Michigan

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

Moving Toward the Top

August 20, 2015 – Trying to get better at things is good, particularly trying to get better at things that are in the best interest of children, youth and families in our state. New leadership in the Department of Education has come with new opportunities to get better, and Superintendent Whiston has already shown that he is committed to setting goals and working with others to achieve them. In a state where we ranked 37th of the 50 states in education in the last National Kids Count Data Book, this is essential. The Superintendent and the State Board of Education are spending some time over the next couple of months getting feedback about what it would really take to move Michigan to a top 10 education state.

Michigan’s Children is weighing in on that conversation with what we’ve talked about consistently for years – a focus on shrinking achievement gaps by investing in what works for children, youth and families, and their schools and communities. Six specific areas rise to the top, each with a myriad of strategies that can and must be forwarded:

Take responsibility for early strategies beyond pre-school by increasing parent coaching and supports through voluntary home visiting options, building state investment and maximizing federal investment in Early On and continuing to improve our child care subsidy system.

Support parents’ role in their children’s literacy by expanding initial efforts to help parents in their role of first and best teachers and to help them reach their own educational and career goals by better investments in Adult Education, workforce supports, and family literacy options so that parents can fully support their children’s literacy journeys.

Change school practice related to student and family trauma by providing school personnel the tools they need to recognize and deal with symptoms of trauma in their students and families and evaluating their ability to do so. It also includes building better connections with community partners who can assist.

Close equity gaps by integrating services and expanding learning opportunities. This includes building assurance that state and federal resources for service integration would go to the best models of service and that supporting services needed by children, youth and families would be available throughout the state. It also includes investing in after-school and summer learning at the state level, in addition to maintaining federal investment.

Give young people multiple chances to succeed by promoting attendance through adjustments in school discipline policies and investment in programs beyond the traditional, arbitrary four-years of high school. The effectiveness of these programs is increased when young people themselves are involved in planning and are clearly connected to a pathway leading toward college or career.

And finally, we suggested that the Superintendent and the State Board provide real leadership in this difficult work that often requires the efforts of many areas of expertise and many sectors of work, including the family and community resources. With so many things impacting a child’s ability to succeed in school and life – many of which are not within the walls of a school and the purview of education pedagogy – it is essential to bring efforts together.

As we’ve said many times before, our educational leaders have their work cut out for them, and as public and private partners available to help, we have our work cut out for us as well.

– Michele Corey

The Federal Role In Education Policy, ESEA Update

July 22, 2015 – We have heard a lot about the fact that for the first time since 2001, both chambers in Congress have passed their recommendations to reauthorize the Elementary and Secondary Education Act (ESEA), currently known as No Child Left Behind (NCLB.) This is monumental, particularly since the kids who were starting kindergarten in 2001 are now 19- and 20-year olds, some still making their way through high school and others in post-secondary or career. 2001 was a long time ago in education years, and much has changed in homes and communities that should be reflected in schools and education policy.

What hasn’t changed is the primary role of the federal government in education. Because K-12 and post-secondary education are primarily resourced by states and localities, the federal role and investment emerged for one reason only: to ensure that everybody has equitable access to educational opportunity. That access takes several important forms:

Assistance for students, families, schools and communities facing the most challenges. We have to best support students who need special help and accommodation for learning, of which many of their needs are primarily addressed within the Individuals with Disabilities Education Act. Beyond that, research has shown for decades that the most under-resourced students tend to go to the most under-resourced schools. Many students face multiple personal, family and community challenges that begin early, go beyond the school walls and impact education outcomes. However, schools alone cannot and should not be responsible for addressing those challenges but can be a great access point for critical services. Current cradle to career investments are not enough, and much more can and should be done to support evidenced programming.

Accountability requirements for our education investment. We know who we are supposed to be helping with additional assistance, so it is essential to understand how different populations of students are doing to evaluate how well we are doing it. This has been and will continue to be done by looking at student outcomes (test scores, graduation rates) and the reporting of those outcomes specifically for targeted population groups by race, income and other individual or family circumstances like disability, homelessness, participation in the foster care system, English Language Learners, etc. This is essential to continue to understand our successes and challenges with reducing achievement gaps.

Incentives for innovation.  We don’t always have all of the answers, and the times do change, so it is always important to encourage best practice and shifts in teaching and learning based on the specific needs of certain populations, or emerging research and practice. Recent federal efforts like Race to the Top, Investment in Innovation and Early Learning Challenge grants are examples of how federal investment can help states and districts make big, innovative changes in their education systems.

There are two different bills on the table to reauthorize the ESEA — the Senate Every Child Achieves Act (S. 1177) and the House Student Success Act (H.R. 5) . Michigan’s Children favors the Senate version, which keeps intact many essential programs supporting evidenced practice to best support struggling students. This includes supports like the 21st Century Community Learning Centers program, investments long before kindergarten and connections for students and their families to resources and services beyond the traditional K-12 system to support their learning and development. The House version intentionally combines many critical programs into block grants to the states. This approach would limit the ability of the federal funding to target proven equity-building strategies. I won’t belabor the details here, but you can find them all in all of the media coverage, from many of our advocacy partners and from the Congressional Research Office in great detail here.

Concerned with how all of this plays out? We are too. The good news is that this conversation is far from over, and we all have an opportunity this summer to get involved. A conference committee made up of legislators from both parties and chambers will be working into the fall to come to a resolution of the differences, and there is still time to influence them. Members of the U.S. House and Senate will be home in their districts next month. Use that time to let them know what you see challenging or helping with the success of students and families in your community. Help your elected leaders think about how best to address educational needs to build career and college ready kids in 2015 and beyond. If you run a summer program, invite them to join you to talk directly with young people, parents and staff.

While it is unlikely that members of our Michigan delegation will be sitting on the conference committee, it is critical that you encourage your members to talk with their conferee colleagues. And if you want help, Michigan’s Children is here to support your efforts. Now is the time.

– Michele Corey

Goal Setting=Good; Investing Toward Goals Starting Now=Better

May 26, 2015 – Last week the new State Superintendent-elect and the Education Trust Midwest announced new educational goal-setting priorities in Michigan. The purpose of these new state efforts is to improve educational outcomes that in recent years have moved further and further away from the most successful states. The new educational goal-setting priorities aim to put Michigan back on a trajectory that will lead to more success for our kids, schools and communities.

Statewide goals for improving education?  Great, let’s give that another try. There have been many state and federal goals for improving educational outcomes over the years – most recently, those goals have come with both carrots and sticks for the schools and communities who serve those lowest performing students. The Ed Trust’s Michigan Achieves initiative suggests that we continue some current efforts that have shown success, and that we also take a closer look at the efforts of states who have better outcomes than we do.  And the new Superintendent publicly agrees.

A great step, right? You set a goal for improvement, and then you shift your program investments to be able to meet that goal. Michigan’s Children is all in. As I’ve certainly said too many times to count, we absolutely know what it takes to improve educational and other life outcomes for children, youth and families. We have decades of research, we have innovative and effective practice from other states and from within our own. What we have not had is appropriate investment in what works to improve equity in these outcomes.

Relatedly, members of Congress introduced a bill that would require the U.S. to set goals for reducing child poverty – similar to what took place in the U.K. over the past several years with impressive results. The impact of economic insecurity on the well-being of children, youth and families can not be overstated. Research has shown that poverty (particularly extreme poverty and living in poverty for many years) is tied with nearly every negative outcome. Everyone from all ends of the political spectrum recognizes this. Some members of Congress are suggesting that instead of wringing our hands and continuing to pay for the consequences of those outcomes, we set a goal and move to change the situation.

What really struck me here was the intimate connection between these two goals – the clearest path to better economic security is educational success, so we won’t reach the poverty goal without focusing on the education goal. In addition, we are unlikely to move the needle on educational goals without tackling challenges that families face outside of the school building, day and year as well.

Let’s start now, in the current budget conversation. There are stark differences in state budget proposals that will be decided on by small numbers of legislators over the next few weeks. Three that we’ve pulled out that will take us closer to both goals:

  1. Investment in 3rd grade reading. The Senate included additional investments in 3rd grade reading success. Particularly important for equity is the Senate recommendation for $10 million to expand learning opportunities for the most challenged kids. This isn’t enough (we’ll be going for at least $50 million moving forward), but it is certainly a start.
  2. Investments in the most challenged kids, schools and communities. The Senate included an additional $100 million to fund programs specifically for learners with identified barriers. The House didn’t include this increase.
  3. Investments in family literacy. We will not reach either poverty or education goals if we don’t make sure that every parent can assist every child as their first and best teacher. With 34,000 young adults in Michigan (ages 18-34) without even a 9th grade education we need more investment. The Senate included an increase in the adult education program, while the House eliminated it all together.

Let’s keep talking. Moving beyond the current budget year, our Legislature and Congressional Delegation need to prioritize many supports for the most challenged, including: services that prevent later problems like child abuse and neglect prevention, home visiting support and Early On; services that improve outcomes for young people in the state’s care through the Foster Care and Juvenile Justice systems and their families; and services that best support college and career success like early learning, expanded learning, family literacy and integrated student services.

Let’s talk about setting goals and let’s keep working to meet them.

— Michele Corey

What Children, Youth and Families Need in the New State Superintendent

March 10, 2015 – The search for the new Superintendent of Schools is in the homestretch. Six candidates have been identified.  All but one have led local and intermediate school district work in Michigan, the other is a deputy in Massachusetts’s education department.

This choice has enormous implications for Michigan, particularly in how we build educational success with the most challenged among us. Clearly, we can assume that the candidates are steeped in education pedagogy expertise, and know what they are doing running a classroom and a school building during the school day. The job requires that expertise and more as they face Michigan’s big challenges – some of the largest achievement gaps in the nation; consistently poor showing compared to other states on education measures; and limited improvement on state assessments.

Current Superintendent Flanagan is certainly leaving a legacy. He helped to facilitate the enormous expansion of 4-year old preschool, and has been an outspoken advocate for the importance of the early years for later educational success. Under his watch, the state committed to closing gaps in educational outcomes for African American boys, resulting in shifts in Department practice, and support for local system efforts. In addition, he helped to facilitate several public/private task forces that looked closely at some of the critical issues feeding these gaps including truancy and school discipline practices.

There also have been enormous strides to broaden our methods of attaining, measuring and documenting college and career readiness skills. Partnerships have begun to form with employers, post-secondary institutions and community partners who provide learning opportunities outside the school day. This work points to the need for significant changes in our system that will not only benefit all kids in K-12 schools, but would be a game changer in skill building and credit accumulation for the most challenged young people in this state.

The new Superintendent will need to redouble all of that work. And to be successful, they will need to skillfully collaborate – not only with the Governor and the Legislature (both of whom hold the purse strings), but with the leaders of other state departments, with the rest of the education and workforce continuum, and with other community resources. They will need to capitalize on the broad recognition that what happens beyond the school doors impacts educational success, and call on resources beyond their own purview to help.

Beyond continuing support for current initiatives, what are some specifics priorities for the new Superintendent?

  1. Better address the educational needs of parents. The most consistent predictor of educational success for children remains the educational success of their parents – the research couldn’t be clearer on that. If we want to improve 3rd grade reading and college and career readiness, we not only have to look earlier than kindergarten and bolster children’s experiences beyond the school doors, we also have to look at our support of adult literacy through our adult education system. This system has not successfully served the most challenged adults for quite a while, many of whom are the parents of the most struggling learners.
  2. Focus investment on expanding learning options for children, youth and families beyond the traditional school day. At this point, Michigan relies almost entirely on uncertain federal funds to support before- and after-school and summer programming evidenced to cut equity gaps. In addition, fully coordinating community services through evidenced integrated student services models needs to be given priority.
  3. Extend leadership in improving care for young children beyond pre-school. While Michigan has taken and made strides in improving the quality of our child care system, we’ve done that with fixed federal rather than state investment, limiting our ability to drastically improve access to high quality care. Our subsidy system for the poorest working families consistently ranks us at the very bottom in the nation.  A few years ago, Michigan brought the state’s child care system under the auspices of the Office of Great Start, and additional strides to improve that system are needed.
  4. Develop consistent ways to engage young people in reform strategies and priority development – particularly those experiencing the most challenging educational and life circumstances. This is not easy, but could be done with the help of partners, including Michigan’s Children.
  5. Lead cross-department efforts.  Early on in his 1st term in office, the Governor developed a strategy to connect the dots between state departments by establishing what he termed, the “People Group.” This group is comprised of the directors of the Departments of Human Services, Community Health, Civil Rights and Education. The new State Superintendent is ideally suited to lead that group, in light of the transitions occurring with the merger of DHS and DCH, and the space to focus the group’s work on building college and career success.

Whew!  They have their work cut out for them and we have our work cut out for us.  We realize that this is a lot to ask of the next state Superintendent, but there are a lot of public and private partners available to help, if they can take advantage of them.

– Michele Corey

Youth Voice Improving Public Policy

February 6, 2015 – Last week, we gathered a group of 18 young people who were either still in the foster care system, or who had been served by that system, to share their experiences with a group of more than three dozen local, state and national decision makers at the 2nd annual Oakland County KidSpeak®. The policymakers heard about challenges and recommendations for change directly from the people whose care is the state’s responsibility, and who experienced how our systems worked to support their success, or created barriers to that success.

Michigan’s Children has been creating opportunities like Monday’s for young people to share their stories, concerns and suggestions directly with policymakers since 1996. Their voices have changed the trajectory of policy conversation and have resulted in additional champions for youth-driven solutions in the Legislature, state Departments and other local policymaking bodies. But still, the challenges continue. We have a long way to go. In fact, the KidSpeak® testimony given has already been referenced by a member of the House Families, Children and Seniors Committee meeting this week, as legislators asked the director of the Departments of Community Health and Human Services why it appears that those departments are still failing to shift policy and practice to address needs brought up by young people in foster care.

That gives me hope. We know that we have a group of Legislators on key committees who have heard the challenges of the system, and are interested in doing something about them. I’m also hopeful that the Governor means what he says about adjusting public service delivery to be about people rather than programs. A great place to start would be in services for the young people under our guardianship. While improvements to that system have been made, the young people themselves continue to ask for more from our care, including more stability, better resources for transition, and opportunities to direct their own life planning.  We’ve highlighted more details about these on-going concerns and policy recommendations to address them in our recent Issues for Michigan’s Children, Critical Issues in Foster Care.

A recurring, and often heartbreaking theme through much of the testimony this year was about the barriers they had faced to be part of their own life planning, including their attempts to keep in touch with their siblings and other members of their birth families. Michigan’s Children will be working with officials to determine what might be done to improve this situation.

While progress has been made to extend supports beyond 18 for young people in foster care, the testimony last week clearly illustrated that it isn’t enough. Michigan’s Children will be supporting efforts to require documented stability before removing young people from the foster care rolls, regardless of age and providing certain types of needed assistance, like legal help, much longer than is currently the norm.

The young people also talked again about being punished for behaviors born of disappointment, isolation and anger directly impacting the stability of their homes, their education and career. Michigan’s Children, as part of our work with the Children’s Trust Fund as the Prevent Child Abuse America Chapter in Michigan, has joined the national effort to better understand the impact of adverse childhood experiences. Efforts toward trauma-informed care are underway, and need to be an essential component of the services we provide to children and youth in foster care.

As we’ve said time and time again, current outcomes for young people who have been involved in the foster care system are unacceptable. Multiple sectors – health, mental health, education, human services – must work together to make sure that under our care, young people are better able to rebuild what has been lost and move successfully toward supporting themselves and their own families now and in the future.

We have the experts at our disposal to help. We will be working to make sure that we have the resources and the champions to move forward.

-Michele Corey

How Can We Best Direct The Flowing River?

January 21, 2015 — Michigan families can be glad that the Governor talked so much last night in his 5th State of the State address about public resources helping individuals, rather than funding programs. Of course, this is what local service providers have been doing for a long time – often under very difficult circumstances – sorting out how to best address the multiple sets of challenges that children, youth and families face. We all know that treating single symptoms doesn’t actually provide opportunity. Service providers have been working in coalition and through collaboration to bring services together in ways that best serve families accessing them, so that the funding stream, eligibility criteria or administration aren’t apparent to the families themselves. But collaboration and coordination take time and resources to do well, and for service providers who have seen many cuts to their programs and often operate on a shoestring budget, they can prove difficult.

Michigan’s Children and others have advocated for years that public programs need to work better together, need to share data with one another, need to make things easier for organizations that know how to impact change in their communities and for the children, youth and families who are trying to move forward. Now, of course, as many people have said over the last 12 hours: the devil is in the details for the Governor’s proposals. It is clearly unnecessary to actually combine state departments or create commissions to make services work better for people, but if it these initiatives move Michigan closer to doing that, it will be a win for the most challenged among us.

Regardless of how things shake out with how public services are administered in Michigan, we will be doing what we can to help decision makers make investment decisions based on the following:

  1. What young people and families are saying about the barriers to their own success, and what they think might assist them.
  2. What research and evidence suggests about initiatives that work for children, youth and families in the most challenged circumstances.
  3. Consistent and sustainable availability of quality services throughout the state, regardless of the private economic or service infrastructure of individual communities.
  4. No gaps in services – making sure that there is seamless coordination across age groups, issue areas and eligibility criteria.

I have to admit that the “river of opportunity” image that the Governor used often in his address carries a connotation for me of a bunch of cool stuff flowing by children, youth and families that they can try to fish out, but not necessarily an intentional strategy to assess individual challenge, provide opportunities and evaluate the effectiveness of interventions.  We will work toward a “river of opportunity” with efficiencies that simplify access to holistic services for children, youth and families.  We will also work toward a river that transfers any costs-savings from those efficiencies to actual, high quality service delivery since we know that services for children, youth and families continues to fall far short of what is actually needed for all families to succeed.

In this Legislative session and beyond, Michigan’s Children continues to challenge the Governor and members of the Legislature to make sure that the budget that will be proposed next month and debated over the next several months includes resources adequate to build effective public programs that result in what we all want: generations of highly educated, skilled, creative children and young adults who will attract jobs, raise healthy families and support strong communities. Join us!

— Michele Corey

Get to know your lawmakers: Tell them you’re watching and that you care about kids and families

Jan. 14, 2015  – When I was a 19-year-old Michigan State University college student I was hired as an intern in a Detroit lawmaker’s legislative office. In my totally realistic teenage mindset I smartly arrived for duty expecting to help champion important, headline-making legislation. Instead, a wry office manager greeted me with a husky manila folder and thrusting it in my unwelcoming arms instructed me to start writing: congratulatory letters, condolences and appropriate replies that she would instruct me on in cases of specific constituent concerns. Pouring into that stack of intimate personal stories, that’s what I did — every Tuesday and Thursday – for an entire semester.

What I learned is that the daily bread of a legislative office is all about what people are experiencing back home. Their struggles and troubles, celebrations and milestones. That is what I learned from the man I worked for, a public servant who served for nearly four decades with distinction (before seniority-ending term limits) in the House and Senate. Over the course of those years, he demonstrated the critical nature of constituent services for getting to know what really matters to people in a personal and meaningful ways.

Today, one-third of Michigan’s incoming state Representatives and Senators are newbies in state government. Some may have local representative experience that put them in touch with the issues weighing closely on citizens’ minds; others come to Lansing because they won a campaign. Maybe they succeeded because they had a competitive edge, more fire in the belly, the right political leanings, or an ability to outspent, out-organize or out-perform the other guy.

Maybe you voted for him/her, maybe you didn’t. It doesn’t matter either way. Starting now is when all citizens should begin thinking about molding campaigners into the political servants we all need to shape public policies that give Michigan’s the children and families, especially those who have been under-served and under-represented, a stronger chance at a brighter future.

Our children won’t make it unless they get the education they deserve, a chance for a safe and healthy environment to live in, and at the most basic level, particularly important in a state where one-fourth of all babies are born into poverty, food and medical care to strengthen the body and spirit.

You can make a difference by telling your story and opening a line of communication with your representatives in Lansing today. Tell them what’s important in your community, what children and families need to be successful, what you’re observing about gaps in services and programs that do exist, how they can help to make things right. Write an email, send a letter, make a call. Believe that everyone has an important story to tell, an opinion of value. Make your voice heard for our children’s sake! Here are some tips for reaching out.

1.  Letters should be brief, kept to one page. Be respectful in tone.
2.  Introduce yourself in a few lines: I’m a veteran schoolteacher, a new mother/father of a child with special needs, a parent trying to make it off public assistance. Etc.
3.  Make your point. Are you advocating for a particular piece of legislation, or writing to detail a troubling issue perplexing your neighborhood, community, school. Spell it out. Make a case. Use arguments that have been thought out. Use details that highlight the issue’s relevancy to the home district.
4.  Before signing off, describe how you plan to follow-up and how and when the representative’s office can reach you.
5.  Make sure the communication is properly addressed. For a listing of Lansing lawmakers, see the House website and Senate website.

Politicians make it to public office because of vote totals. True public servants are remembered because they identify issues worth fighting for based on the experiences and needs of their constituents back home. Become an advocate for children and families and help shape the public debate. Get the conversation started. Reach out to your lawmakers today.

Teri Banas is the communications director for Michigan’s Children.

Meet Cainnear, the Newest Member of our Staff

January 12, 2015 – Hello! My name is Cainnear (pronounced Connor) Hogan, and I am beginning a year-long internship with Michigan’s Children.  In May, 2014, I received my Bachelor of Arts degree in Psychology from Hope College in Holland, Michigan.  Currently, I am attending the University of Michigan School of Social Work where I will earn my Master of Social Work degree.  I am concentrating on social policy and evaluation within communities and social systems.  My current areas of interest include, but are not limited to: early childhood education, criminal justice, and women’s rights. I will work with Michigan’s Children until I graduate in December, 2015.  After graduation I plan to move to Washington D.C., or a state capital where I can work in the center of policy advocacy and reform.

Growing up I always knew I wanted a career that allowed me to help people.  I have an abiding dedication to social justice, ensuring equality for all people.  When I look at the world I see many problems in the way communities and organizations operate, and people hurting because of those problems.  I want to see a society where no one goes hungry, or worries about providing basic needs for self or family.  These beliefs and desires have led me to macro social work; and with my MSW degree I want to advocate for, and develop socially just policies that enhance the quality of life for all people.  Through engagement in policy advocacy and reform, I plan to pursue social justice for vulnerable populations.

I am thrilled to join the team at Michigan’s Children, helping to inform public policy in the best interest of children who experience challenges.  Policymakers have the power to make the big, impactful changes I want to see happen; and at Michigan’s Children I look forward to the opportunity to influence those policymakers’ decisions.  One of my many learning opportunities at Michigan’s Children will include an evaluation project in partnership with The Curtis Center Program Evaluation Group at The University of Michigan School of Social Work.  The project will examine the changes brought about through Michigan’s Children advocacy efforts, and help the organization identify the most effective strategies for its work.

I cannot wait to see what 2015 will bring for Michigan’s Children, and I am so excited to be a part of their incredible work.

– Cainnear Hogan

Michigan’s Children is proud to welcome intern Cainnear Hogan to our staff.  You will hear more from her throughout her year at Michigan’s Children, and can get in touch with her via email.

This New Year, Let’s Resolve to Improve the Lives of Michigan’s Children & Families

January 5, 2015 — In most ways, the future is written by the individual actions we take each day.

For more than 20 years, Michigan’s Children has consistently acted with one goal in mind: to make a positive difference for children and families. As a result, the policies we’ve researched and promoted were selected with the intent to create a brighter future for all children, especially those from low-income families, children of color, and children, youth and families shouldering other challenging circumstances.

With the start of a new year, we begin to look at the future with a fresh pair of eyes once again. As a child is born prematurely in a Detroit hospital, as an older teen ages out of foster care in Muskegon, as a Saginaw family struggles with mental health issues and economic self-sufficiency, and as a Northern Michigan community strives to re-examine ways to boost third grade reading, we’ll be looking at those issues too, but from the perspective of moving ahead public policies that have the best chance for helping children and families.

Won’t you join us in advancing public policies that give kids and families a fighting chance for success in life this year? Make the choice to keep informed and connected through our bulletins, blogs and reports, follow us on social media, help us bring the voices of youth and families to policymakers through KidSpeak, FamilySpeak and other opportunities, and answer our calls to action when it’s imperative to reach out to decision-makers. Each action matters.

Our public policy agenda is straightforward and detailed on our website under the caption, Policy Opportunities. But here in a nutshell is how we see the future getting better for children, from cradle to career, and their families, if Michigan invests more in its people:

Improving school readiness: It’s now a universal truth that success in school and life begins years before a child enters kindergarten. Scientists have shown that as much as 90 percent of a child’s intellectual and emotional wiring is set in early childhood. A healthy prenatal experience, support when there are developmental delays early in life, and high quality early care and education can make a huge difference in a child’s later school and life success. That’s why we fight every year for strong investments in services such as evidence-based home visiting, Early On early interventions, services that prevent child abuse and neglect, high quality child care and preschool and family supports as their children move toward third grade.

Ensuring safety at home: To grow and thrive, children physically and emotionally need to feel secure and supported in their homes and communities as they mature, move through school and reach adulthood. While Michigan’s poverty has shot up by 34 percent in recent recessionary times, child abuse and neglect cases sadly have risen too. The state can counter the negative impacts on children, however, by offering economic supports to help stabilize families and also offer support for behavioral healthcare when needed. Specifically, mental health services are needed for children in foster care and the juvenile justice system, where children have experienced high incidents of damaging abuse and neglect. We continually need to push for better investments in assessments and intervention, mental health and substance use/abuse, domestic violence prevention and treatments to quell the numbers of children entering both systems. Then as youngsters age out of foster care, transitional services are needed to help them get on their feet, earn a diploma, and find a post-secondary path that leads to self-sufficiency.

Improving college and career readiness: We know Michigan’s future is linked to all children getting ready for a post-secondary education, work and life. Bottom line: Without a high school diploma, today’s youth have little chance for a good outcome. In addition, we know that the achievement gap among poor children and children of color leaves too many of our youths without good prospects for success. Consistent support for integrated services that help students and their families focus on education; providing second and third chances for high school graduation for those who need extra time and different kinds of opportunities to succeed are essential to ensure more young people can obtain their high school credential. If Michigan is to have a strong future, we can’t leave any of our youth behind.

Supporting families: Because the well-being of children is inextricably tied to their parents, we strongly believe in the value of public policies that are based on two-generation strategies. Policies that take into account the needs of both children and parents include education and job training for parents so that they can better provide for their children and high-quality child care and education to help children thrive. Successful two-gen programs often include services such as evidence-based home visiting, Early On early intervention, adult and community post-secondary education, behavioral health services and connections to family and community resources.

Throughout the year expect to hear from us as we monitor Legislative and budget decisions and promote those that can make a positive difference for Michigan’s children and families. Better yet, join us as we promote a policy agenda that promises to do just that! Together we can make a difference.

— Matt Gillard

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