The Digital Learning Cadre meeting brings together the LEA Instructional Technology Specialists to meet with the Delaware Center for Educational Technology, DOE, and Delaware Department of Technology and Information. The purpose of the Cadre is to develop and support digital learning capacity and leadership in the districts and charter schools. To this end, Delaware Digital Learning Cadre members will: liaise with their districts administration about issues, policies and concerns using refined knowledge about key issues related to digital learning; refine their knowledge about digital learning through research, exploration, and application; design curriculum assets that promote digital learning; develop a repository of professional development tools and techniques utilizing technology; utilize and understand alternate methodologies for professional development and for meetings including but not limited to Schoology, Blackboard Collaborate, and video conferencing; evaluate digital learning solutions; and identify and collaborate with lead teacher(s) in each school building within the LEA.The cadre will meet in-person for one half-day per month. Meetings will run from 9:00 AM until 12 noon; networking activities will occur from 8:30 9:00 AM. Occasional vendor presentations may take place from noon 3:00 PM. Meetings will be held at the John Collette Education Resource Center, 35 Commerce Way, Suite 1, Dover, DE 19904. We meet in conference room B.
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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 training will provide an overview and demonstration of the eGrants Monitoring Tool requirements and time lines. The Monitoring Tool training will consist of the following: Federal Programs Planning and Grant Lifecycle, CROSS Monitoring Toolkit and system found inside of eGrants, Common Compliance Strands (Stakeholder Engagement, Governance Administration and Funding, Program Quality, ESSA Accountability, and ESSER Accountability), Rating Rubric Summary, Cross Monitoring Schedule, eGrants System Directions, and examples of and how to upload evidence. The targeted audience is representatives from LEAs that will be participating in federal programs monitoring for Title I, Title II, Title III, Title IV, and ESSER. Those LEAs will be notified by DDOE. Attendees should be those individuals who will be responsible for working with the Monitoring Tool in eGrants. If you are a new user to eGrants, or if you have any questions about this course, please contact Dr. Marc Edery at marc.edery@doe.k12.de.us or (302) 857-3353.
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).
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.
How does a one-way mirror work? Though most everyone knows that one-way mirrors exist, having students model how they work turns out to be a very effective way to develop their thinking about how visible light travels and how we see images. Initial student models in this 6th grade light and matter science unit reveal a wide variety of ideas and explanations that motivate the unit investigations that help students figure out what is going on and lead them to a deeper understanding of the world around them.A video of an experience with a one-way mirror, gets students to organize and write down their initial ideas and then they dig in to test those ideas and figure out what is really happening. Students build a scaled box model of what they saw in the video to test out their ideas. Using two boxes combined together with a one-way mirror in between the two, students vary the presence of light in the two boxes to figure out how a one-way mirror works and improve their initial models so they accurately explain how light is reflected and transmitted through materials and the basics of how these behaviors of light result in the images we see.As the first 6th grade science unit in the OpenSciEd program, during the course of this unit, students also develop the foundation for classroom norms for collaboration that will be important across the whole program while answering several questions.
Seventh grade chemistry students’ conceptual understanding of chemical reactions for middle school science is foundational to much science learning. Understanding atomic level reactions is crucial for learning physical, life, earth, and space science. Even more importantly, they open up new windows of curiosity for students to see the world around them. By seventh grade, students are ready to take on the abstract nature of the interactions of atoms and molecules far too small to see.To pique 7th grade students curiosity and anchor the learning for the unit in the visible and concrete, students start with an experience of observing and analyzing a bath bomb as it fizzes and eventually disappears in the water. Their observations and questions about what is going on drive learning that digs into a series of related phenomena as students iterate and improve their models depicting what happens during chemical reactions for middle school science. By the end of the unit, students have a firm grasp on how to model simple molecules, know what to look for to determine if chemical reactions have occurred, and apply their knowledge to chemical reactions to show how mass is conserved when atoms are rearranged.Embedded in this 7th grade chemistry unit are a variety of assessments, including self, peer, formative, and summative assessment tasks. This unit concludes with a transfer task in which students apply what they have figured out to two different related phenomena, elephants toothpaste and the crumbling of the marble that makes up the Taj Mahal.
Oh, no! Ive dropped my phone! Most of us have experienced the panic of watching our phones slip out of our hands and fall to the floor. Weve experienced the relief of picking up an undamaged phone and the frustration of the shattered screen. This common experience anchors learning in the Contact Forces unit as students explore a variety of phenomena to figure out, Why do things sometimes get damaged when they hit each other?Student questions about the factors that result in a shattered cell phone screen lead them to investigate what is really happening to any object during a collision. They make their thinking visible with free-body diagrams, mathematical models, and system models to explain the effects of relative forces, mass, speed, and energy in collisions. Students then use what they have learned about collisions to engineer something that will protect a fragile object from damage in a collision. They investigate which materials to use, gather design input from stakeholders to refine the criteria and constraints, develop micro and macro models of how their solution is working, and optimize their solution based on data from investigations. Finally, students apply what they have learned from the investigation and design to a related design problem.
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.
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.
**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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Teachers will have an opportunity to learn about each unit’s phenomenon and how the storyline fits together to begin teaching their OpenSciEd grade level unit the very next day.
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
Foundational Institute for Induction Coaches*A 3 day training session is required for the 2024/2025 role for Teacher Induction Coaches and Lead Induction Coaches Day 1-Introduction to CoachingDay 2- Planning to Support Equitable InstructionDay 3-Analyzing Student Learning to Inform Equitable Instruction
Please join us for an in-person meeting where we will work together to support our MLL Strategic Plan. Our day will focus on program evaluation, DTGSS, and other topics aimed at improving outcomes for multilingual learners. This event will be held in person at Collette Education Center, 35 Commerce Way, Dover. Target Audience: Administration overseeing Multilingual Learner Programs
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.
This training is for School Counselors that will guide new school counselors through the Comprehensive Induction Program for School Counselors. The training will provide an overview of the new, school counselor CIP and provide relevant information needed to coach those that are new to being at a school. This training is a prerequisite to serving in the school counselor induction role. This role is eligible to be paired with any new school counselor 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 training is for School Psychologists that will guide new School Psychologists through the Comprehensive Induction Program for School Psychologists. The training will provide an overview of the new, School Psychologist CIP and provide relevant information needed to coach those that are new to being at a school. This training is a prerequisite to serving in the School Psychologists induction role. This role is eligible to be paired with any new School Psychologist throughout the state.
This training is for School Social Worker that will guide new School Social Worker through the Comprehensive Induction Program for School Social Worker . The training will provide an overview of the new, School Social Worker CIP and provide relevant information needed to coach those that are new to being at a school. This training is a prerequisite to serving in the School Social Worker’s induction role. This role is eligible to be paired with any new School Social Worker throughout the state.
This two day training will provide new CTE teachers with introductory knowledge in Perkins funding, advisory committees, culturally responsive practices, equitable access and opportunities, introductions to curriculum, running a CTSO, and more.
Join us for a dynamic session of collaboration and growth. Objective:Network with fellow school and district leadersShare wins, challenges, and hopesAsk questions around implementationCalibrate Why attend?Connect with peers in the education communityGain insights and inspiration for your leadership journeyCollaborate on solutions to shared challengesElevate your implementation strategies
Teachers in Kindergarten through 8th grade will take a tour of the L. Leon & Alice P. Campbell Wildlife Response Building. They will receive lessons on baby birds and nests, bird adaptations and feathers and contaminants.
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.
These sessions will assist you in preparing for the school year by diving into classroom set up and structures, classroom systems and procedures, reinforcement systems and data collection methods and systems.
This will be a full day, 8 hour, IN PERSON meeting at the Collette Education Building in Dover Delaware. The purpose of this meeting will be to review current fitness assessment and help develop the strategic planning and framework for developing ‘Rethinking’ physical fitness assessment measures for the future. Wednesday July 24, 20248AM to 4PMJohn W. Collette Education Resource Center 35 Commerce WayDover DE 19904
Instructors in the Career & Technical Education’s BFM 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.
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.
The Summer Early Literacy Institute is an intensive two-day summer institute for district and building elementary administrators designed to help build their foundational knowledge about effective early literacy leadership aligned to High Quality Instructional Materials (HQIM). Leading early literacy implementation is tough work, and youre not alone! In these sessions, you 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.
Visual Art, Theatre, Dance, and Music Educators will convene with the DDOE EA for Visual and Performing Arts for a one-day professional development opportunity in Dover to learn about creative ways to customize arts learning for all students! A fun, engaging day to refresh and take back new ideas for the 2024-2025 school year!
Arts disciplines of Dance, Music, Theater, and Visual Art will convene for in-person content specific professional development on September 10th at Dover Middle School Campus. Disciplines will be separated in the School of Innovation and School of Excellence for sessions that day but still able to attend cross-disciplinary sessions as needed. Please make sure to register for your designated content area below. More information to follow from your professional arts organization (DAEA, DMEA, DDEO, EdTA)
This is for follow-up training for educators who attended the summer computer science training with Zip Code Wilmington (June 2024). Training will occur throughout the 24-25 school year.Please contact Zip Code for training dates, times, and virtual links.
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.
Annual required Special Education Regulations, Policies, Procedures, and Procedural Safeguards training
This unique event offers exclusive access to leading STEM companies across Kent, New Castle, and Sussex counties, empowering you to bring real-world STEM applications back to your classroom.On STEM Equity in Action Day, you’ll have the opportunity to explore two top-tier STEM facilities. The day is structured into a three-hour morning session and a three-hour afternoon session, ensuring an in-depth look at each location. Complimentary coffee and breakfast will be provided before the morning session and a boxed lunch will be provided for the afternoon session.This is a fantastic chance to witness cutting-edge technologies and innovative practices in diverse STEM fields. Network with industry professionals, gain insights into current industry trends, and discover how these advancements can inspire and enhance your teaching.Some sites may have mandatory requirements which will be listed in the description. Signing up indicates that you read and agree with those requirements. Please ensure that selected sites for the morning and afternoon sessions are within one hour travel time of each other. Travel will not be provided or compensated so please plan accordingly to make the most of this incredible opportunity!
This course will provide an overview of effective practices in delivery of DeSSA to School Test Coordinators. The focus will be on test security and administration.
Meeting of Curriculum Directors, State Assessment Directors, and Special Education Directors to share information.
This course focuses on understanding the importance of empowerment and encouragement for motivating children and helping them discover their potential. It emphasizes recognizing a range of factors and influences that affect students’ ability to learn in the classroom. Teachers will be provided with resources and tools to better understand and motivate their students.Impact on Teachers: The course equips teachers with insights into the social and family factors influencing student learning. It empowers and encourages teachers to motivate students and assist them in discovering their potential.Impact on Students: By fostering feelings of empowerment and encouragement, students develop the motivation to learn. They find the internal drive to explore their potential and the courage to engage in the learning process
Join Plastic Free Delawares Delaware Community Composting Initiative for a 3-hour class on all things composting. The class will include:Presentation on the science of traditional compostingHands-on learning opportunity at the community composting site located behind the Brandywine Hundred LibraryPresentation on vermicomposting ( aka worm composting)Details on how PFD can help you and your school reduce its food waste and start compostingDetails about PFDs other school programsLight refreshments will be providedThe session will be geared towards elementary and middle school teachers, but all are welcome to attend!
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.
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