In a conversation with a fellow Montessori educator, just a few days ago, the conversation turned to QRIS, and with it, recognition of the Montessori early childhood credential as meeting a standard way above that of a CDA (A Child Development associate certificate), the use of an environmental rating scale that does not accurately assess the true value and benefit of a fully implemented Montessori classroom and program, and the need to align the Montessori curriculum with early learning standards set by the state.
This dedicated Montessorian said, "We should just refuse to participate. We've been fine all along. Why should we compromise now?" "If we participate, we'll have to have soft toys in our classrooms, and we won't be allowed to use glass, tools, or real Montessori materials." "We just need to ignore all of this."
Here are the standard answers: QRIS ratings are published and can be used by parents to make early education decisions for their children.State agencies make judgments about Montessori education and its lack of legitimacy (such is the case in most states which do not currently recognize national organization accreditation of Montessori program, like they do accreditation by the National Association for Education of the Young Child (to read the history of that organization and its significant impact on early childhood education standards and assessments, go to the Library at MF and read the article on the history of ECE public policy). Funding both for enrollment and professional development is tied to these ratings. Policy makers continue making choices based on the only information they have regarding quality and these initiatives and legislation will continue to impact our community. The general public continues to have misconceptions, and just wrong ideas, about what Montessori education is all about.
But the real reason we cannot ignore the accountability movement in education is that we don't want to compromise. We know from personal experience just what is so special about "authentic" "real" "valid" "fully implemented" Montessori education. And we do risk losing that if we give in, give up, or simply turn our backs on the educational policies that require certain ratios and group size, that mandate rules and regulations that dictate materials we can have in the classroom, that require professional development that is "hoop jumping." QRIS may morph into the next big thing, just like Common Core is getting push back in so many southern states, but accountability is not going to go away. These initiatives can be traced back even before the Governor's Summit of 1980 declared in a document that has impacted educational policy for the past 34 years, that we were, and are, A Nation At Risk.
Advocacy starts with a dedication to high fidelity, high quality Montessori philosophy fully implemented in our classrooms, and our schools. The fundamental reason for us to engage in advocacy is our belief in the importance of adhering to the practice of Montessori education based on the teachings of Dr. Montessori, our own empirical evidence of its value for children and their families, and our commitment to implementation of that authenticity as we best understand it. If we don't have that commitment, if it just seems too hard to work for those elements we know are essential, if we just want to long for the "good old days" when we could just run our schools and teach our kids, then there is no reason to advocate. As accountability standards are set by politicians, by policy makers, by state agencies who do not know, or understand, the actual benefits of a Montessori education but continue to rely on the only information they do have (from NAEYC, from Head Start, for the ECERS), our community will continue to be put in jeopardy. And we will stand back and watch as our classrooms are mandated to compromise on curriculum and materials, our teachers are not recognized for the professionals they are, and parents choose "free public school pre-K" for their 4 year olds.
As Montessori educators, in the classroom or has heads of schools, do we care enough about the children we teach, the families who see the benefits for their children and themselves as parents, the work we are doing to advocate for it? If we don't do it, no one else will. It is the Montessori educator that is the most crucial element in the implementation of the philosophy. We know how to prepare the environment and to connect our students to the materials so that they can make the discoveries and become the people we know they can. It is us who can educate the public, policy makers, state agencies.
This requires a paradigm shift for many of us. It requires that we take a stand, that we stand up and speak up, and that we create a Montessori culture of collaborative community that agrees to essential elements, that works together to educate those who don't know or understand what Montessori education is all about, and which insists, through our actions of respect, that we find the ways to support high quality Montessori education.
Each of us has a role to play. Each of us can make the decision to take a stand in support of Montessori education.
C. Lowry
Montessori Forward
Sunday, June 8, 2014
Tuesday, May 6, 2014
Competition Criteria for the Development Grant
The US Dept of Education and the Dept. of Health and Human Services released the application criteria and standards for the Development Grant competition today.
The Grant has been divided into the Development Grant for states which currently have no, or a small, state funded pre-school program (Alabama, Alaska, Arizona, Hawaii, Idaho, Indiana, Missouri, Mississippi, Montana, Nevada, New Hampshire, North Dakota, South Dakota, Utah, and Wyoming) and the Expansion Grant for states which have a state funded program and/or have received RTT-ELC funds.
This grant will prepare states to participate in PreSchool for All which has been allocated funds in the FY2015 budget. Both grants are targeted to regionally diverse communities with a high degree of need (families in the low to moderate income range).
Both of these grants are for the development or expansion of high quality pre-school programs. They require a high degree of collaboration between a state lead agency and a subgrantee which can be an early learning provider. Specifics of the application can be found at the Office of Early Learning.
What is most interesting about this competition are the requirements and definitions of quality. Like so many state and federal early childhood education initiatives and proposed legislation, this competition requires a high, and strictly defined, level of accountability. It is these very requirements, measures, and mandates that will increasingly have impact on the Montessori community of public and private schools and programs. Even if your school chooses not to serve this population of children, and even decides to disregard QRIS, as the political landscape continues to embrace these definitions of high quality, all early childhood education programs will be impacted. Already ratios and maximum group size limits, materials restrictions, health and safety standards, and limits on mixed age groupings are being required of all licensed programs in most states. QRIS mandates that a differentiated ranking of programs be shared with the public, and the trend is toward mandatory participation in more and more states.
These grants require that programs align an "evidenced-based curriculum with state early learning standards, and that they include "essential domains of readiness" for kindergarten, an upgrade in teacher qualifications- meaning a bachelor's degree in early childhood education or a state approved alternative pathway, required professional development, salaries comparable to those of public school teachers; services for special populations such as children with learning differences, or English learners; cultural sensitivity, including provisions for home language, in providing for parent education, and engagement; student assessment (yes, in pre-school) which improves and informs instruction but which also tracks school readiness and prolonged gains through third grade; providing comprehensive services such as screenings and referrals when needed; and all of this to have ongoing monitoring through a state TQRIS that rates environment, teacher-child interactions, alignment with learning standards, and shares a rating with the public and parents looking for high quality programs with the convenience of number of stars.
For more on this grant, look at Policy Initiatives on this site.
As always, we welcome and appreciate your comments.
Montessori Forward- C. Lowry
The Grant has been divided into the Development Grant for states which currently have no, or a small, state funded pre-school program (Alabama, Alaska, Arizona, Hawaii, Idaho, Indiana, Missouri, Mississippi, Montana, Nevada, New Hampshire, North Dakota, South Dakota, Utah, and Wyoming) and the Expansion Grant for states which have a state funded program and/or have received RTT-ELC funds.
This grant will prepare states to participate in PreSchool for All which has been allocated funds in the FY2015 budget. Both grants are targeted to regionally diverse communities with a high degree of need (families in the low to moderate income range).
Both of these grants are for the development or expansion of high quality pre-school programs. They require a high degree of collaboration between a state lead agency and a subgrantee which can be an early learning provider. Specifics of the application can be found at the Office of Early Learning.
What is most interesting about this competition are the requirements and definitions of quality. Like so many state and federal early childhood education initiatives and proposed legislation, this competition requires a high, and strictly defined, level of accountability. It is these very requirements, measures, and mandates that will increasingly have impact on the Montessori community of public and private schools and programs. Even if your school chooses not to serve this population of children, and even decides to disregard QRIS, as the political landscape continues to embrace these definitions of high quality, all early childhood education programs will be impacted. Already ratios and maximum group size limits, materials restrictions, health and safety standards, and limits on mixed age groupings are being required of all licensed programs in most states. QRIS mandates that a differentiated ranking of programs be shared with the public, and the trend is toward mandatory participation in more and more states.
These grants require that programs align an "evidenced-based curriculum with state early learning standards, and that they include "essential domains of readiness" for kindergarten, an upgrade in teacher qualifications- meaning a bachelor's degree in early childhood education or a state approved alternative pathway, required professional development, salaries comparable to those of public school teachers; services for special populations such as children with learning differences, or English learners; cultural sensitivity, including provisions for home language, in providing for parent education, and engagement; student assessment (yes, in pre-school) which improves and informs instruction but which also tracks school readiness and prolonged gains through third grade; providing comprehensive services such as screenings and referrals when needed; and all of this to have ongoing monitoring through a state TQRIS that rates environment, teacher-child interactions, alignment with learning standards, and shares a rating with the public and parents looking for high quality programs with the convenience of number of stars.
For more on this grant, look at Policy Initiatives on this site.
As always, we welcome and appreciate your comments.
Montessori Forward- C. Lowry
Sunday, May 4, 2014
Policy Update for this week
First, thank you for the feedback we have received on this weekly post. If you would like to contribute news about issues in your state, please contact us at montforward@gmail.com.
NYC- After NYC was allocated $300 million for pre-school programs, the Mayor launched a major media blitz. The result? a 36% increase in applications, for a total of 41,600 applications. There are currently 20,400 spaces available in public programs. Hmmm.... "the mixed delivery system" that is included in federal pre-school initiatives, and many state and city plans for pre-school, is the way to fill the need. Private Montessori schools that would like to serve children from the target population (low to moderate income families) can quality for funds for these kids.
OR- QRIS is being field tested in 4 regions covering 8 counties with data collection a part of the field test. Hopefully, we have some Montessori schools participating.
IN- The State Board of Education has adopted new standards in English and Math to replace the Common Core standards recently rejected by the IN Legislature. These new standards are said to be a hybrid of common core + the old IN state standards: IN College and Career Ready Standards.
SC- South Carolina has withdrawn from the Smarter Balanced Assessment Consortium and will be determining the use of the different assessment tool for 2015.
KS- The Kansas State Supreme Court has directed the state legislature to increase K-12 spending by $129 million. This could end the Early Childhood Education plan proposed by the Governor.
In another action, HB 2506 allows for $10 million in tax credits for corporations that contribute to scholarship funds for low income children to attend private schools.
CA- The Montessori Council of CA is involved in a fantastic action plan to fight SB 837 . Under the leadership of the Executive Director, Pamela Rigg, and other members of the executive committee, they have involved 600 Montessori schools, 400 teachers, and have joined together with other organizations in the state that support a mixed delivery system to allow for parental choice and diversity of pedagogies to impact the legislators' decision on this bill.
CT- Under the leadership of several hard working folks who are members of the Montessori Schools of CT. Advocacy Committee, amendments were added to a bill for creating pre-school programs which will protect private providers, allow for accreditation recognition of other organizations besides NAEYC, and will requie that a "need" study be completed prior to the creation of new public programs in a county. The bill passed but with these amendments, the CT. group, in collaboration with other organization working with young children, made a major impact on how the bill will be implemented.
CO- The Colorado Montessori Association has formed a task force of Montessori educators and parents to examine the impact of state required assessments on Montessori schools and students. Meetings to inform parents have already taken place and this group is looking to interact with implementers and policy makers regarding these assessments.
At the Federal Level:
An update on SB 10 The Success and Opportunity through Quality Charter Schools Act (which we first reported on several weeks ago) is scheduled for a Full Committee Markup in the Education and Workforce Committee of the House on May 8.
Change in Leadership on Capital Hill
Significant changes in the US Senate and House Education Committees could result in some interesting changes in education legislation as the House considers the Child Care Development Block Grant Act, and The Elementary and Secondary Education Act- ESEA (this act includes Title I and is the original name for No Child Left Behind), and The Individuals with Disabilities Education Act- IDEA are up for reauthorizations.
Senator Harkin, a member of Congress for 40 years, Chairman of the Senate Education Committee, and a huge supporter of programs for special needs students, early intervention programs, early childhood education, school meals, and Montessori education will be retiring at the end of this term. The new leader of the committee could be Patty Murray- D-WA, a former teacher, or Lamar Alexander- R-TN, whose leanings are for local rather than federal control of ed. policy.
New members on the House Education Committee include Bradley Bryne- R-AL, Mark Pocan- D-WI and a supporter of pre-K programs, Mark Takano- D- CA, another former teacher and Dave Loebsack D-IN who is a big supporter of rural education. The current leaders of the Education Committee in the House are George Miller- D-CA who is also retiring at the end of this session, and John Kline, R-MN who has reached the limit for terms on the committee but could continue with a waiver.
Pre-School Development Grant- no word yet on the criteria for proposal applications but the Dept. is hoping for release some time this summer. Another round of public comment will follow.
Montessori Forward- C. Lowry
NYC- After NYC was allocated $300 million for pre-school programs, the Mayor launched a major media blitz. The result? a 36% increase in applications, for a total of 41,600 applications. There are currently 20,400 spaces available in public programs. Hmmm.... "the mixed delivery system" that is included in federal pre-school initiatives, and many state and city plans for pre-school, is the way to fill the need. Private Montessori schools that would like to serve children from the target population (low to moderate income families) can quality for funds for these kids.
OR- QRIS is being field tested in 4 regions covering 8 counties with data collection a part of the field test. Hopefully, we have some Montessori schools participating.
IN- The State Board of Education has adopted new standards in English and Math to replace the Common Core standards recently rejected by the IN Legislature. These new standards are said to be a hybrid of common core + the old IN state standards: IN College and Career Ready Standards.
SC- South Carolina has withdrawn from the Smarter Balanced Assessment Consortium and will be determining the use of the different assessment tool for 2015.
KS- The Kansas State Supreme Court has directed the state legislature to increase K-12 spending by $129 million. This could end the Early Childhood Education plan proposed by the Governor.
In another action, HB 2506 allows for $10 million in tax credits for corporations that contribute to scholarship funds for low income children to attend private schools.
CA- The Montessori Council of CA is involved in a fantastic action plan to fight SB 837 . Under the leadership of the Executive Director, Pamela Rigg, and other members of the executive committee, they have involved 600 Montessori schools, 400 teachers, and have joined together with other organizations in the state that support a mixed delivery system to allow for parental choice and diversity of pedagogies to impact the legislators' decision on this bill.
CT- Under the leadership of several hard working folks who are members of the Montessori Schools of CT. Advocacy Committee, amendments were added to a bill for creating pre-school programs which will protect private providers, allow for accreditation recognition of other organizations besides NAEYC, and will requie that a "need" study be completed prior to the creation of new public programs in a county. The bill passed but with these amendments, the CT. group, in collaboration with other organization working with young children, made a major impact on how the bill will be implemented.
CO- The Colorado Montessori Association has formed a task force of Montessori educators and parents to examine the impact of state required assessments on Montessori schools and students. Meetings to inform parents have already taken place and this group is looking to interact with implementers and policy makers regarding these assessments.
At the Federal Level:
An update on SB 10 The Success and Opportunity through Quality Charter Schools Act (which we first reported on several weeks ago) is scheduled for a Full Committee Markup in the Education and Workforce Committee of the House on May 8.
Change in Leadership on Capital Hill
Significant changes in the US Senate and House Education Committees could result in some interesting changes in education legislation as the House considers the Child Care Development Block Grant Act, and The Elementary and Secondary Education Act- ESEA (this act includes Title I and is the original name for No Child Left Behind), and The Individuals with Disabilities Education Act- IDEA are up for reauthorizations.
Senator Harkin, a member of Congress for 40 years, Chairman of the Senate Education Committee, and a huge supporter of programs for special needs students, early intervention programs, early childhood education, school meals, and Montessori education will be retiring at the end of this term. The new leader of the committee could be Patty Murray- D-WA, a former teacher, or Lamar Alexander- R-TN, whose leanings are for local rather than federal control of ed. policy.
New members on the House Education Committee include Bradley Bryne- R-AL, Mark Pocan- D-WI and a supporter of pre-K programs, Mark Takano- D- CA, another former teacher and Dave Loebsack D-IN who is a big supporter of rural education. The current leaders of the Education Committee in the House are George Miller- D-CA who is also retiring at the end of this session, and John Kline, R-MN who has reached the limit for terms on the committee but could continue with a waiver.
Pre-School Development Grant- no word yet on the criteria for proposal applications but the Dept. is hoping for release some time this summer. Another round of public comment will follow.
Montessori Forward- C. Lowry
Monday, April 28, 2014
Update on Teacher preparation proposal- new information
With the assistance of Rebecca Pelton, the Executive Director of Montessori Accreditation Council for Teacher Education MACTE, we have corrections and updates to our post from April 25th.
Thank you, Rebecca!
MACTE is not a part of the Council for the Accreditation of Educator Preparation- CAEP. MACTE is presently recognized by the USDE, along with the Teacher Education Accreditation Council- TEAC and the National Council for the Accreditation of Educator Preparation- NCATE.
CAEP has not gone through the recognition process. They have submitted their petition, but have not been recognized as yet. When they receive their recognition they will be considered an equal with MACTE as both would be recognized as national accreditors for teacher education programs, one for traditional and one for Montessori.
MACTE accredited teacher preparation programs are already recognized as high quality and state to the USDE that the programs are high quality and graduate competent teachers because they meet MACTE's standards and principles.
What we in the Montessori community want is to have each state recognize the credential both for licensure and at an appropriate level on its career lattice and within QRIS.
We will continue to monitor as the USDE releases information.
Montessori Forward
Thank you, Rebecca!
MACTE is not a part of the Council for the Accreditation of Educator Preparation- CAEP. MACTE is presently recognized by the USDE, along with the Teacher Education Accreditation Council- TEAC and the National Council for the Accreditation of Educator Preparation- NCATE.
CAEP has not gone through the recognition process. They have submitted their petition, but have not been recognized as yet. When they receive their recognition they will be considered an equal with MACTE as both would be recognized as national accreditors for teacher education programs, one for traditional and one for Montessori.
MACTE accredited teacher preparation programs are already recognized as high quality and state to the USDE that the programs are high quality and graduate competent teachers because they meet MACTE's standards and principles.
What we in the Montessori community want is to have each state recognize the credential both for licensure and at an appropriate level on its career lattice and within QRIS.
We will continue to monitor as the USDE releases information.
Montessori Forward
Friday, April 25, 2014
From the White House
President Obama, today, asked the US Department of Education to design a plan to strengthen and recognize teacher education preparation programs. This plan will be open for public comment this summer and is scheduled to publish the final rule within one year.
The plan will:
The Proposal will encourage innovation initiatives such as:
This could be huge for us! To read the proposal for yourself:
www.whitehouse.gov/the-press-office/2014/04/25/fact-sheet-taking-action-improve-teacher-preparation
This is not a proposed bill but is a proposal that can be authorized through executive order by the President.
The plan will:
- build on state systems to identify high and low performing teacher preparation programs across "all kinds of programs, not just those based in colleges and universities."
- ask states to streamline current date reporting requirements, incorporate more meaningful outcomes, and improve the availability of relevant information.
- ask states to rate preparation programs for TEACH grants (this is a program for alternative teaching licenses) to ensure that federal dollars are supporting high quality programs.
- identification of high-performing teacher preparation programs.
- creation of a consumer information program to drive improvement of programs.
The Proposal will encourage innovation initiatives such as:
- The establishment of new standards by CAEP for accrediting teacher preparation programs.
- Several states have created data collection systems to share information with teacher preparation programs.
- ASU and Urban Teacher Residences are giving student teachers real life school experiences with mentor teachers.
- The UTeach model at U of T at Austin is drawing STEM majors into teaching.
- Relay Graduate School of Education sets high goals and monitoring of both program graduates and their employers.
- Fayetteville State University in NC uses National Boards standards as well as standards from the NC Dept. of Public Ed. in its Master's program.
- Connect EDucators-a technology and professional development initiative.
- RESPECT- a proposal to elevate the profession of teaching through preparation, early career support, leadership, and improved work environments
- Programs such as the Teacher Incentive Fund, Investing in Innovation (i3), Race to the Top to assist states in the development of innovative ways to support educators.
This could be huge for us! To read the proposal for yourself:
www.whitehouse.gov/the-press-office/2014/04/25/fact-sheet-taking-action-improve-teacher-preparation
This is not a proposed bill but is a proposal that can be authorized through executive order by the President.
Saturday, April 19, 2014
Policy Update for this week
The Success and Opportunity Through Quality Charter Schools HB 10 will come to a full vote in the House on May 5th. See last week's post for details.
In the committee hearing on the Child Care Development Block Grant, on March 25, Chair Todd Rokita (R-IN) closed the hearing by saying that reauthorization of this bill "provides an opportunity to work together to advance bipartisan legislation that will help our nations' most vulnerable children and families." He went on to say that the committee is looking forward "to examining the strengths and weaknesses of CCDBG program and discussing opportunities for consensus."
NYC has been provided with $300 million to provide 53,000 new spaces for pre-school for children and families who qualify based on income. A major marketing campaign has been designed to reach these families with hopes to enroll children by the April 23 deadline.
The state legislature in IN has just allocated $10 million for a pilot program to provide pre-school in five counties. Unlike initiatives in some states, such at CT and CA, this bill specifically protects parental choice by allowing for a mixed delivery system (both private and public programs can receive funds to serve children) and diversity in pedagogy.
On April 3, the LA House voted by 94-0 to "expand the Montessori approach to high schools." This is House bill 180. We're not sure of the details right now but if you have information, please help us understand the implementation of this bill.
We would like to congratulate the Montessori Council of CA and the Montessori Schools of CT for the amazing work they are doing in support of Montessori education in their states. Both state legislatures have proposed initiatives which would have a significant negative impact not only on Montessori schools, but all private programs in each state. By collaborating with other organizations in their states, developing clear action plans, and making legislators aware of the impacts of these initiatives on parent choice and diversity of programming, they are making their voices heard. We'll keep you posted. Great work, Montessorians!
If you are aware of legislation in your state that might have an impact on our community, please be in touch through the List Serve, by emailing us at montforward@gmail.com, or leaving your comments here.
Montessori Forward
In the committee hearing on the Child Care Development Block Grant, on March 25, Chair Todd Rokita (R-IN) closed the hearing by saying that reauthorization of this bill "provides an opportunity to work together to advance bipartisan legislation that will help our nations' most vulnerable children and families." He went on to say that the committee is looking forward "to examining the strengths and weaknesses of CCDBG program and discussing opportunities for consensus."
NYC has been provided with $300 million to provide 53,000 new spaces for pre-school for children and families who qualify based on income. A major marketing campaign has been designed to reach these families with hopes to enroll children by the April 23 deadline.
The state legislature in IN has just allocated $10 million for a pilot program to provide pre-school in five counties. Unlike initiatives in some states, such at CT and CA, this bill specifically protects parental choice by allowing for a mixed delivery system (both private and public programs can receive funds to serve children) and diversity in pedagogy.
On April 3, the LA House voted by 94-0 to "expand the Montessori approach to high schools." This is House bill 180. We're not sure of the details right now but if you have information, please help us understand the implementation of this bill.
We would like to congratulate the Montessori Council of CA and the Montessori Schools of CT for the amazing work they are doing in support of Montessori education in their states. Both state legislatures have proposed initiatives which would have a significant negative impact not only on Montessori schools, but all private programs in each state. By collaborating with other organizations in their states, developing clear action plans, and making legislators aware of the impacts of these initiatives on parent choice and diversity of programming, they are making their voices heard. We'll keep you posted. Great work, Montessorians!
If you are aware of legislation in your state that might have an impact on our community, please be in touch through the List Serve, by emailing us at montforward@gmail.com, or leaving your comments here.
Montessori Forward
Friday, April 11, 2014
Public Policy Update
We are starting something new at Montessori Forward. Every Friday, we will post a review of the legislative and initiative news from the federal and state level from the previous week. This particular post will be a bit on the long side as we bring you up to date.
Please send us information from your state, post your questions, or additional information that you might have from a more local perspective.
Happy Reading!
Federal:
The Child Care Development Block Grant was reauthorized by the Senate. Through CAPE (The Council for American Private Education), amendments were added in support of parent choice, and diversity of pedagogies. The bill has been heard by the Health, Education, Labor and Pension Committee (HELP) and at some point, there will be the opportunity to add additional amendments which protect alternative teacher credentialing, protect particular pedagogies from licensing requirements, such as materials, ratios and group size which are not consistent with that pedagogy, and which exempt nationally accredited programs from QRIS. We will continue to monitor this bill as it goes through the House and comes to vote.
The House has passed a bill which would increase and improve charter schools (HB 10). This bill would development and expand charters, favor management groups with a proven record of successful charter start up, and allow for a weighted lottery in favor of special needs students, and ESL students. We'll keep on eye on this one as it moves to the Senate HELP committee.
Senators Harkin and Miller, who introduced the Strong Start for America's Children bill, which would provide matching grants to states to develop pre-K programs was heard by the HELP committee today. This bill has bipartisan support in the House but that support is lacking in the Senate. Senator Harkin, who is retiring after this session, considers this bill "his legacy" and will be moving ahead for committee consideration.
The Educational Sciences Reform Act was reauthorized this week. The ESRA turns hard evidence into good practice by production of research for educational leaders to assess policy and practice.
The Connect ED Initiative, which seeks to provide services, hardware and software to improve student outcomes has been focused on public schools. CAPE has written to the DOE to draw attention to the use of these funds (which also include expansion of broadband and wireless access, and professional development so teachers can use technology in a wise way) in private schools as well as public.
State Developments:
In a blow to parent choice, MS voted down the use of certificates, or vouchers, for parents to choose their child's school (this definitely impacts private schools), and TN voted that non-profit corporations can not start charter schools.
IN is the first state to reject the Common Core. Several other states are considering the same action
VA and NYC recently decided to reduce the number of assessments that student must take in favor of teacher assessment based on "hands-on projects." Sound familiar?
NY recently allocated $340 million for pre-school programs which will serve low income children. Of this $300 million goes to programs in NYC.
CO will soon be voting to change the CCAP program which provides state funds to parents to choose the pre-school, or child care, they want for their child. The tiered reimbursements are based on fair market value and can be used for children attending a private Montessori school in the state. The Colorado Montessori Association has advocated in favor of this bill. CMA is also working to limit the number of state mandated assessments for students, particularly those in Montessori charter schools.
CA has introduced SB 837 which would provide funds for a "transitional pre-K" program in all public schools. Although the sponsoring Senator has discussed the need for a mixed delivery service model (This means using both private and public programs to serve children and families) the requirements include specific teacher credentials, a curriculum which is specifically aligned to state set standards, and a provision that private providers would be considered public employers for collective bargaining purposes. The CA Montessori group is advocating on behalf of the Montessori community.
CT legislators have also proposed a bill to fund pre-school education with bond funds and Tobacco Fund revenues. This legislation is directly connected to public school programs and would require NAEYC accreditation. The advocacy committee in CT. is working to advocate for Montessori education within the context of this bill.
Leave your comments, and questions and let us know what is happening in your state.
Montessori Forward
Please send us information from your state, post your questions, or additional information that you might have from a more local perspective.
Happy Reading!
Federal:
The Child Care Development Block Grant was reauthorized by the Senate. Through CAPE (The Council for American Private Education), amendments were added in support of parent choice, and diversity of pedagogies. The bill has been heard by the Health, Education, Labor and Pension Committee (HELP) and at some point, there will be the opportunity to add additional amendments which protect alternative teacher credentialing, protect particular pedagogies from licensing requirements, such as materials, ratios and group size which are not consistent with that pedagogy, and which exempt nationally accredited programs from QRIS. We will continue to monitor this bill as it goes through the House and comes to vote.
The House has passed a bill which would increase and improve charter schools (HB 10). This bill would development and expand charters, favor management groups with a proven record of successful charter start up, and allow for a weighted lottery in favor of special needs students, and ESL students. We'll keep on eye on this one as it moves to the Senate HELP committee.
Senators Harkin and Miller, who introduced the Strong Start for America's Children bill, which would provide matching grants to states to develop pre-K programs was heard by the HELP committee today. This bill has bipartisan support in the House but that support is lacking in the Senate. Senator Harkin, who is retiring after this session, considers this bill "his legacy" and will be moving ahead for committee consideration.
The Educational Sciences Reform Act was reauthorized this week. The ESRA turns hard evidence into good practice by production of research for educational leaders to assess policy and practice.
The Connect ED Initiative, which seeks to provide services, hardware and software to improve student outcomes has been focused on public schools. CAPE has written to the DOE to draw attention to the use of these funds (which also include expansion of broadband and wireless access, and professional development so teachers can use technology in a wise way) in private schools as well as public.
State Developments:
In a blow to parent choice, MS voted down the use of certificates, or vouchers, for parents to choose their child's school (this definitely impacts private schools), and TN voted that non-profit corporations can not start charter schools.
IN is the first state to reject the Common Core. Several other states are considering the same action
VA and NYC recently decided to reduce the number of assessments that student must take in favor of teacher assessment based on "hands-on projects." Sound familiar?
NY recently allocated $340 million for pre-school programs which will serve low income children. Of this $300 million goes to programs in NYC.
CO will soon be voting to change the CCAP program which provides state funds to parents to choose the pre-school, or child care, they want for their child. The tiered reimbursements are based on fair market value and can be used for children attending a private Montessori school in the state. The Colorado Montessori Association has advocated in favor of this bill. CMA is also working to limit the number of state mandated assessments for students, particularly those in Montessori charter schools.
CA has introduced SB 837 which would provide funds for a "transitional pre-K" program in all public schools. Although the sponsoring Senator has discussed the need for a mixed delivery service model (This means using both private and public programs to serve children and families) the requirements include specific teacher credentials, a curriculum which is specifically aligned to state set standards, and a provision that private providers would be considered public employers for collective bargaining purposes. The CA Montessori group is advocating on behalf of the Montessori community.
CT legislators have also proposed a bill to fund pre-school education with bond funds and Tobacco Fund revenues. This legislation is directly connected to public school programs and would require NAEYC accreditation. The advocacy committee in CT. is working to advocate for Montessori education within the context of this bill.
Leave your comments, and questions and let us know what is happening in your state.
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