When Betsy DeVos made Delaware resubmit their state plan for the Every Student Succeeds Act, the Delaware Department of Education groaned. It is no secret the Delaware DOE was not a big fan of Bad News Betsy. According to the U.S. DOE, Delaware’s plans were not “ambitious” enough. But one education “leader” agreed with them. Who was the sell-out? Continue reading
How were the Delaware school districts and charter schools rated this year for special education? Every single one is in here and the joke isn’t even funny anymore! Continue reading
Atnre Alleyne came out with a blog post this morning supporting a Governor Carney idea where Delaware rates schools with stars. Of course he did! I don’t care what you label them with: stars, letter grades, numbers, or rocket ships. It all translates to a comparison between apples and oranges. What I find most ironic about Alleyne’s post is how self-serving this is for him. As the guy behind Delaware Can, any school labeling further perpetuates the myth that companies like that thrive on: label, shame, and punish. Alleyne’s personal war against the Delaware State Education Association is filled with holes and misdemeanors! I thought I would pick apart a few of his “facts” and “myths”.
The Fallacy of Surveys
Thousands of Delawareans responded to the Delaware Department of Education’s 2014 survey indicating they want school performance ratings.
When you come out with a survey that doesn’t even ask the question “Do you think Delaware should have school performance ratings?” and you continue that survey with questions about those ratings, I don’t think it is fair to say that means “thousands of Delawareans” wanted this. The survey predetermined the school report cards was going to happen (as required by federal law) but that in no way to translates to the citizens of Delaware demanding this system.
Recently a coalition of 24 community and business groups also sent the Department a letter with recommendations for the state’s ESSA plan that called for a “single summary rating for schools and districts…in order to ensure clarity for parents and community members.”
And who led that band of public education marauders, disguised as organizations wanting to help public education? Who corralled and convinced these 24 mostly non-profits who would benefit from what Alleyne wants? Who was also on the Governor’s Advisory Committee for the state ESSA plan and in a position to leverage his agenda? Yes, none other than Atnre Alleyne.
The Rating-Label Scheme
MYTH: School ratings are more of the type of “testing, labeling, and punishing” we do not need in our schools.
Yes, they are. Given that the weighting of these report cards is over 50% towards results from the Smarter Balanced Assessment so carefully masked as two different categories: growth and proficiency, it most certainly is a testing, labeling, and punishing apparatus.
Even The Feds Are Backing Away From Bad Education Policy
Today, federal law requires that we identify and “label” the bottom 5 percent of schools in our state. The school report cards to which the Department has committed renames those schools – from Priority and Focus schools to Comprehensive Support and Improvement (CSI) and Targeted Support and Improvement (TSI) schools – and continues its support for these schools with access to more money and assistance. That’s not punishment. It’s being honest about where and how we need to help our schools.
A label is still a label even if you change the wording. I love the word “Targeted” because that is exactly what this system does. Jack Markell loved this and apparently Governor Carney does as well. U.S. Secretary of Education Betsy DeVos seems to be backing away from a federal accountability system and leaving it up to the states. Governor Markell embedded that system into Delaware and our whole education system is based on this. Alleyne, who used to work for the Delaware Dept. of Education, is very familiar with this system and knows exactly what it is meant for.
The Growth In Our Education System Is Malignant
It’s also important to remember that growth measures, which take into account how much a student’s performance has grown over a school year, also benefits schools with higher performing students in ensuring they help their students grow, as well.
Okay, this is the part that absolutely kills me! If a school has higher performing students, i.e., the average proficiency on SBAC is 3.87 out of 4, that does not leave much room for growth. But the illusion of having a growth goal of students reaching a 3.9 proficiency is not out of the ballpark. It is doable and can certainly happen. Take a school with a high population of low-income and students with disabilities, where the average SBAC proficiency is 1.24 and the growth goal to proficiency is 2.0, the whole system changes. The work needed to get to that score, with more challenging students with much higher needs, multiplies at an exponential rate. The odds of that school reaching that goal are much lower than the “high-performing” school that only needs to go up a tiny bit to reach their growth goals. It is comparing apples and oranges.
Judging The Haves and The Have-Nots And Voucherizing Students
MYTH: If you give schools a rating parents are just going to use that single rating to judge schools and ignore all the other information about a school’s performance.
This is an exercise in futility. This is the difference between the “haves” and the “have-nots”. The “haves” will utilize this system to find the “best” school for their child. Many of the “have-nots”, who in many cases aren’t even aware a system like this even exists, will simply send their child to the local neighborhood school. In the midst of this landscape we have the issue of school vouchers coming to the front burner. So much so that the feds are willing to dump all this truly bad accountability crap out the window in favor of a voucher system that will make private schools the next big thing. For reasons they aren’t saying, this will be the cushion for students from wealthier families for what happens next. See more on this later.
How To Place Yourself In An Area Of “Importance”
Our goal, as advocates and policymakers, must be to equip parents and taxpayers with school quality information that is easy to understand, fair, and consistent.
Notice Alleyne uses the word “Our”, as if he is the man behind the curtain waving the magic wand that mesmerizes his audience into taking his every word as the Gospel truth. For a guy that makes a living based on the very worst of corporate education reform Kool-Aid disguised as helping disadvantaged students, I encourage all Delawareans to take what he says with a grain of salt. Having met Alleyne in person, he is a nice guy. But his education policy and what he advocates for causes alarm bells to go off in my head. I get why he does what he does, but he is just another victim of the bad education policy that is fighting for its last legs in the new era of Trumplandia. I completely understand that he wants better education outcomes for minority students. I do as well. I also want that for students with disabilities and English Language learners. It is the way Alleyne wants this that bothers me. If society as a whole has not learned the valuable lesson that the continued use of high-stakes testing is just plain bad for public education, than folks like Alleyne will continue to spread their “myths” and “facts”. I say opt out of not just the high-stakes testing but also opt out of false edu-speak that exists to sway parents of student populations and trapping them in a system where testing reigns supreme.
What’s Up With All The Teacher Union Hate?
If there is one consistent question I’ve been asked by parents who seek to understand this system of high-stakes tests it is this: if we don’t use these tests how do we measure how our schools are doing? It’s a damn good question and I won’t pretend to have the answer. I have always suggested that a student’s classroom grades are more of a true measure than these once a year test scores. I don’t believe in students going on to the next grade if they aren’t ready. That is when parents need to carefully watch their child’s progress. It is not the end of the world if a student is held back. We need to also trust our teachers that their years of preparation and continued training serve to benefit our child’s success in education. If you have doubts about a teacher’s effectiveness than certainly question it. I believe it is our sacred duty to do so. But when we are given lie after lie about teachers from these education think tanks about how bad unions are and how they only want what is best for them, we have to recognize the truth: these companies do NOT want teacher unions to exist at all. They don’t like the idea of teacher’s organizing on behalf of themselves because it takes away from their profit-making ventures. The sad part is how so many parents actually believe these horrible lies about public education. So when unions fight against these bad policies they are immediately painted as the villain in articles like the one Alleyne wrote today. Don’t get me wrong, I don’t think the teacher unions are perfect. But I don’t think any organization, school, parent, student, or state agency is perfect. But there is a clear difference between offense and defense. I see corporate education reformers as a vicious marauder into areas where they have no business being in. The predictable result is teacher unions going on the defense against these schemes and agendas.
Opt Out Is The Only Defense
The only way to fight a bad system is to ignore it. This is why I have always defended a parent’s fundamental and God-given right to opt out of these silly little standardized tests. I refuse to give them the clout these companies think they deserve. I would rather hear the word of the teacher in the classroom who is on the ground floor watching the colossal waste of time these tests have. They are expensive, take up true teaching time, take up school resources, kill libraries during testing time, and the results serve no true purpose. If you haven’t opted your child out of the Smarter Balanced Assessment this year, please do so now. Even if they are already in the middle of testing. When many parents get the Delaware DOE suggested letter from the school about how opt out is illegal and the school can’t allow it, treat it as fire-starter material for a fire-pit in your backyard. Just write a letter to your child’s school stating you are opting your child out of the Smarter Balanced Assessment, hand it to the principal, and state there is to be no further discussion on the issue. If they attempt to dissuade you, give a pleasant “thank you but no thank you” and stand firm on your decision.
What Is A Governor To Do Facing A $385 Million Dollar Deficit?
For Delaware Governor John Carney, he faces a crucial moment. He has to make cuts in the state budget. There won’t be easy choices, but one should be a no-brainer: get rid of the dead and expensive weight at the Delaware DOE and get rid of the Smarter Balanced Assessment. Sever the ties between the Delaware DOE and these “non-profit” for-profit education companies. If that means getting rid of DOE employees whose sole existence is to continue what amounts to lobbying off the backs of children, just do it!
The True Goal Behind Alleyne And The Rodel Foundation
These are the end goals behind all this:
- Get rid of the teacher unions
- Have students learn in a 100% digital learning environment
- Create a competency-based education system which will prevent students with high needs from advancing more than ever before
- Track the hell out of the data in this ed-tech wonderland and create what amounts to a caste system where the best students get the best jobs and the struggling students get the menial jobs
- Do away with brick and mortar schools and have teachers become glorified online moderators
- Send young children to 3rd party organizations to get their “personalized learning” with Teach For America and other fast-track educator prep “teachers” guiding students
- Have older students logged into whatever Blockchain technology is coming our way where they “earn to learn” and companies profit from teenagers
Surf-And-Turf or Filet Mignon?
We see this in agendas like Delaware’s “Pathways to Prosperity” program. I attended Governor Carney’s Inaugural ball. All the food was prepared and served by students in the culinary program. The food was awesome. But did any of those students who prepared this food get paid for their servitude? I highly doubt it. I have no doubt they received some type of education credit for their service while the State of Delaware says “thanks for the cheap labor”. Or what about these “coding schools” where students pay thousands of dollars to train themselves on coding while at the same time doing work for very big companies through the training material? Our students are nothing more than fodder for corporations. They are the true victims in this new world and are being used by those whose biggest concern is if they should get the surf-and-turf or just the filet mignon at their next country club dinner.
*Please see below for a statement from Delaware Senator Brian Pettyjohn in regards to this letter.
This morning, Delaware State Rep. Kim Williams published a letter from several state legislators around the country supporting Betsy DeVos in her nomination for the United States Secretary of Education. Senators Anthony DelCollo, Greg Lavelle, Ernie Lopez, Brian Pettyjohn, and Gary Simpson represented the Delaware contingent of these signatures. I am publicly asking these five Delaware Republican Senators to withdraw their support for Mrs. DeVos.
Last week, DeVos had her Senate Confirmation hearing. She did not know the difference between growth and proficiency. She supported guns in schools to prevent grizzly bear attacks. She stated when she was first nominated that she supported dismantling Common Core, but history with the DeVos Foundation suggests otherwise. She is a fervent supporter of school vouchers which have the strong potential to further issues of discrimination and segregation in American schools the way they are currently set up in many states. She supports charter schools which have not shown to be a greater success unless the pull smarter students in through selective enrollment preferences despite the legality of those preferences in many states. But most disappointing was DeVos inability to understand that the Individuals with Disabilities Education Act, known as IDEA, is a federal law, not a state and local law.
As a father of a student with disabilities, I was appalled when Betsy DeVos said this. The U.S. Secretary of Education is a person who leads all American students in public education. The last thing we need is someone who does not understand special education going into the job. DeVos is a billionaire but her ability to lead education in America is disturbing on many levels.
I have found myself in alignment with many bills that Pettyjohn and Lopez supported. They stood with parents during the opt out saga. They did not support the Smarter Balanced Assessment. Which is why I find their support of DeVos puzzling. Education has become synonymous with standardized testing. Students with disabilities do the poorest on these tests. But they are expected to show the most “growth” in state accountability systems. As a result, in my opinion, special education has become a gigantic mess. It is now geared more towards the student outcomes on these tests than accommodating the true needs of each individual student. If DeVos has her way, students with disabilities could be shuffled around different private schools through a very flawed school voucher system. Private schools are not obligated to follow federal special education law unless they receive federal education funds. Special education in public schools can be challenging enough, adding private schools to that mix with federal dollars could become a recipe for disaster for a population that is already marginalized to a great extent.
Once again, I urge these five Delaware Republican Senators to withdraw their support for Betsy DeVos as U.S. Secretary of Education. Our children deserve better. Students with disabilities deserve better. And my son deserves better.
**UPDATED**5:16pm: I spoke with Senator Pettyjohn about this issue shortly after I posted this article. He echoed the statement he made on Facebook, which said:
Kevin, I agreed to support Betsy DeVos for her nomination to lead the US Department of Education based on my belief that an outsider view of the US DOE is necessary. In previous statements, Ms. DeVos had indicated her disdain for the Department and it’s overburdensome policies and regulations toward states and local districts. I have, for some time, been critical of the federal intrusion into our classrooms, and prior to Ms. DeVos’ confirmation hearings, those were concerns that she had also viewed with a critical eye.
That being said, I do have concerns that have been brought to light since her confirmation hearings; especially concerning her stance on special education. While this is an issue that our United States Senators will be faced with in the coming days, I believe that the letter that was sent, which I agreed to sign before the confirmation hearings took place, will have relatively little impact on the decision that will ultimately be made on Capitol Hill.
That Senate Confirmation hearing took a lot of folks by surprise. In my eyes, it just proved that vast amounts of wealth does not always equal knowledge. DeVos will face a vote for her nomination next Tuesday, January 31st.
Capital School District sure has changed in just two years. Back in 2014, their board was railing against the Smarter Balanced Assessment and fully supporting a parent’s right to opt their child out of the test. Flash forward to now, and their board will be discussing something called a “Balanced Scorecard.”
This balanced scorecard is five-year goals for the district. Some of the goals are good: getting behavior referrals down, more parent involvement, things like that. But then I wanted to vomit when I saw goals for Smarter Balanced proficiency. Keep in mind this is just a draft. The board hasn’t decided on this. I’m at their board meeting now. I thought their meetings started at 7:30 but I haven’t been here for a while so it looks like they changed it to 7:00. Otherwise I would have assuredly giving public comment based on what I’m writing in this. The Smarter Balanced Assessment is the worst test Delaware students have ever taken. Why in the name of public education is this district wanting to kiss the DOE’s ass and follow their own despicable goals based on standardized test scores?
What truly shocked me was a goal of “increasing students exiting out of special education”. Currently they are using a baseline of 31% but they want to increase this to 41% in five years. I’m sorry, how do you put a measurement on unique disabilities that affect an individual student? While it is certainly true that students can fall out of needing special education for varying reasons, that seems like a very high number. As well, decisions on special education are decided on by an IEP team, not based on a district-driven strategic plan. This is highly disturbing on many levels. The last thing special education students is a district trying to hit some arbitrary goal and pushing schools to have students get out of IEPs.
The board is discussing this now. Board member Matt Lindell asked why the district can’t use this as their accountability scorecard. Superintendent Dr. Dan Shelton explained how the Delaware DOE has no intention of removing their own Delaware School Success Framework. That was the only question. Three members of this board sat in front of a very similar audience two years ago and proudly passed their opt out resolution. Now they seem like they have accepted the horrible status quo that is killing public education. The board is voting on the scorecard, passed 5-0. What the hell is wrong with this board? They are prescribing to the point of view of the Delaware DOE. They have fully accepted Common Core and Smarter Balanced as legitimate for their district.
In talking about technology in their ongoing Strategic Plan, there is a lot of talk about collaborating with BRINC and increasing ed tech in the classroom. More personalized learning. They have no clue, as they talk about building configuration, how they are signing their own district death warrant by signing on to all of this junk. The board is not asking questions about anything they should be asking. This isn’t the first time I’ve pointed this out with this board. Stop drinking the Kool-Aid Capital! You should be better than this! And I distinctly remember when Matt Lindell was President of the Board when they approved a letter to the General Assembly urging them to override Governor Markell’s veto of House Bill 50, the opt out bill. They never overrode the veto, so why has this district not come forth with an opt out policy like Red Clay and Christina did?
Aaaron Bass, the new Executive Director of EastSide Charter School and Family Foundations Academy has some very lofty goals for students. Mirroring the very controversial No Child Left Behind law enacted in 2002, Bass wants all students to be 100% proficient on the Smarter Balanced Assessment. The difference is Bass’ plans to determine how a child advances in grade levels. And what method of teaching does Bass prefer? Continue reading
On a Facebook page called The Unofficial PCA, about Providence Creek Academy, the host put up a post on Monday about a large exodus of teachers from the Kent County charter school. The post disappeared, but a more watered down version of the question showed up Wednesday night on the page. As well, students in Kindergarten to 2nd grade took a standardized test that actually caused some parents to pull their children out of the school. Questions are beginning to mount concerning the “interim” Head of School, Chuck Taylor, who has filled this interim position for a year and nine months.
In terms of the teacher exodus, it was confirmed at PCA’s board meeting on Tuesday that twelve teachers left this year. The average is three to five. But the school insisted this is “in the norm” according to the new Facebook post on The Unofficial PCA.
Are Teachers Leaving PCA?
Notes from 7/26 board meeting.
I hadn’t planned to attend last night’s board meeting. But the day before, I ran into another parent at the store asking if I had heard about the rumors. People had been saying that a large portion of the teachers were leaving PCA out of frustration with Head of School Chuck Taylor and Principal Audrey Erschen. My friend didn’t have much details so I canceled my plans and went to the meeting. I was expecting a huge turnout from parents but there was only one other parent attending (other than the parent board member) and she hadn’t heard the rumors.
I relayed as much of the rumors as I could, without revealing names. This year, there are about 60 on staff and about a dozen teachers left PCA; some to other positions, some for family, and a couple that were dissatisfied. In an average year, 3-5 teachers leave PCA but this year is not too far out of the norm and certainly not as severe as the year in which 21 teachers left. All but two of the teaching positions have been filled. Ms Erschen assured us that they are in no rush to fill the position and are being very selective. She is confident that the two positions will be filled well before school starts.
As far as any issues teachers may have had with Mr Taylor or Ms Erschen, they never were clearly defined. Mr Taylor has been the interim Head of School longer than intended as that the last candidate selected was not able to take the position. Another candidate is being considered and Mr Taylor is planning to go back to retirement in January. On the couple of occasions that I have heard someone complaining about Mr Taylor, it usually stemmed from a misunderstanding. I do not envy Ms Erschen for the balancing act she does every day. She deals with a whole lot of problems and somebody being dissatisfied is inevitable but she always maintains professional composure. Every morning, no matter the weather, they are out in front of the school to greet students and talk with parents. I’ve always found them to be very approachable and the kids (including my daughter) think well of them.
Greater transparency and addressing issues before they become rumors would help to put parents at ease. Board meetings include an “Opportunity to Address the Board” and it is a great opportunity for parents to ask questions and raise concerns. PCA is considering putting the ‘Head of School’ and ‘Principal’ reports in the webpage ‘news’ in addition to already being in the ‘Board Minutes’. They are also considering providing staff bios so that parents know more about the staff.
I intend to follow up with any more details that I come across and certainly welcome any input. Rather than passing along rumors, it’d be helpful to discuss these things in an open format (you can message me if you’d like to remain anonymous). I requested a list of the teachers that left (elsewise, we could always figure it out through the process of elimination). Arguing the validity of an individual complaint may not be as useful as keeping an open eye for trends. PCA isn’t perfect (no school is) and we should all strive to make things better and that depends on parents being involved.
-Director of Curriculum Danielle Moore wants to go back to the classroom and work with kids. She has been replaced by John Epstein who had been working for the Delaware Board of Education.
-‘Special’ classes will no longer be on a six day rotation because the classes were too far apart. So this year, students will have two special classes each trimester with the same amount of time give to each class.
I would not say 12 teachers leaving out of a staff of 60 is “in the norm“. That is 20% of their staff. Charter schools do tend to have higher turnover than traditional public schools. But that is an alarming number, in my opinion. While it isn’t the exodus of 21 teachers that happened at one time, it should be a matter of concern for other teachers and parents. My biggest questions would be how seasoned the departing teachers are. Will their replacements be more experienced or less? That could have a big impact!
In their latest posted board minutes, for their June 21st board meeting, I found several items that were somewhat odd which have my comments under each one.
Mrs. Erschen reviewed the placement of appropriate employees to be included in the Consolidated Grant FY 2016-2017.
What does “appropriate employees mean?
PCA will be the only charter school involved in a new DPAS study.
Which DPAS study is this? The only public DPAS study I have seen is the pilot program which will come out of House Bill 399, which changes Component V for teacher evaluations. Senator David Sokola was really promoting his “pilot program” amendment. Sokola and Chuck Taylor worked together on the charter school audit bill. But what makes this very interesting is House Bill 399 didn’t pass until July 1st. Eleven days after this board meeting on June 21st. So how could PCA have been picked for this program if this is the DPAS program they are talking about? And Markell hasn’t even signed the bill yet. Unless there is some other DPAS program that hasn’t been revealed.
There were some issues with the implementation of the new grading policy for grades K-2. This new policy created some confusion with parents. With help from Mrs. Erschen and Mr. Taylor the concerns were addressed and professional development will be provided to the teachers at the beginning of the school year to ensure that there is consistency among teachers.
What is this new grading policy? How did it create confusion for parents? If professional development is needed so teachers can understand a grading system in the next school year, there is something not right about this. More on this later.
Approval of Employee Bonuses: Lisa Moore made the motion, Chris Craig seconded. All in favor? Motion passed.
PCA consistently gives out “academic excellence” payouts every single month. But are all teachers getting them? The average monthly employee bonus is $466.
And from their May 24th Board minutes:
Head of School Search Committee: One candidate was interviewed. Board of Directors are still narrowing candidate pool for more candidate interviews.
Can someone please tell me why the Interim Head of School, who has been in this “interim” status for 21 months, is on the search committee for this new head of school? How many candidates have interviewed? It looks to me like Chuck Taylor is using his position on this committee to secure continued employment for himself. Because this is how I see it. He left PCA under very vague circumstances in the Spring of 2013. He wound up at Campus Community School where he became their interim Head of School after Trish Hermance resigned in the Summer of 2013. In September of 2013, their board voted unanimously to keep him on as the permanent Head of School. By December, they hired a new Head of School. Chuck joined their board and six months later, he resigned from their board. In October of 2014, Chuck came back to PCA during the Audrey Erschen odd relative/employee shenanigans going on at the school. As the interim Head of School. A few months later, the Tatnall leader who was supposed to become the new Head of School was poisoned in the Caribbean. That was over a year and a half ago. What qualifications does a leader need to become their Head of School? This looks like a lot of stall tactics by Chuck Taylor. I don’t buy him wanting to retire.
For a guy who wants to fade into obscurity, he sure does place himself in very important charter school positions. As well as his “interim” duties at PCA, he also has a slot on the Charter School Accountability Committee (CSAC) at the Delaware DOE and is the President of the board for the Delaware Charter Schools Network. He was present at the Senate Education Committee for legislation surrounding charter school audits. While this may not seem to be a big deal, it is important to know that PCA used the same auditor for their annual audit as Family Foundations Academy for many years. Both PCA and FFA had major investigations from the State Auditor of Accounts that led to findings of severe financial abuse and theft. During FFA’s charter renewal, Taylor served on CSAC. When questions arose among the committee about FFA having a bizarre number of fraternity brothers on their board, Taylor actually defended the FFA board even though it was painfully obvious there was a major conflict of interest at play. During this time, FFA’s leader, Sean Moore, was the Treasurer for the Delaware Charter Schools Network. Moore embezzled over $100,000 from FFA according to the inspection report that came out last December. The State Board of Education placed FFA on probation when it became public about the financial fraud. Moore was terminated by the re-structured board which eventually removed the fraternity brothers.
All K-2 end of year assessments were created and given to the teachers who are working on administering them to the students. After all tests are complete teachers will submit them to so that data can be gathered on the assessments and determine if any changes need to be made for next school year.
PCA created assessments for Kindergarten, 1st Grade, and 2nd year students? Yes, they did. Who created these assessments? And if a child failed these tests, the parents were told the student had to go to summer school for a fee of $350.00. It didn’t seem to matter what their classroom grades were. Six different parents of first graders received a letter the second week of June indicating their child had failed the reading assessment part of this assessment. PCA highly recommended sending these kids to summer school. This is actually a step up for the school, because the original intention was to keep the kids in the same grade if they did poorly on this self-created assessment. At least two parents pulled their children out as a result. Was this the intention? Let’s see: students do bad on an assessment, school tells parents they want the kids to go to summer school for a rather steep fee (told to parents days before this summer school was supposed to start), and parents pull kids out. I see it as a way to get rid of low-scoring assessment takers without regard to their actual capabilities.
For the Smarter Balanced Assessment results, PCA did rather well on their scores compared to the state average. They went from 66% proficiency in English/Language Arts to 74%. In Math, they went from 43% to 55%. Those are huge gains which will cause the Delaware DOE to award the charter school the token “reward school” status next fall. I have to wonder how much of these gains and “growth” are engineered by the school in advance. For the surrounding districts where PCA draws its student base from, the Smyrna School District went from 59% to 66% proficiency in ELA and 45 to 46% in Math. Capital went from 48% to 50% in ELA and 32% to 36% in Math. Campus Community School went from 62% to 60% in ELA and 37% to 40% in Math.
A few years ago, one parent pulled her child out of PCA. Her child, according to the mom, was brilliant. This student had some minor attention deficits, but was able to get straight As at the school. PCA insisted on placing the child into a lower-tiered classroom as a 4th grader. At that time, there were three levels in classrooms: lower, middle, and high. I would have to assume this was due to Response to Intervention (RtI) strategies for lower grade students when they attended those grades. But placement in RtI groups usually isn’t based on actual classroom grades. It is based on how they do on standardized tests. For this child, being placed in a lower-tier was not a good thing. The child did not feel challenged. Many children who are very smart put in this position will tend to act out. As a result, the school started putting the “bad behavior” label on the student. Teachers agreed with the mom that the student should not have been at that level. By the time the school finally put him into the higher level, it was so late in the school year (and after the 2nd wave of DCAS testing) the mother had already decided her child would not attend the school the next year. The mother stated that the new school had none of these issues and her child has thrived ever since.
Last weekend, I posted an article about Newark Charter School and what I see as “social engineering” to drive up their test scores. Many of the most fervent charter school supporters are parents of children who do well on these types of tests. In my opinion, far too many Delaware charters drive their enrollment based on this flawed idea. When you compare PCA’s demographics to surrounding districts and their closest competition with an area charter school, we see startling changes.
PROVIDENCE CREEK ACADEMY
SMYRNA SCHOOL DISTRICT
CAPITAL SCHOOL DISTRICT
CAMPUS COMMUNITY SCHOOL
The students who score the lowest on the state assessment are special education students. This has always been the case. By driving out students with special needs, the overall scores on the Smarter Balanced Assessment will automatically go up. If you have a low population of these students to begin with, which is the case with PCA, it is a guarantee. Many Delaware charter schools that begin with Kindergarten have screenings with potential applicants. These screenings, which are meant to show a school where a student is at, can also serve as a way for schools to look for characteristics which could ultimately lead to perceived lower state assessment scores. I have no doubt this practice takes place at some Delaware charter schools, and I believe PCA does this. To further muddy the waters of this social engineering practice, PCA came up with some type of assessment for students in K-2 (who do not take the state assessment) to see how they may do on Smarter Balanced, and came up with a way to tick parents off enough they would pull their child out of the school. Whether by design or unintentional, this is a discriminatory recipe for disaster. Any school is only as good as the populations it serves. We know this. We know the Smarter Balanced Assessment changes constantly and the cut scores change from year to year. The test is not designed to have a great majority of students showing proficiency.
In a charter school that bases everything on state assessment scores, it can become a pressure cooker for students, parents, and teachers. This drive to perform on a once-a-year test is everything that is wrong about Delaware education. And it is becoming clear that this is the environment at PCA. I have no doubt they have many very positive attributes. I am sure they do a lot of good things for their students and have a very welcoming community. But that is the surface. Underneath is a testing regimen that overshadows everything else. If you are a smart kid, you will do great. If you struggle, in any way, there will be issues. When you look at the school’s Facebook reviews on their page, you see many 5 star designations. Many of these reviews are from teachers and even the Principal, Audrey Erschen. Even board members review this school. When any rating system is purposely stacked toward a certain goal, the perception is deceptive.
While the school appears to be doing better financially, nothing happened with the terminated employee who embezzled large amounts from the school. The Delaware Attorney General’s office has yet to file charges against this perpetrator. But that might change. Earlier in the Spring, state agents were in the school issuing subpoenas for financial records. Will they find anything more than what already came out from the State Auditor of Account’s inspection released earlier this year? Time will tell. Providence Creek Academy is the 7th largest charter school in Delaware out of 27 charter schools. But for their expenditures divided by the number of students, they come in at 26th place. We know they don’t pay their teachers huge amounts as well compared to surrounding districts. So where is all their money going?
These are my biggest concerns with this school, and for perspective parents looking at this Delaware charter school, they should be seen as potential red flags. For those who want to claim I hate charter schools, I don’t. I think some of our charters do a great job. I recognize no school is perfect. But far too many use tactics like this which lead to a type of discrimination, particularly against students with disabilities. That is intolerable. But because our state DOE and Governor base everything on test scores on high-stakes tests driven by corporate education reformers, they look the other way.
To view past articles on Providence Creek Academy on this blog, please go here. To view their board minutes, please go here. The picture of the Providence Creek Academy campus came from a website belonging to Nickle Electrical Properties who renovated the school six years ago.
I get it now. A few months ago I was discussing parent opt out with an African-American friend of mine. He explained to me that African-American students don’t do well on standardized tests because they’re written for white kids. I disagreed with him. I couldn’t grasp what was right before my eyes.
The Smarter Balanced Assessment was made for white kids. Civil rights groups, usually backed by the Gates Foundation and other corporate education reformers, claim high-stakes standardized tests are important. They say they need to understand where African-American students rank compared to their peers. This only perpetuates the myth that these tests are necessary. These groups vehemently opposed parents opting out of these tests because they claimed it would only continue pathways to discrimination. Instead, the reality is staring them right in the face. Standardized tests do show achievement gaps. But not because they offer any solutions on how to close those gaps, but because they were written for a specific audience.
These tests fail to understand different minorities or cultures. They were created from a white culture perspective. They ask students to push themselves based on standards that don’t address poverty, low-income, special needs, violent environments, discrimination, segregation, or equity. Even for white students, many who also deal with issues of low-income in our country, don’t perform well on these tests unless they are from more affluent areas.
Charter Schools were supposed to be the savior of education. They were supposed to offer unique new ways of educating students and be models of innovation. Instead, at least in Delaware, they have served as incubators of discrimination, segregation, and racism. We can’t ignore this fact any longer. We have to address this as a state, head-on.
In all likelihood, our charters are merely copying what happens in our regular districts. We see that African-Americans in our traditional school districts do not fare any better on these tests. Charter schools and districts with higher populations of white students do better on standardized tests. This fact hasn’t escaped those who create these tests. They know this. Our politicians and education leaders know this as well. This story isn’t new, nor is it shocking. They have known this ever since standardized tests came about. But we expect African-Americans to perform the same as their white peers. If they don’t, our governments will label and shame the schools and teachers that administer these tests. Why? What is the point?
Education improvement programs make lots of money. If a school isn’t converted into a charter under the accountability schemes brought to you by Education Inc., you better believe some company out there stands to make a tidy profit off “fixing” the “problem”. In Delaware alone, a company called Mass Insight was paid $2.5 million dollars to help out six “priority schools”. All inner-city schools with, you guessed it, very high populations of African-American students.
Delaware Governor Jack Markell said the Smarter Balanced Assessment is the best test Delaware ever made. If that is true, then it shows Delaware to be a very racist state because we allow this to continue. Our Department of Education can throw out statistics and graphs until we are blue in the face, but the true facts are above, and in the article I did on low-income populations and Smarter Balanced proficiency. I have no doubt students will gradually do better on these tests. But not enough to give them the education they deserve. Not enough for African-Americans to catch up to their Caucasian peers. This isn’t defeat. This isn’t accepting a status quo. This is reality. A test solely designed for one pre-dominant culture under the assumption that other sub-groups will catch-up is always destined for eventual failure. Do we call that now? Or do our policy-makers only look at the cost of the test and not the cost to the children of their state?
For parents of African-American students: How many pictures that show the same thing do you need to see? Why are you continuing to let your children take a test that forces them to work harder to live to a different ideal and culture? I’ve seen some of you point out that your children have predominantly white teachers. If our schools and teachers are judged on a test that is written for white kids, and a white teacher is teaching a majority of African-American kids in a classroom, what do you think the results are going to show? This test serves a dual purpose: to keep African-Americans down and to push those unionized white teachers out of public education. If you want more African-American teachers in the future, how will today’s African-American youth even feel inspired to go into education when they are constantly told they are failures based on these tests? These same tests that will eventually break down and morph into end of chapter tests, taken by students multiple times throughout the year. This is not about helping students to become “college and career ready”. It is an elaborate and long-term tracking system. Think about it, and opt out until those in power change these pictures. Look at those in your community who want this. Follow the money. Who are they speaking for? Corporations or children?
The world is a dangerous place, not because of those who do evil, but because of those who look on and do nothing. -Albert Einstein
If you go to a charter school in Delaware without a lot of low-income and poverty, the chances are pretty good you will do better on the Smarter Balanced Assessment. Pictures don’t lie. Yes, there are some exceptions, but for the most part, the odds speak for themselves. Even the former “heroes” of Delaware like EastSide Charter School are not immune to the wrath of the Smarter Balanced Assessment.
Now you might be thinking, “you didn’t put in all the charters”. I didn’t put in Gateway Lab School and Positive Outcomes. Their populations are mainly special education and they did not do well on this test at all. Freire and Great Oaks don’t have their low-income data on the DOE website. Academia Alonso only goes up to 2nd grade so far. Charter School of Wilmington, Delaware Academy of Public Safety & Security, Delaware Design-Lab, Delaware Military Academy, and Early College High School are all high schools, so now Smarter Balanced for them! And who knows where Delaware College Prep is. I’m assuming their scores will be included with Red Clay’s when those come out, but they’re closing anyways.
The traditional school districts didn’t have as drastic of a low-income impact on Smarter Balanced proficiency, but the data for each school in the districts won’t be out until next month. That will give us a much better idea of how low-income status affects different schools.
It would be nice if the poor were to get even half of the money that is spent in studying them. -William Vaughn
To see how all the kids did in the state, take a look at the below fluff piece that was presented to the Delaware State Board of Education by the DOE’s Instructional and Accountability guru, Michael Watson. While the participation rates may have gone up in a lot of schools, more parents were opting their kids out than last year. And I believe that trend will continue when a lot of parents see their child still isn’t proficient on this test. There has to come a point in time when parents start thinking this test really is bad and if I want my child to get a good education, it can’t be based on this test.
At this point, you have to ask yourself, if standardized tests are bad for teachers, and they’re bad for kids, who exactly are they good for? -John Oliver
As Delaware teacher Mike Matthews brilliantly pointed out to Governor Markell (see the article before this one), poverty has a huge effect on educational outcomes. We can pretend it doesn’t, but until we somehow find a way to eliminate that, we will see the same results every standardized test tells us. They are socio-economic indicators. That’s it. I’m sure the Delaware DOE and State Board of Education will start flinging mud at a ton of schools, and we will fight them. You can’t ignore these graphs, especially the charter schools. They are more extreme because of enrollment practices. We all know it. Let’s stop pretending certain ones are great success stories.
My innovative education program will improve school accountability, fix our flawed state testing system and ensure school funds directly benefit Delaware’s children—and are not wasted on bureaucratic overhead costs. By attracting and retaining the best teachers through competitive salaries and benefits, we will improve classroom learning and reduce drop-out rates. We must expand early education programs and link preschools with local school districts to create a unified learning environment. -Jack Markell from his Blueprint For Delaware, 2008
You know, it’s amazing. I’ve not yet met a single parent or teacher who tells me that their hopes and their aspirations for children are wrapped up in scores on high-stakes tests. We have designed an education system that profits test-makers. Now we need an accountability system that benefits the test-takers. And as Governor, I will scrap the Delaware Student Testing Program and I will replace it with an assessment tool that helps teachers improve student learning. -Jack Markell at DSEA Primary Debate against John Carney and Mike Protack, 2008
Governor Markell sent an email to teachers and administrators thanking them for the latest Smarter Balanced Assessment results. Meanwhile, people don’t care. In the grand tradition of the former and very much lamented Transparent Christina, I hereby present the red-line edition of Jack’s chest-thumping email!
From: Markell, Governor (Governor)
Gee really, you need to write it down twice?
Sent: Thursday, July 21, 2016 2:01:51 PM (UTC-05:00) Eastern Time (US & Canada)
To: K12 Employees
Subject: Thank you to educators and school administrators
Thank you Governor Markell for forcing students to take this test and for teachers to administer them. God bless the opt out parents!
Dear Educators and School Administrators,
What, no love for the parents?
I hope you are all having a wonderful summer.
You too Jack. Speaking on behalf of teachers, thank you for interrupting our bliss and harmony with this email.
As many of you may have seen, today the state released our annual data showing student performance on the Smarter Balanced Assessment. The improved scores across subjects and grade levels throughout our state serves as yet more evidence that your hard work is producing great results for our children and I wanted to take this opportunity to send a note of thanks.
In other words, over half our kids still aren’t proficient in math based on Smarter Balanced Standards and only 55% of them are proficient in ELA based on those same standards. I see what you’re doing here. Thanking teachers for their “hard work” for bad results. The joke is on you. Anyone who doesn’t know this is a crap test has been living in a cave somewhere.
Our transition to higher standards for what students should know at each grade level has contributed to making the last few years a tremendously challenging time for all of our educators, no matter what subject you teach, and all administrators. At a time when it’s clear that students will rely on their education more than ever to reach their potential, we know they deserve these higher expectations aligned to what colleges and employers will expect of them after graduation.
Newsflash Jack, education has always been needed for students to reach their full potential. This isn’t anything new. Stop making it a crisis. We get it. They don’t “deserve these higher expectations”. That’s like saying “I’m going to hit you in the face. It will hurt. But it will make you stronger.” Colleges hate Common Core, hate your stupid high-stakes tests, and I have yet to hear any employer say “what were your Smarter Balanced scores?” in an interview.
Accepting the higher standards at the state level was the easy part. Our progress is the result of what happens in our classrooms every day.
Yeah, rigor and grit. Lots of academic sweat that still hasn’t produced the results you think we want but you don’t really because as long as kids our doing bad they still need to be fixed. This story is getting as old as your time in office. Like the citizens of the state had much say in accepting these “higher standards”. When you dangle carrots like “Look, we’re getting all this money from the feds during a time when I had to cut teacher raises. Hip Hop Hooray! Come and board my train. It will be fun. Please fasten your seat belts cause you are going to get ridiculed and tested like never before. Don’t worry about the scores or the growth. Progress is progress. As long as my friends make money, that is the true progress!”
The improving proficiency levels released today represent another data point to show that what you are doing is working. Our graduation rates are at record levels, and recently led the country for the biggest growth. More students than ever are being prepared to be fluent in another language, and to pass college-level dual enrollment and Advanced Placement courses before they graduate. And you are making possible the incredible growth in our Pathways to Prosperity program, which just 2 years after it launched with about 30 students, will give more than 5,000 students this fall the chance to take courses that prepare them with college credit and workplace experience in growing industries from IT to health care to culinary arts.
But most of those students will need to go to Del-Tech. Way to spend millions of dollars on programs that benefit your buddies over there. Your asskissery has no limits. More flavor in the favors, that’s all this is. While I don’t mind students learning other languages, the fact that your “World Immersion” programs limit the number of kids who can enroll, especially students with disabilities, will just ultimately create more discrimination and segregation. Why is it whenever I see pictures of these programs I see mostly white kids Jack? But let’s take the time to thank Governor Markell for yet another data point that states the obvious: your ideas DON’T WORK!!! Maybe to the sycophant Delaware DOE, State Board of Education and the suck-ups who don’t realize they are on the table and still think they are at the table.
More than anything, I want to thank you for the daily efforts you put into making your classroom the best possible learning environment, taking time after the school day ends to provide the best extra support, and developing lessons that meet individual needs of each child.
Individual needs measured by a standardized test that does not differentiate between those individual needs and set up to make those with the highest needs look like failures. Teachers are burned out with your absolute hypocrisy and BS Jack. How many more months? I’m sure all the teachers are eternally grateful they have to spend so much of their day outside of their regular hours that get sucked up with professional development. I’m sure they are real happy about that. I’m sure they love the extreme waste of hours it takes students to take this cash in the trash test. Thank you for not providing the true funding our students need to be truly successful and giving all those corporations their big tax breaks. Thank you for giving the middle finger to parents and basically saying to them “Shut the hell up about what you want. This is MY Delaware,” followed by “If you thought those after-school hours are bad now dear educators, wait until your schools become all-day community centers from fetus to the grave!”
I look forward to following your lead and making the most of all of my remaining days in office to provide the support our teachers and students need to make the most of their talents.
I have no doubt you will spend your remaining days finding new ways to further your corporate education reform agendas for your Wall Street, Rodel, and big campaign donor buddies. Don’t forget Jack, you have to put those final nails in the public education coffin by getting those competency-based personalized learning plans into shape. How long before the announcement that Smarter Balanced will replace final exams and tlater will serve as end of unit tests? Can we take a peak at your stock portfolio? God help us all if you do anything education related at a higher level after you (finally) leave office…
“Not really but I have to play this up…suckers!”
Jack A. Markell
Lame-Duck! Quack Quack!
A couple of years ago, I wrote about a hurricane in Delaware Special Education. This year I predict a full-blown nuclear blast. The Exceptional Children Resource’s Group at the Delaware Department of Education will release their FY2014 Special Education Compliance & Results report they must submit to the United States Department of Education’s Office of Special Education Programs in the next month. The results are going to be catastrophic for Delaware. We will be labeled as “needs intervention” once again.
This year’s results will be more controversial than any other year because out of the 43 “indicators” identified by the US DOE this year, 28 of them are based on the state assessment. In Delaware, that would be the Smarter Balanced Assessment. In other words, 65.11% of Delaware AND each local school district or charter school’s rating scale will be based on Smarter Balanced. Participation rate will tie into this. Delaware did not make the participation rate of 95% for students with disabilities in ANY grade. So that is 32.65% of the rating. The other 32.65% is based on proficiency goals for both ELA and Math. What is odd though is the Math goals are based on the 2014-2015 Smarter Balanced scores but the ELA goals are based on the 2013-2014 DCAS scores. The other new indicators are results tied to early childhood learning to elementary learning in three different areas covering “growth” and “expectation” for a total of six categories. These new weights total nearly 14% of the rating. Other new “results” indicators are graduation rates and drop-out rates, which Delaware did not hit the goals for either one.
In terms of compliance, which used to account for 100% of the Annual State Improvement Plans from the US DOE, this year it only counts for less than 14% of the entire report. Delaware came in at the halfway mark for this section. Indicators in this section included disproportionality in all disabilities or specific disabilities (much more of one disability over another, like ADHD for example), a disproportionate amount of suspension rates for minority students who are also students with disabilities, initial evaluation timelines, pre-school transitions, and secondary transition (making sure students with disabilities who transition from middle school to high school are part of their IEP team). Delaware did perfect in the disproportionality sections, but the other areas fell well below the goals.
The report on this hasn’t come out, but the Delaware DOE did send letters to each school district and charter school in the state. Based on the numbers in each of these letters, I was able to determine Delaware will be labeled as “needs intervention” this year by the US DOE.
The following districts and charters were labeled as “needs intervention”: Brandywine, Christina, Colonial, Lake Forest, Red Clay, Woodbridge, Campus Community School, Delaware College Prep, EastSide, Prestige Academy, Thomas Edison and students handled through the Department of Students, Children, Youth and their Families.
The following districts and charters were labeled as “needs assistance”: Appoquinimink, Cape Henlopen, Capital, Delmar, Indian River, Laurel, Milford, Smyrna, Academy of Dover, Family Foundations Academy, Gateway Lab School, Kuumba Academy, Las Americas ASPIRAS, Positive Outcomes, and Providence Creek Academy.
What is interesting is the charters who have very few students with disabilities or very low populations of intensive or complex categories did extremely well this year. Out of the 43 indicators, the Charter School of Wilmington only qualified for 1 which they passed. Delaware Military Academy only had 6. None of the charters and a few districts did not qualify for the pre-school indicators. When I determined Delaware’s rating, I factored out any district or charter that was not applicable for any of the 43 indicators.
The participation rates were based on the 2014-2015 Smarter Balanced Assessment. I find it hysterical that they are using Smarter Balanced for this report. The goals for Smarter Balanced Math on this report was a proficiency rating of 15% for students with disabilities. All grades with the exception of 11th grade passed that goal. But the participation rates, compliance indicators, and early childhood learning all brought Delaware way down this year. When the final numbers come out, I predict we will be at 37.21% for our overall percentage with US DOE. For the ratings systems, 80% and above is “meets requirements”, 60% to 79% is “needs assistance”, and 59% and below is “needs intervention”.
To see how your district or charter school did, check out this page on the Delaware DOE website. Letters were sent out to each Superintendent or Head of School (charters) on May 31st.
Let me be the first to say I think it is utterly preposterous they are using the Smarter Balanced scores and participation rates for this report. It is ludicrous to think it accounts for nearly two-thirds of it. For those who ever thought testing is good, not only are teachers evaluated based on the scores, but our schools are now going through double jeopardy based on the scores and participation rates, especially schools with high populations of low-income and minority students who ALSO have high populations of students with disabilities. I don’t accept this report and see it as utter garbage. While some of the compliance indicators, the graduation rates, and the drop-out rates are worthy measures, the rest of it is utter crap. I’ve said this last year and the year before, but there are so many other worthwhile things they could be measuring with these annual reports. Such as IEPs being implemented with fidelity, IEP denials, and parent feedback. In fact, the only thing remotely surrounding parents in this is participation rates, and that is an extreme dig at parental choices that are not against the law. Delaware and the US DOE will NEVER learn…
I hate to be the deliverer of bad news, but once I saw these letters and what they were measuring, I knew I would be spending the rest of my day figuring all this out. The last time we got a “needs intervention” in Delaware, back in 2014, Governor Markell announced the creation of a Special Education Strategic Plan. He set aside funds in the FY2015 budget for this. Almost two years later and this Strategic Plan still hasn’t seen the light of day. But a former Rodel employee with very little special education background is getting paid a very nice salary as part of the Secretary of Education’s office. Matthew Korobkin is in charge of this “strategic plan”. So far the only thing I’ve heard is how much the Autism community in Delaware was pissed off at him for essentially trying to copy their Autism Blueprint into his strategic plan. Money well spent Jack! An IEP Task Force, formed in the General Assembly in 2014, did create legislation that is just now going into effect, but the task force never reconvened even though this was a huge discussion point towards the end of the first round.
Governor Markell and the Delaware Department of Education came out with a press release today which indicates 73% of Delaware educators fully embrace the Common Core State Standards. The report from the Center for Education Research Policy at Harvard University used five states in their findings: Delaware, Maryland, Massachusetts, Nevada and New Mexico. Each state had “ten clusters” of schools to answer surveys. The report does not show what the ten schools in Delaware were, but I did just email Chris Ruszkowski and Alison May at the Delaware DOE to find out. I just received a response from May including the Communications Director for CEPR at Harvard, so hopefully answers will be forthcoming. Ruszkowski is the head of the Teacher/Leader Effectiveness Unit at the Department.
Any report like this can be read in many different ways. We don’t know which schools and how many teachers in each school responded to the survey. We don’t know if this survey was given before, during, or after the first round of Smarter Balanced testing in 2015. If anyone has any information on these surveys from last Spring or which schools had these surveys, please let me know. As well, were ALL teachers in grades 4th-8th given these surveys or just certain ones?
Educators: Common Core going well here
A significant majority of educators are supportive of the Common Core State Standards and believe their colleagues are effectively implementing them, according to a new study of educators in Delaware and four other states by the Center for Education Policy Research at Harvard University.
The report – “Teaching Higher: Educators’ Perspective on Common Core Implementation” — collected perspectives from a sample of teachers and principals in Delaware and four additional states last spring, focusing on math and English language arts (ELA) teachers and principals in grades 4 through 8. All were asked to provide their views of the Common Core training and supports they received prior to the administration of their state’s assessments.
The survey found 73 percent of teachers feel their colleagues have embraced the standards. The study also spotlights how teachers are making substantial changes in their instructional practices and materials and are collaborating frequently with their peers.
The Common Core State Standards, developed by states and adopted by Delaware and most other states, set consistent learning goals for each grade across state lines. For most states, including Delaware, the standards also raised expectations for what students should know and be able to do at each grade level to have the skills and knowledge needed to thrive in the 21st century.
The study found 69 percent principals believe these new standards will have a positive effect on students. Just 9 percent of principals reported resistance to the new standards from parents in their schools.
“This study gives a voice to what I hear from so many educators in schools across our state: Common Core is better preparing our students,” said Gov. Jack Markell, who co-chaired the National Governors Association’s bipartisan Common Core Standards Initiative.
“While the shift to higher standards is an undisputable requirement to best prepare our students for the new economy, we know it will only succeed with effective implementation. I’m encouraged by the feedback we have received from educators so far and by the tremendous work happening in our classrooms. Teachers have embraced professional learning opportunities to deepen their understanding of the new standards and collaborated to adjust their instruction to meet student needs. We must continue to listen to them and ensure we fully support their hard work,” he said.
The study found 76 percent of teachers said they have changed a significant portion of their instruction as a result of Common Core, and 82 percent said they had changed a significant portion of their math instructional materials; 72 percent said they had done so for ELA materials.
That work is paying off for Delaware students. Last spring, Delaware’s third graders had the second-highest mathematics and second-highest English language arts scores in the nation on the Common Core-aligned Smarter Balanced Assessment. Of all the students tested, third-graders had the greatest proportion of their academic careers under the Common Core.
“Students who had the benefit of instruction aligned to the new standards appear to be better prepared for these more challenging expectations,” Secretary of Education Steven Godowsky said.
While Delaware may have had these great third grade scores on the Smarter Balanced Assessment, that isn’t exactly something to write home about considering the overall proficiency rate for third graders in English/Language Arts was 54% and for Math it was 53%. Aside from white, Asian-American, and American Indian sub-groups, every other sub-group did worse than the state average in both ELA and math. It’s very easy to praise success without talking about the factors that surround the supposed success, something we see from the DOE and Governor Markell every single chance they get.
There are 11,000 teachers in Delaware. The CEPR report wished to thank “hundreds of teachers” in their report. I’ve found when reports like this come out, if it is over 500, they will say “over five hundred” or give a number like 800 to show a bigger number. This report came from five states, so for the sake of argument, they surveyed 500 teachers. That breaks down to 100 in each state. Over ten schools, that is about ten teachers per school. Can we say for certainty there was no bias in who was picked to take this survey? I will wait to hear back from the Communications Director at CEPR to see if she is even able to say which schools had a part in this report. There are certain schools in Delaware that are very loyal to Common Core and the DOE. Most of us know which ones those are…
To read the full report, go here: http://cepr.harvard.edu/files/cepr/files/teaching-higher-report.pdf
All the media attention has been on Delaware Met, but another charter school may face the charter revocation knife in less than twelve hours! The Delaware Department of Education is the charter school authorizer for most of the charters in the state, but three of them fall under the watch of the Red Clay Consolidated School District: Charter School of Wilmington, Delaware Military Academy and Delaware College Prep. The last of those is on formal review, and the odds are in favor of Delaware College Prep getting their charter revoked at the Red Clay board meeting tonight.
If this happens, and Delaware Met goes down at the State Board of Education meeting tomorrow, that will be five charter schools shut down in the past few years: Pencader Business School, Moyer, Reach Academy for Girls, Delaware College Prep and Delaware Met. For a state with anywhere from 22-25 charters (it is getting hard to keep track with the openings and closings), this is an abysmal track record. Delaware doesn’t have the charter chains like many other states. Most of them are “mom and pop” charters. Most of these are serving children with needs greater than other charters.
The inner-city charter experiments are clearly not working. Sure, folks can say East Side is a resounding success, but when you look at their Smarter Balanced results, they weren’t much better than their traditional school district peers. I am not saying I agree with using standardized test scores as a measure of success or failure, but for the sake of argument, their perceived “growth” blew up with their SBAC scores. The problem is also the charters who do “perform” well. This is another illusion cast upon our state because of their enrollment practices. We all know who those players are but nothing ever changes. So we continue this game of Russian Roulette with our Wilmington students. We are rolling the dice with them and the results are horrible.
And yet, the charters with some of the most egregious financial abuses in our state stay open. Academy of Dover and Family Foundations Academy collectively wasted over $300,000 in taxpayer funds for personal use. Their schools are still open. Their former leaders are not in prison for outright theft. But we will bounce students around Wilmington through choice and charter openings and closings without any regard to the amount of instability this inflicts on our districts, our communities, and most of all, the students.
In education tradition, the term “Standards-Based IEPs” meant something very different from the current bastardization of the words. Nowadays, it means Common Core. As in aligning a student with disabilities IEP to the Common Core State Standards. I challenged the DOE on this a year and a half ago. Their response: that it was a myth. That this had more to do with the IEP than Common Core. They lied. They lied to me, and they lied to the IEP Task Force. It is all about the Common Core. This isn’t my first rodeo in writing about standards based IEPs. Cause I was really ticked off here, even more than when I first figured out what they were. I know this because the DOE put it on their own website, as seen on the last paragraph of this picture:
So what is this WRITES initiative the DOE speaks of? It is the “ACCESS Project”, and it comes from the University of Delaware’s Center for Disability Studies. Yet another program where the DOE is spending tons of money to “fix” our education with their top vendor: University of Delaware. The University explains what this project is here. The key words from the DOE website are “aligning student IEP goals and assessments to the Common Core State Standards.” When did special education ever become about the curriculum and standards and not the individual student? They will try to make parents of these children think it is all about the individual, but this is the biggest lie. Because Markell and the DOE want these students to fail…
What really ticks me off with special education in Delaware is the fact that students with disabilities in Kindergarten to 3rd grad who qualify for basic special education services based on their IEP receive no extra funding. Delaware State Rep. Kim Williams took aim at this inequity last winter with House Bill 30, and has now been tied in with the Wilmington Education Improvement Commission. I think it was one of the most important education bills in Delaware right now. But why did we even get to this place to begin with?
To find the answer to this, we have to go back almost five years ago to January 6th, 2011. This is the day House Bill #1 was introduced to the Delaware General Assembly. The bill made into law the needs-based funding formula that is our current method of funding schools based on units and special education. This legislation was rushed through the House and Senate in 20 days and passed both by 1/26/11. Governor Markell signed the legislation on 2/17/11. The bill was more a technicality than actual groundbreaking legislation. The needs-based funding formula pilot actually started out in Brandywine and Seaford back in 2003. 12 more districts were added in 2004, and then all districts and charters were included in 2009. This was accomplished by use of epilogue language in the budget bill. House Bill #1 solidified this by making it part of Title 14, the section that covers education in Delaware code.
Since 2009, all public school students in Delaware have been a part of the needs-based funding formula, but basic special education students in K-3 received no extra funding. I have to wonder why. Look at these students now. Children who were in Kindergarten when Governor Markell signed this bill in February 2011 would now be in 5th grade. If they were in 3rd grade then, they would now be in 8th. What assessment do students take from 3rd to 8th grade? The Smarter Balanced Assessment. While this bill was rushed through the General Assembly, no one could have predicted the monstrosity that is the Smarter Balanced Assessment four years later. But Governor Markell was well aware of this.
Almost a year before this, Delaware was one of two states to win the first round of Race To The Top. As part of the funding received from RTTT, states were required to create state assessments aligned with Common Core. Markell knew this, the DOE knew this, and the General Assembly knew this. The students who were denied special education funding through House Bill #1 eventually became the students with disabilities guinea pigs on the Smarter Balanced Assessment. We all know how they did on this test statewide. 19% proficiency. They were destined to fail. I believe Markell wanted this. After all, to justify more contracts and companies coming into Delaware to fix our education, doesn’t there have to be a problem?
We are now seeing this with the contract the DOE is currently picking a vendor for. According to the DOE and Markell, we have a literacy problem that needs to be fixed, but there is so much more wrapped into that contract proposal. It is all tied into US Secretary of Education Arne Duncan and his bon voyage gift as he leaves his position. Which brings us back to standards-based IEPs. How many contracts and vendors will it take to get Delaware students with disabilities from 19% to 59% proficiency in six years? Quite a few I imagine! It is and always has been about the money. But as always, it is the students who pay the price. As well, I have no doubt House Bill 30 will become law, whether WEIC passes or not. Because the extra money and funding that these students should have never been denied, will help to get that proficiency rate up! But for the students with disabilities from 2009-2016 who went through Kindergarten to 3rd grade in Delaware without this essential funding, what happens with them? Their very foundation in education stolen from them because of a jacked up funding formula designed to make them look bad.
This issue is at the heart of this blog. Because my son was one of those students. Because the funding isn’t there for those students, getting an IEP for them can be very difficult at some schools. Why would a school implement an IEP and provide services for these students if they aren’t getting any extra funding for them? And these children have suffered immensely for Jack Markell’s hubris.
Last week, the United States House of Representatives overwhelmingly passed the Every Student Succeeds Act. The US Senate will most likely vote on the bill this week and it is expected President Obama will sign the bill. This will get rid of the No Child Left Behind mandates imposed on all the states. It gives states more control. It explicitly says states can come up with own state standards and they do not have to be tied to Common Core. In Delaware, I see absolutely no indication of Governor Markell or the Delaware Department of Education dumping Common Core or it’s bastard offspring, the Smarter Balanced Assessment.
On October 27th, the DOE submitted a proposal for contract bids on an Early Literacy Initiative. The bidding on this closed last Friday, 12/4. The contract calls for a vendor to go into four Delaware schools, three traditional district schools and one charter school. From the Request for Proposal:
Delaware and literacy rates for the most at-risk students have never been something to brag about. I fully support all children learning to read, but if the motivation is so they do better on the Smarter Balanced Assessment, I have serious issues with that. I don’t think increased “rigor” is going to help the students whose needs are not being met. For those who want to bash me for this, it is all designed for increased proficiency on the Smarter Balanced Assessment. Why? Good question. Governor Markell was the one who wants students with disabilities to go from 19% proficiency on SBAC to 59% in six years. Like that rigor rubber band isn’t going to snap! This is what standards-based IEPs are all about, and anyone saying they aren’t is either lying or is unaware of the true motivation.
Which schools will be a part of this experiment? Are these current priority or focus schools? The DOE should really give more information on these schools so the vendor can know exactly what they are getting into. There is a huge difference between MOT Charter School and East Side, or Warner Elementary and Hartly Elementary. Are these schools the DOE is going to pick for this even aware of what is coming with this contract? And who were the bidders?
I am very familiar with four of these bidders: American Institutes for Research (AIR), Public Consulting Group (PCG), Amplify, and University of Delaware. But 95 Percent Group and Institute on Community Integration (ICI)? Never heard of them. I checked out 95 Percent Group’s website and I always get nervous when I see only three people listed as employees for a company like this. I’m sure they have more, or maybe they don’t. The Institute on Community Integration is through the University of Minnesota. Whereas 95 Percent Group has a small staff listed, ICI has tons of staff listed on their website! This happens with university programs like this. I hate to see AIR and PCG get even more involved in any aspect of Delaware education. It is very sad that the DOE has more faith in these companies than they do in our own schools and teachers. But since someone has to be the mediator between these companies and all our schools, it helps to make their existence even more important than it really is.
I have to ask though, what the hell are we even doing anymore? All of these companies have one goal when they take on these state vendor roles: increasing the scores on the state assessments. Whether they reach their goal or not, it is a faulty measure of success because state assessments do not provide an accurate assumption of student success. By driving students to do well on these tests, all they are getting paid for is essentially helping teachers teach to the test. That isn’t education. It is a false narrative written by folks like Governor Jack Markell. We need to stop reading this story. We need to demand our legislators strip the DOE of spending our taxpayers funds for “cash in the trash” programs like this. Every time the DOE signs a contract like this, with some contracts never seeing the light of day, we allow the DOE to continue this practice. Most of us aren’t even aware of this. Enough is enough…
One year ago tomorrow, I wrote my biggest article ever. Entitled US DOE & Arne Duncan Drop The Mother Of All Bombs On States’ Special Education Rights, it generated numerous hits from across the country. I imagine just about every engaged parents of children with disabilities read that article. It was a warning shot. It impeded on the ability of IEP teams to accurately and correctly formulate an IEP. The latest “Dear Colleague” letter from the United States Department of Education is actually striking the hammer into the coffin of IDEA. The letter, written by Melody Musgrove, the Direct of the Office of Special Education Programs (OSEP), demands all IEPs be written with the state standards as part of the goals for an IEP. I find this to be incredibly offense and this spits on the whole concept of IDEA.
In Delaware, where I live, our Department of Education released their Annual Measurable Objectives last week based on growth and proficiency of the Smarter Balanced Assessment. While overall they want the proficiency rate to go from 50% to 75% in six years, for the sub-group of students with disabilities, they want them to go from 19% to 59% in six years. So students with disabilities will have to work harder than every single one of their peers.
The combination of these two announcements shows that those in power in education truly don’t understand neurobiological disorders and disabilities. It almost seems as if they want to get rid of the whole concept of special education in favor of personalized learning. As well, it appears they want parents to pull their kids out of public education. Is this some twisted voucher program that no one has told us about, or do they just not care about the well-being of these students? I’m all for progress and improvement, but there comes a point in time where every long-distance runner hits a wall. When they hit that, their body literally breaks down. Students with disabilities are going to hit that wall and it won’t be pretty.
Another request for proposal came out from the Delaware Department of Education at the end of October. This one is for the Delaware Early Learning Literacy. You can read the whole below document, and what they want this vendor to do that they clearly can’t do themselves. But what it boils down to is this part from the Request for Proposal:
Decreasing the percent of students with disabilities in grade 3 that score below proficiency on the statewide assessment.
It always comes back to the same thing: Smarter Balanced. The damn test…
I had heard a few rumors that Prestige Academy wouldn’t make it past this school year based on their academics and enrollment, but could it be even sooner than that? Tonight, a commenter posted the following on my “Ask Dr. Godowsky a question post” from a few weeks ago:
Good evening sir, My son is in the eight grade at Prestige Academy and I look forward to him graduating from there. He’s been there since five grade. I feel if the State wants to close at school they should at least wait til the end of the school year instead of the middle. Think about the students that have worked hard to achieve their goals and look forward to graduating from a school they been at since 5th grade. This is the only all boy school in DE. Mr. Greenlea didn’t even get a chance to prove what he can do because of factors that have spread structured before he even came there. So as a parent that works with children as well, I say to you sir please look at the situation and over turn the matter of closing Prestige Academy at the end of year and give Prestige Academy the same time as Academy of Dover til next year. I welcome you and I thank you for listening.(REMEMBER ITS ABOUT THE CHILDREN)
I am very curious about this. Will the next State Board of Education meeting have some type of announcement? For their Smarter Balanced scores, the top proficiency ratings were both in 5th grade with 21% for ELA and 18% for math. But the DOE has already stated they won’t judge schools based on the Smarter Balanced Assessment scores from the 2014-2015 school year. So what could possibly cause them to shut down in January? It could be their enrollment. If the numbers are below 80% they will go on formal review very fast. They are already on probation. If they closed in the middle of the school year that would have to be a decision by the school board unless something very serious is going on there.
If anyone knows anything about this, or if any letter has gone home to parents, please let me know! All the Delaware charters should have their performance frameworks coming out in the next couple weeks as well so perhaps something came up with that. This school fell off my radar, but it looks like something could be going on there.
The future of the Delaware accountability system for its school is now in the State Board of Education’s hands. Despite having the Accountability Framework Working Group meet 16 times for over a year. Despite whatever the Delaware Education Support System (DESS) says tomorrow at their 1pm meeting. Despite what the people say. If Governor Markell wants things a certain way, it will happen.
Despite my telling Penny Schwinn and the Accountability Framework Working Group that there is no Federal law stating there must be a consequence for participation rates on standardized assessments dipping below 95%, the AFWG group voted to pick one of the following consequences.
- Go down one level on the performance rating, but use the average proficiency rate over a two-year period so that a school is not penalized for a one-year dip or anomaly.
- School must write a plan for how they will address low participation rates and then do not have access to supplementary federal grants.
- Use the multiplier for schools that are below 95% only. Essentially we would have 100% on a 95 point scale, so that if a school had 93% participation and 60% proficiency, the multiplier would be (93/95)*(60%). Any school at 95% proficiency or above would get full credit.
- School would automatically not be able to be a reward or recognition school and automatically be placed on the list as a potential Focus school.
- For federal designation calculations ONLY, the school would have all non-participants count as a zero score.
The group voted for part of Option #2 and part of Option #4: School would write a plan and could not be a reward school.
I don’t think there should be any participation rate penalty at all. The Delaware DOE has not sufficiently provided evidence with exact code. It’s easy to look at words and cherry-pick what applies. It’s easy to treat guidance as mandatory, or a letter from an Assistant Secretary who no longer works at US DOE. But here is the part of the recipe the public doesn’t know about. On Friday, Penny Schwinn and Interim Secretary of Education Dr. Steven Godowsky met with Governor Markell. They presented the options to him, and he wants #3. The very same penalty that the non-Delaware DOE members of the AFWG voted unanimously to remove at their last meeting. When asked why they changed their mind on this, Gerri Marshall from the Red Clay Consolidated School district thought it would be a moot point because nobody thought the opt-out numbers would be as high as they were in many schools and districts.
When asked if the legislators override Governor Markell’s veto of House Bill 50, Donna Johnson stated “Federal law trumps state law.” But once again, they are cherry-picking parts of the law that suit their needs. Because the Smarter Balanced Assessment doesn’t allow for a human reader under many circumstances even though his IEP stated he should be given this accommodation during testing. I told the DOE the same words, federal law trumps state law. I never received a response from them or anyone at the Smarter Balanced Assessment Consortium about that. Ever. But back to a potential veto override, if the DOE submits their ESEA waiver and it is approved by the Federal Government, through the US DOE, House Bill 50 could not have the line about opt-out not being included in a school’s accountability ratings. This is IF the State Board of Education chooses Governor Markell’s #3 option with participation rate.
The Delaware DOE admitted they actually rounded up the participation rates as much as they could for schools in Delaware. Why would they do that? Was the same metric for this rounding up applied to ALL schools? I would love to see the actual data on that.
The Governor doesn’t want the Delaware School Success Framework to publish a school’s overall rating. But it will be subject to FOIA, the State Board will announce it at their meeting, and media will write about it. This is the part that leaves me feeling very perplexed. Why put yourself in a position where you have to get a FOIA when you can just choose to make it public knowledge?
The AFWG, after much discussion, agreed to use points as a school’s calculation based on a 500 point scale. So if a school gets total points of 70 based on the calculated weights for each category, on this scale their score would be 350. Whatever the school gets it will be heavily tied to their overall Smarter Balanced Assessment. The DOE publishes the Smarter Balanced results, and since 90% of an elementary and middle school’s score will be based on either proficiency, growth, or growth to proficiency (all based on SBAC), that other average daily attendance is not going to make that much of a difference. For high schools, 70% will be based on the same SBAC criteria, with other measurements of 30% tied to college and career preparation and “on track to graduation” levels.
Delaware State Rep. Kim Williams asked the AFWG many tough questions concerning charter school enrollment preferences, Governor Markell’s position on the participation rate penalty, and the need for the group to have a united front on these issues.
Tomorrow, the DOE will present the Delaware School Success Framework based on the recommendations by the AFWG to DESS. But even Penny Schwinn said Governor Markell is her boss. He selected her for the position of Chief Officer of Accountability and Assessment at the DOE and it is her job to do what he says. Jack hates parents who opt-out, for all of the obvious reasons. And if Jack doesn’t like, that must mean Rodel doesn’t like it.
The AFWG’s work is done, unless the DOE has to get another month extension from US DOE if needed. But most of the members of the group know they can’t really discuss this any further. Their thoughts are known, and many members of the work group wish they could just blow it up and not have to worry about this insane school report card to begin with. I echo that sentiment.
This may provide schools with an incentive to encourage student participation in the assessment system.
I would think, after seeing the abysmal Smarter Balanced Assessment results for Delaware, especially for students with disabilities, the Governor’s Advisory Council for Exceptional Citizens would change it’s tune on parent opt-out of the Smarter Balanced Assessment. But in their public comment for Regulation 103, which the State Board shot down for action yesterday, they felt the participation rate penalty could be a good way for schools to convince parents the kids need to take the test.
What is it with this council? I appreciate a lot of the work they do. Don’t get me wrong on that. But this is HUGE. Yes, it is a group with the word Governor in it, but that doesn’t mean they have to stick with his opinions. I would love it if they could give any factual basis for their claims aside from the News Journal. This isn’t the first time they have based their opinions on articles in the News Journal. Don’t read a newspaper, or even my own blog. Just look at the statistics for students with disabilities on the Smarter Balanced Assessment. 10% in Math, 15% in ELA. That’s ALL you need to know. These are kids. And I’m sure a lot of them wanted to do good on this test. Imagine the pain and confusion they will feel when they get their results. Imagine the struggles they had taking this test. It’s not right, and it isn’t fair that a group of adults speaking for these children should go against the public consensus on this. This test is horrible, and everyone knows it.
I’ve met Robert Overmiller and Wendy Strauss, and they are good people. I know quite a few members on this council. I just don’t get why they would do this. Luckily, this Regulation is going to be reviewed and hopefully reworked. But I would love a compelling reason why they are so adamantly against parent opt-out.