At the commencement of the first period of study on the first day of school of each school year in all public schools of the State, the First Amendment of the Constitution of the United States of America shall be read or recited by the teacher in charge of such period to the students therein assembled.

33 Del. Laws, c. 182, §  1;  34 Del. Laws, c. 179, §  1;  Code 1935, §  2758;  14 Del. C. 1953, §  4101;  58 Del. Laws, c. 162, §  1;  60 Del. Laws, c. 50, §  1;  61 Del. Laws, c. 547, §  1;  65 Del. Laws, c. 130, §  1;  70 Del. Laws, c. 251, §§  1, 2;  81 Del. Laws, c. 122, § 2; 

(a) As used in this section:

(1) “Student-delivered” refers to any message spoken by a student of the public school at which the message is delivered.

(2) “Student-initiated” refers to any action that is taken only after students have asked that such an action be taken;

(b) During the initial period of study on each school day all students in the public schools in Delaware may be granted a brief period of silence, not to exceed 2 minutes in duration, to be used according to the dictates of the individual conscience of each student. During that period of silence no other activities shall take place.

(c) Notwithstanding any other provision or provisions of the Code, on public school property or other public property, student-delivered, voluntary messages may be permitted by schools during graduation or commencement ceremonies where appropriate in the context of the event. The content of any message authorized by this section shall be determined by the student delivering the message. No school district, school administrator, teacher or other school employee shall exclude, include or otherwise discriminate for or against any student on the basis of the political, philosophical, religious or other content of the message that the student intends to deliver or does deliver.

(d) A school shall be deemed to offer a fair opportunity to students who wish to deliver voluntary messages during graduation or commencement ceremonies under the provisions of this section if such school uniformly provides that the delivery of such messages occur in a manner which does not substantially interfere with the orderly conduct of the ceremony.

(e) Nothing in this section shall be construed to limit the authority of the school district, school administrators, teachers or other school employees to maintain order and discipline on school premises, to protect the well-being of students and school administrators, teachers and other school employees, and to assure that the content of student-delivered voluntary messages is consistent with federal and state law.

(f) Each school district shall establish rules and regulations for the implementation of this section within the district. The Department of Justice shall provide each school district an annual set of model rules and regulations on or before January 1 of each year commencing in 1996 which, if adopted by a school district, will ensure that this section is implemented consistently with federal and state law. Any school district which complies with the model rules and regulations provided pursuant to this subsection shall be entitled to representation by the Department of Justice, upon request, in the event that the school district is sued as a result of activity related to this section. The State shall, if the school district complies with the rules and regulations provided pursuant to this subsection, reimburse the school district for any monetary award related to compliance with this section.

70 Del. Laws, c. 251, §  3;  81 Del. Laws, c. 122, § 2; 

Any teacher or principal who refuses to comply with § 4101 of this title shall be subject to a penalty of $5 for the first violation and $25 for any violation thereafter.

14 Del. C. 1953, §  4102;  58 Del. Laws, c. 162, §  2;  81 Del. Laws, c. 122, § 2; 

(a) In all public and private schools located within this State, there shall be given regular courses of instruction in the Constitution of the United States, Constitution and government of Delaware and the free enterprise system.

(b) The instruction in the Constitution of the United States, Constitution and government of Delaware and the free enterprise system shall begin not later than the opening of the eighth grade and shall continue in the high school courses and in courses in state colleges, universities and the educational departments of state and municipal institutions. The extent and content of such courses below the college level shall be determined by the Department of Education with the approval of the State Board of Education. In institutions of higher learning the trustees or other governing body of such institutions shall determine the extent and content of such courses.

(c) In addition to the general requirements required by subsections (a) and (b) of this section, 1 calendar day per school year may be specifically and solely devoted to the study of the United States Constitution and the Declaration of Independence in every grade consistent with state content standards starting in first grade and continuing through twelfth grade. The program of instruction for each grade shall be determined by each individual school district.

33 Del. Laws, c. 183, §§  1, 2;  Code 1935, §  2759;  14 Del. C. 1953, §  4104;  49 Del. Laws, c. 379;  50 Del. Laws, c. 247, §  1;  60 Del. Laws, c. 246, §  1;  71 Del. Laws, c. 180, §  170;  71 Del. Laws, c. 411, §  1;  81 Del. Laws, c. 122, § 2; 

(a) Every board of education in this State shall procure the American flag and cause the same to be displayed out-of-doors (weather permitting) on the school grounds of every school house in this State during school hours.

(b) The Department of Education shall procure American flags for every free public school in this State and cause the same to be displayed in every school house in this State during school hours.

(c) The Department shall make drafts, by warrants upon the State Treasurer from funds not otherwise appropriated, of such sums as are necessary to carry into full effect subsection (b) of this section.

33 Del. Laws, c. 184;  34 Del. Laws, c. 180, §§  1, 4;  Code 1935, §§  2760, 2761;  14 Del. C. 1953, §  4105;  57 Del. Laws, c. 113;  71 Del. Laws, c. 180, §  171;  81 Del. Laws, c. 122, § 2; 

In the opening exercises of every free public school each morning, the teachers and pupils assembled shall salute and pledge allegiance to the American flag as follows:

 “I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one Nation, under God, indivisible, with liberty and justice for all.”

34 Del. Laws, c. 180, §  2;  Code 1935, §  2761;  14 Del. C. 1953, §  4106;  51 Del. Laws, c. 51;  81 Del. Laws, c. 122, § 2; 

When the Department of Education has procured and distributed American flags in each free public school, any principal or teacher of such free public school who fails to require the salute and pledge as set out in § 4105 of this title shall be fined not more than $50 or imprisoned not more than 10 days.

34 Del. Laws, c. 180, §  3;  Code 1935, §  2761;  14 Del. C. 1953, §  4107;  71 Del. Laws, c. 180, §  171;  81 Del. Laws, c. 122, § 2; 

(a) Every day on which a general election is held in this State shall be a legal holiday for all school purposes and all schools, colleges and other institutions of learning shall be closed during the whole of such day.

(b) Whoever, having the control of any school, college or other institution of learning, causes or permits the same to be open and instruction given on such day shall be fined not less than $10 nor more than $100.

33 Del. Laws, c. 198, §§  1, 2;  Code 1935, §  2762;  14 Del. C. 1953, §  4108;  81 Del. Laws, c. 122, § 2; 

(a) School districts shall allow public school buildings to be used as polling places for primary elections if requested by the department of elections for a county.

(b) Every day on which a primary election is held shall be an in-service day for any school district where any district schools are used as polling places for a primary election.

79 Del. Laws, c. 282, §  1;  81 Del. Laws, c. 122, § 2; 

The Governor may issue a proclamation calling upon all teachers of schools to arrange special programs at some time during American Education Week and calling upon the people of the entire State to observe it in some fitting manner.

42 Del. Laws, c. 127;  14 Del. C. 1953, §  4111;  81 Del. Laws, c. 122, § 2; 

(a) Every public school shall be equipped with an adequate number of fire extinguishers and shall hold a fire drill at least once every month while the school is in session.

(b) Each board of education shall see that the requirements of subsection (a) of this section are complied with in the schools under their respective jurisdictions.

(c) Where an area of real property which is owned or administered by a school district is bounded by a wall, fence or other structure which has gates or other lockable entrances, the local board of education shall notify the nearest providers of ambulance, fire and police services of the location of such gates and entrances. The local board of education shall provide to the ambulance service, fire company or police department a key of each such enclosed area with the board’s jurisdiction. For purposes of this subsection, the words “real property” shall include all unimproved land only and shall not include buildings.

41 Del. Laws, c. 173, §  1;  14 Del. C. 1953, §  4112;  57 Del. Laws, c. 113;  63 Del. Laws, c. 166, §§  3, 4;  81 Del. Laws, c. 122, § 2; 

Whoever disturbs a public school in session or wilfully destroys any public school property shall be fined $20, to be collected as other fines, and paid to the board of education of the school district for the benefit of the respective district, or imprisoned not more than 30 days, or both.

32 Del. Laws, c. 160, §  57;  Code 1935, §  2752;  14 Del. C. 1953, §  4113;  57 Del. Laws, c. 113;  81 Del. Laws, c. 122, § 2; 

(a) Educational records of students in all public and private schools in this State are deemed to be confidential. Educational records may be released, and personally-identifiable information contained therein disclosed, only in accordance with the Family Educational Rights and Privacy Act (“FERPA”) under 20 U.S.C. § 1232g and its implementing regulations set forth in 34 C.F.R. Part 99 and, with respect to records for students with disabilities, in accordance with Chapter 31 of this title and its implementing regulations. FERPA and Chapter 31 of this title and their implementing regulations authorize the release of educational records upon written consent and establish the other terms and conditions on which educational records may and must be released.

(b) The provisions of subsection (a) of this section notwithstanding:

(1) Educational institutions and programs operating in this State, including local education agencies and postsecondary institutions and programs regulated by a state agency, shall disclose to the Department such education records, and personally-identifiable information contained therein, necessary for the audit or evaluation of state and federal education programs in accordance with the provisions of FERPA and its implementing regulations.

(2) Pursuant to the legitimate interest in data exchange and compliance with federal and state reporting requirements, educational institutions and programs operating in this State, including local education agencies and postsecondary institutions and programs regulated by a state agency who outsource data exchange and compliance with federal and state reporting requirements to the Department, may consider the Department to be a “school official” as defined under FERPA’s implementing regulations in 34 C.F.R. § 99.31. Local education agencies and other educational institutions and programs may disclose to the Department, without parental consent, the educational records, and personally-identifiable information contained therein, necessary for the purpose of data exchange and federal and state reporting as required by law, if all of the following conditions are met:

a. The educational institution or program would otherwise use its own employees to collect the data for the purpose of the reporting.

b. The educational institution or program directly controls the Department’s use and maintenance of its educational records.

c. The Department is subject to the requirements of FERPA and its implementing regulations governing the use and redisclosure of personally-identifiable information from educational records.

d. The education agency or institution uses reasonable methods to ensure that the Department only obtains access to those educational records that are necessary for the legitimate educational interest of data exchange and federal or state reporting as required by law.

(3) All disclosures authorized by this section must be for the purpose of ensuring the effectiveness of publicly-funded programs by connecting pre-kindergarten through grade 12 and post-secondary data, and sharing information to improve educational outcomes for students.

(4) The Department may redisclose those educational records, and the personally-identifiable information contained therein, deemed necessary by the Department to accomplish its objective of improving educational outcomes. Any Department use, compilation, maintenance, protection, distribution, redisclosure, or destruction of educational records, and the personally-identifiable information contained therein, must comply with FERPA and its implementing regulations as well as any other pertinent federal or state privacy statutes.

(c) All public and private schools in this State shall allow parents and eligible students to inspect and review the education records of their children or themselves who are, or have been, in attendance at the school. The right to inspect and review educational records must be in accordance with rules and regulations of the Department of Education.

(d) No cause of action or claim for relief, civil or criminal, may lie or damages be recoverable against any school officer or employee by reason of such officer’s or employee’s participation in the formulation of such records or any statements made or of judgments expressed therein concerning a student’s academic performance, personal conduct, health, habits, school related activities or potential; nor by reason of the disclosure of the records or personally-identifiable information from the records, nor lack of access thereto, in accordance with subsections (a) through (c) of this section.

14 Del. C. 1953, §  4114;  57 Del. Laws, c. 548, §  1;  70 Del. Laws, c. 186, §  1;  71 Del. Laws, c. 180, §  172;  74 Del. Laws, c. 40, §§  1-3;  78 Del. Laws, c. 113, §§  7-9;  81 Del. Laws, c. 122, § 2;  84 Del. Laws, c. 460, § 1; 

(a) Definitions. — The following words, terms and phrases, when used in this section, shall have the meaning ascribed to them except where the context clearly indicates a different meaning:

(1) “Crime” includes a felony, misdemeanor or violation defined in the Delaware Code, as well as behavior by a person under 18 years of age which would be considered a felony, misdemeanor or violation if it had been committed by an adult.

(2) “Non-instructional designee” means a school employee whose primary job duty does not include teaching students.

(3) “Notification” means direct contact by telephone, facsimile, electronic mail, Department of Education electronic filings, in person, or by certified mail, unless otherwise designated.

(4) “Parent” includes natural parent, adoptive parent, or any person, agency, or institution that has temporary or permanent custody or guardianship over a student.

(5) “Parent conference” includes a meeting by telephone or in person, unless otherwise designated.

(6) “Principal” means the building principal, or the equivalent of the building principal, of any public school or charter school, or the building principal’s designee.

(7) “School employee” includes all persons hired by a school district, attendance zone or charter school; subcontractors such as bus drivers or security guards; substitute employees; and persons hired by or subcontracted by other state agencies to work on school property.

(8) “School function” includes any field trip or any officially sponsored public or charter school event.

(9) “School property” means any building, structure, athletic field, sports stadium or real property that is owned, operated, leased or rented by any public school district or charter school including, but not limited to, any kindergarten, elementary, secondary, or vocational-technical school or charter school, or any motor vehicle owned, operated, leased, rented or subcontracted by any public school or charter school.

(10) “School volunteer” means a person 18 years of age or older who, without compensation, renders service to a public or charter school. “School volunteer” includes parents who assist in school activities or chaperone school functions.

(11) “Superintendent” means the superintendent of any public school district or charter school, or the equivalent of a superintendent, or the superintendent’s designee.

(12) “Suspension” means either an external or an internal removal of a student from the general school population.

(13) “Violent felony” means a crime designated in § 4201(c) of Title 11.

(14) “Written report” includes printed paper filings and electronic filings that can be printed.

(b) Criminal violation; mandatory reports. — (1) Whenever a school employee has reliable information that would lead a reasonable person to believe that:

a. A student, school volunteer, or a school employee, has been the victim of:

1. A violent felony,

2. An assault III, or

3. An unlawful sexual contact III,

which occurred on school property or at a school function; or

b. A student has been the victim of:

1. A violent felony

2. An assault III, or

3. Any sexual offense, as defined in § 761(i) of Title 11,

and the offense was committed by another school employee regardless of whether the offense occurred on school property or at a school function; then the school employee who has reliable information that would lead a reasonable person to believe that a crime has been committed shall immediately report the incident to the principal.

(2) The principal must immediately make reasonable efforts to notify the parents of any juvenile victim and must send written notification of the incident to the parents within 3 business days. This paragraph does not apply if the parent is alleged to be the offender.

(3) The principal shall immediately report the incident to the appropriate police agency. The report shall be made by telephone or in person immediately and shall be followed by a written report of the school’s investigation within 3 business days.

(4) If the police agency determines that probable cause exists to believe that a crime has been committed, or if the principal later learns that a suspect has been arrested for the offense, then the principal must file a written report of the incident to the Department of Education within 5 days.

(5) Nothing in this section shall preclude a school employee who has reliable information that would lead a reasonable person to believe a crime has been committed from reporting the incident to the principal within a reasonable amount of time. In such instances where a report is made, the school officials shall follow the procedure set forth in paragraphs (b)(2) through (6) of this section. Nothing in this section shall abrogate the reporting requirements for child abuse or sexual abuse set forth in § 903 et seq. of Title 16.

(6) Offenders under the age of 12. — When a misdemeanor offense listed in this subsection has allegedly been committed by a child under the age of 12, the principal is not required to notify the appropriate police agency but must file a written report of the incident with the Department of Education within 5 working days. When the alleged offense is a violent felony, the appropriate police agency must be notified by the principal of the incident even when the suspect is under the age of 12.

(7) Sexual harassment. — Whenever a school employee has reliable information that would lead a reasonable person to believe that a student has been the victim of sexual harassment, as defined in Title 11, which occurred on school property or at a school function, the harassment must be reported to the principal, who, immediately after conducting a preliminary investigation to determine if good reason exists to believe that harassment has occurred, must notify the victim’s parent of that determination, if the parent is not alleged to be the offender. The principal is not required to notify the appropriate police agency, but must file a written report with the Department of Education.

(8) Under no circumstances shall any person who has supervisory authority over the principal or any school board member exercise any control of, hinder or delay the lodging of any oral or written report required to be made pursuant to this subsection or the forwarding of such report to the Department of Education or the police. A principal (or acting principal if the principal is absent) may not delegate to or rely upon any other person except an assistant principal to make the immediate report to the police. A person with supervisory authority over the principal or any school board member who has knowledge of an incident which is required to be reported under this section, and who has information that would lead a reasonable person to believe that it has not been reported to the police, has an affirmative duty to report the incident to the police immediately. This includes, but is not limited to, incidents in which a school employee is a possible suspect and when an administrative review is ongoing.

(c) Student possession of weapons and unlawful drugs. — Whenever a school employee has reliable information that would lead a reasonable person to believe that a person on school property or at a school function has on his or her person, concealed in that person’s possessions, or placed elsewhere on school property:

(1) Any controlled substance prohibited by Title 16; or

(2) Any deadly weapon, destructive weapon, dangerous instrument or incendiary or explosive device as prohibited by Title 11,

the school employee shall immediately report the incident to the principal, who shall conduct a thorough investigation. If the investigation verifies that good reason exists to believe that a crime has been committed, the principal shall immediately notify the appropriate police agency of the incident. If the police agency determines that probable cause exists to believe that a crime has been committed, then the principal shall file a written report of the incident with the Department of Education within 5 working days.

(d) School officials who report a crime committed by a child with a disability, as defined by § 3101(2) of this title, shall comply with 20 U.S.C. § 1415(k)(6)(B) by ensuring that copies of the special education and disciplinary records of the child are transmitted for consideration by the appropriate authorities to whom the crime is reported. An agency reporting a crime under this section may transmit copies of the child’s special education and disciplinary records only to the extent that the transmission is permitted by the Family Educational Rights and Privacy Act [20 U.S.C. § 1232g].

(e) Penalties. — Any school employee who fails to report an incident as required by subsection (b) of this section or subsection (c) of this section shall be guilty of a violation and shall be fined not more than $250 for a first offense and not more than $500 for a subsequent offense. Any person with supervisory authority over the principal or any school board member who exercises any control of, hinders or delays the lodging of any report required to be made pursuant to this subsection or the forwarding of such report to the Department of Education or the police shall be guilty of a class B misdemeanor.

(f) Immunity from civil liability; review of criminal complaint. — (1) Any school employee who in good faith provides information to a police agency, a principal, a superintendent, or to the Department of Education under subsection (b) of this section or subsection (c) of this section shall not be held civilly liable for providing such information.

(2) Prior to lodging any criminal charge against a school employee for providing information pursuant to subsection (b) of this section or subsection (c) of this section to a police agency, a principal, a superintendent, or to the Department of Education, the Attorney General’s office shall be consulted to determine the appropriateness of the charge.

(3) Any report of an actual or suspected crime made by a school employee or principal pursuant to subsection (b) of this section shall be exempt from public disclosure pursuant to the Freedom of Information Act as set forth in Chapter 100 of Title 29.

(g) Confidential list of young student offenders. — Following the start of each school year, the Department of Education shall, upon request, provide to the principal of any school a list of the students enrolled in that school for the coming year who committed offenses during the previous year which were reported to the Department of Education pursuant to this section. The list shall remain confidential and shall be used by the principal only for the purpose of identifying students who may be in need of beneficial programs such as mentoring.

(h) A copy of any report required by this section to go to a principal shall be immediately submitted to the superintendent by the principal.

(i) If any report required by this section alleges any wrongdoing involving the principal, the report shall be given to the superintendent and the duties required of the principal by this section shall be the duties of the superintendent.

62 Del. Laws, c. 63, §  1;  62 Del. Laws, c. 409, §§  1-3;  63 Del. Laws, c. 121, §§  1, 2;  66 Del. Laws, c. 188, §  1;  69 Del. Laws, c. 120, §§  1-3;  70 Del. Laws, c. 58, §  2;  70 Del. Laws, c. 186, §  1;  70 Del. Laws, c. 199, §  1;  70 Del. Laws, c. 312, §  1;  70 Del. Laws, c. 519, §§  1, 2;  71 Del. Laws, c. 180, §  173;  71 Del. Laws, c. 218, §  2;  73 Del. Laws, c. 109, §§  1-6;  77 Del. Laws, c. 468, §§  1-7;  78 Del. Laws, c. 404, §§  1-6;  81 Del. Laws, c. 122, § 2;  82 Del. Laws, c. 150, § 1; 

(a) There is hereby established within the State Department of Justice, the Office of School Criminal Offense and Bullying Ombudsperson.

(b) The purpose of the Ombudsperson is to ensure the proper administration of the school criminal offense reporting law contained in § 4112 of this title and the school bullying prevention law contained in § 4164 of this title.

(c) The Ombudsperson shall have the power to:

(1) Investigate and seek to resolve complaints made by and concerns of members of the public, school officials, and pupils regarding criminal offenses and incidents of bullying committed on school property;

(2) Investigate complaints regarding the alleged failure of school officials to report criminal offenses as required under § 4112 of this title and incidents of bullying as required under § 4164 of this title;

(3) Establish policies and procedures for eliciting, receiving, investigating, verifying, and resolving complaints; and

(4) Perform such other acts as are necessary to carry out the purpose set forth in subsection (b) of this section.

70 Del. Laws, c. 249, §  1;  70 Del. Laws, c. 186, §  1;  80 Del. Laws, c. 375, § 1;  81 Del. Laws, c. 122, §§ 2, 12;  81 Del. Laws, c. 425, § 9; 

(a) The Ombudsperson shall have access to any school record or pupil file which is relevant to the performance of the Ombudsperson’s duties, including any record otherwise considered confidential under Delaware law.

(b) The Ombudsperson may initiate an investigation of any criminal offense committed on school property or any incident of bullying independent of the receipt of a specific complaint.

(c) The Ombudsperson shall protect the confidentiality of pupils’ records and files as required under Delaware law.

(d) Notwithstanding any other provision of law, the Ombudsperson shall not disclose the identity of any complainant unless a court orders such disclosure or the complainant consents in writing to the disclosure of the complainant’s identity.

70 Del. Laws, c. 249, §  1;  70 Del. Laws, c. 186, §  1;  80 Del. Laws, c. 375, § 1;  81 Del. Laws, c. 122, § 2; 

Persons and agencies participating in an investigation of the Ombudsperson shall be immune from civil liability which may result from their good faith participation in such investigation.

70 Del. Laws, c. 249, §  1;  70 Del. Laws, c. 186, §  1;  81 Del. Laws, c. 122, § 2; 

[Transferred to §  4164 of this title by 81 Del. Laws, c. 122, §  4, effective August 10, 2016.]

81 Del. Laws, c. 122, § 4; 

[Transferred to §  4166 of this title by 81 Del. Laws, c. 122, §  4, effective August 10, 2016.]

81 Del. Laws, c. 122, § 4; 

(a) Definitions. — The following words, terms, and phrases when used in this section, shall have the meaning ascribed to them except where the context clearly indicates a different meaning:

(1) “Chemical restraint” means a drug or medication used on a student to control behavior or restrict freedom of movement that is either not medically prescribed for the standard treatment of a student’s medical or psychiatric condition or not administered as prescribed.

(2) “Mechanical restraint” means the application of any device or object that restricts a student’s freedom of movement or normal access to a portion of the body that the student cannot easily remove. “Mechanical restraint” does not include devices or objects used by trained school personnel, or used by a student, for the specific and approved therapeutic or safety purposes for which they were designed and, if applicable, prescribed, including the following:

a. Restraints for medical immobilization;

b. Adaptive devices or mechanical supports used to allow greater freedom of movement stability than would be possible without use of such devices or mechanical supports;

c. Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;

d. Instruction and use of restraints as part of a criminal justice or other course; or

e. Notwithstanding their design for other purposes, adaptive use of benign devices or objects, including mittens and caps, to deter self-injury.

(3) “Physical restraint” means a restriction imposed by a person that immobilizes or reduces the ability of a student to freely move arms, legs, body, or head. “Physical restraint” does not include physical contact that:

a. Helps a student respond or complete a task;

b. Is needed to administer an authorized health-related service or procedure; or

c. Is needed to physically escort a student when the student does not resist or the student’s resistance is minimal.

(4) “Public school personnel” means an employee or contractor of a public school district or charter school. “Public school personnel” does not include the following:

a. A law-enforcement officer as defined in § 9200(b) of Title 11; or

b. An employee or contractor providing educational services within a Department of Correction or Division of Youth Rehabilitative Services facility.

(5) “Seclusion” means the involuntary confinement of a student alone in a room, enclosure, or space that is either locked or, while unlocked, physically disallows egress. The use of a “timeout” procedure during which a staff member remains accessible to the student shall not be considered “seclusion.”

(6) “Timeout” means a behavior management technique in which, to provide a student with the opportunity to reflect or regain self-control, a student is separated from others for a limited period in a setting that is not locked and the exit is not physically blocked by furniture, closed door held shut from outside, or other inanimate object.

(b) Prohibition and restriction on use. — (1) Public school personnel are prohibited from imposing on any student the following:

a. Chemical restraint; and

b. Subject to waiver authorized pursuant to paragraph (c)(4) of this section, mechanical restraint and seclusion.

(2) Public school personnel may impose physical restraint only in conformity with all of the following standards:

a. The student’s behavior presents a significant and imminent risk of bodily harm to self or others;

b. The physical restraint does not interfere with the student’s ability to communicate in the student’s primary language or mode of communication;

c. The physical restraint does not interfere with the student’s ability to breathe or place weight or pressure on the student’s head, throat, or neck;

d. The physical restraint does not recklessly exacerbate a medical or physical condition of the student;

e. Less restrictive interventions have been ineffective in stopping the imminent risk of bodily harm to the student or others, except in case of a rare and clearly unavoidable emergency circumstance posing imminent risk of bodily harm, including, without limitation, intervening in a student initiated physical assault or altercation;

f. For a student with a disability as defined in Chapter 31 of this title or 34 C.F.R. Part 104, the physical restraint does not contravene provisions in an individualized education program (IEP), behavior intervention plan, accommodation plan, or any other planning document for the individual student;

g. Personnel use only the amount of force necessary to protect the student or others from the threatened harm;

h. The physical restraint ends when a medical condition occurs putting the student at risk of harm or the student’s behavior no longer presents an imminent risk of bodily harm to the student or others;

i. The physical restraint is within the scope of force authorized by § 468 of Title 11; and

j. The physical restraint conforms to applicable regulations promulgated by the Department of Education.

(c) Department of Education role; regulations. — (1) The Department of Education shall promulgate regulations implementing this section. Such regulations shall include, but not be limited to, the following:

a. Requirement of uniform public school data collection on each use of physical restraint, by school, which includes demographic information on affected students such as age, gender, race, ethnicity, and disability category, if any;

b. Requirement of timely parental notice in event of use of physical restraint;

c. Special procedures and safeguards applicable to use of physical restraint for students with disabilities as defined in Chapter 31 of this title or 34 C.F.R. Part 104; and

d. Recommended or required training of public school personnel in implementing this section.

(2) To facilitate data collection and analysis, the Department of Education may adopt a uniform reporting document and may require reporting of data in a standardized electronic or nonelectronic format.

(3) The Department of Education shall issue an annual report on use of physical restraint which includes rates of usage by school and by subcategories identified in paragraph (c)(1)a. of this section, identifies trends, and analyzes significant results.

(4) Unless proscribed by federal law, the Secretary of Education may issue a waiver of the prohibition on mechanical restraint and seclusion for an individual student based on compelling justification and subject to specific conditions and safeguards which must include a requirement of continuous visual staff monitoring and parental notice of each use of mechanical restraint or seclusion.

(d) School resource officer training. —

Training and reporting related to employees, contractors, or subcontractors excluded from the definition of “public school personnel” under paragraph (a)(4) of this section shall be governed by this subsection. This subsection shall be limited to those employees, contractors, or subcontractors who will assist with or independently intervene with students with disabilities, which shall include all students eligible to be identified as students with disabilities under Individuals with Disabilities Education Act (IDEA) [20 U.S.C. § 1401 et seq.], § 504 of the Rehabilitation Act of 1973 [29 U.S.C. § 794] and The Americans with Disabilities Act (ADA) [42 U.S.C. § 12101 et seq.].

(1) Employees, contractors, and subcontractors governed by this subsection shall annually receive the following awareness training from their school district or charter school:

a. Training which is consistent with that which is required of other public school personnel for disability awareness and behaviors that may manifest as a result of disabilities.

b. Best practices for de-escalation techniques in a school setting.

c. Information on intervention decisions and techniques used by school personnel in a school setting.

d. Such other training as is necessary to protect the health and well-being of students with disabilities as promulgated in implementing regulation, which shall include basic awareness training specific to individualized education programs (IEP), functional behavior assessments and behavior support plans.

e. This training shall include references as to how it relates to school resource officer (SRO) duties and responsibilities outlined in their employment contract and school district or charter school memorandum of agreement (MOA). This training shall be consistent with the annual training already provided to school district or charter school educators.

(2) Employees, contractors, and subcontractors, governed by this subsection shall annually participate in the SRO training provided by the State Police or equivalent training provided by the police department employing the SRO in the school district or charter.

(3) Prior to the start of each school year, or as soon as practical, an SRO shall meet with a representative of each building in which they are assigned to be familiarized with behaviors related to disabilities that may occur in the school and typical responses that may be taken by school personnel in that school.

(4) Reporting and notification practices for incidents involving employees, contractors, or subcontractors covered by this subsection shall be consistent with reporting and notification requirements for school personnel, and shall include a police report identification number where a police report exists.

(5) Each school district or charter school which contracts with SROs shall have a MOA consistent with the MOA template as required by Department of Education regulation with the agency which employs or manages those sworn officers.

(6) School districts or charter schools shall not contract with or employ individuals who are covered by this subsection, but do not comply with the training requirements set out herein.

(7) Department of Education role and regulations. —

a. The Department of Education shall develop, promulgate, and update regulations for this subsection in collaboration with the Governor’s Advisory Council for Exceptional Citizens (GACEC).

b. Timelines for implementation and training shall be primarily based on protecting the health and welfare of children with disabilities.

c. To the greatest extent practical and appropriate, such regulations shall be consistent with and integrated with the regulations for the remainder of this section.

(8) Funding for training and implementation shall be derived from existing resources.

(9) Nothing in this subsection shall be interpreted as creating any additional restriction on the sworn authority of law-enforcement officers or their ability to carry out their required sworn duty.

(e) Effect on other laws. — The limitations and prohibitions described in this section are in addition to, and not in derogation of, any other constitutional, statutory, or regulatory rights otherwise conferred by federal or state law or regulation.

79 Del. Laws, c. 54, §  2;  81 Del. Laws, c. 122, § 2;  81 Del. Laws, c. 189, § 1; 

Where school crossing guards are employed by a school district, the guards shall have the right to stop, control and guide vehicular traffic near any pedestrian crosswalk in order to permit children to cross streets or highways safely. In instances where the driver of a motor vehicle fails to comply with the lawful directions or signals of a school crossing guard, or otherwise violates a lawful ordinance or statute, the school crossing guard may report such driver to the appropriate police authorities. If the identity of the driver is not otherwise apparent, it shall be a rebuttable presumption that the person in whose name the vehicle is registered, to whom a rental vehicle is leased or whose name appears on a company’s records as driving a company car is responsible for the violation.

63 Del. Laws, c. 402, §  2;  81 Del. Laws, c. 122, § 2; 

Each contract executed for the procurement of instructional materials shall include the right of the State to transcribe and reproduce the material in braille, large print, recordings or other media for the use of handicapped minors, including the visually handicapped, unable to use the book in conventional print and form. Such right shall include those corrections, revisions and other modifications as may be necessary.

64 Del. Laws, c. 298, §  1;  81 Del. Laws, c. 122, § 2; 

The school board of each school district shall offer, to each parent or guardian of a student within that district who is licensed to drive a motor vehicle, a choice between driving a private vehicle to the school and transportation to the school by the school bus; provided, however, that those who choose to drive a private vehicle shall not be transported by a school bus, and those who choose to be transported by a school bus shall not be permitted to park on school grounds. The principal of each school may issue passes for school bus transportation to certain pupils who have chosen to drive a private vehicle, for use on a temporary and emergency basis; and may also set aside a specific number of parking spaces for use on a temporary and emergency basis by pupils who originally chose transportation by school bus.

67 Del. Laws, c. 49, §  1;  77 Del. Laws, c. 327, §  362;  81 Del. Laws, c. 122, § 2; 

(a) The Department of Education with approval of the State Board of Education shall establish and implement statewide alcohol/substance abuse educational programs to be provided in each grade, kindergarten through grade 12, in each public school in this State. The programs required by this section shall consist of no fewer than 10 hours per school year in grades kindergarten through 4 and 15 hours per school year in grades 5 through 12. Each program shall be taught by appropriately trained certified teachers and the instruction shall be comprehensive, age-appropriate and sequential in nature.

(b) Any in-service training required by this section shall be provided within the contracted school year as provided in § 1305 of this title.

67 Del. Laws, c. 205, §  2;  71 Del. Laws, c. 180, §  174;  72 Del. Laws, c. 294, §  45;  81 Del. Laws, c. 122, § 2; 

(a) For purposes of this section:

(1) “Charter school” means as defined under § 4161 of this title.

(2) “Contracted school year” means the period defined under § 1305(e) of this title.

(3) “Grade” means kindergarten through grade 12.

(4) “School district” means as defined under § 4161 of this title.

(b) The Department of Education, with the approval of the State Board of Education, shall establish and implement statewide mental health educational programs for each grade in each school district and charter school in this State.

(c) The statewide mental health education programs established and implemented under this section must meet all of the following:

(1) Recognize the multiple dimensions of health by including instruction in mental health and the relationship between physical and mental health to enhance student understanding, attitudes, and behaviors that promote health, well-being, and human dignity.

(2) Taught by appropriately certified teachers or appropriately certified community mental health providers.

(3) Be comprehensive, developmentally appropriate, and sequential in nature.

(d) In establishing and implementing statewide mental health programs under this section, the Department of Education shall consult with mental health experts, including individuals with the Department of Health and Social Services, Department of Services for Children, Youth, and Their Families, Mental Health Association of Delaware, Delaware Guidance Services, National Alliance of Mental Illness Delaware, and National Council for Behavioral Health.

(e) A school district or charter school shall provide in-service training required under this section within the contracted school year.

(f) The Department of Education may, with the approval of the State Board of Education, adopt regulations to implement and enforce this section.

(g) The Department of Education shall submit a written report to the Governor, the members of the General Assembly, the Director and the Librarian of the Division of Research of Legislative Council, and the Public Archives no later than January 15 of each year. The report must include a description of the educational programing provided under subsection (b) of this section, how the programming complies with subsection (c) of this section, and how the programming has been implemented by each school district and charter school.

83 Del. Laws, c. 387, § 1; 

(a) For purposes of this section:

(1) “Charter school” means as defined under § 4161 of this title.

(2) “Contracted school year” means the period defined under § 1305(e) of this title.

(3) “Grade” means kindergarten through grade 12.

(4) “School district” means as defined under § 4161 of this title.

(b) The Department of Education, with the approval of the State Board of Education, shall establish and implement statewide mental health educational programs for each grade in each school district and charter school in this State.

(c) The statewide mental health education programs established and implemented under this section must meet all of the following:

(1) Recognize the multiple dimensions of health by including instruction in mental health and the relationship between physical and mental health to enhance student understanding, attitudes, and behaviors that promote health, well-being, and human dignity.

(2) Taught by appropriately certified teachers or appropriately certified community mental health providers.

(3) Be comprehensive, developmentally appropriate, and sequential in nature.

(d) In establishing and implementing statewide mental health programs under this section, the Department of Education shall consult with mental health experts, including individuals with the Department of Health and Social Services, Department of Services for Children, Youth, and Their Families, Mental Health Association of Delaware, Delaware Guidance Services, National Alliance of Mental Illness Delaware, and National Council for Behavioral Health.

(e) A school district or charter school shall provide in-service training required under this section within the contracted school year.

(f) The Department of Education may, with the approval of the State Board of Education, adopt regulations to implement and enforce this section.

(g) The Department of Education shall submit a written report to the Governor, the members of the General Assembly, the Director and the Librarian of the Division of Legislative Services, and the Public Archives no later than January 15 of each year. The report must include a description of the educational programing provided under subsection (b) of this section, how the programming complies with subsection (c) of this section, and how the programming has been implemented by each school district and charter school.

83 Del. Laws, c. 387, § 1;  84 Del. Laws, c. 255, § 13; 

(a) As used in this section:

(1) “Public school” means traditional school districts, vocational technical school districts, and charter schools.

(2) “School-connected traumatic event” means the death of any student, educator, administrator, or other building employee of a public school or other traumatic event that affects a significant portion of the students of the school.

(b) By January 1, 2024, the Department of Education, in consultation with National Alliance on Mental Illness, Delaware, the Delaware Associations of School Psychologists, the School Social Workers Association of Delaware, the Delaware School Counselors Association, the Delaware School-Based Health Alliance, at least 1 licensed clinical pediatric psychologist, and other community stakeholders and mental health specialists, shall develop all of the following:

(1) Guidance and best practices for public schools dealing with a school-connected traumatic event, including recommendations on counseling availability during school.

(2) Written materials that public schools may distribute to students and families after a school-connected traumatic event setting forth additional public and private options for mental health care available in the State.

(3) Written materials that public schools may distribute to a student’s parent or caregiver to encourage them to seek counseling if impacted by the school-connected traumatic event.

(c) The Department of Education shall cover the cost of grief counseling offered at the school to students for 45 days after a school-connected traumatic event. After 30 days, the Department and the school administration shall consult about the need for continuing grief counseling services, and the Department shall continue to cover the cost of grief counseling at the school for an additional 45 days where a showing of significant need for and utilization of the services has been made.

(d) Every public school shall prepare a crisis response policy that shall include, at a minimum, the following:

(1) The establishment of a district crisis response team, its composition, and roles of each crisis response team member in a school-connected traumatic event.

(2) Procedures for the verification of the school-connected traumatic event and the determination of the response level necessary from the crisis response team.

(3) Procedures for the assessment of the school-connected traumatic event’s impact on students and educators, the identification and referral of students that are most impacted by the event, and the coordination of required grief counseling and crisis response services.

(4) Evaluations for further continued support after the expiration of 30 days of grief counseling provided under subsection (c) of this section.

(5) Procedures for determining the appropriate amount of information to release about the event and how to disseminate this information to students, faculty, and staff.

(6) Policies providing behavioral health supports for crisis response team members involved in the response to a school-connected traumatic event.

(e) Each public school shall adopt the policy required by subsection (d) of this section and submit a copy to the Department of Education by September 1, 2024, and by September 1 of a newly-approved charter school’s first year of operation. Each school district and charter school shall provide any changes to the crisis response policy to the Department within 60 calendar days.

(f) By September 1 of each year, beginning in 2024, the Department of Education shall submit a report to the Chairs of the House and Senate Education Committees and the Chairs of the Joint Finance Committee detailing the cost of providing grief counseling in schools under this section.

84 Del. Laws, c. 167, § 2; 

(a) Each school district shall designate an administrator in every school as the person responsible for reporting, to parents and/or law enforcement agencies, any violation and/or problems relating to the abuse of controlled substances. Such administrator shall not be liable under the laws of this State for any act or omission committed by the administrator in the performance of that administrator’s duties and responsibilities under this section.

(b) No administrator having reporting responsibilities under this section shall be required to report any substance abuse violation and/or problem to a parent if such person, being the principal of the school, reasonably believes that a parent or parents are a cause of or are involved in the violation and/or problem; nor shall any other administrator, having reporting responsibilities under this section, be required to report any substance abuse violation and/or problem to a parent, if such administrator and the principal of the school both believe that a parent or parents are a cause of or are involved in the violation or problem.

67 Del. Laws, c. 219, §  1;  70 Del. Laws, c. 186, §  1;  81 Del. Laws, c. 122, § 2; 

(a) The General Assembly finds and declares as follows:

(1) The home environment and parental attitudes about the value of education can have a significant effect on a child’s ability or desire to learn.

(2) A well-substantiated body of research on how children learn and grow clearly indicates that a child’s most productive and influential years of learning occur before the age of 5.

(3) Experts in child development generally agree that 50 percent of intelligence, and the great majority of language skills, are developed by age 4, and that these, along with the establishment of curiosity and social skills, lay the foundation for all further learning.

(4) Failure in the early years to develop adequately in these areas has been shown to lead directly to underachievement and failure in the elementary grades and beyond.

(5) Most of the children headed for academic difficulty at age 6 and beyond are, by age 3, already significantly behind their peers.

(6) The potential dropout often comes from a home in which well-intentioned but untrained parents have not gained, or do not use effectively, their personal resources to adequately nurture in their child the intellectual and social skills required for success in the early grades.

(7) Parents are the first and most influential teachers in their child’s life and a free developmental resource for their child.

(8) Neither public nor private institutions are systematically providing a meaningful number of Delaware parents with research-based, up-to-date instructions in giving their children the best possible beginning.

(9) Delaware’s current Parents as Teachers Program was first initiated approximately 15 years ago by Joe Cobb, an elementary school principal and long-time Delaware educator, who recognized such in-home early education efforts as investments in our children’s futures.

(10) The family is the proper and most influential first educational delivery system for the child.

(11) Evidence exists that a child’s early experiences can significantly enhance or inhibit development and learning. It is both educationally sound and most cost-effective for schools to work cooperatively with the home during the crucial first years.

(12) High quality parenting can be one of this country’s greatest national resources. It is a learned skill that can be improved for the benefit of the individual family and for our society.

(b) The Parents as Teachers Program is hereby established under the auspices of the Department of Education and shall be coordinated through 1 or more local school boards. The Department of Education shall establish programs to train parents as teachers. The Program shall address the educational needs of targeted parents of children and shall contain the following elements:

(1) The use of individuals who are professionally trained in child development and parenting.

(2) The provision by participating school systems of instruction in child development and parenting, on a voluntary enrollment basis, to targeted parents of children from infancy through age 3. The Program shall be provided in homes and other appropriate community settings in a cost-effective, accessible and convenient manner.

(3) The Program shall include all of the following:

a. Timely and practical information and guidance on development in language, cognitive and social skills.

b. Instruction in the effective use of community parenting resources, including developmental and medical screening and, as needed, early intervention for children through the first 3 years of life, contingent on the availability of resources and the level of voluntary parental participation.

c. Regular visits to the home of each participating parent, as part of that course of instruction by 1 or more of the qualified educators administering the course.

d. Services shall be focused and targeted, to the extent possible, to parents of at-risk children.

e. Coordination, where appropriate, with other programs in other state agencies, which serve this population.

(c) At least every 3 years, the Department of Education shall solicit proposals and shall select participants for the Program. The request for proposals shall require participants to demonstrate all of the following:

(1) Ability to provide training for the Parents as Teachers Program.

(2) Evidence of significant local support for the project from school system administrators and local school boards and local parent and children advocacy organizations.

(3) Evidence that services will be provided to a racially, culturally, geographically and economically diverse targeted population.

(d) The Department of Education shall evaluate proposals to insure that the development of parenting skills provided by the program increases:

(1) Intellectual and language development.

(2) Knowledge level of child development and child rearing practices by parents.

(3) Positive feelings about the usefulness of the Program.

(4) Positive attitudes toward the school system.

(e) The Department of Education shall require applicants selected for the grant program, as a condition for the receipt of grant proceeds, to participate in in-service training programs.

(f) The implementation of the Parents as Teachers Program shall be subject to specific annual appropriation in the annual appropriations act.

69 Del. Laws, c. 41, §  1;  70 Del. Laws, c. 425, §  342;  71 Del. Laws, c. 180, §  175;  81 Del. Laws, c. 122, § 2; 

The school board of each school district shall have authority to employ the use of metal detectors, or any other similar security devices, to prevent pupils from bringing dangerous instruments, deadly weapons or any other contraband into the schools. Any school board exercising its authority under this section shall promulgate rules and regulations governing the implementation and use of such security devices.

69 Del. Laws, c. 120, §  4;  81 Del. Laws, c. 122, § 2; 

(a) The school board of each public school district shall have authority to establish and enforce a dress code program, which may include school uniforms, for students within the district to promote an orderly, disciplined school environment and to encourage uniformity of student dress. Any school board exercising its authority under this section shall promulgate rules and regulations governing the establishment and enforcement of its dress code program.

(b) In establishing a dress code that adopts school uniforms, the rules and regulations of the school board shall ensure that any uniform required is available at an affordable price, and shall include provision to assist economically disadvantaged students in obtaining school uniforms.

70 Del. Laws, c. 69, §  1;  81 Del. Laws, c. 122, § 2; 

The school board of each school district shall have authority to establish and implement programs to use video cameras for surveillance on public school property, including, but not limited to, classrooms, halls, auditoriums, cafeterias, gymnasiums and parking areas, for the purpose of monitoring student behavior to help ensure the safety of students and teachers. However, no video camera shall be used for classroom surveillance, pursuant to this section, unless the principal of the school and the teacher of the classroom consent to the surveillance.

Before exercising its authority under this section, a school board shall promulgate rules and regulations governing the implementation and use of video cameras in classrooms. However, in no event shall video cameras be used at any time or at any location which would violate a student’s reasonable expectation of privacy including, but not limited to, locker rooms, areas where students may disrobe and lavatories.

70 Del. Laws, c. 377, §  1;  81 Del. Laws, c. 122, § 2; 

(a) “Parent” as used in this section means natural parent, adoptive parent, any person legally charged with the care or custody of a student under 18 years of age, or any person who has assumed responsibility for the care of a student under 18 years of age including any person acting as a caregiver pursuant to the provisions of § 202(f) of this title.

(b) When a parent fails to attend, participate or respond to a public school or charter school superintendent’s request for a conference to discuss matters involving alleged violations of school rules or regulations by the parent’s child, the public school or charter school superintendent or the superintendent’s designee may request that the Justice of the Peace Court issue a subpoena to compel the presence of the parent at a conference with the superintendent.

(c) Prior to the issuance of a subpoena to compel the presence of a parent, the superintendent or a designee must provide evidence that the superintendent or a designee has:

(1) Made a reasonable attempt to schedule the conference at a time that does not conflict with the employment hours of the parent; and

(2) Sent written notice of the conference by regular United States mail to the address of record of the parent, which notice shall include the reason for the conference and a statement that failure to schedule or attend the conference may result in the issuance of a subpoena.

(d) After verifying that the superintendent or a designee has sent the required notice, the Justice of the Peace Court may, in its discretion, issue a subpoena pursuant to Justice of the Peace Civil Rule 18 which shall compel the presence of the parent at a conference with the superintendent.

(e) If a parent fails to obey a subpoena properly served under this section, the superintendent may file a motion for an order holding the parent in contempt of court. The Justice of the Peace Court shall have jurisdiction over this matter. A parent found guilty of contempt for failure to appear at a conference after receiving a subpoena may be ordered by the Court to attend school with the student, attend family counseling, and/or comply with such other conditions as the Court may order.

(f) Proceedings against a parent of a suspended or expelled child may also be filed pursuant to subchapter II of Chapter 27 of this title for each day that the child is absent beyond the period of suspension or expulsion without a valid excuse as a result of the parent’s failure to attend or schedule a conference after having received notification of the suspension or expulsion.

71 Del. Laws, c. 218, §  1;  70 Del. Laws, c. 186, §  1;  74 Del. Laws, c. 175, §§  10, 11;  81 Del. Laws, c. 122, § 2; 

72 Del. Laws, c. 173, §  4;  repealed by 81 Del. Laws, c. 122, §§  2, 6, effective Aug. 9, 2017.; 

(a) For purposes of this section, “oral health screening” means the screening done by a dental hygienist or dentist.

(b) Each school district and charter school must provide an oral health screening to each student enrolled in kindergarten by the last student attendance day of each school year.

(c) The school shall record the results of the oral health screenings within the student’s electronic health record.

(d) If a student fails an oral health screening, the school must notify the student’s parent, guardian, or relative caregiver.

(e) The Bureau of Oral Health and Dental Services must inform a parent or guardian of each student’s oral health status by sending home, with the student, a copy of the dental screening results and must refer students who need a dental referral or restorative care to a dentist.

(f) The requirements of this section are contingent on the ongoing funding and implementation of the Delaware Smile Check Program under the Department of Health and Social Services or other comparable program of sufficient capacity to provide free oral health screenings to all enrolled kindergarten students.

84 Del. Laws, c. 132, § 1; 

76 Del. Laws, c. 14, §  1;  repealed by 81 Del. Laws, c. 122, §§  2, 7, effective Aug. 9, 2017.; 

[Transferred to § 4163(g)(1), (2) of this title by 81 Del. Laws, c. 122, § 8.]

80 Del. Laws, c. 256, § 1;  81 Del. Laws, c. 122, § 1; 

[Transferred to § 4163 of this title by 81 Del. Laws, c. 122, § 4.]

81 Del. Laws, c. 122, § 4; 

[Transferred to § 4165 of this title by 81 Del. Laws, c. 122, § 4.]

81 Del. Laws, c. 122, § 4; 

(a) A driver education teacher may not certify that a student enrolled in a State-approved driver education course during the regular school year is qualified to be issued a Driver Education Learner’s Permit or a Level 1 Learner’s Permit by the Division of Motor Vehicles unless the student has done all of the following:

(1) Fulfilled the requirements of the driver education program, including demonstrating knowledge related to traffic stops by a law-enforcement officer as required under § 2713(e) of Title 21.

(2) Met the minimum credit requirements to qualify as a tenth grader as of September 30 of the school year that the student enrolled in the driver education course.

(3) Earned passing grades in 5 credits at the time of certification, with at least 2 of those credits in separate areas of English, mathematics, science, or social studies.

(b) A student who is receiving special education services under an active student’s individualized education plan (IEP) will be authorized until age 21 to complete his or her driver education certification through a State-approved driver education course. Pursuant to Department of Education regulation, the student may be authorized to subsequently enroll in another driver education course if the student fails the driver education course during the regular school year.

(c) A student who is receiving special education services and is precluded from meeting the academic requirements of subsection (a) of this section due to modifications in the grading procedure or course of study for the student shall be eligible for certification if the student’s school principal determines that the student is making satisfactory progress in accordance with the requirements of that student’s IEP.

(d) A local school board may establish requirements higher than the minimum academic eligibility requirements set forth in this section.

(e) A student who does not meet the certification requirements of this section upon completion of a driver education course may meet the requirements during the subsequent marking period. If the student fails to meet the requirements at the end of the subsequent marking period, the student will be ineligible for certification.

(f) Any permit issued in violation of the provisions of this section shall be cancelled, all fees forfeited and the applicant must reapply as if they were a new applicant.

72 Del. Laws, c. 158, §  1;  70 Del. Laws, c. 186, §  1;  78 Del. Laws, c. 228, §  1;  81 Del. Laws, c. 122, § 2;  81 Del. Laws, c. 350, § 4; 

(a) All public high schools, including vocational-technical schools, but not including charter schools, are required to have a school-based health center compliant with § 3571G of Title 18 and regulations promulgated thereunder.

(b) The State shall bear the start-up costs for a school-based health center at any public high school that lacks such a center as of July 20, 2016. The State shall fund such costs for at least 1 school per fiscal year until such a time as all public high schools, other than charter schools, are in compliance with this section.

80 Del. Laws, c. 322, § 1;  81 Del. Laws, c. 122, § 2; 

81 Del. Laws, c. 122, § 2; 

(a) In any case where a public school student is expelled from a school district or a charter school, the expelled student shall not be permitted to reenroll in any other school district or charter school in this State until after the full period of expulsion from the school district or charter school where the student was expelled shall have expired.

(b) Prior to enrolling any student who attempts to transfer to a school district or charter school in this State, the superintendent of that school district, or the superintendent’s designee, the head of a charter school or such head’s designee shall first contact the last school district or charter school where the student was last enrolled, if in this State, to determine if that student is under a current expulsion order in that district or charter school. If it is determined that the student is under a current expulsion order, that student shall not be permitted to enroll until the expulsion order has expired as set forth in subsection (a) of this section.

(c) Any student who has been expelled from a public school in this State or in any other state shall, prior to enrollment in any public school in this State, completely fulfill the terms of that expulsion.

(d) The provisions of subsections (a), (b) and (c) of this section shall not apply to any case in which a student is seeking to enroll in the James H. Grove High School or in any alternative educational or other related program developed to provide educational services to children who have discipline problems.

(e) [Repealed.]

69 Del. Laws, c. 214, §  1;  70 Del. Laws, c. 186, §  1;  71 Del. Laws, c. 236, §§  1-5;  71 Del. Laws, c. 272, §§  1, 2;  73 Del. Laws, c. 164, §§  3, 5;  81 Del. Laws, c. 122, § 2;  81 Del. Laws, c. 434, § 1; 

At the commencement of each school year, the school board of each school district shall ensure that each student enrolled in the district and the parent of each student shall receive notice of the following:

(1) The provisions of § 621 of title 11 which prohibit making a false statement which causes evacuation of a school or other place of assembly and the penalties for such an offense;

(2) The provisions of § 4110 of this title, which prohibit disturbing schools or destroying school property and the penalties for such offenses;

(3) The provisions of § 4112 of this title, which require the reporting of school crimes.

As used in this section, “parent” means natural parent, adoptive parent, any person legally charged with the care or custody of a student under 18 years of age, or any person who has assumed responsibility for the care of a student under 18 years of age.

72 Del. Laws, c. 368, §  1;  81 Del. Laws, c. 122, § 2; 

(a) When a teacher assigns an alphabetical symbol or numerical rating as a grade that assesses a student’s performance on an individual project, such as a grade for a test or for homework, or that assesses a student’s collective performance, such as a grade for a marking period or semester, only the assessing teacher or the superintendent of the school district in which the grade was assigned or, in the case of a charter school, the highest ranking administrative officer of the charter school may alter the student’s assigned grade.

(b) If a superintendent or the highest ranking administrative officer alters a student’s assigned grade pursuant to subsection (a) of this section, the superintendent or administrative officer shall give written notice of the alteration to the teacher who assigned the grade and to the Secretary of Education. The notice must include the name of the student, the name of the teacher, the title of the course for which the grade was altered, the reason or reasons for the grade alteration, and the extracurricular activities in which the student has participated and intends to participate during the school year. Notice of grade alteration pursuant to this subsection is not subject to the provisions of the Freedom of Information Act, Chapter 100 of Title 29.

(c) Review of grades issued by a teacher shall not be the sole criteria for the determination to not retain a teacher.

74 Del. Laws, c. 377, §  1;  81 Del. Laws, c. 122, § 2; 

(a) For the 2006-07 school year there is established a Physical Education/Physical Activity Pilot Program in at least 6 of Delaware’s public elementary, middle or high schools to determine the potential for future expanded use to all of Delaware’s public schools. Each school in the pilot shall be required to provide at least 150 minutes per week of a combination of physical education and physical activity for each student. A pilot school shall not be penalized in any manner if a reasonable attempt has been made to provide the program to each student.

(b) Each potential pilot school shall be required to provide a proposed plan that outlines how the school shall meet the requirements as specified in subsection (a) of this section and the application form developed by the Department of Education. This application shall include the delineation of any unmet funding needs related to, but not limited to, additional program and personnel costs to conduct the planned activities. To the extent funds are available, the Department shall provide for such unmet funding needs.

(c) The Department of Education shall work with the selected pilot schools to develop and implement programs, following the Connections to Learning core principles, that meet the requirement that the school provide at least a 150-minute minimum in the combination of physical education and physical activity which may include physical education classes, recess, planned classroom breaks, and other identified activities. Training shall be provided by the Department of Education upon request.

(d) The Department of Education shall conduct an evaluation of the pilot program which may be done in collaboration with an outside entity and shall report preliminary findings by May 15, 2007, and a final report by July 15, 2007, to the Secretary of Education, President Pro Tempore of the Senate, Speaker of the House of Representatives, Office of Management and Budget, Controller General’s Office and Chairpersons for the Joint Finance Committee.

75 Del. Laws, c. 420, §  1;  81 Del. Laws, c. 122, § 2; 

(a) Each school district shall be required to report to the Department of Health and Social Services [DHSS] on or before November 1 of each calendar year beginning in 2008 the name, eligibility status, family income level, address, and telephone number of each child eligible for free and reduced price meals through programs subsidized by the National School Lunch Program, the School Breakfast Program, or the Special Milk Program for Children.

(b) The information required by subsection (a) of this section shall be provided to the Department on a form and in a manner prescribed by the Department of Health and Social Services.

(c) On or before August 1, 2008, and during each subsequent application or renewal period for free or reduced price meals, each school district shall notify in writing each parent/guardian whose child receives or seeks to receive free or reduced price meals that:

(1) The child’s free or reduced price meal or free milk eligibility information will be disclosed to DHSS unless the parent or guardian elects not to have the information disclosed;

(2) The parent/guardian is not required to consent to the disclosure, and the information, if disclosed, will be used solely to identify children eligible for and seek to enroll children in a free or reduced price health insurance program; and

(3) The parent/guardian’s decision regarding disclosure will not affect the child’s eligibility for free or reduced price meals or free milk.

(d) In connection with the disclosures required by subsection (c) of this section, the school district shall give the parent/guardian an opportunity to elect not to have information disclosed to DHSS.

(e) Prior to August 1, 2008, each school district shall enter into a written, signed agreement with DHSS stating that:

(1) DHSS will be receiving from the school district the names, eligibility status, family income level, address, and telephone number of each child eligible for free and reduced price meals through programs subsidized by the National School Lunch Program, the School Breakfast Program, or the Special Milk Program for Children;

(2) DHSS will use the information received only to seek to enroll children in the State’s CHIP and Medicaid programs;

(3) The information disclosed by the school district will be protected from unauthorized uses and disclosures (with specific steps to protect the information described); and

(4) There are federal criminal penalties associated with unauthorized use or disclosure of the information disclosed by the school district (along with a description of the specific criminal sanctions).

(f) The school districts shall cooperate with DHSS and the Office of the Insurance Commissioner in negotiating the agreements required by subsection (e) of this section, and may seek the assistance of the Insurance Commissioner in developing the form required by subsection (b) of this section.

(g) “School district” as used in this section shall mean school district as defined at § 1002(5) of this title, along with vocational and technical school districts.

76 Del. Laws, c. 241, §  1;  81 Del. Laws, c. 122, § 2; 

American Sign Language shall be recognized as and considered a world language for purposes of school curriculum and any course of instruction, involving any school district or public school in the State.

77 Del. Laws, c. 285, §  1;  81 Del. Laws, c. 122, § 2; 

(a) Public schools, including charter schools, and school districts, through a vending machine, school cafeteria or school food service establishment during school hours, shall not make available to students enrolled in kindergarten through grade 12 any food or beverage containing industrially produced trans fat, as defined in subsection (c) of this section, or use food containing industrially produced trans fat in the preparation of a food item served to those students.

(b) This section shall apply to all food and beverages sold on school grounds during regular school hours and the extended school day. The extended school day includes activities such as clubs, yearbook, band and choir practice, student government, drama, and childcare/latchkey programs. The extended school day does not include school-based events where parents, families, and the wider community constitute a significant portion of the attendees such as interscholastic sports, school plays and dramatic performances, or other similar school functions.

(c) For purposes of this section, a food contains industrially produced trans fat if a food contains vegetable shortening, margarine, or any kind of partially hydrogenated vegetable oil, unless the manufacturer’s documentation or the label required on the food, pursuant to United States Food and Drug Administration standards, lists the trans fat content as zero grams of trans fat per serving.

78 Del. Laws, c. 48, §  1;  81 Del. Laws, c. 122, § 2; 

(a) For purposes of this section, “extracurricular activity” includes:

(1) Band.

(2) Clubs.

(3) Homecoming.

(4) Interscholastic sports.

(5) Prom.

(6) Student government.

(7) Graduation ceremonies.

(b) Local education agencies, including charter schools, may not prohibit a student from participating in or attending a school-sponsored extracurricular activity due to the student having an outstanding debt for unpaid school meals.

84 Del. Laws, c. 334, § 1; 

(a) Purpose. —

The purpose of allowing for alternative service models for school breakfast is:

(1) To increase the total number of public school, excluding charter school, students eating breakfast on school days;

(2) To help improve the academic performance of these students; and

(3) To improve the overall health of these students in the State.

(b) Definitions. —

For the purposes of this section:

(1) “Alternative service model” means breakfast meal service that may include 1 or more of the following:

a. Breakfast in the Classroom.

b. Grab-and-Go Breakfast.

c. Second-Chance Breakfast.

(2) “Breakfast in the Classroom” means that breakfast meals are eaten in the classroom at the start of the school day. A breakfast meal can either be delivered to the classroom or be served from the cafeteria or a cart or kiosk placed within the school, the cafeteria, or another location deemed appropriate by the school.

(3) “Community eligibility provision” means a provision from the Healthy, Hunger-Free Kids Act of 2010 [P.L. 111-296] that allows schools and local education agencies with high poverty rates to provide a breakfast and lunch to all students at no cost.

(4) “Department” means the State of Delaware Department of Education.

(5) “Free claiming percentage rate”, for the purposes of this program, means the identified student percentage of a school multiplied by a factor of 1.6.

(6) “Grab-and-Go Breakfast” means that students are able to access a breakfast meal from a cart or kiosk placed within the school, the cafeteria or another location deemed appropriate by the school.

(7) “Identified student percentage” means the number of students in a school directly certified for free meals (any student in a household receiving Supplemental Nutrition Assistance Program (SNAP) or Temporary Assistance for Needy Families (TANF) plus any student identified as homeless, foster, migrant or runaway) between the period of July 1 through April 1 annually.

(8) “National School Lunch Program” means the federal National School Lunch Act created in 42 U.S.C. § 1751 et seq.

(9) “Reduced-price meal” means a meal a child is entitled to in the School Breakfast or National School Lunch Program where the family’s income is between 130 and 185 percent of the federal poverty threshold, published annually in the Federal Register as required by § 9 of the Richard B. Russell National School Lunch Act [42 U.S.C. § 1758].

(10) “School Breakfast Program” means the federal School Breakfast Program created in 42 U.S.C § 1773 et seq.

(11) “Second-Chance Breakfast” means that students are offered the opportunity to obtain a breakfast meal at a time prior to the beginning of second period.

(c) The Program. —

Beginning in school year 2017-2018, every public school site, including charter school sites, participating in the community eligibility provision, shall be required to offer a breakfast at no cost to every student in the school through an alternative service model, which may be in addition to their traditional breakfast meal service.

(d) Administration. —

The Department may promulgate regulations regarding the implementation of this section.

80 Del. Laws, c. 424, § 1;  81 Del. Laws, c. 122, § 2; 

(a) Definitions. —

As used in this section:

(1) “Department” means the Department of Education.

(2) “National School Lunch Program” means the federal Richard B. Russell National School Lunch Act created in 42 U.S.C.§ 1751 et seq.

(3) “Program” means the Free School Meals Program created under this section.

(4) “Reduced-price meal” means a meal a child is entitled to receive under the School Breakfast Program or National School Lunch Program when the family’s income is between 130% and 185% of the federal poverty threshold, as published annually in the Federal Register, and as required under § 9 of the Richard B. Russell National School Lunch Act, 42 U.S.C. § 1758.

(5) “School Breakfast Program” means the federal School Breakfast Program created in 42 U.S.C. § 1773 et seq.

(b) All public schools that participate in the School Breakfast Program and National School Lunch Program must provide a breakfast meal and a lunch meal free of charge to any student who qualifies for a reduced-price meal with a maximum of 1 free meal for each meal service period. The meals provided free of charge under this Program must meet the meal pattern requirements under the School Breakfast Program and National School Lunch Program.

(c) The Department shall reimburse all public schools participating in the Program. The amount of reimbursement, by the Department to each participating public school for each budget year, will be equal to the federal free reimbursement rate multiplied by the total number of eligible meals that the participating public school serves during the applicable budget year minus the total amount of reimbursement for eligible meals served during the applicable budget year that the participating public school receives under the School Breakfast Program and National School Lunch Program.

(d) The Department may promulgate rules and regulations as necessary to implement this Program, including rules to maximize the amount of federal funding available to implement and operate this Program.

84 Del. Laws, c. 317, § 1; 

(a) Beginning in the 2018-2019 school year, every public elementary school shall teach cursive writing by the end of grade 4 as a component of English language arts.

(b) Each board of education shall see that the requirements of subsection (a) of this section are complied with in the elementary schools under its respective jurisdiction.

81 Del. Laws, c. 153, § 1; 

(a) By the 2020-2021 school year, all public high schools, including charter schools, shall offer at least 1 computer science course. The Department of Education is directed to develop standards for computer science and seek approval of the State Board of Education of such standards no later than December 31, 2017.

(b) Beginning with the 2018-2019 school year, the requirements to receive a Delaware diploma, pursuant to § 122(b)(3) of this title, shall permit an advanced placement, honors, college prep or integrated computer science course, meeting the computer science and mathematics standards, to be used to satisfy a mathematics graduation credit requirement with the exception of algebra I, geometry, algebra II, or the equivalent courses. Guidelines addressing the standards and content requirements for courses that satisfy the graduation requirements shall be developed by the Department, with the assent of the State Board of Education.

(c) A public high school, including a charter school, may request a waiver of subsection (a) of this section requiring the public high school to offer at least 1 computer science course if it can be demonstrated that implementation of the requirement would be a burden either financially or programmatically to the public high school. The waiver request must be provided in writing to the Secretary of Education or designee who shall make the final decision whether to approve or deny the waiver request. The Department may promulgate regulation for implementation of this subsection.

81 Del. Laws, c. 185, § 1; 

(a) There is hereby created the Delaware School Safety and Security Fund to provide partial or full funding to school districts, vocational technical schools, or charter schools (LEAs) for projects intended to improve school safety or security. The fund shall initially be funded with $5,000,000, and shall thereafter be subject to available appropriations. The Department of Education shall maintain a list of all eligible schools, which shall be limited to high schools, middle schools, and elementary schools.

(b) The Department of Education shall administer the Delaware School Safety and Security fund to provide funding to school districts, vocational technical schools, or charter schools (LEAs) for certain expenses incurred on or after June 30, 2022, for projects intended to improve school safety or security. The LEA, in conjunction with the Department of Education and Department of Safety and Homeland Security, shall determine which items to apply such funds to and the following expenses for the purposes of this section shall be considered minor capital, supporting implementation and programming expenditures and shall be eligible for such funds:

(1) Camera and monitoring equipment.

(2) Vestibule improvements to include framing, glass, hardware, and doors.

(3) Panic button hardware or software to include electronic software applications and technology, cell phone technology and applications.

(4) Door locks, window locks, or similar items.

(5) Magnet security systems.

(6) Swipe card systems.

(7) Visitor pass cameras and security systems.

(8) Door jamb opening sensors.

(9) Lockdown drills.

(10) Motion detectors.

(11) Security lighting.

(12) Bus camera security systems.

(13) Bus GPS location systems.

(14) Restraint training.

(15) Comprehensive school threat assessments.

(16) Prevention training and other programs effectively that teach youth and adults how to prevent school violence, shootings, and other harmful actions. Programs and training should be aligned with Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies for social-emotional learning including relationship skills, social awareness, responsible decision-making and self-awareness.

(c) In addition to the expenses allowed under subsection (b) of this section, the LEA, in conjunction with the Department of Education and the Department of Safety and Homeland Security, may apply such funds to pay for constables or other law-enforcement personnel to be utilized by the LEA.

(d) The funds appropriated to the Delaware School Safety and Security Fund shall be distributed to the Department of Education and shall be allocated proportionately to LEAs based upon the previous year Division I unit count as certified in §§ 1704 and 1710 of this title. For purposes of this section, the provisions of § 7528(b) of Title 29 shall not apply.

(e) The Department of Education and the Department of Safety and Homeland Security shall create a review process and establish a list of criteria for reviewing such requests from LEAs.

(f) Charter schools shall not be eligible for improvements that would be considered major capital expenditures.

81 Del. Laws, c. 427, § 1;  83 Del. Laws, c. 340, § 171;  83 Del. Laws, c. 426, § 1; 

(a) (1) Each school district and charter school serving students in 1 or more of the grades 6 through 12 shall provide instruction on the Holocaust and genocide at least 1 time in each grade.

(2) The instruction required under paragraph (a)(1) of this section may be provided through any of the following:

a. An existing course that meets state standards.

b. Curricula developed or identified by the school district or charter school.

c. Curricula developed by the United States Holocaust Memorial Museum.

(b) The study of the Holocaust serves as a frame of reference and prepares students to learn about other genocides throughout history. The study of the Holocaust and genocide is intended to do all of the following:

(1) Examine the ramifications of prejudice, racism, and intolerance.

(2) Prepare students to be responsible citizens in a pluralistic democracy.

(3) Reaffirm the commitment of free peoples to never again permit such occurrences.

(c) Instruction required under this section must be designed to do all of the following:

(1) Prepare students to confront the immorality of the Holocaust, genocide, slavery, and other acts of mass violence and to reflect on the causes of related historical events.

(2) Develop students’ respect for cultural diversity and help students gain insight into the importance of the protection of international human rights for all people.

(3) Promote students’ understanding of how the Holocaust contributed to the need for the term “genocide” and led to international legislation that recognized genocide as a crime.

(4) Stimulate students’ reflection on the roles and responsibilities of citizens in democratic societies to combat misinformation, indifference, and discrimination through tools of resistance such as protest, reform, and celebration.

(5) Provide students with opportunities to contextualize and analyze patterns of human behavior by individuals and groups who belong in 1 or more categories, including perpetrator, collaborator, bystander, victim, and rescuer.

(6) Enable students to understand the ramifications of prejudice, racism, and stereotyping.

(7) Preserve the memories of survivors of genocide and provide opportunities for students to discuss and honor survivors’ cultural legacies.

(8) Provide students with a foundation for examining the history of discrimination in this State.

(9) Explore the various mechanisms of transitional and restorative justice that help humanity move forward in the aftermath of genocide.

(d) In establishing and implementing a curriculum on the Holocaust and genocide under this section, a school district or charter school may consult with organizations that have the primary purpose of providing education about the Holocaust, including the Halina Wind Preston Holocaust Education Committee of the Jewish Federation of Delaware.

(e) School districts and charter schools shall provide in-service training required under this section within the contracted school year.

(f) (1) No later than June 20 each year, each school district and charter school shall report to the Department of Education regarding how the school district or charter school implemented the requirements under this section.

(2) The Department of Education may, with the approval of the State Board of Education, adopt regulations to implement and enforce this section.

82 Del. Laws, c. 269, § 1; 

(a) For the purposes of this section, “feminine hygiene products” means tampons and sanitary napkins, for use in connection with the menstrual cycle.

(b) By the 2022-2023 school year, all public and charter schools maintaining any combination of grades 4-12 shall provide free feminine hygiene products in a minimum of ½ of bathrooms, including those designated nongender conforming, used by students who can have a menstrual cycle.

(c) Schools must publish on the school’s website and post in the school’s common areas the locations of the bathrooms where feminine hygiene products are provided. Such information should be updated if bathroom locations are changed.

(d) Each school must consult with its school nurse regarding the feminine hygiene products to be provided.

83 Del. Laws, c. 11, § 1;  83 Del. Laws, c. 304, § 1; 

(a) (1) Each school district and charter school serving students in 1 or more of the grades K through 12 shall provide instruction on Black history.

(2) The instruction required under paragraph (a)(1) of this section is provided through curricula developed or identified by the school district to charter school.

(3) At a minimum, Black history curricula must include all of the following:

a. The history and culture of Black people prior to the African and Black diaspora, including contributions to science, art, and literature.

b. The significance of enslavement in the development of the American economy.

c. The relationship between white supremacy, racism, and American slavery.

d. The central role racism played in the Civil War.

e. How the tragedy of enslavement was perpetuated through segregation and federal, state, and local laws.

f. The contributions of Black people to American life, history, literature, economy, politics, and culture.

g. The socio-economic struggle Black people endured, and continue to endure, in working to achieve fair treatment in the United States; as well as the agency they employ in this work for equal treatment.

h. Black figures in national history and in Delaware history.

(4) The curricula developed must rely heavily on primary sourcing to receive a true perspective of the Black experience inclusive of the triumphs, setbacks, and contributions of Black persons.

(5) The curricula developed must ensure the material is presented in an age appropriate manner.

(b) The study of Black history serves to educate students about how Black persons were treated throughout history in this country. The study of Black history is intended to do all of the following:

(1) Examine the ramifications of prejudice, racism, and intolerance.

(2) Prepare students to be responsible citizens in a pluralistic democracy.

(3) Reaffirm the commitment of free peoples to the U.S. Const. amend. 13.

(c) Curricula required under this section must be designed to do all of the following:

(1) Be trauma-responsive and recognize the impact of racial and historical trauma on students.

(2) Stimulate students’ reflection on the roles and responsibilities of citizens in democratic societies to combat racism, inequality, and discrimination through tools of resistance such as protest, reform, and celebration.

(3) Incorporate contemporary events into discussions of Black history and the tools of resistance.

(4) Develop students’ respect for cultural and racial diversity.

(5) Enable students to understand the ramifications of prejudice, racism, and stereotyping.

(6) Provide opportunities for students to discuss and uplift the Black experience.

(7) Provide students with a foundation for examining the history of discrimination in this State.

(8) Explore the various mechanisms of transitional and restorative justice that help humanity move forward.

(d) The Department of Education shall develop and make publicly available a list of resources to assist a school district or charter school in creating Black history curricula. The Department shall consult with organizations that provide education about the experiences of Black people, or seek to promote racial empowerment and social justice, including the following:

(1) The National Association for the Advancement of Colored People (“NAACP”).

(2) Africana studies programs at Delaware State University and the University of Delaware.

(3) Delaware Heritage Commission.

(4) Metropolitan Wilmington Urban League.

(5) Black student coalitions.

(6) Delaware Black Student Coalition.

(7) Eastern Shore AFRAM.

(e) School districts and charter schools shall provide in-service training required under this section within the year.

(f) (1) Each school district and charter school shall designate an individual responsible for overseeing the implementation of the educational programming provided under this section. Each school district and charter school shall provide the name and contact information for the individual designated under this subsection to the Department of Education no later than September 15 of each year.

(2) Each individual designated under paragraph (f)(1) of this section shall report to the Department of Education no later than November 15 of each year regarding how the curriculum has been implemented by that individual’s school district or charter school.

(3) The Department of Education shall submit a written report to the Governor, the members of the General Assembly, and the Director of the Division of Research no later than January 15 of each year. The report must include the educational programming provided under paragraph (a)(3) of this section and how the curricula has been implemented by each school district and charter school.

(4) The Department of Education may, with the approval of the State Board of Education, adopt regulations to implement and enforce this section.

83 Del. Laws, c. 51, § 1; 

(a) (1) Each school district and charter school serving students in 1 or more of the grades K through 12 shall provide instruction on Black history.

(2) The instruction required under paragraph (a)(1) of this section is provided through curricula developed or identified by the school district to charter school.

(3) At a minimum, Black history curricula must include all of the following:

a. The history and culture of Black people prior to the African and Black diaspora, including contributions to science, art, and literature.

b. The significance of enslavement in the development of the American economy.

c. The relationship between white supremacy, racism, and American slavery.

d. The central role racism played in the Civil War.

e. How the tragedy of enslavement was perpetuated through segregation and federal, state, and local laws.

f. The contributions of Black people to American life, history, literature, economy, politics, and culture.

g. The socio-economic struggle Black people endured, and continue to endure, in working to achieve fair treatment in the United States; as well as the agency they employ in this work for equal treatment.

h. Black figures in national history and in Delaware history.

(4) The curricula developed must rely heavily on primary sourcing to receive a true perspective of the Black experience inclusive of the triumphs, setbacks, and contributions of Black persons.

(5) The curricula developed must ensure the material is presented in an age appropriate manner.

(b) The study of Black history serves to educate students about how Black persons were treated throughout history in this country. The study of Black history is intended to do all of the following:

(1) Examine the ramifications of prejudice, racism, and intolerance.

(2) Prepare students to be responsible citizens in a pluralistic democracy.

(3) Reaffirm the commitment of free peoples to the U.S. Const. amend. 13.

(c) Curricula required under this section must be designed to do all of the following:

(1) Be trauma-responsive and recognize the impact of racial and historical trauma on students.

(2) Stimulate students’ reflection on the roles and responsibilities of citizens in democratic societies to combat racism, inequality, and discrimination through tools of resistance such as protest, reform, and celebration.

(3) Incorporate contemporary events into discussions of Black history and the tools of resistance.

(4) Develop students’ respect for cultural and racial diversity.

(5) Enable students to understand the ramifications of prejudice, racism, and stereotyping.

(6) Provide opportunities for students to discuss and uplift the Black experience.

(7) Provide students with a foundation for examining the history of discrimination in this State.

(8) Explore the various mechanisms of transitional and restorative justice that help humanity move forward.

(d) The Department of Education shall develop and make publicly available a list of resources to assist a school district or charter school in creating Black history curricula. The Department shall consult with organizations that provide education about the experiences of Black people, or seek to promote racial empowerment and social justice, including the following:

(1) The National Association for the Advancement of Colored People (“NAACP”).

(2) Africana studies programs at Delaware State University and the University of Delaware.

(3) Delaware Heritage Commission.

(4) Metropolitan Wilmington Urban League.

(5) Black student coalitions.

(6) Delaware Black Student Coalition.

(7) Eastern Shore AFRAM.

(e) School districts and charter schools shall provide in-service training required under this section within the year.

(f) (1) Each school district and charter school shall designate an individual responsible for overseeing the implementation of the educational programming provided under this section. Each school district and charter school shall provide the name and contact information for the individual designated under this subsection to the Department of Education no later than September 15 of each year.

(2) Each individual designated under paragraph (f)(1) of this section shall report to the Department of Education no later than November 15 of each year regarding how the curriculum has been implemented by that individual’s school district or charter school.

(3) The Department of Education shall submit a written report to the Governor, the members of the General Assembly, and the Director and the Librarian of the Division of Legislative Services no later than January 15 of each year. The report must include the educational programming provided under paragraph (a)(3) of this section and how the curricula has been implemented by each school district and charter school.

(4) The Department of Education may, with the approval of the State Board of Education, adopt regulations to implement and enforce this section.

83 Del. Laws, c. 51, § 1;  84 Del. Laws, c. 255, § 14; 

(a) All public schools serving pupils in grades 7 to 12 that issue pupil identification cards shall have printed on either side of the pupil identification card the following public safety telephone or text numbers:

(1) National Suicide Prevention Lifeline: Call or text “988”.

(2) National Domestic Violence Hotline: 1-800-799-7233 (SAFE).

(3) Crisis Text Line:Text “DE” to 741741.

(b) All public schools serving pupils in grades 7 to 12 that issue pupil identification cards, in addition to printing the required public safety numbers, listed in subsection (a) of this section, on the pupil identification cards, may also print the following telephone or text numbers:

(1) National Sexual Assault Hotline: 1-800-656-4673(HOPE).

(2) Teen Dating Violence Hotline:1-866-331-9474 or Text “loveis” to 22522.

(3) Stop Bullying Now Hotline: 1-800-273-8255(TALK).

(c) In the event any of the numbers listed in subsection (a) or (b) of this section have been updated the most updated numbers shall be printed on the pupil identification card.

(d) If a public school has unissued pupil identification cards, that do not comply with the requirements of subsection (a) of this section, the school may continue to issue the identification cards until they are depleted.

83 Del. Laws, c. 404, § 1;  84 Del. Laws, c. 108, § 1; 

(a) (1) The Department of Education (Department) shall maintain a list of evidence-based, reading instruction curricula for grades kindergarten through 3 in school districts and charter schools. A curriculum on this list must meet all of the following requirements:

a. Align with evidence-based reading instruction in the essential components of reading based on science of reading research, as listed under § 1280(c)(3) of this title.

b. Include a logical scope and sequence that is sequential, systematic, and cumulative.

c. Include or support the use of high-quality instructional materials.

(2) The Department shall maintain all of the following on the Department website:

a. The current list of curricula under paragraph (a)(1) of this section.

b. The criteria and rubric used to identify high-quality curriculum under paragraph (a)(1) of this section.

(3) a. The Department shall provide a process through which school districts and charter schools can submit an application for Department approval of an alternative curriculum that meets the requirements under paragraph (a)(2)b. of this section.

b. The Department shall add curricula approved under paragraph (a)(3)a. of this section to the list under paragraph (a)(2)a. of this section.

(b) If a school district or charter school serves students in 1 or more of the grades kindergarten through 3, the school district or charter school must do all of the following before the beginning of the 2027-2028 school year:

(1) For students served in grades kindergarten through 3, adopt a reading instruction curriculum from the list under subsection (a) of this section.

(2) Approve competency-based professional development for educators providing reading instruction. This professional development must be completed during the contractual day and must be high-quality professional learning aligned with the essential components of evidence-based reading instruction, including any of the following:

a. Professional learning associated with the curriculum adopted under paragraph (b)(1) of this section.

b. Attainment of microcredentials.

(3) Identify an individual responsible for assisting each school with the implementation of the curricula adopted under paragraph (b)(1) of this section.

(4) Demonstrate that all educators responsible for reading instruction or coaching have completed approved professional development under paragraph (b)(2) of this section, including all educators identified or certified as any of the following:

a. Elementary teacher.

b. School reading specialist.

c. Reading interventionist.

d. Special education teacher of students with disabilities.

e. The individual identified, under paragraph (b)(3) of this section.

f. Literacy coach.

g. A literacy cadre position.

(c) Beginning October 31, 2023, each school district and charter school shall annually report all of the following to the Department for the Department’s annual report:

(1) The curricula adopted under this section.

(2) The individuals identified under paragraph (b)(3) of this section and each individual’s responsibilities for approving and providing professional development required under paragraphs (b)(2) and (b)(4) of this section.

(3) How the school district or charter school will ensure that educators have access to and have successfully completed the professional development required under paragraph (b)(4) of this section.

(d) (1) Beginning December 31, 2023, the Department shall produce an annual report that provides all of the following:

a. A list of the curricula adopted under subsection (a) of this section and the number of schools that have adopted each curriculum listed.

b. The number of educators who have received each type of professional development provided under paragraph (b)(2) of this section.

c. The percentage of the educators required to receive professional development under paragraph (b)(4) of this section that have successfully completed that professional development.

(2) The report required under paragraph (d)(1) of this section may be consolidated with the report required under § 158 of this title and submitted as a single report.

(3) The Department shall send the report required under this subsection to the President Pro Tempore of the Senate and the Speaker of the House of Representatives, the members of the House and Senate Education Committees, the Governor, State Board of Education, P-20 Council, Professional Standards Board, the Director and the Librarian of the Division of Research of Legislative Council, and the Delaware Public Archives.

83 Del. Laws, c. 415, § 1;  83 Del. Laws, c. 415, § 2; 

(a) (1) The Department of Education (Department) shall maintain a list of evidence-based, reading instruction curricula for grades kindergarten through 3 in school districts and charter schools. A curriculum on this list must meet all of the following requirements:

a. Align with evidence-based reading instruction in the essential components of reading based on science of reading research, as listed under § 1280(c)(3) of this title.

b. Include a logical scope and sequence that is sequential, systematic, and cumulative.

c. Include or support the use of high-quality instructional materials.

(2) The Department shall maintain all of the following on the Department website:

a. The current list of curricula under paragraph (a)(1) of this section.

b. The criteria and rubric used to identify high-quality curriculum under paragraph (a)(1) of this section.

(3) a. The Department shall provide a process through which school districts and charter schools can submit an application for Department approval of an alternative curriculum that meets the requirements under paragraph (a)(2)b. of this section.

b. The Department shall add curricula approved under paragraph (a)(3)a. of this section to the list under paragraph (a)(2)a. of this section.

(b) If a school district or charter school serves students in 1 or more of the grades kindergarten through 3, the school district or charter school must do all of the following before the beginning of the 2027-2028 school year:

(1) For students served in grades kindergarten through 3, adopt a reading instruction curriculum from the list under subsection (a) of this section.

(2) Approve competency-based professional development for educators providing reading instruction. This professional development must be completed during the contractual day and must be high-quality professional learning aligned with the essential components of evidence-based reading instruction, including any of the following:

a. Professional learning associated with the curriculum adopted under paragraph (b)(1) of this section.

b. Attainment of microcredentials.

(3) Identify an individual responsible for assisting each school with the implementation of the curricula adopted under paragraph (b)(1) of this section.

(4) Demonstrate that all educators responsible for reading instruction or coaching have completed approved professional development under paragraph (b)(2) of this section, including all educators identified or certified as any of the following:

a. Elementary teacher.

b. School reading specialist.

c. Reading interventionist.

d. Special education teacher of students with disabilities.

e. The individual identified, under paragraph (b)(3) of this section.

f. Literacy coach.

g. A literacy cadre position.

(c) Beginning October 31, 2023, each school district and charter school shall annually report all of the following to the Department for the Department’s annual report:

(1) The curricula adopted under this section.

(2) The individuals identified under paragraph (b)(3) of this section and each individual’s responsibilities for approving and providing professional development required under paragraphs (b)(2) and (b)(4) of this section.

(3) How the school district or charter school will ensure that educators have access to and have successfully completed the professional development required under paragraph (b)(4) of this section.

(d) (1) Beginning December 31, 2023, the Department shall produce an annual report that provides all of the following:

a. A list of the curricula adopted under subsection (a) of this section and the number of schools that have adopted each curriculum listed.

b. The number of educators who have received each type of professional development provided under paragraph (b)(2) of this section.

c. The percentage of the educators required to receive professional development under paragraph (b)(4) of this section that have successfully completed that professional development.

(2) The report required under paragraph (d)(1) of this section may be consolidated with the report required under § 158 of this title and submitted as a single report.

(3) The Department shall send the report required under this subsection to the President Pro Tempore of the Senate and the Speaker of the House of Representatives, the members of the House and Senate Education Committees, the Governor, State Board of Education, P-20 Council, Professional Standards Board, the Director and the Librarian of the Division of Legislative Services, and the Delaware Public Archives.

83 Del. Laws, c. 415, § 1;  83 Del. Laws, c. 415, § 2;  84 Del. Laws, c. 255, § 15; 

(a) For purposes of this section:

(1) “Media literacy” means the ability to access, analyze, evaluate, create, and take action with all forms of communication, and encompasses the foundational skills of digital citizenship and internet safety including the norms of appropriate, responsible, ethical, and healthy behavior, and cyberbullying prevention.

(2) “Digital citizenship” means the diverse set of skills related to current technology and social media including the norms of appropriate, responsible, and healthy behavior.

(b) (1) The Department of Education (Department) shall adopt evidence-based, media literacy standards (standards) for use by each school district and charter school serving students in 1 or more of the grades kindergarten through 12.

(2) The Delaware State Librarian and school districts and charter schools, including certified school librarians, may provide technical expertise to the Department regarding the standards.

(c) The standards and instructional materials must be age-appropriate and must address appropriate, responsible, and healthy online behavior, including all of the following:

(1) The purpose and acceptable use of different social media platforms.

(2) Understanding the negative impact of inappropriate technology use, including online bullying and harassment, hacking, intentional virus setting, invasion of privacy, and piracy of software, music, video, and other media.

(3) Social media behavior that promotes cybersafety, cybersecurity, and cyberethics, including etiquette, safety, security, and the identification of hate speech.

(4) Identifying credible sources of information and how to access, analyze, evaluate, create, and participate in all forms of digital communication.

(5) Critical thinking skills, including all of the following:

a. Understanding how media messages shape culture and society.

b. Identifying target-marketing strategies and naming techniques of persuasion used.

c. Recognizing bias and misinformation by discovering parts of the story that are not being told and evaluating media messages based on personal experiences, skills, beliefs, and values.

(6) Identifying the purpose of media messages and how they are constructed, including all of the following:

a. Explicit and implicit media messages.

b. Values and points of view that are included and excluded.

c. How the media may influence ideas and behaviors.

d. The importance of obtaining information from multiple sources.

(d) Every 3 years, the Department shall prepare a written report, no later than July 31, that includes the educational programming provided under this section and how the school districts and charter schools implemented the standards under this section. The Department shall send this report to the President Pro Tempore of the Senate and the Speaker of the House of Representatives, with copies to all members of the General Assembly, the Governor, the Director and the Librarian of the Division of Research of Legislative Council, and the Delaware Public Archives.

(e) The Department, with the approval of the State Board of Education, may promulgate regulations necessary to implement and enforce this section.

83 Del. Laws, c. 417, § 1; 

(a) For purposes of this section:

(1) “Media literacy” means the ability to access, analyze, evaluate, create, and take action with all forms of communication, and encompasses the foundational skills of digital citizenship and internet safety including the norms of appropriate, responsible, ethical, and healthy behavior, and cyberbullying prevention.

(2) “Digital citizenship” means the diverse set of skills related to current technology and social media including the norms of appropriate, responsible, and healthy behavior.

(b) (1) The Department of Education (Department) shall adopt evidence-based, media literacy standards (standards) for use by each school district and charter school serving students in 1 or more of the grades kindergarten through 12.

(2) The Delaware State Librarian and school districts and charter schools, including certified school librarians, may provide technical expertise to the Department regarding the standards.

(c) The standards and instructional materials must be age-appropriate and must address appropriate, responsible, and healthy online behavior, including all of the following:

(1) The purpose and acceptable use of different social media platforms.

(2) Understanding the negative impact of inappropriate technology use, including online bullying and harassment, hacking, intentional virus setting, invasion of privacy, and piracy of software, music, video, and other media.

(3) Social media behavior that promotes cybersafety, cybersecurity, and cyberethics, including etiquette, safety, security, and the identification of hate speech.

(4) Identifying credible sources of information and how to access, analyze, evaluate, create, and participate in all forms of digital communication.

(5) Critical thinking skills, including all of the following:

a. Understanding how media messages shape culture and society.

b. Identifying target-marketing strategies and naming techniques of persuasion used.

c. Recognizing bias and misinformation by discovering parts of the story that are not being told and evaluating media messages based on personal experiences, skills, beliefs, and values.

(6) Identifying the purpose of media messages and how they are constructed, including all of the following:

a. Explicit and implicit media messages.

b. Values and points of view that are included and excluded.

c. How the media may influence ideas and behaviors.

d. The importance of obtaining information from multiple sources.

(d) Every 3 years, the Department shall prepare a written report, no later than July 31, that includes the educational programming provided under this section and how the school districts and charter schools implemented the standards under this section. The Department shall send this report to the President Pro Tempore of the Senate and the Speaker of the House of Representatives, with copies to all members of the General Assembly, the Governor, the Director and the Librarian of the Division of Legislative Services, and the Delaware Public Archives.

(e) The Department, with the approval of the State Board of Education, may promulgate regulations necessary to implement and enforce this section.

83 Del. Laws, c. 417, § 1;  84 Del. Laws, c. 255, § 16; 

(a) The Delaware Public Education Equity Ombudsperson Program (Program) is hereby established and adopted in place of the contractual program currently maintained by the Department of Education. The expanded Program shall be maintained by the Department of State.

(b) The purposes of the Program are as follows:

(1) To address issues involving both individual students and systemic reform where inequities arise for students who are of low socioeconomic status or members of a protected class under Delaware state or federal law.

(2) To provide nonlegal intervention and assistance with schools, districts, and the Department of Education to resolve disputes or complaints concerning disparate discipline, inequitable access to school programs, or otherwise different or unfair treatment of students, particularly those who are members of protected classes or of low socioeconomic status.

(3) To support schools, districts, and the Department of Education to develop and revise policies and regulations to improve education equity.

(4) To provide information and resources regarding research-based best practices to ensure equity, including discipline, academic, teacher diversity, effective instruction, curriculum, social emotional learning and extended learning supports.

(5) To assist in finding legal assistance for students or families where nonlegal advocacy fails or where the nature of the dispute warrants legal assistance.

(c) The Program shall be run through a nonprofit, nonstate entity that is contracted for a period of 3 years by the Department of State through a request for proposal (RFP) process. The Department of State is the contracting entity, but RFP development and award decisions shall be made in consultation with the Education Equity Council as set forth under § 4148 of this title.

(d) The Program staff shall be available to act as nonlawyer advocates for students and their families in any proceedings conducted by schools or local, Delaware state, or federal education agencies.

(e) (1) The Program may, if it determines it to be appropriate and desirable, refer systemic matters to attorneys for further investigation and action. The Program may refer individual matters for legal services, if requested by the family, when any of the following conditions are met:

a. Reasonable efforts have been made to resolve the issue with the school, district, and/or Department of Education and such attempts have been unsuccessful.

b. The nature of ongoing harm to the student is such that immediate legal intervention is in the best interest of the student.

(2) Funds appropriated to the Program may be used to:

a. Procure general legal counsel regarding the scope of rights and protections under local, state, or federal education law; or

b. Pay a lawyer for assistance with, attendance at, or representation in administrative proceedings and appeals, including appeals taken to Delaware state or federal courts.

In no event may Program funds be used to pay for preparation of, commencement of, participation in, or advising upon litigation or other proceedings against the State or its agencies, employees, or officials except as permitted in the preceding sentence.

(f) (1) The Program shall annually provide a report to the Education Equity Council, the Governor, the Chairs of the House and Senate Education Committee, the State Board of Education, the Department of Education, the Chairs of the Joint Finance Committee, the Controller General, the Director and Librarian of the Division of Research, and the Public Archives that contains at least the following information:

a. The number of students served by the Program in each of the preceding 3 years. This shall include a breakdown of students by grade level (elementary, middle, or high school), school district, school, race, gender, disability status, and socioeconomic status.

b. The number of students referred to a legal services provider or pro bono attorney.

c. The category of the problem the Program assisted with, including academic concerns, disciplinary issues, attendance, transportation, safety, bullying, or harassment.

d. The number of employees or consultants engaged by the Program. For employees, whether they are full- or part-time, and for consultants, the number of hours worked over the course of the contract period.

e. Systemic equity issues identified by the Program, and recommended solutions.

f. The amount spent on legal services or otherwise paid to a lawyer or a law firm.

g. The number of referrals made to a lawyer, law firm, or legal services agency, including the category of the problem faced by the student, and whether the referral was made to a nonprofit legal services agency or a private attorney or law firm.

(2) The report required by this paragraph may not include any personal identifying information for any student or their family and must comply with the requirements of the Family Education Rights and Privacy Act, 20 U.S.C. § 1232g; 34 C.F.R Part 99.

84 Del. Laws, c. 200, § 1; 

(a) The Delaware Public Education Equity Ombudsperson Program (Program) is hereby established and adopted in place of the contractual program currently maintained by the Department of Education. The expanded Program shall be maintained by the Department of State.

(b) The purposes of the Program are as follows:

(1) To address issues involving both individual students and systemic reform where inequities arise for students who are of low socioeconomic status or members of a protected class under Delaware state or federal law.

(2) To provide nonlegal intervention and assistance with schools, districts, and the Department of Education to resolve disputes or complaints concerning disparate discipline, inequitable access to school programs, or otherwise different or unfair treatment of students, particularly those who are members of protected classes or of low socioeconomic status.

(3) To support schools, districts, and the Department of Education to develop and revise policies and regulations to improve education equity.

(4) To provide information and resources regarding research-based best practices to ensure equity, including discipline, academic, teacher diversity, effective instruction, curriculum, social emotional learning and extended learning supports.

(5) To assist in finding legal assistance for students or families where nonlegal advocacy fails or where the nature of the dispute warrants legal assistance.

(c) The Program shall be run through a nonprofit, nonstate entity that is contracted for a period of 3 years by the Department of State through a request for proposal (RFP) process. The Department of State is the contracting entity, but RFP development and award decisions shall be made in consultation with the Education Equity Council as set forth under § 4148 of this title.

(d) The Program staff shall be available to act as nonlawyer advocates for students and their families in any proceedings conducted by schools or local, Delaware state, or federal education agencies.

(e) (1) The Program may, if it determines it to be appropriate and desirable, refer systemic matters to attorneys for further investigation and action. The Program may refer individual matters for legal services, if requested by the family, when any of the following conditions are met:

a. Reasonable efforts have been made to resolve the issue with the school, district, and/or Department of Education and such attempts have been unsuccessful.

b. The nature of ongoing harm to the student is such that immediate legal intervention is in the best interest of the student.

(2) Funds appropriated to the Program may be used to:

a. Procure general legal counsel regarding the scope of rights and protections under local, state, or federal education law; or

b. Pay a lawyer for assistance with, attendance at, or representation in administrative proceedings and appeals, including appeals taken to Delaware state or federal courts.

In no event may Program funds be used to pay for preparation of, commencement of, participation in, or advising upon litigation or other proceedings against the State or its agencies, employees, or officials except as permitted in the preceding sentence.

(f)(1) The Program shall annually provide a report to the Education Equity Council, the Governor, the Chairs of the House and Senate Education Committees, the State Board of Education, the Department of Education, the Chairs of the Joint Finance Committee, the Controller General, the Director and the Librarian of the Division of Legislative Services, and the Public Archives that contains at least the following information:

a. The number of students served by the Program in each of the preceding 3 years. This shall include a breakdown of students by grade level (elementary, middle, or high school), school district, school, race, gender, disability status, and socioeconomic status.

b. The number of students referred to a legal services provider or pro bono attorney.

c. The category of the problem the Program assisted with, including academic concerns, disciplinary issues, attendance, transportation, safety, bullying, or harassment.

d. The number of employees or consultants engaged by the Program. For employees, whether they are full- or part-time, and for consultants, the number of hours worked over the course of the contract period.

e. Systemic equity issues identified by the Program, and recommended solutions.

f. The amount spent on legal services or otherwise paid to a lawyer or a law firm.

g. The number of referrals made to a lawyer, law firm, or legal services agency, including the category of the problem faced by the student, and whether the referral was made to a nonprofit legal services agency or a private attorney or law firm.

(2) The report required by this paragraph may not include any personal identifying information for any student or their family and must comply with the requirements of the Family Education Rights and Privacy Act, 20 U.S.C. § 1232g; 34 C.F.R Part 99.

84 Del. Laws, c. 200, § 1;  84 Del. Laws, c. 255, § 17; 

(a) The Educational Equity Council (Council) is formed for the purpose of providing input and oversight into the Education Equity Ombudsperson Program (Program) and to study and recommend solutions to ongoing or systemic equity problems.

(b) The Council is composed of the following voting members:

(1) One family member representative nominated by the chair of the Governor’s Advisory Council on Exceptional Citizens and appointed by the Chair of the House Education Committee.

(2) One member of the Delaware Hispanic Commission, nominated by the Delaware Hispanic Commission and appointed by the Governor.

(3) Two parents of children who attend Title I schools, nominated by not-for-profit community organizations engaged in education issues, and appointed by the Chair of the House Education Committee.

(4) One community representative nominated by not-for-profit community organizations engaged in education equity issues and appointed by the Chair of the Senate Education Committee.

(5) Two educators nominated by the Delaware State Education Association and appointed by the Chair of the House Education Committee, each of which meets at least 1 of the following criteria:

a. Has 1 or more children who are members of a class protected from discrimination under Delaware and federal laws and regulations.

b. Was as a child educated for a minimum of 6 years in a Delaware Title I school or was a child with a disability or whose first language was not English.

c. Is currently a classroom educator in a Title I school or is a special education certified classroom teacher or is an English language classroom educator specializing in teaching students whose first language is not English.

(6) Three members nominated by the NAACP Delaware State Conference of Branches, 1 from each county, and appointed by the Chair of the Senate Education Committee.

(7) The Secretary of State, or the Secretary’s designee.

(8) Two members of the House of Representatives, 1 from the majority party and 1 from the minority party, appointed by the Speaker of the House.

(9) Two members of the Senate, 1 from the majority party and 1 from the minority party, appointed by the President Pro Tempore.

(10) A member of the Delaware Association of School Administrators, nominated by the Delaware Association of School Administrators and appointed by the Governor.

(11) A member of a school board appointed by the Chair of the Senate Education Committee.

(c) The Council is additionally composed of the following nonvoting members:

(1) A member of the Delaware State Education Association, appointed by the Chair of the House Education Committee.

(2) One school or district administrator of Title I programs nominated by the Delaware Association of School Administrators and appointed by the Chair of the Senate Education Committee.

(3) One school or district administrator of Title III programs nominated by the Delaware Association of School Administrators and appointed by the Chair of the House Education Committee.

(4) One school or district administrator of programs for students with disabilities nominated by the Delaware Association of School Administrators and appointed by the Chair of the Senate Education Committee.

(5) The Secretary of Education, or the Secretary’s designee.

(6) One school district chief financial officer nominated by the Delaware Association of School Business Officers and appointed by the Chair of the House Education Committee.

(7) A member of the Delaware Chief School Officers Association appointed by the Governor.

(8) A charter school leader appointed by the Governor.

(d) The public members of the Council shall serve for terms of 3 years; provided, however, that the initial terms may be of lengths of 1, 2, or 3 years in order to stagger the terms. A member appointed to the Council may continue to serve until such time as the member’s replacement has been appointed or the member’s term renewed. A member may serve no more than 2 consecutive terms, and then must be off of the Council for at least 3 years prior to being eligible for reappointment.

(e) The Secretary of State, or the Secretary’s designee, shall serve as the temporary chair of the Council and shall do all of the following:

(1) Set a date, time, and place for the initial organizational meeting.

(2) Notifying the individuals who are members of the Council of the formation of the Council and notifying those persons who are responsible for nominating or appointing a member.

(f) At the first meeting of the Council, the members shall elect a chair from among the voting members.

(g) The Department of State shall provide administrative support to the Council.

(h) The duties of the Council are as follows:

(1) To work with the Department of State to annually develop a request for proposal or renewal for the Program.

(2) To approve the awarding of the contract for the Program. The Council may appoint a subcommittee to review and consult with the Department of State on the award of the contract for the Program.

(3) To meet at least twice each year to review the operation and effectiveness of the Program.

(4) To provide recommendations to the Program to improve its effectiveness.

(5) To provide recommendations to the General Assembly and the Department of Education to improve equity in the public educational system.

(i) The Council may request, and the Department of Education shall provide, or work with districts and charters to provide, global data that is relevant to student equity. The provision of such data must comply with the Family Education Rights and Privacy Act, 20 U.S.C. § 1232g; 34 C.F.R Part 99.

84 Del. Laws, c. 200, § 1; 

(a) For purposes of this section, “vision screening” means a screening performed by the school nurse or other qualified healthcare professional in accordance with the Delaware School Nurse Manual. “Vision screening” includes a test for color blindness.

(b) Each school district and charter school must provide a vision screening to each student enrolled in kindergarten. Students in subsequent grade levels shall receive vision screenings at appropriate intervals to be determined by the Department. All new students to a district or charter school must receive a vision screening in a nontesting year if there is no record of a vision screening in the student’s electronic health record.

(c) The school shall record the results of the vision screening within the student’s electronic health record.

(d) If a student fails a vision screening, the school must notify the student’s parent, guardian, or relative caregiver.

84 Del. Laws, c. 413, § 1;