Welcome to TTAC Connect, the VDOE's Region 5 quarterly newsletter aimed to communicate resources, news + events!
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Literacy
As Virginia launches year one of the Virginia Literacy Act, educators are hard at work learning about scientifically-based reading research and evidence-based literacy instruction. Fortunately, bridging the gap between reading research and practice has never been easier. The following resources translate research around phonemic awareness, phonics, fluency, vocabulary, and comprehension in accessible ways for educators and families and provide effective instructional practices to improve reading outcomes for all Virginia learners.
[Explore] VALUE Professional Learning Series: Virginia Literacy Partnership
[Read] Amplify's "Science of Reading: A Primer Part 1 & Part 2"
[Listen] Podcast Playlists for Leaders and Coaches, Grades K-2 Teachers, Grades 3+ and Secondary Teachers, Parents and Advocates by Melissa and Lori Love Literacy
[Watch] The Science of Reading in Practice Series by edWeb.net
Part 1: 5 Ways to Improve Foundational Skills Instruction Right Now: The Science of Reading in Practice Series
Part 2: 7 Modifications to Transform Reading Instruction: The Science of Reading in Practice Series
Part 3: Accelerate Language Comprehension with the Strive-for-Five Framework: The Science of Reading in Practice Series
Part 4: Big Words for Young Readers – Why We Must Start Earlier and How to Do It! The Science of Reading in Practice Series
Part 5: Teach Reading the Way the Brain Works Best: The Science of Reading in Practice Series
Part 6: Melissa and Lori Answer the Questions Educators Ask Most About Reading: The Science of Reading in Practice Series
[Check out from the Lending Library] "The Literacy 50: A Q & A Handbook for Teachers–Real-World Answers to Questions About Reading That Keep You Up at Night" by Melissa Loftus and Lori Sappington
Behavior
As educators, we support student success and growth by creating a supportive learning environment, teaching and reinforcing social skills, using evidence-based interventions, and in implementing culturally relevant supports that build on positive student-teacher relationships. We use a variety of evidenced based interventions, that are culturally relevant, when developing our classroom expectations and routines. Additionally, providing opportunities to learn social skills in practice and impromptu opportunities allows educators to offer feedback and support student behavior.
[Explore] PBIS World
[Read] High-Leverage Practices in Special Education: Social/Emotional/Behavioral Practices: Research Syntheses
[Listen] 3 Fun Ways to Incorporate Social Emotional Learning into Your Daily Classroom Routine - Podcast
[Watch] HLP #7 Establish a Consistent, Organized, and Respectful Learning Environment
[Check out from the Lending Library] Beyond Behavior Management: The Six Life Skills Children Need by Jenna Bilmes
High Leverage Practices
High Leverage Practices (HLPs) continue to be a foundational component of efficient and effective teaching for students with disabilities. Within the HLPs, explicit instruction (HLP 16) is critical for providing specially designed instruction (SDI) for students with disabilities. The resources below include multiple means of professional learning on explicit instruction.
[Explore] High-Leverage Practices Interactive Alignment Tool
[Read] What is Explicit Instruction?
[Listen] Education Reading Research Room: #060. Anita Archer on Explicit Instruction.
[Watch] HLPs #8 and #22: Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior
[Check out from Lending Library] "Explicit Instruction: Effective and Efficient Teaching" by Anita L. Archer and Charles A. Hughes
Co-Teaching
In co-taught classrooms, specially designed instruction (SDI) is implemented in addition to, not in place of, differentiated instruction, universal design for learning, and/or high-leverage practices, but how do we plan for SDI in the co-taught classroom? Review the planning steps below and document the SDI for your students in a co-constructed lesson plan.
- Clarify the learning target for the lesson.
- Pinpoint the difficult moments students may experience.
- Choose IEP goals to address during the lesson.
- Identify the metacognitive process that a successful learner might use.
- Adapt the general approach.
- Attend to necessary access or executive function skills.
- Build in specific methods to boost participation.
-Created and provided by Anne M. Beninghof
Through careful co-planning, co-teachers can design instructional plans that integrate diverse strategies, resources, and specially designed instruction for students with disabilities to effectively meet the needs of all learners, ensuring an inclusive and supportive learning environment.
[Explore] Co-Planning for Student Success Considerations Packet
[Read] What is Special Education? A Focus on Specially Designed Instruction
[Plan] Co-Teaching Mathematics Instructional Plans (MIPs)
You may adapt these templates to fit your grade and content area
[Watch] Co-Planning for Specially Designed Instruction
[Check out from Lending Library] "Specially Designed Instruction" by Anne M. Beninghof
Inclusive Practices
An inclusive learning environment provides academic, social, emotional, and physical inclusion for children and youth with disabilities. As we return to our classrooms, it is important for us to reflect on our inclusive practices in fostering a learning environment where every student may access the curriculum, participate in meaningful opportunities, and contribute to the classroom community. Reflecting on strengths and weaknesses in establishing an inclusive learning environment is critical to a successful school year for all. Take a moment and reflect…
- How do I communicate the directions, procedures, and expectations in my classroom? How might I adjust this to ensure all learners can access my directions, procedures, and expectations?
- What can I do to create a positive learning environment?
- How can I build rapport with my students?
- How can I ensure I am being culturally responsive and sustaining?
- How do I provide opportunities to respond in my classes? Can I increase these opportunities for students? If so, how?
- How can I involve students in creating a positive learning environment?
Creating an inclusive learning environment involves adopting a consistent, organized, and responsive approach to teaching, where clear expectations and routines are established, enabling students to feel safe and engaged in learning.
[Explore] Is my learning environment consistent, organized, responsive, and inclusive to all learners?
[Read] Designing Inclusive Learning Environments: Universal Design for Learning in Practice
[Learn] Building a More Inclusive School Community: Key Elements Module
Note: After completing the module, maintain your certificate for documentation for license renewal.
[Watch] HLP #7: Establish a Consistent, Organized and Respectful Learning Environment
[Check out from Lending Library] High Leverage Practices for Inclusive Classrooms
Job Opening at PEATC
Hiring for Full-Time Remote Regional Family Support Specialist
Join PEATC's fast-paced, equal opportunity, passionate team as a Family Support Specialist. Under supervision, help families navigate the special education system and become empowered to make informed choices about their child’s educational services. Responsibilities include providing accurate and timely information, training, and assistance to parents and professionals on Virginia special education services. This is a remote working position within the Commonwealth of Virginia that is funded through a state contract.
TO APPLY: Applicants must send a cover letter, and resume and include 3 references with at least one reference being a professional reference to burns@peatc.org. Click here for more information.
Upcoming Events
October 4: Pre-Service & Early Career Educators Conference
November 13: Virginia CEC Pre-Conference
Free Transition Pre-Conference sponsored by VCU's Center on Transition Innovations & VDOE TTAC at JMU: Empowering Student Voices: Navigating the Secondary Transition Process through Student-Led IEPs
November 14-15: Virginia CEC Conference
At our third annual VACEC Conference, special education professionals from across Virginia will come together for learning, connecting, and professional development. With sessions and keynotes focused on the needs of special education professionals in the Commonwealth, the VACEC Conference is the premier event for you to find tips, strategies, and practical ideas for supporting students with disabilities.
November 19-20: TechKnowledgy Conference 2024
Ongoing Events & Series
[Fall 2024] Region 5 Transition Community of Practice
Looking to connect, learn, and grow with Region 5 transition coordinators and educators? Email Jill Shifflett to join the Transition Community of Practice. Virtual and in-person events will be held throughout the 2024-2025 school year. Mark your calendars and join us this fall:
[Fall 2024 - Spring 2025] Transition Bootcamp: Back to Basics Series
[Fall 2024 - Spring 2025] Region 5 Early Childhood LEADS Series
[Sept-Dec 2024] PACER Center: Workshops and Live Stream Events
For more information and registration links, visit here.
[Fall 2024 - Spring 2025] Virtual Student Pre-ETS Activities
Message from the Director
A note from Director Dr. John McNaught + the JMU TTAC Team:
Welcome back to a new school year! As we embark on this journey together, I want to take a moment to recognize the incredible dedication, compassion, and expertise you bring to our schools every day. Your role is vital in fostering a supportive and inclusive environment where every student can thrive. Your commitment to understanding each student's unique needs and strengths is what makes our schools places of growth and possibility. Your patience, creativity, and unwavering belief in your students make an immeasurable difference in their lives and futures. This year, let's continue to celebrate the small victories, embrace the challenges, and support one another as a team. Remember that your work not only transforms the lives of your students but also inspires those around you.
STAY CONNECTED WITH US!
We're here to support you! To submit a Request for Service, click below.
If you would like to reach out to us with any questions, concerns or additional resources, please visit us online at www.ttacjmu.org, email us at region_5_ttac@jmu.edu or give us a call at 540-568-6746.
This newsletter has been brought to you by the VDOE Region 5 TTAC Team. Thank you for reading!