SYSTEMIC REFORM - gomasa.org

Official Magazine of the Michigan Association of School Administrators Spring 2014

Developing leadership and unity within our membership to achieve continuous improvement in public education.

SYSTEMICREFORMBuilding a Bridgeto the Future

MASA

MASA

MASA

100%

EMPLOYEE BENEFITS | PROPERTY/CASUALTY | WORKERS’ COMPENSATION | www.setseg.org | 800.292.5421

Financial Stability

Specialized Coverage

Superior Customer Service

There’s a reasonMichigan schools choose

MEMBERRETENTION

4 MASA LEADER • Spring 2014

MASA

MASA

MASA

Departments7 Say Hey, Let’s Talk

8 Thinking Together

30 Index to Advertisers

Spring 2014

Published ForMichigan Association of School Administrators1001 Centennial Way, Suite 300Lansing, MI 48917-9279Ph. 517.327.5910www.gomasa.org

EditorsLinda WacykPhilip Marrah Mitch SmithComing next print issue:Leading Change in a Time of ChangeContribute to the MASA LeaderDo you have news or information to share with members that’s interesting, useful, or just plain fun? The staff of the MASA Leader invites you to contribute. Please contact Linda Wacyk at 517.327.9268.

Published ByApogee Publications6528 Greenleaf Avenue, Suite 219Whittier, CA 90601562.698.3424

Sales ManagerKathleen Pishotta888.371.4933

Sales RepresentativesJoan PattersonDejah Reno

Art AdministratorAudencio Q. Cabaldon, Jr.

DISCLAIMER: The author(s) listed for each ar-ticle is solely responsible for the content of items submitted. The information and opinions do not necessarily represent the views or opinions of the directors, officers, editors or staff members of MASA. Further, the directors, officers, editors or staff members of MASA assume no responsibility nor accept liability for the content of any article printed in the MASA Leader magazine or in the MASA Leader posted on the MASA website (except for those they author) nor any errors or omissions in submitted materials that may apply.

All rights reserved. Please contact MASA for permission to reprint or distribute information in this issue.

PUBLISHED April 2014

Michigan Association ofSchool Administrators

Features10 Reforming “Together” is Key to Dearborn’s Success

12 Bridging the Gap Between the Classroom and the World of Work

14 ‘Workday Wednesday’ Summer School ‘Hooks’ Students With Real-World Tasks

16 Educator Evaluation in Michigan: What’s the Tail; Who’s the Dog; and Who’s Doing the Wagging?

19 Bucktown Pride

22 Service Consolidation at Oakridge Public Schools

24 Great Things Grow in Detroit

25 Transform Teaching Through Real-Time Data and Learning Analytics

28 Reaching Higher Helps Students Make Positive Changes for a Brighter Future

29 Superintendents Lead Way Through Shifting Technological Education Landscape

12

14

28

19


www.gomasa.org 7

Say Hey, Let’s Talk

Our critics often poke educators about our impassioned cries for adequate funding: “Let’s stop pretending that throwing money at conventional public schools leads to better

educational outcomes for children,” they say. Depending on their agenda, the critics might follow up with calls for more choice, fewer regulations, or pet innovations like online academies.

They’re not all wrong. I’m the first to admit that it would be silly to throw more money into a system that hasn’t examined its flaws and ignores best practices. But that does not describe most of Michigan’s education community.

Most of the leaders I know—and this includes leaders in the classroom—are “pulling rabbits from hats” these days to stretch every declining dollar to meet the needs of children. These educators have their own “wish list” for taking education reform out of the land of make-believe.

They’re pleading with citizens to:

• Stop pretending that systems that are not fairly or equitably funded can serve all children equally well.

• Stop pretending that it costs the same to bring every child—poor or wealthy, English speakers or English learners, healthy or challenged—to proficiency.

• Stop pretending that anything less than a fully-funded special education system is adequate reimbursement for the types of interventions schools must provide.

• Stop pretending that Proposal A still provides all schools enough revenue to implement large-scale innovations such an extended school year; longer school days; personalized learning; expanded use of new technologies and online solutions; flexible learning space; sophisticated data analytics; and more.

• Stop pretending that a shrinking pool of beleaguered educators have the energy, motivation, or margin to tackle complex change—all while attempting to give their best to kids every day.

• Stop pretending that educators alone can solve the complex issues affecting the lives of Michigan’s children.

I’m increasingly impressed by the innovative thinking and commitment to change shown by Michigan’s education

leaders. Some of the most courageous have been thinking creatively since last April about how to best serve Michigan’s 1.6 million students.

After a year of research and discussion—disrupted by more than one weather delay—the Systemic School Reform Committee (SSRC) has recommended 19 systemic reforms that they believe would move Michigan toward a more logical, sustainable education system that would ensure a high quality education for all Michigan students, regardless of their zip code, background, wealth or life circumstances.

These recommendations now go to one of two teams: A Strategy Team will work with others to design strategies for implementing 14 recommendations that target immediate and short-term reforms; a Study Team will research five mid- to long-term system reforms that require support and information from multiple stakeholders.

Learn more, follow progress, and indicate your interest in participating in the strategy or study process at www.gomasa.org/systemic-school-reform-committee.

Take Systemic Reform Out of the Land of Make BelieveBy William Mayes, MASA Executive Director


Thinking Together

Much has been written about how the American educational system is not keeping up with many nations in the world. Some comparisons are gross

oversimplifications, and some are not highly relevant to American Culture.

Amanda Ripley’s Smartest Kids in the World* approaches the topic in a more qualitative manner. Ripley interviewed American students studying in several top performing nations (TPN), asking them probing questions about the similarities and differences between the two education systems they experienced. Her research gives us all a look at what’s working in other nations.

Marc Tucker has been researching the world’s education systems for decades. His book Standing on the Shoulders of Giants highlights some of the strategies TPN have used to help their students excel and surpass the USA on international tests, such as the PISA test. The PISA assesses a student’s critical thinking and problem-solving skills—two of the 21st century skills that employers value most in this knowledge-based economy.

Over the past few decades, the USA has been surpassed by many nations, including Canada, Poland, and Finland. Of particular concern is the gap between our top-performing students and lowest-performing students, which is significantly wider than in most other countries. This gap is largely a result of the causes and effects of poverty. Many of the TPN have found ways to mitigate the negative impacts of poverty, thus narrowing the gap.

* Listen to an interview with Ripley at www.schoolbriefings.com. Log in and search for the February issue of School Leadership Briefings.

Here is a quick review of just a few major strategies being employed in TPN:

• Very aggressive international benchmarking and continual inquiry. They study and implement the best practices of top performers, including practices learned from some of Michigan’s outstanding school systems.

• Tightly aligned curricula coupled with high quality assessments. Teachers are taught how to teach a common rigorous curriculum (at least through middle school ) in a very direct way. They then are given autonomy once they have proven themselves as very capable professionals.

• Instruction designed to get all students to high stan-dards. In Ontario, for example, each school has at least one student success coordinator whose job it is to facilitate neces-sary student supports. A province-wide staffing/compensation model protects the position(s). In addition, it is common to assign the best teachers to the most challenging students, and have more staff for schools having a higher percentage of students living in poverty.

• Well paid teachers—on par with attorneys and engi-neers—making it possible to recruit top-flight educa-tors. Teacher training is rigorous and many candidates do not make it. Many TPN have well developed career ladders that comprise instructional coaches, mentors, administrators, regional positions, and the ministry of education.

• Strong teacher unions (in some) focused more on building the profession rather than based on an industrial union model. Since training and orientation are so rigorous, far fewer teachers need improvement plans.

Certainly, we cannot just “cut and paste” any strategy into Michigan, but we can look at some of these and many others being used by TPN to see what makes sense for Michigan and the 1.6 million students we serve.

What Are Some Strategies Employed By Top Performing Nations?By David Campbell, MASA President

Michigan has some truly outstanding educational opportunities for students. We also have schools that

few of us would send our children to. Are leaders ready to embrace the moral imperative to provide all children the education we expect and provide for our own children and grandchildren?

Preferred by doctors. Referred by members.

PHP, part of Sparrow Health System for more than

30 years, is nationally recognized as one of Michigan’s

best health plans for customer service. We’re locally

based with an extensive physician network. In fact,

mid-Michigan physicians prefer PHP over other plans and

our members are more likely to recommend us to friends

and family. PHP. The plan you can feel better about.

PHPMichigan.com

14-PMM-0957_MASAad_001.indd 1 3/5/14 2:02 PM


MASA Feature

By Brian J. Whiston

T he success of a school district is dependent on the partner-ship between administrators,

teachers, parents, and the entire community. In Dearborn, we have deliberately used these relationships to enhance learning for all of our students. I am proud to serve the community and lead a district that is committed to supporting continuous improvement.

Learning togetherProfessional learning communities at each school focus on imple-mentation of best practices in all content areas. Daily 5/Cafe and Reading Apprenticeship improve learning in reading and writing across the curriculum. The 6+1 Traits of Writing ensure alignment of standards with daily student work. Sheltered Instruction Observation Protocol (SIOP) and Language and Literacy initiatives emphasize interactive strategies to improve results for our more than 9,000 English Language Learners. Using the math workshop model, math units of instruction tied to Common Core state standards, and Sustained Learning Over Time (SLOT) has led to increased math achievement in Dearborn.

As a result of these efforts, Dearborn MEAP scores are up in 15 of 18 areas and eight schools have been designated Reward Schools for successfully closing achievement gaps. Our four-year gradua-tion rates have increased to 86 percent, a 10 point improvement over the past two years. Recently, Bridge Magazine named

Dearborn an Academic State Champion and the 14th best district in the state.

Getting along togetherIn partnership with the entire community, we developed the Response to Bullying Behavior initiative. All of our students are taught our internally developed anti-bullying curriculum. Every student understands his or her responsibility to be an Upstander taking a stand against bullying. Every district staff member receives yearly training and is empowered to intervene in order to make each school a safer place, resulting in a decrease in bullying behavior throughout the city. The Response to Bullying Behavior program received state recognition by the Michigan School Board Association in 2013.

Growing togetherDearborn holds district accreditation

through AdvancEd. The Dearborn School Improvement process includes a twice yearly visit to each school by a team of central office administrators and principals. During the visit, the team walks through all classrooms looking for evidence of the school’s plan and reports back to the school administration, teachers and parents on their findings.

Helping students finish togetherThe district implemented a K-12 eight-point plan with the goal of improving short- and long-term graduation rates. Highlights of the plan include:

• Anystudentwith10percentormoreabsences is contacted by Student Services.

• Ifparentsandstudentsdonotrespondto initial contact, a truancy officer or one of the high school liaisons will work with the family to resolve issues related to high absenteeism.

• Beginningin2009,eachschoolidentified 10-15 students nearing or in a transition year (5, 6, 8 or 9) with multiple risk factors for dropping out and provided intensive support and interventions.

• Eachhighschooloperatesanextendedday program where students regain lost credits immediately after failing a class in order to ensure on-time graduation.

• Ateachhighschool,graduationintervention specialists work directly with students, parents and teachers to

Reforming “Together” is Key to Dearborn’s Success

www.gomasa.org 11

MASA Feature

support struggling students and get them on track for on-time graduation.

• Thesecondaryliteracyandmathcoordinators work with teachers to improve instructional practice in order to improve student achievement.

• NinthGradeAcademiesaredesignedto support first-time freshmen in successfully completing ninth grade in one year.

• Increasinghighschoolgraduationratesis an important goal for the superin-tendent and top administrators, thus ensuring system-wide accountability.

Embracing accountability togetherParent Achievement Contracts create a formal commitment between parents and staff to improve student achievement. The schools identified students in grades three through eight who are two or more grade levels behind in reading or math. Principals, teachers and parents work together to plan a program of success for students to guide them back to grade-level performance.

For teachers, administrators, and non-instructional personnel, accountability comes in the form of a new evaluation system designed in collaboration with staff. The teacher and administrator evaluation programs focus on setting goals connected to student achievement aligned with the school and district improvement plans. All evaluating administrators have completed Teachscape training to ensure fair and consistent teacher observations. Goals for non-instructional personnel are aligned with school goals. Everyone in the district is evaluated every year.

Expanding opportunity togetherFinally, it is important to provide our students with a variety of options. The Henry Ford Collegiate Academy early college is a school-within-a-school program allowing students to remain in their home high schools and still enjoy two years of free college. Students enrolled in the program earn a high school diploma and an associate’s degree in only five

years. Students can take part in all of the traditional high school activities such as athletics, clubs, and leadership opportuni-ties. Credits earned in the program transfer to hundreds of universities including the University of Michigan and Michigan State University.

I invite educators, business leaders, parents and community members who are interested in finding out more about the practices and programs in Dearborn to visit us. Our goal is to work in partnership with school parents and the community to bring about academic success for every student.

Brian J. Whiston is superintendent of Dearborn Public Schools and the 2014 Michigan Superintendent of the Year. Contact him at [email protected]

visit www.skyward.comcall 877.764.7237email [email protected]

1

23

iPhone, iPad, Android, Blackberry, Windows mobile accessible

Empowering SCHOOLSwith access on the go.

ParentsSee the latest results on your

student’s progress, 24/7.

TeachersSubmit attendance, enter

assignments, or find a parents phone number.Administrators

Approve workflowtasks, see your

budget, or quickly find student information.


MASA Feature

By Tom TenBrink

I n February 2011, Jenison residents sacrificially approved a $33 million bond issue, raising their taxes in the

midst of a terrible recession. Like most school districts in Michigan, Jenison Public Schools has been faced with the unenviable responsibility of cutting $11 million from its $44 million budget over the course of the past eleven years. The passage of this bond issue provided the opportunity for the district to upgrade technology, purchase buses, replace tattered carpeting and leaking roofs, and construct a Center for the Fine Arts with seating for 1,200 people.

The revenues gained through the 2011 bond issue also allowed for the reconfig-uring of the Jenison High School media center. During the summer of 2012, an old media center with aged technology and dusty books was transformed into a state-of-the-art learning center. The renovation began with the building of an infrastructure for technology that provides WiFi service, which supports three devices for every individual student and teacher. New tech-nology included upgrading computers from aging stationary units around the perimeter of the media center to mobile carts with laptops that students check out and take to their preferred workspace. Students were encouraged to bring their own devices as well. Movable tables and chairs and soft couches were purchased to provide a warm and welcoming environment.

Within the new learning center, students from the Jenison High School business department were given the opportunity to design the “Green Bean,” a student-run

coffee shop. They researched menu options, color scheme and seating, and worked with the district architects to bring this project to fruition. Students from the Jenison High School business classes have taken responsibility for the total operation of this business.

“The Green Bean has been a terrific real-life entrepreneurial experience for our students,” said Dr. Brandon Graham, the principal of Jenison High School. “They helped construct this business from the ground up—from the build, to the business plan to the execution of daily operations.”

Under the leadership of Dr. Brenda Clark, this has been an exceptional opportunity for Jenison High School students to walk a bridge to their future.

This fully functional business venture within Jenison High School is providing real-life experiences for our students to put the 21st century skills they have learned into practice. Students use creativity,

critical thinking, problem solving, and decision-making skills to ensure the Green Bean is a successful business venture. Their work experience demands that they develop communicative, collaborative, and technological skills as well. Last, but certainly not least, opportunities for demonstrating personal and social responsibility happen on a regular basis.

Over 35 percent of students and staff are regular customers at the Green Bean. The menu includes coffee and coffee-based beverages such as lattes, cappuccinos, smoothies, French and Italian sodas, lemonade, bagels, muffins and health bars. Operating on sound business principles and charging slightly less than competitors in the community, the coffee shop is already well on its way to repaying the startup costs. This student business venture brings in an average of $400 a day with a 45 percent profit margin.

“Our whole school was very excited about the coffee shop,” said Paul

Bridging the Gap Between the Classroom and the World of Work

www.gomasa.org 13

MASA Feature

Studebaker, last year’s coffee shop manager. He arrived each day at 7 a.m. to open, and received credit for working at the Green Bean during his first-hour business class with Dr. Clark.

“The coffee shop and learning center serves as a social gathering place, especially for students who stay after school until an evening activity or athletic practice starts. Students hang out with friends and work on their homework,” Principal Graham said.

This past winter, through the diligent efforts of Dr. Clark and her DECA students Emily Garland, Jon Nordquist, and Anthony Lemanski, the Green Bean was awarded a Gold Level Certification for this School Based Enterprise (SBE-see sidebar).

But more than being an award-winning business, the Green Bean has helped to create community within our student body. With booths for breakfast or biology homework, students are welcomed into this space and invited to snag a muffin and a cappuccino before class. Student employee and 2013 graduate Desiree Kennedy was overheard to say that, “Not only was it fun getting to know new people and inter-acting with underclassman, but working in the Green Bean was a great way to break up the day.” She realized that making smoothies and pouring coffee prepared her for the real world of work, encouraged teamwork and collaboration, and promoted an atmosphere of friendship.

After just one year in existence, the Green Bean in-school coffee shop is doing more than adding a splash of caffeine to the lives of Jenison High School teachers and students. It’s adding warmth, both literally and figuratively, to the lives of all those who cross the threshold.

“What I’ve witnessed is extraordinary,” said Gail Vailancourt, a seasoned media center paraprofessional who had doubts about the whole concept of a student run coffee shop inside a student-learning center. “The change in the students is profound. There’s something about having a laptop instead of a stationary computer, couches and

chairs to sit in, and refreshments that gives students a positive learning atmosphere to enjoy. I see them engaged in their work, and engrossed in their laptops while sipping their drink of choice.”

Tom TenBrink is superintendent of Jenison Public Schools. Contact him at [email protected].

What Can MECU Do For You?Since 1942, Michigan Educational Credit Union has served the unique financial needs of educational employees and their families. We feature some of the best rates available anywhere, with less fees and fewer minimum balance requirements than most financial institutions. Find out what we can do for you and your staff today at www.michedcu.org.

Livonia734.261.1050

Plymouth734.455.9200

Ann Arbor734.761.7505

Brighton810.494.6000

Royal Oak248.399.7473

Macomb586.566.5599

www.michedcu.orgThis credit union is federally insured by the

National Credit Union Administration.

The School-based Enterprise Certification Program was developed to provide recognition for outstanding achievement by school-based enterprises and to motivate SBEs to strive for excel-lence and to grow. The program provides SBEs with standards for model school store operation and provides recognition for school-based enterprises at three levels: bronze, silver and gold. The number and type of activities a school-based enterprise completes in each of the twelve sections will determine the level of certification awarded.

source: DECA website: www.deca.org/sbe


MASA Feature

By John Prescott

I n the fall issue of MASA Leader, I was intrigued by the Flip Flippen article, “Lead by Taking Risks and Learning

From Mistakes.” I thought to myself that this is exactly what just occurred with our first attempt at a summer school program in Whitefish Township Community School. The program was a risk, but the good news is that it was a very positive learning experience for not only our students, but also our staff.

Having only 26 percent of students in grades 3-8 being proficient in math and 42 percent proficient in reading, some action was needed to attempt to raise the scores. Discussion during professional development centered on finding ways to not only retain the education from the school year but also offer some type of remedial effort for those

students who wanted to improve.

While most districts can focus on the data from the top-to-bottom list, our district has fewer than ten students in each tested area, thus giving no gap analysis or areas of focus. As a district, we took the next step and began to look at each child and his or

her area of need. It quickly became evident that we were not going to get the gains we wanted or expected within the course of a regular school year.

As one of Michigan’s five 22d schools, we are considered “rural and remote,” with a busing area of 248 square miles. This meant that there would have to be a commitment from all parties to assist our students. There would have to be a commitment from the staff to create a program that would have a concentrated focus on each child’s needs. Just as importantly, there would also have to be a commitment from the board of education to fund staffing and student transportation for the program. A full week program was out of the question, so the title of “Workday Wednesday” became the “risk” of the summer.

The staff reviewed every child’s final assessment results using MEAP data as well as Dibels, GLAD, and Aimsweb scores. It seemed that most things were falling into place, except for the largest factor: Would any students come?

We sent out notices to parents explaining the program and asking them to contact the school if they were interested in having their child participate. Six parents responded, for a total of eight students. Though this seemed like a large amount of time, money and resources for so few students, we knew that if we wanted to raise our scores we needed to find a way to have our students retain the information we gave them over the course of the year. Going forth with the program was again another risk.

‘Workday Wednesday’ Summer School ‘Hooks’ Students With Real-World Tasks

K12smallrevisedbull.indd 1 11/17/13 6:05 PM

www.gomasa.org 15

MASA Feature

Planting the hookOur summer school plan called for one hour of math remediation, one hour of reading remediation and then lunch. This would mean that some students would be on the bus longer than they were actually involved in the program. There had to be something more; we needed a “hook” to get the students to want to come into the school. Our old, abandoned greenhouse needed attention and so we decided we would incorporate it into the science objectives, as well as create food for the lunch program in the fall. Call it grasping at straws, but we were looking for something that would entice the students to participate.

The shop: Another hook.During the spring some of our students took part in the electric car competition at MIS Speedway. They had been working on the car in an older building that had once been a shop area. This shop has not been used by anyone other than our main-tenance/custodian for the past twelve years. The students had cleaned the shop, but had not used any of the equipment. They just pushed it all to the side to create room, never seeing the potential that was there.

Working with a local woodworker, we set out to prepare the woodshop for another “Workday Wednesday” option. Not only would students have a chance to work in the greenhouse, but also they would have access to the woodshop. We were fortunate to have Lowe’s in Petoskey (two hours away) donate some of their Saturday Kits for our students to work on. The younger students would be able to work on these kits while the older students would take

part in a “Scrap Pile Derby.” Students would be allowed to use any wood from the scrap pile of our local woodworker. Any necessary cutting would be detailed by the student and the following week their wood would be cut to their specifications/drawings. Doing things this way would also add practical math applications to the day. Though we had the hooks set, we still had no idea whether or not this project would work.

The first dayThe bus left the school at 8:30 a.m. to begin the forty-five minute route to the south end of the district where it makes a turn and begins to pick up students. An hour and a half later the bus pulled into the drive, and like any regular school day I went out to greet the students. I was amazed when 62 percent of our students got off the bus. Never in our wildest dreams did we expect such a great turn-out. The students were divided into “The Bigs” (grades 5-10) and “The Littles” (grades K-4).

The original plan was to keep the groups separate, but as time went on we found that the “Bigs” wanted to assist the “Littles” when they were working on their wood projects. The two groups merged again when it was time to begin the seeding process for the greenhouse. This was a definite point where we, as Flippen would say, began learning from our mistakes. Though we kept the academics separate, we found a community spirit had set in when it came to the activities portion of the day.

By taking a risk to create this program, we learned

a lot as a staff. By learning from our mistakes, we hope to have better success with the greenhouse. However, we have already seen academic growth. The GLAD Assessments used by the Eastern Upper Peninsula Intermediate School District have shown a growth in MEAP readiness. We reviewed the data from last fall and compared it to those students who attended our little “summer risk” and noticed considerable growth in those that took part in “Workday Wednesdays.”

Sometimes the fear and unknowns that come with taking a risk are necessary in order to really appreciate the progress and results that can also come from it. We definitely consider this “risk” a “success”!

John Prescott is superintendent of Whitefish Township Community Schools and a member of Cohort 8 of the Courageous Journey. Contact him at [email protected].


MASA Feature

A t this point, we are over two years living with the new educator evalu-ation requirements, and we can share

what we have learned about how districts are coping with statutory requirements that are only half developed and often unclear.

Teacher evaluation models: While some districts adopted one of the four models recommended by the Michigan Council for Educator Effectiveness (MCEE: Report of 2013), a large portion of districts (especially those that have been using a version of the 2007 Danielson Frameworks for Teaching) are waiting to make any changes until it is clear whether or not they can continue to use the 2007 version and/or whether or not they can continue to adapt the Danielson or any other model they may be using. Another smaller number of districts are sitting tight with locally developed instruments–again waiting to see what the final “rules” will be.

Teacher evaluation processes: This is a little harder to get a handle on. In our training work with districts around Michigan, we learned that there is great variation in:1. The expectations for observations and

conferencing 2. The use of teacher provided evidence and

observation data3. Definitions, measures, and analytics to

make judgments about teacher influence on growth

4. Ways of creating practice, growth, and overall ratings

Administrator Evaluation: Many districts are still using administrator evaluation tools and processes that do not align well with the changes in teacher evaluation. Others, however, have moved ahead to adopt one of

the new administrator evaluation models for building and district administrators. (School ADvance now has issued almost 700 licenses for use in Michigan.) Training on adminis-trator evaluation, however, is lagging.

To comply or to own? We have found two approaches districts can take in adapting to educator evaluation reform. The first is compliance and the second is ownership. It is a simple choice, but one that appears to make an enormous difference.

The proverbial “tail” of this reform is legisla-tion to regulate how schools evaluate the performance of teachers and administrators. It is no surprise that states can end up with statutes that are disjointed and leave much to interpretation. It is how these statutes get translated that determines whether or not, and to what degree, the “tail” wags the dog.

So what is the dog? We think that the dog in this fight lives at the heart of school renewal. It is the set of convictions and foundational principles by which we serve students. When we see districts merely complying with literal interpretations of educator evaluation statutes, it is often at the expense of those convictions and principles.

When we see districts “owning” their educator evaluation process as an integral part of their entire school renewal and ongoing improvement process, we see something very different. These districts start with core values and use their educator evaluation process to reinforce (rather than distract) from collective learning, growth and adaptation. The districts

that take the greatest ownership avoid the “tail” of legislation chasing their “dog” down some rabbit hole that abandons the core work of systemic change.

Practical ways to ownThe districts we see exercising the greatest degree of ownership respond to statutory requirements in some very practical ways. Here are some of the best we have seen:

Finding the treasure: Every dog likes to dig. The question is, are we digging just to dig, or are we digging for the gold? Districts that focus on finding the “gold” in teacher and administrator practice use well-constructed, research-grounded evaluation models with clear direction for continuous growth and improvement. If the evaluation framework is too broad for a given job, districts use a sub-set of the evaluation criteria. If there are responsibilities that are not reflected in the evaluation model, districts augment to cover those responsibili-ties.

Planned transitions: Research-based evaluation systems cover a wide range of performance elements, many of which are new territory for observing, documenting and interpreting the work of educators. Districts that want to achieve deep understanding of the performance criteria establish a multi-year plan to “learn” their way into authentic use. A practical way to do this is to break down the evaluation framework into manageable segments that can be used for collecting and examining performance evidence until, over a period of three or more years, everyone develops the competence and confidence to recog-nize good work in all areas.

Educator Evaluation in Michigan: What’s the Tail; Who’s the Dog; andWho’s Doing the Wagging?By Dr. Patricia Reeves

Continued on page 18

Classroom InnovationClassroom Innovation For the past 30 years Sehi Computer Products has supported schools by providing educators with innovative solutions that engage students and inspire learning in creative ways. We partner with strong technology leaders to deliver valuable solutions to Michigan classrooms. We help to enhance, advance and transform the digital learning process with proven results. Over 1000 loyal clients trust Sehi to help solve their technology problems every day, year after year. And now you can conveniently buy all Sehi Solutions online! We have Hundreds of Brands & Thousands of Products just a click away. It’s one more way Sehi Computer Products delivers value.

Buy Online Today! www.BuySehiEdu.com

2930 Bond Street Rochester Hills, MI 48309

1-800-233-7344 www.sehi.com


MASA Feature

Recognizing performance: Superficial interpretations of evaluation criteria can distract from specific actions needed to achieve high fidelity implementation of key district change initiatives. Districts that want the evaluation criteria to be a tight fit with change initiatives take the time to translate the evaluation criteria into local “look-fors” that describe essential behaviors matched to key school change strategies.

Setting priorities: People need a manageable set of priorities in order to do their best work. Moreover, those priorities should reflect the needs of the context in which they are doing their work and should evolve as conditions and needs change. Districts that understand this let evidence of greatest student need drive priorities and use those priorities to focus effort. This means not all elements in an evaluation framework hold the same weight in an overall evaluation rating.

Living the evaluation criteria: Ownership happens by using the evaluation frameworks as living guides for day-to-day work, ongoing conversation, and collaborative learning. Districts that understand this use their evaluation frameworks to inform the work of professional development, profes-sional learning communities, teacher and administrator teaming, and communications about their work with stakeholders.

Adopting a posture of continuous learning and growth: This is, perhaps, the most difficult ownership strategy for districts to pull off. State statutes force districts to put a single label on each teacher and administrator. This requires conversion of disparate performance characteristics into one homogenized label. The true value of a good evaluation framework, however, comes from the unpacked performance profile that reveals growth edges and leads to evidence-based dialogue about which growth edges are most important at any given time. Districts

that know this, “render unto Caesar” with the single rating, but use the performance profile to have the really important conversations about continuous learning and growth.

Making it safe: Ranking systems that pit educators against one another are hazardous. Ranking systems undermine collaboration and build a culture of distrust and unhealthy competition. Study after study has found that where teachers are rated against one another instead of against a set of common performance standards, the culture of collaboration and shared responsibility needed to do the best work for students is severely undermined. In districts that want to leverage

effort, shared responsibility, and collaborative learning, everyone is rated based on perfor-mance standards, rankings do not exist, and everyone has a growth plan.

Aligning the stars: In pursuit of the perfect “evaluation rating,” districts can lose sight of the whole point of performance assessment and feedback—that is, to ensure that all performers in the system are learning and growing in the direction of targeted change and improvement. Districts that keep this perspective use their data to identify priority goals for growth and improvement; then, they align efforts at all levels with those priority goals. This results in a coherent and aligned focus for performance evaluation.

The net effect of ownershipEven with many questions left unanswered, many districts have already decided to “own” the purpose, shape, and design of their educator evaluation system. These are tricky times, where quick decisions driven by a “hurry-up” version of compliance can lead to unfortunate conditions that are hard to live with. Districts that approach change with a commitment to ongoing dialogue, reflection, and discovery have avoided becoming trapped by early decisions they now find undermining core values and commitments. These districts keep revisiting and refining their evaluation practices by taking advantage of ongoing training and examining evidence of how their system is working.

On one hand, Michigan’s legislative process has been frustrating for educators because it has taken so long to get from initial statutory changes to clarifying changes that will help districts move forward. This may, however, be an advantage. The time lag has encouraged districts “to own” the work: experiment, learn, grow, and develop deeper understandings. To the extent that they continue, districts can go on owning their own dog in the hunt for school renewal through high-impact perfor-mance assessment and feedback systems.

Patricia Reeves, Ph.D., is the MASA Associate Executive Director for Administrative Certification & Endorsement and co-developer of the School ADvance Administrator Evaluation System.

Educator Evaluation Continued from page 17

When it comes to advising our education clients

we’re all in

It’s time to count on more. Clark Hill’s Education Team applies significant real-world expertise to identify, analyze, and solve the legal challenges of educational institutions. We understand your challenges. We offer you solutions. We share your commitment.

clarkhill.com

www.gomasa.org 19

MASA Feature

B uchanan Community Schools is located in a rural area in Southwest Berrien County and comprises

approximately 1,600 students. We are known as the Buchanan Bucks, and Bucktown Pride is a common mantra, whether you are in the schools or out in the community. Buchanan has always been a small, hometown community where generations of families have grown up, and Buchanan Community Schools have always been the center of activity.

Bucktown Pride has renewed energy. Slogans such as “Welcome to the Woods!” “Back to the Woods!” “Fear the Deer!” “Don’t be a bully, be a Buck!” and “Herd Dat!” have popped up and become part of everyday language. What started as a small effort to involve students in a positive sportsmanship event quickly turned into a major effort around school pride and anti-bullying.

During the 2012-2013 school year, our Athletic Director asked student representa-tives and their advisor to attend a Michigan High School Athletic Association positive sportsmanship event. We soon became part of the “Battle of the Fans” competition. These students, with help from teachers, engaged the student body; it wasn’t long before the stands were full, games were sold out, and businesses were involved in supporting events.

At the same time, we had another small group of students approach our high school at-risk interventionist with a concern about bullying in the school. They wanted to do something about it and were consequently named the “Do-Something Group.”

They started small with events such as “A Day of Silence.” On the way to work one morning, high school principal Sharon Steinke heard an ad on the radio from

Secret® Deodorant. She spoke with our high school interventionist about the ad, and with help from Secret Deodorant and Proctor and Gamble, our Mean Stinks campaign was born. The “Do-Something Group” changed directions.

The day the Michigan High School Athletic Association was scheduled to come and watch our spirit team in action, we had to postpone the game due to weather. The rescheduled game was also the day we concluded our Mean Stinks campaign. Stands were full with commu-nity members, and downtown business members were sporting Buckwear, Mean Stinks campaign t-shirts and bracelets. The high school students are now known as the Herd, the gym is renamed the Woods, and if something positive is going on, “Herd Dat!” is used as an affirmation. The entire community was involved and

Bucktown Pride In Buchanan, reform comes through renewed pride, citizenship and community spirit

By Dr. Andrea van der Laan

Continued on page 20

“Buchanan is a small town with a small school system…. Instead of being criticized by the community …, we are now receiving positive press…. Students are involved in something positive within their school and community.”


MASA Feature

we became the 2013 State Champions of Battle of the Fans.

The Herd and Mean Stinks campaigns were so successful that the Board of Education agreed to an additional spirit club being added to extracurricular activities. In addition, our high school students traveled to the middle school and elementary buildings to hold pep rallies, teach students cheers, and invite them to games. Something positive had come into our schools, and we wanted it to grow.

Both events technically ended at the end of March but the spirit remains. In August 2013, we had an

apartment fire which affected more than 35 school families. The Herd stood at corners downtown and collected money on behalf of fire victims. They collected over $1,300 in less than two hours!

The first meeting for the Herd in fall 2013 included nearly 60 students who wanted to

take part in the spirit team. Several middle school students asked to take part, and this year the Junior Herd was born. The spirit continued, and we were once again finalists in the Battle of the Fans competition.

It’s hard to separate the HERD from our MEAN Stinks students as many of them are the same. It’s hard to separate school spirit from the students who are becoming the “upstanders” in efforts to combat bullying. Behavior incidences are down district wide and school/community spirit is skyrocketing.

In addition to the continuance of the Battle of the Fans and the Mean Stinks campaign, many high school students are now connecting in a positive manner with our community. As a fairly new member to

the Buchanan Lion’s Club, I learned about the Leos, the youth organization connected to the Lions. We asked our National Honor Society members and their teacher advisor to attend an information meeting. When they returned, I asked how I could be of help.

Our National Honor Society students already had a plan. At their first meeting, we expected 25-30 students to show up but instead ended up with nearly 150! The Leos have been active all over town doing everything from raking lawns, baking cookies with senior citizens, and helping collect warm clothing, food and gifts during the holidays. The Leo Club will be official in March when students will be inducted formally as Charter Members of the Buchanan Leo Club.

While Buchanan is a small town with a small school system, our students are essential to the success of our school environment and to the outreach in our community. Instead of being criticized by the community for vandalism, we are now receiving positive press that “once again our Buchanan students show they care.” Students are involved in something positive within their school and community.

Who is a member of the Herd? All K-12 students are at the core of Bucktown Pride. It takes Pride to be Buck!

Dr. Andrea van der Laan is superintendent and curriculum director for Buchanan Community Schools. Contact her at [email protected] or 269.695.8401.

Bucktown Pride, Continued from page 19

www.gomasa.org 21

MASA Feature


MASA Feature

By Tom Livezey

Districts statewide are consolidating services and finding efficiencies

through sharing services where it makes sense. To be successful, service sharing between districts must take a thoughtful approach and not one that is “one-size-fits-all.”

Oakridge Public Schools, which is a traditional public school district serving approximately 2,000 students in Muskegon County, has experienced service consolidation and sharing in a way that can offer an example of districts who, in State Superintendent Mike Flanagan’s words, “have the smarts and good will” to think differently and resourcefully.

Stories of consolidation While schools are struggling to make ends meet, boards have found creative and innovative ways to work with their superintendents to explore new ways to provide non-instructional services. These involve extremely difficult decisions for communities like Oakridge because they impact board members’ friends, neighbors, and employees.

Oakridge has privatized custodial services completely, privatized food service management completely, and privatized food service and transportation employees through attrition. We have consolidated payroll to the Muskegon Area ISD (MAISD). We have consoli-dated special education supervision (including one director and two supervi-sors with a consortium of four districts:

Oakridge, Orchard View, Fruitport, and Ravenna. This consortium has been in place for more than 20 years.

The MAISD coordinated efforts with all local districts to install and maintain a county-wide fiber network; they also purchased and support common systems for student management (PowerSchool) and finance (MUNIS). IGOR is a data warehouse shared amongst three counties (Kent, Ottawa, Muskegon). Mona Shores Public Schools and Oakridge formed another consortium called the Technology Support Services Consortium where we merged our technology support depart-ments into one, keeping the dialogue open for other districts to join. We also will share technology infrastructure like server space and network protocols. Phone systems may be shared in the future.

Oakridge, Fruitport, and Mona Shores Public Schools recently formed a consor-tium called the Lakeshore Operations and Transportation Supervisory Services Consortium (LOTSSC) where two districts share a transportation director, dispatcher, and transportation software system (Transfinder). Fruitport will share

their mechanic garage and diesel fuel systems saving Oakridge up to $30/hour, $.20/gallon, and significant savings on bus parts purchased at wholesale. All three districts in LOTSSC will share an operations director and supervisor, leveraging each district’s talented maintenance employee to serve all districts efficiently.

Not one of our districts has received any “best practice” money for our consolidation efforts. We have not received any “incentive” money to do so either. This effort took lengthy and difficult discussions to ensure needs of all districts were met.

Relationships, talent, efficiencies, saving moneyOakridge and the districts with which we have formed service sharing relationships believe that our approach was the right thing to do for us given the circumstances we were dealing with. Some of them save money. Some avoid added expenses. Others maintain stability of top talent in leadership. Still others improve efficiencies of scale and sharing of each district’s talent pools. All are viable reasons for service consolidation...where it makes sense. Our approach might not be the approach that is beneficial for all, but we believe it has worked and will work for us. Districts must learn from one another and deter-mine for themselves what their purpose and chosen method is to provide the best services in the most efficient way.

MAISD and local district partnersMAISD superintendent Dave Sipka and his staff have been open and willing

Service Consolidation atOakridge Public Schools

Districts must learn from one another and determine for themselves what their purpose and chosen method is to provide the best services in the most efficient way.

www.gomasa.org 23

MASA Feature

partners in the dialogue, and I am sure other solutions may evolve as we adapt to new realities in public education. They might be through the MAISD, and some might not. The conversations necessary for service sharing to take place successfully are lengthy and arduous. They require trust, transparency, and positive relationships between districts and between boards and their superintendent.

I am thankful that Muskegon County has been a shining example of this. I am proud of my superintendent colleagues, Dave Peden, Bob Szymoniak, Pat Walstra, John Vanloon, and Dave Sipka. They and their staff have engaged in the necessary conversations to establish and maintain the consortiums we share. I am also proud of our Boards of Education. They ultimately allowed our districts to take these steps and think differently about

how we provide services to our schools and communities.

OakridgeI am confident the Oakridge Board of Education, in cooperation with our commu-nity and employees, will keep Oakridge financially viable while focusing on our mission of preparing every student, within a safe and healthy environment, with a globally competitive education focused on college preparation, workplace success, and lifelong learning. We take this very seriously. I hope this story helps you with a “real life” example of a group of districts that does “have the smarts and good will” to think differently and provide an incredible public education.

Tom Livezey is Superintendent of Oakridge Public Schools in Muskegon County and a graduate of Cohort 5 of the Courageous Journey. Contact him at [email protected] or 231.788.7108.

Oakridge Public Schools has stayed focused on instructional efforts during a vast number of service model changes. They have had all-time high ACT composite scores for six consecutive years and have been designated a reward high school two years in a row. They have achieved the highest “Top to Bottom” ranking in Muskegon County.

MASA Feature

Point of Pride


MASA Feature

By Paula Fader

As the seemingly unrelenting Detroit winter has finally neared its end, 75 Detroit

schools are gearing up for planting season as part of the Detroit School Garden Collaborative (DSGC). Sponsored by the Detroit Public Schools Office of School Nutrition (DPSOSN), DSGC offers elementary, middle, and high schools in Detroit an opportunity to grow fresh produce and plants right outside of their classrooms.

The DSGC, now entering its second operational season, provides participating schools with everything they need for a successful garden: six school-made raised wooden garden beds, soil and compost, water hoses, transplants, seeds, and even a designated garden attendant to work with students and ensure a fruitful growth.

With over 130 schools in the district, not including charter and Educational Achievement Authority, DSGC isn’t satisfied with just 75 participating schools.

“We won’t stop until every student in the district is receiving fresh produce from our farm and garden program,” said Zaundra Wimberley, Director of the DPSOSN School Farm and Garden Program. Wimberley has been with DSGC since its early stages.

“I’ve seen the program grow so quickly, and it’s been received incredibly well. We’re trying to keep up with the demand because everybody wants a garden!” Wimberly said.

There is good reason for all the excitement; students benefit from these gardens in a

variety of ways, academically and otherwise. Working alongside teachers, staff members, and gardening professionals, students gain valuable and practical skills pertaining to food growth and garden maintenance, as well as learning about subjects such as nutrition, social studies, math, and science. The garden acts as a living, breathing outdoor laboratory.

It’s fairly common for a student to have little knowledge of food sources before spending time in the school gardens, and many are at first hesitant to try unfamiliar fruits and vegetables. Some students may not have access to much fresh produce at home. However, when they have a hand in the growing process, students are generally quick to come around.

“I’ve found that when students learn where food comes from and how it’s grown, chances are they’ll want to try eating it, too,” says school garden attendant and DSGC staff member Bree Hietala. “Even more, if they have the opportunity to grow the food themselves, there’s an even better chance they’ll try it.”

Benefits of the program extend into the school cafeterias, too. Out of the six garden beds, three are designated for growing vegetables that make up the DPS signature Stoplight Salad: tomatoes, zucchini, and yellow squash. In addition to the school garden beds, DSGC has a two-and-a-quarter-acre production farm, a 96-square-foot hoop house, and a large three-room green house, all of which grow fresh produce including kale,

collards, salad greens, cucumbers, tomatoes, peppers, and herbs, to add to the school menus.

“Better nutrition leads to better academic performance,” says Wimberley, “and that’s right in line with DSGC’s mission. “We’re here for the students, first and foremost,” she adds.

Big things lay ahead for DSGC. With a self-sustaining permaculture production site that will be located on the grounds of a DSGC school beginning this summer, as well as countless community engagement, educational, and volunteer opportunities during the upcoming gardening season, excitement is in the air—and DSGC continues to set school garden and urban agriculture precedents.

Paula Fader is an AmeriCorp Green Schools Coordinator assigned to the Detroit Schools Garden Collaborative. Contact her at [email protected] or 248.761.7800.

Great Things Grow in Detroit

Excitement is in the air as the Detroit School Garden Collaborative sets school garden and urban agriculture precedents.

www.gomasa.org 25

MASA Feature

Editor’s note: This article is reprinted with permission from “New Ideas for K-12,” Plante Moran’s annual report on education, celebrating grassroots innovation.

I n January 2014, researchers at Oak Ridge National Laboratory (ORNL) will begin testing open source (free) software that

promises teachers real-time information that they can use to personalize education for their students.

In other words they are going to be testing the kind of software that IBM recently touted as one of five breakthroughs in the next five years that will change the way people learn.

IBM described a rapid digitization of educational institutions that will “allow unprecedented instrumentation of the learning process. Learning technologies will help educators calculate everything they can about how each student learns and thrives, then create flexibility in the system to continually adapt and fine-tune what they deliver to that student.”

According to those involved, the ORNL software ready for beta testing is on track to meet these predictions.

Why are U.S. government researchers outpacing the corporate world? Because improving education is on the fast track for a nation facing a talent shortage and concerned about its economic engine, plus an invaluable source for data was uncovered at Clintondale High School.

In mid-October, Gautam Thakur, a compu-tational data analytics researcher at the famous ORNL, read about the nation’s first fully “flipped high school,” just outside of Detroit in the Opinionator, a New York Times blog.

The blog explained flipping as “turning

education upside down.” In other words, the lecture part of class is done by videos which students can view on their own. Then they come to class to do their “homework” or other projects with the support and guid-ance of the teacher.

The data analytics researcher at ORNL called Principal Greg Green at Clintondale High School, the flipped school, to discover that Green was methodically collecting data on student progress and learning habits.

Green and his Clintondale experiment made the perfect partner for Thakur and his team that had been studying college and university students, but weren’t getting the kind of data they felt they needed to truly make a difference.

Making a difference and doing it quickly are important to Thakur. “The educational process has changed very little in the past 500 years, so it is ripe for disruption,” he points out. “And for Americans to maintain their lead in the 21st century, it is essential to make this disruption happen.”

“At ORNL, we are using science—cutting-edge technology and research—to augment current education, to personalize it,” Thakur

Transform Teaching ThroughReal-time Data and Learning AnalyticsClintondale high school plays a role in beta testing software to help teacherspersonalize lessons for greater student success

continued on page 26

MASA’s GrowthPLUS network aims to help districts turn data into information that drives improvement

S tarting in 2014, districts will

have new tools and a stronger network to further their efforts in using data to drive improved teaching and learning.

MASA and Michigan ASCD will launch the GrowthPLUS training and support network to help districts in their work of designing effective:

• Educatorevaluationsystems• Dataminingandlearninganalytics• Localgrowthmodels

GrowthPLUS offers a fully integrated and research-based framework that can support users of ANY state-recog-nized teacher and administrator evaluation system. District administra-tors who are responsible for designing and developing the local district evaluation system will receive training and support for building a lasting local infrastructure for educator evaluation that fosters learning, growth, and adapta-tion and meets State requirements.

GrowthPLUS can support you in developing local growth models and data analytics informed by any stan-dardized assessments—local, state, or national. Participants will learn how to select and use data mining and analytic tools, and how to leverage them to gain actionable data for teachers, administra-tors, students and their families.

Learn more at goschooladvance.com.


MASA Feature

says, his voice ringing with enthusiasm and promise. “We know that personalizing education is the way to get results in the flipped model and other experimental learning mechanisms.”

Is this like big data? “It is. By collecting data, we can see how students use online tools like video, monitor how active they are in a course, follow their interaction on forums, and track their grades on quizzes and exams,” Thakur continues.

“We can mine that data, analyze it in real time, and create personalized plans for individual students, which is the best way to interact with individual students and improve their learning abilities.

“For instance, we would be able to see that Chris who is getting an A in math is bored and needs to move to another level, while Tony who has a C in math is missing some basics and needs help,”

he explains. The computing platform that ORNL is developing will identify variations and help create and automate appropriate responses, freeing up teachers to spend more time interacting with students.

The platform will be based on data at the school level, go to the district, then go to the county level, and finally to the state level. Starting at the school level will generate results that reflect the demo-graphic factors that affect learning. For instance, 81 percent of Clintondale students are low-income.

Because community income is often an indicator of student achievement, the new platform is particularly exciting since it has the potential to more equally distribute resources among students and geographies.

The platform will offer four interfaces:

•Abigpictureforeducators and admin-istrators to monitor the overall progress

•Anindividualviewfor students to track their personal progress

•Astudentprogressreport to share with parents

•Adashboardofmetrics for teachers to manage their courses

Can this platform really be ready for general use by the beginning of the 2014-15 school year? Green and Thakur insist it will be ready and it will be user (teacher) friendly. That is why they are testing it out in Green’s school begin-ning in January 2014. Through this process, they will be able to identify professional

development requirements as well as the impact on the organization’s culture.

Although she is an advocate for using data to improve education, Aimee Guidera, executive director of the nonpartisan, not-for-profit Data Quality Campaign (DQC), cautions against using “big data” when referring to data analytics related to education.

She points out that it holds negative connotations for parents worried about security issues. To address this, DQC has developed an infographic that follows Joey and his teacher through a year of school empowered by data. How would Guidera respond to a noted

policy maker who recently suggested that giving teachers access to data analytics and asking them to improve education outcomes was a lot like giving them wings and asking them to fly?

“Teachers want this kind of data. They’ve been doing their own spreadsheets. Giving them tools just makes it easier,” Guidera counters. “I like the story of Lawrence, Mass., where they examined the transcripts of recent dropouts to discover a large number of them were within one credit of earning their high school diplomas. The district reached out to them, convinced several to enroll in summer school and as a result 20 would-be dropouts turned into high school graduates.”DQC is encouraging efforts to build

THRIVE!, Continued from page 25

Your Solution for Superior Facilities Services

Why GCA Services Group?

• Reduced Costs - Savings of 15% to 25% versus In House Programs

• Cleaner and Safer Buildings

• Reduced Administrative Burden

• Customized Solutions Tailored to Your District

• Dedicated, Highly Trained Resources

• Local Expertise Backed by Regional and National Support

To learn more about how GCA can help your District:Call Wulf Werner at (248) 588-1555

Send an email to [email protected] us on Twitter @GCAServicesLike us on Facebook www.facebook.com/GCAServicesGroupVisit us online at

www.gcaservices.com/k-12

Snippets of the graphic are included here. For a complete view, see www.dataqualitycampaign.org/find-resources/infographic-ms-bullens-data-rich-year.

www.gomasa.org 27

MASA Feature

2014 SUPERINTENDENT PREPARATION ACADEMY

APPLICATIONS FOR THE 2014 Superintendent Preparation Academy (SUPES Academy), presented by MIEM and Michigan Leadership Academy, are available now on the Michigan Leadership Institute website at www.mileader.com.

The SUPES Academy is a comprehensive leadership development experience to prepare individuals considering the pursuit of superintendent positions in the year 2014 or thereafter. The dates for the Academy sessions are:

• August 6-7inGrandRapids • October7-8 in Flint • September 9-10inBayCity • November 11-12 in Traverse City

Participants must attend all of the sessions. The registration fee is $1,100. Questions about the Academy can be directed to Kathleen Eiler, MLI Vice-President for Operations, at 989-354-6071, 989-255-2793 or [email protected].

Recommendations from the U.S. Department of Education The U.S. Department of Education offered the following tips in its Issue Brief, “Enhancing teaching and learning through educational data mining and learning analytics,” in October 2012.

Educational data mining and learning analytics have the potential to make visible data that have heretofore gone unseen, unnoticed, and therefore un-actionable. To help

further the fields and gain value from their practical applications, the department makes the following recommendations for educators, researchers, and software developers.

early warning systems that provide educators the data to predict students at risk of dropping out and they are pushing further, suggesting that the states, districts, and schools share information about which interventions helped students stay in school and which did not.

Guidera and her fellow data advocates point out that educators have to go beyond recognizing the tremendous power of data and begin using the information to increase transparency and improve system performance and student achievement. Then the value of data will be apparent.

Certainly the value of data will be obvious minute by minute if Principal Green and Researcher Thakur see their dreams come true and teachers have real time data to act on—coaching their students through difficult times and urging them forward to new challenges when appropriate.

Read the entire issue of “New Ideas for K-12,” which features more about innova-tions at Clintondale High School and other districts, at www.plantemoran.com/industries/k-12/Documents/2014-k12-new-ideas.pdf.

Strong collaboration across research, commercial, and educational sectors will be an important factor. Commercial companies operate on fast development cycles and can produce data useful for research. Districts and schools want properly vetted learning environments. Effective partnerships can help these organizations co-design the best tools.

For educators and administrators, develop a culture of using data for making instructional decisions by:

• InvolvingITdepartmentsinplanningfor data collection and use

• Askingcriticalquestionsaboutcommercial offerings and creating demand for the most useful features and uses

• Focusingfirstonareaswheredatawillhelp, show success, and then expand to new areas

• Communicatingwithstudentsandparents about where data come from and how the data are used

• Helpingalignstatepolicieswithtechnical requirements for online learning systems

Researchers and software developers are encouraged to:

• Conductresearchontheusabilityandeffectiveness of data displays

• Helpinstructorsbemoreeffectiveinthe classroom with more real-time and data-based decision support tools, including recommendation services

• Continuetoresearchmethodsfor using identified student information where it will help most, anonymizing data when required, and understanding how to align data across different systems

• Understandhowtorepurposepredictive models developed in one context to another


MASA Feature

W ithin our district, I’ve seen a profound change among the high school and middle school

students taking part in Reaching Higher, a leadership program that helps them make positive choices and changes in their lives.

Now in its second year at Howell High School, and first year at Parker and Highlander Way middle schools, the Reaching Higher program matches students with mentors who help them realize stronger academic achievement. The program also provides students greater self-esteem and conflict resolution skills, helps with social competence, and provides students with the ability to thrive in difficult or pressure situations. Twenty-five students are selected for each class and Howell Public Schools offers six classes per year.

I have seen a profound impact on the students and their families. These were kids that were struggling in different relation-ships and with myriad problems. They found some real hope and real change.

Through the program, students meet with

group leaders and mentors for two hours, once a week for nine weeks. At the end of the nine weeks, the students celebrate with a graduation ceremony. Following their “graduation,” the students stay in contact with their mentors and leaders through monthly meetings.

Recently, Howell Public Schools staff received training to run the program so they are now able to work with the students and provide the program to the school. For the cost per student, this program is probably the most effective program I have seen in my nearly 30 years of education.

Program founder Susie Dahlmann, who was a teacher in the Walled Lake Schools for more than 25 years, said she decided to start the program to offer positive coaching and support to students.

“I wanted to show them how to build character and learn life skills,” she said. “We tell kids we offer ‘the power of hope and the skills to cope.’ ”

Through the Reaching Higher classes students build integrity, strong moral values, confidence, communication skills, and relationship skills.

“We provide the character-building skills and life skills that help the kids create a successful life,” Dahlmann said. For more information about the program visit reachinghigherinc.org.

Ron Wilson is superintendent of Howell Public Schools and a graduate of Cohort 4 of the Courageous Journey. Contact him at [email protected].

Reaching Higher Helps Students Make Positive Changes for a Brighter FutureBy Ron Wilson

For the cost per student this program is probably the most effective program I have seen in my nearly 30 years of education

“ Learning to be myself and learning how to accept myself is the greatest gift. My future is as bright as the morning sun and now thanks to you I can walk head high into my greatest adventure called our future.”

“ Reaching Higher here at Howell High Schools has not only made a difference in the participating students, but the entire school.”

“ My goals are to become healthier, build better relationships, and reach my full potentials in school. My grades are the best they’ve been in a long time.”

www.gomasa.org 29

MASA Feature

T he new technology available for schools and classrooms has changed the way educators teach, how students

learn, and the way districts communicate. An Education Week story recently featured a Michigan superintendent in a story about how this technology is shaping districts, and how it’s changing the role of superinten-dents and other education leaders. David Britten, superintendent of Michigan’s Godfrey-Lee School District, told EdWeek reporters about the shifting educational landscape that he has witnessed over the last five years in his district.

“In the past most communities were happy if the superintendent worked to maintain the status quo,” believes Britten. “The new truth is that the superintendent’s role is having to change to become more of an instigator of change, and technology plays a big role in that.”

Education Week also noted that today’s district leader has to establish a long-term vision for a district that provides a path toward a digital conversion. They need to be taking a critical look at how the technology as a whole--from purchasing hardware and software, maintaining the infrastructure, and educational training on the technology—is to be used to its maximum potential.

It is crucial that superintendents have a good relationship with their technology directors, to make sure they are working together towards the same district vision with the implemented technology. District leaders need to have awareness that purchasing and distributing technology, such as iPads, also need long-term infrastructure support as well as training for the educators. Those educators that will be using the new technology need to know how to best use them to improve teaching.

The article also pointed to budget reductions that are also playing a larger role on the types of decisions that drive the implementation and purchase of technology. As an example, reworking a purchasing department or implementing and using new software to track how accurately food is needed and purchased for the nutrition services program, may lead to efficiencies that allow district resources to be shifted from operational support to student learning support.Wise use of technology, as well as communicating its use throughout the district, will ultimately lead to students graduating

with more of the necessary skills and experiences to compete and thrive in the new global economy.

You can read the full article in the October 2013 issue of Education Week under the title “K-12 Leadership Evolves to Meet Digital Priorities” or online at www.edweek.org/ew/articles/2013/10/02/06el-super.h33.html?qs=protectors+of+status+quo+to+change+agents

Superintendents Lead Way Through Shifting Technological Education LandscapeBy Mitch Smith

The superintendent’s role is to be . . . more of an instigator of change, and technology plays a big role in that.


Barton Malow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.bartonmalow.com/new-way . . . . . . . . . . . .OBC

Clark Hill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.clarkhill.com . . . . . . . . . . . . . . . . . . . . 18

ComSource, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.comsourcemi.com . . . . . . . . . . . . . . . . . . 21

Dean Transportation . . . . . . . . . . . . . . . . . . . . . . . www.deanschoolbus.com & www.deantrailways.com . . . . . .IBC

GCA Services Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.gcaservices.com . . . . . . . . . . . . . . . . . . . 26

Integrated Designs Inc.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.intdesigns.com . . . . . . . . . . . . . . . . . . . 20

K-12 Evaluation Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . www.k12evaluationsolutions.com . . . . . . . . . . . . . . . 14

Michigan Educational Credit Union . . . . . . . . . . . . . . . . . . . . . . www.michedcu.com . . . . . . . . . . . . . . . . . . . 13

Physicians Health Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.phpmm.org . . . Opp. President’s Message

Professional Educational Services Group (PESG ) . . . . . . . . . . . . . . www.subpass.com . . . . . . . . . . . . . . Opp. TOC

Sehi Computer Products, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.sehi.com . . . . . . . . . . . . . . . . . . . . . 17

SET SEG School Insurance Specialists . . . . . . . . . . . . . . . . . . . . . . www.setseg.org . . . . . . . . . . . . . . . .Opp. IFC

Skyward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.skyward.com . . . . . . . . . . . . . . . . . . . . 11

Stifel, Nicolaus & Company, Incorporated . . . . . . . . . . . . . . . . . . . . www.stifel.com . . . . . . . . . . . . . . . . . . . . . 15

Technical Energy Solutions . . . . . . . . . . . . . . . . . . . . . . . . . www.techenergysolutions.com . . . . . . . . . . . . . . . . . 7

United Dairy Industry of Michigan . . . . . . . . . . . . . . . . . . . . . . . . www.udim.org . . . . . . . . . . . . . . . . . . . . . . 6

UM-Flint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.umflint.edu/education/graduate-programs . . . . . . . . . 29

Valic Retirement Services Company . . . . . . . . . . . . . . . . . . . . . . . . www.valic.com . . . . . . . . . . . . . . . . . . . . IFC

Western Michigan University . . . . . . . . . . . . . . . . . . . . . . . . . www.wmich.edu/offcampus . . . . . . . . . . . . . . . . 23

Index to Advertisers

Certification endorsement for aspiring and practicing superintendents that emphasizes meaningful outcomes, high impact practice, professional growth, and systemic change.

Learn how you can start your Courageous Journey™ today.Visit gomasa.org/courageous-journey or call MASA (517) 327-5910

superintendent endorsement

Because CJ spans three years, it allows for systemic change to take place. The meaningful nature of these changes creates sustained impact for a district.“ ”

Courageous Journey™ offers...• Superintendent state endorsement

• Relationships and networking

• Intellectual stimulation and growth

• Data-based decision making

• Intentional learning to achieve results

• Long term systemic change

Are you ready for your Courageous Journey™?

deanschoolbus.com | deantrailways.com

Partnership.Providing transportation partnerships built on Trust, Performance, Advocacy and Stewardship since 1969. Proud to be Michigan made.

Getting them there safely!

FACILITY EVALUATIONS | PLANNING SERVICES | CONSTRUCTIONBOND CAMPAIGN SUPPORT | TECHNOLOGY DESIGN

CONTACT A BARTON MALOW K-12 EXPERT

248.436.5000 | 616.540.9071

Michigan. The Great Lakes State. The Mitten. Michigander or Michiganian. By any term of endearment, Barton Malow,

Michigan’s largest K-12 builder, is passionate about The State of Michigan. Coast to Great Lake coast - from Lake Erie to

Lake Huron to Lake Michigan to Lake Superior - with hundreds of K-12 programs in between, Barton Malow has built and

renovated millions of square feet of educational facilities in this great state. Contact one of our K-12 experts to discuss higher

accountability, reduced administrative responsibilities, reduced project redundancies, and enhanced overall project success.

www.bartonmalow.com