The Department of Education is excited to provide a comprehensive induction program for all new administrators across the state. A northern cohort and a southern cohort will meet throughout the school year. Sessions will be led by current administrators and national speakers TJ Vari and Joseph Jones who will guide leaders in practical strategies to have a successful first year in their new role. A national author will kick off each session.Participants will be part of a supportive cohort with opportunities to network with other new leaders. The program is required for first-time administrators ORadministrators that are new to Delaware. Participantswho complete the program will meet induction requirements in DE Regulation 1503.
This is a required, one-day training for all administrators new to evaluating assistant principals, principals, and/or district administrators. A credentialing assessment is required after participating in the one-day training.
This training meets the requirements of Regulation 108A, which requires recredentialing every 5 years to evaluate another administrator. Led by Dave Santore, Ed.D., from Educational Leadership Services, LLC, this training will not only review evaluation requirements but also include calibration and opportunities for reflection using recently completed evaluations.
This is an overview of the policy and procedures for Federal and State Funds and subgrants. The overview aims to help DOE staff gain or refresh an understanding of Federal and State funds and ensure compliance with laws and regulations.Microsoft Teams Need help? Join the meeting now Meeting ID: 241 057 103 569 Passcode: dnBszN Dial in by phone +1 302-467-3191,,348421622# United States, Wilmington Find a local number Phone conference ID: 348 421 622# For organizers: Meeting options | Reset dial-in PIN
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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 Neuro Logic Trauma-Informed Classroom Training is a 4-hour, pre-recorded, trauma awareness level learning session. 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.
READERS ARE LEADERS! Join Delaware education CHAMPIONS to explore evidence-based strategies for meeting the needs of EVERY learner EVERY day. Multiple themes that support non-academic tiered supports. Teacher leaders provide facilitation and pacing guidance to make the readings actionable.
This is the 2nd of 3 in a series of Early Literacy Development courses. The other 2 optional courses are: Cognitive Model of Reading Assessment (PDMS Course #29351) & Reading and Writing Connections (PDMS Course #29353). These courses will provide an overview suitable for elementary teachers, specialists, and administrators looking to build understanding of the relationships among reading development, writing development, and knowledge development. This understanding will help them to see the teaching and learning affordances of high-quality instructional materials. Readings used during these sessions will be provided. Course will be provided in a synchronous, virtual environment. Required readings:Journal articles will be provided during the sessions. Understanding Text Complexity sessions will guide participants to consider the affordances of challenging text to build knowledge in the language comprehension pathway. Participants will explore the Common Cores text complexity requirements and trace their development across elementary-grade texts. They will then engage in collaborative learning about the affordances of challenging text: text structure knowledge, grammar knowledge, and vocabulary knowledge. Participants will leave with an understanding of the ways that challenging text facilitate learning.
This is the final of 3 in a series of Early Literacy Development courses. The other 2 optional courses are: Cognitive Model of Reading Assessment (PDMS Course #29351) & Understanding Text Complexity (PDMS Course #29352). These courses will provide an overview suitable for elementary teachers, specialists, and administrators looking to build understanding of the relationships among reading development, writing development, and knowledge development. This understanding will help them to see the teaching and learning affordances of high-quality instructional materials. Readings used during these sessions will be provided. Course will be provided in a synchronous, virtual environment. Required readings: Journal articles and writing curriculum samples will be provided during the sessions Reading and Writing Connections sessions will provide an overview of writing development consistent with the cognitive model, targeting transcription skills and composition skills as separate pathways. Participants will then work cooperatively to map the design of a comprehension composition curriculum across the elementary grades. Participants will leave with an understanding of writing development and instruction across grade levels.
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.
Join this 8-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.
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 K-5 provides K5 teachers with knowledge to be literacy and language experts.
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 Early Childhood provides strong foundational skills knowledge for both PreK and Kindergarten teachers.
This series supports teams of teachers and leaders in developing their knowledge and skills to best implement strong math instructional practices through the use of their high quality instructional materials (ENY/Eureka K-8, Zearn Math K-5). Sessions will focus on effective instructional planning, deep dives into content, and strengthening teacher and leader pedagogical content knowledge centered on making lasting shifts in practice. This PLN will focus on EngageNY Math, Zearn Math, and Eureka Math instructional materials. Sessions will build on one another with deep dives into instructional planning and content.
AIM Institute for Learning and Research for AIM Pathways coursework 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 Sections Pathways to Proficient Writing 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.
AIM Institute for Learning and Research for AIM Pathways coursework 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.
This training discusses the federal mandate requiring AIM for eligible students with print disabilities and the system that Delaware has established to meet the needs of those students and the people who support them. It reviews in detail the process for acquiring AIM, and walks participants through utilization of the web portal to place and manage orders for AIM. It also discusses in detail the responsibilities associated with designation as a Digital Rights Manager.REMINDERThe following steps must be completed prior to an individual filling the role of a DRM:1.The DRM Designation Form must be completed by the LEA Special Education Director, designating the individual(s) to serve as a DRM, and submitted to info@aimdelaware.org. 2.Upon receipt of the completed DRM Designation Form, the designated individual will be added to the DRM data base in pending status and a link to the quiz will be sent. 3.The AIM & the Role of the Digital Rights Manager training must be completed prior to taking the quiz. 4.Upon completion/passing of the quiz, the designated individual will then be changed from pending status to active status after which the DRM may begin placing orders.
This training acquaints participants with the SETT Framework and the way in which it supports good decision-making related to accommodations, including assistive technology. The session familiarizes participants with the process of identifying student characteristics and needs, the expectations of students within all learning environments, and the tools and other accommodations that might assist the student in meeting expectations. It also emphasizes the value of trial use periods, evidence-based decision- making, and appropriate documentation.
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ELLA is an exciting professional learning opportunity offered by Delaware Department of Education. It is designed to bridge the science of reading with practice in Delaware elementary schools. Leading early literacy implementation is tough work, and youre not alone! In these sessions, elementary leaders will have opportunities to discuss challenges of early literacy implementation with colleagues across the state, and learn best practices for supporting strong early literacy instruction using high-quality instructional materials.
It is required to complete 3 of the virtual forums. 1 in November, 1 in January and 1 in February.
This course is designed to support three major groups:1. Year-one Principals who were recently credentialed in DPAS II for Admin2. Assistant Principals who need to understand the goal-setting process3. Principals who are new to the State of Delaware – new to DPAS II for Admin3. Previously credentialed principals or anyone who evaluates school leaders—-refresher course.There are 4 sections—please register for allUnderstanding goal-setting–9/12/23Understanding goal-setting–9/20/23Preparing for Midyear conference–12/7/23Preparing for Summative conference–05/29/24
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DDOE offers a 24-hour credentialing training course to support leaders on how to utilize the new Delaware Teacher Growth and Support System to improve classroom teaching and learning. Participants will: (1) Explore the shifts to a coaching model of evaluation and the role of the administrator as instructional coach; and (2) Learn the key components and process of the DTGSS
This training is for School Nurses that will guide new school nurses through the Comprehensive Induction Program for School Nurses. The training will provide an overview of the new, school nurse CIP and provide relevant information needed to coach those that are new to being a school. This training is a prerequisite to serving in the school nurse induction role. This role is eligible to be paired with any new school nurse throughout the state.
Instructors in the Career & Technical Education’s ECE & K12 Teacher Academy Programs of Study will engage in year-long professional development. This ongoing training will include culturally responsive teaching, equity-centered curriculum implementation review, instructional strategies, work-based learning opportunities, and other areas associated with the program of study. Each learning session will be utilized to further the program of study and will be grounded in equity, cultural competency, and learner centered education for both the educator and student.
This professional learning is designed to build a collective understanding of the components, criteria, rubrics, and critical attributes 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 Attribute Guides and Possible Examples Guides as a tool to promote targeted support and feedback to specialists.
The Work-Based Learning Professional Roundtable will provide an opportunity for Career and Technical Education (CTE) and Work-Based Learning Coordinators to scale work-based learning awareness, share resources, ideas, and opportunities to strengthen and expand work-based learning opportunities for statewide CTE students.
Yes! The 6th Annual Youth Environmental Summit is a wide collaborative partnership of Delaware non-profit organizations, businesses, state and county agencies, students, and district, charter and private schools. Yes! is an opportunity for students grades 9-12 to learn about and share their passion around environmental issues, build their advocacy skills and get involved in making a difference. The mission of YES! is to inspire, encourage, and prepare youth for a life of environmental responsibility, service, and leadership by increasing awareness and knowledge of environmental issues and fostering leadership skills.
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, training, and tracking referrals.
As part of the World Language Expansion Initiative, the DOE Dual Language Immersion (DLI) Team provides ongoing professional learning and opportunities for collaboration for dual language immersion principals, assistant principals, immersion coaches, and district administrators. The professional learning series for 20243-25 will focus on supporting implementation of the DTGSS system across DLI classrooms, providing feedback to DLI teachers, and deepening understanding and application of language proficiency data to strengthen programs. Sessions will continue to explore equity, access, and success of all learners in DLI programs and include peer-to-peer learning sessions around best practices for program implementation, and strengthening student language development. The synchronous meetings will be combined with online resources and feedforward/feedback opportunities that increase administrator capacity to scale and support immersion programming.
The Delaware Literacy Coalition includes literacy representatives from the Department of Education, higher education representatives, business professionals, and LEAs (district and charter schools) throughout the state. The Delaware Literacy Coalition is open to all LEAs and stakeholders that agree to collaborate in supporting literacy education.
As part of the World Language Expansion Initiative, the DOE Dual Language Immersion Team provides three cycles of ongoing professional learning for immersion partner language teachers (Chinese, Greek, Spanish) and English partner teachers throughout the academic year. The PL series for 2024-25 will provide learning opportunities for both new and returning immersion teachers in the focus areas of student language output/proficiency, corrective feedback in the DLI classroom, and building literacy in the immersion language though faithful implementation of high quality instructional materials.
‘SeLLA’ is designed to bridge the ‘science of reading’ with best practices for interdisciplinary literacy instruction in secondary schools. In these sessions, building and district leaders will have opportunities to discuss challenges of secondary literacy implementation with colleagues across the state, and learn best leadership practices for supporting our research-informed revised vision of strong literacy instruction across content areas and the tiers of instruction within a multi-tiered system of support.
1. Building a Shared Understanding of the Science of Reading & HQIM2. Make a plan to share and invest all stakeholders in Delawares Early Literacy Vision3. Assess the Current Landscape 4. Set aligned HQIM implementation and literacy goals, and develop a plan to monitor progress towards those goals
1. Technical and Adaptive Planning2. Define clear roles and responsibilities for implementation3. Calendar and pacing expectations4. School Schedules that support implementation a. Protected Literacy Time that aligns to curriculum requirements b. Common planning time5. Supporting Planning and Internalization through PLCs a. Unit and Lesson Internalization Protocols b. Communication of Planning Expectations c. PLC vision and structures d. Supporting Diverse Learners 6. Professional Learning Plans
1. Establishing Accountability and Monitoring Progress to Goals a. Monitoring Quality Implementation 1. Observation/Feedback Cycle b. Monitoring Student Progress 1. Curriculum Embedded Assessments 2. Supporting Effective Data Cycles3. The Delaware Coaching Model4. Ongoing Professional Learning Plans
LEA teams will engage in data analysis relating to their LEA Spring, 2024 IDEA Annual Determination, conduct a Root Cause Analysis for targets not met and develop a Continuous Improvement Plan including strategies and activities to address root causes.
Please join the Launch into Your Future Month team for a new and exciting professional learning series to support your postsecondary planning with students. New learning opportunities will continue to be added.
Educators will engage with topics related to Equity in IDEA. Discussions will be grounded in Multi-Tiered Systems of Support
LEA are responsible for creating policies, procedures and practices for students with disabilities. Here we will discuss those policies and procedures and what is expected for Indicator 4.
How do we create meaningful support for students with that need behavioral supports on their IEP? This discuss learning opportunity discusses the process.
Welcome to our online event where we will discuss the Recipe for Successful Solicitation for Eligible Entities. Join us for an informative session on how to improve your solicitation strategies.Key Players, Roles & ResponsibilitiesTypes of SolicitationsScope DevelopmentResources 3rd party reviewsResources Planning & TimelinesResources Best Practice TemplatesOutreach
Live Bid: Posting to Bid OpeningEvaluation: Initial Review to Award RecommendationAward: Contract Components to Bidder DebriefContract Management: Protest, Contract File, Extensions, Price Changes, MyMarketplace Updates
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.
DECA Advisors will meet monthly to learn about DECA updates, educational opportunities and Career Development Conferences
The Delaware Advisory Council on Career and Technical Education (DACCTE), in collaboration with the Department of Education (DOE), is excited to announce the State CTE Professional Development Nights, scheduled for December 5, 2024 (Topic: Bringing New Life to Advisory Committees. Virtual Meeting PDMS Course #43015; Section # 87356). For more details, please contact Ann Breeding at ann.breeding@delaware.gov.
The Delaware Advisory Council on Career and Technical Education (DACCTE), in collaboration with the Department of Education (DOE), is excited to announce the State CTE Professional Development Nights, scheduled for March 27, 2025 (Location/Format – To Be Determined. PDMS Course #43017; Section #87357), from 4:30 PM to 6:30PM. For more details, please contact Ann Breeding at ann.breeding@delaware.gov.
Presenter’s Institute is designed to prepare you to deliver the 3-Day Foundational Institute for Coaching (FIC) that you participated in during your journey to become an Induction Coach. The Presenter’s Institute work will run from September 10 – November 7 and will consist of: 2 days of in-person professional development (September 10th, November 7th) Asynchronous Learning Modules (between Sept. 10 and Nov. 7)3 Virtual check-ins with NTC Consultant (between Sept. 10 and Nov. 7)Co-facilitation of Foundational Institute for Coaches w/ an NTC Consultant for up to 60 participants (Summer 2025 or before if available)
This course is designed to provide educators with content including: An Introduction to English Learners: Language and Literacy, Word Recognition Among English Learners, and Language Comprehension Among English Learners. This course supports our effort to build knowledge and understanding around the science of reading and effective literacy instruction. It also aligns to the strategic intents and activities within the Delaware Literacy Plan. This course has 3 Virtual Communities of Practice (VCoPs) plus an additional VCoP hosted by members of the DDOE team VCoPs will be held from 5:30-6:30pm. All dates are below. Thursday, November 14, 2024Thursday, December 12, 2024Thursday, January 9, 2025Wednesday, January 22, 2025
Monthly meetings to review the Pre-K-3 Delaware Literacy Plan Strategic Intents and determine areas of celebration, growth and actionable next steps.
We the People network: a nationwide, civic education professional development and implementation network for teachers impacting 30 million students since inception. This program includes professional development with distinguished scholars, mentors, and fellow teachers. Sponsored by the Delaware Center for Civics Education and the University of Delaware’s Biden School of Public Policy and Administration.
Delaware K-12 educators are invited to join this engaging virtual professional development series designed to enhance collaboration between Multilingual Learner (MLL) teachers and general education content teachers. Grounded in the strategies from Co-Planning by Andrea Honigsfeld and Maria Dove, this series provides practical approaches for co-planning and co-teaching that foster inclusive and equitable learning environments for all students.Participants must register in pairsone MLL teacher and one content teacher from any subject areato fully benefit from this collaborative learning experience. Throughout the series, pairs will engage in interactive breakout sessions, offering dedicated time to work together, develop integrated lesson plans, and share ideas tailored to the diverse language needs of their students.Midway through the course, each teaching pair will have a dedicated session with the facilitator to discuss their individual successes, challenges, and strategies for further growth. This personalized support will help ensure that each team is on track to implement effective co-planning practices.Join us to cultivate a collaborative culture that enhances student engagement and achievement in your classroom.
At the completion of this all-day training, participants will have learned the SWIM process for teaching writing and will leave with an instructional plan they can use in their classrooms. Teachers will engage in the Shared Writing Instructional Model (SWIM) process, which consists of five steps, starting with choosing a topic and ending with evaluating the written product. Intended audience: Educators of students on the alternate academic achievement standards
School counselors will have the opportunity to hear directly from the NCAA Eligibility Center on the following topics:1. What is the NCAA? (Eligibility Center and high school review)2. Understanding eligibility requirements3. The role of the school counselor4. The role of the student5. Registration6. Resources, and more!
6.2, 7.2, 8.2 – Virtual Professional Learning: Phenomenon and Storyline
6.2, 7.2, 8.2 In Person: Exploring Key lessons; using the materials to engage in the activities as students
This course will review the DPAS Specialist System for Nurses.
Teachers will work with their grade level team to review the phenomenon of the unit and lesson; Engage in a model lesson using their ‘Student Hat’ and ‘Teacher Hat;’ Then review the Coherence Flowchart to see where their lesson fits into the sensemaking of the unit.
Teachers will work with their grade level team to review the phenomenon of the unit and lesson; Engage in a model lesson using their ‘Student Hat’ and ‘Teacher Hat;’ Then review the Coherence Flowchart to see where their lesson fits into the sensemaking of the unit.
Register here: https://forms.gle/jD8NWR8tb4bwvtSK8FOR TEENS & TEACHERS: Join us and learn more about the NatGeo Slingshot Challenge!Plastic Free Delaware is hosting this FREE Workshop for teens and teachers with local filmmaker, Bilal Motley, who will inspire and give tips on how to tell your story via video. Do you have a big idea to improve the environment? If youre a teacher of teens, or a student between the ages of 13-18, the National Geographic Society wants to help you share it. Changing the future of our planet begins with small steps, with great ideas that drive impact in your community. We believe that together, our ideas and actions will add up to progress protecting our planet and improving our future.
Virtual dual enrollment workshop to review dual enrollment reporting, share updates and provide additional support to LEAs regarding the reimbursement process.
This session will explore how to identify the (A)ntecedent, (B)ehavior, and (C)onsequence of behavior situations you may experience within your classroom. Upon examination of each of these components, the function of the behavior may be hypothesized to better understand the purpose and meaning of the behavior observed. This function-based thinking can then lean towards the selection of alternative, function-based behavioral options to teach.
This session will define visual supports, as well as discuss the rationale behind the use of visual supports in your classroom to support student outcomes. Examples of visual supports will be provided along with scenarios to help you determine which visual supports may work best in your classroom.
This session will define reinforcement and its importance in classroom management. The reinforcement systems of first-then and token economy will be detailed for use in the classroom. Reinforcers and systems examples will be provided for consideration.
This session will define naturalistic intervention and the related instructional strategies of incidental teaching, pivotal response treatment/training, mand-model, natural environment and environmental arrangement. Each of these strategies will be explored for understanding and consideration for implementation within the classroom.
The Early Childhood Education bundle provides instruction, resources and tools in three of AIM’s asynchronous learning modules including our new Growing Proficient Readers course.Overview of the Science of Reading – Contains content specific to the science if reading.Growing Proficient Readers: Dr. Ehri’s Phases of Development – Features reading researcher Dr. Linnea Ehri narrating the observable reading characteristics of learners for emerging readers in the pre-alphabetic phase through proficient readers in the consolidated phase. A deck of vibrant, printed AIM Animated Alphabet Cards, including instructional scripts to use with each card, is included with this course. Phonological Awareness – A highly specialized module exploring the research and instructional practices related to Phonological Awareness, the first of five core components of reading instruction as identified by the National Reading Panel.
DOE Zoom Introduction Training for DOE staff members
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 MS Teams. 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. 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.
Resources for educators implementing a multi-tiered system of behavior support.
The Biggs Museum of American Art is collaborating with the Delaware Department of Education and Delaware educators and their students to investigate of works of art from the museum’s collection. Teachers will attend professional learning sessions to explore the museum, select works of art to be adopted by their school and plan standards based curriculum to pilot in their classrooms. Final units of instruction will be used as a curricular exemplars and as resources for educators interested in the museum’s collection.
This 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.
‘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.
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 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.
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.
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).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 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.
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.
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.
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 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.
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 course will focus on creating a balanced assessment system (formative, summative and peer and student self- evaluation) in arts education classrooms.
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.
No description available
Science Kit Training
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.
What do you picture when you visualize a gifted student?
DiversityBilingual education and identificationAP/IB
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.
Skills and strategies for every classroom
Classroom set upManagement Systems
Types of differentiationWhen, Where and how to differentiate
Participants receive professional learning on the alternate achievement grade-level standards (Essential Elements), instructional planning and resources for the alternate assessment.Note: As of 10/11/2022, this course has been revised and additional math strategies introduced.
Participants receive professional learning on the alternate achievement grade-level standards (Essential Elements), instructional planning and resources for the alternate assessment.Note: As of Oct. 11, 2022, this course has been revised to reflect Delaware’s transition to the IE model. Strategies have also been updated.
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.
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.
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 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 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 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 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 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.
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 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.
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.
This course will give a basic overview of the K-12 DE Financial Literacy Standards and provide access to resources.
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.
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.
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.
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 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 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.
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.
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 the 1-hour credit towards Teen Dating Violence & Sexual Assault Awareness and Prevention (14 DE 4162).In June 2012, the Delaware General Assembly passed the Liane Sorenson Act, which required school districts and charter schools to establish policy and training on teen dating violence and sexual assault. Delawares Domestic Violence Coordinating Council (DVCC) was authorized by statute to review these policies and to identify and maintain a non-academic training program on teen dating violence and sexual assault for school administrators, nurses, and counselors serving grades 7 through 12. The policy was updated in September 2023 to broadly address student misconduct, and, as a result, the DVCC updated its non-academic training program to correspond with the policy. The course objectives are as follows: – Administer or determine the appropriate response to student disclosure of sexual, physical, and emotional misconduct.- Coordinate with law enforcement and Title IX coordinators for any suspected violation of applicable policies or civil or criminal law.- Identify the warning signs of student misconduct and teen dating violence and follow the protocols outlined in the Student Misconduct Model Policy. – Report under district and charter school policies, and state and federal law, which includes mandatory reporting requirements.’
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
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.,
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.
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.
This course is approved for credit towards School Bullying Awareness & Prevention; Criminal Youth Gang Detection (14 Del. C, 4162).
This recorded online training covers all the features of Delaware’s Accessibility Guidelines Manual and is required for NEW personnel who will input accessibility supports in the testing platforms who have not been previously trained. Target audiences include any professional staff member involved in the selection, administration, and evaluation of accommodations and support use with students with disabilities.For those who have been previously trained, there is no need to complete this course again.Required: ALL personnel involved in inputting accessibility supports should complete Course 30050 – the AG Refresher Training, including those who have completed this course. Course 30327 provides updates for the current test admin year and only highlights changes to manual from the previous year. Course 30327 will be released November of each year.
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.
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
