|
Anna P. Mote
Elementary School
"Success
Block"
2009 |
This two-year-old program sets aside
a 45-minute block of time each school day for remedial education
or accelerated learning. This block exists in addition to the
regular classroom instruction so that students do not miss core
curriculum. Over the past two years, student testing data has
shown continuous, steady improvement.
|
|
Arnold
(General Henry H.) Elementary School
"All Day Kindergarten
Program"
1997 |
When children are not quite
ready to enter a formal learning environment, this program
catches them before they enter a cycle of failure. Rather
than a half-day of kindergarten, youngsters receive a full
day of special attention. In addition to serving those
identified as at-risk, a number of peer role models also
spend the day helping the students. |
|
|
Banneker (Benjamin ) Elementary School
"Celebrating Magical Moments"
1996 |
With a focus on reading, this
program is a replication of Smyrna Elementary School’s
"Celebrating the Curriculum". Parents, older students and
teachers portray storybook characters to share the joy of
reading with students. A bizarrely-dressed, bus-driving
science teacher named Ms. Frizzle is the focal point of this
initiative. She takes the students on a bus ride of
discovery to encourage reading. Parents track how much time
their child spends reading on a bus-shaped chart. Students
are rewarded for a "full bus" with bookmarks, folders and
restaurant coupons. Other extras include listening to older
students read stories, time with an actual storyteller and a
day for dressing as their favorite character. |
|
Brandywine Springs Elementary School/North Star Elementary
School, Wilmington
“TIC (Technology Infusion Catalyst) Tactics”
2008 |
TIC Tactics is a school-wide technology infusion model that was
developed to create a learning environment where students would
not only be learning from the computers but would learn with the
computers as well. |
|
Brown (W. Reily)
Elementary School
"A Success Story: The
Inclusion of Autistic and Moderately Mentally Disabled
Students into an Elementary Setting"
1999 |
Through a partnership with the
John S. Charlton School, children with moderate mental
retardation and disabilities are able to gain educational
experience in a loving environment. Integrated with a group
of elementary school peers, students meet educational and
socialization goals through regular interaction. Both groups
of students attend art, music and physical education classes
as well as eat lunch and take recess together. |
|
Brown (W. Reily)
Elementary School
"The Beat Goes On"
2001 |
Instead of conducting a music
class that delivers the traditional lectures, this program
provides multi-cultural musical instruments so each student
can experience playing a wide variety of instruments.
Students explore each culture to gain an understanding of
each instrument’s origin. |
|
|
Caesar Rodney High School
"10th Grade Writing
Program"
1998 |
After the 1993 10th
grade writing assessment produced poor results, a
comprehensive writing program was designed to raise test
scores. This initiative incorporates individual writing
elements – writing, vocabulary and literature – not as
isolated blocks, but as part of an integrated curriculum. It
applies creative methods to teaching, and by teaching
students the technical ins and outs of writing, it allows
them to gain a true appreciation for the art. In 1997
the standardized writing test for 10th graders
reflected a significant rise, scoring an average 3.2 out of
a possible 4.0. |
|
Campus Community School
“The Jump-Start
Early Intervention Program”
2007 |
This program
pairs Wesley College junior-level teacher candidates with first
graders who have been identified as academically at-risk in the
areas of math and literacy. These struggling students are
tutored every day for 45 minutes to an hour to get a “jump
start” on the learning process. Eighty percent of jump-start
students who have taken the DSTP met or exceeded the standard in
both reading and math.
|
|
Cape Henlopen High School
"Cape Gold Card Program"
1990 |
Through a partnership with local
businesses, the Gold Card program has proven successful in
motivating students to achieve. Students qualify for a Gold
Card when their grade point average improves by 30 points or
more, with no grade decreasing and none below 70 percent.
The Gold Card allows them to receive various discounts at
participating businesses. |
|
Castle Hills Elementary
School
"A Beautiful Castle Hills
School"
1995 |
This program is a replication of
Carrie Downie Elementary School’s "It's As Simple As ABC"
program. The original ABC Creed, Always Be Careful, Always
Be Courteous, Always Be Caring, was enhanced by adding
Always be Cooperative. This school-wide positive
reinforcement program teaches students the importance of
making positive choices and being rewarded for that
behavior. Family members are invited to attend the special
assembly where students receive "Super Stars" achievement
certificates. |
|
Christiana High School
"Healthy Bodies, Healthy Minds – Teen
Mentoring Program"
2000 |
A disturbing media message rang
out to school staff that stated that half of American youth
between the ages of 12 to 21 are not physically active.
Wanting to encourage physical activity and healthy
lifestyles among ninth graders, this 18-week program soon
became a reality. Three key components were implemented:
physical activity integrated with education, teen mentoring
and a personal improvement portfolio. Positive results
include improved attendance, fewer suspensions, fewer
academic failures and full participation in physical
activities. Fitness data shows that 90 percent of students
who participated improved their fitness components by at
least 10 percent. |
|
Christina School District
"Teacher-to-Teacher
Cadre"
2001 |
Realizing that effective
teachers can be developed through a process of effective
staff development and supervision, the district looked
toward internal resources and created a cadre. Current
teachers become facilitators of best practices and provide
advanced teacher training among their peers. |
|
Claymont Elementary School
"Green Street Works!"
2000 |
Faculty, staff, parents and the
business community work together on this program. It
includes a weekly economics class for fourth and fifth
graders, a monthly seminar for sixth graders, an on-site
branch of Wilmington Trust, a school-wide workplace behavior
system and a student-run store with opportunities for
children to create their own ventures. |
|
Claymont Fire Company
"Fire Prevention - The Way To Save Lives"
1991 |
Firefighters visit local schools
and present an educational puppet show to talk to children
about fire safety. They dress in full rescue gear and tell
children about the equipment. |
|
Colonial School District
"The Colonial School District Teaching
and Learning Center"
2000 |
This nationally recognized
Center promotes teacher effectiveness by altering teaching
behavior. Each year eight teachers are freed from their
classrooms to act as a teacher-to-teacher cadre. The Center
also offers ongoing training and support for all school
workers, from teachers and administrators to support staff,
custodians, secretaries, cafeteria workers,
paraprofessionals and bus drivers. |
|
Conrad Middle School
"Linked For Learning"
1995 |
This mentoring program enables
students to use e-mail for direct communication with their
mentors in the business community. To connect the relevance
of academic goals to needed job skills, mentors visit the
classroom and discuss their profession and related
experiences with the students. |
|
Conrad
Schools of Science
"Conversations
to Make Meaning: English Language Learners and Literature
Circles"
2008 |
This program provides at-risk adolescent English Language
Learners (ELLs) with opportunities to meet in small groups
called Literature Circles to discuss complex literature. Results
of this program include increased motivation levels, a better
understanding of the English language, and an increased use of
proficient reading strategies. |
|
|
David W.
Harlan Elementary School
“H.A.W.K.S.
(Helping All World Class Kids and Staff) Succeed”
2006 |
“H.A.W.K.S. Succeed” is designed
to create a positive learning environment where students and
teachers are provided with the assistance and resources
needed to ensure success. The program is based on a
philosophy and approach that carefully interweaves both
positive behavior support and the collaborative sharing of
teaching strategies designed to assist struggling learners.
|
|
David W. Harlan Elementary School
“Math Belts”
2009
|
This karate-themed math program
assists students in learning multiplication, division and
algebra. Students are provided with set of flash cards that
allow them to study prior to taking a belt test of 100 facts.
Using eight different belt levels based on karate belt colors,
students work their way up to achieving a black belt. Students
must show a mastery of skills during the belt test in order to
move to a higher belt level. The program proved successful when
74 percent of students taking the Delaware Student Testing
Program met or exceeded the standards in math. That was an
increase over the previous year’s percentage of 70.7 percent. |
|
Delaware
Military Academy
"Greenbank
Mill Honors Engineering Course"
2008 |
This course charges nine to 12 students with the task of
rebuilding a water mill originally erected in the 1740s.
Students learn 18th century engineering techniques and then
apply them over the course of a weekend. Students are required
to learn the history, engineering, physics, ecological,
thermodynamics and social impacts of the era. |
|
Delaware State College (University)
"Saturday Academy"
1990 |
This academic enrichment program
offers instruction in laboratory science, mathematics,
communication skills and computer science. |
|
Delaware Technical and
Community College
"Htv - Homework on
Television"
1998 |
Through a partnership with
Comcast Cablevision, Delaware Tech was able to capitalize on
a natural occurrence – kids and after-school television.
Appropriately, Htv provides an opportunity for students to
call in and ask for help with problems, and places an
emphasis on math and English with specialty days for
science, computer applications, language and arts. With six
lines in the studio, phones ring off the hook not only from
high school students, but home-schooled and GED students as
well. |
|
Delaware Technical and
Community College
"Skills Training For
Offenders Program (STOP)"
1992 |
This program educates
soon-to-be-released inmates in practical trades. A 13-week,
on-campus occupational skills study component is followed by
eight weeks of on-the-job-training to assist inmates in
obtaining jobs and becoming a part of the work force. |
|
Delaware Technical and
Community College
"Office Technician Job
Training"
(for homeless population)
1992 |
This program is designed to meet
the needs of the homeless, giving them a chance to succeed.
After an intensive program of 240 hours of job-specific
training, students have the necessary skills to become
competitive in today's work force. |
|
Delaware Technical and Community College
"Project BUILD"
1994 |
In partnership with Kingswood
Community Center, Building Understanding and Information for
Lifelong Development, provides residents with the resources
they need to pursue their education and employment goals.
|
|
Delaware Technical and Community College
"Program for Educational Alternative in
Kent County (PEAK)"
1995 |
Through this partnership with
Kent County school districts, PEAK gives students who have
been expelled from school a second chance at a high school
education. Located on campus, morning sessions focus on
team-building activities and individualized instruction,
while afternoon sessions address personal growth, conflict
resolution, career exploration and computer use. |
|
Delaware Technical and
Community College
"On Track! A College and
Life Skills Course"
1997 |
Partnering with Brandywine and
Colonial School Districts, Delaware Tech gives at-risk high
school students an opportunity to experience a college
environment. The program focuses on life and career skills.
With the successful completion of this college course,
participants develop greater confidence and a desire to
learn. |
|
Delaware Technical and
Community College
"Navigating the
Information Superhighway"
2001 |
After the State of Delaware
wired every public school classroom for Internet technology,
Delaware Tech developed a two-tier Educational Technology
Certificate (ETC) Program to teach teachers how to
incorporate technology into teaching. This hands-on
practical program allows teachers to demonstrate mastery
through applications for immediate use in their classrooms. |
|
Delcastle
Technical High School
“Career
Success Academy Community”
2006 |
Delcastle’s “Career Success
Academy Community” is a continuum of instruction and
learning that successfully prepares students for life and a
career in the 21st century through a cumulative approach.
The expectation of this school-wide initiative is that
students will be better prepared when they graduate whether
they attend a post-secondary school or go directly into the
world of work. |
|
Delmar School District
"Smithsonian Elementary
Science Initiative"
1997 |
To comply with rigorous new
standards for science and improve the level of elementary
science education, a statewide consortium involving many
school districts was formed. A five-year plan was developed
that addressed the key elements of elementary science:
curriculum, professional development, materials, assessment
and community support. Teachers use pre-packaged kits
containing various materials to teach the unit while giving
students hands-on experience. Kits are based on the Science
and Technology for Children curriculum developed by the
National Science Resource Center. The curriculum also
incorporates math, reading and language arts (through
written journals), fostering development in other areas. |
|
Diamond State Telephone
"CHOICES"
1991 |
Representatives from Diamond
State Telephone and other volunteers from Delaware
businesses visit all ninth grade classes in Delaware’s
public schools to spread the message that students’ choices
today affect "all of their tomorrow." Recognizing that
students will one day become employees, businesspeople
stress the value of education and show the ramifications of
dropping out of school through an exercise with play money
that brings home the reality of a $5-an-hour job. |
|
Division of Social
Services
"First Step Program"
1990 |
This program is designed as the
initial step in a process of enabling individuals to make
the transition from receiving welfare to becoming
self-supporting. |
| John R. Downes Elementary School
"Know YOUR History"
2006 |
"Know YOUR History" is a social studies/arts program that
motivates students to appreciate history as a subject area and
value their own histories, while developing the reading and
writing skills necessary to meet the English language arts
standards. |
|
Downes (John R.)
Elementary School
"I Spy Literacy:
Empowering Students to Succeed"
1999 |
This program enables students to
master math, science and reading through highly motivational
hands-on exercises that empower students to learn by doing.
After third grade, students complete specific lessons in
these subject areas. They then become the teacher and in
turn teach the same lesson to their first grade buddy. The
"I Spy a Tutor" component entails third grade students
reading I Spy books and then creating their own. Sharing
their books with first grade buddies and then helping them
make their own books is the "applying knowledge through
teaching others" concept that initiated this program. The
same concept is applied to math and science. As students
study different types of literature from jokes and riddles
to fables, poetry, mysteries and non-fiction, they are
required to write their own examples of what they have just
studied. Their works are published in Shark Bait, I
Spy’s literary newspaper. |
|
Downie (Carrie)
Elementary School
"It's As Simple As ABC"
1992 |
This program is a replication of
Marbrook Elementary School’s "Positive Consequences for
Positive Behaviors". The Carrie Downie Creed: Always Be
Careful, Always Be Courteous, Always Be Caring, teaches
students the importance of making positive choices and being
rewarded for that behavior. Positive behavior is recognized
with items such as stickers, ice cream and a monthly ABC
awards assembly. |
|
duPont (Pierre S.) Elementary School
"Operation Cooperation: A School-wide
Conflict Resolution Program"
1994 |
Student mediators help settle
disputes and solve problems among other students through
this school-wide initiative. The program has two major
components: a 19-week curriculum (which emphasizes
communication, understanding feelings and conflict
resolution) and a mediation process. Its mission is to teach
alternative means of managing anger and resolving conflicts
to prevent disputes from escalating into incidents that
require further disciplinary action and to create a more
positive climate for staff, students and parents. Anytime a
conflict arises, students have the opportunity to solve it
themselves or request a mediator. A trained staff person and
a student bring the parties together to work out the
problem. |
|
|
East Dover Elementary School
"The East Dover Garden
Project"
2008 |
The East Dover Garden Project began as a school beautification
initiative. Students and teachers built seven gardens
surrounding the school. The garden project provided for the
application of numerous state science standards and a method for
cross-curricular application of content. After completing the
spring and fall garden projects in 2006, 100 percent of fourth
grade students met or exceeded the standard on the Science DSTP. |
|
East Millsboro Elementary
School
"Project Open Door"
1993 |
A joint effort by Indian River
School District and a Dover physician opened a school-based
clinic to treat children with attention deficit disorders.
The parents, doctor and teacher work together to make
important decisions relating to behavior modification,
strategies for classroom success and monitoring medication.
Working with school personnel and family members, the doctor
also evaluates students exhibiting persistent learning or
behavior problems. The team then designs an individualized
management plan to encourage maturation, development and
academic success. |
|
Eisenberg (Harry O.)
Elementary School
"The Eisenberg Conflict
Resolution"
1997 |
To create a better learning
environment, school officials addressed rising disciplinary
problems. The school-wide initiative taught students how to
resolve conflicts in a non-violent way. Dressed in
peacemaker t-shirts, student mediators participate in
various types of conflict resolution techniques. A teacher
can call a "Town Meeting" regularly or in response to a
situation, thus allowing students to speak their mind. A
"Fish Bowl" involves placing chairs in the center of the
room with a student who wishes to speak sitting in one of
the chairs. The "Talk Show" is used in response to a
situation. Members of the audience balance their comments
with positive things about the student, but the student has
to answer for his or her behavior. As a result, teachers can
spend more time educating rather than disciplining their
students. |
|
Ennis (Howard T.) School
"The Indian River Eagle
Company"
2000 |
Creating a company to teach soft
work skills to older students with developmental
disabilities was the inspiration for this company. Offering
diversified types of work such as bulk mail, silk screen,
used clothing and paper shredding also provides valuable
services to local employers. |
|
Etta J. Wilson Elementary School
"WRAP
Kindergarten Program”
2007 |
The WRAP
Kindergarten Program identifies students who are academically
at-risk and provides them with intensive instructional support,
particularly with literacy skills and concepts. Students attend
a full-day kindergarten, with half of their day spent in a
regular classroom and the other half the day in the WRAP
program. Their success is monitored monthly and teachers develop
individual instruction for each student. |
|
Etta J.
Wilson Elementary School
“Cape
Henlopen – A Marine Life Exploration Program”
2006
|
The three-day “Cape Henlopen –
Marine Life Exploration Program” exposes third graders to
the marine environment, validates classroom instruction and
gives the children the opportunity to experience first hand
the workings of the Delaware Bay. During activity periods,
small groups of students study the history of the Cape and
Lewes area, examine the structure function of various marine
organisms and learn how sounding can predict underwater land
forms. |
|
Etta J.
Wilson Elementary School
“Quilts:
Heirlooms, Gifts and a Journey through History”
2006 |
“Quilts: Heirlooms, Gifts and a
Journey through History” is a comprehensive and unique
teaching unit that centers around quilts and demonstrates
the diverse and important role of quilts throughout the
country’s history. Students use quilts to study history,
literature, language arts, math and economic concepts. They
also created lap quilts that were given to ill children in
local hospitals and their families. |
|
|
Frankford Elementary
School
"Afro-American Bowl"
1992 |
The Afro-American Bowl was
designed to increase the awareness of the many contributions
made by black Americans throughout the history of the United
States. Staged each February, students of all ethnicities
participate and portray a character or recite information
about African-Americans in various skits. Other students
then guess who the performers are portraying. As a result,
the program fosters a better understanding between races and
may help to curtail future issues. |
|
|
Glasgow High School
"The Mesocosm
Environmental Education Program"
1995 |
This program is a
greenhouse-like working model of the mid-Atlantic estuaries
and bay areas of Delaware. Students are required to study
and maintain the mesocosm. This hands-on learning process
enhances teamwork, research and Internet skills in addition
to writing and math skills. |
|
|
Henry B. duPont Middle School
“The Titanic Reading Program”
2009
|
Students “set sail” on the Titanic
to read literary, scientific and historical works related to the
ship and its tragic fate. The Titanic Reading Program was
designed to teach reading standards using fun instructional
materials. The goal of this program was met: Students’ reading
scores increased more than 4 percent with 96.9 percent of
students scoring a three or better on the reading portion of the Delaware Student
Testing Program.
|
|
Holy
Rosary School
"We’re BAD (Bears Against
Drugs)"
1997 |
Concerned about the rise of
alcohol and drug abuse among elementary and middle school
students, Holy Rosary administrators developed this program
to build awareness and encourage drug-free behavior. Tied to
its mascot name, the program incorporates essay contests,
videos, posters, puzzles, contests and pep rallies to
convince students they are "too cool to do drugs". |
|
Holy Rosary School
"Holy Rosary has the
"WRITE" Stuff"
2000 |
Students work interactively with
teachers on their writing assignments, striving to become
published in the schools’ Literary Magazine, Inner
Thoughts. Students are involved from concept to
publication and experience all aspects of publishing from
collating to typing, to writing and artwork. All students,
kindergarten through eighth grade, submit their best work.
|
|
Howard High School of Technology
"Quest For Quality"
1996 |
Partnered with more than 60
businesses and community agencies, this program creates
opportunities for students to be involved in work-based
learning including job shadowing, practicum and co-op. Each
student receives a multi-functional Performance Guide, which
helps with planning, and assessing employment and academic
skills. |
|
Indian River School District
"Meet the Challenge"
2006 |
The "Meet the Challenge" program researched best practices,
analyzed data and created a school-wide program at Selbyville
Middle School and Sussex Central Middle School to improve
achievement in reading and math for all students through the
implementation of daily, standards-based activities. |
|
Indian River School District
"Childcare Providers Workshop"
1994 |
Through this program the school
district partners with local caregivers to offer free
workshops which are designed to enrich the early education
experience. The objective of these workshops is to improve
the quality of childcare, to develop a partnership between
providers and the school system and to encourage early
referrals for students at risk for failure. |
|
Indian River School
District
"Project V.I.L.L.A.G.E."
2000 |
The district recognized that
low-income children with language barriers needed a special
type of education. Through Project V.I.L.L.A.G.E. (Verbally
Intensive Literacy and Language Activities for Growth in
Education), teachers use games, such as play acting, to help
students gain language skills. Parents also play a key role
in the program’s success by attending meetings, reading
books to their children at home and participating in crafts
that accompany the stories. |
|
Indian River School
District
"Science Without
Boundaries"
2001 |
The district took an exciting
approach to fulfill the State’s science standards. By
partnering with the Outdoor Education Center at Ingram Pond,
students participate in hands-on, science-based activities
that inspire them to become thinkers and problem solvers. |
|
Indian River
School District
“Leadership Institute; The 2% Solution”
2006 |
“The 2% Solution” provides
administrators at the Indian River School District with
strategies for recognizing,
understanding, promoting and supporting professional
learning communities in schools. It also gives them advanced
training on best-practice classroom instruction and
strategies to change current ineffective instructional
practices. In addition, administrators have honed leadership
skills that will increase learning for all students. |
|
Indian River School District
“Home Grown by Indian River: An
Administrative Development Model”
2009
|
This district wanted to create
future leaders among their educators. By selecting teaching
leaders who thought they were ready to leave the classroom for
school or district administrative positions, the district was
able to offer an inside look at the operations of school and
district officers. With training in all aspects of school
leadership, these educators have been able to make informed
decisions about the type of position to pursue and smoothly
transition from the classroom to administration. |
|
|
Jones (Albert H.)
Elementary School
"Teaching Teachers to
Teach Writing"
2001 |
The teachers and principal at
Jones Elementary School formed a strong commitment to work
with the Delaware Center for Teacher Education –
specifically its Delaware Writing Project – to raise the
school’s statewide writing scores. A Writing Retreat was
held for teachers to provide assessment of student writing
skills, one-on-one teacher training and administrative
leadership. All students participate in a daily Writers
Workshop. |
|
Junior Achievement
"The Warranty Process"
1995 |
This partnership with the
Christina School District offers a flexible alternative to
traditional high school curriculum. It teaches teamwork,
goal setting and problem solving to equip students to
compete in the global economy. It consists of a two-part
process for ninth through 12th graders beginning with
businesspeople giving classroom presentations, which include
an overview of their occupation, and the necessary skills
required to perform the job. Students later visit these
businesses for a specialized tour and then are paired off to
get a flavor of the job and an understanding of what is
required of them. |
|
Junior Achievement
"Success Now"
1992 |
This hands-on program is aimed
at students who may not be receiving a high school diploma
due to absences, suspensions and lack of school credits. The
curriculum attempts to influence students’ attitudes and
arouse their interest in education by giving them the
opportunity to set up their own company and empowering them
to make decisions. It incorporates communication and
disciplinary skills, computer technology, English, math and
business skills. The program exposes them to everyday
business practices including selling stock, balancing a
checkbook, bookkeeping and marketing. |
|
|
Kasey, Robert – founder
"Creative Grandparenting
Mentoring Program"
1993 |
Adults are matched with children
in an after-school program in order to teach them trust,
honesty, tolerance, respect, responsibility and spiritual
renewal. |
|
Lake Forest School District
"Project Spartan Success"
2006 |
"Project Spartan Success" joins Lake Forest School District with
community agencies to provide research-based before-school,
after-school and summer programs to the children in grades K-6. |
|
Lake Forest School District
"Lake Forest PAR 3"
1995 |
Program for Assistance in
Reading (PAR) begins in the summer at the district’s three
elementary schools and makes books come alive. Students
participate in activities related to the stories they read,
and while they're having fun, they're also learning. |
|
Laurel High School
"PACE - Program of
Academic Challenge and Enrichment"
1994 |
This program for gifted students
challenges them outside of the regular classroom environment
by using computers to play the stock market. |
|
Leach (John G.) School
"MOVE Program"
2001 |
Mobility Opportunities Via
Education is a top-down, activity-based curriculum designed
to teach students with disabilities functional motor skills
related to sitting, standing and walking that are needed in
the home, school and community. It integrates student,
parent and classroom goals to develop an educational plan
for each student that addresses his or her individual motor
skills needs. |
|
Linden Hill Elementary
School
"Links"
1999 |
With a strong focus on parental
involvement, this program’s goal is to make the link between
home and school stronger through enjoyable reading
experiences that students share with their parents.
|
|
Long Neck Elementary School
“Removing the Achievement Gap via Professional Learning
Communities (PLC)”
2008
|
This program propels students forward while closing the
achievement gap by instituting regular team meetings among
teachers to discuss curriculum, grade assessments and lesson
plans. It also schedules specialized teachers in math and
reading to teach students for an hour so grade-level teachers
have a time to meet. The results can be seen in DSTP scores: in
2001, 35 percent of the total population taking the fifth grade
DSTP did not meet the standards. In 2007, 95 percent of all
students met or exceeded the standards on the DSTP. |
|
Lord Baltimore Elementary
School
"Teacher Assistance
Program - T.A.P."
1998 |
With support from the Indian
River School District and donated computers from Delaware
Technical and Community College, this program assists Lord
Baltimore’s third grade and North Georgetown’s fifth grade
teachers with individualized instruction using computer
software to address a diverse student population.
|
|
Lulu Ross
Elementary School
"Maximizing
the School Day"
2008 |
Maximizing the School Day creates a schedule that encourages
teacher collaboration, improves student achievement and meets
the needs of diverse learners. Each school day begins earlier,
and all students in a certain grade have their “special” (gym,
art, library, etc.) at the same time, allowing a common time for
teachers who teach the same grade to conduct meetings, plan
together, receive professional development and tutor students. |
|
|
Maple Lane Elementary School
"Balanced
Calendar”
2007
|
In order to
provide extra instructional time for students in need, Maple
Lane Elementary School adopted a Balanced Calendar with a
shorter summer break and Intersession periods when at-risk
students can get extra help. The result has been improved
student performance on the DSPT, with students meeting and
exceeding state standards. |
|
Maple
Lane Elementary School
"AM Academy"
1999 |
Being first in line for
breakfast is the inspiration for first through third graders
who arrive early each day for school. These 30-minute
sessions are geared toward students who are having
difficulty reading but are not in a remedial program.
Teachers use an intensive phonics course not currently being
taught in the regular classroom. Students also read in
groups, write journals and share their writing with others. |
|
Maple Lane Elementary
School
"Extended Kindergarten
for At-Risk Students"
2001 |
Students who enter kindergarten
without any pre-school or educational experience may be at
risk socially and academically. This program focuses on
bringing these students up to academic speed as well as
learning classroom routines and rules. |
|
Marbrook Elementary
School
"Positive Consequences
for Positive Behavior"
1991 |
This program brings attention to
the skill of doing the right thing. Students strive to
follow the Marbrook Motto, which specifies treating and
talking to others they way you want them to talk to and
treat you in return as well as caring for school property
and being responsible for your own behavior. Upon their
success students are rewarded with small tokens like
pencils, ice cream, having their picture in the lobby or
being recognized on the daily announcements. Students are
also rewarded with a monthly assembly featuring
entertainment like jugglers, clowns, theater and musicians.
During the assembly, students with exemplary behavior are
rewarded with an Eaglegram certificate. |
|
Marbrook Elementary
School
"Garden of Knowledge"
1990 |
This six-week summer camp offers
at-risk children the opportunity to cultivate and grow a
400-square-foot garden at the school. They use the skills
they learned during the school year to do things such as
experiment with recipes that incorporate their vegetable
products, build a stand to sell the products; and finally
use the profits to take educational trips. |
|
McCullough (Calvin R.)
Elementary School
"Love & Logic in
McCullough School"
1999 |
Based on the creed, "Love allows
children to grow through their mistakes; logic allows them
to live with the consequences of their choices", children
gain control by sharing thinking and decision making. |
|
McIlvaine (J. Ralph)
Early Childhood Center
"Boost Up"
2001 |
This early childhood program
creates conditions for stimulating brain growth by using a
variety of toys and activities. During the half-hour session
children move from station to station in 19 areas as they
gain important brain stimulation that facilitates learning
abilities in the future. |
|
McKean (Thomas) High
School
"C.A.L.C. (Computer
Assisted Learning Center) Laboratory"
1994 |
This program helps at-risk
students improve math skills while using computers, doing
lab work and solving applied math problems. |
|
Milford Middle
School/Delaware Art Museum
"An Introduction to
Social Studies: Using Art as
Primary & Secondary Source Material"
1996 |
Through this partnership
students participate in an instructional unit to learn about
history, geography, economics and civics by analyzing and
categorizing works of art. |
|
Milford Middle School
“Improving Student Learning with
Student Data Analysis and Eliminating the Permission to Forget”
2009
|
Students are given weekly surveys on
essential skills they have learned throughout the week,
reinforcing these skills. This survey method helps teachers
monitor learning and adjust their instruction as needed. The
program has been specifically beneficial to students in the
writing portion of the Delaware Student Testing Program. The
percent of students meeting the standard in writing rose from
53.85 percent to 77.51 percent since the program’s inception two
years ago. |
|
Milford High School
"Drop Out Prevention
Program"
1990 |
This program uses a high-tech,
high-touch approach to cut its dropout rate. Using personal
contact and constant coaxing, students have come a long way. |
|
Moore (John Bassett)
Middle School
"APEX - Alternative
Program for Educational "X"cellence"
1993 |
This program is a replication of
Smyrna High School’s "SHAPE" program. APEX fills the gap
that exists between the regular classroom environment and
special education, addressing the needs of students who do
not qualify for special education, but still run the risk of
dropping out of high school. This self-paced program brings
students up to grade level in reading and math, and also
goes beyond academics to address underlying problems, which
cause them to fall behind. |
|
Mount Pleasant Elementary
School
"PM Academy"
2001 |
School buses pick up children
and their parents to participate in this after-school
program which teaches parents how to teach their children to
read. Enhanced by pizza, the first session of PM Academy
yielded 327 children for this one-night-a-week, 10-week
program. Parents rotate through four reading stations to
identify key strategies in helping children learn to read.
Pre and post testing showed that 73 percent of students who
began the program below grade level came up to or gained a
grade level. |
|
New Castle
Middle School
“Math Counts
at New Castle Middle School”
2006 |
“Math Counts at New Castle
Middle School” is a student-based program to ensure that all
students succeed. Emphasizing best teaching practices,
teacher professional development, and offering multiple
opportunities for students to receive extra mathematics
instruction during the school day became the driving force
of the administration and mathematics department at New
Castle Middle School. |
|
|
Padua Academy
"Chemistry Demonstration
Road Show"
1992 |
A team of about 20 Padua
students travels to different elementary schools teaching
hands-on chemistry. For first and second graders the show
focuses on colors. Solutions are used that either change
color or glow in the dark. For third through fifth graders,
they demonstrate the synthesis and properties of polymers.
Sixth through eighth graders observe how gases are affected
by temperature and energy. All of the children actively
participate and take home their "results" such as nylon or
slime. |
|
Padua Academy
"Model United Nations for
Elementary Schools (KIDDIMUNC)"
1994 |
Padua partners with eight
elementary schools to simulate the United Nations. Since the
Model UN Program is typically for high school students,
KIDDIMUNC allows seventh and eighth graders an opportunity
to experience the program by representing a country and
attempting to solve world problems from their countries'
perspective. |
|
Padua Academy
"Shakespeare In The City:
As We Like It"
1999 |
Designed with a two-fold purpose
– performance and teaching, specifically inner-city children
– this program pairs Shakespeare with all aspects of theater
including costume and set design, and memorizing and
interpreting lines. The fourth graders at St. Peter’s
Cathedral, St. Paul’s and Christ Our King also enjoy a
teaching component from the Padua students. The girls lead
discussions about the scenes to be portrayed, give the
children a modern day summary they have written for them and
then enact the scene. The younger students enjoy getting
into costume and portraying a character. |
|
Padua Academy
"Spanish HOSTS"
2001 |
The beginning Hispanic students
at William C. Lewis Elementary School often read, write and
speak English and Spanish at varying levels. Through this
partnership with Lewis’ Spanish HOSTS program, Padua
students provide one-on-one mentors to help the children
become truly bilingual. |
|
Penn (William) High
School
"William Penn Food
Service Class"
1998 |
Career-oriented educational
programs are rare in high schools, but William Penn
recognized that a food service program would prove
successful for their special needs population. Students
apply writing and math skills and are responsible for menus,
shopping, packaging, delivery and clean-up. Each participant
maintains a model bank account. Students prepare "take-out"
dinners available for faculty members, complete with
desserts. They also bake for Parents Night and other school
activities including holiday sales. The success of the
program is measured by the first-come, first-served basis
while the measure of student success is their ability to
obtain and hold entry-level food service jobs – an
accomplishment they would not have achieved without the
focused training they received. |
|
Phoenix School (The)
"Critical Thinking
Through Structured Controversy: The Death Penalty"
1993 |
This program makes students
think about critical issues by using a variety of creative
methods. Each year a different topic is selected that delves
into grey areas, questioning the basis of controversial
beliefs and opinions. The tension that results prods the
mind into new ways of thinking, including developing sharper
communication skills, the ability to analyze and reasonably
defend a position, and thoroughly investigate information
presented by authorities, the media, peer leaders and
others. |
|
POLYTECH High School
"The POLYTECH
Advisement Support System (PASS)”
2007
|
Since 1995, this
program has provided POLYTECH students with the academic and
life skills needed to make good education and career decisions.
The program’s major goals include ensuring consistent curriculum
exposure to all students, establishing a timeline for career
planning, enabling students to obtain the skills and background
to make choices about their future upon graduation and improving
the relationship between the school, parents, businesses and the
community. |
POLYTECH High School
"POLYTECH's Success Plan for Ninth Grade Students"
2006 |
"POLYTECH's Success Plan for Ninth Grade Students" eases the
transitional year of ninth grade while infusing a culture of
excellence in performance and behavior through the adoption of a
strict discipline program and the institution of the "Continuity
of Contact" with inbound students. |
|
POLYTECH Adult Education
"Machinist Skills
Training"
1993 |
Through this 18-week program,
unskilled laborers become ready machinists prepared for
entry-level work in many machine shops throughout Delaware. |
|
POLYTECH High School
"Career
Exploration/Career Paths"
1993 |
Incoming ninth graders are given
an opportunity to experience all of the school’s 19 shops
before making a final curriculum decision, while developing
personal, academic and business skills needed in every
career. |
|
POLYTECH High School
"New Tech City: A
Transdisciplinary Integrated Project"
1994 |
In this student-run city,
hallways become city streets, classrooms serve as local
businesses and students become technologically skilled
employees. Carpentry and masonry students formed Poly
Products, a business that builds birdhouses, doghouses and
benches. Business students operate a bank and provide
accountant services to the other "companies". A student-run
town council and classes act as civic organizations, such as
a local theater and newspaper to round out the community.
|
|
POLYTECH High School
"Integrating Technology
Into The Math Curriculum"
1996 |
This fantasy hockey league
brings students cooperative, semester-long cumulative
projects that require creativity, strategy and mathematical
ability, while using the latest technology, TI 82
calculators and the Internet. |
|
Pulaski (Casimir)
Elementary School
"World Languages
International Studies"
1998 |
Recognizing that mastering
another language has become a fundamental educational goal,
Christina School District developed this comprehensive
kindergarten through 12th grade world language
program that aims to produce students who are fluent in two
languages by the time they graduate. The Spanish initiative
at Pulaski consists of a number of closely linked facets.
Students may select intensive study, which is five days per
week for three years and includes speaking, reading, writing
and cultural activities. All other students receive three
days of Spanish per week, primarily basic conversation. All
students participate in Hispanic awareness activities across
curriculum areas, involving the entire staff. They also
receive computer instruction with English/Spanish software.
Through the school’s International Studies Program, students
are also introduced to different countries and cultures
through a distance learning satellite that takes them to
different countries and exposes them to local traditions,
history and culture. |
|
|
Redding (Louis L.) Middle
School
"RESPECT: A Schoolwide
Prosocial Behavior Program"
2000 |
In an effort to take a proactive
approach to disciplinary referrals, RESPECT defines
school-wide expectations for all teachers and students. The
theme, "respect yourself, others and the world around you",
was broken down into various components to ensure that areas
of concern (respect for rules, self, others, teachers,
community, public and personal property, and education and
environment) were addressed. |
|
Richardson Park Learning Center and Charter School of Wilmington
"A Growing Partnership"
2006 |
"A Growing Partnership" is a partnership between Charter School
of Wilmington and the special needs children from Richardson
Park Learning Center (RPLC) that provides RPLC students with
better role models and gives Charter School students the
opportunity to learn more about disabilities. |
|
Richardson Park
Elementary School
"Today’s Marketplace"
1997 |
This program was designed to
improve reading, writing and math test scores, and provide
students with an opportunity to create and manage their own
entrepreneurial ventures. Students develop business plans,
secure venture capital, manufacture products and sell their
goods. While loans must be repaid, students keep their
profits. The initiative has given some business-savvy
youngsters an early chance to try their hand at running
their own companies while improving test scores. |
|
Richardson Park
Elementary School
"Parenting Block"
1992 |
This program allows teachers and
students to spend time relating like parents and children.
This new approach not only helps students with reading,
writing and arithmetic, but also values such as honesty,
integrity and tolerance. Each Friday teachers reserve the
final class period as informal time for special lessons that
emphasize life, survival and stress skills. Using a
combination of class discussions, silent reading and
writing, and art projects, the children have the opportunity
to express their concerns and worries and learn about the
importance of a healthy value system. The staff recognized
the program’s results through reduced office referrals and
suspensions, raised test scores and increased parental
involvement in school activities. |
|
Richardson Park Learning
Center
"Go For The Gold"
1994 |
This program is a replication of
Marbrook Elementary School’s "Positive Consequences for
Positive Behaviors". Students at Richardson Park practice
daily, weekly and monthly reinforcement of appropriate
social and academic behaviors. Based on a points system,
they are rewarded with extra recess and picture postings.
Those who achieve "Gold Card" status for four weeks of top
behavioral performance earn the privilege of attending that
month’s event (bowling, swimming, ice cream party, etc.). |
|
Richardson Park Learning
Center
"Today’s Children
Tomorrow’s Entrepreneurs"
1999 |
This program for educable
mentally disabled students in fourth through sixth grades is
developing and employing a variety of skills to prepare them
for effective, participatory citizenship. By partnering with
several organizations to create student-run businesses, this
program allows the children to establish and operate
businesses that require research, creation and tracking of
inventory, problem solving, money management and conducting
sales. Businesses include Kidwormco, which supplies worms
for school projects; Plants for Profit, which raises and
sells plant to students, family and staff for holidays; and
Classroom Caters, which enable students to profit from
cooking skills as well as learn math and communication
skills by selling goods at biannual bake sales. |
|
|
Seaford Senior
High School and Seaford Middle School, Seaford
“Seaford School
District Secondary Schools Advanced Placement Incentive Program”
2007
|
This program was
designed to increase participation and the diversity of students
in Advanced Placement (AP) classes at the High School level, as
well as increase grades on the Advanced Placement Tests. The
schools identify students who have potential to take these
courses, offer preview mathematics courses to prepare students
for the AP courses, provide access to a summer reading program
and encourage parental involvement in choosing classes. |
|
Science
Alliance
"SEEDelaware"
1998 |
This program partners the
Science Alliance with the Delaware Department of Education,
the American Chemical Society, DuPont and the Business,
Industry, Education Alliance, creating summer internships
for teachers and high school students to gain hands-on
experience in business and industry. |
|
Seaford School District
"E.I. duPont/Seaford
School District Partnership"
1991 |
This partnership, which includes
a number of educational programs, seeks to improve the
academic performance of students and supplement the
district's curriculum in the area of the DuPont company's
expertise: science and technology. |
|
Seaford School District
"Seaford's Summer Success
Camp"
1991 |
This camp targeted 45 first and
second-graders who, it was felt, would benefit most from the
five-week program. The long-term goal of the camp is to
maintain school attendance by enhancing the self-esteem and
learning of students and developing their social skills. |
|
Shields Elementary School
“Always Room for
Improvement: Enhancing 2nd Grade Reading in a
Superior School”
2007
|
The second grade
teachers at Shields Elementary School wanted to help their
students strengthen their reading skills. To do this, they
organized their students into groups based on their reading
level and added an additional reading period a day that focused
on specific instructional needs. At the end of the year, the
teachers analyzed their students’ DSTP scores and found that the
students made remarkable strides in reading fluency.
|
|
Smyrna Elementary School
"Celebrating the
Curriculum"
1991 |
Intended to inspire better work
habits and motivation for learning, this program’s concept
promotes a different subject area of the curriculum each
month through pep rallies, contests and extra incentives. |
|
Smyrna High School
"SHAPE - Smyrna High
Alternative Program of Education"
1992 |
This program is aimed at helping
students who have academically fallen two or more years
behind their peers an opportunity to catch up and graduate
on time. Self-paced, it uses competency-based,
individualized instruction for students to demonstrate their
skills and make up for lost time. Successfully addressing a
concern for the dropout rate, SHAPE graduates an average of
80 percent of its participants. |
|
South Dover Elementary
School
"We Read At Home"
1990 |
This program encourages parents
to read one book a night to their children. |
|
South Dover Elementary
School
"Back to School Spirit
Bus"
2000 |
Recognizing a need to develop a
comfort level for parents and students, the entire school
staff hops on a bus and hits the road several days before
school starts with eight planned stops. Armed with goodie
bags and the school song ringing out, they greet students
and parents, answer questions and begin positive
relationships. The theme carries throughout the school year
beginning with a pep rally on the first day and "Blue and
White Fridays" where students are encouraged to wear the
t-shirts they receive on the first day. |
|
Southern Delaware School of the
Arts, Selbyville
“Learning through the Arts - A Magnet School”
2009 |
This program combines the school culture and curriculum to
increase student achievement. Teachers plan lessons that
incorporate the arts, and the arts teachers plan lessons that
incorporate effective teaching strategies that complement one
another. As a result, SDSA has received statewide recognition
for its consistently high DSTP scores. |
|
St. Catherine of Siena
School
"IMAGINE"
1996 |
This positive reinforcement
behavioral program teaches students to create a "responsible
community" within the school. The name makes up its seven
tenets: I am a valuable person; Make
responsible choices; Act respectfully; Give a
good example; I am a considerate person; Notice
the specialness of others; Encourage each other.
Students actively participate in class projects, bimonthly
meetings and a mentoring component. |
|
St. Elizabeth High School
"Words Can Be Perfect"
1993 |
Initially developed to expose
students to WordPerfect, this program convenes teachers of
English, business, history, science, and religion to share
the responsibility for teaching students to write. Students
come to the Writing Lab to do homework, outline chapters and
write summaries to sharpen their skills. |
|
St. Hedwig Elementary
School
"Incorporating Annual
School-Wide Thematic Units"
1995 |
Students participate in a unique
environmental program, which was designed to introduce them
to a different ecosystem each academic year. During the
five-week program the main hallway has been transformed into
an Amazon rainforest (1993), the Great Barrier Reef (1994)
and a microcosm of Delaware’s ecosystems (1995) complete
with vegetation, livestock and famous landmarks.
|
|
St. Mark's High School
"Science Olympiad"
1990 |
The goal of this program is to
make science fun and to motivate students. It stresses
competition among students, not schools, with each
participant receiving a certificate. |
|
St. Mark's High School
"St. Mark's Computerized
Mock Elections"
1991 |
In this program students cast
ballots in mock elections. This is aimed at familiarizing
future voters with political issues and encouraging interest
in the voting process. |
|
St. Paul’s School
"Little Sibs"
2001 |
Older students become positive
role models with this cross age mentoring/tutoring program,
which is based on Language Arts standards and character
development. To boost interest in reading, the program pairs
all sixth grade students with pre-kindergartners, seventh
grade students with kindergartners and eighth grade students
with first graders. Students meet two Tuesdays per month
during which the older students each read a story with their
"sibling" and then participate in activities that reinforce
the literary concepts of the story. |
|
Stanton
Middle School
"Hips Kids"
2008 |
Stanton Middle School teachers developed this program to help
students who needed extra attention in order to be successful on
the Delaware Student Testing Program (DSTP) and in the
classroom. Each team of academic teachers meets with these
students on a regular basis and reviews their instructional
needs. Teachers and students develop a rapport, often having
lunch or staying after school to work on homework together. |
|
Sussex Technical High
School
"Ninth-Grade Techademic
Skills Program"
1995 |
Serving over 300 freshman, this
three-pronged program focuses on individualized reading
skills, a language component linking reading skills to
technical areas of education and an ongoing research
project. Students go through six exploratory areas of
technical interest, using a combination of written and
computerized activities. As each area is studied, they take
notes, listen to guest speakers and review written materials
about the field. At the end of the year a conclusion is
developed to assess their abilities and interests and
support their choices based on their potential for success. |
|
Sussex Technical High
School
"PACTT Center/Children’s
Education and Services Partnership"
1998 |
Established in 1991, Parents and
Children Together at Tech (PACTT) is a state-licensed
childcare center operated by Easter Seals at Sussex
Technical High School. Serving multiple needs within the
community, this daycare facility provides high school and
evening adult education students with safe, reliable care
while they attend classes. Children with disabilities,
faculty and community members also utilize the facility.
More importantly, it gives mothers who are students the
ability to stay in school. They actively participate in the
daycare under staff supervision and use hands-on experience
to practice skills required to not only care for their own
children, but to work in the childcare field. |
|
Thomas Edison Charter School
“Edison
Medicine”
2007
|
After two years
of students receiving low DSTP scores, this Charter School
implemented a program to strengthen students’ basic skills. The
program changed teachers’ lesson plans, developed a pacing guide
to ensure that standards are covered, adjusted student learning
environments to ensure appropriate teaching methods were being
used and held after-school tutoring and offered Saturday School
for students who need additional help. Classroom time also
increased from 45 minutes to 90 minutes. The results of these
changes were a significant decline in failing students, and
increased scores on the DSTP in all subjects. |
|
Thomas Edison
Charter School
“Special
Talents”
2006
|
The objective of the “Special
Talents” program is to harness the power and resources in
Thomas Edison’s staff of “specials teachers” to support the
Delaware Content Standards in the core subject areas of
English Language Arts, Social Studies and Math. The specials
curriculum of Art, Music, Spanish, Phys Ed and Technology is
integrated with the requirements of the core subject areas.
|
|
|
University of Delaware
"Academy of Lifelong
Learning"
1991 |
Retirement age adults receive
opportunities to pursue intellectual and cultural
experiences. |
|
Warner Elementary School
"Warner Elementary Basic - Integrated Technology (WEB-IT)"
2006 |
"WEB-IT" provides all fifth grade students with daily
instruction supported by laptop computers with the primary
objective of meeting the diverse needs of children, closing the
achievement and digital gap and helping bring Warner out from
under School Improvement. |
|
Wesley College
"The Junior Academic
Challenge"
1997 |
This program is a replication of
the "Texaco Star Academic Challenge". Wesley College created
an academic challenge contest for junior high school
students with competitions held in shopping malls. The
program provides a ready audience and popular setting to
exhibit academic excellence. |
|
William Penn High School
“Math Program for At-Risk Students”
2009
|
This program takes at-risk students
who are low performers in the math area of the Delaware Student
Testing Program and provides them with a double period of
mathematics a day, teaching two years of math in one. The
purpose of this class is to give these students an environment
with fewer distractions so they can focus on learning.
Throughout the school year, guest speakers and members of the
community who share a background similar to many of these
students come into the classroom. At the end of the school year,
students who complete the rigorous double-period class are fully
prepared for the third year of mathematics. |
|
Wilmington High School
"Phoenix Group Project"
1990 |
This is an innovative program
that personalizes the educational process and makes the
students more active participants in their own learning. |
|
Wilmington Manor School
"Linking Home & School
With PASS – Portable, Affordable, Simple, Science"
1992 |
Using a hands-on approach makes
science enjoyable for young learners. Kindergarten through
second graders participate in various experiments: "Floaters
and Sinkers", "Air, Air Everywhere" and "Attract Me, Attract
Me Not" are just some of the lessons that use simple
household objects to show buoyancy, air flow and magnetic
reactions. "Seeing Colors Change" explores what happens when
primary colors are mixed. As a follow up to this and other
lessons, students are equipped with a take-home bag to share
the experiment with parents. During class, a book regarding
the subject is read and then students incorporate math
skills by finding how many students are wearing a specific
color, for example. Each student, regardless of background
or ability, becomes actively involved. |
|
Woodbridge Elementary
School
"Bridging Schools and
Homes"
2000 |
The ultimate goal of this
program is to bring technology to all children, get families
more involved and increase student math and reading scores.
Based on the concept that most children are already spending
time playing computer games, the school purchased classroom
computers equipped with PlayStations to be used at home by
third graders. In addition, 70 different educational games
were also purchased from an on-line subscription service for
schools. |
|
Woodbridge School
District
"Woodbridge Parent and
Community Volunteers"
1996 |
This program serves the
district’s at-risk population of the Early Childhood
Education Center and Woodbridge Elementary School.
Volunteers were formally recruited and trained to come into
the classroom to help meet the educational needs of the
children. They assisted with many tasks including escorting
children from the buses, helping teachers with the
preparation of lesson materials and going over homework
assignments with students. |
