WAS DO THIS AND YOU WILL LIVE, OKAY? SO SURVIVAL RATHER THAN JOY WAS THE MOTIVATION. YOU ARE DEALING WITH A POPULATION THAT HAS SPECIAL CHALLENGES BECAUSE THIS LEARNING THEORY ARISES FROM THE MIDDLE CLASS, WHERE THE TRANSITION FROM THE CHILD OF A PROFESSIONAL INTO THE LIFE OF PROFESSIONAL ISN’T NEARLY THE JOURNEY THAT IT IS FOR THE CHILD OF A BLUE COLLAR, OR AN IMPOVERISHED CHILD INTO THE TOTALLY UNKNOWN LIFE OF THE PROFESSIONAL. SO YOU HAVE GOT TWO ENTIRELY DIFFERENT JOURNEYS, AND YOU ARE USING A THEORY THAT IS GEARED TOWARDS THE SHORTER, EASIER JOURNEY RATHER THAN THE MORE DIFFICULT ONE. THAT IS MY RESERVATION AS I LISTEN TO THIS. CHILD-CENTERED INSTRUCTION, YOU PRESENTED AS IF THAT WERE A NEW IDEA. THAT’S WHAT I WAS TAUGHT IN EDUCATION CLASSES BACK IN THE ’70s. THAT IDEA HAS BEEN A CURRENCY OF THE LAST HUNDRED YEARS AND TO INTRODUCE IT AS SOMETHING NOVEL– I DON’T KNOW, IT MAKES ME WONDER, WHAT HAVE YOU BEEN DOING THE LAST 50 YEARS? THE LAST TWO SETS OF CURRICULAR STANDARDS THAT MICHIGAN HAS ADOPTED HAVE BEEN EXPLICITLY BASED ON SKILLS RATHER THAN CONTENT. I WAS UPSET WITH THE DEPARTMENT WHEN THEY INTRODUCED THE NEW SET OF STANDARDS AS IF ITS SHIFTING AWAY FROM CONTENT WAS SOMETHING NEW, WHEN ACTUALLY IT HAS BEEN EDUCATIONAL ORTHODOXY FOR THE LAST 50 YEARS. THERE ARE OTHER THEORIES THAT I LIKE, LIKE [ INDISTINCT ] CULTURAL LITERACY, WHO ARGUES THAT THE CONVERSE IS WHAT IS NEEDED. AN EMPHASIS ON CONTENT. THIS IS WHAT GIVES STUDENTS FROM NON-ENGLISH BACKGROUND AND MINORITY BACKGROUND THE VOCABULARY, THE LITERACY TO BE ABLE TO PARTICIPATE IN THE CULTURE ON AN EVEN– ON AN EVEN BASIS. I WISH YOU WELL, BUT I HAVE SOME CONCERNS ABOUT THE THEORETICAL APPROACH, AND I’LL BE VERY CURIOUS TO SEE HOW THINGS DEVELOP.>>I THINK THE SIX Cs ARE IMPORTANT WORK IN TERMS OF PREPARING KIDS FOR SUCCESS. OF COURSE THAT’S HOW THE TEACHERS DO IT IN THE CLASSROOM. I THINK THAT’S KEY. I THINK YOU ARE DOING SOME GOOD WORK, SO WE’LL SEE HOW IT GOES.>>I THINK FOR US IT’S A [ INDISTINCT ].>>LUPE?>>OKAY, I WILL FINISH THIS COMMENT SESSION WITH SOMETHING VERY, VERY POSITIVE. FIRST OF ALL, WE’RE IN WEST MICHIGAN, WE’RE IN GRAND RAPIDS, AND AS A STATE BOARD THAT MAKES ME VERY HAPPY. NOW ONE WORD THAT YOU USED IN YOUR PRESENTATION WAS “JOY.” I WAS IN THE CLASSROOM FOR 36 1/2 YEARS AND THAT WAS A KEY WORD, JOY. IF A CHILD IS LEARNING AND HE FEELS SAFE, AND HE FEELS HIS DIGNITY IS INTACT, AND HE FEELS RESPECTED, HE IS GOING TO LEARN, AND ALL OF YOUR PRESENTATIONS HERE TODAY WOULD USE THAT WORD, JOY. AND I AM OVERWHELMED TO SIT HERE AND LISTEN TO YOUR PRESENTATION, ALL OF US ARE DOING THE BEST JOB THAT WE CAN. ALL OF US ARE DOING SOMETHING POSITIVE FOR THOSE LIFETIME LEARNERS, AND TO GET THEM OUT IN THE– IN THE WORLD, AND BE PRODUCTIVE CITIZENS. THE REASON WHY THERE’S DOCTORS RIGHT NOW, THERE’S LAWYERS, THERE’S ELECTRICIANS, THERE’S– EVERYTHING IS BECAUSE OF US. BECAUSE OF US EDUCATORS. SO IT IS HAPPENING. WE ARE EDUCATING OUR STUDENTS, AND I AM THRILLED AS A TEACHER, AS A PRINCIPAL, AND EVERYTHING ELSE, TO HEAR ALL OF THESE POSITIVE THINGS THAT ARE HAPPENING IN CLASSROOMS, BECAUSE TEACHERS WANT TO BE ELEVATED FOR THE WORK THAT THEY ARE DOING EVERY DAY, AND IT IS GREAT TO HEAR WHAT YOU– YOUR METHODS WERE TODAY. SO I THANK YOU. I THANK YOU VERY MUCH.>>THANK YOU VERY MUCH FOR YOU PRESENTATIONS. WE APPRECIATE IT. [ APPLAUSE ]>>IF I COULD JUST QUICKLY– COULDN’T SAY IT ANY BETTER THAN THAT, BUT I DO WANT TO JUST LET YOU KNOW HOW MUCH WE APPRECIATE YOUR HONESTY, YOUR OPPORTUNITY TO COME HERE TO WEST MICHIGAN, AND TAKING ADVANTAGE OF THE OPPORTUNITY TO COME TO WEST MICHIGAN. WE APPLAUD YOU FOR YOUR SERVICE, AND WE THANK YOU FOR ALLOWING US TO SHARE, LIKE KEVIN SAID, [ INDISTINCT ], THAT WE SHARE THAT VISION OF TOP 10 IN 10. YOU GOT A LITTLE BIT OF A SNAPSHOT IN TERMS OF WHAT WE’RE DOING HERE IN KENT ISD IN TERMS OF WORKING TOWARDS THAT. AND I KNOW THERE’S LITTLE BIT MORE ON THE AGENDA COMING UP HERE FROM KENOWA HILLS AS WELL. BUT THANK YOU FOR ALLOWING US SHARE. THANK YOU FOR TAKING TIME TO LEARN.>>THANK YOU. NEXT ITEM ON THE COMMITTEE OF A WHOLE AGENDA IS PRESENTATION ON COMPETENCY-BASED EDUCATION. COMPETENCY-BASED EDUCATION ON PERSONALIZED LEARNING SYSTEMS A MAIN ATTRACTION AROUND THE STATE AND AROUND THE COUNTRY. THIS PRESENTATION WILL PROVIDE AN OVERVIEW OF THE MICHIGAN DEPARTMENT OF EDUCATION, ALONG WITH SOME LOCAL VISITORS ON THE WORK THAT THEY ARE DOING ON COMPETENCY-BASED EDUCATION THROUGHOUT THE STATE OF MICHIGAN. LINDA FORWARD FROM THE MICHIGAN DEPARTMENT OF EDUCATION AND OTHERS WILL BE COMING FORWARD FOR THIS PRESENTATION.>>GET EVERYBODY ON THE TABLE.>>ALL RIGHT, HAND THE CHAIRS OVER TO–>>OH, OKAY.>>ALL RIGHT, LINDA, TAKE IT AWAY.>>THANK YOU. GOOD MORNING. WE’RE DELIGHTED TO BE HERE. WE WANT TO SPEND SOME TIME THIS MORNING SHARING WITH YOU SOME WORK ON COMPETENCY-BASED EDUCATION THAT’S GOING ON AROUND THE STATE, AS YOU ARE AWARE FROM YOUR AGENDA. WE ALSO HAVE SOME CRITERIA FOR A GRANT THAT THE LEGISLATURES PROVIDED TO US. WE WANT TO SHARE SOME OF THE INFORMATION ON THAT AS WELL DURING THIS PRESENTATION. WE WANT TO SHARE WITH YOU WHAT COMPETENCY-BASED EDUCATION IS AND WHAT IT ISN’T BECAUSE IT HAS A REPUTATION OF PERHAPS BEING KIDS IN FRONT OF A COMPUTER, PUSHING A BUTTON. AT LEAST THE PEOPLE WE BROUGHT IN HERE TODAY DON’T SEE IT THAT WAY, SO WE THOUGHT IT MIGHT BE BEST TO HAVE SOME OF THE PRACTITIONERS FROM ACROSS THE STATE SHARE WITH YOU WHAT THEY ARE DOING IN THEIR DISTRICTS AND THEIR ISDs. SO WITH THAT SAID, IF I PUSH THE RIGHT BUTTON, WE’LL MOVE ON. NO, WE CAN’T. THERE WE GO. SO FIRST OF ALL, I JUST WANT TO GROUND THIS IN OUR TOP 10 IN 10 INITIATIVE. YOU SEE THAT BLUE BAND UP THERE– LEARNER-CENTERED SUPPORTS. COMPETENCY-BASED EDUCATION FITS VERY NICELY WITH SEVERAL OF THOSE INITIATIVES. FOR A STUDENT TO BE ABLE TO LEARN, YOU’VE HEARD IT FROM THIS EARLIER PRESENTATION THIS MORNING, THEY NEED TO HAVE THE SUPPORTS THAT ARE PERSONALIZED TO THEM. THEY’RE DIFFERENT FROM YOUR CHILDREN, DIFFERENT FROM MY CHILDREN, THEY ALL NEED A DIFFERENTIATED SET OF SUPPORTS TO LEARN THE KNOWLEDGE THAT WE WOULD LIKE THEM TO GAIN. THEY ALSO NEED TO HAVE THAT LEARNING PERSONALIZED FOR THEM. I SHARE FREQUENTLY AT THIS GROUP STORIES ABOUT MY GRANDSON. HE IS DEFINITELY A KINESTHETIC LEARNER. IF YOU COULD FIND A WAY FOR HIM TO MOVE TO LEARN HE’D MASTER EVERYTHING IN VERY SHORT ORDER. HAVING TO SIT AND READ, NOT EXACTLY HIS THING, ALTHOUGH HE DOES IT. ALSO WE WANT CHILDREN TO UNDERSTAND THE CONTENT WELL. HOW MANY OF YOU LEARNED SOMETHING FOR THE TEST AND SIX MONTHS LATER IT WAS GONE, MAYBE EVEN 3 WEEKS LATER IT WAS GONE. AND SO IN ORDER TO REALLY UNDERSTAND WHAT IT IS WE WOULD LIKE THEM TO LEARN, WE NEED TO GET INTO A DEEPER FOUNDATIONAL EXPERIENCE FOR THEM. AND WE THINK THAT THIS COMPETENCY-BASED PROCESS IS ONE THAT WILL BENEFIT STUDENTS ACROSS THE STATE. GREG AND HIS TEAM HAVE BEEN WORKING ON THIS FOR SOME YEARS NOW. YOU REMEMBER THAT THE GOVERNOR GAVE A SPEECH ABOUT ANYWHERE, ANY TIME, ANY PLACE AT ANY PACE. AND SO AT THAT POINT, THE TEAM STARTED WORKING ON WHAT WAS OUT THERE, WHAT WAS HAPPENING. AND SO THEY’VE PUT TOGETHER SOME FOUNDATIONAL CONCEPTS WE WANT TO SHARE WITH YOU TODAY, SHARE WITH YOU THE EXPERIENCES THAT SOME OF THESE DISTRICTS ARE HAVING WITH COMPETENCY-BASED EDUCATION, AND THEN GIVE YOU A LITTLE INSIGHT INTO WHAT THE GRANT IS ASKING FOR, BECAUSE WE SEE THAT AS SORT OF A PETRI DISH OF THINGS THAT CAN HAPPEN FOR ALL OF US TO UNDERSTAND THIS A LITTLE BIT BETTER. SO I’LL TURN THIS OVER TO GREG.>>THANK YOU. SO IF YOU LOOK AT THE SCREEN HERE, YOU’LL SEE A POLICY SCAN THAT [ INDISTINCT ] DID. THE ONE ON THE LEFT IS FROM 2012, AND THE ONE ON THE RIGHT IS VERY RECENT, FROM 2017, AND THE COLOR IS A LITTLE OFF HERE, BUT YOU’LL NOTICE IF YOU START FROM THE TOP THERE, AND PLEASE DON’T TRY TO READ THE TEST. THE RED IS KIND OF THE MORE ADVANCED STATES, GREEN BEING THAT NEXT LEVEL, AND THEN THERE’S A YELLOW-ISH COLOR, AND ESSENTIALLY WHAT WE HAVE HERE, THOUGH, IF WE LOOK AT WHAT HAS HAPPENED AROUND THE COUNTRY, WE SEE THAT MICHIGAN IS NOT THE ONLY STATE HAVING THESE CONVERSATIONS. AND THAT IN FACT, MANY OTHER STATES ARE LOOKING AT COMPETENCY-BASED EDUCATION AS A SOLUTION FOR SUPPORTING STUDENTS WHERE THEY ARE AT AND PROVIDING BETTER SERVICES FOR STUDENTS. MICHIGAN FROM 2012 THROUGH 2017 HAS REMAINED AN EMERGING STATE, ALTHOUGH I WOULD ARGUE THAT GIVEN THE RECENT LEGISLATION, WE WOULD BE MOVING INTO THE MORE ADVANCED LEVELS OF IMPLEMENTATION. ALSO, GIVEN THE FACT THAT WE HAVE GOOD LOCAL CONTROL, WE HAVE THE MICHIGAN MERIT CURRICULUM AND WE HAVE BEEN IMPLEMENTING SEAT TIME WAIVERS HAVE ALLOWED US SOME FLEXIBILITY I THINK THAT HAVE MADE IT POSSIBLE FOR SOME OF THESE MODELS TO KIND OF FLOURISH THROUGHOUT THE STATE OF MICHIGAN. SO HERE’S THE QUESTION TODAY– WHAT IS COMPETENCY? AND THERE ARE KIND OF TWO ACCEPTED NOTIONS OF HOW WE TALK ABOUT COMPETENCY, NOT JUST IN MICHIGAN, BUT WITH SOME OF THE OTHER STATES THAT WE WORK WITH. ONE IS THAT STATE OF BEING, OR HAVING THE ABILITY, SO A STUDENT IS COMPETENT IN THE CONTENT. THIS GETS US AWAY FROM THE NOTION OF SOCIAL PROMOTION TO GRADE LEVELS OR LETTING STUDENTS GET BY WITH A D-MINUS, SO THAT NOTION OF COMPETENCY OR PROFICIENCY. AND THE NEXT IS THE THINGS OR THE DEMONSTRATIVE SET OF KNOWLEDGE AND SKILLS, AND BY THAT I MEAN FOR EXAMPLE SETS OF CONTENT STANDARDS THAT MAY COME FROM DIFFERENT SUBJECT AREAS THAT ARE NATURALLY KIND OF COLLECTED TOGETHER AND STUDENTS ARE ABLE TO DEMONSTRATE WHAT THAT COMPETENCY IS. SO IT’S A HIGHER LEVEL DEMONSTRATION OF KNOWLEDGE AND SKILLS THAT STUDENTS CAN DEMONSTRATE, AND I HAVE AN EXAMPLE THAT I’LL SHARE IN A MOMENT. IF WE LOOK AT THE LITERATURE, AND WHAT WE HAVE SEEN IN THE RESEARCH, IN THE TOP OF THIS TABLE YOU’LL SEE THAT THERE ARE FIVE COMPONENTS THAT ARE VERY BROADLY ACCEPTED, AGAIN, WITHIN MICHIGAN, BUT ALSO ACROSS THE COUNTRY AND WITHIN OTHER STATES. I’M NOT GOING TO READ THOSE, BUT THOSE ARE KIND OF THE MAIN COMPONENTS THAT WE SEE IN, NOT JUST LITERATURE, BUT THIS IS WHAT WE’RE SEEING EMERGE IN SOME SCHOOL DISTRICTS ACROSS THE STATE OF MICHIGAN. SOME MAY BE SPECIALIZING IN ONE OR TWO OF THESE COMPONENTS, WHERE OTHERS MIGHT BE KIND OF TAKING ON ALL FIVE. AND THEN ON THE BOTTOM OF THE TABLE, I HAVE INCLUDED DEFINITIONS THAT HAVE BEEN DEVELOPED HERE IN MICHIGAN FOR THESE THREE COMPONENTS. ONE IS THE PERSONALIZED LEARNING, SO THAT’S THAT STUDENT LEVEL, OR THE LEARNING THAT TAKES PLACE WITH THE STUDENT, NOTICING THAT WITHIN THOSE COMPONENTS THINGS LIKE THE PACING BEING VARIABLE. AND AGAIN, THAT STUDENTS ADVANCING IS BASED ON PROFICIENCY. NEXT WE MOVE TO THE PERSONALIZED TEACHING, WHICH IS THAT INSTRUCTIONAL DELIVERY. THAT’S THE COLLABORATION BETWEEN THE STUDENTS AND THE TEACHER. THERE IS FLEXIBILITY IN HOW THE INSTRUCTION IS DELIVERED BASED ON THE STUDENT NEED, AND THEN THIS CONCEPT OF STUDENT OWNERSHIP, WHICH IS NOT NEW, BUT IS REALLY EMPHASIZED IN THIS MODEL. AND THEN THE TECHNOLOGY WE HAVE ACTUALLY KEPT OUT INTENTIONALLY, BECAUSE WE KNOW THAT YOU CAN DO– YOU CAN HAVE PERSONALIZED LEARNING, YOU CAN DO PERSONALIZED TEACHING WITHOUT TECHNOLOGY. HOWEVER, WHAT WE’RE SEEING IS THAT IF YOU LEVERAGE THE TECHNOLOGY, YOU ARE ABLE TO DO IT BETTER AND REALLY KIND OF TAKE ADVANTAGE OF THE TOOLS THAT IT PROVIDES. SO DEFINING COMPETENCY-BASED EDUCATION IN MICHIGAN, THE THINGS THAT I JUST SHARED ARE THOSE WORKING DEFINITIONS ARE THE COMPONENTS, BUT OUR PLAN HERE NOW IS TO DEVELOP A MORE DEFINITE DEFINITION OF COMPETENCY-BASED EDUCATION IN MICHIGAN. WE HAVE BROUGHT TOGETHER A STEERING COMMITTEE THAT IS GOING TO MEET. WE’RE GOING TO LOOK AT WHAT IS OUT THERE IN THE RESEARCH AND LITERATURE, AND BEST PRACTICES, DEVELOP OUR DEFINITION OF MICHIGAN, AND THEN SHARE THAT OUT FOR SOME FEEDBACK. AND THIS CHART I JUST USED AND I’LL LEAVE YOU FOR A QUICK SECOND TO KIND OF LOOK AT IT, BUT WE THINK ABOUT THE TRADITIONAL SYSTEM AND THIS IS THE ONE THAT I WENT THROUGH K-12. AND THEN WE LOOK AT THIS COMPETENCY-BASED SYSTEM. IT JUST PROVIDES A LITTLE BIT OF A COMPARISON ABOUT HOW THE TWO WORK DIFFERENT. SO INSTEAD OF JUST PARTICIPATION, OR BEING IN CLASS, THE CREDIT IS BASED ON PROFICIENCY. PACING AGAIN IS VARIABLE, AND STUDENTS MOVE ON WHEN THEY HAVE MASTERED CONTENT. WE’RE LOOKING AT REPORTING AROUND LEARNING OBJECTIVES OR TARGETS, SO NOT JUST END OF COURSE GRADES. MEASURING WHAT STUDENTS KNOW AND CAN DO COMPARED TO JUST WHAT THEY KNOW, AND THEN ALSO BEING ABLE TO HONOR THAT LEARNING THAT HAPPENS OUTSIDE OF THE TRADITIONAL SCHOOL DAY. HOW DO WE THEN TRANSFER THAT BACK INTO OUR REPORTING SYSTEMS FOR OUR STUDENTS TO LET THEM MOVE AT THEIR OWN PACE. AND THEN LINDA MENTIONED WHAT COMPETENCY-BASED EDUCATION IS NOT. AND THESE ARE JUST KIND OF SOME OF THE MYTHS THAT WE HEAR ABOUT AT LEAST OR THAT COME TO OUR ATTENTION. ONE IS THAT IT IS STRICTLY ONLINE COURSES. IT DOESN’T MEAN THAT THERE AREN’T ONLINE COURSES, BUT IT’S BASED ON WHAT STUDENTS NEED AT THAT POINT IN THEIR LIFE OR THEIR ACADEMIC CAREER. SO IT’S NOT JUST STRICTLY THOSE ONLINE COURSES. THE OTHER IS THAT WE HAVE HEARD THAT IT’S A WAY TO REPLACE TEACHERS, WHICH I THINK THE EXAMPLES WE SHARED TODAY WILL ILLUMINATE THAT IT IS ACTUALLY PROBABLY OPPOSITE OF THE CASE. AND THE THIRD IS THAT IT’S A PROGRAM OR A THING THAT YOU CAN KIND OF PURCHASE AND JUST IMPLEMENT IN YOUR SCHOOL. THE TRUTH IS THAT IT’S A SYSTEM AND IT’S MUCH MORE THAN THAT. SO THIS IS JUST AN EXAMPLE, AND THERE’S A LOT OF TEXT HERE. I DON’T SHARE THIS TO SEE WHO HAS THE BEST VISION, BUT JUST TO SHOW KIND OF WHAT WE MEAN WHEN WE TALK ABOUT BREAKING DOWN COMPETENCY FROM THE STANDARDS. SO IN THIS ILLUSTRATION HERE, IF YOU START ON THE RIGHT YOU HAVE ELEMENTARY SCHOOL, MIDDLE SCHOOL, AND THEN ALL THE WAY ON THE LEFT HIGH SCHOOL. AND YOU NOTICE WE HAVE JUST FIVE CIRCLES IN ELEMENTARY, FOUR IN MIDDLE SCHOOL, AND THREE IN HIGH SCHOOL. SO THESE ARE VERY HIGH-LEVEL COMPETENCIES, AND WHAT WE’RE GOING TO DO IS WE’RE GOING TO LOOK AT THIS ONE RIGHT HERE IN A LITTLE MORE DETAIL AND JUST SEE HOW IT BREAKS DOWN IN TERMS OF THE ASSESSMENTS AND THE COMPETENCIES AND THE STANDARDS. THE INTENT WOULD BE AT SOME POINT TO PROVIDE SOME MODELS FOR ALL CONTENT AREAS THAT SCHOOLS AND DISTRICTS COULD USE. SO AS THEY IMPLEMENT IN TERMS OF THE STATE AND THE STAKEHOLDERS PROVIDING SUPPORT, THEY DON’T NECESSARILY HAVE TO DO THIS HEAVY LIFTING ON THEIR OWN. BUT THIS IS WHAT WAS IN THE CIRCLE ON THAT BOX ON THE TOP, WHICH IS OUTLINED. DEMONSTRATE THE ABILITY TO INTERPRET, ANALYZE, AND BUILD FUNCTIONS THAT MODEL REAL-WORLD PHENOMENA. AND SO WHAT WE HAVE UNDERNEATH THAT AS WE WORK OUR WAY DOWN, WE HAVE THOSE SUMMATIVE ASSESSMENTS, SO THERE IS A WAY THE STUDENTS DEMONSTRATE THAT THEY CAN DO THAT. IT DOESN’T HAVE TO BE A PAPER/PENCIL TEST, IT DOESN’T HAVE TO BE AN ONLINE TEST, IT CAN BE A COMBINATION OF THINGS. BUT THERE’S THAT SUMMATIVE POINT WHERE YOU REALLY DETERMINE WHETHER OR NOT STUDENTS ARE COMPETENT IN THAT CONTENT. AND THEN AS WE MOVE DOWN TO WHAT WE CALL THESE INTERIM ASSESSMENT BLOCKS, YOU’LL SEE THOSE BLUE SQUARES THERE, LINEAR FUNCTIONS, QUADRATICS FOR EXAMPLE, THAT’S ANOTHER LEVEL. SO AS YOU MOVE DOWN FROM THERE, YOU GET EVENTUALLY INTO THE STANDARDS, BUT IN THIS EXAMPLE, LET’S SAY A STUDENT LEARNS LINEAR FUNCTIONS IN THEIR CTE COURSE, OKAY. WE CAN REPRESENT IN OUR REPORTING SYSTEMS THAT STUDENTS KNOW THAT CONTENT AND ALLOW THEM TO MOVE ON. SO WE DON’T HAVE TO REDELIVER, IF YOU WILL, THAT CONTENT IN THE CLASSROOM. SO WE’RE CALLING THIS THE BIG IDEAS, AND AGAIN, THIS IS JUST A MODEL. THIS IS NOT SOMETHING THAT OF COURSE WOULD BEING MANDATED BY THE STATE, BUT IN BEING RESPONSIVE TO THE REQUESTS THAT WE HAVE HAD FROM SCHOOL DISTRICTS THIS IS ONE OF THE THINGS THAT WE HAVE BEEN WORKING ON TO HELP ILLUSTRATE WHAT THAT LOOKS LIKE. AND I MENTIONED THE STUDENT OWNERSHIP, AND THESE ARE– AGAIN, I KNOW THAT THE TEXT IS SMALL BUT JUST TO GIVE YOU A VISUAL. SO IF WE LOOK AT THE TRANSCRIPT ON THE LEFT, AND IT’S HARD TO SEE ON THIS SCREEN, BUT THERE ARE ACTUAL LINKS IN THERE. SO STUDENTS CAN TAKE THIS TRANSCRIPT TO AN EMPLOYER OR HIGHER ED INSTITUTION, AND CLICK ON THOSE LINKS, AND SEE MORE ABOUT THE COURSE. SO THAT’S MORE ADVANCED THAN THE ONE I HAD, WHICH IS PROBABLY A MICROFICHE AT THIS POINT. BUT THEN IF WE MOVE TO THE RIGHT, AND WE TALK MORE ABOUT THIS ABILITY TO HAVE AN INTERACTIVE REPORT FOR STUDENTS THAT’S UPDATED IN REAL TIME, WE SEE HOW MUCH RICHER IT CAN GET. AND THIS IS KIND OF THAT TOP LAYER, SO THAT NEXT LAYER DOWN WOULD BE WHERE YOU GET INTO ACTUAL CONTENT FOR STUDENTS. SO AS A STUDENT, I COULD GO SHARE THIS WITH A POTENTIAL EMPLOYER, AND THEY CAN SEE EXACTLY WHAT I CAN DO, AND HOW I HAVE BEEN ABLE TO DEMONSTRATE THAT, PERHAPS. SO WE’VE GOT THINGS IN HERE, THE ACADEMIC COMPONENTS ARE IN HERE. SOME I HAVE SEEN WITH EXAMPLES LIKE THE 21st CENTURY SKILLS THAT FOLKS HAVE ADDED, THE THINGS THAT THE WORKFORCE TELLS US THEY ARE LOOKING FOR. SO, ARE YOU PUNCTUAL? CAN YOU WORK WELL WITH OTHERS? AND SOME OF THOSE OTHER SKILLS CAN ALSO BE REPRESENTED IN THIS REPORT. THINGS LIKE YOUR INTERESTS, AWARDS THAT YOU HAVE RECEIVED, RECOGNIZED DIGITAL BADGES, THOSE KINDS OF THINGS CAN ALL OF THE SUDDEN PROVIDE A REALLY GOOD INDICATION OF WHAT STUDENTS KNOW AND WHAT THEY CAN DO, AND THIS PERSONALIZES THAT REPORTING SYSTEM THEN FOR THE STUDENTS. SO THE NEXT QUESTION IS ALWAYS, WELL, WHAT ABOUT COLLEGES? WHAT ARE THEY GOING TO DO WHEN THEY RECEIVE THIS TRANSCRIPT? AND THIS REPORT IS JUST AN EXAMPLE OF WHAT WE HAVE BEEN HEARING, AND THIS IS CONSISTENT WITH WHAT I HAVE HEARD AT LEAST WORKING WITH THE ADMISSIONS OFFICERS IN MICHIGAN. BUT BASICALLY, WHAT THEY’VE TOLD US IS THAT THEY GET TRANSCRIPTS FROM LITERALLY AROUND THE WORLD. THEY GET SOME THAT ARE NARRATIVE. THEY GET SOME THAT ARE FROM PUBLIC SCHOOLS. SOME FROM PRIVATE SCHOOLS. THEY GET SOME FROM HOME SCHOOL PARENTS. SO THEY ARE KIND OF USED TO SEEING A VARIETY OF DIFFERENT TRANSCRIPTS. AND IT WASN’T THAT THERE WAS CONCERN ABOUT THE COMPETENCY-BASED TRANSCRIPTS. THEY ACTUALLY THOUGHT THAT IT PROVIDED THEM WITH MORE CRITICAL INFORMATION, BUT THERE IS PROBABLY GOING TO NEED TO BE SOME CORRESPONDENCE THERE ABOUT WHAT THE REPORTS MEAN. AND THEN THE NEXT QUESTION IS ALWAYS, WELL, WHAT ABOUT THE WORKFORCE? IN 2014, WE HELD A SUMMIT WHERE WE BROUGHT TOGETHER K-12 EDUCATORS, MEMBERS FROM DIFFERENT SECTORS OF THE WORKFORCE, AND INTERMEDIATE SCHOOL DISTRICTS AND HAD A CONVERSATION ABOUT CAREER AND COLLEGE READINESS. AND IT WAS THE WORKFORCE PARTNERS THAT REALLY KIND OF PUSHED US TOWARD THIS CONVERSATION ABOUT COMPETENCY-BASED EDUCATION, BECAUSE THEY INDICATED THAT THE TRADITIONAL TRANSCRIPT DID NOT GIVE THEM A GREAT IDEA OF WHAT THE STUDENTS KNEW OR WHAT THEY COULD DO. SO THESE CONVERSATIONS AREN’T NEW, AND ACTUALLY HAVE JUST KIND OF DEVELOPED OUT OF A RESPONSE TO THOSE KINDS OF THINGS. AND THEN THE FIGURE ON THE RIGHT THERE IS JUST AN EXAMPLE OF INDUSTRY RECOGNIZED DIGITAL BADGES FOR CYBER SECURITY COMPANY. SO THIS IS AN EXAMPLE OF HOW COMPETENCY-BASED REPORTING FITS INTO OTHER SECTORS. SO WE HAVE THREE EXAMPLES TO SHARE. KENOWA HILLS, FRASER PUBLIC SCHOOLS, AND OAKLAND SCHOOLS. THREE KIND OF DIFFERENT APPROACHES. THEY ARE GOING TO SHARE SOME INFORMATION ABOUT THEIR JOURNEY, SO I’M GOING TO HAND IT OVER TO THEM. AND I THINK KENOWA HILLS, YOU WERE HERE FOR A TOP 10 IN 10 PRESENTATION AT ONE POINT AS WELL. SO IT’S GOOD TO HAVE YOU BACK.>>THANK YOU, SUPERINTENDENT, THANK YOU, BOARD OF EDUCATION. AND THANK YOU BOARD AND GREG FOR THE NICE INTRODUCTION. WE’RE PROUD TO BE HERE TODAY TO GIVE YOU A LITTLE BIT OF A SNAPSHOT OF OUR JOURNEY THAT WE HAVE BEEN ON FOR THE LAST SEVERAL YEARS SURROUNDING OUR STUDY OF COMPETENCY-BASED EDUCATION, AND I APPLAUD THE BOARD OF EDUCATION FOR HAVING CONVERSATIONS SURROUNDING THIS AS WELL. I THOUGHT WE WOULD START WITH, LIKE STEPHEN COVEY SAID, BEGIN WITH THE END IN MIND. SO AS GREG HAS KIND OF ALLUDED TO, I THOUGHT I WOULD TURN IT OVER TO DR. MICHAEL BURDE. HE IS OUR ASSISTANT SUPERINTENDENT AT KENOWA HILLS AND HE’S GOING TO SHARE TWO SLIDES ON WHAT IS COMPETENCY-BASED EDUCATION AS IT RELATES TO THE WORK THAT WE’RE DOING IN KENOWA HILLS.>>GREAT, SO JUST TO SET KIND OF THE BASELINE. HOW WE APPROACH COMPETENCY-BASED ED, THERE’S THREE KEY FACTORS WE LOOK AT: KNOWLEDGE, SKILLS, AND DISPOSITIONS. KNOWLEDGE IS THAT LOW-HANGING FRUIT FOR A LOT OF DISTRICTS BEGINNING IN THIS WORK, BECAUSE THOSE ARE THE THINGS WE DEAL WITH ON A DAILY BASIS WITH OUR CONTENT STANDARDS. I WOULD SAY THE SHIFT TO SKILLS AND DISPOSITIONS AND LIFTING THOSE UP ARE– I DON’T WANT TO SAY UNIQUE, BECAUSE WE HAVE BEEN DOING THAT FOR YEARS, BUT MONITORING THOSE AND MEASURING THOSE OVER TIME THROUGHOUT A STUDENT’S EDUCATIONAL EXPERIENCE I THINK IS SOMEWHAT UNIQUE. SO SKILLS ARE SIMPLY THE STRATEGIES FOR LEARNING. COLLABORATION IS SOMETHING WE FOCUS IN ON AT KENOWA HILLS AS A KEY LEVER WITHIN THAT AREA, AND THEN DISPOSITIONS ARE SIMPLY YOUR BEHAVIORS THAT CONTRIBUTE TO LEARNING– THINGS LIKE GRIT’S A POPULAR WORD, PERSISTENCE, LEADERSHIP. BUT AGAIN, A NOTE ON THAT SLIDE IS A LOT OF DISTRICTS ENGAGING IN THIS WORK INITIALLY START WITH KNOWLEDGE AS THE INITIAL STARTING POINT. NEXT SLIDE. BUT WE FEEL IT’S ALSO PERSONALIZED LEARNING. SO COMPETENCIES AND PERSONALIZING THIS WORK WALK HAND IN HAND, AND I THINK THEY ARE CODEPENDENT. AND WHAT WE MEAN BY THAT IN KENOWA HILLS IS WE LIKE TO FOCUS ON OUR LEARNER PATHWAYS AS TIME BEING A VARIABLE. AND ALSO REALLY CONCENTRATING ON THE ZONE APPROXIMATE DEVELOPMENT, BECAUSE WE KNOW IF WE CAN GET IN THE STUDENT’S [ INDISTINCT ] WE CAN ACCELERATE LEARNING. SO AT KENOWA HILLS WE CALL IT PERSONAL MASTERY, AND AGAIN, IT’S THAT PERSONALIZATION AND COMPETENCIES WALKING HAND IN HAND.>>SO TO GIVE YOU A LITTLE BIT OF A GLANCE AT KENOWA HILLS, ONE OF THE THINGS THAT WE QUICKLY DISCOVERED IN OUR JOURNEY IS THAT COMPETENCY-BASED EDUCATION IS SOMETHING THAT CAN BE APPLIED TO ALL DEMOGRAPHICS, TO ALL SIZED DISTRICTS, SO HERE IS A FEW BULLET POINTS ABOUT KENOWA HILLS, BUT THE IMPORTANT THING WITH THAT IS, IN OUR STUDY, WE FOUND THAT COMPETENCY-BASED EDUCATION EXISTS IN DISTRICTS OF 500 STUDENTS AND DISTRICTS OF 50,000 STUDENTS, AND DEMOGRAPHICS OF 100% POVERTY OR 0% POVERTY. THERE’S NO BOX IN WHICH YOU CAN PUT THE DEMOGRAPHICS ASSOCIATED WITH WHEN COMPETENCY EDUCATION WORKS. AND WE ARE IN NORTHWEST GRAND RAPIDS, SO THIS IS HOME TO US. TO BEGIN WITH, WE STUDIED– WHEN I STARTED SEVEN YEARS AGO AT KENOWA HILLS WE STUDIED– WE CONFRONTED SOME HARD TRUTHS, SOME REALITIES, AND ONE OF THE THINGS THAT CAME ABOUT OF THAT IS OUR ISD COMMISSIONED A STUDY OF ENGAGEMENT OF HIGH SCHOOL– OF SECONDARY– SPECIFIC TO HIGH SCHOOL, STARTING IN 9th GRADE. THEY DID THESE OVER TWO YEARS, AND I PUT THESE UP HERE AS JUST SOME EXAMPLES OF WHAT WE FOUND AS WE PULLED DATA OUT OF THAT ENGAGEMENT SURVEY OF OUR STUDENTS. WE– THIS SURVEY AFFIRMED WHAT WE ALREADY KNEW ABOUT STUDENTS AT THE SECONDARY LEVEL, AND THEIR LACK OF ENGAGEMENT, THEIR LACK OF INTEREST, AND THAT’S OFTENTIMES WHY THEY ASK THE QUESTION, WHY AM I LEARNING THIS? ANOTHER THING THAT WE LOOKED AT, IN ADDITION TO THE ENGAGEMENT, WAS HOW OUR STUDENTS WERE DOING IN THE CLASSROOM. AND TO OUR SURPRISE, WE FOUND THAT AFTER JUST ONE SEMESTER IN OUR SECONDARY LEVELS GRADE 6-12, ONE IN FIVE STUDENTS HAD EXPERIENCED A FAILURE IN A CLASS, 20% OF OUR STUDENTS HAD EXPERIENCED A FAILURE IN CLASS. WHEN WE DOVE EVEN DEEPER INTO THAT WE FOUND THAT ONE IN THREE OF OUR STUDENTS WERE EARNING A D IN CLASS. NOW THAT IS ALARMING TO US, IT’S PROBABLY ALARMING TO YOU, BUT IT IS A REALITY OF ALL OF– IT’S A REALITY OF WHAT PUBLIC SCHOOLS FACE– WHAT ALL SCHOOLS FACE TODAY, IS THAT STUDENTS ARE NOT ENGAGED AND THEY ARE NOT MEETING THE DEMANDS AND RIGOR OF THE CLASSROOM. WHAT IS EVEN MORE ALARMING IS WHEN YOU ASK STUDENTS WHY, WHAT IT WAS WHY YOU EARNED AN F OR E IN ALGEBRA, THEY COULDN’T EXPLAIN. THEY DIDN’T KNOW WHY IT WAS. PARENTS DIDN’T KNOW WHAT IT WAS, WHERE THOSE DEFICIENCIES WERE, AND THAT’S BECAUSE THERE WAS A LACK OF UNDERSTANDING THE COMPETENCIES THAT GO INTO THOSE AREAS. AND IT’S NOT A FAILURE OF OUR TEACHERS. OUR TEACHERS WORK HARD EACH AND EVERY DAY, THEY DO A PHENOMENAL JOB, AN ABSOLUTELY PHENOMENAL JOB. OUR INSTRUCTIONAL LEADERS, OUR BUILDING PRINCIPALS DO A PHENOMENAL JOB. WE FOUND THAT IT WAS A FAILURE OF THE SYSTEM TO SUPPORT THE TEACHERS AND OUR PRINCIPALS, AND HOW WE COULD– WHAT WE NEEDED TO DO TO CORRECT THE SYSTEM. SO WE STARTED WITH, AS DR. SHIBLER DID IN ROCKFORD, WE STARTED WITH SURVEYING OUR STAKEHOLDERS. WE HAD A COMMUNITY SURVEY WHERE WE SENT IT OUT TO OVER 10,000 HOUSEHOLDS IN PRINT, AND ALSO ENCOURAGED THEM IF THEY DIDN’T WANT TO DO IT IN PRINT, TO DO IT ONLINE. WE SURVEYED ALL OF OUR STUDENTS, EVERY SINGLE ONE OF OUR STUDENTS, AT THAT POINT ABOUT 3,100 STUDENTS, BEGINNING WITH OUR KINDERGARTENS, AND YES, THEY CAN GIVE YOU SOME VALUABLE INPUT ON WHAT THEY BELIEVE IS NEEDED IN THEIR SCHOOLS. WE SURVEYED OUR STAFF, OUR PARENTS, AND LOCAL BUSINESS OFFICIALS. AND WE ASKED TWO KEY QUESTIONS: WHAT DO STUDENTS NEED TO KNOW TO BE SUCCESSFUL IN THE 21st CENTURY, AND IF NEEDED WHAT SHOULD WE CHANGE WITH OUR SYSTEM TO MAKE IT BETTER FOR THEM? AND THAT’S WHERE WE– WE DID THAT TO DEVELOP OUR STRATEGIC PLAN. WHEN WE GOT THAT INFORMATION FROM OUR STAKEHOLDERS, WE DECIDED THAT WE NEEDED TO DO A LOT OF HOMEWORK ASSOCIATED WITH IT. SO THEY ARE TELLING US CERTAIN THINGS, WHAT DO WE NEED TO DO TO CHANGE OUR SYSTEM, AND WE STARTED WITH A BOOK STUDY ON A BOOK “DELIVERING ON THE PROMISE.” WE DID THAT WITH OUR LEADERSHIP TEAM AND WITH OUR BOARD OF EDUCATION, AND FROM THAT SUMMER IN 2012, WITH OUR ENTIRE SCHOOL INSTRUCTIONAL STAFF. AGAIN, THE BOOK “DELIVERING ON THE PROMISE.” WE FOUND THAT AS YOU PROBABLY ARE SITTING HERE TODAY, THAT IT’S A VERY– IT’S KIND OF VAGUE. WE KNOW WHAT SCHOOLS LIKE IN A TRADITIONAL SETTING, BUT WHAT ARE SCHOOLS LIKE IN A COMPETENCY-BASED SETTING. SO WE WENT ON FIELD VISITS, SOMETHING THAT BUSINESSES DO ALL THE TIME WHERE THEY THINGS BY GOING PLACES AND LEARNING FROM OTHER FOLKS. WE DID THAT BY GOING TO LINDSAY UNIFIED IN CALIFORNIA. WE HAD A TEAM THAT WENT THERE. WE HAD A TEAM THAT WENT TO RSU-2 IN MAINE. AND WE HAD A TEAM THAT WENT TO ISLAND TECH. AGAIN, TO BE THE EYES AND EARS OF OUR SCHOOL DISTRICT TO BRING THAT BACK TO OUR STATE– TO OUR STAFF. AND THEN FROM THERE WE DEVELOPED AD HOC COMMITTEES AFTER AN IN-SERVICE WITH OUR INSTRUCTIONAL STAFF TO REALLY KEY IN ON SOME OF THEIR CONCERNS, SOME OF THEIR QUESTIONS THAT THEY HAD. AND ONE OF THE PROUDEST MOMENTS THAT I HAVE HAD AS A SUPERINTENDENT OF KENOWA HILLS IS OUR COMMIT GOAL THAT WE MADE ON APRIL 26th OF 2013. WE KNEW THAT WE NEEDED OVER 80% OF OUR INSTRUCTIONAL STAFF TO BE IN SUPPORT OF CONTINUING OUR CONVERSATIONS ON THIS JOURNEY IN ORDER TO REALLY MAKE A DIFFERENCE. AND ON THAT DAY 81.2% OF OUR STAFF SAID, “WE WANT TO “CONTINUE THESE CONVERSATIONS, “THESE BOLD CONVERSATIONS. “WE DON’T HAVE ALL OF “THE ANSWERS, BUT WE WANT TO “CONTINUE TO LEARN ABOUT IT “AND CONTINUE TO PUT “THE PIECES IN PLACE “TO MOVE INTO “OUR COMPETENCY-BASED SYSTEM.”>>YEAH, SO ONE OF THE THINGS WE RELIED PRETTY HEAVILY ON IN KENOWA HILLS, AND WE’RE GOING TO PROBABLY SPEED THINGS UP A LITTLE BIT BECAUSE WE HAVE A THREE-MINUTE VIDEO TOWARDS THE END THAT WILL SHARE THINGS A LOT BETTER THAN JERRY AND I WILL. WE USED MARZANO’S HIGH RELIABILITY SCHOOLS FRAMEWORK PRETTY EXTENSIVELY, AND THAT SHOWS YOU THE DIFFERENT LEVELS LEADING UP TO A PERSONAL MASTERY SYSTEM. AND HE REFERS IT TO AS A COMPETENCY-BASED SYSTEM. ONE THING TO KEEP IN MIND HERE, THIS WORK ISN’T LINEAR, IT’S ORGANIC. YOU DON’T CHECK THE LIST OFF AS YOU MOVE ON AND FORGET ABOUT THE LEVEL. IT’S A CONTINUOUS IMPROVEMENT CYCLE. BUT I WOULD ADD, IT’S REALLY HARD TO DO A COMPETENCY-BASED SYSTEM IF YOU DON’T HAVE THOSE FIRST FOUR LEVELS IN PLACE WITH YOUR CURRICULUM, WITH YOUR REPORTING MODEL, ESPECIALLY YOUR INSTRUCTIONAL FRAMEWORK AND OBVIOUSLY A SAFE AND ORDERLY ENVIRONMENT IS FOUNDATIONAL TO ALL OF OUR WORK. JUST A QUICK SNIPPET OF OUR TIMELINE– WE BEGAN IN 2013/2014 WITH OUR STAFF PROFESSIONAL DEVELOPMENT REALLY KEYING IN ON SCHOOL CULTURE AND CLIMATE AND BOLSTERING THAT. WE MOVED TO STEP THREE IN MARZANO’S FRAMEWORK THE FOLLOWING YEAR, WHICH DEALT WITH OUR GUARANTEED VIABLE CURRICULUM, AND THEN CANDIDLY, WE HIT A REALIZATION WHERE WE KNEW WE NEEDED TO MAKE IMPROVEMENTS INSTRUCTIONALLY. WE NEEDED TO HAVE A COMMON INSTRUCTIONAL FRAMEWORK K-12, SO WE COULD SPEAK A COMMON LANGUAGE OF WHAT EFFECTIVE TEACHING LOOKS LIKE REGARDLESS OF LEVEL. THIS PAST SCHOOL YEAR, WE BEGAN IMPLEMENTING OUR LEARNING MANAGEMENT SYSTEM, CALLED EMPOWER, AND THEN FINALLY THIS SCHOOL YEAR, WHICH IS THE NEXT SLIDE– NO, IT’S NOT. ♪♪>>I’LL TOUCH ON THAT LAST.>>I THINK IN COMPETENCY-BASED EDUCATION, THE ROLE OF THE TEACHER HAS NEVER BEEN MORE IMPORTANT IN [ INDISTINCT ] AND I’VE NEVER SEEN TEACHERS WORK HARDER. INSTEAD OF THE TRADITIONAL SAGE ON STAGE, WE HAVE TEACHERS ACTING AS GUIDES ON THE SIDES, WHERE THEY HAVE TO KNOW WHERE EACH INDIVIDUAL STUDENT IS AT IN TERMS OF WHAT THEY KNOW AND WHAT THEY DON’T KNOW, AND THEY CREATE AN INDIVIDUALIZED PLAN FOR INDIVIDUAL STUDENTS TO MAKE SURE THAT THEIR EXPERIENCE AND SUCCESS IN MASTERING WHAT THEY NEED TO KNOW TO MOVE ON TO THE NEXT LEVEL. ♪♪>>I THINK WITH THE CURRICULUM TOO, YOU NO LONGER JUST WORRY ABOUT TEACHING A CHAPTER OR TEACHING A UNIT. YOU USE IT AS A GUIDE TO MAKE SURE YOU ARE PLANNING AND PREPARING FOR ALL OF THE OTHER STUDENTS, MEETING THEM AT WHAT LEVEL THEY ARE AT AT THAT POINT IN TIME. SO A REALLY SPECIFIC EXAMPLE IN MY ROOM RIGHT NOW I’M TEACHING IS NUMBERS, ADDING THE COMMON DENOMINATORS, AND I WAS ABLE TO LOOK BACK AT WHERE MY STUDENTS WERE IN 4th GRADE AND [ INDISTINCT ] ABLE TO ADD, SUBTRACT MIXED NUMBERS WITH COMMON DENOMINATORS. SO NOW HAVING THAT INFORMATION I CAN FOLLOW THOSE GROUPS AND I CAN DO SOME [ INDISTINCT ] LAST YEAR SO THAT THEY ARE READY [ INDISTINCT ] AS A STANDARD AS WELL. ♪♪>>I USE TECHNOLOGY A LOT IN MY CLASSROOM. I HAVE IT AS A WAY FOR STUDENTS TO GIVE DIRECTIONS AS TO WHERE THEY NEED TO GO NEXT, THE WHOLE TIME FREEING ME UP SO THAT I CAN HOST SMALL GROUPS. MY ENTIRE MATH BLOCK I SPEND WORKING WITH KIDS. KIDS THAT NEED THEIR LEARNING TO BE EXTENDED OR KIDS THAT I NEED TO ASSIST WITH WHATEVER CHAPTER WE HAPPEN TO BE ON, OR MAYBE FILL IN SOME HOLES THAT THEY HAVE FROM BEFORE. SO I USE TECHNOLOGY AS A WAY FOR THEM TO SEE ONCE I ACCOMPLISH THIS, THIS IS WHERE I GO NEXT, SO THAT THERE’S NO WASTE OF TIME. ♪♪>>THEY HAVE, IF YOU WILL, THEIR OWN INDIVIDUALIZED PLAN AS FAR AS WHAT THEY NEED TO DO, AND SO HERE AT CENTRAL WE SEE THAT ENGAGEMENT IN ABOUT AS MANY DIFFERENT WAYS AS YOU CAN NAME. SO IN READING FOR EXAMPLE, STUDENTS HAVE BOOK BOXES, AND THEY ARE DOING WHATEVER THE COMPETENCY IS FOR THAT DAY, BUT THEY ARE ABLE TO GET A BOOK BOX THAT MATCHES THEIR OWN LEVEL AND THEY ARE READING AT THEIR OWN LEVEL TO MASTER WHATEVER THAT COMPETENCY IS. IN MATH, THEY MIGHT RECEIVE DIFFERENT MANIPULATIVES, OR THEY MIGHT GO ON A COMPUTER TO SEE A LESSON FROM A DIFFERENT TEACHER THAT IS GOING TO EXPLAIN IT TO THEM IN A DIFFERENT MANNER, AND ALL OF A SUDDEN THEY WALK AWAY AND THEY SAY, “OH, THAT’S WHAT THEY MEANT.” [ CHEERING ]>>WE EACH GOT TO WORK ON SOMETHING THAT WE NEEDED TO LEARN. USUALLY AS A CLASS, IT’S USUALLY LIKE– IT’S USUALLY ONLY [ INDISTINCT ] TO ONE PERSON, AND IT’S USUALLY HIGHER OR LOWER FOR THE OTHER PEOPLE. AND I LIKE IT, BECAUSE IT’S RIGHT WHERE IT’S SUPPOSED TO BE. ♪♪>>THAT’S OUR WORK. [ APPLAUSE ]>>FOR OUR NEXT EXAMPLE, WE HAVE DR. [ INDISTINCT ] FROM FRASER.>>GOOD MORNING, THANK YOU FOR THE OPPORTUNITY. IT’S CERTAINLY ENCOURAGING TO HEAR SO MANY SCHOOL DISTRICTS TALKING ABOUT REALLY DEVELOPING STUDENT-CENTERED ENVIRONMENTS. AND SO IN FRASER, WE HAVE CERTAINLY BEEN ON A VERY SIMILAR JOURNEY. IF YOU’RE NOT FAMILIAR WITH FRASER, WE ARE OVER IN MACOMB COUNTY ON THE EAST SIDE. EVEN THOUGH I BEGAN MY TEACHING CAREER IN BELDING, I THINK AS MIKE DID, AND I LOVE WEST MICHIGAN. THE EAST SIDE HAS BEEN A GREAT PLACE TO WORK WITH KIDS AND FAMILIES IN OUR COMMUNITY. WE’RE ABOUT 5,000 STUDENTS IN THE DISTRICT. ABOUT 1,800 OF OUR KIDS ARE SCHOOLS OF CHOICE. SO THEY COME TO US– IT’S A PRETTY HIGH PERCENTAGE. THEY COME TO US FROM THE DISTRICTS AROUND US, AND IT IS REALLY PROGRAM DRIVEN. THEY ARE THERE FOR THE PROGRAMS THAT WE ARE OFFERING TO OUR KIDS THROUGH OUR SCHOOL DISTRICT, ABOUT 40% FREE AND REDUCED LUNCH AS WELL. WE HAVE BEEN ON THIS JOURNEY FOR QUITE SOMETIME. I CAME TO FRASER FROM ROCHESTER SCHOOLS WHERE I WAS THE TECHNOLOGY DIRECTOR FOR THE SCHOOL DISTRICT IN 2005. AND IN 2005 WHEN I WALKED IN TO GREET THE STAFF I WANTED TO SEND OUT AN EMAIL TO SAY HELLO AND INTRODUCE MYSELF, AND I WAS INFORMED AT THAT TIME THAT THE TEACHERS DID NOT HAVE EMAIL OR COMPUTERS IN 2005. SO FROM THAT POINT TO WHERE WE ARE TODAY, OUR STAFF HAS GONE THROUGH A TREMENDOUS TRANSFORMATION. THIS QUOTE BY STEPHEN HEPPELL HAS BEEN ONE OF THE QUOTES THAT WE REALLY HAVE CAUSED OURSELVES TO KIND OF STOP AND THINK ABOUT. “THE DEATH OF EDUCATION AND THE DAWN OF LEARNING.” AND FOR US IT WAS REALLY ONE OF THOSE TIPPING POINTS IN THE LATE 2008, 2009, WHERE WE WERE TALKING ABOUT– WE REALLY HAVE TWO CHOICES. WE CAN CHOOSE TO BE CONCERNED OR BE VICTIMS ABOUT WHAT WAS HAPPENING IN EDUCATION AND PUBLIC SCHOOLS IN PARTICULAR, OR WE CAN CHOOSE TO CONTROL OUR DESTINY. AND AS A STAFF, TO THEIR CREDIT, THEY REALLY CAME TOGETHER AND SAID, “LISTEN, WE WANT TO TAKE BACK THE CONVERSATION ON EDUCATION.” IN FACT, WE ALMOST PRETTY MUCH FORMALLY BANNED THE WORD REFORM WITHIN THE DISTRICT, BECAUSE WE BELIEVED IT BEGAN WITH A NEGATIVE CONNOTATION AND INSTEAD WE REALLY FOCUSED ON REDESIGN, REIMAGINE, RETHINK. NO DIFFERENT THAN ANY OTHER INDUSTRY, WE KNEW WE NEEDED TO GO DOWN THAT PATH. SO FOR US, WE HAD A FIRM BELIEF THAT IT WASN’T THAT OUR SCHOOLS WERE BROKEN. IT WASN’T THAT WHAT WE WERE DOING WAS WRONG FOR KIDS, BUT WE KNEW WE NEEDED TO RETHINK AND REIMAGINE HOW STUDENTS– EVERY CHILD WAS GOING TO BE GIVEN AN OPPORTUNITY TO BE SUCCESSFUL WITHIN OUR SCHOOL DISTRICT. I THINK YOU ALL KNOW THIS PRETTY CLEARLY, OUR KIDS ARE VERY DIFFERENT TODAY THAN WHEN WE WENT TO SCHOOL AND THE QUESTION IS WHETHER OR NOT WE AS A SYSTEM HAVE TRANSFORMED TO THE POINT WHERE KIDS ARE CONNECTED TO THEIR LEARNING. WE ALL KNOW THAT TEACHERS ARE EVERYWHERE. IF YOU HAVE TO LEARN SOMETHING OR DO SOMETHING AT HOME, GENERALLY WE WOULD ALL GO TO YOUTUBE PRETTY QUICKLY TO TRY TO SOLVE THAT. THAT’S A TEACHER. THAT’S SOMEBODY ANYWHERE IN THE WORLD CAN PROVIDE THAT INFORMATION TO US. AND SO AS A SCHOOL SYSTEM, OUR REDEVELOPING MODELS THAT ALLOW US, AND A SYSTEM THAT ALLOWS OUR KIDS TO ACCESS THOSE TEACHERS ANY TIME ANYWHERE. AND SO FOR US, WHEN WE GOT TO THE POINT OF REALLY TALKING THROUGH PERSONALIZED LEARNING, WE REALIZED PRETTY QUICKLY, EVEN THROUGH A COUPLE OF BOND ISSUES WHERE WE BECAME A ONE-TO-ONE DISTRICT, AND THIS YEAR WE ROLLED OUT MAC BOOKS FOR EVERY STUDENT IN OUR HIGH SCHOOL. AND THE TECHNOLOGY HAS BEEN FANTASTIC, BUT WHAT WE REALIZED WAS IT IS EXTREMELY DIFFICULT TO PERSONALIZE LEARNING FOR EVERY CHILD UNTIL YOU GET TO THE POINT WHERE TIME IS NOT AS FIXED AS WHAT WE HAVE MADE IT. MEANING, RIGHT NOW, A BIG REASON WE HAVE GRADE LEVELS IS WHAT YEAR YOU WERE BORN. AND I UNDERSTAND THE SOCIALIZATION, I UNDERSTAND THE POWER OF A COHORT AND BEING ABLE TO MOVE THROUGH SCHOOL WITH YOUR CLASSMATES, BUT IT IS NOT AN INDICATOR OF WHERE A CHILD IS AT BASED UPON PROFICIENCY IN MASTERING IN THEIR ACADEMICS. AND SO FOR US, OUR OVERARCHING GOAL WAS TO PERSONALIZE LEARNING FOR EVERY CHILD ON A DAILY BASIS, AND WE KNEW WE HAD A SHARED BELIEF, THE NEED TO CREATE A SYSTEM THAT WOULD ALLOW OUR KIDS TO PROGRESS BASED UPON ACADEMIC PROFICIENCY. AND IT’S INCREDIBLE TO WATCH STUDENTS AS THEY GO THROUGH THEIR LEARNING PROGRESSION THAT WHEN THEY GET FREEDOM BECAUSE OF ACHIEVEMENT, HOW MUCH MORE THE INTRINSIC MOTIVATION GOES UP TO BE ABLE TO SUCCEED AND PUSH THEMSELVES. AND OFTEN YOU’LL HEAR A KID SAY, “I DIDN’T REALIZE HOW FAST I COULD GO UNTIL I HAD THE FREEDOM TO GO.” AND THAT’S A POWERFUL COMMENT TO US AS THE ADULTS AND AS THE LEADERS IN CREATING THAT. WE ALSO KNOW, AS YOU ARE HEARING TODAY, PRETTY SOLIDLY THAT THERE IS THIS RENAISSANCE IN LEARNING THAT IS TAKING PLACE. THIS ISN’T ABOUT ADULT-CENTERED CONVERSATIONS AND WHAT’S HAPPENING WITH TEACHING. THIS IS ABOUT LEARNING. WHAT IS GOING ON WITH LEARNING RIGHT NOW? THERE IS A LEARNING RENAISSANCE THAT IS HAPPENING AND HOW WE RESPOND TO THAT WITH THE KID IN MIND IS INCREDIBLY IMPORTANT. AND SO FOR US AS A STAFF, WE KNEW THAT WE WERE COMMITTED TO IT. I HAVE A COUPLE OF SLIDES, AND I WON’T GO IN DETAIL ON THEM, JUST FOR THE SAKE OF TIME, BUT THIS WILL GIVE YOU AN IDEA OF OUR JOURNEY. WHEN WE REALLY BEGAN DIGGING INTO OUR TRANSFORMATION PROCESS WE KNEW THAT SYSTEMICALLY WE HAD TO LOOK AT WHAT OUR CURRENT PRACTICES WERE, AND WE REFERRED TO IT AS ORGANIZED ABANDONMENT. WHAT WERE SOME OF THE THINGS THAT WE NEEDED TO STOP DOING, SO THAT WE COULD CREATE SPACE AND TIME AND CAPACITY OF OUR STAFF TO BE ABLE TO BEGIN DOING WHAT WE NEEDED TO FOR THE KIDS. AND SO YOU SEE THE INSTRUCTIONAL TRANSFORMATION. LIKE SO MANY HAVE TALKED TODAY, WE RELIED VERY HEAVILY ON OUR STRATEGIC PLANNING PROCESS. EVERY THREE YEARS WE GO THROUGH THAT TRANSFORMATION. WE DO A LOT OF INDIVIDUAL LEARNING AS A TEAM AND AS A BOARD OF EDUCATION, SO THAT PROCESS HAS BEEN VERY SYSTEMIC ACROSS AS A SCHOOL DISTRICT. BUT YOU CAN SEE THE SUMMER OF 2015, WE REALLY TOOK A DEEP DIVE WITH THE COMPETENCY BASE. WE HAVE FOCUSED OUR INSTRUCTIONAL DESIGN AROUND ERICSON’S WORK, AROUND THREE DIMENSIONAL LEARNING WITH CONTENT SKILLS AND CONCEPTUAL LEARNING TO MAKE SURE THAT WE’RE STILL GIVING STRONG FOUNDATIONAL, BUT ALSO GETTING INTO THE HIGHER ORDER THINKING. WHAT WE FOUND THROUGH A CURRICULUM AUDIT WAS MOST OF OUR WORK WAS AT THE RETRIEVAL LEVEL. WHEN WE WENT AND VISITED CLASSROOMS, WE FOUND THAT WE WERE GIVING KIDS WORK THAT WAS SINGLE-ANSWER, ALMOST A GOOGLE SOLUTION TYPE OF WORK EVERY DAY, AND THEN THEY WOULD GET TO AN ASSESSMENT, AND IT REQUIRED A MUCH HIGHER ORDER THINKING, AND OUR KIDS WERE NOT PREPARED. AND SO, WE QUICKLY REALIZED THAT WE SHOULD NOT BE SHOCKED BY THE RESULTS THAT WE WERE SEEING. IN PARTICULAR, I WANTED TO JUST TALK A LITTLE BIT ABOUT FRASER HIGH SCHOOL. I HAVE A VIDEO THAT WILL TAKE UP A PORTION OF MY TIME, BUT IT WILL GIVE YOU AN INSIGHT INTO WHAT IS GOING ON WITH OUR KIDS AND THE FLEXIBLE SCHEDULING. FOR US WE BEGAN WITH HYBRID COURSES IN 2010. AND THE HYBRID COURSE IN FRASER IS TEACHERS– AND THEY SELF POLICE ON WHICH COURSES ARE APPROVED. THE ADMINISTRATION IS NOT REALLY INVOLVED IN THAT. BUT TEACHERS WILL SUBMIT PROPOSALS TO HAVE COURSES, PART ONLINE, PART FACE-TO-FACE, AND THEY DETERMINE BASED UPON THE COURSE SYLLABUS WHEN THE KIDS WILL BE IN CLASSROOM, AND WHEN THEY’LL BE ABLE TO BE ON THEIR OWN TIME AT HOME, OR AT PANERA, OR WHEREVER THEY WANT TO BE. THAT REALLY LAUNCHED A CULTURE WITHIN THE BUILDING OF UNDERSTANDING THAT LEARNING CAN TAKE PLACE ANY TIME, ANYWHERE, AND ANY PLACE, ESPECIALLY AT THE PACE THAT WE WERE SEEING. BUT THAT TRANSFORMATION FOR US MOVED PRETTY QUICKLY. IT IS HAPPENING K-12, BUT YOU CAN SEE IN THE LOWER RIGHT HAND CORNER THAT OUR GOAL IS WE WANT A FLEXIBLE ENVIRONMENT. WE WANT TO HAVE STUDENTS MOVE ON WHEN READY, QUITE FRANKLY. IF YOU DEMONSTRATE A PROFICIENCY, WE NEED TO SET YOU FREE, AND PART OF THAT IS TO ALSO MAKE SURE THAT THEY HAVE THE OPPORTUNITIES WHEN THEY GET TO THAT LAST YEAR, JUNIOR YEAR, SENIOR YEAR OF HIGH SCHOOL, THAT IF THEY WANT TO GO INTO AN EARLY COLLEGE PROGRAM THEY CAN, IF THEY WANT TO GET INTO A WORK-BASED EXPERIENCE THEY CAN. BUT THE BIGGEST PART OF IT IS CAN WE CREATE A SYSTEM AROUND COMPETENCY-BASED THAT HAS STUDENTS DEMONSTRATING THEIR MASTERY AND THEN MOVING ON AT THEIR OWN PACE WITH STUDENT AGENCY VOICE AND CHOICE AS A MAJOR PART OF THAT. SO I HAVE A VIDEO THAT I WOULD LIKE TO SHOW. I THINK IT’S QUEUED UP. THERE WE GO. THIS WILL GIVE YOU AN INSIGHT TO OUR ANY TIME, ANY PLACE. ♪♪>>THEY PROVIDE A CHALLENGE. THEY PROVIDE A FUN LEARNING ENVIRONMENT. THEY PROVIDE ALL OF THE STUFF THAT KIND OF GETS ME MOTIVATED ABOUT SCHOOL AND MAKES ME WANT TO GO THERE. ♪♪>>I FEEL LIKE MY STUDENTS ARE JUMPING AT A CHALLENGE NOW. THEY ARE READY TO ACCEPT CHALLENGES. THEY ARE NOT AFRAID ANYMORE. I THINK THEY KNOW THAT WE’RE THERE TO CATCH THEM IF NEED BE, BUT THEY ARE ABLE TO SOAR WHEN THEY CAN.>>THEY GIVE US MORE OPPORTUNITY TO CHALLENGE OURSELVES. ♪♪>>IT’S NICE BECAUSE I HAVE SUCH A SMALL CLASS SIZE THAT I’M ABLE TO SPENDING A LOT OF TIME WITH MY 6th GRADERS. I’M ABLE TO SPEND INDIVIDUALIZED TIME WITH THEM. SOME STUDENTS LIKE TO GO FARTHER AHEAD IN LESSON AND DIG INTO THE NEXT LESSON, THEY ARE READY TO TACKLE IT. WHILE THE OTHERS MIGHT NEED AN EXTRA DAY OR TWO. AND THOSE WOULD BE THE STUDENTS THAT I PULL, HAVE A LITTLE INTERVENTION GROUP, AND THEN CATCH THEM BACK UP. ♪♪>>YOU ARE DOING EVERYTHING YOU ARE SUPPOSED TO BE DOING AS A JUNIOR OR SENIOR, AND YOU DON’T NEED THAT TIME ANYMORE. IT’S A WAY OF KIND OF INCENTIVIZING KIDS TO BE ON TRACK, BUT ALSO IT GIVES US IDEALLY SMALLER NUMBERS THAT WE CAN WORK WITH OF KIDS WHO DO NEED TO BE HERE FOR THAT TIME.>>I HAVE THE OPTION TO GO HOME, TO WORK ON WHAT I NEED, OR I HAVE THE OPTION TO STAY AT SCHOOL. THAT’S HOW IT IS, LIKE, MY RESPONSIBILITY, AND MAKING THE RIGHT CHOICE IS DEFINITELY BUILT ON THAT. ♪♪>>WE FOUND THAT IT DOESN’T WORK ANYMORE TO STAND AT THE FRONT OF THE ROOM AND TEACH TO ALL STUDENTS, BECAUSE NOT ALL STUDENTS LEARN THAT WAY.>>THEY CAN, LIKE, CAN SHOW THAT, “OH, YOU DON’T KNOW THIS? OH, WELL,I KNOW IT AND I CAN TEACH YOU TOO.”>>THEY HAVE ABSOLUTELY DONE EVERYTHING FROM THE TEACHERS, TO THE OPPORTUNITIES, TO THE DOORS THEY OPENED FOR ME, TO THE COUNTLESS AMOUNT OF AWARDS AND SCHOLARSHIPS, IT IS BEEN GREAT. THEY’VE JUST OUTDID THEMSELVES. ♪♪>>SO ONE OF THE PROGRAMS I JUST WANT TO TALK ABOUT REALLY QUICK. THROUGH THE INNOVATION COUNCIL, WE WERE SO FORTUNATE THAT WE WERE ABLE TO RECEIVE FLEXIBILITY IN OUR PUPIL ACCOUNTING FOR OUR STUDENTS. YOU SAW THE STUDENTS THAT WERE WALKING UP AND HANDING THEIR STUDENT ID. THE SYSTEM THAT WE SET UP– AND WE ACTUALLY WROTE THE SOFTWARE WITHIN THE DISTRICT OURSELVES. THEY WALK UP WITH THEIR STUDENT ID AND IT IMMEDIATELY TIES INTO OUR STUDENT INFORMATION SYSTEM AND CHECKS THEIR GRADES, BUT MORE IMPORTANTLY IT GOES IN AND VERIFIES THAT ALL COMPETENCIES HAVE BEEN MET WITHIN THEIR CLASSROOM AND THAT THEY HAVE ABOVE AN 80% IN EACH OF THE COURSES. IT ALSO CHECKS THEIR BEHAVIOR RECORD. THAT IF THEY’VE HAD NO ISSUES IN SCHOOL A GREEN CHECK MARK WILL COME UP ON THE COMPUTER AND THE KID IS ABLE TO LEAVE AND TO GO WHERE THEY WANT. THE PARENTS ARE IMMEDIATELY NOTIFIED, VIA TEXT MESSAGE AND EMAIL, THAT YOUR SON OR DAUGHTER HAS JUST LEFT THE CAMPUS AND THEY ARE OFF AND GONE. WHEN THE KID COME BACK THEY SCAN BACK IN, THE SAME EMAIL, TEXT MESSAGE GOES OFF TO THE PARENT SO THAT THE PARENT KNOWS, “OKAY, MY KID IS COMING/GOING.” FOR OUR COMMUNITY, THAT’S A HUGE SHIFT, BECAUSE IN 2005 TO 2010 WE DIDN’T EVEN HAVE OPEN CAMPUS TO GO TO LUNCH. SO FOR OUR COMMUNITY NOW, THEY UNDERSTAND THAT LEARNING IS GOING TO HAPPEN IN A VARIETY OF PLACES, AND THAT THE ROLE OF THE CAMPUS IS GOING TO CHANGE VERY SIGNIFICANTLY. AND OUR WHOLE DISTRICT IS ONLY TWO MILES BY TWO MILES, IT’S A VERY TIGHT COMMUNITY. BUT THEY UNDERSTAND NOW THAT THE ROLE OF FRASER HIGH SCHOOL, THE ROLE OF OUR MIDDLE SCHOOL IS GOING TO BE VERY DIFFERENT AS OUR KIDS PROGRESS AND OUR COMMUNITY NEEDS TO EVOLVE WITH THAT. SO WE FEEL LIKE WE ARE EDUCATING TWO GENERATIONS AT ONCE AND WE ARE TRYING TO ALSO SHOW OUR PARENTS IT’S GOING TO LOOK VERY DIFFERENT, TRUST US, IT’S A SAFE, SECURE ENVIRONMENT. BUT ALSO FOR THE KIDS AND SAYING, “YOU HAVE TO OWN YOUR LEARNING. IF YOU WANT FREEDOM, THERE’S A RESPONSIBILITY, ACCOUNTABILITY THAT GOES WITH THAT.” THANK YOU.>>AND OUR LAST PRESENTATION IS DR. MARLANA KROLICKI AND DR. MICHAEL YOCUM FROM OAKLAND SCHOOLS.>>THANK YOU, AND THANK YOU FOR YOUR PATIENCE AS LISTENERS. YOU HAVE BEEN HEARING SOME AMAZING PRESENTATIONS, AND JUST BEAR WITH US FOR ONE MORE. [ LAUGHTER ]>>AND THE PROGRAM THAT WE ARE PRESENTING– THE MODEL WE’RE PRESENTING TODAY IS OAKLAND OPPORTUNITY ACADEMY, WHICH IS AN ALTERNATIVE HIGH SCHOOL IN SOUTHWEST OAKLAND COUNTY. AND WE ARE PLEASED TO PRESENT THIS AS A MODEL OF COMPETENCY-BASED EDUCATION. NOT THAT WE STARTED FROM THAT, BUT THAT IT GREW FROM THE NEED OF THE INDIVIDUAL STUDENT, AND I THINK YOU’LL SEE IN THE THINGS THAT WE PRESENT THAT THOSE ARE GOING AHEAD. THE MODEL THAT WE HAVE WON US AN AWARD, BUT IT’S REALLY THE KIDS THAT WE SERVE ARE THE REASON THAT WE COME TO WORK EVERY DAY. AND I WISH THAT WE COULD HAVE FILLED THE ROOM WITH SOME OF THOSE STUDENT VOICES, BECAUSE IT’S REALLY– IT’S REALLY THEIR ACHIEVEMENT THAT MAKES IT SO REMARKABLE.>>WE WANT TO GIVE YOU A LITTLE BIT OF CONTEXT FOR THE PROGRAM. WE THINK IT’S IMPORTANT. OF COURSE WE’RE AN ISD SO WE’RE A REGIONAL SERVICE AGENCY. THIS STARTED A LITTLE OVER SEVEN YEARS AGO WHEN SIX OF OUR DISTRICTS IN THE SOUTHWEST QUADRANT OF OUR COUNTY ASKED US TO PUT TOGETHER AN ALTERNATIVE EDUCATION PROGRAM. THAT WAS ACTUALLY IN THE SPRING OF 2010, AND WE OPENED THE DOORS IN SEPTEMBER. SO IT WAS VERY QUICK IN PLANNING AND STARTING OVER.>>THIS EVOLVED– THIS QUICKLY EVOLVING MODEL STARTED WITH SOME PRESENT AVAILABLE RESOURCES, WHICH WAS THE CAREER TECHNICAL CAMPUS. SO WE ARE LOCATED IN ONE OF THE OAKLAND COUNTY CAREER TECH CAMPUSES, AND THAT MADE KIND OF THE– THAT’S THE SEED THAT WE GREW FROM. COMPETENCY-BASED EDUCATION WAS REALLY ALWAYS A PART OF CAREER TECH, SO THE WAY WE GREW OUR ACADEMIC COURSES WAS REALLY VERY MUCH LIKE THAT MODEL. ACTUALLY, I WOULD HAVE TO TELL YOU ORIGINALLY, ORIGINALLY, THE SEED WOULD HAVE BEEN THAT WE WOULD HAVE HAD MORE ONLINE LEARNING SELF CONTAINED. THAT WORKED FOR ABOUT A DAY AND A HALF UNTIL THE KIDS REJECTED IT SOUNDLY. AND WHEN YOUR ALTERNATIVE HIGH SCHOOL KIDS REJECT THE MODEL THAT YOU ARE PRESENTING, YOU DON’T HAVE TO WONDER ABOUT IT. THEY WERE WONDERFULLY VOCAL ABOUT WHAT WAS NOT WORKING. SO WE BEGAN AN INSTANT REVISION ON WHAT WE HAVE TO DO. SO WE HAD TO START WITH THE LEARNER, AND THAT IS EXACTLY– THIS IS KIND OF A ZOOM THING. WE WENT RIGHT DOWN TO WHAT DOES THIS STUDENT NEED? WELL, OF COURSE, THEY AND THE DISTRICTS THAT ARE SENDING US NEED NOT ONLY CAREER TECH, BUT THE HANDS-ON LEARNING, BUT THEY ALSO NEED THOSE CORE ACADEMICS, BECAUSE THEY ARE WORKING FOR THEIR DIPLOMA. THAT IS THEIR END. THIS REQUIRED US TO CREATE AN INDIVIDUALIZED, SELF-PACED LEARNING PLAN, AND THAT SELF-PACED ASPECT REALLY CONTINUED TO DRIVE THE WAY THE WHOLE PROGRAM HAS GROWN. NOT ONLINE, BUT A BLENDED INSTRUCTION MODEL. BECAUSE THE STUDENTS THAT WE ARE SERVING, IT’S ESSENTIAL THAT THEY WORK WITH AN EDUCATOR THAT IS WORKING WITH THEM AND COACHING THEM. NOT AS MUCH IN THE SPECIFIC CONTEXT OF THE COURSE AS IT IS IN GETTING THEM MOTIVATED AND KEEPING THEM FOCUSED AND MAKING THEM REFOCUS ON THEIR GOAL, AND THEN DIPPING DOWN INTO WHAT THE ESSENTIAL RE-TEACHING PIECES ARE FOR THEM. THE CURRICULUM IS INTEGRATED IN THAT OUR ENGLISH CLASSES WORK WITH THE SCIENCE AND THE SOCIAL STUDIES. AND AN AMAZING ASPECT OF WHAT WE DO THAT WE’LL EXPLAIN AS WE GO FORWARD, IS MORE ADULT– MORE TEACHING ADULTS WORKING WITH THEM AS TUTORS. AND IN THE LAST COUPLE OF YEARS, THE SOCIAL AND EMOTIONAL LEARNING OF OUR STUDENTS HAS BECOME UNDENIABLY IMPORTANT, AND SO WE HAVE AN ONSITE SOCIAL WORKER, AND HENRY IS THE THERAPY DOG WHO IS PROBABLY THE BEST STAFF MEMBER THAT WE HAVE. IN THE INDIVIDUALIZED AND SELF-PACED LEARNING, JUST TO EXPLAIN THAT A BIT, EVERY STUDENT IS GIVEN AND DEVELOP A PLAN OF WORK AS THEY COME IN. SO THE SENDING HIGH SCHOOL WILL SHOW US WHAT THE STUDENT NEEDS, AND I WILL MEET WITH THE STUDENT AND THE PARENT, IF THEY ARE AVAILABLE, OR THEIR GUARDIAN, TO SAY, “WHAT IS IT THAT YOU NEED TO FINISH YOUR HIGH SCHOOL DIPLOMA?” WHAT ARE THE ACADEMIC COURSES? THAT’S THE EASY PART. BUT THE CONVERSATION THEN IS WHAT WORKED AND WHAT DIDN’T WORK? BECAUSE WE DON’T WANT– WE CANNOT REPEAT WHAT DIDN’T WORK BEFORE. WE HAVE GOT ANOTHER SHOT AT GETTING THIS YOUNG ADULT PREPARED FOR ADULT COMMUNITY LIFE. THIS IS IT. HOW CAN WE ENGAGE YOU? WAS IT THAT THEY COULDN’T GET UP EARLY IN THE MORNING AND THEY MISSED ALL OF THEIR EARLY MORNING CLASSES? WELL, THAT’S GREAT, OUR SCHOOL GOES FROM 1:30 IN THE AFTERNOON UNTIL 8:30 P.M. WAS IT THAT YOU WEREN’T READY AND YOU DIDN’T DO YOUR HOMEWORK? WELL, THAT’S GREAT, WE DON’T HAVE ANY HOMEWORK. IT’S JUST THAT YOU CAN DO ALL OF YOUR WORK AT HOME. WAS IT THAT YOUR ANXIETY REALLY DISALLOWED YOU FROM EVEN COMING TO SCHOOL. WE ADDRESS THAT IN THEIR SOCIAL EMOTIONAL HEALTH. AND THEIR ENGAGEMENT THAT WE’VE TALKED ABOUT IN ALL OF THE PRESENTATIONS IS REALLY WONDERFULLY ADDRESSED WITH PROJECT-BASED LEARNING. AND THE KIDS THIS YEAR TALKED TO ME ABOUT THE PROJECTS THAT THEY DID LAST YEAR. THEY KNOW IT. THEY REMEMBER IT. AND I’LL BE DARNED IF YOU CAN ASK ANY STUDENT IF THEY REMEMBER THEIR CHAPTER TEST FROM LAST YEAR, BUT BOY DO THEY REMEMBER THEIR STRESS UNIT. THIS IS A SAMPLE OF THE STUDENT PLAN OF WORK. AND THAT’S REALLY THE MAP FOR EVERY STUDENT. SO WE KEEP IT IN A BIG BINDER OUTSIDE OF THE OFFICE, SO THEY ALWAYS HAVE TACTILE ACCESS TO IT, AS WELL AS ELECTRONIC. THAT OLD TACTILE, CROSSING OUT THE COURSE WHEN THEY COMPLETE IT, AND REFIGURING THEIR CURRENT CREDIT TOTAL, IT’S AMAZING. AND THE KIDS COME BACK AND THEY WILL JUST STARE AT IT, AS THOUGH THEY HOPE IT WILL KIND OF MAGICALLY CHANGE. BUT THEY HAVE ACCESS TO THAT. AND OF COURSE THE TEACHERS DO, AND THEY KNOW EXACTLY WHERE THE STUDENTS ARE GOING AND THE PARENTS DO AS WELL. SO NO MORE MYSTERY OF– I THINK WE SAID EARLIER, IT DOESN’T MATTER WHAT GRADE YOU THINK THEY ARE IN. THIS IS WHAT REALLY MATTERS AND PUTTING THOSE COURSES TOGETHER– SO I MENTIONED THAT ENGLISH IS TAUGHT IN COLLABORATION WITH SCIENCE. THE TEACHERS WORK VERY CLOSELY– AND/OR SOCIAL STUDIES OR SPANISH, ANY OF THOSE– TO MAKE SURE THAT THOSE COMPETENCIES COULD BE COMBINED IN THE PARTICULAR PROJECT THAT THIS STUDENT IS WORKING ON. AND THE KIDS LOVE IT. THEY ARE ABSOLUTELY THRIVING. THESE KIDS ARE THRIVING ON IT, AND THESE ARE THE KIDS THAT WOULD HAVE BEEN ALMOST AN ASSURED DROPOUT. I THINK WE HAVE MENTIONED BEFORE THIS ALL EMANATES FROM THE CORE CURRICULUM, AND REMEMBER THAT WE’RE SERVING THE GRADUATION REQUIREMENTS FOR OUR SENDING SCHOOLS. SO OF COURSE WHEN WE SAY THEY HAVE FINISHED THE REQUIREMENTS FOR THEIR ENGLISH STUDIES, SOCIAL STUDIES, ET CETERA, THAT IS BASED ON THE CORE CURRICULUM. LIKE WE ALREADY MENTIONED THE GREAT COLLABORATION THAT SCIENCE AND SOCIAL STUDIES DO ALONG WITH OUR ENGLISH TEACHERS. AND THIS IS WORTH NOTING THAT THE TEACHERS ARE TEAMS. SO THE HARMONY WITHIN THE TEACHING STAFF IS FABULOUS. THEY ARE REALLY GOOD FRIENDS TOGETHER. THEY WORK TOGETHER. THIS IS– THIS IS REAL SERIOUS TEAMWORK, WHICH OF COURSE ALLOWS THE CULTURE OF THE SCHOOL TO CONTINUE. AND MIKE IS GOING TO SPEAK SOME MORE ABOUT OUR WORK AS– WITH TUTORS IN OUR ACADEMIC PROGRAMS. AND THE PROJECT-BASED LEARNING, I THINK I’VE TOUCHED ON THAT, AND I MENTIONED THE STRESS UNIT. IT’S ABSOLUTELY AMAZING. THE KIDS DID A UNIT WHERE THEY TOOK THEIR OWN STRESS LEVELS, THEIR BLOOD PRESSURE, THEIR HEART RATE, THEIR BREATHING. THEY TALKED ABOUT THE THINGS THAT– OH, BY THE WAY, WHAT DO YOU THINK IS THE BIGGEST CAUSE OF STRESS FOR OUR KIDS? SORRY, EVERYONE HERE IN THE ROOM, IT’S SCHOOL BY FAR. THAT’S THE THING THAT CAUSED THEM THE MOST STRESS. SO THEN WHAT COULD STUDENTS DO TO REMEDIATE THAT, AND THEY DID. ALL OF THE CHARTS, AND THE GRAPHS, AND THE METRICS AND WHAT THE THINGS WERE THAT MANAGED TO LOWER THEIR STRESS– BREATHING, A MAJOR WALK, YOGA, ALL OF THOSE THINGS THAT MIGHT WORK. AND THEY MANAGED TO BRING THEIR STRESS DOWN, BECAUSE GUESS WHAT, AS YOUR STRESS COMES DOWN THEN YOU CAN FOCUS AND CONCENTRATE MORE.>>LET ME TALK A LITTLE BIT ABOUT THE MODEL IN MORE SPECIFICS, BECAUSE I THINK IT WILL HELP YOU UNDERSTAND WHAT EXACTLY WE’RE DOING. IT’S A VERY INTEGRATED APPROACH. WE HAVE THE– IN EVERY CLASSROOM, A TEAM OF TEACHERS. AND ENGLISH LANGUAGE ARTS AND SOCIAL STUDIES WE TEAM, AND ENGLISH LANGUAGE ARTS AND SCIENCE WE TEAM. WE DIDN’T DO THAT IN MATHEMATICS INTENTIONALLY, BECAUSE ALMOST TO A STUDENT WHEN THEY COME TO US, THEY HAVE NO CREDITS IN MATHEMATICS, AND THEY’RE TYPICALLY JUNIORS, OFTEN SENIORS. SO WE HAVE TO GET THEM THROUGH FOUR CREDITS IN MATHEMATICS AND MATHEMATIC RELATED COURSES IN ORDER FOR THEM TO EARN A DIPLOMA. SO WE TREATED THAT ONE A LITTLE BIT DIFFERENTLY, BUT IN THE OTHER AREAS, IT’S VERY INTEGRATED, VERY PROJECT BASED. I’M GOING TO TELL THE HISTORY OF THIS A LITTLE BIT MORE TO SHOW YOU THE DIFFERENCE BETWEEN COMPETENCY-BASED EDUCATION, PERSONALIZED EDUCATION, AND SOME OF WHAT SOME PEOPLE SELL AS COMPETENCY-BASED OR PERSONALIZED EDUCATION. WE INHERITED A MODEL SEVEN YEARS AGO, THAT I WOULD CALL PROGRAM INSTRUCTION. WE HAD KIDS ON COMPUTERS, TAKING THEIR COURSES, ALL OF THE CURRICULUM, THE INSTRUCTION AND THE ASSESSMENT WAS THROUGH THAT PROGRAM. AT THE END OF THE FIRST SEMESTER, WE HAD ABOUT 120 STUDENTS. WE DID NOT HAVE A SINGLE STUDENT PASS A SINGLE CREDIT IN A SEMESTER. SO WE GOT TOGETHER AND WE CREATED THE PROGRAM THAT WE’RE SHARING WITH YOU TODAY. AND IT INVOLVES EACH OF THE ELEMENTS THAT WE’RE TALKING ABOUT. IT’S BASED ON– HEAVY ON PERSONALIZATION, ON ESTABLISHING RELATIONSHIPS, AND FINDING WAYS TO CREATE STUDENT ENGAGEMENT. BUT WE ALSO KNEW THAT IN ORDER TO GET THESE KIDS THROUGH TO A DIPLOMA IN THE TIME THAT THEY HAD, AND HOW DEFICIENT THEY WERE IN CREDITS, WE NEEDED TO CREATE A DIFFERENT KIND OF CLASSROOM ENVIRONMENT. SO IN ANY CLASSROOM, THERE ARE A MINIMUM OF FOUR CERTIFIED TEACHERS AT ANY GIVEN TIME. WE HAVE A BIG ADVANTAGE IN THAT WE GO FROM 1:30 TO 8:00. SO WHAT WE HAVE BEEN ABLE TO DO IS HAVE OUR LEAD TEACHERS, BUT ALSO BRING IN CERTIFIED TUTORS TO BE IN THOSE CLASSROOMS AT THE SAME TIME. WE CALL THEM TUTORS. THEY ARE REALLY DOING INSTRUCTION THE SAME WAY THE TEACHERS ARE, BECAUSE THEY ARE CERTIFIED IN THE SUBJECT AREA THAT THEY ARE WORKING IN.>>WE LEFT THIS UNTIL THE END, AND MIKE HORNSBY, DON’T GO OFF TO LONG ON THIS, BECAUSE TO ME THIS IS THE WHOLE HEART AND THE REASON THIS SCHOOL IS ABLE TO EXIST AND IT WOULD BE A PRESENTATION BY ITSELF. BUT IT’S THAT POSITIVITY OF THE CULTURE THAT ALLOWS THE WHOLE THING TO WORK, AND WITHOUT THAT, THAT’S THE MOST IMPORTANT SOFTWARE THAT RUNS THIS SCHOOL. IT IS ABOUT RESPECT FOR OTHERS IN SCHOOL, AND WE REMIND THE KIDS OF THAT CONSTANTLY. IT IS ABOUT THE ATTENDANCE, BEHAVIOR, AND COURSEWORK, WHICH YOU MIGHT RECOGNIZE AS THE EARLY WARNING SYSTEM. AND WHEN I MEET WITH THE STUDENTS AND THE PARENTS I PUT THE ATTENDANCE TIMES, BEHAVIOR TIMES, AND COURSEWORK. WHERE PEOPLE SEE THE DIPLOMA, THEY LIKE THAT, THEN THAT’S PRETTY CLEAR. SO THEY KNOW THAT THAT IS WHAT IT IS. CONTINUOUS POSITIVE REINFORCEMENT FROM ALL OF US TO ALL OF US, THAT IT IS A VERY KIND AND A POSITIVE SCHOOL. IF YOU WERE TO HEAR THE STUDENT VIDEOS AS THEY GRADUATE, THEY ALL SPEAK TO THAT KINDNESS, THAT POSITIVITY, AND THAT HELP THAT THEY GET. REFLECTIVE BEHAVIORAL INTERVENTIONS, WE WERE ACTUALLY EVEN DOING THAT BEFORE THE STATE LAW CHANGED IN AUGUST. SO THAT CERTAINLY WORKS. AND I HAVE ALLUDED TO THE SOCIAL-EMOTIONAL LEARNING FOR OUR STUDENTS. THERE IS A REASON THAT OUR KIDS ARE BEHIND CREDITS, TO BE A TRAUMA-INFORMED SCHOOL IS ESSENTIAL TO US TO BE ABLE TO OPERATE AND FUNCTION. THIS IS OUR DATA CHART AND YOU CAN ONLY SEE THAT WE ARE GOING AND GROWING. WE GRADUATE– IT VARIES BECAUSE– WE HAVE A CONTINUOUS ENROLLMENT PROCESS, AND IF THEY COME IN WITH THREE CREDITS, THEY ARE NOT GOING TO FINISH THAT YEAR OF COURSE. IT IS GOING TO TAKE THEM A FIFTH, MAYBE EVEN INTO THAT SIXTH YEAR, BUT AGAIN, THAT’S ALL SELF PACED, AND I THINK OUR PREVIOUS EXAMPLES WILL EXPLAIN. ONCE THEY KIND OF CATCH ON TO THAT, THEY REALLY START TO GO AND GROW, AND THEY ARE IN CHARGE OF THEIR OWN LEARNING, SO WE’RE REALLY PROUD OF THE GRADUATES THAT WE HAVE. WE MAKE A BIG FUSS ABOUT THEM, AND THEY GRADUATE FROM THEIR SENDING SCHOOL AS WELL.>>SO WE JUST WANT TO FINISH BY SAYING, ONE OF THE THINGS I THINK HASN’T BEEN SAID EXPLICITLY, BUT HAS COME THROUGH NOT ONLY IN EACH OF THESE THREE PRESENTATIONS, BUT A LOT OF WHAT WE HEARD EARLIER THIS MORNING. APPROACHING EDUCATION THIS WAY IS ABOUT MOTIVATION AND WE HAVE A VERY SERIOUS PROBLEM WITH STUDENT ENGAGEMENT. COMPETENCY-BASED LEARNING IS HIGHLY MOTIVATING FOR INDIVIDUAL STUDENTS. WHEN I WAS A VERY YOUNG TEACHER– I’M AFRAID TO SAY WHEN– BUT EARLY ’80s, I READ BENJAMIN BLOOM’S “THE 2-SIGMA PROBLEM.” AND HE TALKED ABOUT, HOW DO YOU GET A GROWTH IN STUDENT LEARNING OF TWO STANDARD DEVIATIONS? AND HE SAID THE WAY YOU DO THAT IS ONE TO ONE. THROUGH WHAT WOULD LOOK LIKE ONE TO ONE TEACHING THROUGH MASTERY LEARNING. I STARTED TEACHING THAT WAY BACK IN THE EARLY ’80s. EVERYTHING IN THE SYSTEM WAS AGAINST IT, EXCEPT TWO THINGS, THE PARENTS AND THE STUDENTS, WHO LOVED WHAT THEY SAW HAPPENING IN THE CLASSROOM. WE WOULD TELL THE STUDENTS THE WHOLE WAY THERE IS NO FAILURE. IT ENDS WHEN YOU TURN 22. UNTIL THEN, WE’RE GOING TO KEEP WORKING WITH YOU TO MAKE SURE YOU MASTER THE COMPETENCIES AND THE STANDARDS IN THE MICHIGAN MERIT CURRICULUM, AND THAT WILL BE THE END POINT. THANK YOU.>>THANK YOU VERY MUCH FOR YOUR PRESENTATION. [ APPLAUSE ]>>WE’LL HOLD FOR A MOMENT. IS THERE ANY QUESTIONS? SUPPORT. DON’T WANT TO HOLD OFF ANY QUESTIONS, WE’RE ONLY ABOUT AN HOUR BEHIND. [ LAUGHTER ]>>SO SORRY, IT’S MY FAULT.>>OH, NO, IT’S NOT YOUR FAULT. IT’S MY FAULT.>>I– FOR THE GENTLEMEN FROM FRASER.>>YES, SIR.>>I REALLY APPRECIATE THE STUDENTS WHO MASTER THEIR STUDIES. THEY ARE GIVEN MORE FREEDOM, AND THAT’S SO TANGIBLE, THAT SEEMS TO BE LIKE THAT WOULD BE SUCH A POWERFUL EFFECT ON YOUR WHOLE SCHOOL CULTURE. AND IN SOME WAYS THAT IS A GUTSY MOVE AND I APPRECIATE THAT.>>APPRECIATE THAT.>>THANK YOU. TOM, AND THEN EILEEN PLEASE.>>WELL, TIME DOESN’T REALLY ALLOW US TO REALLY ENGAGE BACK AND FORTH. BECAUSE THIS IS AN AREA THAT IS EMERGING AND I THINK IT COULD EMERGE THE WRONG WAY. A LOT OF WHAT WE HEARD IS ANECDOTAL. I DON’T KNOW HOW IT ACTUALLY IS IMPLEMENTED ON A MASS SCALE IN THE STATE. I’M AFRAID THAT– I KNOW I HEARD TEACHERS SAY THIS IS NOT ABOUT REPLACING TEACHERS, BUT I THINK WHEN KIDS ARE ON COMPUTERS– FIRST OF ALL, I DON’T KNOW HOW YOU JUDGE COMPETENCY, OR THAT SOMEBODY HAS REACHED COMPETENCY TO MOVE ON, UNLESS IT’S A COMPUTER. NOW, MAYBE THERE’S WAYS, BUT I THINK THE EASY WAY OR THE WAY THAT THINGS ARE GOING TO GO IS TOWARDS COMPUTERS TO DETERMINE IF YOU ARE COMPETENT AND THEN YOU MOVE TO THE NEXT ONE. MAYBE THERE’S TEACHER INVOLVEMENT, ENGAGEMENT, BUT IT IS THE COMPUTER THAT WILL DETERMINE THAT. AND THE MORE KIDS ARE ON THE COMPUTERS, THE LESS THEY ARE INTERACTING WITH TEACHERS. SO THERE’S LESS TEACHERS NEEDED, I WOULD THINK AT THAT POINT. I COULD BE WRONG BUT WE DON’T HAVE TIME TO ENGAGE. IT SEEMS LIKE COMPETENCY-BASED SOUNDS TO ME LIKE CONTENT BECOMES THE BIG C OF THOSE SIX Cs. IT SEEMS LIKE THAT MAKES IT EVEN BIGGER. I DON’T KNOW WHERE THE OTHER FIVE COME IN AND IF THERE’S UNINTENDED CONSEQUENCES– THERE IS ALWAYS UNINTENDED CONSEQUENCES, SO I WANT TO KNOW HOW DIFFICULT THOSE ARE. I DON’T KNOW WHO WRITES THE SOFTWARE TO DETERMINE COMPETENCY? IS IT A TESTING COMPANY? IS IT JUST A FEW– YOU KNOW, IT SEEMS LIKE IT CENTRALIZES EDUCATION. NOW COMPETENCY IN A SUBJECT IS DETERMINED BY WHOEVER IS WRITING THAT PROGRAM. AND IS THAT– OR IS IT– IS IT– YOU KNOW, CAN IT LOOK LIKE A LOT OF DIFFERENT THINGS IN DIFFERENT AREAS? SO THE– I KNOW THAT ANYWHERE, ANY TIME, ANY PACE, I DO WORRY THAT ALL OF A SUDDEN EVERYTHING IS ABOUT LEARNING, AND SO KIDS CAN’T GO HOME AND ACTUALLY HAVE FUN, BECAUSE THE OTHER KIDS IN THE CLASS MIGHT BE ACTUALLY GETTING THAT EXTRA BADGE OR DOING EXTRA STUFF WHILE THEY ARE GOING– INSTEAD OF HAVING FUN, YOU HAVE GOT KIDS WORRIED ABOUT, “OH, MY GOODNESS, I HAVE 24 HOURS– OR I GOT 18 HOURS OR 16 HOURS NOW, SO I’VE GOT TO”– OR PARENTS THAT ARE GOING TO BE PUSHING THAT. ANOTHER CONCERN ABOUT UNINTENDED CONSEQUENCES. I DO THINK THAT OAKLAND ISD– I THANK YOU FOR THAT. I DON’T KNOW IF THAT IS A LITTLE DIFFERENT BECAUSE THE FOCUS IS A DIPLOMA, WHEREAS COMPETENCY-BASED IN EARLIER GRADES, I HOPE IT’S NOT JUST CHECKING THE BOXES AND GETTING A DIPLOMA, BUT IT’S THE WHOLE CHILD AND THE WHOLE EDUCATION. AND I THINK THAT WE CAN FOCUS ON THINGS THAT– AGAIN, WE DON’T HAVE ENOUGH– I DON’T EVEN KNOW IF ANYBODY COULD– WE PROBABLY DON’T HAVE TIME FOR ANY INTERACTION. I DO KNOW THAT IN SILICON VALLEY, THEY’RE REALLY– THEIR FOCUS IS ON NO TECHNOLOGY IN SCHOOLS, AND I KNOW THAT IT MAY NOT BE EXACTLY APPLICABLE TO THE EVERYDAY OR THE TYPICAL SCHOOL IN MICHIGAN, BUT NONETHELESS, THEY HAVE DECIDED THAT TECHNOLOGY IS BAD IN SCHOOLS, SO I DON’T KNOW IF THAT MEANS ANYTHING OR NOT. SO THESE ARE ALL JUST THINGS THAT I REALLY– AGAIN, TIME DOESN’T PERMIT– BUT I REALLY AM CONCERNED ABOUT THIS COMPETENCY-BASED EDUCATION, AND WHERE IT ENDS UP, AND HOW IT IS ACTUALLY USED. I THINK THERE COULD BE GOOD ANECDOTAL AREAS WHERE IT IS USED CORRECTLY AND MAYBE COMPETENCY IS DEFINED DIFFERENTLY, BUT WHEN YOU START SAYING IT IS GOING TO BE DONE THROUGHOUT THE STATE, I THINK THE EASY WAY MIGHT BE LET’S JUST RELY ON THE COMPUTER TO CHECK THE BOX AND MOVE TO THE NEXT LEVEL. THERE MAY BE AREAS THAT IT IS DONE BETTER, BUT I THINK THAT’S WHERE THINGS END UP GOING. EASIER WAYS.>>WOULD ANYBODY LIKE TO RESPOND?>>GO AHEAD.>>IF I– THE INTERESTING THING IS, WHEN WE CONDUCTED OUR SITE VISITS, AS I MENTIONED GOING TO THE DIFFERENT PLACES ACROSS THE COUNTRY, IT WAS QUITE A PRIVILEGE. THE ONE THING THAT WE LEFT WITH IS THAT IT LOOKED– THE CLASSROOM LOOKS VERY MUCH LIKE THE CLASSROOMS THAT YOU SEE IN A VERY TRADITIONAL ENVIRONMENT. SO THE NOTION THAT STUDENTS ARE ON COMPUTERS DOING– THAT EDUCATIONAL AND PERSONALIZED IN THAT MANNER IS FARTHEST FROM THE TRUTH. I THINK THAT’S WHERE THE MISNOMER IS. SO THAT IF YOU CAME INTO OUR CLASSROOMS EACH AND ANY DAY, YES, OUR STUDENTS ARE PRIVILEGED WITH HAVING ACCESS TO COMPUTERS, BUT THAT’S NOT WHERE THE INSTRUCTION OCCURS AND THAT’S NOT WHERE THE LEARNING OCCURS. IT AFFORDS THEM AN OPPORTUNITY TO SEE WHAT THE CURRICULUM IS ON A– IT’S VERY TRANSPARENT SO THEY CAN SEE WHERE THEY ARE AND WHERE THEY NEED TO GO. IT’S NOT A MATTER OF HOW WE DELIVER THE CONTENT, THE COURSE, THE CURRICULUM, THE INSTRUCTION, AND SO FORTH. BUT CERTAINLY A FAIR CONCERN, BECAUSE SOMETIMES I THINK THAT THAT GETS LUMPED INTO THE WHOLE THING.>>YEAH, AS A LEGISLATURE, I VISITED EAA AND THAT’S ALL THEY HAD. I WALKED IN EVERY CLASSROOM, THEY HAD A BANK OF COMPUTERS, AND THAT’S ALL THE KIDS DID WAS PROBABLY GET TO THE NEXT COMPETENCY AND CHECK OFF. AND THEY TOOK THE TEST 12 TIMES UNTIL THEY GOT 70%, AND THEN THEY MOVED ON– I MEAN, SO THAT’S WHERE–>>JUST ONE MORE THING TO ADD ON. OUR TEACHERS ARE ULTIMATELY THE GATEKEEPER FOR COMPETENCIES AND THAT’S THROUGH EXAMINING A VARIETY OF DATA POINTS. COMPUTERS AT KENOWA HILLS WILL NEVER BE RESPONSIBLE FOR WHETHER OR NOT A STUDENT IS COMPETENT. IT’S OUR HIGHLY TRAINED STAFF THAT ARE GIFTED IN THAT.>>YEAH, AND I WOULD JUST SAY, I SHARE THE CONCERN OF HOW THIS GETS IMPLEMENTED. AUTHENTICALLY, IT IS– IT’S NOT ABOUT TECHNOLOGY, IT’S ABOUT MASTERY. IT’S ABOUT STUDENTS BEING ABLE TO BE PROFICIENT. AND I KNOW THAT WE USE THOSE WORDS– IT’S IMPORTANT. WE NEED TO MAKE SURE THAT EVERY CHILD HAS THEIR OWN PATH AND THE TECHNOLOGY SUPPLEMENTS IT. IT DOES NOT SUPPLANT INSTRUCTION IN THE CLASSROOM AND SO– AND I’M A TECH GUY. I MEAN, THAT’S MY BACKGROUND. BUT I WILL TELL YOU THAT THE DRIVING FORCE FOR IT IS AS A PARENT, WHEN WE TALK TO PARENTS, “DO YOU KNOW MY CHILD” DO YOU KNOW MY CHILD WELL ENOUGH TO KNOW WHERE THEY ARE ACADEMICALLY IN EACH OF THE AREAS, AND IS THEIR RIGOR AT A POINT WHERE THEY ARE GOING TO BE SUCCESSFUL WHETHER THEY GO COLLEGE OR CAREER?” AND FOR US TO GET TO THAT POINT, OUR STAFF– AND I WILL TELL YOU FOR OUR TEACHERS– AND WE HAD A VERY TRADITIONAL TEACHING STAFF WHO HAVE TRANSFORMED THEMSELVES INTO LEARNING FACILITATORS THROUGH THIS PROCESS, THEY NOW WILL TELL YOU THAT THE SPIRIT OF THE TEACHER COMES ALIVE BECAUSE THEY ARE SEEING STUDENT ENGAGEMENT GO UP. THEY’RE SEEING CLASSROOM ACTIVITIES MUCH MORE RELEVANT AND CONNECTED TO THE STUDENT LEARNING. SO IT’S– THAT’S PART OF THE CULTURE SHIFT THAT WE SEE, AND IT’S NOT JUST WITH US, IT’S HAPPENING IN HIGHER ED. THE IMPORTANCE YOU TALK WITH EMPLOYERS, YOU TALK WITH CEOS– COMPETENCY IS A WORD THAT COMES UP ON A REGULAR BASIS. ARE THEY PROFICIENT AND ARE THEY PREPARED FOR THE ENVIRONMENT THAT THEY ARE GOING TO WALK INTO? THE TECHNOLOGY SUPPLEMENTS IT, IT DOES NOT SUPPLANT.>>ALL RIGHT, I HAVE EILEEN, CASSANDRA, MICHELLE, NIKKI? EILEEN, PLEASE.>>WELL, I THINK THAT IS A PERFECT LEAD IN TO WHAT I WAS GOING TO SUGGEST, WHICH IS THAT WE DO HAVE A RESPONSIBILITY ON THIS BOARD TO BE SKEPTICAL AND TO QUESTION AND TO MAKE SURE THAT SOMETHING THAT IS BEING PROPOSED FOR EVEN ONE SCHOOL IS GOING TO WORK, OR IF THAT SCHOOL PROBABLY SHOULDN’T BE TEACHING THAT WAY. SO WE CAN’T FORCE ANYTHING ON MICHIGAN SCHOOLS. ALL WE CAN DO IS TO PASS THE MESSAGE ALONG AND I WOULD LOVE TO SEE US AT ONE OF YOUR SCHOOLS TO VISIT, IF YOU COULD FIND A WAY TO ACCOMMODATE US, BECAUSE SEEING HOW IT SHOULD BE DONE WELL MAKES US THE BEST MESSENGERS FOR QUALITY. AND I THINK THAT IF WE BALANCE THAT WITH WHAT WE KNOW COULD GO WRONG WE’RE BETTER OFF THEN NOT KNOWING WHAT IS BEING DONE WELL.>>ABSOLUTELY.>>THANKS.>>THANK YOU. CASANDRA.>>SO I’M GLAD ONE OF THE THINGS THAT TODAY’S PRESENTATION FOCUSED ON WAS CONTENT BECAUSE THAT HAS ALWAYS BEEN MY FEAR ABOUT COMPETENCY-BASED EDUCATION IS THAT A COMPETENCY ENDS UP BEING SOMETHING LIKE CAN YOU WRITE A PARAGRAPH. AND YES, STUDENTS CAN WRITE A PARAGRAPH, THEY CAN WRITE A WONDERFUL INTRODUCTION, THEY CAN WRITE A WONDERFUL CONCLUSION, THEY HAVE THREE POINTS IN THE MIDDLE AND THE CONTENT IS COMPLETELY WRONG. AND SO, YOU KNOW, AT THAT POINT HAVE THEY SATISFIED COMPETENCY OR HAVE THEY NOT? AND THAT’S ALWAYS MY REACTION WHEN I HEAR THE WORD COMPETENCY-BASED EDUCATION IS WHAT COMPETENCY ARE WE TALKING ABOUT? BECAUSE WE’RE TOLD WE LIVE IN A POST FACT WORLD, BUT I STILL HAPPEN TO BELIEVE FACTS MATTER, AND YOU NEED THAT FOUNDATIONAL UNDERSTANDING OF HISTORY, AND SCIENCE, AND SOCIAL STUDIES, AND THINGS LIKE THAT. AND IF WE’RE MOVING INTO THESE COMPETENCIES, DOES THAT– DO THOSE FACTS GET LOST IN THE “CAN YOU DEMONSTRATE TO ME THAT YOU CAN DO SOMETHING?” AND SO THAT IS MY CONCERN. AND THEN MY QUESTION FOR YOU, IS WE TALK ABOUT COMPETENCY-BASED EDUCATION SO THAT STUDENTS CAN ADVANCE FASTER, BUT WHAT ABOUT THOSE STUDENTS WHO DON’T ADVANCE FAST? AT WHAT POINT DO YOU HAVE TO RETHINK AND SAY MAYBE THIS IS NOT THE BEST THING FOR THESE KIDS?>>LET ME ANSWER THE FIRST PART OF THAT. THAT’S PARTIALLY WHY WE SEPARATED OFF MATHEMATICS. SO WHEN WE LOOKED AT IT, WE SAID, “WE KNOW THAT WE CAN INTEGRATE SOCIAL STUDIES AND LANGUAGE ARTS BASED ON THE CONTENT STANDARDS IN THE STATE CURRICULUM. WE KNOW WE CAN DO THAT IN SCIENCE AND LANGUAGE ARTS.” MATHEMATICS, WE WANTED TO BE VERY CAREFUL, BECAUSE RESEARCH SHOWS THAT WHEN YOU INTEGRATE IN MATHEMATICS, OFTEN YOU LOSE THE IMPORTANT MATHEMATICS UNDERSTANDINGS THAT YOU WANT STUDENTS TO WALK AWAY WITH. SO WE KEPT THAT SEPARATE. THAT THERE ARE TIMES WHEN WE DO PROJECTS THAT ARE VERY MATHEMATICS BASED, BUT FOR THE MOST PART WE SEPARATED THAT OUT UNTIL WE KNOW BETTER HOW TO DO THAT THE WAY WE CAN DO IT RIGHT NOW IN ENGLISH LANGUAGE ARTS, AND SCIENCE OR SOCIAL STUDIES. BUT THE CONTENT STANDARDS ARE LOST. THE COMPETENCIES JUST BRING IN OTHER ASPECTS LIKE DISPOSITIONS AND SOME OF THE THINGS THAT HAVE BEEN MENTIONED EARLIER.>>AND I WOULD JUST ADD IN REGARDS TO THE STUDENTS WHO MAY STRUGGLE A LITTLE BIT MORE, IN OUR CURRENT MODEL THEY MOVE ON NO MATTER WHAT, AND THEY MOVE ON WITH HOLES IN THEIR LEARNING, AND WE KEEP MOVING THEM ON, BECAUSE IT’S THE END OF THE SEMESTER, IT’S THE END OF THE SCHOOL YEAR. YOU ARE NOW IN THIRD GRADE, WHETHER YOU WERE READY OR NOT. AND SO FOR US, IT’S ESPECIALLY IMPORTANT FOR OUR SPECIAL NEEDS KIDS TO HAVE THAT ADDITIONAL TIME, TO HAVE MULTIPLE MEANS OF ENGAGEMENT, MULTIPLE MEANS OF EXPRESSING WHAT THEY KNOW, DIFFERENT PATHS TO THEIR LEARNING, AND HAVE THE TIME THAT THEY NEED TO DEVELOP THAT COMPREHENSION. AND, AS I MENTIONED, OURS IS WRAPPED AROUND THE THREE-DIMENSIONAL PIECE, WHICH IS THE CONTENT SKILLS AND CONCEPTUAL LEARNING. SO, THERE’S NO SACRIFICE OF THE NEED TO KNOW. WE STILL NEED TO KNOW. WE STILL HAVE TO DEMONSTRATE PROFICIENCY WITH THE CONTENT AS WELL, BUT WE ALSO NEED YOU TO DO HIGHER ORDER THINKING AND TO BE ABLE TO APPLY THAT CONTENT AS WELL.>>BUT I GUESS THIS IS MY QUESTION, THOUGH, AT WHAT POINT DO THEY AGE OUT OF THAT SYSTEM? AND IF THEY HAVEN’T SATISFIED THOSE COMPETENCIES, WHAT HAPPENS? WHAT DOES THAT LOOK LIKE?>>WELL– GO AHEAD. I’M SORRY.>>NO, GO AHEAD.>>WELL, IN THE CURRENT MODEL, THE AGES– YOU ARE ALWAYS RACING AGAINST THE CLOCK ANYWAY WITH KIDS THAT ARE STRUGGLING RIGHT NOW WITH THE COMPETENCY, WHAT WE’RE SEEING IS WE HAVE MANY MORE PARACHUTES AND INTERVENTIONS FOR THEM, BECAUSE WE KNOW THEM BETTER THAN WE’VE EVER KNOWN THEM BEFORE, IN REGARDS TO STRENGTHS AND WEAKNESSES. AND KIDS– IT’S INCREDIBLE WHEN YOU TALK TO A FOURTH GRADER AND THEY CAN TELL YOU WHAT THEY’VE MASTERED BECAUSE THEY HAVE SUCH A DEEP UNDERSTANDING THROUGH THE I CAN AND I WILL STATEMENTS, THEY KNOW THEY ARE LEARNING AT A MUCH DEEPER LEVEL. THEY ALSO KNOW THESE ARE MY GAPS. THESE ARE THE THINGS THAT I NEED TO WORK ON. AND YOU CAN REALLY FOCUS IN ON THAT. ONE OF THE TEACHERS IN OUR VIDEO, ASHLEY, SHE TALKED ABOUT HOW THE CLASSROOM DESIGN IS VERY DIFFERENT. THIS IS AN INSTRUCTIONAL DESIGN CHALLENGE AS WELL. THE CEMETERY SEATING OF KIDS IN A ROW IS NO LONGER WORKING. THAT BLENDED MODEL, WHERE YOU’RE ROTATING, AND I CAN TAKE A SMALLER GROUP BECAUSE, MAYBE, THE THREE OF US ARE AT THE SAME PLACE IN OUR LEARNING. AND I CAN WORK WITH THIS GROUP. MEANWHILE, THIS GROUP IS A LITTLE BIT FURTHER ADVANCED, THEY ARE WORKING INDEPENDENTLY, OR THEY’RE WORKING TOGETHER AS A GROUP. THAT’S A DIFFERENT DESIGN FOR THE CLASSROOM. AND THERE’S ONLY SO MANY MINUTES IN THE DAY, BUT WE HAVE THE CONVERGENCE WITH THE TECHNOLOGY AND THE SOFTWARE AND INSTRUCTIONAL DESIGN THAT WE’RE FINALLY TALKING TO THE KID ABOUT WHERE ARE YOU AT IN YOUR LEARNING? NOT WHERE ARE THE 30 AND WE’LL SHOOT TO THE MIDDLE? IT’S A VERY DIFFERENT MODEL, INSTRUCTIONALLY, AND THAT HAS BEEN THE BIGGEST LIFT, I THINK, FOR OUR TEACHERS. BUT I WOULD TELL YOU — AND FRASER HAS A VERY STRONG TEACHING STAFF. VERY STRONG UNION ENVIRONMENT, AND THEY HAVE EMBRACED THIS CONVERSION, BECAUSE THEY SEE IT AS AN OPPORTUNITY TO TAKE BACK THEIR PROFESSION AROUND INSTRUCTION AND DOING WHAT’S BEST FOR KIDS.>>MICHELLE, PLEASE, THEN NIKKI. AND THEN WE’LL PROCEED.>>YEAH. SO, MY QUESTION — WELL, FIRST OF ALL I WANTED TO SAY I HAD THE SAME SKEPTICISM BECAUSE I TOO SAW THE EAA AND WENT TO THAT SCHOOL, AND THE CONTENT THAT WAS LAUNCHED ONTO THESE PLATFORMS WAS HIGHLY QUESTIONABLE. PEOPLE SAID IF YOU QUESTIONED IT, YOU WERE ANTI-TECHNOLOGY, AND THAT WAS NUTS. IT WAS JUST ANTI-BAD EDUCATION. SO, THAT WAS MY INTRODUCTION TO THIS ANY TIME, ANY PLACE. SO ALL OF THESE RED FLAGS INSTANTLY ARISE, BECAUSE I CAN SEE THAT IT CAN BE DONE ON THE CHEAP AND BADLY. SO, MY QUESTION WAS, THOUGH, IT– WHAT– SO I’M IMAGINING A CLASSROOM WITH A TEACHER WHO IS TOLD THAT THEY HAVE TO HAVE INDIVIDUALIZED FOR EVERY CHILD, AND THAT’S A HEAVY LOAD, AND DEPENDING ON HOW MANY CHILDREN THAT TEACHER HAS TO INDIVIDUALIZE THE INSTRUCTION AND KNOW WELL. SO WHAT IS, BASICALLY, THE OPTIMAL LOAD THAT A TEACHER HAS IN THESE INDIVIDUALIZED INSTRUCTIONS? DO YOU HAVE A GUIDANCE ON THAT? DO YOU ADHERE TO THAT? SO I’M JUST– AND HOW DO YOU AFFORD THAT? BECAUSE IT SOUNDS LIKE YOU ARE GOING TO HAVE TO HAVE FAIRLY SMALLER CLASS SIZES?>>WE HAVE NOT CHANGED OUR CLASS SIZES THROUGHOUT THE WHOLE PROCESS. WE HAD VERY SPECIFIC TARGETS DEPENDING UPON KINDERGARTEN THROUGH 6TH GRADE, AND THEN TO THE HIGH SCHOOL. AND WE HAVE NOT ALLOWED THOSE TO BLOW UP, SO TO SPEAK, IN REGARDS TO THE NUMBERS. THE CHALLENGE IS HOW DO YOU DIFFERENTIATE WITH EACH KID? I THINK THE DATA WE HAVE NOW ON EVERY CHILD, WE KNOW MORE, AND WE CAN BE MUCH MORE SURGICAL ABOUT THE INTERVENTIONS, INSTEAD OF TRYING TO SHOTGUN AND SAY I KNOW I HAVE A GROUP OF STRUGGLERS. I KNOW VERY SPECIFICALLY WHAT DAVE NEEDS, WHAT JERRY NEEDS, AND I KNOW WHAT MIKE NEEDS, AND I CAN TARGET THEM OR GROUP THEM BASED ON THOSE COMPETENCIES. SO YOU KIND OF TAKE THE BIG AND MAKE IT SMALLER. AND FOR THE TEACHER, WHAT THEY ARE SEEING IS THERE IS A SHIFT IN OWNERSHIP ON THE LEARNING AS WELL TO WHERE THE STUDENTS KNOW MUCH MORE WHERE THEY’RE AT. AND SO THEY’RE ABLE TO FOCUS. FOR INSTANCE, OUR HYBRID COURSE, THE KIDS WHO HAVE MET THE COMPETENCIES AND BEHAVIOR, THEIR CLASS SIZE JUST WENT FROM 28 DOWN TO 19 OR 15, BECAUSE THAT GROUP OF TEN IS LIKE, I’M SET. I KNOW WHERE I’M AT. I KNOW WHAT I’M WORKING ON. I KNOW WHAT I’M GOING TO BE WORKING ON TOMORROW. BUT THAT TEN OR 15 THAT ARE LEFT ARE GOING, “OKAY, GUYS, GATHER AROUND. LET’S TALK ABOUT WHERE WE’RE AT.” AND THE TEACHER DECIDES THAT.>>OBVIOUSLY — WHAT DOES THAT MEAN? THEY ARE FOURTH GRADERS–>>NO, I’M TALKING ABOUT AT THE HIGH SCHOOL IN PARTICULAR–>>BUT THE YOUNGER GRADES, THEN HOW DO YOU–>>ACTUALLY THIS IS A GREAT FIT FOR ELEMENTARY. WHEN YOU THINK ABOUT– WHEN YOU LOOK INTO AN ELEMENTARY CLASSROOM, INSTRUCTIONALLY, YOU SEE A BLENDED ROTATIONAL MODEL, WHERE A TEACHER CAN HAVE THE BEAN TABLE, AND THEY’RE WORKING WITH FOUR OR FIVE KIDS, AND THEN THERE’S ANOTHER SIX OR SEVEN WORKING OVER HERE INDEPENDENTLY, AND ANOTHER GROUP THAT IS WORKING AS A COLLABORATIVE, THAT ROTATION– IT’S INCREDIBLE TO WATCH THE FLOW OF THAT ROOM WHEN KIDS UNDERSTAND WHAT IS TAKING PLACE IN THIS SPACE. AND IT IS CONSISTENT FROM ROOM TO ROOM–>>I SEE THAT. MY SON GOES TO SCHOOL IN DETROIT, BUT I HAVE ALSO SEEN IT WHEN THEY HAVE OVER 30 KIDS IN A SMALL SPACE. THE TEACHER IS A MASTER, BUT THEY HAVE KIDS ACTING OUT– BECAUSE KIDS ACT OUT–>>YEAH.>>AND SHE WOULD DO MUCH BETTER IF SHE HAD A CLASS OF 20 INSTEAD OF A CLASS OF 30. YOU KNOW WHAT I MEAN?>>I WOULD AGREE.>>SO THAT’S WHAT I’M ASKING.>>YEAH.>>SO WHAT IS THE OPTIMAL CLASS SIZE?>>SMALLER IS BETTER, YEAH. SMALLER IS 100%–>>DO YOU TRY TO ADHERE TO SOME RULES ON THAT?>>WE ARE VERY DEFINED IN OUR DISTRICT. WE WORK VERY CLOSELY WITH OUR EA TO MAKE SURE WE STAY WITHIN THOSE BOUNDARIES. IT’S NOT A COST SAVINGS OPPORTUNITY FOR US. WHEN WE TALK ABOUT ONLINE, ORIGINALLY THE CONCERN WAS, YOU ARE GOING TO OUT SOURCE. AND WE SAID OUR TEACHERS, OUR KIDS, OUR CURRICULUM. WE DO NOT OUTSOURCE ANYTHING. WHAT WE NEED YOU TO DO IS TRANSFORM TO BETTER MEET THE NEEDS OF OUR KIDS, AND THAT’S WHAT– THE COMMITMENT WE NEED FROM YOU, THEN THERE WAS, OKAY, I GET IT, THIS ISN’T ABOUT LOSING MY JOB, THIS IS ABOUT TRANSFORMING MY CAREER, SO THAT OVER THE NEXT 15 OR 20 YEARS, THIS IS A VERY DIFFERENT PLACE FOR KIDS. I’M IN.>>NIKKI AND THEN TO DOCTOR Z, PLEASE.>>THANK YOU. YOU GUYS HAVE A TEAM OF PEOPLE FROM A SPECTRUM OF DIFFERENT SCHOOLS THAT YOU’RE REPRESENTING. I ECHO MANY OF THE SAME CONCERNS THAT EVERYONE HAS ALREADY SHARED, BUT I JUST WANT TO TAKE THE OPPORTUNITY TO GET MORE INFORMATION. ONE OF THE THINGS I FEEL LIKE I HEARD CONNECTED TO COMPETENCY-BASED EDUCATION MANY TIMES IS THE CONCERN FOR DATA COLLECTION AND DATA PRIVACY. SO ONE OF THE THINGS I NOTICED IN YOUR PRESENTATION WAS REPORTING STUDENT OWNERSHIP. I WOULD LOVE TO HAVE AN EXAMPLE OF THE RE-IMAGINED AUDIENCE-SPECIFIC RENDERING OF A TRANSCRIPT, IF YOU WILL. SO WHATEVER YOU HAVE IN HERE, I WOULD LIKE TO SEE THAT ACTUALLY IN MY HANDS, JUST BE ABLE TO LOOK AT IT. SEE WHAT– WHAT WOULD IT LOOK LIKE? JUST BECAUSE THEN I COULD ASK MORE QUESTIONS ABOUT WHAT THE OUTCOME LOOKS LIKE IN THIS TYPE OF EDUCATION MODEL.>>ABSOLUTELY.>>A FEW OTHER QUESTIONS. YOU TALKED ABOUT SEAT TIME WAIVERS. HOW ARE THOSE CURRENTLY BEING USED?>>DO YOU WANT TO TALK ABOUT THAT?>>YEAH, I CAN TALK ABOUT IT FROM THE DEPARTMENT STANDPOINT. LAST YEAR, LEGISLATION WAS CHANGED. SEAT TIME WAIVERS WERE PRIMARILY FOR ONLINE AND BLENDED LEARNING PROGRAMS. SECTION 21F OF THIS CASE LAST YEAR CHANGED THAT, SO NOW ONLINE AND BLENDED LEARNING FOR PEOPLE-COUNTING PURPOSES IS COVERED UNDER THAT SECTION. SO SEAT TIME WAIVERS NOW ARE FOR INNOVATIVE PROJECT-BASED LEARNING, FOR EXAMPLE, OR OTHER THINGS LIKE THAT. SO, WITH THE CHANGE IN THE LEGISLATION AND ALL OF THAT, WE’RE GOING TO GO TO A DIFFERENT SECTION OF THE ACCOUNTING MANUAL AND UNDER THE LAW.>>DOES THAT ALSO INCLUDE DUAL ENROLLMENT?>>THAT’S A DIFFERENT SECTION OF THE STATUTE.>>OKAY. DO YOU SEE COMPETENCY-BASED CLASSROOMS, REALLY BEING EVERY CLASSROOM, OR THIS BEING SOMETHING THAT WILL WORK– BASED ON THE COMMUNITY–>>I SEE IT AS ACROSS OUR ENTIRE COMMUNITY. OUR SCHOOLS. WE DIDN’T FOCUS IN ON ONE BUILDING. IT WASN’T A PILOT FOR US BECAUSE THERE WAS NO EXPERIMENTING. THIS WAS A BELIEF AS A COMMUNITY, AS A BOARD OF EDUCATION IN WHAT WE WERE DOING WAS NOT MEETING THE NEEDS OF THE KIDS, AND WE NEEDED TO REDESIGN IT TO BETTER MEET EVERY CHILD’S NEEDS. AND SO I DO SEE IT IN EVERY SCHOOL AND ACROSS THE ENTIRE ORGANIZATION.>>SO– YEAH, I KNOW THERE ARE SOME FAIR CRITICISMS. IT’S JUST SUCH A LARGE CONVERSATION, WE CAN’T TACKLE IT ALL TODAY. BUT SOME OF THE THINGS THAT YOU SAID REALLY DO EXCITE ME. JUST THE IDEA THAT STUDENTS LEARN AT THEIR OWN PACE, AND WE REACH THEM WHERE THEY ARE AT. AND GET THEM TO WHERE THEY WOULD LIKE TO BE.>>IT’S INTERESTING. I WOULD TELL YOU, VERY HONESTLY, THE CONVERSATIONS I HAD WITH PARENTS WHO– THIS WASN’T THE WAY I WENT TO SCHOOL, AND THIS WASN’T THE WAY I LEARNED. YOU ARE NOT ELIGIBLE TO PLAY ON FRIDAY NIGHT BECAUSE A D-MINUS USED TO BE OKAY AND NOW IT IS NOT. THOSE ARE TOUGH CONVERSATIONS WHERE A PARENT WILL SAY WE’RE RAISING THE BAR TO A POINT — AND WE’RE SAYING THAT IS NO LONGER GOOD ENOUGH FOR WHAT OUR KIDS ARE FACING. SO THAT’S WHY I MENTIONED WE’RE EDUCATING TWO GENERATIONS AT ONCE. WE’RE TRYING TO TRANSFORM THEM, AND THE BIGGEST PIECE IS WITH OUR PARENTS, THE RESISTANCE FALLS OFF BECAUSE THEY GO, “I SEE WHAT YOU ARE DOING. MY KID IS LEARNING AT A VERY DIFFERENT LEVEL THAN WHAT THEY WERE BEFORE.” AND THEY ALSO SAY THE GROWTH MINDSET WORK, THAT’S A BIG PART OF WHAT WE DO. IT’S A HUGE PART OF SAYING — INSTEAD OF SAYING NOBODY IN MY FAMILY IS GOOD AT MATH. WE CHANGE THAT CONVERSATION TO YET. WE’RE GOING TO WORK ON THAT. WE’RE GOING TO GET TO I CAN AND I WILL IN OUR MINDSET WITH LEARNING. A LOT OF FIRST-GENERATION FAMILIES ARE TRYING TO BREAK THAT CEILING OF I WANT TO GO TO COLLEGE. I WANT TO OWN MY OWN BUSINESS. SO, IT’S A BIG PART OF THAT IN SAYING YOU HAVE TO BE CONFIDENT AND PROFICIENT. YOU CAN’T SIMPLY SAY I WAS GOOD ENOUGH AND I CAN STILL PLAY FOOTBALL AND I CAN STILL DO WHAT I WANTED TO DO. WE HAVE TO CHANGE THAT APPROACH. THANK YOU.>>DR. Z, AND THEN I WANT TO MOVE ON.>>IT OCCURS TO ME THAT IN SOME WAYS THIS IS A RETURN TO THE PAST OF THE ONE-ROOM SCHOOLHOUSE WHERE– YEAH, YOU WORKED ON YOUR LEVEL, RATHER THAN ON THE [ INDISTINCT ]. BUT ANOTHER THOUGHT THAT OCCURRED TO ME, COULD YOU ARTICULATE THE DIFFERENCE BETWEEN THESE AND WHAT WE USED TO CALL TRACKING, GROUPING KIDS ACCORDING TO THEIR ABILITY.>>WELL, GO AHEAD.>>TRACKING WAS A SYSTEM THAT WAS VERY RIGID. SO ONCE YOU WERE PLACED ON A TRACK, YOU WERE HIGHLY LIKELY TO STAY IN THAT TRACK FOR SOME TIME, NOT ONLY WITHIN ONE SUBJECT AREA, BUT ACROSS ALL SUBJECT AREAS. SO WHAT IT DID WAS IT PUT STUDENTS FURTHER AND FURTHER BEHIND AS THEY WENT THROUGH SCHOOL, FURTHER AND FURTHER BEHIND THEIR COLLEAGUES, THEIR PEERS. THIS SYSTEM IS COMPLETELY DIFFERENT. IT IS VERY FLEXIBLE. SO I MAY BE A LITTLE BIT SLOWER IN THIS SUBJECT AREA IN MEETING THESE COMPETENCIES OR MEETING THESE STANDARDS, BUT IN OTHER SUBJECT AREAS, IN OTHER COURSE WORK, I CAN BE FURTHER AHEAD. THERE’S MORE FLEXIBILITY IN THE SYSTEM WHEN YOU ARE TALKING ABOUT A TRULY COMPETENCY-BASED, MASTERY-BASED SYSTEM. THE OTHER THING ABOUT IT IS BECAUSE OF THAT FLEXIBILITY, HOW STUDENTS ARE INSTRUCTED GIVES YOU THE OPPORTUNITY AS DAVE HAS SAID TO REALLY ZERO IN. WHEN YOU SEE STUDENTS ARE BEHIND ON A PARTICULAR STANDARD OR SET OF STANDARDS OR PARTICULAR CONCEPT, SOMETIMES WORKING ONE ON ONE WITH THAT STUDENT, SOMETIMES BRINGING THOSE STUDENTS TOGETHER AS A GROUP IS AN OPPORTUNITY YOU HAVE IN THIS KIND OF A SYSTEM. SO IT’S A VERY, VERY DIFFERENT SYSTEM FROM THE OLD TRACKING SYSTEM, WHICH, I THINK, NONE OF US WOULD EVER SUPPORT.>>SO I THINK I’M GOING TO PROPOSE THAT WE HAVE A DIFFERENT KIND OF BOARD MEETING SOMETIME IN THE NEAR FUTURE, WHERE MAYBE WE HOLD THE BOARD MEETING IN THE MORNING, AND THEN IN THE AFTERNOON BREAK UP INTO SESSIONS TO HAVE EACH OF YOU PRESENT AS A TABLE. SO THE BOARD MEMBERS CAN GO AROUND AND GET MORE IN-DEPTH CONVERSATIONS, AND MAYBE YOU CAN BRING SOME STUDENTS WHO ARE A LITTLE BEHIND, SOME STUDENTS WHO ARE READY TO RACE AHEAD, SOME TEACHERS WHO DIDN’T LIKE IT, TEACHERS WHO DO LIKE IT, SO THAT THE BOARD CAN GO TABLE TO TABLE AND HAVE A CONVERSATION. SO I’LL WORK WITH THE BOARD ON THAT. AND WORK WITH YOU GUYS’ SCHEDULE TO SEE IF WE CAN DO THAT, SO THE BOARD CAN HAVE MORE TIME TO HAVE THIS CONVERSATION WITH ALL OF YOU. SO THANK YOU. THANK YOU ALL FOR YOUR TIME.>>NEXT ITEM IS DISCUSSION REGARDING CRITERIA FOR GRANT PROGRAMS. WE HAVE THE PROGRAMS LISTED. DOES ANY MEMBER HAVE ANY QUESTIONS ON THE GRANT PROGRAMS? CASANDRA, PLEASE, AND THEN DR. Z.>>[ INDISTINCT ]. WHAT IS THE MAXIMUM AMOUNT OF EACH GRANT YOU COULD GET?>>THERE IS NO MAXIMUM.>>[ INDISTINCT ].>>WELL, BECAUSE IT’S A COMPETITIVE GRANT, AND IT NEVER NAMED THE NUMBER OF SCHOOL DISTRICTS. SO IF 20 DISTRICTS WERE JUDGED AS PART OF THE– TO RECEIVE THE GRANT, YOU COULD BE DIVIDING IT THAT WAY, IF–>>OH, SO BY COMPETITIVE, IT JUST MEANS THAT YOU HAVE TO MAKE A CERTAIN MINIMUM EXPECTATIONS AND THEN–>>THEN YOU ARE IN, WHICH WORKS TO OUR BENEFIT, BECAUSE THAT WILL ALLOW US TO TAKE SOME SCHOOL DISTRICTS LIKE THE ONE YOU SEE TODAY, AND AT THE SAME TIME, TAKE SOME TOTAL NOVICES WHO WOULD LIKE TO WORK THEIR WAY THROUGH THE PROCESS AND FIGURE OUT WHAT THEY WANT TO DO, WHICH WILL HELP US IN OUR LEARNING, AS WELL.>>IS THAT TRUE FOR THE OTHER THREE THAT ARE LISTED?>>I’M ONLY HERE TO TALK ABOUT–>>MY FRIENDS IN EDUCATION, AND THEN WE THIS MiSTEM. AND WE HAVE FOOD SERVICES. SO I THINK EACH OF THOSE ARE DIFFERENT. KYLE, IN TERMS OF THE FOOD ONE, IS THAT AMOUNT PER DISTRICT OR–>>THAT’S THE OVERALL AMOUNT THAT’S AVAILABLE FOR PEOPLE TO APPLY FOR.>>AND THEY CAN APPLY FOR A CERTAIN DOLLAR AMOUNT?>>YEAH.>>THEN THAT WOULD BE TRUE FOR THE OTHERS.>>STILL, THE AMOUNT YOU GET DEPENDS ON HOW MANY OTHERS HAVE APPLIED AND– OKAY. THAT WAS [ INDISTINCT ].>>TOM, PLEASE?>>BRIAN, SIMILAR TO MY QUESTION LAST MONTH ABOUT GRANTS, HOW MANY OF THESE ARE REALLY DEFINED BY THE LEGISLATURE? AND HOW MUCH HAS BEEN ACTUALLY CHANGED OR, YOU KNOW, HAS MDE/STATE BOARD HAS IMPACT ON DECIDING THESE DECISIONS?>>SO, I CAN GIVE YOU AN EXAMPLE. IF YOU LOOK AT THE FOOD ONE, SPECIFICALLY, THERE’S– IN EACH OF THE FOUR THERE IS A SECTION THAT SAYS WHAT IS DEFINED IN LAW, AND WHAT ARE MDE PROPOSALS. SO, IN THE FOOD PORTION THERE ARE FEDERAL BULLETS THAT ARE DEFINED IN THE FEDERAL REGS WHAT WE HAVE TO DO AND THEN THERE’S TWO BULLETS THAT SAY WHAT WE INCLUDED IN OUR GRANT APPLICATION THAT WAS APPROVED. SO WHAT WE TIED OURSELVES TO DOING AS PART OF OUR GRANT APPLICATION.>>THANK YOU.>>ALL RIGHT. ANY OTHER QUESTIONS? ALL RIGHT, WE’LL NOW CALL TO ORDER THE REGULAR MEETING AT 12:35. A QUORUM OF THE BOARD IS PRESENT. STATE BOARD OF EDUCATION MEETING ON OCTOBER 10TH IS CALLED BACK TO ORDER FOR DISCUSSION ON ACTION ITEMS. WE MOVE TO STATE AND FEDERAL LEGISLATIVE UPDATE. MARTY ACKLEY, DIRECTOR OF PUBLIC AND GOVERNMENTAL AFFAIRS WILL PROVIDE AN UPDATE ON STATE AND FEDERAL ISSUES. MARTY, PLEASE.>>GOOD AFTERNOON. I’LL BE REALLY QUICK, I HOPE. THE LEGISLATIVE COMMITTEE MET– PARDON MY VOICE– ON SEPTEMBER 28th, AND ONE MAJOR PACKAGE OF BILLS WAS DISCUSSED AT LENGTH, AND SUBSEQUENTLY, THE SIX BILL PACKAGE DEALING WITH SCHOOL AND ENVIRONMENTAL QUALITY. IT WAS INTRODUCED IN THE HOUSE, HOUSE BILLS 4977 THROUGH 82. LAST WEEK I SENT ANALYSIS OF THAT PACKAGE TO THE BOARD FOR THEIR REVIEW AND CONSIDERATION, AND NOT SURE WHO THAT WAS HANDED OVER TO– THE CHAIR.>>SO YOU WERE ALSO GOING TO CHECK WITH THE CHAIR OF THE HOUSE OF EDUCATION REFORM COMMITTEE TO SEE WHETHER IT WAS GOING TO BE SCHEDULED.>>YEAH, THERE’S NO INTEREST RIGHT NOW OF THAT HOUSE EDUCATION REFORM COMMITTEE TO TAKE THESE BILLS UP.>>SO WHAT WE DISCUSSED WAS BECAUSE THERE’S A $4 MILLION POT OF MONEY ON THE SCHOOL ENVIRONMENT, PRIMARILY–>>WATER TESTING, YES.>>AND NOT WATER REMEDIATION, RIGHT? THERE’S NO REMEDIAL MONEY? IT’S ONLY FOR TESTING?>>I THINK THERE’S QUITE A FEW PIECES IN THERE, BUT–>>NO, I MEAN, IN THE EXISTING MONEY.>>OH, YES, AND ALSO THERE’S REIMBURSEMENT FOR DISTRICTS THAT– IF THEY’VE BOUGHT WATER FILTERS. THERE IS REIMBURSEMENT FOR [ INDISTINCT ].>>SO WHAT WE WERE TRYING TO STAY FOCUSED ON WAS GETTING THIS MONEY OUT BEFORE IT DISAPPEARS. AND THE SUGGESTION WAS MADE THAT WE WAIT BECAUSE THE BILLS ARE COMPLEX AND THERE ARE RESPONSIBILITIES, FROM WHAT I UNDERSTAND, THAT ARE BEING DEFINED FOR MDE WHICH MORE PROPERLY GO ON WITH LARA OR OTHER ENTITIES. AND ALSO THE MONEY THAT IS IN IT, DOESN’T– WOULDN’T COVER MDE COSTS. SO IF IT MOVES FORWARD, THERE WOULD HAVE TO BE SIGNIFICANT STAFFING COST ANALYSIS, SO THAT FEEDBACK COULD BE GIVEN ON HOW IT WOULD WORK. I MEAN THAT WAS THE DISCUSSION THAT WE HAD. AND THEN YOU CAN’T REALLY DO THAT, THOUGH, UNTIL YOU SEE THAT IT IS GOING TO BE TAKEN UP. BECAUSE YOU MAY NEED MOVEMENT. SO OUR SUGGESTION WAS THAT WE WAIT A MONTH OR SO, AND SEE WHEN IT IS GOING TO BE SCHEDULED, AND IF IT IS, THEN THE STAFF WOULD GO AHEAD AND DO THIS RATHER IN-DEPTH ANALYSIS. COMMENTING CAN RESHAPE THE BILL, AND IT ISN’T THAT WE WAIT UNTIL THIS MONEY IS A LITTLE FURTHER OUT, AND THEN PERHAPS ADVOCATE FOR THE BILLS TO [ INDISTINCT ]. I SENT THAT OUT, WE ONLY HAD TWO PEOPLE PARTICIPATE IN THE CONFERENCE CALL– IT WAS NIKKI AND ME, AND PAM AND LUPE WENT THERE, SO WE– THAT WAS THE CONCLUSION WE CAME UP WITH. MARTY DID SEND OUT THE INFORMATION, AND WE MOVED ON AND TALKED ABOUT THE OTHER TWO BILLS THAT WERE UP OF SOME NOTE TO THE DEPARTMENT, WHICH IS HOUSE BILL 4805, WHICH WAS CORRECTING AN OVERSIGHT OR OMISSION, I UNDERSTAND, IN THE SCHOOL AID ACT. LOOKING DOWN. ACCORDING TO THIS, 4805 IS THE EDUCATION DEVELOPMENT PLANS FOR HOMESCHOOLED STUDENTS.>>YES, THERE WAS LANGUAGE ADDED TO THE SUPPLEMENTAL BILL, BUDGET BILL THAT IS GOING THROUGH THE PROCESS RIGHT NOW THAT WOULD TAKE CARE OF THAT ISSUE. THERE IS A STAND ALONE BILL THAT– WE HAD A HEARING IN THE HOUSE EDUCATION REFORM COMMITTEE THAT WAS NOT MOVED YET. SO THERE MAY BE SOME DECISION THAT THE ISSUE IS BEING TAKEN CARE OF IN A SUPPLEMENTAL, SO THE STANDING BILL WAS NOT–>>COULD YOU EXPLAIN THE ISSUES?>>THERE WAS–>>ARE WE MOVING AWAY FROM THE OTHER BILL? BECAUSE I WANTED TO DISCUSS THAT A LITTLE BIT FARTHER, THE ONE ON–>>WHY DON’T I JUST GO THROUGH THIS REPORT, AND THEN WE CAN GO BACK AND PICK IT UP?>>OKAY.>>OKAY. SO MARTY, IF YOU’VE GOT THEM CHEERING FOR MICHIGAN STATE, ALL BETS ARE OFF. [ LAUGHTER ]>>HE CLAIMS HE DIDN’T. BUT I SUSPECT. [ LAUGHTER ]>>YEAH. NOW I’M A LITTLE WORRIED ABOUT YOU [ INDISTINCT ]. BUT ESSENTIALLY THERE WAS A MISTAKE MADE AND HOME SCHOOLED STUDENTS WERE NEVER BEFORE THIS REQUIRED TO HAVE EDUCATIONAL DEVELOPMENT PLANS THROUGH A LOCAL SCHOOL DISTRICT. SO THERE WERE TWO EFFORTS I UNDERSTAND TO TAKE IT BACK TO WHAT IT WAS–>>HOME SCHOOLED STUDENTS THAT USE– THAT ARE PART-TIME STUDENTS THAT USE TAXPAYER MONEY.>>CORRECT. YES.>>SO IS THERE MORE TO THAT? YOU WERE JUST DEFINING WHAT PROGRESS HAD BEEN.>>RIGHT. LANGUAGE WAS ADDED TO THE SUPPLEMENTAL BUDGET, WHICH BASICALLY AMENDED THE BOILERPLATE LANGUAGE THAT MADE THE ERROR, DEPENDING ON WHERE YOU STAND ON THE ISSUE. SO I THINK THERE’S A FEELING THAT THAT IS GOING TO SOLVE THE PROBLEM.>>OKAY. AND THEN HOUSE BILL 4735 WAS A REALLY INTERESTING DISCUSSION, BECAUSE [ INDISTINCT ] HAVE A NUMBER OF COMMUNITIES IN MICHIGAN, OHIO, INDIANA, WISCONSIN, AND EVEN MINNESOTA, THAT [ INDISTINCT ] FACILITY IS COMMUNITY COLLEGE IN ANOTHER STATE. SO THIS WAS AN EFFORT TO MAKE SURE THE KIDS HAD ACCESS TO A COMMUNITY COLLEGE SOMEPLACE, BECAUSE AFTER ALL WE ARE A UNITED STATES, AND WE [ INDISTINCT ] CROSSING THE IMAGINARY LINE TO FACILITATE.>>RIGHT.>>THEY HAVE BEEN DOING IT. WE HAVE BEEN APPROVING IT, BUT THIS JUST MAKES IT CLEAR.>>YES.>>YES. AND THOSE– AND OF COURSE YOU TESTIFIED WITH ROGER [ INDISTINCT ] EDUCATION AND DEVELOPMENT– ECONOMIC DEVELOPMENT DIRECTOR ROGER CURTIS [ INDISTINCT ]. AND MARTY, IF YOU CAN GIVE US THE [ INDISTINCT ]. THEN I’M HAPPY TO GO BACK TO THE DISCUSSION ON HOUSE BILLS 4977 THROUGH 4982.>>PAM?>>SO [ INDISTINCT ] NOT BEING A PART OF THE ORIGINAL LEGISLATIVE DISCUSSION, BUT HAVE BEEN IN CONVERSATION WITH THE STATE REPS THAT PROPOSED THE LANGUAGE, AND IT JUST SO HAPPENS THAT IT IS COMING TOGETHER AT THE SAME TIME THAT WE FELT THE NEED TO PUT SOMETHING ON AS WELL, AND I FELT GOOD ABOUT REPRESENTATIVE [ INDISTINCT ] BILL. ONE OF THE PIECES– I CAN’T REMEMBER WHICH ONE IT WAS, BECAUSE THE ADDITIONAL FUNDING THAT HE ADDS, I THINK WILL HELP TO ADDRESS THE ISSUE THAT WAS STATED BY KYLE AND BY OTHERS I HAVE HEARD ON GROUND, IS A PROBLEM OF 4.1 MILLION IS OKAY, ONCE WE FIND OUT THAT THIS IS IN THE BUILDING, THE– THE FIXTURES ARE CONTAMINATED, THEN HOW DO WE ADDRESS IT? SO I THINK THAT THAT ADDITIONAL FUNDING CAN HELP US TO OVERCOME– OR HELP TO OVERCOME THAT ISSUE. BUT I ALSO WANT TO MAKE SURE THAT YOU KNOW WE HAVE [ INDISTINCT ] U.S. GREEN BUILDING COUNCIL, SO HE IS FAMILIAR WITH THE PACKAGES OF BILLS, SO I JUST WANTED TO MAKE SURE WE WERE ALL AWARE OF THAT, AND ONE OF THE THINGS THAT IS ALSO PROMISING IS THERE IS A CAUCUS THAT IS BEING FORMED. SO WE HAD A FIRST MEETING LAST WEEK, SO I THINK THAT’S ALSO AN OPPORTUNITY FOR US TO GET OFF THE GROUND, OUR RECOMMENDATION, BECAUSE ONE OF THE THINGS THAT WE KNOW IS WE HAVE TO BRING ALL OF THOSE SCHOOLS TOGETHER [ INDISTINCT ] TO HAVE THESE CONVERSATIONS AS WELL AS WITH THE POLICY MAKERS, SO– AND EVERYBODY ELSE THAT WE MENTIONED THE LAST TIME THAT WE TALKED, THE PARENTS, THE– I THINK WE TALKED ABOUT [ INDISTINCT ] BEING A PART OF THAT. SO I THINK THAT THAT’S ALSO A PIECE OF– OF THIS LEGISLATION OR THIS BILL PACKAGE, IS THIS CAUCUS THAT I THINK WILL HELP US TO ARRIVE AT SOME OF THE QUESTIONS THAT YOU HAVE, EILEEN. I THINK WE NEED TO MOVE ON– ON THIS IN ORDER FOR US TO BE ABLE TO ANSWER THOSE QUESTIONS, BUT IF WE CAN HAVE EMIL– I DON’T KNOW IF WE WANT TO JUST GIVE SOME–>>I’LL CALL ON HIM DURING PUBLIC COMMENT.>>ALL RIGHT.>>HOLD ON, PAM ARE YOU– AND WE’RE GOING TO DO PUBLIC COMMENT IN A FEW MINUTES.>>I’M SORRY, I WANTED TO ADD SOMETHING ELSE TOO. WE HAVE PUT OUT A LIST OF COMMUNITIES [ INDISTINCT ] SHOULD BE ROUGHLY TEN DAYS BEFORE [ INDISTINCT ] TO GIVE PEOPLE A CHANCE TO BRING NEGATIVE STATEMENTS FORWARD, AND THAT [ INDISTINCT ] SO THAT WE ARE WITHIN THE– [ INDISTINCT ].>>[ INDISTINCT ].>>WELL, WE WERE JUST TRYING TO WORK IT OUT EVEN WITH THE COMMITTEE MEMBERS.>>OH, OKAY.>>SO–>>NO, NO.>>OKAY. [ LAUGHTER ]>>[ INDISTINCT ] THURSDAY, THAT’S A WEEK AND A HALF BEFORE THE TUESDAY VOTE, SO– [ INDISTINCT ]… SO IF THE FOUR OF US [ INDISTINCT ]… IT’S JUST TOO MUCH INFORMATION, BUT IF YOU CAN LOOK AT YOUR CALENDARS [ INDISTINCT ] RESCHEDULE.>>I KNOW THERE’S A LOT OF BACK AND FORTH AND CANCELED MEETINGS AND REPLACED MEETINGS, BUT I DO WANT TO MAKE SURE THAT HE GETS A OPPORTUNITY TO SPEAK. I DID ASK HIM TO COME, AND I MADE YOU AWARE THAT HE WAS COMING.>>YES, HE IS GOING TO SPEAK IN JUST A FEW MINUTES.>>BUT I THINK DOING THIS ALL TOGETHER IS THE FIRST STEP IN [ INDISTINCT ].>>YEP.>>THANKS.>>MICHELLE, PLEASE.>>YEAH, I– I CAN’T THINK OF ANYTHING– ANY OTHER [ INDISTINCT ] WE SHOULD HAVE LEADERSHIP ON, AND I THINK WE NEED ACTION AND NOT WAIT FOR THE HOUSE REFORM COMMITTEE, BECAUSE YOU KNOW [ INDISTINCT ] I MEAN IT’S LIKE– I THINK WE– I– I’M TELLING– THERE– AS I MENTIONED– YOU KNOW, MY HUSBAND WORKS IN THE DISTRICT WHERE THERE’S LEAD IN THE WATER. AND SO– AND HE– AND HE IS NOT ALONE, AND HE IS NOWHERE NEAR FLINT, BUT THERE’S LOTS OF COMMUNITIES ACROSS OUR STATE THAT OUR CHILDREN ARE BEING EXPOSED, AND IT CREATES COGNITIVE DISORDERS AND PROBLEMS, AND BEHAVIOR ISSUES, AND IF THERE’S NOT– I MEAN, IF WE CAN’T SUPPORT SOMETHING THAT SAFEGUARDS PEOPLE’S COGNITIVE ABILITIES, AND MAKE SURE THEY ARE SAFE, I DON’T EVEN THINK WE SHOULD EXIST AS A BOARD. I MEAN THIS TO ME IS INCREDIBLY IMPORTANT, AND WE SHOULD BE MAKING A CLEAR AND STRONG STATEMENT THAT WE SUPPORT THESE TYPES OF ISSUES, AND WE ARE GOING TO SAFEGUARD THE WELL-BEING AND THE AC– ACADEMIC ABILITIES OF OUR KIDS. SO I– I– I FEEL INCREDIBLY STRONG ABOUT THIS, AND I SAY THIS, BECAUSE THERE IS A BIG GAPING HOLE, AND NO ONE SEEMS TO WANT TO DEAL WITH THIS ISSUE, OR ACKNOWLEDGE THAT THIS IS A PROBLEM, BECAUSE– MAYBE BECAUSE OF FLINT. NO ONE SEEMS TO WANT TO OWN IT. MY HUSBAND CONTACTED DEQ. THEY SAID THEY CANNOT COME INTO THE SCHOOL UNLESS THEY ARE INVITED BY THE SUPERINTENDENT, EVEN THOUGH HE HAS ALREADY TESTED THE WATER, AND THEY KNOW THAT THERE’S LEAD IN THERE. SO IT’S LIKE NO ONE WANTS TO– TO TOUCH IT. SO WE NEED LEADERSHIP. WE NEED– IF NO ONE ELSE, IT SHOULD BE US. THAT’S OUR MOST IMPORTANT STRENGTH.>>SO, I CERTAINLY THINK IF THE BOARD WISHES TO PASS SOMETHING, WE CAN WORK ON IT BETWEEN NOW AND NEXT MEETING AND HAVE IT TEED UP, IF THAT’S WHAT THE BOARD WISHES.>>AND THAT WAS THE LEGISLATIVE COMMITTEE’S FOCUS, BUT WE JUST DIDN’T PULL TOGETHER. BUT THE OTHER THING, TOO, MICHELLE, I AM ABSOLUTELY WITH YOU. IF YOU RECALL, PAM AND I WENT OFF AND CRAFTED THAT STATEMENT. MY PROBLEM IS THAT WE HAVE $4 MILLION THAT IS NOT GETTING OUT. AND THIS BILL, ON TOP OF THAT, NO MATTER HOW MUCH MONEY THERE IS, UNTIL WE SOLVE WHY THIS MONEY ISN’T BEING USED. AND SO WE UNDERSTAND THAT AND GET THE MONEY OUT [ INDISTINCT ] TO HAVE MORE RESPONSIBILITY WITHOUT ANY MONEY FOR THE ADMINISTRATION AND A POOL OF MONEY THAT MAY NOT GO OUT, EITHER. SO I JUST– AGAIN, I JUST ASK–>>BUT YOU ARE NOT SAYING–>>PERHAPS KYLE SHOULD GIVE US A REPORT AT THE NEXT MEETING OR AN INTERIM REPORT SO THAT WE CAN FIND OUT WHETHER THE EFFORTS THAT WE’VE GOT RIGHT NOW–>>I JUST WANT TO SAY TWO THINGS, AND I HOPE THAT WE GET TO HEAR FROM EMIL, BUT THE SOLVING THE WHY– I THINK KYLE STATED SOMETHING, AND THEN WE HAVE THIS, LIKE, TURN OF EVENTS WHERE NOW WE HAVE THIS PACKET OF BILLS THAT HELP US TO ANSWER THE WHY. AND THE REASON WHY, YOU KNOW, I THINK IN ADDITION TO WHAT– MICHELLE, WHAT YOU ARE SAYING, THAT IS THE PRIORITY, IS THAT WE SHOULD BE PROTECTING OUR CHILDREN. AND I’M IN FLINT, WHERE I SEE PROFESSIONALS WHO I KNOW PERSONALLY, AND OUR PUBLIC HEALTH PROFESSIONALS LIKE MYSELF, WHO ARE FACING CHARGES. SIX PERSONS HAVE BEEN ADDED AND CHARGES HAVE BEEN BROUGHT UP. I THINK THESE ARE THINGS THAT WE HAVE TO MOVE URGENTLY ON. IT’S NOT SOMETHING WE CAN JUST DO WHAT WE’VE NORMALLY DONE. AND WE’VE SEEN THAT. AND SO I APOLOGIZE THAT WE ARE NOT ALWAYS NECESSARILY GOING IN ORDER AROUND THESE ISSUES, BUT I JUST LOOK FORWARD TO HEARING FROM EMIL, AND I THINK THAT AGAIN, THIS PACKAGE OF SIX BILLS PROVIDES AN OPPORTUNITY TO EXPEDITIOUSLY HAVE THESE DISCUSSIONS THAT YOU ARE CONCERNED ABOUT, AND HELP US BRING ALL OF THOSE PEOPLE TO THE TABLE TO DO JUST WHAT WE SAID IN THAT RECOMMENDATION, WAS TO BRING PEOPLE TO THE TABLE. NOW THIS BILL PACKAGE PROVIDES AT LEAST THIS COMMITTEE TO HELP SHAPE THIS DISCUSSION AND QUICKLY MOVE US IN THE DIRECTION THAT I THINK WE NEED TO GO.>>ALL RIGHT. SO, IF THE BOARD WISHES TO WORK TOWARDS COMMENTS OR [ INDISTINCT ] NEXT BOARD MEETING, I’LL BE HAPPY TO ENTERTAIN THAT. NO OTHER BOARD COMMENTS. I AM GOING TO GO TO PUBLIC COMMENTS, BECAUSE I DON’T WANT THE PUBLIC TO SIT AROUND FOR AN HOUR AND THEN HAVE TO COME BACK AND SPEAK. WE ARE GOING TO GO TO PUBLIC COMMENT. WE WILL HOLD PUBLIC COMMENT FOR FIVE MINUTES. AND YOU’LL LET PEOPLE KNOW WHEN THEY HAVE A MINUTE LEFT?>>YES, WE’RE OPERATING WITH A TIMER ON MY PHONE. WE HAVE IT SET FOR FIVE MINUTES. WHEN THERE’S ONE MINUTE LEFT, I WILL LET YOU KNOW. I NEED TO REMIND YOU THAT IT IS THE BOARD’S PRACTICE TO NOT RESPOND TO COMMENTS, BUT THEY ARE HAPPY TO HEAR WHAT YOU HAVE GOT TO SAY. IF YOU FILLED OUT A GREEN FORM AND I DON’T YET HAVE IT, IF YOU COULD GET THAT TO ME, THAT WOULD BE AWESOME. THE FIRST SPEAKER IS EMILE LAUZZANA, FOLLOWED BY RICH FINK. AND THEN FOLLOWING RICH FINK WILL BE ERIC-JOHN SZCZEPANIAK.>>THANK YOU FOR BEING HERE.>>THANK YOU FOR THE OPPORTUNITY, AND THANK YOU FOR THE INVITATION. MY NAME’S EMILE LAUZZANA. I’M FROM THE U.S. GREEN BUILDING COUNCIL. WE ADMINISTER THE WORLD’S LARGEST GREEN BUILDING RATING SYSTEM, THE LEAD CERTIFICATION SYSTEM. WE ALSO OPERATE OUT OF OUR WASHINGTON, D.C. OFFICE THE CENTER FOR GREEN SCHOOLS THAT ADVOCATES FOR GREEN SCHOOLS FOR ALL CHILDREN WITHIN ONE GENERATION. WE DEFINE THAT AS BY THE YEAR 2050. WE WANT TO SEE EVERY SCHOOL A HEALTHY LEARNING ENVIRONMENT. WE HAVE CO-AUTHORED AND BEEN PART OF A NUMBER OF RESEARCH STUDIES AROUND THE CLASSROOM ENVIRONMENT, AND HOW THAT IMPACTS COGNITIVE FUNCTION, STUDENT PERFORMANCE, TEACHER WELL-BEING, RETENTION AND A BUNCH OF OTHER FACTORS. AND WE FOUND THAT INDOOR ENVIRONMENTAL FACTORS SUCH AS LIGHTING QUALITY, AIR QUALITY, WATER QUALITY, THE ACOUSTIC ENVIRONMENT ALL HAVE MEASURABLE IMPACTS ON STUDENT PERFORMANCE. ONE OF THOSE– A NUMBER OF THESE BILLS START TO GET AT THOSE ISSUES, BUT THERE ARE SIGNIFICANT STATISTICAL DIFFERENCES IN STUDENT PERFORMANCE, COGNITION, RETENTION, VISUAL ACUITY, BASED ON LIGHTING, THE AMOUNT OF AVAILABLE OXYGEN, PARTICULATE MATTER IN THE AIR, AND THE QUALITY OF THE WATER THAT IS PROVIDED IN THE SCHOOL. I AM CERTAINLY FAMILIAR WITH THE LEAD ISSUES, BEING A LONG TIME MICHIGAN RESIDENT FROM SOUTHEAST MICHIGAN. WHAT IS HAPPENING IN FLINT IS HEARTBREAKING. I ALSO FORMERLY WORKED AT DETROIT PUBLIC SCHOOLS, DURING THE BEGINNINGS OF THE FLINT WATER CRISIS, AND WATCHED– I WORKED IN THE OPERATIONS DEPARTMENT, AND WE PROACTIVELY TESTED ALL OF THE WATER AT OUR SCHOOLS. AND WE NOTICED QUITE QUICKLY THAT THERE WAS NOT AN MDEQ PROTOCOL TO FOLLOW FOR TESTING, REMEDIATION, AND ALL OF THIS. AND WE WORKED WITH MDEQ AND THE CITY OF DETROIT TO RESOLVE THESE ISSUES TO EVERYONE’S SATISFACTION. I THINK PART OF THE REASON THIS POT OF MONEY IS NOT BEING USED IS THAT THERE IS NOT CLEAR GUIDANCE FOR SCHOOL DISTRICTS TO FOLLOW AND THERE IS NOT A PROCEDURE. AND THERE IS ALSO A PERCEPTION IN SCHOOL DISTRICTS THAT IF THEY TEST, THIS BECOMES PUBLIC KNOWLEDGE THAT THERE IS AN ISSUE. THEY NEED SOME HELP TO MESSAGE THIS APPROPRIATELY TO THEIR COMMUNITIES, SO THEIR STUDENTS DON’T JUST FLEE OFF TO SOME OTHER SCHOOL DISTRICT UNDER CHOICE OR TO CHARTER SCHOOLS. WE NEED GUIDANCE FROM MDEQ. WE NEED ASSISTANCE FROM OTHER STATE AGENCIES SO THAT SCHOOL DISTRICTS KNOW WHAT TO DO. A LOT OF THEM ARE KIND OF– THEY KNOW THERE IS A BIG ISSUE. IT IS POTENTIALLY HARMING THEIR STUDENTS, BUT THEY DON’T KNOW WHAT TO DO. AND THAT’S WHY THIS MONEY ISN’T BEING SPENT. THE LEGISLATION IS NOT PERFECT. IT COULD PROBABLY USE IMPROVEMENT, COMMENT, AND REVISIONS, BUT IT DOES CALL ON VARIOUS DEPARTMENTS TO CLARIFY THE PROCESS FOR SCHOOLS, SO THEY ARE NOT PUTTING THEMSELVES OUT THERE IN THE WIND TO BE SUBJECT TO PUBLIC CRITICISM AND A LOT OF OTHER ISSUES. I THINK IT’S SOMETHING THAT WE KNOW IT’S THERE. MY FATHER WAS A SCHOOL TEACHER. HE TAUGHT IN DETROIT, AND HE IS NOW IN HIS 70s. AND I WILL TELL YOU, HE TESTED FOR LEAD. AND IT HAS HAD SOME IMPACT ON HIM. SO IT IS PERSONALLY AFFECTING ME, AND I THINK THIS IS SOMETHING WE CAN’T– BECAUSE WHAT WE HAVE IS A TICKING TIME BOMB, RIGHT? WE KNEW FLINT WAS THERE. PEOPLE KNEW, AND WE SAT ON IT. AND WE KNOW NOW, EVEN IN– JUST ABOUT EVERY SCHOOL DISTRICT OUT THERE HAS ONE BUILT BEFORE 1978, WHEN WE STOPPED USING LEAD IN PLUMBING FIXTURES. SO IT’S IN EVERY SCHOOL DISTRICT. AND WE NEED TO FIND A WAY TO ACT. THIS BILL PACKAGE IS A WAY TO START THAT CONVERSATION AND HOPEFULLY COME UP WITH A PROACTIVE WAY TO ADDRESS THIS BEFORE IT COMES AND BITES US FROM BEHIND, LIKE IT DID WITH FLINT. SO I THANK YOU FOR YOUR TIME, AND I’M AVAILABLE, YOU KNOW, TO PROVIDE MORE INFORMATION, RESEARCH STUDY. WE ALSO HAVE AVAILABLE A LIST OF OTHER LEGISLATION, BOTH PROPOSED AND ENACTED AROUND THE COUNTRY, AROUND THIS ISSUE, INCLUDING NATIONAL LEGISLATION THAT WAS INTRODUCED THAT WE CAN MAKE AVAILABLE FOR YOU TO DELIBERATE AND FIND GUIDANCE FROM. SO THANK YOU FOR THE OPPORTUNITY.>>THANK YOU.>>SO, KYLE, WILL YOU MAKE SURE TO GET WITH HIM? THANK YOU.>>IF RICH FINK WOULD PLEASE COME TO THE TABLE? FOLLOWED BY ERIC-JOHN SZCZEPANIAK.>>HELLO. THANK YOU FOR BEING HERE.>>THANK YOU FOR HAVING US. I APPRECIATE BEING HERE IN GRAND RAPIDS, SO THAT WE’RE ABLE TO ATTEND AND LISTEN TO WHAT IS GOING ON. I AM A RETIRED TEACHER. I STARTED AS A SPEECH PATHOLOGIST, WORKED AS KINDERGARTEN, FIRST, AND SECOND GRADE TEACHER FOR 20 YEARS. AND ENDED MY CAREER AFTER 38 1/2 YEARS. DID DAYCARE FOR TWO AND A HALF YEARS WITH MY GRANDSON FULL TIME. AND THEN WENT BACK TO KELLOGGSVILLE FOR THREE YEARS, WORKING PART TIME AS A SPEECH PATHOLOGIST AGAIN. I GUESS I’M HERE TODAY, BASICALLY BECAUSE OF MY FOUR GRANDCHILDREN. THEY ARE 10, 8, 5, AND 9 MONTHS. AND AS I WATCH HOW EDUCATION HAS EVOLVED, I LOOK AT THE 38 1/2 YEARS THAT I SPENT IN EDUCATION, TAKING A COUPLE OF YEARS OFF TO DO DAYCARE, WATCHING MY GRANDSON GO FROM BIRTH TO 2 1/2 YEARS, AND WATCHING MY OTHER GRANDCHILDREN GOING THROUGH SCHOOL. I’M VERY CONCERNED ABOUT THE DIRECTION THAT WE ARE TAKING IN EDUCATION. WHEN I GOT MY DEGREE– MASTERS DEGREE IN EARLY CHILDHOOD EDUCATION, I HAD A NINE-HOUR COURSE THAT LOOKED AT CHILD DEVELOPMENT. A LOT OF THAT WAS SPENT STUDYING PIAGET. AND I REMEMBER, PROBABLY ABOUT 20 YEARS INTO MY CAREER, BEING TOLD, AS CURRICULUM NEEDS WERE CHANGING, PRESSURE WAS BUILDING, STATE MANDATES WERE CHANGING– BEING TOLD THAT PIAGET IS DEAD, GET OVER IT. AND AS I HAVE SEEN EDUCATION EVOLVE, I SEE CURRICULUMS THAT I FEEL ARE DEVELOPMENTALLY INAPPROPRIATE. I FEEL THAT WE HAVE TESTING THAT IS ABSOLUTELY UNCONSCIONABLE. TESTING YOUNG CHILDREN, GIVING THEM FAILURE WHEN THEY ARE FOUR AND FIVE YEARS OLD IN PRESCHOOL. AND I THINK IT IS ABSOLUTELY APPALLING THAT WE CONTINUE ON THIS ROAD. SPENDING THAT TWO AND A HALF YEARS WITH MY GRANDSON DOING DAYCARE TOOK ME BACK TO THOSE NINE HOURS THAT I SPENT LOOKING AT CHILD DEVELOPMENT, AND REINFORCING IN MY MIND THAT EVERYTHING I HAD LEARNED, AND EVERYTHING THAT WE READ AND CAN SEE IN PIAGET’S STUDY ARE IN FACT TRUE. AND I DON’T THINK ANYTHING IN THE WORLD HAS CHANGED THAT HAS CHANGED CHILD DEVELOPMENT. I WATCHED MY GRANDSON, I WATCHED HIM GO THROUGH THE VERY STAGES THAT I USED IN MY REPORT, MY THESIS THAT I HAD TO DO FOR THE COURSE WORK. HE WENT THROUGH THOSE STAGES. I WORKED WITH PRESCHOOL KIDS AS A SPEECH PATHOLOGIST. I LOOKED AT THE LANGUAGE DEVELOPMENT OF THOSE CHILDREN. WE SEE A LOT ABOUT DETROIT PUBLIC SCHOOLS, LANSING PUBLIC SCHOOLS, MUSKEGON PUBLIC SCHOOLS. I WORKED IN KELLOGGSVILLE, ANOTHER AREA WHERE INCOME IS LOW, POVERTY IS HIGH. AND WHEN I LOOKED AT THOSE KIDS AND I SAW THE CASELOAD, I WORKED TWO DAYS A WEEK. ONE BUILDING, PRE-K, K, AND 1. I HAD 65 STUDENTS ON MY CASELOAD. AND ALL OF IT WAS CENTERED AROUND LANGUAGE.>>ONE MINUTE.>>THE LANGUAGE THAT I– DEVELOPMENT THAT I SAW WAS BELOW AVERAGE. AND I THINK AS A BOARD, YOU NEED TO TAKE A LONG, HARD LOOK AT WHERE WE ARE GOING WITH EDUCATION, WHAT OUR EXPECTATIONS ARE. CHILDREN SHOULD NOT BE REQUIRED TO LEARN TO READ IN KINDERGARTEN. I HAVE A TEN YEAR OLD AND AN EIGHT YEAR OLD THAT ARE STRUGGLING READERS. THEY HATE SCHOOL. ABSOLUTELY HATE IT. M-STEP CAME AROUND LAST YEAR, AND MY TEN YEAR OLD– AT THE TIME NINE– CALLED AND SAID, “PAPA, CAN I JUST “COME AND STAY WITH YOU FOR “A WEEK AND NOT GO TO SCHOOL? “I HATE THAT TEST. “IT MAKES ME FEEL STUPID. “I CAN’T DO IT. “AND I CAN’T READ IT.” AND I ASK EACH AND EVERY ONE OF YOU, WHEN YOU ARE LOOKING AT THESE TESTING INSTRUMENTS, ARE THEY DEVELOPMENTALLY APPROPRIATE? AND ARE THEY REALLY GIVING THE TEACHERS ANYTHING THAT THEY CAN USE IN THEIR CLASSROOM TO REALLY DIRECT INSTRUCTION? I CAN TELL YOU AS A TEACHER FOR 38 1/2 YEARS, WHEN I GOT THOSE TEST RESULTS BACK, THEY WENT IN THE CIRCULAR FILE.>>I’M SORRY, YOUR TIME IS UP. THANK YOU.>>YOU CAN WRAP UP REAL QUICK.>>REAL QUICK? SO I JUST– I BEG YOU–>>WELL, THAT WAS A WRAP UP.>>THINK ABOUT CHILD DEVELOPMENT. THINK ABOUT OUR CHILDREN. DO WE REALLY WANT A GENERATION OF KIDS THAT HATE SCHOOL, THAT HATE LEARNING, AND THAT HATE TO READ? BECAUSE ALL THAT IS BEING DONE RIGHT NOW IS CONSTANT TESTING AND INTERVENTIONS. THANK YOU.>>THANK YOU FOR BEING HERE.>>OUR FINAL SPEAKER IS ERIC-JOHN SZCZEPANIAK, AND IF I SAID YOUR NAME INCORRECTLY, PLEASE CORRECT ME.>>THAT IS CORRECT. A LOT OF PEOPLE DON’T GET IT, SO THANK YOU FOR THAT.>>I GET EXTRA CREDIT.>>OKAY, MY NAME IS ERIC-JOHN SZCZEPANIAK. I’M A SCHOOL BOARD MEMBER HERE IN KENT COUNTY, SO I’M REALLY EXCITED THAT THE STATE BOARD CAME OVER TO THESE– THIS NECK OF THE WOODS TO DISCUSS THEIR AGENDA ITEMS TODAY. I WANTED TO MENTION SOMETHING THAT MEMBER FECTEAU HAD STATED ABOUT THE 49507 ZIP CODE IN GRAND RAPIDS HAS BEEN LISTED AS ONE OF THE HIGHEST FOR NUMBER OF CHILDREN EXHIBITING ELEVATED BLOOD LEAD LEVELS. AND OUR COUNTY GOVERNMENT HAS PUT IN A LOT OF EFFORT TO FIGURE OUT WHY THAT IS. AND A LOT OF IT STEMS FROM THE PLUMBING. BUT A LOT OF IT ALSO STEMS FROM THE PRE-1978 HOUSING THAT WAS BUILT IN GRAND RAPIDS, WHICH IS A MAJORITY OF THE CITY. SO I REALLY APPRECIATE YOU LOOKING INTO SOME MEDIATION FOR THAT. MY DISTRICT IS CURRENTLY SEEKING AN M-STEP WAIVER, AND I WANTED TO SPEAK ON THAT A BIT. FRIENDS OF KENT COUNTY SCHOOLS, THE LOBBYING GROUP OF US SCHOOL BOARD MEMBERS, WE TALKED ABOUT HOW OUR RESULTS CAME BACK FROM THE M-STEP THIS YEAR IN SEPTEMBER. THAT’S WHEN THE SCHOOL DISTRICTS RECEIVED IT, AT LEAST IN MY CASE, AND A LOT OF THE OTHER ONES IN KENT COUNTY, AND THAT’S NOT ENOUGH TIME TO GET THAT TO PARENTS. IF WE BELIEVE THAT EDUCATION HAS TO BE A COMMUNITY AND PARENTAL EFFORT AS WELL, THEN WE CAN’T TEST KIDS IN THE SPRING AND GET THEM THE RESULTS BACK ONCE THEY HAVE ALREADY STARTED THE NEXT SCHOOL YEAR, ONCE THEY’VE WASTED THE SUMMER, ONCE THE ONLY PEOPLE THEY COME INTO CONTACT WITH ARE THEIR PARENTS, WHO COULD BE FILLING IN THAT GAP, IF THEY HAD THESE RESULTS. I ALSO WANTED TO MENTION, I ATTEND GRAND VALLEY STATE UNIVERSITY RIGHT NOW. I AM PLANNING ON GOING INTO THE TEACHING PROFESSION. I JUST RECENTLY SWAPPED MY MAJOR. SO, I’M GOING TO TEACH SOCIAL STUDIES, POLITICAL SCIENCE, GOVERNMENT, ALL OF THAT GOOD STUFF. SO IT’S REALLY GOOD TO SEE HOW BOARDS OPERATE AND BE ON A BOARD MYSELF. SO I’M JUST TAKING EVERYTHING IN. BUT MY DISTRICT KENOWA HILLS IS PUTTING ON A PERSONALIZED LEARNING CONFERENCE WITH THE ISD THIS MAY. AND SO RIGHT NOW, ONE OF THE GOOD THINGS AT GVSU– WE’RE WORKING ON FINDING FUNDS TO SPONSOR YOUNG, OR JUST-GRADUATED STUDENTS TO ATTEND THIS PERSONALIZED LEARNING CONVENTION, SO THAT THEY CAN TAKE THAT WHEREVER THEY MIGHT END UP, WHEREVER THEY MIGHT END UP TEACHING. SO, THAT IS A GOOD THING THAT IS HAPPENING AT GVSU RIGHT NOW. WE’RE ALSO WORKING TO EXPAND OUR FINISH STRONG GRANT, WHICH PROVIDES $1,000 FOR FOURTH YEAR STUDENTS THAT HAVE TAKEN 15 CREDITS EACH YEAR, SO WE’RE– MY MISSION, I HAVE CHAIRED THE STUDENT SENATE’S EDUCATIONAL AFFAIRS COMMITTEE. WE’RE TRYING TO EXPAND THAT EFFORT TO A FIFTH YEAR TO INCENTIVIZE THOSE MAJORS THAT TAKE FIVE YEARS, LIKE EDUCATION, AND SAY, HERE IS AN EXTRA $1,000 IF YOU STILL DID ALL OF THE STEPS REQUIRED, IF YOU HAVE STILL TAKEN THE SUGGESTED COURSE LOAD OF 15 CREDITS PER SEMESTER, JUST HOPEFULLY TO INCENTIVIZE TEACHING A BIT MORE, BECAUSE WE KNOW THE NUMBERS ARE GOING DOWN. BUT ALSO TO SHOW THEM THAT WE’RE COMMITTED TO SEEING THEM THROUGH FOR THE WHOLE FIVE-YEAR EDUCATION THAT THEY HAVE. THE LAST THING, AND THE MAJOR POINT I WANT TO BRING UP IS UNIVERSITY FUNDING. SO I KNOW THIS BOARD DOESN’T DIRECTLY CONTROL THAT, BUT I– WE ALL KNOW LEGISLATORS AND WE TALK A LOT ABOUT LEGISLATION AND TALKING WITH THEM. GRAND VALLEY RECEIVES, OUT OF THE 15 STATE UNIVERSITIES, WE RECEIVE 14th IN THE VALUE OF THAT. WE RECEIVE $3,040 PER STUDENT PER YEAR. THE STATE AVERAGE IS $5,345 PER STUDENT, PER YEAR. SO IF GRAND VALLEY WERE TO RECEIVE THAT ADDITIONAL FUNDING OF ABOUT $2,000 MORE PER YEAR, WE WOULD GENERATE ANOTHER $50 MILLION THAT WE COULD PUT TOWARDS THESE PROJECTS AND THESE GOOD THINGS THAT GRAND VALLEY IS DOING. TUITION IS STILL BELOW AVERAGE, SO IT IS A GREAT DEAL. AND OUR OVERALL EXPENDITURES ARE LOW. SO WE ARE AN EFFICIENT GOVERNING UNIVERSITY. BUT IT DOESN’T MAKE SENSE THAT WE RECEIVE $3,040 PER YEAR WHEN SCHOOLS LIKE WAYNE STATE RECEIVE $8,736 PER YEAR IN THE 2016-2017 CALENDAR YEAR. SO THERE HAS TO BE SOME EQUATION OUT THERE THAT WE DON’T UNDERSTAND– OR I DON’T KNOW ABOUT. SO I WOULD ENCOURAGE YOU ALL TO ASK YOUR LEGISLATIVE FRIENDS, ASK ANYONE YOU KNOW, WHY IS THERE SUCH A HUGE DISCREPANCY? WHY ARE STATE UNIVERSITIES PAID PER PUPIL SUCH VARYING AMOUNTS OF MONEY?>>ALL RIGHT. THANK YOU FOR BEING HERE TODAY. SO WITH THAT, WOULD I AT ALL HAVE ANY SUPPORT TO TRY TO COME BACK IN 45 MINUTES? [ LAUGHTER ] YES, ALL RIGHT. SO IT IS 1:05. SO 1:50. THANK YOU.>>GOOD AFTERNOON, THE TIME IS NOW 1:55. A QUORUM OF THE BOARD IS PRESENT. THE STATE BOARD OF EDUCATION MEETING OF OCTOBER 10, 2017 IS CALLED BACK TO ORDER. WE MOVE TO THE COMMITTEE OF THE WHOLE MEETING. THE NEXT ITEM ON THE COMMITTEE OF THE WHOLE IS PRESENTATION ON TRANSPARENCY DASHBOARD UPDATE. DECIDED TO COVER SEVERAL UPDATES RELATED TO THE WORK OF EVERY STUDENT SUCCEEDS ACT TRANSPARENCY DASHBOARD, INCLUDING A GENERAL STATUS UPDATE, PARENT FEEDBACK, AND SCREENSHOTS OF THE LATEST DESIGNS. NEXT STEPS WILL BE TO CONTINUE TO PROVIDE MONTHLY UPDATES ON THE TRANSPARENCY DASHBOARD AS WE MOVE FORWARD TO IMPLEMENTATION TO EITHER [ INDISTINCT ] OR PHASED IN. SO THERE WILL BE CONTINUAL WORK ON THIS. VENESSA KEESLER, DEPUTY SUPERINTENDENT AND CHRIS JANZER, ASSISTANT DIRECTOR OF OFFICE OF EDUCATIONAL ASSESSMENT AND ACCOUNTABILITY. THANK YOU.>>THANK YOU. WE’RE TRYING TO GET SOME PDFs LOADED SO THAT WE CAN SHOW YOU SOME OF THE DASHBOARD SCREENS THAT WE HAVE COMPLETED SINCE LAST TIME WE WERE IN FRONT OF YOU. WHILE THAT IS GOING ON, THOUGH, I CAN START WITH JUST A GENERAL UPDATE. THERE WE GO. ALL RIGHT. SO, THE PROJECT SCHEDULE, I THINK THIS IS PROBABLY GOING TO LOOK FAMILIAR TO YOU ALL NOW. THIS IS THE THIRD TIME WE HAVE DONE THIS. WE ARE ON TRACK. WE HAD A MAJOR MILESTONE THIS LAST WEEK, WHERE WE HAD COMPLETED THE DESIGNS FOR PHASE I AND GOT THEM OVER TO THE DEVELOPER, SO THAT THE BUILDING OF THIS WAS– HAS ACTUALLY STARTED. WE HAVE– YEAH, SO WE’RE ON TRACK. LET ME MOVE ON HERE. SINCE LAST TIME, WE HAD A SECOND ADVISORY GROUP THAT MET TOWARDS THE END OF SEPTEMBER. EIGHT OF THE 12 MEMBERS ATTENDED. WE HAD ONE AND A HALF HOURS OF REALLY GREAT FEEDBACK. THE FIRST ADVISORY GROUP THAT MET IN AUGUST THAT WE REALLY FOCUSED ON LOGISTICS, SO THIS WAS REALLY ONE WHERE THE– ALMOST THE ENTIRE TIME WAS SPENT ON DOING SOME TESTING, AND GETTING SOME FEEDBACK ON THE DESIGNS. WE HAVE AN ADVISORY GROUP NEXT WEEK, WHERE WE’LL BE DOING MORE TESTING. AND I SHOULD NOTE GOING FORWARD, THE ADVISORY GROUPS WITH THE TESTING THAT WE’LL BE DOING WITH THEM, WILL BE INFORMING LATER PHASES OF THE DASHBOARD. AND THAT’S HOW THE DEVELOPMENT WORKS. WE SORT OF HAD TO LOCKDOWN FOR PHASE I. AND SO GOING FORWARD, THESE WILL BE ENHANCEMENTS OR PHASE II KIND OF THINGS.>>AN ADVISORY GROUP IS NOT A PARENT FOCUS GROUP?>>CORRECT, YES. AND I’LL GET TO THAT ON THE NEXT SLIDE. SO TO SORT OF GO BACK, THE ADVISORY GROUP MEETS ONCE A MONTH. IT CONSISTS OF PARENTS THAT ARE MORE INVOLVED. SO THESE ARE TYPICALLY EITHER LOCAL PTA PRESIDENTS OR OFFICERS OR JUST REALLY– YOU KNOW, IN THEIR CHILD’S SCHOOL QUITE A BIT. THE FOCUS GROUPS, WE HAD THREE THAT HAPPENED THE LAST WEEK OF SEPTEMBER. TWO IN MUSKEGON COUNTY, ONE IN SAGINAW COUNTY. AND THEN WE HAVE THREE MORE HAPPENING THIS WEEK. BRIDGEPORT ON THURSDAY, AND THEN TO BE DETERMINED IN WAYNE COUNTY, THAT HAS ACTUALLY BEEN FINALIZED AFTER THIS PRESENTATION WAS DONE. WE HAVE GOT ONE GOING ON TONIGHT, AND THEN ANOTHER ON THURSDAY IN WAYNE COUNTY AS WELL. THE FOCUS GROUPS ARE– THESE ARE PARENTS THAT AREN’T AS INVOLVED. THIS IS JUST– SO SORT OF THE– WHEN WE THINK OF PARENTS, THE LARGER GROUP OUT THERE THAT WE’RE TRYING TO REACH WITH THIS PARENT DASHBOARD. AND I HAVE QUITE A BIT OF FEEDBACK FROM THE FIRST THREE. SO THE FIRST THREE, WE HAD 34 PARTICIPANTS, ROUGHLY ABOUT A DOZEN IN EACH. THESE PARENTS, DEMOGRAPHICALLY, THESE WERE MAINLY PARENTS COMING FROM RURAL OR SUBURBAN AREAS OR SCHOOL DISTRICTS. NOT SUPER ETHNICALLY DIVERSE. THEY WERE ECONOMICALLY DIVERSE. THE KIDS’ AGES THAT THEY REPRESENTED WERE ALSO FAIRLY DIVERSE. WE HAD A GOOD SPREAD ACROSS THE DIFFERENT GRADE SPANS, AND MOST OF THEM– I THINK IT WAS ABOUT 75% HAD NOT USED MY SCHOOL DATA LIST, THE EXISTING PORTAL. SO IT WAS REALLY INTERESTING THAT WE HAD THAT LARGE OF A NUMBER. THAT WAS SOMEWHAT SURPRISING TO ME, ACTUALLY. SO GOING THROUGH THE FEEDBACK, THEY WERE ASKED WHERE THEY GOT THEIR INFORMATION SOURCE– THEIR INFORMATION FROM FOR THEIR CHILDREN’S EDUCATION. MOST WERE LOOKING AT THEIR LOCAL SCHOOL OR DISTRICT WEBSITE. THOSE INVOLVED IN THEIR PARENT/TEACHER ORGANIZATIONS WERE USING, LIKE, SOCIAL MEDIA PAGES FOR THAT. GENERAL INTERNET SEARCHES, AND THEN YOU SEE MY SCHOOL DATA AND SOME OF THE OTHER STATE-LEVEL STUFF. WE ALSO HAD HARD COPY HANDOUTS, AND THEN DIRECT– LIKE, PHONE CONTACT, OR WHEN THEY WERE AT THE SCHOOL, PICKING KIDS UP. THAT SORT OF STUFF. EXPECTATIONS FROM PARENTS THAT WERE PARTICIPATING IN THESE FOCUS GROUPS, THEY WERE ASKED HOW– OR WHAT THEY WOULD ANTICIPATE FINDING ON A PARENT DASHBOARD. AND I THINK I HAVE A GRAPH LATER ON, THAT SHOWS SOME OF THE RANKING OF THIS TOO, BUT SOMEWHAT– NOT SURPRISINGLY, SOME OF THE USUAL THINGS THAT WE TALK ABOUT QUITE A BIT. SO SCHOOL PERFORMANCE DATA, GRADUATION RATES, AND THEN SOME OF THE THINGS THAT WE DON’T CURRENTLY DO A LOT OF REPORTING ON, SO LIKE PROGRAM OFFERINGS, SCHOOL OF CHOICE OPTIONS, AND THEN SCHOOL CURRICULUM PROGRAMS, ADVANCED COURSES, AND EXTRACURRICULAR ACTIVITIES, WHICH THE DASHBOARD SHOULD BE COVERING IN PHASE II SOME OF THAT POINTS OF PRIDE STUFF THAT WE TALKED ABOUT– I THINK BACK IN AUGUST. SO THEY WERE ALSO ASKED WHY THEY WOULD MOST LIKELY VISIT THE DASHBOARD. MORE THAN HALF SAID TO LEARN ABOUT HOW THEIR KID’S SCHOOL PERFORMS. AND THEN WE SORT OF GET INTO THE COMPARISON BIT HERE. SO, WE HAD ABOUT 40% OF THOSE ON THE FOCUS GROUP THAT WOULD COMPARE THE PERFORMANCE OF THEIR KID’S SCHOOL TO A SIMILAR SCHOOL. AND THEN JUST A LITTLE UNDER 30 THAT WOULD FIND INFORMATION ABOUT HOW STUDENTS ARE SERVED AT A PARTICULAR SCHOOL. AND NOT TOO SURPRISINGLY BECAUSE THESE ARE CURRENT PARENTS IN MICHIGAN SCHOOLS. WE HAD UNDER TEN SAYING THEY WOULD SEARCH FOR A NEW SCHOOL. ALL RIGHT. SO HERE IS WHAT I WAS TALKING ABOUT, AS FAR AS WHAT IS MOST IMPORTANT TO PARENTS. THIS REPRESENTS ANY METRIC THAT GOT OVER A 50% RESPONSE. SO, ALL OF THESE UP HERE HAD AT LEAST HALF OF THE PARENT FOCUS GROUP SAYING THEY THOUGHT THESE WERE THE MOST IMPORTANT THINGS. SOMEWHAT SURPRISINGLY, RATIO OF STUDENTS TO INSTRUCTIONAL STAFF CAME IN FIRST. AND THEN WE HAVE TALKED ABOUT THIS, AS WELL, THAT STUDENT PERFORMANCE, STATE ASSESSMENTS CAME IN SECOND. EXTRACURRICULAR ACTIVITIES– OR OPPORTUNITIES, AGAIN, PRETTY HIGH. AND AGAIN, THIS IS SOMETHING THAT WE HAVE NOT REPORTED AT A STATE LEVEL. THIS IS SOMETHING THAT WE WOULD HAVE TO START COLLECTING, BASICALLY. AND THEN SOME OF THE MORE USUAL THINGS TOO THAT WE HAVE DONE BEFORE. ALTHOUGH ACCESS TO TECHNOLOGY WAS ALSO SOMETHING THAT WOULD BE NEW TO US. BUT, AGAIN, ALL OF THESE WERE PICKED FROM THE POLICY DOCUMENT THAT WAS APPROVED BACK IN JUNE. SO THESE ARE ALL ANTICIPATED TO BE ON THE DASHBOARD AT SOME POINT. WE ALSO TALKED ABOUT SEARCHING FOR A SCHOOL, AND WE– I THINK WE TALKED ABOUT THIS BACK IN SEPTEMBER FOR OUR BOARD PRESENTATION, BUT ALLOWING FOR DIFFERENT TYPES OF SEARCH OPTIONS– SO BOTH A TEXT BOX WHERE A PARENT COULD TYPE IN SOMETHING. WE ACTUALLY HAVE AN AUTO SUGGEST FEATURE NOW. SO YOU START TYPING AND IT SORT OF GIVES YOU SUGGESTIONS ON WHAT YOU MIGHT BE LOOKING FOR. AND THEN PARENTS ALSO WANTED CONSISTENCY ACROSS THE PAGES WITH HOW THE SEARCHES OPERATE. SO SORT OF A NO-BRAINER. SO HERE– THIS IS A BIT COMPLICATED, AND HOPEFULLY WE HAVE GOT IT. YEAH.>>[ INDISTINCT ].>>OKAY. SO I HAVE A PDF THAT WE’LL HOPEFULLY BE ABLE TO SHOW, BUT THERE IS ALSO THIS PAPER HANDOUT HERE THAT WE CAN REFER TO. I THINK THIS IS THE MOBILE ONE. OH, YOU COULDN’T? OKAY. WELL, LET’S LOOK AT THE PAPER HANDOUT THEN. SO THE FIRST PAGE ON THE HANDOUT, THIS SHOWS– I’LL EXPLAIN THAT THESE ARE PRETTY MUCH THE FINAL DESIGNS. WE STILL HAVE TO DO A LITTLE CONTENT WORK. SO SOME OF THE VERBIAGE ALONG THE LEFT AND ALL OF THAT, THAT STILL HAS TO BE WORKED OUT. BUT VISUALLY, THIS IS PRETTY DARN CLOSE TO WHAT WE’LL BE SEEING LATER ON THIS YEAR, WHEN WE DO A PUBLIC RELEASE. THE FIRST PAGE ON THE PAPER HANDOUT SHOWS THE SEARCH SCREEN. AND LOOKING AT THAT, YOU CAN SEE THE SEARCH FOR SCHOOL BOX. YOU CAN TYPE IN– AGAIN, WE HAVE SUGGESTIONS, WHERE IT’S THE ZIP CODE, SCHOOL DISTRICT, CITY OR COUNTY NAME. AND THEN PARENTS CAN ALSO SEARCH BY MAP, AND IT WILL ZOOM IN. IF YOU FLIP TO THE NEXT PAGE, YOU’LL SEE– AND I’M FOLDING THEM UP HERE TOO. YOU’LL SEE THE AUTO-SUGGEST FEATURE THAT I JUST TALKED ABOUT, AS WELL. AGAIN, TYPING IN THE FIRST COUPLE OF LETTERS OF SOMETHING, AND YOU’LL HAVE– YOU’LL SEE A BREAKOUT OF SCHOOLS THAT MATCH THOSE, DISTRICTS THAT MATCH, AND THEN JUST MATCHES. THIS GOT A REALLY POSITIVE RESPONSE FROM THE PARENT TESTS. IT SEEMS LIKE THEY WERE REALLY ENTHUSED ABOUT THAT. AND IF WE FLIP TO– OH, NO. I THINK THAT’S IT FOR THE SEARCH. SO IF WE GO BACK TO THE PRESENTATION… YEP. AWESOME, THANK YOU. ALL RIGHT SO– THEN MOVING ALONG, THE SCHOOL OVERVIEW– AND THIS IS WHAT YOU CAN THINK ABOUT AS SORT OF A TRADITIONAL DASHBOARD PAGE, WHERE WE WOULD SHOW SORT OF HIGH-LEVEL INFORMATION ON A SCHOOL’S PERFORMANCE. SO, PARENT FEEDBACK THAT WE GOT. THEY LIKED THAT SCHOOL INFORMATION AT THE TOP OF THE OVERVIEW PAGE. AND ACTUALLY, YOU KNOW WHAT? I’LL REFER TO THE HANDOUT AS WE TALK ABOUT THIS. IT MIGHT BE EASIER TO CONNECT AS WE’RE DOING THIS. SO IF WE LOOK AT PAGE 3 OF THAT HANDOUT, IT WILL HAVE THE HIGH SCHOOL OVERVIEW TOWARDS THE TOP. WHAT THE PARENTS LIKED WAS THIS FIRST SECTION. YOU’LL SEE A LITTLE MAP THERE, AND THEN JUST BASIC INFORMATION ON SCHOOLS. THE PRINCIPAL’S NAME, SCHOOL’S ADDRESS, WEBSITE, THAT SORT OF STUFF. THEY LIKED THAT. THEY ALSO WOULD HAVE– THEY WOULD LIKE TO SEE– AND THAT KIND OF GETS INTO MY BULLETS THERE, A PICTURE OF THE SCHOOL, WHETHER THAT’S A BUILDING OR SOMETHING TO BE A LITTLE BIT MORE PERSONABLE WITH IT, DEMOGRAPHIC INFO AS WELL. THEY TALKED ABOUT INCLUDING A SCHOOL-GENERATED NARRATIVE OF SOMETHING TO PUT A LITTLE BIT OF A LOCAL FLAVOR INTO IT, TOO. ON THE FLIP SIDE OF THAT, THEY ALSO HAD CONCERNS THAT IF WE DID GO TO SOMETHING LIKE THAT– SORT OF THE MAINTENANCE OF THAT INFORMATION. SO KNOWING IF IT WAS UP TO DATE OR HOW OUT OF DATE IT WAS. CLARIFYING WHO ACTUALLY PUT IT THERE, IF WE WERE TO DO LOCAL INFORMATION. SO THAT SORT OF STUFF. MOVING ON I’LL SORT OF TALK ABOUT– THEN YOU’LL SEE EIGHT GRAPH TILES. AND AGAIN, THESE ARE ON THE SCHOOL OVERVIEW PAGE, PAGE 3. THEY LIKED THE ABILITY, IF YOU LOOK SORT OF AT THE TOP OF THOSE– THAT ROW OF FIRST THREE, THERE’S WHAT LOOKS LIKE A PULL DOWN WHERE YOU CAN THEN FILTER BY STUDENT GROUP. ORIGINALLY WE DIDN’T HAVE THAT. BASED ON FEEDBACK, WE PUT IT IN THERE. AND AGAIN, IT WAS A LITTLE BIT MIXED. PARENTS SORT OF– THEY DISCUSSED ABOUT THE OVERVIEW BEING AN OVERVIEW OF THE WHOLE SCHOOL. BUT THEN WE ALSO HAD PARENTS THAT WANTED TO BASICALLY FILTER, IF THEY WERE INTERESTED IN A CERTAIN STUDENT GROUP ON THAT FIRST PAGE TO–>>LIKE WHAT?>>LIKE STUDENTS WITH DISABILITIES–>>ALL OF THESE GRAPHS FOR ALL OF THE DIFFERENT GROUPS?>>YEP. YEAH, SO IF A PARENT SELECTED A PULL DOWN THAT SHOWS THE STUDENT GROUP, THE GRAPHS ON THIS SCREEN UPDATE TO SHOW THAT PARTICULAR STUDENT GROUP.>>THIS IS FOR THAT [ INDISTINCT ] SO THE–>>FOR REPORTING PURPOSES, THIS WILL BE TEN.>>YES.>>SO THIS WOULD BE TEN ON THIS TRANSPARENCY DASHBOARD.>>CORRECT.>>OKAY. GOOD. THANK YOU. [ LAUGHTER ]>>AND THEN THE LAST BULLET THERE, SOME PARENTS THOUGHT THAT THE OVERVIEW HAD TOO MANY GRAPHS. SO WE HAD EIGHT. AND THE WAY THAT THIS WOULD WORK IS, IF A SCHOOL DIDN’T HAVE THIS INFORMATION, WE WOULDN’T SHOW IT. SO THERE WOULD BE UP TO EIGHT GRAPHS ON THIS OVERVIEW PAGE. ONE OF THE THINGS– SO I MENTIONED THAT SOME OF THE CONTENT WE’RE STILL IRONING OUT, BUT SOME GRAPHS WERE NOT OF INTEREST OR HAD CONFUSING LABELS. THE LABELS IS SOMETHING THAT WE STILL HAVE TO WORK OUT. I MEAN WE HAVE– WE USE EDU-SPEAK QUITE A BIT. AND SO WHEN WE SAY “PROFICIENCY,” A LOT OF US KNOW WHAT THAT MEANS. BUT THAT DOESN’T ALWAYS TRANSLATE WITH PARENTS. SO WE’RE ACTUALLY GOING TO BE DOING A SURVEY LATER THIS MONTH THAT KIND OF GETS AT THE LABELS AND WHAT MAKES SENSE FOR THAT.>>HAVE YOU THOUGHT ABOUT– THIS MIGHT BE A PLACE WHERE YOU CAN PUT A VIDEO. IT SAYS CLICK HERE IF YOU WANT– SO THEY ACTUALLY LITERALLY SAY, “OKAY, SEE “THAT FIRST ONE UP HERE–” I MEAN, IN THE VIDEO, OR MAYBE THEY ARE SHOWING– THEY ARE ON THE COMPUTER AS WELL, AND THEY HAVE THIS PAGE UP, AND THEY CLICK, AND SAY THIS IS WHAT– I KNOW THAT, AS A CPA, WHEN I GIVE A DOCUMENT, IF IT HAS MORE THAN TEN NUMBERS ON IT, SOMETIMES PEOPLE JUST FREEZE UP.>>ABSOLUTELY.>>JUST DIFFERENT PEOPLE ARE MADE DIFFERENTLY. SO I COULD IMAGINE– AND MAYBE YOUR– THAT PEOPLE WOULD REALLY GET FREAKED OUT OVER SEEING THESE GRAPHS.>>YEAH, ABSOLUTELY. IT CAN BE OVERWHELMING.>>YEAH.>>THE VIDEOS DID COME UP AND I THINK I TALK ABOUT THAT IN A LITTLE BIT. I DON’T KNOW IF IT–>>IF IT DOESN’T WORK, IT DOESN’T WORK. I’M NOT TRYING TO–>>YEAH–>>I THINK WE LIKE THE GRAPHS.>>YEAH, AND I THINK WE ACTUALLY ARE GOING TO TRY– AND I’LL GET INTO IT IN A LITTLE BIT, BUT THERE’S LIKE A GETTING STARTED PAGE, WHERE WE WOULD DO–>>YES.>>AT LEAST WE WOULD GET STARTED WITH A VIDEO THERE. BUT I COULD SEE US DOING SOMETHING LIKE SUPPORT KIND OF– OR WHAT DOES THIS MEAN OR HOW DO I DO THIS? AND IT’S A MINUTE OR TWO-LONG VIDEO, BASICALLY.>>YEAH.>>MICHELLE?>>SO THE INSTRUCTION TO STUDENT RATIO–>>YES.>>WHERE IS THAT?>>THAT WILL BE– I DON’T HAVE IT IN THE PRINTED OUT HANDOUT, BUT YOU WOULD FIND THAT– IF WE’RE LOOKING AT THIS, THE LEFT-HAND NAVIGATION. IT’S A VERY SIMPLE NAVIGATION. THAT WOULD GO I BELIEVE UNDER STAFF.>>WHY WOULDN’T IT BE ON THE–>>ON THE MAIN?>>MAIN?>>WELL, IT’S NOT ON THE MAIN CURRENTLY, BECAUSE THESE ARE– YOU WILL RECOGNIZE THESE AS THE PRIMARY INDICATORS FROM THE BOARD POLICY DOCUMENT. THAT WASN’T A PRIMARY INDICATOR. NOW MAYBE BASED ON PARENT FEEDBACK, WE WOULD WANT TO MAKE IT MORE PROMINENT. BUT WHEN THEY ASKED THE PARENTS ABOUT THE– IF THEY COULD HAVE ALL OF THOSE THINGS IN THE DOCUMENT, WHETHER THEY WERE PRIMARY OR SECONDARY. THAT’S ONE THAT WE HAD THOUGHT OF AS LIKE A MORE SECONDARY, THAT PARENTS SAID, “NO, WE DON’T “CARE ABOUT MORE.” SO I THINK WE NEED TO THINK ABOUT– DOES THAT MEAN IT GETS PUT ON THE FRONT PAGE? IS THE INFORMATION CLEAR ENOUGH? NOW, WE CAN CALCULATE AND WE HAVE DONE– HAVE GONE BACK THROUGH AND REFINED THE BUSINESS RULES TO GET IN CLOSE TO INSTRUCTION. IT’S RATIO OF INSTRUCTIONAL STAFF TO FTE BUT THAT IS NOT THE SAME AS CLASS SIZE, IT’S NOT EQUIVALENT, AND WOULD PARENTS UNDERSTAND THAT? SO YOU HAVE INSTRUCTIONAL STAFF IN THE BUILDING DOING ALL KINDS OF THINGS THAT IS NOT DIRECTLY EQUIVALENT TO CLASS SIZE. SO THIS 25 TO 1, THAT DOESN’T MEAN YOU HAVE A CLASS SIZE OF 25. I THINK WE’D WANT TO BE CAREFUL ABOUT WHAT WE’VE TALKED ABOUT. THE ONLY GOOD WAY TO GET ACCURATE CLASS SIZE IS TO ACTUALLY HAVE THE SCHOOL OR DISTRICT TELL YOU. THERE’S NOT A GREAT WAY IN THE DATA TO KNOW THE EXACT CLASS SIZE. SO IS IT THAT PARENTS WANT TO KNOW RATIO, OR THEY WANT TO KNOW CLASS SIZE, HOW MANY KIDS IS JOHNNY GOING TO BE IN CLASS WITH.>>ALTHOUGH, YOU COULD PUT AN INSTRUCTIONAL TO STUDENT, AND THEN LET THE SCHOOL POPULATE, AND MAKE IT CLEAR THAT THE SCHOOL IS POPULATING THE TEACHER/STUDENT RATIO.>>WELL, THEY WOULD BE POPULATING THE CLASS SIZE. WE COULD CALCULATE THE RATIO.>>THAT’S WHAT I MEAN, CLASS SIZE.>>BUT THEN WE GET INTO A TIMING THING. WE CURRENTLY HAVE RATIO OF INSTRUCTIONAL STAFF TO FTE. WE DON’T CURRENTLY HAVE CLASS SIZE.>>I MEAN THAT YOU WOULD GIVE THEM THE OPPORTUNITY TO POPULATE, BUT THEY DON’T HAVE TO. IF YOU DID THAT, THEN I THINK YOU GET AROUND HEADLEE.>>YOU DO.>>IF YOU SAY, “WE WILL “GIVE YOU THE OPPORTUNITY TO “POPULATE ALL THESE THINGS.”>>YEAH, RIGHT. THIS GETS INTO THE MECHANICS OF HOW YOU POPULATE YOUR OWN DATA ON A STATE WEBSITE. SO THAT’S ACTUALLY– CHRIS MENTIONED THAT POINTS OF PRIDE COLLECTION. THAT WILL BE THE PRIMARY WAY THAT SCHOOLS CAN GIVE US INFORMATION THAT WE CAN FEED INTO THE DASHBOARD. THEY CAN’T JUST GO IN AND TYPE THINGS THAT– IT’S A LITTLE BIT MORE– A LITTLE MORE COMPLICATED. SO POINTS OF PRIDE IS SLATED FOR PHASE II. SO MY QUESTION BECOMES DO WE KEEP RATIO OF INSTRUCTION ON [ INDISTINCT ] AND THE BACK PAGES TO START, AND THEN WHEN WE HAVE CLASS SIZE AND CAN MARRY RATIO AND CLASS SIZE THEN WE CAN ESCALATE IT. I WOULDN’T WANT TO PUT INFORMATION ON THE FRONT PAGE IF PARENTS MIGHT MISINTERPRET IT IF WE DIDN’T HAVE THAT OTHER PIECE OF INFORMATION. THAT WOULD WORRY ME. BECAUSE WE WOULDN’T WANT SOMEONE TO LOOK AT THE INSTRUCTIONAL RATIO– OR IT COULD BE SMALLER. IT COULD SAY TEN TO ONE, BECAUSE YOU HAVE A LOT OF STAFF, BUT THEN THEY WALK INTO A CLASSROOM AND SAY, “I SEE 20 STUDENTS. “YOU ARE LYING.”>>RIGHT.>>THERE’S A VERY FACE VALIDITY THING ABOUT CLASS SIZE. SO YOU CAN SEE HOW BIG A CLASS IS WHEN YOU GO INTO A SCHOOL, IT’S NOT– SO WE WANT TO BE CAREFUL ABOUT GIVING GOOD INFORMATION BUT HAVING IT TO BE KIND OF WELL ROUNDED.>>SO YOU’RE SAYING WE WILL BE ABLE TO GET AT THAT?>>THE RATIO OF INSTRUCTIONAL FTE TO– SORRY, INSTRUCTIONAL TO STUDENT FTE, OR WHATEVER IT IS. THAT IS PLANNED FOR PHASE I. WE HAVE TO FIGURE OUT WHERE WE WILL PUT IT. THE CLASS SIZE WOULD HAVE TO COME IN THROUGH SOMETHING LIKE POINTS OF PRIDE, AND THAT IS PLANNED FOR PHASE II.>>THERE IS NO WAY THAT YOU KNOW HOW MANY TEACHERS [ INDISTINCT ] STUDENTS.>>WE DO KNOW THAT PART. WE KNOW HOW MANY INSTRUCTIONAL FTEs ARE IN THE SCHOOL–>>WE TRIED TO. YEAH, BECAUSE I KNOW– ARE CLASSROOM TEACHERS PER STUDENT? [ INDISTINCT ].>>YEAH, I MEAN, YOU CAN GET CLOSE TO THAT, BUT THEN SCHOOLS ORGANIZE THEIR INSTRUCTIONAL STAFF IN LOTS OF WAYS, SO YOU WANT TO BE CAREFUL NOT TO ASSUME WE KNOW WHAT A CLASSROOM TEACHER IS. OR SOME SCHOOLS MAYBE ARE MAYBE DOING CO-TEACHING. SO YOU CAN’T SEE THAT IN THE DATA. YOU WOULD SEE THAT THERE IS AN ELA FTE AND A MATH FTE, AND THEN YOU SEE HOW MANY KIDS, BUT IF THEY ARE CO-TEACHING THAT WOULD– THERE IS A LOT– MY POINT IS WHAT WE CAN SEE IS HOW MANY FTEs THERE ARE IN INSTRUCTIONAL ASSIGNMENTS AND HOW MANY KIDS. WE CAN GIVE THAT RATIO AND WE WILL. THAT’S NOT AS COMPLETE OF A PICTURE OF HOW MANY KIDS AM I IN CLASS WITH? OR HOW MANY– IF I GET PULLED OUT FOR SMALL GROUP INSTRUCTION, OR IF I GET PUSHED INTO A SPECIAL, THOSE TYPES OF MORE NUANCE THINGS ABOUT A KID’S EXPERIENCE THAT WE CAN’T DEDUCE FROM THE DATA.>>I JUST NEED A TEACHER TO STUDENT RATIO GENERALLY.>>WE CAN DO THAT.>>BUT TEACHERS, NOT LIKE COACHES OR OTHER KINDS OF SUPPLEMENTAL–>>WE TOOK THOSE TYPES OF THINGS OUT, BUT WE ALSO PUT LIKE AN EXAMPLE OF WHAT CHRIS AND THE TEAM MADE SURE TO PUT BACK IN IS ANYBODY WITH A SPECIAL ED INSTRUCTIONAL FTE CODE, BECAUSE YOU WOULDN’T WANT TO REMOVE THOSE FTEs FROM THE COUNT, BECAUSE THAT IS CLEARLY HOW INSTRUCTION IS DELIVERED.>>DOES THAT INCLUDE INTERVENTION SPECIALISTS?>>YES, I BELIEVE. WE’LL HAVE TO DOUBLE CHECK. I THINK THAT WAS ONE OF THE SPECIFIC ADDS YOU SAID THAT CAME BACK IN.>>YEAH. THE OTHER THING I’LL ADD TO THE SORT OF GENERALIZED QUESTION, TO SORT OF GETTING AT THE TABLE THAT I HAD WHERE IT WAS SORT OF THE MOST POPULAR, WE DID TALK ABOUT INSTITUTING SOMETHING WHERE WE LOOK AT THE WEBPAGE STATISTICS, AND SORT OF WHAT IS GETTING THE MOST TRAFFIC, AND THEN DRIVING THAT OVERVIEW BASED OFF OF THAT EVENTUALLY. SO SORT OF STARTING WITH THE KEY INDICATORS, BUT THEN, MAYBE IT’S– MAYBE THAT GETS CHANGED BECAUSE A LOT OF PEOPLE ARE GOING TO SOME SORT OF [ INDISTINCT ] CLASS SIZE THING OR RATIO, AND SO IF WE’RE GETTING 100,000 HITS ON THAT AND–>>MIGHT NOT KNOW [ INDISTINCT ].>>RIGHT, YEAH. SO WE DID– WE DID A LITTLE BIT OF A DEBRIEF LAST WEEK ON JUST SORT OF BRAINSTORMING, LIKE, “OH, YOU KNOW, “HOW CAN WE HANDLE THIS “IF WE DID MOVE AWAY FROM “EXPLAINING THE PRIMARY “METRICS ON THE OVERVIEW?” AND DO SOMETHING LIKE THAT, SO.>>I WONDER IF YOU HAD FEEDBACK ON THE PAGE SAYING WHAT INFORMATION DO YOU WANT TO KNOW [ INDISTINCT ].>>YEAH, YEAH.>>WE’RE ALSO GIVING THIS– OBVIOUSLY THIS IS AN OPEN MEETING, SO EDUCATOR– YOU KNOW, ADMINISTRATORS COULD BE SEEING WHAT WE’RE DOING AS WELL, BECAUSE I THINK THEY WOULD ALSO HAVE PUSHBACK, LIKE THIS IS GOING TO BE WRONG– THIS IS NOT GOING TO BE CLEAR, OR IT’S GOING TO GIVE THE WRONG INDICATORS IF YOU DO THIS TO MY SCHOOL OR MY– SO IT WOULD BE GOOD TO HEAR THAT PUSHBACK AS WELL.>>YEAH, AND I HAVE HEARD SOME OF IT WHERE PEOPLE COME FROM A DISTRICT THAT HAS A LOT OF MONEY, THEY ARE GOING TO HAVE LARGER CLASS SIZES, SO THEY ARE SAYING [ INDISTINCT ]. AND WILL IT MAKE KIDS GO TO ANOTHER SCHOOL?>>I THINK–>>–MAKE IT WORSE.>>YEAH, I MEAN, IT’S A GOOD POINT ABOUT AUDIENCE, AND WE TALKED ABOUT THAT A COUPLE OF TIMES AT THE BOARD TABLE, SO TWO POINTS HERE. ONE, IS THAT WE ARE REALLY TRYING TO STAY TRUE TO DESIGNING THE PARENT VOICE FIRST. SO ADMINISTRATOR AND PARENT VOICE OFTEN RUN IN CONFLICT WITH EACH OTHER. SO WE’RE TRYING TO SAY WE’RE GOING TO BUILD SOMETHING THE PARENTS SAY WORKS FOR THEM, AND THEN WE’LL FIGURE OUT WHO IT DOESN’T WORK FOR, AND WHY, AND WHAT ELSE WE CAN DO. BUT IF WE WANT PARENT VOICE TO BE HEARD, WE HAVE TO PRIVILEGE IT ABOVE THE OTHER VOICES STARTING HERE. AND THEN TWO, WE REALLY SEE THIS AS ITERATIVE. WE ARE GOING TO LAUNCH SOMETHING IN DECEMBER AND THE TEAM IS ON TRACK. THEY ARE AWESOME. IT IS GOING TO HAVE TO KEEP GETTING BETTER. WE’RE GOING TO ADD MORE DATA. IF WE DO THINGS LIKE METRIC TRACKING, WE’RE GOING TO FIND OUT THAT NOBODY CARES ABOUT POSTSECONDARY ENROLLMENT OR WHATEVER, AND MAYBE THAT MOVES TO A BACK PAGE. I THINK AGAIN, IF WE’RE STAYING TRUE TO THIS IS DRIVEN BY OUR END USERS AND OUR END USERS ARE PARENTS WE HAVE TO BE WILLING TO– LIKE FOR MYSELF– LIKE I THINK ADVANCED COURSE WORK IS INCREDIBLY IMPORTANT, BUT IF NOT ONE PARENT CARES ABOUT IT, THEN I NEED TO BE OKAY WITH SAYING IT CAN GO SIT SOMEWHERE ELSE ON THE DASHBOARD. SO I THINK IT’S A GOOD POINT. SO WE ACTUALLY HAVEN’T BEEN ASKING ADMINISTRATORS AS MUCH AT THIS POINT. ACTUALLY, WE’VE BEEN ASKING PARENTS AND STAYING TRUE TO THAT FEEDBACK. BUT IT IS A– I WOULD SAY IT’S A RED FLAG THAT WHAT IS GOOD FOR PARENTS MIGHT NOT BE GOOD FOR SOME OTHER AUDIENCES.>>AND THAT’S WHERE– AND I GUESS IT’S UNFORTUNATE TO CALL IT PHASE II OR III, THAT YOU JUST GET THE OPPORTUNITY TO ASTERISK SOMETHING. AND JUST TELL THE DISTRICT YOU CAN ASTERISK AS MANY AS YOU WANT. IF YOU THINK SOMETHING ISN’T GIVING A CLEAR PICTURE, BUT I DON’T KNOW HOW YOU DO THAT WITH ALL OF THE INFORMATION THAT IS ALREADY THERE. BUT I DO THINK THAT GIVING THEM THE OPPORTUNITY TO SAY, “BY THE WAY, THIS IS WHY THIS “LOOKS A LITTLE WEIRD.” OR GIVING THEM A VIDEO OR GIVING THEM AN AREA TO POPULATE A COUPLE OF SENTENCES IS GREAT.>>ANOTHER THING THAT WILL HAPPEN AS WE CONTINUE TO MOVE IN A MORE TRANSPARENCY REPORTING AND PEOPLE USING THE DATA, AND THIS IS AN ABSOLUTELY TRUE THING ABOUT DATA, WHEN PEOPLE START LOOKING AT IT AND START ASKING QUESTIONS, IT GETS CLEANER. SO IT’S VERY POSSIBLE SCHOOLS HAVE BEEN SUBMITTING DATA THAT IS NOT ACCURATE. AND WE DON’T KNOW THAT IT’S NOT ACCURATE. WE DON’T LOOK AT SCHOOL’S DATA AND SAY, “THAT’S WRONG.” IF YOU TELL US THIS IS WHAT YOUR SCHOOL HAS, THEY HAVE 500 KIDS IN SPECIAL ED, THEN WE SAY OKAY, YOU HAVE 500 KIDS, OR WHATEVER. THAT IS A BAD EXAMPLE. [ LAUGHTER ]>>BUT WE– YOU KNOW, THERE’S A LOT OF– THERE’S A LOT– YEAH, THERE’S A LOT OF NEED FOR– AND SO WHEN YOU USE DATA IT GETS CLEANER, BECAUSE PEOPLE START SAYING, “YOU KNOW WHAT, THIS “IS WRONG, WE DIDN’T HAVE “700 SUSPENSIONS, WE HAD 7. “LIKE WHAT HAPPENED HERE?” AND WE DO SOME DATA QUALITY CHECKS AND THINGS, BUT AT THE END OF THE DAY, DISTRICTS HAVE TO GIVE US THE RIGHT INFORMATION SO WE CAN SHARE IT. SO IT WILL– I THINK YOU ARE RIGHT– I THINK PROBABLY A COUPLE OF FEATURES TO WORK TO BUILD-IN AND WE WANT TO IS A EXPLAIN MY DATA, AND THEN ALSO ASK A QUESTION ABOUT– OR IT’S NOT APPEAL, BUT IT’S TO SAY, “THIS LOOKS WRONG.” AND GIVING GOOD GUIDANCE TO ADMINISTRATORS FOR IF DATA LOOKS WRONG WHEN YOU SEE IT BACK, HERE IS WHERE YOU GO CHECK, OR HERE’S WHERE YOU– AND THAT’S NOT ALL [ INDISTINCT ]. THAT’S ACTUALLY A LOT OF CEPI AND SIMILAR PIECES. SO WE’LL SEE THAT A LOT AS WE START USING NEW TYPES OF DATA.>>MAYBE WE HAVEN’T GOTTEN TO THIS YET, BUT DO YOU HAVE– I KNOW THAT YOU SHARED A POWERPOINT, BUT DO YOU HAVE SOMETHING THAT WE CAN– WOULD YOU LIKE US TO SHARE PUBLICLY AND GETTING FEEDBACK AT THIS POINT IN TIME? OR THAT IS LIKE JUMPING AHEAD OF OURSELVES?>>YEAH, SO JUST– YOU GUYS ALL SAW THIS. WE DID GIVE YOU A WRITTEN REPORT OF THE PARENT FOCUS GROUP AND YOU– THIS IS OBVIOUSLY A PUBLIC MEETING, SO THESE ARE PUBLIC DOCUMENTS, BECAUSE WE’RE SHARING. I THINK GETTING FEEDBACK AND SHARING IT IS FINE, I WOULD CAUTION THAT AGAIN WE ARE TRYING TO HAVE– SO TALK TO PARENTS, TRY TO BRING THEIR FEEDBACK IN, AND OTHERS– OTHER VOICES TAKING CONTROL OF THE NARRATIVE AROUND THIS DASHBOARD. SO IT’S A– WE WANT TO SHOW YOU WHERE WE’RE WORKING, BUT WE ALSO DON’T WANT– WE WANT TO BE ABLE TO GET IT ACROSS THE FINISH LINE THE WAY WE PROMISED IT.>>SURE.>>SO THAT’S OUR BEST ADVICE AND WE’RE SHARING IT HERE, SO IT’S PUBLIC NOW. BUT YES, WE WOULD– WE WOULD LIKE TO HEAR FROM PARENTS.>>DID YOU HAVE ANYTHING TO ADD ON THAT?>>ALL RIGHT. SO BEFORE I ADVANCE THE SLIDE, LET’S TAKE ANOTHER LOOK AT THE HANDOUT HERE. GO TO PAGE 4. THIS IS JUST ANOTHER– SO THIS WAS ALSO SOMETHING THAT WE ADDED AFTER SOME ADVISORY GROUP AND I THINK THE FIRST FOCUS GROUP, AS WE WERE GETTING INFORMATION BACK. SO AGAIN, YOU GUYS WON’T BE ABLE TO SEE IT FROM HERE, BUT JUST FLIPPING THE PAGE OVER, IT’S ANOTHER VIEW OF THE SCHOOL OVERVIEW. AND YOU’LL NOTICE THE TREND LINE GRAPHS HAVE CHANGED TO BAR CHARTS. THAT IS SOMETHING THAT– AGAIN, IT WAS MIXED. SOME PEOPLE LIKED THE TREND LINES, AND SOME PEOPLE WERE LIKE, “OH, WHAT WOULD THAT “LOOK LIKE AS A BAR CHART?” AND SO WE HAVE A LITTLE TOGGLE, SORT OF IN THE UPPER RIGHT OF THAT. SO YOU CAN TOGGLE BETWEEN THOSE TWO.>>MM-HMM.>>ALL RIGHT. SO MOVING ALONG, WE SORT OF WENT THROUGH THIS ALREADY, SO THEN, GETTING MORE INTO THE DETAILED GRAPHS, IF WE GO FROM THE OVERVIEW– AND YOU CAN CLICK ON ANY OF THESE TILES OR YOU CAN NAVIGATE TO MORE DETAIL ALONG THE LEFT HAND SIDE USING THE NAVIGATION THERE, BUT IF WE– SO I’LL KIND OF BE TALKING ABOUT THE NEXT PAGE, PAGE 5 WHICH IS A BIGGER– IT’S REALLY JUST A LINE– A TREND LINE GRAPH.>>YEP.>>WE WOULD CLICK THROUGH TO THAT. THEY– SO SORRY, I’M KIND OF LOOKING AT THE SLIDE HERE, AND TRYING TO MATCH IT UP WITH THE PAGE. SO THE PARENTS GOING FROM THE OVERVIEW TO THE DETAIL, SOME PARENTS WANTED CLARITY ON HOW TO LOCATE THE MORE DETAILED INFORMATION. SO SOME DIDN’T KNOW THAT JUST BY CLICKING ON THE GRAPH, YOU COULD ACTUALLY SORT OF DRILL INTO A MORE DETAILED VIEW OF THAT, OR USE THE NAVIGATION. SO THAT’S SOMETHING THAT OUR DESIGNER IS WORKING THROUGH RIGHT NOW. PARENTS ALSO WANTED TO KNOW WHAT WOULD BE COMING IN FUTURE PHASES, SO SOME OF LIKE THE EXTRACURRICULAR STUFF WE WON’T HAVE WITH THIS FIRST GO AROUND, BUT WHAT WOULD THAT LOOK LIKE, WOULD WE ACTUALLY HAVE A SPACE FOR IT AND SHOW LIKE A COMING SOON, OR COMING LATER IN 2018, THAT SORT OF STUFF. AND THEN THE GRAPHS ARE AN UNDERSTANDABLE POINT UP THERE. THAT KIND OF GETS TO THE– FLIPPING BETWEEN THE TREND LINES AND THE BAR CHARTS. SO TO AN EARLIER POINT, PEOPLE UNDERSTAND THINGS BUT DIFFERENTLY, SO WE’RE TRYING TO GIVE OPTIONS, BUT ALSO KEEP THINGS SIMPLE AND NOT OVERWHELMING. OKAY, SO IF WE THEN LOOKED AT THAT BLOW UP, I’LL KIND OF DESCRIBE IT A LITTLE BIT HERE. SO, AGAIN, YOU WOULD GET TO THIS BY CLICKING ON ONE OF THOSE EIGHT TILES OFF OF THE OVERVIEW BOARD. IF YOU LOOK ON THE LEFT HERE, YOU’LL SEE IT SHOWS A LEFT HAND NAVIGATION EXPANDED, AND THERE ARE CHOICES THERE UNDER THE– SORT OF THE STUDENT MENU, SOME SUB CHOICES THERE. SO THIS PERSON CLICKED ON THE STUDENT PERFORMANCE, SO THIS WOULD BE LIKE STUDENT PROFICIENCY ON STATE TESTS, AND THIS GRAPH AS WELL, YOU’LL NOTICE THERE’S A LITTLE TOGGLE IN THE UPPER RIGHT. SO YOU CAN TOGGLE BETWEEN THE TREND LINE AND THE BAR CHARTS. AND YOU’LL ALSO NOTICE THIS HAS TWO PULL DOWNS. ONE TO FILTER BY THE STUDENT GROUP, SO THESE ARE THE SUBGROUPS THAT WE TALKED ABOUT, AND THEN BECAUSE THIS IS TEST DATA, IT DEFAULTS TO SORT OF ALL SUBJECTS ROLLED TOGETHER, BUT YOU CAN BREAK THAT OUT BY THE DIFFERENT SUBJECTS AS WELL. SO IF YOU ARE INTERESTED IN LOOKING AT MATH FOR THE SCHOOL OVERALL, YOU WOULD CHOOSE THAT ON THE RIGHT PULL DOWN, AND IF YOU WANTED TO GO THAT FURTHER INTO A CERTAIN STUDENT GROUP, YOU CAN DO THAT AS WELL. I THINK IF WE FLIP IT OVER– YEAH, IT SHOWS THE PULL DOWNS CLICKED, BASICALLY, SO YOU CAN SEE THE CHOICES IN THERE. AND THEN IF WE FLIP IT AGAIN, THIS IS LOOKING AT SORT OF A BAR CHART VIEW. THIS IS LOOKING AT POST SECONDARY ENROLLMENT, SO WE’RE NO LONGER LOOKING AT STUDENT PERFORMANCE. THAT’S JUST AN EXAMPLE OF WHAT A BAR CHART WOULD LOOK LIKE IN A BIGGER, MORE DETAILED VIEW.>>SO I’M JUST WONDERING IF WE YOU USED THE WORDS “COLLEGE “AND CAREER READY” THERE, WHICH I DON’T THINK IS NECESSARILY WHAT’S HERE. IS THERE A WAY– I MEAN, MAYBE YOU JUST CAN’T PUT THE WORD “READY.” [ INDISTINCT ]?>>COLLEGE AND CAREER?>>YEAH. I THINK THAT WOULD MORE ACCURATELY REFLECT [ INDISTINCT ].>>SURE. AND THIS MIGHT BE SOMETHING WHERE WE TEST OUT, LIKE OUR LABELING AS WELL, TO SEE DOES THAT MAKE SENSE OR– YEAH, GREAT POINT. LET ME JUST JOT THAT DOWN. OKAY. ALL RIGHT. SO MOVING ON TO THE SITE ORGANIZATION OR NAVIGATION. I TALKED A LITTLE BIT ABOUT THIS ALREADY WITH THE LEFT HAND NAV. IF WE FLIP TO THE NEXT PAGE, SO FROM THAT BAR CHART TO THIS, IT’S GETTING STARTED, AND IT’S– AGAIN, IT’S GOING TO LOOK REALLY SMALL ON THE HANDOUT, AND I APOLOGIZE FOR THAT, BUT THERE ARE PAGES THAT SORT OF GET AT THE SUPPORT OF THE DASHBOARD, SO GETTING STARTED. TOM, THIS IS WHERE WE WERE SORT OF TALKING ABOUT THE VIDEOS EARLIER WHERE WE MIGHT HAVE LIKE AN INITIAL– IF YOU ARE NEW TO THIS, HERE IS A TWO OR THREE MINUTE LONG VIDEO OF THINGS TO CHECK OUT. HERE’S WHAT SUCH AND SUCH MEANS.>>RIGHT.>>WE THINK WE WOULD PROBABLY START HERE WITH THAT. I DON’T KNOW. WE NEED TO DO SOME MORE PARENT TESTING ON THE CONTENT OF THIS. BUT THIS IS SORT OF THE FREQUENTLY ASKED QUESTIONS, THE TUTORIALS, EXPLANATIONS, THAT KIND OF STUFF.>>YOU KNOW WHAT I THINK IS GOING TO HAPPEN IS EXCITING ABOUT ALL OF THIS IS THAT I THINK THERE WILL BE NONPROFITS AND OTHERS THAT WILL ALSO DO THEIR OWN VIDEOS, AND SAY, LOOK AT THIS, OR HERE IS HOW WE VIEW– YOU CAN GO HERE, AND THIS IS WHAT YOU DO, AND SHOW– YOU KNOW, I JUST THINK THAT– FOR PEOPLE WHO ARE ACTIVISTS IN CERTAIN AREAS, THEY WILL BE ABLE TO SAY, “THIS IS HOW YOU REALLY USE “THIS DATA.” PEOPLE WHO ARE INTERESTED, OR IT COULD BE PEOPLE UNINTERESTED AND WON’T USE THIS AT ALL. BUT I THINK IT’S EXCITING THAT THERE’S GOING TO BE– WHO KNOWS WHAT IS GOING TO HAPPEN WITH THIS. AS LONG AS THE DATA IS CLEAR AND AS ACCURATE AS WE CAN, I JUST– I’M EXCITED.>>YEAH, THE THING THAT I REALLY LIKE ABOUT THE GETTING STARTED PAGE, AND YOU WILL BE ABLE TO PICK IT OUT, AT LEAST JUST BECAUSE IT’S THE ONLY GRAPHICAL PART IS WE ARE PLANNING ON DOING SORT OF AN EXPLANATION ON WHAT THE CHARTS ARE, SO JUST A BASIC, LIKE, HERE IS HOW YOU USE THIS CHART. HERE IS WHAT THE AXES ARE AND ALL OF THAT KIND OF STUFF. THIS IS KIND OF LIKE, WELL, HOW MANY PEOPLE DID WE LOSE RIGHT NOW ON MI SCHOOL DATA, WHERE WE DO HAVE EXPLANATIONS, BUT IT’S NOT VERY GRAPHICAL EXPLANATION. SO HOW MANY PEOPLE ARE WE LOSING BECAUSE THEY DON’T WANT TO READ A FEW PARAGRAPHS OF SOMETHING EXPLAINING A CHART. SO I THOUGHT THAT WAS COOL WHEN I SAW THAT, SO. THE– SO CLARIFYING THE DIFFERENCE BETWEEN THE GLOBAL MI SCHOOL DATA AND DASHBOARD NAVIGATION, SO IF WE LOOK AT THE GETTING STARTED PAGE, YOU’LL SEE AT THE VERY TOP THERE’S LIKE A DARK BAND, IT SAYS MI SCHOOL DATA, AND THERE ARE A COUPLE OF MENU THINGS UNDERNEATH THAT. THAT IS THE GLOBAL SITE NAVIGATION, SO THIS IS SORT OF THE WRAPPER AROUND THE DASHBOARD. THERE WAS A LITTLE BIT OF CONFUSION AMONGST THE PARENTS WITH THAT AND THEN THE DASHBOARD NAVIGATION, YOU’LL SEE SCHOOL TRANSPARENCY DASHBOARD, AND THEN THERE ARE FIVE THINGS, SORT OF ALONG THE TOP THERE. THAT’S NAVIGATION FOR THE DASHBOARD ITSELF. SO WE’RE TRYING– WE’RE WORKING WITH CEPI ON THAT. CEPI HAS BEEN DOING MI SCHOOL DATA, AND SO WE HAVE TO FIGURE OUT HOW THE GLOBAL SORT OF WRAPPER WORKS WITH THE DASHBOARD.>>AND IT IS EXCITING. LIKE CHRIS JUST SAID, CEPI HAS BEEN DOING MI SCHOOL DATA KIND OF FUNDAMENTALLY, AND THIS IS REALLY THE FLAGSHIP PROJECT, THE ONE THAT’S GOING FIRST. SO EVERYTHING WE’RE LEARNING FROM HERE WILL BE USED THERE, AND WE’RE EXCITED ABOUT THAT. I THINK IT’S– MI SCHOOL DATA, AND THE DATA THAT SITS BEHIND IT, THERE’S A TON OF INFORMATION ON THERE. BUT THE TECHNOLOGY HAS ADVANCED, OUR UNDERSTANDING OF WHAT USERS WANT HAS ADVANCED, AND NOW THERE’S FUNDING AND A COUPLE KEY OPPORTUNITIES, AND LIKE YOU SAID TOM, I THINK WE CAN LEAD WITH THIS PROJECT. DIDN’T REALLY HELP WITH THE SITE REDESIGN. SO WE’RE POSITIVE ABOUT IT. AND LIKE THE LEFT NAV VERSUS TOP NAV, THIS WAS A FUNNY– JUST A HUGE DEBATE HAPPENED OVER LEFT VERSUS TOP, AND WHICH IS BETTER, AND WHOSE RESEARCH WAS BETTER. AND IT TERMS OUT PARENTS LIKE LEFT NAV, SO THAT WAS REALLY POSITIVE. WE SPENT A LOT OF TIME ON THAT. I’M LIKE, “I DON’T CARE, JUST “TELL ME WHEN IT’S OVER.” [ LAUGHTER ]>>OKAY.>>ALL RIGHT.>>SO WHAT ELSE IS KEY FOR US TO–>>AND SO YOU SORT OF JUST TALKED ABOUT THE– SO THE CLARIFYING THE STAFF AND STUDENT OPTIONS ON THE MENU. THIS IS THE LEFT NAVIGATION, SO AGAIN, PEOPLE THINK THROUGH THINGS DIFFERENTLY. SOME PARENTS TOTALLY GOT THE LEFT HAND NAVIGATION, SOME WANTED MORE OF A TABLE OF CONTENTS SORT OF THING ON THE LEFT HAND SIDE, AND IT’S LIKE WELL– SO IT’S SORT OF TRYING TO BALANCE SIMPLICITY, UNDERSTANDING, AND SORT OF COMPREHENSIVE THING. MOST PARENTS THOUGH WHAT WE TESTED WAS, IS THE NAVIGATION WORKING, WHERE WOULD YOU CLICK IF YOU WANTED MORE DETAILED INFORMATION? AND MOST DID GRAVITATE TO THAT LEFT NAVIGATION. IT’S LIKE, “OH, I’LL CLICK ON “STUDENT JUST TO SEE WHAT “HAPPENS THERE.” SO THE LEFT HAND NAV, IT DID SORT OF WIN THAT LITTLE DEBATE THAT WE HAD. OKAY, SO WE WENT THROUGH THE GETTING STARTED. IF WE FLIP IN THE HANDOUT TO THE NEXT PAGE, IT’S A CONTACT US PAGE. THIS IS ONE THAT WE NEED A BIT MORE WORK ON, A BIT MORE PARENT FEEDBACK. THE NICE THING IS THAT THE STRUCTURE OF THIS, THE DEVELOPER CAN DO THE STRUCTURE, AND WE CAN DEVELOP MORE OF THE CONTENT AS WE MOVE FORWARD INTO THESE MONTHS AS THEY ARE SLOWLY GETTING COLDER. BUT THIS WOULD BE WHERE A PARENT COULD CONTACT THE STATE IN SOME MANNER, AND WE’RE ALSO THINKING OF HAVING QUESTIONS ALONG HERE TOO. THIS ISN’T SUPER FINALIZED YET, SO WE ALSO HAVE SORT OF QUESTIONS ON WHAT SHOULD BE ON HERE.>>AND WE CONTINUE TO ENCOURAGE YOU GUYS, IF YOU HAVE A SENSE OF WHAT QUESTIONS PARENTS WOULD ASK TO POPULATE AN FAQ, SEND THEM TO US, OR IF YOU DO SHOW THIS TO SOMEONE AND THEY SAY, “WELL, I WANT TO KNOW HOW “I LOOK UP MY KID’S SCHOOL,” OR WHATEVER, SOMETHING– WE CAN– IF WE KNOW ACTUAL QUESTIONS PARENTS WILL ASK WE CAN WRITE ANSWERS TO THEM VERSUS IMAGINING WHAT THEY MIGHT ASK.>>RIGHT. AND THEN ON THE BACK PAGE OF THIS, THIS IS THE TOP 10 IN 10, SO THIS WE ARE– THIS IS AN EXISTING REPORT OR SCREEN ON MI SCHOOL DATA. THIS IS– IT WAS RESKINNED IN THE DASHBOARD DESIGN, AND THIS WILL BE A LINK ON THAT TOP NAV. YOU CAN ACTUALLY SEE IT KIND OF HIGHLIGHTED THERE. THERE’S A STATE OVERVIEW. IT WILL GO TO THIS, WHICH THEN BASICALLY LINKS TO A BUNCH OF METRICS THAT TIE INTO OUR TOP 10 IN 10 INITIATIVE. OKAY, SO MOVING ALONG TO SCHOOL COMPARISONS. THIS WAS REALLY INTERESTING, THIS CONVERSATION WITH PARENTS. GOING INTO THIS– AND SO, THIS WHOLE PROCESS HAS BEEN REALLY ENLIGHTENING. YOU GO IN WITH SOME SORT OF EXPECTATION IN YOUR HEAD, LIKE, “OH, I THINK THIS IS HOW “IT’S GOING TO GO.” BUT THEN THE SCHOOL COMPARISON CONVERSATION IS A GREAT EXAMPLE OF WHERE WE ACTUALLY LEARNED QUITE A BIT FROM PARENTS. SO GOING INTO IT– AT LEAST I WAS EXPECTING, “OH, THEY ARE “GOING TO BE INTERESTED IN “THE CLOSEST WHATEVER NUMBER OF “SCHOOLS AND SCHOOLS THAT LOOK “SIMILAR TO THEIR OWN KIDS “SCHOOL,” LIKE DEMOGRAPHICALLY. THE FIRST FEW COMMENTS THOUGH ACTUALLY WERE SCHOOL OFFERINGS. THEY WERE INTERESTED IN COMPARING SCHOOLS THAT HAD SIMILAR COURSE OFFERINGS, SIMILAR OFFERINGS WITH SERVICES FOR LIKE SPECIAL EDUCATION STUDENTS, OR ENGLISH LEARNERS, TEST PERFORMANCE ON STATE ASSESSMENTS AND GRADUATION RATES CAME NEXT AFTER THAT. BUT IT WAS SURPRISING THAT– SORT OF THE OFFERINGS WAS SORT OF FOREFRONT IN THAT DISCUSSION. ALONG THE LEFT THERE, YOU’LL SEE LIKE THE PROXIMITY AND SOME OF THE USUAL THINGS THAT WE TYPICALLY THINK ABOUT WHEN COMPARING SCHOOLS. THOSE DID COME UP, AND I THINK, LIKE, LONG TERM, WE’RE HOPING TO MOVE TO LIKE A FULLY CUSTOMIZABLE COMPARISON TOOL FOR THIS. WE MIGHT HAVE LIKE A DEFAULT COMPARISON SET UP, BUT THEN A PARENT CAN CLICK ON SOMETHING, AND THEN LIKE SELECT WHATEVER VARIABLES THEY WANT TO COMPARE. UNFORTUNATELY WE WON’T BE ABLE TO DO THAT FOR THIS FIRST GO AROUND, BUT THAT IS SORT OF THE LONG-TERM GOAL. ONE OF THE OTHER REALLY INTERESTING THINGS THAT THE CONNECTING FEEDER SLASH RECEIVING SCHOOLS, SO TYPICALLY– AT LEAST I THINK OF COMPARING LIKE A HIGH SCHOOL TO A HIGH SCHOOL, AND AN ELEMENTARY SCHOOL TO AN ELEMENTARY SCHOOL. ONE PARENT HAD A KID IN EACH OF THE TRADITIONAL GRADE SPANS, AND HE WAS INTERESTED IN SORT OF COMPARING THE DISTRICT’S ELEMENTARY, MIDDLE SCHOOL, AND HIGH SCHOOL, AND WHAT HAPPENS WITH THOSE TRANSITION PERIODS. SO THAT WAS KIND OF COMPLETELY DIFFERENT, PARTICULARLY FOR ME. SO YEAH, SO WE TALKED ABOUT THE CUSTOMIZABLE STUFF, AND THEN HEAD-TO-HEAD COMPARISONS WOULD BE SORT OF THE TRADITIONAL– AND THIS DID COME UP, THERE IS A WANT FOR THIS. WHERE YOU ARE LOOKING AT A SCHOOL AND YOU WANT TO PICK ANOTHER SINGLE SCHOOL TO COMPARE WITH, AND SO THAT WOULD BE BUILT IN AS WELL. PROBABLY NOT FOR THIS FIRST GO AROUND, BUT COMING SOON AFTER. I THINK I’M ALMOST DONE HERE. SO OTHER FEEDBACK, AGAIN, THESE ARE SOME SORT OF NO-BRAINER THINGS. KEEP THE LANGUAGE AND TERMS SIMPLE, INCLUDING THE GLOSSARY. AGAIN, WE’RE GOING TO DO A SURVEY ON SOME OF OUR TERMS AND LABELING. THEY WANTED COMMUNICATION– WHEN THIS GOES PUBLIC, THEY WANTED IT TO BE COMMUNICATED THROUGH MULTIPLE WAYS. I THINK THE BIG TAKE AWAY HERE WAS MORE COMMUNICATIONS FROM THE SCHOOLS, AS WELL AS FROM THE STATE, SO WE’LL HAVE TO THINK THROUGH HOW TO WORK THAT OUT. AND OF COURSE BE CLEAR WITH THE PURPOSE AND VALUE OF THIS DASHBOARD, AND THEN TYING IT TO THE TOP 10 IN 10 VISION PLATFORM. YUP, THAT IS IT.>>THANK YOU VERY MUCH. MICHELLE, PLEASE?>>I– YEAH, I– I REALLY LOVE ALL OF THE WORK YOU HAVE DONE TO [ INDISTINCT ] HAVE THIS INTERACTION AND DELVE DEEPER. I DO THINK IT’S REALLY WONDERFUL. AND I THANK YOU FOR ALL OF YOUR WORK ON THAT.>>SURE.>>THE– I’M WONDERING– AND MAYBE IT WAS IN A RECENT ARTICLE THAT I MISSED, BUT HOW ARE WE WITH THE FEDS ON THIS?>>THAT WAS GOING TO BE PART OF MY UPDATE. THEY ARE STILL TELLING US TWO TO THREE WEEKS. THEY HAVE PEER REVIEW RIGHT NOW, SO ANOTHER COUPLE OF WEEKS.>>OKAY. SO, I KEEP READING THESE ARTICLES THAT WE’RE SORT OF LIKE THIS VERY DIFFERENT FROM THE REST OF THE COUNTRY, BUT I THINK IT’S GOOD.>>THAT’S GOOD. BECAUSE WE DESIGNED IT FOR MICHIGAN.>>I’M EXCITED ABOUT IT.>>PAM, AND THEN TOM.>>MINE WAS MORE IN RELATIONSHIP TO– OR IN RELATION TO THE DEMOGRAPHICS OF THE FOLKS THAT YOU ARE GETTING INFORMATION FROM, AND I KNOW YOU– I GOT AN EMAIL THAT YOU WERE GOING TO SAGINAW RIGHT AWAY. I KNEW THOSE DEMOGRAPHICS WERE GOING TO LEAD TO SOMETHING LIKE THIS. I KNOW YOU HAVEN’T GONE TO BRIDGEPORT, BUT THIS ISN’T GOING TO BUMP THIS UP THAT MUCH. AND LIKE YOU SAID, YOU WERE SURPRISED BY THE INPUT FROM THE PARENTS. AND IT’S GOING TO CHANGE FROM DIFFERENT GROUPS OF– SO THIS CONCERNS ME–>>YEAH.>>JUST KNOWING ALL THE SCHOOLS THAT YOU WENT TO IN SAGINAW, IT’S CONCERNING. AND I WANTED TO GET BACK WITH YOU ON THAT, AND I DID GET SOME RESPONSE BACK FROM SOME PARENTS THAT WERE CONCERNED ABOUT IT AS WELL.>>OKAY.>>OKAY, TOM?>>I WOULD THINK THAT ONCE WE ROLL THIS OUT, THAT WE DO LET PARENTS SIGN UP FOR A WEBINAR MONTHLY TO KIND OF INSTRUCT THEM AS TO HOW TO DO THIS, AND MAYBE ARCHIVE THAT SO PEOPLE CAN CLICK ON IT AND SEE THE ARCHIVE WEBINAR. I OBVIOUSLY THINK THAT WE NEED MORE PARENTS IN FOCUS GROUPS. I DON’T EVEN KNOW IF YOU COULD DO AN ONLINE FOCUS GROUP. I KNOW I HAVE PARTICIPATED IN– YOU KNOW, THERE ARE A LOT OF ONLINE THINGS THAT SOMEHOW YOU SIGN UP, AND THEN THEY GO THROUGH IT, AND, YOU KNOW, YOU– IT’S NOT– YOU KNOW, YOU CAN RAISE YOUR HAND, OR ELSE IF IT’S TOO MANY, YOU CAN JUST GIVE THE INPUT RIGHT ALONG IN THERE.>>WE DID SOME VIRTUAL FOCUS GROUPS FOR PARENTS FOR ESSA DEVELOPMENT.>>YEAH.>>AND THEN WE HAD, LIKE CHRIS SAID, WE HAD A SURVEY PLAN THAT WILL GO OUT MORE BROADLY. BUT ALL OF THESE ARE GOOD IDEAS, AND LIKE I SAID, WE ANTICIPATE– WE WANT TO KEEP TALKING. SO, YES, WE’LL RELEASE SOMETHING, BUT THEN THERE WILL BE THINGS ADDED ALL THE TIME, AND WE KEEP CHANGING. SO DEVELOPMENT, YOU HAVE TO SAY, “DEVELOP THIS MUCH “AND WE ARE SURE.” IT WOULD BE LIKE– I ALWAYS JOKE ABOUT OUR DEVELOPMENT TEAM IS LIKE CRYING IN THE BACK ROOM WHILE WE KEEP SAYING, “WELL, WE’LL LET YOU “KNOW, AND ALSO GET IT DONE “IN TWO WEEKS.” AND THEY ARE LIKE, “YOU HAVE TO TELL US.” BUT THEY’RE MOVING FORWARD ANYWAY. THEY’RE GOOD.>>I’M VERY EXCITED–>>NO, AND WE APPRECIATE THE IDEAS OF HOW TO GET TO PARENTS, BECAUSE IT IS HARD. WE KNOW THAT THIS– WE COULD USE MORE– WE CAN ALWAYS USE MORE TYPES OF PARENTS REFLECTING ON IT, AND MORE WAYS TO GET TO THEM. AND SOMEBODY FROM THE MICHIGAN PTA YESTERDAY SAID, “WELL, “WE HAVE A GRANT TO DO PARENT “ENGAGEMENT AROUND ESSA.” AND I THOUGHT, “GOOD, BECAUSE “WE’RE ABOUT READY TO RUN OUT “OF MONEY, I THINK.” SO THAT WILL BE REALLY HELPFUL.>>THANK YOU SO MUCH, YOU GUYS. I’M JUST VERY HAPPY AT THIS POINT.>>THE ADVISORY GROUP ACTUALLY, THE ONE THAT MEETS ONCE A MONTH, MOST OF THOSE PARTICIPANTS ARE VIRTUAL. LIKE, THEY CONNECT THROUGH A WEBINAR KIND OF TOOL. SO THAT WORKS FOR THEM. THE FOCUS GROUPS ARE THE– SORT OF THE IN PERSON KIND OF.>>AND THEY MAY BE LESS COMPUTER SAVVY, WHICH IS WHY WE NEED TO DO THIS AS WELL.>>YEAH.>>SO THEY COULDN’T DO ONLINE NECESSARILY RIGHT NOW.>>A LOT OF THE, [ INDISTINCT ].>>RIGHT, RIGHT. YEAH, YOU NEED TO GET THAT.>>YEAH, SOME OF THE TESTING THAT WE HAVE DONE TOO, IT SORT OF WORKS BETTER IN PERSON TOO, BECAUSE YOU GET SOME OF THE– YOU DON’T ALWAYS SEE SORT OF THE NON-VERBAL REACTIONS TO SOMETHING IF IT’S ONLINE. SO SOME OF THE JUST THE REACTION TO LIKE SOMEONE’S INITIAL REACTION TO WHAT THE SCREEN LOOKS LIKE, THAT KIND OF STUFF. BUT YEAH, THAT’S A GOOD POINT TO DO– EASIER, AT LEAST TO GET PARENTS INVOLVED IF IT’S SOMETHING WHERE THEY DON’T HAVE TO DRIVE TO LANSING OR SOMETHING LIKE THAT.>>ALL RIGHT, NIKKI, PLEASE.>>I GUESS WHAT I WAS GOING TO ASK YOU, DOES ANY– HAVE ANYTHING RIGHT NOW THAT WE COULD DIRECT PEOPLE TO GO TO? IS THAT WHAT YOU ARE TALKING ABOUT THE SURVEY’S GOING TO NEED?>>IT’S NOT UP YET.>>NOT UP YET–>>I THINK IF THEY REGISTERED FOR A WEB– YOU KNOW, A NON-VIRTUAL POST, THAT’S WHAT I’D LIKE TO PUSH PEOPLE ON.>>IT’S ON THE LAST PAGE, USE OUR ESSA EMAIL IF PEOPLE WANT TO VOLUNTEER IN ANY WAY. THAT IS PROBABLY THE SAFEST WAY FOR US TO COLLECT THE LIST, IF THAT’S WHAT YOU DID BEFORE.>>OKAY.>>AND THEN WE WILL– ON THE VERY LAST PAGE. IT’S ALL IN CAPS. [email protected] IF THEY SEND IT THERE, WE’LL BE ABLE TO– THAT’S A–>>THEN WE CAN INCLUDE THEM.>>YEP.>>ALL RIGHT.>>AND WHAT I WAS GOING TO SAY THOUGH, I’M REALLY EXCITED ABOUT THIS BECAUSE– I MEAN I GET THE PURPOSE OF THE CONVERSATION IN ACCOUNTABILITY IS TO INCREASE ACADEMIC ACHIEVEMENT, RIGHT? THAT’S THE WHOLE PURPOSE, BUT I FEEL LIKE A TO F WAS JUST THIS IDEA OF A GRADE FOR SCHOOLS IN TERMS OF THAT BEING THE PRIMARY COURSE OF ACCOUNTABILITY, BUT IT’S NOT. PARENTS, STUDENTS, SCHOOLS WORKING TOGETHER, AND THIS FACILITATES THAT CONVERSATION. SO I GUESS MY THING IS THAT AS WE CONTINUE TO DEVELOP IT, WE’RE GOING TO NEED TO FIGURE OUT, IN MY OPINION, HOW TO COMMUNICATE THAT. HOW TO COMMUNICATE THAT THE WHOLE PURPOSE OF THE TRANSPARENCY DASHBOARD IS TO FACILITATE THAT WHOLE CONVERSATION, AND NOT JUST SAY BASED ON THESE SIX RIGID ESSA INDICATORS YOU GET A GRADE AND THAT’S THE ONLY THING THAT MATTERS ABOUT THE SCHOOL THAT YOUR KID’S GOING TO. THIS FACILITATES A CONVERSATION BETWEEN PARENTS, STUDENTS, AND SCHOOLS, WHICH IS WHERE ACCOUNTABILITY IS HAPPENING. NOT JUST WITH ONE GRADE AND ONE FACTOR. BECAUSE I FEEL LIKE I HAVE– RUN INTO PEOPLE THAT SAY, “WELL, WHY AREN’T YOU “SUPPORTING THIS OR WHY AREN’T “YOU SUPPORTING THAT?” THAT’S THE PRIMARY REASON WHY, BUT FIGURING OUT HOW WE CAN ENCOURAGE PARENTS– HOW CAN YOU USE THE TRANSPARENCY DASHBOARD TO HAVE THAT CONVERSATION.>>YEAH.>>THANK YOU, NIKKI. PLEASE, LUPE?>>WELL, THE WORK IS TREMENDOUS. YOU HAVE DONE SO MUCH, BUT I’M STILL CONCERNED ABOUT MANY PARENTS HAVING ACCESS TO UNDERSTANDING WEBINAR AND ALL OF THESE THINGS THAT WE’RE TALKING ABOUT. AND LOOKING AT THE PARTICIPANTS, THEY ARE ALL EDUCATED PEOPLE THAT– WELL THE MAJORITY OF THEM ARE EDUCATED PEOPLE THAT KNOW ABOUT COMPUTERS. GUYS, THERE’S PARENTS THAT HAVE NEVER BEEN TO SCHOOL BEFORE. THERE’S PARENTS THAT ARE COMING FROM OTHER COUNTRIES WHERE– THERE’S MANY FROM AFRICA THAT DON’T EVEN KNOW WHAT A COMPUTER IS. THERE’S A LOT OF PARENTS THAT DON’T KNOW THE LANGUAGE. THERE’S A LOT OF PARENTS– I CAN GO ON, AND ON, AND– AND SO WE’RE TALKING ABOUT THEM GOING TO THE COMPUTER AND THEY CLICK HERE, AND THEY GO TO WEBINAR, AND– THAT’S NOT REALISTIC. WE’RE TALKING ABOUT ONE GROUP OF PARENTS, ONE GROUP OF PARENTS. MOST OF THE PARENTS ARE THE OTHER 70%. AND SO IT IS A GOOD IDEA, AND I LIKE THE IDEA. I LIKE THE RESEARCH THAT YOU HAVE DONE, ALL OF THE WORK, BUT I’M STILL CONCERNED ABOUT A BIG POCKET OF PARENTS. AND HAVING SAID THAT, SO WE’RE WAITING FOR THE FEDERAL GOVERNMENT TO OKAY OUR PLAN. WHAT ABOUT THE MISSION OF LEGISLATURE, ARE THEY GOING TO VOTE? IS THERE SOMETHING IN THE AIR THAT THEY ARE TALKING ABOUT HOW TO HOLD DISTRICTS ACCOUNTABLE? IS THIS GOING TO BE THE VITAL OF HOW MICHIGAN IS GOING TO– YOU KNOW, WHERE ARE WE AT WITH THAT?>>SO WE ARE PROCEEDING AS THIS IS OUR PLAN, AND THIS IS WHAT WILL BE IMPLEMENTED. IF THE LEGISLATURE SO CHOOSES, THEY CAN ALWAYS PASS A BILL THAT CHANGES OUR DIRECTION. THAT’S WITHIN THEIR POWERS, BUT SO FAR THEY HAVEN’T DONE ANYTHING. I KIND OF TRIED TO ASK THE LEGISLATURE, SO THAT WE DIDN’T GET INTO THIS– GOING IN THIS DIRECTION AND MOVING TO THIS DIRECTION, JUST TO DO WHAT THEY WANTED TO DO BEFORE JUNE 30th. THEY DIDN’T TAKE ANY ACTION, SO I SAID, “WELL, WE’RE “LEADING THEN. “WE’RE GOING TO MOVE FORWARD “WITH OUR PLAN.” AND THIS IS IT. NOW, IF THE LEGISLATURE PASSES A BILL, OBVIOUSLY WE WILL HAVE TO ADJUST. REPRESENTATIVE KELLY HAS SAID HE’S GOING TO PASS A BILL, PAVLOV HAS SAID HE’S GOING TO PASS A BILL. WE’LL SEE WHAT HAPPENS.>>OKAY. SO THANK YOU FOR THAT ANSWER. NOW, SO THEN IN THE FEDERAL GOVERNMENT– WITH THE FEDERAL GOVERNMENT, WE’RE WAITING FOR THEM TO APPROVE THE PLAN, WITH THE DASHBOARD IS PART OF IT.>>CORRECT.>>AND IF THEY DON’T APPROVE IT, WHAT HAPPENS?>>WE’LL APPEAL, BECAUSE WE BELIEVE WE HAVE MET THE LAW, AND IF WE HAVE MET THE LAW THEY SHOULD NOT BE ABLE TO TURN THIS DOWN.>>OKAY, IF WE APPEAL, DOES THAT GUARANTEE THAT AN APPEAL IS GOING TO GO IN OUR FAVOR?>>WELL, IF I CAN CLARIFY JUST A LITTLE BIT. SO THE FEDERAL PLAN REQUIRED– WE TALKED ABOUT IT A COUPLE MONTHS AGO, THE INDEX SYSTEM, THE 0 TO 100, SO WE CAN GET TO THE COMPREHENSIVE SUPPORT SCHOOLS. WE BELIEVE WE HAVE A FEDERALLY COMPLIANT– WE HAVE EVERYTHING THE STATUTE REQUIRES AND NO MORE IN FOR THAT, SO IT WOULD BE COMPLIANT. THE DASHBOARD ACTUALLY EXISTS OUTSIDE OF FEDERAL AUTHORITY, SO US BUILDING THIS IS ALL OUR WORK. SO WE ARE SAFE TO MOVE FORWARD HERE. THEY CAN’T TELL US YOU CAN’T BUILD A TRANSPARENCY DASHBOARD I GUESS IS MY POINT. THEY COULD QUIBBLE WITH US OVER THIS COMPONENT OF THE INDEX SYSTEM OR THAT, BUT SINCE WE SEE THAT AS THE IDENTIFICATION SYSTEM THAT SITS KIND OF BEHIND THE DASHBOARD OR ALONGSIDE SOMEWHERE TO HELP US DIRECT THOSE SUPPORTS TO THOSE PARTNERSHIP DISTRICTS, WE COULD NEGOTIATE WITH THEM AROUND EXACTLY WHAT IS IN THERE AND STILL KEEP OUR TRANSPARENCY DASHBOARD AS IT IS.>>OKAY.>>SO BASICALLY FEDERAL APPROVAL IN TRANSPARENCY DASHBOARD MOVEMENT AREN’T LINKED. THERE’S– THAT WOULDN’T BE WHAT WOULD UPSET THAT APPLECART.>>OKAY, SO THEN WHEN YOU SAY WE WILL CONTINUE HERE, DO YOU MEAN THE DEPARTMENT OR THE STATE? OR WHAT ARE YOU SAYING WHEN YOU SAY HERE?>>I DON’T REMEMBER WHAT I SAID. [ LAUGHTER ]>>THAT YOU WILL CONTINUE WITH THE–>>WE ARE MOVING FORWARD WITH THE DASHBOARD AS MICHIGAN’S PLAN.>>OKAY.>>IS THIS GOING TO BE AVAILABLE IN MULTIPLE LANGUAGES?>>THAT’S THE GOAL. THAT’S THE GOAL.>>WE NEED TO– WE VERY MUCH NEED TO TRANSLATE INTO SEVERAL LANGUAGES FOR A LOT OF REASONS. THERE ARE SOME BARRIERS, PROBABLY COST BEING THE LARGEST. BECAUSE GOOD TRANSLATIONS ARE VERY EXPENSIVE AND THERE’S NOT– SO WE WOULD LOVE AN INVESTMENT INTO THAT, BECAUSE WE KNOW WE ARE NOT SERVING OUR POPULATIONS OF PARENTS WELL IF WE CAN’T TRANSLATE.>>AND YOU DID SAY THAT THERE IS A DROP DOWN WHERE YOU CAN PICK SPECIAL NEEDS OR ELL, SO THIS DASHBOARD IS VERY MUCH FRIENDLY TO ALL PEOPLE.>>AND THE VIDEOS COULD BE IN DIFFERENT LANGUAGES.>>THAT’S A GOOD POINT.>>I JUST– I WANTED TO CLARIFY THAT.>>ALL RIGHT, THANK YOU VERY MUCH.>>THANK YOU.>>NEXT ITEM IS APPROVAL OF STATE BOARD OF EDUCATION MINUTES. IS THERE A MOTION?>>SO MOVED.>>MOVED. IS THERE SUPPORT?>>SUPPORT.>>IT’S BEEN MOVED AND SUPPORTED. ANY QUESTIONS OR COMMENTS? SEEING NONE, ALL IN FAVOR SAY AYE.>>AYE.>>OPPOSED, NAY. MOTION CARRIES. CO-PRESIDENT’S REPORT, CASANDRA.>>I WOULD LIKE TO OFFER PUBLIC CONGRATULATIONS TO DETROIT PUBLIC SCHOOLS COMMUNITY DISTRICT, DR. V, FOR EXCEEDING THEIR ACCOUNT EXPECTATIONS. FAMILIES IN DETROIT HAVE A CHOICE AND A GOOD NUMBER HAVE CHOSEN DETROIT PUBLIC SCHOOLS. I WISH THEM WELL IN THE COMING YEAR. AND DR. V RECEIVES FULL SUPPORT FROM THE BOARD AND FROM THE COMMUNITY, AND THEIR PRAISE-WORTHY WORK OF EDUCATING DETROIT STUDENTS.>>YES. SO I WANTED TO JUST TAKE A MOMENT TO HIGHLIGHT THE FACT THAT THERE HAS BEEN A MOVEMENT, AND WE HAVE SEEN IT IN THE LAST FEW MONTHS NOW TO ELIMINATE THE STATE BOARD OF EDUCATION. AS WE ALL KNOW THE GOVERNOR’S EDUCATION COMMISSION SUGGESTED THIS, ALTHOUGH THEY GAVE A COUPLE OF OPTIONS. THERE IS A RECENT OP-ED THAT CALLED FOR THE ELIMINATION OF THE STATE BOARD. SOME OF THE LEGISLATURE HAS INTRODUCED A CONSTITUTIONAL AMENDMENT TO ELIMINATE THE STATE BOARD OF EDUCATION, AND SO I WANT TO JUST– AND I’M TALKING TO DEAF– NOT DEAF EARS– THE CHOIR HERE.>>SAY SUPPORTIVE EARS.>>SUPPORTIVE EARS. BUT I NEED TO TAKE JUST A FEW MINUTES AND KIND OF TALK THROUGH THIS A LITTLE BIT. SO FIRST OF ALL, LET ME JUST SAY I WANT TO GIVE PEOPLE THE BENEFIT OF THE DOUBT, AND ASSUME THAT THIS IS COMING FROM THE PLACE OF WANTING TO IMPROVE PUBLIC EDUCATION, AND IT’S NOT SIMPLY A PARTISAN OR CONTROL ISSUE. BUT WITH THAT BEING SAID, LET ME JUST KIND OF TALK THROUGH WHY THIS MIGHT BE A LITTLE MISGUIDED IN MY OPINION. IT’S TRUE THAT MICHIGAN IS NOT DOING WELL, BASED ON NATIONAL MEASURES. SO IN 1992, MICHIGAN RANKED 21st IN 4th GRADE READING ON THE NAEP. AND IN 2003 WE SLIPPED TO 28th. AND BY 2015, WE’RE NOW AT 41st. AND WE CAN ARGUE FROM THERE. THE RANKINGS ARE WHAT THEY ARE. BUT THE EXISTENCE OF THIS BOARD HAS BEEN CONSISTENT THROUGHOUT THIS ENTIRE PERIOD, AND WHEN WE WERE IN THE TOP TEN, WE EXISTED. WHEN WE WERE IN THE BOTTOM TEN, WE’VE EXISTED. AND WE HAVE BEEN ELECTED THE SAME WAY. WE HAVE BEEN ACTUALLY PROBABLY THE MOST CONSISTENT ASPECT IN EDUCATION. SO IF YOU ARE CONCERNED ABOUT THE TRAJECTORY, I WOULD SAY INSTEAD OF FOCUSING ON WHAT HAS BEEN STABLE, PERHAPS WE SHOULD LOOK AT WHAT HAS CHANGED THAT COULD ACCOUNT FOR THIS. ONE BEING FUNDING– THE WAY WE FUND OUR LOCAL SCHOOLS HAS CHANGED DRAMATICALLY SINCE THE 1990s. WE PROPOSE AWAY, MOVING FUNDING FROM LOCAL DISTRICTS TO THE STATE, WHICH ESSENTIALLY TURNED CHILDREN INTO COMMODITIES, GOVERNANCE, MUCH OF THE OVERSIGHT OF THIS BOARD WAS STRICT IN THE 1990s, AND THROUGH EXECUTIVE ORDERS, A PHENOMENA THAT CONTINUES TODAY, CHOICE REGARDLESS OF HOW YOU FEEL, UNLIMITED GROWTH AND NEW SCHOOLS OPENING IN MICHIGAN, DESPITE DECLINED ENROLLMENT IS UNSUSTAINABLE, CYBER SCHOOLS WITH MINIMAL ACCOUNTABILITY, TAKE OVER OF LOCAL SCHOOLS, EMERGENCY FINANCIAL MANAGERS, THE EDUCATION ACHIEVEMENT AUTHORITY, THE NUMBER OF CHILDREN LIVING IN POVERTY, LEAD, HIGH STAKES TESTING, NO CHILD LEFT BEHIND, TERM LIMITS. SOMEHOW THE IDEA THAT THIS IS GOING TO CREATE AN OPPORTUNITY TO HOLD THE GOVERNOR ACCOUNTABLE, WHICH IS WHAT WE READ IN THE OP-ED, IS SILLY, CONSIDERING IT CAN ONLY RUN FOR REELECTION ONCE, SO HOW ARE YOU SUPPOSED TO DO THAT? DESPITE ALL OF THIS, THIS BOARD HAS ACTUALLY BEEN ABLE TO ACCOMPLISH A LOT IN A VERY BIPARTISAN MANNER. WE HAVE A GREAT SUPERINTENDENT THAT WE HIRED, WE HAVE THE TOP 10 IN 10, ACTUAL STRATEGIES, PARTNERSHIP MODELS, ACCOUNTABILITY. I MEAN THIS DASHBOARD IS PHENOMENAL, AND IT IS GOING TO BE A LEADER IN THE COUNTRY ON HOW YOU SHOULD ACTUALLY COMMUNICATE HOW YOUR SCHOOLS ARE DOING. WE’RE PUSHING BACK ON FEDERAL EFFORTS TO CREATE THIS ONE SIZE ACCOUNTABILITY MEASURES. SO IF YOU WANT TO BE SERIOUS ABOUT FIXING THE SCHOOLS, THEN I SAY LET’S BE SERIOUS. ELIMINATING A PUBLICLY ELECTED BOARD IS NOT GOING TO DO ANYTHING OTHER THAN REMOVE A VERY POWERFUL AND IMPORTANT VOICE FROM THE CONVERSATION, AND ALSO AT THE SAME TIME, REMOVE THE CITIZEN’S ABILITY TO DETERMINE WHO ACTUALLY OVERSEES EDUCATION. I DON’T KNOW WHY MY PHONE IS RECORDING WHAT I’M SAYING RIGHT NOW. [ LAUGHTER ]>>SOMETHING IS NOT RIGHT. THAT’S REALLY WEIRD. [ LAUGHTER ]>>SO I JUST WANT TO SAY, THAT IF THE LEGISLATURE AND THE GOVERNOR TRULY WANT TO IMPROVE PUBLIC SCHOOLS, THEN ELIMINATING THE STATE BOARD OF EDUCATION IS NOT THE THING TO DO. ACTUALLY RESTORING OUR AUTHORITY WOULD BE THE RIGHT THING TO DO, BECAUSE WHEN WE HAD THE AUTHORITY OVER PUBLIC SCHOOLS IN THE STATE OF MICHIGAN, OUR SCHOOLS ACTUALLY DID REALLY WELL. SO I AM PLANNING TO PUT THESE COMMENTS IN TO WRITING, AND SHARE THEM WITH OUR ELECTED OFFICIALS, AND MAYBE EVEN THROUGH ON OP-ED. IF ANYONE IS INTERESTED IN ADDING THEIR VOICE TO THAT, I WOULD, YOU KNOW, CERTAINLY WELCOME THAT. BUT I’M NOT GOING TO JUST SIT BACK AND ALLOW THIS FRAMING OF OUR ROLE TO CONTINUE WITHOUT US HAVING A RESPONSE TO IT, BECAUSE THIS IS RIDICULOUS AND IT CAN’T CONTINUE.>>ANYBODY ELSE?>>IF I MAY JUMP IN, IF I WERE A SUPREME COURT JUSTICE, I WOULD BE WRITING A CONCURRING OPINION, AND I APPRECIATE YOU BRINGING THAT UP TODAY. I WOULD LIKE TO POINT OUT TWO THINGS. ONE IS, AS I POINTED OUT IN THE DETROIT NEWS OP-ED, THE STATE RANKINGS ARE REALLY A BUNCH OF HORSES THAT ARE VERY– WITHIN A LENGTH OF EACH OTHER IN A RACE. SO WHETHER YOU ARE 1st OR 20th IN THAT BUNCHING IS NOT STATISTICALLY THAT SIGNIFICANT. THE OTHER THING TO POINT OUT IS THAT IN THE TIME THAT MICHIGAN FELL BEHIND THE OTHER STATES, THE OTHER STATES HAD MOVED THEIR KINDERGARTEN ADMISSION AGE BACK– OR MOVED IT UP FROM TURNING 6 ON DECEMBER– OR RATHER 5 ON DECEMBER 1st TO 5 ON SEPTEMBER 1st. TWO YEARS AGO WE CHANGED TO CONFORM TO THE OTHER STATES IN THIS REGARD, BUT OUR STUDENTS HAVE STARTED OUT 5% BEHIND ALL OF THE OTHER STATES DEVELOPMENTALLY SPEAKING. AND BECAUSE YOU HAVE TO GO THROUGH EIGHT YEARS AND GO FROM– WE ONLY CHANGE ONE MONTH PER YEAR, IT’S GOING TO TAKE A TOTAL OF 11 YEARS, ANOTHER EIGHT YEARS FOR THESE CHANGES TO WHERE OUR STUDENTS ARE DEVELOPMENTALLY ON THE SAME– THE SAME AGE WITH THE OTHER STATES WE’RE BEING COMPARED WITH. THAT’S ONE REASON TO BELIEVE THAT WE ARE GOING TO BE ONE OF THE TOP 10 IN 10 YEARS, BECAUSE BY THEN THOSE CHANGES WILL HAVE TAKEN PLACE. NOW I HAVE BEEN ASTOUNDED THAT ALL OF THE EDUCATIONAL EXPERTS THAT WE HAVE HAD TALK TO US ABOUT THIS GAP, NONE OF THEM HAVE BROUGHT UP THE CHANGE IN DATE FOR KINDERGARTEN STARTING. AND I CAN TELL YOU THE REASON WHY THEY HAVEN’T BROUGHT IT UP, BECAUSE THERE’S NO MONEY IN IT FOR ANYBODY, OKAY? SO BY MAKING THAT CHANGE, AND MAKING OUR STUDENTS DEVELOPMENTALLY EQUIVALENT WITH THOSE OF OTHER STATES, WE HAVE PROBABLY TAKEN THE SINGLE MOST IMPORTANT STEP TOWARD ADDRESSING THAT GAP. THE OTHER THING I WANTED TO ADD IS– JUST TO RE-ECHO YOUR POINT ABOUT THIS BOARD’S CHIEF RESPONSIBILITIES APPOINTING THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION. MICHIGAN HAS BENEFITED SO MUCH FROM HAVING THE LONGEST SERVING SUPERINTENDENT, MICHAEL FLANAGAN, AND WE HAVE ANOTHER EXCELLENT INDIVIDUAL WHO I EXPECT WILL ALSO GIVE US A GOOD– SIMILARLY LENGTHY TENURE– [ LAUGHTER ]>>I DIDN’T MEAN THAT AS A SENTENCE– [ LAUGHTER ]>>BUT THE CONTINUITY IS AN IMPORTANT ASPECT OF OUR STRUCTURE. OUR CONSTITUTION SET THIS UP DELIBERATELY TO INSULATE A LITTLE BIT FROM THE POLITICAL WINDS OF THE DETERMINATION OF SCHOOL POLICY. AND THERE IS ALWAYS A COST TO CHANGE, AND IT’S THOSE WHO WANT TO MAKE IMMEDIATE AND SOMETIMES INCONSIDERATE CHANGES THAT WANT TO ELIMINATE THE STATE BOARD AND REPLACE IT WITH THOSE WHO ARE MORE DIRECTLY ACCOUNTABLE TO THE– TO THE VOTERS. AND I FULLY AGREE WITH MY CO-PRESIDENT THAT THAT WOULD BE AN INADVISABLE MOVE, AND I ALSO– AND THAT’S A BIPARTISAN OPINION.>>AMEN.>>ALL RIGHT, SUSAN BROMAN RECEIVED AN AWARD. THE MICHIGAN LEAD FOR PUBLIC POLICY PRESENTED DEPUTY SUPERINTENDENT SUSAN BROMAN WITH THE 2017 CHAIR AND PARKS AWARD FOR LEADERSHIP ADVOCACY RESEARCH TO ADVANCE THE WELL-BEING OF MICHIGAN’S VULNERABLE RESIDENTS. [ APPLAUSE ]>>OUR CAMP T DIRECTOR WAS SUPPOSED TO BE WITH US, BUT ISN’T FEELING WELL. JEREME VANDEN HEUVEL, I HOPE I SAID THAT RIGHT. OUR DIRECTOR OF CAMP T, HE ALSO RECEIVED AN AWARD FOR MAKING SIGNIFICANT CONTRIBUTIONS TOWARDS CREATING, DELIVERING, AND/OR SUSTAINING ENVIRONMENTAL EDUCATION, INDOOR/OUTDOOR EDUCATION. SO EVEN THOUGH HE IS NOT HERE, WE’LL SAY CONGRATULATIONS TO HIM. [ APPLAUSE ]>>THE 2017 NATIONAL BLUE RIBBON SCHOOLS WAS NAMED, AND WE HAVE SEVERAL– BREWSTER ELEMENTARY IN ROCHESTER, COUNTRYSIDE ELEMENTARY IN BYRON, DIX STREET ELEMENTARY IN OTSEGO, FOREST VIEW ELEMENTARY IN CADILLAC, GALLIMORE ELEMENTARY IN PLYMOUTH-CANTON, HAMLIN IN ROCHESTER, HADLEY IN SAGINAW, IRIS BECKER IN DEARBORN, JOHN ALLEN IN ANN ARBOR, LEWIS MAIRE ELEMENTARY IN GROSSE POINTE, LINCOLN SCHOOL IN ST. JOSEPH, PINEWOOD SCHOOL IN JENISON, AND ROCHESTER ADAMS IN ROCHESTER SCHOOL DISTRICT. SO CONGRATULATIONS TO ALL OF THE BLUE RIBBON SCHOOLS. IN TERMS OF ESSA, I DID ANSWER THAT WE EXPECT TO HEAR IN THE NEXT TWO TO THREE WEEKS ON OUR PLAN. UPDATE ON THE PARTNERSHIP MODEL– AS YOU KNOW, OUR WORK IS CONTINUING WITH THE CURRENT 9 DISTRICTS, 37 BUILDINGS. THEY RECENTLY HAD A MEETING WHERE THEY ALL CAME TOGETHER AND SHARED WHAT IS HAPPENING IN THOSE DISTRICTS AND THE REFORMS THAT ARE TAKING PLACE AND LEARNING FROM EACH OTHER, AND TALKING TO EACH OTHER. WE ALSO ADDED THE SRO TEAM BACK IN TO THE DEPARTMENT, AND WORKING IN THE PARTNERSHIP DISTRICTS. SO THAT’S GOOD. WE HAVE– OR ALL OF THE DISTRICTS ARE BEGINNING THEIR QUARTERLY MEETINGS ARE UNDERWAY, WHILE THE MEETINGS ARE AT DIFFERENT TIMES AND LOCATIONS, THE PURPOSE OF THOSE MEETINGS IS FOR ALL OF THE DISTRICTS TO UPDATE THE COMMUNITIES, THEIR BOARD, AND THE– ALL OF THE PARTNERS ON WHAT IS TAKING PLACE, AND THE PROGRESS THAT IS TAKING PLACE. AND SO WE CERTAINLY CONTINUE TO WORK ON THE PARTNERSHIP AGREEMENTS. WE ARE WORKING THROUGH THE 2017 DATA, AND UPDATING IT FOR TEST SCORES, AND I EXPECT TO ADD JUST A FEW PARTNERSHIP DISTRICTS THIS– BY THE END OF THE CALENDAR YEAR, AND WE’LL KEEP YOU APPRISED OF THAT WORK AS WELL. WITH THAT, WE’LL GO TO THE TEACHER OF THE YEAR. LUKE, WHAT HAVE YOU BEEN UP TO?>>YEAH, SO I FEEL LIKE, WHEN YOU HAVE GOT THAT GREAT LESSON PLANNED FOR THE SIXTH HOUR OF THE DAY, AND THE BELL RINGS AND YOU STILL HAVE FIVE MINUTES LEFT IN THE LESSON, BECAUSE WE HAVE HIT 3:00 HERE. [ LAUGHTER ]>>SO USUALLY GETTING THE ENGAGEMENT FROM THE STUDENTS AFTER THE BELL IS HARD, BUT I’M GOING TO DO MY BEST HERE.>>YOU WILL BE FINE.>>SO I JUST WANT TO MAKE YOU GUYS AWARE OF A PROGRAM THAT I’M STARTING HERE IN WEST MICHIGAN. IT’S NICE THAT YOU GUYS ARE HERE. I LIVE JUST THREE MILES DOWN THE ROAD. AND FOR THIS YEAR I HAVE A PARTNERSHIP WITH THE VAN ANDEL EDUCATION INSTITUTE AND THEY ARE ALLOWING ME TO USE THEIR SPACE IN ORDER TO RUN SOME TEACHER PROGRAMMING. AND SO, I STARTED TO THINK A LOT ABOUT IN THE LAST COUPLE OF YEARS OF MY CAREER IS TEACHER LEADERSHIP, MOSTLY BECAUSE I HAVE BEEN GIVEN SOME OPPORTUNITIES IN MY DISTRICT TO ASSUME SOME LEADERSHIP ROLES. AND WHAT I HAVE DISCOVERED IN MY OWN EXPERIENCE IS THAT AS A CLASSROOM TEACHER I WORKED VERY, VERY HARD TO HAVE INFLUENCE AND IMPACT ON MY CLASSROOM. AND THEN, AS I STARTED TO THINK ABOUT LEADERSHIP AND I WAS PUT INTO SOME OF THESE LEADERSHIP ROLES, I REALIZED HOW COULD I HAVE INFLUENCE AND IMPACT ON MORE THAN JUST WHAT WAS HAPPENING IN MY CLASSROOM. I BECAME DEPARTMENT CHAIR, AND NOW I WAS INFLUENCING MATH TEACHERS. I BECAME AN ACADEMIC SUPPORT COACH AT MY SCHOOL, AND NOW I WAS INFLUENCING 100 TEACHERS IN MY SCHOOL IN PROFESSIONAL DEVELOPMENT. AND THEN, THE LAST COUPLE OF YEARS, VERY INTENTIONALLY, I HAVE BEEN WORKING WITH SPECIFIC TEACHERS IN MY SCHOOL TO DEVELOP THEIR LEADERSHIP SKILLS, BECAUSE I REALIZE THE VALUE OF THE– THE MULTIPLYING VALUE OF LEADERSHIP. AND SO WHAT I’M TRYING TO DO IS I’M TRYING TO TAKE WHAT I HAVE DONE WITH THESE TEACHERS AT EAST KENTWOOD HIGH SCHOOL AND SCALE IT NOW TO THE WEST MICHIGAN AREA. AND SO THE IDEA OF THIS PROGRAM– I CREATED THIS PROGRAM CALLED RISING LEADERS UNITE. AND I WANT TO PULL TEACHER LEADERS FROM SEVERAL DIFFERENT DISTRICTS IN THE WEST MICHIGAN AREA. AND SO I HAVE TWO OTHER PEOPLE THAT ARE JOINING ME IN THE PLANNING TEAM. ONE IS TRACY HORODYSKI FROM LAST YEAR, YOU GUYS KNOW WELL, AND THEN ANOTHER FORMER COLLEAGUE OF MINE, PETE [ INDISTINCT ], WHO’S AN EDUCATIONAL CONSULTANT. SO WE’LL BE THE PLANNING COMMITTEE AND WHAT WE HAVE DONE IS WE HAVE IDENTIFIED SPECIFIC TEACHERS THAT WE– THAT WE THINK ARE LIKE TOP, TOP 1%, SHOW HUGE LEADERSHIP POTENTIAL. SO WE’RE TRYING TO REALLY, REALLY CURATE THE BEST OF THE BEST FOR THIS GROUP HERE. AND WE HAVE ALL IDENTIFIED FIVE OR SIX. AND WE WANTED A DIVERSE GROUP, SO ELEMENTARY SCHOOL, MIDDLE SCHOOL, HIGH SCHOOL, VARYING LEVELS OF LEADERSHIP EXPERIENCES. SO SOME HAVE BEEN LEADERS FOR YEARS, SOME HAVE NO LEADERSHIP EXPERIENCE. AND THEN ALSO CULTURALLY DIVERSE. AND WE ENDED UP WITH MOSTLY TEACHERS, WE’RE GOING TO HAVE A COUPLE OF ADMINISTRATORS, BECAUSE WE WANT THAT PERSPECTIVE IN THE GROUP, AND THEN ONE SOCIAL WORKER. AND WHAT I’M HOPING IS IF WE CAN GET THE BEST OF THE BEST TOGETHER IN A ROOM, AND WE HAVE ALL OF THIS WIDE VARIETY OF PERSPECTIVES AND EXPERIENCES, THAT I JUST REALLY THINK GREAT THINGS ARE GOING TO HAPPEN, AND I’M TRYING TO APPROACH THIS AT A LESS TRADITIONAL WAY TO YOUR TYPICAL TEACHER TRAINING, OR LIKE, A GRAD SCHOOL CLASS WHERE LIKE YOU READ A TEXTBOOK AND THEN YOU TALK ABOUT IT. I DON’T WANT IT TO BE THAT TRADITIONAL TYPE OF LEARNING. I WANT IT TO BE MORE EXPERIENTIAL, WHERE THESE PEOPLE ARE GOING TO BRING THEIR OWN LEADERSHIP IDEAS, THEIR OWN LEADERSHIP PROBLEMS THAT THEY ARE HAVING IN THEIR SCHOOLS. WE CAN DISCUSS THOSE REAL PROBLEMS, AND THEN THEY CAN GO BACK TO THEIR SCHOOLS AND HAVE ACTIONABLE ITEMS AS A RESULT OF THIS DISCUSSION. SO WE’RE IN THE RECRUITING PHASE RIGHT NOW. WE HAVE 11 DIFFERENT DISTRICTS FROM THE WEST MICHIGAN AREA THAT I THINK ARE GOING TO BE REPRESENTED IN THIS GROUP. WE HAVE OUR FIRST MEETING NEXT MONTH IN NOVEMBER. SO WE’LL HAVE MONTHLY MEETINGS, AND THEN WE’RE ALSO GOING TO HAVE SOME SORT OF ONLINE FORUM WHERE WE CAN DISCUSS AND COLLABORATE AND COMMUNICATE. AND IT’S SORT OF EXCITING BECAUSE I DON’T KNOW WHAT THE LESSON PLANS ARE FOR THIS PROGRAM. I’M REALLY ALLOWING IT TO BE FLEXIBLE AND DESIGNING IT AROUND LIKE THE NEEDS OF THE GROUP. I HAVE TO JUST SORT OF TRUST THAT MY PLANNING TEAM THAT WE’RE GOING TO PUT TOGETHER IDEAS THAT ARE GOING TO WORK FOR THIS GROUP, BUT I’M EXCITED TO SEE WHERE IT GOES. AND HOPEFULLY THE END GOAL IS THAT THESE TEACHERS ARE GOING TO BE EMPOWERED TO GO BACK TO THEIR DISTRICTS TO PROMOTE POSITIVE CHANGE AMONGST THE PEOPLE THAT THEY LEAD IN THEIR– IN THEIR DISTRICTS. YEAH, SO AT THIS POINT, LIKE THE FIRST COHORT THAT I’M RUNNING HERE IS AN INVITE ONLY. BUT THE IDEA IS, IF WE CAN– IF WE CAN FIGURE OUT WHAT WORKS TO HELP DEVELOP THESE TEACHER LEADERS, THEN THIS WILL BE SCALEABLE, AND IF IT’S SCALEABLE THEN WE’RE GOING TO START TO REACH OUT. WHO WANTS TO DO THIS? WHO ELSE COULD BE AVAILABLE TO DO THIS? BUT I’M THINKING OF THIS AS MORE– IT’S ALMOST LIKE AN EXPERIMENT. I WANT TO SEE HOW THIS WORKS. I WANT TO SEE WHAT IS VALUABLE TO THESE TEACHER LEADERS, SO THAT IF WE DO PUT TOGETHER A PROGRAM THAT WE CAN SCALE, THAT IT’S SOMETHING THAT REALLY CAN HAVE SOME IMPACT.>>GREAT. LOOK FORWARD TO LEARNING MORE.>>THANKS.>>NEXT ITEM ON THE AGENDA IS APPROVAL OF CAMP T’S SPENDING PLAN. MICHELLE FECTEAU AND NIKKI SNYDER HAVE REVIEWED THE BUDGET. DO YOU HAVE ANY COMMENTS OR WOULD LIKE TO HEAR THEM? CAMP T IS LOCATED IN GREENVILLE, MICHIGAN, PROVIDING AN OUTDOOR EDUCATION SETTING FOR STUDENTS WITH VISUAL IMPAIRMENT. IT’S OWNED AND OPERATED BY THE DEPARTMENT OF EDUCATION. LOW INCIDENT OUTREACH, THE PROGRAM IS OVERSEEN OF COURSE BY THE STATE BOARD. CAN I HAVE A MOTION TO APPROVE CAMP T’S SPENDING PLAN.>>MOTION.>>SUPPORT.>>ANY DISCUSSION, NIKKI, MICHELLE? ANYTHING YOU WANT TO ADD FOR REVIEW?>>I JUST WANT TO SAY I WENT THERE YESTERDAY, AND IT WAS REALLY GREAT, AND I THINK WE SHOULD HAVE A RETREAT THERE. WE SHOULD HAVE COCOA AROUND THE CAMPFIRE, BUT IT WAS BEAUTIFUL, AND I WAS THERE WITH DAN [ INDISTINCT ] AND ROXANNE [ INDISTINCT ] FROM– HERE FROM THE WORKS DEPARTMENT, AND– BUT DAN– THEY REALLY DO A LOT WITH LIMITED RESOURCES, AND DAN [ INDISTINCT ] IN PARTICULAR– I KNOW JEREME WASN’T ABLE TO JOIN US– BUT THIS IS A GUY WHO THINKS– WHO DOES ALL OF THIS WORK ON THE PLACE TO SAVE THEM ALL KINDS OF MONEY, IS COMPLETELY DEDICATED. AND THEY HAVE LOTS OF PEOPLE OUT THERE. ATTENDANCE IS GOING UP. THEY ARE HOPING TO DO MORE. THEY BUILT MINI CABINS, AND THEY SHOWED ME WHERE. AND THEY– I DON’T KNOW IF THERE IS ANY WAY THAT THERE COULD BE GREATER APPROPRIATION, BUT THEY GET SOME. IT HELPS THEM WITH SOME FOOD FOR THE CAMPERS, AND THEY MAKE IT REALLY AFFORDABLE. IT’S OPEN TO ANY– YEAH, [ INDISTINCT ] THE BLIND GET THE FIRST DIBS.>>GROUPS THAT COME UP THERE– PARAPROFESSIONALS, TEACHERS, AND A LIFEGUARD. THINKING OF SOMETHING THAT THEY PLAN IN ADVANCE, THEY CAN– THEY CAN DO THAT.>>AND PAM IS COMING. AND I LOVE THAT THE IDEA THAT THEY BRING FAMILIES OF KIDS WITH DISABILITIES TOGETHER, AND THAT’S WHY THEY WANT THE MINI CABINS, BECAUSE THEY MIGHT NEED SOME SPACE SOMETIMES TO SEPARATE, BUT THEY– BUT IT’S ALSO A CHANCE FOR FAMILIES– PARENTS TO BOND AND TO TALK TO EACH OTHER WHO ARE DEALING WITH SIMILAR TYPES OF ISSUES, SO IT’S BEAUTIFUL. THEY TOOK ME ON A CANOE RIDE.>>OH.>>YEAH.>>I DIDN’T CLIMB THE CLIMBING WALL, THOUGH, BUT DAN DID IT FOR ME, WHICH WAS REALLY SWEET OF HIM. “THAT’S OKAY, “I’LL JUST WATCH YOU.” AND IT WAS FUN WATCHING HIM. SO ANYWAY, I THINK IT’S A WONDERFUL PLACE, AND PEOPLE SHOULD– CERTAINLY IF YOU LIVE AROUND HERE, IT’S NOT THAT FAR TO GO VISIT, SO I ENCOURAGE EVERYONE TO GO. I THINK IT’S– THEY ARE DOING GREAT IN THEIR BUDGET, AND I STRONGLY SUPPORT APPROVING AND CONSIDERING WAYS TO INCREASE FUNDING, SO THEY CAN DO EVEN MORE.>>ALL RIGHT, WITH THAT, ALL IN FAVOR OF THE MOTION PLEASE SAY AYE.>>AYE.>>OPPOSED NAY. MOTION CARRIES. CONSENT AGENDA– ARE THERE ANY ITEMS THE BOARD WISHES TO HAVE REMOVED FROM THE CONSENT AGENDA PRIOR TO VOTE? SEEING NONE IS THERE A MOTION ON CONSENT AGENDA?>>SO MOVED.>>SUPPORTED?>>SUPPORT.>>DISCUSSION QUESTIONS? SEEING NONE, ALL IN FAVOR SIGNIFY BY SAYING AYE.>>AYE.>>OPPOSED NAY. MOTION CARRIES. COMMENTS BY THE STATE BOARD OF EDUCATION MEMBERS? ANY BOARD MEMBERS WHO WISH TO OFFER COMMENTS AT THIS TIME? TOM, PLEASE.>>I WAS LISTENING TO THE PRESENTATION AT THE BEGINNING OF THE DIFFERENT DISTRICTS, AND NOTED THAT A LOT OF THEM WERE GETTING STUDENT ENGAGEMENT FEEDBACK, AND IT WAS NOT BASED ON THE DROPOUT RATE, WHICH IS, I THINK, HOW WE’RE DEFINING STUDENT ENGAGEMENT. IF I REMEMBER RIGHT, SOMEHOW THAT WAS HOW AT ONE POINT WE WERE GOING TO–>>IT WAS ATTENDANCE OR SOMETHING.>>ATTENDANCE– YEAH, SOMETHING– SO I MEAN, THIS WAS ACTUALLY SURVEYS OF STUDENTS, WHICH I HAVE TALKED ABOUT. AND I’M GLAD THAT SOME CAN DO IT. I KNOW THAT WE PROBABLY CAN’T REQUIRE IT STATEWIDE, BUT I DO THINK THAT’S THE WAY TO DO IT. THAT WAS HOW THEY– HOW THEY MEASURED STUDENT ENGAGEMENT, SO I THINK THAT’S BETTER. I HEARD THIS MORNING– OR THIS MORNING FROM THE PRESENTATION WAS JOY A LOT, JOY IN TEACHING, AND IT WAS SOMETHING THAT I HAD– WAS INVITED BY PAM TO GO SPEAK AT THE NAACP EVENT LAST WEEKEND, AND I HAD MENTIONED THAT I– I’M GATHERING THAT THERE IS A LACK OF JOY IN THE AREAS OF TEACHING. THAT IT’S– AND WE HAVE GOT TO LOOK AT WAYS TO BRING THAT BACK. I KNOW THERE’S GETTING RID OF THE NUMEROUS OBSERVATIONS– JUST ALL OF THE CHECK LISTS AND THINGS– THAT’S WHAT I’M UNDERSTANDING. IT JUST IS BECOMING SO ADMINISTRATIVE. I DON’T KNOW HOW MUCH OF IT’S COMING TOP DOWN, OR IT KIND OF STARTS AT THE TOP AND THEN IT GETS ADDED ON AT EACH LEVEL OR LAYER AS IT GOES DOWN TO THE TEACHERS. BUT I DO THINK THAT WE HAVE GOT TO LOOK AT WAYS TO BRING BACK JOY. AND IT WASN’T JUST ME TALKING ABOUT IT LAST FRIDAY, BUT ONE OF THE FORMER TEACHERS THAT WAS ON THE PANEL SAID THE EXACT SAME THING. SHE LEFT BECAUSE THERE’S NO JOY IN TEACHING. THIS WAS GOOD ABOUT THE EVENTS THAT I’M HEARING FROM THE LOCAL FOLKS AND GETTING OUTSIDE OF LANSING, I UNDERSTAND THIS HASN’T HAPPENED VERY OFTEN, AND IT REALLY IS– I FOUND THAT JUST HEARING WHAT IS HAPPENING, I WOULD LIKE TO BE ABLE TO– I WISH WE COULD GET MORE TIME. BECAUSE I WOULD LIKE TO HEAR MORE ABOUT WHAT THEY ARE STRUGGLING WITH, WHAT THEY’RE– HEY I’M JUST– I DON’T KNOW, I WOULD LIKE TO HEAR MORE. AND MAYBE WHEN WE HAVE LUNCH MAYBE BRING IN SOME LOCAL TEACHERS FOR THEIR LUNCH BREAK. I KNOW WE DON’T HAVE A LOT OF TIME, BUT MORE LOCAL FOLKS THAT WE COULD JUST ADD MORE FLAVOR FROM THE LOCAL– FROM WHERE WE’RE GOING. AND I SEE WE’RE GOING TO WAYNE RESA IN FEBRUARY, SO I REALLY AM ENCOURAGED TO CONTINUE TO DO THIS. AND FINALLY, AND I HAVE TALKED TO A COUPLE OF BOARD MEMBERS ABOUT THIS, I REALLY THINK THAT WE NEED TO CARVE OUT SOME TIME AT MONTHLY MEETINGS AND TALK ABOUT THESE PARTNERSHIP AGREEMENTS, AND HOW THESE THINGS ARE GOING INTO 37 BUILDINGS THAT– I MEAN THIS SHOULD BE A FOCUS OF THIS– IF WE’RE CALLING– OR THE STATE IS CALLING THESE SCHOOLS, QUOTE UNQUOTE, FAILING OR KIND OF STRUGGLING, OR WHATEVER– I’M NOT SURE THAT THOSE ARE ACTUALLY ACCURATE, BUT ASSUMING THEY ARE, THEN WE SHOULD REALLY AS A BOARD CARVE OUT TIME AND DO THIS IN ONE AREA THAT WE SHOULD BE FOCUSING ON. AND, YOU KNOW, WHETHER IT’S BRINGING IN THE SCHOOL– I DON’T KNOW– JUST TO REALLY UNDERSTAND AND AGREE– I WOULD LIKE TO HEAR– MAKE SURE THAT WE KIND OF LIKE WHAT IS HAPPENING AND KIND OF BUY INTO IT, BUT I THINK THE VOTERS WOULD EXPECT IT. ONE OF THE THINGS THIS BOARD OUGHT TO DO IS WHERE THERE’S DIFFICULTIES THAT WE– WHAT ARE WE DOING ABOUT IT? I WOULD LIKE TO BE ABLE TO SAY, “WELL, THEY ARE DOING “SOMETHING ABOUT IT.” BUT I WOULD LIKE TO BE ABLE TO SAY THAT WE ARE DOING SOMETHING ABOUT IT. SO I PLAN ON PUTTING IT– TO PUT IT ON THE NEXT AGENDA AND TALK ABOUT IT FOR– AND JUST KIND OF EVERY BOARD MEETING. THANK YOU.>>ALL RIGHT, FUTURE MEETING DATES, NOVEMBER 14th, 9:30 AT MDE, DECEMBER 12th AT MDE, JANUARY 9th AT MDE, AND THEN FEBRUARY 13th WE’LL BE BACK OUT ON THE ROAD AT WAYNE RESA, BARRING ANY SNOW STORMS. LOOK FORWARD TO THAT. AND AS TOM JUST SAID, ANY ITEMS YOU WANT ON THE AGENDA, PLEASE LET US KNOW. MEANWHILE, I WANT TO THANK KENT ISD AND THEIR STAFF FOR HOSTING US TODAY, AND THE STUDENTS WHO MADE A GREAT LUNCH AND BREAKFAST FOR US. WE’RE HAPPY TO HAVE THE OPPORTUNITY TO BE WITH THEM. SO WITH THAT, WE ARE ADJOURNED. THANK YOU.

Leave a Reply

Your email address will not be published. Required fields are marked *