The Child Care Licensing Bureau (CCLB) performs state licensing regulatory duties as required by state laws and federal requirements.
Early learning and development program resources for all children, birth to age eight, especially those in highest need.
The MI Tri-Share Child Care Program is an innovative approach to increasing access to high-quality, affordable child care for working families while also helping employers retain talent and remove one major barrier to employment.
Michigan is one of 20 states selected by the U.S. Department of Health and Human Services to receive the Preschool Development B-5 renewal grant (PDG).
The PreK for All Initiative helps Michigan families save money while preparing the state’s youngest learners for kindergarten.
The Office of Education Partnerships at MiLEAP oversees both the Governor’s Educator Advisory Council and the Michigan PreK-12 Literacy Commission.
The Office of Family Partnerships coordinates and aligns a statewide system of family-school-community partnerships in support of positive developmental, health and academic outcomes, ensuring every learner in Michigan thrives.
By 2030, 60% of working-age Michiganders will have a certificate or college degree. Michigan will be a talent leader — fueling the future workforce and providing opportunity for all.
The Michigan Legislature tasked MiLEAP’s Office of Higher Education (OHE) with partnering statewide to improve student transfer and credit acceptance. Through its Transfer Success Project, OHE advances student-centered outcomes using evidence-based strategies and meaningful cross-sector collaboration.
The Universal FAFSA Challenge supports districts in adopting a local universal FAFSA policy and implementing FAFSA completion support in their high schools and local communities.
The Office of Higher Education at MiLEAP convened a 15-member task force to examine how basic needs insecurity affects college students across Michigan. Their goal is to identify effective interventions and recommend policy changes that remove financial barriers to education.
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Research indicates that the partnerships a preschool program builds with families can have a significant impact on children’s school success throughout their education. Strong family partnerships support children’s academic success by improving attendance and classroom dynamics, as well as increasing teacher expectations and cultural competence. Family participation in partnership activities are predictors of a child’s cognitive and social-emotional skills. All of these positive impacts in turn, result in higher teacher retention and a more positive center climate.
The GSRP Family Partnerships Implementation Manual section is aligned to the MiFamily Engagement Framework and the ABCs of Family Engagement from WIDA. The MiFamily Engagement Framework details the impact and includes references to the research. Additional references and resources can be found at the end of this section.
There are four pillars of school-family partnerships: two-way communication, relationships and trust, learning and well-being, and shared decision making and power. GSRP programs would benefit from creating a family partnership plan that meets GSRP requirements and includes strategies to support all four pillars of family partnerships.
Requirements:
GSRP legislation includes minimum requirements for family partnerships, which include:
These legislative requirements are met through both individualized and group family partnership events. Each program is required to plan at least three individualized family contacts throughout the year. Beginning in the 2026-27 school year, the preferred pattern for programs to meet the four family contacts are as follows: three individualized family contacts with one home visit and two family conferences and one classroom, program, or mutually planned community family event. Additionally, each program must organize a family participation group. ISDs or programs should develop a cohesive process for documenting all family partnership events.
Programs must ensure that family partnership events are accessible to families. This includes special consideration for transportation, translation or language services, and childcare for other children in the home.
All events should be evaluated through appropriate methods that may include conversations with families, surveys, or exit tickets asking for verbal or written responses. Programs should use the input to reflect and make improvements over time. It is important to share that information with families, so they know that they are being heard and what changes are coming from their input.
