This meeting will cover topics such as, the Best Interest Regulation, the proposed Dispute Resolution Regulation, transportation, the new MOU with DSCYF, and other topics relevant to meeting the needs of students in foster care.
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.
The DSCA Annual Conference provides school counselor focused professional learning opportunities on a variety of topics. The conference opens with a keynote speaker and the afternoon provides breakout sessions on a variety of topics. The School Counselor of the Year is announced at lunch.
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.
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Multi-session training that launches a yearlong community of practice for district and charter school training cadres. The training cadres provide strategic leadership for the implementation of trauma-informed practices throughout the LEA, school communities, and facilitate professional learning communities (PLCs) to build capacity among educators. Initial training will occur online during summer 2020 and prepare participants to facilitate the state’s approved trauma awareness learning session. Additional supplementary learning opportunities will be available throughout the year with connections via email, Schoology, and quarterly participation in the Compassionate Schools Learning Collaborative, designed to move districts and charters on the Developmental Framework for Trauma-Informed Care.
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, 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.
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Back to Basics partners with 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 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.
Comprehensive Induction Program (CIP) Professional Learning 2023/2024The CIP Professional Learning offerings, consist of professional learning opportunities offered through the Comprehensive Induction Program (CIP). These opportunities are designed to supplement the support educators and mentors receive locally. Each opportunity has been developed in alignment with the program vision of ensuring all educators in the State of Delaware, receive full professional and personal support, as they develop the essential knowledge, skills and experience that will result in a high quality education for all of Delaware’s students.*All sections are open and available to those participating in the CIP as a mentee or mentors seeking to support their mentees. If space allows other educators may be accepted. **Preference availability will be given to educators in Year 1 and 2 of the CIPCredit hours for educators on an initial licenseClock hours for educators and mentors on a continuing license
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.
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 for Administrators supports district and school leaders to improve literacy instruction.
Join this weeklong Intensive to train as a facilitator of Lakeside’s Neuro Logic Curriculum. This MTSS 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 in general courses. Content specific courses may limit participants to 50.
Cultivating a Culture of Care through Attachment, Belonging, and ConnectionDifferentiated team learning opportunity for districts, schools, and community partners to explore strategies to reduce and ultimately eliminate the nonacademic barriers to learning and to strengthen multi-tiered systems of support. Participants attend scheduled learning sessions with between session activities to apply information to real team problem solving. All activities are designed for cultivating physical, psychological, and emotional safety for students and adults by prioritizing the needs of the whole child. Community-based organizations and out of school time partners are encouraged to participate with the school teams that they serve.
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.
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Coalition Members will have the opportunity to learn the unit phenomena, the ngss strategies, the storyboard, and how to navigate through each lesson to be successful to teach this unit to their students.
Coalition Members will have an opportunity to learn about NGSS strategies, the unit phenomenon, the storyline, and how to navigate through each lesson.
Coalition members will learn about the unit through the phenomenon and storyline. Each participant will learn NGSS strategies to help them in their classroom.
Charter School Special Education administrator professional learning that includes initial and returning administrator required training and Professional Learning Collaboration (PLC). We will be collaborating with the ACCESS Project and the Charter School Network PLC to provide new Delaware IEP training. This will include five phases.
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.
Instructors in the Teacher Academy program of study will engage in trainings for Diversity, Equity, Inclusion and Belonging, curriculum updates, review of post-secondary programs, and communities of practice.Location: DTCC – Georgetown (Owens Campus)Room: 535 A/BParking: Lots O, P, R, S, or T
Instructors in the Hospitality & Tourism and Teacher Academy Programs of Study will receive training for Diversity, Equity, Inclusion, & Belonging. Understanding who we are, and how our unique identity, skills, and experiences show up in our relationships, allows us to purposefully shape our leadership to create equity, belonging, and thriving for every person on campus. This session is for Cohort 2 members only.
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
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 2023-24 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.
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This Series of dates are the in -person planning Days for LEAs to work collaboratively with DOE and NTC on the Revised CIP.
The School Support Services Workgroup and DASL have partnered to host a multi-session learning network to support districts and charter schools in building safe environments.
This workshop series is designed for K-12 educators to focus on intentional language instruction in the classroom using the WIDA English Language Development Standards. This gives educators an opportunity to take a closer look at the Key Language Uses (genre families) by engaging in deeper exploration of Language Expectations, Language Functions and Language Features. Participants will learn the importance and purpose of mentor text to make language visible to students. Participants will engage in exploration of materials and additional resources to support their classroom implementation.
Community Practice
This two-hour course explores best practices for fluency instruction in the secondary classroom. Participants will gain an understanding of how to build fluency during English Language Arts instruction, as well as how to support fluency beyond the ELA block. This course will also address methods for identifying students with fluency deficits and examinestrategies to support these students.Participants can expect to receive an email from UD Guest Services inviting them to become a Guest Blue Hen after the registration deadlines for each cohort. (Registration Deadlines: Cohort #1: Feb. 7th; Cohort #2: March 13th; Cohort #3: March 29th; Cohort 4: May 8th)
Youth Mental Health First Aid (YMHFA) teaches you how to identify, understand and respond to signs of mental health and substance use challenges among children and adolescents ages 12-18. The course is essential for adults who interact with youth to build their own mental health literacy. DDOE is offering free virtual YMHFA courses in 2024 through SEBW Plan funding with limited capacity.
Literacy in CTE May 7-8, 2024 – The two-day session led by Quinton Granville quinton.granville@sreb.org will offer a structured approach to enhancing current instructional strategies and measuring performance outcomes while also fostering the creation of innovative methods to integrate authentic literacy skills within workplace contexts. Participants will delve into opportunities to literacy content, practices, and processes into real-world scenarios. They will explore a spectrum of instructional methods designed to mirror workplace environments and embed literacy concepts. By immersing themselves in these methods, participants will cultivate employability skills, recognizing that applied literacy is an integral component of career success. Additionally, participants will collaboratively contribute to a digital repository of resources and establish a supportive network for ongoing professional growth. Virtual office hours will be available for personalized coaching tailored to individual needs and progress.Two (2) day in-person workshops and 4 hours of virtual workshops for each CTE teacher to enhance instruction in literacy in their program of study.
This virtual morning session will provide updates and discussion about current DDOE/CTE initiatives that will impact Health Sciences CTE teachers. There will be time for teachers to learn more about other teachers and their programs of study.
DTS will be sponsoring monthly webinars on different science topics to support teachers in the classroom.
In this professional learning opportunity, participants will focus on how to promote the idea of presuming competence by focusing on communication, specifically Augmentative and Alternative Communication (AAC). Participants will learn strategies for promoting communication in the classroom, connect communication and literacy, and identify communication supports when conducting classroom observations. We will discuss how administrators can give feedback and provide support to educators when using the DTGSS framework.
**This section is for MOT Charter staff only** Youth Mental Health First Aid (YMHFA) teaches you how to identify, understand and respond to signs of mental health and substance use challenges among children and adolescents ages 12-18. The course is essential for adults who interact with youth to build their own mental health literacy. DDOE is offering free virtual YMHFA courses in 2024 through SEBW Plan funding with limited capacity.
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Experience a transformative daylong summit, a collaborative initiative by the Delaware Department of Education (DDOE) and Research for Better Teaching. This summit is dedicated to elevating educators’ impact on student learning in alignment with the Delaware Teacher Growth and Support System (DTGSS). Engage in insightful discussions, interactive workshops, and dynamic presentations as we collectively strive to enhance teaching practices, foster a growth mindset, and promote a learning-focused culture. Be part of this unique opportunity to strengthen your professional development, connect with fellow educators, and contribute to the continuous improvement of education in Delaware.
Experience a transformative daylong summit, a collaborative initiative by the Delaware Department of Education (DDOE) and Research for Better Teaching. This summit is dedicated to elevating educators’ impact on student learning in alignment with the Delaware Teacher Growth and Support System (DTGSS). Engage in insightful discussions, interactive workshops, and dynamic presentations as we collectively strive to enhance teaching practices, foster a growth mindset, and promote a learning-focused culture. Be part of this unique opportunity to strengthen your professional development, connect with fellow educators, and contribute to the continuous improvement of education in Delaware.
3 hour Session that will focusing on an Introduction to a Collaborative Mindset, Understanding the WIDA ELD Standards Framework, 2020 Edition, Collaboration within Content: (Workshop and Activities), Moving Towards CollaborationHeld at Collette Education Center 35 Commerce Way in Dover
Agriscience Educators will learn about modern techniques in the Agriculture industry. They will hone their teaching skills.
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 ELA 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: Monday, June 24th, 8:30-3:30 pmSession 2: Wednesday, June 26th, 9:00 – 12:00 pmSession 3: Tuesday, July 9th, 9:00 – 12:00 pmSession 4: asynchronousSession 5: Tuesday, July 30th, 9:00 – 12:00 pmSession 6: Thursday, August 1st, 9:00- 12:00 pmSession 7: Monday, August 5th, 9:00-12:00 pmSession 8: Wednesday, August 7th, 10:00 – 12:00 pmSession 9: Friday, August 9th, 10:00 – 12:00 pmSession 10: Monday, August 12th, 5:00-7:00pm
During the National FAFSA Week of Action high school counselors are invited to drop-into one of three lunch sessions to ask the Delaware Higher Education Office (DHEO) questions about the FAFSA and impacts on their students. DHEO looks foward to meeting with you and sharing their supports and discussing other ways our office can support your programs and students.
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
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 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 30050 provides updates for the current test admin year and only highlights changes to manual from the previous year. Course 30050 will be released November of each year.
There are three courses in this series. Each course addresses one of three groupings of Crosscutting Concepts; Causality, Systems and Patterns. It is recommended that the courses be completed in the order listed above, but this is not necessary. For this reason, the Introduction folder is replicated in each course.In Causality, we describe concepts that bridge disciplinary boundaries, having explanatory value throughout much of science and engineering. These crosscutting concepts were selected for their value across the sciences and in engineering.
There are three courses in this series. Each course addresses one of three groupings of Crosscutting Concepts; Causality, Systems and Patterns. It is recommended that the courses be completed in the order listed above, but this is not necessary. For this reason, the Introduction folder is replicated in each course.The module is divided into activities that include information, strategies, and activities to help participants further enhance understanding of information delivered and incorporate these concepts into your classroom. During each activity section, participants will be directed to review presentations and complete activities in schoology to receive credit.
There are three courses in this series. Each course addresses one of three groupings of Crosscutting Concepts; Causality, Systems and Patterns. It is recommended that the courses be completed in the order listed above, but this is not necessary. For this reason, the Introduction folder is replicated in each course.The module is divided into activities that include information, strategies, and activities to help participants further enhance understanding of information delivered and incorporate these concepts into your classroom. During each activity section, participants will be directed to review presentations and complete activities in schoology to receive credit.
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This module focuses on how and why individuals change their practice to improve student achievement.
This module will introduce participants to the Standards for Professional Learning.
This course provides an introduction to understanding and creating instructional opportunities utilizing a blended learning format. Disclaimer #1: In an attempt to have an interactive and engaging course, discussion boards have been included. Collaboration and the constructive sharing and reception of ideas is key to professional growth. Please keep in mind that these discussions are a professional space. Give your answers consideration and please be respectful, on topic, constructive. Disclaimer #2: The final activity of this lesson offers feedback on an optional Blended Learning Lesson Plan. This is not mandatory. As a self-paced course, please note that feedback may not be timely and will not be extensive.
The Introduction to UDL modules explores the framework and principles of UDL in order to meet the wide range of learners in todays classrooms. Strategies for classroom implementation will be highlighted. The Advanced UDL Modules take participants deeper into Universal Design for Learning (UDL) and will challenge educators to think outside the box when designing lesson plans. The unique needs of all students in the classroom will be considered when designing curricular lessons without barriers to learning. Several resources are shared that can be implemented easily in the classroom.
This module will focus on the arts standards website including the whole web map and specific destinations. Goals Participants will be guided through an overview of the Delaware arts standards website. Participants will learn how to navigate Delaware arts standards website. Participants will obtain a working knowledge of what is needed to use the arts standards in their classrooms.
This module will focus on understanding and using the Model Cornerstone Assessments on the Delaware Arts Standards webpage https://www.deartsstandards.org/. Goals Participants will understand the relationship between assessment and standards-based instruction. Participants will locate the Model Cornerstone Assessments on the Delaware arts standards webpage. Participants will navigate through a Model Cornerstone Assessment Participants will recognize the common attributes of the arts standards with the Common Core State Standards for ELA. Participants will identify resources available through the arts standards webpage. Participants will become aware of Student Artwork Samples available to benchmark student work samples.
This module is the first in a series designed to help arts educators and arts administrators learn about, navigate through and use the Delaware Arts Standards. Adopted by the Delaware Board of Education in March 2016, these standards are the National Arts Standards with the addition of ‘I CAN’ statements- the standards in student friendly, age appropriate language- created by Delaware arts educators. The series of modules have been created by three seasoned Delaware teachers in order to provide practical guidance on how the standards can be the basis for instruction in your classroom.
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 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 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 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.
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
