DELAWARE EDUCATION NEWS
October 2006
Copyright © 2006 Queue, Inc.
MICHAEL
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Caridad ÒCharityÓ
Alonso, a Spanish Reading Specialist in grades 1-5 at William C. Lewis Dual
Language Elementary School in Wilmington has been chosen as DelawareÕs Teacher
of the Year for 2007. Her selection marks the first time a Dual Language
teacher has been chosen for DelawareÕs top educator honor and becomes the
forty-third Teacher of the Year since DelawareÕs recognition program began in
1965.
As Lieutenant
Governor John C. Carney Jr. announced Alonso as DelawareÕs Òtop teacher,Ó more
than 400 invited guests at the Sheraton Inn and Conference Center in Dover,
including educators, administrators, legislators, former State Teachers of the
Year and business leaders, provided a standing ovation for DelawareÕs newest
Teacher of the Year who has eleven years of teaching experience including the
last eight in the Red Clay Consolidated School District and at Lewis
Elementary.
In an earlier letter
to the Teacher of the Year Selection Committee, Nancy A. Weaver, Principal at
Lewis Elementary, strongly supported Alonso as her choice for Teacher of the
Year. ÒMrs. Alonso demonstrates the highest level of professional
commitment and competency in her work with students and colleagues. To
carry out her professional responsibilities, she gives generously of her
valuable time, and her work often extends beyond the school day.Ó Added
Weaver, ÒShe exemplifies the highest standards and is a model of bilingualism
for children and adults alike.Ó
In 1991, Alonso
received a Bachelor of Arts and Science degree in Anthropology and Foreign
Languages and Literature from the University of Delaware in Newark. Just
five years later, in 1996, Alonso received a Master of Education, Instruction
and Exceptional Children and Youth, also from the University of Delaware.
During her Masters studies, Alonso became a kindergarten special education
teacher with the Christina School District. In 1998, she left the Jennie
E. Smith Elementary School in Newark and began her career at Lewis
Elementary. At Lewis, she has served as a Foreign Language Elementary
teacher, a Spanish HOSTS coordinator, and currently as a Spanish reading
specialist.
Alonso has been
extremely active in improving the quality of education in Delaware. She
has successfully authored numerous education grants for her school programs
totaling nearly $43,000. Alonso also developed an immersion foreign
language program in Spanish for pre-K and first grade English native
speakers. She has trained a cadre of teachers to implement this
curriculum using effective instructional strategies. She also serves as
an English Language Learner Elementary Support Specialist and provides
district-wide monthly professional development workshops.
The newly-selected
Teacher of the Year is also an active member of the community. Alonso
helped to found El Jardin Espanol/The Spanish Garden, a not-for-profit language immersion preschool in
the Wilmington community. Its goal was to provide native English speakers
between the ages of two through five a rich second language learning experience
for native English speakers, as well as foster a positive attitude towards
cultural differences. This program also allowed Alonso to work within
Immigration and Naturalization Service (INS) guidelines to sponsor degreed
teachers from Central and South America. As a result of her work, parents
created a separate not-for-profit entity called The Friends of the Spanish
Garden to help raise funds for El
Jardin Espanol/The Spanish Garden. Alonso
is also spearheading an after school tutoring program for former kindergarten
and first grade students to help them continue their Spanish literacy
skills.
When asked about her
philosophy on teaching, Alonso stated, ÒTeaching is not just a ÔjobÕ for
me. It is my passion. In fact, I know I was born to do this.
Each school year, I am dedicated to providing a positive instructional climate
where my students feel encouraged, safe and excited to learn.Ó Added
Alonso, ÒAs an educator, I accept the responsibility of becoming a lifelong
learner as new ideas, new technology and new ways to approach teaching become
available. I thrive on opportunities to learn more, reflect upon these
and put them into practice. I also have the challenge as our world
becomes more diverse to find ways to meet the educational needs of each student
and to make an effort to understand each individualÕs
experiences.Ó
The process of
selecting DelawareÕs Teacher of the Year is very demanding and is designed to
find that teacher who is most representative of the entire teaching
profession. Through in-class observations, portfolio reviews and
consideration of finalists by a representative panel, the process finds that
one person who will become this yearÕs Teacher of the Year for
Delaware.
Alonso now inherits
an enormous task from outgoing Teacher of the Year Garrett Lydic by
representing all teachers in Delaware. She will address community groups,
business leaders, legislators, and educational organizations in an effort to
inform the public about the status of Delaware schools. She will also become
DelawareÕs entrant in the national program presented by ING Foundation which is
a project of the Council of Chief State School Officers and sponsored by
Scholastic, Inc.
By action of the
General Assembly, Alonso will receive a $5000 grant to use for the educational
benefit of her students, as well two personal grants totaling an additional
$5000. The remaining 18 school district candidates will each receive a
personal grant of $2000.
Alonso will also
receive an educational technology package valued at approximately $17,000 from
the SMARTer Kids Foundation. The package includes a SMART Board(tm)
interactive whiteboard, floor stand and software; an NEC VT465 portable
projector from NEC Solutions America; creative- learning software from
Immersive Education; and a 32-pad Classroom Performance System from
eInstruction Corporation.
The new Teacher of
the Year will also receive a Dell laptop computer; an interactive
ÒWhiteboardÓ from Peripheral Vision, LLC., a $1,000 grant for
educational/classroom use from Harcourt Assessment, Inc.; grants from the
Delaware State Education Association, the Delaware State Chamber of Commerce
and Delaware Professional Standards Board; a State of Delaware Teacher of the
Year license plate from the Division of Motor Vehicles; free graduate-level
courses from DelawareÕs higher education institutions; a gold watch from the
Delaware State Teachers of the Year Association and lunch in the Senate Dining
room in Washington D.C. with Senator Thomas R. Carper.
The Delaware
Department of Education (DOE) has released the 2006 school accountability
ratings for 178 public and charter schools statewide.
One
hundred three (63 Title 1 and 40 non-Title 1) schools have been rated
ÒSuperior;Ó 22 (11 Title 1 and 11 non-Title 1) schools have been rated
ÒCommendable;Ó 18 (13 Title 1 and 5 non-Title 1) schools have been rated
ÒAcademic Review;Ó 27 (4 Title 1 and 23 non-Title 1) schools have been rated
ÒAcademic Progress – Under Improvement;Ó 8 (3 Title 1 and 5 non-Title 1)
schools have been rated ÒAcademic Watch – Under Improvement.Ó
As a result of the No
Child Left Behind (NCLB) Act of
2001, all states are required to conduct an annual assessment of all students
in grades 3-8 and one high school grade. In Delaware, the Delaware Student
Testing Program (DSTP) is used to assess student knowledge in reading, writing,
mathematics, science and social studies. Student results of each yearÕs DSTP
assessment is then used as the primary means to determine school accountability
ratings.
A schoolÕs
accountability rating is determined by two components—Adequate Yearly
Progress (AYP) and State Progress Determination (SPD). AYP is designed to
measure academic performance of not only all students in a particular school
but of subgroups within the student population. The nine subgroups are: All
Students, American Indian, Asian American, African American, Hispanic, White,
Economically Disadvantaged, Students with Disabilities and Limited English
Proficient. By the 2013-2014 school year, every student in every subgroup must
be proficient in English/Language Arts (Reading and Writing) and mathematics.
The federal formula
for determining AYP is based upon an established annual target requiring
students to meet proficiency. For the 2005-2006 school year, DelawareÕs target
for English/Language Arts remained at 62% and in mathematics the target
remained at 41%. (Next year, the English/Language Arts target will increase to
68% and the mathematics target will increase to 50%). Additionally, a fixed
target of 95% of all students in each subgroup must participate in the Delaware
Student Testing Program (DSTP) each spring in English/Language Arts and math in
each school or AYP will not have been attained. This year, 135 schools did make
AYP including nine schools that were Under School Improvement. Forty-three
schools did not make AYP.
Additionally, 15
schools were designated as new schools for accountability purposes and
therefore, did not receive a rating. Eight of these schools met the criteria in
state regulation where less than 60% of the students attending the new school
would have been enrolled in the same school together without the creation of
the particular new school. Seven of the schools were new because of a change in
regulation where it became a district option to assign tuition-based students
to the school providing instruction.
The school
Accountability rating also includes a component called the ÒState Progress
DeterminationÓ (SPD) which is calculated by formula and represents improvement
in student performance levels in reading, math, science and social studies. A
composite score is calculated for the previous and current year. The previous
year is subtracted from the current year and this determines the points of
growth. The overall school rating is then determined by the calculation of
Adequate Yearly Progress and the State Progress Determination plus the schoolÕs
Accountability history.
Under this
accountability system, schools are classified in one of five categories:
á
Superior means that the school has met AYP, is not under
improvement and has met additional state criteria.
á
Commendable indicates that AYP has been met while the school is
not ÒUnder Improvement.Ó
á
Academic Review means AYP is not met for one year and SPD is met or;
AYP is not met for one year and SPD is not met or; AYP is met and SPD is not
met (second year).
á
Academic Progress means AYP is not met (different subject) two or more
years and SPD is met.
á
Academic Watch means AYP is not met for two or more years
(different subjects) and SPD is not met.
á
Academic Progress
– Under Improvement means AYP
is not met (same subject) two or more years and SPD is met.
á
Academic Watch
– Under Improvement means AYP
is not met two or more years (same subject) and SPD is not met.
Consequences for schools
Under Improvement differ
depending on whether the school is a Title 1 (receives federal funding for low
income students) or a non-Title 1 school and the number of years a school has
been rated Under Improvement.
Title 1 School:
á
1 year = School implements choice options.*
á
2 years = School offers choice options and provides
supplemental services.*
á
3 years = Same as year 2 plus school is subject to
corrective action.
á
4 years = Same as year 3 plus school develops a plan for
restructuring.
á
5 years = Same as year 2 plus school implements the
restructuring plan – select one or more NCLB restructuring options.
* Delaware is
participating in a federal pilot program where some of these Title 1 schools
will be able to offer supplemental services in year 1. For those schools in the
pilot program, the sanction for year 2 would be to offer supplemental services
and choice.
Non-Title 1 School:
á
1 year = Review and modify School Improvement Plan.
á
2 years = Same as year 1; provide additional prioritized
extra time services for subgroups that did not meet target.
á
3 years = Same as year 2; school subject to corrective
action.
á
4 years = Same as year 3 plus school develops plan for
restructuring.
á
5 years = Same as year 2 plus school implements
restructuring plan.
Online
school profiles are now available for viewing on DOEÕs website. The profiles
will identify each schoolÕs accountability rating as well as show what targets
were and were not met. Parents can also look at school profiles to view student
achievement data, staff information and a schoolÕs demographics. The profiles
will also provide a reader with school climate information, staff data and
program information. It is a powerful tool that parents can use to get a better
understanding of their childrenÕs academic environment.
To view a school or
school district profile, go to:
www.doe.k12.de.us/schools/profiles
Delaware
students are continuing to show steady gains in reading and mathematics,
according to results of the March 2006 Delaware Student Testing Program (DSTP).
Writing scores on this yearÕs test showed a slight increase for eighth grade
students and a slight decrease for students in grades 3, 5 and 10.
This
is the first year statewide testing data is available for grades 2 though 10 in
the content areas of reading and math and grades 3 though 10 in writing.
The
2006 results are as follows:
MATHEMATICS: At grades 2-5, students
meeting or exceeding the standard ranges from 88% in grade 2 to 77% in grade 5.
In grades 6-8, middle school student scores range from 72% in grade 6 to 62% in
grade 8. At the high school level, grade 9 students scored at 51% while grade
10 students scored at 59%.
Comparing
test scores to last yearÕs adjusted results, 78% of children tested in the
third grade met the standard—a one-percentage point decrease from the
scores of last yearÕs third graders. In the fifth grade, 77% of students tested
met the standard, an increase of two percentage points from the scores of last
yearÕs fifth graders. The proportion of this yearÕs eighth grade students
meeting or exceeding the standard is at 62%, three percentage points higher
than last yearÕs eighth graders. Of this yearÕs tenth graders, 59% performed at
or above standard, five percentage points higher than the tenth graders of
2005.
READING: In grades 2-5, the trend is that between 82%-85% of
students statewide are meeting the standard in reading. At the middle school
grades, students are scoring between 82 and 84%. At the high school grades
scores drop from 75% in grade 9 to 71% in grade 10.
Comparing this yearÕs
test score results to the adjusted results of 2005, 84% of third grade students
who took the DSTP met or exceeded the standard, a one-percentage point increase
from 2005. Fifth grade reading performance leveled off at 85%, the same as in
2005. Eighty-four percent of eighth grade students tested met or exceeded the
reading standard, a one-percentage point increase from last year. In the tenth
grade, the proportion of students meeting or exceeding the standard dipped to
71%, a two-percentage point decrease from 2005.
WRITING: In grades 3-5, writing scores of students who met or
exceeded the standard fluctuate between 61% in grade 3 to 71% in grade 4 and
51% in grade 5. At the middle school grades, grade 6 results are currently
unavailable due to a grade-level review. At grade 7, students scored at 58%
while grade 8 students scored at 78%. At the high school level, grade 9 scored
at 79% while grade 10 students scored at 76%.
Comparing this yearÕs
results to 2005, third grade student scores decreased to 61% meeting the
standard—an eight-point decrease from last yearÕs third graders.
Fifty-one percent of fifth grade students met the standard, which is five
percentage points lower than last yearÕs adjusted performance. In the eighth
grade, 78% of students tested in writing met the standard, a two-percentage
point increase from last yearÕs eighth graders. In the tenth grade, scores
dipped to 76% of students meeting the standard, a three-percentage point
decrease compared to last year.
Delaware students in
grades 2-10 once again participated in the nationally-normed Stanford
Achievement Test, 10th Edition (SAT 10). Comprising nearly 1/3 of
the questions on the DSTP exams in reading and math, the SAT 10 allows Delaware
to compare test results against students in the same grade across the country
who took the test and shows the percentage of Delaware students who scored as
well as or better than other students throughout the nation.
In math at grades
2-5, rankings ranged from 62% to 73%; in grades 6-8, rankings ranged from 63%
to 67%; and in grades 9 and 10, rankings ranged from 76% to 72% respectively.
In reading, rankings ranged from 67% to 76%; in grades 6-8, rankings ranged
from 65% to 70%; and in grades 9 and 10, students leveled off at 72%.
In the summer of
2005, a study was undertaken to revisit and review the performance standards
(cut scores) for reading, writing and math. Nearly 140 participants,
representing all school districts, charter schools, colleges and universities
and educational/community organizations gathered to review and adjust, if
necessary, cut points for reading, writing and math in grades 3, 5, 8 and 10.
Also, cut points were established and approved by the State Board of Education
for the first time in grades 2, 4, 6, 7, and 9 in the same content areas.
Since some cut points
were changed to be in effect for the March 2006 assessment, the 2005 state
level state results were recalculated so that a comparison could be made
between this yearÕs test results and last yearÕs in grades 3, 5, 8 and 10.
There is no comparable data for grades 2, 4, 6, 7 and 9. Therefore, 2006 will
be the benchmark for future assessments.
For more information,
please go to:
The
Committee on High School Graduation Requirements has completed its work and has
released its report and recommendations. The Committee has recommended
increasing graduation requirements and rigor for the classes graduating in 2011
and beyond as follows:
á
4
credits in English Language Arts (with an emphasis on reading, literature,
writing, presentation and communication skills, reasoning, logic, and technical
writing)
á
4
credits of Mathematics (including skills equivalent to Algebra I, Algebra II
and Geometry). One math credit must be taken in the studentÕs senior year.
á
3
credits of Laboratory Science (including skills equivalent to Physical/Earth
Science, Chemistry, and Biology)
á
3
credits of Social Studies (including skills encompassing the core areas of
history, geography, civics, and economics)
á
2
credits of World Language (Effective: August 1, 2009 for graduates in 2013)
á
1
credit of Physical Education; ½ credit of Health Education
á
3
credits in a Career Pathway
á
3½
Elective credits
Mrs.
Jean Allen, Chair of the Committee and President of the State Board of Education,
noted that the effect of the recommendations is an increase in the course rigor
and expectations for high school students. In addition all students will be
required to take four credits of math, one of which must be taken in their
senior year. The committee is recommending that the computer literacy credit
which is now required for graduation become a requirement to be met by the end
of middle school. Furthermore, beginning with the classes to graduate in 2013
and beyond, there will be a world language requirement, the details of which
are still to be determined. The committee is recommending that a statewide
taskforce be established to make recommendations for the implementation of the
world language requirement and other issues related to world language
instruction in DelawareÕs schools.
The
Committee is also recommending that seniors be required to enroll in more than
half of the class time available under the schoolÕs scheduling system. While
the Committee has deferred to the districts to determine the exact method for
enrolling seniors, the requirement is that all students must be completing
credits in additional core courses, Advanced Placement or college classes, a
senior project, a formal work/study program, community service, or another
academic pursuit.
It
is the recommendation of the Committee that student progress be monitored each
marking period to ensure that they are successfully completing the English
language arts, mathematics, science and social studies courses. If a student is
not progressing satisfactorily, the committee recommends that supports be put
in place immediately to allow the student to successfully complete the course.
If the situation does not improve, additional measures will be taken, including
revisions to the studentÕs Individual Learning Plan (ILP), parental
conferences, summer school, and the option of a 5th year of high
school.
The
Committee was formed in September 2005 and includes representatives from the
Department of Education, the State Board, district superintendents, high school
principals, teacher representatives, school board members, community and
business groups, and higher education. Restoring the value of the high school
diploma is one of the goals or DelawareÕs Honor Grant awarded by the National
GovernorÕs Association.
A
complete copy of the report is available online at:
www.doe.k12.de.us/info/gradreqs
Claibourne Smith, a member of the Delaware State Board of Education, is
being awarded the Distinguished Service Award by the National Association of
State Boards of Education (NASBE). The national award is given annually to a
state board of education member in recognition of outstanding service to public
education.
ÒClaibourne Smith is a tireless, passionate, and enormously effective
advocate on behalf of DelawareÕs schoolchildren. His work on the state board of
education has helped improve DelawareÕs public schools and his involvement and
influence on national education issues has benefited the state education
system. Clay exemplifies personal and professional dedication to improving
public education. We honor him for the positive difference he has made to the
lives of thousands of young people,Ó said Brenda Welburn, NASBE Executive Director.
Dr. Claibourne Smith was appointed to the Delaware State Board of
Education in 1993, and reappointed in 1999. He has been a long-time advocate
for policies to close the achievement gap among all students and a driving
force for the establishment of teacher accountability in Delaware, which is now
piloting an instrument to evaluate educators using student and school
achievement data.
Smith was chairman of the 2002 NASBE task force that formulated state
policy recommendations to address the changing demographics of AmericaÕs
student population. He also participated in a national year-long study of ways
in which state boards could better establish accountability and alignment of
teacher preparation programs. Smith is currently completing a second two-year
term on NASBEÕs board of directors.
Dr. Smith is a member of the Delaware State Commission on Higher
Education, on the board of directors of the Wilmington Urban League, and is
Chairman of Delaware State UniversityÕs Board of Trustees. Claibourne Smith is
a retired vice-president of the DuPont Company and holds a Ph.D. in Organic
Chemistry from the University of Oregon.
NASBE,
www.nasbe.org, represents AmericaÕs state and territorial boards
of education. Our principal objectives are to strengthen state leadership in
education policymaking; advocate equality of access to educational opportunity;
promote excellence in the education of all students; and assure responsible lay
governance of education.
DelawareÕs Department
of Education (DOE) and the Delaware Higher Education Commission (DHEC) have
announced the awarding of 565 scholarships for $1,000 each to 464 students
statewide who have attained high scores in reading, mathematics and writing on
the March 2006 Delaware Student Testing Program (DSTP) in grades eight and ten.
The scholarship program, named in memory of Michael C. Ferguson, former
Deputy Superintendent and Acting Superintendent of the Department of Public
Instruction and former state Budget Director, was included in the Educational
Accountability Act of 1998 and is funded by DelawareÕs General Assembly.
The program authorizes a maximum of 600 scholarships annually ($1,000 each) to
be awarded to eighth and tenth graders who attained the highest raw scores on
the DSTP in the content areas of reading, writing and mathematics.
In the eighth grade, six students earned three scholarships; 32 students
earned two scholarships; and 232 earned one scholarship. In the tenth grade,
six students earned three scholarships; 45 earned two scholarships; and 244
earned one scholarship.
The law states that up to 300 of the Ferguson scholarships will be
awarded to students who participate in the free and reduced lunch (FRL) program.
Of the maximum 300 scholarships awarded in both the FRL program and the
300 not in FRL, up to 150 scholarships will be awarded to eighth graders and
150 awarded to tenth graders. Furthermore, the law specifies that the number of
awards in each content area shall be as close to fifty as possible, and that
any unassigned awards shall be allocated in the priority of reading,
mathematics and writing.
Students can use their scholarship once they begin their
postsecondary education; however, they must enroll in an institution within
five calendar years of high school graduation or the scholarship will be
forfeited. The award can only be used at regionally or nationally
accredited postsecondary institutions or at Delaware or other state-approved
private business and trade schools in the United States. The award cannot
exceed direct educational costs.
DHEC
will contact each recipient with instructions for setting up an online account
where they can keep track of their scholarship funds, update contact information
as needed and identify what college they plan to attend. Recipients can
use the same account to access other DHEC-administered financial aid programs
online.
A
complete list of this yearÕs Michael C. Ferguson Achievement Award recipients
can be found on the Higher Education CommissionÕs website at www.doe.k12.de.us/high-ed.
High school seniors
in Delaware are highly encouraged to apply for the annual Legislative Essay
Scholarship contest. For the 2007–2008 school year, students must submit
an essay between 500 and 2,000 words on the topic: The Declaration of
Independence states that Òall men are created equal." How true was this
concept then and is it true today?
The deadline to submit an essay is November 30, 2006.
Up to 62 scholarships
of $1,000 will be awarded. District winners will also compete for three
statewide awards of $10,000, $7,500, and $5,000.
A new topic is
selected each year and focuses on events, people, philosophies, technologies,
governments, or ideals in American history from approximately 1770 to
1860. Previous contest topics have been George Washington, Frederick
Douglass, James Madison, Abigail Adams, the Lewis and Clark Expedition, Alexander
Hamilton, and Benjamin Franklin. To apply, students must meet the contest rules
and submit an original essay of between 500 to 2,000 words with their
application to the Higher Education Commission by November 30.
Contest
rules and applications are available from high school guidance counselors or
can be provided by contacting the Delaware Higher Education Commission (DHEC)
at (302) 577-3240 or 1-800-292-7935 (toll-free outside New Castle County).
Interested students can also go online at www.doe.k12.de.us/high-ed/essay.htm for
this yearÕs rules and applications.