Smyrna Elementary School and West Seaford Elementary School are among a host of U.S. schools that have been named a 2023 National ESEA Distinguished Schools for the extraordinary success of their students. The National Association of ESEA State Program Administrators (NAESPA), formerly the National Title I Association, has been selecting examples of superior, federally funded school programs for national recognition through the National ESEA Distinguished Schools program (formerly the National Title I Distinguished Schools program) since 1996.

Smyrna Elementary School, in the Smyrna School District, is being recognized as a National ESEA Distinguished School for Closing the Achievement Gap between student groups, and the academic progress that the students made during the 2022-2023 school year on standardized achievement tests.  Cynthia McNatt is the school’s principal.

West Seaford Elementary School, in the Seaford School District, is being recognized as a National ESEA Distinguished School for Excellence in Serving Special Populations, and the growth and progress towards English Language proficiency that the multilingual learners made during the 2022-2023 school year.  Laura Schneider is the school’s principal.

The 2023 National ESEA Distinguished Schools will be honored February 7-10, 2024, at the 2024 National ESEA Conference in Portland, Oregon.  More information about all National ESEA Distinguished Schools is available on the NAESPA website: www.ESEAnetwork.org/awards.

Sixteen Additional Schools Recognized Locally as DE Recognition Schools

Delaware Secretary of Education Mark Holodick is pleased to commend and recognize 16 additional schools from across the state for their growth and progress in three categories.  Awards are given for Exceptional Student Performance and Growth on the state’s assessment for grades 3-8, Academic Growth and Closing the Achievement Gap between student groups on the grade 3-8 assessment, or Excellence in Serving Special Populations where multilingual learners showed exceptional growth toward meeting proficiency on ACCESS tests.

Thirteen schools that are named 2023 Recognition Schools will receive an $8,000 award, a certificate, and a banner to hang in their building.  Three schools are being recognized as Schools of Continued Excellence and will also receive a certificate and a banner. These schools also were recognized last year for their outstanding performance and are not eligible for the financial award in this consecutive year.

2023 Recognition School Award Winners for Exceptional Student Performance:

• Claymont Elementary School, Brandywine SD
  • Principal – Eryn Smith
• Lake Forest East Elementary School, Lake Forest SD
  • Principal – Jeffrey Sheehan
• Phillip C. Showell Elementary School, Indian River SD
  • Principal – Christy Kerr

2023 Recognition School Award Winners for Closing the Achievement Gap:

• Benjamin Banneker Elementary School, Milford SD
  • School Leader – Chad Luzier
• Lake Forest North Elementary School, Lake Forest SD
  • Principal – Erin Dotson
• Etta J. Wilson Elementary School, Christina SD
  • Principal – Mabel Boutte

2023 Recognition School Award Winners for Excellence in Serving Special Populations:

• Brookside Elementary School, Christina SD
  • Principal – Eric Stephens
• Harry Eisenberg Elementary School, Colonial SD
  • School Leader – David Distler
• Milton Elementary School, Cape Henlopen SD
  • Principal – Clara Conn
• North Georgetown Elementary School, Indian River SD
  • Principal – Sarah Green
• Phillis Wheatley Elementary School, Woodbridge SD
  • Principal –  Zachary Huber
• Seaford Central Elementary School, Seaford SD
  • Principal – Chandra Phillips
• South Dover Elementary School, Capital SD
  • Principal –  Lenita McIntyre

2023 School of Continued Excellence:

• Blades Elementary School, Seaford SD
  • Principal – Christy Parsons
• Rehoboth Elementary School, Cape Henlopen SD
  • Principal – Doris Person
• Woodbridge Early Childhood Education Center, Woodbridge SD
  • Principal – Dane Sears

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

The Delaware Department of Education released the Delaware K-12 Mathematics Framework today, defining effective and equitable mathematics systems in the state and providing education leaders with the direction, resources, and support needed to provide all students with the mathematics instruction they deserve. Delaware is only the second state, after New Mexico, to release a statewide mathematics framework grounded in high-quality instructional materials and professional learning.

The framework identifies five key–and interconnected–components of effective mathematics systems. Each component includes a set of core actions, planning considerations, and resources to guide school and school system leaders in its execution.

• Academics: In an effective mathematics system, all teachers use high-quality materials to ensure that all students have meaningful access to grade-appropriate, culturally responsive Tier 1 mathematics instruction.
• High-Quality Professional Learning: In an effective mathematics system, all educators engage in high-quality professional learning that builds their capacity to ensure excellent, equitable mathematics instruction within their role and context.
• Collaborative Leadership: In an effective mathematics system, a shared vision and sense of responsibility bring educators together in service of student success, while effective communication and collaboration ensure collective efficacy.
• Culture of Access and Equity: In an effective mathematics system, all resources–including time, knowledge, materials, talent, expectations, and learning opportunities are allocated equitably to ensure that every adult and student can succeed.
• Community and Family Engagement: In an effective mathematics system, families and other stakeholders, including educator preparation programs, are welcomed equitably and leveraged effectively as vital partners in executing school systems’ mathematics visions.

The Framework, a complement to the Delaware Literacy Plan, supports the state’s academic vision of every student leaving school ready for success in college, career, and life by ensuring all students can succeed in mathematics and have daily opportunities to engage in meaningful and equitable grade-level mathematics instruction.

“We hope the Delaware K-12 Mathematics Framework will strengthen adult and student understanding and confidence in mathematics, invest all stakeholders in a shared vision for mathematics instruction, and eliminate inequities in mathematics classrooms,” Secretary of Education Mark Holodick said.

The DDOE led the development of the framework in partnership with a steering committee of 26 educators and community members across the state who met over eight months. The DDOE also engaged a broader group of stakeholders, including state legislators, State Board of Education members, and representatives from educator preparation programs and other education-based organizations. For a full list of committee members and stakeholder groups, please see the Framework.

The Delaware K-12 Mathematics Framework and supporting materials, including a toolkit for school and school system leaders, can be found in Digital DE. Educators should reach out to delaware.delivers@doe.k12.de.us with questions.

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

Delaware students and families rank third in the nation in filling out the Free Application for Federal Student Aid (FAFSA) form, according to new data released by the . Completion rates serve as early indicators of post-secondary access and success.

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

Forty-five schools across the state have earned the highest rating on Delaware’s new school accountability system.

Today the Delaware Department of Education (DDOE) released results of the Delaware School Success Framework (DSSF) for the first time under the federal Every Student Succeeds Act (ESSA). The DSSF is a statewide system for measuring how schools perform in key areas. This tool is designed to help the public understand the full spectrum of school performance and to identify each school’s needs to best support students.

“In Delaware we recognize that all schools benefit from continuous improvement — including those that earn our highest ratings – in order to best support all students,” Secretary of Education Susan Bunting said. “The DSSF provides important information to help families, educators and community members understand how their schools are performing and in which areas they are excelling or need more support. Administrators and policy makers alike can use this information to learn from our schools’ successes and to better direct resources where they are most needed.”

Of the 213 schools that received accountability ratings, 45 scored overall as Exceeds Expectations while 79 were classified as Meets Expectations. Another 49 schools are Approaching Expectations while 40 scored at Well-Below Expectations. The overall ratings are determined based on multiple measures in which the schools also receive sub-ratings, such as student proficiency and growth in key subjects, high school graduation rates and the progress of English learners.

The DSSF results have been published under each school’s accountability tab of the school profile section of DDOE’s website. Next month the state will release new online school report cards at the state-, district- and school-levels, which will include the data from today’s release as well as more information in a revamped, more user-friendly format.

State to invest $6 million in school support

Also announced today are the schools identified to benefit from a $6 million investment in the coming year.

The annual funding, a combination of federal and state dollars, will assist schools that qualify for ESSA’s Comprehensive Support and Improvement (CSI) and Targeted Support and Improvement (TSI). Schools that qualify for CSI, which are identified every three years, are those whose performance is in the lowest 5 percent in the state on the DSSF or those with a high school graduation rate of 67 percent or less. Schools that qualify for TSI, also identified every three years, are identified based on the low performance of a subgroup of students, such as students with disabilities, English learners or students from low-income families.

Schools that qualify for CSI will receive funding and additional support from the state, as identified through a needs assessment. Districts and charter schools will work with stakeholders in the development and implementation of a school-level plan for improvement. DDOE, whose staff will serve as partners throughout the process, will approve, monitor and work collaboratively in its implementation.

Schools that qualify for CSI will share $3.4 million in federal funding. The amount each building receives will be determined based on a per pupil allocation as well as a needs assessment and school plan.

Schools that qualify for TSI will also develop school-level plans for improvement, which must be approved at the local level. DDOE may also serve as a partner and resource for support, which may include funding, program assistance and more.

Schools that qualify for TSI will each be able to apply for grants of up to $100,000 out of $2.5 million in designated state funds.

“Our goal is to partner with districts, charters and schools to build systems and capacity so we have the infrastructure and people in place to lead in this work when the money is no longer there,” Bunting said.

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