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Dissertationes pharmaceutical companies

Dissertationes pharmaceutical companies education capstone project ideas autism for money looking for someone to type my dissertation conclusion on psychology asap >> WELL, GOOD AFTERNOON. [ OVERLAPPING CHATTER ] OKAY, WELL, THEN I'M GOING TO WAIT. I'M GOING TO WAIT. [ OVERLAPPING CHATTER ] WELL, GOOD AFTERNOON. WE'RE ACTUALLY PRETTY MUCH ON TARGET, BUT THE ORIGINAL PLAN IS THAT WE CONTINUE WITH THE MORNING MEETING, THE COMMITTEE OF THE WHOLE, EVEN THOUGH WE KNEW THAT OUR GUEST WAS GOING TO JOIN US IN THE AFTERNOON, AND THEN WE'LL GO TO THE REGULAR MEETING AND ALL THAT AFTERWARDS. SO-- OR SHOULD WE-- HONOR PUBLIC PARTICIPATION? >> DID WE HAVE MORE MORNING? >> WE HAVE TWO PUBLIC PARTICIPATION FORMS. >> THE ONLY OTHER MORNING IS MIKE. >> OH, WE HAD RECESS FOR LUNCH AND THEN MIKE. >> YEAH. SO IT'S TECHNICALLY STILL PART OF A COMMITTEE OF THE WHOLE. >> I SEE WHAT YOU'RE SAYING. OKAY. ALL RIGHT, ALL RIGHT. WELL, I KNOW WHO MIKE IS. >> IT JUST SAYS IT CAN'T BE BEFORE-- DID YOU HAVE SOME? >> I JUST HAD TWO OF THEM. [ OVERLAPPING CHATTER ] >> WE PROBABLY SHOULD-- >> DO I OPEN AND TAKE IT OUT? >> WE SHOULD PROBABLY DO PUBLIC PARTICIPATION. >> MIKE, WITH YOUR PERMISSION, ARE YOU A LITTLE FLEXIBLE ON TIME? >> ALL THE WAY TILL 2:30. >> WELL WE HAVE TWO-- IF WE DID TWO, THAT'S TWO FIVE MINUTE PARTICIPATIONS. WE'D BE READY AT 1:30. >> GREAT. >> THANK YOU. THEN LET'S STICK TO, KIND OF, OUR PROCESS THERE. [ OVERLAPPING CHATTER ] THAT WON'T BE FOR YOU, MIKE. AND THEY MAY COME UP AND JOIN US. [ OVERLAPPING CHATTER ] >> I HAVE TWO PUBLIC PARTICIPATION FORMS. CHERYL BURLEY WOULD BE FIRST AND JALEEN JENKINS-WHALL. ANYBODY ELSE HAVE ANY FORMS? IF CHERYL BURLEY WOULD PLEASE MAKE HER WAY TO RIGHT HERE AT THE END OF THE TABLE. I'LL CLOSE THAT COMPUTER UP FOR YOU. YOU'LL HAVE FIVE MINUTES TO SPEAK AND THE BOARD TYPICALLY DOES NOT-- IT'S POLICY THAT THEY DO NOT ENGAGE IN DISCUSSION. >> RIGHT. GOOD AFTERNOON, AND THANK YOU FOR PROVIDING ME JUST A FEW MINUTES. I DON'T THINK I'LL BE ANYWHERE NEAR FIVE MINUTES. MY NAME IS CHERYL BURLEY AND I AM FROM THE DISTRICT OF GROSSE POINTE PUBLIC SCHOOLS, WHERE GARY ABUD IS FROM. AND MR. FLANAGAN IS VERY FAMILIAR WITH US. I'VE BEEN IN PUBLIC EDUCATION FOR 23 YEARS-- 21 OF THEM I WAS A 1st GRADE TEACHER. I GREW UP TEACHING MY STUFFED ANIMALS IN MY GRANDMOTHER'S BASEMENT, AND THAT WAS MY LIFELONG DREAM WAS TO BECOME A TEACHER. [ LAUGHTER ] I ACTUALLY HAVE THE SECRETARY CABINET IN MY HOUSE REFINISHED, THE ONE THAT I PRACTICED WITH ALL THE TIME WHEN I WAS LITTLE, THAT STANDS TO REMIND ME OF WHAT MY GOALS WERE. HOWEVER, IT TOOK ME UNTIL THE AGE OF 31 TO BECOME A TEACHER, AFTER TWO CHILDREN, AND I WAS VERY FORTUNATE TO GET INTO THE GROSSE POINTE PUBLIC SCHOOLS. AND THEN I HAD THE PRIVILEGE OF TEACHING 1st GRADERS FOR 21 YEARS. I ALSO BECAME AWARE OF A POSSIBILITY TO RUN FOR THE TEACHERS UNION PRESIDENT TWO YEARS AGO, AND I WANT TO TELL YOU THAT THE BIGGEST THING I STRUGGLED WITH WHEN I WAS CONTEMPLATING WHETHER TO RUN OR NOT WAS THE FACT THAT I WOULD NOT BE IN FRONT OF STUDENTS EVERY DAY, BECAUSE I HAVE A FULL TIME RELEASE POSITION IF I WERE TO WIN IT. AT THAT TIME, I COULDN'T IMAGINE ANYTHING MORE DIFFICULT THAN NOT BEING IN FRONT OF MY STUDENTS. WELL HERE I AM NOW IN MY SECOND YEAR AS PRESIDENT OF ABOUT 574 MEMBERS, AND LITTLE DID I KNOW THAT MY TERM WOULD COVER THE CHANGES IN MICHIGAN PUBLIC EDUCATION-- MORE CHANGES THAN ANYONE COULD EVER IMAGINE. THE LANDSCAPE FOR PUBLIC EDUCATION HAS CHANGED, AS YOU ALL ARE ACUTELY AWARE OF, AND THERE'S BEEN A PLETHORA OF ISSUES THAT WE HAVE HAD TO WORK THROUGH AND MANY SACRIFICES HAVE BEEN MADE BY PUBLIC EDUCATORS. I AM HERE TODAY BECAUSE I WAS INVITED BY GARY. HE IS OUR MICHIGAN TEACHER OF THE YEAR, WHO WE ARE VERY PROUD OF, AND HE COMES FROM THE DISTRICT I REPRESENT. GARY AND I HAVE MET ON SEVERAL OCCASIONS TO DISCUSS MANY ISSUES WE FIND OURSELVES FACING, RANGING FROM ECONOMICS TO HOW BEST TO REACH OUR 21st CENTURY LEARNERS. WHEN I TALKED TO GARY ABOUT WHAT I WOULD LIKE TO DISCUSS TODAY, IF I HAD THE OPPORTUNITY, I KNEW THAT I COULD COME UP HERE AND I COULD TELL YOU ALL THE EXCITING AND CHALLENGING OPPORTUNITIES OFFERED TO GROSSE POINTE STUDENTS EVERY SINGLE DAY. I COULD ALSO TELL YOU THAT ON NOVEMBER 5th, JUST LAST WEEK-- OR TWO WEEKS AGO-- OUR DISTRICT OFFERED A PROFESSIONAL DEVELOPMENT DAY, IN WHICH TEACHERS AND CLASSROOM ASSISTANTS WERE AFFORDED THE OPPORTUNITY TO PARTAKE IN A CONFERENCE STYLE PROFESSIONAL DEVELOPMENT DAY. WE HAD OVER 75 SESSIONS. TEACHERS AND ASSISTANTS WERE ABLE TO SIGN UP FOR THEIR OWN CHOICE OF WHICH THEY WOULD LIKE TO GO TO, AND IT WAS FACILITATED BY OVER 85% OF GROSSE POINTE TEACHERS. IT WAS THE BEST PROFESSIONAL DEVELOPMENT DAY WE'VE EVER HAD, AND I'VE BEEN THERE THAT LONG. VERY PROUD OF IT. I COULD SPEND MY ENTIRE FIVE MINUTES TALKING ABOUT THE LONG LIST OF THE GREAT THINGS THAT HAPPEN IN OUR DISTRICT EVERY SINGLE DAY. AS A MATTER OF FACT, I WOULD INVITE EACH ONE OF YOU TO COME TO OUR DISTRICT AND SPEND A FEW HOURS, SPEND A DAY, SPEND A HALF A DAY. I HAVE MY CARD WITH ME AND I'D BE HAPPY TO INVITE YOU AND TAKE YOU AROUND OUR DISTRICT. UNFORTUNATELY, I AM HERE TODAY TO INFORM YOU THAT I HAVE GREAT CONCERNS ABOUT THAT LONG LIST OF TEACHER ACTIVITIES AND WONDERFUL OPPORTUNITIES THAT WE OFFER EVERY DAY. I FEAR THAT THE-- NOT THE LIST IS RUNNING OUT, BUT THE ENTHUSIASM BEHIND IT, WHICH COMES FROM TEACHERS, IS RUNNING DRY. THE LIST OF ENDLESS OPPORTUNITIES FOR CHILDREN TO EXPERIENCE INCREDIBLE TEACHING AND LEARNING IS PROBABLY EXACTLY WHY THE TEACHER EVALUATION PROCESS WAS MANDATED AND HAS EVOLVED FROM THE STATE. BUT THE MOMENT A RATING SCALE WAS ATTACHED TO OUR EVALUATION IN WHICH WE ARE JUDGED ON A RANGE OF "INEFFECTIVE" TO THE MUCH SOUGHT AFTER "HIGHLY EFFECTIVE" RATING, THIS PROCESS HAS TAKEN ON A NEW MEANING. AS I'VE WORKED WITH TEACHERS ALL OVER MY DISTRICT, I PROMISED THAT IF I HAD THE OPPORTUNITY TO COME UP HERE AND SPEAK, I WOULD EXPRESS MINE AND THEIR CONCERNS. I AM VERY WORRIED THAT MANY TEACHERS NOW FIND THEMSELVES IN AN ENVIRONMENT IN WHICH COMPETITION AGAINST ONE ANOTHER WILL BECOME THE NORM. IN ORDER TO ACHIEVE A "HIGHLY EFFECTIVE" RATING, TEACHERS MAY FEEL THEY NEED TO PROTECT THEIR VERY BEST IDEAS, LEADING TOWARD A CULTURE OF "EVERY PERSON FOR THEMSELF." I ASK YOU, IS THIS BEST FOR OUR STUDENTS? I'VE ALREADY BEGUN TO WITNESS VETERAN TEACHERS WHO USED TO BE READY TO PILOT PROGRAMS OR TAUGHT NEW CONCEPTS IN THEIR CLASSROOMS SHY AWAY DUE TO THE FACT OF, "WHAT IF I FAIL? HOW WILL I BE VIEWED BY MY EVALUATOR? I THINK I'M BETTER OFF STICKING WITH WHAT I ALREADY KNOW." ONCE AGAIN, OUR STUDENTS LOSE OUT. WHAT DO I TELL THOSE PROBATIONARY TEACHERS, WHO WE KEEP DISCUSSING THIS MORNING, WHO ARE FEELING THE IMMENSE PRESSURE JUST TO KEEP UP WITH DAILY CHALLENGES, LET ALONE THIS IN-DEPTH EVALUATION? I WORRY THAT ONCE THESE TEACHERS FIND OUT HOW MUCH MORE MONEY THEIR NEWLY GRADUATED FRIENDS ARE MAKING WITHOUT THIS IN-DEPTH EVALUATION SYSTEM, WE MAY LOSE VALUABLE PEOPLE TO COMPANIES IN THE PRIVATE SECTOR. MY BIGGEST CONCERN OUT OF ALL OF THIS IS FOR THOSE SENIORS IN HIGH SCHOOL, OR COLLEGE AGED STUDENTS, WHO, LIKE MYSELF, DREAMT OF BECOMING A TEACHER. I HEAR OVER AND OVER AGAIN FROM THOSE WHO ARE IN TEACHING PROFESSION THAT THEY ARE ENCOURAGING YOUNG ADULTS NOT TO GO INTO THIS CAREER. THIS IS NOT ONLY PROBLEMATIC, BUT VERY SAD FOR THE FUTURE OF OUR MICHIGAN STUDENTS. MAY I CONTINUE OR--? >> YES. >> OKAY. MY CONCERN IS THE VERY GOAL OF THE MICHIGAN LEGISLATORS TO IMPROVE THE TEACHING INSTRUCTION VIA AN EVALUATION PROCESS WITH A RATING SYSTEM WILL IN REALITY END UP BRINGING MEDIOCRE TEACHERS INTO THE PROFESSION. BECAUSE THE BEST AND THE BRIGHTEST HAVE LEFT THE FIELD OR ARE CONSIDERING LEAVING THE FIELD FOR OTHER CAREER OPPORTUNITIES-- FIELDS FULL OF CARROTS, THE ONES THAT WE ARE NO LONGER ABLE TO AFFORD TO OUR TEACHERS. I HONESTLY BELIEVE AN EVALUATION PROCESS WAS CREATED OUT OF THE NEED TO MAKE SURE WE ARE WORKING ON IMPROVING OUR INSTRUCTIONAL PRACTICE, WHICH IN TURN BENEFITS OUR STUDENTS. THAT MAKES SENSE, ALTHOUGH I DO BELIEVE MANY TEACHERS DO THIS INTUITIVELY EVERY SINGLE DAY PRIOR TO STANDING BEFORE THEIR LEARNERS. TEACHERS ARE LIFELONG LEARNERS AND ARE ALWAYS WORKING TOWARD IMPROVING INSTRUCTIONAL PRACTICE TO REACH THE DIVERSE LEARNERS WE FIND IN OUR CLASSROOMS. IMPROVING OUR PRACTICE IS NOT A NEW IDEA, AND HAD THIS BEEN THE SOLE PURPOSE OF AN EVALUATION MODEL, IT MAY HAVE ACTUALLY WORKED TO HELP TEACHERS IMPROVE THEIR INSTRUCTIONAL PRACTICE. UNFORTUNATELY, AN EVALUATION SYSTEM WHICH INCLUDES A HIGHLY EFFECTIVE RATING SCALE MAY ACTUALLY RESULT IN THE EXACT OPPOSITE OUTCOME THE IDEA BEHIND THIS EVALUATION PROCESS SET OUT TO ACHIEVE. THANK YOU VERY MUCH. >> THANK YOU. >> THANK YOU. >> OUR SECOND SPEAKER IS JALEEN JENKINS-WHALL. >> WHILE YOU'RE COMING UP, IF I MAY JUST SAY, THAT WOULD BE GREAT TESTIMONY FOR THE LEGISLATURE ALSO, IF YOU WOULD BE WILLING TO MAKE THAT. >> THANK YOU. [ INDISTINCT CHATTER ] >> WHENEVER YOU'RE READY, WE'RE READY. >> OKAY. WELL, GOOD AFTERNOON. MY NAME IS JALEEN JENKINS-WHALL. I'M A CHEMISTRY TEACHER AND INSTRUCTIONAL LEADER AT TRAVERSE CITY WEST SENIOR HIGH, AND I'M HERE TODAY TO TALK TO YOU ABOUT THE IDEA OF INSTRUCTIONAL ROUNDS. YOU'VE TALKED A LOT ABOUT PROFESSIONAL DEVELOPMENT AND SUPPORTING TEACHER PRACTICE TODAY, AND SO I WANTED TO SHARE WITH YOU SOMETHING THAT OUR TEACHERS HAVE IDENTIFIED AS ONE OF THE MOST IMPACTFUL AND POWERFUL PROFESSIONAL DEVELOPMENT EXPERIENCES THAT THEY HAVE GONE THROUGH. THE TERM "INSTRUCTIONAL ROUNDS" HAS ACTUALLY QUITE A FEW MEANINGS. WHEN I SAY IT, I'M TALKING ABOUT NOT DR. ROSANO'S INSTRUCTIONAL ROUNDS BUT THE INSTRUCTIONAL ROUNDS FROM THE HARVARD GRADUATE SCHOOL OF EDUCATION THAT DR. RICHARD ELMORE AND HIS TEAM PUT FORTH. SO THROUGH A SMALLER LEARNING COMMUNITIES GRANT, WE SENT A TEAM OUT THERE TO EXPERIENCE THEIR TRAINING-- THOUGHT SO HIGHLY OF IT WE SENT ANOTHER TEAM. THEN WE ASKED, "CAN YOU COME TO US? BECAUSE WE REALLY WANT TO EXPAND THIS DISTRICT-WIDE." SO SINCE THEN, WE'VE BROUGHT THEM TO US THREE TIMES AND DONE THREE INSTITUTES WHERE WE INVITED OTHER SCHOOL DISTRICTS TO JOIN TOGETHER WITH US ON THAT. SO WE BROUGHT SOME PRETTY HIGH QUALITY PROFESSIONAL DEVELOPMENT TO NORTHERN MICHIGAN, BUT WHAT IS ROUNDS? YOU KNOW WHAT MEDICAL ROUNDS IS. YOU HAVE YOUR PATIENT AND THEY'RE NOT DOING WELL, AND YOU BRING IN TRAINED STAFF. THEY GET THE DATA, THEY SURVEY, THEY MAKE SOME PREDICTIONS, AND THEN THEY SUGGEST NEXT LEVELS OF WORK FOR THE PRACTITIONER, AND THEY LEAVE. THAT IS WHAT INSTRUCTIONAL ROUNDS IS AS WELL. THE PATIENT IS THE SCHOOL, AND THEY HAVE LOOKED AT THEIR DATA AND COME UP WITH THEIR PROBLEM OF PRACTICE. THEY'VE PICKED ONE THAT'S HIGH LEVERAGE, AND THEN THEY WROTE A THEORY OF ACTION SAYING, "IF WE DO X, Y, AND Z, THEN WE THINK THESE RESULTS WILL HAPPEN AND WE'LL BE ADDRESSING THIS SPECIFIC, HIGH LEVERAGE PROBLEM." THEY WORK ON IT, AND THEN TWO THINGS WILL HAPPEN EVENTUALLY. EITHER THEY SOLVE THE PROBLEM, THEY THINK, OR THEY REACH A STICKING POINT. AT THAT POINT, EITHER OF THOSE, YOU WOULD CALL IN FOR A ROUNDS VISIT. SO HERE COMES YOUR TRAINED PRACTITIONERS THAT SATURATE THE SCHOOL WITH QUICK OBSERVATIONS. THEY GO THROUGH VERY STRICT PROTOCOL OF EXPLAINING-- A PROCESS OF COMING THROUGH SOME PREDICTIONS AND NEXT LEVEL OF WORK FOR THE SCHOOL, AND THEN THEY LEAVE. SO THEN THE SCHOOL HAS THEIR RESULTS FROM IT. SO WHY IS IT EFFECTIVE? IT'S EFFECTIVE FOR A NUMBER OF REASONS, SOME OF WHICH YOU ACTUALLY TALKED ABOUT TODAY. THIS WHOLE IDEA OF ALIGNMENT, OF HAVING YOUR PROFESSIONAL DEVELOPMENT AND SCHOOL IMPROVEMENT ALIGNED IS KEY HERE. WHAT THIS ASKS TEACHERS TO DO IS TO DO JOB EMBEDDED, STRUCTURED PROFESSIONAL DEVELOPMENT THAT IS SITE SPECIFIC, ON A PROBLEM THAT THEY'VE IDENTIFIED AS HIGH LEVERAGE. THE OTHER BENEFITS THAT WE'VE ENCOUNTERED FROM THIS IN TRAVERSE CITY IS THAT WE HAVE EXPERIENCED SYSTEM-WIDE LEARNING BECAUSE WE DO ROUNDS AT THIS SITE AND THEN THE MIDDLE SITE, AND THEN THE OTHER SITE. AND WE'RE STARTING TO SEE PATTERNS EMERGE IN OUR DISTRICT THAT WE CAN ADDRESS IN TERMS OF PROFESSIONAL DEVELOPMENT. THE OTHER THING IS THAT WE HAVE TEACHER AND ADMINISTRATOR PAIRS WORKING TOGETHER THROUGHOUT THE WHOLE PROCESS. OUR LEADERSHIP TEAM FOR ROUNDS IS TEACHER AND ADMINISTRATOR PAIRS. OUR FACILITATORS THAT HELP EACH INDIVIDUAL SCHOOL IS TEACHER AND ADMINISTRATOR PAIRS. WHEN WE GO INTO A CLASSROOM, IT'S THE SAME THING. AND SO WE'RE HAVING RICH, POWERFUL CONVERSATIONS WHERE WE TAKE OFF OUR HATS DELIBERATELY AND WE'RE JUST THERE AS EDUCATORS. AND RIGHT NOW, THAT'S SOMETHING THAT SEEMS TO BE A LITTLE BIT OF A RARITY, THAT WE SET ASIDE OUR HATS AND COME TOGETHER JUST AS EDUCATORS. SO THIS PRACTICE IS ACTUALLY SUSTAINING AND MAKING THOSE TOUGH CONVERSATIONS MORE OF A SYSTEM PRACTICE THAT WE HAVE GOING ON. THE OTHER THING IS THAT WHEN WE'RE LOOKING AT ALL THE THINGS THAT ARE BEING THROWN AT US AND WE HAVE TO MAKE DECISIONS ABOUT RESOURCES AND TIME AND MONEY, WHAT DO WE DO? WELL, IF YOU HAVE A CLEARLY ARTICULATED PROBLEM OF PRACTICE, THAT CHOICE BECOMES EASY. IF THIS HELPS SOLVE THE PROBLEM, WE WILL CONSIDER IT. IF IT DOESN'T, WHY ARE WE GOING TO SPEND TIME, MONEY AND RESOURCES ON IT? SO TO HELP SCHOOLS TO PRUNE AWAY ALL OF THE BACKGROUND NOISE THAT PEOPLE WANT TO PUT UPON SCHOOLS. AND THEN THE BEST PART IS WE HAVE THIS RIGHT ON THE SPOT FEEDBACK AFTER PEOPLE HAVE BEEN IN YOUR BUILDING WITH THEIR FRESH PERSPECTIVE AND THEY OFFER YOU THIS MENU OF NEW IDEAS OF WHAT YOU CAN DO NEXT IN TERMS OF PROFESSIONAL DEVELOPMENT. SO I'VE GIVEN YOU JUST A HANDOUT TO SHOW YOU-- SEE THE NETWORK OF MICHIGAN EDUCATORS IS ON ONE SIDE, BUT ON THE OTHER SIDE IS SOME INFORMATION ABOUT INSTRUCTIONAL ROUNDS. AND I WANT TO PULL YOUR ATTENTION TO THE QUOTE AT THE BOTTOM FROM ONE OF MY COLLEAGUES THAT SHE JUST TEXTED TO MY PRINCIPAL HALFWAY THROUGH THE DAY. "I'M LOVING THIS TRAINING. I'VE HAD A LOT OF 'AHA' MOMENTS." THIS IS A NEW TEACHER THAT YOU WERE TALKING ABOUT EARLIER. SO SHE WAS BEING SUPPORTED AND SHE WAS SEEING AND LEARNING THINGS, AND SHE WAS HAVING POWERFUL CONVERSATIONS WITH HER ADMINISTRATORS ALL THROUGH THIS PROCESS. SO JUST WANT TO ENCOURAGE YOU TO THINK ABOUT THIS DIFFERENT WAY OF DOING PROFESSIONAL DEVELOPMENT, AND I'M THANKFUL FOR THE TIME I HAVE TO SHARE THAT WITH YOU. THANKS. >> THANK YOU SO MUCH. >> THANK YOU VERY MUCH. >> THANKS TO BOTH OF YOU FOR TAKING THE TIME AND TRAVEL TO GET HERE. AND ALSO, I MEAN, I THINK TO OUR EARLIER, PRE-LUNCH CONVERSATION ABOUT WHY TEACHERS ARE UNDERVALUED, THE MORE FOLKS SEE FOLKS LIKE YOU, WE'RE IN GOOD SHAPE. THE MORE THE GENERAL PUBLIC CAN UNDERSTAND THE QUALITY OF TEACHERS, WE'RE IN GREAT SHAPE. SO, THANK YOU. BEFORE I INTRODUCE MIKE, I JUST WANT TO SAY-- WHO'S COMING UP HERE-- KYLE-- RAISE YOU HAND, KYLE-- WHO WAS PROBABLY IN ELEMENTARY SCHOOL WHEN I WAS SUPERINTENDENT IN FARMINGTON, BUT HIS GRANDFATHER WAS ONE OF MY MENTORS. HE WAS SOFT-SPOKEN BUT VERY, VERY EFFECTIVE ELEMENTARY PRINCIPAL IN FARMINGTON. SO SMALL WORLD THAT WE KIND OF CONNECT THIS MANY DECADES LATER, OR AT LEAST IN THAT STORY. AND HE-- WHAT I REMEMBER SPECIFICALLY ABOUT HIM, I MENTIONED TO KYLE, WAS-- WE TRIED TO MOVE FOLKS AROUND A LITTLE BIT, BECAUSE THERE WERE SOME SCHOOLS-- IT'S A MORE DIVERSE DISTRICT THAN PEOPLE REALIZED, AND THERE WERE SOME SCHOOLS THAT WERE 95% FREE LUNCH, THEY WERE MORE CHALLENGING IN THE SENSE THAT WE'VE TALKED ABOUT AT THIS TABLE. AND HE INSISTED ON STAYING WHERE HE WAS BECAUSE HE KNEW HE WAS HAVING AN IMPACT WITH KIDS THAT NEEDED IT THE MOST, WHICH IS VERY APPRECIATED-- KIND OF IN HIS MEMORY. MICHAEL-- EVERYONE KIND OF KNOWS MIKE TENBUSCH BUT I JUST WANT TO SAY, THERE'S FEW PEOPLE I THINK WHO HAVE-- CAN EXHIBIT AND OWN SO MUCH-- BOTH COMPETENCE AND CARING. AND MIKE'S ONE OF THOSE. I MEAN, HE'S SOMEONE WHO JUST OOZES BOTH OF THOSE THINGS. DELIGHTED THAT HE'S WITH THE UNITED WAY. I DO THINK IT'S APPROPRIATE THAT YOUR JOB TITLE HAS THE WORD "IMPACT" ON IT, BECAUSE YOU DO HAVE THAT. AND THIS WAS A BOARD REQUEST TO GET YOU HERE, AND WITHOUT FURTHER ADO, WE'RE JUST DELIGHTED TO HAVE YOU JOIN US TODAY. >> THANK YOU, MICHAEL. IT'S GREAT TO BE HERE. CASANDRA, THANK YOU FOR MAKING-- FOR MAKING SPACE FOR US ON THIS AGENDA. I THANK THIS BOARD. IT'S A REALLY GOOD OPPORTUNITY. AND I'M JUST EXCITED TO SHARE WITH YOU SOME OF THE WORK THAT WE'VE BEEN DOING. I WORK FOR THE UNITED WAY FOR SOUTHEASTERN MICHIGAN. WE'RE IN THE MIDST OF OUR $40 MILLION CAMPAIGN THIS YEAR. AND I WANT YOU TO-- IF NOTHING ELSE-- TO KNOW THAT SOUTHEASTERN MICHIGAN IS IN GOOD HANDS. MARK REUSS, WHO MANY THINK WILL BE THE NEW CEO OF FORD MOTOR COMPANY AFTER MULLALY, IS OUR BOARD CHAIR. HE TOOK OVER FROM SERGIO MARCHIONNE AT CHRYSLER AND HE'LL BE HANDING IT OFF TO MARK REUSS AT GM NORTH AMERICA. I CAN TELL YOU, THESE THREE MEN CARE DEEPLY ABOUT EDUCATION IN SOUTHEASTERN MICHIGAN AND ARE PERSONALLY VERY VESTED IN THE FUTURE OF OUR SCHOOLS AND, REALLY, THE FUTURE OF OUR REGION, STARTING AT BIRTH. AND SO I THINK WE'VE MADE A LOT OF PROGRESS IN GETTING CORPORATE DETROIT BEHIND THE WORK IN EARLY CHILDHOOD AND IN THE SCHOOLS IN SOUTHEASTERN MICHIGAN, AND I THINK YOU'LL SEE SOME OF THE EFFECTS OF THAT OVER THE NEXT FEW MINUTES HERE. AND SO WE ARE ON THIS BIG, HAIRY, AUDACIOUS GOAL TO MAKE GREATER DETROIT ONE OF THE TOP FIVE CITIES TO LIVE IN AND WORK BY 2030. AND SOMETIMES WHEN I SAY THAT, PEOPLE KIND OF RAISE THEIR HAND AND SAY, "MIKE, ARE YOU CRAZY?" BECAUSE DETROIT HAS MADE A LOT OF LISTS, AND IT'S USUALLY AT THE VERY BOTTOM OR AT THE VERY TOP OF EVERY LIST THAT YOU DON'T WANT TO BE ON. AND, YOU KNOW, SCRIPTURE WOULD SAY, "FOR LACK OF VISION, MY PEOPLE PERISH." AND I THINK WE'VE PERISHED A LITTLE BIT FOR LACK OF VISION ABOUT WHAT DETROIT CAN BE AGAIN. AND WE ACTUALLY HAVE MADE SOME PRETTY GOOD PROGRESS ON GETTING THERE, AND WE THINK WE CAN GET THERE BY 2030 FOR A WHOLE BUNCH OF REASONS. BUT JIM COLLINS, WHO COINED THE TERM "BIG, HAIRY, AUDACIOUS GOAL," ALSO SAYS, "YOU HAVE TO CONFRONT YOUR BRUTAL FACTS." AND IF YOU LOOK AT THAT SLIDE, THESE ARE THE BRUTAL FACTS THAT WE HAVE FACED FOR THE LAST GENERATION OR MORE. THAT IS THE PROMOTION POWER WITHIN DETROIT PUBLIC SCHOOLS, AND IT'S EASY TO GET DPS DATA, BUT INDEED, MANY HIGH SCHOOLS THAT SERVE LARGE CONCENTRATIONS OF CHILDREN AND FAMILIES IN POVERTY WOULD HAVE SIMILAR DATA. THAT'S SHOWING YOU THE NUMBER OF KIDS WHO ENTERED DETROIT PUBLIC SCHOOLS IN 1993-1994 AS FRESHMEN AND WERE STILL IN DPS AS SENIORS FOUR YEARS LATER IN 1997. THAT YEAR WAS 32%-- YOU CAN LOOK OVER THE 14 OR SO YEARS SINCE THEN, AND SEE THAT IT'S ONLY RECENTLY BEGAN TO TREND UP, BUT FOR AT LEAST 15 OR MORE YEARS, THE NUMBER OF SENIORS IN DETROIT PUBLIC SCHOOLS WAS LESS THAN 40% OF THOSE KIDS WHO ENTERED FOUR YEARS EARLIER. AND YOU CANNOT GO TO ANY SUBURBAN SCHOOL DISTRICT OR CHARTER SCHOOL DISTRICT AND SEE AN INFLUX OF KIDS TO OFFSET THIS. THE BRUTAL FACTS IS THAT THESE KIDS WERE MOSTLY DISAPPEARING INTO THE STREETS OR WORSE. AND McKINSEY TAKES A LOOK AT NUMBERS LIKE THAT AND SAYS THAT'S THE EQUIVALENT OF HAVING A CONSISTENT RECESSION IN AMERICA, IS THAT CITIES ALL ACROSS AMERICA HAVE DROPOUT RATES LIKE THIS, OR FAILURE TO PROMOTE KIDS, HAVE THEM GRADUATE-- THAT IS THE EQUIVALENT OF A RECESSION. I WAS ON THE SCHOOL BOARD IN 2003-2004, AND I SAID AT THAT TIME, "WE NEED TO STOP WORRYING ABOUT HOW TO GET MORE KIDS TO COME TO DPS AND JUST KEEP THOSE KIDS IN. WE HAVE 13,000 FRESHMEN, 8,000 SOPHOMORES, 7,000 JUNIORS, 6,000 SENIORS. IT'S NOT THAT THEY HAVEN'T COME TO DPS, IT'S THAT WE HAVEN'T CREATED GOOD ENOUGH SCHOOLS TO KEEP THEM HERE." AND WHAT HAPPENED WAS THE EVALUATOR WOULD ALWAYS PULL ME OFF THE STAGE AND SAY, "MIKE, YOU NEED TO STOP SAYING THAT." THE STATE GRADUATION RATE IS ACTUALLY 89% FOR DPS. BECAUSE THE STATE, AT THAT TIME, WAS MEASURING THE NUMBER OF KIDS WHO CAME IN AS SENIORS AND THEN LEFT AS SENIORS, AND WE AT DPS HAVE AN 89% GRADUATION RATE. LIKE MANY STATES, WE WERE MEASURING SENIORS COMING IN AND SENIORS GOING OUT. AND THAT WAS JUST A FAILURE OF AMERICA TO CONFRONT ITS BRUTAL FACTS. THIS WAS FIXED, IN MY MIND IN MANY WAYS, IN 2008. SOME OF YOU MAY RECALL GENERAL COLIN POWELL GETTING ON "GOOD MORNING AMERICA" AND SAYING THAT WE HAVE THIS SILENT EPIDEMIC. THERE ARE 2,000 DROPOUT FACTORIES ACROSS THE COUNTRY, SCHOOLS IN WHICH LESS THAN 60% OF OUR KIDS GRADUATE, AND WE HAVE TO DO SOMETHING ABOUT IT. AND HE SAID, "AND THE WORST CITY IN THE NATION IS DETROIT. THEIR GRADUATION RATE--" AND WHEN GRADUATION RATE, HE MEANT RETENTION RATE-- THEIR RETENTION RATE "IS ONLY 24%." NOW, WE KNEW THAT HE WAS WRONG. WE HAD THE NUMBERS, WE KNEW THE ACTUAL RETENTION RATE WAS 38%, BUT WE DIDN'T THINK IT WOULD MAKE GOOD SENSE TO WRITE A LETTER TO THE EDITOR OF THE NEW YORK TIMES AND SAY IT'S ACTUALLY 38%. IN 2008, WE MADE A PROMISE TO THE KIDS IN THOSE 30 HIGH SCHOOLS, THAT WITHIN TEN YEARS, EVERY SCHOOL WOULD EITHER BE GRADUATING 80% OR MORE OF ITS KIDS, OR IT'D NO LONGER BE OPEN. WE JUST THOUGHT NO KID SHOULD GO TO SCHOOL WITH LESS THAN A 60% CHANCE OF GRADUATION. SO THESE SCHOOLS CALLED DROPOUT FACTORIES IN 2008, 73 WERE IN MICHIGAN, 30 WERE IN SOUTHEASTERN MICHIGAN, EVERY SINGLE NEIGHBORHOOD HIGH SCHOOL IN DETROIT WAS A DROPOUT FACTORY, IN ADDITION TO TEN SURROUNDING HIGH SCHOOLS: RIVER ROUGE, HAMTRAMCK, VAN DYKE LINCOLN, PONTIAC CENTRAL AND NORTH, AND FIVE MORE. SUPERINTENDENT FLANAGAN CAME TO OUR DROPOUT PREVENTION SUMMIT APRIL 26, 2008, WHEN WE LAUNCHED THIS IDEA, ALONG WITH THE GOVERNOR, CONNIE CALLOWAY AND DAVID HECKER. AND AT THAT TIME, WE HAD 350 PEOPLE AT LAWRENCE TECHNICAL UNIVERSITY AND SAID, "OTHER STATES, OTHER CITIES HAVE TURNED AROUND THEIR HIGH SCHOOLS-- WE CAN DO IT IN DETROIT." AND THERE WAS A MIXED MOOD IN THE ROOM, BECAUSE AT ONE POINT, I ASKED THE TEACHERS, I SAID, "RAISE YOUR HAND IF YOU BELIEVE WE CAN GET TO 80% GRADUATION RATES WITH BOLD AND DRAMATIC CHANGES." AND ONLY FIVE TEACHERS OR SO RAISED THEIR HAND. I THOUGHT THEY DIDN'T HEAR THE QUESTION WELL, SO I ASKED THEM AGAIN AND SIX DID. [ LAUGHTER ] AND I SAID, "WHAT IS IT FOR THOSE OF YOU WHO BELIEVE IT? WHY DO YOU BELIEVE IT?" AND THE SKILLMAN FOUNDATION HAD PAID FOR THEM TO GO SEE CITIES-- OTHER SCHOOLS IN NEW YORK CITY-- AND THEY SAID, "BECAUSE THOSE TEACHERS LOOK JUST LIKE US, THOSE KIDS LOOK JUST LIKE US. I KNOW THERE'S NO REASON WHY WE CAN'T DO IT HERE." AND SO WHAT I'D LIKE TO DO RIGHT NOW IS TO TAKE A BREAK AND KIND OF SHARE WITH YOU A VIDEO OF WHAT'S HAPPENED IN THE LAST FIVE YEARS-- GO AHEAD, WE'RE GOING ON TO THE NEXT ONE-- AS WE'VE MADE THIS GOAL, THIS COMMITMENT TO TURN AROUND EVERY HIGH SCHOOL IN DETROIT THAT WAS NOT PRODUCING 80% OR MORE GRADUATES. ♪♪ >> ONE SECOND. THE VIDEO IS NOT COMING ON THE SCREEN HERE. >> CAREFUL, THAT FOOTBALL PLAYER'S GOING TO COME BACK. [ LAUGHTER ] >> I TOLD YOU YOU SHOULD TABLE IT. >> NO, YOU WEREN'T HERE FOR THAT. [ OVERLAPPING CHATTER ] >> IF YOU WERE HERE, YOU'D BE LAUGHING. [ LAUGHTER ] >> WE HAD VIDEO ISSUES THIS MORNING WHERE THIS ONE NFL PLAYER WHO WENT TO CENTRAL WAS DOING A THING ON LIBRARY CERTIFICATION, AND IT WOULDN'T-- SOUND WOULDN'T COME, SOUND WOULDN'T COME, SOUND WOULDN'T COME-- FINALLY, LIKE THE FOURTH OR FIFTH TIME, WE HEARD HIM AND HE-- BUT THEN HE WOULDN'T STOP, HE CAME BACK AGAIN. [ LAUGHTER ] ♪♪ [ VIDEO PRESENTATION ] I LIVE IN A 48205 ZIP CODE, WHICH THEY SAY IS THE DEADLIEST ZIP CODE IN THE COUNTRY. [ INDISTINCT ] >> FIGHTING EVERY DAY, YOU KNOW WHAT I'M SAYING. THAT'S HOW I GREW UP, FIGHTING EVERY DAY. >> IT'S LIKE EVERYBODY FOR THEMSELVES. >> THE GRADUATION RATE WAS DEFINITELY UNDER 50%. DAILY ATTENDANCE WAS AT AN ALL TIME LOW. TEST SCORES WERE AT AN ALL TIME LOW. AND THERE WAS NO SIGN OF IMPROVEMENT ANYWHERE ALONG THE WAY. >> I THINK MANY PEOPLE FELT THIS IS HOW IT IS, THIS IS WHAT IT'S GOING TO BE. TO TALK ABOUT A SCHOOL BEING A CENTER OF HOPE-- PEOPLE DIDN'T SEE IT THAT WAY. THEIR WHOLE THOUGHT WAS, "IF THE NEIGHBORHOOD IS BAD AND IT FEEDS THE SCHOOL, THEN THE SCHOOL WILL BE BAD." ♪♪ I GOT A CALL THAT SEVEN STUDENTS GOT SHOT AT A BUS STOP AT THE 9th GRADE ACADEMY ABOUT TWO MILES FROM HERE. AND I REMEMBER GOING TO EACH ONE OF THOSE HOSPITAL BEDS, AND WHAT I FOUND OUT AT THAT POINT WAS SOME OF THE VICTIMS WERE CODY STUDENTS, BUT MANY OF THE VICTIMS WERE FORMER CODY STUDENTS, STUDENTS THAT WE HAD JUST KICKED OUT AND LEFT FOR GONE. AND THAT'S WHEN I REALIZED THAT, YOU KNOW, LIKE POLICE CAN'T ARREST YOUR WAY OUT OF CRIME, WE CAN'T KICK STUDENTS OUT AND THINK THAT ALL OF A SUDDEN, THINGS WILL GET BETTER. THOSE YOUNG PEOPLE STILL EXIST. >> AT SOME POINT, WE HAVE TO REALIZE EDUCATION OF OUR YOUTH IN OUR COMMUNITY IS NOT A SCHOOL SYSTEM ISSUE-- IT'S A COMMUNITY ISSUE. SO WE WADED IN. >> UNITED WAY AND SKILLMAN, ALONG WITH OTHER ORGANIZATIONS, GOT WITH DETROIT PUBLIC SCHOOLS AND MADE A DECISION TO SELECT TWO CAMPUSES-- ONE ON THE EAST SIDE, WHICH IS OSBORN, AND ONE ON THE WEST SIDE, WHICH IS CODY, TO BREAK A LARGE, FAILING HIGH SCHOOL INTO SMALLER ACADEMIES. >> THE BIGGEST ISSUES THAT YOUNG PEOPLE FACE IN THE INNER CITY IS THE FACT THAT THEY DON'T HAVE A SENSE OF FAMILY. THE FAMILIES ARE BROKEN. THE NEIGHBORHOODS ARE BROKEN. IF WE COULD CREATE A SMALL ENOUGH ENVIRONMENT WHERE WE CAN BECOME THEIR FAMILY, THEIR NEIGHBORHOOD, I KNEW WE COULD MAKE A DIFFERENCE. >> THE GENERAL RESPONSE WAS "GOOD LUCK. I WOULDN'T TOUCH THAT ISSUE WITH A TEN FOOT POLE." >> SO THERE WEREN'T A TON OF BACKERS OF THIS INITIATIVE. ♪♪ >> THE BIGGEST CHALLENGE WAS THE NEIGHBORHOOD WAS STILL STEEPED IN THE CONCEPT OF GANG ACTIVITY AND VIOLENCE. >> I WAS FIGHTING GROWN MEN MY WHOLE LIFE. SO, LIKE ME TAKING AUTHORITY FROM A MALE FIGURE, IT WAS LIKE, VERY HARD. >> I GOT KAMATE BAKER FROM A DETROIT SCHOOL AND THEY HAD SAID HE WAS JUST DANGEROUS-- HE DIDN'T BELONG IN THE NORMAL SCHOOL, AND HE WAS JUST A THREAT TO THE GENERAL POPULATION. >> I'D BE ACTING UP, DOING MY THING, THEN LIKE, GET TO SCHOOL, LIKE GO TO THE GAS STATION, ASK SOMEBODY FOR 50 CENTS JUST TO HOP ON THE BUS TO GET HOME, YOU KNOW. >> WE HAVE KIDS WHO LIVE IN SHELTERS, WE HAVE KIDS WHO LIVE ON THEIR OWN. >> I'M IN A LOW-INCOME APARTMENT, YOU KNOW WHAT I'M SAYING? LIKE $300 A MONTH, YOU KNOW WHAT I'M SAYING? EVERYTHING INCLUDED. LIKE A BUDGET PLAN. SO TRYING TO BUDGET EVERYTHING OUT. >> I WAS KICKED OUT OF THE DISTRICT. I HAD TO REPEAT 6th GRADE, SO I SPENT TWO YEARS IN THE 6th GRADE. MY SECOND YEAR IN 6th GRADE, ACADEMICALLY, WAS WORSE THAN MY FIRST YEAR. MY FIRST REPORT CARD THAT I RECEIVED WAS A 0.3 GRADE POINT AVERAGE. I HAVE ABOUT FIVE SIBLINGS WHO I'VE SEEN DROPPED OUT OF HIGH SCHOOL. SO I DIDN'T EVEN WANT TO COME TO OSBORN-- I REALLY DIDN'T. >> IN A LOT OF THESE SITUATIONS, THEY'RE GOING TO BE THE FIRST GRADUATES IN THEIR FAMILIES. SO THAT CONVERSATION OF WHAT YOUR FUTURE IS GOING TO BE LIKE NEVER EXISTED. >> SO WE KNEW, WITH THE FAMILY NATURE THAT WE HAD AT OUR SCHOOL, WE COULD BUILD ON IT. >> SINCE WE FIRST MET MATTHEWS, MATTHEWS TOLD US FROM THE JUMP, "HEY, I'M TRYING TO GET ALL OF Y'ALL OUT HERE NO PROBLEM, YOU KNOW WHAT I'M SAYING? EVERYBODY GOING TO GO TO COLLEGE. WHOOP DEE WHOOP-- YOU KNOW WHAT I'M SAYING, WE'RE GOING TO HAVE THE BEST TIME EVER, YOU KNOW WHAT I'M SAYING?" I WAS LIKE, "OKAY." >> LET'S SAY WE HAVE 100 9th GRADERS. OUT OF THAT HUNDRED, WE WOULD CREATE FOUR COHORTS OF 25. AND THOSE SAME 25 GO TO ALL THEIR CLASSES TOGETHER FOR FOUR YEARS. THEY BECOME A FAMILY AT THAT POINT. THE OTHER THING WE DID WAS WE KEPT THE SAME GROUP OF TEACHERS-- THEIR FOUR CORE SUBJECT TEACHERS STAYED WITH THAT SAME GROUP FOR FOUR YEARS AS WELL. >> WITH OUR FIRST YEAR, THE TEACHER SAID, "WE'RE GOING TO BE HERE THROUGH THE END." YOU KNOW WHAT I'M SAYING? AND TRUE ENOUGH, THEY WAS HERE THROUGH THE END. >> WE MAKE IT A POINT TO GET TO KNOW THEM. WE WANT TO KNOW WHEN YOU'RE HURTING. WE WANT TO KNOW WHEN YOUR FAMILY IS HURTING. WHEN THEY NEED US, WE'RE THERE. >> I NEVER THOUGHT IN A MILLION YEARS THAT I WOULD HAVE THE CELL PHONE NUMBER OF MY PRINCIPAL OR MY TEACHER. >> THEY TEXT US, THEY CALL US. WE HELP WITH HOMEWORK. ANY KID WHO COMES IN THIS BUILDING, THAT'S THE VERY FIRST THING WE TELL THEM: "THIS IS NONTRADITIONAL. IF YOU ARE NOT ACCUSTOMED TO SOMEONE HUGGING YOU, GET ACCUSTOMED TO IT, BECAUSE THAT'S WHAT YOU'RE GOING TO GET WHEN YOU GET HERE." >> THERE WAS A TIME WHEN I STAYED OUT OF SCHOOL EVERY CHANCE I GOT JUST BECAUSE THE ENVIRONMENT. >> THE STREETS ARE CALLING THESE KIDS JUST AS MUCH AS WE ARE, SO THERE'S A FIFTY-FIFTY TUG AND PULL. AND WE DO FIGHT LIKE HELL. WE FIGHT LIKE HELL EVERY DAY. BUT IT'S THE RELATIONSHIP THAT WE BUILT WITH THESE KIDS THAT KEEPS US WINNING EVERY SINGLE TIME. ♪♪ >> HAVEN'T NOTHING REALLY BEEN EASY TO ME. YOU KNOW WHAT I'M SAYING? HAVEN'T NOTHING REALLY BEEN EASY. I HAD A SON MY 10th GRADE YEAR. TRYING TO GET HIM AS FAR OUT THE HOOD AS POSSIBLE, SO HE WON'T HAVE TO GO THROUGH THE SAME THING I'VE BEEN THROUGH. I GREW UP-- MY MAMA. YOU KNOW WHAT I'M SAYING? THAT'S IT. YOU KNOW WHAT I'M SAYING? EVERYBODY ELSE HAD THEIR POPS, YOU KNOW WHAT I'M SAYING? NOT ME. SO I RATHER HAVE MY SON HAVE HIS POPS AT ALL TIMES. MAKE SURE I'VE GOT ENOUGH MONEY TO MAKE SURE MY SON GOT CLOTHES ON HIS BACK, MAKE SURE MY BABY MOM'S GOT SHOES AND CLOTHES ON HER BACK SO SHE CAN GO TO SCHOOL. >> I MEAN, HE WAS DEDICATED TO THAT BASIC PRINCIPLE OF BEING A GOOD FATHER. AND WHEN HE DID THAT, IT ALSO MEANT THAT HE WAS GOING TO BE PULLED AWAY FROM SCHOOL, SO IT IMPACTED HIS ACADEMIC CAREER. >> SINCE ME, I COULDN'T COME BACK AND FORTH EVERY DAY, YOU KNOW WHAT I'M SAYING, BECAUSE I STAYED SO FAR. IT'S LIKE, WHEN I GOT HERE, I DID EVERYTHING IN MY POWER TO TRY TO CATCH UP. OR I'D TAKE SOME WORK HOME, TRY TO CATCH UP, BUT THEN I'D STILL BE BACK A LITTLE BIT. >> ONE THING THAT WE REALIZE, AND UNITED WAY AND SKILLMAN ARE NOTORIOUS FOR, IS THAT WHEN WE REACH OUT TO HELP THE CHILD, THAT WE HAVE TO REACH OUT AND HELP THE ENTIRE FAMILY. SO IS IT A BUS CARD YOU NEED TO GET TO SCHOOL? FINE, LET'S DO THAT. IS IT FOOD? LET'S MAKE SURE THAT WE GIVE FREE FOOD FROM GLEANERS, AND WE'LL JUST PACK YOUR BAG WITH A BUNCH OF STUFF SO THAT WHEN YOU GO HOME, YOU AND YOUR FAMILY WILL HAVE SOME THINGS TO EAT. >> AND THEY GOING THROUGH SPENDING MONEY OUT OF THEIR POCKET, YOU KNOW WHAT I'M SAYING? IT'S LIKE, TEACHERS, LIKE, THEY'VE BEEN REALLY LOOKING OUT-- LIKE, MY SON AIN'T HAVE NO DIAPERS. TEACHER GO AND GET HIM SOME DIAPERS. LIKE, I LOST MY JOB, MY FIRST JOB I LOST-- TEACHER WAS LIKE, "OH, YOU LOST YOUR JOB? OKAY, OKAY-- WE GOT YOU. WHATEVER YOU NEED, LET ME KNOW." I LET THEM KNOW AND THEY WENT TO GO GET IT. IF THEY HAVE IT-- THEY GOT IT TO ME SOME WAY, YOU KNOW WHAT I'M SAYING? I LOOK UP TO THEM RIGHT NOW. YOU KNOW WHAT I'M SAYING? ONCE, I MAKE IT, YOU KNOW WHAT I'M SAYING, I GOT TO COME BACK AND SHOW MUCH LOVE. ♪♪ >> I GENUINELY BELIEVE THAT HAD IT NOT BEEN FOR ME COMING TO OSBORN BACK IN 2009, THAT I'D BE A DROPOUT. >> OUR ATTENDANCE RATES ARE CLOSE TO 90% EVERY DAY. >> WE'VE BEEN ABLE TO INCREASE THE ACT AVERAGE BY OVER A POINT AND A HALF FROM THE OLD LARGE CODY. AND THAT'S JUST AFTER OUR FIRST GRADUATING GROUP. >> WE HAVE 82 SENIORS THAT ARE GRADUATING, AND EVERY SINGLE STUDENT HAS BEEN ACCEPTED SOMEWHERE. >> I'M GOING TO START MY COLLEGE CAREER OFF AT GRAND VALLEY STATE UNIVERSITY, AND I'M GOING TO MAJOR IN EITHER POLITICAL SCIENCE OR CRIMINAL JUSTICE. >> THIS IS AN INCREDIBLY POSITIVE SUCCESS. BUT THE MOMENT THAT WE PAUSE AND SAY THAT THE WORK IS DONE, WE'RE NOT FULFILLING OUR MISSION AND WE'RE NOT FULFILLING OUR JOB. >> WHEN YOU THINK ABOUT HOW FAR BEHIND THE DETROIT PUBLIC SCHOOLS WERE WHEN WE STARTED, THE PROGRESS WE'VE MADE IS GREAT, BUT THEY'RE STILL NOT WHERE WE'RE COMPETING AGAINST THE BETTER SCHOOLS IN THE NATION. >> WE'VE HAD PEOPLE WHO'VE PULLED AT US AND SAID, "WHY SHOULD WE DO THIS IN THESE NEIGHBORHOODS, VERSUS THE MORE ELITE SCHOOLS?" >> THE PHILOSOPHY THAT I CAME IN WITH WAS THAT THE SCHOOL IS THE SOURCE TO CHANGE THE COMMUNITY, NOT THE OTHER WAY AROUND. >> WHEN YOU OPERATE OFF OF FEAR AND THINGS LIKE THAT, IT LESSENS THE RESPECT YOU HAVE FOR YOUR NEIGHBORHOOD. IT'S KIND OF DIFFERENT WHEN YOU WALK AROUND AS A STUDENT LEADER. IT'S A CERTAIN RESPECT THAT I'VE GAINED FOR THIS NEIGHBORHOOD. LAST WEEK, THERE WAS A WOMAN IN HER YARD WHO I'VE NEVER SEEN BEFORE, AND AS I WALKED PAST HER HOUSE, SHE STOPPED ME AND SHE'S LIKE, "MY DAUGHTER HAS BEEN LIVING OVER HERE FOR 14 YEARS, AND SHE SAYS SHE'S SEEN YOU WALK UP AND DOWN THIS STREET EVERY SINGLE DAY TO GO BACK AND FORTH TO SCHOOL, AND SHE'S NEVER IN HER LIFE SEEN ANYTHING LIKE THAT." SUCCESS IS CONTAGIOUS. THAT'S SOMETHING THAT PEOPLE DON'T REALIZE. ONCE YOU REALIZE YOU CAN DO IT, YOU START FINDING THAT EVERYTHING FALLS INTO PLACE AFTER THAT. >> I'M GOING TO TRY TO COME THROUGH, RIDE THROUGH, YOU KNOW WHAT I'M SAYING, WHENEVER I CAN. LOOK BACK ON THE SCHOOL, BECAUSE I BELIEVE IF I RIDE BACK PAST AFTER I'D HAVE MADE IT OUT, I CAN SAY, "I DID IT." ♪♪ ♪♪ ♪♪ [ APPLAUSE ] >> THANKS. SO THAT VIDEO WAS DONE IN MAY. AND JUST A COUPLE UPDATES TO THAT. STEFAN, THE YOUNG MAN WHO HAD THE 0.3 IN 6th GRADE, IS AT GRAND VALLEY STATE, JUST FINISHED FIRST QUARTER-- HE'S DOING VERY WELL THERE. HE JUST EMAILED ME THE OTHER DAY LOOKING FOR AN INTERNSHIP AT THE UNITED WAY, SO, DOING REALLY WELL. WHEN YOU SEE THE BRIDGES REPORT THAT GRAND VALLEY STATE HAS THE SMALLEST ACHIEVEMENT GAP OF ALL OUR UNIVERSITIES, IT'S BECAUSE THAT SCHOOL IS DOING A REALLY GOOD JOB WRAPPING THEIR ARMS AROUND KIDS LIKE STEFAN, HELPING MAKE SURE HE HAS WHAT HE NEEDS. SO A LOT OF LOVE TO GRAND VALLEY STATE FOR THEIR WORK IN THAT AREA. KEYMANI, WHEN WE SAID HE WOULD GRADUATE BY JULY, THAT WAS A LITTLE BIT OF A STATEMENT OF FAITH, AND IT PAID OFF. HE GRADUATED IN CITY GRADUATION ON JULY 27th. AND JUST A QUICK STORY. HE TEXTED ME THE DAY BEFORE: "I MADE IT! I'LL BE AT CASS TECH TOMORROW AT TEN." AND I CALLED HIM, I SAID, "I'LL PICK YOU UP, I HAVE A MEETING AT 7:30, I'LL PICK YOU UP AT 7:15." BECAUSE I KNEW HE DIDN'T HAVE A RIDE. AND THEN I CALLED HIM THAT NIGHT AT ABOUT 8 O'CLOCK AND SAID, "KEYMANI, I JUST WANT TO MAKE SURE YOU HAVE WHAT YOU-- ARE YOU ALL SET FOR TOMORROW?" HE SAID, "ACTUALLY, YOU CAN'T GRADUATE UNLESS YOU HAVE DRESS PANTS AND DRESS SHOES. NO, IT'S DRESS PANTS, AND I DON'T HAVE PANTS AND A BELT." I SAID, "KEYMANI, DON'T WORRY. I GOT YOU COVERED, MAN." AS YOU CAN SEE, HE'S ONLY A LITTLE SHORTER THAN ME AND A LITTLE THINNER THAN ME. [ LAUGHTER ] AND I THOUGHT, "NOT A PROBLEM." I WAS SO EXCITED. I GOT ON THE ROAD ABOUT 6:30 THE NEXT MORNING. AND DRIVING DOWN, I WAS JUST REALLY DISAPPOINTED IN MYSELF AND SAD. I'VE RECEIVED SO MANY GRADUATION ANNOUNCEMENTS FROM SO MANY KIDS. YOU SEND $50 TO, $25 TO, WHO'VE HAD EVERYTHING IN LIFE. AND HERE'S A KID WHO'S BROKEN THROUGH EVERY BARRIER POSSIBLE AND HE DOESN'T HAVE PANTS AND A BELT THAT FIT, RIGHT? SOMETHING JUST SEEMS WRONG HERE. I KNOCKED ON HIS DOOR AT 7:15, HE CAME. HE HAD PANTS, NEW SHOES, BELT, SHIRT, TIE-- I'VE NEVER SEEN HIM WITH A TIE BEFORE-- BIGGEST SMILE YOU'VE EVER SEEN. AND HE SAID, "MIKE, I DON'T KNOW WHAT TO TELL YOU, SOME LADY SAW THE VIDEO AND CALLED RIGHT AFTER YOU DID. SHE TOLD HER FRIEND, HE RAN OUT TO FAIRLANE AND HE GOT ME A WHOLE OUTFIT." AND IT JUST REALLY SAID A LOT. OUR WHOLE MISSION AT UNITED WAY IS TO LEVERAGE THE CARING POWER. AND THERE'S JUST SO MUCH CARING POWER IN SOUTHEASTERN MICHIGAN THAT IT GIVES ME GREAT HOPE FOR WHAT WE WOULD HAVE ACCOMPLISHED TOGETHER. KEYMANI HAD BEEN DOING REALLY WELL, THE APARTMENT HE WAS STAYING NEAR HIS JOB, THE PEOPLE WHO OWNED IT LOST THAT APARTMENT, SO HE'S NOW LIVING MILES FROM HIS JOB, HE LOST HIS JOB, WE'RE WORKING TO HELP HIM GET A JOB. BUT I'M TELLING YOU, WHAT OUR YOUNG PEOPLE ARE UP AGAINST IS REALLY TOUGH. HE'S BEEN LIVING WITH FRIENDS AND FAMILY MEMBERS, LIKE, ON COUCHES AND IN LIVING ROOMS SINCE HE'S 15, HE JUST TURNED 19, AND IT'S JUST BEEN REALLY TOUGH. AND HE AND STEFAN ARE ONLY TWO KIDS. THERE ARE 500 KIDS WHO WOULD NOT HAVE GRADUATED UNDER THE STATUS QUO, BUT STATISTICALLY GRADUATED THIS PAST SEASON. AND THREE OF THE BIGGEST REASONS ARE BECAUSE WE HAVE PRINCIPALS WHO KNOW EVERY KID BY NAME IN THEIR BUILDING-- GREAT LEADERS. EVERY SCHOOL HAS GONE TO SOME FORM OF ADVISORY, WHERE YOU HAVE 20 KIDS FOR TWO YEARS, OR 20 KIDS FOR FOUR YEARS, SO THERE'S THIS STABLE ADULT WHO RELENTLESSLY LOVES AND SPEAKS FOR EVERY KID IN THEIR LIFE, AS WELL AS A NETWORK OF PEERS WHO HELP BUILD THAT BOND. AND THEN WE'VE TRANSFORMED OUR FUNDING AT UNITED WAY SO WE DON'T MAKE DECISIONS ABOUT WHAT PROGRAMS GET FUNDED, WE GIVE ROUGHLY $200 PER SCHOOL TO THE PRINCIPAL AND THE TEACHERS TO MAKE DECISIONS ABOUT WHAT THEY NEED, SO A KID LIKE KEYMANI-- >> PER STUDENT. >> PER STUDENT, PER STUDENT. THANKS, DANIEL. AND SO, PEOPLE ARE NOW MAKING MUCH DIFFERENT DECISIONS ABOUT WHAT PARTNERSHIPS ARE IN THEIR BUILDING. AND WE DO MORE ACT TESTING, WE DO MORE WRAPAROUND SERVICES. WE JUST HAVE A BROADER ARRAY OF PARTNERS ON THE GROUND AND THE SCHOOLS. BUT I CAN TELL YOU, AS GREAT AS MR. MATTHEWS IS, AND TANYA RAE, KEYMANI'S PRINCIPAL, IT WAS BECAUSE OF A PARTNER IN THE WORK THAT A MAN DID IN KEYMANI'S LIFE THAT HELPED HIM COMING IN. AND I SAY THAT, BECAUSE SOMETIMES THIS CAN SEEM SO MUCH LIKE A SCHOOL ISSUES, "WHAT'S GOING ON WITH THE TEACHER AND WHAT'S GOING ON WITH THE PRINCIPALS?" BUT WHAT OUR YOUNG PEOPLE ARE UP AGAINST IS SO DIFFICULT, THAT IF YOU DON'T HAVE AN INFUSION OF REAL WORLD RELATIONSHIPS AND EXPERIENCES FOR THOSE FOLKS, I THINK WE'RE FOOLING OURSELVES, QUITE HONESTLY, SOMETIMES. SO LET ME, IF I COULD, JUST WALK YOU THROUGH A LITTLE BIT OF OUR STORY AND WHERE WE'VE BEEN. IF I CAN DO THIS WELL. THIS IS OSBORN HIGH SCHOOL BEFORE WE BEGAN: 811 KIDS STARTED, 256 GRADUATED. STEFAN WOULD HAVE BEEN ONE OF THOSE 256, OR ONE OF THE 600 WHO DIDN'T MAKE IT IF WE HADN'T TRANSFORMED THE SCHOOL, I'M QUITE CERTAIN. CODY AND OSBORN SENIOR CLASS, WHEN WE BEGAN, WAS ONLY 23% THE SIZE OF THE FRESHMAN CLASS FROM FOUR YEARS EARLIER. THIS PAST JUNE, 2013, WHEN OUR FIRST CLASS GRADUATED, IT WAS UP TO 80% OF KIDS WHO STARTED, GRADUATED. THE OFFICIAL GRADUATION RATE WILL COME OUT IN A LITTLE BIT. YOU'LL SEE SOME LOWER NUMBERS THAN THAT AND QUITE HONESTLY, THAT'S BECAUSE THINGS WERE SUCH A MESS WHEN WE BEGAN, THERE WERE KIDS WHO WERE ENTERING INTO THE SCHOOL UNACCOUNTED. NO, WE DIDN'T REALLY KNOW. I MEAN IT WAS JUST A VERY DIFFICULT THING. BUT WE JUST KNOW THAT THE OFFICIAL RATE WILL BE MIRRORING 80% AND ABOVE IN THE YEARS GOING FORWARD. YOU'LL SEE MOST OF OUR NUMBERS ARE IN THE 70%-81% ON THE-- ALL OF THE SMALL SCHOOLS. IMPACT-- I SHOULD GO BACK TO SAY-- SO I MENTIONED THERE WERE THESE 30 HIGH SCHOOLS KNOWN AS DROPOUT FACTORIES. OUR THEORY OF CHANGE WAS BRING THROUGH A NETWORK AT A TIME. GET FIVE TO SEVEN SCHOOLS AT A TIME COMMITTED TO GRADUATION RATES. WE'VE GOT TO CODY, OSBORN, MELVINDALE, AND VAN DYKE LINCOLN. AND THEN IN 2010, MARK REUSS OF GM SAW WHAT WE WERE DOING AND HE DOUBLED DOWN AND SAID, "WE NEED TO DOUBLE THAT." SO GM MADE A $27 MILLION INVESTMENT OVER FIVE YEARS. TO DOUBLE THE NUMBER OF HIGH SCHOOLS AND TO IMPROVE THE SAME RATES FOR EARLY CHILDHOOD SUCCESS IN THOSE COMMUNITIES. SO WE NOW HAVE 15 HIGH SCHOOLS, THOSE WERE THE NAMES YOU READ, ALL ON PACE FOR 80%, WITH A GOAL OF 90% GRADUATION RATES, AND MOVING ACT SCORES A HALF POINT A YEAR. IMPACT OF THAT, ACCORDING TO HANK LEVIN, COLUMBIA TEACHERS' COLLEGE, A KID WHO GRADUATES AS OPPOSED TO DROPPING OUT IS A NET PRESENT VALUE OF $127,000. WHEN YOU LOOK AT THE 500 STUDENTS WHO GRADUATED, THAT WOULD HAVE DROPPED OUT UNDER THE OLD RATES, THAT'S A NET PRESENT VALUE OF $63.5 MILLION. THAT'S A NUMBER THAT'S JUST GOING TO CONTINUE TO GROW IN MICHIGAN, AS MORE AND MORE SCHOOLS GRADUATE MORE AND MORE KIDS. ANY QUESTIONS ON THE MATH THERE? [ LAUGHTER ] >> THAT NUMBER AND EARNING POTENTIAL NUMBER, I'M NOT SURE THAT I UNDERSTAND YOU. >> SO THAT NUMBER LOOKS AT, YES, THE IMPACT OF INCARCERATION RATES, WELFARE RATES AND OTHER SOCIAL IMPACT COSTS FOR A KIDS WHO DOESN'T GRADUATE, VERSUS ONE WHO DOES. AND IT COMES OUT TO $127,000. >> OKAY, THANK YOU. >> SO THAT'S WHERE WE'VE BEEN IN THE LAST FIVE YEARS. JUST DOING THIS ISN'T GOING TO GET US TO ONE OF THE BEST CITIES TO LIVE AND WORK AGAIN, WE'RE VERY CLEAR ON THAT. WHAT WE DO THINK WILL GET US TO ONE OF THE BEST CITIES TO LIVE AND WORK, IS TO HAVE THE MOST COLLEGE AND CAREER READY CLASS IN THE NATION BY 2030. MOST COLLEGE AND CAREER READY CLASS IN THE NATION. AND WE THOUGHT THAT THE BEST CURRENT ASSESSMENT FOR THAT IS ACT SCORES. AS YOU PROBABLY KNOW, MICHIGAN IS ONE OF NINE STATES USING ACT ACROSS THE BOARD, BUT EVERY STATE HAS KIDS TAKING THE ACT. JOHN IS LOOKING AT CASANDRA BECAUSE THEY BOTH GOT A 36 ON THE ACT, RIGHT? [ LAUGHTER ] COMBINED. >> COMBINED! [ LAUGHTER ] >> AND YOU HAD 33 OF THOSE. [ LAUGHTER ] >> LET'S NOT LOOK TOO MUCH DEEPLY BEHIND THE CURTAIN. >> ACT FOLKS WOULD TELL YOU THAT IF YOU RANDOMLY GUESSED, YOU WOULD GET A 12 ON THE ACT. SO WHERE DO WE STACK UP IN SOUTHEASTERN MICHIGAN? JUST A COUPLE OTHER DATA POINTS FOR YOU. ACT SAYS YOU SHOULD HAVE A 21 IF YOU WANT TO DO WELL IN A FOUR YEAR UNIVERSITY AND 18 IF YOU WANT TO DO WELL IN A COMMUNITY COLLEGE. THE CITIES WITH THE HIGHEST SCORES IN THE NATION-- THESE ARE CITIES-- BOSTON AND CHARLOTTE: 19. AND MOST PEOPLE WOULD LOOK AT BOSTON AND CHARLOTTE AND SAY, "YEAH, THAT MIGHT BE IN THE TOP FIVE OR TOP TEN CITY." MICHIGAN'S AVERAGE: 19.9 FOR THE STATE OF MICHIGAN. DETROIT'S AVERAGE, IS A 15. MR. VARNER AND OUR WORK AT EXCELLENT SCHOOLS DETROIT, WOULD TELL YOU THAT WHETHER IT'S A CHARTER HIGH SCHOOL IN DETROIT OR TRADITIONAL DETROIT PUBLIC HIGH SCHOOL, THOSE NUMBERS ARE ALMOST THE EXACT SAME, I THINK, 15.4 - 15.2 LAST TIME I CHECKED. OUR GOAL AT THE UNITED WAY, WORKING WITH EXCELLENT SCHOOLS DETROIT AND OTHERS, IS TO HAVE ALL KIDS WHO GRADUATE IN THE CLASS OF 2030, HAVE AN ACT SCORE OF 21 ON AVERAGE. YOU CAN SEE A LITTLE LEAPFROG STRATEGY HERE. I TELL YOU I WORK WITH THE FOLKS IN BOSTON, THEY'RE GETTING A LITTLE BIT-- THEY DON'T HAVE THAT SENSE OF URGENCY AROUND CLOSING THE ACHIEVEMENT GAP. THEY'RE NOT EVEN AWARE THAT A CITY LIKE DETROIT IS LOOKING AT THEM AND SAYING, IN 17 SHORT YEARS WE CAN LEAPFROG THEM AND HAVE ONE OF THE MOST COLLEGE AND CAREER READY CLASSES IN THE NATION. BUT HERE'S THE THING. WE WON'T GET THERE JUST MOVING ACT SCORES A HALF POINT A YEAR. AND PLEASE DON'T UNDERESTIMATE HOW HARD IT IS TO MOVE ACT SCORES A HALF POINT A YEAR ACROSS 15 HIGH SCHOOLS. KIDS ARE COMING IN-- OUR BELL CURVE ON READING IS GENERALLY TO THE 2nd TO 6th GRADE. SO TO BE ABLE TO HAVE THE REMEDIATION WORK IN PLACE THAT GETS KIDS TO 8th, 9th, 10th GRADE READING, AND MOVE SCORES FROM A 12 OR 13, TO A 16, 17, 18, IS REALLY, REALLY HARD. THAT IS NOT EASY WORK. AND I KIND OF WANT TO TAKE A TIME-OUT TO SAY, IT'S A LITTLE BIT UNFAIR HOW THE TEACHERS WHO HAVE THE TOUGHEST CONDITIONS, ALSO GET THE WORST REPUTATIONS. SO AS A PARENT OF THREE KIDS, MY CHILDREN HAVE GONE THROUGH A HOMESCHOOL, IN WHICH I WAS THE PRINCIPAL OF. [ LAUGHTER ] THEY'VE GONE TO A DETROIT PUBLIC HIGH SCHOOL, A TRADITIONAL PUBLIC SCHOOL DISTRICT OUTSIDE OF ANN ARBOR, IN YPSILANTI TOWNSHIP, A CHARTER SCHOOL, A CHRISTIAN SCHOOL, A LUTHERAN SCHOOL, AND A CATHOLIC SCHOOL, AND AS A PARENT, I CAN TELL YOU, THE TEACHERS AND PRINCIPALS IN OUR 15 SCHOOLS ACTUALLY WORK MUCH HARDER, IN MUCH MORE CHALLENGING CONDITIONS, AND USE MORE BEST PRACTICES THAN IN ANY ONE OF THESE SCHOOL DISTRICTS THAT I'VE SEEN. AND IT'S COMPLETELY DISHEARTENING FOR THEM TO CONTINUE TO BE ON UNDER-PERFORMING, LOWEST PERFORMING-- ALL THEY EVER HEAR ABOUT IS HOW THEY'RE NOT DOING THEIR JOB. I CAN'T TELL YOU. IN 2003-2004, WHEN I WAS ON THE SCHOOL BOARD, THERE WERE LOTS OF FOLKS NOT DOING THEIR JOB. EVERY ONE OF THESE 15 HIGH SCHOOLS THAT WE'RE PARTNERED WITH IS DOING AN OUTSTANDING JOB. ONLY TWO OF THE PRINCIPALS WHO STARTED WITH US ARE STILL THERE. EVERY LEADER-- AND I'LL SAY, IT'S NOT PERFECT-- 70%-90% OF THE TEACHERS IN EACH SCHOOL ARE TRULY DOING HEROIC EFFORTS. AND IT JUST DOESN'T FEEL THAT WAY-- >> 70% TO? SAY THAT AGAIN? >> I'LL SAY 70%-80%, LIKE, SO, WHEN I SAY TO LEADERS, "HOW DOES YOUR SCHOOL-- IF YOU COULD SWAP OUT ALL THE TEACHERS YOU WANTED, HOW MANY WOULD YOU SWAP OUT?" COUPLE OF SCHOOLS, ONE OR TWO. COUPLE OF SCHOOLS, THREE OR FOUR, BUT IT USED TO BE 60%-70%. WHAT I'M SAYING IS, WE HAVE NEW LEADERS AND MANY TIMES, EITHER ARE RE-ENERGIZED OR NEW TEACHERS WHO HAVE COME IN, THAT YOU SEE EVERYBODY ROWING IN THE SAME DIRECTION IN THE SCHOOLS. LIKE, IT FEELS REALLY GOOD. YOU JUST MAY NOT BE SEEING THE RESULTS AS QUICKLY AS YOU WANT THEM HERE, BUT THINGS ARE GOING IN THE RIGHT DIRECTION. SO WHAT I'D LIKE TO JUST SPEND A FEW MINUTES ON, IS WE KNOW THAT WE WON'T GET TO A 21 IF WE CONTINUE TO HAVE KIDS COMING IN READY TO SCORE A 12 OR 13, WHERE IT HAS BEEN FOR YEARS AND YEARS. AND A COUPLE FACTS THIS TABLE PROBABLY KNOWS, BUT I JUST WANT TO MAKE SURE YOU KNOW, THIS $30 MILLION WORD GAP-- KIDS HEAR 30 MILLION LESS WORDS TYPICALLY IN A LOW INCOME HOME THAN A MIDDLE INCOME HOME. IT DOESN'T COST ANY MONEY TO SAY WORDS. I'M NOT TRYING TO BE TRITE OR GLIB HERE, BUT WE DO BELIEVE THAT EACH AND EVERY CHILD THAT'S BORN, HAS WITHIN HIS OR HER FUTURE A PARENT, A GRANDPARENT, AN AUNT, AN UNCLE, A NEIGHBOR, WHO CAN PROVIDE A NURTURING LITERACY-RICH RELATIONSHIP. WE DO BELIEVE THAT WE CAN CONNECT EVERY KID AND EVERY FAMILY TO THE RIGHT CARING PARENTS, CAREGIVERS, GRANDPARENT, AUNTS AND UNCLES IN THEIR LIVES FOR THAT CHILD TO ENTER KINDERGARTEN TO BE SUCCESSFUL. YOU MAY KNOW, THIS IS THE UNIVERSITY OF MICHIGAN STUDY, A MIDDLE INCOME KID TYPICALLY ENTERS KINDERGARTEN WITH 30 BOOKS ON HIS SHELF. YOU PROBABLY LOOK AT YOUR OWN NIECES, NEPHEWS, KIDS AND GRAND-KIDS AND SEE THE SAME OR MORE. THAT SAME U OF M STUDY SAID THAT A KID IN A LOW-INCOME COMMUNITY MAY HAVE ONE BOOK FOR EVERY THREE HUNDRED KIDS. THAT DOES COST MONEY. AND SO WE MADE A PLEDGE AT THE UNITED WAY FIVE YEARS AGO. FOR EVERY FAMILY THAT COMMITS TO READING TO THEIR KIDS 15 MINUTES A DAY, FIVE DAYS A WEEK, WE WILL PROVIDE THEM A BOOK A MONTH FOR THE FIRST FIVE YEARS OF THEIR KIDS LIVES. THIRTY-THREE THOUSAND FAMILIES IN SOUTHEASTERN MICHIGAN NOW GET A BOOK A MONTH FOR THE FIRST FIVE YEARS OF THEIR KID'S LIFE. STARTING WITH "THE LITTLE ENGINE THAT COULD." SO HERE'S THE THING-- AND I'LL JUST KIND OF CLOSE WITH THIS-- WE HAVE APPROACHED EARLY CHILDHOOD MUCH LIKE WE APPROACHED OUR HIGH SCHOOLS. WHEN WE SAW THOSE RATES IN 2008 THAT SAID "38% GRADUATION RATES" OR RETENTION RATES, IT CAN ALMOST LOOK OVERWHELMING. BUT WHEN YOU THINK ABOUT THEORIES OF CHANGE, AND I'M THINKING OF DAN AND CHIP HEATH AND THEIR BOOK "SWITCH," YOU GOTTA SHRINK THE CHANGE. SO WE SAID, YOU DON'T HAVE TO MAKE EVERY SCHOOL PERFECT. THERE ARE 30 SCHOOLS, GET IT RIGHT IN THE NETWORK AND KEEP MOVING IT. WE'RE PLANNING THE SAME THING TO EARLY CHILDHOOD. GIVE YOU SOME NUMBERS. THE GRADUATING CLASS OF 2030 WAS BORN LAST YEAR. FORTY THOUSAND KIDS WERE BORN, 40% OF THOSE KIDS ARE IN POVERTY. WE MEAN, THEIR STAY IN THE HOSPITAL WAS PAID FOR BY MEDICAID. THAT'S 16,000 KIDS. THOSE 16,000 KIDS WERE PRIMARILY BORN AT NINE HOSPITALS IN SOUTHEASTERN MICHIGAN. SO WHAT WE BEGAN DOING LAST YEAR IS PARTNERING WITH ONE HOSPITAL-- WE'RE NOW ON TWO UNTIL WE GET TO ALL NINE-- TO ENSURE THAT THERE'S A VOLUNTEER THERE THE DAY AFTER A CHILD IS BORN, TO MEET WITH THE PARENTS TO SAY, IF YOU MAKE THIS PLEDGE TO READ TO YOUR KID 15 MINUTES A DAY, WE'LL SIGN THEM UP RIGHT NOW FOR A BOOK A MONTH. AND WHEN WE SIGN THEM UP, THAT'S JUST THE BEGINNING OF A RELATIONSHIP. BECAUSE WE NOW HAVE THEIR CELL PHONE NUMBER, THEIR HOME ADDRESS, THEIR EMAIL. AND WITHIN SIX WEEKS, SOMEONE FROM OUR-- THAT VOLUNTEER CALLS BACK TO SAY, "DO YOU HAVE ENOUGH FOOD ON YOUR TABLE? BECAUSE IF YOU DON'T HAVE ENOUGH FOOD, THERE'S ENOUGH CARING POWER THAT CAN TAKE CARE OF THAT. WE PUT YOU THROUGH TO 211, AND WE GET ENOUGH FOOD ON YOUR TABLE." AND THEN WE HAVE THESE EARLY LEARNING COMMUNITIES AT 70, ALMOST 80 SITES ACROSS SOUTHEASTERN MICHIGAN THAT HAVE PARENT CAREGIVING CLASSES. TEN THOUSAND PEOPLE TOOK THOSE CLASSES LAST YEAR. WE CONNECT THOSE PARENTS TO THOSE EARLY LEARNING COMMUNITIES SO THAT, JUST LIKE HIGH SCHOOL KIDS SUCCEED IN ADVISORY, THESE PARENTS AND CAREGIVERS CAN TAKE CLASSES IN HEALTH, FAMILY FINANCES OR CHILDHOOD DEVELOPMENT, TO GET MATCHED UP WITH PEERS JUST LIKE THEMSELVES. JUST HAVING THAT SAME NETWORKING, PEER-TO-PEER NETWORKS, AND KIND OF TRUSTED COACH, TO HELP THEM GROW AND HAVE EVERYTHING THEY NEED FOR THEIR CHILD'S SUCCESS IN LIFE. I STARTED WITH JIM COLLINS, I'LL END WITH JIM COLLINS. HE TALKS ABOUT THE STORY OF GETTING TO THE NORTH POLE ON THIS 20 MILE MARCH. WE CALL THIS "LITTLE STEPS" AND THAT'S OUR 20 MILE MARCH. I SHOULD SAY, THERE'S THE WHOLE PROCESS RIGHT THERE. CONTINUING TO MEET WITH PARENTS THE DAY AFTER THEIR CHILD IS BORN, CONNECTING THEM TO THAT BOOK A MONTH, MAKING SURE THEIR FAMILY'S BASIC NEEDS ARE MET AND CONNECTING THEM TO A GROUP OF PARENTS IN THE COMMUNITY. DOING THAT YEAR IN AND YEAR OUT OVER THE NEXT 17 YEARS, IS GOING TO ENSURE THAT-- KIDS ARE ENTERING KINDERGARTEN READY FOR SUCCESS IN LIFE. THEY'RE GETTING TO HIGH SCHOOL READY TO SCORE AN 18, 19, 20 ON THE ACT AND WE'RE MOVING THEM UP TO A 23, 24, 25. AND THAT'S HOW WE BELIEVE WE'LL MAKE GREATER DETROIT ONE OF THE BEST PLACES TO LIVE AND WORK IN. >> IT'S GREAT, MIKE. THANK YOU SO MUCH. LET'S GET AT IT WITH SOME-- BY THE WAY, I SHOULD MENTION, I MEANT TO DO THIS EARLIER-- THAT MIKE CO-FOUNDED "THINK DETROIT" WITH OUR OWN DAN, AS YOU MAY OR MAY NOT KNOW, AND MIKE ALSO IS ONE OF MICHIGAN'S 40 UNDER 40 BY "CRAIN'S DETROIT BUSINESS." ALSO, WITH OUR OWN CASANDRA. SO WE'VE GOT SOME DISTINGUISHED COMPANY HERE TODAY. QUESTIONS AND COMMENTS FOR MIKE? JOHN. >> WELL, IT'S TERRIFIC WORK, GUYS. YOU KNOW THAT YOU ALL ARE DOING-- GOING BACK TO THE ORIGINAL PREMISE, YOU'VE GOT 30 DROPOUT FACTORIES-- AND MAYBE DAN WANTS TO CHIME IN ON THIS, TOO-- SO WHERE ARE WE IN THE MARCH TO SOMETHING SIGNIFICANTLY DIFFERENT HAPPENING WITH HOW MANY OF THE SCHOOLS, HOW MANY OF THEM HAVE BEEN PUT OUT OF BUSINESS AND HOW MANY MAY HAVE BEEN REPLACED BY ANOTHER NEW SCHOOL OR CHARTER THAT HAS A CHANCE TO DO BETTER. SORT OF, WHERE ARE WE-- YOU'VE JUST REMINDED ME WITH THIS STEP THING OF A MATH TEACHER TEACHING LIMITS OR SOMETHING. YOU CAN GO HALFWAY TO THE WALL, HALFWAY TO THE WALL, HALFWAY TO THE WALL. YOU NEVER GET TO THE WALL, BUT YOUR NOSE GETS AWFULLY CRUNCHED. SO HOW CLOSE ARE WE TO DEALING WITH THESE 30 IN SOME MEANINGFUL WAY? >> SO, I WOULD SAY-- I USE-- SOMETIMES I USE A MAP OF THE CITY AND I DRAW THE DIFFERENT HIGH SCHOOLS. OF THE 30, ONLY 22 ARE STILL OPEN. SO PONTIAC NORTH AND CENTRAL MERGED. OTHER SCHOOLS LIKE CHANCEY AND CODY HAVE CLOSED. OF THE 22 THAT REMAIN OPEN, 15 ARE IN UNITED WAY NETWORKS AND WE FEEL REALLY GOOD ABOUT THEIR SUCCESS. AN ADDITIONAL FOUR ARE IN THE EAA AND WE FEEL VERY GOOD ABOUT WHAT'S HAPPENING IN THOSE SCHOOLS AS WELL. THAT STILL LEAVES THREE OR FOUR, BUT OUR WHOLE THEORY OF CHANGE WAS BASED ON THE FACT THAT YOU DON'T HAVE TO TURN AROUND EVERY SCHOOL. THEY WAY CHANGE HAPPENS IS NETWORKS GET TOGETHER-- PEOPLE FORM NETWORKS, HAVE DISCIPLINES OF PRACTICE, LIKE SITE-BASED LEADERSHIP, LIKE PERSONAL ADVISORIES, AND THAT ENDS UP INFLUENCING SYSTEMS. SO SCHOOLS THAT ARE NEITHER IN THE EAA OR IN OUR NETWORKS, ARE NOW DOING MANY OF THOSE SAME THINGS. AND SO, I DON'T WANT TO BE POLLYANNA-ISH. THE CHALLENGE OF REMEDIATION IS REALLY DIFFICULT, I MEAN KIDS HAVE A LONG WAY TO GO TO BE GRADUATING COLLEGE AND CAREER-READY. BUT, OF THOSE 30 HIGH SCHOOLS THAT WERE DANGEROUS, UNSAFE PLACES TO BE IN 2008, I WOULD ONLY SAY THERE ARE ONE OR TWO SCHOOLS THAT I STILL FEEL LIKE ARE DANGEROUS, UNSAFE PLACES, WHICH I'M NOT GOING TO NAME HERE, BUT, I FEEL LIKE, STILL NEED WORK. I HONESTLY BELIEVE THAT OF THE 22 THAT REMAIN OPEN AND OF THE NUMBER OF CHARTER SCHOOLS, YOU'VE REALLY GOT GREAT LEADERS AND TEACHERS TRYING TO FIGURE IT OUT AND TRYING TO GET THERE. LIKE, I THINK WE SHOULD TAKE STOCK OR TAKE PRIDE IN HOW MUCH WE'VE GROWN IN FIVE YEARS. >> GREAT, THANK YOU. EILEEN, PLEASE. >> I JUST WANTED TO ASK YOU ABOUT THE TIPPING POINT STRATEGY. IS THAT BASED ON YOUR RESOURCES OR ON THE FACT THAT AT EACH STEP, WHEN YOU LOSE HALF OF THE PARENTS FROM THE PREVIOUS STEP, RESOURCES ARE GETTING IN TO SUPPORT THEM? >> GREAT QUESTION. YES, SO I CALLED IT THE TIPPING POINT FROM GLADWELL'S-- CHANGE ALSO HAPPENS, YOU DON'T HAVE TO CHANGE EVERYBODY, YOU CAN JUST GET THE MAVENS AND THE CONNECTORS. AND WHAT WE TRY TO DO WAS SET REASONABLE EXPECTATIONS ABOUT WHAT WE THINK WE CAN DO. AND LIKE JONATHAN MATTHEWS SAYS IN THAT VIDEO, SUCCESS IS CONTAGIOUS AND WHEN YOU NOW HAVE 33,000 PARENTS WITH THESE, GETTING A BOOK A MONTH, YOU SHOULD HEAR THE STORIES THAT THEY TELL ABOUT HOW IT'S IMPACTED THEIR NEIGHBORS OR THEIR FAMILY MEMBERS AND EVERYBODY ELSE. SO THIS IS A COMBINATION OF BOTH WHAT WE THOUGHT WE COULD ACHIEVE WITH THE FINANCES WE HAVE AND THE IMPACT THAT WE THOUGHT WE'D MAKE BECAUSE OF THE CONTAGIOUSNESS OF THE GOODWILL. >> AND DOES IT MEET THE NEED? THIS IS BEEN IN EFFECT...? >> WELL, WE'VE BEEN ON THIS FOR A YEAR, AND WE'RE NOT AT A HALF YET. THIS IS-- IT WILL BE ABOUT FIVE YEARS BEFORE WE GET TO A HALF AND-- >> STEP TWO IS WHEN? STEP ONE IS THROUGH WITHIN THREE MONTHS. >> STEP TWO-- SO WE'RE CALLING THOSE PARENTS RIGHT NOW, WE'VE CALLED EVERY PARENT. >> EVERY PARENT. >> EVERY. SO-- LET ME JUST BREAK THIS DOWN A LITTLE BIT. IN OCTOBER OF LAST YEAR, VOLUNTEERS STARTED MEETING WITH PARENTS AT SINAI GRACE HOSPITAL IN NORTHWEST DETROIT. EIGHT HUNDRED KIDS WERE BORN IN THAT TIME, OR HAD A PARENT TALKED TO, 850. ALL BUT TWO PARENTS SIGNED UP FOR A BOOK A MONTH. >> THERE, RIGHT AWAY YOU GOT MORE THAN HALF. [ LAUGHTER ] >> BUT THE REAL POWER COMES IN MAKING THAT PHONE CALL, AND IT TOOK US A WHILE TO GET THE VOLUNTEERS TRAINED AND DOING IT. BUT WHEN A MOTHER WHO'S BEEN AT HOME FOR THREE OR FOUR MONTHS AND KIND OF FEELING THE ISOLATION, GETS THAT CALL. "HI, THIS IS JULIE AND I'M JUST CALLING..." IT MAKES A BIG, BIG DIFFERENCE IN PEOPLE'S LIVES, IT REALLY DOES, TO KNOW SOMEBODY TRULY CARES ABOUT THEM AND THEIR BABY. AND THEN, AND WE'RE NOT HERE YET, THIS IS CONNECTING THAT TO THE COMMUNITY AND HAVING THE CONNECTION TO AN EARLY LEARNING COMMUNITY-- THAT'S OUR CHALLENGE RIGHT NOW. THAT'S WHERE... >> RICHARD. OR KATHLEEN. [ OVERLAPPING CHATTER ] >> RICHARD AND THEN KATHY OR? >> KATHLEEN, PLEASE. >> OH, THANK YOU. IT'S GREAT, MIKE. THESE THINGS THAT YOU'RE DOING ARE VERY, VERY POSITIVE. VERY HELPFUL. YOU KNOW, YEARS AGO, WHEN ART WAS HERE, WE HAD THE PROGRAM-- WE VISITED SCHOOLS-- EARLY CHILDHOOD. WE DID THE SAME THING. WE HAD PEOPLE GO... WE HAD PEOPLE GO INTO THE HOMES OF NEW PARENTS AND WE GAVE THEM BOOKS. WE DIDN'T DO IT FOR FIVE YEARS, BUT IT WAS-- AND THAT WAS A SUCCESSFUL PROGRAM, BUT THE MONEY DISAPPEARED AND I GUESS-- I DON'T KNOW IF THAT'S-- WE HAD THOSE ON DISPLAY HERE FOR A LONG TIME. BUT THE IDEA OF DOING IT FOR FIVE YEARS, THAT'S FANTASTIC. >> WE-- YOU KNOW AND SO THIS-- ONE OF THE-- IF I MAY, ONE OF THE PRIVILEGES OR BLESSINGS OF WORKING IN THE UNITED WAY, IS WE'VE BEEN IN BUSINESS FOR 100, AND WE'D LIKE TO STAY IN FOR 100 OR MORE, AND TO BE ABLE TO KIND OF PUT THAT LONG TERM VIEW OF THINGS, I THINK, WAS MISSING IN OUR LAST 100 YEARS. I THINK IF A GROUP LIKE THE UNITED WAY HAD A 20-YEAR PLAN AND WAS ABLE TO GET CORPORATE LEADERSHIP AGAINST IT, THAT WOULD HAVE MADE A BIG DIFFERENCE 20 YEARS AGO. I FEEL REALLY GOOD ABOUT TRYING TO GET US TO THAT POINT NOW. >> AND THE WRAPAROUND SERVICES TOO, THAT'S ALSO VERY IMPORTANT IT SEEMS TO ME. >> ABSOLUTELY. >> WE CAN'T DO THIS ALONE. I THINK-- PEOPLE THINK WE CAN AND SHOULD, BUT I THINK WE NEED SOCIETAL SUPPORT AND RESOURCES. >> IF I COULD JUST ADD TO THAT FOR JUST A LITTLE BIT. WE'RE AT A GOOD POINT, I THINK, IN THE NUMBER OF BUSINESSES THAT WANT TO BE LOCATED IN DETROIT. AND WHAT THOSE LEADERS ARE SEEING IS THAT THESE MILLENNIALS-- I SAY THESE MILLENNIALS BECAUSE I'M NOT ONE-- WANT TO FEEL REALLY ENGAGED IN THE COMPANY THAT'S DOING SOMETHING TO MAKE A DIFFERENCE AND SO YOU HAVE A GROUP LIKE QUICKEN, AND YOU HAVE GM, WHOSE CEOs ARE SAYING, "I WANT OUR PEOPLE TO BE A PART OF THE SUCCESS OF THESE HIGH SCHOOLS." AND SO IT'S NOT AS MUCH NON-PROFIT SOLUTIONS WHERE YOU HAVE TO GIVE LARGE GRANTS TO GET PEOPLE IN THE SCHOOLS, YOU'RE ACTUALLY WORKING WITH COMPANIES WHO GIVE YOU MONEY AND THEN SAY, "NOW HELP US FIGURE OUT A WAY TO GET 50 OF OUR PEOPLE ENGAGED IN THE LIVES OF 50 TO 100 KIDS IN AN OSBORN OR CODY." AND THAT'S A RECENT DEVELOPMENT THAT I THINK IS GOING TO BE REALLY POWERFUL FOR OUR CITY. >> THAT'S INTERESTING. >> YOU KNOW, TO KATHY'S POINT, MAYBE WE CAN EVEN ROUND ONE UP FOR YOU TO TAKE BACK, OR GET IT TO YOU, BUT WE STILL HAVE SOME OF THOSE KITS AROUND. AND THE ONLY REASON I MENTION IT IS-- THEY'RE DATED IN SOME SENSE, BECAUSE THEY'RE 15 YEARS AGO, BUT THEY WERE INTENDED TO BE AT THE HOSPITAL. NEWBORNS' PARENTS LEFT WITH THE KIT AND THERE MIGHT BE AT LEAST SOME LEVERAGE TO YOUR WORK ON THAT. >> YEAH. NO, WE DID BASE OUR WORK IN PART ON THOSE KITS. >> OH, YOU DID, OKAY. >> YEAH. THIS IS A FIVE YEAR DESIGN THAT WE KEPT RE-TWEAKING AND RE-TWEAKING BASED ON SOME OF THE WORK THAT WAS DONE BEFORE AND THEN OUR EXPERIENCES. THANK YOU, MICHAEL. >> OH, THAT'S GOOD TO KNOW. >> RICHARD, PLEASE. >> WELL I'VE REALLY APPRECIATED THE NOTION OF THE SCHOOL ACTING AS AN INFLUENCE ON THE COMMUNITY. I THINK THAT'S-- I'VE SEEN THAT IN A FEW CHARTER AND A FEW PRIVATE SCHOOLS ON COMMUNITY, MAYBE ETHNIC OR DEFINED, OTHER THAN GEOGRAPHICAL. BUT I THINK THIS IS A POWERFUL EXAMPLE YOU HAVE HERE. AND IT MAKES SENSE TO HAVE DEVELOPED ACCOUNTABILITY TO PEER GROUPS. I THINK THERE IS SOME REAL IDEAS-- I'M HOPING THAT WE CAN REPRODUCE IN OTHER AREAS. I WAS ALSO VERY IMPRESSED WITH THE YOUNG MAN'S COMMITMENT TO HIS CHILDREN. I THINK THAT'S REALLY A KEY VALUE THAT MAKES A DIFFERENCE BETWEEN A COMMUNITY THAT HOLDS TOGETHER AND ONE THAT FALLS APART. AND MAYBE IDENTIFYING THE COMMUNITY VALUES THAT ARE TO BE ENCOURAGED IN THESE KINDS OF PROGRAMS WILL BE HELPFUL TOO. >> I KNOW YOU GUYS HAVE ALREADY TALKED ABOUT ONE OF THESE BOOKS. I THINK, "THE SMARTEST KIDS IN THE WORLD" HAS ALREADY COME UP HERE. STUDIES WHAT BEST COUNTRIES IN THE WORLD ARE DOING. "HOW CHILDREN SUCCEED" REALLY LOOKS AT LAST 50 YEARS AND SAYS WHAT'S BEEN PROVEN TO WORK. AND IT ALWAYS-- I MEAN, JUST GETS BACK TO QUALITY PARENTING IS A BIG DEAL. AND I WAS AN AWFUL PARENT FIRST YEAR IN TWO OF MY KIDS LIVES. IT WASN'T UNTIL I REALLY TOOK A CLASS AND GOT CONNECTED TO OTHER PARENTS IN A COMMON PLAN. TRANSFORMED MY KIDS, MY MARRIAGE, MY FUTURE. AND WE FEEL REALLY GOOD ABOUT-- WE'VE WORKED WITH HIGH SCOPE ON THIS CURRICULUM FOR PARENTS AND CAREGIVERS, AND WE FEEL REALLY GOOD ABOUT THE DEMAND. TEN THOUSAND PARENTS VOLUNTEERED TO COME TO A CLASS, 1,000 OF THEM HAVE TAKEN TEN OR MORE CLASSES. JUST BECAUSE THEY'RE PARENTS LIKE ME, DESPERATE TO TRY AND DO THE BEST FOR OUR KIDS. >> I THINK I'VE SEEN YOU AND SUSAN AND JEREMY AT MEETINGS TOGETHER HERE. RIGHT? >> YEAH. SUSAN KIND OF TELLS ME WHAT TO DO. >> OKAY, GOOD. WE JUST WANT TO MAKE SURE-- [ LAUGHTER ] YES, CASANDRA, THEN MICHELLE. >> I JUST WANT TO THANK YOU FOR COMING OUT AND SHARING WHAT UNITED WAY IS DOING WITH US. JUST TO-- A QUICK COMMENT OR-- WHAT YOU'RE TALKING ABOUT AND WHAT YOU'RE DOING IS REALLY MASSIVE INSTITUTIONAL CHANGE, AND TO HAVE A MEANINGFUL IMPACT, AND THAT TAKES A LONG TIME. IT'S NOT SOMETHING THAT'S GOING TO HAPPEN OVERNIGHT. BUT YOU'RE SITTING IN A CITY THAT SEEMS TO HAVE A LOT OF IMPATIENCE WITH-- YOU KNOW, THERE SEEMS TO BE THIS, "WE HAVE TO TURN THESE THINGS AROUND RIGHT NOW. WE NEED TEST SCORES TO GO UP TOMORROW." HOW MUCH-- I MEAN, FROM MY STANDPOINT, IT SEEMS LIKE IT'S A CONSTANT, MOVING BATTLE. YOU KNOW THERE'S-- WE HAVE POLICIES TODAY, THEY BECOME DIFFERENT POLICIES TOMORROW, THEY BECOME DIFFERENT LAWS TOMORROW. HOW MUCH IS THAT A HELP OR A HINDRANCE TO WHAT YOU GUYS ARE TRYING TO DO? >> BOY, EVERYTHING WAS GOING SO WELL TILL YOU ASKED THAT QUESTION. [ LAUGHTER ] SO-- I MEAN THE SHORT ANSWER IS, THERE'S A LOT OF CHANGE THAT COMES OUT OF LANSING THAT IT'S A LITTLE BIT HARD TO NAVIGATE. IN OUR EARLY CHILDHOOD WORK, WE WORK REALLY HARD ON QUALITY TRAINING AND IMPROVEMENT IN CHILD CARE CENTERS. AND, YOU KNOW, DEPENDING ON WHERE WE ARE WITH THE STATE AND FEDERAL GRANTS, THINGS JUST CHANGE AND WE HAVE TO KEEP REACTING. AND YOU LOSE CREDIBILITY IN THE COMMUNITY WHEN YOU TELL SOMEBODY YOU GOT A THREE TODAY ON YOUR RATING BUT IT'S ACTUALLY ONLY A TWO BECAUSE YOU DON'T HAVE THIS BECAUSE THE POLICY CHANGED. AND THE SAME THING GOES TRUE FOR HIGH SCHOOLS. WE LITERALLY HAVE HIGH SCHOOLS THAT WHEN YOU LOOK AT OUR SCORECARD, IT'S ALMOST ALL GREEN. I MEAN THEY'RE DOING AWESOME WORK. THEY MISSED ONE THING HERE, OR ONE THING HERE, AND THEY'RE ON THIS LIST. AND THIS LIST JUST MAKES YOU FEEL-- YUCKY, FOR A LACK OF A BETTER WORD. AND BELIEVE ME, I WAS THE GUY, FOR FIVE YEARS, SAYING WE HAVE TO CLOSE THESE SCHOOLS-- I MEAN, I WAS THAT GUY. BUT NOW THAT THINGS HAVE CHANGED A LITTLE BIT, I THINK WE HAVE TO FIGURE OUT WAYS HOW WE'D CELEBRATE THEM A LITTLE BIT MORE AT THE SAME TIME. >> WELL THANK YOU VERY MUCH FOR COMING OUT TODAY, WE REALLY APPRECIATE IT. >> CAN I ASK ONE MORE QUESTION? I'M SORRY. >> YEAH. >> SO YOU'RE BRINGING SOME NEW RESOURCES, IT SOUNDS LIKE, TO THE SCHOOLS WHO PARTICIPATE. HOW MUCH IS IT AND-- I'M JUST THINKING OUT LOUD ABOUT, "OKAY, I'M SURE WE BRING NEW RESOURCES TO SCHOOLS THAT ARE FAILING IN SOME WAY, SHAPE, OR FORM. WHAT'S THE MOST CRITICAL IN TERMS OF THE AGENCY, IN TERMS OF INTERVENING? DOES IT MATTER WHO'S BRINGING THE RESOURCES, WHO'S INTERVENING? I MEAN IS IT DIFFERENT TO SAY THE UNITED WAY AND THESE CORPORATE OTHER PARTNERS ARE COMING NOW TO HELP YOU TRANSFORM, VERSUS THE STATE OF MICHIGAN OR THE EAA OR? WHAT MAKES IT, IN YOUR VIEW, WHERE DOES THAT AGENCY NEED TO COME FROM AND WHAT IS THE NATURE OF THAT AGENCY THAT HAS A CHANCE TO DO SOMETHING DIFFERENT, VERSUS JUST "HERE'S $200 PER KID, CHANGE YOURSELF." >> MAYBE TWO POINTS IN HERE, JOHN, AND I THINK THE QUESTION IS A REALLY GOOD ONE AND IMPORTANT ONE. SO AGENCY THEORY WOULD SAY THE PERSON CLOSEST TO THE RISK OF THE DECISION BEING MADE IS THE BEST PERSON TO MAKE THAT DECISION. RIGHT? SO THE SOONER WE COULD GET DECISION MAKING IN THE POWER OF PRINCIPALS OR EVEN TEACHERS-- WHAT I LOVE IS NOW IT'S OUR TEACHERS WHO MAKE DECISIONS ABOUT WHERE UNITED WAY FUNDS ARE SPENT-- THAT'S MUCH BETTER THAN OUR VOLUNTEERS IN DOWNTOWN DETROIT MAKING IT. SO WHEN YOU THINK ABOUT WHAT'S NECESSARY. SITE-BASED MANAGEMENT, AS MUCH AS POSSIBLE ON EVERY-- I MEAN TRUE SITE-BASED MANAGEMENT. I UNDERSTAND ALL OF THE REGULATIONS, I UNDERSTAND ALL OF THE COLLECTIVE BARGAINING AGREEMENTS. BUT AS INNOVATIVE AS WE CAN GET IN PROTECTING THE RIGHTS OF LEADERS TO MAKE DECISIONS ABOUT PEOPLE IN THEIR BUILDINGS IS CRITICALLY IMPORTANT. THE OTHER POINT IS-- AND I THINK THIS IS WHERE WE FAIL A LOT-- PEOPLE IN MANY WAYS DO HAVE TO OPT IN. LIKE, WHAT I THINK HAS BEEN THE STRENGTH OF UNITED WAY'S WORK, IS THAT PRINCIPALS CHOSE, AND SCHOOL LEADERSHIP TEAMS CHOSE TO COME IN, AND THEREFORE IT'S KIND OF ALL OR NOTHING FOR THEM. IT'S VERY HARD TO SAY "YOU HAVE TO DO THIS OR YOU'LL FAIL." IT'S JUST-- HUMANS JUST DON'T WORK WELL THAT WAY. AND SO WHAT HAS HAPPENED HAS BEEN THERE'S BEEN A LOT OF STATE COACHES AND OTHER THINGS THAT HAVE COME IN THAT HAVE BEEN DUPLICATIVE AND WE'VE HAD TO TRY TO CUT THROUGH THAT A LITTLE BIT. >> MICHELLE, I KNOW YOU HAD SOMETHING. >> YEAH. IT DOES-- SOUNDS LIKE A REALLY WONDERFUL WORK THAT YOU'RE DOING, AND I APPRECIATE THE WHOLE IDEA OF RECOGNIZING FROM WHENCE THESE YOUNG PEOPLE ARE COMING FROM, AND ADDRESSING NEEDS ON A MUCH MORE HOLISTIC BASIS, INCLUDING GETTING THEM FOOD AND THINGS AS EARLY AS POSSIBLE. BECAUSE I RECOGNIZE, YOU KNOW-- I FEEL LIKE I BRING IT UP ALL THE TIME, IS MY WORK AS A FOSTER PARENT AND WORKING WITH KIDS IN DETROIT-- THAT SAME KIDS THAT WHEN IN ONE HOME ENVIRONMENT, THEY COME INTO A MORE STABLE HOME ENVIRONMENT IN THE SAME SCHOOLS, BECOME VERY SUCCESSFUL STUDENTS. SO IT'S NOT JUST ALL ON THE SCHOOL AND THE TEACHER. IT'S A MUCH BROADER THING. AND I THINK THAT GEOFFREY CANADA AND ALL THESE OTHER PEOPLE SORT OF RECOGNIZED THAT YOU NEED A MUCH MORE HOLISTIC APPROACH AND WRAPAROUND SERVICES, OR WHATEVER YOU WANT TO CALL IT. SO I APPRECIATE THAT AND I THINK THAT'S-- I THINK THAT IN DETROIT WE'VE BEEN GRAPPLING WITH THESE ISSUES FOR A LONG TIME, AND WITH DECREASES IN FUNDING FOR EDUCATION. SO I'M GLAD TO SEE THAT THERE'S SOME FUNDING COMING IN TO PROVIDE THE SERVICES NEEDED AND THAT THIS MAY HELP THE OVERALL OUTCOME OF THE PROGRAM. I JUST HAD A COUPLE OF LITTLE QUESTIONS. YOU KNOW WHEN WE TALK ABOUT SITE-BASED MANAGEMENT-- AND THAT WAS REAL BIG-- AND I HAVE KIDS WITH-- I HAVE SOME WITH AUTISM, SOME OF THE KIDS WITH OTHER IMPAIRMENTS. WHEN SITE-BASED MANAGEMENT, YOU KNOW, BECAUSE IT WAS A BIG IDEA IN DETROIT FOR A WHILE, I FOUND THAT THERE WAS AN AVERSION TO TAKING IN SPECIAL NEEDS STUDENTS, BECAUSE IT WOULD TAKE A CLASSROOM. BECAUSE WHEN THE MONEY FOLLOWS THE CHILD, YOU KNOW, NOT EVEN-- NOT JUST-- I FOUND THIS NOT JUST IN CHARTER SCHOOLS, BUT IN SOMETIMES THE REGULAR DPS SCHOOLS. YOU KNOW YOU HAD TO FIND SOMEBODY WHO ACTUALLY WAS COMMITTED TO WORKING WITH THESE STUDENTS AND WOULD DO IT ALMOST OUT OF FINANCIAL SACRIFICE. >> RIGHT. >> SO, I'M WONDERING HOW YOU WORK WITH SPECIAL NEEDS STUDENTS, AUTISTIC STUDENTS, THOSE TYPES OF STUDENTS? AND I'VE ALSO HEARD CODY HAD LIKE 40% OF THEM. AND I'M ALSO CURIOUS TO KNOW-- SOMEONE HAS-- THAT SOME OF THEM MAY BE COMING FROM THE EAA SCHOOL DOWN THE ROAD. SO I DON'T KNOW IF IT'S YOUR EXPERIENCE-- JUST CURIOUS ABOUT-- WHAT DO YOU DO WITH SPECIAL ED, ESPECIALLY WITH ALL THESE, THE ONES THAT I KNOW YOU HAVE IN CODY. >> YES, AND SO, CODY AND OSBORN WERE CLOSED AND REOPENED AS SMALL SCHOOLS. SO THERE'S THREE SMALL SCHOOLS ON EACH CAMPUS. THEIR SPECIAL ED RATES LAST YEAR RANGED FROM 29% TO 51%. IN THE CITY OF CHICAGO, IT'S ILLEGAL TO HAVE A HIGH SCHOOL WITH MORE THAN 25% SPECIAL ED. >> RIGHT. >> SO THAT'S AN AREA THAT REALLY REQUIRES ATTENTION AND KIND OF THIS NATURE OF DETROIT RIGHT NOW, WHERE EVERYTHING IS KIND OF PARENT SELECTION. EAA, CHARTER, AND DETROIT PUBLIC, AND THEN DIFFERENT TYPES OF SCHOOLS WITHIN DETROIT PUBLIC, IT'S ALMOST IF PARENTS ARE BEING TOLD OR GUIDED TO A COUPLE OF SPECIFIC SCHOOLS WHERE THE SPECIAL ED RATE IS JUST-- >> LOOMING, YEAH. >> YEAH. IT'S A DIFFICULT ISSUE THAT I DON'T HAVE A SOLUTION FOR, BUT IT DOES NEED ATTENTION. AND I CAN JUST TELL YOU THAT WHAT IS HAPPENING-- OUR SMALL SCHOOLS-- IS THAT WE'VE OFTEN PUT, OR THE SCHOOLS HAVE PUT, GENERAL ED AND A SPECIAL EDUCATION TEACHER IN THE SAME CLASSROOM. AND SO THAT HAS WORKED PRETTY WELL, BUT IT'S VERY DIFFICULT AT THE SAME TIME. >> HOW LARGE ARE THOSE CLASS SIZES, GENERALLY? >> ROUGHLY-- I MEAN THEY'RE BETWEEN 20 AND 30, THEY'RE NOT UNREASONABLE. >> THAT'S WONDERFUL IF YOU'RE ABLE TO KEEP THEM-- HOW DO YOU KEEP THEM DOWN SO LOW, I MEAN HOW DO YOU? BECAUSE SO MANY OF THE SCHOOLS I GO TO IT'S MORE LIKE 40-50. >> I CAN'T-- I DON'T KNOW THAT. I KNOW THAT-- >> OKAY. THAT'S GREAT. >> MAY I JUST CLOSE WITH THIS BECAUSE I'VE SAID THIS TO MICHAEL PERSONALLY. WHEN WE BUILT THAT DROPOUT PREVENTION SUMMIT IN 2008, ALL OF THIS WORK HAS STEMMED FROM THAT. THAT WAS A VERY PUBLIC "WE CAN'T TAKE THIS ANYMORE." AND WHEN WE TRIED TO PUT THAT TOGETHER IN A FEW SHORT MONTHS, WE KEPT ASKING EVERYBODY TO SPEAK-- AND WHEN I SAY EVERYBODY, THE GOVERNOR-- MICHAEL WAS THE FIRST ONE WHO SAID, "SURE, MIKE. I'LL COME DOWN AND DO THAT." AND THAT ALLOWED THE GOVERNOR SAID-- YOU KNOW, I DON'T WANT TO SAY IT. BUT THE LONG POINT IS, WE HAD A VERY SUCCESSFUL SUMMIT AND I REALLY APPRECIATE IT, MIKE, WHAT YOU DID THERE TO GET THINGS STARTED. >> MY PLEASURE. THANK YOU, MIKE. THANKS SO MUCH. VERY, VERY ENLIGHTENING. VERY INSPIRING. [ OVERLAPPING CHATTER ] >> WHAT DID YOU DO THOSE FIRST COUPLE OF YEARS WITH YOUR KIDS? THAT'S WHAT I WANT TO KNOW. [ LAUGHTER ] WHAT DID YOU DO TO THEM? [ LAUGHTER ] >> THEY NEVER RECOVERED. [ OVERLAPPING CHATTER ] THANKS AGAIN, MIKE. I KNOW YOU'RE ON A TIMELINE-- 2:30 RIGHT ON THE DOT. >> YEAH. IT'S PERFECT. >> WE WORKED IT OUT TOGETHER. WELL, GREAT. OKAY. NOW WE'RE GOING TO CALL TO ORDER WITH THE-- OH, NOPE. THAT'S THE MICROPHONE. [ LAUGHTER ] >> SOMEONE IN THE BACK ROOM IS GOING, "GET THEM OUT!" [ LAUGHTER ] >> SORRY, MIKE. >> THE GUYS AT THE NSA JUST GOT AN EARFUL. [ LAUGHTER ] [ OVERLAPPING CHATTER ] >> GOOD AFTERNOON. THE TIME IS NOW 2:31 AND A QUORUM OF THE BOARD IS PRESENT. THE STATE BOARD OF ED MEETING OF NOVEMBER 19th IS CALLED TO ORDER. THE FIRST ITEM IS APPROVAL OF MINUTES OF THE REGULAR COMMITTEE OF THE WHOLE MEETING OF OCTOBER 8. MOTION, PLEASE. >> SO MOVED. >> MOVED BY LUPE, SUPPORTED BY KATHLEEN. ANY CORRECTIONS? DISCUSSIONS? ALL IN FAVOR, AYE? >> AYE. >> OPPOSE, SAME. MERTZ GOT IT-- DID A GOOD JOB AND OUR GUESTS-- WE REALLY APPRECIATED THEIR COMMENTS ON THE PUBLIC PARTICIPATION. SO THANK YOU FOR THAT. INTRODUCTION OF NEW EMPLOYEE, I THINK SINGULAR TODAY. AND REMEMBER, WE ALWAYS KIND OF SAY THIS BECAUSE MORE OF THE GENERAL PUBLIC-- MOST OF THESE ARE REPLACEMENTS. WE'VE BEEN CUT BACK A LOT IN THE LAST FEW YEARS SO WHEN WE SAY NEW EMPLOYEES... MARTY, PLEASE. >> THE ONE NEW EMPLOYEE WE HAVE TO ANNOUNCE THIS MONTH IS IN THE OFFICE OF PUBLIC AND GOVERNMENTAL AFFAIRS. HIS NAME IS BILL DiSESSA. AND BILL COMES TO US FROM THE-- LARA, LICENSING REGULATION, AND HE IS THE NEW SPOKESPERSON. HE WORKS IN OUR COMMUNICATIONS DIVISION, AND BILL, WHY DON'T YOU SHARE WITH THE BOARD-- WITH YOUR OUTDOOR VOICE FROM BACK THERE-- A FEW THINGS ABOUT YOUR BACKGROUND AND ABOUT YOUR TIME SO FAR HERE WITHIN THE DEPARTMENT. >> I'M A SCORPIO. I LIKE WALKS ON THE BEACH-- [ LAUGHTER ] AS MARTY SAID, I DO HAVE A-- [ LAUGHTER ] >> COME ON UP HERE. COME ON UP TO THE MIC. >> SOUNDS LIKE YOU GOT A ROUTINE HERE. >> I LEARNED FROM MIKE. I ATTENDED ONE OF HIS SPEECHES AND GOT A COUPLE OF LAUGHS, BUT, NOW I DID WORK AT LARA FOR ABOUT 15 YEARS. UNEMPLOYMENT AGENCY. I WAS IN COMMUNICATIONS THERE. MOST OF THE SAME THINGS I DO HERE FOR THIS AGENCY. MEDIA RELATIONS, SO FORTH. MEDIA CONTACTS. VERY HAPPY TO BE HERE. I STARTED OCTOBER 1st, I BELIEVE. I WORK WITH MARTY, LINDSEY AND OTHERS HERE AT THE AGENCY. IT'S BEEN VERY, VERY BUSY. BEEN A LEARNING EXPERIENCE SO FAR, BUT I'VE VERY MUCH ENJOYED IT. WHAT I DO HERE IS ANYTHING FROM WORKING ON LISTS OF ACCOMPLISHMENTS, WHICH WE'RE DOING RIGHT NOW AT THE END OF THE YEAR. SPEECHES, PRESS RELEASES, AGAIN, MEDIA CONTACTS. I DO A DAILY RADAR OF NEWS FROM AROUND THE STATE. SUMMARIES FOR THE EXECUTIVE TEAM. MIKE, ET CETERA. I GET MY BACKGROUND-- JOURNALISM BACKGROUND FOR MANY YEARS. WHEN I GOT OUT OF COLLEGE, I WENT TO CENTRAL MICHIGAN UNIVERSITY. I HAVE A SON AT MSU-- AND BY THE WAY, I WANT TO BRAG ON HIM, HE GOT A 31 ON HIS ACT, SO I'M VERY HAPPY ABOUT THAT. HE'S A SENIOR AT MSU THIS YEAR, AND-- BORN IN FLINT. LIVE IN HOLLY, NORTH OAKLAND COUNTY. MY WIFE IS IN THE CITY MANAGEMENT BUSINESS AND-- THAT'S IT. >> THANK YOU, WELCOME. HAPPY TO HAVE YOU. DIDN'T KNOW YOU WERE FLINT. NOW WE UNDERSTAND MARTY'S HIRING PRACTICES HERE. THE FLINT BOY THAT HE IS WHAT I MEANT BY THAT. MARTY ALSO IS-- AND JAN WAS RECRUITED BY JOSEPH. SHE'S DOING A GREAT JOB DOWNSTAIRS ON SOME VERY IMPORTANT MATTERS AND WE'RE JUST LUCKY TO HAVE THEM BOTH, REALLY. THAT'S WHAT PRESENTED THE OPENING THAT CREATED ROOM FOR BILL. PRESIDENT AUSTIN. JOHN, PLEASE. YOU'RE UP. >> NOTHING TO REPORT THAT I DON'T THINK THAT YOU KNOW ABOUT-- THAT YOU DON'T KNOW ABOUT ALREADY. I DID-- TALKING TO MIKE, I DID WANT TO NOTE THE GOOD WORK, EVERYBODY AGAIN, ON THE COMMON CORE. I THINK THE FACT THAT THAT GOT WORKED THROUGH IN THE LEGISLATURE, THE GOOD THOUGHTFUL ATTENTION BEING PAID TO IT AND A BETTER UNDERSTANDING ABOUT WHAT IT WAS AND WHAT IT WOULD DO, ALL WORKED TO ALLOW IT TO MOVE FORWARD. THERE IS THIS ONE PIECE AND THAT'S WHAT I WAS HOPING WE COULD HEAR A LITTLE BIT ABOUT, WHICH IS THE REQUIREMENT THAT MIKE AND THE DEPARTMENT PUT TOGETHER A VERY THOUGHTFUL, EVEN-HANDED, LOOK AT WHICH ASSESSMENT REGIME IS GOING TO DO BEST AND WHY AND BE IN THE ASSESSMENT TO ACCOMPANY COMMON CORE, WHICH I KNOW IS DUE SOON. AND, YOU KNOW, MY OWN HOPES IS THAT THAT CAN BE A-- AS I'M SURE YOU'RE WORKING ON IT-- A VERY FACT-BASED, GOOD EXAMINATION OF THE TESTS AND WHAT THEY CAN DO AND WHAT THE TRADEOFFS, IF ANY, ARE. SO THAT THE RECOMMENDATION-- NOT THE RECOMMENDATION, DECISION-- THAT IS MADE BY YOU ABOUT WHICH ONE TO GO WITH, IS VERY WELL ARTICULATED IN TERMS OF THE NATURE OF WHY IS THIS THE BEST ASSESSMENT THAT TESTS THE STANDARDS. SO IS THERE ANYTHING THAT YOU ALL MIGHT SHARE ABOUT YOUR WORK ON THAT THAT WOULD ILLUMINATE THAT KIND OF APPROACH TO MEET THE LEGISLATURE'S EXPECTATION, WHICH I KNOW IS IMPORTANT, SO THAT THEY DON'T FEEL THE NEED TO KEEP STOPPING FUNDING FOR THESE TYPES OF THINGS. >> RIGHT, THANK YOU. YEAH. NO, JOSEPH MAYBE YOU WANT TO COME DOWN FOR A MOMENT AND MAKE A FEW COMMENTS. WE MET IN SOME DETAIL ABOUT THIS LAST FRIDAY AND THERE'S MORE TO COME. THE DEADLINE IS QUICKLY COMING, AS JOHN SAID, IT'S DECEMBER 1. WE'RE ALSO CAREFUL AND TRUTHFUL IN SAYING THAT THIS ISN'T A PREORDAINED SMARTER BALANCE THING. IT'S JUST THE REASON WE'VE BEEN SUPPORTIVE OF SMARTER BALANCE IS WE KNOW WE HAVE IN OUR HIP POCKET SOMETHING THAT ALIGNS TO THE COMMON CORE. AND IF OTHER PRODUCTS COME TO PASS, THAT WOULD BE GREAT. AND THEN THERE'D BE PROPOSALS, BIDS, ET CETERA. JOSEPH, PLEASE. >> YES, SO THE TIMELINE FOR GETTING A REPORT PREPARED AND GATHERING A LOT OF INFORMATION FROM MANY, MANY VENDORS, WAS VERY SHORT. AS YOU MIGHT EXPECT. AND THEN WE ALSO HAVE THE THANKSGIVING HOLIDAY IN THERE BEFORE THAT REPORT IS DUE. SO THAT DOES FURTHER CRIMP THE TIMELINE, BUT WHAT ESSENTIALLY WE HAVE DONE, IS WE HAVE SENT OUT A-- WE HAVE SENT OUT A REQUEST FOR INFORMATION TO EVERY VENDOR THAT IS LISTED AS AN ASSESSMENT VENDOR WITH THE STATE OF MICHIGAN. WE ALSO SPECIFICALLY REACHED OUT TO EVERY VENDOR THAT WE KNOW IS DEVELOPING A COMMON CORE-BASED ASSESSMENT. SPECIFICALLY REQUESTING THAT THEY RESPOND TO OUR REQUEST FOR INFORMATION. SO WE PUT TOGETHER A RELATIVELY THOROUGH SET OF QUESTIONS ABOUT THE ALIGNMENT TO THE COMMON CORE, HOW IT'S DELIVERED, HOW IT'S SCORED, INVOLVEMENT OF MICHIGAN EDUCATORS-- LOTS OF DIFFERENT THINGS THAT WE PUT OUT THERE THAT REALLY CAME UP IN A LOT OF THE DISCUSSIONS AROUND COMMON CORE AND THE ASSESSMENTS THAT WOULD FOLLOW ALONG. SO WE ARE DEVELOPING SOMETHING THAT IS REALLY ALONG THE LINES OF A CONSUMER REPORTS. A CONSUMER REPORTS GUIDE TO ALL THESE DIFFERENT OPTIONS THAT ARE OUT THERE IN TERMS OF KIND OF FOUR BIG OVERARCHING IDEAS. ONE IS HOW WELL ARE THEY ALIGNED TO THE COMMON CORE? THE SECOND IS, IN PARTICULAR, HOW WELL ARE THEY ALIGNED IN TERMS OF DEPTH? DO THEY HAVE ENOUGH CONSTRUCTED RESPONSE TO ACTUALLY BE ABLE TO MEASURE THE DEPTH OF SKILL THAT WE'RE ASKING STUDENTS TO DEMONSTRATE ON THE COMMON CORE? THE THIRD, WE WANT TO LOOK AT ANY ADDITIONAL BURDENS THAT THAT MAY PUT ON LOCAL SCHOOLS, COMPARED TO EACH OTHER AND THEN COST EFFECTIVENESS COMPARED TO EACH OTHER. SO KIND OF LOOKING AT IT IN TERMS OF FOUR AREAS, THOSE WILL BE BROKEN DOWN INTO SUB-AREAS THAT REALLY CONTRIBUTE TO THOSE FOUR BIG CATEGORIES. BUT WE LOOKED AT THOSE AND SAID, "YOU KNOW, THOSE ARE FOUR CRITERIA AND PRINCIPLES THAT REALLY MAKE SENSE FOR SELECTING AN APPROPRIATE ASSESSMENT TOOL." THAT WILL BE-- WE DID-- JUST RECENTLY GET BACK THE RESPONSES FROM ALL THE VENDORS. OUR STAFF ARE IN THE PROCESS OF GOING THROUGH AN AWFUL LOT OF DATA AND COMPILING THE DATA TO PUT TOGETHER THIS REPORT THAT THEN WOULD BE SUBMITTED TO MEET THE DECEMBER 1st DEADLINE. SO THAT'S OUR APPROACH. VERY QUICK TURNAROUND TIME. WE DID ENGAGE THE NATIONAL CENTER FOR THE IMPROVEMENT OF EDUCATIONAL ASSESSMENT, OR MORE COMMONLY KNOWN AS THE CENTER FOR ASSESSMENT. THEY ARE A-- NOT A TESTING COMPANY, THEY'RE MORE A THINK TANK. THEY DO TECHNICAL ADVISING TO STATES AND TO MANY OTHER EDUCATIONAL ENTITIES-- TO DO AN INDEPENDENT REVIEW OF THE REPORT BEFORE WE TURN IT IN. BEFORE WE PROVIDE IT TO ANYONE, JUST TO MAKE SURE THAT WE ARE TAKING THE DATA AS IT IS, JUST PROVIDING SOMETHING THAT REALLY IS JUST FACT-BASED. ONE OF THE THINGS THAT WE'RE ALSO INTENDING TO DO IS TO RELEASE THE FULL SET OF RESPONSES TO EVERY VENDOR THAT RESPONDED TO THE RFI. SO THAT ANYONE COULD BE ABLE TO JUST LOOK AT THE DATA AND SAY, "I ACTUALLY HAVE THE SAME RAW DATA THAT THE DEPARTMENT WORKED FROM IN CREATING THIS REPORT." SO, WITH THAT I'LL STOP AND ANSWER ANY QUESTIONS. >> KATHLEEN, THEN RICHARD. >> DOES THAT INCLUDE SMARTER BALANCED? >> YES, EVERY-- >> PARCC TOO? >> YES, SO IT INCLUDES SMARTER BALANCED, PARCC, ACT. THE ONES THAT WE KNOW WE'RE DEVELOPING, THE ONES THAT WE CONTACTED, SPECIFICALLY. SMARTER BALANCED, PARCC, ACT, COLLEGE BOARD, MEASURED PROGRESS, CTB/McGRAW HILL, PEARSON AND-- NWEA-- AND SCANTRON-- AND ONE OTHER THAT I FORGET. [ LAUGHTER ] [ OVERLAPPING CHATTER ] BUT IT DID GO OUT TO 165 VENDORS. >> ONE HUNDRED SIXTY-FIVE? OH, EVERYBODY WANTS TO GET IN THE ACT. SO YOU HAVEN'T HAD A CHANCE TO SEE THE RESULTS YET? I WAS JUST WONDERING HOW SMARTER BALANCED COMES OUT IN RELATION TO THE OTHERS. >> WELL, SO-- AGAIN, WE WON'T KNOW UNTIL WE ACTUALLY HAVE A CHANCE TO DIGEST THE RESULTS. AGAIN, WE JUST GOT THEM BACK. WE'RE HAVING PEOPLE JUST STARTING TO GO THROUGH THAT. IN TERMS OF ALL THE DIFFERENT THINGS THAT LEAD TO: HOW WELL DO WE ALIGN? DOES IT MEASURE THE DEPTH WELL ENOUGH THAT IT'S REALLY GOING TO DRIVE IMPROVEMENT IN INSTRUCTION? WHAT KINDS OF THING DOES THIS MEAN FOR LOCALS AND THEN HOW COST EFFECTIVE IS IT? SO ALL OF THOSE THINGS ARE GOING-- ALL OF THOSE RESPONSES FEED INTO BEING ABLE TO INFORM ANSWERS TO ALL FOUR OF THOSE QUESTIONS. >> AND JOSEPH SAID THIS, I THINK, BUT PART WHAT WE TALKED ABOUT ON FRIDAY WAS TO MAKE SURE THAT IT ISN'T NECESSARILY THE MOST COST EFFECTIVE AT A STATE LEVEL, WITH A BUNCH OF UNBEARABLE COSTS AT A LOCAL LEVEL. SO THERE'S AN ISSUES THERE. AND THEN, IN ADDITION TO THAT, I THINK THE INDEPENDENT OUTSIDE IS TO TRY TO-- THEY'RE ALL HUNTING ANYWAY, RIGHT? SO THEY'RE NOT LISTENING RIGHT NOW, BUT-- WHILE OUR GUYS ARE DOING THE REPORT-- I DON'T THINK I'LL SAY ANYTHING ANYMORE, THINKING ABOUT IT. [ LAUGHTER ] >> IT MUST HAVE BEEN GOOD. >> BUT I, NO, YOU KNOW WHAT I WANTED TO SAY SERIOUSLY, IS THIS IS A BIG ASK BY THE LEGISLATURE AGAIN. AND WE HAVE FULL TIME JOBS HERE, AND WE HAVE A DRAMATICALLY REDUCED STAFF. AND I THINK YOU COULD SEE IN THE PRESENTATIONS THIS MORNING, THE KIND OF INTENSE WORK THAT GOES IN AT EVERY LEVEL AND THEN ALL OF A SUDDEN, HERE WE GO AGAIN. AND THEY'RE GOING TO BE ANALYZING THESE MANY, MANY-- AND I KNOW YOU KNOW THAT BUT I'M SAYING THAT FOR THE FOLKS, THAT IF SOME LEGISLATORS AND OTHERS ARE WATCHING, THAT-- WE'RE DOING OUR BEST HERE BUT THE INDEPENDENT THING IS ALSO BECAUSE I THINK THEY THINK THERE'S BIAS WHEN THERE'S NOT. SOME THINK THERE'S BIAS WHEN THERE'S NOT. SO THIS IS A WAY TO KIND OF ROUND UP-- >> THIS IS SUCH AN OPPORTUNITY, AS THEY SEE IT, FOR PRIVATE COMPANIES TO MAKE A BUNDLE. >> THEY'RE ALL PRIVATE COMPANIES. THEY'RE ALL-- >> THEY'RE ALL OUT THERE TRYING TO GET ALL THESE CONTRACTS INSTEAD OF USING SMARTER BALANCED. BUT WHAT IS THE RELATIONSHIP BETWEEN SMARTER BALANCED? >> KATHLEEN, EVEN SMARTER BALANCED WILL BE CONTRACTING WITH PRIVATE COMPANIES. >> RIGHT. >> THAT'S MY QUESTION. DO THEY HAVE A RELATIONSHIP WITH MEASURED PROGRESS OR ACT OR ANY OF THOSE? ETA? >> THIS IS ONE OF THE PLACES WHERE THERE IS A LOT OF CONFUSION ABOUT THE WAY SMARTER BALANCED IS SET UP. SMARTER BALANCED IS A MEMBERSHIP ORGANIZATION. SAME WITH PARCC. PARCC IS A MEMBERSHIP ORGANIZATION. ESSENTIALLY, BY BEING A MEMBER, YOU GET ACCESS TO CONTENT. WE STILL HAVE TO ACTUALLY CONTRACT AND BID OUT WITH ANY-- WITH ALL THE VARIOUS ASSESSMENT COMPANIES TO DELIVER THAT CONTENT. SO ESSENTIALLY, WHAT WE'RE GETTING IS WE'RE GETTING A TEST BANK, AND WE'RE GETTING SOMETHING THAT IS GOING TO BE EQUIVALENT FROM STATE TO STATE, MAKING SURE THAT EVERY STATE FOLLOWS ESSENTIALLY THE SAME PROCEDURES, BUT EVERY STATE WILL INDEPENDENTLY BID OUT THE ADMINISTRATION, SCORING AND REPORTING OF BOTH SMARTER BALANCED AND PARCC, AS I UNDERSTAND IT. PART OF THAT WAS, WHY WOULD YOU WANT TO MAKE THE MEMBERSHIP ORGANIZATION A CORPORATION? THIS IS ABOUT THE MEMBERS OF THAT ORGANIZATION DOING SOMETHING THAT IS GOING TO BE THE BEST POSSIBLE THING THAT YOU CAN DO FOR THE MEMBERS OF THAT ORGANIZATION. SO, FOR EXAMPLE, THE MEMBERS OF SMARTER BALANCED AND PARCC, EACH ONE HAVE THE OPPORTUNITY TO DECIDE ON HOW THINGS LOOK, DECIDE PARTICULARLY ON THINGS THAT ARE GOING TO IMPACT COSTS, DECIDE PARTICULARLY TOGETHER ON THINGS THAT ARE GOING TO IMPACT-- BURDEN ON LOCAL DISTRICTS AND THAT KIND OF THING. SO-- BUT THAT DOES NOT MEAN THAT WE WOULD BE OUTSIDE CONTRACTING RELATIONSHIPS. WE WOULD STILL HAVE TO CONTRACT, INDEPENDENTLY BID, GET THE BEST PRICE, BEST VALUE KIND OF THING THAT WE TYPICALLY DO ANYWAY. >> THANK YOU. RICHARD, DAN, EILEEN. >> I JUST WANTED TO ASK, HOW DOES PARCC'S DEVELOPMENT OF A TESTING BANK DIFFER, IF AT ALL, FROM THE SMARTER BALANCED? >> THE BIGGEST DIFFERENCE BETWEEN PARCC AND SMARTER BALANCED IS THAT SMARTER BALANCED IS COMPUTER ADAPTIVE AND PARCC IS FIXED FORM. >> WOW, OKAY. >> SO THE DIFFERENCE THERE IS-- THAT THERE ARE SOME PROS AND CONS. THE PROS TO A COMPUTER ADAPTIVE ARE THAT YOU GET VERY GOOD MEASUREMENT OF GROWTH FOR THE VERY LOWEST AND VERY HIGHEST PERFORMING STUDENTS BECAUSE THERE AREN'T CEILING AND FLOOR EFFECTS. >> RIGHT. >> RIGHT? SO THAT'S A VERY STRONG PRO. ONE OF THE CONS IS THAT NOT EVERY STUDENT GETS EXACTLY THE SAME SET OF ITEMS, THEREFORE YOU CAN'T GET AN ITEM ANALYSIS REPORT AT THE CLASS LEVEL THAT TELLS YOU EXACTLY WHAT EVERY STUDENT DID ON THE SAME ITEM. RIGHT? AND SOME PEOPLE WOULD ACTUALLY CALL THAT A PRO BECAUSE YOU DON'T NECESSARILY WANT PEOPLE MAKING ITEM BASED DECISIONS, RIGHT? A SINGLE ITEM-- MAKING INSTRUCTIONAL DECISIONS ABOUT STUDENTS' RESPONSES ON A SINGLE ITEM-- KIND OF SHAKY GROUND THERE. >> AND JOSEPH WILL SEND YOU SOME OF THE LITERATURE ON THAT INTERESTING DEBATE THAT YOU CAN READ AT YOUR LEISURE. [ LAUGHTER ] [ OVERLAPPING CHATTER ] >> SO, BUT THAT'S THE BIGGEST DIFFERENCE, AND THE NUMBER OF ITEMS AVAILABLE. TEST SECURITY IS A BIG ISSUE AROUND THE DIFFERENCE THERE. IF YOU HAVE A FIXED FORM, YOU KIND OF WONDER, DO YOU WANT EVERYONE TESTING VERY NEAR THE SAME TIME? WITH THE COMPUTER ADAPTIVE, YOU CAN SPREAD THAT OUT OVER A LARGER PERIOD. SO THERE ARE PROs AND CONS TO BOTH WAYS. >> THANK YOU. >> GREAT QUESTION. I THINK IT WAS DAN AND THEN EILEEN AND THEN MICHELLE. >> QUICK QUESTION I THINK. YOU JUST SUGGESTED THAT, IN TERMS OF THOSE FOUR BUCKETS, THE FIRST BUCKET-- DEPTH OF ALIGNMENT WITH COMMON CORE. SO IN YOUR INITIAL EXPLANATION, YOU DIDN'T SAY THIS, BUT IN YOUR SECOND EXPLANATION, YOU DID SAY THIS, AND I JUST WANT TO CONFIRM THAT THIS IS IN FACT THE CASE-- THAT PART OF THE DEPTH ANALYSES AROUND HOW USEFUL THIS-- THE RESULTS-- WILL BE FOR TEACHERS AND OTHERS IN... INFORMING THEIR, KIND OF, THE NEEDS OF PARTICULAR STUDENTS WITH WHOM THEY'RE WORKING. IS THAT ONE OF THE MEASURES, SUB-MEASURES THAT'S GOING INTO THAT DEPTH OF ALIGNMENT QUESTION? >> YES, SO, WE ACTUALLY HAVE-- WE WILL ACTUALLY HAVE THREE SECTIONS OF THE REPORT. ONE SECTION ON WHAT'S CALLED SUMMIT OF ASSESSMENT, WHICH IS THE ONCE YEARLY REQUIRED ASSESSMENT THAT HAS TO HAPPEN UNDER NO CHILD LEFT BEHIND AND STATE LAW. ANOTHER SECTION IS ABOUT INTERIM ASSESSMENT, TO MEASURE GROWTH WITHIN A YEAR AND TO PROVIDE THAT IMMEDIATE FEEDBACK BEFORE YOU GET ALL THE WAY TO THE END OF THE YEAR AND FIND OUT, "OH, MY KID IS NOT DOING SO WELL." SO IT'S THAT INTERIM ASSESSMENT THAT CAN HAPPEN MULTIPLE TIMES DURING THE YEAR, THAT CAN THEN INFORM INSTRUCTION. AND THEN THERE'S THE FORMATIVE ASSESSMENT PRACTICES AND TOOLS, WHICH REALLY IS ABOUT PROFESSIONAL DEVELOPMENT. FORMATIVE ASSESSMENT IS NOT A TEST. IT'S A SET OF PRACTICES AND TOOLS THAT PEOPLE USE, AND ALL THREE OF THOSE ARE REALLY IMPORTANT TO DRIVE THE CHANGE IN CLASSROOMS THAT WE WANT TO SEE. A FORMATIVE ASSESSMENT AND INTERIM ASSESSMENT ALONE ARE NOT GOING TO DO THAT. I WOULD SAY SUMMATIVE AND INTERIM ASSESSMENT AREN'T GOING TO DO THAT ALONE. PARTICULARLY, SUMMATIVE ASSESSMENT ALONE IS NOT GOING TO DO THAT. SO LET ME BACK UP JUST A LITTLE BIT AND SAY, WE CAN DRIVE CERTAIN THINGS, WE CAN DRIVE CHANGE IN THE CLASSROOM TO SOME DEGREE USING SUMMATIVE ASSESSMENT BY HAVING MORE DEPTH OF KNOWLEDGE MEASURED ON THAT. IF WE'RE HAVING PEOPLE DO PERFORMANCE TESTS ON THAT SUMMATIVE ASSESSMENT, THEY'RE PROBABLY GOING TO START DOING THOSE THINGS MORE IN CLASSROOMS. BUT THE INTERIM ASSESSMENT, THAT GIVES YOU THAT INFORMATION-- YOU KNOW, MORE THAN ONCE PER YEAR YOU GET A SENSE OF WHERE YOU WANT TO TARGET THINGS-- THAT'S MORE HELPFUL. BUT THE DAY TO DAY DECISION MAKING ABOUT INSTRUCTION, THAT'S FORMATIVE ASSESSMENT. AND THAT'S WHAT WE THINK WILL BE THE MOST IMPORTANT THING DRIVING THIS BECAUSE IT WILL HELP PEOPLE RESPOND TO THE INTERIM ASSESSMENT RESULTS, OR WILL HELP THEM RESPOND TO THE DAY TO DAY ACTIONS AND GET THEM TO WHERE WE WANT THEM TO BE TOWARD THAT END OF THE YEAR. >> SO JUST TO CONFIRM-- >> WE'RE GOING TO HAVE A FULL PRESENTATION, BY THE WAY. AND I DON'T MEAN-- PLEASE ASK WHAT YOU'RE COMFORTABLE WITH, BUT WE INTEND TO GIVE A FULL PRESENTATION ON THIS. THIS WAS PARTLY TO GET AT, KIND OF, A PREVIEW TO DECEMBER 1. BUT PLEASE CONTINUE YOUR-- >> JUST TO CONFIRM THEN, SO THAT IS-- SO THOSE ARE THE THREE SUB-BUCKETS THEN UNDER THE DEPTH OF ALIGNMENT? IS THAT RIGHT? >> YES. >> OR THREE OF THE SUB-BUCKETS, ANYWAY? OKAY, GREAT. THANKS. >> THIS IS ALL GOOD. AND THIS WAS JUST TO LET YOU KNOW. WE HAVE EVERY INTENTION OF-- IN DEPTH-- BUT THIS IS TRYING TO GET AHEAD OF-- [ OVERLAPPING CHATTER ] EILEEN AND MICHELLE AND THEN WE'RE GOING TO-- >> THIS IS THE BEST REPORT I'VE EVER GIVEN. >> YEAH. [ LAUGHTER ] [ OVERLAPPING CHATTER ] >> YOU GUYS ARE MUCH MORE INTERESTED IN THIS REPORT THAN ANY OF MY PRIOR EFFORTS. >> SO FOLLOWING UP ON DAN'S SUB-BUCKETS, I'VE GOT UBER-BUCKETS. SO MY UBER-BUCKET IS-- THERE ARE A COUPLE OF THEM AND THEY'RE JUST REALLY-- YOU KNOW, I'M JUST THROWING THEM OUT THERE-- BUT HOW CLEAR WERE THE REPORTING REQUIREMENTS FROM THE LEGISLATURE, BECAUSE I-- YOU DON'T HAVE TO ANSWER THAT RIGHT NOW. THE OTHER ONE IS, DO WE NEED AN EXTENSION? AND THE REASON I'M BRINGING THIS UP IS BECAUSE I REMEMBER BEING TOLD BY SOMEBODY IN THE SENATE THAT THE HOUSE WANTED THE CLIFFS NOTES VERSION BUT THEY WANTED THE BUMPER STICKER VERSION OF THE WHOLE CCSS DISCUSSION. >> YEAH, RIGHT. >> BECAUSE BY THE TIME THEY GOT IT, THEY'D ALREADY BEEN TO THE CLIFFS NOTES AND THE, YOU KNOW, THE EXAM PROCESS, SO THEY ARE LOOKING JUST FOR THIS. SO I'M A LITTLE CONCERNED BECAUSE, IN THE END, THE HOUSE WENT WITH THE-- SENATE RECOMMENDATION. BUT I DON'T GET THE IMPRESSION THAT THERE WAS A TOTAL ALIGNMENT OF THINKING, SHALL WE SAY. AND I WONDERED IF YOU DONE ANY REALITY CHECKS ALONG WITH THE EXTENSION POSSIBILITY THAT-- MIKE IS SORT OF GOING, "WHOA." I WONDERED WHETHER YOU HAVE DONE ANY REALITY CHECKS WITH EITHER THE SENATE MAJORITY LEADER, OR THE SPEAKER OR THE HOUSE AND SENATE ED COMMITTEES OR ANYBODY? >> SO THAT'S A GOOD QUESTION. I THINK BECAUSE WE NEED TO HAVE SOMETHING IN PLACE FOR THE 2014-2015 SCHOOL YEAR, AS INSANE AS THE TIMELINES ARE FOR PRODUCING THIS REPORT-- AND THEY ARE VERY DIFFICULT-- WE ARE MUCH BETTER GETTING IT DONE BY DECEMBER 1st AND HAVING TO RUN VERY QUICKLY TO MAKE SURE THAT WE HAVE SOMETHING READY, THAN TRYING TO DELAY THIS REPORT. >> I HEAR YOU ON THAT. I'M JUST ANXIOUS THAT IT BE THE REPORT THAT ENOUGH OF THEM ARE EXPECTING, PARTICULARLY BECAUSE IT'S HUNTING SEASON RIGHT NOW. >> WHAT MIGHT BE SOMETHING YOU'RE HEARING THAT YOU THINK THEY-- >> I'M NOT HEARING ANYTHING RIGHT NOW. I JUST WAS SO-- I WAS STUNNED AT THE DIFFERENCE OF THE KINDS OF CONVERSATIONS THAT I WAS GETTING WITH THE HOUSE MEMBERS VERSUS THE SENATE MEMBERS. SO, YOU KNOW, IN THE END, AS I SAID, THE HOUSE WENT WITH THE SENATE VERSION, BUT I DON'T KNOW THAT THERE'S A CONCURRING PHILOSOPHY ON WHAT THAT MEANS. THE SENATE VERSION HAD INTERIM ASSESSMENTS IN IT, THE HOUSE VERSION NEVER DID. AND I DIDN'T GET THE IMPRESSION FROM ANYBODY THAT THEY REALLY WANTED THAT. SO I JUST DON'T WANT US TO WALK INTO A SITUATION WHERE WE'VE RUSHED THE REPORT TO GET IT DONE BY THE 1st, WHEN MAYBE THERE WAS A CONVERSATION THAT WOULD HAVE HELPED GET IT RIGHT BY THE 5th OR THE 10th. >> WELL THEY'RE-- AGAIN, THEY'RE NOT IN TOWN. AND THEY WON'T BE HERE TILL AFTER TO DUE DATE. >> WE SHOULD WRAP THIS PART UP. [ OVERLAPPING CHATTER ] BECAUSE WE'RE GOING TO LOSE CASANDRA'S THING. >> OH, OKAY. THEN I-- >> CAN I JUST SAY, THOUGH, I THINK-- AND SERIOUSLY, THIS IS, YOU KNOW, MY BEST REPORT EVER, BUT I DO THINK THIS IS VERY-- IRRESPECTIVE IF THERE IS SOME PLAYING WHAT THEY WANT-- THIS EVEN HANDED, THOUGHTFUL, COMPREHENSIVE LOOK AT WHAT'S MOST IMPORTANT TO DETERMINE ABOUT A RANGE OF ASSESSMENTS AS WE PICK THE BEST ONE IS BEING DONE IN A VERY THOUGHTFUL MANNER AND I THINK WILL BE VERY RESPONSIVE TO THE LEGISLATURE'S REQUEST THAT THIS BE DONE. AND SO I THINK YOU'RE DOING A GOOD JOB AT TAKING THAT OBJECTIVE, EVEN HANDED, FACT-BASED LOOK AND IT WILL SPEAK FOR ITSELF. SO-- THANK YOU FOR THE CHANCE TO PUT IT OUT A LITTLE BIT IN TERMS OF THE PROCESS OF DOING IT BECAUSE I THINK IT'S VERY ENCOURAGING AND SHOULD BE VERY REASSURING THAT THIS DECISION IS GOING TO BE BASED ON THE RIGHT CRITERIA. >> THANKS, JOHN. GOOD REPORT. [ LAUGHTER ] I WANT TO HIGHLIGHT IN MY REPORT, WHICH I'M NOT GOING TO CUT IT OUT-- THEY'RE USUALLY CUT BACK, BUT I'M GOING TO... BUT I GOT AN EMAIL LAST NIGHT AND IT'S IN THE SPIRIT OF-- I NEED TO DO MORE OF THIS-- WE'RE TRYING THROUGH, ESPECIALLY SPEECHES AND PODCASTS, TO-- A LITTLE BIT IS WHEN YOU'RE CARRYING OUT THE LAW, WHETHER IT'S FEDERAL NO CHILD LEFT BEHIND, OR STATE LAW, YOU'RE OFTEN POSITIONED TO ACTUALLY SEEM CRITICAL OF THE SYSTEM OR CRITICAL OF TEACHERS. I MEAN, EVEN MIKE, WITH ALL OF HIS GOODWILL ON THIS, THERE'S WORDS LIKE DROPOUT FACTORY AND CONFRONT BRUTAL FACTS. I MEAN SOME OF THIS JUST-- IT'S IN THE WATER AND IT'S THE SECOND YOU TRY TO DEFINE THINGS. SO FOR EXAMPLE, WHEN WE'RE REQUIRED TO DO FOCUS SCHOOLS UNDER NO CHILD LEFT BEHIND, YOU DO FOCUS SCHOOLS-- YOU KNOW WHAT IT TENDS TO MAKE US ALL? STARTING WITH ME, BY THE WAY, IS-- AT LEAST THE TITULAR CHIEF EDUCATOR. I MEAN, THERE'S CIRCLES I WALK INTO WHERE I'M THE PERSONIFICATION OF EVERYTHING EVIL. LITERALLY. YOU KNOW, BECAUSE FROM THEIR POINT OF VIEW AND THEN YOU'RE DEFENDING-- "WELL, WE TEST ALL THE KIDS. THESE INTERNATIONAL THINGS ARE NOT WHAT YOU THINK THEY ARE." IT GAVE ME PAUSE TO DO A LITTLE BIT, IN A RECENT PODCAST, BECAUSE, FRANKLY THIS IS EVEN IN THE FAMILY A LITTLE BIT, THE INFERENCE THAT WE CAN'T DO IT WITH POOR KIDS. AND THE FACT IS WE CAN GET GROWTH WITH POOR KIDS. IT'S HARDER, AND-- WE ALL KNOW THAT. BUT IN THAT SPIRIT, I GET AN EMAIL LAST NIGHT AT 10:01. I PROBABLY SHOULDN'T MENTION THE PERSON'S NAME JUST BECAUSE I'M NOT SURE THAT WOULD-- AT ANY RATE, I WROTE BACK, "D, WHAT A GREAT EMAIL TO RECEIVE. NOT WHAT I USUALLY RECEIVE AT THIS TIME OF NIGHT, AND MR. MADER"-- WHO I DON'T THINK WILL BE A PROBLEM MENTIONING SINCE IT'S A TEACHER-- "YOU MAKE US ALL PROUD TO BE EDUCATORS, THANK YOU FOR SUCH DEDICATION. THANK YOU SO MUCH FOR THIS INSPIRING EMAIL. MY BEST TO ALEC." AND THIS MOM GOES ON TO TALK ABOUT THIS WONDERFUL TEACHER AND THERE'S GOT TO BE WAYS THAT WE CAN, AS FAR AS-- MAYBE WE HAVE AN ITEM ONE DAY WHEN WE ACTUALLY THINK COLLECTIVELY ABOUT HOW WE CAN DO THE GOOD NEWS STUFF MORE SYSTEMICALLY, TO KIND OF BALANCE, AT LEAST, THIS OTHER THAT JUST COMES OUT NATURALLY. BUT, YOU KNOW. "PRIOR TO THE SCHOOL YEAR. THAT WONDERFUL THURSDAY BEFORE LABOR DAY, WHEN TEACHER ASSIGNMENTS ARE POSTED OUTSIDE THE SCHOOL. MR. MADER WAS IN HIS CLASSROOM, BRAVE ENOUGH TO HAVE THE DOOR OPEN FOR PARENTS AND STUDENTS TO COME INTO THE CLASSROOM IF THEY FOUND THEMSELVES LUCKY ENOUGH TO BE ON THE LIST..." BLAH, BLAH, BLAH. AND EVEN I THOUGHT THIS WAS A LITTLE IRONIC. IT'S A LONG EMAIL, SO I'M NOT GOING TO. "ALEC'S SCORES WERE IN A BINDER. I REALLY WISH YOU COULD SEE IT BECAUSE MY DESCRIPTOR IS NOT GOING TO DO IT JUSTICE. WITH THESE COLOR CODED CHARTS THAT MAKE IS SUPER EASY TO SEE WHERE ALEC WAS." [ LAUGHTER ] AND BY THE WAY, I WANTED TO MENTION, BECAUSE THE THING WAS A LITTLE OUT OF CONTEXT, WITH NO MALICE. BUT EVEN THE COLORS, THESE ARE MEANT TO BE DIAGNOSTIC, THEY'RE DIFFERENT THAN A TOP TO BOTTOM LIST, THEY'RE DIFFERENT. ANYWAY, AND THEN IT JUST ENDED WITH A PERSON JUST SO HEARTFELT THAT "MOST IMPORTANTLY, ALEC IS HAPPY. HE'S THRIVING AND GROWING" AND IT'S BECAUSE OF THIS TEACHER. YOU KNOW, SO THERE'S LOTS OF THIS THAT GOES ON, AND THE MORE WE CAN FIND WAYS TO SAY THAT AND GET IT COVERED, I MEAN, WE'RE GOING TO BE-- WE'RE ALL GOING TO BE BETTER. AND I WOULD ASK YOUR PERMISSION-- AT LEAST AN AGENDA PLAN, TO THINK ABOUT IS THERE A WAY THAT WE CAN THINK MORE PROACTIVELY ABOUT THE GOOD NEWS IF WE WANT. MAYBE IT'S EVERY MEETING THERE'S A GOOD NEWS ITEM OR SOMETHING. I'M GOING TO READ SOME OF THIS BECAUSE IT'S-- THEN I'LL BE QUICKER. LIFTING HIGH RISK STATUS FOR DETROIT. YOU KNOW, I THOUGHT IT WAS INTERESTING WHEN ARNE DUNCAN WAS HERE, BY THE WAY, THAT HE SAID, WELL, HE'D CONSIDER LIFTING HIGH RISK. AND WE LOOKED AT EACH OTHER AND THOUGHT, "IT'S NOT HIS CALL." IT'S FINE IF HE WANTED TO, BUT AS YOU KNOW, YESTERDAY, WE COMPLETED THIS MEMORANDUM OF UNDERSTANDING-- IT'S LONG IN THE MAKING, REALLY. IT REPRESENTS A SIGNIFICANT TURNING POINT FOR DPS AND ITS STAFF, ITS STUDENTS, ITS TREMENDOUS WORK BY ALL THE FOLKS THERE. INCLUDING LABOR ON THIS, BY THE WAY. THEY DON'T THINK IT'S GOTTEN ENOUGH CREDIT, AT TIMES, FOR WHAT THEY DID. I DID GET A NOTE FROM A LABOR LEADER LAST NIGHT THAT APPRECIATED THE WAY THAT WE CONSTRUCTED THAT IN OUR PRESS CONFERENCE. AND I NOTICED SOME NEWS OUTLETS GAVE THE FULL QUOTE WHICH WAS THAT THIS WAS DONE BECAUSE OF WORK DONE BY EVERYONE FROM EMERGENCY MANAGERS AND STAFF, ALSO TO-- WORKING COOPERATIVELY-- COOPERATIVE WORK BY LABOR. AND THEN ONE OTHER DIDN'T INCLUDE THAT AT ALL. EXTREMELY PROUD OF THE TEAM HERE AT MDE. I DON'T THINK YOU COULD KNOW, BECAUSE I DON'T KNOW THAT I EVEN KNOW, AS DEEPLY AS I SHOULD, THE LEVEL OF STRAIN THAT WAS ON THEM FOR THE LAST FIVE YEARS TO DO THIS. CAROL-- I MEAN, IF I START, I-- JUST RIGHT ACROSS THE BOARD-- THE DEPUTIES. AND SO I WROTE THEM LAST NIGHT, THIS WAS A HEAVY LIFT, JUST TO GET THEM TO THIS POINT BECAUSE IT ISN'T ALL ABOUT WHAT JUST DETROIT DO-- WHAT DETROIT DID. AND OUR TEAM-- AND PLUS, WE'RE THE ONES ACCOUNTABLE TO THE FEDS. AND IF WE SCREWED THIS UP, BY THE WAY, THEN THE STATE LOSES ALL ITS FEDERAL MONEY, NOT JUST OUR FEDERAL MONEY. SO THIS IS A BIG DEAL. OUR TEAM HERE AT MDE WAS THE GLUE THAT KEPT THE MOMENTUM GOING AND HAS BEEN THE LYNCHPIN BETWEEN DPS, OURSELVES AND THE U.S. DEPARTMENT OF ED. THE MEMORANDUM OF AGREEMENT REQUIRES CONTINUED MONITORING BY OUR TEAM HERE. SO THE WORK IS YET TO BE DONE BUT GETTING TO THIS POINT REALLY IS MONUMENTAL. AND TO OUR TEAM HERE, I JUST SAY, KEEP UP THE EXCELLENT, PROFESSIONAL WORK YOU DO EVERY DAY. ON BEHALF OF THE TEACHERS AND STUDENTS OF MICHIGAN, YOUR DEDICATED, HARD WORK, IS VERY APPRECIATED. I WANTED TO MAKE SURE I SAID THAT IN FRONT OF THE BOARD. GOING FORWARD WITH COMMON CORE STANDARDS, I MEAN, YEAH, SINCE THE STATE BOARD MEETING, THE LEGISLATURE HAS MADE AN AFFIRMATIVE ACTION FOR THE DEPARTMENT TO CONTINUE THE IMPLEMENTATION OF THE COMMON CORE STANDARDS. IT TOOK LONGER THAN WE HAD HOPED, OBVIOUSLY. IT CREATED A LOT OF ANXIETY IN SCHOOL DISTRICTS WITH INDIVIDUAL TEACHERS, INCLUDING MY DAUGHTER, WHO IS ONE. IT HALTED WORK BEING DONE HERE AT THE DEPARTMENT, WHICH MADE US NUTS AT POINTS, AT TIMES. BUT IN THE END, THE LEGISLATURE DID THE RIGHT THING, MOVED IT FORWARD. SO, APPRECIATE THAT. CERTAINLY LIKE TO THANK DEPUTY SUP. VENESSA KEESLER AND JOSEPH MARTINEAU. AND REALLY, YOU LOOK AT WHAT WENDY AND MARTY AND OTHERS PULLED OFF ON THEIR EFFORT OVER THE SUMMER TO HELP INFORM THE LEGISLATURE WHAT THE COMMON CORE IS, AND FRANKLY, WHAT THE COMMON CORE ISN'T. YOU KNOW, IT TOOK ALMOST MORE TIME TO TRY TO DESCRIBE, YOU KNOW, THERE WASN'T ANY OF THIS VAST CONSPIRACY STUFF. I REALLY MEAN THIS SINCERELY. WE TALKED ABOUT IT AT OUR PRIVATE MEETINGS. THANKS SO MUCH TO THE BOARD. WHAT YOU'VE DONE AS INDIVIDUALS AND COLLECTIVELY, I THINK, IT'S WHAT GOT US OVER THE LINE, ULTIMATELY. YOU KNOW, YOU WERE CLEAR AND THEN THE PERSONAL MEETINGS THAT YOU'VE HAD, WRITINGS, EMAILS, TESTIMONY. IT'S JUST, YOU KNOW, IT GOES NOT ONLY WITH THE STATE BOARD'S CONSTITUTIONAL RESPONSIBILITY, I THINK IT'S ALSO GOING TO HELP US WHEN WE FACE THIS ISSUES UPCOMING. AND YOU'LL SEE IN THE LEGISLATIVE REPORT OF THE DEPARTMENT'S ROLE IN DECIDING WHAT'S IN THE GUTS OF A SYSTEM. WHETHER IT'S COLOR OR GRADES, AND WHY IT NEEDS TO BE HERE, AND THE CONSTITUTIONAL AUTHORITY IS YOURS, AND TO SOME DEGREE MINE, THAT SHOULD MAKE THAT A REALITY. BUT I THINK, IN A WAY, THIS SIX MONTH EFFORT HAS HELPED SOLIDIFY THAT. YOU KNOW, THAT IN THE FINAL ANALYSIS, IT WAS UNDERSTOOD THAT AUTHORITY IS HERE. THE FUNDING AUTHORITY IS THERE, SO WE NEEDED TO RESPECT IT. BUT JUST, THANK YOU SO MUCH FOR THAT ON BEHALF OF FOLKS, A LOT OF THEM-- WELL. I ALSO, YOU KNOW, I CAN'T SAY ENOUGH ABOUT THE TEAM THAT-- WHEN SENATE MAJORITY LEADER RICHARDVILLE ASKED US TO COME OVER, WHICH WE KNEW WAS GOING TO BE A KEY MEETING AT THE END THERE, WE FELT THROUGH WENDY THAT HE WAS PROBABLY FINE, BUT WE KNEW THAT THAT CAUCUS, THERE WERE OTHERS THAT WEREN'T SO GOOD ON-- YOU KNOW, WERE CAUTIOUS ABOUT COMMON CORE, AND WE GOT TO GO OVER THERE. AND I JUST-- I THINK I SAID THIS IN WRITING TO YOU, BUT THE TEAM WITH ME AT THAT POINT, JUST DID AN EXCEPTIONAL JOB. AND I THINK, REALLY TOOK AWAY, IN LARGE PART, THE KIND OF-- WELL, TOOK-- THE DISAGREEMENT THAT WAS IN THE PROBABLY THE HEART AND MIND OF SOME OF THE SENATORS THAT WERE THERE. I THINK THE FACE TO FACE REALLY HELPED, SO I APPRECIATED HIS INVITE BECAUSE SOMETIMES, YOU KNOW, A NAME AND A FACE AND A TEAM THERE, THEY-- I THINK THEY LEFT THINKING, "THESE GUYS OVER HERE KNOW WHAT THEY'RE DOING." AND YOU KNOW, YOU ALMOST COULDN'T HELP BUT THINK THAT WHEN YOU WERE UNDER, KIND OF, HEAVY QUESTIONING. I DON'T KNOW-- CAN'T THINK OF THE WORD I'M GOING FOR BUT-- A PRETTY RIGOROUS SET OF QUESTIONS. >> WE'RE ALL ABOUT RIGOR OVER HERE. >> WE'RE ALL ABOUT RIGOR. [ LAUGHTER ] BUT I DO THINK IT CREATED-- I HOPE IT DID-- A CONFIDENCE IN THEM, THAT EVEN IF WE DISAGREE ON THINGS ONCE IN AWHILE, EVEN IF THEY THINK THEY'VE GOT A STATE SUP. THAT'S A LITTLE-- DOESN'T WORD THINGS THE WAY THEY WOULD PREFER AT TIMES. INCLUDING TODAY, PROBABLY NOW. BUT THAT HAS A TEAM THAT HE WORKS WITH THAT IS JUST EXCEPTIONAL. AND I DON'T THINK THEY COULD HAVE LEFT WITHOUT THINKING THAT. AND THEN I KNOW YOU'VE SEEN THIS, BUT I JUST DON'T WANT TO MISS THE CHANCE TO HIGHLIGHT THAT, YOU KNOW, FOR UNIVERSITY OF SOUTHERN CALIFORNIA-- AND AS A NOTRE DAME GUY, THAT'S NOT MY FAVORITE PLACE-- AND NORTH CAROLINA STATE UNIVERSITY, PUBLISHED AN EDUCATION RESEARCHER-- RECOGNIZED MICHIGAN AND MASSACHUSETTS AS THE TWO HAVING THE STRONGEST STATE ACCOUNTABILITY SYSTEMS IN THE NATION BECAUSE OUR SYSTEMS FOCUS ON PERFORMANCE IN SUBJECTS, OTHER THAN JUST MATH AND LANGUAGE ARTS. AND THE REPORT EVALUATED ACCOUNTABILITY SYSTEMS IN 42 STATES. THE SYSTEMS WERE JUDGED BASED ON TRANSPARENCY, RELIABILITY, FAIRNESS, WHICH THE AUTHORS DESCRIBE AS WHETHER OR NOT THE SYSTEMS COVER THE DESIRED SET OF OUTCOMES AND INFERENCES BASED ON RESULTS FROM THE SYSTEM ARE APPROPRIATE WHEN CLARIFYING-- WHEN CLASSIFYING SCHOOLS, THAT IS. AND SO I GUESS, AS THE STATE LEGISLATURE DEBATES WHETHER MICHIGAN HAS A COLOR CODED SYSTEM, OR AN "A" THROUGH "F" GRADING SYSTEM, WE KNOW AND BELIEVE THAT THE FOUNDATION STRUCTURE DEVELOPED BY OUR EXPERTS HERE AT MDE, IS AMONG THE BEST IN THE NATION, AND WE SHOULD KEEP THAT RESPONSIBILITY HERE IN THE DEPARTMENT AND NOT PUT A DIFFERENT SYSTEM IN STATE LAW. AND THEN FINALLY, I WOULD JUST SAY, SINCE I DIDN'T GET THROUGH IT TOO WELL THIS MORNING, BUT, YOU KNOW, IT IS A BIG DAY FOR A LOT OF FOLKS WHO-- MOST PEOPLE IN THIS ROOM PROBABLY WEREN'T ALIVE 50 YEARS AGO THIS FRIDAY, BUT YOU KNOW, IT WAS A HORRIFIC EVENT TO SEE THE PRESIDENT ASSASSINATED AT THAT TIME. AND THEN TO HAVE IT FOLLOWED UP, OF COURSE, NOT LONG AFTER, WITH ROBERT KENNEDY AND MARTIN LUTHER KING. IT WAS A VERY TOUGH DECADE, ESPECIALLY IF YOU WERE YOUNG, AS I WAS, AT THE TIME. AND I JUST THINK WE'RE-- I WANTED TO JUST CALL ATTENTION TO THAT, BECAUSE MOST KIDS, IT'S NOT AN EVENT LIKE THAT. IT'S INDIVIDUAL TEACHERS AND SOME PEOPLE SITTING AT THIS TABLE THAT MIGHT BE THE INSPIRATION FOR THEM TO GET INTO PUBLIC SERVICE. IN MY CASE, HAVING TO BE, KIND OF, PARENTS, BUT ALSO, KENNEDY. PARTLY THE IRISH CATHOLIC THING. PARTLY WHY YOU'RE GOING TO NOTRE DAME. PARTLY THIS KIND OF STUFF THAT WAS TRIBAL TO SOME DEGREE BUT IN EFFECT, I THINK, REALLY TOLD A LOT OF FOLKS IN MY GENERATION THAT IT'S ALL ABOUT PUBLIC SERVICE, IT'S NOT ABOUT TRYING TO BE A CEO OF GE OR SOMEWHERE ELSE. AND A RESULT THAT'S BEEN TREMENDOUS OPPORTUNITY, APPRECIATE THE OPPORTUNITY THAT YOU'VE GIVEN ME TO WORK HERE WITH THIS DEPARTMENT AND-- THAT CONCLUDES MY REPORT. >> THANK YOU. >> AND GARY, BY THE WAY, YOU AND I WERE THE ONLY ONES THAT GOT THE PINK/GRAY WARDROBE EMAIL LAST NIGHT. SO PLEASE, WE'RE MOVING TO YOU. >> WHAT ABOUT MARTY? >> NOPE, NOPE. I'M NOT GRAY. [ OVERLAPPING CHATTER ] >> MIKE? >> YES, MA'AM? >> BEFORE GARY STARTS, I WANTED TO ASK YOU A QUESTION. I UNDERSTAND THAT AT THE EAA BOARD MEETING, THE LAST BOARD MEETING, DR. COVINGTON MADE A COMMENT THAT HE WAS REQUESTING FROM YOU MORE SCHOOLS TO BE PLACED IN THE EAA? >> I DON'T KNOW ABOUT THAT BUT I DO KNOW THAT, AS WE'VE SAID AT THIS MEETING, BEFORE THE FIRST OF THE YEAR, THEY'LL BE A HANDFUL OF SCHOOLS THAT HAVEN'T MADE ANY PROGRESS. BUT, NO, WE DON'T. I DON'T KNOW WHAT HE'S REFERRING TO, I MEAN, THAT'S-- >> WHAT I UNDERSTOOD WAS THAT HE HAD SENT YOU A LETTER. >> NO. >> HE HADN'T? THAT'S WHAT HE SAID AT THE-- >> WELL, YOU KNOW, I GUESS I SHOULDN'T SAY. MAYBE HE SENT ME A LETTER. BOTTOM LINE IS-- I DON'T MEAN TO DISMISS WHETHER HE SENT A LETTER OR NOT-- I MEAN WE HAVE A PROCESS TO GO THROUGH. YOU'LL SEE, I THINK IT'S AT OUR NEXT MEETING. >> BUT IT IS POSSIBLE THAT MORE SCHOOLS FROM OUTSIDE OF DETROIT WOULD BE PLACED IN THE EAA? >> OH, OF COURSE. YEAH. I MEAN, OUT OF 4,000, AS I SAID A COUPLE OF MONTHS AGO, IT WILL BE LESS THAN A DOZEN. WE'RE STILL, AS OF THIS FRIDAY EVEN, WE'RE STILL WORKING THROUGH SOME OF THOSE BASED ON VISITS AND DATA AS TO WHETHER OR NOT PROGRESS HAS BEEN MADE, BUT-- REMEMBER THIS IS THE VEHICLE THAT UNDER GOVERNOR GRANHOLM, IS A STATE REFORM OFFICE PUT IN PLACE. >> THAT'S GONE NOW? IT'S ALL THE EAA? >> NO. THAT'S STILL THERE. BUT THE STATE REFORM OFFICE-- THEN GOVERNOR SNYDER WAS IN PLACE. AND GOVERNOR SNYDER AND EASTERN MICHIGAN AND OTHERS, PUT AN ENTITY TOGETHER, THAT THE STATE REFORM OFFICE, WHICH IS DEB AND US, THEN THE IMPLEMENTATION OF THOSE SCHOOLS AND WHAT HAPPENS WITH THEM IS THE EAA UNDER-- SO IT'S KIND OF A HYBRID, IF YOU WANT TO THINK OF IT THIS WAY. AS A GRANHOLM/SNYDER APPROACH TO DEALING WITH THE MOST UNDER-PERFORMING SCHOOLS. AND BY THE MOST, I MEAN THAT LITERALLY ARE GETTING NO PROGRESS OVER TIME. AND THIS IS GOING TO BE ANOTHER STORY TO BE THOUGHTFUL ABOUT, YOU KNOW, BECAUSE OF THE-- YOU KNOW, IT'S GOING TO BE MORE ABOUT THE 99.999% THAT ARE DOING REALLY WELL AND MAKING PROGRESS. I MEAN THAT'S GOING TO HAVE TO BE THE WAY. BUT THERE ARE SOME THAT THE INTERIM FEEDBACK I'VE HAD FROM DEB AND OTHERS, THERE ARE A HANDFUL THAT NOT ONLY WOULDN'T, YOU KNOW, YOU WANT OUR OWN KIDS IN THAT PARTICULAR SCHOOL-- AND IT'S OUTSIDE OF DETROIT IN SOME CASES-- BUT THAT HAVEN'T SHOWN ANY PROGRESS AT ALL. BUT NO, AND IN TERMS OF-- I MEAN, NO, I HAVE NOT HEARD ANYTHING LIKE THAT. I DON'T WANT TO CHALLENGE HIS-- YOU KNOW, MAYBE HE SENT A LETTER THAT SAID SOMETHING, BUT FROM THE POINT OF VIEW OF THE WAY-- >> MAYBE I MISUNDERSTOOD, BUT IT WAS REFERRED TO AT THE LAST BOARD MEETING. >> IF HE DID OR IF HE DIDN'T, IT HAS NO RELEVANCE ON OUR PROCESS. OUR PROCESS IS REALLY DRIVEN BY FOLKS AT DIFFERENT LEVELS IN THE ORGANIZATION. THE WORK THEY'VE DONE WITH THOSE SCHOOLS AND THEN HOW THIS KIND OF ALL CULMINATES INTO, WHAT I BELIEVE, WILL BE A SMALL NUMBER. AND, YOU KNOW, FROM A SELFISH POINT OF VIEW, I WISH IT WOULD BE CODIFIED. BECAUSE EVEN THE VAGUENESS OF-- YOU KNOW, IT'S NOT AN IMMEDIATE PROBLEM, BUT THE VAGUENESS OF "WHAT DOES IT MEAN WHEN THEY'RE IN AND GETTING OUT AND BLAH, BLAH, BLAH?" I MEAN IT'S VERY-- BUT OUR JOB RIGHT NOW-- AND AS I SAID, ABOUT THREE OR FOUR DIFFERENT LEVELS HERE IN THE ORGANIZATION IS WORKING WITH SCHOOLS OVER TIME. MOST OF THEM, MOST OF THEM, THE OVERWHELMING NUMBER, EVEN WITH LOW ACHIEVEMENT RATES, ARE IN THE RIGHT DIRECTION AND GETTING PROGRESS AND NOTICEABLE PROGRESS. BUT I CAN'T SPEAK TO WHAT HE-- WE FEEL NO OBLIGATION BASED ON ANYTHING HE MAY THINK-- THAT MAY SOUND MORE DEMEANING THAN I MEAN TO HIM I'M JUST-- IT'S IRRELEVANT WHEN HE MAY THINK WHETHER HE WANTS SCHOOLS OR NOT, I GUESS IS WHAT I'M SAYING. IT'S GOING TO BE BASED ON PROCESS HERE. >> HE HAS A WAY OF SAYING THINGS THAT'S HIS-- >> WELL HE-- YEAH. I WOULD GIVE HIM THE BENEFIT OF THE DOUBT FOR NOW. I MEAN HE'S PROBABLY, MIGHT BE THE WAY HE WAS ASKED THE QUESTION AT THE BOARD TABLE, I DON'T KNOW. >> BUT I JUST-- LAST NIGHT I WAS READING GONGWER, THINK IT WAS YESTERDAY'S GONGWER, THEY TALKED ABOUT AN AUDIT OF THE "EARLY ON" PROGRAM. AND I WAS A LITTLE BIT SURPRISED BY THAT BECAUSE I THOUGHT THAT WAS A REALLY GOOD PROGRAM. AND THEY WERE CRITICIZING THE ISDs-- THEY'RE NOT DOING WHAT THEY'RE SUPPOSED TO DO, OR SOMETHING. >> SUSAN, WHY DON'T-- >> THE REALITY IS THAT THERE HAS BEEN A STEADY BLEED OF RESOURCES TO EARLY ON OVER THE LAST NUMBER OF YEARS. IN PARTICULAR, ONES THAT USED TO SUPPORT SOME OF THE SERVICES ON A LOCAL LEVEL, LIKE COMMUNITY HEALTH AND MENTAL HEALTH SERVICES HAVE GONE AWAY. AND SO AT THIS POINT, WHAT IS LEFT IS BASICALLY FEDERAL DOLLARS FROM SUPPORTING EARLY ON. AND SO IT IS A GOOD PROGRAM, HOWEVER, THERE'S BEEN A SLOW EROSION OF RESOURCES SUPPORTING IT. AND SO WE COULDN'T DISPUTE THE FINDINGS. THEY DIDN'T SOUND GOOD, BUT THE REALITY IS, THERE IS NOT ENOUGH FUNDING TO SUPPORT WHAT WE NEED TO DO TO HAVE EARLY ON FUNCTION LIKE IT WAS ORIGINALLY PERFORMING. >> THANK YOU. >> THANKS, KATH. >> COMES ACROSS-- THE WAY IT COMES ACROSS, THEY DON'T LOOK AT THAT. THE AUDITORS DON'T LOOK AT THAT, THAT THERE'S NO MONEY. >> WELL, THEY PRETTY MUCH IDENTIFIED THAT FINANCIAL RESOURCES AND THE DIMINISHED FUNDING IS THE RESULT OF ALL OF THIS. SO, I MEAN, THEY SAID IT, BUT THAT ISN'T NECESSARILY HOW IT GETS COVERED. >> THANK YOU. >> THANK YOU. >> GARY, PLEASE. YOU'RE ON. >> IF YOU WOULDN'T MIND JUST TELLING ME WHERE I CAN HIT THOSE LIGHTS THERE CLOSEST TO THE SCREEN. IT MAY HELP. >> IT'S MAGIC. [ LAUGHTER ] >> I LOVE IT, THANK YOU. WELL I JUST LIKE TO START BY SAYING, THIS IS ONLY MY THIRD MEETING BEING ABLE TO JOIN ALL OF YOU. AND EVERY TIME I GET TO SHARE WITH OTHERS OUT IN THE COMMUNITY THAT I HAVE THE CHANCE TO SIT ON THE STATE BOARD AND BE PART OF WHAT YOU'RE ALL DOING, IT'S JUST-- IT'S THIS GREAT OPPORTUNITY THAT I ALWAYS EXPRESS TO EVERYONE-- HAS GIVEN ME THE OPPORTUNITY TO SEE HOW EVERYONE HERE AT MDE REALLY HAS THE BEST INTEREST OF KIDS AT HEART. AND THE CONVERSATIONS ARE ALWAYS SO THOUGHTFUL AND POIGNANT. AND THE REPORTS AND THE STAFF AND THE WORK THAT YOU'RE ALL DOING, IT'S JUST SO GREAT. AND I ALWAYS TAKE THAT TO THE COMMUNITY. WHEN I GET TO SHARE THAT I'M ON THE STATE BOARD AND GET TO ADVISE, FROM A TEACHER'S PERSPECTIVE, THAT WHAT I'M SEEING IS DEFINITELY WHAT WE WOULD WANT TO BE SEEING FROM A CLASSROOM PERSPECTIVE. SO, JUST WANTED TO START WITH THAT THANKS FOR THE WORK THAT YOU'RE ALL DOING. THIS MONTH HAS BEEN EXCEPTIONALLY FUN AND EXCITING AND EXCEPTIONALLY BUSY AT THE SAME TIME. I'VE TRIED TO STEER AWAY FROM SAYING THINGS ARE BUSY, BECAUSE SOMETIMES THAT HAS A NEGATIVE, THIS HAS BEEN BUSY IN A REALLY GREAT WAY. AND I'VE HAD THE OPPORTUNITY TO VISIT SOME SCHOOLS AROUND THE STATE THIS LAST MONTH AND SEE SOME REALLY TERRIFIC THINGS, BE PART OF SOME WONDERFUL PROJECTS AND MEET SOME GREAT TEACHERS. AND I'M GOING TO SHOW YOU A COUPLE OF THE HIGHLIGHTS FROM THIS PAST MONTH TODAY. SO WHEN I LEFT YOU LAST, ONE OF THE FIRST THINGS THAT I HAD THE OPPORTUNITY TO DO, WAS TO VISIT A FACILITY THAT HAS STUDENTS WITH SPECIAL NEEDS IN A WORK STUDY PROGRAM FOR STUDENTS WHO HAVE AGED OUT OF THE TRADITIONAL K-12 SYSTEM. THE FULL CIRCLE FOUNDATION, AND IT IS RIGHT ON THE DETROIT/GROSSE POINTE BORDER. AND THIS PROGRAM HAS STUDENTS WHO WORK IN A VARIETY OF DIFFERENT MICRO-BUSINESSES WITH ONE ANOTHER. AND SO I WENT AND VISITED A RESALE SHOP THAT THEY MANAGED, WHERE INDIVIDUALS WILL COME IN AND DONATE USED ITEMS, AND THEY WILL LAUNDER AND PRESS THOSE ITEMS, TAG THEM, ORGANIZE THEM FOR SALE AND PUT THEM OUT ON THE SHELVES. AND THEN THAT MONEY GETS RECYCLED INTO WHAT THEY DO. THEY HAVE A PROGRAM HERE THAT WORKS WITH STUDENTS WHO HAVE REAL SEVERE SPECIAL NEEDS AND THEY USE ASSISTIVE TECHNOLOGY TO HELP STUDENTS IN THOSE WAYS AS WELL. BUT THEY'RE LEARNING SKILLS AND THEY'RE BEING PART OF A REAL FUNCTIONING BUSINESS THAT CIRCLES BACK AROUND TO THE COMMUNITY. INCLUDING THEY MAKE FOOD ITEMS LIKE CHOCOLATE COVERED PRETZELS THAT ARE DECORATED FOR HOLIDAYS AND THEY HAVE AN eBAY BUSINESS WHERE THEY KIND OF-- SERVICE THE COMMUNITY IN A WORKING MODEL, WHICH HAS BEEN GREAT. THE NEXT THING THAT I HAD THE OPPORTUNITY TO DO IS TO VISIT A PAROCHIAL SCHOOL IN ALLEN PARK. THIS IS THE INNER CITY BAPTIST SCHOOL. AND I HAD THE CHANCE TO VISIT THEIR K-12 SCHOOL AND SEE WHAT THEY DO THERE, AND I MET ONE OF THEIR BIOLOGY TEACHERS AT A CONFERENCE LAST YEAR, AND THEY INVITED ME OUT TO COME AND SEE WHAT THEY WERE DOING AND TO TALK MOBILE DEVICES IN THE CLASSROOM. SO I HAD THE CHANCE TO GO AND SEE WHAT IT WAS THAT THEY WERE DOING, AND SEE SOME REALLY GREAT THINGS BEING DONE WITH MOBILE DEVICES IN THE SCIENCE CLASSROOM. AS THINGS MOVED ON, I CONTINUED WITH PRETTY HEAVY WORK IN MY DAY JOB IN GROSSE POINTE AS AN INSTRUCTIONAL COACH, WORKING WITH A NUMBER OF SCIENCE TEACHERS ON NEXT GENERATION SCIENCE STANDARDS AND AS WELL AS DOING MENTORING AND TRAINING ON COMMON CORE. THINGS WITH ELEMENTARY TEACHERS THAT I DID A LOT OF WORK WITH INCLUDED MOBILE DEVICES SUCH AS LAPTOPS IN THE CLASSROOM AND A VARIETY OF OTHER INSTRUCTIONAL STRATEGIES. WE DID HAVE A GREAT COMMUNITY EVENT THAT WENT ON IN GROSSE POINTE JUST ABOUT A MONTH AGO, CALLED "COMMUNITY TECHNOLOGY LEARNING NIGHT." WHERE WE GOT STUDENTS WHO WERE SELECTED BY THEIR SCHOOLS, TO COME IN AND SERVE AS TEACHERS. AND WE HAD KIND OF OUR OWN COMMUNITY GENIUS BAR, WHERE INDIVIDUALS FROM THE COMMUNITY COULD BRING IN THEIR MOBILE DEVICES THAT THEY MAY HAVE JUST RECENTLY GOT OR WANTED TO LEARN SOMETHING NEW WITH AND WE HAD SIX DIFFERENT STATIONS WHERE STUDENTS WERE TEACHING COMMUNITY MEMBERS HOW TO DO THINGS LIKE SKYPE, HOW TO USE THEIR MOBILE CALENDAR AND THINGS OF THAT NATURE. IT WAS A REALLY GREAT OPPORTUNITY TO SEE KIDS IN THE DRIVER'S SEAT OF TEACHING AND COMMUNITY MEMBERS BENEFITING. AND ONE FUN STORY FROM THAT IS WE HAD A GENTLEMAN WHO CAME IN AND HE SAID, "WELL, I DON'T EVEN HAVE MY iTUNES PASSWORD." SO THIS YOUNG 7th GRADER HELPED HIM TO RETRIEVE HIS PASSWORD AND SHE WROTE IT DOWN ON A POST-IT NOTE AND SHE SAID, "OKAY, ARE YOU READY FOR YOUR NEXT LESSON?" HE SAID, "YEAH." AND SHE SAID, "ALL RIGHT. DON'T GIVE YOUR PASSWORD TO STRANGERS." [ LAUGHTER ] WHICH WAS JUST SO CUTE AND FUN. SO WE HAD THIS OPPORTUNITY. THE NEXT THING THAT I DID THAT I THINK WAS WORTH SHARING WITH YOU IS THAT I HAD THE OPPORTUNITY TO SPEND THE DAY IN JACKSON COUNTY. AND I SPENT THE DAY AT THE JACKSON COUNTY ISD AND WORKED WITH THEIR EDUCATIONAL TECHNOLOGY DEPARTMENT. AND THEY'VE GOT SOME REALLY FANTASTIC THINGS GOING ON IN JACKSON COUNTY. AND THEY TOOK ME AROUND TO ABOUT A HALF DOZEN SCHOOLS IN THE COUNTY TO SEE INSTRUCTIONAL TECHNOLOGY AT WORK IN THE SCHOOLS. AND WE GOT TO SEE AN ELEMENTARY SCHOOL THAT HAD THIS REALLY INTERESTING PROGRAM THAT WAS PARTNERING WITH THEIR HIGH SCHOOL, THEIR CAREER TECHNICAL CENTER. THE STUDENTS AT THE CAREER TECHNICAL CENTER IN JACKSON, DEVELOPED AN iPAD APP CALLED "THINGS TO THINK ABOUT." AND WHAT IT DOES IS IT GIVES STUDENTS IN THE ELEMENTARY GRADES, PROMPTS FOR WRITING, OR FOR SPEAKING, TO PROMPT DISCUSSION. AND THE PROMPTS ARE ACCOMPANIED BY AN ILLUSTRATION AND AN AUDIO PLAYBACK OF IT FOR ASSISTIVE TECHNOLOGY NEEDS THAT WAS ALL CREATED BY EITHER THE ELEMENTARY STUDENTS IN THE SCHOOL SYSTEM OR BY THE-- CODING WAS DONE BY THE STUDENTS IN THE HIGH SCHOOL. SO WE GOT TO SEE THAT IN ACTION, WHICH WAS REALLY GREAT. SAW SOME OTHER THINGS GOING ON IN JACKSON COUNTY THAT WERE ALSO REALLY GREAT. THERE'S ME SPEAKING WITH A LITTLE KID ABOUT HOW HE LIKED THE APP. THINGS MOVED ON FROM THERE AND I HAD THE CHANCE TO GO TO A GOOGLE CAMP IN ST. JOSEPH COUNTY ISD, WHICH WAS HELD AT CONSTANTINE HIGH SCHOOL. AND I HAD THE OPPORTUNITY TO ADDRESS TEACHERS FROM AROUND THEIR COUNTY ON THE USE OF GOOGLE APPS FOR EDUCATION AND TO DO SOME PROJECT BASED LEARNING, TRAINING, AS WELL AS SOME STANDARDS BASED GRADING AND TRAINING. FROM THERE I WENT ON TO VISIT ONE OF THE FORMER TEACHERS OF THE YEAR, JUNE TEISAN, AT HER MIDDLE SCHOOL SCIENCE CLASSROOM IN HARPER WOODS. SO I WENT AND VISITED HARPER WOODS HIGH SCHOOL AND MIDDLE SCHOOL, WHICH IS JUST IN THE NEXT COMMUNITY FROM WHERE I HAVE MY DAY JOB AND HAD A CHANCE TO WORK WITH THEIR CLASS. SHE INVITED ME IN, THEY GOT A SET OF iPADS, WHICH IS PART OF ONE OF THE, I BELIEVE, PROGRAMS THAT THEY HAVE GOING ON AT THEIR SCHOOL. AND SO WE DID A PROJECT WITH THEIR-- HER "FUTURE THINK" PROJECT-BASED LEARNING CLASS. AND WE TAUGHT THOSE STUDENTS HOW TO USE AN APP CALLED PICCOLLAGE, TO MAKE A VISUAL SUMMARY OF SOME OF THE WORK THAT THEY HAD DONE ON THEIR PROJECTS. SHE WAS REALLY GENEROUS IN WHAT SHE WAS DOING OUT THERE. THE KIDS WERE WONDERFUL AND SHE EVEN GOT AN OPPORTUNITY TO-- SHE INVITED A REPORTER OUT TO COVER THE WORK THAT WE WERE DOING TOGETHER WITH THESE KIDS WHO WERE ALL JUST SO FRIENDLY AND INVITING AND THEY TAUGHT ME A LITTLE BIT ABOUT INSTAGRAM AND SOCIAL MEDIA, WHICH WAS KIND OF FUN TOO. FROM THERE, AFTER DOING THAT, I HAD THE CHANCE TO WORK WITH A NUMBER OF ELEMENTARY SCHOOLS IN OUR OWN DISTRICT IN GROSSE POINTE AND DO SOME TRAINING. AROUND HALLOWEEN, WE HAD A BIG-- ELEMENTARY SCHOOL PROFESSIONAL DEVELOPMENT DAY THAT WAS DONE SURROUNDING iPADS. THESE ARE JUST SOME FUN PICTURES THAT I SAW GOING ON IN THE HALLOWEEN-TYPE ERA. ALSO, AROUND HALLOWEEN, I FOUND OUT THAT MY WIFE AND I ARE GOING TO BE HAVING BABY NUMBER ONE, WHO'S GOING TO BE A GIRL IN THE SPRING. SO I'M REALLY EXCITED ABOUT THAT. [ APPLAUSE ] THANK YOU. >> HENCE THE PINK SHIRT AND TIE. >> HENCE THE PINK FOR TODAY. SO IT'S BEEN A REALLY FUN AND EVENT-FILLED LAST MONTH. BUT SO I HAD THE CHANCE TO SPEND OUR LAST SOLO HALLOWEEN TOGETHER, AND THAT'S WHERE THOSE PICTURES CAME FROM. >> JUST WAIT. >> YES. MY NEXT BIG EXCURSION TOOK ME UP NORTH TO BOYNE CITY IN CHARLEVOIX AREA, WHERE I WORKED WITH THE CHARLEVOIX-EMMET ISD ON THEIR COUNTY WIDE PROFESSIONAL DEVELOPMENT DAY. AND THEY INVITED ME UP THERE TO GIVE A KEYNOTE SPEECH ON TEACHER LEADERSHIP AND TO DO A BREAKOUT SESSION FOR ABOUT 70 OF THEIR TEACHERS. SO I HAD THE CHANCE TO MEET A NUMBER OF TEACHERS WHO WORK WITH STUDENTS FROM THE NATIVE AMERICAN RESERVATIONS UP THERE, AS WELL AS WHO WORK IN UNIQUE SITUATIONS COMPARED TO SOUTHEAST MICHIGAN, WITH A NUMBER OF RURAL SCHOOL DISTRICTS GOING ON UP THERE AS WELL. ALSO IN BOYNE CITY, I HAD THE CHANCE TO SEE THE ONE-TO-ONE TABLET PROGRAM THAT THEY HAVE GOING ON AND SOME REALLY GREAT THINGS HAPPENING UP NORTH AS WELL. FROM THERE, I HAD THE OPPORTUNITY TO BE PART OF AN EVENT WITH THE MICHIGAN EYE BANK, CALLED "NIGHT FOR SIGHT." AND THE MICHIGAN EYE BANK IS AN ORGANIZATION THAT'S REALLY CLOSE TO MY HEART AND THEY WORK VERY CLOSELY WITH GIFT OF LIFE MICHIGAN, TO PROCURE TISSUE FOR EYE RELATED SURGERIES OR CORNEA TRANSPLANTS, LIKE I'VE HAD MYSELF. SO I HAD THE CHANCE TO MEET SECRETARY OF STATE RUTH JOHNSON, WHO'S BEEN INSTRUMENTAL IN TRYING TO SUPPORT THE ORGAN DONATION PROGRAM HERE IN MICHIGAN. >> IS THAT HER? >> SHE IS NOT ON THERE ACTUALLY. SO SHE'S ACTUALLY UP HERE AND SHE WAS ADDRESSING THE GROUP AT THAT NIGHT. FROM THERE I HAD THE CHANCE TO MEET AND DO A LITTLE BIT OF MENTORING OF A NEWER TEACHER WHO WORKS AT A CHARTER SCHOOL IN THE DETROIT AREA-- IN HIGHLAND PARK CALLED NORTHPOINTE ACADEMY. AND THIS GENTLEMAN'S NAME IS JOE VERCILLINO, HE'S ALSO THE WORSHIP LEADER AT THE CHURCH THAT I ATTEND. AND I'VE HAD THE CHANCE TO GET TO KNOW HIM AND HIS WORK WITH HIS STUDENTS. AND HE'S DOING SOME REALLY GREAT THINGS. HE'S A MUSIC INSTRUCTOR FOR K-8 AND HE'S GOT A VERY LOW BUDGET, BUT HIGHLY EFFECTIVE MUSIC PROGRAM FOR KIDS. AND HE'S BRANCHED OUT AND HE'S GOT AN AFTER SCHOOL PROGRAM THAT DOES MENTORING FOR THE STUDENTS THERE, AND ENGAGES THEM IN A REALLY CONSTRUCTIVE AND PRODUCTIVE MUSIC PROJECT. AND I'VE BROUGHT YOU A COPY OF THEIR FIRST ALBUM THAT THEY'VE JUST CUT. THEY HAD THE OPPORTUNITY TO PERFORM AT THE MGM GRAND RECENTLY, AND THEY PUT TOGETHER A SCHOOL BULLYING SONG THAT THEY'RE NOW USING TO PROMOTE OUT IN SCHOOLS, SO I BROUGHT A CARD OF THAT AS WELL TO SHARE WITH YOU. AND THEN, KIND OF THE CULMINATING THING OF THIS PAST MONTH THAT I REALLY AS EXCITED TO SHARE WITH YOU AND I MENTIONED IT LAST MONTH, WAS THE GP INSPIRE TALKS CONFERENCE. AND THE GP INSPIRE WAS AN IDEA THAT WAS ABOUT TWO YEARS IN THE MAKING AND WHAT WE DID WAS ANOTHER TEACHER, AND OUR PARENTS' CLUB, AND OUR SCHOOL SYSTEM, PARTNERED WITH ABOUT A DOZEN STUDENTS FROM METRO DETROIT, AND WE OPENED INVITATIONS FOR SCHOOLS ALL OVER THE AREA TO SUBMIT A STUDENT SPEAKER. AND WE ASKED STUDENTS TO COME AND GIVE A FIVE-MINUTE INSPIRATIONAL TALK. AND THIS EVENING JUST HAPPENED LAST FRIDAY AND WE HAD OVER 300 ATTENDEES TO THE EVENT. IT BENEFITED THE KIDS WITHOUT CANCER FOUNDATION OF WAYNE STATE MEDICAL RESEARCH, AS WELL AS THE MAKE-A-WISH FOUNDATION OF MICHIGAN. AND WE HAD 12 DYNAMIC STUDENT SPEAKERS WHO ALL JOINED US AND GAVE A VARIETY OF TALKS THAT WERE ALL VERY INSPIRING. AND IT WAS JUST A WONDERFUL EVENING ALL AROUND. AND ONE OF THE YOUNG LADIES WHO SPOKE AT THAT EVENING, I STUMBLED UPON THIS MORNING. AND SHE HAD POSTED SOMETHING ON INSTAGRAM, WHERE SHE CREATED A COLLAGE OF THE EVENING AND EXPRESSED HOW EXCITED SHE WAS TO BE A PART OF IT. AND SHE GAVE A WONDERFUL TALK ABOUT EDUCATION FOR GIRLS. AND USED THE STORY OF A REALLY SAD EVENT THAT YOU MAY HAVE HEARD OF OVERSEAS, WHERE THERE WAS A YOUNG LADY WHO WAS TARGETED BY THE TALIBAN FOR ATTENDING SCHOOL AND TRYING TO SUPPORT FEMALE EDUCATION. AND SHE GAVE THIS TALK IN SUCH A COMPELLING AND INSPIRING WAY, THAT BY THE END OF IT, SHE HAD EVERY WOMAN IN THE CROWD STANDING, AS PART OF HER SPEECH. AND IT WAS JUST SO MOVING TO SEE THESE YOUNG PEOPLE, WHO WERE SO PASSIONATE AND WILLING TO SHARE WHAT IT WAS THAT THEY WERE DOING. AND IT'S BEEN A GREAT MONTH AND, OF COURSE, AS I MENTIONED, I'VE FOUND OUT SOME REALLY GREAT NEWS PERSONALLY. BUT I'VE BEEN VERY BUSY AND BEEN ABLE TO SEE A LOT OF THE GREAT THINGS HAPPENING IN MICHIGAN SCHOOLS AROUND THE STATE AND IT'S JUST BEEN NOTHING BUT GREAT THINGS GOING-- EXCUSE ME-- NOTHING BUT GREAT THINGS GOING ON, AS I EXPECTED. >> THANK YOU, GARY. THANK YOU VERY MUCH. SOUNDS LIKE YOU HAVE BEEN BUSY. >> WE SHOULD HAVE A BABY SHOWER FOR HIM. >> RIGHT. >> WON'T HAVE TIME TO DO ALL THESE THINGS ONCE YOU HAVE A BABY. >> THAT'S RIGHT. >> SO MARTY. BECAUSE I KNOW CASANDRA'S ANTSY HERE AND HAS A TIME ISSUE. AND WE NEED HER HERE WITH YOU, SO COME ON UP AND... MARTY WILL KICK IT OFF, IT'S KIND OF BECOME, APPROPRIATELY, THE MARTY/CASANDRA SHOW HERE. AND GOOD WORK BEING DONE. >> AND FOR FULL DISCLOSURE I WAS-- THEY CUT ME OFF AT THE COMMUNITY GENIUS BAR-- [ LAUGHTER ] BUT I DON'T KNOW WHY. >> IT WAS THAT THIRD SHIRLEY TEMPLE. >> THE LEGISLATURE IS ON BREAK CURRENTLY FOR THANKSGIVING HOLIDAY, LET'S SAY. [ LAUGHTER ] AND THEN, WHEN THEY COME BACK, THEY'RE ONLY GOING TO COME BACK FOR A COUPLE OF WEEKS BEFORE THE OTHER HOLIDAY, THE NEXT HOLIDAY BREAK. >> WHEN DO THEY COME BACK? >> DECEMBER 3rd IS WHEN THEY COME BACK. SO THERE IS SOME LEGISLATION IN THE HOUSE EDUCATION COMMITTEE THAT HAS GARNERED A LOT OF ATTENTION. I KNOW IT WAS DISCUSSED BY THE BOARD MEMBERS-- THEY CAME WITH A COLLECTIVE STATEMENT COMMITTING TO WORK ON THE BILLS. ONE IS THE ACCOUNTABILITY BILL THAT WOULD-- LIKE MIKE HAS MENTIONED-- TURN OUR ACCOUNTABILITY SYSTEM TO AN "A" THROUGH "F" GRADING SYSTEM. THEN ALSO HOUSE BILL 5111, WHICH WOULD REQUIRE 3rd GRADE RETENTION IF THE STUDENT IS NOT PROFICIENT IN READING BY THE END OF 3rd GRADE. SO, THE COMMITTEE IS STILL WORKING ON THOSE-- BLESS YOU-- AND THERE'S NO KNOWING WHEN THAT WILL COME OUT. IF IT WILL COME OUT BEFORE THE BREAK. AND IN THE SENATE, I KNOW THEY ARE STILL WORKING. THE GOVERNOR STILL IS SAYING THAT THE EAA BILL IS A PRIORITY, ALTHOUGH THERE IS NO INDICATION FROM THE SENATE EDUCATION CHAIRMAN'S OFFICE, WHAT PLANS HE HAS TO DO WITH THOSE. SO THERE'S NO WORD, EVEN ON THE STREET, AS TO WHAT THE INTENTIONS ARE WITH THAT BILL. SO, AND THEN, WE HAD A COMMITTEE MEETING-- LEGISLATIVE COMMITTEE MEETING LAST FRIDAY. CASANDRA WOULD LIKE TO-- >> WE DID-- THERE WERE NO ACTION ITEMS THAT CAME OUT OF THE LEGISLATIVE COMMITTEE LAST FRIDAY, BECAUSE THIS FULL BOARD HAD ALREADY SUBMITTED THE STATEMENT REGARDING HOUSE BILLS 5111 AND 5112. WE DID REVIEW SOME PROPOSED RECOMMENDATIONS THAT MIKE WANTED TO MAKE TO REPRESENTATIVE ROGERS. I DON'T KNOW IF YOU WANTED TO MENTION ANYTHING ABOUT THAT. THIS WAS IN REGARDS TO ROGERS' REQUEST TO YOU TO-- >> MAYBE TO STEM THE TIDE OF DEFICIT DISTRICTS. WHAT MORE AMMUNITION WE MIGHT HAVE. BY THE WAY, THANK YOU. EXCELLENT CATCH ON ONE ITEM THAT WOULD HAVE BEEN A REAL PROBLEM, SO I WON'T MENTION IT SINCE IT WOULD HAVE BEEN A PROBLEM. [ LAUGHTER ] BUT REALLY, THAT'S THE BEAUTY OF DOING IT THIS WAY. WE OBVIOUSLY HAD THE BEST OF INTENTIONS AND APPRECIATE THAT YOU SAW THE WORTH IN MOST OF THOSE. BUT HERE WAS ONE THAT-- >> YEAH. SO WE DID-- WE WENT WITH ALL BUT ONE OF THE RECOMMENDATIONS. OTHER THAN THAT, THERE WERE NO ACTION ITEMS AND OUR NEXT MEETING IS IN A COUPLE WEEKS, OR FEW WEEKS. SO IF YOU HAVE ANY ITEMS FOR US, PLEASE LET US KNOW. >> THANK YOU. >> GREAT. THANK YOU, MARTY. THANKS, CASANDRA. >> CAN I JUST SAY, I WANTED TO THANK EVERYBODY. I FORGOT WE DIDN'T MEET AS WE-- EVERYBODY HERE SIGNED ON TO, I THINK, A GOOD STATEMENT, CONSISTENT WITH THE DEPARTMENT'S POSITION AND MIKE'S POSITION AROUND THE TWO PIECES OF LEGISLATION AND I THOUGHT IT WAS VERY WELCOME THEN, AND APPRECIATE EVERYBODY'S BEEN WILLING TO SIGN ON TO SOMETHING. SO LET'S LEAVE THE DETAILS OF EDUCATION POLICY SHAPING OVER HERE AND NOT HAVE THE LEGISLATURE MICROMANAGE THE DETAILS OF EDUCATION ON AN ONGOING BASIS. AND ALSO, 3rd GRADE READING, I THINK, SUBSEQUENT DAN, SOME OF US GOT A CHANCE TO MAKE AN EVEN MORE POIGNANT POINT THAN WE GOT INTO THAT PIECE ABOUT. WE'RE ALL FOR ENSURING 3rd GRADE PROFICIENCY IN READING, BUT IF WE'RE SERIOUS ABOUT IT, WE HAVE TO DO A LOT OF THINGS TO PROVIDE THE TOOLS, RESOURCES, SUPPORT THAT WOULD MAKE IT HAPPEN. YOU CAN'T JUST LEGISLATE IT. AND SOME OF US GOT TO REINFORCE THAT POINT IN PUBLIC, AROUND THAT, WE'RE FOR IT, WE JUST WANT IT TO BE MADE REAL. NOT AN ARBITRARY DEMAND THAT CAN NEVER BE MET. >> AND ALONG WITH THAT, I THINK THE BOARD/DEPARTMENT'S STATEMENT HAS HAD AN IMPACT. I THINK-- YOU KNOW, LET'S SEE WHAT WE'LL SEE, BUT I THINK THEY'RE LOOKING FOR OTHER WAYS TO NOT HAVE THE MANDATED RETENTION, BUT TO BRING FOCUS AROUND IT. AND IF FOCUS CAN BE BROUGHT AROUND READING IN 3rd GRADE, THAT'S ALL GOOD. WE'LL SEE WHAT THEY COME UP WITH, BUT I'M HOPEFUL THAT THAT STEMMED THE TIDE ON THAT A BIT. SO THANK YOU FOR THAT ALSO. SO, LET'S SEE. CONSENT AGENDA. SO ENTERTAIN A MOTION? >> APPROVAL. >> MOVED BY KATH. >> SUPPORT. >> SUPPORTED BY DAN. ALL IN FAVOR, AYE? >> AYE. >> OPPOSE, SAME? THANK YOU. COMMENTS BY BOARD MEMBERS? MICHELLE? >> THERE WAS-- THERE'S BEEN SOME ONGOING TURMOIL AROUND THE OAKMAN SCHOOL. AND I KNOW, FOR SOME, IT'S A DONE DEAL. BUT I JUST WANTED TO GIVE AN UPDATE, IF YOU HADN'T HEARD. >> WHICH SCHOOL IS IT? >> THE OAKMAN SCHOOL. >> OKAY. >> IT WAS A SCHOOL OF THE SPECIAL NEEDS KIDS THAT WERE SENT-- >> ALL RIGHT. THOSE WERE THE FOLKS THAT CAME HERE? >> YES, RIGHT. >> THE SCHOOL WE WENT AHEAD AND CLOSED. IT WAS NOT-- AND THERE WAS SOME EFFORT, I THINK, BY PEOPLE IN THE DEPARTMENT, TO TRY TO ENSURE THAT THE SCHOOLS THAT THEY WERE GOING TO WERE GOING TO BE UP TO PAR. I'VE BEEN TOLD THEY WERE NOT UP TO PAR AND THEY STILL ARE NOT UP TO PAR. THAT THEY ARE NOT CHANGING TABLES. THERE'S NOT ACCESSIBLE TO THE SECOND FLOOR. SOME OF THE KIDS WHO ARE IN THE UPPER LEVELS ARE BEING PUT IN LOWER GRADES BECAUSE THEY CAN'T-- THERE'S NO ACCOMMODATION FOR THEM TO CLIMB THE STAIRS. SO THERE'S ALL SORTS OF ISSUES, BUT THEY'RE STILL ONGOING. AND I KNOW IT'S LIMITED OF WHAT CAN BE DONE, BUT I DON'T KNOW HOW TO PREVENT SOMETHING THIS-- FROM HAPPENING. I KNOW THERE'S ISSUES OF LOCAL CONTROL, BUT THERE'S A NUMBER OF PARENTS THAT I KNOW, THAT ARE KEEPING THEIR KIDS OUT OF SCHOOL, BECAUSE THEY'RE NOT BEING ACCOMMODATED. BECAUSE THEY'RE AFRAID OF, SORT OF, THE RATES, HIGH RATES OF FIGHTING AND THINGS LIKE THAT TO LET THEIR KIDS GO THERE. THE OAKMAN SCHOOL ITSELF, IS FACING DEMOLITION. IT WAS A BEAUTIFUL SCHOOL AND-- IT WAS NOT BOARDED UP VERY WELL AND YOU MIGHT HAVE SEEN THE ARTICLES IN THE FREE PRESS THAT TALKED ABOUT HOW THERE'S NO MONEY TO SECURE BUILDINGS. SO SOMEONE WENT AND STRIPPED THEM. THEY'VE BEEN URBAN MINED OR WHATEVER PEOPLE CALL IT. AND THERE WAS FLOODING AS A RESULT. SO NOW THERE'S A GROUP OF ACTIVISTS, MANY OF THEM THAT WERE HERE, THAT ARE GOING BEFORE, I BELIEVE IT'S CITY COUNCIL-- >> TODAY. >> YEAH. TODAY, WHICH-- IN TRYING TO STOP IT, JUST TO PRESERVE THE BUILDING ITSELF. BECAUSE IT'S AN OLD BUILDING, SLATE ROOF, BEAUTIFUL BUILDING. AND WHEN WE TALK ABOUT IT, SORT OF DEMOLISHING A NEIGHBORHOOD, THERE IS THIS FEELING. BECAUSE THERE WAS SOME NEW HOMES COMING UP AROUND THERE, I DON'T KNOW IF THEY'RE HABITAT FOR HUMANITY, OR A CHURCH GROUP THAT WAS BUILDING AROUND THAT COMMUNITY SCHOOL, BUT-- SO THERE IS CONCERNS ABOUT THAT, AND I DON'T KNOW-- HOW TO-- YOU KNOW-- I GUESS I'M NOT SOPHISTICATED ENOUGH AND MAYBE IF I-- ONCE I'M HERE MORE THAN A FEW MONTHS AND UNDERSTAND THINGS BETTER, IF THERE'S ANYWAY TO PREVENT THINGS LIKE THIS FROM HAPPENING, HOW TO DO IT. IF THERE'S ANY WAY TO DO IT. I WAS ALSO APPROACHED BY-- THERE'S ALSO SOME CONCERNS ABOUT IN DPS AND WHY-- WHY IT WAS LIFTED-- OR THE HIGH STAKES-- OR WHATEVER THEY CALL IT. >> HIGH RISK. >> HIGH RISK CATEGORY WAS LIFTED, WHEN THE SCHOOLS SEEM TO BE GOING FURTHER INTO DEBT, EVEN UNDER EMERGENCY MANAGEMENT. THERE IS MORE OF AN ACCELERATED EXODUS FROM THE PUBLIC SCHOOL SYSTEM. SCORES ARE NOT-- YOU KNOW, AS COMPARED TO THE-- YOU KNOW, THE AVERAGE, THE STATE AVERAGE ARE DECREASING UNDER EMERGENCY MANAGEMENT. IT IS NOT A SUCCESS STORY. SO WHY-- SO TO ASK, WHY, GIVEN THOSE CIRCUMSTANCES, WHY WERE THEY TAKEN FROM HIGH RISK CATEGORY? >> YEAH. I COULD PROBABLY SPEAK TO BOTH OF THOSE ITEMS. THE HIGH RISK IS ACTUALLY A VERY SURGICAL ISSUE. IT'S NOT ABOUT OVERALL PERFORMANCE. IT'S ONE REASON EVEN IN OUR PRESS RELEASE, WE'RE VERY CLEAR ABOUT WHAT CONTINUES AND THE MEMORANDUM OF UNDERSTANDING, OUR OWN FOLLOW-UPS THAT ARE THERE. THEY'RE THE ONLY CITY IN THE COUNTRY UNDER HIGH RISK. SO IT'S NOT AS IF IT'S JUST BECAUSE YOU'RE AN UNDER-PERFORMING DISTRICT, THERE'S ENOUGH OF THOSE AROUND. AND CAROL WOULD LIKE TO ADD A LITTLE MORE TO THAT? I MEAN IN THE GENERAL SPIRIT BEHIND IT, IS IT ONLY TAKES CARE OF, I WOULD SAY, LARGELY PROCEDURAL THINGS TO A GREAT DEGREE. THERE WAS A POINT WHERE-- NOT JUST UNDER THE OLD SYSTEM, EVEN UNDER MAYBE-- I DON'T WANT TO INDICT, BUT MAYBE AN EM OR TWO-- THAT THERE STILL WERE PROCESS AND PROCEDURE ISSUES ON EVERYTHING FROM PAYROLL TO-- YOU JUST DON'T EVEN KNOW WHAT'S IN THE BANK, TO THINGS LIKE THAT. AND PLEASE FEEL FREE TO-- >> SURE, THE HIGH RISK STATUS WAS ACTUALLY DRIVEN BY THE FEDERAL GOVERNMENT, BY U.S. DEPARTMENT OF EDUCATION, BECAUSE OF THE ALMOST $54 MILLION AUDIT ISSUE. ONCE THAT WAS RESOLVED, NOT TOO LONG AGO, A FEW MONTHS AGO, WHEN U.S. ED SAID, THROUGH THE INSPECTOR GENERAL, "THIS IS RESOLVED, THE ISSUE IS NOW GONE." THAT WAS THE BIG THING THAT WAS HANGING OVER THEM. SO THE FACT THAT WE PUT OTHER CONTINGENCIES ON THEM, WAS SOMETHING THAT MIKE COULD DO, BUT THE BIG THING WAS RESOLVED BY THE DISTRICT AND IT INCLUDED PRACTICES, POLICIES, PROCEDURES-- EVERYTHING THAT THEY NEEDED TO DO TO ASSURE US THAT THEIR ACCOUNTING PRACTICES, THEIR PAYROLL PRACTICES, THEIR POLICIES, WERE ONE, DEVELOPED AND MADE SENSE. AND MIKE RADKE AND HIS TEAM DID A PHENOMENAL JOB ON THAT WITH LINDA AND HER GROUP. AND THEN THAT THEY WERE BEING FOLLOWED. THERE WAS A HUGE AMOUNT OF RESTRUCTURING OF THE STAFF. THE FACT THAT THEY'RE IN DEFICIT, WOULD PUT THAT IN AS A CONTINGENCY, BUT THE DEFICIT DIDN'T HAVE TO BE ELIMINATED IN ORDER FOR THEM TO COME OUT OF HIGH RISK. >> SO EVEN WITH THE $6,000 SHORTFALL-- ONLY AT $6,000-- THEY'RE BELOW 6,000 STUDENTS THAN WHAT THEY PROJECTED, SO THAT'S LIKE A $54 MILLION, IF YOU COUNT $9,000 PER. SO, REGARDLESS-- EVEN IF THEIR PROJECTED INCOME MAY STILL BE ANOTHER $54 MILLION, AS LONG AS THEY HAVE, YOU KNOW, JUST SOME STANDARD ACCOUNTING PROCESSES AND SOME SENSIBLE WAYS TO BE TRANSPARENT ABOUT IT, IS THAT SORT OF? >> THAT'S PART OF IT. AS FAR AS THE DEFICIT. AS LONG AS THEY ARE ELIMINATING THE DEFICIT WITHIN A PRESCRIBED PLAN. THEY'VE GOT THREE YEARS YET, SO. AND THEY'RE NOT ALONE. WE'VE SEEN FLUCTUATION IN DISTRICTS BASED ON PUPIL COUNTS. AND SO AS LONG AS WHOMEVER IS IN CHARGE, MODIFIES THE BUDGET TO ENSURE THAT THAT DEFICIT WILL BE ELIMINATED WITHIN THE PRESCRIBED TIME, THEY'RE FINE. >> AND I THINK IT'S A GOOD OPPORTUNITY, SO THANK YOU FOR BRINGING IT UP, TO NOT INFER THEY'RE IN GOOD SHAPE. I MEAN, THERE'S OTHER AREAS THAT ARE NOT IN GOOD SHAPE. BUT IN TERMS OF THE CRITERIA RELATED TO THIS VERY, VERY UNUSUAL HIGH RISK, I THINK THE ONLY OTHER ONE WAS NEW ORLEANS RIGHT AFTER KATRINA, FOR A WHILE. AND THEN PUERTO RICO, I THINK. SO THIS IS A VERY UNUSUAL CIRCUMSTANCE. AND IF ANYTHING, I MEAN, I DON'T WANT TO SAY THIS AS IF I HAVE ANY INSIDE INFORMATION. I DON'T. BUT I THINK IT LAYS THE GROUNDWORK, AT SOME POINT. WE'VE WORDED THIS QUITE CAREFULLY AND I PROBABLY SHOULD STILL BE CAREFUL, BUT I'LL JUST SAY IT. I THINK IT LAYS THE GROUNDWORK FOR EVENTUAL RETURN TO LOCAL CONTROL. THE MORE OF THESE THINGS THAT CAN BE ACCOMPLISHED, THE MORE THE DISTRICT'S IN A POSITION. I DON'T MAKE THAT CALL AND I'M NOT SURE HOW THAT'S MADE, BUT I THINK IT'S A POSITIVE, IS WHAT I'M GETTING AT, TOWARDS GETTING TO AN EVENTUAL SOLUTION, WHICH ULTIMATELY, YOU JUST CAN'T HAVE EM, AFTER EM, AFTER EM YOU KNOW, IT'S NOT IN THE INTENT, FOR ONE THING. AND IN A WAY IT'S KIND OF IN LIMBO. IT'S STUCK, TO SOME DEGREE, UNDER AN OLD LAW. BECAUSE AS YOU KNOW, WE'RE TRYING TO WORK WITH PONTIAC. IT'S MORE TREASURY THING THAN OURS, UNDER THE NEW LAW. BUT WE'RE TRYING TO WORK WITH PONTIAC IN A WAY THAT REDUCES THE CHANCE THEY WOULD HAVE AN EM, BECAUSE THEY HAVE WHAT THEY DO HAVE, WHICH IS A CONSENT AGREEMENT. AND IN THAT CONSENT AGREEMENT, WE ALSO HAVE AN EDUCATION PLAN. SO, I MEAN, THAT TO ME, IS A MORE THOUGHTFUL WAY THAN WHERE WE WERE BEFORE. I'M NOT JUDGING THAT, I MEAN, IT'S BEEN UNDER TWO GOVERNORS, THE EM, BUT IT'S A BETTER WAY TO DO THE CONSENT AGREEMENT AND TRY TO MAKE IT WORK, RATHER THAN JUST, "OKAY, WE'RE AT THE DOOR, AT THE END OF THE LINE, AND THERE'S AN EMERGENCY MANAGER." SO, AS I SAID, I THINK-- AGAIN, THIS ISN'T MY CALL, BUT I THINK IT'S HELPFUL WHEN THEY'RE OUT OF HIGH RISK, TO INCREASE THE CHANCES THAT THE DAY IS IN SIGHT WHEN IT GOES BACK TO LOCAL CONTROL. NOW HAVING SAID THAT, THERE'S OTHER ISSUES. YOU KNOW, AS YOU'RE POINTING OUT. THERE'S OTHER ISSUES THAT, DOESN'T MEAN GETTING OFF HIGH RISK MEANS EVERYTHING IS HUNKY-DORY. IT'S NOT. BUT IT IS ON THOSE ISSUES RELATED TO HIGH RISK AND NOW THERE'S NO CITY IN THE COUNTRY UNDER HIGH RISK. WE WERE THE ONLY ONE LEFT. >> THEY WERE IN THAT POSITION FOR SEVERAL YEARS. >> FIVE. >> FIVE YEARS... >> YEAH. AND I MEAN, MAYBE I SAID THIS EARLIER, BUT I MEAN, IT'S ANOTHER EXAMPLE WHERE BIG BURDEN ON THE TEAM HERE-- I GUESS I DID SAY THAT ALREADY. JUST TRY TO-- >> THAT'S ANOTHER CASE WHERE THAT WAS NOT CLEAR, THE WAY-- THE PAPERS REPORTED IT AND THE WAY IT WAS REPORTED ON THE NEWS, I HEARD MIKE RADKE TALK ABOUT THAT THEY'VE DONE BETTER ACADEMICALLY, AS WELL. AND I DIDN'T KNOW THAT. I DIDN'T THINK THAT WAS THE CASE. AND THAT'S-- >> WELL, I THINK, YOU KNOW, IT'S SITUATIONAL. THERE ARE MANY SCHOOLS THERE THAT ARE DOING BETTER. >> WELL, THAT'S GOOD. >> AND I MEAN EVERYWHERE. THIS IS WHY I'M SAYING EARLIER, THE EAA QUESTION. THE GOOD NEWS IS WE'RE TALKING A HANDFUL OF SCHOOLS. I THINK THE THINKING EARLY ON-- I DON'T KNOW IF YOU REMEMBER THIS-- BUT THERE WAS SOMEWHAT OF A PUBLIC FIGHT BETWEEN ME AND COVINGTON WHEN IT FIRST STARTED, THAT I DON'T THINK HE DID THIS WITH MALICE, BUT IT WAS AS IF "OH, WE'RE GOING TO GET ALL THE WHOLE BOTTOM 5%." AND WE SAID, "NO YOU'RE NOT GOING TO GET THE WHOLE BOTTOM 5%." THAT EVEN BECAME A LITTLE BIT OF A GOVERNOR STAFF THING FOR A WHILE. IT WAS AS IF WE GET TO YEAR X, YOU KNOW, THIS NUMBER OF YEARS IN AND THERE'S NO CHANGE, THEN THERE'S PROBABLY GOING TO BE SOME. AND AS I REPORTED A COUPLE OF MEETINGS AGO, THERE'S PROBABLY GOING TO BE A HANDFUL. BUT, YOU KNOW, THERE WERE SOME WHO EVEN-- WITHOUT ANY MALICE-- INTERPRETED THAT FIRST THING, THAT AUTOMATICALLY, THE BOTTOM 5% WENT THERE. THE BOTTOM 5% WOULD BE A COUPLE HUNDRED SCHOOLS. YOU KNOW, THIS IS EVOLVED, AND THERE'S NOTHING LIKE THAT HAPPENING. SO WHAT I'M GETTING AT IS THERE ARE-- WELL ALMOST A SYSTEM OF SCHOOLS NOW, IN SOME RESPECTS. BECAUSE THE CONSEQUENCES ARE SO CLEARLY ON SCHOOLS, RATHER THAN ON DISTRICTS, UNDER ALL THESE REFORMS, THAT IN SOME WAYS, YOUR SYSTEM OF SCHOOLS-- AND THERE'S SOME DETROIT SCHOOLS THAT, USUALLY WHEN THEY'RE-- I THINK THE-- UNDER PUBLIC PARTICIPATION IT CAME UP. OFTEN WHEN THEY'RE SITE-BASED, WHEN THEY'RE LED BY TEACHERS AND OTHERS, YOU CAN KIND OF SEE THIS-- THE TIDE TURNING POSITIVE, AND IN OTHER TIMES, FOR ANY NUMBER OF REASONS, IN A HANDFUL OF CASES, YOU DON'T. BUT OUR POSITION FROM THE BEGINNING HAS BEEN, IF THERE'S IMPROVEMENT HAPPENING-- YOU KNOW, IT DOESN'T HAVE TO BE GIGANTIC, BECAUSE IT TAKES TIME. YOU SAW MIKE'S TIMELINE HERE. WE'RE TALKING 2030 ON SOME THINGS THAT HE APPROPRIATELY IS TRYING TO DO. AND YET ON THE OTHER HAND, EVENTUALLY, THERE'S SOME SCHOOLS THAT YOU WOULDN'T WANT YOUR OWN KIDS IN. THERE'S NO PROGRESS GOING ON AND, AS MIKE SAID TODAY, HE CITED SOME EAA SCHOOLS WHERE GOOD THINGS ARE GOING ON AND I THINK THAT'S WHAT WE HAVE TO CARE ABOUT MOST, IS TRYING TO MAKE SURE THAT THERE'S A TURNAROUND PLAN IN EFFECT. SO JUST-- I GUESS I'M REPEATING MYSELF, BUT THE HIGH RISK-- YEAH, I'M NOT SURE WHAT-- MIKE MIGHT HAVE BEEN-- IT'S HARD WHEN THE MICROPHONE IS IN YOUR FACE, YOU KNOW, I MAKE MISTAKES TOO, BUT I WOULDN'T SAY THAT THAT TIED INTO ACADEMIC IMPROVEMENT. THAT WAS MORE-- NOT THAT THERE ISN'T-- THERE AREN'T SIGNS OF ACADEMIC IMPROVEMENT. >> CAN WE GET A COPY OF THE NEW DEFICIT ELIMINATION PLAN FOR DETROIT? >> YEAH. >> SHOULD BE POSTED ON THEIR WEBSITE, BUT WE'LL GET IT TO YOU. >> WE'LL GET YOU. YEAH. LET'S JUST SEND THAT TONIGHT. >> THANK YOU. >> AND IT'S-- YOU KNOW, I MEAN IT'S A HARD LIFT. IT'S THE REASON-- I DON'T KNOW IF IT'S BEEN SINCE THE LAST MEETING, BUT I'VE PUT IN MY BUDGET WHICH AS A DEPARTMENT HEAD, APPROPRIATELY, I HAVE TO WORK THROUGH THE GOVERNOR ON THAT LIKE ANYONE ELSE AND TRY TO DO IT APPROPRIATELY. BUT I ALWAYS HAVE-- I'VE HAD NOW, FOR A NUMBER OF YEARS, $200 MILLION LINE ITEM IN THERE TO REPAY THE DETROIT DEBT. BECAUSE I DO THINK THERE IS AN ISSUE WHERE WE'VE HAD 10 OF THE LAST 12 YEARS, OR 11 OF THE LAST 13, OR SOMETHING LIKE THAT, UNDER SOME FORM OF STATE CONTROL. AND I-- I'M-- CERTAINLY NOT OPTIMISTIC THIS YEAR FROM THE RESPONSE I GOT. BUT I THINK IN FUTURE YEARS, I THINK IT LAYS THE GROUNDWORK THAT AS THINGS GET BETTER, THERE IS A STATE OBLIGATION ON SOME OF THIS THAT-- BECAUSE OTHERWISE, HOW DO YOU KEEP GETTING OUT FROM UNDER A LEGACY DEFICIT THAT IN LARGE PART WAS BUILT WITH 150,000 KIDS, AND NOW THEY HAVE 50,000 KIDS? IT'S JUST ALMOST IMPOSSIBLE. SO THAT'S ONE REASON CAROL AND HER TEAM, I THINK, DO A GREAT JOB AND WE TRY TO WORK, YOU KNOW, WHEN MEETINGS ARE IN THIS ROOM WITH DEFICIT DISTRICTS, THERE'S A LOT OF DIRECT TALK. OFTEN WE'RE THE ONES, IF I CAN JUST SAY SO, THAT GET MANAGEMENT AND LABOR TO TALK SO THAT THEY CAN TRY TO WORK THROUGH THESE ISSUES BEFORE THERE'S A, YOU KNOW, WORST CASE SCENARIO. AND USUALLY, THEY DO THAT, YOU KNOW. AND THEY HAVE A PLAN THAT WE'RE ALWAYS ERRING ON THE SIDE OF, I GUESS FAIR TO SAY, WE ALWAYS ERR ON THE SIDE OF "LET'S GIVE THE BENEFIT OF THE DOUBT." I MEAN, IF A DISTRICT WITH 5,000 KIDS SAYS, "THE WAY WE'RE OUT OF THIS, IS WE'RE GOING TO HAVE 10,000 KIDS NEXT YEAR." THAT WOULD BE A HARD PLAN TO APPROVE. WE DON'T DO THAT. BUT TRYING TO GIVE THE BENEFIT OF THE DOUBT. AND JUST TO LEAVE IT ON A POSITIVE NOTE, I THINK THEY HAVE TILL FRIDAY UNDER TREASURY, FOR PONTIAC TO TRY TO SORT THROUGH SOME OF THEIR ISSUES AND HOPEFULLY KEEP THE CONSENT AGREEMENT. YOU KNOW, THAT'S A WAY FOR A LOCAL TO TRY TO WORK THROUGH THEIR OWN PROBLEMS. YES, MA'AM. >> I JUST HAVE TO SAY THIS, THAT IN GRAND RAPIDS, UNION HIGH SCHOOL-- THE SCHOOL OF THE RED HAWKS, WAS ONE OF THE SCHOOLS WHERE THE STATE DEPARTMENT WAS LOOKING AT. AND THE MAYOR, MAYOR HEARTWELL, AND MANY OTHER COMMUNITY LEADERS GOT TOGETHER AND WORKED WITH THE NEW SUPERINTENDENT. SHE HAS A TRANSFORMATION PLAN. AND SO NOW I'M GLAD TO SAY THAT THE SCHOOL IS TURNING AROUND BIG TIME AND I'M GOING TO GO VISIT THAT SCHOOL REAL SOON. SO IN GRAND RAPIDS, WHAT WE'RE DOING IS EVERYBODY WORKS TOGETHER TO TURN THINGS AROUND. AND SO I FEEL REAL FORTUNATE TO BE LIVING IN THAT AREA. AND ANOTHER THING THAT I HAVE TO SAY IS THAT WE'RE CELEBRATING KATHY BECAUSE SHE GOT AN AWARD. AND ALSO SHE'S GOING TO HAVE A BIRTHDAY ON DECEMBER 3rd. IT IS A GREAT MILESTONE. I GOT HER THAT LITTLE MADONNA THAT'S IN FRONT OF HER BECAUSE I'M SAYING TO HER IN THE CARD THAT I GAVE HER, THAT SHE'S THE MADONNA OF THE STATE BOARD OF EDUCATION. [ LAUGHTER ] BECAUSE SHE'S SERVED MANY YEARS ON THE BOARD-- MANY SUCCESSFUL YEARS. I'M NOT GOING TO SAY HOW MANY, BECAUSE I DON'T KNOW. BUT I HAVE BEEN WATCHING HER THROUGH THE YEARS, AND SHE'S BEEN A MENTOR. SHE DIDN'T KNOW THAT PROBABLY, BUT YOU KNOW WE'RE BOTH VERY ACTIVE IN MICHIGAN DEMOCRATIC PARTY, SO SHE WAS A MENTOR THERE AND I WATCHED HER HERE ON THE STATE BOARD AND NOW WE'RE COLLEAGUES AND FRIENDS. SO WE WILL BE CELEBRATING BIRTHDAYS. WE'RE BOTH SAGITTARIUSES-- THAT'S WHY WE GET ALONG SO WELL. [ LAUGHTER ] MICHELLE AND I ARE SAGITTARIUS TOO-- 3rd, 10th AND 12th. SO WE ALL HAVE DECEMBER BIRTHDAYS. SO WE'RE VERY FORTUNATE TO HAVE KATHY. >> WELL, THANK YOU SO MUCH, LUPE. >> YOU'RE WELCOME, KATHY. >> THAT'S WONDERFUL, LUPE. THANK YOU VERY MUCH. HAPPY BIRTHDAY TO ALL OF US. >> CONGRATULATIONS, KATH. THE MEN ARE ALWAYS NOT SURE, DO WE BRING BIRTHDAYS UP? THAT'S WHY WE'RE KIND OF HESITANT HERE, I'VE LEARNED FROM MY WIFE. >> I'VE SENT AROUND A FEW EVENTS AND PEOPLE WERE LOOKING FOR STATE BOARD PARTICIPATION. THE ONE THAT I WANTED TO ASK ABOUT, OR FLAG, IS THE ACHIEVE NATIONAL MEETING OF STATE TEENS IS COMING UP DECEMBER 12th AND 13th. THAT WOULD BE-- I MEAN, ACHIEVE, AS YOU KNOW, IS THE GROUP THAT THE GOVERNORS AND BUSINESS FOLKS PUT TOGETHER A LONG TIME AGO TO BE THE AID FOR DEVELOPING THE STANDARDS MOVEMENT, ET CETERA. SO IT'S CERTAINLY A GREAT ORGANIZATION. I KNOW SOME DEPARTMENT FOLKS THAT ARE GOING. AND THEY WILL PAY THE FREIGHT TO GET THERE. SO IF ANYBODY WOULD LIKE TO GO AND REPRESENT THE BOARD. >> ONLY ONE BOARD MEMBER? YEAH. WHO'S GOING FROM THE DEPARTMENT? >> WE'RE PULLING IT UP RIGHT NOW. >> WE ARE SENDING SOMEONE. IT HAPPENED TO HIT RIGHT ON TOP OF FOUR OTHER REALLY GREAT OPPORTUNITIES. >> YEAH. THE TIMING THAT MIKE SENT THAT OUT, WE'D ALREADY COMMITTED TO SOME OTHER THINGS, BUT-- WAS THERE SOMETHING ELSE, WHILE VENESSA IS LOOKING FOR THAT? >> YES. >> EILEEN, PLEASE. >> I JUST WANTED TO SAY THAT STEPHAAN HARRIS OF THE NATIONAL ASSESSMENT GOVERNING BOARD SHOULD HAVE SENT AN EMAIL TO DAN AND TO LUPE AND TO ANYBODY ELSE WHO WANTS IT. THE GOVERNING BOARD DURING THE TIME THAT I CHAIRED REPORTING AND DISSEMINATION, WAS FRANTIC TO TRY AND FIND WAYS TO ARM PARENT ACTIVISTS ON WAYS TO USE NAEP DATA, BECAUSE IT'S NOT SIMPLE. NCES IS CONTINUALLY TWEAKING THE WEBSITE. WE'VE GOT THE SAME ISSUE WITH CEPI, THAT THOSE DATABASES WERE ORIGINALLY DEVELOPED FOR WEB RESEARCH FOR RESEARCHERS, NOT FOR PARENTS AND FOR PEOPLE TO BE FINDING ACTIONABLE INFORMATION. SO THEY'RE GOING TO BE HAVING A COMMUNITY ACTIVIST PARENT LEADER CONFERENCE ON JANUARY 13th -- 150 PEOPLE THIS TIME AROUND. UNFORTUNATELY, THEY DIDN'T LINE UP FUNDING FOR TRANSPORTATION OR FOR HOTEL ROOMS, BUT IN ADDITION TO THAT, IF YOU KNOW OF ANY PEOPLE WHO SHOULD BE GOING TO IT, THEY'LL BE HELPING DEVELOP NEW MATERIALS FOR USDOE AND THE GOVERNING BOARD TO REACH OUT TO PARENTS. SO IT'S AN EXCITING OPPORTUNITY BECAUSE IF PARENTS LEARN HOW TO DO THAT FOR NAEP, THEY SHOULD BE ABLE TO DO IT FOR MEAP RESULTS TOO, IN THE LONG RUN. >> WHERE IS IT AT? >> D.C. -- I DON'T KNOW WHERE. I CAN SEND YOU THE EMAIL. I CAN SEND IT TO THE WHOLE BOARD. ORIGINALLY, BECAUSE THEY CAN ONLY HAVE 150 PEOPLE AND THE MAILING LIST RIGHT NOW IS ABOUT 4,000 PEOPLE NATIONALLY, THEY WERE WAITING TO SEE WHAT HAPPENED WITH THAT. >> IT'S THE WHITE HOUSE. >> YEAH. BUT THE FIRST LADY, THEY'VE BEEN TRYING TO LINE HER UP TO SPEAK AND IT'S A PASSIONATE COMMITMENT, I THINK, OF ARNE DUNCAN'S TO TRY AND DO THIS. CERTAINLY IT HAS BEEN-- OF EVERYBODY I KNOW ON THE GOVERNING BOARD FOR MANY YEARS. IT'S JUST HARD TO DO IT. THAT DATA IS NOT-- THAT DATABANK IS-- NCES IS NOT SET UP AS-- IT HAS NOT-- IT'S MUCH BETTER IN THE LAST YEAR AND A HALF, TWO YEARS. >> SO THEY'RE LOOKING FOR PARENTS OR THEY'RE LOOKING FOR? >> PARENT ACTIVISTS. PEOPLE WHO CAN GO BACK TO THEIR SCHOOLS, OR THEIR SCHOOL DISTRICT, THEIR ISD, TO THE STATE, TO TRY AND EFFECT CHANGE. >> THANK YOU. VENESSA? >> ABBY IS GOING TO ATTEND FOR US. >> PARDON ME? >> ABBY IS ATTENDING THE ACHIEVE MEETING FOR US. >> OH, THANK YOU. >> IF ANYBODY WANTS TO GO, LET ME KNOW AND WE'LL FIGURE OUT WHO. >> YES, SIR. >> AM I NEXT? >> YES. >> GOOD. LET'S SEE -- YESTERDAY, I ATTENDED THE SOUTH WAYNE CHAMBER OF COMMERCE, WHERE THEY HAD FOUR OR FIVE STATE REPRESENTATIVES. AND JUST TWO TIDBITS I PICKED UP THERE, I THOUGHT I WOULD SHARE WITH THE BOARD. ONE WAS FROM REPRESENTATIVE GEISS FROM TAYLOR-ROMULUS. TAYLOR, OF COURSE, PICKED UP PART OF THE INKSTER SCHOOL DISTRICT AND THEY GOT THREE BUILDINGS. AND OF COURSE, THE BUILDINGS WERE LISTED AS ASSETS. ON PAPER, THEY'RE WORTH A LOT OF MONEY, BUT IN REALITY, SINCE TWO OF THEM WERE BADLY VANDALIZED AND ANOTHER ONE WAS BADLY NEGLECTED, THEY'RE ACTUALLY BIG COSTS FOR THE TAYLOR DISTRICT. AND IT KIND OF TIES IN WITH WHAT HAPPENED TO OAKMAN SCHOOL HERE. WHEN THESE BUILDINGS, ESPECIALLY IN SOME OF OUR URBAN AREAS NOTED FOR CRIME, ARE ABANDONED AND NEGLECTED FOR A SHORT TIME, THEN YES, THEY DO QUICKLY BECOME-- IDENTIFIED FOR SCRAP AND OTHER THINGS LIKE THAT. SO I KNOW HE'S PRESSING THE LEGISLATURE FOR SOME MONEY TO-- WHAT'S THE WORD-- INDEMNIFY, OR NO-- REIMBURSE TAYLOR FOR SOME OF THOSE COSTS. >> WE SHOULD SUPPORT THAT PROBABLY, RIGHT? I MEAN, THAT'S ONE OF THE COSTS OF THIS DISSOLUTION STUFF THAT THEY DID. >> I'M NOT PREPARED TO MAKE A RECOMMENDATION, BUT I THINK IT IS AN ISSUE THAT'S WORTH ATTENTION. THE OTHER TIDBIT IS SOMEWHAT RELATED. THE PRESIDENT OF THE WAYNE COUNTY COMMUNITY COLLEGE, WHOSE NAME ESCAPES ME. [ INDISTINCT CHATTER ] >> PARDON ME? >> IS IT CURTIS? >> NO, HE'S THE PRESIDENT OF THE TAYLOR CAMPUS. YEAH, BUT AS I SAY, BUT HE POINTED OUT TO ME THAT MANY OF THESE SCHOOL BUILDINGS HAVE BEEN COMMUNITY CENTERS IN TIMES OF EMERGENCY AND FOR FALLOUT, FOR GATHERING PLACES. AND SO WHEN A SCHOOL DISTRICT IS DISSOLVED, OR A BUILDING IS CLOSED, THEN A COMMUNITY MAY BECOME VULNERABLE. AND THAT THIS IS A COMMUNITY NEED THAT MAY FALL THROUGH THE CRACKS. I DON'T THINK IT'S THE SPECIFIC RESPONSIBILITY OF THE SCHOOL DISTRICT, BUT IT IS ANOTHER ISSUE THAT MAYBE WE SHOULD HAVE ON THE HORIZON, AS WE CONSIDER THE EFFECTS OF COMBINING SCHOOL DISTRICTS OR RESIZING FOR SMALLER POPULATION AND THINGS LIKE THAT. >> GOOD POINT. THANK YOU. OKAY. SO WE'RE GOOD. AND IT'S DECEMBER-- >> ONE MORE LAST POINT. I'M IN POSSESSION OF A VERY INTERESTING ASSESSMENT TOOL THAT I'M GOING TO FORWARD TO ALL OF YOU. IT'S FROM SHARON WISE AND IT STARTS OF WITH GIRAFFES, AND I FLUNKED IT, SO. >> ALL RIGHT. [ LAUGHTER ] AND THE NEXT ONE IS DECEMBER 17th, I THINK? >> YOU SHOULDN'T HAVE STUCK YOUR NECK OUT. [ LAUGHTER ] >> I KNOW. I GOT TO THE ELEPHANT PART AND THEN I GAVE UP. [ LAUGHTER ] concluding remarks dissertation proposal example State University of New York at Purchase.

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