Sam Centellas: Today, on Education Sam Centellas: Counts Michiana, Sam Centellas: the physicality Sam Centellas: of minds in motion, Sam Centellas: making quality Sam Centellas: childhood education Sam Centellas: affordable, Sam Centellas: learning for kids Sam Centellas: from a kid's Sam Centellas: company about Sam Centellas: getting fired Sam Centellas: up about an after Sam Centellas: school program Sam Centellas: in Benton Harbor.

Speaker: Education Counts Speaker: Michiana is Speaker: underwritten by Speaker: Pokagon Band of Speaker: Potawatomi.

Speaker: Investing in Speaker: education and Speaker: economic development Speaker: for centuries, Speaker: supporting the past, Speaker: current and future Speaker: development of the Speaker: Michiana region.

Speaker: Community Foundation Speaker: of Elkhart County.

Speaker: Inspire good.

Speaker: Kosciusko County Speaker: Community Foundation, Speaker: where donor dreams Speaker: shine.

Speaker: The Dekko Speaker: Foundation.

Speaker: Community Foundation Speaker: of St. Joseph Speaker: County.

Speaker: LaGrange County Speaker: Community Foundation.

Speaker: NIPSCO.

Speaker: The Beim Foundation.

Speaker: Crossroads United Speaker: Way, serving Elkhart Speaker: LaGrange and Noble Speaker: Counties.

Speaker: United Way of St. Speaker: Joseph County.

Speaker: Marshall County Speaker: Community Foundation.

Speaker: Ready to Grow St. Speaker: Joe Early Childhood Speaker: Coalition and a Gift Speaker: by Elmer and Dolores Speaker: Tepe.

Speaker: Thank you.

Sam Centellas: Welcome to Education Sam Centellas: Council Michiana Sam Centellas: I'm your host, Sam Centellas: Sam Centellas.

Education Sam Centellas: Counts highlights Sam Centellas: programs and initiatives Sam Centellas: that are impacting Sam Centellas: how we teach, Sam Centellas: how we learn Sam Centellas: and how we embrace Sam Centellas: education.

Sam Centellas: This program Sam Centellas: explores ideas Sam Centellas: in all education Sam Centellas: sectors; Sam Centellas: preschool Sam Centellas: through lifelong Sam Centellas: learning, Sam Centellas: K-12, Sam Centellas: post-high school Sam Centellas: and job advancement Sam Centellas: training with the Sam Centellas: philosophy that Sam Centellas: we should never stop Sam Centellas: seeking knowledge.

Sam Centellas: Find additional Sam Centellas: resources at Sam Centellas: WNIT.org and Sam Centellas: on the Education Sam Centellas: Counts Facebook Sam Centellas: page.

Sam Centellas: First up, Sam Centellas: Minds in Sam Centellas: Motion.

Sam Centellas: Studies have found Sam Centellas: that not all students Sam Centellas: learn in the exact Sam Centellas: same way.

Sam Centellas: Stationed in Sam Centellas: Kentucky, but Sam Centellas: making its way Sam Centellas: to places like Sam Centellas: Elkhart, Minds Sam Centellas: in Motion is a Sam Centellas: program that Sam Centellas: activates the Sam Centellas: learning centers Sam Centellas: within a child's Sam Centellas: mind through various Sam Centellas: physical exercises.

Sam Centellas: We take a look Sam Centellas: at how these techniques Sam Centellas: make sure all Sam Centellas: students are Sam Centellas: fully engaged Sam Centellas: in learning.

Sam Centellas: Brent Fox produced Sam Centellas: this segment.

Brent Fox: People may not be Brent Fox: aware of it, but Brent Fox: there's actually a correlation Brent Fox: between a child's Brent Fox: inner ear function Brent Fox: and cognitive Brent Fox: ability.

Brent Fox: Minds in Motion is Brent Fox: a program designed Brent Fox: to activate those Brent Fox: functions.

Candace Meyer: Minds in Motion Candace Meyer: is a Candace Meyer: data driven Candace Meyer: program that Candace Meyer: utilizes Candace Meyer: specific Candace Meyer: movements Candace Meyer: for children Candace Meyer: to activate Candace Meyer: the whole inner Candace Meyer: ear system, Candace Meyer: that sense of balance Candace Meyer: in the brain.

Candace Meyer: So we are Candace Meyer: really focused Candace Meyer: on vestibular Candace Meyer: function Candace Meyer: and that vestibular Candace Meyer: function, Candace Meyer: unbeknownst to Candace Meyer: me in the early Candace Meyer: days of being Candace Meyer: the reading specialist, Candace Meyer: but through Candace Meyer: scientific Candace Meyer: research and study Candace Meyer: in the last 20 Candace Meyer: years, I Candace Meyer: started seeing Candace Meyer: the physiological Candace Meyer: connection Candace Meyer: between the Candace Meyer: functionality Candace Meyer: of the inner ear Candace Meyer: and the ocular Candace Meyer: motor movements Candace Meyer: of the eyes.

Brent Fox: And it was a long Brent Fox: time educator who Brent Fox: created the program.

Candace Meyer: I have been a Candace Meyer: reading specialist Candace Meyer: for almost 50 Candace Meyer: years and Candace Meyer: in that amount Candace Meyer: of time, I saw Candace Meyer: so many children, Candace Meyer: especially in the last Candace Meyer: 20 years, that Candace Meyer: I started to question Candace Meyer: why they were Candace Meyer: struggling Candace Meyer: because they seemed Candace Meyer: very, very bright.

Candace Meyer: And they--they Candace Meyer: appeared and Candace Meyer: presented very Candace Meyer: bright.

Candace Meyer: But I saw more Candace Meyer: and more in our Title Candace Meyer: I reading Candace Meyer: program, which Candace Meyer: is governmental Candace Meyer: assistance for Candace Meyer: children who are struggling Candace Meyer: in reading and Candace Meyer: math.

Candace Meyer: And I saw--and Candace Meyer: I saw--had Candace Meyer: them one on one Candace Meyer: or in group settings.

Candace Meyer: So I saw really Candace Meyer: how bright they were, Candace Meyer: but they really Candace Meyer: were struggling Candace Meyer: in reading.

And Candace Meyer: then the Candace Meyer: closer I looked, Candace Meyer: I started seeing Candace Meyer: some correlations Candace Meyer: between Candace Meyer: not just Candace Meyer: they're struggling Candace Meyer: and reading, Candace Meyer: but they're struggling Candace Meyer: socially or Candace Meyer: emotionally or Candace Meyer: even athletically, Candace Meyer: even in the Candace Meyer: way they Candace Meyer: moved their Candace Meyer: body.

Brent Fox: To help prove her theory, Brent Fox: Maya used a piece Brent Fox: of technology originally Brent Fox: designed to test Brent Fox: astronauts when Brent Fox: they came back from Brent Fox: space.

Candace Meyer: There was a machine Candace Meyer: that was developed Candace Meyer: in the mid-80s Candace Meyer: when the technology Candace Meyer: came about Candace Meyer: that Candace Meyer: an incredibly Candace Meyer: gifted MIT Candace Meyer: engineer Candace Meyer: working for NASA Candace Meyer: found a way to Candace Meyer: measure the Candace Meyer: balance that Candace Meyer: was left in Candace Meyer: astronauts Candace Meyer: brains and bodies Candace Meyer: when they came back Candace Meyer: from outer space.

Candace Meyer: Because, in Candace Meyer: outer space, Candace Meyer: they were--these Candace Meyer: wonderfully Candace Meyer: gifted Candace Meyer: astronauts Candace Meyer: were becoming dyslexic, Candace Meyer: losing their ability Candace Meyer: to process Candace Meyer: information, Candace Meyer: losing their whole Candace Meyer: motor ability, Candace Meyer: couldn't see as Candace Meyer: well, couldn't hear Candace Meyer: as well, couldn't think Candace Meyer: as well.

Candace Meyer: And so he Candace Meyer: found a way Candace Meyer: to, when they Candace Meyer: came back from outer Candace Meyer: space, to Candace Meyer: measure and Candace Meyer: see what their Candace Meyer: functionality Candace Meyer: was.

Candace Meyer: So this is the Candace Meyer: machine that I Candace Meyer: purchased Candace Meyer: almost 20 years Candace Meyer: ago and Candace Meyer: started taking Candace Meyer: it around from school Candace Meyer: to school and Candace Meyer: proving to Candace Meyer: my--trying to Candace Meyer: prove my theory Candace Meyer: that I think Candace Meyer: it has to do with Candace Meyer: balance.

Candace Meyer: And if Candace Meyer: so, then I Candace Meyer: should be able to Candace Meyer: almost predict Candace Meyer: what these Candace Meyer: graphs would Candace Meyer: look like.

Candace Meyer: The day that I Candace Meyer: found that research Candace Meyer: and that piece Candace Meyer: of information Candace Meyer: I tell people it changed Candace Meyer: my life because Candace Meyer: then I realized, Candace Meyer: oh, my goodness, there's something Candace Meyer: we can do about Candace Meyer: it.

We can't--we Candace Meyer: don't just Candace Meyer: have to relegate Candace Meyer: this child to Candace Meyer: a lifetime of Candace Meyer: poor reading Candace Meyer: or Candace Meyer: poor social, Candace Meyer: emotional function Candace Meyer: or even Candace Meyer: athletic Candace Meyer: behaviors.

Candace Meyer: There is Candace Meyer: absolutely Candace Meyer: something scientifically Candace Meyer: you can do to Candace Meyer: increase their Candace Meyer: functionality.

Brent Fox: Schools can implement Brent Fox: these techniques in a Brent Fox: variety of ways.

Candace Meyer: Many of the Candace Meyer: schools Candace Meyer: will develop Candace Meyer: what I call a Candace Meyer: Minds in Motion Candace Meyer: maze, because Candace Meyer: that's--that's my Candace Meyer: school program.

Candace Meyer: I designed a Candace Meyer: very, very Candace Meyer: simplistic Candace Meyer: set of 15 Candace Meyer: different stations Candace Meyer: that you can set up Candace Meyer: up and down the hallway.

Candace Meyer: You can set up Candace Meyer: in one room Candace Meyer: and going into Candace Meyer: another room, Candace Meyer: you put them in the gymnasium, Candace Meyer: you can put them in Candace Meyer: any--any spot Candace Meyer: that you have in Candace Meyer: a school.

Candace Meyer: And those Candace Meyer: series of Candace Meyer: movements and Candace Meyer: those series of Candace Meyer: stations, Candace Meyer: they change Candace Meyer: week to week.

Candace Meyer: So you're changing Candace Meyer: the frequency, intensity Candace Meyer: and duration Candace Meyer: of--of the Candace Meyer: motor movement Candace Meyer: that you're doing Candace Meyer: and in turn, Candace Meyer: stimulating Candace Meyer: the functionality Candace Meyer: of the inner ear Candace Meyer: to allow Candace Meyer: higher vestibular Candace Meyer: function.

Brent Fox: Minds in Motion Brent Fox: has worked to prove Brent Fox: that every child Brent Fox: is capable of Brent Fox: learning, even if Brent Fox: it has to be done Brent Fox: in a different Brent Fox: way.

Candace Meyer: I guess I believe Candace Meyer: in the theory Candace Meyer: that every teacher Candace Meyer: is doing it Candace Meyer: for the betterment Candace Meyer: of every child.

Candace Meyer: And Candace Meyer: once I started Candace Meyer: seeing that Candace Meyer: there is really Candace Meyer: something we can Candace Meyer: do about Candace Meyer: struggling children, Candace Meyer: I just felt Candace Meyer: like that was Candace Meyer: my passionate Candace Meyer: call for the Candace Meyer: rest of my life.

Candace Meyer: I couldn't--I Candace Meyer: could not--not Candace Meyer: let it--leave Candace Meyer: it alone.

Candace Meyer: I had to Candace Meyer: spread the word, Candace Meyer: so to speak, Candace Meyer: because I was Candace Meyer: brought up Candace Meyer: with the understanding Candace Meyer: that Candace Meyer: children are Candace Meyer: what they are.

Candace Meyer: And especially by Candace Meyer: the time you get them Candace Meyer: in school, you Candace Meyer: have the haves Candace Meyer: and the have nots.

Candace Meyer: And Candace Meyer: in my early Candace Meyer: theory was I Candace Meyer: will do everything Candace Meyer: in my power to Candace Meyer: help the children Candace Meyer: who are struggling Candace Meyer: improve their Candace Meyer: cognitive ability.

Sam Centellas: Learn more about Sam Centellas: the program at Sam Centellas: WNIT.org.

Sam Centellas: Quality early Sam Centellas: childhood education.

Sam Centellas: The pandemic Sam Centellas: has highlighted a big Sam Centellas: problem for families Sam Centellas: of young children, Sam Centellas: the high cost Sam Centellas: of quality Sam Centellas: education.

Sam Centellas: Many working Sam Centellas: parents earn Sam Centellas: too much to qualify Sam Centellas: for vouchers, Sam Centellas: but quality Sam Centellas: early child care Sam Centellas: and before and Sam Centellas: after school programs Sam Centellas: are still unaffordable.

Sam Centellas: That's why Indiana Sam Centellas: has extended a Sam Centellas: Build, Learn, Grow Sam Centellas: scholarship program Sam Centellas: to support Indiana Sam Centellas: parents of all Sam Centellas: income levels.

Sam Centellas: Segment producer Sam Centellas: Scott Palmer Sam Centellas: presents this story.

Scott Palmer: It took a pandemic Scott Palmer: to help us realize Scott Palmer: just how essential Scott Palmer: some workers Scott Palmer: are, workers Scott Palmer: like Whitney, a Scott Palmer: mental health counselor.

Whitney Hancock: I know depression Whitney Hancock: and anxiety rates Whitney Hancock: have soared Whitney Hancock: over the pandemic.

Whitney Hancock: And so Whitney Hancock: there's a lot Whitney Hancock: of work Whitney Hancock: needed and there's Whitney Hancock: really not Whitney Hancock: enough Whitney Hancock: counselors to Whitney Hancock: go around.

Scott Palmer: Her four children Scott Palmer: now attend Scott Palmer: Notre Dame's Scott Palmer: Early Childhood Scott Palmer: Development Center, Scott Palmer: a level of care Scott Palmer: many parents Scott Palmer: can't access Scott Palmer: quality.

Kari Alford: Early childhood Kari Alford: is very Kari Alford: expensive to Kari Alford: provide.

Kari Alford: And so some Kari Alford: families go Kari Alford: without.

Kari Alford: They have a Kari Alford: relative care Kari Alford: for their children.

Scott Palmer: The United Way Scott Palmer: reports the Scott Palmer: number of Alice Scott Palmer: households, Scott Palmer: households that Scott Palmer: are income Scott Palmer: constrained Scott Palmer: despite being Scott Palmer: employed is Scott Palmer: nearly 40 Scott Palmer: percent in St. Scott Palmer: Joseph County Scott Palmer: alone.

Emily Rupchock: And child care vouchers Emily Rupchock: are capped at one hundred Emily Rupchock: and twenty seven percent Emily Rupchock: of the federal poverty Emily Rupchock: level.

Emily Rupchock: And that's just Emily Rupchock: a really low Emily Rupchock: threshold.

Emily Rupchock: A lot of these Emily Rupchock: families have Emily Rupchock: never qualified.

Emily Rupchock: They've always made Emily Rupchock: even just literally Emily Rupchock: a few dollars Emily Rupchock: too much to Emily Rupchock: qualify for Emily Rupchock: any financial Emily Rupchock: assistance.

Emily Rupchock: We've got a Emily Rupchock: huge need in Emily Rupchock: our community that's Emily Rupchock: almost half Emily Rupchock: of our county's Emily Rupchock: population in Emily Rupchock: a very unstable Emily Rupchock: financial position.

Scott Palmer: That's why Scott Palmer: Indiana has Scott Palmer: extended the Scott Palmer: Build, Learn, Scott Palmer: Grow scholarship Scott Palmer: program through Scott Palmer: March 2022.

Scott Palmer: The Pandemic Scott Palmer: Assistance Program Scott Palmer: provides any Scott Palmer: child, birth Scott Palmer: through age 12, Scott Palmer: tuition assistance Scott Palmer: to qualifying Scott Palmer: programs.

Nicole Norvell: The only requirements Nicole Norvell: are you have to Nicole Norvell: have at least one Nicole Norvell: parent in the household Nicole Norvell: or grandparent, Nicole Norvell: whoever your guardian, Nicole Norvell: is that works Nicole Norvell: in an essential Nicole Norvell: field, which can Nicole Norvell: be anything Nicole Norvell: from health Nicole Norvell: care to the Nicole Norvell: restaurant industry Nicole Norvell: to our local Nicole Norvell: banks and gas Nicole Norvell: stations, and Nicole Norvell: to support them Nicole Norvell: in making sure that Nicole Norvell: their children Nicole Norvell: get into high Nicole Norvell: quality early Nicole Norvell: learning and then Nicole Norvell: before and after Nicole Norvell: school programming.

Scott Palmer: Scholarship Scott Palmer: amounts vary by Scott Palmer: income.

Scott Palmer: When vouchers Scott Palmer: aren't an option, Scott Palmer: families earning Scott Palmer: nearly twice Scott Palmer: the voucher threshold Scott Palmer: receive eighty Scott Palmer: percent of tuition.

Scott Palmer: Families earning Scott Palmer: up to four times Scott Palmer: the federal poverty Scott Palmer: level receive Scott Palmer: sixty percent, Scott Palmer: while any Scott Palmer: family with an Scott Palmer: essential worker Scott Palmer: can receive Scott Palmer: twenty percent Scott Palmer: regardless of Scott Palmer: income.

Kari Alford: So it really Kari Alford: reaches a whole Kari Alford: variety of Kari Alford: families that Kari Alford: were not Kari Alford: eligible for the Kari Alford: traditional voucher Kari Alford: or on my way Kari Alford: pre-K programs.

Scott Palmer: The program Scott Palmer: helps rebuild Scott Palmer: the essential workforce Scott Palmer: and helps Scott Palmer: children affected Scott Palmer: by the pandemic Scott Palmer: stay on track.

Nicole Norvell: We know that some Nicole Norvell: learning loss certainly Nicole Norvell: happened for our Nicole Norvell: school age children.

Nicole Norvell: So sometimes Nicole Norvell: these before and Nicole Norvell: after school programs Nicole Norvell: can really be Nicole Norvell: a great way Nicole Norvell: to fill in that Nicole Norvell: gap of learning.

Nicole Norvell: Really, what we want Nicole Norvell: to be sure is Nicole Norvell: in those early Nicole Norvell: learning programs Nicole Norvell: or the before Nicole Norvell: and after school programs Nicole Norvell: that kids are Nicole Norvell: really engaged Nicole Norvell: in learning that's Nicole Norvell: developmentally Nicole Norvell: appropriate, Nicole Norvell: and that really Nicole Norvell: there are high quality Nicole Norvell: staff Nicole Norvell: and we want to make Nicole Norvell: sure that they're hitting Nicole Norvell: all of those developmental Nicole Norvell: milestones, Nicole Norvell: especially when Nicole Norvell: we think about our--our Nicole Norvell: toddlers who Nicole Norvell: really learn Nicole Norvell: and grow quite Nicole Norvell: a bit by being Nicole Norvell: with other children.

Whitney Hancock: That's the most important.

Whitney Hancock: They're at a place Whitney Hancock: that I know they're Whitney Hancock: growing and Whitney Hancock: developing Whitney Hancock: and learning Whitney Hancock: empathy for other Whitney Hancock: children.

Scott Palmer: The program Scott Palmer: does present Scott Palmer: one new challenge, Scott Palmer: how to get the Scott Palmer: word out to Scott Palmer: families who've Scott Palmer: never qualified Scott Palmer: before.

Emily Rupchock: I think one of Emily Rupchock: the opportunities Emily Rupchock: is to really highlight Emily Rupchock: this with employers, Emily Rupchock: to showcase, Emily Rupchock: you know, if you have Emily Rupchock: employees who Emily Rupchock: may qualify Emily Rupchock: for this, make Emily Rupchock: sure that they're aware Emily Rupchock: of it and Emily Rupchock: then send them Emily Rupchock: to the resources Emily Rupchock: that exist online.

Scott Palmer: Those online Scott Palmer: resources Scott Palmer: include two new Scott Palmer: websites, one Scott Palmer: for families to Scott Palmer: find qualifying Scott Palmer: providers and Scott Palmer: another for Scott Palmer: providers who Scott Palmer: now play an Scott Palmer: important new Scott Palmer: role.

Nicole Norvell: You fill out the application Nicole Norvell: as a family.

You Nicole Norvell: take it to your Nicole Norvell: provider and Nicole Norvell: your provider will Nicole Norvell: do the rest of Nicole Norvell: the work.

Nicole Norvell: For a lot of Nicole Norvell: our provider base, Nicole Norvell: they often do Nicole Norvell: a sliding fee Nicole Norvell: scale anyways, Nicole Norvell: which means they're Nicole Norvell: a lot of times looking Nicole Norvell: at income information Nicole Norvell: for families anyhow.

Nicole Norvell: But their enrollments Nicole Norvell: have been down Nicole Norvell: just because a lot Nicole Norvell: of parents chose Nicole Norvell: to keep their kids Nicole Norvell: home.

So this Nicole Norvell: is also a way Nicole Norvell: for them to increase Nicole Norvell: the amount of families Nicole Norvell: that they're serving Nicole Norvell: while that Nicole Norvell: family get some Nicole Norvell: financial support.

Nicole Norvell: And then also Nicole Norvell: hopefully they get Nicole Norvell: to market to Nicole Norvell: families that maybe Nicole Norvell: they didn't market Nicole Norvell: to before.

Whitney Hancock: Really, it allowed Whitney Hancock: both my Whitney Hancock: husband and Whitney Hancock: I to go back Whitney Hancock: to work and Whitney Hancock: not have to be trading Whitney Hancock: off child Whitney Hancock: care.

Whitney Hancock: And it's Whitney Hancock: a big stress Whitney Hancock: relief from Whitney Hancock: the COVID days Whitney Hancock: of of Whitney Hancock: balancing childcare Whitney Hancock: together as a couple.

Sam Centellas: Find out more Sam Centellas: about the scholarship Sam Centellas: program at Sam Centellas: WNIT.org.

Sam Centellas: Starting the Sam Centellas: conversation.

Sam Centellas: With so many Sam Centellas: social topics Sam Centellas: today, it can be Sam Centellas: hard for parents Sam Centellas: to find the best Sam Centellas: ways to discuss Sam Centellas: them.

Sam Centellas: A kid's company Sam Centellas: about is a Sam Centellas: multiplatform Sam Centellas: resource that includes Sam Centellas: books, Sam Centellas: podcasts and Sam Centellas: classes geared Sam Centellas: towards children Sam Centellas: and the biggest Sam Centellas: topics of the Sam Centellas: day.

Jelani Memory: A Kid's Company Jelani Memory: About is Jelani Memory: a kids media Jelani Memory: company that Jelani Memory: is trying to empower Jelani Memory: a generation Jelani Memory: of kids through Jelani Memory: diverse storytelling.

Jelani Memory: We want to tell Jelani Memory: the most important Jelani Memory: stories that kids Jelani Memory: ever hear.

Jelani Memory: And as much as I Jelani Memory: love Pixar Jelani Memory: and Disney and Jelani Memory: Nickelodeon Jelani Memory: and Netflix, Jelani Memory: we think there's Jelani Memory: a space to Jelani Memory: live in the legacy Jelani Memory: that Fred Rogers Jelani Memory: left behind with Jelani Memory: the Mister Rogers Jelani Memory: Show to really Jelani Memory: treat kids with Jelani Memory: respect, to Jelani Memory: talk up to them Jelani Memory: and not down Jelani Memory: to them and to Jelani Memory: honor them Jelani Memory: with important Jelani Memory: stories that Jelani Memory: we think empower Jelani Memory: them.

Brent Fox: But A Kid's Company Brent Fox: About didn't start out Brent Fox: as a multi-platform Brent Fox: company.

Jelani Memory: It started Jelani Memory: with a book Jelani Memory: that I wrote for my Jelani Memory: own kids.

So I Jelani Memory: have six kids, Jelani Memory: blended family; Jelani Memory: four white kids, Jelani Memory: two brown kids.

Jelani Memory: It's like a circus Jelani Memory: at my house 24/7.

Jelani Memory: I love it.

Jelani Memory: And--and back Jelani Memory: in 2018, Jelani Memory: I did a small Jelani Memory: personal project Jelani Memory: outside of work for Jelani Memory: my kids, Jelani Memory: a book on Jelani Memory: racism titled Jelani Memory: A Kid's Book About Racism, Jelani Memory: because I couldn't think Jelani Memory: of what else to call Jelani Memory: it.

And I Jelani Memory: spent all of a Jelani Memory: week and a half Jelani Memory: on it, printed Jelani Memory: one copy because Jelani Memory: I couldn't think of Jelani Memory: what I'd do with two, Jelani Memory: and that was Jelani Memory: all it was ever Jelani Memory: supposed to be.

Jelani Memory: But my kids, Jelani Memory: their eyes lit Jelani Memory: up.

They were Jelani Memory: enchanted and Jelani Memory: it sparked all Jelani Memory: sorts of new conversations Jelani Memory: with them that Jelani Memory: were incredible.

Jelani Memory: And they were the Jelani Memory: first ones to give Jelani Memory: me an idea to go, Jelani Memory: 'I think this Jelani Memory: could be more, dad'.

Jelani Memory: I think this could Jelani Memory: be more books, Jelani Memory: more stories.

Jelani Memory: After I finish Jelani Memory: my book, you Jelani Memory: know, and decided Jelani Memory: that I was really going Jelani Memory: to sort of dive Jelani Memory: in to build a Jelani Memory: company around Jelani Memory: it.

It was Jelani Memory: about going out and Jelani Memory: finding other storytellers Jelani Memory: who were like me, Jelani Memory: who maybe weren't Jelani Memory: going to get a book deal, Jelani Memory: but had something Jelani Memory: to say and to Jelani Memory: center it Jelani Memory: around these Jelani Memory: important Own Jelani Memory: Voice stories Jelani Memory: and these important Jelani Memory: topics and be Jelani Memory: really clear Jelani Memory: with kids to Jelani Memory: basically not Jelani Memory: lie, not pull Jelani Memory: punches, not Jelani Memory: use big Jelani Memory: metaphors Jelani Memory: about dragons Jelani Memory: not getting along.

Jelani Memory: But let's just talk Jelani Memory: to kids plainly.

Brent Fox: The books run a Brent Fox: range of topics, Brent Fox: from social-emotional Brent Fox: development to Brent Fox: learning about people's Brent Fox: differences.

Jelani Memory: A kid's Book Jelani Memory: About belonging, Jelani Memory: A Kid's Book About Jelani Memory: Feminism, Jelani Memory: A Kid's Book about Jelani Memory: Empathy sells Jelani Memory: really well.

What's Jelani Memory: the difference between empathy Jelani Memory: and sympathy Jelani Memory: and how do I live my Jelani Memory: life in that way?

Jelani Memory: A kid's book Jelani Memory: about gratitude.

Jelani Memory: And then, you Jelani Memory: know, we explore Jelani Memory: lots of difficult Jelani Memory: topics; anxiety, Jelani Memory: depression, Jelani Memory: failure, Jelani Memory: death, cancer.

Brent Fox: They've expanded Brent Fox: even further Brent Fox: through the creation of Brent Fox: master classes and Brent Fox: a network of podcasts, Brent Fox: all geared towards Brent Fox: tackling tough topics Brent Fox: with children.

Matthew Winner: We have one Matthew Winner: of a kind Matthew Winner: kids podcast Matthew Winner: network at a Matthew Winner: kids company about Matthew Winner: we have seven Matthew Winner: shows running Matthew Winner: right now, Matthew Winner: all focusing Matthew Winner: on different topics.

Matthew Winner: One is, are Matthew Winner: kids a kid's Matthew Winner: book about the Matthew Winner: podcast, which Matthew Winner: is interview Matthew Winner: style focus Matthew Winner: on big topics Matthew Winner: based on our books Matthew Winner: and centering the Matthew Winner: voice of children.

Matthew Winner: We also have Matthew Winner: a summer camp Matthew Winner: podcast called Matthew Winner: Camp Adventure, Matthew Winner: which is an ensemble Matthew Winner: cast show Matthew Winner: and meant to Matthew Winner: provide access Matthew Winner: to summer camp Matthew Winner: to all kids Matthew Winner: everywhere provide Matthew Winner: that experience.

Matthew Winner: Some are centering Matthew Winner: different Matthew Winner: guests.

Matthew Winner: Others are Matthew Winner: host lead.

Matthew Winner: Some are meant Matthew Winner: for young children Matthew Winner: to listen to with Matthew Winner: their grown ups, Matthew Winner: and others are more Matthew Winner: for kids on Matthew Winner: the upper end Matthew Winner: of elementary Matthew Winner: school and Matthew Winner: aging higher Matthew Winner: than that.

Matthew Winner: And they're Matthew Winner: all beautifully Matthew Winner: produced and sound Matthew Winner: designed to, Matthew Winner: I think, make Matthew Winner: it sound like, Matthew Winner: well, maybe Matthew Winner: make it sound unlike Matthew Winner: anything Matthew Winner: that's out there Matthew Winner: for kids right Matthew Winner: now.

We really Matthew Winner: put our values Matthew Winner: on the line Matthew Winner: and in your ears Matthew Winner: knowing that Matthew Winner: kids are ready Matthew Winner: to talk about these Matthew Winner: big topics.

Matthew Winner: But also they Matthew Winner: deserve to be Matthew Winner: treated with Matthew Winner: the respect Matthew Winner: and dignity that Matthew Winner: that they're owed.

Brent Fox: And having resources Brent Fox: available in multiple Brent Fox: formats allows for Brent Fox: more ways to learn.

Matthew Winner: So I come from Matthew Winner: 17 years in Matthew Winner: the classroom Matthew Winner: and that Matthew Winner: includes teaching Matthew Winner: during the pandemic.

Matthew Winner: And I know many, Matthew Winner: many of us educators Matthew Winner: are looking now Matthew Winner: for ways to get Matthew Winner: kids off of Matthew Winner: screens to Matthew Winner: allow them time Matthew Winner: to have screen Matthew Winner: free time.

Matthew Winner: Podcasts do a Matthew Winner: number of different Matthew Winner: things.

Matthew Winner: One is giving Matthew Winner: that--that Matthew Winner: child a chance Matthew Winner: to--to have a Matthew Winner: break from screens, Matthew Winner: but still take Matthew Winner: in information Matthew Winner: that's building Matthew Winner: that listening Matthew Winner: comprehension.

Matthew Winner: But also, we Matthew Winner: know that a Matthew Winner: lot of these topics Matthew Winner: are hard for Matthew Winner: grown ups to talk Matthew Winner: about.

So Matthew Winner: like our books Matthew Winner: do and like our Matthew Winner: classes do, Matthew Winner: we're trying to offer Matthew Winner: a way in to Matthew Winner: the conversation, Matthew Winner: really for grownups.

Matthew Winner: We know kids Matthew Winner: are ready.

We're Matthew Winner: equipping them with Matthew Winner: the language Matthew Winner: to talk about it Matthew Winner: and the opportunity, Matthew Winner: the space, the Matthew Winner: space to talk Matthew Winner: about it.

Brent Fox: With a growing Brent Fox: library of books, Brent Fox: storytellers and Brent Fox: other resources, A Brent Fox: Kid's Company Brent Fox: About is working Brent Fox: to make sure Brent Fox: they're empowering Brent Fox: kids through Brent Fox: education.

Jelani Memory: We like to Jelani Memory: live under this Jelani Memory: illusion that ignorance Jelani Memory: is bliss.

I Jelani Memory: think it's the exact Jelani Memory: opposite.

Jelani Memory: When we know Jelani Memory: something, when Jelani Memory: we understand Jelani Memory: something and Jelani Memory: we can make sense Jelani Memory: of it, we Jelani Memory: we have a little more Jelani Memory: power.

We are Jelani Memory: empowered, Jelani Memory: and I think Jelani Memory: that's incredibly Jelani Memory: true with kids, Jelani Memory: it's why they Jelani Memory: always ask Jelani Memory: questions.

Jelani Memory: It's why they always Jelani Memory: ask why.

Jelani Memory: And so through Jelani Memory: education, we Jelani Memory: empower them Jelani Memory: with the--the Jelani Memory: knowledge and Jelani Memory: the understanding Jelani Memory: to--to deal Jelani Memory: with their trauma, Jelani Memory: to deal with their Jelani Memory: experiences, Jelani Memory: to make sense Jelani Memory: of their feelings Jelani Memory: and to make Jelani Memory: sense of the Jelani Memory: things happening Jelani Memory: around them.

Matthew Winner: Education Matthew Winner: is the means Matthew Winner: of giving children Matthew Winner: those tools Matthew Winner: to affect Matthew Winner: their future.

Matthew Winner: We can't tell Matthew Winner: them what future Matthew Winner: they're going to inherit, Matthew Winner: but we can give them Matthew Winner: the tools to Matthew Winner: make that Matthew Winner: change, to Matthew Winner: prepare for Matthew Winner: those jobs that Matthew Winner: don't exist yet, Matthew Winner: to build the Matthew Winner: future that Matthew Winner: they want and Matthew Winner: also to Matthew Winner: address the Matthew Winner: problems that Matthew Winner: they are inheriting.

Matthew Winner: Ideally, that Matthew Winner: they can walk Matthew Winner: alongside us Matthew Winner: grown ups.

Matthew Winner: So that we Matthew Winner: can hand over Matthew Winner: the work we Matthew Winner: have already Matthew Winner: been doing in Matthew Winner: their trust Matthew Winner: and that they can continue Matthew Winner: our work forward.

Sam Centellas: Learn more at Sam Centellas: WNIT.org.

Sam Centellas: Hands on Sam Centellas: learning.

Sam Centellas: Waterstreet Glassworks Sam Centellas: offers a two Sam Centellas: year apprentice Sam Centellas: program for teenagers.

Sam Centellas: Fired Up is an Sam Centellas: after school program Sam Centellas: in Benton Harbor Sam Centellas: where students learn Sam Centellas: to work with glass.

Vic'Shonda Newbern: The Fired Up program Vic'Shonda Newbern: is a place where Vic'Shonda Newbern: you can Vic'Shonda Newbern: learn skills Vic'Shonda Newbern: that you won't Vic'Shonda Newbern: necessarily learn Vic'Shonda Newbern: in high school Vic'Shonda Newbern: that you can apply Vic'Shonda Newbern: if you were to Vic'Shonda Newbern: go into Vic'Shonda Newbern: art in college.

Vic'Shonda Newbern: And it's Vic'Shonda Newbern: definitely opened Vic'Shonda Newbern: my eyes to Vic'Shonda Newbern: appreciate Vic'Shonda Newbern: the value of Vic'Shonda Newbern: art and Vic'Shonda Newbern: artists in Vic'Shonda Newbern: the community, Vic'Shonda Newbern: because a lot of Vic'Shonda Newbern: the time people look Vic'Shonda Newbern: at art and they're like, Vic'Shonda Newbern: oh, this cost Vic'Shonda Newbern: this much.

And Vic'Shonda Newbern: it's like you don't Vic'Shonda Newbern: know the work Vic'Shonda Newbern: that they put into Vic'Shonda Newbern: that and the thought that Vic'Shonda Newbern: they put into that.

Vic'Shonda Newbern: So to teach children Vic'Shonda Newbern: to value Vic'Shonda Newbern: that is Vic'Shonda Newbern: amazing.

Brenda Bowyer: Fired up at Brenda Bowyer: Waterstreet Glassworks Brenda Bowyer: is rated as Brenda Bowyer: one of the top Brenda Bowyer: 50 after Brenda Bowyer: school programs Brenda Bowyer: in the U.S.. Brenda Bowyer: Benton Harbor Brenda Bowyer: students aged Brenda Bowyer: 12 to 18 Brenda Bowyer: enroll with a Brenda Bowyer: two year commitment Brenda Bowyer: in one of three Brenda Bowyer: studios Brenda Bowyer: glassblowing, Brenda Bowyer: glass bead Brenda Bowyer: making and jewelry Brenda Bowyer: design and Brenda Bowyer: fused glass.

Laura Ziebarth: Fusing is--starts Laura Ziebarth: with a drawing.

Laura Ziebarth: And so they Laura Ziebarth: have a design Laura Ziebarth: and then they have to Laura Ziebarth: figure out how to Laura Ziebarth: make glass Laura Ziebarth: look like that.

Laura Ziebarth: It's very hard Laura Ziebarth: to cut glass, Laura Ziebarth: especially small Laura Ziebarth: pieces, circles, Laura Ziebarth: that kind of thing.

Laura Ziebarth: So we go Laura Ziebarth: through and spend Laura Ziebarth: a lot of time Laura Ziebarth: figuring out how Laura Ziebarth: to cut and Laura Ziebarth: how to put pieces Laura Ziebarth: together and Laura Ziebarth: how to layer Laura Ziebarth: it so that it Laura Ziebarth: will when it's Laura Ziebarth: fired, it'll Laura Ziebarth: look the way they want Laura Ziebarth: to.

Detorion McKinney: It's a lot Detorion McKinney: like drawing Detorion McKinney: and I love drawing Detorion McKinney: and like Detorion McKinney: it's just easier Detorion McKinney: to me is fun.

Detorion McKinney: I just really Detorion McKinney: like it.

Vic'Shonda Newbern: So we have Vic'Shonda Newbern: our bead Vic'Shonda Newbern: making and Vic'Shonda Newbern: jewelry studio.

Vic'Shonda Newbern: They work Vic'Shonda Newbern: over flame Vic'Shonda Newbern: and they have Vic'Shonda Newbern: a mandrill Vic'Shonda Newbern: and they are Vic'Shonda Newbern: putting Vic'Shonda Newbern: the glass Vic'Shonda Newbern: on the mantel Vic'Shonda Newbern: and they're turning and Vic'Shonda Newbern: they're making their Vic'Shonda Newbern: beads or designing, Vic'Shonda Newbern: they're creating.

And Vic'Shonda Newbern: then after Vic'Shonda Newbern: they get Vic'Shonda Newbern: a set of beads, they'll Vic'Shonda Newbern: go transition Vic'Shonda Newbern: to their Vic'Shonda Newbern: jewelry instructor Vic'Shonda Newbern: and she'll Vic'Shonda Newbern: show them how Vic'Shonda Newbern: to put Vic'Shonda Newbern: them on the jump Vic'Shonda Newbern: rings and Vic'Shonda Newbern: hoops and Vic'Shonda Newbern: everything like that.

Gina Edwards: They just love Gina Edwards: the experience.

Gina Edwards: Everybody that Gina Edwards: I've talked to Gina Edwards: has just been Gina Edwards: so thankful Gina Edwards: and that Gina Edwards: this place even Gina Edwards: exists.

Gina Edwards: You know, just Gina Edwards: I mean, we Gina Edwards: mount glass Gina Edwards: here.

How cool is Gina Edwards: that?

Lucia Forestieri: I've never actually Lucia Forestieri: done anything Lucia Forestieri: like glass Lucia Forestieri: working.

It's definitely Lucia Forestieri: a lot different.

Lucia Forestieri: I, I also Lucia Forestieri: do like traditional Lucia Forestieri: art mediums, Lucia Forestieri: but this is like Lucia Forestieri: way different Lucia Forestieri: from that in Lucia Forestieri: my opinion.

Lucia Forestieri: I really Lucia Forestieri: love it.

I think Lucia Forestieri: it's, like, Lucia Forestieri: really cool Lucia Forestieri: program to be a Lucia Forestieri: part of.

And I Lucia Forestieri: love all the people Lucia Forestieri: in my studio, Lucia Forestieri: especially like Lucia Forestieri: my sister Lucia Forestieri: over here.

Lucia Forestieri: Like, I've Lucia Forestieri: also been here with Lucia Forestieri: Aruey for a year.

Lucia Forestieri: And I just think it's Lucia Forestieri: a really cool, Lucia Forestieri: like artistic Lucia Forestieri: outlet.

After Lucia Forestieri: school.

Eli Zilke: My role has changed Eli Zilke: over the years.

Eli Zilke: I started as a Eli Zilke: student in the program Eli Zilke: when I was twelve Eli Zilke: years old and Eli Zilke: now I've returned Eli Zilke: as an instructor.

Eli Zilke: So we have two Eli Zilke: different age Eli Zilke: groups.

We have a Eli Zilke: beginning Eli Zilke: glassblowing and Eli Zilke: then a more advanced Eli Zilke: glassblowing with Eli Zilke: juniors and seniors.

Antwon Johnson: What I like about Antwon Johnson: working with glass Antwon Johnson: is that you Antwon Johnson: have more texture Antwon Johnson: and.

Antwon Johnson: It's like it's a Antwon Johnson: lot more hands Antwon Johnson: on then, like Antwon Johnson: most studios Antwon Johnson: I've seen, Antwon Johnson: and it's just pretty Antwon Johnson: fun to play with.

Antwon Johnson: I mean, I Antwon Johnson: have a I Antwon Johnson: have a good time Antwon Johnson: when I'm in a hot shop Antwon Johnson: working with my team Antwon Johnson: and everything.

Vic'Shonda Newbern: When I first was Vic'Shonda Newbern: introduced to this Vic'Shonda Newbern: program, Vic'Shonda Newbern: I was Vic'Shonda Newbern: able to Vic'Shonda Newbern: come here and Vic'Shonda Newbern: it was a safe place Vic'Shonda Newbern: for me.

It was Vic'Shonda Newbern: a place where I can Vic'Shonda Newbern: express myself Vic'Shonda Newbern: and not be judged.

Vic'Shonda Newbern: And it's Vic'Shonda Newbern: so important Vic'Shonda Newbern: to have something like Vic'Shonda Newbern: this here Vic'Shonda Newbern: at Water Street Vic'Shonda Newbern: and in Benton Harbor.

Detorion McKinney: I'm very Detorion McKinney: into art.

Detorion McKinney: I feel like I'm Detorion McKinney: a very artistic Detorion McKinney: person.

Detorion McKinney: And right Detorion McKinney: here is Detorion McKinney: like a place I Detorion McKinney: can, like, express Detorion McKinney: all my Detorion McKinney: artistic Detorion McKinney: juices and Detorion McKinney: vibes.

Laura Ziebarth: What I see is Laura Ziebarth: that when Laura Ziebarth: they come up with Laura Ziebarth: an idea, they're Laura Ziebarth: very excited Laura Ziebarth: and then it's a challenge Laura Ziebarth: to put it together.

Laura Ziebarth: And then they come Laura Ziebarth: in the next week Laura Ziebarth: and it's fired Laura Ziebarth: and they see how Laura Ziebarth: it turned out Laura Ziebarth: and they're really Laura Ziebarth: excited about Laura Ziebarth: it.

Speaker: It felt cool and Speaker: fun.

Gina Edwards: I really wish Gina Edwards: that I had Gina Edwards: found glass Gina Edwards: or had this opportunity Gina Edwards: when I was their Gina Edwards: age.

Gina Edwards: It's just.

Gina Edwards: Glasses, magic, Eli Zilke: it's still as Eli Zilke: fresh as when I Eli Zilke: first walked in Eli Zilke: here as a twelve year Eli Zilke: old, you know, it's Eli Zilke: it is you know, Eli Zilke: I get to watch Eli Zilke: these kids make Eli Zilke: breakthroughs every Eli Zilke: week and, you Eli Zilke: know, they may feel like Eli Zilke: they plateau for a Eli Zilke: couple of weeks and Eli Zilke: then, all of a sudden, Eli Zilke: there's something, Eli Zilke: there's an epiphany.

Eli Zilke: Right.

Eli Zilke: And so I get to Eli Zilke: see that constantly.

Eli Zilke: And I get to track Eli Zilke: these kids' progress Eli Zilke: throughout the years.

Eli Zilke: And, you know, I Eli Zilke: get to see them when Eli Zilke: they come back and Eli Zilke: visit the studio Eli Zilke: after years of Eli Zilke: being out of the program.

Eli Zilke: And, you know, Eli Zilke: it's--it's such Eli Zilke: a fulfilling part Eli Zilke: of my life because Eli Zilke: I know I Eli Zilke: know what the Eli Zilke: impact can be.

Eli Zilke: You know, it was Eli Zilke: it was my life.

Eli Zilke: It was from the Eli Zilke: moment I touched Eli Zilke: glass, that was Eli Zilke: it.

That was all I Eli Zilke: could ever think about.

Eli Zilke: And I see that in Eli Zilke: the eyes of these Eli Zilke: kids.

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