Big decisions about education often happen far from the classroom—but the voices shaping those conversations matter.
Recently, school district leaders from Clinton, Eaton, Ingham, and Shiawassee Counties gathered as part of the CARES Collaborative to meet with legislative officials and discuss education priorities, school funding, and the importance of completing Michigan’s state budget by July 1.
The gathering provided an opportunity for local education leaders to share ideas, discuss challenges, and advocate for the resources schools need to best support students, staff, and communities.
The CARES Collaborative—short for Capital Area Regional Education Strategy—was created through a partnership between four regional education service agencies: Clinton County RESA, Eaton RESA, Ingham Intermediate School District, and Shiawassee Regional Education Service District. The collaborative is designed to strengthen the collective voice of public education across the Capital Area by improving coordination and engagement with state and federal policymakers.
While every district has unique needs, many educational priorities are shared—from student support services and staffing challenges to school funding and long-term planning.
By coming together regionally, leaders can better align priorities and advocate more strategically for the students and educators they serve.
Because when communities work together, schools become stronger—and stronger schools help create stronger futures for everyone.
Recent Stories:
Ingham ISD staff came together for Opening Day with a question: “What if?” As the district begins year two of its "Power of What If?" theme, the focus is shifting to student voice—and creating meaningful learning experiences by listening to the students at the center of the work.
At Heartwood School, there’s no expectation that learning should look the same for every student. Teacher Samantha Mulder takes us inside her classroom to show how communication tools, flexible spaces, movement and individualized supports help middle school students with severe cognitive impairments learn in ways that work for them.
