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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...
Description: ASOL SCIENCE SCOPE AND SEQUENCE MATRIX:ASOL SCIENCE – MATRIXBased on the 2010 Science Standards of LearningReporting CategoryGrade 5 Grade 8High SchoolScientific Investigation5S-SI 15S-SI 28S-SI 18S-SI 28S-SI 3Scientific Investigation and the Nature of ScienceHSS-SI 1HSS-SI 2Force, Motion, Energy and Matter5S-FME 15S-FME 25S-FME 35S-FME 45S-FME 58S-FME 18S-FME 28S-FME 38S-FME 48S-FME 5Life Processes and Living Systems5S-LPS 15S-LPS 25S-LPS 35S-LPS 4Life Systems8S-LS 18S-LS 28S-LS 38S-LS 48S-LS...
Description: Communication“Communication is the key to learning, for much of what we learn depends on interactions with others. Communication is an essential skill that for many individuals with severe disabilities can be very difficult. Even expressing very basic needs can require significant effort for an individual who must overcome physical, sensory, and intellectual disabilities to do so. Educators must help all individuals communicate by providing appropriate motivation, keeping expectations high, and...
Description: Forms of Communication: Stages of Development Stage 1 - Recognitory Communication: The student shows that she/he is aware of another person through one or more of the following ways: Demonstrates If Yes … How? • Visual orientation Yes/No • Touching Yes/No • Smiling Yes/No • Vocalizing Yes/No Stage 2 - Contingency Communication: The student is beginning to anticipate that something will happen if she/he does something. During the early phases of teaching, the adult starts a motivating activity,...
Description: GUIDANCE DOCUMENT: VAAP Participation Criteria and the Determination of Significant Cognitive DisabilitiesThis document provides Individualized Education Program (IEP) Teams with additional information to guide their decision making related to students’ participation in the Virginia Alternate Assessment Program (VAAP). This guidance document focuses on the second question on the VAAP Participation Criteria, “Does the student have a significant cognitive disability?”In making an assessment...
Description: ALIGNED STANDARDS OF LEARNING STUDENT PROFILE STUDENT: GRADE: TEACHER: STUDENT STRENGTHS COMMUNICATION 1) How does the student currently communicate information: such as requests, protests, understanding of directions, preference, etc.? 2) What are the top priorities for instruction related to communication? ACADEMICS 1) In what ways has the student been exposed to basic literacy and numeracy activities: such as listening to a book, identifying symbols, early counting skills, time telling, and...
Description: SCIENCE ALIGNED STANDARDS OF LEARNING GRADE 3 Reporting Category: Scientific Investigation [Reasoning and Logic] 3S-SI 1 The student will demonstrate an understanding of scientific reasoning, logic, and (SOL 2.1) the nature of science by planning and conducting investigations in which a) observations and predictions are made and questions formed; b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; d) two or more characteristics or...
Description: WRITING ALIGNED STANDARDS OF LEARNING GRADE 5 Reporting Category: Research, plan, compose, and revise for a variety of purposes 5E-WP 1 The student will (SOL 2.12) a) select a topic and use drawing, dictating, or writing to compose a message with one fact about the topic; b) select an event or personal experience and use drawing, writing, or dictating to compose a message about it; c) add more information to own drawing, dictating, or writing to strengthen the message. 5E-WP 2 The student will...
Description: GENERAL READING STRATEGIES: • Use slant boards, wedges, or easels for easier viewing of materials • Secure books and other reading materials to student’s desk with clamps, bungee cords, tape, or Velcro • Use visual aids (e.g., objects, pictures), to help stimulate ideas for discussion or for projects • Provide adaptive surfaces for reading materials (slant boards, easels, non-slip padding) • Use adapted writing tools for any writing assignments (e.g., pencil grips, pencils on splints, wrist...
Description: GENERAL 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 instructions • Break down all instructions into simple 2-5 word steps • Model all activities and directions • Provide prepared sheets for any written assignments (include organized...
Description: INSTRUCTIONAL AND ENVIRONMENTAL STRATEGIES: Use manipulatives to support active learning Use 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 tasks Teach the meaning of key vocabulary words with object and picture models Provide an example of a correctly solved problem at the beginning of the lesson...
Description: History and Social Science Aligned Standards of Learning Sample Activities: Economics 2007-2008 Economics 1 ASOL: HS-E1: The student will match simple descriptions of work that people do with the names of those jobs. Sample Activity: Have students go on a field trip to visit community helper environments (hospital, police station, fire station, fast food restaurant, post office, retail store/grocery). Assign school responsibilities (daily lunch count, attendance, etc.). Play an instrucional game...
Description: NO TECH/LIGHT TECH • Use page fluffers, page turners, and page extenders to assist with turning of pages • Enlarge the text of any written materials • Use post-its and/or highlighters in written materials to emphasize important words, concepts, vocabulary, and paragraphs • Use plastic page protectors for easier turning of pages in books • Use slant boards, wedges, or easels for easier viewing of materials • Laminate pages of books or any paper materials for easier turning • Use a three ring...
Description: History and Social Science Aligned Standards of Learning Sample Activities: Geography 2007-2008 Geography 1ASOL: HS-G1: The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front. Sample Activity: Students will play the game I Spy looking for things in their classroom. Using a card file of pictures of familiar objects in the room, one student will draw a card. The student will...
Description: 34290034290000History and Social ScienceAligned Standards of LearningSample Activities: Economics2007-2008ASOL: FORMTEXT HS-E1: The student will match simple descriptions of work that people do with the names of those jobs.Sample Activity: FORMTEXT Have students go on a field trip to visit community helper environments (hospital, police station, fire station, fast food restaurant, post office, retail store/grocery). Assign school responsibilities (daily lunch count, attendance, etc.). Play an...
Description: 34290034290000History and Social ScienceAligned Standards of LearningSample Activities: Geography2007-2008ASOL: FORMTEXT HS-G1: The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.Sample Activity: FORMTEXT Students will play the game I Spy looking for things in their classroom. Using a card file of pictures of familiar objects in the room, one student will draw a card. The...