March 2015The Delaware Department of Education is pleased to have the opportunity to jointly respond to the questions and concerns of the Joint Finance Committee and House Education Committee, raised on February 18, 2015. Members of both committees asked similar questions on Race to the Top, and to ensure a complete response, the Department has gathered all of the questions and is providing collective responses. We look forward to further discussions of these important issues.

Joint Finance Committee QuestionsTechnology & Ed Insight Portal (Smith) 1. Provide information on effectiveness and data quality. Attached is information on the Data Quality Campaign (DQC). (Attachment 1) The DQC is a national organization that supports and encourages state efforts to gather a wide variety of datasuch as attendance, grades and course-takingthat teachers, parents and school and district leaders can use to help ensure that every student is making progress toward college and career readiness all year long. The DQC has laid out 10 state actions that ensure effective use of data. Delaware is one of only three states in the U.S. that has taken all 10 of those actions. The DQC notes that a state cannot meet the data needs of every educator, parent or school; however, the state does play a critical role in ensuring effective data use at all levels, from providing longitudinal information on a students education history to ensuring local users have access to quality data and capacity to use the information to information decisions.2. How the Ed Insight Dashboard different from eSchool?Attached is a graphic illustrating the data systems DOE maintains and how they are related. (Attachment 2) The graphic shows that eSchool is used to collect routine information about students such as the classes they are taking, attendance and grades. Another system is used to keep track of the Individualized Education Programs (IEP Plus) mandated for students with disabilities. Administrative data is captured separately from each system, and feeds into a data warehouse which produces accountability, performance and other reports.Also attached are screen shots of the Education Insight Dashboard and descriptions of the Education Insight Dashboard, Early Learning Insight Dashboard and Performance Plus. (Also included in Attachment 2) The Education Insight dashboards collects and displays information about individual students that includes attendance, disciplinary measures, test scores, grades, credits earned, SAT, PSAT and others. This data is also reported for classrooms, schools and districts.

3. Provide chart comparing all education technology systems including: what they do, age, on-going costs and information on success.Please see attached spreadsheet. (Attachment 3)Schoology Learning Management SystemA Learning Management System (LMS) is a computer-based platform that makes teachers jobs easier by giving them access to a wide variety of information and resources all in one place. Schoology, a New York City-based company, runs LMS, which has over 8 million users in 60,000 schools worldwide, was chosen by Delaware educators through the RFP process. 200 teachers in 8 districts were already using the system. The DOE anticipates that a minimum of 40,000 students will use the system for coursework and 15,000 teachers will use it to access professional learning opportunities in the 2015-2016 school year. The state will pick up more than half the per-student cost of the system.

Educators will have the freedom to decide how to use the system. Among the potential uses:

Giving students access to videos, images, original historical documents, virtual science experiments, educational games, educational software, data and websites aligned with the Common Core. Students will be able to access these resources anywhere, anytime. Posting homework assignments and videos of in-class lessons, allowing students who were absent to keep up with the class. Allowing students to submit assignments and teachers to grade them online, using criteria aligned with the Common Core State Standards. Participating in professional learning opportunities (both those required by the state and others, such as how to use technology effectively to increase students learning opportunities outside the classroom.) The classes will be free and will count toward the credits teachers have to earn to retain their license. Accessing student information, including grades, absences, test scores and other relevant data. Collaborating on lesson planning with other teachers in their school, district or state. Allowing students to collaborate with their peers on projects. Conducting an entire class on line.

Teachers who are already using the system say it is allowing them to personalize students learning in ways that would not otherwise be possible. Students who successfully complete a lesson at home can keep going, making it possible for teachers to give extra help to other students who need it. Teachers also report that students are more engaged in their learning, because they have more control over their learning.

4. Would districts require teachers to enter data into the Learning Management System? Does it add more work for teachers? (Bushweller)Teachers report that the Schoology Learning Management System makes their jobs easier. Routine tasks such as grading homework and posting grades can be done more efficiently. They like that they dont have to repeat lessons for students who were absent, because the students can get the lessons on line. Teachers especially appreciate that they can share lesson plans with othersor borrow a lesson plan from a colleague in their school, district or elsewherewith a click of a button.

Teachers may distribute documents, create assignments, provide written feedback to students, post announcements and grade assignments in the LMS. Those are all tasks a teacher does in the normal course of a day. Could districts require teachers to enter data to the system or post their lesson plans on line? Theoretically, they could, however, districts already require teachers to do these tasks and the LMS would make those routine functions less time-consuming.

5. Is the Department of Education collaborating with the University of Delawares Center for Disabilities on the development of the LMS? (Smith) The University of Delawares Center for Disabilities Studies has programs such as the Delaware Assistive Technology Initiative (DATI), the Delaware Accessible Instructional Materials (AIM) Center and the ACCESS project (Adapting Curriculum and Classroom Environments for Student Success) that work to ensure that students with disabilities have the same access to a rich, standards-based curriculum as students without disabilities. Similarly, one of the functions of a LMS is to make it easier for teachers to connect students to a vast array of videos, images, texts, educational games and other resources. The DOE is not collaborating with the Center for Disabilities at this time but the LMS has the potential to benefit all students, whether they have disabilities or not. Another similarity is that the University of Delaware is beginning to offer some of its professional learning opportunities on line. The DOE has been offering professional learning opportunities on line for several years. After June 30th, a minimum of 15,000 Delaware educators will be accessing those opportunities via the Schoology site.Class Size6. Provide data on number of students in K-3 classrooms. (Smith) Here is the link to the most recent survey results. http://www.doe.k12.de.us/Page/1510

Race to the TopIn 2010, Delaware won a $119.2 million grant in the first round of the federal Race to the Top competition. It was only one of two states (the other was Tennessee) to do so. Delawares application had the backing of its educator associations, school districts, elected officials and business leaders. The application laid out a comprehensive strategy for increasing the college and career readiness of Delawares high school graduates. Key elements of the strategy were implementing rigorous academic standards, helping teachers and school leaders become more effective, using a variety of student and related data for instructional decisions, increasing the high school graduation rate, encouraging students to take more Advanced Placement courses and improving access to college. Even though $119.2 million is a large sum of money, it amounted to only 1.5 percent of the total resources allocated to public education in Delaware over the course of four years. The federal government was very clear that the money was not to be used to cover basic expenses; it was supposed to be used as a catalyst for systemic changes that would improve the outcomes for Delaware students for many years to come. Under the terms of the grant, half of the money was to go to the State Department of Education to provide supports for schools and districts. The other half was to go to participating districts. The money had to be spent for the purposes approved by the U.S. Department of Education. The USDOE has regularly monitored how the money was used by the State as well as by the schools and districts 7. Could the DOE slot people in positions currently funded by Race to the Top into existing vacancies? (Smith) The DOE is requesting that 10 positions currently funded by Race to the Top be converted to positions paid for by the States general fund. These are not new positions. These positions were originally reallocated from other state agencies to DOE to carry out the work agreed to when Delaware accepted the Race to the Top grant. The work performed by the people in these positions has increased the capacity of the states public schools to deliver rigorous instruction to its students. And we have made great progressthe high school graduation rate is at a record high; weve seen huge increases in the number of students taking and passing Advanced Placement tests; teachers in Delaware schools are implementing the Common Core State Standards; our teachers have access to better data and are using it to make instructional decisions. The Governor has recommended that these positions be converted, but at this time DOE does not have enough general fund salary dollars or vacant general fund positions to convert these 10 positions.A list of DOEs current vacancies, along with their hiring status is attached. (Attachment 4)8. Provide survey data from educators expressing supports for Race to the Top initiatives. (Johnson) Educators value their Professional Learning Communities (PLCs). PLCs allow teachers to meet every week to discuss student learning and brainstorm ways to improve lessons. Race to the Top funds were used to hire data coaches to help teachers learn how to incorporate data into those discussions.

76% of teachers surveyed felt that supports such as instructional coaching and PLCs led to improvements in instructional practices. This finding was repeated in two consecutive surveys of PLC participants.

The DOE recruited 75 of the States top teachers to work with their colleagues on the implementation of the Common Core State Standards. This group puts on a spring TeachFest event at which hundreds of teachers get together to design instructional units aligned with the Common Core. Here is some data and comments from participants. Based on survey results, 95 % of teachers would recommend TeachFest to a colleague

Why? Great PD that can be used immediately

The biggest thing for me that I have taken away from this is, I have a big job to do. I have to prepare my kids for success and put blinders on to the negativity the career always seems to succumb to. I have to teach them that it is OK to struggle, and it is going to be really uncomfortable to step out of that zone and grow (just like us at TeachFest), but it is necessary for success. Your growth only happens outside of your comfort zone. Being able to work with educators from across the state is so valuable. Also being taught how to create something that can be used by yourself and others and having a coach and a team to help along the way is an experience teachers will not get anywhere else.

How did TeachFest compare with other professional development you have experienced?

TeachFest was by FAR the BEST and most meaningful and inspiring professional development I have ever experienced. I felt so valued. I felt that my time was worthwhile and not at any point did I feel as though my time was being wasted. I loved that it was so focused, and I left knowing exactly how to implement what we did into my classroom. Teach fest opened my eyes to common core and choosing worthwhile tasks.

Common Ground Feedback

In March 2014, only 56% of teachers felt supported in their implementation of the Common Core State Standards, compared to 80% in November 2014 In March 2014, only 31% of administrators were feeling supported in implementing the Common Core State Standards, compared to 80% in November For our current Common Ground initiative we have 26 Local Education Agencies involved an addition of 7 charters and 2 districts from the previous year. According to the pre-survey, only 30% of participants were confident in their understanding of a balanced assessment system and the data to drive the instructional cycle; this nearly doubled to 54% following the first convening in September. See attached letters for additional feedback on RTTT initiatives from our educators. (Attachment 5) AP - we saw that many of our students were demonstrating readiness to take college-level biology courses, but were not accessing or succeeding at high rates. In 2012, 440 students took the test and approximately one third of them passed with a three or higher. By 2014, we had over 600 students taking the test and almost 60% were scoring a three or above. This is due to an investment in AP training for teachers and AP supports for students using RTTT.

9. How many employees and contractors are in the Teacher and Leader Effectiveness Unit (TLEU) in total? (Bushweller) Working from the 1512 Jobs Report submitted several times during the grant period, these are the Race to the Top-related positions and contractors within the TLEU.

Within DDOE:10 Full-Time Staffers, 2 Contractors, 2 Harvard Strategic Data Fellows The Data Coach Project (contract):4 Data Coaches,1 project/program manager (originally 29) The Development Coach Project with University of Delaware/Delaware Academy for School Leadership (contract):7 Development Coaches,1 project/program manager Delaware Teachers Institute at University of Delaware: 1 Project Manager Relay National Principals Academy Fellowship--School Leadership Coaching(contract):1Operations Manager The Vision Network (contract):2 Program Managers Delaware Leadership Project: 1 Project Manager, 1 Operations Director Talent Retention/Attraction Contract (now Delaware Talent Cooperative): 1 Operations Director, 1 Recruiter "Early Adopter" Principal Practice Rubric (DPAS-II for Administrators): 1 Operations Coordinator, 1 Project Manager Teacher & Leader Effectiveness Unit part-timecontracted services:5 Contractors Total jobs in the TLEU funded by Race to the Top (on average at any given point of the five-year grant period: Approximately 35.

10. Have any objective evaluations been completed on effectiveness of Race to the Top projects that show links between money and student achievements? (Bushweller) The USDOE has evaluated Delawares Race to the Top program each year. The year 3 report (2012-2013) can be found at http://www2.ed.gov/programs/racetothetop/performance/delaware-year-3.pdf Previous years reports can be found at http://www2.ed.gov/programs/racetothetop/performance.html Development Coach evaluation: An Examination of the Delaware Development Coach Program by the Mid-Atlantic Regional Education Laboratory Alternate Routes to Certification evaluation: http://dedoe.schoolwires.net/cms/lib09/DE01922744/Centricity/domain/271/present and reports/DDOE_AltCertEval_LegislatureReport.pdf11. Provide a list of programs, positions and costs that were eliminated prior to Race to the Top and during Race to the Top due to initiatives that were ended. (Miro) The DOE has carefully reviewed what has worked and is working, and has made some tough choices. Some of the initiatives that have been eliminated are: STEM residency, school administrative managers project (SAMs), Delaware Teaching Fellows, school leadership coaches. Additionally the Department has taken statewide initiatives and targeted them to schools with specific needs. For example, data coaches are now working in 40 schools, down from 200. Development coaches are now working in 50 schools, down from 80. The Vision Network now includes 15 schools, down from 30.. In addition the DOE has reallocated positions and dollars from lower priorities to higher ones. For example, the Department allocated a position to focus on School Leadership, which was a major priority area of RTTT (Section D-5, approximately $10 Million), but has not historically been found in the Departments budget/priorities.

12. Survey data the DOE is receiving versus what the JFC is hearing from the districts/teachers in the field. Based on the TELL-Delaware survey that was completed in 2013, here is information that was received by the Department directly from our educators. Educators feel their schools are good places to work and learn. 80 percent of respondents agreed that their schools are a good place to work and learn. 77 percent indicated they plan to remain teaching at their respective schools. Educators feel they have the appropriate resources in their schools. 73 percent believe teachers have sufficient access to appropriate instructional materials. 75 percent believe teachers have sufficient access to a broad range of professional support personnel. 68 percent feel sufficient resources are available in their schools for professional development. 60 percent feel professional development deepens teachers content knowledge. Educators believe they are respected for their skill and expertise. 76 percent said teachers are recognized as educational experts. 76 percent said teachers are recognized as educational experts. 75 percent agreed that they feel trusted to make sound professional decisions about instruction. Educators seem to value their professional learning communities (PLCs). 76% felt that supports like instructional coaching and professional learning communities translate to improvements in instructional practices by teachers. Most recent survey Delaware Professional Learning Communities: 2012-13 Participant Survey Report (August 2013)is available at http://dedoe.schoolwires.net/Page/1073) The complete survey results are located at http://www.telldelaware.org.

13. How many students are taking and passing Advanced Placement exams and earning college credits? (Miro) SCHOOL_YEARTotal students scoring a 3 or higher on AP examTotal # of students taking an AP exam% scoring 3 or higher

20111,3742,75150%

20122,1844,16952%

20132,3764,55852%

20142,4784,81451%

House Education Committee Questions Rep. Jacques14. Have Partnership Zone schools been successful?

Our Goals for the Partnership Zone were as follows:

Four Schools in Cohort 1 (Stubbs ES, Glasgow HS, Howard HS, and Positive Outcomes) identified in fall 2010, develop PZ Plans with implementation beginning in 2011-2012 school year. All made Adequate Yearly Progress in the first year of implementation. Six Schools (Cohort II) identified in fall 2011, develop PZ Plans with implementation beginning in 2012-2013 school year. Two of the six schools in Cohort II (Lewis Dual language ES and Dover HS) made AYP in their first year of implementation (2012-2013). Two of the Cohort II schools (Marbrook ES AYP and Stanton MS Exit Targets) made AYP or their Exit Targets in their second year of implementation Two of the schools in Cohort II did not make AYP or their Exit Targets Of the 10 schools, 8 met AYP within two years of operation within the Partnership Zone. Laurel Intermediate Middle School was given a 1 year extension to continue implementing their plan due to a changes in school and district leadership, and grade reconfiguration in year two of implementation Bancroft ES was named a Priority School in 2014 The School Turnaround Unit (STU) provided support to Partnership Zone schools and developed a Turnaround 2.0 plan to sustain and strengthen its turnaround work. Representatives from an LEA visited by representatives of the USDOE during the Year 4 onsite review noted that STU support has been helpful during different stages of the PZ school implementation (i.e. more or less frequent visits based on an individual schools plan and data). Moreover, school-level stakeholders from this LEA noted that the culture at their schools have improved due to PZ participation. That LEA also expressed satisfaction with the financial support provided to PZ schools as well as with the material resources that they were able to purchase to address school needs.

15. How did they (PZ schools) implement after-school or summer school supports? See attached for summary of increased learning time. (Attachment 6)

Rep. Potter 16. How much, by district, was spent for after-school or summer school supports? (These were the planned expenditures for activities conducted before and after school including summer during the RTTT grant)Extended (Out of School) Student Supports

Caesar Rodney$ 427,400

Cape Henlopen$ 226,176

Capital$ 307,450

Christina$ 823,984

Delmar$ 257,614

Indian River$ 230,000

Lake Forest$ 107,000

Laurel$ 29,835

Milford$ 198,000

NCC Vo-tech$ 9,000

Polytech$ 200,270

Red Clay$ 28,522

Seaford$ 264,153

Smyrna$ 18,000

Sussex Tech$ 139,604

Woodbridge$ 103,500

Total$ 3,370,508

17. Provide number of minority teachers that have been recruited. We do not currently have an exact number of minority teachers that have been recruited/hired within the State. However, we recently released a reportreport that reviews Delawares racial diversity in our teacher and leader workforce. Additionally, there are currently 338 applicants of color (as self-reported voluntarily) out of the 4,277 teacher applicants in the Join Delaware Schools online system. Additionally recent data from DOE offers a breakdown of the racial composition of graduates from Delaware programs working in Delaware. That information can be found at http://dedoe.schoolwires.net/Page/227.The number of diverse candidates recruited and hired to teach in our classrooms is low and does not reflect the racial diversity of our students. Disturbingly, these low numbers are aligned with national trends. We recognize the need to be direct in our diversity recruitment strategy and understand that we must refocus our efforts in this. The state has invested in talent pipelines such as Teach For America (TFA) and The Delaware Leadership Projecttwo programs that produce candidates who are much more diverse than state and national averages.

Teach For America (TFA) is an example of an organization doing some great work nationally on this as they are highly-selective and able to recruit a class where half identify as people of color (http://blogs.edweek.org/edweek/teacherbeat/2014/08/diversity_on_the_rise_among_tf.html). Two-thirds of TFAs current Delaware corps is individuals who self-identify as people of color. Over half the residents who have graduated from The Delaware Leadership Project identify as people of color.

Diversity recruitment work is challenging but it is doable. Recent efforts to attract a more diverse candidate pool to the State have included:

LEAs targeting recruitment at Historically Black Colleges and Universities. Advertisements in publications with a broad market reach. Advertisement in publications targeted to diverse candidates (i.e. Teachers of Color magazine). Distribution of diversity recruitment tactics toolbox to all LEAs. Marketing on Ed Weeks Top School Jobs, which has an extensive and diverse candidate base. Launch of Join Delaware Schools marketing campaign that will have a targeted diversity focus.

Initial conversations with districts/charters about the path forward on this important issue include:

Creating a Grow Your Own Initiative Marketing campaign geared specifically to diversity Hosting statewide Diversity Recruitment Fair Incentives for educators of color to join Delaware schools Development of a diversity recruitment work groupRep. Williams18. Why does the Department use Booker T. Washington (BTW) as a turnaround example when it is not representative of most Delaware Schools? Why did we spend $700k on such a small population of kids?

Each Focus School was given the opportunity to apply for a grant of up to $250,000 per year. Booker T. Washington Elementary School had a large achievement gap between its low-income and non-low income students. The school has made tremendous gains in narrowing that gap since the 2010-2011 school year. The percentage of the schools low-income students who are proficient in English language arts and mathematics has increased 37 points since then. The achievement gap between low-income students and their non-low income peers fallen from 36.8 points to 8.7 points. The school used grant funds to hire reading and math specialists to provide academic intervention/enrichment during the school day; provide stipends for teachers for extended day programs and summer programs; and to provide transportation for students to after school summer programs. The school also coordinated with community-based organizations such as the Delaware Food Bank and the Salvation Army to help meet the needs of their students and families.Below are comments reported to the DOE by members of the BTW community:Teachers The extended day program at Booker T. Washington Elementary has made a positive impact on our school community. It gives parents a safe and nurturing place for their children each afternoon. Students can grow academically because their teachers have more time to enrich and reteach concepts based on the needs of their students. They are also afforded the opportunity to participate in extracurricular or choice activities, at no cost to their families. Yvette Davenport, First Grade Teacher Having the ability to reteach and further explore math concepts that my students were struggling with proved to be very beneficial and allowed me to reach struggling students in a small group setting. It was also more relaxed and all of the kids were willing and eager to work on their math skills with me during the extended day program. Teachers reported that their students were eager to stay and looked forward to the fun learning opportunities that were presented in the extended day program. It's a great experience! Latoya Burton, 1st Grade Teacher "The Focus School Grant has had a tremendous impact on both the climate and academics at Booker T. Without it, our model extended day program would not exist. That program is a key factor in our school's success."Adam Baughman, 2ndGrade Teacher This program is beneficial to our students. It helps them receive small group instruction on key concepts to develop a stronger background of the concepts as well as extend their thinking. It helps them to become more independent and fosters a growing love of learning. Students are eager to participate and look forward to staying for the after school program. With this program we have been able to close achievement gaps and for individual students, they have been able to show tremendous growth in their academics, social skills, and emotional needs.Angela Darling, 3rd Grade TeacherStudents Jaylea I attended the after school program and it was fun because my first day I signed up for the Stepping jazz dance class. After a few months I then signed-up for basketball and it was great. It also helped me to raise my grade in math. I sometimes went to Mrs. Robinson to act out stories. It was also fun performing with the Steppers at the end of the after school program. I hope that we will have all the fun activities again this year. Adasia I felt that the extra time was great. It gave me a chance to learn, get my homework done, and have fun while I was at school. It also helped me get in to the 4th grade and it helped me with DCAS reading and math. Extra time is the best. Rene I really liked the food because it was really good and I was always really hungry at the end of the day. KayLyn I liked it because we got to do the computer. I liked it because I learned how to draw on it. I learned math and reading. I like reading because it was fun. I learned new things because I learned things I didn't know before. Parents Mrs. Stevens Parent of a fourth grader BTWs extra time program is wonderful. Im a parent who works two jobs, and its comforting to know that my child has a safe place to go at dismissal time. My child receives help with her homework, which is great because when I get off at 9:00 p.m. after working two jobs, I dont have to worry if Morgans homework is done because I know that it is because of this program. Im looking forward to Morgan bringing home her extra time program registration form home for me to complete for this school year. Ms. Steed Parent of a third grader As a parent of a student who attended the BTW Extended Day Program, I was thrilled with the results. My child got the extra help she needed in Math and was given the opportunity to extend her reading skills. The results were noticeable in the classroom as well as with the State testing. The extracurricular was also amazing as my child was able to choose an activity she would not have had access to otherwise. Thank you for this amazing program and to all the teachers that were extremely dedicated to not only my child but many other children. You are The Best in the WORLD!!! Mr. Culver Parent of a third grader Mr. Culver said that his daughter really enjoyed BTWs extended day program on the days that she attended. He said she enjoyed the various activities that she was able to participate in during her time spent in the program. Mr. Culver further stated that he and his wife liked the fact that she was able to complete her homework and assistance was provided if necessary. Both parents were grateful for the resources available to their daughter. Lastly, he found comfort in knowing that if they had a meeting that ran late, their daughter was in safe and secure environment.

19. Provide information on Delawares Early Learning Challenge Grant

The USDOE & U.S. Department of Health and Human Services awarded the DDOE a Race to the Top Early Learning Challenge grant of $49,878,774 in December 2011. There are 5 DOE positions associated with this grant and although the grant and positions are within DOE, Secretary Ranji of the Department of Children, Youth and their Families manages the grant and associated positions. Just like the positions for Race to the Top, these five positions were vacant positions within state government that were reallocated for the Early Learning grant.

The grant has 4 high-level goals with 3 strategies under each goal:

Goal 1: Expand Comprehensive Screening and Follow-up for Young Children Strategy 1: Engage health care providers to conduct more screenings Strategy 2: Link more families to follow-up services Strategy 3: Strengthen child mental health services

Goal 2: Expand Number of Stars Programs and High Needs Children in Stars Strategy 1: Provide financial incentives for Stars programs serving high needs children Strategy 2: Support programs moving through Stars Strategy 3: Provide financial incentive for education and retention of Stars educators

Goal 3: Build Connections Between Early Learning and K-12 Schools Strategy 1: Implement Delaware Early Learner Survey Strategy 2: Create Readiness Teams to high-needs communities to foster early childhood/K-12 links Strategy 3: Link high school and college professional development for early learning educators

Goal 4: Sustain a Thriving Statewide Early Learning System Strategy 1: Use date to inform quality improvement and sustainability Strategy 2: Engage community leaders, including parents, as informed advocates for early learning Strategy 3: Provide leadership for system development and sustainability

20. What is $5.8M in unspecified spending from FOIA response? The FOIA request information that does not list a vendor name (unassigned) are payroll charges. The FOIA information was dated 09/22/2014 and as of that date $4.26 million was for salary costs over the 4 years of the grant for the 10 DOE positions, $1.1 million was salary costs for the Delaware Talent Cooperatives and $501,000 was for stipends for teachers to participate in training and support for Assessments.

21. How many positions did DOE have before Race to the Top? How many now?

DOEs FY09 Budget authorized 279.9 FTEs. DOEs proposed FY16 Budget authorizes 275.7 FTEs.

22. Break down of the positions by DOE Departments, paygrade and number of years in DOE. Also identify who came from another state.

As of 3/1/15 DOE has 271 positions on the Listing of Authorized Positions with 17 of the positions vacant as of this date. There are 104 employees with less than 4 years with DOE. DOE does not maintain information on employees previous employment or whether they previously worked or lived outside of Delaware. Rep. Miro23. How many of the contractors that received Race to the Top funds were Delaware contractors, and how many were out of state? And how much went to each category?

Ten Development Coaches from the Delaware Academy for School Leadership; Nine were from Delaware. The Alternative Routes to Teacher Certification program at the University of Delaware, Teach for America Delaware, Delaware Leadership Project and Delaware Teachers Institute were all led by Executive Directors from Delaware. Twenty-nine Data Coaches, of which an estimated two-thirds were from Delaware. DASL runs a statewide Community-of-Practice (training for principals, teachers, etc.), half of which are DPAS-II trainings. All trainings are delivered by Delawareans. The new Dean of Relay Graduate School of Education--from Delaware. The TEMBO contract for external evaluation of alt-routes (requested by DSEA in 2012)--included a professor from the University of Delaware. Two contractors currently in the TLEU--one a CR High & UD graduate; another a formerteacher from Wilmington Our first Harvard Strategic Data Fellow--a UD Graduate Student Our latest contractor to help with DPAS-II Monitoring is a retired Delaware educator and former head of the Delaware State Education Association Teacher Prep Improvement Grants--to Delaware State University, University of Delaware, & Wilmington University, which has resulted in more jobs in Delaware.There are non-examples of course. The latest twoSDP Fellows, , the work with Research in Actionthat has been going on for many years ,our latest contract with UPENN for an external evaluation of the Delaware Talent Cooperative. Rep Heffernan24. How did we get from Partnership Zone to Priority Schools?

Old PriorityAs outlined in our ESEA Flexibility Waiver, Priority Schools are a subset of the Partnership Zone (PZ) schools. This framework is aligned with the criteria for School Improvement Grant 1003(g) school identification requirements. Schools are eligible for federal School Improvement Grants if they are Title I schools in improvement status or Title I eligible secondary schools that are not participating in Title I. DDOE had already named PZ schools for 2011-12 using this methodology. The 6 schools identified included the following: Three schools that were Title I in 2010-11 and continued as Title I in 2011-12 Lewis Dual Language Marbrook Elementary Bancroft Elementary One school that was Title I in 2010-11 but did not continue as Title I in 2011-12 Dover High One school that was not Title I in 2010-11 but became Title I in 2011-12 Stanton Middle One school that was not Title I in 2010-11 or 2011-12 Laurel MiddleSince only schools participating in Title I in 2010-11 are eligible under this flexibility, DDOE ran a new list of schools using the flexibility guidance. The new list was based on all Title I participating schools in 2010-11 regardless of school improvement status. Four of the schools listed above also appeared in the top 5% in the new list (Lewis Dual Language, Marbrook Elementary, Bancroft Elementary, and Dover High). Therefore, these four schools were included as Priority schools under this flexibility application. The remaining four schools selected for Priority were named as PZ schools in 2010-11 (Positive Outcomes, Glasgow High, Stubbs Elementary, and Howard High). All were Title I schools in 2011-12 and all received SIG 1003(g) funds in 2010-11.New PriorityWhile as of SY 2013-2014, 8 of the 10 PZ schools exited within two years of joining the Partnership Zone, and the State implemented its RTTT (E)(2) plans with fidelity, many of our PZ schools remain the lowest performing in the State. We realize that meeting AYP and adopting the transformation model are not enough to transform these schools into the world class schools that we believe they can become. Schools that are designated as Priority and are required to submit a School Plan for turnaround are the lowest-performing schools in Delaware, according to the performance measures indicated. In the current framework, this methodology is outlined in the ESEA Flexibility (2014) language. These schools make up the lowest performing 5% of district schools in the State. In order to ensure that Priority Schools make the progress that we know is needed for our students, and in addition to being accountable to the same standard requirements as all district schools in the State, Priority Schools will also have a separate set of goals and deliverables required of them. These goals and deliverables will largely be outlined in the School Plan, but will need to substantially address a Theory of Action, Human Capital, School Program, and School Culture.25. Provide detailed description of job titles and job responsibilities of the 10 positions requested to be converted to General Funds ; provide details on what they will be doing. (Smith) Chief Accountability & Performance Officer; Office of Assessment, Accountability, Performance & EvaluationThe Chief Accountability and Performance Officer (CAPO) is part of the DOEs senior leadership team and oversees its Assessment, Accountability, Performance and Evaluation (AAPE) Branch. The AAPE branch includes the following workgroups: Office of Assessment, Office of Accountability, Office of School Success and Opportunities (School Turnaround Unit), the Office of Data Management, the Performance Management Office, and the Office of Special Projects. Three of those workgroupsAccountability , the School Turnaround Unit, and Special Projectsreport directly to the Chief Accountability and Performance officer. All of the work of the AAPE branch, outside of special projects, is required by the federal Elementary and Secondary Act and is partially funded by Race to the Top. Further, the majority of the activities in this branch are required by either federal guidance or the State Code. The branchs major activities include state-level summative assessments, the development and deployment of a new accountability system, all school turnaround activities, all performance management routines the consolidated grant application process, all data management work for the DOE and additional state work and projects as they arise. In both the Accountability and School Turnaround departments, the CAPO also serves as one of two total staff members, therefore serving as staff, management, and senior leader of three of the six work groups as well. Director, Office of Data ManagementThe primary responsibility of the Director of Accountability and Data Management is to set-up and run the technical components of the new accountability system (required through ESEA, and begun with Race to the Top funds), as well as manage the new Data Management workgroup. The Data Management workgroupconsolidates work that was being done by staff members assigned to various work groups. As part of Race to the Top, the DOE was able to improve and create a more robust data management system and warehouse. This systems infrastructure, which provides greater and more detailed information to districts and schools as well as the Department, must be managed centrally. This work group will ensure consistent business rules, fulfill data requests, provide guidance and training to districts on their own data management systems, and provide for an accurate and reliable accountability system. This position directs this staff of approximately 7 people, and also serves as the technology liaison for the accountability system as well as the primary driver and owner of the technical components of the accountability system. All of the major responsibilities for this role are components of the ESEA flexibility, and are also federal requirements through NCLB anyway; original funding was provided through RTTT. Education Specialist, Data Analyst, Office of Data ManagementThe primary responsibility of the Data Analyst is to support, maintain and expand various data reporting and analysis capabilities across the Department of Education, with a specific focus on execution of the states new accountability system. The Data Analyst plays a critical role in advancing the states efforts by providing technical leadership and management of all routine and requested data, including the completion of federal and state reporting requirements, as well as quality assurance of data sets. Through the analysis and reporting of data, the Data Analyst will support Department leadership and other stakeholders execute on strategies to improve the educational experience for all students in Delaware public schools. The ideal candidate will possess technical knowledge of current relational database access and reporting structures to execute on the vision for a next generation accountability system. Chief Performance Officer, Office of Performance ManagementThe primary responsibility of the Chief Officer is to oversee the Performance Management Office, which contains the following work streams: LEA Performance Management, Consolidated Grant Applications and Management, and SEA Performance Management. The Chief Officer participates in all aspects of LEA Performance Management, facilitates all LEA monitoring meetings and finalizes all formal documentation for LEAs. The LEA Consolidated Grant Application and management processesthe vehicle for applying for and governing annual federal entitlement grantsare supervised by an Education Associate in the Performance Management Office, who directly manages the 12 activities within each grants lifecycle. The Chief Officer oversees the CGA Education Associate and is leading all strategic process improvements related to that work stream. The SEA Performance Management system is the infrastructure designed to improve organizational execution capabilities while providing strategic decision support to the Secretary and DOE Leadership Team. The SEA performance management system is a set of standard processes, reports and communication tools that ensure continuous alignment to strategic goals and objectives, which currently contains 6 state-level portfolios of projects reporting out on quarterly cycles. The Chief Officer is directly responsible for all SEA Performance Management functions. Deputy Officer, LEA Performance, Office of Performance ManagementThe primary responsibility of the Deputy Officer is to oversee the LEA performance management system for both RTTT and ESEA. Monitoring for both programs was merged in 2012, so all 19 districts are monitored under this system administered by the Performance Management Office. The Deputy Officer is responsible for maintaining all aspects of the performance management systema set of standard processes, reports and communication tools that provide governance and monitoring for RTTT plans, LEA Success Plans and components of LEA Consolidated Grant Applications. To manage the system, the Deputy Officer does large quantities of data analyses on a variety of LEA and SEA-level performance data sets, prepares for all LEA progress reviews and end-of-year performance evaluations (over 50 meetings annually), facilitates internal preparation meetings, drafts all formal documentation, serves as the internal communication hub for the system, provides LEAs technical assistance, and also supports federal reporting requirements (ESEA and RTTT). The Deputy Officer also supports the other functions of the department as time permits. Education Associate, School TurnaroundThe primary responsibility of the Education Associate, School Turnaround is to ensure that Delawares lowest performing schools transform into high performing educational organizations over the next four years. The Education Associate will strengthen local turnaround efforts by providing the environment, processes, and support to help turnaround schools produce significant short term gains in student achievement. The Education Associate, in collaboration with the Chief Accountability and Performance Officer, will be involved in turnaround efforts from inception through implementation, providing mentorship and support to turnaround leaders and superintendents, and helping to establish effective turnaround practices throughout the State. Major responsibilities include: implementing Delawares Partnership Zone, Priority, and Focus Schools to turn around the States lowest-performing schools over the next four years, including managing the selection of schools, ensuring that LEAs develop credible plans to implement one of four intervention models (turnaround, transformation, charter, or closure), working with LEAs to implement the chosen intervention model, and assisting with recruiting, selection and training of new school leaders, teachers and other staff; acting as a public champion of turnaround efforts and establishing the Turnaround Department as a sought-after leader in school reform efforts; supporting the Chief Accountability and Performance Officer in establishing new Partnership Zone, Priority and Focus schools; and developing, recommending, administering, and monitoring project budgets in coordination with Department Finance personnel, including coordinating allocation of School Improvement 1003(g) grants. Chief Officer, Teacher & Leader Effectiveness UnitThe Chief Officer of the Teacher & Leader Effectiveness Unitmanagesmultiple functions, partners, and team members in their work across the educator effectiveness spectrum. The team,originally established in 2010, now includes 20+staffers andoversees criticalpolicy and implementation aspects of educatorpre-service preparation, recruitment/selection, licensure/certification,placement, evaluation, professional learning and compensation/career pathways--with a deep focus on analyzing workforce data and supporting school leadershipacross the spectrum.The team also oversees higher-education approvals and personnel investigations. The Chief Officer is responsible for fiscal, managerialand performance oversightof a wide range of partnerships that have created jobs and opportunities for educators in Delaware--including theunit's work with the Delaware Academy for School Leadership, Jobs for Delaware Graduates, University of Delaware,WilmingtonUniversity, Teach For America,Amplify, Education Pioneers, Research-in-Action, Empower, Marshall Consulting,and the Harvard Strategic DataProject. The ChiefOfficer is a member of the Department's Leadership Team and reports directly to the Secretary of Education.The position is responsible forcoordination with USED, the State Board of Education, and the Professional Standards Board on federal, state, and local policy pertaining to educator effectiveness. Chief of Staff, Teacher & Leader Effectiveness UnitThe Chief-of-Staff of the Teacher & Leader Effectiveness Unit oversees high-priority federal, state and local initiatives that are part of Race to the Top, ESEA, and Delaware state code. Central to this is the position's responsibility forleading the state's Teacher Preparation agenda under Senate Bill 51 (passed summer 2013). In this function, the COS coordinates with the Professional Standards Board, USED, multiple Department staff cross-branch, and all higher-education institutions (under Regulation 290). The COS also serves as the TLEU's point person in coordinating across multiple Teacher-Leadership initiatives, via grant management and technical assistance,including but not limited to Delaware Teachers Institute (UD), the DreamTeam (LearnZillion), and the National Academy of Advanced Teacher Education (NAATE). Currently, the COS also plays a lead policy and practicerole in implementing the state's student improvement component of education evaluation, which includes working with groups of educators to develop revised student assessments, managing grants for districts/charters seeking to develop alternative studentassessments, and managing keyelements of educator evaluationpolicy. This role also provides general communications support, staff management support, and cross-branch coordination support for the TLEU. Deputy Officer, Talent Recruitment & AcquisitionThe Deputy Officer, Talent Recruitment & Acquisitionleads statewide efforts to recruit, attract, and select the highest-quality educators into Delaware's public schools. In this role, she oversees the statewide educator recruitment portal (www.joindelawareschools.org) that has received over 100,000 visits sinceits launch in 2012. Given thatalmost every district/charter is now a fullJoin Delaware Schools partner, the role coordinates across the state on job descriptions, recruitment events, marketing campaignsand statewide partnerships withall ofDelaware'seducator preparation providers. The role also oversees grant/contract management with the state's alternative routes to teacher certification, ensuring that best practicesare captured and shared, and that funds are appropriately utilized. In this function the position also oversees the federalSAHE grant (generally given to University of Delaware), which is designed to raise the number of highly-qualifiededucators statewide. Given the importance of these talent acquisitionfunctions across the state andorganization, this Deputy Officer currently serves as the TLEU's representative to the Charter School Accountability Committee and the state's Priority Schools initiative--providing regularoversight and technical assistance. Ultimately, this position serves as the head of recruitment for all positions statewide, helping districts, charters, and the Department acquire talent, create selection models for hiring, and build succession plans. Director, Talent ManagementThe Director of Talent Management leads all research and datasystems pertaining to educator effectiveness. This includes the TELL-Delaware survey,the Talent Practices Survey (formerly Supply/Demand Survey), ARTC/TeacherPreparation reporting/evaluations, student growth measure analyses,the annual DPAS-II evaluation and statewide reports, and the state's data integration witheducator evaluation partners such as Bloomboard and Data Service Center. The role oversees the state's partnership with the Harvard Strategic Data Project, which led to historicstatewide reports being released in 2013 andis now fueling the state's Excellent Educators for All plan, which is due to USED in June 2015.Leading a small team ofstaffers within theTLEU, the Director publishes monthly reports on important educator effectiveness/workforce data (www.doe.k12.de.us/tleu), provides monthly professional development forums for Delawaredistrictstaff on data analytics, facilitatesprogram evaluation work of key statewide initiatives such as PLCs, Development Coaches, and the Delaware TalentCooperative,and conducts routine educator effectivenessdataanalyses for theSecretary of Education, the state's Charter Office, and the State Board ofEducation.

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