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Order dissertation help uk review for money write for me capstone medical spa wasilla ak malifaux mcmourning battle report 40k >> GOOD MORNING, THE TIME IS NOW 9:30 AM AND A QUORUM OF THE BOARD IS PRESENT. STATE BOARD OF EDUCATION MEETING OF MARCH 14th, 2017, IS CALLED TO ORDER. THE FIRST ITEM IS APPROVAL OF AGENDA IN ORDER OF PRIORITY. IS THERE A MOTION? >> SO MOVED. >> SUPPORT. >> IT'S BEEN MOVED AND SUPPORTED. ANY DISCUSSION? SEEING NONE, ALL OF THOSE IN FAVOR SAY AYE. >> AYE. >> OPPOSED, NAY? MOTION CARRIES. FYI, THERE ARE INFORMATION FOLDER ITEMS IN FRONT OF YOU. ONE IS INFORMATION ON NOMINATIONS TO THE SPECIAL EDUCATION ADVISORY COMMITTEE, AND TWO, NASA STEM CHALLENGE SHOWCASE INVITATION. NO ACTION IS REQUIRED ON EITHER OF THOSE ITEMS, BUT YOU DO HAVE THEM IN FRONT OF YOU. INTRODUCTION OF THE STATE BOARD OF EDUCATION MEMBERS AND GUESTS. AT THIS TIME, MARILYN, WILL YOU INTRODUCE MEMBERS OF THE STATE BOARD OF EDUCATION, PLEASE. >> SURE. I'LL START ON MY LEFT, AND YOU HAVE JUST BEEN LISTENING TO THE STATE SUPERINTENDENT WHO IS ALSO CHAIRMAN OF THE BOARD. HIS NAME IS BRIAN WHISTON. AND ONE OF THE CO-PRESIDENTS OF THE BOARD IS RICHARD ZEILE. HE IS FROM DEARBORN. THE OTHER CO-PRESIDENT IS FROM ROCHESTER HILLS. HER NAME IS CASANDRA ULBRICH. MICHELLE FECTEAU IS THE BOARD'S SECRETARY. SHE IS ON HER WAY FROM DETROIT. NIKKI SNYDER, FROM PINCKNEY, IS A BOARD MEMBER. TRACY HORODYSKI IS FROM KENOWA HILLS. SHE IS THIS YEAR'S TEACHER OF THE YEAR AND SHE HAS A SEAT AT THE BOARD TABLE. ACROSS THE TABLE IS TYLER SAWHER, HE IS FROM THE GOVERNOR'S OFFICE. EILEEN WEISER WILL BE SEATED NEXT TO HIM. SHE IS ON HER WAY. SHE'S A BOARD MEMBER FROM ANN ARBOR. LUPE RAMOS-MONTIGNY, BOARD MEMBER FROM GRAND RAPIDS. PAMELA PUGH IS ON HER WAY. SHE IS THE NASBE DELEGATE, WHICH IS THE BOARD'S-- >> NIKKI'S THE NASBE DELEGATE. >> OH, I'M SORRY. >> THAT'S OKAY. >> I ALWAYS DO THAT. [ LAUGHTER ] >> PAM IS ON HER WAY. PAMELA PUGH, SHE IS FROM SAGINAW. AND HERE IS EILEEN WEISER. >> YAY. >> THERE'S SOME TRAFFIC JAMS IN THE AREA. >> ACTUALLY, WE GOT OUR POWER BACK LAST NIGHT JUST AFTER I WENT TO BED, SO OUR ALARM CLOCKS WERE UNUSUAL. >> WE'RE GLAD YOU ARE HERE, EILEEN. >> THANK YOU. I'M GLAD I AM, TOO. >> TOM McMILLIN, HE'S THE BOARD'S TREASURER. HE IS FROM ROCHESTER HILLS. I'M MARILYN SCHNEIDER, I'M THE STATE BOARD EXECUTIVE. >> NOW, WE'LL INTRODUCE THE NEWEST MEMBER OF THE MICHIGAN DEPARTMENT OF EDUCATION. I WANT TO WELCOME SHEILA ALLES TO HER FIRST MEETING AS CHIEF DEPUTY SUPERINTENDENT. WELCOME. >> THANK YOU. >> GLAD YOU ARE HERE. THANK YOU. AND NOW, WE HAVE SOME INTRODUCTIONS OF SOME NEW EMPLOYEES. AND KYLE, I THINK YOU ARE GOING TO DO THEM ALL. >> ALL RIGHT. >> SUSAN BROMAN IS STUCK IN DETROIT TRYING TO GET BACK FROM BOSTON. SO WE HAVE TWO NEW EMPLOYEES AT THE OFFICE OF GREAT START. LINDSAY [ INDISTINCT ], CAN YOU PLEASE STAND AND JUST TELL A LITTLE ABOUT YOUR WORK IN THE DEPARTMENT? >> I'M IN THE OFFICE OF SPECIAL EDUCATION AND PROGRAMS IN ACCOUNTABILITY TO INVESTIGATE STATE COMPLAINT. I SPENT SEVEN YEARS [ INDISTINCT ]. >> CHRISTINE [ INDISTINCT ]. DID I PRONOUNCE IT RIGHT? >> [ INDISTINCT ] >> I WORK IN THE OFFICE OF GREAT START, AS HE SAID. I AM THE GRANT CONTRACT MANAGER FOR THE RACE TO THE TOP, AND I WILL ALSO BE ASSISTING WITH THE CHILD CARE AND DEVELOPMENT FUND. PRIOR TO COMING TO THIS DEPARTMENT, I HAVE 20 YEARS OF BANKING EXPERIENCE, MOST RECENTLY AS AN INTERNAL AUDITOR. AND I HAVE ALSO BEEN AN INVESTIGATOR AND A BANK EXAMINER FOR THE FEDERAL GOVERNMENT. AND I'VE ALSO WORKED AS AN INVESTIGATOR WITH THE FORMER DEPARTMENT OF COMMUNITY HEALTH. THANK YOU. >> AND IN MY DIVISION, WE HAVE LINDA ISAACSON WITH THE LIBRARY OF MICHIGAN. >> YUP, LINDA ISAACSON FROM THE LIBRARY OF MICHIGAN. I AM A FINANCIAL ANALYST, AND I BASICALLY HELP THE LIBRARY WITH THEIR FINANCIAL SPENDINGS AND ANY BILLS. PRIOR TO COMING TO EDUCATION, I'VE SPENT TEN YEARS WORKING FOR THE DEPARTMENT OF TREASURY. >> ANGELA BOWEN WITH THE OFFICE OF SCHOOL SUPPORT SERVICES. >> GOOD MORNING. I AM A SECRETARY WITH THE SCHOOL NUTRITION FOR YOUTH HEALTH. PRIOR TO THIS, I WORKED FOR A CHARTER SCHOOL MANAGEMENT COMPANY FOR JUST SHY OF TEN YEARS DOING COMPLIANCE AND PROJECT MANAGEMENT. >> AND FINALLY, KYLE KIRKBY WITH THE OFFICE OF SCHOOL SUPPORT SERVICES AS WELL. >> HELLO, MY NAME IS KYLE KIRKBY. I WORKED IN THE COORDINATED SCHOOL HEALTH AND SAFETY PROGRAM AND I PROVIDE SUPPORT SERVICES FOR SCHOOL NUTRITION AND HIV EDUCATION. PRIOR TO COMING TO THE STATE OF MICHIGAN I HAVE A DEEP HISTORY IN THE NON-PROFIT WORLD, INCLUDING WORKING AT THE GREATER LANSING FOOD BANK. >> ALL RIGHT, DID I MISS ANY NEW EMPLOYEES IN THE ROOM, OR DID WE GET THEM ALL? ALL RIGHT, LET'S WELCOME THE NEW EMPLOYEES. [ APPLAUSE ] NOW, WE'LL ASK AUDIENCE MEMBERS TO INTRODUCE THEMSELVES. AND WE'LL START HERE-- MARTY? >> I'M, MARTY ACKLEY. I'M THE DIRECTOR IN THE OFFICE OF PUBLIC AND GOVERNMENTAL AFFAIRS HERE AT THE DEPARTMENT OF EDUCATION. >> GO AHEAD, WENDY. >> I'M WENDY ZDEB, EXECUTIVE DIRECTOR OF THE MICHIGAN ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS. >> I'M CHELSEY MARTINEZ WITH THE SECONDARY SCHOOL PRINCIPALS. >> LINDA FORWARD WITH THE DEPARTMENT OF EDUCATION. >> DAVE KAY WITH THE TRIG GRANT AND MAISA. >> PAUL SALAH, WAYNE RESA. >> TERANCE LUNGER WITH CALHOUN INTERMEDIATE SCHOOL DISTRICT. >> JUDY PRITCHETT, MACOMB ISD. >> [ INDISTINCT ] FOR WAYNE STATE. >> [ INDISTINCT ], WAYNE STATE. >> [ INDISTINCT ] WITH WAYNE STATE. >> ANN-MARIE MAPES, MDE. >> LISA WAGNER, MDE. >> ALI WITH WAYNE STATE. >> OSAMA WITH WAYNE STATE. >> GWEN HAPER, [ INDISTINCT ]. >> SUMMER FRANCK WITH TRIG AND THE MAISA. >> [ INDISTINCT ]. >> TOM KNIGHT, MDE. >> BACK IN THE CORNER. >> [ INDISTINCT ], PERFORMANCE ED. >> AND IF WE COULD COME UP HERE. >> [ INDISTINCT ]. >> BRIAN McVICAR WITH MLIVE.COM. >> FRAN LOOSE, FACILITATOR FOR THE MICHIGAN SPECIAL ADVISORY COMMITTEE. >> PAUL RICE, NWEA. >> STEVE BEST WITH MDE. >> KYLE GUERRANT, MICHIGAN DEPARTMENT OF EDUCATION. >> AND SHEILA ALLES, MDE. >> ALL RIGHT, WELCOME, EVERYBODY, TO TODAY'S MEETING. IF YOU PLAN TO OFFER PUBLIC COMMENT, PLEASE COMPLETE A FORM AND GET IT TO MARILYN HERE. FORMS ARE AVAILABLE ON THE TABLE JUST OUTSIDE OF THE BOARD ROOM, AND THEY MUST BE SUBMITTED PRIOR TO THE BEGINNING OF THE PORTION OF THE MEETING DEVOTED TO PUBLIC COMMENT. PUBLIC COMMENT WILL BEGIN IMMEDIATELY FOLLOWING THE LUNCH BREAK, TENTATIVELY SCHEDULED FOR ABOUT 1:15 TODAY. PLEASE BE HERE AT THAT TIME TO MAKE SURE YOU HAVE THE OPPORTUNITY TO COMMENT. NEXT, WE GO TO THE COMMITTEE OF THE WHOLE DISCUSSION ITEMS. NEXT ITEM ON THE COMMITTEE OF THE WHOLE AGENDA IS PRESENTATION ON STATE EDUCATION TECHNOLOGY PLAN. THIS IS THE 2017 REVISION OF THE STATE OF MICHIGAN TECH PLAN MICHIGAN ROAD MAP, WHICH WAS LAST REVISED IN 2010. THE PROPOSED REVISIONS ALIGNS WITH THE STATE'S EDUCATION TECHNOLOGY PLAN GOALS AND STRATEGIES WITHIN THE TOP 10 IN 10 AND THE NATIONAL EDUCATION TECHNOLOGY PLAN FUTURE READY. THIS SETS FORTH A CLEAR VISION FOR TRANSFORMING EDUCATION THROUGH TECHNOLOGY AND SUPPORTS. THE TOP 10 IN FOCUSED AREAS OF LEARNER CENTERED SUPPORTS, EFFECTIVE EDUCATION WORKFORCE, STRATEGIC PARTNERSHIP, AND SYSTEMATIC INFRASTRUCTURE. PRESENTERS ARE LINDA FORWARD, DIRECTOR OF EDUCATION IMPROVEMENT AND INNOVATION; MICHELLE RIBANT, DIRECTOR OF 21st CENTURY LEARNING; ANN-MARIE MAPES, TECHNOLOGY PLANNING COORDINATOR AND COMMUNICATIONS CONSULTANT. LINDA, PLEASE? >> THANK YOU. GOOD MORNING. WE'RE DELIGHTED TO BRING YOU THIS TECHNOLOGY PLAN. ONE OF THE THINGS THAT I THINK IS IMPORTANT ABOUT IT IS THE ENTHUSIASM WE FOUND ACROSS THE STATE IN PUTTING SOMETHING LIKE THIS TOGETHER WHEN IT IS NO LONGER A REQUIREMENT. USUALLY WHEN IT IS NO LONGER A REQUIREMENT THE JOY IS, "OKAY, SOMETHING WE DON'T "HAVE TO DO." WE'VE HAD GREAT HELP FROM PARTNERSHIPS AROUND THE STATE IN PUTTING THIS PLAN TOGETHER AND HAVE SOME SUPPORT THAT YOU'LL BE SEEING ABOUT LATER. I WOULD LIKE TO DRAW YOUR ATTENTION FIRST TO THE QUOTE THAT COMES OUT OF THE TOP 10 IN 10, GOALS AND STRATEGIES THAT "NO MATTER WHERE STUDENTS LIVE, "THEY SHOULD HAVE ACCESS "TO THE SAME HIGH QUALITY "EDUCATIONAL OPPORTUNITIES "AS ANY OTHER STUDENT "IN THE STATE, AND LIKEWISE, "TEACHERS ACROSS THE STATE "SHOULD HAVE EQUITABLE "OPPORTUNITIES TO LEARN "AND EXCEL IN THEIR PROFESSION "NO MATTER WHERE THEY LIVE "AND TEACH." THESE ARE KEY CONCEPTS THAT WE HAVE TO ADDRESS, AND ONE OF THE MECHANISMS TO DO THIS IS THROUGH THE TECHNOLOGY. TECHNOLOGY IS ONE OF THE STEPS WE'RE TAKING IN EDUCATION NOW AND MOVING FORWARD WITH, AND THIS PIECE BECOMES VERY IMPORTANT. ONE OF MY MENTAL MODELS THAT I HAVE AS A GROUP OF STUDENTS UP IN THE NORTHERN PART OF OUR STATE WHERE THEY DO NOT HAVE ACCESS TO TECHNOLOGY AT HOME, AND THEY HAVE HOMEWORK TO DO, THEY DO HAVE ELECTRONIC DEVICES. AND THEY ARE SITTING UNDERNEATH THE STATE POLICE POLE WHERE THERE IS A CONNECTION, AND IT'S SNOWING, AND THEY ARE IN THE CAR, AND THEY ARE GETTING THEIR HOMEWORK DONE. AND SO, THIS HAS TO BE A PARTNERSHIP WITH EDUCATION, WITH-- ALSO WITH BUSINESS, BECAUSE WE NEED TO GET THOSE LINES RUN, SO THAT THE CHILDREN CAN STAY HOME TO DO THEIR HOMEWORK. BUT THE FACT THAT WE CAN PROVIDE THIS KIND OF STRUCTURE FOR STUDENTS ACROSS THE STATE AND FOR TEACHERS IS IMPORTANT. THIS IS A PLAN TO HELP US GET TOWARD THAT, AND I HOPE THAT YOU WILL SEE, FIRST OF ALL THROUGH THIS VIDEO THAT WE'RE GOING TO SHARE WITH YOU, SOME OF WHAT WE SEEK THAT COULD HAPPEN IN EDUCATION ACROSS THIS STATE. AND I HAVE TO APOLOGIZE, THE SPEAKERS ARE-- IN OUR SYSTEM IN THIS ROOM ARE NOT WORKING WELL. WE HAVE PUT IN SOME OTHER SPEAKERS AND WE'RE GOING TO HOPE THAT THROUGH MICROPHONES WE CAN GET ENOUGH VOLUME ON IT. >> IT COMES DOWN TO THE IDEA THAT IT'S NOT JUST ABOUT WHAT THE TEACHER DOES IN THE CLASSROOM. I WANT THE TEACHER THAT CAN SUPPORT STUDENTS IN ASPIRING TO DO THROUGH THE CLASSROOM. HOW DO WE GIVE THEM WHAT THEY NEED, STEP OUT OF THEIR WAY AND LET THEM DO THE BRILLIANT WORK THAT WE KNOW EXISTS IN THEIR BRAIN? >> PERSONALLY, LEARNING TO ME MEANS THAT EVERY SINGLE STUDENT HAS A PATHWAY THAT MAKES SENSE TO THEM, THAT'S CONNECTED TO THEIR LONG TERM GOALS AND ASPIRATIONS. >> I GUESS YOU'RE NOT RUNNING ON A TRACK ANYMORE, YOU ARE MORE RUNNING ON A FIELD, AND YOU CHOOSE WHICH DIRECTION YOU RUN TO. >> LET'S MEET THEM WHERE THEY'RE AT, AND BRINGING THE TEACHER'S ROLE AS ALL ABOUT FACILITATING AN EXPERIENCE FOR EACH OF THOSE KIDS CAN MAKE SOME MEANINGFUL PROGRESS. >> THEY ARE MORE CENTER STAGE. THEY ARE NOT STUDENTS WHO ARE SITTING AT THEIR DESK WAITING TO HAVE AN EDUCATION DELIVERED TO THEM. THEY ARE DOING GROUP WORK, THEY'RE DOING HANDS-ON PROJECTS. >> LAST YEAR IN MATH WE HAD A PROJECT CALLED EVENT PLANNING. I NEVER KNEW MATH COULD BE SO FUN. AND THE OTHER DAY SOMEONE ACTUALLY ASKED ME IF THEY WOULD HELP ME PLAN A SURPRISE PARTY FOR THEIR DAD. AND I WAS LIKE, "I KNOW EXACTLY HOW TO DO THAT." BECAUSE I KNEW HOW TO CREATE A SPREADSHEET, AND PUT IN EVERYTHING THAT WE NEEDED TO BUY, AND OUR BUDGETS, AND ALL OF THAT KIND OF STUFF. >> WE DO A LOT OF GROUP WORK ON OUR PROJECTS, AND ESPECIALLY BECAUSE WE HELP OUR PEERS OUT. >> AND THIS WAS A REALLY PLEASANT SURPRISE IS HOW GOOD THE STUDENTS HAVE GOTTEN AS COLLABORATING WITH EACH OTHER AND SUPPORTING EACH OTHER. >> I THINK THAT THE THING THAT SURPRISES MOST PEOPLE IS ABOUT HOW THE TEACHERS AREN'T ALWAYS IN FRONT TEACHING YOU STUFF. YOU ARE TEACHING YOURSELF. >> YOU CAN KIND OF WORK AT YOUR OWN PACE, BECAUSE AT MY OLD ELEMENTARY SCHOOL THERE WAS-- WE COULDN'T GO AHEAD, EVEN THOUGH I WANTED TO GO AHEAD SO MUCH. >> I HAVE LEARNED THAT I'M SMARTER THAN I THINK I AM. I'M MORE RESPONSIBLE THAN I THINK I AM. I CAN STAY FOCUSED EASIER. >> INSTEAD OF SAYING, "THIS IS THE CURRICULUM "THAT YOU SHOULD LEARN," IT WAS, "OKAY, LET ME "GET TO KNOW A LITTLE BIT MORE "ABOUT WHO YOU ARE, "WHAT YOU LIKE, WHAT YOU WANT, "AND THEN LET ME FIGURE OUT "HOW THIS CURRICULUM "CAN WORK FOR YOU." >> IT IS JUST A VERY HUMAN DESIRE IS TO BE KNOWN, AND TO BE SEEN, AND TO BE ACCEPTED FOR WHO WE ARE, AND THAT IS REALLY AT THE HEART OF A FIRST LINE LEARNING COMMUNITY. >> THAT IS THE MOST IMPORTANT ROLE OF ADULTS, I BELIEVE, IN ANY SCHOOL, BUT WE HAVE THE STRUCTURES HERE IN THIS MODEL TO BE ABLE TO LET TEACHERS ACTUALLY DO THAT. >> EVEN THOUGH THEY ARE KIND OF OWNING THE PROCESS, YOU ARE STILL OWNING THE SPACE AND THE ENVIRONMENT. YOU'RE STILL SUPPORTING KIDS AND HELPING KIDS. SO IN SOME WAYS MY JOB IS VERY DIFFERENT THAN BEFORE, AND IN SOME WAYS IT'S EXACTLY THE SAME AS IT'S ALWAYS BEEN. >> PERSONALLY, I'M DOING MUCH DEEPER AND BETTER TEACHING. IT'S MUCH MORE PURPOSEFUL TEACHING, MUCH MORE FOCUSED TEACHING AND MUCH MORE DIFFERENTIATED TEACHING. >> MY JOB AS A TEACHER IS TO HELP STUDENTS FIND THEIR VOICE AND THEN LEARN HOW TO USE IT. SO I WANT THEM TO HAVE THE HABITS THAT ARE GOING TO FACILITATE THAT HAPPENING, LIKE GRIT AND PERSEVERANCE, AND KNOWING WHAT TO DO IF PEOPLE TELL YOU NO. >> AND WHEN WE THINK ABOUT PERSONALIZED LEARNING, IT'S NOT THE COMPUTER, IT'S NOT THE PLP TOOL THAT WE HAVE, ALTHOUGH THOSE ARE GREAT TOOLS. WHAT IT IS, IS THE WILLINGNESS TO SAY, "I DON'T KNOW "EVERYTHING YOU NEED, JOHN, "BUT I CAN ASK THE QUESTION "TO FIND OUT." >> PUSHING MYSELF, THAT'S WHAT I THINK I'M GOING TO TAKE AWAY, BECAUSE I THINK COLLEGE IS GOING TO BE REAL TOUGH, BUT THIS SCHOOL IS TEACHING ME HOW TO PUSH MYSELF TO THE LIMIT, TO THE MAX. >> NOT ALL SQUARE ROOTS ARE GOING TO BE RATIONAL. >> IT FEELS REALLY GOOD BECAUSE I LEARNED ALL OF THAT, AND I HAD A LOT OF PATIENCE WITH MYSELF, [ INDISTINCT ] AND I'M SO PROUD OF MYSELF. >> ACTUALLY, TO BE HONEST, BEFORE I CAME HERE, I DID NOT THINK I WAS REALLY GOING TO GO TO COLLEGE. I WOULD JUST GO TO HIGH SCHOOL AND GET A JOB. >> COMING HERE KIND OF SHOWED ME THAT YOU ARE SOMETHING, THAT YOU CAN BE WHATEVER YOU WANT TO BE, AND NOBODY CAN REALLY TELL YOU YOU CAN'T. AND IT'S JUST ALL UP TO YOU. >> NO MATTER WHERE YOU START, YOU CAN ALWAYS BECOME GREAT. >> I CAN DO ANYTHING I PUT MY MIND TO. NOTHING IS IMPOSSIBLE. THAT IF I JUST WORK AND STUDY HARD, THEN I CAN GET TO WHERE I WANT TO GO. >> THAT VIGNETTE IS ONE OF A SYSTEM THAT IS BEING PUT TOGETHER ACROSS THE COUNTRY. YOU SEE DIFFERENT PEOPLE DOING DIFFERENT THINGS. THE NICE THING IS HERE IN MICHIGAN WE HAVE SEVERAL SCHOOL DISTRICTS THAT ARE ALREADY WORKING TOWARDS PERSONALIZED LEARNING, AND TECHNOLOGY IS A PIECE OF THAT. THE COMPETENCY-BASED MODELS-- THE PERSONALIZED-BASED MODELS, WE NEED TECHNOLOGY IN ORDER TO ACHIEVE THAT GOAL AND HAVE WHAT IS HAPPENING THERE HAPPEN ACROSS THE DISTRICT AND ACROSS THE STATE. SO THIS PLAN HAS BEEN DEVELOPED COLLABORATIVELY. AND MICHELLE AND ANN-MARIE ARE GOING TO SHARE WITH YOU WHAT THEY HAVE DONE, WHO THEY'VE WORKED WITH, AND WHAT'S INSIDE THE PLAN. >> SO THIS HAS REALLY BEEN AN 18-MONTH PROCESS ALMOST TO BRING TOGETHER SOME OF THE GROUPS THAT YOU SEE ON THE SCREEN THERE. WE HAVE TEACHERS, WE HAVE ADMINISTRATORS INVOLVED IN OUR VERY LARGE PANEL. AND WE'VE SPLIT UP AND WORKED ON THE INDIVIDUAL GOALS THAT WE'LL GO THROUGH IN A SECOND. BUT, THIS IS REALLY-- AS LINDA MENTIONED, BECAUSE THE TECH PLAN IS NO LONGER REQUIRED, WE WERE REALLY PLEASED TO SEE THE ENTHUSIASM FOR THE GROUP STAYING ON BOARD-- SOME OF THEM HAD BEEN INVOLVED IN PRIOR MICHIGAN PLANS-- AND THEN REALLY LOOKING TO THE FUTURE TO ESTABLISH THIS FOUR-YEAR PLAN AND GET US ON THE RIGHT PATHWAY. WE HAVE COMMITTED TO MEETING THROUGHOUT THESE FOUR YEARS TO UPDATE THE PLAN. PART OF THE PROBLEM WITH TECHNOLOGY IS IT CHANGES SO QUICKLY, THIS REALLY IS VERY MUCH-- I KNOW WE ALWAYS SAY IT-- BUT A LIVING PLAN THAT WILL COME BACK TOGETHER, AND MODIFY, AND CELEBRATE THE SUCCESSES WE HAVE MADE AGAINST THE GOALS AND THEN CONTINUE. WE HAVE MADE A REALLY CONSCIOUS EFFORT TO ALIGN OUR WORK WITH THE TOP 10 IN 10. BECAUSE IT WAS HAPPENING PARALLEL TO THE CREATION OF THE TOP 10 IN 10 STRATEGIES, AND GOALS, AND ACTIVITIES. THIS REALLY WAS A NICE COMPLIMENT, AND WE WANTED TO MAKE SURE THAT THE STATE TECHNOLOGY PLAN, THE ROAD MAP WAS ALIGNED CLOSELY TO ALL OF THE GOALS IN THE TOP 10 IN 10. AND THIS IS JUST A LITTLE DIAGRAM OF HOW THAT IS ALIGNED. VERY SPECIFICALLY, WE'RE GOING TO GO THROUGH SOME OF THE ALIGNMENTS. AND FOR THOSE OF YOU THAT ARE-- ALL OF YOU KNOW THE TOP 10 IN 10 PLAN, AT THE LEARNER CENTERED SUPPORTS LEVEL, THAT'S WHERE A LOT OF THE PLAN LIES. SO THE LEARNER DRIVEN, PERSONALIZED, DEEP AND APPLIED, COMPETENCY-BASED, AND TECHNOLOGY ENABLED, EQUITY-- THESE ARE THE THINGS THAT THREAD THROUGHOUT OUR PLAN, AND THEY ARE APPARENT IN ALL OF THE GOALS, BUT THEY ARE MOST APPARENT AT THE TEACHING AND LEARNING LEVELS. SO STARTING WITH OUR FIRST GOAL, LEARNING, YOU CAN SEE WHAT THAT IS ABOUT. BUT IT REALLY IS ALIGNED TO THE TOP 10 IN 10 AND SPECIFICALLY THOSE LEARNER CENTERED. BUT AS YOU CAN SEE FROM THIS, THE-- THERE'S A BIG ATTENTION TO FORMAL AND INFORMAL LEARNING PLACES, AND THEN ALSO THE CREATION OF GLOBAL CITIZENS. IT VERY MUCH ALIGNS TO OUR CAREER AND COLLEGE READINESS GOALS OF ABILITY TO USE TECHNOLOGY, TO PROBLEM SOLVE, AND TO COMMUNICATE WELL. THOSE ARE THE THREE THAT IT REALLY ULTIMATELY SUPPORTS MORE THAN ALMOST ANY OTHER. SO IF WE LOOK AT SOME OF THE SPECIFIC STRATEGIES, I'M GOING TO TURN IT OVER TO ANN-MARIE. >> SO THESE ARE ALL SKILLS THAT STUDENTS NEED TO BE SUCCESSFUL IN A 21st CENTURY WORKFORCE. AND AS MICHELLE MENTIONED, THAT AFTER SCHOOL TIME, HOW DO WE ACKNOWLEDGE STUDENTS FOR THAT EFFORT THERE? FOR EXAMPLE, WITH THE BADGING, THAT FIRST ROBOTICS HAS BEGUN, REALLY ALLOWING STUDENTS TO HAVE THAT ACKNOWLEDGMENT FOR THOSE COMPETENCIES THAT THEY'VE GAINED THROUGH THAT WORK. WE NOW HAVE OVER 600,000 DEVICES IN SCHOOLS BECAUSE OF THE TECHNOLOGY READINESS INFRASTRUCTURE GRANT AND DEVICE PURCHASING THERE. SO MOVING BEYOND TEST READY, WHAT CAN STUDENTS NOW DO WITH THESE DEVICES? WE REALLY WANT TO MAKE SURE THAT IT IS ABOUT THE LEARNING, NOT JUST THE TECHNOLOGY. BUT WE KNOW THAT 8 IN 10 STUDENTS SAY THAT TECHNOLOGY WOULD REALLY MAKE A DIFFERENCE IN LEARNING. >> AT THE TEACHER LEVEL, YOU CAN SEE OUR GOAL, AS IT IS OUTLINED ON THE SCREEN, BUT THIS IS REALLY-- AGAIN, BACK TO THE TOP 10 IN 10, AN AREA THAT REINFORCES THAT EFFECTIVE EDUCATION WORKFORCE AND ENHANCES LEARNER CENTERED SUPPORT. TEACHERS ARE SO MUCH THE KEY TO LEADING THIS TRANSFORMATION. AND AS YOU SAW IN THE VIDEO, THAT MAKING TECHNOLOGY KIND OF UBIQUITOUSLY AVAILABLE, BUT THEN REALLY MOVING OUT OF THE WAY AND LET STUDENTS START-- BEGIN TO TRULY DIRECT THEIR OWN LEARNING, BASED ON SOME OF THEIR INTERESTS AND FUTURE ASPIRATIONS. SO INVESTING IN PROFESSIONAL LEARNING FOR TEACHERS IN SUPPORT OF THE STRATEGIES THAT ARE OUTLINED HERE IS REALLY KEY TO THE SUCCESS OF THE PLAN. >> SO IT'S REALLY ABOUT PERSONALIZED LEARNING FOR EDUCATORS AS WELL, BECAUSE WE KNOW THAT ONE SIZE DOES NOT FIT ALL. AND WHERE I AM IN MY PROGRESS AND IN MY UNDERSTANDING OF TECHNOLOGY IN THE CLASSROOM MIGHT BE COMPLETELY DIFFERENT THAN SOMEBODY ELSE. SO WE REALLY WANT TO ALLOW THOSE PATHWAYS FOR TEACHERS AS WELL. AND WE WANT THE PROFESSIONAL LEARNING TO BE MEANINGFUL AND THEN LEAD TO INSTRUCTIONAL IMPROVEMENT. AND SO, WE KNOW THAT TEACHERS NEED TO KNOW HOW TO USE TECHNOLOGY TOOLS, AND AGAIN, USE DATA AS WELL TO INFORM AND ADJUST INSTRUCTION. THROUGH A TEACHER SURVEY CONDUCTED IN THE SPRING OF 2016, WE FOUND THAT MORE THAN ANY OTHER PROFESSIONAL LEARNING TOPIC, TEACHERS WANTED PROFESSIONAL DEVELOPMENT REGARDING TECHNOLOGY AND USING TECHNOLOGY IN THE CLASSROOM. >> OUR THIRD GOAL IS AROUND ASSESSMENT, AND THIS IS REALLY ABOUT LEVERAGING TECHNOLOGY TO MAKE A SEAMLESS BALANCED ASSESSMENT SYSTEM POSSIBLE. IT SUPPORTS WITHIN THE TOP 10 IN 10, OUR LEARNER CENTERED SUPPORTS, OF COURSE, BUT IT'S ALSO KEY TO SYSTEMIC INFRASTRUCTURE THAT IS BEING CREATED IN MICHIGAN. AS YOU KNOW, MICHIGAN HAS BEEN VERY SUCCESSFUL IN OUR MIGRATION TO ONLINE ASSESSMENTS. WHEN YOU COMPARE THAT TO OTHER STATES IT HAS BEEN REALLY QUITE REMARKABLE, AND THIS YEAR WE'LL BE ABOVE 95% OF SCHOOLS TESTING ONLINE. AND THAT IS JUST IN THE PAST THREE YEARS. SO IT HAS BEEN A REALLY DRAMATIC IMPROVEMENT IN THAT ABILITY TO SEAMLESSLY CONDUCT ASSESSMENTS. THAT'S AT THE SUMMATIVE LEVEL. BUT IN THE CLASSROOM, AT THE FORMATIVE AND INTERIM LEVEL, THERE IS A LOT OF ACTIVITY. NOW, AS ANN-MARIE MENTIONED, WITH ALL OF THE DEVICES THAT ARE AVAILABLE, WE HAVE REALLY MADE IT POSSIBLE TO DO TECHNOLOGY SUPPORTED BALANCED ASSESSMENT SYSTEMS IN ALMOST EVERY SCHOOL IN MICHIGAN. >> SO AS WE GO THROUGH ALL THESE STRATEGIES, THEY HAVE ACTIVITIES BELOW THEM, BUT THAT'S REALLY WHERE WE GET INTO THE WORK. AND SO, FOR ASSESSMENTS, WE'RE REALLY LOOKING AT BUILDING AND UNDERSTANDING OF ASSESSMENTS AND DATA. AND THEN, ALSO YOU'LL SEE HERE, DEVELOPING A SYSTEM WHEREIN TEACHERS CAN CREATE, AND REVISE, AND REMIX THEIR OWN ASSESSMENTS, AND HELPING TEACHERS TO UNDERSTAND HOW TO CREATE THOSE ASSESSMENTS AND THEN USE THEM IN SUPPORT OF PERSONALIZED LEARNING. AND THEN IT ALSO GOES BACK TO TEACHING AS WELL, HELPING AND EMPOWERING EDUCATORS TO CREATE CONTENT FOR INSTRUCTION. >> OUR FOURTH GOAL IS AROUND LEADERSHIP. YOU CAN SEE THE HIGHLIGHTED WORDS-- TRANSFORMATIONAL AND EQUITABLE-- THERE. THIS IS REALLY ABOUT SETTING THE VISION FOR EVERY SCHOOL IN MICHIGAN AND HOW TECHNOLOGY CAN SUPPORT ALL EFFORTS. SO IT'S REALLY MODELING GOOD BEHAVIOR BY USING TECHNOLOGY AT THE LEADERSHIP LEVEL, BUT THEN ALSO GIVING TEACHERS THE EMPOWERMENT AND STUDENTS THE EMPOWERMENT TO USE TECHNOLOGY FOR THEIR OWN TEACHING AND LEARNING. >> SO WE KNOW THAT WE NEED LEADERS TO MODEL TECHNOLOGY, BUT WE ALSO NEED PROFESSIONAL LEARNING OPPORTUNITIES FOR THEM AS WELL SO THAT THEY UNDERSTAND THE NEED FOR TECHNOLOGY IN THE CLASSROOM IN THAT UNDERSTANDING. WE WANT LEADERS TO ALSO SUPPORT THAT DATA-DRIVEN CULTURE, AND ALIGN THE VISION FOR TECHNOLOGY ACROSS THE DISTRICT WITH SCHOOL AND DISTRICT IMPROVEMENT PLANS, AS WELL AS ANY OTHER WORK THAT IS BEING DONE WITHIN THE DISTRICT, SO THAT TECHNOLOGY IS NOT DRIVING IT. IT'S INSTRUCTION AND LEARNING THAT IS REALLY DRIVING, AND THEN YOU'RE COMING BACK AND ASKING WHAT KIND OF TECHNOLOGY WOULD SUPPORT THAT. >> AND LASTLY, IS THE INFRASTRUCTURE ITSELF. IN THE PAST FOUR YEARS THROUGH THE TRIG GRANT, THERE HAS BEEN A LOT OF WORK DONE ON NETWORKS WITHIN SCHOOLS, BROADBAND ACCESS TO SCHOOLS, AND THEN THE PROVISION OF DEVICES TO STUDENTS AND TEACHERS IN MICHIGAN. AND AS ANN-MARIE MENTIONED, THAT ALMOST 600,000 DEVICES AT THE STUDENT LEVEL HAVE BEEN DISTRIBUTED THROUGHOUT THESE PAST FOUR YEARS. THERE IS A LOT OF WORK BEING DONE TO DEVELOP THE STATE EDUCATION NETWORK, AND REALLY BEEF UP OUR GENERAL ACCESS, AND THEN WE'LL GO ON TO SOME OF THE INSTRUCTIONAL-- OR THE INFRASTRUCTURE STRATEGIES TO SUPPORT THOSE EFFORTS. >> SO IT'S A REALLY ABOUT BUILDING A SEAMLESS INFRASTRUCTURE SO THAT I DON'T HAVE TO WORRY ABOUT WHETHER OR NOT I'M GOING TO BE ABLE TO TURN ON A COMPUTER AND HAVE IT WORK. IT'S PROVIDING ACCESS, ANYWHERE AND ALL OF THE TIME, SO THAT WHEN I LEAVE THE CLASSROOM AND I GO HOME AND I NEED TO DO HOMEWORK, I HAVE ACCESS AT HOME. IT'S ALSO ABOUT HAVING ROBUST BROADBAND. AS MICHELLE MENTIONED, THE STATE EDUCATION NETWORK THAT IS IN DEVELOPMENT. AND THEN, IT'S REALLY-- IT'S NOT NECESSARILY ONE TO ONE, BUT IT'S HAVING A DEVICE WHEN I NEED IT. SO WHETHER OR NOT THAT'S BRING YOUR OWN DEVICE, BYOD, OR WHETHER OR NOT IT'S HAVING A CARD ACCESSIBLE IN THE CLASSROOM, HAVING THAT DEVICE WHEREVER I NEED IT FOR LEARNING, ALSO HIGH QUALITY RESOURCES. AND SO, CREATING A SYSTEM FOR ACCESSING THOSE HIGH QUALITY RESOURCES. MICHIGAN IS NOW A GO OPEN STATE, WHICH MEANS WE MADE A COMMITMENT TO USE OPEN EDUCATIONAL RESOURCES, AND SO WORKING ON A SYSTEM FOR EDUCATORS TO ACCESS THOSE RESOURCES. AND THEN, FINALLY, DATA. JUST TO ENSURE THAT WE ARE WORKING WITH DATA, AND THAT WE ARE ON A COMMON DATA STANDARD, SOME OF THIS WORK HAS ALREADY BEGUN THROUGH THE MICHIGAN DATA HUBS, AND ENSURING SECURITY AND PRIVACY. >> SO, WHAT ARE OUR NEXT STEPS? WE'RE CONTINUING TO WORK WITH OUR STAKEHOLDER GROUPS. THEY ARE COMING TOGETHER AGAIN JUST NEXT WEEK. BUT, WHAT WE ARE REALLY PLANNING FOR THE NEXT COMPONENT WOULD BE THE IMPLEMENTATION, AND OVERALL, OUR FEEDBACK HAS BEEN VERY POSITIVE. WE KIND OF KNOW WE'RE IN A GOOD PLACE BECAUSE WE HAVE SOME THAT FEEL IT'S A LITTLE TOO INNOVATIVE, WE'RE MOVING A LITTLE TOO QUICKLY, AND OTHERS THAT THINK WE'RE NOT MOVING QUICKLY ENOUGH. SO JUDGING BY ALL OF THE STAKEHOLDER FEEDBACK WE HAVE HAD, WE THINK THAT'S A GOOD PLACE TO BE. WE NEED TO PUT THE PLAN INTO ACTION, AND WE DO NOW-- OUR ORIGINAL GROUP IS MIGRATING FROM A DEVELOPMENT TEAM INTO AN IMPLEMENTATION TEAM. WE HAVE NEW MEMBERS JOINING AND SO WE'LL BE MOVING FORWARD TO THAT. AND AS I HAD MENTIONED, WE REALLY WANT TO MAKE THIS NOT A STATIC PLAN, BUT VERY INTERACTIVE. WE ARE ESTABLISHING VIGNETTES-- THOSE EXAMPLES THAT LINDA MENTIONED-- AROUND MICHIGAN, WILL BE INTERSPERSED THROUGHOUT THE WEBSITE. AND SO WE HAVE GREAT EXAMPLES OF TECHNOLOGY USE IN THE CLASSROOM, LEADERS THAT ARE REALLY UTILIZING TECHNOLOGY TO SUPPORT TEACHING AND LEARNING, SOME OF THE ASSESSMENT EFFORTS THAT ARE GOING ON LOCALLY ARE PHENOMENAL. SO THOSE WILL BE HIGHLIGHTED THROUGHOUT THE DYNAMIC PLAN. AND ONE OF THE NEXT STEPS EARLY ON WILL BE TO REVISIT OUR MICHIGAN EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS, OUR METS STANDARDS THAT WERE CREATED IN 2009. AND AS YOU CAN IMAGINE, 2009 IS ANCIENT HISTORY IN TECHNOLOGY LINGO, SO WE NEED TO UPDATE OUR STUDENT STANDARDS, AND WE'RE LOOKING AT THE RECENTLY RELEASED ISTE STANDARDS AS A KIND OF A BASIS FOR THAT WORK. SO THAT WOULD BE ONE THING THAT WE WOULD HOPE TO MOVE FORWARD WITH IN THE NEAR FUTURE. BRIAN? >> ALL RIGHT, THANK YOU. VERY GOOD REPORT. QUESTIONS FROM THE BOARD, PLEASE? EILEEN, AND THEN CASANDRA, AND THEN DR. Z. >> SO, RECENTLY, I HAD A CHANCE WITH THE COMMISSION TO TALK WITH U.P. EDUCATORS, AND ONE OF THE THINGS THEY BROUGHT UP WAS THAT THEY HAVE KIDS WHO ARE RIDING BUSES WITH INTERNET SERVICE, WITH WI-FI HOT SPOTS FOR AN HOUR OR HOUR AND A HALF. BUT WHEN THEY GET HOME, BECAUSE CELL PHONE PROVIDERS DID NOT USE THE STATE POLICE TOWERS THAT THE KIDS ARE SITTING UNDER IN CARS TO HOOK UP CELL PHONE COVERAGE FOR THE ENTIRE U.P., THAT THEY MAY NOT HAVE ACCESS TO THE INTERNET. IF THEY ARE SMART AND THEY USE THEIR BUS TIME TO DO HOMEWORK AND NOT GAMING, THEN THEY HAVE A FIGHTING CHANCE WHEN THEY GET HOME TO GET THINGS DONE. BUT AFTER A LONG DAY, AND ACCUMULATIVE THREE HOURS OF BUS RIDING, IT MAY NOT BE WORKING THAT WAY. IS THERE ANY INITIATIVE UNDERWAY TO CONNECT WITH THE CELL PHONE PROVIDERS AND USE THE EXISTING STATE POLICE INFRASTRUCTURE? >> NOT SPECIFICALLY JUST THE STATE POLICE INFRASTRUCTURE, BUT THE ANSWER IS YES. AND THERE ARE A LOT OF TECHNOLOGIES THAT ARE NOW AVAILABLE, KAJEET WOULD BE AN EXAMPLE OF THAT. SO IT'S EITHER AN ENABLED COMPUTER THAT ALLOWS STUDENTS TO CONNECT REMOTELY AND THROUGH LIKE A CELLULAR PHONE SERVICE, OR SCHOOLS THAT ACTUALLY SUPPORT THEIR STUDENTS BY SENDING HOME VERIZON CARDS OR OTHER KINDS OF REMOTE ACCESS DEVICES. SO WE DO HAVE THAT IN PLACE, BUT IT REALLY IS A PHILOSOPHY OF THE DISTRICT WHETHER THEY WANT TO GO TO THAT LEVEL OF SERVICE PROVISION. FOR STUDENTS THAT ARE TAKING CLASSES AT HOME, THAT'S MORE TYPICAL, BUT FOR ELEMENTARY STUDENTS GOING HOME, WE SEE THAT A LITTLE BIT LESS. THERE ARE ALSO A HUGE AMOUNT OF LIBRARY AND LOCAL COMMUNITY EFFORTS TO PROVIDE A-- LIKE A FREE WI-FI ZONE AROUND THEIR COMMUNITIES. AND SO, SOME OF THE SCHOOLS-- OR STUDENTS ARE CONNECTING INTO THOSE. AND WE'RE WORKING A LOT ON THE EXPANSION OF THOSE SERVICES THROUGH PARTNERSHIPS WITH TRIG, STATE EDUCATION NETWORK, AND THE LIBRARIES OF MICHIGAN. SO THERE ARE EFFORTS UNDERWAY TO REACH THOSE REMOTE COMMUNITIES. JUST IN THE PAST FIVE YEARS OR SO, THERE HAS BEEN A COMPREHENSIVE MAPPING DONE OF ALL COMMUNITIES IN MICHIGAN, SO WE REALLY KNOW NOW WHERE THAT SERVICE IS AVAILABLE, AND THEN WHERE IT IS NOT. AND THEN, IT'S A MATTER OF WHETHER SCHOOLS WANT TO GET INVOLVED IN HELPING TO PROVIDE THOSE SERVICES. AND MAYBE, ANN-MARIE, YOU WANT TO TALK ABOUT SOME OF THE EFFORTS THAT ARE UNDERWAY FOR THE CELLULAR CARRIERS? >> WELL, THROUGH THE FCC THERE ARE CERTAIN MOBILE CARRIERS THAT HAVE PLANS THAT ARE NOW AVAILABLE-- BROADBAND PLANS-- FOR LOW INCOME FOLKS, AND SO THOSE ARE THROUGH THE STATE. IT'S $9.95 A MONTH FOR LOW INCOME QUALIFIERS. BUT WE'RE REALLY CONCERNED ABOUT IS THE IN-BETWEEN, THOSE WHO DON'T QUALIFY FOR THAT, BUT CAN'T AFFORD THE $60 OR $70 A MONTH FOR BROADBAND. >> I THINK IN ADDITION TO THAT WE HAVE BEEN WORKING WITH DTMV WHENEVER WE'VE MET REGARDING A LOT OF THE WORK WITH TRIG ABOUT THE NEED TO HAVE THE PRIVATE PROVIDERS LAY LINE ALL THE WAY TO THE END SO THAT THE PERSON AT THE FAR END CAN ACCESS THESE SERVICES. SO IT'S A PIECE THAT WE CONTINUE TO WORK WITH THEM ON. OF COURSE, IT'S UP TO THEM TO MAKE THAT DECISION. >> AND IF I CAN JUST SAY ONE THING IN FOLLOW-UP, THE THING THAT CONCERNS ME IS THE-- I DIDN'T LISTEN TO ENOUGH CONVERSATION WITH THE U.P. FOLKS TO UNDERSTAND HOW THEIR SYSTEM WORKS, BUT IF YOU ARE DEPENDING UPON ONLINE LEARNING TO REMEDIATE KIDS WHO ARE NOT DOING WELL FACE-TO-FACE IN SCHOOL, THEN YOU END UP IN A SITUATION WHERE YOU ARE CONDEMNING THE KIDS BECAUSE IT JUST ISN'T GOING TO HAPPEN. AND I KNOW THAT THESE ARE DISTRICT'S DECISIONS, BUT IT WORRIES ME A BIT TO NOT UNDERSTAND WHETHER THAT IS WORKING FOR EVERYBODY. AND I COMMAND YOU FOR FOLLOW-UP THAT IS GOING ON SINCE THE GRANTS AREN'T GOING ON ANYMORE, BUT THIS WORRIES ME FOR THE STATE AS A WHOLE FROM THE DEPARTMENT. >> RIGHT, IT'S A MISSION. >> THANK YOU, EILEEN. CASANDRA, AND THEN DR. Z, PLEASE. >> SO BEYOND THE INFRASTRUCTURE PIECE, I'M WONDERING WHAT ROLE DIGITAL LITERACY PLAYS IN ALL OF THIS AS WELL. BECAUSE HAVING ACCESS TO INFORMATION IS WONDERFUL, BUT WITHOUT THE UNDERSTANDING OF WHAT INFORMATION IS FACT VERSUS FICTION, REAL VERSUS FAKE, THEN, YOU KNOW, THERE'S ADDITIONAL ISSUES THAT COME UP WITH THAT. SO CAN YOU TALK A LITTLE BIT ABOUT THE DIGITAL LITERACY PIECE. >> YEAH, THE BIG EFFORTS THERE LIE RIGHT HERE ON THIS SLIDE AT THE EDUCATIONAL TECHNOLOGY STANDARDS. WE'RE REALLY BEGINNING IN KINDERGARTEN, STUDENTS ARE BROUGHT UP TO SPEED WITH THAT DIGITAL LITERACY AND DIGITAL CITIZENSHIP ASPECTS OF BEING REALLY TRUE TECHNOLOGY USERS. SO THERE IS ALSO PROGRAMMING THROUGH THE ATTORNEY GENERAL'S OFFICE THAT THEY COME IN TO SCHOOLS AND DO A LOT OF THINGS ON CYBER SECURITY AND THERE'S SOME DIGITAL LITERACY ASSOCIATED WITH THAT AS WELL. SO WE'RE REALLY LOOKING FORWARD TO UPGRADING THESE SO THAT THEY ARE AS MODERN AS POSSIBLE, BUT THE DISTRICTS THEMSELVES ALSO HAVE COMPUTER SCIENCE TRAINING HAPPENING IN THE SCHOOL AS PART OF THEIR CURRICULUM, AND MORE AND MORE INTEGRATED IN WITH THE CONTENT AREAS MORE SEAMLESSLY. AND THAT'S WHERE THAT REALLY BOLSTERING OF DIGITAL LITERACY COMES IN. SO IN ELA CLASS, IN SCIENCE CLASS, IN MATHEMATICS CLASS, HOW DO YOU EFFECTIVELY ACCESS INFORMATION AND USE THOSE TECHNOLOGIES? >> ALSO, IN THAT WORK, WE SEE STUDENTS BEING ASKED TO MAKE A DECISION ABOUT OUT OF ALL OF THESE THINGS THAT YOU ACCESSED, WHICH OF THEM HAVE MERIT TO BE USED UNDER A CERTAIN SET OF CRITERIA, AND THE STUDENTS WILL BE TRAINED ON THAT CRITERIA SO THEY CAN FIGURE OUT WHICH ONES MAY BE FACT AND WHICH MAY BE FICTION AND APPLY THEM. >> THANK YOU, CASANDRA. DR. Z, THEN TOM, PLEASE. >> I GUESS I SHOULD JUST COME OUT AND SAY IT. I FELT SOMEWHAT MANIPULATED BY THIS PRESENTATION. OBVIOUSLY, YOU ARE SELLING THE SIZZLE AND NOT THE STEAK. I HEAR A LOT OF PHRASES THAT SOUND GOOD-- UP TO SPEED, MODERN IS POSSIBLE, SEAMLESSLY. WHAT DOES ANY OF THIS MEAN? THERE IS A LACK OF CONCRETE FACTS AND FIGURES IN THIS REPORT, WHICH UPSETS ME. WE WANT QUALITY DIGITAL CONTENT. WELL, GIVE US SOME EXAMPLES, WHO IS DOING IT? ARE WE BUYING IT FROM VENDORS? ARE ISDs DEVELOPING IT? WHAT PERCENTAGE OF OUR STUDENTS HAVE ACCESS TO INTERNET? WHAT IS THE NEED IN OUR URBAN OR POVERTY SCHOOLS? WHAT-- HOW-- WHO HAS GOT IT ALREADY? HOW-- WHO DOESN'T HAVE IT? THERE'S ALL OF THESE QUESTIONS. WE HAVE A BEAUTIFUL STATEMENT OF ASPIRATION. WE HAVE KIDS WHO TELL YOU WHAT A GREAT TIME THEY ARE HAVING, AND IT'S ALL ATTRIBUTED TO A PLAN WHICH IS ONLY BEGINNING TO BE IMPLEMENTED, SUPPOSEDLY. AND I'M NOT-- I'M NOT HAPPY. I GUESS I WOULD LIKE MORE FACTS, MORE FIGURES. AND WHAT IS NOT IDENTIFIED IS THE COSTS. WHAT IS THE COST OF INDIVIDUALIZED INSTRUCTION? THERE ARE REAL LIMITS IN TERMS OF MONEY AND TIME, WHICH IMPACT THE CLASSROOM. AND IF I HAVE 20 KIDS FOR EIGHT HOURS-- IF I HAVE 20 KIDS FOR SIX HOURS A DAY-- NEVER DO MATH IN PUBLIC. [ LAUGHTER ] I BETTER GO BACK TO 8 HOURS A DAY HERE. I MEAN, I CAN GET-- I CAN GIVE EACH KID 6 MINUTES OF INDIVIDUALIZED INSTRUCTION, OR I CAN GIVE THE WHOLE CLASS 3 HOURS OF A TALK ABOUT THE CIVIL WAR. SO, TRADITIONALLY, SCHOOLS HAVE ALWAYS GONE TOWARDS THE-- THAT'S WHY SCHOOLS HAVE ALWAYS GONE TOWARDS THE LECTURE METHOD. IRONICALLY, FOR THE LOWER HALF-- LOWER ACHIEVING STUDENTS, DIRECT INSTRUCTION IS THE MOST EFFECTIVE. WHAT IS NOT ACKNOWLEDGED HERE IS WHEN KIDS ARE DOING THEIR ACTIVITIES HERE, THERE AND THE OTHER THING, THE KIDS THAT ARE MOST HANDICAPPED BY THAT ARE THE ADD KIDS, WHO HAVE TROUBLE CONCENTRATING ON THEIR THING BECAUSE THEY ARE DISTRACTED BY WHAT IS GOING ON OVER HERE? WHAT IS GOING ON OVER THERE? WHAT IS GOING ON OVER THERE? SO I FEEL VERY UNHAPPY THAT THE COSTS, THE DIFFERENTIAL IMPACT OF SOME OF THESE TECHNIQUES HAVE NOT BEEN IDENTIFIED. AND THE BOTTOM LINE, WHEN YOU SELL THE SIZZLE AND NOT THE STEAK YOU RAISE EXPECTATIONS, AND UNLESS-- AND UNLESS YOU HAVE AN UNMITIGATED SUCCESS, THEN YOU-- WHATEVER HAPPENS SEEMS TO BE A DISAPPOINTMENT. SO I THINK THAT IT WOULD BE MUCH BETTER FOR PRESENTATIONS LIKE THIS, TO GIVE US FACTS AND FIGURES, AND SET REALISTIC EXPECTATIONS, RATHER THAN ACCENT THE OPTIMISM AND THE-- WHAT DO I WANT TO SAY-- THE AFFECTIVE APPEAL OF KIDS HAVING FUN. >> THANKS, DR. Z. WE CAN FOLLOW UP WITH SOME MORE INFORMATION. TOM, PLEASE? >> THANKS FOR YOUR PRESENTATION. OBVIOUSLY, I'M CONCERNED ABOUT DATA PRIVACY AND YOU MENTIONED IT JUST IN A SENTENCE. SO, I MEAN, I DON'T WANT YOU TO GO INTO DETAILS, BUT THAT IS HIGH ON YOUR PRIORITY LIST, I ASSUME. AND I GUESS I REALLY DON'T KNOW, ONCE IT GOES INTO DATABASES, YOU KNOW-- I ALSO THINK THIS HAS TO DO ALSO WITH CREDENTIALING, AND BADGES, AND ALL OF THESE THINGS THAT I KNOW THERE CAN BE GOOD USES FOR THEM, BUT I ALSO KNOW THAT THERE IS A CERTAIN STRAIN IN EDUCATION TO FEEL THAT PUBLIC SCHOOL IS HERE TO MEET THE NEEDS OF BUSINESSES. THAT THEY ARE CREDENTIALING FOR THE WORKFORCE, AND I WANT TO MAKE SURE WE DON'T-- I DISAGREE WITH THAT. I THINK WE NEED A WHOLE CHILD THAT IS WELL DEVELOPED AND WELL-ROUNDED, AND NOT TRY TO STICK THEM INTO SOME PATHWAY EARLY ON BEFORE-- 90% OF US DIDN'T KNOW WHAT WE WERE GOING TO DO WHILE WE WERE IN HIGH SCHOOL PROBABLY, AND WE HAVE PROBABLY CHANGED THREE DIFFERENT WAYS SINCE THEN. SO I JUST-- I THINK THAT IT CERTAINLY CAN BE USED FOR GOOD, BUT I GUESS I WOULD JUST, YOU KNOW, CAUTION HOW HARD-- OR, YOU KNOW, WHAT THE OUTCOMES, AND WHAT THE DIRECTION, AND MAKE SURE THAT IT'S-- YEAH, I HAVE GOT CONCERNS ABOUT SOME OF THE CREDENTIALING, AND BADGES, AND WHERE THAT ALL GOES. >> SO CERTAINLY, WE-- ONE SECOND THERE. SO CERTAINLY, YEAH, WE UNDERSTAND THAT, AND WE DO WANT TO GIVE THE STUDENTS CREDIT FOR WORK THEY ARE DOING, PARTICULARLY IF THEY DO IT OUTSIDE OF SCHOOL, SO HOW THEY CAN GET CREDIT FOR THAT. SO THAT'S KIND OF THE BADGING CONCEPT, BUT WE'LL CONTINUE TO WORK WITH YOU ON THAT. I DON'T THINK IT'S SO MUCH FOR BUSINESSES, IT'S TO REALLY RECOGNIZE THAT KIDS ARE GOING ABOVE AND BEYOND, AND HOW DO WE GIVE THEM SOME CREDIT, AND HAVE AN UNDERSTANDING THAT THEY HAVE DONE THIS AND THEY'VE GAINED SOME SKILLS. SO I THINK WE AGREE WITH THAT. AND WE ALSO AGREE WITH THE DATA, PRIVACY HAS GOT TO BE VERY KEY TO WHAT WE DO. NIKKI, PLEASE? >> I HAVE A FEW SPECIFIC QUESTIONS, BUT BEFORE THAT, I'M JUST THINKING ALONG THE LINES OF IF WE EVEN JUST TAKE SEVERAL STEPS BACK AND LOOK AT READING LITERACY AND OUR LITERACY RATE IN MICHIGAN IN CERTAIN AREAS, ESPECIALLY LOW INCOME. SO WE ALREADY HAVE CERTAIN THINGS THAT ARE HELPS IN EDUCATION, LIKE RAZ-KIDS, THOSE TYPES OF PROGRAMS THAT ARE AVAILABLE ON iPADS. AND THOSE AREAS DON'T EVEN HAVE THE TECHNOLOGY YET TO DO THAT, WHICH IS A DIRECT IMPACT ON LITERACY RATES OR EVIDENCE-BASED READING INTERVENTIONS, IF YOU WILL, OR READING INTERVENTION SPECIALISTS. SO I LOOK AT THIS AND I GO, "YEAH, THERE'S AN IDEA HERE, "BUT WE HAVEN'T EVEN "BEEN SUCCESSFUL ON THE IDEA "OF REACHING THEM FROM "A READING LITERACY PERSPECTIVE "ON A VERY BASIC LEVEL "WITH SOMETHING THAT "OTHER SCHOOL DISTRICTS "HAVE ACCESS TO." SO THAT'S JUST A COMMENT, BUT THEN A FEW SPECIFIC QUESTIONS. IS THERE-- SO RIGHT NOW WITH SUMMIT, THEY OFFER BASE CAMP PERSONALIZED LEARNING PLANS ALREADY, WHICH SOME SCHOOL DISTRICTS ARE DOING. SO JUST BASED ON YOUR KNOWLEDGE, YOUR WORKING KNOWLEDGE OF SUMMIT, IS THERE A REMOTE SATELLITE THAT IS COLLECTING INFORMATION, OR IS IT THAT SCHOOL DISTRICT THAT COLLECTS THE INFORMATION? >> IT DEPENDS WHETHER OR NOT THE SYSTEMS THAT THEY ARE OPERATING ARE LOCALLY HOUSED ON SERVERS WITHIN THEIR BUILDING OR ISD, OR WHETHER THEY ARE IN THE CLOUD. >> OKAY. >> SO THAT IN THE CLOUD-- >> SO, THERE COULD-- THERE IS-- >> YES, THERE IS [ INDISTINCT ]. >> YEAH, THERE IS, AND IF IT'S IN THE CLOUD THEN THERE'S PARENTAL NOTIFICATION REQUIREMENTS, AND THERE'S HIGH SECURITY IN TRANSIT AND AT REST. SO THERE ARE SECURITY MEASURES IN PLACE FOR THAT, BUT THE DISTRICTS ALWAYS HAVE ACCESS TO THE DATA. >> OKAY, AND DO TEACHERS HAVE ACCESS TO THE DATA? ARE THEY THE PRIMARY DATA HOLDER ALONG WITH THE PARENTS? >> YES. AND SO PARENTS AND STUDENTS HAVE LOG-IN FOR AT THE USER LEVEL, AND THEN THE SCHOOLS HAVE DATA AVAILABLE AT THE CLASSROOM LEVEL FOR TEACHERS, AND THEN AT THE GRADE LEVEL AND BUILDING FOR ADMINISTRATORS. >> OKAY. IS THERE A DEVELOPED CONSENT FORM THAT NOTIFIES THE PARENTS OF THE DATA SHARING THAT'S HAPPENING CURRENTLY, AND GIVES THEM AN OPPORTUNITY ESSENTIALLY TO OPT OUT OF DATA SHARING ALTOGETHER? >> THERE IS. THERE'S TWO THINGS-- SIPA, IS THE-- IT'S LIKE THE EDUCATIONAL VERSION OF HIPAA, FOR MEDICAL RECORD SECURITY. SIPA IS THE EDUCATIONAL-- ONE OF THE EDUCATIONAL PRIVACY MEASURES WHERE IT REQUIRES THAT SCHOOLS NOTIFY PARENTS OF ALL OF THE PROGRAMS THAT ARE USED IN THAT SCHOOL, AND THEN PARENTS CAN OPT OUT OF THAT. >> OKAY, CAN YOU PROVIDE US WITH THE FORMS THAT ARE AVAILABLE-- THAT ARE GIVEN TO PARENTS? >> EACH DISTRICT HAS THEIR OWN FORMS, SO THAT WOULD BE A DISTRICT LEVEL DECISION ABOUT THE ACTUAL TEMPLATES THAT THEY CHOOSE TO USE. >> BUT YOU COULD POTENTIALLY GIVE US AN EXAMPLE OF A DISTRICT OR ALL DISTRICTS? >> UH-HUH. >> AND WE COULD LOOK AT WHAT THAT LOOKS LIKE? CAN A STUDENT-- SO A STUDENT COULD ESSENTIALLY PARTICIPATE IN THIS TYPE OF CURRICULUM WITHOUT CHOOSING TO SHARE DATA. THEY COULD POTENTIALLY PARTICIPATE AS A STUDENT/ PARENT/TEACHER DYNAMIC. THEY DON'T HAVE TO SHARE DATA WITH SUMMIT? THEY DON'T HAVE TO SHARE DATA WITH THE CLOUD? >> THAT WOULD BE A VENDOR BY VENDOR DECISION ON WHETHER OR NOT THEIR SYSTEM IS FLEXIBLE ENOUGH TO NOT REQUIRE THAT AGGREGATE DATA COLLECTION AT THE CLASSROOM OR BUILDING LEVEL. SO THAT WOULD BE SOMETHING THAT THE VENDOR WOULD HAVE TO EITHER HAVE AS PART OF THEIR SOFTWARE, OR HAVE A MODIFICATION DONE AT THE SCHOOL DISTRICT'S REQUEST. >> I WOULD SAY-- >> AND THE DISTRICT WOULD BE IN CHARGE OF NEGOTIATING THAT CONTRACT WITH THE VENDOR. >> AND I WOULD SAY, FOR PITCHING AN IDEA THIS INNOVATIVE THAT THAT SHOULD BE EASILY OFFERED. >> OKAY. >> BY VENDORS. >> WE HAVE NO PROBLEM WITH THAT. >> YEAH. >> OKAY, LUPE, PLEASE. >> WELL, I HAVE TO SAY THANK YOU TO THE THREE OF YOU FOR THIS PRESENTATION. THERE'S A LOT OF THINGS THAT I LIKED. I'M NOT MAD, I LIKE. I HAVE TO LOOK AT THE POSITIVE THINGS THAT YOU BROUGHT TO THE TABLE. AND ONE OF THE GREAT THINGS THAT YOU SAID WAS THE COLLABORATIVE EFFORT-- IT'S A COLLABORATIVE EFFORT, SO IT'S NOT COMING FROM THE THREE OF YOU, BUT IT'S COMING FROM MANY DIFFERENT SOURCES AND THEY ARE VERY CREDIBLE SOURCES. SO THAT EVEN REAFFIRMS MY ACCEPTANCE TO YOUR PRESENTATION TODAY. ALSO, I LIKE THE FACT THAT YOU ARE ALIGNING THIS TO THE 10 IN 10 YEARS, BECAUSE THAT'S THE ROUTE THAT WE'RE TAKING SO THIS IS ONE OF THE EXAMPLES THAT HAS TAKEN US THERE. I LOVED THE PRESENTATION YOU GAVE US WITH THE STUDENTS. THESE ARE THE KIND OF THINGS THAT WE'RE DOING ON THE WEST SIDE OF THE STATE. MANY OF OUR SCHOOLS ARE ENGAGED IN THAT MODEL, AND SO I SAW WEST MICHIGAN-- I MEAN-- YES, WEST MICHIGAN IN WHAT YOU PRESENTED TODAY BECAUSE AS I GO THROUGH THE SCHOOLS-- AND THIS IS THE ULTIMATE GOAL OF THIS-- ALL OF THESE PRESENTATIONS, TO HAVE CLASSROOMS LOOKING LIKE THE ONE WE SAW ON THE SCREEN. SO THAT WAS VERY REASSURING TO ME. ALSO, YOU SAID AND YOU POINTED OUT THAT THE EDUCATORS ARE THE KEY, AND SO, I AM A STRONG PROPONENT OF THAT. TEACHERS ARE THE HEARTBEAT OF ANY SCHOOL DISTRICT, AND SO EDUCATORS ARE THE DRIVERS OF YOUR PRESENTATION, TOGETHER WITH PRINCIPALS, AND ISDs, AND ALL OF THAT. EDUCATORS MEANS EVERYBODY. SO THAT WAS GOOD NEWS TO ME. AND I ALWAYS LIKE TO HEAR AND I LOOK FOR WHO IS INVOLVED WITH THE WORK, AND IF EDUCATORS AND TEACHERS ARE MENTIONED, I'M VERY, VERY HAPPY. NOW, YOU ALSO SAID AT ONE POINT THAT THIS IS OPEN TO EDUCATIONAL RESOURCES, BUT I DIDN'T QUITE UNDERSTAND WHAT YOU WERE REFERRING TO, ANN-MARIE. >> SO, OPEN EDUCATION RESOURCES IS SOMETHING THAT IS RATHER A NEW TERM, THIS IDEA OF SOMETHING IS OPEN. SO IT'S FREELY, AS OPPOSED TO JUST FREE. SO IT MEANS-- OPEN MEANS I CAN RETAIN THE RIGHTS TO SOMETHING, BUT THEN I CAN PULL IT DOWN AND REUSE IT. SO IT'S OPENLY LICENSED, SO THAT ANYBODY CAN TAKE IT DOWN, AND REVISE IT, OR REMIX IT, AND THEN REDISTRIBUTE THAT WORK. SO IT'S REALLY ABOUT THE LICENSING OF A PIECE OF CONTENT AND THEN WHAT YOU CAN DO WITH IT ONCE YOU ACCESS THAT PIECE OF CONTENT, AND THEN YOU EXERCISE THOSE RIGHTS. >> SO THE CLASSROOM TEACHER CAN BE TEACHING SOME AREA, AND SHE OR HE NEEDS SOME NEW MATERIALS, AND WANTS TO GO GET THEM, THEY CAN GO OUT, PICK UP THESE OPEN EDUCATION RESOURCES, BRING THEM DOWN, AND THEN THE DEPARTMENT CREATED BY OTHERS, AND THEN THEY CAN REDO THEM AND SET THEM UP SO THAT THEY ALIGN WITH THEIR LESSON PLAN AND THE WAY THEY WANT TO PRESENT IT AND BRING IN OTHER MATERIALS IF THEY NEED TO. >> OKAY, AND THE LAST THING-- THE THING THAT ALSO GRABBED MY ATTENTION WAS THAT YOU SAID THAT IT'S A LIVING PLAN. SO THAT MEANS THAT YOU CAN REVISE IT, AND CHANGE IT, AND MOVE IT, AND SO THIS IS JUST A PLAN THAT CAN-- IT'S A LIVING PLAN LIKE ME AND YOU, AND WE CHANGE EVERY DAY, EVERY MINUTE. SO I THANK YOU AGAIN FOR YOUR PRESENTATION. >> THANK YOU VERY MUCH. NEXT ITEM ON THE AGENDA IS PRESENTATION ON PROPOSED STANDARDS FOR THE PREPARATION OF TEACHERS OF HEALTH AND PHYSICAL EDUCATION. THE STANDARDS FOR THE PREPARATION OF TEACHER AND HEALTH AND PHYSICAL EDUCATION WERE UPDATED TO IMPROVE ALIGNMENT BETWEEN THE EDUCATOR PREP POLICY IN MICHIGAN. THE TOP 10 IN 10 STRATEGY GOAL 3 TO DEVELOP, SUPPORT, AND SUSTAIN A HIGH QUALITY, PREPARED, AND COLLABORATIVE EDUCATION WORKFORCE. UPON BOARD APPROVAL, THESE STANDARDS WILL REPLACE MICHIGAN'S CURRENT ENDORSEMENT STANDARDS AND GUIDE INITIAL TEACHER PREPARATION IN HEALTH AND PHYSICAL EDUCATION. NEXT STEPS WILL BE FOLLOWING PUBLIC COMMENT, STANDARDS WILL BE PRESENTED TO THE BOARD FOR IT'S APPROVAL AT THE MAIN MEETING. PRESENTERS ARE SARAH LaVAN, MANAGER OF PROFESSIONAL PREP AND LEARNING, AND SEAN KOTTKE, EDUCATION CONSULTANT AND PROFESSIONAL PREP SERVICES. SARAH AND SEAN, PLEASE. >> WELL, GOOD MORNING. >> GOOD MORNING. >> GOOD MORNING. >> DIG RIGHT IN HERE. SARAH HAD AN IDEA. HOW MANY OF YOU THOROUGHLY ENJOYED PE AND HEALTH IN SCHOOL? [ LAUGHTER ] >> WELL, ALL RIGHT THEN. WE'LL SEE HOW THAT GOES. [ LAUGHTER ] >> I DIDN'T THINK YOU WERE ACTUALLY GOING TO ASK THEM. >> OH. SO, LET'S TAKE A LOOK AT WHAT WE HAVE HERE. SO, WHAT IS THE PURPOSE OF THESE PROPOSED STANDARDS? THESE ARE TEACHER PREPARATION STANDARDS. AGAIN, THESE ARE NOT K-12 CONTENT STANDARDS. THIS IS TO-- IN SERVICE OF THE TOP 10 IN 10 GOAL OF ESTABLISHING A TIGHTLY ALIGNED P-20 SYSTEM TO ESTABLISH A SHARED VISION OF KNOWLEDGE AND SKILLS FOR ENTRY LEVEL TEACHERS IN HEALTH AND PE IN MICHIGAN. THESE STANDARDS WILL GUIDE EDUCATOR PREPARATION PROGRAMS AS THEY DEVELOP AND ASSESS THE QUALITY OF THEIR TEACHER PREPARATION PROGRAMS, THESE AREAS, AND THEN WILL SUPPORT THOSE INSTITUTIONS THAT CHOOSE TO SEEK NATIONAL RECOGNITION AND ACCREDITATION FOR THEIR HEALTH AND PE PROGRAMS. SO WHY SHOULD WE UPDATE THESE NOW? THE FIRST ISSUE IS CURRENCY. THESE PREPARATION STANDARDS WERE LAST APPROVED-- OR THE CURRENT PREPARATION STANDARDS WERE APPROVED IN 2000, AND THERE IS A SENSE OF URGENCY AROUND THAT. THE FIELD HAS SHIFTED IN BOTH HEALTH AND PE TOWARD-- AWAY FROM A MODEL FOCUSED ON TEAM SPORTS AND STUDY OF HUMAN ANATOMY, RESPECTFULLY IN PE AND HEALTH, INTO MORE INTEGRATION OF THE CONCEPTS INTO PERSONAL FITNESS CURRICULUM, HEALTHY LIVING CURRICULUM, AND FOCUS ON THE INDIVIDUAL WELLNESS. SO AN EXAMPLE OF A PERSONALIZED CURRICULUM, THIS WAS IN BOTH IN THE PREVIOUS PRESENTATION, WOULD BE SOMETHING LIKE A PERSONALIZED HEALTH AND WELLNESS CURRICULUM. K-12 ASSIGNMENT AND STAFFING NEEDS ARE ALSO PARAMOUNT. AS YOU'LL SEE IN THE DOCUMENT, AND WE'LL TALK ABOUT MORE HERE, THE PROPOSAL IS TO COMBINE THE HEALTH AND PHYS ED ENDORSEMENTS INTO A SINGLE ENDORSEMENT FIELD. THIS WILL EMPOWER OUR LOCAL SCHOOLS BY GIVING THEM GREATER FLEXIBILITY IN MAKING APPROPRIATE STAFFING DECISIONS IN HEALTH AND PE WHEN THEY CAN FIND A TEACHER THAT HAS BOTH CREDENTIALS AND IS QUALIFIED TO TEACH BOTH THINGS, RATHER THAN HAVING TO SEEK SEPARATE TEACHERS FOR THESE ITEMS. AND THEN, THIS ALSO SUPPORTS ACHIEVEMENT OF THE TOP 10 IN 10, NOT JUST THE CREATION OF ALIGNED P-20 SYSTEM, BUT ALSO OUR GOAL 3, WHICH IS DEVELOP, SUPPORT, AND SUSTAIN HIGH QUALITY PREPARED COLLABORATIVE EDUCATION WORKFORCE. >> SO THE OVERVIEW OF THE STANDARDS DEVELOPMENT PROCESS, THIS ONE FOLLOWED OUR TRADITIONAL DEVELOPMENT PROCESS WITH ONE MINOR DIFFERENCE THAT THE INITIATION OF THE REVISION WAS BROUGHT FORWARD BY STAKEHOLDERS, BECAUSE OF WHAT SEAN MENTIONED, THE CHANGE IN THE FIELD OF BEST PRACTICES FOR HEALTH AND PE. SO IN ABOUT JANUARY/FEBRUARY OF 2016, STAKEHOLDERS ASKED US IF WE COULD REVISE THE TEACHER PREPARATION STANDARDS. WE STARTED THE WORK ABOUT MARCH/APRIL, WITH TWO ADVISORY COMMITTEES-- ONE FOR PE, ONE FOR HEALTH. THEY WERE MADE UP OF A VARIETY OF STAKEHOLDERS FROM K-12 TEACHERS, REPRESENTATIVES, AS WELL AS TEACHER PREPARATION PROGRAMS, SHAPE MICHIGAN, WHICH IS THE SOCIETY OF HEALTH AND PE EDUCATORS, AND MICHIGAN FITNESS FOUNDATION. THEY WORKED FOR A COUPLE OF MONTHS TO REVISE THE STANDARDS, WHICH YOU SEE IN YOUR PACKET. AFTER THAT, WE QUERIED THE FIELD AND GATHERED SOME OTHER DATA ABOUT THE ENDORSEMENTS, AND THE NUMBER OF PE AND HEALTH TEACHERS OUT IN THE FIELD, AND THEN WE'RE PRESENTING TO YOU TODAY. THE NEXT STEP IS TO GO OUT FOR OFFICIAL PUBLIC COMMENT, AND THEN BRING BACK FOR AN APPROVAL, AND THEN TO FIGURE OUT OUR TIMELINES OF HELPING TEACHER PREPARATION ENACT THESE CHANGES. SO THE OVERVIEW OF THE STANDARDS, THERE ARE A COUPLE OF THINGS THAT YOU'LL WANT TO KNOW OR BE AWARE OF. AS SEAN SAID, BOTH SETS OF STANDARDS ARE IN ONE DOCUMENT, BECAUSE WE'RE PUTTING FORWARD A PROPOSAL OF ONE ENDORSEMENT AREA. THERE ARE FIVE DOMAINS OF HEALTH AND FIVE DOMAINS OF PHYSICAL EDUCATION. THEY HAVE CONTINUITY, AS YOU'LL SEE IN THE NEXT SLIDE, WITH THE PREVIOUS SET OF STANDARDS IN THAT WE ARE CONTINUING TO HAVE TEACHERS BE AWARE OF THE CONTENT KNOWLEDGE FOR HEALTH AND PE, INSTRUCTIONAL DESIGN, DELIVERY TO MEET ALL LEARNER'S NEEDS, ASSESSMENT OF STUDENT LEARNING, AND OF COURSE PROFESSIONALISM. THE SLIGHT DIFFERENCE WITH THIS SET OF STANDARDS IS THAT WE ARE SEEKING AN INTEGRATED MODEL FOR BOTH HEALTH AND PE. THERE ARE NATURAL OVERLAPS BETWEEN HEALTH AND PHYSICAL EDUCATION, AND SO WITH THOSE PLACES IN THE STANDARD THEY ARE HIGHLIGHTED-- THE INTEGRATION POINTS. AND AGAIN, THE EMPHASIS ON PHYSICAL FITNESS, PHYSICAL ACTIVITY, HEALTHY LIFESTYLES AND LIVING. SO, THERE IS CONTINUITY WITH THE 2000 STANDARDS VERSION. ONE EXAMPLE OF THIS IS IN THE PE SECTION. THE NEW STANDARDS STILL EXPECT TEACHER CANDIDATES TO DEMONSTRATE KNOWLEDGE ABOUT MOTOR SKILL PERFORMANCE, AND PERSONALIZED FITNESS, SO THAT HAS CONTINUITY WITH THE LAST SET OF STANDARDS. SEAN MENTIONED THE COMBINATION INTO A SINGLE ENDORSEMENT FIELD. THERE ARE A COUPLE OF THINGS THAT WE WOULD LIKE TO TALK ABOUT WITH THIS ONE. HISTORICALLY, WE HAD ONE ENDORSEMENT AREA THAT COVERED HEALTH, PE, DANCE, AND RECREATION. THIS WAS QUITE A WHILE AGO. IT WAS REPLACED BY INDIVIDUALIZED ENDORSEMENT AREAS. SO, AN ENDORSEMENT AREA FOR PE, ONE FOR HEALTH, ONE FOR DANCE, AND ONE FOR RECREATION. THAT WASN'T QUITE WORKING FOR THE FIELD, AS YOU CAN IMAGINE. THE SHIFT WAS FROM THE BIG-- ONE ENDORSEMENT THAT ENCOMPASSED ALL OF THEM, TO THE DISCRETE ENDORSEMENT AREAS WAS BECAUSE THERE WASN'T ENOUGH PREPARATION, ENOUGH DEPTH OF KNOWLEDGE, AND SO THAT'S WHY THEY WENT TO THE DISCRETE FIELDS. WE ARE SEEKING TO GO BACK, BUT ONLY FOR THE TWO FIELDS-- HEALTH AND PE-- SO THIS WAY WE CAN BUILD IN THE INTEGRATION AND MAINTAIN THE DEPTH OF CONTENT KNOWLEDGE FOR THE TEACHERS. THE OTHER THING THAT WE WANT TO NOTE HERE IS THERE IS SLIGHT MIXED OPINION IN THE FIELD ABOUT THIS. WE QUERIED-- AS I SAID, WE QUERIED THE FIELD. WE QUERIED TEACHERS, ADMINISTRATORS, AND TEACHER PREPARATION. AND SEAN HAS THE NUMBERS, SO THE-- I'LL LET YOU TALK. [ LAUGHTER ] >> YEAH, WE SENT OUT A SURVEY, AND WE USED A DATA SET OF ALL OF THE TEACHERS THAT CURRENTLY HAVE HEALTH AND THE PE ENDORSEMENTS, AS WELL AS SCHOOL ADMINISTRATORS. WE HAD 286 TOTAL RESPONSES. ROUGHLY 76.6% OF THE RESPONSES WERE IN FAVOR OF A COMBINED ENDORSEMENT. VERY, VERY STRONGLY FAVORED BY LOCAL ADMINISTRATORS AND TEACHERS. THE EPI, THE EDUCATOR PREPARATION INSTITUTIONS, RESPONSES WERE MORE EVENLY SPACED BETWEEN YES AND NO. BUT THEN ONLY ABOUT 23.4% OF RESPONSES FAVORED KEEPING THEM AS SEPARATE ENDORSEMENT FIELDS. >> SO THEN, THE LAST SHIFT FOR THESE SET OF STANDARDS IS THAT WE REMOVE THE AQUATICS. IT WASN'T QUITE A REQUIREMENT, IT WAS AN ELECTIVE IN THE PREVIOUS SET OF STANDARDS. WE REMOVED THAT FROM THIS SET OF STANDARDS BASED ON THE ADVISORY COMMITTEE, AND THE REASON WAS BECAUSE K-12 WAS GETTING CONFUSED ABOUT WHO COULD ACTUALLY TEACH AQUATICS AND WHAT CREDENTIALS YOU NEED TO SUPERVISE SAFE SWIMMING. AND SO, WHAT WE DID WAS REMOVED IT SO THAT WE COULD CLARIFY. AND ALSO, THERE IS A LAW THAT IS IN PLACE THAT REQUIRES THAT LIFEGUARDS BE PRESENT IN A POOL ON A 75 TO 1 RATIO-- 75 STUDENTS TO 1 LIFEGUARD. AND WE WANTED TO MAKE THAT CLEAR TO THE FIELD THAT THERE NEEDS TO BE A LIFEGUARD ON DUTY. AND SO, THEREFORE, WE REMOVED IT FROM THE PREPARATION. NOW, CANDIDATES CAN STILL GET PREPARATION IN SWIMMING, THEY CAN GO THROUGH A LIFEGUARDING TRACK OR A WATER SAFETY TRACK IF THEY CHOOSE, BUT IT IS NOW GOING TO BE CLARIFIED TO K-12. >> AND THEY WOULD GET A SEPARATE CREDENTIAL IN LIFEGUARDING. >> EXACTLY. AND SO, THE NEXT STEP IS PUBLIC COMMENT, AS I MENTIONED, AND THEN TO BRING IT BACK TO YOU ALL FOR A VOTE. >> SO, AS YOU KNOW, ATTACHED TO YOUR BOARD ITEMS, YOU DO HAVE THE ACTUAL STANDARDS FOR YOU TO REVIEW, AND IF YOU HAVE ANY QUESTIONS, YOU CAN CERTAINLY ASK THEM OF THESE TWO OVER THIS NEXT MONTH. BUT ANYTHING RIGHT NOW, TOM? >> THANK YOU FOR YOUR PRESENTATION. QUICKLY, HEALTH HAS TRADITIONALLY BEEN A LITTLE BIT OF A DICEY TOPIC OVER THE LAST HUNDRED YEARS. [ LAUGHTER ] >> OR SO. >> SEX EDUCATION, AND SO I WAS LOOKING AT PROGRAM REQUIREMENTS, AND I KNOW WE'RE NOT GOING OVER THOSE KIND OF STANDARDS, BUT, YOU KNOW, IT IS TEACHING-- INSTRUCTION ON THOSE AREAS, AND SO, YOU KNOW, THERE WAS A PART HERE-- CHARACTERISTICS OF AN EFFECTIVE HEALTH EDUCATION CURRICULUM, AND I WENT TO THAT LINK, AND IT WAS A CDC, AND IT TALKS ABOUT ADDRESSING INDIVIDUAL VALUES, ATTITUDES AND BELIEFS. AND I THOUGHT-- I MEAN, THIS IS A-- YOU KNOW, HOW ARE TEACHERS INSTRUCTED TO-- WELL, FIRST I THOUGHT THERE WAS A LAW THAT WE WEREN'T ALLOWED TO TALK TO KIDS ABOUT THEIR INDIVIDUAL VALUES AND BELIEFS. IS THAT-- I MEAN, IS THAT SOMETHING THAT IS COVERED, OR-- >> WELL, I DON'T KNOW ABOUT THAT SPECIFIC LAW, BUT THERE IS A LAW WITH SPECIFIC REQUIREMENTS FOR AN INDIVIDUAL TO TEACH SEX EDUCATION, AND HIV AIDS EDUCATION, WHICH WOULD ENCOMPASS-- IMPOSE THOSE THINGS. THESE STANDARDS DO NOT AUTHORIZE SOMEBODY TO DO THAT WITHOUT THAT SPECIALIZED TRAINING. >> AND OF COURSE, PARENTS HAVE THE RIGHT TO OPT OUT OF SEX ED CLASS. >> PARENTS HAVE THE RIGHT TO OPT OUT. >> RIGHT. >> SO THAT IS SEPARATE FROM WHAT WE'RE LOOKING AT? >> YES. >> CAN I ADD-- >> YES, MARY. COME UP, MARY. >> MARY TEACHOUT, HEALTH AND ED-- HEALTH AND PHYS ED CONSULTANT. MAYBE I CAN HELP CLARIFY SOME OF THE SEX ED PIECE. A HEALTH EDUCATION ENDORSEMENT AUTHORIZES THAT TEACHER TO INSTRUCT IN SEXUALITY EDUCATION, SO A LOT OF TIMES WITH THE TEACHER PREP PROGRAMS, YOU WILL SEE CLASSES SPECIFICALLY TO HELP THEM TEACH SOMETHING THAT IS DEVELOPMENTALLY APPROPRIATE, HOW THEY CAN HANDLE THOSE THINGS. BUT WHEN THEY GET DOWN TO THE K-12 LEVEL, WHEN THEY'RE ACTUALLY TEACHING, THERE ARE SPECIFIC LAWS. SEX ED IS NOT REQUIRED IN MICHIGAN. MOST SCHOOLS DO DO IT. BUT IF THEY DO DECIDE TO TEACH SEXUALITY EDUCATION, THERE ARE A WHOLE HOST OF LAWS THAT THEY HAVE TO LOOK AT AND FOLLOW. ONE OF THEM IS TO HAVE A SEXUALITY EDUCATION ADVISORY BOARD AT THE SCHOOL LEVEL. >> RIGHT. >> SO ALL OF THAT WOULD HAVE TO GO THROUGH THAT BOARD BEFORE INSTRUCTION CAN HAPPEN. >> I'M MAKING SURE THAT THEY ARE INSTRUCTED ON HOW TO APPRECIATE THE PARENTS' CONCERNS AND OPTING OUT. >> ABSOLUTELY, YEP. >> ABSOLUTELY. >> THANKS, TOM. DR. Z, PLEASE, AND THEN PAM. >> OH, YEAH, I APPRECIATE THIS PRESENTATION. I JUST WANTED YOU TO GIVE A-- UNPACK THE PROFESSIONALISM-- WHAT TOPICS, OR SOME EXAMPLES OF THAT IN THE STANDARDS. >> SURE. IN GENERAL TERMS, WHAT WE TALK ABOUT WITH PROFESSIONALISM ARE THINGS LIKE UNDERSTANDING LIFELONG LEARNING-- SOURCES FOR LIFELONG LEARNING AS A TEACHER. HOW DOES THE TEACHER DEVELOP AND CONTINUE TO GROW. BEING AN ADVOCATE FOR HEALTHY LIFESTYLES, HEALTHY LIVING. BEING AN ADVOCATE FOR STUDENTS AND PARENTS IN THOSE AREAS. SO IT'S-- THE ELEMENTS OF A TEACHER'S WORK THAT ARE KIND OF OUTSIDE OF THE INSTRUCTIONAL SPHERE. >> MY-- >> YEP, PAM, PLEASE. >> SO MY QUESTION IS AROUND THE 23.4% ON THE EDUCATORS SURVEY THAT WERE NOT IN FAVOR OF COMBINING. DO YOU HAVE ANY INFORMATION ON WHAT THEIR THOUGHTS WERE? >> WELL, LARGELY THIS WAS OUR-- THE MOST-- THE BIGGEST POCKET OF RESISTANCE THERE, OR THE NO WAS FROM OUR EDUCATOR PREPARATION INSTITUTIONS. THERE WERE 37 RESPONSES, 20 OF WHICH WERE NOT IN FAVOR. THOSE-- THE SURVEY ITSELF DID NOT SOLICIT ANY ADDITIONAL FEEDBACK BEYOND THAT, BUT WHAT WE HAVE BEEN TOLD FROM SOME OF THOSE PROGRAMS IS SOME PROGRAMS THAT HAVE, FOR EXAMPLE, HEALTH EDUCATION, BUT THEY DON'T HAVE A PHYSICAL EDUCATION CURRICULUM, AND WOULD HAVE TO RETOOL IN ORDER TO OFFER A COMBINED THING, AND MAY NOT HAVE THE CAPACITY TO OFFER A COMBINED ENDORSEMENT AREA. THERE ARE 18 SCHOOLS WITH ONE PROGRAM AND 13 SCHOOLS WITH THE OTHER, AND SO THAT WAS ONE OF THE ARGUMENTS. THE TEACHERS-- 48 OF THE TEACHERS WHO RESPONDED WERE IN FAVOR AND 35 WERE NOT. MY-- I CAN ONLY SPECULATE ON THAT, AND THAT MIGHT BE A CONSIDERATION THAT-- THAT-- OR FEAR THAT THEIR OLD ENDORSEMENT MIGHT NOT BE HONORED ANYMORE, AND OUR-- OUR POLICY HAS ALWAYS BEEN TO HONOR AND GRANDPARENT IN THOSE TEACHERS, AND WE WOULD LIKE TO BE ABLE TO CREATE PATHWAYS FOR INDIVIDUALS WITH THOSE INDIVIDUAL ENDORSEMENTS TO EASILY GET A COMBINED ENDORSEMENT. >> THANK YOU. MICHELLE, AND THEN CASANDRA. >> I HAVE A DAUGHTER WHO IS STUDYING TO BE A PHYS ED TEACHER RIGHT NOW, SO MY QUESTIONS ARE-- SO FOR THE STUDENTS THAT ARE IN THE-- SHE IS STARTING HER THIRD YEAR. HOW THIS WOULD AFFECT PEOPLE-- YOU KNOW, STUDENTS WITHIN THE PIPELINE? AND I ALSO HAD A QUESTION ABOUT IF ANY OF THIS LOOKS AT THE MTTC REQUIREMENTS FOR PHYS ED TEACHERS. MY UNDERSTANDING IS, YOU KNOW, THEY WILL HAVE TO PASS-- YOU KNOW, MORE-- A COMPREHENSIVE EDUCATIONAL TEST TO TEACH PE. AND IF THERE'S ANY SORT OF CONSIDERATION THAT-- ON THOSE LINES? SO-- AND I'M-- I DON'T KNOW IF THAT-- IF YOU TOUCHED ON THAT IN YOUR OVERVIEW, THE TEACHING REQUIREMENTS. I THINK THAT'S SOMETHING YOU CAN'T HAVE A SAY ON, BUT, YOU KNOW, FOR INSTANCE YOU WOULD HAVE TO DO VERY WELL IN ELA IN ORDER TO TEACH PE, IS MY UNDERSTANDING. THIS IS WHAT MY DAUGHTER IS TELLING ME. SO IF YOU COULD TOUCH ON THAT, BUT ALSO SPEAK TO STUDENTS THAT ARE IN THE PIPELINE RIGHT NOW, AND HOW IT WOULD IMPACT THEM. >> SURE. WHENEVER WE-- A COUPLE OF THINGS. WHEN WE ROLL OUT NEW ENDORSEMENTS OR NEW STANDARDS, WE ALWAYS PROVIDE A TRANSITION PLAN WITH DEADLINES FOR PROGRAM REVIEW, PROGRAM ACCEPTANCE, AND THEN A DEADLINE BEYOND WHICH WE WOULD-- WE CAN GET EVERYBODY WHO IS IN THE PIPELINE THROUGH, AND THEY CAN BE CERTIFIED UNDER THE OLD STANDARDS. AND IT USUALLY IS ABOUT A TWO-YEAR WINDOW FROM THE POINT OF APPROVAL OF STANDARDS. ON THE TESTING ISSUE-- I NEGLECTED TO MENTION ONE THING IN OUR URGENCY, AND THAT'S ONE OF THE IMPETUSES-- YOU HAVE SEEN US COME NOW MULTIPLE TIMES IN THE LAST YEAR WITH NEW TEACHER PREPARATION STANDARDS. AND IT'S LIKE, "WHAT IS THE RUSH?" WELL, THE STATE LEGISLATURE ALLOCATED $3.6 MILLION OVER TWO YEARS TO UPDATE TEACHER PREPARATION STANDARDS IN 2014 AND 2015-- TO UPDATE THE TESTS, I'M SORRY. BUT BEFORE WE CAN UPDATE THE TESTS, WE NEED TO MAKE SURE THEY ARE TESTING SOMETHING THAT IS CURRENT, AND THAT WHAT IS BEING TESTED IS MEANINGFUL TO THE FIELD, WHICH IS WHY WE HAVE TO GO DO THE STANDARDS FIRST, AND THEN WE CAN DO THE ASSESSMENTS. NOW, THE PIECE ABOUT ELA, IF I READ YOUR COMMENT CORRECTLY, IT PROBABLY RELATES TO OUR BASIC SKILLS ASSESSMENTS, AND THE PROFESSIONAL READINESS EXAM, WITH THE DISCRETE COMPONENTS OF READING, WRITING AND MATHEMATICS THAT ALL TEACHERS HAVE TO PASS IN ORDER TO-- ONE, TO BE RECOMMENDED AS A TEACHER, BUT TO BE ENROLLED IN A STUDENT TEACHING PROGRAM. WE RECENTLY ISSUED A MEMO ON THE SAT, USING THE SAT FOR THAT PURPOSE. IT'S A BETTER ALIGNED TEST TO THE K-12 CURRICULUM-- THE NEW SAT-- AND PROVIDES MUCH GREATER, RICHER, AND FREE TEST PREPARATION MATERIALS THAT ARE KEYED TO SPECIFIC SKILLS. BUT IT IS A BELIEF STATEMENT HERE THAT THERE'S A BASELINE-- AND IT'S IN THE LAW-- OF READING, WRITING, AND MATH SKILLS THAT ALL TEACHERS SHOULD POSSESS. >> WHAT'S THE SCORE, DO YOU KNOW? >> THEY'RE THE CAREER AND COLLEGE READY BENCHMARKS, WHICH IS A 480 IN READING, AND A 520 IN MATH-- OR EVIDENCE-BASED READING AND WRITING. >> CASANDRA, AND THEN NIKKI PLEASE. >> FIRST OF ALL, I'M GLAD TO HEAR THAT THESE ARE BEING COMBINED AGAIN, BECAUSE I THINK IT DID CREATE SOME PROBLEMS. AND I'M GOING TO GIVE YOU AN EXAMPLE OF-- SOMEONE CONTACTED ME ABOUT A YEAR AND A HALF AGO, AND YOU-- TELL ME IF THIS IS GOING TO HELP THIS PERSON-- THIS TEACHER OR NOT. THIS IS SOMEONE WHO TEACHES IN A RURAL SCHOOL IN MICHIGAN, HAS TWO MASTER'S DEGREES-- ONE IN EDUCATION, ONE IN SPORTS MEDICINE. BUT THE DEGREE IN SPORTS MEDICINE IS FROM OUT OF STATE, NOT IN MICHIGAN. AND PASSED MDE'S HEALTH PE AND REC EXAM, BUT WAS TOLD BECAUSE THEIR DEGREE IS FROM OUT OF STATE, NOT APPROVED BY THE STATE OF MICHIGAN, THAT THEY CANNOT TEACH HEALTH AT THE MIDDLE SCHOOL LEVEL IN MICHIGAN. THEY CAN TEACH IT IN COLLEGE, BUT NOT IN A MIDDLE SCHOOL. THIS IS A RURAL SCHOOL, WHICH MEANS WHEN YOU TAKE THE HEALTH CREDENTIAL AWAY FROM ONE TEACHER, IT JUST DOESN'T GET TAUGHT. SO WOULD THIS BE SOMETHING THAT WOULD HELP THIS PERSON THEN BECOME CREDENTIALED AGAIN IN THE FIELD IN WHICH THEY OBVIOUSLY HAVE A LOT OF ALREADY GOOD CREDENTIALS? >> POTENTIALLY. >> YEAH, IT DEPENDS. >> WITHOUT KNOWING THE SPECIFICS OF THE CASE AND WHETHER THE PROGRAM COMPLETED OUT OF STATE WAS A TEACHER PREP PROGRAM IN SPORTS MEDICINE, OR DID IT HAVE ALL OF THOSE ELEMENTS-- THERE'S A NUMBER OF FACTORS THAT OUR EVALUATORS LOOK AT WHEN THEY DO THAT. >> BUT WOULDN'T A TEST KIND OF OVERRULE THAT? I MEAN, IF THEY HAVE A DEGREE AND THEY CAN PASS THE TEST, SHOULDN'T THAT BE ENOUGH? >> WELL, WE HAVE A PERMIT SYSTEM THAT WOULD ALLOW SOMEBODY LIKE THAT TO TEACH, PARTICULARLY IF IT'S LESS THAN HALF TIME, IF THEY ARE TEACHING SEVERAL THINGS. WE HAVE AN EXPERT PERMIT AND A SHORTAGE PERMIT FOR TEACHERS THAT ARE CERTIFIED THAT ARE LACKING MAYBE THAT ONE AREA, THAT THEY CAN BE AUTHORIZED TO TEACH THOSE THINGS IF THEY HAVE DEMONSTRATED A SUPERIOR LEVEL OF KNOWLEDGE IN A PARTICULAR AREA. >> OKAY. >> SO THE PERMIT SYSTEM THAT EXISTS NOW COULD HELP THAT TEACHER, ACTUALLY. >> OKAY, SO WHEN WE'RE DONE HERE TODAY, MAYBE I CAN GET YOUR CONTACT INFORMATION. >> SURE. YEAH, THAT'S FINE. OUR EMAILS ARE HERE IN THE POWERPOINT. >> OKAY, GOOD. >> THANK YOU. NIKKI, PLEASE. >> I KNOW YOU SAID IN THAT 20% PLUS THAT WERE OPPOSED TO IT, YOU WERE JUST ASSUMING-- THERE WEREN'T-- THE SURVEY DIDN'T INCLUDE SPECIFIC COMMENTS. >> RIGHT. >> CAN WE GET THEIR COMMENTS ON WHY THEY'RE OPPOSED SO THAT WE UNDERSTAND-- JUST HAVE MORE INFORMATION, IF YOU WILL? >> YES. WHEN WE PUT THIS OUT FOR PUBLIC COMMENT, WHICH WE'LL DO IMMEDIATELY, THERE WILL BE THAT OPEN RESPONSE AREA, SO WE CAN BETTER TEASE OUT THOSE RESPONSES. >> ALL RIGHT, THANK YOU VERY MUCH. THE NEXT PRESENTATION IS ON INTERMEDIATE SCHOOL DISTRICTS' ROLE, FUNCTION AND STRUCTURE. WELCOME TO WILLIAM MILLER, EXECUTIVE DIRECTOR OF THE MICHIGAN ASSOCIATION OF INTERMEDIATE SCHOOL ADMINISTRATORS, AND LISA HAGEL, THE 2016-2017 MAISA PRESIDENT AND SUPERINTENDENT OF GENESEE INTERMEDIATE SCHOOL DISTRICT. BILL AND LISA ARE HERE TO PRESENT ON THE ROLE, FUNCTION AND STRUCTURE OF INTERMEDIATE SCHOOL DISTRICTS. WE WELCOME YOU BOTH TO THE TABLE. >> THANK YOU. >> GOOD MORNING. >> WELL, I'LL JUST START OUT BY SAYING THANK YOU VERY MUCH FOR INVITING US, AND IT'S A PLEASURE TO BE ABLE TO TALK ABOUT AN ISSUE THAT IS NEAR AND DEAR TO BOTH OF OUR HEARTS, AND WE'RE REALLY PROUD OF OUR ISDs IN MICHIGAN, AND I'M SURE THAT'LL SHOW THROUGH ON THE PRESENTATION THAT WE DO FOR YOU TODAY. I'M BILL MILLER. I'M EXECUTIVE DIRECTOR OF THE MICHIGAN ASSOCIATION OF INTERMEDIATE SCHOOL ADMINISTRATORS, AND WE'RE A MEMBERSHIP ORGANIZATION THAT REPRESENTS LEADERSHIP IN ISDs ACROSS THE STATE. AND WE COORDINATE THE WORK OF ISDs ACROSS THE STATE, BECAUSE ISDs ARE EXCEPTIONALLY COLLABORATIVE WORKING WITH EACH OTHER, AND WE'VE ACCOMPLISHED MANY FANTASTIC THINGS THROUGH THAT. THIS IS DR. LISA HAGEL, SHE IS THE SUPERINTENDENT OF THE GENESEE INTERMEDIATE SCHOOL DISTRICT, AND ALSO THE PRESIDENT OF OUR BOARD, OUR-- MAISA IS WHAT OUR ORGANIZATION IS CALLED-- OUR BOARD PRESIDENT. AND YOU ARE RECEIVING TWO HANDOUTS. ONE IS A TIMELINE THAT WILL ILLUSTRATE OVER THE PAST-- SINCE WE WERE FORMED IN 1962-- THE ADDITIONAL ROLES AND RESPONSIBILITIES THAT ISDs HAVE ASSUMED, AND WE PUT THEM IN A CONTEXT THAT WILL JOG YOUR MEMORY ABOUT SOME OTHER THINGS THAT ARE HAPPENING DURING THOSE YEARS. AND NOT ONLY HAS EDUCATION CHANGED, A LOT OF THINGS HAVE CHANGED, AND SO HAVE ISDs, ALONG WITH THE TIMES. AND THE SECOND ONE IS JUST ANOTHER PIECE TO GIVE YOU A FEW OF WHAT ARE SOME REAL EXAMPLES OF HOW ISDs ADD VALUE TO THE SYSTEM, AND SOME CONCRETE EXAMPLES OF WHAT SOME ISDs ARE DOING, JUST TO GIVE YOU A BETTER ILLUSTRATION. SO WE DON'T HAVE TO SPEND AS MUCH TIME ON THIS PRESENTATION, WE'LL LEAVE THOSE MATERIALS WITH YOU, AND HOPEFULLY THEY'LL COMPLIMENT WHAT WE HAVE TO SAY TODAY. YOU'RE UP. >> ALL RIGHT, SO JUST TO ADD A LITTLE BIT TO MY INTRODUCTION, AS DR. MILLER SAID, I SERVE AS THE SUPERINTENDENT IN GENESEE INTERMEDIATE SCHOOL DISTRICT, WHICH IS AN ORGANIZATION OF ABOUT 1,800 STAFF MEMBERS. WE SERVE 21 DISTRICTS, ORGANIZING ALL EFFORTS FROM BIRTH TO AGE 26 FOR CHILDREN WHO ARE SEVERELY IMPAIRED, DOWN TO OUR LITTLE ONES WHO WE'RE VISITING RIGHT IN THE HOMES. AND WHAT I REALLY HOPE YOU GATHER FROM TODAY IS THE VALUE THAT ISDs ARE ADDING TO THE K-12 SYSTEM. SO TODAY, AS WE SIT HERE AT THIS BOARD MEETING, THERE ARE CHILDREN ACROSS THE STATE BEING SERVICED BY AN ISD, IN A NUMBER OF WAYS. EARLY CHILDHOOD, AS I MENTIONED. SO YOU GIVE US FUNDS TO ORGANIZE GSRP-- GREAT START READINESS FOR FOUR YEAR OLDS. WE WELCOME THOSE FOUR YEAR OLDS INTO A LOT OF ISD OPERATED PROGRAMS, OR LOCAL DISTRICT PROGRAMS, BUT THE ISDs ARE THE ORGANIZATIONS THAT REALLY MONITOR COMPLIANCE, CONSISTENCY IN CURRICULUM, MATERIALS, TEACHER QUALIFICATIONS, THAT STUDENTS THAT ARE MOST IN NEED OF THESE PROGRAMS ARE IN THE PROGRAMS. WE ALSO-- A LOT OF ISDs ALSO COMBINE THAT WITH HEAD START, WHICH ARE FEDERAL DOLLARS, BUT WHEN WE'RE ABLE TO COMBINE THE HEAD START PROGRAM WITH GSRP, THAT WILL PROVIDE A FULL DAY OF AN EDUCATION PROGRAM FOR A CHILD. ISDs ALSO, AS WE SIT HERE, ARE HELPING CHILDREN EXPERIENCE THINGS THAT ARE ON CAREER PATHWAYS. AS YOU SAID THIS MORNING, SOME CHILDREN ALREADY KNOW WHAT THEY ARE VERY MUCH INTERESTED IN. OTHERS NEED TO EXPLORE. SO IN OUR CAREER AND TECHNICAL PROGRAMS THAT ARE OCCURRING ACROSS THE STATE, THERE ARE CHILDREN EXPERIENCING CAREER PATHWAYS, SUCH AS THE PICTURE DEPICTS THERE, CULINARY. IT COULD BE VETERINARY MEDICINE. IT COULD BE INFORMATIONAL TECHNOLOGY. IT COULD BE LARGE EQUIPMENT OPERATING. IT COULD BE NURSING. AND THERE ARE A MULTITUDE OF PROGRAMS HAPPENING ACROSS THE STATE THAT REALLY EXPOSE STUDENTS TO THE EMPLOYABILITY THEY NEED, AND THE CAREER THAT THEY ARE REALLY INTERESTED IN. AND THOSE PRIMARILY OCCUR THROUGH THE SUPPORT OF AN ISD. ADDITIONALLY, STUDENT GROWTH IS ALWAYS ON OUR MIND, NOT ONLY IN A TEST, BUT REALLY BY DEMONSTRATION. HOW DO WE KNOW CHILDREN ARE LEARNING AND HOW ARE WE ABLE TO OBSERVE THAT, PROVE THAT, UNDERSTAND THAT, AND CELEBRATE THAT? ISDs WORK WITH INSTRUCTORS ON THOSE THREE WAYS AS WELL. AS YOU KNOW, ISDs SPECIALIZE IN SPECIAL EDUCATION. SO TODAY, IN EITHER A SMALL RURAL CITY, OR A LARGE URBAN TOWN, WE AS AN ISD ORGANIZATION ARE SERVICING THE CHILDREN WHO ARE EITHER SEVERELY INTELLECTUALLY IMPAIRED, MULTIPLY IMPAIRED, PHYSICALLY IMPAIRED, OR COULD BE ON THE AUTISM SPECTRUM DISORDER AND JUST NOT SUCCESSFUL IN A K-12 PROGRAM. SO THEY COME TO A CENTER BASED PROGRAM AT AN ISD WHERE THERE ARE SPECIALIZED INSTRUCTORS, SPECIALIZED FACILITIES AND EQUIPMENT. WE'RE ABLE TO COMBINE OT, PT, NURSING AND TEACHING ALL IN ONE SETTING. ADDITIONALLY, THERE ARE A NUMBER-- YOU MAY NOT EVEN BE AWARE OF HOW MANY YOUNG PEOPLE ARE ATTENDING COLLEGE IN AN EARLY MIDDLE COLLEGE SETTING AT THE SAME TIME THEY ARE ATTENDING HIGH SCHOOL. TYPICALLY, THESE ARE A FIVE-YEAR HIGH SCHOOL EXPERIENCE WHERE STUDENTS COME TOGETHER IN A COUNTY-WIDE PROGRAM THAT IS OFTENTIMES OPERATED BY AN ISD TO ATTEND EITHER A COMMUNITY COLLEGE, A UNIVERSITY, AND NOW THROUGH YOUR GENEROSITY AND THE OPPORTUNITIES, CAREER AND TECHNICAL MIDDLE COLLEGES. SO THEY'RE ABLE TO EARN COLLEGE CREDITS FOR CTE COURSES AS WELL. AND THEN FINALLY, TODAY, SOMEWHERE, I GUARANTEE YOU THERE ARE TEACHERS AND STAFF USING TECHNOLOGY THAT IS PURCHASED THROUGH AN ISD. BY LEVERAGING THE CAPACITY AND DOING BULK PURCHASING, WE HAVE BEEN ABLE TO LOWER THE COST OF EQUIPMENT. WE HAVE BEEN ABLE TO EXPAND THE CAPACITY OF OUR STAFF. WE HAVE BEEN ABLE TO, AS YOU KNOW, INCREASE THE NUMBER OF DEVICES AND TECHNOLOGY EQUIPMENT THAT IS AVAILABLE TO STAFF AND STUDENTS. AND THEN FINALLY, TODAY SOMEWHERE IN MICHIGAN, THERE WOULD BE AN ISD COOPERATING WITH A BUSINESS OR AN AGENCY SO THAT STUDENTS ARE LEARNING THE IMPORTANCE OF GIVING BACK TO THE COMMUNITY, AS WELL AS LEARNING HOW IMPORTANT THE PRACTICAL SKILLS ARE IN AN EMPLOYABLE SETTING, AS THE ACADEMIC SKILLS ARE THAT THEY ARE READING FROM THE BOOK. AND IT'S A PLEASURE TO BE ABLE TO COMBINE THOSE OPPORTUNITIES ALL ACROSS MICHIGAN THROUGH THE ISDs' CAPACITY FOR OUR LOCAL DISTRICTS. >> SO IN MICHIGAN, WE HAVE HAD ISDs FOR 55 YEARS. ISDs ARE ALSO KNOWN AS REGIONAL EDUCATION SERVICE AGENCIES, EDUCATION SERVICE AGENCIES, RESDs, WHICH ARE REGIONAL EDUCATION SERVICE DISTRICTS, AND NO MATTER WHAT THEY ARE CALLED, ALL OF THE THINGS THAT YOU SAW ARE THE COMMON SERVICES THAT EACH OF THOSE PROVIDE. SO WHAT IS IN A NAME? WELL, AS THE ROLE AND FUNCTION OF ISDs HAS EXPANDED, AND I'LL GO INTO THAT SHORT HISTORY FOR YOU, MANY COMMUNITIES HAVE TRIED TO CHANGE THEIR CONCEPT WITH THEIR COMMUNITIES TO SAY, "REALLY, WE'RE REGIONAL "SERVICE AGENCIES. "WE'RE NOT JUST AN INTERMEDIARY BETWEEN THE MICHIGAN DEPARTMENT "OF EDUCATION AND BOARD "AND THE LOCAL "SCHOOL DISTRICTS," WHICH IS WHY WE WERE FORMED IN THE FIRST PLACE. AND THAT HAPPENED IN 1962. AND THE REASON FOR THAT IS THE LEGISLATURE FORMED ISDs FOR SEVERAL PURPOSES, FIRST AS A LINK BETWEEN LOCAL SCHOOL DISTRICTS AND THE MICHIGAN DEPARTMENT OF EDUCATION AT A TIME WHEN SCHOOLS WERE RAPIDLY CONSOLIDATING. THIS WAS DURING A LOT OF RURAL SCHOOLS, ONE-ROOM SCHOOLS, COUNTY SCHOOLS WERE BEING CONSOLIDATED, AND THE ISDs WERE CREATED TO HELP THE DEPARTMENT OF EDUCATION WITH THAT PROCESS. ALSO, TO PROVIDE SERVICES AND-- THAT WERE EITHER TOO EXPENSIVE OR TOO HIGHLY SPECIALIZED FOR INDIVIDUAL DISTRICTS TO CREATE ON THEIR OWN. SO WE'RE KNOWN, AS LISA SAID, FOR SPECIAL EDUCATION, CAREER AND TECHNICAL EDUCATION, PROFESSIONAL DEVELOPMENT. THOSE ARE EXAMPLES OF-- EVEN FOR 55 YEARS, WE HAVE BEEN DOING MANY OF THOSE SERVICES IN COLLABORATION WITH THE DEPARTMENT OF EDUCATION. SO I'LL TURN IT OVER TO LISA FOR A DESCRIPTION OF-- WHAT ARE SOME OF THOSE NEW WAYS THAT ISDs HAVE EVOLVED? >> SO AS DR. MILLER SAID, OVER 50 YEARS AGO, ISDs WERE ESTABLISHED FOR CERTAIN PURPOSES. JUST AS THE WORLD HAS CHANGED AND NEEDS OF THE COMMUNITIES AND SCHOOLS HAVE CHANGED, SO HAVE THE SERVICES OF AN ISD. AS WE HAVE ALL EXPERIENCED REVENUE SHRINKING AND NEEDS GROWING DUE TO-- I HEARD THIS MORNING-- DUE TO POVERTY, DUE TO LOTS OF DIFFERENT REASONS, ISDs HAVE HAD TO FILL GAPS FOR LOCAL DISTRICTS. ONE OF THOSE GAPS IS ONLINE TESTING. ONLINE TESTING HAS JUST COME ABOUT THE LAST FEW YEARS. TO ENSURE THAT THE FIBER OPTIC SYSTEMS HAD THE CAPACITY, AND THE NETWORKS WERE READY FOR THE AMOUNT OF INFORMATION THAT WAS CROSSING, THE ISD TECH DIRECTORS WORKED LONG AND HARD TO COLLABORATE TO MAKE THOSE TESTING EXPERIENCES SUCCESSFUL. AND THEY WENT OFF, REALLY, WITHOUT A HITCH. I KNOW VENESSA KEESLER REALLY WORKED HARD WITH THEM TO MAKE SURE EVERYONE WAS READY, AND THAT WAS MUCH EASIER TO MANAGE THROUGH A SYSTEM OF 50 PEOPLE AS POINTS OF CONTACT THAN 500 PEOPLE AS A POINT OF CONTACT FOR ONLINE TESTING. ADDITIONALLY, LITERACY COACHES. LITERACY IS NEAR AND DEAR TO ALL OF OUR HEARTS. IT IS THE IMPORTANT COMPONENT THAT EVERY CHILD NEEDS TO BE SUCCESSFUL AT AN EARLY AGE. WITH EXTRA FUNDING THROUGH MDE, YOU HAVE GIVEN US PORTIONS OF LITERACY COACHES THAT WHEN USED AT A REGIONAL CAPACITY THROUGH AN ISD, THEY ARE ABLE TO SERVICE FAR MORE INSTRUCTORS THAN IF EVERY SINGLE SCHOOL DISTRICT WAS ASKED TO EMPLOY A LITERACY COACH. SO COACHES CAN WORK TOGETHER TO STRENGTHEN THE SKILLS OF TEACHERS, NEW TEACHERS, SEASONED TEACHERS, SO THAT WE ARE BETTER ABLE TO MEET THE NEEDS OF THE 4, 5, 6, AND 7 YEAR OLDS BEFORE THEY GET TO THE REAL CRITICAL AGE OF BEING ABLE TO CONSTANTLY EXTRACT INFORMATION FROM THAT TEXT. AND THEN FINALLY, I MENTIONED BEFORE, DEVICE PURCHASING. THROUGH THE EFFORTS OF TRIG-- YOU HEARD A LITTLE MORE ABOUT TRIG THIS MORNING-- DEVICE PURCHASING HAS REALLY BECOME A REALISTIC OBJECTIVE OF ALL DISTRICTS, BECAUSE COSTS OF THOSE DEVICES HAVE COME DOWN DUE TO LEVERAGING OF CAPACITY. THE SYSTEMS OF ISDs, WHETHER THEY ARE ACROSS ONE COUNTY OR TWO COUNTIES, BUT THE SYSTEMS THEMSELVES HAVE REALLY LENT THEMSELVES TO OTHER THINGS. MOST RECENTLY, UNFORTUNATELY, WE HAVE EXPERIENCED THE WATER CRISIS IN FLINT, WHERE GENESEE ISD IS. BECAUSE OF SCHOOL OF CHOICE, THE CHILDREN HAVE BEEN DISPERSED IN A WAY THAT WE DIDN'T IMAGINE 50 YEARS AGO, THROUGHOUT A COUNTY. SO FOR EXAMPLE, THERE ARE ABOUT 19,900 CHILDREN FROM BIRTH THROUGH 12th GRADE AFFECTED BY THE FLINT WATER. THEY ALL LIVE IN THE ZIP CODES. HOWEVER, BECAUSE OF SCHOOL OF CHOICE, THERE ARE ABOUT 4,500 OF THOSE CHILDREN ONLY ATTENDING FLINT SCHOOLS. THE OTHER 15,000 OF THOSE CHILDREN ARE DISPERSED THROUGH THE OTHER 20 DISTRICTS IN GENESEE COUNTY, AS WELL AS OUR PRESCHOOL PROGRAMS. SO TO REPLICATE THOSE SERVICES 21 TIMES OVER WOULD BE INEFFICIENT, WOULD BE VERY COSTLY, I WOULD SAY WOULD BE VERY INEFFECTIVE, AND THE CONSISTENCY WOULD WANE. BY USING THE SYSTEMS OF AN ISD, WE HAVE BEEN ABLE TO WORK DIRECTLY WITH MDE TO PROVIDE EARLY ON SERVICES FOR CHILDREN 0 TO 5, ASSESS CHILDREN NO MATTER WHERE THEY ARE ATTENDING SCHOOL, PROVIDE NUTRITION FOR ALL OF THE CHILDREN, KINDERGARTEN THROUGH 12th GRADE IF THEY HAVE BEEN AFFECTED BY THE LEAD. WE HAVE BEEN ABLE TO SUPPORT THROUGH SOCIAL WORK AND NURSING, AND WORK TOGETHER TO MEET THE FAMILY'S NEEDS NO MATTER WHERE THEY ARE ATTENDING SCHOOL. AND CONSEQUENTLY, THAT HAS SAVED MDE AND THE STATE OF MICHIGAN A SIGNIFICANT AMOUNT OF TIME AND MONEY. >> SO YOU KNOW THE DEMOGRAPHICS OF OUR STATE. WE HAVE LOTS OF SCHOOL DISTRICTS, AND A LOT OF PUBLIC SCHOOL ACADEMIES. WE HAVE 56 INTERMEDIATE SCHOOL DISTRICTS, AND THE BENEFIT OF WORKING WITH MDE AND THE 56 IS THAT YOU'RE NOT WORKING, AS LISA SAID, WITH 850 DIFFERENT UNITS OF GOVERNMENT. IT MAKES THINGS VERY MUCH MORE EFFICIENT AND CONSISTENT IN TERMS OF QUALITY. OUR REAL STRENGTH, HOWEVER, IS THAT THESE 56 ORGANIZATIONS WORK TOGETHER TO SOLVE PROBLEMS. THEY DON'T WORK INDEPENDENTLY. WHEN WE HAVE AN ISSUE LIKE EARLY LITERACY, WE'RE ALL WORKING TOGETHER TO PROVIDE TRAINING ACROSS THE STATE. WE REACH 100% OF THE STUDENTS ACROSS THE STATE IN TERMS OF OUR PROFESSIONAL DEVELOPMENT, OUR TECHNOLOGY INFRASTRUCTURE, AND WE'RE ABLE TO DO THAT BY COMBINING IN DIFFERENT WAYS SO THAT EVEN THE SMALLEST ISD IS ABLE TO PROVIDE CORE SERVICES. SO WE SHARE, AND WE COLLABORATE, AND THAT'S NOT THAT COMMON IN SCHOOLS TODAY, BECAUSE, AGAIN, THROUGH SCHOOLS OF CHOICE AND OTHER ELEMENTS, A LOT OF SCHOOLS COMPETE. WHERE ISDs, WE ARE IN A POSITION WHERE WE PROBABLY USED TO BE A BIT COMPETITIVE, BUT THAT'S ALL FALLEN BY THE WAYSIDE NOW, AND WE'RE VERY MUCH COLLABORATIVE STATEWIDE-- AN ORGANIZATION THAT ACTUALLY GETS A TREMENDOUS AMOUNT OF WORK DONE ON BEHALF OF THE CHILDREN OF THE STATE. AND WE DO THAT BY PROVIDING SIX CORE SERVICES, WHICH LISA MENTIONED A NUMBER OF THOSE. I'LL JUST SAY ONE THAT WE HAVEN'T BROUGHT UP: THE SHARED OPERATIONAL SERVICES. SO ISDs CREATE A LOT OF EFFICIENCIES BY DOING BUSINESS SERVICES FOR LOCAL SCHOOL DISTRICTS-- AND COMMUNITY GROUPS AND NONPROFITS, BY THE WAY-- HR SERVICES, TECHNOLOGY SERVICES. WE SELL SERVICES. WE'RE ENTREPRENEURIAL. IF WE HAVE GROUPS THAT WANT TO PURCHASE OUR SERVICES, WE'RE ABLE TO DO THAT AS WELL. AND SO IT REALLY REDUCES THE COST AND INCREASES THE QUALITY OF PERSONNEL WHEN WE DO SHARED OPERATIONAL SERVICES. AND WE WANT TO CONTINUE TO DO MORE CONSOLIDATIONS OF SERVICES. WE THINK THAT'S EXTREMELY IMPORTANT. SO HOW DO WE FUND ALL OF THIS STUFF? WELL, WE HAVE A REALLY INTERESTING FUNDING MODEL THAT INCLUDES BOTH LOCAL PROPERTY TAXES-- 40 STATES HAVE SOME KIND OF REGIONAL SERVICE AGENCY IN THE UNITED STATES. THE ONLY ONES THAT DON'T ARE ONES THAT ARE COUNTY SCHOOL DISTRICTS BECAUSE THEY DON'T OPERATE IN COMMUNITY SCHOOLS. THEY OPERATE ON A COUNTY BASIS. THOSE ARE MOSTLY IN THE SOUTH. ALL OF THE REST HAVE SOME KIND OF FUNDING SYSTEM. WE'RE THE ONLY ONES THAT HAVE PROPERTY TAX FUNDING. SO WE LEVY TAXES, MILLAGE. IT'S VOTED BY THE LOCAL TAXPAYERS WITHIN THE ISD. FOR SPECIAL EDUCATION, THAT'S EVERYWHERE. FOR CAREER AND TECHNICAL EDUCATION, THAT'S HALF THE PLACES THAT ARE ISDs, SO WE HAVE ABOUT HALF OF THEM THAT LEVY THAT MILLAGE. AND SOME LEVY SOMETHING CALLED ENHANCEMENT MILLAGE, WHICH GOES DIRECTLY TO BENEFIT THE LOCAL SCHOOL DISTRICT. IT'S TRANSFERRED DIRECTLY TO THE DISTRICT ON A PER PUPIL BASIS. SO WE HAVE THOSE THREE FORMS OF FUNDING, IN ADDITION TO STATE FUNDING FROM THE LEGISLATURE FOR CORE SERVICES, WE HAVE STATE FUNDING. WE ALSO WORK WITH MDE IN DELIVERING ON GRANTS AND DIFFERENT PROJECTS THAT THE MICHIGAN DEPARTMENT OF EDUCATION WANTS US TO UNDERTAKE. I DON'T THINK WE'VE EVER SAID NO TO ANYTHING THAT MDE HAS APPROACHED US TO DO, AND WE ALWAYS TRY TO DO OUR ABSOLUTE BEST TO BE COLLABORATIVE AND WORK WITH MDE. AND I THINK WE HAVE A GREAT RELATIONSHIP. WE ARE ALSO FEDERALLY FUNDED, PARTICULARLY IDEA MONEY AND OUR RELATIONSHIP WITH THE STUDENTS THAT HAVE DISABILITIES IN THE STATE, I THINK IS SECOND TO NONE IN TERMS OF OUR ABILITIES TO ENSURE THAT THE QUALITY SERVICES ARE PROVIDED ACROSS THE STATE THROUGH FEDERAL AND STATE FUNDING. AND FINALLY, AS I MENTIONED, ISDs ARE ENTREPRENEURIAL AS WELL, SO WE DO-- HAVE EXPANDED CAPACITY TO SELL SERVICES. OUR POINT TODAY WAS THAT WE ADD A LOT OF VALUE TO THE SYSTEM. I DON'T NEED TO READ THIS TO YOU, BUT WE GET A LOT OF TESTIMONIALS, ACTUALLY, FROM PEOPLE WHO TAKE ADVANTAGE OF OUR SERVICES WHO SAY, "THANK YOU. "WE NEVER COULD HAVE DONE THIS "WITHOUT THE COLLABORATION "AND THE SKILLED PEOPLE "THAT YOU HAVE." BECAUSE I THINK WE HAVE THE MOST TALENTED PEOPLE IN THE STATE IN EDUCATION ARE WORKING FOR ISDs. >> A FEW OF THE MORE SPECIALIZED SERVICES-- I WOULD LIKE TO GIVE YOU EXAMPLES, RATHER THAN GO OVER ALL OF THESE BROADER TOPICS. YOU HEAR A LOT ABOUT ONLINE CLASSES AND DIGITAL LEARNING, WHETHER STUDENTS CHOOSE TO ATTEND SCHOOL OR NOT PHYSICALLY ATTEND SCHOOL NOW IS REALLY A CHOICE OF THE FAMILY. YEARS AGO, SUPERINTENDENT FLANAGAN CHALLENGED AN ISD TO ORGANIZE SEAT TIME WAIVERS AND COORDINATE FOR THE STATE OF MICHIGAN THE ONLINE COURSES, AND THE FOLLOW-UP, AND THE ASSESSMENTS. LAST YEAR, 22,000 ONLINE COURSES WERE TAKEN THROUGH THE ISDs. THIS YEAR, RIGHT NOW WE'RE AT ABOUT 16,000 ONLINE COURSES FOR ISDs. ADDITIONALLY, SOME OF THE SPECIAL EDUCATION PROGRAMS THAT ARE AT THE ISDs FOCUS ON THE 19 TO 26-YEAR-OLD STUDENTS AND HOW TO MAKE THEM INDEPENDENTLY SUCCESSFUL WHEN THEY COMPLETE OUR PROGRAMS, THROUGH TRANSITION SKILLS, COMMUNITY-BASED LEARNING, JOB OPPORTUNITIES, WHILE THERE'S A MENTOR ON THE OTHER END, SO THAT THEY DON'T FALL THROUGH THE CRACKS, AND WE REALLY GET THEM PREPARED WHEN THEY LEAVE OUR PROGRAMS. WHEN THEY ARE IN HIGH SCHOOL, THEY DO HAVE THE RIGHT TO STAY UNTIL THEY ARE 26, BUT THERE IS NOT ALWAYS EXTRA STAFF TO ENSURE THAT THAT OCCURS. AGAIN, IN MATH/SCIENCE PROGRAMS, PREPARING STUDENTS AND TEACHERS TO PREPARE STUDENTS FOR THE STEM OPPORTUNITIES THAT ARE IN THE FIELD TODAY, THAT'S A BIG FOCUS OF ISDs, AND REALLY, REALLY IMPORTANT UNDER THE WORK IF MICHIGAN IS GOING TO BE A TOP 10 IN 10. ADDITIONALLY, SOME OF THE PROGRAMS THAT WE HAVE IN MICHIGAN THAT ISDs SUPPORT, AGAIN, REVOLVE AROUND TECHNOLOGY. SO THE ISDs ARE WORKING TOGETHER TO CONSTRUCT THE SEN, THE STATE EDUCATION NETWORK. MOST ISDs HAVE PURCHASED AND BUILT OVER TIME LOCAL EDUCATION NETWORK FIBER SYSTEMS THAT SUPPORT THEIR DISTRICT, WHICH HAVE ALLOWED COUNTY BY COUNTY TO BID OUT FOR INTERNET SERVICES, WHICH HAVE LOWERED THE COST FOR THE LOCAL DISTRICTS. AGAIN, THINGS THAT AREN'T QUITE AS PRETTY, OR DECORATIVE, OR EXCITING, BUT CONTENT FILTERS, SAFETY FILTERS, THOSE CAN COST AN EXCESSIVE AMOUNT OF MONEY THAT REALLY SHOULD BE IN THE CLASSROOM, AND NOT SPENT JUST ON SYSTEM BY SYSTEM. SO BY LEVERAGING THAT ACROSS THE STATE, ISDs HAVE BEEN ABLE TO BRING DOWN THE PRICE OF VERY IMPORTANT THINGS LIKE SAFETY FILTERS FOR THE INTERNET. BUT THAT IS REALLY DONE BY LEVERAGING OUR CAPACITY AS ISDs IN GENERAL. DR. MILLER SHARED A FEW MINUTES AGO-- SHARED SERVICES AT ISDs ARE VERY IMPORTANT. MANY DISTRICTS SHARE OUT BUSINESS PERSONNEL, SO THEY HAVE EXPERTS IN ACCOUNTING, OR EXPERTS IN PAYROLL, EXPERTS IN ACCOUNTS PAYABLE. THEY SAVE DISTRICTS THOUSANDS AND THOUSANDS OF DOLLARS THAT CAN GO TO THE CLASSROOM BY SHARING STAFF AND LEVERAGING EXPERTISE. TRANSPORTATION IS ANOTHER AREA. MANY ISDs HAVE CONSORTIUMS THAT FOLLOW AN ISD TRANSPORTATION MODEL THAT WILL SAVE MILLIONS OF DOLLARS OVER YEARS. I KNOW ONE ISD HAS BEEN DOING THIS FOR ABOUT TEN YEARS. THEY SAVE $1.7 MILLION A YEAR. SO OVER 10 YEARS, THAT'S $17 MILLION IN BUS PURCHASING, SAFETY TRAINING FOR DRIVERS, PEER EDUCATORS, THAT ARE NOT DUPLICATIVE. IN THE, I'LL SAY OLDEN DAYS-- I'M GOING TO USE AN EXAMPLE-- IF YOU HAVE 15 DISTRICTS, YOU HAVE 15 DISTRICTS TRANSPORTING THEIR STUDENTS INDEPENDENTLY TO A CENTER BASED PROGRAM. NOW WITH CONSORTIUMS, AND SHARED NAVIGATION SYSTEMS, AND SHARED ROUTING SOFTWARE, THAT CAN BE DONE VERY EFFICIENTLY AND EFFECTIVELY THROUGH A REGIONALIZED MODEL. AND THE SAME WITH COMMUNICATION. WE ALL KNOW, WE ARE NEVER ACCUSED OF COMMUNICATING TOO MUCH. EVERYONE WANTS MORE COMMUNICATION, WE WANT MORE MARTIN ACKLEYs, BUT THERE'S NOT ENOUGH DOLLARS TO GO AROUND FOR MORE MARTIN ACKLEYs. >> THANK GOD THERE IS NOT MORE OF HIM. [ LAUGHTER ] >> SO WE TYPICALLY WILL SHARE THE TALENTS OF A COMMUNICATION PERSON FOR POSITIVE REASONS-- FOR RESPONDING TO MEDIA REQUESTS, FOR RESPONDING TO FOIAs-- SO THAT DISTRICTS AREN'T USING INSTRUCTIONAL LEADERS' TIME FOR SOME OF THESE AUXILIARY TYPES OF SERVICES TO SUPPORT THE LOCAL DISTRICTS. SUPPORTING TEACHERS IS AN OBVIOUS TASK OF AN ISD. IT'S ONE OF THE MOST CRITICAL THINGS THAT WE DO. THOUSANDS OF PROFESSIONAL DEVELOPMENT OPPORTUNITIES ARE OFFERED EACH YEAR THROUGH THE ISD FOR GENERAL ED, OR SPECIAL ED, OR CTE, EARLY CHILDHOOD INSTRUCTORS. WE ARE ALSO WORKING WITH HIGHER ED SO THAT OUR INSTRUCTORS ARE PREPARING STUDENTS APPROPRIATELY FOR WHAT THEY'LL SEE IN HIGHER ED, AND HIGHER ED FACULTY UNDERSTAND WHAT IS OCCURRING IN A HIGH SCHOOL CLASSROOM. BUT BEYOND INSTRUCTORS, THE STAFF IS VERY IMPORTANT. WE FORGET THAT BUS DRIVERS NEED SPECIALIZED TRAINING. THAT OCCURS AT THE ISD. WE FORGET ABOUT EpiPens, CPR, AED, CONCUSSION-- ALL OF THOSE OTHER ADD-ON TRAININGS. THOSE TYPICALLY OCCUR FROM ISD STAFF WORKING WITH LOCAL DISTRICTS. YOUR PEOPLE WHO ARE ON THE FRONT LINE-- THE SECRETARIES, YOUR TECH DIRECTORS, YOUR TECHNICIANS-- THEY ALL NEED UPDATED TRAINING AS EVERYTHING CHANGES. THAT OCCURS AT AN ISD LEVEL TO SAVE TIME AND DOLLARS FOR LOCAL DISTRICTS. PARAEDUCATORS WHO ARE IN SPECIAL EDUCATION CLASSROOMS, THEY ARE TRAINED AT AN ISD. SO NOT ONLY ARE TEACHERS BENEFITING FROM THE CAPACITY, SO ARE THE SUPPORT STAFF THAT ARE CRITICALLY IMPORTANT IN OUR COUNTIES. PARTNERSHIPS REALLY ADD CAPACITY AND VALUE TO WHAT WE DO. YOU'RE A PARTNER FOR US. YOU AS THE BOARD ARE A PARTNER FOR MY BOARD, YOU ARE A PARTNER FOR ISD BOARDS. I THINK PARTNERSHIPS HELP US ALL ACHIEVE GREATER THINGS THAN WHAT WE COULD DO INDEPENDENTLY. AND AT AN ISD, YOU'LL SEE AND FEEL SERVICE-ORIENTED LEADERSHIP, WHERE WE WANT TO BE SUCCESSFUL IN COLLABORATIONS, WHETHER THAT'S WITH AN EMPLOYER, WHETHER THAT'S WITH A COLLEGE AND UNIVERSITY, WHETHER THAT'S WITH A HEALTH AND HUMAN SERVICES ORGANIZATION, OR A NONPROFIT, OR A CIVIC GROUP. AND REALLY TODAY, WE'RE COLLABORATING WITH BUSINESS AND INDUSTRY, BECAUSE WE KNOW OUR TECH CENTERS MUST PREPARE THESE STUDENTS FOR THOSE JOBS THAT JUST REMAIN VACANT. SO BY SITTING ON ADVISORY BOARDS AT AN ISD LEVEL AND WELCOMING IN OTHER FOLKS ON OUR ADVISORY BOARDS, WE'RE REALLY BUILDING KEY PARTNERSHIPS ACROSS THE STATE TO MAKE US ALL MORE SUCCESSFUL. AND FINALLY, NOTHING EVER STOPS IMPROVING. SCHOOLS NEED TO IMPROVE. ORGANIZATIONS NEED TO IMPROVE. WHETHER IT'S THROUGH A MANDATED PROCESS, WHETHER IT'S THROUGH A VOLUNTARY ACCREDITATION PROCESS, ISDs ASSIST, RIGHT DOWN TO THE SCHOOL BUILDING, THE SCHOOLS TO WORK THEIR WAY THROUGH THE ACCREDITATION PROCESSES OR THE MANDATED SCHOOL-IMPROVEMENT PROCESSES. WE ALSO HELP DISTRICTS WITH REPORTING REQUIREMENTS. THERE ARE MORE REPORTS TODAY FOR AN ADMINISTRATOR THAN THERE ARE DAYS OF SCHOOL. SO IF YOU ARE A NEW ADMINISTRATOR COMING IN FROM A CLASSROOM OR FROM OUTSIDE OF EDUCATION, YOU RECEIVE A REQUEST FOR OVER 180 REPORTS. THAT'S A LITTLE OVERWHELMING. SO THE CAPACITY AT AN ISD HELPS COLLECT DATA, HELPS PROVIDE TRAINING FOR NEW ADMINISTRATORS TO GET INDIVIDUALS LIKE YOU THE INFORMATION THAT YOU NEED TO KNOW THAT YOUR PROGRAMS ARE WORKING. WE ALSO-- ISDs OR RESAs, OR RESDs, HELP EITHER A CONSORTIUM OF OUR DISTRICTS, OR AN INDIVIDUAL DISTRICT, OR AT THE ISD LEVEL, SECURE GRANTS. GRANTS REALLY HELP US DO MORE THAN WHAT WE COULD TYPICALLY. WHETHER AN MDE GRANT, A FEDERAL GRANT, A FOUNDATION GRANT, TYPICALLY ISDs HAVE PEOPLE WHO ARE SKILLED IN WRITING, OR HAVE THE DEMOGRAPHIC INFORMATION TO NOT HAVE SOMEONE GO BACK THROUGH THE EXERCISE OF COMPILING A LOT OF INFORMATION. SO IF WE SHARE, WE'RE FAR MORE SUCCESSFUL IN RECEIVING GRANTS. AND THEN FINALLY, WITH ALL OF THE CHANGES FROM NO CHILD LEFT BEHIND, AND EAA, AND THE SRO, AND TOP 10 IN 10, AND NOW WE'RE ON TO THE ESSA, WE HAVE LISTS-- YOU KNOW WE HAVE LISTS OF ALL KINDS OF SCHOOLS. WE HAVE SCHOOLS WHO ARE STRUGGLING. WE HAVE SCHOOLS WHO ARE REALLY STRUGGLING. EVERY TIME WE SEE ONE OF OUR SCHOOLS, BECAUSE ISDs CONSIDER THEIR LOCAL DISTRICTS AND THEIR BUILDINGS THEIR-- THAT'S ONE OF OUR SCHOOLS-- WE WORK VERY DILIGENTLY TO HELP THOSE DISTRICTS GET THOSE SCHOOLS OFF ONE OF THOSE LISTS, AND HELP ADMINISTRATORS BE STRONGER SKILLED INSTRUCTION LEADERS, HELP TEACHERS BE MORE EFFECTIVE IN THE CLASSROOM, AND HELP THOSE CHILDREN MEET THE STANDARDS THEY NEED TO ACHIEVE TO BE ABLE TO PASS THOSE ASSESSMENTS THAT ARE COMING AT EVERY STEP OF THE WAY. SO WE TAKE IT VERY PERSONAL IN OUR WORK TO REMOVE THOSE STUDENTS OFF THE LISTS, AND ACHIEVE AS WE ALL WANT THEM TO. >> OKAY, SO I'M GOING TO WRAP IT UP. YOU HAVE GOT A LOT OF INFORMATION ABOUT WHAT WE DO, AND THERE'S JUST-- THAT'S NOT ALL OF WHAT WE DO. THERE ARE SOME INDIVIDUAL TAILORED SERVICES, TOO, THAT ISDs PROVIDE TO THEIR DISTRICTS, WHICH IS ALSO EXCITING. BUT OUR MESSAGE TO YOU IS THAT WE'RE EVERYWHERE. WE'RE EFFICIENT, EFFECTIVE. WE TRY REALLY HARD AT EQUITY. WE'RE NOT EQUAL, BUT WE TRY TO TAKE WHAT WE CAN AND SHARE AMONG THE ISDs AND HAVE AN EQUITABLE SET OF RESOURCES WITH THE LOCAL DISTRICTS. AND WE FEEL OUR SERVICES ARE ESSENTIAL FOR MOVING MICHIGAN FORWARD. WE WORK IN ALL SORTS OF CONFIGURATIONS. I JUST DIDN'T WANT TO LEAVE YOU WITH THIS IDEA. WE DON'T STICK TO OUR BOUNDARIES. WE HAVE DIFFERENT CONFIGURATIONS FOR TEACHER EVALUATION TRAINING-- THOSE ARE THROUGH OUR MAISA REGIONS. WE HAVE PROSPERITY REGIONS. WE RUN ADULT ED THROUGH PROSPERITY REGIONS. AND WE HAVE CONSORTIA, ALL SORTS OF DIFFERENT CONSORTIA. SO FOR INSTANCE, IN THE CONSORTIA FOR TECHNOLOGY, 500,000 DEVICES WERE PURCHASED THROUGH COPPER COUNTRY ISD FOR THE WHOLE STATE. THIS IS AN EXAMPLE OF SOMETHING YOU WOULDN'T THINK NECESSARILY COULD HAPPEN, BUT THAT'S HOW CLOSELY WE WORK TOGETHER. AND I JUST WANTED TO LEAVE YOU WITH SAYING THAT WE REALLY APPRECIATE THE OPPORTUNITY TO COME TODAY. WE HAVE GOT A GREAT RELATIONSHIP WITH SUPERINTENDENT WHISTON. WE REALLY THINK WE PRETTY MUCH SOLVE EVERY PROBLEM THAT IS PUT ON THE TABLE WITH THE ASSOCIATION AND MDE. IT'S AN UNPRECEDENTED RELATIONSHIP, WITH OUR OFFICIAL PARTNERSHIP AGREEMENT, AND WE VERY MUCH ENJOY WORKING WITH THE STAFF HERE. AND I THINK TOGETHER WE MAKE THINGS A LOT BETTER FOR THE KIDS IN THE STATE. SO THANK YOU FOR YOUR TIME. >> I'M GOING TO CALL ON TOM IN ONE MOMENT. I JUST WANTED TO SAY AS A LOCAL SUP, I WAS PART OF WAYNE RESA, AND CERTAINLY, THEY PROVIDED A LOT OF GREAT SERVICES, INCLUDING PREPARING TEACHERS TO BE PRINCIPALS, PD SERVICES IN GENERAL, SPECIAL ED SERVICES, AND LETTING US KNOW WHEN WE WERE DOING WELL, AND NOT AFRAID TO TELL US WHEN WE NEEDED TO IMPROVE. EMERGENCY SERVICES-- YOU KNOW, I LOST-- MY BUSINESS MANAGER WAS MURDERED, AND THEY WERE ON-SITE WITHIN HOURS TO RUN OUR BUSINESS OFFICES FOR LITERALLY SIX OR NINE MONTHS WHILE WE WENT THROUGH THE PROCESS OF REPLACING. TRANSPORTATION ROUTING, SAVING US MONEY. WE WOULD GO OUT FOR BID AND GET ONE PRICE. WE WOULD GO OUT FOR BID THROUGH WAYNE RESA THAT WOULD GO WITH OTHER DISTRICTS, AND WE'D GET A BETTER PRICE. WE CERTAINLY WERE SAVING MONEY THROUGH THAT. CERTAINLY OUR LOW-ACHIEVING SCHOOLS AND THE SUPPORT THEY PROVIDED US THERE. QUITE FRANKLY, I WANTED TO BE A CREATIVE SUPERINTENDENT AND DO DIFFERENT THINGS, AND THE ISD WAS THERE TO SUPPORT ME IN DESIGNING, THINKING, AND GETTING GOING. SO I KNOW AS A LOCAL SUP, I DEEPLY APPRECIATED WORKING WITH WAYNE RESA. TOM, AND THEN EILEEN, AND LUPE. OH, WE'LL PROBABLY GOT TO CALL ON ALL OF YOU. [ LAUGHTER ] >> THANKS FOR YOUR PRESENTATION. I KNOW THAT WE DON'T HAVE ENOUGH TIME TO REALLY ELABORATE MUCH ON MY QUESTIONS, BUT JUST MAINLY, DO EACH OF THE 56 ISDs HAVE METRICS, HAVE GOALS SO THAT THEY KNOW WHAT SUCCESS LOOKS LIKE OR NOT? AND IF THEY DO, CAN YOU SEND ME THOSE METRICS AND WHERE THEY WERE TWO YEARS AGO, AND WHERE THEY WERE LAST YEAR, FOR EACH OF THEM? >> WE HAVE-- WE HAVE AN ACCREDITATION PROCESS. SO WE GO THROUGH AN ACCREDITATION PROCESS WHERE THEY SET GOALS THROUGH NCA, WHICH IS NOW AdvancED. SO EACH ONE HAS A SET OF GOALS THAT THEY MEET. AND I DON'T HAVE THE METRICS FROM EACH OF THEM, BUT WE COULD REQUEST THAT THEY SEND THE METRICS TO ME, AND WE COULD GET THOSE OUT TO YOU ABOUT HOW THEY'RE PROGRESSING ON THOSE GOALS. >> SO THEY HAVE SPECIFIC-- BECAUSE IF EVERYTHING IS IMPORTANT, NOTHING IS IMPORTANT. SO THEY ARE SAYING THAT, "THESE ARE THE EIGHT THINGS "WE WANT TO FOCUS ON. "LITERACY, IT'S AT 28%, "AND WE WANT IT AT 40%," OR-- THAT'S THE KIND OF STUFF THAT THEY HAVE THAT YOU WILL BE ABLE TO PROVIDE ME? >> YEAH. >> AND THEN HOW THEY MEASURE IT, AND WHETHER THEY ARE GOING IN THE RIGHT DIRECTION OR THE WRONG DIRECTION? >> WELL, YOU'RE RIGHT CLOSE TO IT WHERE YOU ARE. SO EACH ISD HAS AN OUTSIDE, INDEPENDENT EVALUATOR TO COME IN. THEY REVIEW ALL OF THEIR MATERIALS, THEY DETERMINE WHERE THE WEAKNESSES ARE IN THAT PARTICULAR ISD'S SERVICES COMPARED TO THEIR MISSION, AND THEN THEY SET THOSE GOALS. AND I DON'T KNOW SPECIFICALLY HOW MANY OF THEM ARE DIRECTLY LINKED TO STUDENT ACHIEVEMENT IN THE LOCAL DISTRICTS. I KNOW THEY ARE LINKED TO STUDENT ACHIEVEMENT WITHIN THE PROGRAMS THAT THEY OPERATE. >> AND WE'LL SEE WHAT WE CAN GET FOR YOU. >> SO I'LL SEE WHAT I CAN GET, BECAUSE A LOT OF THEM ARE MEASURING PROGRAMS THAT THEY ARE ACTUALLY DIRECTLY RESPONSIBLE FOR. BUT WE TRY TO MEASURE LOCAL DISTRICT ACHIEVEMENT AS WELL, AND WHAT THE SERVICES WE PROVIDE AND PROFESSIONAL DEVELOPMENT DO TO INCREASE PERFORMANCE OF STUDENTS IN ALL OF OUR DISTRICTS. >> I APPRECIATE IT. >> LUPE, AND THEN EILEEN. >> WELL, IT'S VERY GOOD TO SEE YOU. >> GOOD TO SEE YOU AGAIN. >> AND MEET YOU. AND I HAVE TO SAY THAT WE HAVE THREE ISDs THAT COME REGULARLY TO OUR MEETINGS-- WAYNE RESA, AND CALHOUN, AND MACOMB. AND THEY ARE MY BUDDIES. WHEN THEY DON'T COME, I MISS THEM. AND I AM FROM THE KISD-- KENT COUNTY INTERMEDIATE SCHOOL DISTRICT-- AND I HAVE TO SAY THAT I TESTIFY TO WHAT YOU ARE SAYING THAT ISDs DO, BECAUSE OURS IS ROCK AND ROLLING IN OUR AREA. THEY ARE PROVIDING MANY, MANY, MANY SERVICES. I LIKE THE PASSION THAT BOTH OF YOU EXPRESSED. YOU KNOW WHAT IS HAPPENING AT THE ISDs, AND YOU READILY, FREELY-- BECAUSE IT IS TRULY HAPPENING. IT'S ALL ABOUT HOW AND WHAT YOU ARE DOING FOR THE SUCCESS OF OUR STUDENTS, IN MY BOOK. AND YOU, THE ISDs TRULY DO THAT. SO THANK YOU SO MUCH FOR YOUR PRESENTATION. IT OPENED MORE OF THE THINGS THAT YOU DO, BUT I-- I-- I'M A VISITOR OF THE RISD REGULARLY, AND SO I KNOW. THEY INVITE ME, SO I-- I GO. SO THANK YOU SO MUCH. >> EILEEN, AND THEN NIKKI, PLEASE. >> DR. HAGEL, I HAVEN'T HAD THE PLEASURE OF WORKING WITH YOU, BUT I HAVE BEEN WATCHING YOU DURING VERY DIFFICULT TIMES. AND DR. MILLER, I'VE WORKED WITH FOR MORE YEARS THAN EITHER OF US WOULD CARE TO TALK ABOUT. >> WE'VE BEEN AROUND A WHILE. [ LAUGHTER ] >> SO I COMMEND YOU FOR HELPING ISDs FACE GROWING DISTRICT CHALLENGES, BECAUSE WE'RE OFTEN IN THE TIME OF STATIC OR EVEN REDUCED FUNDING. AND I JUST HEARD SOMETHING WITH TOM'S QUESTION THAT I WANTED TO JUST PROBE A LITTLE BIT, WHICH IS THAT WITH OUTSIDE EVALUATION, I HEAR YOU SAYING THAT THEY ARE LOOKING AT HOW WELL DISTRICTS, ISDs ARE DOING-- THE SERVICES THAT THEY HAVE DECIDED TO PROVIDE WITH THEIR MEMBERSHIP DISTRICTS. THE QUESTION THAT I RAISE IS A COUPLE OF THINGS. ONE IS TECHNOLOGY AND CTE TRAINING, PLUS MIDDLE COLLEGES. THERE ARE ONLY 56 ISDs, RIGHT? YES, AND THERE ARE 83 COUNTIES. AND WHEN YOU LOOK AT THAT MAP THAT YOU HAD UP EARLIER, THE MORE RURAL, THE LARGER THE ISD. AND WE ALSO KNOW THAT YOU DON'T HAVE A LOT OF TECH-- ONLY HALF OF THE DISTRICTS-- HALF OF THE DISTRICTS IN THE STATE HAVE CTE FUNDING, AND I DON'T KNOW HOW MANY COUNTIES HAVE COMMUNITY COLLEGE FUNDING. BUT AS WE MOVE INTO-- AND AS PEOPLE HAVE SAID, WE'RE PREPARING CHILDREN FOR LIFE, NOT NECESSARILY FOR CAREERS. BUT YOU CAN'T AVOID THAT A CHILD WHO HAS AN OPPORTUNITY IN OAKLAND COUNTY CAN BE VERY DIFFERENT THAN A CHILD IN MENOMINEE. AND SO I HAVE TWO QUESTIONS. ONE IS, AS ISDs FACE THE CHALLENGES MOVING FORWARD, HOW CAN YOU PROMPT-- MAKE SURE MAISA HAS THE ABILITY TO PROMPT CONVERSATIONS IN ALL OF THOSE AREAS THAT MIGHT COME UP WITH A DIFFERENT SOLUTION FOR HOW THAT ISD IS SERVING ITS CHILDREN? AND WHAT ROLE DO THE LOCAL DISTRICTS GET TO PLAY IN THE ISD AND THE OUTSIDE EVALUATION? SO THAT IF THERE'S A DIFFERENCE BETWEEN A BUREAUCRACY WHICH HAS EMPLOYEES WHO HAVE STRENGTHS-- PERCEIVED STRENGTHS AND WEAKNESSES IN THE DISTRICTS-- HOW YOU GET TO A SPOT WHERE THE ISD REALLY IS MORE NIMBLE-- WHICH IS HARD-- AND ENTREPRENEURIAL? WHICH YOU STATE THAT THAT'S A GOAL. >> WELL, THAT'S A BIG QUESTION. >> IT IS A BIG QUESTION, SORRY. >> THAT'S ALL RIGHT. IT'S-- ANY TIME THAT WE HAVE ACCREDITATION SYSTEM, IT INCLUDES LOCAL DISTRICT EMPLOYEES-- AT ALL LEVELS-- NOT JUST ADMINISTRATORS, BUT ALL STAFF. AND THE IMPARTIAL THIRD PARTY PEOPLE GO OUT AND SEEK FEEDBACK ON THAT, ON THE SERVICES OF THE ISD, AND CRITIQUE IT. SO WE DO HAVE THAT DATA. ON THE SMALLER ISDs, THEY DO A LOT OF PARTNERING UP WITH THE SURROUNDING ISDs. SO WE'RE TRYING TO-- LET'S SAY-- NOT ERASE, BUT HAVE MOVABLE BOUNDARIES WHERE THINGS CAN HAPPEN AND DIFFERENT PARTNERSHIPS, AND COMBINE SOME OF THEM. SO I KNOW IN CALHOUN, SOME OF THE SMALLER ISDs IN THAT AREA GET MOST OF THEIR SERVICES FROM CALHOUN, EITHER FROM PURCHASING, OR CALHOUN OPENS THE DOORS FOR THOSE DISTRICTS TO COME IN. I THINK WHERE THERE'S VERY LOW MILLAGE RATES AND VERY BIG GEOGRAPHY, WE'RE TRYING TO FIND WAYS TO COOPERATE WITH SURROUNDING ISDs, BUT SOMETIMES WE HAVE TO USE THE TECHNOLOGY, BECAUSE THE DISTANCE IS TOO FAR. AND THEN WE HAVE GAPS IN COMMUNITY COLLEGE SERVICE, CLEARLY, AND THERE'S PLACES THAT HAVE BOTH PROBLEMS-- BIG GEOGRAPHY, NO COMMUNITY COLLEGE SERVICE. SO WE'RE TRYING TO FIND WAYS EVEN TO CREATE OUR OWN COMMUNITY COLLEGES, WHICH WE FIND QUITE CHALLENGING FOR THE ISD. IT'S A MULTIYEAR PROCESS TO TRY TO CREATE AN ENTITY LIKE THAT. SO WE'RE TRYING TO DO IT USING THE TECHNOLOGY. WE'VE GOT EVERYONE, VIRTUALLY-- WE'LL HAVE EVERYONE CONNECTED TO A STATEWIDE FIBER NETWORK, AND WE THINK WE CAN DO A LOT MORE CTE TYPE WORK WITH THAT. I THINK IT WOULD BE QUITE SUCCESSFUL THERE. SO THAT'S ONE OF OUR MAIN STRATEGIES IS TO GET THIS FIBER IN THE GROUND AND GET THE CONTENT OF SUCH QUALITY THAT THE BUSINESS PEOPLE CAN HAVE INPUT INTO WHAT IS NEEDED, AND ALSO INTO THE ACTUAL TRAINING PROGRAMS THEMSELVES. >> I CAN ADD A LITTLE TO THAT, THAT MIGHT HELP. SO WE ARE ONE OF THE COUNTIES, IN GENESEE, THAT'S BLESSED TO HAVE A COUNTY WIDE MILLAGE TO SUPPORT CTE. NOT EVERY SEAT IS FULL EVERY SESSION IN THAT CENTER, SO WE SO ENCOURAGE STUDENTS FROM SHIAWASSEE COUNTY OR DRIVABLE LAPEER COUNTY TO ATTEND OUR CENTER, BECAUSE THEY DON'T HAVE THAT OPPORTUNITY. SO WE WORK WITH THOSE LOCAL DISTRICTS TO ENCOURAGE THOSE STUDENTS TO COME TAKE ADVANTAGE OF THOSE PROGRAMS. AS FAR AS HOW DO LOCAL DISTRICTS EVALUATE ISDs, YOU'LL PROBABLY HEAR 40 DIFFERENT WAYS THAT THAT OCCURS. AND ONE THING THAT I CAN SHARE IS THAT OUR LOCAL SUPERINTENDENTS HAVE AN OPPORTUNITY TO EVALUATE MYSELF AND OUR ISD, AND HOW WELL WE MEET THEIR NEEDS EVERY SINGLE YEAR-- EVERY FEBRUARY. IT'S A ROUTINE. ALSO, OUR-- WE MOVE OUR BOARD MEETINGS TO THE LOCAL DISTRICTS SO THAT OUR BOARD IS CONSTANTLY ENGAGED IN LOCAL BOARDS. SO IF THERE IS SOMETHING THAT THEY NEED, OR A COMPLAINT, OR A CONCERN, WE ALL HEAR IT IMMEDIATELY. AND THEN IN ADDITION, TWO OF MY BOARD MEMBERS ATTEND EVERY SINGLE DISTRICT MEETING EVERY YEAR WITHOUT ME, SO THAT AS AN ORGANIZATION, IF THERE'S A CHALLENGE THAT WE'RE NOT MEETING, OR A NEED, OR WE NEED TO BE NIMBLE AND MOVE SOMEWHERE ELSE, THEY WILL HEAR THAT AND SHARE-- BOTH CELEBRATE WHAT WE ARE DOING RIGHT, AND SHARE WHAT WE CAN DO NEXT WITH MYSELF AND OUR LEADERSHIP TEAM. AS FAR AS MR McMILLIN'S QUESTION ON GOALS, EACH OF US DO HAVE GOALS. WE MUST HAVE GOALS FOR THE ACCREDITATION PROCESS THAT WE GO THROUGH. IT'S A FIVE-YEAR PROCESS, AND WE HAVE INTERNAL AND EXTERNAL PEOPLE COMING IN AND LOOKING AT YOUR GOALS, YOUR METRICS, OR-- SOMETIMES IT'S JUST EVIDENCES THAT YOU ARE PROVIDING THEM, BECAUSE IT MIGHT BE A CULTURAL GOAL. AND SO IN ORDER TO RECEIVE THAT ACCREDITATION, YOU HAVE TO MEET METRICS THAT YOU ARE SETTING. BUT ONE OF THE CHALLENGES IS THAT AN ISD IS AN ORGANIZATION WITHIN ITSELF, AND YOU'RE A SUPPORT FOR YOUR DISTRICTS THAT YOU SERVE. SO YOU ARE ALWAYS TRYING TO RAISE TEST SCORES AND ACHIEVEMENT IN THE AREAS FOR THE LOCAL DISTRICTS, WHILE IMPROVING YOUR OWN ORGANIZATION. AND SOMETIMES THEY ARE VERY DIFFERENT NEEDS, SO YOU MIGHT HAVE ALMOST TWO SETS OF GOALS. ONE SET OF GOALS YOU ARE ESTABLISHING WITH YOUR SUPERINTENDENTS AND WHERE YOU'RE DIRECTING YOUR RESOURCES. THE OTHER GOALS ARE INTERNALLY HOW TO IMPROVE YOUR ORGANIZATION. >> ALL RIGHT, NIKKI, AND THEN MICHELLE, PLEASE. >> I JUST WANTED TO SAY THANK YOU PERSONALLY. I WAS ONE OF THE STUDENTS THAT TOOK ADVANTAGE OF THE CONSORTIUM, AND GOT MY CNA BEFORE I EVEN GRADUATED HIGH SCHOOL. SO IT DEFINITELY WAS A WONDERFUL OPPORTUNITY, I THINK. SO I'M THANKFUL FOR THAT OPPORTUNITY. ONE OF THE THINGS THAT EILEEN MENTIONED WAS THAT 50% THAT IS SORT OF-- THE ISDs THAT DON'T HAVE THE OPPORTUNITY OF CERTAIN CTE PROGRAMS. REPRESENTATIVE BEAU LaFAVE I THINK PUT SOMETHING OUT THERE IN TERMS OF HOW SCHOOL DISTRICTS CAN WORK WITH STUDENTS AND OFFER CTE OPPORTUNITIES WITH THE PRIVATE SECTOR, IF YOU WILL. IT DOESN'T ALWAYS HAVE TO BE SUBSIDIZED BY THE GOVERNMENT. I DON'T KNOW IF YOU GUYS CAN FORGE A PATHWAY FOR THOSE ISDs THAT DON'T HAVE CTE PROGRAMS, BUT THEY CAN OPT OUT OF CERTAIN SEAT TIMES, I THINK IS WHAT HIS BILL SAYS, AND THEN THEY CAN MAKE PARTNERSHIPS WITH BUSINESSES IN THE COMMUNITY AND ACTUALLY GO OUT AND MAKE THOSE CONNECTIONS. SO MAYBE IT'S NOT A CENTER BASED CTE THING THAT THEY CAN DO, BUT TAKE ADVANTAGE OF THAT. I DON'T KNOW IF IT HAS BEEN PASSED-- MARTY, DO YOU KNOW IF IT WAS PASSED? BEAU LaFAVE'S BILL? >> WHAT'S THAT? >> BEAU LaFAVE'S BILL ON-- OKAY. IT WOULD BE AN INTERESTING THING TO LOOK INTO. I THINK HE HAD A GREAT IDEA. >> MICHELLE, ARE YOU PASSING, OR HAVE YOU GOT SOMETHING? >> I HAVE GOT SOMETHING. >> ALL RIGHT. >> ONE THING I JUST WANTED TO FOLLOW UP ON WHAT NIKKI SAID. NOW THERE IS ALL SORTS OF PARTNERSHIP PROGRAMS WITH TRADES, AND THEY SEEM TO BE EVERYWHERE. AND THEY'RE REALLY GREAT PROGRAMS TO COMBINE WITH. SO MY QUESTION WAS WITH REGARD TO SPECIAL EDUCATION, AND OVERSIGHT OF SPECIAL EDUCATION, AND THE ROLE OF THE ISDs IN THAT. SO THERE'S BEEN SOME CONVERSATIONS ABOUT THAT LATELY. BUT I WANTED TO JUST PREFACE IT BY SAYING I DID GO WITH THE LIEUTENANT GOVERNOR ON MOST OF THE STOPS ACROSS THE STATE, AND THERE WAS A WIDE VARIETY OF INTERPRETATIONS FOR THINGS LIKE FREE AND APPROPRIATE EDUCATION. THERE'S NOT A CONSISTENT DEFINITION. AND I KNOW PEOPLE HAVE RESOURCES, BUT THE FEDERAL GOVERNMENT IS EXPECTING US TO ABIDE BY THE LAW. SO WHAT WOULD BE YOUR ROLE IN ENSURING THAT THERE'S CONSISTENCY IN SERVICES AND SUPPORTS FOR SPECIAL EDUCATION SERVICES, SINCE YOU WORK WITH THIS CONSORTIUM? WHAT DO YOU SEE AS YOUR ROLE? >> WELL, WE PROVIDE ALL SORTS OF SUPPORT AND COORDINATION WORKING WITH THE DEPARTMENT OF EDUCATION, AND THE CONVERSATION THAT HAS BEEN GOING ON. WE HAVE HAD A SIX-MONTH CONVERSATION, WHICH I THINK WE ENDED WITH SOME FRUITFUL CONCLUSIONS ABOUT HOW WE COULD BETTER SERVE STUDENTS ACROSS THE STATE, AND OUR ROLE IS REALLY TO FIND THE BEST EXAMPLES OF HOW THAT IS BEING DONE, AND HELP THE OTHER ISDs IMPLEMENT THOSE EFFECTIVE PRACTICES. THAT'S REALLY WHAT WE DO THROUGH OUR ASSOCIATION. SO IF IT'S MORE INCLUSIVE PRACTICES, THAT'S WHAT YOU'LL HEAR SOME PLACES THAT THEY WANT. WE HAVE ISDs THAT ARE DOING THAT. SO WHAT CAN YOU LEARN FROM YOUR PARTNER ISDs IN A CONSORTIUM? SO WE CREATE, YOU KNOW, DIFFERENT EXPERIENCES AND SHARE OUR SUCCESSES, AND THAT'S REALLY WHAT WE DO AS AN ASSOCIATION, IS TRY TO ENCOURAGE IMPLEMENTING INNOVATIVE AND BETTER PRACTICES. >> SO MY UNDERSTANDING IS THAT THERE'S NO NEW-- THAT FAPE HAS-- THERE'S AN UNDERSTANDING THAT-- TO HAVE SOMEBODY IN THE MOST INCLUSIVE ENVIRONMENT THAT THEY CAN BE IN, NOT TO PUT THEM INTO A CENTER BASED PROGRAM. >> ABSOLUTELY. >> SO-- AND TO TRY, AND NOT-- I MEAN, MY SON'S IN CENTER BASED PROGRAM, SO I'M NOT DISPARAGING CENTER BASED. EVERYBODY HAS-- THERE'S NEEDS ON A SPECTRUM OF SERVICES, AND I BELIEVE THAT, BUT THERE ARE SOME DISTRICTS THAT BELIEVE-- THAT ARE MUCH QUICKER TO PUT THEM IN CENTER BASED. AND IT'S NOT WHAT THEY ALL FEEL-- >> OH, ABSOLUTELY. >> --DEFINITION-- SO THERE'S DIFFERENT DEFINITIONS OF THE-- OF THE LAW, OR HOW IT-- IT-- AND DIFFERENT AREAS, AND IT WAS A BIG ISSUE FOR THE PARENTS, THAT FELT THAT THEIR KIDS WEREN'T GETTING WHAT THEY SHOULD. IN SOME AREAS THEY WERE DOING IT DIFFERENTLY THAN OTHERS. SO WHAT I'M HEARING-- CORRECT ME IF I'M WRONG-- IS THAT YOU ARE WORKING WITH THE DEPARTMENT-- AND I'M NOT JUST TALKING ABOUT THE COMPLAINT PROCEDURE. >> NO, NO. >> YEAH, WE WORKED ON FAPE, AND I'M GOING TO GIVE YOU AN UPDATE ON THAT. >> THIS IS ALL ABOUT PROVIDING FAPE, AND HOW TO DO THAT IN A WAY THAT'S CONSISTENT ACROSS THE STATE. >> RIGHT, AND IN COMPLIANCE WITH FEDERAL LAW. >> THAT'S WHAT WE'VE BEEN WORKING ON. >> AND I'LL HAVE AN UPDATE ON THAT. I WILL GET IT TO YOU IN A SECOND. DR. Z, AND THEN CASANDRA. >> YEAH, NOW, IN 1962 WE STARTED THIS SYSTEM. HOW MANY NEW ISDs, HOW MANY CONSOLIDATIONS, HOW MANY CLOSURES HAVE THERE BEEN SINCE THEN? I JUST WANT TO GET-- >> OF ISDs? >> YES. >> THERE HAS BEEN ONE-- I GUESS I'LL SAY IT WOULDN'T BE CLOSURE, BUT IT WOULD BE A COMBINING OF TWO ISDs INTO ONE. >> CONSOLIDATIONS? >> IT WASN'T REALLY A CONSOLIDATION. IT WAS MORE LIKE AN ANNEXATION. SO IT WAS AGREED TO BY THE BOARD. THEY DIDN'T HAVE A CONSOLIDATION VOTE, IT WAS JUST DONE IN THE AGREEMENT OF THE BOARD. SO THE SAME ISD HAS BEEN SORT OF ANNEXED TO ITSELF THREE TIMES. SO THERE WAS ONE WITH MASON-LAKE, AND NOW MASON-LAKE OCEANA. NOW THAT'S CALLED WEST SHORE. SO THAT PARTICULAR ISD HAS COMBINED IN THREE DIFFERENT WAYS. OTHERWISE SINCE 1962, THE ISDs HAVE BEEN THE SAME CONSISTENT BOUNDARIES THAT THEY HAVE NOW. >> I WOULD HAVE APPRECIATED IN YOUR PRESENTATION KIND OF LIKE JUST A SPREADSHEET WHICH LAID OUT THE SIZES-- RELATIVE SIZES IN TERMS OF EMPLOYEES AND BUDGETS FOR THE ISDs. I HAVE GOT A FEELING THAT WAYNE RESA, WHICH I HAVE WORKED WITH, IS A DIFFERENT ANIMAL THAN THE ISDs UP NORTH. >> CLEARLY. >> WHICH RAISES THE QUESTION OF, YOU KNOW, HOW-- HOW MUCH DO YOUR GENERALIZATIONS APPLY TO ALL ISDs? OR JUST SOME AND NOT OTHERS? AND PART OF WHAT I'M LEADING UP TO IS HOW DO WE KNOW THE SYSTEM-- IF-- WHETHER THE SYSTEM IS RIGHT SIZED. MAYBE SOME ISDs MAY NEED TO BE CONSOLIDATED TO GET AN ECONOMY OF SCALE. MAYBE THEY'RE-- MAYBE THE RURAL ONES PROVIDE SERVICES THE OTHER ONES DON'T PROVIDE, AND MAYBE THAT'S ATTENTION THAT WE NEED TO-- AT LEAST OUGHT TO BE BROUGHT TO OUR ATTENTION. >> I CAN PROVIDE YOU THAT INFORMATION. >> OKAY, THANKS. >> CASANDRA, AND THEN-- NOTHING? OKAY, PAM? ANYTHING? AND THEN TRACY. >> THANK YOU FOR YOUR PRESENTATION. AND I HAVE DEFINITELY GROWN APPRECIATIVE OF WHAT THE ISDs DO. I HAVE HAD THE OPPORTUNITY OF WORKING CLOSELY WITH THE ISDs IN SAGINAW THROUGH SOME OF THE EARLY ON DEVELOPMENT PROGRAMS, AS WELL AS GETTING TO KNOW SOME OF THE OTHER ISDs BEING IN FLINT AS WELL. I GUESS MY QUESTION IS AROUND THE MICHIGAN DEPARTMENT OF EDUCATION AND HOW CAN WE HELP TO IMPROVE SOME OF THE RELATIONSHIPS WITH ISDs. I KNOW IN SOME DISTRICTS IT'S JUST THIS KNOWN THING, AND I KNOW THAT IT'S IMPROVING, BUT I THINK YOU KIND OF HIT ON THAT, IS THAT THERE STILL LIKE THIS EDGE, AND I DON'T WANT TO NECESSARILY SAY COMPETITION, BUT THERE-- I MEAN, I THINK THAT THERE'S STILL SOME ROOM FOR IMPROVEMENT, AND ESPECIALLY AS WE'RE GOING INTO THIS PARTNERSHIP MODEL, HOW DO WE HELP TO IMPROVE THOSE DYNAMICS? AND I THINK EILEEN AND MAYBE TOM KIND OF GOT AT SOME OF THAT, TOO. YOU KNOW, HOW DO WE HAVE THIS BACK AND FORTH EVALUATION OF HOW THOSE RELATIONSHIPS ARE IMPROVING, AND I THINK THAT THAT DEFINITELY-- THE FRAMEWORK WOULD BE WHAT ARE THE GOALS THAT YOU HAVE TOGETHER? AND I THINK ONE OF THE THINGS THAT BRIAN-- I'VE TALKED WITH BRIAN ABOUT-- WE'VE TALKED ABOUT IS HOW DO WE HAVE THIS CONTINUOUS QUALITY IMPROVEMENT THAT-- ESPECIALLY AGAIN AS WE'RE GOING INTO THE PARTNERSHIP MODEL WITH THE VARIOUS-- AND WE'RE EXPANDING THAT AMONG DISTRICTS. AND ESPECIALLY SINCE THERE'S SUCH A DIVERSITY IN THE-- OF DISTRICTS THAT YOU WORK WITH. THERE'S BEEN DIFFERENT GROUPS-- I MEAN, DIFFERENT DISTRICTS ARE NEEDING SUCH DIFFERENT SUPPORTS. AND THEN GOING TO THAT, I KNOW-- I'M IN SAGINAW. I WAS CALLED IN SOME TIME AGO TO HELP THEM IMPROVE THE MAKEUP AND THE DIVERSITY OF THEIR STAFFING, AND HOW CAN YOU ALL THINK THROUGH THAT AND ENSURING THAT THERE IS DIVERSITY IN STAFFING, AND WE CAN MEET DIVERSITY IN SO MANY DIFFERENT WAYS. ONE OF THE THINGS THAT I DEFINITELY APPRECIATE ABOUT THE ISDs IS THEIR PARENT INVOLVEMENT, BUT I THINK THAT WE REALLY HAVE TO PROTECT THAT. I KNOW SOME PARENTS THAT I SPOKE TO IN SOME DISTRICTS WERE LOOKING AT-- ALMOST LIKE THE-- BRINGING ON-- OR HAVING GREATER SUPPORT OF THE BUSINESS COMMUNITY. THEY ALMOST FELT LIKE THEY WERE-- LIKE-- THEY WERE GETTING EDGED OUT. SO REALLY MAKING SURE THAT WE HAVE THE PARENTS AT THE FOREFRONT OF ALL THAT WE DO, ESPECIALLY LIKE IN THE EARLY CHILDHOOD DEVELOPMENT PROGRAMS, WHERE A LOT OF TIMES WE'RE TRYING TO MAKE SURE THAT WE'RE REACHING THE PARENTS AND THE PARENTS ARE AWARE OF PROGRAMS. SO WE KNOW THAT WE NEED THE PARENTS TO HELP US DO THAT, AS WELL AS KEY COMMUNITY THOUGHT-- NOT NECESSARILY JUST THOUGHT LEADERS, BUT JUST THOSE PEOPLE THAT CAN HELP US TO BETTER DESIGN THE PROGRAMS, AS WELL AS BETTER ENSURE ACCESS TO THE PROGRAMS. SO-- AND IT SEEMS LIKE THERE WAS ONE OTHER THING THAT I HAD, BUT-- I CAN'T REMEMBER WHAT THAT WAS. [ LAUGHTER ] >> TRACY, PLEASE. >> I TOO JUST WANTED TO SAY THANK YOU, BECAUSE I WOULDN'T BE SITTING HERE IF IT WEREN'T FOR OUR KENT ISD AND THE COACHING SUPPORT THAT I HAVE HAD ONGOING FOR YEARS, AND THE CAPACITY BUILDING THAT HAS TAKEN PLACE WITHIN OUR DISTRICT TO BE ABLE TO CONTINUE THAT ON OUR OWN THROUGH JOB-EMBEDDED PROFESSIONAL LEARNING AND AN IDENTITY OF SHARED LEADERSHIP. AND I JUST-- I-- I HAVE NOTED THAT, YOU KNOW, THERE ARE TIMES WHEN WE HAVEN'T BEEN AS CONNECTED TO OUR ISD, AND WHEN WE ARE, HOW MUCH BETTER THINGS ARE. AND I KNOW THERE ARE A NUMBER OF DISTRICTS WHO DON'T TAKE ADVANTAGE, AND-- SO THOSE ARE JUST SOME OF MY WONDERINGS-- HOW DO WE ENSURE THAT EVERYONE IS TAKING ADVANTAGE? BECAUSE I JUST CAN'T IMAGINE SERVING IN AN EDUCATIONAL ROLE WITHOUT THE SUPPORTS THAT YOU ALL PROVIDE. SO THANK YOU, AGAIN, BUT THAT'S JUST KIND OF WHAT MY QUESTION IS. [ LAUGHTER ] DON'T HAVE TO HAVE AN ANSWER, BUT. [ LAUGHTER ] >> I MEAN, IT'S ALL ABOUT THE LEADERSHIP, AND IF YOU KNOW HOW TO UTILIZE YOUR ISD, AND IF YOU TAKE FULL ADVANTAGE, OR YOU DON'T, OR YOU THINK YOU CAN DO EVERYTHING ON YOUR OWN, AND SOME OF IT IS THE CULTURE, AND SOME OF IT IS THE TRUST, AND SOME OF IT IS CAN YOU RELATE TO MY COMMUNITY, AND CAN YOU RELATE TO THE BOARD? AND THOSE ARE ALL REALLY IMPORTANT PIECES. AND WE NEED TO GET BETTER AS ISDs. THERE IS ALWAYS PLENTY OF ROOM FOR IMPROVEMENT FOR US TO BE BETTER CONNECTED WITH OUR LOCAL SCHOOLS AND COMMUNITIES. SO THAT'S AN ONGOING TASK FOR US. >> SURE, SURE. WELL, AND JUST THE LIMITATIONS-- LIKE THE COACHING PIECE OF IT, YOU KNOW, IT'S WHAT HAS REALLY INFLUENCED ME. AND I JUST KNOW HOW FEW OF THEM THERE ARE, TOO. SO THAT'S PART OF IT AS WELL, LIKE I JUST KNOW WITH THE 3rd GRADE READING LAW NOW, THAT THEY ARE REALLY LOOKING AT PROVIDING MORE LITERACY COACHES, BUT I KNOW THERE AREN'T ENOUGH OF THEM. THERE MIGHT BE ONE FOR AN ISD THAT'S SERVICING MANY. SO THANKS FOR YOUR SUPPORT. >> THANK YOU. >> I REMEMBERED WHAT IT WAS. >> ALL RIGHT! [ LAUGHTER ] >> IT ONLY TAKES A MINUTE. BUT-- SO JUST ADDING TO THE PARENT INVOLVEMENT PIECE, AND WE TALKED ABOUT THIS WHEN WE HAD A-- THE PRESENTATION BY HEAD START IS AGAIN, THAT OPPORTUNITY TO NOT ONLY GET PARENTS INVOLVED, BUT IN LOOKING AT THE DIVERSITY OF STAFFING, IS THAT THAT IS A CORNERSTONE PIECE WITHIN THE HEAD START PROGRAM. IT'S REALLY ENCOURAGING ISDs TO REALLY LOOK AT THAT, AND AGAIN, ENSURING THAT WE BRING PARENTS UP THROUGH THAT SYSTEM. AND ONE OF THE THINGS THAT I WAS ABLE TO SHARE IS THAT MY GRANDMOTHER USED TO BE-- WAS ONE OF THE FIRST FOLKS TO WORK WITH THE HEAD START PROGRAM, AND SHE WAS ABLE TO GET HER COLLEGE DEGREE AND WORK HER WAY UP THROUGH THAT SYSTEM. SO IT'S A VERY IMPORTANT-- FOR SO MANY DIFFERENT REASONS, THAT THAT BE A FOCUS THAT WE DON'T LOSE. >> ALL RIGHT, THANK YOU VERY MUCH. APPRECIATE YOU BEING HERE TODAY. >> APPRECIATE THE OPPORTUNITY. >> NEXT ITEM ON THE COMMITTEE OF THE WHOLE AGENDA IS A PRESENTATION ON MICHIGAN'S EVERY STUDENT SUCCEEDS ACT PLAN. THE PRESENTATION PROVIDES A SUMMARY OF THE PUBLIC COMMENT PROCESS RECEIVED TO DATE ON MICHIGAN'S DRAFT CONSOLIDATED STATE PLAN FOR EVERY STUDENT SUCCEEDS ACT, AS WELL AS UPDATES ON DISCUSSIONS RELATED TO THE DRAFT PLAN. PERIOD OF COMMENT GOES THROUGH MARCH 16th. AS I'M SITTING HERE TODAY, WE'RE STILL-- I'M GETTING SOME EMAILS OF INPUT FROM SOME ORGANIZATIONS, SO THAT WON'T BE PART OF YOUR POWERPOINT TODAY, BUT WE WILL UPDATE YOU AND SHARE YOU THEIR THOUGHTS. I ALSO MET WITH MASA THIS MORNING, AND WILL BE MEETING WITH THE SECONDARY SCHOOL PRINCIPALS THIS EVENING, AND WILL SHARE THEIR COMMENTS WITH YOU AS WELL. WITH THAT, VENESSA, PLEASE. >> GOOD MORNING, EVERYONE. AS THE SUPERINTENDENT SAID, WE WANTED TO SUMMARIZE THE COMMENTS WE HAVE HEARD FOR THE ESSA FEEDBACK UP UNTIL ABOUT MONDAY. WE HAD TO CUT IT OFF AT SOME POINT TO MAKE THE PRESENTATION. SO LET ME JUMP RIGHT IN. WE OPENED THE COMMENTS ON THE 14th. THE DOCUMENTS ARE HERE, AND WE PROVIDED ALL OF THE OPPORTUNITY TO COMMENT. JUST REMINDING EVERYONE THAT THIS WAS ACTUALLY THE FOURTH ROUND OF FEEDBACK, AND THAT IS NOT TAKING INTO ACCOUNT ALL OF THE ONGOING DISCUSSIONS. SO THERE WERE FOUR OFFICIAL ROUNDS OF FEEDBACK. THIS IS THE PUBLIC COMMENT COMING AT THE END. BUT THE OFFICIAL PUBLIC COMMENT IS BY NO MEANS THE ONLY WAY WE GET INPUT. EVEN DURING THIS PROCESS IT'S NOT THE ONLY WAY WE GET INPUT. SO JUST TAKE-- TAKE THAT INTO ACCOUNT WHEN YOU THINK ABOUT WHAT WE HEARD THROUGH THIS COMPONENT OF THE FEEDBACK PROCESS VERSUS THE OVERALL ONGOING CONVERSATION. AS OF MARCH 10th, WE'VE RECEIVED MORE THAN 275. AND AGAIN, WE HAVE BEEN MEETING WITH LEGISLATORS FOR ONE-ON-ONE DISCUSSIONS. WE'VE BEEN PROVIDING TESTIMONY AT LEGISLATIVE MEETINGS. WE'VE BEEN MEETING WITH NUMEROUS STAKEHOLDER GROUPS AS A GROUP. THE SUPERINTENDENT HAS BEEN MEETING, I'VE BEEN MEETING, THE TEAM HAS BEEN MEETING. SO AGAIN, WE GET LOTS OF IN-PERSON FEEDBACK. WE DID FOLLOW-UP MEETINGS WITH A NUMBER OF GROUPS WHO CAME IN EARLIER IN THE PROCESS IN THE LAST 30 DAYS. SO, AGAIN, JUST MORE OF THE SAME POINT THAT THIS IS THE FORMAL PUBLIC COMMENT THAT WE'RE TALKING ABOUT RIGHT HERE, WHICH IS REFLECTIVE OF A PIECE OF THE OVERALL COMMENT THAT WE'VE RECEIVED. THESE ARE SOME OF THE TOPICS, AND JUST A QUICK COUNT OF WHERE PEOPLE HAVE BEEN COMMENTING. AND YOU CAN SEE THE BULK OF THE COMMENTS FALL INTO THE ACCOUNTABILITY SYSTEM, PLAN SUBMISSION TIMING, AND THEN THIS OTHER ASPECTS, WHICH I'LL GET INTO IN A MINUTE. JUST A QUICK OVERVIEW OF THE MAJOR THEMES, LIKE I JUST SAID, TIMING, ACCOUNTABILITY SYSTEM IS THE A TO F, OR IS OTHER, AND THEN WITHIN A TO F, BECAUSE THAT WAS WHAT WENT OUT FOR COMMENT, PEOPLE MADE A GOOD DEAL OF COMMENTS AROUND WHAT ARE THE APPROPRIATE INDICATORS AND WEIGHTS. AND THEN A LOT OF SUPPORT FOR THE WHOLE CHILD APPROACH. AGAIN, THE TOP TWO BULLETS TAKE A LOT OF THE DISCUSSION TIME, IT SEEMS LIKE, BUT UNDERNEATH IT IS THIS GENERAL EXCITEMENT ABOUT WHOLE CHILD, PARTICULARLY AROUND THE INCLUSION OF FINE ARTS, MUSIC, PHYSICAL EDUCATION, AND LIBRARIES, AND JUST MORE THINGS, YOU KNOW, THIS INCORPORATION OF WRAP AROUND SERVICES INTO THE SUPPORTS INTO THE PLANNING PROCESS AT THE LOCAL LEVEL. SO THERE IS A GOOD DEAL OF SUPPORT FOR THAT. IN TERMS OF THE ACCOUNTABILITY SYSTEM, WE KNOW WE HAVE TO CONSIDER THAT THE PURPOSE IS TO HELP IDENTIFY SCHOOLS WHERE THERE'S NEEDS TO HOLD US ALL ACCOUNTABLE, AND TO INCENTIVIZE THINGS THAT ARE IMPORTANT IN THE 10 IN 10. WE ARE-- WE HAVE THREE OPTIONS PRESENTED HERE. THE A TO F IS THE ONE THAT WE COMMITTED TO PRODUCING AS PART OF THE ESSA PROCESS IN RESPONSE TO THAT PUBLIC ACT-- THE DETROIT LEGISLATION, AND THEN INTEREST FROM THE LEGISLATURE AND THE GOVERNOR'S OFFICE AT THAT POINT IN TIME. WE HAVE ALSO SHOWN A TO F WITHOUT A FINAL SUMMATIVE, AND A TRANSPARENCY DASHBOARD, WHERE YOU DON'T MAKE VALUE JUDGMENTS, IT'S JUST SOME INFORMATION. OOPS, WENT THE WRONG WAY. THESE ARE JUST QUICK MOCKUPS YOU HAVE SEEN. THIS IS THE A TO F ONE WE HAVE SHOWN. WE'VE DISCUSSED IT AT SOME LENGTH HERE AT THE BOARD TABLE. THIS IS THAT WITHOUT A ROLL-UP. AGAIN, THESE ARE EARLY PROTOTYPES. WE NEED TO TAKE OUT THE PENCIL IN THE MIDDLE, BUT IT WOULD BE THESE COMPONENT GRADES BUT NO SUM-UP GRADE. AND THEN SOMETHING LIKE THIS FOR OUR TRANSPARENCY DASHBOARD WHERE THERE WOULD BE VALUES PRESENTED AGAINST THE STATE AVERAGE, BUT NO PLUS OR MINUS, OR GRADE, OR-- JUST KIND OF THE INFORMATION PRESENTED. DOWN BELOW IN THOSE FACTORS, WE WOULD HAVE TO GO THROUGH EACH OF THOSE AND SET HOW-- YOU KNOW, WHAT IS THE NUMBER THAT IS PRESENTED, AND HOW DO WE EXPLAIN IT OR CONTEXTUALIZE IT? BUT THOSE ARE THE KINDS OF THINGS WE WOULD WANT TO SEE ON THAT DASHBOARD. AGAIN, NOW I'M KIND OF TRANSITIONING INTO THE COMMENT THAT WE RECEIVED, WHICH WAS PRIMARILY EITHER ABOUT DO YOU USE A TO F OR NOT. AND THEN FOR THOSE WHO COMMENTED ON THE A TO F SYSTEM, WE HAVE SOME INFORMATION. SO ACTUALLY, IN THE COMMENT THERE'S SOMEWHAT BALANCED COMMENT OF SUPPORT, NON-SUPPORT FOR A TO F OR NOT. THERE'S A LOT OF DISCUSSION ON THIS, PEOPLE ON ALL SIDES OF THE ISSUE. SO THAT'S REFLECTIVE IN THE COMMENT. THERE IS SUPPORT-- SOME OF THE COMMENTS CAME IN SUPPORTING SMALLER N-SIZE FOR SUBGROUPS, ESPECIALLY FOR THE ENGLISH LEARNERS. AND IF YOU RECALL, WE'RE PROPOSING AN ENGLISH LEARNER PROGRESS SUBGROUP OF 10, AND THEN 30 FOR THE SUBGROUPS THAT RELATE TO THE M-STEP. SO THERE'S SOME SUPPORT FOR THAT, AND SOME CONCERN ABOUT THAT. AND THERE'S A LOT OF SUPPORT FOR THE DEVELOPMENT OF AN ACCOUNTABILITY SYSTEM FOR ALTERNATIVE SCHOOLS. THAT'S SOMETHING WE HAVEN'T TALKED ABOUT A LOT, BUT THAT WAS SOMETHING PEOPLE WERE PLEASED WITH. THERE'S NON-SUPPORT OR CONTINUED DISCUSSION AROUND HOW WE TREAT SUBGROUPS. WE TREAT THEM EQUALLY. THERE IS PROPOSALS OUT THERE THAT WANT DIFFERENT THINGS. AND THEN COMMENTS ON PROFICIENCY/GROWTH WEIGHTED TOO LOW. PROBABLY COMMENTS TOO ON PROFICIENCY/GROWTH WEIGHTED TOO HIGH, BUT I THINK THAT GETS MORE WRAPPED INTO SINGLE A TO F. SO THOSE COMMENTS TENDED TO RELATE TO THAT. JUST A COUPLE OF CONSIDERATIONS. SO DELAYING THE ESSA PLAN AND APPROVAL TO SEPTEMBER 17th DOES MEAN ANOTHER YEAR OF SCHOOL RANKINGS AND COLOR SCORECARDS. WE CAN'T IMPLEMENT A NEW SYSTEM UNLESS WE KNOW WHAT THE NEW SYSTEM IS. OBVIOUSLY, THAT WOULD NOT BE INTEGRITY-- NOT BE SHOWING INTEGRITY TO THE PROCESS, TO PUBLISH SOMETHING WE HADN'T, YOU KNOW, PUT IN PLACE AND SAID, "THIS IS THE PLAN." SO WITHOUT A PLAN, WE STICK WITH THE OLD PLAN. AND THEN I WON'T WALK YOU THROUGH THESE, BUT JUST ANY NEW ACCOUNTABILITY SYSTEM DOES HAVE A NUMBER OF IMPLEMENTATION STEPS. YOU DON'T DECIDE ON IT AND THEN IMPLEMENT IT IMMEDIATELY. THERE'S A LOT OF DETAILED WORK, AND THAT'S ALL-- REGARDLESS OF HOW HIGH STAKES, EVEN A TRANSPARENCY DASHBOARD WOULD REQUIRE ALL OF THESE THINGS. WHAT'S IN IT? HOW ARE WE GOING TO-- WHAT ARE THE BUSINESS RULES? WHAT ARE THE DATA FEEDS? HOW DO WE DO THE RESULTS? WE NEED TO SHOW IT TO DISTRICTS. WE NEED TO MAKE SURE PEOPLE CAN READ IT. WE NEED TO DO TECHNICAL ASSISTANCE. SO THERE ARE A LOT OF PIECES INVOLVED IN THIS. AGAIN, KIND OF DELVING INTO THAT SCHOOL QUALITY, SCHOOL SUCCESS COMPONENT, WE PROPOSED IT AS INCLUDING TIME SPENT IN THE FINE ARTS, MUSIC, PHYSICAL EDUCATION, THE TEACHER AND SCHOOL ADMINISTRATOR LONGEVITY, STUDENT CHRONIC ABSENTEEISM, AND THEN THE ADVANCED COLLEGE AND CAREER COURSEWORK THAT ALIGNS NICELY WITH OUR 10 IN 10 GOALS AND THE GOVERNOR'S COMMISSION REPORT. BASED ON COMMENT, THERE IS A LOT OF INTEREST IN ADDING INSTRUCTIONAL TIME IN THE LIBRARY MEDIA SPECIALIST, AND INTEREST IN ADDING POST-SECONDARY ENROLLMENT FOR HIGH SCHOOLS, AND THEN MORE GRADE-LEVEL SPECIFIC INDICATORS. SO RATHER THAN-- JUST THAT SOME OF THOSE THINGS MIGHT BE MORE APPLICABLE TO CERTAIN GRADE LEVELS. THERE IS A DECENT AMOUNT OF INTEREST IN REMOVING TEACHER AND ADMINISTRATOR LONGEVITY FROM THAT COMPONENT. THERE WAS A LOT KIND OF BALANCED SUPPORT, NON-SUPPORT FOR INCLUSION OF THE ARTS AND ADVANCED COURSEWORK. SO A LOT OF POSITIVE, AND THEN PEOPLE ASKING QUESTIONS. AND THEN THERE IS, AS YOU SEE HERE, NON-SUPPORT AROUND EDUCATOR LONGEVITY. THAT HAS BEEN FAIRLY CONSISTENT. THERE'S NOT A LOT OF SUPPORT FOR THAT. AND THEN CONCERNS ABOUT THE WEIGHTING BEING TOO HIGH. AGAIN, I THINK THERE'S ANOTHER VOICE OUT THERE OF THE WEIGHTING IS TOO LOW, AND IT SHOULD BE MORE OF THIS, BUT IN TERMS OF WHAT HAS COME IN AND HOW WE HAVE CODED THE COMMENTS, THAT'S KIND OF WHERE IT SITS. JUST SOME IMPLEMENTATION CONSIDERATIONS THERE. THERE IS LOW DATA QUALITY FOR SOME OF THOSE SUBCOMPONENTS, AND WE DO HAVE TO LOOK AT WHAT DATA WE WOULD NEED. AND SO THE MAIN THING IS-- AND I THINK I REFERENCED THIS HERE-- IN ORDER TO TALK ABOUT INSTRUCTIONAL TIME SPENT IN THE ARTS AND PHYSICAL EDUCATION, WE HAVE TO COLLECT INSTRUCTIONAL TIME DATA, WHICH WE DON'T CURRENTLY. WE HAVE A MECHANISM TO DO IT, SO IT'S NOT STARTING FROM SCRATCH, BUT JUST SO YOU KNOW, THAT IS A PLACE WHERE IF WE INCLUDE THAT ON A DASHBOARD OR IN A SYSTEM, WE DON'T CURRENTLY HAVE THE DATA SITTING RIGHT NEXT DOOR WHERE I CAN GO GET IT AND USE IT. SO LIKE WITH THE SUSPENSION DATA THAT WE TALKED ABOUT, IF WE HAVE A REASON-- A POLICY REASON FOR DATA TO HELP US DRIVE RESOURCES AND SUPPORTS, THAT'S A GOOD REASON TO HAVE ADDITIONAL INFORMATION. I THINK TOO OFTEN IN THE PAST WE'VE JUST COLLECTED DATA WE WEREN'T SURE WHAT EXACTLY IT WAS NEEDED FOR, OR IT WAS NEEDED FOR FEDERAL REPORTING, OR IT WAS NEEDED FOR KIND OF SPECIFIC MANDATES. AND HERE WE WANT TO MAKE SURE THAT WE'RE ASKING WHAT ARE WE GOING TO DO WITH IT, AND HOW IS IT GOING TO HELP STUDENTS IN SCHOOLS? AND SO WE HAVE A GOOD RATIONALE FOR THESE, BUT IT IS A COMPONENT TO BE AWARE OF. ON THE TRANSPARENCY DASHBOARD-- AND HERE AGAIN, PEOPLE WERE REACTING TO THE DASHBOARD AS A SEPARATE THING FROM A TO F, BECAUSE THAT'S WHAT IS PROPOSED IN THE PLAN. AND SO THERE WERE A LOT OF REQUESTS FOR ADDITIONAL INDICATORS-- MORE ABOUT FOREIGN LANGUAGE, MORE ABOUT PHYSICAL EDUCATION, HEALTH EDUCATION, MORE ABOUT SUPPORT STAFFING. AGAIN, SOME OF THOSE WOULD PLAY INTO THAT CONVERSATION AROUND THE SCHOOL QUALITY INDICATORS. SO WHERE ARE THE LIBRARIANS, WHERE IS THE-- THOSE TYPES OF THINGS. AND THEN WE DO JUST NEED TO SPEND A LOT OF TIME WITH THE DEVELOPMENT GROUP MAKING SURE THAT WE LOOK THROUGH EACH INDICATOR, WE TALK ABOUT HOW IT IS GOING TO BE MEASURED, WHERE THE DATA IS GOING TO COME FROM, HOW IT'S GOING TO BE DISPLAYED. SO THAT'S MORE IMPLEMENTATION. THIS IS NOT SOMETHING WE SPENT A LOT OF TIME ON IN DISCUSSION, BUT JUST IN TERMS OF THE COMMENTS THAT CAME IN, THESE ARE THOSE THREE ADDITIONAL KINDS OF SCHOOLS THAT THE ESSA PLAN DOES REQUIRE. IF YOU RECALL, THIS IS MY NEXT SLIDE, WE AREN'T SUBMITTING METHODOLOGY FOR THOSE SCHOOLS AT THIS POINT BECAUSE WE WANT TO ALIGN IT TO OUR OVERALL ACCOUNTABILITY SYSTEM, AND THERE'S NOT A CLEAR ANSWER ON THAT. SO THESE SCHOOLS, THOUGH-- COMPREHENSIVE SUPPORT ARE THE LOWEST PERFORMING SCHOOLS. TARGETED SUPPORT HAVE UNDERPERFORMING SUBGROUPS, AND ADDITIONAL TARGETED SUPPORT HAVE VERY CONSISTENTLY UNDERPERFORMING SUBGROUPS. THAT'S A VERY SHORT WAY TO EXPLAIN IT. WE PUT OUT-- IN THE ESSA PLAN, WE HAD SOME PROPOSALS ABOUT HOW WE WOULD SUPPORT THEM. WE DON'T KNOW EXACTLY HOW THEY WILL BE IDENTIFIED, BUT ONCE THEY ARE, HOW WE WOULD SUPPORT THEM. AND SO THERE WAS SUPPORT IN THE COMMENT ON NEEDS AND COORDINATION THROUGH THE ISDs, SUPPORT FOR REGIONAL TRAINING, SUPPORT FOR THIS WHOLE CHILD COMPREHENSIVE NEEDS ASSESSMENT, OR THE BLUEPRINT. RIGHT, AND SO THERE WAS ALSO SUPPORT FOR DIFFERENTIATING THOSE SUPPORTS BASED ON NEED SO THAT SCHOOLS AND DISTRICTS REALLY GET WHAT IS BEST FOR THEIR NEEDS. THAT INCLUDES THE DISTRICT PARTNERSHIP MODEL. INTEREST IN CONTINUING THE BLUEPRINT FOR TURNAROUND. SO I THINK-- I THINK MAYBE THAT WAS A FACTUAL CORRECTION. WE DO STILL SUPPORT THE BLUEPRINT FOR TURNAROUND AS A SUPPORT. AND THEN-- JUST A FACTUAL CORRECTION-- I THINK THERE WAS PROBABLY A MISUNDERSTANDING. AND THIS IS PROBABLY HISTORICALLY-- IN THE PAST, THESE SCHOOLS HAVE NOT HAD AS MUCH FREEDOM TO CHOOSE WHAT THEY WANT OR NEED TO DO TO IMPROVE. SO IF VARIOUS PROGRAMS ARE INDICATED AS A NEED IN THAT COMPREHENSIVE NEEDS ASSESSMENT, THE SCHOOL CAN IMPLEMENT THEM. SO WE DON'T REQUIRE THE IMPLEMENTATION OF ANY SPECIFIC PROGRAMS OR INITIATIVES. IT'S BASED ON THE DISTRICT'S NEEDS, THEIR DATA, AND THEN THEIR IDENTIFICATION OF EVIDENCE BASED PRACTICES THAT WOULD MOVE THEM FORWARD. MOVING INTO EDUCATOR QUALITY. THERE WERE THE FOUR FOCUS AREAS. FOUNDATION FOR SUPPORT, THOSE STRATEGIC DISTRICT AND EDUCATOR PREPARATION PROGRAM PROVIDER PARTNERSHIPS-- REALLY FOCUSING ON OUR PARTNERSHIP DISTRICTS HERE. AND WE-- AS WE'RE STARTING CONVERSATIONS WITH THESE DISTRICTS, WE ARE SEEING THAT THEY DO HAVE STAFFING NEEDS. THEY HAVE NEEDS AROUND THEIR WORKFORCE, RECRUITMENT, RETENTION, SUPPORTS-- AND IT'S GOING TO VARY BY DISTRICT. SO THAT'S REALLY WHERE THESE-- THESE PARTNERSHIPS COME IN. IN SOME DISTRICTS, IT MAY BE WE'RE HAVING TROUBLE GETTING TEACHERS. IN OTHERS, IT MAY BE WE'RE HAVING TROUBLE KEEPING TEACHERS. IT MIGHT BE PAY. IT'S A LOT OF THINGS. AND THEN SUPPORTING THAT TRANSITION, AND PROFESSIONAL LEARNING AND CAREER PATHWAYS. AND AGAIN, REMEMBER THAT EQUITABLE ACCESS FOCUS, SO HOW DO WE TAKE THOSE EDUCATOR EQUITY ACTIVITIES AND REALLY TARGET THEM INTO PARTNERSHIP DISTRICTS. IN GENERAL, THE OVERWHELMING MAJORITY OF COMMENTS WERE SUPPORTIVE OF OUR APPROACH TO EDUCATOR QUALITY. THERE WERE SUGGESTED ADDITIONS, AND THEY FALL INTO THREE CATEGORIES. ONE WAS INCREASED PAY FOR TEACHERS. SO THERE WAS A LOT OF COMMENTS SUGGESTING IT'S DIFFICULT TO RECRUIT AND RETAIN, AND WHAT CAN WE DO. SO WE HOPE TO ENCOURAGE, OR WE PLAN TO ENCOURAGE DIFFERENTIAL PAY STRATEGIES AS PART OF THE FOCUS ON TEACHER LEADERSHIP AND RESIDENCY BASED. AND THEN WE'LL GIVE GUIDANCE ON HOW THEY CAN USE FEDERAL FUNDS TO OFFER DIFFERENTIAL AND INCENTIVE BASED PAY. BUT AGAIN, THIS IS ON LEAs TO DECIDE THAT'S HOW THEY WANT TO DO IT. CHANGES TO TEACHER PREPARATION, THERE WERE A LOT OF COMMENTS ABOUT WE NEED TO CHANGE TEACHER PREPARATION. SO SHORTER PREP TIME, LONGER PREP TIME, PAY FOR STUDENT TEACHING, LETTER GRADES FOR EPPs, MORE REQUIREMENTS FOR EPPs-- EDUCATOR PREP PROVIDERS. SO-- AND WE TALKED ABOUT THIS I THINK LAST MONTH AT THE BOARD TABLE POSSIBLY. THE LAWS GOVERNING TEACHER PREP IS NOT PRIMARILY ESSA, SO THERE IS THIS INTERSECTION HERE ABOUT THE WORKFORCE, BUT IT'S NOT OUR PRIMARY MECHANISM TO GET INTO EDUCATOR PREPARATION. THAT BEING SAID, THE OVERLAP WE SEE HERE IS ON THOSE RESIDENCY BASED, CONTEXT SPECIFIC TEACHER PREPARATION, RESPONSIVE TO THOSE DISTRICT NEEDS AND TARGETED AT OUR PARTNERSHIP DISTRICTS-- AND MAY INCLUDE PAY FOR TEACHER RESIDENTS THROUGH THAT RESIDENCY MODEL. AND THEN AGAIN, ONGOING WORK-- YOU HEARD FROM SEAN AND SARAH-KATE EARLIER, ONGOING WORK HERE INDEPENDENT OF ESSA FOCUSES ON THAT CONTINUOUS IMPROVEMENT OF OUR EDUCATOR PREP PROGRAMS. SO THEY ARE RELATED CONVERSATIONS, BUT ESSA IS NOT THE PRIMARY VEHICLE TO OVERALL REVISE OUR EDUCATOR PREPARATION-- OR MAKE THE CHANGES WE MAY WANT TO MAKE IN OUR EDUCATOR PREPARATION SYSTEM. AND THEN SUPPORTS FOR EDUCATORS-- YOU KNOW, COMMENTS AROUND CLASS SIZES SHOULD BE SMALLER FOR NEW TEACHERS. WE SHOULD FOCUS MORE ON EDUCATOR EVALUATIONS. WE SHOULD FOCUS LESS ON EDUCATOR EVALUATIONS. AND WE SHOULD ADDRESS SUPPORTS FOR ADMINISTRATORS. SO WE DID ELECT TO TAKE THE ADDITIONAL TITLE II PART A FUNDING RESERVATION TO SUPPORT ADMINISTRATORS, AS WE DESCRIBED IN THE PLAN. SO LEAs CAN CONTINUE TO USE THEIR TITLE II PART A FUNDS TO REDUCE CLASS SIZES-- OR ANYTHING ELSE, BUT THAT PARTICULARLY-- BASED ON LOCAL NEEDS. AND THEN WE DO WANT TO CONTINUE TO SUPPORT THE IMPLEMENTATION OF EDUCATOR EVALUATIONS, WHICH, AGAIN, AS WE'VE TALKED ABOUT HERE, EDUCATOR EVALUATIONS IS ANOTHER THING THAT IS NOT GOVERNED BY ESSA. SO THE WORKGROUPS WENT THROUGH A LOT OF TALK ABOUT IN WHAT WAYS DO WE WANT TO USE THESE OPPORTUNITIES TO SUPPORT EDUCATOR EVALUATIONS, BUT ALSO WHAT ELSE IS IMPORTANT ABOUT EDUCATOR QUALITY? SO PARTICULARLY, WE WANT TO LOOK AT PROFESSIONAL LEARNING AND HOW THAT KEYS TO THE EVALUATION, BUT MUCH OF OUR EDUCATOR EVALUATION SUPPORT WILL HAPPEN-- IT IS BASED ON REQUIREMENTS IN STATE LAW AND BEST PRACTICES, AND HAPPENS OUTSIDE OF THIS PLAN-- KIND OF LIKE THAT TEACHER PREP PIECE. IT'S NOT-- IT'S SEPARATE. IT'S RELATED WORK, BUT IT'S NOT ESSA WORK, NECESSARILY. ASSESSMENTS-- EVERYBODY IS FAIRLY FAMILIAR WITH THIS NOW. WE'RE WORKING ON TRANSITIONING TO THE UPDATED ASSESSMENT VISION BY THE 2018-2019 SCHOOL YEAR. SO DOING AN RFP FOR NEW ASSESSMENT TOOLS THAT FULFILL THE VISION AND LEGAL REQUIREMENTS. TO TRANSITION THE 8th GRADE ASSESSMENT FROM THE M-STEP TO THE PSAT 8/9, AND THAT ASSESSMENT SYSTEM CONTAINING A REQUIRED FALL BENCHMARK, OPTIONAL WINTER TOOLS, AND A REQUIRED SPRING COMPREHENSIVE BENCHMARK. IMPORTANTLY, I WANT TO CLARIFY: THIS ASSESSMENT WILL YIELD DATA THAT IS COMPARABLE TO CURRENT DATA, AND ALLOWS FOR CONTINUED TREND LINES. SO WHILE IT IS AN UPDATE AND REVISION OF OUR CURRENT SYSTEM, IT'S NOT A CHANGE SUCH THAT WE WON'T HAVE TREND LINES TO LOOK AT. WE-- WE RECEIVED COMMENTS ON SUPPORTING STATE FUNDING FOR A BENCHMARK ASSESSMENT, AND ALSO ON WORKING TO RETAIN THAT 1% CAP ON ALTERNATIVE ASSESSMENT. AND THEN THE CONCERNS, AS YOU CAN IMAGINE, BECAUSE WE'VE TALKED ABOUT THEM HERE, AROUND CHANGE OR MODIFICATION-- DO WE NEED STATE ASSESSMENTS AT ALL? HOW DO WE MOST APPROPRIATELY TEST STUDENTS WITH SPECIAL NEEDS AND ENGLISH LEARNERS? GIFTED AND TALENTED ASSESSMENT, HOW DO WE DO THAT? AND WE TALKED ABOUT THIS, TOO: LOSING THE BENEFITS OF A LOCALLY CHOSEN AND ADMINISTERED BENCHMARK ASSESSMENT. AND WHEN WE START ASSESSMENT-- IS IT TOO LATE? I THINK THIS MEANS IN THE WHOLE CONTINUUM-- STARTING ASSESSMENT IN 3rd GRADE, IT'S TOO LATE FOR EARLY INTERVENTION. ALTHOUGH, THERE ARE THE LAWS ON THE BOOKS AROUND K, 1, AND 2. SO THIS IS FAIRLY COMMON WHEN YOU TALK ASSESSMENTS AS HOW THE COMMENTS SHAKE OUT. AND I THINK ASSESSMENT IS ONE OF THOSE THINGS WHERE THERE IS JUST A LOT OF THOUGHTS ON HOW WE BEST DO IT. SO THAT COMES OUT IN THE COMMENT. JUST A COUPLE OF CLARIFICATIONS. AS FAR AS WE KNOW BASED ON THAT REQUEST FOR INFORMATION PROCESS, THERE IS NOT AN OFF-THE-SHELF ASSESSMENT PRODUCT CURRENTLY IN USE THAT WOULD MEET MICHIGAN'S ASSESSMENT VISION THAT THE VENDORS WANT TO SELL US. SO ALL OF THE VENDORS WHO CAME IN AND WERE INTERVIEWED SAID, "WE SEE WHAT YOU ARE "TRYING TO DO HERE. "HERE IS HOW "WE WOULD HANDLE IT," AND THEY ALL PROPOSED SOME MODIFICATION OR A NEW PRODUCT FROM WHAT THEY HAVE. SO AGAIN, THIS MIGHT CHANGE AT RFP TIME, BUT BASED ON RFI, WE DON'T SEE-- THAT'S WHY WE DID THE RFI, TO UNDERSTAND THE LANDSCAPE THAT WAS OUT THERE. THIS IS A TOUGH POINT TO MAKE BECAUSE EVERYBODY DOESN'T LIKE IT, BUT AT THIS POINT, WE CANNOT JUST END ALL STATE TESTING. AND SO SOME OF THE COMMENT WAS, "JUST END ALL STATE TESTING." WE HAVE BOTH STATE AND FEDERAL LAW THAT REQUIRES STANDARDIZED ASSESSMENT TO MEASURE PROGRESS ON OUR COLLEGE AND CAREER STANDARDS. WE ALSO-- I'VE TALKED ABOUT THIS AT THE BOARD TABLE-- PROBABLY NEED TO HAVE A CONVERSATION ABOUT WHAT ROLE WE WOULD WANT STATEWIDE TESTING TO PLAY. EVEN IF TOMORROW ALL OF THOSE LAWS DISAPPEARED, WOULD WE-- YOU KNOW, I THINK THAT'S A GOOD CONVERSATION TO HAVE. BUT AT THIS POINT, WE HAVE TWO KINDS OF LAWS REQUIRING THIS, SO CERTAINLY IF THOSE LAWS CHANGED, THAT CONVERSATION IS A DIFFERENT CONVERSATION. AND THEN IMPLEMENTATION, WE REALLY HAVE TO FOCUS ON PROFESSIONAL DEVELOPMENT, AND HELP DISTRICTS IMPLEMENT THE NEW STATE ASSESSMENTS, PARTICULARLY AS WE BRING ON BENCHMARK ASSESSMENTS. AND THOSE ARE SO USEFUL FOR INSTRUCTION, AND FOR PROGRESS MONITORING. AND AS DISTRICTS TRANSITION FROM THEIR SYSTEM-- OR WHAT THEY ARE USING NOW INTO THIS ONE, THAT WILL TAKE A LOT OF PROFESSIONAL LEARNING. SO WE'RE REALLY TRYING TO KEEP AN EYE ON THAT WITH LIMITED RESOURCES AND TIME. AND THEN OTHER COMMENTS-- AGAIN, WE'VE RECEIVED-- THIS WAS THAT KIND OF OTHER CATEGORY THAT YOU SAW AT THE FRONT, JUST QUESTIONS ABOUT CLARITY OR FORMATTING, NON-ESSA RELATED. WE DO RECEIVE SOME COMMENTS THAT ARE MORE GENERALLY LIKE ABOUT PEOPLE'S VIEWS ON PUBLIC EDUCATION. TIMING, WHAT WE SHOULD DO ABOUT IMPLEMENTATION. SO WE KIND OF PUT THOSE IN A FOLDER FOR, YOU KNOW, THAT'S IMPORTANT, AND WE'LL KEEP THAT IN MIND, BUT IT'S NOT DIRECTLY RELATED TO THE PLAN. AND THEN PENDING STATE LEGISLATION THAT MAY IMPACT THE ESSA PLAN, WHICH WE'VE TALKED ABOUT HERE AS WELL, BECAUSE OBVIOUSLY THERE'S MANY CONVERSATIONS MOVING AT ONCE. YESTERDAY, THE U.S. SECRETARY OF EDUCATION RELEASED A REVISED TEMPLATE. WE'RE LOOKING AT THE UPDATED TEMPLATE AND SUPPORTING MATERIALS. WE'VE-- THERE'S-- IT'S NOT THAT DIFFERENT, AND IT SHOULDN'T BE THAT HARD TO CROSSWALK IT, BUT THERE IS SOME WORK THERE TO UNDERSTAND EXACTLY WHAT THEY ARE LOOKING FOR. AND THEN PUBLIC COMMENT IS ACTUALLY STILL OPEN THROUGH TOMORROW, SO IF YOU HAVEN'T ALREADY COMMENTED, WE INVITE YOU TO DO SO. >> QUESTIONS? TOM, PLEASE, AND THEN PAM. >> THERE WILL STILL BE A TOP TO BOTTOM, BECAUSE WE HAVE GOT TO COME UP WITH A BOTTOM 5%, RIGHT? SO EVEN IF WE DON'T DO AN A TO F OR ANYTHING LIKE THAT, THERE WILL STILL BE A TOP TO BOTTOM, RIGHT? >> WE WOULD NOT-- IF WE CAN AGREE ON A NEW SYSTEM, WE WOULD NOT RUN THE TOP TO BOTTOM LIST ANYMORE. WE WOULD USE THE NEW SYSTEM TO DETERMINE WHO'S THE BOTTOM 5%. >> BUT IT'S NOT MAGICAL AT 5%-- IT IS-- >> WELL, THE STATE LAW CURRENTLY SAYS BOTTOM 5%. >> SO IF WE HAD TRANSPARENCY REPORTING DASHBOARD, YOU COULD USE THAT TO DETERMINE-- >> AND YOU WOULD SOMEHOW WEIGHT IT TO COME UP WITH THE 5%. >> AND WE'D WORK WITH YOU TO DO THAT, YES. >> THAT'S WHAT I MEANT, YEAH. SO THAT WOULD STILL BE-- AND THEN AS FAR AS HOW THAT IS GOING TO BE DETERMINED, IS THAT GOING TO BE-- AS I UNDERSTAND IT, IT'S KIND OF A BLACK BOX THAT GOES IN, AND NOBODY KNOWS HOW THAT ACTUALLY CALCULATES-- WILL DISTRICTS BE ABLE TO CALCULATE WHERE THEY ARE GOING TO BE? >> YES. >> YEP, AND THAT WAS OUR INTENTION. THAT WAS ONE OF THE GUIDING PRINCIPLES WE WORKED FROM WITH THE ACCOUNTABILITY SYSTEM THE WHOLE TIME. SO MOVING TO SOMETHING MORE EASILY CALCULABLE. >> AND THEN FINALLY, THE BENCHMARK ASSESSMENT, FROM LAST MONTH I-- I EXPRESSED SOME CONCERN, AND ONE OF THE THINGS I EXPRESSED WAS I WAS CONCERNED ABOUT HOW IT WOULD BE USED. WE'RE GOING TO HAVE, A, IT'S GOING TO BE MORE TESTING. B, IT'S CENTRALIZED, SO THAT WE'RE KIND OF KNOCKING OUT THE VARIABILITY, LIKE YOU MENTIONED, THAT WAS LOSING THE BENEFITS OF LOCALLY CHOSEN AND ADMINISTERED BENCHMARK ASSESSMENTS. SO I THINK IT'S LESS LOCAL CONTROL. AND C, I MEAN, I HEARD-- I HEARD YOU TESTIFY IN FRONT OF THE HOUSE APPROPS COMMITTEE THAT THE BENCHMARK ASSESSMENT COULD BE USED FOR ACCOUNTABILITY, AND THAT'S ONE OF MY CONCERNS, IS THAT WE START USING TESTS FOR THINGS THAT THEY ARE NOT DESIGNED FOR. AND SO I JUST-- I JUST STILL-- I KNOW IT SEEMS LIKE IT'S A FAIT ACCOMPLI, JUST KIND OF MIXED IN WITH EVERYTHING. I'M GOING TO HOPE TO TRY TO STOP IT AT THE APPROPRIATIONS LEVEL, BECAUSE I DON'T-- I THINK THERE ARE SERIOUS PROBLEMS. I DON'T LIKE THE CENTRALIZATION OF BENCHMARKING. I THINK THERE'S DISTRICTS-- I DON'T CARE IF WE HAVE A CARROT THAT SAYS THAT THE STATE IS GOING TO PAY FOR IT, SO GET RID OF YOUR INDIVIDUAL BENCHMARKING THAT YOU FEEL IS BEST. BUT I ALSO HAVE REAL CONCERNS ABOUT WHERE IT'S GOING TO GO MISSION CREEP. IT'S GOING TO END UP BEING USED FOR THINGS THAT IT SHOULDN'T BE USED FOR, AND I HAVE A REAL CONCERN ABOUT IT. >> SO TO CLARIFY THE USE OF IT IN ACCOUNTABILITY, ONE OF THE CLEAR THINGS WE HAVE HEARD ABOUT ACCOUNTABILITY FOR A NUMBER OF YEARS, LITERALLY-- AND IT CAME UP YESTERDAY IN DISTRICT MEETING-- IT ALWAYS COMES UP-- IS, "WELL, WE'RE GETTING GROWTH." AND THIS IS TRUE. LOW PERFORMING DISTRICTS, LOW PERFORMING STUDENTS MIGHT BE MAKING GROWTH TOWARDS PROFICIENCY THAT'S NOT YET DEMONSTRATED IN PROFICIENCY. SO THERE'S BEEN A CLEAR INTEREST IN HAVING BETTER GROWTH DATA AVAILABLE FOR OUR STATE ACCOUNTABILITY OR STATE REPORTING SO WE CAN CAPTURE THAT PROGRESS THE STUDENTS ARE MAKING. SO, YES, IT HAS ALWAYS BEEN THE INTENTION THAT THIS WOULD LEAD TO GROWTH DATA FOR ACCOUNTABILITY PURPOSES. >> BUT WE SAW-- >> SO FOR EXAMPLE-- >> THE STATE COULD SAY, YOU KNOW, "HERE IS 10 OR "15 DIBELS, AND ALL OF THESE "OTHER DIFFERENT WAYS THAT "YOU CAN HAVE BENCHMARKING. "WE THINK THESE ARE REASONABLE, "SO YOU COULD USE THESE, "ANY OF THESE 10 OR 12." AND IF YOU WANT TO PAY FOR IT, THEN WE'LL SAY WE PAY FOR IT. BUT I MEAN, I JUST DON'T UNDERSTAND WHY THERE HAS TO BE A CENTRALIZED ONE. >> THAT'S TRUE, IT RELATES TO AT THE POINT OF RUNNING SOME SORT OF ACCOUNTABILITY SYSTEM. WE WOULD NOT BE ABLE TO USE THAT GROWTH DATA IN AN ACCOUNTABILITY SYSTEM. SO IF PEOPLE DON'T WANT GROWTH IN ACCOUNTABILITY, THEN THAT'S OKAY. >> YEAH, THE ONE THING WE WANT IS-- SO IF I'M A 3rd GRADE TEACHER AND I STARTED THE YEAR-- HERE IS WHERE MY KIDS WERE AT. AND A YEAR LATER, NOW AT THE END OF THE YEAR, WHAT KIND OF GROWTH DID I GET OUT OF MY STUDENTS? AND I THINK TEACHERS WANT TO KNOW THAT. I THINK PARENTS WANT TO KNOW THAT. AND I THINK THE ISSUE IS CAN YOU DO IT IN A WAY THAT WE CAN USE THAT DATA IN COMPARISON ON A STATEWIDE BASIS? CERTAINLY DISTRICTS CAN DO IT, TOM, AS YOU MENTIONED, INDIVIDUALLY. BUT IF YOU WANT TO USE IT AS A STATEWIDE INFORMATION AND COMPARISON, HOW DO YOU DO THAT? SO THAT'S THE DEBATE. SO I APPRECIATE THE COMMENT. PAM-- I WROTE DOWN PLAN INSTEAD OF PAM. [ LAUGHTER ] >> MY QUESTION IS-- I GUESS JUST LOOKING AT THE CHANGES TO THE-- THE ESSA THAT CAME OUT YESTERDAY, AND WE'RE HEARING OF STATES THAT ARE HOLDING OFF SUBMITTING THEIR PLAN, AND BRIAN YOU DEFINITELY ARTICULATED WITH CLARITY THE IMPORTANCE OF GETTING A PLAN IN. JUST ANY THOUGHTS ON YESTERDAY-- WHAT HAPPENED YESTERDAY, AND WHAT SOME OF THE OTHER STATES ARE DOING-- JUST YOUR THOUGHTS ON THAT? >> YEAH, THE SECRETARY IS STILL ENCOURAGING IF YOU WANT TO FILE, TO GO AHEAD AND FILE IN APRIL. AND THE CROSSWALK IS-- AS SHE SAID, I THINK IT'S GOING TO REQUIRE SOME WORK, BUT IT IS SOMETHING THAT CAN BE DONE. WE'RE STILL LOOKING AT THE INPUT WE'RE GETTING. YOU KNOW, WE'RE STILL TAKING INPUT, AND SO-- WE HAVEN'T MADE A FINAL DECISION YET, BUT WE'LL SHARE IT-- WE'LL CONTINUE TO SHARE WITH THE BOARD AS WE'VE HEARD. WE WOULD LIKE TO FILE NOW SO THAT WE CAN BEGIN TO WORK WITH DISTRICTS ON WHAT THIS ALL MEANS, AND HOLD THEM ACCOUNTABLE AND MOVE FORWARD WITH THE PARTNERSHIP MODEL AND OTHER THINGS. BUT WE'RE STILL DOING THIS IN A THOUGHTFUL WAY, AND STILL GATHERING INPUT. EILEEN, PLEASE. >> EXCUSE ME. ESSA REQUIRES THE STATE TO WEIGHT ACADEMIC FACTORS MORE HEAVILY THAN THOSE SHOWING OPPORTUNITY TO LEARN AND POSTSECONDARY READINESS. I PERSONALLY SUPPORT COMPLETELY A MEASURE FOR SCHOOL QUALITY THAT HAS-- AND I WROTE THE BOARD AN EMAIL THAT HAS EQUAL WEIGHTING WITH THE ACADEMIC FACTORS, AND REALLY DOES HAVE THE BACKUP BEHIND IT IN A DASHBOARD SYSTEM, SO THAT PARENTS CAN SAY, "IT'S REALLY IMPORTANT TO ME "THAT I CAN WALK INTO THIS "SCHOOL AND VOLUNTEER, "AND MY SCHOOL DOES THAT. "ON THE OTHER HAND, "MY SCHOOL IS HERE ON "ACHIEVEMENT AND GROWTH." MY CONCERN-- I ACTUALLY SUPPORT ANY SYSTEM THAT IS ICONS, GAUGES, DIALS, OR LETTERS. IT'S THE CONSOLIDATION-- BECAUSE I DIDN'T AGREE WITH THE WEIGHTING-- INTO ONE SINGLE LETTER GRADE THAT I FIND PROBLEMATIC. IT WAS INTRIGUING THAT ONLY ABOUT HALF OF THE COMMENTS FROM THE FIELD, FROM WHAT I CAN SEE, HAD THAT SAME CONCERN. SO I WANT TO MAKE SURE THAT WHATEVER YOU DO, THAT THERE'S CLARITY, THAT PARENTS CAN LOOK AT-- "THIS IS THE SCHOOL "I DEARLY LOVE. "AND THIS IS WHY I LOVE IT. "THIS IS MY SCHOOL "IN ACHIEVEMENT "FOR 3rd GRADE READING, "AND IT TURNS OUT THAT "THE THINGS THAT I'M LOOKING AT "EITHER EXCEED THAT GRADE "OR THEY ARE BELOW IT, "AND I WANT MORE OF "THE SCHOOL FACTORS THAT WILL "RAISE MY CHILD'S ACHIEVEMENT." AND I DON'T WANT THAT SINGLE LETTER GRADE UNLESS I CAN SEE A BETTER WEIGHTING FOR IT, BUT I ALSO WANT TO MAKE SURE THAT THERE IS NO DASHBOARD SYSTEM THAT IS SO CONFUSING AND SO COMPLEX THAT PARENTS CAN'T GET TO WHAT USDOE IS SAYING IS IMPORTANT. AND THE SECRETARY HAS 120 DAYS TO ACCEPT OR REJECT AN APPLICATION, BUT UNFORTUNATELY-- AND I DO THINK WE SHOULD SUBMIT IT NOW. I THINK THAT YOU HAVE GOT THE NEW TEMPLATE, SO YOU CAN SEE WHETHER OR NOT IT'S LEGAL. AND IF WE SUBMIT IT, AND IT DOESN'T WORK, WE'RE GOING TO BE BACK TO BASE ONE ANYWAY IN SEPTEMBER. BUT I THINK WE DO HAVE TO DO IT NOW. I'VE CHANGED MY MIND ON THAT. >> THANK YOU. WAS THAT IT? ANYBODY ELSE? OH, I'M SORRY. NIKKI, AND THEN MICHELLE. >> A COUPLE OF THINGS. WHEN YOU TALKED ABOUT THE N-SIZE GROUP NEEDING TO BE REDUCED, I HAVE HAD A SIGNIFICANT AMOUNT OF FEEDBACK THAT THAT APPLIED TO SPECIAL EDUCATION POPULATIONS. I KNOW YOU SAID ESPECIALLY EL. I WOULD BE SURPRISED IF YOUR COMMENTARY DIDN'T COME BACK WITH A MASSIVE SUPPORT OF THE N-SIZE BEING LESS ALSO FOR SPECIAL EDUCATION. IS THAT THE CASE? >> I HAVEN'T DEEPLY ANALYZED THE COMMENT, BUT I THINK-- ALLISON IS NODDING AT ME. SO, YES, WHEN WE SAY THERE IS INTEREST IN SUBGROUP SIZE BEING SMALLER, I THINK IT HAS BEEN PRIMARILY DRIVEN BY-- >> BUT WE HAVE ALSO HAD INPUT THAT IT SHOULD BE LARGER. >> MM-HMM, YEP. AND THIS IS A GOOD PLACE TO-- LET ME JUST CLARIFY ON PROCESS, AND THEN YOU GUYS CAN HAVE THAT CONVERSATION. THIS IS A GOOD PLACE TO REMIND YOU THAT WHEN WE'RE TALKING HERE, WE'RE REALLY TALKING PRIMARILY ABOUT WHAT IS COMING THROUGH THE OFFICIAL COMMENT. SO I THINK OFFICIAL COMMENT HAS PICKED UP A LOT OF INTEREST IN SMALLER, PARTICULARLY FOR STUDENTS WITH DISABILITIES, ELs. SOME OF THE OTHER CONVERSATIONS HAVE BEEN ABOUT LARGER, AND ESPECIALLY SOME OF THE EARLY STAKEHOLDER GROUPS DEALT WITH IT BEING LARGER. SO WE HAVE, I WOULD SAY, ON THE WHOLE-- WE'VE HEARD BOTH SIDES OR THE STORY KIND OF CONSISTENTLY, BUT YES, RIGHT NOW THE ADVOCACY GROUPS, PARTICULARLY FOR STUDENTS WITH DISABILITIES, ARE COMMENTING. >> SO I MEAN, N-SIZE IS THE SUBGROUP REPORTING, ESSENTIALLY. SO IF WE HAVE THIS STRATEGIC WAY OF GOING ABOUT REPORTING AN N-SIZE, THOSE STUDENTS ARE JUST LOST. THEY DON'T EVEN EXIST. SO I ALSO HAVE A PROBLEM WITH THAT. AND I KNOW THAT YOUR COMMENTARY COMES WITH A SIGNIFICANT CONCERN IN THAT AREA. SO WILL THAT BE REPORTED IN ESSA TO THE SECRETARY? >> THAT THERE'S CONCERN? I MEAN, WE HAVE TO SHOW TO THE SECRETARY, WHAT WE'RE DOING, WHAT THE COMMENT WAS, AND HOW WE ADDRESSED OR DIDN'T ADDRESS IT, SO-- >> OKAY, ALL RIGHT. SO AT LEAST WE CAN REFLECT THAT HERE AND THEN MOVING FORWARD, CORRECT? >> YEP. >> AND THEN I WAS JUST THINKING ACCOUNTABILITY WHEN WE'RE TALKING ABOUT IT-- WE ARE ACCOUNTABLE FOR EDUCATIONAL OUTCOMES, TOO. I MEAN, I JUST SORT OF FEEL LIKE THAT'S SOMETHING WE SHOULD BE STARTING TO TALK ABOUT-- WHAT THE STATE BOARD OF EDUCATION IS DOING UNDER ITS CONSTITUTIONAL AUTHORITY TO IMPROVE EDUCATIONAL OUTCOMES. SO I'M HOPING THAT'S SOMETHING, OUT OF ALL OF THIS, WE CAN BE A LITTLE BIT MORE SPECIFIC. >> VERY GOOD, AGREED. MICHELLE, PLEASE. >> THANK YOU FOR ALL OF YOUR INFORMATION. YOU ALWAYS HAVE LIKE A TREMENDOUS AMOUNT OF RESEARCH AND INFORMATION. I OFTEN HAVE A HARD TIME KEEPING UP WITH ALL OF THIS. >> SO DO WE. >> I WANT TO JUST CLARIFY SOMETHING THAT TOM BROUGHT UP SO THAT I CAN-- AND THEN I HAVE A QUESTION. SO THERE'S-- SO THE ACCOUNTABILITY, THE BOTTOM 5% IS STILL BASED ON STANDARDIZED TEST SCORES, BECAUSE IT HAS TO BE UNDER STATE LAW? >> LET ME TRY TO CLARIFY. >> A PORTION OF IT DOES, YEAH. I MEAN, WE'RE STILL GOING TO LOOK AT OTHER FACTORS. >> RIGHT NOW, STATE LAW SAYS-- 1280(c) SAYS YOU HAVE TO IDENTIFY THE LOWEST PERFORMING 5% USING A METRIC. IT DOES NOT SPECIFY THE METRIC. IT RELATES OVER TO THE FEDERAL PLAN, IN ESSENCE, TO OUR STATE ACCOUNTABILITY SYSTEM, WHATEVER THAT IS. THERE IS ALSO FEDERAL LAW ABOUT LOW PERFORMING SCHOOLS. BUT I'M GOING TO PUT THAT ASIDE, BECAUSE THAT'S THE THING WE'RE PAUSING ON UNTIL WE'RE SURE ABOUT WHAT WE'RE DOING HERE. BECAUSE THAT'S-- I'M LESS CONCERNED ABOUT THAT. SO 1280(c) SAYS WHO'S THE BOTTOM 5%. WE WILL HAVE TO HAVE A WAY TO IDENTIFY THE BOTTOM 5%, SO IF WE END UP WITH A DASHBOARD, WE WOULD HAVE TO USE THE DASHBOARD AND COMPONENTS OF IT-- TEST SCORES AND OTHER THINGS-- TO COME TO AN AGREED UPON WHO IS THE BOTTOM 5%. IF WE USE THE DIALS, SAME THING. I MEAN, WE'D-- THERE'S-- WE'LL HAVE TO TAKE WHATEVER SYSTEM AND USE IT TO FIGURE OUT WHO IS AT THE BOTTOM. AND LIKE THE SUPERINTENDENT SAID, I THINK OUR HOPE WOULD BE THAT THAT WOULDN'T BE BASED ONLY ON TEST SCORES. BUT WE HAVE TO DECIDE ON WHATEVER THE MAIN SYSTEM IS SO THEN WE CAN SAY HOW YOU USE THAT SYSTEM TO GET TO A BOTTOM 5% IF THE STATE LAW DOESN'T CHANGE. IF THE STATE LAW CHANGES, WE CAN APPROACH-- WE WOULD STILL NEED A WAY TO TARGET OUR SUPPORTS TO LOW PERFORMING DISTRICTS AND SCHOOLS-- PARTNERSHIP MODEL-- BUT 5% GOES AWAY, AND SOME OF THE SPECIFICS ABOUT WHAT HAPPENS GOES AWAY, SO-- >> SO THE FEDERAL LAWS DON'T NECESSARILY--. >> YEAH, AND AGAIN, THAT'S MORE ABOUT THE-- THERE IS A POT OF FUNDING THAT GOES TO LOW PERFORMING SCHOOLS, THAT I THINK ONCE WE HAVE AGREEMENT ON HOW WE'RE DOING OUR OVERALL ACCOUNTABILITY, IT WON'T BE HARD TO FROM THERE SAY, "AND THESE ARE THE SCHOOLS "THAT ARE ELIGIBLE "FOR THESE FUNDS." I KNOW IT SOUNDS SILLY, BUT I'M JUST LESS CONCERNED ABOUT THAT, BECAUSE THAT'S MORE ABOUT BEING ABLE TO FLOW MONEY AND SUPPORTS TO SCHOOLS, AND GET THEM A CERTAIN TYPE OF-- AND IT REALLY ALIGNS WITH OUR PARTNERSHIP DISTRICT WORK. SO IN A LOT OF WAYS, IT WOULD BE LIKE, "WHO IS A PARTNERSHIP DISTRICT, "AND HOW IS THAT WORKING?" AND WORK FROM THERE. >> OKAY. SO THAT'S HELPFUL TO ME, AND SO-- YOU KNOW, AND I HAVE THINGS THAT I WOULD LIKE TO SEE ON THE DASHBOARD, AND I CAN ONLY IMAGINE HOW EVERYONE HAS SOMETHING THEY WOULD LIKE TO THROW IN. BUT I WOULD REALLY SAY TO ME, AN IMPORTANT AND WELL-RESEARCHED METRIC IS CLASS SIZE. I MEAN, THAT IS CRITICAL, SO I THINK THAT SHOULD BE IN THERE. I ALSO THINK LIBRARIANS IN THE SCHOOL ARE REALLY IMPORTANT FOR LITERACY. BUT THE-- SO I WOULD ASK THAT THAT BE GIVEN A LOT OF WEIGHT, BECAUSE IT'S WELL RESEARCHED. I-- YOU KNOW, I HAVE BEEN LOOKING AT, YOU KNOW, THE AMERICAN STATISTICAL ASSOCIATION, THE AMERICAN EVALUATION ASSOCIATION, AND OTHER ORGANIZATIONS THAT ARE EXPERT IN METRICS, AND WHAT'S VALID, WHAT'S FAIR. AND THEY DO NOT GIVE HIGH STAKES STANDARDIZED TESTS FOR WEIGHTING SCHOOLS A HIGH RATE OF-- YOU KNOW, THEY'RE NOT SUPPORTING THAT. THERE IS A LOT OF CAUTION AROUND IT, USING IT VERY CAREFULLY. SO I-- YOU KNOW, I FEEL LIKE I-- IT'S GOING AGAINST THE GRAIN, BECAUSE EVERYONE SEEMS TO BE ON THE HIGH STAKES TEST BANDWAGON, BUT I HAVE TO POINT OUT THAT THERE IS-- EVEN WITH THE GROWTH MODEL, THERE ARE PROBLEMS WITH USING IT, BECAUSE THERE ARE SO MANY OTHER VARIABLES THAT COULD IMPACT THE GROWTH OF A CHILD WHO IS LIVING IN SOUTHWEST DETROIT, AS OPPOSED TO A CHILD GROWING UP IN BIRMINGHAM, MICHIGAN. THE ACCESS THAT THEY HAVE TO THINGS OUTSIDE OF SCHOOL THAT CAN AFFECT THEIR ABILITY ON STANDARDIZED TESTS ARE-- IT'S HARD TO CONTROL THAT IT IS JUST THAT SCHOOL. AND SO I-- I-- I CAUTION AGAINST THESE. I THINK THERE ARE ALL SORTS OF EFFECTS, NEGATIVE EFFECTS THAT COME UP WITH THE USE OF THIS, INCLUDING TEACHERS NOT WANTING TO TEACH IN HIGH POVERTY SCHOOL DISTRICTS, AND TEACHING TO THE TEST, AND THINGS LIKE THAT, AND PUTTING THINGS THAT ARE TESTED OVER EVERYTHING ELSE. SO I'M HOPING THE DASHBOARD-- I AGREE WITH EILEEN THAT I UNDERSTAND THAT ESSA RIGHT NOW SAYS IT HAS TO BE THE MAJORITY, BUT MAKING IT 49 TO 51, AND LOOKING AT OTHER VARIABLES TO COUNTERACT, YOU KNOW, THE REALITY THAT WE HAVE TO USE A STANDARDIZED TEST. >> I JUST WANTED TO POINT OUT, CLASS SIZE IS ON THE DASHBOARD, DOWN AT THE BOTTOM WITH SCHOOL CULTURE AND CLIMATE. WE ADDED THAT JUST FOR YOU, MICHELLE. >> THANK YOU VERY MUCH. [ LAUGHTER ] >> THANK YOU VERY MUCH. VENESSA, THANK YOU VERY MUCH. CERTAINLY, WE'LL HAVE MORE DISCUSSION ON THIS THIS AFTERNOON, WITH THE BOARD'S RESOLUTION ON A THROUGH F AND TRANSPARENCY REPORTING, SO WE'LL CONTINUE THE CONVERSATION THEN. LET'S SEE. YOU WANT ME TO DO THAT? >> YOU'RE GOING INTO REGULAR MEETING. >> ALL RIGHT, SO NOW THE TIME IS 7 AFTER 12:00, WE'RE GOING INTO A REGULAR MEETING. A QUORUM OF THE BOARD IS PRESENT. THE STATE BOARD OF EDUCATION MEETING OF MARCH 14, 2017 IS CALLED TO ORDER. WE'RE GOING TO VOTE TO CONVENE TO GO TO CLOSED SESSION TO DISCUSS ANNUAL EVALUATION OF THE STATE SUPERINTENDENT. BEFORE WE BREAK FOR LUNCH, AS YOU KNOW, MY EVALUATION IS ON THE AGENDA, AND ACCORDING TO SECTION 8A OF THE OPEN MEETINGS ACT, A PUBLIC OFFICER CAN REQUEST A CLOSED SESSION IN ORDER TO CONSIDER A PERIODIC PERSONNEL EVALUATION. THEREFORE, I'LL ENTERTAIN A MOTION FOLLOWED BY A ROLL CALL VOTE. SO MOVED BY CASANDRA, SUPPORTED BY RICHARD, THAT THE STATE BOARD OF EDUCATION CONVENE IN CLOSED SESSION AT THE REQUEST OF BRIAN WHISTON, SUPERINTENDENT OF PUBLIC INSTRUCTION, AND IN ORDER TO CONSIDER A PERIODIC PERSONNEL EVALUATION TO THE SUPERINTENDENT OF PUBLIC INSTRUCTION, AS PROVIDED IN SECTION 8A OF THE OPEN MEETINGS ACT. MARILYN, PLEASE CALL THE ROLL. >> FECTEAU. >> YES. >> McMILLIN. >> YES. >> PUGH. >> YES. >> RAMOS-MONTIGNY. >> YES. >> SNYDER. >> YES. >> ULBRICH. >> YES. >> WEISER. >> YES. >> ZEILE. >> YES. >> SO WE ARE ADJOURNED, AND WE WILL BE RETURNING AT 1:30. order management dissertations cheap Wagner College.

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