Michigan Department of Education Special Meeting for March 11, 2015 – Markavitch Interview


>>INTERVIEWS, SEMIFINALISTS. VICKIE MARKAVITCH WILL BE WITH US. WE’LL TRY TO KEEP TO OUR HOUR AND A HALF AS WE HAVE BEEN DOING. THAT’LL PUT US A LITTLE BEHIND SCHEDULE. WE’LL HAVE HALF HOUR FOR LUNCH AND WE’LL GET BACK ON SCHEDULE. THAT WILL WORK ALL RIGHT. [ INDISTINCT CHATTER ] I THINK VICKIE HAS SOME PRESENTATION MATERIAL THAT WAS HANDED AROUND. I THINK SHE’S GONNA TOUCH ON BRIEFLY. ALL RIGHT, THANK YOU. VICKIE MARKAVITCH, THANK YOU FOR JOINING US AND STEPPING UP AND OFFERING YOURSELF AS A CANDIDATE. MUCH APPRECIATED. VERY WELL-KNOWN TO MOST OF US, A DISTINGUISHED EDUCATOR, OAKLAND ISD SUPERINTENDENT MOST RECENTLY. YOU KNOW MOST OF THESE BOARD MEMBERS, SO WE WON’T HAVE ANY INTRODUCTIONS. AND MELODY ARABO, OUR TEACHER OF THE YEAR IS JOINING US. KAREN MCPHEE IS GONNA BE JOINING US. SHE’S TURNING INTO THE GOVERNOR’S EDUCATION ADVISOR. SHE’LL BE PART OF OUR DISCUSSION LATER TODAY. AS YOU KNOW, WE’VE GIVEN FOLKS PRIMER QUESTIONS AS A WAY TO INTRODUCE TOPICS AND YOU’VE GOT THOSE. I KNOW YOU HAVE A PRESENTATION AND YOU WANT TO TOUCH ON THE ANSWERS AS PART OF A PRESENTATION. WITHOUT FURTHER ADO, VICKIE, THANKS FOR BEING HERE AND LOOK FORWARD TO TALKING MORE WITH YOU.>>THANK YOU FOR HAVING ME. I’M HONORED TO BE PART OF THE SIX. YOU HAVE A STRONG SLATE, AND THAT’S GOOD FOR MICHIGAN. SO THAT ALSO RELIEVES MY MIND. YOU DID A VERY GOOD JOB OF PICKING OUR GROUP OF SEMIFINALISTS IN CASE YOU WERE WONDERING. THANK YOU FOR GIVING US QUESTIONS WE CAN PREPARE AHEAD OF TIME. I’VE GIVEN YOU HANDOUTS ON THE TWO QUESTIONS. I HAVE THEM ON THE SCREEN BECAUSE I DIDN’T KNOW IF WE HAD AN AUDIENCE, AND I WANTED TO BE POLITE. YOUR FIRST QUESTION WAS SPECIFICALLY WHAT MAJOR THINGS DO WE NEED TO DO TO IMPROVE STUDENT PERFORMANCE TO MAKE MICHIGAN AN EDUCATION LEADER. THE STATE OF THE ART AND SCIENCE OF TEACHING, WE KNOW A LOT ABOUT WHAT WE HAVE TO DO TO RAISE STUDENT ACHIEVEMENT. WE HAVE EXAMPLES WORLD WIDE, IN OUR COUNTRY, AND IN OUR OWN STATE. WE NEED HIGH QUALITY TEACHERS AND ADMINISTRATORS, TO MAKE SURE THOSE PEOPLE HAVE TIME TO COLLABORATE WITH ONE ANOTHER AROUND WHAT WORKS FOR STUDENTS. WE NEED TO MAKE SURE THAT THAT WORKFORCE IS ABLE TO USE EVIDENCE BASED BEST PRACTICES IN THE CLASSROOM, AND THAT THEY CAN USE THEM WITH FIDELITY. WE HAVE TO HAVE CAREFUL AND CLEAR LEARNING STANDARDS SO EVERYONE KNOWS WHAT WE WANT KIDS TO KNOW, UNDERSTAND, AND BE ABLE TO DO. WE HAVE TO ALIGN THAT SO TEACHERS ARE TEACHING THOSE THINGS WE’VE IDENTIFIED. WE HAVE TO ASSESS WHETHER THOSE THINGS ARE BEING LEARNED, AND IF THEY AREN’T, WE HAVE TO IMMEDIATELY ADJUST THE INSTRUCTIONAL PRACTICES WE HAVE. THAT MEANS WE HAVE TO DO FREQUENT, INFORMATIVE STUDENT ASSESSMENT AROUND LEARNING, AND WE HAVE TO HAVE REAL TIME INTERVENTIONS. I’LL TALK ABOUT THAT IN A MINUTE. IN MY EXPERIENCE, MONITORING STUDENT LEARNING SHOULD BE ONGOING AND VISIBLE, AS A WAY OF HOLDING YOUR SYSTEM, WHETHER YOU’RE A BUILDING, DISTRICT, OR A STATE, IT’S A WAY OF HOLDING YOUR SYSTEM ACCOUNTABLE FOR PAYING ATTENTION TO LEARNING. WHEREVER LEARNING IS NOT OCCURRING, WE HAVE TO HAVE MORE OF THAT MORE OFTEN. I WANT TO TALK ABOUT TWO OF THOSE THINGS BECAUSE TIME IS SHORT. I WANT TO TALK ABOUT QUALITY TEACHERS AND ADMINISTRATORS WORKING COLLABORATIVELY, ‘CAUSE THAT’S WHERE THE RUBBER MEETS THE ROAD FOR INSTRUCTION. I WANT TO TALK ABOUT ELEVATING THE PROFESSION. IT’S DANGEROUS TO START WITH MY MOST WAY-OUT IDEA, BUT IT’S BEEN AN IDEA OF MINE FOR A LONG TIME, SO I’M GONNA TAKE A RISK AND JUMP IN. ON MY WISH LIST, I’M NOT SURE HOW OR WHEN IT COULD BE DONE, BUT IT DESERVES A COST BENEFIT ANALYSIS. THIS IDEA IS TO PUT MORE DAYS IN THE FORMAL TEACHER CALENDAR. I KNOW TEACHERS WORK ALL YEAR LONG AND SUMMERS ARE NOT SUMMERS OFF, BUT I’M TALKING ABOUT A LONGER WORK CALENDAR FOR TEACHERS SO THEY CAN HAVE MORE PROFESSIONAL DEVELOPMENT AND PLANNING TIME AROUND THEIR CLASSROOMS SO THEY CAN COLLABORATE WITH EACH OTHER IN THE SUMMER, SO WE CAN INCREASE THEIR CALENDAR AND THEIR SALARY, MAKING TEACHING MORE COMPETITIVE WITH SIMILAR PROFESSIONS. THE BENEFIT OF INCREASING THE TEACHER WORK CALENDAR WOULD BE INCREASING THE STUDENT CALENDAR, GIVING MORE TIME FOR STUDENTS TO BE IN SCHOOL AND LEARNING, BUT ALSO SHORTEN THE SUMMER BREAK THAT REGRESSES LEARNING. A COUPLE OTHER THINGS ABOUT TEACHERS AND ADMINISTRATORS– WE HAVE TO CONTINUE TO WORK WITH UNIVERSITIES TO MAKE SURE THE PREPARATION PROGRAMS ARE WHAT THEY NEED TO BE AND TO MAKE SURE THAT PEOPLE WHO GRADUATE WITH CREDENTIALS MEET STRONG PERFORMANCE STANDARDS. ONCE PEOPLE ARE IN THE PROFESSION, WE HAVE TO OBSERVE, COACH, AND EVALUATE TEACHERS ON THE IMPORTANT THINGS BEHIND LEARNING. THINGS LIKE JOHN HATTIE’S VISIBLE LEARNING. I’M SURE ALL OF OUR TEACHERS CAN CITE THAT. WE KNOW THAT GIVING FEEDBACK CAN AFFECT LEARNING AT A .90 EFFECT SIZE, A HIGH NUMBER. WE KNOW THAT DOING FORMATIVE ASSESSMENTS CAN AFFECT STUDENT LEARNING AT .73 SIZE, REAL HIGH LEARNING. WE ALSO KNOW THAT SUMMER BREAK WILL AFFECT LEARNING AT A NEGATIVE SIZE. IT WILL LESSEN LEARNING. BY INSURING THAT WE’RE WORKING WITH OUR TEACHERS ON THINGS THAT WE KNOW WORK TO MOVE ACHIEVEMENT FORWARD, WE’LL BE ABLE TO INCREASE WHAT HAPPENS IN OUR CLASSROOMS. I WANT TO TALK ABOUT REAL TIME FOCUSED AND SYSTEMIC INTERVENTIONS. WE HAVE SCHOOLS THAT HAVE FIGURED OUT A WAY TO GET 34-40 MINUTES OF THEIR SCHOOL DAY DEDICATED TO ADVANCING LEARNING, EITHER PROVIDING MORE TUTORING, REMEDIATION, RE TEACHING LOOPS, OR FOR KIDS WHO HAVE ALREADY GOTTEN IT, PROVIDING ENRICHMENT WHERE LEARNING CAN BE TAKEN TO THE NEXT LEVEL. WE NEED TO LOOK AT THOSE SCHOOLS AND REPLICATE THEIR MODELS. WE HAVE SCHOOLS THAT ARE USING BALANCED CALENDARS WHERE INTERCESSIONS ARE PUT IN PLACE TO HELP REMEDIATE AND RETEACH RATHER THAN ONE-TIME-ONLY SUMMER SCHOOL. SYSTEMIC IS THE KEY WORD, NOT LEFT TO CHANCE OR THE LONE TEACHER TO TRY TO FIGURE OUT ALL BY THEMSELVES. I’M SURE THAT YOU KNOW SYSTEMIC INTERVENTION IS NOT PROGRAM OF THE MONTH. I’M NOT FLIPPING THAT. I DIDN’T KNOW I HAD TO. IF YOU WANT ME TO CATCH UP– OR DO YOU NOT CARE? I DID IT FOR YOU, BUT IT’S TOO LATE. I CAN’T GET IT TO MOVE. THANK YOU, JOHN, FOR NOTICING THAT. I WAS ON A ROLL WATCHING THE CLOCK, NOT THE SCREEN. OH, OKAY, THANK YOU. THAT’S GOOD. THIS IS WHERE I AM. SO SYSTEMIC INTERVENTION IS NOT PROGRAM OF THE MONTH, WE HAVE TO STAY AWAY FROM THAT, NOR IS IT MANDATE OF THE YEAR. WHAT IT IS IS INTERVENTIONS FOCUSED ON NON-NEGOTIABLE LEARNING. FOCUSED ON FINDING OUT WHAT STUDENTS HAVE OR HAVE NOT LEARNED, INTERVENING WHEN THOSE THINGS HAVEN’T BEEN LEARNED, AND PERSEVERING WITH THAT INTERVENTION UNTIL THEY ARE LEARNED. SO THEN THE QUESTION COMES UP, WHAT DO WE DO AT A PARTICULAR SCHOOL OR GRADE THAT IT’S NOT HAPPENING, DESPITE THAT SCHOOL OR DISTRICT’S BEST INTERESTS. LEARNING CANNOT BE MOVED AHEAD. IT’S A MORAL IMPERATIVE TO HAVE THE STATE INTERVENE. HAVE 1280C– IT’S A LAW THAT MIGHT NEED TO BE IMPROVED, BUT IT DOES GIVE US SOME DIRECTION ON INTERVENING WHEN A SCHOOL’S STUDENT ACHIEVEMENT LEVELS ARE DECLINING INSTEAD OF IMPROVING. WE NEED TO USE THAT MORE OFTEN. WE HAVE TO USE WHAT ELSE IS ALLOWED FOR US TO DO. IT’S DIFFICULT TO KNOW WHAT KIND OF INTERVENTION NEEDS TO GO IN A SCHOOL. IT DEPENDS ON THE SCHOOL. ONE SIZE WILL NOT FIT ALL. ONE STRATEGY WILL NOT FIT ALL. ANYONE WHO TEACHES KNOWS THAT ONE LESSON PLAN WILL NOT MEET THE NEEDS THE EVERY STUDENT. WE’LL HAVE TO BRING BACK AND IMPROVE AUDITS. YOU HAVE MDE LOOKING AT SOME AUDITING MATERIAL THAT COMES WITH RAPID SCHOOL TURNAROUND. THERE ARE OTHER INSTRUMENTS AND EXAMPLES, BUT WE NEED TO DO AUDITS SO WE CAN DEFINE THE PROBLEM THAT’S HOLDING THE SCHOOL BACK, SO WE CAN BEST CREATE THE SOLUTION TO MATCH THAT PROBLEM. ONCE YOU KNOW THAT, INTERVENTIONS COULD BE MORE ASSISTANCE AND MONITORING, OR IT COULD GO ALL THE WAY TO A TRANSFER OF OPERATIONS. THAT’S WHERE I WANT TO THROW OUT ANOTHER IDEA. I HAVE BEEN PRIVILEGED TO BE INVOLVED WITH THE STATE’S FIRST CONSENT AGREEMENT OVER ITS FINANCIAL DISTRESS. WE WORKED WITH TREASURY, MICHIGAN DEPARTMENT OF ED, AND PONTIAC AROUND THE FISCAL EMERGENCY. WE’VE BEEN ABLE TO BRING IT INTO BALANCE. WE GAINED 24% ON THE DEFICIT IN THE NEXT YEAR. I THINK THE SAME KIND OF PROGRAM COULD WORK FOR ACADEMIC DEFICIT DISTRICTS. THE NICE THING ABOUT A CONSENT AGREEMENT IS YOU LET THE BOARD STAY IN PLACE, THE ASSETS ARE STILL OWNED BY THE DISTRICT. THERE’S ADDITIONAL MONITORING THAT COMES FROM FOLKS AND JUST LIKE IN A FINANCIAL SITUATION WHERE THE CONSENT AGREEMENT MIGHT TURN OVER HR AND BUSINESS TRANSACTIONS TO ANOTHER PARTY TO WORK WITH, IN AN ACADEMIC SITUATION, THE OPERATIONS OF THE SCHOOL COULD BE TEMPORARILY TURNED OVER UNTIL ACHIEVEMENT WAS UP. IT’S JUST AN IDEA THAT’S WORTH INVESTIGATING AND WOULD NEED INPUT FROM LOTS OF DIFFERENT STAKEHOLDERS BEFORE WE WOULD KNOW IF IT WAS AN IDEA THAT COULD WORK. YOUR SECOND QUESTION IS TO DESCRIBE WHAT I WILL DO TO ENSURE THAT THE SUPERINTENDENT AND SCHOOL BOARD ARE EFFECTIVE IN MAKING EDUCATIONAL PROGRESS IN MICHIGAN. I’VE READ THE JOB DESCRIPTION. IT’S A GOOD ONE. MY FIRST INTENT WOULD BE TO DO THE JOB DESCRIPTION TO THE BEST OF MY ABILITY. I THINK I COULD DO IT WELL. THE WORK YOU’VE DONE AND THE RECOMMENDATIONS YOU’RE MAKING AROUND THE ORGANIZATION AND FINANCING OF SCHOOLS IS GOOD WORK, AND YOUR PROCESS WAS SOUND. YOU GOT INPUT FROM THE FIELD, LOOKED AT RESEARCH AND DATA, DELIBERATED AND CAME UP WITH A FINE DOCUMENT. THAT DOCUMENT HAS TO GO OUT INTO THE FIELD AND GET SOME MORE VETTING BEFORE IT MOVES FORWARD. PART OF MY CHARGE WOULD BE TO DO THAT IN SYNC WITH THIS BOARD. YOU HAVE A MANDATE TO PROVIDE POLICY LEADERSHIP TO THE GOVERNOR AND TO THE LEGISLATURE REGARDING EDUCATION. THAT WOULD BE A HUGE ROLE THAT I WOULD PLAY. LEADING AND MANAGING THE MDE AND CARRYING OUT ALL OF THE WORK THAT COMES FROM PLANS WITH THIS AS WELL AS WORK THAT’S ASSIGNED TO US WOULD BE A HUGE PART OF HOW I WOULD MAKE SURE WE’RE EFFECTIVE IN MAKING EDUCATIONAL PROGRESS. EXPANDING AND ENRICHING WORKING RELATIONSHIPS. EVERYWHERE I’VE WORKED, I’VE BEEN ABLE TO WORK WITH BOTH SIDES OF THE POLITICAL AISLE, EXECUTIVE BRANCHES, THE BUSINESS COMMUNITY AS WELL AS NONPROFITS. IT IS THROUGH THOSE RELATIONSHIPS THAT YOU GET THINGS DONE. FINALLY, I WOULD KEEP THE FOCUS ON KIDS. WHAT’S BEST FOR STUDENTS, WHAT WOULD MOVE LEARNING ACHIEVEMENT, AND WHAT DO WE NEED TO DO ABOUT THAT. IN YOUR HANDOUT I HAVE MORE THINGS THAT GOES INTO MORE SPECIFICALLY FUNDING, ESPECIALLY AROUND DEFICIT DISTRICTS. I HAVE A FEW COMMENTS ABOUT CHOICE AND PUBLIC POLICY AROUND CHOICE, AND I HAVE COMMENTS ABOUT LEADING THE AGENDA, BUT I’M WATCHING THE CLOCK. I WILL SKIP THOSE THINGS AND LET YOU READ THEM.>>THANK YOU. WE CAN COME BACK TO SOME OF THOSE TOPICS AT THE END TO MAKE SURE YOU HAVE THE OPPORTUNITY, BECAUSE YOU’RE NICELY HELPING US STAY ON TIME. WE WANT TO MAKE SURE YOU HAVE AS MUCH TIME AS YOU NEED TO REINFORCE WHAT YOU WANT US TO UNDERSTAND. WE HAVE OUR USUAL 20 QUESTIONS FAMILIAR TO PEOPLE BY NOW. CASSANDRA.>>DESCRIBE AND OFFER EXAMPLES OF YOUR EXPERIENCE IN IMPROVING EDUCATION AND LEARNING OUTCOMES FOR STUDENTS.>>THROUGH MY CAREER I’VE BEEN PRIVILEGED. I STARTED AS A SPECIAL ED TEACHER AND MANAGED TO WORK WITH STUDENTS AND OTHER TEACHERS, AND COLLABORATED ON GETTING KIDS TO MOVE THE ACADEMIC BAR FORWARD. AS THE PRINCIPAL OF THE SCHOOL BUILDING WE WERE ABLE TO MOVE STUDENT ACHIEVEMENT. AS A SUPERINTENDENT IN ALL OF MY DISTRICTS WE WERE ABLE TO MOVE STUDENT ACHIEVEMENT. IN SKOKIE, WHERE MY FIRST SUPERINTENDENCY WAS IN A DISTRICT WHERE OVER 50% OF THE POPULATION WERE NEWLY IMMIGRATED, 50% OF THE POPULATION CAME FROM HOMES WHERE 70 DIFFERENT LANGUAGES WERE SPOKEN AND NOT ENGLISH. WE WERE ABLE TO ADJUST THE TEACHING AND LEARNING PRACTICES IN OUR DISTRICT SO WE WERE ABLE TO MOVE THE ACADEMIC NEEDLE FOR THOSE YOUNGSTERS. MY SECOND SUPERINTENDENCY WAS ALREADY A HIGH ACHIEVING DISTRICT. BUT THERE WERE POCKETS OF LOW ACHIEVEMENT WITHIN THAT DISTRICT, AND WE WERE ABLE TO RAISE LEARNING FOR THOSE YOUNGSTERS WHO WERE AT THE BOTTOM RUNG OF THE LEARNING LADDER IN THAT DISTRICT. BUT MORE IMPORTANTLY, WHEN YOU BRING IN A TIDE OF IMPROVEMENT, YOU WANT THAT TIDE TO RAISE ALL BOATS. SO WE WERE ALSO ABLE TO RAISE THE LEVEL OF LEARNING FOR THE KIDS AT THE VERY TOP OF THE SPECTRUM, IN THE MIDDLE, AS WELL AS AT THE BOTTOM. SO WE WERE ABLE TO INCREASE AP OPPORTUNITIES AND PLACES IN HONORS CLASSES AND ALL OTHER SORTS OF MEASUREMENTS BEYOND JUST TEST SCORES. WHILE I WAS THERE, I HAD JUST THE MOST HEART– THIS EXPERIENCE WILL BE WITH ME THROUGH MY LIFE, AND I WAS ABLE, ON A VOLUNTARY BASIS, TO WORK WITH A SCHOOL IN THE LAWNDALE AREA OF CHICAGO– VERY HIGH POVERTY, HIGH MINORITY SCHOOL. WE HAD BUSINESSES– UNITED AIRLINES, McDONALD’S, BAXTER HEALTH, EVEN OPRAH WINFREY FOR A WHILE– GIVE GOBS OF MONEY TO THAT LITTLE SCHOOL, AND BY DOING THE RIGHT THINGS, WE WERE ABLE TO MOVE THAT ACHIEVEMENT UP SIGNIFICANTLY FOR ALL KIDS FROM THAT NEIGHBORHOOD. THEN, OF COURSE, BEFORE I CAME HERE TO OAKLAND COUNTY, I HAD A VERY DIVERSE DISTRICT– VERY SUBURBAN ON ONE END, RIGHT UNDER THE DOME OF NOTRE DAME– AND I’M A MICHIGAN STATE PERSON, SO THAT WAS DIFFICULT. BUT– AND THEN A MIDDLE SECTION OF MY DISTRICT WHICH WAS VERY INDUSTRIAL, AND THEN A VERY RURAL END. AND IN THAT INDUSTRIAL SECTION, WE HAD SOME VERY HIGH POVERTY SCHOOLS WHERE THE STUDENT PROFICIENCY IN READING AND MATH ON STATE, LOCAL, AND NATIONAL TESTS WAS ABOUT 25-30% PROFICIENT. AND IN THREE YEARS, WE GOT THAT UP TO 80-85% PROFICIENT. IT LASTED THE REST OF MY TENURE THERE. BUT MORE IMPORTANTLY, THAT ACHIEVEMENT LEVEL HAS LASTED TO TODAY, AND I’VE BEEN GONE NOW 11 YEARS. SO IN OAKLAND COUNTY, MY TOUCH TO STUDENTS IS A LITTLE FURTHER REMOVED, BEING IN A COUNTY RATHER THAN A LOCAL DISTRICT LEVEL. SO IT’S BEEN A HUGE LEARNING EXPERIENCE FOR ME. HOW DO WE ASSIST DISTRICTS IN IMPACTING STUDENT LEARNING WHEN WE OURSELVES ARE NOT ACTUALLY IN CHARGE OF IT? AND TODAY, AS WE’RE SPEAKING, WE HAVE HUNDREDS OF EDUCATORS IN OUR BUILDING LEARNING FROM AN EXPERT ON RAPID SCHOOL TURNAROUND, SO WE KNOW THAT WE CAN IMPACT LEARNING ON A COUNTY LEVEL BY BRINGING THE TOOLS TO THE TEACHERS THAT NEED THEM WHILE ALSO BUILDING TEACHER LEADERSHIP IN ORDER TO HAVE TEACHERS USE THOSE TOOLS AS THEY SEE FIT. AND WE’VE BEEN ABLE TO KEEP, IN SPITE OF GROWING POVERTY AND DWINDLING RESOURCES, WE’VE BEEN ABLE TO KEEP OUR COUNTY ACHIEVEMENT HIGH. WE’VE BEEN ABLE TO KEEP THE NUMBER OF SCHOOLS THAT APPEAR ON AN AYP LIST OR PRIORITY SCHOOLS LIST LOW, AND WE’RE NOT WHERE WE NEED TO BE– WE’RE CLOSING GAPS IN SPECIAL ED AND SOME OTHER PLACES, BUT NOT AS QUICKLY AS WE’D LIKE.>>THANK YOU. MICHELLE.>>AND I THINK YOU’VE ALREADY SPOKEN A LOT TO MY QUESTION, SO I’LL ASK, HOW HAS YOUR PAST EXPERIENCE OTHERWISE PREPARED YOU FOR THIS POSITION? HOW WOULD YOU TRANSITION?>>SO I’VE ALWAYS PRIDED MYSELF ON STAYING UP TO SPEED ON KNOWING WHAT WORKS TO MOVE STUDENT LEARNING FORWARD. IT IS MY NIGHTTIME READING. I LIKE IT BETTER THAN A GRISHAM NOVEL. BUT I LEARNED, THROUGH ALL MY EXPERIENCE, THAT KNOWING WHAT WORKS AND GETTING WHAT WORKS DONE ON A LARGE SCALE BASIS ARE TWO VERY DIFFERENT THINGS. SO I THINK WHAT I BRING TO THE TABLE IS A WORLD OF EXPERIENCE AROUND THE NEED FOR COLLABORATIONS. A VISION IS NOT A VISION UNTIL IT’S A SHARED VISION. A VISION WITHOUT ACTION IS A DREAM THAT GOES NOWHERE. AND YOU CANNOT HAVE ACTION IF YOU DON’T HAVE STAKEHOLDERS INVESTED IN THE ACTIONS THAT NEED TO BE TAKEN. SO I’VE WORKED VERY HARD TO BUILD AND MAINTAIN AND GROW COLLABORATIONS ON BOTH NARROW AND WIDE SCALE KINDS OF ISSUES, AND I THINK THAT EXPERIENCE WOULD BE AN ENORMOUS– WELL, IT’S NOT A HELP. IT’S ACTUALLY A REQUIREMENT TO DO A JOB AT THIS LEVEL, IS TO BUILD THOSE COLLABORATIONS. AS I SAID, IN THE DIFFERENT STATES I’VE WORKED, I’VE BEEN ABLE TO HAVE COLLABORATIONS ON EITHER SIDE OF THE PARTY LINES. THERE ARE GOOD IDEAS THAT COME FROM REPUBLICANS AND DEMOCRATS ALIKE, AND SOMETIMES THEY EVEN AGREE ON THE SAME GOOD IDEA, AND I THINK WE NEED TO CAPITALIZE ON GOOD IDEAS WHEREVER THEY COME FROM. I THINK WE ALSO HAVE TO EDUCATE, SHARE WHAT WE KNOW, BUILD SHARED KNOWLEDGE SO THAT WE CAN BUILD SHARED SOLUTIONS. I HAVE HAD EXPERIENCE WORKING WITH THE GOVERNOR’S OFFICE STAFF, ESPECIALLY AROUND THE PONTIAC ISSUE. I HAVE EXPERIENCE WORKING WITH YOUR MDE STAFF ON MULTIPLE ISSUES TOO NUMEROUS TO EVEN BEGIN TO NAME. IN OUR OWN COUNTY, I’M VERY CLOSELY ALIGNED WITH OUR COUNTY GOVERNMENT AROUND ECONOMIC DEVELOPMENT ISSUES. I’VE BEEN A COLLABORATOR WITH AUTOMATION ALLEY, ESPECIALLY EVEN ON A COUPLE OF TRADE MISSIONS TO TWO COUNTRIES THAT THEY WERE– WHERE THE EDUCATIONAL VOICE WAS VERY IMPORTANT TO BUILDING RELATIONSHIPS THERE. I’VE WORKED WITH COMMUNITY AGENCIES. GARNERING ENERGIES AROUND A SHARED VISION OF HELPING STUDENTS HAS NEVER BEEN DIFFICULT. IT SEEMS THAT WHEN YOU GET THE CONVERSATION DOWN TO WHAT’S BEST FOR KIDS, PERSONAL AND POLITICAL AGENDAS FALL ASIDE AND PEOPLE COME TO THE TABLE, BECAUSE EVERYBODY WANTS TO MAKE IT BEST FOR THE KIDS THAT WE SERVE.>>THANK YOU. RICHARD.>>WHAT ADDITIONAL EXAMPLE CAN YOU OFFER OF SUCCESS IN ORGANIZING AND MOVING DISPARATE STAKEHOLDERS, BOTH OUTSIDE INTERESTS AND YOUR OWN STAFF, AROUND A SHARED VISION FOR EDUCATION IMPROVEMENT? AND SOME THOUGHTS ON HOW YOU’D GO ABOUT SUCH AN EFFORT HERE AS STATE SUPERINTENDENT.>>OKAY. SO I’M TRYING TO PICK ONE NOW. AND THE ONE I PICKED, I’M GOING TO CHANGE, RIGHT ON THE SPOT. YOU KNOW, WHEN I CAME TO OAKLAND SCHOOLS, WE DID HAVE, AS YOU USED THE WORD DISPARATE, WE DID HAVE VERY STRONG DIFFERENCES OF OPINION ON OAKLAND SCHOOLS. OAKLAND SCHOOLS HAD GONE THROUGH A PERIOD OF TIME THAT WAS DIFFICULT, AND THERE WERE SOME FOLKS IN THE FIELD THAT THOUGHT MAYBE ISDS DIDN’T NEED TO BE HERE ANYMORE. THERE WERE OTHER FOLKS IN THE FIELD WHO THOUGHT ISDS WERE A CRITICAL THING. THERE WERE FOLKS WHO WERE BEGINNING TO QUESTION OAKLAND SCHOOLS, AND OAKLAND SCHOOLS’ CREDIBILITY AND ABILITY TO SERVE, AND THAT WAS A DIFFICULT SITUATION FOR EVERYONE INSIDE THE ORGANIZATION BECAUSE EVEN THOUGH THERE WERE PROBLEMS AROUND– I WAS IN INDIANA, SO I WASN’T HERE WHEN IT ALL HAPPENED, BUT IN MY OUTSIDE VIEW LOOKING IN, THERE WERE PROBLEMS THAT PROBABLY IMPACTED 10 OR 15% OF WHAT THE ORGANIZATION DID THAT REACHED A LOT OF PUBLIC FAME. BUT THERE WAS 85 TO 90% OF WHAT THE ORGANIZATION HAD ALWAYS DONE AND WAS STILL DOING THAT WAS VERY GOOD WORK THAT COULD NOT BE LOST. SO IT WAS A MATTER OF ESTABLISHING CREDIBILITY BACK WITH OUR OWN INTERNAL PEOPLE, AND HAVING THEM REALIZE THAT THE GOOD WORK YOU’RE DOING HAS TO CONTINUE, BUT WE NOW ALSO HAVE TO UP THE GAME. WE HAVE TO HAVE MORE AND STRONGER TWO-WAY COMMUNICATION WITH THE PEOPLE THAT WE SERVE. WE HAVE TO HAVE BETTER COMMUNICATION TO THE PUBLIC ON WHAT IT IS WE DO. AND WE HAVE TO INTERNALLY BE EXTREMELY RESPONSIBLE FOR MAKING SURE WE’RE THE BEST WE CAN BE. AND SO, OUT OF OUR FIRST CONTINUOUS IMPROVEMENT PLAN I WROTE WITH MY ORGANIZATION, THREE OF OUR SIX GOALS WERE ALL ABOUT GETTING BETTER OURSELVES. AND WITHIN THAT, I HAD PEOPLE WHO WERE VERY USED TO DOING THINGS A CERTAIN WAY, AND OUR THREE GOALS AND ACTION PLANS CAUSED THOSE FOLKS TO GET OUT OF THEIR COMFORT ZONE AND DO IT A DIFFERENT WAY. SO FOR THOSE FOLKS, YOU HAVE TO LISTEN, HEAR, CONSIDER, AND THEN, WHEN YOU DECIDE YOU STILL NEED TO GO IN A DIRECTION THAT’S UNCOMFORTABLE, YOU HAVE TO SUPPORT. WITH THE EXTERNAL COMMUNITIES WHO ARE WONDERING, YOU AGAIN HAVE TO COMMUNICATE VERY STRONGLY. YOU HAVE TO BE AS ACCURATE AS YOU CAN IN THAT COMMUNICATION. I KNOW YOU CAN’T ALWAYS BE 100% ACCURATE, ESPECIALLY WITH NUMBERS AND STATISTICS, BUT YOU HAVE TO TRY TO BE– TELL THE TRUTH AS CLEARLY AND ACCURATELY AS YOU KNOW THE TRUTH. AND YOU NEED TO DELIVER ON WHAT YOU’VE PROMISED. AND WITH ALL THAT, OAKLAND SCHOOLS RECOVERED VERY QUICKLY. I THINK PEOPLE WHO NOW RECEIVE OUR SERVICES, WHICH ARE BOTH INSIDE AND OUTSIDE OF OUR COUNTY, WOULD SAY THAT THEY’RE VIABLE AND NECESSARY AND VALUABLE. I THINK PEOPLE WOULD SAY WE’RE RESPONSIVE. AND AT A STATE LEVEL, FORTUNATELY YOU HAVEN’T HAD A TRIP AND FALL LIKE OAKLAND DID– THAT’S A GOOD THING. AND I WOULD CERTAINLY NOT BRING YOU ONE. [ LAUGHTER ]>>BUT ON A SMALLER SCALE, THERE’S STILL REESTABLISHMENT OF CREDIBILITY, BUILDING AN UNDERSTANDING OF WHAT IT IS YOU’RE HERE TO DO, AND TRUST THAT NEEDS TO BE BUILT, AND RELATIONSHIPS. RELATIONSHIPS ARE CRITICAL. YOU DON’T HAVE TO ALWAYS AGREE WITH EVERYBODY, BUT YOU HAVE TO RESPECT OPINIONS AND BUILD RELATIONSHIPS SO YOU CAN HEAR EVERYBODY.>>THANKS, VICKIE. EILEEN IS NEXT.>>ONE OF THE MOST IMPORTANT TASKS OF THE SUPERINTENDENT IS DEVELOPING POLICIES AND STRATEGIC PLAN FOR IMPROVING EDUCATION WITH THE BOARD, THEN ADVANCING IT EFFECTIVELY WITH THE GOVERNOR, LEGISLATURE, AND EDUCATIONAL INTEREST GROUPS. HOW WOULD YOU DESCRIBE YOUR EXPERIENCE AND APPROACH TO DOING THIS EFFECTIVELY? AND HOW WOULD YOU WORK WITH DIFFERENCES IN VISION IN DIRECTIONS AND EXPECTATIONS HELD BY THE LEGISLATURE, GOVERNOR, AND THE STATE BOARD?>>SO SOME OF THAT I JUST ANSWERED, DIDN’T I? SO I’LL TRY NOT TO BE REDUNDANT, BECAUSE REDUNDANCY COSTS TIME AND MONEY. SO LET ME SEE IF I CAN PICK UP WHERE I LEFT OFF. WELL, OF COURSE, HAVING BEEN A SUPERINTENDENT IN THREE DIFFERENT STATES, SUBURBAN, URBAN, RURAL, BIG, SMALL, RICH, POOR, WE ALL HAVE HAD STRATEGIC PLANS. THE THING THAT YOU HAVE TO BE CAREFUL OF– AND THEY’RE NOW MORE LIKELY, THE STATE OF THE ART IS TO HAVE CONTINUOUS IMPROVEMENT PLANS THAT GET ADJUSTED AND ADAPTED EVERY YEAR BASED ON PROGRESS TO THE GOALS YOU’VE SET. SO IN CONTINUOUS IMPROVEMENT PLANNING, THE THING YOU HAVE TO BE CAREFUL OF IS IT DOESN’T BECOME A DOCUMENT TO READ. IT BECOMES A DOCUMENT THAT A LOT OF PEOPLE CAN LIVE INTO, AND IN ORDER FOR THAT TO HAPPEN, IT HAS TO BE A SHARED DOCUMENT, WHERE THERE’S SHARED OWNERSHIP TO WHAT’S IN IT. SO WORKING THROUGH THE DIFFERENT VIEWS ON HOW TO BEST GET TO A CERTAIN END, IS CRITICAL IN THE PROCESS. I’VE NEVER BEEN AROUND A PLANNING TABLE WHERE EVERY SINGLE PERSON OR GROUP AT THE PLANNING TABLE HAS GOTTEN EXACTLY WHAT THEY WANTED. BUT I HAVE SAT AT MANY PLANNING TABLES, AND ACTUALLY FACILITATED MANY PLANNING SESSIONS, WITH BOTH MY BOARD AS WELL AS OTHER PEOPLE’S BOARDS OF EDUCATION OR OTHER GROUPS WHERE THE CONVERSATION, DIVERGENCE OF THINKING, AND DIFFERENCES OF OPINION HAVE LED TO A SOLUTION, GOAL, METRIC, OR PLAN THAT REALLY LOOKED DIFFERENT THAN WHAT ANYBODY HAD INITIALLY BROUGHT TO THE TABLE. AND THERE’S A RULE OF THUMB WHEN TRYING TO MOVE CRITICAL SOLUTIONS FORWARD, AND THAT’S THAT ALL OF US IS ALWAYS SMARTER THAN ANY ONE OF US. AND I THINK, AGAIN, WITH NO GUARANTEE THAT ANY ONE PERSON WOULD BE 100% HAPPY WITH HOW IT ENDED UP, I THINK A STRATEGIC PLAN TO MOVE EDUCATION FORWARD FOR THE CHILDREN OF MICHIGAN WILL BE A BETTER PLAN WHEN WE BRING ALL THOSE DIFFERENCES TO THE TABLE AND WE LEGITIMATELY HEAR THEM AND CONSIDER THEM SERIOUSLY AND THEN TRY TO MAKE DECISIONS MOVING ON. NOW, WE’D HOPE THAT THOSE DIFFERENCES OF OPINION THAT COME TO THE TABLE ARE BACKED BY DATA AND EVIDENCE AND EXPERIENCE WITH SUCCESS AND ARE NOT JUST AN IDEA OFF THE TOP OF YOUR HEAD, LIKE VICKIE’S IDEA TO INCREASE THE TEACHER CALENDAR. AN IDEA LIKE THAT WOULD HAVE TO BE VETTED THROUGH LOTS OF DIFFERENT PEOPLE. THAT’S JUST AN IDEA. BUT THE RESEARCH I BROUGHT YOU ABOUT MAKING SURE WE HAVE FORMATIVE ASSESSMENT BE PART OF THE LEARNING PROCESS, THAT’S AN IDEA THAT’S GROUNDED IN EVIDENCE FOR SUCCESS. SO THAT’S ANOTHER YARDSTICK BY WHICH YOU HAVE TO JUDGE THE PLANS YOU COME UP WITH. AND THE DOCUMENT YOU HAVE RIGHT NOW IS A VERY GOOD BEGINNING, BUT IT HAS TO BE CARRIED FORWARD IN ALL THE WAYS I’VE JUST SAID.>>THANKS.>>KATHY.>>OKAY. WELL, DIFFERENT PEOPLE HAVE DIFFERENT VIEWS OF WHAT EDUCATION IS. I WONDER WHAT YOU THINK ARE THE IMPORTANT AND FUNDAMENTAL PURPOSES OF PUBLIC EDUCATION.>>WELL, I HAVE BEEN QUOTED FOR HAVING SAID IT BEFORE, AND I’LL SAY IT AGAIN: PUBLIC EDUCATION IS THE FABRIC OF DEMOCRACY, ESPECIALLY IN THE UNITED STATES. IT IS THE PATHWAY TO OPPORTUNITY. IT’S CONFOUNDING, BECAUSE WE STILL HAVEN’T FIGURED OUT HOW EXACTLY TO DO IT RIGHT FOR EVERY SINGLE YOUNGSTER IN EVERY PLACE AT ANY GIVEN MOMENT IN TIME, SO IT’S CERTAINLY SOMETHING THAT WE HAVE TO CONTINUE TO WORK TO IMPROVE, ESPECIALLY FOR LEARNERS WHO COME TO US WITH STRUGGLES. AS I SAID, IT’S THE PATHWAY TO OPPORTUNITY, THE SHORTEST ROAD OUT OF POVERTY, AND THAT’S SOMETHING WE HERE IN THE UNITED STATES HAVE TO THINK ABOUT NOW, ESPECIALLY SINCE WE’VE– I DON’T KNOW IF IT’S RISEN OR FALLEN, BUT WE ARE NOW, ACCORDING TO A SURVEY OF THE ECONOMICALLY DEVELOPED COUNTRIES, WE NOW HAVE THE SECOND HIGHEST RATE OF CHILD POVERTY OF ANY OTHER ECONOMICALLY DEVELOPED COUNTRY. AND WE DON’T WANT THAT TO CONTINUE. EDUCATION IS OUR PATH OUT OF THAT. SO– BUT THE OTHER REALITY WE HAVE TO LIVE WITH IS THAT THE CHILDREN CURRENTLY IN POVERTY COMING TO US TO BE EDUCATED ARE COMING TO US WITH ALL SORTS OF WORRIES AND BURDENS ON THEIR SHOULDERS THAT INTERFERE WITH HOW OPEN THEY CAN BE TO THE EDUCATIONAL EXPERIENCE THAT WOULD GET THEM OUT OF THEIR CURRENT SITUATION. SO WE HAVE TO HONOR EDUCATION AS A PATHWAY TO OPPORTUNITY, BUT WE ALSO HAVE TO FIX EDUCATION SO THAT PATHWAY CAN BE WALKED ON BY EVERYBODY ON EQUAL FOOTING.>>THANKS.>>LUPE.>>HELLO, WELCOME. PLEASE SPEAK TO THE ISSUE OF WHAT POLICIES, PRACTICES, AND/ OR ACTIONS ARE IMPORTANT TO PURSUE TO IMPROVE TEACHER AND EDUCATOR PREPARATION, QUALITY, SUPPORT, MORALE, AND EFFECTIVENESS.>>SO I BEGAN WITH SOME OF WHAT MY IDEAS WERE AROUND ELEVATING THE PROFESSION, BUT NO MATTER THE STRATEGY, PLAN, ACTION, AND ALL THOSE OTHER THINGS YOU SAID, ATTITUDE NEEDS TO BE ADDED TO THAT, BECAUSE WE IN THIS COUNTRY HAVE TO HAVE AN ATTITUDE THAT HONORS THE PROFESSION TO THE LEVEL THAT IT NEEDS TO BE HONORED. IN MY OPINION, IT’S THE GREATEST PROFESSION WE HAVE. IT’S THE PROFESSION THAT PREPARES THE NEXT GENERATION, THAT UNDERGIRDS HOW GOOD AMERICA IS GOING TO BE. AND IN THE PAST DECADE OR SO, WE’VE FORGOTTEN TO HONOR THAT PROFESSION TO THE EXTENT THAT IT NEEDS TO BE. SO THAT’S ONE THING WE HAVE TO BRING BACK: WE HAVE TO RECOGNIZE ITS VALUE AND HONOR IT. THE OTHER THING WE HAVE TO DO IS MAKE SURE THAT WE HAVE TEACHER VOICE, NO MATTER WHAT THE PAY SCALE IS OR WHAT KIND OF PROFESSIONAL DEVELOPMENT OPPORTUNITIES YOU PROVIDE OR WHAT KIND OF CREDENTIALING YOU PUT IN YOUR PROGRAM. IF YOU’RE GOING TO ATTRACT PROFESSIONALS TO THIS PROFESSION, IT HAS TO BE A PROFESSION, AND TEACHER VOICE IS HUGE IN THAT. I’LL GIVE YOU AN EXAMPLE. YOU HEARD ABOUT THE GALILEO INSTITUTE. WE HAVE SOME TEACHERS IN OAKLAND COUNTY THAT ARE PART OF THAT ALSO, BUT WHEN I CAME AND HEARD ABOUT THAT– IT’S A WONDERFUL MODEL. BUT I NOTICED THAT LESS THAN 100 TEACHERS FROM OAKLAND COUNTY WERE ABLE TO PARTICIPATE IN THAT EVERY YEAR, AND WE NEED TEACHER VOICE AND LEADERSHIP EXPANDED FAR BEYOND LESS THAN 100 ON ANY GIVEN YEAR. SO I PULLED MY FOLKS TOGETHER, AND I SAID, “HOW DO WE TAKE WHAT WE KNOW IS RIGHT ABOUT TEACHER LEADERSHIP, VOICE, AND EFFICACY, AND HOW DO WE BRING THAT SO THAT WE CAN GROW IT TO THOUSANDS OF TEACHERS IN OUR COUNTY VERSUS 100? AND THREE OR FOUR YEARS AFTER THEY BEGAN THAT EFFORT, I SAID, “SO HOW MANY TEACHERS HAVE WE HAD AT THE DECISION-MAKING TABLE AROUND CURRICULUM, ASSESSMENT, SCHOOL IMPROVEMENT, TEACHING WRITING WORKSHOPS, TEACHING HOW BEST TO DO ALGEBRA, MENTORING OTHER TEACHERS, RUNNING TEACHER LABS?” YOU KNOW, THERE’S MULTIPLE WAYS THAT TEACHER VOICE AND LEADERSHIP COME TO THE TABLE. AND AFTER THREE OR FOUR YEARS, I WAS DELIGHTED. THEY SAID THE NUMBER WAS OVER 1,500. SO NOW I’M GOING TO ASK THEM AGAIN AT THE END OF THIS YEAR, BECAUSE IT’S NOW ANOTHER THREE YEARS LATER. AND I’M HOPING THAT NUMBER WILL BE 2,000. YOU NEED TO HONOR THE PROFESSION AND GIVE IT VOICE IN HOW THE PROFESSION IS GOING TO DELIVER ITS WORK. THAT’S THE MOST IMPORTANT. I KNOW MONEY IS NOT THE MOST IMPORTANT, BUT I ALSO THINK, AS ALL OF OUR YOUNG PEOPLE ARE THINKING ABOUT COLLEGE AND WHERE THEY’RE GOING TO GO AND RAISING THEIR OWN FAMILIES AND GETTING THEIR OWN CHILDREN THROUGH COLLEGE, WE HAVE TO KEEP THE SALARIES AND BENEFITS OF TEACHING PROFESSIONALS AT A LEVEL OF OTHER PROFESSIONALS IN ORDER TO ATTRACT THEM TO THE FIELD. BUT IT GOES BEYOND THAT MONEY.>>THANK YOU.>>GREAT. THANK YOU. PAM.>>AND YOU’VE SPOKEN A LITTLE BIT TO THIS, BUT WHAT IS THE ROLE OF ACCOUNTABILITY SYSTEMS IN PUBLIC EDUCATION? WHAT ELSE HAS TO GO ALONG WITH ACCOUNTABILITY SYSTEMS TO IMPROVE LEARNING?>>SO IT’S JUST BEFORE LUNCH, AND I’M GOING TO RISK A STORY. SO I TOLD YOU IN MY INDIANA DISTRICT, I HAD SUBURBAN AMERICA, INDUSTRIAL AMERICA, AND RURAL AMERICA. IT WAS A FUN DISTRICT TO HAVE ALL THAT COME TOGETHER IN ONE BIG HIGH SCHOOL. BUT IN THE RURAL AREA, WE HAD LOTS OF HOG FARMERS. IN FACT, ONE WAS ON MY BOARD AND IS STILL ON THE BOARD THERE. THEY’RE SOME SALT OF THE EARTH, COMMON SENSE FOLKS COMING TO THE TABLE. AND I LEARNED SOMETHING FROM THEM: YOU CANNOT FATTEN THE PIG BY JUST WEIGHING IT.>>YOU CAN’T FATTEN THE PIG HOW?>>BY JUST WEIGHING IT.>>OH, YES.>>YOU HAVE TO DO MORE THAN WEIGH IT IN ORDER FOR IT TO THRIVE. YOU HAVE TO NOURISH IT, HAVE IT IN A HEALTHY ENVIRONMENT, FEED IT THE RIGHT KIND OF NOURISHMENT. AND ACCORDING TO MY BOARD MEMBER IN INDIANA, YOU EVEN HAVE TO CARE ABOUT IT. SO THAT’S WHAT I LEARNED THERE. SO THIS QUESTION ON ACCOUNTABILITY REMINDS ME OF THAT. WE HAVE TO DO MORE THAN LABEL, TEST, AND RANK, BECAUSE THAT’S NOT GOING TO GET US TO THE POINT OF REALLY CHANGING THE NUMBERS, IF THAT’S ALL WE DO. SO I THINK IT’S VERY IMPORTANT THAT WE HAVE A SYSTEM OF ACCOUNTABILITY THAT LOOKS AT WHAT SUPPORTS ARE IN PLACE. THOSE AUDITS I TALKED ABOUT BEFORE, THEY SHOULD BE A HUGE PIECE OF THE ACCOUNTABILITY SYSTEM, BECAUSE THAT’S WHAT TELLS YOU– ARE EVIDENCE-BASED PRACTICES BEING USED IN THE CLASSROOM? ARE THERE FORMATIVE ASSESSMENTS IN PLACE? ARE PEOPLE BEING DATA DRIVEN? ARE THEY MAKING INSTRUCTIONAL DECISIONS BASED ON THAT DATA? AND THOSE ARE THE DRIVING THINGS THAT WILL CHANGE THE WEIGHT OR MEASURE OF WHAT STUDENTS ARE DOING. SO I WOULD PUT FAR MORE EMPHASIS ON LOOKING DEEPLY AT WHAT THE SYSTEM NEEDS AND WHAT SUPPORTS WE NEED TO PUT IN PLACE THAN SIMPLY THE NUMBER. BUT I ALSO KNOW THAT AS A STATE, WE’RE RESPONSIBLE FOR MAKING SURE OUR PARENTS, COMMUNITIES, LEGISLATORS AND OURSELVES ARE ALL AWARE OF WHAT THE NUMBERS ARE. I BELIEVE TESTING HAS A HUGE PLACE IN ACCOUNTABILITY. BUT I AGREE LOCAL TESTING HAS AN EVEN STRONGER PLACE IN ACCOUNTABILITY. I THINK WHAT WE NEED TO DO– I’M NOT IN FAVOR OF A COLOR OR A GRADE AS A SYSTEM FOR ACCOUNTABILITY. I WOULD REALLY PREFER A DASHBOARD, WHICH HAS REAL DATA ABOUT REAL THINGS GOING ON IN EVERY SCHOOL IN MICHIGAN, WHERE THE PARENT AND COMMUNITY CAN READ THE FACTS FOR THEMSELVES AND COME TO THEIR OWN CONCLUSION. THE PROBLEM WITH A COLOR OR A GRADE IS THAT YOU HAVE SOME OTHER ENTITY OR PERSON OR DEPARTMENT TAKING A NUMBER OF METRICS, WEIGHTING THEM ACCORDING TO THE WAY THEY THINK THEY SHOULD BE WEIGHTED, AND THEN COLLAPSING THEM INTO SOME KIND OF SYMBOLIC RATING OF WHAT A SCHOOL IS. AND THAT DOESN’T TELL THE PARENT THE WHOLE STORY. THE PARENT NEEDS TO KNOW HOW PROFICIENT ARE THE STUDENTS ON THE STATE TEST. THEY ALSO NEED TO KNOW HOW PROFICIENT STUDENTS ARE ON THE LOCAL ASSESSMENTS BEING GIVEN IN THE SCHOOL. THEY NEED TO KNOW WHAT PERCENT OF TEACHERS FALL INTO THE HIGHLY QUALIFIED CATEGORY. THEY SHOULD KNOW WHAT PERCENT OF OUR MONEY IS BEING SPENT ON ADMINISTRATION VERSUS CLASSROOM. THEY SHOULD KNOW HOW MANY OF OUR GRADUATES GO TO COLLEGE. MORE IMPORTANT, THEY SHOULD KNOW HOW MANY OF THOSE GRADUATES SUCCESSFULLY COMPLETE 24 CREDITS AFTER THEY’VE BEEN OUT OF SCHOOL FOR 24 MONTHS. ALL DATA– EXCEPT FOR THE LOCAL ASSESSMENT– ALL DATA WE ALREADY HAVE AT THE STATE LEVEL. I BELIEVE WE SHOULD CREATE A SINGLE PAGE DATA DASHBOARD. SOME OF IT MIGHT REPLICATE WHAT THE GOVERNOR HAS, AND WE WOULD PROBABLY ADD TO WHAT THE GOVERNOR HAS. AND THAT WOULD BE AN ACCOUNTABILITY SYSTEM THAT WOULD TELL COMMUNITIES AND PARENTS WHAT THEY REALLY NEEDED TO KNOW. AND IT’S A SYSTEM THAT CAN’T BE MANIPULATED. THERE’S A TERRIBLE EXAMPLE OF MANIPULATING A LETTER GRADE SYSTEM FROM ONE OF OUR NEIGHBORING STATES THAT WE WOULD NEVER WANT TO HAVE HAPPEN IN MICHIGAN.>>THANK YOU, VICKIE. EILEEN, YOU’VE GOT THE NEXT.>>I THINK YOU’VE JUST ANSWERED MOST OF THOSE, BUT– LIKE OTHER STATES, MICHIGAN HAS SEEN POLICY DEBATES ABOUT THE NATURE AND UTILITY OF STATE LEARNING STANDARDS AND ASSESSMENTS, INCLUDING COMMON CORE STANDARDS IN MATH AND ENGLISH LANGUAGE ARTS, AND OUR NEED TO DEVELOP NEW SCIENCE AND SOCIAL STUDIES STANDARDS. WHAT’S THE ROLE OF STANDARDS AND ASSESSMENTS IN IMPROVING STUDENT LEARNING? I KNOW YOU JUST DISCUSSED ASSESSMENTS, SO YOU MAY WANT TO TOUCH ON STANDARDS, BUT WHERE DO YOU RECOMMEND WE SHOULD GO ON OUR POLICIES REGARDING BOTH STANDARDS AND ASSESSMENTS?>>AND I KNOW YOUR ROLE WITH THE NAEP, SO I KNOW THIS IS NEAR AND DEAR TO YOU. WE NEED STANDARDS. AS I SAID AT THE VERY BEGINNING, YOU HAVE TO BE CLEAR ON WHAT YOU WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO SO THAT THAT’S WHAT GUIDES YOUR SYSTEM AND WHAT IT IS THEY’RE SUPPOSED TO TEACH AND WHAT KIDS ARE SUPPOSED TO KNOW. AND YOU WANT TO MAKE SURE THOSE STANDARDS ARE RIGOROUS AND REASONABLE SO THAT THE STUDENTS IN MICHIGAN ARE PREPARED TO COMPETE IN THE WORLD WITH KIDS IN OTHER STATES AND COUNTRIES. SO WE NEED STANDARDS. AND WE’VE HAD THEM, ON AND OFF, HERE AND THERE. THEY’VE ALWAYS BEEN THERE. IN FACT, IF YOU LOOK HISTORICALLY, THE STANDARDS ARE NOT THAT DIFFERENT FROM STATE TO STATE, EVEN BEFORE WE HAD COMMON CORE. WRITING A 3RD GRADE PARAGRAPH WELL ACCORDING TO A WRITING RUBRIC IN MICHIGAN LOOKED ALMOST EXACTLY THE SAME AS IN CALIFORNIA OR NEW YORK. SO I THINK WE HAVE TO SPEND LESS TIME ARGUING ABOUT WHAT THE STANDARDS SHOULD BE AND PERHAPS HAVING MORE DIALOGUE ON HOW WE GET STUDENTS TO MEET THOSE CRITICAL LEARNING STANDARDS. BUT WE DO NEED THEM, WHATEVER NAME WE CALL THEM. I THINK FREQUENTLY, WE’VE HAD TOO MANY, AND THAT HAS OVERWHELMED TEACHERS AND CLASSROOMS AND KIDS, AND THAT’S WHY I SAY THEY HAVE TO BE CAREFULLY CRAFTED, REALISTIC AS WELL AS RIGOROUS. I THINK OUR CURRENT SLATE OF STATE STANDARDS MAY STILL BE, IN MY OPINION, A BIT MORE THAN ABSOLUTELY NECESSARY, BUT THEY’RE BETTER THAN WHAT WE HAD BEFORE, SO WE’RE MOVING IN THE RIGHT DIRECTION. ONE MORE THING ON ASSESSMENT: I’VE SHARED MY OPINION ON WHAT IS TERMED “HIGH STAKES TESTING.” AND I’D LIKE TO CLARIFY FOR A MINUTE WHAT MY POSITION IS ON THAT. WHEN I TALKED TO YOU ABOUT MOVING STUDENT LEARNING FORWARD IN INDIANA IN THOSE HIGHER POVERTY SCHOOLS, WE USED ASSESSMENT, SOMETIMES EVERY TWO WEEKS, COMMON ASSESSMENTS, DISTRICT-WIDE ASSESSMENTS, NOT JUST TEACHER ASSESSMENT IN THE CLASSROOM. IF THEY WERE CRITICAL KEY LEARNINGS THAT WE WANTED TO MAKE SURE WERE LEARNED BY EVERY STUDENT TO READ– OR TO LEARN, AND THEY WERE IN MOSTLY READING, MATH, AND WRITING, THEN WE USED ASSESSMENT ALL THE TIME. AND WE POSTED OUR RESULTS. BUILDINGS POSTED THEM ON WALLS. TEACHERS POSTED THEM IN CLASSROOMS. STUDENTS HAD THEIR OWN DATA BOOK WHERE THEY POSTED THEIR OWN RESULTS AND KEPT TRACK OF WHERE THEIR LEARNING WAS GOING. AND WE WOULD POST AS A DISTRICT. SO IF YOU KNOW WHAT IT IS YOU WANT KIDS TO LEARN, AND YOU’RE TEACHING THOSE THINGS AND TEACHING THEM WELL, YOU STILL HAVE TO KNOW WHETHER OR NOT THEY’VE BEEN LEARNED. AND THAT’S WHERE ASSESSMENT AS PART OF THE TEACHING LEARNING PROCESS IS SO CRITICAL. NOW, STATE AND NATIONAL ASSESSMENTS ALSO HAVE A CRITICAL ROLE, I BELIEVE, IN EDUCATION, BUT I THINK IT’S MORE OF A BENCHMARKING ROLE. I DON’T THINK THOSE ASSESSMENTS, SIMPLY BECAUSE OF TIME AND COST LIMITATIONS, CAN EVER MEASURE MORE THAN A NARROW SLICE OF LEARNING THAN WHAT HAPPENS 180 DAYS IN A CLASSROOM. IT WOULD BE IMPOSSIBLE TO REPLICATE– WE’D BE ASSESSING RATHER THAN TEACHING IF WE TRIED TO DO THAT. SO WITH THOSE LIMITATIONS, WE HAVE TO UNDERSTAND THAT THEY’RE TO BENCHMARK– I’LL FINISH THIS UP. THEY’RE THERE TO BENCHMARK THE STATE STANDARDS, HOW ARE WE DOING COMPARED TO OTHERS. THEY SHOULD BE THERE TO BENCHMARK A DISTRICT’S CURRICULUM, HOW DO WE THINK OUR CURRICULUM IS STANDING UP TO OTHERS. I THINK THEY CAN BE USED TO BENCHMARK LARGE STUDENT POPULATIONS AGAINST OTHER LARGE STUDENT POPULATIONS, BUT I DON’T THINK THEY’RE APPROPRIATE FOR TEACHERS TO USE TO DRIVE DAILY INSTRUCTIONAL DECISIONS ABOUT INDIVIDUAL CHILDREN.>>THANK YOU. CASANDRA.>>THERE HAVE BEEN MANY SO-CALLED “EDUCATIONAL REFORM” IDEAS ADVANCED IN RECENT YEARS. WHICH OF THESE DO YOU FEEL ARE WORTHY OF EXPLORATION AND WHICH WOULD YOU RECOMMEND AGAINST?>>SO THERE HAVE BEEN EDUCATIONAL REFORM IDEAS ADVANCED SINCE EFFECTIVE SCHOOLS IN THE ’80S, AND I’M SURE BEFORE THEN, BUT THOSE ARE THE FIRST I CAN REMEMBER. AND FORTUNATELY, EVERY DECADE, WE BUILT ON THOSE EFFECTIVE REFORMS. AND EVERY DECADE, WE KNOW A LITTLE BIT MORE, WE GET A LITTLE SMARTER, WE CAN PLUG THE HOLES A LITTLE BIT BETTER. AND RIGHT NOW, THERE’S A BODY OF RESEARCH I MENTIONED EARLIER, RAPID SCHOOL TURNAROUND, THAT’S TAKING THAT GROWTH… AND DEVELOPMENT OF EFFECTIVE REFORM PRACTICES AND PUTTING THEM IN PLACE. AND I KNOW YOUR MDE PEOPLE ARE ALREADY VERY UP TO SPEED ON THOSE, SO I’M NOT GOING TO REPEAT WHAT THEY ARE. BUT THOSE ARE THE KINDS OF REFORMS WE SHOULD KEEP IN PLACE, WHERE THERE’S A STRONG EVIDENCE BASE, THE TWO I MENTIONED: GIVING FEEDBACK, HAVING FORMATIVE ASSESSMENT. VERY BIG IN REFORMS THAT YOU HAVE TO HAVE THAT IN PLACE. I THINK THAT THE ADEQUACY STUDY IS GOING TO LEAD US, ONCE IT’S DONE, TO SOME REFORMS WE NEED IN TERMS OF THE DISTRIBUTION OF RESOURCES. AND IF WE LOOK AT ONTARIO, CANADA, AND WHAT THEY DID FROM 2001-2003 AFTER THEIR ADEQUACY STUDY WAS DONE, YOU’LL BEGIN TO SEE HOW THAT DROVE PUBLIC POLICY, BECAUSE WE KNOW THAT THE WAY A NATION RAISES STUDENT ACHIEVEMENT IS BY MAKING SURE THE RESOURCES ARE ALLOCATED BASED UPON THE NEEDS OF THE LEARNERS. AND THAT WOULD BE SOMETHING THAT WE SHOULD STUDY ONCE IT’S DONE AND WORK WITH, AND RIGHT NOW, WE SHOULD STUDY ONTARIO’S, BECAUSE IT WAS PRETTY WELL DONE. THERE ARE SOME THAT I THINK THAT DON’T HAVE AN EVIDENCE BASE. THIRD GRADE RETENTION IS ONE. I THINK MERIT PAY FOR TEACHERS IS ANOTHER. THERE’S JUST NOT AN EVIDENCE BASE THAT IT MOVES STUDENT ACHIEVEMENT UP, AND IN A COUPLE OF INSTANCES, THERE’S A LOT OF EVIDENCE THAT SHOWS IT CAN ACTUALLY MOVE STUDENT ACHIEVEMENT IN THE WRONG DIRECTION. THEN I THINK THERE ARE SOME THAT NEED TO BE TWEAKED OR REVISED A BIT. I MENTIONED OUR REFORM LAW. I DON’T KNOW IF THAT’S PERFECT YET. I MEAN, IT WAS WRITTEN AT THE LATE HOUR AND WE HAVEN’T REVISITED IT LATELY, AND THAT MAY BE SOMETHING WE HAVE TO REVISIT. ALSO, OUR PUBLIC POLICIES ON CHOICE ARE SOMETHING WE NEED TO REVISIT. WE’VE CREATED A DUAL SYSTEM OF EDUCATION. IT’S PART OF OUR FABRIC NOW OF MICHIGAN EDUCATION. THERE ARE MANY GOOD THINGS ABOUT CHOICE, BUT WHEN WE PUT THAT PUBLIC POLICY IN PLACE, AND AS WE’VE BEEN LIVING WITH IT FOR A DECADE, I’M SURE THINGS HAVE CROPPED UP THAT WE’VE NOTICED, AND IT MIGHT NOT BE WORKING SO WELL. AND THERE MAY BE SOME THINGS WE HAVE TO TWEAK IN THAT POLICY AS WELL.>>THANKS, VICKIE. RICHARD.>>YES. DESCRIBE THE ROLE OF TECHNOLOGY IN LEARNING, THE PLACE OF VIRTUAL, BLENDED, AND CYBER LEARNING IN EDUCATION. HOW CAN TECHNOLOGY AND THESE OPPORTUNITIES OR TOOLS BE USED TO IMPROVE LEARNING AND EDUCATION OUTCOMES?>>YOU CANNOT BE A TEACHER IN A CLASSROOM TODAY WITHOUT BEING SAVVY IN HOW TO INCORPORATE TECHNOLOGY INTO THE DELIVERY OF YOUR INSTRUCTION, BECAUSE THAT’S WHAT STUDENTS ARE DRIVING IN ORDER TO GET TO THEIR OWN LEARNING ENDS. SO THAT IS ABSOLUTELY A REQUIREMENT AND SHOULD BE A REQUIREMENT, AS I’M SURE IT IS IN ALL THE TEACHER PREP PROGRAMS, AS WE’RE RETRAINING TEACHERS. WE HAD AN EXCITING DEVELOPMENT THIS FALL. OF COURSE, IN PONTIAC, EVERYTHING IS MOVING AT LIGHTNING SPEED, BUT WE MOVED TO ONE-ON-ONE COMPUTING IN ALL THE SECONDARY SCHOOLS IN PONTIAC. AND WE HAD TO TRAIN LARGE NUMBERS OF STAFF VERY QUICKLY TO INTEGRATE TECHNOLOGY INTO THEIR TEACHING USING BLENDED LEARNING. USING TECHNOLOGY REALLY HELPS PROJECT-BASED LEARNING AND CONNECTS KIDS TO VIABLE RESOURCES OF INFORMATION. BY THE SAME TOKEN, USING TECHNOLOGY CAN CONNECT THEM TO NOT SO GOOD SOURCES OF INFORMATION, SO WE HAVE TO MAKE SURE THEY KNOW THE DIFFERENCE. AND EVEN FOR STUDENTS TO TAKE ONE OR TWO ONLINE COURSES WHILE THEY’RE TAKING OTHER COURSES IN BRICK AND MORTAR SCHOOLS, I THINK, ARE CRITICAL COMPONENTS FOR HOW WE PREPARE STUDENTS FOR THE WORLD AND HOW WE PREPARE THE WORLD TO TAKE STUDENTS WHERE THEY’RE AT RIGHT NOW WITH TECHNOLOGY. NOW, THE CYBER SCHOOL AND VIRTUAL SCHOOL AS A FULL TIME EXPERIENCE FOR KIDS, I THINK, IS ANOTHER STORY. I THINK THERE’S A SMALLER POPULATION OF STUDENTS WHO CAN BENEFIT FROM THAT. THERE IS A POPULATION OF STUDENTS WHO CAN BENEFIT FROM THAT, BUT I THINK IT’S A SMALLER ONE. WE WERE GRANTED A SEAT TIME WAIVER TO DO A VIRTUAL ACADEMY FOR KINDERGARTEN THROUGH 8TH GRADE, AND A LOT OF PEOPLE– MIKE FLANAGAN WAS ONE OF THEM– SAID, “HOW IN THE WORLD, VICKIE, ARE YOU GOING TO DO A VIRTUAL SCHOOL FOR A FIVE YEAR OLD?” AND I SAID, “IT’S NOT ALL ON THE COMPUTER, MIKE. TRUST ME.” ALTHOUGH, THE FIVE YEAR OLD PROBABLY KNOWS MORE ABOUT THE COMPUTER– THEY’D CERTAINLY BE ABLE TO MOVE THE POWERPOINT– THAN WE DO. SO THAT, MOSTLY, IS FOR THE HOME SCHOOL POPULATION, BUT BECAUSE TO DO A VIRTUAL SCHOOL, ESPECIALLY AT THOSE AGE LEVELS, YOU NEED MANIPULATIVES, REAL BOOKS TO READ, REAL PAPERS TO WRITE. YOU DO HAVE INSTRUCTION ON COMPUTERS WHICH FACILITATE A LOT OF THE LEARNING, BUT YOU MOSTLY NEED AN IN-HOME LEARNING GUIDE THAT’S WORKING WITH A YOUNGSTER 4-5 HOURS A DAY. IT’S NOT EASY. SO IT’S REALLY A MODEL THAT ONLY WORKS FOR PARENTS WHO’VE CHOSEN TO BE HOME OR HIRE SOMEONE TO BE HOME TO GUIDE THEIR CHILD THROUGH LEARNING. AND AT THE SECONDARY LEVEL, YOU MAY NOT NEED– YOU STILL NEED SOME INTERVENTION. IT IS A RARE CHILD WHO CAN JUST CLICK ONTO THE COMPUTER AND TAKE THEMSELVES RIGHT THROUGH LEARNING. THERE ARE SOME OF THOSE RARE CHILDREN, BUT MOST PEOPLE, AT LEAST UNTIL THEY’RE 35 OR 40, NEED SOME GUIDANCE IN TERMS OF HOW TO GET THEMSELVES FROM ONE PLACE TO ANOTHER.>>THANK YOU. MICHELLE.>>OKAY. THIS IS A MULTI-PART QUESTION.>>OKAY.>>WHAT EXPERIENCE DO YOU HAVE WITH SPECIAL EDUCATION? WHAT DO YOU THINK THE DIRECTION AND AGENDA FOR SPECIAL EDUCATION IN MICHIGAN NEEDS TO BE TO IMPROVE EDUCATIONAL AND EMPLOYMENT OUTCOMES? AND HOW WOULD YOU WORK TO ENSURE SPECIAL ED STUDENTS, PARENTS, AND STAKEHOLDERS ARE INCLUDED IN THE PROCESS OF IMPROVING THAT SPECIAL EDUCATION?>>AS YOU KNOW FROM MY RESUME, I BEGAN AS A SPECIAL EDUCATION TEACHER, AND I HAD WONDERFUL YEARS OF TEACHING. I TAUGHT IN RESIDENTIAL FACILITIES. I TAUGHT AT THE SEVERE END OF SPECIAL EDUCATION, IN RESOURCE ROOMS AT THE MILD END OF SPECIAL ED. IT’S ALWAYS BEEN NEAR AND DEAR TO MY HEART. I WENT ON TO BE SPECIAL ED DIRECTOR AND ORGANIZING PROGRAMS FOR KIDS ACROSS LARGE GEOGRAPHIC AREAS. I THINK A STATE EDUCATIONAL SYSTEM IS ONLY AS GOOD FOR ALL AS IT IS FOR THOSE YOUNGSTERS WHO NEED US MOST. AND SO IF WE’RE GETTING TO THOSE YOUNGSTERS WHO NEED US MOST WHAT THEY NEED, THEN WE CAN BE PRETTY SURE WE’RE GETTING WHAT’S NEEDED TO THE OTHER YOUNGSTERS AS WELL. SO I’VE THOUGHT A LOT ABOUT HOW BEST TO DESCRIBE TO YOU HOW I WOULD DO THIS, AND I HAVE TO TELL YOU A STORY, AND I MIGHT TAKE AN EXTRA MINUTE ON THIS STORY, BUT I PROMISE TO CUT SOMETHING ELSE SHORT. I HAVE TO TELL YOU ABOUT MAYA, ONE OF MY SPECIAL ED STUDENTS IN MY FIRST SUPERINTENDENCY IN SKOKIE. SO I WASN’T ON THE JOB A WEEK BEFORE MAYA’S MOM CAME TO SEE ME. MAYA’S MOM WAS VERY ADAMANT IN HER OPINION THAT HER DAUGHTER WAS IN THE WRONG PLACEMENT AND WAS BEING UNDER SERVED. HE DAUGHTER WAS DEAF, BLIND, HAD CEREBRAL PALSY, AND SHE’D BEEN PLACED IN A SEGREGATED DAY FACILITY FOR YOUNGSTERS WHO WERE PHYSICALLY HANDICAPPED AND COGNITIVELY IMPAIRED. AND THE MOM WAS ABSOLUTELY CERTAIN MAYA WAS NOT COGNITIVELY IMPAIRED. SO THE FIRST RULE IS YOU HAVE TO BE OPEN TO LISTEN TO WHAT PARENTS ARE SAYING, BECAUSE THEY KNOW THEIR CHILD, USUALLY BETTER THAN YOU. YOU’RE WITH THEM 6 HOURS A DAY, THEY HAVE THE OTHER 18. SO SHE HAD TRIED TO WORK THROUGH ALL THE OTHER PROFESSIONALS THAT HAD BEEN INTERFACING WITH MAYA, AND THEY’D BEEN TOO AFRAID OF LETTING MAYA OUT OF THIS REALLY HIGH QUALITY PROGRAM, FOR FEAR THAT MAYA WOULDN’T DO WELL OUT IN THE BROADER WORLD AND WOULDN’T HAVE THE HELP SHE NEEDED. SO I WENT TO VISIT THE SCHOOL WHERE MAYA WAS, AND IT WAS A WONDERFUL SCHOOL, BUT I WATCHED MAYA ANTICIPATE WHEN LUNCH AND RECESS WAS HAPPENING LONG BEFORE ANY OTHER STUDENT, WATCHED HER GET HERSELF TO THE BATHROOM AND READY FOR LUNCH AND CLEANED UP, SHOES ON AND COAT AND SCARF AND BE AT THE DOOR READY FOR RECESS. I WATCHED HER BE VERY ALERT TO WHAT WAS GOING ON AROUND HER EVEN THOUGH HER SENSORY INPUT WAS EXTREMELY LIMITED. THE ONLY COMMUNICATION MAYA COULD DO WAS TACTILE SIGNING IN HER HAND, AND SO SHE ALSO HAD A TACTILE SIGNING AIDE, BUT IT WAS MAYA WHO WOULD CALL FOR OR FIND THAT AIDE AND MAYA WHO INITIATED TACTILE SIGNING. SO I NOTICED ALL THIS AND I WONDERED HOW YOU’D EVEN MEASURE THE IQ OR COGNITIVE ABILITY OF A YOUNGSTER LIKE MAYA. SO I HAD A NEW PRINCIPAL IN THIS DISTRICT, AND I SAID, “WOULD YOU GO LOOK AND SEE WHAT YOU THINK ABOUT MAYA?” AND SHE CAME BACK, AND WE JOINED THE MOM IN LOOKING AT THE SYSTEM BIT, AND WE SUGGESTED TO THE EDUCATORS AT THE IEP THAT WE LET MAYA COME BACK TO OUR BUILDING IN 3RD GRADE FOR A 3-MONTH TRIAL, A PILOT. AND WE WATCHED AND CAREFULLY ASSESSED HER. SO MAYA CAME WITH AN AIDE THAT COULD TACTILELY SIGN TO HER. SHE HAD SOME VISUAL CONSULTATION FOR HER VISUAL IMPAIRMENT, SOME OTP, SOME OTHER THINGS, AND WAS INTEGRATED INTO OUR 3RD GRADE. LONG STORY SHORT, IN A WEEK, MAYA KNEW THE WHOLE BUILDING AND HOW TO GET HERSELF FROM ONE PLACE TO ANOTHER, AND SHE WAS INDEPENDENT ENOUGH TO TAKE HERSELF TO DIFFERENT PLACES, SOMETIMES WITHOUT PERMISSION. [ LAUGHTER ]>>SHE HAD A SIGN FOR ALL OF US, MINE WAS “BOSS,” SO I LIKED THAT VERY MUCH. [ LAUGHTER ]>>BY 4TH GRADE, SHE WAS GOING TO PAJAMA PARTIES WITH OTHER GIRLS. OUR 4TH GRADERS LEARNED TO SIGN IN MAYA’S HAND. IN 7TH GRADE, I ATTENDED HER BAT MITZVAH, WHERE SHE SIGNED THE TORAH IN HEBREW. AND IN HIGH SCHOOL, I WAS ALREADY GONE FROM ILLINOIS AT THAT TIME, BUT I UNDERSTAND THAT MAYA WAS LEARNING TO BECOME MORE INDEPENDENT WITH TECHNOLOGY, AND AFTER HIGH SCHOOL, I LEARNED THAT SHE WAS INDEPENDENTLY LIVING AND ACTUALLY HAD SOME INCOME FROM SOME TECHNOLOGY-RELATED WORK EXPERIENCE. SO MAYA TAUGHT ME, FOR SPECIAL EDUCATION, AN ADULT SHOULD NEVER SET A CEILING ON WHAT A CHILD CAN DO. AND IT ALSO TAUGHT ME TO LISTEN TO PARENTS.>>THANKS, VICKIE. KATHY.>>OH, IT’S ME. YOU ALREADY TOUCHED ON THIS, BUT MAYBE YOU CAN EXPAND IT MORE. WHAT DO YOU SEE AS THE ROLE OF SCHOOL CHOICE NOW IN CHARTER SCHOOLS AND IMPROVING LEARNING OUTCOMES?>>WELL, AS I SAID BEFORE, IN MICHIGAN, WE HAVE A PLACE. THERE’S A PLACE FOR CHARTER SCHOOLS AND FOR CHOICE, WHETHER IT’S INTERDISTRICT CHOICE, CHOICE TO CHARTERS, INSIDE A DISTRICT OR BETWEEN DISTRICTS. IT IS PART OF OUR FABRIC NOW. IT’S PART OF HOW WE DO EDUCATION IN MICHIGAN. BUT I THINK ANYTHING YOU BRING INTO PLACE, AND AS I UNDERSTAND IT– I WASN’T HERE, BUT THIS WAS BROUGHT INTO PLACE IN THE ’90s– AM I CORRECT, ’94 OR ’95ISH? IT’S BEEN A WHILE, AND IT’S TIME TO REVISIT THOSE PUBLIC POLICIES AROUND WHICH WE BROUGHT IT IN. WE’RE NOT GOING TO DO AWAY WITH CHARTERS OR CHOICE, BUT WE HAVE TO MAKE SURE THAT SINCE WE’VE CREATED THIS KIND OF DUAL SYSTEM, THAT WE HAVE POLICIES IN PLACE SO THAT BOTH SYSTEMS CAN SURVIVE WITHOUT EATING EACH OTHER UP, THAT WHETHER IT’S CHARTER OR LOCALLY-GOVERNED SCHOOL, WE’RE NOT DIMINISHING THE RESOURCES TO BOTH. RIGHT NOW, I THINK WE’RE LEANING TOWARD INEFFICIENCY THAT IS DIMINISHING THE RESOURCES THAT EITHER CHARTERS OR COMMUNITY-GOVERNED DISTRICTS HAVE WITH WHICH TO DO THE IMPORTANT WORK THEY DO. AN EXAMPLE IS WE HAVE MORE SEATS FOR KIDS THAN WE HAVE KIDS. AND I KNOW IN YOUR PLAN, YOU TALK ABOUT THAT HOSPITAL BED MODEL WHERE WE WOULD DO SOME LICENSING, SOME NEEDS STUDY, AND SAY, “HOW MANY NEW SCHOOLS DO WE NEED?” AND I KNOW WE’D HAVE TO DIALOGUE AND HAVE CONVERSATIONS ABOUT AND BE FAIR ABOUT WHO GETS WHAT NUMBER OF SEATS. I’M NOT READY TO SPEAK TO THAT DETAIL, BECAUSE THAT WILL TAKE FAR MORE MINDS AT THE TABLE THAN JUST MINE, BUT WE HAVE TO HAVE THAT CONVERSATION, BECAUSE WHAT WE’RE DOING RIGHT NOW IS NOT EFFICIENT. OUR RESOURCES FOR EDUCATING KIDS ARE HARD-EARNED, AND THEY ARE NOT OVERWHELMING. WE’RE CONSTANTLY TRYING TO FIND ADEQUATE RESOURCES TO DO WHAT WE NEED TO DO. AND SO WE HAVE TO BE EFFICIENT. THE OTHER THING WE HAVE TO DO IS BE EFFECTIVE. WHEN CHARTERS WERE UNCAPPED HERE, I WAS PRETTY OUTSPOKEN ABOUT BEING– NOT OPPOSING CHARTERS, BUT ABOUT THE FACT THAT WE SHOULD’VE HAD A PREREQUISITE FOR QUALITY BEFORE OPENING, AND WE SHOULD’VE HAD A REQUIREMENT FOR TRANSPARENCY ON FUNDING. AND I THINK WE ALSO HAVE TO LOOK AT, “HOW DO WE LEVEL THIS PLAYING FIELD?” YOU KNOW, IF I WERE A SMALL CHARTER OPERATING, IT WOULD BE DIFFICULT FOR ME TO PROVIDE THE FULL SPECTRUM OF SPECIAL ED SERVICES THAT A LARGER DISTRICT CAN DO. THAT’S NOT A CRITICISM OF THE CHARTER. THAT’S A REALITY THAT WE HAVE TO LIVE WITH. SO HOW DO WE ORGANIZE OUR PUBLIC POLICIES AND OUR ALLOCATION OF RESOURCES SO THAT WE REALIZE SPECIAL ED IS A BIG VARIABLE HERE, AND HOW DO WE MAKE IT– LEVEL THE PLAYING FIELD SO THAT WE CAN DO SPECIAL ED IN A REALISTIC WAY WITHOUT EXPECTING THE IMPOSSIBLE? SO THAT– I WOULD WANT TO PULL THE CHARTER PEOPLE, CERTAINLY DISTRICTS THAT DO CHOICE– WE HAVE SOME DISTRICTS THAT DON’T DO CHOICE– I MEAN, THESE ARE THE CONVERSATIONS WE HAVE TO HAVE WITH THESE PEOPLE OPERATING IN THE FIELD SO WE CAN UNDERSTAND WHAT THEY’RE EXPERIENCING IN THE FIELD. THEN WE NEED TO ELEVATE THOSE CONVERSATIONS AND HELP EDUCATE THE LEGISLATORS, WHO DON’T HAVE TIME TO GO TALK TO ALL THOSE PEOPLE IN THE FIELD, AND LET THEM KNOW WHAT FOLKS ARE SAYING, AND TOGETHER, COME UP WITH SOME IDEAS ABOUT HOW WE CAN PERHAPS– I USED THE WORD “TWEAK” BEFORE, AND I THINK THAT’S IT. I THINK IT’S A TWEAK, NOT AN OVERHAUL.>>THANKS, VICKIE. PAM.>>OKAY. SO WHAT EXPERIENCE HAVE YOU HAD IN SUCCESSFULLY TURNING AROUND UNDER PERFORMING SCHOOLS? WHAT DO YOU SEE AS EFFECTIVE APPROACHES TO SCHOOL TURNAROUND? AND I KNOW THAT YOU’VE SPOKEN TO THIS A BIT, BUT–>>SO I ALWAYS LOVE TO GET MORE SPECIFIC. SO THE SCHOOL IN– THE CHICAGO SCHOOL IN LAWNDALE, WHERE I NEVER EARNED A DIME– I WAS A VOLUNTEER THERE, BUT IT WAS MY NIGHT WORK WHILE I WAS A SUPERINTENDENT IN SKOKIE. I WAS NIGHTTIME VOLUNTEER FOR THE CORPORATE COMMUNITY SCHOOL OF AMERICA IN THE LAWNDALE SECTION OF CHICAGO. IT WAS RIGHT ACROSS FROM MANLEY HIGH SCHOOL. IF ANYONE KNOWS CHICAGO, THEY WILL KNOW THAT THAT WHOLE AREA IS QUITE BLIGHTED AND HAS EXPERIENCED QUITE A BIT OF VIOLENCE. SO, WHAT DID WE DO THERE? FIRST THING, WE RAN BUSES DOOR TO DOOR TO PICK KIDS UP AND BRING THEM SAFELY TO SCHOOL. AND WE RAN BUSES BECAUSE WE WANTED THIS SCHOOL TO SERVE ALL KIDS, NOT JUST SOME KIDS. YOU KNOW, WE HAVE CHOICE IN MICHIGAN. BUT OUR CHOICE IS REALLY ONLY RIGHT NOW FOR THE PARENTS WHO CAN TAKE THEIR KIDS TO AND FROM SCHOOL EVERYDAY. SO, IT’S NOT CHOICE FOR ALL, IT’S CHOICE FOR SOME. WE WANTED THIS LITTLE SCHOOL IN LAWNDALE TO BE CHOICE FOR ALL, SO WE COMMITTED SOME OF THE MONEY TO MAKE SURE THAT WE HAD BUSING AND WE COULD GET KIDS TO AND FROM SCHOOL SAFELY THROUGH THIS NEIGHBORHOOD. AND THAT ALL KIDS FROM THE NEIGHBORHOOD WHO WANTED TO COME COULD COME. WE STARTED AT AGE THREE. THEY CAME TO US STARTING AT AGE THREE. YOU KNOW, EARLY CHILDHOOD. WELL, WE KNEW IT THEN. SO, WE HAD THE THREE AND FOUR YEAR OLD PRESCHOOL. WE BEGAN FOREIGN LANGUAGE AT AGE FOUR BECAUSE — AND IT HAPPENED TO BE FRENCH, NOT BECAUSE WE THOUGHT FRENCH WAS A LIFE SKILL NECESSARILY IN THAT AREA, BUT WE HAD A FREE FRENCH TEACHER. AND WE WERE DOING A FOREIGN LANGUAGE SO WE COULD PATTERN THE BRAIN AND GET IT READY FOR READING– MORE EFFECTIVE IN READING. WE HAD REALTIME TUTORING. THERE WERE TUTORS IN THE BUILDING. SO, AS WE WERE ASSESSING WHETHER OR NOT STUDENTS LEARNED WHAT WAS TAUGHT, IF THAT WASN’T LEARNED RIGHT THEN AND THERE, WE HAD COMPUTER-ASSISTED INSTRUCTION TO RE-TEACH IT. WE HAD ONE ON ONE TUTORS TO RE-TEACH IT. WE HAD SMALL GROUPS, TOO. WE ADDED THE ELEVENTH MONTH TO THE SCHOOL YEAR. WE DIDN’T HAVE A BIG, LONG SUMMER BREAK. SCHOOL WAS 11 MONTHS LONG THERE– 10.5 PROBABLY, WITH WINTER AND SPRING BREAK. AND WE WERE FORTUNATE AND BLESSED THAT WE HAD MAJOR CORPORATIONS, AND I SAT ON THE CORPORATE BOARD, ALLOWING THE MONEY FOR THIS LITTLE SCHOOL TO DO THOSE THINGS. THE OTHER THING WE DID WAS — THAT WE REPLICATED IN INDIANA WAS NON-FICTION WRITING. IF THERE WAS ONLY ONE ASSESSMENT A STATE COULD GIVE TO ASSESS STUDENT LEARNING, I WOULD MAKE IT NON-FICTION WRITING. THE EVIDENCE IS CLEAR THAT NON-FICTION WRITING WILL RAISE LEARNING IN ALL OTHER AREAS. AND NON-FICTION WRITING IS CREATIVE THINKING ON PAPER, ABOUT CONTENT. IN INDIANA, WE COULDN’T DO THE THREE AND FOUR YEAR OLD PRESCHOOL. I COULDN’T BRING IN FOREIGN LANGUAGE EARLY, BECAUSE IN INDIANA, WE WERE ALSO CUTTING 16% OF THE SCHOOL BUDGET. AND ALTHOUGH MY DISTRICT WAS A GOOD ONE, WE WERE ONE OF THE BOTTOM FUNDED DISTRICTS IN TERMS OF PER PUPIL. SO, WE HAD TO BE A BIT MORE FRUGAL AND LIMITED IN WHAT WE COULD OFFER. BUT, WE DID ALL THE OTHER THINGS. WE HAD ON-TIME, REAL LIFE TUTORING, WHEN IT WAS NEEDED. WE DID ASSESSMENTS, AS I TOLD YOU, EVERY TWO WEEKS, IF IT WAS NECESSARY, FORMATIVE. WE DID THE WRITING. BUT THE OTHER BIG THING WE DID WAS WE TOTALLY REFOCUSED OUR ENERGIES ON STUDENT LEARNING. THE BOARD POSTED PUBLICLY, IN THE NEWSPAPER, THAT OUR ACADEMIC ACHIEVEMENT HAD BEEN DECLINING IN THE PAST FIVE YEARS. THEY PUT THAT ARTICLE IN THE NEWSPAPER SO WE COULD ALL OWN IT. AND EVERY BUILDING AND TEACHER OWNED IT. AND WE BROUGHT IN PROFESSIONAL DEVELOPMENT. WE SCROUNGED TO FIND COLLABORATIVE TIME FOR TEACHERS TO WORK TOGETHER AROUND IMPORTANT LEARNING ISSUES. WE GAVE STUDENTS THE POWER TO TRACK THEIR OWN LEARNING. I REMEMBER A DAY WHEN AN EIGHT YEAR OLD ASKED ME TO LOOK AT THEIR STUDENT DATA BOOK. I SAID YES. HE WANTED TO SHOW ME WHAT HE JUST DID ON HIS WRITING ASSESSMENT. HE SAID, HERE’S THE RUBRIC AND HERE’S WHERE I DIDN’T DO SO WELL. I’VE GOT TO REALLY PICK UP ON MY WORD MEANING. I KNOW THAT STUDENT WAS GOING TO PICK UP ON HIS WORD MEANING. WE MADE STUDENT LEARNING — WE MADE OURSELVES ALL ABOUT STUDENT LEARNING FROM THE TIME THEY GOT ON THE BUS TO THE TIME THEY LEFT AFTER-SCHOOL CHILDCARE. AND EVERYBODY WAS COMMITTED TO THAT. AND THAT’S THE MOST IMPORTANT THING IN GETTING THE WORK DONE.>>THANKS, VICKIE. WE’VE GOT SIX MORE QUESTIONS AND THEN SOME TIME FOR YOU TO RECAP THE END. OR ASK US. LUPE, YOU’VE GOT THE NEXT QUESTION.>>YES, I DO. AS STATE SUPERINTENDENT OF PUBLIC INSTRUCTION, YOU WOULD MANAGE AND BE ACCOUNTABLE FOR THE PERFORMANCE OF THE MICHIGAN DEPARTMENT OF EDUCATION. WHAT ARE DIRECTIONS FOR CHANGE AND IMPROVEMENT IN THE WORK OF THE DEPARTMENT? AND WHAT PROCESS WOULD YOU LEARN HOW TO UNDERSTAND, IDENTIFY, AND MAKE SUCH IMPROVEMENTS?>>SO, I KNOW THE MDE FROM A RECIPIENT VIEW FOR THE LAST ELEVEN YEARS. I’VE BEEN RECEIVING SERVICES FROM THE MDE, OR GETTING DIRECTIONS FROM THE MDE ON ALL SORTS OF THINGS I HAVE TO DO TO MAKE THE MDE HAPPY. I HAVE TO TELL YOU THAT IN THOSE ELEVEN YEARS I AND MY STAFF AND MY SCHOOL DISTRICTS HAVE BEEN PLEASED WITH THE PEOPLE THAT WE’VE BEEN INTERFACING WITH AT MDE. I THINK I’VE NOTICED YOU HAVE A REAL COMMITMENT HERE ON THE PART OF YOUR PEOPLE TO RAISE STUDENT ACHIEVEMENT ACROSS MICHIGAN, TO DO WHAT IS REQUIRED OF THEM, AS THEY PERCEIVE WHAT THAT IS. BUT I COULD NEVER KNOW FOR SURE, FROM THE CHAIR I SAT IN, EXACTLY WHAT HAPPENS WITHIN THE MDE. SO, INITIALLY, COMING IN, I WOULD NEED TO MEET WITH EVERYBODY, BOTH IN GROUPS, INDIVIDUALLY, EN MASSE. I’D HAVE TO LOOK AT THE WORK PEOPLE WERE DOING. I’D WANT TO LOOK AT THE TALENT POOL OF THE PEOPLE WE HAVE. I’D WANT TO LOOK AT WHETHER WE’D — WHEN I WENT TO OAKLAND SCHOOLS, IT’S FUNNY HOW THERE’S THIS DRIFT SOMETIMES. WE HAD VERY CAPABLE PEOPLE DOING WORK THAT WASN’T A MATCH TO THEIR CAPABILITIES. WE HAD TO REORGANIZE AND REASSIGN WORK. IT’S JUST HOW THINGS CREEP SOMETIMES. SO, I’D WANT TO TALK TO PEOPLE. HAS THERE BEEN ANY CREEP HERE AT THE MDE? DO YOU THINK THAT WE ARE DOING THINGS THAT ARE REDUNDANT? DO YOU THINK THERE ARE SOME THINGS WE SHOULD BE DOING BUT WE’RE NOT? ARE THERE GAPS IN WHAT WE’RE DOING? DO YOU THINK WE HAVE EVERYBODY IN THE RIGHT CHAIR? DOES EVERYBODY IN A CHAIR HAVE THE RIGHT SKILLS? IS THERE ANY NEED FOR US TO UPGRADE OURSELVES? USUALLY, WHEN YOU’RE FRANTICALLY DOING A LOT OF WORK AND YOU’RE UNDERSTAFFED IN GETTING THE WORK DONE YOU HAVE TO GET DONE, YOU IGNORE MAKING YOURSELF THE BEST YOU CAN BE. AND SO WE HAVE TO NOT IGNORE THOSE THINGS. SO, I WOULD TAKE A GREAT DEAL OF MY LEAD ON WHAT NEEDED TO HAPPEN WITHIN THE MDE, IN TERMS OF MANAGING, LEADING IT AND CREATING A CHANGE AGENDA, WOULD COME FROM INSIDE. BY THE SAME TOKEN, AS I TOLD YOU WHEN I TALKED ABOUT OAKLAND SCHOOLS’ RECOVERY, YOU HAVE TO GET INFORMATION FROM OUTSIDE. THAT’S EITHER FOCUS GROUPS, SURVEYS, TWO-WAY COMMUNICATION. THE WONDERFUL THING ABOUT TECHNOLOGY IS I CAN SEE MYSELF AS WELL AS EVERY MDE DEPARTMENT HEAD ACTUALLY, VIRTUALLY BEING. I CAN BE AT REGIONAL SUPERINTENDENT MEETINGS AS OFTEN AS I WANT, VIRTUALLY. IT MIGHT BE ON THE SCREEN, BUT I CAN STILL HEAR, I CAN STILL TALK, WE CAN HAVE THE TWO-WAY COMMUNICATION AND I THINK EVERYONE IN THE DEPARTMENT WOULD NEED TO DO THAT, SO WE CAN HEAR FROM THE FIELD WHAT IT IS YOU THINK WE OUGHT TO DO. YOU KNOW, IF THE LEGISLATURE AND THE GOVERNOR’S OFFICE ARE UNHAPPY WITH WHAT MDE HAS BEEN DOING, WE NEED TO LISTEN TO WHAT THEY THINK IT OUGHT TO LOOK LIKE AND WHAT THEY THINK IT OUGHT TO BE. AND THEN WE NEED TO CONSIDER ALL OF THAT. IN LIGHT OF WHAT’S THE WORK, WHAT ARE THE EXPECTATIONS THAT HAVE BEEN CARVED OUT FOR US. AND HOW DO WE TAKE ALL OF THIS INPUT TO GET OURSELVES ORGANIZED TO THE POINT WHERE WE CAN BEST DO THAT WORK.>>VERY GOOD. THANK YOU.>>THANK YOU. CASANDRA?>>WHAT DO YOU SEE AS THE ROLE OF THE SUPERINTENDENT AND THE DEPARTMENT OF EDUCATION WHEN IT COMES TO THE LOCAL SCHOOL DISTRICTS AND INTERMEDIATE SCHOOL DISTRICTS?>>WELL, ONE BIG THING IS — ONE OF THE CRITICAL THINGS IN THAT ROLE IS TO MAINTAIN TWO-WAY CONVERSATIONS AND COMMUNICATIONS. AUTHENTIC CONVERSATIONS ABOUT REAL LIFE PROBLEMS IN REALTIME THAT ARE GOING ON BOTH AT EITHER STATE OR LOCAL LEVEL, OR AT AN ISD LEVEL. AND I JUST MENTIONED TECHNOLOGY. IT’S DIFFICULT TO DRIVE ALL THE WAY AROUND THE STATE. BUT I CAN BE IN THE U.P. VIRTUALLY EVERY WEEK, IF THEY WANTED ME. I’M NOT SURE I HAVE FRIENDS IN THE U.P. I’M NOT SURE THEY’D WANT ME THERE THAT OFTEN. BUT THE POINT IS YOU CAN REALLY ESTABLISH– AND IT’S NOT THE SAME AS RUBBING SHOULDERS. BUT IT COMES CLOSE AND IT’S BETTER THAN NOT. SO I WOULD DEFINITELY USE TECHNOLOGY TO INCREASE OUR PRESENCE WITH THOSE FOLKS AS OFTEN AS POSSIBLE. AND THEN I THINK IT’S VERY IMPORTANT, IN ORDER TO UNDERSTAND HOW WE ALL INTERACT, THAT YOU BRING A PERSON TO THIS SEAT WHO HAS BEEN IN ALL THOSE SHOES. I THINK THAT HELPS WHOEVER COMES IN THIS SEAT TO HAVE A REAL LIFE UNDERSTANDING OF WHAT IT’S BEEN LIKE TO BE ON THE FIELD, IN THOSE SHOES. TRUTH. AGAIN, OUR RELATIONSHIP WITH THOSE FOLKS MEAN WE HAVE TO BE AS ACCURATE AS WE CAN BE, BEFORE WE SAY IT. WE HAVE TO BE TIMELY. NOT TWO WEEKS NOTICE, BUT TWO MONTHS, IF POSSIBLE. BECAUSE THE FIELD CAN’T TURN THE BATTLESHIP AROUND IN SHORT PERIODS OF TIME. AND WE HAVE TO ALSO MAKE SURE THAT WE’RE NOT CREATING MORE BEAUROCRACY THAN WE NEED TO. I KNOW THERE’S THINGS THAT WE NEED TO COMPLY TO, BUT WE DON’T NEED TO ADD LAYERS OF BEAUROCRACY. WHEN I MET WITH SOME OF MY WONDERFUL ISD PEOPLE — I HAVE THE MOST CREATIVE, SMART — I FORGOT I’M ON TV AND THEY’RE PROBABLY LISTENING TO THIS. SO, I DON’T WANT IT TO GO TO THEIR HEADS. SO, I SAID TO THEM, I UNDERSTAND THE FEDS REQUIRE US TO DO THESE THINGS. I UNDERSTAND THE STATE REQUIRES US TO DO THINGS. BUT WHY DO WE REQUIRE OTHER PEOPLE TO THESE THINGS THAT WE’VE MADE UP? AND SOME OF THE THINGS WE MADE UP WERE IMPORTANT, AND WE KEPT THEM IN PLACE. BUT SOME OF THE THINGS WE’VE MADE UP WERE THINGS WE COULD REALLY GET RID OF. SO, I THINK THAT WE HAVE TO BE CLOSE IN TOUCH AND STREAMLINE THE SYSTEM. I THINK IT WAS BRILLIANT. MIKE FLANAGAN’S DARKENING THE DOTTED LINES. I THINK ISDS ARE A RESOURCE WE SHOULD FIGURE OUT HOW TO USE MORE. WHEN I WAS IN ILLINOIS AND INDIANA, I WOULD’VE THOUGHT I DIED AND WENT TO HEAVEN IF I’D HAD AN ISD TO BE ABLE TO SERVE MY DISTRICT THE WAY ISDS IN MICHIGAN ARE ABLE TO SERVE THEIRS. I KNOW IT’S NOT EQUITABLE. I KNOW NOT EVERY COMMUNITY HAS SUPPORTED THE ISD TO THE SAME LEVEL. AND WE HAVE TO FIGURE OUT HOW TO DEAL WITH THOSE INEQUITIES. BUT IT’S DEFINITELY A RESOURCE WE SHOULD CAPITALIZE ON.>>THANK YOU. MICHELLE?>>OKAY. WHAT HAS BEEN YOUR SUCCESS AS AN EDUCATIONAL LEADER IN COLLABORATING AND PARTNERING WITH THE BUSINESS, LABOR, AND BROADER COMMUNITY? PLEASE DISCUSS SPECIFIC PARTNERSHIPS OR ACHIEVEMENTS DUE TO THESE PARTNERSHIPS THAT HAVE DEVELOPED AS A RESULT OF YOUR LEADERSHIP.>>SO, I’VE MENTIONED BEFORE THAT I’VE WORKED WITH COUNTY GOVERNMENT. BROOKS PATTERSON IMMEDIATELY ASKED ME TO SIT ON HIS ECONOMIC DEVELOPMENT BUSINESS ROUNDTABLE, BECAUSE HE BELIEVES THAT ECONOMIC DEVELOPMENT NEEDS EDUCATION AT THE TABLE IF IT’S GOING TO HAPPEN. SO, I’VE BEEN DOING THAT FOR MANY YEARS. I ALREADY TOLD YOU I’VE INTERFACED WITH AUTOMATION ALLEY, WHEREVER THEY FEEL WE HAVE A NEED. SOMETIMES IT’S BEEN ON TRADE MISSIONS. MORE SPECIFICALLY, WE HAD A COLLABORATION BETWEEN THE FEDERAL GOVERNMENT, BETWEEN AUTOMATION ALLEY, BETWEEN A NUMBER OF MANUFACTURERS WHO NEEDED TO RE-TRAIN A LARGE NUMBER OF THEIR WORKFORCE, AS WELL AS PREPARE STUDENTS TO COME INTO THAT WORKFORCE. WE BROUGHT THAT HUGE COLLABORATIVE EFFORT AROUND A VERY COMPLICATED LOOKING MACHINERY THAT I WOULDN’T EVEN KNOW HOW TO NAME. AND THAT WORKED BEAUTIFULLY. WE NOT ONLY RE-TRAINED THE WORKFORCE, BUT WE NOW ARE PREPARING OUR YOUNGSTERS TO MOVE INTO THAT WORKFORCE. SPEAKING OF THAT, I WORK WITH BUSINESS ADVISORY GROUPS, AS DO MY PEOPLE, FOR EVERY SINGLE CAREER TECH AREA THAT WE OPERATE. SO THAT WE’RE SURE OF THE PREPARATION OF OUR STUDENTS IN CAREER TECHNICAL EDUCATION IS EXACTLY WHAT THE WORKFORCE IS GOING TO NEED. IN INDIANA, MY SINGLE LITTLE DISTRICT NEEDED SOME LEGISLATION PASSED THAT WOULD’VE ALLOWED IT TO SURVIVE OR NOT. AND THERE WASN’T TOO MANY PEOPLE TO WORK ON IT EXCEPT MYSELF AND A COUPLE OF BOARD MEMBERS. AND SO WE LEARNED HOW TO WORK VERY CLOSELY WITH BOTH THE SENATE AND THE HOUSE, WITH BOTH THE MAJORITY AND MINORITY PARTIES IN THOSE PLACES WITH A CHAIRMAN OF — TWO COMMITTEES SPECIFICALLY THAT WERE DEEPLY INVOLVED IN THE KIND OF LEGISLATION WE NEEDED PASSED. AND AFTER LOTS OF EDUCATION AND LOTS OF COLLABORATION BACK AND FORTH, WE GOT IT PASSED. AND THE SCHOOL DISTRICT IS STILL BENEFITING FROM THAT. SO, THAT’S GOVERNMENT, BUSINESS. WHO AM I MISSING? CERTAINLY, WE’RE CONNECTED TO EVERY AGENCY YOU COULD IMAGINE. MENTAL HEALTH, PUBLIC HEALTH. BECAUSE, TO DO EDUCATION NOW, YOU NEED TO WRAP AROUND STUDENTS. THERE ARE STUDENTS WHO NEED MORE THAN JUST THE SIX HOURS A DAY FROM SCHOOL PEOPLE. YOU NEED TO WRAP AROUND ALL THOSE COMMUNITY AGENCIES. LABOR IS INTERESTING. I OFTEN THOUGHT YOU FOLKS SHOULD ALWAYS ASK TO GET THE NAME OF THE ASSOCIATION PRESIDENT OF EVERY UNION WITH WHOM WE’VE EVER NEGOTIATED. BUT, OVER THE YEARS, I THINK I’VE INTERFACED WITH AFFILIATES FROM AFT, NEA, AFL-CIO, FROM ASME. I THINK ONE OF MY DISTRICT GROUPS WAS TEAMSTERS. YOU KNOW, BARGAINING IS BARGAINING. AND I THINK IF YOU TALKED TO THOSE PEOPLE, THEY WOULD TELL YOU I’M PRETTY PERSISTENT AROUND QUALITY AND WORK ETHIC. I THINK THEY WOULD TELL YOU I’M VERY FAIR WHEN IT COMES TO PRACTICES AND HOW MANAGEMENT AND LABOR ARE GOING TO DEAL WITH EACH OTHER. I THINK THEY’D PROBABLY TELL YOU I’M PRETTY FRUGAL OR HARD LINE WHEN IT COMES TO GETTING RESOURCES OUT ON THE TABLE. ESPECIALLY WHEN THEY’RE HARD TO COME BY. BUT ONCE THE BARGAINING IS OVER, I’LL SAY THIS ABOUT WORKING WITH LABOR GROUPS, THE SAME THING I SAID EARLIER ABOUT WORKING WITH ALL GROUPS. ONCE YOU GET IT DOWN TO HOW WE MAKE THIS BEST FOR THE CHILD WE’RE SERVING, WHETHER IT’S ON THE BUS, IN THE CAFETERIA LINE, IN THE NURSES OFFICE, OR IN THE CLASSROOM. ONCE YOU GET THE CONVERSATION DOWN TO THAT LEVEL, OTHER AGENDAS FALL ASIDE. AND YOU CAN REALLY COALESCE AROUND GOOD THINGS TO DO.>>THANK YOU.>>THANKS, VICKIE. LUPE, YOU HAVE AN IMPORTANT QUESTION. WE HAVE FOUR MORE QUESTIONS AND ABOUT 20 MORE MINUTES.>>WELL, OKAY. MICHIGAN AND MICHIGAN SCHOOLS ARE VERY DIVERSE IN TERMS OF RACE, ETHNICITY, CULTURE, AND SOCIAL ECONOMIC LEVELS. PLEASE SPEAK TO YOUR APPROACH AND GIVE EXAMPLES OF YOUR SUCCESS IN SUPPORTING DIVERSE LEARNERS AND PUT CHILDREN TO SUCCESS IN SCHOOLS.>>I THINK YOU’VE BEEN ABLE TO TELL FROM MY OTHER ANSWERS THAT I’VE WORKED URBAN, I’VE WORKED SUBURBAN, AND RURAL. I’VE WORKED BIG, SMALL, RICH, POOR. THAT’S THE ADVANTAGE OF HAVING DONE A LOT OF WORK OVER A LOT OF YEARS. IN THOSE COMMUNITIES, INCLUDING OAKLAND COUNTY RIGHT NOW, IF YOU COME INTO OAKLAND COUNTY, WE’RE A MICROCOSM OF THE STATE OF MICHIGAN. WE’RE RURAL, SUBURBAN, URBAN. WE HAVE RICH ETHNICITY DIVERSITY ACROSS OUR WHOLE COUNTY. WE HAVE THE ISSUES THAT COME WITH IT, LIKE ENGLISH AS SECOND LANGUAGE, THAT WE HAVE TO OVERCOME. WE, IN OUR COUNTY, ARE A RECEIVING POINT FOR A HUGE NUMBER, THOUSANDS OF REFUGEE CHILDREN THAT CHARITIES ARE BRINGING OVER. SO, WE’VE HAD TO DEAL WITH THE CHALLENGE OF TAKING YOUNGSTERS WHO’VE BEEN IN REFUGEE CAMPS INSTEAD OF SCHOOLS FOR THE PAST FEW YEARS AND GET THEM COMFORTABLE WITH BEING IN A SCHOOL. FOR ONE THING, IN THOSE SCHOOLS, YOU HAVE TO TURN OFF THE BELLS, BECAUSE IT SCARES THEM. BELLS MEAN DANGER IS COMING, TO THEM. SO, FROM MILD TO EXTREME CASES OF DIVERSITY, WE CELEBRATE IT BECAUSE IT ENRICHES US. THOSE CHILDREN COMING OVER FROM THE REFUGEE CAMPS ARE ENRICHING US, BECAUSE THEY’RE MAKING US LOOK DEEPLY AT THINGS WE WOULD NOT HAVE LOOKED AT BEFORE. AND SO WE HAVE TO CELEBRATE IT, FOR THAT. BUT WE ALSO HAVE TO ACCOMMODATE IT. WE HAVE TO MAKE SURE THAT WE ARE MEETING THE CHALLENGES THAT THE DIVERSITY BRINGS US. THERE’S A DIVERSITY OF THE GIFTED. THE GIFTED CHILD IS VERY CHALLENGING. THAT DIVERSITY WE HAVE TO CELEBRATE. BUT TO MAXIMIZE THE POTENTIAL OF THAT DIVERSITY, WE HAVE TO MAKE SURE WE HAVE THE APPROPRIATE LEARNING IN PLACE FOR THE GIFTED CHILD JUST LIKE WE DO FOR THE SPECIAL ED YOUNGSTER, JUST AS WE DO THE CHILD OF POVERTY. AND I’VE TALKED BEFORE ABOUT POVERTY. IT’S A HUGE ITEM ON MY PERSONAL AGENDA OF SOMETHING THAT WE NEED TO ADDRESS AND GET BETTER AT FIXING THAN WE HAVE BEEN SO FAR. I WON’T QUIT TILL WE FIGURE IT OUT.>>EILEEN’S GOT THE NEXT QUESTION. AND, AGAIN, SHED THAT LAST SENTENCE, EILEEN.>>AS SUPERINTENDENT, YOU WOULD MANAGE THE MICHIGAN DEPARTMENT OF EDUCATION’S EXTENSIVE BUDGET, COMPLEX ORGANIZATION, AND FEDERAL COMPLIANCE. PLEASE DESCRIBE YOUR APPROACH AND SUCCESS IN MANAGING A SIMILAR ORGANIZATION.>>SO, I’VE NEVER MANAGED A STATE DEPARTMENT. BUT OAKLAND COUNTY’S PRETTY BIG. OUR BUDGET, BACK IN THE DAY, WAS ABOUT $300 MILLION. AND SINCE THE RECESSION, WE’VE GONE DOWN A FEW MILLION HERE AND THERE, OVER TIME. SOME OF THAT IS STATE MONEY, LOCAL MONEY, A LOT OF THAT IS GRANT MONEY THAT WE’VE WRITTEN FOR. AND THE THING ABOUT HAVING THAT KIND OF RESOURCE IS YOU HAVE PRESSURES COMING TO YOU FROM EVERY DIRECTION FROM PEOPLE WHO THINK THEY KNOW HOW TO BEST SPEND THOSE RESOURCES. AND, AGAIN, ON ALLOCATING RESOURCES, IT HAS TO BE DIRECTED TO YOUR PRIMARY PURPOSE. FOR OAKLAND COUNTY, OUR TOP DIRECTIVE IS RAISING STUDENT ACHIEVEMENT. SO THAT’S THE YARDSTICK BY WHICH WE SPEND ALL DOLLARS. YOU HAVE TO MAKE SURE THAT THE OTHER YARDSTICK WE HAVE IS CLOSING GAPS AND INCREASING EQUITY. SO WE TRY TO USE OUR RESOURCES TO FILL HOLES. WHERE MORE IS NEEDED, MORE WILL BE GIVEN. IT’S NOT THE SAME DOLLAR FOR EVERY CHILD ACROSS THE COUNTY. WE’RE VERY PROUD THAT OVER THE YEARS WE HAVE BECOME RATHER LEAN, IN TERMS OF OUR OWN STAFF. IN FACT, DURING THE RECESSION, I LOST 36% OF OUR PROPERTY TAX FUNDS. AND OUR STAFFING WENT FROM — I LOST 200 EMPLOYEES, HALF FROM ATTRITION AND HALF HAD TO BE LAID OFF. SO, WE HAD TO REORGANIZE A LOT OF WORK, RE-PRIORITIZE WHERE WE WERE GOING, REALLOCATIONS. BUT THE LAST THREE YEARS, WE ACCOUNT VERY CAREFULLY FOR HOW THAT MONEY IS SPENT. AND WE HAVE TURNED BACK TO THE DISTRICTS, IN THE FORM OF SERVICES OR MONEY, $0.94 ON EVERY DOLLAR. SO, WE HOLD OURSELVES UP TO BEING PRETTY EFFICIENT. THAT’S HOW I’D WANT US TO BE HERE. OBVIOUSLY, YOU’D HAVE TO COMPLY WITH FEDERAL RULES. BUT, AS I SAID BEFORE, WE ALSO HAVE TO MAKE SURE WE’RE COMPLYING WITH THE GREATEST DEGREE OF FLEXIBILITY BECAUSE LOCAL DISTRICTS TO PUT IN PLACE WHAT WILL WORK FOR THEM NEED FLEXIBILITY SO THEY CAN CUSTOMIZE WHAT THEY DO.>>THANK YOU. KATHY?>>YES, VICKIE, WILL YOU GIVE US SOME SPECIFIC IDEAS ON HOW YOU WOULD JUDGE YOUR OWN EFFECTIVENESS? AND HOW THE BOARD SHOULD EVALUATE YOU?>>WELL, OTHER PEOPLE HAVE TOLD ME I’M PRETTY HARD ON MYSELF. SO, I HAVE PRETTY HIGH EXPECTATIONS FOR ME. THE WAY I’VE WORKED OUT MY EVALUATIONS WITH BOARDS IN THE PAST IS WE AGREE ON WHAT IT IS THE JOB IS, AND I’M EVALUATED ON HOW WELL I DO THE JOB DESCRIPTION. THAT’S ALWAYS A CRITICAL PART. THERE’S ALWAYS SOME GOALS WE SET OF SPECIFIC THINGS WE WANT TO GET DONE. SOME OF THOSE ARE LONG TERM GOALS THAT NEVER GO AWAY, LIKE INCREASING STUDENT ACHIEVEMENT. THAT’S NOT GOING TO BE DONE IN NINE MONTHS. BUT THERE ARE GOALS THAT YOU HAVE TO REPORT PROGRESS ON. AND THAT PROGRESS BETTER LOOK LIKE IT’S GOING FORWARD INSTEAD OF BACKWARD. THERE MAY BE SOME SHORT TERM GOALS. BUT ALL OF THOSE GOALS HAVE TO HAVE SOME AGREED UPON METRICS SO THAT WHEN IT COMES TIME TO EVALUATE WHETHER OR NOT WE’VE MET THOSE GOALS, WE KNOW WHAT MEASURE WE’RE GOING TO USE IN ORDER TO MAKE THAT DETERMINATION. AND I THINK THAT’S IT. WE GO FROM THERE. AND AS LONG AS THINGS ARE CLICKING ALONG, WE HAVE A GOOD WORKING RELATIONSHIP, IT SHOULD CONTINUE. AND AS SOON AS WE SEE THINGS AREN’T CLICKING ALONG, YOU’RE THE ELECTED BOARD. I’M THE HIRED SUPERINTENDENT. IT WOULD BE TIME FOR ME TO GO.>>WELL, THANKS, VICKIE. THIS IS THE LAST QUESTION THAT WE HAVE FOR YOU. WHY DO YOU WANT TO BE SUPERINTENDENT OF PUBLIC INSTRUCTION IN MICHIGAN?>>THAT IS VERY EASY TO ANSWER. EASY AND COMPLEX. I WANT TO BE SUPERINTENDENT OF PUBLIC INSTRUCTION IN MICHIGAN BECAUSE I WANT TO JOIN THE STATEWIDE EFFORT TO RAISE STUDENT ACHIEVEMENT FOR EVERY YOUNGSTER IN MICHIGAN. I WANT THOSE AT THE TOP OF MY YARDSTICK TO GO EVEN HIGHER. I WANT THOSE IN THE MIDDLE TO JUMP UP TO THE TOP. I WANT THOSE AT THE LOWER END RIGHT NOW TO KEEP MOVING UP THE YARDSTICK OF LEARNING. AND SO THAT’S WHAT DRIVES ME. IT’S MUCH MORE ABOUT THAT WORK THAN IT IS ABOUT THE POSITION. ALTHOUGH I AM COMING FOR THE POSITION BECAUSE I BELIEVE THE POSITION COULD BE INSTRUMENTAL IN GETTING THAT WORK DONE. AND IF YOU FIND ME A MATCH, I BELIEVE I WOULD BE ABLE TO GET THAT WORK DONE FROM THE POSITION PRETTY EFFECTIVELY. BUT, IF YOU FIND SOMEONE ELSE TO BE A MATCH, TRUST ME, I’LL FIND THAT GOOD WORK TO DO FROM SOME OTHER SEAT. BECAUSE IT IS ABOUT THE WORK. THAT’S THE MAIN THING. SO, THAT SOUNDS SIMPLE. THAT’S THE SIMPLE PART. I WANT TO JOIN THE EFFORT TO RAISE STUDENT ACHIEVEMENT ACROSS MICHIGAN. BUT I UNDERSTAND THAT WORK IS EXTREMELY COMPLEX. I HAPPEN TO BE SOMEONE WHO LOVES COMPLEXITY. I’M A PROBLEM SOLVER AND A FIXER. IF EVERYTHING WERE JUST RIGHT, YOU WOULD NOT WANT ME, BECAUSE I WOULD NOT BE GOOD FOR THE JOB. AND, IN FACT, WHEN THINGS GET CLOSE TO GETTING TO BE JUST RIGHT, IT’S USUALLY TIME FOR ME TO LEAVE AND GO ON FROM SOMETHING ELSE. SO, I THINK I’M ALSO A GOOD MATCH FOR THIS JOB BECAUSE OF MY EXPERIENCE, MY PASSION FOR LEARNING, BECAUSE I’M VERY OPTIMISTIC ABOUT WHERE MICHIGAN IS RIGHT NOW. I TRULY BELIEVE WE CAN DO IT. I MEAN, I’VE SEEN IT DONE IN LAWNDALE. I SAW IT DONE IN INDUSTRIAL INDIANA. NOBODY CAN CONVINCE ME IT CAN’T BE DONE HERE. AND THEN I LOVE COMPLEXITY. SO, WHAT MORE COULD YOU ASK FOR?>>THANK YOU, VICKIE. WE HAVE ABOUT FIVE MORE MINUTES. AND HAPPY, IF YOU WANT TO GO BACK AND MAKE ANY POINTS OR GIVE US ANY MORE INFORMATION ABOUT YOURSELF AND WHAT YOU WANT TO DO AND WHO YOU ARE, OR WHAT YOU THINK WE SHOULD DO, OR ANY QUESTIONS YOU WANT TO ASK US.>>I WAS GOING TO SAY, I’D RATHER USE THE TIME TO ASK YOU SOME QUESTIONS. AND I’M NOT GOING TO ASK “WHAT’S THE MOST IMPORTANT THING YOU WANT TO ACCOMPLISH?” BECAUSE I KNOW YOU’RE GOING TO TELL ME IT’S INCREASING STUDENT LEARNING THROUGH COLLABORATIVE EFFORTS, RIGHT? SO, I’M NOT GOING TO ASK THAT ONE. THAT WOULD BE TOO EASY FOR YOU. INSTEAD, I WANT TO KNOW MORE ABOUT HOW YOU AS A BOARD WORK TOGETHER. AND I WANT TO KNOW MORE ABOUT HOW YOU WANT TO WORK, WITH YOUR NEW SUPERINTENDENT. SO, MY FIRST QUESTION IS HOW HAVE YOU AS A BOARD BROUGHT ALL THE DIVERGENT THINKING EACH OF YOU HAVE TO THIS TABLE AS PART OF YOUR DECISION MAKING PROCESS. HOW HAVE YOU DONE THAT?>>WELL, I ANSWERED THAT LAST TIME. SO, MAYBE SOMEONE ELSE WOULD LIKE TO ANSWER IT THIS TIME.>>I DEEPLY APPRECIATE SUPERINTENDENT FLANAGAN AND ALSO OUR BOARD PRESIDENT, JOHN AUSTIN, WHO HAVE BEEN OPEN TO DIVERGENT AND DISSENTING VIEWPOINTS. AND I’VE APPRECIATED HEARING PERSPECTIVES AND LEARNING THINGS THAT I WAS NOT AWARE OF. I THINK THAT’S BEEN A COMMON VALUE OF THIS BOARD. AND THIS SUPERINTENDENT HAS BEEN AN IMPORTANT PART OF THAT. AND WE’D LOOK TO YOU TO SET THE TONE.>>OKAY. ANY OTHER PERSPECTIVES ON THAT?>>WE HAVE TRADITIONALLY A VERY CIVIL BOARD, DESPITE STRONG DIFFERENCES OF OPINION. I’VE BEEN ON IT FOR A LONG TIME. THAT’S BEEN TRUE THROUGH ALL THE DIFFERENT MAKE UPS OF THE BOARD. I THINK THAT’S A PLUS. MANY TIMES, WE DID EVERYTHING ALMOST ALWAYS UNANIMOUSLY. CAME TO AGREEMENT. EVEN WHEN WE HAD REPUBLICAN OR DEMOCRAT. OFTENTIMES, IF WE DID DISAGREE, IT WASN’T ON PARTY LINES. THE TRADITION WAS PARTY LINES WERE CROSSED. THAT’S NOT QUITE AS TRUE, CURRENTLY. BUT IT STILL HAPPENS OCCASIONALLY. BUT WE DO LISTEN RESPECTFULLY TO EACH OTHER. AND I THINK WE’VE LEARNED FROM EACH OTHER, AS RICHARD SAYS. WE DO LEARN FROM EACH OTHER. AND WE’RE REALLY LOOKING FOR A VERY OPEN, TRUSTING RELATIONSHIP WITH THE SUPERINTENDENT AS PARTNERS. WE SHOULDN’T BE A SEPARATE BOARD AND DEPARTMENT. WE’RE ALL ONE. AT LEAST THAT’S WHAT I THINK. SO, WE SHOULD BE ONE.>>I WOULD JUST EMPHASIZE THE SECOND POINT TO THE SECOND PART OF YOUR QUESTION. ONE THING WE CLEARLY WANT TO MAKE HAPPEN IS TO HAVE THE BOARD AND SUPERINTENDENT BE ALIGNED, ACTIVELY COMMUNICATING, NO SURPRISES ON WHAT POLICY POSITIONS ARE WE FOR, HELP DEVELOP THEM TOGETHER. AND THEN BE EFFECTIVE IN LISTING OTHER PARTNERS AND ADVANCING THOSE GOOD POLICIES WITH PARTNERS IN THE LEGISLATURE, GOVERNOR, AND THE FIELD. AND HAVING THOSE GOOD RELATIONSHIPS. BUT FIRST HAVING TRUST AND ACTIVE ALIGNMENT COMMUNICATION WITH US, SO WE’RE ON ONE PAGE.>>SO, IN ORDER TO GET OURSELVES THERE, ARE ALL BOARD MEMBERS THEN– I MEAN, YOU DON’T MEET THAT OFTEN. WHEN YOU DO MEET, IT’S FOR A VERY LONG TIME.>>IT’S BEEN WORSE IN THE HISTORY, I THINK.>>ARE THERE MECHANISMS YOU USE FOR COMMUNICATION IN BETWEEN THOSE MEETINGS? OR DO YOU NEED MECHANISMS?>>WHAT HAS HAPPENED UNDER THE CURRENT ADMINISTRATION, IN BETWEEN BOARD MEETINGS, THERE IS A MID-MONTH REPORT VIA EMAIL. WHERE THINGS THAT HAVEN’T BEEN DISCUSSED AT THE BOARD TABLE, OR HAPPEN RAPIDLY THAT WON’T HAVE TIME, MIKE FLANAGAN WILL SEND US AN EMAIL OUTLINING THOSE TYPES OF THINGS. AND WE ALSO HAVE COMMITTEE MEETINGS. WE HAVE A LEGISLATIVE COMMITTEE. WE HAVE AN AGENDA PLANNING COMMITTEE. SO, IN BETWEEN BOARD MEETINGS, THAT’S ANOTHER OPPORTUNITY. EVEN THOUGH THREE OF US ARE ON THE LEGISLATIVE COMMITTEE, THE MEETINGS ARE OPEN TO ALL BOARD MEMBERS, AS WELL AS THE SUPERINTENDENT AND THE STAFF.>>BUT, I WOULD SUGGEST WE PROBABLY WOULD BENEFIT FROM A CONTINUING WAY WE COULD ENHANCE COMMUNICATIONS. WE DO TRY TO COMMUNICATE DIRECTLY TO EACH OTHER A LOT. BUT ADDITIONAL WAYS WE COULD COMMUNICATE TOGETHER WOULD BE WELCOME. AND GOOD IDEAS ON HOW TO DO THAT.>>AND ALL SIX OF YOUR FINALISTS HAVE BEEN PRACTICING SUPERINTENDENTS AT A LOCAL OR ISD LEVEL. SO, I CAN ASSURE YOU WE ARE VERY USED TO COMMUNICATING TO OUR BOARDS. IN INDIANA, IT WAS DAILY. AND WHEN I SUGGESTED THAT TO MY OAKLAND COUNTY BOARD THAT IT BE DAILY, THEY SUGGESTED WEEKLY. SO, I THINK THERE WOULD BE ROOM TO PERHAPS INCREASE THE TWO-WAY COMMUNICATION. THANK YOU. THOSE WERE MY QUESTIONS.>>THANK YOU, VICKIE. I JUST WANT TO SAY THANKS AGAIN FOR YOUR SERVICE. YOU ARE WELL-KNOWN AND WELL-REGARDED. YOU KNOWLEDGE, YOUR EXPERIENCE. THE GOOD WORK THAT YOU ARE COMMITTED TO. YOUR EFFECTIVENESS AS AN EDUCATIONAL LEADER IS WELL RESPECTED AND KNOWN BY YOUR PEERS AND BY ALL OF US, AS WE’VE LEARNED EVEN MORE ABOUT YOU. SO YOU SHOULD TAKE GREAT SATISFACTION IN THAT. AND YOU HAVE A LOT TO OFFER THE STATE, TO HELP US ADVANCE OUR AGENDA IN INCREASING ACHIEVEMENT. SO, THANK YOU FOR BEING WILLING TO BE A CANDIDATE AND OFFER YOUR SERVICE. THAT’S VERY MUCH APPRECIATED.>>THANK YOU FOR GIVING ME CONSIDERATION.>>YEAH.>>THANK YOU.>>ALL RIGHT. WE STARTED THAT APPLAUSE THING LAST TIME. THAT’S GREAT. LET’S BREAK AND COME BACK AT 1:30 SHARP, AFTER LUNCH, AND BE ON SCHEDULE. DOES THAT MAKE SENSE?>>MAKES SENSE.>>THANK YOU.

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