Michigan State Board of Education Meeting for May 16, 2017 – Morning Session


>>GOOD MORNING. THE TIME IS NOW 9:31, AND A QUORUM OF THE BOARD IS PRESENT. THE STATE BOARD OF EDUCATION MEETING OF MAY 16, 2017 IS CALLED TO ORDER. APPROVAL OF AGENDA IN ORDER OF PRIORITY. IS THERE A MOTION?>>SO MOVED.>>SECOND.>>IT’S BEEN MOVED AND SUPPORTED. ANY DISCUSSION? SEEING NONE, ALL IN FAVOR SAY AYE.>>AYE.>>OPPOSED THE SAME? MOTION CARRIES. INTRODUCTION OF STATE BOARD OF ED MEMBERS AND GUESTS. MARILYN, AT THIS TIME, PLEASE INTRODUCE THE STATE BOARD.>>YES. GOOD MORNING. THE STATE SUPERINTENDENT IS THE CHAIR OF THE BOARD, BRIAN WHISTON, AND HE IS THE ONE WHO HAS JUST BEEN TALKING TO YOU. AND AS WE GO AROUND THE TABLE– RICHARD ZEILE IS THE CO-PRESIDENT OF THE BOARD. HE IS FROM DEARBORN AND HE IS ON HIS WAY. THE OTHER CO-PRESIDENT OF THE BOARD, CASANDRA ULBRICH, FROM ROCHESTER HILLS. THE SECRETARY OF THE BOARD, MICHELLE FECTEAU. AND HERE IS– HERE ARE RICHARD AND MICHELLE RIGHT HERE. MICHELLE FECTEAU FROM DETROIT. NIKKI SNYDER IS FROM DEXTER, AND SHE IS A BOARD MEMBER. TEACHER OF THE YEAR THIS YEAR IS TRACY HORODYSKI. SHE IS FROM KENOWA HILLS. SHE IS AN INSTRUCTIONAL COACH AND READING INTERVENTIONIST, AND SHE IS IN ZINSER ELEMENTARY WHEN SHE IS NOT HERE. DID I DO ALL THAT RIGHT?>>CLOSE ENOUGH.>>IS SHE CORRECT?>>YES, YOU’RE GOOD.>>ACROSS THE TABLE IS TYLER SAWHER– HE IS WITH THE GOVERNOR’S OFFICE. HE’S THE STRATEGIC ADVISOR FOR EDUCATION AND CAREER CONNECTIONS. NEXT TO HIM, EILEEN WEISER, BOARD MEMBER WHO RESIDES IN ANN ARBOR. LUPE RAMOS-MONTIGNY IS A BOARD MEMBER WHO RESIDES IN GRAND RAPIDS. PAMELA PUGH IS ON HER WAY. SHE IS A BOARD MEMBER WHO RESIDES IN SAGINAW, AND SHE’S– NIKKI IS THE NASBE DELEGATE, TOO, I FORGOT TO TELL YOU.>>THAT’S OKAY.>>REWIND. AND THEN TOM McMILLIN IS THE TREASURER. HE’S FROM ROCHESTER HILLS. I’M MARILYN SCHNEIDER. I’M THE STATE BOARD EXECUTIVE.>>ALL RIGHT, AND SUSAN, I THINK YOU HAVE A NEW EMPLOYEE TO INTRODUCE.>>I AM HAPPY TO INTRODUCE RITA TRINKLEIN, WHO IS OUR LATEST NEW EMPLOYEE. RITA, WOULD YOU PLEASE TALK A LITTLE BIT ABOUT YOURSELF AND YOUR NEW POSITION?>>THANK YOU FOR HAVING ME. I’M RITA TRINKLEIN. I’M THE HOME VISITATION SPECIALIST HERE WITH THE DEPARTMENT OFFICE OF GREAT START. I’M SUPPORTING THE GRANTEES IN THE 32 P4 WORK WITH THEIR HOME VISITING, WORK WITH FAMILIES. MY PREVIOUS ROLE WAS IN SAGINAW COUNTY AS THE EARLY HEAD START MANAGER. SO THANK YOU FOR HAVING ME THIS MORNING, AND I’M REALLY EXCITED TO BE PART OF THE TOP 10 IN 10 AS WE ENGAGE FAMILIES USING HOME VISITING AS A STRATEGY.>>I CAN SEE WHY SHE WAS HIRED. SHE’S GOT THAT TOP 10 IN 10. [ APPLAUSE ]>>OH, I GAVE HER A SCRIPT.>>AH, GOOD. [ LAUGHTER ]>>DID I MISS ANY OTHER NEW EMPLOYEES? NO. ALL RIGHT, NOW WE WOULD LIKE THE AUDIENCE TO INTRODUCE THEMSELVES. WE’LL START OVER HERE WITH MARTY, PLEASE.>>HI, I’M MARTY ACKLEY. I’M THE DIRECTOR, OFFICE OF PUBLIC AND GOVERNMENTAL AFFAIRS HERE IN THE DEPARTMENT OF EDUCATION.>>GOOD MORNING, I’M CHELSEY MARTINEZ. I’M WITH THE SECONDARY SCHOOL PRINCIPALS ASSOCIATION.>>GOOD MORNING, PAUL SALAH, WAYNE RESA.>>TERANCE LUNGER, SUPERINTENDENT, CALHOUN INTERMEDIATE SCHOOL DISTRICT.>>JUDY PRITCHETT, MACOMB ISD.>>[ INDISTINCT ].>>[ INDISTINCT ].>>HI, I’M LAUREN CHILDS. I’M WITH LEARNING FORWARD MICHIGAN.>>HI, I’M [ INDISTINCT ] WITH LEARNING FORWARD MICHIGAN.>>I’M AMY COLTON WITH LEARNING FORWARD MICHIGAN.>>GOOD MORNING, PAUL STANKEWITZ, MICHIGAN CATHOLIC CONFERENCE.>>GOOD MORNING, CINDY SCHNEIDER. [ INDISTINCT ].>>JAMES GALLANT, MARQUETTE COUNTY SUICIDE PREVENTION COALITION.>>[ INDISTINCT ].>>IS THAT IT BACK THERE? ALL RIGHT, THANK YOU, EVERYBODY, FOR BEING HERE. IF YOU PLAN TO OFFER– OH, THIS SIDE. I FORGOT THE WHOLE SIDE. I FORGOT THE PEANUT GALLERY ON THE SIDE. SORRY. PLEASE. [ LAUGHTER ]>>FRAN LOOSE. I SERVE AS FACILITATOR FOR MICHIGAN SPECIAL EDUCATION ADVISORY COMMITTEE.>>[ INDISTINCT ].>>STEVE BEST WITH MDE.>>KYLE GUERRANT, DEPUTY SUPERINTENDENT, FINANCE AND OPERATIONS.>>VENESSA KEESLER, DEPUTY SUPERINTENDENT, EDUCATOR, STUDENT, AND SCHOOL SUPPORTS.>>SUSAN BROMAN, DEPUTY SUPERINTENDENT, P-20 SYSTEMS AND STUDENT TRANSITIONS.>>GOOD MORNING, SHEILA ALLES, CHIEF DEPUTY SUPERINTENDENT.>>GOOD MORNING, WENDY LARVICK, CHIEF OF STAFF TO BRIAN WHISTON.>>ALL RIGHT, NOW WE GOT EVERYBODY. IF YOU PLAN TO OFFER PUBLIC COMMENT TODAY AT TODAY’S MEETING, PLEASE COMPLETE A FORM AND GET IT TO MARILYN. FORMS ARE AVAILABLE ON THE TABLE JUST OUTSIDE OF THE BOARD ROOM, AND THEY MUST BE SUBMITTED PRIOR TO THE BEGINNING OF THE PORTION OF THE MEETING DEVOTED TO PUBLIC COMMENT. PUBLIC COMMENT WILL BEGIN IMMEDIATELY FOLLOWING THE LUNCH BREAK, SCHEDULED APPROXIMATELY FOR 1:30 TODAY. PLEASE BE HERE AT THAT TIME TO MAKE SURE YOU HAVE AN OPPORTUNITY TO COMMENT. WE NOW MOVE TO DISCUSSION ITEMS. FIRST ITEM ON THE COMMITTEE OF THE WHOLE AGENDA IS PRESENTATION BY GRAND RAPIDS PUBLIC MUSEUM. GRAND RAPIDS PUBLIC MUSEUM SCHOOL IS HERE TO SHARE INFORMATION ON THE SCHOOL’S ORIGIN AND UNIQUE CURRICULUM, WHICH UTILIZES MANY PARTNERSHIP OPPORTUNITIES. THE SCHOOL EDUCATES 6th AND 7th GRADE STUDENTS AND WILL EXPAND TO 8th GRADE NEXT YEAR. LUPE ASKED FOR THIS PRESENTATION. AND WE WELCOME CHRISTOPHER HANKS, PRINCIPAL TO GRAND RAPIDS PUBLIC SCHOOL MUSEUM, AND DALE ROBERTSON, PRESIDENT OF THE GRAND RAPIDS PUBLIC MUSEUM FOR THE PRESENTATION. THANK YOU.>>THANK YOU, EVERYBODY. I’M REALLY GRATEFUL AND HONORED TO BE INVITED TO SHARE WITH YOU TODAY. THE GRAND RAPIDS PUBLIC MUSEUM SCHOOL IS A YOUNG SCHOOL. WE ARE IN OUR SECOND YEAR, BUT WE HAVE A LOT GOING ON AND IT’S EXCITING TO BE ABLE TO LET YOU KNOW SOME OF THOSE– SOME OF THOSE THINGS WE’RE WORKING ON. GRAND RAPIDS PUBLIC MUSEUM SCHOOL IS LOCATED INSIDE ON THE 4th FLOOR OF THE GRAND RAPIDS PUBLIC MUSEUM, AND THAT PHYSICAL LOCATION IS CENTRAL TO OUR IDENTITY AND LEARNING PROCESS IN THE WAY WE DO THINGS, I THINK, WHICH WILL BECOME CLEAR AS I MOVE AHEAD. I THINK MANY PEOPLE ASK THE FIRST QUESTION, “WHAT IS “THE PUBLIC MUSEUM SCHOOL? “IS IT A MUSEUM? “IS IT A SCHOOL?” WE SAY THAT IT’S BOTH AND NEITHER. SCHOO-SEUM HASN’T QUITE CAUGHT ON YET, BUT WE’RE WORKING ON IT. [ LAUGHTER ] THE MOST IMPORTANT CHARACTERISTIC OF THE PUBLIC MUSEUM SCHOOL THAT WE ALWAYS START WITH IS THAT IT’S– THAT IT’S DEFINED BY ITS COMMUNITY PARTNERSHIPS. GRAND RAPIDS PUBLIC MUSEUM SCHOOL IS A– IS A PUBLIC SCHOOL WITHIN GRAND RAPIDS PUBLIC SCHOOLS. IT’S CLASSIFIED AS A CENTER OF INNOVATION WITHIN THE DISTRICT. THAT MEANS IT’S A PARTNERSHIP BETWEEN THE DISTRICT AND OTHER ENTITIES. SOMETIMES THAT’S A PUBLIC-PRIVATE PARTNERSHIP. IN OUR CASE THAT’S A PUBLIC-PUBLIC PARTNERSHIP. OUR FOUNDING PARTNERS, IN ADDITION TO THE DISTRICT, ARE THE GRAND RAPIDS PUBLIC MUSEUM, OF COURSE, KENDALL COLLEGE OF ART AND DESIGN OF FERRIS STATE UNIVERSITY, AND GRAND VALLEY STATE UNIVERSITY’S COLLEGE OF EDUCATION. THE MOST IMPORTANT THING THOSE PARTNERSHIPS MEAN TO US IS EXPERTISE IN VARIOUS AREAS THAT FORM THE FOUNDATION OF THE SCHOOL HUMAN CENTERED DESIGN THINKING, PLACE BASED EDUCATION, AND MUSEUM METHODS AND RESOURCES– ALL OF WHICH I’LL TALK ABOUT IN JUST A FEW MINUTES. BUT IT IS A TRUE PARTNERSHIP IN THAT FACULTY AND STAFF FROM EACH OF THOSE INSTITUTIONS ARE AT THE TABLE WHEN IT COMES TO CURRICULUM, PERSONNEL DECISIONS, ALL TYPES OF PLANNING AND COORDINATION, AND OF COURSE STUDENT EXPERIENCES. WE ALSO HAVE MANY OTHER PARTNERS IN GRAND RAPIDS AND WEST MICHIGAN. COMMUNITY PARTNERSHIPS ARE THE HUB OF THE SCHOOL. OUR STUDENTS, THOUGH THEIR CLASSROOMS ARE LOCATED WITHIN THE MUSEUM, WE SAY THAT COMMUNITY IS OUR CLASSROOM, SO THEY REGULARLY VISIT AREA BUSINESSES AND ORGANIZATIONS. THE GRAND RAPIDS PUBLIC LIBRARY IS OUR SCHOOL LIBRARY. WHEN WE’RE NOT OUTSIDE AT A PARK OR DOWNTOWN SQUARE, OUR PE CLASSES ARE IN THE YMCA ACROSS THE HIGHWAY. MANY OTHER EXAMPLES OF COMMUNITY PARTNERSHIPS. OUR CURRICULUM IS THEME BASED AND PROJECT ORIENTED. WITHOUT GOING INTO ANY DETAILS, BECAUSE ONCE I START I CAN’T STOP WHEN I TALK ABOUT THE CURRICULUM, BUT OUR PROCESS IS TO TAKE CURRICULUM AND STANDARDS EXPECTATIONS FROM THE STATE OF MICHIGAN– COMMON CORE AND OTHER SETS OF STANDARDS– LOOK AND IDENTIFY AREAS OF POTENTIAL INTEGRATION AND ALIGNMENT ACROSS CONTENT AREAS– SOCIAL STUDIES, SCIENCE, LANGUAGE ARTS AND MATH IN PARTICULAR– AND THEN DEVELOP THEMES AROUND THOSE INTERSECTIONS SO THAT WE CAN CONSTRUCT EXPERIENTIAL LEARNING OPPORTUNITIES AROUND THOSE THEMES IN ORDER TO ENGAGE STUDENTS DIRECTLY. I’M GOING TO CHECK MYSELF AND JUST MOVE ON. SOME EXAMPLES OF THEMES– THESE ARE FROM OUR 6th GRADE, WHICH, AGAIN, WE’RE IN OUR SECOND YEAR, NOW WE HAVE 6th AND 7th GRADE. THEY ARE INTEGRATED NOT JUST HORIZONTALLY ACROSS CONTENT AREAS, BUT ALSO YOU MIGHT SAY VERTICALLY THROUGH PROJECTS THAT BUILD ON EACH OTHER. SO A THEME LIKE RELATIONSHIPS AND INTERDEPENDENCE IN WHICH STUDENTS ARE STUDYING CULTURE AND SOCIAL STUDIES CONTENT, AND ECOSYSTEMS IN THEIR SCIENCE CONTENT, ECOSYSTEMS AND BIODIVERSITY, LOOKING AT BOTH OF THOSE AS SYSTEMS OF COMPLEX RELATIONSHIPS. WE’LL FOCUS ON A LOCAL PROJECT AND A NEIGHBORHOOD PROJECT IN GRAND RAPIDS BUT THEN LEAD TO A GLOBAL PROJECT IN THE NEXT PROJECT CYCLE WHERE STUDENTS ARE LEARNING ABOUT REGIONS OF THE WORLD, GLOBAL ISSUES AND PROBLEMS, SUCH AS CLIMATE CHANGE FROM A CULTURAL AND SCIENTIFIC PERSPECTIVE. OUR GOAL FOR THE MIDDLE SCHOOL IS THAT BY THE END OF 8th GRADE, LEARNERS WILL BE CREATIVE, COLLABORATIVE PROBLEM SOLVERS PROFICIENT IN SELF-GUIDED LEARNING, AND PREPARED FOR MUSEUM APPRENTICESHIPS. WHAT WE’RE REALLY TALKING ABOUT IS NOT JUST BEING HOUSED IN A MUSEUM FOR THE PURPOSE OF VISITING EXHIBITS, BUT AS OUR STUDENTS MOVE TOWARDS HIGH SCHOOL AND GRADUATION TO BECOME SKILLED IN THE ARTS AND CREATIVE PROFESSIONS THAT NOT ONLY MUSEUM STAFF, BUT OUR OTHER PARTNERS ARE EXPERTS IN SO THAT THEY WILL BE BEHIND THE SCENES DEVELOPING THEIR OWN EXHIBITS, TELLING STORIES, MAKING MEANING AND SENSE OF THE REGION AND THE NATION’S HISTORY AND CULTURE. WE’RE NOT JUST A MIDDLE SCHOOL. WE HAVE 6th AND 7th GRADE NOW, BUT WE INTEND TO ADD A GRADE LEVEL EACH YEAR UNTIL OUR SCHOOL GOES FROM 6th TO 12th GRADE. LAST SEPTEMBER, THE SCHOOL WAS ONE OF 10 SCHOOLS NATIONWIDE THAT EARNED A GRANT FROM THE XQ INSTITUTE, ANSWERING THE CHALLENGE TO REINVENT HIGH SCHOOL. SO THE GRAND RAPIDS PUBLIC MUSEUM HIGH SCHOOL IS A SIMULTANEOUS PROJECT ALONG WITH RUNNING THE MIDDLE SCHOOL NOW. WE’RE DEVELOP– WE’RE RENOVATING THE FORMER PUBLIC MUSEUM IN GRAND RAPIDS TO BE OUR HIGH SCHOOL BUILDING, WHICH WILL FEATURE A DESIGN SCHOOL WHERE ADVANCED DESIGN AND CREATION ACTIVITIES WILL TAKE PLACE– AN ARTIFACT LAB, WHERE MUSEUM STAFF CURATORS WILL WORK SIDE BY SIDE WITH STUDENTS TO PROCESS AND INTERPRET ARTIFACTS IN THE MUSEUM, AND FOCUS ON THREE AREAS– DESIGN AND INNOVATION, GLOBAL AWARENESS, AND SUSTAINABILITY. XQ, IN ADDITION TO PROVIDING $10 MILLION FOR THIS WORK, HAS PROVIDED US A FRAMEWORK OF LEARNER GOALS AND A PERFORMANCE FRAMEWORK. THE XQ LEARNER GOALS, I WON’T GO THROUGH THEM IN DETAIL, BUT I’LL JUST SAY THAT THEY COMBINE AND UNITE TRADITIONAL ACADEMIC CONTENT AND SKILLS. SO MASTERS OF ALL FUNDAMENTAL LITERACIES AND HOLDERS OF FOUNDATIONAL KNOWLEDGE ARE TWO OF THE FIVE CORE LEARNER GOALS, ALONG WITH WHAT WE THINK OF AS DEEPER LEARNING, OR 21st CENTURY SKILLS, SUCH AS COLLABORATION, CREATIVITY, PRESENTATION, AND CRITICAL THINKING, AND SOCIAL-EMOTIONAL LEARNING SKILLS, SO PERSISTENCE, PRIORITIZING, RELATIONSHIP BUILDING, SELF AWARENESS. ALL OF THOSE THINGS WE THINK OF AS CORE TO OUR CURRICULUM, NOT SECONDARY ACTIVITIES THAT ARE SECONDARY TO CORE ACADEMIC LEARNING. OUR GOAL AS A SCHOOL IS TO TAKE THE LEARNER GOALS THAT I JUST SHOWED YOU THAT ARE BROKEN OUT INTO MORE SPECIFIC LEARNER OUTCOME AREAS, AND THEN WED THEM TO THOSE THREE THEMES OF THE MUSEUM SCHOOL– DESIGN AND INNOVATION, WE’RE DEVELOPING INTERSECTIONS WITH CORE XQ THEMES, GLOBAL AWARENESS, AND SUSTAINABILITY. THE ULTIMATE FRAMEWORK FOR THE HIGH SCHOOL IS A MODEL THAT RESTS ON THE FOUNDATION OF XQ, AND THE PERFORMANCE FRAMEWORK THAT WE’RE DEVELOPING WITH XQ AND THE NINE OTHER SCHOOLS ACROSS THE COUNTRY, THAT IS UNITED WITH OUR MUSEUM SCHOOL FOCUS AREAS TO PRODUCE GRADUATES THAT ARE EXEMPLARY AND BE SORT OF EXEMPLAR IDENTITIES THAT WE HAVE IDENTIFIED AS MUSEUM SCHOOL OUTCOME TARGETS. I MIGHT HAVE ALREADY ANSWERED THIS QUESTION, BUT JUST TO SAY A LITTLE MORE ABOUT THAT. AT THE TOP, I MENTIONED THREE FOCUS AREAS– DESIGN THINKING, PLACE-BASED EDUCATION, AND MUSEUM STUDIES. VERY BRIEFLY, DESIGN THINKING, THIS IS A MODEL OF THAT PROCESS THAT IS SPECIFIC TO THE MUSEUM SCHOOL, PUT INTO STUDENT FRIENDLY LANGUAGE, WHICH PROVIDES US A PROCESS OF COLLABORATIVE PROBLEM SOLVING AND INNOVATION THAT GUIDES THE CURRICULUM. IT GUIDES THE CURRICULUM IN THE SENSE THAT WE USE DESIGN-THINKING PROCESS TO DEVELOP CURRICULUM, AND OUR STUDENTS CONTINUOUSLY MOVE THROUGH THIS CYCLE AS THEY WORK THROUGH THE CURRICULUM. I HAVE FROZEN THE SCREEN– OKAY, HERE WE GO. SO VISITING THE ARCHIVES, AND AS I SAID BEFORE, COMMUNITY LOCATIONS AND EVENTS ARE– THAT TIE INTO THAT DESIGN THINKING ARE CORE TO THIS SCHOOL, AND YOU’LL OFTEN FIND OUR STUDENTS ENGAGED IN PROTOTYPING AND CREATING THEIR OWN VERSIONS FOR INTERPRETATIONS OF CONTENT THAT THEY ARE STUDYING. PLACE-BASED EDUCATION PROVIDES US WITH AN OPPORTUNITY FOR STUDENTS TO LEARN… I WENT OFF OF MY SCRIPT, SO I’M GOING TO CATCH UP NOW– PROVIDES OUR STUDENTS AN OPPORTUNITY TO LEARN TO AND THROUGH THEIR IMMEDIATE ENVIRONMENT. SO PLACE-BASED EDUCATION HELPS THEM BECOME EXPERTS IN THEIR IMMEDIATE SURROUNDINGS, AND USE THOSE SURROUNDINGS AS A LENS ON THE WIDER WORLD IN ORDER TO BECOME ACTIVE ENGAGED CITIZENS AND PARTICIPANTS, CHANGE-MAKERS IN THEIR COMMUNITY. LOCATED NEXT TO THE GRAND RIVER, WE’VE ENGAGED ALREADY IN RIVER-CLEANUP ACTIVITIES, RESEARCH ON TOPICS SUCH AS WATER QUALITY, MACROINVERTEBRATES IN THE RIVER, AND WE HOPE TO BE ACTIVELY ENGAGED IN THE RIVER RESTORATION PROJECT THAT’S A COMMUNITY-WIDE, LONG TERM ENDEAVOR IN GRAND RAPIDS. WE GO OUTSIDE A LOT. MUSEUM METHODS IS THE– YOU MIGHT SAY HEART AND SOUL OF THIS SCHOOL. THE MUSEUM CONTEXT INSPIRES AND ACTIVATES LEARNING. OUR STUDENTS HAVE IMMEDIATE AND DIRECT ACCESS TO THOUSANDS– DALE, MANY THOUSANDS OF ARTIFACTS, EXHIBITS THAT TELL THE STORY OF OUR COMMUNITY AND THE WORLD. AND SO WE WANT TO LEVERAGE THE LOCATION OF THE SCHOOL INSIDE THE MUSEUM, BUT ALSO USE THAT OPPORTUNITY TO DEVELOP EXPERIENCES AND APPROACHES TO LEARNING THAT OTHER SCHOOLS, ANY SCHOOL, COULD TAKE ADVANTAGE OF BY VISITING THE GRAND RAPIDS PUBLIC MUSEUM. THESE ARE JUST SOME EXAMPLES OF MUSEUM EXPERIENCES THAT OUR STUDENTS– AND COMMUNITY EXPERIENCES THAT OUR STUDENTS HAVE BEEN ABLE TO TAP INTO, AND I THINK ILLUSTRATE THE NOTION THAT THE COMMUNITY IS OUR CLASSROOM. IF I HAVE A FEW MORE MINUTES, I WOULD LIKE TO GIVE DALE ROBERTSON AN OPPORTUNITY TO TOUCH ON– WELL, WHATEVER HE WANTS, BUT MAYBE HOW THE SCHOOL RELATES TO THE MUSEUM’S MISSION.>>PLEASE, DALE.>>THANK YOU. SO MY NAME IS DALE ROBERTSON, I WORK AT THE GRAND RAPIDS PUBLIC MUSEUM. CHRIS AND I CAME OVER THIS MORNING FROM GRAND RAPIDS, BUT IT’S NOT WHERE I’M FROM. I’M A DOWNRIVER DETROIT GUY. I’M A GRADUATE OF WYANDOTTE PUBLIC SCHOOLS… MICHIGAN STATE, JAMES MADISON COLLEGE, COOLEY LAW SCHOOL, WHILE I WAS WORKING FULL-TIME GOING AT NIGHT, WHERE I FIRST MET THE SUPERINTENDENT WITH SENATOR RUDY NICHOLS.>>WAY BACK IN, LIKE, THE ’80s OR SOMETHING.>>BUT THROUGH ALL OF MY SCHOOLING, I THINK THE BEST TEACHER I HAVE EVER HAD WAS MISS MARY McDONALD, WHO WAS MY 6th GRADE TEACHER AT THOMAS JEFFERSON ELEMENTARY SCHOOL, 1515 15th STREET. AH, HOW DO YOU LIKE THAT? AND ESSENTIALLY, HER GOAL– BACK WHEN I WAS GOING TO SCHOOL– MY MOTHER, BY THE WAY, USED TO SAY THERE IS THE RIGHT WAY, THE WRONG WAY, AND DALE’S WAY. SO WE’RE GOING THROUGH DALE’S WAY RIGHT NOW AND YOU’RE INDULGING ME IN PRESENTING TO YOU HERE. BUT SHE– IT WAS WHEN 7th GRADE IS WHEN YOU WENT OUT OF ELEMENTARY, AND SO THEN IT WAS JUNIOR HIGH. SHE SAID, “MY GOAL IS TO “PREPARE YOU FOR JUNIOR HIGH “AND EVERYTHING HERE ON OUT “IS TO MAKE SURE YOU KNOW “HOW TO THINK.” AND REALLY OUR ENTIRE CURRICULUM WAS PRETTY MUCH PROJECT BASED. SO HERE WE ARE NOW– I DON’T KNOW HOW MANY YEARS LATER IN WORKING WITH CHRIS IN A SCHOOL THAT IS ESSENTIALLY PROJECT BASED, BUT THE MUSEUM ITSELF IS PROJECT BASED WHEN YOU THINK ABOUT IT, RIGHT? WE HAVE TRAVELING EXHIBITS COMING IN ALL OF THE TIME. WE HAVE SCHOOL GROUPS COMING IN ALL THE TIME THAT HAVE PARTICULAR CURRICULUM NEEDS AND SO FORTH. EVERY TRAVELING EXHIBIT THAT COMES, WE PUT OUR OWN, WHAT WE CALL, WEST MICHIGAN TWIST ON IT. SO WHEN WE HAVE THE TITANIC, WE PARTNERED WITH ACTUALLY THE OCCUPATIONAL THERAPY PROGRAM AT GRAND VALLEY STATE UNIVERSITY, AND THE VIDEO GAMING PROGRAM AT FERRIS STATE UNIVERSITY TO CREATE OUR OWN GREAT LAKES SHIPWRECKS EXHIBIT THAT WAS ACCESSIBLE COGNITIVELY AND PHYSICALLY, RIGHT? AND ALSO HAD A VIDEO GAME, AND SO FORTH, SO WE COULD TELL THE STORY OF OUR OWN– OUR OWN SHIPWRECKS. SO WHERE WE ARE GOING IN THIS– IN THIS UNIQUE PARTNERSHIP HERE IS NOW WITH THE PUBLIC MUSEUM SCHOOL LEARNER OUTCOMES. WE ARE TAKING THOSE OURSELVES AND THAT’S A FILTER BY WHICH WE WILL LOOK AT EVERY TRAVELING EXHIBIT AND EVERY PROGRAM THAT WE CREATE THROUGHOUT THE MUSEUM GOING FORWARD. WE ARE– WE HAVE ADOPTED A PERSONAL HERO OF MINE, TEMPLE GRANDIN, HER LINE ABOUT, “IT TAKES “ALL KINDS OF MINDS,” RIGHT? TO EVERYTHING AS WE NOW LOOK FORWARD, BOTH PROGRAMMATICALLY AND PHYSICAL CHANGES, TO MAKE SURE THAT OUR BUILDING IS AS PHYSICALLY AND COGNITIVELY ACCESSIBLE TO THE BROADEST POPULATION, WITH A SPECIFIC FOCUS ON AUTISM. SO WE HAVE CREATED PARTNERSHIPS WITH HOPE NETWORK’S CENTER OF AUTISM WITH THIS IDEA BY EMBRACING UNIVERSAL DESIGNS FOR LEARNING STANDARDS– AGAIN, THIS IS WHERE THE OCCUPATIONAL THERAPISTS COME IN. SO WE KNOW PHYSICAL STATE PLACES MATTER, AND IF WE CAN GET AS CLOSE TO RIGHT FOR THOSE OF US ON THE EDGES OF A LEARNING SPECTRUM. NOW, MY WIFE IS A TEACHER, SAYS THERE IS DIFFERENT LEARNING SPECTRUMS. I’M A LAWYER, I GET TO MAKE THIS UP HOW I WANT, RIGHT? I SAY WE’RE ALL ON ONE, ALL RIGHT? AND IF WE CAN GET AS CLOSE TO RIGHT FOR THOSE OF US ON THE EDGES OF THE LEARNING SPECTRUM, IT IMPROVES THE EXPERIENCE FOR THOSE OF US IN THE MIDDLE OF THE LEARNING SPECTRUM. AND SO THIS IS A TRUE PARTNERSHIP, AND EVERYTHING THAT WE DO GETS FILTERED AND REFLECTED THROUGH THE SCHOOL. THE LAST PIECE THEN, AS CHRIS MENTIONED, IS ABOUT IMPACTING OTHER SCHOOLS. BUT I’M NOT FROM WEST MICHIGAN, AS I’VE JUST SAID, SO I HAVE NONE OF THAT HUMILITY, WHICH MEANS I GET TO BRAG, ALL RIGHT? WE HAVE 250,000 ARTIFACTS AND SPECIMENS, BY THE MOST CONSERVATIVE COUNT. WHATEVER YOU’RE INTERESTED IN, WE PROBABLY HAVE IT– ETHNOGRAPHIC, NATURAL HISTORY, SCIENCE, FASHION, ARGUABLY THE LARGEST FURNITURE COLLECTION IN THE NATION. BUT WE WERE DOING WHAT MUSEUMS ALWAYS DO, WHICH PRESERVE FOR THE FUTURE, ALL RIGHT? BUT IT’S KIND OF LIKE THOSE– A LOT OF THE SHOT AND BEER BARS IN WYANDOTTE. THEY WOULD HAVE THE FUNNY SIGN “FREE BEER TOMORROW,” AND YOU COME BACK THE NEXT DAY AND THE SIGN SAYS, “FREE BEER TOMORROW.” WE ARE PRESERVING FOR THE FUTURE, BUT NOBODY EVER GOT TO THE FUTURE. SO WE ARE RECLASSIFYING THOSE ARTIFACTS SO WHEN WE ARE DONE 75% WILL BE ABLE TO BE USED IN SOME WAY, SHAPE, OR FORM. SOME DIRECT LIKE THIS, MAYBE SOME YOU PUT ON THE GLOVES. THE MUSEUM’S SCHOOL WILL BE CREATING CURRICULUM UNITS AND LESSON PLANS THAT CAN BE PAIRED WITH THOSE ARTIFACTS THAT THEN WE CAN SEND OUT TO SCHOOLS THROUGHOUT THE REGION. SO THE EXAMPLE THAT I USE– IF I WAS AN 8th GRADE BOY, WHICH I WAS, AND IF I HAD TO DO A PAPER ON ASIAN HISTORY, I MAY NOT BE THAT INTERESTED. BUT IF I CAN HOLD IN MY HAND A REAL SAMURAI SWORD FROM THE 1500s, I WOULD PROBABLY BE PRETTY INTERESTED. WE HAVE THE REAL SAMURAI SWORD FROM THE 1500s. WE ALSO HAVE A 3,000 YEAR OLD BABYLONIAN CLAY TABLET. SO THE POINT IS, I TAKE THESE ARTIFACTS, SEND THEM OUT AND WHATEVER LEARNING STYLE WE CAN TRY TO CONNECT. SO THAT’S THE BASIS OF THIS PARTNERSHIP. IT IS MUCH MORE THAN THE 400 OR SO KIDS. AND IT’S ALL THE PUBLIC THAT COMES THROUGH THE GRAND RAPIDS BOTH MUSEUM AND ARGUABLY CAN BE REPLICATED THROUGHOUT THE STATE AND THROUGHOUT THE NATION. SO I THANK YOU FOR THIS OPPORTUNITY TO SAY A FEW WORDS HERE AND CHRIS’S PRESENTATION TAG ON THAT. AND THANK YOU TO LUPE AND BRIAN FOR ALLOWING US TO BE HERE– ALLOWING ME TO BE HERE.>>SO LUPE ALSO SERVES ON THE ADVISORY COUNSEL FOR THE MUSEUM SCHOOL. LUPE, DID YOU HAVE ANY COMMENTS?>>ABSOLUTELY, I DO.>>ALL RIGHT. [ LAUGHTER ]>>WELL, FIRST OF ALL, I’M REALLY THANKFUL THAT THE GRAND RAPIDS PUBLIC MUSEUM SCHOOL WAS ABLE TO PRESENT TODAY. AND NOW YOU KNOW A LITTLE BIT MORE THAT YOU CAN GO VISIT THE SCHOOL, AND VISIT THE MUSEUM, AND MAYBE USE THE ARTIFACTS IN YOUR OWN LOCAL SCHOOL DISTRICTS. YEAH, I DO SERVE IN THE– IN THE MUSEUM ADVISORY COMMITTEE, AND I ALSO SERVE ON THE GRAND RAPIDS PUBLIC MUSEUM FOUNDATION BOARD. SO I HAVE A PACKAGE. AND SO I HAVE BEEN REALLY THRILLED TO SEE THE EDUCATIONAL… WORK THAT HAS BEEN GOING ON IN THE– IN THE SCHOOL IN PARTICULAR, BECAUSE YOU ALL KNOW THAT I TAUGHT FOR 36 YEARS, AND WAS A PRINCIPAL, AND ALL OF THOSE KIND OF THINGS IN SCHOOLS, SO THIS IS A NEW APPROACH. AND TALKING TO A TEACHER YESTERDAY, SHE SAYS TO ME, “OH–” I SAID– WELL, I TOLD HER THE MUSEUM SCHOOL IS GOING TO COME AND PRESENT TODAY. AND SHE SAID, “WELL, I WISH “I COULD DO THE KIND OF THINGS “THAT THEY ARE DOING, BUT “I HAVE ALL OF THESE THINGS “THAT YOU AND THE STATE “DEPARTMENT ARE TELLING ME “TO DO, SO I CANNOT DO “THAT KIND OF TEACHING.” I TAUGHT IN THE SAME PUBLIC SCHOOLS, AND I DID A LOT OF THINGS THAT THE MUSEUM SCHOOL IS DOING, TAKING STUDENTS OUT OF THE CLASSROOM. I TRULY BELIEVE THAT EDUCATION DOES NOT HAPPEN IN FOUR WALLS, THAT WE HAVE TO EXPOSE STUDENTS TO THE REAL THING. AND I THINK THIS IS WHAT EXCITES ME ABOUT THE MUSEUM SCHOOL THAT WE’RE USING ARTIFACTS, AND WE’RE USING THE COMMUNITY TO TEACH THE STUDENTS. I HAVE TO ALSO BRAG A LITTLE BIT MORE, BECAUSE THE MUSEUM SCHOOL WAS HIGHLIGHTED IN MY MEA “VOICE” BACK IN– LET’S SEE, WHAT IS THE MONTH? A FEW MONTHS– DECEMBER. IN DECEMBER, THEY WERE FEATURED IN “THE VOICE.” SO THAT IS VERY, VERY SPECIAL TO ME. ALSO, THEY HAD BEEN FEATURED IN “THE USA TODAY,” SO THAT’S A NATIONAL NEWSPAPER. “EDUTOPIA,” AND ALSO THE “GREATSCHOOLS.ORG.” SO THIS KIND OF TEACHING IS CATCHING FIRE. IT’S IN OUR TOP 10 IN 10, AND ALSO IN OUR ESSA PROPOSAL. SO WE’RE– THEY ARE ON THE RIGHT TRACK AS FAR AS WHAT WE’RE TRYING TO DO WITH ALL SCHOOLS IN THE STATE OF MICHIGAN. AND SO I REALLY AM THRILLED THAT THEY WERE ABLE TO COME, DR. HANKS, AND OUR CEO PRESIDENT OF THE MUSEUM, DALE ROBERTSON. I LOVE WORKING WITH BOTH OF THEM. SO WITH THAT, I’LL LET OTHERS SPEAK.>>EILEEN, DID YOU HAVE SOMETHING?>>SORRY, I RAISED MY HAND TOO EARLY. BOY, THIS IS EXCITING TO SEE, AND OF COURSE WE ALL KNEW THAT IF YOU WERE OUT THERE AND WINNING THE XQ PRIZE THAT IT MUST BE SOMETHING SPECTACULAR. I VISITED BRIEFLY, AND WAS EXTREMELY IMPRESSED. UNIVERSAL DESIGN IS NOT A TOPIC THAT HAS BEEN DISCUSSED FOR A NUMBER OF YEARS, AND I KNOW THAT SOME OF THE NEWER BOARD MEMBERS– I’M NOT SURE, PAM– I’M NOT SEEING PAM. PAM, ARE YOU FAMILIAR WITH IT? SO, AND PAM WORKS WITH CHILDREN, SO I HATE TO PUT YOU ON THE SPOT, BUT TO GIVE US A SNAPSHOT OF WHAT THAT MEANS FOR THE MUSEUM, LIKE IN FIVE SENTENCES OR LESS– I KNOW THAT’S HARD. AND ALSO WHAT THAT WILL DO FOR THE CHILDREN IN THE SCHOOL. BECAUSE THE MUSEUM– I’M ON THE MICHIGAN SCIENCE CENTER BOARD, WHICH IS FACING A MASSIVE REDESIGN. AND MY HUSBAND WAS INVOLVED WITH THE HENRY FORD ACADEMY– HENRY FORD CHARTER SCHOOL, SO I KNOW WHAT IS IN STORE FOR YOU AND THE COMMUNITY IN THE YEARS AHEAD, BUT I THINK IT WOULD BE GREAT IF YOU COULD JUST GIVE US A SNAPSHOT.>>SURE. DALE HAS BEEN REALLY A POWERFUL ADVOCATE FOR UNIVERSAL DESIGN ON THE MUSEUM SIDE, AND IN THE SCHOOL. I THINK THAT THERE’S ALWAYS A RISK OR PERHAPS A PERCEPTION THAT MAYBE A SPECIALIZED SCHOOL OR A THEME-BASED SCHOOL WILL BE IDEAL FOR SELF-DIRECTED, SELF-MOTIVATED STUDENTS WITH LOTS OF EXTERNAL SUPPORTS. AND WE WANT TO NOT BE THAT, AND WE WANT TO BE THE PLACE THAT IS NOT JUST OPEN, BUT AN IDEAL SETTING FOR ALL LEARNERS. AND SO, YOU KNOW, WITH THE MUSEUM’S DIRECTION TOWARD ACCESSIBILITY AND MAKING EXHIBITS ACCESSIBLE AND– FROM A VARIETY OF– IN A VARIETY OF WAYS, THAT ALLOWS US TO, AS WE KIND OF BACKWARDS PLAN OUR CURRICULUM, TO THINK FROM A UNIVERSAL DESIGN FOR LEARNING PERSPECTIVE, SO THAT THROUGH VISITS TO THE MUSEUM EXHIBITS, PLANETARIUM, OR BRINGING EXPERIENCES TO LEARNERS IN DIFFERENT WAYS, WE CAN– WE CAN MAKE IT ACCESSIBLE.>>SO WE FIRST BEGAN TO EMBRACE THIS THROUGH WORKING WITH THE OCCUPATIONAL THERAPY GRADUATE PROGRAM AT GRAND VALLEY STATE UNIVERSITY. AND MY OWN WAY OF JUST DEFINING THEM OR THEIR OCCUPATIONAL THERAPISTS LIKE THE KINGS AND QUEENS OF COMMON SENSE. RIGHT, IN TERMS OF JUST LOOKING VERY HOLISTICALLY– COLOR, LIGHT, TEMPERATURE, TEXTURE– ALL OF THAT MATTERS TO GET SOMETHING RIGHT THAT’S ACCOMMODATING. SO MY FAVORITE EXAMPLE IS IF YOU WALK IN THE GRAND RAPIDS PUBLIC MUSEUM, YOU GET ALL OF THESE FLASHING LIGHTS, AND BUZZING, AND SO FORTH. WE HAVE FOUR AUTOMOBILES IN THE FRONT LOBBY, INCLUDING THE FIRST CAR TO CROSS THE MACKINAC BRIDGE, WHICH IS A BIG, ENORMOUS, GREEN CHEVROLET STATION WAGON. I CAN’T TELL YOU HOW MANY PEOPLE DON’T SEE IT. NOW, AN AUTISTIC CHILD MAY NOT EVEN BE ABLE TO COME IN BECAUSE OF THAT. SO IF WE WERE A UNIVERSAL DESIGN PRINCIPLE, WE WOULD REDO THAT FRONT SPACE TO GET RID OF ALL OF THE DISTRACTIONS, EVERYBODY WOULD SEE THE FOUR AUTOMOBILES, AND THE AUTISTIC CHILD WOULD BE ABLE TO COME IN AND ALSO SEE THE FOUR. SO THAT’S PROBABLY– I MEAN, THAT’S WAY OVERSIMPLIFIED, BUT THAT’S ESSENTIALLY WHAT IT MEANS IS TO BE SO PHYSICALLY AND THEN OF COURSE– AND COGNITIVELY ACCESSIBLE TO THE BROADEST POPULATION. SO IT WORKS. WE HAVE QUIET SPACE AND SO FORTH, BUT YOU’RE REALLY BEING VERY MINDFUL OF THAT ENTIRE ENVIRONMENTAL EXPERIENCES, BECAUSE IT REALLY DOES MATTER IN HOW WE ALL LEARN AND WE ALL HAVE OUR OWN COGNITIVE PERSONALITIES.>>AND THAT WAS ABOUT SIX SENTENCES, BUT YOU REALLY SUMMARIZED IT WELL. [ LAUGHTER ] AND I WOULD SAY ONE MORE THING. AND YOU ARE DEALING SO MUCH WITH CHILDREN– A WIDE RANGE OF CHILDREN IN THE CLASSROOMS, BUT VERY OFTEN WE WALK INTO WHAT SEEMS TO BE A REALLY STIMULATING ELEMENTARY SCHOOL CLASSROOM, AND YOU RECOGNIZE THAT THERE ARE KIDS JUST SITTING LIKE THIS, BECAUSE THEY ARE BARRAGED BY ALL OF THE THINGS ON THE BULLETIN BOARD, BY THE ACTIVITIES THAT ARE GOING ON. TRYING TO FIND– MY SON WAS IN A CLASSROOM IN 2nd GRADE THAT HAD TWO LD KIDS AND AN AUTISTIC CHILD. AND SOMEHOW VERY QUIETLY, ALL OF THAT WAS MANAGED, THE KIDS WERE ALL WORKING, AND THE ROOM WAS VERY SIMPLE AND QUIET AND GOOD, AND YET A LOT OF EDUCATORS DON’T KNOW THIS. SO THE VOICES THAT YOU BRING TO THIS CONVERSATION FOR THE GRAND RAPIDS AREA ARE REALLY SIGNIFICANT. AND I WISH THAT WE COULD MOVE BACK TOWARD THAT BECAUSE IT’S THE SIMPLEST THING TO DO IS MAKING THE CLASSROOM AND THE CURRICULUM ACCESSIBLE TO EVERY CHILD. THANKS.>>YEAH.>>TYLER, PLEASE?>>CHRIS, DALE, THANK YOU. WE VISITED THE SCHOOL WITH THE GOVERNOR’S 21st CENTURY EDUCATION COMMISSION. IT’S AN ABSOLUTELY INCREDIBLE SCHOOL, AND YOU GUYS SPARKED A DISCUSSION ON COMPETENCY-BASED LEARNING THAT EVENTUALLY MADE IT INTO THE REPORT AS A RECOMMENDATION AND IS PROBABLY THE GOVERNOR’S FAVORITE RECOMMENDATION IN THE REPORT ON COMPETENCY-BASED LEARNING. I KNOW, CHRIS, YOU DON’T WANT TO TALK ABOUT THE CURRICULUM, BUT I’M GOING TO ASK YOU ABOUT THE CURRICULUM. CAN YOU TALK A LITTLE BIT ABOUT AND MAYBE GIVE US AN EXAMPLE OF A PROJECT THAT YOU DO, AND, YOU KNOW, HOW YOU FIND THE TEACHING TALENT AND TEACHERS WHO ARE ABLE TO IMPLEMENT THIS TYPE OF STRUCTURAL MODEL?>>SO ON THE LAST POINT, FINDING TEACHERS… WITH EXPERIENCE IN DESIGN THINKING, PLACE-BASED EDUCATION, PROJECT LEARNING, SOME COMBINATION OF THOSE IS A CHALLENGE. WE TRY TO PUT THE WORD OUT, YOU KNOW, EVEN THIS FANTASTIC OPPORTUNITY AND MEDIA OPPORTUNITY TO JUST SAY, “THIS IS WHAT WE’RE DOING,” AND TRY TO DRAW THEM. AND THEN WE GIVE THEM EXPERIENCE AND TRAINING, ALL OF OUR TEACHERS, BEFORE THEIR FIRST DAY, GO THROUGH A THREE-DAY DESIGN-THINKING TRAINING… AT THE HENRY FORD LEADERSHIP AND– OR INSTITUTE. AND A PROJECT– SO YOU ASKED FOR AN EXAMPLE OF A PROJECT THAT ENGAGES SOME OF THOSE ELEMENTS. SO OUR 7th GRADERS CURRENTLY ARE– AND I DON’T KNOW IF YOU NOTICED, THE SLIDE THAT SHOWED THE CURRICULUM, THE 7th GRADE’S SORT OF UNIFYING THEME IS RIVERS OF LIFE. WE TOOK THE IDEA THAT THERE’S A RIVER RIGHT OUTSIDE, THE GRAND RIVER, THE LONGEST RIVER IN MICHIGAN. ANCIENT CIVILIZATION IS A CORE CURRICULUM TOPIC FOR MIDDLE SCHOOL AND 7th GRADE. ALL OF THOSE CIVILIZATIONS GREW UP ALONG RIVERS. SO RIVERS BECAME THE GUIDING METAPHOR FOR THE CURRICULUM. EARLY IN THE SEMESTER, AGRICULTURAL REVOLUTION, EARLY CIVILIZATIONS ARE KIND OF TYING TOGETHER SCIENCE, WHICH LED INTO GENETICS, CLIMATE, SOIL, ALL OF THOSE THINGS. IN THE SECOND HALF OF– WELL, IN THE FIRST HALF OF THE SCHOOL YEAR, THOSE 7th GRADERS DESIGNED GARDEN PLOTS. SO THEY INTEGRATED GEOMETRY, THEY INTEGRATED BIOLOGY, THEY INTEGRATED MICHIGAN HISTORY, TALKING ABOUT NATIVE PLANTS. THIS SPRING THEY HAVE BEEN WORKING ON A PROJECT WITH THE MUSEUM, AND WITH A LOCAL NON-PROFIT ORGANIZATION CALLED URBAN ROOTS THAT DOES COMMUNITY GARDENING. THEY RIPPED OUT SOME OLD PLANTINGS ON THE MUSEUM GROUNDS, THEY CREATED A COMMUNITY GARDEN. OUR 7th GRADERS GO OUT EVERY FRIDAY– THEY’RE BUILDING IT, THEY’LL PLANT IT. OVER THE SUMMER, THE MUSEUM WILL USE THE GARDEN FOR TEACHER TRAINING, PROFESSIONAL DEVELOPMENT, ON URBAN AGRICULTURE AND URBAN GARDENING, SUMMER CAMPS– KIDS WILL BE COMING FROM ALL OVER WEST MICHIGAN TO SUMMER CAMPS AT THE MUSEUM IN THE GARDEN. AND IN THE FALL, OUR NEW 7th GRADERS WILL COME IN, HARVEST THE GARDEN, AND PICK UP THE CURRICULUM.>>DR. Z, PLEASE.>>YES, I WAS CURIOUS– WHERE DO YOU GET YOUR STUDENTS? DO YOU HAVE A WAITING LIST OR ANY OTHER KIND OF POLICY?>>YES, SO WE’RE A CENTER OF INNOVATION AND A THEME SCHOOL WITHIN GRAND RAPIDS PUBLIC SCHOOLS. THERE IS A COMMON APPLICATION FOR ALL THEME SCHOOLS IN THE DISTRICT. THERE ARE A FEW SCHOOLS WITHIN GRAND RAPIDS PUBLIC SCHOOLS THAT ARE ACADEMICALLY SELECTIVE. THERE’S AN ACADEMIC CRITERIA TO ENTER. THE MUSEUM SCHOOL IS NOT ONE OF THOSE. IT IS AN OPEN LOTTERY FOR ADMISSION INTO THE MUSEUM SCHOOL. SO STUDENTS WHO LIVE WITHIN THE BOUNDARIES OF GRAND RAPIDS PUBLIC SCHOOLS COMPLETE THE APPLICATION. IF THE MUSEUM SCHOOL IS THEIR FIRST CHOICE, THEY GO IN THE FIRST POOL FOR THE LOTTERY. THUS FAR, WE HAVE NEVER GOTTEN TO STUDENTS WHO PUT US AS THEIR SECOND CHOICE, SO THAT’S– SO, YES, WE HAVE A RATHER LONG WAITING LIST, BUT IT IS OPEN LOTTERY FOR STUDENTS LIVING WITHIN THE DISTRICT. THERE IS A SIBLING PREFERENCE AND A CATEGORY SET ASIDE FOR YOUNGER SIBLINGS OF CURRENT STUDENTS AND FOR CHILDREN OF DISTRICT EMPLOYEES WHO ALSO LIVE WITHIN THE DISTRICT. BUT ASIDE FROM THAT, IT’S COMPLETELY OPEN. IN PRACTICE, SOMETHING CLOSE TO 50%, 45%, MAYBE, OF OUR STUDENTS COMING IN ARE LIVING WITHIN GRAND RAPIDS PUBLIC SCHOOLS, BUT NOT PREVIOUSLY ATTENDING GRAND RAPIDS PUBLIC SCHOOLS. SO PART OF THE DISTRICT’S TRANSFORMATION PLAN AND EFFORT TO RECLAIM AND DRAW BACK FAMILIES WHO LIVE IN THE COMMUNITY BUT HAVE EXITED THE PUBLIC SCHOOL SYSTEM. I THINK WE’RE AN IMPORTANT PART OF THAT WIDER EFFORT.>>ABOUT HOW MANY APPLICATIONS DID YOU HAVE LAST YEAR?>>I DON’T KNOW THE EXACT NUMBER BECAUSE I–>>JUST BALLPARK, YEAH.>>I THINK FOR THE 60 SEATS WE WERE IN THE 120, 150 RANGE, IN THAT FIRST PREFERENCE CATEGORY. AND I DON’T KNOW ABOUT THOSE WHO SELECTED US AS A SECOND OR THIRD CHOICE.>>THANK YOU.>>MICHELLE, THEN NIKKI PLEASE.>>YEAH, I HAVE TWO QUESTIONS. I REALLY APPRECIATE THIS UNIVERSAL DESIGN AND THE ATTENTION TO KIDS WITH AUTISM. IT’S AN ISSUE NEAR AND DEAR TO MY HEART, TOO. SO I’M WONDERING, SO YOU HAVE CHILDREN WITH AUTISM WITHIN THE SCHOOL, AND HOW– AND ARE THERE ALSO KIDS WITH PHYSICAL DISABILITIES AND OTHER TYPES OF DISABILITIES? AND HOW ARE THEY INTEGRATED INTO THE CLASSROOM? ARE THEY INTEGRATED INTO THE CLASSROOM, OR THEY’RE PUT IN SPECIAL CLASSROOMS? HOW ARE THEY INTEGRATED WITH THE OTHER CHILDREN?>>WE DON’T HAVE ANY CHILDREN WITH PHYSICAL DISABILITIES IN THE SCHOOL CURRENTLY. WE HAVE A FEW STUDENTS– A SMALL NUMBER OF STUDENTS ON THE AUTISM SPECTRUM. THEY ARE FULLY INTEGRATED INTO THE CLASSROOM. AS A SMALL SCHOOL IN THE FIRST AND SECOND YEAR, WE HAVE SHARED SERVICES WITH OTHER SCHOOLS WITHIN THE DISTRICT. NEXT YEAR, TO BE PERFECTLY HONEST, THANKFULLY, NEXT YEAR WE’LL HAVE A FULL-TIME SPECIAL EDUCATION TEACHER CONSULTANT ON SIGHT SO THAT WE CAN BE MORE THOROUGH AND INTENTIONAL ABOUT INTEGRATING STUDENTS. SO I THINK THE IDEA OF THE MUSEUM PROVIDING MANY OPPORTUNITIES FOR HIGHLY ACTIVE, AND HIGH STIMULUS ENVIRONMENTS, AS WELL AS QUIET CLOSE SPACES. FOR INSTANCE, TWICE A WEEK, EVERY TUESDAY AND THURSDAY AFTERNOON, TEACHER PREPARATION COURSES FROM GRAND VALLEY, WHICH IS A STONE’S THROW AWAY, COME OVER AND OUR STUDENTS SPEND SMALL GROUP TIME WITH THREE TO FOUR OTHER STUDENTS AND A FUTURE TEACHER FROM GRAND VALLEY FOR AN HOUR TWICE A WEEK, AND THEY DISPERSE THROUGHOUT THE MUSEUM. SO THEY FIND SPACES THAT ARE APPROPRIATE FOR THEM. SO, YES, THE GOAL IS ALWAYS FULLY INTEGRATING ALL STUDENTS INTO THE EXPERIENCE.>>AND MY SECOND QUESTION IS WHAT ADVICE WOULD YOU GIVE TO SCHOOL DISTRICTS, MAYBE DETROIT, OR SAGINAW, OR WHEREVER, THAT ARE– WOULD WANT TO REPLICATE? AND I’M ESPECIALLY CONCERNED ABOUT MONEY, HOW THEY WOULD GET THAT FUNDING SOURCE. DO YOU HAVE ANY IDEAS ABOUT– OR HAVE YOU TALKED TO OTHER COMMUNITIES ABOUT REPLICATING THIS?>>RIGHT. I MEAN, I THINK– YOU KNOW, IT’S AN INCREDIBLE PRIVILEGE AND LUXURY TO HAVE THE MUSEUM AND HAVE A SHARED VISION AND ACCESS TO THAT FACILITY, AND OUR GOAL IS TO– LIKE I MENTIONED EARLIER, TO UTILIZE THAT PRIVILEGED POSITION THAT WE HAVE IN ORDER TO CREATE BENEFITS FOR SCHOOLS BEYOND OUR WALLS. I DO THINK THAT THE IDEA AND THE CORE PRINCIPLES OF WHAT WE’RE DOING COULD BE CARRIED OUT ANYWHERE. THE FIRST PIECE OF ADVICE I WOULD GIVE IS, YOU KNOW, THE COMMUNITY– MAKE USE OF THE PARTNERS AND RESOURCES IN THE COMMUNITY AROUND YOU. I CAME TO THIS POSITION FROM A FACULTY POSITION AT GRAND VALLEY MYSELF. SO EDUCATIONAL POLICY AND HISTORY OF SCHOOL REFORM WAS MY PREVIOUS LIFE. AND I CAME TO THIS POSITION BECAUSE OF A DIE HARD COMMITMENT TO THE IDEA OF PUBLIC EDUCATION. PUBLIC EDUCATION HAS TO BE– HAS TO BE PUBLIC IN A NEW WAY, I BELIEVE, AND THAT MEANS QUITE LITERALLY BREAKING DOWN THE WALLS BETWEEN THE SCHOOL AND COMMUNITY, AND THAT– I– GRAND RAPIDS IS AN AMAZING PLACE. I’M NOT FROM GRAND RAPIDS. I’M NOT FROM MICHIGAN, BUT IT’S A PLACE WHERE THE COMMUNITY WILL COME TOGETHER AND CAN UNITE AROUND SHARED VISIONS. I THINK THE SCHOOL IS AN EXAMPLE OF THAT. THE RIVER RESTORATION PROJECT IS AN EXAMPLE OF THAT. AND SO TO THE EXTENT THAT COMMUNITIES CAN RALLY AROUND THEIR PUBLIC SCHOOLS, I THINK WHAT WE’RE DOING CAN BE DONE ANYWHERE.>>MAY I JUMP IN QUICKLY ON THAT?>>YEAH.>>SO HE’LL CORRECT ME WHAT PART OF THIS IS MAYBE NOT ENTIRELY ACCURATE. BUT FROM WHAT I HAVE SEEN FROM MY ROLE IS THAT THERE WAS AN OPENNESS AND A WILLINGNESS ON BEHALF OF GRPS TO TAKE A VERY BROAD VISION, IN SUCH THAT THE CURRICULUM FOR THIS SCHOOL DID NOT EXIST– IT DID NOT EXIST ANYWHERE TO MY– TO MY KNOWLEDGE, THE COMBINING OF PLACED EDUCATION, DESIGN THINKING, AND MUSEUM STUDY. SO IT WAS A GROUP THAT REALLY GOT TOGETHER INCLUDING INVITING US IN AND MANY OTHERS THAT ESSENTIALLY CREATED THIS KIND OF CURRICULUM, BUT IT WAS THAT OPENNESS AND WILLINGNESS ON THE PART OF GRPS AND OTHER CURRICULUM TO LET IT HAPPEN, AND THERE’S SOME TRIAL AND– TRIAL AND ERROR, BUT– YOU KNOW, AND PEOPLE WANT TO HELP. SO PEOPLE FROM THE COMMUNITY WERE MORE THAN WILLING TO COME IN AND HELP AND FEEL THAT– TAKE THAT OWNERSHIP, AND FROM WHAT I SEE JUST WALKING AROUND AND WATCHING THE STUDENTS ENGAGE, THEY ARE ON A REALLY STRONG PATH.>>ALL RIGHT, NIKKI, PLEASE.>>IT’S DEFINITELY A UNIQUE RESOURCE THAT YOU GUYS HAVE, BUT EVERY AREA HAS A UNIQUE RESOURCE, RIGHT? SO IT’S KIND OF LIKE SORT OF RESTORING OR REVIVING THE LOCAL SENSE OF COMMUNITY. SO I THINK THAT IS KIND OF NEAT. HOW LONG HAVE YOU GUYS BEEN UP AND RUNNING?>>WE OPENED IN FALL OF 2015 WITH 6th GRADE ONLY.>>OKAY. OH, IT’S JUST 6th GRADE?>>WELL, NOW WE HAVE 6th AND 7th, AND WE’RE ADDING A GRADE LEVEL ALL THE WAY UP TO 12th.>>OKAY, SO IT’S LIKE AN INTERMEDIATE SCHOOL, IS WHAT IT IS?>>IT WILL BE MIDDLE SCHOOL AND HIGH SCHOOL EVENTUALLY.>>AND HIGH SCHOOL EVENTUALLY, OKAY. I KIND OF LIKE THE IDEA THAT JUST GIVEN THE FACT THAT EVERYONE SORT OF LEARNS INDIVIDUALLY THAT THIS GIVES STUDENTS THE OPPORTUNITY TO DO THAT, AND IT’S SORT OF THINKING OUTSIDE OF THE BOX, WHICH CAN BE UNCOMFORTABLE, BUT IT’S KIND OF NEAT TO SEE IT. I DID A SCHOOL VISIT YESTERDAY AT STOCKBRIDGE. AND THEY HAD I THINK 3rd THROUGH– 3rd, 4th, 5th, 6th, S.T.E.M. BASED, PROJECT BASED CLASSROOM ACTIVITIES, AND THEN IN HIGH SCHOOL THEY HAD A ROBOTICS CLASS THAT WASN’T AN– IT WAS AN ELECTIVE. WAS IT IS AN ELECTIVE? NOT AN AFTER-SCHOOL PROGRAM. AND THEY WERE DOING ALL KINDS OF NEAT THINGS. THEY HAD ACCESS TO USING A 3-D PRINTER, WHICH THEY USED– THEY GOT THROUGH A GRANT AND DIFFERENT THINGS, BUT– I DON’T KNOW, I THOUGHT– IT’S KIND OF LIKE MIND BLOWING STILL TODAY TRYING TO REALIZE HOW AWESOME IT IS. BUT– SO WITH ALL OF THAT SAID, SO IT’S INDIVIDUALS– IT’S INDEPENDENT, IT’S SMALL GROUP, WHICH KIND OF IS A GOOD AND NEAT THING, BUT DO YOU FEEL LIKE IT’S NOT NECESSARILY THE BEST WAY FOR EVERYONE? OR DO YOU FEEL LIKE EVERYONE AT THE SCHOOL IS BENEFITING FROM THIS?>>I DO THINK EVERYONE IS BENEFITING. I THINK THAT IT’S IMPORTANT FOR STUDENTS AND FAMILIES TO BE AWARE. SO WE DO INTAKE AN INTERVIEW. CURRENTLY, WE’RE IN THE MIDST OF MEETING ONE ON ONE WITH ALL 60 FAMILIES THAT ARE COMING IN NEXT FALL. AND WE TALK THROUGH A COMPACT THAT WE SIGN WITH THEM. AND THEY ARE ADMITTED TO THE SCHOOL, THEIR CHOICE IS 100% THEIRS. BUT WE TALK TO THEM AND SAY, YOU KNOW, “YOU WILL DO “A LOT OF PROJECTS. “YOU’LL WORK IN GROUPS, RIGHT? “YOU’LL SHARE YOUR WORK “PUBLICLY EVERY TIME.” SO THESE ARE THINGS THAT MAY NOT BE COMFORTABLE FOR EVERYONE. HOWEVER, I FEEL– AND SO THAT’S– YOU KNOW, WE WANT TO PUT THAT OUT THERE, AND MAKE SURE FAMILIES COME IN AWARE AND WITH THEIR EYES OPEN ABOUT THE CURRICULUM BEING VERY DIFFERENT. I WOULD ARGUE THAT THOSE ARE NOT SKILLS THAT ARE OPTIONAL IN THE WORLD. WHATEVER WORK OR SOCIAL SETTING, OUR STUDENTS ARE GOING TO FIND THEMSELVES IN AS ADULTS, THEY WILL LIKELY WORK ON TEAMS, NOT WITH PEOPLE THEY CHOSE TO WORK WITH, AND IF THEY ARE GOING TO BE EFFECTIVE AND PRODUCTIVE, THEY ARE GOING TO SHARE AND– SHARE WHAT THEY HAVE DONE. THEY ARE GOING TO BE ABLE TO ANALYZE PROBLEMS FROM A UNIQUE PERSPECTIVE AND THOSE THINGS. SO IT’S A DIFFERENT APPROACH THAN MANY SCHOOLS, AND IS NOT– IT’S NOT WHAT EVERYONE IS, YOU KNOW, HUNGRY FOR NECESSARILY, BUT I THINK THOSE ARE IMPORTANT CAPABILITIES.>>SO IF– SO YOUR KIDS THAT ARE IN THE PROGRAM, AND THEY POTENTIALLY EVENTUALLY GRADUATE FROM THE HIGH SCHOOL THAT WILL BE FORMED, IS THERE A SENSE THAT THEY ARE GOING DOWN A CERTAIN PATH? OR THEY ARE– THIS IS JUST ANOTHER WAY TO EDUCATE AND THEN THEY GO TO COLLEGE OF THEIR CHOICE, CAREER OF THEIR CHOICE, OR ARE THEY SORT OF STEERED IN ANY WAY? IS THAT–>>THAT IS A REALLY FANTASTIC QUESTION BECAUSE WE JUST WANT THEM ALL TO BE CURATORS. [ LAUGHTER ]>>NO, WE DON’T WANT THEM ALL– NO, WE WANT TO–>>I WAS THINKING HALFWAY THROUGH YOUR PRESENTATION, ARE THEY GOING TO GET HIRED HERE AND THEN WORK THE MUSEUM?>>WE KIND OF IMAGINE THESE SORT OF ARCHETYPES, RIGHT– THE STEWARD, THE CURATOR, THE MAKER– BUT THOSE IDEAS ARE SORT OF PLACEHOLDERS FOR– OUR GUIDING IDEAS, WE DON’T KNOW WHAT OCCUPATIONS. WE DON’T KNOW WHAT PATHWAYS OF LIFE WILL BE AVAILABLE AND EXIST FOR OUR STUDENTS, SO WE WANT TO PREPARE THEM FOR LIFE, NOT FOR A SPECIFIC TRADE OR PATH. WE– SO WE WANT THEM COLLEGE READY. IF THEY CHOOSE A PATH DIFFERENT FROM A TRADITIONAL COLLEGE EXPERIENCE, WE WANT THAT TO BE OUR STUDENT’S CHOICE, NOT A CHOICE THAT IS IMPOSED ON THEM, AND WE WILL– SO WE THINK THAT WHETHER THEY ENTER A TRADE, OR, YOU KNOW, A HUMANITIES– BECOME A PHILOSOPHY MAJOR LIKE MYSELF, THAT THE CAPACITY TO THINK THROUGH PROBLEMS CRITICALLY, TO EXPLORE SOLUTIONS PRACTICALLY, AND TEST THEM AND TRY THEM AND WORK WITH OTHERS, WILL SERVE THEM. SO IT’S EDUCATION FOR LIFE, I WOULD SAY.>>AND THEN JUST ONE LAST THING. JUST A FAIR– WHAT I’VE HEARD AS– WHAT I THINK IS FAIR TO SAY AND JUST BE CONCERNED ABOUT: WHEN KIDS GO TO PROGRAMS LIKE THIS– AND SINCE IT’S NOT BEEN UP AND RUNNING FOR– SINCE 2015 AND IT’S A NEW IDEA– I FEEL LIKE I HAVE HEARD PEOPLE SAY THAT, OKAY, ONCE THEY HAVE AN OPPORTUNITY TO PLAY, OR COME UP WITH IDEAS, OR DO DIFFERENT THINGS, MAYBE THEY GO INTO ENGINEERING OR WHATEVER THEY ARE DOING, THEY MISSED A CRITICAL PART OF EDUCATION WHERE THEY CAN ARTICULATE THEIR IDEAS, THEY CAN WRITE THEM OUT, THEY CAN VERBALLY PARTICIPATE IN A DISCUSSION AROUND WHAT THEY JUST MADE OR WHAT THEY JUST DID. SO A WELL-ROUNDED EDUCATION STILL BEING IMPORTANT AT THE END OF THE DAY.>>YES, ABSOLUTELY. I THINK– SO WHEN I SHOWED THE FIVE XQ LEARNER GOALS, TWO OF THE FIVE SORT OF TAP DIRECTLY INTO CORE LITERACIES AND FOUNDATIONAL KNOWLEDGE. I DON’T THINK THAT THESE SHOULD BE EITHER/OR DECISIONS. LIKE WE’RE GOING TO– YOU KNOW, IF OUR STUDENTS ARE GOING TO TEST AN IDEA, ALWAYS, ALWAYS THE ELA STANDARD TO FORMULATE AN ARGUMENT, AND AN EXPLANATION, AND A CHAIN OF REASONING HAS TO GO WITH THAT. THEY HAVE TO BE ABLE TO SAY OR WRITE, YOU KNOW, WHY THEY MADE THE DECISIONS THEY DID, WHAT THE RESULTS WERE. SO, I MEAN, THERE IS A LOT WRAPPED UP IN THERE. THERE’S AN INDUCTIVE SCIENTIFIC METHOD THAT IS REALLY BOUND UP WITH DESIGN THINKING. THERE ARE ALL SORTS OF COMMUNICATION SKILLS. I THINK THE COLLABORATIVE PART HELPS US UNDERSTAND LITERACY AND COMMUNICATION, IN TERMS OF READING, WRITING, LISTENING, AND SPEAKING. SO I’M NOT GOING TO PRETEND WE’RE THERE YET, BUT I THINK OUR CHALLENGE AND RESPONSIBILITY IS TO FIND WAYS TO UNITE THOSE, AND NOT SEE THEM AS IN CONFLICT.>>IF I COULD MAYBE JUST QUICKLY ADD– SO IN USING THE MUSEUM AND THE ENTIRE BUILDING, WE’RE REALLY WHAT WE CALL THREE PARTS. WE’RE SCIENCE, BUT WE’RE HISTORY, AND WE’RE CULTURE, AND SO TAKING ADVANTAGE OF THOSE TWO PIECES OF WHAT WE PROVIDE IS THE WAY THAT I THINK HELPS WHERE CHRIS IS TRYING TO GO WITH EXACTLY WHAT YOU’RE GETTING TO. I MEAN I DEVISE MYSELF FOR LIBERAL EDUCATION, SO I THINK I’M– I UNDERSTAND. I THINK THOSE ARE VERY IMPORTANT SKILLS, PARTICULARLY FOR JOBS THAT WE DON’T KNOW WHAT THEY’RE GOING TO BE IN THE FUTURE.>>ALL RIGHT, THANK YOU, CHRIS AND DALE, APPRECIATE– OH, GO AHEAD, PAM, AND THEN WE’RE GOING TO WRAP UP.>>I MIGHT HAVE MISSED THIS, BUT DO YOU USE THIS AS AN OPPORTUNITY TO TEACH HISTORICAL FACTORS THAT MIGHT LEAD TO– AND I KNOW DR. Z HATES THIS WORD– INJUSTICES? I MEAN, USE THIS AS AN OPPORTUNITY FOR A CULTURAL SENSITIVITY TRAINING. I DON’T KNOW IF IT’D BE APPROPRIATE.>>ABSOLUTELY, SO I’LL JUST USE THE– CONTINUE THE EXAMPLE OF THAT AGRICULTURE PROJECT ON THE RIVERS OF LIFE. AS THAT CURRICULUM EVOLVED OVER THE COURSE OF THE YEAR, STUDENTS ENGAGE IN AN IN DEPTH STUDY OF THE AGRICULTURAL REVOLUTION, AND THEN REVOLUTION BECAME SORT OF A GUIDING METAPHOR FOR MUCH OF THAT CURRICULUM. THEY– WELL, THEY STUDIED THE AMERICAN REVOLUTION, THEY STUDIED CULTURAL REVOLUTIONS, THEY STUDIED TECHNOLOGICAL REVOLUTIONS. THE LAST– THE LAST KIND OF CULMINATING– MAYBE THE LAST NINE WEEKS OR SO OF 7th GRADE, THEIR EL– THEIR CORE TEXT IN LANGUAGE ARTS IS “I AM MALALA.” SO THEY ARE STUDYING THIS EDUCATIONAL ADVOCATE AND REVOLUTIONARY REALLY WHO IS CLOSE TO THEIR AGE AND THAT THEY CAN IDENTIFY WITH. GREAT EXAMPLES OF THE MUSEUM TIE IN WITH THAT. AND THEY ARE INTERVIEWING– SO THEY INTERVIEWED THE CITY MANAGER OF GRAND RAPIDS, LOCAL BUSINESS OWNERS ABOUT WHO ARE– WHO ARE LOCAL REVOLUTIONARIES WHO SORT OF REVOLUTIONIZED LIFE IN WEST MICHIGAN… FOCUSING ON THE CIVIL RIGHTS MOVEMENT AND CORE FIGURES, AND SOME OF OUR STUDENTS DID A DOCUMENTARY ABOUT LYMAN PARKS, THE FIRST AFRICAN AMERICAN MAYOR OF GRAND RAPIDS. SO I THINK THAT’S A KEY PART OF PLACE-BASED EDUCATION, IS UNDERSTANDING ALL OF THOSE FACTORS.>>IF I MAY, SO WE ALSO HAVE FULL ACCESS TO OUR MUSEUM ARTIFACT– COLLECT– EXHIBITS AS WELL AS OUR COLLECTIONS. SO WE HAVE AN EXHIBIT “NEWCOMERS,” WHICH TELLS A STORY OF AUBURN HILLS, WHICH IS HOUSING INTEGRATION, BUT ALSO EVERYTHING WE HAVE. NOW, I’LL DO MY– I SOMETIMES GET WEEPY WHEN I SAY THIS. BUT WE HAVE IN OUR COLLECTIONS A SLAVE RECEIPT, OKAY? SO THAT IDEA ABOUT POETRY SAYS IN THREE WORDS OR THREE LINES WHAT A 500-PAGE NOVEL CAN SAY. HOLDING IN YOUR HAND A SLAVE RECEIPT WITH A GIRL’S NAME ON IT TELLS A STORY. SO THEY HAVE FULL ACCESS TO EVERYTHING WE’VE GOT FOR WHEREVER THEY WANT TO TAKE IT FOR THAT ENTIRE, FULL MULTI-SENSORY LEARNING EXPERIENCE.>>ALL RIGHT, THANK YOU VERY MUCH FOR BEING HERE AND SHARING YOUR GREAT STORY WITH US. THANK YOU VERY MUCH.>>THANK YOU.>>NEXT UP IS TOP 10 IN 10 WITH CHIEF DEPUTY SUPERINTENDENT, SHEILA ALLES, PLEASE.>>GOOD MORNING, EVERYONE.>>GOOD MORNING.>>GOOD MORNING.>>THANK YOU FOR THE OPPORTUNITY AGAIN TO SHARE WITH YOU INFORMATION ON TOP 10 IN 10. BEFORE I BEGIN TODAY’S PRESENTATION, I THOUGHT I MIGHT PROVIDE SOME BACKGROUND INFORMATION THAT SETS THE CONTEXT FOR MY PRESENTATION TODAY. SO IN FEBRUARY OF 2016, MICHIGAN BEGAN ITS JOURNEY TO BECOME A TOP 10 IN 10 EDUCATION STATE. IN ORDER TO MAKE THAT A REALITY, WE NEEDED TO HEAR FROM EVERYONE WHO PLAYED A ROLE OR HAD A STAKE IN HELPING MICHIGAN TO BE A TOP 10 STATE FOR EDUCATIONAL LEARNING AND EDUCATIONAL ATTAINMENT. SO TO MAKE THAT HAPPEN, WE GATHERED INPUT FROM HUNDREDS OF STAKEHOLDER GROUPS, AND EDUCATIONAL PARTNERS, AND INDIVIDUAL CITIZENS. THAT INPUT WAS COMPILED AND ORGANIZED, AND CATEGORIZED, AND WAS USED TO CREATE MICHIGAN’S STRATEGIC PLAN. AND THIS STRATEGIC PLAN IS NOT JUST MDE’S PLAN, BUT IT BELONGS TO ALL OF MICHIGAN, IT BELONGS TO ALL OF US HELPING TO MAKE MICHIGAN BECOME A TOP EDUCATION STATE. SO USING THE INPUT THAT WE GATHERED, WE CREATED OUR SEVEN STRATEGIC GOALS. EACH OF THESE STRATEGIC GOALS HAS STRATEGIES ASSOCIATED WITH THEM. THERE ARE 44 STRATEGIES. THESE STRATEGIES ARE LINKED TO INDIVIDUAL GOALS AND THEY BECOME THE ROAD MAP THAT WILL LEAD US TO ATTAINING THESE GOALS. IN ORDER TO ORGANIZE THE 7 GOALS AND THE 44 STRATEGIES, THIS GRAPHIC REPRESENTATION WAS CREATED THAT HAS FOUR FOCUS GROUPS. THE BLUE AREA IS LEARNER-CENTERED SUPPORTS, GOLD IS EFFECTIVE EDUCATION WORKFORCE, RED IS STRATEGIC PARTNERSHIP, AND THEN THE INTERSECTION OF THESE THREE CIRCLES IS SYSTEMIC INFRASTRUCTURE. LAST MONTH’S PRESENTATION I SHARED WITH THE BOARD INNOVATIONS AND INITIATIVES OCCURRING ACROSS THE STATE THAT SUPPORT THREE OF THE FOCUS AREAS: LEARNER-CENTERED SUPPORTS, EFFECTIVE EDUCATION WORKFORCE, AND STRATEGIC PARTNERSHIPS. THIS MONTH WE’RE GOING TO SHOWCASE STRATEGIC PARTNERSHIPS. AN EXAMPLE OF STRATEGIC PARTNERSHIPS IS JUST WHAT WE HEARD THIS MORNING. THE GRAND RAPIDS PUBLIC MUSEUM SCHOOL IS AN EXCELLENT EXAMPLE OF STRATEGIC PARTNERSHIPS. ANOTHER EXAMPLE ARE THE NINE DISTRICT PARTNERSHIPS THAT MDE JUST EMBARKED UPON THIS SPRING. AND SO I’M GOING TO SHARE WITH YOU ADDITIONAL STRATEGIC PARTNERSHIPS FROM ACROSS THE STATE THAT CAN BE REPLICATED IN SCHOOLS, IN DISTRICTS, AND IN ISDs TO HELP MICHIGAN BECOME A TOP 10 IN 10 STATE. SO WE’RE GOING TO GO ON A VIRTUAL FIELD TRIP AGAIN TODAY, SIMILAR TO WHAT WE DID LAST MONTH. I’M GOING TO SHARE SOME DEMOGRAPHIC INFORMATION WITH YOU, THE LOCATION OF THE SITE ON OUR STATE MAP, I’LL INTRODUCE THE PARTNERSHIPS, AND THEN ONCE AGAIN WE’LL WATCH A VIDEO THAT WAS PRODUCED BY THE SCHOOL DISTRICT, OR THE SCHOOL, OR THE ISD. AND THAT WAS THE MOST CHALLENGING PART OF PUTTING TOGETHER TODAY’S PRESENTATION, BECAUSE OUR SCHOOLS, AND DISTRICTS, AND ISDs HAVE SOME REALLY AMAZING PARTNERSHIPS, AND THEY HAD THREE TO FOUR MINUTES TO CAPTURE ALL OF THE GREAT THINGS THAT ARE HAPPENING IN THESE PARTNERSHIPS. SO THE FIRST PARTNERSHIP WE’RE GOING TO SHOWCASE THIS MORNING IS IN UBLY COMMUNITY SCHOOLS, WHICH IS A RURAL PUBLIC SCHOOL DISTRICT WITH A STUDENT POPULATION OF 200– OR SORRY, 710 STUDENTS RANGING FROM A YOUNG FIVES PROGRAM TO 12th GRADE. IT HAS A FREE AND REDUCED LUNCH POPULATION OF 47%. UBLY HAS FORMED PARTNERSHIPS WITH LOCAL BUSINESSES TO CREATE WORK-BASED EXPERIENCES FOR STUDENTS WITH DISABILITIES, SO THAT THEY CAN GET A JOB AFTER GRADUATION. IN THEIR VIDEO, WE’RE GOING TO HEAR HOW THIS WORK-BASED LEARNING PROGRAM PROVIDES CAREER EXPLORATION, SOFT SKILLS TRAINING, AND AN OPPORTUNITY FOR STUDENTS TO WORK IN THE COMMUNITY. THIS PARTNERSHIP PREPARES STUDENTS FOR A CAREER AFTER HIGH SCHOOL. SO LET’S HEAR FROM OUR FRIENDS IN UBLY COMMUNITY SCHOOLS.>>THIS IS UBLY COMMUNITY SCHOOL’S PRESENTATION OF WORK-BASED LEARNING– COMMUNITY PARTNERSHIPS WITH BENEFITS FOR ALL. PREPARING STUDENTS FOR FULL SCHOOL LIFE IS IMPORTANT. FOR STUDENTS WITH DISABILITIES, THE CHALLENGES THAT EVERYONE FACES WITH THIS TRANSITION CAN BE EVEN MORE PROMINENT. AT UBLY COMMUNITY SCHOOLS WE RECOGNIZE THE NEED FOR PROVIDING OUR STUDENTS WITH DISABILITIES OPPORTUNITIES FOR WORK EXPERIENCES TO ASSIST WITH MOVING STUDENTS FROM SCHOOL LIFE TO ADULT LIFE. WE HAVE DEVELOPED A WORK-BASED LEARNING PROGRAM AS PART OF OUR HIGH SCHOOL SPECIAL EDUCATION TRANSITION PROGRAM FOR STUDENTS WITH DISABILITIES. ACCORDING TO THE U.S. DEPARTMENT OF LABOR’S OFFICE OF DISABILITY EMPLOYMENT, 20.4% OF PEOPLE WITH DISABILITIES PARTICIPATE IN THE LABOR FORCE, VERSUS 68.7% OF THOSE WITHOUT DISABILITIES. THE UNEMPLOYMENT RATE FOR THOSE WITH DISABILITIES IS 10.6%, VERSUS 4.3% FOR THOSE WITHOUT. THEY ALSO RECOMMEND, IN ORDER TO IDENTIFY AND ATTAIN CAREER GOALS, YOU NEED TO BE EXPOSED TO A RANGE OF EXPERIENCES AND OPPORTUNITIES. THESE INCLUDE OPPORTUNITIES TO ENGAGE IN A RANGE OF WORK-BASED EXPLORATION ACTIVITIES, MULTIPLE ON THE JOB TRAINING EXPERIENCES, INCLUDING COMMUNITY SERVICE, IT’S LINKED TO THE CONTENT OF PROGRAM OF STUDY, OPPORTUNITIES TO LEARN AND PRACTICE THEIR WORK SKILLS, AND OPPORTUNITIES TO LEARN FIRSTHAND ABOUT SPECIFIC OCCUPATIONAL SKILLS RELATED TO A CAREER.>>AT A FORMER DISTRICT THAT I WAS SUPERINTENDENT AT, WE HAD AN IDEA OF HOW WE COULD HELP THE SPECIAL NEEDS KIDS HAVE AN EXPERIENCE KIND OF WORKING IN REAL LIFE. AND IT CAME FROM A PARENT THAT CAME AND TALKED TO ME, AND BASICALLY ASKED ME THE QUESTION, “WHAT ARE YOU “DOING FOR MY KIDS? “I HAVE TWO BOYS THAT ARE “AUTISTIC, AND I WANT THEM “TO HAVE THE EXPERIENCE “OF BEING ABLE TO GO OUT “IN THE WORLD AND HAVE “A WORK-BASED EXPERIENCE, “AND WORK, AND BE PRODUCTIVE “MEMBERS OF SOCIETY.” SO I BROUGHT THAT TO UBLY WITH AN IDEA OF HOW COULD WE USE THAT TO REPLICATE THE SYSTEM OF KIDS WORKING IN A STORE, OR A– IN HERE IT WOULD BE A FACTORY OR GEMINI GROUP, UBLY HEIGHTS– DIFFERENT VENUES, DIFFERENT BUSINESSES AROUND UBLY. AND SO WE SAT DOWN WITH MR. CAYCE, THE HIGH SCHOOL PRINCIPAL, AND WE STARTED BRAIN STORMING, AND WE INVOLVED OUR HIGH SCHOOL SPECIAL ED TEACHER, MR. NICOL, AND WE STARTED AN IDEA OF HOW CAN WE GET BUSINESSES AND HAVE KIDS GO WORK IN THOSE BUSINESSES. AND HOPEFULLY– OUR GOAL WAS ALWAYS AT THE END THAT OUR KIDS WOULD HAVE AN OPPORTUNITY FOR A JOB, A JOB THAT WHEN THEY GRADUATE SCHOOL THAT THEY CAN GO TO EVERY DAY AND BE PART OF SOCIETY, AND BE PART OF WHAT IT IS LIKE TO GO OUT AND WORK AND FEEL GOOD ABOUT THEMSELVES.>>HI, I’M BRIAN NICOL, SPECIAL EDUCATION AND WORK-BASED LEARNING TEACHER OF UBLY COMMUNITY SCHOOLS. EARLIER IN THE YEAR, MR. CAYCE AND I COLLABORATED WITH GERALYN KOLAR, THE HURON INTERMEDIATE SCHOOL DISTRICT TRANSITION COORDINATOR, AND JEFF GUZA, THE HISD TEACHER CONSULTANT, TO PLAN OUR WORK-BASED LEARNING PROGRAM. ALONG WITH THE UBLY SPECIAL EDUCATION TEACHERS JESSE GORNOWICH AND MARY BETH KLEE, WE IDENTIFIED TRANSITIONAL NEEDS OF STUDENTS AND DEVELOPED A PROGRAM BASED ON THOSE NEEDS, WHICH INCLUDES CAREER EXPLORATION, SOFT SKILLS TRAINING AND WORKING IN THE COMMUNITY.>>I’M PAULETTE HELESKI. I HELP RUN RE HERE IN UBLY. WE HAVE 15 BUSINESSES ALL UNDER ONE ROOF. I WAS APPROACHED BY BRIAN NICOL, I THINK BACK IN DECEMBER, JANUARY, ABOUT DOING SOME JOB SHADOWING HERE. KENDRA AND JASON CAME WITH YOURSELF. AND WE HAVE– I WOULD LIKE TO SAY KIND OF FORMED A FRIENDSHIP. I LOOK FORWARD TO MY FRIDAYS WHEN THE GUYS COME AND THE LADIES COME. I LOVE THIS PROGRAM. I THINK THIS PROGRAM HAS GIVEN TWO BRILLIANT PEOPLE A WAY TO THINK OUTSIDE OF THE BOX.>>I’M JACKIE BRAUN AND I’M THE HUMAN RESOURCE GENERALIST IN THE BUILDING, AND VALLEY ENTERPRISES DOES INTERIOR TRIM FOR THE AUTOMOTIVE INDUSTRY. IT’S A COMMUNITY PARTNERSHIP, WHICH IS A VERY GREAT THING, AND IT’S A WIN-WIN SITUATION. THEY HELP US OUT, AND IN TURN WE HOPE WE’RE HELPING THEM OUT, TOO.>>MY NAME IS ADRIAN KOCEBA, AND I WORK AT McDONALD’S FOOD AND FAMILY CENTER. WE ARE A FAMILY-RUN GROCERY STORE, AND WE HAVE BEEN IN BUSINESS FOR OVER 60 YEARS. I AM THE PERSONNEL DIRECTOR HERE. A COUPLE OF MONTHS AGO, UBLY SCHOOLS CONTACTED US ABOUT HAVING STUDENTS COME AND WORK IN THE BUSINESS WITH US, AND WE DEFINITELY SAID OKAY TO THAT. THEY COME IN, THEY SHELF, THEY DO CARRY OUT, AND ALSO ONE GIRL EVEN GOT TO CHECK ON THE CHECKOUT. THINK IT’S A GREAT PROGRAM. I MEAN, OUR CUSTOMERS LIKE IT. OUR EMPLOYEES LIKE IT. IT’S SOMETHING GOOD FOR THE STUDENTS, BENEFICIAL FOR US, AND THEY GET TO SEE REAL WORK EXPERIENCES.>>WHAT ARE SOME THINGS THAT YOU LEARNED AT THESE PLACES?>>WELL, I LEARNED TO GET ALONG WITH PEOPLE, AND DO CASHIERING, AND SPRAY PAINTING, MAKING DOUGH, AND ASSEMBLY WORK.>>DO YOU FEEL MORE PREPARED FOR THE WORLD AND YOUR FUTURE EMPLOYMENT?>>YES, I HAVE MORE CONFIDENCE TO GET A JOB ON MY OWN.>>HOW DOES IT MAKE YOU FEEL AFTER WORKING AT A JOB SITE?>>WELL, RE SORT OF REALLY– REALLY MADE ME FEEL HANDY. AND ANGELINA’S EATERY WAS REALLY AWESOME, BECAUSE I LOVE TO COOK. I FEEL THAT I’M READY FOR MY FUTURE AND THE OUTSIDE WORLD NOW, BECAUSE I REALIZE THAT THERE’S MORE OPPORTUNITY IN THIS WORLD, OF COURSE, AND I CAN SEE MY FUTURE IS BRIGHT. AND I SEE MORE DOORS OPENING THAT I HAVE NEVER SEEN BEFORE.>>AS YOU CAN SEE, THE COMMUNITY PARTNERSHIP BENEFITS THE STUDENTS, THE BUSINESSES, AND THE COMMUNITY. UBLY COMMUNITY SCHOOLS THANKS THE FOLLOWING PARTNERS– RESTORE, PAULETTE AND PERRY HELESKI, ANGELINA’S EATERY, TOM SELLECK, UBLY IGA, JOHN WRIGHT, GEMINI GROUP, VALLEY ENTERPRISES AND GEMINI PLASTICS, McDONALD’S FOOD AND FAMILY CENTER, LOWELL AND BETH McDONALD.>>AND THANK YOU TO OUR FRIENDS IN UBLY COMMUNITY SCHOOLS. THE NEXT STOP ON OUR PARTNERSHIP TOUR IS THE KENOWA HILLS PUBLIC SCHOOLS.>>WOOT, WOOT! [ LAUGHTER ]>>THEY HAVE A STUDENT POPULATION OF 3,000 IN SIX BUILDINGS AND A FREE AND REDUCED LUNCH RATE OF 51%. KENOWA HAS DEVELOPED A S.T.E.M. ACADEMY FOR MIDDLE AND HIGH SCHOOL STUDENTS THROUGH THEIR BUSINESS PARTNERSHIPS. IN THEIR VIDEO, KENOWA STUDENTS AND STAFF WILL DESCRIBE THE PROGRAM, AND THEIR BUSINESS PARTNERS WILL DESCRIBE ITS BENEFITS. THIS IS AN EXAMPLE OF MANUFACTURERS AND BUSINESSES PARTNERING TOGETHER WITH PUBLIC EDUCATION FOR A MUTUAL BENEFIT. SO NOW, LET’S HEAR FROM OUR FRIENDS IN KENOWA HILLS PUBLIC SCHOOLS. ♪♪>>HELLO, I’M JON DeWYS, CEO OF DeWYS MANUFACTURING. AND WE’RE IN OUR MANUFACTURING FACILITY TODAY, AND I’M HERE TO TALK ABOUT OUR PARTNERSHIP WITH KENOWA HILLS S.T.E.M. LAB. AS YOU CAN SEE, THIS IS A BIG INDUSTRIAL SPACE HERE, LOCATED IN NORTHWEST KENT COUNTY. AND BEHIND ME, IF YOU LOOK BEHIND ME, THERE’S THIS BRIGHT BLUE WALL. AND ON THE OTHER SIDE OF THIS WALL IS THE KENOWA HILLS S.T.E.M. LAB.>>THIS PROGRAM THAT WE HAVE HERE AT THE NORTHRIDGE FACILITY REALLY HAS BEEN A GAME CHANGER IN THE WAY THAT WE TEACH OUR S.T.E.M. CLASSES EVIDENCE. INSTEAD OF HAVING TO COME UP WITH EXAMPLES THAT ARE HYPOTHETICAL, OR EXAMPLES THAT REALLY REQUIRE A LOT OF DESCRIPTION OR SOMETHING, WE’RE ABLE TO WORK ON CERTAIN S.T.E.M. CONCEPTS IN THE CLASSROOM, BEING RIGHT HERE IN AN ENGAGING ENVIRONMENT WHERE WE’RE TAKING THESE S.T.E.M. CONCEPTS AND APPLYING THEM TO REAL LIFE EXAMPLES. THERE’S SO MUCH VALUE WHEN KIDS ARE ABLE TO SEE FIRSTHAND HOW CONCEPTS, MECHANICAL AND OTHERWISE, ARE PUT INTO USE IN REAL WORLD EXPERIENCES.>>I THINK IT’S FUN BECAUSE WE GET TO COMPARE TECHNOLOGY, MATH, SCIENCE, ENGINEERING ALL IN ONE DAY.>>OKAY, SO IT’S ALL LIKE KIND OF WRAPPED UP TOGETHER.>>YEAH.>>WHAT ARE YOU GUYS WORKING ON TODAY?>>WE’RE WORKING ON SIMPLE MACHINES WHICH INVOLVE SCREWS, PULLEYS, AND WEDGES.>>SCREWS, PULLEYS, AND WEDGES THAT ARE ALL SIMPLE MACHINES. AND WHY ARE YOU WORKING ON THAT KIND OF STUFF IN THIS CLASS, JOSH?>>SO WE KNOW WHAT TO– SO WE KNOW SIMPLE TOOLS TO USE IN CASE WE NEED THEM.>>HELLO, MY NAME IS KELLY KROFT. I’M A 7th GRADE MATH TEACHER AT KENOWA HILLS MIDDLE SCHOOL. I’M IN THIS PROGRAM TO MAKE SURE THAT THE STUDENTS HERE IN THE S.T.E.M. GET ALL OF THEIR MATH CONCEPTS FOR ALL OF THE COMMON CORE STANDARDS. AND WE FIT THEM INTO WHAT WE NEED THEM TO DO, SO THOSE MATHEMATICAL PRACTICES IS REALLY [ INDISTINCT ].>>ALL RIGHT, AND WHAT WE’D LIKE TO DO IS INVOLVE THE MOVE CORPORATION HERE A LITTLE BIT MORE, AND I THINK ONE OF THE SIMPLEST THINGS THAT WE COULD DO IS JUST HAVE THE EMPLOYEES THERE TAKE SMALL GROUPS OF KIDS ON GUIDED TOURS. I THINK THAT’S A GOOD WAY TO BREAK ALL SIDES IN, BOTH THE STUDENTS AND THE EMPLOYEES, INTO WORKING TOGETHER. WE’D CERTAINLY LIKE TO USE THEM FOR MORE THINGS IN THE FUTURE, BUT THIS IS JUST A GOOD BREAK-IN THING. THEY CAN TAKE US ON A TOUR, SHOW US WHAT THEIR TYPICAL WORK DAY IS. WE’D ALSO LIKE TO ASK THEM TO SHARE THEIR EDUCATIONAL BACKGROUND, THEIR SKILLS BACKGROUND, WHAT ARE THE THINGS THAT THEY DID PRIOR TO GETTING THIS JOB THAT KIND OF BROUGHT THEM TO THIS POINT.>>AND THIS IS LIKE A LEAN S.T.E.M. LAB STARTUP. AND AS YOU CAN SEE HERE, SOME OF THE TABLES HERE ARE RECYCLED FROM THE OLD DAYS OF 40 YEARS AGO WHEN THEY USED TO HAVE INDUSTRIAL ARTS AT KENOWA. BUT AT THE SAME TIME, WE SEE MODERN TECHNOLOGY HERE.>>I THINK ONE THING WITH KENOWA HILLS THAT’S BEEN REALLY A PLUS HAS BEEN ABLE TO THINK ABOUT, WELL, WHAT RESOURCES DO WE HAVE, WHAT DO WE NEED, HOW CAN WE REFURBISH THEM TO MAKE THIS SPACE WORK.>>THE KIDS WILL BE ABLE TO WORK IN THE LAB HERE. YOU CAN ALSO SEE ADVANCED MANUFACTURING GOING ON, AND I’M A PARTNER WITH TALENT 2025 AND DISCOVER MANUFACTURING, AND ALSO WITH MI CAREER QUEST, AND IT’S ALL ABOUT INTEGRATING HOME GROWN BUSINESS AND PUBLIC EDUCATION TOGETHER. AND SO I THINK THEY’RE REALLY GOOD TOGETHER. ♪♪>>SO WE THANK OUR FRIENDS IN KENOWA HILLS FOR SENDING US THIS VIDEO, AND THE NEXT STOP ON OUR VIRTUAL FIELD TRIP IS TO LAPEER COMMUNITY SCHOOLS, WHERE THE STUDENT POPULATION IS APPROXIMATELY 5,100. THAT’S HOUSED IN NINE BUILDINGS. LAPEER HAS A FREE AND REDUCED LUNCH RATE OF ALMOST 48%. LAPEER COMMUNITY SCHOOLS HAS SEVERAL DIFFERENT PARTNERSHIP BASED PROGRAMS DESIGNED TO PREPARE STUDENTS FOR LIFE AFTER HIGH SCHOOL. THESE PROGRAMS PROVIDE STUDENTS WITH SKILLS TO BE EMPLOYED AFTER HIGH SCHOOL, REAL LIFE EXPERIENCES THROUGH COLLEGE CLASSES, AND S.T.E.M. OPPORTUNITIES. NOT ONLY DO THESE PROGRAMS PREPARE STUDENTS FOR THE WORKFORCE, BUT THEY ALSO GIVE THEM ACCESS TO POST SECONDARY CREDIT. SO LET’S HEAR FROM OUR FRIENDS IN LAPEER COMMUNITY SCHOOLS. ♪♪>>WE ORIGINALLY LOOKED AT THE DISTRICT’S STRATEGIC PLAN PROCESS FOUR YEARS AGO, AND WE REALLY WANTED TO HIGHLIGHT AN AREA IN EDUCATION SPECIFICALLY DESIGNED FOR RESEARCH AND DEVELOPMENT. THE CENTER FOR INNOVATION CAME AS A RESULT OF THOSE CONVERSATIONS, WHEREBY WE HAD A FACILITY WHERE STUDENTS AND TEACHERS COULD INTERACT IN AN ENVIRONMENT THAT WAS SOMEWHAT NON-TRADITIONAL IN THE SENSE THAT IT WASN’T A TYPICAL CLASSROOM ENVIRONMENT, THAT THERE WAS MORE INTERACTION WITH REAL WORLD SKILLS THAT STUDENTS WOULD BE CONFRONTING POST GRADUATION.>>WHEN YOU LOOK AT THE STUDENTS THAT ARE IN OUR KINDERGARTEN, THEY START SCHOOL, THEY START THEIR EDUCATION, THEY MOVE INTO MIDDLE SCHOOL AND HIGH SCHOOL. WE REALLY NEVER KNOW WHERE THEY’RE GOING TO END UP. SO WHEN YOU LOOK AT SOMETHING LIKE CNC, OR SOMETHING LIKE THE COLLEGE CLASSES, OR THE S.T.E.M. PROGRAM THROUGH OUR P.L.T.W., WE’RE GIVING THESE STUDENTS OPPORTUNITIES TO SEE IF IT’S MAYBE A FIELD THAT THEY WANT TO GO INTO. WE’RE GIVING THEM REAL-LIFE EXPERIENCES THROUGH THE COLLEGE CLASSES, THROUGH THE P.L.T.W. EXPERIENCES, AND IT REALLY OPENS THEIR EYES UP TO SOMETHING THEY COULD DO WHEN THEY LEAVE.>>WHAT WE’VE FOUND IS THAT THESE STUDENTS TAKING THESE CLASSES LEARN EARLY ON WHAT IT IS THEY WANT TO DO.>>C.F.I. MANIFESTED ITSELF AS A PLACE WHERE WE COULD ENHANCE STRATEGIC PARTNERSHIPS WITH LOCAL BUSINESSES AND WITH THE LOCAL COMMUNITY COLLEGES. ♪♪>>IT’S REALLY HANDS ON, AND WITH ME, IT’S REALLY HARD TO LEARN WITH STUFF THAT IS NOT HANDS ON.>>I WOULD HAVE TO SAY AT LEAST 95% OF EVERYTHING WE DO HERE IS HANDS ON. BECAUSE I’M A HANDS ON LEARNER. I WORK GOOD WITH MY HANDS. I– YOU PUT BOOK WORK IN FRONT OF ME, I CAN DO IT, BUT THAT’S NOT HOW I LEARN.>>I HAVE BEEN AROUND THIS STUFF ALL MY LIFE. MY DAD STARTED OUT AS A MACHINIST.>>MY DAD ALWAYS WORKED WITH THAT, SO HE’S HELPING ME KIND OF WITH IDEAS. AND I JUST KNOW THAT CNC YOU CAN MAKE STUFF WITH YOUR OWN HANDS.>>WHAT WE’RE LEARNING IN THIS CLASS DIFFERENT THAN OTHER CLASSES IS THAT WE’RE LEARNING ALSO TRIGONOMETRY AND GEOMETRY. WE’RE LEARNING MATH, ALONG WITH HOW TO BE A MACHINIST.>>WHAT WE TRY TO DO IS GIVE THEM THE BASIC SKILLS NECESSARY FOR THEM TO WORK IN A SHOP ENVIRONMENT.>>THE CURRICULUM OFFERED HERE AT C.F.I. ALSO ALLOWS THAT NON-TRADITIONAL COLLEGE STUDENT TO OBTAIN THE NECESSARY SKILLS TO BE EMPLOYABLE WHEN THEY GRADUATE FROM HIGH SCHOOL. ♪♪>>SO A THANK YOU TO OUR FRIENDS IN LAPEER COMMUNITY SCHOOLS. AND THE NEXT STOP ON OUR VIRTUAL FIELD TRIP IS NEWAYGO COUNTY RESA. IT IS ONE OF THE MOST RURAL LOCATIONS, AND ONE OF THE MOST IMPOVERISHED AREAS IN WEST MICHIGAN. IT COVERS 862 SQUARE MILES. NEWAYGO COUNTY RESA HAS PARTNERED WITH LOCAL DISTRICTS AND BUSINESSES AS WELL AS COUNTY SERVICES AND PROGRAMS TO CREATE TWO SEPARATE WORK BASED PROGRAMS FOR STUDENTS. IN THESE PROGRAMS, STUDENTS LEARN EMPLOYABILITY SKILLS WHILE WORKING IN THE WORKPLACE. IN THEIR VIDEO, WE’RE GOING TO HEAR FROM EACH OF THE STAKEHOLDER GROUPS INVOLVED IN THESE COLLABORATIVE PARTNERSHIPS.>>HI, I’M LORI TUBBERGEN CLARK, THE SUPERINTENDENT AT NEWAYGO COUNTY RESA. AND I’M HAPPY TO SHARE WITH YOU HOW WE ARE SUPPORTING THE TOP 10 IN 10. WE ARE FORTUNATE IN OUR RURAL COMMUNITY TO HAVE COLLABORATIVE PROJECTS WITH SEVERAL PARTNERS THAT MOTIVATE OUR STUDENTS IN NEWAYGO COUNTY AND PROVIDE IMPORTANT WORK-BASED LEARNING OPPORTUNITIES FOR THEM. I WOULD LIKE TO SHARE TWO EXAMPLES WITH YOU TODAY THAT ACCELERATE STUDENT LEARNING AND SUCCESS, AND AT THE SAME TIME, ADDRESSING COMMUNITY CHALLENGES. ABOUT TEN YEARS AGO, I HAD A FASCINATING CONVERSATION WITH A LEADER FROM THE RECYCLING FOR NEWAYGO COUNTY ORGANIZATION, AND HE PRESENTED THE PROBLEM OF A LARGE LOAD OF GLASS THEY’D COLLECTED THROUGH THE RECYCLING EFFORTS AND THE EXTREMELY HIGH COST OF TRUCKING THAT RECYCLED GLASS TO A FACILITY HUNDREDS OF MILES AWAY. THE YOUNG ENTREPRENEURS OF THE NEWAYGO COUNTY CAREER TECH CENTER WENT TO WORK TO SOLVE THE PROBLEM. WITH THE FINANCIAL SUPPORT FROM THE COMMUNITY FOUNDATION TO PURCHASE GLASS PULVERIZING EQUIPMENT, THE SERGIL ENTERPRISE WAS BORN. SERGIL IS AN ACRONYM FOR STUDENTS EFFECTIVELY REDUCING GLASS IN LANDFILLS. HERE’S HOW THE SERGIL ENTERPRISE WORKS– RECYCLING IN NEWAYGO COUNTY COLLECTS GLASS FROM AREA RESIDENTS. THEN THE NEWAYGO COUNTY ROAD COMMISSION TREKS THOUSANDS OF POUNDS OF GLASS FROM THE RECYCLING OF NEWAYGO COUNTY FACILITY TO THE ENTERPRISE LOCATION. STUDENTS WITH SPECIAL NEEDS, AS A WORKPLACE LEARNING OPPORTUNITY ALONG WITH THEIR ADULT JOB COACHES, SORT AND PULVERIZE THAT GLASS INTO FOUR DIFFERENT GRADES THAT THE CAREER TECH PARTNERS SELL TO BUSINESS AND INDUSTRY FOR A VARIETY OF USES. BUSINESSES SUCH AS [ INDISTINCT ], WHO USE IT IN TILE MAKING, MEL TROTTER MINISTRIES, WHO SELL BAGS OF GLASS FOR ART PROJECTS, SANDBLAST UNLIMITED, WHERE WE’RE PUTTING THAT PULVERIZED GLASS [ INDISTINCT ], AND STONEGATE GOLF COURSE, WHO FILL THEIR SAND TRAPS WITH PULVERIZED GLASS, AND REPORT THAT IT HOLDS THE COLOR AND DRIES OUT VERY QUICKLY, HAVE ALL PURCHASED OUR GLASS. LOCAL FLOWER SHOPS HAVE ALSO USED IT IN THEIR FLORAL ARRANGEMENTS AND THEIR VASES, AND MANY OTHERS HAVE PURCHASED RECYCLED GLASS FOR THEIR LANDSCAPING PROJECTS.>>STUDENT OUTCOMES AND GROWTH ARE THE FOCUS OF THE WORK AT ENTERPRISE. IT DRIVES THE WORK– DAILY WORK. STUDENTS ARE LEARNING EMPLOYABILITY SKILLS THAT ARE BEST TAUGHT IN A WORKPLACE ENVIRONMENT. SUCH THINGS AS WORKPLACE SAFETY, COWORKER RELATIONSHIPS AND CONFLICT MANAGEMENT, HOW TO FOLLOW MULTI-STEP DIRECTIONS, HOW TO ASK FOR HELP IF YOU DON’T KNOW WHAT TO DO, HOW TO APPROPRIATELY USE YOUR CELL PHONE, WHEN IS AN APPROPRIATE TIME TO TAKE CARE OF SOME PERSONAL NEEDS WHILE ON A WORK SITE. THOSE THINGS ARE ALL VERY IMPORTANT, AND DIFFICULT TO TEACH IN A CLASSROOM.>>COLLABORATION IS SO IMPORTANT AMONGST ALL OF US, IN THAT WE TRY TO WORK IN OUR GROUPS WITH THE SCHOOLS, BOTH AT THE ISD LEVEL AND AT THE LOCAL LEVEL, TO ASSIST THEM AND TO COLLABORATE AND TO OFFER OUR SERVICES WHEN WE HAVE CERTAIN EQUIPMENT OR CERTAIN THINGS THAT WE CAN DO FOR THEM. AND WE HOPE THAT IN THE FUTURE, WE’RE GOING TO CONTINUE OUR COLLABORATION, AND USE STUDENTS, AND USE THE DIFFERENT RESOURCES THAT WE HAVE, THAT WE’RE ALL STRETCHED AND WE ALL HAVE LITTLE TIME AND MONEY, BUT WE’RE GOING TO WORK TOGETHER AND MAKE ALL THE PROGRAMS WORK GOOD SO THAT WE CAN CONTINUE TO IMPROVE THE ENVIRONMENT IN OUR BEAUTIFUL AREA IN THE MIDDLE OF MANISTEE NATIONAL FOREST.>>I WAS VERY PROUD TO BE A PARTNER WITH NEWAYGO COUNTY RESA, AND TO CONTINUE TO PROVIDE WORKPLACE PLACEMENT FOR STUDENTS BY PURCHASING THIS PULVERIZED GLASS PRODUCT.>>THE SECOND PARTNERSHIP WE’D LIKE TO HIGHLIGHT FOR YOU TODAY IS A PARTNERSHIP WITH THE NEWAYGO COUNTY PARKS, THE NEWAYGO COUNTY CAREER TECH CENTER BUILDING TRADES PROGRAM, AND THE FREMONT AREA COMMUNITY FOUNDATION. MATERIALS FOR THE CAMPING CABINS ARE PURCHASED THROUGH A GRANT FROM THE FREMONT AREA COMMUNITY FOUNDATION. THE BUILDING TRADES STUDENTS GET THE REAL WORLD EXPERIENCE, START TO FINISH, OF BUILDING CAMPING CABINS FOR THE NEWAYGO COUNTY PARKS.>>I’VE LEARNED A LOT ABOUT [ INDISTINCT ]. A LOT OF TEAM BUILDING, LEARNED HOW TO WORK TOGETHER, AND WHAT THE REAL WORLD IS LIKE ON THE JOB.>>COME AND VISIT US AT NEWAYGO COUNTY RESA SO WE CAN SHARE THE REST OF THE STORY OF THE STRATEGIC PARTNERSHIPS WE HAVE THAT SUPPORT STUDENT LEARNING.>>THANK YOU TO NEWAYGO COUNTY RESA. AND MOVING ON TO FULTON SCHOOLS, WHICH IS OUR NEXT STOP ON OUR TOUR. 750 STUDENTS ATTEND FULTON SCHOOLS, WHERE THE EMPHASIS IS ON BLENDED LEARNING THROUGH ONLINE EXPERIENCES, CAREER TECH, AND DUAL ENROLLMENT. 85% OF THE HIGH SCHOOL GRADUATES HAVE EARNED COLLEGE CREDIT. FULTON HIGH SCHOOL HAS PARTNERED WITH STATE AND LOCAL AGENCIES AND WITH LOCAL BUSINESSES TO PROVIDE MULTIPLE EDUCATIONAL OPPORTUNITIES, EDUCATIONAL RESOURCES FOR THE HIGH SCHOOL, AND REAL-WORLD PROBLEM SOLVING EXPERIENCES. IN THEIR VIDEO, WE’LL HEAR HOW THESE PARTNERSHIPS HAVE GIVEN STUDENTS AN OPPORTUNITY TO SEE THE CONNECTION BETWEEN THE SKILLS THAT THEY ARE LEARNING IN THEIR CLASSROOMS WITH THE SKILLS THAT THEY NEED TO TAKE INTO THEIR CAREERS. ♪♪>>FULTON SCHOOLS HAS A LARGE NUMBER OF BUSINESS PARTNERSHIPS. THESE ARE ORGANIZATIONS THAT HAVE COME ALONGSIDE OUR SCHOOL TO SUPPORT STUDENT EDUCATION AND ACHIEVEMENT. MICHIGAN AGRICULTURAL COMMODITIES, GREENSTONE FARMS AND CREDIT SERVICES, MICHIGAN GYPSUM AND LIME, WILBUR-ELLIS, TRADEWIND ENERGY, AND THE GRATIOT COUNTY COMMUNITY FOUNDATION ARE ONLY A FEW OF THE PARTNERSHIPS THAT WE HAVE. THEY SEE THE BENEFITS OF A WELL EDUCATED WORKFORCE AND HAVE FOUND OPPORTUNITIES TO SUPPORT OUR PROGRAMS THROUGH CHARITABLE GIVING AS WELL AS VOLUNTEER SUPPORT. WE ARE BLESSED BY THE PARTNERSHIPS, AS INDIVIDUALS OUTSIDE OF THE SCHOOL ARE ASSISTING STUDENTS AS THEY LEARN TO TACKLE REAL-WORLD PROBLEMS. OUR STUDENTS HAVE ALSO BEEN WORKING WITH THE MICHIGAN DEPARTMENT OF NATURAL RESOURCES AND THE DEPARTMENT OF ENVIRONMENTAL QUALITY IN A VARIETY OF LEARNING OPPORTUNITIES. STUDENTS GAIN CAREER GUIDANCE AND UNDERSTANDING THROUGH WORKING WITH PROFESSIONALS FROM THESE ORGANIZATIONS. ♪♪ SO ONE ORGANIZATION THAT HAS SENT US A GREAT DEAL OF EDUCATIONAL RESOURCES IS THE MICHIGAN FARM BUREAU. WE HAVE BEEN WORKING WITH THEM TO DO SOME COLLABORATIVE WORK ESPECIALLY IN THE K-12 CURRICULUM. WE’RE TRYING TO FIND DIFFERENT WAYS TO INTEGRATE AGRICULTURAL LESSONS INTO OUR K-12 CURRICULUM. ♪♪ THE MICHIGAN DEPARTMENT OF ENVIRONMENTAL QUALITY HAS SENT PROFESSIONALS TO ASSIST US WITH OUR SALMON IN THE CLASSROOM AND RELEASE DAY LABS. THAT HAS BEEN A GREAT PARTNERSHIP, WHERE A NUMBER OF PROFESSIONALS COME IN AND ASSIST STUDENTS WITH REAL-WORLD PROBLEM SOLVING. WE DO WATER QUALITY ANALYSIS. THEY DO A LOT WITH FISH IDENTIFICATION, MACRO-INVERTEBRATE IDENTIFICATION, AND ULTIMATELY, WHAT THE STUDENTS ARE DOING IS BUILDING AN ENTIRE PICTURE OF THE OVERALL WATER QUALITY BASED ON WHAT THEY SEE IN THAT ECOSYSTEM. ♪♪ WE HAVE A STUDENT RIGHT NOW THAT’S REALLY INTERESTED IN COMPUTER PROGRAMMING. AND COMPUTER PROGRAMMING IS NOT A CLASS THAT WE OFFER HERE AT THIS SCHOOL. WE’RE A SMALL DISTRICT, AND WE JUST DON’T HAVE THE STAFF TO SUPPORT THAT. SO WHAT WE’VE DONE IS WE’VE TAKEN SOME FINANCIAL RESOURCES FROM SOME OF THESE ORGANIZATIONS, SOME OF THESE BUSINESS PARTNERSHIPS THAT WE HAVE, AND WE’VE ALLOCATED THEM TO THAT INDIVIDUAL IN ORDER TO PURCHASE SOME EQUIPMENT. SO THIS STUDENT, THROUGH THE PURCHASE OF SOME PIs, THE RASPBERRY PI PROGRAMMING BOARD, AN ARDUINO BOARD, A NUMBER OF DIFFERENT SENSORS– HE’S ACTUALLY TAKING A LOT OF THIS– THESE RESOURCES, AND HE IS CREATING A SYSTEM THAT IS MEASURING REAL-TIME DATA IN OUR HYDROPONICS SYSTEM.>>SO I’VE BEEN ENGINEERING A SYSTEM TO MONITOR A HYDROPONICS SYSTEM FOR ABOUT THREE MONTHS NOW. IT HAS [ INDISTINCT ] MY KNOWLEDGE IN MANY FIELDS, FROM COMPUTER SCIENCE, TO BIOLOGY, TO ELECTRICAL ENGINEERING. THE GOAL OF THIS PROJECT IS TO GATHER THE DATA, RECORD THE DATA, AND ORGANIZE IT SO IT CAN BE EASILY INTERPRETED. SO THIS MEANS WE HAVE TO REPORT THE DATA FROM OUR SENSORS, RECORD IT ON THE COMPUTER, AND BE ABLE TO INTERPRET AND ANALYZE IT. THUS FAR, WE HAVE MANAGED TO CREATE A WORKING PROTOTYPE THAT USES SOME SIMPLE WIRING, THE RASPBERRY PI, AS WELL AS AN EXPENSIVE COMPUTER FOR A DIFFERENT PROJECT– AND AN ARDUINO, A MICROCONTROLLER THAT CAN INTERACT BETWEEN THE COMPUTER AND THE REAL WORLD– AND SOME RESOURCES SUPPLIED FROM OUR SCHOOL’S LOCAL RESD ADMINISTRATOR TO CREATE A WORKING PROTOTYPE THAT CAN MONITOR THE HYDROPONICS SYSTEM 24 HOURS A DAY, 7 DAYS A WEEK, AND PROVIDE CONCLUSIVE AND ACCURATE DATA ABOUT THE HEALTH OF THE SYSTEM. ♪♪>>STUDENTS SEE VALUE IN REAL-WORLD APPLICATIONS. OUR STUDENTS SEE VALUE IN JOINING– LEARNING TO WHAT WOULD EVENTUALLY OR COULD EVENTUALLY BECOME A CAREER. SO WE’RE STARTING TO SEE THAT STUDENTS ARE UNDERSTANDING THAT THERE IS MORE TO SCHOOL THAN JUST, “HEY, I’M COMING IN, “I’M LEARNING SOME FACTS, “AND THOSE FACTS “ARE NON-TRANSFERABLE.” THEY’RE ACTUALLY STARTING TO SEE THE CONNECTION BETWEEN THOSE SKILLS THAT THEY’RE DEVELOPING IN THE CLASSROOM AND HOW THOSE SKILLS WOULD GO ABOUT BEING USED IN A REAL CAREER. ♪♪>>THANK YOU TO OUR FRIENDS IN FULTON SCHOOLS. AND THE FINAL STOP ON OUR VIRTUAL FIELD TRIP IS RIGHT HERE AT MDE. THE FIRST PARTNERSHIP I’M GOING TO DESCRIBE IS THE ONE THAT WE BEGAN IN MARCH WITH 10 DISTRICTS THAT ARE HOME TO 38 SCHOOLS THAT THE SRO HAD IDENTIFIED FOR POSSIBLE CLOSURE. THOSE 9 DISTRICTS THAT ARE LISTED ON THE SLIDE REPRESENT THOSE THAT WE HAVE SIGNED AGREEMENTS WITH, AND ALSO REPRESENT THE 37 SCHOOLS THAT WE ARE PARTNERING WITH. AND WE ARE ALREADY WORKING ON BEING ABLE TO SUPPORT THE IMPLEMENTATION OF THEIR IMPROVEMENT PLANS. THE SECOND PARTNER– THE SECOND PARTNERSHIP AT MDE IS WITH THREE ISDs. WE’RE PARTNERING WITH LENAWEE AND SAGINAW ISD TO SCALE UP THE EFFORTS ON MTSS, WITH THREE LOCAL DISTRICTS IN EACH OF THOSE ISDs. AND WE’RE PARTNERING WITH INGHAM ISD SO THAT WE CAN SHARE AND LEARN FROM OUR EXPERIENCES OF IMPLEMENTING MTSS. AND TO DESCRIBE THESE PARTNERSHIPS IN A LITTLE MORE DETAIL, THIS IS OUR FINAL SHORT VIDEO THAT WE HAVE.>>BY NOW, MOST MICHIGAN EDUCATORS ARE FAMILIAR WITH SUPERINTENDENT WHISTON’S TOP 10 IN 10 PLAN AND THE FOCUS AREAS THAT ORGANIZE THE WORK. THERE’S BEEN A FAIR AMOUNT OF PRESS AROUND THE PARTNERSHIP DISTRICTS, WHERE AN MDE LIAISON WILL COORDINATE SUPPORTS FOR DISTRICTS WITH SCHOOLS THAT MIGHT OTHERWISE BE SLATED FOR CLOSURE. AND NOW, IN ADDITION TO THIS WORK, MDE HAS FINALIZED AGREEMENTS WITH THREE ISDs TO WORK COLLABORATIVELY AROUND ADDITIONAL TOP 10 IN 10 INITIATIVES. SAGINAW ISD, LENAWEE ISD, AND INGHAM ISD, ALONG WITH OUR PARTNERS FROM THE STATE IMPLEMENTATION AND SCALING-UP OF EVIDENCE-BASED PRACTICES CENTERS, OR SISEP, JOIN MDE IN BUILDING A HIGH-QUALITY EXAMPLE OF SYSTEMIC INFRASTRUCTURE TO IMPLEMENT LEARNER-CENTERED SUPPORTS. THE INITIAL FOCUS IS ON IMPLEMENTING MULTI-TIERED SYSTEMS OF SUPPORTS AS AN EVIDENCE BASED PRACTICE IDENTIFIED AND DEFINED BY MDE. THE THREE ISDs FORM A REPRESENTATIVE SLICE OF THE STATE, WHICH WE ARE CALLING THE TRANSFORMATION ZONE. THE TRANSFORMATION ZONE APPROACH UTILIZES PRINCIPLES OF IMPLEMENTATION SCIENCE AND RELIES ON A SERIES OF LINKED TEAMS WITH ESTABLISHED FEEDBACK LOOPS. IT FUNCTIONS AS A LEARNING LAB WHERE TOOLS AND PRACTICES ARE BROUGHT FORWARD, TESTED AND REVISED ON A CONTINUOUS IMPROVEMENT CYCLE. THIS PURPOSEFUL APPROACH ALLOWS US TO DEVELOP A SUSTAINABLE, REPLICABLE AND EFFECTIVE INFRASTRUCTURE. THE INFRASTRUCTURE PIECE IS NECESSARY IF OUR EFFORTS TO IMPLEMENT EDUCATIONAL PRACTICES ARE TO HAVE ANY LASTING IMPACT.>>THE ZONE PROVIDES AN OPPORTUNITY FOR US TO LEVERAGE WHAT WE KNOW ABOUT IMPLEMENTATION SCIENCE, TO BRING FORWARD A SET OF BEST PRACTICES ALONG WITH THE INFRASTRUCTURE PIECE, AND SUPPORTS SUSTAINABILITY IN A WAY WE HAVEN’T TRIED BEFORE.>>I’M LOOKING FORWARD TO WORKING SHOULDER TO SHOULDER WITH OUR ISDs AND OUR DISTRICTS AND THEIR BUILDINGS IN THE TRANSFORMATION ZONE. I THINK TAKING MTSS AND IMPLEMENTATION SCIENCE AND FIGURING OUT HOW IT WORKS BEST TO IMPLEMENT THOSE, BOTH EFFECTIVE AND EFFICIENTLY, IN THE ZONE ARE GOING TO HELP US SCALE UP TO THE STATE TO MAKE THIS WORK FOR EVERYONE.>>KATHY STEWART, SAGINAW INTERMEDIATE SCHOOL DISTRICT SUPERINTENDENT. I’M VERY PROUD AND PLEASED TO BE PART OF THE IDENTIFIED TRANSFORMATION ZONES AS A PARTNER WITH THE MICHIGAN DEPARTMENT OF EDUCATION. JUST HAPPENED TO ATTEND A FALL MICHIGAN INTERMEDIATE SCHOOL DISTRICT ADMINISTRATOR’S MEETING WHERE SISEP PRESENTED THE OPPORTUNITY TO GO INTO A TRANSFORMATION ZONE. SENT A QUICK EMAIL TO MDE, AND HERE WE ARE TODAY. I KNEW I HAD THE INSTRUCTION TALENT AND TEAM TO MOVE FORWARD WITH THIS INITIATIVE, SO I WOULD LIKE TO INTRODUCE MY COLLEAGUE, REBEKAH HORNAK, DIRECTOR OF INSTRUCTION FOR SAGINAW INTERMEDIATE SCHOOL DISTRICT.>>I’M DELIGHTED FOR THE OPPORTUNITY. OVER THE LAST THREE YEARS, I HAVE WORKED REALLY HARD TO REBUILD THIS TEAM AT THE ISD AND THE INSTRUCTIONAL DEPARTMENT AND THEIR WORK IS BEING PAID OFF NOW. SO WE’RE REALLY EXCITED.>>LENAWEE AND SAGINAW ISD WILL SERVE AS FULL PARTNERS IN TAKING MTSS TO SELECTED DISTRICTS UTILIZING AN APPROACH GROUNDED IN THE PRINCIPALS OF IMPLEMENTATION SCIENCE. INGHAM ISD WILL PARTICIPATE AS A THOUGHT PARTNER, PROVIDING FEEDBACK ON MDE DEVELOPED GUIDANCE RELATED TO MTSS, INCLUDING EVALUATING, VALIDATING OR SHAPING EXISTING CONCEPTS. WE WELCOME THE THREE ISDs AND THEIR VARIOUS ROLES, AND LOOK FORWARD TO BUILDING OUR COLLECTIVE CAPACITY AND SCALING PRACTICES, WHICH LEAD MICHIGAN EVER CLOSER TO THE GOAL OF A TOP 10 EDUCATION STATE IN 10 YEARS.>>AND THAT CONCLUDES OUR VIRTUAL FIELD TRIP FOR TODAY. THE OPPORTUNITY TO BRING THESE VIRTUAL FIELD TRIPS TO YOU ARE THROUGH THE COLLABORATIVE EFFORTS OF THE FOLKS LISTED ON THIS SLIDE. I WANT TO THANK THEM FOR ACCEPTING MY INVITATION TO SEND ME A VIDEO DESCRIBING THEIR PARTNERSHIP, AS WELL AS SOME DEMOGRAPHIC INFORMATION ABOUT THEIR SCHOOL DISTRICT OR THEIR ISD. AND I WOULD ALSO LIKE TO THANK MIKE FLAMINIO FOR HIS TECHNICAL SKILLS IN PUTTING THIS POWERPOINT PRESENTATION TOGETHER. SO THANK YOU FOR THIS OPPORTUNITY TODAY.>>CASANDRA, PLEASE.>>THESE ARE ALL GREAT PROGRAMS, AND PARTNERSHIPS, AND THEY ARE REFLECTIVE OF THINGS THAT WE HAVE SAID HAVE BEEN GOING ON IN SCHOOLS FOR YEARS NOW. AND MY GUESS IS THEY HAVE ALL BEEN IN EXISTENCE FOR QUITE SOME TIME?>>I CAN’T TELL YOU HOW LONG THEY HAVE BEEN IN EXISTENCE, BUT I KNOW THAT THEY HAVE– THEY ARE NOT NEW THIS YEAR. AND I THINK I CAN ANTICIPATE THE QUESTION YOU ARE ASKING ME.>>WELL, YEAH, LIKE, I DON’T UNDERSTAND WHY THIS IS A TOP 10 IN 10 PRESENTATION WHEN WE’RE TALKING ABOUT THINGS THAT HAVE BEEN GOING ON FOR QUITE A WHILE NOW. UNLESS IT IS JUST AN EXAMPLE FOR OTHER SCHOOLS TO USE?>>EXACTLY.>>THAT’S EXACTLY RIGHT.>>EXACTLY, IT IS. IF YOU LOOK AT TOP 10 IN 10, THESE ARE THE THINGS WE DESCRIBE IN TOP 10 IN 10, AND WHAT WE WANT TO DO IS HIGHLIGHT THE GREAT PROGRAMS THAT ARE GOING ON OUT THERE. SOME HAVE STARTED BECAUSE OF TOP 10, AND MANY HAVE BEEN IN PLACE BEFORE TOP 10. BUT IT IS STILL THE EXAMPLE OF THE PROJECT-BASED, STUDENT-LEAD, YOU KNOW, THINGS THAT WE WANT TO SEE IN SCHOOL DISTRICTS AROUND THE STATE, SO WE WANT TO HIGHLIGHT THE GOOD THINGS, LIKE THE MUSEUM SCHOOL WE JUST SAW, SO THAT OTHER DISTRICTS CAN LEARN ABOUT THEM AND CAN IMPLEMENT THEM IF THEY SO CHOOSE.>>AND– AND THAT’S GREAT, BUT AT SOME POINT, ARE WE GOING TO GET FEEDBACK ON NEW STUFF THAT IS BEING IMPLEMENTED THAT IS GOING TO MOVE US TO THE TOP 10 IN 10?>>YEP, WE– WE CAN CONTINUE TO PROVIDE PRESENTATIONS THAT SHOW YOU EVEN SOME OF THE NEW STUFF THAT ARE GOING ON, ABSOLUTELY. I HAD DR. Z, AND THEN TOM.>>I HEARD A NEW BUZZWORD I HADN’T HEARD BEFORE– “IMPLEMENTATION SCIENCE.” CAN YOU UNPACK THAT FOR ME?>>SURE. THERE’S RESEARCH ON WHEN YOU HAVE A NEW INITIATIVE– THEY’VE ACTUALLY STUDIED RESEARCH THAT SAYS THAT THERE ARE SPECIFIC STAGES AND STEPS TO GO THROUGH THAT IF YOU FOLLOW THEM WILL LEAD TO A SUCCESSFUL IMPLEMENTATION, WHICH THE TERM– IMPLEMENTATION SCIENCE. AND IT HAS BEEN AROUND PROBABLY FOR ABOUT 15 OR 20 YEARS, USED NOT ONLY IN EDUCATION, BUT IN SCIENCE AND IN OTHER FIELDS.>>IS THERE A BEST SELLER ASSOCIATED WITH THIS THAT I CAN MAYBE PICK UP?>>I CAN GET YOU ONE.>>GOOGLE. [ LAUGHTER ]>>OKAY.>>OF COURSE, I WILL.>>OKAY.>>YES, I WILL GET THAT TO YOU.>>TOM, PLEASE.>>I GUESS–>>OH, I’M SORRY, YOU’RE STILL NOT DONE?>>I HAD ANOTHER…>>OH, SORRY ABOUT THAT, TOM. GO AHEAD.>>YES, JUST AN OBSERVATION: I WOULD REMIND OUR COLLEAGUES THAT THE FREE AND REDUCED LUNCH RATE FOR MICHIGAN AS A WHOLE IS 49%. SO A COUPLE OF DISTRICTS– I MEAN, 47 LOOKS LIKE A BIG NUMBER TO ME, BUT THEN I REALIZE THAT’S– WELL, THEY ARE BETTER THAN AVERAGE AS FAR AS NUMBERS OF STUDENTS ON THE FREE AND REDUCED LUNCH LIST. SO EVERY NOW AND AGAIN, I NEED TO BE REMINDED AS TO WHERE THE CALIBRATION IS ON SOME OF THESE FACTORS.>>BUT THAT STATE NUMBER IS TERRIBLE. I MEAN, THE FACT THAT HALF OF OUR KIDS ARE LIVING WITHIN THOSE MEANS IS NOT A GOOD THING.>>YES.>>YEAH.>>TOM AND THEN NIKKI, PLEASE.>>I GUESS, GOING OFF OF WHAT CASANDRA WAS TALKING ABOUT, I MEAN, ARE THERE THINGS THAT WE CAN DO TO KNOCK DOWN BARRIERS? OR– I MEAN, IF THERE IS AN INNOVATIVE IDEA, ARE OTHER DISTRICTS BEING PREVENTED FROM DOING THIS BECAUSE OF SOMETHING THAT MDE IS DOING THAT WE CAN KIND OF KNOCK DOWN OR TRY TO– YOU KNOW, MAYBE THROUGH SOME KIND OF COMMUNICATION MAKE IT CLEAR THAT THESE ARE ALLOWED? WHAT IS IT THAT– IF YOU WOULD LIKE TO DO IT, AND YOU FEEL THAT THERE IS PROBLEMS THAT ARE PREVENTING IT, YOU KNOW, THAT WE’RE HERE TO HELP KNOCK THOSE BARRIERS DOWN? I MEAN, ARE THERE WAYS, YOU KNOW, TO MAKE IT SO THAT WE’RE NOT JUST LOOKING AFTER THE FACT, BUT, YOU KNOW, BEING KIND OF OUT IN FRONT AND SAYING–>>YEAH, SO LIKE NOVI CAME AND MET WITH ME THE OTHER DAY. THEY WANT TO START THIS BEE STEAM SCHOOL. AND SOME OF THE ROADBLOCKS THAT THEY HAVE IS, JUST LIKE THESE DISTRICTS HAVE DEALT WITH, IS HOW DO YOU TEACH SOME OF THE CURRICULUM? LIKE HOW DO YOU TEACH THE MATH COURSES, GEOMETRY, ALGEBRA, IN A CTE TYPE OR, YOU KNOW, HANDS ON KINDS OF PROGRAMS. SO WE ARE SHOWING THEM HOW OTHER DISTRICTS ARE DOING THAT. SO WE ARE CLEARING THOSE ROADBLOCKS, AND BY SHOWING EXAMPLES OF HOW DISTRICTS ARE DOING IT, IT IS HELPING OTHER DISTRICTS SEE A PATHWAY TO SUCCESS. SO THERE IS NOTHING WE AS A DEPARTMENT ARE DOING THAT IS CREATING ROADBLOCKS, BUT WE ARE HELPING DISTRICTS LEARN HOW TO BREAK DOWN BARRIERS AND ROADBLOCKS SO THAT THEY CAN START PROGRAMS, LIKE NOVI’S BEE STEAM PROGRAM WHICH IS AGAIN PARTNERSHIP BASED, WORKING WITH BUSINESSES AND INDUSTRY, AND EDUCATION, AND COLLEGES AND UNIVERSITIES. AND SO WE’RE HELPING SHOW THEM HOW OTHER DISTRICTS HAVE BROKEN THESE BARRIERS. SO I THINK THAT’S THE ROLE OF THE DEPARTMENT, IS TO HELP DISTRICTS DO THAT.>>WELL, I WOULD IMAGINE THAT DOING SOME OF THESE INNOVATIVE IDEAS MIGHT– MIGHT NOT SIT WELL– OR MIGHT TRANSLATE INTO HIGH-STAKES TESTING RESULTS THAT MAY NOT BE AS– YOU KNOW, THEY ARE NOT THERE DOING TEST PREP AND DOING EVERYTHING READY FOR THE TEST– THEY ARE ACTUALLY DOING OTHER THINGS THAT MIGHT BE MORE PRODUCTIVE. SO I’M JUST THINKING THAT MAYBE ONE OF THE WAYS, IF THEY ARE WORRIED ABOUT THAT, THAT WE’RE TRYING TO REDUCE THE HIGH-STAKES NATURE OF TESTING. AND THAT’S– THOSE ARE THE KIND OF THINGS THAT I’M TALKING ABOUT.>>YEAH, I WOULD SAY THAT DISTRICTS ACTUALLY WILL GET BETTER TEST RESULTS DOING THESE KINDS OF THINGS, BECAUSE I THINK WHAT YOU SAW FROM STUDENTS IS IT’S MORE MEANINGFUL– THEY DON’T EVEN REALIZE THEY ARE LEARNING MATH AND SCIENCE AND DOING THESE KINDS OF THINGS. IT’S HANDS ON. THEY SEE A REASON, THEY SEE THE RELEVANCE. AND SO I WOULD ARGUE THAT THE DISTRICTS WHO ARE DOING THIS WILL ACTUALLY HAVE HIGHER TEST SCORES, NOT LOWER. HMM?>>DO WE HAVE THAT DATA?>>WE CAN CERTAINLY LOOK AT THE DATA. LET’S SEE– I HAD NIKKI AND THEN WE HAVE EILEEN.>>OH, I CAN GO? ALL RIGHT. SO I DID LIKE THE IMPLEMENTATION SCIENCE, TOO. SO IF YOU HAVE THE RESEARCH ARTICLES BEHIND THAT, I WOULD LOVE TO LOOK AT THEM.>>I WILL GET THEM TO ALL OF YOU.>>AND THEN PERHAPS EVEN A DOCUMENT AS TO WHAT YOU GUYS ARE PULLING OUT OF THE RESEARCH– EXACTLY WHAT YOU’RE USING, EVEN IF IT’S JUST A FEW TERMS THAT WE CAN THEN REFER TO IN THE ARTICLES.>>SURE.>>I GUESS THOSE ARTICLES PROBABLY JUST SAY WHAT WORKS AND WHAT DOESN’T? OR JUST A PATH TO SUCCESS?>>IT’S MORE OF A PATH TO SUCCESS. IT’S MORE–>>WHAT HAS WORKED.>>–WHAT HAS WORKED, AND FROM MULTIPLE ITERATIONS, WHAT ARE THE BEST STEPS FOR MOVING AN INITIATIVE FORWARD.>>OKAY. ONE THING THAT CAME TO MIND WHEN WE WERE WATCHING THE VIDEOS FOR THE DIFFERENT PARTNERSHIPS WITHIN THE COMMUNITY IS DO THESE KIDS HAVE ACCESS TO MUSIC, ART, AND OTHER CORE SUBJECTS AND ELECTIVES, TOO? ARE THEY GETTING A SOLID, WELL-ROUNDED EDUCATION? JUST TO MAKE SURE THEY ARE NOT STEERED IN THIS LIKE ONE DIRECTION, DO THEY HAVE ACCESS TO THAT? I GUESS YOU PROBABLY CAN’T ANSWER THAT QUESTION RIGHT NOW, BUT WHAT DOES THEIR TYPICAL DAY LOOK LIKE WHEN THEY TAKE PART IN THE WORK-BASED PARTNERSHIPS IS MY ULTIMATE QUESTION, AND IF YOU HAVE TO TAKE TIME AND REVISIT IT NEXT MONTH, THAT’S FINE.>>I WOULD BE HAPPY TO PROVIDE YOU WITH THAT INFORMATION, BECAUSE I’M NOT ABLE TO ANSWER THAT QUESTION.>>BUT I DID VISIT MOST OF THOSE SCHOOLS THAT WERE HIGHLIGHTED, AND THEY DO OFFER MUSIC, ART, AND GYM. BECAUSE THAT’S ONE OF THE QUESTIONS I ALWAYS ASK. SO THEY DO HAVE OPPORTUNITIES FOR ALL THE WELL-ROUNDED PROGRAMS.>>SO HOW MUCH TIME OF THEIR DAY DO THEY SPEND DOING THE WORK-BASED ACTIVITIES? I’M JUST CURIOUS ABOUT WHAT IT LOOKS LIKE IN ACTUAL PRACTICE.>>THANK YOU, NIKKI. EILEEN AND THEN PAM.>>I GUESS, FOLLOWING ON THE LAST TWO COMMENTS, I WOULD SAY THAT IT’S NOT NECESSARILY MORE TIME INTENSIVE. IT’S A DIFFERENT WAY OF PRESENTING CURRICULUM AND TEACHING, BUT THE REAL REASON I RAISED MY HAND IS THAT THIS IS A REALLY IMPORTANT ACTIVITY THAT YOU ARE DOING NOW. AND I COMMEND THE DEPARTMENT FOR JUMPING INTO THIS, BECAUSE I REMEMBER STOCKBRIDGE PRESENTING– FOR THOSE OF YOU WHO WERE ON THE BOARD WHEN THEY BROUGHT THEIR PALAU PROJECT– I THINK YOU WERE– MICHELLE IS NODDING HER HEAD. AND I DON’T KNOW IF YOU WERE, LUPE, BUT THESE KIDS ARE FABULOUS. THE STOCKBRIDGE PROJECTS ARE KNOCK YOUR SOCKS OFF. AND THEY START WITH AN INTEGRATED S.T.E.M. PROGRAM IN ELEMENTARY SCHOOL. WHEN THAT HAPPENED, A FEW DAYS AFTER THEY WERE HERE, I WAS AT THE ANNUAL CTE EDUCATOR OF THE CHILDREN’S AWARD– THE STUDENT AWARDS PROJECT, WHICH I DON’T KNOW IF ANYBODY SIGNED UP TO GO TO ON THURSDAY? I’M PUTTING A PLUG IN BECAUSE THAT WAS ONE OF THE MOST AMAZING EXPERIENCES I HAVE HAD AS A STATE BOARD OF ED MEMBER. AND I RAN INTO TWO ADMINISTRATORS WHO WERE SAYING, “WE DON’T KNOW– “ISD SUPERINTENDENTS, WE DON’T– “WE’VE GOT THESE GREAT KIDS, “BUT IT’S ISOLATED. “WE DON’T KNOW WHAT TO DO.” I GAVE THEM THE STOCKBRIDGE TEACHER’S NAME, BUT THE CONNECTIONS THAT PEOPLE– THE WAY THAT WE CONNECT PEOPLE TO NEW INFORMATION CAN’T BE THIS FRAGILE. AND WE NEED TO GET THE WORD OUT THERE, AND A LOT OF TIMES THE TEACHERS THAT ARE DOING THE BEST WORK DON’T HAVE THE TIME TO TRY AND CREATE A NEW PROGRAM WITH A NEW DISTRICT. YOU CAN GO AND OBSERVE THEM, BUT THAT’S NOT THE SAME AS THEM COMING TO YOU AND HELPING. SO GETTING THE WORD OUT AND INSTITUTIONALIZING SOMETHING THAT MAKES THE LINKAGES A LITTLE BIT BETTER. I DON’T KNOW, BRIAN AND SHEILA, WHAT YOU ARE ABLE TO DO. DO YOU HAVE CAPACITY IN THE DEPARTMENT TO MAKE ANY SORT OF A– TO GIVE PEOPLE INFORMATION, OR DO YOU JUST CONNECT THE EDUCATORS?>>WE’RE CREATING THE WAREHOUSE. GO AHEAD AND TALK ABOUT THAT.>>SO WE ARE CONNECTING THE EDUCATORS. THERE ARE A COUPLE OF THINGS THAT ARE HAPPENING. ONE, WE HAVE THE INNOVATION ROADSHOWS THAT ARE OCCURRING THROUGHOUT THE STATE DURING THE MONTH OF MAY, WHERE WE ARE BRINGING EDUCATORS TOGETHER TO SHARE THE BEST PRACTICES AND PROGRAMS THAT THEY HAVE IN PLACE IN THEIR SCHOOLS AND IN THEIR DISTRICTS TO HELP MOVE MICHIGAN TO TOP 10 STATE, AND THOSE ARE BEING VERY, VERY WELL ATTENDED, AND LOTS OF GREAT THINGS. IN FACT, WE’RE GOING TO HAVE A PRESENTATION ON THEM NEXT MONTH SO THAT YOU CAN SEE THOSE THINGS HAPPENING. AND THE OTHER THING THAT WE’RE DOING IS WE’RE CREATING A WEBSITE CALLED MICHIGAN EDUCATOR SHOWCASE WHERE EDUCATORS WILL BE ABLE TO GO INTO THE SITE AND POST PRACTICES THAT THEY ARE USING IN THEIR CLASSROOMS OR IN THEIR SCHOOLS, AND THEY WILL BE LINKED TO THE TOP 10 IN 10 FOCUS AREAS. AND WE’RE LOOKING AT OPENING THAT UP PROBABLY SOMETIME IN JUNE OR JULY. WE WANT TO MAKE SURE THAT WE HAVE A ROBUST CATALOG OF PRACTICES BEFORE WE OPEN IT UP, SO WE’RE IN THE PROCESS OF GETTING THAT INFORMATION AND CATEGORIZING THAT INFORMATION IN OUR SITE. AND THEN WE’LL BE READY TO SHOW THAT ONE TO YOU EITHER IN AUGUST OR IN THE FALL ONCE WE HAVE IT OPERATIONAL.>>AND THAT’S FABULOUS BECAUSE IT RESPECTS LOCAL CONTROL, BUT IT BRINGS THEM INFORMATION THAT THEY HAVE NO OTHER WAY OF GETTING THROUGH ANY CHANNEL THAT I KNOW OF. AND I WOULD LOVE TO SEE THE SHOWCASE UP IN TIME FOR PEOPLE TO START CONSIDERING WHAT THEY MIGHT BE DOING FOR THE FALL. SO I’M HOPING YOU CAN NOT BE SO ROBUST THAT YOU DO NOT LEAVE ENOUGH PLANNING TIME FOR PEOPLE WHO NEED TO GET EXCITED ABOUT SOMETHING DIFFERENT.>>OKAY, THANK YOU.>>PAM, PLEASE.>>I WANT TO CONTINUE TO THANK THE DEPARTMENT FOR THIS WORK AND CONTINUOUSLY TAKING US FROM THIS VERY HIGH LEVEL TO THE GROUND AND HELPING US. I APPRECIATED THE WAY THAT YOU STARTED OFF, IN THAT YOU AGAIN REITERATED WHERE WE STARTED FROM, AND THEN TOOK US INTO THE COMMUNITIES. AND AS IT RELATES TO IMPLEMENTATION SCIENCE, WE TALKED ABOUT THIS A LITTLE BIT BEFORE, AND I SEE ONE OF MY FRIENDS FROM SAGINAW OVER THERE, BUT ONE OF THE TOOLS WE USED WAS THE HEXAGON TOOL, AND I THINK YOU ALL USED THAT TOO. BUT THAT TOOL, WE WERE ABLE TO USE THAT AS WE WERE PUTTING– THERE IS TONS OF PROGRAMMING THAT WAS GOING IN AROUND PARENT SUPPORT, AND SO WE WANTED TO KNOW HOW COULD WE BRING THE VARIOUS GROUPS TOGETHER AND MAKE SURE THAT WE WERE UTILIZING OUR RESOURCES TO MAKE SURE THAT WE WERE EXPANDING AND IMPLEMENTING THE BEST SERVICES FOR FAMILIES. AND SO WE USED THE HEXAGON TOOL, AND IT WAS SIX DIFFERENT FACTORS THAT WE LOOKED AT. SOME OF THEM I REMEMBER WAS, YOU KNOW, WAS IT THE BEST FIT FOR THE COMMUNITY BASED ON WERE THERE ALREADY AVAILABLE RESOURCES, WHAT THEIR CHAMPIONS FOR– FOR THIS– YOU KNOW, AND JUST HOW DID IT FIT INTO THE COMMUNITY. SO THAT’S SOME OF THE WAYS THAT THE IMPLEMENTATION SCIENCE HAS BEEN USED IN COMMUNITIES. ONE OF MY QUESTIONS IS– AND YOU ALL KNOW I’M ALWAYS GOING TO GO BACK TO THIS. YOU KNOW, AS WE LOOK AT THE ECONOMICALLY DISADVANTAGED DISTRICTS– AND I KNOW THAT THAT’S IMPORTANT– BUT I WAS JUST ON THE– WHAT IS IT– THE MI DATA WEBSITE, AND I’M STILL SEEING WHERE, YOU KNOW, AFRICAN AMERICAN STUDENTS ARE THE LOWEST PERFORMING. AND SO, YOU KNOW, AS WE LOOK AT THESE ECONOMICALLY DISADVANTAGED COMMUNITIES, YOU KNOW, I’M ALWAYS KEEPING THAT IN THE FOREFRONT, AND THINKING OF WAYS OF HOW WE CAN EXHIBIT SOME OF THE THINGS THAT ARE GOING ON IN THOSE SCHOOLS, BECAUSE OBVIOUSLY THERE ARE SOME CHALLENGES THERE THAT OTHER– THAT ARE UNIQUE TO THOSE COMMUNITIES. SO ALWAYS KEEPING THAT AT THE FOREFRONT.>>THANK YOU.>>MICHELLE, PLEASE.>>YEAH, THANK YOU. I– I WISH I COULD GET OUT ON MORE VISITS TO COMMUNITIES TO SEE SOME OF THE THINGS THAT ARE GOING ON AND MEET PEOPLE. I OFTEN THINK IT’S ADVANTAGEOUS TO SPEAK WITH EDUCATORS OUTSIDE OF SORT OF THE FORMAL SETTING AND HAVE SOME FRANK DISCUSSIONS WITH THEM TOO, BECAUSE IT’S VERY EYE OPENING TO ME. BUT I– AND I– I APPRECIATE THE FOCUS ON THE KIDS– ESPECIALLY THE TRANSITIONING, BECAUSE THAT’S A BIG PROBLEM. ON– THE UNEMPLOYMENT RATE IS SO HIGH, AND– SO SOME OF THE– THE THINGS THAT I’VE HEARD TALKED ABOUT OUT IN– WHEN I HAVE HAD FRANK DISCUSSIONS IS THAT MAYBE THERE SHOULD BE A DIFFERENT TYPE OF A DIPLOMA FOR KIDS WHO– YOU KNOW, BECAUSE RIGHT NOW WHAT THEY GET IS A DIPLOMA OR A CERTIFICATE OF COMPLETION. AND THE CERTIFICATE OF COMPLETION IS KIND OF MEANINGLESS. THEY CAN’T GET A JOB WITH IT. IT DOESN’T REFLECT THAT THEY HAVE JOB SKILLS. AND IF THERE WAS SOME CURRICULUM OR PROGRAMMING FOR KIDS THAT WOULD HELP ADDRESS THE HIGH UNEMPLOYMENT RATE, YOU KNOW, THAT– THAT I THINK WOULD BE SOMETHING TO CONSIDER. I ALSO WONDER IF THERE IS MONEY OR FUNDING TO HELP SUPPORT– OR GRANTS THAT WE GIVE, OR ANYONE GIVES, OR, YOU KNOW, THE STATE GIVES FOR INNOVATIVE SCHOOL IDEAS, WHERE WE EXAMINE THEM AND ACTUALLY HELP GET THEM FUNDING. AND IN MY FANTASY WORLD, WOULD THEY GET A WAIVER FROM THE TESTING? BECAUSE I THINK– WELL, I DON’T KNOW, BECAUSE THEN THAT WHOLE EA DEAL, NEVER MIND. [ LAUGHTER ]>>BUT– BUT I CAN SEE A ROADBLOCK, LIKE TOM WAS SAYING, IS THAT IT– YOU KNOW, I THINK ONE OF THEM MAY BE JUST HAVING SEED MONEY TO KIND OF GET IT OFF OF THE GROUND, HIRE SOMEBODY TO HELP BE THE LEAD ON IT OR WHATEVER, THAT HAS EXPERTISE IN THIS NEW, INNOVATIVE FIELD. SO– AND I– SO I– AND I LIKED THE IDEA OF THE INNOVATOR ROADSHOWS. TWO OTHER THINGS I WANT TO SAY. I WANT TO KNOW– DO THOSE WORKERS GET PAID? FOR THE STUDENTS THAT WERE WORKING, DO THEY GET PAID?>>IN THE WORK BASED PROGRAMS?>>YES, AND DO THEY GET AT LEAST MINIMUM WAGE, DO YOU KNOW?>>YOU KNOW WHAT, I DON’T KNOW. I CAN ASK THAT QUESTION.>>OKAY. AND I KNOW THAT THEY’RE COLLECTING– WELL, WOULD THEY BE? WELL, IF THEY’RE UNDER 18, THEY WOULDN’T BE COLLECTING THEIR SOCIAL SECURITY– OR DISABILITY MONEY, BUT THAT– THAT’S ALWAYS GREAT TO SEE SOMEBODY ACTUALLY EARN MONEY TO REALLY INCENTIVIZE THEM TO DO WELL, I THINK. AT LEAST, IT WORKS WITH MY KIDS. AND THE LAST QUESTION I HAVE IS– SO ON THIS INTEGRATION MODEL– IMPLEMENTATION MODEL, SO WITH THE MTSS, COULD YOU JUST KIND OF GIVE ME– LIKE A QUICK SUMMARY– LIKE WHAT EXACTLY DO YOU DO? LIKE WHAT IS GOING ON IN THOSE SCHOOLS? LIKE WHAT IS THE FIRST STEP FOR THE MTSS, AND THEN HOW WOULD YOU REEVALUATE IT AND CHANGE IT?>>SO THE FIRST STEP IS TO IDENTIFY A STATE IMPLEMENTATION TEAM AND AN ISD IMPLEMENTATION TEAM. AND THOSE TWO TEAMS WILL MEET AND THEY’LL PUT TOGETHER A SCHEDULE OF TRAINING, WHERE THE ISD STAFF WILL BE TRAINED IN IMPLEMENTATION SCIENCE, AND THEY, IN TURN, THEN WILL TRAIN– THEY WILL IDENTIFY THREE SCHOOLS WITHIN THEIR ISD, AND THEN THOSE THREE– SORRY– THREE SCHOOL DISTRICTS WITHIN THEIR ISD, AND THEN THOSE THREE SCHOOL DISTRICTS WILL IDENTIFY THREE SCHOOLS. SO WE WILL HAVE NINE SCHOOLS THAT WILL BE TRAINED IN IMPLEMENTATION SCIENCE AND THEN TRAINED IN MOVING– SCALING UP MTSS, WHICH IS A MULTI-TIERED SYSTEM OF SUPPORT WHERE THE FIRST TIER IS QUALITY INSTRUCTION TO ALL STUDENTS. THE SECOND TIER IS PROVIDING INTERVENTION FOR STUDENTS WHO AREN’T MAKING PROGRESS, AND THE THIRD TIER IS PROVIDING A DEEPER INTERVENTION FOR STUDENTS. THAT IS IT IN A NUTSHELL, BUT IF YOU WANT, I CAN PROVIDE YOU MORE INFORMATION ON THAT.>>OKAY.>>I’D BE VERY HAPPY TO.>>THAT WILL DO. THANK YOU.>>WE’RE GOING TO GO TO LUPE, BUT I’M GOING TO MAKE A COUPLE COMMENTS REAL QUICK. SO, PAM, WE’RE IN WHOLE AGREEMENT WITH YOU THAT UNTIL WE CAN MOVE SOME OF THESE SUBGROUPS, AS YOU MENTIONED, WE’RE NOT GOING TO MOVE THE STATE OF MICHIGAN. SO WE COMPLETELY AGREE THAT THAT HAS TO BE A KEY PART OF OUR WORK. AND SO WE HAVE ASKED, MICHELLE, THE LEGISLATURE FOR MONEY FOR INNOVATION, BUT KYLE, I THINK SO FAR WE HAVEN’T GOTTEN ANY, CORRECT? SO WE’RE GOING TO CONTINUE TO TRY TO WORK WITH THE LEGISLATURE TO GET MONEY FOR HELPING DISTRICTS WITH INNOVATION. IN THE ESSA MODEL, WE DO HAVE UP TO 5% OF THE SCHOOLS THAT CAN APPLY FOR A DIFFERENT TYPE OF TESTING. SO, FOR EXAMPLE, IF YOU WANT TO IMPLEMENT– TYLER, WHAT DID YOU JUST SAY– THE COMPETENCY-BASED EDUCATION IN YOUR SCHOOL DISTRICT, THAT MEANS KIDS COULD BE IN KINDERGARTEN, 1st, 2nd, 3rd GRADE– YOU KNOW, IT’S NOT ALIGNED TO OUR TESTING SCHEDULE. SO THOSE DISTRICTS COULD PROPOSE A DIFFERENT TESTING SCHEDULE THAT WOULD WORK WITH WHAT LINES UP WITH WHAT THE INNOVATION IS THAT THEY ARE DOING, SO WE ARE GOING TO ALLOW FOR THAT MOVING FORWARD. SO JUST WANTED TO MENTION THOSE COUPLE OF THINGS. LUPE?>>WELL, THANK YOU FOR THAT INFORMATION, BECAUSE, AGAIN, AS I LOOK THROUGH THE PRESENTATION TODAY, I’M VERY– I’M WEARING YELLOW BECAUSE I FEEL REALLY GOOD ABOUT WHAT IS HAPPENING IN THE PUBLIC SCHOOLS AND SCHOOLS THROUGHOUT THE STATE. THERE ARE A LOT OF THINGS THAT– THAT ARE HAPPENING, AND I– I WANT TO HIGHLIGHT THOSE THINGS, BECAUSE I WANT OUR TEACHERS TO FEEL GOOD ABOUT WHAT THEY ARE DOING IN ALL OF THE CLASSROOMS ALL OVER THE STATE. AND SO I WILL PONDER ON THOSE THINGS, THOSE POSITIVE THINGS THAT ARE HAPPENING, AND I– I’LL SAY IT AGAIN– I WORKED IN THE SCHOOLS FOR 36.5 YEARS, AND THERE IS NOTHING MORE DEMORALIZING NOT TO HEAR POSITIVE THINGS THAT ARE HAPPENING. BECAUSE TEACHERS ARE MIRACLE MAKERS EVERY SINGLE DAY– AND PRINCIPALS AND SUPERINTENDENTS, AND EVERYBODY ELSE THAT WORKS WITH OUR STUDENTS. SO I WANT TO SAY TO THE SUPERINTENDENT, AND TO THE DEPARTMENT, AND TO YOU, SHEILA, AS A PRESENTER, WHEN I SAW THIS– THIS DIAGRAM HERE, THIS PICTURE HERE, AT THE VERY BEGINNING OF ALL OF THIS JOURNEY, I SAID, “WHAT IS THIS?” BUT IT IS ALL COMING TOGETHER. THIS ROAD IS REALLY TAKING US TO WHERE WE WANT TO GO. AND SO WITH THE SUPERINTENDENT HAVING SIGNED ALL OF THOSE PARTNERSHIPS WITH THE DIFFERENT SCHOOL DISTRICTS, IT’S VERY EVIDENT THAT THE STATE DEPARTMENT WANTS THE VERY BEST FOR ALL OF THE SCHOOLS IN OUR STATE, AND ARE GOING TO DO EVERYTHING POSSIBLE TOGETHER WITH THE GOVERNOR’S OFFICE TO MAKE THESE SCHOOLS SUCCESSFUL. AND HOPEFULLY THERE WILL BE SCHOOLS LIKE THE ONES YOU PRESENTED, ALL THOSE THAT ARE DOING MARVELOUS THINGS. AND HAVING WORKED WITH STUDENTS, THEY DO NOT LIKE TO BE IN CLASSROOMS WITH PAPERS IN FRONT OF THEM. THEY LIKE GOING OUTSIDE AND DOING THINGS. AGAIN, EDUCATION DOES NOT HAPPEN IN THOSE FOUR WALLS, SO ALL OF THOSE SCHOOLS THAT YOU PRESENTED TODAY, KUDOS. IT WAS A GREAT PRESENTATION. AND THERE IS LIGHT AT THE END OF THE TUNNEL, SO THANK YOU.>>THANK YOU.>>THANK YOU, AND WITH THAT, WE DO NEED TO MOVE ON. SO THANK YOU, SHEILA. NEXT ITEM ON THE AGENDA IS PRESENTATION ON EARLY LITERACY. DEPARTMENT STAFF HAVE BEEN WORKING TO IMPLEMENT BOTH THE EARLY LITERACY INITIATIVE AND THE 3rd GRADE READING BILLS. BOTH INITIATIVES REQUIRE COLLABORATION ACROSS THE DEPARTMENT AS WELL AS OUTREACH AND INVOLVEMENT OF PARTNERS SUCH AS EDUCATOR PREP INSTITUTIONS, ISDs, EDUCATIONAL ORGANIZATION. TODAY, STAFF WILL SHARE SOME OF THE WORK THAT HAS OCCURRED OVER THE PAST YEAR AND A HALF. PRESENTERS ARE LINDA FORWARD, DIRECTOR OF EDUCATION IMPROVEMENT AND INNOVATION, LAURA TREEBILL, CONSULTANT, EDUCATION IMPROVEMENT AND INNOVATION, LISA BROWN, CONSULTANT WITH FIELD SERVICES, SEAN KOTTKE, CONSULTANT, PROFESSIONAL PREP SERVICES, KELLY CASSIDY, CONSULTANT, PROFESSIONAL PREP SERVICES. AND I JUST WANT YOU GUYS TO KNOW, I WILL BE INTERRUPTING YOU AT 11:45. WE HAVE A HARD STOP BECAUSE WE HAVE ANOTHER MEETING WE HAVE TO GET TO WITH LEGISLATORS, SO IF WE DON’T GET THROUGH, WE’LL COME BACK TO YOU WHEN WE COME BACK.>>THANK YOU. THANK YOU VERY MUCH. AND THANK YOU FOR THIS OPPORTUNITY TO TALK ABOUT THIS INITIATIVE. CERTAINLY ALL OF THE POWER IN THE STATE HAS FOCUSED IN ON EARLY LITERACY, IT FEELS TO US SOME DAYS. AND WE’RE EXCITED ABOUT THIS OPPORTUNITY TO CONTINUE GROWING EDUCATIONAL OPPORTUNITIES FOR KIDS LIKE THIS. WE KNOW THAT THE KEY TO LEARNING FOR THEM IS LITERACY, AND BEING ABLE TO READ WELL WILL SERVE THEM WELL IN LIFE, SO WE WANT TO MAKE SURE WE GET THIS PIECE RIGHT. TOP 10 IN 10, I HOPE THAT IT’S VERY CLEAR CERTAINLY FOR US IN THE LEARNER CENTERED SUPPORTS THIS IS A BIG PIECE OF WORK, AND IT’S MENTIONED IN SEVERAL PIECES THERE. ALSO, FOR THE EFFECTIVE EDUCATIONAL WORKFORCE, WE NEED THEM TO HAVE ALL OF THE TRAINING THEY CAN HAVE, AND ALL OF THE INFORMATION THEY CAN GET IN ORDER TO DO WELL IN THIS AREA. AND I WOULD BE REMISS IF I DIDN’T TALK ABOUT STRATEGIC PARTNERSHIPS BECAUSE AS YOU WILL SEE, WE’RE DOING A LOT WITH STRATEGIC PARTNERSHIPS. MOVING ON, WE HAVE GOT A LOT OF EFFORTS GOING ON IN MICHIGAN RIGHT NOW. CERTAINLY THE NOTION OF THE EARLY CHILDHOOD LITERACY WAS THE FIRST PIECE THAT CAME TO US, AND THEN AFTER THAT, THERE WAS WHAT WE FONDLY REFER TO AS THE 3rd GRADE READING BILL. SO THOSE ARE TWO PIECES OF LEGISLATION, BUT THAT’S NOT ALL. WE HAVE GOING ON A COMPREHENSIVE LITERACY PLAN, BECAUSE IT ISN’T JUST ABOUT PRE-K TO 3. IT IS ABOUT ALL OF OUR LITERACY ON UP THROUGH 12th GRADE AT LEAST. WORKING WITH THAT IS THE 3rd GRADE WORKGROUP REPORT, WHICH IS BEING AT LEAST FACILITATED BY SEAN, AND HE IS HELPING GET THAT PIECE READY THROUGH THE GOVERNOR’S OFFICE. WE ALSO HAVE THE ESSENTIAL INSTRUCTIONAL PRACTICES, WHICH– HE’LL FIX THAT. I MADE A MISTAKE.>>THAT’S OKAY.>>THE ESSENTIAL INSTRUCTIONAL PRACTICES, WHICH IS A PIECE THAT WE’RE MOST PROUD OF BECAUSE IT WAS DEVELOPED BY A LITERACY TASK FORCE, AND THEY WERE ABLE TO THREAD THE NEEDLE ON NOT CARING WHICH SIDE OF THE DEBATE YOU SIT ON IN HOW ONE SHOULD TEACH READING. THIS PIECE HELPS ALL TEACHERS IN ALL MODELS OF LEARNING. GRANT FUND CRITERIA AND APPLICATIONS OF COURSE CAME TO MDE, AND SO WE’RE WORKING WITH PARTNERSHIPS ACROSS THE BOARD WITH GELN, MAISA, AND LOTS OF OTHER FOLKS. AND THEN ALL OF THIS LEADS US TO THE NEED TO GIVE GOOD PROFESSIONAL LEARNING INSTRUCTIONAL GUIDANCE SUPPORT TO OUR TEACHERS AND EDUCATORS. IN ORDER TO DO THAT, WE HAVE A WORKGROUP THAT WORKS ACROSS THE BOARD, AND I’M JUST GOING TO CUT TO THE CHASE AS THESE ALL COME UP. YOU’LL NOTE THAT ON THIS EARLY LITERACY TASK FORCE, WE HAVE MDE, NON-PROFITS, UNIVERSITIES, ISDs, AND PROFESSIONAL ORGANIZATIONS. THE RESULT OF THAT TASK FORCE WORK TO DATE HAS BEEN THE DEVELOPMENT OF THE CENTRAL INSTRUCTIONAL PRACTICES BOTH FOR EARLY LITERACY, GRADES K THROUGH 3 FOR COACHES AND FOR LITERACY LEADERSHIP, WHICH ARE FOR THE ADMINISTRATORS. WE WOULD NOT BE ABLE TO DO THIS WORK IF THEY DO NOT UNDERSTAND WHAT THEIR TEACHERS NEED. YOU SHOULD KNOW THAT COMING SOON IS A MIDDLE SCHOOL ONE SET OF PRACTICES, AS WELL AS HIGH SCHOOL. WHAT THIS IS A PERFECT EXAMPLE OF IS WHAT FULLAN REFERRED TO WHEN YOU WERE AT THE GOVERNOR’S LEADERSHIP CONFERENCE, WHEN HE TALKED ABOUT MEETING FROM THE MIDDLE. THIS CAME FROM THE ISDs. THIS WORK WAS DONE BY THE ISDs TO SERVE THE DEPARTMENT, BUT MORE IMPORTANTLY, TO SERVE THE SCHOOLS AND THE TEACHERS IN THE STATE. WITH THAT, I’M GOING TO TURN IT OVER TO SEAN, WHO IS GOING TO LEAD YOU THROUGH THE THEORY OF ACTION AND WHAT WE ARE WORKING ON. AND HOPEFULLY, WE CAN SHARE SOME OF WHAT’S BEEN GOING ON IN THE STATE.>>YES, THANK YOU. WE WILL RETURN TO THIS SLIDE AT DIFFERENT PHASES THROUGHOUT THIS PRESENTATION AND NOT GOING TO BELABOR IT. BUT, THIS THEORY OF ACTION WAS DEVELOPED AND APPROVED BY MICHIGAN ASSOCIATION OF INTERMEDIATE SCHOOL ADMINISTRATORS– MAISA– AND THE EARLY LITERACY TASK FORCE. AND IT ANSWERS THE QUESTION THAT HAS BEEN POSED MANY TIMES BY BOARD MEMBERS AND OTHER STAKEHOLDERS WITH HOW DO YOU GET THE KNOWLEDGE OF THESE ESSENTIAL PRACTICES INTO THE HANDS OF TEACHERS? AND THE FIRST STEP IS ONE, TO GET THOSE– GET AN AGREEMENT ON THOSE ESSENTIAL PRACTICES. AND ONCE YOU HAVE AGREEMENT ON THOSE ESSENTIAL PRACTICES, ONCE WE HAVE THOSE COMMON EXPECTATIONS, WE CAN ALIGN POLICY SPENDING ON RESOURCES TO BUILD AN INFRASTRUCTURE FOR THAT. TURN IT TO LISA. [ INDISTINCT ]>>SPEAKING OF POLICY, THE GOVERNOR CREATED THE 3rd GRADE READING WORKGROUP TO ANALYZE READING PROFICIENCY AND ACTUALLY SUGGEST POLICY. SO WITH THAT, THERE WAS A SET OF STRATEGIES. THOSE STRATEGIES FOCUSED ON GIVING EVERY STUDENT RESEARCH SUPPORTED ASSESSMENT INSTRUCTION AND INTERVENTIONS, PROVIDE EDUCATOR TRAINING, AS WELL AS ENGAGE PARENTS IN DEVELOPING THEIR CHILDREN’S– PARENTS AND FAMILIES IN DEVELOPING THEIR CHILDREN’S EARLY LITERACY, AND TO PROVIDE MICHIGAN WITH DATA THAT COMPARES OUR STATUS AND GROWTH OVER TIME. THE POLICY WAS PAIRED WITH FUNDING– THE FUNDING IS ON THE NEXT SLIDE. THIS IS THE 35A FUNDING THAT CONSISTS OF SEVERAL PIECES, SO WE HAVE SOME OVERALL IMPLEMENTATION COSTS, AS WELL AS MONEY FOR THE MICHIGAN EDUCATION CORPS. AND THEN, THE 1.9 MILLION THAT YOU SEE THERE IS PART OF THE EARLY LITERACY PROFESSIONAL LEARNING GRANT, AND THAT GRANT OFFERS THE TRAINING AROUND THE ESSENTIAL INSTRUCTIONAL PRACTICES THAT THE ISD COACHES ARE RECEIVING, AS WELL AS ADMINISTRATOR TRAINING AND SUPPORTS AROUND ASSESSMENT, ET CETERA. THE NEXT LITTLE PART THERE IS THE EARLY LITERACY COACHES FUNDING, AND THAT IS FUNDING DIRECTLY TO ISD COACHES TO SUPPORT WITH THE EARLY LITERACY INITIATIVES IN THEIR REGIONS. WE ALSO HAVE FUNDING FOR WHAT WE CALL THE ASSESSMENT REIMBURSEMENT GRANT, AND THIS FUNDING GOES DIRECTLY TO DISTRICTS TO SUPPORT WITH REIMBURSING FOR ASSESSMENTS THAT THEY HAVE PURCHASED THAT MEET THE CRITERIA. AND THE LAST PIECE THERE IS THE TARGETED LITERACY INSTRUCTION, ALSO KNOWN AS THE ADDITIONAL INSTRUCTIONAL TIME GRANT, WHICH IS PROVIDED TO DISTRICTS TO SUPPORT WITH ESSENTIALLY ADDITIONAL INSTRUCTIONAL TIME AROUND EARLY LITERACY THAT CAN HAPPEN DURING THE DAY OR FOR SUMMER LEARNING, BUT IT IS REALLY DESIGNED TO KIND OF CLOSE THE GAPS IN LITERACY.>>THANK YOU. SO THE NEXT STEP IS IN THE THEORY OF ACTION IS ONCE YOU HAVE ALIGNED POLICIES AND FUNDING TO DO THE THINGS THAT WE AGREE UPON AS COMMON EXPECTATIONS, WE NEED TO BUILD A LEADERSHIP INFRASTRUCTURE. AND SO IF YOU HAVE THESE POLICIES, YOU CAN DEVELOP LITERACY LEADERS AT THE STATE, REGIONAL, AND LOCAL LEVELS. AND THEN ONCE YOU HAVE THAT LEADERSHIP CAPACITY, WE CAN START ENSURING THAT THIS PROFESSIONAL LEARNING IS– GOES OUT TO OUR TEACHERS GROUP COACHING. AND I’LL TURN IT TO LAURA.>>SO ALL OF THIS PROFESSIONAL LEARNING THAT YOU SEE ON THE SCREEN ARE PIECES THAT WE HAVE IN PLACE THAT WE HAVE BEEN WORKING WITH OUR PARTNERS ON TO GET SOME PROFESSIONAL LEARNING ON SOME DIFFERENT LEVELS. YOU HAVE IN FRONT OF YOU THAT FLYER FOR THE ADMINISTRATOR WORKSHOP THAT WILL HAPPEN JUNE 26th RIGHT HERE IN LANSING. THIS PIECE, THIS DAY, IS A KICKOFF TO DELVE INTO THE SCHOOLWIDE ESSENTIALS FOR LITERACY LEADERSHIP TEAMS. IT WILL BE FOLLOWED UP THROUGH WITH A COHORT WHO WOULD LIKE TO GO DEEPER, AND THEY WILL BE PROVIDED SOME LEARNING SUPPORT THROUGHOUT THE YEAR AS A GROUP. OUR ISD COACHES HAVE RECEIVED ALSO THEIR COACHING INSTITUTE TRAINING LAST SUMMER AROUND THE K-3 INSTRUCTIONAL PRACTICES. BEGINNING HERE IN MAY, THE END OF THE MONTH, THERE IS SOME COACHING INTENSIVES THAT ARE SET UP IN– THAT WE ARE SETTING UP IN SCHOOLS AROUND THE STATE FOR 12 OF OUR ISD COACHES TO COME TOGETHER AND TO DO SOME WORK TOGETHER IN A BUILDING WITH CLASSROOM TEACHERS AROUND THE ESSENTIALS, AS WELL AS STRENGTHENING THEIR COACHING SKILLS WITH TEACHERS. ON THE PRE-K END, THE EARLY CHILDHOOD SPECIALIST INSTITUTE IS BEING SCHEDULED TO BEGIN IN AUGUST AS A KICKOFF TO GET THAT PRE-K GROUP. THE ISD COACHES WILL COME BACK AGAIN IN AUGUST FOR SOME DEEPER LEARNING WITH OUR RESEARCHERS AROUND THE K-3 INSTRUCTIONAL PRACTICES, AND WE WILL BE OFFERING, AS WE BUILD THESE NETWORKS, SOME DISTRICT COACHING INSTITUTES AND NEW ISD COACHES THAT MAY BE HIRED IN SEPTEMBER. SO NOW WE ARE TAKING IT TO A DISTRICT LEVEL TO TRY AND PROVIDE LEARNING AROUND THE K-3 INSTRUCTIONAL PRACTICES FOR DISTRICT LITERACY COACHES THAT CURRENTLY ARE WORKING IN THE STATE AND DIFFERENT REGIONS.>>GREAT. THANK YOU. AGAIN, RETURNING TO THAT KICKING OFF QUESTION OF “HOW DO YOU GET “THE LEARNING TO TEACHERS?” WE HAVE NOW BUILT A LEADERSHIP CAPACITY AND PROCESS OF GETTING THAT SOLIDIFIED, AND THAT IS OUR DELIVERY SYSTEM FOR DEVELOPING TEACHERS INSTRUCTIONAL SKILLS. WHY ARE WE STARTING WITH IN-SERVICE TEACHERS? WE HAVE TWO POTS OF TEACHERS WE CAN WORK WITH– IN-SERVICE AND PRE-SERVICE. IN 2015, 2016, APPROXIMATELY 4% OF OUR TEACHERS– AND THIS IS A NUMBER THAT IS PRETTY INVARIANT ACROSS SCHOOL YEARS– OUR FIRST YEAR TEACHERS IN A PUBLIC SCHOOL, WHICH LEAVES A HUGE POT OF TEACHERS OUT ON THE OTHER SIDE OF THIS PIPELINE OF PROFESSIONAL LEARNING. AND SO WE DECIDED THIS WOULD BE THE PLACE TO GET THE MOST IMPACT RIGHT NOW IS PUT OUR FAST BOAT INITIATIVES INTO IN-SERVICE TEACHER PREPARATION.>>SO ONE WAY TO DO THAT IS TO SUPPORT TEACHERS WITH JOB-EMBEDDED PROFESSIONAL LEARNING BY UTILIZING ISD COACHES. AND SO ISD COACHES HAVE IN THEIR REGIONS FORMED LITERACY NETWORKS, SO THEY ARE SUPPORTING TEACHERS REGIONALLY. THEY ARE ALSO WORKING ONE ON ONE WITH TEACHERS IN– AROUND WHAT RESEARCH SAYS IS SUPPORTED THROUGH COACHING, AND THIS IS WITH THE EARLY LITERACY INSTRUCTIONAL PRACTICES.>>YEAH, AND THEIR TOOLS FOR THIS ARE A SET OF PROFESSIONAL LEARNING MODULES, WHICH ARE FOCUSED ON THOSE ESSENTIALS FOR K-3 AND FOR PRE-K. THEY ARE CURRENTLY IN DEVELOPMENT, SLATED FOR DEBUT IN AUGUST OF THIS YEAR, FEATURING MICHIGAN EDUCATORS WHO ARE EXCELLENT TEACHERS ENACTING THESE PRACTICES. THE WAY THAT THE MODULES LOOK, THERE IS A CONTENT PRESENTATION. THIS IS EMBEDDED VIDEO FROM DOCTORS NELL DUKE AND TANYA WRIGHT, TWO OF OUR LEADING EXPERTS IN THE STATE ON EARLY LITERACY EFFECTIVE EDUCATIONAL PRACTICES, TELLING ABOUT WHAT THAT ESSENTIAL IS, CLASSROOM VIDEO OF THE ESSENTIAL BEING IMPLEMENTED IN THE CLASSROOM. AGAIN, THESE ARE WITH MICHIGAN TEACHERS AND WE HAVE A NICE DIVERSE SELECTION OF MICHIGAN TEACHERS. AND WHAT YOU SAW ON THE PREVIOUS SLIDE WAS JUST A BIT– THE INTERFACE THAT IT LOOKS LIKE. AND THEN AFTERWARDS, A REFLECTION AND ASSESSMENT ACTIVITY FOR TEACHERS TO REFLECT ON THEIR COMPETENCY IN THIS AND TO CHECK FOR THEIR UNDERSTANDING. THE GOAL IS THAT– NOT THAT THESE MODULES SIT BY THEMSELVES ONLINE FOR TEACHERS TO ENGAGE WITH, BUT THAT THEY BE INTEGRATED INTO A BLENDED LEARNING MODEL WITH OUR COACHES, SO THAT OUR COACHES LEAD INDIVIDUAL– OUR TEACHERS THROUGH THIS. IT ALSO CAN WORK WITH OUR PRE-SERVICE TEACHERS AND BE AVAILABLE FOR THEM. AND SO NOW WE SHIFT FROM WHAT IS WORKING– BEING WORKED ON FOR IN-SERVICE TEACHERS TO OUR PRE-SERVICE TEACHERS. AND NOW TO INVOKE MICHAEL FULLAN’S PRESENTATION AT THE EDUCATOR TALENT SUMMIT, “WE HAVE FAST BOATS “AND SLOW BOATS OF POLICY HERE.” WE’RE GOING TO TALK TO YOU ABOUT A COUPLE OF FAST BOATS, TALK TO YOU SOME OF THE SLOW BOATS, AND RATHER THAN INTRODUCE THEM HERE WE’LL JUST GO RIGHT INTO THEM. FIRST IS WORK WITH THE CEEDAR CENTER– AND THAT’S CUT OFF ON THE TOP, BUT CEEDAR STANDS FOR COLLABORATION FOR EFFECTIVE EDUCATOR DEVELOPMENT, ACCOUNTABILITY AND REFORM. MICHIGAN IS AN INTENSIVE TECHNICAL ASSISTANCE STATE. IT BEGAN IN 2015, AND THE GOAL OF THIS IS TO SUPPORT UNIVERSITY AND LOCAL EDUCATION AGENCY PARTNERSHIPS FOR PRE-SERVICE TEACHER EDUCATION FOCUSING ON A FEW KEY AREAS. ONE, MULTI-TIERED SYSTEMS OF SUPPORT, MAKING SURE THAT OUR NEW TEACHERS HAVE THE CAPACITY TO BE A PART OF THAT. AND ALSO EVIDENCE-BASED LITERACY PRACTICES FOR STRUGGLING K-3 READERS. THIS GRANT– AND YOU CAN SEE THE FOUR INSTITUTIONS THAT HAVE BEEN COLLABORATING ON THIS– HAS BEEN A GREAT LEVER FOR INFUSING THE ESSENTIAL INSTRUCTIONAL PRACTICES INTO TEACHER PREPARATION CURRICULUM. AND WE HAVE TWO OTHER FAST BOAT LEVERS LIKE THIS– THE INSTITUTE OF HIGHER ED RESEARCHERS, WHO PARTICIPATED IN CREATING THE ESSENTIALS ARE MICHIGAN TEACHERS– MICHIGAN TEACHER EDUCATORS, AND SO THERE’S A CONSTANT FEEDBACK LOOP THAT WAY. AND THEN OUR OFFICE HAS REGULAR PROMOTION OF THE ESSENTIALS THROUGH OUR QUARTERLY MEETINGS OF DIRECTORS AND REPRESENTATIVES OF TEACHER EDUCATION PROGRAMS. SECOND PART OF THE CEEDAR INITIATIVE IS TO SUPPORT MDE IN REVIEWING AND REFORMING TEACHER STRUCTURE AND STANDARDS, AND THAT IS A SLOW BOAT. SO ESSENTIALLY ON OUR TEACHER CERTIFICATION STRUCTURE, WHAT WAS IDENTIFIED IN THIS REVIEW, WHICH ENGAGED WELL OVER 4,000 STAKEHOLDERS IN A SERIES OF STRUCTURED DIALOGUES, FOCUS GROUPS, AND ONLINE SURVEYS, WAS THAT OUR TEACHER– OUR ELEMENTARY CERTIFICATE IS BOTH TOO BROAD AND TOO DEEP. IT HAS TOO MANY TOPICS, AND THE EXPECTATION IS THAT A TEACHER WOULD BE EQUALLY PREPARED FROM GRADES K THROUGH 8 IN ALL OF THOSE AREAS, NOT JUST YOUR FOUR CORE AREAS. AND ANOTHER FINDING FROM THIS IS THAT OUR K-3 TEACHERS REALLY, REALLY NEED DEEPER PREPARATION AND MORE SPECIALIZED KNOWLEDGE TO TEACH LITERACY. THAT ALSO CAME OUT OF THE GOVERNOR’S 3rd GRADE WORKGROUP REPORT. SO A SOLUTION THAT YOU’LL SEE PROPOSED IN TWO SLIDES SEEKS TO REFORM THE CERTIFICATION STRUCTURE IN A WAY THAT TRIMS CONTENT-WISE AND GRADE-WISE TO PROVIDE THAT DEEPER PREPARATION. STANDARDS– RATHER THAN GO THROUGH THE WHOLE TIMELINE OF OUR STANDARDS, THE BIG TAKE AWAY FROM THE REVIEW IS OUR STANDARDS FOR LITERACY PREPARATION ARE OUT OF DATE. THEY LARGELY FORMED IN THE LATE 1990s, AND HAVE NOT CHANGED SINCE. AND INITIATIVES THAT ARE– AND THESE ARE TEACHER PREPARATION STANDARDS, AGAIN, IN LITERACY INSTRUCTION, NOT OUR K-12 STANDARDS. BUT WHILE THE K-12 STANDARDS HAVE CHANGED AND GOTTEN MORE RIGOROUS, THE TEACHER PREPARATION STANDARDS IN READING HAVE NOT. AND SO FIXING THOSE STANDARDS IS ESSENTIAL. SO I’LL TURN TO MY COLLEAGUE, KELLY, TO TELL YOU ABOUT– A LITTLE BIT ABOUT WHERE WE’RE GOING WITH THE SOLUTIONS ON THE CERTIFICATE STRUCTURE.>>SO FOR ABOUT THE LAST 18 MONTHS WE HAVE BEEN COLLECTING FEEDBACK FROM STAKEHOLDERS, DOING RESEARCH, AND COLLECTING DATA ABOUT OUR SCHOOLS TO TRY TO SEE WHAT WE CAN DO TO SOLVE SOME OF THE PROBLEMS THAT STAKEHOLDERS HAVE TOLD US WE HAVE WITH THE CURRENT CERTIFICATION STRUCTURE. WHAT WE CAME OUT WITH FOR EARLY LITERACY IS REALLY LOOKING AT A P-K THROUGH 3 GRADE SPAN, WITH A HEAVY EMPHASIS ON LITERACY AND MATHEMATICS WHILE INTEGRATED WITH SCIENCE AND SOCIAL STUDIES. WE DON’T WANT TO REDUCE THOSE EITHER. THAT WOULD BE ACCOMPANIED BY FOUNDATIONAL COURSE WORK WITH LEARNER CENTERED SUPPORTS AND FIELD EXPERIENCES IN VARIOUS AREAS. ALL OF THAT WOULD BE DRIVEN BY THE STANDARDS THAT SEAN WAS TALKING ABOUT THAT WOULD GIVE THE DETAILS ABOUT EACH OF THOSE THINGS WITH THE FIELD EXPERIENCE, COURSEWORK, AND CONTENT. THIS MODEL RIGHT NOW IS PART OF A LARGER MODEL THAT IS OUT FOR FEEDBACK AND COMMENT. WE’RE COLLECTING COMMENT UNTIL JUNE 5th THROUGH A SURVEY THAT WENT OUT IN K-12 E-BLAST LAST WEEK. THE GOAL IS THAT IT WOULD THEN PREPARE THE P-K THROUGH 3 TEACHERS TO BE BETTER PREPARED FOR TEACHING LITERACY. THE STAKEHOLDER FEEDBACK WAS THAT WE HAD TO MAKE SURE THAT THE STUDENTS CAME FIRST, THAT WE COULD DESIGN FOR THE MOST POSSIBILITIES AS POSSIBLE THROUGHOUT THE STATE WHILE KEEPING OUR PERMIT STRUCTURE IN MIND, THAT WE WOULD PRESERVE THE SPECIAL EDUCATION RULES, REDESIGNING SOME MIDDLE SCHOOL PREPARATION, BECAUSE WE REALLY NEEDED TO FOCUS THERE ALSO, AND THEN CONSIDERING HOW HIGH SCHOOL CONTENT IS ALSO COVERED IN MIDDLE SCHOOL. AND AGAIN, AS SEAN SAID, ELEMENTARY PREPARATION IS TOO BROAD WITH OUR CURRENT STRUCTURE.>>THANK YOU. ACCOMPANYING CERTIFICATION, STRUCTURE REVISION IS STANDARDS REWRITING. AND SO, YOU SAW A SLIDE EARLIER LISTING A LOT OF STAKEHOLDERS AND A LOT OF GROUPS WHO PARTICIPATED ON THE EARLY LITERACY TASK FORCE IN BUILDING ESSENTIALS. THOSE ARE IN MANY CASES THE SAME INDIVIDUALS, AND CERTAINLY THE SAME STAKEHOLDER PERSPECTIVES THAT HAVE BEEN ON OUR WRITING TEAM FOR STANDARDS. WE STARTED IN OCTOBER 2016 WITH REVIEWING SOURCE DOCUMENTS, INCLUDING THOSE ESSENTIAL INSTRUCTIONAL PRACTICES, AS WELL AS STANDARDS FROM OTHER ORGANIZATIONS REGARDING PRE-SERVICE TEACHER EDUCATION. AND REMARKABLY, BETWEEN OCTOBER AND MARCH, THEY HAVE BEEN ABLE TO CRAFT A DRAFT OF NEW STANDARDS, AND THEY HAVE BEEN UNDERGOING SOME PEER REVIEW NOW IN MARCH AND APRIL. LOOKING AT THE FEEDBACK, AND TO TAKE BACK TO THE WRITING TEAM FOR REVISIONS TO RECONCILE WITH AN ACCOMPANYING SET OF MATH STANDARDS, BECAUSE YOU SAW THE ELA ON THE MATH DIAMONDS WERE QUITE LARGE THERE. WE NEED EQUALLY DEEP STANDARDS THERE, WITH AN ANTICIPATED PRESENTATION TO THE BOARD IN THE FALL. JUST TO TELL YOU A LITTLE BIT WITHOUT GOING IN A LOT OF DEPTH, WHAT YOU SEE ON THE SLIDE IS AN IMAGE OF ONE ELEMENT OF THE FIRST STRAND IN THESE STANDARDS, AND THESE– UNPACKED 14 ELEMENTS OF LITERACY. AND YES, PHONICS IS INCLUDED, ALSO COMPREHENSION IS INCLUDED, HANDWRITING IS THERE, BUT JUST ABOUT EVERYTHING YOU COULD HAVE, INSTEAD OF OUR CURRENT STANDARDS WAS JUST LIST A BUNCH OF THINGS THAT TEACHERS SHOULD KNOW. THIS WILL UNPACK EACH OF THOSE THINGS, TELL IT WHAT IT IS, HOW IT DEVELOPS, HOW YOU ASSESS IT, AND THEN HOW ONE WOULD TEACH IT. AND THESE WOULD BE ESSENTIAL KNOWLEDGE THAT ALL TEACHERS COMING OUT OF PRE-SERVICE PROGRAM WOULD HAVE.>>SO THE DEPARTMENT CONTINUES TO SUPPORT TO ENSURE THAT ALL STUDENTS ARE READING BY GRADE 3. SO WE PROVIDED SOME EXAMPLES AND THINGS THAT WE HAVE IN PLACE RIGHT NOW, ALL THE WAY FROM DIRECT INSTRUCTIONS TO STUDENTS, TO WHAT WE’RE DOING TO PREPARE TEACHERS IN SUPPORT IN THAT AREA. THE 3rd GRADE READING LAW WAS PASSED IN OCTOBER OF 2016, AND THE LEGISLATION OUTLINES THOSE SUPPORTS THAT WERE EMPHASIZED IN THE 3rd GRADE WORKGROUP REPORT. MDE WAS IDENTIFIED TO DO TWO THINGS. ONE, WAS TO DEVELOP ASSESSMENT SYSTEMS THAT DISTRICTS CAN CHOOSE FROM TO SUPPORT WITH IDENTIFYING READING DEFICIENCIES AT THE DISTRICT LEVEL. MDE WAS ALSO TASKED WITH DEVELOPING OR RECOMMENDING A COACHING MODEL. THE ASSESSMENTS HAVE BEEN RELEASED AND DISTRICTS ARE IN THE PROCESS RIGHT NOW OF PUTTING TOGETHER THEIR ASSESSMENT SYSTEMS AGAIN TO IDENTIFY THOSE DEFICIENCIES IN SUPPORT WITH INSTRUCTION. THE COACHING MODEL WORK IS IN PROCESS AT THE DEPARTMENT RIGHT NOW. WE HAVE A GREAT TEAM THAT IS WORKING IN INFUSING THE COACHING ESSENTIAL PRACTICES AND COMING UP WITH A COMMUNICATION PLAN ON WHAT THIS WOULD LOOK LIKE. SO DISTRICTS IN ALIGNMENT WITH THE LAW SHOULD BE LOOKING AT RESEARCH BASED INSTRUCTION AND INTERVENTION. WE TALKED ABOUT SOME OF THE FUNDING SOURCES THAT ARE AVAILABLE FOR THAT THROUGH THE ADDITIONAL INSTRUCTIONAL TIME. AND ALSO HAVE PAIRED THE INSTRUCTIONAL PRACTICES TO SUPPORT WITH THAT WORK. CURRENTLY, MDE IS PARTNERING WITH SOME STAKEHOLDER GROUPS TO LOOK AT READING IMPROVEMENT PLANS. THE PURPOSE OF THE PLAN IS TO LOOK AT INDIVIDUAL STUDENTS NEEDS ALIGNED WITH LITERACY AND REALLY TARGET SOME INTERVENTIONS TO SUPPORT WITH THE READING DEFICIENCIES THAT ARE EVIDENCED THROUGH THE ASSESSMENTS. THAT WORK IS ALSO PAIRED WITH HOW ARE WE ENGAGING PARENTS AND FAMILIES IN THIS PROCESS. AND THE LAW CALLS OUT READ AT HOME PLANS AS STRATEGIES TO PROVIDE FAMILIES WITH SUPPORTING STUDENTS WITH LITERACY AT HOME. THE LAW ALSO TALKS ABOUT SUMMER READING AS A WAY TO PREVENT SUMMER SLIDE, THE TERM THAT WE OFTEN HEAR WHEN STUDENTS AREN’T ENGAGED IN LITERACY OVER THE SUMMER, SOMETIMES SUMMER SLIDE CAN HAPPEN. SO AGAIN, WE’RE WORKING ON– WITH PARTNERS TO ADDRESS SOME OF THOSE PIECES AND THE LAW TO SUPPORT DISTRICTS WITH IMPLEMENTATION. ONE OF THE RESOURCES THAT WE’RE LOOKING AT TO SUPPORT WHERE THESE PIECES ARE THE ESSENTIAL SCHOOLWIDE AND CENTER-BASED PRACTICES IN LITERACY. THAT WAS ONE OF THE DOCUMENTS THAT CAME OUT OF THE WORK WITH GELN THAT FOCUSED ON THE SYSTEM’S PIECE, AND WHAT TYPES OF PROCESSES AND PROCEDURES DO YOU NEED TO HAVE IN PLACE TO SUPPORT WITH THAT WORK.>>OKAY, AND THAT’S WHERE WE STAND IN THE THEORY OF ACTION. RIGHT NOW, WE’RE STILL IN THAT PROCESS OF DEVELOPING TEACHER’S INSTRUCTIONAL SKILLS, DEPENDING ON WHICH ESSENTIAL YOU ARE LOOKING AT, BUT ONCE THOSE ARE DEVELOPED, ONCE WE’VE BUILT THOSE TEACHER’S CAPACITY WE SHOULD SEE THESE QUALITY PRACTICES IMPLEMENTED IN EVERY CLASSROOM, EVERY DAY. AND THEN THE GOAL AT THE END OF THAT IS INCREASE STUDENT ACHIEVEMENT.>>AND WITH THAT, WE WOULD LIKE TO THANK YOU.>>WOW, YOU GOT IT DONE. [ LAUGHTER ] THAT WAS A LOT, BUT I’M SURE THERE WILL BE QUESTIONS FOR YOU, IF ANY OF YOU CAN COME BACK AFTER LUNCH. WE ARE GOING TO ADJOURN AT– NOW AND COME BACK AT 1:30. THE BOARD DOES HAVE A LUNCHEON WITH THE HOUSE AND SENATE EDUCATION COMMITTEE. WITH THAT, WE WILL BE ADJOURNING. AND I KNOW ONE QUESTION WE ARE GOING TO WANT TO HEAR ABOUT IS THE ROLE TEACHERS PLAYED IN DEVELOPING THIS IN THE CLASSROOM AND STUFF, OKAY?>>SURE.>>WITH THAT, WE’RE ADJOURNED UNTIL 1:30.

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