Michigan State Board of Education Meeting for December 13, 2016 – Morning Session


>>CALL THE MEETING TO ORDER. SO WE KNOW THAT SOME MEMBERS ARE STILL ARRIVING BECAUSE OF THE WEATHER, AND WE KNOW MICHELLE WILL NOT BE ABLE TO BE HERE BECAUSE OF WORK COMMITMENTS. AND CRAIG RUFF IS EXPECTED TO BE IN AND OUT DUE TO MEETINGS. SO IT’S NOW 9:51. WE’LL CALL THE BOARD OF EDUCATION MEETING TO ORDER. FIRST ITEM IS APPROVAL OF THE AGENDA IN ORDER OF PRIORITY. IS THERE A MOTION?>>SO MOVED.>>SUPPORT.>>OKAY, WE HAVE GOT TO WAIT ONE SECOND. I LOST MY QUORUM. I KNOW, WE HAVE TO PUT LIKE A NET OVER THEM. THEY’LL BE RIGHT BACK. ALL RIGHT. SO ALL THOSE IN FAVOR, SAY AYE.>>AYE.>>OPPOSED, THE SAME. MOTION CARRIES. INTRODUCTION OF THE STATE BOARD OF EDUCATION MEMBERS AND GUESTS. MARILYN, AT THIS TIME, WILL YOU PLEASE INTRODUCE THE STATE BOARD?>>YES. SO TO MY IMMEDIATE LEFT IS THE CHAIRMAN OF THE BOARD AND ALSO STATE SUPERINTENDENT, BRIAN WHISTON. THE PRESIDENT OF THE BOARD IS JOHN AUSTIN FROM ANN ARBOR. THE VICE PRESIDENT OF THE BOARD IS CASANDRA ULBRICH FROM ROCHESTER HILLS. YOU HEARD THE STATE SUPERINTENDENT TELL YOU THAT MICHELLE FECTEAU, WHO IS THE BOARD SECRETARY FROM DETROIT, IS UNABLE TO JOIN US TODAY. AND NEXT TO HER IS RICHARD ZEILE. HE IS A BOARD MEMBER FROM DEARBORN. THIS YEAR’S TEACHER OF THE YEAR IS TRACY HORODYSKI. SHE’S A TEACHER FROM KENOWA HILLS, AND SHE SITS AT THE BOARD TABLE TO OFFER THE TEACHER’S PERSPECTIVE. ACROSS THE TABLE IS CRAIG RUFF. HE IS THE GOVERNOR’S REPRESENTATIVE, AND YOU WILL SEE HIM LATER DURING THE MEETING. EILEEN WEISER IS THE STATE BOARD MEMBER FROM ANN ARBOR. KATHLEEN STRAUS WILL BE AT THE TABLE IN JUST A MOMENT. SHE’S A BOARD MEMBER FROM DETROIT. LUPE RAMOS-MONTIGNY, BOARD MEMBER FROM GRAND RAPIDS, AND PAM PUGH– WAVE BACK THERE– SHE IS THE BOARD MEMBER FROM SAGINAW. LUPE IS THE NASBE DELEGATE– THAT’S THEIR ASSOCIATION. AND PAM IS THE BOARD’S TREASURER. I’M MARILYN SCHNEIDER. I’M THE STATE BOARD EXECUTIVE.>>WE’LL NOW INTRODUCE OUR NEWEST EMPLOYEES TO THE DEPARTMENT OF EDUCATION. KYLE, I THINK YOU ARE STARTING?>>I AM. IT IS MY PLEASURE TO INDUCT AND INTRODUCE ONE OF OUR NEWEST EMPLOYEES TODAY. PAM ACKER WAS WITH THE OFFICE OF SCHOOL SUPPORT SERVICES. PAM HAD A LONG TRIP IN THIS MORNING LIKE OTHERS, SO GLAD SHE MADE IT. TELL US A LITTLE ABOUT YOUR ROLE HERE IN THE DEPARTMENT.>>I AM A PROGRAM CONSULTANT, AND I AM CURRENTLY TRAINING TO TAKE OVER THE [ INDISTINCT ] PROGRAM, AND THEN EVENTUALLY OTHER DUTIES. I HAVE A GOOD BACKGROUND IN TRAINING, SO I THINK I WILL SEE QUITE A BIT OF THAT IN THE DEPARTMENT.>>AND SUSAN PLEASE.>>I’D LIKE TO INTRODUCE ANNIE HURST, WHO IS AN EMPLOYEE IN SPECIAL ED. ANNIE, WOULD YOU PLEASE TELL US WHAT YOU’RE DOING?>>[ INAUDIBLE, AWAY FROM MIC ]>>THANK YOU. DID WE MISS ANY OTHER NEW EMPLOYEES? NO, I THINK THAT’S IT. ALL RIGHT. KATHLEEN STRAUS IS HERE. I THINK SHE HAS A GUEST, BUT WE’LL WAIT FOR KATHLEEN TO WALK IN. IF WE COULD NOW HAVE THE AUDIENCE INTRODUCE THEMSELVES. MARTY.>>HI, I’M MARTIN ACKLEY. I’M THE DIRECTOR OF PUBLIC AND GOVERNMENTAL AFFAIRS HERE AT THE DEPARTMENT OF EDUCATION.>>GOOD MORNING, I’M LOIS LOFTON-DONIVER FROM THE AMERICAN FEDERATION OF TEACHERS.>>GOOD MORNING, CHELSEY MARTINEZ FROM THE MICHIGAN ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS.>>I’M THE FATHER OF ONE OF THE PRESENTERS.>>VERY GOOD.>>PROUD REPRESENTATIVE HERE.>>THAT’S GOOD.>>GOOD MORNING. PAUL SALAH, WAYNE RESA.>>TERANCE LUNGER, SUPERINTENDENT AT CALHOUN INTERMEDIATE SCHOOL DISTRICT.>>JUDY PRITCHETT, MACOMB INTERMEDIATE SCHOOL DISTRICT.>>DAVE HEAD, OFFICE OF PUBLIC AND GOVERNMENTAL AFFAIRS.>>NINO RODRIGUEZ, LANSING SCHOOL BOARD.>>GUILLERMO LOPEZ, LANSING SCHOOL BOARD.>>[ INAUDIBLE, AWAY FROM MIC ]>>AGUSTIN ARBULU, DIRECTOR OF MICHIGAN DEPARTMENT OF CIVIL RIGHTS.>>VICKI LEVENGOOD, COMMUNICATIONS DIRECTOR AT THE MICHIGAN DEPARTMENT OF CIVIL RIGHTS.>>FELIPE LOPEZ-SUSTAITA, EXECUTIVE DIRECTOR OF THE HISPANIC LATINO COMMISSION.>>[ INAUDIBLE, AWAY FROM MIC ].>>KATHLEEN STRAUS’S SPECIAL GUEST TODAY. WE WELCOME YOU. [ APPLAUSE ]>>ALL RIGHT, GO AHEAD, PLEASE.>>SAMANTHA WHITE, FOUNDER OF STUDENTS FOR FEMALES IN STEM.>>[ INAUDIBLE, AWAY FROM MIC ].>>[ INAUDIBLE, AWAY FROM MIC ].>>THANK YOU.>>COBY FLETCHER, EAST LANSING HIGH SCHOOL PRINCIPAL.>>THANK YOU.>>TERRY OWENS, ETS.>>[ INAUDIBLE, AWAY FROM MIC ].>>ALL RIGHT, THEN BACK UP.>>I’M JIM CORR. I’M REPRESENTING SPECIAL EDUCATION ADVISORY.>>VERY GOOD.>>ZACH GORCHOW FROM GONGWER NEWS SERVICE.>>JACOB KANCLERZ WITH MIRS NEWS.>>STEVE BEST WITH STRATEGIC PLANNING AND IMPLEMENTATION MANAGEMENT.>>SUSAN BROMAN, DEPUTY SUPERINTENDENT, P-20.>>KYLE GUERRANT, DEPUTY SUPERINTENDENT OF, UH– OH, WE CHANGED THE NAMES. [ LAUGHTER ]>>WHO ARE YOU?>>OPERATIONS AND FINANCE, SORRY.>>VENESSA KEESLER, DEPUTY SUPERINTENDENT, EDUCATOR, STUDENT AND SCHOOL SUPPORTS.>>NORMA JEAN SASS, CHIEF DEPUTY SUPERINTENDENT, TOP 10.>>[ INAUDIBLE, AWAY FROM MIC ].>>GOOD MORNING, WENDY LARVICK, CHIEF OF STAFF TO THE STATE SUPERINTENDENT.>>ALL RIGHT, IF YOU ARE PLANNING TO OFFER PUBLIC COMMENT AT TODAY’S MEETING, PLEASE COMPLETE A FORM AND GIVE IT TO MARILYN AS SOON AS YOU ARE ABLE. FORMS ARE AVAILABLE ON THE BACK TABLE JUST OUTSIDE OF THE BOARD ROOM. PUBLIC COMMENT WILL BE IMMEDIATELY FOLLOWING THE LUNCH BREAK, WHICH IS TENTATIVELY SCHEDULED FOR ABOUT 1:00 TODAY. SO FOR PERSONAL PRIVILEGE, I’D LIKE TO THANK YOU– SAY THANK YOU TO KATHLEEN STRAUS AND JOHN AUSTIN, WHO ARE COMPLETING THEIR TERMS OF OFFICE. WE THANK THEM FOR THEIR PUBLIC SERVICE AND DEDICATION TO EDUCATION. WE’LL BE HONORING THEM THROUGHOUT TODAY, DURING THE MEETING AND AFTERWARDS WITH A RECEPTION FOLLOWING THE BOARD MEETING. I WOULD ALSO LIKE TO SAY THANK YOU TO CHIEF DEPUTY SUPERINTENDENT NORMA JEAN SASS, WHO WILL BE RETIRING SHORTLY. NORMA JEAN HAS BEEN A VALUED COLLEAGUE TO ME AND A GREAT MEMBER OF THE TEAM, WORKING TIRELESSLY TO HELP US MOVE FORWARD ON TOP 10 IN 10. AND CERTAINLY GOING TO MISS HER, BUT WATCH HER GREAT ADVENTURES IN HER RETIREMENT. AND THEN CERTAINLY WANT TO WISH HAPPY HOLIDAYS. WHATEVER YOUR TRADITION, I WISH YOU THIS SEASON HAPPY AND JOYOUS HOLIDAYS. SO TODAY WE SAY A HEARTFELT THANK YOU TO KATHLEEN STRAUS AND JOHN AUSTIN. AS I MENTIONED, THESE ESTEEMED BOARD MEMBERS ARE CONCLUDING THEIR SERVICE HERE AT TODAY’S BOARD MEETING. KATHLEEN STRAUS HAS SERVED THE BOARD FOR 24 YEARS, HOLDING THE OFFICE OF PRESIDENT FOR 16 OF THOSE YEARS. SHE WAS ALSO SECRETARY AND NASBE DELEGATE. JOHN, WHO SERVED THE BOARD FOR 16 YEARS, HOLDING THE OFFICE OF PRESIDENT, VICE PRESIDENT AND TREASURER. BOTH OF YOU, YOU ARE EXTREMELY DEDICATED PUBLIC SERVANTS WHO HAVE MADE SACRIFICES FOR THE BETTERMENT OF ALL OF US, BUT PARTICULARLY THE KIDS AND FAMILIES IN PUBLIC EDUCATION. SPEAKING ON BEHALF OF THE EDUCATORS AND STUDENTS OF MICHIGAN, WE’RE EXTREMELY GRATEFUL FOR THE SERVICE THAT YOU’VE PROVIDED, NOT ONLY FOR YOUR TERMS HERE ON THE STATE BOARD, BUT YOU HAVE BEEN DEDICATED LONG BEFORE THAT, WORKING ON BEHALF OF STUDENTS. SO WE THANK YOU. A RECEPTION HONORING KATHLEEN AND JOHN WILL BE HELD FOLLOWING TODAY’S MEETING, APPROXIMATELY AT 3:00. THE FIRST ITEM ON THE AGENDA IS TO ADOPT A RESOLUTION HONORING JOHN AUSTIN. I WILL ACCEPT A MOTION.>>SO MOVED.>>SECOND.>>ALL OF THOSE IN FAVOR, SAY AYE.>>AYE.>>AND WE WOULD LIKE TO GIVE JOHN A COPY OF HIS– THOSE OPPOSED? [ LAUGHTER ] JUST WANTED TO MAKE SURE. GOT TO FOLLOW THE RULES HERE. WE CERTAINLY WANT TO– JOHN, THANK YOU FOR YOUR SERVICE.>>THANK YOU. THANK YOU.>>COPY OF THE RESOLUTION, AND WE’LL BE READING IT THIS AFTERNOON IN FRONT OF EVERYONE, BUT WE WANT TO GIVE YOU THAT RIGHT NOW.>>SO THANK YOU. AND I JUST WANT TO SAY A COUPLE THINGS. YOU KNOW, WHEN KATHY FIRST SUGGESTED AS I WAS RUNNING FOR STATEWIDE OFFICE, “WHY DON’T YOU RUN FOR “THE STATE BOARD OF EDUCATION?” AND I THOUGHT TO MYSELF, “YES, THERE IS NOTHING “MORE IMPORTANT TO CREATE “OPPORTUNITY FOR PEOPLE, AND “TO IMPROVE THE LIFE CHANCES AND “CREATE A BETTER LIFE FOR “OUR KIDS THAN HELPING EVERYONE “GET A GREAT EDUCATION, “HIGHER EDUCATION.” AND THAT REMAINS TRUE TODAY. IT’S ALSO– I MEAN, EDUCATION– AS WHEN WE HONORED KATHY THE OTHER NIGHT– WE’RE HONORING HER AGAIN TODAY– EDUCATION IS ALSO THE PLACE IN OUR SCHOOLS AND OUR COLLEGES AND UNIVERSITIES WHERE WE COME TOGETHER ACROSS DIVIDES OF RACE AND CLASS, AND WE LEARN TO WORK TOGETHER, AND WE LEARN TO APPRECIATE EACH OTHER AS DIFFERENT HUMAN BEINGS. AND IT’S ALSO THE PLACE THAT WE COME TO PREPARE PEOPLE WITH THE SKILLS– THE CRITICAL THINKING THEY NEED TO BE DISCERNING CITIZENS IN A DEMOCRACY. AND THOSE THINGS ARE AS IMPORTANT IF NOT MORE IMPORTANT TODAY, THAT WE SUPPORT OUR SCHOOLS, OUR EDUCATION INSTITUTIONS TO PREPARE CITIZENS AND PREPARE A PLURAL SOCIETY AND MAKE IT WORK, AND TO HELP EVERYONE GET THE HIGHEST EDUCATION POSSIBLE. AND I HOPE, TO THE EDUCATORS OUT THERE, THE EDUCATORS AND STAFF– WE, KATHY AND I AND US HERE, HAVE PROVIDED SOME HELP AND ENCOURAGEMENT. AND I WANT TO THANK, TOO, THE STAFF, THE DEPARTMENT, THE UNSUNG FOLKS WHO DO ALL OF THE WORK, AND WHO ARE DEDICATED AS WE ARE, AND DON’T ALWAYS GET THE ACKNOWLEDGMENT THAT WE DO. SO THANK YOU VERY MUCH. IT HAS BEEN AN HONOR TO SERVE YOU ALL AND THE PEOPLE OF MICHIGAN. [ APPLAUSE ]>>AND THE NEXT ITEM OBVIOUSLY IS TO HONOR KATHLEEN STRAUS. IS THERE A MOTION?>>SO MOVED.>>SUPPORT.>>ANY DISCUSSION? SEEING NONE, ALL IN FAVOR, SIGNIFY BY SAYING AYE.>>AYE.>>OPPOSED, THE SAME. MOTION CARRIES. SO KATHLEEN, WE CERTAINLY WANT TO GIVE YOU– IF YOU COULD COME UP HERE, WE’LL GIVE YOU A COPY OF THE FRAME.>>SO WE– A NUMBER OF US– CASANDRA AND MICHELLE ORGANIZED A REALLY NICE EVENT FOR KATHY THE OTHER NIGHT AT WAYNE STATE, WHICH ATTRACTED SO MANY OF HER LONG-TIME FRIENDS AND ALLIES. AND WALLY, THANK YOU FOR JOINING HER LIFE. KATHY, AS YOU KNOW– AS I SAID THE OTHER NIGHT, YOUR– I KNEW OF KATHY’S LEGEND BEFORE I JOINED THE BOARD. THIS WOMAN WHO IS SUCH A PERSON OF INTEGRITY AND SPINE AND CONVICTION WHO HAD BEEN FIGHTING FOR SOCIAL JUSTICE, RACIAL JUSTICE, AND GREAT EDUCATION FOR EVERYBODY FOR A LONG, LONG TIME. BUT THIS WOMAN BELIEVES FUNDAMENTALLY IN THE POWER OF GREAT PUBLIC EDUCATION– PUBLIC EDUCATION– AND AS YOU KNOW, HAS BEEN A CHAMPION FOR KEEPING THAT IN PLACE AND MAKING IT REAL FOR SO MANY PEOPLE. AND ACCOMPLISHMENTS ARE LEGION, AND YOU ARE A WONDERFUL FRIEND, AND GREAT MENTOR AND ROLE MODEL TO US ALL. SO CONGRATULATIONS, KATHY, ON YOUR WONDERFUL SERVICE TO THE STATE OF MICHIGAN.>>YOU TOO. THANK YOU VERY MUCH.>>I DON’T KNOW IF YOU WANT TO HOLD THAT. WE’LL KEEP IT FOR YOU.>>THANK YOU.>>CONGRATULATIONS.>>JOHN REALLY SAID EVERYTHING I WAS GOING TO SAY. [ LAUGHTER ]>>IT’S– I NEVER THOUGHT WHEN I RAN IN 1992 THAT I WOULD STILL BE HERE IN 20– THAT I WOULD STILL BE ALIVE IN 2016, MUCH LESS ON THE BOARD. SO I’VE QUOTED THIS CONSTITUENT WHO WROTE ME A LETTER A FEW YEARS AGO SEVERAL TIMES RECENTLY, SO SOME OF YOU HAVE HEARD IT. BUT SHE WROTE ME A VERY SHORT LETTER: “PLEASE SAVE “PUBLIC EDUCATION. “IT MADE US A NATION.” AND IN MANY WAYS, IT DID. AND I HAVE BEEN AND I STILL AM A STAUNCH SUPPORTER AND ADVOCATE FOR A STRONG PUBLIC EDUCATION. AND I HAVE COMMITTED TO THAT FOR AS LONG AS I LIVE, SO I WILL CONTINUE TO DO THINGS IN SUPPORT OF PUBLIC EDUCATION, EVEN THOUGH I WON’T BE ON THE BOARD. BUT IT HAS BEEN A REAL HONOR AND PRIVILEGE TO SERVE ON THIS BOARD FOR SO MANY YEARS, AND TO MEET SO MANY WONDERFUL PEOPLE IN THE SCHOOLS– THE TEACHERS, THE SUPPORT STAFF, THE WONDERFUL STAFF HERE WHO REALLY WORK BEHIND THE SCENES IN MANY WAYS, AND MANY PEOPLE DON’T APPRECIATE ALL OF THE THINGS THAT THEY DO TO SUPPORT AND IMPROVE OUR SCHOOLS. SO MY HAT’S OFF TO ALL OF THE STAFF, AND EVERYBODY. THE PEOPLE IN THE BOARD OFFICE WE KNOW THE BEST, BUT WE KNOW A LOT OF YOU– WE KNOW THAT YOU DO GREAT WORK. SO I CAME– WHEN I BECAME PRESIDENT, I WAS PROMOTING THE IDEA OF FULL DAY, FULL SERVICE SCHOOLS, WHICH ARE LIKE COMMUNITY SCHOOLS, AND I THOUGHT THAT SCHOOLS SHOULD BE THE HUB OF THE COMMUNITY, AND WE COULD HAVE SOCIAL SERVICES, HEALTH SERVICES RIGHT IN THE SCHOOL BUILDINGS. AND THAT HAS HAPPENED IN SOME PLACES– GOVERNOR GRANHOLM AND GOVERNOR SNYDER HAVE TAKEN THAT IDEA AND PUT THOSE FULL SERVICES INTO A SMALL NUMBER OF SCHOOLS. AND IT WORKS, BUT IT’S NOT AS COMMON AS I THOUGHT, AND INSTEAD OF HAVING A SCHOOL BE THE HUB OF THE COMMUNITY, UNFORTUNATELY, MANY OF THEM HAVE HAD TO CLOSE AS WE HAVE GONE TO SCHOOLS OF CHOICE AND CHARTER SCHOOLS. SO IT HASN’T WORKED OUT QUITE THE WAY I HAD HOPED, BUT MAYBE IT WILL COME BACK TO THAT AS WE SEE THE RESULTS OF WHAT WE HAVE BEEN DOING THE LAST FEW YEARS. SO THANK YOU ALL VERY, VERY MUCH FOR YOUR SUPPORT AND YOUR FRIENDSHIP. IT’S BEEN QUITE A RUN. SO THANK YOU VERY MUCH. I APPRECIATE ALL OF YOU. [ APPLAUSE ]>>AS I SAID, WE WILL HAVE A CELEBRATION AT THE END OF THE MEETING AT 3:00, AND EVEN HAVE A SURPRISE AT THAT TIME. JUST KEEP YOU THINKING ABOUT WHAT THAT SURPRISE MIGHT BE. BUT IT’S A NICE ONE. [ LAUGHTER ] NEXT ITEM ON TODAY’S AGENDA IS THE COMMITTEE OF THE WHOLE, WHICH IS A PRESENTATION BY MICHIGAN DEPARTMENT OF CIVIL RIGHTS DIRECTOR, AGUSTIN ARBULU. OUR MICHIGAN DEPARTMENT OF EDUCATION HAS BEEN FORTUNATE TO PARTNER WITH THE MICHIGAN DEPARTMENT OF CIVIL RIGHTS REGARDING MANY TOPICS, INCLUDING NATIVE AMERICAN MASCOTS AND LOGOS, SAFE AND SUPPORTIVE LEARNING ENVIRONMENTS, AND OF COURSE THE WHOLE ISSUE OF SCHOOL SAFETY AND SAFE ENVIRONMENT FOR STUDENTS THAT WE HAVE BEEN DEALING WITH. AND I KNOW, KATHLEEN, YOU HAD ASKED FOR THIS PRESENTATION. DO YOU HAVE ANY COMMENTS BEFORE WE BEGIN? [ INDISTINCT CHATTER ]>>ALL RIGHT. SO THANK YOU FOR BEING HERE.>>THANK YOU.>>YEAH.>>DO I HAVE THE FLOOR NOW?>>YEP.>>I’M AGUSTIN ARBULU. I’M THE EXECUTIVE DIRECTOR OF THE MICHIGAN DEPARTMENT OF CIVIL RIGHTS. BEFORE I GET STARTED, I WOULD LIKE TO TAKE THIS MOMENT TO THANK BOARD MEMBER STRAUS FOR THIS INVITATION, ALONG WITH THE BOARD MEMBERS AND SUPERINTENDENT BRIAN WHISTON FOR THE OPPORTUNITY TO ADDRESS YOU. I ORIGINALLY HAD PLANNED A DIFFERENT DIRECTION FOR MY COMMENTS TODAY, BUT IN THIS POST-ELECTION PERIOD, WE HAVE SEEN AN UNPRECEDENTED ATTENTION GIVEN TO BOTH HATE AND BIASED INCIDENTS, COMING FROM THE MEDIA, COMMUNITY AND PUBLIC AT LARGE. THEREFORE, I WOULD BE REMISS IF I DID NOT PROVIDE YOU AN OVERVIEW OF THE INCIDENTS OUR DEPARTMENT IS MONITORING, THE TRENDS WE’RE SEEING, AND WHAT WE’RE DOING IN RESPONSE, AND HOW THAT INTERSECTS WITH THE GOOD WORK YOU ARE DOING. NOW, BY WAY OF BACKGROUND, LET ME GIVE YOU A LITTLE BIT OF HISTORY ON THE MICHIGAN DEPARTMENT OF CIVIL RIGHTS AND THE MICHIGAN DEPARTMENT OF CIVIL RIGHTS– THE MICHIGAN DEPARTMENT OF CIVIL RIGHTS, RIGHT. THE MICHIGAN CIVIL RIGHTS COMMISSION WAS CREATED BY THE MICHIGAN CONSTITUTION OF 1963, ARTICLE 5, SECTION 29, TO SAFEGUARD CONSTITUTIONAL AND LEGAL GUARANTEES AGAINST DISCRIMINATION. THE COMMISSION CONSTITUTIONALLY IS CHARGED WITH INVESTIGATING ALLEGED DISCRIMINATION AGAINST ANY PERSON DUE TO RELIGION, RACE, COLOR, NATIONAL ORIGIN, SEX, AGE, MARITAL STATUS, HEIGHT, WEIGHT, ARREST RECORD, AND DISABILITY, WHETHER THAT BE PHYSICAL OR MENTAL. THE MICHIGAN DEPARTMENT OF CIVIL RIGHTS WAS CREATED TO SERVE AS THE OPERATIONAL ARM FOR THE CIVIL RIGHTS COMMISSION, AND THEREFORE, WE’RE CHARGED WITH INVESTIGATING AND RESOLVING DISCRIMINATION COMPLAINTS AS WELL AS WORKING TO PREVENT DISCRIMINATION THROUGH EDUCATIONAL PROGRAMS THAT PROMOTE VOLUNTARY COMPLIANCE WITH CIVIL RIGHTS LAWS IN THE STATE OF MICHIGAN. AS SUCH, THE DEPARTMENT PROVIDES INFORMATION AND SUPPORT SERVICES NOT ONLY TO COMMUNITY-BASED ORGANIZATIONS, BUT BUSINESSES ON DIVERSITY INITIATIVES AND EQUAL EMPLOYMENT AND HOUSING ISSUES. IN SUMMARY, YOU MIGHT SAY THE DEPARTMENT HAS A STICK AND CARROT APPROACH. REMEDIAL ON ONE HAND, INVESTIGATING AND ENFORCING CLAIMS OF DISCRIMINATION, WHICH I REFER TO DURING THIS PRESENTATION AS ENFORCEMENT AND INVESTIGATION, WHICH ALL CONCERNED RESIDENTS OF MICHIGAN HAVE A RIGHT TO PURSUE– PURSUE IN THE SENSE OF FILING A COMPLAINT WITH THE MICHIGAN DEPARTMENT OF CIVIL RIGHTS. ON THE OTHER HAND– AND THAT’S THE CARROT– IS WORKING HAND IN HAND IN THE COMMUNITY THROUGH OUR PARTNERS AND INTERESTED STAKEHOLDERS, OFFERING EDUCATIONAL TRAINING PROGRAMS ON CIVIL RIGHTS, AND SERVING AS A RESOURCE, OR WHERE NECESSARY, A FACILITATOR AND CONVENER. THIS SIDE I REFER TO AS COMMUNITY OUTREACH. BUT LET’S TALK ABOUT HATE AND BIASED INCIDENTS IN MICHIGAN. SINCE THE ELECTIONS, BOTH SIDES HAVE BEEN OF CONCERN TO THIS DEPARTMENT. FROM THE COMMUNITY OUTREACH DIVISION, WE ARE MONITORING HATE AND BIASED INCIDENTS REPORTED BY MEDIA, AS WELL AS REPORTS COMING FROM OUR CONTACTS IN MIAAHC, WHICH STANDS FOR THE MICHIGAN ALLIANCE AGAINST HATE CRIME, [ INDISTINCT ] WHICH IS OUR LAW ENFORCEMENT AND COMMUNITY-BASED INITIATIVE, WHERE WE HAVE OVER TEN CHAPTERS SCATTERED THROUGHOUT THE STATE OF MICHIGAN WORKING WITH LAW ENFORCEMENT AND COMMUNITY-BASED ORGANIZATIONS TO PREVENT CRISIS, AS WELL AS OTHER STAKEHOLDERS, WHERE WE HAVE RECEIVED INFORMATION THROUGH OUR COMMUNITY OUTREACH. AND LET ME EMPHASIZE, THESE INCIDENTS THAT I’LL BE DISCUSSING THROUGH OUR COMMUNITY OUTREACH DON’T REPRESENT ACTUAL CALL-INS BY INDIVIDUALS SEEKING TO FILE FORMAL COMPLAINTS. AND SOME OF THESE INCIDENTS ARE– AND MANY OF THESE INCIDENTS, BY THE WAY, ARE REPORTED AND CAPTURED BY THE MEDIA, AND WE IN TURN CAPTURE IT IN OUR DATABASE. SOME INCIDENTS MAY BE ACTIONABLE, SOME ARE NOT. WITHIN A FEW DAYS FOLLOWING THE ELECTIONS ON NOVEMBER 8th, WE ISSUED A STATEMENT IN RESPONSE TO TROUBLING CONCERNS THAT WE WERE RECEIVING ABOUT INCIDENTS IN SCHOOLS AND COLLEGE CAMPUSES. WE HAVE RECEIVED A NUMBER OF CALLS. SO WE TOOK THIS ACTION, AS WE NOTE IN OUR PRESS RELEASE THAT IS SHOWN UP THERE, AND ALMOST IMMEDIATELY, WE REACHED OUT TO THE MICHIGAN DEPARTMENT OF EDUCATION. AND WITHIN A FEW DAYS LATER, THE MICHIGAN DEPARTMENT OF EDUCATION, THROUGH SUPERINTENDENT WHISTON, ISSUED A STATEMENT. THEN WE FOLLOWED TOGETHER AND WE AGREED TO JOIN FORCES AND DRAFT AND DISTRIBUTE A JOINT LETTER TO EVERY SCHOOL IN MICHIGAN. AND I SPECIFICALLY WANT TO THANK SUPERINTENDENT WHISTON AND HIS TEAM FOR COLLABORATING WITH THE DEPARTMENT AND ISSUING THIS JOINT LETTER. THIS IS VERY IMPORTANT. THIS WAS A PROACTIVE APPROACH. THIS WAS COLLABORATION BETWEEN AGENCIES, AND THE WEIGHT OF BOTH OF OUR AGENCIES, I THINK, CARRIED A STRONG MESSAGE THAT WE WILL NOT TOLERATE HATE AND BIASED INCIDENTS IN SCHOOL SETTINGS. THE NUMBERS NOW. AS OF THE END OF DECEMBER 2nd, OUR COMMUNITY OUTREACH HAD BEEN MONITORING 71 INCIDENTS. THESE INCIDENTS RUN THE GAMBIT FROM PHYSICAL ASSAULTS OR THREAT OF PHYSICAL ASSAULTS TO SIGN AND HATE SPEECH, CHANTING, “BUILD THE WALL,” AND OTHER SUCH STATEMENTS– CALLING FOR DEPORTATION, RACIAL ETHNIC SLURS PAINTED ON DOORWAYS AND CARS. SOME INCIDENTS– SOME OF THESE INCIDENTS, AGAIN, ARE ACTIONABLE. OTHERS ARE NOT. OF THE 71 HATE AND BIASED INCIDENTS, A FEW THINGS TO NOTE. OVER HALF OF THESE INCIDENTS RELATED TO K-12 AND COLLEGE SCHOOL SETTINGS. SLIGHTLY OVER 25% OF THESE HATE INCIDENTS WERE K-12 RELATED. AND CLOSE TO 60% OF THESE INCIDENTS WERE CAPTURED THROUGH THE MEDIA. NOW, I WOULD BE REMISS, AGAIN, IF I DID NOT SAY, “WELL, “LET’S LOOK AT IT HOLISTICALLY.” WHAT ABOUT ENFORCEMENT AND INVESTIGATION? THAT’S THE OTHER SIDE. THAT’S OUR REMEDIAL SIDE. THAT’S WHERE PEOPLE WHO FEEL THEIR RIGHTS ARE VIOLATED AND WANT SOME REMEDY FROM THE DEPARTMENT WILL FILE A COMPLAINT, AND THAT’S SET UP THROUGH OUR SERVICE INTAKE CENTER TO ACCEPT WHAT WE CALL COMPLAINTS, BUT THEY ARE NOT REALLY COMPLAINTS. THEY ARE POTENTIAL COMPLAINTS, BECAUSE SOME MAY RISE TO THE LEVEL OF ACTUAL COMPLAINTS, SOME MAY NOT. IN THIS REGARD, STARTING ONE WEEK BEFORE THE PRESIDENTIAL ELECTION, WE BEGAN TRACKING THESE CONTACTS. AND FOLLOWING THROUGH LAST FRIDAY, AND SO– SO OVER A FIVE-WEEK PERIOD, WE RECEIVED AN AVERAGE OF 22 TO 24 CONTACTS PER DAY. AGAIN, SOME OF THEM POTENTIALLY NEEDING TO FILE A COMPLAINT, HOWEVER, SOME OF THESE NOT– WE’RE SURE THEY WOULD– WE SAW AN ENFORCEMENT. WHAT HAVE WE NOTICED, IF I MAY? WELL, ONE THAT– WE NOTICED THAT OF THE– THESE INCIDENTS, THESE COMPLAINTS, POTENTIAL COMPLAINTS, NINE WERE AT K-12 POTENTIAL COMPLAINTS, INVOLVING K-12 SCHOOLS, OF WHICH ONE HAS MOVED TO INVESTIGATION, TWO COMPLAINTS– COMPLAINANTS HAVE NOT RESPONDED, MEANING– TO FILE A COMPLAINT, YOU HAVE TO HAVE IT SIGNED, AND IT HAS TO BE NOTARIZED. THEY HAVE NOT RETURNED THAT COMPLAINT. AND TWO COMPLAINANTS HAVING RAISED A CONCERN TO THE INTAKE CENTER, HAVING THE OPPORTUNITY TO FILE A COMPLAINT IF THEY WANTED TO PURSUE IT, ELECTED NOT TO PURSUE THE ACTUAL MATTER ANY FURTHER. SO WHAT ARE WE SEEING FROM AN ENFORCEMENT AND INVESTIGATION SIDE? WE’RE NOT SEEING A LOT OF– WE’RE NOT SEEING AN INCREASE. IF ANYTHING, WE’VE– FROM THE ENFORCEMENT SIDE, IT SORT OF HAS STAYED THE SAME. WE CAN TALK ABOUT THAT. BUT WHAT WE CAN TELL YOU IS FROM THE DEPARTMENT PERSPECTIVE, WE ARE REACHING OUT TO DISCUSS THE IMPORTANCE. WE ARE TALKING TO A NUMBER OF SCHOOL DISTRICTS, TALKING ABOUT CULTURAL COMPETENCY, CULTURAL DIVERSITY AND INCLUSION, TRAINING IN THE K-12 SCHOOL SETTING FOR TEACHERS, STAFF, PARENTS AND STUDENTS. WE BELIEVE THIS KIND OF OUTREACH, THIS KIND OF TRAINING WILL NOT ONLY SERVE TO COMBAT SPECIFIC INCIDENTS, BUT HOPEFULLY WILL BE ABLE TO PROVIDE A SAFE SPACE FOR STUDENTS TO LEARN AND GROW, AND MORE IMPORTANTLY TO COMBAT AND STOP BULLYING AND HARASSMENT AND OTHER SORTS OF SUCH INCIDENTS FROM TAKING PLACE IN A SCHOOL SETTING. BUT THERE’S ANOTHER WAY THAT WE HAVE BEEN VERY ACTIVE. APPROXIMATELY THREE YEARS AGO, WE INITIATED THE RELENTLESS TOUR WITH ANTHONY IANNI, A FORMER MSU VARSITY PLAYER, WHO GOES TO ALL OF THE SCHOOLS. WE’RE VERY PROUD OF WHAT ANTHONY IANNI HAS ACHIEVED, AND BY THE WAY, YOU CAN FIND FURTHER INFORMATION ON “SPORTS ILLUSTRATED.” HE WAS FEATURED THERE. AT THE AGE OF FOUR, ANTHONY WAS DIAGNOSED WITH AUTISM SPECTRUM DISORDER, AND WAS BULLIED AS A CHILD. HIS PARENTS WERE TOLD THAT HE MIGHT BARELY MAKE IT THROUGH HIGH SCHOOL, OR MIGHT NOT MAKE IT AT ALL, AND HE COULD NEVER GO TO COLLEGE, AND IT WAS LIKELY WE WOULD GROW UP TO LIVE IN A GROUP HOME. WITH THE HELP OF HIS FAMILY, HIS COACHES, AND HIS OWN STRENGTH OF CHARACTER AND DOGGED DETERMINATION, ANTHONY WENT ON TO GRADUATE FROM VET SCHOOL AT EAST LANSING MICHIGAN STATE UNIVERSITY AND BECAME THE FIRST VARSITY ATHLETE WITH AUTISM TO PLAY DIVISION I COLLEGE BASKETBALL. UNDER COACH TOM IZZO, HE PLAYED WITH THE 2010, 2012 BIG TEN CHAMPION AND TOURNAMENT CHAMPIONSHIP TEAMS, AND THE 2010 FINAL FOUR TEAM. ANTHONY HAS TRAVELED THE STATE FOR THE PAST THREE YEARS TALKING TO KIDS, SHOWING KIDS BY HIS OWN EXAMPLE THAT IT IS POSSIBLE TO MOVE BEYOND THE BULLYING AND DISABILITY. AS ANTHONY ALWAYS SAYS, “LIVE YOUR DREAM.” IN THE PAST YEAR, ANTHONY HAS REACHED OVER 44,000 MICHIGAN STUDENTS WITH HIS MESSAGE OF HOPE AND RESILIENCE. AND I WOULD ASK YOU, IF YOU HAVE AN INTEREST AND YOU WOULD LIKE OUR RELENTLESS TOUR TO COME TO A SCHOOL NEAR YOU OR TO A SCHOOL YOU KNOW, TO PLEASE GO ON TO OUR WEBSITE, RELENTLESSTOUR.COM AND SUBMIT A REQUEST. NOW, CLEARLY, THE FLARE UP OF BIASED AND HATE INCIDENTS IN K-12 SETTINGS AND ELSEWHERE IS A CONCERN FOR EVERYONE, I’M SURE, IN THIS ROOM, AS WELL AS FOR EVERYONE IN MICHIGAN. IT’S A TRAGEDY FOR BOTH THE STUDENTS WHO ARE THE TARGET OF HATE, AS WELL AS THE STUDENTS WHO ARE ACTING OUT. THESE ARE YOUNG MINDS. IT’S IMPORTANT FOR US TO PROVIDE SAFE SPACE TO LEARN AND HELP THEM UNDERSTAND THE CONSEQUENCES OF THEIR ACTIONS. IT’S AS IMPORTANT FOR TEACHERS STAFF AND PARENTS TO BE ADEQUATELY TRAINED TO ADDRESS THESE KINDS OF INCIDENTS. I SUSPECT THERE IS NO SILVER BULLET THAT WILL STOP THESE INCIDENTS. YOUNG MINDS ARE IMPRESSIONABLE. THEIR ABILITY TO NAVIGATE THE WEB IS INCREDIBLE. AND THEIR ABILITY TO SOAK UP INFORMATION WHEREVER THEY CAN ACCESS IT IS ENDLESS. BUT I WANT YOU TO KNOW THAT BOTH THE DEPARTMENT OF CIVIL RIGHTS AND THE MICHIGAN CIVIL RIGHTS COMMISSION ARE COMMITTED TO WORKING WITH THE STATE BOARD OF EDUCATION, WITH THE MICHIGAN DEPARTMENT OF EDUCATION, AND ALL OF YOU TO DO WHAT WE CAN TO HELP PUT AN END TO THESE INCIDENTS OCCURRING IN OUR SCHOOLS SO OUR STUDENTS CAN HAVE A SAFE SPACE TO LEARN AND GROW. SO THANK YOU VERY MUCH FOR THIS OPPORTUNITY TO COME BEFORE YOU, AND I’LL BE HAPPY TO ANSWER ANY QUESTIONS. AND BEFORE I END, I WANT TO TAKE ANOTHER SPECIAL THANK YOU TO JOHN AUSTIN. I KNOW THAT THIS IS YOUR– YOUR TERM IS ENDING. AND THEN TO TURN MY ATTENTION TO KATHLEEN STRAUS FOR YOUR KIND INVITATION TO COME BEFORE YOU AND MAKE THESE FEW COMMENTS. WE WANT TO LEAVE YOU WITH A FEW LITTLE THINGS FOR JOHN AND MISS STRAUS. WE BROUGHT YOU SOME GOODIES. BUT TO ALL OF THE BOARD MEMBERS, WE ALSO– FROM THE MICHIGAN DEPARTMENT OF CIVIL RIGHTS. THE STRUGGLE NEVER STOPS. AND WE DID BRING SOME MUGS FOR YOU. SO THANK YOU VERY MUCH FOR THIS OPPORTUNITY, AND AGAIN, I’LL BE MORE THAN HAPPY TO ANSWER ANY QUESTIONS YOU MIGHT HAVE WITH ME.>>CERTAINLY APPRECIATE THE PARTNERSHIP. THANK YOU. EILEEN, PLEASE.>>I’M WAITING FOR THE HOODIE PRESENTATION. [ LAUGHTER ] THERE IS A LOT OF APPRECIATION OVER HERE. I WANTED TO ASK WHETHER YOU ARE SEEING PEOPLE FOLLOW THROUGH– I MEAN, WE’RE SEEING A LOT OF SOCIAL MEDIA REPORTS. AND I DON’T KNOW WHETHER THOSE– WHETHER YOU HAVE A WAY TO SCREEN FOR THOSE, OR WHETHER YOU DEPEND UPON MEDIA. AND THEN THE OTHER QUESTION WOULD BE, WHAT IS THE FALLOFF RATE FROM AN INITIAL CONTACT WITH YOU AND PEOPLE FOLLOWING THROUGH? IS THERE– IS THERE ANY CHANGE IN WHETHER OR NOT PEOPLE ARE WILLING TO PURSUE A COMPLAINT NOW FROM WHAT IT WAS A YEAR OR TWO AGO?>>ALL RIGHT. IN TERMS OF THE MEDIA, WE– OVER 60%– ABOUT 60% OF THE– OF THE 71 INCIDENTS ARE MEDIA RELATED. WE CAN’T TELL WHETHER THE MEDIA HAS A GREATER INTEREST IN THIS THAN BEFORE AND THEREFORE THEY ARE REPORTING IT, OR PEOPLE ARE UNNERVED WITH WHAT HAS HAPPENED, AND THEREFORE THEY ARE REACHING OUT TO MANY DIFFERENT SOURCES. SO WE DON’T– WE CAN’T GIVE YOU AN ANSWER. IT’S ALMOST TOO EARLY FOR US TO TELL WHAT IT IS. FROM– WHAT I CAN TELL YOU FROM THE ENFORCEMENT SIDE IS– AND WE– I TRACK THAT EVERY DAY. AND SOMETIMES THERE’S A SPIKE, AND THEN IT GOES DOWN. BUT ON AVERAGE, WE SEE NO DIFFERENCE. AND AS YOU CAN TELL IN THE GRAPH I SHOW, IT’S ALMOST LIKE IT GOES DOWN A LITTLE BIT, THEN IT GOES UP A LITTLE BIT. BUT WITHIN A BAND, THERE IS NO SIGNIFICANT DIFFERENCE. WHAT WE DO KNOW IS THAT IN SCHOOL SETTINGS, I SENSE THAT PARENTS WANT– WHOSE CHILDREN HAVE BEEN VICTIMS, THEY WANT A PRUDENT RESPONSE FROM THEIR SCHOOL. THEY WANT AN OPPORTUNITY TO SPEAK UP. THEY WANT THEIR VOICES TO BE HEARD, AND WHAT ARE YOU, THE SCHOOL DISTRICT, THE SUPERINTENDENT OF THE SCHOOLS, DOING ABOUT THAT? AND I THINK WHEN THEY DON’T DO SOMETHING, AND THEY ARE NOT WELL TRAINED, OR THEY INADVERTENTLY IGNORE IT– BECAUSE I DON’T NECESSARILY THINK THERE’S ANY INTENT THERE, THEY JUST THINK THEY WANT TO MAYBE MOVE ON. THEY WANT TO PROVIDE AN EDUCATIONAL SETTING ABOUT BULLYING AND HARASSMENT– THOSE WHO ARE VICTIMS ARE STILL– THEY HAVEN’T LEFT THE– THE FEELINGS THAT-THAT-THAT– THAT’S HURT, AND THEY NEED TO SPEAK UP. SO BY– IF THEY DO FOLLOW UP, AND THERE ARE NINE INCIDENTS THAT WE KNOW THAT ARE K-12. WHAT WE DO KNOW IS TWO DROPPED OFF. SO, “WE’RE DECLINING NOT TO.” TWO OUT OF NINE. AND K-12– AND THESE ARE K-12 SETTINGS. AND TWO WHO HAVE NOT RESPONDED YET. SO THAT’S FOUR OUT OF NINE THAT YOU ARE SEEING. AND ONLY ONE THAT HAS MOVED TO INVESTIGATION. NOW, THAT’S A TIMING ISSUE. I KNOW THAT FROM THE TIME SOMEONE COMPLAINS TO WHERE IT WILL ACTUALLY MOVE TO INVESTIGATION COULD TAKE ANYWHERE FROM 30 TO 45 DAYS. SO I WOULD HAVE TO LOOK AT THIS AGAIN PROBABLY IN EARLY JANUARY TO GIVE ME A BETTER IDEA OF WHAT THE FALLOUT IS. HOPEFULLY I HAVE ANSWERED.>>AND IF I CAN JUST ASK ONE MORE QUESTION.>>SURE.>>DO YOU SEE THAT PARENTS ARE ABLE TO RESOLVE SITUATIONS BETTER WITH SCHOOLS, THAT SCHOOLS ARE RESPONDING MORE THOUGHTFULLY OVER THE LAST TWO OR THREE YEARS? OR HAS THE– HAS THE RESPONSE FROM SCHOOLS BEEN PRETTY CONSISTENT? YOU TALKED ABOUT ANTHONY IANNI’S TOUR, AND I WOULD THINK THAT ANYBODY WHO CAME IN CONTACT WITH HIS SUCCESS STORY WOULD BE RETHINKING WHAT THEIR COMMITMENT IS TO CIVIL RIGHTS, JUST BECAUSE IT IS UNUSUAL AND COMPELLING TESTIMONY. BUT THAT’S NOT VERY MANY KIDS. AND I’M CURIOUS– WE– WE KNOW– THE LEGISLATURE PASSED ANTI-BULLYING LAWS– A LAW– AND WE HAVE AN ANTI-BULLYING POLICY, BUT WE DON’T REALLY KNOW HOW THAT LOOKS IN THE SCHOOLS. AND THE REPORTS THAT WE HAVE GOTTEN IN AUGUST, BULLYING IN– IN MICHIGAN SCHOOLS IS PRETTY HIGH, WHERE IN HIGH SCHOOLS, WE’RE SUPPOSED TO BE NUMBER 1 FOR BULLYING AND NUMBER 2 FOR CYBER BULLYING.>>SURE.>>BUT IT DOESN’T SOUND AS IF THE COMPLAINTS THAT REACH YOU ARE AS DRAMATIC AS THOSE STATISTICS WOULD BARE OUT.>>THAT’S RIGHT. THAT’S CORRECT, THAT’S CORRECT. HERE IS WHAT WE HAVE NOTICED: THAT WHERE THERE ARE INTERMEDIATE SCHOOL DISTRICTS THAT HAVE EXPERTISE ON CULTURE, DIVERSITY– AND WE KNOW THAT IN THE CASE OF OAKLAND INTERMEDIATE SCHOOL DISTRICT, WE KNOW IT WITH WAYNE RESA– THEY HAVE THAT, BECAUSE WE WORK WITH THEM. IN SOME OF THE OTHER AREAS, NOT SO MUCH. AND THERE’S MISSING– OFTENTIMES IN THE SMALLER SCHOOL DISTRICTS, THE SUPERINTENDENT IS WEARING SO MANY HATS, THEY ARE NOT QUITE PREPARED FOR THIS KIND OF INCIDENT. AND SO THAT IS WHAT WE HAVE NOTICED. AND SO YOU END UP WITH A LOT OF TALKS AT NIGHT AND A LOT OF REACTIVE REACTION AS OPPOSED TO PRO– A PROACTIVE APPROACH. AND I– I THINK THERE ARE– SCHOOLS– I DON’T KNOW IF– IF THOSE WHO ARE PREDOMINANTLY, 90% OR HIGHER WITH A CERTAIN RACE OR ETHNICITY, IS BETTER SUITED THAN THOSE THAT ARE 90% OR LESS. I TEND– WHEN I HAVE LOOKED AT IT, AT THE SCHOOLS THAT WE’RE DEALING WITH, I LOOK AT THE MAKEUP, AND I NOTICE THAT THOSE THAT ARE 90%, LET’S SAY, WHITE–>>YES.>>–I THINK THEY HAVE A LITTLE BIT MORE OF A CHALLENGE, BUT I CAN’T TELL YOU IF THAT IS CONSISTENT. AND THERE COULD BE A LOT OF REASONS WHY IT IS.>>THANKS.>>JOHN, PLEASE.>>THANK YOU, AND THANK YOU FOR THE HOODIE.>>PLEASE WEAR IT.>>I WILL, I WILL. THIS IS– STATE BOARD IS A VERY PERK-FREE ELECTED OFFICE– [ LAUGHTER ]>>WHEN THE DAIRY INDUSTRY BROUGHT THOSE THINGS OF MILK AND COOKIES.>>YES, THAT WAS GREAT. [ LAUGHTER ]>>YEAH. FIRST, THANK YOU, AND THANK BRIAN AND EVERYBODY FOR YOUR VERY AGGRESSIVE RESPONSE TO THE UPTICK IN HATE INCIDENTS, WHICH IS IMPORTANT. AND FOR ME, THIS IS ONE OF THE MORE HORRIFIC KICKOUTS FROM THIS ELECTION, IS THAT SCHOOL CHILDREN ARE SOMEHOW– FEEL IT’S OKAY TO BE HURLING SLURS AND HATING OTHER KIDS. AND IT’S HORRIFIC AND IT HAS GOT TO STOP. BUT I’M ALSO PROUD OF YOU ALL AND US WORKING TOGETHER ON THE NATIVE AMERICAN MASCOTS ISSUE. THANK YOU FOR YOUR LEADERSHIP. I AGAIN GOT CALLS FROM SOME OF THE FOLKS OVER THE LAST FEW WEEKS WHO WERE ASKING AGAIN IF– AND THIS IS FOR MY COLLEAGUES ON THE BOARD, BUT IT ALSO RELATES TO, I THINK, SOME OF THE WORK YOU HAVE DONE– CAN WE DO ANOTHER INVENTORY, WHICH I GATHER YOU ALL DID, OF WHICH SCHOOLS HAVE MASCOTS AND INSIGNIAS IN PLAY. AND WE’VE AN UPDATED INVENTORY, AND ENCOURAGE A MORATORIUM ON PEOPLE BUYING MORE WHILE FOLKS TAKE STOCK OF WHETHER THIS IS THE RIGHT THING TO DO. SO THANK YOU FOR THAT, AND I DON’T KNOW IF YOU’VE– DID YOU DO AN INVENTORY A COUPLE OF YEARS AGO? WE TALKED ABOUT THIS LAST TIME.>>SEVERAL YEARS AGO, WE DID, YES.>>I’LL LEAVE IT FOR MY FELLOW BOARD MEMBERS. I THINK IT’S– I KNOW I’M PROUD OF OUR LEADERSHIP, LIKE EILEEN WAS SAYING, ON ALL FORMS OF BULLYING AND DISCRIMINATION. AND THANK YOU FOR YOUR PARTNERSHIP IN INSISTING THAT WE END IT OR ENCOURAGE ITS ENDING, WHOEVER IT IS AND HOWEVER SMALL THE GROUP. SO THANKS.>>YEAH, YOU ARE WELCOME. WE DO CONTINUE TO WORK WITH– ON THE MASCOT ISSUE. THERE HAVE BEEN A NUMBER OF LOCAL BOARD OF EDUCATION SETTINGS THAT REPRESENTATION FROM THE DEPARTMENT HAS BEEN INVITED. WE HAVE COME AND TALKED, AND WE FOUND IT TO BE VERY FRUITFUL AND HELPFUL, AND WE’LL CONTINUE TO WORK WITH– ON THAT ISSUE. AND WE’LL SEE WHAT WE CAN DO IN TRYING TO PROVIDE AN UPDATED INVENTORY FOR YOU.>>ALL RIGHT, THANK YOU VERY MUCH FOR BEING HERE. WE APPRECIATE– OH, I’M SORRY. KATHLEEN STRAUS.>>I WANT TO THANK YOU FOR COMING.>>THANK YOU.>>BUT I ALSO WAS VERY PLEASED WHEN YOU AND BRIAN ISSUED THE JOINT STATEMENT IN RESPONSE TO THE INCIDENTS IN SCHOOLS. I THINK THAT WAS REALLY A STEP IN THE RIGHT DIRECTION.>>THANK YOU.>>AND ALL THESE YEARS I’VE BEEN ON THE BOARD, WE’VE WORKED WITH STAFF OF THE CIVIL RIGHTS COMMISSION, BUT I DON’T THINK THE DIRECTOR HAS EVER BEEN HERE BEFORE, SO I’M GLAD THAT YOU DECIDED TO COME.>>WELL, THANK YOU.>>–ACCEPT OUR INVITATION. AND THANK YOU FOR THIS. I THINK IT WILL BE BIG ENOUGH FOR BOTH WALLY AND ME. [ LAUGHTER ]>>THANK YOU.>>IT’S NICE AND WARM.>>IT IS.>>WHICH WE NEED TODAY. SO I REALLY– I WANT TO ECHO WHAT– WHAT JOHN WAS SAYING. WE HAVE BEEN WORKING ON THIS MASCOT ISSUE FOR MANY YEARS. WE HAVE HAD REPRESENTATIVES OF THE NATIVE AMERICAN COMMUNITY SPEAK TO US, AND SOME OF THEM COME BACK YEAR AFTER YEAR AFTER YEAR, AND WE HAVE GOTTEN TO KNOW THEM. AND THEY FEEL VERY STRONGLY ABOUT THAT, AND IT’S– I’M GLAD THAT WE’RE WORKING COOPERATIVELY WITH YOUR COMMISSION AND YOUR STAFF ON THAT, BECAUSE WE SHOULD DEAL WITH THAT ACROSS THE STATE. YOU KNOW, WE NEED TO TAKE CARE OF IT. AND I KNOW THERE ARE SOME SCHOOL DISTRICTS THAT ARE RESISTANT, SOME BOARDS THAT ARE RESISTANT, AND I THINK WE HAVE TO EDUCATE THEM TO SEE THINGS FROM DIFFERENT PERSPECTIVES– FROM THE PERSPECTIVE OF THE PEOPLE WHO ARE AFFECTED. SO APPRECIATE EVERYTHING YOU DO. WHEN I THINK BACK, REMINISCING A LITTLE BIT, WITH THIS CONSTITUTIONAL CONVENTION AND– PUTTING THE CIVIL RIGHTS COMMISSION IN THE CONSTITUTION WAS A MAJOR ACCOMPLISHMENT BACK THEN.>>YES, IT WAS.>>AND IT WAS APPROVED BY THE PEOPLE. AND ONE OF THE PEOPLE WHO– LEADER IN THAT EFFORT WAS HAROLD NORRIS.>>THAT’S RIGHT.>>AND I KNEW HAROLD BECAUSE HIS CHILDREN WENT TO SCHOOL WITH MY CHILDREN. WE MET AT THE PTA. THAT WAS LONG BEFORE THE CONSTITUTIONAL CONVENTION, SO IT WAS– IT WAS NICE TO SEE THAT DISCOVERY. AND THE FIRST DIRECTOR OF THE COMMISSION, BURT GORDON–>>THAT’S RIGHT.>>–WAS A GOOD FRIEND. [ INDISTINCT ]>>I HAD CONNECTIONS WITH THEM FOR A LONG TIME. AND THE CURRENT CHAIR, ARTHUR HOROWITZ, IS ANOTHER–>>YES.>>HE’LL BE GLAD TO KNOW THAT YOU WERE HERE.>>SURE, I WILL LET HIM KNOW. THANK YOU VERY MUCH.>>SO THANKS VERY MUCH.>>THANK YOU AGAIN.>>PAM?>>THANK YOU FOR THE PRESENTATION, AND THANK YOU FOR THE WORK THAT YOU CONTINUE TO DO. AND I DON’T KNOW– IT SOUNDED LIKE THE FIRST QUESTION WE WERE ASKING, WHETHER OR NOT THE MEDIA HAS SENSATIONALIZED THE ISSUE– BUT I JUST REALLY WANT TO POINT OUT THAT BEING FROM AN AFRICAN AMERICAN– OR BEING WITHIN AN AFRICAN AMERICAN COMMUNITY, HAVING FRIENDS THAT ARE MUSLIM AMERICAN OR LATINO FRIENDS, IT IS REAL. PEOPLE ARE EXPERIENCING THIS IN MICHIGAN AND ELSEWHERE. AND THEN I JUST ALSO– JUST POINT TO– I’LL POINT TO ONE OF THE EMAILS THAT WE RECEIVED, AND LET ME FIRST START BY SAYING THAT I REMEMBER AS A CHILD BEING CALLED THE N WORD, AND THAT– ALMOST LIKE THERE WAS NO RECOURSE. YOU KNOW, IT WAS JUST SOMETHING– AND BEING FROM A FAMILY THAT TAUGHT ME TO BE RESILIENT, THANK GOD– NOT THAT THEY SHOULD HAVE HAD TO, YOU KNOW– THOSE ARE THINGS THAT YOU GROW UP AND YOU LEARN TO BECOME BETTER BASED ON THOSE ISSUES. AS A BOARD, WE HAVE RECEIVED EMAILS WHERE I’M CONCERNED THAT WE HAVE PEOPLE WHO THINK– AND THE TERMS THAT WERE USED WAS THAT THE NEGRO RACE– AND I HATE THIS WORD– BUT THE WORD THAT WAS USED WAS “RETARDED,” AND THAT BASICALLY WE SHOULD BE SEPARATED. SO THESE ARE THINGS THAT WE DEAL WITH, AND THEY ARE REAL. AND I GUESS FROM MY PERSPECTIVE, I LOOK AT THIS AND I WANT TO MAKE SURE THAT WE’RE ABLE TO CALL THESE THINGS OUT FOR WHAT THEY ARE, BECAUSE THE MORE THAT WE PUSH THEM DOWN AND SUPPRESS THEM, THE LONGER IT TAKES FOR US TO DEAL WITH IT. OR YOU HAVE A PRESIDENTIAL CANDIDATE WHO RUNS ON THAT TYPE OF RHETORIC, AND THEN IT HELPS THOSE FEELINGS TO BE SPREAD AND TO COME OUT, AS WE’RE SEEING NOW. SO I REALLY HOPE THAT WE’RE ABLE TO DEAL WITH THIS. AND THEN FROM A POLICY PERSPECTIVE, BECAUSE WE DO SEE A LOT OF POLICY, WE KNOW RIGHT NOW THERE ARE VOTER SUPPRESSION ISSUES, SO THERE’S ALL KINDS OF POLICY FROM OUR LEGISLATURE, FROM OUR GOVERNOR– I SHOULDN’T SAY FROM OUR GOVERNOR, BUT ANYWAY– THERE’S POLICY DECISIONS THAT HAVE IMPLICATIONS THAT HELP TO PERPETUATE THIS IN ANOTHER WAY. SO I’M HOPING THAT WE’RE ABLE TO– IS THAT FOR ME? [ LAUGHTER ]>>YOUR TIME IS NOT UP.>>YES, I COULD GO ON AND ON ABOUT THIS ISSUE. IT REALLY RUNS DEEP. BUT– SO FROM A SYSTEMS PERSPECTIVE, AND IT SOUNDS LIKE WE ARE DEALING WITH OUR SCHOOLS, BUT HOPE– AND I KNOW THAT THE COMMISSION AS WELL AS YOUR ORGANIZATION ARE DEALING WITH THIS FROM THAT LEVEL AS WELL. BECAUSE THOSE THINGS END UP PREVENTING US FROM DOING WHAT WE NEED TO DO WITHIN THE SCHOOL SYSTEM.>>LET ME– IF I COULD, I’M SO HAPPY THAT YOU RAISED THAT ISSUE. THERE’S NO DOUBT THAT– THAT DURING THE– PRIOR TO THE ELECTION, THE RHETORIC WAS OUT THERE. PEOPLE FELT NERVOUS, EDGE– ON EDGE, CERTAIN COMMUNITIES FELT THAT THEY WERE BEING TARGETED. I THINK THERE WAS… THERE WAS SUCH A SURPRISE WHEN– WHEN MR. TRUMP WON THE ELECTION THAT THOSE WHO– WHO HAD BEEN HEARING THE PUFFERY, THE RHETORIC, FELT VERY MUCH ON EDGE AND NERVOUS. AND THOSE– THERE WAS A– THERE WAS A– A CLEAR REACTION BY THESE COMMUNITIES. AND I’M NOT AFRAID OF SAYING IT. IT WAS PRIMARILY THE– THE ARAB AMERICAN, MUSLIM COMMUNITY, AS WELL AS THE HISPANIC LATINO COMMUNITIES. THESE TWO COMMUNITIES FELT VERY MUCH– FELT ON EDGE, NERVOUS AS TO WHAT WAS HAPPENING. AND WHETHER– AND YET, ON THE OTHER HAND, THERE WAS AN ELEMENT THAT– TO COME OUT AND SUPPORT A CANDIDATE LIKE DONALD TRUMP WAS NOT AS FAVORABLE. I SAY IT AS A LATINO. I SAY IT AS A LATINO HERE, BECAUSE APPROXIMATELY 30% OF THE LATINO COMMUNITY VOTED FOR TRUMP. APPROXIMATELY 30%. BUT IF YOU WERE TO ASK BEFORE THE ELECTIONS, I VERY MUCH DOUBT THAT MANY LATINOS WOULD COME RIGHT OUT AND SAY, “I’M GOING TO VOTE FOR TRUMP.” IT WASN’T POPULAR. SO IF I’M THINKING, I REMEMBER WITHIN A FEW DAYS OF MY LATINO FRIENDS FROM TEXAS, FROM OTHER PARTS, AND– THAT WOULD BE CALLING ME, AND WE WOULD TALK– THIS IS ANECDOTAL INFORMATION- AND ALL OF A SUDDEN, THEY SAY, “YOU KNOW, OUR FAMILY VOTED “FOR THIS PERSON.” INTERESTING, INTERESTING. IT’S VERY INTERESTING. BUT YOU KNOW, WHAT I WAS SEEING, THERE’S NO WAY I WOULD HAVE PUT A SIGN IN MY NEIGHBORHOOD. BECAUSE I KNOW WHAT THAT WOULD HAVE MEANT. SO THERE ARE DIFFERENT REACTIONS. OBVIOUSLY, WE’RE IN A NEW WORLD, WE’RE IN A NEW PERIOD OF TIME. AND SO THERE IS A LOT OF THIS GOING ON, AND THERE’S– AND MAYBE IT’S STARTING TO CALM DOWN A LITTLE BIT. OBVIOUSLY, THE ISSUE OF IMMIGRATION, THE ISSUE OF HOW MUSLIMS ARE GOING TO BE TREATED DURING A– A TRUMP ELECTION– ADMINISTRATION MAY HAVE SOME IMPACT, BUT WE AT THE DEPARTMENT AND THE COMMISSION, WE HAVE STRONG CIVIL RIGHTS LAWS. THEY DON’T GO AWAY. THEY DON’T GO AWAY WHETHER IT’S A CLINTON ADMINISTRATION OR WHETHER IT’S A TRUMP ADMINISTRATION. WE ARE HERE TO UPHOLD THE LAWS, AND WE INTEND TO FOLLOW THEM UP. AND WE WILL, TO THE FULLEST EXTENT POSSIBLE. AS WELL AS– WE’RE HERE TO EDUCATE. WE’RE HERE TO BE PROACTIVE AND EDUCATE PEOPLE BEFORE THERE IS A SITUATION. SO WE HAVE GOT THESE CARDS, AND I’LL LEAVE YOU THESE CARDS, AND HOPEFULLY YOU’LL TAKE IT BACK AND PASS IT OUT, AND IF PEOPLE ARE CONCERNED, PLEASE, THEY SHOULD CALL 1-800-482-3604 AND FILE A COMPLAINT. I HEAR ALSO THAT MAYBE THE DEPARTMENT ISN’T AS WELL KNOWN, AND THEY DON’T KNOW WHERE TO TURN TO. AND OBVIOUSLY, IF THAT IS THE CASE, WE WANT TO INCREASE THE VISIBILITY OF THE DEPARTMENT SO PEOPLE KNOW THEIR RIGHTS. AND THAT’S NOT ONLY TO LATINOS, ARAB AMERICANS, BUT TO AFRICAN AMERICANS, TO ALL PEOPLE– THOSE WHO ARE DISABLED. JUST SO YOU KNOW, OUR SECOND HIGHEST INCIDENCE OF COMPLAINTS COME FROM– DUE TO DISABILITY. THANK YOU VERY MUCH.>>THANK YOU VERY MUCH FOR BEING HERE. WE APPRECIATE IT. NEXT ITEM ON THE COMMITTEE OF THE WHOLE AGENDA IS A PRESENTATION ON SCIENCE, TECHNOLOGY, ENGINEERING AND MATH BY EAST LANSING HIGH SCHOOL STUDENTS. IT’S A PLEASURE TO WELCOME STUDENTS FROM EAST LANSING HIGH SCHOOL WHO ARE HERE TO PRESENT ON SCIENCE, TECHNOLOGY, ENGINEERING AND MATH. THEY WILL SHARE INFORMATION ON THE GROUP THEY FORMED, STUDENTS FOR FEMALES IN STEM, WHICH HAS BEEN VERY BUSY NOT ONLY IN EAST LANSING, BUT ALSO IN WASHINGTON, D.C. THE HOUSE OF REPRESENTATIVES ADOPTED HOUSE RESOLUTION 385, DECLARING LAST WEEK, DECEMBER 5th THROUGH DECEMBER 11th, AS COMPUTER SCIENCE AND EDUCATION WEEK. SO THIS PRESENTATION IS TIMELY. WE CERTAINLY SEE THAT WE HAVE OUR LEGISLATIVE LEADER, SAM SINGH, IN THE AUDIENCE AS WELL, WHO REPRESENTS THE SCHOOL DISTRICT AND THE COMMUNITY, AND WE KNOW WE HAVE SOME PARENTS AND SCHOOL DISTRICT OFFICIALS HERE AS PART OF THE PRESENTATION. SO THANK YOU FOR BEING HERE. WE HAVE SAMANTHA WHITE, TAYLOR MURRAY, AND KATIE KNOX, STUDENTS FROM THIS FEMALES IN STEM TEAM. PLEASE.>>HI, SO AS– I’M SAMANTHA WHITE. I– WE ARE ALL SENIORS AT EAST LANSING HIGH SCHOOL. THIS IS TAYLOR MURRAY AND THIS IS KATIE KNOX. AND TODAY WE’RE GOING TO TALK ABOUT STEM EDUCATION, BUT MORE SPECIFICALLY, WE’RE GOING TO TALK ABOUT COMPUTER SCIENCE EDUCATION IN MICHIGAN. SO FIRST I WOULD LIKE TO SAY THANK YOU TO THE SCHOOL BOARD FOR TAKING THE TIME AND LISTENING TO US. I WOULD LIKE TO THANK THE GOVERNOR’S OFFICE FOR HELPING US FACILITATE THIS MEETING, AND– YEAH. SO I’M GOING TO TALK ABOUT REAL QUICK WHO WE ARE. SO WE FOUNDED THE CLUB STUDENTS FOR FEMALES IN STEM AT EAST LANSING HIGH SCHOOL– SHORTENED TO SFS. AND OUR MISSION STATEMENT IS “TO EDUCATE EVERYONE ABOUT “THE IMPORTANCE OF WOMEN “IN STEM, AND TO ENCOURAGE AND “SUPPORT YOUNG FEMALES PURSUING “STEM IN THE HOPES OF ATTRACTING “MORE WOMEN TO STEM.” SO JUST SO WE’RE ALL ON THE SAME PAGE, STEM IS SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH. AS YOU CAN SEE IN OUR PACKET, THERE’S MORE INFORMATION ABOUT WHAT WE ARE ALL ABOUT. BUT OUR MAIN OBJECTIVES ARE EDUCATION ADVOCACY AND EVENTS, AND WE HAVE THREE COMMITTEES THAT KIND OF RUN THOSE SPHERES. SO THE EDUCATION COMMITTEE IS DEDICATED TO EDUCATING THE MEMBERS OF THE CLUB, SO THAT’S THROUGH GUEST SPEAKERS AND FIELD TRIPS AND THOSE SORTS OF THINGS. THE ADVOCACY COMMITTEE IS LIKE WHAT WE’RE DOING RIGHT NOW, AND COMING AND TALKING WITH LEGISLATORS, AND SCHOOL BOARDS, AND EVERYONE IN BETWEEN ABOUT STEM AND COMPUTER SCIENCE. AND THEN WE ALSO HAVE AN EVENTS COMMITTEE, WHICH ORGANIZES THE EVENTS THAT WE PUT ON. SO SOME OF THE EVENTS THAT WE PUT ON INCLUDE CODING AND COOKIES, WHICH WE HAD LAST WEEK SUNDAY– NOT YESTERDAY, BUT THE WEEK BEFORE. WE HAD OVER 100 PARENTS AND STUDENTS COME LEARN ABOUT COMPUTER SCIENCE AND COMPUTER PROGRAMMING. IT WAS OUR SECOND ANNUAL CODING AND COOKIES EVENT. OUR FIRST YEAR, IT– WE DOUBLED THIS YEAR FROM OUR FIRST YEAR. WE HAVE ALSO BEEN– HELPED OUT WITH THE GLENCAIRN SCIENCE NIGHT. THAT’S OUR LOCAL ELEMENTARY SCHOOL’S– LIKE PRESENT– IT’S NOT A– IT’S– A BUNCH OF PRESENTERS COME TO THE SCHOOL AND GIVE LITTLE DEMOS ABOUT SCIENCE AND ALL OF THOSE SORTS OF THINGS. STEAM DAY WAS AN EVENT HOSTED BY SOME PARENTS WITHIN THE COMMUNITY, AND WE HELPED ADD TO THAT EVENT. WE ALSO DID A SURVEY OF STEM INTEREST AT OUR SCHOOL TO TRY TO GET MORE– A GREATER VIEW OF WHAT THE INTEREST IN SCIENCE AND MATH ARE IN OUR SCHOOL. WE HAVE ALSO CREATED A CODING– WE HAVE CREATED– WE’VE HAD A HAND IN CREATING TWO CODING CLUBS AT OUR SCHOOL. THE FIRST WAS IN PARTNERSHIP WITH MICHIGAN STATE UNIVERSITY STUDENTS WHO HAD A GRANT FUNDED BY GOOGLE TO COME AND TEACH– I THINK IT’S A NINE-WEEK COMPUTER SCIENCE PROGRAMMING COURSE, WHICH TAUGHT A LARGE– A WIDE RANGE OF COMPUTER PROGRAMMING LANGUAGES. AND WE ALSO CURRENTLY HAVE A CLUB THAT HELPS STUDENTS WHO ARE TAKING AP COMPUTER SCIENCE ONLINE TO LEARN CODING AND HAVE SOME KIND OF GUIDANCE. ALSO, WE DO A LOT OF ADVOCACY WORK, AS I WILL TALK ABOUT HERE. SO WE HAVE MET WITH GOVERNOR RICK SNYDER, WHICH HAS– WHICH– HE HELPED FACILITATE THIS MEETING WITH YOU ALL. WE’VE MET WITH U.S. SENATOR DEBBIE STABENOW, REPRESENTATIVE ZEMKE, THE WHITE HOUSE STAFFERS IN THE OFFICE OF SCIENCE AND TECHNOLOGY POLICY, U.S. SENATOR PATTY MURRAY, KENTUCKY GOVERNOR BATT MEVIN– MATT BEVIN, SORRY– ARKANSAS GOVERNOR ASA HUTCHINSON, AND IOWA GOVERNOR TERRY BRANSTAD. SO IN THAT– IN THOSE MEETINGS, WE HAVE BEEN FOCUSED ON TRYING TO GET MORE ACCESS AND FUNDING FOR COMPUTER SCIENCE EDUCATION. SO HERE ARE SOME PICTURES FROM ALL OF THE THINGS THAT WE HAVE BEEN DOING. IN THE TOP LEFT-HAND CORNER, THAT’S US WITH GOVERNOR SNYDER. AND THEN IN THE TOP RIGHT-HAND CORNER, THAT IS KATIE AND I AT THE OFFICE OF SCIENCE AND TECHNOLOGY POLICY IN THE WHITE HOUSE, AND THEN THIS IS– IN THE BOTTOM LEFT-CORNER, THAT IS ASA HUTCHINSON. HE IS THE GOVERNOR OF ARKANSAS, AND HE’S REALLY BEEN A LEADER AT GETTING COMPUTER SCIENCE AT THE STATE LEVEL IN ARKANSAS. AND IN THE BOTTOM RIGHT-HAND CORNER, THAT IS SENATOR STABENOW. SO AT THIS POINT, I WOULD LIKE TO JUST TALK ABOUT WHY WE’RE DOING THIS. SO WE, OBVIOUSLY, COME FROM THE VIEW OF LOOKING FOR– LOOKING AT THE LACK OF WOMEN IN STEM, AND ONE AREA WHERE WOMEN ARE SEVERELY UNDERREPRESENTED IS IN COMPUTER SCIENCE. SO THAT’S ONE REASON WHY WE’RE FOCUSED ON COMPUTER SCIENCE EDUCATION, BUT THE OTHER IS THAT WE’RE– WE’RE STUDENTS AT EAST LANSING HIGH SCHOOL, AND EAST LANSING IS A FAIRLY WELL-OFF SCHOOL– PUBLIC SCHOOL. WE HAVE MSU IN OUR BACKYARD, BUT WE DO NOT HAVE A COMPUTER SCIENCE COURSE OFFERED IN THE CLASSROOM. SO WE’RE HERE ON THE BEHALF OF OURSELVES, WANTING COMPUTER SCIENCE, BUT ALSO ALL OF THE OTHER STUDENTS ACROSS MICHIGAN WHO DON’T HAVE ACCESS TO COMPUTER SCIENCE.>>OKAY, SO NOW WE’RE GOING TO TALK A LITTLE BIT ABOUT WHAT COMPUTER SCIENCE IS. SO OBVIOUSLY, IT’S THE STUDY OF COMPUTERS AND ALGORITHMIC PROCESSES, INCLUDING PRINCIPLES, THE HARDWARE, AND THEN THE SOFTWARE, DESIGNS, APPLICATIONS, AND THE IMPACT ON SOCIETY. BUT CS IS REALLY NOT JUST ABOUT PROGRAMMING. IT IS ALSO ABOUT LEARNING HOW TO CREATE THINGS AND SOLVING PROBLEMS, WHICH IS A PRETTY FUNDAMENTAL KNOWLEDGE NEEDED IN THE 21st CENTURY, REGARDLESS OF FIELD OR STUDY, OCCUPATION– IT DOESN’T REALLY MATTER. YOU NEED TO KNOW HOW TO DO THINGS TAUGHT IN CS. NOW–>>I’M JUST GOING TO GO OVER SOME THE ISSUES IN MICHIGAN SPECIFICALLY. THERE IS ROUGHLY 15,000 OPEN COMPUTING JOBS IN MICHIGAN, WHICH IS FOUR TIMES THE AVERAGE DEMAND RATE FOR A JOB, AND THERE WAS ONLY 1,600 COMPUTER SCIENCE GRADUATES LAST YEAR. SO CLEARLY, THERE IS A HUGE GAP THERE BETWEEN SUPPLY AND DEMAND THAT WE WANT TO FILL. THERE’S NO DEDICATED STATE FUNDING– OR THERE’S NO REQUIREMENT FOR COMPUTER SCIENCE PROFESSIONAL DEVELOPMENT IN THE STATE, AND THERE’S NO CURRICULUM STANDARDS FOR K-12. AS FAR AS THE AP TEST GOES, AP COMPUTER SCIENCE IS A GREAT COURSE THAT MOST SERIOUS COMPUTER SCIENCE STUDENTS WOULD TAKE BEFORE GOING TO COLLEGE. AND IT’S JUST JAVA, BASICALLY, AND ONLY 16% OF SCHOOLS OFFER IT. ONLY 962 STUDENTS TOOK THE EXAM LAST YEAR. ONLY 22% WERE FEMALE, AND ONLY 64 TOTAL WERE UNDERREPRESENTED MINORITIES WHO TOOK THE TEST. SO THESE ARE JUST A FEW COMPANIES IN MICHIGAN THAT ARE OFFERING TECH JOBS RIGHT NOW. IBM SOFTWARE COMPANY, [ INAUDIBLE ] FINANCIAL ONLINE COMPANY, MANGO LANGUAGES IS AN ONLINE LANGUAGE LEARNING, AND LIQUID WEB IS A HOSTING COMPANY. BUT THESE ARE JUST EXAMPLES OF JOB PROVIDERS, AND– AND IT’S REALLY ALL INDUSTRIES, TOO, THAT ARE LOOKING FOR PEOPLE WITH A HISTORY AND A BACKGROUND IN COMPUTER SCIENCE. WE ALSO WANT TO SHOW THAT THERE’S– IF YOU HAVE– IF YOU HAVE A BACKGROUND IN COMPUTER SCIENCE, THEN YOU HAVE A LOT MORE POTENTIAL FOR EARNINGS THAN MOST OTHER COLLEGE GRADUATES, OR HIGH SCHOOL GRADUATES. WE ALSO WANT TO SHOW THAT– THAT WE KNOW THAT THERE’S A HIGH DEMAND. MOST PARENTS ARE ON BOARD WITH COMPUTER SCIENCE, BUT WE DON’T HAVE AS MANY SCHOOLS, AND 40% IS A NATIONAL STATISTIC, BUT WE WANT TO GET THAT TO 100%.>>OKAY, SO AS YOU CAN SEE FROM THE LITTLE GRAPH THERE, THAT’S THE GRAPH OF THE NUMBER OF NEW JOBS OPENING. AND AS YOU CAN SEE, COMPUTING IS THE NUMBER 1 NEW SOURCE OF WAGES IN THE COUNTRY. AND THAT IS PRETTY BIG, BUT WE HAVE SEEN THAT OVER THE LAST TEN YEARS, WE HAVE GONE DOWN IN COMPUTER SCIENCE GRADUATES, WHICH SEEMS A LITTLE COUNTERINTUITIVE. AND EVEN THOUGH THESE JOBS ARE AVAILABLE, HALF THE NUMBER OF WOMEN GRADUATING HAVE A CS DEGREE COMPARED TO 2003, WHICH IS ALSO REALLY BAD. AND SO THOSE COMPUTING JOBS ARE MOSTLY GOING TO WHITE MALES, AND THAT’S A BIG PROBLEM BECAUSE MINORITY AND LOW-INCOME STUDENTS ARE BEING DISADVANTAGED. SO HOW TO FIX THIS? THE ANSWER IS TO INCLUDE IT IN HIGH SCHOOL. WOMEN WHO TAKE CS IN HIGH SCHOOL ARE TEN TIMES AS LIKELY TO TAKE IT IN COLLEGE, AND THEN, OBVIOUSLY, GO ON INTO THE FIELD. AND THEN BLACK AND HISPANIC STUDENTS ARE SEVEN TIMES MORE LIKELY. THIS IS A LIST OF COMPUTER SCIENCE FUNDAMENTAL K-12 EDUCATION IDEAS SET UP BY CODE.ORG. AND YOU CAN SEE HOW MICHIGAN IS DOING ON PAGE 5 IN YOUR PACKETS THAT WE HANDED OUT. I THINK WE HAVE NUMBER 4, 8, AND 9. SO WE HAVE– WITH OUR CERTIFICATION PATHWAYS, WE ALLOW IT TO COUNT AS A CORE GRADUATION REQUIREMENT, AND WE ALLOW IT TO SATISFY AS AN ADMISSION REQUIREMENT. HOWEVER, WE DON’T HAVE IT IN ALL SCHOOLS YET. OBVIOUSLY, IN HIGH SCHOOLS, WE DON’T HAVE FUNDING FOR IT. SO THERE’S SOME THINGS WE CAN IMPROVE ON.>>SO– OKAY. OUR ULTIMATE GOAL IS THAT WE WANT ALL STUDENTS ACROSS MICHIGAN TO HAVE ACCESS TO A QUALITY COMPUTER SCIENCE EDUCATION IN THEIR SCHOOL. WE’RE HIGH SCHOOL STUDENTS. WE DON’T HAVE ALL OF THE ANSWERS AS TO HOW TO ACTUALLY DO THAT. BUT SOME PLACES WE THINK MIGHT BE GOOD PLACES TO START WOULD BE IMPLEMENTING COMPUTER SCIENCE STANDARDS, AND GET A CLEAR DEFINITION FOR COMPUTER SCIENCE. ALSO PARTNERING WITH THE MASON LAKE OCEANA MATHEMATICS AND SCIENCE CENTER AT THE WESTSHORE ESD TO PROVIDE PROFESSIONAL DEVELOPMENT FOR EXISTING TEACHERS WOULD BE A GOOD PLACE TO START. WE ALSO FEEL THAT– THAT COMPUTER SCIENCE FITS IN NICELY WITH THE TOP 10 IN 10 GOALS, AND SPECIFICALLY GOAL NUMBER 6, WHICH IS TO CREATE A STRONG ALIGNMENT WITH PARTNERSHIP– AND PARTNERSHIP WITH JOB PROVIDERS, COMMUNITY COLLEGES AND HIGHER ED TO ASSURE THAT A PREPARED AND QUALITY– THAT THERE IS A PREPARED AND QUALITY WORKFORCE. AND WE BELIEVE THAT COMPUTER SCIENCE IS THE FUNDAMENTAL KEY TO BEING PREPARED IN THIS FUTURE WORKFORCE. SO WHAT IDEAS DO YOU GUYS HAVE TO INCREASE COMPUTER SCIENCE EDUCATION?>>ANY QUESTIONS OR COMMENTS FROM BOARD MEMBERS? SIR– OH, KATHLEEN STRAUS THEN EILEEN.>>WELL, I WANT TO THANK YOU FOR BEING HERE. TELLING US ABOUT THIS, IT’S GREAT. YOU ARE TERRIFIC. BUT YOU KNOW, ABOUT 10 YEARS AGO, 11 YEARS AGO WHEN WE DID THE HIGH SCHOOL CURRICULUM, WE INCLUDED A COURSE IN COMPUTERS, AND THAT GOT MORE NOTICE THAN ANYTHING ELSE WE DID IN THAT WHOLE HIGH SCHOOL STANDARDS. THAT WAS– NOT ENOUGH, OBVIOUSLY, BUT IT WAS A START. AND WE WERE CONSCIOUS OF THE FACT THAT WE HAD TO GET TO THE COMPUTER AGE WITH THE STUDENTS. BUT YOU ARE BRINGING IT TO A NEW, MUCH HIGHER LEVEL, AND THAT’S REALLY ENCOURAGING. I’M SURE THE BOARD WILL TAKE YOUR ADVICE TO HEART AND DO SOMETHING ABOUT IT WHEN THEY CONVENE NEXT YEAR. SO THANK YOU VERY MUCH.>>WELL, THANK YOU.>>EILEEN, PLEASE.>>THANK YOU FOR DOING THIS. THANK YOU FOR COMING TO TELL US ABOUT IT. AND THANK YOU FOR THE ADVOCACY THAT YOU ARE DOING ON A NATIONAL LEVEL. IT’S VERY EXCITING TO SEE. I RECENTLY HAD A PRESENTATION ON WHAT ARKANSAS IS DOING, AND I THINK THAT THE BOARD WOULD DO WELL TO BE LOOKING AT THEIR COMMITMENT TO STEM, ESPECIALLY TO CODING AND PROGRAMMING. THEY HAVE ALREADY SEEN AN UPTICK IN COMPANIES INVESTING AND STARTING OUTLETS IN ARKANSAS BECAUSE THEY KNOW THEY WILL HAVE THE TECH WORKERS, AND WHICH WE DON’T HAVE A SUPPLY OF HERE. AND THE BEST PLACE TO START IS WITH YOUNG WOMEN AND MEN, BUT YOUNG WOMEN LIKE THE ONES IN FRONT OF US. I LOVE GIRL POWER. [ LAUGHTER ]>>PLEASE, LUPE.>>WELL, I’M THRILLED TO SEE THESE THREE YOUNG LADIES PRESENTING TO US TODAY. THIS PRESENTATION WAS DONE VERY WELL. I CAN SEE YOUR FUTURES ARE REAL BRIGHT. MY– MY DAUGHTER IS AN ENGINEER, AND SHE’S A MINORITY, SHE GOT TWO– MANUFACTURING AND MECHANICAL AT THE SAME TIME, SO SHE WAS A DUAL ENGINEERING STUDENT. SO I AM A STRONG ADVOCATE OF ENCOURAGING MINORITIES, AND I LIKE THAT YOU POINTED OUT THE MINORITY POPULATION IN OUR STATE. AND OF COURSE, AS WOMEN, WE HAVE TO GET INVOLVED IN THIS FIELD. SO I AS A BOARD MEMBER PLEDGE TO YOU THAT I WILL LOOK INTO HOW WE CAN GET INVOLVED IN YOUR ENDEAVOR, BECAUSE IT’S A VERY IMPORTANT ONE. THANK YOU VERY MUCH. YOU DID A VERY GOOD JOB.>>THANK YOU.>>YES.>>CERTAINLY, WE AND THE DEPARTMENT WILL REACH OUT TO YOU AND WORK WITH YOU ON THIS, BECAUSE IT IS FITTING WITH TOP 10 IN 10. STEAM, STEM EDUCATION IS VERY IMPORTANT TO US, AND WE’RE WORKING WITH THE LEGISLATURE AND THE GOVERNOR ON SOME BUDGET RECOMMENDATIONS. AND IT REALLY IS THE PROBLEM SOLVING, PREPARING KIDS FOR SUCCESS WORKING INDIVIDUALLY AND IN TEAMS THAT TOP 10 CALLS FOR. SO WE WILL REACH OUT TO YOU AND WORK WITH YOU ON THIS.>>GREAT, THANK YOU.>>ANY OTHER COMMENTS? ALL RIGHT. THANK YOU VERY MUCH FOR BEING HERE.>>THANK YOU.>>THANK YOU. GREAT JOB. NEXT ITEM ON THE COMMITTEE OF THE WHOLE IS A PRESENTATION ON TOP 10 IN 10. WE CONTINUE TO WORK WITH STAKEHOLDERS TO DEVELOP MICHIGAN INTO A TOP 10 EDUCATION STATE WITHIN 10 YEARS. CHIEF DEPUTY SUPERINTENDENT NORMA JEAN SASS IS PROVIDING MONTHLY PRESENTATIONS ON THIS MULTIFACETED INITIATIVE. SHE’S HERE TO SHARE INFORMATION ON DEVELOPING THE PLAN AND MOVING FORWARD. AND I DID WANT TO INFORM THE BOARD THAT AT 11:20 I DO NEED TO STEP OUT FOR A MEETING QUICKLY, AND JOHN WILL BE TAKING OVER AT THAT TIME.>>GOOD MORNING. WELL, HOW FITTING THAT I GET TO SPEAK– ALTHOUGH ALSO, KIND OF SCARY AFTER THEIR ELOQUENT PRESENTATION. NOT SCARY– I’M SO PROUD OF THEM. AND DOESN’T IT MAKE YOU FEEL LIKE YOUR FUTURE IS IN SUCH GOOD HANDS WITH STUDENTS LIKE THAT? AND IT’S SO ALIGNED WITH TOP 10 IN 10, AND AS WE LOOK AT OUR LEARNER CENTERED SUPPORTS, THE WHOLE DEEPER LEARNING COMPONENT IS IN THERE, AND STEM IS JUST DEEPER LEARNING, AND THE CRITICAL THINKING, AND ALL OF THOSE PIECES. SO IT FITS VERY WELL THERE, AS WELL AS THROUGHOUT THE DOCUMENT. AND THEN ALSO, THE OTHER PIECE THAT I THINK IS SO STRONG IS THAT STUDENT VOICE, AND WE WANT TO MAKE SURE AS WE’RE LOOKING AT MEASURING HOW ARE WE DOING WITH 10 IN 10 THAT WE INCLUDE THE STUDENT VOICE. AND THAT WAS JUST A BEAUTIFUL EXAMPLE, SO HOW WONDERFUL TO HAVE THEM HERE. IT IS NEARING THE END OF THE YEAR. WE CAN’T BELIEVE IT, BUT IT IS, AND SO IT IS ALWAYS KIND OF A TIME TO TAKE STOCK OF WHERE WE HAVE BEEN, SO I THOUGHT THIS WOULD BE KIND OF A FITTING TIME TO DO A TOP 10 YEAR IN REVIEW AND SEE WHERE HAVE WE BEEN? IT WAS LAST AUGUST, 2015, THAT WE WERE IN THIS ROOM AND GATHERING STAKEHOLDER INPUT. NOT ONLY DID PEOPLE COME TO THE BOARD MEETING, BUT ALSO, WE HAD MUCH ONLINE– THOSE DISCUSSIONS. PEOPLE CAME AND TALKED TO SUPERINTENDENT WHISTON AND OTHERS OF THE DEPUTIES. AND WE WERE REALLY GATHERING WHAT WOULD IT TAKE TO MAKE MICHIGAN A TOP 10 STATE IN 10 YEARS. THE GUIDING PRINCIPLES AND THE GOALS CAME HERE TO THE BOARD IN DECEMBER, LAST DECEMBER, 2015. AND THEN IN FEBRUARY WE BROUGHT THE GOALS AND THE 44 STRATEGIES– SO 7 GOALS AND 44 STRATEGIES THAT CAME TO THE BOARD IN FEBRUARY. AT THAT TIME, WE STARTED WORKING ON OUR STRATEGIC PLAN, WHICH IS ON THE WEB NOW. AND IT IS ONE OF THOSE PIECES THAT IS CONTINUALLY EVOLVING, BUT IT WAS TAKING ALL OF THAT INFORMATION AND SAYING, “HOW DO WE MAKE IT ACTIONABLE, “AND HOW DO WE MAKE IT DOABLE?” SO IN THE PLAN AND ON OUR ROAD TO MAKE IT ACTIONABLE, WE HAVE OUR VISION STATEMENT, WHICH, JUST TO REMIND YOU, IS, “FOR EVERY LEARNER, “AN INSPIRING, ENGAGING, AND “CARING LEARNING ENVIRONMENT “THAT FOSTERS CREATIVE AND “OPEN-MINDED THINKERS WHO “BELIEVE IN THEIR ABILITY “TO POSITIVELY INFLUENCE “MICHIGAN AND THE WORLD BEYOND.” I THINK WE JUST SAW THAT MISSION STATEMENT IN ACTION. THE MISSION IS SUPPORTING LEARNING AND LEARNERS. THAT’S WHAT WE’RE ABOUT. THAT’S WHAT WE WANT TO DO THROUGH TOP 10 IN 10 SO THAT EVERYONE CAN REACH THEIR FULL POTENTIAL. SO THEN WE GOT TO THE FOCUS AREAS, AND JUST TO REMIND YOU THAT THE REASON WE CAME FROM THE 7 GOALS AND THE 44 STRATEGIES TO THESE INTERSECTING CIRCLES, IF YOU WILL, IS BECAUSE WE KNOW THAT WE NEED TO MAKE 10 IN 10 ACTIONABLE. WE HAVE TO DO THIS. WE HAVE TO TAKE IT OFF OF THE PAGE AND GET IT INTO THE LIVES OF OUR LEARNERS AND OUR STUDENTS. SO WE HAVE THE THREE FOCUS AREAS, THE LEARNER CENTERED SUPPORTS WITH THOSE COMPONENTS– DEEPER LEARNING AND PERSONALIZED LEARNING BEING A BIG PIECE OF THAT– OUR DIFFERENTIATED SUPPORTS, ALIGNED CURRICULUM, WHICH WE KNOW IS KEY, AND FEEDBACK. SO KEY COMPONENTS FOR THAT LEARNER CENTERED SUPPORTS. WE CAN’T DO LEARNER CENTERED SUPPORTS WITHOUT EFFECTIVE EDUCATION WORKFORCE, SO WE NEED TO SUPPORT BOTH THOSE THAT ARE WORKING NOW, AND THOSE THAT ARE COMING INTO THE FIELD. WE NEED THAT KIND OF SUPPORT, AS WELL AS HOW DO WE GET EQUITY ACROSS THE SYSTEM. IN ORDER TO HAVE THE LEARNER CENTERED SUPPORTS AND THE EFFECTIVE EDUCATION WORKFORCE, WE NEED THOSE PARTNERSHIPS. MUCH OF WHAT WE WERE JUST TALKING ABOUT– PARENT, AND FAMILY, AND COMMUNITY, DISTRICT PARTNERSHIPS, POST-SECONDARY AND HIGHER EDUCATION ACCESS PARTNERSHIPS, AND WORKFORCE PREPARATION. ALL OF THAT, WE NEED TO BUILD SYSTEMS SO THAT WE CAN BRING IT THROUGH. AND AS YOU REMEMBER– BECAUSE I THINK I’VE SAID IT AND SAID IT– IS THAT THIS IS LOOKING HOLISTICALLY AT OUR SYSTEM. WE CAN’T JUST FOCUS ON ONE PIECE AND NOT ADDRESS ALL OF THEM IF WE REALLY WANT TO MOVE FORWARD. SO WHAT ARE WE DOING TO DO JUST THAT, TO BRING THE WORK FORWARD? WE BEGAN OUR– OUR PARTNERSHIP WITH SSIP A WHILE BACK, WHICH IS THE STATE SYSTEMIC IMPROVEMENT PLAN, AND THAT CONTINUES TO BE ONGOING AND HAS HELPED US TO SUPPORT OUR SYSTEMS AS WE– AS WE BRING IT FORWARD. IN MARCH OF 2016, WE ENTERED INTO A PARTNERSHIP WITH CSIP, WHICH IS THE STATE IMPLEMENTATION AND SCALING UP OF EVIDENCE-BASED PRACTICES. THAT HAS ALSO BEEN– SINCE THAT MARCH TIME, WE HAVE BEEN LEARNING ABOUT IMPLEMENTATION SCIENCE AND LEARNING ABOUT SYSTEMS BUILDING. WE HAVE BEEN BUILDING THOSE SYSTEMS AND CONTINUE TO DO THAT, AND WE HAVE BEEN DEVELOPING OUR TRANSFORMATION ZONE. IN JULY OF LAST YEAR, DURING THE SUMMER, THE DEPUTIES MET AND WE STRUGGLED WITH WHAT IS THE FIRST PIECE? WHAT IS A BIG CHUNK OF 10 IN 10 THAT IF WE BRING IT FORWARD FROM MDE TO THE CLASSROOMS IT WILL REALLY MAKE A DIFFERENCE? SO THE FIRST THING WE DECIDED TO FOCUS ON WAS THE MULTI-TIERED SYSTEMS OF SUPPORTS. WE LOOKED AT DATA, WE LOOKED AT PIECES OF READINESS AND OTHER FACTORS TO REALLY MAKE THAT DETERMINATION. SO, AGAIN, THIS IS IN THE TRANSFORMATION ZONE PIECE THAT IT IS IMPORTANT THAT WE HAVE SOMETHING THAT GOES THROUGH THIS, AND EVEN THOUGH WE’RE STARTING WITH MTSS, WE WILL NOT BE ENDING THERE. WE WILL BE GROWING THAT AS WE GO. WE ALSO WERE ABLE TO GET THE STATE TRANSFORMATION SPECIALIST, WHICH IS A PART OF THE BUILDING OF THE SYSTEM, BECAUSE THE REASON WE HAVE THE TRANSFORMATION ZONE IS TO BUILD SYSTEMS. SO IT’S NOT JUST WHAT WE’RE BRINGING THROUGH, IT’S HOW DO WE BUILD SYSTEMS? HOW DO WE WORK AT MDE? HOW DO WE WORK WITH ISDs? HOW DO ISDs WORK WITH DISTRICTS? HOW DO WE WORK WITH DISTRICTS? SO IT’S REALLY BUILDING THAT STRUCTURE. WITH THE TRANSFORMATION ZONES, WE WILL BE INITIATING THREE OF THOSE, AND I’M GOING TO KIND OF COME BACK TO THAT IN– IN A MOMENT. ALSO, ALONG WITH BUILDING SYSTEMS WITH THE TRANSFORMATION ZONE IS WE HAVE A STATE DESIGN TEAM. THE STATE DESIGN TEAM REALLY WORKS WITH THE DEPUTIES AND OUR DEPUTIES SAA MEETINGS TO BRING THE WORK FORWARD. IT’S A VISIONING GROUP. IT’S GETTING, AGAIN, SYSTEMS TOGETHER AND BRINGING OUR INITIATIVES THROUGH THAT AND DETERMINING WHAT PROCESSES AND WHAT PROTOCOLS ARE WE PUTTING IN PLACE TO BRING THE WORK FORWARD, SO THAT WE CAN GO FROM MDE TO THE CLASSROOM. SO THE DESIGN TEAM WAS– AGAIN, IN AUGUST IS WHEN WE STARTED WORKING WITH THEM. AND THIS IS REALLY ONE OF THE PROTOCOLS AND ONE OF THE SYSTEMS THAT WE’RE PUTTING IN PLACE TO BRING OUR WORK FORWARD FROM OUR STRATEGIC PLAN. SO WITH THE DESIGN TEAM, WE HAVE FOUR– WHAT WE’RE SORT OF CALLING BUCKETS. THESE ARE THE CONSIDERATIONS THAT WE KNOW THAT WE HAVE TO REALLY WORK THROUGH IF WE’RE GOING TO BRING THINGS FORWARD. THE FIRST ONE IS A USABLE INNOVATION. THIS IS– MTSS IS THE FIRST ONE TO GO THROUGH HERE, BUT YOU COULD PUT DEEPER LEARNING IN THERE, PERSONALIZED LEARNING, FEEDBACK. YOU COULD USE ANY INNOVATION IN THAT SPOT, BUT WHAT WE KNOW WE NEED TO DO THERE IS TO DEFINE IT VERY CLEARLY SO THAT WE KNOW WHAT IT IS, AND TO EXAMINE THE RESEARCH SO THAT WE KNOW THAT THERE’S A PRETTY GOOD BASIS BEHIND WHAT IT IS THAT WE’RE BRINGING FORWARD AND HOW WE’RE DEFINING IT. WE ALSO HAVE A SUPPORTS PIECE IN THERE, WITH THAT TRAINING AND COACHING. HOW, IF WE’RE BRINGING THIS USABLE INNOVATION FORWARD, WE KNOW THAT WE NEED TO BE DELIBERATE AND INTENTIONAL ABOUT HOW WE SUPPORT STAFF IN BRINGING IT FORWARD. WHAT TRAINING, WHAT PROFESSIONAL LEARNING IS NEEDED? DATA AND SYSTEMS AND EVALUATION ARE VERY MUCH A PART OF THIS, BECAUSE WE HAVE TO KNOW IF WHAT WE’RE DOING IS WORKING. SO WE HAVE TO HAVE THOSE THINGS PUT IN PLACE AS OUR CHECKS FOR, “YES, THIS IS GOOD, “WE’RE SEEING RESULTS,” OR, “NO, WE’RE NOT, AND “WE NEED TO GO BACK AND TWEAK.” AND THEN COMMUNICATION, WHICH IS A HUGE PIECE– HOW DO WE GET THE WORD OUT TO EVERYONE IN THE STATE, TO MDE AND THE PEOPLE THAT WORK HERE, TO THE DISTRICT, TO THE PARENTS? WHAT IS IT ABOUT THAT INNOVATION THAT WE NEED TO GET OUT, AND HOW ARE WE GOING TO DO IT? SO THIS IS REALLY ABOUT BUILDING A SYSTEM OF HOW WE GO ABOUT DOING OUR WORK, AND THAT WE’RE MINDFUL OF THOSE PIECES AS WE BRING THINGS FORWARD. THE IDENTIFICATION TEAMS FOR IMPLEMENTATION TEAMS– BECAUSE THAT’S OUR NEXT STEP– WE ARE REALLY WORKING ON THAT NOW, SAYING, “WHAT ARE “THE PERSPECTIVES? “WHAT ARE THE COMPETENCIES “WE NEED TO FILL OUT “ALL OF THOSE AREAS TO MAKE SURE “WE HAVE THE EXPERTISE AND “THE PEOPLE INTERNAL AND “EXTERNAL THAT CAN HELP US “TO MOVE THOSE THINGS FORWARD?” WE ARE DEFINING THE LEARNER CENTERED SUPPORTS. AS I SAID, WE STARTED WITH MTSS, AND NEXT AFTER THAT, WE ARE GOING TO DO ALL OF THOSE COMPONENTS IN THE FOCUS AREA– WILL GO INTO THIS USABLE INNOVATION, SO THAT WE’RE VERY CLEAR, AND AGAIN, SO THAT WE WILL HAVE MANY OF THOSE PIECES GOING OUT TO SUPPORT THE 10 IN 10 AND TO HELP THOSE PEOPLE THAT ARE DOING THAT IN THE FIELD OR ARE LOOKING AT BEGINNING TO DO THOSE PIECES. THE TRANSFORMATION ZONE, I SAID I WOULD COME BACK TO THAT. WHERE WE ARE WITH THAT RIGHT NOW IS WE ARE LOOKING FOR THREE TRANSFORMATION ZONES TO BRING FORWARD IN THE STATE. AND WE HAVE A PROTOCOL FOR THAT. WE HAVE GONE OUT AND MADE THE PRESENTATIONS. WE HAVE HAD THREE ISDs COME FORWARD AND SAY THEY WOULD LIKE TO BE A PART OF THIS. AND WE HAVE LOOKED AT MAPS AND ALL OF THE OTHER PIECES THAT WE BROUGHT THE MAPS HERE THAT HELP US LOOK AT THE STATE. BECAUSE WE WANT TO HAVE A SLICE OF THE STATE, BUT WE ALSO WANT TO MAKE SURE THAT WHERE WE ARE GOING, THAT THEY UNDERSTAND THE COMMITMENT, AND THAT THERE ARE SOME READINESS FACTORS, AND THAT WE COULD GO IN AND WORK WELL TOGETHER. SO IT’S A MUTUAL AGREEMENT THAT WE WOULD LIKE TO WORK WITH THEM, AND WE WANT THEM TO WANT TO WORK WITH US. SO WE ARE STARTING WITH NINE ISDs THAT WE ARE GOING TO GO OUT NOW AND TALK TO ABOUT THIS AND HAVE MEETINGS WITH THEM AS TO BETTER EXPLAIN, SO THAT WE CAN EXPLAIN THE COMMITMENT, KIND OF THE GIVE AND GET– WHAT WE WOULD BE GIVING, AND WHAT THEY WOULD BE GETTING, AND VICE VERSA, WHAT WE WOULD BE GETTING AND GETTING FROM THEM. WE WANT TO TALK ABOUT THE READINESS FACTORS AND THE NEED, USING THE HEXAGON TOOL AND SOME OTHER FACTORS SO AGAIN WE CAN COME TO THAT MUTUAL AGREEMENT ON, “THIS IS A REALLY GOOD PLACE “TO START THIS.” SO WE WILL DO THREE OF THOSE. WHEN WE ARE DONE WITH THE PROCESS, WHICH WE’RE HOPING IS THE BEGINNING OF FEBRUARY, WE WILL HAVE CHOSEN MUTUALLY THREE OUT OF THE NINE. TO BUILD ADDITIONAL INFRASTRUCTURE THROUGHOUT MDE, WE HAVE SPENT SOME TIME LOOKING AT OUR MEETINGS AND THE WAY THAT WE CONDUCT BUSINESS. SO WE HAVE CHANGED AGENDAS. WE’VE EVEN CHANGED THE PLACE WHERE WE MEET IN SOME CASES TO BEING– TO FACILITATE MORE ENGAGEMENT, SO THAT WE CAN HAVE MORE DIALOGUE. WE HAVE MADE OUR DEPUTY SAA MEETINGS MUCH LONGER SO THAT WE HAVE MORE TIME TO REALLY DIALOGUE ABOUT THINGS AND WRESTLE WITH SOME OF THESE BIG IDEAS. AND WE HAVE CHANGED OUR AGENDAS TO TRY TO PRIORITIZE WHAT WE’RE DOING AND TO HAVE IT BE VERY EVIDENT ON THE PURPOSE OF WHY WE ARE BRINGING THOSE THINGS FORWARD. LEADERSHIP, WE HAVE MOVED SO THAT WE CAN GET THE MORE ENGAGEMENT AND HAVE PEOPLE CLOSER TOGETHER, AND REALLY BRING THINGS THAT NEED DIALOGUE AND NEED GOOD THINKING IN THE ROOM. OUR CABINET MEETINGS ARE ALSO LONGER, AGAIN, SO THAT WE CAN HAVE MORE TIME TO DIALOGUE AROUND OUR DIRECTION AND WHERE WE’RE GOING. WE’VE DEVELOPED A COMMUNICATION PLAN WHICH WE CONTINUE TO WORK ON. I THINK COMMUNICATION IS ONE OF THOSE SO IMPORTANT THINGS, BUT IT IS ALSO VERY DIFFICULT TO MANAGE AT TIMES. IT SEEMS LIKE YOU CAN NEVER HAVE ENOUGH OF IT, OR NOT BE JUST RIGHT. SO WE CONTINUE TO WORK ON WHAT THAT IS. WITH OUR TOP 10– YOU HAVE HEARD OF THE TACO TUESDAYS. WELL, AT THE STATE DEPARTMENT, IT’S TOP 10 TUESDAYS. SO WE’RE LOOKING AT TUESDAY. WE HAVE ONE VIDEO THAT I HOPE YOU SAW, THE 10 IN 10 IN 2 WE’RE CALLING IT, ON TUESDAYS. BUT 10 IN 10 IN 2 IS JUST GIVING SOME BITES OF INFORMATION ABOUT TOP 10, AND IT’S IN TWO MINUTES. SO WE’RE HOPING PEOPLE ARE BUSY, AND MAYBE THEY CAN’T WATCH A 20-MINUTE VIDEO, BUT PERHAPS THEY WOULD HAVE TIME TO WATCH A 2-MINUTE VIDEO ABOUT WHERE WE ARE. ON THE TUESDAYS THAT WE DON’T HAVE THE VIDEO, WE’RE GOING TO HAVE E-NOTES, AND THOSE, AGAIN, WILL BE VERY SHORT BLURBS OF JUST GIVING US MORE INFORMATION ABOUT THE 10 IN 10. WE HAVE POSTERS AND STICKERS. WE’RE GOING OUT TO CONFERENCES AND THINGS SO THAT WE CAN HAVE MORE PERSONAL CONTACT AND GIVE STICKERS AND TALK TO PEOPLE IF THEY HAVE QUESTIONS, AND HELP THEM UNDERSTAND OUR FOCUS AREAS AND THE DIRECTION THAT WE’RE GOING. WE ALSO HAVE THE WEB, AND OUR TWO TRANSFORMATION SPECIALISTS ARE MAKING APPOINTMENTS TO GO OUT TO THE VARIOUS OFFICES AT MDE TO, AGAIN, GET A LITTLE MORE PERSONAL TOUCH IN SMALLER GROUPS TO ANSWER QUESTIONS AND BRING INFORMATION ABOUT THAT. SO WE CONTINUE TO WORK ON THE COMMUNICATION PIECE, AND– AND WE WILL. WE MEET AFTER DEPUTY SAA WEEKLY, EVERY WEEK SO THAT WE CAN TALK ABOUT WHAT WE NEED TO GET OUT, AND WHERE ARE WE IN THE PROCESS. IN ADDITION, WE HAVE THE REORGANIZATION THAT HAS KIND OF BEEN HANGING, AND WE HAVE BEEN WORKING ON THAT FOR A WHILE. IT WAS– I THINK WE WERE VERY AMBITIOUS IN THE BEGINNING, WHICH WAS GOOD, BUT WE HADN’T EXACTLY DEFINED WHAT IS IT THAT WE ARE BRINGING FORWARD IN 10 IN 10, WHAT’S REALLY IN TOP 10, AND WHAT IS IN ESSA. SO WE HAVE THESE TWO BIG PIECES THAT WE NEED TO MOVE FORWARD, BUT WE REALLY NEEDED TO GET A BETTER HANDLE ON WHAT IS THAT WORK? BECAUSE THAT IS OUR GOAL, TO ORGANIZE OURSELVES AROUND THE WORK, TO BUILD THE SYSTEMS, AND TO BUILD OURSELVES SO THAT WE CAN RAISE THE ACHIEVEMENT FOR STUDENTS SO THAT WE CAN SUPPORT EACH OTHER, SO THAT WE CAN HAVE PEOPLE THAT ARE INTERESTED AND HAVE EXPERTISE IN THE AREAS WHERE THEY NEED TO BE TO BRING PIECES FORWARD. SO THAT PIECE, WE ARE NOW ABLE TO HAVE DEEPER CONVERSATIONS, BECAUSE WE UNDERSTAND WHAT THE WORK IS THAT WE’RE BRINGING FORWARD. SO WE ARE IN THE PROCESS OF HAVING RETREATS AROUND THAT RIGHT NOW. THERE ARE SOME OTHER THINGS THAT ARE ONGOING AND THAT WE’RE STARTING. THE SEAL OF BILITERACY WAS IN THE 10 IN 10, AND THAT’S A PIECE THAT WE’RE MEETING ON TO GET THAT DONE. THAT’S ONE OF THOSE PIECES THAT WE’RE TALKING WITH THE PEOPLE THAT HAVE ACTUALLY GOT THAT, AND WE CAN SAY, “OKAY, WE CAN GET THAT MOVING.” WE CONTINUE TO SUPPORT THE EXPANSION AND THE QUALITY OF THE EARLY CHILDHOOD PROGRAMMING, AND THE SECONDARY ATTAINMENT P-20. WE HAVE MANY PIECES THAT WE HAVE BEEN WORKING ON WITH THAT, AS WELL AS THE PARTNERSHIP. SO ALL OF THAT WORK IS CONTINUING, AND WE’RE SUPPORTING THAT. WE ARE STRENGTHENING OUR STRATEGIC PARTNERSHIPS. THE PARENT ENGAGEMENT PIECE IS BIG, AND WE’RE STARTING TO WORK ON THAT IN A VERY CONCENTRATED WAY IN JANUARY. AND THE DISTRICT PARTNERSHIP MODEL IS A PART OF TOP 10 AND ESSA, AND WE HAVE BEEN WORKING TO DEFINE THAT AND GET THOSE PIECES MOVING. AND THEN, OF COURSE, THE EFFECTIVE EDUCATOR WORKFORCE SUPPORTS AND OPPORTUNITIES. THAT’S ALSO CONTINUING CONVERSATION, AND WORKING ON PIECES OF THAT TO BRING THAT OUT. SO THAT IS JUST KIND OF A LOOK AT SOME OF THE PIECES THAT WE HAVE BEEN DOING. A LOT OF THIS YEAR, I HAVE TO SAY– AND I KEEP SAYING IT– IS A LOT OF BUILDING THE INFRASTRUCTURE, BUILDING THE SYSTEMS, BECAUSE WE NEED TO HAVE THOSE. WE CAN’T ADDRESS NEW INITIATIVES LIKE IT’S A NEW INITIATIVE. WE HAVE TO HAVE WAYS TO ADDRESS WHAT IS COMING FORWARD SO THAT WE CAN GET IT OUT MORE QUICKLY, AND SO THAT WE CAN SUSTAIN THE PRACTICES THAT WE’RE PUTTING IN PLACE, AND SO THAT, MOST IMPORTANTLY, WE CAN SUPPORT THE EDUCATORS AND LEARNERS THAT ARE ON THE OTHER END OF THESE.>>SO IN ADDITION TO THAT, IN MY SCHOOL VISITS TO MACOMB ISD AND THEIR SCHOOL DISTRICTS, TO CHARLEVOIX AND THE ISD AND THEIR DISTRICTS, AND TO TRAVERSE CITY IN THE PAST WEEK, I WAS HEARING FROM ALL OF THOSE DISTRICTS HOW THEY ARE TAKING TOP 10 IN 10 AND WHAT PIECES THEY ARE BEGINNING TO IMPLEMENT. SO THE WORK IS GOING ON ALL OVER THE STATE IN TERMS OF IMPLEMENTING TOP 10 IN 10. AND THAT’S WHAT WE WANT TO SEE– THE VERY SCIENTIFIC, SPECIFIC WAY THAT WE’RE DOING IT AS A DEPARTMENT, BUT ALSO SEE LOCAL DISTRICTS AND ISDs– WE WANT TO SUPPORT THEM AND THEIR IMPLEMENTATION OF TOP 10 IN 10. SO THERE IS A LOT OF GOOD WORK GOING ON. PAM?>>SO THANK YOU, NORMA JEAN, FOR ALL OF YOUR WORK ON THIS. AND BRIAN, WE’RE MOVING RIGHT AHEAD, AND THANKS TO YOU. JUST A FEW QUESTIONS. I– I FEEL A LITTLE LOST, AS WE HAVE GONE FROM THIS 10,000-FOOT LEVEL COMING DOWN TO THE GROUND. SO I’M HOPING THAT WE CAN GET SOME BINDERS THAT START WITH THE GOAL AND WALK THEIR WAY THROUGH WHERE WE ARE NOW, SO WE CAN CONNECT ALL OF THIS. AND IF YOU COULD– I THINK ONE OF THE THINGS THAT I HAD ASKED FOR THAT WOULD HELP ME IS IF YOU, YOU KNOW, TALK ABOUT ALL OF THE DIFFERENT LEVELS, LIKE THE GOALS TO THE ACTION PLAN. IF YOU COULD, LIKE, DEFINE WHERE WE’RE GOING, YOU KNOW, WHERE ARE WE STARTING FROM AND WHAT ARE THE DIFFERENT PIECES AND LAYERS TO THIS.>>CAN I JUST SAY THAT THE STRATEGIC PLAN IS ON THE WEBSITE– IS KIND OF STILL THE TOP VIEW. AND AS WE GET FURTHER INTO THIS, WE’RE GOING TO BE ABLE TO GET MORE SPECIFIC AS WE GO. BUT WE HAVE THE ROLES IDENTIFIED WITHIN THAT STRATEGIC PLAN, AND IT IS CONNECTED BACK TO THE SPECIFIC STRATEGIES IN THE ORIGINAL DOCUMENT, SO THERE IS A CROSSWALK, AND IT IS ALSO ACROSS EACH AREA.>>OKAY.>>BUT WE KNOW THAT WE NEED TO GET– TO FUNNEL THAT DOWN SO THAT IT DOES FEEL MORE DOABLE, LIKE WHAT I AM ACTUALLY DOING. SO WE’RE UP HERE, AND THAT’S OUR GOAL, TO JUST SLOWLY GET IT DOWN TO A LEVEL THAT IS MORE GRANULAR.>>BECAUSE I KNOW SOME OF THE QUESTIONS– AND YOU KNOW I’LL BRING UP THIS QUESTION ABOUT CLOSING THE GAP FOR WHAT I’M ASSUMING STILL IS OUR LOWEST ACHIEVING, WHICH IS AFRICAN AMERICAN MALES, AND, YOU KNOW, WHERE IS THAT– DO I SEE THIS ANYWHERE YET? HAVE WE DEFINED THAT YET? I KNOW WE HAD THAT– THAT PRESENTATION. AND SO HOW DOES THAT FIT IN, BECAUSE THAT WAS SOME OF THE QUESTIONS THAT THEY EVEN HAD. ARE WE THERE YET?>>IT IS VERY MUCH IN THE LEARNER CENTERED SUPPORTS, BECAUSE AS WE KNOW THAT THOSE ARE TIER I, THAT IF WE CAN HAVE ALL OF OUR STUDENTS DOING WELL IN THOSE AREAS, WE KNOW THAT WE WILL HOPEFULLY CLOSE THE ACHIEVEMENT GAP. ALSO, THE CULTURAL COMPETENCIES AND THOSE PIECES ARE IN THE EDUCATION WORKFORCE, AS WELL AS THE PERSONALIZED LEARNING PIECES OF THE LEARNER CENTERED, AND THEN THE PARTNERSHIPS THAT WE HAVE TO MAKE. SO YES, THEY ARE DEFINITELY IN THERE, AND IT’S ALSO IN ESSA. AND AS WE LOOK AT GOING FORWARD WITH PARTNERSHIP DISTRICTS AND WE ADDRESS THE WHOLE CHILD, THOSE ARE OTHER OPPORTUNITIES TO SPECIFICALLY TARGET THOSE AREAS.>>AND GOOD TO HEAR ABOUT THE PARENT ENGAGEMENT. I WAS GOING TO BRING THIS UP DURING THE ESSA DISCUSSION– IS THAT THE MEETINGS FOR THE MOST PART ARE HAPPENING IN THE DAY, SO YOU ARE NOT GOING TO GET PARENTS– I MEAN, IF THAT IS WHERE WE’RE GETTING OUR PARENT ENGAGEMENT FOR THIS. BUT I WAS GOING TO BRING IT UP WITH VENESSA DURING THE ESSA DISCUSSION, TOO.>>AND FAMILY ENGAGEMENT, ACTUALLY, SUSAN WILL BE WORKING TO BRING A LOT OF THAT FORWARD, AND WE’RE AT THE VERY STARTING POINT OF THE PLANNING WITH THAT. SO IT WAS NOT–>>GOTCHA, OKAY.>>HELLO. TAKING A FEW YEARS TO GET RID OF THESE PESKY SUPERINTENDENTS, BUT– [ LAUGHTER ]>>NEW JOB, EH?>>BRIAN HAS A MEETING WITH THE GOVERNOR THIS HOUR, WHICH IS WHEN HE COULD DO IT, AROUND THE FAILING SCHOOLS LIST. SO I TOLD HIM, WELL, A, DON’T THROW ANYONE OFF UNLESS THERE’S A HIGH QUALITY ALTERNATIVE, AND B, GET THAT EXECUTIVE ORDER RESCINDED. AND WE’LL CHECK IN WITH HIM WHEN HE GETS BACK, SEE IF HE’S GOING TO HELP WITH IT. KATHY, AND THEN EILEEN, PLEASE.>>THANK YOU, JOHN. REALLY INTERESTING TO HEAR HOW THOROUGHLY YOU HAVE BEEN DOING ALL OF THIS. IT’S VERY IMPRESSIVE. BUT WE GOT AN EMAIL FROM SOMEONE WHO– IT WAS WITHIN THE LAST WEEK OR TWO– ABOUT THE NEED TO– HE THOUGHT THAT THIS WAS– SOMETHING WAS DIFFERENT FROM THE TOP 10 IN 10, AND YOU PROBABLY HAVE IT IN HERE SOMEPLACE, BUT IT– AND IT’S SOMETHING I’M CONCERNED ABOUT TOO. WE HAVE TO WORK– WE HAVE TO GET THE INVOLVEMENT OF THE DEPARTMENT OF SOCIAL– NOW IT’S CALLED HUMAN SERVICES AND HEALTH, AND OTHER AGENCIES. AND THAT’S TRUE AT THE STATE LEVEL, BUT ALSO AT THE LOCAL LEVEL, THAT SOME OF THESE CLOSING ACHIEVEMENT GAP– IT’S NOT GOING TO HAPPEN WITH JUST THE SCHOOLS. IT NEEDS TO BE EXTENDED BEYOND THE SCHOOLS AND WORK WITH FAMILIES. AND IS THAT EMBEDDED IN THERE SOMEPLACE, AND I DIDN’T QUITE HEAR?>>YES, THAT WILL BE PART OF THE FAMILY ENGAGEMENT PIECE, BUT ALSO THAT’S THE PARTNERSHIP PIECE. SO WE NEED TO CONTINUE TO WORK ON THOSE PARTNERSHIPS, EXTERNAL AND INTERNAL PARTNERS, TO MAKE THIS HAPPEN. AND WITH OUR PARTNERSHIP DISTRICTS, WE KNOW THAT WE HAVE TO ADDRESS THE WHOLE CHILD, SO THAT VERY MUCH BRINGS IN THOSE OTHER SERVICES THAT ARE ABSOLUTELY KEY. AND THAT’S WHY WE SAY WE CAN’T LOOK AT THIS ANY LONGER AS ONE LITTLE STRATEGY OR ONE PIECE. WE HAVE TO LOOK TOTALLY– WHAT ARE THE PIECES THAT WE HAVE TO BALANCE AND PUT TOGETHER FOR THE NEEDS OF A DISTRICT, OR EVENTUALLY, EACH STUDENT?>>THANK YOU. EILEEN, AND THEN RICHARD.>>NORMA JEAN, WHAT YOU HAVE BEEN DOING IS TOTALLY THANKLESS, BEHIND THE SCENES, HIDDEN FROM VIEW WORK, AND I WANT TO BE ONE OF THE PEOPLE WHO THANKS YOU, BECAUSE WE’RE GOING TO MISS YOU.>>THANK YOU.>>AND I KNOW WE PROBABLY WILL GET A CHANCE TO TELL YOU THAT BEFORE YOU GO AGAIN, BUT ONE THING I WANT TO ASK THAT’S A LITTLE OUT OF THE BOX IS YOU HAVE BEEN DOING THIS SO DEEPLY THAT I KNOW YOU UNDERSTAND WHAT THE ASPIRATIONS ARE FOR THE DEPARTMENT, AND THIS PROGRAM, AND WHAT THE REALITIES ARE. AND IF THERE WERE A SUPERINTENDENT APPROVED WAY FOR YOU TO PUT DOWN A SMALL CHEAT SHEET FOR US SO THAT WE CAN HAVE THE HOPE, AND ALSO JUST ASK FROM TIME TO TIME WHAT A REALISTIC SCHEDULE IS FOR BEING ABLE TO ACTUALLY BRING THIS TO FRUITION IN ALL OF THE AREAS THAT YOU ENVISION– I KNOW YOU’LL BE– THAT’S A DEPARTMENT MEMO, I’M SURE, BUT I WOULD LOVE FOR THE BOARD TO SEE IT, TOO, SO THAT WE CAN ANSWER QUESTIONS AND HELP THE DEPARTMENT SAY, “BUT NORMA JEAN SAID WE CAN “DO THIS ON THIS SCHEDULE.”>>YES, WE HAVE BEEN STRUGGLING WITH THE TIMELINE. I FEEL LIKE A LOT OF THINGS ARE STARTING TO COME TOGETHER NOW. LIKE I SAID, WE KNOW THE WORK IN ESSA. WE KNOW MORE OF THE WORK OF THE 10 IN 10. SO NOW WE HAVE– LIKE IN FEBRUARY, WE SHOULD HAVE DETERMINED OUR TRANSFORMATION ZONES, AND WE WILL HAVE OUR SCHEDULE FOR, OKAY, WHEN WE’RE HAVING OUR DESIGN TEAM– THOSE USEABLE INNOVATIONS WITH OUR LEARNER CENTERED SUPPORTS– WHEN CAN WE GET THOSE DONE? SO WE’RE KIND OF NOW, I THINK, AT A BETTER POINT WHERE WE CAN SAY, “OKAY, LET’S PUT THIS–” WE’RE AT A POINT WHERE WE CAN START GETTING TIMELINES TOGETHER.>>I WOULD LOVE TO SEE US BEAT YOUR SCHEDULE, BUT MY SCHEDULE IS THREE YEARS FOR MTSS IN ALL SCHOOLS IN MICHIGAN. FOUR, FIVE YEARS, OR SIX YEARS, BECAUSE WITHOUT THAT GOAL, THE PROBLEM IS WE MISS ANOTHER COHORT OF ELEMENTARY SCHOOL CHILDREN WHO WON’T HAVE THAT GOOD START FOR MOVING AHEAD AND DOING WELL IN SCHOOL. AND I KNOW HOW EASY IT IS FOR– FOR SOMETHING AS LARGE AS THIS TO GET BOGGED DOWN. I ALREADY FEEL LIKE WE’RE 20 YEARS BEHIND SCHEDULE, SO I DON’T WANT TO FALL BEHIND ANY MORE. THANKS.>>GREAT, THANK YOU.>>THANK YOU.>>OKAY, RICHARD?>>I’M– I’M A LITTLE FOGGY BECAUSE OF A LOT OF ABSTRACTIONS. I– LIKE WHEN YOU SAY, “WE MOVE FORWARD,” I ASSUME THAT MEANS EMBRACING OR IMPLEMENTING MORE EFFECTIVE PROCEDURES OR– OR PRACTICES, BUT I– I WANT TO ASK WHAT IN THE DEPARTMENT’S VIEW ARE THE THINGS MICHIGAN LACKS THAT KEEPS IT FROM BEING ONE OF THE TOP TEN STATES IN EDUCATION?>>WELL, THAT’S WHAT WE’RE TRYING TO DO, TO BUILD A SYSTEM SO THAT WE DEFINE CLEARLY WHAT IS MTSS. WE NEED A DEFINITION THAT IS SUPPORTED BY RESEARCH– SAYS, “THESE COMPONENTS WILL HELP “STUDENTS TO RAISE “THEIR ACHIEVEMENT.” SO I BELIEVE THAT IF WE CLEARLY IDENTIFY THOSE AND COMMUNICATE THOSE OUT SO THAT EVERYONE CAN USE THAT, THAT IS ONE PIECE THAT I THINK WOULD BE HELPFUL, THAT WE COULD BE BACK TO OUR MISSION OF SUPPORTING LEARNERS AND LEARNING, THAT THAT WOULD HELP TO DO THAT– BEHIND IT AND PUT IT OUT THERE AND THEN PROVIDE SUPPORTS THROUGH PROFESSIONAL LEARNING AND THE OTHER PIECES TO MAKE IT HAPPEN.>>SO I THINK I’M HEARING A MIX OF MEANS AND ENDS. AND I WANT TO JUST– WHAT ARE THE ENDS THAT WE’RE MISSING? AND THEN WE CAN TALK SENSIBLY ABOUT WHAT ARE THE STRATEGIES MOST LIKELY TO HELP US REACH THOSE ENDS? SO WHAT ARE THE ENDS THAT– THAT WE WANT TO ACCOMPLISH, AND THEN– AND I UNDERSTAND THE PROCESS IS TO IDENTIFY THE EFFECTIVE STRATEGIES FOR REACHING THOSE.>>MM-HMM. WE NEED TO RAISE STUDENT ACHIEVEMENT. OUR SCORES ARE NOT THERE, AND SO WE WANT TO MAKE SURE THAT WHEN WE SAY ACHIEVEMENT THAT WE’RE MEASURING IN MULTIPLE WAYS, AND WE NEED TO RAISE IT.>>THANK YOU. AND IT MIGHT BE HELPFUL, RICHARD, FOR YOU TO ASK BRIAN THOSE QUESTIONS, TOO, AS YOU PROCEED. YOU KNOW, WHAT– THE GOAL IS TO MOVE US INTO LEARNING OUTCOMES AND ACHIEVEMENT. THAT IS TOP 10 IN 10, I WOULD PRESUME. YOU KNOW, WHAT ARE THE MAJOR STRATEGIES THAT ARE GOING TO GET US THERE?>>WELL, I HEAR PAM SAYING THAT IT IS FOCUSED ON THE… THE LEARNERS THAT HAVE TRADITIONALLY NOT DONE WELL. IS THAT– IS THAT THE PRIMARY MEANS? OR IS IT– I HEAR YOU SPEAK IN GENERAL TERMS LIKE ACHIEVEMENT ACROSS THE BOARD, AND THAT SUGGESTS TO ME MULTIPLE MEANS, BECAUSE THE NEEDS OF TRADITIONALLY POOR-PERFORMING STUDENTS WOULD SEEM– INTUITIVELY WOULD SEEM TO BE DIFFERENT FROM THOSE OF THE AVERAGE OR HIGH-PERFORMING STUDENTS.>>WE DO NEED TO RAISE ACHIEVEMENT ACROSS THE BOARD. WE ALSO KNOW THAT WE WILL NEVER BE A TOP 10 STATE IF WE DON’T PARTICULARLY PAY ATTENTION TO SOME OF OUR POPULATIONS THAT NEED MORE SUPPORT. SO I THINK IT IS BOTH OF THOSE PIECES. AND YES, THEY ARE– WHEN WE LOOK AT PARTNERSHIP SCHOOLS, WHEN WE LOOK AT THE MULTI-TIERED SYSTEMS OF SUPPORTS, IT’S SORT OF LIKE YOU HAVE A MENU OF STRATEGIES THAT WILL HELP STUDENTS, BUT YET, WHO KNOWS BETTER THEIR STUDENTS AND THEIR COMMUNITY THAN THE PRINCIPAL AND THE PEOPLE THERE. SO WHEN THEY LOOK AT THE MENU AND THEY LOOK AT THEIR DATA, AND THEN THEY LOOK AT THE SUPPORTS, THEY CAN MATCH THEM, AND WE CAN HELP SUPPORT THEM TO CHOOSE THE PIECES THAT WILL HOPEFULLY MAKE THE DIFFERENCE. AND IF WE HAVE A VERY STRONG TIER I APPROACH, WE’RE HOPING THAT WE HAVE FEWER STUDENTS IN TIER II OR TIER III THAT NEED THE ADDITIONAL SUPPORT. BUT WE KNOW THAT THERE IS THE LIKELIHOOD OF THERE BEING SOME OF THOSE STUDENTS, SO WE CAN FOLLOW UP WITH THAT. BUT ALWAYS USING THE DATA TO HELP GUIDE US SO THAT WE KNOW, AND THE EVIDENCE-BASED PRACTICE OF WHAT– WHAT WORKS.>>ANOTHER QUESTION– YES, TRACY?>>DID YOU WANT TO SAY SOMETHING? I JUST– I’M SO GRATEFUL TO SEE THINGS IN HERE THAT I BELIEVE IN PASSIONATELY ABOUT AS WELL. AND I KNOW THE JOURNEY THAT IT HAS BEEN TO BE ABLE TO TRANSFORM THE PRACTICE IN THE CLASSROOM, AND THAT REQUIRED A LOT OF SUPPORT. FOR MY OWN LEARNING AND THAT OF MY– MY COLLEAGUES. AND SERVING IN A COACHING CAPACITY NOW, I SEE THE POWER IN THAT ONE-ON-ONE SUPPORT OF TEACHERS, AND BEING ABLE TO HELP MAKE MEANING AROUND WHAT THESE DIFFERENT STRATEGIES AND INITIATIVES MEAN. AND– BECAUSE THERE ARE A WIDE VARIETY OF INTERPRETATIONS EVEN OF JUST PERSONALIZED LEARNING, AND– WHICH IS ONE OF THE EFFORTS THAT WE HAVE BEEN REALLY WORKING TOWARD IN OUR DISTRICT– IS PERSONAL MASTERY, PERSONALIZED LEARNING, COMPETENCY-BASED– KIND OF HOWEVER YOU WANT TO NAME THAT. AND IT’S BEEN SEVERAL YEARS– WHEN YOU TALK TIME LINES, I THINK OF THE AMOUNT OF TIME THAT IT HAS TAKEN JUST TO GET WHERE WE ARE CURRENTLY, AND WE STILL HAVE A REALLY LONG WAY TO GO INTO HAVING EVERYBODY HAVE A COMMON UNDERSTANDING. AND THAT’S JUST IN OUR VERY SMALL DISTRICT, SO WHEN I THINK ABOUT WHAT HAS SUPPORTED ME AND MY UNDERSTANDING OF WHAT I SEE HERE– AND AGAIN, MY INTERPRETATION MIGHT BE A LITTLE BIT DIFFERENT, BUT IT HAS BEEN NETWORKS OF SUPPORT IN AND OUT OF THE DISTRICT, ONGOING COACHING, OPPORTUNITIES TO BE COLLABORATIVE WITH MY COLLEAGUES. BECAUSE THE USE OF DATA THAT YOU WERE SPEAKING OF, TOO, WHICH IS INCREDIBLY IMPORTANT, THERE IS NOT ALWAYS AN UNDERSTANDING ABOUT HOW TO USE THE DATA WELL, AND HOW TO MAKE SURE THAT WE’RE IMPLEMENTING STRATEGIES WITH INTEGRITY. BECAUSE EVERYBODY’S INTERPRETATION, WHEN WE HAVE PROFESSIONAL DEVELOPMENT, PROFESSIONAL LEARNING OPPORTUNITIES– OFTENTIMES THERE’S– AGAIN, EITHER IT’S NOT AT A TEACHER’S READINESS LEVEL FOR OUR OWN LEARNING OF UNDERSTANDING HOW TO PUT THAT INTO PRACTICE AND DEVELOP THE ONGOING CONVERSATION AND CONTINUOUS SUPPORT. WE CAN HAVE PROFESSIONAL LEARNING OPPORTUNITIES, BUT WITH NO CONTINUATION OF THE CONVERSATION, NOTHING ACTUALLY IS APPLIED IN PRACTICE. SO KNOWING THAT, I JUST– I JUST AM HOPING THAT THERE’S A LOT OF THINKING AND SUPPORT AROUND PERSONALIZED LEARNING FOR TEACHERS, AND KNOWING THAT WE’RE GOING TO BE SUPPORTED ALONG THAT WAY. BECAUSE I KNOW IT FEELS VERY DEFEATING AT TIMES, WHEN WE’RE– EVERYBODY IS WORKING THEIR HARDEST AND DOING THE BEST THEY CAN FOR THEIR STUDENTS, BUT IF WE DON’T HAVE AN UNDERSTANDING OF THESE DIFFERENT PRACTICES AND WHAT THEY MEAN, IT’S– IT CAN FEEL PUNITIVE AT TIMES, AND YOU FEEL LIKE YOU ARE BEING EVALUATED AND HELD TO A VERY HIGH LEVEL OF ACCOUNTABILITY, ESPECIALLY WITH STANDARDIZED TESTING IN PLACE. AND THEN NOT BEING SUPPORTED IN THE LEARNING OR UNDERSTANDING OF HOW TO ACTUALLY TRANSFORM OUR PRACTICE– THAT– BUT SO MANY GREAT THINGS ARE ALREADY HAPPENING, IT’S JUST HOW TO MAKE ALL OF THOSE PIECES COME TOGETHER. AND IT’S JUST– I KNOW WITHOUT ALL OF THAT ONGOING SUPPORT, I WOULD NOT HAVE UNDERSTANDINGS OF THIS–>>WELL, AND THAT PART OF THAT TRANSFORMATION ZONE IS TO SEE WHAT WORKS AS WE DO THREE OF THEM ON A SMALLER SCALE, AND THEN WE SCALE UP, SO THAT WE LEARN OUR LESSONS LEARNED, AND CAN BE A PART OF THAT. BUT THE COACHING AND PROFESSIONAL LEARNING IS HUGE IN THERE. AND WITH ALL OF THESE PIECES, THE EDUCATION WORKFORCE PIECE– THAT WHOLE PIECE IS CRITICAL, WHICH IS WHY IT’S A WHOLE SECTION OF THAT. THE OTHER PIECE IS THAT IN LEARNER CENTERED SUPPORTS IS FEEDBACK. AND THAT’S ONE OF THE COMPONENTS THAT IS HAILED AS, I THINK, A VERY DEEP DRIVER. AND SO WE HAVE ALREADY BEGUN WITH THAT TO DEFINE IT, AND TO WORK WITH PARTNERS TO GET SOME PROFESSIONAL LEARNING AND COACHING AROUND THAT. BUT THE WHOLE GOAL OF FEEDBACK– AND THERE ARE MANY LEVELS OF FEEDBACK, BUT IT IS– THE GOAL IS CONTINUOUS IMPROVEMENT.>>MM-HMM.>>AND THAT’S ALL– YOU KNOW, THAT’S WHAT WE HOPE FOR, THAT WE JUST CONTINUE TO GET BETTER AND BETTER WITH ALL OF THIS. AND THERE ARE SPECIFIC STRATEGIES, WHICH YOU WELL KNOW, BEING A COACH, AS TO HOW, YOU KNOW, YOU CAN HELP PEOPLE TO HAVE THAT CONTINUOUS IMPROVEMENT MINDSET AND THE TOOLS TO ACTUALLY IMPROVE. SO THAT IS ALSO, I THINK, A VERY CLEAR LINK TO THAT PIECE.>>EILEEN? THE LAST QUESTION.>>SORRY– AND THAT’S REALLY DIFFICULT KNOWLEDGE. WE DON’T TOUCH THAT OR SEE THAT FROM THE BOARD LEVEL. AND SO FOR US, WE GET MEMOS, WE READ IT, WE ACT ON IT OR WE DON’T ACT ON IT. WE FORGET HOW DIFFICULT IT IS TO ACTUALLY WALK INTO A CLASSROOM WITH 26 TO 30 KIDS, ALL OF WHOM NEED ATTENTION RIGHT THEN AND THERE, AND TO FIND THE CENTER, THE PIECE TO BE ABLE TO IMPLEMENT THIS WITH AS MANY CHILDREN AS POSSIBLE, GROW, HEAR FROM OTHER PEOPLE, YOU KNOW, GET AN EVALUATION– IT’S HUGE, AND I REALLY APPRECIATE YOU BRINGING THAT UP. ONE LAST QUESTION FROM ME: BECAUSE YOU ARE LOOKING AT THREE DISTRICTS WITH THREE SCHOOLS EACH– I WASN’T THINKING CLEARLY ABOUT WHETHER YOU WERE TRYING TO GO FOR ALL ELEMENTARY SCHOOLS OR ELEMENTARY, MIDDLE, HIGH SCHOOL IN EACH DISTRICT, AND WHETHER THEY WOULD BE DRAW SCHOOLS, SO THAT THERE WOULD BE A CHANCE OF CONTINUITY, OR HOW YOU’RE THINKING ABOUT THE PROGRESSION OF LEARNING AND IMPLEMENTATION.>>WELL, WITHIN EACH ZONE– AND THERE WILL BE THREE OF THEM– IT’S ONE ISD. SO TOTALLY, THERE WILL BE– FOR OUR BEGINNING PIECE, WILL BE THREE ISDs, AND THEN EACH OF THE ISDs, THREE ISDs WILL DO THREE DISTRICTS, AND THEN WITHIN THE THREE DISTRICTS, IN EACH OF THE THREE, WILL BE THREE SCHOOLS. AND IT–>>TWENTY-SEVEN, WITH 27 TOTAL?>>YEAH, AND IT WILL BE ACROSS THE BOARD, AND SOME OF THAT WILL BE IN WORKING WITH THE ISD AS TO WHAT DISTRICTS AND SCHOOLS ARE CHOSEN. BUT WE WOULD LIKE, AGAIN, A CROSS SECTION, THAT THERE WOULD BE SOME HIGH SCHOOLS, THERE WOULD BE MIDDLE SCHOOLS, THERE WOULD BE ELEMENTARY, THERE WOULD BE EARLY CHILDHOOD CENTERS. SO WE WANT IT TO BE VERY OPEN.>>THANKS.>>AND AGAIN, TO HAVE A VARIETY SO THAT WE CAN GET OUR LEARNINGS IN ALL OF THOSE PLACES, BECAUSE WE HAVE THOSE ALL OVER THE STATE, AND WE NEED TO GET BETTER AT EVERY LEVEL.>>THANKS.>>THANK YOU, NORMA JEAN. THE NEXT PRESENTATION IS VENESSA, AND WE’RE TALKING ABOUT ESSA, AND THE FORUMS, AND THE FORM OF THAT PLAN, AS WELL AS CONTINUING TO WORK ON THE ACCOUNTABILITY SYSTEM AND THE TRANSPARENCY DASHBOARD. WHILE VENESSA AND COMPANY ARE COMING, RICHARD, I WOULD JUST SAY, TO YOUR POINT OR QUESTION, IF WE LITERALLY AS A STATE WANT TO HAVE– BE IN THE TOP 10 IN OVERALL STUDENT ACHIEVEMENT OR TOP 10 IN HIGHER EDUCATION ATTAINMENT– HOW MANY OF OUR PEOPLE HAVE POST-SECONDARY CREDENTIALS– YOU NEED TO LIFT THE ACHIEVEMENT LEVELS OF WHITE WORKING CLASS AND MIDDLE CLASS STUDENTS AND LEARNERS. YOU NEED TO CLOSE BIGGER GAPS AMONG POORER STUDENTS, WHETHER THEY ARE WHITE, BLACK, OR BROWN. AND YOU NEED TO REALLY IMPROVE ATTAINMENT FOR AFRICAN AMERICAN, LATINO, AND NATIVE AMERICAN STUDENTS, WHO HAVE MILES TO TRAVEL. SO IT’S– WE’VE GOT TO LIFT A LOT OF BOATS, BUT THERE ARE BIGGER GAPS FOR CERTAIN POPULATIONS TO HELP EVERYBODY LIFT HIGHER. SO–>>SIR CHAIR?>>YOU NEED PURPOSEFUL STRATEGIES, I WOULD ARGUE, FOR ALL OF THAT. YES?>>I SHOULD’VE ASKED FOR A POINT OF PERSONAL PRIVILEGE LONG BEFORE THIS, BUT AT NOON, THE SENATE EDUCATION COMMITTEE IS GOING TO BE LOOKING AT SECLUSION AND RESTRAINT, TO PASS IT. AND MARK McWILLIAMS JUST LEFT, UNFORTUNATELY. I WAS GOING TO ASK IF ANYBODY WANTED TO SIGN A QUICK NOTE TO BE TAKEN OVER THERE– I WOULD BE HAPPY TO DO IT WHILE THEY ARE MEETING– TO SUPPORT THE PASSAGE OF THAT.>>SURE, YOU WANT TO SEND THAT NOTE AROUND?>>I WILL. I’M GOING TO PUT IT ON–>>ALL RIGHT, THANK YOU. VENESSA.>>GOOD MORNING, EVERYONE, AND THANK YOU FOR GIVING ME TIME THIS MONTH TO TALK ABOUT OUR PROGRESS ON THE ESSA PLAN. LIKE MR. AUSTIN JUST SAID, WE ARE– TODAY WANTED TO TALK A BIT ABOUT WHERE WE’RE AT IN THE PROCESS AND GIVE SOME FEEDBACK ON THE FORUMS, AND THE WORK WE’VE BEEN DOING AROUND FEEDBACK. AND PAM, I APPRECIATE YOUR QUESTION EARLIER ABOUT PARENTS, AND WANTED TO TALK ABOUT THAT A LITTLE. AND THEN WE WANTED TO HAVE SOME TARGETED DISCUSSION AROUND THE ADDITIONAL INDICATOR OF SCHOOL QUALITY, WHICH IS PART OF THE A TO F ACCOUNTABILITY SYSTEM AND THE TRANSPARENCY DASHBOARD. WE DID PROVIDE, OR WE SHOULD HAVE PROVIDED YOU WITH THE FULL POWERPOINT THAT WE’RE USING AT THE FORUMS. IT’S 108 SLIDES, SO DON’T WORRY– I WILL NOT BE GOING THROUGH THAT WITH YOU BEFORE LUNCH. BUT WE WANTED YOU TO BE AWARE AND HAVE IT AVAILABLE. AND IF YOU WOULD LIKE TO DIG IN FURTHER ON ANY PIECE OF THAT, WE CAN DO THAT, OR WE CAN DO THAT NEXT MONTH WHEN WE COME BACK. JUST REMINDING YOU KIND OF WHERE WE ARE AT IN OUR JOURNEY– WE ARE RIGHT NOW IN THE INITIAL PLAN DEVELOPMENT STAGES. AND WE’VE BEEN DOING THESE CYCLES OF DEVELOPMENT AND FEEDBACK. WE’VE BEEN– IT’S A– IT’S AN ITERATIVE PROCESS, AND IT’S NOT COMPLETELY LINEAR. SO THERE ARE LOTS OF DISCUSSIONS HAPPENING CONCURRENTLY ON THE ACTION TEAMS, AT THE LARGER, OVERALL COMMITTEE LEVELS, HERE WITHIN THE DEPARTMENT WITH THE SUPERINTENDENT, THE SUPERINTENDENT WITH HIS VARIOUS STAKEHOLDERS THAT HE SPEAKS WITH. SO IT’S KIND OF THIS ONGOING, BIG DISCUSSION, IS HOW I THINK ABOUT IT NOW. WE ALSO HAVE BEEN– WE HAVE DIFFERENT WAYS THAT WE DO FEEDBACK. SO THE FEEDBACK FORUMS HAVE BEEN– I’LL TALK ABOUT THOSE A BIT MORE– LET ME PAUSE ON THAT. WE ARE HOPING– JUST IN TERMS OF OUR TIMELINE, WE ARE HOPING TO MOVE INTO TARGETED DISCUSSION BY JANUARY, AND I’LL TALK MORE ABOUT THAT TOO AS WE GO THROUGH. JUST REMINDING YOU OF OUR STRUCTURE, OUR TEAMS. NOT ALL OF THE ACTION TEAMS ARE STILL MEETING. SOME DIDN’T MEET AS LONG AS OTHERS, BECAUSE WE REALIZED THAT THE TASKS WE HAD GIVEN THEM WAS BETTER HANDLED IN A DIFFERENT WAY. BUT OUR HOPE IS TO DISBAND THESE ACTION TEAMS AS THEY ARE IN ABOUT THE NEXT MONTH, AND THEN MOVE INTO SOME OF THAT TARGETED DEVELOPMENT WORK THAT I ALLUDED TO. JUST TO REMIND US THAT WE ARE FOCUSED ON THE ESSA PLAN– FOCUSING ON THE CHILD AND THEIR OPPORTUNITY TO LEARN, TO ACCESS THOSE MEANINGFUL SERVICES, AND THE MAIN REASON I PUT THIS IN HERE WAS, AGAIN, TO SAY WHILE THIS PLAN DOES GIVE US ASSESSMENT, IT GIVES US ACCOUNTABILITY, IT GIVES US SYSTEMS OF SUPPORT, PROFESSIONAL LEARNING AND FUNDING, NONE OF THESE THINGS ARE ENDS UNTO THEMSELVES. THEY ARE SIMPLY VEHICLES TOWARD OUR GOALS AS A 10 IN 10 STATE. AND I WANTED TO HIT ON THIS A LITTLE BIT FURTHER. NORMA JEAN JUST TALKED ABOUT THIS ONE AS WELL. SO OUR ESSA DISCUSSIONS DO GIVE US, OR HAVE GIVEN US, THIS OPPORTUNITY TO DEVELOP COMPONENTS WITHIN THE 10 IN 10. SO WHAT ASSESSMENTS DO WE NEED? WHICH ACCOUNTABILITY SYSTEM SUPPORTS THE KEY GOALS? AND TODAY, AS WE DIG INTO THE ADDITIONAL INDICATOR IN THE TRANSPARENCY DASHBOARD, THAT’S WHERE A LOT OF THE CONNECTIONS COME TO 10 IN 10– MEASURING WHAT WE SAY IS IMPORTANT TO US AS A STATE. HAVING THIS EFFECTIVE EDUCATION WORKFORCE– SO THAT’S ONE OF THE THREE FOCUS AREAS IN THE 10 IN 10 WE HAVE DEVELOPED OUT WORK HERE TO ENACT THAT. PARTNERSHIP DISTRICTS IS A KEY PART OF ENACTING THE 10 IN 10. AND THEN SUPPORTING THE WHOLE CHILD. SO IF YOU THINK BACK TO THE 10 IN 10 WHEN WE PUT IT OUT THE FIRST TIME, THERE WAS DISCUSSION ABOUT HOW POVERTY MATTERS, AND THERE WERE SPECIFIC STRATEGIES AROUND WRAP-AROUND SERVICES. SO THE WORK WE HAVE DONE TO SUPPORT THE WHOLE CHILD THROUGH ESSA. THAT WHOLE CHILD FOCUS, COMPREHENSIVE NEEDS ASSESSMENT THAT I TALKED ABOUT LAST MONTH, ALL OF THAT IS PUTTING MEAT ON THE BONES OF THE IDEA THAT, “OH, WE’RE GOING TO PROVIDE “WRAP-AROUND SERVICES.” ESSA GIVES US THE HOW MIGHT WE PROVIDE WRAP-AROUND SERVICES, HOW CAN WE LEVERAGE FUNDING STREAMS, INCLUDING THE FEDERAL FUNDING STREAMS? AND THEN CHANGING THE WAY WE SUPPORT DISTRICTS AND SCHOOLS, SO KEEPING THAT FOCUS ON INNOVATION, BUT THAT EVIDENCE BASED PRACTICES THAT SUPPORT KEY GOALS. AND AGAIN, LAST MONTH WE TALKED ABOUT ONCE WE HAVE THAT COMPREHENSIVE NEEDS ASSESSMENT, HELPING DRIVE DISTRICTS TOWARD THOSE EVIDENCE BASED PRACTICES THAT ARE MOST ALIGNED WITH OUR 10 IN 10, WHILE GIVING THEM SPACE TO CHOOSE THEIR OWN PATHS AS WELL, AND WAYS TO DO THAT. SO BRINGING SOME STANDARDIZATION AND FOCUS WITHIN OUR WORK, BUT LEAVING ROOM FOR DISTRICTS TO CONTINUE TO INNOVATE AND MAKE THEIR OWN DECISIONS AS THEY NEED TO. PARTNERS ARE VERY IMPORTANT IN ALL OF THIS WORK. IF WE’RE GOING TO FOCUS ON THE WHOLE CHILD, WE HAVE TO HAVE THOSE PARTNERS OUTSIDE OF MDE. WE HAVE TO CONTINUE– I APPRECIATED THE PRESENTATION THIS MORNING FROM THE OFFICE OF CIVIL RIGHTS. SO THAT WOULD– THAT’S ONE OF THE MANY ORGANIZATIONS THAT WE NEED TO WORK WITH TO MAKE SURE THAT WE CAN ENACT THIS PLAN IN A WAY THAT REALLY DOES BENEFIT OR ADDRESS ALL OF THE NEEDS THAT MIGHT BE ACTING ON A CHILD. FEDERAL CONTEXT– I WANTED TO REITERATE THIS HERE, AND I BELIEVE WE SPOKE ABOUT THIS LAST MONTH, BUT CERTAINLY, WITH THE PRESIDENTIAL ELECTION, THERE IS A LOT OF DISCUSSION AND SPECULATION OVER WHAT WILL HAPPEN WITH ESSA, WHAT WILL HAPPEN WITH U.S. ED, WHAT WILL HAPPEN IN GENERAL. BUT WE HAVE DONE A LOT OF DISCUSSIONS INTERNALLY, AND IT’S JUST VERY CLEAR THAT EVEN IF ALL OF THE REQUIREMENTS OF ESSA WENT AWAY, THERE AREN’T THINGS IN THIS PLAN THAT WE PUT IN JUST BECAUSE THEY HAD TO BE IN A PLAN. THEY ARE THINGS THAT WE NEED FOR THE 10 IN 10. SO MAYBE WHEN WE SUBMIT THE FINAL– PUSH THE FINAL BUTTON, SOMETHING MIGHT CHANGE, OR– BUT WE HAVE ASKED THE QUESTION– WE HAVE NOT SAT DOWN WITH THE FEDERAL REGULATIONS AND SAID, “HOW DO WE MEET THESE GOALS?” WE HAVE SAT DOWN WITH THE 10 IN 10 PLAN AND SAID, “WHAT DO WE NEED TO DO “TO MOVE FORWARD ON THIS?” SO WE WANT TO CONTINUE MOVING, BECAUSE WE NEED TO MOVE AS A STATE. YOU KNOW, 10 IN 10, IT’S– I THINK WE’VE BEEN A YEAR, SO NOW IT’S NINE. WE’VE GOT TO GET MOVING. WE HAVE BEEN MOVING, WE HAVE TO KEEP MOVING. SO THERE– WHILE THE FEDERAL CONTEXT SORTS ITSELF OUT, MICHIGAN KNOWS WHERE MICHIGAN WANTS TO GO ALREADY TO DO IT. SO FEEDBACK FORUM UPDATE– LIKE I SAID, THESE FORUMS, WE WANTED TO REALLY GET A LOT OF FEEDBACK, AND WE HAVE. BUT PERHAPS THE WAY WE HAVE GOTTEN FEEDBACK HAS BEEN A LITTLE DIFFERENT, BECAUSE WHEN WE SAT DOWN TO IT– IT HAS BEEN ABOUT 18 MONTHS OF GENERATING IDEAS, SO NOW THEY ARE AT THAT 108-SLIDE POWERPOINT. THERE IS JUST A VOLUME OF IDEAS THAT WE NEED TO SHARE. THERE IS A– THERE ARE BIG DISCUSSIONS TO BE SHARED OUT WITH PEOPLE WHO ARE COMING. SO MANY OF THE PRESENTATIONS KIND OF TAKE THE TENOR OF, “HERE IS WHERE WE STARTED, “HERE’S BEEN SOME DISCUSSIONS, “HERE IS SOME FEEDBACK, “HERE IS THE PROPOSAL “ON THE TABLE NOW.” WE HAVE BEEN– DEPENDING ON THE FORUM AND THE LENGTH OF THE FORUM, WE HAVE HAD TIME FOR DISCUSSION IN SOME. OTHERS, IT’S BEEN MOSTLY SUBMIT QUESTIONS ON CARDS, BUT WE’RE COLLECTING ALL OF THE CARDS AND GENERATING A FEEDBACK, OR A FAQ FROM THERE. THIS IS THE SECOND OF FOUR ROUNDS OF FEEDBACK. SO WE STILL HAVE TWO MORE, AND I’LL TALK ABOUT THAT MORE AS WELL. HERE IS WHERE THE FORUMS WERE. THANKS ALREADY TO WAYNE RESA, SAGINAW, EASTERN U.P. ISD, AND CLARE GLADWIN, WHO ALREADY HOSTED US, AND THEN THIS WEEK WE HAVE INGHAM, KENT, AND THEN JACKSON NEXT WEEK. AND THEN OBVIOUSLY, WE’RE PRESENTING HERE. SO A LITTLE BIT MORE ABOUT THE FORUMS. WE DID PARTNER WITH ISDs ON THIS TO GATHER INPUT FROM EDUCATORS, ADVOCATES, PARENTS, STUDENTS, THE PUBLIC. WE’VE HAD NEARLY 300 ATTENDEES SO FAR. THE WAYNE RESA EVENT, AS WELL, WE LIVE STREAMED TO SEVERAL SCHOOL-BASED SITES, AND THEN WE FILMED IT SO THAT IT IS AVAILABLE OUTSIDE OF THE HOURS WHEN WE HELD THE FORUM. THE EASTERN U.P. ALSO BRIDGED THE FEEDBACK FORUM TO SIX ADDITIONAL ISDs ACROSS THE UPPER PENINSULA. WE HAVE HAD– PARTICIPANTS HAVE BEEN ABLE TO ASK QUESTIONS. I SPOKE ABOUT THE FAQ– WE HAVE OVER 300 QUESTIONS RECEIVED. THAT WILL BE AVAILABLE SOON. WE MADE THE RECORDING– PEOPLE WHO’VE ATTENDED THE FORUM THOUGHT IT WAS A GOOD USE OF THEIR TIME, SO WE HAVE SOME QUOTES THERE. YOU KNOW, CLEAR INFORMATION, QUESTION AND ANSWER STRUCTURE WAS WELL ORGANIZED. BUT I THINK THE POINT IS WHO DIDN’T WE GET FEEDBACK FROM, OR WHAT DO WE STILL HAVE TO DO WITH DISCUSSION? SO WE ARE SHARING THE INFORMATION ONLINE, THESE INFORMATIONAL VIDEOS, AND THEN WE’RE DEVELOPING ANOTHER ROUND OF SURVEYS, WHERE WE WANT FEEDBACK ON SPECIFIC ASPECTS OF THE PLAN. AND THEN THE FAQ DEVELOPED FROM THE QUESTIONS. WE HAVE– WITH PARENTS, WE KNOW THAT THE TIMES OF THE FORUMS WERE NOT TERRIBLY CONDUCIVE TO PARENTS. THE WAY IT WORKED OUT WITH STAFF SCHEDULES AND VENUE SCHEDULES AND EVERYTHING, THIS IS WHO WE WERE ABLE TO GET TO. WE HAVE– WE HAVE NOW RECEIVED– I WAS JUST REMEMBERING IF WE COULD ANNOUNCE– WE HAVE RECEIVED FUNDING FROM THE KELLOGG FOUNDATION THAT WILL ALLOW US TO PARTNER WITH OR ENGAGE PUBLIC POLICY ASSOCIATES TO HELP US WITH FEEDBACK IN THIS NEXT ROUND. AND THAT’S WHERE WE’RE GOING TO– WE NEED SOME ADDITIONAL HELP AND SUPPORT TO GET OUT TO PARENTS WHERE THEY ARE. AND SO THIS FUNDING WILL REALLY ALLOW US TO DEEPEN OUR PARENT ENGAGEMENT AROUND ESSA, KNOWING, THOUGH, THAT PARENT ENGAGEMENT AROUND ESSA IS ONLY A DROP IN THE BUCKET OF THE PARENT ENGAGEMENT WE WANT TO BE DOING IN THE LONG TERM, WHICH IS THE WORK THAT SUSAN IS BEGINNING IN JANUARY. SO WE WANT TO INFORM PARENTS AND GET THEM TALKING, BUT REALLY, IT’S JUST BUILDING A STARTING STRUCTURE FOR THIS LONGER, DEEPER, REAL PARENT ENGAGEMENT. SO THAT WILL HELP. WE HAVE– CURRENTLY, THOUGH, WE HAD A VIRTUAL PARENT STAKEHOLDER GROUP THAT PEOPLE HAVE SIGNED UP FOR. ABOUT 2,000 PEOPLE WERE IN THAT GROUP, AND WE PROVIDED THEM WITH A PARENT SURVEY, AND HAD OVER 1,700 RESPONSES THERE, ASKING THEM QUESTIONS ABOUT, “WHAT IS “IMPORTANT IN TERMS OF “YOUR CHILD’S EDUCATION? “WHAT DO YOU–” YOU KNOW, A COUPLE QUESTIONS RELATED TO ESSA. IT’S PART OF A LARGER STUDENT INSPIRATION PROJECT THAT WE WORK ON AS WELL. SO WE HAVE ROOM FOR IMPROVEMENT WITH PARENTS. WE HAVE HEARD FROM PARENTS, AND LOOK FORWARD TO TALKING WITH PARENTS MORE THROUGH JANUARY, AND THEN, AGAIN, WORKING IN THE LONG RUN ON THAT FAMILY ENGAGEMENT STRATEGIC PLAN THERE. SO HERE IS OUR PLAN GOING FORWARD: WE WANT TO HAVE A COMPLETED DRAFT PLAN BY JANUARY. THAT’S WHAT OUR HOLIDAYS ARE GOING TO BE SPENT ON. SO WE’LL EAT SOME HOLIDAY COOKIES AND HOLIDAY BEVERAGES, AND WRITE THE ESSA PLAN, WHICH WILL BE GREAT FUN FOR EVERYBODY. BUT IF IT’S DONE, THERE ARE A LOT OF THINGS THAT WE KNOW WE WANT TO DO. SO IF WE GET IT DOWN ON PAPER, WE CAN STOP RETRACING ALL OF THE STEPS. THERE ARE SOME AREAS THAT ARE LEFT OUTSTANDING THAT NEED ADDITIONAL TARGETED DISCUSSIONS. SO THESE ARE THINGS THAT ARE PENDING DECISIONS, OR WHERE WE JUST HAVE SOME DIFFERENT PERSPECTIVES THAT WE NEED TO COME TO A CONSENSUS ON, OR AT LEAST COME TO A DECISION. SO FOCUSING OUR DISCUSSION IN JANUARY ON THOSE OUTSTANDING AREAS, AND THEN ALSO WORKING TO LOOP BACK WITH THE GROUPS TO SHOW THEM– DIFFERENT GROUPS THAT WE’VE MET WITH TO SHOW HOW THEIR FEEDBACK WAS INTEGRATED. SO WE’VE HAD A CHANCE TO MEET WITH STUDENTS, THE LIBRARY– SCHOOL LIBRARIANS, ARTS EDUCATORS, MATH SCIENCE CENTERS. THESE ARE JUST A FEW OF THE GROUPS. SO WANTING TO GO BACK AND TALK ABOUT, “THANK YOU FOR YOUR–” I KNOW THE GIFTED AND TALENTED EDUCATION FOLKS ARE HERE TODAY. WE’VE MET WITH THEM AS WELL. SO IT’S AN OPPORTUNITY TO COME BACK AND SAY, “THANK YOU FOR COMING IN. “HERE IS HOW WE WORKED WITH “YOUR FEEDBACK,” AS WELL AS HAVE THOSE TARGETED DISCUSSIONS ON THE AREAS THAT ARE LEFT. AND THEN WE WOULD LIKE TO BRING THE PLAN TO THE STATE BOARD IN FEBRUARY TO OPEN THE OFFICIAL PUBLIC COMMENT. THAT WOULD BE OUR FINAL FEEDBACK TIME– FINAL UNLESS WE DO MORE, BUT I MEAN THAT THAT PUBLIC COMMENT BEING THAT STRUCTURED, OFFICIAL TIME WHERE WE FOLLOW ALL OF THE PROTOCOLS AND GET THE COMMENT IN WRITING. AND THEN WE WANT TO CLOSE PUBLIC COMMENT IN MARCH AND FINALIZE THE PLAN. THE SUBMISSION DEADLINE IS APRIL– LIKE I SAID, WE NEED TO FINALIZE THE PLAN SO WE CAN GET MOVING FORWARD FOR MICHIGAN AND STOP PLANNING, MOVE INTO DOING. BUT WE MAY END UP– THERE MIGHT BE A CASE WHERE WE DON’T SUBMIT IN APRIL, WE MIGHT HOLD ON PARTS, THERE MIGHT BE SOME THINGS LEFT UNDONE, BUT WE WANT TO BE DONE WITH THE PLANNING PORTION OF THIS BY THEN, AND ALSO START WORKING ON SOME IMPLEMENTATION THINGS, LIKE THE DEVELOPMENT OF THAT WHOLE CHILD COMPREHENSIVE NEEDS ASSESSMENT, AS ONE EXAMPLE, OR THE PROTOCOLS AROUND EVIDENCE BASED PRACTICES AND WHAT DO WE NEED. OKAY, I’LL MOVE ON TO THE NEXT PART. THIS IS THE MEATY PART. SO– APPARENTLY THE SYSTEM DID NOT WANT TO LOOK AT THAT. PROPOSED COMPONENTS OF THE A TO F SYSTEM. AS YOU ALL KNOW BECAUSE WE’VE TALKED ABOUT IT HERE, WE USED THE ESSA PROCESS TO DEVELOP AN A TO F RATING SYSTEM. THE CURRENT PROPOSED COMPONENTS OF AN A TO F SYSTEM ARE HERE– SO PROFICIENCY, GROWTH, GRAD RATE, ENGLISH LEARNER PROGRESS, STUDENT QUALITY– SCHOOL QUALITY, AND STUDENT SUCCESS. AND THAT’S THE LINE WE’RE GOING TO TALK ABOUT IN DEPTH TODAY, SO IMAGINE THAT OPENING LIKE AN ACCORDION IN THE NEXT PART OF THE PRESENTATION. AND THEN PARTICIPATION. THESE COMPONENTS WILL BE DISPLAYED IN A MULTIPLE INDICATOR DASHBOARD THAT STILL SUMS TO A FINAL GRADE OVERALL, AND WILL INCLUDE AN INDICATOR THAT COMPARES EACH SCHOOL TO SIMILAR SCHOOLS. WE’RE STILL WORKING ON THE EXACT WEIGHT. THAT’S ONE OF THOSE THINGS THAT WOULD BE IN THAT ADDITIONAL TOPICS FOR DISCUSSION THAT WE NEED TO DIG INTO IN JANUARY. BUT THIS– ON THE SCHOOL QUALITY, STUDENT SUCCESS, IF YOU– YOU PROBABLY ALL RECALL, BUT JUST TO REMIND US, ESSA INTRODUCED A REQUIREMENT TO HAVE SOMETHING IN YOUR ACCOUNTABILITY SYSTEM THAT WAS NOT TEST-BASED ACCOUNTABILITY. SO WE HAD AN ACTION TEAM THAT LOOKED AT WHAT THAT COULD BE AND GENERATED PROPOSALS. THOSE THINGS NEEDED TO– WHATEVER WE PUT IN THIS INDICATOR, YOU NEED TO BE ABLE TO MEASURE IT FOR ALL STUDENTS. YOU NEED TO BE ABLE TO DISAGGREGATE IT BY SUBGROUP, AND WE NEED TO BE COLLECTING IT CURRENTLY. SO WE LOOKED AT WHAT ARE THE 10 IN 10– PIECES OF THE 10 IN 10 THAT WE WANT TO KEEP IN THE– OR INCENTIVIZE IN THE A TO F SYSTEM, USING THE OLD ADAGE OF, “WHAT GETS MEASURED “GETS PAID ATTENTION TO.” SO WHAT DO WE WANT TO MAKE SURE WE’RE PAYING ATTENTION TO IN THE SYSTEM? THESE ARE THE THREE PROPOSED INDICATORS RIGHT NOW: TEACHER AND SCHOOL ADMINISTRATOR LONGEVITY– SO HOW LONG ARE YOU IN THE SCHOOL. STUDENT CHRONIC ABSENTEEISM. AND THEN THE COMPLETION AND PASSING OF ADVANCED COLLEGE AND CAREER COURSEWORK. SO HOW MANY STUDENTS ARE GRADUATING WITH SOME STEP TOWARDS THEIR NEXT– THE NEXT PART OF THEIR LIFE? ADVANCED PLACEMENT, INTERNATIONAL BACCALAUREATE, DUAL ENROLLMENT, CAREER ED TECH. I HAD A GREAT DISCUSSION WITH THE SPECIAL ED ADVISORY COMMITTEE LAST WEEK, SO THERE ARE SOME SPECIFIC ITERATIONS OF WHAT THIS WOULD LOOK LIKE FOR STUDENTS WITH DISABILITIES THAT WE HAVEN’T CAPTURED, AND THEY’RE GIVING US FEEDBACK ON THAT. SO THAT WAS A VERY HELPFUL DISCUSSION. BOTH KIDS WHO ARE DIPLOMA TRACK BUT MIGHT NOT DO ONE OF THOSE THINGS, AND ALSO KIDS THAT ARE NOT DIPLOMA TRACK. SO JUST WANTING TO FLAG ALREADY THAT THIS NEEDS SOME MORE REFINEMENT, BUT I APPRECIATE THE ENGAGEMENT OF THAT GROUP AND THEIR THINKING ON THAT. YES? DO YOU WANT ME TO TAKE QUESTIONS?>>YOU HAVE A LOT TO COVER, RIGHT? CAN WE HOLD IT TO THE END, SO THAT WHY DON’T YOU COVER IT– HANG ON TO THAT QUESTION, THOUGH, RICHARD. YOU WILL BE THE FIRST.>>AGAIN, THESE WOULD BE THE THINGS THAT WOULD GO INTO THE A TO F SYSTEM. AND THEY HAD TO HAVE RESEARCH BASE BEHIND THEM, AND THEY NEEDED TO SUPPORT THE 10 IN 10 GOALS. THEN WE SAID– SO THIS WAS THE INITIAL CHARGE BACK MONTHS AGO. THERE NEEDS TO BE SOME THINGS THAT ADD UP TO THE HIGH STAKES PART OF THE SYSTEM, THE A TO F SYSTEM, AND THEN THERE IS A LOT OF INFORMATION THAT WE NEED TO PROVIDE THAT IS NOT ABOUT GRADING A SCHOOL, BUT SIMPLY HAVING INFORMATION OUT THERE– TRANSPARENCY AND INFORMATION FOR PARENTS, AND FOR STUDENTS AND COMMUNITY MEMBERS. SO AN ACTION TEAM WORKED ON THIS AS WELL, AND LOOKED, AGAIN, AT WHAT ARE WE TRYING TO MEASURE IN THE 10 IN 10, AND WHAT SHOULD WE BE FOCUSING ON? SO THEY PROPOSED, CURRENTLY, 22 INDICATORS ACROSS 6 AREAS. I WILL MOVE THROUGH THIS QUICKLY, AND WE CAN RETURN TO ANY PART OF THAT. I KNOW IT IS A LOT OF INFORMATION, AND LUNCH IS COMING. BUT AGAIN, THEY LOOKED AT HOW TO USE THESE GUIDING PRINCIPLES AND WHAT STRATEGIES– WE TALKED ABOUT THIS LAST MONTH, SO I WON’T DWELL ON THIS, BUT ONE OF THE THINGS WE WANT TO PUT ON THIS DASHBOARD IS THAT SUSPENSION DATA ON ALL STUDENTS. THE SUSPENSION DATA IS AN IMPORTANT INDICATOR. IT PROXIES FOR MANY OTHER BEHAVIOR INDICATORS, AND IF WE HAVE THIS SUSPENSION DATA ON ALL STUDENTS, WE CAN MONITOR THE OVER-RELIANCE ON IT AS A PRIMARY DISCIPLINE METHOD, AND ALSO MONITOR THAT DISPROPORTIONATE MINORITY CONTACT. AND THEN IT GIVES US A WAY TO ENGAGE WITH MICHIGAN SCHOOLS TO ADDRESS SCHOOL CLIMATE AND CULTURE ISSUES AND STUDENT BEHAVIOR, SO THAT WE CAN MAKE SURE THEY ARE USING THOSE EVIDENCE BASED STRATEGIES. STUDENT ENGAGEMENT– HERE’S THREE MEASURES WE PROPOSED: DROPOUT RATE, STUDENT MOBILITY, AND ATTENDANCE, WHICH ALSO WOULD BE ON THE A TO F. EDUCATOR ENGAGEMENT– SO WHAT ARE THE PROFESSIONAL DEVELOPMENT OPPORTUNITIES. APPROPRIATE PLACEMENT OF EDUCATORS– THIS REPLACES THE OLD HIGHLY QUALIFIED. DO YOU HAVE STAFF WORKING IN THE AREAS FOR WHICH THEY ARE APPROPRIATELY CERTIFIED AND TRAINED? AND THEN PRINCIPAL AND TEACHER EFFECTIVENESS. THIS ADVANCED COURSEWORK SECTION AGAIN BUILDS OUT SOME OF WHAT WE WOULD PUT IN A TO F, BUT IN MORE DETAIL. SO IS THE COURSE COMPLETED– AP COURSE, IS IT COMPLETED? DID YOU TAKE THE AP TEST? DID YOU PASS THE AP TEST? CTE PROGRAM COMPLETION, DUAL ENROLLMENT COURSE COMPLETION, AND IB COMPLETION. AGAIN, THE SPECIAL ED ADVISORY GROUP HAS IDEAS ON THIS ONE IN PARTICULAR TO MAKE THIS MORE APPROPRIATE FOR ALL OF OUR STUDENTS. POST-SECONDARY READINESS, REMEDIAL ENROLLMENT, AND POST-SECONDARY ENTRANCE RATE. ONE THAT HAS BEEN PROPOSED BY OUR EXTERNAL ADVISORY COMMITTEE IS POST-SECONDARY GRADUATION RATE. WE DO CALCULATE THAT– CEPI CALCULATES THAT. IT’S AN IMPORTANT INDICATOR THAT THE MICHIGAN COLLEGE ACCESS NETWORK FOLLOWS, SO WE COULD LINK THAT IN HERE AS WELL. ACCESS EQUITY, ACCESS TO TECHNOLOGY. WE GIVE THE MTRAx SURVEY NOW, SO THIS IS AN IMPORTANT PIECE FOR US TO REFLECT. ARTS ACCESS– THIS IS, I WOULD SAY, ONE OF THE PIECES FROM– PARDON?>>YAY!>>YAY, YES. AND IS ONE OF THE PIECES FROM THE FEEDBACK WHEN WE HAD A CHANCE TO MEET WITH THE ARTS EDUCATORS AND HAD A CHANCE TO LOOK AT THE 10 IN 10. THE IMPORTANCE OF ARTS EDUCATION IN OUR SCHOOLS IS VERY IMPORTANT– THE IMPORTANCE IS VERY IMPORTANT– IT’S A VERY IMPORTANT TOPIC THAT WE NEED TO PAY MORE ATTENTION TO, AND I PERSONALLY WAS VERY COMPELLED BY THE EVIDENCE THAT THE ARTS EDUCATION GROUP SHARED WITH US ABOUT THE POSITIVE INFLUENCE OF ARTS EDUCATION ON ALL STUDENTS, BUT PARTICULARLY STUDENTS WHO ARE FURTHER BEHIND ACADEMICALLY OR IN POVERTY. SO THAT’S– WE WANT TO MAKE SURE WE’RE REPORTING ON IT. EARLY LEARNING ACCESS IN THE PUBLIC SCHOOL SYSTEM. AGAIN, WE NEED TO BE A P-20 SYSTEM. SO EVEN THOUGH ESSA FUNDS K-12 DISTRICTS, WE– WE NEED TO LOOK AT IT IN A P-20 SYSTEM, AND ALSO THERE ARE NEW FUNDING OPPORTUNITIES FOR EARLY CHILDHOOD, WHICH IS ANOTHER PIECE WE’RE STILL DEVELOPING. AND THEN ACHIEVEMENT GAP INDICATORS. AND THEN THE SCHOOL CLIMATE AND CULTURE SECTION. I ALREADY TALKED ABOUT SUSPENSION DATA, THAT WE WANT TO COLLECT THAT ON ALL STUDENTS. THE OTHER PROPOSAL COMING OUT OF THE GROUP IS THAT WE DO CLIMATE AND CULTURE– OR CLIMATE AND CULTURE SURVEYS WITH STUDENTS ON A VOLUNTARY BASIS. THIS PROVIDES ACTIONABLE DATA FROM STUDENTS, STAFF, AND FAMILIES FOR A DISTRICT TO WORK TO IMPROVE SCHOOL QUALITY. CURRENTLY, THERE’S NO STANDARD TOOL. SOME PEOPLE– SOME DISTRICTS DO IT, SOME DON’T. THIS WOULD BE VOLUNTARY IMPLEMENTATION AND REPORTING, BUT THE STATE WOULD CHOOSE A TOOL AND SUPPORT ITS IMPLEMENTATION, AND SUPPORT ITS REPORTING FOR THOSE DISTRICTS WHO PARTICIPATED. AND THEN REPORTING ON THE SUPPORT TITLES, SO HOW MANY FTEs DO WE HAVE FOR THESE THINGS THAT WE KNOW ARE IMPORTANT BASED ON RESEARCH: SCHOOL NURSES, MEDIA SPECIALISTS, COUNSELORS– I KNOW THAT WAS A PARTICULAR INTEREST FOR THIS GROUP AS WELL– PSYCHOLOGISTS, LIBRARIANS, SOCIAL WORKERS. I SEE THIS AS A PIECE WHERE WE AS A STATE WE NEED TO LOOK AT WHERE ARE WE INVESTING IN THE THINGS THAT WE KNOW HELP KIDS LEARN. AND KATHLEEN, YOU SPOKE ABOUT, YOU KNOW, THE FULL SERVICE SCHOOLS. IF WE KNOW THAT IT’S IMPORTANT FOR STUDENTS– PARTICULARLY LOWER INCOME STUDENTS– TO HAVE ACCESS TO SOME OF THESE THINGS, SO WE NEED TO LOOK AT WHERE THEY SO HAVE ACCESS AND WHERE THEY DON’T, AND MAKE SURE THAT ACCESS INCREASES, IF NECESSARY. SO REPORTING OR SEEING THE– THE TRANSPARENCY PIECE IS THE FIRST STEP. TIMELINES, WE ARE– BY– SO IN THE FALL OF 2017, WE WOULD RUN THE NEW ACCOUNTABILITY SYSTEM, THE A TO F SYSTEM. WE’D STILL BE WORKING THROUGH THE DASHBOARD. REALLY, 2018, THE FALL OF 2018 WAS WHEN WE WOULD WANT TO HAVE OUR ACCOUNTABILITY SYSTEM OPERATIONAL, AND AS MUCH OF THE DASHBOARD READY AS POSSIBLE. AND THEN PROBABLY ONE MORE YEAR TO GET THE DASHBOARD FULLY THERE. SOME OF THESE PIECES OF DATA DON’T EXIST IN OUR SYSTEM. SOME ARE THERE, BUT NO ONE HAS LOOKED AT THEM IN THIS WAY. SO WE NEED TO HAVE– WE NEED TO BUILD THE DASHBOARD, LET DISTRICTS SEE IT, LET THEM CLEAN UP THEIR DATA, AND THEN HAVE A FULL PUBLIC REPORTING. AND I KNOW YOU ARE ALL VISITING ALL THESE THINGS ALL OF THE TIME, SO WITH THAT, I’LL TURN IT BACK TO YOU.>>THANKS, VENESSA. WE CAN SEE HOW IMPORTANT THIS IS. OUR ACCOUNTABILITY SYSTEM GETS TO BE REFRESHED AND WE GET TO FIGURE OUT WHAT IS– WHAT DO WE VALUE ABOUT– THAT CONTRIBUTES TO A QUALITY EDUCATION? NOT JUST TEST SCORES, BUT OTHER FEATURES– ARTS AND SUPPORT SERVICES. SO THIS IS ALL ABOUT WHAT WE VALUE, WE THINK CONTRIBUTES TO QUALITY EDUCATION. RICHARD, YOU WERE FIRST, AND THEN CASANDRA. AND THEN WHO ELSE? OKAY.>>I’M– I GUESS MY CONCERN IS ARE WE EVALUATING THE SCHOOL AS AN INSTITUTION AND ITS EFFECTIVENESS, OR ARE WE REALLY EVALUATING THE COMMUNITY? YOU KNOW, YOU COULD TAKE TWO– YOU CAN TAKE A FINE SPORTS CAR, AND IT WILL BEAT THE OFF-THE-ROAD VEHICLE ON A SMOOTH TRACK, BUT IF YOU HAVE TO GO CROSS-COUNTRY, THEN THE OFF-THE-ROAD VEHICLE IS THE MORE APPROPRIATE, EVEN THOUGH IT’S SLOWER IN OTHER CONDITIONS. AND THE DIFFERENCE IS NOT THE– IS– WELL, THE– AND MY CONCERN, AS WE EVALUATE SCHOOLS, IS ARE WE REALLY EVALUATING THE COMMUNITY, RATHER THAN THE INSTITUTION ITSELF? AND PART OF THAT– AND THAT’S THE STRUGGLE THAT I HAVE WITH THE LETTER-GRADE SYSTEM FOR EVALUATING SCHOOLS IS… MAYBE– A SCHOOL MAY HAVE THE ONE THING THAT MY CHILD NEEDS, EVEN THOUGH IT DOESN’T– IT MAY FAIL ANOTHER SEGMENT OF THE COMMUNITY AND VICE VERSA. SO I DON’T KNOW– I DON’T KNOW IF YOU HAVE ANY THOUGHTS ON THAT.>>WELL, THERE ARE MANY TENSIONS IN DOING THIS WORK. I MEAN, ONE IS TRYING TO MOVE TO A SPACE WHERE IT IS REALLY IS ABOUT TRANSPARENCY AND INFORMATION. WE CAN’T SUPPORT OR ADDRESS WHAT WE DON’T KNOW IS THERE. THE OTHER IS PARENTS HAVING ACCESS TO INFORMATION. MAYBE WHAT YOU REALLY CARE ABOUT IS ARTS ACCESS, AND THAT’S THE ONLY INFORMATION– RIGHT NOW, YOU WOULDN’T BE ABLE TO SEE THAT ANYWHERE EASILY. CERTAINLY, WITH THE A TO F, WE’RE BALANCING THE NEED AND THE INTEREST IN A SIMPLE, SUMMATIVE GRADE WITH THE FACT THAT SCHOOLS AND COMMUNITIES ARE NOT SIMPLE, NOR SUMMATIVE, AND HOW DO YOU FIND THAT– AND AGAIN, IT’S JUST ONE OF THOSE COMPETING SPACES WHERE BOTH SIDES HAVE GOOD POINTS THAT ARE NOT UNTRUE, BUT THEY DON’T MESH TOGETHER WELL. SO YOU EITHER HAVE A SIMPLE, SUMMATIVE RATING, OR YOU DON’T. AND I THINK WITH THE– I THINK THAT’S WHY WE TRIED TO MARRY THE A TO F TO THE TRANSPARENCY DASHBOARD, SO YOU HAVE SOME OF BOTH– SOME OF THAT SIMPLICITY– AND WE’RE WORKING ON MOCK-UPS NOW SO IT’S REALLY VISUALLY INTUITIVE. WE HAVE BEEN LOOKING AT OHIO’S WEBSITES VERY– THEIRS IS VERY INTUITIVE. THE CHALLENGE IS ALWAYS WILL PARENTS LOOK BEYOND THE GRADE TO THE INFORMATION? AND HOW DO WE DO THAT?>>OKAY.>>SO I THINK IT’S A CHALLENGE. BUT AGAIN, TRYING TO GET THERE– WE WANT TO HAVE ALL THE RIGHT PIECES OF THE THINGS WE CARE ABOUT STRATEGICALLY, AND THEN WORK ON HOW WE COMMUNICATE AND HOW WE MESSAGE.>>ALSO, RICHARD, I THINK YOU WANT TO LOOK AT WHAT DO WE THINK OF AS PUBLIC EDUCATION GOODS THAT WE WANT FOR ALL OF OUR CHILDREN? AND THEN WHAT CAN THE EDUCATION SYSTEM HAVE SOME INFLUENCE ON? AND IN SOME PLACES, THEY MAY NEED TO DO MORE OF ONE THING VERSUS ANOTHER, LIKE SUPPORT SERVICES OR SOCIAL SERVICES. BUT, YOU KNOW, ALL COMMUNITIES CAN INCREASE THEIR POST-SECONDARY GOING RATE, EVEN POOR COMMUNITIES WITH NOT A HIGH RATE HISTORICALLY. BUT YOU HAVE GOT TO GO AT IT PURPOSEFULLY, AND THIS JUST VALUES IT, IT DOESN’T– IT DOES EVALUATE THEIR PERFORMANCE ON THESE THINGS, SO WHAT GETS MEASURED GETS PAID ATTENTION TO. AND THAT’S WHY IT IS SO IMPORTANT. CASANDRA.>>I JUST HAD A QUICK QUESTION ABOUT THE STUDENT ENGAGEMENT SECTION. AND MAYBE THE WORD “ENGAGEMENT” IS WHAT’S THROWING ME OFF, BUT TO ME, ENGAGEMENT IS SOMETHING THAT IS PROVIDING OPPORTUNITIES FOR STUDENTS TO HAVE EXTRA IMPACT OR CONNECTIONS TO THEIR SCHOOLS. SO THINGS LIKE SPORTS, AND EXTRACURRICULAR ACTIVITIES, AND THINGS LIKE THAT. TO ME, SIMPLY NOT DROPPING OUT IS NOT A MEASUREMENT OF ENGAGEMENT. NOR WOULD BE STUDENT MOBILITY, BECAUSE, I MEAN, KIDS DON’T REALLY HAVE A CHOICE IF THEIR PARENTS MOVE ACROSS TOWN. ATTENDANCE, POSSIBLY, BUT– SO I’M NOT SURE IF THIS IS– IF IT’S THE TITLE THAT’S THROWING ME OFF, OR IT’S THE MEASUREMENTS, BUT I DON’T THINK THE TWO CONNECT VERY WELL.>>THANK YOU, AND I– I THINK ONE THING I NEED TO REITERATE IS THIS– THIS IS WHY WE’RE DOING THIS HERE. WE HAVE NOT DELVED INTO THIS DEEPLY AT THE BOARD, OR IN OUR FEEDBACK FORUMS, BECAUSE IT’S A PIECE OF WORK THAT KIND OF, YOU KNOW, YOU HAVE TO SEQUENCE THINGS. SO THIS IS ONE OF THE REMAINING PIECES, SO WE REALLY DO NEED THAT SPECIFIC FEEDBACK– “ADD THIS. “TAKE THIS AWAY.” YOU KNOW, SHOULD WE INCLUDE NUMBER OF EXTRACURRICULARS ON THIS THING? SO WE ARE REALLY SEEKING SPECIFIC FEEDBACK ON THIS, AND THIS BODY CAN EMAIL ME DIRECTLY, AND WE’LL TAKE THAT– OR YOU CAN TELL US NOW. BUT, I MEAN, IF YOU HAVE– “THIS INDICATOR WOULD BE “REALLY GREAT.” AND IT WILL BE A FOCUSED PART OF OUR NEXT SURVEY ROUND, TOO, LIKE, REALLY DIG INTO THIS PART. IT’S ONE OF THE PARTS WE HAVE NOT DUG INTO ENOUGH YET. SO THANK YOU.>>EILEEN AND THEN PAM.>>SO THANK YOU, VENESSA. THIS IS ANOTHER TIP OF THE ICEBERG MOMENT WHERE THERE’S A GIANT THING UNDER THE WATER, AND VENESSA IS SITTING HERE WITH A PILE OF PAPERS. I RECOGNIZE THAT THE DEPARTMENT– THAT THE BOARD DOESN’T HAVE PURVIEW OVER THIS IN THE ESSA LEGISLATION, NOR, REALLY, DOES THE GOVERNOR. BUT I HAVE TO SAY THAT I WAS A LITTLE UNSETTLED TO NOT HAVE THE ATTACHMENT WITH THE BOARD MATERIALS SO THAT I WAS BETTER PREPARED FOR YOUR PRESENTATION, BECAUSE IT IS A LOT OF MATERIAL. AND I ALSO WANTED TO BRING UP SOMETHING ELSE, THAT I WAS VERY PRIVILEGED TO BE IN AN EDUCATION COMMISSION OF THE STATES THINKERS MEETING ON ESSA TWO WEEKS AGO. IT INCLUDED THE– SANDY KRESS, JOHN, SANDY KRESS, WE WERE JUST– THE TEXAS DEMOCRAT WHO WORKED WITH GEORGE BUSH ON THE TEXAS REFORMS IN THE 1990s, AND THEN HELPED WRITE NO CHILD LEFT BEHIND, WHICH WE NOW RECOGNIZE HAD SERIOUS FLAWS, BUT WAS THE FIRST MOMENT FOR US TO IDENTIFY THE DEEP DIVISIONS WITHIN SCHOOLS, AND KIDS WHO WERE SUCCEEDING AND KIDS WHO WEREN’T. ANYWAY, THE PARTICIPANTS INCLUDED ACHIEVE, THE COUNCIL OF CHIEF STATE SCHOOL OFFICERS, THE KENTUCKY DEPARTMENT OF EDUCATION, THE CENTER FOR REINVENTING PUBLIC EDUCATION, THE FORDHAM INSTITUTE, MISSISSIPPI, WASHINGTON STATE’S LEGISLATURE, AND THE COLORADO DIRECTOR OF ASSESSMENTS, WHOSE NAME I’M REACHING FOR RIGHT HERE, BUT YOU KNOW HER, AND SHE LOVES YOU, SHE THINKS– JOYCE, JOYCE ZURKOWSKI, WHO SAID TO SAY HELLO. THE CONSENSUS IN THE GROUP INITIALLY WAS THAT THIS WAS AN INTERESTING MOMENT. BY THE TIME WE FINISHED WITH ABOUT EIGHT HOURS OF DISCUSSIONS, WE DECIDED IT WAS A REALLY AMAZING MOMENT, INCLUDING LAMAR ALEXANDER’S ASSESSMENT THAT THE RULES AND REGULATIONS THAT WERE CURRENTLY BEING DEVELOPED DID NOT MATCH THE SPIRIT AND INTENT OF THE ORIGINAL LAW. SO THE GROUP ADVISED ALL STATES TO REALLY STAND BACK FOR A LITTLE BIT TO SEE WHAT MIGHT BE CHANGED AT THE U.S. DEPARTMENT OF EDUCATION SHOULD BETSY DeVOS BE CONFIRMED, AND ALSO TO SEE WHAT CONGRESS WILL BE DOING TO REDEFINE THE VISION AND THE– AND THE TRUMP ADMINISTRATION– WHAT WILL BE DONE, IF ANYTHING, TO CHANGE THE PARAMETERS UNDER WHICH YOU’VE BEEN WORKING. THEIR CONSENSUS WAS THAT STATES COULD EITHER GO AHEAD, RUSH FORWARD AND CHECK THE BOXES, OR THEY COULD DO SOMETHING WORKABLE, BUT NOT VISIONARY, OR THAT THEY COULD REALLY TAKE THE TIME TO DEVELOP A VISION OF WHAT THE BEST PRACTICES WERE EMERGING IN THE STATE, AND HOW THAT WOULD DRIVE CHANGE THAT COULD BE MOVED INTO INDIVIDUAL DISTRICTS AND SCHOOLS FOR THE VERY TOUGH WORK THAT FOLLOWS ANY SORT OF A CHANGE IN STRATEGY. THEY ALSO ADVISED AGAINST BUILDING UP STATE BUREAUCRACY, SEA BUREAUCRACY, TO MAKE SURE THAT THE MONEY AND THE DIRECTION WHILE WE HELD THEM ACCOUNTABLE WENT TO THE DISTRICTS AND THE SCHOOLS TO ACTUALLY MAKE THE CHANGES. I SEE A LOT OF– THE SPEED AT WHICH YOU MOVED WAS CLEARLY UNDERSTOOD TO SUPPORT TOP 10 IN 10, AND I SAY YOU BECAUSE YOU ARE SITTING HERE, BRIAN IS NOT. THE SPEED IN WHICH THE DEPARTMENT JUMPED ON THIS WAS BECAUSE YOU WANTED TO MOVE TOP 10 IN 10 FORWARD, BUT I AM REALLY THINKING SINCE THE FIRST DEADLINE NOW IS APRIL 1st, NOT FEBRUARY, AND I– THERE WAS– NOBODY IN THAT ROOM KNEW OF ANY STATE THAT WAS APPLYING BEFORE SEPTEMBER, BECAUSE PEOPLE WANT TO STAND BACK AND SEE IF THERE ARE CHANGES THAT BENEFIT WHAT COULD BE DONE IN THE STATE. I TRULY RESPECT THE AMOUNT OF WORK AND COMMUNICATION THAT HAS GONE INTO THIS, BUT I AGAIN ASK– WHICH I DID LAST MONTH– WITHOUT THIS ENDORSEMENT WEIGHTING, I AGAIN ASK THAT WE CATCH OUR BREATH A LITTLE BIT, AND SEE WHETHER THERE ARE CHANGES THAT COULD IMPACT WHAT MICHIGAN WANTS TO DO IN A REALLY FORCEFUL WAY. AT THE– LET’S SEE– A WEEK AGO, DOUG GREER PRESENTED FROM OTTAWA ISD. YOU WERE THERE– I DON’T KNOW IF YOU WERE ABLE TO STAY FOR IT, BUT– AT THE HOUSE EDUCATION COMMITTEE MEETING. OTTAWA ISD HAS DONE A SPECTACULAR JOB IN THE ZEELAND PUBLIC SCHOOLS WITH 4th GRADE READING WITH KIDS AT RISK. THEY– I HAVE THEIR STATISTICS HERE, AND THEY ARE STUNNING. AND DOUG HAS SAID SUBSEQUENTLY THAT SCHOOLS FROM CADILLAC ON DOWN WANT TO FIND OUT WHAT THEY DID, BECAUSE IF IT WERE REPLICATED, IT WOULD DOUBLE OR TRIPLE THE RATE OF PROFICIENCY FOR 4th GRADE– FOR 3rd GRADE READING. SO I THINK OF THINGS LIKE THAT THAT’RE JUST EMERGING RIGHT NOW. OR HOWARD STEVENSON’S ESL PROGRAM, THE iPAD PROGRAM THAT IS CUTTING DOWN THE TIME THAT CHILDREN ARE TAKING TO LEARN ENGLISH AS A SECOND LANGUAGE IN HALF WHEN THEY HAVE REALLY GOOD TEACHERS WHO CAN USE THE BASE OF INFORMATION THAT THEY GET PLAYING GAMES, WHERE– OR FOUR YEAR OLDS IN UTAH RIGHT NOW WHO ARE USING iPAD PROGRAMS THAT PREPARE THEM IN NUMERACY AND LITERACY, AND NOW THE FIFTH YEAR– THE FIFTH YEAR COHORT IS OUTSCORING THEIR MIDDLE CLASS PEERS IN 4th GRADE ASSESSMENTS. THOSE INNOVATIONS, I THINK, ARE JUST STARTING TO EMERGE. I KNOW THERE’S ALWAYS A MOMENT WHEN YOU HAVE TO SEIZE HOLD AND SAY, “THIS IS IT.” BUT GIVEN WHAT IS GOING ON NATIONALLY, I AGAIN ASK THAT THE DEPARTMENT STEP BACK A LITTLE BIT AND SAY, “WAIT A MINUTE. “ARE THERE GOING TO BE CHANGES “IN THE FIRST THREE OR FOUR “MONTHS OF THE NEW YEAR THAT “WOULD ALLOW US TO CATCH “OUR BREATH AND DO SOME “OF THE THINGS THAT PEOPLE ARE “STARTING TO TELL US ABOUT THAT “MAY NOT BE ABLE– WERE NOT “IN THIS PLAN AS IT WAS “DEVELOPED LAST YEAR?”>>WELL, I THINK– PLEASE RELAY THOSE COMMENTS TO BRIAN, AND YOU MAY WANT TO REPLAY THIS DISCUSSION WITH EACH OTHER AND BRIAN ABOUT THE OVERALL TRAJECTORY– DID YOU HAVE ANYTHING YOU WANTED TO SAY–>>I JUST WANTED TO– I WILL, ON THE TRAJECTORY OVERALL. I WANTED TO SAY THAT ALL OF THOSE INNOVATIONS THAT YOU MENTIONED, THIS PLAN ACTUALLY SUPPORTS PEOPLE GETTING THAT.>>THAT’S GREAT.>>BECAUSE OF THE WHOLE CHILD NEEDS ASSESSMENT, AND ACTUALLY, I THINK IT MAKES– IT PUSHES PEOPLE MORE TOWARDS THOSE INNOVENTIONS– INNOVENTIONS? INNOVATIONS AND INTERVENTIONS, BECAUSE IT SAYS WHAT IS REALLY GOING ON, AND THEN WHAT ARE THE EVIDENCE BASED PRACTICES THAT ARE OUT THERE? SO SOMETHING LIKE THE READING NOW NETWORK HAS AN EVIDENCE BASE BEHIND IT. WE CAN WORK TO DRIVE PEOPLE TOWARD IT. SO I WOULD AGREE THAT WE WANT PEOPLE– WE WANT PEOPLE LOOKING. WE WANT DISTRICTS MORE EFFECTIVELY USING THAT FEDERAL MONEY THAT COMES IN, TO SPEND IT ON THINGS THAT ARE MOST INFLUENTIAL FOR STUDENT OUTCOMES, WHETHER THEY ARE AN ACADEMIC THING, OR A BEHAVIORAL, OR A– YOU KNOW, BUT THEY NEED TO UNDERSTAND THEIR NEEDS. SO I THINK THIS PLAN– THE TIMING ON WHEN WE SUBMIT THINGS, AGAIN, WE’LL JUST CARRY THAT FORWARD, BUT ALL OF THOSE THINGS ARE SUPPORTED BY THIS PLAN, AND I JUST WANT TO MAKE SURE THAT WE REALLY WORK– ESSA DOESN’T TELL YOU WHAT TO DO. ESSA JUST GIVES YOU THE VEHICLE TO DO IT WITH YOUR FEDERAL DOLLARS.>>SO THEN I WOULD ALSO SAY THE INITIAL DRAFT OF THE REPORT IS COMING OUT NEXT WEEK. I HAVE PERMISSION TO GIVE IT TO BRIAN.>>MM-HMM.>>BRIAN, WHO IS SITTING RIGHT THERE. AND THE FINAL REPORT WON’T BE COMING OUT UNTIL JANUARY, BUT TO ME, THE QUALITY OF THE DISCUSSIONS BECAME A CHECKLIST AGAINST WHICH YOU WOULD WANT TO– BECAUSE WE ARE PUSHING TO GET IT IN EARLY– AGAINST WHICH YOU WANT TO SIT BACK AND SAY, “OKAY, FINE. “DID WE REALLY HIT ALL OF THIS “IN A WAY THAT WILL MAKE “MICHIGAN SING IN 10 YEARS?”>>GREAT. PAM AND THEN KATHLEEN, I THINK. DOES ANYBODY ELSE WANT TO WEIGH IN ON THIS? OKAY.>>SOMEWHAT TO EILEEN’S POINT, I WAS LOOKING AT THE SCHOOL QUALITY, AND KATHY TALKED ABOUT WHEN SHE FIRST GOT HERE, SHE WAS TALKING ABOUT THE SCHOOL BEING A COMMUNITY ANCHOR, AND THEN WE HAVE HAD THE PRESENTATIONS ON HEALTH AND HOW HEALTH IMPACTS SCHOOLS. SO WHY CAN’T WE BE INNOVATIVE AND HAVE ONE OF OUR MEASURES BE CENTERED AROUND SOME SORT OF WRAP-AROUND SERVICES, OR MONITORING HOW SCHOOLS ARE BEGINNING TO MOVE IN THAT WAY? BECAUSE WE HAVE BEEN TALKING ABOUT IT FOR A LONG TIME. I’M JUST WONDERING HOW CAN WE HELP TO BETTER FACILITATE THIS.>>SO IN THE– IN THE A TO F CURRENTLY– AND THIS MIGHT BE A PLACE WHERE EILEEN’S POINT IS MAYBE WE WOULD CONSIDER WHAT WE PUT IN THE HIGH STAKES ACCOUNTABILITY SYSTEM DIFFERENTLY– ALTHOUGH, AGAIN, WE DIDN’T LOOK AT THE REGS. WE LOOKED AROUND MICHIGAN’S CONVERSATION AROUND WHAT MATTERS TO MICHIGAN. BUT I THINK THAT WE COULD HAVE– THAT’S A PLACE. BUT WHERE I SEE THAT WE’RE HITTING ON HEALTH MORE IS ACTUALLY IN THE SCHOOL CLIMATE AND CULTURE SECTION. SO THINGS LIKE THOSE SUPPORT TITLES, LIKE DO YOU HAVE A SCHOOL NURSE? DO YOU HAVE A SOCIAL WORKER? DO YOU HAVE SOME OF THESE THINGS? WE COULD ADD AN INDICATOR FOR A HEALTH CENTER OR OTHER THINGS THAT MATTER. BUT I DO THINK WE WANT TO USE THE TRANSPARENCY DASHBOARD TO PUSH THE ENVELOPE ON REPORTING ON WHERE WE ARE DOING THINGS THAT MATTER FOR SCHOOLS, WITHOUT THEN DROPPING A SCHOOL–>>EXCUSE ME.>>–BECAUSE THEY DON’T HAVE A HEALTH CENTER. YOU KNOW, OBVIOUSLY IF THEY DON’T HAVE A HEALTH CENTER, IT’S NOT BECAUSE THEY DON’T WANT ONE, PROBABLY. IT’S BECAUSE THERE ARE SOME CHALLENGES TO GET THERE. SO WE WANT TO ELEVATE THE TRANSPARENCY, BUT NOT UNFAIRLY PENALIZE A SCHOOL OR DISTRICT.>>AND I THINK– AND I’LL JUST SAY THAT. AND I’LL LOOK AT THAT MORE CLOSELY. ONE OF THE THINGS WE HAVE TO DO IS SUPPORT SCHOOLS TO DO THIS. BECAUSE ONE THING THAT SCHOOL SYSTEM SUPERINTENDENTS DON’T– WE’RE SEEING THAT THEY DON’T HAVE THE TIME TO DO IS TO PARTNER WITH COMMUNITIES. BECAUSE SOME OF THOSE COMPONENTS ARE THERE, WE ARE JUST NOT PUSHING– WE ARE NOT HELPING TO FACILITATE THESE DISCUSSIONS. I HEAR ALL THE TIME THAT THERE ARE HEALTH AND HUMAN SERVICES THAT WANT TO GO TO THE SCHOOLS BECAUSE IT WOULD HELP THEM TO SERVICE THE PEOPLE THAT THEY NEED TO SERVICE. SO I THINK HOWEVER WE FACILITATE THAT, I JUST THINK THAT WE JUST NEED TO BE VERY DELIBERATE AND PUT IT FRONT AND CENTER AND KNOW THAT IT IS NOT GOING TO HAPPEN, OBVIOUSLY. THE OTHER–>>I JUST WANT TO PUT A PLUG IN SO YOU KNOW THAT THAT’S THE VISION OF THE PARTNERSHIP MODEL, BOTH WITH THE DISTRICTS WE WORK MOST INTENSIVELY WITH, BUT ALSO THOSE THAT MAYBE WE DON’T DO THAT DEEP ONE-ON-ONE SUPPORT. STILL, IT’S RESHAPING OUR SUPPORT OF DISTRICTS, SO THEY ARE DOING PARTNERSHIP MODEL, AND SO WE HELP BRING MORE PARTNERS TO THE TABLE AND THE COMMUNITY. SO WE’VE STARTED SOME OF THAT WORK AS WELL.>>OKAY. AND THEN I KNOW WE WANT TO MOVE– SO AROUND THE EDUCATOR ENGAGEMENT AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES, WE HAD THE PRESENTATION– WELL, I DON’T KNOW HOW DEEP WE’RE GOING TO GO INTO HOW WE HELP SCHOOLS DETERMINE THE TYPE OF PROFESSIONAL DEVELOPMENT THAT THEY NEED, BUT WE HAVE THE CONVERSATION BY THE COMMISSION HERE, AND THEN WE HAVE THE WORK THAT’S BEING DONE THROUGH THE DEPARTMENT AROUND AFRICAN AMERICAN MALES, BUT THINKING ABOUT HOW WE CLOSE THOSE GAPS.>>MM-HMM, YEP. I THINK OUR VISION FOR PROFESSIONAL DEVELOPMENT OPPORTUNITIES IS PARTLY TO REPORT ON WHAT THEY ARE, BUT PARTLY TO BECOME MORE ACTIONABLE ABOUT THE TYPES OF PROFESSIONAL DEVELOPMENT WE WANT DISTRICTS TO BE OFFERING TO THEIR TEACHERS AND THEIR ADMINISTRATORS. ONE IMPORTANT ONE IS IN THE 0 TO 8 SPACE, AND ESPECIALLY THE KINDERGARTEN, 1, 2, WHAT SORT OF PROFESSIONAL DEVELOPMENT DO ALL EDUCATORS GET ON AGE-APPROPRIATE PRACTICES AND DEVELOPMENTAL COMPETENCIES? SO THAT WOULD ENACT PART OF OUR 10 IN 10 GOALS. TRAINING ON CULTURAL COMPETENCY, OR– THERE ARE SOME THINGS THAT WE THINK PEOPLE PROBABLY AREN’T GETTING, BUT THAT ARE KEY PARTS OF OUR 10 IN 10. WE WANT TO BE MORE ACTIONABLE AS A DEPARTMENT ON SAYING, “HERE ARE SOME THINGS THAT “YOU REALLY NEED “DEVELOPMENT ON.”>>KATHLEEN AND– THE LAST WORD ON THIS.>>I WANTED TO FOLLOW UP ON SOME OF THE OTHER QUESTIONS. THE DASHBOARD, TALKING ABOUT THE STUDENT ENGAGEMENT SECTION, THAT GOES ON THE DASHBOARD?>>MM-HMM.>>BUT THERE IS NO REFERENCE TO ANYTHING ABOUT PARENT ENGAGEMENT OR COMMUNITY ENGAGEMENT. AND TO FOLLOW UP ON THE QUESTIONS THAT– WE TALKED ABOUT IT IN THE TOP 10 IN 10, BUT HOW DOES– I’M SURE YOU WERE WORKING TOGETHER, BUT HOW– THE DASHBOARDS ARE GOING TO BE THE SAME– YOU CAN’T HAVE DIFFERENT DASHBOARDS FOR EACH ONE. YOU HAVE TO HAVE ONE DASHBOARD, RIGHT?>>MM-HMM.>>SO IT HAS TO BE VERY COORDINATED. AND I TRUST THAT IS HAPPENING, BUT IT DOESN’T SHOW UP IN HERE ALL THE TIME, SO–>>OKAY.>>I THINK THAT WE HAVE TO PUT SOME EMPHASIS ON THE COMMUNITY RELATIONS PART.>>OKAY.>>AND INTEGRATING THAT. YEARS AGO, WE HAD FIVE TASK FORCES. ONE WAS ON EARLY CHILDHOOD TO START WITH. WE’RE DOING MUCH BETTER WITH THAT. AND ONE WAS PRINCIPAL EFFECTIVENESS. ONE WAS TEACHER EFFECTIVENESS–>>JOHN AND I CO-CHAIRED TEACHER QUALITY.>>RIGHT. ONE WAS ON USE OF TECHNOLOGY, AND ONE WAS ON SCHOOL-COMMUNITY INTEGRATION.>>OKAY. [ INDISTINCT CHATTER ]>>I KNOW– WE’RE ANTIQUES, KATHLEEN. [ LAUGHTER ]>>BUT THE FACT THAT WE TALK ABOUT THE SAME THINGS NOW.>>YOU KNOW, I DON’T KNOW THAT WE NEED– THEY HAVE DONE REALLY GOOD, DEEP WORK ON THIS.>>THEY HAVE.>>AND I DON’T KNOW THAT WE COULD COME UP WITH ANYTHING MORE, AND I’M NOT SURE HOW APPROPRIATE– THE PRINCIPALS, I KNOW, AND THE TEACHER QUALITY ONE WERE TRUE THEN, AND THEY’RE TRUE NOW, BUT I THINK THERE’S MORE OUTSIDE POTENTIAL FOR CHANGE THAN THERE IS INSIDE. WHEN I WAS IN THIS GROUP, I LITERALLY DEVELOPED A CHECKLIST OF THINGS THAT I KNEW YOU HAD DONE. BUT THE THING THAT KEPT ON COMING BACK TO ME IS WHAT HAPPENS IF MORE OPPORTUNITY OPENS UP IN THE NEXT FEW MONTHS AND WE’RE NOT IN A POSITION TO USE IT WELL?>>OKAY. ANY OTHER QUESTIONS OR COMMENTS FROM BOARD MEMBERS ON THIS IMPORTANT PROCESS? ALL RIGHT, THANK YOU, VENESSA. I THINK WE’LL BREAK FOR LUNCH AND COME BACK AT 1:00, OR A MINUTE THEREAFTER, SO THAT WE CAN STAY ON SCHEDULE. ALL RIGHT?

You may also like...

Leave a Reply

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