Preschool Development Grant Application Announced- What Does This Have to Do with Us?

The US Department of Education with Health and Human Services has announced criteria for applying for Preschool Development Grants. Comments and personal testimony were solicited from the departments in designing these grants. You may remember that there were a number of comments posted to the department's website and Montessori education was well represented at the personal testimony opportunity.

There are two types of grants. Only states may apply. Intent to submit is due by Sep. 11 with the final application due by Oct. 14th.
Development Grants are eligible to the 15 states that currently serve less than 10% of their low to middle income 4 year olds. Five to eight grants of $5-20 million for 4 years will be awarded.
Expansion Grants are for those states (35) that currently have robust preschool programs in place to expand enrollment of low to middle income children. Seven to twelve grants of $10-35 million for 4 years will be awarded.

Grants will be awarded to high quality programs which include:

• a professional development program for all early childhood teachers
• low ratios and group sizes
• comprehensive services to children and families
• provide a continuum of service from birth to 8 years old
• can provide matching funds at the state level
• use a minimum of 50% of the award to increase enrollment

What does this mean for the Montessori community?

There is no specific mention of Montessori education in these grant applications. But once again, high quality is defined with criteria that is, at best, is neutral and, at worst, is negative for high quality Montessori programs. We all share the goal of providing outstanding preschool opportunities for as many children as possible. But how can Montessori education be included as one of the best opportunities if our quality is not recognized? The Montessori teacher credential is not recognized at the level it should be given the requirements and competencies of MACTE accredited teacher education programs, Montessori classroom environments and programs are not fairly assessed as states use a tool that was created originally to measure quality in Head Start programs, the ratios and group sizes that are optimal for children to benefit from a high quality Montessori classroom are not understood or appreciated, rules and regulations regarding materials used are often counter to Montessori best practice. As more and more public funding is available, many Montessori schools are losing enrollment or compromising best practice. We have to be able to demonstrate our high quality to participate.

How does the Montessori community become a part of the conversation?

We need to form strong groups of Montessorians who come together. We need to organize ourselves in support of our fellow educators, parents and families, and most importantly, the children we teach. We need to prepare for advocacy with data (how many schools, families, and children are represented in your state?, how are Montessori classrooms in your state being ranked on QRIS?), with knowledge about those rules and regulations that are problematic for us, with information that will help us educate state level agencies and offices.

This is what Montessori Forward is all about. We are here to help you form or strengthen your state group, to help you organize with a structure and people power needed, and to help you prepare for engaging in advocacy. Together we can become a part of the conversation, we can demonstrate our high quality, and we can offer an amazing preschool opportunity for children and their families.

Write us at montforward@gmail.com. Look to see if a group is forming in your state or region. Check out the tools, templates, and information on Montessori Forward. Join the list serve to network with one another, check out our new Facebook page. 

Another Opportunity for the Montessori Community?

This is an interesting policy brief put together by the National Women's Law Center highlighting changes to early childhood education in each state.

Trends include:

• raising the income levels of families eligible for assistance for high quality pre-school programs for their children
• increased reimbursement payments to programs who serve eligible children
• an increase in public funding resulting in an increase in children served
• emphasis on a mixed delivery system- meaning that both private and public programs can qualify for public funds

With 50% of American's children living at or below the poverty level, these trends mean more and more children can receive high quality pre-school experiences. And as income levels continually rise, more and more families will be able to receive public assistance.

This is an opportunity for the Montessori community to not only share the benefits of a Montessori education with more families, but to become an important part of that delivery system. Public funding means greater enrollment of children in both private and public programs.

To read about your state:

http://www.nwlc.org/sites/default/files/pdfs/state_early_care_and_education_updates_july_2014.pdf

Advocacy Tips: 101

We want to support Montessori education. We would like more and more children and families to experience the benefits and value of a Montessori education in both independent and public programs and schools. We want to protect "authentic" "high quality" "fully implemented" Montessori practice.

We all know the variety of opinions within our community. And how many of us have said to a perspective family something like "You know there is no trade mark on the name Montessori."

So where do we start?

1. Define your community: There is power in numbers when we try to influence rules and regulations, state agencies,  policy implementors and those who are crafting policy. In bringing together a group of colleagues, are you going to define standards for membership, are you going to be inclusive of anyone who is interested in Montessori? The who, what, and why of those in your community is a good starting point. ( See Suggested Guidelines for Montessori Groups- Resources and Action).

2. Do your homework: What are the issues that are of concern to your group? After discussion and consensus that respects and listens to everyone's opinion and really appreciates the collective wisdom and knowledge of your group, prioritize your goals.

3. Know your message:  State the problem, articulate your specific goal. Determine your "talking points" clearly, and concretely. "We want to practice authentic Montessori education" is not going to be understood in the same way as "We would like to discuss a variance in ratios and maximum group size for these reasons."

4. Establish a relationship: Determine the right person in the right department for your particular issue. This can take some real digging,  sometimes with referrals from person to person until you finally find the person who can actually have some influence on your issue. Schedule a meeting, ideally with a phone call, and plan to meet face to face at the time that is convenient for the person you are meeting with.

5. Be professional: Be considerate of this person's time. Be thoughtful about how you are going to approach them, maybe consider limiting the number of participants you bring based on the kind of meeting. Try to put yourself in this person's shoes. Most state agencies are understaffed, have limited financial resources, and have limited time frames to implement programs and policies.

6. Tell your story: Clearly, concisely and in language the person you are speaking with will understand. Here is what we are asking for, here the 3-4 reasons why, and here is a possible solution that we can provide in working with you.

7. Follow up:  Send a thank you note (remember grace and courtesy). Maybe suggest an invitation to visit your school to see Montessori education directly in action. Schedule the next time you will meet with a suggested action plan.

8. Communicate with your colleagues: Share what you have learned with your group, get them excited to join you. Network with other like minded groups and individuals. Expand your influence.

And for Tools, and Templates and work your fellow Montessorians are engaged in, visit Montessori Forward. Leave your comments, ideas, suggestions, and questions here. Join the List serve, like the MF Face Book page. Join in with the Montessori community.

How will the Montessori community respond?

The first Preschool Nation Summit was recently held in NYC. The theme of this conference was

How does the US become a pre-school nation that believes all children deserve high-quality early learning opportunities?

A great question and a great goal !

Mayor De Blasio, D. NYC, in his keynote address shared how this goal is being met in NYC. 50,000 4 year olds will be provided with pre-school opportunities beginning this fall, with 70,000 children to be served by next year; available to all families regardless of income.

Suzanne Immerman, senior advisor to Arne Duncan at the USDE shared that another $250 million will soon be made available at the state and local level through the Pre-School Development Grants program.

www.preschoolnationorg/preschool-nation-summit-2014/

How does the US become a pre-school nation that believes all children deserve high-quality early learning opportunities?

What does high quality mean? How is it defined and measured? What accountability tools and processes are being put into place- through QRIS, Early Learning Standards, curriculum approvals?

What are the goals this pre-school nation will have for the thousands of children deserving of  a high-quality learning opportunity?

How will teachers who have the education and experience to provide high quality opportunities for all going to be recognized, prepared, and retained?

How can enough high-quality pre-school opportunities be provided, particularly in such a rapid time frame?


The Montessori education community should be a voice in this conversation. We have a time-tested and research based philosophy, teaching method, and curriculum that works. We have clear standards and goals for what high quality pre-school means. We have teachers who are highly educated and experienced. We have a "mixed delivery system" of private and public programs ready and willing to enroll children from diverse backgrounds, cultures, and learning needs.

How will we be a part of the US becoming a pre-school nation that believes all children deserve high-quality learning opportunities?
We each have a role and contribution to make. What are you going to do?

Montessori Forward