Speaking For Kids

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

Connecting My Brother’s Keeper to Policy

October 30, 2015 – Earlier this month, I had the opportunity to attend the launch convening of the Washtenaw County’s My Brother’s Keeper (MBK) initiative.   My Brother’s Keeper was launched by President Obama to focus on specific solutions to improve outcomes for boys and young men of color.  Washtenaw County joins a dozen or so other Michigan communities who are part of the MBK initiative, demonstrating that many communities across our state are committed to reversing the trend we see in decades of data  suggesting that  our attempts to reduce disparities by race continue to fall short for boys of color.

The goals of the MBK initiative are to ensure that all children enter school cognitively, physically, socially and emotionally ready and read at grade level by 3rd grade; that all young people graduate from high school, complete post-secondary education or training and remain safe from violent crime; and that all youth out of school are employed.  Michigan is far from those outcomes now.

All of these areas are of great importance to Michigan’s Children, and as a Washtenaw County resident, I’d love to help connect the dots between these localized efforts in my community and public policy priorities.  I was very pleased to see a handful of policymakers in attendance, ranging from local city council to U.S. Congress and everyone in between.  However, the locally-focused conversation felt like a bit of a missed opportunity to connect the great ideas generated at the convening and the role of public policy to help implement or remove policy barriers to them.  As Michigan communities continue to roll out MBK action plans, a few thoughts.

First, the challenges of boys and men of color are important to everyone.  The prosperity of our state relies on the success of all of our future workers.  If data and evidence demonstrate that a significant portion of our child population is falling behind, it is the responsibility of all of us to ensure that programs and services are providing equitable opportunities for all children to succeed.  We can’t rely solely on localized efforts, but rather, statewide public will and policies must support these efforts to ensure that all children and youth – including children and youth of color – can succeed for the future prosperity of our state.

Second, the state department that was represented, and who represents the MBK initiative in Lansing, is the Michigan Community Service Commission (MCSC).  While I am glad to see that there is state-level connection to these localized efforts, the role of the MCSC is to connect its programs like AmeriCorps, Mentor Michigan and other volunteerism initiatives to MBK efforts.  This is an essential piece, but to really impact outcomes, we need other state departments to be part of the conversation like the Education, Health and Human Services, Workforce Development, Civil Rights, Corrections, and others whose investment strategies and everyday decisions impact the lives of boys and men of color.  These departments can help design better investment, policies, rules and programs that can best support MBK efforts.

And finally, along those same lines, we know that public policies and investment strategies have contributed to the  “pipeline” that we see too often play out in the lives of boys of color, and that changes to those policies and investments can and should play a vital role to prevent and mitigate its continuation.  Public policy must support efforts to improve access to high quality early childhood education for the children who are most at-risk of starting kindergarten behind, expanding afterschool and summer learning programs for students who wouldn’t otherwise have access to these equity-promoting programs, connecting students and families to wraparound needs through integrated school services, or connecting the dots between community-based initiatives and state department efforts’ to expand trauma-informed practices across all sectors.  As MBK initiatives across our state continue to develop and implement plans, and local communities take responsibility for improved outcomes for boys of color, Michigan’s Children will stay connected to those efforts to help connect the dots between local innovation and the policy and investment required to support them.

-Mina Hong

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