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Showing Results 201 - 250 of 2034
Description: The National PTA sponsors a blog that includes many postings on Family Engagement.
Description: Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation. Additional Resource: Engage families for anywhere, anytime learning, Heather B. Weiss and M. Elena Lopez Phi Delta Kappan, April 2015 96: 14-19. Abstract: As society expects children and youth today to explore content-area topics in depth and to develop critical-thinking, problem-solving, and analytical skills,...
Description: Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. (Potential resources for National PTA Standards 1, 2, 3, 4 & 6 are posted separately.) **Resources Compiled by the Virginia Department of Education’s Family Engagement Network (FEN) - September 2016
Description: Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success. (Potential resources for National PTA Standards 1, 2, 3, 5 & 6 are posted separately.) **Resources Compiled by the Virginia Department of Education’s Family Engagement Network (FEN) - September 2016
Description: Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. (Potential resources for National PTA Standards 1, 2, 4, 5 & 6 are posted separately.) **Resources Compiled by the Virginia Department of Education’s Family Engagement Network (FEN) - September 2016
Description: Families and school staff engage in regular, two-way, meaningful communication about student learning. (Potential resources for National PTA Standards 1, 3, 4, 5 & 6 are posted separately.) **Resources Compiled by the Virginia Department of Education’s Family Engagement Network (FEN) - September 2016
Description: Welcoming all families into the school community—Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class.  (Potential resources for National PTA Standards 2, 4, 3, 5 & 6 are posted separately.) *Resources Compiled by the Virginia Department of Education’s Family Engagement Network (FEN) - September 2016
Description: This presentation covers: Current Diploma Options Applied Studies Diploma Overview Background Purpose The Curriculum Map Organization Competencies Skills Levels Format Instructional Protocol for Authentic Assessment Planning Reporting Resources Standard Diploma and Credit Accommodations
Description: There is no one-size-fits-all or simple solution for addressing bullying behavior. Rather, efforts to prevent and address bullying behavior should be embedded within a comprehensive, multitiered behavioral framework used to establish a positive school environment, set high academic and behavioral expectations for all students, and guide delivery of evidence-based instruction and interventions that address the needs of students, including students with disabilities. When deciding which strategy...
Description: Age of majority is the age when children legally become adults. At this time, they gain the rights of adults, which include the right to vote, marry, apply for a credit card, make medical and financial decisions for themselves, sign contracts, live independently, and much more. In most states the age of majority is age 18. We invite you to read this tip sheet for parents to learn more about: Who decides the age of majority The age of majority in your state What the transfer of parental...
Description: These online training modules, created by Barbara Didona, MEd. (funded by the Allen C. Crocker Family Fellowship at the Institute for Community Inclusion at UMass Boston, and by the Eunice Kennedy Shriver Center at the University of Massachusetts Medical School) were created specifically for paraprofessionals. The free, research-based modules are full of practical tips and strategies. The modules can also be shared by parent centers with the professionals and paraprofessionals for whom they...
Description: Being a parent is the most wonderful—and hardest—job in the world. If you have a child with special needs, your job is no less wonderful, but it can be more complicated. Your child’s education is most likely an area of great interest to you. As a child with a disability, he or she may be eligible for special education services in school. If so, then it will be important for you to learn: more about special education; how special education services can support your child; and...
Description: From a student’s first day of school until the completion of his or her education, a significant number of educational decisions will have been made for or by that student. Until a student reaches the age of 18 (also called the “age of majority” in Virginia), most of those decisions are made by parents, family members, and/or guardians in consultation with teachers or education officials. The right of a person meeting the definition of parent under the Virginia Regulations, to...
Description: The vision statement for DHAM states: "Disability history education and awareness will promote positive attitudes in schools creating a culture of mutual respect, understanding, and equal opportunities for all."  (Disability Awareness)
Description: The Disability History Museum hosts a Library of virtual artifacts, Education curricula, and Museum exhibits. These programs are designed to foster research and study about the historical experiences of people with disabilities and their communities. The Disability History Museum is a virtual project, it has no bricks or mortar. It aims to provide all site visitors, people with and without disabilities, researchers, teachers and students, with a wide array of tools to help deepen their...
Title: eMediaVA
Description: Access more than one hundred thousand free, innovative, SOL-aligned learning objects and content for your classroom. Inspire Your Students and Make Learning Fun eMediaVA is Virginia's premier online destination for high-quality, credible content to inspire your students and enrich learning in your classroom. Join the state's online virtual community of educators to learn, share and collaborate on best practices. Virginia Department of Education eMediaVA is also available to all VADOE staff free...
Description: ACT has informed the Virginia Department of Education that it will be "sunsetting" or discontinuing the ACT WorkKeys Business Writing assessment. This information is relevant to Virginia school divisions as the ACT WorkKeys Business Writing assessment is on the list of substitute tests approved by the Virginia Board of Education. ACT has indicated that the official sunset date for the ACT WorkKeys Business Writing assessment is June 1, 2017, and has provided the following additional important...
Description: The Net Cetera online toolkit offers free resources to help you teach people in your community about kids’ online safety. Regardless of your experience as a speaker — or your expertise in online safety — this kit has the resources and information you need to convey key points about kids' online safety. How you use it is up to you: give a presentation to parents or teachers, play the videos in a classroom, and order our free booklets and distribute to schools or libraries.
Description: As of 2015, 92% of teens reported going online at least once per day. Of that 92%, there were 24% of teens who said they are online constantly. On average children ages 8 to 18 are spending 44.5 hours per week in front of screens. Overview: Why Is Internet Safety Important? What Is Cyberbullying? How Do I Know if My Child Is at Risk, or a Victim of Cyberbullying? How Can I Protect My Child's Online Reputation? How Can I Protect My Child From Identity Theft? Are Online Games Dangerous? How Can I...
Description: The I’m Determined project, a state directed project funded by the Virginia Department of focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior. This project facilitates youth, especially those with disabilities, to undertake a measure of control in their lives, helping to set and steer the course rather than remaining the silent passenger. Self-Determination is…• Knowing and believing in yourself•...
Description: If you have just recently found out about your child’s hearing loss or know of a child who has been recently diagnosed with a hearing loss you are on the right track to finding more information for Virginia residents. Knowledge is power! Being informed in the area of deafness/hearing impairment and teaching your child or children with hearing losses to be independent is important.
Description: ATware Solutions, LLC. has been formed by a multidisciplinary team of people from several Virginia universities to produce software and hardware that can be used by people with disabilities, or professionals and families assisting people with disabilities.
Description: Is it difficult to remain independent and get things done at home because of the lack of modifications in a standard house or apartment? The U.S. government, as well as a multitude of private not-for-profit organizations, is doing its best to make sure that each person with a definable need has a home that accommodates their limitations and requirements. There are resources available for determining what modifications need to be made and what needs to be done to get them completed. In addition...
Description: The Virginia Center for Inclusive Communities works with schools, businesses, and communities to achieve success through inclusion. Chapters in Lynchburg, the Peninsula, Richmond, and Tidewater The Virginia Center for Inclusive Communities’ “Building Inclusive Schools” Email Update provides curriculum ideas, sample activities, funding sources, and articles to educators each month during the school year.  In addition, VCIC has compiled resources by topic for use by schools:...
Description: The Individuals with Disabilities Education Act (IDEA) 2004 defines secondary transition as a coordinated set of activities designed to be within a results-oriented process, focused on improving the academic achievement and functional performance to facilitate movement from school to post-school activities. The purpose of transition planning for youth at ages 14 and 16 is similar; good planning should address academic achievement and functional performance that will facilitate movement from...
Description: Successful and meaningful transition services are the result of careful planning. This planning is driven by a young person’s dreams, desires, and abilities. It builds a youth’s participation in school, home and community living. Transition planning helps to prepare young people for their futures. It helps them to develop skills they need to go on to other education programs after high school. It builds skills to live, work, and play in the community. It helps to build independence....
Description: What are transition services?The term “transition services” means a coordinated set of activities for a child with a disability that are designed to be within a results-oriented process. The services focus on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities. These activities include postsecondary education, vocational education, integrated employment (including supported...
Description: To develop and influence disability employment-related policies and practices, ODEP sponsors the following five policy and technical assistance resources: Employer Assistance and Resource Network on Disability Inclusion Job Accommodation Network LEAD Center National Collaborative on Workforce and Disability for Youth Partnership on Employment and Accessible Technology
Description: The Center for Disability Leadership supports and encourages people with disabilities to become leaders in their own lives and leaders in our communities. The Center carries out the mission by: Providing resources for people with disabilities, family members, professionals, and others on current topics of interest; Supporting people with disabilities to become leaders, from finding their individual voices to leading the charge for systems change; Helping people with disabilities to influence...
Description: DMV has taken numerous measures to ensure our customer service centers (CSC) comply with the Americans with Disabilities Act and that our disabled customers have access to the services they need in a comfortable environment. Assistance for Customers with Disabilities Customers with disabilities can easily request special assistance or accommodations by making their needs known when they arrive at the information counter in any CSC. Once a customer's special needs are identified, a customer...
Description: The Youth Leadership Forum (YLF) program seeks to empower young people with developmental and other disabilities to further develop their leadership skills. Students, serving as Delegates from communities throughout Virginia, participate in a wide range of activities and learning experiences during this summer program set on a university campus.
Description: What can adult life include?Young people with disabilities look forward to adult lives in the community that include: Friends and family Relaxation and fun A home of their own Work or volunteering Lifelong learning Making choices Travel or move around your community Faith-based participationThis is a good picture of the future. It can happen when young people have a team planning with them.
Description: All students in tested grade levels and courses are expected to participate in Virginia’s assessment program, unless specifically exempted by state or federal law or by Board of Education regulations. Virginia’s assessment system includes students with disabilities and limited English proficient (LEP) students. Students with disabilities and LEP students may take Standards of Learning tests with or without accommodations or they may be assessed through alternate or alternative...
Description: This section contains information on: General Achievement Adult High School Diploma (GAAHSD) Program General Educational Development Certificates (GED) Certificate of Program Completion
Description: A Virginia high school diploma signifies that the bearer has met proficiency standards established by the Board of Education in reading, writing, mathematics, science and history. The resources listed here explain Virginia's graduation requirements and the many options now available to students for earning a high school diploma. You also will find information on how students can get even more out of their high school experience by accepting the challenge of advanced courses. Standard Diploma...
Description: Information for Educators: Trauma Facts for Educators Suggestions for Educators Psychological and Behavioral Impact of Trauma: Preschool Children Psychological and Behavioral Impact of Trauma: Elementary School Students Psychological and Behavioral Impact of Trauma: Middle School Students Psychological and Behavioral Impact of Trauma: High School Students Brief Information on Childhood Traumatic Grief for School Personnel Self Care for Educators Information for Parents and Caregivers:...
Description: One out of every 4 children attending school has been exposed to a traumatic event that can affect learning and/or behavior. Help is available. Hope is possible! This site includes: Child Trauma: A Toolkit for Educators School Resources for School Personnel Bullying & Cyber Bullying: Awareness/Prevention Psychological First Aid: For School- A Complete Manual Other Network Resources for Educators on Child Trauma Schools and Trauma: Speaker Series (Free Online Education- must create an...
Description: You can play an important role in helping your children and teenagers recover from traumatic events. We have designed these pages for birth parents, adoptive parents, resource/foster parents, grandparents, caregivers, and all others who care for children and teens. We are using the words "child" or "children" to include adolescents. Although teens may not think of themselves as children, parents and caregivers most often refer those of any age (toddler, school-age, teen, youth, adult) in our...
Description: Every child is unique and learns in different ways. If your child has been identified as needing special education services to support his or her learning at school, you can play a major role in shaping the services your child receives. This section will help you understand the Individualized Education Program (IEP) and the importance of your participation in developing your child’s IEP Plan. You are a required member of your child’s IEP team, and your ideas must always be considered...
Description: The Art of Impact explores the power of self-advocacy. It presents the thoughts of a core group of committed leaders on the Self-Advocate Leadership Circle of the National Association of Councils on Developmental Disabilities (NACDD). The book shares tips, tools, and strategies for advocacy to help people with disabilities live self-determined lives and become advocates for change. The eBook is available on a computer or a variety of mobile devices, including an iPad or a...
Description: Q. How do I know if my child needs additional help in school? A. Your child’s school uses a variety of methods to determine if your child needs additional help. Your child may need additional help if he or she: Is performing poorly in school Has been absent from school a significant number of days Is reading below grade level Fails to achieve a passing score on SOL tests Q. My child is having difficulty in school. Is there help my child can receive? A. Your child’s teacher or...
Description: It is the intent of the Commonwealth of Virginia to include all students with disabilities in the assessment component of Virginia's accountability system. IDEA 2004 regulations require that all students with disabilities participate in the state's accountability system. Students with disabilities may participate in the Standards of Learning (SOL) assessments, Virginia Grade Level Alternative (VGLA), Virginia Substitute Evaluation Program (VSEP), and Virginia Alternate Assessment Program (VAAP)....
Description: Your child’s IEP includes annual goals. And while her school will keep you updated on progress, you may want to keep track on your own, too. This IEP goal tracker can help you stay on top of your child’s IEP goals, her present level of performance and the progress she’s making. It can also help you keep track of questions or observations you might want to raise with the IEP team. A goal chart doesn’t have to be complicated. Here’s a quick rundown of what you need to...
Description: Going back to school after the long summer break can be an especially difficult change.  One of the best ways to ease the transition is to get back to set schedules and routines. Having that structure is also a good way to help kids with time management issues and ADHD stay on track. Download: Sample Homework Contract Download: Back-to-School Introduction Letters Download: 3x3 Card to Help Teachers Get to Know Your Child Download: Parent-Child Behavior Contracts
Description: Children with learning and attention issues deal with challenges their peers may never think about. This makes them more prone to anxiety. Learn about signs to watch for in your child. Kids with learning and attention issues may be more likely than their peers to struggle with anxiety, Find out what anxiety might look like in your child. This chart gives you examples of "What it looks like" and "What's happening."
Description: Virginia’s Definition (PDF) of school readiness describes the capabilities of children, families, schools and communities that promote student success in kindergarten and beyond. Each component – children, families, schools and communities – plays an essential role in developing school readiness. Ready Children are prepared socially, personally, physically and intellectually to meet literacy, mathematics, science, history/social science and developmental standards for...
Description: The I’m Determined project, a state directed project funded by the Virginia Department of Education, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior. This project facilitates youth, especially those with disabilities to undertake a measure of control in their lives, helping to set and steer the course rather than remaining the silent passenger. There are resources and videos for Educators, Parents and...
Description: This manual was developed by the Virginia Department of Education and the state system of Training and Technical Assistance Centers to help local school divisions meet federal and state mandates that children with disabilities be educated in the Least Restrictive Environment (LRE). The manual contains 8 modules and extensive resources which provide critical information for understanding, building, supporting, and sustaining inclusive placement opportunities for young children with...
Description: The U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS) issued a “Dear Colleague” Letter  to states to ensure students with disabilities attending public virtual schools are getting the special education and supports required by the Individuals with Disabilities Education Act (IDEA). Public virtual schools are becoming more common so it is important that the rights and protections guaranteed to students with disabilities are not...
Description: On November 2, 2012, the Braille Authority of North America (BANA) adopted Unified English Braille (UEB) as an official braille code to replace English Braille American Edition (EBAE) in the U.S.  At that time, BANA also maintained the current Nemeth Code for Mathematics and Science Notation,the Music Braille Code, and the International Phonetic Alphabet as official braille codes.  January 4, 2016, was identified as the general implementation date for UEB in the U.S. ...