How I lost the first 5kgs

It's no secret I gained a load of weight with my last pregnancy. 25kgs.. Ouch..
I thought I'd lose it quick like I have with all my others.. You know.. By the time I get pregnant around the 9 month mark. 9, 10, 11, 12, months and I'm still the full 25kgs over..
Totally depressed with the way I look and feel I took the drastic action..

I cut my calories..

I went on what some would call a 'partial fast'. It's where you skip a meal here or there. Or you replace a meal with a vegetable juice or raw smoothie or raw salad. It's like... Eating ONLY raw (uncooked) fruits and vegetables..

This went on for around 3 weeks..

Something else i did was cut down on the sugar intake. I baked choc chip muffins. Ingredients? Choc chips, butter, flour and sugar (condensed milk). Devoid of any nutritional value whatsoever and costing near $7 (it was a big batch!!) I thought why am I feeding this rubbish to my KIDS?? I don't want my kids having an (over) eating disorder with a complete lack of self control in their lives!! I was TEACHING my kids how to be unhealthy and have NO self-control in this area of their lives! Yuk!!! So I cut out that kind of baking too..

When using sugar in a recipe I began to use heaps less!! Most of the time you could barely tell the difference.

No more ice cream or chocolate..

I increased my fruit intake and added raw smoothies into my diet. Delicious.

I felt so much better inside!! Less sick, more energetic, clearer minded.


I don't have scales at home so I was surprised to discover the loss but it kick started me into the desire of losing more..

And rapidly...

So I did!! I'll leave that for another blog post..

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Muffin Tin Meal

This is my first Muffin Tin Meal I've created quickly for lots of little kids. I'm not sure when or where I first came across them or even first came across bento (Japanese food art) but the point is I have, and I'm joining in.

The children thought it was a bit of fun and discussed what they like and don't like.

I was happy to hear that just because one kid didn't like something that the others were happy to like it. Individualism ;)

They used little flag toothpicks as the forks and seemed to like doing that.

We had: frozen raspberries, cashews, rice crackers, tahini dip, cheese cubes, baby spinach leaves, cooked cubed pumpkin, dates, apple and fresh parsley from our garden.

The baby loved pumpkin!!

Jarah loved the cashews best. Funny story! Ages ago he did wees on the potty where I was rewarding him with lollies. Except hubby ate them all. So I gave him cashew nuts. Now he thinks cashews are lollies so gobbled them all up!!

Isaiah liked the frozen raspberries best.

Amalia is hard to guess. I think she liked a variety of items.

They left the dates, pumpkin and tahini. I'm surprised!! My kids don't like pumpkin??? Will have to change that!!

Edited to Add:
Because the children enjoyed this meal so much I decided to give it another shot. Adding in dinner left overs:
Sausages, hashbrowns, rice balls, steamed veges, corn on the cob. I'll add in a bowl of pasta sauce for a dip ;) (the extra pic)

Edited to Add: I have a plan for tomorrows muffin tin lunch too!! Tuna mornay style with a fairly huge twist ;)

This is linked to: http://michellesjournalcorner.blogspot.com.au/?m=1

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Confessions of a Former Babywise Advocate

 A few years ago I had a mom in class that asked a lot of questions about Baby Wise vs. Attachment Parenting and it spurred me to write a blog post on the topic.  Fast forward 2 1/2 years and this same mom wants to become a Birth Boot Camp Instructor.  I knew she had "done" Baby Wise with her baby and that is not what Birth Boot Camp teaches.  She came clean and told me her story of scheduling her 1st baby and practicing Attachment Parenting with baby #2.   Thank you, Rachel, for sharing your story here.

"I am writing this post in hopes that I can encourage mothers in the art of mothering. I prepared for my first birth like many moms. Regular prenatal care, vitamin supplementation, proper protein, reading birth books, taking natural childbirth classes, and making a birth plan were all a part of the wonderful anticipation of being a mother for the first time.

We all receive tons of unsolicited advice when expecting, don't we? It may come from family and friends, but some times complete strangers at the check out, checking you out, nodding their head) saying, "So.... when are you due; pretty soon, huh?" I first heard of "Baby Wise" in line at a check out, then from a friend who it to me. I put it on my list to read along with all the other books Donna had us reading for class. 

One thing about me is, my personality lends itself to a schedule.  I like having a game plan and being in control. My mother always motivated me with check lists and it actually worked. I used to put things on the list I had already done, just so I could check them off and see the accomplishments. Yes, I am one of those "A-type" people. This may have been because I was a first born, or because of the influence of my mother who was a first born, or just because that's my God given organized personality. Any how, when seeking a plan for my firstborn, I went ahead and read "Baby Wise" because I had heard a baby needed to be on a schedule.

Our first born daughter was born at home! So, we got the unmedicated, natural birth we had planned for and loved the experience. I remember saying to my husband, directly after birth, "If that is how birth is, than we can have lots more kids!" I had my husband, midwives, their assistants, my doula, and our new baby all in my master bathroom at the time of her birth. I believe there were nine in all.

She latched on to nurse like a pro just after birth. She loved her sling, "The Over the Shoulder Baby Holder". After much research, we decided not to vaccinate at all. My two main goals were to exclusively breastfeed our baby for the first year and to have her sleeping through the night by at least 10 weeks. What was I thinking!!! What I did not know at first was that my two goals were diametrically opposed. I went on believing that if I scheduled her and followed the eat, wake, sleep pattern like what the "Baby Wise" book said, I could have the best of both worlds. "Baby Wise" made us think that if I we were going to be wise parents, we would follow a written schedule.

I live my born-again life with integrity towards God. 1 Corinthians 15:3b-4 "Christ died for our sins according to the scriptures; And that he was buried, and that he rose again the third day according to the scriptures." I believe a life worth living is found only in knowing and serving Jesus Christ. I love my husband and we both wanted to give our daughter the very best. Unfortunately, we were misinformed. 

It is true that a baby can sleep through the night at 8 weeks, can move to a crib in his/her own room at 6 weeks, can be a happy baby, and can nurse well for a while. I know because mine did. If there was ever a "just like the book baby" it was Alayna. Her patterns of eat/wake/sleep were exactly as the book said they would be. When she went "off her schedule," this is what we call now going through growth spurts, teething, or crying. Sadly, we looked in the book to see what to do for her, as if it were an all purpose magical baby users manuel. I hate to say it, but it's true. People stopped me all the time to tell me what a sweet, happy baby she was. They told me she was an easy baby and I was "lucky" to have her sleeping through the night so soon. She was very contented and seemed to be thriving in every way we knew of at that time until she was 7 months old.

I began seeing her demand for more milk and I was not producing enough to satisfy her. Up till then, nursing had been wonderful for us, but I soon realized that her metabolism was geared for large amounts of food at set intervals and that my milk supply was hindered by scheduling. It made my body so rhythmic that it would not let down until a certain time had lapsed. Unlike demand feeding, where a child communicates hunger and mother's milk is always there ready to flow! We were both getting so frustrated. She was hungry and unhappy and I was worried my dreams were vanishing. I went out and bought the best pump I could find. I had never tried a pump before until she was 8 months old. While this did help my supply a little, it turned out to be a big pain. I was nursing my daughter on schedule and tied down to a pump the rest of the time. I began realizing that my 2 goals were not compatible. I wish I had known that exclusive demand feedings at the breast were the most healthy and natural way to go. Sure I was told, but I had not experienced the freedom from a schedule yet.

I shared my frustrations with a close friend who recommended us visit her "Natural Doctor" in Houston, TX. My husband and I prayed about it and decided to get some professional help. We had never been to a Wellness Doctor before. Dr. Hopkins at CWA taught us many things about wellness, healthy eating, nursing, and how our bodies work best eating foods designed for us specifically. I was given whole food supplements to strengthen and richen my milk supply. He taught us and challenged us not to schedule our daughter anymore. In time a demand nursed baby will find his/her own routine that promotes his/her individual health. We prayed some more and chose to put a fresh priority on our baby's optimum health. We quit "Baby Wise" thinking and stepped out in faith to the unknown world of possibilities available through what the book calls, "Attachment Parenting!" My husband and I tried to un-schedule our 10 month old. The most surprising thing happened. I could not, try as I might, to un-schedule her. It was the hardest thing in the world, but I was able to get off the breast pump and go back to just nursing her for another 4 months. Proverbs 13:20 "He that walketh with wise men shall be wise:" I am so thankful for the true wisdom of our Christian Doctor.

It was so impossible to unschedule our scheduled baby. For 8 months out of 10, that schedule had become such a part of her we could not separate the two. I am sad to say, she only knew life through the "glasses" of a schedule. She was quite addicted to it. I mean, if she did not have meals at set times her sugar levels would plummet. With it, came crashing down tears and unrest. If we were away from home during "nap time" she would have a melt down. She seemed to "need" her schedule for weeks and months after we took it away. The regular ups and downs of daily living without a schedule were hard on her at first. It was not until she weaned herself at 14 months (too early for me) that we really saw full improvement in her ability to enjoy life to it's fullest. Who knows how long she may have nursed if we had never introduced a schedule?  Her mood swings went away and her over all health improved by 94% from her first check up with Dr. Hopkins at 10 months old.

I always felt very attached to my baby, but compared to my second born, she was actually too independent.  I would even say, she was unattached emotionally and we didn't even know what we were missing.  I am grateful our 3-year-old has recovered, but we will never have those early years to do over again.

After our second home birth, we talked about how, in some ways, it would be like parenting for the first time all over again. I was looking forward to guilt-free co-sleeping! I loved it and we got better rest than we did following "Baby Wise".  My husband cherished more time with our baby in our bed than I had ever dreamed possible. And because we were doing many things more naturally like demand-feeding, it was easy to go on dates. We were not on a time schedule dependent on when the baby would need to be in bed . 

Hannah nursed exclusively for 12 months and 1 week. Around 13 months we bought a king size bed to accommodate for needed space. I did not want space to be the reason to move her out of our bed before she was ready. She still nurses on demand and loves snuggling in her sling at 18 months old. I had never allowed myself the privilege of napping with my first baby in my bed, so I made up for it with our second. She stayed in our bed at night for over a year and then occasionally on an as-needed basis. She was still in our room in a pack-and-play until one particular night when she motioned "up, up" to the old out-of-use crib in her sister's room. Now that Hannah is 18 months old she sleeps in her own bed in her big sister's room because she wants to do things just liked Alayna. If she is sick and needs to nurse more frequently she knows she is always welcome back with us.

Recognizing that God has called me to function as His agent defines my task as a mother. Ibelieve our culture and "Baby Wise" have reduced parenting to providing care. Parents often see the task in these narrow terms. The child must have food, clothes, a bed and some quality time. In sharp contrast to such a weak view, God has called me to a more profound task than being a care-provider.

Mothering is a pervasive task. It does not end even when we are sleeping. In our homes we need to parent our children in God's behalf. Whether waking, walking, talking, singing, resting, or nursing, I must be involved in helping my children to understand life, herself and her needs from a biblical perspective. The best advice I can leave with you for mothering comes from Deuteronomy 6:5-7 "And thou shalt love the Lord thy God with all thine heart, and with all thy soul, and with all thy might. And these words, which I command thee this day, shall be in thine heart: And thou shalt teach them diligently unto thy children, and shalt talk of them when thou sittest in thine house, and when thou walkest by the way, and when thou liest down, and when thou risest up." 

The task God has given me is NOT one that can be conveniently SCHEDULED."

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First tooth - GONE!!

My big boy came to me a few weeks ago and said my tooth is broken! What did he mean? So I told him to show me and fair enough his little baby tooth was broken.. At the root!!

Being me, I made a big fuss about how he was getting so big and one of these days his tooth would fall out.

Hubby and I told him about how when we were kids our teeth fell out and we had holes until new adult teeth grew into them.

We told him how (we thought) his Aunty (2 1/2yrs older than him) has a hole from a missing tooth. Hers had grown back by then.. Whoops.

One if his Favourite little (girl) friends from Church had lost a tooth or two and now it was his turn.

Hubby would tease "I could pull that out right now if you want". Child always declined.

I would ask in a stern voice "Isaiah, have you been wiggling that tooth?" he'd always deny it, until he realized I was playing with him (mean mum award?!).

Tonight, he's in bed, mucking around. When we hear this voice "come here it's SPECIAL!!"
Yep of course it is ;) "my tooth is gone!" oh wow that IS special!!!

We find it on his bed, tiny drops of blood and an extremely happy tooth-missing child.

I run off to grab two iPhones and a camera.. To snap away at something special with the most willing poser EVER!!

We have no tooth fairy, and he will get no money! But he's happy to know how well he's growing up and pleased to let his (somewhat uncaring) siblings know of his fanciful special tooth hole.

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Connecting the Dots for Delaware's Voters

What is the Vision Network:
The Vision Network is composed of districts and schools throughout Delaware that are committed to the principles of Vision 2015. Both individually and collectively, they are working to accelerate student achievement through improved leadership, classroom instruction, and school culture, and they are sharing best practices with one another at district and school levels.    http://www.vision2015delaware.org/vision-network/

Does Christina have schools in the Vision Network? 
Yes, six.

Does a school have to pay to be part of the Vision Network?
Yes.  The Christina District pays for professional development offered by the Vision Network.

How is the Vision Network Funded?
The Vision Network is funded through generous funding and support from the Delaware Department of Education, Delaware Business Roundtable Education Committee, the Rodel Foundation of Delaware, and the University of Delaware. Delaware’s winning Race to the Top plan includes funding to substantially expand the Vision Network as a tested and scalable professional development program.  http://www.vision2015delaware.org/vision-network/

What other organizations are related to the Rodel Foundation?
The Rodel Foundation is launching an initiative called Voices 4 Delaware Education, a new organization dedicated to informing the public about education reform in Delaware, building support, and empowering citizens and schools; they would love the support of the community at large.  http://www.townsquaredelaware.com/parental-involvement-the-key-to-school-improvement/

How is Voices 4 Delaware Education related to the Voices 4 Delaware Education Action Fund?
The Executive Director of Voices 4 Delaware Education, a 501(c)(3), is also the Executive Director of the legally separate entity Voices 4 Delaware Education Action Fund, a 501(c)(4). http://www.koyapartners.com/V4D_ED.html

What is a 501(c)(4)? How is it different from a 501(c)(3)?

Political campaign activity:

• 501(c)3s cannot in any way support or oppose anyone running for public office, though they may be involved in political campaigns by way of non-partisan public forums, voter registration drives, etc.
• 501(c)4s can engage in political campaign activity, so long as this is consistent with the organization’s purpose and is not the organization’s primary activity.  http://estela-kennen.suite101.com/what-is-a-501c4-organization-a14959

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Shirley Sutton Saffer Campaign Website

Dear Christina,

Let's help Christina's School Lift Off!  And while we're at it, let's tell corporate education reformers that big money doesn't belong in Delaware's non-partisan school board elections.  Our children deserve to have leaders whose campaigns are not corrupted by SuperPAC edufunding. 

Soon, you will have a choice to make.  Vote for the candidate whose supported by an Action Fund (which appears to be a Rodel SuperPAC) or for the parent who is supported by other parents and teachers. 

When you go to polls, go educated.  Check out http://www.shirleysaffer4christina.blogspot.com/ and then make the best decision for your child.


Sincerely,

Elizabeth

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Grate It: A Twist on Veggies and Fruits for Your Baby, Toddler, and Kid

Lightly Salted Rice Cake with Peanut Butter and Topped with Shredded Apple

Recently, I have come across a few different sites that recommend grating your kid's fruit or veggies. Mostly, this seemed to be a "trick" tactic to get the nutrients in undetected.  As you know by now, I am not a fan of "tricking" our kids into eating their fruits and vegetables.  I know that may make life harder in the immediate circumstance, but putting the work in now will teach your kids to enjoy the foods they may be avoiding throughout their lives.  Regardless, the whole grating thing got me thinking...  If you have a particularly picky eater this may be a good jumping off point for fruits and veggies as it certainly minimizes any overwhelming texture they may encounter.  Of course we want them to experience the texture, but for some kids that may be too much in the beginning.  I am not recommending that you hide the grated food, have them help you shred a fruit or veggie for a dish or snack you are preparing and talk about how it feels, looks, smells, etc.  Trust me, they will start to respect that you are being honest with them and will reward you with trying some.

Yesterday, I gave grating fruit and veggies a test run on both my boys, baby and toddler.

For the Toddler (will work great for Big Kids, too):
Sam ate a rice cake (a favorite food) with peanut butter spread on it, and then grated apple on top. He eats a lot of apples, but I struggle to get him to eat the skin.  This is a tough one, literally, for toddlers.  The texture can be difficult to break down and they will often give up on it.  The skin of the apple holds most of the fruits fiber and more vitamins and minerals, so it is important to encourage eating it.  Grating the apple with the skin was a solution to my problem!  As I was hurridly getting lunch together Sam quickly noticed that something different was going on.  He asked me what I was doing and I told him that I was grating an apple just like we do with the cheese.  He was very curious.  Getting lunch together was a real fury today, but in the future, especially with some lesser favorite foods, I will have Sam help me grate the food, which I am sure he will love doing.  Sam has had the peanut butter and rice cake snack many times, so I thought he might get upset that I had changed it up (a 2 year old loves predictability).  Also, since I knew the grated apple was a little risky I made sure to pair it with something he really liked to make him comfortable.  As I finished grating I told him what I was planning on doing and made one for myself, too.  I served raisins along side and he ate it all, quickly, and I really enjoyed it too!  I would normally serve something like this for a snack, but we had just come from a library group that gave him a small snack so I knew he wouldn't need to eat a very large lunch and nap time was looming!

You could also try grating carrots, pear, potato, fresh beets, sweet potato, parsnips, cucumber, yellow squash, brussel sprouts, onion, and garlic.

Here are some ideas on ways to incorporate your shredded fruits and veggies into a meal:

• Place on top of crackers
• Mix with cream cheese or hummus and use as a dip (I am thinking carrots-onion-cream cheese, mmm!)
• Add to home-made or store bought soups
• Mix in with pasta
• Add in to gravy, sauces, dressings
• Place on top of a salad
• Make your own slaw out of carrots and broccoli stems

Coincidentally, (really it was a coincidence!) I came across a dinner recipe at One Hungry Mama, that grates brussels sprouts in a one-pot dish, it looks fabulous.  This is an example of how I am going to try and incorporate one of Sam's non-preferred foods into our meal.  I can't wait to try it!

                   Tips:

• I will use this experience as a stepping stone for Sam eating the apple skin. The next time we try an apple this way I will try to include even more pieces with skin and make sure I point it out to him and then discuss the texture while we are eating it.  The next time he has apple, probably in a day or two, I will present it in a different way, so that he is comfortable with different textures and doesn't begin to rely on only what is predictable and feels safe.  I also cycle through buying different varieties of apple, with each trip to the store comes a different bag of apples (i.e.: gala, red delicious, granny smith, etc.)  If you want more information on presenting food in different ways, check out my post Try and Try at Least 12 Times. I am sharing this because I want you to think about ways to bridge the gap between refusing a food and eating a food.  It is a progression that takes time.

• In case your interested I use all natural peanut butter with no sugar or salt added.  Sam loves it because that is what he is used to.  On occasion, he has Jif and since he has always had the more healthful version, he doesn't give me any qualms about switching back to the natural stuff.

For the baby:
I had a stroke of genius (which doesn't happen often) and used a microplane (see in picture above) to grate fresh zucchini and strawberries into his cream of wheat.  This worked so well, I wish I would have thought of it sooner! I like cream of wheat as a transition food, it is loaded with texture and cooks up in seconds.  This was Isaac's first bowl of it and I wanted to make sure to add something sweet into it because it does lack flavor!  If you've never made cream of wheat, you just boil water or milk and mix in the cream of wheat.  I used 1/3 cup of water and 1tbs plus 1tsp of cream of wheat (these directions are on the box).  Then whisk quickly and frequently or you will get a lot of lumps.  The strawberries (about 2) and zucchini (about 3 tbs) cooked up nicely in a minute and all together it couldn't have taken 5 minutes.  I had enough leftover to heat up for breakfast in a day or two.

The same fruits and veggies I listed above are great for a baby, too.  However, you would need to make sure you cooked the carrot and went a little light on the onion or garlic.  You could try mixing them into their baby cereal, mashed potatoes, or oatmeal.  

Let me know if you have any ideas for grating fruits or veggies! Has anyone tried this before?

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Gone are the days...

As I sit here and ponder the days that have passed, the craziness of having 3 kids 3 1/2 and under with another on the way and all life entailed, I can't help but feel that I've somehow entered into a new phase of parenting.. And life..

No longer am I caught up in daily schedules of feeding, nap times, and baby banter. The how to's of getting your baby to sleep through the night remains a no-brainer..

I'm no longer that 'new mum' trying to sort the 'baby stuff' out and get along with life, nope.. I've sussed that part out.

Nor do I think of the baby paraphernalia that one might think they require to raise a child..

Gone are the days where I was the only one keeping house in every form of the matter. Now I have daily help from the very children who make the mess that needs tidying and cleaning up.

Now, I think about raising my children to be... Well.. Different to their parents, their uncles and aunts. Raised and taught purposefully the revelations that I receive. To respect others, be kind and loving, to have good healthy boundaries. To serve and do so with a good attitude.

I don't concern myself with parenting books or styles, I, generally speaking, know my children, their triggers and their needs, and attempt to fulfill them where possible and grow them where they need it.

I barely remember those days, of trying to figure out what we were doing..

I wondered back then how I'd do these days yet here I am thriving in confidence of the things I have learnt and my children have taught me.

I wondered how I'd manage without that newborn or baby bump yet here I am without both and am relatively content that way.

So if your the mother of lots of little kids.. Your time will come.. That they are grown some more.. And that baby-ness will be over in your home too.

Remain Blessed
Xx

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Markell finally finds a taker at the bottom of his short list!

Update:  We called it yesterday when we thought for sure the Jack and Dr. Dan would put ink to paper.  But, it was a no go for the Gov.  So, the position of Secretary of Education falls squarely into the Vision Network's lap.  It's official.  We all suspected that edu-business was looking to buy an election. But, who needs an election, when you can own the highest education position in the State of Delaware?

http://www.delawareonline.com/article/20120427/NEWS/120427015/Markell-nominates-Mark-Murphy-head-education-department?odyssey=tab|topnews|text|Home



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Two new names for Delaware's Secretary of Education have entered the arena:

I'm putting my money on Dr.Dan Curry, Superintedentent of  the Lake Forest School District.

But, I'm hearing there's a close second behind him, Cape Henlopen Superintendent, Dr, Kevin Carson.

Word has it that Susan Bunting has declined the position.  Wondering if Jack ever gets his first choice?

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Rodel Takes Aim and Fires on CSD's Board

I know I've been scooped by Kilroy and Transparent Christina.  And I've now thrown hours into research with little more to report than there appears to be a SuperPac playing in school board election.  But this much I do know:

After receiving the following mailer, I called candidate Valene Harris who stated that she had no knowledge of the propaganda that was being delivered on her behalf to Christina's voters.

Dear Christina,

Today many of you received the following disgusting political mailer that targets the Christina School Board.  This waste of postage is brought to you by Voices 4 Delaware Action Fund, administered at www.voices4delaware.org. On September 28, 2011, Voices for Delaware Education posted an ad in the Philanthropy News Digest for an Executive Director.  The ad states:

Voices 4 Delaware Education is a nonprofit 501(c)(3) with the mission of accelerating and sustaining the transformation of Delaware’s public schools and ensuring that every student has access to a world-class education. The ED also will lead a parallel, legally separate 501(c)(4) organization, Voices 4 Delaware Education Action Fund. These organizations will support, advocate for, and mobilize public engagement around policies and practices that:

• Set high standards and provide a rigorous curriculum for all students
• Expand high-quality early childhood education
• Develop and support highly effective teachers
• Empower great principals to lead their schools
• Encourage innovation and require accountability
• Establish a simple and equitable funding system
• Engage families and communities

The organization’s policy framework is based upon Vision 2015, Delaware’s nationally acclaimed plan for school transformation developed in 2006 by a coalition of public, private, and civic leaders. Vision 2015 laid the foundation for Delaware’s #1 rated selection in the federal Race to the Top competition and remains a framework for comprehensive, coherent education reform.

Just What Is a 501 c 4?

501(c)(4)  from wikipedia:

See also: Citizens United v. Federal Election Commission

501(c)(4) organizations are generally civic leagues and other corporations operated exclusively for the promotion of social welfare, or local associations of employees with membership limited to a designated company or people in a particular municipality or neighborhood, and with net earnings devoted exclusively to charitable, educational, or recreational purposes.^[30] 501(c)(4) organizations may lobby for legislation, and unlike 501(c)(3) organizations they may also participate in political campaigns and elections, as long as its primary activity is the promotion of social welfare.^[31] The tax exemption for 501(c)(4) organizations applies to most of their operations, but contributions may be subject to gift tax, and income spent on political activities - generally the advocacy of a particular candidate in an election - is taxable.^[32]
Contributions to 501(c)(4) organizations are not deductible as charitable contributions for the U.S. income tax. 501(c)(4) organizations are not required to disclose their donors publicly.^[33] This aspect of the law has led to extensive use of the 501(c)(4) provisions for organizations that are actively involved in lobbying, and has become controversial.^[34][35] In 2010, a bill (the DISCLOSE Act) was passed by the U.S. House of Representatives that addressed identification of donors to organizations involved in political advocacy,^[36] but the Senate Republicans filibustered and prevented a vote on the bill.^[37]
In summer 2011, comedian Stephen Colbert brought attention to the issue of Super PACs by forming his own and a 501(c)(4).^[38] As of August 2011, 165,000 of his viewers had joined it.^[39]

So, Christina, when you sort your mail tonight, do me the favor of putting this piece of trash in the recycling bin.  Our trees are worth saving, this post card is not:

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Stay-at-home-Dad

Unfortunately for me I've had a flu coming on. Yesterday, I fought through the morning, acting as if I didn't have the flu, soldiering on as if nothing is wrong. Breakfast, clean kitchen, school work, amusing toddlers, changing nappies, feeding babies, sorting washing...

Come lunch time, I kept pushing through. Come 1pm I crashed in a big way.

Educational DVD, baby to bed and I was zonked.

I struggled through the rest of the day and demanded hubby cook the kids dinner, dress them all and get them all to bed.

This morning, as I woke I could barely move. I needed rest. And so he stayed home to do my job.

He began by getting kids fed. No easy feat given we are out of Weetbix and oats, no cereal or sliced bread. Not a problem. He got it sorted.

And then the kitchen CLEANED!!

Next up kids were showered, dressed including socks and shoes!! One up on me!! Even the baby ended up with wooly slippers strapped on her icy cold toes.

He packs the car, takes them ALL out!! So I can rest 😍. They go driving, grab me lunch (meat ball sub), and a couple of DVDs. I'm impressed in him taking the four of them put by himself. Im not sure it's ever happened!! Given the baby is usually only ever with me. He reckons its easy, doesn't know what I'm complaining about. I inform him that it is because of ME and my regular training that HE could do that so easily.. Can't let him have ALL the glory ;)

Feeds kids lunch, cleans the kitchen.

Puts babies to bed.

Schools two kids outside in record time!! What takes me 3hrs he did in 1!! He said it was all about the good attitudes... Hmmm

Then brings them indoors to watch a movie but ends up napping with them. He's got 4 kids asleep and he's having a nap too. Unimaginable!! I never have 4 kids asleep!!! Or 3!! And rarely 2!!!

So after the nap he orders dinner, takes 3 awake kids to get it, comes home and sits down to a movie dinner.

Cleans up, showers babies, dresses babies, instructs children to get ready for bed and puts them all to bed.

But not before telling them about the Anzacs and our plans for them tomorrow.

He has plans on taking them to the dawn service!! What a man!!

He's brought me cough lollies, water, pills,... Given me space, quiet house and allowed me to rest ALL day!!
I actually feel rested!!

Now I just need to fling off the rest of this horrible feeling flu thing.. And I'll be back to normal.. (now he's bringing me tea.. In bed)...

My only complaint? He didn't do any washing ;)

Now we are going to watch a movie together 😃

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Cooking with Your Kid: Paella with Roasted Red Pepper

So I wasn't planning on posting anything about tonight's dinner, but it was such a success I thought it would be helpful to share it.  As a result of this impromptu nature, I was only able to grab a last minute picture of the finished product.  I hope you will forgive me and chalk it up to me still getting my blogger legs underneath me!

I am going to share the recipe for this Paella, which I made up as I went.  That means there are no hard and fast rules here, because I don't really even measure.  I am pretty comfortable in the kitchen and just add what seems right.  Then I do a lot of tasting along the way to make sure I am on the right track.  I was really pleased with how this turned out and it was very simple.  

I wasn't sure Sam was going to help me cook tonight, he was busy playing and I thought I might just take the moment to pull dinner together quickly and with less mess.  As I was pulling out the ingredients, I paused as I grabbed the jar of roasted red peppers.  I wanted to add them in the paella, but new it was risky.  Would Sam shut down the whole meal if all this stuff was mixed together even though he likes everything else in it?  He had barely been exposed to it in the past, so I decided to put my money where my mouth was and have him help me cook!  He was happy to help and the first step was dicing the roasted red peppers. I pulled a large pepper out of the jar, commenting on it's size and texture.  This is my first hook in getting him interested, most kids are naturally curious when the pressure of having to eat is off.  I gave him a butter knife and helped him hold it correctly, and then put my hand on top of his to show him how to dice it up.  It didn't take long before he said "I'll do it by myself now," which of course was fine.  Now I have Sam touching a new food, great, another step closer to getting him comfortable with the peppers.  Honestly, I would have been satisfied if he didn't move beyond this point, sometimes these things take time.  Since things were going so well I asked him what the peppers smelled like. He took a couple of sniffs and didn't answer (he was still busy cutting).  Because he took a smell I took this as a good sign to move a little further and said, "Maybe we can give a piece a kiss?"  Again, not much interest because he was still cutting, but I gave a little cube a kiss and then held it up for him and he followed suit.  Terrific!  We were doing great.  The therapist in me pushed a little further because he was receptive.  I took a piece and said, "Look, Sam, Mommy is chewing a piece."  I know this is gross, but I left my mouth open so he could see what it looked like to chew it.  This helps them see and hear if it is crunchy, how hard it is to chew, and how I manage it in my mouth.  Ultimately, your kid will feel less unsure of what to expect when they take a bite.  Sam stopped cutting and watched me intently for the few seconds it took for me to chew it, and then he said "I am going to have a piece."  Yeah!!!  He proceeded to eat 3 more pieces and I was a proud Momma. I know I just went into a lot of detail here, but I thought it was really important because I want to illustrate to you how it's a process.  This whole interaction was only a few minutes.  

When the meal was presented to Sam he dug right in, scooping up bites with the roasted red pepper mixed in.  I was sure to say, "I really liked that you ate something new! I am proud of you!" However, I didn't go on and on about it because I want him to understand that we expect him to eat what we are eating, end of story!

The peppers were something new for Sam.  Maybe your kid already likes peppers?  Maybe a pepper is too big of a leap?  Try some of these strategies for a food you would like to expose your kid to.  Be patient with your child and don't expect too much.  

Paella with Roasted Red Peppers:
Serves: 4
Cook Time: 15 minutes or less!

2.5-3 cups of cooked brown rice (prepare in chicken broth instead of water for more flavor)

2 large roasted red peppers, diced (fresh or frozen peppers are fine too)

I large can of chicken, shredded 

20-25 large uncooked shrimp

2tbs of oil (I used olive)

3/4 cup of frozen peas

1/2 tsp of turmeric (adds the characteristic yellow coloring)

1 tsp of garlic powder

1 tsp of onion powder

2 tsp of oregano  

Salt and pepper to taste

Place shrimp in a bowl and add seasonings.  Heat oil in skillet and begin cooking shrimp.  After 2 minutes add chicken and continue cooking until shrimp is nearly pink all the way through.  Then add rice, peas, and roasted red peppers to pan.  Stir well.  Salt and pepper to taste.  Cook until heated through and peas are defrosted.  This should only take about 2 minutes.

*I like to drizzle the a little more olive oil and some more seasonings to the finished product. 

Tips:  

• Add sweet Italian sausage in addition to or instead of shrimp or chicken.  
• I use minute rice and cook it in the same pan I will use the shrimp in to save on clean up and time.
• Throw left-over chicken instead of canned if you have it in the fridge anyways.
• Pre-cooked shrimp or any other seafood is a great substitute.  Traditionally paella is made with a  variety of seafood.  

Most of the recipes I am going to share with you are meant to be adjusted to whatever you have in your cupboard, very easy, and something your kid can help you cook.  Overall, I would give this meal a B, it isn't the best paella I ever had, but it is good, home-made, and satisfying.  There are many blogs with restaurant quality recipes.  In fact, I stumbled across one today,  www.dashandbella.blogspot.com.  The blogger is a pastry chef and shares the most incredible recipes that she has cooked with her kids.  She, like myself, doesn't believe in "kid food".  I am taking a different angle here at Your Kid's Table, as I want to give you quick and easy recipes that help encourage your kid to try new foods.  Of course, if you are up for it, I think it is great to try more involved recipes.

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Jessica Simpson's Fear-Based Elective C-Section

Another celebrity -- this time Jessica Simpson -- chooses a c-section and it makes the headlines.  Unfortunately, women are choosing to have surgery in order to avoid the "pain" of labor and childbirth every day in America.  I can't help but think that the media and the "horror stories" from friends and family about how hard and awful the experience is contributes to this elective e-section phenomenon. 

Some of the highlights, in case you missed it, are that Ms. Simpson is "terrified of pain" and "too scared to push."  ''The thought of going into labor scared the bejeezus out of her. She was so anxious, she was even breaking into cold sweats at night.  Jessica has no tolerance for pain. She even turned to hypnotherapy to calm her fears about it, but nothing was working.  She desperately wanted to experience the joy of a natural birth, but decided to go with what made the most sense for her.''

She obviously has her choice to elect to have surgery, and I don't really care about taking that choice away from her.  I am more concerned with where the fear comes from, and how do we conquer this fear that is so prevalent in our modern society?

I was scared to death when I was pregnant with my first baby.  I've written his birth story here, but in case you missed it, here it is again.  I was, like Jessica, terrified of the pain. Everything I knew about birth came from the movies and TV sitcoms.  Elective cesareans had not taken off (I wouldn't have chosen that option anyway) so I had to face my fear -- which I bravely did by demanding "my epidural"!

The two things that helped me overcome the fear of natural childbirth were:   
1)  Knowing someone who had actually done it
2)  Education

So, while I am sad that so many women are missing out on the amazing -- and even hard -- experience of natural childbirth, I understand the fear.  If you have had a natural childbirth, talk about it!  Encourage the women around you.  They are strong and capable.  I always believed I was strong.  Now I know I am strong because I faced my fear.  That knowledge is powerful as a woman becomes a mother.  It's powerful in other areas of your life too.  The more you know, the less you fear.  Get educated! 

Conquer your fears!  Each time you do, you become a stronger woman.  I spent my entire life being terrified of bees.  One year I planted a garden, and in doing so, learned how necessary the bees were to the survival of my 20 tomato plants. Without pollination, there would be no fruit.  You've seen The Bee Movie, I'm sure. As the summer went on, I welcomed the bees and simply worked around them.  I overcame my fear because the desire to have my garden flourish was stronger.

Birth is no different.  Get educated, surround yourself with people who believe in you, make informed decisions and conquer your fear!  You are stronger than any fear you currently have.  Put that in your pocket, Jessica Simpson!

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It's nights like this..

That I happen to feel somewhat sorry for him, the pity type sorry..

See, I'm sick. Achy body, sore ears, nose blocked, sore head, freezing cold. Yep, I have the flu.

I struggled out of bed, fed the babies, managed through educating older children in two major subjects simultaneously, cooked home grown chicken soup, cleaned up, tidied up, changed a multitude of nappies and rearranged cupboards... All before lunch.

It was after lunch that my health took a rapid decline but I can be gifted in that..

Educational DVD, baby in bed for nap, extra picture book for DVD watching child and a shower for me.

I'm wrecked, and he's been at work slaving his guts out dealing what he needs to deal with..

As soon as he's home..

Honey, I need you to feed the kids, get them to bed and the kitchen cleaned up. I want meds, strong ones. And I'm not able to move.

Too bad that he's been busy doing what he does, today his day ends after mine... I'm spent 😲

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March 2011 Report to SBOE Fails To Rule Out Exit Exams for Graduation

Words of Wisdom from DOE's Michael Stetter:

(for the entire 143 page update go here:  http://www.rtt-apr.us/sites/default/files/support_uploads/DCAS_End_of_Course_Specifications_06-10-11.pdf )

Introduction to the Specifications for Select High School Courses and End-of-Course Assessments (Updated March 2011)
In addition to providing the specifications for select high school courses, this update incorporates the Delaware Prioritized Curriculum Standards coding and clarifies the Delaware Comprehensive Assessment System (DCAS) specifications for the end-of-course (EOC) assessments. The Prioritized Curriculum coding identifies standards, performance indicators, and grade-level expectations (GLEs) as essential, important, of compact. This coding informs educators as to the areas of instruction that should be emphasized to ensure students’ academic growth.

EOC assessment update:

• EOC assessments will be introduced for use as part of the DCAS beginning in the 2011–2012 school year.

• EOC assessments will be offered at the end of the fall and spring semesters. Schools on block schedules will administer the EOC assessments in January as well as May of each year; schools on semester schedules will administer the EOC assessments in May of each year.

• The EOC assessments will be an online, immediately scored, fixed-form test. Multiple choice and other machine-scored item types will be utilized to provide immediate online scores.

• Prior to the first operational assessment there will be a separate field test. It will be administered during the 2010–2011 school year.

• The DDOE will determine, pending state legislation and subsequent policy decision, whether the EOC assessments will be a requirement for graduation and/or factor in course grades.

A major influence on the course and EOC assessment specifications should be acknowledged here. The Common Core State Standards (CCSS) were adopted by Delaware in 2010. The adoption of CCSS warrants consideration for both the EOC course and assessment specifications. With that in mind, it is important to note that the DDOE continues its dialogue with districts and charter schools around the implementation of the CCSS, including the important steps of teacher training and course mapping. Delaware is an active member of Implementing the Common Core System (ICCS) and State Collaboratives on Assessment and Student Standard (SCASS), both of which are sponsored by the Council of Chief State School Officers (CCSSO). Updates on DCAS can be found on the DCAS portal at http://de.portal.airast.org/

Michael W. Stetter, D.Ed., Director
Accountability Resources Workgroup
March 2011

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Proof in the Pudding? State Law already bases receipt of diploma on Proficiency on State Assessments

Excerpts from The Center on Education Policy 2011 at: http://www.cep-dc.org/documents/HSEE2011Profiles/DelawareHSEE2011.pdf  Please Note:  Our formatting differs for a more concise ease of reading.

Delaware

Profile of State High School Exit Exam Policies

State exit exam policy

In the 2009-10 school year, Delaware required students to participate in the Delaware Student Testing Program (DSTP) to receive a high school diploma, although students did not have to pass these exams to receive a diploma. The DSTP was suspended after 2010 due to the transition to the new Delaware Comprehensive Assessment System (DCAS).

Major changes in exit exam policy since the 2009-10 school year for financial reasons

State law bases receipt of diploma on proficiency on state assessments. This was never enforced because of financial issues and transition to a new assessment system.

Number of retakes allowed before the end of grade 12

Not Yet Determined

Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?

Not at this time; transitioning to new assessment

Is the same cut score used for graduation and NCLB accountability purposes?

Not Yet Determined

Impact of adoption of the CCSS on high school exit exam policies

Not yet determined

Plans to replace or realign current exit exam in English language arts with a new assessment aligned to the CCSS (Common Core State Standards)

Yes

Plans to replace or realign current exit exam in math with a new assessment aligned to the CCSS

Yes

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Are End-of-Course Exams a Precursor to High School Exit Exams?

Yes, sometimes bloggers work in cahoots.  Kilroy has asked me to help 'sound the alarm' as far as End-of-Course Exams are concerned.  Could EOC Exams become a precursor to High School Exit Exams?  Some of the early work, guised under RTTT, has already occurred that would insinuate that Delaware's DOE is moving in that direction.

 

As a stalwart anti-standardized testing blogger, parent, and public official, I welcome Kilroy's invitation. 

 

Here's some edu-regulation, approved June, 16, 2011, to get your engines running:

 

 

DEPARTMENT OF EDUCATION

Office of the Secretary

Statutory Authority: 14 Delaware Code, Section 122(d) (14 Del.C. §122(d))

14 DE Admin. Code 505

FINAL

REGULATORY IMPLEMENTING ORDER

505 High School Graduation Requirements and Diplomas

I. Summary of the Evidence and Information Submitted

The Secretary of Education seeks the consent of the State Board of Education to amend 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas to add specific course names. The addition of the specific course names is aligning the graduation requirements to the Delaware Comprehensive Assessment System (DCAS) end-of-course exams.

Notice of the proposed regulation was published in the News Journal and the Delaware State News on May 3, 2011 in the form hereto attached as Exhibit “A”. Comments were received from Governor’s Advisory Council for Exceptional Citizens and the State Council for Persons with Disabilities related to sentence structure and more clearly defining the World Language assessment related to speaking to better accommodate American Sign Language.

II. Findings of Facts

The Secretary finds that it is appropriate to amend 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas in order to align the graduation requirements to the Delaware Comprehensive Assessment System (DCAS) end-of-course exams.

III. Decision to Amend the Regulation

For the foregoing reasons, the Secretary concludes that it is appropriate to amend 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas. Therefore, pursuant to 14 Del.C. §122, 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas to add specific course names attached hereto as Exhibit “B” is hereby amended. Pursuant to the provision of 14 Del.C. §122(e), 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas hereby amended shall be in effect for a period of five years from the effective date of this order as set forth in Section V. below.

IV. Text and Citation

The text of 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas amended hereby shall be in the form attached hereto as Exhibit “B”, and said regulation shall be cited as 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas in the Administrative Code of Regulations for the Department of Education.

V. Effective Date of Order

The actions hereinabove referred to were taken by the Secretary pursuant to 14 Del.C. §122 on June 16, 2011. The effective date of this Order shall be ten (10) days from the date this Order is published in the Delaware Register of Regulations.

IT IS SO ORDERED the 16th day of June 2011.

Department of Education

Lillian M. Lowery, Ed.D., Secretary of Education

Approved this 16th day of June 2011

State Board of Education

Teri Quinn Gray, Ph.D., President	Gregory Coverdale
Jorge L. Melendez, Vice President	Terry M. Whittaker, Ed.D.
G. Patrick Heffernan	James L. Wilson, Ed.D.
Barbara B. Rutt

 

505 High School Graduation Requirements and Diplomas

1.0 Definitions:

"Career Pathway" means the three (3) credits of pre planned and sequential courses required for graduation designed to develop knowledge and skills in a particular career or academic area. The Career Pathway shall be included in the Student Success Plan.

“Core Course Credit” means a credit in an English Language Arts, Mathematics, Science or Social Studies course.

"Credit" means the acquisition of skills and knowledge at a satisfactory level as determined by the district and charter school boards through 135 hours (a Carnegie Unit) of actual classroom instruction or through locally approved options contained in Section 8.0.

"Credit for Computer Literacy" means credit granted toward graduation at any point when the student can demonstrate competency in the required skill areas either through an integrated approach, a specific course, or a demonstration of accumulated knowledge over the student's educational career.

"Department" means the Delaware Department of Education.

"English Language Arts" means those components of reading, writing and oral communication that are included in the State Content Standards for high school English Language Arts as required in 14 DE Admin. Code 501.

"Health Education" means those components that are included in the State Content Standards for high school health education as required in 14 DE Admin. Code 501.

"High School" means grades 9 through 12.

"Mathematics" means those components of number sense, algebra, geometry, statistics and probability combined with problem solving, reasoning, communicating, and making connections that are included in the State Content Standards for high school mathematics as required in 14 DE Admin. Code 501 either through integrated courses or in courses titles such as Algebra I, Algebra II, Geometry, Trigonometry. Pre-Calculus, Calculus, Discrete Mathematics, Statistics, and Probability.

"Physical Education" means those components that are included in the State Content Standards for high school physical education as required in 14 DE Admin. Code 501.

"Science" means those components of the nature of science which include inquiry, materials and their properties, energy and its effects, Earth in space, Earth's dynamic systems, life processes, diversity and continuity of living things, and ecology that are included in the State Content Standards for high school science as required in 14 DE Admin. Code 501 either through integrated courses or in course titles such as Earth Science, Biology, Chemistry and Physics.

"Social Studies" means those components of civics, economics, geography, and history that are included the State Content Standards for high school social studies as required in 14 DE Admin. Code 501 either through integrated courses or in course titles such as United States History, World History, Geography, Economics, and Civics.

“Student Success Plan (SSP)” means a plan encompassing a minimum of five years including one year beyond high school developed and updated at least annually by the student, the student’s advisor, at least one other staff member and the student’s parent(s) guardian(s) or relative caregiver. The student’s plan includes courses needed in preparation for immediate entry into the work force or opportunities in post secondary education. The plan also includes the support services necessary for the student to graduate from high school. An additional year of high school may be an option for inclusion in the Student Success Plan.

“Support Services” means those educational interventions such as tutoring; extra time before school, in school, or after school; summer school, an extra year(s) of high school or any other strategy to provide student educational assistance.

"World Languages" RESERVED

10 DE Reg. 1802 (06/01/07)

12 DE Reg. 934 (01/01/09)

2.0 Current Graduation Requirements

2.1 A public school student shall be granted a State of Delaware Diploma when such student has successfully completed a minimum of twenty two credits in order to graduate including: 4 credits in English Language Arts, 3 credits in mathematics, 3 credits in science, 3 credits in social studies, 1 credit in physical education, 1/2 credit in health, 1 credit in computer literacy, 3 credits in a Career Pathway, and 3 1/2 credits in elective courses.

10 DE Reg. 1802 (06/01/07)

32.0 Graduation Requirements Beginning with the Class of 2011 (Freshman Class of 2007-2008) Credit Requirements for the Graduation Class of 2011 (Freshman Class of 2007-2008) through the Graduation Class of 2014 (Freshman Class of 2010-2011)

32.1 [Beginning with For] the graduating class of 2011, a public school student shall be granted a State of Delaware Diploma when such student has successfully completed a minimum of twenty two (22) credits in order to graduate including: four (4) credits in English Language Arts, four (4) credits in Mathematics; three (3) credits in Science, three (3) credits in Social Studies, one (1) credit in physical education, one half (1/2) credit in health education, three (3) credits in a Career Pathway, and three and one half (3 ½) credits in elective courses.

32.1.1 Students shall complete mathematics course work that includes no less than the equivalent of the traditional requirements of Geometry, Algebra I and Algebra II courses.

32.1.2 Scientific investigations related to the State Science Standards shall be included in all three science course requirements.

32.1.3 During the senior year students shall maintain a credit load each semester that earns them at least a majority of credits that could be taken that semester including one (1) of the four credits required in Mathematics. A credit in Mathematics shall be earned during the senior year.

32.1.3.1 Senior year credits shall include regular high school course offerings, the options available in 8.0, or a combination of both.

3.1.3.1.1 Options for the senior year in 3.1.3.1 that the districts and charter schools provide shall be submitted to the Department with a copy to the office of the State Board of Education for review.

53.0 Credit Requirements Beginning with the Graduation Class of 2015 (Freshman Class of 2011-2012)

53.1 [Beginning with For] the graduating class of 2015, a public school student shall be granted a State of Delaware Diploma when such student has successfully completed a minimum of twenty four (24) credits in order to graduate including: four (4) credits in English Language Arts, four (4) credits in Mathematics, three (3) credits in Science, three (3) credits in Social Studies, two (2) credits in a World Language, one (1) credit in physical education, one half (1/2) credit in health education, three (3) credits in a Career Pathway, and three and one half (3 ½) credits in elective courses.

3.1.1 The student shall complete mathematics course work that includes no less than the equivalent of the traditional requirements of Geometry, Algebra I and Algebra II courses.

3.1.2 Scientific investigations related to the State Science Standards shall be included in all three science course requirements.

3.1.3 During the senior year the student shall maintain a credit load each semester that earns the student at least a majority of credits that could be taken that semester. A credit in Mathematics shall be earned during the senior year.

3.1.3.1Senior year credits shall include regular high school course offerings, the options available in 8.0, or a combination of both.

53.2 World Language: (RESERVED) Students may fulfill the two (2) credit World language requirement by either:

3.2.1 Earning a minimum of two (2) World Language credits in the same language or,

3.2.2 Demonstrating Novice-high or higher proficiency level on a nationally recognized assessment of language proficiency, except English, in the skill areas of [speaking oral or signed expressive and receptive communication], reading and writing, that uses the levels of proficiency as identified by the American Council for the Teaching of Foreign Language, or as approved for use by the Delaware Department of Education.

10 DE Reg. 1802 (06/01/07)

12 DE Reg. 934 (01/01/09)

4.0 Credit Requirements Beginning with the Graduation Class of 2016 (Freshman Class of 2012-2013)

4.1Beginning with the graduating class of 2016, a public school student shall be granted a State of Delaware Diploma when such student has successfully completed a minimum of twenty four (24) credits in order to graduate including: four (4) credits in English Language Arts, four (4) credits in Mathematics, three (3) credits in Science, three (3) credits in Social Studies, two (2) credits in a World Language, one (1) credit in physical education, one half (1/2) credit in health education, three (3) credits in a Career Pathway, and three and one half (3 ½) credits in elective courses.

4.1.1 The student shall complete mathematics course work that includes no less than the equivalent of the traditional requirements of Geometry, Algebra I and Algebra II courses. The student shall complete an Algebra II or Integrated Mathematics III course as one of the Mathematics credits.

4.1.2 Scientific investigations related to the State Science Standards shall be included in all three science course requirements. The student shall complete a Biology course as one of the Science credits.

4.1.3 The student shall complete an English II course as one of the English Language Arts credits.

4.1.4 The student shall complete a U. S. History course as one of the Social Studies credits.

4.1.5 During the senior year the student shall maintain a credit load each semester that earns the student at least a majority of credits that could be taken that semester. A credit in Mathematics shall be earned during the senior year.

4.1.5.1Senior year credits shall include regular high school course offerings, the options available in 8.0, or a combination of both.

54.2 World Language: (RESERVED) Students may fulfill the two (2) credit World language requirement by either:

4.2.1 Earning a minimum of two (2) World Language credits in the same language or,

4.2.2 Demonstrating Novice-high or higher proficiency level on a nationally recognized assessment of language proficiency, except English, in the skill areas of [speaking oral or signed expressive and receptive communication], reading and writing, that uses the levels of proficiency as identified by the American Council for the Teaching of Foreign Language, or as approved for use by the Delaware Department of Education.

45.0 Monitoring Student Progress (Personalizing the High School Experience)

45.1 Beginning with the 2007-2008 school year, every eighth and ninth grade student shall have a Student Success Plan (SSP) developed by the student, the student's advisor, at least one other school staff member and the student's parent(s), guardian(s) or relative caregiver. Each school year thereafter a grade shall be added so that by the 2011-2012 school year, every student in grades 8 through 12 shall have a Student Success Plan. [For a student with an Individualized Education Program (IEP) the Student Success Plan (SSP) shall also incorporate the other aspects of the transition plan required by 14 DE Admin. Code 925.

45.2 Each local school district and charter school shall establish a process for developing Student Success Plans that includes:

45.2.1 Actively monitoring student progress, on an ongoing basis and, at a minimum, by the end of each marking period in those courses required for graduation,

45.2.2 Providing support services if a student is failing or in danger of failing courses required for graduation, and

45.2.3 Annual updating of the Student Success plans Plan by the student, the student's advisor, at least one other staff member and the student's parent(s) guardian(s) or relative caregiver] and others as appropriate.

45.2.4 Following the guidelines for Career and Technical Education (CTE) programs of study outlined in the CTE State Plan.

45.2.5 Reviewing each student’s transcript at the end of the first and second year of high school to determine if the student is on track to graduate based on the following criteria:

45.2.5.1 At the end of the first year of high school the student has earned at least three (3) core course credits and two (2) other course credits for a total of five (5) course credits; and

45.2.5.2 At the end of the second year of high school the student has earned at least six (6) core course credits and four (4) other course credits for a total of ten (10) course credits.

45.2.5.3 For a student with an Individualized Education Program (IEP), on track to graduate shall be consistent with 45.2.5.1 and 45.2.5.2 unless otherwise determined by the student’s IEP Team.

10 DE Reg. 1802 (06/01/07)

12 DE Reg. 934 (01/01/09)

6.0 Career Pathway

6.1 Local school districts and charter school boards shall establish policies concerning the purpose, content, development, and approval of Career Pathways.

10 DE Reg. 1802 (06/01/07)

7.0 Additional Credit Requirements

7.1 District and charter school boards may establish additional credit requirements for graduation above the minimum number of credits required by the Department.

10 DE Reg. 1802 (06/01/07)

8.0 Options for Awarding Credit Toward High School Graduation

8.1 District and charter school boards are authorized to award credit toward high school graduation for the following activities, on the condition that the activities incorporate any applicable state content standards. Before awarding credit for any of the following activities, the districts and charter school boards shall have adopted a policy approving the activity for credit and establishing any specific conditions for the award of credit for the activity. Such policy shall be applicable to each school within the district or each charter high school.

8.1.1 Courses taken at or through an accredited community college, two or four year college.

8.1.2 Voluntary community service as defined in 14 Del.C. §§8901A and 8902A.

8.1.3 Supervised work experience in the school and the community which meets the educational objectives or special career interest of the individual student.

8.1.4 Independent study.

8.1.5 Correspondence Courses.

8.1.6 Distance learning courses. These courses may be delivered by the teacher to the learner in real time, online or by video.

8.1.7 High school courses taken while in the middle school in conjunction with an articulated agreement between the district middle school and the district high school(s). Such credit shall also transfer to a high school in another district or to a charter school.

8.1.8 Course credit transferred from another high school.

8.1.9 Course credit earned through summer or evening school classes, as a member of the military service or as part of the James H. Groves Adult High School.

8.1.10 Tutoring programs taught by a teacher certified in the subject being taught.

8.1.11 Course credit awarded by agencies or instrumentalities of the state other than public schools which provide educational services to students. A description of the program provided to the student, grades given, and the number of clock hours of instruction or a demonstration of competency must be provided to the school district or charter school prior to receipt of credit.

9.0 High School Diplomas and the Certificate of Performance

9.1 A State sanctioned diploma shall be granted to students who meet the state and local district or charter school requirements for graduation pursuant to 14 Del.C. §152.

9.2 A State sanctioned Certificate of Performance shall be granted to students who meet the requirements of 14 Del.C. §152.

9.3 Diplomas from one school year shall not be issued after December 31 of the next school year.

9.4 Duplicate diplomas or certificates of performance will not be issued, but legitimate requests for validation of the diploma or the certificate of performance will be satisfied through a letter of certification. Requests for diploma information from graduates of Delaware high schools should be directed to the high school the student was attending at the time of graduation. If the school does not have the records then the student should contact the Department in Dover for a notarized letter of certification that contains the name of the applicant, the name of the school, the date of graduation, and the diploma registry number (if available).

9.5 State High School Diploma for World War II Veterans Pursuant to 14 Del.C. §159

9.5.1“World War II Veteran” means any veteran who performed wartime service between December 7, 1941 and December 31, 1946. If the veteran was in the service on December 31, 1946, continuous service before July 16, 1947 is considered World War II.

9.5.2 The Department shall provide a high school diploma to any World War II veteran who:

9.5.2.1 Left a Delaware high school prior to graduation in order to serve in the armed forces of the United States.

9.5.2.2 Did not receive a high school diploma, or received a G.E.D., as a consequence of such service and,

9.5.2.3 Was discharged from the armed forces under honorable circumstances.

9.5.3 The diploma may also be awarded posthumously if the deceased veteran meets the qualifications in 9.5.2.1 through 9.5.2.3.

9.5.4 Applications for this high school diploma shall be made on forms designated by the Department and the Delaware Commission of Veterans Affairs and shall have a copy of the candidate’s honorable discharge papers attached to the application.

4 DE Reg. 995 (12/01/00)

5 DE Reg. 625 (09/01/01)

7 DE Reg. 1344 (04/01/04)

10 DE Reg. 547 (09/01/06)

12 DE Reg. 934 (01/01/09)

14 DE Reg. 1155 (05/01/11)

15 DE Reg. 62 (07/01/11) (Final)

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