Michigan State Board of Education October 13, 2015 Meeting – Morning Session


>>GOOD MORNING. THE TIME IS NOW 9:40 AND A QUORUM OF THE BOARD IS PRESENT. THE BOARD OF EDUCATION MEETING OF OCTOBER 13, 2015 IS CALLED TO ORDER. FIRST ITEM IS APPROVAL OF AGENDA AND ORDER OF PRIORITY. ARE THERE ADDITIONAL ITEMS TO ADD OR DELETE FROM THE AGENDA FROM ANY BOARD MEMBER?>>I MOVE APPROVAL OF THE AGENDA AS PRESENTED.>>SECONDED.>>IT HAS BEEN MOVED AND SUPPORTED. QUESTIONS OR COMMENTS? ALL IN FAVOR SAY AYE? NO, NAY? MOTION CARRIED. INTRODUCTION OF STATE BOARD MEMBERS AND GUESTS. MARILYN.>>OKAY. BRIAN WHISTON IS THE CHAIRMAN OF THE BOARD. HE’S A STATE SUPERINTENDENT AND AS WE GO TO HIS LEFT, JOHN AUSTIN, THE PRESIDENT OF THE BOARD FROM ANN ARBOR, CASSANDRA ULBRICH, IS THE BOARD’S VICE PRESIDENT, FROM ROCHESTER HILLS. MICHELLE FECTEAU, THE BOARD’S SECRETARY, FROM DETROIT, RICHARD ZEILE, BOARD MEMBER FROM DEARBORN. THIS YEAR’S TEACHER OF THE YEAR IS RICK JOSEPH. HE’S SEATED AT THE END OF THE TABLE, AND HE’S A 5TH AND 6TH GRADE TEACHER FROM BIRMINGHAM COVINGTON SCHOOL. WHICH IS PART OF BIRMINGHAM PUBLIC SCHOOLS. ACROSS THE TABLE, KAREN McPHEE WHO I BELIEVE WILL JOIN US LATER, REPRESENTING THE GOVERNOR. EILEEN WEISER IS A BOARD MEMBER FROM ANN ARBOR. NEXT TO HER, KATHLEEN STRAUSS WHO YOU WILL SEE SHORTLY FROM DETROIT. LUPE RAMOS-MONTIGNY, A BOARD MEMBER FROM GRAND RAPIDS REPRESENTING THE BOARD AT THEIR NATIONAL ORGANIZATION, NATIONAL ASSOCIATIONS OF STATE BOARDS OF EDUCATION, AND PAMELA PUGH IS NEXT TO ME, SHE’S THE BOARD’S TREASURER. SHE RESIDES IN SAGINAW. I’M MARILYN SCHNEIDER, I’M THE STATE BOARD EXECUTIVE. IF YOU WOULD BE SO KIND AS TO INTRODUCE YOURSELF, WE WOULD LIKE TO HEAR FROM YOU. DO YOU WANT TO START, CHRIS?>>SURE. CHRIS KLAVER, GONGWER NEWS SERVICE. [ INDISTINCT INTRODUCTIONS ]>>VENESSA KEESLER, DEPUTY SUPERINTENDENT, ACCOUNTABILITY SERVICES. [ INDISTINCT INTRODUCTIONS ]>>I’M MARTIN ACKLEY, DIRECTOR OF THE OFFICE OF PUBLIC AND GOVERNMENTAL AFFAIRS.>>DAVID MICHEALSON, MICHIGAN EDUCATION ASSOCIATION.>>SANDRA YORK, MICHIGAN PTA.>>TERRENCE LONGER, SUPERINTENDENT WITH THE CALHOUN INTERMEDIATE SCHOOL DISTRICT [ INDISTINCT INTRODUCTIONS ]>>DO WE HAVE THE PEOPLE OUT IN THE OTHER ROOMS INTRODUCE THEMSELVES?>>WE PROBABLY WON’T BE ABLE TO HEAR THEM.>>ALL RIGHT. WE’LL JUST WAVE TO THEM.>>PEOPLE OUTSIDE, THANK YOU FOR COMING.>>BEFORE WE BEGIN THE MEETING, I DID WANT TO SAY THAT WE HAVE LOST TWO PEOPLE THAT HAVE GIVEN 63 PLUS YEARS TO EDUCATION. I WANT TO TAKE A MOMENT TO MENTION THEM. BECKY ROCHO, WE RECEIVED SAD NEWS LAST WEEK THAT BECKY, ASSISTANT SUPERINTENDENT OF LEGISLATION AND EDUCATION POLICY FOR THE CALHOUN INTERMEDIATE SCHOOL DISTRICT PASSED AWAY UNEXPECTEDLY FROM AN ANEURYSM. MANY OF US KNEW BECKY AS A FRIEND AND COLLEAGUE. SHE SERVED OVER 41 YEARS AND WAS HIGHLY RESPECTED AND SUPERINTENDENT TERRENCE LONGER IS HERE, AS HE IS AT EVERY MEETING. WE EXTEND OUR CONDOLENCES TO THE STAFF OF CALHOUN ISD AND TO BECKY’S FAMILY. SECONDLY, WANDA JUBB, WHO PASSED AWAY, A FORMER MDE EMPLOYEE, A CONSULTANT, SUPERVISOR IN THE SCHOOL OF HEALTH UNIT FROM 1968 UNTIL HER RETIREMENT IN 1990. SHE WAS THE STATE NATIONAL LEADER IN HEALTH EDUCATION, PHYSICAL EDUCATION, COORDINATED SCHOOL HEALTH PROGRAMS. JOIN ME IN HONORING THEM BOTH WITH A MOMENT OF SILENCE. THANK YOU VERY MUCH. WITH THAT, THE FIRST ITEM ON TODAY’S COMMITTEE OF THE WHOLE AGENDA IS A PRESENTATION ON EDUCATOR EVALUATIONS. IN 2009, MICHIGAN COMPILED LAW 380.1249 OF THE REVISED SCHOOL CODE WAS ENACTED REQUIRING SCHOOL DISTRICTS TO CONDUCT ANNUAL PERFORMANCE EVALUATIONS FOR TEACHERS AND ADMINISTRATORS BEGINNING IN THE 2011/12 SCHOOL YEAR. OVER THE LAST FOUR YEARS, DISTRICTS HAVE BEEN HARD AT WORK IMPLEMENTING THE LOCAL EVALUATION SYSTEMS THAT MEET THE BASIC REQUIREMENTS DEFINED BY LAW. THE VARIATIONS IN LOCAL SYSTEMS MAKE DIRECT COMPARISON OF DISTRICT EFFECTIVENESS RATINGS AND SYSTEMS EXTREMELY DIFFICULT, BECAUSE THE CRITERIA USED TO DETERMINE EFFECTIVENESS IN ONE DISTRICT MAY BE VERY DIFFERENT THAN ANOTHER. THE MICHIGAN DEPARTMENT OF EDUCATION IS PROPOSING A PLAN OF ACTION FOR 2015/2016 TO SUPPORT DISTRICTS IN IMPLEMENTING EFFECTIVE EDUCATOR EVALUATION SYSTEMS THAT SUPPORT EFFECTIVE TEACHING AND IMPROVE STUDENT LEARNING. I KNOW TODAY, NEXT STEPS, THE BOARD’S LEGISLATIVE COMMITTEE WILL PRESENT A STATEMENT FOR CONSIDERATION DURING THE AFTERNOON PORTION OF THE MEETING. I’D LIKE TO INTRODUCE DEPUTY SUPERINTENDENT NORMA JEAN SASS AND VENESSA KEESLER, AND THEY WILL SHARE SOME INFORMATION WITH US.>>GOOD MORNING. ED EVALS, WE ALWAYS WANNA START WITH A PURPOSE. AND ED EVALS ARE REALLY A BEST PRACTICE FOR IMPROVING STUDENT ACHIEVEMENT. THE PURPOSE OF THE EVALS IS TO SUPPORT EFFECTIVE TEACHING IN EVERY SCHOOL, IN EVERY CLASSROOM, AND, OF COURSE, TO IMPROVE STUDENT LEARNING BECAUSE THAT’S WHY WE’RE ALL HERE. CURRENTLY, WHERE ARE WE WITH ED EVALS? THE LEGISLATION IN 2009 REQUIRED THAT ANNUAL EVALUATIONS WOULD HAPPEN IN 2011 AND 2012. THESE ARE HAPPENING ACROSS THE STATE. IT ALSO LED TO THE CONVENING OF THE MICHIGAN COUNCIL FOR EDUCATOR EFFECTIVENESS THAT WAS UNDER THE LEADERSHIP OF DEBORAH BALL AND THAT WAS TO SHAPE THE STATEWIDE SYSTEM. IN AN UPDATE IN 2014, STUDENT GROWTH ASPECT WAS ADDED THAT STUDENT GROWTH BE MEASURED AS A PART OF THE EVALUATION PROCESS AT LEAST IN PART BY STATE ASSESSMENT FOR TEACHERS THAT HAVE THOSE TESTS IN THEIR GRADES AND SUBJECT AREAS. FULL IMPLEMENTATION OF THE EVAL, THE TARGET DATE, OF COURSE, 2015 AND ’16. CURRENTLY THE LEGISLATION IS NOW ON THE HOUSE FLOOR. AS YOU KNOW, WE’RE PREPARED TO GO FORWARD WITH THIS, AGAIN, BECAUSE IT IS THE BEST PRACTICE.>>SO AS THE SUPERINTENDENT MENTIONED IN THE INTRODUCTION, THIS LAW HAS BEEN ON THE BOOKS FOR A NUMBER OF YEARS NOW. DISTRICTS HAVE LARGELY BEEN IMPLEMENTING IT ON THEIR OWN, ACCORDING TO KIND OF HOW THEY HAVE FIGURED OUT HOW TO DO IT AND THERE IS A WIDE VARIATION IN HOW DISTRICTS ARE APPROACHING EDUCATOR EVALUATION AT THIS POINT IN TIME. SOME DISTRICTS, LIKE DEARBORN, GIVE A SHOUT OUT TO DEARBORN, FOR SUPERINTENDENT WHISTON AND NORMA JEAN, THEY HAVE MOVED FAR DOWN PATH OF IMPLEMENTING A WELL-DEVELOPED EVALUATION SYSTEMS AND OTHERS HAVE BEEN WAITING FOR THE STATE TO PROVIDE MORE GUIDANCE. THIS IS FROM A SURVEY THAT WE DO EVERY YEAR OF DISTRICTS TO HELP US UNDERSTAND HOW THEY HAVE BEEN APPROACHING THIS. THIS TALKS ABOUT WHICH FRAMEWORKS ARE USED CURRENTLY IN LOCAL EVALUATIONS OF TEACHER PROFESSIONAL PRACTICE. WHICH OBSERVATION FRAMEWORKS. REMEMBER WITH THE EVALUATIONS, THERE IS SEVERAL COMPONENTS BUT THERE’S TWO BIG COMPONENTS. ONE, THE OBSERVATION DATA OF PROFESSIONAL PRACTICE AND THE OTHER IS THE STUDENT GROWTH DATA OF OUTCOME OF STUDENTS THAT ARE TAUGHT BY CERTAIN TEACHERS. IN THE STATE WE HAVE– YOU CAN SEE TO THE LEFT, CHARLOTTE DANIELSON’S FRAMEWORK FOR TEACHING PROFICIENCY, 60% OF THE SCHOOL DIRECTS ARE USING THAT. THEN THE MARZANO TEACHER EVALUATION MODEL IS NEXT AT 18%. THEN 5 DIMENSIONS AND THOUGHTFUL CLASSROOM. BUT YOU SEE A LARGE NUMBER, ALMOST 44% ARE USING A LOCALLY DEVELOPED OR OTHER TOOL. WHAT WE HAVE FOUND IN TALKING WITH THOSE DISTRICTS, FOR MANY OF THOSE, THEY’RE USING DANIELSON, OR MARZANO, ONE OF THE OTHER ONES THAT THEY’VE ADDED TO IT, OR CHANGED IT. THAT’S OKAY. THAT’S HELPING MODEL IT ON WHAT THEY WANT THEIR LOCAL SYSTEM TO DO. THE OTHER POINT WE HAVE HEARD ABOUT THIS IS SOME DISTRICTS AREN’T USING ONE OF THE FIRST FOUR– AND THE FIRST FOUR, SO YOU KNOW, ARE THE FOUR THAT WERE RECOMMENDED IN THE DEBORAH BALL REPORT, THE MICHIGAN COUNCIL ON EDUCATOR EFFECTIVENESS RECOMMENDED USE OF THESE FOUR OBSERVATION TOOLS FOR TEACHERS. AGAIN, WE’RE TALKING ABOUT TEACHER EVALUATIONS OR TEACHER OBSERVATION TOOLS RIGHT NOW. SO WE HAVE ALSO HEARD DISTRICTS SAY,”WELL, WE WOULD “BE USING ONE OF THE FOUR “BUT WE’RE NOT SURE. “IS THE STATE GONNA TELL US “WHICH ONE? “HOW DO WE KNOW?” SO THERE MIGHT BE MORE TRANSITION INTO ONE OF THESE MODELS UNDER SOME GUIDANCE OR SOME SPECIFICS FROM THE STATE. AGAIN, THE SECOND KIND OF BIG CHUNK OF EDUCATOR EVALUATIONS FOCUSES ON THE PERCENT OF EVALUATION BASED ON STUDENT GROWTH. THIS IS IN 2013. THE DATA ON THIS SLIDE ACTUALLY SHOWS YOU 2012, 2013 AND 2013-2014. THE GRAY BAR IS 2013-14, THE MOST RECENT YEAR THAT WE HAVE THIS INFORMATION. WHAT YOU WOULD EXPECT TO SEE IS MORE DISTRICTS USING MORE OF THEIR EVALUATION BASED ON STUDENT GROWTH BECAUSE THAT’S WHAT THE LAW REQUIRES. THAT THEY BASE THE PERCENTAGE THAT WAS BASED ON STUDENT GROWTH. YOU CAN SEE IN 2013/’14, JUST UNDER– IN BETWEEN 20 AND 29% OF OUR DISTRICTS– I’M SORRY. ABOUT 54% OF OUR DISTRICTS ARE USING BETWEEN 20% AND 29% OF THE EVALUATION BASED ON STUDENT GROWTH. YOU CAN SEE DOWN AT THE OTHER END ALMOST 20% OF OUR DISTRICTS ARE BASING THE EVALUATION ON 50% OR MORE STUDENT GROWTH, AND THAT, WHERE CURRENT LAW WOULD REQUIRE COMING IN THIS YEAR THAT 50% OF THE EVALUATION BE BASED ON STUDENT GROWTH. YOU SEE THAT WE HAVE DISTRICTS KIND OF SPREAD OUT ACROSS THE CONTINUUM. THEN THE DISTRIBUTION OF EFFECTIVENESS RATINGS. I ALWAYS HESITATE ON SHOWING THIS SLIDE, BECAUSE I THINK WE HAVE TO ASK OURSELVES A QUESTION ON THE ACTUAL PREMISE OF EDUCATOR EVALUATIONS. THE PURPOSE OF EDUCATOR EVALUATIONS HAS NEVER BEEN TO FIRE PEOPLE. THAT’S NOT THE BEST PRACTICE. THE BEST PRACTICE IS WHAT WE SAID AT THE BEGINNING: EDUCATOR EVALUATIONS ARE A BEST PRACTICE TO IMPROVE STUDENT LEARNING BY HELPING DEVELOP EDUCATORS AS PROFESSIONALS WITH REGULAR FEEDBACK ABOUT THEIR PRACTICE. TEACHING STUDENTS– MANY OF YOU HAVE BEEN IN THE EDUCATION FIELD, NORMA JEAN AND I HAVE BOTH BEEN IN THE CLASSROOM. TEACHING STUDENTS IS NOT A THING THAT IS EASY TO DO. IT IS NOT SOMETHING THAT’S STATIC, THAT YOU LEARN TO DO ONCE AND THEN YOU’RE DONE. SO HAVING A WELL-DEVELOPED, ROBUST EVALUATION SYSTEM TO GET REGULAR FEEDBACK IS ABOUT IMPROVING THE PRACTICE OF OUR EDUCATION PROFESSIONALS, NOT ABOUT FIRING OUR WAY TO PROFICIENCY. SO WHEN YOU LOOK AT THESE RATINGS, SOMETIMES I HAVE TO ASK, “WELL, WHAT DO WE EXPECT “TO SEE?” I DON’T EXPECT TO SEE A HUGE PERCENTAGE OF OUR TEACHERS ARE INEFFECTIVE. ONE OF THE MAIN THINGS WHEN WE STARTED DOING THIS EVALUATION SYSTEM, OR THIS EVALUATION– I WOULDN’T CALL IT A SYSTEM YET. THIS EVALUATION APPROACH, BACK IN 2011/2012, IS YOU ACTUALLY GOT THE DIFFERENTIATION AT THE UPPER END, BETWEEN HIGHLY EFFECTIVE AND EFFECTIVE. PRIOR TO THE IMPLEMENTATION OF THIS LAW, MOST TEACHERS RECEIVED EITHER A SATISFACTORY OR UNSATISFACTORY RATING. SO NOW YOU HAVE BEEN ABLE TO DIFFERENTIATE AMONG GOOD TEACHERS, BUT GIVE THEM SOMETHING TO WORK TOWARD. AND OVER TIME, AS YOU LOOK ACROSS, TO THE RIGHT ACROSS THE BAR THERE, 2012/2013,2013/2014, YOU CAN SEE WE HAVE MORE HIGHLY EFFECTIVE TEACHERS, FEWER EFFECTIVE TEACHERS. THAT WOULD SUGGEST TO ME THAT TEACHERS HAD AN OPPORTUNITY TO IMPROVE THEIR PRACTICE, THAT THEY TOOK THAT AND WERE ABLE TO MOVE UP TO HIGHLY EFFECTIVE. IT ALSO GIVES GROWTH POTENTIAL. AND THEN YOU SEE ABOUT 2.3% OF OUR TEACHERS ARE MINIMALLY EFFECTIVE AND A VERY SMALL PORTION ARE INEFFECTIVE. BUT AGAIN, I DON’T THINK THAT WE WOULD EXPECT TO SEE A HUGE NUMBER OF TEACHERS INEFFECTIVE. SOME SMALL PORTION ARE INEFFECTIVE AND NEED TO EITHER BE STRONGLY COUNSELED TO IMPROVE QUICKLY OR PERHAPS CONSIDER A DIFFERENT PROFESSION, BUT MOST OF MICHIGAN’S TEACHERS ARE GOOD TEACHERS WHO CAN BE BETTER AND NEED AND DESERVE THAT DEVELOPMENT AND PRACTICE. THAT’S THE PURPOSE OF EDUCATOR EVALUATIONS. ONE OF THE THINGS THAT SUPERINTENDENT WHISTON SAID WHEN HE STARTED IN JULY IS THAT WE NEED TO– THE DEPARTMENT NEEDS TO BE IN THE SPACE OF PROVIDING SOME GUIDING PRINCIPLES AND SOME GUIDANCE AND SUPPORT TO DISTRICTS AROUND THIS. THAT IF THIS IS A BEST PRACTICE FOR IMPROVING STUDENT ACHIEVEMENT, THEN THE DEPARTMENT NEEDS TO BE HELPING DISTRICTS FIGURE OUT HOW TO DO THIS MORE EFFECTIVELY. AND SO HERE IS THE GUIDING PRINCIPLES THAT SIT BEHIND WHAT WE WOULD LIKE TO PROPOSE AS OUR APPROACH TO EDUCATOR EVALUATIONS. AGAIN, WE CAN’T REITERATE THIS ENOUGH, BUT THAT EDUCATOR EVALUATIONS ARE A BEST PRACTICE FOR IMPROVING STUDENT ACHIEVEMENT IN MICHIGAN. IN THE LAST FEW YEARS WE HAVE SOMETIMES GOTTEN LOST IN THE DISCUSSION OF “WE HAVE TO DO THIS BECAUSE OF THE FEDERAL GOVERNMENT,” OR “WE HAVE TO DO THIS BECAUSE OF SOME OTHER REASON.” REALLY AT THE END OF THE DAY IF WE STEP BACK FROM REQUIREMENTS AND WE SAY, “DO WE WANT MICHIGAN TEACHERS “TO RECEIVE REGULAR “PROFESSIONAL DEVELOPMENT, “REGULAR EVALUATIONS “TO IMPROVE PRACTICE TO BE “A TOP TEN PERFORMING STATE?” THE ANSWER IS YES. IT IS A BEST PRACTICE. SO OUTSIDE OF REQUIREMENTS OR LAWS, THIS IS SOMETHING THAT WILL HELP US BE A HIGHER PERFORMING STATE AND HELP OUR STUDENTS LEARN MORE AND BE MORE COMPETITIVE IN A GLOBAL ECONOMY. WE ALSO– ANOTHER GUIDING PRINCIPLE, WE NEED A CONSISTENT EDUCATOR EVALUATION SYSTEM FOCUSED ON IMPROVING INSTRUCTION AND SUPPORTING EDUCATORS. THE KEY THERE IS A CONSISTENT SYSTEM. RIGHT NOW WE HAVE EVALUATIONS HAPPENING, WE DON’T HAVE A CONSISTENT SYSTEM. DISTRICTS ARE LARGELY LEFT TO FIGURE THIS OUT ON THEIR OWN. THE KEY ELEMENTS OF THIS SYSTEM ARE CONSISTENT OBSERVATION TOOLS AND PRACTICE, INCLUDING TO GET TECHNICAL, INTER-RATER RELIABILITY. SO THAT MEANS EVERY TIME A TEACHER GETS RATED BY TWO DIFFERENT OBSERVERS, THEY SHOULD GET TO ABOUT THE SAME PART. THEY SHOULD SEE SIMILAR PRACTICE. IF THEY’RE NOT, THEN SOMEBODY IS PROBABLY NOT TRAINED VERY WELL OR THEY’RE USING THE RUBRIC DIFFERENTLY. YOU WANT IT TO BE CONSISTENT SO YOU HAVE GOOD DATA ON THE TEACHERS. ONE TINY SIDE-BAR, I AM TALKING AND NORMA JEAN AND I ARE TALKING A LOT TODAY ABOUT THE TEACHERS. ADMINISTRATORS ARE AN IMPORTANT PART OF THE SYSTEM TOO, AND I’LL TALK ABOUT THAT IN A MINUTE. BUT FOR NOW I’M GOING TO KEEP USING TEACHERS BECAUSE THAT’S– THAT’S WHERE WE’RE FOCUSING OUR EFFORTS IN THIS FIRST YEAR. WE NEED CONSISTENT APPROACHES TO DETERMINING STUDENT GROWTH AND COMBINING STUDENT GROWTH WITH OBSERVATION DATA TO GET THAT FINAL EVALUATION RATING, AND THIS IS PROBABLY THE THIRD BULLET, THE BIGGEST ONE: WE HAVE GOTTEN– THIS DISCUSSION KIND OF DIVES ON THE SHORES OF BULLET TWO SOMETIMES, BUT REALLY, BULLET THREE IS WHERE THE CHANGE HAPPENS. THE INTEGRATION OF THE EDUCATOR EVALUATIONS WITH PROFESSIONAL LEARNING. SO YOU HAVE A RATING, SO WHAT? WHAT ARE YOU GOING TO DO? HOW ARE YOU GOING TO RECEIVE HIGH QUALITY PROFESSIONAL LEARNING TO IMPROVE YOUR PRACTICE? HERE IS OUR PROPOSED PLAN MOVING FORWARD TO 2015/’16. MDE WILL DEVELOP, WILL DEPLOY, AND WILL MAINTAIN GUIDANCE ON THE TECHNICAL FOUNDATIONS OF EDUCATOR EVALUATIONS WHICH INCLUDE KIND OF THESE THREE MAIN COMPONENTS: THE STUDENT GROWTH PERCENTILES THAT YOU GET FROM THE STATE SUMMIT OF ASSESSMENTS, STUDENT LEARNING OBJECTIVES. IN YOUR NEXT PRESENTATION, WE’LL DELVE MORE DEEPLY INTO STUDENT LEARNING OBJECTIVES, SO I WON’T GO INTO THAT A LOT HERE. HOW DO YOU CONDUCT THOSE HIGH-QUALITY OBSERVATIONS AND GIVE THAT FEEDBACK TO EDUCATORS AND THEN HOW DO YOU CONNECT THOSE EVALUATIONS WITH PROFESSIONAL LEARNING? THERE IS MONEY IN THE STATE AID THAT IS AVAILABLE FOR TRAINING. AND SO OUR PROPOSED PLAN ON THE TABLE, IT WAS– AGAIN WE HAD BEEN WORKING WITH LOTS OF PEOPLE, THE LEGISLATURE, OTHERS ACROSS THE STATE TO CONTINUE TO WORK ON– IF SOMETHING CHANGES IN TERMS OF LEGISLATION, IF SOMETHING CHANGES ELSEWHERE, WE WILL AMEND THIS PLAN. BUT IN THE ABSENCE OF SOME OF THAT MOVEMENT, WE WANT TO BE READY TO PROVIDE SOME SUPPORT TO DISTRICTS. SO OUR PLAN IS WE WOULD FLOW THIS MONEY ACTUALLY TO ISD’S TO MAKE TRAINING AND SUPPORT IN ANY OF THE FOUR RECOMMENDED MODELS FROM THE BALL REPORT AVAILABLE TO ALL LEAS. THE FIRST QUESTION THERE IS ALWAYS WHY ISD’S INSTEAD OF DIRECT TO DISTRICTS. WE HAVE A COUPLE REASONS. ONE, WE THINK WE’RE LATE IN THE YEAR ALREADY. THERE IS THAT WIDE RANGE, THAT WIDE THREAD OF WHAT PEOPLE ARE DOING. SO WE NEED OUR INTERMEDIATE SCHOOL DISTRICTS TO HELP CUSTOMIZE THIS TRAINING IN A WAY THAT MAKE SENSE TO THE DISTRICTS AND PARTNER WITH EACH OTHER OR OFFER THE ABILITY FOR DISTRICTS TO KIND OF SHOP ACROSS ISD’S. A DISTRICT THAT’S BEEN IMPLEMENTING DANIELSON FOR 5 YEARS DOESN’T NEED TO START AT THE BEGINNING WITH THE BASIC DANIELSON TRAINING. THEY NEED TO FOCUS ON INTER-RATER RELIABILITY OR SOME OTHER PART OF PRACTICE. THE OTHER IS JUST BEING ABLE TO GET ECONOMIES TO SCALE AND GET THE VENDERS TO PERHAPS PROVIDE DEALS, OR THINGS LIKE THAT. NOT ASK EVERY DISTRICT TO NEGOTIATE THAT WITH THE VENDORS DIRECTLY– THE VENDORS FOR THE FOUR MODELS. THERE’S BEEN TALK OF “WHY DON’T YOU THE STATE “JUST NEGOTIATE CONTRACTS “WITH THE FOUR VENDERS?” BUT AGAIN, WE WORRY THAT’S TOO MUCH OF A ONE SIZE FITS ALL APPROACH FOR THIS YEAR WHEN THERE IS SUCH A SPREAD IN WHAT PEOPLE ARE DOING. THIS INCENTIVIZES BUT DOES NOT REQUIRE THE LEAS TO CHOOSE ONE OF THE FOUR MCE RECOMMENDED MODELS. SO IF THE DISTRICTS ARE USING THEIR OWN THING, YOU DON’T WANT TO USE ONE OF THE FOUR, THAT’S FINE. WE WOULD LIKE TO WORK WITH– WE KNOW THAT THERE ARE DISTRICTS CRYING OUT FOR HELP AND SUPPORT AND WE WANT TO DO THAT AROUND THE FOUR OBSERVATION TOOLS. BUT IF YOU HAVE YOUR OWN, YOU’RE HAPPY WITH IT, WE’RE NOT GOING TO BE TELLING YOU NOT TO DO IT. BUT THE TRAININGS, YOU KNOW, THERE IS A MINIMAL AMOUNT OF MONEY — IT’S FUNNY TO SAY 12 MILLION IS MINIMAL, BUT THERE’S A MINIMAL AMOUNT OF MONEY, SO WE NEED TO FOCUS IT THERE. THEN ADDITIONAL FUNDS FLOWING TO THE ISD REGIONS TO SUPPORT ON SITE STAFFING TO WORK DIRECTLY WITH LEAS ON TRAINING. SO PUTTING SOME STAFF OUT IN THE ISD’S WHO CAN WORK WITH THE DISTRICTS. AGAIN, TRY TO HAVE A TAILORED APPROACH, GET SUPPORTS OUT THERE IN A WAY THAT MAKES SENSE FOR THE DISTRICTS. A SMALL PORTION OF THE MONEY WE WOULD LIKE TO ACTUALLY PUT INTO RESEARCH AND EVALUATION. WE TALKED ABOUT BEING A DATA-DRIVEN ORGANIZATION, ABOUT HAVING EVIDENCE, BUT OFTEN WHEN IT IS TIME TO MAKE POLICY WE DON’T ACTUALLY HAVE THAT EVIDENCE OR INFORMATION, AND THERE ARE SOME THINGS THAT WE DON’T KNOW ABOUT EDUCATOR EVALUATIONS THAT WOULD HELP US BE SMARTER MOVING FORWARD. ONE IS LOCAL BARRIERS TO ORGANIZATION, SO GETTING THAT INFORMATION AROUND WHAT’S GOING WELL AND WHAT ADDITIONAL SUPPORTS ARE NEEDED. BEST PRACTICE IS AN IMPLEMENTATION THAT MAY BE SCALED. THE THIRD ONE IS A HUGE ONE. I SAID I WOULD TALK ABOUT ADMINISTRATOR EVALUATIONS. OUR PLAN WOULD BE TO FOCUS ON GETTING EVERYBODY UP TO SPEED ON THE TEACHER EVALUATIONS IN 2015/2016, AGAIN LIMITED TIME AND MONEY FOCUS, THEN IN 2016/2017 TURN OUR ATTENTION TO ADMINISTRATOR EVALUATIONS. BUT ADMINISTRATOR EVALUATIONS IS AN AREA THAT’S FAR LESS WELL DEFINED IN THE RESEARCH. IT WAS LESS WELL DEFINED IN THE BALL REPORT, SO WE WOULD LIKE TO SPEND TIME THIS YEAR DOING POLICY SCANS OF OTHER STATES, LOOKING AT THE ACTUAL ACADEMIC RESEARCH, MAYBE PILOTING A FEW SMALL THINGS, SO THAT BY NEXT YEAR WE CAN ROLLOUT EVIDENCE-BASED PRACTICE AROUND EDUCATOR– I’M SORRY, ADMINISTRATOR EVALUATIONS. AND THEN LOOKING INTO OR PILOTING A STUDY OF THE CLIMATE CULTURE SURVEYS, MEASURES OF EFFECTIVE TEACHING PROJECTS FUNDED BY THE GATES FOUNDATION HIGHLY– STRONGLY RECOMMENDS THE USE OF STUDENT SURVEYS, CLIMATE CULTURE SURVEYS AND EDUCATOR EVALUATIONS AS ANOTHER PIECE OF DATA. BUT AGAIN, KIND OF UNDERSTANDING WHICH SURVEYS ARE AVAILABLE NOW, HOW WELL THEY ARE APPROPRIATE FOR THIS PLAN, DOING SOME PILOTING, BEFORE WE GO TO SCALE. WE DON’T ALWAYS PILOT THINGS SMALL IN THIS STATE, WE JUMP IN FULL FLEDGED WITH EVERYTHING, AND THEN WHEN IT DOESN’T GO AS WELL AS WE WANT, WE’VE WASTED A LOT OF TIME AND EFFORT. SO WE WOULD LIKE TO PUT A LITTLE BIT OF THIS MONEY AND TIME INTO FIGURING OUT A GOOD STRATEGY MOVING FORWARD AND THEN ADOPT SOMETHING BASED ON THIS EVIDENCE. WHAT’S MISSING FROM THIS THING, I APOLOGIZE, THIS IS MY FAULT. WE WILL ALSO PROVIDE GUIDANCE ON HOW TO HANDLE THE STUDENT GROWTH PORTION. SO AGAIN, UNDER CURRENT LAW IT IS 50% MUST BE BASED ON STUDENT GROWTH. FOR TEACHERS IN TESTED GRADES AND SUBJECTS, THERE HAS TO BE SOME INVOLVEMENT OF THE STATE ASSESSMENT DATA THERE, AND I’LL TALK ABOUT THAT IN A MINUTE. WE WOULD– THE WAY WE WOULD APPROACH THE GUIDANCE AROUND STUDENT GROWTH IS TO TAKE OTHER STATES, POLICIES AGAIN IN SOME OTHER STATES, LOOK AT BEST PRACTICE MODELS AND SAY FOR THESE TYPES OF TEACHERS, TEACHERS OF MATH IN ELEMENTARY SCHOOLS, HERE ARE A COUPLE WAYS TO HANDLE STUDENT GROWTH, FOR TEACHERS OF SPANISH AT THE HIGH SCHOOL, HERE’S A COUPLE WAYS. AND THOSE PIES OF HOW TO DIVIDE UP THE 50% DO LOOK DIFFERENT FOR DIFFERENT TYPES OF TEACHERS. STATE ASSESSMENT DATA FROM THE MSTEP WAS IN ANY STATE SUMMIT ASSESSMENT, IS NOT BEST DESIGNED TO BE THE PRIMARY DETERMINER OF STUDENT GROWTH IN AN EVALUATION SYSTEM. THAT’S NOT WHAT STATE SUMMIT ASSESSMENTS ARE DESIGNED TO DO. THEY HAPPEN ONCE A YEAR, THEY DO MEASURE GROWTH AND GIVE YOU A PIECE OF THE STUDENT GROWTH DATA PUZZLE, BUT IT SHOULDN’T BE THE PREDOMINANT PIECE AND IT SHOULDN’T BE THE ONLY PIECE. AND SO OUR GUIDANCE WOULD EXPLAIN HOW TO USE THE STATE PROVIDED GROWTH DATA IF YOU’RE A TESTED GRADE AND SUBJECT. IT IS SOMETHING LIKE, LOOK AT YOUR LOCAL MEASURES, LOOK AT YOUR STUDENT LEARNING OBJECTIVES, LOOK AT A PORTFOLIO, LOOK AT YOUR BENCHMARKING DATA, ALL OF THAT DATA THAT’S CLOSER TO INSTRUCTION, AND THEN TAKE YOUR STATE DATA, OPEN UP– I TALKED ABOUT IT LIKE A DATA BACKPACK. OPEN UP YOUR STATE DATA BACKPACK AND SEE IF IT IS TELLING THE SAME STORY AS THE REST OF THE DATA. IF IT IS, GREAT. IF IT IS NOT, THEN YOU NEED TO BRING IN SOME OTHER DATA AND SEE WHAT SORT OF– WHAT IS THE ISSUE WITH THIS TEACHER. ARE THEY ACTUALLY GETTING GROWTH AND IT IS NOT BEING PICKED UP BY A MEASURE? OR IS THERE SOME DISCONNECT BETWEEN THEM? SO THAT IN A NUTSHELL IS THE PLAN THAT WE’RE TRYING TO WORK TOWARD. I WILL TURN IT BACK TO YOU.>>QUESTIONS FROM THE BOARD? JOHN?>>MORE OF A COMMENT. I REALLY WANT TO APPLAUD BRIAN AND THE STAFF’S LEADERSHIP ON BEING PROACTIVE AND SAYING WE NEED TO HELP SUPPORT EFFECTIVE EVALUATIONS, AS ITS OWN IMPORT FOR STUDENT LEARNING. AND IRRESPECTIVE OF WHETHER WE GET GOOD LEGISLATION, HOPEFULLY WE WILL GET GOOD, REINFORCING LEGISLATION THAT HEADS IN THE SAME DIRECTION, BUT I JUST WANT TO REMIND EVERYBODY WHY THIS IS SO CRITICAL. WE PASSED STANDARD REFORM A FEW YEARS AGO. IT BASICALLY SAID, “IF YOU WANT TO EARN YOUR STRIPES TO TEACH AND YOU WANT TO KEEP TEACHING, YOU HAVE GOT TO DEMONSTRATE YOUR TEACHING ABILITY ON A CONTINUOUS BASIS AND YOU’VE GOT TO SHOW THE STUDENTS ARE LEARNING.” AND SO IT IS ESSENTIAL THAT TEACHER EVALUATION BE FAIR, AND VIEWED AS FAIR BY TEACHERS, BUT MORE THAN FAIR, IT HAS TO HELP, AS YOU SAID, IT’S GOT TO HELP IMPROVE THEIR TEACHING ABILITY AND HELP THEM GET TO BE BETTER TEACHERS AND SUPPORT THEM IN THEIR DISCIPLINE. THERE ARE APPROACHES TO EVALUATE TEACHERS THAT ARE SUPPORTIVE AND EFFECTIVE. THAT THESE MODELS AND PERHAPS SOME OTHERS THAT ARE RESEARCH-BASED, THAT HELP TEACHERS IMPROVE THEIR GAME. MOST DISTRICTS WOULD PROBABLY SUPPORT SOME, BUT IF LEFT TO THEIR OWN DEVICES, AS MUCH AS WE APPRECIATE LOCAL CONTROL. I MEAN, DEB BALL SAID IT QUITE POINTEDLY, TEACHING IS REALLY IMPORTANT. ARE KIDS GOING TO LEARN? AND YOU WOULDN’T ALLOW DOCTORS TO BE TRAINED AND EVALUATED BY WHAT THEIR PATIENTS SAY THEY NEED BY THE LOCAL COMMUNITY. YOU WANT THEM TO BE TRAINED AND ASSESSED BY A CREDIBLE, EFFECTIVE MEDICAL TRAINING REGIME. THAT’S WHAT WE NEED TO ENSURE. OUR DEPARTMENT HELPING DEPLOY EFFECTIVE EVALUATION FRAMEWORKS THAT ACTUALLY DELIVER ON WHAT TEACHERS NEED AND WANT IS ESSENTIAL. I DO HOPE WE’LL GET LEGISLATION SAYING MORE ABOUT THAT, THAT DOES SUPPORT EFFECTIVE WAYS TO EVALUATE TEACHERS. IT’S VERY IMPORTANT TO OUR FUTURE AND THE FUTURE OF OUR KIDS’ LEARNING.>>EILEEN?>>I WOULD LIKE TO ECHO JOHN’S THANKS BECAUSE THIS IS A REASONABLE, WELL-DESIGNED STRUCTURAL ELEMENT THAT, BY NECESSITY, IS MISSING FROM THE LEGISLATION THAT’S BEING PROPOSED JUST BECAUSE THEY DON’T KNOW WHAT YOU KNOW. I KEEP ON BRINGING UP UTOPIA, WHICH IS A MODEL LIKE IDAHO HAS, WHERE ONE MODEL, ONE ED EVAL MODEL IS USED IN THE ED SCHOOLS AND IN THE ENTIRE STATE. IT HAPPENS TO BE CHARLOTTE DANIELSON, BUT EVERY ED CANDIDATE, AS THEY GRADUATE, IS EVALUATED AND THEN WALKS INTO EMPLOYMENT WITH AN ACTIVE EVALUATION. THE SCHOOLS MENTOR THAT PERSON BASED UPON THAT INFORMATION AND MOVE THEM FORWARD. THE RETENTION RATE FOR TEACHERS IS MUCH HIGHER BECAUSE PEOPLE ARE VERY WELL TRAINED AND VERY WELL SUPPORTED. I RECOGNIZE THE ROLE OF LOCAL CONTROL IN THIS ISSUE, BUT I WORRY THAT LEGISLATION WILL ALLOW PEOPLE TO BE MORE VALCONIZED, A TEACHER WHO STRUGGLES IN ONE DISTRICT THEN GOES TO ANOTHER ONE WILL FIND THAT THEY’RE STARTING OUT FROM SCRATCH. I DON’T THINK IT SERVES THE TEACHERS AS WELL. I DON’T THINK PEOPLE ARE THINKING ABOUT THAT. SO THANK YOU FOR DOING THIS. GOOD, CONSISTENT WORK.>>MICHELLE?>>I RESPECT AND APPRECIATE THE EFFORTS TO MAKE THESE MORE CONSISTENT AND RESEARCH BASED. A COUPLE OF CONCERNS THAT I HAVE, AND IT HAS NOTHING TO DO WITH YOUR WORK, IT’S MORE WITH THE LEGISLATIVE DYNAMICS THAT WE HAVE TO DEAL WITH, GIVEN THIS SITUATION, BUT JUST LIKE THE 3RD GRADE RETENTION, IF SOMEBODY DOESN’T, THERE IS AN AUTOMATIC CALL FOR TEACHERS TO BE TERMINATED IF THEY DON’T GET A CERTAIN EVALUATION IN A CERTAIN PERIOD OF TIME OR A LIFTING OF THEIR TENURE. AT THE SAME TIME THE TEACHERS DON’T REALLY HAVE A MEANINGFUL APPEAL PROCESS. IT HAS BEEN IMPLEMENTED IN AN UNFAIR WAY. ALTHOUGH THEY CAN APPEAL TO THEIR SUPERINTENDENT, I DON’T CONSIDER THAT A MEANINGFUL APPEAL PROCESS, BECAUSE IT’S THE SAME REGIME WHO MAY HAVE BEEN UNFAIR, THEY’RE APPEALING TO THEM AGAIN. AND ALTHOUGH THERE ARE MANY REALLY WONDERFUL ADMINISTRATORS, EVERYBODY IS BIASED AND SOMETIMES PEOPLE ARE NOT ALWAYS FAIR. SO THE FACT THAT THE LEGISLATURE ALSO MADE IT A PROHIBITIVE SUBJECT OF BARGAINING, TEACHERS AND UNIONS CANNOT RENEGOTIATE, CANNOT, IF THIS IS BEING– IF– MY CONCERN IS THAT IF A TEACHER IS, EVEN IF THEY’RE TRAINED, IF THE ADMINISTRATOR JUST WANTS TO THROW OUT, DOESN’T LIKE SOMEBODY FOR WHATEVER REASON, MAYBE THEY FEEL THINGS ABOUT THEM, YOU KNOW, PROBLEMS IN THE SYSTEM, MAYBE THEY REPORTED LEAD IN THE WATER IN THE SCHOOL, WHO KNOWS! WHATEVER IT IS. MAYBE IT’S SOMEONE ADVOCATING FOR THE KIDS, AND THEY BECOME A TARGET, WHO IS TO STOP THAT? WHO’S TO STOP THAT IF THE SUPERINTENDENT IS PART OF THAT, IS COMPLICIT? I THINK THAT’S A REAL– IT MAKES THE PROCESS, THE EVALUATION, IT AFFECTS THE INTEGRITY OF THE EVALUATION AS A WHOLE. THERE NEEDS TO BE– I DON’T KNOW IF THERE HAS BEEN ANY DISCUSSION, A MEANINGFUL APPEALS PROCESS, AND WITHOUT TENURE, WE DON’T HAVE THAT. I’M NOT SURE HOW TO DO THAT. IF THERE WAS A WAY– BY THE WAY, GROWTH IS– THE AMERICAN STATISTICAL ASSOCIATION HAS SAID MEASURING TEACHER EVALUATIONS BASED ON GROWTH IS AN INVALID MEASURE.>>ISN’T THAT ABOUT VALUE-ADDED MODELS?>>THEY SAY THERE IS TOO MUCH VARIABILITY.>>RIGHT. YOU NEED TO TRY AND GET AT THE INFORMATION IN THAT GROWTH COMPONENT. AGAIN, IF YOU THINK ABOUT IT AS A PIE, THE PIECE OF THE PIE THAT’S GROWTH SHOULD NOT BE ONE MEASURE, AND IT SHOULD NOT BE PRIMARILY VALUE-ADDED MODEL DATA OR STATE DATA. BUT GROWTH AS A PORTRAIT IS NOT AN INVALID PART OF A TEACHERS EVALUATION. IT IS THE OVER USE OF THE VALUE-ADDED MODEL IN THERE.>>BUT I STILL THINK– SO WHEN YOU’RE LOOKING AT THE GROWTH, AND YOU’RE IN A DISTRICT WHERE THERE IS A LOT OF CHANGING OF THE STUDENTS FROM ONE YEAR TO THE NEXT, THE CHANGING OF THE TESTING STYLES FROM ONE YEAR TO THE NEXT, HOW DO YOU MAKE SURE THAT IT IS VALID? WHETHER IT IS, YOU KNOW, I– THERE IS A LOT OF ISSUES WITH THE VALIDITY OF THE MEASURE.>>IF WE CAN STEP BACK TO THE APPEALS PROCESS FOR A MINUTE, AND I WILL ADD TO THAT, SUPERINTENDENT OR NORMA JEAN MIGHT HAVE THINGS TO ADD TOO. WE AGREE THAT THERE SHOULD BE AN APPEAL’S PROCESS, WE’VE ACTUALLY MADE THAT CASE A NUMBER OF TIMES OVER THE LAST FEW YEARS. THAT, WE NEED TO HAVE THAT CHANGED LEGISLATIVELY, BUT IN THE INTERIM, WHAT WE WOULD LIKE TO DO IS PROVIDE DISTRICTS WITH MORE SUPPORTS SO THEY CAN DO BETTER EVALUATIONS. SO TRY TO NARROW THE NUMBER OF DISTRICTS THAT ARE DOING POOR EVALUATIONS, EITHER OUT OF ILL-INTENT, WHICH I THINK THAT’S PROBABLY A SMALL NUMBER, OR OUT OF JUST NOT KNOWING HOW TO DO A BETTER EVALUATION. IF WE CAN INCREASE THE QUALITY, THEN MORE TEACHERS ARE GETTING GOOD EVALUATIONS AND THAT’S MORE FAIR. THEN WE CAN CONTINUE TO HAVE DISCUSSION ON WHAT WOULD AND WHO WOULD RUN AN APPEAL’S PROCESS, WHAT WOULD THAT LOOK LIKE, AND HOW DO WE GIVE KIND OF FAIR DISCUSSION? THAT’S A PIECE THAT WOULD HAVE TO BE LEGISLATIVELY DONE OR SOME OTHER WAY. ON THE STUDENT GROWTH PIECE, YOU KNOW, I THINK THAT’S WHY WE REALLY WANT TO– IN A TIME OF CHANGE AROUND ASSESSMENTS, IT’S BECOME A POLARIZED DISCUSSION– EITHER ALL GROWTH OR NO GROWTH. AND REALLY, IT’S ABOUT DATA AND INFORMATION FOR TEACHERS ON THEIR PRACTICE, AND A PIECE THAT HAVE IS HOW THEIR STUDENTS ARE DOING ON QUANTITATIVE MEASURES WHICH CAN BE CLASSROOM TESTS, WHICH CAN BE LOTS OF THINGS THAT AREN’T A STATE ASSESSMENT. THE CONVERSATION HAS MOVED TOO MUCH TO– IT’S EITHER THE STATE ASSESSMENT OR IT’S NOTHING. AND REALLY THE TRUTH IS ABOUT GIVING TEACHERS GOOD INFORMATION AND MEASURES. MEASURING OUR PROGRESS IS SOMETHING WE’LL DO IN OUR TOP 10 IN 10 GOALS. HOW ARE WE MOVING– HOW DO WE KNOW THAT WE’RE MOVING TOWARD WHAT WE NEED TO. EVERYBODY NEEDS THAT AT EVERY LEVEL OF THE SYSTEM. SO I THINK THAT’S WHY THIS MODEL IS BUILT ON A MUCH MORE LOCAL, MUCH CLOSER TO INSTRUCTION, MUCH MORE PROFESSIONAL LEARNING COMMUNITY-BASED APPROACH TO GROWTH VERSUS A– HERE IS A NUMBER FROM SOMETHING AND YOU MAKE A DECISION ON THAT.>>I AGREE IT IS A SIGNIFICANT IMPROVEMENT.>>I’M GOING TO CALL ON RICHARD IN ONE SECOND, BUT I ALSO WANT TO SAY THAT IT IS IMPORTANT TO MAKE SURE WE HAVE A FAIR EVALUATION SYSTEM AND THE INNER-RATE RELIABILITY– WHATEVER– IT IS IMPORTANT AND US SHARING HOW TO DO THAT WITH DISTRICTS SO THAT MULTIPLE PEOPLE ARE GOING IN CLASSROOMS AND LOOKING AT WHAT’S GOING ON IS THE KEY. SO WE CERTAINLY WILL PROVIDE THAT GUIDANCE TO DISTRICTS, I’LL WORK WITH MASA AND MASP TO MAKE SURE THAT THEY’RE PUSHING FOR THAT IMPLEMENTATION IN THAT FAIR WAY AS WELL. IF WE LOOK AT THE NUMBERS THOUGH, THERE WAS ONLY WHAT, 2%, LESS THAN 3% WERE RATED INEFFECTIVE OR MINIMALLY EFFECTIVE. IT IS AN IMPORTANT ISSUE, BUT THE NUMBERS RIGHT NOW, THEY’RE NOT SAYING THAT THERE’S A BIG PROBLEM. BUT IT COULD BECOME A BIG PROBLEM. WE NEED TO HEAD THAT OFF. RICHARD.>>ON PAGE 3 OF THE HANDOUT, FRAMEWORKS USED IN LOCAL EVALUATIONS OF TEACHERS AND PROFESSIONAL PRACTICE, THE PERCENTAGES ADD UP TO MORE THAN 100%, SO I ASSUME THAT SOME OF THE SCHOOLS ARE USING MORE THAN ONE FRAMEWORK IN EVALUATING TEACHERS?>>SOME CHECKED DANIELSON AND LOCALLY DEVELOPED, FOR EXAMPLE, SO THERE IS A–>>THEY MADE SOME CHANGES TO DANIELSON SO–>>THEY USE A DANIELSON-BASED OR A MARZANO-BASED.>>OKAY. OKAY. AND THEN, YOU ACKNOWLEDGED THIS IN YOUR PRESENTATION, BUT TO BELABOR THE POINT, I JUST WANT TO COMMENT. YOU KNOW, THE ASSUMPTION IS THAT AN EFFECTIVE TEACHER WILL HELP THE STUDENTS REACH EDUCATIONAL GOALS. THE YEARS WE HAVE THE VAST MAJORITY OF OUR TEACHERS ARE EITHER EFFECTIVE OR HIGHLY EFFECTIVE ARE THE SAME YEARS THAT LESS THAN 40% OF OUR STUDENTS MET THEIR SCIENCE OBJECTIVES AND ABOUT 40, 44 MET SOCIAL STUDIES OBJECTIVES. SO THERE’S AN ASSUMPTION THAT AN EFFECTIVE TEACHER WILL HELP THE STUDENTS REACH OBJECTIVES AND– WHICH MAY NOT NECESSARILY HOLD. ANOTHER PHENOMENON THAT WE HAVE SEEN IS SOME OF OUR LOWEST PERFORMING DISTRICTS HAVE HAD THE HIGHEST PERCENTAGES OF HIGHLY EFFECTIVE TEACHERS AND ONCE AGAIN, THAT COULD QUITE WELL BE TRUE, THAT IN A CHALLENGED AREA, HIGHLY EFFECTIVE TEACHERS MIGHT– MIGHT NOT BE ABLE TO SHOW CHALLENGED STUDENTS– BRING THEM AS FAR AS ON STATE GOALS AS STUDENTS FROM OTHER COMMUNITIES. SO WE HAVE TO KIND OF IDENTIFY THESE ASSUMPTIONS AS WE GO ALONG AND MAYBE DISCARD SOME OF THEM. IF TEACHER RATING DOESN’T CORRELATE WITH STUDENT PERFORMANCE MAYBE WE NEED TO QUESTION WHETHER IT IS EVEN WORTH THE EFFORT UNLESS WE HAVE A SEPARATE IDEA OF TEACHER COMPETENCE WHICH IS DISCONNECTED FROM EFFECTIVENESS AND STUDENTS REACHING GOALS.>>I THINK THAT’S AN IMPORTANT POINT. I THINK IT IS ALSO IMPORTANT NOT TO JUDGE THE SYSTEM UNTIL WE HAVE A SYSTEM. SO I THINK WE CAN MAKE A LOT OF IMPROVEMENTS IN THE QUALITY OF THESE EVALUATIONS, I THINK WE ALSO NEED TO HAVE A GOOD DISCUSSION ABOUT DEFINING OBJECTIVES IN WAYS THAT ARE OUTSIDE OF THE PROFICIENCY ON STATE TESTS. PARTICULARLY IN A HIGH-POVERTY DISTRICT, THEY MAY NOT BE PROFICIENT ON STATE TESTS, THAT DOESN’T MEAN THEY HAVEN’T MADE GROWTH OR SIGNIFICANT GAINS HAVEN’T BEEN MADE WITH THOSE STUDENTS IN WAYS THAT AREN’T EASILY PICKED UP BY THEIR PROFICIENT SCORE ON THE SCIENCE ASSESSMENT. AND TEACHERS CAN BE VERY EFFECTIVE IN THOSE SETTINGS, EVEN ACADEMICALLY. I MEAN, I’M NOT SAYING– EVEN ACADEMICALLY THERE’S WAYS THAT THEY COULD HAVE BEEN VERY EFFECTIVE THAT ARE NOT WELL DETECTED BY THE SIMPLE CORRELATION BETWEEN PERCENT PROFICIENT, WHICH IS VERY KEY TO SOCIOECONOMIC STATUS AND TEACHER EFFECTIVENESS. I THINK THAT THE LARGER POINT YOU’RE CALLING OUT IS WE NEED TO KEEP AN EYE ON WHETHER OR NOT THIS IS A FAIR ASSUMPTION. THAT THIS IS A BEST PRACTICE FOR STUDENT ACHIEVEMENT FALLS OUT AT A STATE POLICY LEVEL. IT IS A GOOD ONE. WE HAVE TO HAVE A SYSTEM IN PLACE TO DO THAT, AND IT HAS NOT BEEN A SYSTEM IN THE LAST FEW YEARS.>>ALL RIGHT. TO STAY ON SCHEDULE, OH– GO AHEAD, KATHLEEN.>>I WANT TO THANK YOU TOO, BECAUSE THIS IS REALLY CLEAR, THE WAY YOU DO THIS. EXCUSE ME. I HAVE SOME CONCERNS. WE DON’T SAY– IT JUST SAYS EDUCATOR EVALUATION, BUT IT DOESN’T– THEY HAVE TO BE EFFECTIVE GOOD EVALUATIONS. I DON’T KNOW IF YOU WANT TO PUT AN ADJECTIVE IN THERE– I WOULD LIKE TO PUT THAT IN. EFFECTIVE EVALUATIONS AND THAT WE NEED A FAIR AND CONSISTENT EDUCATOR SYSTEM. I THINK WE OUGHT TO ADD THOSE, ‘CAUSE– AND WHAT’S FAIR MAY BE IN THE EYE OF THE BEHOLDER, MAYBE. WE THINK WE KNOW WHAT’S FAIR. I THINK IF WE WANT TO MAKE SURE THAT THIS IS DONE FOR, AS YOU SAID IN YOUR PRESENTATION, THAT IT’S DONE TO HELP THE TEACHERS IMPROVE AND EVEN GOOD PEOPLE CAN– GOOD TEACHERS CAN IMPROVE AND THEY WANT TO, RATHER THAN BE PUNITIVE. THAT’S THE THING THAT WORRIES ME. YOU GET THE IMPRESSION OF PEOPLE IN THE LEGISLATURE THAT THEY REALLY WANT TO BE PUNITIVE AND GET RID OF THESE BAD TEACHERS. THAT’S THE DANGER OF THIS I THINK. WHEN WE DO THE LEGISLATION, WE HAVE TO BE CAREFUL ABOUT THAT. BUT I AGREE WITH EILEEN THAT I’M CONCERNED ABOUT OUR LETTING THEM PICK THEIR OWN– THE DISTRICTS PICK THEIR OWN SYSTEM. EVEN FOUR ARE A LOT. I WOULD, MAYBE YOU’RE DOING IT FOR POLITICAL REASONS, BUT– WE’RE DOING IT FOR POLITICAL REASONS, BUT I’M NOT SURE I LIKE THAT DECISION. I THINK I WOULD RATHER HAVE THEM ALL STICK TO THE SAME– WE HAVE IT NOW THAT THEY’RE ALL DIFFERENT AND MAYBE A LOT OF THEM ARE USING THE SAME, BUT THEY DON’T HAVE TO. I THINK THAT’S A PROBLEM IF WE WANT TO HAVE A STATEWIDE SYSTEM SO THAT IT WOULD BE COMPARABLE ONE TO THE OTHER.>>I THINK, AND I WILL BE QUIET AFTER THIS OR MY BOSS IS GOING TO THROW SOMETHING AT ME. BUT I THINK IF YOU THINK ABOUT IT LIKE A FUNNEL, WE’RE OUT HERE. WE WANT TO GET TO HERE. BUT THAT’S A GRADUAL CHANGE. SO IF WE GET TO FOUR FROM WHO KNOWS WHAT, THAT’S AN IMPROVEMENT. AND THEN WE CAN DO RESEARCH AND SEE OVER TIME AND SEE TOWARDS MORE STANDARDIZATION. BUT I THINK SOMETHING WE DO IN STATE POLICY SOMETIMES IS WE TRY TO APPLY THAT TOUGH STANDARDIZATION, THAT ONE SIZE FITS ALL APPROACH TOO QUICKLY, AND IT DOESN’T FIT ANYBODY WELL, VERSUS USING EVIDENCE AND NARROW INTO MORE OF A SYSTEM.>>OKAY. I WOULD AGREE WITH THAT. THAT’S GOOD. I WANTED TO ASK ABOUT THE ADMINISTRATOR– I’M GLAD YOU HAVE PROFESSIONAL DEVELOPMENT IN HERE, BECAUSE THE WAY THE ADMINISTRATORS DO THE EVALUATION IS GOING TO BE THE CRITICAL– IT’S CRITICAL AND IT IS ABSOLUTELY ESSENTIAL IF THEY GET GOOD PROFESSIONAL DEVELOPMENT SO THEY KNOW HOW TO DO IT AND THEY DO IT FAIRLY. THAT’S WHERE THE RUB COMES IN I THINK. SO I’M EAGER TO HEAR WHAT RICK HAS TO SAY.>>WE’RE GOING TO GO TO PAM, AND THEN RICK AND THEN MOVE ON. PAM?>>YOU MAY HAVE ANSWERED THIS QUESTION, I MIGHT HAVE MISSED IT WHEN YOU WERE RESPONDING TO MICHELLE AND RICHARD. AN EDUCATOR POINTED OUT TO ME, AND JUST A QUESTION: HAVE WE EVER HAD ANY COMPLAINTS FROM SOME OF THE HIGHER PERFORMING DISTRICTS THAT THERE’S — WHERE THE STUDENTS MAY BE PERFORMING VERY WELL AND THERE IS NOT A LOT OF ROOM FOR IMPROVEMENT? HAVE THERE EVER BEEN ANY THOUGHTS OR CONCERNS ABOUT THAT? WHERE AN EDUCATOR MAY NOT SHOW–>>AN EDUCATOR EVALUATION?>>YES.>>I HAVEN’T HEARD A LOT OF THAT. YOU CAN SET GROWTH GOALS FOR STUDENTS AT ANY LEVEL, IT IS NOT LIKE A STATE PROFICIENCY. IT’S NOT LIKE PROFICIENCY ON A STATE TEST IS THE UPPER BOUNDS OF WHAT STUDENTS CAN KNOW AND DO. SO I THINK DISTRICTS ARE LARGELY HANDLING IT. I THINK EVENTUALLY WE WOULD WANT TO PROVIDE GUIDANCE THERE ON SETTING GROWTH GOALS AND DATABASE GOALS FOR HIGH PERFORMING STUDENTS TOO. WE HEARD IT IN THE SCHOOL AND DISTRICT ACCOUNTABILITY SYSTEM AND WE HAVE PROVISIONS IN THERE NOT TO PENALIZE PLACES WHERE GROWTH IS KIND OF TAPPED OUT, BUT I THINK THAT’S PROBABLY A SECOND ORDER CONCERN, OR THEY FIGURED OUT HOW TO DO IT.>>RICK?>>I JUST WANT TO APPLAUD BOTH OF YOU FOR THIS WORK. VANESSA, THE NOTION THAT WE’D USE A WIDE VARIETY OF ASSESSMENT DATA IN ORDER TO DETERMINE STUDENT GROWTH IS SO CRITICAL, AND IT IS JUST SOMETHING THAT TEACHERS NEED TO HEAR MORE OF. AND WE ALSO NEED TO BE REASSURED, AGAIN, AS KATHLEEN MENTIONED THAT FUNDAMENTALLY TEACHER EVALUATIONS ARE ABOUT TEACHING PROFESSIONAL LEARNING AND THEY DRIVE THE PROFESSIONAL LEARNING. I THINK IF MORE TEACHERS HAD THE ASSURANCE, AND THIS GETS BACK TO THE TENURE PIECE, MICHELLE, THAT YOU WERE SPEAKING ABOUT — IF MORE TEACHES HAD THE ASSURANCE THAT THEY WERE HERE TO STAY, THEN THEY COULD WORK ON PROFESSIONAL LEARNING SO THAT THE EVALUATION PROCESS WOULD BE AN OPPORTUNITY FOR PROFESSIONAL LEARNING INSTEAD OF A JUDGMENT, INSTEAD OF A SENSE OF “I’M EITHER GOING TO GET FIRED OR I’M GOING TO KEEP MY JOB.” TO AVOID THIS REAL VISCERAL FEAR, INSTINCT AND REACTION, THIS PROFESSIONAL LEARNING COMPONENT HAS TO BE STRESSED. I REALLY APPLAUD YOU FOR BRINGING THAT IN, FOR STRESSING THAT SO STRONGLY. IT IS CRITICAL WE AS TEACHERS CONTINUE TO HEAR THAT.>>ALL RIGHT. THANK YOU VERY MUCH. NEXT ITEM, A PRESENTATION ON STUDENT LEARNING OBJECTIVE, WHICH TIES INTO THE SAME CONVERSATION. THIS PRESENTATION IS RELATING TO THE PREVIOUS TOPIC ON EDUCATOR EVALUATIONS, SLOS MEASURABLE, LONG-TERM ACADEMIC GOALS THAT A TEACHER OR A TEACHER’S TEAM SETS FOR ALL STUDENTS. LEGISLATION IN MICHIGAN REQUIRES THAT STUDENT GROWTH AND ASSESSMENT COMPONENT OF A TEACHER’S EVALUATION CONSISTS OF THE STATE STUDENT GROWTH AND AN ASSESSMENT MEASURING STANDARDS AT A LOCAL STUDENT GROWTH ASSESSMENT. STUDENT LEARNING OBJECTIVES ARE ONE WAY TO MEASURE THE ACADEMIC GROWTH OF STUDENTS AND THIS PRESENTATION WILL BE PROVIDING AN OVERVIEW OF THE STUDENT LEARNING OBJECTIVES AND OUTLINE A POSSIBLE USE OF THEM IN EDUCATOR EVALUATION INITIATIVES. THE NEXT STEPS WILL BE SHARING INFORMATION RELATED TO THIS WITH LOCAL DISTRICTS AND NORMA JEAN SASS, DEPUTY SUPERINTENDENT, AND LINDA FORWARD, DIRECTOR, EDUCATION IMPROVEMENT AND INNOVATION, WILL SHARE STATEMENTS WITH US.>>THIS IS PERFECT FOLLOWING THE EDUCATION EVALUATION, BECAUSE THIS IS ANOTHER CRITICAL PIECE. WE HAVE TO HAVE MULTIPLE MEASURES. TO RELY ON JUST ONE TEST OR ONE MEASUREMENT WOULDN’T DO SERVICE, I DON’T BELIEVE, TO ANYONE. WHEN WE LOOK AT THE STUDENT LEARNING OBJECTIVES, IT IS GOAL-CENTERED, IT IS ANOTHER WAY FOR THE TEACHER TO BECOME VERY INVESTED IN THIS, AND IT WORKS VERY WELL FOR THOSE TEACHERS WHERE WE DON’T HAVE STATE ASSESSMENTS THAT MEASURE THEIR AREAS. SO LINDA FORWARD WILL TAKE US THROUGH THE PRESENTATION.>>THANK YOU. AS WE START THIS, I DO WANT TO ACKNOWLEDGE THE WORK AND SUPPORT THAT WAS GIVEN TO US BY THE GREAT LAKES COMPREHENSIVE CENTER, WHICH IS KIND OF LIKE AN ISD FOR LOCAL DISTRICTS, BUT THEY ARE FOR STATE ORGANIZATIONS, AND THEY’VE PROVIDED SOME EXPERTISE FOR THIS WORK AND I ESPECIALLY WANT TO RECOGNIZE SAMSON [indistinct] WHO HAS LED THE EFFORT HERE IN THE DEPARTMENT. HE’S CERTAINLY PUT THIS TOGETHER IN A VERY NICE FORMAT AND HAVING BEEN A TEACHER AND ADMINISTRATOR AND A SUPERINTENDENT, HE UNDERSTANDS EVALUATION FROM ALL POINTS OF VIEW, WHETHER IT BE FOR ADMINISTRATORS OR FOR TEACHERS, SO I WAS REALLY DELIGHTED THAT WE COULD HAVE HIM HELP US WITH THIS. STUDENT LEARNING OBJECTIVES. I THINK FIRST, TO SET THE CONTEXT, YOU HEARD ABOUT THEM EARLIER IN THE PREVIOUS CONVERSATION, ABOUT ANOTHER WAY TO DO– TO LOOK AT GROWTH, STUDENT GROWTH. I WAS A SPANISH AND FRENCH TEACHER, AND EARLY ON IN THIS WHOLE DISCUSSION ABOUT EVALUATION WE HAD THE CONVERSATION ABOUT WHAT ABOUT UNTESTED GRADES AND UNTESTED SUBJECTS? SOMEBODY SAID, “”WELL, WE’LL JUST GIVE THEM THE COMPOSITE SCORES OF ALL OF THE TESTS.” I DIDN’T TEACH MATH, I DIDN’T TEACH SCIENCE, YOU CAN MAKE A CONNECTION TO LANGUAGE I SUSPECT– ENGLISH LANGUAGE ARTS, BUT THAT’S IT. AND I WANTED SOMETHING ELSE. THIS IS KIND OF AN ANSWER FOR THOSE UNTESTED GRADES AND SUBJECTS AS WELL. A WAY TO APPROACH HOW YOU GET AT GROWTH. AS BRIAN SAID, AN SLO IS A MEASURABLE, LONG-TERM ACADEMIC GOAL INFORMED BY DATA THAT A TEACHER OR A TEAM OF TEACHERS SETS IN COLLABORATION WITH THE BUILDING ADMINISTRATION. SO TO DO THIS WORK, YOU NEED TO HAVE AN ONGOING DIALOGUE WITH TEACHERS AND ADMINISTRATORS IN ORDER TO PUT TOGETHER THE GOALS AND THEY’RE DONE AT THE BEGINNING OF THE YEAR. YOU CAN EVEN DO THEM IN JUNE WITH SOME MODIFICATIONS EARLY IN THE YEAR. AND THEY’RE SET UP EITHER FOR ALL OF THE STUDENTS THE TEACHER ENCOMPASSES, OR IT MIGHT BE AROUND SUBGROUP, BECAUSE THIS TEACHER HAS A GROUP OF KIDS THAT ARE PARTICULARLY CHALLENGING AND YOU WANT TO TAKE A LOOK AT HOW THAT WILL BE WORKED ON. HAVING SAID THAT, I WANT TO REMIND YOU THAT THE PURPOSE OF ALL OF THIS IS FOR TEACHER GROWTH, NOT ABOUT GOTCHA. IF WE’RE DEALING WITH THAT, I COULD HAVE GONE IN AS THE LANGUAGE TEACHER AND SAID, YOU KNOW, I’M STRUGGLING WITH — I REMEMBER HAVING A GROUP OF SPECIAL ED KIDS THAT HAD EVERY REASON TO BELIEVE THAT THEY COULD ACHIEVE IN THE LANGUAGE AREAS, BUT THAT TOOK SPECIAL LEARNING ON MY PART ABOUT HOW TO GET AT THAT, ABOUT HOW TO WORK WITH THAT. AND THAT MIGHT HAVE BEEN SOMETHING I’D HAVE LIKED SOME SUPPORT ON. IF I CAN GO IN THE CONVERSATION SAYING “CAN YOU HELP ME WITH THIS, CAN WE TAKE A LOOK AT THIS THIS YEAR?” IT WOULD HAVE BEEN A MUCH HEALTHIER SITUATION FOR EVERYBODY. WHY DO WE WANT TO DO THIS? THIS IS A WAY TO MEASURE ACADEMIC GROWTH OF STUDENTS. IT PERSONALIZES THE LEARNING OF THE TEACHER OR TEAM OF TEACHERS. IT IS DESIGNED TO IMPROVE AND FOCUS ON INSTRUCTION AND THE NICE THING ABOUT THE LEARNING OBJECTIVES IS IT LINKS VERY CLOSELY TO THE SCHOOL IMPROVEMENT PROCESS SO A TEAM OF TEACHERS IN MATH, FOR INSTANCE, COULD SAY, “WE HAVE THIS GOAL THAT WE’RE TRYING TO ACHIEVE IN OUR SCHOOL IMPROVEMENT PLAN. WE WANT TO SET A STUDENT LEARNING OBJECTIVE ABOUT THAT GOAL” OR AROUND MATH, ANY TARGET THAT THEY MAY HAVE. IT ALSO HELPS TO ASSURE THE COMPETENCY BASED LEARNING IS TAKING PLACE WITH TEACHER-LED INSTRUCTIONS. YOU’LL REMEMBER WE TALKED ABOUT THAT EARLIER THIS YEAR. THIS IS ONE WAY TO ASSURE QUALITY IN THAT AREA AS WELL. WHAT DOES THE PROCESS LOOK LIKE? WELL, IT LOOKS AN AWFUL LOT LIKE A SCHOOL IMPROVEMENT PLAN, IN ALL HONESTY. YOU START OUT WITH THE DEVELOPMENT PROCESS, THAT’S AN AREA WHERE THE TEACHER OR TEAM OF TEACHERS AND THE ADMINISTRATORS, THEY GET TOGETHER AND HAVE A DISCUSSION ABOUT WHAT IS IT THAT THEY WANT TO ASSESS AS THE LEARNING OBJECTIVE. YOU HAVE TO GET THE APPROVAL THEN OF THE ADMINISTRATOR IN THE BUILDING. YOU WANT A MID-COURSE CHECK IN, SO PARTWAY THROUGH THE YEAR YOU WANT TO TALK ABOUT HOW THIS IS GOING? DO WE NEED TO TWEAK IT ANY? IS THE GOAL SET UP APPROPRIATELY? IS THE OBJECTIVE SET UP HOW WE WANT IT TO BE? THERE IS A FINAL REVIEW OF THE STUDENT OBJECTIVE ATTAINMENT AND SCORING THAT’S DONE BY ADMINISTRATION AND TEACHERS TOGETHER, AND THEN A DISCUSSION OF THE SUMMATIVE RATING AND IMPACT ON BEST PRACTICE. THIS PIECE WOULD BE A PART OF THAT CONVERSATION THAT IS MORE FOCUSED ON STUDENT GROWTH THAN ANY OTHER PART OF THE TOTAL OF THE EVALUATIONS WHICH, OBVIOUSLY, THIS IS A PIECE OF, NOT ALL OF IT. THIS SUPPORTS TEACHER INSTRUCTIONAL DEVELOPMENT. I WANT TO SAY THAT OVER AND OVER AGAIN. IT IS ABOUT TEACHER INSTRUCTIONAL DEVELOPMENT. IT IS A MEASURE OF STUDENT GROWTH. IT IS DRIVEN BY INDIVIDUAL TEACHERS AND TEACHER TEAMS AND CAN BE USED BY ALL TEACHERS. EVERY TEACHER IN THE BUILDING CAN UTILIZE THIS. IT DOES, ONCE AGAIN, ALIGN WITH THE STUDENT IMPROVEMENT PROCESS. WE HAVE VARYING TYPES OF SLOS, SOME THAT INCREASE TEACHER AGENCY, SOME THAT ARE COMPARABILITY ACROSS A BUILDING, A DISTRICT. TYPE ONE IS ONE THAT IS SET BY A TEACHER OR TEAM OF TEACHERS USING AVAILABLE ASSESSMENTS. THEY COULD BE ASSESSMENTS DESIGNED FOR IN THE CLASSROOM OR OTHER ASSESSMENTS THAT MIGHT EXIST ACROSS THE DISTRICT. THEY DECIDE WHAT THAT LOOKS LIKE AND THEN HAVE A CONVERSATION WITH THE ADMINISTRATION TO FINALIZE IT. TYPE 2 IS SET BY A TEACHER OR TEACHER TEAM USING AN ASSESSMENT LIST OR A RANKING LIST THAT’S PROVIDED FROM ELSEWHERE, OUTSIDE. THE THIRD KIND, THE TEACHER TEAM USES COMMON ASSESSMENTS. FREQUENTLY THERE ARE ASSESSMENTS THAT EXIST ACROSS THE DISTRICT THAT ARE THE SAME, TO LOOK AT HOW STUDENTS ARE PROGRESSING. THAT COULD BE THE THIRD TYPE. FINALLY, THE SLO IS SET BY A LOCAL EDUCATION AGENCY USING COMMON ASSESSMENTS AND COMMON GROWTH TARGETS. THAT’S THE FAR EXTREME, WHERE IT IS NOW THE DISTRICT SETTING THE SLO VERSUS THE TEACHER. YOU NOTICE THAT ALL THE WAY THROUGH HERE, WE TALKED ABOUT TEACHERS AND TEAMS OF TEACHERS WORKING WITH ADMINISTRATORS IN A DIALOGUE SETTING. YOU DO HAVE TO HAVE, JUST AS IN THE PREVIOUS EXAMPLE, YOU DO HAVE TO HAVE STUDENT GROWTH TO BE A PART OF THIS PROCESS. WE HAVE PUT TOGETHER ARE A SET OF — I’M GOING TO FAST FORWARD TO THIS ONE, WHICH IS HARD TO SEE. IF YOU WANT TO SEE THEM, THEY’RE AVAILABLE ON THE WEBPAGE. A FREQUENTLY ASKED QUESTIONS DOCUMENT THAT ASKS WHAT ARE THE STUDENT LEARNING OBJECTIVES, HOW DO USE THEM, WHAT NEEDS TO BE DONE. THERE IS A TEMPLATE FOR PUTTING TOGETHER THE STUDENT LEARNING OBJECTIVES SO THAT THE ADMINISTRATOR OR THE TEACHERS CAN WORK TOGETHER ON THIS. AND THEN THERE IS A CHECKLIST. WE HAVE THESE PIECES IN PLACE. THAT’S DESIGNED TO BE USED BY THE ADMINISTRATOR AND THE TEACHER OR TEAM OF TEACHERS. THIS HAS BEEN PUT TOGETHER OVER THE LAST YEAR, YEAR AND A HALF, UTILIZING INPUT NOT ONLY FROM GREAT LAKES COMPREHENSIVE CENTER, BUT SAM BROUGHT TOGETHER A TEAM OF PEOPLE ACROSS THE DEPARTMENT AND EVENTUALLY CALLED ON PEOPLE FROM OUTSIDE OF THE DEPARTMENT FROM ISD’S AND LOCAL DISTRICTS TO INFORM THE DOCUMENTS AND THE FAQ THAT WE HAVE IN PLACE. WHAT WE NEED TO DO NOW, AS WE ROLL FORWARD WITH THE EDUCATOR EVALUATION, IS TO WORK WITH THE LOCAL DISTRICTS AND INTERMEDIATE SCHOOL DISTRICTS TO DEVELOP THE GUIDANCE AND THE ROLLOUT. WE HAVE TALKED WITH THE ISD’S, YOU SAW IN THE EARLIER PRESENTATION WHERE THERE’S MONEY PROVIDED BY ISD’S TO DO SUPPORT, THIS IS ONE OF THE AREAS THAT WE’D NEED THEM TO SUPPORT THE SCHOOLS AND THE DISTRICTS. WE WOULD PLAN TO TRAIN PEOPLE AT THE ISD LEVEL TO GO OUT AND TO SPREAD THIS ACROSS THE STATE SO WE HAVE SOME UNIFORMITY IN PLACE. WE ARE CURRENTLY CONDUCTING REGIONAL INFORMATION SESSIONS ON THE SLOS, AND THE FIRST REACTION FROM ONE GROUP UP NORTH WAS “WHAT, ANOTHER PIECE WE’VE GOT TO DO?” AND YET, WHEN WE GOT TO THE BOTTOM LINE OF THIS IS A TOOL TO HELP YOU WITH SOME OF THOSE FOLKS YOU MAY NOT ALREADY HAVE A SOLUTION ABOUT HOW YOU DO STUDENT GROWTH AND YOU COULD USE IT FOR EVERYBODY IF YOU CHOOSE TO, IT IS A LOT CALMER IN THE ROOM BY THE END OF THE CONVERSATION. SO IT WAS A GOOD DAY IN THE LONG RUN. IT HELPED US TO UNDERSTAND, THOUGH, WHAT WE HAVE TO WORK ON WITH THE FIELD ABOUT KNOWING THAT THIS IS ONE TOOL THAT YOU CAN PULL OUT. WE WILL CONTINUE TO WORK ON INTERNAL AND EXTERNAL PARTNERS TO PROVIDE PROFESSIONAL LEARNING OPPORTUNITIES FOR EDUCATORS ACROSS THE STATE SO WE THEY CAN LEARN ABOUT THIS PROCESS AND HOW TO APPLY IT, AND SO WE CAN GET SOME UNIFORMITY AROUND IT. SO FAR, WE HAVE PRESENTED AT THE SPECIAL POPULATION CONFERENCE, WHICH IS A PLACE WHERE IT HAS REAL MEANING. THIS IS NOT A GROUP THAT HAS A LOT OF TESTED GRADES AND SUBJECTS. IT HAS A LOT OF SUPPORTS THAT ARE PROVIDED BY OTHER EDUCATORS. THEN IN THE UPPER PENINSULA, WE’LL BE AT THE ADVANCED ED CONFERENCE AND THE SCHOOL IMPROVEMENT CONFERENCE TO SHARE THIS AND WE’RE WORKING WITH THE GENERAL EDUCATION LEADERSHIP NETWORKS ON A WAY TO BEGIN THE TRAINING FOR ISD PERSONNEL ACROSS THE STATE IN THIS MODEL OF MATRIX IN STUDENT GROWTH. AS I’VE TALKED ABOUT THIS, I’VE TALKED MORE ABOUT TEACHERS. YOU SHOULD BE VERY MUCH AWARE OF ONE OF THE BIG PIECES COMING IN THE NEXT YEAR IS ADMINISTRATOR EVALUATION AND FOCUSING ON THIS, AND STUDENT LEARNING OBJECTIVES IS A REALLY GOOD TOOL FOR ADMINISTRATORS TO USE FOR MEASURING THEIR GROWTH BECAUSE THEY’RE LOOKING AT THE TOTALITY OF THE BUILDING, SO WHAT MIGHT YOU WANT TO DO AROUND THAT, THE POPULATION OF THAT.>>THANKS, LINDA AND NORMA JEAN. QUESTIONS FROM THE BOARD, PLEASE?>>SOUNDS GOOD.>>SOUNDS VERY GOOD. ALL RIGHT. THANK YOU.>>THANK YOU.>>NEXT ITEM ON THE COMMITTEE OF THE WHOLE AGENDA IS A PRESENTATION ON THE PROPOSED MICHIGAN STANDARDS FOR THE PREPARATION OF TEACHERS OF WORLD LANGUAGE. THE STANDARDS FOR PREPARATION OF TEACHERS OF WORLD LANGUAGE ARE BEING PROPOSED AS A GUIDING SET OF STANDARDS FOR THE INITIAL TEACHER PREPARATION IN WORLD LANGUAGES AND WOULD ALSO SERVE AS THE STANDARDS TO SUPPORT THE PROFESSIONAL DEVELOPMENT OF THE IN-SERVICE TEACHERS. NEXT STEPS WOULD BE FOR THE BOARD TO APPROVE THIS EITHER AT THIS MEETING OR NEXT MEETING, YOUR CHOICE, AND WE WOULD HAVE VANESSA KEESLER, DEPUTY SUPERINTENDENT AND SEAN KOTTKE, CONSULTANT, PROFESSIONAL PREP SERVICES. THANK YOU.>>LONG TIME, NO SEE! JUST A LITTLE JOKE. OKAY. WE’RE HERE TO TALK ABOUT SOMETHING VERY DIFFERENT THAN EDUCATOR EVALUATIONS OR ASSESSMENT OR ACCOUNTABILITY. WE’RE HERE TO TALK ABOUT OUR TEACHERS AND OUR TEACHER PREPARATION AND OUR STANDARDS AROUND WORLD LANGUAGES. I’LL LET SEAN HANDLE MOST OF THIS PRESENTATION. SEAN IS A CONSULTANT IN OUR OFFICE OF PROFESSIONAL PREPARATION SERVICES. HE’S BEEN DEEPLY INVOLVED IN THE WORK ALONG WITH MANY OTHER INITIATIVES AROUND OUR TEACHER CERTIFICATION AND TEACHER PREP INITIATIVES. SO SEAN, GO AHEAD.>>ALL RIGHT. THANK YOU. GOOD MORNING. FIRST, TO SET THE TONE, OUR PURPOSES FOR WORLD LANGUAGE TEACHER PREPARATION STANDARDS. WHY DO WE HAVE THESE IN THE FIRST PLACE? ONE, TO ESTABLISH A SHARED VISION FOR THE KNOWLEDGE AND SKILLS THAT ENTRY LEVEL TEACHERS SHOULD HAVE IN THE AREA OF WORLD LANGUAGES, AND WHAT THEY SHOULD BE ABLE TO DO. TO GUIDE OUR EDUCATOR PREPARATION INSTITUTIONS AND THEIR PROGRAM DEVELOPMENT AND ASSESSMENT. THEN TO SUPPORT THOSE INSTITUTIONS AS THEY SEEK NATIONAL RECOGNITION AND ACCREDITATION. A QUICK OVERVIEW OF THE STANDARDS DEVELOPMENT PROCESS: OUR CURRENT STATE STANDARDS FOR THE PREPARATION OF WORLD LANGUAGE TEACHERS WERE ADOPTED IN 2002 — 2004, SORRY — BASED UPON THE NATIONAL STANDARDS ESTABLISHED BY THE AMERICAN COUNCIL OF TEACHERS OF FOREIGN LANGUAGES. THOSE WERE ESTABLISHED IN 2002. IN 2013, ACTFL, THAT’S THEIR ACRONYM, UPDATED THEIR STANDARDS WITH SIGNIFICANT INPUT FROM MICHIGAN TEACHER EDUCATORS IN WORLD LANGUAGES. SO IN THE FALL OF 2014, A WORLD LANGUAGE ADVISORY COMMITTEE WAS FORMED, OR ACTUALLY CONTINUED TO MEET AND REVIEWED THOSE NEW ACTFL STANDARDS AGAINST THE CURRENT MICHIGAN TEACHER STANDARDS IN WORLD LANGUAGES TO DETERMINE WHETHER WE SHOULD UPDATE OURS OR SIMPLY ADOPT THE NATIONAL STANDARDS. THE CONSENSUS WAS TO RECOMMEND AN ADOPTION OF THE NATIONAL STANDARDS, WHICH WERE SIMILAR TO WHAT WAS DONE IN 2004, TO SERVE AS MICHIGAN’S NEW STANDARDS FOR WORLD LANGUAGE TEACHER PREPARATION WITH AN ADDITIONAL STANDARD THAT WAS RELATED TO UNDERSTANDING OF LANGUAGE ACQUISITION DEVELOPED BY MICHIGAN EDUCATORS. IN SPRING OF 2015, THOSE DRAFT STANDARDS WERE SENT OUT FOR PUBLIC COMMENT AND WITH SOME SIGNIFICANT ASSISTANCE FROM THE MICHIGAN WORLD LANGUAGE ASSOCIATION. AND THE PUBLIC COMMENT THAT CAME BACK WAS OVERWHELMINGLY POSITIVE. IT IS DESCRIBED IN GREATER DETAIL IN THE INTRODUCTION TO THE STANDARDS, WHICH ACCOMPANIES THE STANDARDS DOCUMENT ITSELF THAT SHOULD BE IN YOUR PACKETS. A QUICK OVERVIEW OF THE HIGHLIGHTS OF THE REVISED STANDARDS: THE FIRST THING I WOULD LIKE TO EMPHASIZE IS THAT THEY DO HAVE VERY STRONG CONTINUITY WITH THE CURRENT STANDARDS FOR TEACHER PREPARATION IN WORLD LANGUAGES. EXPECTATIONS FOR THE TEACHER KNOWLEDGE AND SKILLS IN THE AREAS OF LANGUAGE PROFICIENCY, KNOWLEDGE OF CULTURE AND CULTURAL TEXTS, LANGUAGE ACQUISITION THEORIES, UNDERSTANDING OF K-12 STANDARDS FOR LEARNING AND WORLD LANGUAGES, AND LESSON PLANNING AND CURRICULUM DESIGN AND PROFESSIONAL BEHAVIORS ARE ALL NEARLY IDENTICAL TO THE CURRENT STANDARDS WITH SOME MINOR UPDATES. SOME NEW FEATURES IN THESE STANDARDS. THERE ARE MORE DETAILED STANDARDS REGARDING TEACHER KNOWLEDGE OF METHODS OF ASSESSING STUDENT LANGUAGE LEARNING, WHICH SORT OF CONNECTS BACK TO THE PREVIOUS PRESENTATION ON STUDENT LEARNING OBJECTIVES, QUESTIONING STRATEGIES THAT TEACHERS MAY USE TO FACILITATE STUDENT LANGUAGE USE AND STRATEGIES FOR FACILITATING AUTHENTIC INTERACTION BETWEEN STUDENTS AND NATIVE SPEAKERS OF LANGUAGES. A NEW REQUIREMENT IN THESE STANDARDS IS THE REQUIREMENT THAT TEACHER PREPARATION PROGRAMS UTILIZE THE ORAL PROFICIENCY INTERVIEW TO ASSESS A CANDIDATE’S INTERPERSONAL COMMUNICATION SKILLS. THE CURRENT STANDARDS THAT ARE IN PLACE SIMPLY NOTE A VARIETY OF TESTING PROTOCOLS FOR ASSESSING PROFICIENCY. THE PROPOSED STANDARDS NOW SPECIFICALLY THE OPI, AS DO THE NATIONAL STANDARDS, BECAUSE ITS VALIDITY AND RELIABILITY HAVE BEEN VIGOROUSLY ESTABLISHED IN THE RESEARCH BASE ON WORLD LANGUAGE LEARNING. ITS KEY DISTINGUISHING FEATURE IS A VIGOROUS INTERVIEW THAT HAS A DOUBLE BLIND REVIEW PROCESS. IT IS THE SOLE ASSESSMENT THAT ACTFL WILL RECOGNIZE IN MAKING PROGRAM RECOGNITION AND ACCREDITATION DECISIONS, SO USING THIS SUPPORTS NATIONAL RECOGNITION OF OUR INSTITUTIONS. AND IT IS ALSO AVAILABLE IN A VARIETY OF FORMATS. IT CAN BE DONE FACE-TO-FACE, IT CAN BE DONE OVER THE PHONE, IT CAN BE DONE USING LOCAL FACULTY MEMBERS. THERE ARE A NUMBER OF WAYS AND PRICE POINTS FOR IT. LASTLY, THE NEW STANDARDS, OR THEY SHOULD SAY THE UPDATED STANDARDS CONTAIN A RUBRIC THAT PROGRAMS MAY USE FOR PROGRAM EVALUATION. THIS RUBRIC RECOGNIZES THE PROFESSIONAL– THE IMPORTANCE OF PROFESSIONAL GROWTH DURING THE INDUCTION PHASE OF A TEACHER’S CAREER AND PRESENTS ACCEPTABLE PERFORMANCE INDICATORS FOR ENTRY INTO THE PROFESSION AS WELL AS TARGET PERFORMANCE INDICATORS FOR THE FIRST PHASE OF A TEACHER’S PROFESSIONAL GROWTH. WHAT DO THE STANDARDS THEMSELVES LOOK LIKE? THEY’RE COMPRISED OF 18 STANDARDS AND THEY’RE GROUPED INTO 6 DOMAINS AND THE 6 DOMAINS ARE LISTED HERE ON THE SLIDE, RANGING FROM LANGUAGE PROFICIENCY, YOU KNOW, ACROSS ALL DOMAINS, READING, WRITING, SPEAKING, LISTENING ALL THE WAY THROUGH TEACHER PROFESSIONAL DEVELOPMENT AND ETHICS. AN EXAMPLE OF A DOMAIN, WOULD BE OUR DOMAIN 2 ON CULTURES, LINGUISTICS, LITERATURES, AND CONCEPTS FROM OTHER DISCIPLINES. BRIEFLY READING THIS, “CANDIDATES DEMONSTRATE UNDERSTANDING OF THE MULTIPLE CONTENT AREAS THAT COMPRISE THE FIELD OF WORLD LANGUAGE STUDIES, THEY DEMONSTRATE UNDERSTANDING OF THE INTERRELATEDNESS OF PERSPECTIVES, PRODUCTS, AND PRACTICES IN THE TARGET CULTURES, CANDIDATES KNOW THE LINGUISTIC ELEMENTS OF THE TARGET LANGUAGE SYSTEM AND RECOGNIZE THE CHANGING NATURE OF LANGUAGE. CANDIDATES IDENTIFY THE DISTINCTIVE VIEWPOINTS IN THE LITERARY TEXTS, FILMS, ARTWORK, AND DOCUMENTS FROM A RANGE OF DISCIPLINES ACCESSIBLE TO THEM ONLY THROUGH THE TARGET LANGUAGE.” AND THE WAY THAT THE STANDARDS WORK IS THAT DOMAIN IS BROKEN INTO FOUR STANDARDS WHICH BASICALLY UNPACKS THE VARIOUS ELEMENTS OF THAT BROAD STATEMENT. TAKE A LOOK AT ONE STANDARD OUT OF THE PACKAGE. THIS IS STANDARD 2D, “PRE-SERVICE TEACHERS WILL DEMONSTRATE UNDERSTANDING OF THE COMPLEX, ABSTRACT NATURE OF LANGUAGE AND DISTINGUISH BETWEEN LANGUAGE AND COMMUNICATION.” THIS STANDARD WAS SELECTED FOR YOU TO SEE IN THIS PRESENTATION BECAUSE THIS ONE WAS WRITTEN BY MICHIGAN TEACHER EDUCATORS AS A METHOD OF STRENGTHENING THE ACTUAL STANDARDS TO MEET THE NEEDS OF MICHIGAN TEACHERS AND TO GO BEYOND WHAT THE NATIONAL STANDARDS SPECIFY. EACH OF THESE STANDARDS IS THEN BROKEN UP INTO BETWEEN 1 AND 8 PERFORMANCE INDICATORS. THOSE PERFORMANCE INDICATORS SIMPLY UNPACK THE STANDARD IN THE KEY ELEMENTS SUCH AS TAKING THE NOUNS AND THE VERBS FROM THE STANDARD AND LAYING THEM OUT AND GIVING A CONCRETE SNAPSHOT OF WHAT A TEACHER WHO WOULD MEET THAT STANDARD IS ABLE– KNOWS OR IS ABLE TO DO. IT IS IMPORTANT TO EMPHASIZE THE STANDARD ITSELF IS WHAT IS LISTED AS 2D. THOSE SUB ELEMENTS THAT GO UNDERNEATH IT MERELY UNPACK IT AND GIVE A CONCRETE PORTRAIT OF WHAT A TEACHER SHOULD BE ABLE TO DO WHO HAS MASTERED THAT STANDARD. AND NOW, THIS IS A PIECE OF WHAT THE RUBRIC LOOKS LIKE. THESE ARE INCLUDED IN THE ACTFL STANDARDS, SO THIS IS PART OF THE NATIONAL PACKAGE. THIS WOULD BE CONSIDERED A SUPPORTING DOCUMENT TO ACCOMPANY THE STANDARDS, AND THEY’RE THERE TO SUPPORT PROGRAM EVALUATION FOR ACCREDITATION PURPOSES. THESE PROVIDE A RANGE OF PERFORMANCE INDICATORS FOR EACH OF THE ELEMENTS OF EACH STANDARD. ACCEPTABLE, WHICH IS THE MIDDLE COLUMN, DENOTES WHAT A TEACHER SHOULD KNOW OR BE ABLE TO DO UPON ENTRY INTO THE PROFESSION. TARGET IS WHERE THE — IS A GOAL FOR TEACHER KNOWLEDGE AND SKILLS TO BE OBTAINED IN THE INDUCTION PHASE OF THEIR CAREER. THESE ARE INCLUDED TO SUPPORT THE PROGRAM EVALUATION, SELF EVALUATION, FOR PURPOSES OF ACCREDITATION AND TO GUIDE PROGRAMS INTO SUPPORTING THEIR GRADUATE PROFESSIONAL DEVELOPMENT. WE END WITH A RECOMMENDATION. OFFICE OF PROFESSIONAL PREPARATION SERVICES RECOMMENDS ADOPTION OF THE REVISED STANDARDS FOR THE PREPARATION OF TEACHERS OF WORLD LANGUAGES. THIS IS IN ORDER TO GUIDE INITIAL TEACHER PREPARATION AND ON GOING PROFESSIONAL LEARNING.>>THANK YOU. QUESTIONS? CASANDRA, PLEASE?>>THANK YOU FOR THIS. I JUST WANT TO ASK A QUICK QUESTION BECAUSE THE WORDS NATIONAL STANDARDS ARE SO WEIGHTED THESE DAYS. CAN YOU EXPLAIN WHAT IT MEANS, WHO DEVELOPED THEM, WHO USES THEM, KIND OF TALK MORE ABOUT THAT?>>SURE. YEAH. THE AMERICAN COUNCIL FOR TEACHERS OF FOREIGN LANGUAGES IS THE EQUIVALENT PROFESSIONAL ORGANIZATION, SO AN INDEPENDENT BODY — THIS IS NOT THE FEDERAL GOVERNMENT, BUT A PROFESSIONAL BODY SUCH AS THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH, THE NATIONAL COUNCIL OF SOCIAL STUDIES, NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS — THIS IS FOR THE WORLD LANGUAGE COMMUNITY. IT WAS DEVELOPED BY ITS MEMBERSHIPS AND ITS LEADERSHIP. THE NATIONAL STANDARDS — WHAT DO THEY USE THEM FOR? THEY USE THEM FOR DEVELOPING PROGRAM RECOGNITION, PROGRAM ACCREDITATION. SO IT BECOMES A COMPETITIVE ADVANTAGE FOR TEACHER PREPARATION INSTITUTION TO SAY “OUR WORLD LANGUAGE PROGRAMS ARE ACCREDITED BY ACTFL” AND THAT’S WHAT THEY ARE– AND THEY’RE ALSO DEVELOPED TO GIVE SOME GUIDANCE TO STATE STANDARDS. AS WE HAVE A REQUIREMENT THAT ALL OF OUR PROGRAMS ACHIEVE NATIONAL ACCREDITATION THROUGH CAPE, CAPE AND ACTFL WORK TOGETHER IN THE DEVELOPMENT OF THESE STANDARDS. SO PROGRAMS THAT CAN DEMONSTRATE THAT THEIR CANDIDATES MEET THESE STANDARDS AT THE ACCEPTABLE LEVELS WILL HAVE A MUCH EASIER TIME WITH CAPE IN DEMONSTRATING THEIR CANDIDATE KNOWLEDGE.>>LIKE WITH THE STANDARDS ALL OVER THE PLACE IN MICHIGAN RIGHT NOW, WE– YOU THE BOARD HAVE FULL AUTHORITY OVER STANDARDS ADOPTIONS FOR MICHIGAN, SO THESE ARE MICHIGAN STANDARDS. WE CAN CHANGE THEM, MODIFY THEM, DROP, ADD, WITH FULL AUTHORITY FOR OUR TEACHERS. WE DO BORROW FROM THE NATIONAL CONVERSATION WHERE IT’S RELEVANT WHERE POSSIBLE, BECAUSE IT’S GOOD WORK AND THERE IS EXPERTISE OUTSIDE OF MICHIGAN. BUT CERTAINLY, LIKE WITH ALL STANDARDS, WE RETAIN AUTHORITY OVER THE STANDARDS AND HOW WE ADOPT THEM.>>WHAT’S UNIQUE AMONG THE PROFESSIONAL– THE NATIONAL STANDARDS, THE STANDARDS DEVELOPED BY NATIONAL PROFESSIONAL ORGANIZATIONS, MICHIGAN EDUCATORS HAD SIGNIFICANT ROLES IN WORKING WITH THE ACTFL STANDARDS AND THAT’S HOW THEY WERE ABLE TO COME TO OUR MEETING, THE WORLD LANGUAGE ADVISORY COMMITTEE AND UNPACK THE STANDARDS.>>GOING TO RICHARD AND THEN LUPE.>>I WAS CURIOUS, WORLD LANGUAGE — DOES THAT INCLUDE TEACHERS OF LATIN?>>YES, IT DOES.>>DOES IT INCLUDE TEACHERS OF AMERICAN SIGN LANGUAGE?>>YES. TO AN EXTENT, YES. THE STANDARDS OVERLAP. OBVIOUSLY AN ORAL PROFICIENCY INTERVIEW WITH AMERICAN SIGN LANGUAGE IS NOT POSSIBLE BUT THERE ARE EQUIVALENT ASSESSMENTS.>>OKAY.>>LUPE AND THEN KATHLEEN.>>WELL, ESTOY MUY CONTENTA POR ESTA PRESENTACION.>>WELL NOW, WAIT A MINUTE, THERE.>>I’M THRILLED TO LISTEN TO THIS PRESENTATION. I WAS THINKING ABOUT THIS TOPIC LAST WEEK. I WAS GOING TO BRING IT UP IN THE NEXT MEETING. I THINK YOU HEARD MY THOUGHTS. ANYWAY, I AM THRILLED THAT WE HAVE STANDARDS FOR LANGUAGES. I OFTEN THINK THAT OUR COUNTRY IS SO BACKWARD IN LANGUAGES BECAUSE THE EUROPEANS KNOW THREE, FOUR, FIVE LANGUAGES AND WE JUST KNOW ONE. I FEEL REALLY ACCOMPLISHED AND I FEEL LIKE — I KNOW SOME FRENCH, BUT NOT ENOUGH TO SAY THAT I’M TRILINGUAL, BUT I’M CERTAINLY BILINGUAL, AND I THINK WHEN I SEE THAT PEOPLE ONLY SPEAK ONE LANGUAGE WHEN WE HAVE THIS MUSCLE HERE IN THE BACK OF OUR HEAD THAT IS DESIGNED SPECIFICALLY FOR LANGUAGES, IT IS HOW NATURE MADE US, AND WE CAN ONLY SPEAK ONE LANGUAGE, I HAVE PROBLEMS WITH THAT. I DON’T HOLD ANYTHING AGAINST ANYONE. I’M– YOU KNOW, OUR STUDENTS — WHAT’S THE GRADUATION REQUIREMENT FOR LANGUAGES?>>THROUGH CREDITS AND BY LEGISLATIVE — LEGISLATION ACT LAST YEAR, ONE OF THOSE CREDITS CAN BE SUBSTITUTED THROUGH A PROGRAM OF STUDY IN CTE. AND THERE ARE OTHER METHODS.>>THAT DIMINISHES THE IMPORTANCE OF LANGUAGES RIGHT THERE. AND THESE LANGUAGES OCCUR IN HIGH SCHOOL — THEY DON’T START IN ELEMENTARY?>>THEY DO. YEAH. THEY DO.>>YEAH.>>THERE IS AN ENCOURAGEMENT IN THE LEGISLATION.>>IT IS UP TO LOCAL CONTROL IN THE SCHOOL DISTRICT.>>YES.>>THERE ARE SCHOOL DISTRICTS THAT ARE VERY SMART IN OUR STATE BECAUSE I KNOW IN FOREST HILLS THEY TEACH CHINESE IMMERSION AND SPANISH IMMERSION TO KINDERGARTNERS AND UP, AND I KNOW EAST GRAND RAPIDS HAS A SPANISH IMMERSION PROGRAM TOO. SOME SCHOOL DISTRICTS GET IT AND ARE DOING THE RIGHT THING. I REALLY APPRECIATE THIS PRESENTATION.>>THANK YOU. WE’LL GO TO KATHLEEN AND THEN EILEEN.>>THANK YOU. THESE ARE REALLY DEMANDING, VERY HIGH EXPECTATIONS STANDARDS. YOU HAVE TO BE REALLY GOOD WITH TEACHING WHAT I CALL A FOREIGN LANGUAGE. INCIDENTALLY, DETROIT HAS SPANISH AND FRENCH AND GERMAN, CHINESE, AND JAPANESE IMMERSION PROGRAMS AS WELL.>>THAT’S VERY GOOD.>>YEAH.>>DETROIT IS DOING SOME THINGS THAT PEOPLE DON’T KNOW.>>THEN YOU NEED TO TELL US, KATHY.>>WELL, I’M TELLING YOU.>>KEEP TELLING US.>>BUT I WAS IMPRESSED WITH — IF THEY’RE IN AN IMMERSION PROGRAM, THEY HAVE TO BE CERTIFIED– WHAT DO YOU CALL? THE CERTIFICATION, THE– THE ABILITY, THE CERTIFICATE, TO TEACH K-12, K-6, OR 6-12 IN THE CONTENT OF THE SUBJECT THAT THEY’RE TEACHING AS WELL AS FRENCH OR SPANISH.>>YES.>>THEY HAVE TO BE CERTIFIED. WHAT’S THAT– ENDORSED. THAT’S THE WORD I’M THINKING OF. THEY HAVE TO GET THAT ENDORSEMENT AS WELL, THEY JUST CAN’T GO INTO A CLASSROOM AND TEACH WHEN IT IS AN IMMERSION PROGRAM, THEY HAVE TO BE ABLE TO TEACH EVERYTHING.>>IN FACT, IMMERSION PROGRAMS HAVE AN EVEN MORE RIGOROUS STANDARD THAN THIS.>>YES.>>FOR THE TEACHERS WITH HIGHER PROFICIENCY LEVELS THAT THE CURRENT STANDARDS LIST AS SUPERIOR, THIS IS THE HIGHEST LEVEL FOR THE APPLICANTS.>>I WAS REALLY IMPRESSED BY THE DEMANDS THEY PUT ON THOSE TEACHERS. I WANTED TO ASK A QUESTION THAT YOU PROBABLY– WHAT’S THE ALLOPHONE? IT’S IN 2B– ACCEPTABLE PERFORMANCE INDICATORS. “CANDIDATES IDENTIFY PHONEMES AND ALLOPHONES.” I HADN’T HEARD THAT BEFORE. IS THAT THE WAY YOU PRONOUNCE IT?>>THAT’S CORRECT. I KNOW YOU’RE CHALLENGING MY KNOWLEDGE FROM LINGUISTICS WHICH HAS BEEN A LITTLE BIT FURTHER BACK. YEAH. THAT’S PART OF THE PHONETIC SYSTEM OF LANGUAGE.>>ALLOPHONE.>>YEAH.>>I HAVE TO LOOK AT THAT.>>CAN WE FOLLOW-UP ON THAT? NEITHER SEAN OR I ARE EXPERTS.>>SURE. BUT I WANTED TO POINT OUT, WE THE STATE BOARD, YEARS AGO WHEN WE WERE DOING THE HIGH SCHOOL GRADUATION REQUIREMENTS, WE ADDED THE REQUIREMENT FOR FOREIGN LANGUAGE. IT WAS NOT PROPOSED BY THE GOVERNMENT OR ANYBODY ELSE. WE ADDED THAT.>>HARRIET MAGUIRE WAS UNIQUELY STRONG.>>YES. WE JUMPED ON IT. AND I AGREE WITH YOU, BECAUSE IT’S VERY IMPORTANT, ESPECIALLY IN TODAY’S ONE WORLD.>>ALL RIGHT. EILEEN, PLEASE.>>I WANTED TO ASK HOW DIFFERENT THESE ARE FROM PREVIOUS STANDARDS. IN PEDAGOGICAL RULES AND INSTRUCTIONAL TECHNIQUES, REPETITION VERSUS COMPETENCE, STUDENT ASSESSMENT — AND IF THEY’RE AS DIFFERENT AS I THINK THEY ARE, HOW WILL EXISTING TEACHERS, IF EVER, BE TOUCHED BY THESE NEW RULES? WILL THEY BE REQUIRED FOR LICENSE RENEWALS, PROFESSIONAL DEVELOPMENT, PROFESSIONAL LEARNING?>>THAT’S AN EXCELLENT QUESTION. THOSE AREAS OF ASSESSMENTS, THE QUESTIONING STRATEGIES AND OPPORTUNITIES FOR INTERPERSONAL COMMUNICATIONS WITH NATIVE SPEAKERS ARE HEIGHTENED COMPONENTS. THE CURRENT STANDARDS DON’T HAVE A LOT ON THOSE THREE AREAS. THAT’S NOT TO SAY THAT EDUCATOR PREPARATION INSTITUTIONS HAVEN’T BEEN ADDRESSING THOSE THINGS, BECAUSE THE CONSENSUS OF THE FIELD IS THAT THAT’S IMPORTANT. HOW WILL THEY DO THIS? WELL, INCLUDING THIS RUBRIC, WHICH SAYS, HERE IS WHERE THEY SHOULD BE AT THE ENTRY LEVEL AND HERE IS WHERE THEY SHOULD BE AT THE INDUCTION LEVEL, WILL SUPPORT OUR EDUCATOR PREPARATION INSTITUTIONS IN DEVELOPING SOME MEANINGFUL AND RELEVANT PROFESSIONAL DEVELOPMENT FOR THOSE CURRENT TEACHERS WHO HAVE NOT GRADUATED UNDER THESE STANDARDS.>>BUT SCHOOLS CAN– I’M SORRY, IF I COULD DO A FOLLOW-UP–>>YEP.>>THE SCHOOLS ARE ABLE TO CHOOSE THEIR OWN EDUCATOR, PROFESSIONAL LEARNING OPPORTUNITIES, SO AGAIN, RIGHT — HOW DOES THE SYSTEM WORK IN ALL AREAS WHEN WE DRAMATICALLY CHANGE THE REQUIREMENTS FOR CONTENT AREAS TO MAKE SURE THAT TEACHERS THAT ARE ALREADY IN THE FIELD LEARN THAT?>>I THINK YOU’RE SHIFTING TO A LARGER QUESTION THAT I THINK THE TOP 10 IN 10 GOALS WILL GIVE US A REAL GOOD OPPORTUNITY TO HANDLE, WHICH IS HOW DO WE– WHAT IS THE CONTINUITY BETWEEN PRE-SERVICE TRAINING OR THE PRE-PLACEMENT TRAINING AND THE PROFESSIONAL LEARNING AND HOW DO WE UNDERSTAND HOW THESE ALL FIT TOGETHER AND WHO IS RESPONSIBLE FOR THAT PROFESSIONAL DEVELOPMENT, HOW DO HE KEEP IT ALIGNED AND UNTO WHAT GOALS? SO OSTENSIBLY, DISTRICTS ARE OFFERING A LOT OF TRAINING ON LOTS OF THINGS. ARE THEY TRAINING ON THIS, HOW DO YOU DELIVER IT, IS IT THROUGH A CONTENT AREA? MICHIGAN DOESN’T HAVE A WELL-DEFINED DELIVERY MECHANISM FOR PROFESSIONAL LEARNING — A CENTRALIZED PROFESSIONAL LEARNING MECHANISM NOW. THE SHORT ANSWER IS RIGHT NOW, WE WOULDN’T HAVE A GOOD STANDARDIZED WAY TO WORK THIS OUT INTO THE DISTRICTS AND INTO THE SCHOOLS. SOME PLACES WOULD BE TIED INTO AN ORGANIZATION THAT WOULD DO A GOOD JOB, OTHER PLACES WOULD NOT, WOULD NOT REALIZE IT. I THINK THIS IS A DEFINITE AREA OF IMPROVEMENT FOR US AS WE MOVE FORWARD TO THE TOP 10 IN 10 GOALS.>>IS THERE ANY EXISTING OPPORTUNITY TO MAKE SURE THAT THEY KNOW IT FOR LICENSING RENEWAL?>>I THINK CURRENTLY THAT’S NOT– THAT’S NOT HOW WE DO THE RENEWAL PER SE, IT’S MORE ABOUT GETTING YOUR PROFESSIONAL LEARNING, YOUR CONTINUING CREDITS. WE COULD TIE IT MORE STRONGLY BUT AGAIN I WOULD ASK US AS WE KIND OF THINK ABOUT OUR WHOLE HOLISTIC APPROACH TO HAVING A PREPARED WORKFORCE IN THE TOP 10 IN 10 GOALS, HOW DO WE OR DON’T WE — IT IS TIME FOR A CONVERSATION ABOUT WHAT ELSE WE MAY WANT TO REQUIRE FOR LICENSER RENEWAL OR CERTIFICATION RENEWAL OR NOT. I THINK IT’S A GOOD TIME FOR US HAVE THAT CONVERSATION BECAUSE WE COULD EXERT THAT LEVER IN A DIFFERENT WAY POTENTIALLY.>>THANKS.>>I HAVE JUST ONE MORE QUESTION. WHEN I ASKED IF LANGUAGES WERE EMPHASIZED IN THE HIGH SCHOOL LEVEL AND THE ANSWER WAS NO, THEY START IN THE ELEMENTARY. SO IF I GO TO THE INTERNET, AND I LOOK UP MDE AND WORLD LANGUAGES, I WILL GET WHAT I– THE INFORMATION THAT I NEED, IT WILL INDICATE THAT IT STARTS WHERE IT STARTS AND WHAT THEY DO? WHAT’S REQUIRED? OR WE DON’T HAVE THAT YET?>>YOU MIGHT, BUT I THINK WE SHOULD PROVIDE YOU WITH SOME MORE INFORMATION. ONE THING IS, NOT TO OVER-STRESS THE DOWNSIZING AT MDE, BUT SOME OF THE STAFF THAT WE HAD WERE MORE DEDICATED TOTALLY TO THIS HAVE BEEN LOST OVER THE YEARS. SO WE HAVE CURRICULUM CONSTRUCTION CONSULTANTS FOR K-12 AND WE HAVE PEOPLE IN OPPS. SO WE’LL GET YOU MORE INFORMATION ON HOW IT IS. IT IS NOT THAT IT IS NOT EMPHASIZED IN THE HIGH SCHOOL, IT IS. BUT THERE IS FLEXIBILITY IN THE LAW THAT ALLOWS AND INCENTIVIZES OR ENCOURAGES YOU TO THINK ABOUT IT IN EARLY GRADES. THE SUPERINTENDENTS TALKED ABOUT IT AS SOMETHING THAT HE’S INTERESTED IN POTENTIALLY, GOING FORWARD, AS ONE OF OUR TOP 10 IN 10 GOALS.>>YEAH, I’M GOING TO MAKE HIM BILINGUAL!>>OH! YOU BETTER START!>>ALL RIGHT. THANK YOU VERY MUCH. THANK YOU. OUR NEXT–>>IT’S JUST US AGAIN. WOULD YOU LIKE ME JUST TO GO? OKAY. SO THE SECOND THING THAT SEAN AND I WANTED TO BRING TO YOU, SWITCHING OVER TO A MORATORIUM ON NEW EDUCATOR PREPARATION INSTITUTIONS. SO BACK IN 2005, THE INITIAL MORATORIUM WAS INSTITUTED BY THE BOARD SAYING WE’RE NOT ADDING MORE PROGRAMS RIGHT NOW. WE HAVE ENOUGH PROGRAMS, WE OVER-PRODUCE TEACHERS, WE EXPORT TEACHERS, ACTUALLY, AND WE WANT TO CHANGE OUR LANGUAGE– WE DON’T ALWAYS OVER-PRODUCE TEACHERS, WE OVER-PRODUCE SOME TEACHERS IN SOME THING AND UNDER-PRODUCE IN OTHERS. IT WAS EXTENDED IN 2008 AND IN 2012. TECHNICALLY IT EXPIRED IN AUGUST. WE WERE WORKING THROUGH, “DO WE COME BACK AND ASK FOR AN EXTENSION OR DO WE PERHAPS NOT?” WE ARE AT THE POINT WHERE WE WOULD LIKE TO ASK FOR ANOTHER EXTENSION. YOU CAN LIFT THE MORATORIUM AT ANY POINT IN TIME, BUT GIVEN THE WORK THAT WE’RE DOING AROUND THE TOP 10 IN 10 GOALS AND THE NEED TO HAVE STRATEGIC INVESTMENT IN OUR EDUCATOR TALENT DEVELOPMENT PIPELINE, SO RATHER THAN A BLANKET MORATORIUM OR A BLANKET NO MORATORIUM, FOR POTENTIALLY STRATEGIC INVESTMENT, THESE ARE THE TYPES OF PROGRAMS WE NEED TO ADD, THE TYPES OF INSTITUTIONS WE WOULD LIKE TO INCENTIVIZE. WE’RE ASKING THE BOARD IF YOU WOULD CONSIDER EXTENDING THE MORATORIUM, TECHNICALLY IT IS A THREE-YEAR EXTENSION BUT AGAIN, YOU CAN LIFT IT AT ANY POINT IN TIME. THERE IS NO PRESENTATION ON THIS. JUST ASKING FOR AN EXTENSION ON THE MORATORIUM.>>JOHN, PLEASE?>>ANOTHER FEATURE OF OUR DECISION MAKING IN OUR HISTORIC AND CURRENT DISCUSSION HAS BEEN HOW DO WE INCREASE THE– HOW DO WE IMPROVE THE PERFORMANCE AND REALLY BE– HOW DO WE HELP OUR TEACHER PREPARATION INSTITUTIONS GET BETTER OR MUCH BETTER AT HOW THEY PREPARE TEACHERS? AND THERE IS INCREASING ATTENTION THAT THIS IS AN IMPORTANT PIECE OF THE COLLECTIVE PUZZLE FOR HOW WE IMPROVE EDUCATIONAL OUTCOMES. WE HAVE TO DO AN EVEN MORE EFFECTIVE JOB, MUCH MORE EFFECTIVE JOB OF PREPARING TEACHERS WELL TO BE EFFECTIVE AND HELPING STUDENTS LEARN MORE IN THE CLASSROOM. AND WE WERE HAVING A SERIES OF THE NEW ENTRANTS INTO THE TEACHER PREPARATION WORK INSTITUTIONS COMING TO US, AND WE WERE ALL ENGAGED IN TRYING TO MANAGE THE QUALITY AND SOME WERE, YOU KNOW, HAVING ISSUES AS THEY BEGAN TO GET STARTED AND JUST TO REMIND TO EACH OTHER THAT PART OF THIS REASON WE SAID “LET’S HAVE A MORATORIUM” IS TO HELP FOCUS ON HELPING OUR TEACHER PREPARATION INSTITUTIONS THAT WE HAVE TO BE MUCH MORE EFFECTIVE AT WHAT THEY’RE DOING AND WE HAVE A LOT OF GREAT TEACHER PREPARATION INSTITUTIONS, LET’S FOCUS ON HOW DO WE THEY THEM EDUCATE REALLY, REALLY EFFECTIVE TEACHERS AND FOCUS ON THAT VERSUS OPENING UP A LOT OF NEW INSTITUTIONS THAT WE’LL HAVE TO MANAGE AND SUPPORT TO BE SUCCESSFUL. THAT’S ANOTHER REASON, IF I RECALL, WHY IT MAKE SENSE TO DO THIS, INCLUDING WE HAVE ALL SORTS OF GREAT TEACHER PREPARATION INSTITUTIONS AND WE SHOULD HELP THEM DELIVER THE GOODS WHICH ARE SO IMPORTANT.>>EXCELLENT, THANK YOU.>>MICHELLE, PLEASE.>>JUST TO CLARIFY: YOU’RE ASKING FOR A MORATORIUM SO THAT YOU HAVE TIME TO COME UP WITH A PLAN, FIGURE OUT MORE OF A STRATEGY HOW TO GET TEACHERS AND YOU’RE LOOKING FOR WHERE THERE IS A NEED, LIKE SCIENCE, MATH, SPECIAL ED? THAT KIND OF –>>YES. I THINK– I APPRECIATE JOHN’S COMMENTS. I THINK THE REASONS THAT WE PUT THE MORATORIUM IN PLACE ORIGINALLY STILL STAND, NEEDING TO FOCUS IMPROVEMENT ON THE 34 INSTITUTIONS WE HAVE. I THINK THAT THE CAVEAT ON IT IS I COULD SEE US COMING BACK TO THE BOARD WITHIN THE NEXT 6 MONTHS TO A YEAR AND SAYING, “YOU KNOW, WE WOULD LIKE TO LIFT THE MORATORIUM IN THESE STRATEGIC WAYS BECAUSE THEY’RE AN IDENTIFIED NEED IN THE TOP 10 IN 10 GOALS.”>>IS PART OF THIS NEED TRYING TO GET WAYS TO ACTUALLY ATTRACT PEOPLE INTO THOSE AREAS TO THAT PROFESSION? YOU’RE SAYING THERE’S AN OVER-SUPPLY OF TEACHERS, BUT I THINK THERE IS A DYNAMIC WHERE PEOPLE ARE LOOKING TO GO OUT OF STATE BECAUSE THEY PERCEIVE IT IS A BETTER PLACE FOR THEM.>>YES. WE’RE EARLY IN THIS DISCUSSION. I DON’T THINK WE HAVE THE ANSWERS. I THINK IF I HAD MY– IF I LOOKED IN THE CRYSTAL BALL I WOULD SEE US WORKING TOWARD HAVING A PREPARED WORK FORCE TO IMPLEMENT THE TOP 10 IN 10 GOALS, THAT SOME DEGREE OF THAT WILL BE TALENT ATTRACTION, TALENT DEVELOPMENT, AND WE WOULD WANT TO BE ABLE TO BE NIMBLE AND STRATEGIC ABOUT THAT, PARTNER WITH OUR HIGHER ED INSTITUTIONS, AND THEY’RE READY TO DO THAT. BUT WE WOULD RATHER BRING THEM– BRING ON BOARD NEW PROGRAMS IN AN AREA OF DEFINED NEED VERSUS JUST NEW PROGRAMS AND NOT BE ABLE TO HAVE THEM HAVE THE QUALITY AND SUPPORTS THEY NEED TO BE EFFECTIVE.>>THANK YOU.>>AND WHAT’S THE TIMEFRAME OF A RENEWED MORATORIUM THAT YOU WOULD RECOMMEND?>>WE’RE ASKING FOR AN EXTENSION OF 3 YEARS BECAUSE THAT’S THE LENGTH OF THEM. BUT AGAIN, KNOWING THAT WHEN IT IS APPROPRIATE WE WOULD COME BACK AND SUGGEST–>>CHANGE OUR MINDS ON THAT. IF BOARD MEMBERS ARE SUPPORTIVE, WE THOUGHT AND IT WASN’T A LOT OF OBJECTION TO THE RENEWING OF THE MORATORIUM WE COULD PUT IT ON FOR ACTION IN THE ACTION ITEMS AFTERNOON IF PEOPLE WERE COMFORTABLE WITH IT.>>THAT’S WHAT I WAS ASKING.>>LUPE AND THEN EILEEN.>>THAT’S WHAT MY QUESTION WAS GOING TO BE, IF WE COULD MAKE A MOTION–>>WE CAN ADD THAT IF THAT’S THE BOARD’S WISHES.>>RIGHT.>>EILEEN, PLEASE?>>I WANTED TO KNOW IF ANYONE HAD BEEN TRYING TO OPEN A NEW ED SCHOOL, OR IF THERE HAS BEEN ANY CONTESTING OF THE MORATORIUM?>>WE WERE QUIET ABOUT THE MORATORIUM LAPSING.>>THERE HAVE BEEN SOME QUESTIONS FROM OUT OF STATE INSTITUTIONS ABOUT “OH, CAN WE COME IN AND SET UP?” AND WE SAID, “WELL, WE HAVE A MORATORIUM, AND…” THERE IS ALREADY A LIMITED POOL OF CANDIDATES IN STATE THAT ARE BEING– I WOULDN’T SAY — BUT WHO ARE ATTENDING OUR IN-STATE INSTITUTIONS THAT– THAT THE OUT OF STATE PROVIDER.>>BUT WE CERTAINLY CAN INFORM THE BOARD IF WE GET A REQUEST, WE CAN INFORM BOARD AND THAT WOULD BE PART OF YOUR CONVERSATION.>>JUST TO SEE WHAT THE NATURE OF THE INQUIRY IS.>>KATHLEEN?>>I WONDERED IF THEY WERE FOR PROFIT OR NON-PROFIT INSTITUTIONS.>>THERE’S NOT BEEN A RUN ON THIS SINCE THE LAPSING. THIS IS A LOW CONTENTION THING. WE FOUND OUT THAT THE BOARD HAS A ROLE IN IMPLEMENTING IT, IT LAPSED, AND WE WANTED TO BRING IT BACK TO YOU AND KEEP YOU INVOLVED IN HOW WE’RE MOVING FORWARD WITH THIS WHOLE CONTINUUM OF PREPARATION INTO THE PROFESSION AND HOW WE IMPROVE QUALITY. JUST ONE MORE SIDE NOTE THAT MICHELLE MADE ME THINK OF WHEN SHE ASKED THE QUESTION, I DON’T KNOW IF THE BOARD KNOWS THIS, BUT MICHIGAN TEACHER CANDIDATES ARE HIGHLY SOUGHT AFTER IN OTHER STATES. OTHER STATES WILL SEE OUR STAFF AT NATIONAL CONFERENCES AND SAY “PLEASE, KEEP ON PRODUCING THEM, WE LOVE THEM, NEED THEM IN X STATE, Y STATE,” THAT’S A GOOD POSITIVE STAR IN MICHIGAN’S CROWN I THINK. BUT WE WOULD ALSO LIKE TO LEVERAGE THAT TALENT WITHIN OUR STATE, KNOWING THAT WE HAVE AREAS OF NEED. SO THAT’S WHY WE’RE AN OVER PRODUCER BUT THERE ARE GEOGRAPHIC AREAS THAT ARE STRUGGLING TO STAFF AND WE WANT TO BE– THAT NEEDS TO BE A BIG PART OF OUR STRATEGIC FRAMEWORK GOING FORWARD.>>RICHARD, PLEASE?>>MY ONLY CONCERN WITH THE MORATORIUM IS THAT WE MAY BE DISCOURAGING FOLKS FROM INVESTING IN A PROGRAM IN MICHIGAN AND IN PARTICULAR FOR SPECIFIED THINGS. FOR EXAMPLE, A CATHOLIC ORDER MAY BE INTERESTED IN ESTABLISHING A TRAINING PROGRAM WHICH HAS TO BE ACCREDITED BUT PRIMARILY TO SERVE A PARTICULAR PHILOSOPHY OF CATHOLIC SCHOOLS OR SOMETHING LIKE THAT. BUT YOU’RE SAYING THAT IF AN APPLICATION INTEREST, THEN YOU SHARE IT WITH US.>>YEAH, WE’LL MAKE IT CLEAR IF SOMEONE APPLIES, WE’LL PROVIDE THAT TO THE BOARD SO THAT YOU CAN HAVE THAT CONVERSATION.>>AND WE HAVE EXISTING PROGRAMS THAT ACTUALLY MEET THOSE VERY SPECIFIC NEEDS.>>THANK YOU VERY MUCH. NEXT ITEM ON THE COMMITTEE, SUPPOSED TO BE A PRESENTATION BY DETROIT PUBLIC SCHOOLS BOARD OF ED MEMBER LAMAR LEMMONS, BUT WE DON’T SEE HIM YET, SO WE’RE GOING TO GO ON TO THE NEXT ITEM AND THEN WE’LL COME BACK. NEXT ITEM ON THE COMMITTEE OF THE WHOLE AGENDA IS DISCUSSION REGARDING CRITERIA FOR THE GRANT PROGRAMS. DOES ANYONE HAVE ANY QUESTIONS FROM STAFF REGARDING THE SEVEN LISTED CRITERIA THAT WE CAN EITHER ANSWER FOR YOU NOW OR TO GET ANSWERS TO YOU BEFORE YOU VOTE? I’M NOT SEEING ANY. JOHN, DO YOU WANT TO DO YOUR REPORT?>>SURE. ITEM G REQUIRES PEOPLE THAT ARE NOT HERE I IMAGINE.>>CORRECT.>>DO WE NEED TO JUMP INTO– WE DON’T HAVE TO JUMP INTO OUR FORMAL MEETING. I’M HAPPY TO GIVE MY REPORT. ONE, THANKS BRIAN AND ALL FOR PARTICIPATING, AND EVERYBODY OUT THERE FOR PARTICIPATING IN OUR DISCUSSION AND SHARING THE IDEAS ABOUT WHAT WE NEED TO DO TO ADVANCE LEARNING AND TO BECOME A TOP 10. I WOULD SAY LET’S SHOOT FOR TOP 5 STATE EDUCATION AND PERFORMANCE, AND I THINK THAT WE’RE OBVIOUSLY GOING TO BE SPENDING TIME, CONTINUING TO INVITE PERSPECTIVE TALKING TO EACH OTHER AND BRIAN ABOUT WHAT ARE THE KIND OF PRIORITIES THAT WE SEE AS POWERFUL TO IMPROVE THE LEARNING OUTCOMES IN MICHIGAN. OUR PROCESS, AS YOU KNOW, WILL BE TO DO THAT OVER THE NEXT COUPLE OF MONTHS, TO HAVE THAT INFORM OUR STRATEGIC PLAN, THINGS THAT WE CAN CONTRIBUTE TO DIRECTLY, THINGS WE CAN FOCUS ON OURSELVES, AS THE BOARD, THE DEPARTMENT AND BRIAN, BUT ALSO CONTINUE TO ARTICULATE THOSE PRIORITIES AND TRY TO BE PERSUASIVE AND ENGAGE WITH THE GOVERNOR AND THE LEGISLATURE AND ALL THE STAKEHOLDERS IN EDUCATION AROUND THE MOST IMPORTANT DIRECTIONS AND CHANGES AND WAYS WE CAN LIFT ACHIEVEMENT AND SEE IF WE CAN ALL RALLY AROUND SOME OF THOSE PRIORITIES AS WE DEVELOP THEM. WE APPRECIATE THE PARTICIPATION AND THE IMPORTANCE OF THAT WORK. WE DO HAVE A LOT OF WORK TO DO. OUR PERFORMANCE IS LAGGING AND OTHER STATES ARE RUNNING BY US. AND WE NEED TO NAME AND ADVANCE THE MAJOR STRATEGIES AND WE HAVE BEEN TALKING ABOUT SOME OF THEM TODAY ABOUT HOW DO WE HELP GREAT TEACHERS TEACH EFFECTIVELY THAT REALLY MAKE A DIFFERENCE IN MOVING THE NEEDLE FOR LEARNING AND OUTCOMES. SO I WANT TO SAY THANK YOU TO KAREN AND THE GOVERNOR’S TEAM FOR ENGAGING WITH THE BOARD, THE BOARD MEMBERS, THE SUPERINTENDENT, AND DISCUSSING THE IDEAS FOR WHAT THE DETROIT FUTURE PLANS ARE PRIOR TO SHARING THOSE PUBLICLY IN THE NEAR FUTURE, THE CHANCE TO TALK ISSUES, SHARE IDEAS AND TO PROVIDE PERSPECTIVE AND INPUT IS VERY MUCH APPRECIATED AND IMPORTANT. I THINK WE ALL– ALL OF US HAVE A REAL STRONG INTEREST IN SEEING IMPROVED PERFORMANCE AND LEARNING FOR ALL OF THE PUBLIC SCHOOLS THAT SERVE DETROIT KIDS AND BRING SOME PREDICTABILITY AND STABILITY INTO THE FINANCE OF THE SAME. AND HOPEFULLY WE CAN BEGIN TO RETURN THE POLITICAL ACCOUNTABILITY TO THE VOTERS OF DETROIT, TO THE CITIZENS OF DETROIT TO MANAGE THEIR LEARNING AND SO I HOPE — WE’LL BE EAGER TO PUBLICLY DISCUSS THOSE PLANS AND HOPEFULLY SUPPORT GOOD PLANS THAT CAN HELP MAKE A DIFFERENCE IN THOSE SCHOOLS AND THERE ARE MANY OTHER COMMUNITIES THAT WE HAVE TO TURN ADDITIONAL ATTENTION TO AND WE HAVE A LOT OF WORK TO DO FIRST. I REALLY WANT TO THANK NOT JUST EILEEN BUT ALL OF THE BOARD MEMBERS AND BRIAN AND THE STAFF. THE PROCESS OF ENGAGEMENT AROUND THOSE STANDARDS, WE TALKED ABOUT THE WORLD LANGUAGE STANDARDS WHICH ARE LESS PERHAPS CONTROVERSIAL SOMETIMES THAN SOME OF THE TOPICS IN SCIENCE AND SOCIAL STUDIES, BUT AS YOU CAN SEE, WE HAVE HAD A VERY, VERY GOOD PUBLIC PROCESS OF DOING OUR WORK, WHICH IS TO HELP US WITH THE– WE HAVE SUCH TREMENDOUS EDUCATIONAL EXPERTISE IN THIS STATE, OUR EDUCATORS, OUR PROFESSIONAL TEACHER PREPARATION EDUCATORS, THEY’RE THE LEADERS IN THESE STATE AND NATIONAL DISCUSSIONS ABOUT HOW DO WE TEACH MATH, HOW DO WE TEACH SCIENCE, HOW DO WE TEACH IT MORE EFFECTIVELY. WE DO PERIODICALLY EVERY 10 OR 12 YEARS WE NEED TO IMPROVE WHAT WE EXPECT KIDS TO LEARN SO THAT THEY ENGAGE AND LEARN WITH IT MORE PROFOUNDLY. THAT HAS CLEARLY COME OUT OF DISCUSSION OF THE SCIENCE STANDARDS, HOW DO WE HELP YOUNG PEOPLE ENGAGE, LEARN HOW TO ENJOY AND APPLY SCIENCE IN A LIVING WAY. THAT’S THE POINT OF CHANGING AND UPDATING OUR STANDARDS. WE HAVE HAD A LOT OF GREAT INPUT AND FEEDBACK FROM THE FIELD. I THINK IT HAS BEEN HOPEFULLY VERY HELPFUL TO PULLING ALL OF US TOGETHER AROUND THE QUALITY AND THE IMPORTANCE OF UPDATING WHAT WE EXPECT KIDS TO LEARN AND HOW WE DELIVER IT. HOPEFULLY IT WILL BE SUCCESSFUL AND PEOPLE FEELING MORE COMFORTABLE WITH US ADOPTING THE SCIENCE STANDARDS AND SOCIAL STUDY STANDARDS SOON. BUT AS YOU CAN SEE, WE’RE RESPONDING TO GOOD SUGGESTIONS AND INPUT THAT MAYBE THIS– MAYBE THERE IS SOMETHING A LITTLE DIFFERENT WE HAVE TO MAKE SURE THAT IT IS TAUGHT OR MAYBE THIS IS WRONG AND YOU CAN GO THIS WAY. THOSE CHANGES WERE EASY TO MAKE. I THINK THEY’RE BEING MADE AND CONTEMPLATED SO THAT WE CAN CONTINUE TO IMPROVE THE LEARNING FOR KIDS, THAT’S THE WHOLE GOAL OF IMPROVING STANDARDS AND IT IS ONE OF THE MAJOR JOBS WE DO AND I’M REALLY APPRECIATIVE OF EVERYBODY’S ACTIVE ENGAGEMENT AND PARTICIPATION IN THAT SO THAT WE CAN ALL PULL TOGETHER TO CONTINUE THAT WORK. WE’LL OBVIOUSLY BE TAKING THAT UP SOON. I THINK THAT’S WHAT I HAVE TO SAY. THANK YOU.>>SO, RICK JOSEPH, CAN WE GO TO YOU? ARE YOU PREPARED YET?>>I’M READY.>>ALL RIGHT.>>TEACHER OF THE YEAR, RICK JOSEPH WILL PROVIDE US HIS THOUGHTS.>>I HAVE A PRESENTATION, IS IT ACCESSIBLE?>>IT MAY NOT BE LOADED YET.>>OKAY. WHAT I CAN DO TO START IS I CAN LET YOU ALL KNOW THAT THE MICHIGAN TEACHER OF THE YEAR HAS AN OFFICIAL BOOK AND THE OFFICIAL BOOK OF THE MICHIGAN TEACHER OF THE YEAR IS “THE JUNKYARD WONDERS” BY MICHIGAN AUTHOR ILLUSTRATOR PATRICIA POLACCO. PATRICIA POLACCO WAS BORN IN UNION CITY, MICHIGAN, WHICH IS NOT FAR FROM HERE. AND SHE DID NOT REALIZE UNTIL THE TIME THAT SHE WAS 14 YEARS OLD THAT SHE HAD DYSLEXIA, SO SHE WAS NOT ABLE TO READ OR WRITE. UNTIL THE AGE OF 14 WHEN SHE WAS IN THE CLASSROOM OF GEORGE FELKER, ONE OF HER TEACHERS, AND SHE WROTE A BOOK BASED ON HER EXPERIENCE WITH MR. FELKER THAT SHE CALLED, “THANK YOU, MR. FELKER.” SHE ALSO WROTE A BOOK CALLED “THE JUNKYARD WONDERS,” WHICH IS THIS, AND IT’S THE STORY OF A TEACHER WHOSE A SPECIAL EDUCATION TEACHER. IN ONE OF HER SCHOOLS AS A CHILD, AND THIS TEACHER HAS A NUMBER OF STUDENTS WHO HAVE SPECIAL NEEDS, AND AS ONE OF MY PLATFORMS POINTS AS MICHIGAN TEACHER OF IS EQUITY. THIS BOOK NOT ONLY COMBINES THE WORK OF A MICHIGAN AUTHOR ILLUSTRATOR THAT COULD NOT READ UNTIL THE AGE OF 14, AND WHO HERSELF IS AN OUTSTANDING ARTIST AND ILLUSTRATOR BUT ONE WHO WAS IN CLASSROOMS WITH A NUMBER OF CHILDREN WITH SPECIAL NEEDS. AND THIS PARTICULAR TEACHER– HER NAME IS MRS. PETERSON– IS PROFILED IN THIS STORY, AND FUNDAMENTALLY, AT THE VERY BEGINNING OF THE DAY, THE VERY BEGINNING OF THE SCHOOL YEAR, RATHER, THE TEACHER ENTERS THE CLASSROOM AND SHE TAKES A DICTIONARY OUT AND SLAMS THE DICTIONARY DOWN ON THE PODIUM, AND OF COURSE THAT GETS EVERYBODY’S ATTENTION. I’M JUST GONNA READ ONE PAGE FROM THIS BOOK FOR ALL OF YOU. IT SAYS– PATRICIA POLACCO WRITES THAT HER TEACHER, MRS. PETERSON, SAYS THE DEFINITION OF GENIUS– AND THIS IS A PICTURE BOOK, SO YOU CAN OBVIOUSLY SEE THE ILLUSTRATIONS THAT ARE DRAWN BY POLACCO HERSELF. MRS. PETERSON SAYS, “THE DEFINITION OF GENIUS IS,” SHE BEGAN, “GENIUS IS THIS. GENIUS IS NEITHER LEARNED OR ACQUIRED. IT IS KNOWING WITHOUT EXPERIENCE. IT IS RISKING WITHOUT FEAR OF FAILURE. IT IS PERCEPTION WITHOUT TOUCH. IT IS UNDERSTANDING WITHOUT RESEARCH. IT IS CERTAINTY WITHOUT PROOF. IT IS ABILITY WITHOUT PRACTICE. IT IS INVENTION WITHOUT LIMITATIONS. IT IS IMAGINATION WITHOUT BOUNDARIES. IT IS CREATIVITY WITHOUT CONSTRAINTS. IT IS EXTRAORDINARY INTELLIGENCE.” AND PATRICIA POLACCO CONTINUES IN THE TEXT, “THEN SHE TOOK A DEEP BREATH, MRS. PETERSON DID, AND SHE SLAMMED THE BOOK SHUT SO HARD IT SOUNDED LIKE A GUNSHOT. ‘WELCOME TO THE JUNK YARD. I’M YOUR TEACHER, MRS. PETERSON.’ SHE STARTED WALKING AROUND THE ROOM LOOKING AT EACH OF US. ‘I WANT YOU ALL TO WRITE THIS DEFINITION OF GENIUS ON THE BLACKBOARD, POST IT ON YOUR MIRRORS, LOOK AT IT EVERY DAY, MEMORIZE IT. THE DEFINITION DESCRIBES EVERY ONE OF YOU.’ THE STORY CONTINUES ON TO PROFILE THIS EVENT IN THE SCHOOL, WHERE THERE’S A CHILD WHO FINDS AN OLD MODEL AIRPLANE WHICH THEY FIX UP, AND THEN THEY EVENTUALLY FLY, AND THEN AT THE END OF THE BOOK IT TALKS ABOUT WHAT HAPPENED WITH ALL THESE KIDS WHO WERE IN THE SPECIAL EDUCATION CLASSROOM, AND THE BOY WHO WOUND UP MAKING AND FLYING THIS AIRPLANE BECAME A ROCKET SCIENTIST FOR NASA. AND SO THE WHOLE POINT OF THE STORY IS OBVIOUSLY NEVER GIVE UP ON KIDS, NO MATTER WHO THOSE KIDS ARE. AND NEVER PRESUME THAT A CHILD IS DESTINED FOR A CERTAIN SORT OF STANDING IN LIFE, BASED ON WHERE THEY MAY BE, MAY NOT BE EARLIER IN THEIR ACADEMIC CAREER. SO MY INTENTION AS MICHIGAN TEACHER OF THE YEAR, AS I TRAVEL THE STATE, IS TO READ THIS BOOK ALOUD IN A VARIETY OF SCHOOLS, AND PARTICULARLY WHEN I ENCOUNTER SCHOOLS WHERE THEY DON’T ALREADY HAVE A COPY THIS OF BOOK IN THE SCHOOL LIBRARY– AND I’LL PASS IT AROUND RIGHT NOW IF YOU WOULD LIKE TO TAKE A LOOK AT IT. TO PRESENT THIS BOOK TO THE STUDENTS AND THE TEACHERS IN THESE SCHOOLS SO THAT THEY MAY HAVE A COPY– RICHARD, IF YOU WANNA TAKE THAT. UM, SO THAT THEY CAN BE INSPIRED BY THE WORDS OF PATRICIA POLACCO AND HER MESSAGE OF HOPE. AS A RESULT OF THE CONTENT OF THE BOOK AND THE FACT THAT, OF COURSE, THAT THIS IS PATRICIA POLACCO, WHO IS A BELOVED MICHIGAN AUTHOR, ILLUSTRATOR WHO HAS AUTHORED AND ILLUSTRATED OVER 45 BOOKS IN HER CAREER, THAT THEY MAY BE INSPIRED BY PATRICIA POLACCO’S WORK AND MESSAGE WHICH IS PROFOUND AND CERTAINLY UNIVERSAL. BASICALLY I WASN’T HERE LAST MONTH, IT WAS THE FIRST DAY OF SCHOOL. I KNOW A LOT OF YOU SAW THIS IN THE MEMO THAT WENT OUT ON MY BEHALF LAST MONTH. I’M A MEMBER, ALONG WITH MELODY ARABO WHO IS OF COURSE OUR MICHIGAN TEACHER OF THE YEAR FROM LAST YEAR– I AM A LEADER OF THE MICHIGAN EDUCATOR VOICE FELLOWSHIP. AND WE MET IN GRAND RAPIDS IN AUGUST TALKING ABOUT THE IMPORTANCE OF RAISING OUR VOICES AND BEING TEACHER LEADERS AND ADVOCATES FOR THE EDUCATION PROFESSION. JUST LIKE VENESSA TALKED ABOUT SO MEANINGFULLY HERE A LITTLE WHILE AGO WITH THE PRESENCE OF STANDARDS BEING ON EVERYBODY’S MIND, AND TEACHER EVALUATIONS BEING ON EVERYONE’S MIND, IT IS IMPORTANT TO HEAR FROM TEACHERS AND IMPORTANT THAT WE AS TEACHERS LEARN TO SPEAK UP, BECAUSE WE ARE NOT ACCUSTOMED TO ENTERING INTO THE POLICY ARENA. THERE ARE A NUMBER OF PEOPLE WHO TALKED ABOUT THAT AND TALKED ABOUT WAYS IN WHICH CAN BE ACTIVE BOTH ON SOCIAL MEDIA AND IN A NUMBER OF AREAS TRADITIONALLY RESERVED FOR PEOPLE WHO ARE EITHER LEGISLATORS, BOARD MEMBERS, OR POLICYMAKERS. THEN, OF COURSE, ABBIE GROFF-BLASZAK, WHO WORKS JUST OUTSIDE THE BOARD ROOM HERE, SHE TALKED TO US ABOUT HOW POLICY IS A GOOD WORD AND THAT OF COURSE TEACHERS BELONG IN ED POLICY AND WE NEED TO JUST ATTUNE OURSELVES TO THE IMPORTANCE OF BEING PRESENT AT THE POLICY TABLE. ABBIE, OF COURSE, AS MANY OF YOU KNOW IS WORKING ON THIS PROGRAM EQUITABLE ACCESS TO EXCELLENT EDUCATORS WHICH IS BASICALLY A RESPONSE TO AN ESEA INITIATIVE FROM THE FEDERAL GOVERNMENT AND THE DEPARTMENT OF EDUCATION WHICH PLACES A PRIMARY SORT OF LEVEL OF IMPORT ON HAVING THE BEST AND BRIGHTEST TEACHERS IN THE AREAS OF HIGHEST NEEDS. IT IS CRITICALLY IMPORTANT THAT STUDENTS, ESPECIALLY STUDENTS WHO ARE IN HIGH POVERTY SCHOOLS OR STUDENTS OF COLOR HAVE ACCESS TO TEACHERS WHO ARE ABSOLUTELY AT THE TOP OF THEIR GAME AND THOSE THAT ENGAGE IN ONGOING PROFESSIONAL LEARNING SO THAT THEY MAINTAIN THE HIGH STANDARD OF TEACHING EXCELLENCE. AS WE KNOW, THERE IS A TREMENDOUS TURNOVER IN AREAS OF HIGH POVERTY AND IN AREAS OF STUDENTS AND SCHOOLS THAT HAVE STUDENTS OF COLOR, IN PARTICULAR, SO IN ORDER TO STABILIZE THAT, ABBIE HAS BEEN WORKING HARD AND I LOOK FORWARD TO CONNECTING WITH HER AND SEEING HOW I CAN CONTRIBUTE TO THIS CONVERSATION. WHEN I TAUGHT IN THE CHICAGO PUBLIC SCHOOLS, LAST PLACE I WORKED WAS A PLACE CALLED THE CHICAGO ACADEMY, WHICH WAS A CHICAGO PUBLIC SCHOOL AND IT WAS A MEMBER OF THE ACADEMY FOR URBAN SCHOOL LEADERSHIP NETWORK WHICH VERY MUCH DEDICATED ITSELF TO THIS KIND OF WORK, WHICH IS TO PUT THE BEST TEACHERS IN THE AREAS OF HIGHEST NEEDS. THE MEEMIC BLOG HERE IS SOMETHING THAT I ENGAGE IN AT LEAST ONCE A MONTH, AND I’VE WRITTEN A FEW PIECES ALREADY, AND YOU CAN FOLLOW MY WRITING THERE ON THE MEEMIC BLOG. THERE IS OF COURSE, AN INTRODUCTION AND THEN THERE IS– THERE ARE A NUMBER OF BLOGS EACH MONTH THAT ARTICULATE MY EXPERIENCES. THIS ONE HAS TO DO WITH ARTICULATING MY VOICE WHICH IS WHAT I JUST TALKED ABOUT IN THE WAKE OF THE WORK WITH THE MICHIGAN EDUCATOR VOICE FELLOWSHIP. ALSO THERE WAS A VIDEO THAT WAS CREATED BY A NUMBER OF OUTSTANDING MICHIGAN TEACHERS. BILL CECIL WHO’S A FORMER MICHIGAN TEACHER OF THE YEAR CAME UP WITH THE IDEA THAT WE OUGHT TO CREATE A VIDEO. AND SO WHAT WE DID IS THERE WAS A GROUP OF US THAT CAME TOGETHER AT DYETT HIGH SCHOOL BACK IN AUGUST AND WE CREATED A VIDEO THAT WAS USED IN A NUMBER OF SCHOOL DISTRICTS TO ROLL OUT THE IMPORTANCE OF TEACHERS ARTICULATING THEIR VOICES AND SERVING AS CHANGE AGENTS IN THEIR LOCAL DISTRICTS AND AROUND THE STATE. IN ADDITION TO BLOGGING, OF COURSE– LET’S TAKE A LOOK. I HAVE HAD TO THE OPPORTUNITY TO THE CREATE THIS– I WANT TO PLAY A BIT OF THIS FOR YOU. UN-MUTE IT. [ VIDEO PLAYING ] AND A NUMBER OF US PLAYED THIS VIDEO AT BACK TO SCHOOL EVENTS IN OUR RESPECTIVE DISTRICTS AS A WAY OF REMINDING TEACHERS OF THE IMPORTANT ROLE THAT THEY PLAY NOT ONLY EVERY DAY IN SCHOOL WITH THEIR STUDENTS BUT WITH COLLEAGUES AND COMMUNITY MEMBERS THROUGHOUT THE STATE. AND IT WAS VERY WELL RECEIVED. PEOPLE REALLY APPRECIATED THE OPPORTUNITY TO CELEBRATE WHAT THEY DO AND HOW THEY DO IT. AS YOU SEE, THERE IS THERE IS “THE JUNK YARD WONDERS” RIGHT THERE BY PATRICIA POLACCO, THE OFFICIAL BOOK OF THE MICHIGAN TEACHER OF THE YEAR 2016. I WAS ABLE TO SPEND TIME IN FLINT LAST WEEK. THERE WAS A PROGRAM– THERE WAS A CONFERENCE RATHER, CALLED “GEAR UP TO LEAD.” IT WAS A LEADERSHIP CONFERENCE WITH A FOCUS ON HEROISM AND THE REALITY OF BEING EVERY DAY HEROES. I WAS PARTICIPATING WITH AN ORGANIZATION CALLED SUPERHERO TRAINING ACADEMY WHICH IS BASED IN BRIGHTMOOR, A NEIGHBORHOOD IN DETROIT, THE WEST SIDE OF DETROIT, AND THEY EXIST TO ENABLE STUDENTS TO UNDERSTAND THAT WHEN THEY TAKE A LOOK AT THEIR OWN PERSONALITY PROFILES, THEY CAN TAKE THOSE STRENGTHS AND THOSE CHARACTERISTICS AND THEN IN TURN CREATE AS SUPERHERO IDENTITY FOR THEMSELVES AND THEN DO ACTS OF SERVICE THROUGHOUT THE COMMUNITY IN MEANINGFUL, POWERFUL WAYS. I, FOR EXAMPLE, I’M AWARE THAT I’M A GOOD COMMUNICATOR, I’M STILL A COMMUNICATOR, I BUILD BRIDGES, I BRING PEOPLE TOGETHER IN REAL LIFE. SO THEN I THEN IN TURN CREATE A SUPERHERO TRAIT OR CHARACTERISTIC THAT I FLY TO THE SUN, TAKE THE RAYS OF THE SUN AND I PUT THEM IN THE HEARTS OF PEOPLE WHO NEED SUPPORT, AND I AM THE SUPERHERO CALLED SUN PLANTER. SO AS SUN PLANTER, YOU SEE ME WORKING WITH– AS A ROOMFUL OF KIDS, YOU DON’T SEE THE REST OF THE ROOM. THEY’RE DOING AN ACTIVITY WITH A BALLOON AND BASICALLY WHAT IT IS, THE BALLOON, IT IS A METAPHOR FOR ALL OF THE POSSIBILITIES THAT OCCUR WHEN PEOPLE REALLY STAND UP AND THINK ABOUT WHAT THEY’RE GOOD AT, RATHER THAN FOCUSING ON THE NEGATIVE AND FOCUSING ON THEIR DEFICIT. SO, IT’S REALLY– IT WAS AN EXPERIENCE THAT REALLY EMPOWERED A NUMBER OF KIDS, MIDDLE SCHOOL, HIGH SCHOOL KIDS FROM THE CITY OF FLINT AND GREATER GENESEE COUNTY. AND THAT’S MY PRESENTATION FOR THE MICHIGAN TEACHER OF THE YEAR.>>THANK YOU GREG. WE APPRECIATE THAT. AND I’M GONNA GO BACK TO JOHN FOR AN ITEM.>>ONE THING I WANTED TO SPEAK TO– THE FLINT WATER CRISIS HAS OBVIOUSLY BEEN, YOU KNOW, A TRAGEDY FOR FLINT’S KIDS, OUR SCHOOL KIDS, AND MANY OTHERS. IT’S CONSUMED EVERYBODY’S ATTENTION AND ACTION. I REALLY WANNA THANK THE FELLOW BOARD MEMBERS AGAIN, AND BRIAN, AND THE DEPARTMENT FOR IMMEDIATELY JUMPING UP AND SAYING, “WHAT CAN WE DO TO MAKE SURE WE’RE CONTRIBUTING TO HAVING DRINKING WATER FOR THE KIDS IN FLINT SCHOOLS AND TRYING TO BE HELPFUL AS WE CAN,” AND I AM NOT GOING TO BELABOR MISTAKES THAT WERE MADE, BUT I THINK THAT BEHIND THAT CRISIS IS A REAL CHALLENGE FOR MICHIGAN. UH, PAM SPOKE TO SOME OF IT VERY ELOQUENTLY ABOUT THE COMMUNITIES THAT A, DON’T HAVE RESOURCES AND OFTEN ARE UNDER PRESSURE TO BALANCE THEIR BUDGETS. IF WE’RE BALANCING BUDGETS, WE’RE NOT ALWAYS REBUILDING COMMUNITIES. WE KNOW POOR COMMUNITIES HAVE A HARD TIME RAISING MONEY FOR NEW SCHOOL BUILDINGS, AND SOME OF THEM ARE FALLING APART. EVERY COMMUNITY, RICH OR POOR, HAS CRUMBLING WASTEWATER INFRASTRUCTURE AND IT IS REALLY A BIG PROBLEM. AND THERE ARE, AS WE SPEAK, PROBABLY MORE CORRODED OR POTENTIALLY CORRODED PIPES IN OTHER MICHIGAN COMMUNITIES THAT NOW WE ARE NEEDING TO GO PAY ATTENTION TO, AND WE’RE GONNA NEED AS A STATE TO HELP FIX AND REBUILD, OR WE’LL SEE MORE PEOPLE SUFFERING AND MORE PEOPLE AT HEALTH RISK. AND MORE SCHOOL KIDS– THAT IS A BIG– I MEAN, WE DON’T SEE IT, UNDERGROUND. WE CAN’T EVEN FIND THE POLITICAL WILL TO INVEST, AND I THINK WE CAN SEE THE CRUMBLING ROADS, BUT WE WILL NEED TO REBUILD OUR WATER INFRASTRUCTURE OR WE’RE GONNA– IT’S GONNA AFFECT NEGATIVELY THE LIVES OF PEOPLE AND KIDS AND THEIR HEALTH. AND WE’VE GOT TO BE WILLING TO INVEST IN THESE THINGS THAT ACTUALLY– WHO WOULD HAVE THOUGHT THAT WASTEWATER INFRASTRUCTURE WOULD AFFECT THE HEALTH AND EDUCATIONAL LIFE CHANCES OF SCHOOL KIDS, BUT IT DOES. IT IS VERY IMPORTANT.>>I THINK I RAISED IT WHEN THE LIEUTENANT WAS HERE.>>WE WERE FORTUNATE TO HAVE PAM WITH HER TRAINING IN PUBLIC HEALTH THERE. [ INDISTINCT CHATTER ]>>ALL RIGHT, SUPERINTENDENT’S REPORT, I HAVE FIVE ITEMS AND THEN AN HOUR BREAK FOR LUNCH. WE DID JUST GET WORD THAT UNFORTUNATELY LAMAR WILL NOT BE ABLE TO MAKE IT TODAY. SOMETHING HAS COME UP. I’LL GIVE MY REPORT AND THEN WE’LL TAKE AN HOUR BREAK FOR LUNCH. FIRST OF ALL, JOHN HAS GIVEN MUCH OF MY REPORT, THAT WILL MAKE MINE QUICKER, BUT TOP 10 AND 10, OBVIOUSLY WE’RE GOING THROUGH A PROCESS TO SHARE WITH THE BOARD OUR CHART ON HOW WE’RE GOING TO GET TO THAT PROCESS AND CONTINUOUSLY SEEKING INPUT AS DEPARTMENTAL EMPLOYEES ARE GOING AROUND AND SPEAKING AT CONFERENCES AND TO VISITING SCHOOL DISTRICTS, WE HAVE SHARED THAT PEOPLE CAN GO ON THE WEBSITE MICHIGAN.GOV, TOP 10 IN 10, AND PROVIDE SUGGESTIONS AND TODAY WE HAVE MORE THAN 500 RESPONSES. THAT’S JUST VERY EXCITING THAT WE’RE GETTING RESPONSES FROM STUDENTS, PARENTS, COMMUNITY MEMBERS, AND THE BUSINESS COMMUNITY. WE’LL CONTINUE TO GO THROUGH THAT PROCESS WITH THE GOAL OF TRYING TO WRAP IT UP AND BRING RECOMMENDATIONS DURING THE DECEMBER BOARD MEETING TO THE BOARD AND WE’LL BE WORKING WITH YOU FROM NOW UNTIL THEN AS WE GO THROUGH THAT PROCESS. SECONDLY, SOCIAL STUDIES AND SCIENCE STANDARDS. AS YOU KNOW, WE HAVE GONE THROUGH A DETAILED AND YEAR-LONG OR MORE PROCESS IN PROVIDING THOSE STANDARDS. WE’RE SEEKING INPUT, WE CONTINUE TO ADD INPUT OPPORTUNITIES NOT ONLY ON THE WEB BUT IN LIVE PERSON, IN MEETINGS. STEVEN BEST AND ALL OF OUR TEAM ARE DOING A GREAT JOB PROVIDING THOSE OPPORTUNITIES. WE ARE GETTING A LOT OF INPUT. BECAUSE OF THAT, THE SCIENCE STANDARDS ARE PROBABLY GOING TO BE READY FOR ADOPTION IN YOUR NEXT NOVEMBER BOARD MEETING, BUT SOCIAL STUDIES WE’RE CONTINUING TO WORK ON, AND WILL CONTINUE TO HAVE INPUT. AND WILL CONTINUE TO MAKE CHANGES, AND BECAUSE THERE’S SO MANY CHANGES, ONCE WE GET THE DOCUMENT, WE’RE GONNA WANNA GO BACK OUT AND GIVE PEOPLE THE OPPORTUNITY TO SEE THOSE CHANGES, SO THERE WILL BE AT LEAST JANUARY BEFORE WE’RE READY TO COME FORWARD WITH THE SOCIAL STUDIES STANDARDS, AND THAT’S IF EVERYTHING GOES SMOOTHLY BETWEEN NOW AND THEN. I WILL THERE IS A LOT OF MISINFORMATION OUT THERE ABOUT STANDARDS, AND WE HAVE CREATED A Q AND A WEBSITE AND MYTH WEBSITE AS PART OF THAT SO PEOPLE CAN SEE THE RUMORS THAT ARE BEING SPREAD ABOUT THINGS THAT ARE IN THERE THAT AREN’T, OR THINGS THAT WE TOOK OUT THAT WE DID NOT. I ENCOURAGE PEOPLE TO CONTINUE TO BE OPEN-MINDED AND CONTINUE TO LOOK AT WHAT WE’RE TRYING TO ACCOMPLISH. I DO, AS JOHN SAID, CONGRATULATE THE TEAM FOR HAVING A VERY DETAILED PROCESS AND JUST A WONDERFUL OPPORTUNITY AROUND THE STATE FOR PEOPLE TO CONTINUE TO PROVIDE INPUT INTO THE STANDARDS. NUMBER THREE, RIGHT OUTSIDE THE ROOM YOU’LL SEE A MAP AND YOU’LL SEE ORDINARILY 300 PINS IN THAT MAP AND THAT’S WHERE WE’RE SCHEDULED TO DO VISITS AS A DEPARTMENT. THE SUPERINTENDENT, DEPUTY SUPERINTENDENT, AND DIRECTORS ARE VISITING SCHOOL DISTRICTS. YOU WILL SEE IT’S QUITE IMPRESSIVE WHEN YOU LOOK AT IT ON THE MAP, AND SO FAR THOSE VISITS, THEY HAVE GONE VERY WELL. THE PURPOSE OF THE VISITS REALLY IS TO SAY THAT WE WANT TO BE A CUSTOMER SERVICE AGENCY THAT PROVIDES SUPPORT TO TEACHERS AND ADMINISTRATORS FOR SUCCESS IN THE CLASSROOM. WHAT CAN WE DO TO HELP YOU BE SUCCESSFUL AND WHAT BEST PRACTICES DO YOU HAVE THAT WE CAN SHARE WITH OTHERS. WE’D LIKE TO HIGHLIGHT THOSE AND QUITE FRANKLY, IF THERE’S TOUGH CONVERSATIONS THAT NEED TO BE MADE AROUND HOW THE SCHOOLS ARE PERFORMING, WE’RE HAVING THOSE CONVERSATIONS AS WELL. OVERALL, THE VISITS ARE VERY POSITIVE AND VERY SUPPORTIVE AND I THINK IT IS A WONDERFUL OPPORTUNITY TO GET DEPARTMENTAL EMPLOYEES IN THE SCHOOL DISTRICTS AND SEEING HOW THE THINGS WE’RE DOING AND THEY’RE DOING, ARE IMPACTING THE CLASSROOM. SO I’D ENCOURAGE EVERYONE TO TAKE A LOOK AT THAT MAP. NUMBER 4, THE FOURTH ITEM I WANT TO TALK ABOUT AS I INFORMED THE BOARD, WE HAVE CREATED FOUR COMMITTEES, ONE LOOKING AT SCHOOL FINANCES, SECOND ONE, LOOKING AT HOW WE PROVIDE ASSESSMENTS AT A STATE AND LOCAL LEVEL AND HOW DO WE MARRY THOSE ASSESSMENTS SO WE CAN CONTINUE TO GET WHAT TEACHERS NEED TO DRIVE INSTRUCTIONS AND WHAT WE GET TO HOLD SCHOOLS ACCOUNTABLE, BUT HOW DO WE DO IT IN A WAY THAT’S MORE ALIGNED AND IN A WAY THAT CAN SAVE THE DISTRICTS TIME AND MONEY AND SPEND MORE TIME ON THE CURRICULUM. THE THIRD COMMITTEE IS ACCOUNTABILITY. WHAT ARE PARENTS LOOKING AT WHEN THEY ARE LOOKING AT SCHOOL DISTRICTS, AND HOW DO WE BUILD ON AN ACCOUNTABILITY SYSTEM AROUND THAT. THOSE COMMITTEES WILL BEGIN THEIR WORK THIS WEEK AND NEXT. AND THOSE COMMITTEES ARE WIDE OPEN, ANYONE CAN SERVE ON THEM. ANYONE WHO HAS ASKED TO, IS BEING PUT ON THE COMMITTEES, AND WE’RE HOPING THAT IT WILL DRIVE TOWARDS CONSENSUS ON RECOMMENDATIONS THAT WE CAN BRING TO THE BOARD. THE FOURTH COMMITTEE, TEACHER PREP INSTITUTIONS, AND HOW WE’RE PREPARING OUR TEACHERS, THAT’S ON HOLD UNTIL WE GET THE OTHER THREE AND THE TOP 10 IN 10 MOVING FORWARD. BUT CERTAINLY THE TEACHER PREP WILL BE AN IMPORTANT CONVERSATION. IF YOU HAVE ANY INPUT TO THOSE FOUR COMMITTEES, OR KNOW ANYONE THAT WANTS TO SERVE ON THEM, PLEASE LET ME KNOW. AND WE’LL MAKE SURE THEY HAVE THAT OPPORTUNITY. 5TH AND FINAL ITEM, IT IS THE WATER THAT JOHN MENTIONED. WE’RE WORKING VERY CLOSELY WITH SEVERAL DEPARTMENTS IN THE STATE, THROUGH THE GOVERNOR’S OFFICE, TO PROVIDE SUPPORT TO FLINT. WE’RE MAKING SURE THAT THEY HAVE APPROPRIATE AMOUNT OF WATER IN BOTTLES. WE ARE WORKING WITH PROVIDERS TO PROVIDE THAT TO THEM, AND WE HAVE BEEN WORKING WITH SEDEXCO, WHO PROVIDES THEIR FOOD SERVICE, AS WELL. AND WE’RE WORKING WITH THE FEDS ON SOME REQUIREMENTS TO MAKE SURE THAT THEY HAVE THE FLEXIBILITY THEY NEED TO MEET THE CONDITIONS. SO, RIGHT NOW WE’RE WORKING CLOSELY WITH THOSE DEPARTMENTS ON A PLAN THAT NOT ONLY IMPACT FLINT, BUT DOES IMPACT OTHER SCHOOL DISTRICTS AROUND THE STATE, IN MAKING SURE WE HAVE QUALITY WATER IN ALL OF OUR DISTRICTS, AS JOHN SAID. YOU KNOW, THIS IS AN IMPORTANT ISSUE, AND THE PIPES THAT THE SYSTEMS ARE CAN BE 50, 100 YEARS OLD AND IT IS QUITE– IT IS AN ISSUE FOR US MOVING FORWARD. WE’RE WORKING IN A COORDINATED EFFORT OF VARIOUS DEPARTMENTS TO PROVIDE THE SUPPORT TO SCHOOL DISTRICTS AS THEY NEED IT, AND KYLE IS OUR REPRESENTATIVE TO THAT GROUP, PLUS I’M SURE HE HAS OTHER TEAM MEMBERS. SO WE’LL KEEP YOU APPRISED OF NOT ONLY FLINT AND OTHER SCHOOL SYSTEMS AROUND THE STATE. AS WE GET THAT INFORMATION, WE’LL BE SHARING. WITH THAT, I BELIEVE IT IS 11:30, WE’LL ADJOURN FOR ONE HOUR FOR LUNCH. WE WILL COME BACK 12:30.

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