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Connecting the Dots for Delaware's Voters


By Elizabeth Scheinberg
What is the Vision Network:
The Vision Network is composed of districts and schools throughout Delaware that are committed to the principles of Vision 2015. Both individually and collectively, they are working to accelerate student achievement through improved leadership, classroom instruction, and school culture, and they are sharing best practices with one another at district and school levels.    http://www.vision2015delaware.org/vision-network/

Does Christina have schools in the Vision Network? 
Yes, six.

Does a school have to pay to be part of the Vision Network?
Yes.  The Christina District pays for professional development offered by the Vision Network.

How is the Vision Network Funded?
The Vision Network is funded through generous funding and support from the Delaware Department of Education, Delaware Business Roundtable Education Committee, the Rodel Foundation of Delaware, and the University of Delaware. Delaware’s winning Race to the Top plan includes funding to substantially expand the Vision Network as a tested and scalable professional development program.  http://www.vision2015delaware.org/vision-network/

What other organizations are related to the Rodel Foundation?
The Rodel Foundation is launching an initiative called Voices 4 Delaware Education, a new organization dedicated to informing the public about education reform in Delaware, building support, and empowering citizens and schools; they would love the support of the community at large.  http://www.townsquaredelaware.com/parental-involvement-the-key-to-school-improvement/

How is Voices 4 Delaware Education related to the Voices 4 Delaware Education Action Fund?
The Executive Director of Voices 4 Delaware Education, a 501(c)(3), is also the Executive Director of the legally separate entity Voices 4 Delaware Education Action Fund, a 501(c)(4). http://www.koyapartners.com/V4D_ED.html

What is a 501(c)(4)? How is it different from a 501(c)(3)?

Political campaign activity:
  • 501(c)3s cannot in any way support or oppose anyone running for public office, though they may be involved in political campaigns by way of non-partisan public forums, voter registration drives, etc.
  • 501(c)4s can engage in political campaign activity, so long as this is consistent with the organization’s purpose and is not the organization’s primary activity.  http://estela-kennen.suite101.com/what-is-a-501c4-organization-a14959











Category: 4 comments

Shirley Sutton Saffer Campaign Website


By Elizabeth Scheinberg
Dear Christina,

Let's help Christina's School Lift Off!  And while we're at it, let's tell corporate education reformers that big money doesn't belong in Delaware's non-partisan school board elections.  Our children deserve to have leaders whose campaigns are not corrupted by SuperPAC edufunding. 

Soon, you will have a choice to make.  Vote for the candidate whose supported by an Action Fund (which appears to be a Rodel SuperPAC) or for the parent who is supported by other parents and teachers. 

When you go to polls, go educated.  Check out http://www.shirleysaffer4christina.blogspot.com/ and then make the best decision for your child.


Sincerely,

Elizabeth
Category: 0 comments

Markell finally finds a taker at the bottom of his short list!


By Elizabeth Scheinberg
Update:  We called it yesterday when we thought for sure the Jack and Dr. Dan would put ink to paper.  But, it was a no go for the Gov.  So, the position of Secretary of Education falls squarely into the Vision Network's lap.  It's official.  We all suspected that edu-business was looking to buy an election. But, who needs an election, when you can own the highest education position in the State of Delaware?

http://www.delawareonline.com/article/20120427/NEWS/120427015/Markell-nominates-Mark-Murphy-head-education-department?odyssey=tab|topnews|text|Home



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Two new names for Delaware's Secretary of Education have entered the arena:

I'm putting my money on Dr.Dan Curry, Superintedentent of  the Lake Forest School District.

But, I'm hearing there's a close second behind him, Cape Henlopen Superintendent, Dr, Kevin Carson.

Word has it that Susan Bunting has declined the position.  Wondering if Jack ever gets his first choice?
Category: 3 comments

Rodel Takes Aim and Fires on CSD's Board


By Elizabeth Scheinberg
I know I've been scooped by Kilroy and Transparent Christina.  And I've now thrown hours into research with little more to report than there appears to be a SuperPac playing in school board election.  But this much I do know:

After receiving the following mailer, I called candidate Valene Harris who stated that she had no knowledge of the propaganda that was being delivered on her behalf to Christina's voters.

Dear Christina,

Today many of you received the following disgusting political mailer that targets the Christina School Board.  This waste of postage is brought to you by Voices 4 Delaware Action Fund, administered at www.voices4delaware.org. On September 28, 2011, Voices for Delaware Education posted an ad in the Philanthropy News Digest for an Executive Director.  The ad states:

Voices 4 Delaware Education is a nonprofit 501(c)(3) with the mission of accelerating and sustaining the transformation of Delaware’s public schools and ensuring that every student has access to a world-class education. The ED also will lead a parallel, legally separate 501(c)(4) organization, Voices 4 Delaware Education Action Fund. These organizations will support, advocate for, and mobilize public engagement around policies and practices that:
  • Set high standards and provide a rigorous curriculum for all students
  • Expand high-quality early childhood education
  • Develop and support highly effective teachers
  • Empower great principals to lead their schools
  • Encourage innovation and require accountability
  • Establish a simple and equitable funding system
  • Engage families and communities
The organization’s policy framework is based upon Vision 2015, Delaware’s nationally acclaimed plan for school transformation developed in 2006 by a coalition of public, private, and civic leaders. Vision 2015 laid the foundation for Delaware’s #1 rated selection in the federal Race to the Top competition and remains a framework for comprehensive, coherent education reform.
Just What Is a 501 c 4?

501(c)(4)  from wikipedia:
See also: Citizens United v. Federal Election Commission
501(c)(4) organizations are generally civic leagues and other corporations operated exclusively for the promotion of social welfare, or local associations of employees with membership limited to a designated company or people in a particular municipality or neighborhood, and with net earnings devoted exclusively to charitable, educational, or recreational purposes.[30] 501(c)(4) organizations may lobby for legislation, and unlike 501(c)(3) organizations they may also participate in political campaigns and elections, as long as its primary activity is the promotion of social welfare.[31] The tax exemption for 501(c)(4) organizations applies to most of their operations, but contributions may be subject to gift tax, and income spent on political activities - generally the advocacy of a particular candidate in an election - is taxable.[32]
Contributions to 501(c)(4) organizations are not deductible as charitable contributions for the U.S. income tax. 501(c)(4) organizations are not required to disclose their donors publicly.[33] This aspect of the law has led to extensive use of the 501(c)(4) provisions for organizations that are actively involved in lobbying, and has become controversial.[34][35] In 2010, a bill (the DISCLOSE Act) was passed by the U.S. House of Representatives that addressed identification of donors to organizations involved in political advocacy,[36] but the Senate Republicans filibustered and prevented a vote on the bill.[37]
In summer 2011, comedian Stephen Colbert brought attention to the issue of Super PACs by forming his own and a 501(c)(4).[38] As of August 2011, 165,000 of his viewers had joined it.[39]

So, Christina, when you sort your mail tonight, do me the favor of putting this piece of trash in the recycling bin.  Our trees are worth saving, this post card is not:



Category: 2 comments

March 2011 Report to SBOE Fails To Rule Out Exit Exams for Graduation


By Elizabeth Scheinberg
Words of Wisdom from DOE's Michael Stetter:

(for the entire 143 page update go here:  http://www.rtt-apr.us/sites/default/files/support_uploads/DCAS_End_of_Course_Specifications_06-10-11.pdf )

Introduction to the Specifications for Select High School Courses and End-of-Course Assessments (Updated March 2011)
In addition to providing the specifications for select high school courses, this update incorporates the Delaware Prioritized Curriculum Standards coding and clarifies the Delaware Comprehensive Assessment System (DCAS) specifications for the end-of-course (EOC) assessments. The Prioritized Curriculum coding identifies standards, performance indicators, and grade-level expectations (GLEs) as essential, important, of compact. This coding informs educators as to the areas of instruction that should be emphasized to ensure students’ academic growth.

EOC assessment update:

• EOC assessments will be introduced for use as part of the DCAS beginning in the 2011–2012 school year.

• EOC assessments will be offered at the end of the fall and spring semesters. Schools on block schedules will administer the EOC assessments in January as well as May of each year; schools on semester schedules will administer the EOC assessments in May of each year.

• The EOC assessments will be an online, immediately scored, fixed-form test. Multiple choice and other machine-scored item types will be utilized to provide immediate online scores.

• Prior to the first operational assessment there will be a separate field test. It will be administered during the 2010–2011 school year.

• The DDOE will determine, pending state legislation and subsequent policy decision, whether the EOC assessments will be a requirement for graduation and/or factor in course grades.

A major influence on the course and EOC assessment specifications should be acknowledged here. The Common Core State Standards (CCSS) were adopted by Delaware in 2010. The adoption of CCSS warrants consideration for both the EOC course and assessment specifications. With that in mind, it is important to note that the DDOE continues its dialogue with districts and charter schools around the implementation of the CCSS, including the important steps of teacher training and course mapping. Delaware is an active member of Implementing the Common Core System (ICCS) and State Collaboratives on Assessment and Student Standard (SCASS), both of which are sponsored by the Council of Chief State School Officers (CCSSO). Updates on DCAS can be found on the DCAS portal at http://de.portal.airast.org/

Michael W. Stetter, D.Ed., Director
Accountability Resources Workgroup
March 2011
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Proof in the Pudding? State Law already bases receipt of diploma on Proficiency on State Assessments


By Elizabeth Scheinberg
Excerpts from The Center on Education Policy 2011 at: http://www.cep-dc.org/documents/HSEE2011Profiles/DelawareHSEE2011.pdf  Please Note:  Our formatting differs for a more concise ease of reading.



Delaware
Profile of State High School Exit Exam Policies

State exit exam policy

In the 2009-10 school year, Delaware required students to participate in the Delaware Student Testing Program (DSTP) to receive a high school diploma, although students did not have to pass these exams to receive a diploma. The DSTP was suspended after 2010 due to the transition to the new Delaware Comprehensive Assessment System (DCAS).


Major changes in exit exam policy since the 2009-10 school year for financial reasons
State law bases receipt of diploma on proficiency on state assessments. This was never enforced because of financial issues and transition to a new assessment system.

Number of retakes allowed before the end of grade 12
Not Yet Determined

Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?
Not at this time; transitioning to new assessment

Is the same cut score used for graduation and NCLB accountability purposes?
Not Yet Determined

Impact of adoption of the CCSS on high school exit exam policies
Not yet determined

Plans to replace or realign current exit exam in English language arts with a new assessment aligned to the CCSS (Common Core State Standards)
Yes

Plans to replace or realign current exit exam in math with a new assessment aligned to the CCSS
Yes

Category: 0 comments

Are End-of-Course Exams a Precursor to High School Exit Exams?


By Elizabeth Scheinberg
Yes, sometimes bloggers work in cahoots.  Kilroy has asked me to help 'sound the alarm' as far as End-of-Course Exams are concerned.  Could EOC Exams become a precursor to High School Exit Exams?  Some of the early work, guised under RTTT, has already occurred that would insinuate that Delaware's DOE is moving in that direction.
 
As a stalwart anti-standardized testing blogger, parent, and public official, I welcome Kilroy's invitation. 
 
Here's some edu-regulation, approved June, 16, 2011, to get your engines running:
 
 
DEPARTMENT OF EDUCATION
Office of the Secretary
Statutory Authority: 14 Delaware Code, Section 122(d) (14 Del.C. §122(d))
14 DE Admin. Code 505
FINAL
REGULATORY IMPLEMENTING ORDER
505 High School Graduation Requirements and Diplomas
I. Summary of the Evidence and Information Submitted
The Secretary of Education seeks the consent of the State Board of Education to amend 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas to add specific course names. The addition of the specific course names is aligning the graduation requirements to the Delaware Comprehensive Assessment System (DCAS) end-of-course exams.
Notice of the proposed regulation was published in the News Journal and the Delaware State News on May 3, 2011 in the form hereto attached as Exhibit “A”. Comments were received from Governor’s Advisory Council for Exceptional Citizens and the State Council for Persons with Disabilities related to sentence structure and more clearly defining the World Language assessment related to speaking to better accommodate American Sign Language.
II. Findings of Facts
The Secretary finds that it is appropriate to amend 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas in order to align the graduation requirements to the Delaware Comprehensive Assessment System (DCAS) end-of-course exams.
III. Decision to Amend the Regulation
For the foregoing reasons, the Secretary concludes that it is appropriate to amend 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas. Therefore, pursuant to 14 Del.C. §122, 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas to add specific course names attached hereto as Exhibit “B” is hereby amended. Pursuant to the provision of 14 Del.C. §122(e), 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas hereby amended shall be in effect for a period of five years from the effective date of this order as set forth in Section V. below.
IV. Text and Citation
The text of 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas amended hereby shall be in the form attached hereto as Exhibit “B”, and said regulation shall be cited as 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas in the Administrative Code of Regulations for the Department of Education.
V. Effective Date of Order
The actions hereinabove referred to were taken by the Secretary pursuant to 14 Del.C. §122 on June 16, 2011. The effective date of this Order shall be ten (10) days from the date this Order is published in the Delaware Register of Regulations.
IT IS SO ORDERED the 16th day of June 2011.
Department of Education
Lillian M. Lowery, Ed.D., Secretary of Education
Approved this 16th day of June 2011
State Board of Education
Teri Quinn Gray, Ph.D., President
Gregory Coverdale
Jorge L. Melendez, Vice President
Terry M. Whittaker, Ed.D.
G. Patrick Heffernan
James L. Wilson, Ed.D.
Barbara B. Rutt
 
505 High School Graduation Requirements and Diplomas
1.0 Definitions:
"Career Pathway" means the three (3) credits of pre planned and sequential courses required for graduation designed to develop knowledge and skills in a particular career or academic area. The Career Pathway shall be included in the Student Success Plan.
“Core Course Credit” means a credit in an English Language Arts, Mathematics, Science or Social Studies course.
"Credit" means the acquisition of skills and knowledge at a satisfactory level as determined by the district and charter school boards through 135 hours (a Carnegie Unit) of actual classroom instruction or through locally approved options contained in Section 8.0.
"Credit for Computer Literacy" means credit granted toward graduation at any point when the student can demonstrate competency in the required skill areas either through an integrated approach, a specific course, or a demonstration of accumulated knowledge over the student's educational career.
"Department" means the Delaware Department of Education.
"English Language Arts" means those components of reading, writing and oral communication that are included in the State Content Standards for high school English Language Arts as required in 14 DE Admin. Code 501.
"Health Education" means those components that are included in the State Content Standards for high school health education as required in 14 DE Admin. Code 501.
"High School" means grades 9 through 12.
"Mathematics" means those components of number sense, algebra, geometry, statistics and probability combined with problem solving, reasoning, communicating, and making connections that are included in the State Content Standards for high school mathematics as required in 14 DE Admin. Code 501 either through integrated courses or in courses titles such as Algebra I, Algebra II, Geometry, Trigonometry. Pre-Calculus, Calculus, Discrete Mathematics, Statistics, and Probability.
"Physical Education" means those components that are included in the State Content Standards for high school physical education as required in 14 DE Admin. Code 501.
"Science" means those components of the nature of science which include inquiry, materials and their properties, energy and its effects, Earth in space, Earth's dynamic systems, life processes, diversity and continuity of living things, and ecology that are included in the State Content Standards for high school science as required in 14 DE Admin. Code 501 either through integrated courses or in course titles such as Earth Science, Biology, Chemistry and Physics.
"Social Studies" means those components of civics, economics, geography, and history that are included the State Content Standards for high school social studies as required in 14 DE Admin. Code 501 either through integrated courses or in course titles such as United States History, World History, Geography, Economics, and Civics.
“Student Success Plan (SSP)” means a plan encompassing a minimum of five years including one year beyond high school developed and updated at least annually by the student, the student’s advisor, at least one other staff member and the student’s parent(s) guardian(s) or relative caregiver. The student’s plan includes courses needed in preparation for immediate entry into the work force or opportunities in post secondary education. The plan also includes the support services necessary for the student to graduate from high school. An additional year of high school may be an option for inclusion in the Student Success Plan.
“Support Services” means those educational interventions such as tutoring; extra time before school, in school, or after school; summer school, an extra year(s) of high school or any other strategy to provide student educational assistance.
"World Languages" RESERVED
10 DE Reg. 1802 (06/01/07)
12 DE Reg. 934 (01/01/09)
2.0 Current Graduation Requirements
2.1 A public school student shall be granted a State of Delaware Diploma when such student has successfully completed a minimum of twenty two credits in order to graduate including: 4 credits in English Language Arts, 3 credits in mathematics, 3 credits in science, 3 credits in social studies, 1 credit in physical education, 1/2 credit in health, 1 credit in computer literacy, 3 credits in a Career Pathway, and 3 1/2 credits in elective courses.
10 DE Reg. 1802 (06/01/07)
32.0 Graduation Requirements Beginning with the Class of 2011 (Freshman Class of 2007-2008) Credit Requirements for the Graduation Class of 2011 (Freshman Class of 2007-2008) through the Graduation Class of 2014 (Freshman Class of 2010-2011)
32.1 [Beginning with For] the graduating class of 2011, a public school student shall be granted a State of Delaware Diploma when such student has successfully completed a minimum of twenty two (22) credits in order to graduate including: four (4) credits in English Language Arts, four (4) credits in Mathematics; three (3) credits in Science, three (3) credits in Social Studies, one (1) credit in physical education, one half (1/2) credit in health education, three (3) credits in a Career Pathway, and three and one half (3 ½) credits in elective courses.
32.1.1 Students shall complete mathematics course work that includes no less than the equivalent of the traditional requirements of Geometry, Algebra I and Algebra II courses.
32.1.2 Scientific investigations related to the State Science Standards shall be included in all three science course requirements.
32.1.3 During the senior year students shall maintain a credit load each semester that earns them at least a majority of credits that could be taken that semester including one (1) of the four credits required in Mathematics. A credit in Mathematics shall be earned during the senior year.
32.1.3.1 Senior year credits shall include regular high school course offerings, the options available in 8.0, or a combination of both.
3.1.3.1.1 Options for the senior year in 3.1.3.1 that the districts and charter schools provide shall be submitted to the Department with a copy to the office of the State Board of Education for review.
53.0 Credit Requirements Beginning with the Graduation Class of 2015 (Freshman Class of 2011-2012)
53.1 [Beginning with For] the graduating class of 2015, a public school student shall be granted a State of Delaware Diploma when such student has successfully completed a minimum of twenty four (24) credits in order to graduate including: four (4) credits in English Language Arts, four (4) credits in Mathematics, three (3) credits in Science, three (3) credits in Social Studies, two (2) credits in a World Language, one (1) credit in physical education, one half (1/2) credit in health education, three (3) credits in a Career Pathway, and three and one half (3 ½) credits in elective courses.
3.1.1 The student shall complete mathematics course work that includes no less than the equivalent of the traditional requirements of Geometry, Algebra I and Algebra II courses.
3.1.2 Scientific investigations related to the State Science Standards shall be included in all three science course requirements.
3.1.3 During the senior year the student shall maintain a credit load each semester that earns the student at least a majority of credits that could be taken that semester. A credit in Mathematics shall be earned during the senior year.
3.1.3.1Senior year credits shall include regular high school course offerings, the options available in 8.0, or a combination of both.
53.2 World Language: (RESERVED) Students may fulfill the two (2) credit World language requirement by either:
3.2.1 Earning a minimum of two (2) World Language credits in the same language or,
3.2.2 Demonstrating Novice-high or higher proficiency level on a nationally recognized assessment of language proficiency, except English, in the skill areas of [speaking oral or signed expressive and receptive communication], reading and writing, that uses the levels of proficiency as identified by the American Council for the Teaching of Foreign Language, or as approved for use by the Delaware Department of Education.
10 DE Reg. 1802 (06/01/07)
12 DE Reg. 934 (01/01/09)
4.0 Credit Requirements Beginning with the Graduation Class of 2016 (Freshman Class of 2012-2013)
4.1Beginning with the graduating class of 2016, a public school student shall be granted a State of Delaware Diploma when such student has successfully completed a minimum of twenty four (24) credits in order to graduate including: four (4) credits in English Language Arts, four (4) credits in Mathematics, three (3) credits in Science, three (3) credits in Social Studies, two (2) credits in a World Language, one (1) credit in physical education, one half (1/2) credit in health education, three (3) credits in a Career Pathway, and three and one half (3 ½) credits in elective courses.
4.1.1 The student shall complete mathematics course work that includes no less than the equivalent of the traditional requirements of Geometry, Algebra I and Algebra II courses. The student shall complete an Algebra II or Integrated Mathematics III course as one of the Mathematics credits.
4.1.2 Scientific investigations related to the State Science Standards shall be included in all three science course requirements. The student shall complete a Biology course as one of the Science credits.
4.1.3 The student shall complete an English II course as one of the English Language Arts credits.
4.1.4 The student shall complete a U. S. History course as one of the Social Studies credits.
4.1.5 During the senior year the student shall maintain a credit load each semester that earns the student at least a majority of credits that could be taken that semester. A credit in Mathematics shall be earned during the senior year.
4.1.5.1Senior year credits shall include regular high school course offerings, the options available in 8.0, or a combination of both.
54.2 World Language: (RESERVED) Students may fulfill the two (2) credit World language requirement by either:
4.2.1 Earning a minimum of two (2) World Language credits in the same language or,
4.2.2 Demonstrating Novice-high or higher proficiency level on a nationally recognized assessment of language proficiency, except English, in the skill areas of [speaking oral or signed expressive and receptive communication], reading and writing, that uses the levels of proficiency as identified by the American Council for the Teaching of Foreign Language, or as approved for use by the Delaware Department of Education.
45.0 Monitoring Student Progress (Personalizing the High School Experience)
45.1 Beginning with the 2007-2008 school year, every eighth and ninth grade student shall have a Student Success Plan (SSP) developed by the student, the student's advisor, at least one other school staff member and the student's parent(s), guardian(s) or relative caregiver. Each school year thereafter a grade shall be added so that by the 2011-2012 school year, every student in grades 8 through 12 shall have a Student Success Plan. [For a student with an Individualized Education Program (IEP) the Student Success Plan (SSP) shall also incorporate the other aspects of the transition plan required by 14 DE Admin. Code 925.
45.2 Each local school district and charter school shall establish a process for developing Student Success Plans that includes:
45.2.1 Actively monitoring student progress, on an ongoing basis and, at a minimum, by the end of each marking period in those courses required for graduation,
45.2.2 Providing support services if a student is failing or in danger of failing courses required for graduation, and
45.2.3 Annual updating of the Student Success plans Plan by the student, the student's advisor, at least one other staff member and the student's parent(s) guardian(s) or relative caregiver] and others as appropriate.
45.2.4 Following the guidelines for Career and Technical Education (CTE) programs of study outlined in the CTE State Plan.
45.2.5 Reviewing each student’s transcript at the end of the first and second year of high school to determine if the student is on track to graduate based on the following criteria:
45.2.5.1 At the end of the first year of high school the student has earned at least three (3) core course credits and two (2) other course credits for a total of five (5) course credits; and
45.2.5.2 At the end of the second year of high school the student has earned at least six (6) core course credits and four (4) other course credits for a total of ten (10) course credits.
45.2.5.3 For a student with an Individualized Education Program (IEP), on track to graduate shall be consistent with 45.2.5.1 and 45.2.5.2 unless otherwise determined by the student’s IEP Team.
10 DE Reg. 1802 (06/01/07)
12 DE Reg. 934 (01/01/09)
6.0 Career Pathway
6.1 Local school districts and charter school boards shall establish policies concerning the purpose, content, development, and approval of Career Pathways.
10 DE Reg. 1802 (06/01/07)
7.0 Additional Credit Requirements
7.1 District and charter school boards may establish additional credit requirements for graduation above the minimum number of credits required by the Department.
10 DE Reg. 1802 (06/01/07)
8.0 Options for Awarding Credit Toward High School Graduation
8.1 District and charter school boards are authorized to award credit toward high school graduation for the following activities, on the condition that the activities incorporate any applicable state content standards. Before awarding credit for any of the following activities, the districts and charter school boards shall have adopted a policy approving the activity for credit and establishing any specific conditions for the award of credit for the activity. Such policy shall be applicable to each school within the district or each charter high school.
8.1.1 Courses taken at or through an accredited community college, two or four year college.
8.1.2 Voluntary community service as defined in 14 Del.C. §§8901A and 8902A.
8.1.3 Supervised work experience in the school and the community which meets the educational objectives or special career interest of the individual student.
8.1.4 Independent study.
8.1.5 Correspondence Courses.
8.1.6 Distance learning courses. These courses may be delivered by the teacher to the learner in real time, online or by video.
8.1.7 High school courses taken while in the middle school in conjunction with an articulated agreement between the district middle school and the district high school(s). Such credit shall also transfer to a high school in another district or to a charter school.
8.1.8 Course credit transferred from another high school.
8.1.9 Course credit earned through summer or evening school classes, as a member of the military service or as part of the James H. Groves Adult High School.
8.1.10 Tutoring programs taught by a teacher certified in the subject being taught.
8.1.11 Course credit awarded by agencies or instrumentalities of the state other than public schools which provide educational services to students. A description of the program provided to the student, grades given, and the number of clock hours of instruction or a demonstration of competency must be provided to the school district or charter school prior to receipt of credit.
9.0 High School Diplomas and the Certificate of Performance
9.1 A State sanctioned diploma shall be granted to students who meet the state and local district or charter school requirements for graduation pursuant to 14 Del.C. §152.
9.2 A State sanctioned Certificate of Performance shall be granted to students who meet the requirements of 14 Del.C. §152.
9.3 Diplomas from one school year shall not be issued after December 31 of the next school year.
9.4 Duplicate diplomas or certificates of performance will not be issued, but legitimate requests for validation of the diploma or the certificate of performance will be satisfied through a letter of certification. Requests for diploma information from graduates of Delaware high schools should be directed to the high school the student was attending at the time of graduation. If the school does not have the records then the student should contact the Department in Dover for a notarized letter of certification that contains the name of the applicant, the name of the school, the date of graduation, and the diploma registry number (if available).
9.5 State High School Diploma for World War II Veterans Pursuant to 14 Del.C. §159
9.5.1“World War II Veteran” means any veteran who performed wartime service between December 7, 1941 and December 31, 1946. If the veteran was in the service on December 31, 1946, continuous service before July 16, 1947 is considered World War II.
9.5.2 The Department shall provide a high school diploma to any World War II veteran who:
9.5.2.1 Left a Delaware high school prior to graduation in order to serve in the armed forces of the United States.
9.5.2.2 Did not receive a high school diploma, or received a G.E.D., as a consequence of such service and,
9.5.2.3 Was discharged from the armed forces under honorable circumstances.
9.5.3 The diploma may also be awarded posthumously if the deceased veteran meets the qualifications in 9.5.2.1 through 9.5.2.3.
9.5.4 Applications for this high school diploma shall be made on forms designated by the Department and the Delaware Commission of Veterans Affairs and shall have a copy of the candidate’s honorable discharge papers attached to the application.
4 DE Reg. 995 (12/01/00)
5 DE Reg. 625 (09/01/01)
7 DE Reg. 1344 (04/01/04)
10 DE Reg. 547 (09/01/06)
12 DE Reg. 934 (01/01/09)
14 DE Reg. 1155 (05/01/11)
15 DE Reg. 62 (07/01/11) (Final)
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Delaware's Hidden Underclass - Repost from 11/09


By Elizabeth Scheinberg
Kilroy's Blog has recently touched on this topic - Certificates of Performance for Special Education students vs Diplomas.  As far back as 2009 (really further) this issue struck accord with C&E 1st.  Today, we'll republish some of our articles citing the arbitrary and pernicious nature of Certificates of Performance. 

See Kilroy's post here:  http://kilroysdelaware.wordpress.com/2012/04/20/certificates-not-diplomas-for-special-ed-students-wtf/


Imagine completing high school with plans to find a job using your vocational skills and the barrier between you and that career is not the economy, but a piece of paper entitled "Certificate of Performance." 

Frankly speaking, you can't get your foot in the door because the employer requires a high school diploma or general education degree (GED), but that's not what the State of Delaware awarded you upon the completion of your education.  They gave you a Certificate of Performance because, due to the manifestations of your disability, you participated in the Delaware Alternative Portfolio Assessment (DAPA) instead of the DSTP (soon to be the Delaware Comprehensive Assessment System or DCAS.)

Sounds like a bad dream, right?  It's not. 

Many of you know that I while I am a passionate advocate for education, there are few causes that fuel my fury more than the right of special education students to receive diplomas upon the completion of their high school career.  The problem is that in Delaware, we are systemically denying special education students that right every year.

Thursday night, following a Town Hall meeting in New Castle, I was able to discuss my concerns with Lt. Gov. Matt Denn.  Albeit brief, it was a conversation that gives me hope because I know that our Lt. Gov. shares my passion for special needs children.

I can't tell you when Delaware started denying some special education students diplomas, but I do remember the rumble of the differentiated diploma, under the administration of then-Governor Thomas Carper, in the early part of this decade.  In the May 3, 2000 publication of Education Week, Carper touted Delaware as an early education reformer: by legislating that "the state would become one of the first to link educators' job-performance evaluations to their students' test scores."

According to the same article by Joetta L. Sack, that piece of legislation set up "a new diploma system for students. To receive an "academic" diploma, students would have to pass the 10th grade assessments in math and language arts. Those who met all the course requirements but did not pass the exam would receive a "standard" diploma, while special education students who were unable to meet those requirements could receive a certificate of performance."

In the intervening years we know that despite Carper's legislation, Delaware failed to tie teacher performance to student test scores; yet, differentiated diplomas took root, sealing the fate of the many special education students who take the DAPA as second class citizens.  In one fell swoop, Carper and our legislature damaged and devalued the disability community and damned a generation of children to an additional challenge - finding employment or pursuing additional education.

I wasn't on the education scene back in 2000.  I was a newlywed and student, finishing up a degree in Journalism at the University of Delaware and working toward becoming a certified activity director.  I had no idea of the direction that my life would take, that in September 2001 I would become a parent and in three years time learn that my daughter had special challenges; or  that I would embark on journey of advocacy that would me in 2009 to run and win a seat on the CSD Board of Education. 

During the course of this week, I intend to educate my audience as to the reality of differentiated diplomas within the scope of special education, and to lead readers to the only logical conclusion:  Delaware must reverse itself in regards to the Certificate of Performance because regardless of the track you take, education is not a game, a play, or a Performance.  At the end of this journey, young adults are better served by a diploma than bouquet of roses!

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29.0 High School Graduation

29.1 Students with disabilities who are unable to meet the requirements for a diploma shall be given the option to complete those requirements by continuing their education, at public agency expense, until their 21st birthday. Regardless of the document received at graduation by the student, whether a diploma or a certificate of performance, the student shall not be discriminated against during the graduation ceremonies.
Specifically, a student with disabilities shall be allowed to participate in graduation exercises without reference to his or her disability, educational placement or the type of document conferred.

(Authority: 14 Del.C. §3110)
10 DE Reg. 1816 (06/01/07)
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