So much for sticking up for your own party Jack Markell! Delaware Governor Jack Markell not only found a way to kiss the rings of his Ponzi education reformer buddies, but also caused a rift between State Senator David Sokola and State Rep. Earl Jaques, made sure Meredith Chapman will become the next Senator of the 8th District, continued his favorite hobby of screwing over Delaware teachers, and proved he is the worst education Governor in Delaware history. Congrats Jack! You have cemented your legacy with this bonehead move!
It was a mixed bag of results at the Delaware House Education Committee. A teacher evaluation bill, House Bill 399, was released unanimously from the committee. But a Wilmington Education Improvement Commission bill, concerning the redistricting of Wilmington students in the Christina School District to the Red Clay Consolidated School District, designed to make clear a school board can not raise taxes without a referendum, was not released. It was immediately tabled after in the chance the bill can get enough votes to be lifted from that designation. None of the House Republicans on the House Education Committee voted to release the bill, nor did Democrat Reps. Sean Matthews or Deb Heffernan. While this doesn’t kill the WEIC redistricting plan (the main legislation for this is House Joint Resolution #12), it certainly doesn’t help. Speaker of the House Pete Schwartzkopf attended the meeting in support of the bill.
With the teacher evaluation bill, House Bill 399, this came after years of back and forth conversation between Delaware teachers and the Department of Education. The bill deals with how Component V, the major sticking point for teachers, is measured in teacher evaluations. The major part of that section deals with the state assessment scores, currently the Smarter Balanced Assesssment. This bill would make it so both the administrator and the teacher would have to agree on what to use for this section, so it doesn’t necessarily have to be the state assessment. There are some restrictions with this based on a teacher’s prior rating through the DPAS-II evaluation system. This wouldn’t kick in if they were rated below effective. House Bill 399 will go on the House Ready list and awaits a vote by the full House. If it passes there, it would have to go to the Senate Education Committee, and if released, to a full Senate vote, and ultimately the Governor for signature. Teachers have been fighting this component for years ever since Senate Bill 51 was signed into law during the 2013-2014 legislative session.
Executive Director of the State Board of Education, Donna Johnson, expressed concern during public comment concerning an administrator still having the final word in an evaluation. Kristin Dwyer, speaking on behalf of the Delaware State Education Association, was in support of House Bill 399. One public speaker (I did not catch her name so I apologize) spoke about a lack of diversity on the sub-committee of the DPAS-II Advisory Group that came up with the recommendations. Dr. Mark Holodick, the Superintendent of the Brandywine School District, spoke on behalf of the Chief State School Officers, spoke in support of the bill.
The slow climb to a House vote for the WEIC bill met with resistance by half the House Education Committee today. Seven voted yes to release while seven voted no. For a bill to be released from the committee in the House, it must have a majority. A lot of the discussion concerned what House Bill 424 means in terms of a school board being able to raise taxes without a referendum. State Rep. Sean Lynn deferred to the House Attorney who said it would not give school boards this right. That was not enough to sway the half of the committee who voted no on release of the bill.
Over in the Senate Education Committee, House Bill 277 was heard. This bill would give the Pathways to Prosperity program a permanent steering committee. Questions were asked to DOE representatives by State Senator Nicole Poore concerning funding for the program. The Delaware Joint Finance Committee cut $250,000 Governor Markell earmarked to go towards this program. Michael Watson and Luke Rhine from the Delaware DOE shared the funds for this mostly come from federal Perkins funds. I gave public comment concerning a lack of parent representation on the proposed committee. State Senator David Sokola thought that was in there and made it a point to make sure this was corrected. A comment was made to Sokola’s question about this to the effect of “We can talk about this.”
As well, Senate Bill 278, dealing with the Freedom of Information Act at Delaware universities and proposed to make committees and sub-committees subject to FOIA, was heard in the Senate Education Committee. Drs. Morgan and Galileo from the University of Delaware were in support of the bill as they met with stiff resistance in trying to find out what was even discussed at committee meetings. They also shared that public comment is not allowed at committee meetings at University of Delaware. Representatives from University of Delaware and Delaware State University were in opposition of the bill.
With the Senate, the results are not known right away if a bill is released or not.
While not officially on the agenda list yet, House Joint Resolution #12 will most likely be voted on tomorrow in the full House of Representatives. This could either advance the WEIC redistricting forward or end it. Senate Bill 277 is already on the agenda for a full Senate vote tomorrow as well.
Updated, 8:09pm: House Joint Resolution #12 is NOT on the House Agenda for tomorrow…
Those no-good, rotten bastards at the Delaware Department of Education have done it again. This time the after-effects will cause much more than a ripple. This is going to really damage relations between the Delaware DOE and the Delaware State Education Association. Things were supposed to be better with Secretary of Education Godowsky, but they really aren’t. Instead, we have more humiliation for the educators of our state. This post does have an update at the bottom. Continue reading Delaware DOE Hits All-Time Low With A Very Scummy Move Against Teachers…
Yesterday, a presentation was given to the Delaware Senate Education Committee by the Parent Advocacy Council for Education (PACE) on the highly controversial Component V portion of the teacher evaluation system in Delaware. Component V is the part of Delaware’s teacher evaluation system tied to standardized tests. The group also felt that the recently concluded DPAS-II Sub-Committee on teacher evaluations was found lacking with a diversity among its members.
PACE is an initiative of the Christina Cultural Arts Center, which advocates and promotes the arts in education. Centered out of Wilmington, PACE is comprised of concerned citizens who feel that parent education organizations are underrepresented by minorities. The Christina Cultural Arts Center is run by Raye Jones Avery, who also sits on the board of the Rodel Foundation.
PACE began a few years ago but gained more momentum last fall when Elizabeth Lockman began running the organization. As a result of Lockman’s connections and influence in the Wilmington community, the group was able to define themselves and began conducting workshops to gain perspective on education in Delaware.
The workshops offered different topics in education. Some examples of their workshops included presentations from or topics on the following: Parent Information Center of Delaware (PIC), members of the Delaware Department of Education Teacher/Leader Effectiveness Unit, Early Education advocates, the Metropolitan Urban League, School Board governance, Community Schools, Title I Schools, Education Funding, College Readiness, “Opportunity Gaps”, the School To Prison Pipeline, the State Legislature, the Wilmington Education Improvement Commission (WEIC), the Wilmington Education Strategy Think Tank (WESTT), TeenSHARP (run by former DOE employee Atnre Alleyne), Discipline and School Climate, ACLU/Coalition for Fair and Equitable Schools, and a presentation by Alleyne shortly before he resigned from the Delaware Department of Education. This last presentation is very important in the context of this article, but I will touch on that later.
Upcoming presentations include State Rep. Stephanie Bolden explaining how Education Policies become law, the education landscape in Wilmington, School Choice & Climate, Quality: Teacher Inequity & Ed Quality, Readiness: Getting from Early Ed to College & Career, Accountability: Inside Title I & Assessment, and Support: Empowered Parents = Ready Children. In addition, PACE partnered with the Delaware Charter Schools Network on the Public School Choice Expo and hosted the Michael Lomax presentation in January.
The DPAS-II Advisory Sub-Committee is an offshoot of the DPAS-II Advisory Group. Created through House Joint Resolution #6 last year, sponsored by Delaware State Rep. Earl Jaques and Senator David Sokola, the legislation stated the following about the goals of the committee:
The group met for the first time on September 15, 2015. Based on the first meeting minutes, the membership of the group consisted of the following:
DPAS-II Sub-Committee Members
- Jackie Kook, (Delaware State Education Association, Christina School District) – Chair
- Dr. David Santore, (Delaware Association of School Administrators, Caesar Rodney) – Co-Chair
- Sherry Antonetti, (DSEA, Caesar Rodney)
- Clay Beauchamp, (DSEA, Lake Forest)
- Rhiannon O’Neal, (DSEA, Woodbridge)
- Kent Chase, (DASA, Woodbridge)
- Dr. Clifton Hayes, (DASA, New Castle County Vo-Tech)
- Dr. Charlynne Hopkins, (DASA, Indian River)
- Bill Doolittle, (Parent Representative, Delaware PTA)
- David Tull, DE (Delaware School Boards Association, Seaford Board of Education)
- Dr. Lisa Ueltzhoffer, (Charter School Representative, Newark Charter School)
- Dr. Susan Bunting, School Chief’s Association/(DPAS-II Advisory Committee Chairperson, also Superintendent of Indian River)
- Donna R Johnson, (Executive Director of Delaware State Board of Education, non-voting member)
- Delaware State Senator David Sokola
- Tyler Wells, Higher Education representative
- The following Delaware DOE members served as staff for the committee:
- Christopher Ruszkowski, (Delaware DOE, Teacher/Leader Effectiveness Unit, non-voting member)
- Atnre Alleyne, (Delaware DOE, TLEU, non-voting member)
- Shannon Holston (Delaware DOE, School Leadership Strategy, non-voting member)
- Renee Holt (Delaware DOE, TLEU, secretary for committee)
As well, Senator Sokola’s Aide, Tanner Polce, sometimes sat in for Senator Sokola.
Various members of the DOE attended meetings, usually from the Teacher/Leader Effectiveness Unit.
The biggest recommendation to come out of the DPAS-II Advisory Sub-Committee was reducing the weight of Component V. This part of the DPAS-II Teacher Evaluation system is tied to the state assessment. In lieu of using the state assessment as a measure of growth, the assessment could be one of several other measures. As well, the weight with component V, both parts, would be equal to the other four components. Each one would carry a weight of 20%.
When this recommendation came out in its full context at the Sub-Committee meeting in January, Delaware Secretary Dr. Steven Godowsky was most likely planning for another big event coming the next day, on January 14th. Neither Donna Johnson nor Chris Ruszkowski from the DOE attended the meeting on January 13th. The very next day, the Delaware House of Representatives knew State Rep. John Kowalko would attempt to get an override of Delaware Governor Markell’s veto of the opt out legislation, House Bill 50. To do this, he would need to have a majority of the House vote to suspend the rules to have it get a full House vote. While that didn’t happen, I am sure Secretary Godowsky was in constant contact with Governor Markell and his Education Policy Advisor, Lindsay O’Mara. Since Alleyne attended the Sub-Committee meeting on January 13th, it would stand to reason Godowsky was notified the group was leaning towards the Component V recommendation. On the evening of January 14th, the PACE sponsored Michael Lomax presentation occurred.
At some point in February, Atnre Alleyne announced his resignation at the Delaware DOE. His last day was on February 29th. On February 13th, an announcement went up on PACE’s Facebook page announcing their next set of workshops.
At the 2/16 meeting of the Sub-Committee, Secretary Godowsky showed up and listened to the group’s recommendations.
Alleyne attended this meeting as well. He was very concerned about the wording on part of the draft for the final report of the committee
Two days later, on February 18th, Alleyne was the speaker at the PACE Workshop on Teacher Quality and Assessment. Without knowing what was said at this workshop, I am speculating that a discussion ensued about the DPAS-II Advisory Sub-Committee and their findings. Keep in mind he was still an employee of the Delaware Department of Education at this point.
By the time the next meeting came on February 29th, it was Alleyne’s last day at the DOE. Several people gave public comment, including two members of PACE: Althea Smith-Tucker and Mary Pickering.
Alleyne served his last day at the Delaware DOE after this meeting. On March 7th, the day before the next meeting of the Sub-Committee, Alleyne put a post up on his blog, “The Urgency of Now”, entitled “Do #blackvoicesmatter in Delaware schools?” The blog article touched on many points which do show an underrepresentation of African-American students in the teaching profession in Delaware. Citing some other examples that I somewhat agree with, Alleyne brought up the DPAS-II Sub-Committee. In writing about both the DPAS-II Advisory Committee AND the DPAS-II Sub-Committee, he touched on the fact the Advisory Committee had no members of color aside from himself and he was a non-voting member (as an employee of the DOE). But what he did in the next paragraph failed to distinguish between the Advisory Committee and the Sub-Committee:
At the committee’s most recent meeting, a few black parents from Wilmington sat through the meeting and provided comments during the public comment section.
But what happened next made it look even worse for the committee:
After the meeting, they followed up on their critique of the committee’s lack of parent representation (it has one parent representative from the PTA) with the PTA representative. He noted that he agreed we need more parents on these committees. One of the parents pressed further and said, “Well I’ve seen you as the one representative of parents on a number of state committees. You should share the wealth.” His response: (paraphrasing) I’d love to not be the only one on these committees if other parents could learn enough about these issues and systems to be able to participate.
Apparently the two parents from PACE did not like this response. As well, Alleyne, who was STILL a DOE employee at this point (granted, it was his last day), jumped to their defense:
I joined the parents in letting him know that we found that notion offensive. He chided me for not understanding the research and advocating for ineffective and uninformed parent engagement. I retorted that perhaps the problem is we have policy wonks and interest groups advocating for adults at the table. Meanwhile, nobody is asking the simple questions and speaking from the heart about what is best for students.
I reminded him that ours is a democracy that lets everyone participate even if they are seemingly less informed. I also reminded him that the hoops and prerequisites he was promulgating as a barrier to participation seemed painfully similar to hoops black people had to jump through to prove they were smart enough to vote. One of the parents informed him (sarcastically) that she had a doctorate in education and that she was pretty sure she could figure out Delaware’s educator evaluation system–but it shouldn’t take having a doctorate degree to be worthy of sitting at the table.
I found this assault on the parent representative from the Delaware PTA, Bill Doolittle, to be absolutely unfounded. In my years of blogging, I have met many people involved in education. As a parent advocate with the Delaware PTA and the Governor’s Advisory Council for Exceptional Citizens, as well as his own personal advocacy, there are not too many “non-educators” who have the resolve, knowledge, and depth of compassion for students that Bill Doolittle has. To turn his comments into an issue of race is very offensive to me. As well, by referring to “we” in his response to Doolittle, he removed himself from the reason he was there, as a non-voting member of the DPAS Sub-Committee, and became Atnre Alleyne.
But since Alleyne never made the distinction between the Advisory Committee and the Sub-Committee in the rest of the article, one would assume there was no person of color on either committee. What Alleyne left out was the fact two of the administrators on the Sub-Committee were African-American.
Now keep in mind, Alleyne had not written an article on his blog in eleven months. But by the time he wrote this, he was no longer an employee of the DOE and most likely felt he could express his thoughts as a private individual. This is certainly his right. But to leave an impression about a lack of diversity on an important education group when he very well knew there was diversity on this committee is disingenuous. I wouldn’t bring this up, but it does play a huge role in what happened after.
At the final meeting of the DPAS Sub-Committee on March 8th, the final recommendations of the committee came out, and Ruszkowski and Alleyne were not happy about them at all.
As well, members of PACE, Alleyne (now speaking on behalf of TeenSHARP), and a Delaware student gave public comment:
Now the name “Halim Hamorum” sounded very familiar to me, but I couldn’t place it. I Googled the name and couldn’t find anything. I tried the last name, nothing. Then I tried the first name and Delaware, and several hits came up. Halim Hamroun, a student at Newark High School, was one of the speakers at the launch of the Vision Coalition’s Student Success 2025 last September. But I also remembered he wrote a column the same day in the News Journal about the student voice.
I am also a veteran of at least three state test programs meant to improve our educational system, and a guinea pig for various scheduling and teaching methods. Each year there’s a new flavor.
As I sit here writing this, I find myself wondering how a Newark High School student would find out about the DPAS-II Sub-Committee meeting, know exactly what it was about, and be able to attend and give public comment. This is conjecture on my part, but someone reached out to him. He was coached. They knew about his connection with the Rodel Foundation/Vision Coalition sponsored “Student Success 2025” and asked him to speak against the committee’s recommendations. In Delaware education, there is no such thing as a coincidence.
But what shocked me the most about the final meeting was the abhorrent behavior of the soon to be former DOE employee Chris Ruszkowski. His comments, especially suggesting that the committee was conducting secret meetings and “hoodwinked” the process and goals of the legislation is absolutely preposterous, especially coming from one of the most controversial employees of the Delaware Department of Education during Governor Markell’s tenure as Governor of Delaware. We all know transparency is an issue in Delaware, but I have seen many meeting minutes for all sorts of groups in Delaware. The minutes and transparency surrounding the DPAS-II Sub-Committee are some of the best I have seen in Delaware. I frequently look at the Delaware Public Meeting Calendar, and I always saw their meeting notices, agendas, and minutes faithfully listed.
What Ruszkowski may not be aware of is the large amount of DOE emails that were part of a FOIA request by another Delaware citizen that have his name on many of them. I’ve published some, and others I haven’t due to the nature of the emails. I have seen his disdain for many traditional school districts. I’ve heard the tales of his tirades against school districts who opposed his initiatives, such as the Delaware Talent Cooperative. I personally haven’t had any face to face discussion with Ruszkowski, but the one time I did, it was a childish response to a comment I made during the last assessment inventory meeting. I would not be surprised in the least, and this is merely conjecture on my part, if Ruszkowski’s resignation from the DOE was somehow connected with his behavior at the final DPAS-II Sub-Committee meeting.
To read the entire minutes from this final meeting (and I strongly suggest you do), please read the below document. But there is much more that happened after this meeting!
Two days after the final Sub-Committee meeting, Alleyne posted another article on his blog about the meeting. This article, aptly named “Reflections after last nights educator evaluation commitee meeting”, went over his perception of the events.
The committee is also recommending that the use of students’ growth on the state Math/English assessment will no longer be required as one of two measures in a Math and English teacher’s Student Improvement component. This is currently the only statewide, uniform, and objective measure of educator effectiveness in the evaluation system.
Keep in mind this is coming from the perspective of someone who lives and breathes the same kind of education talk we have heard from Governor Markell, the Delaware DOE, the Delaware State Board of Education, the Rodel Foundation, and so many of the companies, non-profits, foundations, and think tanks that make up the corporate education reform behemoth.
What this led to next took many by surprise. PACE, somehow, was able to get a presentation before the Senate Education Committee yesterday. The man who sets the agenda for the Senate Education Committee is Senator David Sokola, the Chair. The same Senator who served on the DPAS-II Sub-Committee. The same Senator who wrote the legislation creating the DPAS-II Sub-Committee. The same Senator whose legislation stated the committee would present their findings to both the Senate and House Education Committees in the Delaware General Assembly. So how is it that a parent advocacy group from Wilmington presents their complaints about a committee that they didn’t really take action with until their last two meetings, well after the recommendations were put forth, is able to give a presentation to members of the Senate Education Committee, before the DPAS-II Sub-Committee even presented their final report to either Education Committee? And from what I’m hearing, the committee hasn’t even had a presentation date scheduled!
I attended the Senate Education Committee meeting yesterday, and I heard what Mary Pickering, who spoke on behalf of PACE, had to say. As well, a handout was given to members of the education committee and I was graciously given a copy. This document was written on March 31st, but nothing shows up anywhere online about it. PACE does not have a website, just a Facebook and Twitter page. I copied the entire document, but to prove its authenticity, I did take a picture of part of the first page:
March 31, 2016
To The Members of the Delaware Legislature:
The Parent Advocacy Council for Education (PACE) is an organization whose mission is to raise awareness among parents and people who care about the need to improve public education across the state of Delaware, and in particular, for students living in the city of Wilmington.
Earlier this year PACE became aware of the DPAS-II subcommittee (created through HJR 6) and their efforts to recommend changes to Delaware’s teacher evaluation system. We began attending these meetings, sharing our perspectives as parents during the public comment porting of the meetings, and asking questions. How teachers should be evaluated in Delaware was the focus of this committee, a very important topic that will impact all Delaware teachers, parents, and students. Yet this 14-member committee has only one parent representative, very little diversity, and each of the meetings we attended had little participation from the general public. The perspectives many parents shared during the public comment portion of the meeting, as well as those we’ve heard from other parents in our community, are not reflected in the Sub-Committee’s final recommendations. As such, we are sharing this letter in the hopes that you will consider a diverse set of perspectives on this issue.
As you discuss the future of teacher evaluation in Delaware’s public school system, we would like you to consider the following:
The importance of parent and student voice in teachers’ evaluations: Parents and students had very little voice in the DPAS-II Sub-committee process and have no voice in teachers’ overall evaluation process. Although this was mentioned in the Sub-Committee numerous times, our request was excluded from their recommendations. Parents and students can offer unique perspectives on their experience with various teachers that will complete the picture of a teacher’s overall performance. Parents are routinely subjected to surveys, none of which ask about our children’s experiences in the classroom. Although all teachers receive ratings through the DPAS-II system, this information is not made available to parents to make informed decision and protect against inequities in schools. We ask that you emphasize the importance of parent and student voice by adding a requirement that parent and/or student surveys be included in our Delaware teacher evaluation system. We also ask that legislature make information about teachers’ evaluations more transparent to parents.
The importance of diverse perspectives in decisions about teacher evaluation: The DPAS-II Sub-committee had four representatives from the teacher’s union, four from the administrator’s association, and only one parent to represent the entire state of Delaware parent population. There were no teachers of color on the committee. Although this committee is a poor representation of the diverse population you serve across the state, their recommendations will be presented as if there is a consensus. We ask that you show your commitment to diversity by engaging a wider and more diverse set of stakeholders before taking any action on the sub-committee’s recommendations. We also ask that legislation be amended to allow a more diverse set of stakeholders to serve on the DPAS-II Advisory Committee.
The importance of student learning and accountability for student learning: During the meetings we attended, we were appalled at how student learning took a back seat to the convenience of adults in the system. The committee is recommending reducing the weight of the Student Improvement component and making all 5 components equally weighted. This would allow a teacher rated unsatisfactory on the Student Improvement Component to still be rated as an effective teacher. The Sub-committee is basically saying that Planning and Preparation (Component 1) and Professional Responsibilities (Component 4) are as important as Instruction (Component 3) and Student Improvement (Component 5). It is not clear to us how an education system designed to produce academically and socially successful students, implement an evaluation system that de-emphasizes accountability for student learning. It is our concern that the recommendations of the subcommittee, if adopted, will widen the achievement gap for the children in places like Wilmington, DE. We believe there should be an evaluation system that supports teachers, but also meaningful and consistent accountability. We ask that you show your commitment to student learning and leave the weight of the Student Improvement Component as is.
The importance of including the state assessment as a part of teachers’ evaluations: The committee is recommending that Math and English teachers no longer be required to use student growth from the state assessment as one part of their evaluation. State test scores are the only objective measure of student improvements that are consistent across the state for educator effectiveness. As flawed as the test may be (something we believe also needs to be addressed), it is still the only consistent measure of student growth. The measures that the committee is recommending to replace state assessments are substantially less rigorous and comparable across the state. Removing this measure will only serve to remove accountability, widen the disparity among schools, and eliminate the ability to monitor the impact of inequitable funding in disproportionately children of color. We ask that you show your commitment to creating an objective and consistent evaluation system by leaving the state assessment as a required measure of Student Improvement for Delaware Math and English teachers.
We believe that an evaluation system where 99% of teachers are told they are effective or highly-effective does a disservice to educator professional growth. It is also inconsistent with the experiences we have (and our children have) in schools each day. We believe our recommendations will help Delaware create an evaluation system that values student learning, gives teachers accurate information they can use to improve, holds teachers accountable fairly, and values student perspectives. We would appreciate the opportunity to further discuss our recommendations as the legislature discusses this important matter. Thank you for your consideration.
Parent Advocacy Council for Education (PACE)
What I would like you, the reader, to do at this point is compare the handout from PACE with Alleyne’s blog article from March 10th.
This is what bothers me about this whole situation. I like the idea of PACE. I think the idea of community members getting together, no matter who may provide the funding, in an effort to improve education is honorable. I love the fact that they are very organized and set up workshops on a multitude of education subjects. I agree with many of PACE’s goals.
I firmly believe minority students are not always given the same level playing field as their non-minority peers. The African-Americans in America are still marginalized in many areas of society. But they have also come a long way depending on the path they took. We have a black President. We have very successful African-American business executives, both male and female. In pop culture, the African-American culture thrives in music. While there are still some hurdles to overcome, Hollywood is very welcoming to African-Americans.
But what hasn’t changed is the plight of inner-city youth. We still have far too many minorities who deal with poverty, violence, crime, drugs, and a gang culture that draws far too many of them away from the potential for success and into prison. Many of these children have single parents, or no parents at all. Many of these children are traumatized through the events in their lives. Some of them, and by growing numbers, also have disabilities.
Somewhere along the way, corporate businessmen decided they could make a profit off this. As a result, we saw the growth of charter schools and school choice. We saw testing companies spring up overnight. With funds sponsored by the Gates Foundation, the Koch Brothers, the Walton Foundation, and so many more, education “reform” companies came out of the woodwork. All of a sudden schools and states were contracting with these companies. Report after report came out with the following statements: Our schools are failing. Our teachers were not effective. The unions were calling the shots. Teach For America and similar teacher prep programs had better results than regular teachers. Charter schools are better than traditional schools. And every single report, every finding, came from one single thing: the standardized test score.
There are many names for these standardized tests: High-Stakes testing, state assessments, Smarter Balanced, PARCC, and the list goes on. But they all wind up with the same results, plus or minus a few abnormalities: they are socio-economic indicators that do not determine a student’s abilities but their zip code. And many in the African-American community believe it is a valid measure. In some ways, I can’t blame them. They have a valid history of marginalization. There have been equity gaps that still exist to this very day. In Delaware, we have some schools that do not accept a large population of African-Americans or other minorities, even though the demographics surrounding these schools strongly suggest something is amiss. These schools argue back and forth that they don’t get the applications from these communities, or the placement test scares them off. But these are public schools, barred from any type of discrimination whatsoever. If they have things in place that are preventing any group of students from attending, that is against the law. But this is Delaware, and we seem to think it is okay as a state to let those things slide.
Which brings me back to PACE. A group, which started with honorable intentions, has been sucked into the madness of standardized testing. In their handout to the Senate, they openly admit the current assessment in Delaware, the Smarter Balanced Assessment, is flawed. Knowing that, they still want our teachers evaluated by it. They feel that the potential price teachers could pay based on those evaluations is less important than the mirage standardized test scores give. If anything, standardized test scores have widened the equity and proficiency gaps more than anything else since black and white schools. And this is happening right now, in the 21st Century.
But here is the kicker to all of this. There is one group in education that performs far worse than any minority group. They are always at the bottom of these lists. And that is students with disabilities. I am a parent of a child with a disability. So no one can say I don’t have a voice or a stake in what is going on with standardized tests. But we don’t see parents of students with disabilities advocating for these kinds of measurements for our children. Many of us see them as an impediment to progress as opposed to a road to progress.
I was the first member of any type of media in Delaware to announce the DOE’s Annual Measurable Objective goals for all of the sub-groups in Delaware Education for 2015-2021. I was at the State Board of Education meeting in November. I saw the document just placed on the State Board of Education website that documented what the Delaware DOE’s growth goals were for all of the sub-groups, all based on the Smarter Balanced Assessment. I saw immediately what the DOE’s growth goals meant for any high-need student: students with disabilities, English Language learners, African-Americans, Hispanics, and low-income students.
Take a very good look at the below two pictures. Note the growth that is expected out of these different sub-groups on one single measure: the Smarter Balanced Assessment. Look at the gains they will have to make compared to the groups with the least amount of growth expected: Asians and Whites. Think about the vast amount of work expected out of educators to get to those levels. Think about the struggles and “rigor” those students will need to get to those levels, if they make it at all (which I highly doubt). Think about the state assessment, how it is designed, the anxiety in schools based on them. Think about the vast amount of instruction time that is taken away for these tests. Time your child will NEVER get back. Think about the fact that most of us are in agreement that the Smarter Balanced Assessment is a very flawed test. Think about the fact that the Delaware DOE openly admitted these are the highest goals of any other state in the country.
Think about this: During this meeting, when I saw these goals, I assumed a DOE Employee was behind this. Her name is Penny Schwinn, and she no longer works for the DOE. She left in January. Her title was the Chief of Accountability and Assessment. When I saw these pictures, I put her name in the title of this article. After I posted it, I saw her in the hallway. She had been crying and was very upset. After the meeting, I approached her. She explained to me that she didn’t set these goals. She also explained that they are impossible goals to reach for these students. I said to her “I know who set these goals.” She looked at me and said “Chris?” to which I responded, “No, Governor Markell.” I changed the name on the article since she openly admitted to myself and another person she did not make these goals. I knew Penny Schwinn ultimately answered to the Governor, so I assumed he made the goals. Or at the very least, approved them.
Upon retrospection of this conversation and all I have learned since, Governor Markell is a corporate guy. He is a persuasive public speaker and he knows how to sell a product. But he doesn’t know how to build a product. This growth model, in all likelihood, came from Chris Ruszkowski at the Delaware DOE. The very same individual who, along with his second-in-command, Atnre Alleyne, used flawed data in every possible way to perpetuate the myth that school district teachers in districts with high poverty are failing our students. In particular, students of color. This is the pinnacle of the corporate education reform movement’s essence for being. This is the heart of everything that comes out. They use groups like PACE to further their own agendas. Both Ruszkowski and Alleyne came to the Delaware DOE with well-established resumes in the corporate education reform movement. I have no doubt they speak very well to a group like PACE. They live and breathe the data they read, study, and create every single day. They were paid by the Delaware DOE, with more money than most of us will ever see in an annual salary, to prove that public school education teachers are failing students of color. Their data is, in large part, based on standardized tests.
So when I hear groups like PACE advocating for Component V in the DPAS-II teacher evaluation system, I know for a fact these aren’t conclusions they came up with by themselves. The timing of events suggests otherwise. If you ask people in Delaware what they know about Component V, they would give you a puzzled look and think you were strange. Unless you are an educator, a legislator, or deeply involved in education matters, it isn’t something that comes across the radar of everyday citizens. But a group that has had multiple visits by Alleyne and Ruszkowski, who knew the exact right words to say to pull their chain, they would. PACE came to two of the DPAS-II Sub-Committee meetings with very advanced knowledge of the DPAS-II process within a week of a presentation to their committee by the Delaware DOE employee who opposed the recommendations of the committee. They were fed the same line of malarkey all of us have been fed. But groups like PACE are organized and they want to see different lives for the children in their community. I do not fault them at all for that. But because they so desperately want these changes in education, they can easily fall prey to the very bad data and myths surrounding standardized tests and educators.
I have no doubt there are issues of racism in our schools. We do need more African-American teachers in our schools. But to judge the teachers we do have in our schools with the highest needs, based on a test we know is horrible, what message does that send? Let me put this another way: many parents who tend to advocate for their children the most believe there is an actual barrier to their educational success, whether it is the color of their skin or a disability. It is very easy to blame a teacher when our children don’t succeed. And I am sure, in some cases (but not as many as some think), there could be a valid argument there. But to judge any teacher based on a flawed test that defines a child based on their zip code, color of their skin, disability, or income status is just plain wrong. These tests are discriminatory in nature. They are judgmental of our children, their teachers, and their schools. They are, to put them in one word, racist.
Let that word hang there for a few minutes. Racist. Standardized tests are racist. Racism doesn’t necessarily mean the same thing it did twenty years ago. Racism has evolved. If standardized tests are racist, and we have people of all diverse cultures promoting them, what does that even mean?
It is the 21st Century version of racism: the sub-groups. The African-American students. The Hispanic students. English Language learners. Students with disabilities. Low-Income Students. Students from inner-cities who are homeless or come from severe poverty. The children of the drug addicts who are born into trauma. The children whose father is in prison. This is the modern form of racism. We hear it all the time. We only have to look at some of the very racist comments when any article about race comes up on the Facebook account of Delawareonline.
None of these education groups out of the DOE or the foundations, think tanks and non-profits have the first clue about how to truly change these children’s lives. What they know is how to make a lot of money pretending to. And it goes all the way to the top. Do you want to know who has the best shot, aside from the parents of these children? Their teachers. The ones who devote their lives to helping them. Even when they know they have no control over what happens outside of their classroom. Even when they know they will most likely lose that student at the end of the year when they go into the next grade. Sure, they get tough over the years. The teachers in high-needs schools see it all. They see the poverty. They see the hunger. They see the disabilities. They see the cries for help that come out in anger from these kids. They care so much more than you think they do. They know a once a year test can’t measure the sum performance of these children. They also know these tests are flawed, but the only way they can fight this ideology is by making sure these tests don’t stop their ability to try to help your child.
When I hear advocacy groups like PACE talk about “our community”, it makes me sad. I fight some of the exact same battles for students with disabilities but it seems like we are on opposite sides in the fight. When I hear civil rights groups blasting opt out and continuing these very sick lines that are force fed to them by those who profit off the lies, I have to wonder why. When they say “our community”, it is not. All of us, we are all our community. There should be nothing that divides us. Not wealth, not religion, not the color of our skin or our hair or our language or the way our eyes are shaped. Not our disabilities, of which we are all disabled in some way to some degree. Not who we love or choose to spend our life with. We all struggle, in our own ways.
Those with money and power are blinded to the realities of the real world. They justify their decisions because they don’t come from that perspective. They look at us from their microscopes and think they know how to fix it. And if they can get their buddies to help them out, to fix all those people below them, then it’s a party. But they either don’t know or don’t care what kind of damage they leave in their wake. They measure success by their paycheck. If they make more money, or gain more power, they feel the decisions they make are the right ones.
This is the new racism. The haves and the have-nots. The same story but with a much different twist. This time, they are using children in the biggest high-stakes test of all time. They get richer, while the rest of us either stay the same or slide down the scale. We allowed this into our schools, slowly, over time. We believed the lies they were telling us. So many of us still do. But this time, they are playing for keeps. What they are setting up now will forever divide the rich from the poor and the rapidly declining middle class. They are the ones telling us what to do. Telling us our children can’t possibly succeed unless we make our schools do what they say.
Every single time your child takes a standardized test, you are giving them the power and the ability to sever themselves from the rest of us. This will continue, until we rise against them. Rome fell. The Soviet Union fell. And Corporate America will fall. It is the nature of power. But until we revolt and take back the stability our children need, we will fight this war. They will pin us against each other while we suffer. While our children suffer. The only way to stop it is to stop listening to them. Demand our teachers be able to adequately instruct our children without the shadow of high-stakes standardized testing looming over their heads. Demand our children be given better assessments that give true and immediate feedback. Demand that if they don’t, we won’t let them take their tests. We will opt them out.
Whatever you do, don’t ever be fooled into believing that your child or their teacher or their school is failing because of a standardized test. Do believe that the measurement, or the growth to that measurement, is designed to keep your child exactly where they are. Don’t believe that any standardized test will ever show the vast majority of students as proficient. They will always give the illusion that the majority of students are failing. This is how those in power stay in power. They rely on your belief that they are right. It is their constant energy source. This is the way they will keep most of the population in low-paying jobs. They want to control us. This is 21st Century racism. End it. Now.
In news that will surely cause tears and heartache, Christopher Ruszkowski is leaving the Delaware Department of Education. He gave his two week notice yesterday. Ruszkowski came to the DOE shortly after Race To The Top kicked off and quickly catapulted to the top of the Teacher/Leader Effectiveness Unit. Ruszkowski had a huge impact on many teachers in the state. As the main driver behind the DPAS-II Component V for teacher evaluations, many teachers felt getting evaluated on the Smarter Balanced Assessment scores of students was a horrible idea.
I’m not sure what this means for the rest of the TLEU, but as an area that should have gotten the chop after Race To The Top ended, I wouldn’t be surprised to see it integrated into some other area the way the Accountability area was after Penny Schwinn left in January of this year. The DOE won’t be the same without Ruszkowski. It should be better!
Ruszkowski’s departure follows other big exits like Penny Schwinn, Ryan Reyna, Shana Young, and who could forget, Mark Murphy!
Without further ado, I give you one more time, the Surfer Boy himself, the DOE hipster, none other than Christopher Ruszkowski:
Good luck in your future endeavors Chris! I hope they take you far, far away from the First State! Bon Voyage!
At 9am this morning, the Delaware State Board of Education will have their first meeting of 2016. Normally these meetings are at 1pm, but since Governor Markell has to give his big speech across the street at 2pm, they are having it earlier. I thought they would make it a light schedule for this meeting because of the time change and the Wilmington Education Improvement Commission vote, but I was very wrong. There is a lot going on at this meeting. So being the good little blogger I am, I thought I would just go ahead and put up everything going on! To get to the potentially illegal thing, you have to go all the way to the bottom… Continue reading State Board Of Education Preview: WEIC, Assessments, Teacher Evaluations, Charter Modifications, And Maybe One Illegal Request
The Delaware DOE sure was busy two days before Christmas. They managed to get yet another request for proposal (RFP) out. This one is for a teacher credentialing assessment. This is basically the DOE seeking a vendor to give assessments to folks wishing to evaluate teachers. They have to pass the DOE’s rigorous standards to be able to evaluate teachers. And it must align with “college and career readiness” standards. That’s right, even if the evaluator is observing a Kindergarten teacher, the teacher must demonstrate the ability to make sure those Kindergartners are ready to go to Harvard University!
While the Department of Education has implemented procedures for both new observers (“initial credentialing”) and existing observers (“re-credentialing”) over the past two years, the state is now seeking more robust and streamlined versions of both assessments.
You can read the Teacher/Leader Effectiveness Unit’s request for somebody to do the work they should be doing themselves, but they just aren’t, ahem, effective enough…
The Delaware Department of Education released their annual report for educator evaluation based on the 2014-2015 academic year. The report talks about both the DPAS-II and Alternate evaluation systems. Of course, the report plugs what is working, and not so much on what is not. This is a mixed bag of results. Not sure how educators would actually look at this. But as someone who is not an educator, the report looks a bit biased to me. What do you think?
Last week, I wrote about the Race To The Top report the US DOE came out with. I saw Delaware’s ridiculously high graduation rates compared to all the other original Race To The Top states and I just laughed. Turns out the Delaware Department of Education was all set to boast of this and did it in record time! I have to redline this joke of a press release. It is begging me to do it. They do this all the time, and I have to wonder if anyone really cares or listens anymore about what they say. It’s so full of their flawed methodology it’s sickening…
Delaware leads RTTT states in college enrollment gains
Delaware’s work to increase its college enrollment rates was highlighted in a U.S. Department of Education report released today looking at the progress made by states under the federal Race to the Top grant.
Say, didn’t Avi over at Newsworks dispute your drop-out claims which you openly admitted? It stands to reason your graduation rates would be affected by that as well! And didn’t you use to not let kids graduate if they did bad on the DSTP? The pre-Smarter Balanced test that everyone hated?
Delaware was cited as having made the greatest gains (10.7 percent) in college enrollment. Tennessee was second at 3.3 percent.
Well la de da! And what does that mean exactly? Does it mean more students are taking all those remedial classes in college you like to talk about so much? But hey, let’s have our colleges and universities make major decisions based on Smarter Balanced! Cause that’s going to work out so well!
Race to the Top also provided Delaware students with more opportunities for Advanced Placement and pre-AP courses. The report highlights how Delaware has supported educators through more direct AP training and given districts/charters increased access to virtual courses. This has resulted in student enrollment in AP courses increasing by 9.2 percent in Delaware since 2011. In the same period, the number of AP exam scores of 3 or higher (on a 5-point scale) has increased 22.2 percent.
Too bad a score of 3 isn’t accepted by Delaware’s colleges. Too bad the bulk of students score a three. That is $90 per course out the window. Be proud DOE, be proud…
In other areas of the report, First State educators were called out for their collaboration during professional learning communities as well as their school team approach to professional learning as part of the state’s Common Ground for the Common Core.
Is there still a teacher’s lounge in every school where teachers sit during lunch, relax, and talk to each other? That is true collaboration! Teachers complain about all the time they don’t have in school. And you actually said the words Common Core instead of the “standards”. You haven’t been watching other states. Those words have become toxic…
“Delaware teachers in every school met weekly for 90 minutes in professional learning communities to analyze student work and reflect on ways to modify instruction to bridge gaps identified in student learning,” the report said.
I’ll bet that was so much fun for all these teachers. You make it sound like it was a party. You forced teachers to do this and most of them can’t stand you for it.
The report also praised the state for listening to educators and adjusting supports to meet their needs: “Delaware and Tennessee had initially planned to conduct large-scale training sessions to help teachers transition to new standards. However, after soliciting feedback from teachers, they changed their plans and brought school teams together for action planning and used the talents of their own excellent teachers, rather than outside consultants, to provide training.”
So why did the Vision Coalition get paid so much Race To The Top money? What essential need did they provide teachers that teachers could have done themselves? Rodel IS an outside consultant DOE, get it through your thick head!
Delaware also was commended for relying on groups of teachers and leaders to provide ongoing input on new approaches or strategies to improve evaluation practices. For example, the state engaged 600 teachers to develop more than 200 assessment “tool kits” that provided rigorous and comparable measures of growth in student learning for non-tested grades and subjects.
More of the teacher cabal over at Rodel/Vision. And don’t our Delaware teachers just love DPAS-II? Please…you disgrace every teacher in this state with this nonsense…
And the U.S. Department of Education lauded Delaware for using RTTT to provide educators with an improved and more comprehensive data system as well as for using this customized data system to help support and manage program implementation at the district level. The digital systems that Delaware developed also made it easier to report and summarize student outcomes.
I’ll bet it did! And where is all that data going DOE? I know, I know, “we can’t send out personal data”. Unless it is for the furthering of education and the fix-its we all know companies love to tell us we need but they never actually fix anything. As State Rep. Sean Matthews brilliantly said, it is “cash in the trash”.
Last month at the State Board of Education meeting, former Secretary of Education Mark Murphy announced he approved many charter schools for a minor modification involving their Teacher Evaluation system. The schools are Positive Outcomes Charter School, Family Foundations Academy, Las Americas ASPIRA, Academia Antonia Alsonso, Early College High School, First State Military Academy, and The Delaware Met. Oddly enough, the only school I knew that applied for this does not have anything listed on the Delaware DOE website about this. But Freire Charter School of Wilmington is still on probation status. Family Foundations Academy had their probation lifted at the same State Board of Education meeting. Family Foundation’s alternate teacher evaluation system will fall under the Delaware Charter Collaborative system that already includes East Side, Prestige Academy, Kuumba, and Thomas Edison.
By Delaware law, the Secretary of Education does not need the assent of the State Board of Education to approve a minor modification, nor are formal meetings of the Charter School Accountability Committee or formal Public Hearings. But here’s my thing with all this. One of the questions on the application for a minor modification request is this:
The authorizer will review your most recent Performance Review Reports as part of your application. Discuss the school’s academic performance, compliance with the terms of its charter, and financial viability as measured by the Performance Framework.
Four of these charters have NEVER had a Performance Review since they either opened last year (Academia Antonia Alonso and Early College High School) or this year (First State Military Academy and The Delaware Met). Granted, the first two charters will have a performance review in the next month or so, but my point is this- should we be changing an established system in favor of an alternate system for charters that have never been put through a performance review? In my opinion, this should be reserved for schools that have some data behind them to back this up. One only has to look at the horror show of the past month and a half with The Delaware Met to know they should not be approved for an alternate system for teacher evaluation when they can’t even prove they know how to run a school! Below are all the school’s applications and the section of Delaware code that allows for this.
9.9.1 A minor modification is any proposed change to a charter, including proposed changes to any condition placed on the charter, which is not a major modification. Minor modifications include, but are not limited to:
126.96.36.199 In the case of a charter school which is open with students in attendance, offering educational services at a site other than, or in addition to, the site approved as part of the school’s charter, when use of the approved site has unavoidably been lost by reason of fire or other casualty as that term is defined in Black’s Law Dictionary; or
188.8.131.52 An increase or decrease in the school’s total authorized enrollment of more than 5%, but not more than 15%, provided further the minor modification request must be filed between November 1st and December 31st and, if approved, shall be effective the following school year; or
184.108.40.206 Alter, expand or enhance existing or planned school facilities or structures, including any plan to use temporary or modular structures, provided that the applicant demonstrates that the school will maintain the health and safety of the students and staff and remain economically viable as provided in 4.4 above; or
220.127.116.11 A change to the current authorized number of hours, either daily or annually, devoted to actual school sessions. Regardless of any proposed change, the school shall maintain the minimum instructional hours required by Title 14 of the Delaware Code; or
9.9.2 The Secretary may decide the minor modification application based on the supporting documents supplied with the application unless the Secretary finds that additional information is needed from the applicant.
9.9.3 The Secretary may refer a minor modification request to the Accountability Committee for review if the Secretary determines, in her/his sole discretion, that such review would be helpful in her/his consideration of the application. If the Secretary refers a minor modification application to the Accountability Committee, she/he may decide the application based on any report from the Committee and the supporting documents related to the application. The applicant for a minor modification shall be notified if the minor modification request has been forwarded to the Accountability Committee. The applicant may be asked to provide additional supporting documentation.
9.9.5 Upon receiving an application for a minor modification, the Secretary shall notify the State Board of the application and her/his decision on whether to refer the application to the Accountability Committee.
9.9.6 The meeting and hearing process provided for in Section 511(h), (i) and (j) of the Charter School Law shall not apply to a minor modification application even where the Secretary refers the application to the Accountability Committee.
9.9.7 Decisions for minor modifications to a charter may be decided by the Secretary within 30 working days from the date the application was filed, unless the timeline is waived by mutual agreement of the Secretary and the applicant, or in any case where the Secretary, in the sole discretion of the Secretary, deems that it would be beneficial to either refer the matter to the Accountability Committee or to seek advice from the State Board prior to deciding the matter.
Nowhere in this part of Delaware code is there anything about teacher evaluation systems. But that is covered under the very loose “Minor modifications include, but are not limited to” part of this in 9.9.1. That is a very major change to a school’s operations, and should be a major modification. When these schools apply, the applications go to the Teacher Leader Effectiveness Unit at the Delaware DOE, led by Chris Ruszkowski. Once they approve it, it goes to the Secretary of Education. But I’m not surprised the DOE and Secretary Murphy would play fast and loose with state code to get what they want with charters…
I was told last week by Alison May, the Public Information Officer for the Delaware Department of Education, that any change in teacher evaluation is considered a minor modification for Delaware charter schools. If this is the case, why are there no applications shown online? The DOE website clearly lists applications for other major and minor modifications, but for Freire and the Wilmington Charter Collaborative (EastSide, Prestige, Kuumba, & Thomas Edison), it does not show any of these. At least not for the change in teacher evaluation.
The state law is very unclear about this aspect in relation to charter schools. The code states all schools must use DPAS-II unless they have been otherwise approved for a different teacher evaluation system. A minor modification is a change in school practices that does not go against their charter. Since the DOE doesn’t list Freire’s actual charter, it is very hard to see if this meets the criteria for a minor or major modification. And still, the DOE needs to be putting any application, from any school or district, up on their website. But Freire seems to get a pass for some reason as their original application is not listed on the Delaware Charter Schools page on the DOE website.
So the unanswered question is this: Can Mark Murphy, in one of his last acts as Delaware Secretary of Education (his last official day is September 30th), approve an alternate evaluation system for Freire without consent from the State Board of Education? I would assume a teacher evaluation part of a Delaware charter school would be embedded in their actual charter. And was the approval for the Wilmington Charter Collaborative legal as well? If anyone has the answers to this, with actual state law to prove it, please let me know. I have searched extensively for this but I am unable to find it. And it’s not like the DOE is actually being proactive and forthcoming with information these days, unless it’s to cover their own ass. And the even bigger question, if it is proven this is a minor modification, should it be considered a major modification?
When did Freire Charter School of Wilmington apply for their own teacher evaluation system? Because their July 16th board minutes indicate the following: “Kelly Davenport indicated that Freire Wilmington applied to the Delaware Department of Education to use a teacher evaluation system of its own design, and was approved.” In looking at Delaware Department of Education notes on their website, I found absolutely nothing showing an application or any type of approval for this request.
Freire did have a major modification request earlier this year which was approved by the State Board of Education, but that was to decrease their student enrollment. Absolutely nothing was said about having an alternative educator evaluation system, separate from DPAS-II. Have we now entered a world where any charter school can get whatever they want with zero transparency at all from the Delaware Department of Education? It is starting to seem that way. I know Freire is a “chain” of charters coming from Philadelphia, but that does not exempt them from transparency at all. We all know about the fight to stop them from being at their current location, but nothing has stopped them even though the local neighborhood association did everything they could. Their former school director was even arrested after he was accused of accosting one of the protesters last March.
The mention of this in their board minutes can be found on Page 2 in the below document:
The Delaware State Board of Education meeting is scheduled for Thursday June 18th at 1pm. Not only do we have four charter schools awaiting the final decisions of their formal reviews, but we also have more teacher regulations again and more information on the State Review of Educational Opportunities (SREO). The last is an initiative announced by Governor Markell back in March.
The four Delaware charters under formal review are Academy of Dover (Financial and Academic), Prestige Academy (Enrollment and Academic), Freire Charter (Enrollment, became review of their special education services as well), and Delaware Design Lab High School (Enrollment). Freire and Design Lab have met their enrollment figures. Academy of Dover has entered into a settlement agreement with Mosaica who they owed a $2 million judgment to). The academic portions will need to be satisfactory to Secretary of Education Mark Murphy and the State Board when they make their decision. The Charter School Accountability Committee recommended probation for all four schools.
You can read all about the meeting. Just click on certain items, like the regulations, and you can see all the pdfs for them. One of them has numerous letters from teachers. All can be seen here: https://eboard.eboardsolutions.com/Meetings/ViewMeetingOrder.aspx?S=190001&MID=388
At yesterday’s Senate Education Committee meeting, the Delaware State Educators Association and Mike Matthews, President of the Red Clay Educators Association, publicly backed Senate Joint Resolution #2, labeled by the Delaware Department of Education as an “alternative” to House Bill 50, the parent opt-out bill. An amendment was added to the resolution yesterday, at the request of DSEA, adding more authority to the General Assembly to make “recommendations” to the State Board of Education when the assessment inventory is due on January 31st, 2016.
For an organization representing thousands of teachers in our state and supposedly backs House Bill 50 and parent opt-out, they sure have a funny way of showing it. DSEA representative, Kristen Dwyer, told the committee she supports it but did add she doesn’t want this legislation confused with House Bill 50 because they are two different issues.
When asked by Dwyer if the Smarter Balanced Assessment would be included in the discussion of the assessment inventory, Governor Markell’s Education Policy Advisor, Lindsey O’Mara, said the following:
“Absolutely, yes, all assessments will be the subject of discussion. We were all invited together to have a discussion about assessments. Hopefully those discussions will be grounded in the reality of the cycle of state legal requirements around assessments. But were happy to have any conversation around any assessment that any member of this group would put on the table.”
Dwyer went on to say “clearly Senate Joint Resolution #2 is a positive step in the right direction.” RCEA President Mike Matthews gave public comment after Senator David Sokola talked about No Child Left Behind and how it should have been called “No Test Left Behind”.
“I had some concerns when this resolution was first introduced. I spoke to Kristen earlier today and I’m supporting the bill. I’d like to see an amendment that the parent be appointed by the PTA and not the Governor’s office. That would be fair. And on a personal note, we’re going to do this testing inventory, I think it’s a great thing, public meetings, get everyone’s opinion on board. The one test, we have a lot of tests in Red Clay, a lot of tests that give immediate feedback, DIBELS, SRI, even to some extent the Measure B’s, the pre and post tests, the one test that gives our teachers, our members absolutely no feedback is the Smarter Balanced Assessment. So I’m hopeful that will be a part of the discussion. I’m very please the language has been strenghthened surrounding reporting out to the legislature.”
*Amended to add Mike Matthews full public comment*
It is painfully obvious that DSEA and Matthews have fallen into the trap set for them by Governor Markell, the DOE, Senator Sokola and State Rep. Earl Jaques. Because this is what is going to happen: The Smarter Balanced Assessment will be discussed in this group. It will be brought up by someone with legal authority that the Smarter Balanced is the state assessment as required by Federal law. The report will be completed by January 30th, 2016. Maybe some legislation will come out of it when the General Assembly gets fully rolling again in February 2016. It will go through the motions there, which will bring us into April 2016. Well after the next Smarter Balanced Assessment testing window will begin in March 2016.
Some legislative genius will propose the following in the next 26 days of this legislative session: “If the Smarter Balanced Assessment is up for discussion in this assessment inventory, why do we even need House Bill 50? Why don’t we have it stricken?” And they may just do this. I could see this happening in the next week. Now that the Governor’s office has given a happy and cheerful “Absolutely” about Smarter Balanced being included in this process, I can definitely see this. And this is where the trap is revealed.
If House Bill 50 is stricken, or removed from the equation, here is what will happen: we will STILL have Smarter Balanced next year. Parents will opt-out their children. And they will still be harassed, bullied and intimidated by our schools. Teachers will be judged by these tests, whether it is official or not. Schools will be labeled and shamed. Students who are opted out won’t be given proper instructional or educational material to work on while their peers are taking the test. And we are right back to where we were a year ago when the 147th General Assembly passed House Bill 334 allowing the Smarter Balanced to be the state assessment.
Does the DSEA even care about any of this? They say they support House Bill 50, but their public support has been very limited. Do they care if they fall into this trap? I can’t answer that. But what was even more shocking was Mike Matthews publicly supporting SJR #2. Out of ALL the teachers in Delaware, he would have been the last one I would ever expect to back this.
If the DSEA showed as much backbone for parents as they do for educators, the system in this state would be a lot different. But no, they won’t do that. In fact, they will go to bat for teachers every chance they get and call for their support, like in this email they sent out today:
CC: DoverStaff@DSEA.org; NewCastleStaff@DSEA.org; LeadershipTeam@DSEA.org
Subject: DPAS II Proposed Changes – Call to Action
Date: Thu, 4 Jun 2015 13:03:55 +0000
As you may know, the Delaware Department of Education (DDOE) has sought to make substantive changes to the DPAS II-R evaluation system every year since 2010, when Component Five was first discussed. These annual changes have occurred even as the Department’s own survey data shows a precipitous decline in educator support for the system designed to assess educator effectiveness.
Despite these facts, DDOE is again pushing the State Board of Education to adopt substantive changes to the appraisal cycle and summative rating system. The potential impact of these changes, coupled with the history of other changes and data showing an overwhelming lack of support for the system, once again paints a troubling picture for the educator evaluation system in Delaware.
Issues with Changes to the Annual Appraisal Cycle:
DDOE is currently proposing a move to an annual appraisal cycle for all educators. They contend that this change will provide for “ongoing opportunities for teacher development and student achievement by strengthening and refining the appraisal cycle” and that “new administrative requirements would be offset by the number of required observations and the online platform system.”
DSEA’s position is that the Department’s response does not truly capture the impact their changes to regulations 106A and 107A would have. Administrators conducting DPAS II observations have long cited the amount of time required to complete an observation as a key problem with the current system. This opinion is supported by DDOE’s own Year 6 and Year 7 Annual DPAS II Survey, where administrator respondents specified that “time remains a significant issue.” Simply put, administrators already have far too many employees assigned to them for observations and they continue to struggle to complete the required number of observations and the accompanying paperwork.
Furthermore, the number of required observations has remained the same for the past three years. Last year the Department added the “short observation” (10 minutes in length) as an optional observation type for administrators to use “in addition to” the standard observation, not “in lieu of.”
Additionally, there is no indication that the online portal system would help offset the added administrative requirements, as the Department states it would. Theses proposed changes do not improve the system and actually create the potential for educators to be rated solely on the basis of one 30-minute observation and their Component 5 scores.
Issues with Changes to the Summative Rating System:
DDOE is also proposing to change how the summative ratings for evaluations are calculated and labeled. The primary change is adjusting the numerical scores and labels attached to Components 1-4, allowing for fractional point totals. It also further restricts the summative rating of “highly effective” to only those teachers who score “highly effective” or “effective” in Components 1-4 and “exceeds” in Component 5. The Department chose to submit this proposed amendment knowing that an alternative summative rating system had been proposed by a joint DASA/DSEA DPAS II Work Group.
The DASA/DSEA Work Group, a collaborative team of principals and educators, shared their alternate proposal with the DPAS II Advisory Committee. They also recommended that any changes to the ratings be piloted, with full implementation delayed for one year. The Advisory Committee unanimously endorsed the DASA/DSEA proposal. Despite those facts, DDOE asked the Advisory Committee to recommend to the State Board the Department’s original proposed changes and stated that the DASA/DSEA proposal could be offered as an alternative evaluation system that school districts use pending DDOE approval.
DSEA contends that the proposal of the Work Group is less burdensome than the Department’s changes and that it refines and simplifies the current system. The changes proposed by the Work Group are: (1) Creating uniform rating categories throughout the system for criteria, components, and the overall summative rating; (2) Assigning an equal value of 20% to all components; and (3) Creating a numeric system to determine criteria, component, and summative ratings. The Work Group continues to advocate for their proposed rating system to be piloted statewide with statewide implementation in school year 2016-17.
Call to Action!
The State Board of Education will vote upon these proposed changes at their meeting on June 18th. Now, this is where you come in, public comment on the proposed changes will be accepted until June 5th. So, we are encouraging all of our members to let the State Board of Education know why you oppose the proposed changes by sending in a letter for public comment. We have attached two form letters that you can read and edit to make your own. Once completed and personalized, please email or mail your letter to:
Ms. Tina Shockley
Delaware Department of Education
401 Federal Street, Suite 2
Dover, DE 19901
To read the proposed changes click here. To read the letter submitted by DSEA to the State Board of Education stating our issued with these changes, click here.
Thank you in advance for voicing your concerns and taking action with us!
Now if this same organization were to write a letter supporting a parent’s right to opt-out, I would be very impressed. But I have a growing feeling they only care about opt-out as it would relate to teachers and their evaluations.
I have supported teachers and their unions for almost a year now, and backed them time and time again. But when the parents really need their backing, they scurry away like little mice.
House Joint Resolution #6, introduced today by Delaware State Rep. Earl Jaques would limit the Delaware Department of Education’s ability to implement changes in the DPAS-II Educator Evaluation System. I need all teachers to tell me if this is good or bad!
Another Delaware Department of Education FOIA file! This one shows a question and answer document regarding teacher and administrator evaluations for the 2014-2015 academic year. For non-educators, to understand this document you would need to know about DPAS-II, the current evaluation system in Delaware for educators. Even if the Smarter Balanced Assessment won’t be used as part of Component V from DPAS-II for this year and possibly next year, it is clear from this document the DOE holds all educators to very high standards, some of which may be beyond their ability to control.
As well, administrators evaluations are directly tied to the Smarter Balanced Assessment. For both groups, their goals need to be aligned to the Common Core State Standards in preparation for the assessment. It sounds confusing, and it is to me, and I welcome any educator feedback on this article.
At Warner Elementary School in Wilmington this evening, representatives from both the Red Clay Consolidated and Christina Educators Association announced a recently passed resolution stating they have no confidence in Delaware Secretary of Education Mark Murphy, the Delaware Department of Education, and the Delaware State Board of Education. The full document can be read here:
The RCEA and CEA collectively represent over 2,500 educators in the State of Delaware, as the two largest school districts in the state. Both districts were involved in the priority schools initiative and educators were faced with a no-win situation for many months starting last September. Members no longer have faith in the state educational leaders to effectively provide supports for their schools and are demanding change from state legislators.
Many have felt for years the DOE has acted unilaterally without true stakeholder input from educators, parents, and schools. It is only after they make changes that they reach out. The resolution also states the DOE spent millions of dollars to beef up their own internal positions and as a result, students lost funding, resources and support, especially in our state’s highest needs schools.
The below e-mail and documents were sent to the Delaware State Board of Education prior to their vote to approve or decline the regulatory changes for DPAS-II. This highly controversial regulatory change troubled the vast majority of educators in Delaware. The last document is quite disturbing, as is the e-mail from Chris Ruszkowski to his superiors…
Fri 6/13/2014 12:47 PM
DDOE Deck in support of revisions to Regulations 106A/7A/8A
To Murphy Mark <firstname.lastname@example.org>; O’Mara Lindsay <email@example.com>; McLaughlin Mary Kate <firstname.lastname@example.org>
cc Niebrzydowski Eric <email@example.com>; Young Shana <firstname.lastname@example.org>; Alleyne Atnre <email@example.com>; Haberstroh Susan Keene <firstname.lastname@example.org>
Attached is a deck that we’ve put together for Donna’s internal use as she preps SBOE members for next week’s vote. Shana did much of the heavy lift here, working with Michelle & Atnre as well to recap the year that was.
Since the deck is meant for internal usage, it’s not polished in terms of messaging. But what it does include is:
1) The twenty changes we’ve made to C-V based upon educator feedback
2) The numerous educator engagement meetings we’ve held this year
3) The rating patterns that lead to an overall rating of “Needs Improvement”, as proposed)
4) An awesome slide w/ data on the difference (for students) between being rated NI & HE
5) On overview of the high-level regulatory revisions in all three regs…including how we’re raising the bar for administrators
6) Within the second attachment, all of the revisions to teacher evaluation that got left on the cutting room floor as a result of educator feedback.
Working to get over the finish line next week, and to have us 100% ready to deliver training in July. Susan has been instrumental in helping us coordinate on the regulatory work.
I’m thinking some version of this could be helpful in other avenues as well–just let us know. Please don’t use it without giving us another shot at a second coat of paint.
And let us know if you have questions–
From: Young Shana Sent: Thursday, June 12, 2014 10:42 AM To: Johnson Donna R Cc: Ruszkowski Christopher Subject: Deck in support of 106/7/8
Attached is a background deck in support of the proposed revisions for 106A, 107A, and 108A. This document is intended for your internal use not for distribution so please let us know if you want a public version. We included and overview of the Department’s track record of engagement, stakeholder outreach, an overview of the proposed revisions, and some analyses of their impact. I hope this is helpful—please let me know if you’d like any other information.
Chief of Staff
Teacher and Leader Effectiveness Unit
Delaware Department of Education
401 Federal Street, Suite #2
Dover, DE 19901-3639
302.735.4131 (T) 302.739.5894 (F)
As I saw in the Family Foundations Academy Update Report submitted to the Delaware Department of Education for their formal review, four charter schools in Delaware are part of a consortium called the Delaware Charter Collaborative. Because East Side, Prestige, Kuumba and Thomas Edison are so special, they get to skip the DPAS II and form their own teacher evaluation program. And it looks like Family Foundations Academy will join the cabal since East Side took them over in a “consultation” agreement. Can anyone tell me what makes the teachers in these schools so special? First one to answer gets the Sunday No-Prize! Check out the rubric below:
Delaware Senator Bryan Townsend and State Representative Kim Williams have submitted Senate Bill #10 which would amend the Delaware Performance Appraisal System II Advisory Committee. It is currently in the hands of the Senate Education Committee. Here is the text of the bill so far:
|SPONSOR:||Sen. Townsend & Rep. K. Williams|
|Sens. Blevins, Poore, Sokola; Reps. Barbieri, Bolden, Heffernan, Jaques, Kowalko, Lynn, Matthews, Osienski, B. Short|
|DELAWARE STATE SENATE148th GENERAL ASSEMBLY|
|SENATE BILL NO. 10|
|AN ACT TO AMEND TITLE 14 OF THE DELAWARE CODE RELATING TO THE DELAWARE PERFORMANCE APPRAISAL SYSTEM II ADVISORY COMMITTEE.|
BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF DELAWARE:
Section 1. Amend § 1275, Title 14 of the Delaware Code by making deletions as shown by strike through and insertions as shown by underline as follows:
- 1275. DPAS II Advisory Committee.
(a) The Secretary shall convene and provide administrative staff to the Delaware Performance Appraisal System II Advisory Committee. The Committee shall consist of the following members:
(1) Three public school teachers appointed by the Delaware State Education Association; Association.
(2) Three public school administrators appointed by the Delaware Association for School Administrators; Administrators.
(3) One public school superintendent or his or her designee, appointed by the School Chiefs’ Association; Association.
(4) A member of a local school board appointed by the Delaware State School Board Association; Association.
(5) A parent with a child or children in public school selected by the Delaware Parent-Teacher Association; Association.
(6) A representative of higher education appointed by the Governor from an institution that offers a teacher preparation program authorized by the Department of Education; Department.
(7) A representative from the Office of the Governor; Governor.
(8) The Chair of the Education Committee of the Delaware House of Representatives, or the Chair’s designee; and designee.
(9) The Chair of the Education Committee of the Delaware Senate, or the Chair’s designee.
(10) One ex-officio representative from the Department, appointed by the Secretary.
(11) One ex-officio representative from the State Board of Education, appointed by the President of the State Board of Education.
(b) The Committee shall meet at least once a quarter each year.
(c) Annually the Committee shall designate a Chairperson and a Vice Chairperson from amongst its membership.
(d) The Committee shall review data produced by the Delaware Performance Appraisal System II, specifically whether the Department of Education is addressing the fidelity of system implementation statewide, that the data being collected is accurate and reliable, and that it is being used fairly for improving educator quality and professional development opportunities to determine specifically the State’s efforts to ensure fidelity of system implementation statewide, the accuracy and reliability of the data collected by the Department, and the State’s use of the data to improve educator quality and provide meaningful and professional development opportunities.
(e) The Committee shall review proposed new amendments concerning educator evaluation to the State’s Elementary and Secondary Education Act Flexibility Waiver prior to submission to United States Department of Education. The Committee shall review any aspects of the State’s ESEA Flexibility Application which involve the educator evaluation system and any renewal, extensions, or amendments to the Application that deal with educator evaluation prior to submission to the US DOE.
(f) The Department shall provide the Committee with the data produced by the Delaware Performance Appraisal System II, as necessary for the Committee and information necessary for the Committee to fulfill its responsibilities pursuant to the above subsection (d) of this section and to make recommendations regarding educator quality, professional development, and organizational improvement and system design and implementation.
(g) The Committee may provide comments in writing to the Governor, Secretary of the State Board of Education, and the General Assembly on subsections (d), (e) and (f) of this section subsections (d), (e), and (f) of this section.
(h) The Delaware Performance Appraisal System II Advisory Committee shall review any proposed regulations to be promulgated pursuant to this subchapter and shall submit written comments concerning the same to the Secretary and to the State Board prior to the State Board’s consideration of any proposed regulations.
|This Act makes technical changes to the Delaware Performance Appraisal System (DPAS) II Advisory Committee membership and meeting dates. Additionally, this Act clarifies language regarding the Committee’s duties in order to better provide advice to the Secretary of the Department of Education and the State Board of Education in the promulgation of regulations relating to DPAS II.|
Author: Senator Bryan Townsend