Since Congress has returned from the August recess, education legislation, especially early childhood education, has seen an increase in bipartisan support. Recent polls indicate that upwards of 70% of Americans polled support greater financial support for early childhood education. After all, who could argue with the notion of providing high quality education for "our youngest, most vulnerable citizens?"
Strengthening Education Through Research Act- passed the House in May but has now been passed by the Senate HELP (Heath, Education, Labor and Pensions) Comm. and will soon be up for a full vote. This bill reauthorizes educational research through the Institute of Education Sciences (IES) but now requires a balance of topics on preK, K-12, and post secondary education. A change to "scientifically valid research" rather than "scientifically based research standards" will encourage the use of more methodologies.
Child Care Development Block Grant passed the Senate this past spring but has just passed the House with changes which have not yet been published to the web. This bill reauthorizes the CCDBG which provides early childhood education program expansion for low income families (a family of 4 making $50,000 annually) by providing vouchers which can be used by a family to choose the ECE program of their choice. Private providers and independent schools can apply for the use of these funds provided they demonstrate a standard of quality established by the state or local jurisdiction. Translated, this means a given score on a QRIS , recognized staff qualifications and education, and mandated professional development.
Strong Start for America's Children passed the Senate HELP Committee earlier this year but is now being taken up again as legislators realize that Early Childhood Education is becoming a bigger and bigger issue for voters. This bill would grant federal funding to both school districts and private providers to serve children 0-6 years of age (income levels have not been determined but the trend is towards increasing the minimum for a family of 4- in OK it is $137,000) as long as quality standards are met and all ECE teachers have a degree in early childhood. This bill is being sponsored by Senator Harkin and Representative Kline, both of whom will be retiring at the end of this session.
School Improvement Grants administered by the USDE have recently added to the model so that local school districts may now use funds to implement early learning interventions to add pre-K to elementary schools. As with all of this federal funding, there are teacher education and professional development requirements, and mandated early learning standards requirements.
At the state level-
WA- increase of child care subsidy by 4%; revising Early Childhood Education and Assistance program standards of quality.
NH- NH Supreme Court overturned a ruling striking down the state's tax credit scholarship program. The program allows businesses to receive tax credits for donations made to organizations used for tuition at another district school or private school.
FL-the teacher's union is backing a lawsuit against the state's education tax credit scholarship program. This program allows businesses and individuals to claim tax credits for donations made to state approved organizations which give money to students for tuition at private schools.
NYC- the universal preK program which opened this fall is serving 50,000 children. This is an increase of 20,000 from last year with a prediction of serving 73.000 by fall 2015. The center found that to have enough spaces for children they had to use a mixed delivery system of public and independent providers but the standards for quality are the same for all. There is no income limit for families wanting to apply for these slots. Because of the requirements for teacher education, there are not enough high quality teachers and the city is fast-tracking individuals to get the needed training.
IN- was recently awarded by the Schools for Tomorrow Conference as having the "best voucher program" in the country because it offers autonomy of the independent schools, the $ follows the child, and there are no caps on the numbers of vouchers awarded.
What does all of this mean for the Montessori community? Regardless of your school setting, be it public or independent, and regardless of the students being targeted for service- low income, at risk, ELL, special needs- the one thing in common for all Montessori schools is the definitions of high quality being established at the state and federal level. These qualifications have not, for the most part, been determined with involvement of Montessori educators and in many ways, have a direct negative impact on our schools.
The issue then is How do we support and protect high quality Montessori programming regardless of setting or student population? How do we compromise and comply with accountability without compromising our integrity? If we really want to provide a Montessori education for as many children as possible, isn't it important to have a conversation about the quality of that Montessori education?
Comments?
Friday, September 19, 2014
Tuesday, September 16, 2014
An Opportunity for the Montessori Community? Preschool Development Grant Update
The USDE and DHH announced yesterday that 32 states have submitted their "intent to apply" for a share of the $250 million grant competition. Final applications are due Oct. 14th.
There are two types of grants- one for development of early childhood programs and systems of accountability and one for expansion of existing programs and accountability.
The states applying for development grants include: HI, IN, MS, MO, MT, NV, NH, UT, and Puerto Rico.
States applying for expansion money include: AR, CA, CO, CT, DE, IL, KY, ME, MD, MA, MI, NJ, NC, OH, OR, PA, RI, TN, TX, VT, VA, WA, and WV.
If you live in a development state, now would be perfect time to make a connection with the state department writing the application. Call your state Child Care Licensing office, or state Department of Education to find the correct agency and person. Make a contact, ask for a meeting to share general information about the value of including Montessori as an option for early childhood education in your state.
If you live in an expansion state, now would be a perfect time to get involved. Contact your state Office of Early Learning (or equivalent- it might be licensing) and find out how the Montessori community can participate.
Washington- state provides a good "case study" for a state applying for an expansion grant. The Department of Early Learning (DEL) is "seeking input from the community." WA. is currently providing 10,091 preschool slots for families but with additional federal funds, they propose increasing that to 25,091 spaces. Additional funds would also be used to provide "curriculum support, professional development and tuition, and to increase private pay options."
WA. is defining high quality as: full day (5 hrs), highly trained teachers, an evidenced based curriculum, access to comprehensive services, a rich learning environment, and positive teacher-child interactions.
What makes WA interesting is its similarity to many of the states seeking Preschool Development Grant money. Many states want input from the community, all are increasing availability of programming, all see the need for a mixed delivery system that includes public and private providers, and all are mandated in this grant to both increase slots for children but also increase "quality" based on standards not that different from WA.
High quality Montessori education meets all of these. The task before us is educating and explaining how and why. It's all in the translation. Our most basic advocacy work can be explaining to these state agencies how we can contribute to their data base of high quality programs and a highly trained work force. We must interrupt how Montessori education meets the standards and criteria of accountability with the language and presentation that doesn't require us to compromise on best practice but helps others understand just what that is and how it fits in serving the needs of all children.
As always, Montessori Forward is about Montessori educators supporting one another on our common goal. Have a question, have a story to tell about your meeting with a state agency? Share so the rest of us might learn and explore these issues together.
Let's not miss this golden opportunity to become a part of the conversation on just what great education looks like.
There are two types of grants- one for development of early childhood programs and systems of accountability and one for expansion of existing programs and accountability.
The states applying for development grants include: HI, IN, MS, MO, MT, NV, NH, UT, and Puerto Rico.
States applying for expansion money include: AR, CA, CO, CT, DE, IL, KY, ME, MD, MA, MI, NJ, NC, OH, OR, PA, RI, TN, TX, VT, VA, WA, and WV.
If you live in a development state, now would be perfect time to make a connection with the state department writing the application. Call your state Child Care Licensing office, or state Department of Education to find the correct agency and person. Make a contact, ask for a meeting to share general information about the value of including Montessori as an option for early childhood education in your state.
If you live in an expansion state, now would be a perfect time to get involved. Contact your state Office of Early Learning (or equivalent- it might be licensing) and find out how the Montessori community can participate.
Washington- state provides a good "case study" for a state applying for an expansion grant. The Department of Early Learning (DEL) is "seeking input from the community." WA. is currently providing 10,091 preschool slots for families but with additional federal funds, they propose increasing that to 25,091 spaces. Additional funds would also be used to provide "curriculum support, professional development and tuition, and to increase private pay options."
WA. is defining high quality as: full day (5 hrs), highly trained teachers, an evidenced based curriculum, access to comprehensive services, a rich learning environment, and positive teacher-child interactions.
What makes WA interesting is its similarity to many of the states seeking Preschool Development Grant money. Many states want input from the community, all are increasing availability of programming, all see the need for a mixed delivery system that includes public and private providers, and all are mandated in this grant to both increase slots for children but also increase "quality" based on standards not that different from WA.
High quality Montessori education meets all of these. The task before us is educating and explaining how and why. It's all in the translation. Our most basic advocacy work can be explaining to these state agencies how we can contribute to their data base of high quality programs and a highly trained work force. We must interrupt how Montessori education meets the standards and criteria of accountability with the language and presentation that doesn't require us to compromise on best practice but helps others understand just what that is and how it fits in serving the needs of all children.
As always, Montessori Forward is about Montessori educators supporting one another on our common goal. Have a question, have a story to tell about your meeting with a state agency? Share so the rest of us might learn and explore these issues together.
Let's not miss this golden opportunity to become a part of the conversation on just what great education looks like.
Monday, August 18, 2014
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:
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.
Monday, August 11, 2014
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:
Sunday, August 10, 2014
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.
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.
Friday, August 8, 2014
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
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
Thursday, July 31, 2014
From our friend at The Montessori Observer
Forward, Adovcacy! Now With ECERS-R
That comment the other day about advocacy for public Montessori obviously caught my attention. More people should know about the outstanding advocacy work at Montessori Forward, a website, blog, Google group, and community of Montessorians which make up a crowd-sourced yet deeply researched source for the latest advocacy and public policy news.
Now the MForward community has come out with a tool that could be a huge boost for Montessori Primary programs engaging with QRIS (Quality Rating and Improvemt Systems) policies in their states. You may have heard of the Early Childhood Environmental Rating Scale, or ECERS-R, a widely used instrument for rating pre-school programs under QRIS. Montessori schools can do badly on the ECERS-R for lacking multiple sets of materials, plush toys, and dress-up.
MForward’s The Montessori Guide to ECERS-R, professionally written and incorporating successful work from several states, aligns Montessori practice with the goals of the ECERS-R standards and explains our developmental theory and pedagogy. It’s available on the site for anyone to use.
I can’t tell you how much I’ve learned from Montessori Forward. Here’s a sampling:
- Montessori Forward was first on the scene with QRIS and keeps a running narrative of Montessori schools’ struggles, strategies, and successes. There’s a great page of resources here.
- Ohio recently passed charter school legislation allowing children under 5, as well as providing state teacher credentials for AMI and AMS trained teachers.
- The Child Care Development Block Grant (CCDBG), a multi-billion dollar piece of legislation will be revised this year for the first time since 1996 with huge implications for all of early childhood education. Here’s thepost; here’s a deep dive. Amendments specifically mentioning Montessori were under consideration, but may not make into the final draft.
Follow the blog for so much more. It’s an incredible resource.
Thank you, Dave! You can follow Dave and The Montessori Observer at
www.montessoriobserver.com
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