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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!

--------------------------
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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Lowery Out! Leaving for position in Maryland


By Elizabeth Scheinberg
DE. Sec. of Education, Lillian Lowery, has accepted the position of Sec. of Education for the State of Maryland.  www.delawareonline.com for details as they become available.
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Thank You to CHS for Lighting It Up Blue for Autism!


By Elizabeth Scheinberg
Christiana High School "Lights It Up Blue" for Autism

On April 2, Christiana High School (CHS) celebrated Autism Awareness Day and participated in the "Light It Up Blue" movement in which buildings across the country are lit in blue light in support of Autism, and many people wear blue clothing to demonstrate their support. The main goal is to spread awareness about this disorder in our country. At CHS, the Honor Society took on this project and encouraged all students and staff to wear blue on April 2. To raise awareness, the halls were decorated in blue, students and staff wore blue ribbons, 'blue treats' were sold at the bake sale, and facts about autism were read during the school announcements. To date, the CHS National Honor Society has raised over $450 which will be donated to Autism Awareness.
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Fellow CSD board member on ED REFORM in the News Journal


By Elizabeth Scheinberg
CSD board member, John Young, on the STATUS QUO of Ed reform in today's NJ:
I cannot help but wonder lately: Why is education such a politically charged topic in our state?

I also wonder how Delaware's Race to the Top reforms are really affecting our children where needed most, in our classrooms.

As a school board member, I am elected to govern a district on a seven person board focused on one goal: student achievement. For as simple as the one goal is, the pathway to that goal is convoluted, politically savage at times, and full of mines.

Budgets, segregation, discipline, regulations, fiscal rules, property taxes, charter laws, and student testing are all examples of the sometimes competing interests in our public schools system.

Then, we deal with what seems to be the bigger problems like cake knives, camping tools and pink hair, often exaggerated by the media. Yes, that's sarcasm dripping through. We get distracted from our singular goal when things like these happen and they add no value to our students' education or lives.

So when I had the opportunity to walk Glasgow High School with our governor a few weeks ago and later when I got to listen to the platitudes-laden sound bites from our U.S. Secretary of Education from his visit on March 23, it clicked for me.

Nobody in Delaware really knows what they are doing.  Continued HERE
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NJ Ed Story - But, why should our kids be guinea pigs?


By Elizabeth Scheinberg

Although unwavering in their support for the expansion, Newark Charter parents said they can grasp the dilemma the district faces.

“I understand that they need more kids to make the schools better, but you’re not going to get more kids until you make the schools better,” Patti Carlson said. “But why should our kids be the guinea pigs?” - News Journal, 4/1/12


But why should our kids be guinea pigs?   
Allow me to counter by flipping this argument on its head.  Our high achieving children have existed in multi-level skill environments since the onset of modern day education.  These children have succeeded despite the challenges their less academically-adept peers have encountered.  So what happens when you remove the achievement role models in the classroom and leave behind the children who struggle and suffer the saddest side effects of social malaise? 

Who is the guinea pig? 

I would argue the guinea pigs are the first generation left behind.
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The Next Generation of Charter Legislation


By Elizabeth Scheinberg
This idea is not original to me, it is something I have gleamed after reading weeks upon weeks of comments on the NCS expansion project.  While the concept is not mine, I have chosen to expound on the idea and the benefits it would have on Delaware's educational landscape:

Along the way, 15 years into Charter creation, we have lost sight of the original intention of Delaware's charter law. These schools were to be incubators of innovation. Yes, that tired word, innovation, used long before Arne Duncan poisoned it with RTTT. THE EXPERIMENT IS OVER. Charter school perform on average about average with "regular" public schools. There are pockets of success. NCS exemplifies that success as does Downes Elementary, West Park Elementary, Gallaher Elementary, the list of CSD schools succeeding goes on and on.
It's time for new Charter Legislation, had the law been amended in the following ways before NCS went to seek it's latest expansion could have eliminated the entire debate before it started. NCS within DOE's established standards has developed an award-winning model that they claim is NOT impacted by their demographics. Our next set of Charter Legislation then must enforce the logical next step for those charter schools who seek expansion - SUCCEEDING CHARTER SCHOOLS MUST BE COMPELLED BY LAW TO ADOPT AND OPERATE A FAILING TRADITIONAL PUBLIC SCHOOL AND INSTITUTE THEIR SUCCESSFUL MODEL. PUBLIC SCHOOL DISTRICTS MUST BE COMPELLED BY LAW TO PARTICIPATE IN SUCH COLLABORATIVE PARTNERSHIPS. PARTICIPATING CHARTERS WHO ENGAGE A TRADITIONAL FAILING PUBLIC SCHOOL SHALL BE ENTICED WITH RECEIVING THE FULL FUNDING FOR THE SCHOOL INCLUDING CAPITAL FUNDING (ALTHOUGH THAT FUNDING MUST BE RESTRICTED TO USE AT THE SITE THAT GENERATES THAT FUNDING.) IN ACCEPTING THE FULL GENERATED FUNDING, THE CHARTER OPERATOR TAKE FULL AND COMPLETE RESPONSIBILITY FOR ALL STUDENTS and ACHIEVEMENT OF THE NEWLY ACQUIRED SCHOOL...
Yes, it's time to test the results and this seems like the only logical and sound way to do it. When successful charter schools are compelled to adopt a failing school two things can happen: First, all children in the failing school are exposed to the successful model. Secondly, the effects of charter school competition are decreased - children of parents for whom choice is truly an option are not expedited out of the school district. There are no lottery winners. And there are no losers. All children win, not just the select few whose parents are able to negotiate the barriers to school choice such as transportation (hub stops), subsidized lunch (traditional public schools have operating cafeterias and are already approved for the federal free and reduced lunch program), the pressure to participate in fundraising (which many low income families cannot do) is decreased b/c the legislation would permit charter operators in traditional schools to access capital funding. This is the winning scenario and this is the message we should be providing to our children - that when adults work together and share resources, students achieve. This is what should happen before charter schools are permitted to expand their physical plant and facilities and further dilute the student pool. This strategy also decreases the likelihood for facility glut - under-enrolled buildings that carry the same operating expenses as fully enrolled buildings. This will also reduce the number of properties being rezone out of the commercial class and into exempt status for education mitigating the growing tax revenue loss of expansion.
Yes, Delaware and local legislators, it is time to revisit the charter law.  Much has changed since 1995 when charter school were advertised as schools that would be similar to private schools but free to those parents who engaged them.  Private school without the cost of tuition - b/c that tuition would be born by the tax base.  I only hope that some of our enterprising legislators will adopt this philosophy and allow the charter school experiment to move to the next level.  The time has come...
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Do YOU want to be 22 out of 50? Um...no.


By Elizabeth Scheinberg
Lawmakers, along with the political and corporate elite, often brag about the "Delaware Way" of solving problems in a nonpartisan, collaborative fashion. That same Delaware Way, however, also tends to maintain the status quo because power is concentrated in the hands of a core group of politicians who sometimes stay in office for decades and business executives in banking, development and other major industries.  -- http://www.delawareonline.com/article/20120319/NEWS02/203190315/Study-ranks-Del-government-22nd-transparency?odyssey=tab|topnews|text|Home

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Teacher Sex Abuse: Why Repeat Offenders Are So Common


By Elizabeth Scheinberg
I was about to delete Eduwonk from my blogroll the other day, when I clicked through to the following piece by Eduwonk's author.  Guess that blog might stay on the roll a while longer...

Teacher Sex Abuse: Why Repeat Offenders Are So Common

Parents don’t want to further traumatize young victims, but handling things "discreetly" merely displaces the problem to another school or community

Read more: http://ideas.time.com/2012/03/01/sex-abuse-in-schools-why-public-disclosure-is-crucial/#ixzz1pOrP0gWC
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A Collective Sigh of What the heck just happened?


By Elizabeth Scheinberg
If you missed the twitter action, then you need to know - The NCS expansion went absolutely nowhere today.  No win can be declared for either side.  The Sec. of Ed. offered no recommendation and the state board of education voted to table until their April meeting. 

In the last couple of hours, parties on every side have been trying to piece together the message this lack of action means - from debating whether the state is violating their own charter approval process with regard to exceeding the 90 day provision in the law to whether or not the Sec. should have considered the ACLU letter that was submitted after the close of public comment on the application. 

It's the waiting game, again. At least for the public at large, as the News Journal is reporting that NCS School Leader, Greg Meece has said that the Sec. contacted him this morning and advised him that NCS parents could stand down, there would be no vote today.  Real bummer for the general public/constituents who spent three hours in Dover waiting for this vote!

It's a major system failure for Transparency and State Government.
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Education Bloggers Statewide Waiting with Baited Breath


By Elizabeth Scheinberg
FOR NEWARK CHARTER EXPANSION VOTE. 

Follow the state board meeting on Twitter #NCSAPP

Latest from DEed blog:
Posted on March 15, 2012 by Nichole Dobo
The ACLU tells The News Journal’s Beth Miller that one concern they stated in a letter to the state regarding the Newark Charter expansion have been satisfied.
From Miller:
Kathleen MacRae, executive director of ACLU, confirms opposition to Newark Charter expansion. The ACLU sees charter movement as exacerbating the resegregation of schools. However, after the letter was written, the charter notified the state that it would provide free- or low-cost lunches to students at all grade levels, whether or not the school had a cafeteria. So, MacRae said, that concern of the ACLU has been satisfied.
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Check Out Transparent Christina! Awesome find for those who disdain the insanity of standardized testing!


By Elizabeth Scheinberg
http://transparentchristina.wordpress.com/2012/03/14/welcome-to-the-opt-out-of-standardized-tests-site-netde/
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Smarter Balanced Copyright Infringement? Let's play.


By Elizabeth Scheinberg
Okay, you'd think that the mega minds behind the Smarter Balanced Assessment Consortium might have had a creative bone in one of those wall street bodies... 


Guess Not!  Thus I am left to assume (yes, I know what assuming does) that the new assessment will do nothing more than determine that our children's knowledge exceeds that of butter!  God help us all if the testing craze churns their minds to butter!  Goodbye critical thinking skills, hello butter brained zombies.  Instead of teaching to a test, we are now evidently teaching to a taste.

Hey, at least it's oil-based product - maybe our kids will be worth more per gallon!

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Laurel School District - The State Finally Intervenes


By Elizabeth Scheinberg
Markell's edu-spending cuts have been wreaking havoc in Laurel all year.  The state has finally intervened to help ward off a budget deficit before the end of this fiscal year.  Is it enough?  It is in time?  And will our state legislature finally acknowledge the chaos the Markell Administration has caused in public education?

From the News Journal today:
A special team of financial advisers selected by state officials has been dispatched to the Laurel School District to help ward off a projected spending gap that threatens to spill red ink on the district's budget by the end of this school year.
Click the graph above for the full story.

Note - the State blames Laurel's school board and the turnover in management via interim super and business office.  The district and local legislators blame the edufunding cuts as operational costs outpace the rural tax base.  And Ann Visalli is asking Sen. Venables to not introduce bailout legislation like that passed to help Christina years back until the recovery team has a handle on the problem.  Venables is waiting on the school board for the go ahead.  And in all this mess, let's not forget that CSD was billed for all the hours that the Finance Recover Team fromn Dover spent on forensic accounting. Likely, Laurel's tax payers will have to cough that up, too.

The Gov's mess!
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It's On! A Three-Way Race for District G


By Elizabeth Scheinberg
Candidates
Nominating District "G": Term expires June 30, 2017
Valene Harris (2-13-12)
Shirley A. Sutton-Saffer (2-21-12)
Stephen Lee (3-2-12)
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This is why we cannot let assessment fever dwarf Critical Thinking Skills!


By Elizabeth Scheinberg
I can only hope that the following story gets picked-up by the AP and spun out every news sources in the United States.  (It won't, I know, wishful thinking.)

Clearly the students lacked the critical thinking skills necessary to navigate their way through Delaware.  They also made several poor judgments.  I'm certainly glad these six are safe and were rescued quickly. 

But, this event shines the light on a very dark place - the obsession with assessments that has decreased the overall quality and quantity of classroom instruction - that has forced our many educators into a cave!  Watch out for the stalactites and stalagmites.  I think these kids walked blindly into several!

Decision to play hooky

gets 6 in deeper water

River rescuers called to retrieve stranded students

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The Inconvenient Truth Behind Waiting for Superman


By Elizabeth Scheinberg
Dear Christina,

Last night I was unable to attend the showing of The Incovenient Truth Behind Waiting for Superman or the pandel that followed.  I would love to hear your recap of the evening.  Thus, I am inviting anyone who attended to leave me a comment with his/her thoughts of the event.

Thank You,

Elizabeth
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"Help me out here..."


By Elizabeth Scheinberg
In Due Process Training in APPO with DOE,

Title 14 Education
Delaware Administrative Code
200 Administration and Operations
211 Notice to School Boards of Due Process Proceedings
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It's always nice to learn of another school board member who doubts RTTT


By Elizabeth Scheinberg
http://www.delawareonline.com/article/20120224/NEWS02/202240329/Black-Caucus-threatens-suit-over-Race-Top-reforms?odyssey=tab%7Ctopnews%7Ctext%7CHome&nclick_check=1
Capital School Board member Raymond Paylor told Street and the other caucus members leading the forum that Delaware's plans for turning around failing schools with high minority populations are fundamentally flawed.
Paylor said schools like Capital's Dover High that have been targeted for Race to the Top reforms, and handed infusions of cash to make changes, needed money to head off decline, not to bring them back from the edge.
"Those schools have three things in common: They have very high numbers of low-income students, special education students and African-American students," he said. "They have to fall into a struggle and be labeled a failing school before they get funding."

Thank You Mr. Paylor for stating what many of us know but few will recognize.
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At Csd early childhood meeting on proposed changes


By Elizabeth Scheinberg
Discussion on teacher visits and it's impact on the start of school year for preschool only.
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So it appears that another blogger has trained their eye on CSD


By Elizabeth Scheinberg
Looks like a brand new blog focusing on either Colonial or Christina.  The blog does not appear to be totally set-up yet.  But, we'll be keeping an eye on http://keepinganeyeoncsd.wordpress.com/ to see their contribution to the education dialogue.

Welcome to the blogosphere!
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I can't keep up - Just go read Kilroy


By Elizabeth Scheinberg
No, I'm not retiring the blog.  But, Kilroy is on top of all the action in education that's fit to print.


Life's a wee bit busy here at C&E 1st.  So, the posts are coming fewer and further between.  In the meantime, there's some serious and some seriously funny reading to be done here: http://kilroysdelaware.wordpress.com/


God Bless Kilroy and God Bless the USA!
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Christina Names Successor (From the NJ)


By Elizabeth Scheinberg

BREAKING NEWS: Christina SD has a new super

Here’s a sneak peek at my story in tomorrow’s edition.
By NICHOLE DOBO
The News Journal
NEWARK — The Christina School District, the state’s largest school district, will be lead by a long-time Delaware educator who is currently working for the district...

Click the link above for more! 

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Did You Know?


By Elizabeth Scheinberg
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Auditor Weighs in on Woodbridge Referendum


By Elizabeth Scheinberg
Auditor: Woodbridge district ad OK

Report suggests state improve guidelines to avoid confusing referendum notices

The Woodbridge School District properly advertised its 2011 capital referendum to voters, but the state should improve guidance to schools so that notices are less confusing, according to a report from the state Auditor General's Office.

Residents of the district told the auditor's office that the district's advertisement about the March 29, 2011, referendum was "deceptive," according to the auditor's office. While the auditor's office agreed that it was confusing, the "published calculations were accurate" and complied with state rules for such notices.

Confusion stemmed from additional information included in the advertisement that told residents what their tax rate would be when another, older bond was retired. This information was not required to be in the notice.

In his report, auditor Tom Wagner offered examples for a more uniform notice for school districts and suggested it be adopted by the school districts and the state education department.

"It is my hope that these guidelines ensure consistent communication of much needed, and somewhat confusing, information to help taxpayers make informed decisions prior to a referendum vote," Wagner said in a statement.
Contact Nichole Dobo at 324-2281 or ndobo@delawareonline.com.
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From the Newark Post - Where do you go with this one?


By Elizabeth Scheinberg
Educational Specialist charged in altercation with student


Posted: Tuesday, February 7, 2012 1:31 pm | Updated: 1:36 pm, Tue Feb 7, 2012.
Educational Specialist charged in altercation with student 0 comments
The Delaware State Police have arrested and charged a contracted Educational Specialist assigned to the New Castle School in connection with an altercation with a 13 year-old male student.
On January 26, the State Police School Resource Officer assigned to the New Castle School was notified of a physical altercation between Mark A. Murdock, 41, an Educational Specialist contracted through the Colonial School District, and a 13 year-old male student. The investigation revealed that Murdock was assigned to monitor the In-School Suspension Room, located in the New Castle School, 903 Delaware Street, New Castle, where the 13 year-old student was attending for the day. Murdock and the victim engaged in a verbal confrontation allegedly over comments made several days prior. The verbal confrontation continued with an argument over a trash can placed in the center of the classroom, and the victim being instructed by Murdock to not touch it. The victim walked up and touched the trash can which led to Murdock initially placing the victim in a headlock. The victim was able to escape the headlock and the physical confrontation continued with Murdock again placing the victim in a headlock escorting him back to his seat. The victim received minor injuries to the neck and face, and was treated at school nurse's office.
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K12 (Of the K12 appointed by DeDOE to Run Moyer Charter) Accused of Securities Fraud


By Elizabeth Scheinberg
From WDEL  http://www.wdel.com/story.php?id=40660

Monday, February 6, 2012 - 1:01pm
Firm running Moyer Academy accused of fraud
 
A private for-profit company hired by state officials to run the troubled Moyer Academy charter school in Wilmington is the target of a lawsuit alleging federal securities fraud.
A lawsuit filed in Virginia alleges that officials with Virginia-based K12 Inc. made false and misleading statements regarding the company's business and financial results in order to inflate K12's stock price.

The complaint was filed last week on behalf of investors who bought K12 stock between 2009 and last year. It alleges among other things that K12 used deceptive student recruiting practices and improper academic assessments to increase its student enrollment and revenues.

A K12 spokeswoman did not immediately return a telephone message Monday. A spokeswoman for state education secretary Lillian Lowery say Lowery has not seen the filing and can't comment.
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