Welcome to TTAC Connect, VDOE's Region 5 quarterly newsletter aimed to communicate resources, news + events!
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- Literacy
- Behavior
- HLPs
- Inclusive Practices
- Math
- TTAC Lending Library
- Upcoming Events
- Message from the Director
- Stay Connected With Us!
Literacy
Morphological awareness is the ability to recognize and manipulate the smallest units of meaning (morphemes) in spoken and written language. Because English is morphophonemic, students must rely on both the sound system of English (phonology) AND morphology to read, spell, and understand words. Instruction which draws students’ attention to morphemes (base words, roots, prefixes, and suffixes) grows their capacity to read and spell increasingly complex words while also expanding vocabulary and comprehension. The resources below will deepen educators’ understanding of morphology and how to embed this vital layer of language into lessons across all content areas.
[Explore] Building Knowledge Through Words
Context Clues, Word Building, Word Function, Application" Lessons by Shelley Blackwell
[Read] “Binding Agent Theory of Morphology” and “Active Reading Model” Introduction One-Pager from WordWorks Literacy Centre
[Listen] Why Morphology Matters
Why Morphology Matters for Word Reading and More with Melissa Orkin and Alex Osburn from Melissa and Lori Love Literacy Podcast
[Watch] Building Knowledge Through Words
Overview by Shelley Blackwell
[Lending Library] "Backpocket Words"
Sharing the Essence of English Spelling
Behavior
The following resources provide practical and research-informed perspectives on student behavior. The Learner Variability Navigator supports educators in examining how cognition, social-emotional factors, background, and academics interact to influence learning and behavior. An accompanying article outlines four proactive de-escalation strategies that can be implemented to prevent behaviors from escalating. Additional podcast and video resources further explore the science of behavior and highlight strategies for establishing calm, consistent learning environments.
[Explore] Learning Variability Navigator:
The Learner Variability Project (LVP) is a Digital Promise Global initiative that promotes understanding and designing for each learner’s unique strengths and challenges across a whole learner framework that includes cognition, social‑emotional factors, background, and academics. It offers a free Learner Variability Navigator tool with research‑based learner “factors” and teaching strategies so educators and edtech developers can better support diverse students rather than assuming one “average” model of learning
[Read] "Show the Climb":
4 De-escalation Strategies to Keep Behavior from Going Downhill
[Listen] Science of Behavior Unlocked:
Dr. Selena Layden, Daniel Irwin, and Dr. Daria Lorio-Barsten answer the hard questions. Who was the grandfather in Jurassic Park?
[Watch] Creating a Positive Learning Environment
[Check out from the Lending Library] No recommendation at this time
High Leverage Practices
The High-Leverage Practices (HLPs) function as an integrated system rather than a set of isolated strategies. Daily practice should include a combination of HLPs working in tandem. For example, systematic design (HLP #12) ensures that goals are clearly defined before instruction begins, while cognitive and metacognitive strategies (HLP #14) support students in accessing and regulating their learning. Frequent opportunities to respond (HLP #18) provide real-time data that inform instructional adjustments and keep students engaged. Together, these practices, create a proactive and responsive cycle in which planning, instruction, and assessment are aligned.
The daily practices are:
- HLP 12: Ensure that goals are clearly defined | Systematic Design
- HLP 14: Support students in accessing and regulating their learning | Cognitive and Metacognitive Strategies
- HLP 18: Provide real-time data | Frequent opportunities to respond
[Explore] CEEDAR HLP
[Read] "Instructional Design, Backward Design"
[Read] Cognitive and Metacognitive Strategies: What do Teachers Really Need to Know?
[Watch] The Center for Instructional and Behavioral Research in Schools: Opportunity to Respond (OTR) Examples
[Check out from Lending Library] "High Leverage Practices for Inclusive Classrooms"
Inclusive Practices
Looking to improve inclusive practices? Flexible grouping is a high-leverage practice (HLP 17) that offers educators multiple options to meet varied learning needs and instructional purposes, such as providing intensive instruction, intervention, specially designed instruction (SDI), and opportunities for accelerated learning. How do we design groups? Teachers use data to appropriately group students based on the learning goals and targets:
High Leverage Practice 17:
- Whole Group: When students have similar skills, strengths and needs related to the most important skills in the learning objective.
- Heterogeneous Groups: To increase academic discussions, promote social skills, and facilitate interpersonal relationships between students.
- Homogeneous Groups: When delivering SDI and intensive instruction with students who have similar strengths, needs, and/or interests.
For groups to work their best, it is critical that teachers explicitly teach group activities (HLP 16), social behaviors (HLP 9), and expectations (HLP 7). Flexible grouping is most effective when groups are highly structured with clear directives, intentionally vary between homogeneous and heterogeneous based on student data and lesson goals, and are integrated within the overall instructional framework.
HLP 7: Flexible grouping HLP 9: Expectations HLP 16: Social Behaviors
[Explore] Flexible Grouping Considerations: Type of Flexible Grouping, When to Use Them, and Things to Consider
Enroll Now! HLP 17: Differentiate with Flexible Grouping (Self-Paced Professional Learning), Virtual Virginia & VDOE TTAC at GMU
[DOWNLOAD] Small Flexible Grouping Lesson Planning Template
[Watch] High Leverage Practice 17: Use Flexible Grouping Kennedy, M.J., Cook, L., Morano, S., & Peeples, K. N. (2019)
[Check out from Lending Library] "High Leverage Practices for Inclusive Classrooms" Second Edition by James McLeskey, Lawrence Maheady, Bonnie Billingsley, Mary T. Brownell, Timothy J. Lewis
Math
What are evidence-based, specially-designed strategies to support students with mathematics difficulty across grade levels during mathematics instruction? When delivering mathematics instruction to students with mathematics difficulty at any grade level, teachers should incorporate the following practices, all of which have a strong evidence base:
1. Explicit Instruction 2. Formal Mathematical Language 3. Concrete, Representational, and Abstract Connections 4. Fact and Computational Fluency 5. Word-Problem Solving
For more detailed information on implementing these five evidenced-based strategies, explore Evidenced Based Specially Designed Instruction in Mathematics VDOE Resource Guide (updated version coming soon!)
Math SDI Toolkit, Northern Kentucky Cooperative For Educational Services
High Leverage Practice Pillars Crosswalk for Mathematics
Co-Teaching Mathematics Instructional Plans (MIPs)
Mathematical Instructional Videos for Teachers, Virginia Department of Education
[Check out from Lending Library] Teaching mathematics in the visible learning classroom, grades K-2, 3-5, 6-8 & High School, by John Almarode
Message from the Director
A note from Director Dr. John McNaught + the JMU TTAC Team:
As we move into spring, we are reminded that growth often begins beneath the surface—quiet, persistent, and determined. The same is true of the work you do every day with students with disabilities. While progress may not always be immediate or visible, the seeds you plant through patience, high expectations, and unwavering belief are taking root. Spring is a season of renewal. It invites us to reflect, reset, and recommit. The challenges of this work are real—complex learning needs, collaborative problem-solving, paperwork, family communication, and the emotional investment that comes with caring deeply. Yet so is the impact. Every scaffold you build, every accommodation you design, every moment you choose encouragement over frustration contributes to a student discovering their capability. Determination does not mean perfection. It means showing up with purpose. It means believing that inclusive environments are not just ideals, but realities we build together. It means holding firm to the conviction that every student can grow, achieve, and belong. This season, allow yourself renewal as well. Celebrate small victories. Recognize the resilience you model daily. Lean into collaboration and shared expertise. Just as spring brings longer days and new beginnings, it also brings fresh energy for the work ahead. Your dedication changes trajectories. Your persistence opens doors. And your belief in students often becomes the foundation for their belief in themselves. Step into this new season with confidence. The growth you nurture matters—today, tomorrow, and for a lifetime.
STAY CONNECTED WITH US!
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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 540-568-8812.
This newsletter has been brought to you by the VDOE Region 5 TTAC Team. Thank you for reading!