Time for another RttT Palate Cleanser!
http://www.youtube.com/watch?v=MI-T3EEJxl4
The State Turnaround Office will be responsible for identifying PLAs and Partnership Zone schools, for providing supports to LEAs, and for monitoring Partnership Zone performance and enforcing accountability. Its staff will include an experienced turnaround leader, an accountability officer, and an identification officer in charge of both quantitative and qualitative identification processes and administration of the CSR. In addition to this full time-staff, the office will secure contracted support as necessary.
LEAs will be responsible for planning for turnaround, securing operational flexibility, hiring school leaders and staff, and operating the schools. LEAs may also choose to transfer responsibility for operations to partner organizations.
• Accountability: Each Partnership Zone school will commit to making AYP within two years of launch. Schools that fail to make AYP after two years will be subject to a new MOU process to develop a new plan and gain appropriate flexibility, or will be required to choose a new turnaround model. When necessary, the State will use the following sanctions: (1) Reduction or removal of the School Improvement Grants under section 1003(g) of the ESEA; (2) Reduction or removal of supplemental Partnership Zone funding through the Turnaround Office; (3) Removal of flexible funding arrangements (see section F) if progress on the formative assessments and other academic indicators do not signal progress towards AYP at the end of two years.
• Monitoring progress: The Turnaround Office will frequently monitor progress and provide supports to ensure that each Partnership Zone school is on track to reach AYP within the two-year timeframe. For each formative and summative DCAS assessment, the State will set intermediate goals and review progress towards these goals within six weeks of the assessment’s execution. In addition, Turnaround Office staff will have a broader quantitative and qualitative understanding of school progress, tracking interim indicators of student success based on the root causes as identified by the CSR (e.g., attendance) and visiting each school, at least monthly in its first semester of operations, and then at least quarterly thereafter. The Turnaround Office will provide periodic reports on its website about the performance of the Partnership Zone schools so that the public is informed of the progress during turnaround...
Historical performance on school turnaround, results, and lessons learned
Over the last five years, the State has attempted to turn around 24 schools, primarily through the “Other major restructuring” option (20 schools), through closure (1), and through leadership change (3). The results have demonstrated that, while six schools have made AYP ina single year, none have exited restructuring or school improvement status through improved student performance. Eight schools have avoided further restructuring by changing their Title I status.
The current Administration has learned the following from this history:
• “Other major restructuring” provides insufficient guidance and requires too few changes to effect significant reforms
• Difficulty in securing carve outs from collective bargaining agreements to implement changes required by the charter, outside management, and staff replacement models caused most LEAs to choose “Other major restructuring”
• Changes in leaders must be accompanied by greater flexibility and autonomy specifically relating to staffing, spending, and changes to the school day in order to take advantage of leadership skills
• The State needs to provide greater support in planning to create rigorous, credible plans, provide better oversight of implementation of these plans, and hold schools accountable for following through...
The State is committed to distributing School Improvement Grants only to schools that have credible plans for improvement. In addition, the State tracks progress towards each school’s goals, and will, as necessary, reduce or remove funding for schools that fail to demonstrate progress towards goals.
I just want to know --
1) Prior to RttT, Did Delaware routinely commit to distribute SI Grants to schools to didn't have credible plans for improvement? Ummm...Yes. -- Only six schools have made AYP in a single year, none have exited restructuring or school improvement status. Eight schools have avoided further restructuring by changing their Title I status.
2) Does Delaware blame unions for the failure of our schools? Ummm...Yes. -- Difficulty in securing carve outs from collective bargaining agreements to implement changes and staff replacement models caused most LEAs to choose “Other major restructuring,” (Remember that Other Major Restructuring resulted in the failed plans in Question 1.)
3) Will the state let LEAs whose schools fail to make AYP during the Race to Top Grant period exit the program? When DOE reps addressed our district, we were told that we could leave the program and would only be required to pay back what was not spent of the RttT Grant... Then, how come the application reads as such:
Note: School Improvement Grants existed before and outside of Race to the Top.
When necessary, the State will use the following sanctions: (1) Reduction or removal of the School Improvement Grants under section 1003(g) of the ESEA; (2) Reduction or removal of supplemental Partnership Zone funding through the Turnaround Office; (3) Removal of flexible funding arrangements (see section F) if progress on the formative assessments and other academic indicators do not signal progress towards AYP at the end of two years.
Good God, would it have been so difficult to permit School Boards to read the application before we had to vote on our agreement to the MOU? That's all I really want to know.
LEAs will be responsible for planning for turnaround, securing operational flexibility, hiring school leaders and staff, and operating the schools. LEAs may also choose to transfer responsibility for operations to partner organizations.
• Accountability: Each Partnership Zone school will commit to making AYP within two years of launch. Schools that fail to make AYP after two years will be subject to a new MOU process to develop a new plan and gain appropriate flexibility, or will be required to choose a new turnaround model. When necessary, the State will use the following sanctions: (1) Reduction or removal of the School Improvement Grants under section 1003(g) of the ESEA; (2) Reduction or removal of supplemental Partnership Zone funding through the Turnaround Office; (3) Removal of flexible funding arrangements (see section F) if progress on the formative assessments and other academic indicators do not signal progress towards AYP at the end of two years.
• Monitoring progress: The Turnaround Office will frequently monitor progress and provide supports to ensure that each Partnership Zone school is on track to reach AYP within the two-year timeframe. For each formative and summative DCAS assessment, the State will set intermediate goals and review progress towards these goals within six weeks of the assessment’s execution. In addition, Turnaround Office staff will have a broader quantitative and qualitative understanding of school progress, tracking interim indicators of student success based on the root causes as identified by the CSR (e.g., attendance) and visiting each school, at least monthly in its first semester of operations, and then at least quarterly thereafter. The Turnaround Office will provide periodic reports on its website about the performance of the Partnership Zone schools so that the public is informed of the progress during turnaround...
Historical performance on school turnaround, results, and lessons learned
Over the last five years, the State has attempted to turn around 24 schools, primarily through the “Other major restructuring” option (20 schools), through closure (1), and through leadership change (3). The results have demonstrated that, while six schools have made AYP ina single year, none have exited restructuring or school improvement status through improved student performance. Eight schools have avoided further restructuring by changing their Title I status.
The current Administration has learned the following from this history:
• “Other major restructuring” provides insufficient guidance and requires too few changes to effect significant reforms
• Difficulty in securing carve outs from collective bargaining agreements to implement changes required by the charter, outside management, and staff replacement models caused most LEAs to choose “Other major restructuring”
• Changes in leaders must be accompanied by greater flexibility and autonomy specifically relating to staffing, spending, and changes to the school day in order to take advantage of leadership skills
• The State needs to provide greater support in planning to create rigorous, credible plans, provide better oversight of implementation of these plans, and hold schools accountable for following through...
The State is committed to distributing School Improvement Grants only to schools that have credible plans for improvement. In addition, the State tracks progress towards each school’s goals, and will, as necessary, reduce or remove funding for schools that fail to demonstrate progress towards goals.
I just want to know --
1) Prior to RttT, Did Delaware routinely commit to distribute SI Grants to schools to didn't have credible plans for improvement? Ummm...Yes. -- Only six schools have made AYP in a single year, none have exited restructuring or school improvement status. Eight schools have avoided further restructuring by changing their Title I status.
2) Does Delaware blame unions for the failure of our schools? Ummm...Yes. -- Difficulty in securing carve outs from collective bargaining agreements to implement changes and staff replacement models caused most LEAs to choose “Other major restructuring,” (Remember that Other Major Restructuring resulted in the failed plans in Question 1.)
3) Will the state let LEAs whose schools fail to make AYP during the Race to Top Grant period exit the program? When DOE reps addressed our district, we were told that we could leave the program and would only be required to pay back what was not spent of the RttT Grant... Then, how come the application reads as such:
Note: School Improvement Grants existed before and outside of Race to the Top.
When necessary, the State will use the following sanctions: (1) Reduction or removal of the School Improvement Grants under section 1003(g) of the ESEA; (2) Reduction or removal of supplemental Partnership Zone funding through the Turnaround Office; (3) Removal of flexible funding arrangements (see section F) if progress on the formative assessments and other academic indicators do not signal progress towards AYP at the end of two years.
Good God, would it have been so difficult to permit School Boards to read the application before we had to vote on our agreement to the MOU? That's all I really want to know.
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In the earlier part of January, I blogged my suspicions of Delaware's plan to pilot Mass Insight's Turnaround Challenge Program in Delaware schools. The release of Delaware's Race to the Top Application confirmed my concerns.
Before we get started, here are my early questions:
1) Will School Board Members, as LEA leaders, be invited to participate in the Partnership Zone Institute?
2) Who has Mass Insight and DOE identified to Potential Operational Partners?
3) Will participants in the Partnership Zone Institute be invited to participate in the series of visits to schools nationwide that have been successfully reformed? And at who's cost?
The following excerpts are from different sections of the application, arrange here to provide ease of reading.
Here we go --
Before we get started, here are my early questions:
1) Will School Board Members, as LEA leaders, be invited to participate in the Partnership Zone Institute?
2) Who has Mass Insight and DOE identified to Potential Operational Partners?
3) Will participants in the Partnership Zone Institute be invited to participate in the series of visits to schools nationwide that have been successfully reformed? And at who's cost?
The following excerpts are from different sections of the application, arrange here to provide ease of reading.
Here we go --
According to Delaware's RttT Application:
The State’s Turnaround Office will provide a range of supports to LEAs as they turn around lowest-achieving schools, from the point of entry into the Partnership Zone, to the planning process, to recruitment of leaders and staff, and finally, to the launch and operations of the turnaround school ... The State has established a partnership with Mass Insight to support its turnaround efforts, making it one of a handful of states selected for partnership with this national leader in school reform...
Goals
As noted above, Delaware expects to turn around at least 10 lowest-achieving schools by 2014, with each school reaching AYP within two years of launch. The State will initiate three interventions in the 2011-12 school year, and will initiate seven more for the 2012-13 school year...
While the process to identify PLA schools is quantitative and objective, the process to select PLA schools to enter the Partnership Zone will include qualitative components Partnership Zone schools will be selected at the discretion of The Delaware Secretary of Education...
The State’s planned timeline for implementation is as follows: In March 2010 (using 2009 data), the State will identify an initial list of PLA schools. By September 2010, the State will select at least three schools from this list to enter into the Partnership Zone and begin preparations to implement one of the four intervention models in the 2011-2012 school year. By the end of July 2011, the State will again identify a list of PLA schools, and in August of that year, the State will select at least seven more schools to enter into the Partnership Zone. These schools will immediately begin preparations to implement one of the four intervention models in the 2012-13 school year. In this way, Delaware will launch interventions in 10 schools by the 2012-13 school year. These 10 schools will represent nearly 5% of all schools in the State, and more than 25% of all schools currently in school improvement, corrective action, or restructuring. The identification process will repeat annually in July based on accountability assessment results, with additional schools selected for the Partnership Zone as determined by The Delaware Secretary of Education...
Delaware recognizes the challenge faced by LEAs in turning around the State’s lowest performing schools. With a long history of failure, these schools require radical reform to achieve sufficient academic progress among students. To this end, Delaware has established strict requirements for the four intervention models required by State law (which are equivalent to the turnaround, closure, restart, and transformation options described in the Race to the Top guidelines). In addition, Delaware expects rapid progress – schools in the Partnership Zone will need to achieve AYP in just two years...
To meet this need, a newly-formed State Turnaround Office will provide a range of services to LEAs, beginning when a school is selected for the Partnership Zone. The Turnaround Office will bring the nation’s best thinking on, and experience with, school intervention to Delaware, by working with Mass Insight...
Below are the details of the State’s implementation plan for its first cohort of three Partnership Zone schools:
1. Run a “Partnership Zone Institute” to inform LEAs selection of an intervention model and provide access to a network of potential operational partners: By July 2010, the State will host a “Partnership Zone Institute,” for LEA leaders. The Institute will provide a short, intense education process to ensure that local leaders are knowledgeable about the full range of available school intervention models, best practices, and potential operational partners. The Institute will begin with a one-day conference, providing in-depth reviews of the turnaround, closure, restart, and transformation models, including presentations by school intervention experts and support organizations. For example, the State and Mass Insight might run a workshop to share early results and experience from other turnaround states within the Mass Insight network. Next, the Institute will host a series of visits to schools nationwide that have been successfully reformed. Finally, as LEAs may choose to outsource management of Partnership Zone schools to a third party operating partner (10) the State will facilitate introductions to potential partners that have a proven track record and an interest in expanding to Delaware (this may require a second one-day conference). As planning and implementation continue, the Turnaround Office will provide additional assistance with recruiting partners, should LEAs be interested.
(10) One model for outsourcing management of schools in turnaround is known as the “lead partner” model. These partners are granted operating freedom (e.g., authority to recruit and manage personnel) in exchange for accepting accountability for performance. Lead partners provide all academic and non-academic services at the school, actively develop a new school culture, and establish a full-time presence on site in the school...
3. Assist with recruiting, selecting, and training school leaders, teachers, and other staff: As soon as a school is selected for the Partnership Zone, LEAs should begin their search for a school leader (or a partner that will then provide a school leader). Ideally, the leader will be involved in the design of the reform model and implementation plan, and in the negotiation of staffing and operating flexibility. However, it may also be difficult to secure a leader until the LEA can assure that leader that he or she will have sufficient flexibility to manage the school (i.e., after negotiations with the union are complete).
Regardless of the timing, the Turnaround Office will support LEAs in recruiting, selecting, and training school leaders (and eventually other staff), by acting on behalf of the State to build a pool of potential leaders for all turnaround schools. This will include working with high-quality alternative certification and training programs (as described in section (D)(1)), leveraging the networks of Mass Insight, and assisting LEAs with recruiting local operating partners that have their own leader pipelines...
School leaders for the first cohort of Partnership Zone schools should be in place no later than February 2011.
5. Provide supplemental funding: The Turnaround Office will ensure that Partnership Zone schools receive the maximum funds from School Improvement Grants under section 1003(g) of the ESEA (approximately $500,000 per school), and will provide additional funding of $200,000 to each Partnership Zone school for its first three years of operations.
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The following post is from:
Education and Community News from Home Town Delaware
A Billboard for information about Lower Delaware Education issues.
http://viewsfromlowerdel.wordpress.com/
Education and Community News from Home Town Delaware
A Billboard for information about Lower Delaware Education issues.
http://viewsfromlowerdel.wordpress.com/
About...
Gary M. Wolfe is the president of the Milford Board of Education and an advocate for Public Education.
No new taxes says Markell January 29, 2010
Posted by Wolfe Gary in Delaware, Delaware Politics, Education.
When he finished delivering his State of the State Mr Markell made it known he did not introduce any new taxes. What he failed to tell you is the Dover does not want to have that on their necks, but the local school boards can have that on theirs! There was a line in his budget that read:
• Reduce funding for public school transportation to reflect reduction in fuel costs and projected new routes – $3,334.9
What is actually means is that the cost of transporting students to and from schools which was funded 100% from your state taxes will now be funded 75/25. That 25% districts will need to pickup can only be funded by most districts by raising local taxes! So the funds the state still will collect out of your taxes will pay for something besides student transportation, and now we will have to raise local taxes to cover buses! The worst part about this whole thing is that because of Equalization issues in the state poorer districts and communities will foot the biggest part of the bill again. Mr. Markell explain to the law abiding tax payers of this state why we pay higher taxes while those in our prison system get better health care then folks on the outside, and they eat free food while we work hard to put food on the table everyday?
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Something a little different today, an excellent piece of prose by Francis Storrs:
(Click anywhere on the piece to link back to the full article.)
(Click anywhere on the piece to link back to the full article.)
Searching for Salinger, Finding Something More
BOSTON (Jan. 29) -- The obituaries that have followed the death of J.D. Salinger invariably mention the author's infamous reclusiveness. More than a few also discuss the legions of fans who over the years have traveled to his home in Cornish, N.H., skulking around the edges of his 90-acre compound in the hope of spotting their literary hero. The place is surprisingly easy to find, but such was Salinger's legend, and legendary wrath, that the final few yards to his door presented another kind of obstacle. At least, that's how it went for me.
In 1953, two years after "The Catcher in the Rye" had made him famous, Salinger fled Manhattan for the tiny town, which is the kind of place where everyone knows the neighbors and yet tries to avoid speaking with them. Soon thereafter, he insisted that his photograph be removed from his books. He began declining interviews. Then, in 1965, at the age of 46, Salinger stopped sharing his writing altogether. "There is a marvelous peace in not publishing," he told a reporter a decade later, one of the last times he would speak publicly...
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Your Guide To Restraint And Seclusion
By Michelle Diament, http://www.disabilityscoop.com/2010/01/19/restraint-seclusion-guide/6690/
A scathing report released one year ago brought unprecedented attention to the use of restraint and seclusion tactics in schools, documenting rampant examples of abusive and even deadly practices primarily involving special education students.
Now Congress is set to consider legislation this year to institute the first-ever federal oversight regulating these tactics. Meanwhile, a handful of states have made changes in an effort to promote student safety. (Read all of Disability Scoop’s coverage of restraint and seclusion >>)
Yet, for students who enter classrooms everyday, the battle is far more personal. Relatively few protections are in place in most states and consideration of the pending federal legislation will take time. That means parents and students themselves must be on the watch, says Curt Decker, executive director of the National Disability Rights Network, which issued the initial report last January and is currently preparing a follow up report.
Don’t condone it
Most importantly, Decker says, don’t give schools a free pass.
“The IEP should not contain any sanction of seclusion and restraint,” he says. “It’s not proper programming when you have to accept a restraint or a seclusion methodology in order to keep your kid in an integrated classroom."
Rather, it is the purpose of the IEP meeting to establish appropriate programming and positive behavior supports designed to avoid severe behavior problems, Decker says.
If a child’s IEP currently includes provisions for restraint or seclusion, now is the time to request that such tactics be stripped from the plan. Should the federal legislation pass as it’s currently proposed, such measures will not be allowed in IEP plans anyway.
Watch for the signs
In most cases, parents have no idea that their child is experiencing restraint or seclusion at school. So, even if your child’s IEP doesn’t mention the techniques, that doesn’t mean school staff aren’t employing them.
Keep a keen eye for signs of disciplinary measures gone wrong, especially if you’re dealing with a child who can’t tell you what’s going on at school. Pay attention if a child is nervous about school, refuses to go or is acting out in any way.
“A lot of parents realize that their child was restrained or secluded 85 times before they even found out about it,” Decker says. “If the parents walk into the classroom and the kid is tied to a chair, then yeah, that’s pretty obvious, but too many parents just don’t even know this is happening."
http://www.disabilityscoop.com/2010/01/19/restraint-seclusion-guide/6690/
By Michelle Diament, http://www.disabilityscoop.com/2010/01/19/restraint-seclusion-guide/6690/
A scathing report released one year ago brought unprecedented attention to the use of restraint and seclusion tactics in schools, documenting rampant examples of abusive and even deadly practices primarily involving special education students.
Now Congress is set to consider legislation this year to institute the first-ever federal oversight regulating these tactics. Meanwhile, a handful of states have made changes in an effort to promote student safety. (Read all of Disability Scoop’s coverage of restraint and seclusion >>)
Yet, for students who enter classrooms everyday, the battle is far more personal. Relatively few protections are in place in most states and consideration of the pending federal legislation will take time. That means parents and students themselves must be on the watch, says Curt Decker, executive director of the National Disability Rights Network, which issued the initial report last January and is currently preparing a follow up report.
Don’t condone it
Most importantly, Decker says, don’t give schools a free pass.
“The IEP should not contain any sanction of seclusion and restraint,” he says. “It’s not proper programming when you have to accept a restraint or a seclusion methodology in order to keep your kid in an integrated classroom."
Rather, it is the purpose of the IEP meeting to establish appropriate programming and positive behavior supports designed to avoid severe behavior problems, Decker says.
If a child’s IEP currently includes provisions for restraint or seclusion, now is the time to request that such tactics be stripped from the plan. Should the federal legislation pass as it’s currently proposed, such measures will not be allowed in IEP plans anyway.
Watch for the signs
In most cases, parents have no idea that their child is experiencing restraint or seclusion at school. So, even if your child’s IEP doesn’t mention the techniques, that doesn’t mean school staff aren’t employing them.
Keep a keen eye for signs of disciplinary measures gone wrong, especially if you’re dealing with a child who can’t tell you what’s going on at school. Pay attention if a child is nervous about school, refuses to go or is acting out in any way.
“A lot of parents realize that their child was restrained or secluded 85 times before they even found out about it,” Decker says. “If the parents walk into the classroom and the kid is tied to a chair, then yeah, that’s pretty obvious, but too many parents just don’t even know this is happening."
http://www.disabilityscoop.com/2010/01/19/restraint-seclusion-guide/6690/
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All Text from the Delaware Race to the Top Application
Note: Nearly every paragraph is a snippet from a different part of the application. I have organized them in most chronological order I can provide in order for flow of reading. I have highlighted some sections in bold for emphasis.
Happy Reading:
While DSTP is rigorous when compared to NAEP and other state assessments, it could be more comprehensive, cover a wider range of subject areas, and include multiple formative assessments to help teachers hit progress goals. For this reason, in 2009 the Delaware General Assembly mandated the implementation of a new computer-adaptive test (the Delaware Comprehensive Assessment System – DCAS), including formative and summative assessments, by the 2010-11 school year. Delaware is on track to meet this mandate, with a signed contract with an assessment vendor in hand.
Since Delaware’s new assessment will align with the common core standards (pending review and adoption), address college-readiness requirements, and be operational a full five ears before a common assessment is expected, the State intends to make its assessment available to the multi-state consortium as a model for the common assessment. When the common assessment is ready, Delaware will transition from DCAS to the new assessment.
DCAS: Delaware Comprehensive Assessment System. Delaware’s new statewide test of student achievement, which will be computer-adaptive and include multiple formative assessments. For every student, DCAS will provide up to three computer-adaptive formative assessments and one summative assessment per year, including end-of-course exams in high school, making Delaware one of the few states able to measure student growth in a valid and reliable way. DCAS will be fully implemented in the 2010-11 school year including benchmark and summative assessments for grades 2-10 in English language arts, mathematics, science, and social studies and end-of-course exams for high school courses (e.g. Algebra II)
To measure learning against these standards, Delaware is dedicating nearly $13 million in local, state and federal funding to develop the Delaware Comprehensive Assessment System (DCAS) – a series of new computer adaptive, flexible formative assessments that will be used to inform instruction and measure ongoing student learning. This investment, which shifts funding from an older summative testing system to one that is flexible and aligned with reform, includes $5.0 million of LEA funds, $4.1 million of State funds, and $3.6 million of federal No Child Left Behind funds.
Data from DCAS will flow into Delaware’s existing longitudinal data system, which already allows the State to know how every LEA, every school, every teacher, and every student is performing and improving.
As a computer-adaptive system, DCAS will improve testing by allowing all test takers, including students with disabilities, to take the same exam and have testing items adjusted to their level of knowledge. In this way, this single assessment will focus questions at the upper limit of a student’s knowledge, providing a nuanced assessment of aptitude and content knowledge.
Assessments:
In December 2009, the State signed a contract with an assessments vendor to develop DCAS (described in section (B)(2)), a set of statewide formative and summative assessments that will align with the common core standards. The vendor will make the DCAS tests for English language arts, mathematics, social studies and science available by August 2010, and the test will launch in the 2010-11 school year.
DCAS will be piloted during the spring semester of the 2009-10 school year. During the development of DCAS, the State will host a DCAS standard-setting event involving K-12 educators, higher education content experts and assessment experts to ensure that DCAS performance level cut scores represent college- and career-ready status for Delaware high schools. Once the development of DCAS is complete, the State will submit its revised State Accountability Workbook for USDOE peer review and approval.
In August 2010, the DCAS vendor will provide initial training for teachers and administrators on the new assessment. The State will augment this training with a manual and webinars to ensure that all teachers understand the importance of formative and benchmark assessments in improving instruction. Finally, in June 2010, the State will compete, as part of a consortium of states, for federal common assessments grants.
(B)(2)(i) Developing the Delaware Comprehensive Assessment System. DCAS, Delaware’s own computer-adaptive assessment system, will be used to administer up to three formative and summative assessments per year per student in core subjects, and will include formative and end-of-course exams in most other subject areas. In developing DCAS, Delaware will use a combination of local expertise, outside vendors, and participation in consortia that will develop and share testing items (see above) to gain access to high-quality testing items at the best possible value. As a computer-adaptive system, DCAS will improve testing by allowing all test takers, including students with disabilities, to take the same exam and have testing items adjusted to their level of knowledge. In this way, this single assessment will focus questions at the upper limit of a student’s knowledge, providing a nuanced assessment of aptitude and content knowledge.
DCAS will also be able to synchronize with the State’s data system, yielding immediate results that a teacher will use to improve instruction. For educators, DCAS will provide a more accurate measure of student growth and more timely and detailed information that will be used for planning and improving educational programs at the school, LEA and state levels. The State will provide data coaches to aid in the use of assessment data to improve instruction (see section (C)(3) for more information on using data to inform instruction). In addition, DCAS will provide multiple opportunities for students to demonstrate proficiency and will provide academic achievement information to students and parents, including a measure of fall-to-spring and year-to-year individual student growth. The robust student data created from this assessment system will form the foundation for a data driven approach to education and evaluation that will affect all of education in Delaware.
Finally, as prescribed by the Delaware General Assembly, DCAS is to be developed in a cost-effective manner and, to the fullest extent possible, developed in collaboration with other states.
Delaware’s goal is to adopt new standards by June 2010 and to train the approximately 7000 teachers affected by the new standards by the start of the 2010-11 school year. The State expects the curriculum refinement process to be 50% complete by the end of the 2010-11 school year, and 100% complete by the end of the 2011-12 school year. By the end of the 2010-11 school year, the State expects that 100% of DCAS tests will be in place, which will include at least three formative assessments. To support college-readiness, the State expects that 100% of students will be taking the SAT by the end of the 2010-11 school year.
Note: Nearly every paragraph is a snippet from a different part of the application. I have organized them in most chronological order I can provide in order for flow of reading. I have highlighted some sections in bold for emphasis.
Happy Reading:
While DSTP is rigorous when compared to NAEP and other state assessments, it could be more comprehensive, cover a wider range of subject areas, and include multiple formative assessments to help teachers hit progress goals. For this reason, in 2009 the Delaware General Assembly mandated the implementation of a new computer-adaptive test (the Delaware Comprehensive Assessment System – DCAS), including formative and summative assessments, by the 2010-11 school year. Delaware is on track to meet this mandate, with a signed contract with an assessment vendor in hand.
Since Delaware’s new assessment will align with the common core standards (pending review and adoption), address college-readiness requirements, and be operational a full five ears before a common assessment is expected, the State intends to make its assessment available to the multi-state consortium as a model for the common assessment. When the common assessment is ready, Delaware will transition from DCAS to the new assessment.
DCAS: Delaware Comprehensive Assessment System. Delaware’s new statewide test of student achievement, which will be computer-adaptive and include multiple formative assessments. For every student, DCAS will provide up to three computer-adaptive formative assessments and one summative assessment per year, including end-of-course exams in high school, making Delaware one of the few states able to measure student growth in a valid and reliable way. DCAS will be fully implemented in the 2010-11 school year including benchmark and summative assessments for grades 2-10 in English language arts, mathematics, science, and social studies and end-of-course exams for high school courses (e.g. Algebra II)
To measure learning against these standards, Delaware is dedicating nearly $13 million in local, state and federal funding to develop the Delaware Comprehensive Assessment System (DCAS) – a series of new computer adaptive, flexible formative assessments that will be used to inform instruction and measure ongoing student learning. This investment, which shifts funding from an older summative testing system to one that is flexible and aligned with reform, includes $5.0 million of LEA funds, $4.1 million of State funds, and $3.6 million of federal No Child Left Behind funds.
Data from DCAS will flow into Delaware’s existing longitudinal data system, which already allows the State to know how every LEA, every school, every teacher, and every student is performing and improving.
As a computer-adaptive system, DCAS will improve testing by allowing all test takers, including students with disabilities, to take the same exam and have testing items adjusted to their level of knowledge. In this way, this single assessment will focus questions at the upper limit of a student’s knowledge, providing a nuanced assessment of aptitude and content knowledge.
Assessments:
In December 2009, the State signed a contract with an assessments vendor to develop DCAS (described in section (B)(2)), a set of statewide formative and summative assessments that will align with the common core standards. The vendor will make the DCAS tests for English language arts, mathematics, social studies and science available by August 2010, and the test will launch in the 2010-11 school year.
DCAS will be piloted during the spring semester of the 2009-10 school year. During the development of DCAS, the State will host a DCAS standard-setting event involving K-12 educators, higher education content experts and assessment experts to ensure that DCAS performance level cut scores represent college- and career-ready status for Delaware high schools. Once the development of DCAS is complete, the State will submit its revised State Accountability Workbook for USDOE peer review and approval.
In August 2010, the DCAS vendor will provide initial training for teachers and administrators on the new assessment. The State will augment this training with a manual and webinars to ensure that all teachers understand the importance of formative and benchmark assessments in improving instruction. Finally, in June 2010, the State will compete, as part of a consortium of states, for federal common assessments grants.
(B)(2)(i) Developing the Delaware Comprehensive Assessment System. DCAS, Delaware’s own computer-adaptive assessment system, will be used to administer up to three formative and summative assessments per year per student in core subjects, and will include formative and end-of-course exams in most other subject areas. In developing DCAS, Delaware will use a combination of local expertise, outside vendors, and participation in consortia that will develop and share testing items (see above) to gain access to high-quality testing items at the best possible value. As a computer-adaptive system, DCAS will improve testing by allowing all test takers, including students with disabilities, to take the same exam and have testing items adjusted to their level of knowledge. In this way, this single assessment will focus questions at the upper limit of a student’s knowledge, providing a nuanced assessment of aptitude and content knowledge.
DCAS will also be able to synchronize with the State’s data system, yielding immediate results that a teacher will use to improve instruction. For educators, DCAS will provide a more accurate measure of student growth and more timely and detailed information that will be used for planning and improving educational programs at the school, LEA and state levels. The State will provide data coaches to aid in the use of assessment data to improve instruction (see section (C)(3) for more information on using data to inform instruction). In addition, DCAS will provide multiple opportunities for students to demonstrate proficiency and will provide academic achievement information to students and parents, including a measure of fall-to-spring and year-to-year individual student growth. The robust student data created from this assessment system will form the foundation for a data driven approach to education and evaluation that will affect all of education in Delaware.
Finally, as prescribed by the Delaware General Assembly, DCAS is to be developed in a cost-effective manner and, to the fullest extent possible, developed in collaboration with other states.
Delaware’s goal is to adopt new standards by June 2010 and to train the approximately 7000 teachers affected by the new standards by the start of the 2010-11 school year. The State expects the curriculum refinement process to be 50% complete by the end of the 2010-11 school year, and 100% complete by the end of the 2011-12 school year. By the end of the 2010-11 school year, the State expects that 100% of DCAS tests will be in place, which will include at least three formative assessments. To support college-readiness, the State expects that 100% of students will be taking the SAT by the end of the 2010-11 school year.
Category:
Christina,
DCAS,
Delaware,
Department of Education,
DOE,
DSTP,
Race to the Top,
RttT
0
comments
145th General Assembly
House Resolution # 33
Primary Sponsor: Barbieri
CoSponsors: { NONE...}
Introduced on : 01/26/2010
Long Title: REQUESTING THE DEPARTMENT OF EDUCATION BEGIN DEVELOPMENT OF STANDARDIZED STUDENT CODE OF CONDUCT POLICIES FOR ALL OF DELAWARE'S PUBLIC SCHOOL DISTRICTS.
Synopsis: This resolution implements a recommendation of the School Discipline Task Force which requests the Department of Education begin developing standardized school code of conduct policies with input from the relevant stakeholders.
Current Status: House Passed On 01/26/2010
Full text of Legislation:
Voting Reports:
House Voice vote: Passed 1/26/2010 4:52:40 PM------->
Actions History: Jan 26, 2010 - Passed in House by Voice Vote
Jan 26, 2010 - Introduced in House
House Resolution # 33
Primary Sponsor: Barbieri
CoSponsors: { NONE...}
Introduced on : 01/26/2010
Long Title: REQUESTING THE DEPARTMENT OF EDUCATION BEGIN DEVELOPMENT OF STANDARDIZED STUDENT CODE OF CONDUCT POLICIES FOR ALL OF DELAWARE'S PUBLIC SCHOOL DISTRICTS.
Synopsis: This resolution implements a recommendation of the School Discipline Task Force which requests the Department of Education begin developing standardized school code of conduct policies with input from the relevant stakeholders.
Current Status: House Passed On 01/26/2010
Full text of Legislation:
Voting Reports:
House Voice vote: Passed 1/26/2010 4:52:40 PM------->
Actions History: Jan 26, 2010 - Passed in House by Voice Vote
Jan 26, 2010 - Introduced in House
Category:
0
comments
GOVERNOR MARKELL'S SCHEDULE
WEEK AHEAD: Governor Markell to Unveil Budget, Launch Tool to Find Fugitives, Test Drive the New XH150 Hybrid, and Celebrate Innovative Research and Education
Tuesday, Jan. 26, 9:00 a.m.: Governor Markell will attend the signing of the Collaborative Research and Development Agreement (CRDA) between the University of Delaware and the US Army at Aberdeen Proving Ground. The event will take place at the Roselle Center for the Arts, University of Delaware, Orchard Road, Newark.
Tuesday, Jan. 26, 10:45 a.m.: The Governor will help announce a new tool for law enforcement to help locate wanted fugitives and spread the word about emergencies, recruitment and PSAs. The event will take place just north of Rt 896 on I-95 northbound. We can provide more detailed directions on Monday afternoon.
Tuesday, Jan. 26, 1:30 p.m.: Gov. Markell will test drive the new XH150 electric hybrid car from AFS Trinity near Haslet Armory in Dover. More information to come on Monday.
Wednesday, Jan. 27, 10:30 a.m.: The Governor will discuss efforts to make government more efficient through better real estate practices. The location will be announced next week.
Thursday, Jan. 28, 2:00 p.m.: Gov. Markell and Sec. Visalli will unveil the proposed 2011 budget at the Tatnall Building, 3rd Floor, William Penn Street, Dover.
Friday, Jan. 29, 2:00 p.m.: Gov. Markell will help cut the ribbon for Junior Achievement of Delaware's Innovation Hub, located at 522 South Walnut Street, Wilmington.
Friday, Jan. 29, 3:30 p.m.: Gov. Markell and Secretary Lillian Lowery will present the Title I Distinguished School Award to Maclary Elementary School, 200 St. Regis Drive, Newark.
WEEK AHEAD: Governor Markell to Unveil Budget, Launch Tool to Find Fugitives, Test Drive the New XH150 Hybrid, and Celebrate Innovative Research and Education
Tuesday, Jan. 26, 9:00 a.m.: Governor Markell will attend the signing of the Collaborative Research and Development Agreement (CRDA) between the University of Delaware and the US Army at Aberdeen Proving Ground. The event will take place at the Roselle Center for the Arts, University of Delaware, Orchard Road, Newark.
Tuesday, Jan. 26, 10:45 a.m.: The Governor will help announce a new tool for law enforcement to help locate wanted fugitives and spread the word about emergencies, recruitment and PSAs. The event will take place just north of Rt 896 on I-95 northbound. We can provide more detailed directions on Monday afternoon.
Tuesday, Jan. 26, 1:30 p.m.: Gov. Markell will test drive the new XH150 electric hybrid car from AFS Trinity near Haslet Armory in Dover. More information to come on Monday.
Wednesday, Jan. 27, 10:30 a.m.: The Governor will discuss efforts to make government more efficient through better real estate practices. The location will be announced next week.
Thursday, Jan. 28, 2:00 p.m.: Gov. Markell and Sec. Visalli will unveil the proposed 2011 budget at the Tatnall Building, 3rd Floor, William Penn Street, Dover.
Friday, Jan. 29, 2:00 p.m.: Gov. Markell will help cut the ribbon for Junior Achievement of Delaware's Innovation Hub, located at 522 South Walnut Street, Wilmington.
Friday, Jan. 29, 3:30 p.m.: Gov. Markell and Secretary Lillian Lowery will present the Title I Distinguished School Award to Maclary Elementary School, 200 St. Regis Drive, Newark.
Category:
0
comments
Update:
I was out of the loop. Here's the low-down on the Delaware SEED Scholarship:
What is the SEED Scholarship?
The Delaware SEED (Student Excellence Equals Degree) scholarship program provides tuition for full time students enrolled in an associate's degree program at Delaware Technical & Community College (DTCC) or the Associate of Arts program at the University Of Delaware (UD). The program is for Delaware students who stay in school, work hard, and stay out of trouble.
Who is eligible?
Students graduating from Delaware high schools beginning in 2006 who have a GPA of 2.5 or higher and no felony convictions are eligible. More details on these eligibility requirements are available at the eligibility page.
More Here
Wow! I must be seriously out of the loop!
Who knew? Parents? Did you know that your child with a 2.5 GPA is guaranteed admittance to an associate's degree program and a full scholarship for their first year? In my defense, I am a parent of elementary age students, one of which may never see a diploma, due to Delaware's interpretation of NCLB. Wonder if a student with a Certificate of Performance can gain entry into an Associate's Program?
From Delaware's Race to the Top Application:
I was out of the loop. Here's the low-down on the Delaware SEED Scholarship:
What is the SEED Scholarship?
The Delaware SEED (Student Excellence Equals Degree) scholarship program provides tuition for full time students enrolled in an associate's degree program at Delaware Technical & Community College (DTCC) or the Associate of Arts program at the University Of Delaware (UD). The program is for Delaware students who stay in school, work hard, and stay out of trouble.
Who is eligible?
Students graduating from Delaware high schools beginning in 2006 who have a GPA of 2.5 or higher and no felony convictions are eligible. More details on these eligibility requirements are available at the eligibility page.
More Here
Who knew? Parents? Did you know that your child with a 2.5 GPA is guaranteed admittance to an associate's degree program and a full scholarship for their first year? In my defense, I am a parent of elementary age students, one of which may never see a diploma, due to Delaware's interpretation of NCLB. Wonder if a student with a Certificate of Performance can gain entry into an Associate's Program?
From Delaware's Race to the Top Application:
A(A)(3)(i) The State demonstrated significant achievement over the past several years in each of the four education reform areas
Under Standards and Assessments
A student that is on track with state assessments and standards is guaranteed access to a college education in Delaware. State high school graduation requirements are directly aligned with college entry standards at all public universities in Delaware. This ensures that every high school graduate has the skills and abilities necessary to succeed in college. Successful students are not only prepared for college, they are given the logistical and financial support to make college a reality. To support successful students, the State guarantees students with at least a 2.5 GPA admittance to a public university associates degree and a full scholarship for the first year of their higher education.
Category:
0
comments
From Delaware's Race to the Top Application:
My biggest objection to Race to the Top, aside from the fact that the reform models are not proven, was the committment required by LEAs to continue funding for successful reforms after the seed money has been depleted.
This section of the grant application begins to address these post-mortem requirements. DDOE has committed to "Coordinating with the General Assembly to realign existing funding in the Public Education budget for reform efforts." Well it's about time! (sarcasm) Shame it took the incentive of $75 Million to get everyone on the same page.
"The Project Management Office and the 9 positions therein will remain in place following the period of the grant. " Oh, so much for smaller class sizes, more teachers, and text books ... We're going to use RttT to create a New DDOE and eliminate "unnecessary current positions." Well, let me say it -- IF WE HAVE UNNECESSARY CURRENT POSITIONS IN DDOE, THEY NEED TO BE ELIMINATED NOW! Why are we wasting money paying for unnecessary human capital? To ensure that the body count stays the same in Dover? To prevent the attrition of a position to the Consolidation of State Government? Come on! I have waivers to permit my schools to operate outside the maximum class size regulations, and DOE has unnecessary current positions. Down-size now and send me a teacher!
The existing resources of the DDOE will be repurposed to support reform without growing the overall size of the Delaware DOE in the long term. Oh, I get it, now! We are going to use RttT to re-train the same people who have stood by while our public school system floundered and failed. It would be my guess, based upon the Delaware Way, that DDOE has a tank of employees who have filled their positions for decades and are within arms reach of retirement and pension. Let's keep them in place long enough to get them to their full pension because that is certainly the smartest and best way to use our education dollars.
Since taking this unpaid job, I find myself slamming my head into the wall more and more. What's broken in our schools didn't start in our schools. It started in the beauracracy crafted around our schools. RttT leads me to believe that the state thinks we need millions of dollars to undo that before we can begin reaching our failing students. We have to stop investing in the latest reform, trend, and curriculum and get back to the basics. Education needs to be about our children, not the adults. And right now, the conversation really seems to be about the adults.
(A)(2)(i)(e) Using the fiscal, political, and human capital resources of the State to continue after the period of funding has ended
In order to continue providing fiscal support to the reforms initiated through the Race to the Top application, the State will pursue a tiered strategy, including:
1. Continuing the overarching Statewide commitment to reform as outlined above
2. Implementing a consolidated purchasing program among LEAs for select categories of goods and services – this may include a central bidding process for instructional materials
3. Coordinating with the General Assembly to realign existing funding in the Public Education budget for reform efforts
4. Providing greater flexibility to LEAs in the administration of their state funding in order to promote autonomy, innovation and reform. This effort began in the last Delaware General Assembly, specifically with House Bill 119.
Combined, these activities will support reform and promote autonomy, efficiency and innovation in education spending throughout the State. Continued funding coordination and repurposing will involve fiscal responsibility and political will as the DDOE works with the General Assembly to ensure that State and federal education funding is distributed fairly and effectively.
Human capital resources dedicated to reform will also continue after the period of the grant. The Project Management Office and the 9 positions therein will remain in place following the period of the grant. The PMO represents a fundamental reorganization and reorientation of the DDOE to create a culture focused on performance and results. Initially these positions will be funded by Race to the Top, jump-started in the “New DDOE,” but over time the DDOE will reallocate fiscal and human resources from unnecessary current positions to these new offices on a permanent basis. The existing resources of the DDOE will be repurposed to support reform without growing the overall size of the Delaware DOE in the long term.
My biggest objection to Race to the Top, aside from the fact that the reform models are not proven, was the committment required by LEAs to continue funding for successful reforms after the seed money has been depleted.
This section of the grant application begins to address these post-mortem requirements. DDOE has committed to "Coordinating with the General Assembly to realign existing funding in the Public Education budget for reform efforts." Well it's about time! (sarcasm) Shame it took the incentive of $75 Million to get everyone on the same page.
"The Project Management Office and the 9 positions therein will remain in place following the period of the grant. " Oh, so much for smaller class sizes, more teachers, and text books ... We're going to use RttT to create a New DDOE and eliminate "unnecessary current positions." Well, let me say it -- IF WE HAVE UNNECESSARY CURRENT POSITIONS IN DDOE, THEY NEED TO BE ELIMINATED NOW! Why are we wasting money paying for unnecessary human capital? To ensure that the body count stays the same in Dover? To prevent the attrition of a position to the Consolidation of State Government? Come on! I have waivers to permit my schools to operate outside the maximum class size regulations, and DOE has unnecessary current positions. Down-size now and send me a teacher!
The existing resources of the DDOE will be repurposed to support reform without growing the overall size of the Delaware DOE in the long term. Oh, I get it, now! We are going to use RttT to re-train the same people who have stood by while our public school system floundered and failed. It would be my guess, based upon the Delaware Way, that DDOE has a tank of employees who have filled their positions for decades and are within arms reach of retirement and pension. Let's keep them in place long enough to get them to their full pension because that is certainly the smartest and best way to use our education dollars.
Since taking this unpaid job, I find myself slamming my head into the wall more and more. What's broken in our schools didn't start in our schools. It started in the beauracracy crafted around our schools. RttT leads me to believe that the state thinks we need millions of dollars to undo that before we can begin reaching our failing students. We have to stop investing in the latest reform, trend, and curriculum and get back to the basics. Education needs to be about our children, not the adults. And right now, the conversation really seems to be about the adults.
Category:
Application,
DDOE,
DEDOE,
Delaware,
Delaware Department of Education,
Pension,
Race to the Top,
RttT,
Small Class Size,
Teachers,
Waivers
1 comments
From Delaware's Race to the Top Grant Application:
My Take:
1) Delaware's students will be expected to make AYP in 2 years. Statistically speaking, this requirement fails to take into consideration the divserse learning styles and curve of each child.
2) The Reform will be managed face-to-face? Between who? School Boards, nor Delaware's School Board Association, were not brought into a collaborative relationship to assist in creation of the State's Application. We have been repeatedly marginalized. In scanning the Application, there are multiple instances of the reiteration of stakeholders and school boards are repeatedly left off that list. DOE did not reach out to school boards until the deadline was imminent and they needed a signature, at which time we were told that DOE's reforms would happen anyway and if we wanted any money, it was sign or be left behind. Hands Tied. Period.
Delaware’s newly-defined regulatory framework for school turnaround gives the State the authority to intervene directly in failing schools and requires schools to demonstrate results by achieving AYP within two years. It also requires both strict adherence to the school intervention models defined in the Race to the Top guidance, and negotiation of collective bargaining agreement carve outs to secure the staffing and operational flexibility necessary for successful implementation. In cases where negotiations fail, the State has the authority to break a stalemate. This collaborative, yet robust approach will be complemented with central supports from the State and will allow the DDOE to affect change at the local level.
Beyond these strengths, Delaware brings another advantage to its reform – its size. With just 126,800 students, 19 districts, and 18 charters, Delaware is small enough to make true statewide reform achievable. In Delaware, reform will be managed face-to-face, not via a remote bureaucracy, allowing the State to act quickly in response to challenges and opportunities. By proving that reform is possible with the same complex conditions that other states face (e.g. diverse stakeholders, limited funding, complex governance), and doing it quickly, Delaware will become a laboratory for reform for the nation.
My Take:
1) Delaware's students will be expected to make AYP in 2 years. Statistically speaking, this requirement fails to take into consideration the divserse learning styles and curve of each child.
2) The Reform will be managed face-to-face? Between who? School Boards, nor Delaware's School Board Association, were not brought into a collaborative relationship to assist in creation of the State's Application. We have been repeatedly marginalized. In scanning the Application, there are multiple instances of the reiteration of stakeholders and school boards are repeatedly left off that list. DOE did not reach out to school boards until the deadline was imminent and they needed a signature, at which time we were told that DOE's reforms would happen anyway and if we wanted any money, it was sign or be left behind. Hands Tied. Period.
3) Delaware will become a laboratory for Reform for the Nation: This is perhaps the most frightening statement I've read today. Delaware's children are not lab rats. I want our kids to succeed. But, I believe acheivement is better accomplished by small class sizes and the re-construction of Delaware's Education Funding Mechanisms. We need more classrooms and more teachers. We need to eliminate waivers, compel payment by the state for their share of full-day Kindergarten, and stick to what we know works. Teachers will tell you that they are most effective when they have smaller classes and can work with each and every child at their level in a consistent manner. We need to take the adults (Politician, and Businessmen) out of the equation and state focusing on the children!
Category:
Delaware,
DOE,
Race to the Top,
Teachers
0
comments
District Seeks Suggested Changes to the Student Code of Conduct
The Christina School District is seeking proposed changes to the current Student Code of Conduct. The deadline to submit changes is January 27. Please submit your recommended changes in writing (email or email attachment is acceptable) to Dr. Sharon Denney, Supervisor of School Climate and Discipline, by Wednesday, January 27.
Please cite the page number in the current Code of Conduct, and provide a detailed description of suggested changes. The Code of Conduct is available online at the following link: www.christina.k12.de.us/CodeOfConduct/0910/pdf/EN.pdf.
If you cannot access the document online, please call 552-2670 and request a printed copy. Suggested changes may be sent to denneys@christina.k12.de.us or by regular mail: Christina School District, 600 North Lombard Street, Wilmington, DE 19801, Attention Dr. Sharon Denney. By fax: 302-429-5857.
The Code of Conduct Review Committee will meet on Wednesday, February 3 to review suggested revisions to the current Student Code of Conduct. Click here for more information about the Code of Conduct Review Committee.
Next Meeting:
Code of Conduct Review Committee
Wednesday, February 3, 2010
Sarah Pyle Academy, 5:30-7:30 pm
The Christina School District is seeking proposed changes to the current Student Code of Conduct. The deadline to submit changes is January 27. Please submit your recommended changes in writing (email or email attachment is acceptable) to Dr. Sharon Denney, Supervisor of School Climate and Discipline, by Wednesday, January 27.
Please cite the page number in the current Code of Conduct, and provide a detailed description of suggested changes. The Code of Conduct is available online at the following link: www.christina.k12.de.us/CodeOfConduct/0910/pdf/EN.pdf.
If you cannot access the document online, please call 552-2670 and request a printed copy. Suggested changes may be sent to denneys@christina.k12.de.us or by regular mail: Christina School District, 600 North Lombard Street, Wilmington, DE 19801, Attention Dr. Sharon Denney. By fax: 302-429-5857.
The Code of Conduct Review Committee will meet on Wednesday, February 3 to review suggested revisions to the current Student Code of Conduct. Click here for more information about the Code of Conduct Review Committee.
Next Meeting:
Code of Conduct Review Committee
Wednesday, February 3, 2010
Sarah Pyle Academy, 5:30-7:30 pm
Category:
0
comments
I am pleased to report that I received the following response from Dr. Lowery regarding my email:
Several States have made their application's public by uploading them to the internet.
Today, at 10:56 a.m., I sent a request to Secretary of Education, Dr. Lillian Lowery, that Delaware follow suit.
Comments:
1 comments:
john said...
It is up to 23 states now, NYC and their uber-secretive way of doing things is the largest RTTT grant application being held:
List of states that have made RTTT grant app available: http://scholasticadministrator.typepad.com/thisweekineducation/2010/01/rttt-half-of-states-post-applications-online.html
Reasons why NYC may not be upfront: http://gothamschools.org/2010/01/20/new-york-wont-publish-its-race-to-the-top-application/comment-page-1/#comment-252449
January 21, 2010 10:36 AM
We are working on uploading asap. We are coordinating with the Governor’s staff to post on State and DOE website. Ron Gough, our PIO, will send out a notice when the documents have been uploaded.
Lillian M. Lowery, Ed. D.
Several States have made their application's public by uploading them to the internet.
Today, at 10:56 a.m., I sent a request to Secretary of Education, Dr. Lillian Lowery, that Delaware follow suit.
Comments:
1 comments:
john said...
It is up to 23 states now, NYC and their uber-secretive way of doing things is the largest RTTT grant application being held:
List of states that have made RTTT grant app available: http://scholasticadministrator.typepad.com/thisweekineducation/2010/01/rttt-half-of-states-post-applications-online.html
Reasons why NYC may not be upfront: http://gothamschools.org/2010/01/20/new-york-wont-publish-its-race-to-the-top-application/comment-page-1/#comment-252449
January 21, 2010 10:36 AM
Category:
1 comments
Obama Calls For $1.35 Billion For Race To The Top Education Program - Update
(RTTNews) - Speaking in Falls Church, Virginia, on Tuesday, President Barack Obama asked Congress for $1.35 billion in the 2011 budget for his Race to the Top education program.
If given the funds, the White House said the program would expand to recognize school districts that are prepared to embark on system-wide improvement of their educational policies and practices, enabling them to compete directly for a grant under the program...
http://www.rttnews.com/Content/PoliticalNews.aspx?Node=B1&Id=1183462
(RTTNews) - Speaking in Falls Church, Virginia, on Tuesday, President Barack Obama asked Congress for $1.35 billion in the 2011 budget for his Race to the Top education program.
If given the funds, the White House said the program would expand to recognize school districts that are prepared to embark on system-wide improvement of their educational policies and practices, enabling them to compete directly for a grant under the program...
http://www.rttnews.com/Content/PoliticalNews.aspx?Node=B1&Id=1183462
Category:
Delaware,
Race to the Top,
School Districts
0
comments
Markell: Finance Dept. to stay
Governor reverses July order
By GINGER GIBSON • The News Journal • January 19, 2010
Six months ago, Gov. Jack Markell seemed to think it was a very good idea to eliminate Delaware's Department of Finance.
"We'll be nailing down the details in the next couple months, but I'm confident we'll see savings," Markell said at the time.
Things look a bit different today, in the wake of an unannounced decision to keep the 303-person department after all...
Click the text above for a link back to the News Journal story in full.
My Questions: Historically, Delaware's Governor presents his recommended budget for the next fiscal year in early January. Am I off, or is Gov. Markell late in its release?
According to Wednesday's News Journal, Gov. Markell will host his "State of the State Address" today and present his proposed budget next week.
I'll be watching ...
Will he make New York's mistake and assume that the Race to the Top dollars are in the bag. Duncun has cautioned against it ...
Governor reverses July order
By GINGER GIBSON • The News Journal • January 19, 2010
Six months ago, Gov. Jack Markell seemed to think it was a very good idea to eliminate Delaware's Department of Finance.
"We'll be nailing down the details in the next couple months, but I'm confident we'll see savings," Markell said at the time.
Things look a bit different today, in the wake of an unannounced decision to keep the 303-person department after all...
Click the text above for a link back to the News Journal story in full.
My Questions: Historically, Delaware's Governor presents his recommended budget for the next fiscal year in early January. Am I off, or is Gov. Markell late in its release?
According to Wednesday's News Journal, Gov. Markell will host his "State of the State Address" today and present his proposed budget next week.
I'll be watching ...
Will he make New York's mistake and assume that the Race to the Top dollars are in the bag. Duncun has cautioned against it ...
Category:
0
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