I’ve been thinking over how to do this, whether to write this post with a tone, or overload it with facts and figures and research.
I think what is best is just to speak from my heart on this. I’m willing to provide data to support my assertions, but in many ways and in many places I already have. Please take a few moments to look it up for yourself, if you aren’t sure, or message me directly, and I’m happy to answer anything I can.
That said, here we go.
We are all having the wrong conversation. All we discuss is how we can improve student learning, and what impact all the different things in a student’s life have on the student’s ability to learn, and how we can respond to the needs of students to help them learn. And that is a beautiful thing, truly. I would…
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I had an awesome time with Rick Jensen today talking about parent opt out of the Smarter Balanced Assessment. There was so much more I could have said, but I had an hour. Some folks called in. John Young from the Christina School Board, Delaware State Rep Sean Matthews and Delaware State Rep John Kowalko. Rick and I talked about special needs children, the Delaware DOE, Smarter Balanced Assessment, and how it is not illegal to opt your child out in Delaware. We talked about the “scare tactic” letter the DOE wants districts to give to parents when they opt their kid out and how it is based on state code that does not include parents at all. I hope to do this again soon!
10.1 The Department shall provide districts and schools with preliminary notification of a school’s identification pursuant to 7.0 no later than the end of July following the school year on which the identification is based, and final notice shall be given no later than August 1st.
10.2 Notice — A district that includes a school or a charter school identified as Under Improvement shall, at least 14 days prior to the start of the upcoming school year, provide the following notification to parents of students enrolled in that school:
10.2.1 Information regarding the school’s identification and reason for its identification;
10.2.2 For Title I schools, their right to enroll their child(ren) in a different school as prescribed by ESEA, and for non-Title I schools, information on the Statewide Choice program as prescribed in 14 Del.C.,Chapter 4;
10.2.3 For Title I schools, their right to have their child receive Supplemental Educational Services, as prescribed by ESEA, and for non-Title I schools, supplemental services if provided for in §103.7.0;
10.2.4 How they can be involved in addressing the academic issues that led to identification; and
10.2.5 Any other notifications required by the ESEA regulations.
10.3 Plan Development, Approval, and Modification
10.3.1 Schools receiving notice that they are identified as Under Improvement Phase I shall develop or revise their School Success Plan within three months of their notification. Schools identified as Title I shall also ensure that the ten (10) requirements for schools under improvement, as required in Section 1116(b)(3)(A) of the ESEA, are incorporated in the Success Plan. Schools shall provide the Plan to the district in which the school is located for approval or in the case of a charter school, to the charter school’s board. The district or charter school board shall, within 45 days of receiving a revised School Success Plan from a Title I school, establish a peer review process to assist with review of the Plan. The district or charter school board must promptly review the School Success Plan, work with the school as necessary, and approve the School Success Plan if it meets the ten (10) requirements for schools under improvement as required in Section 1116(b)(3)(A) of the ESEA. The Plan shall be implemented immediately upon approval.
10.3.2 Schools receiving notice that they are identified as Under Improvement Phase II shall modify their School Success Plan as necessary within three months of their notification.
10.3.3 Districts having schools that are identified as in Corrective Action Phase I and charter schools so identified shall develop their Corrective Action Plan within six weeks of their notification and shall provide the Plan to the Department for approval. Following submission, the Department shall collaborate with the school and the district and make any necessary revisions such that the Corrective Action Plan is approved within six weeks of submission. If the school, the district and the Department are unable to agree on the Corrective Action Plan at the end of the six week period, then the Department shall develop the Corrective Action Plan within 4 weeks of that deadline.
10.3.4 Districts having schools that are identified as in Corrective Action Phase II and charter schools so identified shall develop the Restructuring Plan required in 7.5 within three months of their preliminary notification and provide the Restructuring Plan to the Department for review and approval. Prior to the date of submission, the district or charter school shall have performed all necessary steps to ensure that the restructuring choice selected is viable and will be implemented, subject only to approval by the Department. The Department, in consultation with the State Board of Education, shall review and approve the Restructuring Plan, or make comment, and require revisions, if needed within 60 days of submission. If revisions are required, the district or Charter school must submit a final revised Restructuring Plan to the Department by April 30th of the Corrective Action Phase II year for final review and approval. The Department shall approve or disapprove the revised Restructuring Plan within 60 days of submission. If the Department disapproves the Restructuring Plan, the district or charter school submitting the Restructuring Plan shall make another selection from among the Restructuring options in 7.5.1. Department approval of the Restructuring Plan shall be subject to the results of that year’s accountability activities. Upon receipt of the final identification for that year, if results show that the school is in Restructuring, the district or charter school shall immediately implement the Restructuring Plan.
10.3.5 Schools that are selected by the Department for participation in the Partnership Zone shall be notified of such selection by September 1st. The district or charter school shall immediately begin negotiating the MOU required by 7.6.1. If the parties to the MOU are unable to agree on the MOU within 120 days, the district or charter school shall select from the Restructuring models found in 7.5.1, 7.5.2, or 7.5.3.
10.3.6 All plans submitted by schools and districts pursuant to 7.0 shall be developed with input from parents, teachers, and outside experts. Such plans shall establish measurable goals/benchmarks for the school. Once a plan is approved, information regarding the plan shall be provided to parents.
10.3.7 In evaluating School Success Plans, Corrective Action Plans, and Restructuring Plans, the Department shall ensure that each such plan satisfies applicable law, reflects input required in 10.3.6, includes measurable goals/benchmarks for the school, and is likely to result in the school improving its performance classification and exiting “under improvement” status.
10.3.8 Provisions in this section are in addition to, and not in lieu of, existing ESEA requirements for Title I schools.
13 DE Reg. 1064 (02/01/10)
14 DE Reg. 1353 (06/01/11)
WOW WOW WOW.
|All Staff Monthly Update
|Education Supports & Innovative Practices – Susan Haberstroh|
Community Education Building – National School Lunch Program
Community Eligibility Program – School Nutrition
Annual Bullying Report for School Year 2013-2014
Adult Education & Family Literacy Week – Student Leadership Institute
Free to See GED® Event
Delaware Health Alert #337:
|Accountability and Performance Management – Penny Schwinn|
|Office of Assessment – Brian M. Touchette
Office of Accountability – Penny Schwinn
* Giving and collecting surveys with a set goal
* Inputting survey data (if collected by paper and not online)
* Working with local districts, community organizations, and events to target
* Use weekly analytic results to drive strategic survey collectionThese representatives will be paid for each survey collected and this information will be used to inform a portion of the State Accountability System. If you have names or recommendations for these State Survey Representatives, please send them to Chantel Janiszewski at email@example.com.
Performance Management – Kate Villari
USED/ Race to the Top
Consolidated Grantsà processing well underway, progressing as anticipated.
|Financial Reform & Resource Management – Karen Field Rogers
Technology Resources and Data Development
* Education Insight Dashboard – We released version 4.0 of the Ed-Insight performance dashboard this month. This new school year release integrates data structures for Ed-Fi 1.2 and early learning extensibility as well as reporting functionality from within the interface. The dashboard now contains over 100 different performance metrics to help our educators make informed data decisions for their students. Administratively, we also finalized and executed appropriate contracts with vendors to maintain support structures for the coming year.
* We are in final testing of our second joint Sungard development opportunity with NHDOE surrounding RTI functionality within the Performance Plus individualized learning plan module. We expect to release this new functionality as soon as this completes. This is the second joint state development opportunity chartered on this project. Additionally, new test item styles have been released within the Performance Plus suite this month increasing functionality.
* We continue to facilitate coordinated discussions between LEA’s, Charters, GSS, and vendors to begin the statewide hardware replacement process for DCAS/SBAC test hardware. Most districts have received their second year hardware allocations this month.
* Early Learning ELI Dashboards – This project has is currently in development and on schedule. We continue to work on data loads and verification of test data for the dashboards. We also worked on development tasks, stakeholder interviews, and are actively working on inter-agency MOU’s to establish our data relationships.
* Website Redesign Project – We are in final QA and edits of the site functionality. Most content has been migrated into the new system and it is fully operational in our test environment. We hope to release the product within the coming weeks.
* Parent Choice Portal – Work continues in earnest on the project and we are quickly approaching a public launch. Final enhancements and quality assurance work is underway in the Great Schools Interface. We also signed and will execute state-wide online choice processing for LEA’s and Charters through the Data Service Center. This important administrative function is provided free of charge to all the districts and charters.
* Microsoft Office 365 Implementation – This project is nearing completion as we continue to work with individuals to migrate and merge mailbox resources. We’ll be continuing with configuration and training surrounding use of SharePoint on the web within our environment.
* DSC Absence/Personnel/FTE Reporting Migration – This project is fully implemented within the DOE environment and operational..
* Regular top level management discussions continue between our SIS, LMS, and Special Education vendor (SunGard) related to Delaware strategic direction and product integration/planning/direction. We are actively looking at new enhancement work in two areas: one related to RTI functionality within Performance Plus and eSchool Plus as well as some needed enhancements to SDE electronic transcript functionality.
* Statewide LMS Evaluation – A cross-departmental and district resource team have been evaluating vendor offerings in the learning management system space. We are nearing the end of the evaluation period and will be making a recommendation to senior management on a statewide offering we can make available to all LEA’s and Charters for use in personalized learning environments.
|Teaching & Learning Branch – Michael Watson|
|Career and Technical Education – Luke Rhine
Delaware’s Culinary ProStart:
Computer Science Program-of-Study:
National Alliance for Partnerships in Equity (NAPE):
Curriculum, Instruction & Professional Development – Shelley Rouser
Registration for both courses is on PDMS:
Secondary – Course #23341, Section #38033
Elementary – Course #23294, Section #37928
· Common Ground for the Common Core 2.0 begins September 23; convening sessions will run from September 23-25th. All Common Ground participants have received a Blackboard communication with the first newsletter, to include registration information, and the catalog, to include outcomes for all three convenings and bios on each Solution Tree facilitator.
· There are 550 participants from 15 districts, 10 charters, and 12 partner organizations currently registered for Common Ground.
The Districts include:
The Charters include:
Delaware Higher Education Office – Shana Payne
Early Development Learning Resources – Kelly Hunter
Exceptional Children Resources – Mary Ann Mieczkowski
State Systemic Improvement Plan:
Information regarding these meetings including the agenda, handouts, and minutes, can be found at the following link:
TASK FORCE: SCR 63 – IEP Task Force Update:
· The IEP Task Force held their kick-off meeting on Thursday, September 4th; over 40 legislators, parents, districts, DOE and disability related organizations were represented. Lt. Gov. Denn is the Chairman of this task force.
· The major outcome of this task force is to improve the IEP process for parents, students and districts. Some major areas of focus in this work include: allowing parents the opportunity to provide input during all stages of the process, flexible scheduling for parents, developing an IEP FAQ document and giving all teachers access to student IEPs.
· The next meeting is scheduled for September 23rd.
TASK FORCE: HR 24–Statewide Services for Deaf, Hard of Hearing and Deaf-Blind Students Task Force:
· This Task Force was established to study and make recommendations regarding implementing an independent entity to coordinate and provide statewide services and professional development for students who are deaf, hard of hearing, and deaf-blind.
The Task force will:
· Update: All members of the task force have been appointed. We are in the process of scheduling a kick-off meeting.
Statewide Personnel Development Grant (SPDG)-Behavior/Social Emotional Initiative:
· The Delaware Positive Behavior Support Project, in collaboration with Delaware Department of Education under the State Personnel Development Grant (SPDG), hosted Dr. Elizabeth Laugeson. Dr. Laugeson, from UCLA, presented the PEERS Curriculum for School-Based Professionals. A total of 56 people from eight school districts were in attendance. In addition, outside agency personnel attended from Autism Delaware and the Center for Disabilities Studies. Participants are now fully trained and certified to implement the curriculum.
· PEERS is an evidence-based curriculum developed for higher functioning adolescents that focuses on skills related to making and keeping friends, including managing peer conflict and rejection. Lessons include topics such as having two-way conversations, electronic forms of communication, choosing appropriate friends, managing arguments with friends, and handling teasing and bullying. PEERS teaches social skills using concrete rules and systematic steps of social behavior utilizing the Socratic method, role-play demonstrations, coaching with feedback, and homework assignments.
· There are currently seven schools participating (listed below) in the PEERS pilot program which involve group facilitators receiving ongoing coaching and professional development provided by the DE-PBS Instructional Coach, Susan Veenema over the next two years. Memorandums of Agreement are being executed with each pilot school.
Title I, C Migrant Education Program
· The migrant re-interviews were completed for quality control purposes related to the identification and recruitment of migrant students. This is a federal requirement that must be completed every three years by an outside agency. The results are used to verify migrant student eligibility which impacts federal funding.
Title III, English Language Acquisition Program
· A calendar of professional development and technical assistance opportunities, designed and delivered by WIDA, has been created for 2014-15. These SEA-sponsored events are a part of Delaware’s continuing corrective action in response to the 2011 USED Monitoring report which cited the SEA’s failure to provide professional development and technical assistance to districts/charters.
eLearning Delaware – Online Professional Development
The eLearning Delaware (eLDE) Summer 2014 session concluded with 118 educators successfully completing online courses. This is an 81% completion rate. Each of these educators will receive 30 clock hours of professional development credit for the six-week course.
“Introduction to Personalized Learning” was offered for the first time with 20 educators successfully completing the course.
ParTech -The News Journal: Article on Sunday, August 17, 2014
· The article, “‘Computer graveyard’ a gold mine for schools: State warehouse for donated gear helps schools keep pace,” appeared in The News Journal on Sunday, August 17. Reporter Matthew Albright from The News Journal visited the Collette Center on Wednesday, August 6 and interviewed Wayne Hartschuh and Tom Black for an article on ParTech. On Friday, August 15, a photographer visited Collette and photographed Steve Ballard as he worked in the warehouse.
· The article highlighted that ParTech placed 2,655 computers in K-12 schools over the past year and the total value of equipment placed in our schools was almost $1 million. The only thing he “missed” in the article was that he stated “along with things like mice, keyboards, and monitors.” I wish he would have also included printers, servers, server racks, memory, and hard drives in that list because those also were included in the total value number. All in all, a very good article.
Article can be found online at http://www.delawareonline.com/story/news/education/2014/08/16/computer-graveyard-gold-mine-schools/14181537/
|TLEU – Christopher Ruszkowswki|
|JDG: Licensure/Certification Status in 2014-15
JDG has been notified since 2004 to get their school-based participants credentialed as educators as required by state law. A June 2009 letter from Dr. Lowery indicated to Dr. Lee that DDOE would allow for a one-year extension of certification requirements. The TLEU now plans to take action against those not eligible for licensure/certification (we previously reported doing this in 2014, but then extended another six months). 20+ “members” will no longer be allowed to serve schools. The first letter went out last week.
DPAS-II Advisory Committee: 9/25 (First of Four this year)
Under revised state law, the DPAS-II Advisory Committee is now required to meet four times per year, select a Chair/Co-Chair, and advise on regulations, federal policy, TLEU implementation, etc. This is a significant change in tone and oversight.
The TLEU convened the meeting and prepped materials for the first meeting, which took last Thursday. Under code, there is a representative from the Governor’s Office on the committee in addition to the Chair of the House & Senate Education Committees. Both DSEA and DASA have selected three representatives each for this year. Final committee membership will be public.
As you know, the public release of DPAS-II was at last month’s State Board meeting (8/21). 51% of educators were rated “Effective” and 48% “Highly-Effective” this year (of the approximately 5,500 who received full evaluations). The TLEU also recently published a two page data-set on educator perceptions/feelings about the system. It’s posted here:
DSEA will focus heavily on the results from the survey, and not the outcomes of the system itself, over the next several months.
Credentialing Assessment Update: For 100+ Principals/APs who DID NOT PASS
This past summer, the TLEU delivered ten (10) Summer “Base-Camp” trainings for all of the state’s 500+ APs & Principals. At the end of each training, all APs/Principals completed a “Credentialing Assessment” that measures their ability to execute, calibrate, and critically think their way through the DPAS-II system.
There was a 76% passing rate. Those who didn’t pass were required to return in September for a second opportunity. Of the 106 individuals who need to return in September, only 50 have signed-up. The TLEU will also offer a third-and-final opportunity if necessary in October.
DASA has started a “boycott” effort and sent letters to the Department, informing the TLEU that these 100+ people are not required to be re-credentialed under state regulation. Further, both DASA and the Chiefs told APs/Principals that did not pass the assessment to not return in September. Based upon turnout and passing rate, the TLEU will chart a path forward in response to this on 10/15.
Relay Graduate School of Education–OPENING
Relay GSE is opening its Delaware campus in October. Dean Christine Rowland has begun building a team and meeting with LEA leaders regarding programming.
The White House recently cited Relay in a press release on innovation in Teacher Prep:
To learn more about Relay, there’s a four-minute video on “The Relay GSE Approach” that can be found here (the video also features current Delaware Leadership Project candidate, Rachel Valentin, who will be in-residency at Harlan Elementary this year):
This launch will mark the first significant pressure point since the passage of SB 51, and will raise the ire of every Delaware higher-education institution. Ultimately, Teach For America will likely partner with Relay GSE rather than Wilmington University, for instance. And Relay’s “practice-based” model will challenge the foundation of UD’s “theory-based” model.
Professional Learning Community (PLC) Support System–w/ Amplify
The TLEU is continuing to work with Amplify to offer the “PLC Support System” to LEAs across the State. Currently, the bulk of the work is around the review of the “Benchmark Assessments” being developed by Amplify. Through the PLC Support System initiative, participating LEAs will have access to two benchmark assessments in both Math and ELA in grades 3-12. Four of the participating LEAs are included in the review process (Brandywine, Milford, Campus Community, and Woodbridge), and all LEAs submitted “scope & sequence” materials as part of the assessment development process.
These assessments are being designed to provide standards-level feedback to educators so they can discuss student progress in PLCs and make necessary modifications to their instructional practices to better meet the needs of their students. 38 schools are currently signed-up to participate in this year’s system, which includes “PLC Coaches” working directly with Principals & Teacher-Leaders.
Other TLEU Headlines
DOE (Accountability), Penny Schwinn, Christopher Tate, firstname.lastname@example.org, Penny.email@example.com
Innovative Schools, Teresa Gerchman, Keina Hodge, firstname.lastname@example.org, TGerchman@innovativeschool
Rodel Foundation, Rex Varner, Lida Zlatic, email@example.com, firstname.lastname@example.org
|Charter Schools – Jennifer Nagourney
|2014-15 Renewal Process
Charter School Compliance Calendar & Meeting Calendar
Moyer Formal Review
The obvious answer to my title would be “because it’s easy”. It’s not like I create these stories. They do it themselves. I just bring them to light for all of Delaware to see. Take Prestige Academy, and their board meeting at a tavern where they didn’t have a quorum and voted on stuff anyways. I couldn’t make this stuff up if I tried. I knew Jack Perry was “resigning”, so I thought I would see what their board minutes say. I wasn’t looking for anything sinister. By the time I got to their board minutes, and I saw what I saw, it was just another example of a Delaware charter school doing whatever the hell they want, regardless of the law.
I get a great deal of flack on Kilroy’s Delaware in the comments section when I say something negative about charters. There’s one guy named Publius. You would…
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