Monthly Archives November 2015

We’re Thankful for our Partners

November 23, 2015 – It has been a busy fall. State legislators and leaders in the Administration been talking about critical things like how we spend our state resources – on roads and on other things, how we support our most vulnerable school systems like Detroit, how we can work to be a leader in the educational success of our young people, and how we care for our most vulnerable kids in the foster care and criminal justice systems.  Michigan’s Children has also been busy connecting with others in the many networks we work with to impact those conversations and help to begin or continue others.

We are thankful for the many people around the state who help Michigan’s Children move better policy for children, youth and families. They are community leaders, service providers, parents and young people who take time out of their busy lives to let decision makers know what works and what doesn’t. Michigan’s Children shares research and information with them, connects them directly with policymakers, helps to build their advocacy efficacy, and most importantly, learns from their on-the-ground experiences to build our advocacy strategies.

We do this in many ways, including participating in existing conferences. This fall, staff members were involved in advocacy, communications and youth voice workshops at the Early On Michigan conference, the Michigan Pre-College and Youth Outreach Conference, and the Michigan Statewide Conference on Child Abuse and Neglect. Another priority of Michigan’s Children is continuing relationships with existing networks, and working with those folks more often than just at a single conference session. We work throughout the year to provide advocacy support to the Early On Foundation; local child abuse and neglect prevention councils and direct service agencies, as well as human services collaboratives across the state; and Fostering Success network members who work to improve adult transitions for young people currently and formerly in the foster care system statewide; among others. And, we consistently respond to community groups who reach out to us for assistance building local policy agendas.

We also work with our networks to create specific opportunities for local voices to connect directly with policymakers. These are done through KidSpeak and FamilySpeak forums, as well as other initiatives. We’ve hosted these forums in recent months along with partners including the Michigan Association for Community and Adult Education, the Association for Children’s Mental Health (ACMH), the Communities in Schools (CIS) network, the Michigan Statewide, Foster, Adoptive and Kinship Family Coalition, the Michigan Kinship Coalition and the Kinship Care Resource Center network, and critical regional partners like Ozone House, the Student Advocacy Center and Wayne State University’s Transition to Independence program. Their voices have changed the trajectory of policy conversation and have resulted in additional champions for youth- and parent-driven solutions in the Legislature, several Departments and other local policymaking bodies, including a recent legislative focus on critical improvements to the states’ foster care system.

People around the state are working hard to share what they know with decision-makers in their communities, at the state Capitol and in Congress, and their work matters. Progress in policy work, including real gains in critical investments and thwarting or minimizing damaging disinvestment, doesn’t come by accident. It comes from us all working toward a better Michigan – one that invests in strategies proven to close equity gaps and improve lives. The challenges before us require that the work continue, but we need to take a moment to just say thanks to our fellow advocates across the state. It matters. Happy Thanksgiving.

– Michele Corey

Prioritizing Early On

November 20, 2015 – Last week I attended the Early On Michigan Conference and had the opportunity to present to Early On providers and families on how they can get engaged in policy advocacy.  I also got to learn more about the great state-level work and the work local Early On providers are doing to bolster the system. Given that improving access to needed early intervention services through Early On is a priority of Michigan’s Children, it was a great opportunity for me to learn directly from the folks working in the field and to figure out how we can be most helpful.  Here were some of my key takeaways.

First, like any other group of providers serving children and families, this group is very passionate about the kids and families they serve.  In my workshop on policy advocacy (that was competing against other amazing workshops focused on things like parent engagement, trauma experienced by young children, language acquisition, and other incredibly important topics), attendees ranged from folks who had good relationships with their elected officials to folks who had never spoken to an elected official before.  And all were engaged and eager to learn how to build those important relationships to improve public policies on behalf of the families and children they serve.  I am confident that at least a couple of legislators have heard from their constituents since then on the needs of Early On.

Second, I learned a lot about Medicaid in one of the workshops I attended on reimbursement for Early On services.  In the room, there was lack of understanding among services providers of how this can be done most effectively and efficiently, and the workshop was incredibly informative to all those who attended.  It reaffirmed Michigan’s Children’s priority, supported by the Early On Michigan Foundation, to push for a study on how we can better maximize Medicaid resources to help offset costs of early intervention services.

And finally, it continues to become more and more evident that many challenges with the Early On system exist due to the two-tiered eligibility and funding structures.  This results in young children with moderate developmental delays – the majority of Early On children in our state – often receiving inadequate intervention services to address those delays compared to children with more significant delays.  The state must take brave efforts to look at ways to streamline eligibility for this program so that all children and their families can receive the services they need for optimal development.  Not only will this improve outcomes for kids, but it can also reduce the special education rolls in preschool and k-12.  You can learn more about the challenges to the Early On system resulting from this tiered eligibility system in our Issues for Michigan’s Children brief.

This program and the children and families it serves are too important to continue to ignore, as evidenced by these incredible family stories, and we are not sitting idly by.  Michigan’s Children and the Early On Foundation recently submitted a sign-on letter to the Governor requesting he begin investing state funds starting in fiscal year 2017 to address the significant financing challenges that Early On faces.  The letter was signed by numerous entities and stakeholders including the majority of Intermediate School Districts who are responsible for this program.  Over the next year, Michigan’s Children will be working closely with the Early On Foundation and others to promote the need for state investment for Early On while simultaneously working to identify ways to maximize Medicaid funds and to begin addressing eligibility challenges.  We hope you’ll join us in these efforts to ensure all families with babies and toddlers have the services they need to thrive.

-Mina Hong

What Does It Take To Make A Great Teacher?

November 13, 2015 – What does it take to make a great teacher? An expert group of educators, policymakers and others had been working for quite some time to answer that question and came up with a better, more consistent system in Michigan for making sure that our teaching force is the best it can be, for our most advantaged and most challenged students alike. One of the takeaways from that process demonstrated in the teacher evaluation legislation recently signed by the Governor is that better training and support is necessary so that teachers can use their talents to the best of their abilities.

What supports a great teacher? Certainly the ability to have time in the classroom to use what they have spent years learning – to help students build knowledge and skills. For some, that is in specific topic areas; for some, that is about fostering and supporting a love of learning for younger kids; for some, it is about getting kids who are struggling back on track; and for some it is about making sure we continue to challenge the imagination and creativity of those who excel. Not surprisingly, teachers report that they can better utilize their skills when kids come to school ready to learn. Unfortunately, there are a host of things that prevent kids from optimal learning in the classroom that are impossible for teachers to address on their own. Teachers are better able to teach and students are better able to learn when:

  • – kids don’t come into the classroom hungry, or when they don’t come in with a toothache as supported by integrating nutrition and health services in the schools;
  • – kids are not feeling intimidated by other kids or school staff, or feeling unsafe at home and on the way to school, which is improved by utilizing positive behavior supports and other evidenced discipline strategies;
  • – older students have a manageable job after school that they want and need, and when students have had the opportunity to catch up when they fall behind and stay motivated after school and in the summer, made possible through investment in community partnerships and expanded learning;
  • – young people have been able to manage their addictions, mental health or other special needs and other members of their family have been able to do the same through access to those services in school buildings and in the community;
  • – student behaviors are managed well in the school system by recognizing behaviors borne of trauma and addressing them through that lens; and
  • – their parents are able to build their own skills to help and encourage them at home and have the time together at home to use those skills, as supported through adult and community education programs and family friendly work supports.

Everyone knows that educational, career and life success are not built in the classroom alone. Because all of our systems, not just the K-12 system, don’t work as well as they should and often don’t work together, disparities in literacy emerge as early as nine months of age.  Those gaps can continue to grow throughout educational careers without appropriate attention and intervention. In addition, future state budgets will be stressed by recent road funding decisions and inadequate revenue putting other critical state investments at risk.

Despite these challenges, Michigan must find a way to commit investments for teachers and the children, youth, families and communities they serve. To do otherwise would fail to move ahead in the work started by this teacher evaluation legislation. As we better evaluate teachers, we must also ensure that they have the support they need to succeed.

– Michele Corey

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