Greetings! One of my New Year’s resolutions is to blog more than last year. While I’m not the most prolific, when I do post, please know it comes from the heart. And, there’s nothing I’m more passionate about than Head Start and its mission to support young children and families through a program of comprehensive services that can move mountains for our most vulnerable young children.
When I was a National Head Start Fellow, I got to know the then staff serving at the Head Start Bureau (now the Office of Head Start, or OHS) in DC. I found out OHS was filled with dedicated child advocates who shared my lifelong passion to ensure all young children have the opportunities to thrive and succeed in this wonderful yet challenging world. It's a world that is undeniably more challenging for some more than others, especially young children starting life in poverty. While the staff may have changed a bit, the commitment from OHS to give young children the best “head start” in life continues.
We applaud OHS for its recent request for information, proposing changes and asking for feedback and fresh ideas on how to redesign and strengthen the Designation Renewal System (DRS) to improve transparency, efficiency, and effectiveness. I’m pleased to share our comments (attached) submitted to OHS on the proposed changes to the use of CLASS in Head Start monitoring and in the DRS.
Some key recommendations in our comments:
Please review our comments and share your thoughts/questions with me. I look forward to hearing from you.
Knowing that approximately 25% of children under 5 come from homes where Spanish is the predominant language spoken, we were pleased that Lisa White, a researcher at American Institutes for Research, was willing to speak with us about her study that compared the CLASS with the CASEBA, a tool designed to assess quality in classrooms serving dual language learners. To learn more, read on!
Every state, every district, every school, every teacher faced decisions that they had never anticipated in the last academic year. As the end of the 2020-2021 school year approaches, it’s time to reflect on those decisions, learn from others, and prepare for the fall ahead.
To those in the education world, it’s not news that our schools, our systems, and our students are struggling. For nearly 40 years, since the publication of A Nation At Risk, we’ve recognized as a country that something isn’t working.
For more than a century after the United States’ colonization, school was intended for children who were overwhelmingly wealthy, white, male, and English-speaking - those demographics are no longer the case. Students today are representative of all our nation’s families, but our history means there’s a mismatch between what education has done up to this point and what children really need. What’s more, advances in science - psychology, medicine,
neuroscience, economics, and more - have shown us that to give children the greatest opportunity we must change what we’re doing. We can’t let another 40 years pass while we figure it out.
At Teachstone, our driving vision is to ensure every child experiences life-changing teaching. This mission is why we’re making a commitment to restabilize and improve education for every child, and every educator. And, we know that bringing this commitment to life requires providing education leaders with the support they need to not only face the current challenges, but that will propel towards the future of quality and equity.