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The Department of Education is excited to provide a comprehensive induction program for all new administrators across the state. A northern cohort and a southern cohort will meet throughout the school year. Sessions will be led by current administrators who will guide leaders in practical strategies to have a successful first year in their new role. Participants will be part of a supportive cohort with opportunities to network with other new leaders. The program is required for first-time administrators ORadministrators that are new to Delaware. Participantsthat complete the program will meet induction requirements in DE Regulation 1503.
This class is for new School Nurses who are registered in the School Nurse Certification Program from Districts/Charters and the Catholic Diocese of Wilmington. This class meets the requirement for the Standards of Practice: Fundamentals of Nursing II and Leadership: Technology components of the School Nurse Certification Program.
Participants will learn components of IEP goals and how to use accommodations and supports on Appendix A-1 to support instruction.
Participants will receive an overview of the criteria for determining student participation in the DeSSA-Alternate Assessment. Participants will become familiar with the Decision-Making Tool and Decision-Making Tree
This is a required, one-day training for all administrators new to evaluating assistant principals, principals, and/or district administrators. A credentialing assessment is required after participating in the one-day training.
A professional learning opportunity for DE teachers to train in the blended model of professional learning that is NGSX. NGSX combines face to face work in a study group with a high functioning web platform that supports the NGSX pathways website. Study groups participate in and analyze three-dimensional science learning-learning that draws on NGSS and the National Academies Framework for K-12 Science Education. Participants, as adult learners, work with diverse phenomena as students will do in their classrooms. NGSX provides participants with guided practices on given learning pathways in adapting instructional materials to align with NGSS as well as trying out new NGSS supported curriculum units.
This workshop provides inclusive practices to link the assessment to classroom instruction. Participants will learn how to use the Universal Design for Learning (UDL) principles with the accessibility features available for our special populations. They will also make the connection between the supports provided on Appendix A-1 of our Accessibility Guidelines and our DeSSA assessments in order to promote a smooth transition and transference between supports provided in the classroom and those offered on the assessment. Webinar is offered in 2 one-hour sessions.
FocusED is targeted professional learning for educators to interact with national experts on today’s biggest topics impacting education. All sessions are virtual. Sessions are FocusED andbrief for busy educators- 70 minutes.
This workshop is geared to assist IEP team leaders make informed decisions about the learners who participate in the DeSSA-Alternate Assessment. At the end of the session, participants will be equipped to lead meaningful discussions using student data to make appropriate decisions regarding state assessments. It is a universal support for State’s 1% Cap plan.This course is provided through two 90-minute sessions. Attendees will be automatically be registered for both sessions. Topics Covered:o Overview of Delaware’s 1% Cap-Related Data o Review revised DeSSA-Alternate State Participation Guidelines and the Companion Guide o Overview of the IEP Rubric and A walk-through of how to use the rubric with case studies
This one-day institute is the kick-off to a four-part series on learning to Lead for Proficiency exclusively for members of the Delaware World Language Teacher Leader Network. The institute will focus on defining and actualizing Teacher Leadership by helping participants learn how to building trust, develop active listening skills and ask powerful questions. This institute will be followed up with a leadership implementation task that participants will complete prior to the October meeting of the World Language Teacher Leader Network.
This courses helps Local Education Agencies (LEAs) the resources and information to successfully build a Measure B assessment.
The 3-day, Culture of Care training for district and school teams has been adapted for virtual learning. If you are interested in gaining the skills to develop a strategy for integrating mindfulness practices to enhance relationships and regulation in your community, this 12-session learning opportunity is for you. Sessions will occur on Mondays, Wednesdays, and Fridays from 3 – 4 p.m. ASL will be provided. Participants must commit to all 12 of the live sessions. ZOOM LINKS will be distributed prior to each session. Participants must follow instructions to complete survey at the end of each session.
Multi-session training that launches a yearlong community of practice for district and charter school training cadres. The training cadres provide strategic leadership for the implementation of trauma-informed practices throughout the LEA, school communities, and facilitate professional learning communities (PLCs) to build capacity among educators. Initial training will occur online during summer 2020 and prepare participants to facilitate the state’s approved trauma awareness learning session. Additional supplementary learning opportunities will be available throughout the year with connections via email, Schoology, and quarterly participation in the Compassionate Schools Learning Collaborative, designed to move districts and charters on the Developmental Framework for Trauma-Informed Care.
This ADVANCED course is for educators who want to take their trauma awareness to the next level. Facilitated by Beyond Consequences Institute (BCI), this is an intense, deep-dive into the groundbreaking new book, Classroom180: A Framework for Creating, Sustaining, and Assessing the Trauma-Informed Classroom. The Classroom180 Framework is a comprehensive roadmap of what it means to fully create, implement, and sustain a trauma-informed classroom from kindergarten through the twelfth grade. Additionally, Classroom180 includes an assessment tool, the Classroom180 Rubric, which can be used by administrators and other specialists who support teachers on the journey of becoming trauma-informed. In response to the COVID-19 pandemic, this training will be virtual and will provide a blended training with the majority of the sessions conducted LIVE on the BCI Zoom platform with some course work being done through our Trauma-Informed Online Academy (TIOA). Each participant will receive a book as well as log-in and password to access the TIOA during the training. This 16.5 hour course will include the following the Pre-requisite online course (1.75 hours), 3- day, LIVE training (11.75 hours), and Online Coursework & Exercises (3 hours).
Participants will receive professional learning on the alternate achievement grade level standards (Essential Elements) for ELA, instructional planning for the alternate assessment.
Participants will receive professional learning on the alternate achievement grade level standards (Essential Elements) for Math, instructional planning for the alternate assessment.
Participants will receive professional learning on the alternate achievement grade level standards (Essential Elements) for Science, instructional planning for the alternate assessment.
Youth Mental Health First Aid is a skills-based training course that teaches participants about wellbeing and mental health, including information about substance-use issues. Participants will learn to IDENTIFY, UNDERSTAND, and RESPOND in ways that foster support.
Amplify platform training grades 3rd & 4th.Purpose: Virtual Platform & Access to Resources Training
This book study is designed for school teams (building administrators and teaching staff) to engage in working with students across the full range of learning needs. For scheduling flexibility, we are planning to host 2 weekday group sessions both with synchronous and asynchronous discussions. The DOE will provide a copy of the book for all participants. You will also receive a pacing calendar and information on how to acquire your book after you sign up in PDMS.
Learn the technology side of lesson planning and teaching strategies with this professional learning opportunity for Health Sciences instructors. You will learn how to organize your classes in Schoology and discover ways to customize the assessments to meet your individual needs.Google applications such as Docs and Slides will also be shown and how they can be used with Schoology. Additionally, organization and collaboration techniques will be shared using Trello. Other free resources will be shared to help you set up, organize and prepare for the upcoming school year. You will have a minimum of two (2) projects ready to start your school year and share with your fellow instructors.
The Delaware Department of Education (DDOE), in partnership with the University of Delawares College of Education and Human Development (UD) is providing an opportunity for elementary educators to participate in two graduate level courses on literacy assessment and instruction. This opportunity is only open to elementary educators who are currently employed in a Delaware public/charter school. These courses will be administered by the University of Delaware. Courses are asynchronous without scheduled class times when students must be online. Course fees will be paid for by the DDOE if the educator passes with a grade of C or better and all required textbooks will be provided free of charge. There will be no out-of-pocket cost as long as participants meet the requirements for successful completion of both courses. DDOE will request participating educators to sign an MOA prior to confirming registration with the University of Delaware. The courses offered in this program are:- EDUC 608: Literacy Assessment and Instruction I – EDUC 609: Literacy Assessment and Instruction II This work is in support of the Delaware State Literacy Plan to develop strong literacy foundational skills for Delaware students in improving overall literacy outcomes.
Virtual training sessions facilitated by Liberty Science
This is a course for 3rd grade teachers who are members of the Delaware Science Coalition. This training will demonstrated the ins and outs of how to teach the unit Balance Forces including the materials (kit) that accompany the online materials.
This course is for 4th grade teachers who are members of the DE Science Coalition. Teachers will have the opportunity to go through the online materials and the hands-on materials (kit), learn strategies on how to teach the unit and teachers will be provided opportunities on how to use the assessments in the unit.
This course is for teachers who are members of the DE Science Coalition. This course will walk teachers through each lesson including the materials (kit) needed to teach the lesson. Teachers will be provided NGSS strategies, assessments and other tools to be successful in their science classroom.
This course is for 3rd grade teachers who are members of the DE Science Coalition. This course will walk teachers through each on-line lesson and the materials (kit). The course will provide ngss strategies, assessments and all the tools needed to successfully teach this unit to third grade students.
A Special Learning Opportunity for High School Dual Language Immersion (DLI) Continuation Teachers that will focus on the understanding the Delaware Dual Language Immersion Program K-12/16 and how to plan for what DLI looks like at the high school level. This Academy is open only to high school teachers who are officially designated as High School DLI Teachers.
No description available
The target audience for this course is Early Childhood Special Education Itinerant Teachers working for LEA Part B 619 programs. By attending these sessions these teachers will receive training in the following: effective practices for coaching early childhood providers, the needs of dual language learners and special education, creating trauma sensitive classrooms, effective inclusive classroom environments along with progress updates and additional topics that may be identified during the school year.
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Participants will:Effective strategies for ongoing program implementation and managementBest practices for supporting the teachers offering the Zearn Summer SeriesReviewing draft schedules for Zearn Summer Series implementationAllocating students to teachersLearn about key actions to partner with school leaders and teachers to prepare for the coming school year (e.g., sharing information about individual students areas of growth)Creating a supervision calendar for teachers offering the Zearn Summer Series and what types of supervision to offerThe opportunity to share and reflect with other Zearn Leaders across the state on successes and challenges and share effective practice
Observing Practice Using the DPAS II Framework for SpecialistsThis workshop is designed to build a common understanding of the components, criteria, rubrics, and indicators of the Delaware Framework for Specialists and how they may be manifested in practice for various specialists’ positions. The unique application of observation skills such as understanding bias, collecting low-inference evidence, and interpreting evidence against the levels of performance will be examined and practiced. During the session, participants will use selected Specialist Critical Attributes and Possible Examples Guides as a tool to promote targeted support and feedback to specialists.
This course is designed for administrators in the pilot district or charters who will be implementing the newly redesigned teacher evaluation system, the Delaware Teacher Growth and Support System, in SY21-22. Administrators in this course will receive the training materials, resources, and support for onboarding teachers in their LEA.
3rd grade teachers will learn how to navigate the Amplify platform, how to teach each lesson, and how the unit phenomena ties to each lesson.
3rd grade teachers will learn how to navigate the platform to teach this course. They will learn each lesson, how the unit phenomena ties to each lesson and the look fors in the assessment opportunities.
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4th grade teachers will learn how to navigate the platform to teach this course to students. They will go through the lessons to understand the phenomena, the assessments and how to implement this unit.
4th grade teachers will learn how to navigate the platform and how to implement this unit to students.
This pathway of learning is for middle and high school teachers. This course brings in the three topics that are now largely absent or lightly touched upon in the classrooms. It shows how science and mathematics work together to help students understand the interaction of earth systems. This pathway also focuses on critical elements in STEM-the interdisciplinary nature of mathematics and science along with highly advanced technology-based tools used in gathering images and data as part of building students’ understanding of the oceans and climate.
This course will review the Unit Count process and guidance for the September 30, 2021 Unit Count. Course is recommended for all staff who will work with Unit Count information and every District and Charter should have participation each year.
Explore anti-racist classroom strategies that elevate student achievement and deepen learning in the arts with the Maryland and Delaware arts education community. National experts will lead courageous workshops exploring decolonizing music, theatre, dance, and visual/media arts. Participants will attend both days of the seminar.
This course will provide professional learning for staff regarding IDEA and the IEP process.
This training lead by Public Consulting Group ( PCG) in collaboration with DDOE is required of all that will be lead mentors during the 2021-2022 school year. This includes Lead Mentors for teachers, specialists, school psychologists, school counselors and school nurses) During this training you will receive your log in information for the Lead Mentor Playbook, be led through accessing the playbook, what tools and features are available and how to complete the required ‘plays’ which are the required lead mentor training for the school year. This training and the completion of all assigned plays will be a requirement to serve as a lead mentor and to be eligible for the lead mentor stipend.
This institute will provide NAF academy teachers, administrators, guidance staff, and business partners the opportunity to collaborate to prepare for the success of the 2021-22 Academy of Finance and Academy of Business Information Management program of study. Participants will be able to gain knowledge at the course level, interact with curriculum providers, share best practices, network with peers, and develop actions plans for the upcoming school year. Sessions will be conducted virtually, and login credentials will be provided after PDMS registration.
The Middle School Bookworms Training is facilitated by the University of Delaware’s Professional Development Center for Educators (PDCE).This professional learning opportunity is intended for middle school educators new to using Bookworms. It is part of the Department of Education’s Summer Acceleration strategies.
The Bookworms New Teacher Induction professional development is designed for new teachers in current Bookworms schools. Topics include:M- Shared ReadingT- Interactive Read AloudW- Genre-based WritingTh- Differentiated Instruction Part 1F- Differentiated Instruction Part 2This professional development is part of the Department of Education’s Summer Acceleration Strategies.
The Bookworms Intensive Academy Plus PLCs professional development is designed for Advanced Bookworms users: Administrators, Specialists, Special Education, ELThis professional development is part of the Department of Education’s Summer Acceleration Strategies.
The Advanced Bookworms Institute is designed for Bookworms users with 1+ years of implementation,This professional development is part of the Department of Education’s Summer Acceleration Strategies.
Back to Basics AIM Pathways coursework is designed for educators who are committed to learning about the connection between reading research, theoretical models such as the Simple View of Reading and Scarboroughs Reading Rope, and best practices for language and literacy instruction in the classroom. Participants will learn effective instructional practices that will benefit all students, including those with or at risk for language-based learning disabilities.This course is appropriate for Assistant Superintendents, Principals, Directors of Curriculum and Instruction, and ESU Leaders. Course includes:Online Orientation10 Section Pathways to Literacy Leadership Course (See Detailed Syllabus)4 Virtual Community of Practice Coaching SessionsPacing Guide/Schedule for Course Work Aligned to the IDA’s Knowledge and Practice Standards for Teachers of Reading12 Months Access to the AIM Pathways platform so materials can be reviewed, applied and accessed in the classroom when needed.
Back to Basics AIM Pathways coursework is designed for educators who are committed to learning about the connection between reading research, theoretical models such as the Simple View of Reading and Scarboroughs Reading Rope, and best practices for language and literacy instruction in the classroom. Participants will learn effective instructional practices that will benefit all students, including those with or at risk for language-based learning disabilities.This course is appropriate for all teachers, reading specialists, special education teachers, English Language teachers, and literacy coaches. Course includes:Online Orientation* 17 Section Pathways to Proficient Reading Course (See Detailed Syllabus)* 6 Virtual Community of Practice Coaching Sessions* Pacing Guide/Schedule for Course Work * Aligned to the IDA’s Knowledge and Practice Standards for Teachers of Reading* 12 Months Access to the AIM Pathways platform so materials can be reviewed, applied and accessed in the classroom when needed.
The Delaware Literacy Coalition includes literacy representatives from the Department of Education, higher education representatives, business professionals, and LEAs (district and charter schools) throughout the state. The Delaware Literacy Coalition is open to all LEAs and stakeholders that agree to collaborate in supporting literacy education.
Quarterly meeting for Lead School Nurses from Districts/Charters/Independent Schools and Alternative Programs.
Aligned to PSEL and created through collaboration between DDOE, UD DASL, and LEAs, the DE Administrator Hiring Toolkit will provide you with strategies and tools to use in your next search for an administrator. This virtual training introduces you to the toolkit and actively engages you in a simulation of hiring a building leader. Facilitated by DDOE and DASL.
Bi-weekly support to implement 8th grade course, with collaboration in standards, resources, information, and assessmentVirtual link: https://udel.zoom.us/j/91987216013
An introduction to the application of regulation and Code provisions on the day-to-day reporting of incidents that occur in schools. The course also includes a discussion of ways to implement restorative and trauma-informed discipline to reduce the negative impacts of exclusionary discipline. Attendees will also receive training on the School Discipline Improvement Program and the law surrounding disproportionate disciplinary practices.This course is meant for new administrators.
This course provides experienced administrators with an update of regulatory changes that impact the process of recording school discipline. In addition, there is a focus on the positive impacts of the use of restorative disciplinary practices in schools. Attendees will become familiar with the School Discipline Improvement Program and how they can utilize the data on the program to make informed decisions on the best way to improve overall school culture and climate while reducing the negative impacts of exclusionary discipline.
Yearly Policies, Practices and Procedures Refresher Course
Special Education Regulations, Policies, Procedures, and Procedural Safeguards
These sessions (2 half day sessions) will introduce teachers to the 8th grade curricular shifts and implementation of standards, new resources such as Teacher Notes and Clarifications, guidance on pacing, and features of the interim assessments. Please join us at through this virtual link: https://udel.zoom.us/j/95070139413
Comprehensive School Mental Health Systems (CSMHS)provide a full array of tiered supports and services that promote a positive school climate, social and emotional learning, and mental health and well-being, while reducing the prevalence and severity of mental illness and substance use. In these self-paced modules, learners will explore how CSMHSs are built and the strategic collaboration with educators, students, families, and community health and mental health partners. These systems also assess and address the social, political, and environmental structures, include public policies and social norms, that influence mental health outcomes. A webinar link and materials will be distributed weekly.
This course is required for all DLM test administrators to become familiar with the IE model for Delaware’s alternate assessment. DLM Test Administrators will be provided with the opportunity to become familiar with the sandbox and the instructional components that link assessment to instruction.
Participants take a deeper dive into the alternate achievement grade level standards (Essential Elements) using the Alternate Assessment score reports and aligned resources to plan instruction. Hands-on activities and resources for use the next day. ** LAPTOPS REQUIRED FOR CLASS.Audience: Those who have previously completed AAS ELA/Math and Science Standards training.
The Annual Delaware Immersion Institute provides intensive training for dual language immersion teachers and administrators (Grade K through 9) participating in the World Language Expansion Initiative. The institute content includes an overview of effective immersion instructional strategies, the Delaware Immersion Curriculum, developing proficiency in another language, and collaboration between the immersion and the partner teachers. ADII 2021 will be held VIRTUALLY August 2-5 and will lead into year-long professional learning sessions for teachers and administrators.
Adolescent literacy experts Jacy Ippolito, Christina Dobbs, and Megin Charner-Laird will guide teacher teams through collaborative inquiry into literacy domains critical to middle school reading/writing/communication success such as vocabulary, academic language, and writing. This project, designed to support middle school science and social studies teachers and teacher teams in addressing the literacy needs of middle school students, will focus on adolescent and disciplinary literacy teaching and learning through the lens of teacher collaborative inquiry. Project participants will meet monthly (virtually) with recognized experts in the field, Jacy Ippolito, Christina Dobbs, and Megin Charner-Laird, alternately focusing on the texts, tasks, students, and cultures that factor into middle school disciplinary literacy work. Between monthly virtual workshops, teams will pilot new disciplinary literacy practices in their classrooms and reflect on ways in which we can collaboratively bolster students content literacy skills. Eight interactive live virtual sessions provided monthly from 8-11 AM. These sessions will take place on Sept. 23rd, Oct. 21st, Nov. 18th, Dec. 16th, Jan. 13th, Feb. 10th, March 10th, and April 7th.
How do we create impactful and thoughtful learning of the Holocaust with students? With resources tailored to Delaware educators, educators enhance their own knowledge about the Holocaust, including the history of antisemitism, and build confidence and capacity to teach this complex subject. This professional learning will meet requirements set forth by House Bill 318.
This eWorkshop is designed to nurture students growth in speaking, by combining an exploration of the ACCESS for ELLs Speaking Test with teaching practices focused on student engagement and oral language development. You will engage in three modules: Module 1 delves into understanding common questions regarding theWIDA ACCESS Speaking test. It is not a Speaking test training. Module 2 explores implementing standards-aligned pedagogicalpractices to increase meaning making Module 3 discusses teacher actions to grow student speaking abilities.Audience: This workshop has been designed for classroom teachers and language specialists. In Module 1, participants choose one of two paths: 1. Educators who do not administer the ACCESSspeaking Test2. Educators who administer the WIDA ACCESSspeaking Test and want to know more about it.Participation Requirements: Complete a self paced module designed with choice forthose that want to know more about WIDA ACCESSSpeaking Test and those that don’t need to Attend two 90-minute live WIDA webinars WIDA Secure Portal account to access the materials,resources, and webinar platform available in the WIDAeLearning Center Estimated 3 1/2 hours to complete entire webinar series,depending on choices you may spend up to 4 hours
Planning with the WIDA ELD Standards Framework2-Part Webinar SeriesThis eWorkshop is designed for educators and leaders who are responsible for language development within content learning and implementation of the WIDA ELD Standards Framework. In each session, participants will receive additional resources for using the ELD Standards Framework in instructional planning. Teams are strongly encouraged to attend the webinars together. This eWorkshop will assist educators in using the ELD Standards Framework to identify and support language students will use to engage in content learning. Participants will explore how the ELD Standards Framework can support collaborative instructional planning. Learning Goals Leverage student assets to integrate a language focus into content units. Identify and support language students will use throughout a series of unit activities.Participation Requirements Attend two 90-minute live WIDA webinars WIDA Secure Portal account to access the materials, resources, and webinar platform available in the WIDA eLearning Center Estimated 3 hours to complete entire webinar series
Meeting of Curriculum Directors, State Assessment Directors, and Special Education Directors to share information.
Restraint/Seclusion Reporting Training is required for school personnel who are responsible for reporting to the DDOE incidents of restraint or seclusion of a student by school personnel. This training is required under 14 Del. Admin. Code 610, section 4.2. This training module briefly reviews DDOE Regulation 610 and explains the process of inputting required report data into eSchool Plus for an incident of student restraint or seclusion imposed by school personnel.
This course is approved for credit towards Teen Dating Violence & Sexual Assault Awareness and Prevention (14 DE 4162).Each school district and charter school shall ensure that its administrator(s), school nurses(s) and school counselor(s) in schools serving any grade 7 through 12 receive two hours of teen dating violence and sexual assault policies and protocol training every 3 years. Employees in these positions for the first time must complete the two hours of training within their first year of serving in their new capacity.
The DPAS II Teacher Training for the 2020-2021 school year consists of four modules. All teachers have the opportunity to participate in this training to become familiar with the DPAS II evaluation process. Module 1 – Introduction to DPAS IIModule 2 – DPAS II and the Delaware FrameworkModule 3 – The DPAS II ProcessModule 4 – Student ImprovementYou will receive 6 clock hours for your participation in all four modules of the training. Once you have viewed all of the presentations, you must successfully complete the Training Assurance. When the Assurance is completed, PDMS will be automatically updated to show that you have successfully completed the course and the clock hours will be transferred from PDMS into DEEDs during the next weekly update.
The DPAS II Specialist Training for the 2020-2021 school year consists of four modules. All specialists have the opportunity to participate in this training to become familiar with the DPAS II evaluation process.Module 1 – Introduction to DPAS IIModule 2 – DPAS II and the Delaware FrameworkModule 3 – The DPAS II ProcessModule 4 – Student AchievementEach module presentation is an mp4 video file. You will need to have a media player installed on your computer in order to view the presentation (Windows Mediia Player, Quicktime, or other).You will receive 6 clock hours for your participation in all four modules of the training. Once you have viewed all of the presentations, you must successfully complete the Training Assurance. When the Assurance is completed, PDMS will be automatically updated to show that you have successfully completed the course and the clock hours will be transferred from PDMS into DEEDS during the next weekly update.
This is a self-paced course with a focus on the Academic Vocabulary in grades KN-2. Academic vocabulary crosses content areas and is found in both informational and literary text. Students must constantly build the vocabulary they need to be able to access grade level complex texts. Students must develop their ability to use and access words that appear in everyday text and may be slightly out of reach. This course provides an opportunity to understand Academic Vocabulary and the three tiers of vocabulary with hands-on activities, instructional practices, and resources that can be applied immediately in the classroom.
This is a self-paced course with a focus on the Academic Vocabulary in grades 3-5. Academic vocabulary crosses content areas and is found in both informational and literary text. Students must constantly build the vocabulary they need to be able to access grade level complex texts. Students must develop their ability to use and access words that appear in everyday text and may be slightly out of reach. This course provides an opportunity to understand Academic Vocabulary and the three tiers of vocabulary with hands-on activities, instructional practices, and resources that can be applied immediately in the classroom.
This is a self-paced course with a focus on the Academic Vocabulary in grades 6-8; it is frequently seen on SAT tests. Academic vocabulary crosses content areas and is found in both informational and literary text. Students must constantly build the vocabulary they need to be able to access grade level complex texts. Students must develop their ability to use and access words that appear in everyday text and may be slightly out of reach. This course provides an opportunity to understand Academic Vocabulary and the three tiers of vocabulary (with a focus on Tier 2) with hands-on activities, instructional practices, and resources that can be applied immediately in the classroom.
This is a self-paced course with a focus on the Academic Vocabulary in grades 9-12; it is frequently seen on SAT tests. Academic vocabulary crosses content areas and is found in both informational and literary text. Students must constantly build the vocabulary they need to be able to access grade level complex texts. Students must develop their ability to use and access words that appear in everyday text and may be slightly out of reach. This course provides an opportunity to understand Academic Vocabulary and the three tiers of vocabulary (with a focus on tier 2) with hands-on activities, instructional practices, and resources that can be applied immediately in the classroom.
This is a self-paced course with a focus on the Common Core State Standards (CCSS) for CTE, grades 6-12. Literacy standards for grade 6 and above are predicated on teachers of history/social studies, science, and CTE/technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. This course provides an opportunity to understand the CCSS literacy standards in comparison to the ELA CCSS, with hands-on activities, instructional practices, and resources that can be applied immediately in the classroom.
This is a self-paced course with a focus on grades K-5, CCSS Writing Standards and the Delaware CCSS-aligned writing rubrics. Participants will have an opportunity to explore the CCSS writing text types, expectations, and vertical progression of the writing standards. Participants will also have an opportunity to score student writing using the recently revised, CCSS-aligned Delaware writing rubrics and explore resources. This course is a pre-requisite for ELA/Literacy K-2 and/or 3-5 Writing Modules.
This self-paced course will focus on how the shift, Writing from Sources, effects the way we teach research. This module will focus on ELA/Literacy CCSS writing standards 7 and 8, shifts as they relate to research, and strategies for synthesis. Participants will focus on how research has changed over the past decade, from paper-bound to digital. Participants will explore how students demonstrate research practices and share information in a variety of ways for authentic purposes.
This is a self-paced course with a focus on grades 6-12, CCSS Writing Standards and the Delaware CCSS-aligned writing rubrics. Participants will have an opportunity to explore the CCSS writing text types, expectations, and vertical progression of the writing standards. Participants will also have an opportunity to score student writing using the recently revised, CCSS-aligned Delaware writing rubrics and explore resources. This course is a pre-requisite for ELA/Literacy 6-8 and/or 9-12 Writing Modules.
This self-paced module will focus on how close reading (with specific attention to text complexity, academic vocabulary, and text dependent questions) contributes to literacy development for all students. This course provides an opportunity to understand the CCSS literacy standards with hands-on activities, instructional practices, and resources that can be applied immediately in the classroom.
This self-paced module will focus on the shift, Text Complexity, and the implications of CCSS Reading standard 10 in classroom instruction. Participants will explore the three legs of text complexity by using the quantitative measure tools, and the qualitative rubrics for both literary and informational texts. Participants will also analyze reader and task considerations for texts. Culminating activities include generating a final recommendation form using the text complexity placemat.
This self-paced module will focus on the shift, Text Complexity, and the implications of CCSS Reading standard 10 in classroom instruction. Participants will explore the three legs of text complexity by using the quantitative measure tools, and the qualitative rubrics for both literary and informational texts. Participants will also analyze reader and task considerations for texts. Culminating activities include generating a final recommendation form using the text complexity placemat.
This self-paced module will focus on the shift, Text Complexity, and the implications of CCSS Reading standard 10 in classroom instruction. Participants will explore the three legs of text complexity by using the quantitative measure tools, and the qualitative rubrics for both literary and informational texts. Participants will also analyze reader and task considerations for texts. Culminating activities include generating a final recommendation form using the text complexity placemat.
This self-paced module will focus on the shift, Text Complexity, and the implications of CCSS Reading standard 10 in classroom instruction. Participants will explore the three legs of text complexity by using the quantitative measure tools, and the qualitative rubrics for both literary and informational texts. Participants will also analyze reader and task considerations for texts. Culminating activities include generating a final recommendation form using the text complexity placemat.
This self-paced module will focus on how the shift, Writing from Sources, effects the way we teach research. This module will focus on how evidence and documentation of sources will help students become college and career ready. Participants will focus on gaining a deeper understanding of Shift 5 Writing from Sources, understanding the importance of evidence and documentation of sources, and understanding the research link between reading and writing standards.
The DPAS II Credentialing Assessment process, consists of training and successful completion of a credentialing assessment. It is designed to establish qualifications and proficiency of evaluators to utilize DPAS-II. The credentialing assessment should take no more than three hours to complete and is offered in three different sections (policy, framework, and feedback). Participants may use approved resources, including the DPAS-II Guides for Teachers/Specialists, when taking the assessment. Individuals will have the opportunity to take the assessment multiple times, if needed. Please note the credentialing assessment is provided online through an external partner, Insight Education. Please allow up to 7-10 days for Insight Education to generate and email you your log in information, along with the instructions for logging in and participating in the training module and assessment. Please be sure to check your email regularly for a message from Insight Education for this important information.Please contact Insight Education directly for technical support.Live chat at https://help.insightadvance.com Email at support@insightadvance.comPhone 866.925.7622
This course is approved for credit towards Child Abuse and Child Safety Awareness, Prevention, Detection & Reporting (14 DE 4162).A new hire must complete this specific Child Abuse Detection and Reporting Training course within thirty days from their date of hire.
This course is approved for credit towards School Bullying Awareness & Prevention; Criminal Youth Gang Detection (14 Del. C, 4162).
Developing curriculum activities for high-ability learners requires teachers to provide challenging material that meets the specific academic, affective, and personal learning needs of each student. This course offers teachers the opportunity to explore a range of options for differentiating their curricula to help all students reach their full potential. Participants will be able to:-Identify the academic, social, and emotional needs of gifted and high-ability learners-Consider appropriate strategies to differentiate by pace, level of challenge, and instructional strategies for high-ability learners-Explore effective ways to assess student progress toward academic standards and content goals
This module provides strategies for rolling out content with PLC teams in mind. You will see references to elbow partners/collaborative pairs/team work. This module can also be completed independently through self reflection personal practice. This self-paced course is delivered in one module. The time for completing this module is estimated to be 2-3 hours.
Welcome to the ELA/Literacy Writing Instruction Grades 3-5 self paced course. In this self paced course, you will learn how to effectively implement writing instruction in your classroom through the CCSS Writing Standards and the Writing Progressions.The estimated time to complete this module is 2 – 3 hours.
This module will focus on the Common Core State Standards (CCSS) for Speaking and Listening across all content areas. The module is divided into activities that include information, strategies, and activities to help participants further enhance understanding of information delivered and incorporate these concepts into your classroom. During each activity section, participants will be directed to review presentations and complete activities to save to their computer, Google Drive, etc.
This module is designed to provide participants with an understanding of the ELA Common Core Anchor Standards, the Publisher’s Criteria, and the key shifts for English Language Arts and Literacy.
Science Kit Training
This online training covers all DeSSA accommodations, accessibility features and supports for students. New and updated procedures and forms will be covered. The differences between all DeSSA Assessment accommodations and supports will be discussed. Target audiences include any professional staff member involved in the selection, administration, and evaluation of DeSSA accommodations, accessibility features and supports for students.
There are three courses in this series. Each course addresses one of three groupings of Crosscutting Concepts; Causality, Systems and Patterns. It is recommended that the courses be completed in the order listed above, but this is not necessary. For this reason, the Introduction folder is replicated in each course.In Causality, we describe concepts that bridge disciplinary boundaries, having explanatory value throughout much of science and engineering. These crosscutting concepts were selected for their value across the sciences and in engineering.
There are three courses in this series. Each course addresses one of three groupings of Crosscutting Concepts; Causality, Systems and Patterns. It is recommended that the courses be completed in the order listed above, but this is not necessary. For this reason, the Introduction folder is replicated in each course.The module is divided into activities that include information, strategies, and activities to help participants further enhance understanding of information delivered and incorporate these concepts into your classroom. During each activity section, participants will be directed to review presentations and complete activities in schoology to receive credit.
There are three courses in this series. Each course addresses one of three groupings of Crosscutting Concepts; Causality, Systems and Patterns. It is recommended that the courses be completed in the order listed above, but this is not necessary. For this reason, the Introduction folder is replicated in each course.The module is divided into activities that include information, strategies, and activities to help participants further enhance understanding of information delivered and incorporate these concepts into your classroom. During each activity section, participants will be directed to review presentations and complete activities in schoology to receive credit.
No description available
This is the School District Financial Responsibility Training. It is required for all district School Board and Citizen Budget Oversight Committee members.
This module focuses on how and why individuals change their practice to improve student achievement.
This module will introduce participants to the Standards for Professional Learning.
This course provides an introduction to understanding and creating instructional opportunities utilizing a blended learning format. Disclaimer #1: In an attempt to have an interactive and engaging course, discussion boards have been included. Collaboration and the constructive sharing and reception of ideas is key to professional growth. Please keep in mind that these discussions are a professional space. Give your answers consideration and please be respectful, on topic, constructive. Disclaimer #2: The final activity of this lesson offers feedback on an optional Blended Learning Lesson Plan. This is not mandatory. As a self-paced course, please note that feedback may not be timely and will not be extensive.
The Introduction to UDL modules explores the framework and principles of UDL in order to meet the wide range of learners in todays classrooms. Strategies for classroom implementation will be highlighted. The Advanced UDL Modules take participants deeper into Universal Design for Learning (UDL) and will challenge educators to think outside the box when designing lesson plans. The unique needs of all students in the classroom will be considered when designing curricular lessons without barriers to learning. Several resources are shared that can be implemented easily in the classroom.
This module will focus on the arts standards website including the whole web map and specific destinations. Goals Participants will be guided through an overview of the Delaware arts standards website. Participants will learn how to navigate Delaware arts standards website. Participants will obtain a working knowledge of what is needed to use the arts standards in their classrooms.
This module will focus on understanding and using the Model Cornerstone Assessments on the Delaware Arts Standards webpage https://www.deartsstandards.org/. Goals Participants will understand the relationship between assessment and standards-based instruction. Participants will locate the Model Cornerstone Assessments on the Delaware arts standards webpage. Participants will navigate through a Model Cornerstone Assessment Participants will recognize the common attributes of the arts standards with the Common Core State Standards for ELA. Participants will identify resources available through the arts standards webpage. Participants will become aware of Student Artwork Samples available to benchmark student work samples.
This module is the first in a series designed to help arts educators and arts administrators learn about, navigate through and use the Delaware Arts Standards. Adopted by the Delaware Board of Education in March 2016, these standards are the National Arts Standards with the addition of ‘I CAN’ statements- the standards in student friendly, age appropriate language- created by Delaware arts educators. The series of modules have been created by three seasoned Delaware teachers in order to provide practical guidance on how the standards can be the basis for instruction in your classroom.
No description available
Participants receive professional learning on the alternate achievement grade-level standards (Essential Elements), instructional planning and resources for the alternate assessment.
No description available
Participants will receive professional learning on the alternate achievement grade level standards (Essential Elements) for science, instructional planning for the alternate assessment. Resources are also available to provide a deeper understanding of NGSS and the Essential Elements for the alternative assessment.
This module will focus on the artistic process of CREATING. The module will provide participants with an oveview of the anchor and performance standards and will provide strategies for how the Delaware Arts Standards can be implemented in arts classrooms.
This module will focus on becoming familiar with and understanding the artistic process Perform/Present/Produce from the National Core Arts Standards.
This training will provide an overview of the Consolidated Grant Application (CGA) requirements and time frames, with an emphasis on how to navigate the online system platform. The training format is remote – Attendees participate via GoToMeeting. Attendees also have the option of viewing the session after it has taken place as the training will be recorded and posted on the eGrants homepage the following day. The CGA will consist of the following programs: Title I, Part A; Title II, Part A; Title III EL; Title III Immigrant; Title IV, Part A; IDEA 611; IDEA 619; CTE Perkins; and State Curriculum and Professional Development. The training will include new questions, guidance on how to respond to requirements, expectations for budgeted items, changes to the application format and tips for responding to specific questions for each program. DDOE program managers will be present to provide guidance to participants. Program specific technical resources will also be provided to participants. The targeted audience is participants familiar with eGrants. If you are a new user to eGrants, please contact Dr. Marc Edery at marc.edery@doe.k12.de.us or (302) 857-3353 to receive guidance on system navigation and generic application instructions, as these items will not be reviewed at the training.
This training is required of any educator before completing observations or evaluations on teachers and/or specialists. This 3-hour webinar may be viewed at anytime. This training will review the processes requirments for completing observations and an evaluation as well as requirements of Component Five: Student Improvement.
No description available
This course is approved for credit towards School Bullying Awareness & Prevention; Criminal Youth Gang Detection (14 DE 4162).
This course is approved for credit towards Child Abuse and Child Safety Awareness, Prevention, Detection & Reporting (14 DE 4162).This is the Child Abuse Detection and Reporting Training Refresher course. CPAC has created this 1/2 hour course as a means to provide information to you on mandatory reporting if it has been awhile since you took the full hour course.
This course is approved for credit towards Child Abuse and Child Safety Awareness, Prevention, Detection & Reporting (14 DE 4162).Learning objectives for this course include: identifying types of trauma, learning about ACEs, learning about toxic stress & the impact on classroom behavior, resilience, and strategies for the classroom.
The Biggs Museum of American Art is collaborating with the Delaware Department of Education and Delaware educators and their students to investigate of works of art from the museum’s collection. Teachers will attend professional learning sessions to explore the museum, select works of art to be adopted by their school and plan standards based curriculum to pilot in their classrooms. Final units of instruction will be used as a curricular exemplars and as resources for educators interested in the museum’s collection.
What do you picture when you visualize a gifted student?
Welcome to this course! As you progress, you will have an opportunity to see some of the unique needs that students who are gifted may have relating to others as well as within themselves.
Types of differentiationWhen, Where and how to differentiate
Classroom set upManagement Systems
Skills and strategies for every classroom
DiversityBilingual education and identificationAP/IB
This course will focus on creating a balanced assessment system (formative, summative and peer and student self- evaluation) in arts education classrooms.
Connecting is the last of the Artistic Processes in the Delaware Arts Standards. Connecting appears equally with the other three artistic processes: CREATING, PERFORMING/PRESENTING/PRODUCING, and RESPONDING in the standards for Dance, Media Arts, Theatre and Visual Arts. CONNECTING is integrated across the other three processes in the discipline of Music.
This module will focus on the artistic process RESPONDING. RESPONDING is comprised of three anchor standards common to all five arts disciplines: Anchor Standard 7- Perceive and analyze artistic work.Anchor Standard 8 – Interpret intent and meaning in artistic work. Anchor Standard 9 – Evaluate criteria to evaluate artistic work. In this module we will investigate how the concept of RESPONDING has changed over time and provide specific strategies to help your students reflect on and respond to their own work and the work of other artists, musicians, dancers and actors.
This course will give a basic overview of the K-12 DE Financial Literacy Standards and provide access to resources.
This course is designed to guide participants through a self-paced webinar that will explain the rationale for the redesign of the teacher evaluation system, the process taken to do so, and a high-level overview of the rubric structure and content.
‘Say ”health textbook” and most people think of words like boring, dated, ineffective and expensive. How unfortunate because no other school subject deals with more topics considered important to students feelings, challenges, relationships, decisions, etc. What if health education centered around healthy behavior outcomes (HBOs) instead of drugs, sex, and sushi rolls (nutrition). Can health be a cool class? Absolutely! When the educational experience is student-centered instead of subject-center, health education is ”all about me.” Learn how to ditch the textbook in favor of a peer-driven, (yet teacher facilitated) environment where students embrace healthy behaviors, not simply health information.Date Recorded: Wednesday, March 1, 2017’
‘The Americans with Disabilities Act (1990) is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life. However, this law is not always being followed due to current practices and financial burdens of schools. The law may exist, but the opportunities are often not there. The purpose of this presentation is twofold: to educate professionals on the importance of play for those with disabilities and to provide skills and strategies for inclusive behavior. The session will include four different interactive examples of improving the use of inclusion strategies.Webinar recorded: August 9, 2017’
This course replaces the traditional Boot Camp required to become a credentialed observer and evaluator. During this webinar participants will be introduced to the teacher framework, the observation process and will practice calibrating through video observation.
‘Are you being asked to incorporate more literacy activities in your physical education curriculum? Are you being asked to work with intervention math or reading groups? Come learn how kinesthetic teaching strategies can teach physical education skills and improve reading skills all at the same time! Learn several techniques for warm-ups, assessments, and activities that will work on PE skills, but also allow students to have intentional and vigorous reading practice! You will also gain valuable skills on how to be an effective intervention teacher using movement-based practices!’
This session will cover the basics of trauma-informed practices in schools. This is an introductory session into the importance of recognizing and changing current practices, especially around educators response to challenging behavior. The session will provide an overview of trauma prevalence, resilience, regulation and intervention.
This session will cover behavior intervention strategies for educators and paraprofessionals. The session will cover root causes of disruptive behavior and a number of proactive and reactive strategies educators can begin using right away.
This session will cover a critical skill for educators: Co-Regulation, which is the ability to help another person return to a regulated state. You will learn practical skills that you can immediately put into practice.
This session will cover important interventions for educators to help all students, but especially those whose behavior stems from significant childhood adversity. Topics will include designing a trauma-informed classroom setting, creating wellness rooms, trauma-informed discipline, and a host of other proactive and reactive strategies for working with students with trauma.
This session will discuss the critical importance of self-care in education. The session provides a practical discussion of the dimensions of regulation and how educators can help themselves by developing foundational skills in self-regulation as well as a number of other critical self-care topics.
This session will discuss the ways in which trauma-informed practices and social and emotional learning efforts can complement each other, areas in which they overlap, and important things to consider when trying to implement both efforts.
Making Educators Partners in Youth Suicide Prevention.Every day in our schools, students are facing tremendous amounts of pressure that may lead some students to thoughts of suicide. Unfortunately, chances are that you or your school have been affected by youth suicide.This course is here to help you play an important part in the prevention of youth suicide. We know how stressful your job can be. We’re not asking you to fix a problem; we’re asking you to open the door to the prevention process.
In elementary schools, educators are faced with specific difficulties related to observing, listening, and referring our youngest students. After completing the Making Educators Partners in Youth Suicide Prevention: Act on Facts course, you should have a firm grasp on the skills you need to help prevent youth suicide using the Act on FACTS framework. In the Elementary School module, youll discover how to use these skills when faced with the unique challenges of our youngest students.
Middle school can be a chaotic environment for educators and children because of so many factors: socialization, hormones, increasing difficulty, etc. After completing the Making Educators Partners in Youth Suicide Prevention: Act on Facts course, you should have a firm grasp on the skills you need to help prevent youth suicide using the Act on FACTS framework. In the Middle School module, youll discover how to use these skills when faced with the unique challenges of this difficult environment.
Return to Learn: Reintegrating a Student After a Suicide Related Absence (15 min)Helping a student return to learning after a suicide attempt can present many difficulties for you, the student, and the school. After completing the Making Educators Partners in Youth Suicide Prevention: Act on Facts course, you should have a good understanding of the things you can do to help protect yourself, the student, and the school. In Return to Learn, youll dive a little deeper into the skills and resources you can use during reintegration.Bullying: Not a New Problem (15 min)Bullying is an age-old issue in all age groups, and it has far reaching impacts that are often misunderstood. What we know is that bullying does have a direct impact on at-risk students. After completing the Making Educators Partners in Youth Suicide Prevention: Act on Facts course, you should have a firm grasp on the skills you need to help prevent youth suicide using the Act on FACTS framework. In the Bullying module, youll discover how to define bullying and its relation to suicide while learning how to help prevent suicide in students experiencing this warning sign.
The ‘Getting Started with Schoology’ self-paced course is designed to introduce participants to the Schoology Learning Management System and enhance understanding of the functions and features of the platform. This course provides participants with knowledge of informational and interactive course materials to create courses, tools for collaboration, data collection, and student feedback. In addition, this course will facilitate understanding of Groups and Resources within the platform and how to collaborate with other educators and colleagues using the Schoology platform. After completing this course, the participants will have the knowledge to build a course and utilize the features of Schoology.
This course is the ‘Sandbox’ required to practice the skills participants learn in the Getting Started with Schoology course. No credit is awarded for this course. Credit is awarded in the Getting Started with Schoology course.
‘Improving instructional practices to support Delaware’s English learners has never been more relevant than today with an emphasis on rigourous academic standards for every learner. Delaware educators, now more than ever, need a proven approach for making content accessible for all Delaware students. Through SIOP and the Delaware Design for high-quality English learner education we can make content comprehensible for our learners and accelerate their content learning and language growth. This course is for all Delaware educators, not just English learner specialists. The Delaware Design focuses on an integration of both content and language standards and a collaboration among all educators to share the responsibility for high quality instruction for English learners This course will provide an in depth look at SIOP, a comprehensive model for planning and implementing high quality lessons that that will result in effective instruction and improvement of student achievement. This course is designed to be self-paced. Each week new content will be added with videos, readings, and resources to support your understanding. Once per week a virtual session will be held to allow educators and opportunity to ask questions, collaborate with colleagues and gain a deeper understanding of SIOP and the Delaware Design for High–Quality English Learner Education. Virtual sessions will be held on __________ from ________ to ________ each week. These sessions will be recorded so that you can listen in later if you cannot be on our live call. Each week there will be posted discussion boards and other activities. These activities will be required to earn full course credit. Activities must be submitted prior to moving on to new course content. , however, they can be done at your leisure as this is a self-paced course. Individual educators or school teams can also contact Cary Knight cary.knight@doe.k12.de.us to set up virtual brainstorming or coaching sessions. This can be in conjunction to the weekly virtual meetings and will allow for some more individualized school-specific support. ‘
In accordance with 7 CFR 226, the USDA Child and Adult Care Food Program (CACFP) federal regulations requires staff to be trained at least once a year, and documentation of this training must be maintained. Additionally, the State agency must require each renewing institution participating in the Program to reapply for participation at a time determined by the State agency, except that no institution may be allowed to participate for less than 12 months under an existing application, except when the State agency determines that unusual circumstances warrant reapplication in less than 12 months. This training meets the annual training requirements, and discusses reapplication procedures.,
There are 8 videos that range from 5 to 10 min each. The videos are aligned to the current DPAS-II framework to support teaching and learning in a remote learning environment. Administrators can view the videos to support observation, evidence collection, and to share aligned feedback. Teachers can view the videos to support the action of planning so high quality teaching and learning continues in a remote classroom.
Many of todays physical education classrooms feature both in person and virtual learners due to the pandemic. Teachers are faced with the dilemma of assessing virtual students with FitnessGram while never seeing them face-to-face. Created in collaboration with The Cooper Institute, this professional development takes teachers through solutions to utilizing fitness assessments in the online environment. Assessment solutions, equipment modification, links to resources that can be posted for student access, free OPEN resources that can assist, and more will be shared. This session is designed for any teacher using FitnessGram with virtual students.
The 2020 pandemic forever changed the landscape of physical education worldwide. This session will highlight the resources in the Active Home module created by OPEN National Trainers to assist teachers with their transition to online teaching for grades K-12. Additionally, participants will dive into OPENs new PE NOW curriculum created to teach students face-to-face with social distancing, virtually, or with a blended model. PE NOW focuses on OPENs new Priority Learning Outcomes for Physical Education and social/emotional learning concepts based on CASEL core competencies. This workshop is designed for a grades K12 audience.
‘FitnessGram and Cooper Institute prepared a virtual training on the importance of implementing the FitnessGram.This was a online training.’
Cohort participants receive professional development in several areas: DLM website and the DLM professional development site, deep dive into the standards, literacy strategies, IE model and testlets overview, backwards design
