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Description: Try some or all of these practices to experience a greater sense of well-being and resilience. Mindful Breathing for Adults Brief Body Scan Self-Compassion Break for Adults Loving-Kindness for Adults How Would You Treat a Friend? And more . . .
Description: K-12 Staff Well-Being Check-In Toolkit - Download this toolkit and learn how to better support your district's employees by: Understanding the state of teacher and staff mental health Monitoring employee well-being Increasing employees’ sense of purpose Providing tiered support
Description: Respite is defined as a short period of rest or relief from something difficult. Caring for a loved one can be very difficult on a caregiver. Respite Care provides temporary relief to a primary caregiver from the continuous support and care of a loved one who has a disability or medical condition. Respite will be most helpful if you use it before you become exhausted, isolated, and overwhelmed by your responsibilities. Respite services can be beneficial, meaningful, and enjoyable to both the...
Description: This project was developed as part of a grant funded by the Mid-Atlantic ADA Center for The Arc of NoVA to create short videos with information on interactions between people with disabilities and the justice system. Each of these videos are designed to empower people with disabilities, educate them on what to expect, and let them know about options and accommodations they may request.
Description: What is Mindfulness? Mindfulness is the basic human ability to be fully present, aware of where we are and what we’re doing, and not overly reactive or overwhelmed by what’s going on around us. Mindfulness is a quality that every human being already possesses, it’s not something you have to conjure up, you just have to learn how to access it. The Types of Mindfulness Practice While mindfulness is innate, it can be cultivated through proven techniques. Here are some...
Description: Certain students in kindergarten through grade 3; reading intervention services. Requires reading intervention services for students in kindergarten through grade three who demonstrate deficiencies based on their individual performance on the Standards of Learning reading test or any reading diagnostic test that meets criteria established by the Department of Education to be evidence-based, including services that are grounded in the science of reading, and include explicit, systematic,...
Description: Education preparation programs; reading specialists; dyslexia. Requires each education preparation program offered by a public institution of higher education or private institution of higher education that leads to a degree, concentration, or certificate for reading specialists to include a program of coursework or other training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder. The bill requires...
Description: Public schools; dyslexia advisor. Requires one reading specialist employed by each local school board that employs a reading specialist to have training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder and to have an understanding of the definition of dyslexia and a working knowledge of several topics relating to dyslexia. This bill is identical to SB 1516.
Description: Teacher preparation and licensure; dyslexia and other learning disabilities. Requires Board of Education regulations governing teacher licensure to require every person seeking initial licensure or renewal of a license to complete awareness training, provided by the Department of Education, on the indicators of dyslexia and the evidence-based interventions and accommodations for dyslexia. The bill requires the Department of Education to collaborate with the State Council of Higher Education for...
Description: Research suggests that the answer may lie in providing students with instruction that both teaches them the comprehension strategies that work so well for good readers and helps them to develop the necessary metacognitive awareness of how and when to use these strategies.
Description: Most people don't realize it, but the words that we use to teach a concept have a huge impact upon students learning. Math is an especially tricky area where teachers must be precise and use the right word or they could confuse their students. Sarah Powell examines both the challenges of using proper mathematical language as well as strategies and examples to help teachers use precise and specific language to help students learn math. These videos part of Project STAIR, an online resource for...
Description: Institute for the Advancement of Family Support Professionals - The Institute offers Family Support Professionals everywhere the opportunity to learn new skills and grow their careers. Through engaging, online modules and a personalized learning map feature, professionals take charge of their growth and advancement.
Description: This workshop will focus on tools that are grounded in evidence-based principles to help parents increase their self-compassion, create plans for reasonable ongoing committed action to put their family values into action and to see themselves as the heroes they are.
Description: An assessment of a student’s need for assistive technology (AT) is conducted when the IEP or IFSP team is unable to reach a decision during AT Consideration or when requested by any member of the IEP or IFSP team. Assistive technology assessments should be conducted by a team with the collective knowledge and skills needed to determine possible assistive technology solutions that address the needs and abilities of the student, educational goals, and related activities in the...
Description: One powerful mindfulness practice for noticing and meeting your needs is called “Knowing Your S.T.U.F.” This is an acronym that helps one notice four elements of emotions and move into constructive problem-solving. Taught by Psychologist Joel Minden, S.T.U.F. stands for Sensations, Thoughts, Urges, and Feelings. When you take a few minutes to step back and acknowledge these levels of your emotional experience in the present moment, you engage the executive brain and naturally develop...
Description: Promoting Staff Well-being includes: Staff Wellness Staff Mental Health Staff Physical Health Adult Immunizations
Description: Self-care and the Four R's of Resilience - One helpful way to practice Self-Awareness Self-Care is to nurture a regular habit of checking in with yourself around The Four R’s of Resilience: Rest, Relaxation, Replenishment, and Release. These categories speak to four foundational pillars of personal wellness relating to sleep, stress relief, diet, and exercise. Positive outcomes are boosted when we intentionally foster these areas in our lives either individually or by buddying up or...
Description: This series was designed to support the engagement of families in the special education process, share information, encourage advocacy skills, and foster collaborative home-school partnerships which positively impact student success. Created by a design team that included family and staff members, you can observe the journey of one family as they navigate their emotions, learn about special education, and make decisions. (The video is provided in Spanish with closed captions in English.)
Description: This tookit, compiled by the Spiral Foundation, is designed to help adults with sensory processing difficulties better understand their diagnosis and advocate for themselves and their needs. “A Guide to Sensory Integration for Adolescents and Young Adults” is a free downloadable handbook for teens and young adults who have recently been diagnosed with Sensory Processing Disorder or who suspect they may have sensory processing problems. It provides a brief introduction to the history...
Description: Presented by: Peggy Fields and Caren Phipps Assistive technology (AT) impacts the lives of students today in ways undreamed of even 10 years ago. It has followed in the footsteps of mainstream technology, offering solutions for students with disabilities. This recorded webinar focuses on low vision and blindness issues. Peggy and Caren provide an overview of educational services from the Virginia Department for the Blind and Vision Impaired (DBVI), and assistive technology in the...
Description: Find Recorded Webinar Series: Self-Care and Compassion for the Educator- The Northwest Mental Health Technology Transfer Center (MHTTC) and the Northwest PBIS Network are collaborating to bring you a FREE, 3-part webinar series presented by WellEducator, LLC. NWPBIS is partnering with Dr. Renee VanNorman of WellEducator, LLC to bring you the most up to date research, suggestions, and exemplars on how to build wellness, and respond to life's challenging moments (in and...
Description: Practicing Self-Care and Professionalism People who take care of others often put their own needs last. Does that sound familiar? Caring for yourself is important for your health and wellness, and it is directly related to your ability to care for others and succeed at work. Although you can’t avoid all stress, too much stress can make it hard to provide care for others, especially infants and toddlers who depend on your physical and emotional availability. Taking care of yourself...
Description: Brief 2. Caring for Ourselves as We Care for Others - We need to take care of ourselves when we work with people who have experienced trauma. The effects of those experiences on them can affect us, too. They can cause us to experience vicarious trauma. They can also bring back—or trigger—the effects of trauma that we may have experienced in our own lives.
Description: This is the first episode of Family Engagement Features. A forum for people who work in the field as well as families to discuss topics related to family engagement. The discussion will center around November as Family Engagement Month in the Commonwealth of Virginia.
Description: The purpose of this document is to assist Individualized Education Program (IEP) and Eligibility teams, including parents, as they engage in evaluation, eligibility determinations, and decisions regarding the need for related services. This guidance is an addendum to the Virginia Department of Education’s Evaluation and Eligibility For Special Education and Related Services: Guidance Document and Guidance on Evaluation and Eligibility for the Special Education Process Appendix A (Sample...
Description: The Virginia Public Schools Behavior Analyst Network (VAPSBAN), provided by Old Dominion University and the Virginia Department of Education, provides on-going support for behavior analysts who work in public schools and promotes the growth of behavior analysis in public schools. The network is a collaborative effort with the Virginia Training and Technical Assistance Centers (T/TACs), Virginia Commonwealth University Autism Center for Education (VCU-ACE), and Virginia's public school divisions....
Description: The world's largest movie theater chain is adding onscreen captions at hundreds of U.S. locations in an effort to make moviegoing more accessible. AMC Theatres announced that 240 of its locations — in more than 100 U.S. markets — are adding open captioning to certain showings. The change took effect last week and is aimed at improving the viewing experience for people who have hearing loss and for whom English is not their first language.
Description: Intensifying Literacy Instruction: Essential Practices - The purpose of this document is to increase the capacity of practitioners and educational leaders to support a broad range of learners who need more literacy supports to become skilled readers and writers by identifying a set of essential practices that are research supported and should be the focus of professional development throughout the state. These practices for intensifying literacy instruction apply to those learners with...
Description: This series of eight modules will describe the phases of the Escalation Cycle and provide information and strategies to consider when defusing behavior. The information in this series is intended for use by Virginia school personnel. For the most complete understanding of the processes and practices described in this series, it is recommended that you complete these modules in order. Throughout these modules, disruptive behavior is defined as any behavior that interferes with the student’s...
Description: Intensive Intervention an Overview for Parents and Families, Intensive Intervention: Questions Parents and Families can Ask, & How Can You Support Intensive Intervention? TIPS FOR FAMILIES Are you a parent or family member who is interested in understanding more about intensive intervention and how to get involved? Are you an educator providing intensive intervention who would like help parents and families understand the supports their child is receiving and how they can engage in the...
Description: Self-regulated learning (SRL) is the learning and motivation processes behind the capability of an individual to be an active participant in self-directing themselves mentally towards a goal, or a completion of a task through metacognitive, motivational, and behavioral strategies (Zimmerman, 1999; Zimmerman & Schunk, 2001). In Zimmerman’s Cyclical model of self-regulation (1999), there are three phases that when followed as a process can help support SRL: forethought, performance, and...
Description: By using research-based strategies combining appropriate levels of dominance and cooperation and an awareness of student needs, teachers can build positive classroom dynamics.
Description: NASET’s Behavior Management Series is a unique guide for all teachers in helping to understand what their student’s behavior really means and how to identify and resolve the issue. This series offers teachers the insight into the inner dynamics, conflicts, fears, symptoms, tension, and so on of students who may be experiencing difficulty learning or behaving in the classroom. This series is like having a psychologist in the classroom, and assists teachers in fully...
Description: What is Behavior? Behavior serves two purposes: (1) to get something or (2) to avoid something. All behavior is learned. Behavior is an action that is observable and measurable. Behavior is observable. It is what we see or hear, such as a student sitting down, standing up, speaking, whispering, yelling, or writing. Behavior is not what a student is feeling, but rather how the student expresses the feeling. For example, a student may show anger by making a face, yelling, crossing his arms, and...
Description: The Association for Positive Behavior Support is a multidisciplinary organization made up of professionals (teachers, researchers, university professors, and administrators), family members, and consumers who are committed to the application of positive behavior support within the context of the school, family, and community including across systems (e.g., entire schools, organizations), for small groups, and for individuals with complex needs for support.
Description: Discover these "kernels" - simple, quick, and reliable ways to deal with behavior challenges. 1. Nonverbal Cues: A teacher can use subtle body movements (like proximity) or more explicit hand signals to cue self-regulation. One popular cue involves moving to the front of the room and making eye contact with the high schooler who is acting out, then pausing until you have the individual’s attention. Younger students are less familiar with social cues and might require a verbal signal to...
Description: The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students. These tools can help teachers capitalize on instructional time and decrease disruptions, which is crucial as schools are held to greater academic and social accountability measures for all...
Description: Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices This module overviews the effects of disruptive behaviors as well as important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive climates and structured classrooms, and much more (est. completion time: 2 hours). Note: This resource replaces an earlier version of this module. Classroom Behavior Management...
Description: Classroom and Behavior Management - These tools and practices involve multiple levels of interventions, including schoolwide, classwide, small-group, and individual behavioral supports. As participants gain knowledge about how to use these tools and practices effectively, they will become proficient in using behavioral data to guide intervention decisions, matching the behavioral intervention to the function of behavior and the intensity of a student’s needs. The CEM guides participants in...
Description: Children who have experienced trauma may find it more difficult to regulate their emotions and behaviours than other children. Understanding the impact trauma can have on brain development can help inform practical responses to these children’s needs. This short article describes how practitioners can use strategies that help calm children’s bodies in order to help calm their minds and emotions – specifically, the Regulate–Relate–Reason approach.
Description: School Mental Health Resource & Training Center - This site provides some helpful resources to support schools to integrate mental health instruction into K-12 health education and to support a more comprehensive plan for increasing mental health literacy across the entire school community.
Description: Although the scientific evidence base for effective reading has existed for decades, the term “the science of reading” has gained traction in the last few years, potentially leading to misunderstandings. As a result, we believe that a common definition is useful for the field.
Description: For almost 20 years, SoundOut has been supporting students, teachers, principals, district staff, and education leaders as they take action to activate student voice, foster student engagement, and facilitate Meaningful Student Involvement.
Description: Among children with combined vision and hearing loss (deafblindness), cortical visual impairment (CVI) is the most common condition of visual impairment. This session of CVI for the TVI and Other Professionals will focus on the unique implications of cortical visual impairment among children and youth with combined vision and hearing loss, with a major focus on applying best practices from the field of deafblindness to the unique identification, assessment, and intervention needs of...
Description: This self-paced tutorial has been developed for parents and professionals who are just beginning to learn about CVI. In this tutorial you will view interviews with parents, engage in web searches to expand your resources, and view presentations related to each module’s topic. Along the way, you will build an individualized action plan for your child to address Diagnosis Assessment Intervention Teamwork / collaboration IEP Development Advocacy This workshop is available in an...
Description: Transition Assessment Process: A Guide for Developing Postsecondary Goals and Transition Services - The transition assessment process should include a variety of methods for assessing the student and potential post-school environments. It is a multi-year process that requires both time and planning to allow for assessment through self-awareness, career awareness, exploration, preparation, and training to confirm interests. Its purpose is to help IEP teams craft postsecondary goals that align...
Description: This resource highlights seven key challenges to providing school- or program-based mental health support across early childhood, K–12 schools, and higher education settings, and presents seven corresponding recommendations. The appendix provides additional useful information, including (a) numerous examples corresponding to the recommendations highlighting implementation efforts throughout the country; (b) a list of federal resource centers;...
Description: The Infant Mental Health (IMH) CoP focuses on building capacity for professionals around IMH topics, increasing knowledge of IMH topics within local communities (including parents), supporting higher education in providing accessible courses and/or certification related to IMH, increasing awareness of and advocating for IMH within local/state agencies, and exploring funding opportunities for IMH activities. We encourage DEC membership, but anyone can join regardless of membership status....
Description: A significant number of children experience trauma, and the effects can be profound. It is imperative, therefore, that early childhood settings be safe, trauma-sensitive spaces where teachers support children in creating positive self-identities. A foundation in trauma research and response can help educators optimally support all children— including those whose traumas have been documented, those whose traumas have not been formally recognized, and those who might be affected by their...
Description: Typical characteristics of students who represent the 1% of the population who should participate in the VAAP are outlined in the following inventory questions. IEP teams are responsible for discussing these characteristics and making decisions about whether the student demonstrates significant cognitive disabilities. It is important to keep in mind that it is the combination of some or all of these characteristics that may justify a decision for the student to participate in VAAP. Having...