Next Tuesday, January 15th, Delaware Governor John Carney and Delaware Secretary of Education Dr. Susan Bunting will hold a press conference at Legislative Hall to announce a weighted funding system for Delaware students. Luckily, this blogger got the details of it this evening. The devil, as they say, is in the details. Continue reading
I wrote a post yesterday about the Christina School District choosing not to rehire librarians that were cut as a result of their 2nd failed referendum last year. Many have gone on the attack against the district and many have jumped to their defense. One clear and obvious thing is Delaware needs to change their antiquated unit-based funding system to some extent. I don’t think anyone is arguing that point. But a lot of accusations were thrown out as a result of my article and I wanted to point out some of them.
During Christina’s 3rd referendum attempt, the situation was dire. As a result of the last two failed referenda, they had to make some major cuts. Teachers, para-professionals, specialists, and yes, including librarians. In several places, whether in writing or spoken word, the district mentioned they wanted to hire back the positions they cut and reduce classroom sizes. This year, there were anywhere between 35-45 kids in some classrooms. That isn’t good for any student, much less some of the high-need populations in the district. One of the members of Christina’s Citizen Budget Oversight Committee, Brian Stephan, also writes for Delaware Liberal.
Let me point out this simple fact: I like Brian. I think he is a good guy and a very involved parent. I wish more parents were as involved as Brian and his wife in public education (and on a volunteer basis at that). I have no doubt in the world he is very well-versed in school financing. But just as I get my readers stuck in the weeds on issues such as special education or regulations for example, I think that may happen to Brian when he is explaining district financing. Like any television show, there is frequently a “previously on…” before the show starts. The brains of everyday citizens don’t remember everything, so they need a constant refresh. I have to reiterate things on this blog constantly, not only to refresh existing readers, but also for my new readers. I don’t always succeed with this. But I would never complain to my readers that I have to explain it again. That would be an insult to my readers. I believe this happens in education a lot. I see it all the time in parent complaints about educators and administrators. They perceive them as being arrogant, but the reality is they may know more about situations and assume you do to. When they realize you aren’t aware, the communication style is perceived as condescending or arrogant. It may be, or it may not be. There isn’t always an easy answer. But when both parties are equally aware of a situation, and they dance around it with bad communication, that can be very dangerous. But I digress…
I like to refer to education funding as a Rubik’s Cube with 64 sides. It is a beast! God bless any average parent who has a firm grasp on it, because I know I don’t. Charters I’m pretty good at breaking down, but that is not the case with school districts. But I do look at what people write and things they say. That is the anecdotal evidence I look for in most situations.
Back in March, a week before the referendum, Brian wrote:
What’s the District asking for? An additional $0.30 per $100 of assessed property value that would generate an additional $16.2 million per year. What would that do? $4 million would go toward bringing back the teachers and staff we had to cut (yes, including librarians), and reduce our class sizes. $4 million would go toward the operating fund to keep the district functioning at pre-budget cut staffing levels for the next 2 years.
Note the word “and” when talking about restoring the positions cut AND reducing the classroom size in the above statement. On Facebook yesterday, Brian was telling folks the current situation with librarians was spelled out succinctly and clearly, but I could not find anything in writing stating that it was an “or” situation. Currently, defenders of the district are stating it is a building leader’s (principal) choice to either fund a librarian with an earned teaching unit or hire a regular classroom teacher. In the event that a board doesn’t like that decision, they could force a principal to hire the librarian. In effect, this comes down to a gut-wrenching choice of either keeping classroom sizes bigger or having a librarian. Brian alleges this situation plays out in many of our school districts. I have no doubt he is correct about this, but does the average taxpayer know this? I doubt it. This situation wouldn’t have become as intense as it has had this been spelled out during the weeks before the referendum. Had something been put in writing to the effect of “It is our desire to hire back what we lost but we may not be able to get back every single position”, I would have no issue with any of this.
In response to the firestorm that went down on social media yesterday, Brian wrote a response on Delaware Liberal last night. In the comments for this, he writes:
I can say that we described the referendum as restoring what was lost. And there’s a reason I didn’t say “Restoring ALL that was lost” because if I could have said *that*, I would have without a doubt.
This is the heart of the matter, in my opinion. As I wrote in my response to his comment, there isn’t any transparent difference between “restoring what was lost” and “restoring ALL that was lost”. I completely believe that Brian understands the current situation, but it was not clearly pointed out to taxpayers that their vote would mean one or the other. That is why I was upset about what is happening with the district not restoring the librarians. I backed this referendum 100% and fought for the district. Now I feel like I’m eating crow. It’s very easy to come back afterwards and explain this in writing. I called that Monday morning quarterbacking yesterday. I became very confused when things were written on social media and Delaware Liberal yesterday where defenders of the district wrote the funding is there to restore librarians. Many commenters were. But to write things to the effect of “let me explain this again” is not in the best interest of trying to win a point. Most people feel like they are being talked down to. But if that is the flavor of Brian’s writing style, that is his choice.
But here is the million dollar question. If the assumption is that building principals in schools that had librarians cut are not restoring those positions in favor of keeping classroom sizes smaller, will the district take the classroom size waivers next fiscal year? These are waivers the districts request that actually keep classrooms bigger. They are usually granted. Most districts do this, including Christina. But in doing so, should Christina choose to go that route in December, they are actually breaking another referendum campaign promise, that of reducing classroom size. Technically, one could say all districts do it and if they are out of compliance in one school they have to do it based on the populations in the school. But it has also kept classroom sizes at increased levels in many districts and has not made the problem any better. I could not tell you, based on my limited knowledge of this aspect, how to fix that or who exactly controls that aspect.
But back to Christina. To make matters even worse, several sources have informed me that Acting Superintendent Robert Andrzejewski told many students the librarian positions would be restored. These were children who were upset their librarians were no longer there. Perhaps he spoke out of turn in saying this, but the students are probably the most important stakeholders in any education decision. Imagine if a librarian was a student’s favorite teacher. That librarian got cut. The student was very upset. They go home after the Acting Superintendent says the librarians will be back. The student is happy, the parents are hopeful, and the district can count on a yes vote from those parents. Those kind of events can seriously impact referendum results. That is a huge issue and could easily be seen, and justifiably so, as a broken promise.
To truly understand what happened here, we do have to look at Delaware’s unit-based funding system. This is based on the September 30th count for each school in a district or a charter school. The number of students in the school determines how much state funding the district or charter school gets from the state. Schools also get funds from federal dollars and local dollars. What a school can’t pay for from state or federal money, comes out of local dollars which is where taxpayers come in. A district receives x amount of units based on the population of the district. With this, there are all sorts of conditions, especially with special education. Based on a student’s disabilities, the formula changes.
Looking at Christina’s 2015-2016 unit allotment based on their September 30th count, they received the following: based on 15,553 students, they received 1,236.40 units. This does not mean every unit goes towards one teaching position. For example, a CTE teacher counts as half a unit, or .5. Based on the amount of units a district receives, the district determines how many units each building gets based on their student count. Certain units, such as special education, have to go towards those services (or they are supposed to). But a building leader, or principal, does have some discretion for how the funds generated from that unit-count are allocated. They can’t make wild decisions. If a school’s Smarter Balanced scores are low, they can’t hire 50 math teachers and only 3 English/Language Arts teachers. But out of that pool of funds is how decisions are made. The district’s Chief Financial Officer guides the schools with those decisions. If enrollment is down, based on school choice or students moving from the district, a principal may face some difficult decisions. I don’t envy a principal making decisions like this, but I also believe they should look at things like what was told to taxpayers in the latest referendum campaign. Such as the case with Christina now. Unfortunately, Christina loses a lot of students to charters and this has been going on for the past ten plus years.
So then a district is faced with difficult decisions. They could either stay on the road they are on, or make changes. In Christina’s case, they are wisely looking at school climate and discipline as one of the key issues which results in students leaving the district. I have no issue with this as it is the number one complaint I see for Christina. Part of their referendum promises was to take a “deep dive” at the situation, come up with a plan, and make changes. That is completely acceptable in my opinion. But what Christina also didn’t point out was the fact they would hire an outside vendor to help form this “strategic plan” who also happened to also work for the district in the past. To the tune of almost $50,000 without a formal bid process. These are the types of things that need to be spelled out to taxpayers during a referendum attempt.
One of the questions posed on the CSD Paving the Way referendum website concerned school resource officers and if the $1 million the district would use out of the funds generated out of the referendum would go towards bringing those positions back which were cut. It was clearly spelled out that this decision was not going to be immediately made and that an action committee would form to determine how to handle this issue. While it doesn’t look like anyone directly asked if all cut positions, such as librarians, would be restored, that would have been the place it would have most likely appeared. In the absence of that question, many assumed all cut positions would come back. Not to put the entire blame for this on a referendum website or a well-read blog in Delaware, but it is part of the issues. As well, Andrzejewski’s comments to students played a factor. As well, I had grave issues with the district spending $181,200 on what I initially viewed as more assessments for students when a state focus has been to reduce the amount of assessments. I have since been informed this contract would replace two assessments at less of the cost of the other two assessments, which seems to be a prudent move on the district’s part. Furthermore, you can’t just rob Peter to pay Paul. Just because that $181,200 was available for assessments does not necessarily mean you can pay $181,200 in librarians in lieu of those funds. There are different buckets for different aspects of education, as Brian has explained many times to people.
I received this information from an anonymous commenter named “John Doe”, seen below, but I felt the need to put it in the heart of the article:
Sir, I would please ask that you correct some misinformation included in this blog. It was made clear at the Christina SD Board of Ed. meeting that the district was consolidating, not simply adding, assessments. Yes, a new assessment will be purchased, but it is replacing two existing assessments which together cost the district more money than will be spent on the new assessment next school year. The district is indeed cutting assessments back in a number of sensible ways, and the district will benefit from cost savings as well as savings in instructional time because of these decisions. Teachers and administrators, like carpenters, need good tools to help them do high quality work. For a district the size of Christina SD, the assessment costs the author quoted are very reasonable.
In the past, districts and charters lave gotten themselves in trouble with misappropriated funds in the wrong bucket. For example, last year Capital School District was warned by the State Auditor’s office they can’t use a Superintendent’s discretionary fund to help pay for band field trips. That is just one of countless examples where districts did the wrong thing. Intent plays a big part in that. Was it an honest mistake or done on purpose? In the case of some charter schools in Delaware in the past few years, taking school funds and using them for personal use is a big no-no. But this hasn’t just happened in charters, but also public school districts as well. But charters are held under more scrutiny than traditional school districts so it could be easier to find. But by the same token, some of the charter employees who did abuse these funds had not been involved in public education to the extent others in traditional school districts have and were not as well-versed with the law. This does not excuse their actions. In fact, it makes the problem more acute and laws should reflect this troubling aspect.
As I learn more about district and charter funding, I am also looking towards the future in regards to corporate interference in education. Out of the funds schools do receive, what funds are being wasted on assessment and useless programs? How much is going towards outside vendors who have limited experience in an actual classroom but come out with reports that are utilized by those who support these agendas? Are districts and charters riding the latest wave that has no factual research to back up the effectiveness of these programs, such as personalized learning in a digital environment? Are funds being allocated based on the Smarter Balanced Assessment and how to increase scores while keeping bloated classroom sizes and not addressing the true needs of students? These are the things that matter to me. So when I see librarian positions not being restored (as of now), I have a major beef with that. That is happening right now, in Christina. If I am made aware of similar situations playing out in other districts, I will call them out on it. Which is something, based on this current situation, I am going to be looking for.
Christina has a pocket of folks who do not enjoy any controversy based on decisions made coming out of that pocket, in my opinion. And when they are called out on it, the fingers point to those casting the blame and not addressing the real issue. This has landed me in a tough spot with the district in the past and in the present. If information is not readily transparent, I go by what I do know. And yes, I am opinionated and I am quick to reach judgment based on what I know, or believe I know. I’m not denying this. There are also other factors that play into how I write articles, such as sidebar conversations or issues I am unable to write about to protect others. But those aspects definitely influence my opinion. Do I get everything right? Nope. I’ll be the first to admit that, and when I don’t, I’ll fix it or write a follow-article. But if you come on here and comment that I am wrong without explaining how I’m wrong, that I can’t do anything about. I was accused of starting fires and then saying “I didn’t know” and trying to back out of my original post under that excuse. Sure, that happens. I write based on what information I do know and go from there. Do I always seek clarification from other parties? I don’t. Here’s why: I am not a mainstream journalist. I am a blogger. The journalistic etiquette for mainstream journalism does not apply to bloggers. Do I go for the “shock and awe” at times? Absolutely. And sometimes I just don’t feel like reaching out will serve a purpose. All too often, I get no response, I’m attacked, or I get bad information. That happens more often than not. As well, the person who accused me of this, I have reached out to in the past over certain things but lately I had not been getting much response. Until I posted about this latest librarian thing.
This is one of the reasons I admire and respect Christina board member John Young so much. He is constantly attacked for attacking, or the perception of attacking. John and I are very much alike in that aspect. But it gets people talking and I would say it brings more transparency to issues facing public education. The more people talk about education, the better. We live in a state where a certain group of people tend to make ALL the decisions and that isn’t good for kids. Period. End of story. If I can shock people out of an education awareness slumber, I certainly will. This is how John operates, it is how Kilroy operates, and it is how Kavips operates. It is the heart of Delaware education bloggers mindset, especially those who fight against the insane practices of the Delaware DOE and Governor Markell. Most of the information we post (or used to in John’s case) is not information that is picked up on by the News Journal or other media outlets. I don’t believe John’s goal, or my goal, is to intentionally divide, but to bring light to situations people may not be aware of. But we are attacked for attacking. If we don’t do these things, how the hell are people going to know these things? Could we be more temperate in how we do this? Sure, but would folks listen? I can say I have defended Christina much more than I have “attacked” them, as some have said.
My intention is not to make things up in order to start a fire. Unless it is one of my “fan fiction” posts, which are easily recognizable (such as Markell, Herdman, Godowsky, Jaques and Sokola going on a midnight horse ride in Dover), I am basing my information on something real. If there is more information along the way, it’s going to come out. If not from me, than in the comments or somewhere else. Without going into a lot of details, there are some VERY strange things that go on behind the scenes with blogging. Eventually, all truths are known or they are buried forever.
Updated, 9:32pm: This article has been updated to reflect the discussion about the assessments the district purchased. I previously wrote these were more assessments, when the reality is they were to replace two other assessments to save instructional time and the district money. While this is certainly a good thing, it does not change my issues with the librarian issue.
I read a lot of reports the Delaware Department of Education puts out. Probably more than is healthy for a normal human being. This one though…it got to me. The last two times I felt like this was when I read the reports from the last couple of years on the Inter-agency Collaborative Team. That group decides which students go to treatment centers, either in Delaware or out-of-state. This report on Physical Restraint of Students has been out since October 6th, and it represents the total number of physical restraints in Delaware schools for the 2014-2015 school year. The timing on this article could not be better given recent events that have occurred in Delaware and other states with adults acting very inappropriate to students.
In my eyes, physical restraint should be an absolute last resort with any student. Other categories, which by regulation are not allowed, can be used through a “waiver request” with the Delaware DOE.
While the regulations prohibit the use of chemical restraint, mechanical restraint, and seclusion, the latter two are subject to use if authorized through the Delaware Department of Education’s (DDOE) waiver granting process. In addition to permitting and prohibiting uses of restraint and seclusion, these regulations require training for public school, private program or alternative program personnel, documentation and reporting of incidents of restraint and seclusion, requirements of notification to parents, and waiver procedures for the use of mechanical restraint or seclusion. These regulations provide for the safety of all students in our public school system.
I would love to know who approves these at the DOE. Is it the head of their climate and discipline area? The head of the Exceptional Children Resources Group? The Secretary of Education?
The report goes on to talk about how no mechanical or seclusion waivers were accepted by the DOE.
Please note, no seclusion or mechanical restraint waivers were approved during the 2014-2015 school year. Although there were no approved waivers for mechanical restraint or seclusion, one LEA reported the use of mechanical restraint. The DDOE addressed the unauthorized use of the mechanical restraint with the LEA.
And why was this not made public? A school violates the law in a severe way, and we have no mention of how the DOE addressed the issue? Really?
And what does the DOE and Delaware law describe as chemical, mechanical, and physical restraints? And seclusion?
“Chemical restraint” means a drug or medication used on a student to control behavior or restrict freedom of movement that is either not medically prescribed for the standard treatment of a student’s medical or psychiatric condition or not administered as prescribed. (Authority: 14 Del.C. §4112F(a)(1)).
“Mechanical restraint” means the application of any device or object that restricts a student’s freedom of movement or normal access to a portion of the body that the student cannot easily remove.
“Physical restraint” means a restriction imposed by a person that immobilizes or reduces the ability of a student to freely move arms, legs, body, or head.
“Seclusion” means the involuntary confinement of a student alone in a room, enclosure, or space that is either locked or, while unlocked, physically disallows egress.
So how many times were students in Delaware physically restrained?
In total, 2,307 incidents of physical restraints were reported during the 2014-2015 school year to the Delaware Department of Education (DDOE).
And how many of these were students with disabilities?
For the 2014-2015 school year, districts and charter schools in Delaware restrained a disproportionate number of students with disabilities (77%) who qualify for special education services under the Individuals with Disabilities Education Act (IDEA).
And how many were African-American?
The number of Black or African-American students restrained was also disproportionately high at 54%.
As I surmised, the amount of physical restraints was much higher for male students than female students.
More males than females – 77% vs. 23%, respectively – were restrained.
Out of these 2,307 incidents, we learn later on in the report that it was actually only 507 students who were physically restrained. Which means it happened multiple times to some students.
What kills me is the next part. The age group with the most amount of physical restraints was students aged 6-8 with 153 students. Then 9-11 with 128 students, and 12-14 with 121 students. 15 students aged 3-5 were physically restrained. Out of the 392 students with disabilities, 135 were students with Autism. 101 had an Emotional Disturbance classification, and 57 were considered “other-health impaired”. 115 regular students without special education status were physically restrained.
In Table 6 of the below document, the DOE makes a MAJOR error in their synopsis of their data. They indicate 1,022 students were physically restrained at five minutes or less for a total of 44%. 877 students at 6-9 minutes for 38%, and 408 students at 10 minutes or more for 18%. The DOE’s major blunder occurs in the part they write after this:
Table 6 displays the duration of all physical restraints. The majority of physical restraints were less than or equal to 5 minutes.
No they weren’t DOE. If you add 877 and 408, you get 1,285. Last time I checked, Common Core or not, 1,285 is more than 1,022. Therefore, the majority of students were physically restrained for more than five minutes. Imagine, if you will, you are wrestling with someone. They pin you down. To win the round, they have to hold you down for ten seconds. Imagine that for a minute. Then imagine five minutes. And if that is too much for you to stomach, imagine that happening for ten minutes. Or imagine you are really mad. Someone tells you to calm down. Someone bigger and stronger than you. How much time is excessive? How hard are they holding the student down? At what point does your body give up as well as your mind? If you have reached that point but they are still holding you down, what does that do to a person? To a child?
For the 2014-2015 school year, the month with the most physical restraints was October with 345. I found this to be particularly telling. Many students with IEPs have issues in a new school year. At what point does it get to be too much for some students? Looks like October. Things seem to calm down in November and the number decreased to 189. In December, there were 250. Keep in mind, schools are off for about 1/4 of the month, so on average, December isn’t much better than October.
The next part I want to talk about shows the special education limits on charter schools. Many charters won’t take Autism kids. With few exceptions, it is very hard to find ones that do aside from Gateway Lab School. Out of the 2,307 incidents, only 9 happened in Delaware charter schools. Some would take this is “Oh, charters in Delaware seem to handle things better, I should send my disabled child there.” No, you shouldn’t. Like I said, they don’t take many kids with severe disabilities.
The report next goes through each school district and the charters to show how many happened at each school. But this is one of the most insulting parts of the whole report, because the almighty “n” # of 15 rears its ugly head, and most schools don’t show the actual number because it is 15 or less. None of the school reports show the time the child was physically restrained either. Are there any particular schools or districts that are doing this for longer periods of time? That is something that should be reported and investigated to find out why. But we don’t know that because the DOE didn’t bother to put it in the report. What we do know is out of the 2,307 students, 1,589 were in New Castle County, 334 in Kent County, 392 in Sussex County, and 9 in charter schools.
When I first read this report, I assumed a lot of these incidents could occur at the residential treatment centers. Nope. Only 29 students who attended these facilities in Delaware or out-of-state were physically restrained a total of 187 times. Which means the other 2,120 happened in public schools.
The DOE states these situations happen when a student is a danger to themselves or others. But I also have to wonder how many times situations escalated because adults involved either were not properly trained or were just having a bad day and made a situation worse. To me, the most disturbing aspect of this whole report is the appendix B at the end which shows what kind of data the DOE collects for a mechanical restraint waiver. I’m glad they didn’t grant any of these, but it doesn’t show how many applications they received with a lot of personal data about a student. All of the data for this is stored on E-School Plus, which is run by a company called Sungard. They also run IEP Plus, with all of the special education data for every single student that has an IEP in the state. But the training for this is administered by another company called Schoology. Sorry, I just don’t trust the DOE and all this data running through their hands. I know, there are laws meant to protect this information but there are many loopholes in those very laws which can allow for other companies or vendors to obtain data for “educational instruction” and whatnot.
In terms of physical restraint, I had a long sidebar conversation with Kilroy tonight over these kinds of issues. We talked at length about the SRO in another state who threw a female student across the room. The girl wouldn’t leave the room, and apparently it was over a cell-phone. We can all argue about what happened with the desk, but the way he threw her after, that was abusive in my opinion. And I’m not sure how many of you have sat in those kinds of desks. It is very easy, if someone pushes you, to go down with the whole desk because your legs are somewhat pinned in them unless you go to get up. Kilroy posted a great article yesterday about the role of State Resource Officers in Delaware schools and a News Journal article on it. This needs to be part of the conversation as well. The physical restraint laws do not apply to police. If they see someone in danger to their self or others, they are obligated to act. Should schools have more SROs in them? Probably. The last thing we need is rent-a-cops. But what happens if an SRO goes over the line? What are parent’s choices then?
All I can say is this: if a school employee is laying their hand on a student, I would expect them to have done everything possible with the student’s IEP and behavior intervention plan and accommodated that student 100%. If they haven’t, that is a huge part of the problem. I do not have a child with Autism, and I understand there are instances where this could be needed with these students. But once again, if an educator or school staff is part of the problem, and not the solution, this could play a huge part in a student’s behavior.
Everyone wants to always blame a school or district for discipline issues. While it is certainly true they share some of the blame, there are outside factors that play huge parts in many districts. The Wilmington schools show this the most in Delaware. But we can also blame the DOE for many of their crippling policies and unreasonable mandates that do not allow for proper funding, their just-about crippling of teacher’s ability to provide a proper education to students (many do, but I think we can all agree many of them would like to do it different than what we currently have), and the DOE’s inability to understand special education.
My biggest concern out of all of this: are parents always notified when this happens?
You can read the full report below.