A friend of mine who is a federal judge in the county told me once that his biggest lament in this job is the fact that about 60% of the people he convicts to the criminal justice system suffer from some degree of mental illness which is often undiagnosed.
This week the Cleveland Plain Dealer ran a sobering article in the Sunday Focus Section describing the fate of the nearly 300 mentally defendants who file into Cuyahoga County jail each day.The article explains that there are Mental Health services sections in the jail and even mental health courts.The challenges lie in the area of providing the psychiatric support and most importantly, the medications needed to stabilize patients.
The Nord Family Foundation has a legacy of providing support to the mentally and emotionally ill members of the community.Founder Walter Nord served on the Lorain County Mental Health board in the 1940’s and with personal investment leveraged with funding from the State Mental Health board established what is now The Nord Center.
“Nearly 1 million people a year suffer a heart attack – making teaching CPR an important element in public health education. But while 1 million is a big number, it represents less than 1 percent of the population.
Meanwhile, about one in four Americans experience depression, anxiety or other mental illness. That means you’re much more likely to encounter someone having a mental health crisis than someone having a heart attack.”
The MHFA program is offered in the form of a 12-hour course that presents an overview of mental illness and substance use disorders in the U.S. and introduces participants to risk factors and warning signs of mental health problems, builds understanding of their impact, and overviews common treatments. Those who complete the 12-hour course are then certified as Mental Health First Aiders and learn a 5-step action plan encompassing the skills, resources and knowledge to help an individual in crisis connect with appropriate professional, peer, social, and self-help care. The program is suitable for a variety of audiences including primary care professionals, employers and business leaders, faith communities, school personnel and educators, state police and corrections officers, nursing home staff, mental health authorities, state policymakers, and the general public.
Suggested by Trustee who had heard about the MHFA our staff has been laying the groundwork for a foundation initiative to bring MHFA to Lorain County. To institutionalize MHFA in Lorain County, we are initiating a Train-the-Trainer option. One local individual has completed national instructor training through Mental Health First Aid USA.This is a five-day training program that results in a three-year certification as a MHFA Instructor, qualified to offer the 12-hour community education course and certify Mental Health First Aiders.Instructors must commit to provide MHFA training at least three times annually in their community.
The Lorain County Board of Mental Health has committed financial and in-kind resources to assist with the launch of this effort.
Starting this summer, MHFA courses will be offered in Lorain County, at no cost to Lorain County residents.The 12-hour course is ideally offered over two consecutive days for a maximum of 25 people at a time.Each participant is provided with a workbook and a variety of handouts..
A number of suitable training facilities are available in Lorain County. The Lorain County Chapter of the American Red Cross has offered their facility as a community training location, underscoring the intent of MHFA to become as common as the Red Cross’ First Aid training program.
Foundation investment in the pilot is $20,000.This amount will cover the costs associated with training a local Instructor, then to subsequently offer a total of up to six community trainings over a two-year period for a total of 300 people.We see this as an important contribution to educating the public on the need to understand mental illness in our communities and respond appropriately.
Many thanks to Senior Program Officer Karen Cook who did most of the research behind this post.
In October 2011, I attended a session at the Annual Meeting of Philanthropy Roundtable with the title: Four Models for Addressing Chronic Unemployment and Homelessness. Four Models for Addressing Chronic Unemployment and Homelessness
Homelessness, hunger, and unemployment cry out for solutions. The most sustainable solutions, however, often depend on the homeless, hungry, and unemployed building self-reliance and in turn reclaiming their lives and restoring their positions in their families and their communities. Training programs can help people to accomplish this for themselves in a variety of ways. On this panel, representatives of four exemplary social service organizations will outline the best ways for private charity to help people to help themselves—from faith-based approaches and getting people off the streets to providing permanent housing and re-purposing unused food for job training.
Barbara Elliott, president and founder, Center for Renewal and board member, Work Faith Connection
Sister Mary Scullion, executive director and president, Project Home
Jennifer Vigran, chief executive officer, Second Helpings
Matt Minkevitch, executive director, The Road Home
Betsy Bikoff, vice president and chief grant making officer,Richard M. Fairbanks Foundation (Moderator)
Each of the panelists described programs they developed to assist the homeless as they identify a path to self-sufficiency. It was evident that the number of homeless people is increasing in each of the geographic areas represented by the panel. “Overwhelming” was a word used to describe the pressures the increased numbers place on their organizations. Every one of these programs is able to describe success for a large number of the clients they served; but at the same time, they admitted to seeing an increasing number of people for whom the simplest steps to recovery and “self-help” remains a challenge.
Those studying the homeless populations now make distinctions among the people they serve: (1) those who are homeless due to sudden changes in economic situation or temporary set-back and (2) the “chronically homeless” who appear to be mentally and/or emotionally ill and/or with substance dependency. Typically this group faces a longer time horizon to stabilization and the rates of recidivism are very high. Some never reach stabilization. During the question and answer period, I referenced an article from the December 24, 2010 New York Times called, “The Street Level Solution.” The article cites studies that find a significant number of chronically homelessness people having a history of Traumatic Brain Injury (TMI). The author David Bornstein writes that it is important for providers to distinguish the chronically homeless in order to better understand the true problem. His research brought him to Dr. James O’Connell,“…a doctor who has been treating the most vulnerable homeless people on the streets of Boston for 25 years, (he) estimates that 40 percent of the long-term homeless people he’s met had such a brain injury. ‘For many it was a head injury prior to the time they became homeless,’ he said. ‘They became erratic. They’d have mood swings, bouts of explosive behavior. They couldn’t hold onto their jobs. Drinking made them feel better. They’d end up on the streets.’ ” I asked the panelists if they were aware of this and related research and; if so, were they seeing it? Every one of the panelists shook their heads in agreement and suggested that there was little understanding among those in the public sector about the gravity of this problem. Matt Minkevitch said he is certain that many clients at The Road Home have had a history of past brain injury.
In his opinion, the crisis is rooted in the fact that clients often present symptoms that look more like those that need to treated by an assortment prescribed psychotropic drugs usually through mental health departments. He described one client in particular who had been in and out of the mental health system treated as a schizophrenic and sedated. He never responded to the pharmacopeia of psychotropic medications which puzzled the many physicians and mental health providers. The client who was well-known to all at the Road Home discussed his suffering on many occasions. He killed himself after a particularly violent episode. His case was of enough interest that an autopsy was performed. The autopsy report showed that the man was not schizophrenic at all, but had been experiencing brain seizures related directly to a traumatic brain injury.
Clearly the chronically homeless will remain a challenge for many in the years to come. Most disturbing to us and the providers is the increasing number of veterans who are appearing at homeless shelters across the country. This phenomenon parallels the stories of men and women returning from Iraq and Afghanistan suffering from Post Traumatic Stress Disorder – a subset of whom have experienced brain trauma.
As a foundation that hopes to address the root causes of poverty, I think this apparent link between homelessness and TBI is worth exploring. I would suggest that other foundations that support programs dealing with homeless populations do the same. Since January 1, 2002, The Nord Family Foundation trustees approved 70 grants totaling $1,460,300 that provided support in some form or another to homeless populations. This number includes grants across both the Health and Human Services &Civic Affairs program areas, and includes supportive programs such as Children’s Garden that provides child care for homeless families and the Lorain County Furniture Bank that provided furniture to families transitioning out of homelessness. Other foundation grants by geographic areas (excluding matching grants) include:
Damen Project
The Delores Project The Gathering Place
St. Francis Center
Urban Peak
Warren Village Step 13
Columbia:
Family Shelter
Salvation Army Midlands
Women’s Shelter
The Nord Family Foundation’s concern for the homeless can be traced to the early 1940’s when Walter Nord became invested in creating the Nord Center due to the large number of returning war veterans who suffered from “shell shock” and who had little support. How many of those men had experienced some form of TBI in their service? Then, as now, the more severe manifestations of TBI were referred to the mental health system. Advances in biotechnology have improved the understanding of the brain and its functions. Doctors are now discovering what many front-line providers have sensed for a long time; that is. the cognitive and physical manifestations in the homeless that people attribute to mental illness, mental retardation and or drug use have deeper idiopathic explanations. Consequently the way to really help these people is advocating for expanded primary health care access to those suffering from homelessness. Forging partnerships between mental health providers and primary health care workers who can better diagnose TBI will help to relieve the crush on the overtaxed mental health systems and at the same time better address the root causes of homelessness.
In September 2011, I was introduced to the Craig Hospital in Denver Colorado. Craig is dedicated exclusively to Spinal Cord Injury (SCI) and Traumatic Brain Injury (TBI). In follow-up to my visit, I asked several staff members if they too were looking at this topic. I made connection with Kristi Staniszewski, RPT Clinical Specialist from the Research Department. Kristi let me know the link between TBI and homeless populations is recognized as underreported and an important policy item for the Brain Injury Alliance of Colorado. Kristi asked she thought there might be value in the Nord Family Foundation helping the alliance convene a meeting of clinicians, and providers who are seeking support to advance the recommendations of the Executive Order on Traumatic Brain Injury – Final Report which was presented to Governor Bill Ritter, Jr. in December 2009. With minimal investment of funding, the foundation is in a position to convene a discussion on the subject to include providers and appropriate medical practitioners to gather more information on TBI and its impact on the social service sector. My research revealed that in one conference on the topic took place in 2010 in Maine. I included an opening talk by one of the presenters. Please notice that she starts her talk saying that few conference on the topic of homlessness every address the link with TBI. We can serve as a catalyst and hopefully bring this topic to NE Ohio, Columbia, SC; and perhaps Boston.
I welcome any comments from foundation representatives or service providers.
Consider this entry yet another story from the field. Over the past several months, I have had the honor to work with staff at the Boys and Girls Clubs of Lorain County. The director and his staff are examples of everyday heroes that work in the horribly mis-named “nonprofit” sector in our communities. These folks demonstrate unwavering dedication to young people, and their passion to get things done, and their actions make them the real social innovators in our country. Unfortunately, because they work in this so-called nonprofit sector, our society sees them as second-class citizens and treated as “do-gooders” and not respected for the professionals they are.
Dan Palotta’s recently published book Uncharitable provides our society with one of the most compelling arguments for us to reconsider this entire “nonprofit” sector.
Mr. Palotta’s argument is important as one contemplates creating innovation districts for teaching and learning environments. The Ohio education bureaucracy by its nature, isolates itself from the nonprofit organizations, most of which do a superb job at providing quality child-care, quality after-school programming, quality mentoring programs and quality college counseling and psychological supports. Over and over again I hear how public school principals make it extremely difficult to link with these organizations offering services to the schools. Union rules and regulations are such that these nonprofits cannot serve unless the schools have mentors who, must be paid. In difficult economic times the nonprofits find it harder and harder to find the private dollars necessary to pay for these added budget items. The schools do nothing to help. In fairness, many of them cannot because they too are cash strapped. Meanwhile, the nonprofit workers at the schools earn a fraction of what teachers earn and oftentimes have no health insurance or retirement benefits. The whole system lacks any rationality. It is done because that’s the way it worked forty and fifty years ago. So the question to consider, ” is there not a way to reallocate the huge sums of state and federal monies that currently go to bloated administrative educational bureaucracies as outlined in the Brookings report I reference in a previous post?”
As a first step, Ohio must shift more K-12 dollars to classrooms. Ohio ranks 47th in the nation in the share of elementary and secondary education spending that goes to instruction and ninth in the share that goes to administration. More pointedly, Ohio’s share of spending on school district administration (rather than school administration such as principals) is 49 percent higher than the national average. It appears from projections in other states and from actual experience in Ohio that school district consolidation, or at the very least more aggressive shared services agreements between existing districts, could free up money for classrooms.
I think there is and here is where I find inspiration. The Boys and Girls Clubs of Lorain County opened in city of Oberlin in March of 1999. The Club has provided programming in neighboring Elyria since 2004 beginning at Eastgate Elementary School and later expanded its programming to Wilkes Villa a crime ridden public housing project in Elyria, the Prospect School, and the East Recreation Center. Elyria is a city that typifies the economic depression in the “rust belt.” The crime statistics and more importantly the social and economic strife make this one burgeoning mid-west town a case study of how we need to change the way we have always done things! This area of Elyria has an unusually high number of children in single-family homes, large number of children with one or both parents incarcerated, one of the highest rates of households where grandparents are taking care of the children. A study conducted by Dr. Mark Singer at the Mandel School for Applied Social Sciences at Case Western Reserve University for the Nord Family Foundation in 2000 found that, Elyria is one of three blighted urban cities in NE Ohio that has one of the highest rates of child-on-child (and mainly sibling violence) in NE Ohio due primarily to children in homes where parents are not at home because of work or other issues.
In 2005, the Nordson Corporation donated an old and unused assembly and distribution plant on the south side of town to the Boys and Girls clubs. The Nordson Community Center evolved with financial contributions from local foundations, including the Cleveland Cavaliers Foundation, the Community Foundation of Lorain County, the Stocker Foundation and the Nord Family Foundation. An unused factory has become a thriving center for young people and their families. The Clubs have a simple goal which is to assist youth members in developing skills and qualities to become responsible citizens and leaders. The primary programming focus addresses five (5) core program areas including character and leadership development, education and career development, health and life skills, the arts, and social recreation. A membership fee of just $5 per year allows youth to engage in hundreds of hours of safe, after-school activities. This is part of what schools used to offer before the madness of testing morphed into the punitive system of assessment it now is.
The Nordson Community Center is half complete and now offers a venue for classes, dramatic performances, celebrations, community meetings, health fairs, and much more. The Nordson Center which used to be a dirty and decaying monument to the flight of manufacturing, now looks like this.
Energized from our community conversations about the medically uninsured (Blog post and the need to create medical homes), I introduced the B&G staff, as well as directors from the Lorain County Urban League to the Harlem Children s Zone model. This innovative model, introduced by Geoffrey Canada, embraces the work of nonprofit and other social service organizations and incorporates them into the entire education of the child. Drawing from this idea, our idea was to fill the extra space at the Nordson Community Center with medical check-up rooms. Staffed with volunteers from the medical professions at the local hospitals rooms at the club could be used to address the physical and mental health issues faced by the youngsters and eventually their families.
The Boys and Girls Clubs staff met with the director and physicians at the nearby Elyria Metropolitan Hosptial (a charity hospital that looses about $8 million a year in uncompensated care because the poor use their emergency room as a portal to the health care system). They have picked up the idea and already have a number of health care professionals ready to serve in the center. At this writing the assistant superintendent of the Elyria Schools is endorsing the concept of expanding for-credit educational options to young people who attend the Clubs. This could include online academic credit. Additionally, the Lorain City Schools is also exploring the idea of linking physical and mental health programming in its schools as they plan for the construction of a new campus.
As the philanthropic community engages in serious discussion about integrating technology to the educational sector, it must give equal consideration to how the school systems can better integrate the hand-on and interpersonal work of the social and medical sector which are critically important to supporting families in severe economic crisis. That is a very exciting charge for philanthropy.
The challenge for the educational sector will be how to make more effective use of the “nonprofit” sector which serves to enhance not compete with public education. I discussed this in a post I wrote in 2008, To do so, this sector will have to re-think its perception of the “nonprofit” sector as a group of “do-gooders” and more as business partners. That too is an exciting challenge.
Realizing this dream however will require concerted effort on the State’s legislatures to reconsider they way they allocate federal funds through agencies such as mental health, drug and alcohol, juvenile justice and the like. This is a major challenge for the State and Federal legislators to consider as philanthropy and nonprofits figure out ways to deliver services more efficiently and at lower cost. Check out the attached video and listen carefully to Vivek Kundra.
“One of the biggest problems in the federal government is that process has trumped outcome. … the biggest reason is that everyone is focused on compliance and no one is thinking about innovation…”
The goals expressed in this video are already emerging with tremendous impact for nonprofit organizations. Check out ReadWriteWeb and see what the public sector can do with this tool!!
The economic depression continues to decimate families in communities throughout the area served by The Nord Family Foundation. The President was in town last week and spoke about jobs. The legislative quagmire over addressing health-care has thwarted meaningful conversation about this important topic. Hope for a resolution to the challenge of the rapidly growing number of medically uninsured people is dissipated. As politicians focus more on gaining political points for partisan camps, community members of this part of the rust belt still try to find solutions to this massive problem.
The Context – According to results from the 2008 Ohio Family Health Survey, there are an estimated 29,326 uninsured adults, age 18 to 64, in Lorain County. This number represents 15.9% of adults in Lorain County, a statistically significant increase of 4.9% (9,160 persons) over 2004 figures. Further, there are 2,723 uninsured children, under the age of 18. This, however, represents 1% fewer uninsured children over 2004 figures.
The improvement in the rate among children is attributable in large part to the State Children’s Health Insurance Program (SCHIP) which provided insurance for children in families with incomes up to 250% of the federal poverty level. In 2008, eligibility was increased from 200% of the federal poverty level.
Some of the characteristics of the adult uninsured population are as follows:
Males were more likely to be uninsured than females.
Younger adults have higher estimated uninsured rates than older adults. In Lorain County, 34.1% of adults ages 18 to 24 were uninsured versus 8.4% of adults ages 45 to 64.
Married couples have much higher health insurance rates than others. In Lorain County, 32.4% of unmarried adults ages 18 to 64 were uninsured versus 4.8% of married adults.
Adults ages 18 to 64 who are less educated are also less likely to have health insurance. In Lorain County, those with a four-year college degree had an uninsured rate of 8.1% versus 47.6% for those with less than a high school diploma or equivalent.
Differences in employment status are also related to insurance status. In Lorain County, 7.8% of full-time workers were uninsured, compared to 19.9% of part-time workers and 29.4% of unemployed adults.
In Lorain County, adults in households with income of at least twice the federal poverty level (FPL) had an uninsured rate of 8.5%. Those below poverty (less than 100% FPL) had an uninsured rate of 34.6%, and almost half (48.6%) of those with incomes between 101% and 150% FPL were uninsured.
The two primary hospital systems located in Lorain County are Community Health Partners Regional Medical Center and EMH Regional Healthcare System. Both systems do their share to provide care to those without coverage and/or the ability to pay. In 2007, EMH provided approximately $17 million in charity care. This was an increase of 15% over 2006, a 54% increase since 2004, and more than double 2001. The same year, CHP provided $4.8 million in traditional charity care, and an additional $11.7 million in unpaid costs for Medicaid.
The Response – In 2008, The Nord Family Foundation contributed $129,000 to the Community Foundation of Greater Lorain County, to initiate HealthCare Lorain County. These funds leveraged local grants allowing the group to contract with the Altarum Institute and the Public Services Institute of Lorain County Community College to facilitate a year-long community engagement and planning process aimed at improving access to health care for the uninsured in Lorain County. The two contractors, guided by Robert Woods Johnson’s Communities in Charge, initiative diagrammed stakeholders’ perspectives of the current and desired Lorain County health system, completed a local environmental scan, outlined key problems, and mapped provider resources.
Participants – Approximately forty (40) community leaders, referred to as the Working Group, participated on this initiative at some level and are committed to addressing/improving the health care situation in Lorain County. This Working Group was comprised of individuals from all aspects of the health care field (hospitals, health departments, mental health board, medical society, etc.), as well as state and local government, law enforcement, social services, local funders, faith-based organizations, and business representatives. A Steering Committee of ten (10) members acted as a sort of Executive Committee and met when the Working Group did not – vetting data and information and taking suggestions back to the larger Working Group. Between August 2007 and December 2009, the Working Group and the Steering Committee each met five times, under the guidance/facilitation of the consultants.
Goal – HealthCare Lorain County focused its efforts around providing access to Medical Homes for the uninsured. In a medical home model, primary care clinicians and allied professionals provide conventional diagnostic and therapeutic services, as well as coordination of care for patients that require services not available in primary care settings. The goal is to provide a patient with a broad spectrum of care, both preventive and curative, over a period of time and to coordinate all of the care the patient receives. This “Medical Home” decision was reached by the Steering Committee in June 2008 and presented to the Working Group in late July 2008 after much data analysis regarding the statistics of the uninsured in Lorain County, and the current rates/usage stats of the two main hospital systems. Over the next several months the group reviewed examples of other communities’ successful solutions to the same problem Lorain County is facing and ways in which those communities adopted medical home models or something similar. December 2009, the Committee recommitted to the long-term goal.
Status –
Charity Hospitals
Currently, Community Health Partners has started a very small Medical Home pilot program with the assistance of the Lorain County Free Clinic – both of whom served on the Steering Committee. The two main hospitals, CHP and EMH, along with the Steering Committee Chair and two of the larger foundations funders, met in November 2009 to discuss how the two hospitals are prepared to commit to/expand on a full Medical Home program for the Lorain County community. The most viable option for the two appeared to be the Toledo CareNet model which serves a triaging center to make sure the medically uninsured and under-insured have a human being ushering them to an appropriate care. CareNet’s strength is in providing a continuum of care for the medically indigent requiring chronic care. At this writing, the hospitals are reluctant to make a financial commitment to what could amount to a $300,000 operating budget for CareNet to function in Lorain County. The foundations are continuing to meet with the hospital directors to determine why this is the case.
Public Health Departments –
In 2008, The Public Services Institute (PSI) of Lorain County Community College was contracted by the Lorain City public health department to initiate a strategic plan. The plan was published in July 2008 with little discussion from the Health Care Lorain County group. The plan calls for a need for the three entities to “collaborate,” but fails address Health Care Lorain County’s call to explore consolidation of the three separate health districts into one. PSI had engaged in low-level negotiations with the health departments to push the idea of merger forward in 2009. In January 2010, Nord Family Foundation inquired about the PSI’s efforts and received the following response from the Elyria Public Health Director,
We have been unable for many reasons to meet with Lorain City. We have of course had financial reductions in grants and have laid two positions and eliminated the well child program. We just received an 100,000 cut in the general fund from Elyria — and so are anticipating other major changes within this year — because so much of our budget depends on grants and those grants are on a fed fiscal year, we have until June to complete whatever we decided to do about consolidation of some of our remaining programs, etc. This has been — due to our early and constant involvement withH!N! — a very difficult and challenging year. The Board has worked and supported us — but we all know we need to come up with a new business plan that will fit our budget. Unfortunately at a time when our services are really needed on a lot of fronts, we are at risk! But the Board is still interested in some kind of collaboration with Lorain city. There has been no enthusiasm or cordiality on their part re. to invitations — but they are also under stress.
PSI’s message to Nord Family Foundation is,
You will notice the strategic priority regarding collaboration. Honestly, unless someone funds a neutral convener and facilitator to take these two entities to the next level, I doubt much will happen until either Kathy (Elyria director) and/or Terry (Lorain director) retire. Both individuals have to be close to this point so the time is now.
As these conversations continue, the Nord Family Foundation awarded $297,000 in grants to unrelated health-delivery organization in Lorain County between 2008-2009. The recipient organizations are: Community Health Partners Regional Foundation; Family Planning Services of Lorain County; The Lorain County Free Clinic; The Lorain County General Health District and the Lorain County Health and Dentistry.
Progress is being made in that the foundations continue to engage in conversations with the hospitals, the federally qualified health centers and the free clinic. An ad hoc committee on the medically uninsured continues to meet regularly with focus on sustaining the Lorain County drug repository. The Nord Family Foundation hosts those monthly meetings.
After more than a year of meetings, the following challenges remain:
There is a need to continue exploring this very complex issue of providing quality health-care to medically uninsured and underinsured people in the county.
There must be a new technology infrastructure put in place to facilitate data sharing.
There is a desire to provide every citizen a sense of a medical home. People desire a relationship with a personal health care provider rather than an impersonal institution.
The community needs to explore open-source charts so every patient can have an online chart that will follow him or her to their port to the health care system. The Cleveland Clinic’s remarkable on-line health record called My Chartis a great example of what an electronic health portfolio for medically underinsured and uninsured could look like.
There is a need to examine how health dollars currently flow into the county. There are tremendous inefficiencies and possible duplication of effort among three distinct health departments (Elyria, Lorain City and Lorain County Health) which draw most of their funding from federal and state programs. These departments which were established initially to address infectious disease in the earlier decades of the 20th Century, are not equipped to handle comprehensive chronic care that the majority of the population needs. Competition from for-profit clinics such as Walgreens Take Care Clinic raises questions about the place of these health departments in a 21st century health care model.
The economic pressure necessitates collaboration between the two charitable hospitals and the Cleveland Clinic.
All eyes are on the negotiations with the impending federal health care legislation in Congress.
Lessons Learned –
The challenge for the Nord Family Foundation (or any foundation) deciding to take on a convening effort of this magnitude trustees must determine
How visible a role you want the foundation to take
have flexibility built into the expectations you have for the outcome
know the level of risk you will tolerate (the outcome could result in stakeholders walking away from the table)
determine how much staff time and money you are willing to put into the effort
look for innovation from players outside the local cohort
be willing to stick with it – conversations of this magnitude can take years but n the long run, the Medical Home is likely to result in savings to patients, employers, and health plans. Increasing the emphasis on primary care could produce large dividends throughout our health care system
Last week, I met with my colleagues from the Ohio Grantmakers Forum (OGF) Education Task Force. The purpose of the meeting was to get an update on how the report recommendation Beyond Tinkering influenced Governor Strickland education budget. The publication purports to help guide policy to “Create Real Opportunities for Today’s Learners and for Generations of Ohioans to Come.” The budget in its current form does little to meet that reality.
The Governor ignored the number one recommendation placed forward by the philanthropic sector which is to create several education “Innovation Zones” throughout the State. He also ignored another compelling recommendation which was to establish a Statewide P-16 Education Technology Plan. Instead his staff appropriated $200,000 in the budget to establish a Creativity and Innovation Center within the Ohio Department of Education (ODE). I suggested the Governor would do well to reallocate that line item to another area because such a center ultimately serves as another top-down management tool for a system that needs another organizational system.
The education reform – dictated by budge constraints promises to be an expensive Tinkering Project informed by political agendas. It is discouraging as a funder to see incredibly innovative approaches to teaching and learning at places like Case and Oberlin College ignored by the pubic school sector. It is energizing to meet the vast number of teachers and people across the country who are pushing innovation in schools in informal networks. It is most disheartening to see how little foundation people, business leaders and school bureaucrats understand the potential technology has to support innovative approaches to learning and understanding. Foundations in particular seem to be risk averse when it comes to seeking out true innovation. Too many of us resist appealing to the god of “Evidence-based practices” which seem only to gain credibilty if funded through expensive consultants from graduate schools of education. To me, that term is becoming argot or those who fear real change to public schools as we know them.
As I watch this budget develop, I find it tragic that those who advise the governor seem to lack any understanding of the power and impact that new learning technologies can have not only in schools but in the market as well. The new technologies and approaches come with massive disruptive change in school management and teaching. Perhaps a concept far too big for policy makers to embrace.
One of the most formidable challenges for this Governor is changing i educational management in communities where the economic downturn continues to erode civic virtue. The following article appeared in the Elyria Chronicle, the newspaper for a mid-west city where the loss of manufacturing jobs has resulted in decreased population and concentration of poverty in the city core. Elyria was once a center of commerce in this part of NE Ohio. Fifty years ago, a working-class family could afford a nice home, have a yard, worship at the church or temple of their choice, join clubs and graduate from schools. The good life attracted families in the post-war boom years. The school district has struggled with low-performing outcomes on State Standardized tests coupled with increases in social ills associated with poverty. On the same day, the paper reported incidents about a shooting of a teen in one neighborhood, the resignation of the county law director who was jailed for drunk driving, a severe beating of one school wrestler with another at a garage party where beer and marijuana was present and a story about the former director of the Community Development Corporation (South Elyria CDC) who is a fugitive from the law – accused of stealing more than $50,000 from the agency.
Many in the next generation of those baby boom families have left the region resulting in population decrease and with that diminished need for the various school buildings. Last week The Elyria Chronicle paper announced the board decided to close two neighborhood schools. As a result, students will be bussed to another building which will now serve as a consolidated school. Note the report on how administration will address the teaching staff. If you are a new teacher, your abilities mean nothing. Union rules make it that no matter what the skill level seniority trumps ability.
In addition to the closings, the district — which also has a projected deficit for 2013 — will lay off 23 teachers — eight at the elementary level, 13 secondary and two special education teachers.
(The), district director of human resources, said the 23 teachers will be notified this week of the reduction plan. At the April 8 board meeting, board members will vote to approve the contract termination of each.
He does not anticipate that enough veteran teachers will decide to leave the district before that time, saving some of the younger teachers from losing their jobs.
So far, only three retirements have officially been announced. There are no plans to offer any sort of retirement incentive, he said.
The teachers slated to be lost have one to three years of experience with the district.
Combined, the cost-cutting measures will save the district $2.25 million annually and erase the projected 2012 deficit while decreasing the 2013 deficit to $700,000, (The)Superintendent said.
As I read the article, I drew parallels to what has happened in the manufacturing sector in many towns in this Great Lakes region. Factories are closing across the county. We see the empty and furloughed factories of the car manufacturers who are now in danger of bankruptcy due to obsolete management and product design that make their cars irrelevant to the American buying public. Other businesses have moved abroad or to the South because they cannot meet union demands. I spoke with one businessman who told me he had a hard time finding workers who could pass random drug tests. These are the realities contributing to the economic malaise in NE Ohio. The malaise is transferred to some of the public schools as well. Teachers stick to obsolete curriculum and assessment tools. Morale is low because they are not treated as professionals and the State pushes them to produce test results in the way a factory pushed workers to produce widgets. In this envorinment, where teaching can be the last hold-out profession for families, I can understand how fear and protection can govern local policy decisions. Change is long overdue, but the community does not seem prepared to even ask the right questions to find a way out.
The Fund for Our Economic Future is a unique collaboration of the philanthropic sector which pooled funds to support organizations by providing early-stage venture capital to innovative individuals with promising businesses. In its first year, the Fund supported a region-wide conversation on the economic challenges called Voices and Choices . This $3 million dollar effort captured community concerns. Number one concern for the citizens of NE Ohio was addressing the poor educational system and the second was jobs. The regions leaders were able to respond quite well to the jobs issue. Working in coordination with the State to leverage Third Frontier Funds into the region the Fund has worked closely with the business and political leadership to create an engine of economic activity for new and emerging business in the region. The effort has resulted in tens of millions of new dollars coming into the region and the creation of jobs. The Cleveland Foundation has taken a lead role in collaborating with business and the universities directing funds to stimulate innovative businesses in energy and nanotechnology.
Elyria has one of Ohio’s best community colleges, Lorain County Community College with a magnificent new LEED certified building called the Entrepreneurship Innovation Institute (EII) that provides training to people with ideas and shows them how to bring it to scale. The Nord Family Foundation provided support to both the Fund for Our Economic Future and to local efforts with Team Lorain County and EII. At the same time, Elyria, it is a tale of two cities. On one end, stands this center for Entrepreneurship and Innovation with a vision of moving this economically desperate community to the future. On the other end the school district is depressed and managing a response straight out of 1960’s. There is little hope for true innovation because the bureaucracies will not allow change to happen if it means changing the way things have always been done. It will not change as long as those in power will protect their jobs to the detriment of the greater good.
This focused region-wide effort to reinvigorate and innovate in the manufacturing sector in NE Ohio has been seriously lacking in the education sector. There is no focus for discussion and no horizion with a vision of what can be. Despite remarkable resources in centers like Case Western Reserve University’s Center for Innovation in Teaching and Education, One Community, Cleveland State (to name only a few) the public school system is stagnating with a system that resists any invitation for innovation. Few in the public education system in the region even know these resources exist much less how to make use of their innovations. The public school system appears to be experiencing a random approach to innovation, and seems more concerned with addressing job retention within the system. There are exceptions. The success of the MC2STEM school initiatives show promise, but these schools are in the minority. Rather than stimulating innovation, the Governor’s draft budget hinder it because it includes language that will cut support to some of the most innovative charter schools in the State.
I cannot understand why a Governor so tuned to the need to stimulate innovation in industry, is so opposed to doing the same in education. Why not create an innovation and entrepreneur district in this town of Elyria? (other cities like Cleveland could be candidates as well) Why not tap into the potential a P-16 compact could have in pushing that agenda. If the car manufacturers and other industries are changing to meet the needs of the next 25 years, why can’t the bureaucracies that strangle innovation in education do the same? To do that requires training and work, which many older teachers are – quite honestly – reluctant to do.
As a funder I hear stories from many people as to how the system does not serve the needs of students. These confessional moments (as I call them) are not mere griping, but passion-felt laments over how “the system” is broken. Most complaints however are whispered for fear of retribution of colleagues and superiors. Recently once colleague shared the following thought with me. He wanted to post it on a blog but was afraid of the consequences.
Title: Ranting, Nightmares and Interactive Whiteboards
I’ve been struggling to write blog posts lately.
My lack of posting isn’t for a lack of things to say. Nor is it for a lack of enthusiasm for my work with children or other educators.
I’ve been quite simply because I don’t want to lose my job for questioning the administration on the WWW. Nor do I want to anger colleagues, dedicated teachers who are indeed working very hard in their classrooms. I also don’t want to sound like a ranting lunatic or a nitpicking critic. I am not a classroom teacher – I’m a technology teacher – so who am I to critique classroom practices and the instructional designs of my colleagues? Although, I hardly call a 10-page purple packet filled with teacher-generated questions and lines on which to write answers a designed project for student learning.
But…I’m having nightmares. I wake up in the middle of the night in a cold, panicked sweat. I wonder when they’re coming to get me. Which grant funder will expose me as a fraud? In my latest nightmare I was being charged as an accomplice to “Crimes Against Children.”
Crimes Against Children? No, I’m not a pervert. I’m not skimming money off the budget. Nor am I purchasing materials for personal gain with district funds.
What am I?
I am a silent witness to lessons, projects and activities that either are not engaging, serve only the middle, do not provide opportunities for student choice, or only make use of technology to skill and drill students in hasty preparation for standardized tests. The longer I stay in public education, the more schooled I become. And I’m not using schooled in a complimentary fashion. As each day passes, I’m living out my own version of the situations described by the main character in Ted Sizer’s Horace’s Compromise.
Here’s my latest dilemma: My district spent over $250,000 – that’s a quarter of a million dollars of tax payer money – to place an interactive whiteboard in every single classroom in the school’s building projects. A quarter of a million dollars. We also offered numerous in-house courses for graduate credit where teachers could learn how to use the interactive software – the hallmark of the boards is the interactivity of the software. The company provides a marvelous website with free access to downloadable materials created by teachers, free tutorials, discussion forums, video highlights of teachers using the products in their classrooms, courses for nominal fees; we have our own user group; the company reps have been out to troubleshoot, train, provide 1:1 instruction – sky’s the limit! We have access to the whole nine when it comes to getting our teachers trained on the boards and the software.
Do you know what most of our teachers are doing w/ their interactive whiteboards? Guess. Please.
Using them as nothing more than display devices to complete worksheets. Yup. Giant, expensive overhead projectors.
If I were the curriculum director, the tech director, heck! the treasurer of that district – if I were in an administrative role in this district – I’d want to see one – just one – one example per month from each building of an interactive lesson – something that STUDENTS do at the board – an activity created by the teacher, that takes advantage of the interactivity of the board and a sample of what the kids did AT THE BOARD! If I were an administrator I’d want access to a board so I could try out this interactive lesson – see how it feels to learn at the board – try my hand with the magic wand that makes things move on the board – demonstrate my understanding with an innovate piece of equipment.
But…I’m not in charge. I’m not even in a position where I could safely express this observation without being ousted by my colleagues or reprimanded for suggesting that the administration doesn’t know what a technology-rich classroom looks like.
My fear is that my next nightmare will involve a tar and feathering for my unpopular opinions about classroom technology use.
Under normal circumstances, this lament could be considered a complaint by a disgruntled professional. However, by serendipity or destiny, the article below was shared with me by my colleagues from Ohio Grantmakers Forum on the same day I received the e-mail above. This article by Mike Lafferty at the Thomas B. Fordham Foundation in Ohio is a summary of a national report on the successful implementation (or not) of technology in classrooms.
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Ohio earns a D-plus in use of technology in schools
Ohio, birthplace of the Wright brothers, Thomas Edison, and Neil Armstrong has received a D-plus in the use of technology in education (see here), according to an Education Week survey.
Oddly, though, the state received a B-minus in the capacity to use technology, so we seem to have it but we don’t know what to do with it.
However, some Ohio education experts say the survey is misleading in that it misuses the term “technology” by implying only computer-related technologies and that it distorts the issue of “technology standards.” Technology includes aerospace, agriculture, manufacturing, materials, environment, energy, and other issues, they said.
In the survey of the 50 states plus the District of Columbia, Ohio was ranked 47th in the use of technology. Ohio tied Tennessee, Vermont, and Washington (all with D-plus scores). The District of Columbia was last with the lone F.
Education Week evaluated the use of education technology in four categories: Do state standards for students include technology? Does the state test students on the use of technology? Has the state established a virtual school? And, does the state offer computer-based assessments? Ohio met the standard only for having state achievement standards that includes the use of technology.
At the top were Arizona, Georgia, Louisiana, Maryland, North Carolina, South Carolina, South Dakota, Utah, and West Virginia. They all had scores of 100.
If Ohio needs a model, Colorado provides just that. This month, the legislature has approved Bill which allows for innovative districts.
Innovation is the key to education reform
By Dwight Jones
Posted: 04/13/2009 12:30:00 AM MDT
Updated: 04/13/2009 10:19:11 AM MDT
Everywhere we turn, we hear about the need for innovation in education. Four months ago, a Denver Post editorial proclaimed that “tinkering around the edges of reform” is insufficient to produce sustained improvements in public education. I could not agree more.
Education reform is easy to talk about but hard to do. At its core, reform is doing things a better way. With regard to education reform, however, we not only must do things better, we must get better results. Innovation is key.
As highlighted in a recent Post article, Colorado could soon receive several million dollars in federal stimulus money for public education. In addition to a fair share for programs that serve underprivileged students and those with disabilities, there is the prospect of additional funds earmarked for innovation. Known as “Race to the Top” funds, these funds will go to “a handful of states that devise the most innovative ways of improving education” — to the potential tune of $500 million per state.
The article concluded that Colorado has every reason to be optimistic. After all, with initiatives on longitudinal growth, charter school development, updated standards and performance-pay programs, Colorado has been in the forefront with regard to innovation and school reform.
Innovation is more than just a good idea, it’s about putting that good idea into practice. The Colorado Department of Education is presently pursuing a wide variety of innovative education models, including new approaches to teacher preparation, leadership development, school choice and the way in which education is funded. We are organizing strategies and directing resources in ways to innovate intentionally, and, in so doing, increase capacity to take to scale what improves education for Colorado’s students.
At the same time, the department is creating a statewide system of support for districts, built upon internationally competitive standards and greater expectations for ourselves and our students. This system will monitor, measure and foster what matters most — increased student achievement.
The department’s pursuit of innovation began in earnest in September 2007 when the State Board of Education called upon the department to modernize the Colorado Model Content Standards. The spirit of innovation was further kindled last year when Senate Bill 130, commonly referred to as the Innovative Schools Act and led by Peter Groff, president of the Colorado Senate, was enacted into legislation. This bill has allowed Manual High School and Montview Elementary School in Denver to implement new programs outside the constraints of traditional school policy.
This year, through the leadership of state Sens. Evie Hudak and Keith King, Senate Bill 163 promises to streamline accountability and to devote great support to struggling schools and districts. It also promises to shutter those schools that persistently fail. This legislation, if passed, will play a key role in the promotion of intentional innovation by providing a framework for us to fund what works and stop throwing money at what doesn’t. Innovation without accountability is not in our students’ best interests.
Working collaboratively with the Colorado Association of School Executives, the Colorado Association of School Boards, the Colorado Education Association, the governor’s office and our 178 school districts, it is increasingly clear that we all have a role to play in obtaining “Race to the Top” funds.
As mentioned in The Post, “Colorado is positioned well to win innovation money.” Winning the money, however, cannot be the goal, lest we win the race and miss the top. Instead, we must remain focused on supporting initiatives that transform the delivery of education and improve student achievement.Now that’s a race worth running.
Dwight D. Jones is Colorado’s commissioner of education.
I am skeptical that anything like the Colorado approach could happen in Ohio. I say this because of the meeting last week. Those that participated in writing the Beyond Tinkering Report, included representatives from the Ohio Education Association. To the astonishment of the entire group the OEA representatives complained that the Tinkering report that recommended changes in teacher tenure and hiring/firing rules misrepresented their position. These OEA representatives participated in the working group for at least one-year and were at every session where the details of the issues were worked out. I witnessed the representatives endorsement of the final edit. When the publication came out, others in the membership rebelled and urged the same representatives to let the Governor know the OGF report misrepresented their opinion. When our group asked the representatives to help us understand how it was they endorsed the final edit with us but renounced the document publicly the response was a marvel at political doubletalk and disingenuous representation of fact. This reaction helped my understand why the Governor and his staff are genuinely afraid of this powerful constituency that can twist fact to meet a political agenda and appease and seething membership. After the meeting, a colleague of mine was shaking his head saying, “If a liberal democrat like me can leave here disgusted with union behavior, they – as a group are in serious trouble.” It also helped me understand why a Gubernatorial candidate with an eye to another election has disregard innovative recommendations because they will clearly incite t alienate a powerful voting block.
All this being said, allow me to dream for a minute. Suppose the P-16 compact I described in the earlier post were to stand-up to the legislature, the Ohio Education Association and the Ohio Federation of Teachers and say, Enough! There is however one glimmer of hope. The same town of and the Community College are host to a newly created P-16 or (P-20) compact. Suppose that P-16 were to take similar approach that took place as the Denver districts and demand change in the system as it has been brought to the Ohio public with little change since 1835?
Here is where a P-16 compact could have an interesting impact by possibly crafting legislative language that like the Colorado law, would allow that body to override state laws and collective bargaining agreements. P-16’s are comprised of leaders from all sectors of the community including business, nonprofits, government and even education. Suppose that group were to try to effect legislation in Columbus that would allow for the creation of an extension of the Innovation Zone on one side of town to include and Innovation District? Would a P-16 have the political courage to suggest that (for example) the Elyria Schools District be declared an Innovation District that would, “…implement new policy outside the constraints of traditional school policy.” just as Manual High School covered on NPR) and Montview School.
Here is what the law says:
The Colorado State Legislature passed the Innovation Schools Act in 2008 (Senate Bill 08-130). The law is intended to improve student outcomes by supporting greater school autonomy and flexibility in academic and operational decision-making.
The law provides a means for schools and districts to gain waivers from state laws and collective bargaining agreements. The law includes procedures and criteria for a school or group of schools within a school district to submit to its local board of education a proposed plan of innovation. A local school board may initiate and collaborate with one or more public schools of the school district to create innovation plans or innovation school zones.
The law:
Allows a public school or group of public schools to submit to its school district board of education an innovation plan to allow a school or group of schools to implement innovations within the school or group of schools. The innovations may include but are not limited to innovations in delivery of educational services, personnel administration and decision-making, and budgeting.
Requires the local board to review each submitted plan and approve the school as an innovation school or the group of schools as an innovation school zone or reject the plan.
Allows a local board to initiate creation of a plan in collaboration with one or more schools of the school district. The law specifies the minimum contents of a plan, including the level of support needed from the personnel employed at the affected schools.
Encourages schools, groups of schools, and local boards to consider innovations in specified areas and to seek public and private funding to offset the costs of developing and implementing the plans.
Allows a local board to submit the plan to the commissioner of education and the state board of education and seek designation as a district of innovation (following creation or approval of one or more plans by the local board).
Directs the commissioner and state board to review and comment on the plan, and directs the state board to make the designation unless the plan would likely result in lower academic achievement or would be fiscally unfeasible.
Requires the state board to provide a written explanation if it does not make the designation.
Directs the state board to grant any statutory and regulatory waivers requested in the plan for the district of innovation, however, certain statutes may not be waived by the state board.
I am afraid that the first line of this program would result in a collective paroxysm among members of the OEA and teachers union. But without that type of true leadership, nothing will change. An Innovation District would take the report from the educational technologist and go back to the classroom to find out why teachers are not using smartboards to their potential. An Innovation district would encourage teachers to take risks using new technology to enhance learning. An innovation district would arrange to have a district office to share exciting breakthrough in classroom learning with others and discuss ways in which those practices can be shared. An Innovation District would make use of Universal Design for Learning and find ways in which technology can be used to make implicit understanding of subject matter, explicit and in a form that validates their accomplishments. In an innovation district teachers would be treated as professionals and be rewarded for success. An Innovation Zone and a P-16 district would be successful if they can go beyond tinkering which has been the case for far too long. These ailing districts could use the help of Innovation MAN who talks about Innovation but has to be reminded of the most important step – Implementation.
That implementation will require the school bureaucracies to go outside the silo of Public Education and invite the business community to ask questions about how things are done. If the teachers are no using smartboards to their potential, where and or what is the obstacle preventing that? What is the quality of professional development currently offered by the State Educational Services Centers?
A really interesting challenge for the Governor and his advisers is – set up several Innovation Districts across the State. Initiate a five-year competition to see which one can come up with some of the most cost-effective uses of open-source educational tools and demonstrate cost efficiencies and higher learning outcomes. Financial incentives could be put into place to reward teachers and/or districts that can bring those innovations to scale. I am sure many will take on that challenge.
A serious P-16 would challenge the community to ask the same questions posed by Richard Baramiuk of Rice University’s Connextions project, and make use of technology about one simple issue such as text books and how we use them in schools. Why not pose a challenge to this district to come up with an alternative to text books which currently cost a district approximately $800, per child per year. What about challenging a school to become knowledge ecosystems and work with teachers to figure out how to conduct assessment. A successful innovation district, pushed by a strong P-16 compact could possibly re-engineer schools to respond to the needs of children and reinvigorate hope into too many communities where parents cry in frustration over schools that are outdated, mismanaged and leaving too many children without hope of achieving the skills they will need to usher in the next few decades.
If this happens, foundations will be ready to provide support. This is the type of programming will have high impact. Anything less is just more of the same and, quite frankly not worth an investment of private monies. Foundation funding portfolios demonstrate that there are too many charter, private and faith based as well as promising online courses that are meeting the needs of students far more than what the public system currently offers.
If Ohio is serious about stimulating innovation and entrepreneurship in its obsolete manufacturing system, it must make the same honest effort to do the same for innovation in education. The results are likely to pay off just as well.
Many of my previous posts have chronicled my involvement in the Ohio Grantmakers Forum’s efforts to gather input from “multi-stakeholders” who, in some way, influence education in the State of Ohio. The result is a publication for the Governor which I have talked about. Several weeks since the publication the blow-back has begun to be felt. The Governor received input from several other constituency groups but none as diverse as OGF’s. In my opinion, the most promising recommendations from our report were not included, but more on that later. I would like to post a few thoughts on this interesting process. The experience revealed many interesting interactions between politics, philanthropy and school-think.
First, it is now very evident to me that dealing with public school is analogous to dealing with institutional religion. The good comes with the bad. The battles are as intense and based in “belief” systems that, at times defy rational thought – and data. Discussion can be stopped by strong convictions by the faithful who are convinced they have a corner on truth. Such is the case in religion, and so it is -(I find) with devotees of public schooling. People I have met who defend public schools defend their belief with the zeal of converts. And as Shakespeare once said, “An overflow of converts – to bad.” It is my experience that when I or anyone else offers a critique of “the public school system” the comments are tolerated at best but received with a low growl making me feel as if I an uttering heresy against the tenants of “public schooling.” In Lorain County, where I live, my questioning of public schooling was met with the ultimate salvo – “Union-buster!” uttered by a university professor who teaches “education.” Given the permissions that power and control offer, criticism of public schooling as we know it are often met with undertones of threat that can only be launched by those who are certain that what they are defending is true. Such people make it very difficult for political leaders and for foundations to make any real impact on changing education. I often think this is what it must be like for a neutral politician having to introduce political reform with mullahs in Iran. So, I have come to learn that one must take small steps when trying to influence education policy – especially when representing an institution that has a large endowment and which, has the ability to exercise some political influence as well. It is an intricate dance.
It is probably no surprise to discover that foundation personnel can bring their own beliefs about public schooling to the table when providing advice to political leaders. In my opinion foundations should try very hard to base their policies on evidence and knowledge drawn from evaluation of projects they have funded. That is the only authority by which they can contribute to political discourse.
In the field of philanthropy, there is no consensus as to how to support public schooling in the United States. There are people and organizations that can tend to attract people of similar mind-set and experience. Grantmakers for Education is a great organization that supports foundations that support a variety of projects. GFE tends to attract foundations that are sincerely interested in reforming public education as we know it. There have few sessions addressing the future of education and influence in alternative ways of learning – although that is changing. Philanthropy Roundtable is a fantastic organization that attracts a more conservative group of funders. Roundtable hosts regional programs and site visits to innovative schools that tend to be charter and sometime voucher schools. It would be fair to say that the Roundtable members would be more likely to support alternative educational business models that demonstrate success in learning.
In many ways, philanthropy and those who work in it, reflect the diversity of opinion held by the general public. Personal belief can influence objectivity when philanthropy begins to take on policy as an organized front. There, we need to exercise supreme caution. As alluded to above, I have come to the realization that offering critique of public education is as dangerous as critiquing a person or group’s religious beliefs. There is a strong cultural aesthetic that if pushed too far, could have negative repercussions for the sector. So again, caution is offered and here’s why.
The American public generally believes in the universal access to education espoused by the founders of this Republic. It should – universal education in the U.S. is the reason why the democratic experience has worked for 250 years. Over the years, that concept has been institutionalized in a public schooling system which is as much a part of the American aesthetic experience as churches. The variety of ways in which education is expressed has been the “public school” – typically a brick building with a flag on the front lawn, run by principals who lord over the function of the teachers in classrooms. There is equal diversity about how the actual curriculum should be conducted and assessed. The storm around the barrage of testing NCLB has produced is only one example of what and how assessment can take place. That’s the way it has been for years and that is the way many people would like it to remain. Public schools have a romanticized aesthetic to it that includes yearbooks, proms and most importantly sport’s teams. Films like like Hoosiers, and Television shows like Friday Night Lights celebrate the American aesthetic experience of high school by romanticizing stories of public schools and the role they play in the civic life of the community. This is American public schools as believers see it, much like Bing Crosby’s role as Father O’Malley in The Bells of Saint Mary’s romanticized but served as the iconic representation of the ideal of the Catholic Church in the 1940’s. Hoosiers does not capture the agony of union disputes nor does the Bells of St. Mary’s capture alcohol or sex abuse that ran parallel to the aesthetic. Probably one of the most relevant films on the role of public schools and their place in the community was the recent series by NOVA on the battle over intelligent design. (A must see).
My frustration withGovernor Strickland’s plan to change public schooling in Ohio is that he seems to be bowing to the romanticized notion of what public schools should be. I mentioned that he got advice from many constituencies with huge influence from leaders in the Ohio Department of Education and the Ohio Federation of Teachers . Let us not forget that these two entities represent strong voting blocks and as such, a group any political leader does not necessarily want to alienate. The problem is the ODE and the OFT are entrenched entities that have an interest in maintaining power and control over the way the educational system is run. Much like the Roman curia or a Houses of Bishops, mullahs or any other gathering of “elders,” this organization will not only justify but its reason to control how public schooling is shaped but it will also fight if need be. Retribution can be fierce and good lawyers can be hired to contest any opposition. Much like a religious hierarchy, the structure needs to maintain strong vertical reporting structures. Control is easily maintained with a unified understanding and approach to the religious teaching. Organizations of this type cannot handle diversity of opinion and clearly have no room for experimentation.
I have found that the ODE, the OFT and even some program officers in philanthropy can thwart innovative programming by making appeals to what I call the god of research. Clearly there is a need to have solid research around quality programming. In fact there is too little research funded by philanthropy as indicated in the last chapter of Clayton Christensen’s book Disrupting Class. The problem I see however is that too much of the education research suffers from what Ellen Gondfliffe Langemann writes in her book An Elusive Science – The Troubling History of Education Research
I believe it would not be inaccurate to say that the most powerful forces to have shaped educational scholarship over the last century have tended to push the field in unfortunate directions – away from close interactions with policy and practice and toward excessive quantification and scientism. p ix.
The Governor had an opportunity to implement some truly innovative programs that could launch education in Ohio into the 21st century appears to have caved to the zealots of public schools who are more comfortable with 19th century schooling because they know it and can control it. His policies to shut down on charter schools, eliminate “early-college” programs and to focus on improved testing looks to me like a reactive attempt by the State to clamp down on opposition and innovation and demand conformity to thought and ultimately this idea of public schools. Much of this is fueled by an important voting block – the Ohio Teacher Union. Some of it supported by program officers who tend to favor quantified educational data before making a move. I think that is an easy out allowing people to hold back support for innovative programs that diverge from the public school norm. In reality hiding behind data can be interpreted as an attempt to appeal to the power brokers like School Superintendents of large metropolitan areas, State Superintendents of Schools and ultimately Governors.
To me, the action from the Governor’s mansion looks like the Vatican and its need to control uniformity of thinking with little tolerance for oppositional thinking. (Women’s ordination, liberation theology,contraception, even teaching faculty at catholic universities are only a few of the issues that have met with little tolerance on the part of the curia). This administration cannot tolerate any innovative change in education that takes place outside the paradigm and control of the State Department of Education and the Board of Regents.
Just as theists accept the proposition that God exists, so too public school devotees posit that public schools (which is different from public schooling), should and must exist for the benefit of the community. How that concept of public schools is expressed is as varied as they way Catholics, Protestants, Evangelicals, Jews, Muslims and all other religions develop aesthetic. Each has an aesthetic and iconography based on their respective interpretations of what the word of god means to them and their followers. The analogy can easily flip to the area of education where there is certainly no unanimity of thought about how learning can and should take place. Just read my previous post called “Philanthropy, Education and Class -what are we thinking?” which discusses the work of. Dr. Kusserow on how class affects parents educational expectations for their childrens education and the people who teach them.
Elected officials have an ostensible allegiance to the voting constituency who put them in office but politicians must also appeal to general consensus if they want to be reelected. They must also figure out how to raise the general public to act out of virtue and pursue what which is wise. Just like people in philanthropy, elected officials are stewards of that form of public money. Often, what is thought to be general consensus, especially in highly emotional issues such as schooling, might not be grounded in practical wisdom. Too often, irrational belief trumps rational judgement resulting in decisions that might be politically expedient but fundamentally unwise. The challenge for any elected leader is how to manage truly innovative and imaginative education policy dealing with a strong political force that is poised to destroy you if you diverge too far from their own interest.
Unlike politics, foundations do not have to appeal to voters. Their constituency is smaller – i.e. the trustees that serve on the boards and the communities they serve. A community foundation is comprised of members of that community and more often than not, has purview to restrict grants within a geographic area. The board is typically comprised of people who live in the community and experience the rhythm of daily life in places like Cleveland. The director of a community foundation must appeal to current donors who also advise officers on how and where to direct distributions. He or she must also try to find new donors who will be comfortable with making financial contributions that will increase the size of the foundation’s endowment, and thereby increase the amount of funds for charity.
A family and/or private foundation is different from community foundations because it is comprised of members who have ties to those who established the foundation (typically a successful ancestor). Members of these foundations may or may not be living in those communities, and by nature of their election to the board, may be one-step removed from the political pressures a community foundation may have. A family and/or private foundation operates from the endowment established by the ancestor. It does not have to raise new money from the community. As an institution, it does not have to dance as much around the politics that come into play with controversial issues. That being said I must qualify that if a private foundation engages in education funding, that organization has a supreme obligation to conduct research on why education programs succeed. It has a duty to support programs that promise to bring new-thinking to how education is conducted. Free from some of the constraints to think with the rest of the community, the private foundations can seek out and support those who are not afraid to go against the grain and raise our sites to that which is virtuous and right in modeling moral skill. It can and should seek out programs and people that demonstrate wisdom but also brilliance.
A family foundation that fund education must have a high tolerance to permit improvisation and allow itself and organizations to fail occasionally. Its staff and trustees need to be mentored by wise teachers, and the staff must learn how to learn how to respond wisely to brilliant and gifted people in the field. As I will reference below, wisdom without brilliance is not enough.
There is a nuanced but important difference here, and nothing is a better illustration of this than foundation involvement in public school education. Similar to the constituency issue our Governor faces, Community Foundations must be careful not to ruffle the feathers too much of the standard concept of public schools. Community Foundation must also guide the lead the larger community with practical wisdom drawn from experience and research. Most, if not all, succeed in doing that. As I mentioned above, concepts of public schooling are based in what I see as a “religion of public schools” which are grounded in the belief that public school is a good thing. In the ideal, public school levels the playing field for all citizens and is an egalitarian solution to the need to educate all children. Teachers unions are strong voting blocks. In the economically ravaged mid-west, teachers and their unions are a solid source of employment. In challenging times, people are scared so any challenge to the unions and their membership will be perceived as a threat to livelihood. The push-back will be fierce. Community foundations must be sensitive to the political factions in the communities it serves and thereby may be more risk-averse to change in school bureaucracies.
Getting back to practical applications of my theorizing, the philanthropic effort by OGF to involve stakeholders in the effort to advise the governor how to prepare Ohio Schools for the 21st Century had its fallout. The document contains recommendations for significant change to the way teachers can be dismissed, and receive tenure.
In a follow-up meeting with the head of the Ohio Teachers Union, the OGF team was informed by the union head that OGF had “misrepresented” the views of the Union leadership. That was a disappointing response. I was in the meeting when the draft of the final document was being discussed. There was no confusion about what was to be put into the document. The representative warned the “multi-stakeholders” this would be a controversial set of recommendations. When I heard the feedback that the union’s felt the recommendations were “missrepresented” we all wondered what happened. One can only assume that when the recommendations were made to the membership, they pushed back vigorously and the leader had to find an “out.” This is a coward’s game, but one that is all part of the cycnical system depicted in the clips I provide in earlier posts from The HBO series “The Wire.”Therein lies the blowback. When pushed to the wall, political interests will claim they were maligned, or misrepresented. It lacks moral will to do the right thing. It lacks virtue.
Governor Strickland and his staff are beginning to take heat for what came out. The results of thousands of dollars and hours of people’s time, is an education “plan” that reads like a document from the Vatican of the Religion of Public Schools. The plan reads like a dogmatic dictum that will assert the State power of public schools across the country. The Governor’s staff calls the plan “Historic Reform” Yet my read is that is incorporates few of the innovative recommendations from the Ohio Grantmakers Forum group. In fact, it ignores the number one recommendation to create innovation districts in the county modeled on Colorado’s Innovative Schools Act of 2008. This idea, if passed would lift the typical barriers to innovation in schools and allow teachers to be creative in addressing student learning styles. Technology would be introduced to support these learning styles and a focused plan for teacher professional development would complement this plan. Instead, we have a plan that extend the school day (with no allowance for new teaching styles), reformed tests for assessment and – most schocking a clamp down on charter schools and early college programs all of which show early signs of true innovation in learning. The Dayton Daily News for Sunday March 8, 2009 ran an editorial voicing a very succinct and clear protest of the Governor’s attempt to take this drastic and unnecessary action.
Foundations can and should continue to fund charter schools as well as initiative such as the early college programs.
I wish all members of the OGF Task Force including the public school bureaucrats could spend time viewing this remarkable talk by Barry Schwartz during the 2009 TED Conference. Listen especially around miniute 9:30 and on.
In my opinion, philanthropy in general, and family philanthropy in particular should constantly question and challenge the educational system in this country. In fidelity to the successful businessmen and women who created companies that account for the wealth, family philanthropy should push public schools to adopt strategies that will increase efficiency, honor professionalism but most importantly succeed by adopting practical wisdom to the endeavor. This role can be played out by funding models that appear to work – like the KIPP Schools, the National Association of Street Schools, the Cristo Rey and Nativity schools, and successful programs such as CAST and Project Lead the Way. They should support the research that will help bring them to scale in cities and rural areas across the country. Public schools need not be afraid of these models, and would do well to apply practical wisdom among their leadership.
To repeat the words of Dr. Schwartz, foundations and especially political leaders (and even the general public) need to reconnect to a sense of virtue and practical wisdom as it shapes an education plan for the next decade. It must embrace new concepts and technologies and support new and exciting applications of brain research to learning. In fact we need to revise the very way that educational research has been conducted on the district and state level. We must move from an empasis on outdated metrics to more entrepreneurial problem solving approaches to education.
The public dollars that comprise more than 90 percent of all k-12 spending rarely support entrepreneurial problem-solving. This meand that philanthropic giving, which accounts for a fraction of 1 percent of educational spending, has played an outsized role in the launch of new ventures like the KIPP Academies, Aspire Public Schools, New Leaders for New Schools and Teach for America. Because k-12 education is nominated by government spending and because this money is consumed in salaries and operations, precious little is invested in research and development of new ventures. Outside of the limited funding for charter school facilities and start-up costs, almost none of it support entrepreneurial activity.
In the private sector, the torrent of venture capital is accompanied by an ecosystem of institutions and actors that provide quality control, support new ventures and selectively target resources. In education, especially when it comes to directing philanthropic dollars, such infrastructure is sparse. The venture-capital communities that have sprung up in corridors like Silcon Valley and Route 128 in Boston are not plugged into K-12 education and equivalents do not exist in the world of schooling.
History has shown that Religion abhors scientific discovery. Until the national community is willing to break out of its religious belief in a public school model that no longer represents the needs for 21st century learning skills, we will continue to be dominated by the dictums of those who control the religions of public school. Practical wisdom will prevail and foundations have a role by giving voice to those who espouse it in education.
Imagine yourself a trustee of a charitable foundation. It is your job to collaborate with 11 other trustees to decide how to distribute charitable funds to organizations that have requested your support. In a typical year you would have $1 million to distribute but the requests this year amount to $2.5 million. All the organizations have proven themselves to be effective in contributing to the social and financial well being of some of the poorest citizens. Your job is to choose how to distribute those dollars.
Your decisions will be informed by written analysis provided by competent program officers who have conducted all the “due diligence” on the organizations making sure the administration is solid, that the board is contributing to the operational expenses and that the financials are in order.
The meeting begins and you are informed that due to the economic collapse, the money you have to give out is reduced from $1 million this quarter, to a mere $350,000. You know that some of these organizations and the great programs they deliver will receive much less funding from you than in prior years. Other organizations will not likely survive because your past grants gave a credibility to them that enabled them to leverage funds from other foundations and some governments.
Also, there are several requests to support alternatives to failing public schools like those described in my favorite HBO series The Wire.
Given the crisis in education in public schools and knowing that each year thousands of young people are lost, do you consider the request from schools like those of the Cristo-Rey network that are transforming the lives of children and families in inner city neighborhoods. These schools like other faith-based receive no State support and will not survive without private individuals and foundation support. The total requested from four of these schools is $125,000.
In the Health and Social Services areas, there is a request from Providence House that provides a shelter for homeless women and their infants. They need a new roof on the building which costs $150,000.
Then there is the Youth Arts Program for schools. Without the support of the foundation they will have to cut their artist in residency programs in schools. Children in seven targeted public schools will NOT get any exposure to art curriculum unless they get at least $50,000.
There is the Free Clinic, serving the needs of the ever-expanding number of medically uninsured and underinsured. They have asked for $50,000 to assist with a pharmacy respository that will provide desparately needed medicines to those in need, especially the alarming number of uninsured patients with clinical mental illness.
Their counterpart, the Federally Funded Community Health Center lost out on a $700,000 federal grant they hoped to secure and must now ask for $250,000 to help them get through a cash flow challenge.
There are many other worthy organizations on the list.
So, how do you make your decisions?
Direct all money to the Second Harvest Food Bank that will provide another six months of food to hungry families? What about that great faith-based schools which over the past ten years accepted children from failing public schools and in one year provides remediation that gets them to grade-level reading and math. Ninety-eight percent of their children go to college whereas their friends who remain in the public schools drop out or fail to graduate and never get to college.
Do you direct all money to the free clincs to help the unisured. What happens next year when they ask again but at increased levels?
Trustees at the foundation I work with will be faced with very similar situations when we meet. This will not be the first time difficult decisions are to be made, but the current economic climate has made it even more difficult.
Family foundations function under a set of rules established by the Federal government and the Internal Revenue Service. The States Attorney General has the duty to make sure the charitable institutions are registered and that they are complying with the federal regulations. The State Attorney General has the power to revoke the charitable status of an organization. If you are interested in the federal rules and regulations on foundations and nonprofits Marion Freemont-Smith’s book, Governing Nonprofit Organizations: Federal and State Law and Regulation,is by far the most comprehensive.
Briefly, the government allows families of wealth to establish foundations as charitable entities . Instead of going to the government as taxes, this money is invested in with managers and typically include a mixed portfolio that inclues equities (stocks) and fixed income (bonds). Whereas taxes would collect the dollars and direct them to general funds for immediate needs, foundation dollars are invested with the hope that they would earn between 10 and 17% interest on the principal. Rather than congressional representatives appropriating laws that will spend tax dollars, family foundations are overseen by citizens who serve as stewards of these funds. They are charged with allocating those funds, just as congressional representatives approve laws that allocate funds for many projects, including bridges to nowhere 🙂
The IRS is very specific about how these foundation funds must be directed. For the most part only agencies that IRS determines to be charitable entieis are eligible recipients of foundation dollars. There are exceptions for individuals but in all cases, the funds must be used for charitable purposed or to benefit the community at large.
As stewards the trustees must abide by the government rule that requires of minimum of 5% of the interest earnings on the endowment must be “paid-out” for the benefit of the community. So, a family foundation with $100 million dollars must pay out an minimum of $5 million year on a rolling average of three years. Ninety-nine and 44/100% of family foundations I know take their job VERY seriously. Distributing $5 million responsibly to worthy institutions is a complicated endeavor. Doing it well requires time, research analysis. There are a few stories of foolish and/or ignorant foundation trustees that misappropriated funds for their own enrichment. The press loved those stories which resulted in an expensive and public witch hunt against foundations and people of wealth headed by a federal bureaucrat named Dean Zerby serving as Sancho Panza to the quixotic and self-aggrandizing Sen. Chuck Grassley. Fortunately most legislators have realized the value philanthropy plays in this country and the punitive legislative responses by Sen. Grassley have subsided for the moment.
One useful way to understand how philanthropic decisions can be made by trustees of family foundations or by individuals for that matter is the Philanthropy Toolbox which I believe was developed out the Center on Philanthropy at University of Indiana. The toolbox is really a spectrum of philanthropy that categorizes types of philanthropic giving. I used the following slide show to demonstrate the types of giving.
The categories serve as headers and we “plot” all grant requests under each of the categories to get a sense of where the family is directing its giving. This exercise allows the trustees to see where they have concentrated their giving over periods of time. Of the organizations I described above, think of where you would place them among the categories within the toolbox. The try to determine which request and category on the spectrum would give one organization priority over another. Now you have entered the world of a family foundation trustee.
All the requests that come to the trustees for consideration are organizations that are doing great work and having positive impact on the lives of people they serve. Decisions as to where to allocate funds and why can be personal and vary from one individual to another. What makes foundations exciting places to work is that each person shares his or or reason for making the decisions they do. the others listen to their points . Some agree and some don’t. Debate is likely to ensue. At the end of the meetings decisions are arrived not by secret ballot but by consensus. On other occasions, I have described board meetings to be similar to deliberations by congressional delegations either federal or state. Trustees are usually people of varying backgrounds and even level of wealth. They range on the political spectrum and have deeply held passions. Representatives from one generation often have points of view and interests that differ from their parents; so in many ways their portraits reflect the diversity of opinion, character and even race that one sees among citizens serving in elected office. The image of foundation trustees as a homogeneous club of bow-ties and boiled wool is simply not true. It is a miniature version of any civic organization gathered to enhance the common good.
The economic crisis is placing pressure on State, Federal and local governments budgets that have not been seen since the early 20th Century. Scarce resources may place pressure on family foundations in the cross-hairs of government and question whether they and their endowments should continue to exist. This is a challenging question that was discussed recently at a conference at the National Center for Family Philanthropy. One of the sessions addressed the role of family philanthropy in a democratic society. It is worth listening to the panel moderated by my colleague Lance Lindblom, Director of the Nathan Cummings Foundation.
If you were to be part of the decisionmaking on the board, you would be reminded that the Federal government requires a minimum payout of 5%. You and board could make a decision to pay well beyond the 5% minimum to meet the needs of the community in times of economic distress. Of course one would need to balance generosity with prudence. Anyone who creates a foundation must be an optimist by nature. Doing so assumes that a carefully managed endowment will grow and will remain as an asset to draw upon to help those in need and, at times, support innovative and creative programs that challenge the status quo. The two brothers Eric and Evan Nord who established the Nord Family Foundation were men of profound optimism and faith in the community. They were known to say on many occasions, when the times are difficult the foundation has a responsibility to make sure it does not cut back on grantmaking, but be extra careful about directing funds that will have the greatest impact on the community. Most importantly, the funding should challenge the larger community to give what they can – personal giving – that will help their neighbors. With that in mind, I anticipate some of our grantmaking in the future will be challenge grants that will require others to give of themselves in either money or time.
Your decision to choose one group over the other is neither right nor wrong. Just the fact you bothered to read this far into the blog reflects your own interest in philanthropy and giving. Your thoughts of giving to benefit the lives of others honors not only those you consider, but yourself. I leave you with a quote by Thomas Jefferson
The publicity about the Obama’s choice of the Sidwell Friends School shed light on the apparent contradiction of those who support public schools but elect to send their children to private schools. I am sure this fact makes the Obama’s and others like them feel a bit defensive when attending parties. In Oberlin, Ohio where I live, people who send their children to the independent school are literally shunned by those who keep their children in the public system.
One of the great challenges facing Independent schools, and the foundations that support them is how to make the excellent quality of education available to those outside the walls of these relatively small institutions. The winter 2006 edition of Independent School, published by the National Association of Independent Schools gave voice to a growing number of members who struggle with perception that independent schools are institutions only for the elite. In an environment where the gap between wealthy families and poorer families grows, fewer middle class families are able to afford private school education. The quality of Independent School education, such as the institution I send my children (Lake Ridge Academy) can not be disputed. In fact trustees of foundations tpically send their children to independent schools places like: Noble and Greenough School, Heathwood Hall, Buckinham, Browne and Nicols and others of pedigree based on a history of quality education. Read the mission statments of any of them and compare that aspiration to those of public schools. This reality presents an unease because these same trustees approve grants that try to improve the quality of public school education. We all know that undertaking can have pockets of success but due to the enormity of the task of reform rewards are elusive.
Faith-based schools such as Epiphany School, Nativity Prep, Arrupe Prep as well as non-denominational charter KIPP schools. supported by the foundation I serve, offer the quality education that rivals the atmosphere, academic dicipline and values of higher priced independent schools. However these schools are expensive to maintain and require constant funding from private sources. The State simply will not fund these entities. In the case of KIPP and Charter Schools, the national discussion is typically met with a vitrol accompanied by public policies that keep State funding to a minimum. Tacitly, the policy carries a hope that charters will fail and, like apostates, will someday realize the waywardness of their action and return to the public school system as we know it. That system of course is failing millions of children in the U.S. daily, but there remains no strategy to address that reality.
How can one make the quality of Independent School education available to families of the middle class and even children of low-income families has remained elusive. D. Scott Looney, Head of Hawken School in Cleveland suggested, “The benefits of having the broadest possible exposure to students with other backgrounds, races, ideas, and experience must be part of that education, and must include children from families in the bottom 50 percent of the socioeconomic tier.”
How can an independent schools do that when the availability of scholarship monies is limited? Technology provides answers.
Independent Schools can make better use of web-based technology to break down the walls of their institutions and make their curriculum available to a larger number of students.
The Harvard Crimson reported an innovative adaptation of SecondLife™ at Harvard University in 2006 whereby students at the Harvard Law School will co-learn with students at the Harvard Extension School – linking a divergent student body in a cooperative learning process. Independent Schools can and should do the same thing with outreach to public schools. Foundations can support these activites.
SecondLife offers very tremendously exciting opportunities to explore how the quality of independent school education may be open to others who cannot afford a typical four-year education. What can that look like? Check out the site that explains how Secondlife works for educators.
Independent schools can and should explore the possiblity of creating their schools in Secondlife and inviting their professors and other educators to work with selected students in a virtual envorinment. This is particularly true of the children in the lower 50% of the economic tier Mr. Lowney mentions.
Phillips Exeter Academy is known for the Harkness Table. This seminar-styled approach to high school education was developed in 1931 and invites young people to share thought together in a collaborative learning experience. Why not re-create a Harnkess Table in Secondlife whereby children from schools across the country could benefit from this educational style and interact with students who typically will not have access to these inistitutions of privilidge.
The Burton D. Morgan Foundation in Hudson, Ohio funded one of the first business/entrepreneurship programs at the high school level to Lakeridge Academy. The teachers developed a very fine curriculum which serves the 20 or so students in that program. I can imagine a very interesting project where, for example students from the business/entrepreneurship at Lakeridge Academy participated in SecondLife with students from the E-City program and the related Entrpreneurship Academy or E-Prep in Cleveland. (E-Prep received a start-up grant from The Nord Family Foundation and continues to receive yearly operating support s0 I disclose my interest and passion for this great school). A project of this type would expand the number of people who share in the curriculum and widen the perspectives on what entrepreneurship means in the suburbs and what it means on “corners” in Cleveland.
Foundation should consider funding these types of projects as a means of opening quality education they can (and often do) provide their own children and to talented and able children attending failing public schools.
I have had the priviledge to get to know some of the people at The Center for Institutional Technology and Academic Computing (ITAC) . This institution is currently supporing several innovative uses of Secondlife in the educational settings including pioneering work in the high school curriculum.
Although SecondLife has been tremendously successful in higher education, the potential for its use in high school settings has been thwarted because SecondLife restricts its users to a minimum age of 18. Students under that age are pointed The Teen Grid. It is the hope of many educators that someday soon, SecondLife and its creators at Linden Lab will allow for less restrictive use by high school teachers.
Another very interesting organization to watch for application for Independent schools is the work of the remarkable Aaron Walsh at MediaGrid at Boston College. This organizations provides high quality virtual environments that rival those of expensive interactive games.
Foundations that restrict themselves only to supporting projects in public education are selling themselves short by not opening themselves to exploring these new ways to blend independent school and public school education. It is my experience that most independent school faculty would welcome this innovation to expand their educational mission to those outside their walls.
It is time the philanthropic sector open itself to this important discussion with colleagues from Independent and Public Schools. For those unsure about all this, may I suggest reading a report published by the MacArthur Foundation’s and the Digial Youth Resesarch at U.Cal. Berkeley. Great reading!
It is becoming common for foundations to serve an important function in the communities they operate. That function is convening “stakeholders” or “community leaders” to discuss issues and in particular – thorny issues. They can do this for several reasons. As funders of nonprofits, they have an interest in collaborating with colleagues who may need an audience to advocate with government officials and other stakeholders for the populations they serve. The nonprofits typically are recipents of government funds and, as such, are players in a larger network of fiscal exchange that include private and “public” dollars. (I define public dollars as those raised through taxes). City and/or state agencies distribute these tax dollars to nonprofit collaborators tying them to the cohort involved.
The “thorniness” arise when discussion opens to critique the way in which the various iterations of public dollars flow and exchange among the entities. Too often critique is mistaken for criticism and agency directors can revert to defensive postures. This is particularly true when entrenched entities and the ways they doing business are suddenly open to public scrutiny.
Business leaders have an interest in the communities served by nonprofits by dint of living in the same community but also having a direct or indirect financial investment in that community. The private sector may sneer at the way government entities function. We suggest that it is healthier for the community to bring that critique to a common ground rather than lob salvos at an agency that might raise and individuals ire.
Foundations play a unique role in this civic environment. If they call the meeting most people will come. There is the power of money and the high probability that good food will be part of the deal inevitably an incentive for people to attend the meetings. If the meetings are choreographed carefully ahead of time it is very likely that the intellectual discussion will provide enough nourishment to sustain the conversations.
I propose that family foundation’s might have the advantage over community foundations and corporate foundations in this arena since they are inurred from “interests.” Community Foundations must raise money from the community and therefore must be careful not appear endorsing a position that could alienate a (funding) constituency. Similarly corporations must be somewhat risk averse to issues that could result in a public relations (PR) controversy. Of course there are exceptions to my broad comments. Community foundations can and have taken a lead role in conferences that are meant to be conciliatory. Case in point – the Cincinnati Community Foundation’s initiative to address racial tensions in that city a few years ago was a national model and the Pittsburg Foundation‘s efforts (in collaboration with the Heniz Endowment) to address thorny issues in the public schools. The Columbus Medical Association and Foundation is a national model for convening stakeholders around the crisis of health care in that city. The Cincinnati Health Foundation is another standard for how to engage a community around this critical issue. With far fewer resources than our colleagues in Columbus or Cincinnati, we explored their methods as we embarked on our own response.
At the February 2008 Board meeting The Nord Family Foundation made a grant of $100,000 to the Community Foundation of Lorain County to initiate a community engagement and planning process to improve access to health care for the uninsured and under insured.(A great snapshot of the Lorain County Health statistics are found at the Public Service Institute) The initiative was a response to several critical factors. The two charity hospitals Community Health Partners of Lorain and the Elyria Memorial Hospital are reporting approximately $20 million and $12 million in uncompensated care each year. In addition to the two charity hospitals, the Lorain County Health and Dentistry is a beacon of hope for the scores of medically uninsured and under insured in Lorain County. LCHD had applied several times to receive funds from the Federal government to receive support as a Federally Qualified Health Care Center (FQHC). Unfortunately it is considered a FQHC look alike because it has all of the services but does not get the Federal Funds. The requests were turned down several times because demand exceeds supply of federal funds. Equally disturbing was the increased pressure from the charitable group Lorain Free Clinic (headed by a remarkably talented and passionate executive director Paul Baumgartner) to meet the increased demands of serving the rising number of medically indigent people in a county with staggering job loss and poverty.
Adding to the complexity is the aggressive move of the Cleveland Clinic Family Health satellite offices in Lorain and Elyria which is perceived as skimming the full-pay insured patients from the other two hospitals and FQHC.
So, when LCHD received a turn down of a $700,000 federal grant we sensed the community needed help. A convening was in order!
We knew the task was enormous, but the urgency of the situation demanded a response. Funds were used to support the work of the Altarum Institute of Ann Arbor, Michigan, in partnership with the local Public Services Institute of Lorain County Community College. The overall project is currently referred to as Health Care Lorain County.
Upon approval of the grant, a Steering Committee was formed to provide community leadership for what became known as Health Care Lorain County.This ten-member committee has been chaired by the Executive Director of the Lorain County United Way and includes high-level representatives from the two main hospital systems, a local health departments, the Lorain County Medical Society, a local business leader, two nonprofit healthcare providers, a Lorain County Commissioner, and the President & CEO of the Community Foundation of Lorain County.This committee came together for a strategic planning retreat facilitated by staff of the Altarum Institute.
In preparation for the retreat, the Public Services Institute (PSI) conducted a basic environmental scan using existing data sources, to help define the prevalence and nature of the problem and to identify unanswered questions to inform future data needs. PSI and later United Way of Lorain County and Community Foundation staff also conducted one-on-one interviews with all members of the Working Group (key stakeholders, including members of the Steering Committee) to garner their expertise on the issue and input into the planning process.This compiled information was then presented at the retreat, to assist the Steering Committee in determining a shared understanding of the problem to be addressed, and to begin identifying project objectives and benchmarks for success.The Steering Committee developed into a highly dedicated group of community leaders with expertise and interest in the topic at hand and a commitment to serve the health care needs of the community.Meetings continued throughout the year, and included large stake-holder meetings to continue data analysis, fine-tune the project direction, and determine the best steps for action.
After more than a year of meetings, the following conclusions were made:
There is a need to continue exploring this very complex issue of providing quality health-care to medically uninsured and under insured people in the county.
There must be a new technology infrastructure put in place to facilitate data sharing.
There is a desire to provide every citizen a sense of a medical home. People desire a relationship with a personal health care provider rather than an impersonal institution.
The community needs to explore open-source charts so every patient can have an online chart that will follow him or her to their port to the health care system. The Cleveland Clinic’s remarkable on-line health record called My Chart is a great example of what an electronic health portfolio for medically under insured and uninsured could look like.
There is a need to examine how health dollars currently flow into the county. There are tremendous inefficiencies and possible duplication of effort among three distinct health departments (Elyria, Lorain City and Lorain County Health) which draw most of their funding from federal and state programs. These departments which were established initially to address infectious disease in the earlier decades of the 20th Century, are not equipped to handle comprehensive chronic care that the majority of the population needs. Competition from for-profit clinics such as Walgreens raise questions about the place of these health departments in a 21st century health care model.
The economic pressure necessiate collaboration between the two charitable hospitals and the Cleveland Clinic.
I am pleased to report that the undertaking has the active engagement of Senator Sherrod Brown and House Representatives, the Honorable Marcie Kaptur and Honorable Betty Sutton. The project has taken on a life of its own and stakeholders who would have otherwise had no incentive to come to the table have and continue to do so. Their is consensus among the stakeholders that the large number of medically uninsured and under insured is a case of tragedy of the commons. The response requires a willingness of leaders to listen, learn and possibly give up power in the years ahead. That is a threatening prospect, but and genuine possibility. It is a conversation that would not have taken place were it not for the foundation’s willingness and financial commitment to step in and assume a leadership role.
We do not know at this point where the effort will end up. We do know that others have agreed to chip in to pay the costs to continue the facilitation. It is our sincere belief that this effort will have positive impact on the access to health care that every family in this country deserves. If nothing else in a age of disease resistant microbes, increased mental illness and poverty access quality health care and drugs is a public health issue that should concern all citizens.
So the challenge for any foundation deciding to take on a major effort in convening, you must determine{
what role you want to take
have flexibility built into the expectations you have for the outcome
know the level of risk you will tolerate (the outcome could result in stakeholders walking away from the table) and
be honest about much staff time and money you are willing to put into the effort
look for innovation outside the conversations so to better inform the conversations
be willing to stick with it – conversations of this magnitude can take year
We are making good progress with our effort. I admit to frustration about the ponderous pace the effort can take. It is my sincere hope that our stakeholders will embrace innovation in thought to explore interactive maps such as those developed by the Cincinnati Health Foundation, as well as virtual environments like those featured below that become places to test their theories.
Doing so will encourage even wider and broader horizions of possiblities.
Should the project work well, there can be nothing more rewarding than knowing you have created a space where citizens can leave their official interests at the door and collaborate as colleagues challenged with solving an enormous social problem.
