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Showing posts with label Delaware. Show all posts
Showing posts with label Delaware. Show all posts

Our Opt Out Update - No News is Good News!

It's been one week since we presented letters to each of our children's schools asserting our parental directive to Opt Out of Delaware's High Stakes Testing Program, DCAS, and any additions or replacements that may come down the pipeline.

Our daughter's charter school went to work immediately and provided a response the first business day following receipt of our letter.

Our son's school principal in the largest school district in the state replied with an acknowledgement and plans to discuss later in the week.  However, we are still waiting for a official response from our district. We are looking forward to discussing our decision and our intentions.

I have stated this before, but I am compelled to restate it - Our attempts are not adversarial in nature.  Our hope is to work in conjunction with the leadership in each LEA to pave the path for our state to acknowledge the fundemental right of the parent to Opt Out as has occurred in Pennsylvania and California. In these states, parents opt their children out of testing without adverse consequences that punish either the child, the family, or the school, even if the schools dip below 95% participation.

From:  http://unitedoptout.com/a-how-to-on-opting-out-in-pennsylvania-2/


It’s true. Directly from the PA Code, “If upon inspection of State assessments parents or guardians find the assessment in conflict with their religious belief and wish their students to be excused from the assessment, the right of the parents or guardians will not be denied upon written request to the applicable school district superintendent, charter school chief executive officer or AVTS director.”
Specifically, you must make an appointment with the school to review the PSSA test, sign a confidentiality agreement, review the tests, and write a letter that simply states that participation in PSSAs violates your religious principles. If you’re not sure how PSSAs violate religious principals please be aware that after 10 years of PSSAs childhood anxiety disorders have dramatically risen. Children have been denied a fully comprehensive education. Our children are being used to provide data that will label the child, teacher, school, and community a failure. This data is being sold to Washington think tanks and other data management organizations. Tax money (our money) has been diverted to testing and data management companies instead of schools and children. What religion supports such a system?
 From:  http://unitedoptout.com/state-by-state-opt-out/california/
CA Ed Code 60615. Notwithstanding any other provision of law, a parent’s or guardian’s written request to school officials to excuse his or her child from any or all parts of the assessments administered pursuant to this chapter shall be granted.
Even New York, a state similar to Delaware in that there is no designated method to opt-out in the state's laws/regs/codes, the NYC DOE has issued a FAQ that explains what happens if a school fails to attain AYP b/c test participation falls below 95% and it isn't designed to be punitive in nature:
All intervention decisions are based on intensive review of many factors; no intervention would ever be made solely on the basis of the State test participation rate. (The FAQ is published below.)
Of course you're wondering why we haven't posted the response for our older child's school.  We've chosen to withhold that one until we receive the second for the purpose of comparing how these two different LEAs in our state respond to the same request.


KNOW YOU FOIA RIGHTS: Constructive Quorums Violate both the Spirit of and Purpose of Open Meeting Laws

From the Office of the Attorney General, previous FOIA finding on serial board meetings and constructive quorums:

Our Office has previously determined that a public body may achieve a quorum for purposes of FOIA through serial discussions which allow members of a public body “to receive and comment on other members’ opinions and thoughts, and reach a consensus on action to take.”
Att’y Gen. Op. 03-IB11 (May 19, 2003) (exchange of e-mails between the three members of a nominating committee over a two-day period). For serial discussions to amount to a constructive quorum, there must be “an active exchange of information and opinions” as opposed to “the mere passive receipt of information.”

Id. “It is the nature, timing, and substance of the communications which together may turn serial discussions into a constructive quorum.”

Att’y Gen. Op. 06-ID16 (Aug. 7, 2006). Serial discussions may amount “to a constructive quorum of the public body when there was an active exchange of thoughts and opinions and members were asked to vote or adopt a particular point of view or reach a consensus on what action to take.”


Id. In Att’y Gen. Op. 04-IB10 (Oct. 18, 2004), a member of the county council drafted amemorandum proposing to allocate $15 million to the City of Wilmington for law enforcement and then circulated a copy of the proposal to the other six members of the council. Four members of the council signed the proposal which stated it “represents a consensus” based on telephone conversations among members of the council. Our Office determined “that those serial telephone calls amounted to a meeting of a quorum of the council in violation of [FOIA].”

In Att’y Gen. Op. 05-IB03 (Feb. 3, 2005), a member of the town council drafted a lettercritical of another member of the council and circulated it to three members of the five-member council, following up with telephone or face-to-face conversations to see if they agreed with her position. Our Office determined that “these contacts were more than the passive receipt of information” and “the sum of these communications amounted to a meeting of a public body covered by FOIA.”

More Here

Pencader's Formal Review IV Response to the CSAC - Dated Dec. 20, 2012

Pencader Charter School Formal Review IV Response to DOE CSAC

Milk Cliff! Let them eat imported Brie! (Hint - It'll be cheaper than domestic dairy if farm bill is not addressed.)


What is a democracy when the voters are disenfranchised by a judge?

 
IN CONGRESS, JULY 4, 1776
The unanimous Declaration of the thirteen united States of America
When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. — Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.
He has refused his Assent to Laws, the most wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their Public Records, for the sole purpose of fatiguing them into compliance with his measures.
He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.
He has refused for a long time, after such dissolutions, to cause others to be elected, whereby the Legislative Powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.
He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.
He has obstructed the Administration of Justice by refusing his Assent to Laws for establishing Judiciary Powers.
He has made Judges dependent on his Will alone for the tenure of their offices, and the amount and payment of their salaries.
He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people and eat out their substance.
He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.
He has affected to render the Military independent of and superior to the Civil Power.
He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:
For quartering large bodies of armed troops among us:
For protecting them, by a mock Trial from punishment for any Murders which they should commit on the Inhabitants of these States:
For cutting off our Trade with all parts of the world:
For imposing Taxes on us without our Consent:
For depriving us in many cases, of the benefit of Trial by Jury:
For transporting us beyond Seas to be tried for pretended offences:
For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies
For taking away our Charters, abolishing our most valuable Laws and altering fundamentally the Forms of our Governments:
For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.
He has abdicated Government here, by declaring us out of his Protection and waging War against us.
He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people.
He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation, and tyranny, already begun with circumstances of Cruelty & Perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.
He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.
He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.
In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.
Nor have We been wanting in attentions to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.
We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these united Colonies are, and of Right ought to be Free and Independent States, that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. — And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.
 
 
I. Introduction
One of the most critical ways that individuals can influence governmental decision-making is through voting. Voting is a formal expression of preference for a candidate for office or for a proposed resolution of an issue. Voting generally takes place in the context of a large-scale national or regional election, however, local and small-scale community elections can be just as critical to individual participation in government.

The Universal Declaration of Human Rights, adopted unanimously by the United Nations General Assembly in 1948, recognizes the integral role that transparent and open elections play in ensuring the fundamental right to participatory government. The Universal Declaration of Human Rights in Article 21 states:
Everyone has the right to take part in the government of his/her country, directly or through freely chosen representatives.
Everyone has the right of equal access to public service in his country.
The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret ballot or by equivalent free voting procedures.

The role that periodic, free elections play in ensuring respect for political rights also is enshrined in the International Covenant on Civil and Political Rights, the European Convention for the Protection of Human Rights, the Charter of the Organization of American States, the African (Banjul) Charter on Human and Peoples’ Rights and many other international human rights documents.


While the right to vote is widely recognized as a fundamental human right, this right is not fully enforced for millions of individuals around the world. Consistently disenfranchised groups include non-citizens, young people, minorities, those who commit crimes, the homeless, disabled persons, and many others who lack access to the vote for a variety of reasons including poverty, illiteracy, intimidation, or unfair election processes. An important force in combating disenfranchisement is the growth of organizations engaged in election monitoring. Around the world, governments struggle to meet the challenge of the Universal Declaration related to free and fair elections. Election monitoring groups, ranging from local or party monitors to United Nations teams, assist governments and local groups to hold free and fair elections by observing the process from the beginning (voter education, candidate campaigns, planning for the ballot) to the end vote count. By declaring an election ‘free and fair’ monitors can legitimize the outcome of that election. Conversely, by not doing so, legitimacy is withheld. The question of whether or not to grant legitimacy to election results is complicated by political considerations, as the results of declaring elections ‘not free nor fair’ can be serious. Riots and even civil war can break out.

DOE Releases Result of Data Coach/Wireless Gen. Survey

http://www.doe.k12.de.us/tleu_files/PLCSurveyReport_2012.pdf

Selected Highlights followed by SKEWED STATS, a C&E Math Game for the Right-brained:

  • The Data Coach Project, first piloted and implemented in February 2011, provides professional learning community participants with the opportunity to receive coaching in data analysis concepts and skills related to their students’ performance. Wireless Generation (WG), the State of Delaware’s partner in the statewide Data Coach Project, deployed 29 Data Coaches across the state’s schools during the 2011-2012 school year. The Data Coach Project is implemented in one of two ways: Direct Facilitation, in which the WG coach facilitates each TADa PLC; or Coach-the-Coach (CtC), in which a district or school coach, trained by WG, facilitates the PLC. The implementation of professional learning communities is to be assessed through a variety of measures, including an annual PLC Participant Survey.
  • The survey was sent electronically to all teachers in the state of Delaware, totaling 8800 teachers, specialists and administrators.  A total of 4848 surveys were collected from the teachers, specialists, and administrators participating in PLCs. That's a GRAND TOTAL of 53%!
  • Survey responses were exported from Survey Monkey (online) into Stata data analysis software for analysis. The data were cleaned (for errors) and recoded (where necessary) in Stata and analyzed according to the survey’s key themes.
  • Overall, the assessments of data coaches were positive and at least 70% of the teachers surveyed agreed that their data coach has the appropriate skills to facilitate their PLC, is responsive to the needs of their PLC, and responsive to teachers’ individual needs.
  • Feedback indicated that the PLC work often seemed disconnected from the school’s mission or was a poor use of time since the teachers felt they already were skilled at using data to drive instructional practice. See "In Their Own Words" section.
  • When teachers were asked what the majority of their PLC time should be focused around, Common Core implementation was included as part of their feedback. The TLEU has responded by training all Data Coaches in Common Core implementation for the 2012-2013 school year.
Let's play SKEWED STATISTICS for the Right-brained, RTTT Edition:

Wireless Generation hired and trained 29 Data Coaches.  50% of teachers responded to the survey via Survey Monkey.  70% of those 50% gave their data coaches high scores.  70% of 50% is 35% of all eligible respondents.  Just sayin'... But, let's keep swimming in the skewed stats. 70% of 29 is 20.3.

Based on skewed stats, Wireless Generation has supplied 8.7 data coaches who are under-performing and under-serving our teachers and students.

DOE contracted with WG for data coaches at a cost of $8.2 million.  Thus each data coach is worth about $282,758.62.

8.7 failing data coaches multiplied by their cost per unit $282,758.62 = approximately a $2.4 million negative ROI. $2.4 million washed down the drain.

And that's SS4RB - Race to the Trough Edition!

Thanks for playing Skewed Stats, a perfectly unscientific way of explaining what's between the lines.

Sec. Murphy's statement to the NJ regarding Pencader

There's a lot of conjecture out there right now about what will happen to Pencader. I've had a renewed run on the telephone with parents asking if our school will be closed. To that end, rather than conjecture, I asked the PIO at DOE if I could have a copy of the statement sent by Sec. Murphy to the News Journal. She quickly supplied it.

Italicized to indicate direct quote and statement entirety.
Here it is:
Last year the State Board of Education placed Pencader Business and Finance Charter School on probation <http://www.doe.k12.de.us/news/2011/0722.shtml> . The school faced closure because of governance and financial issues.
Over the past 13 months, the Delaware Department of Education has been providing support to the school to help its leadership regarding several outstanding issues. Through this partnership, the school made significant progress improving in many financial issues. However, in recent months the school's leadership in several instances has failed to follow the state's guidance on governance and financial issues. The school also failed to address these remaining issues on its own.
The department, in partnership with the State Board of Education, is becoming increasingly concerned about the school's viability and the effect on students and families. Specifically, the following ongoing issues are threatening the school's viability:
o Decreasing enrollment
General's Office investigation into violation of Freedom of Information Act
o Pension Board referral to Attorney General for investigation of possible criminal and/or civil violations
o Failure to implement mission statement
o Possible conflicts of interest with various contracts
o Building-level financial oversight concerns
For several months state officials have attempted to work with the school, giving its board ample opportunity to improve voluntarily. The board has demonstrated limited capacity to govern the school. Students, families and staff deserve better.
"Conditions have deteriorated over the past few weeks and action is required," State Board of Education President Teri Quinn Gray said. "We are trying to do what is best for students, families and staff both for this school year and, hopefully, for the future."
Secretary of Education Mark Murphy said, "President Teri Quinn Gray and I will be meeting with the Pencader Board leadership next week, wherein these issues will be resolved one way or another."

Rep. Longhurst Dishes Pencader, Feeds Students to the Dogs

Rep. Longhurst responds to a constituent:

-----Original Message-----

From: Longhurst Valerie (LegHall)
To:
Sent: Tue, Jun 28, 2011 11:51 am
Subject: RE: Pencader Charter
XXXXX,

Thank you for your email and expressing your concern. I’ve been involved with the Pencader Charter School since the inception. Over the years I have received many complaints and followed up on many issues surrounding the school. I feel for the students especially the ones who will be graduating this year. This is a very unfortunate situation that everyone in Legislative Hall has been discussing. We passed a key piece of legislation last week that would protect students from the failures of Charter Schools by moving the date of closure to enable students to find alternative schooling. I know it is too late for the Pencader students but hopefully we can correct this type of situation in the future.

As for Pencader, I just started receiving emails in the last two weeks. I’ve discussed the matter with the Governor and Sec. Lowery. This is a very unfortunate situation but Pencader must come up with the financing before and show it still maintains financial support. This is an issue that I can not help with. I’ve voiced my concern to Sec. Lowery and as had the other Legislators. I will continue to keep the conversation going but can not make any promises. I hope that you can understand that I was asked to get involved too late in the process. Again, please know that I am concerned for the students and this isn’t a matter I take lightly.

Please stay in touch as I will also.

Valerie J. Longhurst
House Majority Whip – State of Delaware

11 Winchester Court
Bear, DE 19702
Dover: 302-744-4351 Fax: 302-739-2313
Wilmington: 302-577-8475 Fax: 302-577-6701
E-mail: Valerie.Longhurst@state.de.us
House Democratic website: www.DeHouseDems.com http://www.dehousedems.com/
Facebook: http://www.facebook.com/#!/pages/Delaware-House-Democratic-Caucus/

AG says emails to SBOE will be DELETED, not READ!

Last week, we posted the email address for the State Board of Education following a recommendation from Sen. Margaret Rose Henry to Pencader families.  Her advice was to lobby the SBOE as the legislature has very limited influence over matters such as closing a charter school.

We have received a copy of correspondance from the SBOE via their counsel, the AG's office to a constituent. Initially, it's an unsurprising email.  Reading between the lines, however, should spark your ire - if you are tax paying low-man-on-the-political-totem pole Delawarean, that is. 

1) If you wish to have a formal comment submitted to the state board of education on a matter that potentially could come before the state board for a vote at some unknown or potentially known date/time, you must submit that item through the appropriate education associate in DOE.

Why?
  • Because the DOE has made it so easy for Delawarean to identify just which education associate is compiling various files of unknown information that could someday prove useful. 
  • Because we all know that we can trust DOE to be honest, fair, transparent, comprehensive, honest, reliable, unbiased, honest, timely, transparent... and we can rest, assured that our various unknown concerns will be 100% included in the mysterious final record of any unknown issue that could potentially come before the SBOE someday.
  • Because Delaware knows that DOE and its puppet, the SBOE are so committed to transparency and living in the light that they didn't need the legislature to mandate that they record their PUBLIC meetings and make those recordings available to the PUBLIC because they meet at a time that is convenient to the tax payers. (Oh, wait, the legislature did have to do that! and the SBOE meets at 1 pm when most of the public is at work.)
  • Because we can rest assured that DOE is self-policing and would never need an outside evaluator to identify areas of weakness, flaws, loops that leave an opening for legal challenges.  (Oh wait, that's what NACSA did...)
Enough Sarcasm -

2) If you send correspondance directly to the SBOE regarding an issue that could at sometime be an item voted on the SBOE, expect to receive an email from the Deputy Attorney General in the Delaware Department of Justice

This is necessary because:
  • The Secretary was out of the office for the day and the Dep. AG fills in for the secretary?
  • The DOE office staff is on vacation, likely at their Rehobeth Beach homes?
  • Brute intimidation towards those who pay the State Board of Education members?
  • Scare Tactic to put the public in it's place?
  • The SBOE members are so insulated by the Gov. who appoints them and the Sec. of Education who controls the flow of information to them, that common citizens are not permitted to access these paid appointed employees of the people? Peasants.
  • The Gov. and Sec. fear that the SBOE might grow a pair, evaluate the evidence on its merit and determine a course of action other than what's recommended?  (Happened once, under Minner... Could it happen to Markell?)
  • The SBOE might hold the DOE accountable for its failures and mistakes?
Sorry, sorry, more sarcasm.

3) After a deep personal struggle, I feel I am morally obligated to share the following email chain.  It has nothing to do with my own disconnect to DOE and the Gov.  I believe in transparency, accountability, and access.  Someone is using the AG to limit access to public officials who hold great power in this state. The policies and procedures that allow this to happen need to be addressed, likely by the legislature.  The processes in place only allow one side of a story to go to the SBOE, the state's side.  The SBOE needs to be permitted to view all documentation - free of manipulation and undue influence.  And I just can't trust that DOE will allow that to happen. 

You may want to read up from the bottom verses down from the top.  The oldest/first email is last.


-----Original Message-----
From: Hickey Catherine T. (DOJ) [mailto:Cathreine.Hickey@state.de.us]
Sent: Wednesday, June 22, 2011 5:44 PM
Subject: RE: Email communications regarding Pencader Charter High School

XXXXX,

Please let me clarify this matter, as I am concerned that I did not adequately communicate with you initially. It is not that your (or any other persons) email/written messages cannot be part of the record. The regulation I cited and provided the link to describes the procedure by which any comments, electronic or otherwise, can become part of the record. So, if you or any other member of the Pencader family would like to make comments that are part of the record and thus available for the State Board members to read and consider, I encourage you to look at and follow the procedure set out in the regulation. Some, if not all, of the State Board members will not even read the totality of messages that are sent to them directly via email in matters such as the formal review of Pencader, as the Board members are very aware of the need to consider only the proper record in the case when making a decision. So, once it becomes evident that a message is sent outside of the proper procedure, the recipients are likely to delete it without reading it to ensure compliance with the requirements of the law.

Catherine T. Hickey, Esquire
Deputy Attorney General
Department of Justice
102 West Water Street
Dover, DE 19904
(302) 739-7641 (voice)
(302) 739-7652 (facsimile)

---------------------------------------
To: Hickey Catherine T. (DOJ)

Subject: RE: Email communications regarding Pencader Charter High School

Thank you for your email. I fully understand that my or any other person's email/written messages cannot be a part of the record. I will share your information with the members of our Pencader family.

XXXXX

--------------------------------

From: Hickey Catherine T. (DOJ) [mailto:Cathreine.Hickey@state.de.us]

Good afternoon, XXXXX.

I represent the State Board of Education (SBE). It had come to my attention that you have sent an email message to one or more of the members of the SBE about Pencader and the formal review it is currently undergoing. As I am sure you are aware, the matter of Pencader and the formal review is expected to be on the SBE's July 21, 2011 meeting agenda. The SBE must base any decision it makes on this matter on the record, which is defined by regulation. Your email message(s) to individual Board member(s) will not be a part of the record before the Board. I have pasted a link to the applicable regulation (14 DE Admin. Coder 275.3.10) below so that you can review it and see how to make any comments you wish the SBE to consider a part of the record. Anything that is not part of the record as described in this regulation will not be part of the Board's decision.

http://regulations.delaware.gov/AdminCode/title14/200/275.pdf

How does a report that exposes the Charter School Accountability Committee to such harsh criticsm get buried?

The NACSA report released in March continues to boggle the mind.   We've already learned that the DeDOE does not assign anyone to review applications in their entirety, instead carving out subsections to various education associates.  The net result has been no eyes ensuring continuity of the application to fulfilling a proposed-charter school's mission statement.  We also now know that DOE fails to ensure that Charter applicants have the capacity within in their boards and leadership to ensure that a proposed school is actually viable.  NACSA has found that DOE's criteria for educational programming "are vague, incomplete, and overly focused on alignment to state content standards."  There is no requirement for a budget narrative, financial projections, or requirements to share research/data to support a charter's specified mission. 

And that's just part of the application process. 


More from NACSA:

  • "As applied and in practice, DDOE has not taken any tangible steps to determine its priorities as an authorizer for new schools. Specifically, the authorizer has not defined educational needs it could or would like to address by authorizing new or replicating charter schools. Likewise, the authorizer has not identified schools in its portfolio, or analyzed how currently operating schools - if replicated - could meet educational needs in certain in any strategic way the characteristics (strengths, weaknesses, uniqueness, etc.) of the communities or among specific demographic groups, and therefore increase quality choice opportunities in the state." (p.11)
  • "the application process is not well tailored to assess school proposals that differ from traditional school designs, such as on-line models, alternative schools, or academically rigorous schools specifically focused on under-served communities." (p. 12)
    • "There are no high performing schools serving significantly at-risk and disadvantaged student populations" (p. 12)
    • "The application for renewal and replication of existing schools is the same as for new schools." (p. 12)
  • "As applied, the review and decision making process, including timelines, is generally well understood by charter school applicants and operators. In practice, applicants are given an opportunity to respond to questions raised by reviewers, and to provide additional information prior to, or at, public hearings. However, because the timeframe for such feedback or follow-up with applicants during the review process is not specified or consistently applied, applicants sometimes get minimal advance notice of CSAC questions or concerns before public hearings." (p.13)
  • "As established, the application document is not well constructed; in places, it is not clear precisely what information the authorizer is requesting. The disparate pieces of the application do not connect in such way as to allow applicants to present a coherent articulation of the entirety of the school they are proposing." (p.13)
    • Specifically, the application is not aligned with a comprehensive evaluation rubric or with authorizer established evaluation criteria. Rubrics used to evaluate curriculum examine items not specifically required by the application. In addition, some application requirements do not appear to be reviewed whatsoever by the CSAC. (p.13)
  • "The review process does not include a structured applicant interview of the sort that strong authorizers use to evaluate applicant capacity and cohesiveness. After a charter application is submitted, the CSAC meets with applicants during an informal “meet and greet” session." (p.14)
C&E 1st Note:  NACSA's joking right?  DOE approves charter school applications without ever having a formal interview with the applicant?  I can't get a job without an interview... how the hell can DOE approve Charters and allow children to attend them without interviewing the people applying for and running them? (Anthony White, anyone?) Nearly every highlighted point in this series of posts is a knock on DOE.  But, that's because the majority of NACSA's report is an indictment of a very broken, under-developed process, the result I believe of years of neglect on DOE's part! 

What deeply disturbs me is that at the point in time this report was completed and submitted to DOE, there were two charters going through the review process.  The same committee that has had its wool shorn in the NACSA evaluation, the CSAC, has since recommended closing these schools.  These schools are in trouble primarily because CSAC did not do a thorough job during the application and review process.  Now, rather than fix their mistakes, CSAC passes the blame and moves to close the schools.  How can the State Board of Education seriously evaluate any recommendation that comes from CSAC at this point in time?  DOE has had this report since March and the public has seen little to know action on DOE's part to address the allegations asserted by NACSA... Mind blowing...

    Sen. Henry Works for Delaware's Students... And SBOE Email Addresses

    Senate Majority Whip Margaret Rose Henry's reponse to a constituent:

    Dear XXXXX
    Unfortunately the legislature does not have anything to do with making the decision to keep a school opened - it is the State Board of Education that makes the final decision. I would recommend your lobbying efforts be directed to the members of the State Board. I support the school and have heard wonderful things about the students and the progress that has been made academically. I am so sorry about the financial issues. I do plan to support your efforts to keep the school opened.
    Sincerely,
    Margaret Rose Henry
    After receiving Sen. Henry's advice, Pencader parents searched high and low for the contact information for the members of the State Board of Education.  Although the state board members are appointed, PAID, government officials and their bios are published on the Department of Educations website, their email addresses have been kept out of the public eye, likely locked in Jack Markell's secret guarded vault in the Governors Mansion. Always resourceful, the Pencader community has succeeded in attaining the state board's email addresses.

    For those interested in contacting the state board over the Charter School issues or other concerns, here they are:

    Dr. Terry Quinn Gray, tgray@doe.k12.de.us
    Jorge Melendez, Jorge.melendez@pnc.com
    Gregory Coverdale, gcoverdale@DOE.K12.DE.US; gcoverdalejr@hotmail.com
    G. Patrick Heffernan, pheffernan@DOE.K12.DE.US
    Barbara Rutt, barbararutt@yahoo.com
    Dr. James, Wilson, imjwilson@comcast.net
    Dr. Terry Whittaker, whittakt@udel.edu
    Dr. Lillian Lowery, llowery@doe.k12.de.us

    Compensation

    The compensation of State Board members is specified in 14 Del. C. §104(h), which states the following:
    (h) The members of the Board shall receive $100 for each day’s attendance at the meetings of the Board not to exceed 24 days’ attendance in any 1 calendar year; and they shall be reimbursed for the actual travel and other necessary expenses incurred in attending meetings and transacting the business of the Board. http://www.doe.k12.de.us/ddoe/files/pdf/desbe_proceduresmanual.pdf

    Will Rep. Kenton Stand for Pencader?

    Kenton's Response to a constituent -
    Per Rep. Kenton-

    The State Legislature will be in session. Therefore the likely hood of my being able to attend is questionable. Thank you for your email and invitation. I wish you and your students all the best and continued success in the future.
    Harvey

    Margaret Moore Dean
    Legislative Assistant/House Minority Caucus

    Legislative Hall
    Dover, Delaware 19903
    Telephone: 302-744-4267
    Fax: 302-739-2773
    Email address: Margaret.Moore-Dean@state.de.us

    Critics Target Growing Army of Broad Leaders

    By Christina A. Samuels


    Billionaire businessman Eli Broad, one of the country’s most active philanthropists, founded the Broad Superintendents Academy in 2002 with an extraordinarily optimistic goal: Find leaders from both inside and outside education, train them, and have them occupying the superintendencies in a third of the 75 largest school districts—all in just two years.

    Now hosting its 10th class, the Los Angeles-based program hasn’t quite reached that goal, but it’s close. The nation’s three biggest districts have Broad-trained executives in top leadership positions: Shael Polakow-Suransky, the chief academic officer in New York City; John E. Deasy, the superintendent of Los Angeles Unified; and Jean-Claude Brizard, who became the chief executive officer of the Chicago schools last month. In all, 21 of the nation’s 75 largest districts now have superintendents or other highly placed central-office executives who have undergone Broad training...

    A Must Read HERE:
    http://www.edweek.org/ew/articles/2011/06/08/33broad_ep.h30.html?tkn=VZXFVcxO70QSMSI%2F%2FP2EYDT3bndZTg1xTBRj&cmp=ENL-EU-NEWS1

    Dear Delaware, Your Governor is a Bully and Local Control is Dead

    My very deeply personal statement to Christina constituents.  This is my opinion and only mine.

    Dear Christina,

    Tonight, I ceded to the political coercion thrust upon our district through the media manipulation and propaganda campaign purported by the Governor of Delaware and his Department of Education to cripple our board's good faith action to rectify what I truly believe was the poor implementation of the PZ teacher selection process.

    I voted with my fellow board mates to rescind the April 19th board action to retain and retrain our teachers at their current campuses.  There has never been a more tortured dilemma before me.  I continue to believe that the Department of Education failed to promote collaboration when they chose to freeze our funding without expressing their concerns directly to the board and giving us the opportunity to re-evaluate and initiate corrective action.

    The spirit of collaboration is now dead.  There is no "kinder, gentler DOE," as representatives have so publicly proclaimed.  There is no desire to learn and share best practices.  There is only their way or the highway. Christina, for my naiveté, I am deeply sorry.  I will not rest well tonight.  The weight of this failure weighs much too heavily in my heart. While I am committed to continue the reforms that our community has supported, I will forever know that my vote on April 19th was right, appropriate, fair, and in the best interest of our students. 

    The vote I cast tonight, Christina, was for you, to walk the path delineated by the Department of Education, if Christina is ever to reclaim the $11 million stolen from our children.  The future is in their hands.  Apparently, it always has been. 

    Jack Markell for President, he'll be right at home in Washington D.C.

    Sincerely,

    Elizabeth

    The Turnaround Scramble: Schools stripped of stability with unrealistic timeline

    Since late spring, Mr. Look has been overseeing a dramatic shakeup at Shawnee that is meant to turn around years of anemic academic achievement at the school and help fulfill U.S. Secretary of Education Arne Duncan’s $3.5 billion mandate to fix the nation’s most chronically underperforming schools over the next three years. If Mr. Look doesn’t produce improved academic results in the school year that commences Aug. 17, he will lose his job at Shawnee.

    “Some days, I’m feeling like I need performance-enhancing drugs to make the kinds of changes that people say will take at least three years to do,” said Mr. Look, a Louisville native who has led Shawnee since August 2008. “Well, I have one year.”

    Mr. Look’s superiors in the 98,000-student Jefferson County school district—which includes the city of Louisville—have similar misgivings about what, realistically, can be delivered, especially on such a compressed timeline and using what many educators argue are unproven strategies. Six of the city’s schools, including Shawnee, are undergoing the turnaround interventions.

    “We don’t disagree that something has to happen in these schools and that we’ve got a great opportunity with more urgency, funding, and potentially more-focused support,” said Joseph C. Burks Jr., an assistant superintendent who oversees the 21 high schools in the district. He is Mr. Look’s boss.

    “But why not give people more than a year to start?” Mr. Burks said. “Very few people, if any, know how to turn a school around dramatically in one year. We are in desperate need of good training on how to do this.”

    The most disruptive change—replacing half of Shawnee’s teaching staff—took place last spring, though those teachers who aren’t returning to the school were not fired, and most transferred to another campus in the district. The turnover in faculty was required by the federal rules of the “turnaround” model that Shawnee is using as its method for school improvement. Mr. Look recruited nearly all of the 25 teachers who will be new to Shawnee this fall. Most of them are experienced instructors. He still has few openings left to fill, though, including an instructional assistant and someone to run the school’s ROTC program.

    With the teaching team mostly assembled, Mr. Look planned a retreat for them late last month to lay out the school’s priorities for the next 10 months and get the teachers fired up for the high-stakes year that awaits them. But first, they have to learn one another’s names. The entire social studies department is new to Shawnee. Five of six English teachers are new.

    Roderick Pack, 28, is Shawnee’s new chairman of the social studies department... “The amount of intensity in how all of us at Shawnee care about the students and what’s at stake is really amazing and has me very optimistic about the school’s prospects,” Mr. Pack said. “At the same time, we can’t just get caught up in the monitoring that will be going on and worrying constantly about what the test scores are. That won’t work. We’ve got to really teach these students and have expectations for them beyond a score on a state test.”

    MORE HERE:  http://www.edweek.org/ew/articles/2010/08/04/37kyturnaround_ep.h29.html?tkn=RSWFfDulozUJnCIQKknmKX10UKBkA1x%2F3vhu&cmp=clp-edweek



    FOIA Request Forces Mississippi Consolidation Plan Public


    Secret's Out on School Consolidation in Mississippi

    http://blogs.edweek.org/edweek/rural_education/2010/07/secrets_out_on_school_consolidation_in_mississippi.html
    By Mary Schulken on July 13, 2010 4:56 PM

    The facts are now out on school consolidation in rural Mississippi.

    On Tuesday, local advocacy group Southern Echo posted on its web site a table and a map showing data used to recommend consolidation of 18 rural, high-poverty school districts in the state. The state commission studying consolidation and the consultant that prepared the report had kept that information secret, but Southern Echo and the non-profit MS Delta Catalyst Roundtable used the state's open records law to get the data from the state Department of Public Instruction.

    That disclosure may provide additional fuel for groups such as Southern Echo that are fighting consolidation. Earlier this year, a commission appointed by Gov. Haley Barbour tentatively recommended merging rural, predominantly African-American districts in the Mississippi Delta. Then, in June, confronted with public criticism over secrecy and anger at the prospect of disbanding school districts, the commission asked for more time for its members to reach a consensus.

    The consolidation debate in Mississippi began in January, when Barbour appointed a panel, the Commission on Mississippi Education Structure, to look at closing school districts in that state. Barbour has said he would like to see a reduction of the state's 152 districts to about 100, which he has said would save the state millions of dollars over time.

    The table and map show the Quality Distribution Index (student performance) rankings, the enrollments, and the cost per student of central office expenses for the 2008-2009 school year for the 18 districts targeted for consolidation. The consultant's report based its projections of cost savings on that data.

    Would you send your child to a "Forest Kindergarten?"

    And if you would, I have a backyard for rent!

    Preschools in Forests Take Root in the U.S.
    Vashon Island, Wash.


    When they're outside, the children in Erin Kenny's class don't head for cover if it rains or snows. They stay right where they are — in a private five-acre forest. It's their classroom.

    They spend three hours a day, four days a week here, a free-flowing romp through cedar and Douglas fir on Vashon Island in Puget Sound.

    The unique "forest kindergarten" at Cedarsong Nature School is among several that have opened in recent years in the U.S., part of movement that originated in Europe to get kids out from in front of televisions and into the natural world.

    "American children do not spend much time outdoors anymore," Kenny says. "There's a growing need and an awareness on parents' part that their children really need to do more connecting with nature."

    In addition to Kenny's, at least two other schools have been established: one in Portland, Ore., and another in Carbondale, Colo.

    Kenny opened Cedarsong's doors in 2008, starting out with five children. She plans to expand the school to five days a week next year. She charges $100 a day, whether it's one day a week or three. Kenny says there's a growing waiting list.

    The school is located in the quirky Seattle bedroom community kept artificially rural by the lack of roads, and county land-use policies.

    Cedarsong is basically a camp. It has three cabins, one being a library, another for equipment and the last one for a compost bathroom equipped with child seats (although sometimes the kids prefer to just urinate in selected spots in the forest).

    The camp also has trails and play spots, such as Fairyhouse Land, where there is a forest hut covered with ferns.


    It also has tables to make mud cakes, buckets and rakes to scoop mud, a small drawer to keep the children's discoveries (fiddlehead ferns, feathers, lichen and insect-chewed leaves) and a spot for campfires. A plan for an outdoor kitchen is being drawn as well.

    The kids munch on what the forest provides, calling leaf buds "forest candy."

    For Kenny, the preschool is a culmination of years of working with children and a love for the outdoors. She used to be a lawyer, but was inspired to start her school after reading Richard Louv's book Last Child in the Woods.

    In the book, Louv coined the phrase "nature-deficit disorder" to explain a lack of connection between the country's children and nature. He argues that the decrease in nature dwelling leads to a rise in childhood obesity, attention disorders and depression.

    At such a young age, Kenny says, children shouldn't be taught complicated subjects. They shouldn't be force fed math or language. She says she's often asked what children learn at her school. Her reply is that these children are well versed in basic environmental science.

    As time goes by, Kenny says, there will be more evidence that these schools are appropriate models for children.

    Kenny says children should be left to explore by themselves. She and her assistant teacher use the children's natural curiosity as opportunities to teach. In her school, the children decide what they're going to do each day, not the teachers.

    "They tend to retain the information better because they're actually touching and feeling and tasting the lessons," Kenny says.

    One of the key lessons taught here however is not for the kids, but for the parents.

    To be in this school, parents must know how to appropriately dress their children for all kinds of weather. That's particularly important in this part of Washington, where rain is nearly constant in the winter and showers and sun alternate seemingly minute to minute in the spring.

    So, even in May, kids arrive with rain pants, rain coats, mitten, and gloves. If the weather heats up, the layers come off.

    Mom Meghan Magonegil says she wasn't sure at first whether an all-outdoor school would work.

    "Once we got here, I would pick Finn up and he'd be wet and muddy and smiling and happy and I knew it was perfect," she says of her son.

    Since the school opened, only once have the students sought refuge in a small cabin because of the weather, Kenny says proudly. That day, the snow was too deep to walk around.

    On a recent schoolday in May, the kids asked questions about leaves and bugs. They already knew which of these leaves were edible. They climbed trees and ran around the property. At one point, they decided to play music and, later in the day, to make cakes out of mud.

    In 4-year-old Lorelei Fitterer's opinion, being outdoors is great, especially when it snows.

    "Because I get to paint the snow and stick leaves in it, and I used to even taste it. It was so funny," she says.

    Open Letter to the Residents of the Christina School District

    Dear Christina Constituents,

    In a few hours C&E 1st will go on hiatus for three days as I hit the wilderness with my girl scout troop.  Before I go, I want to address an article in today's News Journal, Delaware schools: Christina board violated FOIA, AG's Office rules.

    In March, I found myself in a difficult place.  The board had convened a public meeting that in my opinion was not properly noticed in accordance Delaware State law.  The night before the meeting, a fellow board member brought the omission of the Agenda from the posting to my attention.  On the morning of March 6th, I attended the board meeting at Sarah Pyle Academy and shared my concerns.  I presented a copy of the state's code on open meetings and Delaware's Freedom of Information Act to our board president.  He briefly considered the documents and determined that the meeting was "legal."

    The meeting was called to order.  After the Pledge of Allegiance, I re-iterated my concerns with the appropriateness of the meeting and informed those in attendance that I would not stay and participate.  I have been committed to transparency since I began my campaign more than a year ago.  I was elected to position on that platform and will not deviate from my core values.  Participation in this meeting would have constituted both a personal moral and ethical violation. 

    The meeting was conducted at the president's direction after I departed.

    At the regularly scheduled March meeting, our president offered comments regarding the departure of a board member at the previous meeting.  It became apparent to me that the culture that sustains our district is one in which transparency is not clearly understood and that deficit is reflected in all of our actions.  I believed that the only place to turn for an accurate interpretation of the state code was the Office of the Attorney General for a Freedom of Information Act finding.

    The FOIA reflected two concerns: 1)The proper posting of the March 6th meeting and 2) The lack of minutes for the on-going Agenda Prep meetings held prior to the regularly scheduled monthly board meetings.  In March, I, along with another board member, co-submitted a FOIA petition on behalf of the voters of the Christina School District to the A.G.  The findings were recently released and can be found on the A.G.'s website at  http://attorneygeneral.delaware.gov/office/opinions/2010/10-IB04.pdf

    The Attorney General's Opinion supports the FOIA Petition.  Our Board of Education was found to have incorrectly interpreted the code and as a result, has held questionable meetings.  The A.G. does recognize that the board did not vote or take any other action during the meetings that were the subject of the FOIA. 

    For many, the above chain of events will evoke anger.  It did for me, for a number of reasons.  But, I am more concerned for the district's constituents, that they have historically been shut out of process and lost their opportunity to have a voice on policy in times when it has been direly needed.  There are some that support the "old guard," who will be angry that I or any other board member rocked the boat.  They will argue that this was not a matter that should have gone before the A.G. and that I am part of a rogue gang of board members who have a secret agenda.  I know this because in recent weeks those rumors have made their way back to me. 

    I assure you that I am neither a "rogue" board member nor do I have a "secret" agenda.  My agenda has been very public from day one:  I seek to create transparency and ensure accountability in our best efforts to provide a world class education for all students.  I will go to the ends of earth -- and the A.G.--  to ensure that I have maintained that effort. 

    Had the A.G. found for the district, I believe that I would feel the same satisfaction, in knowing that I had engaged process to ensure that we were following both the letter and the spirit of the law.  This was a necessary step to ensure that our actions support our assertions.  I am a passionate advocate for open government and true democracy and as such I have included the FOIA petition submitted to the Attorney General in tab, labeled Pages, to the right of this post.  It is my hope that you will draw your own conclusions about the appropriateness of these meetings, the filing of the petition, and the A.G. Opinion.

    Ultimately, I am satisfied with and saddened by the outcome.  I admit to being a part of meetings (Agenda Prep) that were not in compliance with the state code.  I bear that responsibility and have taken the necessary action to rectify it, through this FOIA petition.  I continue to be troubled by what appears to be a history of such meetings and I cannot tell you (having only been on this side of the board for 10 months) how many such meetings have occurred in the last thirty years. 

    Accidental as it may seem, it's ultimately a sad chain of events.  It is, however, a necessity, as in my opinion, we as both a district and a board are without the ability to change erroneous behavior if we do not acknowledge it.

    Sincerely,

    Elizabeth Scheinberg

    RTTT Judges go "SOVIET"

    RTTT Judges Reviewed...Kinda...

    Ed. Dept.'s 'Soviet Judges' Review of Race to Top Scores


    By Michele McNeil on April 22, 2010 12:41 PM
    1 Comment
    No TrackBacks

    There's been a lot of talk about how fair the scoring was in the first round of Race to the Top. Did reviewers follow the guidance and always award the correct number of points? Did a few outliers skew the results? Did some states get the luck of the draw and benefit from a bunch of easy graders, or did others draw the short end of stick and get all of the hard graders?

    The Education Department, as part of its technical assistance seminar in Minneapolis yesterday for state applicants, said it did its own statistical analysis to examine these issues. Joanne Weiss, the department's Race to the Top guru, called it the "Soviet judges" review (in a nod to notorious figure-skating scoring scandals of years past). UPDATE: For a summary of their review, fast forward to slide 15 of this PowerPoint presentation the department did yesterday...
    For the rest of the article, including links to supporting documents go HERE

    Harvard Scholar Makes a Turnaround on Choice; Ravitch isn't the only one...

    ttp://blogs.edweek.org/edweek/inside-school-research/2010/04/diane_ravitch_isnt_the_only.html
    Harvard Scholar Makes a Turnaround on Choice


    By Debra Viadero on April 13, 2010 4:09 PM

    Diane Ravitch isn't the only education scholar undergoing something of an ideological transformation these days. Harvard academic Paul E. Peterson comes to a similar conversion in his new book, Saving Our Schools, which is being published this month by the Harvard University Press.

    Peterson is best known for his advocacy of school choice programs in the 1990s. Now, however, he says he has come to recognize that the school choice movement, which never produced the achievement gains its advocates had hoped for, may never be politically viable. He chalks it up, along with the accountability movement, progressivism, teacher unionization, desegregation, and court-ordered school finance reforms. as just another movement in education that failed to ensure that all children receive a challenging education, regardless of where they live.

    "Both Diane and I have an unhappy view of where we are today," Peterson said in an interview here at Education Week yesterday. "But where her dissatisfaction goes back to the last 10 years, mine goes back much farther. ... The reforms of the last 50 to 60 years haven't been able to shake the education system out of its stagnant condition."

    So, in his new book, which traces the history of American education from Horace Mann to Bill Bennett and beyond, Peterson is placing his next bet on virtual schooling, which he hopes will eventually customize learning for every child. To illustrate his faith in the medium's potential, he relates the story of the Florida Virtual School, which began in 1997 in Orlando and is now the country's largest state-run online school.

    "Virtual schooling is still in its infancy," he said, "but it certainly has transformative capacities that none of these other things have."

    As for charter schools, which Peterson has also championed, he expresses a more agnostic view. While the growth of this new breed of public schools has outstripped that of privately funded choice programs, he says, charters still have a long way to go to transform schooling nationwide. "Their promise may be in that they become a vehicle for virtual schools," he said.

    You can hear Peterson discuss his new views today at a panel discussion at the Brookings Institution. Eduwonk also features a debate between Peterson and Ravitch, who favors a return to neighborhood schools and a faith in teacher professionalism as a means of improving schooling. The next print edition of Education Week (cover date: April 21) will also feature a back-page Commentary by Peterson.