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From :
To:

Date:
Subject:

"Rivello Angeline"
"Modzelewski Wendy" <wendy.modzelewski@doe.k12.de.us>
"Degnats Maria" <Maria.degnats@doe.k12.de.us>
"Pieshala Erin" <erin.pieshala@doe.k12.de.us>
"Adkins Ruth E." <ruth.adkins@doe.k12.de.us>
"Neubauer Jon" <jon.neubauer@DOE.K12.DE.US>
9/24/2014 8:24:27 AM
Fw: LT Update: 9/29

Not to be shared but wanted you guys to see this.


Angeline A. Willen Rivello
Director, Teacher & Administrator Quality
Teacher & Leader Effectiveness Unit
Delaware Department of Education
Collette Education Resource Center
35 Commerce Way, Suite 1
Dover, DE 19904
302.857.3388 (T) 302.739.1777 (F)
angeline.rivello@doe.k12.de.us
This email and any attachments may be confidential or legally privileged. Any dissemination, copying or use of this
communication by or to anyone other than the designated and intended recipient(s) is unauthorized. If you are not the
intended recipient, please delete or destroy this communication immediately.

From: Ruszkowski Christopher


Sent: Wednesday, September 24, 2014 8:25 AM
To: Brooks Candice
Cc: Young Shana; Rivello Angeline
Subject: LT Update: 9/29

From the TLEU


Licensure/Certification Backlog
There is currently a high volume of licensure/certification applications in the queue, and DEEDs is a lower functionality w/o full time
support. As a result, +15/+30 credit applications will continue to be deprioritized, there will continue to be a wait of 6-9 months for
individuals applying for 1591-1595 (large influx per 8/31 when the "six-pack" ended), and Emergency Certifications will continue to
need Secretary Review (connected to PSB Regulatory changes as well). Maria & Erin continue to process hundreds of applications each
week, and Christopher & Angeline are coordinating with HR Directors and educators as needed.
Measure Cs--Pushback
Over the past two years, the TLEU has received significant feedback (from principals, teachers, DSEA, State Board) regarding Measure Cs
(the 46+ sets of Student Growth Goals developed by educators in 2011-2012). System outcomes data from 2013-2104 supported many of
those concerns. In early 2014, the TLEU notified the Review Committee (and later the Advisory Committee) and took action, applying three
guiding principles to the revision process. This fall, several groups of specialists (counselors, notably) have sent the TLEU email-afteremail w/ feedback on our revisions. DSEA has also gotten involved.
Below is DRAFT language that the TLEU is utilizing to message the Department's process. However, we are consider requests for
reconsideration on a case-by-case basis (utilizing these principles). Please have your team members funnel all questions through Shana
that arise on this topic:
Thank you for your input regarding revisions to Measure C Growth Goals for 2014-2015. Over the past two years, the Department has received feedback from a
broad range of educators in the field about Delawares student growth measuresthis feedback has focused on flexibility, rigor/appropriateness, and
equity/comparability across educator groups. The Measure C goals were refined during 2013-2014 for the 2014-2015 school year based on the following guiding
principles:
1.

Decrease Prescriptiveness in Target-Setting: To give educators more flexibility to create appropriate and rigorous goals in their individual school
contexts, pre-populated targets were removed (e.g. 80% of students will grow 10%)
2.
Focus on Student Growth, not Compliance: Goals that were adult-compliance oriented, or which focused on adult behavior instead of student
performance were removed or refined
3.
Alignment with Student Outcomes: Many growth goals were refined to focus on student growth and student outcomes from fall-to-spring in a given
school year
As you may know, hundreds of educators came together between 2011 and 2012 to develop student growth measures. These measures have been foundational in
the DPAS-II system, a system for which we seek continuous improvement. At present the Department is embarking on a longer-term process in which all educators
will have the opportunity to be involved in the refinement of Measure B assessments and Measure C goals. Details of this process will be distributed through many
avenues in the coming months.
We appreciate our educators commitment to identifying and setting goals that set the highest standards for themselves and our children. We will continue to
integrate this feedback as we seek to continuously improve our educator evaluation system.

Professional Learning Community (PLC) Support System--w/ Amplify <draft sample assessments attached--8th Grade, BA1>
The TLEU is continuing to work with Amplify to offer the "PLC Support System" to LEAs across the State. Currently, the bulk of the work is
around the review of the "Benchmark Assessments" being developed by Amplify. Through the PLC Support System initiative, participating

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LEAs will have access to two benchmark assessments in both Math and ELA in grades 3-12. Four of the participating LEAs are included in
the review process (Brandywine, Milford, Campus Community, and Woodbridge), and all LEAs submitted "scope & sequence" materials as
part of the assessment development process. Please contact Jon Neubauer with any questions regarding this efforts. These assessments
are being designed to provide standards-level feedback to educators so they can discuss student progress in PLCs and make necessary
modifications to their instructional practices to better meet the needs of their students. 38 schools are currently signed-up to participate in
this year's system, which includes "PLC Coaches" working directly with Principals & Teacher-Leaders.
JDG: Licensure/Certification Status in 2014-15 (political challenges ahead)
JDG has been notified since 2004 to get their school-based participants credentialed as educators as required by state law. A June 2009
letter from Dr. Lowery indicated to Dr. Lee that DDOE would allow for a one-year extension of certification requirements. The TLEU now
plans to take action against those not eligible for licensure/certification (we previously reported doing this in 2014, but then extended
another six months). 20+ "members" will no longer be allowed to serve schools.
DPAS-II Advisory Committee: 9/25 (First of Four this year)
Under revised state law, the DPAS-II Advisory Committee is now required to meet four times per year, select a Chair/Co-Chair, and advise on
regulations, federal policy, TLEU implementation, etc. This is a significant change in tone and oversight. The TLEU convened the meeting
and prepped materials for the first meeting, which took place last Thursday. Under code, there is a representative from the Governor's
Office on the committee in addition to the Chair of the House & Senate Education Committees. Both DSEA and DASA have selected three
representatives each for this year. Final committee membership will be public. The TLEU will also share a version of "Performance
Matters" (the Yr. 2 Report) with LT next week.
As you know, the public release of DPAS-II was at last month's State Board meeting (8/21). 51% of educators were rated "Effective" and
48% "Highly-Effective" this year (of the approximately 5,500 who received full evaluations). The TLEU also recently published a two page
data-set on educator perceptions/feelings about the system. It's posted here:

http://www.doe.k12.de.us/tleu_files/The_September_Set_2014v2.pdf
DSEA will focus heavily on the results from the survey, and not the outcomes of the system itself, over the next several months.
Credentialing Assessment Update: 100+ Principals/APs DID NOT PASS
This past summer, the TLEU delivered ten (10) Summer "Base-Camp" trainings for all of the state's 500+ APs & Principals. At the end of
each training, all APs/Principals completed a "Credentialing Assessment" that measures their ability to execute, calibrate, and critically think
their way through the DPAS-II system. There was a 76% passing rate. Those who didn't pass were required to return in September for a
second opportunity. Of the 106 individuals who need to return in September, only ______ have showed thus far. The TLEU will also offer a
third-and-final opportunity if necessary in October. As you know, DASA has started a "boycott" effort and sent letters to the Department,
informing the TLEU that these 100+ people are not required to be re-credentialed under state regulation. Further, both DASA and the
Chiefs told APs/Principals that did not pass the assessment to not return in September. Based upon turnout and passing rate, the TLEU will
chart a path forward in response to turnout and numbers next week.
Relay Graduate School of Education--OPENING <public communication action needed>
Relay GSE is opening its Delaware campus in October. Dean Christine Rowland has begun building a team and meeting with LEA leaders
regarding programming.
http://www.whitehouse.gov/the-press-office/2014/04/25/fact-sheet-taking-action-improve-teacher-preparation. To learn more about
Relay, there's a four-minute video on "The Relay GSE Approach" that can be found here: http://www.relay.edu/
This launch will mark the first significant pressure point since the passage of SB 51, and will raise the ire of every Delaware highereducation institution. Ultimately, Teach For America will likely partner with Relay GSE rather than Wilmington University, for instance. And
Relay's "practice-based" model will challenge the foundation of UD's "theory-based" model.
Other TLEU Headlines
Alternative Educator Evaluation Systems & "The Charter Collaborative" (Edison, Eastside, Kuumba, Prestige, Great Oaks(?)) was
approved to utilize an alternative teacher evaluation system in 2014-2015. Dr. Browne presented to the State Board on the Teaching
Excellence Framework (which includes a different rubric) last month. Great Oaks may join the TEF system as fifth school. This week the
TLEU will launch the LEA application for 2015-2016 and share with all district and charter leaders.
Delaware's partnership with national talent recruitment leader Education Pioneers (www.educationpioneers.org) has
officially kicked-off . Nine Fellows from around the country will start next week, and partners include the Rodel Foundation, Colonial
School District, Teach For America, Innovative Schools and the Office of Early Learning. A welcome event will be held TONIGHT with
Secretary Murphy. Here is the list of placements:
DOE (Accountability)

Penny Schwinn

Christopher Tate

cscotttate@gmail.com

Penny.Schwinn@doe.k12.de.us

DOE (Higher Ed)

Shana Payne

Nicole Klues

nklues@gmail.com

Shana.Payne@doe.k12.de.us

Office of Early
Learning

Nancy Widdoes

Eldrin Deas

edeas1@gmail.com

nancy.widdoes@state.de.us

TFA DE

Laurisa Schutt

Allison Smith

smith.allisonm@gmail.com

Laurisa.Schutt@teachforamerica.org

Colonial School District Lori Duerr

Hope Moffett

hope.moffett@gmail.com

Lori.Duerr@colonial.k12.de.us

Innovative Schools

Teresa Gerchman

Keina Hodge

keina.hodge@gmail.com

TGerchman@innovativeschools.org

DECharter School
Network

Kendall Massett

Al Dunn

dunn.alfred@gmail.com

kendallm@decharternetwork.org

Rodel Foundation

Rex Varner

Sivitri Boodram

boodram.savitri@gmail.com rvarner@rodelfoundationde.org

Rodel Foundation

Rex Varner

Lida Zlatic

zlaticdbk@gmail.com

rvarner@rodelfoundationde.org

The TLEU is launching working groups focused on Superintendent Evaluation (DPAS-II for Chiefs) and District Leadership
Evaluation (DPAS-II for LEA Leaders) in October/November. If you would like to participate in this effort, please contact Shannon Holston.
PSB continues to wrestle with requirements of Special Education Certification (1571). They will again take up the matter at their
10/2 evening meeting.

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The TLEU's partnership with the Harvard Strategic Data Project continues, with two new Data Fellows officially joining the TLEU on
10/6 to focus on advanced human capital analytics work. Doug Gagnon & Shanna Ricketts both come to the Department with extensive
background in quantitative and qualitative research, and both have recently re-located to Delaware. The Rodel Foundation continues
to support this work. Delaware is consistently featured on the SDP website: http://cepr.harvard.edu/sdp.
The Delaware Talent Cooperative will hold its 3rd annual event the evening of November 12th. The event will recognize 100+
educators making substantial contributions to 18 high-need schools across the state. This past summer, the TLEU conducted
monitoring visits in all eighteen participating schools. Educators earning a rating of "Highly-Effective" in those building qualify for
membership, which includes financial rewards, recognition, policy voice opportunities, and Teacher-Leadership professional
development. Ten "Highly-Effective" educators also transferred into Co-Op schools this year, falling far short of the Department's goal
for "talent attraction"/"equitable distribution".

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