Welcome to TTAC Connect, VDOE's Region 5 quarterly newsletter aimed to communicate resources, news + events!
Early Childhood Special Education
We know that unlocking the full potential of children's learning and development is all about the power of play! Research shows that children soak up knowledge and skills through play as early childhood educators crafting an inclusive environment where every child thrives is vital to growth and development! Sure, it takes some strategic planning and intentionality, but the outcomes are extraordinary for our young learners! We're here to empower you with resources and tips, ensuring your educational space is full of inclusive play opportunities. Below are some resources and tips to help create an inclusive environment where EVERYONE can Play!
[Learn] A Guide to Adaptations
[Explore] Classroom Visuals and Supports
[Read] Early Care and Education Environment: Indicators and Elements of High-Quality Inclusion
[Read] Applying Universal Design for Learning in Early Childhood Environments
[Lending Library]: "Building Blocks for Teaching Preschoolers with Special Needs" By Susan Rebecka Sandall
High Leverage Practices
In partnership with the CEEDAR Center, the Council for Exceptional Children has developed and published a set of high-leverage practices (HLPs) for special educators and teacher candidates. The HLPs are organized around four aspects of practice: Collaboration, Assessment, Social/Emotional/Behavioral, & Instruction.
From these four aspects of practice, there are 22 practices intended to address the most critical practices that every K–12 special education teacher should master and be able to demonstrate. The selected practices are used frequently in classrooms and have been shown to improve student outcomes if successfully implemented.
[Explore] HLP Foundations: Resources designed to support and strengthen educators' understanding of the high-leverage practices for students with disabilities — including how they were developed, what they are, the supporting evidence (as available), and how they can be used in classrooms.
[Watch] Introduction to Series on High-Leverage Practices - This introductory video introduces and defines high-leverage practices (HLPs) and provides a roadmap for the remainder of the HLP Video Series.
[Learn] High-Leverage Practices: This interactive alignment tool, developed in collaboration with CEEDAR, identifies which IRIS resources provide information on HLPs.
[Check out from the Lending Library] “High Leverage Practices for Inclusive Classrooms” By James McLeskey, Lawrence Maheady, Bonnie Billingsley, Mary T. Brownell, Timothy J. Lewis
Inclusive Practices
According to Regulations Governing Special Education Programs for Children with Disabilities in Virginia, Least Restrictive Environment (LRE) means that, to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (34 CFR 300.114 through 34 CFR 300.120). Best practice in inclusive education requires access to and implementation of academic, social, and physical inclusion seeking to remove barriers to learning and promote the full participation and engagement of every student in the educational experience.
[Explore] The K-12 Inclusive Practices Guide is an informational resource to support school divisions and parents looking to improve outcomes for students with disabilities by meeting their needs to the maximum extent possible in the general education setting.
[Read] "Inclusion: What, Why, and How?" – An article from the William and Mary Training and Technical Assistance Center newsletter.
[Learn] “Inclusion of Students with Significant Cognitive Disabilities: Supports in the General Education Classroom” - Module from the IRIS Center
[Check out from the Lending Library] “Don't We Already Do Inclusion?: 100 Ideas for Improving Inclusive Schools Paperback" By Paula Kluth
Co-Teaching
Co-teaching is an instructional approach where two or more educators, typically a general education teacher and a special education teacher, work together in a shared classroom to provide instruction to all students. This collaborative model involves the joint planning, instruction, and assessment of students with diverse learning needs, aiming to create a more inclusive and supportive learning environment. Co-teaching combines each teacher's expertise and strengths to meet the individual needs of all students, including those with disabilities or other specialized services.
[Visit] Region 5 Co-Teaching Demonstration Sites
The Virginia Department of Education (VDOE) has identified effective co-teachers throughout the Commonwealth to participate in the Excellence in Co-Teaching Initiative. These co-teachers are dedicated to enhancing and sharing knowledge of inclusive practices for educating all children and youth with disabilities in the least restrictive environment. This work includes developing lesson plans, delivering presentations, sharing resources, and encouraging visitors from other schools to visit their classrooms. These demonstration sites provide the opportunity to observe co-teaching in action and network within the region.
[Learn] Real Co-Teachers of Virginia eWorkshops & Webshops - VDOE Excellence in Co-Teaching Initiative
[Watch] “Co-Teaching Top Ten Tips”
[Check out from the Lending Library] “Specially Designed Instruction for Co-Teaching” By Marilyn Friend & Tammy Barron
Transition
Transition is the process students and their families use to think about life after high school, to identify their desired outcomes, and to plan their community and school experiences to assure that the students acquire the knowledge and skills to achieve their goals. Use the resources below to learn more about transition.
[Explore] The Center on Transition Innovations (CTI) is a leader in providing resources and innovative models to support students with disabilities in their transition to adulthood. Explore their website for courses, videos, guides, publications, webcasts, projects, and more.
[Learn] “Secondary Transition: Helping Students with Disabilities Plan for Post-High School Setting” - Module from the IRIS Center
[Watch] Transition Taxonomy Videos - Virginia NTACT:C Interagency State Team
[Check out from the Lending Library] “A Collaborative Approach to Transition Planning for Students with Disabilities” By JoAnn M. Rae
Leadership
In preparation for the rollout of the Virginia Literacy Act in the 2024-25 school year, administrators will be planning meaningful professional learning opportunities to support and build teacher knowledge that will be essential for successful implementation. Use the resources below to learn more about creating effective professional learning experiences.
[Explore] VLP Professional Learning Library
[Read] School Leader’s Role in Reading Instruction
[Listen] Science of Reading Leadership
[Watch] Empowering Educators with Effective Professional Learning 4-Part Webinar Series
[Book] "7 Mighty Moves: Research-Backed, Classroom-Tested Strategies to Ensure K-to-3 Reading Success" By Lindsay Kemeny
UPCOMING EVENTS
March 16: Life After High School Transition Conference & Resource Fair
Please join us as a presenter, exhibitor, or both!
[Location] Piedmont Virginia Community College Bolick Student Center - 501 College Dr, Charlottesville
[Audience] Parents, students, and professionals from nine area school divisions and beyond! FREE to families and exhibitors
[Benefits] A chance to share your organization’s services and resources with up to 200 attendees… plus a free lunch!
March 25 - May 6: Join the next cohort of Supported Employment!
Course Dates are March 25 - May 6. It’s more than just earning a paycheck, paid work during high school is a key predictor of success after graduation.
So, how do we support students in securing jobs with fair pay in inclusive environments? This course will show you how. Our free Supported Employment in High School course is:
- free, accessible, and facilitated
- provides 35 recertification points (requires approval)
- limited to 100 participants
- designed for Virginia secondary educators and service providers
In just 6 weeks, this course will show you how to match your students’ strengths with appropriate work experiences, find employment opportunities for your students, and facilitate the support students need for success. You'll get a chance to meet other special educators and transition professionals and explore new strategies, resources, and success stories from specialists in the field.
April 11: Mapping Assets for Postschool Success (MAPS) Workshop & Community Agency Panel @ Hotel Madison in Harrisonburg
Are you looking to take your transition programming to the next level? In this hands-on workshop, the creators of Mapping Assets for Postschool Success (MAPS) will walk you step-by-step through creating your own virtual community resource maps. You will leave with (a) free mapping tools, (b) sample maps, and (c) the expertise to immediately apply what you’ve learned in your own classroom. In part 2, continue building your own map of local agencies during the Community Agency Panel.
April 30: CEC & DCDT Webinar | Building a Culture of Self-Determination
Presenters - Dr. John McNaught, Kendal Swartzentruber and Jesse Rodriguez
June 24-27: Special Education Teacher Support Academy (SETSA)
SAVE THE DATE - Registration will open in Spring 2024!
June 24-28: Content Teaching Academy (CTA)
Message from the Director!
A note from Director Dr. John McNaught + the JMU TTAC Team:
As we exit winter and approach spring, let's reaffirm our commitment to inclusion, ensuring that every student, regardless of ability, feels valued and empowered in our classrooms. Embracing diversity enriches the educational experience for all. Let us set high expectations for every student, believing in their potential to succeed and surpass societal limitations. Remember, your dedication and belief in a student's abilities can be the catalyst for transformative change in their lives. Together, through our collective efforts, we can foster an environment where every student thrives and achieves their dreams.
Upcoming JMU + TTAC Closings
We will be closed on March 15 for Spring Break, May 27 for Memorial Day and June 19 for Juneteenth
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!