Jack Markell Under Investigation By Ed Authorities ***Debunked***April Fool’s Day***

Well, that didn’t take long.  It turns out former Delaware Governor Jack Markell is under investigation.  I can’t say I’m surprised given some of his questionable activities concerning education during his term as Delaware Governor of the First State.  It’s like I’ve always said, Delaware is the first to sign the constitution but the last to follow it.  But what is he under investigation for? Continue reading “Jack Markell Under Investigation By Ed Authorities ***Debunked***April Fool’s Day***”

Opt Out Wins Big In Delaware

After more than two years of the Delaware Dept. of Education holding an opt out penalty against Delaware schools, the moment of victory for advocates of opting out of the state standardized test came in a big way last night.  Not with a bang, but what appeared to be a conciliatory moment for the Delaware DOE.

At the final meeting of the Governor’s ESSA Advisory Committee last evening, the group met for what appears to be the last time before the DOE submits their Consolidated State Plan to the United States Dept. of Education.  The DOE acknowledged they have no idea what to expect in regards to approval of their plan by the feds.  Deputy Secretary of Education Karen Field Rogers stated they knew what to expect from the feds under the Obama Administration but under new U.S. Secretary of Education Betsy DeVos they are in unchartered territory.

For advocates of opt out, an unexpected but meaningful change to the Delaware School Success Framework, the Delaware accountability system, signaled a clear shift in thinking from the Department.  Under the former framework, if a school went below 95% participation rate for the Smarter Balanced Assessment or other state assessments, an opt-out penalty would kick in.  Schools could have their final accountability rating lowered if the opt out penalty kicked in.

The opt out penalty saga began over two years ago, under former Delaware Secretary of Education Mark Murphy.  At that time, the very controversial House Bill 50 was raging through the Delaware legislature.  The bill would have codified a parent’s fundamental and constitutional right to opt their child out of the state assessment.  The bill passed in both houses of the General Assembly but the corporate education reform leaning Governor Jack Markell vetoed the bill.  Shortly after, the Accountability Framework Working Group recommended not going ahead with the opt out penalty in the framework but were overturned by Markell and the new Delaware Secretary of Education Dr. Steven Godowsky.  When Delaware began working on the state plan for the Every Student Succeeds Act, the opt out penalty remained.  Even though advocates spoke out against it, many did not predict the Department would remove it.  But under Governor Carney and current Delaware Secretary of Education Dr. Susan Bunting, there appears to be a change in thinking.

Field Rogers said the penalty is gone and they will be going with the recommendations from the AFWG, whereby a school must submit a letter to the Department on how they will work to get the participation rate back up to 95%.   She did mention that if they see the same schools with high opt out rates a few years in a row that they may seek “interventions” for those schools but nothing was specifically named.

To see the final Delaware ESSA plan, please see below.  There might be some tweaks here and there based on the final meeting last night, but for the most part, this is it.  I’ve heard quiet rumors concerning the Smarter Balanced Assessment in Delaware.  We could see a change in that area but nothing official has been announced.  We shall see…

 

Delaware DOE Postpones Submission Of State ESSA Plan By One Month

As predicted, the Delaware Dept. of Education is delaying the final sending of their state Every Student Succeeds Plan to the United States Dept. of Education by one month.  Last week, the U.S. DOE released the final regulations for the accountability portion of the new federal education law.  As a result, they are giving states more time to submit their state plans.

For Delaware, this means the State Board of Education will vote on the final plan at their March, 2017 board meeting.  On April 3rd, Delaware will send the plan to the U.S. DOE.  This changes many of the public comment periods for the Delaware plan as well.  Here is the press release from the Delaware DOE from yesterday:

The U.S. Department of Education has extended its submission deadline for states’ Every Student Succeeds Act (ESSA) plans, allowing Delaware to adjust its plan submission schedule and provide more time for public input and plan development.

Delaware now will submit its final plan on April 3. Other dates leading up to that submission also have been adjusted and are reflected below:

 

·         January 11: Release of second draft of plan

·         February 28: Release of final draft of plan

·         April 3: Submission of final plan to U.S. Department of Education for approval

 

The public has several on-going opportunities to provide input on the plan:

 

·         Community conversations: Three of the seven sessions of this second round of public input sessions remain. The next is Thursday night in Newark followed by two sessions for Spanish-speaking community members in Georgetown and Wilmington on December 14 and December 20, respectively. Find more information on these and the previous sessions here.

·         Online surveys: Members of the public also may submit their feedback via three online surveys available here. This is the second round of online surveys.

·         Discussion groups: Stakeholders are serving on two on-going discussion groups, one focusing on school supports and the second on measures and reporting. These are public meetings, and public comment is available at each session. The next session is tonight. Find more information, including minutes from past meetings here.

·         Governor’s ESSA Advisory Committee: Governor Jack Markell’s advisory committee also continues to meeting. These public sessions also include public comment. The next session is Jan. 11.

·         Feedback also can be submitted via a designated email address, ESSAStatePlan@doe.k12.de.us.

Alison May
alison.may@doe.k12.de.us
(302) 735-4006
Last night, the ESSA discussion groups held a meeting.  As a result of the changes, the schedules for the discussion groups are as follows:
Student and school supports will meet at some point in January, date to be determined.
Measuring student success will hold their next meeting, as scheduled, on December 12th from 6pm-8pm at the Collette Resource Center in Dover, DE.
The Community Conversation meeting held on Thursday evening will be at Newark Charter School.

Final U.S. DOE Regulations For ESSA Accountability Leave Same Bad Test, Shame, & Punish Policies & No Changes On Opt Out

The United States Department of Education released the final regulations for the Every Student Succeeds Act accountability section of the law.  Once again, despite protest by the Republican led Education & The Workforce Committee, the U.S. DOE is leaving many things that ESSA was supposed to get rid of.  We still have the damn standardized tests as the measurement of what makes a school failing.  We still have the blame game for teachers in the “lowest” 5% of Title I schools.  We still have the Feds indicating that state accountability systems must factor participation rate below 95% as part of their scoring matrix.  Nothing has changed.  Of course, the states can submit their own state standards to the U.S. DOE, but let’s get real- most states already have their standards (Common Core) in place.  Common Core and tests like PARCC and the Smarter Balanced Assessment are NOT going anywhere.  I don’t care what Donald Trump or Betsy DeVos say.

One thing the U.S. DOE did change was the due dates state ESSA plans.  Now they are April 3rd and September 18th.  Previously, they had been March 31st or July 31st.  The Delaware DOE (with no stakeholder input) chose the March 31st deadline (but said they would submit it on March 6th).

So can we expect more “priority” schools coming out of ESSA?

In schools identified for comprehensive or additional targeted support and improvement, the final regulations require that their improvement plans review resource inequities related to per-pupil expenditures and access to ineffective, out-of-field, or inexperienced teachers; advanced coursework; in elementary schools, full-day kindergarten and preschool programs; and specialized instructional support personnel such as school counselors and social workers—drawing on data already collected and reported under ESSA.

And what about opt-out?  Did the U.S. DOE offer any mercy to schools where parents make a constitutional, fundamental, and God-given right to opt their child out of the state assessment?  Yeah right!

To provide a fair and accurate picture of school success, and help parents, teachers, school leaders, and state officials understand where students are struggling and how best to support them, the law requires that all students take statewide assessments and that states factor into their accountability systems participation rates below 95 percent for all students or subgroups of students, such as English learners or students with disabilities. The regulations do not prescribe how states do this; rather they suggest possibilities for how states might take into account low participation rates and allow states to propose their own actions that can be differentiated based on the extent of the issue, but are sufficiently rigorous to improve schools’ participation rates in the future. Schools missing 95 percent participation must also develop plans to improve based on their local contexts and stakeholder input.

This is just more of the same but wrapped in a different package.  And of course, the National PTA, NEA, AFT and other organizations that should have known better jumped all over this law a year ago.  You reap what you sow!

Delaware DOE Continues To Ignore The Voices Of Their Stakeholders

The Delaware Dept. of Education has a very bad habit.  They ignore what the people are telling them.  This is the case with the 2016-2017 Delaware School Success Framework.  Once again, they are incorporating the Smarter Balanced Assessment participation rate as a penalty in the framework.  Even though a majority of their stakeholders in the Measures of School Success ESSA Discussion Group said they don’t want this anymore.  The final regulations from the U.S. Dept. of Education concerning participation rate have not come out yet but ESSA dictates that it is the decision of the states and local education agencies to determine how they handle opt out.  US DOE Secretary of Education John King received a great deal of flack from parents, educators, and citizens with his harsh regulations surrounding accountability.  This also drew the attention of members of Congress who felt King was abusing the authority given to him with ESSA.  The state does NOT have to have a penalty for participation rate.  But the DOE continues to treat ESSA as a penalty-providing opportunity.

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The above picture was taken by one of the members of the Measures of School Success ESSA Discussion Group.  The discussion groups come up with ideas and thoughts on how to improve schools.  For this discussion group, after they have answered all questions, they put three stickers next to their top priorities.  Not having opt out as a penalty in the DSSF and having the school report what may have happened received 8 stickers.  If I remember this meeting correctly, there were only about half the members in attendance.  So for this to get 8 priority stickers, that is huge.  But the Delaware DOE ignores this.

Last year, when the Accountability Framework Working Group convened to decide on the final version of the DSSF, they came up with the same idea which was a valid option from the US DOE.  It looked like that was going to go through until Governor Markell stuck his nose into it and directed Secretary Godowsky to proceed with the opt out penalty.  Even though Markell will end his reign as Governor and is moving onto bigger and better things, like performing in the Nutcracker, the DOE continues his very bad education policy.

Last night, I had an interview with Education Week.  They reached out to me due to my role on the Student and School Supports ESSA Discussion Group.  I won’t spoil the interview, but there was discussion around what the true role of “stakeholder input” is with Delaware’s ESSA plan.  Many feel that we are just placards in the process and the Delaware DOE will do what it damn well pleases.  This latest version of the DSSF just reinforces that thought.

Incoming Delaware Governor John Carney: you really need to put the brakes on the DOE Accountability Machine!  The DOE needs to listen to their stakeholders more than Rodel!

History Is A Set Of Lies Agreed Upon: The Delaware DOE’s Trojan Horse That Shares Personal Student Data

Napoleon once said, “History is a set of lies agreed upon.”  In Delaware, the state has been sharing personal student data in the form of a benign computer program designed on the surface to help students.  This is a program that is so layered in varying shades of legality and loophole in state and federal law no person could ever realistically figure it all out.  Luckily, I am not one of those people.  So what is the Trojan horse inserted into every single school district and charter school in the state?  Hint: it’s NOT the Smarter Balanced Assessment! Continue reading “History Is A Set Of Lies Agreed Upon: The Delaware DOE’s Trojan Horse That Shares Personal Student Data”

Delaware ESSA State Plan First Draft, Released Today

The Delaware Department of Education released the first draft of the Delaware Every Student Succeeds Act this evening.  I have read about 90% of it and I have many thoughts on it.  Some I loathe just seeing them in writing, some I actually like, and some need to marinate for a day or two.  There are a lot of variables with this: final regulations from the United State Dept. of Education, stakeholder group conversations in the next couple of months, and the usual big one: state funding.

In my opinion, it is going to be very hard to get accurate feedback until the regulations from the U.S. Department of Education have been finalized.  Will this plan be a trick or a treat?  Happy Halloween!  Here is the plan.  It begins with Delaware Secretary of Education Dr. Steven Godowsky’s letter, followed by the six sections, and some items from the appendices.  I will have much, much more to say on this in the coming days.

And these are the six points:

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delaware-community-communications-breakdown

Delaware DOE Announces “Go Open” Ed Tech Guinea Pig Initiative For Red Clay And Colonial

…the transition to openly licensed educational resources has enabled school districts to reallocate funds typically spent on traditional instructional materials back into teachers curating and creating, as well as supporting a full digital transition.

The beginning of the end.  Today, the Delaware Dept. of Education announced Red Clay Consolidated and Colonial School District have joined 27 other states for the “Go Open” initiative.  the full-scale ed-tech invasion of public education will begin in two New Castle County school districts.  No doubt they announced this the same day as the unveiling of the first draft of the state Every Student Succeeds Act plan.  Trick or treat indeed…

 

Delaware launches open resource initiative

The Delaware Department of Education today announced the launch of a new statewide #GoOpen initiative, joining a cohort of states recognized by the U.S. Department of Education for their commitment to support school districts and educators transitioning to the use of high-quality, openly licensed educational resources in their schools.

“States are powerful collaborators in supporting and scaling innovation. They can connect forward-thinking educators, share effective ideas and approaches widely, amplify successes, and can support districts in leveraging limited resources,” says Joseph South, director of the Office of Educational Technology at the U.S. Department of Education. “With the launch of statewide #GoOpen initiatives, states are helping districts thoughtfully transition to a new model of learning by facilitating the creation of an open ecosystem of digital resources that can increase equity and empower teachers.”

Delaware was recognized for its commitment to implement a statewide technology strategy that includes the use of openly licensed resources as a central component, developing and maintaining a statewide repository solution for openly licensed resources, and participating in a community of practice with other #GoOpen states and districts to share learning and professional development resources. More information on Delaware’s #GoOpen commitment can be found here.

“Openly licensed educational resources will help increase equitable access to high-quality educational opportunities across our state and the country,” Secretary of Education Steve Godowsky said. “We are proud to be part of this work.”

Since the launch of #GoOpen, school districts from more than 27 states have worked with #GoOpen Ambassador districts and innovators from educational technology companies and nonprofit organizations who have committed to create new tools and provide professional learning opportunities to help districts in their transition to using high quality, openly licensed educational resources in their schools.

In Delaware, the Colonial and Red Clay Consolidated school districts have joined.

“It helps empower our teachers to make instructional decisions focused on standards and student needs using current and dynamic resources,” Colonial Director of Schools Pete Leida said. “As #GoOpen continues to grow, educators will have access to increased amounts of resources rather than be confined to static resources presented by a single publisher. It fosters collaboration, sharing, a sense of ownership and allows for personalization of instruction.”

Kristina Peters, K-12 Open Education Fellow at the U.S. Department of Education, said the transition to openly licensed educational resources has enabled school districts to reallocate funds typically spent on traditional instructional materials back into teachers curating and creating, as well as supporting a full digital transition.

“We are excited that Delaware is committed to supporting its districts in using openly licensed educational resources,” she said.

For more details on #GoOpen commitments made by states, school districts, and technology companies, visit http://tech.ed.gov/open.

Alison May
alison.may@doe.k12.de.us
(302) 735-4006

The Creepy Personalized Learning Virtual Reality “Genie” In Reasoning Mind Math: Who Is Behind The Avatar?

 When a “personalized” MATH program admittedly creates a virtual reality “Genie” to become a child’s best friend… what happens when email secrets start to go out, along with confessions about themselves and their home life?  Many parents in America are very concerned.  Who is behind the Genie? Who gets the information?  When they found out that BILL GATESRUSSIA, and the US DOE are promoting and/or paying for this….  let’s just say they became more concerned.  Please read and share this so more parents can become aware of this child predator in the making!  As for the Genie… Well, how would you feel if your child was emailing grown men, disguised as a friendly Genie?  In another country?

reasoning-mind-real-time-data-ai
Reasoning Mind Math reasoningmind.org

The non-profit Reasoning Mind offers “personalized” on-line math curriculum and a computer-based “Genie” who is virtually a child’s best friend, and knows personal things about them, even confessions.  As first noted in this RM document posted by a blogger known as Educray, Reasoning Mind math curriculum  places a large emphasis on teaching Soviet-style morals, collectivism, and the importance of labor (Tudge, 1991).  Reasoning Mind has given some parents reason to worry.   So, let’s take a look at Reasoning Mind and see what could possibly cause concern.

“The Genie”, according to this Reasoning Mind report:

“Anecdotal evidence suggests that students are quite “attached” to Genie, who regularly receives (and answers) email on topics beyond the scope of the learning software, including jokes, requests for friendship, and  confessions about students’ home life.”

“Every day, Reasoning Mind elementary students send hundreds of messages to the Genie, a “friend and mentor” who guides students through their studies. Here’s our favorite student message from this week. And yes, the Genie does respond!”

 

 

reasoning-mind-genie-message

Since Reasoning Mind offers “personalized” curriculum that knows and also remembers the student, a child can log into RM from home or school. And since it’s adaptive and personalized, RM and Genie will keep track of the child, will remember their profile. If RM and Genie can track a child into consecutive grades,  like an old friend,  Genie will be able to pick up the profile where the child left off last year.  While proponents would say keeping track of learners’ profiles is beneficial, this massive accumulation of student information also begs the question of data privacy, risk, and security.

With all that PERSONAL communication being directly and indirectly (ie: analyzing emotions) shared with RM’s Genie, we wondered what their data sharing agreements and Privacy Policy  look like. If a parent were curious what data was collected and shared on their child, this is what they would find if they went to Reasoning Mind’s website.  There is nothing posted about how RM uses and analyzes and shares the noncognitive and personal information that children are providing to RM and to Genie while logged onto their curriculum.  There is no mention of how RM complies with COPPA law.

reasoning-mind-privacy-policy

reasoning-mind-coppa-privacy-policy

 

Given the many Supporters  and In-Kind Contributors of Reasoning Mind, spanning the globe, parents wonder if organizations like Salesforce, Microsoft, Russian Petroleum, Google, Swagger Films, etc. are allowed access to their child’s profile or personal information.  We know that data is money.

Money and Moscow Connections:

Non-profits must make public their tax returns (form 990).  Here are 990 returns available for Reasoning Mind. Looking at the 2014 return tells us a lot; for starters, Reasoning Mind is connected.

Connected to each other:  Page 32…   FORM 990, PART VI, SECTION A, THE PRESIDENT AND CEO IS MARRIED TO ONE OF THE SENIOR VICE PRESIDENT’S AND THEIR SON IS (LINE2) ALSO A SENIOR VICE PRESIDENT

Connected to Russia:
Pages 7 and 8 of their 2014 form 990 tax return.  Note the Russia Connections:
reasoning-mind-2014-pg-7
Page 22 of RM’s 2014 return shows Moscow did the computer Programming and Testing of end product (remember that GEF MAP I posted a few months ago).
reasoning-mind-2014-pg-22-tested-in-russia

 

Reasoning Mind is Connected to Bill Gates, with this $300k grant for a math pilot  as seen in Gates Foundation 2011 990 form (hint: take a look for other interesting awardees)

2011-gates-reasoning-mind-math-pilot
Reasoning Mind is AGAIN connected to Bill Gates with this $700+ grant awarded in 2011  for alternative human capital models and Common Core aligned math pilot targeting minority children.
reasoning-mind-2011-gates-700k
Reasoning Mind is featured in this 2013 US Department of Education publication that focuses on “New technologies using educational data mining and “affective computing”:
promoting-grit
“There is a growing movement to explore the potential of the “noncognitive” factors—attributes, dispositions, social skills, attitudes, and intrapersonal resources, independent of intellectual ability—that high-achieving individuals draw upon to accomplish success… —it is the responsibility of the educational community to design learning environments that promote these factors so that students are prepared to meet 21st-century challenges.
Several private foundations have recently initiated programs to push the frontiers of theory, measurement, and practice around these and related factors, particularly for at-risk and vulnerable students. In national policy, there is increasing attention on 21st-century competencies (which encompass a range of noncognitive factors, including grit), and persistence is now part of the Common Core State Standards for Mathematics….
Promoting Grit, Tenacity, and Perseverance mentions Reasoning Mind as an example of  a system that customizes to a student’s cognitive profile and emotional state (e.g., frustration or boredom) using inputs from physiological indicators and facial expressions” and  they also mention experimenting with “animated, affective [digital] agents perceived as caring can increase the likelihood that students will persist through frustrating portions of instruction”.
reasoning-mind-in-promoting-grit
Reasoning Mind is connected to Rice University, an advisor to Reasoning Minds, Ambassador Edward P. Djerejian is also the Director of the James A. Baker III Institute for Public Policy at Rice University. Additionally, Dr. Neal Lane, Professor Emeritus, Rice University; Former Director of the White House Office of Science and Technology Policy; Former Assistant to the President for Science and Technology; Former Director of the National Science Foundation–sits on the board of RM.
Reasoning Mind is connected to Columbia University and Worcester Polytechnic Institute who did a study on the “affect and behavior among students at three schools using Reasoning Mind, a game-based software system”.   This study was  paid for by a grant from the Bill and Melinda Gates Foundation.   The researchers reporthigh student engagement with this learning system“.  The researchers attribute student engagement to the game-based nature and also because children were embracing the genie as a friend and confidant:
“Anecdotal evidence suggests that students are quite attached to Genie, who regularly receives (and answers) email on topics beyond the scope of the learning software, including jokes, requests for friendship, and confessions about students’ home life.  On the basis of these reports, it seems that the effect of Genie deserves more careful consideration, as the success of her design may contribute significantly to the high levels of engagement observed.  Finally, we should consider the many game-like elements in its design, including a point system that rewards students for speed drills and puzzles. Once sufficient points have been accumulated, students may furnish their own virtual space within RM City or buy virtual books. Particularly at a young age, this kind of autonomy is likely very appealing.”
Some have questioned whether RM’s Genie is gaining children’s trust and using a reward system to train children to  respond in much the same way that  the Russian researcher, Pavlov,  conditioned his dogs.  Speaking of experiments and research…

Is it any wonder that students areengaged in this video-gaming atmosphere?  They are engaged because many like Dr. Kardaras, author of Glow Kids,  know: online games are addictive.

spying-kids

Online Curriculum– or Spying on Children?

This 1984 quote by Dustin Heuston (Geuston), Utah’s World Institute for Computer-Assisted Teaching, seems  remarkably fitting if not foreboding:
We’ve been absolutely staggered by realizing that the computer has the capability to act as if it were 10 of the top psychologists working with one student… you’ve seen the tip of the iceberg. Won’t it be wonderful when the child in the smallest county in the most distant area or in the most confused urban setting can have the equivalent of the finest school in the world on that terminal and no one can get between that child and that curriculum?”-Dustin H. Heuston, “Discussion–Developing the Potential of an Amazing Tool,” Schooling and Technology, Vol.3, Planning for the Future: A Collaborative Model, published by Southeastern Regional Council for Educational Improvement, P.O. Box 12746, 200 Park, Suite 111, Research Triangle Park, NC 27709/ Grant from National Institute of Education, p. 8.
Even more fascinating and startling is this 2010 research on monitoring engagement [curriculum-usage compliance and Academic learning time (ALT)] of preschoolers while interacting with online curriculum, done by Edward B Heuston of Brigham Young UniversityHis conclusion:
“The ability to remotely and accurately quantify interaction with a computer-based curriculum and assessment in the home defines a new vista in ALT research.”
Should parents and teachers (and friends) and human social interactions be replaced by online “affective” avatar agents, who profile childhood secrets, moods, emotions, failures, and flaws? Will artificial, virtual “friends” like Genie become the Oracle that children consult, confide in? … and take direction from?
Perhaps, parents are wise to question who the Great Oz is behind the curtain.  The entity (or persons), receiving and profiling the hearts and minds of their connected children, both at home and in classrooms.  What has to happen before parents realize the danger they are allowing to come into their child’s life?  Every time you sign a consent form, are you getting this kind of information?  I highly doubt it.  And are parents bothering to educate themselves on privacy policies and how data is disseminated?  I doubt it.  The wolf isn’t at the door.  It is in your home…

Why Is Parent Information Center Of Delaware Shilling For Alliance For Excellent Education?

PIC is the Parent Information Center of Delaware.  Subsidized by the Delaware Department of Education, PIC is a federally mandated organization for parents to use as a resource center for special education.  Every state is required to have this type of entity under IDEA, the federal special education law.  Why is PIC of Delaware advertising Alliance For Excellent Education and “personalized learning”?  Personalized learning, if implemented full scale, would diminish the role of special education in schools by giving every single student their own individual education program, otherwise known as an IEP.

picall4ed

As anyone in Delaware who regularly read this blog know, the biggest supporter for personalized learning has been the Rodel Foundation of Delaware.  I get very concerned when I see special education groups pushing what Rodel pushes.  As I’ve said before, personalized learning in its true context is light years away from the 21st Century push for it.  It would turn teacher-led instruction into screen time for students with teachers becoming glorified moderators.  This would take place in a competency-based education environment where a student doesn’t move on until they have “mastered” the material.  All in a digital classroom with education technology that reaps high rewards for those who invest in them.  Without any regard for the psychological and physical health effects on any student, much less those who have disabilities.  As anyone who keeps track of progress for students with disabilities can tell you, special education students would be the last ones to “move along” in this type of classroom.  Which makes it even more puzzling that PIC would promote this type of education.  When I clicked on the link in the Alliance For Excellent Education ad, it brought me to a YouTube video.

Whatever the intentions were for the Every Student Succeeds Act, it was hijacked by corporate education reformers and they are taking full advantage of inserting what they want in every single state.  States are working on their ESSA plans this fall and those who wish to profit off education at the expense of student futures are getting louder than ever.

PIC does a  lot of good things.  They can be a good resource.  But I truly wish they would distance themselves from corporate Kool-Aid like this.  It is misleading to parents who don’t know any better.  There are enough issues with special education in Delaware.  We really don’t want or welcome, for those of us who see these kind of education fix it companies as the charlatans they are, these kind of intrusions in our children’s lives.

Alliance For Excellent Education is led by former West Virginia Governor Bob Wise with funding by former Florida Governor Jeb Bush.  Wise pushes the “Future Ready Schools” initiative, as detailed in the biography on the All4ed.org website:

futurereadyschools

Don’t let the fancy talk fool you. Future Ready Schools requires district Superintendents to sign a “Future Ready Pledge”, heavily pushed by the U.S. Department of Education, to turn classrooms into an ed tech wonderland.  Five current or former Delaware Superintendents signed this pledge: Dr. Merv Daugherty with Red Clay Consolidated, Dr. Victoria Gehrt with New Castle County Vo-Tech, Alan Lathbury with Sussex Tech, Phyllis Kohel with Milford, and John Ewald with Laurel.  I have to wonder if they got the consent of their school boards, teachers, students, parents, and citizens of their districts before they committed themselves to this bogus “pledge”.  All you have to do is look at Future Ready’s “partners” to understand what this really is.

Remember when you were a child and someone, at one point in your life, told you “If I told you to jump off the Brooklyn Bridge, would you?”  Apparently, far too many of those in charge of school districts take the plunge with no regard for students whatsoever.  And it looks like PIC of Delaware is pretty wet already…

Equity Is Not The Same As Equality, But Equity Does Not Mean Online Digital Education For All

Just in case anyone was wondering why “equity” is such a big word these days…

The term is being hijacked by the US DOE and corporate education reformers with the Every Student Succeeds Act…

Everyone is talking about equity these days…

But what it is supposed to mean and what the corporate education reformers want it to mean are two different things…

Equity means those with more needs get more resources…

Equity means charter schools can’t cherry-pick students…

Equity means the people decide what is equitable, not the corporations and foundations…

Equity means recognizing the very same corporations and foundations that created situations that are inequitable now want to talk about equity…

Be very wary of the word equity during Every Student Succeeds Act discussions at a state level…

I have many friends who live and breathe the word equity in its true meaning by they are being lured in like a mouse to a cat…

For those who truly want equity, fight for it, but do not make our children puppets for corporate profit…

True equity can happen now, not in some World’s Fair vision of the smart cities of tomorrow…

Competency-Based Education and Personalized Learning, whether it is flipped, blended, or personalized, is not equity, it is greed…

The ed tech poverty pimps have no more grasp of the word equity than they do education…

Their equity created turnaround schools and high-stakes tests…

Their equity disrespects educators and parents who stand up for their students and children…

Equity does not equal technology profits for those who prophet…

When it comes to children, all lives matter, those who are minority, special education, English Language learners, low-income, poverty, talented & gifted, or the average student, they all deserve equity in its purest form…

To truly understand equity, you need to read every single below link to understand their equity is not the same thing…

http://www.ed.gov/news/press-releases/us-department-education-awards-more-65-million-grants-help-schools-and-communities-promote-equity-education

https://maec.org/our_work/educational-equity/

https://maec.org/res/e-learning/

http://www.competencyworks.org/about/who-we-are/

http://www.inacol.org/symposium/program-presenters/keynote-speakers/

http://www.inacol.org/symposium/2016-sponsors/

http://www.inacol.org/resource/access-and-equity-for-all-learners-in-blended-and-online-education/

http://www.globaleducationconference.com/page/sponsors-partners

http://www.promiseneighborhoodsinstitute.org/about-the-institute/what-we-do

http://www.promiseneighborhoodsinstitute.org/about-the-institute/our-funders

http://global.blogs.delaware.gov/2016/07/11/governor-markell-signs-crowdfunding-equity-law/

http://nc-sara.org/about/evolution-sara

http://gettingsmart.com/2016/06/equity-digital-games/

http://gettingsmart.com/2016/09/inspiration-incubation-intermediation-keys-to-next-gen-learning-at-scale-2/?utm_campaign=coschedule&utm_source=twitter&utm_medium=Getting_Smart&utm_content=Inspiration,%20Incubation,%20Intermediation:%20Keys%20to%20Smart%20Cities

http://www.nxgentechroadmap.com/stateleadertable.html

http://www.edu2035.org/pdf/what_is_GEF.pdf

http://www.excelined.org/wp-content/uploads/FEIE_TaleOf3States-20Sep2016.pdf

http://gettingsmart.com/wp-content/uploads/2016/08/SmartBundle-Fidelis-22Aug2016-1.pdf

http://www.smartcitiesweek.com/Meet-our-sponsors

http://www.smartcitiesweek.com//products

http://www.knowledgeworks.org/future-learning/forecast/smart-transactional-models

https://exceptionaldelaware.wordpress.com/2016/08/22/jack-markell-blockchain-coding-schools-rodel-brinc-pathways-to-prosperity-registered-agents-delawares-role-in-the-ledger/

http://www.edu2035.org/pdf/GEF_future-map_en.pdf

From Common Core To Competency-Based Education: The Slimy Tentacles Of Billionaire Foundations

Their reach is everywhere.  Foundations who say they represent the best interests of children.  Who want to fix education so all children can get a shot.  Why then, do so many of the children of these philanthropists, politicians, and corporate education reformers, attend private schools?  Ones without the invasive education technology and Common Core standards?  That alone should tell everyone they are not in it for the kids.  For them, it is about the profit.  Servant and master.  They feel we should bow down to their infinite wisdom and do as they say.  The reports from the Department of Labor showing increasing jobs don’t paint the same picture as the doom and gloom coming from the education “prophets”.  They talk about gaps between disadvantaged students and their peers while putting forth policy that enforces those gaps, whether it is from standardized tests, “IEPs for All”, the false importance of education technology, or the perception that traditional school district teachers are horrible.  They are the incubators of discrimination and segregation.  But they fail to understand how their actions contribute to the outside factors our schools should not have to deal with, such as trauma and poverty.  With all their vast wealth and power, they don’t spend their money helping to ease these issues.  They believe that it is okay to track students into career pathways starting at the first moment they are able to take a test.  They don’t care that very personal information goes out to 3rd parties that have no business seeing any information like this.  They wrote the Every Student Succeeds Act.  They are the ones pushing for more charter schools.  They have the US Dept. of Education in their back pocket along with the politicians and groups like the American Legislative Exchange Council and the National Governors’ Association.  They have many colleges and universities doing whatever they say.  But they are wrong.  What they are doing is the best for themselves, not the kids.

commoncore

Delaware Competency-Based Education, Part 1: Rodel, DOE & Achieve Inc. Team-Up

Personalized Learning, as a concept, has been around since the 1960’s.  In its original form, it was an effort to personalize learning between a teacher and a student.  Students don’t always learn at the same pace.  The term has been bastardized by corporate education reformers over the past five years.  Their idea is to launch a technology boom in the classroom where investors and ed-tech companies will get tons of money.  To do this, they had to use education “think-tanks” and foundations to sway the conversation towards this lucrative gold-mine.  No one has been a bigger supporter of personalized learning in Delaware than the Rodel Foundation.  They began talking about this new and exciting education reform movement as early as November, 2011.  A company called Digital Learning Now! released their 2011 report card on different states ability to transform into a digital learning environment and Delaware scored poorly on their report.  According to this Rodel article on the report written by Brett Turner (the link to the report card doesn’t exist anymore), Turner wrote:

…the initial results are not promising, demonstrating that we have significant work ahead of us before the necessary policies are in place to ensure our students benefit from high-quality next generation learning opportunities.

Digital Learning Now! was an initiative of the Foundation for Excellence in Education.  Other digital “experts” the company thanks in their 2012 report include the Alliance for Excellent Education, the Data Quality Campaign, iNACOL, SETDA, Chiefs for Change, Getting Smart, and the Innosight Institute.  The Foundation for Excellence in Education was founded by Jeb Bush in 2008, just as Common Core was in its formation stages.  In the Rodel article, Turner talks about how Delaware needs to adapt to this environment so our students can succeed.

Over the next two and a half years, as Race to the Top became more of a nightmare than a promise of better education, Rodel began to take steps to have Delaware become a part of this next big thing.  They formed the Rodel Teacher Council to recruit well-intentioned teachers to join their personalized learning dream team.  I don’t see these teachers as evil but rather teachers who are easily manipulated and coerced into being connected with the “next big thing”.  I see them as unwitting pawns of Rodel.

Rodel didn’t write much about personalized learning too much during this time, but they did release a Personalized Learning 101 flyer in 2013.  At the same time, four Delaware districts formed BRINC: Brandywine, Indian River, New Castle County Vo-Tech, and Colonial.  Using funds from Race To the Top and a Delaware DOE “innovation grant”, the districts used Schoology and Modern Teacher to usher Delaware into the digital learning age.  Rodel’s blog posts about personalized learning didn’t touch on the concept again until February, 2014 when a Rodel employee by the name of Matthew Korobkin began writing posts about digital learning.  More followed by other Rodel employees in the coming months.  At this time, Dr. Paul Herdman of Rodel was palling around with an ed-tech company called 2Revolutions and went around Delaware talking to groups about the glory of personalized learning.

In the beginning of June in 2014, Rachel Chan with the Rodel Foundation attended a seminar in Washington D.C. on personalized learning sponsored by iNACOL.  She wrote about this extensively on the Rodel website.

Later that month, the United States Department of Education released their state reports on special education in America.  Delaware received a rating of “needs intervention”, prompting Governor Jack Markell to set aside funding in the state budget for a special education “Strategic Plan”.  What no one knew until recently was this plan consisted of hiring Korobkin away from Rodel and into Secretary of Education Mark Murphy’s office to put this plan together.

Later in the summer of 2014, the Delaware Department of Education, with the Rodel Foundation of Delaware, banded together to form a clandestine group of “stakeholders” to look at competency-based education in a personalized learning environment in Delaware.  The biggest hurdle in getting this going in Delaware was the barriers in the state code.  Their were many players in this non-public group, including members of the Rodel Teacher Council who were also working on a “Personalized Learning Blueprint” at the same time.  This group shaped the future of education in Delaware.  But they used people to do so, including some of the members of this group.

The timing for this group couldn’t have come at a better time.  There were many distractions happening that allowed them to fly under the radar with no one the wiser.  Invitations were sent out to select participants from Theresa Bennett at the Delaware DOE.  She was an Education Specialist for English/Language Arts in the Curriculum, Instruction and Professional Development area of the DOE.  She was the person who scheduled all the meetings.  An introductory webinar, sponsored by Achieve Inc., was held on August 14th, 2014.

After an explanation of competency-based education and personalized learning from some folks at Achieve Inc., they opened the webinar up for questions.  At the 30:07 mark on the video, Appoquinimink Superintendent Matt Burrows explained his district already began the process for personalized learning.  He mentioned several hurdles, especially the teachers’ union.  Next came Judi Coffield, the former Head of School at Early College High School, a charter school run through Delaware State University.  Coffield asked how Carniege units and high school grades would come into play with this.  Bennett explained what role the DOE played in this and how she and Rachel Chan from the Rodel Foundation were going to run the group.  Bennett went on to explain that select allies were invited to participate in this group.  She also talked about a meeting with Achieve Inc. in Washington D.C. in May of 2014 to pave a path forward.

Bennett did a roll call of who was participating in the webinar.  Jose Aviles, the director of admissions at the University of Delaware, was not on the call.  Bennett explains how Aviles accompanied her to the Achieve Inc. meeting.  “Is there a representative from Delaware PTA on the call?”  No response.  “Is Donna Johnson on the call?”  Silence.  “Kim Joyce from Del-Tech?”  Nothing.  “Pat Michle from Developmental Disabilities Council?”  Empty air.  She added Laurie Rowe and Stanley Spoor with Howard High School of Technology would be joining them.  Susan Haberstroh with the Delaware DOE joined later in the Webinar.

Rodel and Markell knew they needed to stage a distraction to further this personalized learning agenda away from prying eyes while at the same time steering the conversation towards their end goals by using the distraction.  They knew one of these distractions would automatically happen based on federal mandates from the US DOE, but the other would need careful planning and coördination.  The first drove the need for the second.

A few weeks later, Governor Markell and then Secretary of Education Mark Murphy announced the six priority schools in Wilmington.  The DOE picked the six “lowest-performing” schools in Wilmington, DE and announced the two school districts involved, Red Clay and Christina, would have to sign a “memorandum of understanding” and submit to the demands of the Delaware DOE.  This put the entire city into an educational tailspin.  Teachers in the affected schools felt outrage at the Governor and the DOE.  Parents didn’t know what this meant.  Politicians scrambled to make sense of it all as primaries and general elections faced them while constituents furiously called them.  Teachers in Delaware were still reeling from the upcoming Smarter Balanced Assessment and the scores tied into their evaluations.  Meanwhile, the secret meetings of the Delaware Department of Education Competency-Based Learning Guiding Coalition began without any public notice as an email went out from Bennett…

Thank you for your interest in the Competency-Based Learning Guiding Coalition.  If you were unable to attend the informational webinar, please use this link to access the recording:   http://www.achieve.org/DelawareCBLwebinar  

The Guiding Coalition will be charged with laying the foundation for competency-based learning in Delaware. This will include creating a working definition of competency-based learning and what it could look like in Delaware, understanding current barriers to implementing CBL in Delaware, and establishing support for CBL initiatives to take root in the state. Once we have a common understanding of CBL, we will surface key ideas and develop recommended strategies for helping CBL take shape in the state.

The time commitment for the Advisory Group of the Guiding Coalition will be attending approximately two or three 2-hour meetings during the coming school year, with 30-60 minutes of pre-work for each meeting. There will also be opportunities to engage further through optional readings, school visits, webinars, and other convenings if your schedule/level of interest allows.

We are excited to share that an expert facilitator will be guiding each of our meetings; we would like to collect information to inform our meeting agendas.  Please complete the following survey by September 10th:  https://www.surveymonkey.com/s/DECompetency-BasedLearning.  

Please complete a Doodle to help us best schedule the meetings for this group.  We hope to begin late September/early October, with meetings held in Dover. Responses to the Doodle poll will help us find the best day/time for the first meeting. Please use this link: http://doodle.com/mts6ncf74v77mnf

Best,

Theresa

Theresa Bennett

Education Associate, ELA

Curriculum, Instruction, and Professional Development

Delaware Department of Education

401 Federal Street, Suite #2

Dover, DE 19901-3639

Coming up in Part 2: Delaware gets Marzanoed

Kline Calls John King’s Regulations A Convoluted Scheme

The Chair of the House Education and the Workforce Committee just issued a press release on the regulations for the Every Student Succeeds Act.  He blasted U.S. Secretary of Education John King and said he needs to be stopped!  We can all agree on this one Rep. Kline!  But here’s the deal: these proposed regulations have been out since the end of May.  It is now the last day of August.  Coming out with press releases is good, but you need to have the entire Congress get together for an immediate hearing and strip King of his power.

FOR IMMEDIATE RELEASE CONTACT: Press Office
August 31, 2016 (202) 226-9440
Kline Statement on Education Department’s Unprecedented Regulatory Proposal
“The Department of Education is threatening to unilaterally impose a multi-billion dollar regulatory tax on our nation’s schools.”

 

WASHINGTON, D.C. – Rep. John Kline (R-MN), chairman of the House Committee on Education and the Workforce, issued the following statement today regarding the Department of Education’s unprecedented and unlawful “supplement, not supplant” regulatory proposal:The Department of Education is threatening to unilaterally impose a multi-billion dollar regulatory tax on our nation’s schools. This punitive policy will unleash havoc on schools and their students at a time when education leaders should be focused on helping children succeed in the classroom. America’s poorest neighborhoods will be hit the hardest as communities are forced to relocate teachers, raise taxes, or both. Any supposed “flexibility” is really a limited set of bad choices dictated by the secretary of education. This is not at all what Congress intended, and those who helped enact this law cannot honestly believe differently.

What the secretary is proposing is unprecedented and unlawful. The only way to make this right is to scrap this convoluted regulatory scheme immediately. Members of Congress came together to pass bipartisan reforms that are designed to help every child receive an excellent education, and we will not allow this administration to undermine these reforms with its own extreme, partisan agenda.

# # #

Jack Markell, Blockchain, Coding Schools, Rodel, BRINC, Pathways To Prosperity, Registered Agents… Delaware’s Role In “The Ledger”

If Washington D.C. is the capital of America, than Delaware is the capital of corporate education reform.

Over the past week, many of us who are resisting the privatization of public education have been talking about The Ledger.  Peter Greene broke the news for the world to see, which Diane Ravitch quickly picked up on.  What is “The Ledger”? Continue reading “Jack Markell, Blockchain, Coding Schools, Rodel, BRINC, Pathways To Prosperity, Registered Agents… Delaware’s Role In “The Ledger””

John King Is Violating Intent Of ESSA By Approving Illegal Flexibility Waivers For Delaware Through 2019

I was wondering why the Delaware Department of Education went to all the trouble of submitting an ESEA flexibility waiver for a dubious standard called the state’s “speaking and listening standards” last March.  ESEA effectively ended on July 31st this year.  Now we know why.  Because it allowed the Delaware DOE to continue the same damaging and disturbing accountability practices for not just this school year, but through the end of the 2018-2019 school year.

This waiver was very odd to begin with.  Yes, there is speaking and listening standards.  It is part of Delaware’s Common Core State Standards.  But to submit an ESEA Flex Waiver for this is ludicrous.  But it doesn’t end there.  The Delaware DOE was not forthright and honest with the process of applying for this waiver.  As part of state code, Delaware is required to have an advisory committee to approve these waivers.  This was the DESS Advisory Committee.  For this waiver, DESS did not meet to approve it.  In fact, as per an email from Susan Haberstroh at the Delaware DOE, the group is not even active at this point.

HaberstrohDESSQuestion

DESS is, however, required under Delaware state code to review the very same things this ESEA flexibility waiver is meant to address:

Title14DESS

Under whose authority did Haberstroh decide DESS did not have to meet to review this flexibility waiver?  This flexibility waiver is illegal in many ways.  There is no state regulation that gives the Delaware School Success Framework any legal enforceability.  Regulation 103, which covers these accountability standards, was not updated last year.  The U.S. DOE has no authority to approve or disapprove Delaware law.  By relying on the United State Dept. of Education to decide on Delaware law, the Delaware DOE is seriously overstepping the will and intent of the Delaware Constitution.

To make things more complicated, U.S. Secretary John King is abusing his authority under the Every Student Succeeds Act by approving any accountability waivers up through 2019.  The Delaware DOE is cherry-picking what they can and can’t do with ESSA, just like John King is.  For John King, when he does this stuff, he gets hauled into congressional hearings.  When the Delaware DOE does this stuff, it gets mentioned on here.  There is no accountability method for the Delaware DOE to answer for their actions.  Someone needs to get the DOE into a public hearing to explain how they can do certain things and not others.  Because the way they interpret the law and the way it must be interpreted are two different things.  Events are progressing rapidly where the Delaware DOE is openly and flagrantly violating state law.  This can not continue and I urge our General Assembly to take immediate and definitive action against our out of control Dept. of Education.

As for U.S. Secretary of Education John King, I have already taken some action on his abuse of power.  I contacted Rep. John Kline (MN) and Senator Lamar Alexander (TN) addressing the abuse of power John King is exhibiting by approving this waiver.  As well, I submitted the following to Senator Alexander:

Good morning Senator Alexander,

I am trying to reach you in regards to the Every Student Succeeds Act. Back in March, the Delaware Department of Education submitted a flexibility waiver under ESEA to the United States Department of Education.  This was for a waiver of “speaking and listening standards” as part of our state assessment.  Our Dept. of Education stated this was a “limited waiver” and bypassed parts of our state law for how these things are approved in our state.  While I recognize you have no authority over Delaware state code, I do know you do have authority in regards to the U.S. Dept. of Education and have the ability to call out John King over abuse of power.

On August 5th, 2016, the Delaware DOE received an approval letter from Anne Whelan, the U.S. Deputy Secretary of Education, action on Secretary King’s behalf, to approve our ESEA flexibility waiver. The letter, which can be found on the Delaware Dept. of Education website under “Accountability”, and then “ESSA”, seems to give the U.S. DOE authority to grant flexibility waivers with the same accountability standards under ESEA up through June 30th, 2019.  As I am interpreting the Every Student Succeeds Act, this type of authority was explicitly stripped from the U.S. Secretary of Education.  But John King is openly and publicly defying this federal mandate by continuing the same damaging practices from No Child Left Behind and Race To The Top.

The letter states:

“After reviewing Delaware’s request, I am pleased to grant, pursuant to my authority under section 8401 (b) of the ESEA, as amended by the Every Student Succeeds Act (ESSA), a limited waiver of section 1111 (b)(3)(C)(ii) of the ESEA, as amended by the No Child Left Behind Act of 2001 (NCLB), for school year (SY) 2016-2017 and of section 1111 (b)(2)(B)(ii) of the ESEA, as amended by the ESSA, for SYs 2017-2018 and 2018-2019 so that the state’s assessment system, including the Smarter Balanced Assessment for grades 3-8 and the SAT for high school, need not measure the State’s speaking and listening standards at this time.

This waiver is granted to Delaware on the condition that it will implement the following assurances:

It will continue to meet for each year of the waiver all other requirements in the ESEA, as amended by NCLB or the ESSA, as applicable, for State assessment systems and the implementing regulations with respect to the State’s academic content and achievement standards and assessments, including reporting student achievement and school performance, disaggregated by subgroups, to parents and the public.”

In addition, by granting this waiver to Delaware, it would allow Delaware to continue accountability rules that have no regulatory approval in Delaware as required by Delaware state code. Delaware has not passed a final Accountability Framework for our public schools because there is no regulation supporting this updated matrix.  As well, the Delaware School Success Framework punishes schools for participation rates below 95% on state assessments.  While ESSA allows states to decide policies and procedures with regard to a parent’s right to opt their child out of the state assessment, Delaware has not done so in any official capacity.  The U.S. DOE is approving this illegal practice in our state which is against the spirit and intent of ESSA.  No state regulations have been approved or are even in the pipeline for approval, and the U.S. DOE is in violation of the Every Student Succeeds Act.

I implore you, as well as your other Congressional leaders, to hold Secretary King accountable for his very open defiance against the intent of Congress.

Please do not hesitate to reach out to me if you have any questions.

With warm regards,

Kevin Ohlandt

Dover, DE

Below is the letter sent from Anne Whalen to Secretary Godowsky on August 5th:

You Go Frederika!

I have not always agreed with Frederika Jenner, the President of the Delaware State Education Association.  But on this, we solidly agree!  Frederika submitted a very awesome public comment on the proposed regulations for the Every Student Succeeds Act.  Thank you for calling out the Delaware Department of Education for pretending this law doesn’t change anything.  It does, and the more people that become aware of this, the more we can expect true change in public education!  Please click on the picture to enlarge!

FrederikaESSAPublicCommentESSARegulations

 

Charter Schools & ESSA Regulations: “We Are Not The Same”

We strongly oppose the inclusion of this requirement, which is not authorized by the statute. The Department bases this proposal on a desire “to provide transparency.” (No further justification is provided in the NPRM.) We, too, support greater transparency, regarding both charter and non-charter schools, but this requirement would result in the reporting of misleading data. Moreover, the proposed requirement appears to be based on the premise that charter schools should look the “same” as district public schools in close proximity, when by definition charter schools are open enrollment. Lastly, the proposed requirement that is not in the statute, and would not equally apply to all public schools – only charter schools would be included.

The National Association for Public Charter Schools gave a very long public comment for the draft regulations put forth by the United States Department of Education and Secretary John King.  Even they aren’t happy with parts of these regulations.  Many felt the Every Student Succeeds Act gave gifts to the charters, but apparently the charters do not like some of these regulations.

The most important question is not who is enrolled in a charter school; it is whether all students and families who may wish to enroll have the opportunity to enroll – only then is the parent’s choice a meaningful one. The comparison data that the Department is asking for would not reflect this factor because the data would confuse and conflate the decision to enroll with the opportunity to enroll. As such, comparison data may be one indicator of meaningful access but comparison data are not the correct, best or only frame with which to evaluate equity.

I find some of their statements very ironic.  Especially for some charter schools in Delaware where the opportunity to enroll is buried in selective enrollment preferences and factors that lead to very low populations of at-risk students: African-Americans, students with disabilities, and English Language learners.  So much so that the American Civil Liberties Union filed a complaint with the Office of Civil Rights in December, 2014.

Like some charters in Delaware, this collection of America’s largest charter school organizations and franchises want to cherry-pick through the regulations to insert additional language in the Every Student Succeeds Act.  This is the one that disturbs me the most:

We recommend that the Department revise proposed section 200.24(d)(2), by adding a new clause (iii) reading as follows:

“(iii) Using funds that it reserves under section 1003(a), directly provide for the creation of new, replicated, or expanded charter schools to serve students enrolled in schools identified for comprehensive support and improvement, and other students in the local community, provided that:

“(A) The SEA has the authority to take such an action under State law or, if the SEA does not have that authority, the SEA has the LEA’s approval to use the funds in this manner; and

“(B) Such charter schools will be established and operated by non-profit entities with a demonstrated record of success (particularly in serving students from communities similar to those that would be served by the new charter schools), which the State shall determine through a rigorous review process.”

This language would be consistent with other provisions of the proposed regulations that support the concept of making charter school options available to students who would otherwise be enrolled in low-performing schools. It would take a different approach than just authorizing conversions, by making it possible for students enrolled in comprehensive support and improvement schools (as well as other students in the neighborhood or local community) to have the opportunity to transfer to a charter school run by a highly successful operator. We emphasize that the language would allow an SEA to use section 1003 funds for this purpose with the approval of the affected LEA, unless state law gives the SEA the authority to take such an action without LEA approval. (It would thus be somewhat parallel to the language currently in section 200.24(d)(2) allowing the SEA, with the LEA’s concurrence to provide school improvement activities through external partners). We strongly recommend that the Department adopt this recommendation.

I have no doubt you strongly recommend the Department inserts this into the law.  We have yet to see, based on equal demographics, that charter schools do better than traditional public school districts.  There are many charter schools that seem to work merely as rigor universities for high achievement on state assessments, but that is not a true barometer for student success which has been proven time and time again.

To read the rest about what the charters want and ALL the organizations and charters that signed this comment, read the entire document below:
 

You Have Until Monday To Submit Public Comment On Damaging Regulations Put Out By Corporate Education Dictator John King

You have until Monday, August 1st to submit public comment on the proposed regulations and rule-making put out by U.S. Secretary of Education John King on May 29th.  After that, no more public comment will be accepted.  You need to go to the Federal Register website, which can be found here.  Read through the regulations.  It is in-depth and monstrous.  But the future of the children of America is at stake here.  If you have been a big fan of the high-stakes testing anti-parental rights shame and label schools, teachers, and students era of education, then sit at home and watch the future of America crumble before your very eyes.  If you want to prevent John King from furthering the bad policies and agendas, first laid out by No Child Left Behind and then magnified a hundred fold under Race To The Top, then please leave public comment.

This was my public comment:

I do not agree with most of these proposed regulations. It is a further attempt to exert federal control over state decisions. Furthermore, many of those in power at the state level have eroded local control to the point of absurdity. It is a parent’s fundamental and constitutional right to opt their child out of the state assessment. Any regulation proposing to punish schools for a parent’s decision is illegal. The ESEA regulations state that all schools must make sure children take the assessment, not that all students MUST participate in the state assessment. That regulation has been perverted over the years to take away parental rights. No state should have to follow regulations formed to serve testing companies and their profits more than the rights of parents, students, teachers, and schools. Education has become a for-profit center at the expense of children and those who truly serve them.

Since the advent of charter schools, the rate of high-stakes associated with testing has increased dramatically. Charter schools have led to more discrimination and segregation of at-risk children while our government has mostly turned a blind eye to these practices while allowing to flourish, multiply, and take away necessary funding from traditional public schools. Too many states have tampered with existing law and regulations so charter schools benefit, whether through artificial n#s leaving out many charter students from accountability rankings, or shifting funding to charter schools without giving those same funds to traditional school districts.

As a result of all of this federal intrusion, students with disabilities have lost. They have lost instruction, time, and accommodations in the name of the almighty state assessment. Common Core IS a curriculum and it has become so embedded into state education structure that getting it out will be a mammoth task. Common Core does not work, will not work, and never has worked.

In states like my own, Delaware, we have a corrupt Governor who has made it his mission to demean teachers and punish schools all in the guise of students becoming “college and career ready”. It is a complete farce and a lie. It is for companies to profit, not students. I will make it my mission in life to overturn every single regulation that this heavily lobbied Department makes under the illusion of “student success” that benefits others over children. I will fight competency-based education through digital personalized learning that sends data out to “research” companies like American Institutes for Research who benefit immensely as the essential creators of the Smarter Balanced Assessment and also serve as the vendor for the very same test in Delaware and others.

We have sold out our children to companies, and these proposed regulations will only further solidify the stranglehold they have on our students, teachers, and schools. Say NO to these regulations and give our children the capability to receive the true education they deserve, not this bastardized corporate version of education. Let’s let students with disabilities get the rights they deserve. Let’s let minority students not be subject to rigor in an attempt to “close the achievement gaps” that were created by corporations with tests designed for the upper-class. Let’s let parents decide (and they already do) if their child should or should not take the state assessment.

How dare this Department try to impose into law, with haste and desperation, the same type of regulatory schemes the Every Student Succeeds Act was supposed to get rid of before the lobbyists twisted the original intent of the law and Congress passed, very quickly I might add, a completely different law in a matter of weeks with little to no room for public comment or oversight. I expect our the United States of America government to immediately halt these regulations and to strip away the power of U.S. Secretary of Education John King so I no longer have to write comments like this in a Federal Register, as well as any future U.S. Secretary of Education.

Thank you.

 

With Great Power… The Perception Problem Of The State Board of Education

StateBoardESSASpideyPic

“With great power must also come great responsibility.”-Stan Lee

If you haven’t heard those exact words before, then you have been victim to one of the greatest butcherings of the past fifty years.

“With great power comes great responsibility.”

Now this you have heard.

in 1962, Stan Lee and Steve Ditko introduced the world to the Amazing Spider-Man.  We all know the story.  Peter Parker gets bit by a radioactive spider which gave him the proportionate strength of a spider.  An orphan who lived with his Aunt May and Uncle Ben.  He learned an important lesson very fast when he became a superhero.  At first, he used his powers for fortune and fame.  One night, he failed to stop a robber.  The same burglar later attempted to rob his house and shot and killed his uncle.  When Peter, dressed up as Spider-Man, finally confronted the burglar, he saw the same face he failed to stop.  As he walked off into the night, he remembered what his Uncle Ben always told him, “With great power must also come great responsibility.”

This is the problem with the Delaware State Board of Education.  The initial phrase Stan Lee provided to readers shows that just because you have power doesn’t mean you already possess an inherent sense of responsibility.  That is something you have to develop and learn.  The rewording of the classic phrase, which appeared in the 2002 Spider-Man movie, changes the concept of the phrase.  As if power and responsibility are there from the start.  As Delaware plows into the upcoming Every Student Succeeds Act regulations, this will become very important.  I don’t feel our State Board has developed the responsibility that comes with their power.  In fact, they want to hijack this term in their meetings about the Every Student Succeeds Act.

Many of the decisions they have made since 2008 have not been in the best and long-term interest of children.  They embraced the corporate education reform movement and haven’t looked back.  They continue to listen to the Rodel Foundation more than the teachers, students and parents who are their primary stakeholders.  As a result, they have allowed an environment of false labels against schools, demeaned teachers, created a false illusion of praise for rushed teacher and leader programs, subjected our students to three different high-stakes tests that have not created improvement for anyone, manipulated legislators into believing their mantras, approved charter schools without any consistent or necessary follow-up to ensure they will be successful upon opening, revoked five charter schools, and nearly destroyed a generation of students.  They will never take responsibility for these actions or events or even state they had anything to do with it.  They will sit there and say most of these events were based on federal mandate or existing state law.

They have an opportunity now to change that.  With the Every Student Succeeds Act, the law states that the United States Department of Education cannot dictate what type of state standard any state chooses to have.  It also deals with parent opt out of state assessments as a state’s decision.  However, U.S. Secretary of Education John King seems to have some comprehension issues as the regulations coming out of the U.S. DOE contradict what the law states.  Granted, the law is a confusing mess and there are parts that contradict each other.  King knows this and he is taking FULL advantage of it.  King will, in all likelihood, be gone by January next year, but he will be able to approve regulations and state plans based on forced dictates from his office.  That is NOT responsibility either.  That is power run amok.

As our State Board of Education prepares to deal with these regulations, they are having a workshop on ESSA before their regular State Board of Education meeting on July 21st.  They will go over what many of the corporate education reform companies are translating the law into along with King’s regulations and accepting it as the Gospel truth.  This is a critical time for Delaware education.  A wrong move by our State Board and Delaware DOE will leave us in the same problems we have faced since No Child Left Behind came into law fifteen years ago.  If you read the below presentation, you can clearly see their interpretation of the law based on the regulations and what the education companies want.  Keep in mind, many of these “companies” have never taught in a classroom.  But they have a vested interest in education.  Actually, make that an invested interest in education.

There are others who have power in education: parents, teachers, administrators, unions, and even students.  I urge all of you to watch our State Board of Education and the Delaware DOE like a hawk.  Yes, it’s the summer and in a couple of months kids will be back in schools with all the business surrounding that.  This is why they are choosing now to push regulations through when parents aren’t paying attention.  Those who want to profit off education are already on this.  They helped to create ESSA.  They have power but no responsibility.  They will control education if we let them.  And our own Governor, Jack Markell, has been the largest cheerleaders for this movement.  Power, with no responsibility, or even accountability.

We need parents, teachers, administrators, and students to take a role in this.  Don’t rely on me as a mouthpiece.  I’m a hot-tempered judgmental and pissed-off dad who has already been through many wars over this stuff.  I will continue to fight the war, but I could hit by a truck tomorrow.  Even if you are busy, you need to make the time to attend any meeting about ESSA in Delaware.  You need to review what our state is proposing, carefully watch the public comment timeframes, and make your voice known.  As well, contact your state legislators and Congressmen.  Let them know how you feel.  We have the opportunity and means to take back our children’s education.  But not if we don’t become a part of it.  This is our power.  This is our responsibility.  We have to use our power and become responsible.  If you are relying on our policymakers and unelected State Board of Education to get it right, then you have already allowed them to shape education into what they want.  They want to control the conversation and trick us.  They are masters at it.  They will smile and invite you to their events and give you real yummy eclairs and make you feel special and wanted.  But they don’t want you, they want your child.  Make no mistake about it.

To add insult to injury, Delaware is embarking on a “regulatory review”.  So not only do we have federal education regulations under review, but also a statewide regulatory review which could easily cause mass confusion.  I believe this is very intentional.  So if you are reading up on regulations, make absolutely sure you know which ones are state and which ones are federal.

If you want to change the future, you have to act now.  Don’t wait until it’s too late.  I will do my best to inform you and give crucial dates and timeframes, but make sure you also do this.

In this undiscovered moment
Lift your head up above the crowd
We could shake this world
If you would only show us how
Your life is now

-John Mellancamp