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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 Foundations of College English course professional learning will be offered to select high school teachers who are participating in the Readiness with a Purpose program. This professional learning session will review established goals, curriculum, outcome assessments, and rubrics while learning new instructional strategies. Teachers will have the opportunity to learn how to normalize grading as well as learn teaching and learning strategies specific to the Foundations of College English course while collaborating with colleagues.
Participants will learn components of IEP goals and how to use accommodations and supports on Appendix A-1 to support instruction.
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.
A professional learning opportunity for DE teachers to train in the blended model of professional learning that is NGSX. NGSX combines face to face work in a study group with a high functioning web platform that supports the NGSX pathways website. Study groups participate in and analyze three-dimensional science learning-learning that draws on NGSS and the National Academies Framework for K-12 Science Education. Participants, as adult learners, work with diverse phenomena as students will do in their classrooms. NGSX provides participants with guided practices on given learning pathways in adapting instructional materials to align with NGSS as well as trying out new NGSS supported curriculum units.
This workshop provides inclusive practices to link the assessment to classroom instruction. Participants will learn how to use the Universal Design for Learning (UDL) principles with the accessibility features available for our special populations. They will also make the connection between the supports provided on Appendix A-1 of our Accessibility Guidelines and our DeSSA assessments in order to promote a smooth transition and transference between supports provided in the classroom and those offered on the assessment. Webinar is offered in 2 one-hour sessions.
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).
The NeuroLogic Trauma-Informed Classroom Training is a 4-hour, pre-recorded, and advanced training for those who have participated in previous trauma awareness level learning sessions, particularly including the BRAIN ARCHITECTURE GAME simulation. Participants will go through a process that begins with an understanding of basic brain science and the recognition of the impact of stress, trauma, and neglect on the brain. Through examples and application of current brain research, participants will gain hope and practical strategies for overcoming this negative impact, as well as a recognition of how these strategies will help all students improve learning, behavior and emotional health. Participants will leave this training equipped with newfound hope and practical interventions that can be applied immediately in their roles within the school community.
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.
Participants will receive professional learning on the alternate achievement grade level standards (Essential Elements) for ELA, instructional planning for the alternate assessment.
Participants will receive professional learning on the alternate achievement grade level standards (Essential Elements) for Math, instructional planning for the alternate assessment.
Participants will receive professional learning on the alternate achievement grade level standards (Essential Elements) for Science, instructional planning for the alternate assessment.
Youth Mental Health First Aid is a skills-based training course that teaches participants about wellbeing and mental health, including information about substance-use issues. Participants will learn to IDENTIFY, UNDERSTAND, and RESPOND in ways that foster support.
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.
This is a course for 3rd grade teachers who are members of the Delaware Science Coalition. This training will demonstrated the ins and outs of how to teach the unit Balance Forces including the materials (kit) that accompany the online materials.
This course is for 4th grade teachers who are members of the DE Science Coalition. Teachers will have the opportunity to go through the online materials and the hands-on materials (kit), learn strategies on how to teach the unit and teachers will be provided opportunities on how to use the assessments in the unit.
This course is for teachers who are members of the DE Science Coalition. This course will walk teachers through each lesson including the materials (kit) needed to teach the lesson. Teachers will be provided NGSS strategies, assessments and other tools to be successful in their science classroom.
This course is for 3rd grade teachers who are members of the DE Science Coalition. This course will walk teachers through each on-line lesson and the materials (kit). The course will provide ngss strategies, assessments and all the tools needed to successfully teach this unit to third grade students.
Research for Better Teaching (RBT) is hosting a professional learning opportunity for educators titled Studying Skillful Teaching. This course is directly aligned with the new Delaware Educator Growth and Support System pilot that will be implemented during the 2021-2022 school year. While receiving an overview to a comprehensive model of the knowledge base on teaching, participants will study, apply, and reflect on practical ways to: Examine powerful beliefs and expectations that influence students motivations to learn Support students in developing a growth mindset Design lessons that focus students on what learning is most important (objective) and what success looks like (criteria for success) Apply research-based instructional strategies Collect, analyze, and use formative assessment data to inform timely decisions about what happens next for students learning Strengthen cultural proficiency in instruction, curriculum, class climate, and school environment
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.
The target audience for this course is Early Childhood Special Education Itinerant Teachers working for LEA Part B 619 programs. By attending these sessions these teachers will receive training in the following: effective practices for coaching early childhood providers, the needs of dual language learners and special education, creating trauma sensitive classrooms, effective inclusive classroom environments along with progress updates and additional topics that may be identified during the school year.
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3rd grade teachers will learn how to navigate the Amplify platform, how to teach each lesson, and how the unit phenomena ties to each lesson.
3rd grade teachers will learn how to navigate the platform to teach this course. They will learn each lesson, how the unit phenomena ties to each lesson and the look fors in the assessment opportunities.
4th grade teachers will learn how to navigate the platform to teach this course to students. They will go through the lessons to understand the phenomena, the assessments and how to implement this unit.
4th grade teachers will learn how to navigate the platform and how to implement this unit to students.
This pathway of learning is for middle and high school teachers. This course brings in the three topics that are now largely absent or lightly touched upon in the classrooms. It shows how science and mathematics work together to help students understand the interaction of earth systems. This pathway also focuses on critical elements in STEM-the interdisciplinary nature of mathematics and science along with highly advanced technology-based tools used in gathering images and data as part of building students’ understanding of the oceans and climate.
Participants of the summer institutes will review curriculum updates, set goals based on review of aggregated data, lead the best practices showcase, and complete pre- and post-work assignments.
Participants of the summer institutes will review curriculum updates, set goals based on review of aggregated data, lead the best practices showcase, and complete pre- and post-work assignments.
The Bookworms Booster Summer Program Training is facilitated by the University of Delaware’s Professional Development Center for Educators (PDCE).This professional learning opportunity is intended for K-5 educators currently using Bookworms. It is part of the Department of Education’s Summer Acceleration strategies.
The Middle School Bookworms Booster Summer Program Training is facilitated by the University of Delaware’s Professional Development Center for Educators (PDCE).This professional learning opportunity is intended for middle school educators currently using Bookworms. It is part of the Department of Education’s Summer Acceleration strategies.
The Bookworms New Teacher Induction professional development is designed for new teachers in current Bookworms schools. Topics include:M- Shared ReadingT- Interactive Read-aloudW- Genre-based WritingTh- Differentiated Instruction Part 1F- Differentiated Instruction Part 2This professional development is part of the Department of Education’s Summer Acceleration Strategies.
The Bookworms Intensive Academy Plus PLCs professional development is designed for Advanced Bookworms users: Administrators, Specialists, Special Education, ELThis professional development is part of the Department of Education’s Summer Acceleration Strategies.
Back to Basics AIM Pathways coursework is designed for educators who are committed to learning about the connection between reading research, theoretical models such as the Simple View of Reading and Scarboroughs Reading Rope, and best practices for language and literacy instruction in the classroom. Participants will learn effective instructional practices that will benefit all students, including those with or at risk for language-based learning disabilities.This course is appropriate for Assistant Superintendents, Principals, Directors of Curriculum and Instruction, and ESU Leaders. Course includes:Online Orientation10 Section Pathways to Literacy Leadership Course (See Detailed Syllabus)4 Virtual Community of Practice Coaching SessionsPacing Guide/Schedule for Course Work Aligned to the IDA’s Knowledge and Practice Standards for Teachers of Reading12 Months Access to the AIM Pathways platform so materials can be reviewed, applied and accessed in the classroom when needed.
Back to Basics AIM Pathways coursework is designed for educators who are committed to learning about the connection between reading research, theoretical models such as the Simple View of Reading and Scarboroughs Reading Rope, and best practices for language and literacy instruction in the classroom. Participants will learn effective instructional practices that will benefit all students, including those with or at risk for language-based learning disabilities.This course is appropriate for all teachers, reading specialists, special education teachers, English Language teachers, and literacy coaches. Course includes:Online Orientation* 17 Section Pathways to Proficient Reading Course (See Detailed Syllabus)* 6 Virtual Community of Practice Coaching Sessions* Pacing Guide/Schedule for Course Work * Aligned to the IDA’s Knowledge and Practice Standards for Teachers of Reading* 12 Months Access to the AIM Pathways platform so materials can be reviewed, applied and accessed in the classroom when needed.
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This introductory training will prepare school-based staff to effectively integrate and implement the Signal Success curriculum materials. Participants will also be able to access standalone webinar-style training models throughout the year. Signal Success is a comprehensive career readiness curriculum designed to help teens and young adults develop skills to be successful at work, school, and in future years.
Bi-weekly support to implement 8th grade course, with collaboration in standards, resources, information, and assessmenthttps://udel.zoom.us/j/92472882080
Join this 12-hour, self-paced learning opportunity to deepen your repertoire of trauma-responsive practices. Engage with the content as an individual or with a group by creating your own professional learning community. Topics include: Understanding Trauma and Trauma Responsive Educator Practices and Bringing Tier 2 Down to Tier 1. Additional content to address the needs of school health professionals (Mental Health and Trauma Training for School Nurses) and school safety professionals (How Security Staff Can Support Students Coping with Trauma). Participants will receive registration instructions for accessing course content. Registration expires after 6 months.
Participants take a deeper dive into the alternate achievement grade level standards (Essential Elements) using the Alternate Assessment score reports and aligned resources to plan instruction. Hands-on activities and resources for use the next day. ** LAPTOPS REQUIRED FOR CLASS.Audience: Those who have previously completed AAS ELA/Math and Science Standards training.
Quarterly meeting for Lead School Nurses from Districts/Charters/Independent Schools and Alternative Programs.
Join Josh McNeil and the Lakeside team for an in-depth exploration of the themes from the Neuro Logic Classrooms self-paced course. Each 1-hour session can be attended as a standalone or to complete a thorough installation of content to strengthen brain structures to support regulation, memory, and learning.
This course is open to coordinators and reviewers of the Ages and Stages Questionnaire (ASQ). This is a space for ASQ Reviewers to share, collaborate, and learn from each other to support the statewide developmental screening initiative. Topics include but not limited to: current process and systems, general account maintenance, collaboration with providers and families, and tracking referrals.
Addresses critical outcomes for effective literacy instruction: understanding the science of reading, enhancing teacher effectiveness, and transforming instruction. Professional learning is relevant and applicable and designed to be the cornerstone of a multiyear, systemic literacy improvement initiative. LETRS Administrators support district and school leaders to improve literacy instruction.
2nd grade teachers that are members of the Science Coalition are eligible to take this course after they have taken the platform training. This course goes through each lesson to help them become familiar with the content for teaching it with their students.
As part of the World Language Expansion Initiative, the DOE Dual Language Immersion Team provides ongoing professional learning and opportunities for collaboration for dual language immersion principals, assistant principals, and district Administrators. The professional learning series for 2021-22 will focus on fidelity of program implementation, strengthening student language development, and supporting DLI learners through MTSS frameworks. The synchronous meetings will be combined with online resources and feedforward/feedback opportunities that increase administrator capacity to scale and support immersion programming.
This course is only open to DDOE Teacher Leader Network participants.
Back to Basics AIM Pathways coursework is designed for educators who are committed to learning about the connection between reading research, theoretical models such as the Simple View of Reading and Scarboroughs Reading Rope, and best practices for language and literacy instruction in the classroom. Participants will learn effective instructional practices that will benefit all students, including those with or at risk for language-based learning disabilities.This course is appropriate for all teachers, reading specialists, special education teachers, English Language teachers, and literacy coaches. Course includes:Online Orientation* Asynchronous Section Pathways to Structured Course (See Detailed Syllabus)* Synchronous Virtual Community of Practice Coaching Sessions* Pacing Guide/Schedule for Course Work * Aligned to the IDA’s Knowledge and Practice Standards for Teachers of Reading* 12 Months Access to the AIM Pathways platform so materials can be reviewed, applied and accessed in the classroom when needed.
Back to Basics AIM Pathways coursework is designed for educators who are committed to learning about the connection between reading research, theoretical models such as the Simple View of Reading and Scarboroughs Reading Rope, and best practices for language and literacy instruction in the classroom. Participants will learn effective instructional practices that will benefit all students, including those with or at risk for language-based learning disabilities.This course is appropriate for all teachers, reading specialists, special education teachers, English Language teachers, and literacy coaches. Course includes:Online Orientation* Asynchronous Section Pathways to Structured Course (See Detailed Syllabus)* Synchronous Virtual Community of Practice Coaching Sessions* Pacing Guide/Schedule for Course Work * Aligned to the IDA’s Knowledge and Practice Standards for Teachers of Reading*Part B: Practicum Instruction with one (1) Student (maximum of 1 student change due to attrition); will consider small groups with permission of practicum supervisor (60hrs) * 12 Months Access to the AIM Pathways platform so materials can be reviewed, applied and accessed in the classroom when needed.
A series of virtual synchronous and asynchronous learning focused on providing targeted supports (Tier 2) for diverse student learners as well as acceleration strategies in core ELA instruction. Beginning with a shared vision of equitable instruction in the secondary ELA classroom, participants will investigate the critical role of knowledge, vocabulary, and fluency and how to identify those students that need targeted support using formative data. They will then plan for these supports within the context of their tier 1 ELA curriculum. Session 1: Tuesday, June 28th, 8:30am-3:30pmSession 2: Wednesday June 29th, 9:00-12:00pmSession 3: Thursday, June 30th, 9:00-12:00pmSession 4: asynchronousSession 5: Tuesday, August 9th 8:30-3:30pmSession 6: Thursday, August 11th, 9:00-12:00pmSession 7: Tuesday, August 16th, 3-5pmSession 8: Thursday, August 18th, 3-5pmSession 9: Tuesday, August 23rd, 3-5pm
his webinar series is designed for school principals, administrators, and leadership teams who are responsible for school-level policies, leading school improvement planning, data analysis processes, and decision-making about programs and professional development. This eWorkshop is for you if you can answer yes to the following questions: Are you a school administrator (e.g., principal, vice or assistant principal) or part of a leadership team responsible for crafting school policies and the school improvement plan? Do you have the influence or authority to make decisions related to schedules and program options at the school level? Do you play a leadership role in deciding the time and topics that are provided for professional development for teachers at a school level?In order to increase educational opportunity and academic language development for multilingual learners in their local contexts, school leaders will learn how to… Create or enhance school language policies within current school improvement processes Apply principles of data literacy when making decisions about school structures and programs for languagelearners Enhance opportunity to learn for multilingual learners in quality languageprograms of service Build collaborative structures and relationships for educators whilemaintaining authentic and culturally responsive family partnershipsParticipation Requirements Attend three live WIDA webinars Engage in pre- and post-webinar work WIDA Secure Portal account to access the materials and webinar platformavailable in the WIDA eLearning Center Four and half hours of screen time and estimated two-to-five hours tocomplete entire webinar series and tasks
Administrators will participate in a 6-day OAT course to support the application of the new Delaware Teacher Growth and Support System. Each session will include a focus on high leverage teaching practices with alignment to the Delaware Framework, video analysis of teaching practices, and oral and written evidence-based communication about teaching and learning.
This course is a chance to get individual help with DLM standards and lesson planning. Bring a lesson plan or issue and our trainers can brainstorm solutions with you.
This training will show users how to create reports in PS IEP. Users will be given a test account in a Delaware Sandbox to follow along and practice. Questions can be asked at any time.This is a single session and users may not sign up for both due to limited seats. This is open to users with all 3 security roles (LEA IEP Contributor, LEA IEP Manager, and LEA System Administrator) – but each LEA should choose 1 person to attend.
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The newly released WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten-Grade 12 brings a focus on instruction for multilingual learners that is assets-based, equitable, collaborative, and functional. With this focus in mind, the framework integrates language and content and supports educators in guiding students towards meeting their academic and language goals.Join us for a professional learning opportunity to support your WIDA English Language Development Standards ImplementationThis opportunity will work best if you join with a team of EL and content area teachers, specialists, and administrators from your school, charter, or district. Choose one of the dates below. Your team should plan to attend the same session.
Focused Fitness will use the summer training opportunity to present Delaware PE teachers the new program that will be used for the 2022/2023 school year to collect student physical fitness assessment data.
Educators will attend three days of equity-centered professional learning facilitated by local, regional and national experts. All sessions support the ECE & K12 Teacher Academy Collaborative mission and value statements and will set the foundation for programmatic revisions. In addition, attendees will walk away with applicable strategies to center student voice, empower self and future changemakers, and ensure that classroom culture is culturally responsive.
This professional learning series will focus on the Delaware school counseling plans and the ASCA National Model. Counselors may attend as many or as few of these virtual sessions as they wish. All sessions are free of charge.
This pathway is for building administrators, district instructional leaders and coaches as well as curriculum supervisors interested in acquiring strategies and new understandings to support teachers and students. Instructional leadership and active support at the building and district level is an essential part of a successful outcome for teachers of science and for their students. This pathway experience will help building and district teams identify what needs to be in place to help this new vision for science education become a reality.
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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.
Visual Art, Theater, Dance, Music and Media educators from Delaware will participate in this two day training featuring Culturally Responsive Pedagogy and Practice, Supporting Multilingual Learners, and Designing High Quality Lessons and Instruction
Teachers transitioning to the newest edition of Bookworms K-5 Reading and Writing from the beta version receive a training to dive into the improvement and updates in the revised curriculum. This is an overview of the changes to each grade level, time to dig into the lessons and manuals, and a chance to get questions answered.
Take a deep dive into understanding the Title I requirements and strategies to effectively plan, coordinate, manage, monitor and evaluate the required documentation. All participants will automatically receive a free copy of Kish Russell’s book ‘Compliance by Design’.
Mentor teachers host a student intern for the duration of one school year for a minimum of 3-4.5 hours per week. Mentor teachers support student interns as they observe high-quality teaching, such as building exceptional classroom culture, modeling teacher leadership and assessment strategies, differentiating based on learner needs, etc They will then guide student interns in working with students and leading instruction in various grouping and whole class situations, which aids in preparing student interns for college and a future career as educational changemakers.
This event is for individuals and teams who participated in any of the 2022 Delaware Department of Education Whole Child Community of Practice sessions (Data for Truth and Action, Hacking School Discipline, Classroom 180 Next Level, Emotionally Intelligent Equity and Inclusion) and who are interested in taking these professional learning opportunities to the next level. We encourage participants to invite a school or district level team. This live virtual session will be led by the Delaware Positive Behavior Support Project, with partnership from DDOE, and will take the content participants learned during the CoP sessions to expand and sustain the impact of their advocacy and efforts by building a bridge from knowledge to implementation.See more details on the full invitation: https://docs.google.com/document/d/1graGxHloGV7vcXrZg0ylkXuP05E3AZpUoCNbP63obmo/edit?usp=sharing
This course is designed for Coalition teachers to go through the Amplify platform and each lesson to teach this course successfully to their students.
This course is designed for Coalition 2nd grade teachers. The course will go over how to use the platform, go through each lesson, and how to use the assessments so teachers will be ready to teach this unit when they receive their kit.
Participants will navigate and explore Discovery Education’s resources.
Opening event is Friday, May 13th from 5-8pm. We will showcase artwork created by students during this years program, the printed curriculum from the projects will be available for educators to take with them, participating teachers will also get the opportunity to discuss their projects and outcomes in a short panel discussion. Teacher program will run for 12 hours during the Summer.
Please find the schedule of dates and times for the REQUIRED training for lead mentors and site coordinators. There are AM or PM session to choose from. The training will be 1 hour on the selected day for New Site coordinators and Lead Mentors and 30 minutes for returning lead mentors. There is no required meeting for Site coordinators who are returning users of playbook. This is the only required training meeting as the remaining training will be within the playbook platform. During this training, NEW site coordinators and Lead Mentors will receive their log in credentials, be guided through the platform, shown how to access and complete plays and shown the resources and tools available to you. Returning users will be updated on expectations for the year, play requirements and refreshed on how to use playbook.The plays will be self-paced with an assigned due date. Please place the dates on your calendar once you are registered.
Join this weeklong Intensive to train as a facilitator of Lakeside’s Neuro Logic Curriculum. This TIER 2, small group intervention has been used to transform student regulation. Daily online learning sessions are scheduled from 9 am – 12 pm each day, and participants are expected to complete 1-hour of ‘homework’ each day before the next day’s session. The purpose of the homework is coaching and to provide personal support and feedback for each individual as they are developing their approach to teaching this information to students. SPACE IS LIMITED TO 50 PARTICIPANTS.
Delaware Department of Education has partnered with Kennedy Krieger to host SEVEN (7) deep, learning sessions to deepen our culture of care practices to reduce the nonacademic barriers to learning with trauma-informed practices. Content stands alone so feel free to register for as many of the topics that you like. SPACE IS LIMITED TO 100 PARTICIPANTS.
The Annual Delaware Immersion Institute provides intensive training for dual language immersion teachers and administrators (Grade K through 9) participating in the World Language Expansion Initiative. The institute content includes an overview of effective immersion instructional strategies, the Delaware Immersion Curriculum, developing proficiency in another language, and collaboration between immersion and partner teachers. ADII 2022 will be held VIRTUALLY August 1-4 and will lead into year-long professional learning sessions for teachers and administrators.
Restraint/Seclusion Reporting Training is required for school personnel who are responsible for reporting to the DDOE incidents of restraint or seclusion of a student by school personnel. This training is required under 14 Del. Admin. Code 610, section 4.2. This training module briefly reviews DDOE Regulation 610 and explains the process of inputting required report data into eSchool Plus for an incident of student restraint or seclusion imposed by school personnel.
This course is approved for credit towards Teen Dating Violence & Sexual Assault Awareness and Prevention (14 DE 4162).Each school district and charter school shall ensure that its administrator(s), school nurses(s) and school counselor(s) in schools serving any grade 7 through 12 receive two hours of teen dating violence and sexual assault policies and protocol training every 3 years. Employees in these positions for the first time must complete the two hours of training within their first year of serving in their new capacity.
The DPAS II Teacher Training for the 2020-2021 school year consists of four modules. All teachers have the opportunity to participate in this training to become familiar with the DPAS II evaluation process. Module 1 – Introduction to DPAS IIModule 2 – DPAS II and the Delaware FrameworkModule 3 – The DPAS II ProcessModule 4 – Student ImprovementYou will receive 6 clock hours for your participation in all four modules of the training. Once you have viewed all of the presentations, you must successfully complete the Training Assurance. When the Assurance is completed, PDMS will be automatically updated to show that you have successfully completed the course and the clock hours will be transferred from PDMS into DEEDs during the next weekly update.
The DPAS II Specialist Training for the 2020-2021 school year consists of four modules. All specialists have the opportunity to participate in this training to become familiar with the DPAS II evaluation process.Module 1 – Introduction to DPAS IIModule 2 – DPAS II and the Delaware FrameworkModule 3 – The DPAS II ProcessModule 4 – Student AchievementEach module presentation is an mp4 video file. You will need to have a media player installed on your computer in order to view the presentation (Windows Mediia Player, Quicktime, or other).You will receive 6 clock hours for your participation in all four modules of the training. Once you have viewed all of the presentations, you must successfully complete the Training Assurance. When the Assurance is completed, PDMS will be automatically updated to show that you have successfully completed the course and the clock hours will be transferred from PDMS into DEEDS during the next weekly update.
This is a self-paced course with a focus on the Academic Vocabulary in grades KN-2. Academic vocabulary crosses content areas and is found in both informational and literary text. Students must constantly build the vocabulary they need to be able to access grade level complex texts. Students must develop their ability to use and access words that appear in everyday text and may be slightly out of reach. This course provides an opportunity to understand Academic Vocabulary and the three tiers of vocabulary with hands-on activities, instructional practices, and resources that can be applied immediately in the classroom.
This is a self-paced course with a focus on the Academic Vocabulary in grades 3-5. Academic vocabulary crosses content areas and is found in both informational and literary text. Students must constantly build the vocabulary they need to be able to access grade level complex texts. Students must develop their ability to use and access words that appear in everyday text and may be slightly out of reach. This course provides an opportunity to understand Academic Vocabulary and the three tiers of vocabulary with hands-on activities, instructional practices, and resources that can be applied immediately in the classroom.
This is a self-paced course with a focus on the Academic Vocabulary in grades 6-8; it is frequently seen on SAT tests. Academic vocabulary crosses content areas and is found in both informational and literary text. Students must constantly build the vocabulary they need to be able to access grade level complex texts. Students must develop their ability to use and access words that appear in everyday text and may be slightly out of reach. This course provides an opportunity to understand Academic Vocabulary and the three tiers of vocabulary (with a focus on Tier 2) with hands-on activities, instructional practices, and resources that can be applied immediately in the classroom.
This is a self-paced course with a focus on the Academic Vocabulary in grades 9-12; it is frequently seen on SAT tests. Academic vocabulary crosses content areas and is found in both informational and literary text. Students must constantly build the vocabulary they need to be able to access grade level complex texts. Students must develop their ability to use and access words that appear in everyday text and may be slightly out of reach. This course provides an opportunity to understand Academic Vocabulary and the three tiers of vocabulary (with a focus on tier 2) with hands-on activities, instructional practices, and resources that can be applied immediately in the classroom.
This is a self-paced course with a focus on the Common Core State Standards (CCSS) for CTE, grades 6-12. Literacy standards for grade 6 and above are predicated on teachers of history/social studies, science, and CTE/technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. This course provides an opportunity to understand the CCSS literacy standards in comparison to the ELA CCSS, with hands-on activities, instructional practices, and resources that can be applied immediately in the classroom.
This is a self-paced course with a focus on grades K-5, CCSS Writing Standards and the Delaware CCSS-aligned writing rubrics. Participants will have an opportunity to explore the CCSS writing text types, expectations, and vertical progression of the writing standards. Participants will also have an opportunity to score student writing using the recently revised, CCSS-aligned Delaware writing rubrics and explore resources. This course is a pre-requisite for ELA/Literacy K-2 and/or 3-5 Writing Modules.
This self-paced course will focus on how the shift, Writing from Sources, effects the way we teach research. This module will focus on ELA/Literacy CCSS writing standards 7 and 8, shifts as they relate to research, and strategies for synthesis. Participants will focus on how research has changed over the past decade, from paper-bound to digital. Participants will explore how students demonstrate research practices and share information in a variety of ways for authentic purposes.
This is a self-paced course with a focus on grades 6-12, CCSS Writing Standards and the Delaware CCSS-aligned writing rubrics. Participants will have an opportunity to explore the CCSS writing text types, expectations, and vertical progression of the writing standards. Participants will also have an opportunity to score student writing using the recently revised, CCSS-aligned Delaware writing rubrics and explore resources. This course is a pre-requisite for ELA/Literacy 6-8 and/or 9-12 Writing Modules.
This self-paced module will focus on how close reading (with specific attention to text complexity, academic vocabulary, and text dependent questions) contributes to literacy development for all students. This course provides an opportunity to understand the CCSS literacy standards with hands-on activities, instructional practices, and resources that can be applied immediately in the classroom.
This self-paced module will focus on the shift, Text Complexity, and the implications of CCSS Reading standard 10 in classroom instruction. Participants will explore the three legs of text complexity by using the quantitative measure tools, and the qualitative rubrics for both literary and informational texts. Participants will also analyze reader and task considerations for texts. Culminating activities include generating a final recommendation form using the text complexity placemat.
This self-paced module will focus on the shift, Text Complexity, and the implications of CCSS Reading standard 10 in classroom instruction. Participants will explore the three legs of text complexity by using the quantitative measure tools, and the qualitative rubrics for both literary and informational texts. Participants will also analyze reader and task considerations for texts. Culminating activities include generating a final recommendation form using the text complexity placemat.
This self-paced module will focus on the shift, Text Complexity, and the implications of CCSS Reading standard 10 in classroom instruction. Participants will explore the three legs of text complexity by using the quantitative measure tools, and the qualitative rubrics for both literary and informational texts. Participants will also analyze reader and task considerations for texts. Culminating activities include generating a final recommendation form using the text complexity placemat.
This self-paced module will focus on the shift, Text Complexity, and the implications of CCSS Reading standard 10 in classroom instruction. Participants will explore the three legs of text complexity by using the quantitative measure tools, and the qualitative rubrics for both literary and informational texts. Participants will also analyze reader and task considerations for texts. Culminating activities include generating a final recommendation form using the text complexity placemat.
This self-paced module will focus on how the shift, Writing from Sources, effects the way we teach research. This module will focus on how evidence and documentation of sources will help students become college and career ready. Participants will focus on gaining a deeper understanding of Shift 5 Writing from Sources, understanding the importance of evidence and documentation of sources, and understanding the research link between reading and writing standards.
The DPAS II Credentialing Assessment process, consists of training and successful completion of a credentialing assessment. It is designed to establish qualifications and proficiency of evaluators to utilize DPAS-II. The credentialing assessment should take no more than three hours to complete and is offered in three different sections (policy, framework, and feedback). Participants may use approved resources, including the DPAS-II Guides for Teachers/Specialists, when taking the assessment. Individuals will have the opportunity to take the assessment multiple times, if needed. Please note the credentialing assessment is provided online through an external partner, Insight Education. Please allow up to 7-10 days for Insight Education to generate and email you your log in information, along with the instructions for logging in and participating in the training module and assessment. Please be sure to check your email regularly for a message from Insight Education for this important information.Please contact Insight Education directly for technical support.Live chat at https://help.insightadvance.com Email at support@insightadvance.comPhone 866.925.7622
This course is approved for credit towards Child Abuse and Child Safety Awareness, Prevention, Detection & Reporting (14 DE 4162).A new hire must complete this specific Child Abuse Detection and Reporting Training course within thirty days from their date of hire.
This course is approved for credit towards School Bullying Awareness & Prevention; Criminal Youth Gang Detection (14 Del. C, 4162).
Developing curriculum activities for high-ability learners requires teachers to provide challenging material that meets the specific academic, affective, and personal learning needs of each student. This course offers teachers the opportunity to explore a range of options for differentiating their curricula to help all students reach their full potential. Participants will be able to:-Identify the academic, social, and emotional needs of gifted and high-ability learners-Consider appropriate strategies to differentiate by pace, level of challenge, and instructional strategies for high-ability learners-Explore effective ways to assess student progress toward academic standards and content goals
This module provides strategies for rolling out content with PLC teams in mind. You will see references to elbow partners/collaborative pairs/team work. This module can also be completed independently through self reflection personal practice. This self-paced course is delivered in one module. The time for completing this module is estimated to be 2-3 hours.
Welcome to the ELA/Literacy Writing Instruction Grades 3-5 self paced course. In this self paced course, you will learn how to effectively implement writing instruction in your classroom through the CCSS Writing Standards and the Writing Progressions.The estimated time to complete this module is 2 – 3 hours.
This module will focus on the Common Core State Standards (CCSS) for Speaking and Listening across all content areas. The module is divided into activities that include information, strategies, and activities to help participants further enhance understanding of information delivered and incorporate these concepts into your classroom. During each activity section, participants will be directed to review presentations and complete activities to save to their computer, Google Drive, etc.
This module is designed to provide participants with an understanding of the ELA Common Core Anchor Standards, the Publisher’s Criteria, and the key shifts for English Language Arts and Literacy.
Science Kit Training
This online training covers all DeSSA accommodations, accessibility features and supports for students. New and updated procedures and forms will be covered. The differences between all DeSSA Assessment accommodations and supports will be discussed. Target audiences include any professional staff member involved in the selection, administration, and evaluation of DeSSA accommodations, accessibility features and supports for students.
There are three courses in this series. Each course addresses one of three groupings of Crosscutting Concepts; Causality, Systems and Patterns. It is recommended that the courses be completed in the order listed above, but this is not necessary. For this reason, the Introduction folder is replicated in each course.In Causality, we describe concepts that bridge disciplinary boundaries, having explanatory value throughout much of science and engineering. These crosscutting concepts were selected for their value across the sciences and in engineering.
There are three courses in this series. Each course addresses one of three groupings of Crosscutting Concepts; Causality, Systems and Patterns. It is recommended that the courses be completed in the order listed above, but this is not necessary. For this reason, the Introduction folder is replicated in each course.The module is divided into activities that include information, strategies, and activities to help participants further enhance understanding of information delivered and incorporate these concepts into your classroom. During each activity section, participants will be directed to review presentations and complete activities in schoology to receive credit.
There are three courses in this series. Each course addresses one of three groupings of Crosscutting Concepts; Causality, Systems and Patterns. It is recommended that the courses be completed in the order listed above, but this is not necessary. For this reason, the Introduction folder is replicated in each course.The module is divided into activities that include information, strategies, and activities to help participants further enhance understanding of information delivered and incorporate these concepts into your classroom. During each activity section, participants will be directed to review presentations and complete activities in schoology to receive credit.
No description available
This module focuses on how and why individuals change their practice to improve student achievement.
This module will introduce participants to the Standards for Professional Learning.
This course provides an introduction to understanding and creating instructional opportunities utilizing a blended learning format. Disclaimer #1: In an attempt to have an interactive and engaging course, discussion boards have been included. Collaboration and the constructive sharing and reception of ideas is key to professional growth. Please keep in mind that these discussions are a professional space. Give your answers consideration and please be respectful, on topic, constructive. Disclaimer #2: The final activity of this lesson offers feedback on an optional Blended Learning Lesson Plan. This is not mandatory. As a self-paced course, please note that feedback may not be timely and will not be extensive.
The Introduction to UDL modules explores the framework and principles of UDL in order to meet the wide range of learners in todays classrooms. Strategies for classroom implementation will be highlighted. The Advanced UDL Modules take participants deeper into Universal Design for Learning (UDL) and will challenge educators to think outside the box when designing lesson plans. The unique needs of all students in the classroom will be considered when designing curricular lessons without barriers to learning. Several resources are shared that can be implemented easily in the classroom.
This module will focus on the arts standards website including the whole web map and specific destinations. Goals Participants will be guided through an overview of the Delaware arts standards website. Participants will learn how to navigate Delaware arts standards website. Participants will obtain a working knowledge of what is needed to use the arts standards in their classrooms.
This module will focus on understanding and using the Model Cornerstone Assessments on the Delaware Arts Standards webpage https://www.deartsstandards.org/. Goals Participants will understand the relationship between assessment and standards-based instruction. Participants will locate the Model Cornerstone Assessments on the Delaware arts standards webpage. Participants will navigate through a Model Cornerstone Assessment Participants will recognize the common attributes of the arts standards with the Common Core State Standards for ELA. Participants will identify resources available through the arts standards webpage. Participants will become aware of Student Artwork Samples available to benchmark student work samples.
This module is the first in a series designed to help arts educators and arts administrators learn about, navigate through and use the Delaware Arts Standards. Adopted by the Delaware Board of Education in March 2016, these standards are the National Arts Standards with the addition of ‘I CAN’ statements- the standards in student friendly, age appropriate language- created by Delaware arts educators. The series of modules have been created by three seasoned Delaware teachers in order to provide practical guidance on how the standards can be the basis for instruction in your classroom.
No description available
Participants receive professional learning on the alternate achievement grade-level standards (Essential Elements), instructional planning and resources for the alternate assessment.
Participants will receive professional learning on the alternate achievement grade level standards (Essential Elements) for science, instructional planning for the alternate assessment. Resources are also available to provide a deeper understanding of NGSS and the Essential Elements for the alternative assessment.
This module will focus on the artistic process of CREATING. The module will provide participants with an oveview of the anchor and performance standards and will provide strategies for how the Delaware Arts Standards can be implemented in arts classrooms.
This module will focus on becoming familiar with and understanding the artistic process Perform/Present/Produce from the National Core Arts Standards.
This training will provide an overview of the Consolidated Grant Application (CGA) requirements and time frames, with an emphasis on how to navigate the online system platform. Attendees will participate remotely via Webex. 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; State Curriculum and Professional Development and ESSER 1-3. 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 all CGA end users. If you are a new user to eGrants, please also feel free to contact Dr. Marc Edery at marc.edery@doe.k12.de.us or (302) 857-3353 to arrange for additional training on basic system navigation.
This training is required of any educator before completing observations or evaluations on teachers and/or specialists. This 3-hour webinar may be viewed at anytime. This training will review the processes requirments for completing observations and an evaluation as well as requirements of Component Five: Student Improvement.
This course is approved for credit towards School Bullying Awareness & Prevention; Criminal Youth Gang Detection (14 DE 4162).
This course is approved for credit towards Child Abuse and Child Safety Awareness, Prevention, Detection & Reporting (14 DE 4162).This is the Child Abuse Detection and Reporting Training Refresher course. CPAC has created this 1/2 hour course as a means to provide information to you on mandatory reporting if it has been awhile since you took the full hour course.
This course is approved for credit towards Child Abuse and Child Safety Awareness, Prevention, Detection & Reporting (14 DE 4162).Learning objectives for this course include: identifying types of trauma, learning about ACEs, learning about toxic stress & the impact on classroom behavior, resilience, and strategies for the classroom.
The Biggs Museum of American Art is collaborating with the Delaware Department of Education and Delaware educators and their students to investigate of works of art from the museum’s collection. Teachers will attend professional learning sessions to explore the museum, select works of art to be adopted by their school and plan standards based curriculum to pilot in their classrooms. Final units of instruction will be used as a curricular exemplars and as resources for educators interested in the museum’s collection.
What do you picture when you visualize a gifted student?
Welcome to this course! As you progress, you will have an opportunity to see some of the unique needs that students who are gifted may have relating to others as well as within themselves.
Types of differentiationWhen, Where and how to differentiate
Classroom set upManagement Systems
Skills and strategies for every classroom
DiversityBilingual education and identificationAP/IB
This course will focus on creating a balanced assessment system (formative, summative and peer and student self- evaluation) in arts education classrooms.
Connecting is the last of the Artistic Processes in the Delaware Arts Standards. Connecting appears equally with the other three artistic processes: CREATING, PERFORMING/PRESENTING/PRODUCING, and RESPONDING in the standards for Dance, Media Arts, Theatre and Visual Arts. CONNECTING is integrated across the other three processes in the discipline of Music.
This module will focus on the artistic process RESPONDING. RESPONDING is comprised of three anchor standards common to all five arts disciplines: Anchor Standard 7- Perceive and analyze artistic work.Anchor Standard 8 – Interpret intent and meaning in artistic work. Anchor Standard 9 – Evaluate criteria to evaluate artistic work. In this module we will investigate how the concept of RESPONDING has changed over time and provide specific strategies to help your students reflect on and respond to their own work and the work of other artists, musicians, dancers and actors.
This course will give a basic overview of the K-12 DE Financial Literacy Standards and provide access to resources.
This course is designed to guide participants through a self-paced webinar that will explain the rationale for the redesign of the teacher evaluation system, the process taken to do so, and a high-level overview of the rubric structure and content.
Resources for educators implementing a multi-tiered system of behavior support.
‘Say ”health textbook” and most people think of words like boring, dated, ineffective and expensive. How unfortunate because no other school subject deals with more topics considered important to students feelings, challenges, relationships, decisions, etc. What if health education centered around healthy behavior outcomes (HBOs) instead of drugs, sex, and sushi rolls (nutrition). Can health be a cool class? Absolutely! When the educational experience is student-centered instead of subject-center, health education is ”all about me.” Learn how to ditch the textbook in favor of a peer-driven, (yet teacher facilitated) environment where students embrace healthy behaviors, not simply health information.Date Recorded: Wednesday, March 1, 2017’
‘The Americans with Disabilities Act (1990) is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life. However, this law is not always being followed due to current practices and financial burdens of schools. The law may exist, but the opportunities are often not there. The purpose of this presentation is twofold: to educate professionals on the importance of play for those with disabilities and to provide skills and strategies for inclusive behavior. The session will include four different interactive examples of improving the use of inclusion strategies.Webinar recorded: August 9, 2017’
This course replaces the traditional Boot Camp required to become a credentialed observer and evaluator. During this webinar participants will be introduced to the teacher framework, the observation process and will practice calibrating through video observation.
‘Are you being asked to incorporate more literacy activities in your physical education curriculum? Are you being asked to work with intervention math or reading groups? Come learn how kinesthetic teaching strategies can teach physical education skills and improve reading skills all at the same time! Learn several techniques for warm-ups, assessments, and activities that will work on PE skills, but also allow students to have intentional and vigorous reading practice! You will also gain valuable skills on how to be an effective intervention teacher using movement-based practices!’
This session will cover the basics of trauma-informed practices in schools. This is an introductory session into the importance of recognizing and changing current practices, especially around educators response to challenging behavior. The session will provide an overview of trauma prevalence, resilience, regulation and intervention.
This session will cover behavior intervention strategies for educators and paraprofessionals. The session will cover root causes of disruptive behavior and a number of proactive and reactive strategies educators can begin using right away.
This session will cover a critical skill for educators: Co-Regulation, which is the ability to help another person return to a regulated state. You will learn practical skills that you can immediately put into practice.
This session will cover important interventions for educators to help all students, but especially those whose behavior stems from significant childhood adversity. Topics will include designing a trauma-informed classroom setting, creating wellness rooms, trauma-informed discipline, and a host of other proactive and reactive strategies for working with students with trauma.
This session will discuss the critical importance of self-care in education. The session provides a practical discussion of the dimensions of regulation and how educators can help themselves by developing foundational skills in self-regulation as well as a number of other critical self-care topics.
This session will discuss the ways in which trauma-informed practices and social and emotional learning efforts can complement each other, areas in which they overlap, and important things to consider when trying to implement both efforts.
Making Educators Partners in Youth Suicide Prevention.Every day in our schools, students are facing tremendous amounts of pressure that may lead some students to thoughts of suicide. Unfortunately, chances are that you or your school have been affected by youth suicide.This course is here to help you play an important part in the prevention of youth suicide. We know how stressful your job can be. We’re not asking you to fix a problem; we’re asking you to open the door to the prevention process.
In elementary schools, educators are faced with specific difficulties related to observing, listening, and referring our youngest students. After completing the Making Educators Partners in Youth Suicide Prevention: Act on Facts course, you should have a firm grasp on the skills you need to help prevent youth suicide using the Act on FACTS framework. In the Elementary School module, youll discover how to use these skills when faced with the unique challenges of our youngest students.
Middle school can be a chaotic environment for educators and children because of so many factors: socialization, hormones, increasing difficulty, etc. After completing the Making Educators Partners in Youth Suicide Prevention: Act on Facts course, you should have a firm grasp on the skills you need to help prevent youth suicide using the Act on FACTS framework. In the Middle School module, youll discover how to use these skills when faced with the unique challenges of this difficult environment.
Return to Learn: Reintegrating a Student After a Suicide Related Absence (15 min)Helping a student return to learning after a suicide attempt can present many difficulties for you, the student, and the school. After completing the Making Educators Partners in Youth Suicide Prevention: Act on Facts course, you should have a good understanding of the things you can do to help protect yourself, the student, and the school. In Return to Learn, youll dive a little deeper into the skills and resources you can use during reintegration.Bullying: Not a New Problem (15 min)Bullying is an age-old issue in all age groups, and it has far reaching impacts that are often misunderstood. What we know is that bullying does have a direct impact on at-risk students. After completing the Making Educators Partners in Youth Suicide Prevention: Act on Facts course, you should have a firm grasp on the skills you need to help prevent youth suicide using the Act on FACTS framework. In the Bullying module, youll discover how to define bullying and its relation to suicide while learning how to help prevent suicide in students experiencing this warning sign.
The ‘Getting Started with Schoology’ self-paced course is designed to introduce participants to the Schoology Learning Management System and enhance understanding of the functions and features of the platform. This course provides participants with knowledge of informational and interactive course materials to create courses, tools for collaboration, data collection, and student feedback. In addition, this course will facilitate understanding of Groups and Resources within the platform and how to collaborate with other educators and colleagues using the Schoology platform. After completing this course, the participants will have the knowledge to build a course and utilize the features of Schoology.
This course is the ‘Sandbox’ required to practice the skills participants learn in the Getting Started with Schoology course. No credit is awarded for this course. Credit is awarded in the Getting Started with Schoology course.
Improving instructional practices to support Delaware’s English learners has never been more relevant than today with an emphasis on rigorous academic standards for every learner. Delaware educators, now more than ever, need a proven approach for making content accessible for all Delaware students. Through SIOP and the Delaware Design for high-quality English learner education we can make content comprehensible for our learners and accelerate their content learning and language growth. This course is for all Delaware educators, not just English learner specialists. The Delaware Design focuses on an integration of both content and language standards and a collaboration among all educators to share the responsibility for high quality instruction for English learners This course will provide an in depth look at SIOP, a comprehensive model for planning and implementing high quality lessons that that will result in effective instruction and improvement of student achievement. This course is designed to be self-paced. Each week new content will be added with videos, readings, and resources to support your understanding. Each week there will be posted discussion boards and other activities. These activities will be required to earn full course credit. Activities must be submitted prior to moving on to new course content. , however, they can be done at your leisure as this is a self-paced course. Individual educators or school teams can also contact Cary Knight cary.knight@doe.k12.de.us to set up virtual brainstorming or coaching sessions. This will allow for some more individualized school-specific support.
In accordance with 7 CFR 226, the USDA Child and Adult Care Food Program (CACFP) federal regulations requires staff to be trained at least once a year, and documentation of this training must be maintained. Additionally, the State agency must require each renewing institution participating in the Program to reapply for participation at a time determined by the State agency, except that no institution may be allowed to participate for less than 12 months under an existing application, except when the State agency determines that unusual circumstances warrant reapplication in less than 12 months. This training meets the annual training requirements, and discusses reapplication procedures.,
There are 8 videos that range from 5 to 10 min each. The videos are aligned to the current DPAS-II framework to support teaching and learning in a remote learning environment. Administrators can view the videos to support observation, evidence collection, and to share aligned feedback. Teachers can view the videos to support the action of planning so high quality teaching and learning continues in a remote classroom.
Cohort participants receive professional development in several areas: DLM website and the DLM professional development site, deep dive into the standards, literacy strategies, IE model and testlets overview, backwards design
