Pre-K Vermont

Dem candidates

2010-08-26T05:27:00.000-07:00

Wow - what a nailbiter on Tuesday, with the 2 or 3-way primary tie for the gubernatorial candidate for the Democrats. I'm happy that all three support investments in early education. Let's see who becomes the candidate in the next few days. Good luck!

state resource allocation principles

2010-08-18T11:03:00.000-07:00

With limited resources state lawmakers should review all expenditures against the same set of criteria - proven benchmarks that will ensure smart spending. These criteria are suggested by the Partnership for America's Economic Success.

1. Human capital - In order to achieve economic growth and fiscal sustainability, government should emphasize strengthening the skills and capacities of America’s workforce.
2. Early childhood - In developing human capital, our nation should focus especially on children, from before birth to five years of age, and their families.
3. Evaluation - Return on investment should be a key consideration in public resource allocation decisions, and all programs must be subject to evaluation to prove their worth.
4. Transparency - Government should enable citizens to understand and participate in the assessment of revenue and spending decisions.
5. Sustainability - State and federal budgets should be viable and sustainable over the long term.

Maine -- early ed and reading results

2010-07-16T07:06:00.000-07:00

Our friends in Maine clearly understand what we've been similarly experiencing in Vermont -- preparing kids for school helps limit remediation. Here's an article on reading and early ed.

http://www.pressherald.com/opinion/reading-success-depends-greatly-on-what-happens-before-school_2010-07-14.html

VBR's pre-k page

2010-07-15T06:37:00.000-07:00

The Vermont Business Roundtable has a page on their website to showcase research on early childhood investments. It's meant to provide business leaders with background information, but hopefully political candidates will take a look as they prepare their position papers on education.

http://vtroundtable.org/pre-k-vermont/

2010 Wins

2010-07-15T06:30:00.001-07:00

That's Steve Voigt, CEO of King Arthur Flour, above, testifying before the House Education committee on lifting the pre-k enrollment cap for towns with underperforming schools. Thank you to the Legislature for passing this new law, and to the Governor for signing it.

Towns with schools identified as underperforming by the DOE will now be allowed to accomodate and report the count of all the children they have capacity to serve. It is heartening that the Legislature clearly recognizes that early education is an important way to support achievement of young children.

Thanks to Dave Finney, President of Champlain College, and to Steve Voigt for coming to testify. Also to Lisa Ventriss, President of the Vermont Business Roundtable for helping make early childhood investments a significant focus of the RT's policy work this year.

Business leader commentary in support of early childhood

2010-07-15T06:27:00.000-07:00

Bill Stritzler, President of Smuggler's Notch Resort, has a great commentary on VPR on the value of early childhood investments.

http://www.vpr.net/episode/48995/

new pre-k language on the cap.

2010-05-24T09:06:00.000-07:00

The new pre-k law will allow towns with underperforming schools to expand pre-k enrollment to capacity. Here's the wording, highlighted at the end in bold type.

Sec. E.500.1 16 V.S.A. § 4001(1) is amended to read:

§ 4001. DEFINITIONS

For the purpose of this chapter:

(1) “Average daily membership” of a school district, or if needed in order to calculate the appropriate homestead tax rate, of the municipality as defined in 32 V.S.A. § 5401(9), in any year means:

* * *

(C) The full-time equivalent enrollment for each prekindergarten child as follows: If a child is enrolled in 10 or more hours of prekindergarten education per week or receives 10 or more hours of essential early education services per week, the child shall be counted as one full-time equivalent pupil. If a child is enrolled in six or more but fewer than 10 hours of prekindergarten education per week or if a child receives fewer than 10 hours of essential early education services per week, the child shall be counted as a percentage of one full-time equivalent pupil, calculated as one multiplied by the number of hours per week divided by ten. A child enrolled in prekindergarten education for fewer than six hours per week shall not be included in the district's average daily membership. Although there is no limit on the total number of children who may be enrolled in prekindergarten education or who receive essential early education services, the total number of prekindergarten children that a district may include within its average daily membership shall be limited determined as follows:

(i) All children receiving essential early education services may be included.

(ii) Of the children enrolled in prekindergarten education offered by or through a school district who are not receiving essential early education services, the greater of the following may be included:

(I) ten children; or

(II) the number resulting from: (aa) one plus the average annual percentage increase or decrease in the district's first grade average daily membership as counted in the census period of the previous five years; multiplied by (bb) the most immediately previous year's first grade average daily membership; or

(III) the total number of children residing in the district who are enrolled in the prekindergarten program or programs and who are eligible to enter kindergarten in the district in the following academic year; or

(IV) one-fifth of the total number of children in grades 1-5 who were included in the district's average daily membership for the previous year.

(iii) Notwithstanding subdivision (ii) of this subdivision or any other provision limiting the number of prekindergarten children a district may include within its average daily membership, if the commissioner determines that a school district or a school within the district has made insufficient progress in improving student performance as required by subsection 165(b) of this title or federal law, then until the commissioner determines that sufficient progress is being made, the school district may include within its average daily membership the total number of children enrolled in prekindergarten education offered by or through a school district

; provided, however, that the number included in the average daily membership shall not exceed the maximum number of children who can be accommodated in all qualified prekindergarten education programs, as defined in state board rule, that are offered by or through the school district and by private providers within the district as of:

(I) June 30, 2010 if the commissioner’s determination of insufficient progress is made on or before that date; or

(II) June 30 of the year the commissioner’s determination of insufficient progress is made for districts added to the list after June 30, 2010

Pre-K Law passes

2010-05-24T08:46:00.000-07:00

A big thank you to all the legislators and advocates who helped pass the new pre-k cap law this year.

elected officials -
- Rep. Johanna Donovan of Burlington
- Speaker of the House Shap Smith
- President Pro-Tem of the Senate Peter Shumlin
- Representative Martha Heath
- Senator Susan Bartlett

business leaders and advocates -
- Lisa Ventriss, President of Vermont Business Roundtable
- Steve Voigt, President of King Arthur Flour
- Dave Phinney, President of Champlain College
- Advocates - Clare Buckley, Barbara Postman, Jeff Francis, John Nelson, Michelle Spence, and issue leaders Mark Sustic and Sherry Carlson, Bonnie Clapp, Kim Friedman, and Elizabeth Meyer.

2010-03-14T16:11:00.000-07:00

The two challenges for pre-k advocates in Vermont -- increasing accessibility for kids, and increasing quality.

We're working on helping lift the pre-k enrollment caps this year, at least an incremental policy change to help the towns where pre-k caps are harming families endangering small private childcare business. We're also working with leaders of higher education to create affordable, model BA degree programs to serve early ed teachers statewide.

2010-03-14T13:49:00.000-07:00

This past month we invited a dozen or more advocates for early education to speak to the Senate Education committee.

Sherry Carlson and Mark Sustic of the Vermont Community Preschool Collaboratives are pictured above. They testified to the strong partnerships statewide between private providers and public school leaders.

Early Learning Challenge Grant stalls

2010-03-12T07:27:00.000-08:00

More funding for teachers to get their college degrees would help boost early education quality significantly in Vermont. We were hoping the Early Learning Challenge Grant would pass this year and that we'd be able to access federal funding to provide scholarships. Here's the latest on where the grant is in the legislative process -- an interesting article.

http://www.insidehighered.com/news/2010/03/08/safra

2010-02-03T08:37:00.000-08:00

Two new bills proposed in the Vermont House and Senate will cost taxpayers more and will serve children less. Is this the time for increased administrative overhead, when direct services are being cut left and right? We don't think so.

S. 193 is in the Senate Education Committee, even though both the Commissioner of Education and the Commissioner of the Department for Children and Families oppose the bill, and suggest that rules will serve children and taxpayers better. Now H707 is up in the House Education Committee, a similar but more hostile bill.

There are problems with implementation of Act 62 in some towns, but rulemaking could solve the problems without adding new restrictions on pre-k. In addition, both proposed bills dilute the quality of programs. How can a responsible legislator propose more administrative overhead for less quality? It boggles the mind.

Implementation Issues with Act 62

2009-12-01T05:14:00.000-08:00

A group of us recently met with two top policy makers: Steve Dale, Commissioner of the Department for Children and Families at AHS, and Armando Vilaseca, Commissioner of Education. They brought their key early ed folks - Reeva Murphy, Manuela Fonseca, and KC Whitely. Around the table were our longtime partners - Mark Sustic of VCPC, Jeff Francis of the Superintendents Association, John Nelson, of the School Boards Association, and Kim Friedman of KAP1. We were also lucky to have folks from the field - both home and center-based providers including Elizabeth Meyer, Tammy Ryea, and Sarah Driscoll, and school district representation by Bonnie Clapp of the Burlington Supervisory Union.

With all the wisdom in the room, it was easy to explain what is going well with Act 62, the pre-k bill. Manuela was given loud and sustained applause for her tireless efforts at providing technical assistance to the state's providers and supervisory union staff. You would never know how understaffed her area is at the DOE. Mark also reported many new towns implementing pre-k.

Then we presented to the two commissioners a list of concerns in areas that need further technical assistance and clarification. Pre-K VT and KAP1 have been collecting the issues throughout 2009. We broke down the issues into these main headings --

1. the enrollment cap - too much confusion, disruption, and expense to implement
2. financial issues - from adm count to budgeting, there is a lot of confusion out there
3. credential confusion - what is required for home providers in terms of supervision? there is confusion in the field.
4. community needs assessment - the range of approaches used so far has been staggering, can we standardize, and make sure school districts understand the law's bias towards existing providers?

The commissioners thanked us graciously and said they'd meet with their staffs and get back to us. We offered to help develop and implement materials to clarify the looming questions. We hope they will make use of this ad hoc group, since we clearly share the same goals ----- increasing availability to high quality pre-k for all children in Vermont.

2009-06-01T05:58:00.001-07:00

The session was a tough one. First, we were asked for some language to lift the quality requirements and the enrollment cap. Some of the legislators that were part of the original drafting of Act 62 understood how hard the lottery has been on providers, and some didn't. No one ever intended for the passage of the pre-k bill to actually hurt high quality providers, but that is what the enrollment cap is doing in places like Burlington.

We had a great champion in Rep. Joey Donovan. She really gets it. She asked us to develop language on these two issues and we did. It passed her committee, passed the floor of the House by a 2 to 1 margin, but with just 1 day remaining in the session, and in order to avoid a conference committee on the bill the pre-k amendments were attached to, an agreement was made to leave the pre-k amendments and shift the other elements of the bill to a technical adjustment bill.

So, S. 136 with the pre-k amendments now sits on the bulletin board in the Senate Ed Committee, teed up for January 2010. No one planned for the cap elimination to be top priority for advocacy this year, but when a legislative leader asks you for something, you need to respond, especially when they want to fix something that is causing a lot of harm to high quality early ed providers and the families they serve. We did what we needed to do, and hopefully the fix will move through the Senate first thing in January. Thank goodness for bienniums - you have 2 years to work on the same pieces of legislation.

legislative update

2009-05-02T04:36:00.000-07:00

The photo above show Steve Barnett of the National Institute on Early Education Research (NIEER) speaking to a panel of the Vermont House and Senate Education Committee members on why quality and universal accessibility is important in pre-k. he came and spent time with legislators this session on the invitation of Rep. Peltz.

Yesterday, the House Ed Committee voted to remove the 2 year old enrollment caps on pre-k and to add to the quality language. The pre-k work was an amendment to the S.136 High School Completion bill, which will go to a floor vote early next week. If you live in Vermont, please urge your representative to vote for it. Elimination of the enrollment caps will help town who started pre-k programs and wish to serve all children and will be a welcome relief in areas struggling with methods to enroll half the children fairly.

Up until 2007, a licensed teacher was required in each pre-k classroom in order to receive state funding. In 2007 that changed to a licensed teacher required for public school classrooms, and a licensed teacher needing to be employed by centers. Home providers could be supervised by a licensed teacher. Now, there will be language that asks the private center licensed teacher to supervise each classroom - or learning component - and therefore require more direct involvement of the teacher with the children.

2009-03-16T13:56:00.000-07:00

Using the ARRA funds to increase the quality of early care and education seems to be a smart thing in Vermont -- here's a story about what they're doing in California - http://www.whittierdailynews.com/news/ci_11913525

Ample Opportunity in ARRA for Vermont to Improve Early Childhood Quality

2009-03-12T08:30:00.000-07:00

For many years Vermont has led the country in investments in public education for children in grades k-12. Now, with the help of the American Recovery and Reinvestment Act of 2009 (ARRA), the federal economic stimulus package, Vermont can improve the system of educational offerings for children and young adults at either end of the k-12 age spectrum.

Vermont recently backed away from having high quality standards for early education placed in the 2007 Pre-K law due to the many barriers to teacher licensure for teachers in private centers. There is the high cost of tuition for BA degrees statewide, a lack of geographic access, and low compensation.

With the ARRA funding, early education teachers could get their degrees through the state colleges and university systems without paying for college credits themselves. State colleges could use funding to make sure programs are offered in every region of the state.

Clearly, high quality early care and education is a critical part of the economic infrastructure in the state. It makes sense that $5 billion was placed in ARRA to support these important programs. This total funding will be distributed to the states. Here is the breakdown of the federal funding to support young children:

$1 billion for Head Start - to flow directly to local agencies on a competitive grant basis. Vermont is expected to receive $1.2 million over two years. It is not clear at this time whether new grantees will be invited to compete or if expansion will only be made available to existing grantees. This area also includes funding for early childhood state councils, which can be newly formed or already existing. There will be a required 70% match from the states, but there isn't a clear definition of what the match will include. Vermont might consider restoring the local early childhood council directors, whose slots were eliminated in early budget cuts this year, in order to help coordinate the other ARRA funded opportunities locally.
$1.1 billion for Early Head Start – will flow to local agencies on a competitive grant basis, but not yet clear how much money will flow to Vermont.
$2 billion for the Child Care Development Block Grant (CCDBG) – This is the funding to support the child care subsidy. This goes to low income families to allow parents to join the labor force. Of this, $255 million has been carved out for quality improvements and can be used to fund scholarships for early education teachers to obtain higher levels of education and training. Vermont will receive $2.8 million, which will be used to bring the subsidy up to poverty levels from 2002.
$900 million for IDEA Part C and Section 619 – This is the special education programs for infant, toddlers and preschoolers. This funding is used to support identification of children with special developmental needs, and can help pay for direct services such as occupational therapy and physical therapy in a natural setting, including child care centers and schools . The breakdown for the total federal funding allows $500 million for infants and toddlers, and $400 million for preschoolers. Vermont is expected to receive $30 million in funding.

Other education funding from ARRA that could also support early care and education:

Title I of NCLB– Title I provides federal funding for high needs school districts. ARRA allows $13 billion in additional funding but the specific use is very flexible. The funding will flow to local school districts, where superintendents can decide to use funding for teacher training for early childhood providers both inside schools and in community-based settings, although guidance from state agencies and the legislature will be helpful in decision making. While there is no "set-aside" for early education in the legislation, there is language in the conference report recommending that some of the funds be used for early childhood programs and services. Vermont is expect to receive $33.75 million over two years.
Title II of HEA-Like Title I, Title II funding is for high-needs public school districts. Title II will include $100 million for local teacher quality partnerships. Higher education institutions can choose to partner with local school districts to improve teacher quality for pre-k-12. Funding will be made through application for competitive grants from the U.S. Department of Education.
Department of Education State Fiscal Stabilization Funds - Vermont is slated to receive $126.4 million over 2 years to be used to fill in for education budget cuts. Since we have a unique way of funding schools and haven't seen funding cuts because local budgets are decided by towns, Vermont will have the opportunity to use this funding through the Title I allocation to school districts to aid schools. This funding will certainly be important in making sure that barriers to quality early care and education are eliminated for pre-k programs, and amounts to $53.6 billion.
Innovation fund grants – State Departments of Education and local non-profits will create partnerships to come up with innovative programs to close achievement gaps. There is not a lot of clarity yet on how these partnerships will be funded or what will be required.

For the individual early education teachers who are seeking more educational opportunities, there will also be increased Pell grants for low income students and a higher education tax credit.

With the ARRA funds, Vermont is facing a great opportunity to significantly improve the quality of early care and education programs statewide. Early childhood advocates should work with legislators, local schools districts, state agency leaders, and Head Start agencies to ensure that the barriers to quality are eliminated once and for all.

stimulus spending and Vermont

2009-03-11T05:43:00.000-07:00

A group of early childhood advocates recently met to talk about the American Recovery and Reinvestment Act of 2009 --- the stimulus package. It appears that multiple millions in funding will come to Vermont. At least $2.83 million from the CCDBG stream for the child care subsidy, $1.2 million for Head Start, and much more for Title I and IDEA part B and section 619. Some will flow to the school districts or Head Start agencies directly from the federal government. Some will be available through competitive grants.

What we all agreed upon however is a shared set of our priorities. We believe that the subsidy, state early childhood council, and teacher education and training were the highest priorities for funding. This is where we need to spend the funding.

2009-02-25T19:51:00.000-08:00

Sen. Leahy And Gov. Douglas Set March 6th Conference To Ramp Up
Vermont’s Readiness To Invest Stimulus Bill’s Resources In Strengthening State’s Economy

Vermonters interested in additional information and in seeing a program agenda should visit http://leahy.senate.gov or call 1-800-642-3193. Participants are asked to register in advance.

WHAT: Conference and Workshops on Vermont’s Stake in The American Recovery And Reinvestment Act
WHEN: Friday, March 6th, registration at 12:30, sessions start at 1 p.m and are repeated so that you can attend two workshops
WHERE: 265 South Willard Street, IDX Student Life Center, Champlain College, Burlington
WHO: Vermont residents, small business owners, advocates, municipal officials
Register ONLINE: http://leahy.senate.gov

Workshops on how the stimulus will help Vermonters - information on education and health care - and these subjects:
Small Business Aid, Help for Families, Infrastructure Improvements, and First Responders

(WEDNESDAY, Feb. 25) – U.S. Sen. Patrick Leahy (D-Vt.) and Vermont Gov. James Douglas (R) will host a free conference to help Vermont families, businesses and towns learn how the newly enacted American Recovery and Reinvestment Act (ARRA) will help strengthen Vermont’s economy.

The conference and workshops will convene on Friday, March 6th, from 1 p.m. to 5 p.m. at Champlain College in Burlington. The Vermont Procurement and Technical Assistance Center and the Vermont Small Business Development Center have cosponsored the conference, enabling Leahy and Douglas to offer the conference at no cost to Vermonters. Leahy and Douglas will kick off the conference with introductory remarks.

Leahy, a senior member of the Senate Appropriations Committee which helped craft the legislation, initiated the conference planning and has worked with Governor Douglas, Vermont Legislative leaders and federal agencies in organizing the sessions. Leahy earlier announced that Vermont will receive more than $700 million in direct federal investments under the new law in infrastructure improvements and social services. Leahy also anticipates that hundreds of small businesses and nearly every Vermont family will receive further direct benefits ranging from tax incentives to medical and unemployment coverage. Much of the bill’s help will be allocated by funding formulas; other benefits will depend on applications by businesses and governments for competitive grants, which will push Vermont’s total still higher.

Leahy said, “Vermonters want to be engaged in finding ways to strengthen our communities and our economy. I have heard from hundreds of Vermonters asking how the economic recovery plan will affect their daily lives and our state’s future. Small business owners, local officials, nonprofit service providers and many others have questions, and this conference is the next step to putting this plan into action to create jobs and to make life better here in Vermont.”

Governor Douglas said, “My Administration is working diligently with President Obama’s team in Washington, Senator Leahy and our federal delegation, legislative leaders in Montpelier and all Vermonters to most effectively utilize the funds from the federal recovery package and get our economy back on track. This workshop will be an important opportunity for agencies and departments to share the most recent information and receive feedback from Vermont residents and businesses who may be impacted by this infusion of federal dollars.”

Federal officials and representatives of state agencies will offer their perspective on the economic recovery package during seven workshop sessions focusing on: how to access infrastructure improvement funding; accessing energy and broadband infrastructure funding; assisting small businesses interested in doing business with federal and state agencies; identifying small business provisions that may help weather the difficult economy; accessing first-responder and criminal justice funding opportunities; identifying health, human services, and labor and education funding opportunities; and a session targeted at Vermont families trying to understand how the tax and grant opportunities in the legislation will directly affect their bottom lines.

Participants can expect broad overviews of selected programs and question and answer sessions with program experts. Leahy noted that many of the funding formulas and program details contained in the legislation are still being finalized. He said he hopes the conference “will get Vermonters thinking about how the stimulus package can strengthen Vermont’s economy and lay the groundwork not only for the jobs of today, but also the jobs of tomorrow.”

Federal support for VT's pre-k programs?

2009-01-29T08:55:00.000-08:00

A great friend of high quality pre-k, Hawaii's Representative Mazie Hirono has introduced a bill that would provide $1 billion each year in federal grants to help strengthen pre-k programs. The money is meant to be used along with state funding.

The bill is called the Providing Resources Early for Kids (PRE-K) Act (H.R. 702).

According to the Hawaii Reporter article today - "Congresswoman Hirono initially introduced the PRE-K Act two years ago, during the 110th Congress, and successfully guided it through the House Education and Labor Committee where it was passed last June by a vote of 31-11. The PRE-K Act was one of only 25 bills reported out of committee, out of the 905 bills referred to the committee. Because the bill was not scheduled for a vote on the House floor last year, Congresswoman Hirono reintroduced the bill in this Congress. 56 members of Congress have already signed on as original cosponsors of this year’s legislation."

Here's the full story:

http://www.hawaiireporter.com/story.aspx?e8de5a91-2e58-46e3-a351-ec2c9b61b479

Can the Stimulus Bill Help to Educate Vermont Children?

2009-01-15T12:01:00.001-08:00

We're all waiting to see if a federal stimulus bill might help with services for children in Vermont. Here's the Democrats plan - just fresh off the presses - thanks to Pre-K Now's clipping service for the head's up.

CQ TODAY ONLINE NEWS – ECONOMIC AFFAIRS
Jan. 15, 2009 – Updated 2:55 p.m.
House Democrats Unveil Their Stimulus Plan
By Joseph J. Schatz, CQ Staff

House Democratic leaders began detailing an historic $825 billion economic stimulus package Thursday featuring $550 billion in spending and $275 billion in tax breaks.

...The House proposal would provide $141.6 billion for education; $124.1 billion for health care; $102 billion in assistance to workers for job training and unemployment benefits; $90 billion for transportation infrastructure; $87 billion to help states with Medicaid costs; $54 billion in energy spending; $16 billion for science and technology-related programs; and $4 billion for state and local law enforcement funding.

Spending Details

...The plan includes wide-ranging funding for education priorities, including Head Start and Pell Grant increases.

The bill will include $41 billion in direct aid to school districts, including $13 billion aimed at disadvantaged children through Title I of the Elementary and Secondary Education Act (PL 107-110) and $13 billion to increase the federal share of special education funding through the Individuals with Disabilities Education Act (IDEA, PL 105-17).

Of the $41 billion sum, $14 billion would be directed to K-12 <school> <construction and modernization projects and $1 billion would be dedicated to education technology, including teacher technology training.

Early childhood education funding would receive a significant boost under the bill, which will include $2 billion in childcare services under the Child Care Development Block Grant and $2.1 billion for Head Start.

New Ed Secretary Makes Early ED Promises...

2009-01-13T11:59:00.000-08:00

Duncan Vows Focus on Early Childhood Education, Innovation
By Lydia Gensheimer, Congressional Quarterly Staff

Arne Duncan, President-elect Barack Obama’s pick for Education secretary, promised a new emphasis on early childhood education at his confirmation hearing Tuesday before the Senate Health, Education, Labor and Pensions Committee.

Sen. Tom Harkin, D-Iowa, who chaired the hearing at the request of ailing HELP Chairman Edward M. Kennedy, D-Mass., said he wants to see a partnership between the Department of Health and Human Services, which oversees Head Start, and the Department of Education to boost early childhood education programs.
“So many of these kids, we get them in kindergarten . . . and we have a tough time,” Harkin said. “Somehow, we have got to make sure that every child comes to school ready and able to learn.”

full story:
http://www.cq.com/document/display.do?dockey=/cqonline/prod/data/docs/html/news/111/news111-000003009147.html@allnews&metapub=CQ-NEWS&binderName=latest-news-binder&seqNum=1

Governor Douglas publicly recognizes the value of high quality early education

2009-01-08T12:37:00.000-08:00

Minutes ago during his inauguration address, Governor Douglas called for a 20% increase in the funding for early education. Whether this will be used to fund the state subsidy for child care which is vastly underfunded, or for some other use is not yet known. We'll keep you posted.

from the address: "Further, a close examination of spending for public education reveals a startling imbalance among our funding levels for early education, K-12, and higher education. We spend relatively little on early education – are among the highest in the nation for primary and secondary education – and near the bottom for higher education. We must begin to reshape this skewed distribution of resources.

Access to affordable, quality early care and education provides a dual benefit: it lays the building blocks for a successful future, ensuring children arrive at kindergarten ready to learn; and, it removes the single biggest barrier for parents in poverty to move into the workforce. At the other end of the spectrum, Vermont’s colleges and state university are among the most expensive in the nation and for too many Vermonters, simply out of reach.

To move our system of education into the 21st Century we must strengthen our commitment to creating a continuum of learning that begins in early childhood and never ends, providing the necessary opportunities to Vermonters throughout their lives. A real investment in lifelong learning is an investment in an individual’s economic independence. Indeed, few things are more important to establishing a strong and growing economy than the education and training of our workforce. That’s why, despite budget challenges, I propose a 20% increase in early and higher education as a first step to address spending disparities and prepare Vermonters, young and old, for future success."

2008-12-21T20:10:00.000-08:00

http://www.nytimes.com/2008/12/17/us/politics/17early.html?scp=2&sq=pre-school&st=cse

Did you see this article from Dec 16 on pre-k in the New York Times? It is about Pres-Elect. Obama's plans for pre-k for all. Worth reading!

2008-12-18T07:57:00.000-08:00

In hard economic times, we need high quality early education investments more than ever. Here is a website that talks about early education as an economic tool - http://www.insightcced.org/insight-communities/ECEPower.html

from the site:
The Economic Power of Early Care and EducationViewing early care and education (ECE) as an economic issue, as well as a social and educational one, sparks systemic change in investment strategies, policies, and programs. This Insight Community is a resource for leaders in ECE, economic development, business, and government to share information, solve problems, and continue to boost the economic power of ECE. We have included selected state profiles, materials, and key topics that offer innovative strategies, tools, and practices to stimulate thought and replication of successes. We will continue to add materials as new ideas, successes, and lessons learned emerge.

More loan forgiveness

2008-12-15T07:52:00.000-08:00

Another federal program for teachers is:
The Federal Perkins Loan Teacher Cancellation -

You can qualify for cancellation of up to 100% of a federal Perkins loan if you have served full time in a public or private elementary or secondary school system as a special education teacher including teachers of infants, toddlers, children or youth with disabilities.

You must be directly employed by the school system. You can also qualify for deferment while teaching.

The problem with this and the previously posted program is that you need to work in the public schools to get the benefits. Most teachers in the public schools are making 50-100% more than those working for nonprofit private early education providers.

With the previous program, you have to wait until you've made 120 payments - which is almost always enough to actually pay the loan off. And if you have something left over, that is what is forgiven, not the original loan.

We need scholarships, grants and loan forgiveness that will help teachers move to a BA degree in our state. Let's hope President Obama and our congressional leadership understand that.

Loan Forgiveness for Public Service Employees Program

2008-12-15T07:42:00.000-08:00

Whitney Leighton from Senator Sanders office was very kind to research and report back to our coalition on the federal programs in place to assist pre-k teachers who wish to get their BA degree. She welcomes your calls if you have questions: 802 862-0697

Through the College Cost Reduction and Access Act of 2007, Congress created the Loan Forgiveness for Public Service Employees Program. You can get your remaining balance due on federal student loans after 120 payments (10 years) if you work in public service fields.

Effectively this won't help the field until 2017.

Public service jobs include public child care, social work in a public child or family service agency, and public education, including early childhood education. Certain tax-exempt organization work is included.

In general only those who are making reduced monthly payments through the Direct Loan income contingent or income based repayment plans will have a remaining balance after making 10 years, or 120 payments on a loan. Only borrowers with a high debt to income ratio or very low income will qualify.

For a fact sheet go to www.ed.gov/directloan .

2008-12-12T07:42:00.000-08:00

The Pre-K Now Video Conference and the Vermont discussion on quality was well attended at UVM this week, despite terrible weather.

Mark Sustic and Sherry Carlson were on hand to talk about the Vermont version of community collaboratives, partnerships between local school districts and Head Start and private providers. Ilana Snyder of Mary Johnson Children's Center was there to talk about the bachelor's degree cohort she started in Middlebury, as a way to professionalize the early education workforce in the Addison region.

Our panel discussion was lead by Rep. Denise Barnard, one of the legislative leaders in passing Act 62, the pre-k for all bill. Rep. Joan Lenes of South Burlington was on hand also, wearing her legislator hat as well as being a 15 year school board member and board member of Childcare Resource in Burlington.

Jan Walker, the leader of the state's quality efforts in early care and education, spoke to us about Vermont's quality rating system, STARS, and the rulemaking effort underway.

Nancy Sugarman, the director of Northern Lights, the state's early childhood career development, told us about their efforts to professionalize the workforce.

UVM's Chair of the Early Education Department Dale Goldhaber spoke about the challenges of delivering higher education courses to adult learners throughout the state.

Lisa Ventriss, of the Vermont Business Roundtable, addressed business leaders' concern that early education investments be well managed through the delivery of very high quality programs for all children.

Laurel Bongiorno, chair of VAEYC and professor at Champlain College, also addressed the need for quality, especially given the new accreditation standards.

Elizabeth Meyer, of Burlington's Childcare Resource, a resource and referral agency talked about how they are partnering with local home providers to improve the quality of early care and education in the Chittenden County area.

Whitney Leighton of Senator Sanders office was there to talk about federal loan forgiveness and grant programs. I will post that information in a separate post later today.

Laura Jacoby of Building Bright Futures spoke about the need to work regionally with the early childhood councils to do such things as purchase curricula together and to offer professional development opportunities.

Jamie Feehan, lobbyist for our pre-k Vermont efforts, was also there. Jamie is our eyes and ears in the statehouse and listened intently to the policy suggestions made by the experts in the room.

Jeanne Goldhaber, professor of early education at UVM was also there with her undergrad students.

2008-12-10T04:40:00.000-08:00

Educators Gather for Pre-K Conference: Local Experts React

A panel of Vermont educators and business leaders will provide local perspective to a nationwide program focusing on pre-kindergarten education during a Pre-K Now National Conference Broadcast on “Breaking Down the Barriers to Quality Pre-K” on Dec. 10 from 1-4 p.m. The national broadcast will originate from Washington, DC. Local participation is planned for the Fireplace Lounge at the University of Vermont’s Living-Learning Center in Burlington.

Rep. Denise Barnard, D-Richmond, will moderate for the Vermont panel, which will take place from 2:30-4 p.m. after the nationwide program adjourns. Local participants also include Dale Goldhaber, chair of the UVM Department of Early Education, Lisa Ventriss, president of the Vermont Business Roundtable, Jan Walker of the Child Development Division of the Vermont Department of Children and Families, Nancy Sugarman, a director of Northern Lights, Laurel Bongiorno, a professor at Champlain College, Ilana Snyder, Co-Director of Mary Johnson Children's Center, and Michelle Spence, director of Early Childhood Programs for Franklin County.

The national broadcast will highlight strategies in professional development, community collaboration and outreach to home-based providers that have led to successful pre-kindergarten programs around the country. Participants include Ray Suarez, a senior correspondent with The New Hour, Libby Doggett, executive director of the national Pre-K Now, and Pennsylvania Governor Edward G. Rendell.

Oct 30 - legislative candidates tour Mary Johnson Children's Center in Middlebury

2008-11-05T05:14:00.000-08:00

Co-Director of Mary Johnson Children's Center, Barbara Saunders, took several legislative candidates on a tour of their pre-k classrooms last week. Here she is with Rep. Steven Maier.

Attending were - Sen. Harold Giard, Sen. Claire Ayer, Rep. Michael Fisher, Rep. Christopher Bray, Rep. Steven Maier, Rep. Betty Nuovo, Rep. Willem Jewitt, Rep. Kitty Oxholm, and candidate for House John Ike Hughes and Mary Hughes.

From left - John Hughes, Rep. Kitty Oxholm, Barbara Saunders

Program staff, Sen. Harold Giard, Rep. Willem Jewitt

Middlebury children at play in the sunlit pre-k classroom.

Sen. Giard and Sen. Ayers.

Rep. Oxholm, Rep. Nuovo, candidate John Hughes, Mary Hughes.

Rep. Steven Maier, Barbara Saunders, Rep. Willem Jewitt.

Rep. Christopher - far right.

Tour of Robin's Nest, North Burlington

2008-10-28T16:24:00.000-07:00

Today legislative candidates from Burlington came to see Robin's Nest's pre-k program and Richmond Elementary School's pre-k classroom. Lisa Ventriss of the Vermont Business Roundtable came along to remind candidates of the economic value of high quality early education. Pre-k VT's lobbyist Jamie Feehan attended too.

Senator Virginia "Ginny" Lyons

Senator Diane Snelling and Rep. Helen Head at Robin's Nest today
Program director Lou Ann Beninati (standing) with House candidate Joanna Cole and a student Rep. Denise Begins Barnard, Senate Candidate.

Senator Hinda MillerBusiness Roundtable President Lisa Ventriss

House candidate Joanna Cole
Prek VT lobbyist Jamie Feehan

Attending the Robin's Nest tour were Sen. Hinda Miller, Sen. Ginny Lyons, Sen. Diane Snelling, and Senate candidate Denise Barnard, who is currently Richmond's representative. Rep. Helen Head and House candidate Joanna Cole joined them. The program director Lou Ann Beninati led the tour and emphasized the struggle the center has had in making benefits a priority for its workers.

At Richmond Elementary School Principal Lauren Wooden took the candidates down to the classroom and answered questions about this school based program. Teacher Suzanne Self explained the program, including the sign language instruction the children receive. Sen. Lyons, Rep. Denise Barnard, Lisa Ventriss, and all three Richmond House candidates - Mary Houle, Ann O'Brien and Hunter Yeates - attended.

Pre-K teacher Suzanne Self with the special star student of the dayPrincipal Lauren Wooden and Rep. Denise Barnard

Mary Houle, Lisa Ventriss, Senator Ginny Lyons

House candidates Ann O'Brien and Hunter Yeates

Media links

2008-10-20T13:14:00.001-07:00

Nice editorial on the value of early care and education in the Bennington Banner today:
http://www.benningtonbanner.com/opinion/ci_10766053

and...great coverage of the St. Albans tour in the St. Albans Messenger:
http://www.samessenger.com/NewsView.asp?ID=4129

and listen for Nina Keck's story on the many issues facing Vermont legislative candidates, including early education and the economy - coming up on http://VPR.net

Rutland VAC tour - October 20

2008-10-20T11:08:00.000-07:00

The tour today of the Rutland Vermont Achievement Center was well attended by local legislators. The program has been NAEYC accredited since 1996 and serves children in two pre-k classrooms.

Center Director Kiki McShane and Advancement Director Traci Moore were terrific hosts. The legislative candidates included Sen. Hull Maynard, Sen. Kevin Mullin, Sen. Bill Carris, Sen. Alice Nitka, and Hope Blucher, a local Senate candidate. Also attending were Rep. Peg Flory, Rep. Joe Acinapura, Rep. Bill Canfield, Rep. Dave Potter, Rep. Bob Helm, Rep. Jim McNeil, and House candidates Carolyn Schwalbe, and Megan Smith.

Nina Keck of VPR attended also, Rob Bliss, Early Education Coordinator from the Rutland Supervisory Union, along with a VAC board member, local psychologist Doug Andrews.

Sen. Hull Maynard reads to the children at Rutland's VAC.

Rep. Joe Acinapura, Rob Bliss, Sen. Kevin Mullin

Megan Smith plays with two pre-k students.

Pumpking painting with Sen. Mullin.

Candidate for Senate Hope Blucher in blue, and classroom volunteer Grandma Lee give advice on painting pumpkins.

Rep. Bill Canfield discusses drawing techniques. House candidate Carolyn Schwalbe is standing in the background.

Sen. Alice Nitka, Sen. Bill Carris, and Diahn Johnson, the pre-k program director

Rep. Dave Potter listens along with the class to story time.

Rep. Bob Helm stands (left) as Sen. Hull Maynard is a huge hit reading to the children.

Rep. Jim McNeil, program advancement director Traci Moore, and pre-k program director Diahn Johnson.

Rep. Peg Flory plays pretend with the preschoolers.

Rep. Helm speaks with the staff.

House candidate Carolyn Schwalbe

Barlow Street Center, St. Albans VT

2008-10-17T12:10:00.000-07:00

Barlow Street was packed with legislative candidates today, many of whom had asked for tours of high quality pre-k during the last legislative session. We worked with Michelle Spence of the local superisory union to set up the tour. The Center's staff - Andrea Racek, John Payne, Carmen Dennis, and Jackie Provost were all very welcoming. Here is senate candidate Bill Rowell, children from the class, Gov. Douglas, Sen. Collins, and teacher Andrea Racek.

The classroom was small, so we took our turns viewing the activities by chatting about the value of high quality pre-k in the cneter's hallway. from left - Greg Gervais, Sen. Don Collins, Rep. Gary Gilbert, Gov. Douglas, Sen. Sara Kittell, and Rep. Kathleen Keenan

In deep discussion about the benefits of early education for all children, from the left are pictured Lynn Dickinson, Rep. Michel Consejo, Rep. Richard Howrigan, George Bilodeau and Rep. Carolyn Branagan

House candidate Tony Martel is in the red shirt. John Payne is on the left and is a staff member at the center.

Thanks to the children and the staff at Barlow Street Center for hosting us, to Michelle Spence for helping handle arrangements, and to all the legislative candidates who attended: Rep. Carolyn Branagan, Rep. Gary L. Gilbert, George Bilodeau, Lynn Dickinson, Rep. Richard Howrigan, Rep. Kathleen Keenan, Tony Martel, Jeff Young, Dennis Williams, Rep. Michel Consejo, Randy Brock, Sen. Don Collins, Sen. Sara Kittell, Bill Rowell, and Gov. Jim Douglas.

Tour of Bennington College Early Childhood Center

2008-10-14T08:59:00.000-07:00

The Bennington College Early Childhood Center has been in operation for 75 years, and was accredited by NAEYC in 2003. Recently the Center signed an agreement with the Shaftsbury School District to enroll children in the pre-k program under Act 62's pre-k for all funding law.

The Center's pre-k and kindergarten classroom is combined and housed in a building once used to shelter turkeys on the college's farm. It is full of everything you'd find in a high quality center - lots of fun and stimulating things for kids to do.

Rep. Anne Mook (left) of Bennington sat on the House Education Committee and was very helpful in passing the pre-k funding bill. Bennington College Provost and Dean Ellisa Tenny (right) attended the tour too.

Rep. Mary Morrissey (foreground) and Rep. Bill Botzow toured the center today with the other legislative candidates. Here they are watching the children harvest carrots from their vantage point on the playground boardwalk.
Rep. Cynthia Browning also attended the tour.

Rep. Botzow in the classroom.

Program Director Darlene Bombard has been with the program for 20 years as a teacher and director.

A warm day in Autumn - a perfect time to play outside with water - and to tour a lovely pre-k program.

Candidate Tour at Northshire Day School, Manchester Oct 3

2008-10-07T11:02:00.000-07:00

Dem Senator Bob Hartwell reads to the children of the Northshire Day School pre-k classroom at the tour of the program on October 3.

Gop Senate candidate Ruth Harvie of Manchester chats with a student.

Gop candidate Rep. Rick Hube of Londonderry at the play table.

Independent House candidate from Dorset, Josh Teresco.

Gop House candidate Rep. Patti Komline of Dorset checks out the computer game.

Dem House candidate Jeff Wilson and GOP candidate Rep Judy Livingston read side by side to the children.
Dem House candidate from Londonderry - Tom Buchanen.
Dem House candidate from Dorset - Ed Weissman.

Asking the Presidential Candidates about Early Ed

2008-10-07T11:01:00.001-07:00

Early Ed Watch has some great questions for the candidates to answer tonight at the second presidential debate. Check this out:

http://www.newamerica.net/blog/early-ed-watch/2008/campaign-watch-5-early-education-questions-tonights-debate-7563

Tours

2008-10-01T12:55:00.000-07:00

We're doing tours of high quality pre-k programs around the state with legislative candidates and media -as an educational event. If you are a legislative candidate and wish to tour a center in your area, please contact me at prek at comcast.com

Oct 3 - Northshire Day School, Manchester
Oct 14 - Bennington College, Bennington
Oct 17 - Barlow Street Center in St. Albans
Oct 20 - Vermont Achievement Center, Rutland
Oct 28 - The Robin's Nest in Burlington and Richmond School in Richmond
Oct 30 - Mary Johnson Children's Center, Middlebury

VOTES COUNT

2008-09-26T05:35:00.000-07:00

Pre-K Now today released “Votes Count: Legislative Action on Pre-K Fiscal Year 2008,” an annual national report of every state and the District of Columbia’s final funding of pre-kindergarten education for three and four year old children. The report finds that Vermont’s Early Education Initiative (EEI) received 1% less in funding in the past year, although the portion of pre-k funded through the school funding formula has steadily increased and is expected to increase again for FY09.

With consumer prices rising and wages and home values stagnant or falling, access to programs such as quality pre-k ensures young children are prepared for success in school and saves parents a major out-of-pocket expense. "Votes Count," a state-by-state analysis of pre-k funding released today by Pre-K Now with support from The Pew Charitable Trusts, reveals that nationwide, 32 states are adding $316 million new dollars to pre-k programs in the next fiscal year.

Our partner, the Vermont Business Roundtable, has loaded the report onto its website. To read the full report entitled, "Votes Count: Legislative Action on Pre-K, Fiscal Year 2009" visit the Roundtable's website at www.vtroundtable.org and a link to the report will be in the upper right-hand corner of the HOME page under "In the News"

Step Up For Kids Day

2008-09-16T08:17:00.001-07:00

Today, advocates from across the nation will gather in Washington, DC to ask elected officials to support new investments in children, highlighting the needs facing children and their families. This event aims to draw public attention to issues affecting America's children, such as early care and education, poverty, child abuse, after school programs, health care, and juvenile incarceration.

The Every Child Matters Education Fund (ECM) will kick-off Step Up for Kids Day at the National Press Club in Washington, DC with a number of expert speakers addressing the issues facing the nation's children and families. Featured speakers include renown pediatrician Dr. T. Berry Brazelton; Michael Petit, president of ECM; Dr. Renee Jenkins, president of the American Academy of Pediatrics; Elizabeth Clarke, executive director of the National Association of Social Workers; and Jim Hmurovich, president of Prevent Child Abuse America.

It is heartening to note that both presidential candidates have taken a position on funding for early education (see previous post).

Both presidential candidates weigh in on pre-k

2008-09-15T13:30:00.000-07:00

Both presidential candidates are taking a stand on early education - you can check it out here:

http://www.preknow.org/

Barack Obama's main points on pre-k:

Early Childhood Education
Zero to Five Plan: Obama's comprehensive "Zero to Five" plan will provide critical support to young children and their parents. Unlike other early childhood education plans, Obama's plan places key emphasis at early care and education for infants, which is essential for children to be ready to enter kindergarten. Obama will create Early Learning Challenge Grants to promote state "zero to five" efforts and help states move toward voluntary, universal pre-school.
Expand Early Head Start and Head Start: Obama will quadruple Early Head Start, increase Head Start funding and improve quality for both.
Affordable, High-Quality Child Care: Obama will also provide affordable and high-quality child care to ease the burden on working families.

John McCain's statement on early education:

Early Childhood Education

Every child born in America is destined to compete with his or her peers around the world. Their success will be determined in great part by whether or not we meet our obligation to provide them with the education critical to their success. A foundation for this effort is ensuring that every child, regardless of their financial means, arrives on the first day of elementary school ready to learn.

There is no shortage of federal programs targeted at early child care and preschool. State and federal funding for early childhood care and education programs is over $25 billion each year. The list of programs includes Head Start, Title I preschool programs, Early Head Start, Even Start, the Individuals With Disabilities Education Act, Early Reading First, the Social Services Block Grant, the Child Care and Development Block Grant, and Temporary Assistance for Needy Families. There is much to be achieved by leveraging and better coordinating these programs to increase availability of high quality programs. When used effectively this approach has had a tremendous impact on the wellbeing and educational outcomes of children.

State-level preschool and early care programs have created greater access for very young children whose families could not otherwise afford high quality programs. Several states such as Minnesota have launched new, high quality pre-K programs with a commitment to study their outcomes. Estimates are that 70-85 percent of children from low-income families have access to early care and/or preschool, and that nearly 90 percent of children younger than five with employed mothers are in a regular child care arrangement. However, due to complicated formulas and budgetary constraints, not every low-income child is getting access to high quality care and education on a consistent basis. Federal dollars can do far more to broaden access to high quality programs.

As President, John McCain will focus federal resources on ensuring that the neediest children have access to a range of high quality programs. The objective will be to ensure that these children have the opportunity to begin school with a strong foundation in language and numbers, and that they have the social and emotional skills necessary to succeed. Where taxpayer dollars are involved, early childhood programs must be built on a solid foundation that focuses on the fundamentals necessary to prepare children for a lifetime of learning.
Early Childhood Development: Make certain students are ready to learn.

The Head Start program was created to meet the educational and social needs of young children. While there are some excellent Head Start centers that can serve as models for leadership and best practices, far too many Head Start centers have fallen prey to the same institutional flaws that have undermined the larger public education system. They lack quality instructors; they lack accountability to parents; and they are focused on process, not outcomes. We should build Centers for Excellence in Head Start that actually leads to excellence in all of the pre-K and early learning programs that taxpayers support.

Centers for Excellence in Head Start

Who is eligible? Head Start centers operating in the state with a demonstrated record of success in improving the school readiness of children are eligible to be nominated by the Governor for recognition as a Center of Excellence.

How does it work? The Secretary of HHS will pick at least one Head Start Center in each state based on the qualifications and experience of the Head Start Center

Each Head Start Center identified by the Secretary as a Center of Excellence will use their funds to expand their programs to serve more children, disseminate their best practices to other Head Start agencies (similar to a charter school dissemination grant), and improve coordination of early childhood education in their city or state.
How will the funding be distributed? The Secretary will provide at least $200,000 per year to each Center of Excellence, depending on availability of funding. The Secretary has discretion to increase awards if more funds become available.

Building on the principles advanced in the “Centers of Excellence”, that highlight highly effective practice, we must work with states, Head Start parent councils, high quality early care and education providers, and other stakeholders to ensure that state and federal pre-K programs are well coordinated.

Any successful reform effort requires clearly defined goals and objectives. Where ever federal funds are used in providing early childhood education programs, these programs must include certain fundamental elements that are basic to successfully preparing young children to enter school ready to learn:

Measurable Standards

Standards for quality should be centered on the child and outcome-based. Every federally supported program (including Head Start) must include meaningful, measurable standards designed to determine that students are ready for school by measuring their school readiness skills. We should also encourage and enable states to better align Head Start with their own pre-K programs.

Quality Instruction

A primary objective is to ensure that every instructor in an early learning or care program has strong preparation with an emphasis on performance and outcomes as measured by student development. To attract quality instructors, efforts must be made to bring income parity to qualified instructors in these programs and their counterpart’s elementary school system. As President, Senator McCain will promote the replication of professional development programs with a proven record of preparing our children for kindergarten and encourage more research to determine what skills and training make the most difference for young children.As President, John McCain will require all federally supported preschool programs to offer a comprehensive approach to learning that covers all significant areas of school readiness, notably literacy/language development, as well as math readiness and key motor and social skills.

Healthy Children

Because healthy children learn better, partnership grants and targeted federal funding can be used to encourage and facilitate early screening programs for hearing, vision and immunizations for preschool age children to ensure that all children are able to reach their full potential. As President, John McCain will ensure that there are no federal prohibitions against preschool programs offering basic healthcare screenings to children (with parental consent) in their care. This may include developing partnerships with rural and community health clinics, teaching hospitals and other public health institutions to lend their expertise to ensuring that poor health and easily diagnosed conditions are detected and addressed before they undermine a child’s ability to learn and reach his or her potential.

Parental Education and Involvement

Parental involvement is critical to the success of any pre-K program. Current federal programs will be focused on educating parents on the basics of preparing their children for a productive educational experience. These programs will place an emphasis on reading and numbers skills, as well as nutrition and general health. Reinforcing to parents the fundamental importance of reading to their children as a primary way of expanding their vocabulary and preparing their young minds to learn will be emphasized at every level.

High quality pre-k

2008-09-12T12:13:00.000-07:00

When it comes to the best outcomes for children, the quality of the pre-k classroom is very important. You should see learning happening. The program should have a sense of excitement and purpose.

Research shows that the following elements are critical to providing high quality pre-k:

Teachers in high-quality pre-k programs hold bachelor's degrees and have received specialized training in early childhood education.
Teacher aides have a child development associate credential, at a minimum.
Teachers and aides are required to devote at least 15 hours each year to appropriate professional development.
Teachers and aides are paid salaries and receive benefits that are on par with those of K-12 teachers and aides.
High-quality programs recruit teachers and aides who reflect the cultural diversity of the children and families they serve.

What can we do to make sure children in Vermont have access to high quality pre-k programs, so they will enjoy the best outcomes possible from high quality early education?

Using the new Vermont template for assessing pre-k costs?

2008-09-04T13:35:00.000-07:00

Are you a provider who is using the DOE template to assess costs, in order to negotiate a contract with your local school district? How is that working for you? Please let me know - Mary at prek@comcast.net . We'd like to see what the experience of providers is in the local districts. The purpose for the template was to make sure programs are reimbursed for their true costs - is it working?

Tours of Quality Pre-K Classrooms this Fall

2008-09-04T13:19:00.000-07:00

We're planning a series of tours for legislative candidates of high quality pre-k classrooms around the state. The plans include programs in public school, head start centers, private centers, and homes. Programs will be in poor city neighborhoods and rural communities.

We are inviting all candidates, from all parties - and both incumbents and challengers - in each region. If you would like your program to be highlighted, please let me know - Mary prek@comcast.net

LCAR meeting

2008-06-18T08:43:00.000-07:00

Today's Legislative Commitee on Agency Rules (LCAR) meeting considered the pre-k rules developed jointly by the Agency of Human Services and Department of Education. We testified that although the rules should pass this last regulatory hurdle simply because school districts need the rules for implementation guidance, Vermont is the only state in the country that is going backwards in terms of quality.

Currently, our pre-k programs are rated a 7 out of 10 on the National Institute for Early Education Research benchmark scale. The new rules eliminate the requirement for teachers in private centers to have a bachelor's degree with specialized training in early ed, and monitoring by the DOE or school district. The rules still requires public school based programs to have the licensed teachers.

The weakening of the quality standards were the result of a compromise struck by the House Education committee to allow more private providers to participate in the new pre-k funding program. Unfortunately the programs often cited as needing the change in rules may not be able to get funding at all if local school officials and taxpayers do not decide to create a state funded pre-k program.

The reason all this matters is that when it comes to pre-k quality is required to get the best outcomes for our children. In the future, Vermont can implement new legislation that will require high standards and still include private providers. We need to work together to develop public policy that will get the most for our young children, while making sure we get the biggest bang for our public tax investments, and support local small businesses.

LCAR did pass the rules today.

True North Editorial on Pre-K Gets it All Wrong

2008-06-17T11:43:00.000-07:00

The True North newsletter (issued from the program that airs on Vermont's WDEV) has an editorial this month on preschool education. In it, Martin Harris alleges that other people are failing to disclose relevant information when it comes to pre-k, so it is odd that he does not make it clear that the article he cites, written by Urie Bronfenbrenner, was published in 1974 so it is hardly the response of an "outraged critic" of the 1994 Bell Curve much less an accurate summary of today's knowledge about preschool education.

It is also simply not true that effects of pre-k are not evident beyond second grade. Many studies find effects on school success well into high school. The Perry, Abecedarian, and Chicago Parent Child (CPC) studies all have effects on achievement far beyond second grade. Yes, they are smaller than the very large initial effects, but these later effects are still substantial.

The so-called "fade-out" to the extent that it is real and not an artifact of poor research methods is due to the continued influence of other factors in children's lives, the negative effects of family and community poverty that may drag kids down somewhat and the positive effects of schools that give extra help to those furthest behind, thus giving the control groups a boost (at a higher cost, of course).

Also, it is not just about test scores and school success, it is also about social skills, delinquency, and crime, where preschool education programs also have been found to have positive effects. The co-founder of Head Start, Urie Bronfenbrenner did not know any of this in 1974.

May 20

2008-06-10T16:30:00.000-07:00

I went to the State Board of Education (SBOE) meeting on May 20 to ask the group to reject the pre-k rules. The rules were the result of the Commissioner's interpretation that Act 62 required a set of standards that were a maximum level of quality they could impose to implement the new law. But Act 62 asked for standards set with a minimum of those set forth in that act, not maximum.

The policy makers could have allowed high standards, and used Act 62's funding as an enticement to programs reaching a higher level of quality. We could leverage better outcomes for our kids with pre-k implementation rules. Unfortunately, these rules are far too political.

Sadly, Vermont will be alone as the only state in the country that has gone backwards in terms of quality standards. We scored a 7 out of 10 on the NIEER policy benchmark scale with the existing program. Now, we'll score 4 with the new implementation standards.

Despite this - the SBOE passed on requiring higher quality. There is one more review of these rules before they become law. The Legislature's LCAR committee will be the last stop for the rules. They meet to discuss the rules on June 18 at 11am, in Room 10 or 11 at the Statehouse in Montpelier. We'll be there - just to remind the law makers that Vermont should not move backwards. We can do better for our young children, especially with the use of public funding.

2008-05-02T07:43:00.000-07:00

I had some calls about yesterday's post on Vermont's approach to building a coordinated system of early childhood services for children 0-5, called Building Bright Futures. I should have been more clear that I was on that board from the inception in November of 2004 until February of 2008. I coordinated a strategic planning session to help the group set goals in fall, 2005.

Originally organizers from AHS thought that Building Bright Futures needed legislation to set it up as a body with some legal authority. Without that, some thought it would be little more than an advisory body, but would not hold real clout in trying to clean up the tangle of services for our youngest Vermonters, in order to spend more money on actual services and less on bureaucracy. In the end, however, it was the wish of the Governor's office for the group to remain as an advisory body to the Governor.

The Board is linked to a network of early childhood councils in the 14 AHS districts. The funding they almost lost was for area coordinators to lead these groups. The councils have been in existence for some years already, but transferred over to the Building Bright Futures system a few years ago.

The group recently received a grant of $200k over three years from the Vermont Community Foundation to hire a development director to raise funds from private sources.

BBF receives full funding

2008-05-01T12:59:00.001-07:00

With a $25 million budget shortfall, programs are being cut from the Big Bill, this year's budget bill. Building Bright Futures, the governor's advisory board on how to create a comprehensive system of children services for ages 0-5, was first slated for a $565,000 budget cut, then $262,000. Last word today is that the $262k has been restored.

The board began in November 2004 and has early childhood councils in 14 regions of the state. There are business leaders, administration figures, legislators, educators, and parents on the state board, representing all regions of the state. The state group meet quarterly, while the local councils meet monthly.

After 4 years and a huge struggle to launch this new administrative body, let's hope they use the funding wisely and start to set some statewide goals that each region can address. We know that the state needs a comprehensive system of early care, medical care, and education. Let's hope this group is truly empowered to do this work and solve some of the challenges felt at the local level.

WRAP UP

2008-05-01T12:39:00.001-07:00

As the Vermont legislature wraps up another session, several educational issues are left dangling. For Pre-k legislation, we will have new language that specifies that you can only count four year olds that attend a program, and not all four year olds in your town. That may seem obvious -- but the DOE wanted to stress the difference this year in legislation.

The passage of the pre-k law last year meant that school districts who have been used to playing by the DOE's rules will now have to play ball with AHS, if they want pre-k funding. They must register for the Dept for Children and Family's STARS program, and meet certain program quality benchmarks. A new law this year gives districts and private centers that already receive pre-k funding another year to sign up for STARS, addressing some concern that there wasn't time to complete the registration and review.

The bill that tried to repeal Act 82 - last year's two-tiered budget act - is looking like it will not successfully move through the Senate this year. The alternative is said to have capped budgets instead of allowing a local vote anyhow. Yet, the VT NEA put a lot of political effort towards the repeal initiative, including having the NEA national president here last summer calling for Act 82's repeal. This effort seems dead at this point, although it did pass in the House. Senate President Peter Shumlin said that his deal with the Governor last year on the bill trumped the House led changes, and the bill stopped movement.

Finally, the State Board of Education lives to fight another day. The effort to eliminate the SBOE and to change the Dept of Ed into the Agency of Ed, and to change the commissioner to a secretary who would report directly to the Governor has failed. It was interesting to watch the Republican SBOE on the same side as the Vermont NEA, while Democratic leaders such as Sen. Bartlett were on the same side as the Republican Governor. As a pretty non-partisan Vermonter, I just love it when that happens. We'll watch to see how this shakes out in future years.

Was the 11,500 member Vt NEA powerful enough to bring down a bill that Democratic legislative leadership and the Republican administration wanted...but not quite powerful enough to repeal Act 82? The political wrangling may be nearly over this year, since the Legislature plans to end the session as early as this weekend. But, we'll see next year, and watch to see how these issues are played out in the fall legislative races.

Generations United new publication

2008-04-01T05:01:00.000-07:00

Generations United has a great publication out about enlisting support from older folks for advocating for pre-k for all.

Please check it out: http://www.gu.org/documents/A0/S4K_Sig_Report_08.pdf

Here is an exerpt - that shows the benefits of pre-k for all as children become students in k-12:

Successful Students

• Pre-k increases high school graduation rates.
Chicago children who attended a pre-k program were 29 percent more likely to
graduate from high school than their peers who did not have pre-k. (Source: Chicago
Longitudinal Study)

• Pre-k helps children do better on standardized tests.
Michigan fourth-graders who had attended pre-k passed the state's literacy and math
assessment tests at higher rates than their peers who had no pre-k. (Source: "State Efforts
to Evaluate the Effects of Pre-Kindergarten",Yale University Child Study Center)

• Pre-k reduces grade repetition.
Maryland fifth-graders who attended pre-k were 44 percent less likely to have repeated
a grade than their peers who did not attend pre-k. (Source: "State Efforts to Evaluate
the Effects of Pre-Kindergarten",Yale University Child Study Center)

• Pre-k reduces the number of children placed in special education.
Among Chicago children, those who attended pre-k were 41 percent less likely to
require special education services than their peers who did not attend. (Source: Chicago
Longitudinal Study)

NIEER Yearbook

2008-03-31T19:42:00.001-07:00

National Institute on Early Education Research (NIEER) has just released the annual yearbook and has posted it on its website. The report lists all 50 states and the District of Columbia and the standards for their early education programs, compared to NIEER's scale of 10 benchmarks for quality.

Take a look at the report for VT: http://nieer.org/yearbook/pdf/yearbook.pdf#page=140

new pre-k amendment on quality

2008-03-20T06:28:00.000-07:00

There's a new pre-k amendment in the legislative pipeline, spearheaded by Rep. Carol Hosford and passed by House Education. The amendment aims to grant Stars level 3 quality status to pre-k programs already contracting with school districts, so that they can keep drawing down state funding when the new law takes effect. The amendment also requires the DOE and CDD to create rules concerning Stars for pre-k.

Stars is the state's early education quality ranking system. Programs can achieve up to 5 Stars by ensuring quality in 5 areas, including compliance history, qualifications and training of staff, families and community, program quality, and administration.

On the surface it makes sense that if a program is already operating in a school, it may have highly trained staff and professional development plans, good administration, and good program quality. It might not yet have a compliance history with the CDD, and may have done limited outreach to the community as of yet, but has probably involved families in the program as many school programs do.

But is every program contracting with school districts that is operating in the public and private sector operating at a Stars level three? The rules for the quality of staffing are different for private and school-based programs.

Right now the quality rules of the pre-k law aren't as high as they should be. Presumptive awards of quality status may be just that - too presumptive.

Let's make sure what we are offering children is the best possible quality. And, let's make sure that the rules apply equally to all types of programs. If schools must have licensed teachers in each classroom, private programs should also. If new pre-k programs must jump through the hoop of Stars assessment, perhaps those offered by school districts should as well.

Here is the language of the bill:

Introduced by Committee on Education
Date:
Subject: Education; prekindergarten; qualifications; STARS program

Statement of purpose: This bill proposes to ensure the quality of all
prekindergarten education programs offered by or through public school
districts.

AN ACT RELATING TO ENSURING QUALITY IN
PREKINDERGARTEN EDUCATION PROGRAMS OFFERED BY OR
THROUGH SCHOOL DISTRICTS
It is hereby enacted by the General Assembly of the State of Vermont:
Sec. 1. 16 V.S.A. § 829(10)(A) is amended to read:

(A) The prekindergarten education program,
whether offered by or through the district, shall have received:

Sec. 2. PREKINDERGARTEN EDUCATION; MINIMUM QUALITY
STANDARDS

(a) For the 2008-2009 school year, any prekindergarten education program
offered by a school district that is not yet participating in the STARS program
shall be granted presumptive eligibility at a three star level if the program is in
good regulatory standing with the department for children and families.

(b) The departments for children and families and of education jointly shall
develop and approve rules for the STARS program_ applicable respectively to
public and private providers, to be adopted by the department for children and
families under chapter 25 of Title 3. The rules shall be in effect no later than
July 1, 2009.

Act 82 to be repealed?

2008-02-29T07:17:00.000-08:00

In an effort to contain education spending, the Vermont Legislature passed Act 82 last year. The bill requires local school boards who plan budgetary increases in excess of the inflation rate plus 1% to create a two-tiered budget. The idea is that this will allow voters to have a say on essentials by voting on the first budget, and a say in the projects proposed that have increased the budget over the inflation plus 1%. The concept is that the primary budget is for essentials and the secondary for fluff. But can it really work that way?

However, school board members from around the state argue that school district budgets are not so easily controlled, and Act 82 is not flexible enough to allow for special circumstances. Board members give the example of the enrollment of a new student with severe special educational needs, which could increase a small district's budget dramatically in one year.

Along with other advocates for pre-k, I was concerned with the passage of Act 82, since it could serve to dampen enthusiasm for new pre-k programs in districts. How likely would it be for a district to add a new program like pre-k, even if in the long term it could help contain costs for remediation in the long and short run, when it must go to voters in a secondary budget?

Last week, the House technical adjustments bill, H864, which contained both the changes in the pre-k language and tweaking of Act 82, was held up as Progressives sought to repeal Act 82. This effort was supported by the Vermont NEA, who had a visit this summer from their national leader who spoke publically on the need for repeal of this bill. With the Democratic leadersip in the House on the hot seat, pressured by the union and the Progs, a vote was taken in the House yesterday to repeal Act 82. It passed 99-38.

Substitute language will require towns to kick in more taxes to pay for budgets when they spend more than 123% of the statewide average per child for now, and would eventually phase in a lower threshold of 120%.

We'll see what happens - the Governor has said he'd veto an attempt to undo the bill, and the Senate leadership was a little cryptic in their statements yesterday as to what they'd do with the bill before it can get to the Govenor's desk.

All in all, repeal is a good thing for pre-k, since the impact of starting a new program could raise local budgets more than inflation plus 1%. So, we'll keep an eye on how this plays out.

For the House record of the proceeedings yesterday, please see:
http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2008/journal/hj080228.htm

2008-02-22T06:31:00.000-08:00

This is from an email from Voices for Vermont's Children:

Reminder: Early Childhood Day at the Legislature!
February 22, 2008

The 14th Annual Early Childhood Day at the Legislature will take place on Friday, March 14, in Montpelier. This is a wonderful opportunity to talk with your legislators, see the Statehouse and hear more about parent organizing efforts in California. Mary Ignatius from Parent Voices will be the keynote speaker, and she will lead one of the afternoon work sessions.See the day's agenda to find out more.

Register with your local Building Bright Futures Council Director.

For more information about Early Childhood Day at the Legislature, contact Heidi Smith at hsmith@sover.net or call (802) 951 – 8626.

tech adjustment bill held up

2008-02-21T08:16:00.000-08:00

The House Education Committee's technical adjustment bill is stalled. The technical adjustment bill is an annual effort to fix language problems in the bills passed the previous year. These fixes are not supposed to be substantive.

This year, the bill has an adjustment to last year's pre-k law in it. The adjustment allows all four year olds who are in a pre-k program to be counted in the local ADM count. This is to update language that allowed all four year olds in the community to be counted.

The interesting thing is that the bill is being held up as Progressives in the House question whether last year's education reform bill should allow a two tiered voting system. Changing this in the tech adjutment bill seems like a very substantive change, but we'll see.

public comment due for pre-k rules

2008-02-20T07:51:00.000-08:00

As a part of the process to adopt the administrative rules for the new pre-k law, public comment is being gathered. These rules will be used as the implementation guidelines for pre-k programs for Vermont. It is important that there are good rules!

While we applaud the legislature for passing the pre-k law, we are concerned that the quality of the rules will create a new system of pre-k that is not very high quality. Please see http://prekvt.blogspot.com/2008/01/pre-k-rules.html for the Pre-K Now position on the rules.
If you are a provider, an administrator, a parent, or teacher, please take the time to learn about the rules and if you also have concerns, make sure your comments are heard.

There's a public hearing today in Rutland to gather testimony on the proposed pre-k rules, from 3:00 to 5:00 at the Rutland Chamber of Commerce, 256 North Main Street, Rutland, VT 05701.

If you can't make this hearing - there are other ways to let your voice be heard. The public comment period on the regulations is from January 21, 2008, to February 29, 2008. Written comments must be submitted by Friday, Feb. 29th.

Comments may be submitted to Manuela Fonseca at the Vermont Department of Education via:

Email to manuela.fonseca@state.vt.us
Fax: (802) 828-3146 (ATTN: Manuela Fonseca)
Mail: Manuela Fonseca, Early Education Team, Vermont Department of Education, 120 State Street, Montpelier, VT 05620-2501

Change in public meeting date and time

2008-02-13T03:56:00.000-08:00

As a part of the pre-k rules adoption, there were two meetings scheduled to gather public input. One meeting took place on Monday this week in Montpelier. The meeting scheduled for tonight in Rutland has now been postponed from today until February 20, from 3-5 at the Rutland Chamber of Commerce. The meeting in Montpelier was an evening meeting, which allowed for public input from providers and others who work during the day, so I wonder why a work day meeting in Rutland?

Tech Adj Bill revisited

2008-02-07T06:03:00.000-08:00

It is looking like there will be a fix for the language in Act 62 that allows all 4 year olds to participate in pre-k and be counted in the districts ADM count. The DOE was quibbling that because the original language said all four year olds - and no one goes out and counts four year olds - they wouldn't know how many were allowed. I'd argue (and have) that all means all. If a child arrives who is four, they are eligible.

But here's the way they are dealing with it: There will be a technical adjustments bill coming out of the House Education committee, well - just like there is every year. This bill will fix problems in many other pieces of education legislation.

They are going to allow all the kids you are four who are enrolled in a prek program to be counted. Not just all the kids who are four in the district. You have to be enrolled to be counted. Of course, that's what ADM means to begin with - you have to be enrolled on the 40th day of school to be counted. Well, DOE wants this fix and it looks like they are going to get it.

Pre-K Rules Challenge - the Cap

2008-02-04T19:36:00.000-08:00

So...we all love compromises. Not really, right? We love them when we can get our foot in the door politically, and get part of what we want, but we don't want compromises to be a major obstacle for good public policy.

Act 62, the new pre-k law was definitely a compromise. Now the implementation rules are getting ready to be adopted by the legislature, and they are another part of the compromise. The rules will determine what kind of programs will be there when young children show up at the door in September. There are hearings coming up where the public will weigh in on these implementation standards. I hope the administrators really listen, but they've already said they feel constrained by the compromises made by legislators to pass the bill in the first place.

I've been spending time talking to program directors and early education specialists in supervisory unions around the state. I'm hearing that the cap on enrollment is a big problem. The cap itself was not a terrible idea. It was created to slow the growth and cost, and to build prek in Vermont incrementally.

The cap allows roughly 1/2 of all 3 and 4 year olds to attend the 10 per week programs. To make the cap fair - a lottery will be used in towns. All the parents who wish their children to attend will put their names in a hat and those who are selected can attend prek programs funded by the state.

So what if you're a provider like Robin's Nest in North Burlington? Robin's Nest is an accredited provider, in a poor urban neighborhood. They've had several children in their prek program who started attending when they were babies. The parent there struggle to afford the cost of high quality child care and prek. The program director struggles to pay her staff well and provide some benefits.

Passing the pre-k bill was supposed to help a program like Robin's Nest. But what if it means programs like Robin's Nest will get less funding? They've been funded for years under the old prek rules. Now if the lottery doesn't allow one of the kids already in the program, who has been there their whole lives, they will be faced with a loss of funding for that child, or having to kick out the child and take the child who won the lottery.

All of our children deserve high quality prek programs. But, towns will be challenged to pay for all children, when funding comes for 1/2 the children. And programs like Robin's Nest should not lose money because a new prek law was passed. That's pretty disappointing.

Business Group Supports High Quality Pre-K

2008-01-31T16:15:00.000-08:00

Vermont Business Roundtable has a new position piece out on early education.

Early Care & Education
POLICY BRIEF Fall 2007
Executive Summary

The arguments for making investments in high-quality early childhood education are quite compelling. Many major economic and social problems within our communities such as crime, high school dropout rates, and drug consumption, can be traced to low levels of skill and ability within our population. Ability gaps between advantaged and disadvantaged children open up early in the life of our youngest citizens. If a child is not motivated and stimulated to learn and engage early on in life, the more likely it is that when he or she becomes an adult, it will fail in social and economic life. And, the longer we wait to intervene in the life cycle of the child, the more costly it is to remediate and restore the child to its fullest potential.

Skill begets skill, motivation begets motivation. An ongoing effort to refocus public policy is required to understand and support the lifecyle of skill and health formation, and the importance of investing in the early years.

For many years, the Vermont Business Roundtable has recognized that the thoughtful stewardship of Vermont’s future rests upon public policy development that helps ensure the well being of our children. Helping children reach their potential leads to better educated citizens, healthier communities, a lower incidence of crime, and ultimately, high societal dividends.

This brief will serve to help illuminate the public investment in pre-k as a public policy strategy. The Vermont Business Roundtable believes that public investment in pre-k is important because of the overwhelming evidence of brain development during age birth to five.

With data from four decades of program evaluation, child development research, and advances in several scientific fronts, it is clear that early brain development is the foundation for “all future learning, behavior, and health.”1 Not only has pre-k been shown to have positive effects on the brain’s ability to develop cognitive skills, but also the necessary language and social skills that help to prepare children to be successful students and citizens2. Soft skills children learn at an early age — such as how to listen, how to cooperate, and how to work as a team — beget more and more skills as the child ages.3

Several ongoing longitudinal studies also show that children who have access to high-quality pre-k are more likely to grow up to be more successful in life and the workforce. The long term effects of three scientifically-rigorous evaluations of early childhood programs serve to illuminate diverse benefits to the participants, from better health to higher pay, as the children grow into adulthood. The findings include higher achievement scores in elementary school and a higher likelihood that children would enroll in college later in life.4 Another study yields evidence of greater academic success and higher earnings than peers, and less social problems, including lower levels of participation in crime, truancy, and welfare.5

The benefits of universal pre-k for children at risk are indisputable. Major studies show a direct link between participation in high-quality pre-k for children at risk, and a lower likelihood to utilize social services and a higher probability of having later economic prosperity. While some may argue that programs in Vermont should be limited to children considered at-risk, there are many benefits that are derived by children of middle income families.

Given that most of the nation’s dropouts and special education students are from middle income families, the costs of failing to serve children who could benefit are far higher than the costs saved by targeting.6 Although they are at a lower risk than lower income children, middle income children exist in schools in higher raw numbers, so their problems add up to higher costs for early and later interventions. Indeed, most school failure is suffered by middle income children.7 Problems like dropout and grade repetition simply cannot be tackled by targeting poor children alone.

In Vermont, middle income children suffer with low school readiness. According to the state’s school readiness data of 2005-2006, less than half (44 percent) of all children were rated at the “practicing” or “performing independently” levels for all items in each of the five domains of readiness.8 We should be concerned that with 39,000 children under six in Vermont, the cost of remediating learning among those students is a huge burden to our educational system. Making sure that all children, whether middle or lower income, come to school ready to learn is good for children and good for taxpayers.

While school readiness is important, high-quality pre-k is essential to the many families, which are led by either a single working parent, or in which both parents work. Two-thirds of women with children under six are in the labor force across the country. In Vermont those workers are much needed. But the cost of early care and education strains the budgets of most families in Vermont, making it difficult to work and pay for care. Indeed, the state estimates that the cost of high-quality child care averages 21% of a family’s annual income.9 While high-quality early care and education is necessary to prepare our children for success in school and in life for economic stability, few families can afford it. It isn’t surprising that Vermont is considered one of the 10 least affordable states for child care.10

Because benefits of early childhood education are clear, many business leaders nationally and in Vermont have become pre-k advocates. Business leaders understand the economic benefits of investing in a workforce at an early age. According to Jim Rohr, Chairman and Chief Executive Officer, the PNC Financial Services Group, “To sustain America’s economic strength, community leaders, business leaders, policymakers, and parents must make providing access to high-quality early childhood education a top priority across the country. We can’t expect our children to make strides when we’re taking baby steps.” 11

The Committee for Economic Development predicts that in the long run, high-quality pre-k education for all will boost national employment and gross domestic product by almost 2 percent, which represents over 3 million more jobs and almost $1 trillion in increased annual GDP. Their recent study reasons: “Economic development benefits occur because high-quality preschool increases both the soft and hard skills of preschool participants, and also their ability to benefit from later education, which increases participants’ future employability and productivity in the labor market. This increase in the quantity and quality of U.S. labor supply stimulates business to create new jobs and expand output.” 12

Leaders in Vermont’s higher education community also recognize the value of high-quality pre-k for all. Jeff Shields, President and Dean of Vermont Law School said recently, “Through public-private alliances other states are turning to universal early childhood education. We must join them. Why? Because all the many studies on the subject come to the conclusion that early childhood education assures good citizenship and excellent scholastic achievement. We cannot afford to waste these precious early years.”

Recognizing that the investment in pre-k for all is important, the question is not why, but how. Implementation regulations that incorporate high-quality elements and best practices in pre-k help create successful programs. After decades of research, it is clear that high-quality components such as teachers with BA degrees and specialized pre-k training are shown to make a significant difference in better outcomes for children. States such as New York and Iowa are now requiring that eventually all classroom teachers have a BA degree, phasing this requirement in to allow for teacher training and recruitment. Regular monitoring is also shown to improve programs through higher levels of accountability and training opportunities.For business and policy makers, the message is clear. If we are to be the successful stewards of Vermont’s future, we must continue to create strategies that clear a path to the success of each child. This starts with high-quality pre-k for all three- and four-year old children in Vermont. We celebrate that the Vermont Legislature has recognized this, and continue to work towards building equity and quality in pre-k, to truly serve every child.

Endnotes:
1 A Science-Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children. Center on the Developing Child at Harvard University (2007). http://www.developingchild.harvard.edu

2 From Neurons to Neighborhoods: The Science of Early Child Development, Committee on Integrating the Science of Early Childhood Development, J. P. Shonkoff & D. A. Phillips, Eds. Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. National Research Council and Institute of Medicine (2000). http://books.nap.edu/catalog/9824.html?onpi_newsdoc100300

3 The Economics, Technology and Neuroscience of Human capability Formation, James J. Heckman, NBER Working Paper 13105, Issued June, 2007. http://www.nber.org/papers/w13195 and Skill Formation and the Economics of Investing in Disadvantaged Children, James J. Heckman, Science, Vol. 312, p1900-1902, June, 2006. http://www.sciencemag.org/cgi/content/abstract/312/5782/1900

4 A benefit-cost analysis of the Abecedarian early childhood intervention, Masse, L. N., & Barnett, W. S. , In H. Levin & P. McEwan (Eds.) Cost-effectiveness and educational policy: 2002 Yearbook of the American Educational Finance Association (pp. 157-176). Larchmont, NY: Eye on Education. (2002)

5 Lifetime Effects: The High/Scope Perry Preschool Study through age 40, Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M., Monographs of the High/Scope Educational Research Foundation, Number 14. Ypsilanti, MI: High/Scope Educational Research Foundation. (2005)

6 The Universal vs. Targeted Debate: Should the United States Have Preschool for All?, by W. Steven Barnett, Kirsty Brown and Rima Shore, National Institute Early Education Research, Issue 6, April 2004

7 Benefits and Costs of High-Quality Early Childhood Education, W. Steven Barnett, Loyola University, at press, (2007)

8 School Readiness Data – State of Vermont (2006). http://humanservices.vermont.gov/publications/school-readiness-report/state%20report%2006.pdf

9 Vermont Child Care Advisory Board 2007 Legislative Report. http://www.vermontccab.org/pdf/ccab_leg_rept_07.pdf

10 Breaking the Piggy Bank: Parents and the High Cost of Child Care, NACCRAA, February, 2006.11 http://www.preknow.org/community/testimonials.cfm12 The Economic Development Benefits of Universal Preschool Education Compared to Traditional Economic Development Program, by Timothy J. Bartik, The Committee for Economic Development

To find out more about the Vermont Business Roundtable (VBR) visit their website:www.vtroundtable.org or call the VBR office: (802) 865-0410

Pre-K Update

2008-01-31T08:23:00.000-08:00

We've been sharing information about possible technical adjustments in the legislature to the new pre-k law, Act 62. Please see previous posts. The latest we're hearing is that there are some on the House Education committee that really want to take this slow. We applaud these folks - the more information that can come out on this, the better. Rep. Barnard, Kilmartin, and Jerman continue to work on this part of the pre-k issue, gathering information from the DOE.

I'll post later today on the issues surrounding the rules for Act 62. It is not clear that the DOE and AHS has of yet settled on a template to allow charges for private providers.

Technical Adjustments on PREk Explained

2008-01-30T04:50:00.000-08:00

I spoke with Bill Talbott, Chief Financial Officer for the Department of Education in Vermont, yesterday about the two issues for which the House Ed committee is considering technical corrections.

The $7.7 million: First, this doesn't just have to do with pre-k. In 2004 Act 130 was passed and is now coming into effect. This changes the counting of students. The effect of the new pre-k Act 62 and Act 130 has the effect of counting 1600 more children, and receiving $7.7 million less in tax revenues from communities.

Bill says that the new pre-k law counts all pre-k children as a full child in the Average Daily Membership count. In the past these children were counted as .46 in the count. I was sure the bill counted each child as .46, but Bill says no and cites this section of the law:

"section 4001 (C) The full‑time equivalent enrollment for each prekindergarten child as follows: If a child is enrolled in 10 or more hours of prekindergarten education per week or receives 10 or more hours of essential early education services per week, the child shall be counted as one full‑time equivalent pupil."

The weighting of .46 is then added in the equalized pupil weighting of the school funding formula calculation. More on that later. So, in the past, schools have counted kids as .46 when they reported their population to the state. Now they will report pre-k kids as 1.0 when they report their population.

They won't get more money, since we no longer have a block grant. But the towns with pre-k programs will pay less taxes. What happens is that each year the VT Tax Commissioner sends a tax bill to each town, but first he calculates the spending rate per child by taking all the spending for the town and dividing it by the number of children (the ADM - or average daily membership - a 2 year average of the exact number of children enrolled on the 30 day of school). Towns spending more per child are penalized by a higher tax rate, and lower spending towns rewarded with lower rates. So if you add more children to your town's count, you pay a lower tax rate, and therefore have a lower tax liability owed to the state for your town.

So - they won't spend $7.7 more on pre-k or other programs, they will collect that much less in tax from towns that offer pre-k because it will look like there are more children there to counterbalance the spending. Indeed this new counting system for pre-k and other age groups will allow 1,600 more children to be counted statewide.

The equalized pupil and weighting mechanism in Vermont's school funding formula takes place after the count is done -if we use the figure of 100,000 school children counted in the reported average daily membership figure statewide, we can do some math. We actually have around 92,000 children, but a round number is easier.

We weight a high school child at 1.17, and a pre-k children at .46 (and there are other weightings for other children). The weighting of .46 is still in there, but it happens after the tax liability calculation.

After multiplying the weighting factor for each child, which are supposedly based on how difficult it is to teach each child, the figure might go from 100,000 counted children in the ADM to 110,000 weighted children in the equalized pupil count. Then they apply a statewide calculation to bring the number back down to 100,000. This gives each district an equalized pupil count that is always a little different than the actual counted children in large districts.

To tell you the truth, I'm not sure why they still equalize the pupils - but it must still dictate some funding somewhere. You used to get a block grant per equalized pupils in the Act 60 era - but we've changed to a non block grant funding mechanism since Act 68. The point is the .46 is still applied, but seemingly at a time when it doesn't increase funding or tax liability for a town that has pre-k.

Bill Talbott says that the $7.7 million is a one year only problem and will work itself out, so might not need to be fixed in the technical adjustments. He says that in future years, the declining enrollment will offset the addition of these children. But he is looking statewide. The towns that have pre-k will definitely benefit with lower taxes for their programs this year, than was intended by the legislature.

Can't the legislature do a letter of intent to clarify that they meant to count each child in the ADM as .46, without opening up the bill to technical adjustments? Clearly they didn't mean for each child in pre-k, who are provided services for 10 hours per week, to be counted as a whole child in the count.

I talked to Jim Squires at the Department of Education about the second issue that may be included in a technical adjustments bill. He said that the finance office (BIll Talbott) said that there is a problem iwth the cap. We oculd have told you there were many problems with the cap, but here is Bill's problem. First, here's the language of the cap in Act 62:

"Although there is no limit on the total number of children who may be enrolled in prekindergarten education or who receive essential early education services, the total number of prekindergarten children that a district may include within its average daily membership shall be limited as follows:
(i) All children receiving essential early education services may be included.
(ii) Of the children enrolled in prekindergarten education who are not receiving essential early education services, the greater of the following may be included:
(I) ten children; or
(II) the number resulting from:
(aa) one plus the average annual percentage increase or decrease in the district’s first grade enrollment as counted in the census period of the previous five years; multiplied by
(bb) the most immediately previous year’s first grade census count; or
(III) the total number of four‑year‑olds in the district."

They say that without having an official population census of all four year olds in the district, you can't know how many the total number is to allow. I must not understand this correctly, but when I repeated it back to Jim, he says that is indeed the issue.

I understand that not having a proper count of the 3 and 4 year olds is not a problem for enrolling half of them. This is because you aren't enrolling half of them - you are enrolling the same number of them as you have first graders and so that will be roughly half. And the number of first graders is known because the kids are in school.

But if you can take all of the four year old age group, why do you need a count? You don't get to count the total number of four year olds whether they are in the program or not. Maybe that's the interpretation here - that all four year olds count in the ADM count, whether they receive services or not.

January 29, 2008 -Technical Adjustment Bill May be Necessary

2008-01-29T09:44:00.000-08:00

As of today, sources tell us that a technical adjustment bill for Act 62 may be in the offing. Apparently the Department of Education thinks that the enrollment cap disallows all 4 year olds from attending, which is clearly not what the legislature intended. We're told that they sent an email around this summer telling programs that, causing much worry and consternation among the provider community.

Our read of the bill, along with other advocates, is that the adjustment is not necessary, but the House Education committee is being urged by the DOE to make this fix. So, it will probably move forward. It would be great if the DOE also pushed for higher quality at the same time, but that's not going to happen politically, we're told.

There's also reports that Tom Pelham, Commissioner of Vermont's Dept. of Taxation, told the Senate Finance Committee that the $.02 per reduction on the property tax rate slated for this year will not happen because of the new pre-k law. Word is that Commissioner Pelham stated in front of Senate Finance, but not under oath, that the new law will cost that much this year.

This is simply mind boggling because $.01 on the property tax raises $9 million, making Commissioner Pelham's claim that pre-k is going to cost an additional $18 million overnight, without a major expansion or higher budgets.

Where this seems to be coming from is partly scapegoating pre-k and partly confusion arising from testimony by the Department of Education's Chief Financial Office, Bill Talbott, that there was going to be a $7 million boost this year due to the way the new law counts children. Unfortunately few people understand what this is about. But it isn't just about pre-k count, it also has to do with Act 130, enacted in 2004, which is changing the way we count other children in the k-12 system. So, suddenly there are 1600 more children on the books.

The $7 million is not for a sudden rush of new programs or spending. This cost isn't a cost - but the way the counts work, less revenue will be collected. A hair splitting difference, I suppose, but important to recognize.

The pre-k system last year counted each child as a .46 of average daily membership. Act 62 counts the child as a whole child, then adds the weight. This causes a $7 million difference in the first year, but then the systems catches up with itself and it doesn't cost that much more next year.

I have a call in to get a better explanation from Bill, but I certainly hope Commission Pelham is not telling the Senate Finance committee that this is going to cause a $18 million shortfall, and that pre-k is the cause of any of this. It certainly seems like a great way to shift blame for a budget deficit, but not an honest assessment.

January 22, 2008 S.305 introduced

2008-01-28T12:01:00.000-08:00

Last week, Sen. Condos sat down with the Senate Education committee to talk about quality and pre-k. He congratulated legislators who helped pass the pre-k bill last year, but also talked about possible improvements for the bill.

Right now, Act 62 requires that public schools that have pre-k classrooms must have a licensed teacher in every classroom. Teacher licensing happens within the Vermont Department of Education. A licensed teacher is someone who has a BA degree and who has taken completed courses in education, or who can put together a portfolio of professional experience, which in addition to other work, allows them to be approved for licensure by the Department of Education. To become licensed to teach pre-k in public schools in Vermont, you therefore need a BA degree and course specialization in early education or early special education, and teaching coursework. This license allows you to teach pre-k up to 2nd grade.

Act 62 requires private centers to hire a licensed teacher, but doesn't specify that the teacher is required to be full time, or in a classroom. Sometimes, as soon as a teacher receives a degree and the licensure from the state, they go to work for the public school system, because quite often the public schools pay higher salaries and better benefits. So, we have a chronic shortage in private centers due to this. But, Act 62 was meant to put more money into the private providers to boost quality. While there was not enough funding from parental tuition in the past to retain highly trained teachers, now there should be.

No one wants to weaken the private providers - since children need the care before and after the pre-k hours each day and we shouldn't jeopardize that. But if we provide more funding for private providers through Act 62, and allow 3 years for teachers to get degrees and licensure, or for centers to hire a teacher using the funding, then we should probably require that to ensure the quality will always be there. It's all about accountability, but doing it in a humane way for children and their families, and providers.

Sen. Condos is looking for a higher requirement of licensed teachers in pre-k programs in private centers or public schools. The plan also includes a 3-year ramp up period to allow the providers to hire a licensed teacher, or for teachers to go back to school in several alternative and traditional programs.

The reason the Senator launched this bill? Organizations and national experts like those at the National Institute on Early Education Research (NIEER) believe that teacher training must include a BA degree, with early education training, for lead classroom teachers. Not surprisingly, forty years of research show the benefits of pre-k programs are realized most in the classrooms with highly trained teachers.

We applaud Sen. Condos' efforts.

January 23, 2008 VPR Vermont Edition

2008-01-28T11:14:00.000-08:00

On January 23, VPR aired a program on Vermont's new pre-k law, on the noontime Vermont Edition program. Dr. Jim Squires of the Department of Education spoke on the rulemaking process, quality, and accessibility issues. Sherry Carlson, director of the Burlington Y's early childhood programs, also spoke about teacher quality issues. Both were clearly happy that the pre-k bill was passed in 2007, and Sherry Carlson noted that there was more work to be done to continue to make sure all children have access to high quality pre-k. There were two call-ins during the program.

From VPR's website:
to listen to the program use this link: http://www.vpr.net/episode/42823/
Wednesday January 23, 2008
Pre-K Education in Vermont
Jane Lindholm

A law passed last spring authorizes school districts to provide pre-kindergarten education to some three and four year olds in Vermont. Now state education officials are working out the details: how the children will be chosen, where private preschools fit into the picture, and how to assure uniform quality for all children who attend. Officials are seeking comments from the public this month on these and other issues covered by the law. We talk about what's at stake with Jim Squires of the Vermont Department of Education, and we hear from other interested observers. We'll be taking your calls and emails as well.

(right) - Governor Douglas signs Act 62 into law on June 1, 2007 at Creative Minds Preschool in Newport, VT. Rep. Denise Barnard, Sen. Don Collins are to the left, and Rep. Kilmartin to the right in the photo.

January 2008 - PRE-K Rules

2008-01-28T10:46:00.000-08:00

Advocates for young children were very happy to see Act 62 passed in 2007. The legislators did a great job passing a bi-partisan bill. Currently the agencies who will be responsible for pre-k - the Department of Education and the Agency for Human Services - are waiting for the rules that they developed to be approved through the Legislature's rules process.

There are hearings on February 11 in Montpelier and one on February 13 in Rutland, seeking public input on the rules.

Pre-K Now asked the National Institute on Early Education
Research to review the rules, and they had interesting
comments. The following is a position piece on the rules,
which was endorsed by the Vermont Business Roundtable.

(right) Lisa Ventriss, President of Vermont Business Roundtable

Pre-K Now Position on Act 62 Proposed Rules, September 26, 2007

Pre-K Now congratulates policymakers in Vermont for passing the new pre-k bill, Act 62. With great interest, we have been following the development of the regulations that will be used in implementing the programs. While elements of the draft rules are to be applauded, this document discusses how the proposed draft rules could be improved to ensure Vermont is investing in the kinds of high-quality programs that can maximize benefits to children.

Clearly, the states that are showing the highest return on the investment of public funding are the ones that have high quality standards. Like Vermont, all of these states have used mixed delivery models, which means public schools, private child care and Head Start providers offer state funded pre-k programs. However, whereas states with high-quality programs apply high teacher and programmatic quality standards to both school and non-school settings, Vermont under the proposed rules, would require a teacher with a college degree in each classroom only in public schools and not in private centers.

According to experts at National Institute for Early Education Research (NIEER), the current draft of the rules creates a program that achieves four of the ten critical quality benchmarks. NIEER (and Pre-K Now agrees) suggests tightening the following standards, which would create a level 7 program on the NIEER scale:

Teacher standards – teachers in each classroom should have a bachelor’s degree, with specialized training in early education. Currently there is a requirement that one teacher per private center hold a bachelor’s degree. We urge policymakers to consider a target date in the regulations to allow centers time to train and/or hire trained teachers, so that there will eventually be a requirement for one in each classroom, no matter where a child is served.
Monitoring – Not surprisingly, programs that are monitored through site visits are more accountable and show regular improvements. NIEER and Pre-K Now both recommend that each program be monitored for quality improvement, and districts which find programs that consistently do not measure up should be allowed some method outlined in the rules for terminating contracts.

Pre-K Now believes that with a higher level of quality, Vermont will get more value for the funding invested. Act 62 requires the passage of rules that have the minimum standards outlined in the bill, and doesn’t say that those standards are the maximum standards they may impose. We hope that what researchers are learning nationally will aid Vermont in the implementation of this important legislation.In detail:

Thirty-eight states were shown to have some type of pre-k initiative in NIEER’s State of Preschool 2006 report, an annual survey of pre-k programs in all 50 states. Some states have multiple programs for a total of 48 programs. The following list shows how many of NIEER's quality benchmarks are met by Vermont's pre-k program, and how many programs nationally meet these standards:[1]

Policy Benchmarks

Comprehensive early learning standards - Vermont's new law requires programs to align with the Vermont Early Learning Standards. 37 other programs nationally require early learning standards

Teacher with BA degree in each classroom - Act 62 requires a teacher with a BA degree (through licensure) in every public school classroom. It also requires private centers to hire a licensed teacher but doesn't require the teachers to be full time or in the classrooms. 26 other programs nationally require a teacher to have a BA degree.
Teacher with early ed specialized training - Act 62 requires the teacher with a BA and specialized training in the public school classrooms, but allows supervision of the licensed teacher (with BA and specialized training) of private centers and homes. 35 programs in other states require the specialized training of lead teachers in classrooms.
Assistant teacher degree CDA or equivalent - No requirement in Vermont. 10 programs nationally require this.
Teacher in-service at least 15 hrs/yr - Vermont does not require this. It is required in 33 programs nationally.
Maximum class size 20 or lower - Required in VT, and in 37 programs nationally.
Staff-child ratio 1:10 or better - Required in VT, and in 39 programs nationally.
Screening/referral vision, hearing, health - Required in VT, and in 34 programs nationally
Meals at least 1/day - Not required in VT since the program serves children for 10 hours per week. Required in 23 programs nationally
Monitoring site visits no 35

Vermont’s proposed pre-k program could be improved to receive a seven on the quality scale by adding requirements that each classroom teacher have a bachelor’s degree and specialized training, and by adding program monitoring. Vermont would rank as high as Arkansas, Illinois, Oklahoma and Tennessee, with a score of 9, if teacher in-service and assistant teacher degree requirements were also adopted.

The importance of these quality standards is backed by research and common sense. Program monitoring is important to ensure that the quality requirements are being implemented and can actually produce the results desired by the state. The NIEER benchmark for monitoring is that state initiatives require site visits of classrooms. This requirement could be met by school district personnel or state personnel visiting programs. If the rules in the current form are left unchanged, Vermont would be in the small minority of states to ignore the need for monitoring to ensure accountability.

Research on what makes early education high quality concludes that there are six effectiveness factors for pre-k programs, with a majority relating to a high-quality workforce. These elements include: (1) highly skilled teachers; (2) small class sizes and high adult-to-child ratios; (3) age-appropriate curricula and stimulating materials in a safe physical setting; (4) a language rich environment; (5) warm, responsive interactions between staff and children; and (6) high and consistent levels of child participation. [2]

Research also shows that teachers with bachelor’s degrees and specialized training in early education understand better what makes developmentally appropriate early education for young children. They can better recognize developing learning issues.[3] They develop warm and responsive relationships with children that foster the development of both cognitive and non-cognitive skills.[4] They understand that pre-k is valuable for the development of what are known as soft skills, which include how to get along well with others, how to listen well, and how to cooperate. The soft skills learned in the pre-k setting help children develop more and more skills later on.[5]

The importance of teacher quality isn’t surprising. Because brain research shows that most of the brain’s development takes place in the early years, from birth to five, it is every bit as important to have well trained teachers working with young children as it is in the later school years.

The reasons for high quality standards are simple. What you put into a program determines the results for children. Pre-K Now believes the four decades of research is clear – teacher training and monitoring of programs are very important policy elements for Vermont administrators and policymakers to include for successful implementation of pre-k for all.

[1]The State of Preschool 2006, National Institute for Early education Research, (2006) http://nieer.org/yearbook/pdf/yearbook.pdf
[2] A Science-Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children. Center on the Developing Child at Harvard University (2007). http://www.developingchild.harvard.edu/content/downloads/Policy_Framework.pdf
[3] Better Teachers, Better Preschools: Student Achievement Linked to Teacher Qualifications by W. Steven Barnett, National Institute on Early Education Research (2004)
[4] The Need for Highly Qualified Prekindergarten Teachers, Dick Clifford and Kelly Maxwell, University of North Carolina at Chapel Hill (2002)
[5] The Economics, Technology and Neuroscience of Human capability Formation, James J. Heckman, NBER Working Paper 13105, Issued June, 2007. http://www.nber.org/papers/w13195 and Skill Formation and the Economics of Investing in Disadvantaged Children, James J. Heckman, Science, Vol. 312, p1900-1902, June, 2006. http://www.sciencemag.org/cgi/content/abstract/312/5782/1900

Oct 17, 2007 Pre-K Satellite Conference

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Local Pre-Kindergarten Advocates Participate in National Television Broadcast
Advocates in Vermont use cutting-edge technology to raise profile of pre-k

(Burlington, VT) – University of Vermont hosted one of 125 viewing sites for a national satellite broadcast on October 17, 2007, sponsored by Pre-K Now, a national public education and advocacy organization. Hosted by Emmy award-winning journalist Leon Harris, the broadcast will feature pre-k champions in all levels of government, including Arkansas Governor Mike Beebe, Senators Hillary Clinton and Bob Casey, Representatives Carolyn Maloney and Mazie Hirono, Kentucky State Representative Harry Moberly, and Speaker of the New York City Council Christine Quinn. Advocates around the country gathered at local sites to learn successful strategies for raising the profile of pre-k on the local, state, and federal levels.

“A national perspective is invaluable for those of us who care deeply about strong early childhood public policy. I’m hoping that we’ll have a great turnout here in Vermont, especially since the advocates and policy makers are really moving the issue of pre-k for all.” Stated Dale Goldhaber, PhD, moderator for the Vermont viewing site and chair of UVM’s early childhood department.

The conference takes place during a time of unprecedented momentum in pre-k advocacy and activity. This year, state legislatures appropriated 528 million new dollars for pre-k to provide at least 88,000 more children access to pre-k. City officials from Los Angeles to New York City are realizing the academic, social, and economic benefits of pre-k in their communities. Several pre-k bills have also been proposed in Congress to provide federal funding to support state-funded pre-k.

The national broadcast brings together advocates from all across the country to learn about the best ways to impact early childhood education. This year, the broadcast will feature:
· How to engage city officials and build citywide policies that work for pre-k providers in a variety of settings;
· How to collaborate with business leaders to educate candidates, host a candidate forum on education, and get candidates on the record for pre-k; and
· How to make pre-k a priority on the federal agenda and influence lawmakers to invest in pre-k.

“Clearly, policymakers are getting the message that high-quality, voluntary pre-k is a vital first step in school reform,” said Libby Doggett, executive director of Pre-K Now. “The record-breaking interest in this broadcast indicates that local and state advocates are eager to take this national movement even farther next year, and we’re proud to provide the network and tools they need to make next year another banner year for pre-k.”

Sept - Dec, 2007 Legislators visit high quality pre-k programs

2008-01-28T10:25:00.000-08:00

Throughout the fall and winter of 2007, legislators have been visiting high quality pre-k programs.

September 27, 2007 - Sen. Condos, Rep. Barnard, Rep. Jerman, Rep. Lenes, Rep. Pearson, and Rep. Weston attended a tour of Robin's Nest in Burlington's North End. Located in a poor urban neighborhood, Robin's Nest is a nationally accredited provider of high quality early care and education services. WCAX tv's Beth Parent also attended and filed a story on the tour, and the newly passed pre-k law.

December 14, 2007 - Sen. Bob Hartwell toured
Northshire Day School in Manchester.

December 19, 2007 - Sen. Hull Maynard, Sen. Bill Carris, and Rep. John Malcolm attended a tour of Mettawee Community School, and read to the children.

Nov 6, 2007 PRE-K Champion Awards

2008-01-28T09:14:00.001-08:00

On November 6, 2007, the National Pre-K Champion Award was given to Senator Don Collins, Senator Jim Condos, Representative Duncan Kilmartin, Representative Denise Barnard, and Representative Tim Jerman. Pre-K Now and Vermont Business Roundtable co-sponsored the event. A large crowd gathered to honor these legislators for their work on the Legislature's Pre-K Study committee, and for their ultimate achievement in passing Act 62, the Pre-K bill in 2007.

Senator Jim Condos has supported pre-k for all for many years, and spoke about how the late Senator Jean Ankeny influenced his longstanding passion for early education. Sen. Condos chaired the Senate Education Committee in prior years, and sat on the committee during the last session under Senator Collins' leadership. Sen. Condos can quote many statistics about early literacy, drop out rates, and other important information from memory.

A key member of the Pre-K Study Committee and the House Education Committee, Rep. Denise Barnard helped pass the new pre-k law in 2007. Here Rep. Barnard addresses the audience, thanking advocates for their kind notes and expressions of support throughout the process of passing the legislation.

As Chair of the Senate Education Committee, Senator Don Collins worked on passing the pre-k bill for four years. Senator Collins' committee took week after week of testimony from providers, national and state policy experts, public school leaders, and parents. Here is Senator and Mrs. Don Collins. Sen. Collins spoke of his childhood in his remarks, and his pride over the passage of the pre-k bill.

As the chair of the legislature's Pre-K Study committee, Rep. Duncan Kilmartin conducted months of hearings in which decades of national research was reviewed, national and state experts were heard, and all the materials were posted regularly to a legislative website for interested parties. Rep. Kilmartin helped broker a compromise bill that ensured passage of Act 62. Throughout the process, he kept an eye on the needs of the private providers in communities like his hometown of Newport.

Representative Duncan Kilmartin spoke of his commitment to his community and to the nurture of young children.

Representative Tim Jerman was a member of the legislature's Pre-k Study committee, and a former member of the House Education Committee. He is a committed proponent of pre-k for all, and attended the national conference on pre-k policy in Denver in 2007. Rep. Jerman was key in working to create a compromise bill that could pass in 2007.

June 1

2007-06-05T18:56:00.000-07:00

Vermont has a new law to provide funding for 10 hours of pre-k programming for 3 and 4 year olds. Governor Douglas signed the bill on June 1 at Creative Minds in Newport, VT.

Members of the legislative study committee on pre-k were in attendance. Rep. Duncan Kilmartin, Rep. Denise Barnard, Rep. Tim Jerman, Sen. Bobby Starr, Sen. Don Collins, and Sen. Vince Illuzzi.