Empowering Public Education Leaders

THE FUTURE OF PUBLIC EDUCATION With ever-evolving technologies and processes, what will classrooms look like in the next decade?

VOL. 6, ISSUE 1 | WINTER 2020

TAKING CARE OF YOU SO YOU CAN TAKE CARE OF THEM

THAT’S THE DIFFERENCE

EMPLOYEE BENEFIT SERVICES | PROPERTY/CASUALTY | WORKERS’ COMPENSATION www.setseg.org @setseg

2019–2020 Board of Directors Matthew Showalter, President Region 4, Shepherd Public Schools & Gratiot-Isabella RESD

Jill Fennessy, President-Elect Region 3, Tri County Area Schools TABLE OF CONTENTS Stephen J. Hyer, Vice President Group V, Clarkston Community Schools 14 |WHAT’S YOUR 13 |DISTRICT SPOTLIGHT Donald Hubler, Past President Laker Schools Region 8, L’Anse Creuse Public Schools & PERSPECTIVE? Macomb ISD

Brad Baltensperger Region 1, Houghton-Portage Township Schools

Susan Baskett Member At-Large, Ann Arbor Public Schools

Ruth Coppens Region 4, Saginaw ISD

Janice Holz Region 5, Huron ISD 22-24|DESIGNING A SUCCESSFUL K-12 Deborah Hunter-Harvill 18|WHAT RESEARCH Group VII, Detroit Public Schools Community District SAYS ABOUT COLLABORATION CENTER Mary Jason Region 2, Charlevoix-Emmet lSD THE IMPACT OF James Johnson TECHNOLOGY 26-28|BUILDING TALENT IN MICHIGAN Region 5, Carman Ainsworth Community Schools ON STUDENT Dawn Kaiser Region 2, Iosco RESA ENGAGEMENT AND 30-32|QUALITY MANAGEMENT: A Guillermo Lopez LEARNING Region 7, Lansing School District DISCIPLINED APPROACH Kathleen Moore Region 6, Lakeview School District

Donald Myers 34-35|DEFYING STEREOTYPES Region 6, Harper Creek Community Schools

Darlene Pomponio Region 8, Southgate Community Schools 36–37|A NEW AND BETTER WAY TO FUND Paula Saari Region 1, Marquette-Alger RESA OUR SCHOOLS. . .BUT WILL WE John Siemion ADOPT IT? Region 3, Grand Haven Area Public Schools & Ottawa Area ISD 10–11 |POINT/COUNTERPOINT Term Limits Shawna Walker Group VI, Wayne-Westland Community School 38-39|EVERYONE COUNTS: THE COST OF District MISSING A CHILD Dale Wingerd Region 7, Clinton Community Schools

LeaderBoard (ISSN 2376-3930) is published three times a year by the Michigan Association of School Boards, 1001 Centennial Way, Ste. 400, Lansing, MI 48917, 517.327.5900,masb.org, [email protected]. The publication is mailed to MASB member school boards and superintendents as part of the district’s membership. The subscription rate for each MASB nonmember is 5| EXECUTIVE NOTE 41| EVENT CALENDAR $21/year. Periodicals postage paid at Lansing, Mich., and additional mailing offices. POSTMASTER send address changes to: Michigan Association of School Boards 7| PRESIDENT’S MESSAGE 42| MASB WORD SEARCH 1001 Centennial Way, Ste. 400 Lansing, MI 48917 Articles submitted to LeaderBoard are edited for style, content and 9| ASK BRAD: SCHOOL LAW Q/A space prior to publication. Views expressed are those of the author and do not necessarily represent MASB policies or positions. Articles may not be reproduced without written permission of the publisher. Endorsement by MASB of products and services advertised in LeaderBoard is not implied or expressed. Acknowledgements To learn more about MASB’s advertising and sponsorship MASB would like to thank Superintendent John B. Deiter, Ph.D. and Rob Bush from DeWitt Public Schools for allowing us to opportunities, please contact Shelley Davis Boyd at 517.327.5908 utilize their 3-D printing lab to create this issue’s cover photo. or [email protected]

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 3

EXECUTIVE NOTE

THE FUTURE OF MICHIGAN STUDENTS STARTS WITH YOU By Don Wotruba, CAE

I have two kids in Michigan pub- hear from many humble board that allow your teachers and and you are likely the first lic schools and am constantly members who state they are not administrators to do their jobs, exposure they may have to in awe of the people they are responsible for the success of and thus, create successful elected officials. You can be becoming. As most of you are or the students in their districts, students. their teacher in how to serve a have all experienced, our kids and while there may not be community, how to disagree but grow up too fast and then move a direct connection, I would Your work is no small feat in not be disagreeable, how to be along into adulthood. While I ask each of you to think about today’s environment of polariza- inclusive of diverse thoughts have a few years before my kids how you feel when those same tion, self-interest and negativity. and ideas, and how important it hit that space in their lives, I do students walk across the stage As we enter into another elec- is to understand there are many feel a profound gratitude to the at graduation in your school tion year (and a new decade!), times where simple decisions public school teachers who are districts. for both school board members are much bigger than oneself. helping to shape my children and many other elected of- into the adults they will inevita- You have a sense of pride for ficials, I ask you to set an exam- Thank you again for the work bly become. these students that likely rivals ple for the kids in your districts. you have done and for the work the pride you feel for your own While you are all a reflection of you will do on behalf of the Teachers are impacting children kids. This feeling is because you your community, please do not nearly 1.5 million students in in similar ways across this na- are responsible for their suc- be a reflection of the negativity Michigan. tion, but they would not be able cess and I extend my heartfelt we are seeing and sometimes to do this work in the same way appreciation to each and every acting out ourselves. We should if you, as boards of education, board member in this state for each aspire to be better ver- Don Wotruba, CAE, is MASB’s did not provide the support and the work you do, not just for my sions of ourselves as we know Executive Director, and can be guidance that is needed to suc- kids, but for every kid. You cre- these kids are watching. reached at [email protected] or 517.327.5900. cessfully govern your districts. I ate the vision and atmosphere If nonpartisan school boards cannot have civil discourse, how “If nonpartisan school boards cannot can we expect our partisanly have civil discourse, how can we elected officials to be any different? Those students who expect our partisanly elected officials walk across the stage each year in your districts are the to be any different?” future leaders of this country

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 5 SAVES YOU

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messa.org/saves PRESIDENT’S MESSAGE IT TAKES COURAGE

By Matthew Showalter Shepherd Public Schools and Gratiot-Isabella RESD

Our theme for this issue is the have unique characteristics To achieve a new funding I’m hopeful for the future of future of education. I am not that provide opportunities for system is going to take sub- public education in Michigan sure where the future will take all schools to educate their stu- stantial advocacy by us and the due, in part, to each of you. The us, but I am sure that it will dents. I do not propose change stakeholders within each of work of school boards is in- be a lot different from how we for the sake of change, but we our districts. We need to build strumental in moving our state deliver education today. My should also not continue to do networks in our communities forward and I appreciate each surety in this eventuality is something just because that is with parent organizations, staff of your contributions. Keep up because of the drastic change the way we have always done unions and groups, business the good work and share your in how education has been it. We should strive to provide leaders and the general com- successes and challenges so we delivered since I graduated 30 each of our students with the munity to advocate for public can collectively grow and learn years ago. education that they need to education. from each other. have a successful future. As board members, one of our The redesign of our educational jobs is to stay up on emerg- Unfortunately for most of us, funding system is a heavy lift Matthew Showalter is MASB’s 2019- ing trends in education so the major deterrent to innova- for our elected officials and 2020 President, and can be reached at that when our administrators tion is the lack of funding to will require courage from all [email protected]. or teachers propose changes, try new ideas. One of the major involved. I believe a significant we can appropriately evaluate changes that we need to ensure impediment to the Legislature whether those changes will an effective future is for Michi- fixing the funding system is work for our district. Board gan to change how we fund term limits (see pages 10-11 for members should prioritize education. Studies have shown more). Other articles in this innovation among our staff that we are not adequately issue look at additional factors by providing funding and funded to meet the needs of that are already or will impact institutional support. These each of our students. I believe the future of public education new programs and/or strategies we need to adopt the philoso- in our state. I encourage each of should be based on educational phy of the School Finance Re- you to read with an open mind research and sound pedagogy. search Collaborative findings and evaluate how or if these and fund local districts based ideas could help your district Board members also need upon the needs of each student. move into the next decade and to recognize that not every This will increase equity in beyond. best practice works in every our funding system that our district. Each of our districts students deserve.

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 7 In 1972, the seed of an idea was planted, a way for the Michigan Lottery to support our public schools. And 47 years later, look how it’s grown.

To date, the Lottery has contributed $22 billion to Michigan public education. Last year alone the Lottery contributed $941 million — $2.5 million to schools every day.

As the symbol of the Michigan Lottery, our tree represents more than fun. It represents development, growth and the steadfast support the Lottery provides to Michigan public schools.

Knowing your limits is always the best bet. Call the Michigan Problem Gambling Helpline for confidential help at 1-800-270-7117. michiganlottery.com ASK EACH ISSUE OF MASB’S LEADERBOARD FEATURES HYPOTHETICAL SCHOOL LAW QUESTIONS THAT ARE SIMILAR TO THE QUESTIONS THAT THE MASB LEGAL SERVICES DEPARTMENT RECEIVES FROM MEMBERS. THE ANSWERS TO THE QUESTIONS ARE INTENDED BRAD: TO PROVIDE LEGAL INFORMATION AND ENHANCE SCHOOL BOARD MEMBERS’ UNDERSTANDING OF SCHOOL LAW ISSUES YOUR SCHOOL LAW BY EXPLAINING HOW LAWS OR COURT CASES APPLY TO GIVEN SITUATIONS. IF YOU HAVE A SPECIFIC HYPOTHETICAL QUESTION QUESTIONS ANSWERED THAT YOU WOULD LIKE TO SEE ANSWERED IN A FUTURE ISSUE, By Brad Banasik, J.D. PLEASE SUBMIT YOUR QUESTION TO [email protected].

REQUESTING RECORDS FOR A STUDENT DISCIPLINE HEARING A school board was scheduled to Because a school board member Further, MASB has tradition- much information about the have a student discipline hearing has no individual authority ally interpreted the above incident is shared with board at its next meeting. This was under Michigan law, a board provision to apply to school members before they hear the going to be the first discipline member should be treated as board members as a collective student’s response or version of hearing for the board’s newest any other member of the public entity, rather than allowing the evidence, board members member, who was just appointed when making an individual individual board members to may form premature opinions to the board last month to fill a request for school records.1 At access student records without on the issue of guilt. In both of vacancy. The new board mem- least one out-of-state court has authorization from the board. these cases, the board is risking ber was surprised to discover supported this view, hold- Thus, by individually request- its impartiality as a decision- that the agenda packet for the ing that an individual board ing the education records of the maker. So, in denying the board meeting didn’t include detailed member was without authority student, the new school board member’s request for additional information about the disci- to review teacher personnel files. member was likely not acting information about the incident pline hearing that described the The court likened the status of as a “school official” with a and student, the superintendent incident or provided background an individual board member to “legitimate educational interest” was protecting the due process information about the student. the status of a general citizen, in obtaining the information, so rights of the student. Wanting to be prepared for the noting that “[t]he Code confers the superintendent would have hearing, the board member sent no authority upon individual needed to get written consent an individual request to the school board members to act from the student’s parent before superintendent asking for a copy unilaterally under the guise of sharing the information with Brad Banasik, J.D., is MASB’s Legal of the administration’s report of carrying out the responsibilities the board member. Counsel/Director of Labor Relations & the incident and copies of records of the board as a whole.” Policy, and can be reached at [email protected] or 517.327.5929. documenting the student’s disci- Lastly, the principles of proce- plinary history and attendance. It is also problematic that dural due process demand that 1A school board may, however, After receiving the request, the the board member requested an impartial decisionmaker authorize access to school records by superintendent contacted the records that constitute “educa- conduct a student discipline individual board members pursuant board president about it and it tion records” under the Family hearing and determine whether to a board policy adopted at an open was decided to deny the request. Educational Rights and Privacy misconduct is established by a meeting. In the absence of such a policy, Was this the correct decision? Act. FERPA does authorize preponderance of the evidence board members would be required to make a written request under the nonconsensual release of presented at the hearing. This Michigan’s Freedom of Information Act The decision to deny the board personally identifying informa- means when board members in order to view or receive a copy of a member’s request is correct for tion from student education are serving as the impartial school district record. multiple reasons. records to “school officials” with decisionmaker for a student “legitimate educational interests” discipline hearing, they must 2A school district must also include in First, Michigan law does not in the education records,2 which be unbiased in regard to the its annual notification of FERPA rights vest individual school board allows school board members to student and the alleged incident the specific criteria used for determin- ing who constitutes a “school official” members with any type of receive information from educa- when they arrive for the hearing. and what constitutes a “legitimate independent authority. Section tion records for student disci- educational interest.” 1201 of the Revised School Code pline hearings or other student- If, for example, board mem- states: “An act of the board related issues that come before bers receive information prior shall not be valid unless voted the board. The provision, how- to the hearing that a student at a meeting by a majority vote ever, doesn’t allow an individual has been disciplined multiple of the members elected to and board member to unilaterally times by teachers and admin- serving on the board.” Therefore, access student records for the istrators during the last year, the Code grants the authority purpose of investigating an is- board members could develop to govern a school district to a sue that is personal to the board a preconceived opinion that school board as a whole, not to member, but could still arguably the student is guilty of the its individual members. be related to the board’s duties alleged offense, because “he’s and responsibilities. always in trouble.” Or, if too

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 9 Term Limits

Michigan’s Term Limits are Just too Strict By Eric Lupher

Michigan voters amended the Nonetheless, it is clear that cies to be implemented, evalu- Our takeaway is that Michigan State Constitution in 1992 term limits have made it more ated and modified, if necessary. should follow California and to limit the number of terms difficult to tackle some of the Michigan’s constant policy Arkansas, which had similarly that legislative and executive state’s more pressing problems. churn for school accountability stringent limits, but modified officials can serve. An examina- regimes is one example of this. theirs to allow legislators to tion of our experience suggests Politicians who spent their spend all of their time in one that term limits have failed to careers in the Legislature have While party leadership is chamber. This approach would fix what many had perceived as been replaced by a different strengthened under term smooth out the waves to avoid problems.1 sort of career politician; one limits, those same officials are turnover in the magnitude we who must always keep an eye ill-equipped to carry out their saw in 2019, allow legislators Our research showed that on their next move, be it a step roles. Chamber leaders and to gain more expertise on the Michigan’s short, strict term up to Congress or a step down committee chairs may possess issues they address, and enable limits—the shortest among the to local government and school leadership skills and politi- chamber leaders and committee 15 states that have them—can boards. As a result, few legisla- cal prowess, but they have few chairs to become better at their be counterproductive to good tors are free to make tough advantages over the rank and tasks. governance. votes because it may affect their file regarding the time available future electability. to develop policy expertise and It is difficult to judge term relationships. limits in isolation. Michigan’s Term limits inhibit legislators’ Eric Lupher is President of the Citizens Legislature has been one of the ability to develop knowledge Term limits were supposed Research Council of Michigan, and can be reached at most gerrymandered bodies in about the policies before them. to sever legislators’ bind with [email protected] or 734.542.8001. the nation. Legislating has been It weakens opportunities to lobbyists, but the relationship challenging in the economic, develop relationships with seems to have grown stronger. 1Citizens Research Council of Michi- demographic and social chal- colleagues. With less time to Legislators tend to have weaker gan. Evaluating the Effects of Term lenges our state has faced. learn about issues, such as the ties to local officials and may Limits on the Michigan Legislature, May 8, 2018. Retrieved from crcmich. Partisan polarization and the complexities of school funding, not know who to turn to among org/publications/evaluating-the-ef- concentration of power in party they don’t know who to trust their peers, leaving lobbyists fects-of-term-limits-on-the-michigan- leaders are prevalent at the on policies where they lack and executive branch officials legislature, Nov. 22, 2019. national level and in states with knowledge. The limited amount with more institutional knowl- and without term limits. of time is also an issue when it edge. comes to allowing adopted poli-

10 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD IN PLACE SINCE 1992 WHEN 60% OF MICHIGAN VOTERS APPROVED A CHANGE TO THE STATE CONSTITUTION, TERM LIMITS REMAIN A TOPIC OF CONVERSATION IN LANSING AND BEYOND. A RECENT LAWSUIT FILED BY FORMER LEGISLATORS TO MODIFY THE LIMITS PLACED ON SENATOR AND REPRESENTATIVE TERMS HAVE BROUGHT THEM TO THE FOREFRONT. SHOULD THEY BE EXTENDED?

POINT/COUNTERPOINT OFFERS TWO DIFFERENT VIEWPOINTS AND LETS YOU DECIDE.*

Michigan Term Limits Continue to Serve Us Well By Patrick L. Anderson

Voters adopted term limits into “I apprehend…that the total good governance. Exposed to Somewhere, there are school the Michigan Constitution in abandonment of the principle of the corruption of power without board members reading this 1992. In doing so, our state rotation in the offices…will end limits, officials are less likely to who have the passion for service joined a tradition that dates in abuse.” advance legislation that benefits we need in our state officials. back more than 240 years in ordinary people. Instead, long- We want those school board the United States, starting with —Thomas Jefferson to Edward term politicians often cater members to have the opportu- the very first U.S. Constitution. Rutledge, 1788 to the moneyed interests they nity to become a legislator, an Then, as now, the purpose of Today, as in other times, term rely on to remain in office. This attorney general or even a gov- term limits was to constrain limits are under assault. While dynamic can leave important ernor. Thanks to term limits, the power of an individual office- there are valid arguments about policies, including education ability to run for office is within holder by achieving “rotation the number of terms and offices policies, without strong the reach of more citizens than in offices.” As stated by Thomas concerned, our State Constitu- defenders. ever before. Jefferson: tion should include reasonable We should also be mindful of “I…strongly dislike…the limits on the power of elected the impact term limits have in Patrick L. Anderson is the Principal abandonment in every instance officials. This core belief has amplifying voices that might been affirmed time and again and CEO of the Anderson Economic of the principle of rotation otherwise go unheard. Since Group, and can be reached at in office…. [E]xperience says by a strong majority of voters. they were enacted in 1992, we panderson@andersoneconomicgroup. that to free [elections] from It was demonstrated in 1963, have seen “rotation in offices” com or 517.333.6984. disorder, they must be rendered when we adopted our current help open the doors of power less interesting by a necessity Constitution with term limits to women, minorities, military of change. No foreign power, on judges. It was demonstrated vets and others who historically nor domestic party, will waste in 1992, when 58% of voters have been underrepresented. their blood and money to elect supported limits on executive For example, consider the num- a person who must go out at the and legislative officeholders. It ber of women elected to state end of a short period.” continues to hold true today. executive office:

—Thomas Jefferson to James Local leaders should think Madison, 1787 carefully about the role term limits have played in advancing

*The views in Point/Counterpoint are those of the participants and do not necessarily reflect the views of MASB.

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 11 Teaching kids healthier habits? Count on it.

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W000277_Ad_MASBLeaderboard.indd 1 12/6/19 6:43 PM DISTRICT DEMOGRAPHICS Location: Huron County Size: 927 Board Members and Terms of Service: Todd Tate, President (2011-2022) Dana Reiter, Vice President (2017-2020) Heath Krohn, Treasurer (2012-2020) Mary Tait, Secretary (2005-2020) Matthew Horton, Trustee (2017-2020) Paul Scaddan, Trustee (2019-2022) Tyler Williams, Trustee (2018-2022)

Website: lakerschools.org

DISTRICT SPOTLIGHT LAKER SCHOOLS

DESCRIBE YOUR BOARD’S LEADERSHIP STYLE IN ONE WORD. YOUR BIGGEST ACCOMPLISHMENT(S) AS A SCHOOL BOARD? United. Running a successful campaign for a bond and sinking fund project that will solidify our district’s facilities and learning opportunities for years to come. WHAT ARE YOUR DISTRICT’S MOST PRESSING CHALLENGES? Finding a working balance between the test scores people want and the deeper, innovative learning experiences students need. WHAT IS YOUR FAVORITE MASB PRODUCT OR SERVICE? Onsite board trainings, which we take advantage of annually. Scott Morrell and Rod Green, Ph.D. have both been fantastic ONE PIECE OF ADVICE YOU WOULD GIVE TO ALL SCHOOL BOARD for us. MEMBERS: Do whatever is necessary to keep growing as a team. Build trust, resist personal agendas and remain focused on the broader mission of your district.

If you would like to recommend your district to be featured in a future District Spotlight, please send an email to [email protected].

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 13 What’s Your

Perspective?Compiled by Stacy Bogard, CAE

The “future;” in my mind, this word always seems to have an ominous, yet superficial tone. It is frequently discussed, but not always taken seriously. When you add to it, for instance, “of our children” or “of our society,” it gets real pretty fast.

In considering how we wanted to address this issue’s central theme of the future of public education in Michigan, MASB felt it was important to hear from those living it on a daily basis. Following are a variety of perspectives from those who take seriously how we are educating our children and what our society will look like years from now. If you would like to share your viewpoint, please send us a message at [email protected].

What do you envision public education What do you think is needed to get us in Michigan to look like 10 years from there? As a result of the School Finance now? I envision Michigan to become more Research Collaborative, Michigan will focused on preparing the whole child, need to reconsider how it funds public a focus on students for future career education to become more equitable for opportunities utilizing STEAM education, as all students. We also need the ability to well as an emphasis on trade skills and life attract and retain high-quality teachers for sciences for careers in health. Pathways this important work. Increasing local control for targeted certifications may become and allowing more flexibility in teaching and more available in high school. I believe learning will allow districts more creative Artificial Intelligence and quantum physics options to prepare students for jobs that will be huge. Creativity, critical thinking don’t yet exist. State assessments should and collaboration, along with being able to be consistent and provide immediate “think outside the box” will be important for results for teachers to utilize in their our children’s successful futures. Districts classrooms. More local control that would will need more flexibility and the freedom allow districts increased flexibility in to foster those skills. I also imagine a need selecting the tools to evaluate students, BOARD MEMBER for more communities in schools where while eliminating high-stakes testing. We schools are to become providers of health, need more time for teaching and learning Name: Jill Fennessy community and social services for Michigan and less time spent on preparing for students, with access via on-campus, state-mandated tests that change often. Current Position: Board Member provider-staffed health centers or tele- Consistency in expectations from the state, (President, Tri County Area Schools) health care. Providing our students with along with the ability to appropriately staff How many years in the public education social and emotional support is needed now schools, would be of immeasurable benefit arena? 10 (serving on the board of more than ever. to our children. We also need our federal education) government to step up and fully fund the Individuals With Disabilities Education Act What is the first word that comes to mind as intended. when you think about the future? Planning

14 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD would have said faster horses.” Most What do you think is needed to get people living in 1900 could not envision us there? We have not realized the full a personal transportation system built on potential of using technology to improve the combustion engine. Likewise, many how educators teach and how students of us today find it difficult to imagine learn. Unlike the transformations we’ve a public education system that is not seen in how we communicate, shop and dependent on textbooks, age-based grade access entertainment, we’re only in the levels, agrarian calendars and seat-time early stages of change when assessing the measures. There is a growing belief we are impact of technology on education. This entering a renaissance period in learning reality seems hard to fathom when you for public education—I agree, and believe consider Michigan has invested hundreds personalized learning is the future of of millions of dollars to establish modern education at all levels. This vision can only technology infrastructure in our schools. be achieved by using powerful technology innovations that are emerging today such Unfortunately, our transition to the future as artificial intelligence, machine learning, in public education will likely be filled predictive analytics and data science. with many trials and errors, and no clear road map that guarantees success and BUSINESS PARTNER One possible vision of the future could system sustainability. I believe three Name: Jamey Fitzpatrick be modern one-room schoolhouses. A things are needed to realize the vision: perceived weakness of the old one-room 1) a shared understanding regarding the Current Position: President & CEO of schoolhouse was the limited skills of a power of technology and data tools to Michigan Virtual single educator in a remote location. Today, create personalized, high-touch learning a one-room schoolhouse with a well-trained environments for all students; 2) a How many years in the public education professional educator, robust technology willingness to take measured risks and arena? 30 and access to worldwide online resources embrace innovation by exploring new could offer students a personalized learning delivery models; and 3) a growth mindset to What is the first word that comes to environment, deep relationships, and as- fail fast, learn even faster and adjust plans mind when you think about the future? needed support and prompt intervention. as needed. Michigan has a rich history Personalized This model of learning was once effective of innovation in many sectors, including What do you envision public education and could be in the future. public education, and I am confident we in Michigan to look like 10 years from can draw upon our entrepreneurial spirit now? Henry Ford once said, “If I had to personalize learning for all students by asked people what they wanted, they harnessing the power of technology.

LEGISLATOR What do you envision public education in Michigan to look like 10 years from now? Name: Aaron Miller I would hope that we will have learned to better grapple with the multitude of school Current Position: Representative, Michigan issues by 10 years from now so as to House of Representatives, District 59 more effectively educate students for the How many years in the public education workforce and their daily lives. arena? 4 What do you think is needed to get us What is the first word that comes to there? Solving today’s school issues mind when you think about the future? involves changing the way we think about Tumultuous education and also considering solutions that are not part of education today.

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 15 active community participants, employees What do you think is needed to get us and business owners. Having been there? Customized communication will educated using 1:1 classroom technology, rely heavily on surveys, focus groups participated in project-based learning and outreach to learn about individual and having received differentiated needs. Significant time will need to be instruction, the digital generation may invested in researching and analyzing expect schools to continue to customize message preferences, crafting specialized their relationships with them as adult communication messages, developing constituents. Specifically, this means that relationship-building opportunities, schools may need to develop sophisticated delivering information and evaluating the communication plans that customize success and/or impact of the messages messaging based on individual preferences. and experiences. Much like research and Instead of sharing one message on two or development in the business industry, three districtwide platforms (e.g. Facebook, schools will need to invest in a variety website and electronic alert messaging of communication tools to support system), school districts may need to customization and message delivery provide targeted communication that efforts. They may want to purchase SCHOOL ADMINISTRATOR speaks directly to individualized needs. software that allows them to measure Schools may need to research how to constituent satisfaction data in real-time Name: Karen Heath best engage with each member of their so that messages are relevant and address Current Position: Supervisor of community and learn what messages current information gaps. Districts may also Communications, Berrien RESA resonate best based on personal choices. need to hire in-house professional school communication personnel to manage the How many years in the public education Additionally, the concept of connectedness customized communication initiatives arena? 14 (in public relations for 19 years) will become increasingly important. We as well as to oversee strategic district know that today’s student consumers messaging and outreach. What is the first word that comes to prefer messages that support a connection mind when you think about the future? to their community, their culture or to Customization a specific cause. Schools will have to share their stories through a connected What do you envision public education in lens and build relationships by not only Michigan to look like 10 years from now? offering information, but opportunities to In 10 years, today’s digital generation will engage their constituents through those have graduated from high school. They connections. will have become parents, homeowners,

How many years in the public education learn while doing and ignite the passion arena? 13 (kindergarten-senior year) so many of us felt during our elementary school years, yet keep this flame burning What is the first word that comes to throughout our youths’ educational careers. mind when you think about the future? Innovation. With the introduction of new What do you think is needed to get us technologies on a yearly basis, we are there? I believe we are in a crisis with a becoming a more creative society able to lack of people willing to become educators. formulate solutions to our most pressing The rhetoric around becoming a teacher problems. Creativity fosters the innovations must change. We as a state are obligated to that will abate the climate crisis or diminish educate our children as they are the ones the presence of fake news. who will take our places in the offices we have built from the ground up. Michigan What do you envision public education in must incentivize teaching. Michigan to look like 10 years from now? Ten years from now I see public education in Michigan classrooms as more creative STUDENT spaces with flexible seating, brain breaks and other newly developed methods of

Name: Molly Myers more interactive learning. I see our state fostering hands-on learning to develop more Current Position: Senior at Troy High prepared students for a multitude of fields, School and member of the Executive Board no longer with our blinders on toward a four- of the Board of Delegates for the Michigan year college or university. I envision a public Association of Student Councils education system in which our children can

16 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD anticipate this will only accelerate. Much of What do you think is needed to get us this change has been and will continue to there? To get us where we want to be in 10 be technology driven. In 10 years, we will years, public education will need greater see technology integrated into education support from our government and from to a much greater extent, both to facilitate our communities, and public education will instruction and to train students for a wide need to leverage that support into greater range of careers that will have become efficiency and student development. While more technology intensive. Now, I don’t I believe finances play a significant role believe technology will ever fully replace the in this, I also believe we badly need to personal touch teachers bring to education, work together more than we do. After all, but I see it opening up new avenues, our goals are the same. We want to see resources and methods that will continue our children become healthy, productive, to impact the way we operate. At the same contributing members of society. We want time, the individual student will remain our to see strong communities and states, a focus. strong and vibrant nation. So, let’s get rid of a few of the roadblocks. For instance, Also, schools will pay more attention to let’s balance the need for accountability SUPERINTENDENT kid-centered needs that extend beyond the with a focus on student growth and let’s traditional academic sphere. For example, look realistically at the resources we need Name: Coby W. Fletcher, Ed.D. as student mental health and social/ in order to achieve that growth. As schools, emotional development become more of Current Position: Superintendent, let’s balance tradition with openness a societal concern, public education will Escanaba Area Public Schools to change and responsiveness to what strive to find ways to strengthen coping, society requires of us. And, more than How many years in the public education resiliency and interpersonal skills in kids anything else, let’s get beyond partisan and arena? 24 while maintaining a concurrent focus on ideological divides by paying attention to intellectual growth. It’s this openness to what unites us, and then work from there. What is the first word that comes to new developments in our field combined The future depends on it. mind when you think about the future? with attentiveness to the nurturing and Excitement well-being of children that gives me hope for public education. What do you envision public education in Michigan to look like 10 years from now? I’m amazed at the changes I’ve experienced in the time I’ve been in education and I

How many years in the public education What do you think is needed to get us arena? 15 there? To get there, we need to put the focus back on what is important—the kids. What is the first word that comes to mind Yes, learning goals, standardized tests and when you think about the future? Hopeful data are an imperative piece of the puzzle, but it is time to get back to basics. When What do you envision public education in relationships are formed, learning happens. Michigan to look like 10 years from now? Teachers choose this career for a reason. I am hopeful that the next 10 years brings Compassion, sensitivity and kindness are a clarity as to how important teachers, in their DNA. The lack of young people and their impact on young lives, truly are. entering schools of education across the As a society, many have forgotten the true nation is disheartening to say the least. values of communication, compassion Something is broken and we need to fix it. and teacher/student relationships. With technology at the helm of our society we need to learn how to embrace that aspect of education, but also get back to the TEACHER basics. Because mental health issues are sweeping our nation, we need to spend Name: Tamara Besco less time behind a screen and more time interacting with one another. Building th th th Current Position: 6 PLUS, 7 Math and 8 relationships is not something that should Grade Algebra Mathematics Teacher, South suffer just because technology has become Lyon Community Schools so prevalent.

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 17 What Research Says About the Impact of Technology on Student Engagement and Learning By Liz Kolb

With the influx of digital devices into school systems over the past decade, it is no surprise that school leaders are wondering about the impact these devices have on student engagement and achievement in classroom learning. Understanding the exact impact digital tools have on learning has been difficult to measure because pulling apart the technology from the rest of the instruction in a lesson is extremely complex. However, recent research on digital device access and use in school learning can give school leaders a general idea of the impact these devices have on the learning experience. Let’s take a look at the impact of 1:1 device implementation when it comes to pedagogical choices with devices, multitasking with devices and underserved students using devices. 1:1 DEVICE USE AND LEARNING

About 40% of K-12 schools are 1:1, where every child has access to a device for school learning.1 These devices could be the child’s own or one provided by the school. Studies have found that 1:1 access can create more project- based learning opportunities; individualized instruction; student control over learning; time for student writing; creative forms of writing; higher motivation in students to engage with schoolwork; ways to develop 21st century soft skills in students; and more opportunities for home-to- school communication.2-5 This kind of access can also lead to stronger comfort with using technology tools for both teachers and students.6 Furthermore, students in schools that are 1:1 tend to use technology more frequently than students in schools that are not.7

18 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD However, 1:1 access is not a slam dunk There are other concerns that have arisen teaching strategies when using technology for learning. In terms of learning outcomes in 1:1 schools. Teachers have reported tools, teachers who use technology ef- around writing, math, science and reading, frequent inappropriate use of devices fectively are able to integrate instructional a large meta-analysis of 1:1 device studies and parents have expressed concern that moves to leverage learning with digital found that the majority pointed to positive devices are often used to do educational tools. Thus, in order for school systems to gains in the learning outcomes when using drill-and-practice games, rather than higher see successful outcomes with 1:1 devices, 1:1 devices, but some studies showed level learning.6 Another study in Moores- high-quality professional development for negative gains or no gains in student learn- ville, N.C. found mixed results; while their teachers is essential. ing with 1:1 laptop programs.5 Despite the 1:1 laptop initiative had a small impact on potential benefits of 1:1, not all device use math achievement scores in the medium School leaders should be investing in with students have led to positive out- term, there was no impact on reading in long-term, sustained professional develop- comes. the short or medium terms.8 Studies have ment for their teachers to learn how to use also found there was initial excitement for valid and reliable frameworks to effectively For example, in a 2013 study comparing 1:1 programs in the first year of implemen- integrate technology into learning. One two large school districts in Baltimore, one tation, and the enthusiasm decreased example would be the Triple E Framework with 1:1 access and one without, achieve- in consecutive years with teachers often (tripleeframework.org; see Fig. 1 on page ment scores of students increased more citing the expectations of the devices were 22) that I helped to develop at the Universi- with students in the school district without not being met.9,10 Another study looking ty of Michigan, which many school systems 1:1. While the 1:1 school was able to allevi- at 24 different 1:1 schools (over a period have integrated into their technology plans, ate some digital access inequities, the over- of five to eight years), found the comput- such as Lake Shore Public Schools in St. all achievement outcomes stayed stagnant ers did not have any significant impact on Clair Shores, Mich. Furthermore, school for students in grades 3 through 8, despite students’ reading, math, science or social leaders should also provide resources 6 having laptops for three straight years. studies outcomes.11 Thus, while many stud- to effectively select and evaluate new ies of 1:1 device programs report positive educational applications with tools that changes in student or teacher attitudes, en- are research-based such as Tap, Click and gagement or type of learning environment, Read (tapclickread.org/takeaction/). the devices themselves did not always have MULTITASKING AND LEARNING WITH a direct impact on learning outcomes. DIGITAL DEVICES Overall, when considering implementing a 1:1 program, school leaders should develop When students have 1:1 access to digital a long-term plan. Some useful resources for devices in schools, they often have many planning such as toolkits, surveys and case opportunities to multitask with the device, studies are provided by the Consortium for such as simultaneously taking notes, check- School Networking at cosn.org/MobileLead. ing email and searching for information online. What does the research say about PEDAGOGY AND PROFESSIONAL students using devices to multitask during DEVELOPMENT WITH 1:1 DEVICES instructional time, even when it may not be necessary to do so? Ubiquitous access Just having 1:1 device access has not been during instructional time has led to distrac- a magic potion for learning. Studies on 1:1 tions in students retaining and recalling programs often point to the significance information. Numerous studies have dis- of sound instructional pedagogy used in covered that students who have access to conjunction with the technology in order smartphones, iPads, computers or laptops for it to have a positive impact on learning during instructional time have less recall, outcomes.12,13 More importantly, school recognition and retention of long-term systems that were not providing enough information than students who do not have professional development for technology digital devices in front of them.15-17 Further- device use for their teachers tended to more, the closer a device is to the student, have more negative outcomes such as the less likely they are to retain and recall teacher frustration or lack of technology instructional information.18 use in the classroom.5 For example, if a smartphone was on a Additionally, there has not been one digital student’s desk, that student would recall application that has been found to be the less information than the student who had “snake oil” for learning. While some educa- their device in their locker. Even though tion applications have effective pedagogi- the student is not using or even looking cal strategies built into them (e.g., social at the smartphone, the idea of potentially collaboration, differentiation, reflection, receiving a text message or other form of etc.), many do not.14 Even when an applica- digital communication was still distract- tion includes sound pedagogical practices, ing the student’s mind. Students who had teacher supports and instructional strate- devices with them were more likely to get gies used in conjunction with the tool, distracted by their devices and use their there are still fundamental components to device for nonacademic-related activities effective learning with technology miss- than students without. Furthermore, the ing.12 Instead of tossing out effective amount of off-task multitasking increased

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 19 when students were in the back of the devices in pocket holders during class and students were more likely to get distracted room, compared to students in the front of the students who choose to do this earn by digital devices in an academic setting the room.19 In addition, the students who bonus points as an incentive. Allowing her than higher-achieving students. Thus, were not using a laptop but were in direct students the autonomy to make the deci- banning the devices helped to improve the view of a peer on their laptop, scored lower sion about their device location in class lower-achieving students’ focus on aca- on a test compared to those who were gives them a better understanding about demic work. not.17 One other interesting outcome from how making a choice to remove the distrac- studies on multitasking was that when stu- tion of their device cannot only help them However, digital device use can have a posi- dents were multitasking on their technology focus better in class, but also allow them to tive impact on underserved students when to complete a task, they took much longer earn a higher grade. Ms. Sayers also uses use of digital technologies are well-planned to complete the task than students who did math in this device management system by for specific purposes that encourage stu- 23 not multitask, such as reading a passage asking her students to calculate out how dents to use their higher cognitive skills. online.20 Thus, while devices are useful for many extra points they earned or lost as a A 2013 study of at-risk students found gathering information and knowledge, hav- result of their device choice. benefit to the students’ writing when they ing them out and accessible at times when used netbooks to work on the writing and the devices are not necessary may not be UNDERSERVED STUDENTS AND DEVICES editing process, rather than for remediation the best option for optimal learning during AND LEARNING instructional time. It would be impossible to discuss device School leaders should have strong device access and not touch on issues of equity management policies in place that allow and underserved students. As far as device teachers the ability to use devices if war- access bridging the academic divide for ranted for learning, but also keep them low- and high-income learners, studies have out of reach for times when the classroom found mixed results at best.21,22 One reason learning should focus on human-to-human for this finding could be that the major- interactions without the distraction of de- ity of underserved students tend to use vices. An example of a strong but inclusive technology in schools at a lower cognitive policy would be the stoplight system. Teach- level, such as drill-and-practice activities ers choose the color for their class each and/or remediation.22 Unfortunately, using day (colors are clearly displayed at the digital tools solely for remediation can have classroom entrance), and relate them to negative effects on student achievement, device use for the class each day, such as: engagement, self-esteem and moti- green—ok to use devices for the day; yel- vation.22,23 Furthermore, a recent low—devices will be away until the teachers study on student phone access asks for them to be out for use; or red—no and achievement found that devices at all, out of sight or in a designated when smartphones were banned area away from the students for the day. from schools, low-achieving Amy Sayers, a High School Math Teacher students’ academic outcomes in East Lansing Public Schools, has been improved.15 The same study encouraging students to put their personal found that lower-achieving

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20 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD purposes.24 The same study also found that • Access to 1:1 devices can provide moti- 8Hull, M. and Duch, K. One-to-One Technol- when given a specific higher-level learn- vation for students to engage in learning ogy and Student Outcomes: Evidence From Mooresville’s Digital Conversion Initiative. Sept. ing task with technology, at-risk students activities (at least in the first year of 1:1 21, 2018. Retrieved from journals.sagepub.com/ academically benefitted. device use). doi/10.3102/0162373718799969, Nov. 20 ,2019. 9Swallow, M. The Year-Two Decline: Exploring the In a report by the Stanford Center for Op- • Access to digital devices supports both Incremental Experiences of a 1:1 Technology Initia- portunity and Policy23 on at-risk students students and teachers in developing tive. Journal of Research on Technology in Education, and technology use, researchers concluded greater comfort and ability to use technol- 47:2, 122-137, 2015. that while “drill and practice” or “digital ogy tools. 10Zuber, E. and Anderson, J. The initial response of workbooks” had negative effects on student secondary mathematics teachers to a one-to-one • Technology access alone doesn’t typically laptop program. Mathematics Education Research learning outcomes, using technology with Journal, 25, 279–298, 2013. at-risk students where the technology was have a direct impact on learning out- supplementing the teaching with interac- comes. 11Williams, N.L. and Larwin, K.H. One-to-One Computing and Student Achievement in Ohio High tive learning and higher cognitive thinking • Technology with underserved students Schools. Sept. 1, 2015. Retrieved from tandfonline. activities had a positive impact on learning com/doi/abs/10.1080/15391523.2016.1175857?src=re should be used at a higher cognitive level outcomes. csys&journalCode=ujrt20, Nov. 20, 2019. and avoid drill-and-practice applications. 12Okojie, M.C. P.O., Olinzock, A.A., and Okojie- School leaders should prepare teachers to • Ubiquitous access to 1:1 devices can dis- Boulder, T.C. The pedagogy of technology integration. integrate higher cognitive practices when Journal of Technology Studies, 32(2), 66-71, 2006. tract students from the learning process using technology with underserved stu- 13 when not managed well in the classroom. Montrieux, H., Venderlinde, R., Schellens, T. and dents, as well as have a digital equity plan DeMeres, L. Teaching and learning with mobile technology: a qualitative explorative study about the in place. CoSN has put together a digital • Teachers should be using sound peda- introduction of tablets devices in secondary education. equity toolkit (cosn.org/digitalequity) that gogical strategies in conjunction with PloS One, Vol. 10, No. 2, e0144008, 2015. would be a helpful starting place for plan- technology tools for successful learning 14Hirsh-Pasek, K., Zosh, J., Golinkoff, R., Gray, J., ning for equity. experiences with technology. Robb, M. and Kaufman, J. Putting Education in ‘Educational’ Apps. Psychological Science in the Public TAKEAWAYS OF DIGITAL DEVICE USE IN • Teachers need ongoing and high-quality Interest 16 (1): 3–34, 2015. SCHOOLS professional development in order to ef- 15Beland, LP and Murphy, R. Ill Communication: fectively implement digital device use in Technology, distraction & student performance. • Access to 1:1 devices can provide more their classroom instruction. Labour Economics. 41, 2016. opportunities for higher level learning 16Glass, A. and Kang, M., Dividing attention in the such as project-based learning, classroom reduces exam performance. Educational information gathering, individual- Psychology. Published Online: 26 Jul 2018. Liz Kolb is a Clinical Associate Professor in ized instruction, more writing 17 Education Technologies at the University of Sana, F., Weston, T., and Cepeda, N. Laptop multi- and better home-to-school Michigan and President-Elect of the MACUL Board, tasking hinders classroom learning for both users and nearby peers. Computers & Education, 62. 24-31, communication. and can be reached at [email protected] 2013. or 734.649.2563. 18 1 Ward, A.F., Duke, K., Gneezy, A., and Bos, M.W. COSN. 2017 K-12 IT Leadership Survey Report. Brain Drain: The Mere Presence of One’s Own Retrieved from https://www.cosn.org/sites/default/ Smartphone Reduces Available Cognitive Capacity. files/CoSN_ITLdrship_Report_2017_040317.pdf, Nov. Journal of the Association for Consumer Research, 20, 2019. 2(2), 140-154, 2017.

2 Annable, C.J. An investigation of laptop classrooms 19Wammes, R.M. Disengagement during lectures: and the teaching and learning of mathematics (Doc- Media multitasking and mind wandering in university toral dissertation), 2013. Available from ProQuest classrooms. Computers in Education, 132: 76-89, Dissertations and Theses database. 2019. 3 Warschauer, M. Laptops and literacy: A multi-site 20Bowman, L.L., Levine, L.E., Waite, B.M. and case study. Pedagogies, 3, 52–67, 2008. Gendron, M. Can students really multitask? An ex-

4­ perimental study of instant messaging while reading. Zheng, B., Warschauer, M., Hwang, J. and Collins, P. Computers & Education, 54(4), 927-931, 2010. Re- Laptop use, interactive science software, and science trieved from learntechlib.org/p/67439/, Feb. 22, 2019. learning among at-risk students. Journal of Science Education and Technology, 23(4), 1–13, 2014. 21OECD. Students, Computer and Learning: Making the Connection, PISA, OECD Publishing, 2015. 5Zheng, B., Warschauer, M., Lin, C.-H. and Chang, C. Learning in One-to-One Laptop 22Warschauer, M., Zheng, B., Niiya, M., Cotten, S. and Environments: A Meta-Analysis and Research Farkas, G. Balancing the one-to-one equation: Equity Synthesis. Review of Educational Research, and access in three laptop programs. Equity & Excel- 86(4), 1052–1084, 2016. lence in Education, 47(1), 46-62, 2014.

6 Bowie, L. Four years in, Baltimore 23Darling-Hammond, L., Zielezinksi, M.B. and County schools’ $147M laptop program Goldman, S. Using Technology to Support At-Risk has produced little change in student Students’ Learning. SCOPE, 2014. Retrieved from achievement. The Baltimore Sun, 2018. edpolicy.stanford.edu/sites/default/files/scope-pub- Retrieved from baltimoresun.com/ using-technology-report.pdf, Nov. 20, 2019. news/maryland/education/k-12/bs- md-co-laptop-schools-achievement- 24Zheng, B., Warschauer, M. and Farkas, G. Digital 20181127-story.html, Nov. 20, 2019. writing and diversity: The effects of school laptop

7 programs on literacy process and outcomes. Journal Bebell, D. and Kay, R.E. One to of Educational Computing Research, 48(3), 267-299, one computing: A summary of the 2013. quantitative results from the Berkshire wireless learning initiative. Journal of Technology, Learning and Assessment, 9(2), 4–59, 2010.

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 21 DESIGNING A SUCCESSFUL K-12 COLLABORATION CENTER By Ceci Kane, NCIDQ, IIDA and Lisa Maycroft, AIA, LEEP AP O+M

Media centers. Libraries. Learning commons. Col- laboration spaces. No matter the name, these spaces have always served an important purpose in schools. Cultural shifts and changes in peda- gogy have pushed many schools away from a tradi- tional media center into a different model. Media centers of the past included features like:

• Large book collections

• Heavy, bulky furniture including fixed bookcases

• Emphasis on physical media and research

• Limited technology; primarily related to research or presentations

• Individual, focused work

• Central gathering space

• Large circulation desk

A shift toward project-based learning and teaching soft skills like collaboration require spaces that support these activities. Increases in individual- ized learning plans for students have also brought about a need for spaces where they can engage in online curriculum and distance learning.

Other trends we are seeing include:

• Decreased circulation of physical books and a corresponding reduction in the size of the circulation desk

• Pervasive technology

• Flexible spaces—for large group instruction, individual time and small groups

• Light, mobile furniture that can be arranged in a variety of configurations

22 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD The changes needed to the physical en- remaining books along the perimeter, or on vironment depend on the teaching model mobile shelves helps keep most of the space embraced by the school administration. One flexible to accommodate various teaching and of the first decisions to be made is what to learning styles. Breakout rooms are important do with book circulation. Some schools have for individual or small group work and can be done large “weeding” efforts to their circula- fully separate or utilize operable partitions to tion, while others have gone entirely book- join them into a larger instructional space if free. needed. And lastly, these spaces need inte- grated technology at all grade levels. At the elementary level, physical books are still a vital component of the learning pro- In addition to being great for class and indi- cess. Some schools feature “mini libraries” in vidual work, many of the features of these each classroom to provide increased access collaboration spaces also make them great to books, while still providing a shared library for staff and student groups, and community location that houses fewer titles. use outside of school hours.

Schools that decide to reduce their circula- These new spaces are rarely brand new— tion will need to undergo a weeding exercise many districts have remodeled an existing before specifying new bookshelves—often tar- media center or repurposed under-utilized geting a reduction of 40-60% of their books. spaces in their schools to become collabora- The Texas State Library and Archives Commis- tion centers. sion has a great manual posted online that can help provide a framework for the weeding East Grand Rapids High School utilized the process.1 footprint of an existing traditional media cen- ter, transforming it into a Learning Commons. So what happens to the books when schools The space features six small group rooms remove them from a library? Some go to for four to six students, a large conferencing community libraries, some get dispersed into room sized for 50, and a help desk staffed classroom libraries and others are donated. by media specialists and technology staff to support student needs. They significantly “Libraries are reinventing themselves as reduced their print collection, which is now content becomes more accessible online and concentrated in one corner and peppered their role becomes less about housing books throughout on low mobile shelving units that and more about connecting learners and double to define zones for different kinds of constructing knowledge. Libraries become a work. The remaining area features zones for different kind of learning destination when more individually focused tasks, as well as a schools reimagine them as open, transparent variety of settings for focused group work or spaces that invite student communication social interactions. and collaboration.” —Beth Holland, edutopia.org2 The Freshman Campus at Kentwood Public Schools was one of the many schools in the If you are removing books, the bulky bookcas- district to receive a new collaboration center es and large circulation desk that supported in recent years. Previously, the building had a an old model, what’s next for the space itself? media center with a large book collection that emphasized individual work but was not suit- The grade levels within the building will inform able for group work or large group instruction. the design to some extent, but many prin- This project repurposed under-utilized class- ciples are the same regardless of the grades rooms and storage areas to create a new served. collaboration center that allows for individual Location, layout, technology and furniture are work, full class instruction and the ability for all important. A prominent or centralized loca- groups of various sizes to meet. A large open tion for a collaboration center makes it more space features flexible furniture, screen- accessible for students and teachers and sharing technology and breakout rooms. A puts this type of learning on display. Activat- presentation platform supports group instruc- ing these spaces for classes and a variety tion, while mobile lecterns and a variety of of collaborative activities requires a large, furniture configurations allow for multiple open space with flexible furniture. Placing any classes to use the space simultaneously.

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 23 “The Collaboration Centers provide a perfect mix of the traditional library with new and improved technology,” said Michael Zoerhoff, Kentwood Public Schools Superintendent. “This has provided a creative and multi-purpose learning environment for our students. It has provided new energy and student traffic in collaboration/ media centers.”

The role of the librarian or media specialist is changing along with the spaces. Some schools are shifting away from specialized staffing, but there remains a need for technical staff to support students as they use the space. This staff needs to help students navigate online content, set up presentations, teach the students to use technology and provide technical support. Project-based learning is much more successful when support staff is on hand and trained on how to use the space and the technology within.

A collaboration center should be a learning destination that is dedicated to helping students achieve their learning objectives and transform them into lifelong learners. Updating classrooms for an entire district is a huge undertaking but updating media centers in each building is a great starting point because you can impact all students in the building.

How do your schools’ media centers stack up?

Ceci Kane, NCIDQ, IIDA is an Interior Designer at GMB Architecture + Engi- neering, and can be reached at [email protected] or 616.796.0200. Lisa Maycroft, AIA, LEEP AP O+M, is an Architect at GMB Architecture + Engineering, and can be reached at [email protected] or 616.796.0200.

1Larson, J. CREW: A Weeding Manual for Modern Libraries. Texas State Library and Archives Commission, 2008. Retrieved from tsl.texas.gov/sites/ default/files/public/tslac/ld/pubs/crew/crewmethod08.pdf, Nov. 20, 2019.

2Holland, B. 21st-Century Libraries: The Learning Commons. Eduto- pia, Jan. 14, 2015. Retrieved from edutopia.org/blog/21st-century- libraries-learning-commons-beth-holland, Nov. 20, 2019.

24 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD HONORING SCHOOL BOARD RECOGNITION MONTH JANUARY 2020 THANK YOU SCHOOL BOARD MEMBERS

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 25 BUILDING TALENT IN MICHIGAN The Michigan Department of Labor and Economic Opportunity addresses the future of building a skilled workforce and equity for all Michiganders

By Michigan Department of Labor and Economic Opportunity Staff

Michigan boasts a diverse and growing workforce. From having the highest concentration of engineers in the nation to a skilled trades workforce that ranks in the top 10 nationally1, Michigan is preparing the talent needed for the jobs of future. However, these wins do not come without challenges. The headwinds facing Michigan’s workforce and economy are strong. Although our state is home to many skilled workers, we still face an acute talent shortage—too many Michiganders do not have the education and career pathway needed to make ends meet and succeed.

Employers are faced with the challenge of a rapidly aging workforce, and what talent exists to fill jobs is not sufficiently skilled to compete against today’s 21st century careers. The state is listening to employers and the ability to attract and retain skilled talent is arguably the number one challenge they face.

26 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD To better position Michigan in the national FAFSA CHALLENGE—HELPING STUDENTS GAIN fight to retain and attract talent, the recently POSTSECONDARY DEGREES OR CERTIFICATES launched Michigan Department of Labor and Economic Opportunity is gathering all of While the Governor works to change the its resources and key players to streamline state financial aid landscape in Michigan efforts and work collectively to face these through Mi Opportunity and Michigan Recon- challenges head on. nect, she’s also working to increase access to federal financial aid. Applying for financial “For Michigan to succeed, we have to meet aid is often a necessary step for students to people where they are,” LEO Director Jeff afford postsecondary education. Donofrio said. “LEO was created to coor- dinate the state’s economic development, Paying for college can be challenging for workforce development and labor functions families—this barrier to pursuing postsec- to ensure that they are responsive to the ondary education can often hinder students’ needs of the labor market.” success after high school. Being able to access federal and state financial aid can By working together, we can make Michigan be the catalyst for students to move forward a place where all people, businesses and with their education. communities have the educational and eco- nomic means to reach their full potential,” In fall 2019, Gov. Whitmer announced her Donofrio added. statewide FAFSA Challenge, encouraging every high school in Michigan to increase its SIXTY BY 30—BOOST EDUCATIONAL FAFSA completion rate among graduates of ATTAINMENT the Class of 2020.

More and more good paying jobs across In 2018, nearly 25,000 Michigan students Michigan require at least some education missed out on an opportunity to receive after high school—most frequently a college Pell grants because they did not fill out the degree or an industry-recognized credential. FAFSA. This left roughly $100 million in un- A high school diploma is no longer enough to spent Pell grant funding in Michigan.3 compete. Make sure your high schools are participat- That is why Gov. Gretchen Whitmer set the ing. School leaders can sign up for the chal- ambitious goal of increasing the number of lenge online via the Michigan College Access Michiganders with a college degree or occu- Network’s website, micollegeaccess.org. pational certificate to 60% by 2030. Today, 45% of working-age adults in Michigan have CAREER AND TECHNICAL EDUCATION—START a college degree or occupational certificate.2 EARLY WITH CAREER EXPLORATION To dramatically increase attainment, the Governor has proposed a series of initia- Career and Technical Education offers stu- tives. dents classes and programs that teach skills needed for limitless in-demand, high-skill, Mi Opportunity and Michigan Reconnect good-paying career opportunities. would make community college tuition free for Michigan residents. Mi Opportunity has Schools and districts across Michigan offer been introduced in the Legislature and, if career-tech classes in a variety of fields, passed, would allow graduating high school including finance, health sciences, business seniors to continue their education at a com- marketing and administration, information munity college tuition free. Michigan Recon- technology and advanced manufacturing, nect makes the same tuition-free commit- which can lead to filling the state’s high- ment to working-age adults. Anyone age 25 demand jobs, such as registered nurses, and older without a college degree would be accountants and auditors, commercial truck 4 eligible to attend community college to pur- drivers and operations managers. sue a degree or certificate. Michigan Recon- Research has proven that career-tech class- nect provides skills insurance for individuals es are highly effective in better preparing interested in upskilling to pursue growth students for their educational pathway and opportunities with their current employer—or leading to a rewarding career in the 545,000 new possibilities in the labor market. professional trade jobs through 2026 that will need to be filled.5

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 27 CTE programs added more than 1,300 students education providers, the majority of which are in the 2017-2018 school year and is up by more local and intermediate school districts. than 6,000 students since 2015 with total en- rollment exceeding 110,000 in 2018. More than There are a number of adult education provid- 95% of students who complete a CTE program ers in the state that have partnered with local go on to attend a postsecondary educational employers to deliver services, such as English institution, seek advanced CTE training includ- as a Second Language or high school equiva- ing apprenticeships, sign up for military service, lency preparation, at the work site for employees or find employment within a year of graduation, who may not have a high school diploma or are according to the Michigan Department of Educa- nonnative English speakers. This has been a tion. successful approach to reach more individuals since enrollment in adult education programs Building awareness about CTE is essential for has declined over the last few years. individuals who influence students, including parents, teachers and guidance counselors, so These courses provide low-cost options to help they better understand what Professional Trades adults gain the skills necessary for college, offer students. These influencers can help those training or employment. Removing barriers to students map their own path and find the oppor- success is a focal point of LEO, and programs tunity that best fits their interests and skill level. like this create more opportunities for adults to live more prosperous lives. APPRENTICESHIPS—A STRONG PATHWAY TO A GREAT CAREER LEADING THE CHARGE TOGETHER

Michigan is one of the top states in the nation Solving the talent shortage requires a level of when it comes to apprenticeships. Our state engagement and collaboration from all of the has more than 1,000 apprenticeship programs pieces of the LEO puzzle to protect, prepare and and nearly 21,000 registered apprentices.6 We upskill our workforce. recognize the vital role apprenticeships play in Michigan’s economic competitiveness is a top preparing our workforce to fill the high-demand, priority, and to establish prosperity for all Michi- high-wage jobs available statewide. ganders, the state needs business, community, Apprenticeships can be found in all industries higher education and, of course, school board from traditional sectors like construction and members to support initiatives that help level the manufacturing to emerging sectors like energy, playing field and promote prosperity for all. health care and information technology. Learn more about LEO and upcoming initiatives When it comes to Michigan workers pursuing a at michigan.gov/LEO. career in the professional trades, an apprentice- ship can be used as a steppingstone for continu- ing education and training. Apprenticeships offer The Michigan Department of Labor and Economic paid, on-the-job training and allow a person to Opportunity can be reached at [email protected] or 517.241.6712. move forward in their career without accruing significant tuition debt. 1Emsi. QCEW, Non-QCEW, and Self-Employed data, 2019.4. With a looming talent gap and a lack of workers 2Michigan College Access Network. Join the Movement. with the training needed to fill those jobs, it’s Retrieved from micollegeaccess.org/sixty-by-30, Dec. 20, critically important we market these opportuni- 2019. ties as a win-win for businesses and job seekers 3­ alike. Michigan College Access Network. College Cash Cam- paign Michigan. Retrieved from micollegeaccess.org/ statewide-initiatives/college-bound-michigan/college-cash- ADULT EDUCATION—LEARN MORE, EARN MORE campaign, Dec. 20, 2019.

We often put the emphasis on young students 4Michigan Department of Technology, Management & when talking about career paths, education and Budget. Michigan’s Hot 50 through 2026, July 11, 2018. training, but it’s equally important we include our Retrieved from milmi.org/research/michigans-hot- adult populations in this conversation. 50-through-2026, Dec. 20, 2019. 5Michigan Department of Technology, Management & Individuals with a high school diploma or Budget. Michigan and U.S. Jobless Rates, November 2019. equivalent earn more than $6,000 more per Retrieved from milmi.org/, Dec. 20, 2019.

year than those without one. Those who have a 6 7 U.S. Department of Labor, Employment and Training two-year degree earn even more. Adult educa- Administration. Apprenticeship. Retrieved from doleta. tion provides opportunities for adults to improve gov/oa/data_statistics.cfm, Dec. 20, 2019. education levels, obtain a high school credential 7 or become better English speakers. U.S. Bureau of Labor Statistics. Employment Projections. Retrieved from bls.gov/emp/chart-unemployment-earn- In Michigan we offer 100 adult education ings-education.htm, Dec. 20, 2019. programs statewide and have about 120 adult

28 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD 50 Years of Transporting Students With Care.

deantransportation.com (517) 319-8300 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 29 QUALITY MANAGEMENT: A DISCIPLINED APPROACH By Sally Petrik, Ed.S. and Benjamin Jankens, Ed.D.

30 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD When asked how satisfied individuals are with the and their workout routine. They record their actions quality of education students receive in grades kin- (assessment), take notes (data) and review their dergarten through 12th, only half of all respondents performance constantly (analysis). Then, they make reported being satisfied.1 This is quite good, consid- minute adjustments and recalibrate their actions ering only 34% of students nationally in grade 8 are seeking better results. proficient in reading and math based on the National Assessment of Educational Progress.2 In Michigan, Quality management takes the same scientific only 43% of students in grade 8 were proficient in approach, but for organizations. It is not a happen- reading on the state’s 2019 M-STEP exam, which is stance to what we do, but a very disciplined ap- down from 49% in 2018.3 Additionally, the implemen- proach. As professional educators, school leaders tation of Michigan’s new reading and retention law and teachers need to come to their work with the hasn’t made much of a difference.4 After the invest- same devotion and passion to perform (as many do), ment of more than $80 million in spending on improv- but also with the intensity of a professional athlete. ing literacy, student scores are still dropping.5 If more Kids, especially those in poverty or urban settings, money is not the answer, then what is? deserve exactness in how we go about schooling. Teachers, staff and school leaders need to continu- Rather than focusing on new programs and initia- ally work on calibrating their approaches, based on tives, public schools and districts could benefit from research-based best practices, but also based on improving the systems and processes currently used data and regular feedback. to operate schools and teach students. An organiza- tional philosophy that produces more efficient and WHERE TO START? effective outcomes is called quality management; Schools are already engaged in some, if not many, of practices that are used universally across the world the practices embedded within quality management to improve organizational performance and reduce (e.g., using data, reviewing policies and participat- costs. Both attributes—better performance, at a lower ing on school improvement teams). What is typically cost—are not products of just wishing for better out- missing is a systematic and comprehensive approach comes or taking the typical “work harder” or “do more to connecting all of these components. Rather with less” stance. They are the result of a specific than guessing or using a trial-and-error strategy, a management approach borne from quality-focused wholistic school quality management approach using strategies, developed over decades within the manu- a method called Lean Six Sigma ensures maximized facturing and business worlds. Although not typically returns. embraced by educators, the time is ripe for schools to begin learning from others on how to improve. Quality Quality management has evolved with improvements management may be the solution. in science and technology, Lean Six Sigma is the most current practice. Lean Six Sigma, is transforming or- WHAT IS QUALITY MANAGEMENT? ganizations by reducing costs, increasing efficiencies School districts are “human systems” made up of and producing improved results. Although the Lean millions of actions and decisions generated every Six Sigma method was first identified in manufactur- single day. Although typical school staff, teachers and ing organizations, its principles are applicable to ser- administrators receive education and training on how vice organizations such as health care or education to do their jobs, much of the activities within a school and are timely considering the needs associated with are largely informal in nature. Meaning, they just our present challenges. Lean Six Sigma is a fusion of happen (there is no particular thought or discipline two powerful process improvement methods: Lean behind them). Quality management is an approach (efficiency) and Six Sigma (effectiveness). The two to analyzing a specific process, focusing on one area combined enable a district to become more efficient or process at a time, with the goal of improving that and effective focusing on the customer’s needs. process. The approach is based on specific, data-in- Although there are many variations to its formed methodologies that a team, trained on those implementation, there are fundamental principles methods, uses to find the root cause of a problem that all Lean Six Sigma approaches use: and devise specific solutions that lead to improved outcomes, lower costs or both. Although most teach- • Focus on the customer ers and school leaders already work to improve their schools, using data and “best practices,” much of this • Identify and understand how the work gets done work is outside of a rigorous and focused process. • Manage, improve and smooth the process flow This may sound like semantics or is splitting hairs (or disparaging teachers), but it’s simply a more practical • Remove nonvalue-added steps and waste (i.e., time approach. Take professional athletes as an example. and resources) Unlike recreational league sports where an athlete • Manage by fact and reduce variation to create may practice and spend time learning the sport predictable outcomes (and improve, to some regard), professional athletes follow a very strict regimen. All of their actions are • Involve and equip the people in the process planned and scripted, from what they eat, to the time they go to bed, wake up, their morning habits • Undertake improvement activity in a systematic manner

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 31 LEAN L S S Lean is the approach to improve quality and reduce costs by eliminating waste. Waste—any- Goal: Reduce waste and improve process Goal: Optimize process performance based thing that a school does that does not directly ow or speed on customer requirements lead to the intended outcome or desired per- formance—which contributes to between 35% Focus: Identify non-value added steps and Focus: Use DMAIC method to eliminate and 70% of time and resources not supporting delay errors and variation the school’s mission.6 Lean creates a system of efficient processes and a work environment fo- Six Sigma enables quality and cused on the systems and student needs. Some Lean enables speed and efficiency effectiveness examples of waste in education includes:

• Waiting—Idle time; wasting stakeholder or employee time C • Not utilizing resources, including human capital Allows educators to respond to the needs of the customer faster with less waste - transforming the culture. • Transportation—Unnecessary movement of people or materials • Measure: The second activity is to • Defects—Errors or nonconformities to the SIX SIGMA collect data on the problem that was required specifications While the fundamental principles of Six identified in the Define stage. The • Inventory—An accumulation resulting from Sigma outline the approach to qual- focus of the Measure stage is using not providing the right amount each time ity management, there is a specific the data to illuminate the issue and resources are obtained framework for these activities that understand the activities around systematically guides organizations that how—and how well—the work is cur- • Motion—Nonvalue-added, unproductive steps undertake the improvement activities. rently getting done. in a process It is known as the Define-Measure-Ana- lyze-Improve-Control Method. • Analyze: Once all of the data has • Over-production—Generating or buying more of been collected and there is a better something than is needed • Define: Each of the Six Sigma projects understanding of the problem, the starts with a problem. The team team analyzes the data and works to • Excess processing—Extra steps that are works to make sure everyone involved find a possible root cause. If it is un- neither necessary nor add value with the project knows their role, the clear, additional data may be needed purpose of the project and what they to thoroughly illuminate the issue. are trying to achieve. • Improve: Now that the team is fully informed about the process and the problem, they will come up with solu- tions to address the root cause. There may be many solutions, but the team will select the best one and then test D it.

• Control: Once the solution has been implemented, limits are put in place to ensure the desired result is achieved each time. This stage is critical to ensuring that the process is carried C M out consistently and behavior does not revert to the prior approach.

I A

32 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD When applied to education, each of these 1Gallup. Education: Satisfaction with K-12 approaches can help school leaders Education in U.S., 2019. Retrieved from news.gallup. improve aspects of their school operations com, Dec. 1, 2019. or instructional activities. Together, they 2U.S. Department of Education, National Center systematically create a culture focused on for Education Statistics. The Nation’s Report Card. actual improvement, not just improvement National Assessment of Educational Progress, 2019. activities. Used in conjunction with current Retrieved from nces.ed.gov/, Dec. 1, 2019. educational improvement strategies, Lean 3Center for Educational Performance and Infor- Six Sigma provides a systematic, repeat- mation. Student Count, 2019. Retrieved from able approach that creates efficient and mischooldata.org, Dec. 1, 2019. effective processes throughout the school 4Michigan Alliance for Families. Third Grade and district. This increase in quality, then, Reading. Retrieved from michiganalliance- impacts student outcomes and, ultimately, forfamilies.org, Dec. 15, 2019. school performance. 5Bridge. Michigan is investing heavily in early reading. So far, it’s not working. Retrieved from bridgemi.com, Dec. 15, 2019.

Sally Petrik, Ed.S. is a classroom teacher in northern 6Pereus, S., & Rohans, N. Lean and Six Sigma in Michigan, in addition to being an author and education. School Business Affairs, 2016. educational consultant, and can be reached at [email protected]. Benjamin Jankens, Ed.D. Additional Resource: Petrik, S. and Jankens, B. Lean is an Associate Professor and the Department Chair Six Sigma in Education: A Quality Framework for of Educational Leadership at Central Michigan School Leaders. Align Publishing, 2019. University, and can be reached at [email protected] or 989.774.1570.

DESIGNING BRIGHTER FUTURES giving students spaces to explore, create, and collaborate

www.gmb.com MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 33 Defying Stereotypes Rural schools face challenges, but are working to change the narrative. By Devon Brenner The national narrative about rural schools According to the Rural School and Com- and the communities they serve is often munity Trust,1 slightly more than one out of bleak. National media paint a picture of three school districts in Michigan is rural. rural communities as backward, archaic From the forested tip of the Keweenaw and foolish. Rural places are portrayed as Peninsula to the farming communities of places to escape, to leave behind. The term Monroe County, rural school districts are “brain drain” has been used for the past located across the state, and, like many decade to describe the phenomenon of rural districts across the U.S., face numer- well-educated and ambitious young people ous challenges because of their geographic leaving rural areas to “make it big” in more location. Limited industry, wide swaths urban settings. of public land and small populations can impact the tax base and lead to limited funding. Geographic distance and isola- tion can make it hard to recruit teachers. Policies, both federal and state, may be influenced by and focused on suburban and urban needs, and may not always work in rural areas.

In most places, these challenges are far outweighed by the strengths of rural schools and the work they are doing to help their communities thrive. The fact is, in spite of limited resources and teacher shortages, students in rural schools do as well or better than suburban and urban stu- dents on national assessments.2 And many rural schools are taking concrete steps to ensure that their students, and their com- munities, are strong and healthy.

Among the many things that rural schools are doing to ensure the future of rural places, I want to call out three:

Rural schools are working with local communities. The last 100 years have seen phenomenal economic shifts in the U.S. We have seen a shift from agrarian economies to industrialization, urbanism and global economies. Work, and the places people work, increasingly rely on technology. In many industries, people can work from almost anywhere and that work demands increasingly higher levels of literacy and skill with technology. Schools have not always kept pace with changes in the economy or the shifting nature of the workplace, offering a standardized and place-neutral curriculum, no matter what is happening in the larger community.

34 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD However, in successful rural communities, in the last decade, and much of that growth In states with large urban centers, like schools understand the central role they came from professionals between the ages Michigan, it is easy for the voice of rural play and work to help build the social and of 30-45. schools to get overlooked, but when rural economic future of the community. school leaders work together to tell stories Newcomers may also be immigrants and about their successes and build knowledge This can take many different forms. Some even refugees who are seeking a safe of their education needs, rural schools can districts are working with community lead- haven and a fresh start. Families may arrive have a seat at the policy table. For example, ers to identify current and future industries first in urban centers, but then take part state chapters of the National Rural Educa- and building career and technical educa- in secondary migration when they move to tion Association in Pennsylvania, Arizona tion programs and apprenticeships around small towns and rural communities. These and Montana meet regularly with legislators those. For example, in west Tennessee, five newcomers may be unfamiliar with local on behalf of rural districts in their state to small rural districts are working together to ways of living and institutions, but they seek address issues of equitable school funding, collaborate on training teachers and staff to live where they can put down roots and teacher licensure requirements and school as career specialists. They set up pathways flourish, and they contribute to the contin- privatization. Through the National Rural for high-tech manufacturing jobs for stu- ued life and economic prosperity of rural Education Advocacy Coalition,4 districts are dents to obtain credentials and postsecond- communities. working together to ensure federal funding ary degrees before the students leave high for rural schools. They have successfully Schools can play a significant role in wel- school. They have aligned apprenticeships lobbied Congress around school nutrition coming newcomers and building relation- and job training and educate parents and regulations and are currently working to ships with long-time residents. Alice Wille elementary students on career pathways in protect CTE formula funding. their region. and her colleagues at the University of Northern Colorado described the ways Rural schools face many challenges. Work- Some districts are focusing on emerging some districts in the West and Midwest ing with communities, welcoming newcom- technologies and helping build a new work- have welcomed newcomers to their commu- ers and advocating together are just three force, for example, by teaching coding and nities, including hosting school-community of the many ways that they are changing the cybersecurity. Schools may take a place- events that connect new families with long- narrative about rural places to ensure that focused approach and engage students in time residents; sending home communica- all students, and the places where they live, study of the local environment and ecologi- tions in new languages; and making sure are able to thrive. cal issues or focus studies of civics around that teachers understand new students’ community change. Partnerships and religious and cultural practices.3 collaboration take time, and require new ways of thinking, but can ensure that rural Rural school leaders are advocating for Devon Brenner is Professor of Teacher Education rural education. Another action that rural at Mississippi State University and co-editor of schools, and the communities they serve, The Rural Educator, journal of the National Rural survive into the next century. schools are taking to ensure their future Education Association, and can be reached at is working together to advocate for rural [email protected]. Rural schools are welcoming newcomers. education at the state level. Policymakers 1Showalter, D., Hartman, S.L., Johnson, J. and Klein, Rural communities that are thriving are may not always understand the unique B. Why Rural Matters 2018-2019: The Time is Now. finding new ways to grow. Young people contexts of rural schools. For example, Rural School and Community Trust, November who leave a rural community for college state policy may require online testing, but 2019. Retrieved from ruraledu.org/WhyRuralMat- ters.pdf, Dec. 1, 2019. or work may not return. But many rural rural schools may have limited access to communities are finding ways to invite high-speed internet. States set teacher 2U.S. Department of Education. The Status of Rural newcomers to join the community, such as licensure requirements that may or may Education. Retrieved from nces.ed.gov/programs/ coe/pdf/coe_tla.pdf, Dec. 1, 2019. city dwellers who are looking for a new way not help rural schools address teacher of life. Increasingly, young professionals shortages. Funding formulas may not 3Wille, A.M., Maher, M.K, Cornell, S.R., Kim, A.C., Reimers B., and Hess, R.S. “It starts with us: Includ- are coming to rural areas seeking a family- address the increased transportation costs ing refugees in rural schools and communities. The friendly environment and taking advantage necessary when schools serve students Rural Educator 40(2), 33-42. Retrieved from doi. of the opportunities small towns offer for across a wide geographic area. Rural school org/10.35608/ruraled.v40i2.850, Dec. 1, 2019. community engagement and a chance closures and consolidations can devastate 4The School Superintendents Association. NREAC. to make an impact. More than half of small communities without leading to the Retrieved from aasa.org/content.aspx?id=17140, Michigan’s rural counties grew in population cost savings legislators may be seeking. Dec. 1, 2019.

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 35 A New and Better Way to Fund Our Schools... But Will We Adopt It? By Jeff Cobb

It will not come as a surprise to hear that closing. On the flip side, our current funding student. The report concluded that to pro- Michigan schools have not been adequately formula treats every student the same re- vide high-quality education, it would require funded in the recent past. When adjusted gardless of the actual cost to educate them. $9,590 per student. This does not factor for inflation, state spending on K-12 educa- in transportation costs, food services or tion fell by 30% between 2002 and 2015. Several studies have been done that dem- capital expenses. The report also found that According to a report published by Michigan onstrate that not all students’ needs and additional funding was needed for special State University, Michigan ranked dead last costs are the same. Those living in poverty, education students, English language learn- in education revenue growth between 1995 English language learners and special edu- ers, those living in poverty, and for career and 2015.1 cation students all require more money to and technical programs. Lastly, it concluded meet their education needs and our current that smaller districts lack economies of This decline in funding was the result of formula does not fully take these differenc- scale and suggested they should receive both severe economic decline in the late es into account. The results have been that more than larger districts. Broadly speak- 2000s and tax policy changes that have districts with a disproportionate number of ing, these suggestions have become com- benefitted special interests and drained high-cost students are significantly under- monly referred to as a weighted formula in money from the School Aid Fund. Addition- funded and lack the resources to provide lieu of the one-size-fits-all practice that the ally, over the past decade, hundreds of these students with the best education. state currently uses. millions of dollars have continued to be siphoned off to fund community colleges To address these concerns, a diverse group The good news is that there is growing sup- and universities. of education and business leaders came to- port to move toward a weighted formula. gether to form the School Finance Research Launch Michigan, a broad coalition of busi- Michigan’s schools have learned to do more Collaborative. The goal was to reexamine ness, labor, education and philanthropic with less and have managed to still provide the state’s approach to funding schools so leaders, has come out in support of this high levels of service despite not being well that all students are fully prepared for their approach. This is important due to the funded. However, there is a growing aware- future studies or the workforce. The SFRC potential influence these leaders can have ness that schools cannot make necessary hired a leading research firm to help deter- on Michigan’s policymakers. improvements unless the state finds a mine the true cost of educating students better way to fund education. This includes regardless of where they live or their circum- protecting the current money in the School stances. The results of the study were pub- Aid Fund as well as looking for new streams lished in 2018 but are just now beginning to of revenue. But just as important as grow- gain traction with state policymakers. ing the pot of money is how we choose to distribute it. The SFRC study made several findings including what it costs to educate a K-12 Proposal A revolutionized the way Michigan funds its schools. Passed in 1994, it shifted the majority of education funding away from the local community to the state. This has brought some posi- tive changes as it helped level the field by raising the amount spent on previously lower-funded districts. There is still a gap be- tween our highest- and lowest- funded districts, but that gap is

36 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD YEAROVERYEAR INCREASE IN STATE FUNDING FOR SCHOOL OPERATIONS

.6%

.6%

2.% 2.% 2.%

1.% 1.6% 1.% 1.% 1% 0.%

0.2% 0.1%

0.1%

0.% 1.2% Note ecludes unding or nonoperating 1.% categories retirement cost reimbursement, adult education, cas low borrowing and scool bond loan und.

.% .%

00 003 00 00 006 00 00 00 010 011 01 013 01 01 016 01 01 01 00 EXEC.

MASB was pleased to see the budget Gov. Gretchen Whitmer proposed in spring 2019 included several of the SFRC’s recommendations. Having a Governor who understands the need to make these changes is a great first step. The Legisla- ture did increase K-12 funding but, unfor- tunately, due to politics and disputes over road funding, the weighted formula was not included and the 2019-2020 budget maintains the status quo.

The roadmap to a more equitable and effective funding model is clear. It is evi- dence based and supported by a growing, diverse coalition. We now know what it costs to educate our students and how to target that money where it will do the most good. The only question is whether there is the political will in the Legislature to implement it.

Jeff Cobb is MASB’s Assistant Director of Government Relations, and can be reached at [email protected] or 517.327.5906.

1Arsen, D., Delpier, T and Nagel, J. Michigan School Finance at a Crossroads: A Quarter Century of State Control. Michigan State University, 2019. Retrieved from education.msu.edu/ed-policy-phd/ pdf/Michigan-School-Finance-at-the-Crossroads- A-Quarter-Center-of-State-Control.pdf, Nov. 20, 2019.

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 37 Everyone Counts: The Cost of Missing a Child By Greg Rokisky

Can you imagine walking every single munity services and the distribution of more Census Bureau will distribute paper forms block in your community? If that doesn’t than $675 billion in federal funds to local, to households with low internet usage and intimidate you (or you’ve already done state and tribal governments each year.1 large older-adult populations, as well as it!), what about walking every single one those who don’t respond online. of the 329,885 blocks in Michigan or the Another big deal with this decade’s census 11 million that there are in the country? is that it will, for the first time, be available THE IMPACT ON PUBLIC EDUCATION U.S. Census Bureau employees have been online in an effort to make it more inclusive Among the funds that the census helps getting in their steps over the past nine and efficient. In the questionnaire’s 230- decide the distribution of are those attrib- years in order to compile the most accurate year history, it has been conducted by snail uted to public education. The survey results mailing list possible for the 2020 Census. mail and canvassers going door-to-door to impact the federal funds that communities The importance of an accurate accounting collect information. The Bureau is hoping receive for special education, classroom of everyone living in the United States can- to collect the majority of responses (55%) technology, teacher training, afterschool not be stressed enough as the results will using computers, mobile phones or other 2 programs, school lunch assistance and resonant for the next 10 years, impacting devices in 2020. This is, in part, an effort more. This puts even more critical onus on everything from legislative representation to control the cost of the census, which those in the education arena to ensure ac- to public education funding. has been escalating with each decade. The 2020 Census is estimated to cost approxi- curate data is collected. mately $15.6 billion.3 A (BRIEF) CENSUS OVERVIEW The two biggest pots of federal money for According to the Census website, this is our Taking into consideration all things technol- K-12 schools that would be impacted are nation’s one chance each decade to count ogy and management of user-controlled Title I, which aims to level the playing field its population as mandated by the U.S. Con- surveys, there is room for phishing threats for students from low-income families, and 5 stitution. Since the first census in 1790, it and concerns surrounding cybersecurity special education grants to states. Accord- has served to provide quality data about the that the Bureau has recognized. They have ing to the Michigan League for Public Policy, people and economy in the U.S. The data stated that the highest IT priority is cyberse- estimates show that the state would lose helps inform various important decisions curity and improving public perception and $1,800 total per year in federal funding for 6 from the distribution of Congressional seats trust surrounding the online census data each person who goes uncounted in 2020. per state, planning decisions about com- collection.4 As an additional measure, the An undercount means less or no federal assistance for schools and students in Michigan who need it the most.

Not only is it important that every student NATIONAL MICHIGAN is counted, it’s important that every child is counted. Think about how the frequency F C C: 190 M of the census can impact a child if they are F: Once eer 10 ears M: 1,00 per ear overlooked. Services could be lacking for 00 C E C: 1.6B S 01 almost the entirety of their K-12 experience C : More tan 1B with only a three-year difference between 00 C D: April 1 their school career and the time between D C: How man seats in W : Online, oer censuses. te pone Congress boundaries or state and local districts and scool districts What’s the likelihood of a child being P 010: 09 million missed? Too high; the 2010 Census missed F Resource becountedmi2020.com more than 10% of all children under the age C : 6 billion of 5.7 Based on the national Count All Kids Committee, they anticipate that even more C kids might be missed in 2020 due to vari- 010 C: More tan 10% ous challenges such as timing and budget- ary restraints.8 Resource census.go

38 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD U.S. CENSUS TIMELINE

MARCH 00 APRIL ULY 00 ULY 00 DEC. 31, 00 MARCH 01 Census initations Reminder letters/postcards Selresponse Census Bureau deliers States receie mailed to ouseolds sent i no response receied deadline count to President oicial count

WHAT’S BEING DONE IN MICHIGAN AND WHAT ELSE CAN WE DO? BEYOND? Additional calls to action that your school All that being said, what’s being done to district and you individually can implement ensure all students are accounted for here are to talk about and promote the impor- in Michigan? tance of the census to your community members; post census materials and In June 2019, Gov. Gretchen Whitmer reminders on your website and/or so- signed an Executive Order establishing a cial media channels; and ensure you Complete Count Committee. This group of complete your household’s ques- more than 50 organizations, municipalities tionnaire accurately and on time. and government entities was charged with providing public leadership; identifying bar- More information and resources can riers that may prevent a full count; creating be found at becountedmi2020.com. and implementing an action plan to over- come the recognized barriers; and identify- ing opportunities to coordinate with other Greg Rokisky is MASB’s Marketing Manager, entities working toward a complete count. and can be reached at [email protected] or Their goal is to increase the self-response 517.327.5938. rate to 82% from 78% in 2010. 1United States Census Bureau. What We Do. Retrieved from census.gov/about/what.html, Dec. “Our children depend on the federal dol- 11, 2019. lars that come from Census Data and it is 2Cohn, D. For 2020 Census Bureau plans to trade our job to make sure we do our best to be paper responses for digital ones. Pew Research counted,” said Gov. Whitmer during the an- Center, Feb. 24, 2016. Retrieved from pewresearch. nouncement of the committee. org/fact-tank/2016/02/24/for-2020-census-bureau- plans-to-trade-paper-responses-for-digital-ones/, Dec. 11, 2019. Advertising and promotion for the question- naire is scheduled to begin this month and 3U.S. Government Accountability Office. 2020 Decennial Census. Retrieved from gao.gov/ the first census postcard can be expected in highrisk/2020_decennial_census/why_did_ household mailboxes by mid-March. Invites study#t=1, Dec. 11, 2019. to the online form will arrive around the 4Smith, K. Update on Cybersecurity. United States same time followed by a reminder postcard. Census Bureau, April 20, 2018. Retrieved from All households will be notified by the official census.gov/programs-surveys/decennial/2020/ Census Day on April 1, 2020 and should program-management/pmr-materials/04-20-2018/ pmr-2020-systems-readiness-04-20-2018.pdf, Dec. respond as soon as possible. 11, 2019. Additionally, the U.S. Census Bureau 5Ujifusa, A. Here’s How Changes to the U.S. Census Could Impact Education Funding. Education Week, Statistics in Schools program has provided March 28, 2018. Retrieved from blogs.edweek.org/ materials that can be used in the class- edweek/campaign-k-12/2018/03/us_census_chang- room to emphasize the importance of this es_education_funding_impact.html, Dec. 11, 2019. once-a-decade survey. The SIS Ambassador 6Michigan League for Public Policy. 2020 Census. Program goals are threefold: 1) Engage Retrieved from mlpp.org/2020census/, Dec. 11, 2019. educators with SIS materials and empower 7Count All Kids Census 2020. What is the Census? them to champion the SIS message; 2) Retrieved from countallkids.org/what-is-the- Share SIS materials with teachers, stu- census/#misskids, Dec. 11, 2019. dents and households with children; and 8Count All Kids Census 2020. What Will Happen 3) Spread awareness of the 2020 Census in 2020? Retrieved from countallkids.org/what- to increase self-response.9 To learn more will-happen-in-2020/, Dec. 11, 2019. about the Statistics in Schools program 9U.S. Census Bureau. Statistics in Schools Ambas- and to download resources, you can visit sador Program. Retrieved from census.gov/content/ census.gov/schools. dam/Census/programs-surveys/sis/images/sis- ambassador-program508.pdf, Dec. 11, 2019.

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 39 Stay in the Know With MASB’s Other Publications!

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40 WINTER 2020 FOR MORE INFORMATION, CONTACT [email protected] ASSOCIATION of SCHOOL BOARDS | LEADERBOARD EVENTS CALENDAR

FEB. 1, 2020 MARCH 2, 2020 NSBA Equity Symposium CBA 232: Communicating Effectively in Difficult Times MARRIOTT MARQUIS, WASHINGTON, D.C. MARQUETTE-ALGER RESA WITH DISTANCE LEARNING SITES FEB. 2 – 4, 2020 NSBA Advocacy Institute MARCH 13, 2020 MARRIOTT MARQUIS, WASHINGTON, D.C. Board Presidents Workshop MASB HEADQUARTERS, LANSING FEB. 3, 2020 CBA 106: Community Relations Leadership MARCH 14, 2020 MARQUETTE-ALGER RESA WITH DISTANCE Advanced Board Presidents Workshop LEARNING SITES MASB HEADQUARTERS, LANSING

FEB. 15, 2020 MARCH 26, 2020 Interview and Resume Workshop—Preparing Your The Board’s Role in Superintendent Success Workshop Candidacy MASB HEADQUARTERS, LANSING MASB HEADQUARTERS, LANSING APRIL 4 – 6, 2020 FEB. 21 – 23, 2020 NSBA Annual Conference and Exposition MASB Winter Institute Featuring Board Member MCCORMICK PLACE-WEST, CHICAGO Certification (CBA) Classes and Board President APRIL 17 – 19, 2020 Workshops MASB Spring Institute Featuring Board Member LCC WEST AND MASB HEADQUARTERS, LANSING Certification (CBA) Classes GRATIOT-ISABELLA RESD, ITHACA FEB. 29, 2020 CBAs 253: Board Operating Procedures and 345: Data NOV. 5 – 8, 2020 Dashboards for Board Members Annual Leadership Conference and Exhibit Show WASHTENAW ISD, ANN ARBOR LANSING CENTER

For more information about these events, visit the MASB website, masb.org/calendar, or call 517.327.5900.

MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD WINTER 2020 41 MAS ORD SEARC Find the listed words within the scrambled letters.

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42 WINTER 2020 MICHIGAN ASSOCIATION of SCHOOL BOARDS | LEADERBOARD Members spoke up and MASB listened!

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