SMYRNA – The Delaware Forest Service is sending a crew of 20 wildland firefighters to the Northern Rockies to help battle wildfires in the West as the National Fire Preparedness Level is now at the maximum of 5 on a 5-point scale. The team is flying from Harrisburg to Missoula, Montana (MSO) on Sunday, August 5.

 

With large fires burning in Califormia, Oregon, and other western states, skilled firefighting resources are in demand. A National PL of 5 means that “national mobilization is heavily committed… active geographic areas must take emergency measures to sustain incident operations… and potential for emerging significant wildland fires is high.” Nationwide, 134 active incidents are burning 1.56 million acres. A total of 587 wildfire crews and 28,994 personnel were currently committed to firefighting operations as of August 5.
Photos can be found on Facebook at http://www.facebook.com/DelForestService.

Delaware also has a Type 6 engine currently committed to the Ferguson Fire in California.

This is Delaware’s second wildfire crew of 2018. The first departed July 3 for the Rocky Mountains.

Since 1996, the DDA Forest Service has trained over 600 volunteer firefighters to be part of the 20-person crews it deploys on out-of-state wildfire assignments. Delaware firefighters have traveled to fires in many states: Alaska, California, Georgia, Idaho, Minnesota, Nevada, New Mexico, South Dakota, Utah, Virginia, Washington, and Wyoming. The First State has also sent personnel to aid in national or regional emergencies, such as hurricane relief efforts in Florida in 2004 and New York in 2011. Trained and dispatched by the Delaware Department of Agriculture’s Forest Service, wildfire crews are comprised of men and women of varying ages and backgrounds who represent a mix of public agencies, nonprofit groups, volunteer fire companies, and private citizens.

Despite its small size, Delaware has earned an outstanding reputation on the national firefighting scene.

EPA plans to freeze fuel-economy requirements at 2020 levels

WILMINGTON, Del. – Governor John Carney on Thursday urged the U.S. Environmental Protection Agency to reconsider its proposal to freeze federal vehicle emissions and fuel efficiency standards, and revoke the right of states to protect their citizens from harmful air pollution.

The proposal’s adoption would mean Delawareans breathe more polluted air while the state loses ground in the fight against climate change and sea level rise, and motorists pay more at the pump. EPA Acting Administrator Andrew Wheeler announced Thursday the proposal to roll back Light Duty Vehicle Standards which, in conjunction with the National Highway Traffic Safety Administration fuel economy standards, require automakers to reduce greenhouse gas emissions and improve the fuel economy of passenger vehicles.

EPA plans to freeze gas-mileage and fuel-economy requirements at 2020 levels, and remove California’s ability to determine its own vehicle regulations for greenhouse gas emissions. Rescinding California’s authority is particularly troubling because 12 states, including Delaware, and the District of Columbia, have adopted California’s more stringent emission standards, which help to reduce greenhouse gas emissions, improve air quality, and mitigate the effects of climate change.

“Delaware is committed to expanding the ability of our citizens to choose clean vehicles,” said Governor Carney. “I urge the EPA and the Trump Administration to reevaluate this proposal, which impedes states’ rights and authority to improve air quality, and to consider the long-term economic and environmental impacts from a freeze on vehicle emissions and fuel efficiency standards. Delaware intends to fight this proposal, which would lead to serious setbacks in the state’s efforts to clean up our air and stimulate job creation through clean technology deployment.”

“EPA’s proposal would further thwart our efforts to achieve better air quality and, just like what Delawareans face in out-of-state pollution crossing our borders, would be detrimental to public health, and hurt Delawareans in our wallets, too,” said Shawn M. Garvin, Secretary of the Department of Natural Resources and Environmental Control. “But whatever the outcome of EPA’s proposal, Delaware will continue to manage environmental programs and enact policies that foster transportation innovation and further reduce greenhouse gas emissions in the state.”

The State of Delaware adopted California’s Low Emission Vehicle standards in 2010.

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WILMINGTON, Del. – Governor John Carney on Thursday released the following statement on the Delaware Department of Education’s announcement that the department will not be finalizing the current version of Regulation 225:

“Last July, I asked Education Secretary Susan Bunting to draft a new regulation that would require Delaware’s school districts and charter schools to create consistent, meaningful anti-discrimination policies. We acted on the simple premise that no child should be made to feel uncomfortable or unwelcome at school because of who they are. Every student deserves to be respected and affirmed. Our goal was to help protect Delaware children from discrimination at school so they could focus on their education. That remains our goal today.

I also believe that families are critical to the education of Delaware’s children. Parents are their children’s first teachers, and they are our partners in this endeavor. The more engaged and involved families are in their children’s education, the better off our students will be.

Throughout the process of creating this regulation, I carefully listened to the feedback of Delawareans. Secretary Bunting did the same. We heard concerns from parents who wanted to ensure they had a say in the decisions schools make regarding their children. We attempted to address those concerns. On the other hand, we heard and understand concerns that have been raised by the LGBTQ community. They are working to protect some of our state’s most vulnerable children.

In light of the recent Boyertown decision by the Third Circuit, and the comments received from across our state, we are considering our next steps on Regulation 225. We will remain committed to public engagement as we determine the path forward. I want to thank Secretary Bunting and her team for their work on this regulation, and for their commitment to public engagement throughout this process. I also want to thank members of the development team that crafted the original regulation – including students, parents, superintendents, principals, school board members, and advocates.

The most important part of my job is to make sure each and every child in Delaware has an opportunity to be successful in the world. This is difficult work. And our work is not done. I look forward to continued discussions with members of the General Assembly, Delawareans, and Delaware families across our state about how best to make progress.”

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UPDATE: The Delaware Department of Education announced on Thursday that it will not be moving forward to finalize the current proposed version of Regulation 225. The department received more than 6,000 comments in response to the revised proposed 225 Prohibition of Discrimination Regulation, which was published in the June Register of Regulations. Those comments now are available online for public review here.

“Recent court decisions have raised important legal questions regarding this issue, and the significant public comments make clear we still haven’t struck the right balance,” Secretary of Education Susan Bunting said. “For those reasons, we’re not going to finalize the current proposed version of the regulation.”

 

Previous release dated Friday, June 1, 2018:

State seeks public comment on revised proposed antidiscrimination regulation

The Delaware Department of Education is seeking public comment on a revised proposed 225 Prohibition of Discrimination Regulation, which will be published in the June Register of Regulations today.

 

The department received more than 11,000 comments on a previous version of the proposed regulation. After careful review of that feedback, Secretary of Education Susan Bunting made responsive changes. The version to be published today:

 

• Removes the provision that allowed students to make changes on how they were identified without parental involvement and adds a requirement of parental notification and permission; and
• Substitutes the state’s suggested model policy for a guidance document to assist districts and charters in creating local policies.

 

Because the revised proposed regulation reflects substantive changes from the previous version published, the regulation has been published in the Register again with another month-long public comment period before any decision on a final regulation is made.  Secretary Bunting thanks those who shared their feedback during the first formal comment period and encourages the public to again share comments by July 6. All comments received will be posted online after the public comment period ends.

 

To be considered as part of the public record, comments must either be submitted via email to DOEregulations.comment@doe.k12.de.us or via mail to the attention of Tina Shockley, Department of Education, 401 Federal St., Suite 2, Dover, Delaware 19901. Comment submitted to other email addresses will not be accepted. Comments must be received by July 6.

 

Media Contact: Alison May, alison.may@doe.k12.de.us, 302-735-4006.

Some districts, schools show greater gains

Statewide assessment results released today show gains made in some districts and schools with local administrators crediting a variety of supports for their students’ growth.

District and charter leaders in the schools said they used state-provided resources such as a free digital library of teacher-designed curricular supports as well as interim assessments to better identify student learning gaps and target instructional support. Many also credited strong, systematic professional learning for educators and the use of professional learning communities to give staff time during the school day to discuss student learning and focus instructional supports.

“Our educators and students worked hard to achieve these successes,” Secretary of Education Susan Bunting said. “We’re seeing more schools and districts using tools provided by the state to help inform instruction and improve student learning. We will continue supporting our teachers so that we can collectively improve achievement levels across the state.”

Today’s release includes results from the Smarter English language arts (ELA) and mathematics assessments given in grades 3 to 8 and the SAT administered in high school. Because the state is transitioning to new science and social studies assessments, students took field tests in those subjects this year. Results for the state’s alternate assessment, administered to those students with significant cognitive disabilities, also were released.

Educators already have received their students’ scores — Smarter results, for example, are available to teachers three weeks after their students complete the test — and were able to use them to plan instruction for the remainder of the school year. Families will receive score reports with their children’s results via U.S. mail beginning next week. Family guides and other resources are available on DelExcels.

For more information on state assessment results, visit the online assessment tables and see the 2018 assessment presentation.

Smarter Assessment (ELA/mathematics)

Overall percentages of students scoring at the proficient level or higher statewide largely held steady from last year with more change visible at the district and school levels.

Statewide, 54 percent of students scored a 3 or higher on the 4-scale Smarter assessment in ELA this year, compared to 54 percent in 2017 and 52 percent in 2015, the first year the assessment was administered. In mathematics, 44 percent of students scored at 3 or higher in 2018, compared to 45 percent last year and 39 percent in 2015. The following chart shows the grade-level results.

Note: While Smarter currently is tested in grades 3-8, in 2015, it included grade 11.

 

The district with the highest performance overall in ELA was Appoquinimink followed by Cape Henlopen and Caesar Rodney, tied for second. In math, Cape Henlopen led the state followed by Appoquinimink and Indian River, tied for second. Newark Charter and Sussex Academy topped charter schools in the state for ELA and math.

Laurel School District’s gains were the greatest in the state for ELA and second greatest for math this year. ELA went from 32 percent proficient in 2015 to 41 percent in 2017 and 51 percent in 2018, a 10-percentage point increase since last year and a 19-percentage point increase since the assessment was first administered. In math, the percent proficient went from 20 percent in 2015 to 38 percent in 2017 and 42 percent in 2018.

“First and foremost, we credit our successes to our diligent and dedicated instructors, who worked collaboratively in school data teams analyzing student performance to foster a continuous improvement model throughout our schools,” Laurel Superintendent Shawn Larrimore said, Ed.D. “Paramount to this cycle of continuous improvement was the implementation of several key areas of focus, including a highly-personalized blended (Response to Intervention) model for all students; consistent student exposure to, and deep analysis of, the Smarter Interim Assessments; and the integration of the Smarter Digital Library Playlists into our daily instructional routine.  Additionally, the district has continued to provide individualized content area coaching for all instructional staff through university partnerships and internal instructional coaches to continuously improve planning, instructional delivery, and professional learning communities collaboration.”

In fact, North Laurel Elementary had the greatest gains of any building in the state in ELA last year and was in the Top 10 for math.

In this video, Laurel district and school educators talk about the positive impact state-provided Smarter instructional supports had on their students’ learning.

“Usually after we take the interim assessments, we can find out the areas of need,” fourth grade ELA teacher Jamie Pastusak said. “And then we can go into the digital library and usually through a collaborative group during PLC time or maybe even during our teaching teams, we are able to find lessons that we can pinpoint exactly how to best meet the needs of those students.”

Fourth grade special education teacher Kati Hartstein also praised the resources.

“The level of information that we get from the interim assessments is extremely informative. We know specifically which students are struggling in which areas and then we can go to the digital library and find lessons and resources for that specific topic,” she said.

In math, the district with the strongest gains this year was Seaford, showing districtwide increase of about 5 percentage points, bringing its overall proficiency to 46 percent. Seaford also was second highest in the state in ELA gains, up 4 percentage points since last year (50 to 54 percent).

Seaford’s Douglass Elementary had the strongest math gains of any school in the state: a nearly 14-percentage point increase over last year (47 percent proficient in 2017 compared to 61 percent in 2018).

“We are excited about the continuing progress our students are making,” Seaford Superintendent David Perrington said. “This type of progress is made possible through the efforts of many. The Seaford School District is fortunate to have strong and committed building leadership that believes all students will be successful.  We have teachers and staff that believe they can make a difference and they do so each day with our students. The district has provided an environment where high quality curriculum resources and meaningful professional development is available and implemented with data driven focus. Our schools have become places of learning that provide enriching experiences for every student.”

Many buildings across the state have their own success stories.

Capital School District’s Towne Point Elementary and Fairview Elementary both were in the Top 10 schools with growth for math, making double-digit gains.

Capital Supervisor of Elementary Instruction Pam Herrera said Capital used system-wide professional learning for school-level teams focused on specific strategies and classroom application of the academic standards based on needs identified at the school level.

“As a part of Capital’s feedback cycle, teams for both ELA and math engaged in (professional learning communities) and school-based meetings, grade-level coaching cycles with instructional coaches, opportunities for peer-to-peer classroom visitations (both within the school and across the district to other district schools), and sharing of evidence to ‘showcase’ their work by creating a virtual album that was shared across schools,” Herrera said, adding some elementary schools “focused on small group instruction in math and the coordination of services for small group support and intervention/enrichment support.”

Herrera also credited strategies for increasing rigor and providing more opportunities during math instruction for mathematical thinking and problem solving and bringing student tasks to professional learning communities for helping guide schools to focus on identifying specific student needs related to standards and to plan collaboratively to better meet student needs.

Likewise, in ELA, there was a strategic focus on developing strategies for teaching academic vocabulary to enable students to master crucial concepts and gain a more in-depth understanding of new vocabulary and complex texts, Herrera said, adding that schools focused on the outcomes of understanding text and the indicators of deeper comprehension. The use of craft lessons for writing, particularly mentor sentences, were used to serve as examples to help students identify different elements of writing including structure and style, she said.

In the coming weeks, the state will be taking a closer look at the results to identify strong gains and setbacks in subgroup performance to better understand the changes reflected in the overall scores. The department will look at performance based on socioeconomic status and racial demographics as well as for students with disabilities and those who are identified as English learners.

Full district-, charter- and school-level results are available here.

 

SAT

In SAT, the state’s accountability test for high school, overall state proficiency in the SAT evidence-based reading and writing (ERW) assessment was 50 percent this year – a 3-percentage point decrease. In math, 28 percent of students demonstrated proficiency this year compared to 29 percent in 2017.

It is important to note that today’s score release is distinct from the College Board release in September. In that annual release, the College Board, which administers the SAT, reports on graduating class data. Today’s release by the state reflects the scores of the incoming Class of 2019.

Three charter schools topped the state in ERW and math scores: Charter School of Wilmington, Newark Charter and Sussex Academy. The top-ranking district high schools for both subjects were magnet schools in Red Clay Consolidated School District: Cab Calloway School of the Arts and Conrad Schools of Science.

 

 

Alternate assessment

This year the state launched a new alternate assessment for students with severe cognitive disabilities thus no comparative data is provided for prior years.

In ELA, scores ranged from 12 percentage of students scoring at the proficient level in 3^rd grade to a high of 42 percent in eighth grade. In math, the scores ranged from a low of 8 percent in seventh grade to a high of 30 percent in fourth grade. Science was assessed in grades 5, 8 and 10 with 12, 23 and 21 percent of students scoring at the proficient level in each grade, respectively.

More about state-provided resources

• The Smarter Digital Library is a free online resource available to Delaware educators. The library currently houses more than 3,000 instructional resources and professional learning materials aligned to the Delaware academic standards. These resources are created by teachers for teachers and are designed to improve instruction and advance student learning throughout the school year.
• The Digital Library also offers interim assessments. Interim assessments support teachers by helping them determine where students are in their learning as well as if they need additional instruction or can move onto more challenging work.
• Khan Academy provides Delaware students with free personalized SAT prep based on their PSAT results. Students can access full-length practice tests, study tips, problem-solving videos and more to support specific learning areas of need. The online platform allows students to receive instant feedback and monitor their progress from both school and home while preparing for the SAT.