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Description: The purpose of this guidance document is twofold. First, this guidance document will address specific legislation related to the provision of applied behavior analysis (ABA) services in the school setting. Second, this guidance document will provide considerations for both school division personnel and private providers in order to promote successful services and supports for students who may receive ABA services. It should be made clear, however, ABA services can be provided by a school...
Description: The National Center on Educational Outcomes (NCEO) and TIES Center, the national technical assistance center on inclusive practices and policies, have developed a series of videos for parents of children with significant cognitive disabilities to help them with supporting learning at home. These are the first four videos in this collaboration: Helping Your Child with Routines at Home Helping Your Child with the Foundations of Communication at Home Helping Your Child with Communication at Home...
Description: TIES Inclusive Practice Series TIPS: TIP #6 Using the Least Dangeous Assumption in Educational Decisions, TIP #7 Homework in the Inclusive Classroom, TIP #8 High Leverage Practices Crosswalk, Tip #9 Special Education High Leverage Practices for Instruction in Inclusive Settings, TIP #10 The Use of Graphic Organizers in Inclusive Classrooms for Student with Significant Cognitive Disabilities And more...
Description: The Virginia Department of Education (VDOE) offered a three-part learning series titled, Providing Remote Instruction for Preschoolers with Disabilities: Coaching Parents and Building Partnerships. It was targeted to early childhood and early childhood special education teachers, but would also be appropriate for administrators, related service personnel, and anyone else who may partner with families and implement coaching strategies to support learning. The series was led by...
Description: Subjects: English, Social Studies, Government Estimated Time: One class period, plus extended activities Grade Level: 9-12 Objective: Students will study Martin Luther King Jr.’s “I Have a Dream” speech and discuss the rhetorical influences on King’s speech, the oratorical devices that King used in delivering his speech and how a speech is similar to/different from other literary forms.
Description: There are 5 Big Ideas in Beginning Reading: Phonemic Awareness Alphabetic Principle Fluency with Text Vocabulary Comprehension
Description: Dr. Carol Toman, phonological awareness expert, provides a graphic overview of the phases critical to the development of literacy.
Description: Social Emotional Learning is not just about developing the skills of students; the social-emotional development of educators is important too.
Description: TalkingPoints is an education technology nonprofit with a mission to drive student success by using accessible technology to unlock the potential of family engagement in children’s education. Our multilingual technology platform connects and empowers families and teachers by using human and AI-powered, two-way translated communication and personalized content. This unique approach eliminates barriers including language, time, mindsets, and capacity to foster strong family engagement in...
Description: PowerPoint for Microsoft 365 can transcribe your words as you present and display them on-screen as captions in the same language you are speaking, or as subtitles translated to another language. This can help accommodate individuals in the audience who may be deaf or hard of hearing, or more familiar with another language, respectively. There are also position, size, color, and other appearance options for the captions and subtitles to accommodate different environments and audience needs....
Description: What is the Microsoft Translator conversation feature? Translation The Microsoft Translator conversation feature translates conversations across devices, enabling two or more people to interact one-on-one or for larger group interactions. Why use the conversation feature for Parent-Teacher Conferences? Teachers and school staff can use the conversation feature to facilitate conversations where language is a barrier, such as in: One-on-one meetings between teachers and school staff Group settings...
Description: These YouTube Videos include: Virtual Learning Tech Tips & Trouble Shooting (translated) Managing School & Home Life Teens & High School Special Education Pathways to Preschool Assistive Technology
Description: Many of these materials were developed to support educators and families during the initial months of the COVID-19 pandemic, but they can be used to support virtual delivery of intensive intervention for students in virtual learning programs, as a result of adverse weather events, or to extend practice opportunities and learning at home. Going Virtual: Considerations for Adjusting DBI Implementation Sample Virtual Lessons Collecting Progress Monitoring Data Virtually Using Sample Lessons to...
Description: Harness the power of High Leverage Practices (HLPs) for Special Education to boost your inclusive practices for specially designed instruction in reading! The Ready, Set, Go Team in coordination with TTAC @ GMU has offered 4, 1-hour virtual community of practices for general education teachers and special education teachers who serve students pre-K-12 during the 20-21 school year. Educators who participate in this webshop will have an opportunity to view the live...
Description: State and district personnel, faculty, and school personnel often find it difficult to locate reliable, effective resources that translate the latest research on evidence-based practices into practical information that educators can use to improve learning and behavior outcomes for all children. The IRIS alignment tools are a user-friendly way to learn more about which of the IRIS resources align with high-leverage practices (HLPs), state-identified measurable results (SiMRs) topics, and the...
Description: These learning modules are highlights of higher education courses from the EarlyEdU Alliance. EarlyEdU follows an innovative competency- and practice-based framework. Although this approach is similar to the 15-minute In-service Suites, these learning modules go a bit deeper than the In-service Suites. They combine theory and the latest early childhood education research with students' field-based learning. Trainers and instructors can use these modules for professional development or higher...
Description: Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom contexts. Learn more about these practices in the guidance document High-Leverage Practices in Special Education. This interactive alignment tool, developed in collaboration with CEEDAR, identifies which IRIS resources provide information on HLPs.
Description: Explicit instruction is systematic, direct, engaging, and success oriented—and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, strategies, skills, and routines to teach; designing and delivering effective lessons; and giving...
Description: As a teacher, you recognize the need to develop self-determination skills in your students. You also realize there are certain skills and content you must teach. How can you do both at one time? As your students dip into their reading, you can pose questions, give writing prompts, and design assignments that will develop both skill in literacy and skill in self-determination.
Description: Our learning center offers on-demand access to a wide variety of video courses and conference presentations. Learning Modules include: Chronic Absenteeism (Search "By Course") Defusing Disruptive Behavior (Search "By Course") Refining Your Toolkit (Search "By Course")
Description: The Virginia Department of Education (VDOE) offered a three-part learning series titled, Providing Remote Instruction for Preschoolers with Disabilities: Coaching Parents and Building Partnerships. It was targeted to early childhood and early childhood special education teachers, but would also be appropriate for administrators, related service personnel, and anyone else who may partner with families and implement coaching strategies to support learning. The series was led by...
Description: Parent and Family Digital Learning Guide - Your involvement in your child’s education can lead to better learning results and outcomes. This “Parent and Family Digital Learning Guide” will inform you, as a parent or caregiver, as you monitor your child’s progress as your child accesses and uses technology for learning. This guide aims to help all parents and caregivers, including those who have limited experience with digital tools, those who are expert with these tools,...
Description: The Reading League is a national not for profit that promotes knowledge to reimagine the future of literacy education and accelerate the global movement toward reading instruction rooted in science. How do our brains learn to read? What are the underlying causes when students have difficulty? How do we prevent those difficulties? How do we remediate those difficulties? The scientific evidence base has converged to answer all of these questions. By leveraging the existing research in ways that...
Description: Presented by: Holly Love Implementing evidence-based practices such as core vocabulary and aided language stimulation are essential in teaching students to use their communication devices effectively. But, how do we incorporate these practices in virtual learning? This recorded webinar and the Live Q & A webinar will focus on supporting users of augmentative and alternative communication (AAC) through a virtual platform. Suggestions and demonstrations of activities will be...
Description: DO-IT videos promote the success of people with disabilities, particularly in school and work settings. DO-IT videos play in a custom accessible media player with audio description and transcripts provided. They can be downloaded, viewed on DO-IT's YouTube channel, or ordered on DVD. The Search Video Library feature enables users to search the full text of all videos and begin playing videos at specific start times from the search results. Most videos are accompanied by a brochure with...
Description: Understanding Autism: Professional Development Curriculum The Understanding Autism: Professional Development Curriculum is a comprehensive professional development training tool that prepares secondary school teachers to serve the autism population. This page includes two presentations: Understanding Autism: Professional Development Curriculum Characteristics and Practices for Challenging Behavior Strategies for Classroom Success and Effective Use of Teacher Supports Understanding Autism: A...
Description: This webinar will introduce participants to the fundamental concepts of Self-Determination for students with autism and related disabilities. We will discuss how to teach these concepts, Power-Standards for IEP goals, how to include students in the IEP process, and other strategies for supporting students with developing their self-determination skills. The presenter will be accompanied by student members of a self-determination club. Self-advocates are encouraged to participate.
Description: The Florida Learning Disabilities Research Center (FLDRC) is one of three federally funded LDRC projects. The projects are designed to broaden the scientific and practical understanding of learning disabilities and comorbid (co-occurring) conditions. The projects are funded by the National Institute of Health (NIH) through the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). LDRC Consortium research includes basic and translational studies to elucidate the...
Description: This includes 5 Key Practies and 10 Ideas for Educators to Assist with Culturally Responsive Family Engagement. Build Relationships and Be Present. Recognize, Honor, and Promote Existing Knowledge. Identify and Use What Works for Each Family. Promote Culture of Awareness Learning, and Sharing. Foster Community by Building Social Capital.
Description: This webinar focuses on how family engagement can make a difference for students and communities across the Commonwealth. Dr Steve Constantino is the presenter for this webinar that was recorded on Nov. 8, 2019.
Description: In this eWorkshop, Dr. Peggy Weiss provides ideas for using all of the co-teaching approaches in both face-to-face and virtual classrooms. The eWorkshop is a series of seven, brief videos that include real classroom examples of how to incorporate co-teaching approaches to meet instructional objectives both in whole group instruction and in delivering specially designed instruction (SDI). Each webshop includes questions to consider as co-teaching teams who might want to use the different...
Description: Some students with disabilities have difficulty reading print and other learning materials and need specialized formats called “accessible instructional materials” (AIM). IDEA requires schools provide AIM to K-12 students who need them. What is AIM? Does my child need AIM? How is it accessed? Dr. Nicci Dowd with AIM-VA helps us connect the dots. Presented by: Dr. Nicci Dowd, AIM-VA
Description: This document provides detailed directions on how to make accessible eduational materials using Microsoft Word.
Description: A core component of a high-quality early education experience is that children are provided opportunities, experiences and materials that allow them to engage deeply within developmental/early learning domains to build their school readiness skills. Virginia's Foundation Blocks for Early Learning articulates the skills and knowledge young children need to demonstrate by the end of preschool in order to be successful in kindergarten. Using effective curricula helps ensure that children are...
Description: Virginia Alternate Assessment Program (VAAP)VAAP Participation CriteriaStudent Information Student Name: Click here to enter text. Date of Birth: Click here to enter text.State Testing Identifier (STI): Click here to enter text.Current Grade of Enrollment: Click here to enter text.Diploma Program(s): Click here to enter text. School Division Information School Division Name: Click here to enter text. School Name: Click here to enter text. School Content Teacher: Click here to enter text. Date:...
Description: Instructional Priorities Planning SheetStudent: __________________________Grade: ___________________Name of Person: ___________________Position/Role: ___________________Directions: Review the following Aligned Standards of Learning academic subject areas. For EACH subject area select the top instructional priorities for the target student throughout the school year. Use the present level of performance as well as other documents to determine what is appropriate for each individual...
Description: Aligned Standards of Learning ResourcesInstructional Strategies for StudentsAligned Standards of Learning ResourcesInstructional Strategies for StudentsINSTRUCTIONAL AND ENVIRONMENTAL STRATEGIES: Use manipulatives to support active learningUse hands-on learning experiences that incorporate a multisensory approach and rely on information available through touch, smell, and movement, and provide extra time for exploration and play with manipulatives before requiring student to complete tasksTeach...
Description: Aligned Standards of LearningMathematics Instructional StrategiesAligned Standards of LearningMathematics Instructional StrategiesGENERAL MATH STRATEGIES: Use adapted writing tools for any paper/pencil work (e.g. pencil grips, pencils on splints, wrist supporters, arm stabilizers)Use word walls containing important and current math curricula vocabulary (including picture clues for word meaning)Enlarge the text of any written materials or instructionsBreak down all instructions into simple 2-5...
Description: DOMAIN: VOCATIONAL SKILLSSkill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill? Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)Career Awareness SkillsIdentifies rewards of working (i.e., personal values, wages, personal and social relationships)Relates career goals to personal goalsIdentifies economic reasons for working at a job.Identifies positive/negative aspects of...
Description: DOMAIN: SELF-DETERMINATION SKILLSStudent: _____________________School Year: __________________Skill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill? Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)Choice-Making Makes choices regarding supports, accommodations, and activities.Decision MakingMakes meaningful decisions related to academic and leisure activities.Problem...
Description: DOMAIN: Home Living SkillsSkill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill?Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)House Keeping Skills Disposes of garbageCleans floorsDusts FurnitureClears couches, chairs, tables, of trash and/or magazinesReturns items to proper storage areaCleans windows and mirrorsCleans bedroomCleans bathroomHangs clean...
Description: DOMAIN: SOCIAL SKILLSSkill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill? Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)Self-awareness SkillsReacts appropriately to environmental stimulationDemonstrates appropriate responses to emotionsAdapts to changes in routine/ environmentDemonstrates ability to deal with stressDemonstrates knowledge of personal interests and...
Description: DOMAIN: SELF-MANAGEMENTSkill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill?Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)Eating SkillsDrinksChews/swallowsEats finger foodsUses table utensilsDressing SkillsIdentifies clean vs. soiled clothingSelects/wears appropriate clothing/accessoriesPuts on/takes off clothingPuts on/takes off shoesDemonstrates use of a variety of...
Description: DOMAIN: COMMUNITY ACCESS SKILLSCommunity Mobility SkillsSkill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill? Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)Understands how to tolerate different situations in the community (i.e. tolerates change in routine, functions appropriately in a variety of settings and situations)Negotiates a variety of environmentsDemonstrates self...
Description: ASOL HISTORY/SOCIAL SCIENCE SCOPE AND SEQUENCE MATRIX: ASOL HISTORY/SOCIAL SCIENCE – MATRIXBased on the 2008 History/Social Science Standards of LearningReporting CategoryElementary SchoolMiddle SchoolHigh SchoolHistory (HS-H)HS-H 1HS-H 2HS-H 3HS-H 4HS-H 5HS-H 6HS-H 7HS-H 8HS-H 9HS-H 10HS-H 11HS-H 12HS-H 13HS-H 14HS-H 15HS-H 16HS-H 17HS-H 18HS-H 19HS-H 20HS-H 21HS-H 22HS-H 23HS-H 24HS-H 25HS-H 26HS-H 27HS-H 28HS-H 29HS-H 30HS-H 31HS-H 32HS-H 33HS-H 34HS-H 35HS-H 36HS-H 37HS-H 38Geography...
Description: DOMAIN: COMMUNICATION SKILLSSkill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill? Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)Early Communication SkillsScans/searches immediate environmentDemonstrates awareness of cause/effectUses switchesParticipates in computer activitiesDemonstrates identifiable communicative intentReceptive Communication SkillsResponds to...
Description: Communication Style AssessmentIndividual’s name:Age:Completed by:Date:How does the individual generally make himself or herself understood (e.g., vocalizing, gestures, graphic, object cues)?How do you communicate with the individual?What kinds of information does the individual communicate spontaneously?How does the individual gain your attention when you are not paying attention to him or her?How does the individual ask questions for information, personal needs, and directions?When the...
Description: ASOL READING SCOPE AND SEQUENCE MATRIX:ASOL READING – MATRIXBased on the 2010 English Standards of LearningReporting CategoryGrade 3Grade 4Grade 5Grade 6Grade 7Grade 8High SchoolUse word analysis strategies and word reference materials3E-RW 13E-RW 23E-RW 33E-RW 43E-RW 53E-RW 63E-RW 74E-RW 15E-RW 16E-RW 17E-RW 18E-RW 1HSE-RW 1HSE-RW 2HSE-RW 3Demonstratecomprehension of fictional texts3E-CF 13E-CF 24E-CF 15E-CE 1 6E-CF 17E-CF 18E-CF 1HSE-CF 1HSE-CF 2HSE-CF 3Demonstrate comprehension of nonfiction...
Description: ASOL WRITING SCOPE AND SEQUENCE MATRIX:ASOL WRITING – SUMMARY MATRIXBased on the 2010 English Standards of LearningReporting CategoryGrade 8High SchoolResearch, plan, compose,and revise for a variety ofpurposes8E-WP 18E-WP 28E-WP 38E-WP 48E-WP 58E-WP 6HSE-WP 1HSE-WP 2HSE-WP 3HSE-WP 4HSE-WP 5HSE-WP 6Edit for correct use oflanguage, capitalization,punctuation, and spelling8E-WE 18E-WE 28E-WE 3HSE-WE 1HSE-WE 2HSE-WE 3HSE-WE 4Revised-June 2014
Description: ASOL MATHEMATICS SCOPE AND SEQUENCE MATRIX: ASOL MATHEMATICS– SUMMARY MATRIXBased on the 2009 Mathematics Standards of Learning Reporting CategoryGrade 3Grade 4 Grade 5 Grade 6Grade 7Grade 8High SchoolNumber, Number Sense, Computation and Estimation3M-NSCE 13M-NSCE 23M-NSCE 33M-NSCE 43M-NSCE 53M-NSCE 63M-NSCE 74M-NSCE 14M-NSCE 24M-NSCE 34M-NSCE 44M-NSCE 55M-NSCE 15M-NSCE 25M-NSCE 35M-NSCE 46M-NSCE 16M-NSCE 26M-NSCE 36M-NSCE 46M-NSCE 57M-NSCE 17M-NSCE 27M-NSCE 38M-NSCE 18M-NSCE 28M-NSCE...