Ann Schimke, Author at Colorado Community Media https://coloradocommunitymedia.com Thu, 15 May 2025 03:30:30 +0000 en-US hourly 1 https://coloradocommunitymedia.com/wp-content/uploads/2025/05/cropped-Square-drafts-32x32.jpg Ann Schimke, Author at Colorado Community Media https://coloradocommunitymedia.com 32 32 223860106 Medio millón de estudiantes en Colorado recibirán $120 en beneficios alimentarios este verano https://coloradocommunitymedia.com/2025/05/14/summer-ebt-grocery-money-program-serves-half-million-students-es/ https://coloradocommunitymedia.com/2025/05/14/summer-ebt-grocery-money-program-serves-half-million-students-es/#respond Thu, 15 May 2025 03:29:46 +0000 https://coloradocommunitymedia.com/?p=569195

Las familias de aproximadamente 450,000 estudiantes desde preescolar hasta 12.º grado ya recibieron este mes dinero adicional para compras de alimentos, cargado en tarjetas electrónicas de beneficios, como parte del programa Summer EBT dirigido a menores en situación de bajos recursos.

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🌟Read this article in English ~ Traducción por Rossana Longo

Unos 500,000 estudiantes de escuelas públicas en Colorado provenientes de familias de bajos ingresos recibirán $120 en asistencia para alimentos a través del programa Summer EBT, según informaron autoridades estatales.

Las familias de aproximadamente 450,000 estudiantes desde preescolar hasta 12.º grado ya recibieron este mes dinero adicional para compras de alimentos, cargado en tarjetas electrónicas de beneficios, como parte del programa Summer EBT dirigido a menores en situación de bajos recursos. Además de esas familias, los funcionarios estatales esperan entregar el beneficio alimentario, financiado principalmente por el gobierno federal, a unos 50,000 estudiantes más durante el verano.

El año pasado, muchas familias recibieron sus beneficios de Summer EBT con retraso, en algunos casos justo cuando comenzaba el nuevo ciclo escolar. Este año ha sido distinto: la mayoría de las familias recibió el dinero el 1 de mayo.

La implementación del programa Summer EBT es una de varias medidas que Colorado ha tomado en los últimos años para reducir la cantidad de niños que pasan hambre. En 2022, los votantes aprobaron una iniciativa electoral para ofrecer comidas escolares gratuitas a todos los estudiantes del sistema público, sin importar el ingreso familiar. El programa ha sido tan popular que su costo ha superado lo anticipado por los funcionarios estatales.

Para mantener el programa activo ante serios problemas presupuestarios, los legisladores encontraron fondos para financiarlo completamente hasta diciembre. También enviarán dos iniciativas al voto en noviembre que, de ser aprobadas, generarían el dinero adicional necesario para continuar el programa más allá de ese mes.

Los estudiantes de escuelas públicas en Colorado, desde preescolar hasta 12.º grado, son elegibles para recibir la tarjeta Summer EBT si sus familias reciben beneficios públicos como SNAP, Medicaid o Colorado Works, o si califican para comidas escolares gratuitas o a precio reducido. (Aunque ahora las comidas escolares son gratuitas para todos los estudiantes sin importar el ingreso familiar, la mayoría de las escuelas aún solicita a las familias completar formularios de elegibilidad para comidas gratuitas o similares, que evalúan el ingreso familiar).

Las autoridades anticipan que más de 500,000 niños en edad escolar recibirán los beneficios del programa Summer EBT este verano. La mayoría los recibió o los recibirá automáticamente. Sin embargo, algunos —incluyendo aquellos que se mudaron recientemente a Colorado o se inscribieron en una nueva escuela— podrían tener que completar una solicitud en el sitio web del Departamento de Servicios Humanos de Colorado.

Los estudiantes que hayan perdido su tarjeta de beneficios pueden llamar al centro de ayuda de Summer EBT al 800-536-5298 para solicitar una nueva.

Los niños que reciben tarjetas Summer EBT también pueden aprovechar las comidas gratuitas de verano que se ofrecen en escuelas locales u otros puntos de distribución.

Reimpreso con permiso de Chalkbeat, un sitio de noticias sin fines de lucro que cubre el cambio educativo en las escuelas públicas. Registrate en sus boletines en ckbe.at/newsletters.

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As private equity invests in child care, Colorado lawmakers seek guardrails https://coloradocommunitymedia.com/2025/02/24/private-equity-child-care-chalkbeat/ https://coloradocommunitymedia.com/2025/02/24/private-equity-child-care-chalkbeat/#respond Mon, 24 Feb 2025 19:00:00 +0000 https://coloradocommunitymedia.com/?p=556935

Last July, families at a Highlands Ranch child care center received startling news: The center was temporarily closing following a visit from the county health department. The center’s owners failed to submit required construction plans to the Douglas County health department and get construction permits from the county’s building division. A state child care licensing […]

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Last July, families at a Highlands Ranch child care center received startling news: The center was temporarily closing following a visit from the county health department.

The center’s owners failed to submit required construction plans to the Douglas County health department and get construction permits from the county’s building division.

A state child care licensing inspector also found several safety violations related to the construction: Emergency exits were blocked by tools and debris, and paint and construction materials were accessible to children.

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A former teacher and a former aide at the center shared additional details with Chalkbeat. They said the center’s main security doors were propped open at times, allowing workers and others open access to the building. They found concrete chunks on the playground, and a child found a box cutter there on at least one occasion, as well, they said. The former staffers spoke on the condition of anonymity for fear of career repercussions.

The renovation was the result of an ownership change: In early July, a national chain called The Nest Schools purchased the center from a small local company. The chain has six child care centers in Colorado — all of which opened after Detroit-based private equity firm Rockbridge Growth Equity invested in the company in 2022.

Some early childhood experts have recently sounded the alarm about the growing footprint of private equity in the child care space. They worry that such investment firms are primarily motivated by outsized profits, not providing quality experiences for young children. But others say private equity-backed child care is already providing many desperately needed seats and that its deep pockets can help a fragile industry during a challenging time.

Gerry Pastor, co-CEO of The Nest, said in an email that private equity investment helped sustain and grow The Nest Schools, including by making much-needed upgrades costing more than $1 million at the Highlands Ranch center.

He said that while the center tried to keep child care operations separate from construction, “a few unintended issues arose” that were corrected immediately. He said children, staff, and families did not use exterior grounds during construction there. He also said some of the allegations that Chalkbeat inquired about “never happened” but he didn’t specify which ones.

A Rockbridge spokesperson had no comment.

Colorado lawmakers are taking notice of private equity’s push into child care. In January, they introduced legislation that would put new limits on private-equity backed centers in an attempt to temper practices that critics say are harmful, including cutting staff and raising tuition. The bill would give the public more information about tuition and fees, provide advance notice of staff layoffs or enrollment changes, and curb a common private equity real-estate practice that can hurt child care centers financially.

“We just want to make sure that as more investors come to the state that they understand they’re coming to the state to invest in high quality [child] care and not simply just to turn a profit,” said state Rep. Lorena Garcia, a Democrat who is sponsoring the bill.

Experts say private equity firms often make swift changes when they invest in child care centers. At The Nest Highlands Ranch, those changes had consequences beyond physical upgrades. The director and assistant director quit within a month, according to letters The Nest sent to parents, and parents said around 10 more staff members also left.

Brooke Aldaz, whose two young children were enrolled at the center, told Chalkbeat she saw problems shortly after renovations on the decades-old building began. She said she became particularly alarmed when she, her 1-year-old son, and his visiting speech therapist were sent to meet in a classroom that had been closed for construction.

“There was broken glass and old dishes,” she said. “I remember being very uncomfortable that it was even suggested that a 1-year-old child should be in that room.”

The Highlands Ranch center reopened within a couple weeks but Aldaz said it was no longer the place she once considered “idyllic.”

Private equity prizes speed and profit, experts say

Private equity has long had a stake in all kinds of industries, from health care and autism services to rental housing. In recent years, its footprint has grown in the child care sector.

Private equity firms typically use a little of their own money plus loans and funding from big investors — often pension funds, endowments, and extremely wealthy individuals — to buy companies they aim to sell at a profit later.

Experts say one of the hallmarks of private equity is that the firms borrow lots of money to buy companies — debt that can strain the companies financially and increase the risk of default or bankruptcy. But chronic child care shortages make families captive customers who take whatever’s available.

Elliot Haspel, a senior fellow at the think tank Capita who’s written extensively about private equity in child care, said the private equity playbook prioritizes speed.

“The idea is that you want to sort of wring as much profit as you can, usually over three to seven years, and then you want to ditch it off to some other private equity firm,” he said. “There’s an incentive, plausibly, to go really fast.”

Private equity firms use various strategies to turn a profit, including cutting costs and raising prices. Many child care chains backed by such firms buy centers in affluent areas where parents can more easily shoulder tuition and fee hikes. Mom-and-pop child care owners may sell to child care chains because they are retiring or leaving the field.

A Chalkbeat analysis identified about 175 Colorado centers currently owned or backed by private equity or venture capital firms — representing about 15% of the state’s licensed child care capacity for young children. Most are large, with space for more than 100 children.

The state’s child care rating system – which considers factors ranging from staff credentials to certain business practices – shows that about 40% of those centers have one of the state’s top three ratings. By comparison, about 32% of all Colorado child care programs overall hold those top ratings.

While state ratings are a starting point for determining quality, they provide only a snapshot because they are awarded once every three years. Highly rated programs can still be cited by the state for violations, put on probation, or fined.

Some early childhood leaders believe private equity-backed centers are meeting a need and that more regulation, as proposed in Colorado, could be harmful.

“I think we want to be careful about implementing anything that is going to hurt an already distressed system,” said Nicole Riehl, president and CEO of the Colorado business-focused group Executives Partnering to Invest in Children. “It’s like paying attention to the nail that’s sticking out of the fence when the fence is laying on the ground.”

Other groups, ranging from the National Women’s Law Center to the Open Markets Institute, are concerned about the growing role of private equity in child care. A 2024 National Women’s Law Center report notes that center directors in private equity-owned companies report being “pressured to prioritize raising enrollment rates above all other considerations.”

Melissa Boteach, vice president of income security and child care at the law center, said the private equity footprint could expand further as more states pump public dollars into child care and preschool.

“We want those dollars invested in children and the teachers … not going to Wall Street,” she said.

Many states have bolstered public investment in the sector in recent years, including Colorado. Its $344 million universal preschool program, now in its second year, offers tuition-free half-day preschool to all 4-year-olds. It’s too soon to tell whether that will result in more private equity in Colorado child care, or whether more regulations might temper that.

Critics of private equity-controlled child care don’t think it should be expunged from the marketplace. Rather, they say that guardrails, including high state standards for quality, are needed. States, including New Jersey and Massachusetts have recently passed laws regulating large child care chains, many of which are backed by private equity.

“It’s much harder to roll back private equity’s deep entanglement in a sector than it is to prevent it in the first place,” said Boteach.

Big-name child care is backed by private equity in Colorado

The roughly 170 child care centers in Colorado owned or backed by private equity firms include big names such as KinderCare, The Goddard School, Primrose Schools, and The Learning Experience.

The Nest Schools, which will open a seventh Colorado location this summer, is one of the smaller national chains backed by private equity. Pastor said Rockbridge Growth Equity owns 33% of voting stock in the company. The company’s center in Aurora is currently on probation for a series of state violations, including leaving a child unattended in a classroom and allowing hazardous items to be accessible to children.

Chalkbeat identified one child care operator, Guidepost Montessori, that’s backed by venture capital investors, another investor type that Colorado’s proposed legislation would cover. Guidepost announced this month that all five of its Colorado centers will close in March “due to financial challenges.”

Typically, there are several minority investors in a venture capital round of funding, while private equity firms tend to take a majority stake in acquisitions, said Azani Creeks, senior research and campaign coordinator for the nonprofit watchdog group Private Equity Stakeholder Project. She said venture capital firms tend to invest in smaller companies, but have a similar profit motive to private equity firms.

Parent Brittney Bokoski, whose infant son and toddler daughter attended Guidepost’s Thornton center, said it was shocking to receive the closure announcement on Feb. 3, just a few days after balloons were put out to celebrate the center’s first anniversary.

One of the biggest problems at the center was staff turnover, said Bokowski, whose family pays about $4,000 a month for care at Guidepost.

Guidepost officials did not respond to Chalkbeat’s request for comment, but said in a letter provided to a local television station, “the labor market crisis of the past four years caught up to us in a big way in 2024

A few other for-profit chains with centers in Colorado were previously backed by private equity firms, but aren’t currently. They include Bright Horizons and Endeavor Schools, which together represent another 1% of the state’s child care capacity. Bright Horizons, which is now traded on the stock market, was previously owned by Bain Capital and Endeavor Schools was previously owned by Leeds Investment Partners.

Chalkbeat’s tally of Colorado child care centers owned or backed by private equity or venture capital firms is likely inexact. Sometimes, a center’s true owner is hidden by layers of parent companies. In addition, while the state recently started asking centers about their “governing body,” many responded with obscure acronyms, a person’s name, or the names of real estate or holding companies.

A spokesperson for Colorado Department of Early Childhood said the replies to that question can provide “limited information about oversight of child care programs” but recommended against using it to determine private equity ownership because the field isn’t required and was only added last August.

Mindy Goldstein owns a child care center in Lakewood called The Applewood School. When interest rates were lower, she said she’d get multiple calls a week from private equity firms interested in her center. Some representatives flew out to Colorado to meet with her.

She listened, but never bit.

“I don’t want to sell to private equity, but if I had to, it would be a really fast transaction,” said Goldstein, who estimated her center’s value at about $3 million. “They are the only ones who have money to buy it.”

She worries that a private equity buyer would lower her program’s quality, cutting back on the extra teachers she employs and the nutritious meals she offers. But she also pointed out that many working parents are desperate.

“I don’t think people care who owns it or who doesn’t own it,” she said. “They need care for their child and they’re on 10 waitlists.”

Colorado considers limits on private equity in child care

While the average parent may not know how corporate owners impact child care, some lawmakers are taking notice.

Garcia and two other Democratic state representatives have proposed new rules for child care companies or franchises that are owned or partly owned by private equity firms, venture capital firms, or other institutional investors. A bill introduced last month would bar such companies from getting state funding unless they agree to provide 60 days notice following the acquisition of a center before laying off staff or changing enrollment or eligibility rules for families.

These companies would also have to let child care centers maintain ownership of their property — a provision aimed at preventing “sale-leasebacks.” It’s a common practice in the private equity world that forces acquired companies to sell their property and then lease it back from the new owner. Experts say sale-leasebacks can harm companies financially by forcing them to shoulder a new expense.

Creeks, of the Private Equity Stakeholder Project, said it’s hard to determine which chains use sale-leasebacks. Companies have to report such transactions on tax filings, but nowhere publicly, she said.

Finally, the bill caps waitlist fees at $25 and requires child care tuition and fees to be publicly posted. (Similar provisions are in a separate bill that would apply to all licensed child care providers.)

Radha Mohan, who heads the Early Care & Education Consortium, a lobbying group for child care chains, said the bill could exacerbate the state’s child care supply crisis.

For example, she said, an investor-backed chain with only four centers — just below the five-center threshold in the bill — might ask, “Why grow my programs in the state of Colorado?”

Mohan said most child care providers are for-profit entities and that it’s deeply problematic to single out the slice of those providers backed by private equity and other institutional investors.

But Haspel, of Capita, said that’s like saying a corner bodega and a Kroger grocery store should be treated the same because they both sell groceries. The profit motive for child care chains backed by private equity or traded on the stock market is qualitatively different than for a mom-and-pop program, and should be regulated differently, he said.

Massachusetts reform law puts guardrails on child care chains

A few other states have also recently taken steps to curb outsized profit-seeking behavior in child care.

Last year, Massachusetts put guardrails on large for-profit child care chains — those with more than 10 sites in the state — as part of a child care reform law that earmarked nearly half a billion dollars in annual state grants for child care providers.

The rules require large chains receiving the grants to serve some lower-income children who receive state child care subsidies. They also require chains to use a certain portion of the grant for teacher pay and meet certain teacher wage minimums set by the state. Chains must also provide the state detailed financial information about how they use the grants. Finally, a single chain can receive no more than 1% of the state’s total grant program allocation, which was $475 million in 2024.

“The goal is not to make [large chains] go away,” said Elizabeth Leiwant, chief of policy and advocacy at Neighborhood Villages, an early childhood advocacy group in Massachusetts.

It’s to make sure teachers get paid fairly, classroom quality is prioritized, and children from lower-income families have equitable access to child care seats, she said.

Leiwant said Massachusetts lawmakers added the child care guardrails around the time Steward Health Care, a hospital group that had been owned by a private equity firm, collapsed financially last year, leading to hospital closures and mass layoffs.

“That just had a huge ripple effect throughout the state, both on communities and then also on the state government having to step in financially,” Liewant said. Lawmakers, she said, became “much more receptive to the idea that … if any industry is kind of allowed to go unchecked, that there can be issues down the road.”

Colorado’s private equity bill wouldn’t go as far as the law in Massachusetts. It doesn’t include requirements for teacher pay or limit the share of state money private equity backed child care centers can receive.

Problems at The Nest

Sara Flater’s 5- and 3-year-old were enrolled at The Nest Schools of Highlands Ranch location when the center was abruptly shut down on August 1.

Families were temporarily reassigned to other centers run by The Nest Schools, and Flater’s children ended up at different centers, one in Littleton and one in Centennial, she said. Flater expected classrooms would be set aside for children coming from the Highlands Ranch center, but that wasn’t the case. The kids were added to existing classes.

“It was very chaotic,” she said.

Flater expressed her frustration over the construction-related problems at the Highlands Ranch center in an email to Nest officials on August 15.

Five hours later, she heard back from The Nest’s co-CEO Jane Porterfield, who wrote that she deeply regretted that the center’s service had not lived up to Flater’s expectations. Porterfield said The Nest had “made many attempts to hear your concerns and thoroughly answer your questions.”

Porterfield went on to say, “Effectively immediately, we will no longer provide services to your family.”

Pastor did not answer emailed questions about why The Nest stopped serving the Flater family or about the company’s policies on such matters. Pastor said he and Porterfield, who are married, own a majority share of The Nest Schools and that Rockbridge Growth Equity has no operational control over The Nest except for C-level positions.

Flater said she didn’t know much about private equity when problems at The Nest began unfolding last summer. But after lots of Google searches, she started to understand how it works.

“I’ve come to the conclusion that private equity is just really bad for kids … It’s bad for families,” she said. “For us, it decimated our daycare, and it was just so sad.”

For a while, Flater cobbled together care for her youngest child after The Nest refused to continue serving her family. Her 5-year-old was in elementary school by that time. When she finally found a center that looked like a good fit for her son — a locally owned business — she had one big question: “Are you guys going to sell?”

Ann Schimke is a senior reporter at Chalkbeat, covering early childhood issues and early literacy. Contact Ann at aschimke@chalkbeat.org. Chalkbeat is a nonprofit news site covering educational change in public schools.

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¿Almuerzo para 200 personas? Estos estudiantes de una escuela charter en Colorado los hacen todos los días. https://coloradocommunitymedia.com/2024/11/20/almuerzo-para-200-personas-estos-estudiantes-de-una-escuela-charter-en-colorado-los-hacen-todos-los-dias/ https://coloradocommunitymedia.com/2024/11/20/almuerzo-para-200-personas-estos-estudiantes-de-una-escuela-charter-en-colorado-los-hacen-todos-los-dias/#respond Thu, 21 Nov 2024 02:09:39 +0000 https://coloradocommunitymedia.com/?p=503532

La sesión de preparación durante las mañanas ocurren cuatro días a la semana en STEAD, una escuela enfocada en agricultura y ciencias, donde quizás escuches el canto de un gallo en tu camino hacia la entrada principal. Los estudiantes de dos clases de “equipo de alimentos” ayudan a preparar comidas caseras para más de 200 estudiantes y maestros todos los días, excepto los miércoles, que es medio día.

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🌟Read this article in English ~ Traducción por Jackie Ramirez

Brayden, Sabrina, y Rachel rasparon las pieles chamuscadas de los chiles poblanos, exprimieron las semillas y dejaron caer la carne resbaladiza del chile en un tazón de acero inoxidable.

“¡Chicos! ¿Por qué estamos dejando tantas semillas allí”? dijo Sabrina, de 16 años, entre risas y con algo de exasperación.

“Dios mío, siguen apareciendo”, dijo Brayden, también de 16 años. “Las limpio y aparecen ocho más”.

Eran casi las 9 a.m. de un martes, y los tres trabajaban con sus compañeros para preparar pozole en su primera clase del día en la escuela STEAD, una escuela charter en Commerce City, al noreste de Denver. En poco más de dos horas, la fragante sopa mexicana de maíz hominy, pollo, chiles y tomates sería la estrella de la línea de almuerzo de su preparatoria. Uvas, rodajas de naranja y una barra de ensaladas eran los actores secundarios.

La sesión de preparación durante las mañanas ocurren cuatro días a la semana en STEAD, una escuela enfocada en agricultura y ciencias, donde quizás escuches el canto de un gallo en tu camino hacia la entrada principal. Los estudiantes de dos clases de “equipo de alimentos” ayudan a preparar comidas caseras para más de 200 estudiantes y maestros todos los días, excepto los miércoles, que es medio día. Bajo la dirección de Dain Holland, el encargado de la granja y los alimentos de la escuela, preparan platos como boloñesa de bisonte, pollo al sésamo con naranja, hamburguesas y sándwiches vietnamitas de bánh mì, todos los cuales cumplen con las directrices federales de nutrición escolar.

STEAD, que matricula a más de 400 estudiantes, no es la única escuela en Colorado con un programa de almuerzos impulsado por los estudiantes. Compass Montessori, una escuela charter en el condado de Jefferson donde algunos miembros del personal de STEAD trabajaron anteriormente, ha tenido un sistema similar desde hace tiempo.

En STEAD, la iniciativa de almuerzo surgió en parte por necesidad. Cuando la escuela abrió en el 2021, un distrito vecino proporcionaba los almuerzos —“algo así como tu comida estándar de recalentar y servir”, dijo Holland. Pero después de dos años, el distrito decidió terminar su contrato con STEAD.

Fue entonces cuando Holland, quien trabajó anteriormente como chef en restaurantes como el exclusivo Barolo Grill de Denver y dirigió un programa de servicios de alimentos en una universidad de California, decidió lanzar una operación de almuerzo dirigida por los estudiantes.

“Hay un montón de niños aquí que muestran interés en la cocina”, dijo. “Tenemos estas hermosas y nuevas cocinas, así que bien podrían ser utilizadas”.

Holland dijo que la mayoría de los estudiantes toman una clase introductoria de cocina antes de inscribirse en la clase de “food crew”, aunque hace excepciones si los estudiantes tienen experiencia en la cocina en casa o en un trabajo. “Food crew” enfatiza las precauciones de seguridad alimentaria, incluyendo mantener los platos a la temperatura adecuada y evitar la contaminación cruzada.

El día del almuerzo de pozole, alrededor de una docena de estudiantes trabajaron en estaciones alrededor de la cocina, picando verduras para la sopa o para la barra de ensaladas de la escuela. Hunter, un estudiante de último año que es asistente de enseñanza para la clase, asó los chiles poblanos en una estufa a gas de seis quemadores y ayudó a preparar el pollo crudo para hornearlo. Holland, que llevaba un delantal marrón con marcadores y un bolígrafo sujetados al bolsillo, ofreció asistencia y consejos de cocina mientras se movía por la cocina.

“Todo lo que se hace en una cocina comercial normal, ellos lo están haciendo aquí”, dijo. “Se trata casi como un trabajo, como un turno en un restaurante. Tengo una gran lista de preparativos todos los días”.

Riley, un estudiante de 17 años que picaba cuidadosamente una cebolla amarilla, dijo que se enamoró de la cocina porque siempre hay alguien en la cocina en su casa, generalmente su papá o su abuela. Ya ha sido admitido en el programa de artes culinarias de la Universidad Colorado Mesa en Grand Junction para el próximo año.

“El sueño es ser un chef personal”, dijo.

No todos los estudiantes del “food crew” desean una carrera en la cocina. Algunos simplemente disfrutan de la naturaleza práctica y relajada de la clase o cocinan como pasatiempo.

Admire, un estudiante de tercer año que a menudo prepara sopas y platos de pollo con su madre, dijo que está considerando una carrera en música o arquitectura. Pero disfruta de la clase de preparación de alimentos porque cocinar para toda la escuela implica un nivel diferente de responsabilidad, comentó.

Brayden, un estudiante de tercer año que trabajó con Sabrina y Rachel quitando las semillas de los pimientos, dijo que la cocina es su opción de carrera número tres, por si no le resulta el juego profesional de billar o el negocio de bienes raíces.

Como varios otros estudiantes en la clase, dijo que la pizza es su almuerzo favorito para preparar. Hizo una broma sobre la superioridad de su clase en ese aspecto.

“En la otra clase, hacen la masa muy delgada y como que no hay salsa ni nada, y nosotros, la hacemos bien gruesa, con queso, salsa, todo”, dijo. “Así que, somos la clase preferida para los días de pizza”.

Reimpreso con autorización de Chalkbeat, un sitio de noticias sin fines de lucro que cubre el cambio educativo en las escuelas públicas. Suscríbase a sus boletines en ckbe.at/newsletters.

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Colorado proporciona una segunda ronda de subsidios para útiles escolares a miles de educadores https://coloradocommunitymedia.com/2024/10/02/colorado-subsidios-utiles-escolares-es/ https://coloradocommunitymedia.com/2024/10/02/colorado-subsidios-utiles-escolares-es/#respond Thu, 03 Oct 2024 02:44:15 +0000 https://coloradocommunitymedia.com/?p=496172 school supplies sit on a desk

Cuando el gobernador de Colorado, Jared Polis, anunció un programa de subvenciones relámpago de $2.7 millones para útiles de aula en agosto, miles de maestros solicitaron más de lo que había disponible. 

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school supplies sit on a desk

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Traducción por Jackie Ramirez

Cuando el gobernador de Colorado, Jared Polis, anunció un programa de subvenciones relámpago de $2.7 millones para útiles de aula en agosto, miles de maestros solicitaron más de lo que había disponible. 

Pero ahora muchos están teniendo una segunda oportunidad. El viernes, Polis anunció otros $1.2 millones en fondos que permitirán 2,348 premios adicionales a educadores que no obtuvieron ayuda la primera vez. En total, las subvenciones de agosto y septiembre están financiando alrededor de 7,700 proyectos, dejando sólo 271 sin financiar.

El estado está otorgando las subvenciones para útiles escolares en asociación con DonorsChoose, una organización sin fines de lucro que ayuda a los maestros a obtener donaciones del público. Maestros tuvieron que escribir un breve ensayo escribiendo como utilizaran el dinero para ayudar a los estudiantes “a través del aprendizaje impactado por la pandemia”. El estado ofreció un programa de subvenciones similar en 2023, con subvenciones de hasta $1,000 otorgadas a casi 7,400 educadores. 

Los maestros que recibieron las subvenciones para materiales de aula en agosto utilizaron el dinero para una amplia variedad de artículos incluyendo microscopios, cohetes de modelo, suministros de jardinería, kits de disección de ranas, una cámara de documentos y libros en español. Además de cubrir los suministros solicitados por cada maestro, las subvenciones estatales incluyen lo que se describe en las páginas del proyecto como “donaciones sugeridas” a DonorsChoose – que suelen ser de $60 a $90.

Reimpreso con permiso de Chalkbeat, una organización sin fines de lucro de noticias que cubre temas de educación en varias partes de Estados Unidos. 

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Estos adolescentes quieren cambiar el mundo, empezando por las leyes de Colorado https://coloradocommunitymedia.com/2024/08/07/estos-adolescentes-quieren-cambiar-el-mundo-empezando-por-las-leyes-de-colorado/ https://coloradocommunitymedia.com/2024/08/07/estos-adolescentes-quieren-cambiar-el-mundo-empezando-por-las-leyes-de-colorado/#respond Wed, 07 Aug 2024 12:00:00 +0000 https://coloradocommunitymedia.com/?p=487900 students in front of legislative committee

Ayudar a las escuelas a instalar paneles solares para reducir el uso de combustibles fósiles. Reducir el desperdicio de alimentos en la cafetería creando mesas para “compartir” y programas de compostaje. Almacenar remedios para las sobredosis de opioides en los gabinetes de DEA de las escuelas.

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students in front of legislative committee

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Ayudar a las escuelas a instalar paneles solares para reducir el uso de combustibles fósiles. Reducir el desperdicio de alimentos en la cafetería creando mesas para “compartir” y programas de compostaje. Almacenar remedios para las sobredosis de opioides en los gabinetes de DEA de las escuelas.

Estas son algunas de las ideas que los adolescentes de Colorado propusieron a los legisladores estatales el jueves como parte de un programa que busca incluir a los jóvenes en el proceso legislativo. Es posible que algunas de las ideas eventualmente se conviertan en ley.

La mayoría de ocho propuestas presentado el jueves por estudiantes del Consejo Asesor Juvenil de Colorado abordó cuestiones ambientales o de salud. Otros abordaron la escasez de transporte en autobuses escolares y la dificultad que enfrentan los estudiantes con discapacidades para desplazarse por los edificios escolares. El consejo asesor está formado por 40 estudiantes de todo el estado que son nombrados por períodos de dos años.

Un tema que surgió de las presentaciones del jueves fue la preocupación de los estudiantes sobre el impacto del cambio climático y su deseo de encontrar soluciones.

Alex Fabbri, un joven de 17 años que asiste a Lakewood High School, sugirió la creación de un programa estatal que otorgaría subvenciones y préstamos sin intereses para que las escuelas instalen paneles solares. Citó tanto el costo creciente del gas natural como el hecho de que la quema de combustibles fósiles empeora el efecto invernadero en la atmósfera terrestre.

“Veo que mi escuela y mis maestros luchan por obtener financiación mientras dependen de opciones de energía no renovables que se vuelven más caras cada año”, dijo.

Después de la presentación de Fabbri, la senadora Janice Marchman, demócrata de Loveland, le dijo a Fabbri que estaba interesada en la propuesta y dijo: “Esta es una solución muy creativa para un problema importante”.

Ashna Shah, una joven de 17 años que vive en Superior, describió cómo se involucró en acciones ambientales cuando su comunidad fue devastada por el incendio Marshall, un incendio forestal que destruyó más de 1,000 hogares del condado de Boulder en diciembre de 2021.

“Todos los días me veo obligada a preguntarme cómo será mi futuro en un mundo azotado por la crisis climática”, dijo a los legisladores.

Shah propuso una conferencia juvenil patrocinada por el estado destinada a acelerar el cambio de Colorado de los combustibles fósiles a la energía renovable. Dijo que si bien los jóvenes de hoy se preocupan por la protección del medio ambiente, carecen del conocimiento y el poder para impulsar el cambio en sus comunidades. Una conferencia estatal permitiría a los adolescentes aprender sobre los problemas y compartir sus opiniones.

Sophie Tipper, una joven de 16 años que asiste a Cherry Creek High School, también propuso una idea para involucrar a más jóvenes en la toma de decisiones ambientales. Sugirió agregar dos representantes jóvenes a la Junta Asesora de Justicia Ambiental, un panel estatal de 12 miembros dirigido por el Departamento de Salud Pública y Medio Ambiente de Colorado. El grupo hace recomendaciones sobre cuestiones ambientales que afectan desproporcionadamente a ciertas comunidades y ayuda a administrar las subvenciones ambientales estatales.

Tipper describió su propia evolución desde una estudiante de secundaria preocupada por el cambio climático hasta una activista ambiental.

“En la escuela secundaria, escuché una y otra vez que era responsabilidad de mi generación arreglar este planeta, pero nadie ofrecía ninguna solución”, dijo.

Las cosas cambiaron, dijo, cuando ella y una amiga vieron botes de basura llenos de bandejas de plástico para el almuerzo y decidieron contactar al superintendente. Él respondió rápidamente y Tipper pronto recibió fondos para lanzar una campaña de concientización sobre el reciclaje.

“Poder trabajar en el proyecto alivió gran parte de mi desesperanza y volvió a hacer posible el futuro de un planeta verde”, afirmó. “Los jóvenes realmente están prestando atención a lo que está sucediendo y quieren ayudar”.

La última presentación juvenil de la mañana se centró en el acceso a la naloxona, un medicamento que revierte las sobredosis de opioides.

Makena James, de 17 años, habló sobre el impacto de las muertes relacionadas con los opioides en el condado rural de Routt, donde asiste a la escuela secundaria Steamboat Springs. Describió 22 muertes de este tipo en cinco años.

“Esas cifras aparentemente pequeñas cobran un precio inmenso en la comunidad y en las personas que la integran”, dijo. “Crecí y cada año había más muertes”.

Su compañero de presentación, Suyash Shrestha, de 15 años, propuso un programa estatal que permitiría a las escuelas colocar naloxona en los mismos gabinetes que ya albergan desfibriladores externos automáticos, o DEA, dispositivos que pueden tratar a personas cuyos corazones se han detenido.

Al brindar fácil acceso a la naloxona, especialmente en comunidades rurales y de bajos ingresos, “tenemos el poder de salvar vidas” y empoderar a los jóvenes para que se conviertan en héroes, dijo.

El Consejo Asesor Juvenil normalmente tiene algunas propuestas que se convierten en ley cada año. Durante la sesión legislativa de 2024, se presentó una propuesta de consejo juvenil para Requerir que el personal de la escuela llame a los estudiantes por el nombre elegido que se convirtió en ley y los componentes de otras dos propuestas de consejos juveniles se convirtieron en ley. En 2023, cuatro propuestas de consejos juveniles se convirtieron en ley además de esas, en 2022, tres se convirtieron en ley.

Ann Schimke es reportera principal de Chalkbeat y cubre temas de la primera infancia y la alfabetización temprana. Comuníquese con Ann en aschimke@chalkbeat.org.

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Early education program raises concerns https://coloradocommunitymedia.com/2023/02/14/early-education-program-raises-concerns/ Tue, 14 Feb 2023 09:30:00 +0000 https://coloradocommunitymedia.com/stories/early-education-program-raises-concerns,421043

As state leaders prepare to launch Colorado’s free preschool program next fall, some educators and advocates fear young children with disabilities will lose out under the new system. They say …

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  • Preschoolers at King Murphy enjoy the new classrooms.

As state leaders prepare to launch Colorado’s free preschool program next fall, some educators and advocates fear young children with disabilities will lose out under the new system.

They say 3-year-olds could be rejected for a spot and 4-year-olds could receive less preschool than they’re due because of the narrow way the state asks about children with disabilities on its preschool application form.

In addition, school district officials say that unanswered questions about special education funding and confusion over how two state agencies will work together on the preschool program are a troubling sign for a major new program that will start in a matter of months.

While many early childhood advocates and providers have praised Colorado’s plan to significantly expand publicly funded preschool, there’s ongoing concern that the rollout is being rushed.

“I think the [Colorado Department of Early Childhood] was pushed into something very quickly,” said Callan Ware, executive director of student services in the Englewood district south of Denver.

Ashley Stephen, business services director for the Platte Canyon district, said she’s excited about universal preschool, but also nervous because communication from the state “so far has been a little bit harried and a little bit unclear.”

The 7-month-old Department of Early Childhood is responsible for running the new preschool program, with the Colorado Department of Education overseeing some aspects related to students with disabilities. The program will offer 10 to 15 hours a week of tuition-free preschool to 4-year-olds statewide, with some eligible for 30 hours. Some 3-year-olds will be eligible for 10 hours a week.

Despite concerns about how the preschool program is unfolding, there’s no option to slow things down. In the last 2½ weeks, more than 22,000 families have applied for a seat and thousands more are expected to join them in the coming months.

Amid this surge, advocates worry that some children with disabilities, especially those from marginalized populations, could slip through the cracks as their families encounter confusing terminology, bureaucratic barriers, and uncertainty about their rights.

“I support and appreciate the idea of universal preschool programming,” said Pam Bisceglia, executive director of Advocacy Denver, an advocacy group for people with disabilities. “My question is whether those programs are going to be filled with children of parents who enjoy privilege.”

Preschool application poses challenges

Children with disabilities are supposed to get priority for 10 hours a week of class time at age 3 and 30 hours a week at 4.

But Heather Hanson, whose 9-year-old son was diagnosed with a speech delay as a toddler and later with dyslexia, believes the state’s new preschool program will make it even harder than it is now for young children with disabilities to get the help they need.

The universal preschool application is part of the reason. It asks parents if their child has “an active Individualized Education Program” — a fancy name for a federally required learning plan for students 3 and older with disabilities.

But many children don’t get such plans until after they enroll in school. A young child with a delay may not even have been evaluated or received a diagnosis. Even when children are identified as toddlers, their plan has a different name and acronym than the one on the preschool application.

Hanson, who served on a special education subcommittee during the universal preschool planning process, called the wording on the application “horrible” and “discriminatory.”

“All of those really big words should not be used,” she said. Even the word “disability” might deter some parents.

Lucinda Hundley, who heads the Colorado Consortium of Directors of Special Education, said, “We don’t want to miss children because of an answer on a computerized registration system.”

Risk factors change under universal preschool

Currently, Colorado children with disabilities can be routed to state-funded preschool in one of two ways. Those who have Individualized Education Programs get classes through thepreschool special education program. Another group of children who have one of 10 risk factors — such as language delays or poor social skills — qualify for a state preschool program that will end after this school year.

Kids in that second group don’t have to have a diagnosis or special learning plan to qualify for free preschool.

But under the new universal preschool program, the state will use fewer risk factors to decide who can attend for free at age 3 and get extra hours at age 4. One of them is the Individualized Education Program. The others consider whether the child is homeless, an English learner, in foster care, or comes from a lower-income family.

Hundley said there’s no way for a parent who suspects their child might have a disability to flag their concern when applying for universal preschool.

Officials from the early childhood department and education department said in an email that state law requires the Individualized Education Program criteria on the universal preschool application. Hundley said it’s unlikely the law would disallow additional criteria that might help capture students with potential disabilities.

Several advocates said the wording should be simpler and more general: “Do you think your child could use some extra help?” or “Do you have concerns about your child’s speech or behavior?

Laurie Noblitt, director of elementary and early learning for the Fountain-Fort Carson district, said her district has fielded calls from parents whose 3-year-old children don’t qualify for free preschool according to the application system. They say things like, “I’m really worried about my child’s language, they’re only speaking in one- or two-word phrases,” she said.

In such cases, Noblitt said, the district helps get the child evaluated and into preschool, but she worries about the families who don’t make that phone call.

Three-year-olds whose parents don’t know how to navigate the system stand to lose out on free preschool altogether and 4-year-olds with disabilities could get just 15 hours a week, half what they’re supposed to.

Hanson said those extra hours can make a big difference since students with disabilities sometimes need double or triple the repetition and exposure to classroom learning compared with their typically developing peers.

The low number of hours offered to 3-year-olds also puts a burden on parents, said Elisa Aucancela, executive director of El Grupo Vida, a nonprofit that supports Hispanic families who have children with disabilities.

Her brother, who has a 3-year-old daughter with a disability, is “still struggling due to the part-time [hours] for 3-year-olds” she said. “It’s a really difficult challenge for some families because what are they going to do for the other half of the time when they need to work?”

Special education funding in question

Several school district leaders worry about how the state is handling $33 million that used to go to school districts to help cover preschool special education costs. They fear the money — which amounts to $36,000 a year in small districts like Englewood and up to $4 million in large districts — now will be mixed into the general universal preschool funding pot, and won’t be set aside for services for students with disabilities.

If that happens, districts will have to use local dollars to cover lost state money since they’re legally required to cover special education services. Hundley said that means funding for staff like psychologists and speech therapists who provide mandated services to students with disabilities gets diverted from other district priorities.

Even thoughstate funding for special education has increased in recent years, districts still cover about two-thirds of those costs out of their local budgets.

State officials estimate they’ll spend at least $33 million — and possibly more — on what they call “general education” seats for students with disabilities. But Hundley said school districts want the state to direct that money specifically to special education services, which is how it has been used in the past.

Beyond money, the uncertainty about funding raises questions about how two state agencies — the early childhood department and the education department — are divvying up overlapping responsibilities.

In response to Chalkbeat’s questions about funding for preschoolers with disabilities, the education department first referred questions to the early childhood department. Afterthe two agencies signed an agreement this week outlining how they’d work together, the early childhood department referred questions to the education department. On Friday, the two departments released emailed answers together. Neither granted an interview.

Ann Schimke is a senior reporter at Chalkbeat, covering early childhood issues and early literacy. Contact Ann at aschimke@chalkbeat.org.

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Colorado is reshaping early childhood https://coloradocommunitymedia.com/2022/03/29/colorado-is-reshaping-early-childhood/ Tue, 29 Mar 2022 14:35:00 +0000 https://coloradocommunitymedia.com/stories/colorado-is-reshaping-early-childhood,391586

As Colorado prepares to launch free universal preschool, lawmakers are taking up legislation that could reshape Colorado’s early childhood landscape and reverberate for decades to come. Many …

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As Colorado prepares to launch free universal preschool, lawmakers are taking up legislation that could reshape Colorado’s early childhood landscape and reverberate for decades to come.

Many advocates and early educators laud the changes laid out in the bill, including the creation of a new state early childhood agency, saying it will elevate the profile of early childhood issues, cut red tape for families and providers, and dramatically expand preschool access.

But the plan also has prompted concerns about how school district roles could change and whether they’ll be left serving a disproportionate share of students with special needs. And some early childhood leaders worry about how fast the process is moving, how many details are unresolved, and whether there are enough providers to meet new enrollment demands.

Angela Fedler, who heads several early childhood programs for the Delta County School District in western Colorado, said, “I love the idea of universal preschool. I believe in the idea of universal preschool. I do have some fears around it as well.”

“We’re moving really fast for such a big jump,” she said.

Bill Jaeger, vice president of early childhood and policy initiatives for the Colorado Children’s Campaign, said of the legislation, “There’s a lot of reimagining of the early childhood system to make it child-, family-, and provider-focused and break down those silos, and that requires significant statutory change.

“There is a degree of urgency,” he said, noting that some of the bill’s provisions need to get underway as soon as possible.

State lawmakers recently moved up the department’s July 1 start date to this spring. The governor likely will name an executive director in the coming weeks. Among other things, the department will roll out universal preschool in the summer of 2023. The initiative, funded largely with a voter-approved nicotine tax, is a top priority for Polis.

Scott Smith, chief financial and operating officer for the Cherry Creek school district, said his district supports universal preschool but noted the state had “some blind spots and some missteps” in planning, including leaving too small a role for school district leaders during the early stages.

“Not including school people from the beginning really left us behind,” he said.

Smith and other school district leaders said state officials have recently held regular meetings to gather feedback from district staff.

Big changes for school districts

Right now, about a quarter of Colorado’s 4-year-olds attend state-funded preschool, which serves children with certain risk factors. More than three-quarters of those slots are housed in school district classrooms. Most other children attend preschool elsewhere, in child care centers or private preschools, for example.

In expanding to serve all 4-year-olds whose families want 10 hours of tuition-free preschool, the state expects to lean on private providers. The idea is to give parents a choice of settings and help accommodate the influx of new students.

The state no longer will rely exclusively on school districts to administer state-funded preschool locally. Instead, nonprofits, community groups, and districts all will be able to vie for the job.

These changes, along with many others included in the legislation, follow recommendations that a state early childhood commission issued in November and January. Still, school district officials have questions and concerns.

Smith, of the Cherry Creek district, said, “We don’t need private providers. We can accommodate this internally,” speaking about any additional students who want slots under the universal program.

Currently, the district houses all of Cherry Creek’s 800-plus state-funded preschool slots in its classrooms.

But many districts already contract with community-based providers to offer state-funded preschool slots. Denver, the state’s largest district, is one of them.

Priscilla Hopkins, the district’s executive director of early education, said the use of both public-school classrooms and private preschools — often called “mixed delivery” — works well.

“I think parents want high-quality preschool,” she said. “As school districts, that needs to be our north star.”

Fedler, of Delta County, agreed, but worries that private providers could shy away from the universal preschool program if subject to lots of new quality requirements.

“It’s hard, especially in rural Colorado, to get people to want to work with little learners,” she said. “If we start asking more of them, how many more of them will walk away?”

What about disabilities?

Some school district leaders worry that the universal preschool program — specifically the availability of slots in private programs — could hurt children with disabilities.

Currently, the vast majority of those children are served in public school classrooms that also include a sizable share of typically developing children. But there are questions about what happens if lots of families with typical children opt for private programs, segregating children with disabilities in public schools.

“We want to make sure we don’t become the special education preschool,” Smith said.

Theoretically, the families of children with disabilities may choose community-based preschools when universal preschool launches, but it’s not clear whether or how those programs will provide free therapies or other services outlined in those preschoolers’ special education plans.

Mat Aubuchon, the director of early childhood and elementary programs in the Westminster district north of Denver, said under federal special education law, school districts must ensure that students with disabilities get the right services from qualified staff members.

“We don’t want to set an expectation that [special education] services can just happen anywhere,” he said.

Aubuchon said he’s not opposed to the mixed delivery model, but said it must be planned carefully to ensure preschoolers with disabilities are appropriately served. Placements, he said, will have to be determined case by case.

Other sticking points

Besides providing for an expanded field of preschool providers, the new legislation envisions a simple application process — one that allows families to easily apply for universal preschool and other early childhood programs.

Just about everyone agrees with the idea in principle.

But some school leaders worry that integrating technologies from different programs into one application is too complicated to roll out in a year. If it’s not done well from the get-go, it’s just “one more confusing thing for families to deal with,” said Aubuchon.

Claudia Strait, who heads the Early Childhood Council for Yuma, Washington, and Kit Carson counties in eastern Colorado, said many families in her area don’t speak English and aren’t computer savvy, so she hopes the new application process won’t leave them out.

Some early childhood leaders are also leery about the plan to empower the new agency’s executive director to make rules, which spell out how state laws should be implemented.

The provision is meant to make the new department nimble, but some observers worry it puts a lot of power in one person’s hands.

“We’d prefer to see some sort of accountability,” said Smith of Cherry Creek. “I’m not sure what mechanism exists right now that would hold that executive director accountable.”

About half of state agencies have a rule-making board and half don’t. The new early childhood department would have a rule-making advisory council and state officials also say the executive director would have to follow state laws that require public hearings and testimony on state regulations.

Aubuchon said a rule-making board might be beneficial for the first couple years of the new department, with that authority transferring to the department’s executive director later on.

Strait said she’s a little nervous about the new executive director having so much power, but is also circumspect about the many unknowns that lay ahead.

“It’s just like anything else, anything that’s new, it’s going to be hard adjusting,” she said. “The longer that it’s in place, the smoother it gets.”

This story is from Chalkbeat Colorado, a nonprofit news site covering educational change in public schools. Used by permission. For more, and to support Chalkbeat, visit co.chalkbeat.org. 

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