Michigan State Board of Education Meeting for September 10, 2019 – Morning Session


>>IT IS NOW 9:33 AND A QUORUM OF THE BOARD IS PRESENT. THE STATE BOARD OF EDUCATION MEETING OF SEPTEMBER 10, 2019 IS CALLED TO ORDER. THE FIRST ITEM ON THE AGENDA IS THE APPROVAL OF THE AGENDA AND ORDER OF PRIORITY. ARE THERE ANY ITEMS BOARD MEMBERS WOULD LIKE TO ADD OR DELETE FROM THE AGENDA? BEING NONE, MAY I PLEASE HAVE A MOTION TO APPROVE THE AGENDA AND ORDER OF PRIORITY?>>MOTION.>>DR. PRITCHETT WITH THE SUPPORT FROM MR. MCMILLIN. ANY DISCUSSION? ALL IN FAVOR?>>TOGETHER: AYE.>>ALL OPPOSED? AT THIS TIME, MS. MARILYN SCHNEIDER WILL INTRODUCE THE MEMBERS OF THE STATE BOARD OF EDUCATION.>>GOOD MORNING. I’M MARILYN SCHNEIDER, I’M THE STATE BOARD EXECUTIVE AND YOU’VE JUST BEEN LISTENING TO THE STATE SUPERINTENDENT, WHO IS ALSO A CHAIRPERSON OF THE BOARD, DR. MICHAEL RICE. AS YOU GO AROUND THE TABLE TO THE LEFT, THE BOARD’S PRESIDENT IS DR. CASANDRA ULBRICH, AND SHE RESIDES IN ROCHESTER HILLS STILL?>>I’M ACTUALLY IN DEARBORN NOW.>>SHE’S FROM DEARBORN. AND NEXT TO HER WOULD BE THE SEAT FOR DR. PAMELA PUGH. SHE RESIDES IN SAGINAW. SHE IS UNABLE TO JOIN US TODAY. NEXT TO HER, MICHELLE FECTEAU. MISS FECTEAU COMES TO US FROM DETROIT. SHE IS THE BOARD SECRETARY. MS. NIKKI SNYDER IS FROM DEXTER AND SHE IS A MEMBER OF THE BOARD. THE BOARD’S NASBE DELEGATE, IT’S THEIR ASSOCIATE– ASSOCIATION, NATIONAL ASSOCIATION OF STATE BOARDS OF EDUCATION IS MS. TIFFANY TILLEY. THIS YEAR’S TEACHER OF THE YEAR IS MRS. CARA LOUGHEED, AND MRS. LOUGHEED COMES TO US FROM ROCHESTER COMMUNITY SCHOOLS. SHE’S AN ENGLISH LANGUAGE ARTS AND HISTORY TEACHER IN STONEY CREEK ELEMENTARY SCHOOL, I MEAN HIGH SCHOOL. STONEY CREEK HIGH SCHOOL. GOOD. THANKS. AND ACROSS THE TABLE, JOSH NEYHART. HE’S REPRESENTING THE GOVERNOR’S OFFICE. NEXT TO HIM, DR. JUDY PRITCHETT, AND SHE’S A BOARD MEMBER FROM WASHINGTON TOWNSHIP. LUPE RAMOS-MONTIGNY, MS. RAMOS MONTIGNY IS A BOARD MEMBER FROM GRAND RAPIDS AND SHE’S ON THE PHONE. MS. MONTIGNY, RIGHT?>>YES, I’M ON THE PHONE.>>OKAY, THANKS FOR JOINING US BY PHONE. AND NEXT TO ME IS MR. TOM MCMILLIN. HE’S FROM OAKLAND TOWNSHIP AND HE’S THE BOARD’S TREASURER. THANK YOU.>>THANK YOU, MS. SCHNEIDER. DR. KOENIGSKNECHT WILL BEGIN THE NEW EMPLOYEE INTRODUCTIONS.>>GOOD MORNING, ALL. I HAVE THREE NEW EMPLOYEES THAT I WOULD LIKE TO INTRODUCE. AND I’LL START FIRST WITH JOSE VELAZQUEZ-ELIO WHO WORKS FROM THE OFFICE OF GREAT START. I HAD A CHANCE TO MEET WITH JOSE, HE’S A FELLOW [ INDISTINCT ], WHICH IS ALWAYS A GOOD THING. JOSE, DO YOU WANT TO TELL US A BIT MORE ABOUT YOURSELF?>>YES. [ AUDIO DROPS ]>>I’M ALSO JOINED BY CANDACE VINCENT. CANDACE, I HAD TO CHANCE TO VISIT WITH HER, AS WELL, A COUPLE OF WEEKS AGO. SHE IS JOINING US AND WORKING IN THE OFFICE OF [ INDISTINCT ].>>I AM [INDISTINCT] [ INDISTINCT CHATTER ]>>AND ALSO, I HAVE SELENA MILLS IN THE OFFICE OF CAREER AND TECHNICAL EDUCATION. A FUN FACT ABOUT SELENA, SELENA AND I SPENT A NUMBER OF YEARS TOGETHER AT MONTCALM ISD AND WORKED TOGETHER WITH THAT.>>THANK YOU. YES, SO I’M BACK WITH DR. K AND WITH DR. KYLE, WHO WAS A FELLOW [ INDISTINCT ]. I SPENT 19 YEARS AT MONTCALM. I STARTED AS A COSMETOLOGY TEACHER, SO I WAS A&E AUTHORIZED AND THEY PLUCKED ME RIGHT OUT OF THE INDUSTRY. HONESTLY, I WAS PROBABLY THE ONLY PERSON THEY TRIED. BUT THEY GAVE ME A JOB AND SO, I WENT FROM BEING A COSMETOLOGY INSTRUCTOR TO A CURRICULUM SPECIALIST AND THEN INTO A PRINCIPAL AND ASSISTANT SUPERINTENDENT. THANK YOU. I’M EXCITED TO BE HERE.>>KYLE GARANT WITH INTRODUCTION.>>THANK YOU. FIRST, WE HAVE A NEW ADDITION [ INDISTINCT ]. I’D LIKE TO INTRODUCE SCOTT ADDISON. I HAD A CHANCE TO MEET WITH HIM LAST WEEK AND HE WAS TRYING TO RECRUIT ME TO HIS [ INDISTINCT ]. [ INDISTINCT CHATTER ] AS YOU SAID, I WORK FOR THE OFFICE OF FINANCIAL [INDISTINCT]. [ INDISTINCT CHATTER ]>>THANK YOU VERY MUCH. WELCOME TO ALL. DR. KEESLER, MORE INTRODUCTIONS?>>SO, WE ARE VERY PLEASED TO HAVE THREE NEW EMPLOYEES IN THE DIVISION OF EDUCATORS TO MEET SCHOOL SUPPORTS. THE FIRST IS MICHELLE WATKINS FROM OUR OFFICE OF EDUCATIONAL SUPPORTS. MICHELLE?>>HI. I’M MICHELLE WATKINS. [INDISTINCT] AND RIGHT NOW [ INDISTINCT ].>>WE ALSO HAVE, FROM OUR OFFICE OF EDUCATIONAL SUPPORTS [INDISTINCT]>>GOOD MORNING. I’M JOAN. I AM– I WAS [INDISTINCT] [ INDISTINCT CHATTER ]>>AND LAST BUT NOT LEAST, WE HAVE [INDISTINCT]>>I’M AN ANALYST [INDISTINCT]. I WAS A STUDENT ASSISTANT HERE TWO YEARS AGO IN THE SAME OFFICE.>>WELCOME TO ALL THE NEW MDE STAFF MEMBERS. WE APPRECIATE ALL THE EXPERIENCE YOU BRING TO THE DEPARTMENT. DID WE MISS ANY NEW EMPLOYEES IN THE ROOM? ONCE, TWICE, AND THRICE, AND GONE. THANK YOU AGAIN AND WELCOME. IF YOU PLAN TO OFFER PUBLIC COMMENT TODAY, PLEASE COMPLETE A FORM AND SHARE THAT WITH MARILYN. FORMS ARE AVAILABLE ON THE TABLE JUST OUTSIDE THE BOARDROOM AND THEY MUST BE SUBMITTED PRIOR TO THE BEGINNING OF THE PORTION OF THE MEETING DEVOTED TO PUBLIC COMMENT. THAT PUBLIC COMMENT WILL BEGIN AT APPROXIMATELY 1 P.M. PLEASE BE HERE AT THAT TIME TO MAKE SURE THAT YOU HAVE AN OPPORTUNITY TO COMMENT. THE FIRST ITEM ON THE COMMITTEE, THE WHOLE AGENDA, IS PRESENTATION ON THE FRESH AND FURIOUS FOOD TRUCK PROGRAM. THIS IS TRULY FOOD FOR THOUGHT EARLY IN THE DAY FOR US BOARD. TODAY, WE ARE PLEASED TO HOST STUDENTS FROM INGHAM INTERMEDIATE SCHOOL DISTRICT’S CULINARY ARTS PROGRAM AND THERE ARE EXTRAORDINARY INSTRUCTOR, CHEF CORBETT DAY. THEY WILL SHARE INFORMATION ON THE FRESH AND FURIOUS FOOD TRUCK, WHICH IS ONSITE AND PREPARING TO SERVE LUNCH. WE’RE ALSO PLEASED TO WELCOME SUPERINTENDENT JASON MELLEMA IN THE INGHAM INTERMEDIATE SCHOOL DISTRICT CABINET WHO ARE IN ATTENDANCE. DR. SCOTT KOENIGSKNECHT, DEPUTY SUPERINTENDENT OF P20 SYSTEM AND STUDENT TRANSITIONS IN THE MICHIGAN DEPARTMENT OF EDUCATION, HIS WORK WITH CHEF DAY, ALTHOUGH THERE IS SOME QUESTION ABOUT WHETHER HE HAS WORKED WITH CHEF DAY IN THE KITCHEN. AND HE WILL DO THE INTRODUCTIONS.>>GREAT. THANK YOU, DR. RICE, AND THANK YOU TO THE BOARD FOR ALLOWING US SOME TIME TO HIGHLIGHT SOME OF OUR STUDENTS TODAY. AT ONE OF DR. RICE’S FIRST CABINET MEETINGS, HE WAS TALKING ABOUT THE IMPORTANCE OF STUDENT VOICE AND INVOLVING STUDENTS AND HEARING FROM STUDENTS AND TALKED ABOUT BRINGING STUDENTS TO THE BOARD MEETING. IT WAS AROUND NOON; I WAS A LITTLE HUNGRY AND THOUGHT ABOUT CHEF DAY AND THE FOOD TRUCK. I WAS FORTUNATE ENOUGH TO SPEND THREE YEARS AT INGHAM ISD AND WORK WITH CHEF AND THE REST OF THE CABINET AND BECAME VERY AWARE OF THE CULINARY PROGRAM THAT IS AT THE WILSON TALENT CENTER. THERE ARE 18 PROGRAMS THERE. ALL OF THEM ARE FANTASTIC, AND THIS IS ONE AS WELL. IT’S NATIONALLY RENOWNED. THE STUDENTS, AND THEY’LL PROBABLY TELL YOU, TRAVEL AROUND THE COUNTRY AND COMPETE, SHOWING THEIR SKILLS REGARDING CULINARY ARTS AND HOSPITALITY. I’M NOT GOING TO SAY ANY MORE, I’M GOING TO SHOW THIS FIRST VIDEO CLIP AND THEN I WILL TURN IT OVER TO CHEF DAY.>>I CAME HERE FIRST JUST TO GET FOOD, HONESTLY, FREE FOOD. SO, I REALLY WANTED TO ENTER THE COSMETOLOGY PROGRAM, BUT AS I LEARNED MORE ABOUT THE PROGRAM AND THAT IT WAS JUST NOT COOKING WITH FOOD AND JUST DOING THINGS LIKE THAT EVERYDAY AND THERE’S A BUNCH OF DIFFERENT EXPERIENCES. JUST TO BE OPEN-MINDED WHEN YOU COME. AND THAT ACTUALLY IS A REALLY GOOD PROGRAM. IT’S FAST-PACED AND IT’S HARD AND IT’S A LOT OF WORK, BUT IT’S WORTH IT BECAUSE IT’S REALLY FUN. MY FAVORITE ASPECTS ABOUT THE PROGRAM IS THAT WE HAVE PEOPLE COME IN AND THEY TALK TO US ABOUT THEIR COLLEGE AND WHAT THEY DO IN THEIR JOBS. AND THEY MAKE US FOOD IN THAT PROCESS. AND THEN WE HAVE OUR COMPETITIONS, LIKE FCCLE AND SKILLS. IT’S A GREAT BONDING TOOL USED TO LIKE MAKE FRIENDS, COMPETITIONS, IT’S JUST A GREAT EXPERIENCE AND EVERYONE SHOULD GO.>>FOOD TRUCK IS A LOT OF FUN. IT’S VERY FAST PACED, ESPECIALLY WHEN YOU GET LOTS OF CUSTOMERS. REALLY, IT’S JUST– IT HAS TO BE A SMOOTH SYSTEM. YOU’VE GOT TO GET DONE FAST.>>WE HAVE THREE INSTRUCTORS. CHEF DAY, WHO’S THE MAIN ONE WHO’S THE OVERSEER. THE OTHER IS MEGAN AND THE OTHER IS BAILEY. AND THEY’RE REALLY UNDERSTANDING AND THEY’RE HELPFUL. AND IT’S NICE TO HAVE THREE OF THEM. WHEN I COME BACK NEXT YEAR, I’LL BE HERE ALL DAY. AND I WILL BE THE CULINARY MANAGER OF THE KITCHEN, SO BASICALLY KIND OF THE EXECUTIVE CHEF OF THE KITCHEN. I’LL JUST TELL STUDENTS LIKE THE DAY TO DAY WHAT TO DO, WHAT’S SUPPOSED TO BE DONE. I WILL BE THE CATERING MANAGER ALSO, SO I’LL KIND OF BE THE OVERSEER OF THAT AND SEE THE EVENTS AND KIND OF ORGANIZE THE DATES AND STUFF AND THINGS LIKE THAT.>>AND WITH THAT, I’LL INTRODUCE CHEF DAY.>>AWESOME. THANK YOU VERY MUCH FOR HAVING US OUT TODAY. WE’RE EXCITED TO BE HERE. I BELIEVE DR. RICE SAID HE WANTED TO COME OUT TO THE TRUCK AND HELP SERVE LUNCH TODAY. SO, PLEASE COME OUT. HE TALKED ABOUT SHIFTING JOBS, MAYBE WE’LL GET HIM ON THE TRUCK SINCE DR. K WOULDN’T DO THAT. BUT WE’RE REALLY EXCITED TO BE HERE. LIKE DR. K SAID, WE HAD THE OPPORTUNITY TO WORK ON THIS PROJECT, I BELIEVE IT WAS THREE YEARS AGO. AND IT WAS A STUDENT-LED PROJECT. A STUDENT CAME TO ME AND SAID, LOOK, I’D REALLY LIKE TO START A BUSINESS. I DON’T WANT TO OPEN AN RESTAURANT BECAUSE I KNOW WHAT THE COST IS. AND I SAID WHAT ARE YOU THINKING ABOUT? SHE SAID WELL, I’M THINKING ABOUT A FOOD TRUCK. AT THAT TIME, FOOD TRUCKS WERE HOPPING. I MEAN, IT WAS THE HIT OF THE MARKET. SO, I SAID WRITE A PROPOSAL, LET’S PUT TOGETHER A BUSINESS PLAN AND LET’S PRESENT IT TO THE BOARD AND WE’LL SEE WHAT THEY SAY. THREE DAYS LATER, SHE HAD A BUSINESS PLAN DONE. SO, I KNEW SHE WAS THE REAL DEAL. SHE KNEW WHAT SHE WANTED TO DO. SO, WE ACTUALLY TOOK IT TO OUR PRINCIPAL AT THE TIME, JUDY [ INDISTINCT ] JUDY SAID, OKAY, I THINK WE SHOULD TAKE IT TO THE BOARD AND SEE WHAT THE BOARD HAS TO SAY. SO, THE PRESENTATION WENT TO THE BOARD. THE BOARD CAME RIGHT BACK TO US AND SAID THAT’S A GREAT EDUCATIONAL OPPORTUNITY. LET’S DO IT. I WAS LIKE, OKAY, THIS IS AWESOME. I THINK WITHIN NINE MONTHS WE HAD THE TRUCK ORDERED. IT WAS BUILT OUT IN NEW JERSEY FOR US, CUSTOM BUILT, WRAPPED AND THEY DROVE IT INTO TOWN. AND I CAN REMEMBER ALL THE CAMERAS SITTING OUTSIDE VIDEOTAPING AS THIS TRUCK IS DRIVING DOWN THE ROAD, JUST THE EXCITEMENT THAT THERE WAS. SO, A LITTLE BIT ABOUT OUR PROGRAM, WE’RE A TWO-YEAR PROGRAM. WE JUST THIS YEAR HIRED A CATERING MANAGER FULL TIME BECAUSE OF THE SERVICES THAT WE’RE OFFERING. WE DO SEVERAL CERTIFICATIONS, SO STUDENTS IN OUR CLASS CAN EARN ABOUT 45 COLLEGE CREDITS IF THEY STAY WITH ME FOR TWO YEARS, AT NO COST TO THEM. IT REALLY IS HELPING THE EDUCATIONAL FEES. SO, WE’RE SEEING STUDENTS NOT WANTING TO CONTINUE THEIR POST-SECONDARY EDUCATION, BUT THEY’RE JUMPING RIGHT INTO INDUSTRY. WE TALK ABOUT THE RELATIONSHIPS THAT WE’RE BUILDING IN THE CLASSROOM RIGHT NOW. I ACTUALLY STARTED BACK AT LENAWEE COUNTY SEVEN YEARS AGO, WELL, MORE THAN THAT, 14 YEARS AGO. THIS IS MY SEVENTH YEAR AT INGHAM. AND ONE OF THE PULLS FOR ME TO COME TO INGHAM COUNTY WAS THE CONTACTS THAT YOU GUYS HAVE UP HERE. IT’S A PHENOMENAL PLACE TO GROW CONTACTS. SO THE RELATIONSHIPS THAT WE’VE BUILT, INDUSTRY IS COMING TO US SO FAST, I CAN’T PRODUCE KIDS FAST ENOUGH. AND THAT’S A GOOD PROBLEM TO HAVE. AND THESE AREN’T DISHWASHERS GOING OUT. WE JUST HAD A GRADUATE THAT JUST LEFT AND STARTED AT MICHIGAN STATE. HE IS IN THE PROCESS OF BECOMING A CERTIFIED SOUS CHEF. SO, HE’S DOING A TWO-YEAR APPRENTICESHIP UP THERE WITH THEM RIGHT NOW. THEY’RE STARTING HIM AT $17 AN HOUR. AND HE’S DOING AN ONLINE PROGRAM THROUGH DETROIT INSTITUTE OF GASTRONOMY TO EARN THAT CERTIFICATION. HE’S HOPING TO BE AN ACF CERTIFIED CHEF. TWO YEARS, HE’S STARTING AT $50,000 ONCE HE GETS OUT. SO, THESE ARE REAL-DEAL JOBS. OUR KIDS ARE NOT GOING OUT, LIKE I SAID, DISHWASHERS, MCDONALD’S. THESE ARE HIGH-END FACILITIES LOOKING FOR STUDENTS. AND THE SCHOLARSHIP OPPORTUNITIES, THE STUDENTS ARE GOING TO TOUCH A LITTLE BIT ABOUT THAT. I WOULD BARGAIN TO SAY IN THE LAST SEVEN YEARS THERE’S BEEN ABOUT A HALF A MILLION DOLLARS IN SCHOLARSHIPS GIVEN BY THESE STUDENTS. AND I’M GOING TO LET THEM SHARE A LITTLE BIT ABOUT THAT. SO, I’M GOING TO START OUT WITH CONNER LONG. HE’S OUR FOOD TRUCK MANAGER THIS YEAR. HE’S GOING TO TALK TO YOU A LITTLE BIT ABOUT THE FOOD TRUCK OPERATIONS.>>WELL, I’M CONNER LONG I AM SECOND YEAR HERE AT [ INDISTINCT ]. I FIRST STARTED LAST YEAR AS A HALF DAY AND I’VE ALWAYS LOVED CULINARY EXPERIENCE, SO THEY GOT ME BACK AS A FOOD TRUCK MANAGER TO DO MORE OF THE BUSINESS SIDE. HERE AT THE [ INDISTINCT ], YOU LEARN MORE THAN WHAT JUST GOES ON HERE IN THE KITCHEN. YOU LEARN MORE LIKE WHAT HAPPENS ON THE TRUCK. WE ORDER INVENTORY, WHAT PRODUCT USED FOR THAT DAY, WORKERS AND TIMES THAT WE NEED TO BE THERE. AND MAKE SURE OUR CUSTOMERS ARE HAPPY WITH WHAT THEY GOT. AND THIS FRESH AND FURIOUS TRUCK IS ALL RAN BY THE STUDENTS, SO WHATEVER HAPPENS IN THE END [ INDISTINCT ] THE STUDENTS. SO, WHEN YOU GUYS COME UP TO THE WINDOW, IT’S ALWAYS THE STUDENTS TAKING THE ORDERS. WHATEVER YOU ORDER, IT’S THE STUDENTS THAT ARE COOKING. OH, AS I’M GETTING MORE ON THE BUSINESS SIDE, I’M GOING TO PASS THIS ON TO [ INDISTINCT ] FOR MORE INFORMATION.>>OH, I AM KAITLYN FOWLER AND I’M A SECOND-YEAR STUDENT. I AM A FULL DAY, SO THEY BROUGHT ME BACK TO THE BAKING UNIT. AND I STARTED THIS PROGRAM WANTING TO LEARN MORE ABOUT BAKING. AND LIKE ZANAYIA SAID IN THE VIDEO, I WANTED TO DO COSMETOLOGY, AND WHEN I STARTED THE CLASS, I ACTUALLY REALLY LIKED IT BECAUSE I GO TO A REALLY SMALL SCHOOL. AND SO, YOU KNOW EVERYBODY. AND GOING INTO THIS CLASS I GOT TO MEET A LOT MORE PEOPLE AND WE’RE ALL INTERESTED IN THE SAME THINGS. AND SO, I GOT TO MAKE A LOT OF FRIENDS THROUGH THAT. AND SO, WE HAVE A SQUARE STORE FOR THE BAKING OF PASTRIES THAT WILL OPEN IN MID-OCTOBER. AND THEN THAT WILL BE FOR OUR THANKSGIVING AND FALL THEMED PASTRIES. AND THAT WILL CLOSE ON NOVEMBER 15. AND THEN WE WILL OPEN BACK UP AND DROP OUR CHRISTMAS AND HOLIDAY MENU ON NOVEMBER 16 AND THEN CLOSE THAT MID-DECEMBER. AND IT WILL BE ALL STUDENTS MAKING THE PASTRIES FOR EVERYBODY AND MAKING SURE THAT ALL THE PRODUCTS ARE DONE FOR THAT. AND WE’LL BE MAKING THINGS LIKE YULE LOGS, DECORATED COOKIES, PIES AND ANYTHING LIKE THAT. AND LIKE CHEF DAY SAID, WE HIRED ON A FULL TIME CATERING MANAGER TO HELP US KEEP UP WITH ALL THE THINGS THAT WE’RE DOING. LAST YEAR WE HAD AROUND 250-PLUS EVENTS. AND THIS YEAR WE ARE ON TRACK TO WAY ABOVE AND BEYOND THAT. ONE OF OUR BIG EVENTS THAT WE DO IS A MILITARY DINNER. AND SO, A LOT OF THE PEOPLE THAT COME TO THE MILITARY DINNER, IT’S THEIR FIRST TIME BEING HOME FOR CHRISTMAS. IT’S THEIR FIRST TIME MEETING THEIR KIDS POSSIBLY, FIRST TIME SEEING THEIR FAMILY AND THINGS LIKE THAT. AND WE SERVE FOOD TO HUNDREDS OF MILITARY PERSONNEL THAT COME. WE HAVE A– WE GET A LOT OF HANDS-ON EXPERIENCE. WE WORK A LOT WITH BEOs, WHICH ARE OUR BANQUET EVENT ORDERS, TO MAKE SURE THAT EVERYTHING IS DONE AND PREPARED FOR THE EVENT THAT WE WILL HAVE. WE PREP ALL THE FOOD FOR THE FOOD TRUCK OR ANY CATERING EVENT THAT WE HAVE. AND ALL OF THE MANAGERS THAT WE HAVE THIS YEAR, A, FOCUS ON MAKING SURE THAT EVERYBODY GETS– HAS A JOB TO DO FOR ANY OF OUR CATERING EVENTS, MAKE SURE ALL THE FOOD GETS DONE SO THAT CHEF BAILEY AND CHEF DAY CAN HELP AND TEACH THE FIRST-YEAR STUDENTS THAT WE HAVE. AND THEN ALL OF OUR STUDENTS WILL ASSIST WITH THE CATERING OPERATIONS. THERE ARE SOME WHERE WE HAVE TO HAVE MICHAEL TAKE THE PHONE CALLS AND HELP US WITH MORE OF THAT OR SHOW US HOW TO TALK TO SOMEBODY ON A PHONE CALL OR EMAIL THEM TO LET US KNOW WHAT THEY WANT FROM US. AND ONE OF THE BIG THINGS THAT WE DO ARE CTSOs, WHICH IS OUR COMPETITIONS. AND [ INDISTINCT ] WILL TALK TO YOU GUYS ABOUT THAT.>>HI. GOOD MORNING, GUYS. I’M A SECOND YEAR STUDENT AND [ INDISTINCT ]. I CHOSE CULINARY ARTS [ INDISTINCT ] BECAUSE I WAS [ INDISTINCT ]. BEFORE HE RETIRED, HE DID A LOT OF WEDDINGS AND PARTIES. [AUDIO DROPS] IT’S REALLY AWESOME TO SEE THE PICTURES… [AUDIO DROPS] I THOUGHT I WAS GOING TO– I WAS SO [INDISTINCT] [AUDIO DROPS] [ INDISTINCT CHATTER ] [ INDISTINCT CHATTER ] SO PERSONALLY, I’D BE BACK [ INDISTINCT CHATTER ] SO, WITH THAT BEING SAID, [ INDISTINCT ] THE REGIONAL, STATE, AND NATIONAL COMPETITIONS. [ INDISTINCT ] DIFFICULTY, BUT ARE ESSENTIALLY WHERE JUDGES FOCUS ON JUST THE QUALITY OF FOOD AND THEN [ INDISTINCT ]. I LOVE GOING INTO THOSE COMPETITIONS [ INDISTINCT ]. [ INDISTINCT CHATTER ] SO, SCHOOLS LIKE SULLIVAN UNIVERSITY, BAKER COLLEGE, JOHNSON [ INDISTINCT ]. PERSONALLY, I HAVE OVER $60,000 FROM JOHNSON [ INDISTINCT ]. [ INDISTINCT CHATTER ] I’M GOING TO PASS IT BACK TO CHEF DAY [ INDISTINCT ].>>SO, STUDENTS WITH A PASSION TO LEARN, I THINK ONE OF THE COOL THINGS ABOUT BEING IN THE CTE PROGRAM IS WE GET THOSE STUDENTS WHO HAVE A PASSION TO LEARN. THEY MAY THINK THEY WANT TO DO SOMETHING ELSE AND THEN THEY GET STUCK IN OUR PROGRAM. BUT WE’RE GLAD TO HAVE ‘EM. IT’S NOT THAT WE’RE CONVERTING THEM, BUT WE’RE SHOWING THEM OPPORTUNITIES THAT THEY HAVE. AND I CAN’T SPEAK ENOUGH FOR THESE GUYS. I MEAN WE’VE REALLY UPGRADED OUR CHEF APPRENTICES THIS YEAR. THEY ARE RUNNING OPERATIONS. WE, AS TEACHERS, HAVE REALLY BEEN ABLE TO STEP BACK, JUMP BACK IN THE CLASSROOM WHERE WE NEED TO BE, INSTRUCTING THE FIRST-YEAR STUDENTS. WE HAVE STAFF MEETINGS WITH OUR CHEF APPRENTICES FIRST THING IN THE MORNING WITH OUR INSTRUCTOR STAFF. AND LIKE I SAID, I COULD HAND OFF EOs AND ALL THE ORDERS FOR THE WEEK AND THEY’RE TAKING CARE OF BUSINESS. SO, THESE GUYS ARE GETTING REAL-LIFE EXPERIENCE, AND I REALLY BELIEVE THAT’S WHY INDUSTRY OPPORTUNITIES ARE BECOMING AVAILABLE FOR OUR STUDENTS. CREATING OPPORTUNITIES, IT’S NOT A HARD TASK FOR US. THEY’RE THERE. INDUSTRY PROFESSIONALS ARE COMING, PHONE CALLS ARE HAPPENING FOR THE STUDENTS. WE’RE PRETTY EXCITED ABOUT THAT. IN THE REAL-WORLD EXPERIENCE, YOU GUYS GET TO EXPERIENCE THE REAL-WORLD EXPERIENCE THAT THESE GUYS EXPERIENCE. LIKE CONNER AND KAITLYN BOTH SAID, THEY RUN OPERATIONS. I’M STRICTLY HERE TO DRIVE THE TRUCK. OUR CATERING MANAGERS ARE THERE TO DRIVE THE TRUCK, GET THEM TO THE LOCATION, AND THEY DO ALL THE WORK. WE JUST, AS I WAS JUST TALKING BACK TO DR. RICE PRIOR TO THIS, WE JUST WERE ASKED TO PARTICIPATE IN A LARGE EVENT UP AT SOARING EAGLE CASINO ON THE 28TH. SO, WHEN DR. K WAS TALKING ABOUT THE NATIONAL RECOGNITION, AS FAR AS WE KNEW, WE HAD THE FOOD TRUCK, WE WERE THE FIRST FOOD TRUCK STUDENT RUN IN THE STATE OF MICHIGAN. WE HAVEN’T VERIFIED THAT IT’S IN THE UNITED STATES, BUT WE’RE PRETTY SURE WE WERE THE FIRST ONE IN THE UNITED STATES AS WELL. AND THAT’S SOMETHING WE REALLY HANG OUR HATS ON. THE SUCCESS THAT THESE STUDENTS HAVE, I THINK [ INDISTINCT ] YOU GUYS HAVE LUNCH TODAY. AGAIN, WE REALLY APPRECIATE THE OPPORTUNITY TO BE HERE, DR. RICE, DR. K, THANK YOU FOR HAVING US. BOARD, WE APPRECIATE THE OPPORTUNITY. WE TRULY APPRECIATE EVERYTHING YOU GUYS DO FOR US ON THE EDUCATIONAL SIDE. I DON’T THINK PEOPLE UNDERSTAND THE HARD JOB YOU GUYS HAVE. WE APPRECIATE TO HAVE THE OPPORTUNITY TO [ INDISTINCT ] CLASSROOM. QUESTIONS WE CAN ANSWER FOR YOU? I TRIED TO STAY UNDER MY TIME. I KEPT LOOKING AT THE CLOCK.>>YOU DID A GREAT JOB.>>NICE JOB.>>FIRST OF ALL, THANK YOU FOR COMING OUT TODAY. I’M LOOKING FORWARD TO LUNCH THIS AFTERNOON. YOU MENTIONED THE COLLEGE CREDITS.>>RIGHT.>>FOR WHICH COLLEGE?>>SO, A FEW POST-ART PROGRAM, THERE’S OVER 300 COLLEGES AND UNIVERSITIES THAT WE HAVE PARTNERSHIPS WITH. SO, POST-ART THROUGH THE NATIONAL RESTAURANT ASSOCIATION. IT’S A TWO-YEAR PROGRAM. IT’S NATION WIDE. AND EVERY COLLEGE VARIES. IN THE STATE OF MICHIGAN, WE PARTNER WITH FERRIS STATE UNIVERSITY, BAKER COLLEGE, CULINARY INSTITUTE OF MICHIGAN. OUT OF STATE, SULLIVAN UNIVERSITY AND SAM’S ACTUALLY HEADED TO UNIVERSITY OF CENTRAL FLORIDA. SO, THE GOOD PART ABOUT THE COLLEGES IS WE CAN CONTACT A COLLEGE, SHOW THEM WHAT ALL THE PROGRAM THAT WE HAVE, THE CERTIFICATIONS THAT THEY HAVE. A LOT OF TIMES, WE CAN EARN THE KIDS 9 TO 15 CREDITS JUST SITTING DOWN WITH THEIR ADVISOR. [ INDISTINCT ].>>OTHER QUESTIONS? YES, DR. K.>>I FIGURED SETH WOULD BE VERY HUMBLE AND HIS STUDENTS WOULD BE VERY HUMBLE. CAN YOU TALK ABOUT– MORE ABOUT YOUR CATERING? FOR THESE STUDENTS IT’S MORE THAN JUST COMING TO SCHOOL FROM 8 TIL 3 OR 8 TIL 2. IT’S 6 IN THE MORNING. YOU MENTIONED THE 28TH, I KNOW THAT’S A SATURDAY. CAN YOU TALK ABOUT THE AFTER-HOURS COMMITMENT THAT YOU GUYS HAVE?>>CONNER, HE ACTUALLY COMES TO SCHOOL LIKE SUPER-EARLY. HE COMES AT 5:30, 6 O’CLOCK. AND THEN QUITE A FEW OF US ACTUALLY STAY AFTER SCHOOL UNTIL 4, 5, 6 O’CLOCK TRYING TO GET EVERYTHING DONE FOR OUR CATERING EVENTS. AND THEN A LOT OF OUR EVENTS THAT WE HAVE, WE HAVE TO COME TO SCHOOL ON THE WEEKENDS, 6, 7 O’CLOCK IN THE MORNING AGAIN, AND THEN WE’RE OUT UNTIL 8, 9 O’CLOCK AT NIGHT. AND CONNER CAN ACTUALLY TALK ABOUT OUR FOOD TRUCK STUFF TOO.>>SO, YEAH. I MEAN, THE CASINO IS NOT GOING TO TAKE AN 8 TO 3 PROCESS TO GET EVERYTHING PROCESSED. I CAN TELL YOU THAT. SO, I’VE GOT TO MAKE SURE I’M THERE EARLY ENOUGH TO GET EVERYTHING ON A CART, READY TO GO, JUST SO WE CAN GET THERE IN TIME. I MEAN, THAT JUST DOESN’T ADD UP JUST TO TAKE.>>I THINK ONE OF THE THINGS THAT PEOPLE DON’T UNDERSTAND, PEOPLE ARE ALWAYS ASKING ME HOW IN THE WORLD DO YOU GET STUDENTS TO GET THERE AT 5 O’CLOCK IN THE MORNING? IT’S BECAUSE THEY HAVE A PASSION FOR WHAT THEY’RE DOING. THEY TAKE PRIDE IN WHAT THEY’RE DOING ON A DAY TO DAY BASIS. AND SHE’S NOT KIDDING. WHEN SHE SAYS 250 EVENTS, THAT WAS LAST YEAR. OUR CALENDAR FOR SEPTEMBER, OCTOBER AND NOVEMBER IS PACKED ALREADY. WE’RE TALKING TWO OR THREE EVENTS A DAY. SO, THESE STUDENTS, THEY’RE ON THE PHONE WITH A CLIENT, THEY’RE MEETING WITH OUR CATERING MANAGER, THEY’RE WRITING INVOICES. THEY’RE SETTING THE BO’S. THEY’RE LEARNING THE BUSINESS SIDE OF IT. THEY’RE LEARNING THE PARTNERSHIPS. THEY’RE LEARNING THE ROPES WITH THESE CLIENTS. I THINK THE OTHER THING THAT PEOPLE DON’T UNDERSTAND IS THEY ARE WORKING FULL TIME. IF NOT ONE JOB, TWO. SO NOT ONLY ARE THEY WITH ME A FULL DAY AT SCHOOL, BUT THEY’RE ADJUSTING THERE– I KNOW KAITLYN IS AT A NEW RESTAURANT THAT’S OPENING UP IN JACKSON, SO SHE’S LEARNING THE PROCESSES. CONNER IS OVER AT MSU AND AT THE UNIVERSITY CLUB. YOU ARE CURRENTLY AT MSU? AND THEN YOU’VE GOT TO TAKE INTO CONSIDERATION THESE KIDS ARE HIGH SCHOOL KIDS. THEY HAVE SCHOOL EVENTS TOO. WE HAVE LOTS OF ATHLETES THAT ARE DOING IT AND THEY’RE ADJUSTING THEIR SCHEDULE TO GET REAL LIFE EXPERIENCE TO TAKE THEM ON POST-SECONDARY. SO, I KNOW FOR ANY OF THE CTSOs WE DO, STUDENTS ARE REQUIRED TO PUT 40 HOURS EXTRA OUTSIDE OF SCHOOL TO GET IN. THE MILITARY DINNER, I KNOW WE SPEND PROBABLY 12 TO 13 HOURS DOING THAT.>>IT WAS 14 HOURS FOR THE FESTIVAL.>>FOURTEEN HOURS ON SATURDAY. EVERY THANKSGIVING WE PREPARED THE MEALS FOR ALL THE STUDENTS AT THE CAREER CENTER. SO, THAT’S A THREE-DAY PROCESS FOR US. I THINK WE PUT MAYBE 650 [ INDISTINCT ]. THEN STAFF FEEDS OUR STUDENTS THANKSGIVING BEFORE WE ALL TAKE OFF. SO, AGAIN, IT’S A PASSION THING FOR THESE GUYS. 5 O’CLOCK, 4 O’CLOCK IN THE MORNING WE’VE BEEN THERE. WE’VE BEEN THERE UNTIL 11:30, 12 O’CLOCK AT NIGHT THEN BACK UP THE NEXT MORNING DOING IT AGAIN. SO, IT’S AN EASY SELL FOR ME FOR INDUSTRY TO SAY LOOK, THESE GUYS ARE WORKING 16, 17 HOUR DAYS. THEY GET IT. YOU’RE NOT GOING TO HAVE A PROBLEM PUTTING THEM INTO A MANAGEMENT POSITION OR A SOUS CHEF POSITION AND THEY’RE GOING TO RUN OPERATIONS FOR YOU. THEY’RE GOING TO SHOP FOR YOU. ONE OF THE THINGS I KNOW SCOTT, JASON, AS WELL HAVE BROUGHT PEOPLE DAILY COMING IN TO SERVE THE STUDENTS. AND OUR KITCHEN IS ALWAYS OPEN. YOU GUYS ARE ALL WELCOME TO COME. WE’RE VERY PROUD OF WHAT WE DO. I DON’T DO IT FOR ME, I DO IT FOR THESE GUYS. I LIVE IN ADRIAN STILL. I STILL DRIVE AN HOUR TO WORK EVERY DAY. SO WHEN THEY’RE THERE AT 4 IN THE MORNING, I’M LEAVING AT 2:30 TO GET THERE AT 4 SO THEY CAN GET IN THE DOOR, BECAUSE THEY’RE SITTING ON THE DOOR BANGING AND WAITING FOR ME TO GET THERE. I’M COMING, GUYS! I’M COMING.>>REALLY.>>THAT JUST SHOWS THE EXCITEMENT THAT THEY HAVE.>>THAT’S TERRIFIC. MS. FECTEAU.>>IT’S VERY– IT’S WONDERFUL. IT SOUNDS AMAZING. AND I WISH THERE WAS SOMETHING LIKE THAT IN OTHER PLACES ACROSS THE STATE, TOO. SO, I’M JUST WONDERING, DO STUDENTS GET PAID? OR WHAT HAPPENS TO THE MONEY THAT’S GENERATED?>>SO, ALL THE FUNDS THAT WE UTILIZE FOR THE FOOD TRUCK GO BACK INTO OUR BUDGET.>>OKAY.>>WHEN WE TAKE A TRIP TO ANAHEIM, CALIFORNIA FOR CTSOs, WE USE THOSE TO PAY THE STUDENT DUES. AND THAT’S ANOTHER REASON WE USE THE HOURS. WE DO A LOT OF TRACKING. IF YOU REALLY WANT TO PUT THE HOURS IN FOR A COMPETITION, YOU’RE GOING TO PUT THE HOURS IN OUTSIDE.>>IT SUBSIDIZES THEIR [ INDISTINCT ].>>AND THEN, LIKE KAITLYN SAID, [ INDISTINCT ] ARE NOT SOMETHING YOU GO [ INDISTINCT ]. SO WE GO IN THERE ALL THE TIME. AND ON A SATURDAY MORNING, THEY HAVE 25 STUDENTS SHOW UP AND BE THERE FOR 10, 11 HOURS TO FEED OUR MILITARY. REALLY SEE HOW IT HITS THE STUDENTS WHEN DO THIS FOR THEM. SO, WE ARE ALWAYS EXCITED. WE JUST GOT THE CALL LAST WEEK, HEY, ARE YOU GOING TO COME OUT AND DO THE MILITARY DINNER AGAIN? ABSOLUTELY. WE’RE OUT IN THE HANGER, WE BRING THE HELICOPTERS IN. WE’RE RUNNING AROUND GETTING PRESENTS, IF THEY’RE DAD THAT THEY ARE SEEING FOR THE FIRST TIME, MOM THEY’RE SEEING FOR THE FIRST TIME. SO, YOU KNOW, WE’RE NOT ONLY TEACHING THEM INDUSTRY, WE’RE TEACHING THEM HOW TO GIVE BACK BECAUSE THAT’S A HUGE PART OF WHAT WE DO IN THE HOSPITALITY INDUSTRY. WE MAKE SURE WE GIVE BACK AS MUCH AS WE CAN.>>THANK YOU VERY MUCH. MR. MCMILLIN?>>SO, DO THE STUDENTS HAVE TO TAKE ALL THE STANDARDIZED TESTS AND EVERYTHING EVERYBODY ELSE DOES, M-STEP AND ALL THE S.A.T.?>>YES.>>AND THEN, SO… [ INDISTINCT ]>>WELL, I WAS GOING TO SAY THAT. SO SAY THAT AGAIN? YOU’RE HAVING– YOU’RE GETTING MATH AND ENGLISH?>>YES.>>OKAY. SO, YOU’RE WHOLE DAY IS NOT JUST BUSINESS OPERATIONS.>>SO, I– WITH BEING A FULL-DAY STUDENT FOR [ INDISTINCT ]I HAVE TO HAVE AN ENGLISH CREDIT TO MAKE UP FOR MY SENIOR ENGLISH CREDIT AT [ INDISTINCT ]. SO, I COME IN AT 7 O’CLOCK IN THE MORNING TO TAKE MY ENGLISH CLASS THROUGH FERRIS STATE. AND THEN RIGHT AFTER THAT, I GO TO CLASS AND THEN SOMETIMES WE’LL LEAVE IN THE MIDDLE OF CLASS TO GO TO MATH AND COME BACK AND START WORKING AGAIN.>>OTHER QUESTIONS BY BOARD MEMBERS? QUESTIONS?>>I’M VERY IMPRESSED. I CAN’T WAIT TO EAT. VERY EXCITED TO EAT.>>YOU’RE GOING TO HAVE TO WAIT A LITTLE BIT.>>OKAY.>>IT’S LUNCH, IT’S NOT BREAKFAST.>>RIGHT. RIGHT.>>DR. PRITCHETT?>>THANK YOU. FIRST OF ALL, THANK YOU VERY MUCH FOR THE PRESENTATION. A LITTLE BIT MORE ABOUT THE PROGRAM ITSELF. SO, YOU END UP GRADUATING FROM YOUR HOME HIGH SCHOOL THEN, AND YOU STILL ATTEND THE EVENTS, PROM, HOMECOMING, ALL OF THAT. BUT WHEN YOU SAY YOU’RE FULL TIME, FULL DAY AT THE CAREER CENTER, YOU DON’T ATTEND YOUR HIGH SCHOOL DURING THAT DAY UNLESS YOU’VE GOT AN EXTRACURRICULAR ACTIVITY GOING ON? OKAY. ALL RIGHT. I JUST WANTED TO GET THAT CLEAR IN MY HEAD.>>THAT’S WHAT– I THINK ONE OF THE MISCONCEPTIONS OF CTE IS THAT WHEN THEY COME TO VISIT US AT 8TH AND 10TH GRADE VISITS, WE REALLY TRY AND LAY OUT WHAT THEIR PROGRAM STUDIES SHOULD LOOK LIKE AT THE HIGH SCHOOL IF THEY REALLY WANT TO BE WITH US THEIR JUNIOR YEAR, WANT TO MAKE SURE THEY HAVE ALL THEIR CREDITS UP TO THAT POINT. IF THEY PLAN ON STAYING WITH US AS A FULL-DAY STUDENT, WE REALLY WANT TO TALK TO THEM THEIR SOPHOMORE YEAR. AND WE’LL SIT DOWN WITH PARENTS AND COUNSELORS AND SAY HERE’S THE LAYOUT OF PLAN IF THEY WANT TO BE HERE. I KNOW SOME ARE DOING ECON CLASSES, SOME ARE DOING MATH CLASSES THROUGH FERRIS STATE UNIVERSITY ON CAMPUS, SO WE TRY TO OFFER AS MANY OF THOSE EDUCATIONAL OPPORTUNITIES ON CAMPUS. SO, IF THEY HAVE TO SCALE FROM THAT CLASS FOR AN HOUR, I’LL LET THEM SCALE FOR AN HOUR BECAUSE I KNOW I’M GOING TO HAVE THEM THE REST OF THE TIME. BUT NOT ONLY DO THEY EARN HIGH SCHOOL CREDITS, LIKE SHE SAID, SHE’S TAKING FERRIS CLASSES. SHE’S ENTERING HER FIRST YEAR. [ AUDIO DROPS OUT ] WE DO TRY AND LET THEM BE HIGH SCHOOL KIDS.>>ANY OTHER QUESTIONS FOR BOARD MEMBERS? DR. K? YEP, PLEASE.>>CHEF, CAN YOU TALK ABOUT [ INDISTINCT ].>>I’M SORRY, COULD YOU SAY THAT AGAIN?>>COULD YOU TALK ABOUT YOUR PROGRAM FOR STUDENTS WHO HAVE DISABILITIES IN THE CULINARY PROGRAM?>>YEAH. ABSOLUTELY. AND WHEN YOU ASK THAT, I GO BACK TO– YOUR FIRST YEAR THERE? THREE YEARS AGO, WE DID THE [ INDISTINCT ] COMPETITION. WE ACTUALLY UTILIZED PART OF OUR [ INDISTINCT ] PROGRAM KIDS TO COME DOWN TO OUR CLASSROOM.>>[ INDISTINCT ] PROGRAM IS?>>THE ACRONYM ON THAT ONE. [ INDISTINCT ]. [ INDISTINCT ] ADULTS WITH INDEPENDENT LIVING. SO, WE ACTUALLY HAD TWO STUDENTS COME DOWN. ONE WAS AUTISTIC AND THEN ONE WAS COGNITIVELY IMPAIRED. AND THEN WE ALSO HAD A STUDENT WHO HAD PHYSICAL DISABILITIES, WAS IN A WHEELCHAIR. SHE HAD A VERY– I DON’T KNOW THE PROPER WAY TO SAY IT. SHE HAD ISSUES WITH MUSCLES, SO THEY SPAZZED. SO, SHE COULDN’T MOVE HER HANDS, WHICH IN A CULINARY SETTING, YOU’RE THINKING, HOW IN THE WORLD ARE YOU GOING TO MAKE THIS HAPPEN. SO WE ACTUALLY WORKED WITH THE UNIVERSITY OF MICHIGAN AND MICHIGAN STATE UNIVERSITY PROFESSORS TO HELP DEVELOP A CUTTING TOOL THAT SHE COULD UTILIZE FOR COMPETITION. SO NOT ONLY THAT YEAR DID WE TAKE A FULL TEAM THAT IS PREPPED AND DID A YEAR PRIOR, SO THEY CAME BACK AS SECOND YEARS. WE ALSO TOOK THIS TEAM– WE ACTUALLY HAD ONE OF OUR SECOND-YEAR STUDENTS WHO CAME BACK, SAID, HEY, I WANT TO MANAGE THIS TEAM. I’M WANT TO CAPTAIN THIS TEAM. GOD BLESS HER. AND ANDREW CAME DOWN MULTIPLE TIMES TO HELP US OUT. AND WHEN YOU’RE TRYING TO FIGURE OUT AS A 17-YEAR-OLD HIGH SCHOOL STUDENT, HOW TO DEAL WITH THOSE DISABILITIES INDIVIDUALLY, AND SEE HOW SHE MANAGED THAT TEAM. SHE SPENT ONE-ON-ONE TIME WITH EACH ONE OF THOSE STUDENTS EVERYDAY TO FIGURE OUT HOW TO DEAL WITH THAT TYPE OF DISABILITY. I’M GOING TO TEAR UP ‘CAUSE IT ALWAYS HITS ME. OUR FIRST TEAM THAT CAME BACK FOR A SECOND YEAR FINISHED THIRD IN THE STATE THAT YEAR. OUR TEAM WITH THE DISABILITIES CAME IN FOURTH. THEY WERE HALF A POINT BEHIND THAT THIRD PLACE TEAM. IT WAS UNBELIEVABLE. AND IF YOU’RE SITTING THERE LOOKING AT A CLOCK THAT SAYS 60 MINUTES, AS IT’S TICKING DOWN, AS A COACH, SHE COULDN’T TOUCH ANYTHING. SHE HAD TO LET THE KIDS DO THE WORK. THEY WERE JUST SITTING THERE [ INDISTINCT ]. AND IT WASN’T LIKE WE MADE A SIMPLE MENU. IT WAS TOUGH. AND IF ANYBODY KNOWS ANYTHING ABOUT POST-ART, YOU HAVE 60 MINUTES. YOU HAVE TWO EIGHT FOOT TABLES WITH TWO BUTANE BURNERS. NO ELECTRICITY, NOTHING BATTERY OPERATED THAT YOU ARE ALLOWED TO USE. YOU HAVE TO PRODUCE TWO APPETIZERS, TWO ENTREES WITH A STARCH AND A VEGETABLE AND TWO DESSERTS IN THAT TIME. AND THEY SAT THERE. AND WE’RE WATCHING THE CLOCK GO DOWN 20, 19, 18, 17– SEVEN SECONDS LEFT. AND I CAN REMEMBER KELSEY SAID TO– KELSEY SAID TO HIM, YOU NEED TO PUT THAT PLATE DOWN. AND I’M SITTING THERE THINKING IN MY MIND, “THIS KID’S GOING TO DROP “THE PLATE ON THE FLOOR.” HE’S JUST GOING TO DROP IT BECAUSE SHE SAID “PUT THE PLATE DOWN.” AS THE CLOCK HIT ONE SECOND, HE PUT THAT PLATE ON THE PLATTER, AND YOU SEE THEM RAISE THEIR HANDS AND SAY DONE, AND THEY DIDN’T REALLY UNDERSTAND WHAT THAT MEANT, BUT TO REALIZE THE LOOK ON KELSEY’S FACE, WHO WAS THE TEAM MANAGER THAT DAY. WE’RE ALL SITTING THERE JUST BAWLING. I MEAN, JUST BAWLING. AND IT WASN’T EVEN THE FACT THAT THEY FINISHED, BUT WHEN THEY FINISHED FOURTH AND THAT WHOLE ROOM WITH STUDENTS FROM ACROSS THE STATE OF MICHIGAN STOOD UP AND CHEERED FOR THEM, LOUDER THAN THEY DID FOR ONE, TWO AND THREE. BUT FOR HIGH SCHOOL KIDS TO UNDERSTAND THAT PASSION AND WHAT WE CAN DO IN OUR CLASSROOMS, I KNOW ANDREW AND I HAVE SAID– SEE, YOU HAVE A TEAR, TOO. ANDREW AND I HAVE SAT DOWN MANY TIMES AS WE’RE TRYING TO FIGURE OUT HOW DO WE, HOW DO WE WORK THESE PROGRAMS TOGETHER BECAUSE EVERYBODY DESERVES AN OPPORTUNITY. IF YOU LOOK AT THE FACILITIES THAT ARE OUT THERE, RESTAURANTS, HOSPITALITY IS AN HUGE INDUSTRY FOR A DISABLED STUDENT. THERE ARE SO MANY OPPORTUNITIES OUT THERE. SO, ANDREW AND I THINK HAVE TALKED ABOUT THIS FOR FOUR OR FIVE YEARS, JAMIE AND I HAVE TALKED ABOUT IT, WE’RE WORKING ON SOME THINGS RIGHT NOW. SO, I DON’T KNOW IF THAT ANSWERS YOUR QUESTION, I KNOW YOU WANTED ME TO TEAR UP, THAT’S WHY YOU ASKED IT. THAT– IT’S A PASSION FOR ME TO SEE ANY KID SUCCEED IN THE CLASSROOM. THAT SUCCESS IS MEASURED IN SO MANY DIFFERENT WAYS, AND FOR US THAT WAS SUCCESS THAT THOSE KIDS FINISHED IN 60 MINUTES. AND THEY JUST HAD SMILES ON THEIR FACES. PEOPLE SAID, I CAN’T TELL YOU HOW MANY TEACHERS CAME UP TO ME BEFORE AND SAID WHAT ARE YOU DOING? I MEAN, WE WERE WINNING THESE COMPETITIONS EVERY YEAR GOING NATIONALS. WHAT ARE YOU DOING? SO, I’M GOING TO SHOW YOU WHAT WE CAN DO IN THE CLASSROOM. [ INDISTINCT ]. AND I WENT BACK TO SCOTT AND SAID WHAT DO YOU THINK? IT WAS JUST LIKE, WOW! SO, HOPEFULLY THAT ANSWERS YOUR QUESTION.>>THANKS.>>THANK YOU. WE HAVE ONE ADDITIONAL STUDENT WHO IS WITH US TODAY. SHE’S GOING TO BE HELPING OUT IN THE FOOD TRUCK. JAMAYA KIMBRO, IS THAT RIGHT?>>HI, I’M JAMAYA.>>THANK YOU VERY MUCH FOR YOUR INTRODUCTION. THANK YOU FOR BEING WITH US TODAY, AS WELL. I DID HAVE THE OPPORTUNITY TO VISIT THE TALENT CENTER LAST YEAR. I WAS IN THE KITCHEN. IT WAS INSPIRING AND INTIMIDATING AT THE SAME TIME, WHICH IS WHY I’M GOING TO BE ON THE OTHER SIDE OF THE FOOD TRUCK THIS AFTERNOON. THE NOTION OF CTE EXPANSION IS ONE OF THE THINGS, BOARD, YOU KNOW THAT I SAID THAT I THOUGHT WE NEEDED TO WORK ON AS A STATE. NOT JUST AS A DEPARTMENT, BUT AS A STATE. I THINK WE’RE MISSING SOME OPPORTUNITIES IN THIS AREA. I ALSO THINK, BY THE WAY, THAT THIS FITS NICELY INTO THE GOVERNOR’S INITIATIVE OF 60 BY 30, THAT YOU’RE PREPARING YOUNG PEOPLE NOT SIMPLY TO GRADUATE FROM HIGH SCHOOL, BUT TO GO ON AND GET ADDITIONAL CREDENTIALS AND TO REALLY FOLLOW THEIR DREAMS IN ONE WAY, SHAPE OR FORM. SO, I APPLAUD YOU IN THAT RESPECT. JUST A TRANSLATION. FCCLA BECAUSE WE HAD AN FCCLA TEAM IN KALAMAZOO. BUT EVERYBODY DOESN’T. CAN YOU TRANSLATE FOR US?>>SURE. FAMILY, COMMUNITY– FAMILY, CAREER, COMMUNITY LEADERS OF AMERICA.>>VERY GOOD. AND IT’S A NATIONAL ORGANIZATION?>>NATIONAL ORGANIZATION.>>WITH– WITH REGIONAL, STATE AND– OR DISTRICT, STATE AND NATIONAL COMPETITIONS.>>NATIONAL COMPETITION. SO, FOR US PERSONALLY, WE COMPETE IN HOSPITALITY, TOURISM, CULINARY ARTS, BAKING, ENTREPRENEURSHIP, SPORTS NUTRITION, CUPCAKE BATTLE, SERVING UP SUCCESS. SO, I’M ON THE STATE BOARD FOR FCCLA, AND WE’RE IN THE PROCESS OF OPENING UP MORE OPPORTUNITIES FOR OUR KIDS TO COMPETE IN MANY DIFFERENT AREAS. LIKE WE SAID, WHEN WE WENT TO ANAHEIM, PEOPLE WERE LIKE, MAN, YOU’RE GOING TO ANAHEIM FOR A WEEK? BUT THEY DON’T UNDERSTAND THE AMOUNT OF TIME THAT THESE KIDS PUT IN TO THEIR PRESENTATIONS. THESE GUYS WERE UP IN THEIR ROOM AT 4 OR 5 O’CLOCK IN THE MORNING, AND THEY DIDN’T LEAVE UNTIL THEY WERE DONE. AND THEN I HEAR THEM GOING THROUGH THE PRESENTATION AND CHANGING BOARDS AND, WE GET NERVOUS ABOUT THAT, AND THEY WERE LIKE, COACH, WE GOT IT. COACH, WE GOT IT. ALL RIGHT, WE’RE GOING TO LET YOU DO IT. AND THEN THEY COME OUT AND YOU SEE HOW THEY PRESENT IT, IT JUST BLOWS YOUR MIND THAT THEY CAN PUT TOGETHER A FULL RESTAURANT AT THE AGE OF 17. THEIR IDEA IS TO BE SUCCESSFUL AT IT. I KNOW YOU SAID THAT RESTAURANT IS PLACED IN DETROIT, BUT IT’S NOT THERE.>>NO, NOT ACTUALLY THERE.>>[INDISTINCT]. [ AUDIO DROPS ]>>SO, IT WAS– OUR RESTAURANT WAS COMPLETELY BASED OFF OF THE NEW MOVIE “ALICE AND THE LOOKING GLASS”. AND SO, WE– THE TABLE DURING TEA TIME THAT THEY HAVE, WE COMPLETELY LIKE REPLICATED THAT. HE WAS ACTUALLY FACETIMING ME WHILE I WAS AT WORK. AND WE’RE TRYING TO FIGURE OUT WHAT THE HECK WE WANT TO DO. AND SO, I’M ON THE PHONE WITH HIM TRYING TO DO ALL MY WORK FOR MY STUDENT INTERNSHIP AND THEN WHEN WE GOT TO CALIFORNIA, WE WERE SITTING IN THE ROOMS, LIKE CHEF SAID, AT 4 OR 5 IN THE MORNING UNTIL MIDNIGHT TRYING TO FIGURE OUT HOW EXACTLY WE WANTED OUR BOARD. AND IT WAS A NEW EXPERIENCE.>>THAT’S– YOU ARE IMPRESSIVE STUDENTS, AND, CHEF, YOU, OF COURSE, ARE AN IMPRESSIVE LEADER. WE APPRECIATE YOU. WE APPRECIATE YOUR PRESENTATION TODAY. LET’S GIVE THEM A BIG ROUND OF APPLAUSE. WE ARE LOOKING FORWARD TO SEEING YOU AT NOON. AND I KNOW THE BOARD IS NOT GOING TO WANT TO BE LATE FOR THAT.>>AND PLEASE KNOW WHEN YOU GUYS COME OUT, IF THERE’S A LINE, JUST COME TO THE FRONT WINDOW, WE’LL TAKE CARE OF YOU GUYS BECAUSE I KNOW YOU GUYS HAVE BUSINESS TO TAKE CARE OF.>>OKAY. THANK YOU SO MUCH.>>THANK YOU.>>THANK YOU.>>IT IS HARD TO IMAGINE ANYTHING TOPPING FOOD FOR THOUGHT. THE NEXT ITEM ON THE COMMITTEE OF THE WHOLE AGENDA, HOWEVER, IS THE PRESENTATION OF 2019 STATE ASSESSMENT RESULTS. AND SO, WE MOVE FROM FOOD FOR THE BODY TO FOOD FOR THOUGHT. MICHIGAN DEPARTMENT OF EDUCATION OVERSAW ANOTHER SUCCESSFUL ADMINISTRATION OF THE STATE’S ASSESSMENT SYSTEM THIS PAST SPRING. IN 2018 AND 2019, THE STATE’S M-STEP SCORES ARE THE CLOSEST TO AN APPLES-APPLES COMPARISON IN THE FIVE YEARS OF THE M-STEP’S ADMINISTRATION. THIS YEAR AGAIN, OVER 99% OF OUR STUDENTS PARTICIPATED IN M-STEP ONLINE AND WE ALSO TRANSITIONED SUCCESSFULLY TO PSAT 8/9 IN GRADE EIGHT. DESPITE THE RECORD NUMBER OF SNOW DAYS IN MANY OF OUR DISTRICTS LAST WINTER, THIS YEAR’S RESULTS SHOWED MANY SCHOOLS EITHER INCREASING OR MAINTAINING THEIR SCORES FROM THE PRECEDING YEAR. THIS PRESENTATION BOARD IS INFORMATIONAL AND REQUIRES NO BOARD ACTION. TO PRESENT TO US TODAY ARE DR. VANESSA KEESLER, DEPUTY SUPERINTENDENT OF EDUCATOR, STUDENT AND SCHOOL SUPPORTS AND MR. ANDY MIDDLESTEAD, DIRECTOR OF EDUCATIONAL ASSESSMENT AND ACCOUNTABILITY. WELCOME.>>THANK YOU, DR. RICE, AND GOOD MORNING, BOARD. THAT IS CERTAINLY A HARD ACT TO FOLLOW. I APPRECIATE DR. RICE’S ENTHUSIASTIC LEAD-IN TO TRANSITION US INTO OUR ASSESSMENT PRESENTATION FOR THE M-STEP 2019 RESULTS. ANDY IS GOING TO START US OFF.>>YES. I MADE A MENTAL NOTE TO BRING AN ASSESSMENT SNACK TRUCK NEXT YEAR BECAUSE WE’RE REALLY DIGGING OUT OF A HOLE RIGHT NOW JUMPING INTO ASSESSMENT. SO, HERE WE GO. WE’RE HAPPY TO SHARE WITH YOU SOME UPDATES FROM THIS LAST YEAR’S ASSESSMENT CYCLE. OUR PRESENTATION IS KIND OF DIVIDED INTO THREE SECTIONS. WE’RE GOING TO TALK SOME ABOUT HOW THE ADMINISTRATION WENT THIS LAST SPRING, THEN WE’RE GOING TO TALK ABOUT THE RESULTS FROM THIS LAST SPRING. AND THEN FINALLY, WE’LL TALK A LITTLE BIT ABOUT THE FUTURE AND WHAT WE’RE PLANNING AND SOME ABOUT THE READ BY GRADE THREE LEGISLATION THAT’S OUT THERE. SO, I’M GOING TO KICK US OFF AND TALK ABOUT THE MOST RECENT ADMINISTRATION THIS LAST SPRING. SOME OF THIS DR. RICE ALREADY ALLUDED TO. AGAIN, IN THE SPRING IN 2019 FOR THE M-STEP, WE’RE OVER 99% ONLINE IN TERMS OF THE NUMBER OF STUDENTS THAT ARE ACTUALLY TAKING THE ASSESSMENT ONLINE FOR THE M-STEP. THAT’S SIMILAR TO WHERE WE WERE LAST YEAR. BUT AGAIN, I’M– I WON’T DO THIS SLIDE FOREVER AND EVER BECAUSE WE’RE THERE, BUT IT REALLY, AGAIN, IS JUST A TESTIMONY TO HOW HARD SCHOOLS HAVE WORKED OVER THE LAST FIVE YEARS WITH TECHNOLOGY TO MOVE IN THIS DIRECTION, TO ALLOW THEIR STUDENTS TO TAKE PART IN ONLINE ASSESSMENT. AND THEN OUR PRELIMINARY REPORTS ARE AVAILABLE AT THE SCHOOLS WITHIN 24 TO 48 HOURS AFTER A STUDENT COMPLETES AN ENTIRE ASSESSMENT. AND THEN AGAIN, THIS YEAR, ALL OF THE STATE DATA AND REPORTS WERE OUT BEFORE LABOR DAY. THIS SLIDE TALKS ABOUT HOW SMOOTHLY THE ADMINISTRATION HAS BEEN GOING. THAT FIRST TABLE ON THE RIGHT TALKS ABOUT THE NUMBER OF INCIDENT REPORTS. THIS IS BASICALLY A METRIC AROUND THE NUMBER OF PHONE CALLS WE GET DURING A TEST ADMINISTRATION. IT DOESN’T MEAN SOMETHING WAS WRONG, BUT IT MEANS WE RECEIVED A COMMENT OR A CALL SAYING WE NEED HELP WITH THIS OR THIS WAS FUNNY AND WE NEED HELP. BUT AGAIN, BETWEEN 15 AND 19, THAT NUMBER HAS DRASTICALLY DECREASED. SO AGAIN, A TESTAMENT TO THE HARD WORK THAT FOLKS ARE DOING AROUND THE STATE. TESTING TIME, AS WE TALKED ABOUT BEFORE, WE’VE REDUCED THAT TIME DOWN TO THREE TO FIVE HOURS FOR M-STEP AND THEIR MERIT EXAM WAS AROUND EIGHT HOURS. SO, THAT’S REALLY BEEN SOME HARD WORK WE’VE DONE OVER THE YEARS TO GET THAT TESTING TIME DOWN. ONE NEW THING THAT WE HAD IN 2019 WAS THIS WAS OUR FIRST YEAR WHERE WE TRANSITIONED IN EIGHTH GRADE FOR MATH AND ENGLISH LANGUAGE ARTS FROM THE M-STEP TO THE PSAT 8/9. WE’VE TALKED ABOUT THAT BEFORE. WE DID THAT TRANSITION THIS YEAR, SO ALL OF OUR EIGHTH GRADERS TOOK THE PSAT 8/9, KIND OF AS AN ENTRY POINT INTO THE COLLEGE BOARD’S ASSESSMENT SUITE, BECAUSE THEY DO TAKE THE PSAT AGAIN IN NINTH GRADE, THE PSAT IN TENTH GRADE, AND THEN, AS YOU KNOW, THE SAT IS PART OF OUR MICHIGAN MERIT EXAM. THERE IS A COUPLE OF DIFFERENCES. SO, THE PSAT AT THIS TIME IS A PAPER/PENCIL BASED TEST. SO, STUDENTS WERE DOING THIS AGAIN BACK, YOU KNOW, A PAPER BOOKLET AND SCANTRON FORM THAT WE’RE ALL FAMILIAR WITH. SO, THAT WAS DIFFERENT THIS YEAR. AND IT DOES NOT HAVE SOME OF THE SAME ADMINISTRATION RULES AND PROCESSES THAT THE M-STEP DOES. SO, EVEN THOUGH THERE WERE SOME DIFFERENCES IN TERMS OF HOW THE TEST WAS ADMINISTERED, IT DID GO VERY WELL THIS YEAR. AGAIN, A LOT OF HARD WORK BY OUR FOLKS AROUND THE STATE TO MAKE SURE THIS WAS A SUCCESSFUL TRANSITION. MOVING FORWARD, AS WE START TO TALK ABOUT THE RESULTS FROM THIS YEAR’S TESTS, THIRD AND FOURTH GRADE ENGLISH LANGUAGE ARTS SCORES SAW SOME MODEST GAINS FOR THE SECOND STRAIGHT YEAR. DR. RICE MENTIONED IN HIS INTRODUCTION THAT WITH ALL OF THE CHANGES WE’VE DONE WITH THE M-STEP OVER TIME, AND THERE’S A SLIDE ABOUT THIS LATER ON, THE ’18 AND THE ’19 SCHOOL YEAR IS REALLY THE FIRST TIME WE’RE LOOKING AT AN APPLES TO APPLES COMPARISON. YOU KNOW, WE DID NOT TAKE CONTENT OUT, WE DID NOT CHANGE ADMINISTRATION MODES. AGAIN, WE’VE BEEN AT THAT 99% ONLINE FOR A COUPLE OF YEARS NOW FOR MOST SCHOOLS. SO, WE’VE BEEN GLAD TO SEE SOME MODEST GAINS IN THAT THIRD AND FOURTH GRADE. IT COULD BE A SIGN THAT MICHIGAN’S EFFORTS IN EARLY CHILDHOOD AND EARLY LITERACY ARE REALLY TAKING ROOT. AND THEN, AS WE ALL KNOW, THERE WAS A LOT OF SNOW DAYS OR COLD DAYS, CERTAINLY, THIS LAST WINTER. AND ONE OF THE CONVERSATIONS WE HAD AT THE DEPARTMENT WAS HOW ARE WE GOING TO TACKLE ASSESSMENT WITH THE DECREASE OF INSTRUCTIONAL DAYS AROUND THIS DATE? AND WE DID OFFER SOME EXTRA TESTING TIME TO THE TESTING WINDOW, SO THERE’S SOME FLEXIBILITY ON THAT END. BUT WE ARE ENCOURAGED THAT MANY OF OUR DISTRICTS MAINTAINED THEIR SCORES OR INCREASED, EVEN WITH THOSE FEWER INSTRUCTIONAL DAYS. THE FIRST TABLE WE HAVE HERE IS OUR ENGLISH LANGUAGE ARTS SCORES. AGAIN, I DON’T KNOW IF I’D CALL THAT YELLOW OR TAN, BUT ON THE FAR RIGHT IS THE PERCENT CHANGE FROM ’18 TO ’19. AGAIN, WE REALLY WANT TO FOCUS ON THE ’18 TO ’19 COMPARISON AND NOT LOOK BACK MUCH FARTHER THAN THAT. BUT THE, I’LL CALL IT YELLOW, THE YELLOW HIGHLIGHTED BOXES ARE WHERE THERE’S INCREASES AND THE BLUES ARE WHERE THERE’S DECREASES. SO AGAIN, WE’VE BEEN ENCOURAGED THAT THIRD AND FOURTH GRADE ESPECIALLY ARE STARTING TO SEE SOME GAINS IN THOSE SCORES. AND ON THIS CHART AND THE NEXT ONE, YOU’LL NOTE THAT THE EIGHTH GRADE HAS AN “N/A” IN THAT TABLE. THAT’S BECAUSE THE PSAT THAT WE’RE DOING IN EIGHTH AND NINTH GRADE IS A TOTALLY DIFFERENT ASSESSMENT. WE DON’T WANT TO COMPARE RESULTS ON THAT WITH LAST YEAR’S M-STEP, PER SE. SO, WE’RE STARTING A NEW TRENDLINE IN THE EIGHTH GRADE BECAUSE WE SWITCHED INSTRUMENTS. IT’S A WHOLE DIFFERENT WAY TO MEASURE IT. SO, YOU WON’T SEE A GAIN OR A LOSS IN THAT CATEGORY FOR ELA OR MATHEMATICS TABLE HERE ON THE NEXT ONE. THIS IS THE MATHEMATICS CHART. AGAIN, SOME GAINS THERE. I DO LIKE TO CALL OUT THAT, WE ARE LOOKING AT UPS AND DOWNS, 0.5%, 0.3%, 1%. YOU KNOW, SOME OF THIS IS FAIRLY NORMAL AS WE GO YEAR TO YEAR, THAT THESE SCORES WILL FLUCTUATE UP AND DOWN. SO, WHILE WE ARE ENCOURAGED, WE DON’T WANT TO PUT A LOT OF ONUS ON A 0.3% GAIN, FOR EXAMPLE. SO, I JUST LIKE TO KEEP THAT IN MIND WITH FOLKS. AND AGAIN, IN EIGHTH GRADE, WE’RE STARTING A NEW TRENDLINE WITH PSAT. AND WE’LL LOOK AT THOSE SCORES HERE IN A MOMENT. SOCIAL STUDIES, DECLINES HERE IN SOCIAL STUDIES. I DO KNOW WE ARE BEGINNING TO LOOK AT A TIMELINE ON THE NEW SOCIAL STUDIES ASSESSMENT THAT WE’LL WORK ON, TO GO INLINE WITH THE STANDARDS. SO, STAY TUNED FOR THAT. BUT WE DO SEE SOME DECLINES HERE IN SOCIAL STUDIES, AND CERTAINLY WE WANT TO WORK ON THAT. THESE ARE SAT SCORES OVER TIME. SO, ON THE TOP, IT’S ENGLISH LANGUAGE ARTS. SO, ON THE SAT, THE ELA TEST IS CALLED ACTUALLY THE EVIDENCE-BASED READING AND WRITING EXAM. SO, THERE WAS A DECREASE THERE. SO, WHEN I SAID EARLIER, I DON’T GET TOO WORKED UP ABOUT A .3% OR A .2% KIND OF THING, WE SEE A -4.5% DROP HERE IN ENGLISH LANGUAGE ARTS. SO THAT IS SOMETHING THAT WE’RE MONITORING BECAUSE THAT DOES SAY SOMETHING TO ME. SO, WE ARE HAVING LOTS OF CONVERSATIONS WITH THE COLLEGE BOARD AND WE EVEN HAD ONE YESTERDAY ABOUT, HEY, WHAT’S GOING ON HERE? I’VE TALKED WITH SOME OTHER STATE ASSESSMENT LEADERS FROM AROUND THE COUNTRY AND THEY’RE SEEING SOME OF THESE DECLINES, AS WELL. SO, WE’RE DIGGING INTO THAT TO SEE WHAT’S HAPPENING WITH THAT SAT EXAM, BECAUSE CERTAINLY WE DON’T WANT TO SEE THESE TYPES OF DECREASES, ESPECIALLY ON THE KEY COMPONENT OF OUR MICHIGAN MERIT EXAM MOVING FORWARD.>>SO JUST A FEW MORE SLIDES TO ROUND OUT THE PRESENTATION. WE DID WANT TO TAKE A MOMENT AND TALK ABOUT THE M-STEP AND THE READ BY GRADE THREE LAW. SO, AS YOU ALL KNOW, THE READ BY GRADE THREE LAW WAS ADOPTED IN 2016 AND IT REQUIRES THAT SCHOOLS IDENTIFY LEARNERS WHO ARE STRUGGLING WITH READING AND WRITING AND PROVIDE ADDITIONAL HELP. AND SO, AGAIN, THIS LAW HAS BEEN ON THE BOOKS SINCE 2016. THIS IS PART, BUT NOT THE ENTIRETY OF OUR LITERACY EFFORTS. WE DO THINGS AROUND LITERACY THAT ARE BEYOND THE LAW, BUT CERTAINLY THE LAW AND ITS TIMELINES HAVE PUSHED US AS A STATE TO PUT A LOT OF INTENTIONALITY AND FOCUS ON LITERACY IN THOSE EARLY GRADES. STARTING WITH THIS YEAR, THE 2019-2020 SCHOOL YEAR, THE LAW SAYS THAT PERFORMANCE, AND THIS IS A QUOTE FROM THE STATUTE. PERFORMANCE ON QUOTE, “THE GRADE THREE STATE ENGLISH “LANGUAGE ARTS ASSESSMENT “WILL BE ONE FACTOR “IN DETERMINING “IF THIRD GRADERS WILL BE “PROMOTED TO FOURTH GRADE”. BUT HERE IS AN IMPORTANT POINT. THIS YEAR’S M-STEP ELA PROFICIENCY SCORES, THE OVERALL PROFICIENCY SCORE IS NOT WHAT YOU USE TO PREDICT THE PERCENTAGE OF STUDENTS WHO MIGHT BE RETAINED NEXT YEAR. IT IS NOT THE NUMBER OF STUDENTS WHO ARE PROFICIENT ON THE ELA. THAT’S NOT THE TRIGGER IN THE LAW. AND THE NEXT SLIDE WE’LL TALK MORE ABOUT THAT. THAT’S BEEN A BIT OF A CONFUSION IN A LOT OF THE COVERAGE AROUND THIS, SO WE JUST WANT TO BE AS CLEAR AS POSSIBLE TO SAY THE PERCENT OF STUDENTS WHO ARE PROFICIENT ON THE ELA IS NOT THE NUMBER THAT MIGHT BE RETAINED NEXT YEAR. M-STEP’S PERFORMANCE LEVELS, WE’RE REQUIRED TO HAVE THOSE, BY FEDERAL LAW, FOR STATE SUMMIT OF ASSESSMENT. THEY’RE NOT THE SAME AS A GRADE LEVEL EQUIVALENCY SCORE, WHICH IF YOU GO BACK UP TO THE SECOND BULLET IS WHAT THE READ BY GRADE THREE LAW ASKS FOR. IT’S IF THEY’RE A GRADE OR MORE BEHIND IN ENGLISH, OR IN READING. WHAT WE DID DO, AND WE PRESENTED THIS INFORMATION TO THE BOARD LAST FALL, I BELIEVE. YES. WE HAVE WORKED TO ESTABLISH WHAT WE CALL THE READING CUT SCORE. SO, WE COLLABORATED WITH EDUCATORS AND WITH TECHNICAL EXPERTS TO SUPPORT WHAT THE LAW SAID IF STUDENTS ARE A GRADE OR MORE BEHIND IN READING. SO, WE CREATED THIS READING CUT SCORE AND THEN YOU USE IT, AND SO, ON THE LEFT SIDE OF THE CHART YOU SEE THE ELA SCORE. AND THE SCORE BANDS THAT CORRELATE WITH THESE POTENTIAL RETENTION DECISIONS. YOU SEE IN THE FIRST SCORE BAND, 0 TO 1252, THAT IS A STUDENT WHO IS POTENTIALLY SUBJECT TO RETENTION AND ELIGIBLE FOR ADDITIONAL SUPPORT UNDER THE LAW. BASED ON THIS YEAR’S SCORES, WE’RE PREDICTING ABOUT 4.1% OF KIDS WOULD HAVE THIS TRIGGER. IT’S IMPORTANT TO NOTE THIS IS NOT THE ONLY DETERMINATE IN THE LAW FOR RETENTION. THERE ARE POSSIBLE EXEMPTIONS, THERE IS DISTRICT DISCRETION, THERE’S OTHER WAYS TO DEMONSTRATE THAT YOU’RE ON TRACK FOR READING, BUT THE LAW DOES REQUIRE THE USE OF THE STATE ASSESSMENT IN THIS WAY. SO, WHILE MDE HAS LONG BEEN ON RECORD AS NOT SUPPORTING REQUIRED RETENTION, WE DO HAVE TO WORK TO IMPLEMENT THE LAW. AND AGAIN, THIS SHOULD NOT BE NEW TO YOU, BUT WE’RE HAPPY TO TALK MORE ABOUT ANY OF THIS INFORMATION IF IT IS, OR IF WE WANT TO DO A REFRESHER. WE ALSO USE THE SCORE– WE MADE A MIDDLE CATEGORY. THOSE STUDENTS WHO ARE ELIGIBLE FOR PROMOTION, THEY SHOULD RECEIVE ADDITIONAL SUPPORT. IF I WE’RE GOING TO SAY IT IN KIND OF MOM TERMS, IT WOULD BE KIDS WHO WERE CLOSE TO THAT CUT BUT NOT AT IT. KIDS WHO ARE KIND OF IN THE GRAY ZONE, OR LIKE, THE DANGER ZONE. SO, WE WOULD WANT TO MAKE SURE THAT SCHOOLS WERE WORKING REALLY INTENTIONALLY WITH THOSE KIDS AS THEY TRANSITION TO FOURTH GRADE. AND AGAIN, DISTRICTS SHOULD ALWAYS BE USING THEIR LOCALLY DETERMINED AND ADMINISTRATED INFORMATION, OTHER ASSESSMENTS, BUT ALSO OTHER INFORMATION ABOUT THE CHILD’S PERFORMANCE IN UNDERSTANDING HOW TO DO THIS. THE M-STEP IS NOT THE WHOLE PIECE OF THIS INFORMATION. AND THEN THE CUT SCORE OF 1272 OR ABOVE, THESE ARE STUDENTS WHO ARE– THEY’RE ELIGIBLE FOR PROMOTION TO GRADE FOUR, THEY DON’T HAVE– THEY’RE NOT EVEN CLOSE TO THAT KIND OF DANGER ZONE CUT OF BEING A GRADE LEVEL BELOW IN READING. SO, JUST TO EXPAND ON WHAT ANDY SAID A LITTLE EARLIER ABOUT THE CHANGES OUR ASSESSMENT SYSTEM HAS UNDERGONE, AND MANY OF YOU HAVE BEEN AT THIS TABLE AS IT’S UNDERGONE THESE CHANGES, SO WE’VE LIVED THIS SLIDE TOGETHER, BUT TO UNDERSCORE THE POINT ABOUT THE COMPARABILITY OF RESULTS OVER THE PREVIOUS YEARS, WHEN YOU CHANGE AN ASSESSMENT FUNDAMENTALLY EACH YEAR, YOU CAN’T COMPARE THE RESULTS EASILY FROM YEAR TO YEAR. THE ASSESSMENT IS DIFFERENT. SO, YOU DON’T KNOW NECESSARILY THAT THIS YEAR’S SCORES ARE ON THE SAME INSTRUMENT AS LAST YEAR’S. SO, IN THE FIRST YEAR OF THE M-STEP, WE TRANSITIONED TO ONLINE. THAT WAS A WHOLE NEW MODALITY. IN 2016 AND 2017, WE WENT THROUGH A SERIES OF ACTIVITIES TO REDUCE TESTING TIME, AND THOSE ARE LISTED OUT UP THERE. AGAIN, THAT CHANGES WHAT STUDENTS– WHAT SORT OF CONTENT STUDENTS ARE SEEING IN THE ASSESSMENT. AND THEN IN 2018, DUE TO LEGISLATIVE REQUIREMENTS, WE CUT TESTING TIME TO NO MORE THAN THREE HOURS, ON AVERAGE, FOR ELA AND MATH. AND WE MET THAT REQUIREMENT. LIKE ANDY SAID, THIS YEAR, ’18 AND ’19, WE GAVE FUNDAMENTALLY, THE SAME TYPE OF ASSESSMENT, NOT OBVIOUSLY THE SAME QUESTIONS BUT THE SAME TYPE OF ASSESSMENT FOR THE FIRST TIME IN THE LAST FIVE YEARS. WITH THE ASTERISK THERE WE TRANSITIONED TO PSAT IN EIGHTH GRADE, SO THAT STARTS A NEW TRENDLINE. BUT FOR THE REST OF IT, IT WAS A SIMILAR ASSESSMENT. SO, WHEN WE’RE LOOKING AT TRENDLINES, WE’RE REALLY TALKING ’18 TO ’19. AND THIS TINY CHART THAT’S HARD TO READ, WE ALWAYS INCLUDE IT TO SHOW THIS IS OUR CURRENT ASSESSMENT SYSTEM, WHAT IS REQUIRED. WE REQUIRE– WE ONLY REQUIRE ASSESSMENTS THAT ARE REQUIRED BY STATE OR FEDERAL LAW. YOU CAN ALSO SEE IN THERE THE BENCHMARKS ARE LISTED. THOSE BENCHMARK ASSESSMENTS ARE REIMBURSED. IN THIS LAST YEAR, THEY WERE REIMBURSED THROUGH STATE FUNDS BUT WERE OPTIONAL FOR DISTRICTS TO USE. IN PRACTICE, WE KNOW MANY DISTRICTS USE THEM. SO, THIS HAS BEEN AN IMPORTANT STATE DOLLARS INVESTMENT. AND JUST TO REMIND– THIS SLIDE KIND OF JUST REMINDS THE M-STEP– WHAT?>>AND THE NEXT ONE.>>AND THE NEXT ONE. WHAT THE M-STEP DOES, IT’S GIVEN TO STUDENTS IN GRADES THREE THROUGH SEVEN IN ELA AND MATH AND THEN IT’S GIVEN TO STUDENTS IN GRADES FIVE, EIGHT AND ELEVEN ON SCIENCE AND SOCIAL STUDIES. SO, WE DO THAT ONCE PER GRADE LEVEL. AND THEN THE PSAT 8/9, WE GIVE IT IN GRADE EIGHT FOR ELA AND MATH. AND THEN IT IS OPTIONAL AND PAID FOR BY THE STATE IN GRADES NINE AND TEN, IF A DISTRICT WISHES TO USE IT. AND THEN ANDY USED THE WORDS MICHIGAN MERIT EXAM. SO, WE TEND TO TALK ABOUT THE HIGH SCHOOL ASSESSMENT AS THE SAT AND THEN THE M-STEP, REALLY THE OVERARCHING TERM FOR THAT IS THE MICHIGAN MERIT EXAM. THAT’S IN LAW GOING BACK A NUMBER OF YEARS. AND IT’S INTERESTING. MICHIGAN WAS ONE OF THE FIRST STATES TO REQUIRE THE USE OF AN EXAM LIKE THE SAT OR ACT. IT WAS AN EQUITY ISSUE AT THAT TIME, GIVING MORE STUDENTS ACCESS. IT REDUCES ONE BARRIER TO POTENTIAL POST-SECONDARY TRANSITIONS TO HAVE ACCESS TO A COLLEGE ENTRANCE EXAM AS PART OF THE STATE ASSESSMENT. AND THAT REMAINS IN LAW NOW, SO, WE GIVE THE SAT, WE GIVE THE M-STEP IN SCIENCE AND SOCIAL STUDIES, AND THEN OUR LAW STILL REQUIRES THE USE OF A WORK SKILLS ASSESSMENT. WE GIVE THE ACT WORK KEYS. AND THEN I ALREADY ALLUDED TO THIS, SO I WON’T SPEND MUCH MORE TIME HERE. THE STATE REIMBURSES FOR VENDOR-PROVIDED BENCHMARK ASSESSMENTS, IF A DISTRICT CHOOSES TO USE THEM. THIS WAS OUR ASSESSMENT SCHEDULE, OR THIS IS OUR ASSESSMENT SCHEDULE COMING UP IN 2020. ANDY, IS THERE ANYTHING YOU WANT TO POINT OUT HERE THAT THEY MIGHT BE?>>NO. THIS SHOULD LOOK FAIRLY FAMILIAR TO MOST FOLKS. WE HAVE NOT CHANGED THE DESIGN, IF YOU WILL, OF WHAT THE ASSESSMENT TESTING WINDOW AND SCHEDULE LOOKS LIKE. WE’RE ALWAYS REVIEWING THINGS AND TRYING TO WORK OUT HOW BEST TO DO THIS, TAKING INTO ACCOUNT BOTH HOW BEST TO ADMINISTER THE ASSESSMENT, BUT ALSO WORKING A LOT WITH DISTRICTS ABOUT HOW BEST TO FIT THIS IN. I LIKE TO USE THE WORD ASSESSMENT FOOTPRINT. WE LIKE TO HAVE THE SMALLEST ASSESSMENT FOOTPRINT AS POSSIBLE IN THE SPRING TO, AGAIN, IT GOES BACK TO MINIMIZING DISRUPTION OF INSTRUCTIONAL TIME. IT CERTAINLY DOESN’T TAKE FOUR WEEKS FOR A STUDENT TO TAKE AN ASSESSMENT THEMSELVES, BUT THAT’S THAT FOOTPRINT THAT DOES KIND OF OVERLAY ON A SCHOOL’S CALENDAR. SO, THIS IS FAIRLY SIMILAR TO BEFORE THAT YOU HAVE SEEN.>>AND LOOKING FORWARD, YOU KNOW, WE ARE ALWAYS COMMITTED TO OUR CONTINUOUS IMPROVEMENTS IN OUR ASSESSMENT SYSTEM. AND LOOK FORWARD TO, AS DR. RICE MOVES FORWARD WITH HIS OVERALL VISION FOR THE STATE, HOW WE CAN CONTINUE TO HAVE ASSESSMENT BE A PART OF THAT VISION, BUT NOT BE THE WHOLE STORY. YOU KNOW, FOR A LONG TIME YOU’VE HEARD ME SAY AT THIS TABLE, “WE DON’T WANT “ASSESSMENT ACCOUNTABILITY “TO BE THE WHOLE STORY.” THEY ARE SUPPORTS TO HELP US DRIVE OUR WORK AND DRIVE SUPPORTS TOWARD STUDENTS, SCHOOLS, AND DISTRICTS WHO NEED IT MOST. SO, WE LOOK FORWARD TO CONTINUING TOWARD THAT GOAL OF MICHIGAN’S ASSESSMENT SYSTEM BEING A TOOL THAT WE CAN USE AS WE WORK TOWARD OUR GOALS AS A STATE. DR. RICE?>>THANK YOU. THANK YOU VERY MUCH. BOARD MEMBERS, QUESTIONS? COMMENTS, CONCERNS, FEARS, PHOBIAS, NEUROSES? PRESIDENT ULBRICH.>>THANK YOU FOR THE PRESENTATION. I HAVE A COUPLE OF QUICK QUESTIONS. ONE, IF I REMEMBER CORRECTLY, ISN’T THERE PENDING LEGISLATION TO ELIMINATE THE ACT WORK KEYS? AND DO YOU KNOW WHERE THAT IS? OR PERHAPS WE CAN WAIT FOR OUR…>>I THINK IT’S A– I THINK IT’S A GOOD TIME TO HAVE THAT CONVERSATION. DO YOU WANT TO SHARE?>>LAST I HAVE HEARD, IT HAS GONE THROUGH SEVERAL COMMITTEES. I BELIEVE IT’S WITH THE SENATE AT THIS TIME. WE WILL DOUBLE CHECK BEFORE MARTY GIVES THE PRESENTATION, BUT I THINK IT WENT THROUGH THE HOUSE. I THINK IT’S STUCK IN A SENATE COMMITTEE SOMEWHERE AT THIS POINT.>>AND THE MDE HAS BEEN VOCALLY SUPPORTIVE OF IT CONSISTENTLY.>>OKAY.>>AGAIN, IN AN ERA OF CUTTING TESTING TIME, IT WOULD BE AN EASY WAY TO SAVE STUDENT– HIGH SCHOOL STUDENTS THREE HOURS AND SAVE THE STATE SOME MONEY THAT WE COULD CERTAINLY INVEST IN SOMETHING ELSE.>>THANK YOU. ONE ADDITIONAL QUESTION, IF I MAY. SO, I THINK THAT THE REASON THAT THERE’S SO MUCH CONFUSION WITH THE THIRD GRADE READING BILL, THE GRAPH THAT YOU PUT UP THERE SHOWS THAT AS OF RIGHT NOW, IF WE WERE TO APPROXIMATE BASED ON THESE TEST SCORES, THERE WOULD BE ABOUT 4.1% THAT WOULD BE SUBJECT TO RETENTION, AND YET ON SLIDE EIGHT, YEAH, IT’S VERY SMALL, IT SAYS THAT ONLY 45.1% ARE ADVANCED OR PROFICIENT, SO THAT TELLS ME THAT THERE’S A HUGE NUMBER OF STUDENTS, OR PERCENTAGE OF STUDENTS THAT FALL WITHIN THAT IN-BETWEEN GAP. SO, MY QUESTION IS, IS THERE AN ISSUE WITH OUR CUT SCORES? BECAUSE IF YOU’RE NOT REACHING PROFICIENT, BUT YOU’RE LESS THAN ONE YEAR BEHIND, WHAT DOES THAT SAY ABOUT THE CUT SCORE? I MEAN, THAT’S A LARGE GAP OF PEOPLE AND IT’S– I’M JUST QUESTIONING WHETHER IT’S MISLEADING TO SAY ROUGHLY 50% ARE NOT PROFICIENT AND YET ONLY 4.1% ARE ELIGIBLE FOR RETENTION.>>I THINK THAT’S A REALLY GOOD QUESTION, AND YOU ABSOLUTELY FOUND THE CORE OF WHY THIS IS CONFUSING. SO, OUR CUT SCORE, THE PROFICIENT CUT SCORE, LIKE WE SAID IN THE PRESENTATION, IS NOT ABOUT BEING ON GRADE LEVEL, IT’S ABOUT HAVING MASTERY OF ENOUGH CONTENT TO BE CONSIDERED PROFICIENT. SO IT IS, IN SOME SENSE, A RELATIVELY HIGH BAR. SO IF YOU THINK ABOUT, LIKE– I DON’T KNOW IF ANDY WOULD LIKE THIS ILLUSTRATION, BUT I’M GOING TO USE IT. IF YOU THINK ABOUT THE SCALE THIS WAY AND, LIKE, HERE’S THE PROFICIENCY CUT, AND HERE’S THE END OF THE SCALE, LIKE, WE’RE TALKING– WE NEED TO FIND THE KIDS WHO ARE, LIKE, DOWN HERE. LIKE, A GRADE LEVEL BEHIND. ALMOST, IN SOME SENSE, NOT– AT THE VERY, VERY END OF THE SCALE. UM, BECAUSE THE SCALE IS BUILT TO TALK ABOUT IF KIDS ARE LEARNING THE CONTENT THAT THEY NEED IN GRADE 3, AND TO WHAT EXTENT. SO THERE ARE EVEN MIDDLE CUTS BEFORE PROFICIENT. THERE’S THE PARTIALLY PROFICIENT. RIGHT?>>YES.>>AND THEN NOT PROFICIENT. AND THOSE STILL ARE KIDS WHO HAVE LEARNED SOME OF THE GRADE LEVEL CONTENT, BUT AREN’T WHERE WE WOULD NEED THEM TO BE TO SAY THAT THEY’RE PROFICIENT. SO WHETHER OR NOT THERE’S A PROBLEM WITH THE CUT SCORE, I THINK THAT’S A GOOD QUESTION TO CONTINUE EXPLORING. BUT IT’S NOT NECESSARILY SURPRISING THAT THERE WOULD BE A GAP.>>BUT PROFICIENT IS A TERM WE’VE MADE UP, RIGHT? SO THERE HAS TO BE, LIKE, AN ACTUAL MEASURABLE THAT I THINK MAKES SENSE THAT GOES WITH IT. AND MAYBE IT’S A LANGUAGE ISSUE MORE THAN IT’S A CUT SCORE ISSUE. BECAUSE, TO ME, SAYING YOU’RE PROFICIENT MEANS YOU’VE HIT THE BARE MINIMUM OF WHAT WE NEED. BUT IT SOUNDS LIKE YOU’RE– THE BARE MINIMUM IS MAYBE REALLY HIGH. AND THE REALITY IS THAT STUDENTS ARE ACTUALLY DOING FAIRLY WELL. BUT WE’RE NOT LABELING THEM APPROPRIATELY.>>RIGHT. LET ME TRY TO HELP BY TALKING ABOUT THIS. AND MAYBE WE CAN SEND THE BOARD SOME DOCUMENTATION AROUND HOW WE COME UP WITH THESE CUT SCORES FOR PROFICIENCY AND WHAT WE DID FOR THIS. BECAUSE PART OF THAT IS THERE IS LANGUAGE AROUND, WHAT DOES A PROFICIENT STUDENT FOR THIRD GRADE ENGLISH LANGUAGE ARTS LOOK LIKE? AND WHAT WE DID– IT WAS OVER A YEAR AGO AT THIS POINT– IS WE SAT DOWN WITH ELEMENTARY EDUCATORS AND ADMINISTRATORS AND SAY, “FOLKS, HOW CAN YOU HELP US FIGURE THIS LAW OUT?” BECAUSE– I THINK VENESSA ALLUDED TO IT– THAT THE TESTS THEY’RE TELLING US TO USE FOR THIS WASN’T DESIGNED TO COMPUTE A NUMBER THAT THEY’RE ASKING FOR. SO WE NEEDED TO COME UP WITH A COMPROMISE. AND WHAT WE DID IS, WE SAT DOWN WITH THESE EDUCATORS AND SAID, “PLEASE DESCRIBE TO US, USING WORDS, WHAT A STUDENT YOU THINK LOOKS A GRADE LEVEL BEHIND, IN TERMS OF HOW THEY’RE PERFORMING.” AND THAT’S WHAT THEY USE TO GO THROUGH THE STANDARDS SETTING PROCESS TO COME UP WITH THAT OTHER BAR. BECAUSE YOU’RE ABSOLUTELY RIGHT. AS WE’VE BEEN SAYING, THIS IS CONFUSING AND HARD TO SORT OUT BECAUSE EVEN THE LAW HOW IT’S WRITTEN, IT’S CONFUSING TO START WITH. SO, IT’S GOING TO TAKE US SOME WORK TO UNTANGLE IT. BUT MAYBE WE CAN SHARE SOME OF THAT LANGUAGE, SAYING, “HERE’S WHAT EDUCATORS CAME UP WITH TO DESCRIBE WHAT A STUDENT THAT IS PROFICIENT ON ENGLISH LANGUAGE ARTS AS A WHOLE FOR ESSA REQUIREMENTS LOOKS LIKE. AND THEN WHAT DOES THIS STUDENT THAT MIGHT BE IN THIS 4.1% LOOK LIKE?” BECAUSE WE ACTUALLY HAD THE TEACHERS HELP US TALK THROUGH– SINCE WE CAN’T– SINCE THE TEST DOES NOT SPIT OUT A NUMBER SAYING, YOU’RE AT GRADE LEVEL 2.1 OR 2.8, WHAT DO YOU THINK THESE STUDENTS LOOK LIKE? AND TELL US.>>I THINK THAT WOULD BE VERY HELPFUL, ACTUALLY.>>YEAH. WE CAN SEND THAT TO YOU FOLKS. AND OFTENTIMES– IT ALLOWS– HELPS WITH THE NUMBERS A LITTLE BIT. IF WE CAN EXPLAIN WHAT WE’RE DESCRIBING AND WHAT KINDS OF STUDENTS WE’RE TRYING TO TARGET.>>I WANT TO JUST ADD ONE SMALL THING TO WHAT ANDY SAID. YOUR POINT ABOUT PROFICIENT MEANS BARE MINIMUM. THERE WAS A TIME IN OUR STATE ASSESSMENT WHERE THAT’S WHAT PROFICIENT MEANT. AROUND THE TIME OF RACE TO THE TOP, ESEA FLEXIBILITY, AND THEN ESSA DOES THIS AS WELL, IT ASKS STATES TO DEFINE PROFICIENT AS A HIGHER BAR. STUDENTS WHO ARE ON TRACK TO CAREER AND COLLEGE READY, WHICH I KNOW THIS BOARD HAS– WANTS TO DISCUSS THAT AS WELL. SO, CALLING OUT THAT YOU’RE ABSOLUTELY RIGHT THAT WHAT PROFICIENT MEANS IS A HIGHER BAR THAN IT HAS BEEN, AND THAT THERE COULD– THERE’S A GOOD CONVERSATION TO HAVE AROUND, WHAT DOES PROFICIENT ACTUALLY MEAN? TO MEET FEDERAL ACCOUNTABILITY REQUIREMENTS, WHAT THE TEST HAS TO DO, THEY EXPECT TO SEE EVIDENCE THAT IT MEETS THIS HIGHER BAR. AND THAT IS A CHANGE THOUGH IN THE LAST SIX YEARS PROBABLY. 2011, I THINK, IS WHEN WE REDEFINED WHAT PROFICIENT MEANT IN THE STATE. WHICH MAKES IT EVEN MORE CONFUSING.>>AS A LANGUAGE PERSON, I THINK LANGUAGE MATTERS CONSIDERABLY. AND WHEN YOU USE– WHEN YOU REDEFINE TERMS LIKE THAT, THAT’S WHERE PEOPLE, YOU KNOW, CONFUSION COMES IN. AND THEN YOU GET BAD PUBLIC POLICY BECAUSE, OH, THE WORLD IS ON FIRE AND NO KID’S LEARNING ANYTHING. WHEN THAT ISN’T WHAT IT MEANS AT ALL. SO, THANK YOU.>>EXCELLENT POINT.>>IT’S A GREAT POINT. MISS TILLEY, I’VE GOT YOU. JUST GIVE ME ONE SECOND. BECAUSE I THINK A LITTLE BIT OF CLARITY HERE AT THIS MOMENT COULD BE HELPFUL. WE HAD LOW BAR MEAP IN THE STATE FOR APPROXIMATELY FOUR DECADES. WE MOVED TO HIGH BAR MEAP IN 2011. WE REDEFINED THE PRECEDING FOUR YEARS WITH A HIGHER STANDARD. SO WE REDEFINED WHAT PROFICIENCY WAS, EFFECTIVE 2011. BOTH PROSPECTIVELY FOR THE FOLLOWING COUPLE YEARS, AND RETROSPECTIVELY FOR FOUR YEARS, IF I RECALL CORRECTLY. WHEN M-STEP HIT, WE TOOK THE HIGH BAR MEAP AND MADE IT HIGHER STILL. SO THE TERM ‘PROFICIENCY” IN THE STATE OF MICHIGAN HAS TAKEN ON A NUMBER OF DIFFERENT TASKS, TO YOUR POINT, OVER THE PAST DECADE. AND IT, MOST ASSUREDLY, SHOULD NOT BE CONSIDERED A BARE MINIMUM BY ANY STRETCH OF THE IMAGINATION AT THIS POINT. IT IS NOT A BARE MINIMUM TEST. ALL OF THESE TESTS, ALL OF THESE STATE TESTS, AND PARTICULARLY OURS, HAVE BEEN RAMPED UP OVER THE LAST DECADE. SO THAT’S ONE POINT. THE SECOND POINT IS, M-STEP IS AN ELA TEST. THE READ BY GRADE 3 LAW IS NOT AN ELA STANDARD. IT IS A READING STANDARD. THEY OVERLAP. THEY ARE NOT THE SAME. THAT’S THE SECOND POINT. THE THIRD POINT IS THAT M-STEP PROFICIENCY IS SUPPOSED TO BE A HIGH BAR GRADE LEVEL PROFICIENCY. WHEREAS THE READ BY GRADE 3 STANDARD IS MORE THAN A GRADE LEVEL BEHIND. NOT IN ELA, BUT RATHER IN READING. THEY ARE NOT ANALOGOUS. THEY OVERLAP, BUT THEY ARE NOT ANALOGOUS. AND THERE IS A LOT OF COMPLEXITY. MISS TILLEY, TO YOUR QUESTION.>>WITH THE THIRD GRADE READING LAW, FROM MY UNDERSTANDING, THERE ARE SOME SCHOOLS WHERE THE WHOLE CLASS COULD BE HELD BEHIND? AND THEN THERE’S ALSO AN OPPORTUNITY FOR PARENTS TO OPT OUT OF THAT AND LET THEIR CHILDREN PROGRESS. DO YOU KNOW– I’VE HEARD OF IT’S A PORTFOLIO. DO YOU KNOW WHAT IT ENTAILS? AND THEN WHAT’S BEING DONE TO MAKE SURE IT’S BEING PROMOTED?>>SO, YES, IT IS TRUE THAT THERE WILL– THAT 4.1% DOES NOT DISTRIBUTE EVENLY ACROSS ALL SCHOOLS. SO SOME WILL HAVE VERY FEW AND SOME WILL HAVE A LOT WHO MAY BE SUBJECT TO RETENTION. I WANT TO KEEP USING THAT CAREFUL LANGUAGE THERE. BECAUSE NO SCHOOL SHOULD TAKE THE M-STEP SCORE AND SAY, “THIS IS ABSOLUTELY THE DECISION FOR THIS CHILD.” THAT IS A PIECE OF THE DECISION. AND THEN, YES, THERE ARE A NUMBER OF EXEMPTIONS AVAILABLE IN THE LAW. PARENTAL EXEMPTION IS ONE. THAT’S ACTUALLY SEPARATE FROM THE PORTFOLIO ASSESSMENT.>>YES.>>SO YOU COULD ALSO DEMONSTRATE GRADE LEVEL– BEING ON TRACK FOR GRADE LEVEL OR DEMONSTRATE LITERACY THROUGH A PORTFOLIO, OR YOU CAN USE PARENT EXEMPTION. A PARENT CAN JUST SIMPLY SAY, I DON’T WANT MY CHILD RETAINED.>>THAT’S ALL THEY HAVE TO DO? BECAUSE I WAS– THE WAY IT WAS EXPLAINED TO ME IS THAT THEY HAVE TO PUT TOGETHER A PORTFOLIO.>>I THINK THERE’S WHAT THE LAW SAYS. AND THEN, IDEALLY, PARENTS IN A SCHOOL WOULD HAVE A CAREFUL CONVERSATION ABOUT ALL THE EVIDENCE AROUND A CHILD AND MAKE A GOOD DECISION ABOUT RETENTION VERSUS NOT. AND IN NOT RETENTION, THEN WHAT SUPPORTS ARE YOU GOING TO GET? SO THAT’S WHERE LOOKING AT A PORTFOLIO, EVEN IF IT’S NOT A PATH YOU USE FOR AN EXEMPTION, IT STILL WOULD BE IMPORTANT TO LOOK AT OTHER PIECES OF EVIDENCE TO UNDERSTAND WHERE THE CHILD IS STRONG, AND WHERE THEY’RE GOING TO NEED ADDITIONAL HELP. THE LAW IS TRYING TO PREVENT SCHOOLS FROM JUST MOVING KIDS AHEAD WITHOUT ADDRESSING THEIR READING DEFICIENCIES. SO, KEEPING TO THAT INTENT OF THE LAW, AND THE URGENCY THAT WE NEED AS A STATE AROUND GETTING ALL OF OUR STUDENTS LITERATE, IS IMPORTANT. EVEN WHILE WE LOOK FOR THE FLEXIBILITIES THAT THE LAW OFFERS.>>WHAT’S BEING DONE FOR THOSE STUDENTS, TO LET THE PARENTS KNOW, THE SCHOOLS KNOW, THE DISTRICTS KNOW, AND SO THAT THEY CAN FULLY UNDERSTAND THE LAW AND THE EXEMPTIONS?>>AND IT MAY BE GOOD TO SPEND MORE TIME ON THIS IN ITS OWN PRESENTATION SOMETIME SOON WITH THE BOARD, IF THAT’S SOMETHING THE BOARD WOULD LIKE. WE ARE COMMUNICATING A LOT WITH DISTRICTS. WE PUT TOGETHER A PARENT TOOLKIT, NOTIFICATION LETTERS. THINGS THAT THEY USE. I THINK YOU ARE PICKING UP SOMETHING THAT WE ARE ALSO TRACKING AND WORRIED ABOUT, IS, HOW ARE DISTRICTS COMMUNICATING TO PARENTS, AND WHAT ELSE CAN WE, AS A DEPARTMENT, DO TO SUPPORT THAT? BECAUSE IT’S REALLY IMPORTANT THAT EVERY PARENT UNDERSTAND THIS. AND WE KNOW THERE CAN BE GAPS IN COMMUNICATION TO PARENTS THAT OFTEN RELATE– IT CAN OFTEN BE AN EQUITY ISSUE AS WELL. SO SOMETIMES THE PARENTS WE COMMUNICATE WITH LEAST WELL MAY BE THE PARENTS WHO MOST NEED THIS INFORMATION. AND I’M NOT SURE WE HAVE AN EXCELLENT SOLUTION TO THAT. SO WE NEED TO PARTNER WITH DISTRICTS AND SCHOOLS. AND, AGAIN, IF THE BOARD HAS THOUGHTS ON HOW WE COULD GET THAT MESSAGE OUT, WE– I THINK WE REALLY NEED TO WORK TOGETHER ON THAT.>>OTHER QUESTIONS. MS. FECTEAU?>>JUST A COUPLE. AND TO CASSANDRA’S POINT. I KNOW THE NAEP DOES THE SAME THING. WE HOLD PROFICIENT AS BEING– THAT’S THE HIGHEST. AND THEN BASIC IS MORE AVERAGE. BUT PEOPLE OFTEN USE THE NAEP SCORES TO SAY, “OH, YOU KNOW, ALL THESE PEOPLE THAT ARE NOT PROFICIENT OR FAILING,” AND THAT’S NOT HOW THE DEFINITION REALLY WORKS.>>THAT’S TRUE. IT’S A HIGH BAR TEST. IT OUGHT NOT TO BE USED ANALOGOUSLY WITH BASIC PROFICIENCY. NOT AT ALL. THIS IS NOT WHAT WE WERE SUBJECT TO BACK IN THE DAY. WHAT I WAS SUBJECT TO BACK IN THE DAY. YOU WERE EDUCATED MUCH MORE RECENTLY.>>OH, YEAH. YEAH, SHUT UP. THAT’S A LIE. [ LAUGHTER ] ALL RIGHT, YOU GOT ME ALL FLUSTERED. OKAY. SO I SEE– YOU KNOW, I’VE ALWAYS BEEN CURIOUS ABOUT THE COST OF TESTING. HOW MUCH MONEY DOES THE STATE SPEND ON TESTING? AND I’VE NEVER GOTTEN A CLEAR ANSWER TO THAT. IT SAYS THEY WERE REIMBURSED IN ONE OF THE SLIDES. THAT THE STATE REIMBURSED THE COST OF SOME OF THE TESTING AT LEAST. I’M JUST CURIOUS HOW MUCH THAT WAS. THE REIMBURSEMENT WAS. AND IF I COULD GET A NUMBER OF– YOU KNOW, I’M ASSUMING EACH TEST HAS A COST, AND JUST MULTIPLY IT BY THE AMOUNT OF PEOPLE WHO TOOK THE TEST. AND, YOU KNOW, IT SEEMS– IT WOULD BE INTERESTING TO SEE HOW MUCH MONEY THAT IS, AND IF IT COULD BE BETTER SPENT. BUT THEN I’M ALSO– WHERE TIFFANY IS GOING. I’M REALLY CONCERNED ABOUT– YOU KNOW, WE LOOK AT THE STATE AVERAGE, BUT IT’S SO VARIABLE ACROSS THE STATE, THESE SCORES. AND THE COMMUNITIES THAT ARE GOING TO BE HIT THE HARDEST ARE THE ONES WITH THE LEAST RESOURCES TO ADDRESS IT. AND SO, I’M ALSO CURIOUS ABOUT THE TESTING. BECAUSE I KNOW WITH THE M-STEP– SO I’M LOOKING AT THE POPULATION WHERE THERE’S IEPs AND COGNITIVE DISABILITIES, AND DISABILITIES. AND I KNOW THERE’S A RULE THAT YOU CAN ONLY HAVE, LIKE, 1% OF THE KIDS TAKE THE ALTERNATIVE TEST. SO I KNOW, AT LEAST IN DETROIT, AND I KNOW IN OTHER PARTS OF THE STATE, PARTICULARLY WHERE THERE’S A LOT OF CHARTER SCHOOLS, THAT DON’T TAKE THESE KIDS OR DON’T HAVE THE SERVICES FOR THESE KIDS, THEY END UP BEING CONCENTRATED IN THE TRADITIONAL PUBLIC SCHOOLS IN THE COMMUNITY. AND FOR SOME PLACES, IT’S, LIKE, 40% IEPs. I’M WONDERING ABOUT THE IMPACT OF THIS ON THOSE SCHOOLS. AND SO THERE’S A SEPARATE READING TEST, WHICH IS GOOD TO KNOW. SO, IS EVERYONE REQUIRED TO TAKE THIS– WHATEVER THE READING TEST IS, TO DETERMINE WHO IS GOING TO BE HELD BACK? EVERYBODY TAKES THAT? AND I KNOW IEPs, THEY DON’T– THEY CAN OPT OUT IF THEY HAVE AN IEP. THEY DON’T HAVE TO BE HELD BACK. BUT I’M JUST WONDERING, IN TERMS OF RESOURCES AND–>>SO, WE’LL WORK BACKWARD ON YOUR QUESTIONS MAYBE, IF THAT–>>OKAY, OKAY. THANK YOU.>>DID YOU HAVE ANOTHER ONE?>>NO, THAT’S IT. THAT’S IT.>>THERE IS NOT A SEPARATE READING TEST. THEY TAKE THE M-STEP ELA. AND THEN WE, LIKE ANDY WAS EXPLAINING, WE GOT THE EDUCATORS TOGETHER AND WE CAME UP WITH THESE CUT SCORES THAT DERIVE FROM THAT TEST, BUT ARE BASED ON PARTS OF THE CONTENT THAT RELATE TO READING, SPECIFICALLY, AND HELP US UNDERSTAND THOSE KIDS WHO ARE A GRADE LEVEL BEHIND OR MORE. SO EVERYBODY TAKES THE M-STEP ELA. AND THUS, WE CAN GET THE SCORE ON ALL KIDS WHO TAKE THE GENERAL ASSESSMENT, TO YOUR POINT. MI-ACCESS, ANY STUDENT TAKING MI-ACCESS IS EXEMPT FROM THIS. SO WE DON’T HAVE A SIMILAR THING.>>IT’S JUST 1%?>>IT’S A LITTLE OVER 1% IN MICHIGAN.>>JUST UNDER 2%, ACTUALLY.>>YEAH.>>OKAY. BUT IS IT BY SCHOOL? SO IF YOU HAVE A SCHOOL, LIKE IN FLINT, THEY HAVE SO MANY KIDS NOW WITH IEPs, THEY ONLY GET 1% TO OPT OUT?>>FOR THE ALTERNATE ASSESSMENT.>>BUT THEY ONLY HAVE 1%–>>WELL, IT’S AROUND 1%. AGAIN, THERE’S SOME– DISTRICTS HAVE SOME FLEXIBILITY TO GO OVER THAT, IF NECESSARY. BUT, IN GENERAL, THAT IS HOW THE FEDERAL STATUTE IS. AND SCOTT MAY WANT TO, AT SOME POINT, TALK MORE ABOUT THE SPECIAL ED LAWS AND STUDENTS TAKING THE GENERAL ASSESSMENT, AND THE INTERSECTION THERE.>>ONE OF THE THINGS WE DO TO TRY– WE DON’T TALK ABOUT IT AS A SCHOOL DISTRICT OR SCHOOL X, YOU CAN ONLY DO 1%. WE PROVIDE ALL THE GUIDANCE WE CAN TO HELP THESE SCHOOLS IDENTIFY STUDENTS THAT WOULD FALL INTO THIS POPULATION. AND THEN WE HAVE TO LOOK AT THE PERCENT AT THE END OF THE DAY.>>WE, THE STATE.>>WE, THE STATE.>>SO IT’S 1% FOR THE WHOLE STATE.>>RIGHT.>>AND WE GO OVER THAT.>>WE REALLY WANT STUDENTS TAKING THE MOST APPROPRIATE ASSESSMENT, BASED ON THEIR IEP. AND IF WHAT THEY SHOULD BE TAKING IS THE ALTERNATE ASSESSMENT, THEN THEY NEED TO TAKE THE ALTERNATE ASSESSMENT. HAVING A STUDENT SIT FOR THE GENERAL ASSESSMENT WHEN IT’S NOT APPROPRIATE, BASED ON THEIR IEP, IS UNETHICAL AND A WASTE OF EVERYONE’S TIME. SO WE WORK TOWARD THAT. AND THERE’S SOME TECHNICALITIES AROUND HOW WE DO IT. SO, TO YOUR POINT THOUGH, ARE KIDS CLUSTERED IN CERTAIN SCHOOLS? ARE THERE SCHOOLS WITH GREATER LEVELS OF IEPs? YES. AND HOW DOES THAT IMPACT WITH THIS LAW AND WITH OTHER LAWS? I THINK THAT’S AN EXCELLENT POINT.>>WHAT CAN WE DO ABOUT IT?>>DR. PRITCHETT.>>THAT’S A GOOD QUESTION.>>YOUR QUESTION. DR. PRITCHETT.>>THANK YOU. THANKS FOR THE PRESENTATION. BACK TO ONE OF THE FIRST SLIDES. TALKING ABOUT THE TIMELINESS OF GETTING THE RESULTS OUT, ET CETERA. IT’S MY UNDERSTANDING, KIND OF, BECAUSE I’VE GOT A COUPLE GRANDDAUGHTERS. PARENTS DID NOT RECEIVE THE OFFICIAL RESULTS UNTIL SCHOOL STARTED THIS YEAR. SO IF I LOOK AT THE LAW, THE READING LAW, THIS NEXT JUNE, ANY STUDENT WHO FALLS WITHIN THIS CUT SCORE LEVEL OF NOT REACHING PROFICIENCY, OR BEING A GRADE LEVEL BEHIND, OR HOWEVER WE’RE GOING TO DECIDE THAT, WILL RECEIVE NOTIFICATION– HAVE TO RECEIVE NOTIFICATION SOMETIME BY JUNE 30TH, IF I REMEMBER THE LAW. YET, THERE WILL BE OTHER PARENTS WHO WILL STILL BE IN A HOLDING PATTERN, WAITING FOR THEIR RESULTS. NOW IT’S NOT SOMETHING THAT PARENTS TALK ABOUT EVERY DAY OF THE WEEK AND GO, “OH, GEE, I WISH WE HAD M-STEP RESULTS.”>>WISH THEY DID.>>YEAH.>>MAYBE THIRD GRADERS.>>I GUESS I’M WONDERING, YOU KNOW, HOW IS THAT GOING TO BE HANDLED? OR IS THERE A PLAN TO TRY TO GET THOSE RESULTS OUT TO ALL PARENTS BY JUNE 1ST?>>SO, YOU’VE HIT RIGHT ON ONE OF THE THINGS THAT’S GIVEN US LOTS OF ANXIETY OVER THE LAST YEAR. BECAUSE THE DEADLINE, IF I REMEMBER RIGHT, IS ACTUALLY, LIKE, MAY 23RD OR SOMETHING, IN THE LEGISLATION. WHICH IS, TECHNICALLY, BEFORE WE’VE EVEN FINISHED TESTING. SO HOW TO MAKE THIS WORK HAS BEEN A CHALLENGE THAT WE’RE REALLY PARTNERING WITH CEPI ON. BECAUSE IN THE LAW, IT SAYS CEPI NEEDS TO SEND CERTIFIED MAIL HOME TO THE STUDENTS THAT ARE IDENTIFIED IN THAT 4.1%. WHAT WE’VE BEEN ABLE TO DO IS RUN SOME ANALYSIS TO SAY, FOR THIS PURPOSE, THESE PRELIMINARY RESULTS ARE GIVING US GOOD ENOUGH DATA FOR THESE LETTERS TO GO HOME. SO WE HAVE TO GET THESE LETTERS HOME. IS IT OUR IDEAL? NO. BUT IF WE HAVE TO MEET THIS MAY WHATEVER DEADLINE TO GET THESE LETTERS HOME FOR THESE 4.1% OF STUDENTS, THIS IS WHAT WE HAVE TO DO TO MEET THAT RULE. ARE WE ABLE TO MOVE UP THE PARENT REPORT THAT– IT GETS TO THE SCHOOL’S HANDS BEFORE LABOR DAY. HOW QUICK THE SCHOOL HANDS THEM OUT TO THE PARENTS IS UP TO THEM. NOT NECESSARILY. BECAUSE WE HAVE TO WAIT FOR SEVERAL OTHER COMPONENTS THAT FACTOR INTO THIS. ONE OF THE REASONS WE HAVE TO DO THAT IS, THERE’S STILL A LARGE WRITING AND ESSAY COMPONENT ON THE M-STEP. SO THAT TAKES TIME TO [ INDISTINCT ] WITH EDUCATORS AND THINGS AFTER THE FACT. THAT’S NOT NECESSARY TO COMPLETE THIS READ BY GRADE 3 CUT THAT WE’RE WORKING ON. SO, RIGHT NOW, THAT’S OUR PLAN. IS IT A PERFECT SOLUTION? NOT YET. BUT WE’RE WORKING WITH IT THAT WAY TO TRY TO SAY, WE HAVE THE ABILITY TO RUN SOME NUMBERS AND SEND THESE LETTERS BY MAY WHATEVER. SO WE WILL DO THAT WITH CEPI. AND WE’RE WORKING ON SOME COMMUNICATION PROCESSES AROUND THAT. AND THEN WE’LL HAVE TO DO OUR PARENT REPORTS AND OUR SCHOOL REPORTS IN OUR NORMAL TIMELINES BEFORE LABOR DAY. SO IT’S A CHALLENGE, BUT WE’RE TRYING TO DO THE BEST WE CAN TO MEET THE LETTER OF THE LAW. AND STILL MAKE SURE WE CAN GIVE OUT THE BEST PARENT REPORTS WE CAN AT THE END OF THE SUMMER.>>THANK YOU. MR. MCMILLIN.>>I JUST WANT TO UNDERSTAND. THE RESULTS OF THESE ASSESSMENTS THAT WE’RE GOING OVER ARE GOING TO BE USED FOR THE A TO F. I KNOW THAT WE’RE GOING TO TALK ABOUT THAT NEXT. BUT THESE ARE GOING TO BE USED ON THE A TO F IN SOME WAY. GROWTH, PROFICIENCY. NOW ALL THE SCHOOLS THOUGH– THERE’S 99% OF THE SCHOOLS ADMINISTER IT ONLINE. BUT TO BE VERY CLEAR, I MEAN, THEY WEREN’T ALL ADMINISTERED THE SAME WAY. YOU KNOW WHAT I MEAN? THERE WERE SOME THAT THE QUALITY OF COMPUTERS HAS NEVER BEEN SIGNIFICANTLY BETTER OR WORSE. IS THAT RIGHT? OR THE ABILITY OF KIDS ON COMPUTERS, THEIR COMPUTER SKILLS IN TAKING A TEST MIGHT HAVE BEEN SIGNIFICANTLY BETTER OR WORSE. ENVIRONMENT. I MEAN, YOU KNOW, THERE MIGHT HAVE BEEN– WE SAW KIDS TAKING TESTS IN LIBRARIES, PRACTICE STUFF, THAT WAS NOT CONDUCIVE TO BEING ABLE TO PAY ATTENTION. AND QUITE FRANKLY, THERE MAY BE KIDS THAT DON’T CARE, AND KIDS THAT DO CARE MORE IN CERTAIN– IN SOME AREAS. SO, I MEAN, YOU KNOW, I GUESS I JUST WANTED TO PUT IT A LITTLE BIT INTO CONTEXT THAT– AND WHAT A LOT OF US BELIEVE, THAT THESE TESTS ARE NOT NECESSARILY ALL THAT USEFUL TO BEGIN WITH. BUT THERE’S JUST A LOT OF– IT WASN’T DONE THE SAME WAY IN EVERY SCHOOL, WITH EVERY CHILD. YOU KNOW, I THINK THAT [ INDISTINCT ], RIGHT? SOME OF THE THINGS I’M TALKING ABOUT, IS THAT TRUE?>>YES, IN THE SENSE THAT ANY ASSESSMENT YOU GIVE, OF ANYTHING, THERE’S ERROR INVOLVED IN THE MEASUREMENT, RIGHT? NO MEASUREMENT IS PERFECT. WE DO– SCHOOLS GO THROUGH A LOT OF TRAINING TO GIVE– AND THERE’S A LOT OF REQUIREMENTS, WHICH IS ACTUALLY KIND OF WHAT MAKES STATE STANDARDIZED ASSESSMENT A LITTLE HARDER. ABOUT HOW YOU ADMINISTER IT, UNDER WHAT CONDITIONS. THERE’S SCRIPTS AND MANUALS. IT’S A STANDARDIZED PROCESS. YOU CALLED OUT SOME THINGS THAT, EVEN WITHIN A STANDARDIZED PROCESS, MIGHT BE LESS STANDARDIZED. THERE WAS NOISY TRUCKS OUTSIDE. THERE WAS… WHATEVER. SO THERE IS– DID EVERYBODY TAKE IT IN THE SAME ROOM, AT THE SAME TIME, UNDER THE EXACT SAME CONDITIONS? NO. THAT IS ACCURATE.>>AND I UNDERSTAND THAT WHEN YOU GET ENOUGH PEOPLE AND ENOUGH TAKERS, THAT THERE’S AVERAGES.>>SURE.>>HOWEVER, WHEN YOU HAVE– WHEN YOU’RE GOING TO BE GRADING AN F, OR A D, OR A C IN A PARTICULAR SCHOOL AND THAT SCHOOL HAD, YOU KNOW, LOUD NOISES OUTSIDE, I MEAN, THEN THE AVERAGES DON’T WORK OUT FOR THE SCHOOL. THAT SCHOOL– AND FOR ALL THE OTHER ITEMS. THE COMPUTERS, OTHER PROBLEMS– I MEAN, WHAT HAPPENS IF A SCHOOL LOSES POWER DURING THE– ANYWAY. AND THEN, ALSO, I JUST WANTED TO MAKE IT– I FOUND IT INTERESTING THAT AS WE GO THROUGH THESE, THE .3% IS NOT THAT BIG OF A DEAL. I UNDERSTAND THAT IT COULD SWAY. I MEAN, I SEE SOMETIMES THERE WERE BIG DROPS A FEW YEARS AGO, AND NOW THERE’S INCREASES. SO, YOU KNOW, THIS NOTION, AND DIVERT JUST BRIEFLY, BUT THIS NOTION THAT, YOU KNOW, GET RID OF THE STATE BOARD BECAUSE WE GOTTA HOLD THE GOVERNOR ACCOUNTABLE. WE NEED ONE PERSON HELD ACCOUNTABLE. ANYBODY THAT LOOKS AT THIS, THEY’RE NOT GOING TO SAY, OKAY, ELA FIFTH GRADERS DROPPED .3. SO YOU KNOW WHAT? WE NEED TO START INVESTING IN THOSE FIFTH GRADERS WHO ARE GOING TO BE IN SIXTH GRADE. AND GOING TO TRY TO– THESE THINGS ARE, YOU KNOW– AND EVEN– YOU KNOW, IT JUST IS NOT– AND SOME PEOPLE MIGHT SAY, WELL, IT’S GOOD FOR THE TRENDS. WELL, THE TRENDS FROM ONE GOVERNOR– YOU KNOW, A LOT OF THIS STUFF TAKES YEARS TO FILTER THROUGH AND ACTUALLY HAVE RESULTS. AND NOT ONLY THAT, BUT TRENDS TAKE YEARS. SO YOU’RE ONLY GOING TO HOLD A GOVERNOR ACCOUNTABLE FOR THE SECOND ELECTION. SO, I MEAN– SO I JUST– I’D LIKE TO JUST, AS WE LOOK AT THESE NUMBERS, AND I AGREE. I MEAN, WHAT ARE WE GOING TO DO WHEN SOMETHING WENT DOWN .2% IN ONE YEAR, BUT HAD GONE UP A COUPLE PERCENT IN PRIOR YEAR, AND DOWN– IT’S NOT LIKE WE’RE GOING TO CHANGE POLICY HERE TODAY BASED ON THESE RESULTS. AND THE ONE AREA WHERE THERE WAS SIGNIFICANT CHANGE, THERE’S PROBABLY A PROBLEM WITH THE GOVERNING BOARD. THE COLLEGE BOARD, WHICH HAS ALL KINDS OF PROBLEMS. FROM WHAT I UNDERSTAND. SO, IT’S JUST– I DON’T KNOW. I MEAN, AS WE’RE LISTENING TO THIS, I APPRECIATE IT. BUT, YOU KNOW, I’M JUST NOT SURE. IT’S NOT GOING TO CHANGE POLICY. YOU KNOW, WE CAN SPECULATE ON WHY THE THIRD AND FOURTH GRADERS. IT’S A FRUITION OF EARLY CHILDHOOD. BUT THEN IF THE NUMBERS GO DOWN, WE’RE GOING TO SAY SOMETHING ELSE NEXT YEAR. SO I DON’T KNOW. IT’S JUST– AS WE’RE GOING THROUGH– OKAY, THAT’S ALL. THAT’S ALL I WANT TO SAY. [ LAUGHTER ]>>THANK YOU. ANY OTHER BOARD MEMBERS WITH ANY OTHER QUESTIONS OR COMMENTS? DR. PRITCHETT, YOU HAVE THE BENEDICTION, AND A SHORT ONE AT THAT.>>THANK YOU. ONE QUICK QUESTION. I NOTICED NEXT YEAR THAT WE’RE BRINGING THE SAT, OR IT’S SCHEDULED ANYWAYS, FOR THE MONDAY AFTER THE FIRST FULL WEEK IN APRIL, WHEN MOST SCHOOLS IN MICHIGAN, AND I KNOW SOME DISTRICTS HAVE CHANGED THAT, ARE ON SPRING BREAK. AND I KNOW THAT’S GOING TO CONCERN, ESPECIALLY FROM HIGH SCHOOL PRINCIPALS. IS THERE ANY CHANCE THAT THAT CAN BE MOVED, EVEN TO THAT TUESDAY?>>I AM– IS THERE A CHANCE? I’M NOT GOING TO SAY IF THERE’S A CHANCE OR NOT. SHEILA IS WAVING AT ME.>>OH, HI SHEILA.>>PLEASE, YEAH.>>I HAVE BEEN IN COMMUNICATION WITH THE COLLEGE BOARD ON BEHALF OF MANY OF THE DISTRICTS [ INDISTINCT ] ASKED THAT THE SAT TESTING DATE BE CHANGED. I’VE BEEN TOLD THAT, AS A CONTRACT, THE TESTING DATE [ INDISTINCT ]. WE WILL BE EXPLORING WITH THE STATE TO ADMINISTER [ INDISTINCT ] AS A PART OF THEIR STATE [ INDISTINCT ] TO ALTER THE TESTING DATE [ INDISTINCT ] WE’VE HAD SIMILAR REQUESTS [ INDISTINCT ].>>THANK YOU.>>IT’S A VALID CONCERN. WE WOULD PREFER THAT THOSE BE MOVED FOR 2020. WE HOPE THAT THEY’LL BE MOVED FOR 2021. YOU’RE RIGHT. NEVER SAY NEVER. BUT IT APPEARS THAT THE DOOR IS CLOSING ON THAT ISSUE FOR 2020. IT’S MORE LIKELY FOR 2021. THAT WOULD HELP US OUT. THAT WOULD HELP US OUT IN A VARIETY OF DIFFERENT WAYS. JUST ONE OR TWO ADDITIONAL NOTES. NOTWITHSTANDING THE CONCERNS ABOUT VARIABILITY THAT MR. MCMILLIN RAISES IN TESTING PROTOCOL ACROSS SCHOOLS. ’18 VERSUS ’19 IS THE CLOSEST THING TO AN APPLES/APPLES COMPARISON THAT WE HAVE IN FIVE YEARS OF M-STEP. THAT’S IMPORTANT FOR THE BOARD TO UNDERSTAND AND, BY EXTENSION, FOR THE BROADER COMMUNITY TO UNDERSTAND. THERE WAS LESS CHANGE ACROSS YEARS THAN IN ANY TWO CONSECUTIVE YEARS IN THE FIVE YEAR SUITE OF M-STEP TESTING. THAT’S IMPORTANT. AND MR. MCMILLIN NOTES THE DECLINE FROM ’17 TO ’18, BUT THERE WAS A PROFOUND CHANGE IN THE TEST. THE PERFORMANCE TASKS WERE PULLED OUT OF FIFTH AND EIGHTH GRADE ELA. AND THE RESULTS PLUMMETED AS A RESULT OF THAT CHANGE. THAT’S ONE PIECE. TO MS. FECTEAU’S QUESTION ABOUT THE FINANCIAL COSTS OF TESTING, AND THE REIMBURSEMENT OF THOSE COSTS BY LOCAL SCHOOL DISTRICTS. WE ARE REIMBURSING FINANCIAL COSTS. THOSE ARE THE COSTS TO WHICH YOU REFER. WE ARE NOT REIMBURSING, NOR CAN WE REIMBURSE, THE OPPORTUNITY COSTS OF TESTING. AND THERE IS MOST ASSUREDLY AN OPPORTUNITY COST OF TESTING. THIS BOARD HAS RAISED THAT ISSUE IN THE PAST. AND WE HAVE SKINNIED BACK THE TEST, TO OUR CREDIT, OVER A PERIOD OF YEARS. THAT’S GOOD NEWS. WITH THE REDUCTION IN THE AMOUNT OF TESTING, COMES THE INCREASE IN THE AMOUNT OF INSTRUCTIONAL TIME. WE DO NOT WANT THE ASSESSMENT TAIL TO WAG THE INSTRUCTION DOG AT ALL, IF WE CAN AVOID IT IN THIS STATE. WE APPRECIATE YOUR PRESENTATION. WE COULD GO FOR ANOTHER HOUR OR TWO ON THIS RIVETING SUBJECT. THANK YOU, BOTH. THE NEXT ITEM ON THE COMMITTEE OF THE WHOLE AGENDA IS AN UPDATE ON ACCOUNTABILITY SYSTEMS. THIS PRESENTATION PROVIDES AN OVERVIEW OF MICHIGAN’S THREE SYSTEMS OF ACCOUNTABILITY, WITH PARTICULAR ATTENTION TO THE REQUIREMENTS AND IMPLEMENTATION OF PUBLIC ACT 601. THE SO-CALLED A THROUGH F LAW. MICHIGAN DEPARTMENT OF EDUCATION TEAM WILL PROVIDE A BRIEF OVERVIEW OF OUR PARENT DASHBOARD FOR SCHOOL TRANSPARENCY, WHICH YOU WORKED ON EXTENSIVELY. AND THE SCHOOL INDEX SYSTEM. AND THEN DISCUSS THE REQUIREMENTS OF THE PA 601 LAW, AS WELL AS THE POINTS OF DECISION MAKING DISCRETION ALLOWED BY THE LAW. OUR GOAL WITH THIS PRESENTATION IS TO ENGAGE THE BOARD IN A CONVERSATION REGARDING THESE SYSTEMS, AND THE A THROUGH F SYSTEM IN PARTICULAR. HERE TODAY, IN PART, BECAUSE SHE DIDN’T HAVE ENOUGH TIME ON THE LAST PRESENTATION AND SHE ENJOYS THESE PRESENTATIONS SO MUCH, IS DR. VENESSA KEESLER, DEPUTY SUPERINTENDENT, STUDENT AND SCHOOL SUPPORTS. AND MR. CHRIS JANZER, DIRECTOR OF EDUCATIONAL ASSESSMENT AND ACCOUNTABILITY. [ INDISTINCT ].>>THANK YOU, DR. RICE. AND THANK YOU, BOARD, FOR ALLOWING ME TO STAY AT THE TABLE FOR A SECOND PRESENTATION AND TALK ABOUT MY SECOND FAVORITE SUBJECT, ACCOUNTABILITY. AND MY DIVISION INCLUDES THINGS BEYOND ASSESSMENT AND ACCOUNTABILITY, BUT I USUALLY GET THE PRIVILEGE OF TALKING ABOUT THESE, WHICH I ENJOY. SO LIKE DR. RICE LED OFF TALKING ABOUT, WE WANT TO SPEND A LITTLE BIT OF TIME TODAY TALKING ABOUT MICHIGAN’S ACCOUNTABILITY LANDSCAPE AS AN ENTIRETY. ALTHOUGH THE PRESENTATION WILL FOCUS A LOT ON PA 601, THE A TO F LAW, WE WANTED TO TAKE A MOMENT AND TALK ABOUT OUR THREE SYSTEMS AND HOW THEY INTERACT. THE FIRST COMPONENT, AND REALLY WHAT WE WOULD SAY IS THE FLAGSHIP COMPONENT OF THE SYSTEM, IS OUR PARENT DASHBOARD FOR SCHOOL TRANSPARENCY. AS YOU ALL REMEMBER, BECAUSE WE CO-DEVELOPED IT TOGETHER OVER A MULTI-MONTH, A YEAR LONG PROCESS REALLY, THIS WAS LAUNCHED IN JANUARY 2018. AND IT PROVIDES THIS LARGE AMOUNT OF INFORMATION TO PARENTS IN A TRANSPARENT WAY. IT DOESN’T HAVE LABELS OR JUDGMENTS. AND IT ALLOWS PARENTS TO GO AND SAY, “WHAT DO I WANT TO KNOW ABOUT THIS SCHOOL AND WHAT JUDGMENTS DO I WANT TO MAKE?” ANOTHER SLIDE CELEBRATING THE DASHBOARD A LITTLE BIT FURTHER. THE SECOND PART OF OUR ACCOUNTABILITY SYSTEM DEVELOPED AROUND THE SAME TIME AS THE PARENT DASHBOARD UNDER OUR “EVERY STUDENT SUCCEEDS ACT” NEGOTIATIONS, THE MANY MONTHS OF THAT. THE SECOND PART OF OUR ACCOUNTABILITY SYSTEM WAS THE SCHOOL INDEX SYSTEM. AND AGAIN, WE’RE GOING TO SPEND MORE TIME IN FUTURE SLIDES ON THIS ONE. SO HERE I WILL JUST REMIND US THAT IT WAS DEVELOPED DURING ESSA AS THE PART OF THE SYSTEM THAT MET THE FEDERAL REQUIREMENTS AROUND ACCOUNTABILITY. THE FEDS HAD CERTAIN THINGS OUR ACCOUNTABILITY SYSTEM HAD TO DO. WE WANTED TO FIGURE OUT A SYSTEM THAT DID THOSE AND ALLOWED US TO IDENTIFY SCHOOLS IN NEED OF ADDITIONAL SUPPORT. SO THAT’S REALLY THE MAIN USE OF THE INDEX IS TO HELP US DRIVE ADDITIONAL SUPPORTS THROUGH THE PARTNERSHIP DISTRICT MODEL PRIMARILY. THEN THE THIRD SYSTEM THAT IS NOW GOING TO BE PART OF OUR ACCOUNTABILITY LANDSCAPE IS PA601, THE A-F LAW WHICH WAS PASSED IN DECEMBER. AND LIKE I SAID, WILL BE THE MAJOR FOCUS OF TODAY’S PRESENTATION. BUT BEFORE WE GET THERE LET’S TAKE JUST A MINUTE AND CELEBRATE WHERE WE ARE AT WITH THE PARENT DASHBOARD. IT HAS REALLY BEEN THE MOST SUCCESSFUL WEBSITE OR TOOL THAT THE DEPARTMENT HAS PUT UP WITH DATA. THAT MAY BE A LOW BAR, CONSIDERING OUR DIFFERENT TOOLS WE’VE PUT UP OVER THE YEARS. I HAVE HELPED PUT THEM UP. BUT IT’S WILDLY OUTPERFORMED, I THINK OUR EXPECTATIONS. SO WE HAD 1.5 MILLION VIEWS IN 18 MONTHS AND YOU SENT INFORMATION?>>YEAH, I JUST GOT SOMETHING FROM OUR PARTNERS OVER AT [INDISTINCT] TODAY. THEY PROVIDE US MONTHLY UPDATES TO VIEWS ON MY SCHOOL DATA. AND I WANT TO SAY, SO AUGUST OF 2019 WAS PROBABLY THE SECOND LARGEST MONTH IN TERMS OF PAGE VIEWS THAT WE’VE HAD SINCE WE IMPLEMENTED IT AND WE’VE HAD ALMOST 160,000 PAGE VIEWS IN AUGUST. WHICH IS TREMENDOUS FOR STAGE ON MY SCHOOL DATA.>>SO IT’S BEING USED, IT’S EASY TO USE, IT HAS REALLY VERSATILE SEARCH FUNCTIONS. AGAIN, WE SO APPRECIATE THE PARTNERSHIP OF THE BOARD THROUGHOUT THE DEVELOPMENT OF THIS TO HELP US GET IT RIGHT. GET IT RIGHT FOR ALL OF OUR CONSUMERS, ALL OF OUR STAKEHOLDERS, AND THE PARTNERSHIP OF PARENTS WHO WORKED WITH US ON THIS. THE DASHBOARD LETS US PRESENT THE SCHOOL PERFORMANCE RELATIVE TO SIMILAR SCHOOLS SO WE CAN– WE USED THAT TWICE THIS WEEK TO LOOK THAT UP MYSELF. BECAUSE IT’S INTERESTING TO KNOW HOW A SCHOOL COMPARES TO SCHOOLS THAT ARE SIMILAR TO IT. AND, AGAIN, THE KEY PART OF THE DASHBOARD IS WE’VE WORKED TOGETHER TO FIND A WAY TO PUT UP A LOT OF INFORMATION ABOUT SCHOOLS THAT ARE OF INTEREST TO PARENTS AND DIFFERENT STAKEHOLDERS, BUT CREATE AN INTERFACE WHERE THE PARENT CAN DECIDE OR THE STAKEHOLDER CAN DECIDE WHICH FACTORS ARE IMPORTANT. AND THEY CAN GET THAT CLEAR DATA EASILY AND MAKE THEIR OWN JUDGEMENTS. SO, WE ARE REALLY EXCITED ABOUT THE DASHBOARD. SECOND PART OF THIS SYSTEM IS THE INDEX. AGAIN, THE MOST IMPORTANT PART OF THE INDEX IS IT ALLOWS US TO CHECK THE BOX IN OUR FEDERAL ACCOUNTABILITY SYSTEM AND DO WHAT WE’RE REQUIRED TO DO THERE. AND HELP US DRIVE SUPPORTS. BUT WE DON’T TEND TO TALK A LOT ABOUT THE INDEX. WE WANT PEOPLE LOOKING AT THE DASHBOARD FOR INFORMATION, NOT NECESSARILY THE INDEX. MICHIGAN HAD A TIME WHEN IT WAS ALL ABOUT THE LABELING AND WE WANT TO MOVE AWAY FROM THAT. WE’VE TALKED ABOUT THAT IN THE CONTEXT OF ESSA, THAT IT’S ACTUALLY NOT ABOUT LABELING AT ALL. IT’S ABOUT INFORMATION AND ABOUT SUPPORTING SCHOOLS AND DISTRICTS. SO WE RUN THE INDEX, WE GIVE IT OUT, BUT IT IS NOT SOMETHING THAT WE DRIVE A LOT OF ATTENTION TO BECAUSE WE WANT PEOPLE LOOKING AT THE DASHBOARD. JUST A COUPLE THINGS ABOUT THE INDEX, SCHOOLS RECEIVE CREDIT IN EACH AREA BASED ON THE DEGREE TO WHICH THEY MEET A TARGET. SO THEY HAVE A TARGET AND HOW CLOSE THEY GET TO IT, THEY GET POINTS FOR THAT. THEY DO GET AN OVERALL INDEX VALUE THAT RANGES FROM 0-100. AND THEN THEY GET INDEX VALUES IN EACH INDIVIDUAL AREA. AND THEN LIKE I SAID, WE USE THIS– SCHOOLS WITH LOW INDEX VALUES ARE IDENTIFIED AS ONE OF THESE THREE LOW PERFORMING SCHOOL TYPES THAT ESSA LAW REQUIRES US TO IDENTIFY. THIS WEIGHTING SHOULD LOOK FAMILIAR TO YOU BUT PERHAPS NOT. SO JUST TO REST HERE FOR A MINUTE AND TALK ABOUT IT, THIS IS HOW WE TAKE THE COMPONENTS OF THE INDEX SYSTEM AND SUM THEM UP INTO THAT 0-100 LABEL INDICATOR. SO, STUDENT GROWTH IS WEIGHTED THE HIGHEST IN THIS OVERALL INDICATOR, THAT AGAIN WE NEGOTIATED AND DISCUSSED IN THE ESSA PROCESS A LOT. THE IMPORTANCE OF PRIVILEGING GROWTH ABOVE PROFICIENCY. PROFICIENCY COMES IN NEXT AT 29%. AND THEN THE NEXT COMPONENT IS SCHOOL QUALITY, STUDENT SUCCESS AND YOU SEE BELOW, YOU LIST OFF WHAT’S IN THERE. WE’D LOVE TO COME TALK TO THE BOARD ABOUT SOME OF THESE DATA POINTS OUTSIDE OF THE CONTEXT OF ACCOUNTABILITY SOON. ESPECIALLY POST-SECONDARY ENROLLMENT. AND ACCESS TO ADVANCED COURSE WORK WE THINK MIGHT BE PARTICULARLY INTERESTING TO THE BOARD.>>TO BE CLEAR ON THIS IF I CAN, BECAUSE I DON’T WANT TO GO THROUGH EVERYTHING ELSE. BUT THIS– CAN I JUST– WE TALKED BRIEFLY ABOUT THIS. CAN I JUST INTERRUPT FOR-? THIS IMPACT SYSTEM IS NOT SOMETHING THAT THIS BOARD WRESTLED WITH AS FAR AS THE WEIGHTING. [INDISTINCT] BEFORE WE SWITCHED TO THE DASHBOARD, IT WAS FLASHED UP THERE SOME WEIGHTING, MAYBE EVEN THESE NUMBERS. AND WE ALL KINDA SAID THIS IS NOT WHAT WE WANNA GET INTO. IT HELPED FACILITATE US OR MOVE US TOWARDS THE DASHBOARD. SAYING THAT IT’S THE NUMBER 34 OR 38 OR 26 OR 12 OR WHAT IS THIS? AND IF I RECALL RIGHT. AND THEN AFTER WE DID THE DASHBOARD, I DON’T EVER REMEMBER THIS COMING BACK BEFORE US. AND SAYING, “OKAY, WE STILL NEED TO “DO THE INDEX SYSTEM “AND LET’S WRESTLE–” MAYBE THEY DIDN’T WANT TO TALK MUCH ABOUT IT OR WHATEVER. I MEAN, FROM WHAT I UNDERSTAND, THE ESSA REQUIRES THAT GROWTH AND PROFICIENCY [INDISTINCT] THE MAJORITY. WELL, I WOULD WANT IT AT 50.1%, NOT 63% WHICH IS WHERE IT IS NOW. SO IF I WOULD HAVE BEEN ABLE TO WEIGH IN ON THIS, IT WOULD LOOK DIFFERENT FROM WHAT IT IS NOW. SO JUST FOR THE RECORD, WE– AND I’M NOT SURE THAT WE SHOULDN’T HAVE. I MEAN, MAYBE– MY GUT TELLS ME WE SHOULD HAVE HAD THIS BEFORE US AND APPROVED [INDISTINCT] 8 OR 9 MONTHS AGO. SOME OF US, INCLUDING MYSELF, GOT ASKED ABOUT HOW COME THERE’S A’S AND B’S AND NUMBERS. AND HOW COME THIS SCHOOL IS 89% AND THIS IS 98%. AND PEOPLE ARE TALKING ABOUT IT. IT WAS THE FIRST TIME I THINK I REMEMBERED THE INDEX SYSTEM. SO, YOU KNOW, I DON’T KNOW IF THERE WAS DISCUSSION BEFORE I GOT HERE ABOUT THE ESSA AND WEIGHTING IT. BUT WHEN WE SWITCHED TO THE PARENT DASHBOARD, WE DIDN’T GET ANY OF THIS. AND I THINK PERHAPS WE SHOULD– I DON’T KNOW IF IT’S TOO LATE. BUT AT SOME POINT I DO THINK. ESPECIALLY IF IT’S NOW BECOMING A LITTLE MORE PROMINENT BECAUSE OF THE THIRD SYSTEM. AND NOW [INDISTINCT]. JUST WANNA THROW THAT OUT.>>OKAY, THANK YOU.>>THANK YOU. AND I ACTUALLY PLANNED ON WALKING THROUGH THIS CHART AND PAUSING FOR A MINUTE TO ANSWER ANY QUESTIONS ABOUT THE INDEX. SO THIS WAS A TIMELY ADDITION TO THE PRESENTATION.>>WE CAN ASK QUESTIONS THEN?>>YES.>>SO THE WEIGHT IS ONE THING BUT THE ALGORITHM THAT GOES INTO DETERMINING WHAT CONSTITUTES STUDENT GROWTH IS ANOTHER. THAT’S THE PART THAT I DON’T THINK ANYONE AT THIS TABLE OR PROBABLY OUTSIDE OF THIS BUILDING COULD EXPLAIN TO ANYONE. SO CAN YOU KIND OF GIVE AN OVERVIEW ON HOW THAT SYSTEM WORKS?>>YEP, I WOULD BE HAPPY TO. AND CHRIS IS GOING TO HELP ME IF I NEED IT. SO WHEN YOU DO STUDENT GROWTH WE ARE TALKING ABOUT INDIVIDUAL STUDENT LEVEL GROWTH WHERE HOW STUDENT’S PERFORMANCE CHANGE FROM 3rd GRADE TO 4th GRADE. WE USE SOMETHING CALLED THE STUDENT GROWTH PERCENTILE. WE ACTUALLY LOOK AT THAT, FROM THAT WE DERIVE AN ADEQUATE GROWTH PERCENTILE. DID THEY MAKE ENOUGH GROWTH TO GET PROFICIENCY WITHIN A NUMBER OF YEARS. WHEN DID WE START USING THIS AS A SYSTEM? WHEN WE SWITCHED TO M-STEP. BEFORE THAT WE’D USED A DIFFERENT THING THAT LOOKED AT HOW STUDENTS CHANGED IN CATEGORIES. BUT I THINK YOUR POINT, CASSANDRA, ABOUT THAT STUDENT GROWTH IS A COMPLICATED THING TO TALK ABOUT. THE MEASUREMENT OF IT IS VERY, VERY ACCURATE. AND SO, IN THIS MODEL WE USE THOSE INDIVIDUAL GROWTH PERCENTILES, ADEQUATE GROWTH, AND WE LOOK AT THE NUMBER OF STUDENTS WITHIN A SCHOOL WHO MADE THAT ADEQUATE GROWTH. DO YOU WANT TO ADD ANYTHING TO MY EXPLANATION?>>THAT’S KIND OF IT AT A HIGH LEVEL. DOES THAT HELP, OR? [INDISTINCT]>>I GUESS MY POINT IS THIS IS WHY I HAVE SUCH A PROBLEM WITH NUMBERS AND LETTERS. BECAUSE YOU CAN’T– IF I WERE A PARENT AND I LOOKED AT MY SCHOOL AND GOT A, YOU KNOW, 89 OR 890 WHATEVER THE NUMBER IS, I HAVE NO IDEA WHAT THAT MEANS. AND WHY I SHOULD CARE AND HOW IMPORTANT IT MIGHT BE. I GUESS THAT’S JUST WHY– I DON’T THINK YOU’RE GONNA BE ABLE TO EXPLAIN IT TO ME AT THIS TABLE BECAUSE I STILL WILL NOT UNDERSTAND IT. AND IF I DON’T UNDERSTAND IT, I GUARANTEE YOU 99% OF THE PEOPLE OUT THERE AREN’T GOING TO UNDERSTAND IT.>>THANK YOU. I THINK YOUR POINT IS WELL TAKEN, I THINK THAT WAS THE LOGIC BEHIND THE PARENT DASHBOARD. PUT OUT THE WIDEST RANGE OF DATA, LET PEOPLE DECIDE WHAT IS IMPORTANT TO THEM. LET PEOPLE DIG DOWN, DRILL DOWN INTO THAT DATA TO THE EXTENT THAT THEY WANT. AND MAKE DETERMINATIONS ABOUT HOW THEY ARE GOING TO SELECT THEIR CHILDREN’S SCHOOLS BASED ON THAT DATA. THAT’S THE WISEST DECISION, THAT WAS THE DECISION THAT THE BOARD MADE. THE BOARD THOUGH, OF COURSE, IS AWARE THAT AN ESSA APPROVED PLAN COULD NOT BE A PARENT DASHBOARD. AND THAT WE HAD TO PUT SOMETHING TOGETHER THAT WAS ESSA APPROVABLE AND THAT WAS THE [INDISTINCT] SYSTEM.>>YES. BUT HOW DO WE, AS A BOARD, KNOW THAT THE ALGORITHMS GOING INTO THIS ARE THE APPROPRIATE ALGORITHMS? I DO NOT THINK THERE IS ANY WAY WE CAN KNOW THAT. AND IF WE CAN’T KNOW THAT, THEN MOST PEOPLE AREN’T GOING TO KNOW THAT EITHER.>>I DON’T DISAGREE WITH YOU AT ALL. IT GOES TO THE VERY CORE OF THE LOGIC OF THESE SYSTEMS. TO THE VERY CORE OF THE LOGIC OF THE SYSTEMS THAT’S REQUIRED IN ONE WAY, SHAPE OR FORM, UNDER THE FEDERAL “EVERY STUDENT SUCCEEDS ACT.” MS. [INDISTINCT].>>[INDISTINCT] THE SUPERINTENDENTS, THE LOCAL LEVEL WITHIN THE INDEX SYSTEM. ONCE YOU HAVE INFORMATION, HOW DOES THAT INFORM THEM AS THEY MAKE CHOICES. AT THE LOCAL LEVEL, RIGHT? THAT YOU DON’T MAKE, THAT WE DON’T MAKE. AND WOULD YOU SAY TO CASSANDRA’S POINT THAT THEY UNDERSTAND THE ALGORITHM? DO THEY FEEL COMFORTABLE WORKING WITH YOU AND UNDERSTANDING THE INDEX AND IMPLEMENTING SOLUTION LOCALLY.>>I APPRECIATE THAT QUESTION. SO WE IN GENERAL WITH THE ACCOUNTABILITY SYSTEMS. AND AGAIN WITH THE SUPERINTENDENTS WE HAVE SPENT A LOT OF EFFORT ON THE DASHBOARD. USE THE DASHBOARD. COMMUNICATE ABOUT THE DASHBOARD TO YOUR PARENTS. THIS IS THE TOOL THAT WE WANT YOU USING THE MOST. YOU ARE GOING TO RECEIVE THIS INDEX SCORE. CHRIS AND HIS TEAM HAVE DEVELOPED A LARGE TEAM OF RESOURCES. ONE PAGERS, POWER POINTS, THINGS TO HELP EXPLAIN IT. THEY SPENT A LOT OF TIME THROUGHOUT THE YEAR OUT DOING PRESENTATIONS, VISITS, THEY TAKE LOTS OF CALLS. WE ASK THAT LOCAL DISTRICTS LOOK AT THE INDEX AND UNDERSTAND THEIR STRENGTHS AND WEAKNESSES, BUT WE ALWAYS ENCOURAGE THEM TO USE IT IN THE CONTEXT OF A LARGER AMOUNT OF DATA. WE WORK CLOSELY WITH THE SUPERINTENDENTS OF PARTNERSHIP DISTRICTS BUT AGAIN, THAT’S BROADER THAN JUST THE INDEX. THE INDEX IS REALLY JUST THE TRIGGER THAT MIGHT HAVE SAID “HEY, YOU ARE GOING TO BE “A PARTNERSHIP DISTRICT.” AND THERE’S OTHER TRIGGERS TOO. BUT THEN WE LOOK AT YOUR INDEX AND ALSO WE’RE GOING TO DO A MUCH MORE COMPREHENSIVE REVIEW OF DATA THAT’S NOT IN THE INDEX WITH YOU TO HELP YOU DRIVE. SO WE DO SUPPORT THEM BUT WE TRY TO DO IT IN THE CONTEXT OF THIS IS ONE PIECE OF INFORMATION ABOUT YOUR SCHOOL.>>THANK YOU VERY MUCH.>>YES?>>I WAS JUST GONNA ADD, AS WE GET MORE YEARS UNDER OUR BELT, MORE EXPERIENCED BOTH IN THE FIELD TOO. PEOPLE WHEN, IT’S NEW– IT’S NEW FOR EVERYONE, IT’S NEW FOR US, TOO. WE HAVE FOUND THE NUMBER OF TECHNICAL SUPPORT CALLS THAT MY TEAM GETS HAS DRASTICALLY DROPPED OVER THE LAST COUPLE OF YEARS. AS PEOPLE BECOME– PEOPLE BEING PRINCIPALS, ACCOUNTABILITY PEOPLE WITHIN THE DISTRICTS. AS THEY BECOME MORE USED TO THE WAY THE INDEX SYSTEM WORKS AND ALL THAT SORT OF STUFF, YEAH.>>MS. TILLEY, DR. PRITCHETT, MR. MCMILLIN.>>THE SCHOOLS THAT DON’T HAVE ENGLISH LEARNERS– IS THAT JUST EXCLUDED?>>YES, SO WELL, IF ANY SCHOOL DOESN’T HAVE A CATEGORY, YOU TAKE THE WEIGHTS IN THAT CATEGORY AND THEY REDISTRIBUTE INTO THE OTHER CATEGORY. YEP.>>THANK YOU. DR. PRITCHETT.>>THANK YOU. THE INDEX, IS IT ON THE DASHBOARD OR CAN IT BE FOUND ON THE DASHBOARD?>>IT’S NOT ON THE DASHBOARD. THERE’S A LITTLE TAB OVER ON THE SIDE THAT YOU CAN GET TO IT, BUT IT’S NOT ON THE DASHBOARD.>>OKAY.>>SO THAT NUMBER DOES NOT SHOW UP IN THE CONTEXT OF THE DASHBOARD.>>ALL RIGHT.>>THANK YOU.>>THANK YOU. MR. MCMILLIN.>>TO OUR PRESIDENT’S POINT, YOU KNOW GROWTH– I USED TO BE A BIG FAN OF GROWTH WHEN I UNDERSTOOD IT WAS A CHILD THAT WAS 20% PROFICIENT GETS TO 22 IS A 10% GROWTH. BUT THAT’S NOT HOW GROWTH IS MEASURED. IT’S MEASURED AT A SCHOOL THAT HAS 98% PROFICIENT [INDISTINCT] AND THEY SLIP BADLY. THEY SLIP DOWN TO 94%. THEY’RE STILL GRADED AS HIGH GROWTH EVEN THOUGH THEY WENT BACKWARDS BECAUSE THEIR TRAJECTORY IS NOT GONNA GO BELOW PROFICIENCY. NUMBER FOUR BELOW AT 60-70% OF SOMETHING, ISN’T THAT CORRECT?>>SO, IN THE OLD SYSTEM THAT WOULD HAVE BEEN CORRECT BUT THE WAY THE GROWTH MODEL WORKS NOW IS IT LOOKS ACROSS THE ENTIRE SPECTRUM. SO HIGH PERFORMING SCHOOLS THAT START DECLINING WILL ACTUALLY NOT GET CREDIT UNDER OUR GROWTH MODEL FOR THAT.>>THAT’S NOT HOW IT WAS EXPLAINED JUST A FEW MINUTES AGO WHEN WE WERE TALKING ABOUT IT. AND THEN A SCHOOL THAT HAS 20% PROFICIENCY AND THEIR COHORT GETS TO 22% IS THAT IF THEY’RE NOT ON THE TRAJECTORY TO GET TO PROFICIENT, [INDISTINCT] AND THEN THAT’S NOT REALLY GOOD GROWTH. THAT’S NOT SUFFICIENT GROWTH. [INDISTINCT].>>THERE IS A MEASURE OF SUFFICIENCY BUILT INTO THE MODEL SO YES, YOU HAVE TO DEMONSTRATE WHAT IS CALLED ADEQUATE GROWTH. THAT IS SORT OF TO GET TO PROFICIENCY IN A CERTAIN TIME FRAME. I MEAN, IT COULD BE 10% GROWTH, IT COULD BE TREMENDOUS GROWTH BUT IT’S NOT ENOUGH. AND SO THE DON’T GET [INDISTINCT] IT’S ENOUGH FOR THE SCHOOL, IT’S ENOUGH [INDISTINCT]. I MEAN, WHEN WE TALKED ABOUT THIS OVER SOME PHONE CALL WE HAD, I COULD HAVE SWORN THAT IT WAS THE REAL HIGH LEVEL POSITION. 98% IF THEY SLIP BACKWARDS. AS LONG AS THEY DON’T SLIP BACK TOO MUCH, UM, THEY WILL STILL SHOW THAT AS POSITIVE. GOOD GROWTH.>>SO LET ME TRY TO EXPAND ON WHAT CHRIS SAID, AND AGAIN YOU CAN TELL ME IF I’M WRONG. TO HAVE A DECLINE IN PROFICIENCY MEANS THAT AT A STUDENT LEVEL SOME STUDENTS DIDN’T MAINTAIN WHERE THEY WERE. THEY DID WORSE IN THE FOLLOWING YEAR THAN THEY DID BEFORE. SO THAT STUDENT DOESN’T COUNT AS GROWING ANYMORE ‘CAUSE THEY DID WORSE. SO THEN WHEN YOU GO TO LOOK AT HOW MANY KIDS HAD THEIR ADEQUATE GROWTH, THOSE KIDS DIDN’T. IF THEY DIDN’T AT LEAST STAY WHERE THEY WERE. SO THAT’S WHAT I THINK CHRIS IS SAYING. IF A CHILD STAYS PROFICIENT BUT DOESN’T– YOU GO FROM ADVANCED TO PROFICIENT, LET’S SAY. IT DOESN’T COUNT AS GROWING WHICH IS SOMETIMES CONTROVERSIAL AS WELL. RIGHT? THEY’RE STILL PROFICIENT SO WHY SHOULDN’T WE GET CREDIT FOR THEM. BUT IF YOU’RE LOOKING AT GROWTH ONLY, IT’S ABOUT DID THE STUDENT MAKE ENOUGH GROWTH TO GET TO PROFICIENT?>>I’M GONNA NEED TO UNDERSTAND MORE ABOUT THIS CALCULATION BECAUSE IT SOUNDS LIKE A META CHANGE. AND THEN FINALLY, THE PROFICIENCY WE JUST HEARD IS NOT AT GRADE LEVEL. SO, YOU KNOW THE WHOLE [INDISTINCT] 50% MORE PROFICIENT BUT YOU ONLY HAD 5% ARE NOT AT GRADE LEVEL. AND SO PROFICIENCY DOESN’T EVEN [INDISTINCT]. SO I MEAN JUST THE GROWTH NUMBERS, THE PROFICIENCY NUMBERS, WHO KNOWS WHAT THEY MEAN? AND WHETHER THEY CAN BE CHANGED IN THE DEFINITION, CHANGED ANOTHER WAY.>>IT IS A COMPLICATED AREA. AND IT IS WITH PERIL THAT WE MAKE HIGH STAKES DECISIONS BASED ON THIS COMPLICATED AREA.>>WELL, AND NOT ONLY THAT BUT I WOULD ALSO– SORRY. WHEN WE GET TO A-F THE WAY THAT THESE THINGS CAN CHANGE I THINK IS IMPORTANT TO MAYBE INTRODUCE SOME OTHER WAYS OF LOOKING AT AND ASSIGN MAYBE A FEW OTHER LEVEL GRADES WITH FEWER CATEGORIES. RIGHT NOW IT JUST SEEMS TO ME THE [INDISTINCT] IS AGAINST THE TEACHER AND THE SCHOOL IN A HIGH POVERTY AREA. YOU KNOW, IT’S HARDER FOR THEM TO GET GOOD GROWTH AND PROFICIENCY THE WAY THE MODEL IS CURRENTLY MADE. AND MAYBE IT’S MADE TO SHOW IF THERE’S GROWTH THEN THAT’S A GOOD THING. MAYBE THAT’S A WAY TO GIVE THEM AN “A.”>>AND THAT IS A GREAT SEGUE TO THE REST OF THE PRESENTATION. I APPRECIATE THAT MR. [INDISTINCT] AND IF WE COULD FINISH THE PRESENTATION, THAT WOULD BE GREAT.>>I’M GONNA BE THE FIRST ONE TO ASK A QUESTION.>>YOU BET. THANK YOU. [ LAUGHTER ]>>OKAY, SO THANK YOU FOR THAT DISCUSSION, WE LOOK FORWARD TO CONTINUING OUR CONVERSATION. MOVING INTO THE A-F LAW ITSELF. I’M GONNA DO A LITTLE BIT MORE AND THEN CHRIS IS GOING TO TAKE YOU THROUGH THE GUTS OF THIS. SO AS WE ALL KNOW, THIS LAW SIGNED INTO LAW IN DECEMBER OF 2018 DURING LAME DUCK. THE BOARD WAS VOCAL ABOUT NOT SIGNING IT, THE DEPARTMENT WAS AS WELL BUT IT IS HERE. AND SO THE DEPARTMENT HAS BEEN GIFTED WITH THE OPPORTUNITY TO WORK THROUGH IMPLEMENTATION OF THIS LEGISLATION. THE LEGISLATION HAS SOME REQUIREMENTS, ALL OF WHICH WE’LL TALK ABOUT IN GREATER DETAIL BUT THE KEY IS THESE FIVE ANNUAL LETTER GRADES AND THREE RANKING LABELS ON COMPONENTS OF A SCHOOL’S PERFORMANCE FOR ALL PUBLIC SCHOOLS. IT DOES NOT HAVE ONE OVERALL GRADE SO THAT’S BEEN A BIT OF A MISNOMER. SOME PEOPLE THINK IT DOES BUT IT DOES NOT. THERE ARE REQUIREMENTS AROUND IDENTIFYING HIGH ACHIEVING AND LOW ACHIEVING SCHOOLS AND SCHOOLS WITH SUBGROUPS THAT IS AKIN TO WHAT ESSA REQUIRES. IT EXCLUDES ALTERNATIVE EDUCATION CAMPUSES FROM LETTER GRADES AND RANKINGS. WE DON’T PLAN TO TALK A LOT ABOUT THAT TODAY JUST BECAUSE OF THE DEPTH OF THE PRESENTATION BUT WE’RE HAPPY TO HAVE A FURTHER CONVERSATION ON THAT. AND THEN THE LAW REQUIRES THIS PEER REVIEW PANEL. IT CONSISTS OF FIVE PEOPLE NOMINATED BY THE LEGISLATURE AND THE GOVERNOR. AND THEY HAVE THIS RESPONSIBILITY TO REVIEW AND SUBMIT FINDINGS TO THE STATE DEPARTMENT OF EDUCATION AND THE STATE LEGISLATURE. SO AGAIN AS WE MOVE THROUGH IMPLEMENTATION HERE ARE SOME GUIDING PRINCIPLES THAT WE AS A DEPARTMENT HAVE BEEN TRYING TO USE. THE FIRST ONE MIGHT SOUND SIMPLE BUT WE NEED TO STATE IT. THE FIRST IS TO IMPLEMENT THE LAW. SO, IN MANY CASES, PA601 HAS PRETTY PRESCRIPTIVE REQUIREMENTS. IT SAYS THIS IS WHAT YOU HAVE TO DO. SO IN THAT CASE WE NEED TO DO WHAT THE LAW SAYS. BUT THEN PLACES WHERE IT’S NOT PRESCRIPTIVE WE’VE TRIED TO USE A COUPLE GUIDING PRINCIPLES. ONE IS TO REUSE EXISTING POLICIES, PRACTICES AND PROCEDURES THAT WE’RE ALREADY USING IN PLACES LIKE THE PARENT DASHBOARD. SO THAT THERE’S NOT DIFFERENT WAYS, DIFFERENT WORDS THAT MEAN DIFFERENT THINGS DEPENDING ON IF YOU’RE IN THE DASHBOARD OR IF YOU’RE IN THE A-F. TRYING TO MAKE IT AS SIMPLE FOR PARENTS AND THE GENERAL PUBLIC AS POSSIBLE KNOWING THAT IS A HIGH BAR BECAUSE NOW THERE’S THREE SYSTEMS OUT THERE AND THAT IS CONFUSING. BUT IF WE CAN AT LEAST HAVE WORDS MEAN THE SAME THINGS AND USE SIMILAR RULES, WE HOPE THAT WILL REDUCE CONFUSION. BUT TO GUIDE THE REST OF OUR DISCUSSION HERE, WE WANT TO TALK ABOUT THESE THREE BUCKETS OF IMPLEMENTATION DECISIONS. BUCKET ONE IS IF THE LAW SAYS IT, THAT’S WHAT IT SAYS, THAT NEEDS TO BE IMPLEMENTED. AND THERE’S A SECOND BUCKET WHICH I THINK THIS IS SOME OF WHAT MAYBE MR. MCMILLIN AND DR. ULBRICH WERE CALLING OUT IS THE BUCKET TO THINGS THAT ARE ALIGNED WITH ESSA. SO HOW WE DO IT ON THE PARENT DASHBOARD, HOW WE DO IT ON THE SCHOOL INDEX. THERE IS THE OPTION TO DO IT DIFFERENTLY IN THE CONTEXT OF 601. THOSE ARE STILL DECISION POINTS, BUT THEY’RE OF A DIFFERENT LEVEL THAN THE THIRD BUCKET WHICH IS WHERE THERE IS DECISION MAKING DISCRETIONS. THERE NEEDS TO BE A DECISION AND WE DON’T HAVE A PRIOR PRACTICE OR LAW TO TELL US WHAT IT MIGHT NEED TO BE.>>OKAY, THANK YOU DR. [INDISTINCT]. SO I’M GOING TO WALK US THROUGH WHAT WILL GENERATE A LETTER GRADE OR A RANK IN THE [INDISTINCT] SYSTEM. FIRST UP WE HAVE STUDENT PROFICIENCY IN BOTH MATH AND ENGLISH LANGUAGE ARTS. THAT IS SPECIFIED IN THE LAW ITSELF. WHERE WE WERE TRYING TO ALIGN WITH EXISTING SYSTEMS AND PRACTICES THE STUDENTS THAT WOULD BE INCLUDED IN THAT CALCULATION WOULD BE ENROLLED IN THE SCHOOL FOR WHAT IS CALLED A FULL ACADEMIC YEAR. THAT’S TO MAKE SURE THAT THE SCHOOLS ARE HELD ACCOUNTABLE ONLY FOR THOSE STUDENTS THAT RECEIVED A MEANINGFUL AMOUNT OF INSTRUCTION THROUGHOUT THE ACADEMIC YEAR. WHERE THERE IS DECISION MAKING DISCRETION IS HAVING A LETTER GRADE FOR PROFICIENCY ITSELF VERSUS HAVING TWO SEPARATE LETTER GRADES. ONE FOR MATH AND ONE FOR ELA PROFICIENCY. SO IN SORT OF KEEPING WITH TRYING TO MAINTAIN SIMPLICITY WE WERE LOOKING AT HAVING FIVE LETTER GRADES INSTEAD OF POTENTIALLY MORE HERE. THE SECOND AREA THAT WOULD RECEIVE A LETTER GRADE IS STUDENT ADEQUATE GROWTH. AGAIN LOOKING AT BOTH MATH AND ENGLISH LANGUAGE ARTS. THIS IS IN THE LAW. IT’S BASED ON STUDENT GROWTH PERCENTILES AND ADEQUATE GROWTH PERCENTILES. AGAIN, WE’RE ONLY LOOKING AT THE INCLUSION OF STUDENTS THAT WERE ENROLLED IN THE SCHOOL FOR A FULL ACADEMIC YEAR. AGAIN TO MAKE SURE THAT SCHOOLS ARE ONLY HELD ACCOUNTABLE FOR THOSE STUDENTS THAT WERE WITH THE SCHOOL FOR A MEANINGFUL AMOUNT OF TIME. AND AGAIN, WHERE WE HAVE DECISION MAKING DISCRETION IN THE LAW IS TO GENERATE A SINGLE LETTER GRADE AGAIN VERSUS HAVING TWO LETTER GRADES, ONE FOR MATH GROWTH AND ONE FOR ELA GROWTH. THE THIRD INDICATOR THAT RECEIVES A LETTER GRADE IS ENGLISH LEARNER GROWTH. THIS IS BASED ON ENGLISH LEARNERS PROFICIENCY AND/OR GROWTH IN ENGLISH LANGUAGE PROFICIENCY ASSESSMENT. WE USE HERE IN MICHIGAN. THIS IS IN THE LAW BUT IT ALSO ALIGNS WITH FEDERAL REQUIREMENT TO INCLUDE THIS WHICH IS IN THE INDEX SYSTEM. GRADUATION RATES ALSO RECEIVE A LETTER GRADE WITHIN THE SYSTEM. IT USES THE BEST OF THE FOUR, FIVE, OR SIX YEAR COHORT RATE. SO WE ALREADY CALCULATE THIS FOR THE INDEX. IT’S ALSO ON THE PARENT DASHBOARD AS WELL. YOU COULD GO IN AND LOOK AT A SCHOOL’S GRADUATION RATES FOUR, FIVE, SIX YEARS AGO. AND THEN THE LAST AREA IN 601 THAT WOULD RECEIVE A LETTER GRADE. THIS IS NEWISH. IT IS STUDENT PROFICIENCY COMPARED TO SIMILAR SCHOOLS. THIS IS SORT OF SIMILAR TO WHEN YOU’RE LOOKING AT A PARENT DASHBOARD AND YOU’RE LOOKING AT A PARTICULAR SCHOOL. NOT LOOKING AT THE PURE SCHOOLS, BASICALLY. SO THIS TAKES THAT CONCEPT AND PUTS A LETTER GRADE TO IT. SO THE LAW IS THAT WE HAVE TO HAVE THIS COMPARISON WHERE IT’S ALIGNED WITH ESSA, THE INDEX, AND THE PARENT DASHBOARD IS THE METHODOLOGY THAT WE’RE PROPOSING IS THE SAME METHODOLOGY THAT WE CURRENTLY USE ON THE PARENT DASHBOARD. THE REASON WHY WE ARE PROPOSING THIS IS IF A PARENT GOES TO THE PARENT DASHBOARD AND LOOKS AT THE PEER SCHOOLS FOR THEIR CHILD’S SCHOOL WE WANT THEM TO SEE THE SAME PEER SCHOOLS ON THIS [INDISTINCT] SYSTEM. [INDISTINCT] MINIMIZE THAT [INDISTINCT]. THE METHODOLOGY THAT WE CURRENTLY USE ON THE PARENT DASHBOARD INCLUDES UP TO 30 SIMILAR SCHOOLS. IT CALCULATES AN AVERAGE BASED ON THAT. CHARACTERISTICS USED INCLUDE THE STUDENT-TEACHER RATIO. THE PERCENT OF ECONOMICALLY DISADVANTAGED STUDENTS. INSTRUCTIONAL EXPENDITURES PER STUDENT. AND THEN STUDENT [INDISTINCT] HEAD COUNT. YOU MIGHT ALSO REMEMBER ON THE PARENT DASHBOARD WE DO PEERS BASED ON DISTANCE BUT THAT WOULD NOT BE PART OF [INDISTINCT] SYSTEM. AGAIN, THAT’S BECAUSE PARENTS INDICATED INTEREST IN KNOWING WHAT NEARBY SCHOOLS ARE LIKE. AND THEN OF COURSE WE’RE GOING TO ENSURE THAT THE COMPARISON IS VALID, WE’LL BE COMPARING GRADE SPAN SIMILAR SCHOOLS TO EACH OTHER. SO, WE’RE NOT GOING TO COMPARE THEM ELEMENTARY SCHOOL TO A HIGH SCHOOL FOR EXAMPLE. MOVING ON TO THE AREAS THAT WOULD GET WHAT ARE CALLED RANKING LABELS IN THE LEGISLATION. THE RANKING LABELS ARE SIGNIFICANTLY ABOVE AVERAGE, ABOVE AVERAGE, AVERAGE, BELOW AVERAGE, AND SIGNIFICANTLY BELOW AVERAGE. THEY’RE ASSIGNED TO THREE DIFFERENT AREAS. SO WE HAVE THE RATE OF CHRONICALLY ABSENT STUDENTS, THAT’S ON THE PARENT DASHBOARD AS WELL AS THE INDEX RIGHT NOW. IT LOOKS AT PARTICIPATION RATE OF STUDENTS ON STATE TESTS. AGAIN THAT’S A PART OF THE ACCOUNTABILITY OF THAT INDEX SYSTEM AS WELL AS THE PARENT DASHBOARD. HERE AGAIN TOO, WE’RE PROPOSING FOR THE PARTICIPATION USING A SEPARATE RANKING LABEL INSTEAD OF A SEPARATE RANKING LABEL FOR MATH. AND IS A DIFFERENT LABEL FOR ELA. AND THEN WE ALSO HAVE STUDENT SUBGROUP PROFICIENCY. [INDISTINCT] COMPARE IT AT THE CORRESPONDING SUBGROUPS PROFICIENCY AT THE STATEWIDE LEVEL. AND THAT IS IN LAW AS WELL. OKAY. SO, THIS NEXT SLIDE GOES THROUGH THE PROCESS THAT WE’LL BE USING TO THEN DETERMINE WHAT CONSTITUTES AN A, WHAT CONSTITUTES A B, WHAT CONSTITUTES AVERAGE, ET CETERA. SO, LIKE THE STATE ASSESSMENTS, WE HAVE TO DETERMINE A CUT SCORE FOR THE GRADES AND RANKING LABELS. THIS DECISION IS LEFT UP TO THE DEPARTMENT TO MAKE. SO — AND YOU CAN KIND OF THINK OF A CUT SCORE AS A GRADING SCALE. SO WHAT WE’RE DOING IS UTILIZING A STANDARD SETTING PROCESS TO DEVELOP RECOMMENDED CUT SCORES. WE’RE USING AN INDEPENDENT FACILITATOR WHO WILL THEN, BASICALLY, FACILITATE A GROUP OF EDUCATORS TO COME UP WITH RECOMMENDED DEFINITIONS OF SCHOOL-LEVEL PERFORMANCE, USING DATA AND THEN PRODUCING RECOMMENDED CUT SCORES OR GRADING SCALES REPORT. THE PEER REVIEW PANEL, WHICH THEN REVIEWS THE SYSTEM AS A WHOLE, THEY WILL REVIEW THESE PROPOSED THRESHOLDS AND WILL WRITE A REPORT. AND NOTE THAT THE PEER REVIEW PANEL IS REALLY A — IT IS A REVIEW PANEL. THERE IS NO APPROVAL OR REJECTION PROCESS. SO THEY CAN PUT IN THINGS IN THEIR REPORT THAT THEY APPROVE — OR THAT THEY AGREE WITH. BUT THERE ALSO MIGHT BE AREAS WHERE THEY DISAGREE WITH WHAT THE DEPARTMENT HAS COME UP WITH. AND THEN THE APPROVAL OF THESE CUT SCORES, AGAIN, LIES WITH MDE. AND THAT IS A DECISION-MAKING DISCRETION PIECE THERE.>>AND AS YOU ALL WERE TALKING ABOUT, IN THE CONTEXT OF THE INDEX AND MR. MCMILLIN SAID ABOUT A’S TO F’S– WHAT IS AN A? WHAT IS AN F? HOW DO YOU TAKE A CONTINUUM OF INFORMATION AND CUT IT INTO BUCKETS. THAT IS WHAT THIS WHOLE CUT SCORE PROCESS IS ABOUT. SO, AGAIN, THE DEPARTMENT HAS SOUGHT TO PUT IN PLACE A PROCESS TO GIVE US SOME RECOMMENDATIONS THAT USES EDUCATORS AND DATA. BUT THIS IS A PLACE WHERE THERE IS A LOT OF DECISION-MAKING DISCRETION. IT HAS TO BE DECIDED WHAT THEY ACTUALLY ARE. SO, GETTING INFORMATION ON WHAT THEY COULD BE THROUGH THIS PROCESS IS THE FIRST STEP, BUT THIS IS A REALLY IMPORTANT PART OF THE SYSTEM TO BE DECIDED.>>I’LL START [ INDISTINCT ].>>WE’RE ALMOST DONE.>>YEP– [ LAUGHING ] AND SO JUST TO REITERATE, WHAT DR. KEESLER HAD SAID EARLIER, THERE IS NO REQUIRED [ INDISTINCT ] OF LETTER GRADE OR RANKING LABEL. SO SCHOOL’S WILL RECEIVE RIGHT NOW UP TO FIVE LETTER GRADES IN THOSE FIVE AREAS THAT I JUST OUTLINED AS WELL AS UP TO THREE OF THOSE RANKING LABELS.>>AND JUST TO WRAP UP, SHOWING THE BUCKETS AGAIN. SO AS CHRIS WAS TALKING, YOU HEARD HIM REFERENCE THIS IS IN THE LAW. THIS IS SOMETHING WE DO IN THE DASHBOARD AND THE INDEX OR THIS IS DECISION-MAKING DISCRETION. AND THE BIG– I WOULD SAY THESE ARE THE BIG FOUR DECISIONS THAT ARE OUTSTANDING. ONE, DO WE COMBINE MATH AND ELA INTO ONE GRADE, SO YOU GET A GRADE FOR PROFICIENCY, OR A GRADE FOR GROWTH? OR DO YOU GET A GRADE FOR MATH PROFICIENCY, A GRADE FOR ELA PROFICIENCY, A GRADE FOR MATH GROWTH, AND A GRADE FOR ELA GROWTH. THAT IS A BUCKET THREE DECISION. IT IS TO OUR DISCRETION. WE JUST TALKED ABOUT THOSE CUT SCORES FOR THE A-TO-F GRADES AND THE LABELS ARE ABSOLUTELY A DECISION-MAKING DISCRETION. THEY’RE A BUCKET THREE DECISION. AND THEN THE LAST TWO, DO WE KEEP THAT ALIGNMENT WITH ESSA AND THE PARENT DASHBOARD FOR CALCULATION RULES, OR DO WE MAKE SEPARATE ONES FOR THE A-TO-F SYSTEM. THAT’S A BUCKET TWO. AND THEN THAT COMPARISON TO SIMILAR SCHOOLS. DO WE REUSE THE METHODOLOGY THAT WE CO-DEVELOPED WITH THE BOARD THROUGH THE DASHBOARD PROCESS, SO THAT PARENTS SEE THE SAME SET WITH SIMILAR SCHOOLS, OR DO WE USE A DIFFERENT ONE FOR THIS PURPOSE ONLY? THANK YOU. DR. RICE.>>THANK YOU VERY MUCH, MS. [ INDISTINCT ].>>OKAY, AND I JUST WANTED TO ASK SOME QUESTIONS TO CLARIFY A FEW THINGS. ON PAGE THREE, WHERE WE LEFT OFF AFTER THE LAST DISCUSSION, SO CAN YOU REMIND ME WHAT– I KNOW THAT THEY HAD REQUIREMENTS BUT WE HAD TO HAVE THE MAJORITY BASED ON THIS TESTING. ARE THESE OTHER THINGS ALSO MANDATED AT THESE PERCENTAGES BY ESSA.>>THESE, I THINK YOU’RE LOOKING AT THIS CHART, RIGHT? OKAY, SORRY. THESE CATEGORIES ARE MANDATED BY ESSA. THE CATEGORIES. THE PERCENTAGES, THE STATES HAD SOME AUTONOMY TO DECIDE. LIKE MR. McMILLIN POINTED OUT, THERE IS A REQUIREMENT THAT GROWTH AND PROFICIENCY ARE… WHAT’S THE SPECIFIC TERM? LIKE–>>MAJORITY.>>SIGNIFICANTLY IMPACTFUL IN THE SYSTEM. SIGNIFICANT WEIGHT IN THE SYSTEM. SO THIS WAS PART OF THE NEGOTIATIONS WITH U.S. ED ABOUT IS THIS ENOUGH? HOW MUCH CAN WE… HOW MUCH– BASICALLY HOW LITTLE CAN WE WEIGHT GROWTH AND PROFICIENCY. HOW MUCH WILL YOU LET US UP-WEIGHT THE OTHER FACTORS.>>SO IT WOULD BE DIFFICULT TO CHANGE. IT’S CHANGEABLE BUT YOU’D HAVE TO GET ANOTHER–>>IT’D BE AN AMENDMENT PROCESS.>>RIGHT.>>BUT IT IS SOMETHING THAT STATES HAVE THE AUTHORITY TO NEGOTIATE WITH U.S. ED.>>ALSO, I JUST WANTED TO– ON PAGE SEVEN, WHERE IT TALKS ABOUT WHAT IS REQUIRED TO HAVE A LETTER GRADE, THESE ARE THINGS THAT– YOU SAY USE THE METHODOLOGY THAT’S ON THE PARENT DASHBOARD. THAT’S WHAT WE HAVE SOME DISCRETION OVER. SOME OF THESE THINGS HERE. YEAH, I’M JUST- AND I KNOW IT’S AGAIN GETTING TO MY POINT BEFORE, I THINK [ INDISTINCT ] OUT THE NUMBER OF SPECIAL ED KIDS. AND THE SCHOOL SHOULD ALSO BE COUNTED, OR AT LEAST WITH CERTAIN INTELLECTUAL DISABILITIES THAT SHOULD BE CONSIDERED IN COMPARING THEM TO THE OTHER…>>MS. FECTEAU, FOR CLARIFICATION, IS IT THE NUMBER OF SPECIAL NEEDS CHILDREN, OR IS IT THE PERCENTAGE OF?>>PERCENTAGE.>>OKAY. THANK YOU.>>WHO WAS ON THE [ INDISTINCT ]? I-I’M JUST CURIOUS IS THAT’S [ INDISTINCT ] BY LAW. I CAN’T REMEMBER, OR IS THAT–>>THE LAW GAVE A NOMINATION TO THE HOUSE. ONE TO THE SENATE AND THREE TO THE GOVERNOR. CAN YOU GIVE THEM THEIR NAMES.>>YEAH, DR. DAN [ INDISTINCT ]. DR. DAVEDA COLBERT. [ INDISTINCT ]. DR. DAVID [ INDISTINCT ]. AND, JONATHAN WILLIAMS.>>[ INDISTINCT ].>>DR. DAVEDA COLBERT WAS A FORMER SUPERINTENDENT FOR–>>NO, BUT OUR SUPERINTENDENT [ INDISTINCT ].>>NO, THAT WAS ALL. THE GOVERNOR AND [ INDISTINCT ].>>AND TO THE DISTINCTION DRAWN IN THE PRESENTATION, IT IS PEER REVIEW. IT IS NOT PEER APPROVAL.>>OKAY.>>OKAY. THAT’S ALL. IT’S ANOTHER BODY THAT HAS CONCERTED ITSELF WITHIN THE PROCESS, BUT IT HAS NO FORMAL AUTHORITY OVER THAT PROCESS. MR. McMILLIN, PRESIDENT ULBRICH.>>TO BE CLEAR, PA-601 DOES NOT SAY THAT THE BOARD OR MDE COULDN’T ADD LETTERS. RIGHT?>>IT DOES NOT PROHIBIT FROM ADDING.>>SO WE COULD TAKE, YOU KNOW, THESE COULD BE FIVE OR EIGHT AND THEN WE COULD ADD FORTH, YOU KNOW, WE COULD ADD A DIFFERENT DEFINITION OF GROWTH. MAYBE GROWTH OF GRADUATION RATES, OR WE COULD– THINGS THAT WE THINK MIGHT BE USEFUL IN MY MIND, IT MIGHT BE USEFUL TO KIND OF [ INDISTINCT ] SOME OF THE THOUGHTS– HOW CREDIBLE THE CURRENT– WHAT WAS PASSED BY THE LEGISLATURE. I THINK IT’S GOING TO BE HARMFUL. SO MAYBE TO MAKE IT LESS HARMFUL WOULD BE MY INTEREST IN MAYBE ADDING SOME LETTERS OR CATEGORIES TO MAKE IT LESS HARMFUL MIGHT BE THE BEST WE CAN DO. AND I FIND IT INTERESTING. THE CUT SCORES ARE DISCRETIONARY. SO, I MEAN, WHEN THERE’S DISCRETION GIVEN, MAYBE YOU OUGHT TO REALLY USE DISCRETION OR– AND WHEN I SAY “WE” I KNOW IT’S MDE, BUT I ALSO KNOW THAT THE BOARD HAS SOME SAY ON THAT. OR PROBABLY COULD IF YOU ASK FOR RESOLUTION BUT I MEAN IT DOESN’T– A “C” COULD BE EXTREMELY WIDE, RIGHT? IT COULD BE HUGE. IT COULD BE DECIDED THAT “A’s” AND “B’s” ARE QUITE NARROW AND IT DOESN’T– THERE’S NOTHING THAT SAYS THAT IT HAS TO BE EQUALLY DISTRIBUTED.>>THERE IS–>>MAYBE SOME PEOPLE WOULD SAY THAT’S THE WAY YOU DO THINGS BUT IT ALSO– DISCRETION IS GIVEN– IF YOU’RE DEALING WITH A HARMFUL SITUATION, MAYBE THERE’S WAYS TO MAKE IT LESS HARMFUL.>>I–>>OR MAYBE YOU HAVE TO USE THAT DISCRETION.>>I THINK THE BOARD IS UNANIMOUS IN YOUR CONCERN ABOUT A-THROUGH-F. THE ADMINISTRATION SHARES YOUR CONCERN. WHETHER OR NOT THE CURE FOR THAT IS MORE LETTER GRADES IS A QUESTION, BUT IT IS CERTAIN THAT THIS IS– WE ARE NOW IN IMPLEMENTATION PHASE. WE’RE NO LONGER DEBATING A BILL. WE’RE TALKING ABOUT HOW WE IMPLEMENT AND IN WHAT FORM WE IMPLEMENT. NOT WHETHER WE IMPLEMENT. PRESIDENT ULBRICH.>>THEN I WOULD JUST– HOLD ON, I’M SORRY. I’M NOT DONE.>>THAT’S FINE.>>I WOULD JUST SAY THAT TO NOT– I MEAN WE SHOULD THINK OUTSIDE THE BOX. AND AGAIN, IN MY MIND, AND I THINK IN MOST ON THIS BOARD, IT’S SOMETHING DESTRUCTIVE OR PROBLEMATIC AND MAYBE WILL NOT PAINT A VERY TRUE PICTURE. MAYBE IF YOU MAKE IT LESS DESTRUCTIVE. I THINK THAT THAT COULD BE USEFUL. THE SECOND BUCKET, NUMBER THREE, KEEP ALIGNMENT WITH ESSA, ISN’T THAT REALLY A BUCKET THREE BECAUSE THE ANSWER COULD BE NO. MAYBE THIS IS NOT GOING TO BE. SO WE’RE GOING TO DECIDE THAT THIS IMPLEMENTATION TO A-TO-F WHILE IS NOT IN ALIGNMENT TO ESSA OR THE DASHBOARD. SO I MEAN, ISN’T THAT KIND OF A BUCKET THREE THERE?>>IT COULD BE. I THINK WE WERE CALLING OUT THAT SOMETHING LIKE THE CUT SCORES WHERE THEY’RE– TO YOUR POINT, THERE’S NO– THE LAW DOESN’T SAY THEY HAVE TO BE THIS WAY OR THAT WAY. IT’S KIND OF WIDE OPEN. IN THESE AREAS WHERE WE HAVE DATA OUT THERE THAT PARENTS ARE USED TO LOOKING AT, CHANGING THE WAY THEY LOOK AT IT IN A DIFFERENT SYSTEM HAS A DIFFERENT LEVEL OF– HAS A DIFFERENT IMPACT LEVEL. SO WE JUST WANT IT TO BE CLEAR THAT THAT WAS A DIFFERENT TYPE OF DECISION THAN ONE WHERE THERE’S NO PRECEDENT AND TOTALLY AN OPEN FIELD OF DISCRETION.>>PRESIDENT ULBRICH.>>A COUPLE QUESTIONS. I JUST PUT ONE DOWN. I CAN’T REMEMBER WHAT THAT WAS. SO I WILL COME BACK TO THAT THEN. UNDER SLIDE 13, IT TALKS ABOUT COMPARISON TO SIMILAR SCHOOLS. IF I REMEMBER CORRECTLY, THE ACTUAL LAW MENTIONS THAT A COMMISSION IS TO IDENTIFY WHAT MAKES A COMPARABLE SCHOOL. HAVE WE JUST DECIDED TO IGNORE THAT? OR ARE WE– HOW ARE WE ADDRESSING THAT?>>WE BELIEVE THE COMMISSION WAS A DRAFTING ERROR. INITIALLY THERE WAS SOMETHING CALLED AN EDUCATIONAL ACCOUNTABILITY COMMISSION OR SOMETHING LIKE THAT. THAT ACTUALLY HAD MORE POWER THAN JUST A REVIEW PANEL. AND WE BELIEVE THAT WAS SOMETHING THAT GOT LEFT INTO THE LEGISLATION [ INDISTINCT ] FOR THAT.>>I AGREE WITH THAT, BUT IT’S STILL THERE. SO… ARE WE JUST IGNORING IT AND PRETENDING LIKE IT’S NOT THERE?>>I MEAN, WE’VE RECEIVED CLARIFICATION FROM LIKE THE LEGISLATIVE DRAFTING PEOPLE THAT IT’S AN ERROR. WE COULD SEEK ADDITIONAL WRITTEN CLARIFICATION OR SOMETHING. ‘CAUSE THERE’S NOTHING– THE REST OF THE LAW THAT SAYS WHO IS THE COMMISSION AND WHO NOMINATES THEM AND WHAT ARE THEY–>>RIGHT.>>IS NOT THERE. SO I WOULDN’T SAY WE’RE IGNORING IT, WE ARE–>>ARTIFACT IS WHAT YOU’RE SAYING.>>YEAH, IT’S LIKE A DEAD END STREET. SO…>>OTHER QUESTIONS? DO YOU HAVE ANOTHER?>>YEAH. NO, I’M ACTUALLY NOT DONE WITH THAT ONE YET BECAUSE IF WE’RE NOT UTILIZING A COMMISSION, THEN I’M GOING TO ASSUME THAT THE BOARD IS THE PROPER AUTHORITY TO MAKE THAT DECISION, CORRECT?>>I THINK THAT THERE IS SOME VALUE TO THE BOARD BEING AS INVOLVED IN THIS AS IT WOULD LIKE. RECOGNIZING THAT THE BOARD WAS UNANIMOUSLY OPPOSED TO IT, IF THE BOARD WANTS TO BE INVOLVED IN THE SETTING OF CUT SCORES, I THINK THAT THAT IS COMPLETELY APPROPRIATE. I THINK THAT THAT IS FINE. THEY HAVE TO BE SET WHETHER WE LIKE IT OR NOT. WE’RE IN A DIFFERENT PHASE IF YOU WILL OF THIS PROCESS. WE’RE IN THE IMPLEMENTATION OF THE LAW RATHER THAN THE DEBATING OF A BILL. AND IF THE BOARD WOULD LIKE TO SET THOSE CUT SCORES, THE BOARD CERTAINLY HAS THE RIGHT TO DO IT. WHAT WE WOULD SUGGEST AS AN ADMINISTRATION IS THAT YOU PERMIT US TO SHARE SOME THOUGHTS WITH OUR GROUP OF PEOPLE ON SOME OF THESE AND TO DEBATE THOSE AND TO COME TO SOME MEETING OF THE MINDS HERE AT THIS TABLE.>>I AGREE THAT YOU GUYS SHOULD DO THAT. I ALSO WILL GO OUT ON A LIMB AND SAY THAT I AM POSITIVE THIS BOARD WANTS TO APPROVE ANY CUT SCORES THAT ARE MADE. MY FINAL QUESTION IS THE PANEL WAS SUPPOSED TO GIVE A REPORT TO THE LEGISLATURE AND THE GOVERNOR’S OFFICE. DO YOU KNOW– AND I BELIEVE THEY HAD TWO WEEKS TO DO THAT. HAS THAT HAPPENED? BY THE DATE IN STATUTE, THE GAVE A PRELIMINARY LETTER OUTLINING THEIR PROCESS TO GIVE A FULL REPORT BY THE END OF OCTOBER. THEY NEED A LITTLE MORE TIME. WE NEED MORE TIME TO GET EDUCATORS TO DO THIS CUT SCORE PROCESS. AND THEY JUST NEED MORE TIME– AND WE NEED TO HAVE THESE CONVERSATIONS WITH YOU TO GO BACK. THE SYSTEMS JUST NOT FULLY READY FOR THEM TO WRITE THEIR FULL REPORT. BUT WE DID NOTIFY EVERYONE WHO NEEDED TO BE NOTIFIED AND THAT SEEMED TO BE ACCEPTABLE. WE’RE MAKING PROGRESS I THINK IS WHAT NEEDS TO BE NOTED.>>THANK YOU. DR. PRITCHETT.>>THANK YOU. AND I APPRECIATE DR. ULBRICH’S COMMENTS. CERTAINLY THIS BOARD MEMBER WILL SPEAK TO THE FACT THAT I WOULD LIKE TO BE INVOLVED IN APPROVING OR REVIEWING CUT SCORES. ON SLIDE 14, THERE’S REFERENCES TO RATE OF CHRONICALLY ABSENT STUDENTS AND I KNOW THE STATE OR AT LEAST [ INDISTINCT ] HAS SOME SORT OF A FORMULA BASED ON THAT, BUT MY UNDERSTANDING IS THAT WOULD BE ANOTHER AREA IN WHICH WE MIGHT BE ABLE TO, OR SHOULD BE ABLE TO HAVE SOME INPUT WHERE IT MIGHT NOT MIRROR EXACTLY.>>SO THAT’S WHY WE’VE LABELED IT AS A BUCKET TWO.>>OKAY.>>WE USE IT IN THE INDEX UNDER THE SCHOOL QUALITY AND STUDENT SUCCESS INDICATOR AND WE ALSO USE IT ON THE DASHBOARD.>>WE CALL IT PERCENT OF ON-TRACK ATTENDANCE. BUT IT’S– AGAIN, OUR RECOMMENDATION IS WE USE THE SAME PARADIGM, SO PEOPLE SEE IT. THAT IS THOUGH A POINT OF DECISION-MAKING IF WE WANTED TO USE A DIFFERENT PARADIGM. THAT’S– IT’S NOT SPELLED OUT IN THE LAW WHAT IT HAS TO MEAN.>>OKAY. ALL RIGHT. AND THE STUDENT [ INDISTINCT ] PROFICIENCY COMPARED TO CORRESPONDING STATEWIDE, I ALWAYS GET A LITTLE CONCERNED FOR SMALL SCHOOLS IN PARTICULAR WHEN YOU’RE COMPARING THEM TO STATEWIDE NUMBERS, WHICH ARE OBVIOUSLY LARGER. SO AGAIN JUST A NOTE OF CONCERN ON THAT ONE. AND TO MR. McMILLIN’S COMMENTS EARLIER ABOUT STUDENT GROWTH PERCENTILES, I WOULD BE VERY MUCH INTERESTED IN US LOOKING AT THAT, ESPECIALLY AS THOSE ARE CALCULATED BASED ON WHAT IS THE [ INDISTINCT ]. IN OTHER WORDS, IF WE’RE LOOKING AT A CALCULATION OF A STUDENT’S GROWTH FROM ONE YEAR TO THE NEXT, A [ INDISTINCT ] TEST GIVEN FOR THREE HOURS DURING ONE DAY IN THE SPRING, THEN WHAT ARE WE UTILIZING AS THAT– OKAY, THIS WAS GROWTH OR THIS WAS NOT GROWTH BASED ON WHAT THAT END NUMBER IS AND WHO IS MAKING THAT END NUMBER. SO AGAIN, THOSE ARE JUST SOME FEEDBACK FROM MY PERSPECTIVE.>>THANK YOU VERY MUCH. OTHER BOARD MEMBERS, OTHER QUESTIONS. MS. SNYDER.>>YOU GUYS MENTIONED I THINK IN A PREVIOUS CONVERSATION THAT SAID THAT YOU SENT US OUT THE PROFILE OF A PROFICIENT CUT SCHOOL, CORRECT?>>I THINK ANDY SAID WE WILL SEND SOME OF THE DOCUMENTATION AROUND. THE STANDARD SETTING, THE DEFINITION OF WHAT’S A PROFICIENT STUDENT, WHERE THAT DERIVES FROM, THE ESSA REQUIREMENTS ABOUT THAT– SOME OF THAT BACKGROUND INFORMATION.>>OKAY.>>OTHER QUESTIONS, OTHER COMMENTS, OTHER THOUGHTS? AS WE WORK TO SHAPE SOME DRAFT RECOMMENDATIONS FOR YOUR CONSIDERATION. WHAT OTHER THOUGHTS DO YOU HAVE TO SHARE WITH US? YES, DR. PRITCHETT.>>THANK YOU. CORRECT ME IF I’M WRONG, AND I COULD BE, CUT SCORES ARE DETERMINED EVERY YEAR, CORRECT? DEPENDING ON…>>THE M-STEP.>>THE M-STEP.>>NO.>>OKAY, THEN I AM WRONG. FIRST TIME TODAY. [ LAUGHING ]>>I WILL DOUBLE CHECK WITH ANDY TO MAKE SURE THAT I’M NOT WRONG AS WELL AND I WILL ANSWER THAT– I WILL DOUBLE CHECK, BUT I THINK NO.>>OKAY. ALL RIGHT.>>SO–>>MR. McMILLIN.>>THE COMPARING TO SIMILAR SCHOOLS, I THINK THAT WAS GOING TO BE A SECTION OF POTENTIALLY MUCH CONTROVERSY AND TO BE QUITE HONEST THE MORE ODD THINGS LOOK, THE MORE IT WILL POINT OUT TO ME THE SILLINESS OF DOING THE A-TO-F. SO I’M NOT PARTICULARLY CONCERNED ABOUT BUT– SO WHAT-WHAT THIS IS SAYING, AND I DON’T KNOW, MAYBE THIS QUESTION IS THAT THERE’S GOING TO BE, LET’S SEE, SAYS ECONOMICALLY DISADVANTAGED. I DON’T KNOW HOW MUCH THESE ARE WEIGHTED. [ INDISTINCT ]. IS THAT DISCRETIONARY, HOW MUCH WE’RE GOING TO WEIGHT EACH OF THOSE?>>YEAH. YEAH, THE LEGISLATION JUST–>>I MEAN, WE COULD SAY THAT 198% IS GOING TO BE ECONOMICALLY JUST MANAGED AND SO IT’S GOING TO BE [ INDISTINCT ]– THIS IS WHAT WE WOULD DO, BUT WE’RE GOING TO HAVE A LOT OF THE SCHOOLS THAT ARE THE RICH SCHOOLS…>>YES.>>THAT DON’T HAVE ECONOMICALLY– THERE’S GOING TO BE SCHOOLS IF THAT WAS A [ INDISTINCT ], THERE WOULD BE SCHOOLS THAT ARE PROBABLY “A’s” AND ALL THE OTHER STUFF, JUST BECAUSE OF, YOU KNOW, WHATEVER, BUT THEY COULD BE “F”.>>YES. YOU ARE EXACTLY RIGHT. AND IN A SERIES OF POSITIONS, THE DEPARTMENT HAS TAKEN ON GRADING OR REDUCTIVE FORMS OF LABELING. THIS HAS ALWAYS BEEN ONE THAT WE HAVE SAID IS OF CONCERN BECAUSE YOU’RE RIGHT, WHEN YOU PULL A GROUP OF OTHERWISE HIGH-PERFORMING SCHOOLS TOGETHER, AND THEN YOU SAY, “OF YOU, HOW WELL ARE YOU DOING?” SOMEONE’S NOT DOING WELL, UNLESS THEY’RE ALL DOING PERFECTLY BUT SOMEONE’S DOING SLIGHTLY LESS WELL THAN EVERYONE ELSE, AND THEN THEY GET A LOWER GRADE.>>RIGHT.>>IS THAT AN AUTHENTIC PORTRAYAL OF PERFORMANCE ESPECIALLY WHEN YOU ATTACH A GRADE TO IT?>>WELL NONE OF THIS IS AUTHENTIC PORTRAYAL. TO BE QUITE HONEST WITH YOU, IF IT DOESN’T, I MEAN, FOR ME, THE QUICKER WE SHOW THE RIDICULOUSNESS OF THE LAW, THE QUICKER [ INDISTINCT ]. AND IF IT MEANS LEGISLATORS IN WEALTHY AREAS SAYING, “MY SCHOOLS ARE GETTING Fs, WE’VE GOT TO REPEAL THIS.” WELL FINE, REPEAL THE WHOLE THING. THAT’S FINE WITH ME. SO TO ME, THE MOTIVE TO BE FAIR IS JUST A LOADED WORD. THE WHOLE THING ISN’T FAIR. SO TO SAY THAT WOULD IT BE FAIR TO HAVE THESE SCHOOLS GETTING AN “F”? WELL, YOU KNOW, IF THAT’S WHAT IT TAKES TO SHOW THE RIDICULOUSNESS OF THE LAW, THEN MAYBE THAT’S WHAT WE’VE GOT TO DO. YOU KNOW, I KNOW THAT THIS IMPACT YOUR PEOPLE BUT THE MORE THAT WE CAN SHOW THAT IT WAS A BAD LAW, I– AND IF WE HAVE DISCRETION, I’M JUST GOING TO SAY IT AGAIN, I WOULD REALLY URGE THAT WHAT’S BROUGHT BEFORE US IS REALLY THINKING OUTSIDE OF THE BOX AS MUCH AS YOU CAN.>>WE LOOK FORWARD TO YOUR HELP IN GETTING US OUTSIDE OF THE BOX. WE CAN TELL THAT YOU HAVE SUBSTANTIAL ENERGY IN THAT REGARD AND YOU’RE NOT GETTING A LOT OF PUSHBACK AT THIS TABLE IN THAT RESPECT.>>GOOD.>>OTHER QUESTIONS OR COMMENTS? PRESIDENT ULBRICH.>>THE ONLY FINAL THOUGHT THAT I WOULD HAVE IS GOING BACK AGAIN TO LANGUAGE. LANGUAGE IS GOING TO MATTER VERY MUCH HERE AND REALLY NOT USING CODE WORDS LIKE PROFICIENCY IF WE CAN AVOID IT THAT DON’T HAVE NECESSARILY CORRESPONDING MEANING TO WHAT WE’RE ACTUALLY [ INDISTINCT ].>>I THINK TO THAT POINT, WE’RE NOT GOING TO BE ABLE TO AVOID THE USE OF THE TERM PROFICIENCY. THERE IS A VALUE TO DEFINING IT EACH AND EVERY PLACE THAT WE USE IT BECAUSE IN OUR WORLD, THE TERM DOES MORPH IN ITS DEFINITION FROM CONVERSATION TO CONVERSATION. EVEN WITHIN CONVERSATIONS IT CAN CHANGE MEANING. SO I RESPECT–>>LET ME GET YOU ONE MORE POINT.>>YEAH.>>IF I SAY THE WORDS COLLEGE AND CAREER READINESS, I THINK MY– I’M GOING TO LOSE IT.>>FAIR-FAIR ENOUGH. GO AHEAD.>>YEAH, JUST A THOUGHT. SO WHEN YOU LOOK AT ECONOMICALLY DISADVANTAGED, I ASSUME USING THE FREE AND REDUCED LUNCH STUFF. OR IS IT SOMETHING ELSE?>>THAT, AND THERE’S– IT’S MORE A COMPOSITE MEASURE. BUT YES, ESSENTIALLY, IT’S FREE AND REDUCED LUNCH AND THEN A COUPLE OTHER TRIGGERS.>>I’M WONDERING IF YOU CAN SEPARATE THE FREE– THE FREE LUNCH. I MEAN THERE’S COMMUNITIES THAT HAVE– THAT SHOULDN’T BE COMPARED TO FREE AND REDUCED BECAUSE THEY HAVE MUCH HIGHER AND MORE INTENSE POVERTY. I DON’T KNOW IF THERE’S SOME WAY TO PULL THEM OUT AND HAVE THEM [ INDISTINCT ]. I’M NOT– AND THEN THERE’S LIKE COMMUNITIES THAT ARE JUST EVERYBODY IN THE SCHOOL GETS FREE LUNCH.>>TO THAT POINT, THE FREE AND REDUCED PRICE LUNCH ECONOMIC INDICATOR HAS DIMINISHED VALUE OVER THE LAST SEVERAL YEARS AS MORE PEOPLE HAVE QUALIFIED IN ONE WAY SHAPE OR FORM. SO WE’RE UP TO, IN THE STATE, WE’RE A LITTLE BIT ABOVE 50%. SO THERE IS A CREEP IN THE METRIC, WHICH ISN’T NECESSARILY ALL ABOUT THE SAME LEVEL OF POVERTY TO YOUR POINT. THEY’RE ALL POVERTY ARE NOT CREATED EQUAL. I NOTICE YOUR MUG SAYS POVERTY MATTERS. THAT’S TRUE. AND HIGH POVERTY PARTICULARLY DOES. YEAH.>>AND THAT IS– AND AGAIN, IF THE BOARD WANTS TO SPEND MORE TIME ON THIS MATCHING METHODOLOGY, THAT IS– HAPPY TO DO THAT. WE TALKED ABOUT IT IF YOU GUYS REMEMBER WITH THE DASHBOARD SOME. THE REASON THERE IS MORE THAN JUST ECONOMICALLY DISADVANTAGING CHARACTERISTICS IS TRYING TO SUSS OUT SOME OF THIS DIFFERENCE IN SCHOOL COMPOSITION. SO IT’S NOT JUST PERCENT ED STUDENTS, IT’S HOW MUCH YOU SPEND PER STUDENT AND WHAT’S YOUR CLASS SIZE, AND A COUPLE OTHER THINGS THAT WE THOUGHT ARE THE MATCHING VARIABLES TO HELP YOU GET THE MOST SIMILAR CLUSTER OF SCHOOLS THAT YOU CAN. HOW YOU DEFINE THAT CLUSTER IS ALWAYS– IT IS VERY MUCH A THING THAT’S A DECISION POINT EVERY TIME. SO THIS IS WHAT WE USE NOW. IT SEEMS TO BE WORKING PRETTY WELL IN THE DASHBOARD BUT LOOK FORWARD TO THE CONVERSATION.>>SOCIO-ECONOMIC STATUS OF STUDENTS IS THE MAJOR DRIVER OF ACADEMIC PERFORMANCE ON THE TESTS THAT WE’VE BEEN DISCUSSING OVER THE LAST TWO HOURS. IT’S NOT TO SAY THAT IT’S A LOCK-STEP RELATIONSHIP, IT ISN’T A LOCK-STEP RELATIONSHIP IN ANY WAY, SHAPE OR FORM, BUT IT IS THE GREATEST PREDICTOR OF ANY GIVEN STUDENTS ACHIEVEMENT. AND CAN IT BE BENT? YOU BET IT CAN. AND IT IS OFTEN, BUT THAT IS THE MAJOR VARIABLE THAT DRIVES PERFORMANCE. THAT IS WHY WHEN WE LOOK AT THESE SORTS OF COMPARISONS, WE MOVE TO THIS INDICATOR, WHICH ISN’T A PERFECT INDICATOR BUT IT’S THE ONLY INDICATOR THAT WE HAVE RELATIVE TO ECONOMIC DISADVANTAGE TO WHICH WE HAVE EASY ACCESS. TO WHICH WE HAVE EASY ACCESS. THERE ARE OTHER INDICATORS WHICH WE HAVE LESS EASY ACCESS IN PUBLIC EDUCATION. THIS PARTICULAR SOCIO-ECONOMIC INDICATOR HAS LOST ITS UTILITY AS MORE AND MORE FAMILIES HAVE ENDED UP GETTING LUMPED INTO IT TO YOUR POINT. OTHER QUESTIONS, COMMENTS, CONCERNS. MR. McMILLIN.>>I’LL SAY– I WANT TO GET BACK TO DISCUSSION ONE LAST TIME BECAUSE I WANT TO REMIND EVERYBODY THAT THIS LAW PASSED BY ONE VOTE AT 2:00 IN THE MORNING OR SOMETHING [ INDISTINCT ]. THAT I WAS LOBBYING HARD ALL ALONG FOR WEEKS AND DAYS AND HOURS LEADING UP TO IT TO TRY TO STOP IT. THE REASON WHY THE STATE– YOU KNOW, THE STATE BOARD AND MDE HAS THE DISCRETION THAT YOU’RE TALKING ABOUT. ONE OF THE REASONS IS BECAUSE THEY HAD TO GIVE UP SOME OF THAT AUTHORITY THAT WAS GOING TO BE VESTED WITH THIS OTHER [ INDISTINCT ]– OR BASICALLY THEY’RE TRYING TO TAKE IT AWAY FROM THE STATE BOARD. THEY HAD TO GIVE THAT UP IN ORDER TO GET THAT LAST VOTE, OR THOSE LAST FEW VOTES. SO THE FACT THAT WE HAVE DISCRETION, I REALLY WANT– I REALLY WANT TO EMPHASIZE THAT WE SHOULD USE THAT DISCRETION. AND BECAUSE THERE IS A BIG CONCERN [ INDISTINCT ] THAT THE LEGISLATURE [ INDISTINCT ] COULD REALLY [ INDISTINCT ] SOME BIG ISSUES THERE. AND WE WORK HARD TO– WE WORK HARD TO STOP IT. BUT WE ALSO BECAUSE OF THAT HARD WORK, I THINK THEY BACKED OFF A LOT AND GAVE US MORE AND MORE DISCRETION. SO I JUST URGE SUPERINTENDENT AND– WHEN YOU’RE LOOKING AT WHAT TO BRING BACK TO US THAT [ INDISTINCT ]… …WE FOUGHT FOR IT, AND IN MY MIND, I THINK THERE WERE LEGISLATORS THAT MIGHT’VE VOTED FOR IT AND SAID WELL IT’S– I KNOW THERE’S PROBABLY SOME BAD THINGS ABOUT IT BUT AT LEAST SOME DISCRETION WITH PEOPLE WHO KIND OF KNOW WHAT THEY’RE DOING AS OPPOSED TO THE [ INDISTINCT ] AND HOW WE’RE GOING TO DECIDE A-TO-F OR WHATEVER. SO THAT’S WITHIN THAT DISCRETION THEN I’LL VOTE FOR IT. SO IT WAS VERY MINDFUL HOW THIS CAME ABOUT, SO LET’S USE IT.>>POINT WELL TAKEN. DOES ANYBODY HAVE A BENEDICTION ON THE BENEDICTION? GOING ONCE AND TWICE… ONCE AND TWICE. MS. [ INDISTINCT ].>>LET’S EAT. [ LAUGHING ]>>I CANNOT THINK OF A BETTER BENEDICTION. 11:58. THANK YOU VERY MUCH.>>TAKE YOUR ORANGE. TAKE IT WITH YOU.

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