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Conversation analysis dissertation examples

Conversation analysis dissertation examples researchable project topics in mathematics education epic movie parent review 2018 [ GAVEL ] >> GOOD MORNING, THE TIME IS NOW 9:35 AND A QUORUM OF THE BOARD IS PRESENT. THE BOARD OF EDUCATION MEETING OF SEPTEMBER THE 8th IS CALLED TO ORDER. FIRST ITEM OF BUSINESS IS APPROVAL OF THE AGENDA, AND ORDER OF PRIORITY. ARE THERE ANY ADDITIONAL ITEMS TO ADD OR DELETE FROM THE AGENDA? >> NO, I MOVE THE AGENDA. >> SECOND. >> IT'S BEEN MOVED AND SUPPORTED. ANY DISCUSSIONS? ALL THOSE IN FAVOR, SAY AYE. >> AYE. >> OPPOSED NAY. MOTION CARRIES. AT THIS TIME, MARILYN WILL INTRODUCE THE MEMBERS OF THE STATE BOARD OF EDUCATION AND THEN WE'LL ASK THE AUDIENCE TO INTRODUCE THEMSELVES. MARILYN, PLEASE. >> GOOD MORNING, I'LL START ON MY LEFT AND INTRODUCE YOU TO THE PEOPLE AROUND THE TABLE. THE CHAIRMAN OF THE BOARD IS THE STATE SUPERINTENDENT, BRIAN WHISTON, AND THEN THE PRESIDENT OF THE BOARD, JOHN AUSTIN, HE RESIDES IN ANN ARBOR. THE BOARD'S VICE PRESIDENT IS CASSANDRA ULBRICH, SHE'S FROM ROCHESTER HILLS. MICHELLE FECTEAU, IS THE BOARD'S SECRETARY. SHE'S FROM DETROIT. RICHARD ZEILE. HE'S A BOARD MEMBER, AND HE RESIDES IN DEARBORN. THE TEACHER OF YEAR IS NORMALLY AT THE TABLE, NEXT TO RICHARD ZEILE, BUT I'M NOT SURE IF YOU'RE AWARE, TODAY IS THE FIRST DAY OF SCHOOL, SO HE THOUGHT HE SHOULD START THAT IN HIS CLASSROOM. AND ACROSS THE TABLE IS KAREN McPHEE. KAREN IS THE SENIOR EDUCATION POLICY ADVISOR TO GOVERNOR SNYDER, EILEEN WEISER IS NEXT TO HER, SHE'S A BOARD MEMBER FROM ANN ARBOR. EILEEN WILL BE HERE VERY SHORTLY. KATHLEEN STRAUS, BOARD MEMBER FROM DETROIT. LUPE RAMOS-MONTIGNY, BOARD MEMBER FROM GRAND RAPIDS. SHE'S THE BOARD'S ASSOCIATION DELEGATE, NATIONAL ASSOCIATION OF STATE BOARDS OF EDUCATION. NEXT TO ME IS THE BOARD'S TREASURER, PAMELA PUGH. SHE RESIDES IN SAGINAW. I'M MARILYN SCHNEIDER, THE STATE BOARD EXECUTIVE. AND, IF YOU'D BE SO KIND, WE'D LIKE MEMBERS OF THE AUDIENCE TO ALSO INTRODUCE THEMSELVES. LIZ, DO YOU WANT TO START BACK THERE FOR ME? ALL RIGHT, DO YOU WANT TO JUST, INTRODUCE YOURSELF? >> I'M A FORMER MEMBER OF THE STATE BOARD. >> MY NAME IS HOWARD BARON. I'M A TRUSTEE ON THE BLOOMFIELD HILLS SCHOOL BOARD. >> LOUIS BURGESS, ASSISTANT DIRECTOR OF SCHOOL SUPPORT SERVICES, DEPARTMENT OF EDUCATION. >> GOOD MORNING, SCOTT KOENIGSKNECHT, SUPERINTENDENT WITH THE INGHAM ISD. >> HELLO, I'M ANN FORGRAVE WITH MICHIGAN PROTECTION AND ADVOCACY SERVICE. >> GOOD MORNING, KATHARYN BARRON FROM THE ATTORNEY GENERAL'S OFFICE. >> GOOD MORNING, I'M MARY DREW, THE ADMINISTRATOR FROM THE ATTORNEY GENERAL'S OFFICE, PARDON ME. >> KAREN OBSNIUK FROM MADONNA UNIVERSITY, MONROE, REPRESENTING (indistinct). >> TOM BELL, ALSO FROM MADONNA UNIVERSITY, REPRESENTING (indistinct). >> GOOD MORNING. CAROLYN MOCK, WITH NORTHWEST EVALUATION ASSOCIATION. >> GOOD MORNING, I'M PAUL GETZ, (indistinct) >> JUDY DO YOU WANT TO GO NEXT? >> SURE. JUDY PRITCHETT, FROM MACOMB INTERMEDIATE. >> TERRANCE LUNGER, FROM CALHOUN ISD. >> (indistinct) >> GOOD MORNING, LAUREN CHILDS, WITH LEARNING FORWARD MICHIGAN. >> GOOD MORNING, I'M TOM GREEN FROM MEA. >> DAVID MICHAELSON WITH MEA. >> ED ROEBER. MICHIGAN ASSESSMENT CONSORTIUM. >> STEVE BEST, WITH MDE. >> LINDA FORWARD, MDE. >> MARLA MOCH, MDE. >> MARK MAGLEY, FROM THE MICHIGAN DEPARTMENT OF EDUCATION. >> ALICE (indistinct) ALSO WITH MDE. >> (indistinct), MICHIGAN DEPARTMENT OF EDUCATION. >> SUSAN MELLON, MDE. >> (indistinct) >> (indistinct) >> STUART JENSON, ACT. >> (indistinct), WE'RE WORKING WITH MICHIGAN'S SPECIAL EDUCATION ADVISORS. >> CHRIS CLAVER, GONWER NEWS SERVICE. >> OH, PERFECT TIMING. JACOB, WITH MERS NEWS. >> THANK YOU. THANK YOU. >> THANK YOU, EVERYBODY, AS YOU'RE ALL AWARE, TODAY IS A HAPPY DAY, MAYBE FOR STUDENTS BUT CERTAINLY FOR PARENTS. AS WE START THE FIRST DAY OF SCHOOL. SO WE HOPE IT GOES WELL. I'M MISSING NOT BEING IN THE KINDERGARTEN CLASSROOM. THAT'S WHERE I USUALLY WHERE I SPEND THE FIRST DAY OF SCHOOL. HELPING THE KINDERGARTNERS ADJUST-- SO I GUESS YOU GUYS ARE MY KINDERGARTNERS TODAY. CERTAINLY WISH EVERYONE A GOOD SCHOOL YEAR, AND ENCOURAGE PARENTS TO SET ASIDE SOME TIME TO WORK WITH YOUR STUDENTS ON READING, AND MAYBE PLAYING SOME MATH GAMES EVERY DAY. IT'S IMPORTANT TO PARTNER WITH THE SCHOOL DISTRICTS IN SUCCESS, AND WE ENCOURAGE OUR PARENTS TO BE VERY INVOLVED IN THEIR SCHOOLS. SO, WITH THAT, WE'LL CONTINUE HERE AT THE BOARD MEETING, TO ENCOURAGE AN ATMOSPHERE OF RESPECT, AND CIVIL DISCUSSION. WHERE PEOPLE ARE FREE TO EXPRESS THEIR OPINIONS, BUT DONE IN A POSITIVE WAY. FIRST ITEM ON TODAY'S COMMITTEE, THE WHOLE AGENDA, IS PRESENTATION OF OK2SAY. MICHIGAN'S STUDENT SAFETY INITIATIVE, OK2SAY, IS A COMPREHENSIVE COMMUNICATION SYSTEM, THAT ENABLES MICHIGAN STUDENTS, PARENTS, AND SCHOOL PERSONNEL TO CONFIDENTIALLY REPORT STUDENT SAFETY THREATS TO TRAINED PROGRAM OPERATORS. THE OPERATORS EVALUATE AND THEN FORWARD THE TIPS TO LOCAL LAW ENFORCEMENT AGENCIES, SCHOOL OFFICIALS, OR COMMUNITY MENTAL HEALTH SERVICES, AS APPROPRIATE. THIS INITIATIVE THROUGH THE ATTORNEY GENERAL'S OFFICE, IS SUPPORTED IN COLLABORATION WITH THE MICHIGAN DEPARTMENT OF EDUCATION, AND THE MICHIGAN STATE POLICE. OUR NEXT STEP ARE NONE, EXCEPT TO CONTINUE TO PARTNER AND SUPPORT THIS PROGRAM. AND I CAN TELL YOU AS A LOCAL SUPERINTENDENT THIS PROGRAM WORKS, AND HAS AVERTED ISSUES THAT COULD HAVE OCCURRED IN OUR SCHOOLS. SO WE THANK THE ATTORNEY GENERAL'S OFFICE, AND THE MICHIGAN STATE POLICE FOR THE PARTNERSHIP WITH MDE-- AND WITH THAT I'LL TURN IT OVER TO KYLE. >> THANKS, BRIAN. WE ARE EXCITED TODAY TO PRESENT OK2SAY. AND THE SUCCESSES THAT THEY HAD LAST YEAR, AND REALLY ENCOURAGE PRINCIPALS AND SUPERINTENDENTS AND STUDENTS AND PARENTS TO GET INVOLVED THIS YEAR. THROUGH SOME OF OUR SCHOOL SAFETY DATA WE KNOW THAT 21% OF OUR HIGH SCHOOL STUDENTS IN MICHIGAN REPORTED BEING BULLIED ON SCHOOL PROPERTY LAST YEAR. AND CLOSE TO 7% DIDN'T ATTEND SCHOOL ONE OR MORE DAYS IN THE PAST MONTH BECAUSE THEY FELT UNSAFE EITHER AT SCHOOL, OR ON THEIR WAY TO AND FROM SCHOOL. OUR GREAT PARTNER, THE ATTORNEY GENERAL'S OFFICE, AND KATHARYN BARRON'S GONNA TALK ABOUT OK2SAY, AND HOW WE GOT TO THIS POINT, WHY IT'S IMPORTANT, HOW IT CAN HELP CHANGE THOSE NUMBERS. AND IF KIDS DON'T FEEL SAFE EITHER AT SCHOOL, OR ON THEIR WAY TO AND FROM SCHOOL THEY ARE NOT GOING TO BE ABLE TO LEARN EFFECTIVELY. SO, KATHARYN. >> GREAT, THANK YOU VERY MUCH. AND THANK YOU, SUPERINTENDENT WHISTON. WE ARE PLEASED TO BE HERE TODAY, BECAUSE WE THINK THIS IS THE ATMOSPHERE THAT WE WOULD LIKE TO SHARE, OK2SAY. BECAUSE EVERYBODY IN THIS ROOM IS VERY INFLUENTIAL, AND WE'D REALLY LIKE TO SPREAD THE WORD. OK2SAY IS REALLY TEEN STATE AT ITS BEST. OUR FIRST CALL WAS TO THE DEPARTMENT OF STATE POLICE TO MAKE SURE THEY WOULD PARTNER IN THE PROGRAM, AND THEN THE SECOND CALL WAS TO THE DEPARTMENT OF EDUCATION. EVERYBODY CAME TO THE TABLE AND DID THE RIGHT THING. WE CONTACTED THE GOVERNOR'S OFFICE, AND THEY WERE ON BOARD. SO IT'S A STUDENT SAFETY PROGRAM THAT EXISTS IN MICHIGAN, BECAUSE EDUCATORS ASKED US TO PARTICIPATE IN IT. IT IS A FREE PUBLIC SERVICE, IT ALREADY HAS SAVED LIVES, AND IT'S CLEARLY HELPING MAKE OUR SCHOOLS SAFER. WE'RE GOING TO TALK ALL DAY TODAY ABOUT BEING A TOP TEN IN TEN, RIGHT? WELL, WHAT I'D LIKE TO PROPOSE IS LET'S LEAD THE NATION IN SCHOOL SAFETY, RIGHT NOW. AND WITH OK2SAY, WE CAN DO THAT. IN THE FIRST YEAR, AND WE'RE JUST COMING UP ON OUR FIRST ANNIVERSARY, WE'VE ALREADY RECEIVED OVER 1400 TIPS. ALL RIGHT? WE MODELED THIS AFTER COLORADO'S SAFE2TELL, AND THEY GOT 100 IN THEIR FIRST YEAR. IT IS REALLY THE CROWN JEWEL IN THE SAFETY PROGRAMMING THAT THE AG PARTICIPATES. AND WE HAVE SAFETY PROGRAMMING K-12. WHEN OK2SAY CAME ON BOARD, AND WE WERE DOING THAT SAFETY PROGRAM SINCE 2007, AND WE HAD PRESENTED TO OVER 1.2 MILLION STUDENTS. WHEN OK2SAY CAME ON BOARD IN 2014, IT WAS REALLY EXTENDING THE STUDENT SAFETY COMPONENT THAT WE'D ALREADY BEEN DOING, INTO THE HIGH SCHOOLS. AND AGAIN, I THINK IT'S REALLY THE CROWN JEWEL OF THE STUDENT SAFETY PROGRAM. IT IS A CONFIDENTIAL WAY, AND THIS CONFIDENTIALITY IS REALLY IMPORTANT. IT'S A CONFIDENTIAL WAY FOR OUR STUDENTS TO REPORT ANY CRIMINAL ACTIVITY, OR HARM DIRECTED AT STUDENTS, SCHOOLS, EVEN SCHOOL EMPLOYEES. AND WE KNOW THAT'S IMPORTANT. ANYBODY CAN TEXT, CALL, GO TO THE WEBSITE, E-MAIL, OR USE THE MOBILE APP. NOW ANY OF US WITH CHILDREN KNOW THIS IS HOW THEY TALK, RIGHT? AND THAT IS INDEED WITH THEIR THUMBS. THAT'S HOW WE'RE GETTING MOST OF THEIR TIPS. STUDENTS LISTEN TO THEIR PEERS. THERE'S NO DOUBT ABOUT IT. AND WE KNOW THAT, AND SO WE USE THIS VIDEO THAT YOU'RE GOING TO SEE IN BOTH OUR 6, 8, 9, 12 PRESENTATIONS. >> WE'VE ALL BEEN THERE. WE'VE SEEN SOME THINGS THAT WE KNOW ISN'T RIGHT BUT WE DON'T SAY SOMETHING BECAUSE EITHER WE'RE AFRAID OR WE THINK SOMEONE ELSE WILL DO IT, UNFORTUNATELY, THAT OTHER PERSON MAY FEEL THE SAME WAY YOU DO. BY USING OK2SAY, YOU CAN REPORT CONFIDENTLY REPORT ANYTHING YOU FEEL THREATENS THE SAFETY OF OTHERS. YOU CAN REPORT SITUATIONS THAT INCLUDE WEAPONS AT SCHOOL, ASSAULT, HAZING, BULLYING, CYBER BULLYING, THREATS, SUBSTANCE ABUSE, AND OTHER TOPICS WHERE YOU FEEL UNSAFE. >> HOW DO YOU USE OK2SAY? USING YOUR MOBILE DEVICE, YOU CAN CALL, TEXT, EMAIL, OR USE THE OK2SAY MOBILE APP. FROM YOUR COMPUTER, USE THE OK2SAY WEBSITE FORUM OR E-MAIL YOUR TIP. >> ONCE THE TIP IS SUBMITTED, YOU MAY INTERACT WITH AN OK2SAY OPERATOR. THE OK2SAY OPERATOR WILL GATHER ADDITIONAL INFORMATION. >> THIS MEANS IF YOU SEND A TEXT YOU MAY GET ONE BACK FROM OK2SAY ASKING FOR MORE DETAILS. THE OK2SAY OPERATOR'S GOALS ARE TO PREVENT BAD THINGS FROM HAPPENING IN SCHOOLS AND TO GET THE HELP NEEDED AS QUICKLY AS POSSIBLE. >> AS SOON AS THE OPERATORS RECEIVE ALL OF THE DETAILS, WHO, WHAT, WHERE, AND WHY, OK2SAY OPERATORS WILL SEND THE INFORMATION TO THE SCHOOL OR AGENCY THAT WILL HANDLE THE SITUATION. >> TOGETHER, WE CAN CHANGE THE CULTURE OF SILENCE AND ENSURE THAT IT'S ALWAYS OK2SAY. STAND UP AND PROTECT YOURSELF AND YOUR PEERS. BECAUSE, IF YOU WON'T, WHO WILL? >> IF I DON'T STAND UP, WHO WILL? >> IF I DON'T STAND UP, WHO WILL? >> IF I DON'T STAND UP, WHO WILL? >> IF I DON'T STAND UP, WHO WILL? THE STUDENTS REALLY ARE RESPONDING TO THAT CHALLENGE. THAT CHALLENGE AND THAT EMPOWERMENT THAT WE'RE GIVING THEM. AND OK2SAY REALLY REMINDS THEM THAT THEY CAN MAKE A DIFFERENCE. WE USE THIS SLIDE IN OUR 6-8 PRESENTATION. WHAT BETTER EXAMPLE OF SOMEBODY WHO CAN MAKE A DIFFERENCE AND WHO STOOD UP THAN THE REVEREND MARTIN LUTHER KING. NOW OUR STUDENT SAFETY PROGRAM REALLY ENCOURAGES STUDENTS AS YOUNG AS SECOND OR THIRD GRADE IF THEY FEEL COMFORTABLE TO STAND UP FOR THEMSELVES OR OTHERS. AND IT'S DONE IN A VERY AGE-APPROPRIATE WAY. THE CALL TO ACTION IS SOMETHING THAT MATURES AS THE STUDENTS AGE. WE USE THIS IN OUR HIGH SCHOOL SEMINAR. THE THEME IS REALLY THE SAME, BUT WITH A LITTLE MORE EMPHASIS ON TAKING SOME ACTION, WHEN ANYTHING THREATENS THEIR SAFETY OR THE SAFETY OF ANOTHER. NOW, ALL OF OUR PROGRAMS EMPHASIZES THAT SOMETIMES DOING THE RIGHT THING MEANS YOU'RE GOING TO NEED TO LET A TRUSTED ADULT KNOW WHAT'S GOING ON. IN THE FOURTH THROUGH FIFTH GRADE PRESENTATION IS REALLY WHEN WE START TO TALK ABOUT OK2SAY. AND WE TELL THE STUDENTS IF THERE'S SOMETHING THAT YOU THINK NEEDS TO BE REPORTED TALK TO A TRUSTED ADULT AND TOGETHER YOU CAN CONTACT OK2SAY. NOW, THIS IS THE SLIDE THAT WE USE WHEN WE REMIND STUDENTS THAT THEY CAN TALK OR CONTACT OK2SAY ABOUT ANYTHING THAT THREATENS THEIR SAFETY OR THE SAFETY OF ANOTHER. WE USE THIS BOTH IN THE 6-8 AND 9-12. BECAUSE SUBMITTING A TIP IS SO EASY, WE OFTEN HAVE TO REMIND THE STUDENTS THAT THEY HAVE TO INCLUDE THE WHO, WHAT, WHERE, WHEN. OK2SAY FOLLOWS UP, ASKS THE APPROPRIATE QUESTIONS. WE-- ALSO WANT TO LET YOU KNOW THAT ONCE A TIP IS FILED THE TECHNICIANS WILL FORWARD IT TO THE APPROPRIATE ENTITY. NOW, IF THAT'S A BULLYING TIP THAT'S GOING TO BE THE SCHOOLS. AND MSP HAS LET US KNOW THAT THE SCHOOLS HAVE BEEN WONDERFUL. THAT THEY'VE ADDRESSED SITUATIONS. THEY'VE TAKEN THE APPROPRIATE ACTION. NOW, IF IT'S SOMETHING THAT RELATES TO VIOLENCE, SCHOOL VIOLENCE, THAT CERTAIN TIP IS GOING TO GO TO BOTH LOCAL LAW ENFORCEMENT AND THE SCHOOL AS WELL. OF COURSE, YOU KNOW, IF IT'S A CHILD PROTECTIVE SERVICES TIP THAT'S GOING TO GO TO THE DEPARTMENT OF HEALTH AND HUMAN SERVICES. NOW, WE LET THE STUDENTS KNOW THAT IF YOU INTENTIONALLY FILE A FALSE TIP THERE'S GOING TO BE CONSEQUENCES. THAT OK2SAY IS FOR SERIOUS REPORTS ONLY. THAT'S REALLY NOT BEEN A PROBLEM. PERHAPS THE SINGLE MOST IMPORTANT ASPECT OF OK2SAY, IS THAT THE TIPSTER'S IDENTITY IS CONFIDENTIAL. AND IT'S PROTECTED BY LAW, THAT'S PROTECTED BY THE SCHOOL SAFETY ACT. IT'S CONFIDENTIAL, NOT ANONYMOUS. AND IF A STUDENT INTENTIONALLY PRANKS OK2SAY, THERE ARE QUESTIONS AND CONSEQUENCES. JUST LIKE YOU DON'T PRANK 911, YOU DON'T PRANK OK2SAY. AND THE STUDENTS UNDERSTAND THAT AND APPRECIATE IT. NOW, INFORMATION ON THE TIPSTER'S IDENTITY WILL NOT BE DISCLOSED, BUT INFORMATION ON THE TIP, OF COURSE, WILL BE DISCLOSED TO THOSE WHO NEED TO ADDRESS IT. THE STUDENT SAFETY ACT SPECIFICALLY PROVIDES THAT THE INFORMATION IS NOT SUBJECT TO FOIA. THAT INCLUDES, NOT ONLY, THE TIP ITSELF, BUT THE OUTCOME REPORT. WE WILL TALK ABOUT THE OUTCOME REPORT IN A MOMENT. NOW, WHY IS CONFIDENTIALITY SO IMPORTANT? WELL, THAT'S -- AND THIS IS IN YOUR PAMPHLET THAT YOU HAVE. THAT'S BECAUSE STUDIES SHOW THAT IN 81% OF VIOLENT ACTS IN SCHOOLS, SOMEONE OTHER THAN THE ATTACKER HAD KNOWLEDGE OF IT, BUT FAILED TO REPORT IT. THAT WAS DISCOVERED AFTER THE-- DURING A COLUMBINE REPORT. WE ALL REMEMBER COLUMBINE. THE COLUMBINE REPORT CONCLUDED THAT IF STUDENTS IN COLORADO HAD THE MEANS TO ANONYMOUSLY REPORT SCHOOL SAFETY CONCERNS COLUMBINE MIGHT HAVE BEEN AVERTED. LET'S LISTEN TO THIS CNN INTERVIEW THAT DISCUSSES WHY KIDS DON'T COME FORWARD. >> RICHMOND HIGH SCHOOL, RICHMOND, CALIFORNIA. 16 YEAR GIRL STUDENT GANG RAPED. 90 MINUTES TO 2 HOURS AS MANY AS 20 PEOPLE ARE EITHER WITNESSING THIS EVENT OR ARE INVOLVED. TELL ME WHY SO MANY PEOPLE FAILED TO CALL THAT IN? TELL ME WHY SO MANY PEOPLE DIDN'T STOP THAT FROM TAKING PLACE? >> PART OF IT IS THAT YOU THINK SOMEONE ELSE WILL DO IT. YOU THINK THAT SOMEONE ELSE WILL CALL 911, THAT SOMEONE ELSE WILL BE RESPONSIBLE FOR IT. THAT THERE WERE SO MANY PEOPLE THERE THAT YOU ARE NOT ALONE. IT IS KIND OF A MOB MENTALITY. WHERE YOU BEGIN TO THINK THAT YOU AREN'T RESPONSIBLE FOR WHAT YOU DO. >> THE FACT THAT YOU FEEL SHAMEFUL AFTER IT, YOU SHOULD FEEL SHAMEFUL AS YOU STAND THERE AND WATCH IT. WHICH SHOULD MAKE YOU CALL IT IN, REGARDLESS. >> I THINK THE REASON NOBODY CALLED IT IN IS THE SAME REASON THAT A WHOLE CLASS SEES SOMEONE CHEATING ON THE TEST AND NO ONE TELLS. BECAUSE YOU DON'T WANT TO RISK BEING EXCLUDED FROM THAT GROUP OR BEING INCLUDED IN THE BAD SITUATION. >> YOU'D RATHER BE A PART OF THE GROUP THAN TO DO THE RIGHT THING BECAUSE THE RIGHT THING CAN ISOLATE YOU? >> YEAH. >> NOW OK2SAY EMPOWERS STUDENTS TO BREAK THAT CULTURE OF SILENCE. NOW, WE MENTIONED ONCE A TIP HAS BEEN SUBMITTED AND REFERRED-OUT, THE APPROPRIATE ORGANIZATION-- IT IS REFERRED OUT TO THE APPROPRIATE ORGANIZATION AND RESOLVED, WE ASK THAT ORGANIZATION TO FILL OUT AN OUTCOME REPORT. AND THE OUTCOME REPORT INCLUDES THE TYPE OF TIP, THE RESPONSE THAT HAPPENED, THE OUTCOME OF COURSE, THUS THE NAME OF THE OUTCOME REPORT, AND ANY SUGGESTIONS FOR IMPROVEMENT. NOW IN ABOUT HALF OF THE INCIDENTS, WE'RE GETTING OUTCOME REPORTS COMPLETED. AND THAT REALLY IS QUITE REMARKABLE. THE OUTCOME REPORT'S EASY FOR ENTITIES TO COMPLETE. IT'S RIGHT ON THE OK2SAY WEBSITE. IF YOU GOOGLE OK2SAY, OR USE BING, OR JUST ENTER OK2SAY.COM, OR .ORG, OR GO TO THE LONGER URL, YOU ARE GOING TO GET OUR WEBSITE. NOW THIS REPORT PROVIDES LOCAL ENTITIES WITH THE OPPORTUNITY TO TAKE RESPONSIBILITY FOR THE TIPS AND TO SHOW HOW THEY'VE BEEN RESOLVED. WE CAN'T MANDATE THAT TIP RECIPIENTS FILL OUT THE REPORT. THAT WOULD BE A [indistinct] VIOLATION, THAT'S A NO-NO, WE KNOW THAT. BUT WE ARE REALLY PLEASED WITH THE NUMBER OF THEM THAT ARE FILLING OUT THE REPORTS AND GIVING US SUGGESTIONS FOR IMPROVEMENT. YOU MIGHT ASK HOW DOES A SCHOOL PARTICIPATE IN OK2SAY? WELL, IN YOUR HANDOUT, IN ADDITION TO THE CONTACT CARD AND THE BROCHURE YOU HAVE A SCHOOL IMPLEMENTATION GUIDE. NOW, SCHOOLS DON'T NEED TO PARTICIPATE TO BE PART OF OK2SAY. EVERY SCHOOL IN MICHIGAN IS PART OF OK2SAY RIGHT NOW. BUT TO HELP STUDENTS KNOW ABOUT IT, THE IMPLEMENTATION GUIDE IS REALLY AN IMPORTANT TOOL. WE CAN COME IN AND GIVE PRESENTATIONS. YOU MIGHT ALSO ASK, IS IT WORKING? WE MENTIONED SINCE THE LAUNCH OVER 1400 TIPS, TRAGEDIES HAVE BEEN AVOIDED. BECAUSE STUDENTS HAVE THE COURAGE TO SUBMIT A TIP. AND NOT ONLY TRAGEDIES, BUT THE THINGS THAT MAKE, AS YOU MENTIONED, KYLE, STUDENTS NOT WANNA GO TO SCHOOL. THE BULLYING SITUATIONS, THEY'VE BEEN RESOLVED. THE TOP BEHAVIORS AS YOU CAN SEE IN YOUR PAMPHLET, THAT WE'RE RECEIVING TIPS ON BY FAR AND AWAY, BULLYING AND CYBER BULLYING AT 38%. SUICIDE THREATS, SUICIDE TALK. SUICIDE UNFORTUNATELY IS THE SECOND CATEGORY THERE. AND DRUGS AND ALCOHOL IS THE THIRD MOST POPULAR CATEGORY WHERE TIPS HAVE BEEN RECEIVED. SINCE THE LAUNCH LAST YEAR, WE PRESENTED 725 TIMES IN THE MIDDLE AND HIGH SCHOOLS TO OVER 92,000 STUDENTS. THE MOBILE APP'S BEEN DOWNLOADED OVER 4,000 TIMES. WE KNOW SCHOOLS ARE SEEING LESS OF THIS, LESS OF CHILDREN NOT WANTING TO GO TO SCHOOL AND MORE OF THIS. LET'S TALK ABOUT A FEW OF THE SPECIFIC INCIDENTS. WE'VE HAD A GUN REMOVED FROM A SCHOOL AND A STUDENT WAS ARRESTED. WE'VE REMOVED SEVERAL KNIVES. WHEN I SAY "WE", THINK TEEN STATE HERE. SEVERAL KNIVES HAVE BEEN REMOVED, A STABBING HAS BEEN AVERTED. SUICIDE THREATS. THERE WAS ONE WHERE A STUDENT WAS TALKING ABOUT SUICIDE PLANNING HIS FUNERAL AND HAD A NOTE. THAT WAS AVERTED. THERE WAS, SIMILARLY, A POISON. THROUGH MEDICAL INTERVENTION, A CHILD WAS SAVED. AND DURING THE LAST WEEK OF SCHOOL, THERE WAS A SHOOTING SPREE-- A STUDENT TALKING ABOUT GOING ON A SHOOTING SPREE. THAT TIP WAS, OF COURSE, IMMEDIATELY FORWARDED TO BOTH LOCAL LAW ENFORCEMENT AND THE SCHOOL. AND THAT WAS AVERTED. NOW, YOU'RE THINKING, MAYBE TO YOURSELF, WE'RE NOT SEEING ANY OF THIS IN THE PAPERS AND THINGS. AND YOU'RE NOT GOING TO BECAUSE THAT'S NOT WHAT WE'RE ABOUT. IT NEEDS TO BE CONFIDENTIAL. AND SO A LOT OF GREAT THINGS ARE HAPPENING. BUT IT'S NOT HEADLINING THE PAPERS BECAUSE THIS DOES STILL NEED TO BE A CONFIDENTIAL WAY TO-- FOR THE STUDENTS TO REPORT. WE TALKED ABOUT THE SCHOOL IMPLEMENTATION GUIDE. YOU ALSO HAVE A REGISTRATION FORM IN YOUR PACKET. THIS TALKS ABOUT OUR PROGRAMMING. K-12 AND GIVES YOU A LITTLE DIFFERENT IDEA OF WHAT'S THERE, IN TERMS OF OUR PROGRAMMING. NOW, I MENTIONED THE K-12 PROGRAMMING AND I KNOW I JUST HAVE A FEW MINUTES AND SOME TIME FOR QUESTIONS. BUT I'D BE REMISS IF I DIDN'T MENTION THAT SAFETY PROGRAMMING. BECAUSE THE MESSAGE IS REALLY PLANTED YOUNG. AND THEN AS THEY MATURE, AND SO WE HAVE PROGRAMMING K-1, IT'S ONLY 20 TO 25 MINUTES, THREE VIDEOS. AND AS YOU CAN SEE, THE SECOND THROUGH THIRD GRADE AND I'M GOING TO SKIP AHEAD A LITTLE BIT HERE AND SHOW YOU JUST SOME OF THOSE SLIDES THAT ARE IN EACH OF THEIR PROGRAMMING. THIS IS IN THE 2-3 PROGRAMMING. WE USE BIG BIRD. SORRY, FOLKS, YOU ARE NOT GOING TO BE ABLE TO GET TO SEE BIG BIRD THIS MORNING. BUT WE ALSO USE AN ONLINE SAFETY CONTRACT. WE HAVE A BRAIN GYM THAT WILL USE-- SUPERINTENDENTS SINCE YOU'RE USED TO THE KINDERGARTNERS, I KEEP SAFE, YOU HUG YOURSELF. I KEEP AWAY FROM INTERNET STRANGERS AND I KEEP TALKING OR TELLING, EXCUSE ME, MY PARENTS OR A TRUSTED ADULT ABOUT ANYTHING THAT MAKES ME UNCOMFORTABLE. AND SO, AS YOU CAN SEE HERE AS I QUICKLY GO THROUGH SOME OF THESE OTHER SLIDES-- WITH THE BULLYING, WE CLEARLY TELL THE TARGET YOU KNOW, IT'S NOT YOUR FAULT. WE TALK TO THE BYSTANDERS AND TRY TO GIVE THE BYSTANDERS A CALL TO ACTION. SO THE TARGET, WE ENCOURAGE FOLKS TO EMBRACE THEM AND SAY LOOK IT'S NOT YOUR FAULT, YOU'RE NOT ALONE. AND THAT YOU'RE LOVED BY OTHERS VERY, VERY MUCH. AND SO YOU'RE AMAZING, THIS IS A GREAT VIDEO WE USE AND ALL OF THESE STUDENTS THAT ARE FEATURED IN THE VIDEO WERE THE SUBJECT OF BULLYING. THIS IS SOMETHING WE USE IN 4-5. NOW HERE ARE THE TOPICS THAT WE COVER IN 6-8. AND 9-12. AND THEN WE HAVE SOME TOPICS THAT ARE UNIQUE TO 6-8 AND SOME TOPICS THAT ARE UNIQUE TO 9-12. WE DO ADDRESS, TALK ABOUT SUICIDE. THIS IS SOMETHING THAT WE ALL NEED TO BE AWARE OF AND TALKING A LITTLE BIT MORE ABOUT. IT'S THE THIRD LEADING CAUSE OF DEATH AMONG TEENS BETWEEN THE AGE OF 10 AND 19, THAT'S A SCARY STATISTIC. ONE IN 17 SERIOUSLY CONSIDERS SUICIDE. ONE IN 11-- ONE IN 11 ATTEMPT IT MORE THAN ONE TIME. THESE ARE MICHIGAN STATISTICS. SO, THIS IS SOMETHING WE VERY CAREFULLY ADDRESS. WE HAVE A VIDEO. I'M NOT GOING TO SHOW IT TO YOU, IT'S TOO LONG. THAT WE-- THESE ARE ALL MICHIGAN CHILDREN WHO HAVE TAKEN THEIR LIVES BY SUICIDE. YOU MAY BE WONDERING, GOSH, THIS IS A VERY TOUGH TOPIC. WE HAVE WORKED WITH EXPERTS AROUND THE STATE TO MAKE SURE OUR MESSAGE IS ON POINT. WE WORKED WITH DR. MARLENE SELTZER, THE MEDICAL DIRECTOR OF THE NOBLE PROGRAM AT BEAUMONT CHILDREN'S HOSPITAL IN ROYAL OAK. WE'VE WORKED WITH DR. MARSHA McAVOY, SHE'S A LICENSED PSYCHOLOGIST AND AN AUTHOR AND AN EXPERT ON SUICIDE. AND GLEN [indistinct] AT MSU AN EXPERT-- EXCUSE ME. AND WE VERY CLEARLY TELL THE STUDENTS THAT SUICIDE IS NEVER THE ANSWER. NOW, WE END ON AN UPBEAT NOTE. WE DO COVER SOME SERIOUS TOPICS. WE HAVE BEEN WORKING WITH KEENAN WEST REALLY SINCE THE EARLY DAYS. WE PICKED HIM UP BEFORE THE NATIONAL PROCTER AND GAMBLE DID. HE'S WORKING WITH THEM NOW. AND HE'S GOT SOME GREAT VIDEOS. I'D LIKE TO SHOW YOU THIS ONE BUT WE DON'T HAVE TIME. WE SHOW THIS TO THE 6th THROUGH 8th GRADERS. AND IT'S REALLY VERY WELL DONE. WELL-RESEARCHED. AND IT'S A CALL TO ACTION. YOU'LL HAVE TO GO ONLINE TO WATCH IT. SIMILARLY-- AND BY THE WAY, ALL OF OUR VIDEOS ARE AVAILABLE ONLINE. AT MICHIGAN.GOV/CSI. VIDEOS, THE REGISTRATION, EVERYTHING. WE ALSO, IN OUR 9-12 HAVE OK2SAY, A SONG. THE STUDENTS CAN DOWNLOAD THE SONG AND AN OK2SAY VIDEO, WHERE IT SHOWS A YOUNG MAN AND HE'S THINKING-- YOU CAN SEE THERE HE'S THINKING ABOUT WHETHER OR NOT TO SUBMIT A TIP. HE DOESN'T SUBMIT A TIP, AND THEN THERE'S A SHOWING THAT MAYBE A SHOOTING HAPPENS, BUT THAT COULD HAVE BEEN PREVENTED HAD HE SUBMITTED A TIP. THEN IT ENDS IN THE YOUNG MAN GOING HOME AND HUGGING HIS FATHER INSTEAD. WE REALLY DO END WITH A CALL TO ACTION. SCHEDULING, AS YOU CAN SEE, IT'S AVAILABLE ON THE WEBSITE. THIS IS A CARD. WE LIKE COUNSELORS TO HAVE, PRINCIPALS, WHOMEVER, THEY CAN GIVE TO THE STUDENTS, IT IS A CONTACT CARD. LIFE TOUCH, THEY HELPED US DO THAT FIRST VIDEO YOU SAW WITH THE STUDENT PSA. THEY DID SOME GREAT POSTERS FOR US, FREE. YOU KNOW, ONE THING THAT'S NICE WE KEEP HAVING PEOPLE APPROACH US ABOUT BEING INVOLVED IN THE PROGRAM. ONE OF THE MOST RECENT WAS SUCCESS BY DESIGN, THEY DESIGN PLANNERS. THERE IS ALSO A BROCHURE THAT YOU HAVE, THIS IS SUCCESS BY DESIGN, THIS IS GONNA BE THEIR DEFAULT BACK OF THEIR PLANNER FOR MICHIGAN CLIENTS NEXT YEAR. YOU HAVE IN YOUR PACKET STICKERS. THERE ARE BUS STICKERS AND THEN THERE ARE OTHER STICKERS THAT CAN GO ANYWHERE. I CALL THEM STICKERS BUT YOU CAN PUT THEM ON SOMETHING AND PEEL THEM OFF AND PUT THEM ON SOMETHING ELSE. WE TALKED ABOUT BUS SIGNS. WE'RE WORKING WITH MSP TO PUT SIGNS ON THE FRONT AND BACK OF ALL THE BUSES. WE'VE GOT PSA'S AND OUR VERY VERY CAPABLE PROGRAM DIRECTOR, MARY DREW, THIS YEAR SHE'S DOING PROBABLY OVER 50 PRESENTATIONS. I'M DOING A FEW MYSELF. MARY CAN TALK EVEN FASTER THAN I CAN. TOM IZZO, HE'S DONE A PSA FOR US. TALK ABOUT HITTING IT OUT OF THE PARK AND ENDING ON A HIGH NOTE, RIGHT? COACH IZZO. WE HAVE PLACED THAT PSA ON OUR WEBSITE FOR ANYBODY TO USE. IF YOU GO TO OUR WEBSITE, YOU'LL SEE COACH IZZO THERE. AND WE'VE ALSO DONE SOME MOVIE THEATER ADS. >> HI, MY NAME IS TOM IZZO-- >> YOU DON'T GET TO SEE TOM EITHER. THESE ARE ALL JUST TEASERS TO GO TO OUR WEBSITE. SO, I KNOW I'VE RUN A LITTLE BIT OVER MY TIME, DESPITE TALKING REALLY, REALLY FAST. BUT WE TALK FAST BECAUSE WE HAVE SO MUCH TO SAY AND THERE'S SO MUCH HERE AND WE REALLY, REALLY JUST WANT ALL OF YOUR HELP IN HERE FOR US TO DO THE RIGHT THING. YES, TOP 10 AND 10 BUT LET'S LEAD THE NATION NOW IN SAFETY. IT'S HERE, IT'S FREE IT'S TEEN STATE DOING THE RIGHT THING AT THE RIGHT TIME AND IF OUR KIDS ARE SAFE, THEY CAN KNOCK IT OUT OF THE PARK ACADEMICALLY. BUT, IF THEY'RE NOT, I DON'T CARE HOW GOOD YOUR PROGRAM IS, IF THEY DON'T FEEL SAFE, THEY CAN'T REACH THOSE ACADEMIC GOALS AND THE BEAUTIFUL YOUNG MEN AND WOMEN THEY'RE MEANT TO BE. SO, I'M HAPPY TO ANSWER ANY QUESTIONS. I REALLY APPRECIATE YOUR TIME. AND MY CALL TO ACTION FOR YOU TODAY IS SHARE WHAT YOU'VE LEARNED WITH SOMEBODY ELSE, SO WE CAN SPREAD THE WORD. YES. >> EILEEN WEIZER. HAVING JUST DROPPED MY NEW 9TH GRADER OFF AT SKYLINE HIGH SCHOOL IN ANN ARBOR, THIS IS TERRIFYING. THE STATISTICS ON SUICIDE ARE TERRIFYING. HOW ARE YOU PLANNING TO REACH THE OTHER SCHOOL DISTRICTS AND THE OTHER SCHOOLS? BECAUSE, IT SOUNDS LIKE YOU'RE ON ABOUT A SIX YEAR ROTATION. >> WELL, WHEN YOU SAY SIX YEAR ROTATION, THE FIGURES I GAVE YOU WERE JUST FOR MIDDLE AND HIGH SCHOOL. WE'VE NOT HAVE PRESENTATIONS-- IF I GAVE YOU THE OTHERS ONES IT WOULD BE A LOT LARGER NUMBERS. WE'VE NOT EVER HAD TO TURN AWAY A REQUEST FOR A PRESENTATION. AND I WAS GONNA BRING MY VISUAL AID THAT SHOWED YOU ALL THE PRESENTERS THAT WE WORK WITH. BEAUTIFULLY DIVERSE AND FROM THOSE COMMUNITIES, LEADERS IN THEIR COMMUNITIES AND THEY'RE NOT WORKING WITH US FOR THE MONEY. THAT'S FOR DARN SURE. THEY'RE WORKING WITH US WITH TEEN STATE BECAUSE THEY ENJOY WHAT THEY'RE DOING AND THEY ENJOY DOING THE PRESENTATIONS AND THEY'RE GREAT AT IT. AND SO, WE'VE NOT EVER HAD TO TURN ONE AWAY. SO, IF YOU WANNA APPROACH THE ADMINISTRATORS AND SAY HEY, I KNOW ABOUT THIS SCHOOL SAFETY PROGRAM. I THINK WE OUGHTA INVITE THEM IN. WE'RE GONNA BE THERE. WE'VE NOT EVER HAD TO TURN ANY AWAY. THAT WOULD BE A NICE PROBLEM TO HAVE. BUT, IF WE HAD THAT PROBLEM, WE'D GO OUT AND TRAIN MORE PRESENTERS. >> SO, YOU'RE ONLY DOING IT ON REQUEST? >> YEAH, YEAH. NO, WE'RE NOT FORCING OURSELF IN ANYWHERE. BUT WE'RE DOING A LOT OF PUBLIC RELATIONS TO TRY TO GET MORE REQUESTS. I MEAN, WE'VE NOT EVER EVEN TURNED AWAY A REQUEST TO COME AND DO A PROGRAM OVERVIEW OR PROFESSIONAL DEVELOPMENT DAY OR ANYTHING LIKE THAT. >> SO, AS A LAST QUESTION, I'M WONDERING IF THIS IS SOMETHING THAT MD CAN HELP TO PUBLICIZE TO SCHOOLS. >> AND WE DO. >> AND THEY HAVE. >> AND WE DO. >> YEAH, AND WE'VE MET-- WE WERE BOTH ON BRIAN AND KAREN'S AGENDA BEFORE THEY EVEN STARTED. BECAUSE WE WANTED TO LET THEM KNOW ABOUT WHAT WE WERE DOING. EVERYBODY IN TEEN STATE HAS BEEN GREAT. AND THAT'S BEEN REALLY GRATIFYING. I'VE BEEN WITH THE STATE FOR A LONG TIME. IT'S NOT ALWAYS THE CASE THAT ALL THE DIFFERENT DEPARTMENTS WORK TOGETHER LIKE THEY SHOULD BUT IT'S CERTAINLY THE CASE ON THIS AND BECAUSE IT'S THE RIGHT THING TO DO. I APPRECIATE YOUR QUESTIONS. >> PAM. >> YOU MAY HAVE SAID THIS, BUT THE 1400 TIPS WE GOT VERSUS COLORADO'S 100 TIPS. WHAT WOULD YOU ATTRIBUTE THAT TO? >> BECAUSE WE'VE ALREADY BEEN IN THE SCHOOLS DOING SCHOOL SAFETY PRESENTATIONS TO OVER A MILLION STUDENTS SINCE 2007. MICHIGAN IS NOT MORE DANGEROUS THAN COLORADO AT ALL, IN FACT I THINK WE'RE QUITE A BIT LESS DANGEROUS. IT'S BECAUSE WE'VE ALREADY BEEN IN THERE AND ALREADY HAD THAT MESSAGE BEFORE OK2SAY EVEN CAME ALONG ABOUT SHARING THINGS. THE REASON WE TOOK THIS AND RAN WITH THIS, BECAUSE WHEN WE WERE DOING THIS PROGRAMMING WE GOT FEEDBACK, IF YOU DON'T GET FEEDBACK YOU ARE NOT DOING YOUR JOB AND YOU'RE NOT IMPROVING. AND THE FEEDBACK WE GOT PLEASE, PLEASE, PLEASE, TELL THE STUDENTS TO SHARE THINGS WITH US. IT'S NOT A SNITCH. IT'S DOING THE RIGHT THING. AND OK2SAY FELL IN OUR LAP REALLY. A LETTER FROM A SUPERINTENDENT SAYING WE WANT THIS IN MICHIGAN AND AT THE SAME TIME, WE WERE HEARING FROM THE SCHOOL THAT THEY WANTED IT. SO, WE CALL IN MSP, MICHIGAN DEPARTMENT OF EDUCATION. THE GOVERNOR'S OFFICE. THEN THE REST IS HISTORY. >> AND WE WERE THE BENEFICIARIES OF LESSONS THAT SAFE2TELL HAD TO BUILD UP OVER A NUMBER OF YEARS WHERE WE WERE ABLE TO HIT THE GROUND RUNNING BECAUSE WE PARTNERED WITH THEM AND LEARNED THEIR LESSONS. AND DIDN'T HAVE TO REPEAT THEM. >> FROM DAY 1 YOU COULD CONTACT OKAY2SAY EVERY WHICH WAY. AND THAT WASN'T THE CASE IN COLORADO. COLORADO WAS GREAT ABOUT SHARING THINGS WITH US AND LIKEWISE. THANK YOU FOR QUESTION. >> MICHELLE? >> IS THERE ANY ANALYSIS OF THE 1400? HAVE YOU SEEN ANY PATTERNS? OR HOTSPOTS? DO YOU HAVE ANY THOUGHTS-- >> YEAH, WE CONSTANTLY LOOK AT THAT. MARY AND I HAVE READ ALL OF THE OUTCOME REPORTS. JUST AS AN ASIDE, IT'S AMAZING HOW MANY TIPS WE'RE GETTING FROM ELEMENTARY, WE'RE NOT PRESENTING TO ELEMENTARY OR ANYTHING. WE LOOK AT THAT. NOTHING HAS SURPRISED US. WE KNEW BULLYING AND CYBER BULLYING WOULD BE THE FIRST CATEGORY AND SUICIDE TALK WOULD BE THE SECOND. AS WE LOOK AT THEM, WE SEE, AFTER DRUGS AND ALCOHOL, WE SEE ASSAULT CREEPING UP. WE WERE A LITTLE SURPRISED BY THAT. THAT IS ABSOLUTELY SOMETHING WE WILL CONTINUE TO DO WITH MSP. MSPs ARE GOOD WITH THAT AND SHARE THAT INFORMATION. I SUSPECT WE WILL SEE TIPS IN AREAS OF MARIJUANA USE. I HOPE NOT. BUT YOU READ ABOUT HEROIN AND OTHER THINGS. THIS IS A WAY FOR US TO COMPREHENSIVELY BE ON TOP OF THAT, HAVE OUR FINGER ON THE PULSE OF WHAT'S HAPPENING IN MICHIGAN. SO, WE'LL BE LOOKING AT THAT. NOT SURPRISED BY THE SUICIDE TALK BEING THE SECOND. BUT WOW, THAT'S SOMETHING WE NEED TO STAND UP AND TAKE NOTE OF. AND IT'S NOT THE INDIVIDUALS THINKING ABOUT DOING IT. THE STATISTICS SHOW AN OVERWHELMING NUMBER OF PEOPLE THINKING, AT THIS AGE, TAKING THEIR LIVES AND THEY TELL SOMEBODY. WHAT WE'RE FINDING THAT TALK OR TELLING SOMEBODY THEN WE HEAR ABOUT IT. I WAS JUST AT A PRESENTATION WHERE I HAD A STUDENT COME UP TO ME, AND THAT WAS EXACTLY THE SITUATION, BULLYING, CYBER BULLYING. THE TARGET WAS TALKING ABOUT SUICIDE. SHE HAD WORKED ON IT. AND FILED A TIP. YEAH, WOW. >> ALL RIGHT, SCHOOL SAFETY. FIRST DAY OF SCHOOL. IT'S A GOOD-- RICHARD. >> I APOLOGIZE IF I MISSED THIS. IN THE RAPID FIRE PRESENTATION. WHAT'S THE BREAKDOWN BETWEEN TIPS BY STUDENTS VERSUS TIPS BY PARENTS AND PERHAPS OTHERS. >> WE HAVEN'T LOOKED AT THAT. BECAUSE YOU CAN'T ALWAYS TELL. AND PARTICULARLY, IN A TEXT YOU CAN'T ALWAYS TELL. ON THE FORUM WE ASK IF THEY'D LIKE TO IDENTIFY THEMSELVES. WE ARE GETTING TIPS FROM ADULTS, I CAN TELL YOU THAT ABSOLUTELY WE ARE GETTING TIPS FROM ADULTS. AND THAT'S FINE. ACTUALLY WE'RE GETTING TIPS FROM OUT OF STATE, AND WE'VE PASSED THOSE ON, AND WE'RE EVEN GETTING TIPS FROM OUT OF THE COUNTRY SO THAT'S HAPPENING. ONE OF THE THINGS WE'RE DOING ON THE ADVERTISING, YOU MAY SEE SOME BILLBOARDS COMPLIMENTS OF LOTTERY, AND WE'RE MAKING SURE THAT IT SAYS STUDENT SAFETY, REPORT STUDENT THREATS. SOMEWHERE ALONG THE WAY WE MIGHT HAVE TO SAY MICHIGAN. BUT, THAT'S FINE WE WOULD RATHER GET MORE THAN LESS. THANK YOU FOR YOUR QUESTIONS. APPRECIATE THE INTEREST. >> THANK YOU VERY MUCH FOR THE PARTNERSHIP. >> THANK YOU. >> THE NEXT ITEM ON THE COMMITTEE OF THE WHOLE AGENDA IS PRESENTATION ON EARLY LITERACY. THE MOST RECENT ROUND OF BUDGET LEGISLATION CALLS FOR A FOCUS ON EARLY LITERACY. LAST MONTH WE BROUGHT TWO SETS OF CRITERIA FOR YOUR APPROVAL. THESE ARE THE FIRST OF MANY PRESENTATIONS. STAFF IS WORKING ON IMPLEMENTING THIS AND I KNOW A LOT OF TIMES WE TALK ABOUT EARLY LITERACY OR GRADE 3. REALLY WE WANT TO FOCUS IN THE DEPARTMENT FROM PRESCHOOL THROUGH 12. AND READING AND WRITING ACROSS THE CURRICULUM. YES, I UNDERSTAND PUTTING A STAKE IN THE GROUND, SAYING THIRD GRADE IS AN IMPORTANT STAKE. BUT, IF WE DROP IT THERE, AS MANY STATES HAVE, YOU SEE BY SEVENTH-EIGHTH GRADE THAT WE FALL BEHIND AGAIN. AND WE DON'T WANT TO DO THAT. SO, WE WANT TO FOCUS OUR WRITING PRESCHOOL THROUGH 12TH GRADE ACROSS THE CURRICULUM. WELL, WITH THAT-- GO AHEAD NORMA JEAN, LINDA. >> TODAY IS A GREAT DAY. NOT ONLY ARE THE CHILDREN GOING BACK TO SCHOOL BUT I GET TO INTRODUCE THE EARLY LITERACY PRESENTATION. IT REALLY MAKES ME HAPPY TO DO THIS. FIRST OF ALL I REPRESENT ALL THE DEPUTY SUPES BECAUSE THIS TRULY IS A COLLABORATIVE EFFORT ACROSS ALL OF OUR OFFICES. AND THEN PERSONALLY, LITERACY IS NEAR AND DEAR TO MY HEART. I THINK IT'S CRITICAL TO THE LEARNING PATH AND IT CERTAINLY BRINGS JOY TO THE LIVES OF CHILDREN AND ADULTS ALIKE. SO HERE WITH OUR PRESENTATION IS LINDA FORWARD. AND WE LOOK FORWARD TO COMING BACK AGAIN AS WE PROGRESS DOWN THIS JOURNEY OF EARLY LITERACY. >> WHAT A GREAT DAY TO BRING THIS TOPIC TO YOU ON THE OPENING OF SCHOOL. CERTAINLY OUR KINDERGARTNERS ARE EMBARKING ON A NEW ADVENTURE AND BY THE END OF TWO YEARS FROM NOW THEY WILL BE READING AND THEY WILL DO A LOT OF THAT AND THE BUILDING BLOCKS ALONG THE WAY AND THEY WILL NOT HAVE GOTTEN THERE AS EASILY UNLESS THEY'VE HAD SOME GOOD PRESCHOOL ADVENTURES EITHER IN A FORMAL SETTING BUT MOST IMPORTANTLY AT HOME. YOU WILL SEE THAT THIS REPORT FOCUSES ON ALL OF THAT. ON A PERSONAL NOTE I'M DELIGHTED THAT WE HAVE NORMA JEAN HERE. BECAUSE AS MOST OF YOU KNOW, I'M A HIGH SCHOOL PERSON. IT'S A DIFFERENT POINT OF VIEW. IT'S SO NICE TO HAVE SOMEONE WITH AN ELEMENTARY POINT OF VIEW THAT'S GOING TO BE ABLE TO HELP US WITH GUIDING THIS WORK. SO, ON TO EARLY LITERACY. WHAT ARE WE DOING? WE'RE GOING TO TALK IN THREE AREAS. WHAT DID THE THIRD GRADE READING REPORT SAY? WHAT IS OUR INITIATIVE OVERVIEW HERE AT MDE? AND WHAT PROGRESS HAVE WE MADE SO FAR? THAT'S WHAT WE'LL FOCUS ON. THE FIRST PART OF THAT IS THE THIRD GRADE READING WORK GROUP REPORT TO GOVERNOR RICK SNYDER. HE COMMISSIONED A GROUP TO TAKE A LOOK AT STATE OF READING IN MICHIGAN AND THE REPORT, IF YOU'VE NOT SEEN IT, WE CAN PROVIDE IT TO YOU. BUT IT DOES LAY OUT SOME OF THE ISSUES AND SOME OF THE STRATEGIES WE CAN USE TO MAKE AN IMPACT ON THE ISSUE. AS WITH ANY OF OUR REPORTS WE'RE GOING TO BEGIN WITH WHERE ARE WE NOW? AND USUALLY WHEN I BRING THIS TO YOU I BRING YOU MICHIGAN DATA. THE GOVERNOR'S REPORT FOCUSED ON NAPE IN ORDER TO COMPARE OURSELVES ACROSS THE COUNTRY AND THE RESULTS ARE NOT WONDERFUL. 31% OF THE STUDENTS IN MICHIGAN DEMONSTRATE PROFICIENCY IN READING AT THE FOURTH GRADE TESTING LEVEL FOR THE NAPE. MICHIGAN RANKS 40th, IN THIRD GRADE READING PROFICIENCY. AND MICHIGAN IS ONLY ONE OF FIVE STATES THAT DEMONSTRATES A DECLINE IN READING PROFICIENCY OVER THE PAST TEN YEARS. THOSE ARE NAPE SCORES AND NOT MICHIGAN'S M-STEP, WHICH WE DON'T HAVE DATA ON YET. NOR THE MEAP TEST WE USED IN THE PAST. I'LL TELL YOU, ON THE MEAP TEST WE ARE DOING OKAY. I WOULDN'T BE EXCITED YET, BUT WE'RE DOING OKAY. SCORES ARE HIGHER. BUT THAT IS A STATE LEVEL TEST NOT A NATIONAL LEVEL TEST. THE THING I'D DRAW YOUR ATTENTION TO, ON THIS SLIDE, IMPORTANTLY, IS THE QUOTE ON THE BOTTOM. MICHIGAN CAN AND SHOULD HAVE THE HIGHEST NATIONAL READING PROFICIENCY IN 2025. SO, THE GOAL HAS BEEN SET. WE WILL BE THE HIGHEST IN THE COUNTRY BY 2025. BY 2020, ONLY FIVE YEARS FROM NOW, MICHIGAN SHOULD BE THE MOST IMPROVED STATE IN EARLY LITERACY AND BE AT THE TOP 10 STATES OVERALL. AND THIS IS THE GOAL SET BY THE THIRD GRADE READING WORK GROUP REPORT TO GOVERNOR RICK SNYDER. I WOULD POINT OUT TO YOU THAT THE GROUP THAT ENTERED KINDERGARTEN TODAY, WILL BE, IN 2019, TAKING THE FOURTH GRADE NAPE. SO, WE HAVE A LOT OF WORK TO DO IN THE NEXT FOUR YEARS. WHAT ARE THE CHARACTERISTICS OF SUCCESS ACCORDING TO THE WORK GROUP? THEY SAW IT IMPORTANT TO TAKE A LOOK AT THE FOLLOWING THINGS. FIRST, THAT LITERACY INSTRUCTION FOCUS ON THE BASIC FIVE BUILDING BLOCKS OF LITERACY WHICH INCLUDE PHONICS, PHONEMIC AWARENESS, FLUENCY, VOCABULARY, AND COMPREHENSION. THOSE FIVE THINGS HAVE TO BE IN PLACE FOR STUDENTS TO BE ABLE TO READ AND READ WELL. YOU NEED TO HAVE A MULTITIERED SYSTEM OF SUPPORT IN PLACE IN ORDER TO HELP THE TEACHERS HELP THE STUDENTS. AND THAT INCLUDES RESEARCH BASED SCREENING AND DIAGNOSTIC ASSESSMENT. DIAGNOSTIC DRIVEN INSTRUCTION AND INTERVENTIONS AND EXTENDED DAILY INSTRUCTIONAL TIME WITH TARGETED LITERACY INTERVENTIONS. SO RIGHT NOW, THE LEGISLATION WE HAVE TARGETS 90 MINUTES AND THAT IS SORT OF THE BASELINE. BEING ABLE TO ADD MORE TO THAT WHEN NECESSARY FOR ALL KIDS-- WHEN NECESSARY IS GOING TO BE A KEY FOCUS OF OUR WORK AND TRYING TO FIGURE OUT HOW WE DO THAT. WE ARE CERTAINLY SUPPORTIVE OF THE BUILDING BLOCKS AND WE KNOW THAT TEACHERS KNOW WHAT TO DO. THEY HAVE THE SKILL SET, THEY JUST NEED THE DIRECTION AND SUPPORTS TO MAKE IT HAPPEN. IN THE RECOMMENDATIONS WE WANT TO GIVE EVERY STUDENT A RESEARCH SUPPORTED DIAGNOSTIC SCREENING INSTRUMENT IN ORDER TO TAKE A LOOK AT HOW THEY'RE DOING AS THEY ENTER AND HOW THEY GO FORWARD IN THEIR EDUCATION. SOME OF THESE ARE NOT LONG TESTS AS WE MIGHT IMAGINE. THEY ARE QUICK SNIPPETS AND QUICK CHECK INS BY THE TEACHER AND STUDENT. AND TEACHERS ARE THE KEY HERE. THEY WILL BE ABLE TO HELP US WITH QUICK DIAGNOSIS OF WHAT NEEDS TO HAPPEN IN THE CLASSROOM. PROVIDE EVERY EDUCATOR WITH TRAINING AND DIAGNOSTIC DRIVEN METHODS WITH KNOWLEDGE AND FIDELITY SO THEY CAN IMPLEMENT THEM WELL, GIVE EVERY PARENT THE INFORMATION AND SUPPORT NEEDED TO DEVELOP EARLY LITERACY SKILLS TO PARENT EFFECTIVELY AND TO PROVIDE ADEQUATE HOME SUPPORT FOR EVERY STUDENT. I JUST WANT TO POINT OUT THAT THESE ARE THE GOVERNOR'S APPOINTED TASK FORCE RECOMMENDATIONS. SO FAR WE'VE FOCUSED ON THE STUDENT, THE EDUCATOR, AND THE PARENT. A TRIFECTA OF IMPORTANT THINGS. AND WE HAVE OTHER RECOMMENDATIONS TO IMPLEMENT A K-3 SMART PROMOTION TO HELP STRUGGLING STUDENTS. AND THERE IS LEGISLATION THAT'S BEEN INTRODUCED ON THE SUBJECT. WE PROBABLY HAVE SOME WORK TO DO THERE BUT WE'RE GOING TO LOOK AT WHAT THEY HAVE. AND PROVIDE MICHIGAN WITH DATA ON HOW OUR STUDENTS ARE DOING. CERTAINLY THE WORK THAT'S BEING DONE IN TRIG AS WELL AS OUR OWN ASSESSMENT WORK HERE, WE SHOULD BE ABLE TO PROVIDE THAT WORK IN SHORT ORDER. HOW ARE WE GOING TO GET THIS DONE? I KNOW IT'S ONLY FIVE YEARS BEFORE THE FIRST REPORTING POINT. ONE OF THE GOALS IS THAT 85% OF THE STUDENTS WILL BE ACHIEVING READING PROFICIENCY BY THE END OF THIRD GRADE. IN ORDER TO DO THAT, THE DEPARTMENT IS LAUNCHING A NEW WAY OF DOING CROSS-OFFICE WORK. WE HAVE WORKED VERY HARD IN THE DEPARTMENT AND AS YOU KNOW WE BRING YOU MANY INITIATIVES THAT ARE CROSS-OFFICED. FREQUENTLY WE FIND OURSELVES TRIPPING OVER ONE ANOTHER. IN ORDER TO DO THIS WORK WE WILL FOLLOW A VERY PRESCRIPTIVE SORT OF PROCESS. THE LEADERSHIP AND CABINET-- SO, THE DEPUTIES AND THE STATE SUPERINTENDENT AND OTHER ASSISTANTS WITH THE CABINET ARE GOING TO GIVE US OUR GOALS AND OUR OUTCOMES. THEY'RE GOING TO SET THE PARAMETERS FOR US. NOT UNUSUAL FOR WHAT THEY DO BUT IN A VERY PRESCRIPTIVE WAY. AND THEN WHAT WE'RE CALLING THE TACTICAL PLANNING TEAM IS COMPRISED OF DIRECTORS FROM THE OFFICE ARE GOING TO IDENTIFY THE ACTION TEAM. WE TRIED TO DO THIS INFORMALLY A FEW MONTHS AGO. WE FOUND OURSELVES WITH TWO ACTION TEAMS DEALING WITH THE SAME TOPIC COMING AT IT FROM DIFFERENT ANGLES. AND THAT DIDN'T HELP US. WE NEED EVERYONE IN THE SAME ROOM TOGETHER. THE TACTICAL TEAMS WILL IDENTIFY THE ACTION TEAMS AND THEN SUPPORT THEIR WORK. AND THEN THE OFFICE OF THE EDUCATOR TALENT AND POLICY COORDINATION GROUP, WHICH IS A NEW OFFICE AT THE DEPARTMENT, IS THE ONE THAT'S SERVING AS A SYSTEM SUPPORT. I NEED TO TELL YOU THAT, AS THE GOAL LEAD FOR THIS PROJECT, THEY HAVE BEEN MAGNIFICENT TO WORK WITH. THEY ARE THE ONES THAT MAKE SURE I HAVE EVERYTHING I NEED TO GO INTO THE MEETING. WE WORK TOGETHER TO HELP PROCESS OUR WORK. LARGE OFFICE-- CROSS-OFFICE WORK I THINK YOU CAN EXPECT TO SEE MORE OF THAT COMING AS WE GO FORWARD. LOGISTICALLY, THE WORK GROUP REPORT CONTAINED 20-PLUS ACTIVITIES. THAT'S A LOT. WE DON'T WANT 20 ACTION TEAMS. WE ARE TRYING TO BRING THIS DOWN TO JUST A FEW ACTION TEAMS THAT CAN WORK ACROSS THEM. SOME WONDERFUL NEWS ON THE LEGISLATION THAT WAS MENTIONED EARLIER IS THERE IS $35.5 MILLION IN FUNDING THIS YEAR TO SUPPORT TO BE DISTRIBUTED TO LEAs AND ISDs AND OTHER STAKEHOLDERS. THAT'S AWESOME. THAT BECOMES AVAILABLE OCTOBER 1. YOU ALREADY HAVE SOME CRITERIA IN ORDER TO MOVE THE MONEY OUT. YOU'LL SEE MORE CRITERIA GOING FORWARD. SO WHAT PROGRESS HAVE WE MADE? ONE OF THE INITIATIVES IN EARLY CHILDHOOD IS HOME VISITATIONS. THAT'S DESIGNED TO BUILD INTO HOME VISITS WITH A PARENT, THAT THERE IS AN ENVIRONMENT THAT SUPPORTS EARLY LITERACY SKILLS. AND THAT THE CHILD IS-- HAS DEVELOPED THE SKILL SETS PRIOR TO ENTERING KINDERGARTEN. HELPING PARENTS TO KNOW WHAT THEY NEED TO DO IN HELPING THEM BECOME THEIR CHILD'S FIRST TEACHER IS A KEY FOUNDATION FOR THIS WORK. THIS WORK IS BEING COORDINATED THROUGH THE MICHIGAN DEPARTMENT OF HEALTH AND HUMAN SERVICES. AND YOU'VE ALREADY SEEN THE GRANT CRITERIA FOR THAT. THE GROUP IS HOPING TO MAKE THE AWARD IN FEBRUARY OF 2016. THE OTHER ONE IS A SET OF PILOT STUDIES TO BE-- IN ORDER TO DO PARENT EDUCATION AND THIS IS BEING MODELED AFTER THE MINNESOTA EARLY CHILDHOOD FAMILY EDUCATION PROGRAM. THE GRANT CRITERIA WERE APPROVED BY YOU IN AUGUST. AND ONCE AGAIN WE HOPE TO HAVE THE MONEY OUT FOR THE PILOTS IN FEBRUARY. K-3. THIS ONE HAS A FEW PIECES IN IT. THE THREE THAT WE'RE GOING TO HIGHLIGHT TODAY ARE RESEARCH SUPPORTED DIAGNOSTIC AND SCREENING INSTRUMENTS. THIS IS ONCE AGAIN HOW DO YOU HELP THE TEACHER IDENTIFY WHAT IT IS THAT THEY ARE GOING TO NEED TO DO WITH THAT CHILD? ARE THERE SOME SCREENING INSTRUMENTS THAT HELP THEM DO THAT? AND THE GRANT CRITERIA WE ANTICIPATE WILL BE COMING BEFORE THE BOARD IN OCTOBER. FOR EXTENDED LEARNING TIME AND TARGETED LITERACY INSTRUCTION THERE'S CONSIDERABLE AMOUNT OF MONEY TO GO OUT TO THE SCHOOLS. AND ONCE AGAIN, THE CRITERIA WILL BE COMING TO YOU NEXT MONTH. AND THEN, FINALLY, ONE OF THE BIG INITIATIVES IS LITERACY COACHES WHICH WILL PUT AT LEAST ONE LITERACY COACH IN EACH ISD ACROSS THE STATE. EITHER A CO-FUNDING INITIATIVE SO THE ISDs ARE GOING TO HAVE TO BE WILLING TO COME UP WITH MATCHING FUNDS TO DO THE WORK. AND THIS PERSON WILL HELP ACROSS THE ISD TO BRING SCHOOLS AND TEACHERS TOGETHER, TO UNDERSTAND WHAT THE WORK IS AND WHAT IT LOOKS LIKE. SO WE HAVE A COORDINATED EFFECT ACROSS THE STATE. ONE OF THE THINGS THAT MADE ME HAPPIEST IN THIS REPORT WAS THE AMOUNT OF FOCUS ON EDUCATOR TRAINING AND SUPPORT. IF WE DON'T SUPPORT OUR EDUCATORS, THEN THEY STRUGGLE TO DO ALL OF THE WONDERFUL WORK THAT THEY ARE TRYING TO DO. SO WE'RE INVESTING IN OUR ADULTS AS WELL AS OUR CHILDREN IN THIS INITIATIVE. PROFESSIONAL LEARNING FOR TEACHERS AND LEADERS IS THROUGHOUT THE DOCUMENT. AND IT'S USING THE DIAGNOSTICS, AND ALSO WHAT ARE THE STRATEGIES THAT CAN BE UTILIZED IN THE CLASSROOM? AND HOW DO YOU USE A WELL DEFINED, WELL-DEVELOPED MULTI-TIERED SYSTEM OF SUPPORT? TEACHER CERTIFICATION, WHAT ARE WE GOING TO DO IN OUR WORK WITH EDUCATOR PREPARATION INSTITUTIONS IN ORDER TO ASSURE THAT THE TEACHERS THAT ARE COMING OUT OF THOSE INSTITUTIONS ARE PREPARED TO UTILIZE THE KIND OF ONGOING TRAINING THAT WE'LL BE DOING WITH OUR IN-SERVICE TEACHERS AT THIS POINT IN TIME. SO WORK THERE. YOU'LL NOTE AT THE BOTTOM THAT THAT IS MOSTLY UNFUNDED. WHILE WE HAVE SOME STAFFING, THAT IS THE LAST OF THE AREAS THAT WE'RE WORKING ON NOW. SO IT DIVIDES UP INTO THREE BASIC AREAS-- EARLY CHILDHOOD, K-3 AND EDUCATOR SUPPORT. NOT A LOT OF MEAT ON THE BONES AT THIS REPORTING POINT BUT WE LOOK FORWARD TO BRINGING MORE TO YOU IN THE FUTURE AS WE RAMP UP. >> JOHN. >> THANK YOU VERY MUCH. FIRST, IT IS TRULY AWFUL THAT WE'RE 40th IN THIRD GRADE READING PROFICIENCY AND I WOULD SAY WE HAVE SET OUT A LOT OF HIGH EXPECTATIONS FOR STUDENTS AND TEACHERS AND HAVE NOT HISTORICALLY BACKED THEM WITH SUPPORT. SO, IT IS VERY NICE TO SEE IN THIS DISCUSSION THAT THE GOVERNOR'S TASK FORCE THAT WE PROVIDE SUPPORT, TRAINING, EXTENDED TIME, TOOLS-- IT'S FANTASTIC THAT WE'RE GOING TO DO WHAT WE CAN TO IMPLEMENT THE KINDS OF SUPPORT AND INTERVENTIONS AND EXTRA TIME AND TOOLS FOR OUR TEACHERS TO HELP THEM DELIVER. IT'S NICE IN THIS INSTANCE THAT THERE'S POTENTIALLY SOME MONEY ATTACHED. HISTORICALLY, THAT'S BEEN LACKING TO DELIVER THAT EXTRA TIME AND THAT HELP FOR TEACHERS. THIS IS WHAT WE MUST DO IF WE ARE GOING TO MOVE THE NEEDLE ON ALL THESE INDICATORS THAT ARE REALLY EMBARRASSING. PART OF THE DISCUSSION HERE TODAY. I AM HOPEFUL TOO THAT WE WILL SEE LEGISLATION THAT DOES PROVIDE SUPPORT FOR THE TOOLS AND THE HELP, INSTEAD OF JUST DEMAND THAT THE KIDS GET THERE. AND I'M VERY HOPEFUL ABOUT THAT. LET'S TRY TO WORK ON THIS AND THANKS EVERYBODY FOR WORKING TOGETHER. >> WE WERE REALLY PLEASED WHEN WE SAW THE 17.9 MILLION FOR SCHOOLS TO HIT THAT BASELINE TARGET OF 90 MINUTES OF READING. AND WHERE THERE WAS MONEY FOR ISD AND EARLY CHILDHOOD DEVELOPMENT. THAT'S A WONDERFUL GIFT AND I HOPE WE CAN USE IT WELL TO MAXIMIZE IT TO JUSTIFY FOR FUTURE FUNDING. >> RICHARD. >> WHAT IS THE LATEST GRADE FOR WHICH LITERACY DEVELOPMENT IS TESTED? >> I WOULD TURN TO VENESSA. I'M THINKING 10. >> THE STANDARDS, OUR STANDARDS IN TERMS OF STATE ASSESSMENT. SO THERE'S DIAGNOSTIC TOOLS IN HERE WHICH ARE SEPARATE AND THOSE DIAGNOSTIC TOOLS HAVE KIND OF AN ELEMENTARY FOCUS. STATE ASSESSMENT OUR STANDARDS HAVE THE FOUR STANDARDS, READING, WRITING, RESEARCH AND [indistinct] UP THROUGH ALL THE GRADES. SO, AT SOME LEVEL, WE'RE TESTING THOSE COMPONENTS THROUGH ALL THE GRADES. CERTAINLY, THE LOAD-- OR WHAT THE STANDARDS MEAN, WHAT READING LOOKS LIKE AT YOUNGER GRADES IS VERY DIFFERENT THAN AT OLDER GRADES. SO. >> SURE SURE. >> I DON'T KNOW HOW TO EXACTLY BEST ANSWER YOUR QUESTION. >> WE WERE 40th AMONG STATES IN THIRD GRADE READING PROFICIENCY. I'M JUST WONDERING HOW DID WE RANK IN WHATEVER HIGHER GRADES? THE REASON I ASK IS BECAUSE... EARLY IN A HORSE RACE THE WINNING HORSE MAY BE IN 10th OR 12th PLACE. YOUR RANKING AT THAT EARLY STAGE IS NOT SIGNIFICANT, WHEREAS AFTER THE EIGHTH ROUND THE RANKINGS ARE PRETTY MUCH SET. I'M CURIOUS, HOW DO THESE RANKINGS IN THE THIRD GRADE CORRELATE WITH MICHIGAN'S COMPARISON IN HIGHER LEVELS? >> WE CAN GET YOU THAT INFORMATION. WE CAN GET YOU THAT BACK. >> RELATED TO THAT, AND I'VE POINTED IT OUT BEFORE, NO ONE LIKES TO ADMIT IT IN PRINT, WHEN THAT MICHIGAN FELL BEHIND, THOSE ARE THE YEARS THAT OTHER STATES CHANGED THEIR ADMISSION TO KINDERGARTEN FROM TURNING FIVE BY DECEMBER 1st, TO TURNING FIVE BY SEPTEMBER 1st. WE MADE THAT CHANGE BELATEDLY, A YEAR OR SO AGO. SO, I THINK THE BOARD HAS PROBABLY TAKEN THE MOST SIGNIFICANT STEP TOWARDS ELIMINATING THE GAP BETWEEN US AND OTHER STATES. NOT THAT THESE OTHER STRATEGIES AND APPROACHES AREN'T IMPORTANT. BUT, SOMETIMES THE MOST IMPORTANT STEPS ARE THE LEAST NOTICED. AND COINCIDENTALLY IT DIDN'T COST ANYTHING TO CHANGE THAT ADMISSION DATE EITHER. SINCE NO ONE HAS A FINANCIAL STAKE IN IT, MAYBE THAT'S WHY NO ONE TALKS ABOUT IT. >> KATHLEEN. AND THEN EILEEN NEXT. >> I'M GLAD WE'RE WORKING ON THIS, THIS IS CRITICAL, WE KNOW IT. I WONDERED ABOUT THE EARLY CHILDHOOD LITERACY DEVELOPMENT. I THINK IT'S GREAT THERE ARE GOING TO BE HOME VISITS. WHEN DO THEY DO A HOME VISIT AND TO WHOM ARE THEY MADE? >> SUSAN, YOU HAVE SPECIFICS ON THIS? >> HOME VISITS. >> THESE ARE HOME VISITS THAT WILL BE DONE BY THE ISD, AND [indistinct] WHAT WE'RE TRYING TO DO IS FIT THESE HOME VISITS INTO THE HOME VISITS THAT ALREADY OCCUR. AND THIS WILL BE FOR [indistinct] >> IF THAT SYSTEM OCCURS, WHO IS VISITED? IS THAT-- AFTER BIRTH WHAT ARE THEY-- >> AFTER BIRTH FROM ZERO TO 3 YEARS OF AGE, THAT'S THE FOCUS. >> AND WE USED TO HAVE A READING PROGRAM WITH BOOKS WE GAVE TO FAMILIES, NEW PARENTS. ARE WE STILL DOING THAT, THAT WE HAD GREAT READING-- PACKAGES OF READING MATERIALS. >> READY KITS. >> ARE YOU TALKING ABOUT THE READY KITS? >> YES. WE STILL DOING THAT? >> YES -- SOME. THERE'S NOT MUCH DEMAND. CENTRAL MICHIGAN UNIVERSITY HOLDS THEM ALL. AND VERY FEW AREAS OF THE STATE ACTUALLY ASK FOR THEM. >> SO, WHAT ARE WE DOING? WE GO TO THE HOME VISIT AND WE TEACH THE PARENT HOW TO TEACH THEM? WE DON'T GIVE THEM THE BOOK? >> PARDON? >> WE DON'T GIVE THEM THE BOOKS? WE JUST TALK ABOUT IT? >> WELL, YEAH. THERE'S BOOKS, BUT THERE'S ALSO DIFFERENT HOME VISITATIONS THAT ARE ALREADY OCCURRING IN THIS STATE THAT ARE NOT [indistinct]. >> OH, OKAY. SO WE'RE GOING TO ADD THE READING COMPONENT INTO THAT. >> YES. >> OH, THAT'S GOOD. I WONDERED IF YOU WOULD REMIND US WHAT THE MINNESOTA EARLY CHILDHOOD FAMILY EDUCATION PROGRAM IS? WE'RE MODELING IT AFTER THAT BUT WHAT IS IT? >> THE MINNESOTA-- >> MINNESOTA IS PROVIDING BASICALLY CHILD DEVELOPMENT INFORMATION FOR FAMILIES-- FOR ALL FAMILIES WHO HAVE CHILDREN BETWEEN THE AGES OF ZERO AND 3. IT'S, BASICALLY, CHILD COMES PARENTS COME, SOMETIMES THEY'RE ALL TOGETHER SOMETIMES THEY AREN'T. [indistinct] SO IT'S FOR ALL PARENTS IN THAT AGE GROUP. >> IS THIS GOING TO BE COORDINATED BY THE ISDS? >> YES. >> SCHOOL DISTRICTS OR WHATEVER-- >> THE ISDs WILL COORDINATE IT. >> OH, OKAY. SO THAT'S A LOT OF-- WE'VE TALKED ABOUT THESE THINGS FOR A LONG TIME, NOW WE'RE GOING TO DO THEM? >> YES, AND IF YOU THINK ABOUT IT, WHAT'S HAPPENED OVER THE LAST EIGHT YEARS, THE ISDs HAVE BECOME THE EARLY CHILDHOOD SYSTEMS BUILDERS AT THE LOCAL LEVEL. AND SO A LOT OF THE EARLY CHILDHOOD SERVICES ACTUALLY FLOW THROUGH ISDs. SO THIS IS BASICALLY ADDING TO IT DIFFERENT COMPONENTS. BECAUSE THEY ARE AT THIS POINT THE LOCAL ENTITIES THAT DO A LOT OF [indistinct] IN THE AREA. SO THIS IS CONSISTENT WITH THE DIRECTION OF WHAT THE STATE HAS FOR THE LAST SEVEN, EIGHT YEARS. >> THANK YOU. >> EILEEN. >> I JUST WANTED TO PIGGYBACK ON MITCH'S COMMENTS ABOUT THE CHILDHOOD AGE START. THE RANKING THAT WE HAVE NOW MAY ALSO BE REFLECTING THE FACT THAT OTHER STATES STARTED WORKING ON EARLY CHILDHOOD LITERACY BEFORE WE DID. SO HOPEFULLY, THE THINGS WE'RE LOOKING AT NOW WILL REALLY MAKE AN IMPACT. I ALSO WANT TO ASK, WHAT SENSE THE DEPARTMENT STAFF HAS THAT SCHOOLS SUPPORT POOR READERS ADEQUATELY, ONCE THEY START MIDDLE SCHOOL AND HIGH SCHOOL. I KNOW THERE ARE PROGRAMS THAT HAVE A FAIRLY GOOD RESEARCH BASIS FOR EFFICACY. BUT I'VE ALSO HEARD THAT IT'S VERY DIFFICULT TO ACCESS THEM ONCE YOU'RE PAST FIFTH GRADE. I WONDERED-- WE'RE TRYING TO FIX THIS PROBLEM OVER THE NEXT FIVE YEARS FOR KIDS THAT ARE GOING INTO THE THIRD GRADE. WHAT ARE WE GOING TO DO OVER THE NEXT 10 YEARS FOR THE KIDS WHO NEED HELP NOW? >> WE DO HAVE SOME LIMITED PROGRAMS ONGOING BUT THEY ARE INDEED LIMITED. AND WE DO ENCOURAGE THE SORT OF THING THAT YOU'RE TALKING ABOUT. THAT'S OUR LIMIT NOW AND I THINK FOR THE DEPARTMENT AT THIS POINT WE WOULD FOCUS ON THE PRE-K-3. AND WHEN WE GET THAT UP AND RUNNING, SECOND SEMESTER, SOMETIME SECOND SEMESTER WE'LL TALK ABOUT THAT. BECAUSE THAT'S WHEN I'D SAY WHAT ABOUT MY KID? WHERE ARE MY KIDS IN THIS PROCESS AND WE'LL BEGIN TO HAVE THAT CONVERSATION. >> I DO THINK LOCAL DISTRICTS HAVE A LOT OF PROGRAMS IN PLACE TO HELP MIDDLE SCHOOL AND HIGH SCHOOL READERS. THAT'S WHY I SAY THE FOCUS NEEDS TO BE PRESCHOOL THROUGH 12th GRADE AND IT NEEDS TO BE FOCUSED ACROSS THE CURRICULUM. WHETHER THE KIDS ARE TAKING ART MUSIC OR GYM, THERE NEEDS TO BE VOCABULARY, WRITING COMPONENTS AND READING COMPONENTS IN ALL OF THOSE CLASSES. AND I THINK DISTRICTS ARE STARTING TO DO THAT. WE'RE CERTAINLY GOING TO HELP DISTRICTS WITH -- WE'RE NOT CALLING THEM BEST PRACTICES BUT PROMISING PRACTICES, THAT'S WHAT WE'RE GOING TO CALL THEM. PROMISING PRACTICES THAT DISTRICTS CAN USE TO HELP MIDDLE SCHOOL AND HIGH SCHOOLERS READ. >> I TOTALLY AGREE, WE HAVE OUR INTERVENTION, OUR TIER SYSTEM ALSO AT THE SECONDARY LEVEL TO PULL THEM OUT. SOMETIMES IT BECOMES DIFFICULT BECAUSE YOU CAN'T GET THAT 90 MINUTE BLOCK. SO WE LOOK AT OTHER WAYS TO ADDRESS THAT. THERE ARE PROGRAMS JUST GETTING THEM TO READ MORE TO GET THINGS IN THEIR HANDS AT THEIR LEVELS, THE CONTENT THAT THEY NEED AND TO HELP THEM WITH THE [indistinct] WHICH KIND OF STARTS AT ELEMENTARY BUT WE NEED TO CONTINUE THAT. SO I THINK THERE ARE GOOD THINGS HAPPENING BUT WE DO NEED TO MAKE SURE WE DON'T MISS THAT FOCUS AS WELL, AND WE WON'T. BECAUSE IT'S ALL IMPORTANT LITERACY WHICH IS CRITICAL. >> THANKS. >> MICHELLE. >> I HAD A COUPLE OF QUESTIONS. I KNOW, PROFICIENCY IS ONLY ABOUT 30% OF MICHIGAN CHILDREN TEST AT THE PROFICIENCY LEVEL FOR MEAP. BUT I WAS WONDERING ABOUT THE BASIC LEVELS. BECAUSE NAPE'S BASIC LEVEL CORRELATES MORE WITH THE MEAP PROFICIENCY. TO BE BASIC IS TO BE AVERAGE, LIKE AN A OR B STUDENT. WHERE AS THE PROFICIENT ON THE NAPE IS AN A-STUDENT. I WONDER HOW MANY PEOPLE ARE ACTUALLY, WHAT THE PERCENTAGE MIGHT BE AT THE LEVEL OF BASIC ON THE MEAP. >> WE'LL GET YOU THAT DATA. >> OKAY, OKAY. I THINK IT SORTA EXAGGERATES-- WE'RE STILL 40 OUT OF 50, BUT IF ONLY A THIRD ARE PROFICIENT ON MEAP IT DOESN'T REALLY CAPTURE, THE KIDS THAT ARE DOING AVERAGE OR A LITTLE BETTER. AND THAT SHOULD BE INCLUDED. THE OTHER CONCERN I HAD, I'VE SEEN THE SUMMARY OF THE PLANS FROM THE GOVERNOR AND THE COMMITTEE. BUT I WAS WONDERING IF THERE WAS ANY THOUGHT GIVEN TO THINGS LIKE SMALLER CLASS SIZES TO PROVIDE MORE INDIVIDUAL INSTRUCTION FOR KIDS WHERE THERE'S A HIGHER CONCENTRATION OF PROBLEMS WITH THE READING, LOWER SCORES. DYSLEXIA, SOMETHING THAT WE'VE BEEN HEARING A LOT ABOUT, THIS INTERVENTION THAT REALLY STRESSES THAT IN A MEANINGFUL WAY. AND ALSO SCHOOL LIBRARIES WE'VE SEEN A LOT OF SCHOOL LIBRARIES. AND ALL OF THIS WOULD BE INSTRUMENTAL IN PROMOTING LITERACY. I DON'T KNOW IF THAT'S PART OF THE DISCUSSION OR IF IT COULD BE. BUT I THINK THOSE ARE AREAS THAT WOULD BE REALLY EFFECTIVE IN ADDRESSING THE ISSUES. >> YEAH, WE'LL MAKE SURE THOSE COMMENTS ARE FORWARDED ON TO THE WORK GROUP. ALL RIGHT, TO STAY ON TIME WE ARE GOING TO MOVE BEYOND THE PRESENTATION OF EDUCATOR EVALUATIONS AND COME BACK TO THAT. ONCE WE GET AHEAD OF SCHEDULE. SO WE ARE GOING TO GO ON TO THE PRESENTATION. AS YOU KNOW, IT'S OUR GOAL TO BECOME A TOP TEN PERFORMING STATE OVER THE NEXT TEN YEARS, THAT'S THE BOARD OF ED'S GOAL AND THE DEPARTMENT'S GOAL. TO DO THAT WE ARE SEEKING INPUT FROM ORGANIZATIONS, SCHOOLS, BUSINESSES, THINK TANKS, AND INTERESTED PARTIES WHO WANT TO SHARE INFORMATION WITH US. ANYONE WISHING TO PROVIDE US INPUT IS WELCOME TO GO TO WWW.MICHIGAN.GOV/TOP10IN10 AND CERTAINLY PROVIDE US THE INPUT. AND WE EXPECT TO HAVE AN OVERALL PLAN FINALIZED BY THE END OF THE YEAR. SO TO REMIND PEOPLE ABOUT THE GROUND RULES, WE WANT THIS TO BE A POSITIVE, COLLABORATIVE PROCESS. EACH ORGANIZATION WILL HAVE EIGHT MINUTES TO SHARE THEIR BEST IDEAS. WE KNOW YOU HAVE MUCH MORE THAT YOU COULD SHARE, BUT WE APPRECIATE YOU STAYING WITHIN THE TIME LIMITS. WE HAVE A TIMER SET, SO THAT YOU CAN KEEP AN EYE ON YOUR TIME. IN THE INTEREST OF TIME, BOARD MEMBERS ARE ASKED TO SUBMIT THEIR WRITTEN QUESTIONS TO MARTY ACKLEY, AND HE WILL COORDINATE WITH ORGANIZATIONS TO ANSWER ANY QUESTIONS THAT BOARD MEMBERS MAY HAVE. IN THE INTEREST OF TIME, THERE WILL BE NO Q&A TODAY OR NO GIVE OR TAKE. JOHN, ANYTHING MORE YOU HAVE? >> NO. AGAIN, TO REEMPHASIZE THE IMPORTANCE OF THIS PROJECT AND THE COLLABORATIVE NATURE OF IT, WE NEED TO LISTEN HARD AS WE HEAR FROM EVERYBODY. I'M GLAD WE'RE GETTING SO MANY. I KNOW THERE'S MANY THAT AREN'T ABLE TO COME. WE ARE LISTENING FOR WHERE THERE'S AREAS OF ALIGNMENT. COMMON SENSE THINGS, THAT MOST EVERYBODY SAYS WOULD BE HELPFUL MOVING IN. YOU HEARD SOME OF THAT LAST TIME, AND I HOPE WE'RE ALL LISTENING, BECAUSE WE HAVE TO MAKE SOME PROGRESS. >> FIRST UP IS PETER HAINES AND KEVIN STOTTS, WEST MICHIGAN TALENT TRIANGLE. WELCOME. >> WELCOME, THANK YOU. >> SUPERINTENDENT AND MEMBERS OF THE BOARD. THANKS FOR THIS OPPORTUNITY TO GIVE THOUGHTS AND PERSPECTIVES OF TWO FOLKS HERE, SUPERINTENDENT PETER HAINES FROM OTTAWA AREA ISD, AS WELL AS KEVIN STOTTS, WHO'S THE PRESIDENT AND CEO OF TALENT 2025, WHICH IS AN ORGANIZATION IN WEST MICHIGAN THAT REALLY TOOK MANY BUSINESS LEADERS FROM THE WEST MICHIGAN REGION WHO WERE INTERESTED IN EDUCATION ISSUES WANTING TO MAKE SURE THAT WE COULD PUT THE BEST FOOT FORWARD FOR OUR STUDENTS IN WEST MICHIGAN, TOGETHER. AND SO WE SHARE YOUR GOAL OF MAKING MICHIGAN A TOP 10 STATE IN EDUCATION. WE THINK THERE'S SOME THINGS WE CAN DO TO MOVE THAT NEEDLE. WE'RE GOING TO TALK ABOUT WAYS IN WHICH WE'RE OWNING THAT WORK HERE IN WEST MICHIGAN, BUT ALSO GOING TO GIVE SOME SUGGESTIONS FROM OUR PERSPECTIVE ABOUT THINGS THIS BOARD OF EDUCATION, OTHER STAKEHOLDERS, THE LEGISLATURE, ALONG WITH THE GOVERNOR CAN TAKE A STEP FORWARD WITH THAT. SO WITH THAT I'D LIKE TO TURN IT OVER TO KEVIN STOTTS OF TALENT 2025, TO KICK IT OFF. >> THANK YOU CHRIS. >> Kevin Stotts: THANK YOU CHRIS, AND THANKS TO EACH OF YOU FOR ALLOWING US TO BE HERE AND SPEAK WITH YOU TODAY. SO THIS IS AN IMPORTANT CONVERSATION, BECAUSE REALITY IS THAT WE AS A STATE ARE NOT DOING WELL FOR OUR STUDENTS ACROSS MICHIGAN. SPEAKING WITH EMPLOYERS, THE FUTURE BECOMES EVEN MORE DIRE AS WE LOOK OUT IN FORECASTING THE FUTURE. BY 2025, JUST TEN YEARS FROM NOW, 64% OF ALL OCCUPATIONS IN WEST MICHIGAN WILL REQUIRE SOME POST SECONDARY CREDENTIAL. WE HAVE A LONG WAYS TO GO IF OUR REGION IS GOING TO REACH THIS POTENTIAL. MEANWHILE, HIGH SCHOOL GRADUATION RATES ARE FLAT. A LARGE PERCENTAGE OF STUDENTS REQUIRE A REMEDIAL COURSE WHEN THEY ENTER COLLEGE, AND MANY EMPLOYERS CITE A LACK OF WORK READINESS AMONG RECENT HIGH SCHOOL GRADUATES. AT THE CRUX OF THE PROBLEM IS THAT FACT THAT WE HAVE AN EDUCATION SYSTEM THAT IS BUILT ON A MANUFACTURING MODEL, USING AN AGRARIAN CALENDAR WHICH IS SUPPOSED TO PREPARE KIDS FOR A KNOWLEDGE ECONOMY. AND I THINK WE CAN ALL AGREE THAT MANY OF THE REFORMS MADE TO DATE HAVE NOT ACHIEVED THE SUCCESS WE NEED TO MAKE MICHIGAN A TOP 10 STATE, NOR ARE THEY SCALABLE TO REACH ALL STUDENTS. SO THE QUESTION BECOMES: WHAT IS NECESSARY TO CREATE AN ADAPTIVE 21ST CENTURY MODEL FOR EDUCATION, THAT ENSURES CHILDREN AND STUDENTS CAN THRIVE PERSONALLY, AND SUCCEED AS ADULTS. HERE ARE SOME OF OUR IDEAS. SINCE OUR ECONOMY WILL CONTINUE TO BE FLUID AND EVER-CHANGING, TALENT STAKEHOLDERS, IN PARTICULAR EDUCATION AND BUSINESS, NEED TO WORK TOGETHER. SIMPLY PUT, EDUCATION HAS BECOME TOO DIVISIVE IN OUR STATE AND THIS HAS NOT CREATED AN ENVIRONMENT THAT'S CONDUCIVE TO A COMMUNITY OR SHARED VISION, WHICH HAS CONTRIBUTED TO CHURN WITHIN OUR EDUCATION SYSTEM AND POLICIES. WE NEED TO STOP THIS. WE WOULD ASK THAT YOU AND THE BOARD OF EDUCATION BUILD RELATIONSHIPS WITH OTHER STAKEHOLDERS OUTSIDE EDUCATION WHO SHARE THIS COMMON VISION OF MAKING MICHIGAN A TOP 10 STATE FOR EDUCATION. MASSACHUSETTS, MINNESOTA, AND TENNESSEE BEGAN THEIR ACADEMIC RISE WITH THESE TYPES OF PARTNERSHIPS. >> THANK YOU. IN WEST MICHIGAN, WE'VE ALREADY STARTED THAT CHANGE. WE'VE BROUGHT TOGETHER THOSE STAKEHOLDERS WHO'VE NOT TRADITIONALLY WORKED TOGETHER, AND FORMED A COMMON VISION AROUND FOUR KEY GOALS. EARLY LITERACY, 3RD GRADE READING, 8TH GRADE MATHEMATICS. COLLEGE AND CAREER READINESS, ARE COMMON GOALS THAT WE SHARE. TO DATE, OUR WORK IS BEST EXEMPLIFIED THROUGH THE READING NOW NETWORK. IT'S AN EVEN BROADER INITIATIVE AMONG 100 SCHOOL DISTRICTS IN ELEVEN DIFFERENT COUNTIES IN WEST MICHIGAN. THEY REPRESENT THE REGION 3 OF MICHIGAN ASSOCIATION OF SCHOOL ADMINISTRATORS. THESE 100 DISTRICTS ARE FOCUSED ON THIRD GRADE READING PROFICIENCY. WE ANALYZED THE DATA, WE CONDUCTED FIELD STUDIES WHERE OUTPERFORMING SCHOOLS, SCHOOLS WHO WERE OUTPERFORMING THEIR DEMOGRAPHIC PEERS. AND NOW WE'RE SHARING THE BEST PRACTICES OF THOSE PROMISING IDEAS THAT WE'RE SEEING IN THOSE TOP-PERFORMING SCHOOLS. I'M GOING TO GO OUT ON A LIMB AND ASSUME THIS ISN'T THE FIRST GROUP THAT'S WALKED IN AND TOLD YOU THAT POVERTY IS AN ISSUE IN STUDENT ACHIEVEMENT. ALTHOUGH WE'VE IDENTIFIED SOME BEST PRACTICES, THE EXCITING PART IS YET TO COME BECAUSE NOW WE'RE BEGINNING TO WRAP AROUND THOSE SCHOOLS THAT NEED SUPPORT. ONE OF THE MOST IMPORTANT FACTORS OF STUDENT SUCCESS, AS YOU KNOW, IS TIME IN FRONT OF A QUALITY FUTURE. TO THAT END, WE NEED TO MOVE AWAY FROM AN AGRARIAN CALENDAR. IT'S A DISSERVICE TO ALL STUDENTS, BUT EVEN MORE FOR OUR POOR STUDENTS, WHO LOSE VALUABLE ACADEMIC GAINS MADE DURING THE YEAR DURING THE SUMMER MONTHS. AS LONG AS WE KEEP TIME AS A CONCEPT, AND LEARNING AS THE VARIABLE, WE NEED TO FLIP THIS CONCEPT. MICHIGAN HAS MADE STRIDES TO GET TO 180 INSTRUCTIONAL DAYS. WE CONTEND THAT WE NEED LOOK BEYOND 180 DAYS, TO MEET TOUGHER ACADEMIC STANDARDS WHICH THE STATE HAS ADOPTED, AND TO MAKE THE ACADEMIC GAINS WE'RE ALL SEEKING. THIS ALSO MEANS WE MUST TAKE A DEEPER LOOK AT OUR POST-LABOR DAY SCHOOL START. >> IN THE SIMPLEST TERMS, 180 DAYS HAS NEVER BEEN ENOUGH TIME TO PREPARE OUR CHILDREN. WE KNOW THAT THE FAMILY STRUCTURE, WHICH IS CHANGING, HAS ALWAYS BEEN A KEY FACTOR IN STUDENT ACHIEVEMENT. THE EFFECTS OF POVERTY, THE EROSION OF THAT STRUCTURE IN EVEN WHAT WERE ONCE MIDDLE CLASS HOUSEHOLDS, HAS CREATED NEW NEEDS WE EXPECT OUR SCHOOLS TO SATISFY. THIS COMPETITION FOR ALREADY PRECIOUS LEARNING TIME PRESENTS AN ABSURD BARRIER. SUCCESSES IN THE FACE OF THIS PRESSURE CAN BE EXPECTED WHEN WE IMPLEMENT IDEAS TO EXTEND THE SCHOOL YEAR, ESPECIALLY FOR CHILDREN IN POVERTY. WE ANTICIPATE SIGNIFICANT GAINS THIS YEAR IN THE GRAND RAPIDS PUBLIC SCHOOLS. WHO OFFERED SUMMER LEARNING CAMP WITH GENEROUS SUPPORT OF A LOCAL BUSINESSMAN. OTHER DISTRICTS, LIKE MUCH OF MONTCALM COUNTY WERE GRANTED A POST-LABOR DAY START WAIVER, AND HAVE ALREADY BEEN BACK IN SCHOOL FOR OVER A WEEK. BUT CURRENT GUIDELINES GOVERNING ALTERNATIVE OR BALANCED CALENDARS MAKE CHANGES FAR TOO DRAMATIC. THESE ARE SOME INITIAL STEPS THE DEPARTMENT CAN TAKE TO PUT A SCHOOL CALENDAR IN A PLACE THAT SERVES CHILDREN AT THEIR BEST INTERESTS. >> OUR FINAL RECOMMENDATION IS TO TAKE THE NECESSARY STEPS TO MOVE AWAY FROM THE MANUFACTURING MODEL OF EDUCATION WHERE WE EXPECT ALL CHILDREN TO REACH A CERTAIN POINT AT THE END OF THE YEAR. WE KNOW EVERY CHILD LEARNS AT A DIFFERENT RATE AND A DIFFERENT PACE. WE BELIEVE THERE IS MERIT TO EXPLORING COMPETENCY-BASED EDUCATION MODELS, WHERE STUDENTS PROGRESS THROUGH THE SYSTEM BASED ON THEIR ABILITY, AS OPPOSED TO GRADE LEVELS. MICHIGAN HAS GONE A LONG WAYS IN ADOPTING HIGH STANDARDS TO MAKE SURE THE EDUCATION THEY'RE RECEIVING IS RIGOROUS BUT STUDENTS CANNOT EMBRACE RIGOR OR EVEN COMPREHEND ITS VALUE TO THEM WITHOUT UNDERSTANDING THE RELEVANCE OF THE CONTENT WE ASK THAT THEY LEARN. OR THE RELATIONSHIPS NECESSARY TO SUPPORT AND ENCOURAGE THEIR PERSISTENCE. EDUCATORS AND BUSINESS NEED TO WORK TOGETHER TO ENSURE STUDENTS SEE THE RELEVANCE OF WHAT THEY ARE LEARNING. OUR BUSINESS COMMUNITY CAN PROVIDE THE RELEVANCE AND RELATIONSHIPS TO INSPIRE STUDENTS, AND TO BETTER INFORM OUR TEACHERS OF THE WORK WORLD FOR WHICH THEY ARE BEING PREPARED. >> IN OTTAWA AREA ISD, WE HAVE CREATED HIGHLY SUCCESSFUL PROGRAMS, SKILLS FOR SUCCESS, AND FUTURE PREPPED, TO GIVE OUR STUDENTS 21ST CENTURY LEARNING SKILLS, AND TO IMMERSE THEM IN THE WORKPLACE IN PARTNERSHIPS WITH OUR LARGEST EMPLOYERS. THESE PROGRAMS HAVE BEEN A GAME-CHANGER FOR CHILDREN AND FOR THE STAFF THAT HAVE PARTICIPATED. THIS EXPOSURE SHOULDN'T BE THE EXCEPTION. IT SHOULD BE THE STANDARD. PLEASE CONTINUE TO EXPLORE SEAT TIME WAIVERS FOR CAREER EXPLORATION, INTERNSHIPS, AND CO-OPS WHERE STUDENTS CAN FIND THEIR PASSION. ADDITIONALLY, WE NEED TO EXPAND OUR OPPORTUNITIES FOR STUDENTS TO OBTAIN COLLEGE CREDIT WHILE IN HIGH SCHOOL. STUDENTS WHO EARN COLLEGE CREDITS WHILE IN HIGH SCHOOL ARE MORE LIKELY TO ENROLL IN COLLEGE, REQUIRE LESS REMEDIATION, AND WILL CARRY A HIGHER GPA. IN ADDITION, THEY PROVIDE SUBSTANTIAL COST SAVINGS FOR STUDENTS AND FAMILIES. IN SAUGATUCK PUBLIC SCHOOLS, HIGH SCHOOL STUDENTS HAVE THE OPPORTUNITY TO EARN OVER THIRTY COLLEGE CREDITS PRIOR TO GRADUATING FROM HIGH SCHOOL. THE DISTRICT IS WORKING TOWARDS MAKING SURE EVERY CHILD HAS SOME FORM OF COLLEGE CREDIT BEFORE THEY GRADUATE. ROCKFORD PUBLIC SCHOOLS HAS IMPLEMENTED A SIMILAR PROGRAM IN PARTNERSHIP WITH FERRIS STATE UNIVERSITY. WHERE THEIR TEACHERS ARE APPROVED TO TEACH COLLEGE LEVEL COURSES IN HIGH SCHOOL. LAST YEAR 155 STUDENTS PARTICIPATED IN THE PROGRAM AND EARNED OVER 500 COLLEGE CREDITS. MUSKEGON COUNTY HAS A VERY SUCCESSFUL EARLY COLLEGE, WHERE 37 STUDENTS LAST YEAR OBTAINED THEIR ASSOCIATES DEGREE ALONG WITH THEIR HIGH SCHOOL DIPLOMA. OUR STATE IS NOW A LEADER IN EARLY CHILDHOOD EDUCATION. WE CAN BE A LEADER IN EARLY COLLEGE CREDIT AS WELL. >> AS YOU CAN SEE WE HAVE A STRONG SUPPORTIVE PARTNERSHIP, BETWEEN EDUCATION AND BUSINESS. OUR WORK TOGETHER IS JUST BEGINNING, BUT MORE IMPORTANTLY, THE FUTURE FOR WEST MICHIGAN WILL LOOK EVEN BRIGHTER IF WE HAVE AN EDUCATION SYSTEM THAT MEETS THE NEEDS OF OUR STUDENTS. OUR DEMOCRACY NEEDS AN EDUCATED CITIZENRY TO THRIVE, BUT IT'S EQUALLY IMPORTANT IF MICHIGAN'S BUSINESSES CAN SUCCEED AND GROW IN A WORLD ECONOMY. WE, WEST MICHIGAN'S BUSINESS AND EDUCATION LEADERS RECOGNIZE THE SUCCESS OF ONE IS DEPENDENT UPON THE OTHER. THANK YOU FOR THE OPPORTUNITY TO PRESENT TO YOU TODAY. >> THANK YOU PETER, KEVIN AND CHRIS, THANK YOU FOR BEING HERE. NEXT UP WE HAVE KAREN AND TOM FROM MICHIGAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION. THANK YOU FOR BEING HERE. >> Karen Obsniuk: THANK YOU, SUPERINTENDENT WHISTON AND MEMBERS OF THE BOARD, FOR PROVIDING A FORUM FOR THE COMMUNITY TO COME TOGETHER TO ADDRESS OUR COLLECTIVE WORK AND THOUGHTS ON MAKING MICHIGAN A TOP TEN EDUCATION STATE. I'M DR. KAREN OBSNIUK, DEAN OF THE COLLEGE OF EDUCATION AT MADONNA UNIVERSITY, AND FORMER K12 TEACHER AND ADMINISTRATOR IN THE PUBLIC SCHOOL SYSTEM. >> Thomas Bell: I'M TOM BELL, I'M CURRENTLY THE DIRECTOR OF ACCREDITATION AT MADONNA UNIVERSITY, AND CO-DIRECTOR OF ONE OF OUR GRADUATE PROGRAMS. I'M ALSO A BOARD MEMBER FOR THE MICHIGAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION. COMPLEX ISSUES, EIGHT MINUTES. THIS'LL BE ENTERTAINING. FIRST WE WANT TO THANK OUR COLLEAGUES FROM THE 34 APPROVED EDUCATOR PREPARATION INSTITUTIONS IN THE STATE, BOTH THE PUBLIC AND INDEPENDENT SCHOOLS FOR PROVIDING US FEEDBACK ON OUR THREE RECOMMENDATIONS. WE HOPE THIS DISCUSSION IS ONE OF MANY. WE HOPE TO BE BACK FOR PUBLIC COMMENT SEVERAL TIMES THROUGHOUT THE YEAR TO CREATE A MORE TRANSPARENT RELATIONSHIP, AND UPDATE YOU ON OUR PROCESSES AND WORKS THROUGHOUT THE CALENDAR YEAR. >> WE HOPE THAT OUR COLLECTIVE THREE SUGGESTIONS WILL BE USEFUL IN SECURING MICHIGAN'S PLACE AS ONE OF THE TOP TEN STATES IN EDUCATION OVER THE NEXT TEN YEARS. WE WILL BRIEFLY DISCUSS THE NEED FOR A P-20 APPROACH IN POLICY DECISIONS, WAYS TO ELEVATE THE TEACHING PROFESSION, AND APPROPRIATE ACCOUNTABILITY MEASURES. >> ALSO, OUR RECOMMENDATIONS INCLUDE EXAMINING THESE COMPLEX ISSUES FROM A MULTIFACETED, MULTISECTOR APPROACH. WE ACKNOWLEDGE THAT THERE ARE ALSO SOME BARRIERS. FOR EXAMPLE, AS DEMONSTRATED IN THE PREVIOUS PRESENTATION, RESEARCH INDICATES SOME OF THE GREATEST CHALLENGES IN EDUCATION INCLUDE THE NEED TO ADDRESS SOCIOECONOMIC STRATIFICATIONS, POVERTY, AND SYSTEMIC RACISM. UNTIL WE CAN ADDRESS ALL OF THESE ISSUES, STRUGGLING STUDENTS AND COMMUNITIES WILL CONTINUE TO BE CHALLENGED. OUR FIRST PROPOSAL. WE REQUEST, THROUGH YOUR LEADERSHIP AND POLICY INITIATIVES, THAT WE BEGIN A COHERENT AND COLLABORATIVE P20 APPROACH AND SYSTEM IN THE STATE OF EDUCATION. INSTEAD OF OPERATING IN SILOS, RATHER WE PROPOSE COLLABORATING ON ISSUES OF EARLY CHILDHOOD, ELEMENTARY EDUCATION, SECONDARY EDUCATION, P12, HIGHER EDUCATION, CHARTERS, PUBLIC, PRIVATE, AND THE LIST GOES ON AND ON. ALL THESE THINGS COULD BE ADDRESSED IN A P20 SYSTEM, WITH SUCCESSFUL IDEAS BEING USED AS CROSSCUTTING APPROACHES. OUR RECOMMENDATION IS TO UTILIZE A POLICY ECOLOGY APPROACH THAT IS MULTI-LEVEL, INTEGRATED, AND A COHERENT NETWORK OF POLICIES SUPPORTING A SHARED VALUE OF OUTCOMES. WE RECOGNIZE THIS MAY BE ARDUOUS, HAVING ALL STAKEHOLDERS INVOLVED ALL THE TIME. HOWEVER WE NEED ENSURE THAT NONE OF US ARE TOO REMOVED FROM THE ACTUAL FIELD OF EDUCATION. ADVOCACY IS IMPORTANT, AS ALL FIELD MEMBERS SHOULD BE A PART OF THE DECISION-MAKING AND THE DIRECTIVES, PARTICULARLY WHEN IT COMES TO IMPLEMENTATION STRATEGIES. >> OUR SECOND PROPOSAL IS TO ELEVATE THE TEACHING PROFESSION THROUGHOUT OUR STATE. SEVERAL WEEKS AGO, THE WASHINGTON POST RAN AN ARTICLE AS TO WHY WE HAVE A SHORTAGE OF TEACHERS. THE ARTICLE MENTIONED POLICIES, THE LACK OF TRUST, THE LACK OF AUTONOMY, AND THE PRESCRIPTIVE NATURE OF WHAT IS BEING REQUIRED IN TEACHING. THE LACK OF SUPPORT AND RESOURCES TO TEACH AND MEET EXPECTATIONS, AND THE FACT THAT THE COMPENSATION DOES NOT MATCH THE LEVEL OF EDUCATION AND THE PERFORMANCE EXPECTED, WERE ALSO HIGHLIGHTED. TO ELEVATE THE PROFESSION WE MUST ADDRESS THE NARRATIVE OF TEACHER SCRUTINY IN THE EVALUATION PROCESS. EVALUATION SHOULD BE ORIENTED TOWARDS PROFESSIONAL GROWTH OF TEACHERS. PERCEPTIONS OF IT BEING PUNITIVE MUST BE ADDRESSED AND ELIMINATED. WE NEED TO SUPPORT AN EVALUATION SYSTEM THAT DOES NOT PENALIZE TEACHERS FOR TAKING ON INTERNS EARLY IN THE CLINICAL EXPERIENCES. RATHER, THE STATE CAN SUPPORT THE DISTRICTS AND TEACHER PREP PROGRAMS THAT CREATE QUALITY PARTNERSHIPS WITH EACH OTHER. WE MUST MENTOR NEW TEACHERS IN A CONSISTENT, SYSTEMIC WAY WHEREVER THEY ARE TEACHING. WE NEED TO EXAMINE THE MEASURES OF STUDENT GROWTH TO ENSURE CLEAR FEEDBACK TO TEACHERS, STUDENTS, AND PARENTS. M.D.E. FIELD EXPERTS AND E.P.I.S COULD COLLABORATIVELY EXAMINE AND DEFINE QUALITY TEACHER PREPARATION. THIS AGREEMENT COULD HELP GUIDE OUR M.D.E. IN ASSESSING THE EFFICACY OF OUR PROGRAMS IN CONCERT WITH THE NATIONAL ACCREDITATION EFFORTS. >> JULIE, ON POINTS OF ACCOUNTABILITY, OUR FAIR PROPOSAL IS TO EXAMINE OUR ACCOUNTABILITY MEASURES. WE AGREE THAT TEACHER EDUCATION SHOULD BE RIGOROUS. WE NEED TO BE CERTAIN THAT WE ARE IMPLEMENTING POLICIES AND STANDARDS THAT ARE APPROPRIATE AND BASED ON RESEARCH. THESE STANDARDS, AGAIN, THOUGH, SHOULD BE CREATED UTILIZING THE P20 SYSTEM APPROACH. WE PROPOSE AN APPROACH OF EXAMINING QUALITY OF TEACHING, DISTRICT PERFORMANCE AND TEACHER EDUCATION, BUT THAT DOES NOT SIMPLY RELY ON WHAT SOME DESCRIBE AS BRUTE DATA. BUT INSTEAD UTILIZES THE DATA OF POTENTIAL INDICATORS OF SUCCESS AND CHALLENGE WHILE CREATING QUALITATIVE DATA OPPORTUNITIES. FOR TEACHERS, THIS MEANS NOT SIMPLY RELYING ON STUDENT TEST SCORES, BUT ALSO CONSISTENT AND CLEAR REVIEW CRITERIA. WE PROPOSE MOVING FORWARD ON THE RECOMMENDATION FOR THE ADOPTION OF DANIELSON FRAMEWORK FOR TEACHING, MARZANO TEACHER EVALUATION. OR SOME OTHER APPROVED MEASURES. WE NOTICED THAT THAT IS UP FOR DISCUSSION LATER TODAY. WE UNDERSTAND THAT THERE MUST BE BETTER TRANSPARENCE IN HOW TEACHERS WILL BE HELD ACCOUNTABLE, AND IT MUST BE MORE CONSISTENT FROM DISTRICT TO DISTRICT. THE CRITERIA SHOULD BE DEVELOP IN A FAIR AND SUPPORTIVE PROCESS AND ENCOURAGE TEACHER GROWTH. IN ADDITION FOR EDUCATOR PREPARATION INSTITUTIONS, WE ALSO VALUE NOT RELYING ON ONE INDICATOR, OR DATA FROM A FEW SCATTERED METRICS, BUT RATHER REQUESTING SITE VISITS WHEN NECESSARY WITH CLEAR CRITERIA TO EXAMINE THE STRENGTHS AND AREAS OF GROWTH FOR OUR INSTITUTIONS. THESE CRITERIA SHOULD REFLECT GOALS FOR THE STATE OF EDUCATION THAT WE ARE LOOKING FOR AND MUST BE OBTAINABLE. WE ALSO RECOGNIZE THAT WE NEED TO ADDRESS ADMISSION TO OUR PROGRAMS AND CHECKPOINTS THROUGHOUT THE PROGRAMS AS THEY SHOULD REFLECT HIGH STANDARDS THAT ARE REALISTIC. WITHOUT RAISING THE PROFESSION, WE WILL NOT BE ABLE TO RECRUIT AND RETAIN THE BEST AND THE BRIGHTEST. HOWEVER OUR ENTRANCE TEST REQUIREMENTS SUCH AS THE PRE, OR THE LIKEN SCORES FOR SAT AND ACT, SHOULD REFLECT THE LEVEL OF KNOWLEDGE NEEDED AT THE TIME OF ENTERING THE PROGRAM. HOWEVER, THE CURRENT PARADIGM FOR THESE TESTS REFLECT KNOWLEDGE EXPECTED AT PROGRAM COMPLETION, OR AT THE TIME OF STUDENT TEACHING. THUS WE HAVE LOST TWO YEARS OF WORK WITH THOSE STUDENTS IF THEY ARE NOT ABLE TO PASS THOSE TESTS. WE NEED TO ASK OURSELVES IF THE ACCOUNTABILITY MEASURES THAT WE'RE EXAMINING ARE APPROPRIATE. ARE THEY RELIABLE? ARE THEY VALID? ARE MEASURING THE THINGS THAT WE ACTUALLY MEAN TO MEASURE-- TEACHER EFFECTIVENESS, EDUCATOR PREPARATION EFFECTIVENESS, RATHER THAN SIMPLY PLACING A SCORE NEXT TO A TEACHER, OR DISTRICT, OR INSTITUTION OF HIGHER EDUCATION, FOR THE SAKE OF RANKING. WHAT ARE WE DOING TO MAKE EACH OTHER BETTER? IN OUR EFFORTS TO DEVELOP PRECISE ASSESSMENTS, WE HAVE LOST FOCUS ON OTHER AREAS OF TEACHING THAT EXPRESS CREATIVITY AND HIGHER ORDER THINKING. IN SUMMARY, OUR RECOMMENDATIONS ARE THREEFOLD. DESIGN A COHERENT SYSTEM OF P-20 EDUCATION, ELEVATE THE TEACHING PROFESSION AND DEVELOP APPROPRIATE ACCOUNTABILITY MEASURES THAT UTILIZE CLEAR MEASURES OF CHALLENGE AND SUPPORT THROUGH A P-20 APPROACH. >> OUR VISION IS TO BUILD A SYSTEM IN WHICH TEACHER PREPARATION INSTITUTIONS AND P-12 DISTRICTS AND SCHOOLS WORK TOGETHER, FORMING A TRUE P-20 SYSTEM, SHARING IN THE RESPONSIBILITY OF NOT JUST PREPARING TOMORROW'S TEACHERS, BUT ENGAGING IN THE LEARNING PRACTICES OF ALL MICHIGAN STUDENTS. >> THANK YOU FOR THIS OPPORTUNITY. >> THANK YOU KAREN AND TOM FOR BEING HERE. APPRECIATE YOUR THOUGHTS. NEXT UP, WE HAVE MATT GILLARD, FORMER STATE REPRESENTATIVE, REPRESENTING MICHIGAN'S CHILDREN-- MATT, WELCOME. >> THANK YOU. NICE TO SEE YOU, TOO, SIR. THANK YOU. MR. SUPERINTENDENT, MEMBERS OF THE BOARD, THANK YOU FOR THE OPPORTUNITY TO BE HERE. I AM MATT GILLARD, I'M THE PRESIDENT AND CEO OF MICHIGAN'S CHILDREN. I AM A FORMER LEGISLATOR, AND ACTUALLY CHAIRED THE SCHOOL AID AND DEPARTMENT OF EDUCATION'S APPROPRIATION SUBCOMMITTEE MY FINAL TERM. AS A FORMER LEGISLATOR, IT'S GOING TO BE TOUGH TO ABIDE BY THE EIGHT MINUTE RULE BUT I'M GOING TO FLY THROUGH THIS STUFF. >> I GET TO GAVEL YOU THIS TIME INSTEAD OF YOU GAVELING ME. >> I BET YOU'RE LOOKING FORWARD TO THAT. BUT WE AT MICHIGAN'S CHILDREN APPRECIATE THIS OPPORTUNITY AND ARE HAPPY TO ANSWER QUESTIONS WITH BOARD MEMBERS OR OTHERS AFTER WE'RE DONE. MICHIGAN'S CHILDREN IS THE ONLY STATEWIDE INDEPENDENT VOICE WORKING TO ENSURE THAT PUBLIC POLICIES ARE MADE IN THE BEST INTERESTS OF CHILDREN FROM CRADLE TO CAREER. WE FOCUS ON SOLUTIONS ADDRESSING EQUITY. ADDRESSING EQUITABLE OUTCOMES FOR CHILDREN OF COLOR, CHILDREN FROM LOW-INCOME FAMILIES, AND CHILDREN SERVED BY THE STATE'S CHILD WELFARE AND JUVENILE JUSTICE SYSTEMS. WE OFTEN OPEN OUR PRESENTATIONS WITH THIS SLIDE. A LOT OF THE DISCUSSION HERE, A LOT OF THE DISCUSSION DOWN AT THE STATE CAPITAL FOCUS ON EQUALITY-- EQUALITY IN FUNDING, EQUALITY IN RESOURCES. EQUALITY DOESN'T MEAN EQUITY. AS YOU CAN SEE FROM THE SIMPLE GRAPHIC HERE, EQUAL OPPORTUNITIES OR EQUAL RESOURCES FOR KIDS DOES NOT GET ALL KIDS TO BE ABLE TO SEE OVER THE FENCE. IF WE WANT TO TALK ABOUT EQUITY, WE NEED TO BE TALKING ABOUT SOLUTIONS AND RESOURCES TO MAKE SURE THAT ALL KIDS CAN SEE OVER THAT FENCE, AND HAVE A TRUE CHANCE OF EDUCATIONAL SUCCESS HERE IN MICHIGAN. WE LOOK AT A CRADLE TO CAREER FOCUS, FOCUSING ON SIX QUICK AREAS, SIX KEY AREAS-- START EARLY, SUPPORT FAMILIES, ADDRESS TRAUMA, EXPAND SERVICES, ADDRESS MULTIPLE PATHWAYS, AND WORK ACROSS SECTORS. STARTING EARLY-- MICHIGAN IS TO BE COMMENDED FOR THEIR STRONG COMMITMENT TO PRESCHOOL, FROM THE WORK THAT WE'VE SEEN FROM THIS GROUP AND OTHERS TO DO THAT, BUT WE NEED TO KEEP GOING. WE NEED TO CONTINUE TO BUILD OUR HOME VISITING OPPORTUNITIES AND PRACTICE HERE IN MICHIGAN. THROUGH EVIDENCE BASED HOME VISITING, AND WE REALLY NEED TO FOCUS ON EARLY INTERVENTION, PARTICULARLY OUR EARLY ON PROGRAM. WE HAVE OUR I.D.A. PART C EARLY ON PROGRAM IN MICHIGAN IS HISTORICALLY WAY UNDERFUNDED, AND NOT PROVIDING THE RESULTS OR RETURNS THAT IT COULD. THIS IS JUST SOME SIMPLE STATISTIC ON THE NUMBER OF KIDS IF THEY ARE RECEIVING APPROPRIATE EARLY INTERVENTION SERVICES THAT WILL NOT NEED SPECIAL ED AT KINDERGARTEN ENTRY. THIS IS A HUGE COSTS SAVINGS FOR INDIVIDUAL DISTRICTS. IT COULD BE A HUGE COST SAVINGS FOR THE STATE IF WE WERE TO MAKE THOSE INVESTMENTS EARLY ON INTO THE SYSTEM FOR THE KIDS THAT WE HAVE, THAT WE RECOGNIZE AND IDENTIFY WITH DEVELOPMENTAL DELAYS. SUPPORT FAMILIES. YOU KNOW, THE FOCUS ON THIRD GRADE READING IS GREAT. WE LOVE THAT, BUT OBVIOUSLY THE THIRD GRADE READING ISSUE IS NOT GOING TO BE SOLVED SOLELY IN THE CLASSROOM. THERE'S LOTS OF RESEARCH THAT SHOWS THE IMPACT OF PARENTAL EDUCATIONAL SUCCESS ON STUDENT EDUCATION SUCCESS, OR ON THEIR KIDS' EDUCATION SUCCESS. WE NEED TO SUPPORT PARENTS, TO BUILD THEIR LITERACY SKILLS, COMPLETE HIGH SCHOOL, OR FURTHER THEIR EDUCATION. THIS IS A GRAPHIC THAT SHOWS ON JUST EARLY EDUCATION SUCCESS THE LEVEL OF IMPACT THAT A PARENT'S EDUCATIONAL ATTAINMENT HAS. YOU CAN LOOK AT PARENTS WITH A BACHELOR'S DEGREE OR HIGHER. 43% OF THEIR KIDS RECOGNIZE ALL LETTERS BY AGE 6, AND THEN WITH LESS THAN HIGH SCHOOL, IT GOES DOWN TO THE BOTTOM, 11% RECOGNIZED LETTERS ARE NOT-- AND THEN REPEATED A GRADE AS A GRAY FIGURE AS WELL, WHICH IS OBVIOUSLY CAUSING STRESS ON OUR DISTRICTS AS WELL. ADDRESS TRAUMA. THERE'S CERTAINLY GROWING RECOGNITION THAT KIDS ARE ENTERING OUR SCHOOLS AND OUR CLASSROOMS HAVING FACED A NUMBER OF EXPERIENCES. UNFORTUNATELY IN MICHIGAN, A NUMBER OF THOSE ARE ADVERSE CHILDHOOD EXPERIENCES, OR WHAT WE CALL ACES, AND EXPERIENCING TRAUMA IN DIFFERENT WAYS. THERE'S A LOT OF STATES, A LOT OF DISTRICTS AROUND THE COUNTRY THAT ARE DOING A LOT OF DIFFERENT, INNOVATIVE THINGS PREPARING EDUCATORS AND SCHOOL PERSONNEL WITH IDENTIFYING TRAUMA, THE EXISTENCE OF TRAUMA AND THE IMPACT THAT THAT HAS ON THEIR STUDENTS, AND REALLY SHOWING REMARKABLE SUCCESS IN EDUCATIONAL ATTAINMENT FOR THOSE STUDENTS, AND REDUCE SUSPENSION, EXPULSION RATES AND IMPROVE HIGH SCHOOL GRADUATION RATES BY ADDRESSING TRAUMA, ESPECIALLY IN THE SCHOOL PERSONNEL. HERE'S SOME DATA FROM A SCHOOL IN CONNECTICUT THAT IMPLEMENTED FOR THREE YEARS TRAUMA-INFORMED PRACTICE. SO THERE WAS A DRAMATIC DECREASE IN SUSPENSION RATES. DRAMATIC DECREASE IN PHYSICAL FIGHTS. IMPROVED GRADUATION RATES AND COLLEGE ENROLLMENT RATES. EXPAND SERVICES. WE KNOW AS WELL THAT, YOU KNOW, ADDRESSING PRESCHOOL AND THESE OTHER ISSUES ARE NOT GOING TO DO IT ALONE. THERE'S APPROXIMATELY A 6,000 HOUR LEARNING GAP, BETWEEN LOW INCOME, DISADVANTAGED KIDS AND HIGHER INCOME KIDS BY THE TIME THEY REACH 6th GRADE. WHEN SCHOOLS ARE ABLE TO CONNECT THEIR FAMILIES WITH OTHER COMMUNITY RESOURCES AND PROVIDE HIGH QUALITY AFTER SCHOOL AND EXPANDED LEARNING PROGRAMS, KIDS HAVE A LOT BETTER OPPORTUNITY TO SUCCEED THROUGHOUT THE EDUCATIONAL SPECTRUM, THROUGHOUT THE CONTINUUM, FROM PRESCHOOL ALL THE WAY THROUGH GRADUATION. AND SO THIS IS AN AREA THAT WE THINK THAT, REALLY, THAT MICHIGAN HAS A LOT OF POTENTIAL IN EXPANDING AND MOVING FORWARD, IS EXPANDING OUR OPPORTUNITIES AROUND AFTER SCHOOL AND SUMMER LEARNING PROGRAMS. THIS IS WHEN WE DID HAVE A LITTLE BIT OF MONEY BACK IN MICHIGAN FOR SOME SUMMER LEARNING EXPANSION PROGRAMS. IN 2011, THIS WAS AN EVALUATION THAT WAS DONE BY MSU, THAT SHOWED NOT ONLY DID WE NOT SEE THE TYPICAL SUMMER LEARNING LOSS THAT WE SEE, WITH THE .15, AND THE .18, BUT WE ACTUALLY SAW SUMMER LEARNING GAINS IN STUDENTS THAT WERE ABLE TO PARTICIPATE IN THESE PROGRAMS. PARTICULARLY IN THE READING. THIS CAN BE A HUGE COMPONENT OF A SUCCESSFUL THIRD GRADE READING PROGRAM. NEXT IS TO SUPPORT MULTIPLE PATHWAYS. THERE'S CERTAINLY A LOT OF EVIDENCE THAT SHOWS THAT INCREASING NUMBERS OF STUDENTS, PARTICULARLY THOSE INVOLVED IN OUR CHILD WELFARE SYSTEM AND OUR JUVENILE JUSTICE SYSTEM, NEED MORE THAN FOUR YEARS TO SUCCESSFULLY COMPLETE HIGH SCHOOL, MOVE ON WITH THEIR EDUCATION CAREERS. WE NEED TO CONTINUE TO LOOK AT OTHER OPTIONS FOR CREDIT RECOVERY AND BEYOND TRADITIONAL HIGH SCHOOL SETTINGS FOR THESE STUDENTS. AND WE MUST USE THE FUNDING MECHANISMS THAT WE HAVE BETTER TO BE ABLE TO EXPAND THOSE MECHANISMS AT THE LOCAL LEVEL. HERE IS SOME DATA THAT SHOWS ACROSS DIFFERENT DEMOGRAPHICS THE INCREASED GRADUATION ATTAINMENT OF KIDS WHEN YOU INCLUDE THAT FIFTH OR SIXTH YEAR OF OPPORTUNITY FOR THEM, PARTICULARLY WITH HOMELESS STUDENTS AND STUDENTS WITH DISABILITIES, AND MIGRANT STUDENTS, YOU CAN SEE A DRAMATIC INCREASE IN SUCCESSFUL EDUCATION ATTAINMENT, WHEN THE FIFTH AND SIXTH YEAR IS AFFORDED. WORK ACROSS SYSTEMS. WE ALL KNOW THAT SCHOOLS ALONE CAN NOT AND SHOULD NOT BE RESPONSIBLE FOR ADJUSTING ALL THE CHALLENGES FACING OUR STUDENTS TODAY. I THINK THAT THE GOVERNOR SNYDER ADMINISTRATION AND OTHERS ARE TO BE COMMENDED, FOR THE WORK THAT THEY'RE DOING ON TRYING TO BUILD COLLABORATIVE EFFORTS ACROSS THE SYSTEMS. MY ONLY POINT WITH THIS TODAY WOULD BE TO ENCOURAGE THE DEPARTMENT OF EDUCATION TO CONTINUE TO REALLY PUSH THAT AND TO LEAD THAT WHEREVER POSSIBLE. I KNOW AS WELL AS ANYBODY THE FISCAL CHALLENGES THAT THE DEPARTMENT IS FACING, BUT THAT CAN NO LONGER BE AN EXCUSE ON WHY THE DEPARTMENT OF ED CANNOT BE LEADING THESE EFFORTS, IF WE REALLY WANNA TRULY MAKE MICHIGAN A TOP TEN EDUCATION STATE, THE DEPARTMENT IS ED IS UNIQUELY SITUATED TO LEAD A LOT OF THESE CROSS-SYSTEM EFFORTS THAT CAN MAKE THINGS BETTER IN OUR SCHOOLS AND FOR OUR FAMILIES HERE IN MICHIGAN. SO OUR IMMEDIATE RECOMMENDATIONS, REALLY, STUDY HOW MICHIGAN CAN MAXIMIZE OUR MEDICAID FUNDS TO SUPPORT EARLY ON. THERE'S A LOT OF POTENTIAL FOR MEDICAID FUNDS TO BE USED IN EARLY ON INTERVENTION SYSTEM, BUT THEN WE'RE ALSO GONNA NEED TO BUILD STATE INVESTMENTS INTO THAT PROGRAM. LIKE I SAID, THAT CAN BE A BIG COST SAVER MOVING FORWARD. WE NEED INCREASED INVESTMENTS IN ADULT ED, AND SPECIFICALLY FAMILY LITERACY IF WE'RE REALLY GOING TO SOLVE THIRD GRADES READING HERE IN MICHIGAN. AND PROVIDE TRAUMA-INFORMED PROFESSIONAL DEVELOPMENT FOR EDUCATORS AND SCHOOL PERSONNEL. I THINK WE HAVE A REAL OPPORTUNITY WITH OUR PATHWAYS TO POTENTIAL PROGRAM, AND THOSE SCHOOLS ALREADY IDENTIFIED AS A PLACE TO START THAT. SUPPORT EXPANDED LEARNING OPPORTUNITIES THAT MODEL OUR 21st CENTURY COMMUNITY LEARNING CENTER PROGRAMS. WE HAVE GREAT DATA AND EVALUATION THAT SHOWS THE SUCCESS OF THOSE PROGRAMS, AND THE IMPACT THAT THEY CAN HAVE ON KIDS. INCENTIVIZE EXTENDED AND MULTIPLE PATHWAYS TO PREVENT DROP OUT AND ALLOW KIDS, ESPECIALLY THOSE INVOLVED IN DIFFERENT PROGRAMS TO FINISH WITH A HIGH SCHOOL CREDENTIAL, AND MOVE ON TO A COLLEGE OR CAREER WORKFORCE PATH. AND THEN TO WORK COLLABORATIVELY WITH THE NEW DHHS AND THE TALENT AND ECONOMIC DEVELOPMENT AND OTHERS TO ENSURE THAT ALL STUDENT AND FAMILY NEEDS ARE BEING MET HERE WHILE WE CONTINUE TO STRIVE TO MAKE MICHIGAN A TOP 10 EDUCATION STATE. I GOT THREE SECONDS LEFT. >> YOU'RE GOOD, TERRIFIC. THANK YOU, MATT. >> THANK YOU. >> THANK YOU FOR BEING HERE AND SHARING. LOOKING FORWARD TO WORKING WITH YOU ON THIS. NEXT UP WE HAVE DAWN AND ERIC FROM MICHIGAN ASSOCIATION OF ADMINISTRATORS OF SPECIAL EDUCATION. THANK YOU FOR BEING HERE. >> THANKS FOR HAVING US, SUPERINTENDENT WHISTON, BOARD MEMBERS. MY NAME IS ERIC HOPPSTOCK, ASSISTANT SUPERINTENDENT OF BERRIEN REGIONAL EDUCATION SERVICE AGENCY, AND CURRENTLY PRESIDENT ELECT OF MICHIGAN ASSOCIATION OF SPECIAL EDUCATION ADMINISTRATORS. >> GOOD MORNING, I'M DR. DAWN BENTLEY. I AM CURRENTLY THE IMMEDIATE PAST PRESIDENT OF OUR ASSOCIATION, THE MICHIGAN ASSOCIATION OF ADMINISTRATORS OF SPECIAL EDUCATION. I'M ALSO THE EXECUTIVE DIRECTOR OF SPECIAL EDUCATION FOR THE LIVINGSTON EDUCATIONAL SERVICE AGENCY. SO THANK YOU VERY MUCH, SUPERINTENDENT WHISTON, AND BOARD MEMBERS FOR HAVING THIS OPPORTUNITY TO SPEAK WITH YOU TODAY. OUR ASSOCIATION, COMPRISED OF NEARLY 650 SPECIAL EDUCATION LEADERS ACROSS THE STATE OF MICHIGAN. I WOULD LIKE TO ESPECIALLY APPLAUD YOUR DECISION TO SEEK PUBLIC INPUT AND FEEDBACK ON THIS MOST IMPORTANT TOPIC. WE KNOW THAT GREAT ACCOMPLISHMENTS FIRST START WITH AN HONEST ASSESSMENT OF WHERE WE CURRENTLY ARE, AND THEN A PLAN TO MOVE FORWARD TO BECOME EVEN BETTER AND ACHIEVE OUR GOALS. MAASE BELIEVES THE WAY TO IMPROVE LEARNING OUTCOMES FOR ALL STUDENTS, INCLUDING STUDENTS WITH I.E.P.S AND STUDENTS WITH DISABILITIES, IS TO BUILD STRONG SYSTEMS IN GENERAL EDUCATION, AND RESPONSIVE INTERVENTION FRAMEWORKS LIKE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS, AND MULTITIERED SYSTEMS OF SUPPORT. TO EFFECTIVELY SERVE ALL STUDENTS, AND ENSURE THAT EVERY CHILD RECEIVES THE BEST INSTRUCTION AND SUPPORTS POSSIBLE. THAT COUPLED WITH HIGH EXPECTATIONS FOR ALL, WILL ENSURE THAT OUR SPECIAL EDUCATION SYSTEM ISN'T LEFT TO COMPENSATE FOR POOR INSTRUCTION AND A LACK OF INTERVENTION SUPPORT FOR STUDENTS WHO STRUGGLE. SO WHAT WILL IT TAKE? HIGH PERFORMING STATES EXPECT THEIR DISTRICTS TO SUCCEED. DISTRICTS ACHIEVE BECAUSE THE STATE PROVIDES THEM WITH THE NECESSARY RESOURCES, TRAINING AND TECHNICAL ASSISTANCE, AND OPPORTUNITIES TO IMPLEMENT INSTRUCTIONAL PRACTICES THAT ARE TIED TO STRONG STUDENT OUTCOMES. THE STATES MUST GENUINELY BELIEVE THAT THE LOCAL DISTRICTS HAVE THE RAW MATERIALS TO BECOME SUCCESSFUL. WE WOULD LIKE TO PROPOSE THAT TO BECOME A TOP TEN STATE, MICHIGAN SHOULD FOCUS ON THREE STRAIGHTFORWARD CONCEPTS. SIMPLICITY, CLARITY, AND PRIORITY. THESE THREE ELEMENTS, IF EVEN REASONABLY WELL-EXECUTED WOULD HAVE MORE IMPACT THAN ALL OTHER INITIATIVES COMBINED TO ENSURE THAT ALL STUDENTS OF EVERY ABILITY LEVEL AND SOCIOECONOMIC STRATUM LEARN AND ARE PREPARED FOR COLLEGE, CAREERS, AND CITIZENSHIP. >> SIMPLICITY DOES NOT MEAN UNSOPHISTICATED OR LOW STANDARDS, BUT RATHER IT IS A CLEAR IDENTIFICATION OF MISSION AND VISION, COUPLED WITH HIGH LEVERAGED ACTIVITIES THAT WILL PRODUCE THE MOST DESIRED GAINS. THE STATE MUST UPHOLD A SIMPLE VISION OF LEARNING AND CLEARLY ARTICULATE IT TO EVERY MICHIGAN CITIZEN. VAGUE GOALS AND AN INTEREST IN MAINTAINING THE STATUS QUO ARE COMMON PITFALLS IN LESS EFFECTIVE EDUCATIONAL SYSTEMS. MICHIGAN MUST EMPHASIZE INNOVATION AND IMPROVEMENT IN PROVIDING LEARNING FOR ALL STUDENTS AND EDUCATORS OF ALL BACKGROUNDS. THIS WILL REQUIRE THE STATE TO BE PERSISTENT AND ENERGETIC UNTIL ALL MEMBERS OF THE EDUCATIONAL COMMUNITY COMMIT TO THE MISSION AND ACCEPT RESPONSIBILITY FOR THE INDIVIDUAL AND COLLECTIVE IMPACT ON LEARNING OUTCOMES. THREE OF THESE WOULD BE A GUARANTEED AND VIABLE COMMON CURRICULUM. WE MUST HAVE ASSURANCE THAT IN EACH AND EVERY ONE OF OUR SCHOOLS, 75% OR MORE OF OUR STUDENTS MEET STANDARDS WITHOUT ADDITIONAL SUPPORTS. ACCORDING TO MARZANO, CURRICULUM MAY BE THE LARGEST FACTOR THAT DETERMINES HOW STUDENTS LEARN. HIGH QUALITY INSTRUCTION. THE SINGLE GREATEST FACTOR IN DETERMINING WHETHER A STUDENT LEARNS OR NOT IS EXCELLENT INSTRUCTION AND ACCESS TO EXCELLENT TEACHERS, PERIOD. WE MUST INVEST PURPOSEFULLY IN DEVELOPING OUR EDUCATORS ACROSS ALL LEVELS OF THEIR CAREER, PRE-SERVICE AND PRE-RETIREMENT. AUTHENTIC LITERACY, PURPOSEFUL READING, VOCABULARY INSTRUCTION, WRITING AND DIALOGUE MUST SERVE AS THE PRIMARY MODELS OF LEARNING, BOTH CONTENT AND THINKING SKILLS. CLARITY. CLARITY IS NOT ABOUT-- IS ABOUT IMPLEMENTING THE HIGHEST PRIORITIES FOR THE MOST ESSENTIAL ELEMENTS FIRST, BEFORE ADOPTING ANY OTHER INITIATIVE. MICHIGAN MUST ASK, WHAT IS ESSENTIAL? THE BOMBARDMENT OF NEW PROGRAMS OR INITIATIVES DISTRACTS US FROM THOSE FEW POWERFUL ACTIONS AND STRUCTURES THAT ARE AT THE HEART OF SOLID TEACHING AND LEARNING. THE CLARITY MUST EXTEND BEYOND THE SCHOOLHOUSE. OUR CHARGE MUST BE TOWARD COLLECTIVELY AND COLLABORATIVELY ACROSS ALL LEVELS OF GOVERNMENT ON A COHESIVE SET OF GOALS TO HARNESS RESOURCES AND KNOWLEDGE IN ORDER TO INFLUENCE OUTCOMES FOR CHILDREN. WE HAVE A MORAL IMPERATIVE TO ENSURE THAT EVERY CHILD IN MICHIGAN RECEIVES THE BEST EDUCATION, WHICH MEANS WE MUST ELIMINATE ALL SILOS AND BUREAUCRATIC BARRIERS THAT CURRENTLY EXIST, OR ARE PERCEIVED TO EXIST, SO WE CAN GET DOWN TO THE BUSINESS OF EDUCATING CHILDREN AND FAMILIES. PRIORITY. PRIORITY IS A FUNCTION OF SIMPLICITY, AND A FOCUS ON A FEW KEY ELEMENTS THAT ARE THE MOST LIKELY TO HELP US ACHIEVE OUR GOALS. PART OF THE HUMAN CONDITION IS TO MAKE THE SIMPLE COMPLEX. AND TO ADD ELEMENTS TO OUR WELL-LAID PLANS THAT ACTUALLY UNDERMINE AND COMPETE WITH OUR ABILITIES TO REACH OUR TARGETS. RICK HESS HAS OUTLINED SIX SIMPLE QUESTIONS TO ASSIST US IN SETTING PRIORITIES. IS IT IMPORTANT? IF SO, HOW SHOULD WE GO ABOUT DOING WHAT WE ARE WORKING ON? HOW ARE WE DOING WHAT WE ARE WORKING ON? IF WE ARE NOT DOING WELL AS WE SHOULD, HOW CAN WE IMPROVE? WHAT IS STOPPING US FROM IMPROVING? HOW DO WE REMOVE, BLAST THROUGH, TUNNEL UNDER THE BARS THAT ARE STOPPING US FROM IMPROVING? THE STATE MUST DEMONSTRATE A WILLINGNESS TO SAY NO. NO TO WHAT WE KNOW DOES NOT WORK. NO TO RULES AND LEGISLATIONS THAT ARE NOT BASED ON WHAT THE RESEARCH TELLS US AND WHAT DOESN'T WORK FOR STUDENTS. MICHIGAN MUST HAVE CLARITY ON WHAT NEEDS TO BE ACCOMPLISHED AND A DOGGED PERSISTENCE TO SAY NO TO ANYTHING THAT DIVERTS US FROM SUCCESSFULLY IMPLEMENTING OUR GOALS. >> EDUCATIONAL LEADER AND AUTHOR MICHAEL FULLEN SAID, "THE BEST CASE FOR PUBLIC "EDUCATION HAS ALWAYS BEEN "WHAT IS THE COMMON GOOD." EVERYONE ULTIMATELY HAS A STAKE IN THE CALIBER OF OUR SCHOOLS. AND EDUCATION IS EVERYONE'S BUSINESS. PUBLICLY FUNDED SCHOOLS MUST SERVE ALL CHILDREN WITH AN EMPHASIS ON INCLUDING THOSE WHO HAVE PERHAPS NOT BEEN WELL SERVED IN THE PAST. IN 2025, IT IS OUR SINCERE HOPE THAT MICHIGAN IS THE TOP PERFORMING STATE IN THE NATION, BUT IN ORDER TO BECOME SO, WE MUST BUILD STRONG GENERAL EDUCATION SYSTEMS BY FOCUSING ON SIMPLICITY, CLARITY, AND PRIORITY. ON BEHALF OF OUR ASSOCIATION, WE THANK YOU AGAIN FOR YOUR TIME TODAY AND WE LOOK FORWARD TO THE OPPORTUNITIES THIS PRESENTS FOR OUR MEMBERS TO COLLABORATE WITH YOU IN THE NEAR FUTURE. WE ALSO WILL LEAVE YOU WITH A HANDOUT. IT IS A NEWSPAPER ARTICLE FROM 2025 WITH THE BOARD AND THE STATE SUPERINTENDENT QUOTED, SO-- >> OH, I LIKE THAT. SEEING THE FUTURE. >> EXACTLY. >> THANK YOU. >> THANK YOU VERY MUCH. >> THANK YOU, DAWN AND ERIC. >> THANK YOU. >> NEXT UP WE HAVE KATHRYN DEWSBURY-WHITE FROM THE MICHIGAN ASSESSMENT CONSORTIUM. KATHRYN. THANK YOU FOR BEING HERE. >> THANK YOU FOR HAVING ME. I'M KATHY DEWSBURY-WHITE. AND I SERVE AS THE PRESIDENT AND CEO OF THE MICHIGAN ASSESSMENT CONSORTIUM. AND I'M ENJOYING HEARING THE MIX OF PERSPECTIVES FROM THE ORGANIZATIONS ADDRESSING THE BOARD TODAY. THE MAC WOULD LIKE TO FOCUS ON THE ROLE OF ASSESSMENT IN THE EDUCATIONAL ACCOUNTABILITY SYSTEM, AND THIS RELATES TO SUPERINTENDENT WHISTON'S QUESTION, "WHAT WILL IT TAKE "FOR MICHIGAN TO BECOME "A TOP TEN EDUCATION STATE "WITHIN TEN YEARS?" I'M GOING TO SUGGEST THAT WE NEED A SYSTEM OF PUBLIC ASSURANCE, EDUCATIONAL ACCOUNTABILITY THAT MEASURES THE IMPACT OF SCHOOLING AND STRENGTHENS BOTH CLASSROOM LEARNING AND THE SCHOOLS THAT PROVIDE IT. AND THE AND IS THE PIECE THAT WE'RE GOING TO FOCUS ON TODAY. THE MICHIGAN ASSESSMENT CONSORTIUM WAS FORMED IN 2008. WE WERE A GRASS ROOTS EFFORT. YOUR FORMER STATE ASSESSMENT DIRECTOR, ED RAYBURN, WHO IS HERE TODAY, YOUR THEN DEPUTY DIRECTORS FOR ASSESSMENT AND SCHOOL IMPROVEMENT, AND MANY REGIONAL SERVICE AGENCIES AND LEADERSHIP FROM EDUCATIONAL ORGANIZATIONS DECIDED THAT COORDINATED AND COLLABORATIVE EFFORTS, FOCUSED ON SUPPORTING BALANCED, COMPREHENSIVE, QUALITY ASSESSMENT SYSTEMS AND PRACTICES WAS NEEDED. SO IN 2012 WE INCORPORATED, AS A NONPARTISAN, NOT FOR PROFIT ORGANIZATION. WE ARE A MEMBERSHIP ORGANIZATION-- WE ADVANCE BEST PRACTICES ABOUT QUALITY ASSESSMENT SYSTEMS. WE PROVIDE PROFESSIONAL LEARNING OPPORTUNITIES AND EVENTS AND ENGAGE IN DEVELOPMENT OF RESOURCES AND TOOLS, SUCH AS MODEL ASSESSMENTS. OUR SEMINAL PIECE OF WORK IS THE RECENT PUBLICATION, THE ASSESSMENT LITERACY STANDARDS, AND YOU HAVE A COPY OF THAT IN YOUR PACKET TODAY. THE FIRST REQUIREMENT OF WORLD CLASS PUBLIC ASSURANCE AND ACCOUNTABILITY IS COLLECTING AND USING WORLD CLASS INFORMATION ABOUT STUDENT ACHIEVEMENT. IN MICHIGAN WE HAVE-- WE ASPIRE TO HAVE OUR STUDENTS MEET CAREER AND COLLEGE READINESS STANDARDS. THESE STANDARDS DO EMBODY 21st CENTURY SKILLS, WHICH ARE IN MANY RESPECTS HARDER, HIGHER, MORE RIGOROUS, COMPLEX THAN STANDARDS WE SET FOR PREVIOUS GENERATIONS OF STUDENTS, WHEN KNOWLEDGE ACQUISITION WAS OUR TARGET, AND WHEN WE HAD AN ECONOMY THAT ABSORBED AND SUPPORTED A POPULATION THAT PROPELLED A MANUFACTURING ECONOMY FORWARD. THE EDUCATIONAL PREPARATION WE'RE NEEDING TO PROVIDE FOR STUDENTS ENGAGES THEM IN CREATING AND CONSTRUCTING AND SOLVING PROBLEMS USING INFORMATION IN NEW AND NOVEL WAYS. AND KNOWLEDGE ACQUISITION REMAINS IMPORTANT, BUT IT'S NECESSARILY JUST THE BEGINNING OF WHAT WE WANT OUR STUDENTS TO KNOW AND BE ABLE TO DO IN ORDER TO BECOME THOSE 21st CENTURY LEARNERS, CITIZENS, AND EARNERS. THE TRADITIONAL FORMS OF TESTING WE'VE USED TO CERTIFY OR VERIFY IF STUDENTS ARE LEARNING WHAT WE WANT THEM TO LEARN, DON'T REALLY LEND THEMSELVES TO DETERMINING IF STUDENTS ARE ACQUIRING THESE HIGHER ORDER LEVEL THINKING SKILLS. AND SO FOR MANY PRACTICAL REASONS, YOU KNOW, WE HAVE RELIED ON TESTING THAT GIVES US CURSORY DATA CAPTURE. SELECTED RESPONSE ITEMS, LIKE TRUE FALSE, MULTIPLE CHOICE, CAN EFFICIENTLY TELL US IF STUDENTS HAVE MASTERED DECLARATIVE OR PROCEDURAL KNOWLEDGE. WHEN THE MAJORITY OF OUR STANDARDS WERE ABOUT LOWER LEVEL KNOWLEDGE ACQUISITION, THIS WAS REALLY A VERY SENSIBLE WAY TO CERTIFY LEARNING. BUT NOW, A MAJORITY OF OUR STANDARDS REQUIRE HIGHER LEVELS OF THINKING, AND WE NEED TO USE AN EXPANDED ARSENAL OF ASSESSMENT METHODS IN ORDER TO OBTAIN AN ACCURATE PICTURE OF WHAT STUDENTS KNOW AND CAN DO. THE TOPIC TODAY IS HOW TO MOVE MICHIGAN INTO A TOP 10 EDUCATION STATE WITHIN TEN YEARS. WE HAVE ADOPTED RIGOROUS AND APPROPRIATE 21st CENTURY STANDARDS, SO OUR TARGET'S RIGHT, AND WE SHOULD BE COMMENDED FOR THAT. WE NEED TO ALLOCATE OUR PUBLIC RESOURCES IN A MANNER THAT WILL PERMIT OUR STUDENTS TO MEET THE HIGHER, HARDER STANDARDS AND THIS MEANS USING THE ASSESSMENT SYSTEM TO IT'S FULL CAPACITY. SO LET'S LOOK AT THEY TYPES OF ASSESSMENT WE PRESENTLY USE IN OUR SYSTEM. IN THE BOTTOM LEFT CORNER, WE ENGAGE IN ANNUAL TESTING. THERE'S A WHITE PAPER REFERENCED IN YOUR HANDOUT, AND IT RECOUNTS THE REQUIRED TESTING DEMANDS OF STUDENTS IN MICHIGAN AND THERE ARE MANY. WE HAVE ADDED TO OUR STATE TESTING OBLIGATION IN RECENT YEARS WITH OUR DESIRE TO DOCUMENT STUDENT GROWTH IN RELATIONSHIP TO INDIVIDUAL TEACHERS, AND CONCERNS FOR ESTABLISHING READERS BY THIRD GRADE. WE TAKE THESE STATE TESTING OBLIGATIONS VERY SERIOUSLY. HOWEVER, IT IS IMPORTANT TO NOTE THAT AT THE FAR RIGHT OF THE GRAPH, THE ASSESSMENT PRACTICE THAT OCCURS IN THE CLASSROOM BETWEEN TEACHER AND STUDENT, THAT DAY-TO-DAY, IS THE ASSESSMENT PRACTICE THAT ACCOUNTS FOR WHETHER OR NOT A STUDENT LEARNS, AND LEARNS MORE. IN OTHER WORDS IT IS INSIDE THAT CLASSROOM WHERE OUR ASSESSMENT PRACTICE HAS THE POTENTIAL TO IMPACT, PROMOTE, AND ADVANCE LEARNING. SO WE HAVE THE BENEFIT OF GOOD ADVANCES WITH OUR RESEARCH ABOUT ASSESSMENT AND ITS IMPACT ON LEARNING, AND THESE RESEARCH STUDIES HAVE OCCURRED IN THE PAST 25 YEARS. AND HERE'S WHAT WE KNOW RIGHT NOW. ASSESSMENT DONE WELL, EMBEDDED IN THE TEACHING AND LEARNING CYCLE, PROVIDED BY A KNOWLEDGEABLE, SKILLED, ASSESSMENT-LITERATE TEACHER CONTRIBUTES TO HOW MUCH AND HOW WELL STUDENT LEARNS. WE DO NOT HAVE RESEARCH EVIDENCE INDICATING INTERIM ASSESSMENTS, THE TYPE WE USE TO PREDICT HOW STUDENTS WILL DO ON ANNUAL TESTS, ARE GOING TO PROMOTE LEARNING, AND WE HAVE UNDERSTOOD OUR ANNUAL TESTING IS NOT DESIGNED TO PROMOTE LEARNING. IT IS MEANT TO HELP CERTIFY OR VERIFY. WE'RE GOING TO INVEST MORE OF OUR PUBLIC RESOURCES IN HIGH QUALITY ASSESSMENT PRACTICES THAT PROMOTE STUDENT LEARNING. SO PRESENTLY OUR OUT OF BALANCE STATUS HAS US USING THE MAJORITY OF OUR PUBLIC RESOURCES TO SUPPORT OUR ASSESSMENTS DESIGNED TO CERTIFY OR VERIFY LEARNING. AND I'M TRYING TO BUILD A SLIDE FOR YOU, AND THERE WE ARE. SO THIS IS WHERE WE'RE A BIT OUT OF BALANCE IN TERMS OF HOW WE'RE USING OUR RESOURCES. A BALANCED ASSESSMENT SYSTEM WOULD... LOOK LIKE THIS. WE'D HAVE AN INVERTED TRIANGLE IN WHAT'S HAPPENING IN THE CLASSROOM DAY-TO-DAY. THIS IS WHERE WE WOULD REALLY BE PUTTING OUR ENERGY IN TERMS OF IMPROVING OUR PRACTICE, AND THEN YOU'D SEE DOWN AT THE BOTTOM WHAT WE'RE DOING WITH NATIONAL, STATE, AND DISTRICT ASSESSMENT. NO SINGLE ASSESSMENT CAN MEET ALL NEEDS AND ALL USERS, AND THAT'S WHY WE NEED THE MIX. IT'S IMPORTANT. I WANT TO TELL YOU THAT YOUR DEPARTMENT OF ED HAS BEEN ATTENTIVE TO THIS ISSUE, AND SO HAS THE MICHIGAN ASSESSMENT CONSORTIUM. WE ARE NOT STARTING FROM SCRATCH. YOU HAVE A NUMBER OF THINGS THAT YOU'VE BEEN BUILDING AND WORKING ON IN THE LAST FEW YEARS. ONE IS A WONDERFUL PROFESSIONAL LEARNING PROGRAM THAT WORKS WITH TEACHERS ON FORMATIVE ASSESSMENT CLASSROOM PRACTICE. YOU ARE BUILDING MODEL PERFORMANCE ASSESSMENTS FOR THE ARTS, AND YOU REALLY HAVE A NATIONAL MODEL THAT'S UNDERWAY. YOU NEED TAKE HEART. IT'S SOMETHING TO BE VERY PROUD OF. YOU HAVE LIKEWISE BEEN BUILDING INTERIM ASSESSMENTS, AND THESE ARE TIGHTLY ALIGNED TO YOUR STATE STANDARDS, AND THAT'S VERY, VERY IMPORTANT, AND THESE ARE MEANT TO BE OPTIONS FOR TEACHERS IN THE STATE OF MICHIGAN. THE DEPARTMENT HAD A RATHER UNTENABLE SITUATION A YEAR AGO, WHERE THEY WERE TO MAKE A NEW STATE ANNUAL ASSESSMENT. THEY DID IT. AND THEY DID IT ACCORDING TO INDUSTRY GUIDELINES. AND THEY SHOULD BE VERY PROUD OF THAT. THEY'RE NOW WORKING ON DELETING SOME OF THAT TESTING TIME AND THEY'LL HAVE THE OPPORTUNITY AGAIN TO DO THAT, NOW THAT THEY HAVE HAD A YEAR TO TRY THAT PARTICULAR ASSESSMENT. SO GOOD WORK. WE'RE GOING TO RECOMMEND THAT WE CAN IN FACT BUILD AN ASSESSMENT SYSTEM THAT DOES MEET ACCOUNTABILITY PURPOSES IN THE STATE OF MICHIGAN THAT BOTH PROMOTES LEARNING AND CERTIFIES LEARNING. WE CAN TAKE OUR NOD FROM SOME VERY FINE INTERNATIONAL MODELS. WE ARE NOT ALONE IN ATTEMPTING TO GO THIS ROUTE AND WE ARE GOING TO SUGGEST THAT WE NEED TO CREATE A NEW VISION FOR THIS ASSESSMENT SYSTEM IN THE STATE OF MICHIGAN. WE'VE GOT SOME PRINCIPLES FOR CREATING AN EFFECTIVE STATEWIDE STUDENT ASSESSMENT SYSTEM THAT THE MAC'S DEVELOPED. WE HAVE THESE ASSESSMENT LITERACY STANDARDS. WE ARE GETTING VERY, VERY SIGNIFICANT NATIONAL ATTENTION FOR THESE, AND WE'VE GOT SOME GOOD MODELS FOR BUILDING A NEW VISION FROM THE PROVINCE OF ALBERTA, AND THE STATE OF OREGON. WE DON'T HAVE TO START FROM SCRATCH. WE'RE GOING TO SUGGEST JOINT LEADERSHIP WE'RE GOING TO SUGGEST A SHARED VISION, AND THAT WHAT WE COME OUT WITH IS AN ACTION AGENDA, AND A RESEARCH AGENDA TO MAKE THIS HAPPEN. THANK YOU. >> THANK YOU. >> ALL RIGHT, THANK YOU VERY MUCH. I SEE WE'VE BEEN JOINED BY THE LIEUTENANT GOVERNOR SO WE'D INVITE HIM TO COME FORWARD. WE'RE HAPPY TO WELCOME THE LIEUTENANT GOVERNOR. WE'RE HAPPY TO WELCOME LIEUTENANT GOVERNOR BRIAN CALLEY HERE TODAY. HE'S BEEN TRAVELING ACROSS THE STATE, LISTENING TO FAMILIES AND HE'S MADE A SURVEY AVAILABLE ON THE TOPIC OF SPECIAL EDUCATION. DID YOU WANT TO WAIT? I CAN EITHER HAVE YOU GO NOW OR GO IN TEN MINUTES. >> Brian Calley: YOU KNOW, I GUESS WE SAID PEOPLE ARE WATCHING ON-- OVER THE INTERNET. WE TOLD THEM 11:30, SO I'D HATE TO HAVE THEM MISS IT. >> ALL RIGHT, WE'LL COME RIGHT BACK TO YOU THEN. WE'LL GO AHEAD AND HAVE MITCH AND CYNTHIA FROM PARTNERSHIP FOR MICHIGAN EDUCATION COME UP. OR MUSIC EDUCATION. THANK YOU FOR YOUR FLEXIBILITY HERE. IF YOU COULD GO AHEAD AND GET STARTED, THOUGH, WHILE HE'S PASSING THAT OUT, I'D APPRECIATE IT. >> MITCH, I'LL PASS OUT-- >> HERE WE'LL PASS 'EM OUT. >> Mitch Robinson: GOOD MORNING, THANK YOU FOR HAVING US TODAY. MY NAME IS MITCH ROBINSON, I'M THE ASSOCIATE PROFESSOR AND SHARER OF MUSIC EDUCATION AT MICHIGAN STATE. BEFORE I CAME TO MICHIGAN STATE I TAUGHT FOR TEN YEARS MUSIC IN UPSTATE NEW YORK, MOSTLY HIGH SCHOOL MUSIC AND ALSO SPENT A YEAR AS AN ASSISTANT PRINCIPAL, WHICH I HOPE YOU WON'T HOLD AGAINST ME. WE ARE HERE TODAY, MY COLLEAGUE CINDY AND I, ARE HERE TO REPRESENT THE PARTNERSHIP FOR MUSIC EDUCATION POLICY DEVELOPMENT. THIS IS A MICHIGAN THINK TANK. IT'S BEEN ABOUT TWO YEARS NOW THAT WE'VE HAD THIS ORGANIZATION TOGETHER. AND THE GROUP REPRESENTS THE STATE'S MUSIC TEACHERS. OUR GOAL IS TO ENSURE THAT OUR STATE'S MUSIC EDUCATION POLICIES ARE AS STRONG AS OUR STATE'S MUSIC PROGRAMS AND TEACHERS ARE. RIGHT NOW, MICHIGAN'S MUSIC EDUCATION POLICIES LAG FAR BEHIND THOSE OF THE MAJORITY OF STATES, AND WE BELIEVE THAT OUR CHILDREN DESERVE BETTER. I'D LIKE NOW TO INTRODUCE CINDY TAGGART, AND HAVE HER TALK TO YOU ABOUT THE FIRST OF OUR THREE POLICY POINTS WE'D LIKE TO SHARE WITH YOU TODAY. >> Cindy Taggert: AS MITCH SAID, I'M CYNTHIA TAGGART. I'M A PROFESSOR OF MUSIC EDUCATION AT MICHIGAN STATE UNIVERSITY. I'M NATIONAL PAST PRESIDENT OF COLLEGE MUSIC SOCIETY, CURRENT NATIONAL CHAIR FOR THE SPECIAL RESEARCH GROUP FOR MUSIC TEACHER EDUCATION, AND 2015 MICHIGAN MUSIC EDUCATION ASSOCIATION MUSIC TEACHER OF THE YEAR. IF MICHIGAN EVER HOPES TO BECOME A TOP TEN EDUCATION STATE, IT MUST REQUIRE THAT ALL CHILDREN IN K-5 RECEIVE AT LEAST WEEKLY MUSIC INSTRUCTION FROM A CERTIFIED MUSIC TEACHER. SINCE NO CHILD LEFT BEHIND, THE ARTS HAS BEEN DESIGNATED AS CORE ACADEMIC SUBJECT. HOWARD GARDNER HAS IDENTIFIED MUSIC AS ONE OF THE FUNDAMENTAL INTELLIGENCES. IT'S A UNIQUE WAY OF KNOWING AND INTERACTING WITH THE WORLD. MUSIC IS A BASIC UNIVERSAL FORM OF HUMAN EXPRESSION, AND IS PART OF A COMPLETE AND HOLISTIC EDUCATION. THROUGH MUSIC, CHILDREN EXPRESS THEMSELVES. AND IN FACT THERE ARE SOME CHILDREN WHO CAN EXPRESS THEMSELVES BETTER THROUGH MUSIC THAN THROUGH ANY OTHER MEANS. YET MICHIGAN IS ONE OF ONLY FIVE STATES NATIONWIDE THAT DOES NOT HAVE AN ELEMENTARY MUSIC REQUIREMENT. YOU CAN SEE FROM THE BROCHURE IN YOUR PACKET, THE OTHER STATES THAT JOIN US IN THAT. AND I THINK YOU'LL NOTICE THAT THEY ARE NOT STATES WHOSE EDUCATIONAL RECORDS ARE PARTICULARLY STRONG, NOR WHOM WE WANT TO EMULATE. WHAT IS EQUALLY TROUBLING IS THAT CHILDREN WHO MOST NEED ACCESS TO MUSIC EDUCATION ARE THOSE WHO ARE MOST AT RISK FOR NOT RECEIVING IT. IT'S BECOME REALLY A MATTER OF SOCIAL JUSTICE. MULTIPLE RESEARCH STUDIES HAVE FOUND THAT SCHOOLS THAT HAVE ELIMINATED ELEMENTARY MUSIC PROGRAMS MOST TYPICALLY SERVE STUDENTS WHO COME FROM LOW SOCIOECONOMIC BACKGROUNDS, AND ARE PREDOMINANTLY STUDENTS OF COLOR. THAT'S NOT ACCEPTABLE. ALL STUDENTS DESERVE THE RIGHT TO A WELL ROUNDED EDUCATION. WE MUST PUT INTO PLACE A STATUTORY REQUIREMENT FOR K-5 MUSIC EDUCATION ON AT LEAST A WEEKLY BASIS, FROM A CERTIFIED MUSIC TEACHER, IF WE TRULY HOPE TO RISE TO THE TOP, EDUCATIONALLY. >> I'D LIKE TO TALK TO YOU JUST FOR A MOMENT ABOUT TEACHER EVALUATION AND SPECIFICALLY MUSIC TEACHER EVALUATION. SOMETIMES I THINK WE HEAR THAT TEACHERS ARE NERVOUS ABOUT EVALUATION, OR THAT THEY'RE OBJECTING TO EVALUATION SYSTEMS. AS A FORMER PUBLIC SCHOOL TEACHER, AND A CURRENT TEACHER EDUCATOR, I WOULD SAY THAT'S EXACTLY THE OPPOSITE. TEACHERS WELCOME ASSESSMENT AND EVALUATION, BUT THEY WANT IT TO BE FAIR. IN MUSIC EDUCATION ESPECIALLY, THE EVALUATION SYSTEM THAT WE ARE CURRENTLY USING IS BASED ON FLAWED POLICY AND FLAWED LOGIC. CURRENTLY, VAM, OR VALUE-ADDED MEASURES, IS THE STATISTICAL MODEL THAT COMPARES ACTUAL STUDENT ACHIEVEMENT WITH HYPOTHETICAL STUDENTS' PERFORMANCE ON SIMILAR TESTS. THE AMERICAN STATISTICAL ASSOCIATION, HARDLY AN EDUCATION GROUP, HAS PUBLISHED A POLICY BRIEF SUGGESTING THAT THE USE OF VAM TO MAKE HIGH STAKES DECISIONS REGARDING TEACHERS AND SCHOOLS IS BOTH INVALID AND UNRELIABLE. THIS IS ESPECIALLY PROBLEMATIC IN MUSIC, WHERE THESE VAM FIGURES HAVE BEEN USED TO EVALUATE MUSIC TEACHERS ON SUBJECTS THEY DON'T TEACH, AND OF CHILDREN THAT THEY'VE NEVER MET. I DON'T THINK ANY OF US THINK THAT THAT MAKES MUCH SENSE. IN NEW YORK STATE RIGHT NOW, IF YOU'RE FOLLOWING THIS CASE, THE SHERI LEADERMAN CASE, NEW YORK RECENTLY MOVED THEIR EVALUATION PERCENTAGE OF VAM FROM 20% UP TO 50%. THE CASE IS IN THE NEW YORK STATE SUPREME COURT RIGHT NOW AND WE'RE FOLLOWING THAT CAREFULLY. IT SHOULD HAVE A LARGE IMPACT ON STATE POLICIES THROUGHOUT THE COUNTRY, AND I BELIEVE THAT IF WE WANT TO BE KNOWN AGAIN AS A TOP 10 STATE, THAT WE REALLY SHOULD BE ESTABLISHING POLICY THAT'S AT THE CUTTING EDGE OF WHAT MAKES SENSE AND WHAT'S RIGHT FOR KIDS, TEACHERS, AND SCHOOLS. SO OUR POSITION ON VAM IS VERY CLEAR AND NOT VERY STRONG ABOUT VAM. SPECIFICALLY ABOUT TEACHER EVALUATION, THE EVALUATORS FOR MUSIC TEACHERS SHOULD BE ONLY TRAINED MUSIC SPECIALISTS. THESE EVALUATORS SHOULD HAVE CONSIDERABLE AND SUCCESSFUL TEACHING EXPERIENCE. IN OTHER AREAS OF A MUSIC TEACHER'S PROFESSIONAL PERFORMANCE MAY BE BETTER EVALUATED BY BUILDING ADMINISTRATORS THAN BY VAM SCORES. I WANT TO TALK TO YOU ABOUT TEACHER CERTIFICATION, THAT HITS A LITTLE CLOSER TO HOME. RIGHT HERE IN LANSING WE SAW ABOUT TWO YEARS AGO, WHERE THE EDUCATIONAL SYSTEM DECIDED TO ELIMINATE MUSIC, ART, PHYS ED, AND MEDIA. RIGHT NOW, WE ARE DOWN FROM SEVENTEEN MUSIC TEACHERS IN LANSING, TO TWO THAT TRAVEL AMONG THE SCHOOLS, WHICH MEANS THAT EVERY CHILD IN LANSING'S 22 ELEMENTARY SCHOOLS GETS A MUSIC CLASS FOUR TIMES PER YEAR. I SENT MY CHILDREN OFF ON THE BUS THIS MORNING IN OKEMOS. THEY GET MUSIC TWICE A WEEK, AND MY MIDDLE SCHOOL STUDENTS GET MUSIC FIVE TIMES A WEEK IN BAND, ORCHESTRA, OR CHORUS. THERE'S SOMETHING WRONG WITH THAT, WHEN THE CHILDREN IN LANSING WHO DESERVE EVERY BIT OF THE HIGH QUALITY INSTRUCTION THAT KIDS IN HASLETT, GRAND LEDGE, OKEMOS, GRAND RAPIDS ARE GETTING, DON'T HAVE ACCESS TO THAT INSTRUCTION. SO WE BELIEVE THAT RIGHT NOW MICHIGAN SCHOOLS ARE ALLOWED TO, BECAUSE THERE'S A ONE WORD LOOPHOLE IN CERTIFICATION REQUIREMENTS THAT SAYS "SHOULD" INSTEAD OF "MUST." ALL SUBJECTS CERTIFICATION TEACHERS ARE PERMITTED TO TEACH ANY SUBJECT IN GRADES K-5. I UNDERSTAND WHY THAT MIGHT BE USEFUL TO SUPERINTENDENT OR PRINCIPAL IN A RURAL SETTING WHERE THERE AREN'T MANY STUDENTS AND THERE AREN'T MANY TEACHERS, BUT IN LANSING, WHERE THERE ARE PLENTY OF STUDENTS AND PLENTY OF TEACHERS, THAT SEEMS LIKE AN ABROGATION OF THE DISTRICT'S RESPONSIBILITY, TO USE A K-8 OR K-5 SUBJECT CERTIFIED TEACHER TO TEACH SUBJECTS WHERE THEY'RE NOT ENDORSED. RIGHT NOW WE ARE PREPARING MORE MUSIC TEACHERS IN MICHIGAN TO SEND TO OTHER STATES THAN WE ARE TO KEEP HERE. AND THAT'S A PROBLEM. THAT'S A PROBLEM THAT WE ALL SHOULD BE CONCERNED ABOUT. SO WE DON'T BELIEVE THAT THE K-5 OR K-8 SUBJECT CERTIFICATION IS STILL A VALID USE OF CERTIFICATION LAW IN OUR STATE AND ESPECIALLY IN OUR CITIES WHERE IT'S ALLOWING PRINCIPALS TO MAKE DECISIONS THAT AREN'T IN THE BEST INTERESTS OF ITS CHILDREN. RIGHT NOW WE HAVE SUBJECT AREA TEACHERS, K-5 SUBJECT AREA TEACHERS TEACHING MUSIC, ART, AND PHYS-ED, OR, MORE ACCURATELY, NOT TEACHING ART, MUSIC, AND PHYS-ED. THAT SHOULD BE A WORRY FOR ALL OF US, IF WE CARE ABOUT THE QUALITY OF EDUCATION, THAT THE KIDS IN OUR STATE'S CAPITAL ARE GETTING. MUSIC EDUCATORS SHOULD BE CERTIFIED IN MUSIC, THAT MEANS, RIGHT NOW, THEY SHOULD HAVE THE STATE'S JQ CERTIFICATE. IF THE STATE OFFERS THAT, THAT'S SOMETHING THAT THE STATE SHOULD ALSO ENDORSE FOR TEACHERS USING IN THE CLASSROOM. ANYTHING ELSE? >> THANK YOU VERY MUCH FOR BEING HERE AND THANK YOU FOR YOUR FLEXIBILITY. >> THANK YOU FOR YOUR TIME, WE APPRECIATE IT. >> THANK YOU. >> THE NEXT ITEM ON THE COMMITTEE OF THE WHOLE AGENDA IS KEY FINDINGS FROM THE SPECIAL EDUCATION LISTING TOUR AND SURVEY DONE BY LIEUTENANT GOVERNOR BRIAN CALLEY, WE'RE EXCITED TO HAVE HIM HERE TODAY, HE'S BEEN TRAVELING AROUND THE STATE LISTENING TO PARENTS AND GETTING INPUT, AND I THINK YOU'LL SEE A PHOTO WHERE SOME OF OUR STATE BOARD MEMBERS HAD JOINED HIM ON THAT TOUR. I WAS ABLE TO JOIN HIM AT A COUPLE OF STOPS AS WELL SO THANK YOU LIEUTENANT GOVERNOR FOR TAKING TIME TO COME HERE TODAY AND SHARING YOUR THOUGHTS AND RECOMMENDATIONS. >> WELL, THANK YOU VERY MUCH. I APPRECIATE THE INVITATION TO BE HERE TODAY. TO TALK ABOUT THE PROCESS THAT HAS UNFOLDED OVER THE COURSE OF THE LAST SEVERAL MONTHS WITH BOTH THE STATEWIDE TOUR AND IN ONLINE SURVEY FOR PARENTS TO PROVIDE FEEDBACK AND ENGAGE IN DISCUSSION ABOUT WHAT THE KEY DEFICIENCIES AND NEEDS ISSUES ARE WITHIN MICHIGAN'S SPECIAL EDUCATION SYSTEM, SO I THOUGHT WHAT I WOULD DO IS START WITH A COUPLE OF THANK YOUS. FIRST OF ALL, THERE WAS AN ORGANIZATION, LORD JONES AND SEED, THAT HELPED DO A LOT OF THE LEGWORK IN TERMS OF THE STEPS THAT WE MADE, SELECTING PLACES THAT WERE BOTH ACCESSIBLE AND THEN ALSO MAKING AMERICAN SIGN LANGUAGE INTERPRETERS AVAILABLE FOR TESTIMONY SO TO SEED, AND TO LORD JONES IN PARTICULAR, THANK YOU SO MUCH. I WAS ALSO PLEASED TO BE JOINED BY SOME OF YOU AROUND THE TABLE HERE, AT SOME OF MY STOPS, KATHY STRAUS AND SUPERINTENDENT LISTIN, AND THEN OF COURSE MICHELLE FECTEAU WAS AT ALMOST ALL OF THEM ACROSS THE WHOLE STATE AND I THOUGHT IT WAS AN EXCELLENT SHOW OF BOTH INTEREST AND SUPPORT OF THIS NEED TO HAVE A HIGH LEVEL OF ENGAGEMENT WITH THE PEOPLE THAT RELY ON SPECIAL EDUCATION AND PUBLICLY PROVIDED SPECIAL EDUCATION SERVICES, SO WHERE THIS STARTED WAS WITH THE RULES PACKAGE THAT WAS MOVING THROUGH THE PROCESS OVER THE COURSE OF THE LAST FEW YEARS, IN PARTICULAR IN 2014. THERE WAS A HIGH LEVEL OF ANXIETY THAT SURROUNDED THE RULE CHANGE PROPOSAL, AND WHILE THERE ARE A LOT OF SPECIFIC ISSUES THAT PEOPLE HAD WITH THE RULE CHANGES THEMSELVES, MY SENSE WAS THAT THE-- THAT A LOT OF THE ANXIETY CAME FROM A LEVEL OF DISENGAGEMENT OR DISENFRANCHISEMENT OF PEOPLE THAT HAVE BEEN USING SERVICES, AND ANY CHANGE AT ALL WOULD HAVE BEEN VIEWED VERY SKEPTICALLY. I BELIEVE THAT WE NEED TO SPEND SOME TIME JUST LISTENING, JUST HEARING PEOPLE OUT. I DO REGRET THAT WE DIDN'T HAVE A TOUR STOP OR TWO IN THE UPPER PENINSULA, BUT AS YOU CAN SEE WE HAD MANY STOPS SPREAD ACROSS THE STATE, WE ALSO MADE AN ONLINE SURVEY AVAILABLE THAT PROVIDED SOME STATISTICAL INFORMATION, BUT ALSO PLACES FOR NARRATIVES WHERE PEOPLE COULD SHARE INFORMATION THAT EITHER THEY COULDN'T MAKE IT TO ONE OF THE PUBLIC HEARINGS OR IN CASES WHERE THEY MIGHT HAVE JUST BEEN AFRAID TO PUBLICLY SPEAK, OR IN SOME CASES UNFORTUNATELY, HAD INDICATED THAT THEY WERE AFRAID OF RETRIBUTION IF THEY WERE TO SPEAK OUT IN SUCH A PUBLIC SETTING. SO THIS WAS AN EFFORT TO PROVIDE MULTIPLE VENUES TO GIVE A VOICE TO FAMILIES THAT RECEIVE SPECIAL EDUCATION SERVICES. THE EXTENT TO WHICH PEOPLE WENT, AND BY THE WAY, WHAT I'M SHARING WITH YOU HERE IS SURVEY AND TOUR LOCATION RESPONSES. I WILL SAY THAT IF YOU WERE TO INCLUDE ALL OF THE SOCIAL MEDIA CHANNELS, WHERE PEOPLE COMMUNICATE WITH ME AND WITH MY OFFICE, THAT THERE WAS A LOT OF REINFORCING INFORMATION THAT CAME THROUGH-- SO I'D LIKE TO GIVE YOU SOME EXAMPLES AS WE GO THROUGH THE PROCESS. WHAT I'M GOING TO DO IS SHARE WITH YOU KEY FINDINGS. THESE ARE NOT OPINIONS, WHILE I DO SHARE SOME OF THE OPINIONS, WHAT I TRIED TO DO IS SIMPLY CATEGORIZE THE MAIN AREAS OF FEEDBACK INTO FIVE GROUPS THAT REPRESENT THE MOST OFTEN DISCUSSED ISSUES. SOME OF THEM ARE PRETTY CONCISE, OTHERS ARE VERY, VERY INVOLVED. FIRST ONE I WANTED TO START WITH, SINCE IT'S WHERE WE ALL STARTED, FRANKLY WITH THE RULES PROCESS BEING AT A POINT WHERE IT WAS STOPPED, WE DIDN'T HEAR AS MUCH ABOUT IT ON THE TOUR, BUT IMMEDIATELY BEFORE THE TOUR WE HEARD, OF COURSE, A TREMENDOUS AMOUNT OF FEEDBACK. AND SO AS WE WENT THROUGH, THIS IS A FLOWCHART IF YOU HAVE A COMPLAINT TO MAKE IN HOW THE PROCESS WORKS. THIS DOESN'T EXIST FOR THE RULE MAKING PROCESS, OR AT LEAST I COULDN'T FIND IT. THERE ISN'T A THING THAT SOMEBODY COULD PULL UP AND SAY YES, HERE'S HOW AND WHERE I GET INVOLVED IN IT. LIKE MANY THINGS IN GOVERNMENT, IT'S BECOME OVERLY COMPLICATED AND NATIONALLY IS SETTLES TO A PLACE THAT'S KIND OF EXCLUSIVE. IF YOU FOLLOW THE LETTER OF THE LAW OF THE RULE MAKING PROCESS, IT REALLY DOES INVOLVE VERY FEW PEOPLE, AND THE MINIMUM REQUIREMENTS ARE, IN FACT, QUITE MINIMAL. WHILE THAT PROBABLY WORKS FOR MOST AREAS OF GOVERNMENT RULES, WHERE YOU HAVE CORPORATE COMPLIANCE ISSUES AND THEY HAVE PEOPLE THAT ARE KEEPING TRACK OF THE PROCESS AND ARE EXPERTS IN IT AND ENGAGE IN IT ON A REGULAR BASIS. FOR THE RULE MAKING PROCESS FOR ISSUES INVOLVING SPECIAL EDUCATION IN PARTICULAR, I DO BELIEVE THAT WE HAVE TO FIND ANOTHER WAY TO ENGAGE WITH PEOPLE. THERE ARE A LOT OF WAYS THAT ARE POSSIBLE. WE HAVE ACROSS EVERY SINGLE DISTRICT IN OUR STATE, PARENT ADVISORY COMMITTEES, FOR EXAMPLE, THERE'S A STRUCTURE THAT'S OUT THERE THAT DOESN'T REALLY HAVE A LOT OF FORMAL RESPONSIBILITIES TODAY, AND MAYBE THAT COULD BE AN ENGAGEMENT TOOL. AND LISTSERVES OF PEOPLE THAT WANT TO BE ON TOP OF THINGS, AND WHERE ARE THINGS MOVING, AND HOW AND WHEN. THAT WOULD BE A GREAT INTEREST, NOT TO ALL PARENTS, BUT CERTAINLY THE 10,000 THAT GOT INVOLVED LAST YEAR WITH THE RULE MAKING PROCESS WOULD GET HIGHLY ENGAGED. IN TERMS OF THE SURVEY AND GOING BACK TO THAT PROCESS LAST YEAR, AS YOU CAN SEE, MOST PEOPLE FOUND THAT THERE REALLY AREN'T ADEQUATE OPPORTUNITIES TO ENGAGE IN THIS PROCESS. THIS IS ONE OF THE MORE DRAMATIC ANSWERS, AND I DON'T THINK IT'S NECESSARILY AS MUCH AN ISSUE OF DISINTEREST, ALTHOUGH I'M SURE THERE ARE SOME PEOPLE THAT ARE DISINTERESTED IN THE RULE MAKING PROCESS. I THINK IT'S JUST A VERY DIFFICULT PROCESS, TO UNDERSTAND AND ENGAGE IN. IN FACT, EVEN UNDERSTANDING HOW IT GOES FROM THE DEPARTMENT INTO JCAR, AND ALL THOSE. THOSE ARE AREAS AS WE WENT THROUGH IT, SOME PEOPLE WERE ACTUALLY LEARNING ON THE GO ABOUT WHAT IF THERE IS A PROBLEM? MOST CASE THESE RULES GO THROUGH WITHOUT ANY CONTROVERSY OR ISSUE, BUT WHAT IF THERE IS A PROBLEM, AND WHAT HAPPENS THEN? THAT'S WHERE I THINK A LOT OF PEOPLE LEARNED SOMETHING LAST YEAR, BUT THIS IS AN AREA WHERE I THINK WE CAN DO A LOT BETTER. NEXT AREA, WHICH IS THE MOST-- OH I'M SORRY, WE ALSO HAD ANOTHER QUESTION AS WELL. THE OTHER WAS ABOUT ESSENTIALLY RULES ARE CHANGING AND HOW MUCH INFORMATION DID YOU GET FROM THE STATE OR DID YOU FEEL HAD YOU AN ADEQUATE ABILITY TO GET INVOLVED WITH THE STATE? HARDLY ANYBODY, BUT AT THE LOCAL LEVEL IT'S BETTER, BUT NOT THAT MUCH BETTER. IN TERMS OF THE COMMUNICATION THAT YOU RECEIVED DIRECTLY FROM YOUR SCHOOL, ABOUT HALF OF THE PEOPLE SAID, NOT ENOUGH. KEEP IN MIND WE'RE TALKING ABOUT SPECIAL EDUCATION PARENTS HERE. THERE IS A LOT OF INFORMATION THAT'S RELEVANT TO SPECIAL EDUCATION PARENT, THAT OTHER PARENTS MIGHT NOT EVEN REALLY THINK ABOUT, IN PARTICULARLY IN MAIN STREAM SITUATIONS, WHERE THE TEACHER MAY NOT BE USED TO DIRECT COMMUNICATION BACK WITH THE FAMILY. HOW THINGS WENT DURING SCHOOL IS GOING TO HAVE A BIG IMPACT ON WHAT NEEDS TO HAPPEN AFTER SCHOOL, SO THAT COMMUNICATION, THIS IS ONE THAT REALLY DID KIND OF HIT HOME BECAUSE WE HAD A LOT OF WORK, EVEN HAVING A DAUGHTER MYSELF WITH AN IEP, WE HAD TO DO A LOT OF WORK TRYING TO ESTABLISH A COMMUNICATION FRAMEWORK WHERE WE FELT WE HAD THE INFORMATION WE NEEDED, PICKING OUR DAUGHTER UP FROM SCHOOL, TO DEAL WITH WHAT HAPPENED AFTERWARD. UNDER THE SAME TOKEN, WHEN A PARENT DROPS A CHILD OFF AT SCHOOL, PARTICULARLY A CHILD WHO HAS BEHAVIORAL ISSUES, IT CAN BE CRITICALLY IMPORTANT THAT THE PARENTS HAVE A WAY TO COMMUNICATE WITH THE SCHOOL ABOUT WHAT HAPPENED THAT MORNING, AND HOW THAT MIGHT IMPACT THINGS THERE AT THE SCHOOL. COMMUNICATION IS CLEARLY AN ISSUE, AND IT CAME UP OVER AND OVER AND OVER AGAIN ABOUT DIFFICULTIES IN COMMUNICATION ON SEVERAL DIFFERENT LEVELS. THIS IS WHERE I WANT TO SPEND THE MAJORITY OF THE TIME. FINDINGS IN THE REPORT, YOU'LL FIND MORE WORDS ON THIS PARTICULAR AREA THAN ANY OTHER AREA, AND IT COMES IN A LOT OF DIFFERENT-- WE'RE GOING TO TALK ABOUT A LOT OF DIFFERENT ISSUES IN THIS SECTION, BUT THE ONE THING I WANT TO SAY THAT KIND OF ENCAPSULATES THE ENTIRE THING IS THAT IEPs NEED TO BE INDIVIDUALIZED. THE FEEDBACK THAT WE HEARD FROM PARENTS, THAT IN A LOT OF CASES, IT'S A COOKIE CUTTER TYPE OF APPROACH TO WHERE THERE'S A PARTICULAR LABEL PUT ON A CHILD, AND HERE'S WHAT WE DO FOR CHILDREN LIKE YOURS. IN FACT ONE OF THE MORE DRAMATIC EXAMPLES WAS SOMEBODY THAT CAME IN, THESE TWO MOTHERS THAT CAME IN, THEY DID NOT PREVIOUSLY KNOW EACH OTHER AHEAD OF HAVING A VERY UNFORTUNATE INTERSECTION. ONE OF THE MOTHERS SHOWED ME, HERE IS THIS IEP, AND AS I WENT THROUGH THIS IEP, AND IT WAS A CHILD WITH AUTISM. AS I WENT THROUGH THE IEP, IT MENTIONED MY SON'S NAME, AND THEN IT HAD THIS OTHER KID'S NAME IN ANOTHER PART IN IT. AND THEN HERE IS THIS OTHER MOTHER NEXT TO ME, AND SHE SAID, I DON'T KNOW THIS WOMAN, OR DIDN'T KNOW THIS WOMAN, BUT THIS WAS HER SON'S NAME, SO I CALLED HER UP AND WE COMPARED IEPS AND IT WAS WORD FOR WORD IDENTICAL. NOW I ACKNOWLEDGE THAT'S AN EXTREME EXAMPLE, BUT IT REINFORCED THE SENTIMENT THAT WE HEARD WHICH WAS THAT THERE IS AN EXPECTATION THAT STUDENTS CONFORM TO THE SILOS AND THE STRUCTURES OF GOVERNMENTS AND SCHOOLS INSTEAD OF THE OTHER WAY AROUND. IEPS NEED TO BE INDIVIDUALIZED. I'M GOING TO GIVE A COUPLE OF EXAMPLES HERE THAT I THINK REALLY KIND OF HIT HOME. FIRST OF ALL, WHILE IT IS-- WE PROBABLY DID HEAR FROM MORE PARENTS OF CHILDREN WITH AUTISM, WE DID HEAR ALSO FROM PARENTS OF KIDS WHO HAVE DYSLEXIA, OTHERS FROM DEAF AND HARD-OF-HEARING COMMUNITY, ALONG WITH DOWN SYNDROME, AND I WAS PRETTY TAKEN ABACK AT THE NUMBER OF TIMES THAT I HEARD THAT THERE WOULD BE A CLASSROOM THAT WOULD ESSENTIALLY TAKE ALL OF THESE VERY DIFFERENT KIDS AND LUMP THEM TOGETHER, AND EVEN IN A MORE SEGREGATED FASHION THAN PROBABLY BEYOND WHAT THE-- IN MANY CASES BEYOND WHAT THE LAW WOULD ALLOW, CERTAINLY WHAT A BEST PRACTICE WOULD ALLOW FOR. THE OTHER THING I THOUGHT WOULD MAKE SENSE TO DIVE INTO MORE, IS WHEN IT COMES TO THE LEAST RESTRICTIVE ENVIRONMENT, I THINK IT'S PRETTY WELL UNDERSTOOD, NOT NECESSARILY WELL IMPLEMENTED, BUT WELL UNDERSTOOD WHAT THAT MEANS, THE ISSUE THOUGH THAT CAME UP IN SEVERAL INSTANCES THOUGH IS WHAT ABOUT KIDS WHO ARE EITHER DEAF OR HARD-OF-HEARING? THE LEAST RESTRICTIVE ENVIRONMENT MEASURE THAT GENERALLY MEANS, ALL OF US THE TAKE THIS TO MEAN, WE PUT A CHILD INTO A MAINSTREAM CLASS. THAT'S WHAT IT USUALLY MEANS. IN THE CASE OF A CHILD WHO IS DEAF, PUTTING THEM IN A CLASSROOM WHERE THEY'RE NOT ABLE TO DIRECTLY COMMUNICATE WITH ANY OF THEIR PEERS, IT MIGHT BE THE MOST RESTRICTIVE ENVIRONMENT POSSIBLE. THIS IS NOT AN AREA THAT I HAVE A LOT OF EXPERIENCE WITH, BUT IN ABOUT HALF OF OUR TOUR STOPS, WE HAD GROUPS OF PEOPLE THAT WERE THERE TO SPEAK SPECIFICALLY ABOUT THIS ISSUE. IT WOULD MAKE SENSE TO REALLY GET INTO MAKING SURE, AND AGAIN IT GOES BACK TO THE SAME ISSUE, THAT WE NEED TO REALLY BE FOCUSED ON INDIVIDUALIZING THE PLANS FOR THE KIDS, AS OPPOSED TO ASSUMING, THE LEAST RESTRICTIVE ENVIRONMENT MEANS THE SAME THING FOR EVERY SINGLE KID IN SPECIAL EDUCATION, AND FRANKLY THE IDEA OF INDIVIDUALIZED LEARNING ACROSS ALL EDUCATION PROBABLY MAKES SENSE, BUT AS WE TALK ABOUT SPECIAL EDUCATION, AND WITH EACH DIAGNOSIS, WHICH CARRIES DIFFERENT TYPES OF CHALLENGES AND OPPORTUNITIES, IT'S CRITICALLY, CRITICALLY IMPORTANT. ANOTHER AREA THAT WE HEARD A LOT ABOUT WAS WITH DYSLEXIA. THIS CAME IN THE FORM, I PROBABLY HAD MORE ONLINE FEEDBACK THAN IN-PERSON FEEDBACK WITH RESPECT TO PARENTS OF KIDS WITH DYSLEXIA, BUT THE CONCERN THERE WAS THAT A SCHOOL WOULD BASICALLY LOOK AT THEIR KIDS AS JUST BEING BEHIND IN READING AND PROVIDING SOME READING RESOURCES TO CATCH THEM UP AS THOUGH THE REASON THEY WERE BEHIND IS SIMPLY THAT THEY HAD SOME SORT OF A READING COMPREHENSION ISSUE, AS OPPOSED TO REALLY GETTING INTO DIAGNOSING IN THE FIRST PLACE OR IDENTIFYING THE LEARNING DISABILITIES, BUT THEN ALSO TO PUT RESOURCES BEHIND THAT ARE TAILORED TO THE NEEDS OF A CHILD WITH DYSLEXIA. I WANT TO WRAP UP THIS SECTION HERE QUICKLY SO I HAVE TIME TO GET TO THE NEXT ONE, WHICH I THINK THE PROBABLY THE MOST IMPORTANT PLACE TO-- FOR ALL OF US TO START, BUT I WANT TO MAKE SURE THAT WE TALK ABOUT TRANSITION SERVICES AND THE SERVICES THAT WE PROVIDE TO ADULTS THAT ARE STILL IN THE PUBLIC EDUCATION SYSTEM. WE HEARD A FAIR AMOUNT OF SUPPORT FOR MICHIGAN BEING THE SINGLE STATE IN THE COUNTRY TO PROVIDE SERVICES THROUGH AGE 26. HOWEVER, I WOULDN'T MISTAKE THAT FOR SATISFACTION WITH THE SERVICES THAT COME AFTER THE TRADITIONAL AGE OF HIGH SCHOOL. FIRST OF ALL, IT IS BY NATURE A VERY SEGREGATED ENVIRONMENT. PEERS HAVE MOVED ON. AND SO OFTEN IT IS A VERY SEGREGATED ENVIRONMENT. BUT THE LOW EXPECTATIONS EARLY IN THE PROCESS ARE REALLY STARTING TO CLOSE OFF OPPORTUNITIES THAT YOUNG ADULTS HAVE TO BE INDEPENDENT, TO LIVE SELF-DETERMINED LIVES. AND THIS IS AN AREA WHERE THE MORE THAT I'VE GOTTEN INVOLVED IN DISABILITY EMPLOYMENT ADVOCACY, THE MORE I CAN SEE THE STRONG INTERSECTION BETWEEN WHAT HAPPENS IN SPECIAL EDUCATION AND THEN WHAT HAPPENS FOR THESE CHILDREN AS THEY BECOME ADULTS. JUST AS AN EXAMPLE, ONE OF THE COMMON PIECES OF FEEDBACK THAT WE RECEIVED WAS THAT TRANSITION SERVICES OR THIS YOU KNOW THINKING AHEAD ABOUT WHAT HAPPENS WITH A CHILD AFTER THEY LEAVE THE HIGH SCHOOL, WHETHER IT'S AT AGE 19 OR AGE 26, THAT THE TRANSITION SERVICES FOR A SPECIAL EDUCATION STUDENT OR TRANSITION PLANNING STARTS VERY, VERY LATE, AND SO THAT IS ONE WHERE IT DOES RAISE THE QUESTION, WHY WOULD YOU NOT, WHY WOULD WE NOT, WHY WOULD SCHOOLS NOT START THE CAREER PLANNING AT THE SAME TIME AS THEY DO FOR GENERAL EDUCATION STUDENTS? THIS IS AN AREA WHERE I THINK, EVEN JUST A SMALL AMOUNT OF EFFORT, I THINK OF THIS AS BEING LOW HANGING FRUIT. A SMALL AMOUNT OF EFFORT CAN HAVE A HUGE IMPACT WITH THE IDEA OF SETTING DIFFERENT EXPECTATION, THAT A PERSON WITH AN IEP CAN BE INDEPENDENT AND SUCCESSFUL. AND SHOULD BE EXPLORING CAREER, NOT JOB, CAREER OPPORTUNITIES, OR CAREER OPTIONS, THE SAME TIME GENERAL EDUCATION STUDENTS ARE, AND CHANGING THE WHOLE MIND SET ABOUT WHAT IS POSSIBLE. SPECIAL EDUCATION STUDENTS ARE REALLY THE ONLY STUDENTS THAT WE SEE REGULARLY WHERE THEIR POTENTIAL IS ASSUMED ON THE FRONT END. AND THAT IS A TRAVESTY AND IS AN AREA WHERE I THINK VERY WELL MEANING, THEY'RE VERY WELL MEANING HEARTS BUT WE HAVE TO BE INTENTIONAL ABOUT CHANGING THOSE EXPECTATIONS EARLY AND GIVING KIDS WITH IEP's, I THINK ALMOST GIVING THEM PERMISSION TO HAVE ASPIRATIONS AND DREAMS AND GIVING THEM THE TYPE OF ACCESS THAT THEY NEED. THEN WE CAME ACROSS SOME BARRIERS AS WELL OF KIDS WITH IEPs GETTING INVOLVED IN CAREER AND TECHNICAL EDUCATION PROGRAMS. THIS IS AN AREA WHERE I DO BELIEVE IT'S JUST A SYSTEMS PROBLEM, AND THE SYSTEMS PROBLEM IS THAT THERE ARE CERTAIN INTAKE REQUIREMENTS TO GET INTO THESE PROGRAMS. SO YOU MIGHT HAVE ONE SCHOOL, I CAN GIVE YOU, I GUESS I WON'T CALL A SCHOOL OUT, BUT, I KNOW A SCHOOL THAT SAYS, SURE, WE'LL WELCOME ANYBODY INTO OUR CURRENT TECHNICAL PROGRAMS AS LONG AS YOU DON'T HAVE ANY HISTORICAL BEHAVIORAL PROBLEMS. SO YOU JUST RULED OUT A WHOLE BUNCH OF KIDS WITH IEPs THAT MAY HAVE HAD SOME BEHAVIORAL PROBLEMS THAT HAVE BEEN ADDRESSED THROUGHOUT THEIR TIME IN SPECIAL EDUCATION. LET'S GO TO THE THIRD FINDING NOW WHICH IS THE PRACTICE OF RESTRAINT. EXCUSE ME, I'LL SHOW YOU THE SURVEY RESULT HERE. IN THIS CASE, WE WERE LOOKING AT, ON A SCALE OF 1 TO 5, HOW SATISFIED ARE YOU WITH YOUR CHILDS IEP? WE FOUND, IN TERMS OF VERY SATISFIED OR SATISFIED, IS A LITTLE LESS THAN HALF OF INDIVIDUALS, THAT HAD RESPONDED TO THE SURVEY. SO IT GIVES YOU A SENSE THAT THERE AREN'T VERY MANY PLACES IN GOVERNMENT WHERE YOU CAN SATIS-- OR I SHOULD SAY IN THE WORLD, WHERE YOU CAN HAVE HALF OF YOUR CONSUMERS SATISFIED, AND CONTINUE TO OPERATE. SO THIS WAS AN AREA WHERE WE DID HAVE SOME NARRATIVES THAT PEOPLE COULD PROVIDE NARRATIVES BEHIND THE ANSWER TO THIS QUESTION. AND IN A LOT OF CASES THAT WE FOUND THAT PEOPLE REALLY DIDN'T-- THERE WAS A BIG CHUNK OF PEOPLE THAT DIDN'T REALLY KNOW IF THEY SHOULD BE SATISFIED OR NOT. IT DIDN'T FEEL RIGHT, BUT HOW MUCH CAN THEY ASK? CAN THEY UNDERSTAND THAT THIS IS A REAL CHALLENGE AND SO WHAT SHOULD THEY EXPECT OF THEIR SCHOOL? THEY JUST KNOW THEY DON'T LIKE THE OUTCOME. THERE WERE A BIG GROUP OF PEOPLE THAT WERE NEUTRAL ON IT BECAUSE THEY DIDN'T FEEL THEY KNEW WHAT WAS EXPECTED BY THE SCHOOL IN THE FIRST PLACE. AND WE'RE GOING TO GET TO THAT ON THE LAST POINT. THIS IS SOMETHING I SPECIFICALLY ASKED ABOUT, RESTRAINTS AND SECLUSION. FIRST OF ALL, FOR THIS BOARD, AND I DON'T KNOW IF ANYBODY ON THIS BOARD WAS HERE WHEN THE POLICY, THE STATE BOARD POLICY WAS PASSED. AND THAT WAS-- THAT DISCUSSION, JUST BY WAY OF GETTING SOME HISTORICAL PERSPECTIVE TO IT, THE DISCUSSION ON ENDING THE PRACTICE OF RESTRAINTS AND SECLUSION AS A BEHAVIORAL MODIFICATION TOOL IN SCHOOLS, THAT WAS STARTED BY A TRAGIC DEATH OF A CHILD IN MICHIGAN, IN RESTRAINTS, IN A SCHOOL, AND SO MICHIGAN LAW WAS CHANGED IN A LOT OF WAYS DURING THAT TIME PERIOD AFTER THAT. WHEN YOU ARE IN THE HEALTHCARE SYSTEM THERE ARE VERY STRINGENT RESTRICTIONS. IF YOU WERE TO USE RESTRAINTS ON YOUR CHILD AT HOME YOU WILL HAVE LEGAL PROBLEMS THERE TOO. IN FACT, THERE ARE LAWS, RULES AND RESTRICTIONS, ON USING RESTRAINTS IN PRISONS. THERE IS REALLY ONE PLACE THAT IS LEFT WHERE A CHILD CAN GO WHERE THEY ARE NOT PROTECTED FROM THE INHUMANE AND BARBARIC USE OF RESTRAINTS IN SECLUSION FOR BEHAVIOR MODIFICATIONS, THAT IS IN SCHOOLS. THE POLICY THAT THE STATE BOARD PUT OUT, I THINK WOULD BE A GREAT STARTING POINT FOR SOMETHING THAT NEEDS TO BE CODIFIED INTO LAW. WHAT WE SEE TODAY IS THERE IS A WIDE RANGE OF PRACTICES AROUND THE STATE, FROM THOSE SCHOOLS, THAT I WOULD POINT TO AS MODELS FOR POSITIVE BEHAVIORAL SUPPORT. FOR HAVING STRONG BEHAVIORAL AND WELL INFORMED BEHAVIOR PLANS IN PLACE. THERE ARE STILL OTHERS WHO ARE DOING IT THE OLD WAY WHICH THE WORLD HAS LEFT BEHIND. THE IDEA OF USING A RESTRAINT SHOULD BE RESERVED FOR IMMINENT, AND I MEAN IMMINENT DANGER, TO ONESELF AND OTHERS. NOT DESTRUCTIVE, NOT LOUD, NOT DEFIANT, IMMINENT DANGER TO ONESELF OR OTHERS. AND, TO THE EXTENT THAT WE CAN, GET THIS PRACTICE ENDED IN SCHOOLS, OF USING IT AS A BEHAVIOR MODIFICATION TOOL, WE'LL NOT ONLY MAKE IT BETTER FOR THE STUDENTS, WE'LL ALSO MAKE IT BETTER FOR THE STAFF. BECAUSE THE USE OF THE RESTRAINTS THEMSELVES, IN MANY CASES, ESCALATE PROBLEMATIC BEHAVIORS. SO WHAT I WANTED TO TALK A LITTLE BIT ABOUT, IS TO MAKE THE CONNECTION HERE BETWEEN APPLIED BEHAVIOR ANALYSIS, THEY HAVE STRONG EVIDENCE BASED BEHAVIOR PLANS IN PLACE, AND THE DIFFERENCE THAT WOULD MAKE IN THIS ISSUE, AND NOT HAVING THE DANGEROUS SITUATIONS OR THE PROBLEMATIC BEHAVIORS IN THE FIRST PLACE. THE INSTITUTION OF THE PRACTICES OF ABA TECHNIQUES AND HAVING STAFF AWARE OF, TRAINED IN THOSE TECHNIQUES, AND ALSO HOW TO PUT THEM IN WORK IN THE CLASSROOM, I THINK WOULD BE CRITICALLY IMPORTANT, BUT WE ALSO NEED TO MAKE SURE THAT THE FUNCTIONAL BEHAVIORAL ASSESSMENTS ARE HAPPENING. WHEN YOU DO HAVE-- LET'S SAY YOU HAVE A SCENARIO WHERE YOU BELIEVE A CHILD MAY BE A DANGER TO THEMSELVES OR OTHERS, AND A RESTRAINT IS USED, OR ANY OTHER PROBLEMATIC BEHAVIOR FOR THAT MATTER, THERE NEEDS TO BE A FUNCTIONAL BEHAVIORAL ASSESSMENT. IT IS REQUIRED, BUT NOT A LOT OF SCHOOLS AREN'T EQUIPPED WELL TO DO IT. YOU THINK ABOUT THE FUNCTIONAL BEHAVIOR ASSESSMENT, IT WOULD BE LIKE, THERE IS AN ACRONYM IN THE BEHAVIORAL SCIENCES. ABCs. WHAT IS THE ANTECEDENT? YOU ASSUME BEHAVIOR IS A COMMUNICATION. ALL BEHAVIOR IS A COMMUNICATION OF SOME SORT. AND UNFORTUNATELY, IT APPEARS AS THOUGH, THAT THE-- THAT IN MANY CASES, BEHAVIOR IS BELIEVED TO BE JUST A SYMPTOM OF A CONDITION. AS OPPOSED TO THERE BEING AN ANTECEDENT, AND THE BEHAVIOR COMMUNICATING SOMETHING. TO HAVING THE DETERMINATION THAT IF A PROBLEM OCCURS, THAT WE GO BACK AND WE DO EVERYTHING WE CAN DO TO IDENTIFY WHAT WAS THE ANTECEDENT, AND THEN WHAT WAS THE BEHAVIOR THAT HAPPENED AFTER THAT? AND THEN THAT'S THE B. ANTECEDENT, BEHAVIOR, AND THEN THE CONSEQUENCES. AND THERE ARE GOOD AND BAD CONSEQUENCES TO ALL BEHAVIOR. WHAT DO YOU DO AFTER THAT IN MAKING SURE THAT WE DON'T REINFORCE BAD BEHAVIOR? AND-- OR EVEN GETTING, I SHOULD SAY, WE SHOULD GET AWAY WITH SIMPLY HAVING BAD BEHAVIOR AND GOOD BEHAVIOR AS AN OVER SIMPLISTIC DESCRIPTION OF WHAT'S HAPPENING. WHAT WE MIGHT INTERPRET AS BAD BEHAVIOR, IS IDENTIFYING THAT THERE IS A PROBLEM AND WE CAN EITHER GO DOWN THE OLD FASHIONED ROUTE, THE BARBARIC ROUTE OF USING RESTRAINTS, OR WE CAN FIND WHAT WAS THE ANTECEDENT, UNDERSTAND THE BEHAVIOR, AND THEN IMPLEMENT A REAL BEHAVIOR PLAN BEHIND CHANGING IT. AND THEN HOPEFULLY JUST REDUCE THE INSTANCES WHERE THESE PRACTICES HAPPENS. I WILL, SINCE IT'S A GOOD EXAMPLE, I'LL USE-- I'LL MENTION A COUPLE OF PLACES. FIRST OF ALL, IN KALAMAZOO. WHICH IS THE AREA WHERE THE CHILD DIED IN RESTRAINTS YEARS AGO. THAT THEY WENT FROM THE OLD PRACTICE TO BEING A MODEL TODAY. AND IMPLEMENTING THE POSITIVE BEHAVIORAL SUPPORT AND FUNCTIONAL BEHAVIOR ASSESSMENTS IN ORDER TO DEAL WITH PROBLEMS. NOW THEY DO HAVE THE BENEFIT OF HAVING WESTERN MICHIGAN UNIVERSITY RIGHT THERE, AND STRONG PARTNERSHIP WITH BEHAVIORAL EXPERTS. BUT THAT IS, I THINK, AN EXAMPLE OF HOW YOU CAN GET AWAY FROM THESE PRACTICES BUT AT THE SAME TIME, REALLY DO A LOT TO PROTECT THE INTEREST AND THE SAFETY OF STUDENTS AND STAFF. SO I WANT TO MAKE SURE THAT WE DON'T FALL INTO THE TRAP, OR NOBODY FALLS INTO THE TRAP OF SAYING ENDING THE PRACTICES OF RESTRAINT AND SECLUSION SOMEHOW ENDANGERS ANYBODY. ENDING THE PRACTICES OF RESTRAINT AND SECLUSION, AND REPLACING IT WITH EVIDENCE BASED BEHAVIOR PLANS, WILL PROTECT SAFETY OF STUDENTS AND STAFF. I ASKED JUST DIRECTLY THE QUESTION, HAS YOUR CHILD EVER BEEN SUBJECTED TO RESTRAINTS OR SECLUSION IN SCHOOLS? I THINK IT'S FAR MORE COMMON THAN MOST PEOPLE BELIEVE. THERE IS NO REPORTING REQUIREMENT TODAY. IT CAN HAPPEN IN SCHOOLS AND PARENTS NOT EVEN KNOW ABOUT IT, SO I WONDER ABOUT HOW MANY PARENTS HAVE A CHILD THAT MIGHT BE NONVERBAL, AND WOULDN'T EVEN KNOW THAT SOMETHING HAPPENED THAT DAY. PARTICULARLY, IF IT'S ON A REGULAR BASIS. IF YOU ASK AROUND, IT WON'T TAKE YOU VERY FAR. YOU WON'T HAVE TO ASK VERY FAR BEFORE YOU FIND THE SCHOOLS THAT HAVE SECLUSION ROOMS, THEY CALL THEM QUIET ROOMS OFTENTIMES AND ALSO USE RESTRAINTS. BOTH OF WHICH THE-- BOTH OF WHICH THE BEST PRACTICES AND THE REST OF THE WORLD HAS LEFT BEHIND. EDUCATION IS REALLY THE ONLY PLACE WHERE THIS IS CONSIDERED TO BE ACCEPTABLE. BY THE WAY, IF WE MADE PROGRESS ON THAT-- ON THE SECOND AREA OF HAVING INDIVIDUALIZED EDUCATION PLANS THAT REALLY GOT AT THE HEART OF THE NEEDS OF STUDENTS, YOU'LL SEE THAT RESTRAINT AND SECLUSION USE WILL BE A MUCH LESS PREVALENT ISSUE, BECAUSE THE BEHAVIORS ARE BEING AVOIDED IN THE FIRST PLACE. THE DISPUTE RESOLUTION PROCESS-- THIS IS FRANKLY HEARTBREAKING. THE FEEDBACK THAT WE RECEIVED. BUT IN CERTAIN REGIONS OF THE STATE SEEM TO BE MUCH MORE CONFRONTATIONAL IN TERMS OF LAWSUITS BETWEEN PARENTS AND SCHOOLS. SO IT OCCURS TO ME THERE'S NOT REALLY A GOOD DISPUTE RESOLUTION PROCESS TODAY. IT IS AT THIS POINT BEING, THE FINAL SAY IS BEING HANDLED BY COURTS. AND IT'S A VERY, VERY EXPENSIVE PROPOSITION FOR EVERYBODY INVOLVED. WE HAD ONE CASE WHERE A PARENT THAT HAD THE MEANS TO HAD BEEN FIGHTING THROUGH SO LONG THEY HAD JUST CRACKED $500,000 IN LEGAL EXPENSES. YOU HAVE TO ASSUME THAT THE SCHOOL A SIMILAR AMOUNT OF LEGAL EXPENSES ON THE OTHER SIDE OF THAT. TO CONSIDER THAT AMOUNT OF RESOURCES THAT WENT TO LAWSUITS-- WE DO HAVE PROCESSES WITHIN STATE GOVERNMENT FOR RESOLVING DISPUTES BEFORE THINGS GET TO COURT, AND SO I THINK THIS IS AN AREA WHERE WE REALLY DO NEED TO FIND A WAY TO IMPLEMENT A PROCESS THAT RESOLVES DISPUTES BEFORE IT GETS TO LAWSUITS. WHEN YOU THINK ABOUT A PARENT AND HOW MUCH A PERSON WOULD BE IN IS ALREADY PROBABLY IN CRISIS MODE. BECAUSE THAT-- I CAN TELL YOU FROM PERSONAL EXPERIENCE THAT AT LEAST IN THE BEGINNING, YOU REALLY ARE IN CRISIS MANAGEMENT MODE. WHEN YOU HAVE A CHILD, YOU GET THIS DIAGNOSIS AND IT'S DIFFERENT THAN YOU THOUGHT IT WOULD BE AND YOU DON'T KNOW WHERE TO GO OR WHAT TO DO, THAT THE IDEA OF GOING INTO A PROCESS AND THINKING THAT THIS IS THE GROUP THAT'S GONNA HELP ME, AND HAVING IT TURN INTO A LAWSUIT, THERE HAS TO BE BETTER ANSWERS THAN THAT. I DO WANT TO WORK WITH YOU ON FINDING A PATH TOWARD CREATING A BETTER DISPUTE RESOLUTION PROCESS. BY THE WAY, MOST OF THE DISPUTES THAT WE CAME ACROSS WERE ABOUT LEAST RESTRICTIVE ENVIRONMENT. AND SO IT'S THE IDEA OF A CHILD NOT HAVING ACCESS TO THEIR PEERS, THE PRACTICES OF SEGREGATING A CHILD IN SPECIAL EDUCATION. AGAIN I BELIEVE THAT IN CASES, IN MANY OF THOSE CASES SCHOOLS WILL SAY, "WELL, THERE "ARE PROBLEMATIC BEHAVIORS "AND SO MAINSTREAM "CAN'T HAPPEN." ALL OF THESE THINGS WORK TOGETHER. WE HAVE EVIDENCE-BASED BEHAVIOR PLANS AND AN ABILITY TO REALLY APPLY THAT INTO THE CLASSROOM AND FOLLOW THROUGH, QUALITY CONTROL IN TERMS OF THE IMPLEMENTATION OF THE GOALS SET OUT IN THE IEP THAT WE CAN MAKE A LOT OF PROGRESS IN THIS AREA AND HEAD OFF DISPUTES IN THE FIRST PLACE. BUT TO THE EXTENT THAT THERE ARE DISPUTES, I HATE LEAVING IT TO A VERY EXPENSIVE COURT OPTION, WHEN MEDIATION WORKS. DISPUTE RESOLUTION WORKS. WE SEE IT HAPPENING IN THE LEGAL PROFESSION ALL THE TIME, AND WE CAN MAKE SOME BIG PROGRESS HERE. IN THIS CASE, THE WAY I ASK THIS QUESTION, HOW YOU FEEL? HOW INCLUDED DO YOU FEEL? THIS WAS ONE OF THE FEW WHERE THE MAJORITY OF PEOPLE WHO ANSWERED SAID THEY EITHER ALWAYS OR USUALLY FEEL, BUT IT'S ONLY A LITTLE BIT OVER HALF, AND SO THERE'S A CAVEAT I WANT TO PUT INTO THIS ONE, THOUGH, AND, YOU, KNOW HAVING BEEN THROUGH ALL THE PUBLIC HEARINGS, I HAVE A LITTLE BIT BETTER IDEA OF KIND OF HOW PEOPLE WOULD VIEW THIS QUESTION AFTER HEARING FROM SO MANY PEOPLE IN PERSON IN THE PUBLIC HEARINGS. AND THAT IS, OFTENTIMES A PARENT WILL FEEL LIKE, "YEAH, I'M INCLUDED, "I'M THERE. "I WAS AT THE MEETINGS." BUT EVEN IF THEY GOT AN IEP THAT THEY WERE SATISFIED WITH, THAT IT WAS THE FOLLOW-THROUGH IN THE CLASSROOM THAT WAS THE PROBLEM. SO THEY MIGHT FEEL INCLUDED IN THE DECISION MAKING PROCESS. BUT KIND OF HELPLESS WHEN IT CAME TO THE IMPLEMENTATION OF THOSE DECISIONS. AND SO THAT'S KIND OF A CAVEAT I WANT TO THROW IN THERE. AND ACCORDING TO WHAT WE HAD HEARD, THAT-- YEAH, I WENT THROUGH THIS BATTLE IN THE IEP PROCESS. I EVENTUALLY WON, MAYBE IN COURT, OR MAYBE AFTER WORKING WITH IT FOR A LONG TIME, BUT AFTERWARDS IT DIDN'T ACTUALLY HAPPEN IN THE CLASSROOM. AND SO THAT CLASSROOM FOLLOW-THROUGH I THINK IS GONNA BE A KEY COMPONENT. THE FIFTH FINDING WAS THE NEED FOR SUPPORT OF PARENTS WITH RESOURCES AND OPTIONS. AND I'LL GO AHEAD AND SHARE WITH YOU THIS ONE. PARENTS DO WANT TO BE ENGAGED. I'M GOING TO CONTINUE TO COMMUNICATE WITH THE 91% WHO SAID THEY WANT TO STAY UP ON THIS, AND THIS PROCESS. BUT THE IDEAS THAT IT WAS A COMMON PIECE OF TESTIMONY THAT A PARENT WOULD SAY, "I WOULD GO INTO "THESE MEETINGS AND BE "COMPLETELY LOST. "I DIDN'T KNOW EVEN WHAT-- "PEOPLE KEPT ON SAYING IEP, "TO FIND OUT WHAT IS AN IEP? "OR HOW DOES THE PROCESS WORK? "WHAT DID THEY HAVE TO AGREE TO "WITH ME BEFORE IT CAN "REALLY HAPPEN?" "OR WHAT ARE REALLY MY RIGHTS? "WHAT ARE THE THINGS "THAT I SHOULD LOOK AT?" AND SO BEING ABLE TO SUPPORT PARENTS, PARTICULARLY AT THE FRONT END AND UNDERSTANDING HOW THE IEP PROCESS WORKS, AND WHAT THEY'RE SUPPOSED TO BE LOOKING FOR. HOW THEY ENGAGE, AND IT IS SOMETHING THAT I THINK-- MAYBE IT'S ASSUMED THAT PARENTS WOULD KNOW, OR WITHOUT IT BEING KIND OF LAID OUT FOR THEM, OR THINGS ARE BUSY, AND EVERYBODY'S GOT A LOT OF WORK. AND THAT WAS THE OTHER PIECE OF FEEDBACK, IS, "I JUST FEEL LIKE "I GET RUN OVER. "I GO IN THESE MEETINGS "AND THEY'VE ALREADY GOT "THE THING WRITTEN. "AND SO PEOPLE JUST AGREE "AROUND, AND I'M WONDERING "WHEN DO I HAVE A VOICE "IN THIS PROCESS?" THE OTHER PART-- I INCLUDED IT IN THIS REPORT BECAUSE IT WAS BROUGHT UP JUST ENOUGH TIMES FOR ME TO BE CONCERNED ABOUT. I CAN'T SAY IT WAS BROUGHT UP AS MUCH AS ALL THE OTHER ISSUES THAT I'VE TALKED ABOUT. BUT WE DID HEAR ON TWO DIFFERENT OCCASIONS FROM TEACHERS WHO SAID, "I HAD A-- "I HAD A LOT TO OFFER "BUT I WAS AFRAID FOR MY JOB "IF I WERE TO SPEAK UP, "IN DEFENSE OF THIS CHILD "AND THIS PARENT THAT IS-- "WHAT THEY WERE ADVOCATING FOR "IS WHAT NEEDS TO BE DONE "AND I FELT THREATENED, "AND I COULDN'T SPEAK UP." AGAIN, I HEARD THAT TWICE. I BRING IT UP BECAUSE TWICE IS TOO MANY TIMES. IT'S SUPPOSED TO BE A VERY COLLABORATIVE PROCESS AND THE TEACHER WHO SPENDS THE MAJORITY OF THE AMOUNT OF TIME WITH THE STUDENT REALLY DOES NEED TO FEEL OPEN AND SAFE IN SHARING THE OPINION OF WHAT HAPPENS IN THAT CASE. I DID HEAR FROM OTHER PARENTS AS WELL THAT THEIR TEACHER SAID THAT, BUT I SHARE THAT I HEARD DIRECTLY FROM TWO TEACHERS THAT THEY JUST FELT LIKE THEY HAD TO STAY QUIET IN IEP MEETINGS, EVEN WHEN THINGS WERE HAPPENING THAT THEY DIDN'T AGREE WITH. SO THAT IS AN AREA THAT I'M-- AGAIN, IT JUST DOESN'T-- THESE ARE DIFFICULT, BUT VERY MANAGEABLE CHALLENGES, AND THINGS THAT I WANT TO WORK TOGETHER WITH YOU ON MAKING THIS-- ON TURNING THIS REALLY INTO A VERY SPECIFIC SET OF POLICY CHANGE, RECOMMENDATIONS, AND PROPOSALS. IN SO MANY CASES, YOU KNOW, WE KNOW IN THE VAST MAJORITY OF CASES WE KNOW THAT HEARTS ARE IN THE RIGHT PLACE ALREADY, THAT THIS ISN'T A MATTER OF TRYING TO CONVINCE PEOPLE TO DO BETTER. PEOPLE WANT TO DO BETTER. IT IS A MATTER OF REALLY EQUIPPING PEOPLE WITH THE RIGHT SYSTEMS AND KNOWLEDGE IN ORDER TO GIVE OUR KIDS THE BEST THAT WE CAN POSSIBLY GIVE THEM. SO THAT IS THE END OF THE FORMAL PRESENTATION. I'M HAPPY TO ENGAGE OR-- NOT THAT IT'S MY MEETING, BUT I DON'T KNOW IF, MICHELLE, IF YOU WANTED TO CHIME IN. MICHELLE IS AT ALMOST EVERY MEETING, INCLUDING PLACES THAT WERE SO FAR AWAY FROM WHERE SHE LIVED, SHE'D GET WET IF SHE WENT ANY FURTHER. SO, ANYWAY-- >> I THINK YOU DID A GREAT JOB GETTING THE OVERALL VIEW OF IT. WHAT I SAY AT EVERY MEETING, AND WHAT I'LL SAY NOW, IS THAT THIS ISSUE IS SOMETHING THAT I SEE TRANSCEND POLITICAL PARTIES. BUT IT IS SOMETHING THAT I THINK IS TIED WITH A NEED FOR MORE FUNDING. I THINK A LOT OF THE DISPUTES AND WHAT CAN BE DONE-- SCHOOLS OFTENTIMES FEEL LIMITED. WE'RE NOT GETTING THE APPROPRIATE AMOUNT OF FUNDING TO REALLY SUPPORT THESE KIDS, AND SO IT ENDS UP BEING BATTLES OVER THE IMPLEMENTATION OF SERVICES, AND THINGS LIKE THAT, BECAUSE SCHOOLS ARE STRAPPED FOR CASH, THEY DON'T WANT TO GO INTO DEFICIT, AND PARENTS ARE DESPERATELY FIGHTING FOR THEIR KIDS TO GET WHAT THEY NEED. SO I THINK THAT ALSO HAS TO BE CONSIDERED. IT'S BEEN AN HONOR TO WORK WITH YOU AND TO SEE HOW MANY COMMENTS-- HOW MUCH WE HAVE IN COMMON AND HOW WE BOTH VIEW THIS ISSUE. SO, AND HOPEFULLY THE LEGISLATURE WILL-- WHOEVER NEEDS TO MAKE CHANGES WILL FEEL THE SAME WAY. >> JOHN. >> WE GOT A JAM PACKED DAY, AND I DON'T WANT TO CUT US SHORT, BUT I JUST WANT TO SAY SOMETHING. WE, ON BEHALF OF THE BOARD, APPRECIATE YOUR COMING OVER, AND APPRECIATE BOTH YOUR WORK AND YOUR PERSONAL LEADERSHIP. WE'LL CERTAINLY BE EAGER TO WORK ON ADVANCING THESE RECOMMENDATIONS, AND I ALSO WANT TO THANK MICHELLE FOR HER LEADERSHIP ON OUR BEHALF. I REALLY LOVE YOUR GOAL. WE WANT MICHIGAN TO BE THE STATE WHERE IT'S THE BEST PLACE TO LIVE, WORK, GO TO SCHOOL, AND RAISE A FAMILY. I HAVE A YOUNGER BROTHER WITH A COUPLE OF AUTISTIC KIDS. HE'S IN MINNESOTA. OFTEN HE SAYS, "THANK GOD "WE'RE IN MINNESOTA, BECAUSE "THEY HAVE A PRETTY ROBUST "SUPPORT SYSTEM," AND I WANT US TO BE ABLE SAY THAT ABOUT MICHIGAN. AND SEVERAL OF THESE THINGS ARE GONNA BE, OBVIOUSLY, EASY FOR US TO HELP YOU, AND HELP US ALL WORK ON. WE'VE GOT THE RULE MAKING PROCESS UNDER A SUPERINTENDENT. WE HAVE THE ABILITY TO WORK ON DISPUTE RESOLUTION. HELPING THE IEP TO COME ALIVE, BE WHAT IT NEEDS TO BE, IS GONNA NEED SOME WORK, AND MICHELLE'S COMMENTS INCLUDED. BUT SOME OF US, I KNOW KATHY WAS HERE, I DON'T KNOW IF EILEEN WAS HERE, LIZ BAUER WAS HERE, THAT'S SECLUSION AND RESTRAINT DISCUSSION, WHEN WE HAD THOSE POLICY RECOMMENDATIONS. IT WAS PRETTY HORRIFYING AND WE DID WHAT WE COULD TO SAY WE GOTTA STOP THIS PRACTICE, AND VERY EAGER TO WORK WITH YOU ON WHATEVER LEGISLATION WE NEED TO MAKE IT REAL, AND MAKE IT BE WHAT IT NEEDS TO BE. AND GET US INTO THE 21st CENTURY, SO THANK YOU VERY MUCH. >> KATHLEEN, THEN EILEEN. >> OH, WELL, FIRST OF ALL, I WANT TO THANK YOU VERY MUCH FOR DOING THIS. I WAS SO IMPRESSED WITH YOUR MANNER OF CONDUCTING THESE SOLICITING TOURS, AND THE INFORMALITY THAT MADE IT VERY COMFORTABLE FOR PEOPLE TO SAY WHAT WAS ON THEIR MINDS, AND NOT INTIMIDATING. I CONGRATULATE YOU ON THAT, AND I APPRECIATE YOUR LEADERSHIP, AS BOTH MICHELLE AND JOHN HAVE SAID. HAVING LIZ HERE TODAY IS REALLY GOOD, BECAUSE SHE WAS ONE OF THE LEADERS IN PUSHING THE RESTRAINT AND SECLUSION DISCUSSION, AND HAS BEEN AN ADVOCATE FOR SPECIAL EDUCATION STUDENTS FOR MANY, MANY YEARS. SO I'M LOOKING FORWARD TO WORKING WITH YOU TO COOPERATE IN GETTING WHATEVER LEGISLATION WE CAN GET TO DO, PUT WHAT WE DID INTO LAW, WHICH WOULD MAKE IT MORE EFFECTIVE MAYBE. BUT THE WHOLE PROCESS OF IMPLEMENTING AT THE LOCAL LEVEL WHAT WE DO AT THE STATE LEVEL, THAT'S ANOTHER STORY. AND THAT WILL TAKE EVEN MORE WORK. THERE IS A MINDSET, I THINK, IN MANY DISTRICTS, MANY ADMINISTRATORS, THAT THEY'RE UNDER THE GUN. THEY DON'T HAVE THE RESOURCES TO DO WHAT THEY KNOW WOULD BE BETTER. AND MAYBE THEY WANT TO DO IT, BUT THEY ARE RESTRAINED BY CONCERNS FOR GENERAL EDUCATION STUDENTS, AS WELL AS THE SPECIAL EDUCATION STUDENTS. AND THEY NEED ADDITIONAL, AS MICHELLE SAID, THEY NEED ADDITIONAL RESOURCES. AND THAT, I KNOW, IS DIFFICULT RIGHT NOW. SO HOW WE MAKE SURE THAT EVEN IF WE WORK TO-- ARE SUCCESSFUL GETTING IMPLEMENTATION OF SOME OF THESE AT THE LEGISLATIVE LEVEL, AND AT THE RULE MAKING LEVEL, THEN WE STILL HAVE TO WORK ON THE IMPLEMENTATION AT THE LOCAL LEVEL. BUT IN THE MEANTIME I THINK IT'S GREAT THAT WE CAN WORK TOGETHER ON THIS, AND IMPROVE. THE VERY FIRST MEETINGS I ATTENDED AS A STATE BOARD MEMBER, AND THAT WAS IN 1993, WAS A REPORT OF A SPECIAL EDUCATION TASK FORCE THAT HAD BEEN IN MEETING FOR YEARS OR MORE, AND MADE RECOMMENDATIONS. AND I REMEMBER SITTING HERE AND LISTENING TO PARENTS AND GRANDPARENTS OF AUTISTIC CHILDREN OR OTHER CHILDREN WITH MULTIPLE DISABILITIES. I'M SITTING HERE THE TEARS ARE ROLLING DOWN MY CHEEKS. IT'S SO TROUBLING TO HEAR WHAT PROBLEMS SOME FAMILIES HAVE. AND HOW CAN WE HELP THEM SOLVE THOSE PROBLEMS OR RESOLVE OR WORK WITH THEM TO GET TO SOLVE THOSE PROBLEMS. SO I LOOK FORWARD TO MORE COOPERATION WITH YOU. I WAS REALLY IMPRESSED. THANK YOU. >> THANK YOU, AND I THOUGHT I MIGHT, SINCE RESOURCES HAVE COME UP A COUPLE OF TIMES-- OF COURSE, RESOURCE RESTRAINTS IS SOMETHING WE DEAL WITH ALL THE TIME. WE HAVE TO FIGURE OUT A WAY TO GET PAST IT. TO YOU KNOW MAKE SURE THAT WE HAVE THE APPROPRIATE RESOURCES, AT THE RIGHT PLACE AND IN RIGHT WAY, IN ORDER TO GET THE JOB DONE. ONE OF THE AREAS WHERE I THINK WE CAN MAKE SOME GOOD PROGRESS IN, IT'S FLESHED OUT A LITTLE BIT MORE THAN IN MY COMMENTS HERE IN THE REPORT, IS, YOU KNOW, THERE IS A SILO APPROACH TODAY. THERE IS A SILO ISSUE IN MANY AREAS. ONE OF THE MORE SUBTLE DIFFERENCES I NOTICE, IN OTHER PLACES WHERE IT'S VERY DRAMATIC, AND A LOT OF DISSATISFACTION. IN SOME PLACES WHERE THERE WAS MUCH LESS OF THAT. SOME OF OUR STOPS WERE, I WOULD SAY, PRETTY BALANCED. ABOUT HALF OF THE PEOPLE WERE VERY POSITIVE ABOUT WHAT WAS HAPPENING AND HALF THE PEOPLE HAD ISSUES. AND, UM... IN THE CASES WHERE THE SCHOOL ALLOWED IN NONSCHOOL RESOURCES, THAT THAT MADE A DRAMATIC DIFFERENCE IN THE CAPACITY OF THE SCHOOL TO DELIVER SERVICES. FOR THE SCHOOLS THAT BELIEVED THAT ALL SERVICES HAVE TO BE DELIVERED BY A-- YOU KNOW, SOMEBODY INSIDE THAT SCHOOL ON THAT SCHOOL'S PAYROLL, HAS TO BE AN EXPERT ON EVERY SINGLE THING. THOSE WERE AREAS WHERE IT'S A DIFFERENT TYPE OF RESOURCE CONSTRAINT. YOU KNOW, YOU GUYS TALK ABOUT THE MONEY RESOURCE. THAT FIGURES IN HERE, TOO, BUT IT'S THE IDEA OF SOMETIMES THERE'S A KNOWLEDGE RESOURCE AS WELL. AND SO IF YOU REMEMBER WHEN WE WERE UP NORTH THAT THERE WAS A SERVICE PROVIDER THAT SAID I'VE GOT TWO-- YOU KNOW I OPERATE IN TWO DIFFERENT SCHOOL DISTRICTS. ONE OF THEM LETS ME IN TO WORK ON BEHAVIORAL PLANS AND IEPS, AND THE OTHER ONE DOESN'T. AND SO I NOTICED THAT THE PEOPLE THAT SHOWED UP THAT WERE VERY UPSET WERE FROM THE ONE THAT DOESN'T LET PEOPLE IN TO HELP WITH THE IEP. THESE BARRIERS THAT EXIST, THE SILOS, I THINK, ARE ONE OF THE RESOURCE ANSWERS. CLEARLY THERE ARE FINANCIAL ISSUES AROUND SOME RESOURCES AS WELL. THE THING I LIKED ABOUT SOME OF THESE RECOMMENDATIONS, THOUGH, IT'S-- IN SOME CASES, IT'S STOP DOING SOMETHING INSTEAD OF START DOING SOMETHING. AND OF COURSE WHEN I CALLED SOME OF THEM LOW HANGING FRUIT IT WAS BECAUSE I THOUGHT, IN THOSE CASES WE CAN PROBABLY MAKE SOME PRETTY QUICK PROGRESS ON. >> EILEEN. >> IT WAS AT MY LAST BOARD MEETING IN 2006 THAT WE PASSED THE SECLUSION AND RESTRAINT, THE NEW POLICY. AND I WAS IN TEARS AT THE TIME, I WAS STARTING TO MAKE THREATS AGAINST ENTIRE WORLD, AND REGGIE TURNER, WHO WAS SEATMATE, CLEANED UP THE MINUTES, CALMED ME DOWN, AND WE WERE ABLE TO MOVE FORWARD. AND, JOHN, YOU PROBABLY REMEMBER THAT, IT WAS VERY EMOTIONAL FOR ALL OF US, WE HAD CENTER BASED PROGRAMS THAT WANTED TO HAVE MORE FREEDOM TO DO SECLUSION AND RESTRAINT. IT WAS PRETTY TRAUMATIZING TO LISTEN TO IT. I CAN'T THANK YOU ENOUGH FOR OPENING THIS DOOR FOR US. WE'VE BEEN COPING WITH BITS AND PIECES OF IT, KNOWING THINGS WEREN'T RIGHT, AND NOT BEING ABLE TO GET A COMPREHENSIVE PICTURE, AND YOU'VE GIVEN US THAT, WHICH IS EXTRAORDINARY. AND I ALSO WANT TO SAY THAT ANN ARBOR PUBLIC SCHOOLS HELD A SESSION. THEY'VE BEEN HOLDING SPECIAL ED SESSIONS FOR TEACHERS ALL SUMMER LONG, BUT INVITED PARENTS TO THE LAST ONE ABOUT TWO WEEKS AGO, ABOUT 40 PARENTS IN ATTENDANCE. AND THE PERSON WHO ADDRESSED US SAID THEY HAD BEEN HOLDING THEM-- THEY'D HELD THREE EARLIER IN THE SUMMER. THEY'D HAD FEWER THAN TEN EDUCATORS AT EACH ONE. SO THEY DECIDED SIMPLY TO MOVE FORWARD AND OPEN IT TO PARENTS, TO TEL THEM HOW TO CONSTRUCT A GOOD IEP. HOW TO HAVE MEASURABLE GOALS WITH TIME PERIODS FOR PERFORMANCE, BECAUSE THEY FELT WE HAD THE BEST CHANCE OF PRODDING PEOPLE INTO THE IMPLEMENTATION OF THE IEP. I COMMEND THEM FOR THEIR FRANKNESS, BUT I THINK IT ALSO ADDRESSES EXACTLY WHAT WE'VE JUST BEEN DISCUSSING, WHICH IS RESOURCES, RESOURCE ALLOCATION, AND OPENNESS TO SOLVING PROBLEMS AS OPPOSED TO BEING AFRAID. WE HAD A SESSION THIS MORNING ON WHAT'S IT CALLED? OK2SAY, FROM THE ATTORNEY GENERAL'S OFFICE. AND I THINK IN SOME WAYS, NOT JUST THE PARENTS WHO DON'T KNOW WHAT'S GOING ON FOR SURE, BUT SCHOOL PERSONNEL THEMSELVES ARE AFRAID TO BE THE PERSON TO PUSH. AS YOU SAID, THE TEACHER WAS AFRAID TO SPEAK UP, AND SOMEHOW WE GOT TO CRACK THE CODE ON THAT FOR OUR CHILDREN, BECAUSE THE SCHOOLS THEMSELVES HOLD THE ANSWERS TO THIS. THE PARENTS CAN'T SOLVE IT. WE'RE OUTSIDE THE SYSTEM, AND WE'RE BEGGING FOR HELP FOR OUR CHILDREN, SO THANK YOU FOR OPENING THIS UP. >> EILEEN, SINCE YOU-- I THOUGHT I'D TAKE AN OPPORTUNITY TO PLUG OR TO ASK IF YOU HAVE NOT READ THIS REPORT FROM MICHIGAN STATE UNIVERSITY, THE EDUCATION POLICY CENTER. IT'S CALLED, "EDUCATING STUDENTS "WITH AUTISM SPECTRUM DISORDER, "AN INITIAL EXPLORATION "OF PROGRAMMING. "THE ASD MICHIGAN PROJECT." AND THIS WAS ONE THAT WAS ACTUALLY PAID FOR BY THE WISERS, IN TERMS OF A DONATION TO THE SCHOOL SO THEY COULD DO THE RESEARCH. AND THIS REALLY SPEAKS TO AN EXPECTATIONS ISSUE. IT'S FROM 2011. OUR FEEDBACK WAS VERY MUCH IN LINE THIS YEAR, WITH THE SORTS OF THINGS THAT YOU WOULD READ IN THIS REPORT. THERE'S A GOOD EXECUTIVE SUMMARY OF IT. I WOULD ENCOURAGE YOU TO TAKE A LOOK AT IT. A FEW OF THE THINGS, THOUGH, IN TERMS OF LOW EXPECTATIONS, A THIRD OF SCHOOL PERSONNEL DID NOT EXPECT IN THIS STUDY-- DID NOT EXPECT STUDENTS TO REACH GRADE LEVEL PERFORMANCE. OVER 25% OF THE STUDENT NEVER OR RARELY HAVE ACCESS TO GENERAL CURRICULUM. AND IT'S ONE OF THE AREAS WHERE KIND OF THE DRAMATIC EXAMPLE THAT WE HAD HEARD WAS SOMEBODY WHOSE IEP INCLUDING TYING SHOES, AND THAT WAS IN THE FIRST IEP AND IT WAS IN THE LAST IEP. AND SO WHEN YOU CONSIDER THAT THE TYPES OF PERCENTAGES THAT ARE REFLECTED IN THIS STUDY, IT REALLY DOES-- I MEAN WE NEED TO-- THERE IS A MINDSET CHANGE ABOUT EXPECTATIONS THAT WE NEED TO PURSUE, AND IT'S ONE THAT I WOULDN'T JUST PUT IT ON EDUCATORS, EITHER. I WOULD SAY US PARENTS OF KIDS THAT HAVE INDIVIDUALIZED EDUCATION PLANS. THAT JUST LIKE OUR OTHER KIDS. I HAVE THREE KIDS, ONE OF THEM HAS AN IEP. AND I WOULD NEVER SAY TO MY TWO OTHER KIDS, I WOULD NEVER TRY TO PREDETERMINE WHAT THEY'RE GOING TO BE ABLE TO DO. AND YET THERE IS THIS CONSTANT REINFORCEMENT OF HAVING A DIFFERENT EXPECTATION FOR MY CHILD WITH AUTISM. I JUST WANT HER TO BE ABLE TO GO OUT THERE AND PURSUE THINGS AND HAVE US JUST KIND OF SUPPORT HER PURSUIT OF EDUCATION, AND LIFE, AND CAREER, AND FAMILY, OR WHATEVER IT IS THAT SHE WANTS TO DO. AND NOT PREDETERMINE, "WELL, "THAT'S NOT REALLY A PATH "THAT YOU SHOULD LOOK AT "OR NOT REALLY A PATH "WE SHOULD HELP YOU DOWN, "BECAUSE, WELL, YOU HAVE "THIS DISABILITY." AND THERE ARE SO MANY DIFFERENT AREAS, OR SO MANY EXAMPLES-- AMAZING EXAMPLES, AS JUSTICE BERNSTEIN AND I HAVE TRAVELED AROUND THE STATE ON THE MY HIDDEN TALENT TOUR, WHICH IS AN INITIATIVE TO TRY AND ENCOURAGE MORE EMPLOYERS TO HIRE PEOPLE WITH DISABILITIES. NOT FOR CHARITY. BECAUSE THIS IS A GROUP, AS A TALENT POOL THAT PEOPLE-- THAT OUR PRIVATE SECTOR COULD REALLY BENEFIT FROM. AND SO SEEING PAST THE DISABILITY AND LOOKING FOR THE STRENGTH OR BUILDING AROUND THE STRENGTH IS REALLY IMPORTANT. I SAW SO MANY EXAMPLES OF PEOPLE THAT HAVE BROKEN THROUGH THE STEREOTYPE ABOUT WHAT THEIR DISABILITY MEANS, AND ARE PROVING EVERY DAY THAT THEY DESERVE THE SAME SHOT THAT ANYBODY ELSE GETS. THERE WAS-- SO MANY GREAT EXAMPLES, BUT THE ONE THAT JUSTICE BERNSTEIN SHARED WITH ME, THAT HE BROUGHT BACK FROM OVERSEAS, WAS THE ISRAELI DEFENSE FORCE THAT USES, THEY HAVE PEOPLE WITH AUTISM THAT DO THE ANALYTICS AND SATELLITE IMAGES. IT'S ONE OF THE MOST HIGH TECH, TOP SECRET, AND INTENSE NATIONAL SECURITY SYSTEMS IN THE WORLD. SO, NATURALLY, AND I KNOW THIS BECAUSE I HAVE A DAUGHTER WITH AUTISM, THERE ARE SOME THINGS SHE STRUGGLES WITH, AND THERE OTHERS THINGS SHE HAS ABILITIES THAT SEEM MORE LIKE SUPER-POWERS, AND SO PART OF IT IS HER WILL, BY THE WAY. BUT THE IDEA OF HAVING-- OF REALLY UNDERSTANDING WHAT ARE THOSE AREAS OF SUPER-POWERS, AND BUILDING AROUND THOSE. YOU KNOW WE WANT TO MITIGATE WEAKNESSES, BUT WANT TO BUILD AROUND STRENGTHS. IDENTIFY-- WHAT IF OUR ATTITUDE, WAS FROM THE VERY BEGINNING WAS, LOOK FOR THE STRENGTHS AND BUILD AROUND THEM? AND WHO KNOWS WHAT IS POSSIBLE, BUT THAT'S JUST-- WHEN I FIRST READ THIS REPORT, THIS MSU STUDY, THAT WAS THE FIRST THING THAT POPPED INTO MY HEAD WAS, HOW ON GUARD AM I AS A PARENT IN NOT PREDETERMINING OR NOT SETTING EXPECTATIONS DIFFERENTLY OR LIMITING EXPECTATIONS BECAUSE OF A DIAGNOSIS OR A LABEL? I KNOW IF IT'S SOMETHING I HAVE TO BE ON GUARD FOR, HOW MUCH HARDER IS IT FOR EVERYBODY ELSE? AND SO WE CAN-- WE CAN MAKE BIG PROGRESS ON THIS TOGETHER, SO I'M REALLY EXCITED TO MOVE FORWARD. I'VE HAD A LOT OF PEOPLE THAT HAVE REACHED OUT ON THE OUTSIDE THAT WANT TO GET INVOLVED AS WELL. SO I'D LOVE TO WORK DIRECTLY WITH YOU AND ENGAGE. I PLAN TO SHARE THIS INFORMATION AS WELL WITH THE EDUCATION POLICY MAKERS IN THE LEGISLATURE BUT THIS IS MY FIRST STOP. AND THEN AS WE BUILD THE TEAM, I THINK, WORKING TOGETHER, WE CAN MAKE A BIG DIFFERENCE. >> ALL RIGHT, WE'RE GOING TO ADJOURN IN ONE SECOND. PAM, YOU HAVE YOUR HAND UP? >> YES, I'LL TRY TO BE QUICK. THIS HAS BEEN ENLIGHTENING. OF COURSE, THERE HAVE BEEN SOME DISHEARTENING THINGS THAT WE HAVE LEARNED TODAY, BUT I HAVE OPTIMISM KNOWING THAT WE HAVE BOARD MEMBERS, AS WELL AS YOURSELF, WHO ARE AT THE FOREFRONT OF THIS ISSUE. I DON'T KNOW IF WE REALLY LOOKED AT THE DEMOGRAPHICS OF THE PARTICIPANTS OF THESE VARIOUS FOCUS GROUPS, BUT AS WE HEARD, I THINK FROM MICHIGAN, CHILDREN AS WELL AS OTHERS, ABOUT EQUALITY VERSUS EQUITY, WE KNOW THAT SOME CHILDREN, WHEN WE LOOK AT DISABILITIES AND LEARNING DISABILITIES, THERE ARE A WIDE VARIETY OF THOSE DISABILITIES. MANY OF THESE CHILDREN ARE FACED WITH, YOU KNOW, CUMULATIVE IMPACTS, WHETHER IT'S THAT THEIR PARENTS MAY HAVE THESE DISABILITIES, WE TALK ABOUT THE SOCIOECONOMIC BACKGROUND THAT THEY COME FROM, WE CAN TALK ABOUT THEIR ENVIRONMENTAL ISSUES, THAT, YOU KNOW, THAT THEY'RE SURROUNDED BY WHETHER IT'S LEAD POISONING OR OTHER THINGS THAT MAY ALSO LEAD TO THOSE LEARNING DISABILITIES. BUT, I JUST HOPE THAT, YOU KNOW, WHAT WE'RE TALKING ABOUT TODAY SPILLS OVER, AND WE CAN HAVE THIS CONVERSATION IN THOSE AREAS AS WELL. YOU KNOW AS WE TALK ABOUT THE PARTICIPATION LEVEL OF PARENTS, OR THEM BEING ABLE TO PARTICIPATE, AS WELL AS A SYSTEM THAT SUPPORTS THAT. IF WE HAVE MANY PARENTS WHO HAVE THESE LEANINGS DISABILITIES AND THIS CONVERSATION SPILLS OVER INTO THE GENERAL PUBLIC, AND MAKING SURE THAT THEY HAVE ALL THE NECESSARY TOOLS TO PARTICIPATE. SO-- BUT THANK YOU. >> THANK YOU, LIEUTENANT GOVERNOR, THANK YOU FOR YOUR LEADERSHIP. WE LOOK FORWARD TO WORKING WITH YOU, AND PUTTING TOGETHER SOME RECOMMENDATIONS. WITH THAT WE'RE GOING TO ADJOURN 'TIL 1:00. dissertation writing meme when characters Cayuga Community College.

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