This Act recognizes that the Public Education Funding Committee’s (PEFC) recommended hybrid model formula to determine public education funding is good public policy and that implementation of the hybrid model should not be delayed any longer than absolutely necessary. As such, this Act provides authority for the Department of Education (Department) to begin making the changes to systems that are necessary to implement the hybrid model for Fiscal Year 2028. This Act also encourages that, in collaboration with the PEFC, the Department incorporate elements of the hybrid model in the development of the Governor’s Recommended Budget for Fiscal Year 2028 for consideration by the 154th General Assembly. However, during this transition, a school district or charter school should not receive a state appropriation for Fiscal Year 2028 that is lower than the amount that school received in Fiscal Year 2027. The PEFC was established under Senate Concurrent Resolution No. 201 (152nd General Assembly) on June 27, 2024, and then re-established under House Concurrent Resolution No. 2 (153rd General Assembly) on January 21, 2025, to conduct a comprehensive review of public education funding for all students and populations served by school districts and charter schools (public schools) and develop a roadmap of recommendations to implement improvements to the public education funding system. The PEFC’s recommends adopting a new public education funding framework, known as the “hybrid model”, that combines the current, resource-based funding formula with a student-based, weighted funding model. The hybrid model will improve equity in public school funding and facilitate gains in student achievement by increasing flexibility in how public schools may use appropriated money. The PEFC recommendations include accountability measures as an important balance to the increased flexibility and that the equalization formula must be modernized.
Under Senate Concurrent Resolution No. 201 (152nd General Assembly) and House Concurrent Resolution No. 2 (153rd General Assembly), the Public Education Funding Commission (Commission) has studied how to improve Delaware's public education funding policies so that public school funding is equitable and appropriated in a manner that allows public schools, including both school districts and charter schools, to not only spend all money that is appropriated but to do so in a manner that best meets the needs of the students in each school. This Act implements the Commission’s recommendation that the Public Education Funding Commission be established as a permanent body. As set forth in Senate Bill No. 302 (153rd General Assembly), the Commission recommended that the General Assembly enact what is known as the hybrid formula. The hybrid formula combines elements of the current funding calculations with a weighted needs-based approach that provides additional funding for students who receive career and technical education or special education services, who are multilingual learners, and who live in low-income households. Codified, the Commission will have a crucial role in implementing and maintaining the benefits of the hybrid model by continually reviewing the hybrid model, including the amounts of the required weights, if school spending of state appropriations complies with the applicable requirements, and making recommendations for improvements. The continual review of public education funding by the Commission will allow adjustments to be made on a gradual and incremental basis as needed.
This Act clarifies the pay schedule for school-based occupational therapists. Due to varying program lengths, such as accelerated programs, and the different methods of how colleges and universities award credits, it is challenging to accurately and equitably determine the appropriate lane on the salary schedule for school-based occupational therapists. This Act creates a uniform baseline for school-based occupational therapists on the salary schedule in a manner similar to other school-based clinicians such as audiologists and speech-language pathologists.
This Act provides that School Social Workers who have successfully passed the Association of Social Work Boards National Clinical Examination and hold a Licensed Clinical Social Worker License with a salary supplement. This Act also makes technical corrections to conform existing law to the standards of the Delaware Legislative Drafting Manual.
This Act clarifies that security film is distinct from ballistic-resistant materials, and adds that school construction will satisfy the requirements of § 2306(b) if ballistic-resistant materials are used in the required locations. This Act also makes technical corrections to conform existing law to the standards of the Delaware Legislative Drafting Manual.
This House Concurrent Resolution requires the Delaware Department of Education to review the State's current MTSS framework in coordination with the DE Mathematics Framework as it relates to elementary, middle, and high school mathematics within academic and non-academic supports to develop recommendations to strengthen instructional coherence in math, assessment, and the alignment of support across all tiers of instruction and report findings and recommendations for legislative and regulatory action by June 30, 2027.
This House Concurrent Resolution requests the Department of Labor to evaluate the feasibility of apprenticeship programs for school-based mental health professionals and submit a report to certain members of the General Assembly, the Office of Management and Budget, and the Controller General by November 1, 2026.
This bill creates a special license plate for Delaware State University to support student access, academic excellence, and university programs that advance the institution’s mission.
This Act updates how academic eligibility for driver education certification is calculated because many high schools have moved from the traditional 7-period school day to various forms of block scheduling. Under this Act, the Department of Education must establish, through regulations, how equivalent credit is calculated for courses taught on a block schedule or when the full length of a course is less than 1 year. This Act also adds world language to the academic courses from which a student may satisfy the credit requirement. This Act also makes technical corrections to conform existing law to the standards of the Delaware Legislative Drafting Manual.
According to the Arts Education Partnership, 27 states currently include arts course credits as a requirement for high school graduation, and several states have implemented diploma seals or similar recognition programs to incentivize participation. This Act directs the Department of Education to establish the Delaware Certificate of Arts Excellence to recognize high school students who demonstrate sustained engagement and achievement in the arts. Establishing a similar program in Delaware could help increase arts enrollment, elevate the value of arts education, and support students interested in pursuing creative professions.
