|Career and Technical Education – Luke Rhine
Delaware’s Culinary ProStart:
- There are thirteen schools that currently participate in ProStart, which is a national high school program that unites the classroom and industry to develop the best and brightest talent in the restaurant and foodservice industry. These programs work cooperatively with the National Restaurant Association, the Delaware Restaurant Association, and the University of Delaware (UD) to develop curriculum, instructional supports for students, plan internships, and work-based learning experiences. Additionally, the UD Hospitality and Restaurant Institutional Management College provides professional development to teachers to further develop their career skills. This work represents the foundation to transition locally developed programs to a state-led model for Career and Technical Education (CTE).
Computer Science Program-of-Study:
- The Career and Technical Education (CTE) office is working with the Delaware Technical Community College to develop a computer science program-of-study for high school students that articulates to both two- and four-year institutions of higher education. The program begins with an inquiry approach to computational thinking and problem solving (Exploring Computer Science-ECS) and pushes students to then complete two Advanced Placement (AP) courses (Computer Science Principles-CSP and AP Computer Science A) developed and sponsored by the College Board. The suggested curriculum is offered through code.org, and is currently being used in the Los Angeles Unified School District (LAUSD), Utah, Maryland, and many other states and districts across the country.
- This effort is designed to enhance CTE and STEM education programs at comprehensive high schools and to increase the number of nontraditional students who are interested in exploring STEM careers. For example, of the ~4,000 students taking the ECS course in the LAUSD last year, nearly 50% were female and more than 25% of the population was students of color. The curriculum is developed to entice all students, including special population students, to pursue STEM careers.
National Alliance for Partnerships in Equity (NAPE):
- The CTE and STEM Office has partnered with the National Alliance for Partnerships in Equity (NAPE) to support staff in the Lake Forest School District and the Polytech School District to improve nontraditional student participation and completion in Career and Technical Education (CTE) programs. School teams from each district will participate in an on-going professional development model to:
- Analyze district and school gender gaps in CTE programs by reviewing student performance and participation among schools, student populations, and programs over time;
- Determine root causes of performance gaps to inform improvement strategies and specific solutions; and
- Explore practical and rigorous methods and tools for evaluating solutions before full implementation and develop plans to implement research-based interventions for program improvement.
- This work is part of a long-term effort to ensure that all students have access to rigorous academic and technical courses so that they are career and college ready. NAPE is a consortium of state and local agencies, corporations, and national organizations committed to access, equity, and diversity in education and careers.
Curriculum, Instruction & Professional Development – Shelley Rouser
- A key activity in the 3-year NGSS Implementation Plan is the NextGen Teacher Leader project. The focus of the project is to ensure that teacher leaders drive implementation by providing NGSS professional development early and on an ongoing basis and that NGSS aligned instructional resources get in the hands of all science teachers for the 2015-2016 school year.
- 100 teachers from across the state were selected by their districts to work on aligning professional development, curricular materials and assessment to the Next Generation Science Standards (NGSS). This is a two part orientation that began this spring and continuedthis summer at the NextGen Teacher Academy.
- On September 16, the NextGen Teacher Leader Program will be held at Delaware State Trooper’s Association from 4:00 – 8:00 pm. The focus of this meeting will be the sharing of each district’s NGSS implementation plan on how they will communicate and implement the new standards to all stakeholders. Teachers will share, critique and give feedback on each other’s grade level unit templates that are aligned to the performance expectations of NGSS. Teachers will focus on missing performance expectations and will be assigned to write lessons and assessments to fill in those gaps.
- DE ArtsLab Conference, a collaboration among the Delaware Arts Alliance, The Delaware Art Education Association, Delaware State University and the University of Delaware, is slated for Friday, October 3, 2014 at DSU. The focus of the event will highlight the need for meaningful interaction among artists, arts advocates, funders and educators. Participants will identify barriers and propose possible solutions for increasing arts audiences in Delaware. Delaware Teachers of Art will be included to underscore the value of arts education to cultural and economic sustainability. This event is open to the public. Registration is available at www.delawareartsalliance.org
- Response to Intervention (RtI) training for Reading and Math Cadre – RtI Training will be offered for both elementary and secondary schools in September. Training for secondary schools will be delivered by Paul Farmer on September 16, 2014 at the Delaware Fire School, and will focus on structures and systems of implementing RtI. Laurie Robinson-Sammons will present to elementary Cadre members at Del Tech Terry Campus on September 26, 2014. Her focus will be on refining the RtI process and improving the data driven cycle for student results.
Registration for both courses is on PDMS:
Secondary – Course #23341, Section #38033
Elementary – Course #23294, Section #37928
For more information contact Theresa Bennett email@example.com or Michelle Duke firstname.lastname@example.org
· Common Ground for the Common Core 2.0 begins September 23; convening sessions will run from September 23-25th. All Common Ground participants have received a Blackboard communication with the first newsletter, to include registration information, and the catalog, to include outcomes for all three convenings and bios on each Solution Tree facilitator.
· There are 550 participants from 15 districts, 10 charters, and 12 partner organizations currently registered for Common Ground.
The Districts include:
- Capital School District
- Woodbridge School District
- Lake Forest School District
- Appoquinimink School District
- Brandywine School District
- Milford School District
- Laurel School District
- Colonial School District
- Polytech School District
- Sussex Tech
- Cape Henlopen
- Red Clay
- Smyrna School District
The Charters include:
- First State Montessori
- Positive Outcomes Charter
- MOT Charter
- Newark Charter
- Odyssey Charter
- Reach Academy
- Family Foundations
- Early College High School
- Sussex Academy of the Arts and Sciences
- Campus Community
- The Partner Organizations include: DASL, Literacy Coalition, Social Studies Coalition, Science Coalition, Math Coalition, Science Coalition, DSEA, Southern Delaware Professional Development Center, Reading Assist, UD Professional Development Center for Educators, DE Council of School Libraries, Teach for America and DE Teacher Center.
Delaware Higher Education Office – Shana Payne
- Financial Aid: Last year, 76% of college-ready students completed the FAFSA. Our state’s goal is for every family that requires financial aid and is eligible for federal aid will complete the FAFSA application. This form opens access to both state and federal scholarships, grants and loans for students and families to reduce the overall cost of college. This year, the state’s goal is to reach 80%. To support this goal, the Higher Education Office has solidified a partnership with StandByMe to provide extensive supports to schools, families and students in the financial aid process. The partnership includes: development of financial aid marketing strategies for each high school, financial coaches for college ready students to develop a personalized financial aid plan, state-wide marketing campaign including social media, press and collateral materials about paying for college, and train the trainer sessions for school staff to build capacity at all schools in advising students in the process of paying for college. This partnership will help ensure students and families understand how they can afford college and more families complete the FAFSA application in time to receive essential financial aid to pay for college. Most importantly this partnership will equip schools to provide stronger supports to students and families regarding financial aid.
- College Application Month will be held from October 13-November 21st this year. The extension into October provides schools with greater flexibility in how to structure the event to meet student needs. We now have College Application Month dates for 33 high schools. Schools are taking greater ownership of the process this year and identifying the best way to integrate this into their college advisement process. This includes spreading their event over multiple days and scheduling make up dates for students who make their decisions to apply later in the month. In addition, our college access partners have formed a committee to support the volunteer recruitment process this year. Department of Education is once again partnering with College Board to send packets with information about college applications and fee vouchers (for income-eligible students) to the state’s college-ready students. There will be two types of packets: High Achieving Low-Income students (HALI) and the On Track Students. HALI packets will be sent to 49 students and On Track packets will go to 671 across the state.
- College Application Month Promotion Tour: Starting, in all high schools, September 2nd, the Governor’s Office and DOE will visit senior classes across the state to promote awareness about the importance of applying to college and resources available to support students as they finalize their post-secondary education plans. The first school to host College Application Month this year will be Glasgow on October 6-9th.
- Continuing our efforts in Getting to Zero, FAFSA completion is a core element to ensure students can afford college. Last year, 76% of college-ready students completed a FAFSA by April 15th. Through a newly formed partnership with DOE and StandByMe, all high schools will have access to supports from financial aid coaches in developing strategies to educate families on financial aid, increase FAFSA completion, and help students and families develop financial aid action plans. All college ready students will be expected to complete a Financial Aid plan by Jan 1st. A template will be included with the email including the list of college-ready students in mid-September.
- Leveraging the college access fund created this year, DOE will allocate $300,000 to increase access to dual enrollment courses for students from low-income households. Districts with courses meeting DOE’s established criteria will receive notification about the amount for allocation in mid-September to help off-set the costs of increasing access for these college-level courses.
Early Development Learning Resources – Kelly Hunter
- New Federal Preschool Development Grant Opportunity: The U.S. Department of Education has unveiled a new grant opportunity to partner with states and local communities to expand the reach of high-quality preschool. The $250 million grant competition will provide thousands of additional 4-year-old children across the country with a high-quality preschool education. The Preschool Development Grants competition supports States to (1) build or enhance a preschool program infrastructure that would enable the delivery of high-quality preschool services to children, and (2) expand high-quality preschool programs in targeted communities that would serve as models for expanding preschool to all 4-year-olds from low- and moderate-income families. These grants would lay the groundwork to ensure that more States are ready to participate in the Preschool for All formula grant initiative proposed by the Administration. The EDLR and OEL workgroups will be reviewing this opportunity for Delaware which, if funded, will add approximately $10M/year to preschool funds.
Exceptional Children Resources – Mary Ann Mieczkowski
State Systemic Improvement Plan:
- Exceptional Children Resources is actively engaged in developing a State Systemic Improvement Plan (SSIP) which focuses specifically on improving results for students with disabilities.
- In order to accomplish this work, an SSIP Phase 1 Advisory Council has been established including representatives from stakeholder groups such as the Governor’s Advisory Council for Exceptional Citizens, Developmental Disability Council, parents, Special Education Directors, school psychologists, ELL teachers, State Board of Education and the Lt. Governor’s Office. The purpose of this council is to provide guidance and feedback throughout the development of the SSIP. During council meetings the group engages in analyzing data, identifying a focused area for improvement, analyzing the infrastructure of the state system, conducting a root cause analysis, developing a Theory of Action, and creating an improvement plan.
- On September 15th the council conducted an Infrastructure Analysis. Council members worked in “job-alike” groups providing feedback on the following components: governance, quality standards, monitoring/accountability, professional development/technical assistance, data, fiscal, and cultural responsiveness.
Information regarding these meetings including the agenda, handouts, and minutes, can be found at the following link:
TASK FORCE: SCR 63 – IEP Task Force Update:
· The IEP Task Force held their kick-off meeting on Thursday, September 4th; over 40 legislators, parents, districts, DOE and disability related organizations were represented. Lt. Gov. Denn is the Chairman of this task force.
· The major outcome of this task force is to improve the IEP process for parents, students and districts. Some major areas of focus in this work include: allowing parents the opportunity to provide input during all stages of the process, flexible scheduling for parents, developing an IEP FAQ document and giving all teachers access to student IEPs.
· The next meeting is scheduled for September 23rd.
TASK FORCE: HR 24–Statewide Services for Deaf, Hard of Hearing and Deaf-Blind Students Task Force:
· This Task Force was established to study and make recommendations regarding implementing an independent entity to coordinate and provide statewide services and professional development for students who are deaf, hard of hearing, and deaf-blind.
The Task force will:
- Use the report and recommendations from HR 20 to further study and make new recommendations regarding:
- Possible administrative structure and authority of entity.
- How the entity would be funded.
- Entity staffing (transition from current positions, compensation and benefits, and development of high-qualified standards for teachers and related professionals.
· Update: All members of the task force have been appointed. We are in the process of scheduling a kick-off meeting.
Statewide Personnel Development Grant (SPDG)-Behavior/Social Emotional Initiative:
· The Delaware Positive Behavior Support Project, in collaboration with Delaware Department of Education under the State Personnel Development Grant (SPDG), hosted Dr. Elizabeth Laugeson. Dr. Laugeson, from UCLA, presented the PEERS Curriculum for School-Based Professionals. A total of 56 people from eight school districts were in attendance. In addition, outside agency personnel attended from Autism Delaware and the Center for Disabilities Studies. Participants are now fully trained and certified to implement the curriculum.
· PEERS is an evidence-based curriculum developed for higher functioning adolescents that focuses on skills related to making and keeping friends, including managing peer conflict and rejection. Lessons include topics such as having two-way conversations, electronic forms of communication, choosing appropriate friends, managing arguments with friends, and handling teasing and bullying. PEERS teaches social skills using concrete rules and systematic steps of social behavior utilizing the Socratic method, role-play demonstrations, coaching with feedback, and homework assignments.
· There are currently seven schools participating (listed below) in the PEERS pilot program which involve group facilitators receiving ongoing coaching and professional development provided by the DE-PBS Instructional Coach, Susan Veenema over the next two years. Memorandums of Agreement are being executed with each pilot school.
- Appoquinmink School District (Louis. B. Redding Middle School)
- Brandywine School District (Mt. Pleasant High School, PS DuPont Middle School)
- Capital School District (Dover High School)
- Seaford School District (Seaford High School, Seaford Middle School)
- Gateway Lab Charter School
Title I, C Migrant Education Program
- A Comprehensive Needs Assessment was conducted for the migrant program in August by Dr. Robert Fanning, an independent Migrant Education consultant, and will be used to develop a State Service Delivery Plan to improve services to migrant students and families.
· The migrant re-interviews were completed for quality control purposes related to the identification and recruitment of migrant students. This is a federal requirement that must be completed every three years by an outside agency. The results are used to verify migrant student eligibility which impacts federal funding.
Title III, English Language Acquisition Program
- On September 5th, The Mexican Consulate of Philadelphia, PA, in conjunction with the Title III office, introduced the use of the Binational Transfer Document, including an overview of Mexico’s educational system. Secretaries, registrars and counselors statewide were invited to attend for information on placement and scheduling of incoming students from Mexico. This document is similar to a transcript which explains the courses the students have taken and the grades received.
· A calendar of professional development and technical assistance opportunities, designed and delivered by WIDA, has been created for 2014-15. These SEA-sponsored events are a part of Delaware’s continuing corrective action in response to the 2011 USED Monitoring report which cited the SEA’s failure to provide professional development and technical assistance to districts/charters.
Delaware Center for Educational Technology - Wayne Hartschuh
eLearning Delaware – Online Professional Development
The eLearning Delaware (eLDE) Summer 2014 session concluded with 118 educators successfully completing online courses. This is an 81% completion rate. Each of these educators will receive 30 clock hours of professional development credit for the six-week course.
- “Examining the Common Core: Math Content Standards” was offered for the first time and 26 educators successfully completed the course.
- “Implementing ELA-Literacy Common Core: Focus on Reading” was offered for the second time and 20 educators successfully completed the course.
“Introduction to Personalized Learning” was offered for the first time with 20 educators successfully completing the course.
ParTech -The News Journal: Article on Sunday, August 17, 2014
· The article, “‘Computer graveyard’ a gold mine for schools: State warehouse for donated gear helps schools keep pace,” appeared in The News Journal on Sunday, August 17. Reporter Matthew Albright from The News Journal visited the Collette Center on Wednesday, August 6 and interviewed Wayne Hartschuh and Tom Black for an article on ParTech. On Friday, August 15, a photographer visited Collette and photographed Steve Ballard as he worked in the warehouse.
· The article highlighted that ParTech placed 2,655 computers in K-12 schools over the past year and the total value of equipment placed in our schools was almost $1 million. The only thing he “missed” in the article was that he stated “along with things like mice, keyboards, and monitors.” I wish he would have also included printers, servers, server racks, memory, and hard drives in that list because those also were included in the total value number. All in all, a very good article.
Article can be found online at http://www.delawareonline.com/story/news/education/2014/08/16/computer-graveyard-gold-mine-schools/14181537/