April/May 2013 Vol. XVII Issue 4
VDOE Region IV TTAC at George Mason University Contact Information Michael Behrmann, Ed.D. Principal Investigator firstname.lastname@example.org
Steven Klein Database Manager email@example.com
Lynn Wiley, Ph.D. Director of TTAC@GMU Academic Review & School Improvement, Early Childhood firstname.lastname@example.org
Diane Loomis, Ph.D. Transition Coordinator I'm Determined email@example.com
Kay Klein, M.Ed. Assistant Director of TTAC@GMU Positive Behavioral Interventions & Supports of Virginia firstname.lastname@example.org Nancy Anderson, M.Ed. I'm Determined, Family Involvement email@example.com Bonnie W. Bell, Ph.D. TBI Initiative & Family Involvement firstname.lastname@example.org Karen Berlin, M.Ed., BCBA Autism & Intellectual Disabilities Coordinator email@example.com
Katherine T. Nutt, M.Ed. Curriculum & Instruction Coordinator firstname.lastname@example.org Seunghun Ok, M.Ed. TTAC Online Administrator email@example.com Kristy Lee Park, Ph.D., BCBA Positive Behavioral Interventions & Supports of Virginia firstname.lastname@example.org Dionne Paul-Wiggins, MTA Administrative Office Support email@example.com Jackie Petersen, MLS Librarian firstname.lastname@example.org
Sheryl Fahey, M.A. Early Childhood Coordinator email@example.com
Jeff Richards Graphic/Web Designer Jricharc@gmu.edu
Judith Fontana, Ph.D. Curriculum & Instruction Projects Coordinator, ICT, SIMÂŽ firstname.lastname@example.org
Judy Stockton, M.A. Curriculum & Instruction Coordinator email@example.com
Kris Ganley, M.Ed. Early Childhood Coordinator firstname.lastname@example.org
Clare Talbert, M.Ed. TTAC Online Coordinator, TBI Initiative email@example.com
Soojin Jang, M.Ed. Assistive Technology Coordinator firstname.lastname@example.org
Northwestern Consortium TTAC This newsletter is a collaborative effort by the Northwestern Consortium of the TTACs, which includes James Madison University, co-directed by Cheryl Henderson and Melinda Bright, and George Mason University, directed by Lynn Wiley.
The TTAC Telegramâ€ƒ April /May 2013
V I R G I N I A FA M I LY SPECIAL EDUCATION CONNECTION
THE VIRGINIA FAMILY SPECIAL EDUCATION CONNECTION
w w w.va fa m i lys p e d.or g
The Virginia Family Special Education Connection website is funded through the Virginia Department of Education (VDOE).
special education services and then transition into adulthood. It is also meant to support school divisions that do not have a Parent Resource Center.
It is designed to provide families with critical and practical information regarding special education services in Virginia.
The Virginia Family Special Education Connection is maintained by a team of professionals at the Kellar Institute for Human disAbilities at George Mason University in partnership with VDOE.
The web site aims to provide a one-stop-shop for community, educational, family life, and legislative resources to support families and caregivers, as their children progress through school with
Any questions or comments, please contact us at email@example.com.
In this issue Links to Resources and Information to Support Post-Secondary Transition for Students with Autism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Transitioning to College with Assistive Technology involves Devices, SelfAdvocacy and Support from Others. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Fostering Independent Learning for College and Career. . . . . . . . . . . . . . . 12 “What is Social Emotional Development and Why is it Important? . . . . . . . 15 Making Interest and Career Connections: The Race for Discovery. . . . . . . . 17 What can YOU do? The Campaign for Disability Employment. . . . . . . . . . 20 Life after High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 The Paraprofessional Press | Responding to Problem Behavior and Maintaining a Positive Learning Environment... A Balanced Equation for Classroom Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Rockin’ with Region 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Library Line-up April/May 2013. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Professional Learning Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Photo credits: www.istockphoto.com (excludes page 20)
The TTAC Telegram April /May 2013
Links to Resources and Information to Support Post-Secondary Transition for Students with Autism Karen L. Berlin, M. Ed, BCBA, VDOE TTAC @ GMU
Despite training initiatives, competencies developed to guide professional development, and increased use of evidence-based practices, a recent report suggests post-secondary outcomes for learners with Autism Spectrum Disorders (ASD) are still less than desired. The study, published online in the journal Pediatrics, was based on data from 2007-2008. Findings suggest that over half of individuals with ASD had no paid position or further educational opportunities two years after high school graduation. By seven years post-graduation, 35% of individuals with ASD remained unemployed in any capacity (Shattuck et al, 2012). More about this study can be found at: http://www.pressofatlanticcity.com/ news/ap/nation/autistic-children-fall-behindothers-as-adults/article_8c95a6e0-9d58-11e196a1-0019bb2963f4.html. The findings reported in this study are particularly sobering with about 1 out of every 88 children currently being identified with ASD (www.cdc.gov/ncbddd/autism/data.html). With an ever-increasing number of students with ASD moving through school programs and transitioning into adulthood, families and school personnel are in need of resources and tools to improve post-secondary outcomes. Listed below is a compilation of resources and links that can enhance the transition process. These, and an abundance of other valuable transition tools, can be readily accessed at www.ttaconline.org, or http://www.vcuautismcenter.org/index.cfm.
Guides and Factsheets
The Virginia Department of Education has developed a document on transition, â€œAutism Spectrum Disorders and the Transition to Adulthood,â€? that includes important information on transition assessment and planning, adult services, postsecondary education, employment, home living skills, and Social Security and benefits planning. 5
OCALI (Ohio Center for Autism and Low Incidence Disabilities) has a series of guides on transition to adulthood including age appropriate assessment, employment, IEP transition information, and school age programming.
The Transition Tool Kit was created to serve as a guide to assist families on the journey from adolescence to adulthood by Autism Speaks. The toolkit covers the topics of self-advocacy, transition plans, community living, employment options, housing, legal matters, and more. Facts from NLTS2: Secondary School Experiences of Students with Autism is a fact sheet that provides a national picture of the secondary school experiences of students with autism using data from the NLTS2. The fact sheet provides information on such topics as the courses taken, instructional settings, the nature of the curriculum and instruction, teacher perceptions, and the types of accommodations and supports provided for students with autism.
Students with Disabilities at Degree-Granting Postsecondary Institutions is a report that provides national data about students with disabilities, the services and accommodations provided to these students, how institutions keep track of students with disabilities, institutional policies regarding disabled students, and various aspects of institutional accessibility for high school students with ASD. Preparing to Experience College Living, a fact sheet developed by the Autism Society, includes tips on learning to live independently and developing academic and social skills.
A Developmental Perspective for High School Practitioners on College and Workplace Readiness is a brief that identifies gaps in current high school curricula, suggests how high schools can modify curricula to help students attain the skills they need, and highlights practices that are particularly effective for students facing specific challenges
Adult Autism and Employment: A Guide for Vocational Rehabilitation Professionals was written by Scott Standifer, Ph.D. at the University of Missouri in 2009. Barbara Bissonnette, Principal of Forward Motion, has written several guides on
The TTAC Telegramâ€ƒ April /May 2013
employment that can be downloaded at no charge. Topics include getting hired, workplace disclosure, and an employer’s guide to Asperger’s Syndrome. Puberty and Autism Spectrum Disorders has been published by Autism Victoria in Australia to provide information specific to adolescence for individuals with ASD.
Autism After 16 is a new website for individuals with ASD and the families and professionals who support them. It includes extensive information about transition, postsecondary life, employment, housing, finance, health, and more. Autism After 16 also has a webpage designed specifically for those living in Virginia. The Virginia Roadmap includes a four step process with links and various resources for the transitioning adolescent with ASD. The DriveAdvise project, sponsored by a community grant from Autism Speaks, is developing a toolkit and an educational video to help an individual with ASD make decisions about driving. The project is currently in development. The Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA) is a research and development project funded by the U.S. Department of Education. This project is a five-year project that brings together experts in autism, secondary education, adolescence, and implementation to work in collaboration with schools, families, adolescents with ASD, and community members. It’s focus is on developing, adapting, and studying a comprehensive school and community-based education program.
I’m Determined (Virginia Department of Education’s Self-Determination Project) is a website that includes information on IEP Student Involvement, sample lesson plans, assessments and checklists, project goals, information on an annual youth summit event, and resources for family support. Evidence-Based Practices in Secondary Transition (NSTTAC) is a section of the National Secondary Transition Technical Assistance Center (NSTTAC) website and includes descriptions of the evidence-based practices organized by skills being taught in secondary transition. 6
Project SEARCH provides employability skills training and workplace internships for individuals with significant disabilities, particularly youth transitioning from high school to adult life. Project SEARCH originated at Cincinnati Children’s Hospital Medical Center and now has program sites throughout the United States and the United Kingdom, including several sites in Virginia. Webcast Trainings: The following webcasts are archived and can be viewed via the VCU ACE website. Transition for Youth with Autism from School to Adulthood: Critical Considerations
Using the Comprehensive Autism Planning System (CAPS) to Enhance Communication between Schools and Teachers and Assist with Transition Planning Asperger’s Syndrome and the Transition to Adulthood: Considerations for Success
Transition Planning for Students with ASD in Public Schools
An Extra Ordinary Life: Using Person Centered Planning
Articles and Research Gentry, T., Wallace, J., Kvarfordt, C. & Lynch, K. (2010). Personal digital assistants as cognitive aids for high school students with autism: Results of a community-based trial. Journal of Vocational Rehabilitation, 32(2), 101-107. McDonough, J. & Revell, G. (2010). Accessing employment supports in the adult system for transitioning youth with autism spectrum disorders. Journal of Vocational Rehabilitation, 32(2), 89-100.
Schall, C. & McDonough, J. (2010). Autism spectrum disorders in adolescence and early adulthood: Characteristics and issues. Journal of Vocational Rehabilitation, 32(2), 81-88.
Schall, C., Wehman, P. & McDonough, J. (2012). Transition from school to work for students with ASD; Understanding the process and achieving better outcomes. Pediatric Clinics of North America, 29(1), 189-202. The TTAC Telegram April /May 2013
Shattuck, P.T., Narendorf, S.C., Cooper, B., Sterzing, P.R., Wagner, M. & Taylor, J.L. (2012). Postsecondary Education and Employment Among Youth with an Autism Spectrum Disorder. Pediatrics, 129 (6), 1042-1049. [originally published online May 14, 2012; online version, along with updated information and services may be accessed at: http://pediatrics.aappublications. org/content/early/2012/05/09/peds.2011-2864 ]
are available now. The American Speech and Hearing Association (ASHA) featured an article by Michelle Garcia Winner and Pamela Crooke, “Social Communication Strategies for Adolescents with Autism” (January 18, 2011) that includes social thinking strategies and four critical steps to successful communication.
Kathie Harrington, M.A. C.C.C. SLP, has written an article, “Teaching the Person with Autism How Taylor, J. & Seltzer, M. (2011). Employment and Post-Secondary Educational Activities for Young to Drive” that includes a set of skill resources Adults with Autism Spectrum Disorders During needed including vocabulary, sequencing, rote memory, and more. the Transition to Adulthood. Journal of Autism and Developmental Disorders, 41, 566-574. Wehman, P. (2012). Transition from School to Work: Where are we and where do we need to go? Career Development for Exceptional Individuals. Adolescents and adults with autism: A study of family caregiving, a current project by the Waisman Center, examines the lives of adolescents and adults with ASD and includes over 400 families who live in Wisconsin and Massachusetts. While the study is not yet complete, some family reports
The TTAC Telegram April /May 2013
Transitioning to College with Assistive Technology involves Devices, Self-Advocacy and Support from Others Kelly Ligon, M. Ed. and Sharon Jones, M. Ed., VDOE TTAC @ VCU
Transitioning from high school into college presents new opportunities and challenges. Although federal law says that public schools are required to consider assistive technology (AT) when designing Individualized Education Plans (IEPs) for students with disabilities, different laws apply to colleges and universities; therefore, gaining access to AT calls for self-determination. Knowing your rights as a college student with a disability, how to advocate for what you need, and keeping your support system informed will be helpful as you transition. Learning to ask the right questions related to AT in high school and through the transition planning process will help smooth the way to college life and prepare you for greater independence. The following questions and answers offer food for thought and resources to help with this process.
What should you do in high school to prepare for AT support in college? Many of us like to put things off until the last minute. When senior year rolls along, you might expect to coast through the rest of high school. In reality, there are important college deadlines looming ahead such as those for admission testing, applications, financial aid, and scholarships. This is a busy time so don’t wait until senior year to identify assistive technology to meet your needs in college. The process should begin years earlier. Here are a few recommendations to help guide you through this process: 1. Review your transition plan with your IEP team. Know what’s included in your transition plan related to AT.
2. Identify your learning style, favorite subjects 8
and strengths and needs by using learning style inventories. Online learning style surveys may be helpful. Documents such as Things I Need to Know About Myself and Assistive Technology will help you identify unanswered questions about AT while you have the support of teachers who know you and resources available in high school (Thoma & Wehman, 2010).
3. Know what AT devices and software best meet your needs. If you haven’t found the right tool, keep experimenting with possible AT devices. Visit the Tech Matrix (http:// techmatrix.org) to explore educational and assistive technology products and to see valuable resources. Share your ideas with teachers, therapists, AT team members, and family members so they can help you find the right AT solution. The handbook, “Hey Can I Try That?” (http://www.wati.org/content/ supports/free/pdf/HeyCanITryThat08.pdf), may help guide your selection of AT.
4. Identify AT resources offered by your preferred colleges. Investigate resources available through the disability support services office located at each college on your list. When visiting colleges, meet with a disability support services counselor to learn about resources. For example, check out the Disability Support Services (http:// www.students.vcu.edu/dss/resources/ for_students.html) website at Virginia Commonwealth University to learn about the types of accommodations available and the application for services process. From the Office of Disability Services (http:// ods.gmu.edu/) website at George Mason University, you can learn about possible accommodations and the eligibility process. Similarly at James Madison University, you may access the Office of Disability Services website at http://www.jmu.edu/ods/ for information about programs and services.
5. An occupational therapist recently reported, “I have a student with a 504 plan who took his college SAT and needed a word processing accommodation. He didn’t tell me about it until it was too late to make the request. I don’t know the dates these tests The TTAC Telegram April /May 2013
are taken.” Did you know that the College Board (http://professionals.collegeboard. com/testing/ssd) and ACT (http://www.act. org/aap/disab/chart.html) provide a range of testing accommodations for students with disabilities? Visit their websites to become aware of application deadlines, required documentation, and other information required to qualify. Application deadlines occur seven or more weeks before the test date. Keep your teachers and counselors informed about these deadlines and request assistance in preparing for these very important exams.
Can you take your AT with you when you graduate from high school? That depends on the AT needed and the school division’s policies on transferring AT to students after graduation. This is an important conversation that should occur at your IEP meeting. Virginia recently passed House Bill 382 (http://leg1.state. va.us/cgi-bin/legp504.exe?121+ful+CHAP0214) Transfer of Assistive Technology stating: An assistive technology device may be transferred to (i) the school division to which a child with a disability transfers from the school division that purchased the device; (ii) a state agency, including the Department of Rehabilitative Services, that provides services to a child with a disability following the child’s graduation with a standard or advanced studies diploma or when a school division ceases to provide special education services for the student; or (iii) the parents of a child with a disability, or the child with a disability if the child with a disability is age 18 or older and has capacity to enter into a contract (Transfer of Assistive Technology, 2012). Guidance about the use of HB 382 should come soon from the Virginia Department of Education. The implications are positive that contracts will be developed between school divisions and students or families that would allow some students to take their AT with them after graduation
What skills do you need in college that might require AT? Skills needed in college are quite different from those required in high school. Although there may be some academic similarities initially, a high level of independence is required. Visit Rise Up (http:// 9
www.mississippi.edu/riseupms/disability-planskills.php), Mississippi’s college access website, to explore a list of questions designed to help students with disabilities prepare for college.
Plan ahead by asking yourself about your current AT needs: Do I need AT to organize my class schedule, project deadlines, test and quiz dates? Do I need AT to help me with reading, note taking or test taking? Do I benefit from AT support for math? Do I currently need AT to help with my personal needs? Chances are if you answered yes to any of these questions, you will need similar AT in college. It may be helpful to use the SETT Framework (Student, Environment, Task, and Tools) (http://www.joyzabala.com/Documents. html) to identify your own needs, environmental demands, tasks that are difficult and possible AT tools to support your identified needs (Zabala, 2002).
How can you organize and maintain your AT? Maintaining AT devices and knowing what to do and where to go for help can be essential for student success. If the printer doesn’t work and a paper is due, what do you do? What happens if an update is needed on a device, where do you go? What if your computer stops working, what happens next? The Wisconsin Assistive Technology Initiative (WATI) developed an AT transition portfolio (http://sped.dpi.wi.gov/ files/sped/pdf/at-wati-student-portfolio.pdf) for individuals to keep manuals, contact information regarding AT, and documentation of disability, all in one accordion-type folder. When trouble arises, everything will be in one place. Remember, it will be your responsibility to keep up with your AT devices, calendars, projects, and books. No more “the dog ate my paper” excuses.
How can you keep up to date on new technologies? Technology is always changing. The challenges faced today may be solved with technology tomorrow. It’s important to stay abreast of the latest technology that may have an impact on your education and success. Plan to regularly explore the following websites to stay up to date about new technologies: • Join LD online, (http://www.ldonline.org/) the leading website on learning disabilities, learning disorders, and learning differences. The TTAC Telegram April /May 2013
• Stay informed about the latest research and information regarding technology by reading articles at BrightHub (http://www.brighthub. com/education/special.aspx).
• Read daily assistive technology blog postings archived and searchable from the Virginia Department of Education’s Training and Technical Assistance Center at VCU’s Assistive Technology blog (http://www. assistivetechnology.vcu.edu).
Now that you’ve graduated, what resources will help you get the AT you need? You may have heard some of your peers with disabilities say, “Now that I’m done with high school and IEPs, no one needs to know I have a disability. I can just be me, with no labels.” Unfortunately, many of your peers may struggle in college if they don’t have the AT supports that were provided in high school and are not informed about where to turn for help. Did you know that disability support services offices must be available on campus for students with disabilities at publicly funded colleges and universities as required by Section 504 of the Rehabilitation Act of 1973 (2006)? Under this law, colleges are required to make their programs accessible to qualified students with disabilities using reasonable accommodations that affect their ability to participate in courses (Rehabilitation Act of 1973). However, you are required to disclose your disability to the college disability support services office using proper documentation if you need accommodations.
It’s important to understand your rights regarding access to AT as a college student with a disability. Bellingham Technical College (http://www.btc.ctc. edu/StuServices/DSS/studentrights.asp) and The Pacer Center (http://www.pacer.org/publications/ adaqa/504.asp) are good source of information to help you prepare for postsecondary opportunities and know your rights to AT under Americans with Disabilities Act (ADA).
In the past, your family may have had the prominent role in making sure you received AT devices and services. While your family will still play an important role, much of their work involves supporting you behind the scenes as you advocate for yourself, learn a new system of resources, and communicate directly with the college. Colleges 10
are not required to share information with parents regarding classes, grades, etc. It’s left up to you to provide and allow your parents access to this information (Conner, 2012). It will benefit you to begin learning self-advocacy skills in high school so you feel comfortable requesting accommodations in college. The Virginia Department of Education’s I’m Determined website (http://www. imdetermined.org) has many tools and resources to assist you with learning more about yourself in order to advocate for what AT you need for success. Conclusion As you get closer to graduation, more questions will arise. You, your teachers and family members have different roles and perspectives in transition planning especially related to AT. Careful planning must take place to ensure that you have the AT you need to be successful in college. Ongoing communication about AT with your IEP team and others who support you may help build your selfadvocacy skills, alleviate anxiety, and prepare you and your family for the big changes that college life brings. References
Connor, D. J. (2012). Helping students with disabilities transition to college. TEACHING Exceptional Children, 44(5), pp. 16-25.
Leuchovius, D. (2012). ADA Q & A: Section 504 and postsecondary education. Retrieved from http:// www.pacer.org/publications/adaqa/504.asp. Rehabilitation Act of 1973, 29 U.S.C. § 701 et seq. (2006).
Thoma, C., & Wehman, P. (2010). Getting the most out of IEPs: An educator’s guide to the studentdirected approach. Baltimore, MD: Brookes. Transfer of Assistive Technology, VA-HB 382, VA General Assembly. (2012).
Zabala, J. (2002). The SETT Framework revisited. Retrieved from http://www.joyzabala.com/
This article originally appeared in the August 2012 issue of Innovations and Perspectives, the newsletter of the VDOE TTAC @ VCU. It is reprinted with permission from the authors. The TTAC Telegram April /May 2013
Teacher Direct A New Web Page Just for Virginia Teachers TeacherDirect is a new addition to the Virginia Department of Educationâ€™s Web site that includes links to resources for all SOL subject areas.
contains weekly updated items of interest to teachers, such as new instructional resources, upcoming professional development activities, grant and scholarship opportunities, and student contests.
contains a searchable professional development calendar of conferences, webinars, and institutes.
contains catalogs of all DOE resources available to teachers of English, mathematics, science, and history and social science; and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed, as well as DOE resources available to support them.
Sign up for weekly e-mail updates at www.doe.virginia.gov/testing/teacher_direct/
Please share this information with a colleague!
Fostering Independent Learning for College and Career
Teach a plan, to address the confusion
Tovani calls hers “fix up strategies” (p. 51). Students are taught to consciously address the signals and are challenged to: • Seek connections to the text and experiences • Make predictions Judith L. Fontana, Ph.D., VDOE TTAC @ GMU • Stop and review • Ask a question/answer it In accordance with our theme of college and career readiness, this article has been constructed around • Visualize the setting or characters guidelines espoused by the National Center on • Reread Universal Design for Learning (UDL). Each topic • Retell will be followed by some thoughts on what we teachers can do to fashion independent learners. • Read slower or faster
Master the Learning Process
“The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process.” (http://www.udlcenter.org/aboutudl/ udlguidelines, retrieved 3/21/13)
To continue with the struggling reader scenario, teach your students a process for dealing a word that they do not understand. Tovani (2000) teaches her students to: 1. Look for parts that are familiar - a prefix, suffix, or root. 2. Use the glossary (best bet the definition will be content specific), or an online dictionary. 3. Look for context clues. Read around the word. Back up a bit and go ahead a bit. 4. Ask someone.
Meta-cognition, the knowledge that allows us to plan, monitor and evaluate our own thinking or understanding (Lenz, Deshler & Bisham, 2004), is the first step in mastering the learning process. Describing characteristics of struggling readers, Buehl (2007) noted that as a group, they lack metacognitive awareness. Identifying the confusion and In summary, mastering the learning process where it began is the meta-cognitive piece. requires one to self-monitor understanding and to have a plan to address the confusion.
Teach your students to self-monitor their understanding
An example is Cris Tovani (2000), a high school reading specialist and English teacher, who teaches her students 6 signals to watch for that indicate the reader is, or will soon be, “stuck” (p. 37). She teaches them to notice when they: 1. Stop interacting with the text and feel confused or bored. 2. Become unable to visualize and have no mental illustration.
3. Feel their attention wandering and experience a loss of continuity. 4. Cannot retell events.
5. Do not clarify their own questions.
6. Do not recall a character they have met earlier in a story. 12
Creating Expert Learners
“ Education should help turn novice learners into expert learners..” (http://www.udlcenter.org/aboutudl/ udlguidelines , retrieved 3/21/13).
Disciplinary literacy is considered to be a set of specialized skills necessary to access, understand and communicate in specific subject areas such as math, science, social studies and literature. (Shanahan & Shanahan, 2008).
The literacy demands on students, our novice learners, are unique to the discipline they are studying (Shanahan & Shanahan, 2008, p. 48). Preliminary research shows that content experts (math, chemistry, history) read their texts differently. “The nature of the disciplines must be communicated to adolescents along with the ways in which experts approach the reading of text
The TTAC Telegram April /May 2013
(Shanahan & Shanahan, 2008, p. 51). For example, research on text structure suggests that expository texts vary in organizational patterns that enhance understanding. (Kosanovich, Reed & Miller, 2010). This translates to direct instruction on text structures that are used most frequently in specific content. (See Figure 1: Text Structure Resource for Teachers, at the end of this article.) Thus, secondary content teachers are called upon to: • Understand the literacy demands of their texts. • Provide guidance to students before, during, after reading. • Provide multiple teacher models of how to process discipline specific text. • Focus classroom talk on how to make sense of text. (CLC presentation kucrl, 2010) Teachers are being called upon to instruct not just in content, but in the habits of learning and ways of knowing specific to their content. How do
scientists write? Why should I slow down when I read my math book? What is the cultural context of this piece of literature?
To prepare our students for the learning challenges of higher education and of life itself our goal cannot be limited only to the transfer of content knowledge. We must also teach skills with which they may acquire knowledge and be “..individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning.” (http://www.udlcenter.org/ aboutudl/udlguidelines , retrieved 3/21/13). References Buehl, D. (2007). Integrating Reading Comprehension Strategies into Content Instruction. From Vision to Practice Academy, July 2007, sponsored by the Virginia Department of
Figure 1: Text Structure Resource for Teachers
Teaching Text Structure to Support Understanding: A Teacher Resource
Illustrates or depicts
Organizes content ideas and
Presents cause and effect
Ideas are presented in 2
Ideas are present in terms
characteristics and details
relationships between ideas,
segments, problem and
of their similarities and
of an event, person, work of
events or concepts. Results
By order: directions Lists features in clear
Items are presented in a
Look for causes when effects
May be a Q & A format,
Different points of view
series or list by occurrence,
include an evaluation
may be expressed. Seen
of consequences as the
in debates, speeches,
solution. Seen in history
importance or direction
political and scientific articles Signaling words:
such as, includes, like or as,
first, 2 … next, then, later,
because, caused by, lead to,
On the other hand, from
size, shape, color
resulted in, as a result of
question, answer, reasons,
With its elegant salons, fine
They hit the iceberg at 11:40
Many of the victims
The problem is that there
Compared to the first
china, gourmet food the
PM. Three hours later the
of the Titanic died, not
is no remedy for over-
class passengers those
Titanic was like a floating
ship had sunk.
from drowning, but from
below deck were starved.
The TTAC Telegram April /May 2013
Education. Richmond, Virginia. Kosanovich, M. L., Reed, D. K., & Miller, D. H. (2010). Bringing literacy strategies into content instruction: Professional learning for secondarylevel teachers. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Literacy Rich Classrooms. (2010) Content Literacy Continuum® (CLC) presentation, The University of Kansas (KU) Center for Research on Learning (kucrl). Strategic Instruction Model® (SIM®) Conference, Summer 2010. Lenz, K., Deshler, D.D., and Kissam, B. R. (2004). Teaching Content to All. Boston and NY: Pearson.
National Center on Universal Design for Learning. UDL Guidelines - Version 2.0. http://www. udlcenter.org/aboutudl/udlguidelines (retrieved 3/21/13).
Shanahan, T. & Shanahan, C. (2008) Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Educational Review, 78(1), pp 40-59. Tovani, C. (2000). I Read It, but I Don’t Get It: Comprehension Strategies for Adolescent Readers. Portland, Maine: Stenhouse.
“What is Social Emotional Development and Why is it Important? Social emotional development is a fundamental part of a child’s overall health and well-being, as it both reflects and impacts upon the developing brain’s wiring and function. Social emotional development is sometimes called early childhood mental health or infant mental health. It spans from how children interact with others to how they manage or cope with adversity and stress. Social emotional development within the first few years of life sets a precedent and prepares children to be self-confident, trusting, empathic, intellectually inquisitive, competent in using language to communicate, and capable of relating well to others. Healthy social and emotional development refers to a child’s emerging ability to: • Experience, manage, and express the full range of positive and negative emotions; • Develop close, satisfying relationships with other children and adults; and • Actively explore their environment and learn.
A child’s emerging social and emotional skills form a critical foundation for learning and wellness that will guide them into adulthood. The healthier a child’s early experiences are, the more apt they are to enter school and life with a strong foundation of social-emotional skills. It is important to remember that these are the experiences and skills that will influence how they deal with both success and adversity across their lifespan.” (National Healthy Start Association, Inc., 2013), excerpted from The Social Emotional Development of Young Children, Resource Guide For Healthy Start Staff, p. 1, Retrieved on 2/18/2013, http://www. nationalhealthystart.org/site/assets/docs/NHSA_ SocialEmotional_1.pdf Resources to support educators in addressing social/emotional development in early childhood settings, the foundation for all learning, follow: Virginia Early Intervention: www.eipd.vcu.edu
TTAC Online: www.ttaconline.org - click on left menu for early childhood and use tabs at top for
area of preference, i.e., resources
National Healthy Start Association, Inc.: www. nationalhealthystart.org
Inclusive Practices: The National Professional Development Center on Inclusion (NPDCI), Quality Inclusive Practices: Resources and Landing Pads, http://npdci.fpg.unc.edu/ resources/quality-inclusive-practicesresources-and-landing-pads Social-Emotional Development/Behavior
Technical Assistance Center on Social Emotional Intervention, www.challengingbehavior.org Scroll to bottom for icon links to: Center on the Social and Emotional Foundations for Early Learning (CSEFEL), http://csefel. vanderbilt.edu Early Childhood Mental Health Consultation, www.ecmhc.org Pyramid Plus - Colorado Center for Social Emotional Competence and Inclusion, which builds on the work of CSEFEL, TACSEI, and Special Quest approach and materials www.pyramidplus.org Early Childhood Technical Assistance Center (ECTA): www.ectacenter.org Go to left menu for icon links to: Center for Early Literacy Learning (CELL), www. earlyliteracylearning.org
Technical Assistance Center on Social/Emotional Intervention for Young Children, www. challengingbehavior.org, http://www.challengingbehavior.org/do/ resources/teaching_tools/toc/folder1/1e_routine_ based.pdf
In addition, the ECTA website has a link to a training package which includes power points, notes, handouts and activities to address functional IFSP outcomes and IEP goals, http://ectacenter. org/knowledgepath/ifspoutcomes-iepgoals/ ifspoutcomes-iepgoals.asp
In addition, register for Virginia’s Collaborative Early Childhood Birth through Five Conference for Early Childhood Educators, Creating Connections to Shining Stars: go to www.ttaconline.org , click on early childhood and the events tab, July 22-24, 2013, Cavalier Hotel, Virginia Beach, Virginia.
The TTAC Telegram April /May 2013
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS) OF VIRGINIA Resource
The following online training modules are available on TTAC Online: (http://www.ttaconline.org).
After signing in, select the blue “Online Training” tab in the upper right corner (to access all online training, including the following behavior modules). Using the search button (below the “Online Training” tab), you can search by category (behavior) or, to narrow the search, you can search by specific module number (Module 18, etc.). Each of the topics below includes an Elementary level and Secondary level module • Academic Supports and Curricular/ Instructional Modifications -Module 16 • Anger Management - Module 8 • Behavior Contracts - Module 2
• Behavior Support Plan, A - Module 12
• Choice-Making Opportunities for Students - Module 4 • Clear Rules and Expectations - Module 1 • Conflict Resolution - Module 7
• Cooperative Learning - Module 9 • Crisis Management - Module 15
• Data Collection, Graphing, and Analysis for Intervention Plans - Module 24 • Developing a Function-based Intervention - Module 11 • Developing a Transition Plan - Module 23
• Establishing a Positive Teaching and Learning Environment - Module 10 • Group-oriented Contingency Management - Module 22
• Mental Health Services as Student Support - Module 25 • Peer Instructional Supports - Module 21
• Peer Reinforcement to Promote Appropriate Student Behavior - Module 19
• Peer-mediated Intervention to Promote Positive Behavior Skills - Module 20 • Precorrection - Module 3
• Self-Monitoring of Non-academic Behavior - Module 6
• Self-Monitoring of Student Academic Performance - Module 5 • Social Skills as Part of Class Instruction - Module 18
• Specialized Instruction to Promote Learning and Study Skills - Module 17
• Strategies that are Respectful of Gender, Cultural, and Linguistic Differences - Module 13 • System of Positive Behavioral Interventions and Supports (PBIS), A - Module 14
Introduction: Students begin to develop a vision for their future through career exploration. Providing opportunities for students to refine their occupational interests and goals helps them focus their search for prospective career options. The following article provides resources for teachers and counselors who support students as they shape their career identity and set postsecondary goals. This is the second in a series of articles on the topic of career development for children and youth with disabilities. The first article, Who I Want to Be When I Grow Up: Coming out of the Starting Blocks, identified resources related to career awareness, the first phase in the career development process. The following article focuses on the second phase, career exploration.
Making Interest and Career Connections: The Race for Discovery Elaine Gould, M.Ed., VDOE TTAC at the College of William and Mary
Developmentally, middle school students are curious about the world and are constantly searching for ways to fit in and succeed (Repetto, 2012). These are promising traits when it comes to exploring future careers. While engaged in career exploration, the second phase in the career development process, students discover careers that match their interests, strengths, and future goals (Hanley-Maxwell & Izzo, 2012). In this phase, students benefit from engagement in school, home, or volunteer work-related experiences and learning about the required skills in a career of interest (Repetto, 2012; Sitlington, Neubert, Begun, Lombard, & Leconte, 2007). For example, Jordan, an exceptionally personable student with an intellectual disability, gained daily school-based work experience by delivering teachers’ mail to their classrooms. These experiences not only provided him with a regular job but also increased his workplace communication and behavioral skills (Hanley-Maxwell & Izzo, 2012). Similarly, Sophia, a student with autism, gained work experience at home by engaging in weekly chores such as changing and washing the family’s sheets, vacuuming, and taking out the trash. 17
Children tend to be drawn to careers to which they have had the most exposure. When teachers and families introduce them to additional career fields (based on their interests and strengths), students begin to broaden their thinking beyond otherwise possibly unrealistic career choices such as professional sports and entertainment (Repetto, 2012). Such experiences can also expand educators’ knowledge as they envision their students in careers outside those to which many students with disabilities are typically directed (custodial and food service jobs). For example, when Alexa presented her One Pager at her eighthgrade IEP meeting, the IEP team discovered her love of books and her strong organizational skills. Alexa explained to the team: I want you to know what I need. I want to talk about what I would like to learn so when I grow up I will have a good job. I have a hard time in my classes and sometimes it is hard for me to learn very quickly, but if I take my time and work hard, I can do it!!! Take your time with me and I WILL LEARN! Alexa’s determination to become a “librarian assistant” has put her on a path to seek related work/volunteer experiences, to enroll in preparatory coursework, and to engage in transition activities that will support her in attaining her postsecondary employment goal. Additional ways teachers and families can expose students to potential careers include: • taking a child to work • going on field trips • inviting guest speakers to school • creating school-based enterprises • enrolling students in courses that are aligned with career interests • arranging for students to participate in job shadowing experiences, and • creating opportunities for students to volunteer in the community (Repetto, 2012; Sitlington et al., 2007).
Valuable transition assessment data can be collected as students participate in developmentally appropriate career exploration activities that match their interests, knowledge, and skills (e.g., visiting a career technical center or participating in community-based assessments) (Hanley-Maxwell & Izzo, 2012; Sitlington et al., 2007). Students also develop skills in decision making (e.g., selecting courses of study that
The TTAC Telegram April /May 2013
prepare them to reach postsecondary goals) and begin to understand the relevance of their work in school and its connection to the achievement of their postsecondary goals (Repetto, 2012; Sitlington et al., 2007).
The A, B, Cs of Career Exploration and Planning for Middle Grades Students (Junior Achievement and the National Career Development Association [JA & NCDA], 2004) provides school counselors with a checklist (see below) to help students through the exploration phase of the career development process. Links to additional resources have also been provided to assist with completion of checklist items.
A, B, C’s for Beginning the Career Exploration Process A: Make the time to ask yourself: • What do I like to do? • What am I good at? • What do I enjoy doing? • What is important to me?
Helpful Hints: Have students: • Complete the One Pager, a self-awareness tool developed by the I’m Determined Project • Visit Virginia Career View, a comprehensive resource for career information. B: Notice what is happening around you: • What do members of my family do at home and at work? • What do my friends’ parents or families do? • What are their hobbies and other interests? • Ask people what they do in their jobs. • What do you like/dislike about your job? • What skills or training did you need for your job?
Helpful Hint: Visit the site Drive of Your Life, a free online career exploration game that will help students learn more about themselves, higher education, and careers. Students will learn about careers that interest them and then go on a virtual drive to learn more about each of those careers.
C: Make the time to ask yourself: • Would I enjoy doing this type of job? • How will I know if I would enjoy doing this type of work?
Helpful Hint: Explore O*NET resources What Do I Want to do For a Living? or visit O*NET to explore career options; Visit Mr. Breitsprecher’s Career Activities for a wealth of Career Exploration resources.
Additional Resources for Teachers and School Counselors
• The Nebraska Department of Education has developed the Curriculum for Careers (C4C) career exploration lesson plans and resources for middle school students. There are stepby-step videos for teachers as they teach the curriculum to their students. • www.imdetermined.org provides numerous tools and videos to assist in engaging students in the career exploration phase (e.g., One Pager, Student Involvement in the IEP).
Middle school students have a variety of highpriority social interests (e.g., fitting in, making friends) that compete with planning for future careers. Educators can help students to understand that by thinking about and exploring career interests in middle school, they will increase their opportunities to enroll in courses and engage in experiences that will prepare them to reach their postsecondary goals (JA & NCDA, 2004).
Junior Achievement and The National Career Development Association. (2004). The A, B, Cs of career exploration and planning for middle grades students. Retrieved from http://ncda.org/aws/NCDA/pt/sd/news_ article/6237/_parent/layout_details/false
Hanley-Maxwell, C., & Izzo, M. (2012). Preparing students for the 21st century workforce. In M. Wehmeyer & K. Webb (Eds.), Handbook of adolescent transition education for youth with disabilities (pp. 139-155). New York, NY: Routledge.
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Repetto, J. (2012). Middle school transition education planning and services. In M. Wehmeyer & K. Webb (Eds.), Handbook of adolescent transition education for youth with disabilities (pp. 266-270). New York, NY: Routledge.
Sitlington, P., Neubert, D., Begun, W., Lombard, R., & Leconte, P. (2007). Assess for success. Thousand Oaks, CA: Sage.
This article originally appeared in the February/ March 2013 issue of Link Lines, the newsletter of the VDOE TTAC @ the College of William and Mary. It is reprinted with permission from the author.
What can YOU do? The Campaign for Disability Employment Source: The Campaign for Disability Employment website http://whatcanyoudocampaign.org/blog/ index.php/about/
The Campaign for Disability Employment (CDE) is a collaborative effort between several disability and business organizations that seek to promote positive employment outcomes for people with disabilities by encouraging employers and others to recognize the value and talent they bring to the workplace as well as the dividend to be realized by fully including people with disabilities at work. People with disabilities can and do make important contributions to America’s businesses every day. By implementing good workplace practices, like maintaining a flexible and inclusive work environment, businesses can capitalize on the talents of qualified people with disabilities, benefitting everyone. The Campaign is a collaborative effort between several organizations that are working to raise awareness and change attitudes about disability and employment and is funded by the U.S. Department of Labor’s Office of Disability Employment Policy (ODEP).
Also featured on the site are video public service announcements (PSAs) that challenge assumptions about people with disabilities and employment. Included in the video library is the Campaign’s new “Because” PSA and the award-winning “I Can” PSA, which has aired on thousands of television, cable, and radio stations nationwide. Visitors can also view the winning videos from the “What can YOU do?” Video Contests, which invited aspiring filmmakers to produce their own videos in support of the Campaign’s goals.
Please join the Campaign for Disability Employment in its mission to promote positive employment outcomes for people with disabilities by using the WhatCanYouDoCampaign.org website to access resources to assist in recruiting, retaining and advancing skilled, qualified employees and by sharing the important message that, “At work, it’s what people CAN do that matters.”
The information in this article comes directly from the Campaign for Disability Employment website (noted above).
The “What can YOU do?” Initiative
Through its national “What can YOU do?” public outreach initiative, the Campaign for Disability Employment reinforces the reality that people with disabilities want to work and that their talents and abilities positively impact businesses both financially and organizationally. Several unique tools characterize the “What can YOU do?” initiative, including the Campaign’s Web site, WhatCanYouDoCampaign.org, which offers users the chance to learn, express their commitment to disability employment efforts and share what they “can do.” The site also features tools and tangible ideas for supporting the Campaign’s goals, such as Discussion Guides, posters, CDE support badges that users can display on their own Web sites and blogs, and ready-to-publish news briefs for publications and social media platforms.
my boss encourages me... I am a valuable employee.
The TTAC Telegram April /May 2013
Life after High School Kathy Nutt, M.Ed., VDOE TTAC @ GMU
Our goal as educators is to provide students with learning experiences that will serve them well beyond high school. As students move onto college and other post-secondary educational opportunities, they need skills as well as knowledge. Whether we are delivering content instruction or skill instruction, we hope that our students will carry these lessons into other avenues and expand upon them. Even the most capable students can find moving past high school challenging. Those going on to college often find themselves overwhelmed and under prepared (Hallahan & Kauffman, 2003).
Many community colleges and universities offer courses and other supports to help freshman transition into college by offering courses such as “College Success Skills” (Northern Virginia Community College) and “Freshman Seminar” for Art History majors (George Mason University). These courses are designed to assist students as they adapt to college life, academic requirements and the overall changes that post-secondary life brings. George Mason also offers COMPASS: A Roadmap to Healthy Living. This program provides resources for assisting first-year students during their transition to college (http://www.caph.gmu. edu/HealthyExpectations/aboutus.html). At James Madison University, the “One Book” website is comprised of several steps that new students need to complete to prepare for their transition to college. It begins with “Summer Springboard Orientation” and evolves into other activities and advice for students new to JMU (https://www.jmu. edu/onebook/index.shtml). There are also a great many books and guides that deal with organization, time management, study skills and other academic skill areas. They may be geared for students, teachers and even parents. These can be useful for all ages, needs and skill levels.
There are a host of titles that deal with study strategies and organization, many of which can be found in your regional TTAC library. Below is a sampling of some of the titles available on organization, study skills, time management and school success. Teachers,
students and parents can all enjoy and learn. Happy reading! Get Off My Brain: A Survival Guide For Lazy Students / McCutcheon, Randall. -- Minneapolis, MN: Free Spirit Publishing, 1998. This guide provides interesting and unique ideas for school success.
Get Organized Without Losing It / Fox, Janet S. -Minneapolis, MN: Free Spirit Publishing, 2006. This guide offers useful strategies for time management, organization and ways to effectively maneuver academic tasks and more.
Goal Setting For Students / Bishop, John. -- St. Louis, MO: Accent on Success, 2003. Students and adults alike will find this guide useful for goal setting and determining academic success. Help Your Son or Daughter Study for Success / Gall, Joyce P. -- Eugene, OR: M. Damien Publishers, 1985. Developed by parents of successful students. This guide provides valuable tips on homework, study skills and successful test-taking. Helping Children to Develop Study Skills: A Guide for Parents / Hoover, John J. -- Lindale, TX: Hamilton Publications, 1989. This book is a useful tool for parents seeking to help their children learn successful study habits. The Organized Student: Teaching Children the Skills for Success in School and Beyond / Goldberg, Donna. -- New York, NY: Simon and Schuster, 2005. This guide teaches hands-on organization strategies for being a successful learner. Additionally, this book provides special tips for students with learning disabilities.
School Power: Study Skill Strategies For Succeeding In School / Schumm, Jeanne S. -Minneapolis, MN: Free Spirit Publishing, 2001. School success is the focus of this book. It provides strategies for effective student learning. Study Strategies Made Easy: A Practical Plan for School Success/ Davis, Leslie, Davis, Ed & Sirotowitiz, Sandi- Plantation, FL: Specialty Press, 1997. This guide provides students with strategies
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for organization, time management, vocabulary development, memory, reading comprehension and much more.
College Study Skills: Becoming a Strategic Learner/ Van Blerkom, Dianna L. â€“ Boston, MA: Wadsworth, 2013. This book is excellent for college bound students. Offerings include active learning strategies, motivation, organization and time management.
Time management & organizational skills for students (and their parents too...): An organized student means ... /Morris, AmyCreateSpace Independent Publishing Platform, 2011. A useful guide for both students and their parents. This book provides information on time management, organization, study skills and how to prioritize.
References Forness, S. R., Kavale, K. A., Blum, I. M., & Lloyd, J. W. (1997). Mega-analysis of meta-analysis: What works in special education. Teaching Exceptional Children, 19(6), 4-9.
Hallahan, D. P. & Kaufman, J. M. (2003). Exceptional Learners: Introduction to Special Education (9th Ed). Boston, MA: Allyn and Bacon. http://www.caph.gmu.edu/HealthyExpectations/ aboutus.html https://www.jmu.edu/onebook/index.shtml http://www.nvcc.edu
Responding to Problem Behavior and Maintaining a Positive Learning Environment… A Balanced Equation for Classroom Management
Kimberly Yanek, M.S.Ed., PBIS Systems Coach and Behavior Outcomes, VDOE TTAC at ODU
A well-managed classroom is an important condition for increasing student learning (Hattie, 2009) and a challenging task for teacher planning (Allday, 2011). Effective and efficient classroom management includes proactive strategies that prevent problem behavior as well as well-planned responses to problem behavior (Colvin, 2010; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008). Advanced planning for managing anticipated problem behavior increases the likelihood of “responding” verses “reacting” to student misbehavior (Allday, 2011). Reactive responses, such as reprimands, may provide a temporary reduction in student misbehavior for some students (Allday, 2011). However, using reprimands as a first response to misbehavior may develop into a negative pattern of teacher and student interaction or lead to an escalation of more challenging misbehavior (Allday, 2011; Colvin, 2010). While there will be times when a reprimand is appropriate, planning for effective responses will increase our ability to utilize other methods to manage student behavior (Allday, 2011) and maintain a positive learning environment.
Application and Professional Learning Resources
Spending time to create a classroom management 23
plan that includes both proactive strategies to prevent misbehavior and effective responses to address misbehavior will save valuable instructional minutes throughout the school year. Below are resources for use by individual classroom teachers, co-teachers, grade level/core/department teams, or an entire school staff for professional learning and classroom management planning. Access the previous Network News article, The Power of Eight!! Pulling it Together with Instructional Planning, Effective Behavior Practices and Academic Strategies to Meet the Needs of Diverse Learners, and see a comprehensive toolkit for developing proactive classroom management strategies. At the link below, access the article, Responsive management: Practical strategies for avoiding overreaction to minor misbehaver (Allday, 2011) for six strategies to use when responding to problem behavior. Allday (2011) provides both descriptions and practical suggestions for each of the six strategies. http://isc.sagepub.com/ content/46/5/292.full.pdf+html
Allday, R.A. (2011). Responsive management: Practical strategies for avoiding overreaction to minor misbehavior. Intervention in School and Clinic, 46(5), 292-298.
Colvin, G. (2010). Defusing disruptive behavior in the classroom. Thousand Oaks, CA: Corwin. Hattie, J. (2009). Visible learning. New York, NY: Routledge Taylor & Francis Group.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence‐based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.
This article originally appeared in the September/October 2012 issue of T-TAC Network News, the newsletter of the VDOE TTAC at Old Dominion University (TTAC ODU). It is reprinted with permission from the author. The TTAC Telegram April /May 2013
Rockin’ with Region 4 The TTAC at GMU 2013 Advisory Board Meeting Bonnie W. Bell, Ph.D., VDOE TTAC @ GMU
The annual meeting of the GMU TTAC Advisory Board was held on the Fairfax campus on March 14, 2013. As always, we appreciate the time our members took from their busy schedules to meet with us. Prior to our meeting, the members were asked a set of questions regarding co-teaching and school safety. We used our members’ responses to plan the agenda for the meeting and to provide resources for them on a USB bracelet. In the meeting program, the TTAC staff provided written reports on our current initiatives in the region and state to support school personnel who work with students, particularly those who have disabilities. Likewise, other staff members presented information to update members on a range of issues including, school improvement, school safety, standards-based IEPs, co-teaching, and the new Virginia Family Special Education Connection website. In addition, Advisory Board members shared information on math interventions, family involvement, and the use of assistive technology.
Most importantly, we are grateful for the generous feedback our members offered on how we can better serve our stakeholders in the school systems throughout Region 4. Members participated in numerous advice activities during the meeting. They were asked to complete an electronic questionnaire, to meet in topical groups and report on specific questions, meet with one other member and share their experiences and recommendations on specific questions, complete comment cards, participate in open discussions where notes were taken, complete a written survey to be returned by mail, and participate in an electronic survey. At the conclusion, the members evaluated our performance during the meeting and gave us suggestions for the future. 24
TTAC at GMU would like to thank our Advisory Board members for their dedicated support and helpful advice during the meeting and throughout the year. Our members are: Wendi Adkins, Speech-Language Pathologist George Mason High School Falls Church City Public Schools Pam Baker, Associate Professor Graduate School of Education George Mason University
Katherine Bolluyt-Meints, Principal Brentsville District High School Prince William County Public Schools
Toni Cary, Coordinator of Transition Services Winchester Public Schools
Virginia Doherty, Language Acquisition Specialist Mount Vernon Community School Alexandria City Public Schools
Kathleen Donovan, Special Education Coordinator, Parent Resource Center Syphax Education Center Arlington Public Schools Lisa Ferguson, Parent Falls Church City Public Schools
Jim Hall, Counselor Manager Virginia Department for Aging and Rehabilitative Services Margaret Harmon, English Teacher Irving Middle School Fairfax County Public Schools
Cathleen Hopfinger, Administrative Coordinator, Office of Special Education, Intellectual Disabilities and VAAP Prince William County Public Schools The TTAC Telegram April /May 2013
Lynette Johnson, Director of Special Instructional Services Frederick County Public Schools
Melissa Saunders, Principal Metz Middle School Manassas City Public Schools
Mark Luther, Principal, Subschool 3 South County High School Fairfax County Public Schools
Rebecca Shinners, Special Education Teacher Mount Vernon Community School Alexandria City Public Schools
Suzanne Lank, K-12 Curriculum Developer George Washington Middle School Campus Alexandria City Public Schools
Cathy Marston, Principal Stanley Elementary School Page County Public Schools
Mark Nichols, Supervisor, Supervisor of Assistive Technology & Digital IEP System; Lead Digital Rights Manager (DRM) for AIM-VA Loudoun County Public Schools Steve Parker, Principal Cedar Lee Middle School Fauquier County Public Schools
Jane Razeghi, Executive Director, Division on Career Development & Transition Council for Exceptional Children Susan Rismiller, Crisis Intervention Teacher, Comprehensive Services Site Saratoga Elementary School Fairfax County Public Schools
Cindy Scott, Lead School Psychologist Yowell Elementary School Culpeper County Public Schools
Debi Stepien, Professor, Early Childhood Education Northern Virginia Community College Joe Strong, Principal Apple Pie Ridge Elementary School Frederick County Public Schools
Tony Tallent, Special Education Teacher, Assistant Athletic Director Warren County High School Warren County Public Schools
Jocelyn Washburn, SIM Professional Developer & CLC Coordinator Culpeper County Public Schools Lisa Wooditch, Adapted Curriculum Specialist Fairfax Ridge Fairfax County Public Schools John A. Word, Sr., Principal Kenmore Middle School Arlington Public Schools
Library Line-up April/May 2013
Featuring some of our Most Wanted resources. . . Defusing Disruptive Behavior in the Classroom Geoff Colvin; Call number: 371.1024 COL 2010 This book discusses strategies that target specific behaviors and common classroom scenarios and solutions for K-12 general and special education teachers. It includes checklists and action plans for applying the strategies while maintaining the flow of instruction.
(Note: a set of these books are also available and reserved for use by Region IV schools participating in the GMU TTAC PBIS coaching book study program. For questions about this program, contact Kay Klein at firstname.lastname@example.org )
Career Guide for Virginia Virginia Employment Commission; Call number: 650.14 VOC 2012 The purpose of this guide is to assist students and others who are looking for information to help them in researching and finding a new career. It includes information on career choices, how to plan for a career, education needed, how to apply and interview for jobs, and much more.
Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement John Hattie; Call number: 370.1523 HAT 2009 This book presents the largest collection of evidence-based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies.
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Career Training and Personal Planning for Students with Autism Spectrum Disorders: A Practical Resource for Schools Vicki Lundine & Catherine Smith; Call number: 371.94 LUN 2006 This practical training program assesses ASD students’ strengths and abilities, fears and challenges, and provides instruction on acquiring the skills necessary for a smooth transition from school to employment. It includes lesson plans, implementation procedures, interactive activities, and photocopiable worksheets.
Life After High School: A Guide for Students with Disabilities and Their Families Susan Yellin & Christina C. Bertsch; Call number: 646.700 YEL 2010 This book provides a complete overview of the issues students and their families need to consider when planning for life after high school graduation. It includes a comprehensive list of further resources for additional sources of information and support.
High-Impact Instruction: A Framework for Great Teaching Jim Knight; Call number: 371.1 KNI 2013 Employment and Career Planning In this handbook written for K. O. Synatschk, G. M. Clark, J. R. teachers but suitable for use Patton, & L. R. Copeland; Call by principals and instructional number: 370.113 SYN 2007 coaches, Jim Knight presents The informal assessment tools in the high-leverage strategies that this book are useful for teachers, make the biggest difference in student learning. counselors, special educators, and Focusing on three areas of high-impact instruction others involved with transition - content planning, instructional practices and planning. They can be implemented in a wide community building – he provides a simple and variety of settings and delivery models. flexible framework you can customize to fit your “Don’t We Already Do Inclusion?” working style and students’ needs. 100 Ideas for Improving Inclusive Making the Move to Managing Schools Your Own Personal Assistance Paula Kluth; Call number: Services: A Toolkit for 371.904 KLU 2013 Youth with Disabilities A lively, practical and engaging howTransitioning to Adulthood to book on growing the inclusive U.S. Dept. of Labor, Office of school model in your community. Disability Employment Policy; It includes activities, examples, and illustrations, Call number: 371.91 MAK designed to help participants refine their vision 2010 and their skills when it comes to inclusion. This guide is designed for youth with disabilities who are planning to live independently but need Envision Your Career: A help with daily tasks. It explains the process Language-Free Video Career of finding and paying for personal assistance Interest Inventory [DVD] services to fit their specific needs. Call number: ENVISION 2005 This is a language-free visual career interest inventory designed To request one of the items above or any other to be used as an initial assessment materials available for checkout, of occupational interest. “Envision please contact Region 4 TTAC Librarian Your Career” consists of 66 liveJackie Petersen, email@example.com or action images showing people performing typical 703.993.3672 job duties in actual work environments. Because no Library location: Finley Hall, Room 116, GMU language is used, “Envision Your Career” provides Fairfax Campus counselors with a viable alternative to verbal and written interest inventories. 27
The TTAC Telegram April /May 2013
Professional Learning Opportunities For conferences, events, on-line opportunities, and so much more, please visit:
TTAC Online Events at: http://www.ttaconline.org/staff/s_events/s_events.asp?disability=true
VDOE TTAC @ GMU Event Calendar at: http://ttac.gmu.edu/events
Featured Events Creating Connections to Shining Stars: Virginiaâ€™s Collaborative Early Childhood Birth through Five Conference 2013 July 22-24, 2013 The Cavalier Hotel | Virginia Beach, Va Registration now open! For more information & registration, go to www.ttaconline.org
Save the Date: Future Quest 2013
November 16, 2013 Johnson Center, Fairfax Campus, George Mason University For more information, go to www.ttaconline.org
The TTAC Telegramâ€ƒ April /May 2013