This course is designed to help K-12 teachers identify and understand various types of creativity and develop classroom activities that encourage students to apply creative and innovative approaches to their tasks. It is one of the required courses leading to Certification in Gifted Education.
The 2021 Delaware Professional Learning Summit continues DDOEs commitment to supporting curriculum adoption and implementation by providing school and district leaders with the knowledge and skills needed to develop their plans for high-quality professional learning for the 2021-2022 school year. The Summit will take place virtually on Thursday, March 11, 2021.The Summit will provide district and school leaders with the knowledge and skills needed to: define and deliver high-quality professional learning; create a professional learning plan for the 2021-2022 school year grounded in the use of high-quality instructional materials (HQIM); identify the supports (systems, structures, policies, partners) needed to effectively implement their professional learning plan.Registrants must choose the section that addresses the relevant phase of curriculum support: Adoption: Focuses on creating a clear and common, content-specific vision of great instruction and messaging that vision to all stakeholders and the selection of materials for adoption. Schools/school systems should be selecting materials that support that vision in a strategically planned process that includes stakeholder participation (teachers and administrators). Learning opportunities planned within and as a result of the process are key components and results of this phase. Implementation: Focuses on developing an intentional implementation plan. The identification of structures and supports that must be put into place to support the materials are key components of this phase. Continuous Improvement: Focuses on planning for continuous improvement. This phase includes planning to support teachers as they use the curriculum to inspire great instruction and increase student learning and planning to support leaders in listening to teachers and observing practice with the goal of continuous improvement. The phase of continuous improvement never ends.Attendance at the Summit is required for all RPL grant applicants. It is recommended that each applying LEA have the following people attend the event: Chief Academic Officer or Curriculum & Instruction Supervisor Supervisor/Specialist responsible for supporting PL at the district level School Leader Project director or lead teacher responsible for ensuring the PLP is implemented effectively at the school-level
This course is a series of monthly technical assistance centered around Title I, Part A (to include Homeless Education and Parent Family Engagement). We will discuss laws (regulations and guidance), expectations, requirements and challenges that are unique to charter and vo-tech single school LEAs. We will discuss best practices and create a repository of templates and samples for compliance documents.
Amplify platform training grades 3rd & 4th.Purpose: Virtual Platform & Access to Resources Training
This training series will focus on best practices for implementing the updated DPAS-II for Administrators evaluator system. Each interactive session will focus on one aspect of the system – beginning-of-the-year conferences, mid-year conferences, or summative evaluation meetings.
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 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).
Essential Question: What do educators need toconsider in order to effectively plan for the education ofmultilingual learners identified with learning disabilities?Guiding Questions Module 1: What are the learning profiles of multilingual learners withidentified learning disabilities? Module 2: What are the laws that address the education ofmultilingual learners with learning disabilities, and what areeducators obligations under these laws? Module 3: What are the factors to consider when planning instruction for multilingual learners with learningdisabilities? Module 4: Why is it necessary for educators to collaborate with qualified professionals when planning effectiveinstruction for multilingual learners with learning disabilities, and how can this collaboration generate educationalchange for these students? Module 5: How do educators identify, administer, and evaluate instructional accommodations for multilinguallearners with learning disabilities? Module 6: Answer the Essential Question.Time CommitmentEach eWorkshop is 15 weeks long and covers six modules. Each module takes between two to four hours. The datesand times of the online meetings will be scheduled with your state representative.Certificate Requirements1. Post on the discussion boards for each module.2. Respond to at least two colleagues posts for each module.3. Attend online meeting as culminating gallery walk or participate in alternate make-up activity.4. Complete the pre- and post-surveys.Upon completion of an eWorkshop, participants receive a certificate listing 20 hours of professional learning. Calendar:Start Date: 3/8Online Meeting: 5/18 from 4:30-5:30pm ET (REQUIRED)End Date: 6/18
The DDOE is partnering with TRANSFORM, EDU to provide technical assistance to LEAS to transform leaders to achieve high levels of learning and improved organizational outcomes. Elevating School Improvement Through the Lens of Equity will engage a cohort of participants in a series of four full-day online workshops. The workshops will utilize resources to meet the needs of all students through conducting a root cause analysis and designing a comprehensive professional development plan to align to strategic and school goals. Individuals will have the opportunity to reflect, collaborate, and develop solutions to the challenges inherent in school leadership and improvement. Participants will benefit from engaging with level alike colleagues and experience personalized coaching weaved between each workshop. The four workshops will be held virtually from 9:00 A.M. – 3:3 0 P.M. on Thursdays. The Workshop Schedule is as follows: Thursday, January 14, 2021; March 18, 2021, May 13, 2021, and June 17, 2021.
The DOE hosts a virtual PLC for all district and school-level administrators on the first Monday of each month. PLC topics will focus on the sharing of instructional resources, discussion of current problems of practice, and Q&A regarding the remote and hybrid learning environment all with alignment to the statewide evaluation systems.
Virtual course instructed by Lab-Aids vendor.
High School Course
Informational session to learn, interact, and engage with the redesigned evaluation system.
These sessions are open to school counselors only. Sessions are designed to support the school counselor role and provide an opportunity for networking and collaboration.
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.Join Zoom Meetinghttps://udel.zoom.us/j/2673828100One tap mobile+16468769923,,2673828100# US (New York)+13017158592,,2673828100# US (Germantown)Dial by your location +1 646 876 9923 US (New York) +1 301 715 8592 US (Germantown) +1 312 626 6799 US (Chicago) +1 669 900 6833 US (San Jose) +1 253 215 8782 US (Tacoma) +1 346 248 7799 US (Houston)Meeting ID: 267 382 8100Find your local number: https://udel.zoom.us/u/adx06yqs6uJoin by Skype for Businesshttps://udel.zoom.us/skype/2673828100Information on how to join a test meeting to check your Internet/audio/video settings:https://support.zoom.us/hc/en-us/articles/115002262083-Joining-a-Test-Meeting
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.New Teacher Academy: Advanced UDL When: Thursday, January 14, 2021 at 4:30 PM – 6:00 PM.Location: Online Zoom Meetinghttps://udel.zoom.us/j/7527117374One tap mobile+13126266799,,7527117374# US (Chicago)+16468769923,,7527117374# US (New York)Dial by your location +1 312 626 6799 US (Chicago) +1 646 876 9923 US (New York) +1 301 715 8592 US (Washington D.C) +1 346 248 7799 US (Houston) +1 669 900 6833 US (San Jose) +1 253 215 8782 US (Tacoma)Meeting ID: 752 711 7374Find your local number: https://udel.zoom.us/u/abf5ldInksJoin by Skype for Businesshttps://udel.zoom.us/skype/7527117374Information on how to join a test meeting to check your Internet/audio/video settings:https://support.zoom.us/hc/en-us/articles/115002262083-Joining-a-Test-Meeting
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.New Teacher Academy: Advanced UDL When: Thursday, January 28, 2021 at 4:30 PM – 6:00 PM.Location: Online Zoom Meetinghttps://udel.zoom.us/j/7527117374One tap mobile+13126266799,,7527117374# US (Chicago)+16468769923,,7527117374# US (New York)Dial by your location +1 312 626 6799 US (Chicago) +1 646 876 9923 US (New York) +1 301 715 8592 US (Washington D.C) +1 346 248 7799 US (Houston) +1 669 900 6833 US (San Jose) +1 253 215 8782 US (Tacoma)Meeting ID: 752 711 7374Find your local number: https://udel.zoom.us/u/abf5ldInksJoin by Skype for Businesshttps://udel.zoom.us/skype/7527117374Information on how to join a test meeting to check your Internet/audio/video settings:https://support.zoom.us/hc/en-us/articles/115002262083-Joining-a-Test-Meeting
As part of the World Language Expansion Initiative, the DOE World Language Immersion Team provides ongoing professional development for immersion teachers and English partner teachers throughout the academic year. The PD series for 2020-21 will provide learning opportunities for both new and returning immersion teachers with a focus on structures to engage students in meaningful language output, deepening understanding of immersion language proficiency, and building literacy in the immersion language.
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 2020-21 will focus on monitoring and planning for immersion program growth, supporting struggling learners, and deepening supports for classroom instruction through virtual and onsite classroom visits. The face-to-face meetings will be combined with online resources and feedforward/feedback opportunities that increase administrator capacity to scale and support immersion programming.
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.
Living By Chemistry High School Professional Development
Welcome to the Summer Food Service Program (SFSP) Annual Sponsor Training!The training course has sound accessible through your computer speakers or headphones. In order to receive a certificate of course completion, please review all course material prior to taking the quiz.
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.
This network is for building leaders and their leadership teams. It is designed to provide a collaborative networkingsystemwith targeted learning experiences aligned to instructional leadership practices. Enrollment is by invitation.
FocusED is targeted professional learning for educators to interact with national experts on today’s biggest topics impacting education. Sessions are FocusED andbrief for busy educators- 70 minutes.
In this all day workshop, participants will learn how to use the score reports and the mini maps to build instruction for students who participate in the DeSSA-Alternate Assessment.Note: This PD is geared towards teachers who administer the DeSSA-Alternate Assessment
The Delaware Department of Education (DDOE) offers an annual leadership series for school leaders to actively participate in professional learning led by nationally-renowned leaders in the field of education. Teams will meet throughout the school year with the application of learning occurring between meetings. A culminating leadership showcase will highlight changes in practice as a result of participation.
A year-long professional learning series focused on developing a deep and meaningful understanding of the Core Practices for World Language Proficiency.
The Department of Education is excited to provide a comprehensive induction program for all new administrators across the state. A northern cohort and southern cohort will meet throughout the school year. Sessions will be led by current educational leaders who will provide participants with research-based, 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 building administrators or buildingadministrators that are new to Delaware. Participantsthat complete the program will meet the induction requirement andbe recognizedat the statewide end-of-year leadership showcase.
This conference is an opportunity for school counselors of all levels from across the Delaware to share their Best Practices, network with peers, and learn valuable information to enhance their professional performance.NOTE: Free for DE School Counselor Association (DSCA) Members or $50 Registration fee for non-members. Attendees must register and pay for the conference on the DSCA website (www.mydsca.org).
Participants will learn components of IEP Goal Development, implementation of accommodations and instructional implementation.
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 Tree.
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 Hybrid – Attendees may participate in person or remotely 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 staff for each program will be present and will be available to meet with individual 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.
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 Specialists Critical Attributes and Possible Examples Guides as a tool to promote targeted support and feedback to specialists.
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.
All educators (school leaders, teachers, coaches, and lead mentors) with an interest in learning how to effectively use both asynchronous and synchronous tools to help build the knowledge and skills, as well as the courage and conviction, to deliver the critical components of teaching and learning through a variety of mediums are invited to register for the Planning for Virtual Teaching seminar. This seminar is designed to address the following topics: social-emotional development of classroom climate, planning decisions for well-structured lessons, formative assessment, criteria for success, and effective feedback. Participants will engage with expert presenters from Research for Better Teaching (RBT).**PLEASE NOTE – Participants MUST attend all Cohort Session dates, in order to receive credit. If for any reason you are unable to make the session, please alert Angela Socorso at least three days before the session begins. The training is a course through Research for Better Teaching (RBT). You will receive a book and an invite to the Canvas platform to access the materials. The course instructor will also email you a Zoom link. The Department has paid for these slots, so it is important to let Angela know if you need to cancel your registration. (Contact: angela.socorso@doe.k12.de.us)**
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.
This learning pathway will consist of two face-to-face sessions where clock hours will be awarded and four on-line Schoology modules where participants will gain an understanding of variability in the classroom, the need for the elimination of barriers in the curriculum and an overview of the Universal Design for Learning (UDL) Principles and Guidelines developed by CAST. Participants will receive a stipend for completing all modules and developing and submitting a UDL lesson plan. At the conclusion of the pathway, participants will be registered to complete the Learning Designed UDL Core Credential – Level 2, an international credential supported by CAST.
Participants will work to gain an understanding of the elements of explicit instruction for reading and how to use assessment data to identify and make instructional decisions within a Multi-tiered System of Support (MTSS) framework.Cohort Runs Feb. 3, 2021 – March 31, 2021Participants must attend all sessions and complete all required assignments.See attached overview plan for additional details.
The 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 well as, mentors seeking to support their mentees.**Preference availability will be given to educators in Year 1 and 2 of the CIP.
This is the 1st of 3 in a series of Early Literacy Development courses. The other 2 optional courses are: Understanding Text Complexity (PDMS Course #29352) & 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: 1.Stahl, Flanigan, & McKenna (2019) Assessment for reading instruction2.Walpole & McKenna (2017) How to plan differentiated reading instructionCognitive Model of Reading Assessment sessions will address reading development across three different pathways: automatic word recognition, language comprehension, and strategic knowledge. Participants will leave with an understanding of big ideas in reading assessment and a strategy for identifying students foundational skills needs.This course is being offered weekday evenings OR Saturday’s.
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.
This course will enable participants to identify and assign different types of phonics instruction based on student diagnostic data. It will include 6 asynchronous modules and 6 synchronous 1 hour zoom meetings. The Zoom meetings will be held on Thursdays from 7 pm 8 pm. Participants will learn to use diagnostic data to form skills groups, to plan and manage a small-group rotation, to compare and contrast synthetic, analytic, and analogy-based direct instruction in decoding, and to interpret progress-monitoring data to direct regrouping and reteaching.Open to all elementary teachers and administrators.Required readings used during this cohort will be provided: Stahl, Flanigan, & McKenna (2019) Assessment for reading instructionWalpole & McKenna (2017) How to plan differentiated reading instructionWalpole & McKenna (2016) Organizing the early literacy classroom
This course will enable participants to use a framework for teaching students in K-2 how to plan and compose their writing. It will include 6 asynchronous modules and 6 1-hour synchronous zoom meetings. The Zoom meetings will be held on Tuesdays from 7 pm 8 pm. The course will focus on narrative writing, and personal narratives in particular, but the framework can be applied to narrative, informational, and opinion writing. Participants will learn to teach sentence writing, to help students to evaluate good and poor examples of narratives, to use graphic organizers to plan their writing, and to use checklists to evaluate writing and drive revision. Open to all elementary teachers and administrators. Required reading used during this cohort will be provided: Coker & Ritchey (2019) Teaching beginning writers
Join us for an evening summit full of speakers, conversation, and learning. Participants will leave having gained knowledge and inspiration to take actionable steps towards more equitable computer science classrooms and communities. The evening will include a keynote speaker, updates on computer science in Delaware, sessions hosted by local educators, and an unconference. Summit Website: bit.ly/csequitysummit
The purpose of the course is to have a positive impact on student achievement by expanding your capacity to influence the quality of teaching: See more: Notice more of the subtle and important things that are happeningAnalyze with insight: Gather evidence about the impact on student learning of what is going on; pick what is most useful bring up in the conversationCommunicate better: Be evidence-based and convincing in your feedback, using CEI Q/JEach session will include a focus on:High leverage teaching practices with alignment to the Delaware RubricVideo analysis of teaching practicesOral and written evidence-based communication about teaching and learning
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.
In this course, administrators will be able to foster the shift of their professional community from a focus on teaching/the teacher to a focus on learning/the learner by where they show up as an instructional leader and by what they do and say. The commitment to increased achievement for all students requires that instructional leaders expand their capacity to influence the quality of teaching. Analyzing Teaching for Student Results (ATSR) provides instructional leaders with the skills to meet these demands by:Seeing more of what is critical to student learningAnalyzing with insightUsing a common language and concept system to communicate better about teachingInvesting their leadership effort strategically in order to have the greatest impact on teaching quality and student performanceThese leadership skills will be developed through collaboration with colleagues, readings and observations, and analysis of teaching and learning.
The objective of this training is to ensure that School Food Authorities (SFAs) are compliant with USDA’s School Nutrition Program Professional Standards requirement.
Welcome to the KnowBe4 Cyber Security Training. All participants taking this course need to accomplish the following steps in order to successfully complete the course and receive clock hours in PDMS/DEEDS. Step 1. View the training modules via the link contained inside Schoology course. The 2020-2021 course modules include:* 2020 KnowBe4 Security Awareness Training* Don’t Be Dave*Using the Phish Alert Button – Basic Use* Restricted Intelligence S1: EP1-The Test (Passwords and Passes)Step 2. Upon completion of the course, each module completed will automatically generate a certificate. You can SAVE or PRINT these certificates for your records. Step 3. Return to Schoology and complete the Course Assurance. All participants must complete the course and this assurance to receive credit! Please complete this training by April 2, 2021.
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 a Tuesday group and Wednesday group session both with synchronous and asynchronous discussions. Sessions will be held from February 15 March 24, 2021. 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. Please see Tuesday flier Session #55978 and Wednesday flier Session #55979 for details.
The DOE hosts a virtual office hour for all DPAS II leads on the third Friday of each month. Topics will focus on the sharing of evaluation resources, discussion of current problems of practice, and Q&A regarding the remote and hybrid environment – all with alignment to the statewide evaluation systems.
This is a review of the close-out and start-up process as well as FSF document completion and common errors.
To include process overview and recent contract changes
Hello EL Coordinators, Happy Friday!! We wanted to reach out to you to let you know about an exciting new opportunity we have designed for you to work with Melissa Lambert and your colleagues. While we have all been inundated with tasks surrounding assessment lately, we know that high-quality instruction is of the utmost importance for improving the educational outcomes for our English learners. We have put together bi-weekly office hours that will allow us time to engage in collaborative conversations around maintaining a focus on high-quality instruction during these uncertain times. We want to offer you a forum to share your concerns and learn from one another! This will be a supportive atmosphere where you can ask and answer questions, discuss things that are going well or things that are your biggest challenges, as well as collaborate on issues around instruction and supporting our English learners and families. Our first meeting will be on Tuesday, January 26 from 10:30-11:30. Then we will meet every other week, switching off between mornings (10:30-11:30) and afternoons (2:00-3:00). (See the schedule below.) While these are completely optional, we hope that you will be able to join us for one or more of these sessions. As always, we look forward to our collaboration time with you! Tuesdays: January 26– 10:30-11:30 February 9–2:00-3:00 February 2410:30-11:30 March 92:00-3:00 March 2310:30-11:30 April 6–Spring BreakApril 2010:30-11:30 Melissa Lambert’s Zoom Meeting Roomhttps://us02web.zoom.us/j/9388082329Meeting ID: 938 808 2329One tap mobile+19292056099,,9388082329# US (New York)+13126266799,,9388082329# US (Chicago)Dial by your location +1 929 205 6099 US (New York) +1 312 626 6799 US (Chicago) +1 301 715 8592 US (Washington D.C) +1 669 900 6833 US (San Jose) +1 253 215 8782 US (Tacoma) +1 346 248 7799 US (Houston)Meeting ID: 938 808 2329Find your local number: https://us02web.zoom.us/u/kezvT1Y7GI
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.
This course is approved for credit towards Child Abuse and Child Safety Awareness, Prevention, Detection & Reporting (14 DE 4162).
This course is approved for credit towards Child Abuse and Child Safety Awareness, Prevention, Detection & Reporting (14 DE 4162).During this 60-minute workshop for administrators and directors of schools and youth-serving organizations, educators, mentors and coaches, we discuss how policy can help professionals establish healthy boundaries in an online environment with the students they serve. Attendees will learn how to communicate with students in an online environment that maintains observable and interruptible interactions, and how to recognize abuse and neglect through a webcam.
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).
The Delaware Early Learner Survey is an observational tool through which kindergarten teachersobserve and record students knowledge and skills that lead to success in kindergarten and throughoutlife. All kindergarten students participate in the Delaware Early Learner Survey, as required by Title 14of Delaware Code, Section 151.Kindergarten staff observe all kindergarten students during the first 30 days of school. Because thesurvey is focused on the whole child, teachers observe a set of 34 objectives within six developmentaldomains: social-emotional, physical, language, cognitive, literacy, mathematics. The survey waschosen because it is a curriculum-embedded tool, appropriate for dual immersion classrooms andclasses with English learners and students with disabilities.This survey provides a diagnostic snapshot of students knowledge and skills at kindergarten entryacross all districts and charter schools.- The survey is developmentally-appropriate, strengths-based and not evaluative for teachers orstudents. It is not a pull-out assessment to be administered to students.- Teachers are encouraged to teach their routines, procedures and beginning-of-the-year lessonsas planned. As a result, teachers observe students naturally performing skills during their first sixweeks of planned lessons.- Teachers summarize their observations to determine students levels of accomplishment on acontinuum of learning for each objective. Results are inputted into an online, reliable andnationally recognized tool (Teaching Strategies GOLD) customized for Delaware.Department of Educations Delaware Early Learner Survey Website: https://www.doe.k12.de.us/de-els
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
Learn about Delawares Core Practices for World Language Proficiency professional learning series. This overview describes six essential core practices for world language educators at all levels to employ in order to advance their learners target-language proficiency. The Delaware Core Practices for World Language Proficiency are adapted from the American Council on the Teaching of Foreign Languages (ACTFL)s Six Core Practices that reflect the current research and thinking of world language experts across the United States and are rooted in the work of Eileen Glisan and Richard Donato, Enacting the Work of Language Instruction: High-Leverage Teaching Practices (ACTFL, 2017). This overview is required before anyone can sign up for any of the six self-paced learning courses.
Deepen your understanding of and practice using Functional Goals and Objectives, DE Core Practice for World Language Proficiency #2. In this self-paced learning course, you will learn how to focus each level of learning (unit, lesson and individual learning tasks) on the functional use of the language. Using a backwards design approach, you will learn to begin planning by identifying the desired results in terms of the functional language use (e.g., I Can statements). Participants will be able to design learning experiences and tasks that help students build the language skills they need to reach the planned goals and objectives.
Deepen your understanding and practice of using Authentic Cultural Texts, DE Core Practice for World Language Proficiency #3. In this self-paced learning course, you will learn how to design and facilitate interactive reading, listening and viewing comprehension tasks using authentic cultural texts of various kinds with appropriate scaffolding and follow-up tasks that promote the interpretive mode of communication and lay the foundation for developing intercultural competence.
Deepen your understanding and practice of Interpersonal Communication, DE Core Practice for World Language Proficiency #4. In this self-paced learning course, you will learn to design and carry out interpersonal communication tasks for pairs, small groups, and whole-class instruction. Participants will learn to focus tasks on meaningful, real-world outcomes and provide follow-up.
Deepen your understanding and practice of teaching Grammar in Context, DE Core Practice for World Language Proficiency #5. In this self-paced learning course, you will learn the various inductive and deductive approaches to grammar instruction and how to select one over the other to promote growth in linguistic accuracy while not hindering general language development in a proficiency-focused world language classroom.
Deepen your understanding and practice of providing Meaning Feedback, DE Core Practice for World Language Proficiency #6. In this self-paced learning course, you will learn how to increase student motivation to continue learning and improving language skills by providing timely and constructive feedback. Participants will learn about different types of rubrics to help learners focus on language usage, function and structure, comprehensibility or comprehension, as well as language control or accuracy.
Deepen your understanding and practice of Target Language Usage, DE Core Practice for World Language Proficiency #1. In this self-paced learning course, you will learn how to increase your classroom focus on using the target language for both students and teachers. In order for educators to reach that 90% of classroom time spent in the target language, language learning is contingent upon teachers using comprehensible input, creating meaningful contexts, and facilitating purposeful interactions. Educators will also learn how to checking for comprehension to ensure that students are understanding what is going on.
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.
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.
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 course is approved for credit towards Child Abuse and Child Safety Awareness, Prevention, Detection & Reporting (14 DE 4162).Minimal Facts course is designed to provide an introduction for educators in the basic concepts of obtaining information during the initial stages of a child abuse allegation that will cause minimal harm or retrauma to a child. Educators are not investigators and the real investigation of child abuse allegations must be performed by a multi disciplinary team in order to not only determine the nature of the abuse but also to limit further emotional injury to the victim. Minimal facts provides a ground work for educators in the area of recognition as well as immediate action steps to take once abuse is recognized by school employees.
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 Hybrid – Attendees may participate in person or remotely 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 staff for each program will be present and will be available to meet with individual 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.
This Second Series Core Practice module will take you on a growth path that will lead you to a better understanding and a plan for implementing effective strategies when providing Comprehensible Input. You will begin by exploring your initial understanding of the topic, dig a little deeper into the topic, explore and try a new strategy or two and see what it looks like in a classroom.
This Second Series Core Practice module will take you on a growth path that will lead you to a better understanding and a plan for implementing effective strategies for Checking for Understanding. You will begin by exploring your initial understanding of the topic, dig a little deeper into the topic, explore and try a new strategy or two and see what it looks like in a classroom.
This Second Series Core Practice module will take you on a growth path that will lead you to a better understanding and a plan for implementing effective strategies for Developing Proficiency-Focused Learning Targets. You will begin by exploring your initial understanding of the topic, dig a little deeper into the topic, explore and try a new strategy or two and see what it looks like in a classroom.
This Second Series Core Practice module will take you on a growth path that will lead you to a better understanding and a plan for implementing effective strategies for Guiding Learners to Interpret Authentic Texts. You will begin by exploring your initial understanding of the topic, dig a little deeper into the topic, explore and try a new strategy or two and see what it looks like in a classroom.
This Second Series Core Practice module will take you on a growth path that will lead you to a better understanding and a plan for implementing effective strategies for Engaging learners through interpersonal communicative tasks. You will begin by exploring your initial understanding of the topic, dig a little deeper into the topic, explore and try a new strategy or two and see what it looks like in a classroom.
This Second Series Core Practice module will take you on a growth path that will lead you to a better understanding and a plan for implementing effective strategies for Teaching Grammar in Context. You will begin by exploring your initial understanding of the topic, dig a little deeper into the topic, explore and try a new strategy or two and see what it looks like in a classroom.
This Second Series Core Practice module will take you on a growth path that will lead you to a better understanding and a plan for implementing effective strategies when Providing Meaningful Feedback from Performance Assessments. You will begin by exploring your initial understanding of the topic, dig a little deeper into the topic, explore and try a new strategy or two and see what it looks like in a classroom.
THis course will provide you with the direct link to the DeSSA ALt Moodle training site. You need to complete this assurance quiz to receive clock hrs for the DeSSA ALt training.
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.
This course Is used to validate that individuals have successfully completed the Access Test Administrator training for Access or Access ALT. Training for these assessments needs to be completed on a yearly basis. After completing the online training, Certifying that you have completed the training will assign the individual clock hrs for re-licensure.
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. ‘
Quick description
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.,
Educators will be afforded an overview of My Path courses that align with Star
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.
