COMMUNITY AWARENESS & REGIONAL COMMUNITY OF PRACTICE INPUTS - - PowerPoint PPT Presentation

OBJECTIVES INPUTS

• Increase regional and

local community awareness of early school chronic absenteeism and School- to-Prison pipeline issues and challenges.

• Create and sustain a

comprehensive regional “community of practice” to measurably reduce early school truancy/chronic absenteeism and interrupt the school to prison pipeline.

OUTPUTS ACTIVITIES

• Increased level of

awareness and utilization

• f regional resources.
• Regional strategy

developed.

• Service providers in

region committed to and supportive of initiative.

• Interagency

collaboration at the system level.

• Collaboration among

regional systems institutionalized.

• Increased regional inter-
• rganizational

collaboration and communication.

• Alignment of regional

programs and services.

• Cross-system resources

maximized.

• Improved use of regional

and local resources.

• Planning and

implementation responsive to regional needs and assets.

• Multimedia promotions
• Op-Ed Pieces
• Develop speaker “talking

points.”

• Develop PowerPoint

materials

• Periodic formative

reports, summative annual and final reports.

• Establish administrative

structure.

• Establish common vision,

measurable goals and

• bjectives.
• Develop common

language and definitions.

• Establish agreements

with participating partners.

• Define budget and

technology needs.

• ReMix and other

websites

• Social media
• Traditional media
• Speakers Bureau
• Agency newsletter
• Professional journals
• Legislative briefings
• Genesee and Saginaw

Counties Coalition(s) for Disconnected Youth (addendum ___).

• Regional Advisory Group

(addendum ____).

COMMUNITY AWARENESS & REGIONAL COMMUNITY OF PRACTICE

OBJECTIVES INPUTS

• Quantify the extent of

early school truancy/chronic absenteeism in Genesee and Saginaw counties.

• Review absence,

suspension and expulsion policies and practices in all Genesee and Saginaw county school districts.

OUTPUTS ACTIVITIES

• Existing policies and

practices identified.

• Document five-year

history of early school truancy/chronic absenteeism.

• Collect district-by-district

Board of Education Code

• f Conduct handbooks

and other policy and practice documents.

• State of Michigan

Department of Education

• Genesee Intermediate

School District.

• Johnson Center at Grand

Valley State University Community Research Institute.

• University of Michigan-

Flint Research Department.

• Saginaw Valley State

University Research Department.

• Genesee County

Attendant Court.

• Genesee ISD Attendance

Task Force.

• Saginaw County

Disproportionate Minority youth Representation in the Juvenile Justice System.

QUANTIFY EXTENT OF REGIONAL TRUANCY/CHRONIC ABSENTEEISM & REVIEW SUSPENSION AND EXPULSION

OBJECTIVES INPUTS

• Development of a

standard school discipline policy for adoption by all regional Boards of Education.

OUTPUTS ACTIVITIES

• Reduction in student

suspensions, expulsions and arrests while maintaining safe learning environments for students.

• The role of school
• fficials in determining

when student infractions warrant an arrest versus school disciplinary measures is established.

• Alternatives to arrest for

misdemeanor infractions by students are institutionalized.

• Misbehaving students

given a second chance and spared the stigma that comes with a criminal record.

• Disruption of school-to-

prison pipeline.

• Form Discipline Policy

Workgroup.

• Review Broward County

and other school discipline policies.

• Prepare document for

adoption by all regional school districts.

• Present document to

district Superintendents and Boards of Education for adoption.

• School Board of Broward

County (Florida) Collaborative Agreement

• n School Discipline and
• ther research-driven

models.

STANDARD SCHOOL DISCIPLINE POLICY

OBJECTIVES INPUTS

• Provide early school

truant/chronically absent students and families a continuum of holistic supports, including academic, behavioral, health, transportation, and shelter components.

OUTPUTS ACTIVITIES

• At-risk youth and families

have a unified and supportive experience.

• At-risk youth and family

are meaningfully involved throughout process.

• Programming reflects

best practices in youth development.

• Increased local and

regional capacity to meet students’ and families’ needs.

• A responsive holistic

system of care developed in collaboration with youth and families.

• Form Holistic Support

Workgroup.

• Research local, state, and

national programs and models, including Community Schools to extract elements with local and regional application.

• Engage youth and

families in the planning stage.

• Identify challenges and

propose recommendations to Advisory Group.

• DHS Pathways to

Potential.

• Genesee County

Resource Center.

• Saginaw One-Stop

Center.

• Regional Juvenile Justice

systems.

• Community Partners.
• Saginaw Community

Mental Health System of Care.

• Community Schools.
• Michigan’s Children.

AT-RISK YOUTH AND FAMILY SUPPORT

OBJECTIVES INPUTS

• Build a common regional

data collection system and clearing house.

OUTPUTS ACTIVITIES

• Accessible regional cross-

system data.

• Local and regional

planning and evaluation tool.

• Policies on regional data

access and data security.

• Cooperative funding

strategies to support creation and dissemination of data sets, mechanisms for coordination and communication.

• Agreed-upon guidelines

and standards.

• Local data systems

leveraged.

• Form data Workgroup.
• Identify key

stakeholders, management roles and responsibilities, institutional capacity and resources.

• Formulate regional and

local management plans.

• Select indicators and

variables, specific data requirements and identify common data needs.

• Review existing data and

identify gaps.

• Agree on data collection

and sharing strategy.

• Identify data and

information sharing pathways and media.

• Design data recording

and management systems.

• Implement, evaluate and

refine system.

• Genesee ISD.
• Saginaw ISD.
• Existing systems.
• Various vendors.

REGIONAL DATA SYSTEM

OBJECTIVES INPUTS

• Produce regional

resource directories listing agencies and programs providing services to youth at-risk

• f exposure to School-to-

Prison Pipeline and/or truancy/chronic absenteeism and their families.

OUTPUTS ACTIVITIES

• At-risk youth and families

aware of existing resources and services and how to access them.

• Increase information

sharing and communication among partners.

• Better access and

servicing of at-risk youth and their families’ needs.

• Increased partner

awareness and utilization

• f each other’s programs

and services.

• Form Resources

Workgroup.

• Map local and regional

resources.

• Utilize ReMix website as

foundation for regional application.

• Determine management

and operational needs.

• Develop sustainable

budget.

• Resource Genesee.
• ReMix website.

REGIONAL RESOURCE DIRECTORY

OBJECTIVES INPUTS

• Provide early

intervention support to at-risk youth and their families.

OUTPUTS ACTIVITIES

• Improved understanding
• f connection between

education to quality of life and career goals.

• Participation by youth-at-

risk of truancy and chronic absenteeism and their families in engagement activities.

• Improvement in at-risk

youth school attendance.

• Form Intervention

Workgroup.

• Establish “early warning”

system.

• Develop quarterly Parent

Forums content and format.

• Recruit partner

participants.

• Develop awareness

campaign and materials.

• Identify budget needs

and resources.

• Michigan State Police.
• 10th and 7th Circuit Family

Courts.

• Local school districts.
• Saginaw YMCA.
• Local and regional youth

and family serving agencies.

• Parents of Hope

(Saginaw).

EARLY INTERVENTION

OBJECTIVES INPUTS

• Build a volunteer parent-

to-parent mentor corps to work with parents of truant and chronically absent youth.

• Institute a confidential

elementary school process to reduce elements leading to truancy and chronic absenteeism.

• Involve youth in planning

and decision making.

OUTPUTS ACTIVITIES

• Parent-to-parent

mentoring and support.

• Increase parental

knowledge of how to become involved in the education of their children.

• Parents become a

positive role model.

• Parents assist their youth

to reach his/her maximum potential.

• Students empowered to

create a safe and secure environment in and around their schools.

• Youth encouraged to

have a voice and be part

• f the solution.
• Young people taught the

importance of social responsibility.

• Students educated about

the importance of safety and security at school, while engaging them in activities that help create a culture of safety.

• Programming reflects

best practices and youth development.

• Recruit participants
• Deliver training.
• Develop and implement

an anonymous tip program for elementary schools.

• Outreach to at-risk

youth.

• Parents of Hope

(Saginaw)

• Crimestoppers of

Michigan (Project Safe Campus)

• Department of Human

Services (Saginaw and Genesee).

• Job corps.
• ReMix Genesee.

MENTOR CORPS, ANONYMOUS STUDENT TIP LINE & YOUTH INVOLVEMENT

1

Breaking the Cycle

A Regional Collaboration to Reduce Truancy and Chronic Absenteeism in Genesee and Saginaw Counties Executive Summary Community-based Coalitions1 in the contiguous counties of Genesee and Saginaw (MI) have joined forces to develop and launch a first-ever regional data-driven initiative – Breaking the Cycle- to measurably reduce truancy and chronic absenteeism in the region’s high-needs elementary schools. Chronic absenteeism refers to students missing an extended period of school (10% of the 180- day school year) when both excused and unexcused absences are taken into account. Truancy refers to unexcused absences and connotes inappropriate student behavior requiring a punitive response. Within each county, two high-needs elementary schools with the most severe attendance- related challenges2 will serve as prototypes with key findings and lessons learned disseminated for replication in elementary schools in both counties facing similar realities. Breaking the Cycle focuses on students in grades kindergarten through sixth and their parents based on research indicating prevention and interventions need to be implemented before a child becomes chronically and habitually truant3 Chronic absence in kindergarten is associated with lower academic performance in First Grade. For at-risk children, unable to make up for time on task, the poor performance extends through Fifth Grade. By Sixth Grade, chronic absenteeism is a clear predictor of drop-out.4 “While all children lose out when they are chronically absent, going to school regularly in the early years is especially critical for children living in poverty who are exposed to community and neighborhood violence, family dysfunction, and who are in protective care, including foster

1 Participants in the Genesee and Saginaw Coalition(s) for Disconnected Youth include legal systems/courts,

governmental agencies, educators, human services providers, academics, medical and behavioral health professionals, faith leaders, law enforcement officials, and youth development professionals. The partnership is tied to a process of relationship building – a community of practice – defined as a group of individuals with diverse backgrounds and perspectives who share a common concern, set of problems, or a passion for something they do. Together they learn to do it better as they interact on an ongoing basis.

2 Identified, in part, by analysis of truancy rates, mobility, percentage of free and reduced lunch, proficiency in

math and reading, and community socio-economic considerations.

3 Chang H.D., & Romero, M. 2008. Present, engaged, and accounted for: the critical importance of addressing

chronic absence in the early grades. National Center for Children in Poverty.

4 Attendance Works, 2011.

2

care,” according to the initiative’s co-chairpersons Judge Duncan Beagle, Seventh Circuit Family Division (Genesee) and Judge Faye Harrison, Tenth Circuit Family Division (Saginaw). Complicating the truancy and chronic absenteeism issue is variance in its district-by district definition and interpretation. Breaking the Cycle advocates for a region-wide uniform definition of truancy and chronic absenteeism. Research shows that overly harsh suspension and expulsion policies and practices, including “zero tolerance”, can exacerbate truancy and chronic absenteeism, student academic problems, amplify the achievement gap between low-income children and their higher-income peers, and contribute to student involvement in the juvenile justice system. Suspensions and expulsions disproportionately affect students of color, students with disabilities, and students in foster care.5 It has long been recognized that truancy in middle and high school are significant problems with highly visible consequences for vulnerable youth, and, ultimately for their quality of life and employability as adults. Little attention, however, is given to truancy and chronic absenteeism in elementary schools despite the fact that absenteeism in these grades is a precursor to academic failure, school dropout, disconnect from social supports, and involvement in the juvenile and adult justice system. Based on a 2008 study by the National Center for Children and Poverty, data from nine school districts across the nation demonstrated that over 11 percent of kindergartners were chronically absent. A five-year longitudinal study by NCCP found that nearly nine percent of first graders were chronically absent. In addition, about 25 percent of kindergarteners living below the federal poverty level were at-risk of chronic absenteeism. While students miss school for a variety of reasons, Balfanz and Byrne (2012) suggest that the reasons can be grouped into three categories. First, students miss school because they cannot attend school due to illness, family responsibilities, housing instability, or involvement with the juvenile justice system. Second, students are absent because they will not attend school to avoid bullying, unsafe conditions, harassment, or embarrassment. Finally, students are absent because they simply do not attend. These students choose not to attend school “because they,

• r their parents, do not see the value in being there, they have something else they would

rather do, or nothing stops them from skipping school.6

5 Losen, D. (2011) Discipline polices, successful schools, and racial justice. National Education Policy Center. 6 Balfanz, R., & Byrnes, V. (2012). The Importance of Being in School: A Report on Absenteeism in the Nation’s

Public Schools. Education Digest: Essential Reading Condensed for Quick Review.

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In addition to high rates of poverty, community violence, and homelessness, Genesee and Saginaw counties – home to over 616,700 individuals –share the common challenges of nutrition, educational neglect, homelessness, shrinking population, high unemployment, deterioration of the manufacturing industry, and increasing numbers of disconnected youth.7 In a March, 2012, public safety message, Governor Rick Snyder cited truancy as a factor contributing to the consistent ranking of the core cities of Flint and Saginaw as among the states most violent urban areas.8 In his 2014 State of the State address, Governor Snyder, referring to the need for a standard definition of truancy, cited “an audit of 22 West Michigan school districts. 21 undercounted truancy. That’s not right, and we should do something about it.”9 In both Genesee and Saginaw counties, the disparate and dispersed nature of services and programs available for truant and chronically absent youth and their families create significant

• bstacles for both those needing support and the providers attempting to help them. Providers
• ften do not know of each-others’ services, and the youth and their families are often left

unaware of the range and availability of services to meet their needs. Missed is the opportunity to reach more truant and chronically absent youth and achieve economies of scale through coordinated services. Outcomes of the Breaking the Cycle Research Team’s 10 on-going data gathering and analysis will include, (1) understanding absenteeism’s prevalence, (2) understanding the characteristics

• f chronically absent students, their families and neighborhoods,(3) identifying gaps in existing

services and resources provided by Coalition partners, (4) recommending interventions based

• n identified absenteeism patterns, and (4) tracking interventions to show whether or not the

targeted interventions have effected positive change. A pre- and post-Likert Scale survey of parents of students of truant and chronically absent students will evaluate if Breaking the Cycle programming has met it’s intended outcomes.

7 According to a formula published The Hidden Crisis: Improving the Life Chances of Genesee Counties’ Most

Vulnerable Children, (2011), Genesee Coalition for Disconnected Youth, there were a combined total of over 12,000 disconnected youth ages 16 to 24 without a high school degree, unemployed, and .lacking social supports in Genesee and Saginaw counties.

8 Governor Rick Snyder (2013).A Special Message to Michiganders and the Michigan Legislature, Lansing, MI. 9 Governor Rick Snyder (2014) Reinventing Michigan: Getting it Right: Getting it Done. Lansing, MI 10 University of Michigan – Flint; Saginaw Valley State University; Genesee Intermediate School District, and

Saginaw Intermediate School District.

4

Exposure to violence and criminal activity creates trauma related stress and anxiety among children in early elementary school, affecting their ability to concentrate and focus on learning.11 Real-time, data-driven research and analysis of these factors in targeted school neighborhoods provided by the City of Flint and City of Saginaw Police Departments will provide continual information on the level of criminal activity in target-school neighborhoods. Parents play a fundamental role in the education of their children regardless of the parents’ station in life, their income, or their educational background. Nobody else commands greater influence in getting a young person to go to school every day and recognizing how a good education can define his or her future. Breaking the Cycle will provide a cadre of volunteer mentors to provide one-on-one assistance to parents of students at risk of truancy and chronic

• absenteeism. The mentors, including formerly truant and chronically absent individuals, will be

drawn from the University of Michigan –Flint’s Office of Educational Opportunity Initiatives, One-Stop Center (Flint), and Parents with Passion (Saginaw). A core component of Breaking the Cycle’s prevention and intervention work are Work Groups comprised of individuals with expertise in their professional fields who are charged with developing a specific set of strategies to combat the truancy and chronic absenteeism problem. Partners from each county’s Disconnected Youth Coalition will join with their counterparts to:

• Identify existing and emerging needs and issues,
• Develop performance indicators,
• Determine goals and objectives
• Map coordination of activities
• Build relationships, share lessons learned, and provide each other feedback and

support.

• Develop actionable recommendations.

Work Groups are formed around Data Collection and Analysis, Expulsion and Suspension Policies and Practices, Public Awareness, Early Care and Development, Child Welfare, Youth Serving Organizations, Physical and Behavioral Health, Transportation, K-16 Education, Juvenile Justice, Law Enforcement, Community Resources, Faith-Based Community, Government, Advocacy, Foster Youth, and Homelessness. All Work Group participants from each Coalition will come together on a quarterly basis to discuss their progress, and, most important, learn from each other and align their efforts to support each other.

11 Schwartz, D., Proctor, L. (2000). Community Violence Exposure and Children’s Social Adjustment in the School

Peer Group. Journal of Consulting and Clinical Psychology.

5

Breaking the Cycle avoids duplication of existing resources and services and broadens its knowledge base by collaborating in the formative and implementation stages with over 30 existing results-driven, evidence-based youth-serving agencies, programs, and services within Genesee and Saginaw counties. A primary example is Pathways to Potential that places Department of Human Services case workers and “success coaches” in high-needs schools to facilitate access to holistic community resources and remove barriers to school attendance. Setting Breaking the Cycle’s strategy apart from other initiatives is its partners’ commitment to the practice of collective impact: the commitment of a group of participants from different sectors to a common agenda for solving a complex social problem, a common agenda, shared measurement, continuous communication, and mutually reinforcing activities among all

• partners. Partners abandon individual agendas in favor of a collective approach to solving the

specific problem of truancy and chronic absenteeism. Hypotheses to be tested by Breaking the Cycle include:

• 1. The number of truant and chronically absent youth in targeted schools will decrease by

15 percent over a projected five year period.

• 2. Reducing truancy and chronic absenteeism in the early grades will significantly reduce

the number of eventual school drop outs and entrants into the criminal justice system. Unmeasurable achievements – gains made by individual students and families – include:

• enhanced awareness of the importance of education
• increased awareness of the issues surrounding truancy and chronic absenteeism
• greater support for students and families
• increased attendance for individual students
• the return of students to school after prolonged absences
• improved student performance and success

Theory of Change To achieve the large-scale, long-term change needed, Breaking the Cycle employs a research- based strategy which includes:( 1) building a network with a common agenda shared across diverse partners; (2) shared measurement of results at a system level with shared accountability for results;( 3) mutually reinforcing activities that align the diverse capacities of network members; (4) continuous communication that connects network partners, and ( 5) backbone support by trusted organizations. The strategy is based on key assumptions, including:

6

No individual agency or program will be sufficient to address the depth and breadth of truancy and chronic absenteeism in Genesee and Saginaw counties. Multiple existing efforts and resources will be integrated and aligned in order to cohesively reach more youth and their

• families. A collective impact strategy, undertaken in concert across providers, will result in

more effective collaboration, more leveraged resources, and improved service efficiency among network partners. Substantial economies of scale can be achieved by integrating the currently disconnected efforts at reducing truancy and absenteeism in Genesee and Saginaw counties at the local and regional levels. It is critical to build a seamless system of support across agencies. Such an integrated network will leverage resources and result in more truant and chronically absent youth and their families successfully being served. A multi-faceted public awareness campaign will help truant youth and their parents connect with providers and access needed information and services: Utilization of traditional media and available technology and social media will promote the awareness and utilization of available resources to improve outcomes for truant youths and their families. Conclusion

Truancy and chronic absenteeism costs the regions’ school districts hundreds of thousands of dollars each year in lost Federal and State funds that are based on average daily attendance figures. All taxpayers pay when young people do not graduate from school. There are high law enforcement and welfare costs related to dropouts who follow a life of crime or enter welfare rolls. Businesses bear additional costs to train uneducated workers who need remedial instructions before training can begin

• n basic job skills.

Most importantly, truancy and chronic absenteeism diminishes the quality of life of the regions’ most vulnerable youth. For Additional Information contact: Mike Kiefer mikekiefer12@gmail.com

7

Notes

Breaking the Cycle Planning Guide

Problem Description

• What is the problem/need we’re trying to address?
• Why is it important to Saginaw and Genesee counties and the region?
• What data and information can we provide about the extent of the problem?
• How can we better align resources to allow for more effective use of existing resources

serving opportunity youth and stronger partnerships across levels of government and the private and non-profit sectors? Defining Our Strategy What are our key assumptions?

• What assets do we bring to this endeavor?
• What do we want to improve from the current state of play?
• What would be the value of aligning our work as a regional network?
• Who should be part of the network?

Framing Our Strategy

• What outcomes do we want to achieve?
• What are the essential elements of our strategy?
• How will our strategy result in achieving the outcomes we seek?
• What evidence shows similar strategies have been effective?
• What major challenges do we face? How can we overcome them?

Creating Detailed Design

• Key elements of the model
• Aligning services across education, social services, life supports.
• Network design – roles, commitments, protocols.

Work Plan & Project Management

• What is the work plan for the grant period?
• What staffing for the project is needed?
• How will we manage the project?

Strategic Leadership

• What regional and community leadership engagement is needed? How do we
• btain/sustain it?
• What organizations are necessary to be part of the network and achieve outcomes?
• How will we engage them?
• What are the best ways to involve chronically absent youth in planning and

implementation in order to ensure the initiative will be effective in meeting their needs?

• How will we coordinate the partnership?
• What is our communications/community engagement strategy?
• What is the plan for sustainability after the three-year period?

Metrics

• What is important to measure about this initiative?
• What are key data elements to collect? How can we accomplish that between existing

data systems and additions required?

• How will data be used to:

 Show success at regular milestones (e.g. quarterly)?  Measure achievement of planned outcomes? Support evaluation?

Budget

• What is the budget for the initiative?
• What leveraged (in-kind) funds can we count in support of our strategy?

Evaluation

• What is the evaluation plan?
• What knowledge will be produced by the evaluation?
• Do we need to procure an evaluator?
• What is the evaluation budget?

General

• What barriers exist to implementation of the initiative?
• How are communities currently preventing and reducing chronic absenteeism?
• What is happening currently around interagency and regional collaboration in this

area?

• How can regional collaboration between agencies limit or remove barriers to

attendance?

• How do all aspects of the initiative form a coherent strategy?
• How does the initiative relate to each partners’ larger goals and visions?
• How do chronically absent youth and their parents/guardians have opportunities to

make suggestions to improve or modify program activities.

• How are chronically absent youth provided with information and access to additional

services and supports such as mental, physical, recreational, and cultural services?

• How does the initiative involve families of chronically absent youth?
• How is the initiative sensitive to the cultural diversity of chronically absent youth and

their families/guardians?

• What factors influence effective implementation of a chronic absenteeism reduction

program? Special attention should be paid to the problems encountered in implementing a chronic absenteeism reduction project in collaboration with other programs already under way within the communities?

• What factors contribute to the institutionalization of a collaborative chronic

absenteeism reduction program within the region?

Breaking the Cycle Regional Advisory Group

Judge Duncan Beagle 7th Circuit Court Family Division Genesee County Judge Faye Harrison 10th Circuit Court Family Division Saginaw County Lisa Hagel Superintendent, Genesee Intermediate School District Keely Mounger Deputy Superintendent Genesee Intermediate School District Richard Syrek Superintendent Saginaw Intermediate School District Rebecca Pettengill Director Corporate and Foundation Relations University of Michigan – Flint Janet Rentsch Director, Sponsored Programs and IRB Compliance Saginaw Valley State University David Callejo Perez Endowed Chair in Education Saginaw Valley State University Lindsey Younger President & CEO Resource Genesee Lisa Coleman Manager of Substance Abuse Prevention Genesee County Community Mental Health Kenda Watson Juvenile Probation Supervisor 7th Judicial Circuit Court

Michael J. Hanley Chairman Saginaw County Board of Commissioners Randy Rauch County Welfare Director Genesee County Department of Human Services Sandi Mose Director Genesee County Department of Human Services Rita Truss Director Saginaw County Department of Human Services Keiona Murphy Pupil Personnel Services Flint Community Schools Tendaji Ganges Assistant to the Chancellor, Executive Director Educational Opportunity Initiatives University of Michigan – Flint David Treder Research Coordinator Genesee Intermediate School District Jennifer Dillard Foster Care Section Manager Saginaw Department of Human Services Art Oneal Director of Safety Saginaw Public Schools Rich Van Tol Director Health, Safety, and Nutrition Services Genesee Intermediate School District Renee Johnston President & CEO Saginaw Community Foundation

Mary Lorah Hammond Grants Administrator Genesee County Michigan Works Kasie White Director Genesee County One-Stop Center Annette O’Malley Retired Administrator Beecher Community Schools Anita Moliterno Regional Marketing Director Health Alliance Plan (HAP) Donald Purcell Saginaw Township Chief of Police, President Michigan Association of Chiefs of Police Debra Hartman Business Services Administrator Genesee Intermediate School District Michelle Horn Administrator 10th District Family Court Chief James Tolbert Flint Police Department

• Lt. Dave Kendziorski

Saginaw Police Department Pastor Rufus Bradley New Life Ministries (Saginaw)