Governor Matt Meyer and Secretary of Education Cindy Marten today launched the Delaware Early Literacy Plan— a statewide effort to ensure every student reads on grade level by the end of third grade.

Announced during the opening session of today’s statewide educator professional learning day, the plan outlines enhanced supports and resources so every learner receives clear and consistent instruction and every K–3 classroom uses strong, research-based reading materials and early checks to spot challenges.

This initiative marks a turning point in Delaware education.

A New Chapter for Delaware’s Children

“Delaware’s students—and the educators who serve them—deserve better reading supports in every K–3 classroom, every day. This plan is the how: strong daily instruction; protected time and coaching for teachers; teams that put more adults with kids; and families as full-time partners,” Marten said. “My team and I will be in classrooms, shoulder-to-shoulder with educators and school leaders, to celebrate what’s working and help where it’s hard. We can do this, we must do this, and we will do this—together.”

Governor Meyer’s FY2026 budget includes $8 million for early literacy investment and $3 million in teacher-selected classroom literacy resources—one of the largest early reading investments in state history.

“When I declared a literacy emergency, it wasn’t to make headlines, it was to make change,” Governor Meyer said. “Delaware students deserve better and so do our teachers. For too long we’ve talked about what’s not working. Now we are focusing on what works. This plan gives our teachers and school leaders the tools to deliver real, lasting results.”

Marten said the plan gives educators the structure, materials, and coaching they value.

“This is not another slogan or quick fix. This is not about asking teachers to do more,” Marten said. “This plan is about daily practice—what happens in every K–3 classroom, every day. Delaware is building the system our teachers and students have always deserved: strong materials, sustained coaching, time to plan, and belief in every child’s potential.”

The Delaware Early Literacy Plan centers on four statewide priorities:

1. Access to Meaningful, Grade-Level Instruction – As required by legislation and regulation, every K–3 classroom will use high-quality instructional materials aligned to the Science of Reading. Students will receive universal reading screeners three times a year, and teachers will use quick, classroom-based checks to adjust instruction in real time.
2. Sustained, Job-Embedded Professional Learning – All early literacy educators will complete training such as LETRS, AIM Pathways, or Early Literacy Leadership Academy (ELLA) and receive ongoing coaching tied directly to their daily lessons. These trainings support teachers in analyzing student work, strengthening classroom instruction, and reducing the need for interventions.
3. Strategic Staffing and Enabling Conditions – The Delaware Department of Education (DDOE) will support schools in piloting team-teaching models that pair multiple educators with shared students to increase individualized support. Principals and literacy leaders will receive direct coaching, and DDOE teams will conduct statewide site visits to celebrate bright spots, identify barriers, and follow through with concrete plans.
4. Family Engagement and Student Supports – Families will receive a statewide Family Literacy Toolkit—with book lists, nightly reading ideas, and multi-language resources connecting home to school.

Investing in People

Marten emphasized that this plan is about building capacity: “Delaware is investing in its people—our educators, our leaders, our families—to do what we know will make a measurable, lasting change.”

Marten also promised that she and her team will be in schools, side-by-side with teachers, coaches, and school leaders to support, celebrate, and sustain progress by following through with action and support for principals and teacher leaders.

Additional actions include:

• DDOE will host the Delaware AI in Education Summit on Nov. 8 to explore safe, classroom-ready tools that reduce teacher burden and personalize learning—reinforcing, not replacing, great instruction.
• The state also will fund 25 Reading Assist tutors in the highest-need schools to provide additional practice aligned to classroom lessons.
• Last month Marten announced up to $7.2 million available to districts and charter schools for Bridge to Practice grants. Part of Meyer’s $8 million statewide literacy investment, the competitive grants will help districts and charter schools implement evidence-based literacy practices grounded in the Science of Reading. This funding focuses on what matters most: adoption and skillful use of high-quality classroom instructional materials, sustained professional learning and student-centered coaching for educators, and innovative staffing models that increase student engagement and success.
• Through a new partnership with DonorsChoose, teachers can order up to $750 in literacy materials directly for their classrooms. Delaware educators helped design and curate the bundles of literacy supplies and materials, ensuring every classroom gets what it truly needs.

“Delaware teachers know their students best,” Marten said. “They also know what resources would be most helpful for their classrooms and students.”

Said Stephanie Ingram, president of the Delaware State Education Association: “Students flourish when professional educators are given the time, resources, and support to meet the needs of every child. I want to thank Governor Meyer and Secretary Marten for making literacy instruction a priority for this administration and then working with teachers and specialists to deliver the tools and support they need to be successful.”

The Delaware Department of Education will track progress by focusing on:

• Teacher participation in training and coaching

• Classroom observations and support visits

• Student growth through reading checks and assessments

“We will celebrate bright spots, solve problems quickly, and stay with schools until every child is on track,” Marten said. “This is Delaware’s moment to act, together.”

Media contact:  Alison May, alison.may@doe.k12.de.us, 302-735-4006

Secretary of Education Cindy Marten today announced a major new investment to strengthen and accelerate early literacy success across Delaware: The Bridge to Practice competitive grant. This initiative is designed to ensure that every child in Delaware is reading on grade level by the end of third grade – a milestone that sets the course for lifelong success.

Part of Governor Meyer’s statewide literacy investment, the Bridge to Practice grant will help districts and charter schools implement evidence-based literacy practices grounded in the Science of Reading. Funding will focus on what matters most: adoption and skillful use of high-quality classroom instructional materials, professional learning and student-centered coaching for educators, and innovative staffing models that increase student engagement and success.

“This investment reflects our promise to equip every teacher with the tools and training they need to grow strong readers, writers, and thinkers,” Marten said. “By focusing on early literacy, we are building a foundation for lifelong success for all students.”

Key Priorities

Projects funded through this opportunity will prioritize: 

• Comprehensive Training: All PK–3 teachers completing LETRS (Volume I and II) or AIM Pathways to Proficient Reading (PPR) training by the start of the 2027–2028 school year.

• Professional Learning: Expanding professional learning aligned to high-quality early literacy instructional materials.

• Leadership Development: Participation in the Early Literacy Leadership Academy (ELLA) for key literacy leaders.

• Innovative Staffing: Exploring and piloting the Next Education Workforce™ model to create stronger instructional teams and collaboration.

• Student-Centered Coaching: Providing educators with personalized support to meet every child’s needs.
• Progress Monitoring: Using Delaware’s Implementation Dashboard to measure skillful use of adopted materials.

Eligibility and priority

Up to $7.2 million is available.  All districts and charter schools are eligible to apply with priority given to schools identified for school improvement (TSI/CSI) and those with adopted instructional materials aligned to the Science of Reading. Those piloting materials will be considered as well.

Timeline

• Grant Released: September 26, 2025
• Informational Session: October 7, 2025
• Intent to Apply Due: October 13, 2025
• Applications Due: November 14, 2025
• Award notifications: on or near December 19, 2025
• Funding availability: through June 30, 2026.

“This is a chance for schools and districts to build sustainable systems that raise literacy achievement and transform instruction across Delaware,” Marten said. “When we invest in teachers, we invest in students. And when we get literacy right everything else becomes possible.”

Find more information and an application on the Bid Solicitation Directory.

Media contact: Alison May, alison.may@doe.k12.de.us, 302-735-4006

Delaware is investing in its future educators through a new pilot program to grow Delaware’s teacher workforce from within our schools.
This school year, 10 dedicated educators are serving registered paraprofessional apprentices through the new Paraprofessional Registered Occupation (PRO) program. PRO is designed to keep students at the center by building a strong, diverse teacher workforce who already know and love their communities.
Launched this fall in Appoquinimink and Seaford school districts, with expansion planned statewide next year, the program is funded by the Delaware Department of Labor and supported by the Delaware Department of Education, Delaware Technical and Community College and Wilmington University.

A Two-Year “Earn and Learn” Pathway

PRO offers two pathways into teaching:
• Teacher Academy graduates who are eager to stay in classrooms while earning their college credits
• Current paraprofessionals seeking to complete the 60 education credits needed to advance toward certification
Apprentices work full-time supporting students in classrooms while completing Associate’s Degree-equivalent coursework in the evenings and asynchronously. Within about two years, they are ready to take the next steps toward becoming licensed classroom teachers.
“We believe in our teachers, both those in classrooms today and those preparing to lead and teach tomorrow,” said Secretary of Education Cindy Marten. “PRO strengthens our educator workforce by supporting paraprofessionals who already know our children, families, and schools. This apprenticeship program removes unnecessary barriers, allowing them to keep making a difference while earning the credentials to teach. They’re not just earning degrees; they’re making an immediate, positive impact for students right now. That’s good for students, good for our workforce and good for Delaware.”

Changing Lives and Classrooms

For recent Appoquinimink High graduate Kara Jessop, PRO is a dream come true. Jessop is now a paraprofessional working in the LIFE 18-22 year-old-program at her alma mater.

“I always wanted to get the most hands-on experience in college, and I felt this was the best option for me. When looking at colleges, I was looking at programs in education that would get me into the classroom as soon as possible, so when I heard of this program, I felt it was the perfect fit for me,” Jessop said. “When discussing this option with my parents, they asked me if I was worried about missing out on the college experience, but in my heart I felt that getting as much work experience while in college would be more beneficial in the long run.

“I struggle to pick just one thing that excites me about this program because everything about it brings me joy,” Jessop said. “Anytime that I tell someone about the program I feel my face light up with a smile because I believe this program to be life-changing – not only for the apprentices but the entire future of education.”

School Leaders Agree

For Delaware’s school districts and charter schools, it’s an opportunity to grow their teacher workforce from their own staff.

“Our paraprofessionals already know our students, staff and community so well, and this program lets them keep making an impact in Seaford while advancing their own education and careers,” said Nikki Miller, Seaford’s Supervisor of Instruction. “It’s an investment in people we know are committed to staying with us and growing alongside our district.”

A National Model

Delaware’s effort is being recognized nationally as an innovative way to address teacher shortages while raising the bar for student learning.
“Delaware is working to break down barriers for those who want to be a teacher,” Delaware Department of Labor Secretary LaKresha Moultrie said. “This pilot program proved we can continue to increase our educator pipeline through recruiting, training, and supporting aspiring educators, and I’m excited to see this expand to more school districts in the First State.”
Marten is proud that Delaware is a national leader in this work.

“When I was the U.S. Deputy Secretary of Education, this was the goal – create apprenticeships that would remove barriers to becoming a teacher,” Marten said. “Delaware is showing the nation how to do it – with excellence, urgency, and relentless focus on student outcomes. I love seeing how Delaware has taken that vision and is implementing and scaling it.”

Four Delaware schools have earned the 2025-26 Sapphire Award for Excellence in School Counseling, a recognition that honors school counseling programs that are comprehensive, data-informed, and designed to serve each and every student.
This year’s honorees are:
• Mount Pleasant High School (Brandywine School District)
• Brader Elementary School (Christina School District)
• Thurgood Marshall Elementary School (Christina School District)
• Laurel Intermediate School (Laurel School District)

Now in its sixth year, the Sapphire Award celebrates school counseling programs that not only provide individual student support, but also build school-wide systems to improve academic outcomes, raise graduation rates and boost attendance.
“These schools show what happens when counseling is part of the core program, not an add-on,” Secretary of Education Cindy Marten said. “Counselors use real data to spot barriers early and make sure every student is seen, supported and on a path to success.”

Data-Driven Impact Stories

• Mt. Pleasant High School – Counselors Rachel Herskowitz, Jeanne Beadle, Della Schweiger, and Iman Turner focus on students at risk of not promoting to 10th grade. Through small group interventions focused on goal setting and career planning, they saw a 20% increase in students staying on track, proving how counseling can support academic recovery and motivate learners.

• Brader Elementary – Counselor Alexis Ridgeway used disaggregated data to uncover discipline disparities among male special education students. By implementing restorative practices, behavior support plans, and targeted counseling, the school was able to see a 17% decrease in suspensions and improved classroom engagement.

• Thurgood Marshall Elementary – Counselors Martina Fontana-Daguerre and Jessica DiRienzo introduced “Fixed Freddie” and “Growth Gretchen” lessons to teach students about growth mindsets. Following the lessons, 96% of students said they believed they could improve in areas they once struggled with, which is a critical step in building academic resilience.

• Laurel Intermediate – Counselor Tracie Dutton designed gender-specific counseling groups in grades 5 and 6 — anger management for boys and conflict resolution for girls — focused on behavior-based barriers to learning. The result: behavioral referrals dropped by 26%, keeping more students learning and connected to school while improving school climate.

“Achievement doesn’t happen by accident – it happens by design,” Marten added. “Counselors create the systems that make success possible: fair access to challenging classes, timely interventions, and caring adults who know each student by name, by strength, and by need. When they unlock each student’s genius, they open doors to opportunity.”

A Model for the Future of Delaware

Delaware’s Sapphire Award winners show that when school counseling is fully integrated into a school’s academic mission, students succeed and thrive, not just academically. These programs are the proof points that show what happens when schools invest is systemic counseling supports, the outcome is higher achievement, better school climate and stronger futures.

Twenty outstanding teachers will be honored at a celebration on Oct. 14, when one of them also will be named Delaware’s 2026 Teacher of the Year.

The candidates were nominated by their districts or the Delaware Charter Network during the 2025 calendar year because of their superior ability to inspire students with a love of learning, exemplary demonstration of professional traits and strong sense of dedication and devotion to teaching.

Each nominee submitted a detailed application exemplifying his or her teaching philosophy. Five Delaware Department of Education staff members and five former state teachers of the year independently evaluate each application. A former state teacher of the year and department staff member observe each candidate in the classroom. Taking into consideration the scores from the application review and observations as well as a recorded presentation by the nominees, another independent panel of non-department judges then recommends to the Secretary of Education the one teacher who will serve as the 2026 Delaware Teacher of the Year.

The teacher chosen to become the State Teacher of the Year will become Delaware’s nominee in the national program, a project of the Council of Chief State School Officers in partnership with the Voya Foundation.

By action of the General Assembly, the Delaware Teacher of the Year will receive a $5,000 grant to use for the educational benefit of his or her students, as well as a personal grant of $3,000.  Additionally, all nominees will receive a $2,000 grant from the state.

The  Oct. 14 celebration begins with a social hour at 5 p.m. followed by a 6 p.m. dinner at Modern Maturity Center in Dover. The announcement comes at the end of the night. Information about live-streaming and media coverage will be shared next month. Funding for the award ceremony is provided by a grant from Voya Financial and support from the Delaware General Assembly.

The 2026 District/Charter Teachers of the Year are:

• Appoquinimink: Alison Suiter of Bunker Hill Elementary (4^th grade)
• Brandywine: Jenna DiEleuterio of Talley Middle (reading specialist)
• Caesar Rodney: Taylor Morris of W.B. Simpson Elementary (3^rd grade inclusion)
• Cape Henlopen: Christopher Burkhart of Cape Henlopen High (director of bands)
• Capital: Heather Crowe of North Dover Elementary (4^th grade inclusion)
• Charter Network: Katie Miro of Newark Charter (1^st grade)
• Christina: Danna Phanos of Shue-Medill Middle (special education/mathematics)
• Colonial: Amanda Kane of Colonial Early Education Program (special education preschool)
• Delmar: Casey Bellamy of Delmar Middle (social studies)
• Indian River: Amanda Howard of Long Neck Elementary (kindergarten)
• Lake Forest: Joseph C. Holland of Lake Forest High (special education)
• Laurel: Stacy Puerto of North Laurel Early Learning Academy (multilingual learner)
• Milford:  Courtney Lee of Ross Elementary (4th grade)
• New Castle County Vo-Tech: Jennifer Janssen of St. Georges Technical High (social studies)
• POLYTECH: Nora Frank of POLYTECH High (English)
• Red Clay Consolidated: Mary Adam of First State School (general/special education)
• Seaford: Karen Zubrowski of Frederick Douglass Elementary (5th grade)
• Smyrna: Jacalyn Jenkins of Smyrna Middle (mathematics)
• Sussex Technical: Shaila Collins of Sussex Technical High (Spanish)
• Woodbridge: Danielle Jones of Woodbridge High (performing arts)

Find photographs of the honorees here.

Media contact: Alison May, alison.may@doe.k12.de.us, 302-735-4006