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 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 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.
Participants will learn components of IEP goals and how to use accommodations and supports on Appendix A-1 to support instruction.
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 workshop is geared to assist IEP team leaders make informed decisions about the learners who participate in the DeSSA-Alternate Assessment. At the end of the session, participants will be equipped to lead meaningful discussions using student data to make appropriate decisions regarding state assessments. It is a universal support for State’s 1% Cap plan.This course is provided through two 90-minute sessions. Attendees will be automatically be registered for both sessions. Topics Covered:o Overview of Delaware’s 1% Cap-Related Data o Review revised DeSSA-Alternate State Participation Guidelines and the Companion Guide o Overview of the IEP Rubric and A walk-through of how to use the rubric with case studies
This one-day institute is the kick-off to a four-part series on learning to Lead for Proficiency exclusively for members of the Delaware World Language Teacher Leader Network. The institute will focus on defining and actualizing Teacher Leadership by helping participants learn how to building trust, develop active listening skills and ask powerful questions. This institute will be followed up with a leadership implementation task that participants will complete prior to the October meeting of the World Language Teacher Leader Network.
This courses helps Local Education Agencies (LEAs) the resources and information to successfully build a Measure B assessment.
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 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.
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.
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.
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.
High School Course
Informational session to learn, interact, and engage with the redesigned evaluation system.
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.
This professional learning session will engage teachers in the Seeds of STEM course, which is a one (1) credit Career & Technical Education (CTE) instructional course that engages students in open-ended problem solving where they study topics such as DNA, disease, and gene therapy. The Seeds of STEM course and teacher professional learning will be conducted in partnership with the Christiana Care Health System and the Christiana Care Gene Editing Institute. The Seeds of STEM teacher will learn how to guide students through exploration of the gene editing, while they acquire important knowledge and laboratory skills providing insight into the roles of scientist and medical doctor in the career fields of genetics, forensics, and education. The Seeds of STEM teacher will also learn how to guide students through the reading of The Immortal Life of Henrietta Lacks book and discussions related to the legal, ethical, and trust issues as well as healthcare disparities in the minority populations.
A Special Learning Opportunity for High School Dual Language Immersion (DLI) Continuation Teachers that will focus on the understanding the Delaware Dual Language Immersion Program K-12/16 and how to plan for what DLI looks like at the high school level. This Academy is open only to high school teachers who are officially designated as High School DLI Teachers.
Researchers and authors Jacy Ippolito and Reading Hall of Fame colleague Rita Bean, will talk with participants on May 19th about the origins of disciplinary literacy as a literacy movement; how disciplinary literacy differs from content-area literacy; and how teachers can start immediately planning DL-focused lessons using a straightforward framework for designing and piloting DL work. Participants on May 19th will dive into the first chapter of Disciplinary Literacy Inquiry & Instruction (Ippolito, Dobbs, & Charner-Laird, 2019) and walk away understanding a bit more about what disciplinary literacy teaching and learning looks like, and how to start designing and piloting new authentic DL lessons.
DUE TO CAPACITY CONCERNS, THESE SESSIONS ARE OPEN TO SCHOOL COUNSELORS ONLY. In recognition of Mental Health Awareness Month, DDOE and DSCA are partnering to provide numerous professional learning opportunities related to mental health challenges in schools. These sessions are designed to provide an overview of the topic followed by strategies and tools that can be used in the school setting and ending with a question and answer opportunity.
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.
Learn the technology side of lesson planning and teaching strategies with this professional learning opportunity for Health Sciences instructors. You will learn how to organize your classes in Schoology and discover ways to customize the assessments to meet your individual needs.Google applications such as Docs and Slides will also be shown and how they can be used with Schoology. Additionally, organization and collaboration techniques will be shared using Trello. Other free resources will be shared to help you set up, organize and prepare for the upcoming school year. You will have a minimum of two (2) projects ready to start your school year and share with your fellow instructors.
The Delaware Department of Education (DDOE), in partnership with the University of Delawares College of Education and Human Development (UD) is providing an opportunity for elementary educators to participate in two graduate level courses on literacy assessment and instruction. This opportunity is only open to elementary educators who are currently employed in a Delaware public/charter school. These courses will be administered by the University of Delaware. Courses are asynchronous without scheduled class times when students must be online. Course fees will be paid for by the DDOE if the educator passes with a grade of C or better and all required textbooks will be provided free of charge. There will be no out-of-pocket cost as long as participants meet the requirements for successful completion of both courses. DDOE will request participating educators to sign an MOA prior to confirming registration with the University of Delaware. The courses offered in this program are:- EDUC 608: Literacy Assessment and Instruction I – EDUC 609: Literacy Assessment and Instruction II This work is in support of the Delaware State Literacy Plan to develop strong literacy foundational skills for Delaware students in improving overall literacy outcomes.
The Steel Pan Intensive Course will provide content specific standards-based and culturally relevant pedagogy, skills, and understanding of the steel pan. Students will work with experts in the field of pan, learning its origin from Trinidad and Tobago, proper care, technique, and implementation for classroom use. This course is designed for music educators who have pans in their schools and need further instruction on successful program facilitation and content knowledge, or those who are interested in providing pan as an addition to their music course offerings.
Observing Practice Using the DPAS II Framework for SpecialistsThis workshop is designed to build a common understanding of the components, criteria, rubrics, and indicators of the Delaware Framework for Specialists and how they may be manifested in practice for various specialists’ positions. The unique application of observation skills such as understanding bias, collecting low-inference evidence, and interpreting evidence against the levels of performance will be examined and practiced. During the session, participants will use selected Specialist Critical Attributes and Possible Examples Guides as a tool to promote targeted support and feedback to specialists.
This training is designed to provide curriculum-specific trainings to Zearn Summer Series teachers, coaches and curriculum leaders. The sessions will equip educators with the content and curriculum-specific knowledge they need to provide direct instruction to students. They will learn topics that include but are not limited to:Foundational information about Zearn and the Zearn Summer SeriesBest practices for academic support and acceleration in mathematics and ZearnAssessment and intervention strategies aligned to ZearnUsing tools in Zearn to support students with disabilities and students learning EnglishResponding to data from ZearnStrategies for building relationships and engaging with students and their families
Participants will:Effective strategies for ongoing program implementation and managementBest practices for supporting the teachers offering the Zearn Summer SeriesReviewing draft schedules for Zearn Summer Series implementationAllocating students to teachersLearn about key actions to partner with school leaders and teachers to prepare for the coming school year (e.g., sharing information about individual students areas of growth)Creating a supervision calendar for teachers offering the Zearn Summer Series and what types of supervision to offerThe opportunity to share and reflect with other Zearn Leaders across the state on successes and challenges and share effective practice
Teachers from districts and charters will meet with the Secretary of Education to discuss department updates, share information, discuss best practices and share ideas.
Quarterly Workshop for appointed Lead School Nurses from Districts/Charters/Independent/Alternative Programs and the Catholic Diocese of Wilmington.
This course is designed for administrators in the pilot district or charters who will be implementing the newly redesigned teacher evaluation system, the Delaware Teacher Growth and Support System, in SY21-22. Administrators in this course will receive the training materials, resources, and support for onboarding teachers in their LEA.
Coordinators of the Ages and Stages Questionnaire (ASQ) process at the district level will come together to to discuss screening topics.
The ESL Summer InstituteLING 499/699: Issues in Teaching English LearnersA Course for Delaware Educators (fully online in 2021!)The ESL Summer Institute is a course for all current and pre-service K-12 teachers, administrators, counselors, paraprofessionals, and support staff who: work with, advise, or support English learners (ELs) in K-12 schoolsDSCF0278teach ELs in ESL, mainstream, special education, or content-area classesThe Institute also allows teachers to:complete one or more requirements towards EL Teacher/Bilingual Education certification in Delawareearn graduate credits, which may be applied towards certain masters degrees and/or salary incrementsaccrue professional development clock hoursThe Institute is offered every summer through a partnership between the University of Delaware College of Arts & Sciences and the Delaware Department of Education Title III Program Office. It is taught by faculty from the UD English Language Institute. The program is also offered as a UD course, LING 499 (undergraduate) and 699 (graduate): Issues in Teaching English Language Learners/Second Language Acquisition and Bilingualism2021 Online Course InformationThe 2021 Summer Institute will be an online course using a mixture of synchronous (live via Zoom) and asynchronous online learning (modules you work through at your own pace). It will run in UDs 5-week summer session from June 7 July 9, with assignments due at the end of July. The live sessions will be organized around the Delaware public school schedule. A tentative syllabus with more information about the required books and mode of delivery is online here and will be updated regularly. If public-health conditions allow, an optional in-person meeting may be scheduled in Dover.The course is available for professional development (at no charge) and UD graduate or undergraduate credit (see costs).English learners are a growing and vibrant presence in Delawares schools. In this years institute, you will join colleagues from across our state online to better understand the processes of second language acquisition so as to help your ELs succeed in the classroom, develop academic language, and integrate in your schools. You will learn how to give corrective feedback, support intercultural communication, and promote bilingualism, and you will explore the laws and policies that apply to English learners.There are two required textbooks, Second Language Acquisition Myths by Brown and Larson-Hall (Michigan) and Scaffolding Language, Scaffolding Learning by Pauline Gibbons, 2nd edition (Heinemann). Both are available from Amazon or from the publisher in print or as e-books. See the syllabus for purchasing options.The following options are available:DSCF0273LING699 3 graduate credits. Recommended for: teachers and specialists seeking certification as an EL/bilingual teacher and/or credits towards a Masters degree and/or salary step; ARTC candidates, with approval. There are written assignments and graded online modules, suitable for a Masters-level graduate course UD tuition rates apply (see Costs). Registration is open now. LING 699 is a substitute for LING 676, Second Language Acquisition and Bilingualism in the MA TESL and Additional Certification in ESL programs.LING499 3 undergraduate credits. Recommended for: teachers and specialists seeking certification as an EL/bilingual teacher who already have or do not wish to pursue a graduate degree. There are written assignments and graded online modules suitable for an advanced undergraduate course.UD tuition applies (see Costs). Registration is open.Professional development Educators, paraprofessionals and administrators in Delaware schools may take the Institute without paying tuition but will not earn university credit. PDMS registration will be available so that you can earn clock hours. Register for the PD option online.Please explore this site for more information, or contact the course instructor, Dr. Nigel Caplan, Associate Professor, University of Delaware English Language Institute by email (sorry no phone calls as our office buildings remain closed email me a number to call you if youd prefer to speak by phone, please).
The Onward Book Club will be facilitated by Bright Morning for Delaware school leaders. The group will meet on the first Tuesday of every month with school leaders from multiple countries. It kicks off on June 1st and continues through May 3rd of 2022. Join this multi-state thought partnership and receive all of the support needed for you to continue learnings in your school community. Attendance in monthly sessions required. Registration fees and books provided by Delaware Department of Education.Participants will: – Connect in community with people from all over the world – Identify powerful passages from the readings and integrate passages into your practice – Develop tools to cultivate your resilience from the 12 habits and dispositions
This session will focus on providing attendees a framework of 6 actions that schools can take toward equity and excellence goals. Framed around work being done in states with similar local control over gifted programming, attendees will be given examples of promising practices, an annotated bibliography, and a broad framework they can apply or adapt for their own Plan rewrites.
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 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.
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.
The Biggs Museum of American Art is collaborating with the Delaware Department of Education and Delaware educators and their students to investigate of works of art from the museum’s collection. Teachers will attend professional learning sessions to explore the museum, select works of art to be adopted by their school and plan standards based curriculum to pilot in their classrooms. Final units of instruction will be used as a curricular exemplars and as resources for educators interested in the museum’s collection.
What do you picture when you visualize a gifted student?
Welcome to this course! As you progress, you will have an opportunity to see some of the unique needs that students who are gifted may have relating to others as well as within themselves.
Types of differentiationWhen, Where and how to differentiate
Classroom set upManagement Systems
Skills and strategies for every classroom
DiversityBilingual education and identificationAP/IB
This course will focus on creating a balanced assessment system (formative, summative and peer and student self- evaluation) in arts education classrooms.
Connecting is the last of the Artistic Processes in the Delaware Arts Standards. Connecting appears equally with the other three artistic processes: CREATING, PERFORMING/PRESENTING/PRODUCING, and RESPONDING in the standards for Dance, Media Arts, Theatre and Visual Arts. CONNECTING is integrated across the other three processes in the discipline of Music.
This module will focus on the artistic process RESPONDING. RESPONDING is comprised of three anchor standards common to all five arts disciplines: Anchor Standard 7- Perceive and analyze artistic work.Anchor Standard 8 – Interpret intent and meaning in artistic work. Anchor Standard 9 – Evaluate criteria to evaluate artistic work. In this module we will investigate how the concept of RESPONDING has changed over time and provide specific strategies to help your students reflect on and respond to their own work and the work of other artists, musicians, dancers and actors.
This course will give a basic overview of the K-12 DE Financial Literacy Standards and provide access to resources.
This course is designed to guide participants through a self-paced webinar that will explain the rationale for the redesign of the teacher evaluation system, the process taken to do so, and a high-level overview of the rubric structure and content.
‘Say ”health textbook” and most people think of words like boring, dated, ineffective and expensive. How unfortunate because no other school subject deals with more topics considered important to students feelings, challenges, relationships, decisions, etc. What if health education centered around healthy behavior outcomes (HBOs) instead of drugs, sex, and sushi rolls (nutrition). Can health be a cool class? Absolutely! When the educational experience is student-centered instead of subject-center, health education is ”all about me.” Learn how to ditch the textbook in favor of a peer-driven, (yet teacher facilitated) environment where students embrace healthy behaviors, not simply health information.Date Recorded: Wednesday, March 1, 2017’
‘The Americans with Disabilities Act (1990) is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life. However, this law is not always being followed due to current practices and financial burdens of schools. The law may exist, but the opportunities are often not there. The purpose of this presentation is twofold: to educate professionals on the importance of play for those with disabilities and to provide skills and strategies for inclusive behavior. The session will include four different interactive examples of improving the use of inclusion strategies.Webinar recorded: August 9, 2017’
This course replaces the traditional Boot Camp required to become a credentialed observer and evaluator. During this webinar participants will be introduced to the teacher framework, the observation process and will practice calibrating through video observation.
‘Are you being asked to incorporate more literacy activities in your physical education curriculum? Are you being asked to work with intervention math or reading groups? Come learn how kinesthetic teaching strategies can teach physical education skills and improve reading skills all at the same time! Learn several techniques for warm-ups, assessments, and activities that will work on PE skills, but also allow students to have intentional and vigorous reading practice! You will also gain valuable skills on how to be an effective intervention teacher using movement-based practices!’
This session will cover the basics of trauma-informed practices in schools. This is an introductory session into the importance of recognizing and changing current practices, especially around educators response to challenging behavior. The session will provide an overview of trauma prevalence, resilience, regulation and intervention.
This session will cover behavior intervention strategies for educators and paraprofessionals. The session will cover root causes of disruptive behavior and a number of proactive and reactive strategies educators can begin using right away.
This session will cover a critical skill for educators: Co-Regulation, which is the ability to help another person return to a regulated state. You will learn practical skills that you can immediately put into practice.
This session will cover important interventions for educators to help all students, but especially those whose behavior stems from significant childhood adversity. Topics will include designing a trauma-informed classroom setting, creating wellness rooms, trauma-informed discipline, and a host of other proactive and reactive strategies for working with students with trauma.
This session will discuss the critical importance of self-care in education. The session provides a practical discussion of the dimensions of regulation and how educators can help themselves by developing foundational skills in self-regulation as well as a number of other critical self-care topics.
This session will discuss the ways in which trauma-informed practices and social and emotional learning efforts can complement each other, areas in which they overlap, and important things to consider when trying to implement both efforts.
Making Educators Partners in Youth Suicide Prevention.Every day in our schools, students are facing tremendous amounts of pressure that may lead some students to thoughts of suicide. Unfortunately, chances are that you or your school have been affected by youth suicide.This course is here to help you play an important part in the prevention of youth suicide. We know how stressful your job can be. We’re not asking you to fix a problem; we’re asking you to open the door to the prevention process.
In elementary schools, educators are faced with specific difficulties related to observing, listening, and referring our youngest students. After completing the Making Educators Partners in Youth Suicide Prevention: Act on Facts course, you should have a firm grasp on the skills you need to help prevent youth suicide using the Act on FACTS framework. In the Elementary School module, youll discover how to use these skills when faced with the unique challenges of our youngest students.
Middle school can be a chaotic environment for educators and children because of so many factors: socialization, hormones, increasing difficulty, etc. After completing the Making Educators Partners in Youth Suicide Prevention: Act on Facts course, you should have a firm grasp on the skills you need to help prevent youth suicide using the Act on FACTS framework. In the Middle School module, youll discover how to use these skills when faced with the unique challenges of this difficult environment.
Return to Learn: Reintegrating a Student After a Suicide Related Absence (15 min)Helping a student return to learning after a suicide attempt can present many difficulties for you, the student, and the school. After completing the Making Educators Partners in Youth Suicide Prevention: Act on Facts course, you should have a good understanding of the things you can do to help protect yourself, the student, and the school. In Return to Learn, youll dive a little deeper into the skills and resources you can use during reintegration.Bullying: Not a New Problem (15 min)Bullying is an age-old issue in all age groups, and it has far reaching impacts that are often misunderstood. What we know is that bullying does have a direct impact on at-risk students. After completing the Making Educators Partners in Youth Suicide Prevention: Act on Facts course, you should have a firm grasp on the skills you need to help prevent youth suicide using the Act on FACTS framework. In the Bullying module, youll discover how to define bullying and its relation to suicide while learning how to help prevent suicide in students experiencing this warning sign.
The ‘Getting Started with Schoology’ self-paced course is designed to introduce participants to the Schoology Learning Management System and enhance understanding of the functions and features of the platform. This course provides participants with knowledge of informational and interactive course materials to create courses, tools for collaboration, data collection, and student feedback. In addition, this course will facilitate understanding of Groups and Resources within the platform and how to collaborate with other educators and colleagues using the Schoology platform. After completing this course, the participants will have the knowledge to build a course and utilize the features of Schoology.
This course is the ‘Sandbox’ required to practice the skills participants learn in the Getting Started with Schoology course. No credit is awarded for this course. Credit is awarded in the Getting Started with Schoology course.
‘Improving instructional practices to support Delaware’s English learners has never been more relevant than today with an emphasis on rigourous academic standards for every learner. Delaware educators, now more than ever, need a proven approach for making content accessible for all Delaware students. Through SIOP and the Delaware Design for high-quality English learner education we can make content comprehensible for our learners and accelerate their content learning and language growth. This course is for all Delaware educators, not just English learner specialists. The Delaware Design focuses on an integration of both content and language standards and a collaboration among all educators to share the responsibility for high quality instruction for English learners This course will provide an in depth look at SIOP, a comprehensive model for planning and implementing high quality lessons that that will result in effective instruction and improvement of student achievement. This course is designed to be self-paced. Each week new content will be added with videos, readings, and resources to support your understanding. Once per week a virtual session will be held to allow educators and opportunity to ask questions, collaborate with colleagues and gain a deeper understanding of SIOP and the Delaware Design for High–Quality English Learner Education. Virtual sessions will be held on __________ from ________ to ________ each week. These sessions will be recorded so that you can listen in later if you cannot be on our live call. Each week there will be posted discussion boards and other activities. These activities will be required to earn full course credit. Activities must be submitted prior to moving on to new course content. , however, they can be done at your leisure as this is a self-paced course. Individual educators or school teams can also contact Cary Knight cary.knight@doe.k12.de.us to set up virtual brainstorming or coaching sessions. This can be in conjunction to the weekly virtual meetings and will allow for some more individualized school-specific support. ‘
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.
