Welcome to TTAC Connect, VDOE's Region 5 quarterly newsletter aimed to communicate resources, news + events!
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Literary
Because students’ reading comprehension varies depending on what they read and for what purpose, teachers must include many elements for effective comprehension instruction such as building background knowledge and vocabulary essential to the meaning of the text, highlighting text structures that impact meaning, and teaching comprehension strategies that support and monitor understanding. Unfortunately, comprehension strategies are sometimes treated as the end goal instead of mental processes that help students learn from text. When educators make the text the center of instruction, they can embed the use of comprehension strategies before, during, and after reading that are ideal for that specific text. The end result is more time spent engaging with text rather than solely learning strategies in isolation. Check out the resources below to learn more about text-centered comprehension instruction.
[Explore] Virginia Literacy Partnerships’ Value Series Grades 4-8 Comprehension Instructional Framework
[Read] “No More Strategies of the Week: Considerations for Connecting Comprehension Instruction Back to the Book” by Kristin Conradi Smith, Tamara W. Williams, and Ellen P. Frackleton
[Listen] Melissa and Lori Love Literacy Podcast - Episode 208: “No More Strategies of the Week: Connecting Comprehension Instruction Back to the Book” with Kristin Conradi Smith, Tamara W. Williams, and Ellen P. Frackleton
[Watch] Virginia Literacy Partnerships’ Value Series Grades 4-8 - 3 Webinars on Reading Comprehension and Content Knowledge
[Lending Library] "The Reading Comprehension Blueprint: Helping Students Make Meaning from Text" by Nancy Hennessy
Behavior
As educators, we foster student success and growth by cultivating a supportive learning environment, teaching and reinforcing social skills, implementing evidence-based interventions, and strengthening positive student-teacher relationships. When establishing classroom expectations and routines, we utilize a range of evidence-based interventions. Additionally, we create opportunities for students to practice social skills both intentionally and spontaneously, allowing educators to provide meaningful feedback and support positive behavior.
[Explore] Intervention Central: Behavioral Interventions
[Read] Using Functional Behavior Assessments to Create Supportive Learning Environments - November 2024
[Listen] This Teacher Life: The 1 Behavior Management Idea that Will be a Game Changer for Goals in Your Classroom (And It Really Works)
[Watch] Behavior Advantage: 2x10 Strategy
[Check out from the Lending Library] "The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students" by Jessica Minahan
High Leverage Practices
Using Embedded High-Leverage Practices to Teach Behavior and Academics: The High-Leverage Practices (HLPs) for effectively teaching students with disabilities include embedded practices within the domain of instruction in behavior and academics. These practices fall into two categories: "what to teach" and "how to teach."
The embedded practices for what to teach are:
- HLP 9: Teach Social Behaviors
- HLP 14: Teach Cognitive and Metacognitive Strategies to Support Learning and Independence
- HLP 21: Teach Students to Maintain and Generalize New Learning Across Time and Settings
The embedded practices for the how to teach category are:
- HLP 8 & 22: Provide Positive and Constructive Feedback to Guide Students’ Learning (HLP 22) and Behavior (HLP 8)
- HLP 13: Adapt Curriculum Tasks and Materials for Specific Learning Goals
- HLP 15: Provide Scaffolded Supports
- HLP 17: Use Flexible Grouping
- HLP 18: Use Strategies to Promote Active Student Engagement
- HLP 19: and Use Assistive and Instructional Technologies
The resources below offer examples to support educators in implementing these embedded practices when teaching behavior and academics:
[Explore] Bookshare
[Read] HLP 14: Cognitive and Metacognitive Strategies - Special Education Program Resources, University of Arkansas
[Listen] Use Flexible Grouping; Little Bits of TLC Episode 91
[Watch] Active Student Engagement | Popup Practices - Pennsylvania Training and Technical Assistance Network
[Check out from Lending Library] "Adapting Unstoppable Learning" by Yazmin Zapata
Co-Teaching
Co-teaching is the most common method of delivering specially designed instruction to students with disabilities in the least-restrictive environment (LRE). The LRE plays a critical role in determining not only where a student is receiving their education but also how special education services are provided. In co-taught classrooms, how do we ensure students with disabilities are receiving specially designed instruction that is tailored to a particular student’s unique needs and goals? Anne Beninghof offers these guiding questions to assist special educators in planning and delivering specially designed instruction:
- Is it special? Something different from the typical general education practices of UDL or DI?
- Does it address the child's unique needs?
- Is it related to an IEP goal? Are we collecting data for progress monitoring?
- Is it instructional rather than a tool or accommodation?
- Is it intentional? Designed to bring about progress?
- Is it growing a skill that will be transferable or generalizable?
- Is it building independence?
Created and provided by Anne M. Beninghof
[Explore] Specially Designed Instruction: Putting the Special into Special Education
[Read] IRIS Center Information Brief: Least Restrictive Environment
[Visit] Excellence in Co-Teaching Initiative Demonstration Site: Mrs. Mickens & Mrs. Rose Fourth Grade Co-Taught Classroom at Wenonah Elementary School, Waynesboro Public Schools
[Visit] Excellence in Co-Teaching Initiative Demonstration Site: Mrs. Fisher & Mrs. Goodwin Algebra 1 Co-Taught Classroom at Fluvanna County High School, Fluvanna County Public Schools
[Watch] SDI: What is it and why do we provide it?
[Check out from Lending Library] "Co-Teaching Do's, Don'ts, and Do Betters" by Toby J. Karten, Wendy W. Murawski
Inclusive Practices
Inclusive scheduling practices ensures that all students, regardless of their abilities or disabilities, have equal access to quality education in their least restrictive environment. Master scheduling in an inclusive school is a student-centered and collaborative process. Before creating the final master schedule, administrators can minimize the otherwise daunting nature of this task by (a) actively engaging teachers, service providers, guidance counselors, and other support personnel in identifying students’ learning and behavioral needs; (b) creating balanced class rosters and individual student schedules; and (c) assigning appropriate staff to teach the general education curriculum and provide special education to students with disabilities (Florida Inclusion Network [FIN], n.d.; Friend, Hamby, & McAdams, 2014; Prewett et al., 2012).
The master schedule is a means to create a balance between non-negotiable state and division policies, student needs, staff expertise, and the number of hours in the school day. As such, the master schedule is a powerful tool that, with considerable and proactive planning, can create the conditions for “successful teaching and learning” and decrease last-minute juggling of staff and students (Crawford, 2008; FIN, n.d.; Friend et al., 2014).
As the spring scheduling season quickly approaches, reflect on how the master scheduling process in your building promotes, develops, and sustains an inclusive learning culture and supports collaboration between special educators and general educators.
Explore the resources below to identify guidelines and steps for a student-centered and collaborative scheduling process for students with disabilities.
[Explore] Inclusion resources to support inclusive practices including an interactive inclusion glossary, scheduling forms, and an inclusion roadmap.
[Read] Roadmap to Quality Inclusion: A Simple Checklist for School Leaders
[Listen] Unlocking Inclusive Education: Master Scheduling with Natural Proportions
[Watch] Scheduling for Inclusion: An Overview of the Scheduling and Staffing Process
[Check out from Lending Library] "Leading an Inclusive School: Access and Success for All Students" by Richard A. Villa and Jacqueline S. Thousand
Upcoming Events
April 11 | Region 5 Transition Community of Practice: Braiding Transition & Academics for Students with Extensive Support Needs
June 23-27 | Content Teaching Academy (CTA)
Save the date! Keep up to date on information and upcoming registration at the link below!
June 23-26 | Special Education Teacher Support Academy (SETSA)
Ongoing Events & Series
[Through April 2025] 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. This is the final event of the 2024-2025 school year so register below and join us next month:
[Through May 2025] Region 5 Early Childhood LEADS Series
[Through May 2025] VBIDA Regional Meetings
[Through May 2025] Virtual Student Pre-ETS Activities
Message from the Director
A note from Director Dr. John McNaught + the JMU TTAC Team:
As winter fades and spring approaches, let’s renew our dedication to inclusion, making sure every student—regardless of ability—feels valued and empowered in our classrooms. By setting high expectations and believing in each student’s potential, we help them rise beyond societal limitations. Your commitment and confidence in a student’s abilities can spark meaningful change in their lives. Together, through our shared efforts, we can create a supportive environment where every student flourishes and reaches their dreams.
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 540-568-6746.
This newsletter has been brought to you by the VDOE Region 5 TTAC Team. Thank you for reading!