This training will focus on creating Standards-based IEPs. Participants will be given an introduction of the rationale for creating SBIEPs and the research-based best practices involved in creating IEP content in accordance with the Common Core State Standards, and compliance guidelines. Participants will spend time unpacking the CCSS, identifying the skills their students need to access the general curriculum, and writing meaningful goals that promote access to the general curriculum. DDOE expectations will be covered in this full-day training/workshop.
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 training is designed for those individuals who may be interacting with the assessment testing environment in any way need to complete the test security training.
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.
Participants will learn components of IEP goals and how to use accommodations and supports on Appendix A-1 to support instruction.
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.
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 course is approved for credit towards Child Abuse and Child Safety Awareness, Prevention, Detection & Reporting (14 DE 4162).
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 courses helps Local Education Agencies (LEAs) the resources and information to successfully build a Measure B assessment.
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).
The NeuroLogic Trauma-Informed Classroom Training is a 4-hour, pre-recorded, and advanced training for those who have participated in previous trauma awareness level learning sessions, particularly including the BRAIN ARCHITECTURE GAME simulation. Participants will go through a process that begins with an understanding of basic brain science and the recognition of the impact of stress, trauma, and neglect on the brain. Through examples and application of current brain research, participants will gain hope and practical strategies for overcoming this negative impact, as well as a recognition of how these strategies will help all students improve learning, behavior and emotional health. Participants will leave this training equipped with newfound hope and practical interventions that can be applied immediately in their roles within the school community.
No description available
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.
The annual fall conference highlights literacy topics that impact individuals with dyslexia and other learning differences across the lifespan. The Keynote Speaker, Julie Washington, Ph.D., is the Director of the Learning Disabilities Research Innovation Hub and Director of the Dialect, Poverty and Academic Success lab at University of California, Irvine.Conference topics are designed to engage a variety of attendees including educators, related school personnel, higher education faculty, parents, students, and adults with dyslexia. Sessions focus on the latest research, expertise, and insights from internationally, nationally, and regionally known speakers. Session topics cover the latest in language and literacy instruction and intervention research across the life span, self-advocacy and social justice, discussion about parent and school collaboration, and issues related to living with dyslexia.
This is the 2nd of 3 in a series of Early Literacy Development courses. The other 2 optional courses are: Cognitive Model of Reading Assessment (PDMS Course #29351) & Reading and Writing Connections (PDMS Course #29353). These courses will provide an overview suitable for elementary teachers, specialists, and administrators looking to build understanding of the relationships among reading development, writing development, and knowledge development. This understanding will help them to see the teaching and learning affordances of high-quality instructional materials. Readings used during these sessions will be provided. Course will be provided in a synchronous, virtual environment. Required readings:Journal articles will be provided during the sessions. Understanding Text Complexity sessions will guide participants to consider the affordances of challenging text to build knowledge in the language comprehension pathway. Participants will explore the Common Cores text complexity requirements and trace their development across elementary-grade texts. They will then engage in collaborative learning about the affordances of challenging text: text structure knowledge, grammar knowledge, and vocabulary knowledge. Participants will leave with an understanding of the ways that challenging text facilitate learning.This course is being offered weekday evenings OR Saturday’s.
This is the final of 3 in a series of Early Literacy Development courses. The other 2 optional courses are: Cognitive Model of Reading Assessment (PDMS Course #29351) & Understanding Text Complexity (PDMS Course #29352). These courses will provide an overview suitable for elementary teachers, specialists, and administrators looking to build understanding of the relationships among reading development, writing development, and knowledge development. This understanding will help them to see the teaching and learning affordances of high-quality instructional materials. Readings used during these sessions will be provided. Course will be provided in a synchronous, virtual environment. Required readings: Journal articles and writing curriculum samples will be provided during the sessions Reading and Writing Connections sessions will provide an overview of writing development consistent with the cognitive model, targeting transcription skills and composition skills as separate pathways. Participants will then work cooperatively to map the design of a comprehension composition curriculum across the elementary grades. Participants will leave with an understanding of writing development and instruction across grade levels. This course is being offered weekday evenings OR Saturday’s.
Annual meeting for any administrator or office staff that use the Frontline Applitrack system. All participants must have a valid login.
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.
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.
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.
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.
No description available
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.
Bi-weekly support to implement 8th grade course, with collaboration in standards, resources, information, and assessmenthttps://udel.zoom.us/j/92472882080
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.
Quarterly meeting for Lead School Nurses from Districts/Charters/Independent Schools and Alternative Programs.
With performance data taking a significant dip in middle grade mathematics, DOE is funding 19 middle school math coaches throughout the state. DOE will provide ongoing training to the 19 coaches on coaching skills, including goal setting and monitoring, data review, and math content pedagogy.
Join Josh McNeil and the Lakeside team for an in-depth exploration of the themes from the Neuro Logic Classrooms self-paced course. Each 1-hour session can be attended as a standalone or to complete a thorough installation of content to strengthen brain structures to support regulation, memory, and learning.
This course will provide 4-10 hour training briefs for all new and existing District/School Test Coordinators. Each of these bootcamp training sections will cover a different topic. Each session will be live and under 1 hr. Each of these sections will cover a variety of topics.
Learning series on the legal considerations involved in school behavioral health.
This course provides an overview of the feedback structure for the Delaware Teacher Growth and Support System. Participants will calibrate, write claim and impact statements, and discuss action steps.
Comprehensive Induction Program (CIP) Professional Learning 2021/2022The CIP Professional Learning offerings, consist of professional learning opportunities offered through the Comprehensive Induction Program (CIP). These opportunities are designed to supplement the support educators and mentors receive locally. Each opportunity has been developed in alignment with the program vision of ensuring all educators in the State of Delaware, receive full professional and personal support, as they develop the essential knowledge, skills and experience that will result in a high quality education for all of Delaware’s students.*All sections are open and available to those participating in the CIP as a mentee or mentors seeking to support their mentees. If space allows other educators may be accepted. **Preference availability will be given to educators in Year 1 and 2 of the CIPCredit hours for educators on an initial licenseClock hours for educators and mentors on a continuing license
This Professional Growth Training is offered to all teachers and school leaders piloting the Delaware Teacher Growth and Support System. The Delaware Department of Education, in collaboration with veteran administrators, developed this training to provide teachers meaningful professional development for articulating clear goals for professional growth and student learning that will drive ongoing observation, feedback, and support. Participants will understand how to write professional growth goals, create plans to reach those goals, reflect on progress towards goals, and evaluate progress on goals. The training is divided into three one-hour sections held throughout the school year that will enable the teachers to connect the reflection process from the Fall Conference to the Mid-year Conference, and to the Spring Conference.
These sessions provide opportunities for administrators to have access to consistent, high-quality, and interactive professional learning on the indicators of the Delaware Teacher Classroom Observation Framework. Participants will gather evidence, write claims, discuss impact on students, and engage in conversations around action steps for teachers.
This course is open to coordinators and reviewers of the Ages and Stages Questionnaire (ASQ). This is a space for ASQ Reviewers to share, collaborate, and learn from each other to support the statewide developmental screening initiative. Topics include but not limited to: current process and systems, general account maintenance, collaboration with providers and families, and tracking referrals.
Description:In this two part series, participants will learn how function based thinking can support student behavior. They will apply the basics of applied behavior analysis to address concerning behavior, understand the steps to complete a functional behavior assessment (FBA) and recognize the critical components of function based behavior intervention plans (BIPS). Please note: It is strongly recommended participants attend both sessions.Who should attend:These workshops are open to ALL educators (e.g., general or special education teachers) who want to learn more about using a function-based approach to address concerning behavior. Attendees will leave prepared to support the development and implementation of behavior plans, but not necessarily lead or facilitate the FBA/BIP process in their schools.
Join renowned literacy experts, coaching aficionados and best-selling authors Dr. Rita Bean and Dr. Jacy Ippolito as they lead school teams through a deep dive into how the science of reading informs instructional practices in preK-2 classrooms and how cultivating coaching mindsets can transform a schools culture.Five interactive live virtual sessions will be provided monthly from 9 AM-noon on the dates listed belowo Jan. 25o Feb. 15o March 22o April 26o May 17 An onsite coaching experience will occur twice during this series; once in February and again in April, providing calibration and rich discussions based on preK-2 classroom observations In order to make this a truly personalized experience, this opportunity is limited to 10 schools with 4-5 participants per school for a maximum group size of ~50 participants
Fall 2021 Training Series – Tips and Skills for Effective IEP Meetings:Effective Conflict Management Strategies Approaches to managing conflict Effective communication skills
This series supports teams of teachers and leaders in developing their knowledge and skills to best implement strong math instructional practices through the use of their high quality instructional materials (ENY/Eureka K-8, Zearn Math K-5). Sessions will focus on effective instructional planning, deep dives into content, and strengthening teacher and leader pedagogical content knowledge centered on making lasting shifts in practice. This PLN will focus on EngageNY Math, Zearn Math, and Eureka Math instructional materials. Sessions will build on one another with deep dives into instructional planning and content.
In addition to the sequence for DE EZE PL Network Instructional Teams, this is an additional sequence of sessions to support system and school leaders to build/strengthen systems and practices for math instruction in their districts and schools related to the content of the PLN. These additional sessions will focus on EngageNY Math K-8, Zearn Math K-5, and Eureka Math K-8. The description for instructional teams is provided below for convenience: This series supports teams of teachers and leaders in developing their knowledge and skills to best implement strong math instructional practices through the use of their high quality instructional materials (ENY/Eureka K-8, Zearn Math K-5). Sessions will focus on effective instructional planning, deep dives into content, and strengthening teacher and leader pedagogical content knowledge centered on making lasting shifts in practice. This PLN will focus on EngageNY Math, Zearn Math, and Eureka Math instructional materials. Sessions will build on one another with deep dives into instructional planning and content.
This course will introduce the user to Cognos Analytics. Cognos allows users to create automated and ad hoc reports from eSchoolPLUS. Topics will include: – Intro to Cognos – Report Authoring – Dashboard and Datasets – Administration
This online professional learning opportunity will empower participating LEAs to connect assessment data to professional learning opportunities that support student needs and learning. There will be two tracks to better meet the needs of the participants.
Educators will attend six sessions facilitated by Equity and Beyond. These education seminars help educator prep teachers to build the individual and collective knowledge, will, skill, and courage required to create curriculum, policies and practices that encourage students of every race, socioeconomic status, and home language to reach high levels of academic achievement. AIDE helps educators identify how their unique identity, skills, and experiences equip them to interrupt racial inequity and create a sense of belonging on campus for students and staff alike.
This workshop is held prior to the annual release of the Request for Applications to fund Year Long Teacher Residencies in the upcoming fiscal year. We will highlight application changes, give guidance on ways to improve submissions and address any questions.
This series of virtual synchronous and asynchronous learning focuses on providing targeted supports for diverse student learners as well as acceleration strategies in the core classroom. Beginning with a shared vision of equitable instruction in the secondary ELA classroom. Participants will investigate the critical role of knowledge, vocabulary, and fluency and how to identify those students that need targeted support using formative data. They will then plan for these supports within the context of their high-quality Tier 1 ELA curriculum. Cohort synchronous meeting dates/times are as follows:Session 1: Friday, November 12th, 8:30am-3:30pmSession 2: Wednesday, December 8th, 12:30-3:30pmSession 3: asynchronous workSession 4: Wednesday, Jan. 19th, 12:30-3:30pmSession 5: Saturday, Feb. 12th 8:30-3:30pmSession 6: Wednesday, March 2nd, 12:30-3:30pmSession 7: Wednesday, March 16th, 4-6pmSession 8: Wednesday, March 30th, 4-6pmSession 9: Wednesday, April 13th, 4-6pm
This course is for 2nd grade teachers that belong to the DE Science Coalition. Teachers will learn how to use the Amplify platform
2nd grade teachers that are members of the Science Coalition are eligible to take this course after they have taken the platform training. This course goes through each lesson to help them become familiar with the content for teaching it with their students.
This session 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. Participants will learn how to incorporate principles of UDL when designing curricular units and lesson plans. Participants will have the opportunity to actively engage in guided practice surrounding the principles of UDL
This session takes 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 to design curricular lessons without barriers to learning. This highly interactive workshop will feature activities designed to change our way of thinking and lesson planning practices that will help design instruction to meet the needs of all learners.
This session will provide participants with an overview of communication and literacy strategies for students with complex communication needs. Participants will be guided through ways to identify communicative intent and facilitate communicative competence through literacy. Participants will also be guided through a variety of assessment tools, strategies, and a framework for developing and implementing a communication target action plan.
Course Description: This session will cover components of the IEP including identification of data considerations, the use of assessment information, development of present levels of educational performance (PLEPs), the identification of unique learning needs, and the development of S.M.A.R.T.S. aligned goals to promote access to the general education curriculum. Data collection methods and tools will also be provided to assist educators with goal development and progress monitoring.
As part of the World Language Expansion Initiative, the DOE Dual Language Immersion Team provides ongoing professional learning and opportunities for collaboration for dual language immersion principals, assistant principals, and district Administrators. The professional learning series for 2021-22 will focus on fidelity of program implementation, strengthening student language development, and supporting DLI learners through MTSS frameworks. The synchronous meetings will be combined with online resources and feedforward/feedback opportunities that increase administrator capacity to scale and support immersion programming.
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.
The Delaware Department of Education defines Culturally Responsive as intentionally acknowledging and valuing the diversity, contributions, and experiences of every educator and learner by providing opportunities for individuals to see themselves and others in their learning, leading to Academic Achievement, Cultural Competence, and Socio-Political Consciousness. Our vision is that all members of the DDOE will have a shared understanding of DDOEs culturally responsive definition as a lens to guide our work internally and externally with our colleagues across the state. To that end, every DDOE staff member will participate in two half-day training sessions at the Collette Center facilitated by Dr. Tanji Reed Marshall of the Liaison Educational Partners and the director of p-12 practice at The Education Trust. Day 1 will be the grounding and introspection as well as a deep dive into DDOE definition of Culturally Responsive Education. The training will focus on each part of the definition including what the (3) different parts of the definition meanAcademic AchievementCultural Competence Socio-political ConsciousnessEach section will be limited to 30 participants.
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.
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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.
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Participants receive professional learning on the alternate achievement grade-level standards (Essential Elements), instructional planning and resources 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. 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.
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.
Resources for educators implementing a multi-tiered system of behavior support.
‘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 rigorous 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. 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 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
