VT Early Childhood Day at the Legislature 2015

The Vermont House Chamber in Session on ECDL

Early Childhood Day at the Legislature in Vermont is one of those days that reminds my why I advocate for early care and education programs in this state and beyond. While the buzz in the room at the Capitol Plaza Hotel in Montpelier was all about how this was a tough budget year and there is no money for programs, there was still a feeling of optimism. The people in that room were still enthusiastic about getting the message out to the people beyond those walls about how important it is to let the world beyond providers understand the importance of high quality early care and education. 

Dr, Paul Dworkin

The Keynote Speaker, Dr. Paul Dworkin from Help Me Grow in Connecticut addressed ways in which we can pool our resources and blend and braid our funding sources in order to meet the needs of all kids, not just the kids who are "disabled and disordered," (his words), but those kids who are vulnerable to become disabled and disordered if we don't help build up their families' protective factors. 

He talked about the ways in which Vermont is already leading in integrating services through the birth to three service for families in Children's Integrated Services (CIS) and through the statewide network for children, Building Bright Futures (BBF) and the BBF regional councils network, as well as the passage of VT Act 166, the first state law in the country that provides for universal access to preschool for all 3 and 4-year-olds.

Gov. Peter Shumlin spoke to ECE providers. 

And, with the recent Race to the Top Early Learning Challenge Grant, Vermont has been able launch several initiatives to strengthen and integrate existing services to families with young children, including Strengthening Families, Early Multiple Tiered Systems of Supports (MTSS) and beefing up the Quality Rating and Improvement System (QRIS) in the state known and STARS. 

The conversation at our table with our legislator and lunch did focus on two key topics, money and implications of Act 166 going into effect next year. He asked us about ideas for funding. One idea was to consider what Louisiana did after hurricane Katrina when they had to rebuild their whole system. They gave 100% tax credits to any businesses who were willing to make donations to early childhood centers up to $5000. It's called the Louisiana School Readiness Tax Credit. This increased revenues to centers, improved quality, and was revenue neutral for the state. Businesses bought in because it was also an economic development issue. They were investing in their future workforce with a 100% tax write-off for it. Win-win! 

We also raised a concern over what could be a possible local backlash next year when Act 166 is fully implemented and local school budgets all have the impact of funding 10 hours a week of preschool for 35 weeks a year for all 3- and 4-year-olds. This mandate from Montpelier was not funded from Montpelier, so local budgets will be impacted. We had a concern that the voter anger over the increase in taxes may actually be levied toward the preschool providers, rather than the legislature, or school boards who did not do sufficient planning or community education this year for the increases. 

There is a sense that this law is short-sighted, if I am to believe some of the comments online I have seen on news stories about Act 166. However, I believe it is anything but short sighted. Being in the House Chamber during Early Childhood Day at the Legislature and  listening to the lofty proclamations about how important our work in the early care and education community is, just reminded me that this is the long-term solution we are talking about. We are working in order to secure the future of our state's and country's workforce, mental health, and security. It's that important work and what truly is worth local, state, federal and private dollars investment. 

Learning with Grown Ups

I just finished presenting my third two-day introductory training on Teaching Strategies GOLD® (TS GOLD®) to another group of of Vermont early childhood educators and, while I am a little tired, I am always thrilled at what I get out of these trainings as much as what I am teaching to the participants. 

TS GOLD® is a mandated assessment by Vermont for providers who are drawing down State Education money to pay for preschool children participating in their programs. As the number private providers who are doing this expands with the passage of VT Act 166, more will need to be trained in using this tool correctly. 

So, I am out there, training providers how to use the online assessment system for the children they have in their programs. Today and yesterday, I was with a group of teachers in the Northeast Kingdom both from private settings and Head Start who teach kids ranging from infants to 5 years old. It was an excellent variety of learners. Most of them had some familiarity with TS GOLD®, but at least three of them had never seen it before.

As we got to know the tool, the more experienced participants shared their knowledge with the newer learners. Thankfully, I was able to also show the veteran participants some new functions of the tool as well, so they walked away with new tricks.

One of the participants has made her own hand-held version of what is called the Objectives for Development and Learning (ODL) that she shared. It was a clever design that I plan on sharing with my Teaching Strategies trainer. It is pictured below. 

Another participant shared a set of infant and toddler activity cards called Mighty Minutes that her Head Start program had purchased from Teaching Strategies that could be a time saver when working with the TS GOLD® data system. While these are not cheap, they were a new resource that everyone in the room was able to get their hands on and open the box and look through, rather than just look at a picture on a website.

These two resources were new to me and to the other participants. They are just a couple of examples of what I love about sharing early childhood learning with others. I go in with my agenda and goals and learning objectives for the day, but I come out with new, unexpected knowledge and ideas from my participants that re-energizes me about my work and the whole early education field.