Follow Us on Twitter
Showing posts with label Delaware Autism Program. Show all posts
Showing posts with label Delaware Autism Program. Show all posts

DSU to Offer Tuition Break to Teachers

Courtesy the News Journal:

http://www.delawareonline.com/apps/pbcs.dll/article?AID=2009904270315

Here's the Gist: In response to Gov. Markell's proposal to eliminate funding for free summer classes for Delaware's educators, Delaware State University is offering one class tuition-free with paid enrollment in a second class.

Is there a catch? Only if you consider that DSU's plan is self-serving in that it will help to keep their enrollment number up.

Does it go far enough? DSU's offer is not a solution! It's a wonderful gift to our teachers and students who are required to complete 90 credit hours of coursework in their field during a five year period to keep their teaching licenses. But, I ask you, where is the University of Delaware in all of this? Do they, too, plan to extend a helping hand? And where is our School Board? When will we hear what our district plans to do to support our teachers?

I cannot expect our teachers to provide to our students the best education possible if we cannot provide our teachers with the same! While our superintendents may be required to present Dover with budgets that reflect the Governors cuts, our school boards, who are elected by the tax payers should be side-by-side with the Delaware State Education Association and the Christina Education Association in supporting alternatives to balance the state's budget.

As a tax payer and a parent, I would rather see my dollars going into education, into supporting my teachers, paras, and professionals, who will help to expertly guide and prepare the next generation for what may be an uncertain future.

Furthermore, when I look at the proposed budget cuts, I can't help but ask: How many of our qualified teachers will be driven from Delaware or teaching altogether because we have failed to support them?

That's the thing about teaching -- it doesn't happen in a bubble. Our educators are only as effective as we make them. They cannot go into the classroom and reach every student if we have not prepared them and if we do not provide the follow-through at home and in the community.

I'll admit, I was and will continue to be a Markell supporter. I believe that he has great intentions at heart and is guided by the willingness and desire to help all Delawareans. But, when I disagree, he'll know it and so will you.

So, what are the alternatives to Markell's budget cuts? How can we spare the state without crippling the education system?

Stay tuned ...
Elizabeth Scheinberg

Scheinbergs Recognized for Volunteer Service

We received this letter in the mail yesterday:

Dear Rob and Elizabeth,

I am happy to advise that Autism Delaware has select you both to receive an award as Outstanding Volunteers to the Autism Delaware for your leadership and work with the Autumn Auction over the past several years ...

Sincerely,
Theda M. Ellis
Executive Director

Rob and I are honored by this recognition. Autism is a special cause for us. It is a disability that affects our life daily. We've chosen to view the autism journey as an adventure, though always challenging, our lives are richer for having been given such a special child.

Our heartfelt thanks go out to the entire Autism Community, especially the dedicated board and employees at Autism Delaware. We appreciate the honor!

Elizabeth

Evaluation of HB 119 by Disability Legal Aid in Delaware - What this bill means to all special education students!

MEMORANDUM

To: SCPD, GACEC, & DDC

From: Brian Hartman

Re: Addendum to April 5, 2009 P&L Memo

Date: April 15, 2009

I am providing the following critique of H.B. No. 119 as an addendum to my April 5 P&L memo. Given time constraints, the analysis should be considered preliminary and non-exhaustive.

H.B. No. 119 (Public Education Overhaul)

This bill was introduced on April 8, 2009. As of April 14, it remained in the House Education Committee.

This bill effects wholesale changes to the public educational system. Unfortunately, some provisions would result in the outright repeal of time-honored protections for students with the most severe disabilities. Other provisions would establish a sweeping system of waivers resulting in a hodgepodge of standards and non-aligned curricula. I have the following observations.

First, the Legislature recognized long ago that students with very severe disabilities need consistency in programming to have any hope of meaningful progress. Therefore, students with manifestly severe conditions are currently offered programs on a 12-month schedule not to exceed 217-222 school days. This entitlement extends only to students with severe mental disability (I.Q. 0-35); trainable mental disability (I.Q. 35-50); autism; deaf-blindness; traumatic brain injury; and some orthopedic disabilities attributable to conditions such as muscular dystrophy, cerebral palsy, or amputation of limbs. The bill (lines 48-49) deletes these salutary protections altogether. This is highly objectionable and will result in the loss of extended programming for hundreds of students with extreme disability profiles.

Second, any district and any individual school would be authorized to obtain a waiver of any regulation, rule, policy, prescribed course of study, and some statutes (lines 82-85 and 102-103) based on amorphous criteria (lines 86-90 and 108-112). The targeted statutes highlighted for waiver are those requiring health and wellness educational programs; drug and alcohol educational programs; fire safety education; and physical fitness assessments at least once in elementary, middle, and high school (lines 84-85). Given the prevalence of childhood obesity and drug exposure, it is difficult to justify targeting such worthwhile instruction as fodder for waivers. Moreover, authorizing limitless waivers of any regulation, rule, or course of study will predictably result in undermining of State content standards and curricula (14 DE Admin Code 502); minimum graduation standards (14 DE Admin Code 505); DSTP assessments (14 DE Admin Code 100), etc. Everything is waivable! History instructs that waivers often become the norm. For example, a 1-22 teacher/pupil ratio for grades K-3 is established by statute (Title 14 Del.C. §1705A). Rather than meet the standard, the norm is to simply obtain a waiver. The exception becomes the rule and legislative intent is undermined.

Third, the Legislature’s historical approach to waivers is to limit authorization by both discrete context and time and to monitor waiver effects. For example, the authorization for a waiver of the 1-22 teacher/pupil ratio is specific to this context, must be reapproved annually, and is subject to analysis by the Department of Education (Title 14 Del.C. §1705A-1705B). In contrast, H.B. No. 119 has no limits in context or time and contemplates no review. Thus, schools and districts could be given indefinite or permanent waivers of some State laws and all State regulations.

Fourth, lines 52-54 ostensibly authorize districts to cap hours of instruction for individual students with disabilities based on a unilateral administrative decision. Such decisions can only be made by an IEP team with parental involvement, not through a unilateral decision by district administration. See attached Delaware DPI policy letter interpreting former special education regulations [“Changes to the length of the school day (lengthened or shortened) can only be made by the IEP team.”]. Moreover, to avoid illegal discrimination (14 DE Admin Code 225; 34 C.F.R. Part 104), the minimum hours for students with disabilities cannot be less than the minimum hours for students without disabilities. Lines 50-54 would benefit from the following revision:

The Department of Education shall promulgate regulations setting educationally appropriate standards for the presumptive minimum number of hours per week of instructional school time that districts must provide students with disabilities enumerated in this section. In no event shall the number of such hours be less than the minimum hours of instructional school time for students without disabilities. Local districts may vary cumulative hours of services for individual students if they can demonstrate by a preponderance of clinical or scientific evidence that the presumptive hours established by regulation are inappropriate for individual students. only by IEP team decision.

I recommend that the councils strongly oppose this bill with particular emphasis on the evisceration of summer programs for students with extreme disability profiles.

What is HB 119?

145th General AssemblyHouse Bill # 119

Primary Sponsor: Schooley
Additional Sponsor(s): Sen. Sokola

CoSponsors:
Reps. Bennett, Brady, Q. Johnson, Keeley, Longhurst, Manolakos, M. Marshall, Mitchell, Mulrooney, Plant, Scott, Viola, Walls; Sens. Blevins, Bushweller, Cloutier, Hall-Long, Henry, Katz, Peterson, Simpson, Sorenson, Venables

Introduced on : 04/08/2009

Long Title:
AN ACT TO AMEND TITLE 14 OF THE DELAWARE CODE WITH RESPECT TO PUBLIC EDUCATION.

Synopsis:
This Bill takes several steps targeted at allowing local schools and districts to make better decisions at the local level to educate students. Its provisions include:(a) Permitting local districts substantially more discretion with respect to expenditure of state education funds than they have under existing law. However, the bill also establishes a number of safeguards to ensure that those funds are spent in a responsible manner that enhances student achievement, including state approval of local district budgets, a requirement of full transparency for local district expenditures, and the establishment of citizen financial oversight committees for each district. (b) Creation of a process for local schools and districts to seek relief from rules and procedures that impede their ability to properly educate students.(c) Changing of the “unit count date” to a date much earlier in the year that will allow local districts to make earlier job offers to teachers and help them recruit and retain the best teachers in our region.(d) Eliminating caps on the resources that districts can dedicate to some students with disabilities allowing districts to tailor programs for those students, with appropriate state oversight.

Current Status: House Education Committee On 04/08/09
Fiscal Note: F/N
Full text of Legislation: (in HTML format)
Legis.html

Email this Bill to a friend
Full text of Legislation:(in MS Word format)

Legis.Doc (You need Microsoft Word to see this document.)

Actions History:
Apr 08, 2009 - Introduced and Assigned to Education Committee in House