GSTQ Central Advisory Team Meeting June 18, 2015
11 a.m.
Attendance: Kim Clark, Maria Cook, Jonathon Lawrence, Jaclynn Lloyd, Ailene Buchtrup, Michelle
Nicholson, Lucy McClintic, Ronda Rucker, Emily Brewer, Nora Thompson, Kristi Fuller, Dana Johnson,
Nancy Sherd, Sarah Bryant, Lori Brasic, Mindy Smith, Tammy Heilman, Jane Hollingshead, Tricia Samsel
Introductions / Inclusive Activity: Draw a memory of a “dad” in your life. Set the picture aside. Later:
(share the memory in small groups) *need paper and crayons
Introduced the members to Jackie Lloyd and JonathonLawerence
The group discussed a question posed about the differences between QICs and QIS’s. Kristi talked about
her relationship with Tricia, QIC.
Jackie Lloyd- Native American presentation—works under Maternal Child Health, co-director of
Indigenous youth summer program (have about 60 kids for 2 weeks) jlloyd@ingham.org.
Jackie shared information about her work and community connections:
--Why do we lack insight into the Native American population/needs?
Family Spirit is a curriculum for Native Americans – birth through 5 that she uses with families. Elders
know her, has presented at their lunch. Referrals come from Elders, afterschool program that she codirects, etc. Lansing has the largest population of native speakers (couldn’t catch which language).
Works with moms who are prenatal, also works with men, elders, Can assist people with finding basic
needs, connecting to employment, Child dev, Native AA meetings,
Indigenous youth is k – 12, Mondays and Wednesday every week school year kids meet up with
university mentors, read a book, learn the language, bring in elders to provide cultural lessons, crafts,
and Tuesday-High schoolers. All middle schoolers are 3.5 or higher GPAs. The group builds a network
of other friends who are Native American. There are 1500 Native Americans in Ingham County.
Lansing school district has a Native American coordinator. She meets with students at school and in
their home, to make sure they are keeping up with their grades. There is also have a Native American
parent committee with the schools. There is a trust issues that need to be overcome, related to
finding childcare, so often times they will use relatives instead of licensed providers. Possibly
targeting the elders to share our information and have it trickle down from them would be a way of
reaching this group. Make sure they realize that you are a trusted resource. It is possibly the home
visitors who meet with these clients. A lot of Native Americans are licensed as foster parents because
if a child is removed from the home they are to be placed with a family member or other Native
American family first.
Having a meeting with this group might not be what we expected—they might not be interested in
the rating system, or knowing about licensed care. But maybe they would want info on other topics
(Readiness, etc.). It wouldn’t help us reach our goals but we could offer other helpful to them.
No idea how many N.A. children under the age of 5. Lansing School district has about 300 enrolled.
There are about 20 kids on her caseload right now.
Michelle asked about the preschool perspective. Do they feel preschool is important or do they feel
school doesn’t start until elementary school. She said she felt that preschool is important. Pattengill
and Eastern are the schools used for the Indigenous Youth program.
Jonathon Lawrence- Fatherhood Initiative presentation –Strong Start Healthy Start,
--Why do we lack insight into how to engage the Fatherhood Population?
Federally funded grant initiative (5 years), under Maternal Child Health: To improve the health of
African American communities and infants
Facts about the program:
6.7 deaths per 1000 in Michigan Infant mortality
African American 18.2 (5.3 Caucasian Ingham, 11.4 for African American comm.)
AA lowest percentage of initiating prenatal care. Target mothers with children between ages 0 -2.
Health Education initiative: four workshops per months (nutrition, Zumba, arts and crafts, Safe sleep,
infant CPR, etc.)
Jonathon – is the support for fathers. Does home visits with fathers. Has 15 on his caseload currently,
can serve 40 at a time. 24/7 Dad curriculum. Uses evidence based curriculum –discipline, coparenting, communication, etc. Does two workshops per month. Guy Talk is a support groupfacilitated group.
Men’s health-flag football tournament: Really enjoyed it. Wants to set up something for winter—
basketball with the children
Strengthening job connections: some have trouble getting jobs because they have criminal histories.
Have fathers who need GED’s.
Does mediation: he will be able to sit down with two people (mom and Dad) to come up with an
agreement – i.e. visitation, etc. to prevent court costs and prevent them from getting involved in the
system.
Started in January, 2015, and has served over 60 fathers since then.
Barriers- transportation, homelessness, too much stress, pride, trust, can’t read,
Healthy Start Strong Start e-newsletter: People could sign up for it.
Noon- lunch
Logic model- share to explain our work- talk to an elbow partner about how your role supports this
work. (handout)
Each member of the Advisory Team wrote on a sticky note how they will contribute to the Resource
Center work based on the Logic Model. These will be typed up and sent to the members and reviewed
and shared at the September meeting.
Group Activity: Story stretchers
Because we are running short on time, these were shared but not used in an activity. Lori read “Just
the Two of Us” (a book about fatherhood) to the group.
CQI- Reminder about great moment from last meeting and had time to process. What have we learned?
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Any gleanings from your reflections or conversations?
Two problem statements rewritten to reflect.
Problem Statement:
The GSTQ lacks insight to engage the Native American population.
First step: Identify contributors to the problem (each person think of 3 ideas to discuss with group.
Then in small group agree on 1 only. The rest go on the contributor parking lot.
Last meeting showed us that the problem is we don’t understand or have the insight to engage this
population.
Could we look at Jackie’s curriculum? Would we gain insight from it?
Take the opportunity to hear why Native Americans and fathers are not engaged.
Second step: Identify possible solutions
What can we do? Who can do it? Who can contribute?
Build Trust
Can we see their curriculum?
Use Jackie as a bridge and get someone in from a reservation who works with early childhood. There
are native Head Start and Early Head Start programs throughout the state.
How does Native Americans use PQA/Class?
What do Native Americans families value in early childhood experiences?
We are asking the Native Americans community what we could give them or help them, but this is not
the approach we take with the other providers. We are trying to force them into the SAS.
Problem Statement:
The GSTQ lacks insight to engage the Fatherhood population.
First step: Identify contributors to the problem (each person think of 3 ideas to discuss with group.
Then in small group agree on 1 only. The rest go on the contributor parking lot.
Second step: Identify possible solutions
What can we do? Who can do it? Who can contribute?
Updates:

Sometime in early July a new updated list for screening, assessments, and curriculum will go
live. It hasn’t changed much. The big difference is that ASQ is now only a screening tool and not
an assessment (as it should be). This new list will not currently change. However, it has been
recognized that when this list was developed the data generating the results centered on
GSRP/Head Start and center programs. With that said, the needs of family and group providers
will be incorporated with the ability to check the “other” button and submit for approval to
count. It will not be an automatic approval and the request will have to meet specific criteria
still to be determined based on best practice. The data gathered through this process will
encourage adjustments at various times as determined by OGS/MDE /ECIC.
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Central is participating in the Trainer/training application pilot. Process is not any different than
what we are currently doing. Applications and certificates are slightly different. This is in
concert with the Race to the Top.
Conclusion Activity: Share your “dad” memory.