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Showing Results 1 - 50 of 945
Description: The Virginia Department of Education’s Office of Special Education Instructional Services and Office of Humanities are seeking Kindergarten (K)-sixth grade general education teachers, special education teachers, and reading specialists who work directly with children more than 50 percent of the school day to participate in a Multisensory Structured Language Instruction professional development training based on the Orton-Gillingham instructional approach. This instructional approach is...
Description: Students with disabilities may encounter learning loss as a result of school closures during the COVID-19 pandemic. As a result of these circumstances, educators may need to determine if educational gaps in learning or loss of skills may exist. After careful review of data, IEP Teams would make decisions about unfinished learning and the need for recovery services. Considerations for COVID Recovery Services for Students with Disabilities (Virginia Department of Education, VDOE) Nine...
Description: A year into the COVID-19 pandemic the VDOE brought together a variety of stakeholders – the Virginia LEARNS (Leading, Engaging, Assessing, Recovering, Nurturing & Succeeding) workgroup – to use information collected and compiled from many sources to create a guidance document for school divisions. The workgroup focused on equity, wellbeing, and instructional issues including curriculum, assessment and remediation, recovery and interventions. As schools reopen and develop plans...
Description: This guide (available in Spanish) is designed to support professionals and families in understanding assistive technology (AT) and identifying possible AT tools for students from preschool through high school. “I have severe dyslexia and it's hard for me to read and write. In the eighth grade, I could not write down a single word. The first time I used a program with voice recognition, I wrote a whole short story. Using AT means I can do things myself and I don't have to depend on someone...
Description: Inclusive Practices in Successful Schools: Virginia Inclusive Schools Planning Guide Module addresses the following components: A Clear and Consistent Vision and Vocabulary for Inclusive Schools, Legislative and Accountability Standards, Strong Tier One Instruction, Student-Centered Decisions/Staffing and Scheduling, Effective Use of Resources, Collaboration Among Educators, Specialized Support, Social Inclusion, Family and Community Engagement, Sustaining Inclusive Success. This module was...
Description: The High Leverage Practices (HLP) Highlight Tools were developed to acquaint educators with the key components of each HLP in order to begin implementation into their instruction and strengthen inclusive practices with students. Each Highlight Tool contains a brief description, video clips, suggested activities and a Plan of Action activity teachers can implement with students to help get them started. As teachers become more acquainted with HLPs, additional resources are provided to help extend...
Description: By: Aleksandra Hollingshead, Ed.D.; Joy Zabala, Ed.D.; Janice Carson, Ed.D. Educational teams evaluate assistive technology (AT) needs at least annually for each student with an Individualized Education Plan (IEP). One of the most common methods of AT needs evaluation is the SETT Framework (Zabala, 2005). This blog provides a description of the AT evaluation strategies with practical strategies and considerations for distance instruction. 
Description: This webpage includes the recorded webinars that are posted within 24 to 48 hours after the session concludes. Presenters ofth provide additional resources that may include handouts, and links. The resources are listed in reverse order, with the most recent session listed first.   (Please note: You must register to view the recording.)
Description: Welcome to the online trauma learning modules for Virginia Tiered Systems of Supports, VTSS. They believe that becoming a Trauma-Sensitive School is a journey. These tools will help to develop the systems to gain knowledge, to build practices, and to have the skills to support a Trauma-Sensitive School. Within the learning modules, you will interact with content that is focused on developing a Trauma-Sensitive School. Supplemental activities, resources, and an action planner are included to...
Description: As a cognitive psychologist, Dr. Kilpatrick explains that with the right knowledge and tools, teachers can change lives since word-level reading is phonological in nature, and most reading problems are preventable.
Description: The purpose of this presentation is to build your knowledge of orthographic mapping. Once you understand the importance, you will see the role it plays for students who have reading difficulties.
Description: We want our readers to have automatic high frequency word recognition. Cognitive scientists have proven that we do not do this by storing words as visual images. Learn how phoneme/grapheme mapping can make your high frequency word instruction more valuable. 
Description: IDA infographics help make complex information easy to digest, remember, and share and are made for a wide audience–those new to dyslexia and related literacy/learning issues as well as the experts. Please share our infographics as well as our Fact Sheets to raise awareness about dyslexia and to help support the policy and practice changes needed to bring effective instruction (particularly in reading) to every child with dyslexia in every classroom across the nation. 
Description: Sound walls support students with learning those tricky high-frequency words. They also support students in retaining and learning to read unfamiliar words on their own. A sound wall does the work of matching our articulation of speech sounds/phonemes to the letters/graphemes that represent those sounds. Learn more about why you should make the switch from word walls to sound walls.
Description: Structured Literacy prepares students to decode words in an explicit and systematic manner. This approach not only helps students with dyslexia, but there is substantial evidence that it is effective for all readers. Get the basics on the six elements of Structured Literacy and how each element is taught.
Description: This includes: Understanding the How and Why of Sound Walls How to Use Sound Walls to Transform Reading Instruction Implementing a Sound Wall: Because We Need to Distinguish Between Sounds and Letters
Description: Students with disabilities may encounter learning loss as a result of school closures during the COVID-19 pandemic. In order to address their individualized needs, it will be detrimental for educatiors to ascertain student's current levels of performance to determine recovery from educational gaps in learning or loss of skills. This guidance is designed for educators to examine and reconsider the academic, behavioral, and functional needs of students with disabilities as Virginia public schools...
Description: This webpage highlights resources to support the use of a multi-tiered systems of support (MTSS) framework to support students, families, and educators during the transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.
Description: This document is intended for use by all teachers of English Learners with Disabilities (ELWD). The purpose of this document is to support effective collaboration within Individualized Educational Programs (IEP) and processes and instructional programs that serve to meet the language and learning needs of ELWD. The information included is recommended based on research and evidence for best practices for ELWD. Refer to relevant federal, state, and local policy when making decisions about programs...
Description: This resource is designed for all teachers who work with English Learners with Disabilities (ELWD). Make Instruction and Assessment Multimodal and Comprehensive Support Language Development Provide Direct instruction and Make Expectations Clear Vary Teaching Strategies and Approaches Consider and Connect to Students' Backgrounds Reduce Cognitive Load and Alow Processing Time Promote and Reinforce Expected Classroom Behavior
Description: The intended audience for this document is teachers of English Learners (EL) who do not have a formal background with special education. The purpose of this document is to provide a foundation for professional conversations about appropriate supports according to a specific category of need that is influenced by a specific disability or combination of disabilities. Consider the Disability and Implications on Learning Differentiation and Support Ideas by Type of Instructional Concern
Description: The intended audience for this document is school teams that support an English Learner (EL) having difficulty engaging in learning activities, and suspect the EL may have a disability. The purpose of this document is to assist teams in understanding languange learning and cultural influences and the multiple factors potentially affecting EL progress. Gather a School Team for the Pre-Referral Process Build the Professional Knowledge of the School Team and Discuss Consider Factors that Influence...
Description: This is a variety of resources for summer literacy activities.
Description: Recognizing that evidence-based practices (EBPs) account for at least part of the effects of teachers on achievement and the critical role of teacher preparation, the CEEDAR Center professionals, along with their partner Great Teachers and Leaders, offer innovation configurations (ICs) to promote the implementation of evidence-based instructional practices in teacher preparation activities. ICs are designed to evaluate current teacher preparation and professional development (PD) by determining...
Description: AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download. Each AFIRM module provides: Key components of an EBP including the various approaches that can be used with learners with ASD Behaviors and skills that can be addressed using the practice A step-by-step process for applying the practice Specific resources that you...
Description: SHAPE America is dedicated to supporting health education and physical education teachers across the country as schools implement reopening plans and continue effective instruction through the school year during the COVID-19 pandemic. PE goes hand-in-hand with social and emotional learning as it’s a learning environment where SEL socialization occurs naturally through active play, teamwork, and motor skill development. Students learn resilience, problem-solving skills, collaboration,...
Description: The 2018-2023 Educational Technology Plan for Virginia has been reviewed by the State Board of Education and was accepted as part of their Comprehensive Plan: 2018-2023 on November 16, 2017. The Technology Plan is hyperlinked to assist school personnel and others to locate helpful resources, and to allow sharing between divisions of innovative ideas and exciting new projects.
Description: The purpose of these guidelines is to provide resources and suggestions to enhance the provision of services to students who are deaf and hard of hearing in order to support their educational goals. These guidelines are written for special and general education administrators, teachers of students who are deaf and hard of hearing (referred to by Virginia teacher licensure regulations as HI teachers and generally referred to as teachers of the deaf and hard of hearing-TODHH), general educators,...
Description: This course provides an overview of the characteristics of ASD as well as classroom strategies to support inclusion. This course can be completed at your own pace and will include a certificate for 3 hours upon completion.
Description: Many schools continue to have a virtual component one-year after school closures due to COVID-19. These tools were developed by educators and administrators at Robert F. Kennedy Elementary School in Providence, Rhode Island to help with distance learning. 
Description: This practice guide from IES provides evidence-based practices that can help teachers tailor their instructional approaches and/or their mathematics intervention programs to meet the needs of their students. Lynn Fuchs, NCII advisor, chaired the panel that developed this guide, which presents six recommendations to move students toward more fluent performance of mathematics, “how-to steps” to carry out the recommendations, and potential obstacles and challenges to implementation.
Description: This recorded webinar: Schema Based Instruction for Problem Solving provides an overview of schema based instruction and how it can be used effectively for teaching problem solving to students with disabilities in mathematics.
Description: WWC products allow educators to better understand what works in different contexts. WWC intervention reports show which tools increase mathematics achievement by grade, while WWC practice guides show effective practices for topics such as fractions.
Description: The EBI Network math team (Dr. Erica Lembke at the University of Missouri, Dr. Sarah Powell at the University of Texas, Dr. Pamela Seethaler at Vanderbilt University and Elizabeth Hughes at Duquesne University) has developed a framework to present math interventions that incorporates both a focus on content area (e.g. Counting & Cardinality or Operations & Algebraic Thinking) and the type of problem the child is having (acquisition, proficiency or generalization).
Description: The following MSTAR Equivalent Fraction Intervention lessons target struggling Tier 2 students. The intervention lessons provide a concrete structure to help students learn the foundational skills necessary for success in increasingly complex mathematics curricula.  The intervention lessons do not have a recommended time limit, as students may move at varying paces, depending on prior experience with the content. We estimate that each intervention lesson will take at least 30 minutes and...
Description: The Supporting All Students Resource Guides were designed through collaboration between the New York State Education Department and partners in the field.  The purpose of these guides is to provide teachers with examples of scaffolds and strategies to supplement their instruction of English language arts (ELA) and mathematics curricula.  The guides use the EngageNY ELA and mathematics modules as exemplars since they are free and open source curricula available for all New York State...
Description: Dr. Powell’s website provides resources and information about evidence- based practices, including links to virtual manipulatives.
Description: Through this Course Enhancement Module (CEM), participants will learn about assessment tools and intervention practices that should be integrated into a comprehensive, evidence-based math intervention program within the Response to Intervention (RTI) framework. The assessment tools and intervention practices are research-based and involve multiple levels of support (including schoolwide, classwide, small-group and individual levels of support) using data-based decision making. As participants...
Description: These are some interactive apps/websites that could be used to support literacy skills practice.
Description: The High Leverage Practices (HLP) Highlight Tools were developed to acquaint educators with the key components of each HLP in order to begin implementation into their instruction and strengthen inclusive practices with students. Each Highlight Tool contains a brief description, video clips, suggested activities and a Plan of Action activity teachers can implement with students to help get them started. As teachers become more acquainted with HLPs, additional resources are provided to help extend...
Description: According to the National Accessible Educational Materials (AEM) Center, important regulatory changes are have been made that should ease access to accessible formats of materials for students with reading disabilities, including dyslexia.  On February 12, 2021, the National Library Service (NLS) published the regulations that go along with the Library of Congress Technical Corrections Act of 2019. In addition to expanding the list of persons who may certify a student’s...
Description: These are a variety of comercially available online tools that can help with student engagement, assessment, and instructional materials.
Description: Young Athletes is a unique sport and play program for children ages two to seven with and without intellectual disabilities. Our focus is on fun activities that are important to mental and physical growth. Children enjoy activities that develop motor skills like balance, flexibility, strength, and coordination. In fact, in a recent study, children with developmental delays who participated in a structured eight-week Young Athletes program showed...
Description: The Meadows Center for Preventing Educational Risk (MCPER) is dedicated to generating, disseminating, and supporting the implementation of empirically validated, evidence-based practices to significantly affect student outcomes and support educators, researchers, policymakers, families, and other stakeholders who strive to improve academic, behavioral, and social outcomes for all learners. Educational experts at MCPER have created videos to help families use effective practices to...
Description: As middle school math teachers, we realize it is a difficult task to get all students engaged in their learning. Teachers have to compete with many different outside factors, such as popular video games, social media, desires to socialize with friends in class, a strong dislike for math from a prior grade, events that happen outside of the classroom, etc. We have found the best way to counteract outside influences is to develop a strong foundation of relational capacity and to provide...
Description: Part 1: Engaging Students Online with Zoom  Presenters: Kathleen Pitvorec, University of Illinois at Chicago, Mary Jo Tavormina, University of Illinois at Chicago Description: We will share our content management and community engagement strategies using the Zoom platform, as well as some of the online tools that have worked well. Part 2: Synchronous Online Teaching Strategies  Presenter: Theresa Elvira Wills, George Mason University Description: Learn how to turn your F2F...
Description: This is a webinar for teachers led by Associate Professor Jered Borup, College of Education and Human Development (CEHD). Effective online teaching requires different strategies and skills than what are required for in-person teaching. If teachers are going to engage students' heads, hearts, and hands in an online environment they need to carefully change how they teach. In this webinar, we will share frameworks, strategies, and examples that will help teachers to transform their learning...
Description: The Virginia Council for Learning Disabilities (VCLD) is a statewide organization that promotes evidence-based teaching, collaboration, research, leadership, and advocacy within the Commonwealth. The Recorded Webinars include the following topics: Virtual Teaching from Different Perspectives VDOE Panelists' Favorite Resources for Teaching During COVID-19 Culturally Responsive Teaching Co-Teaching
Description: The Virginia Counil for Learning Disabilities (VCLD) is a statewide organization that promotes evidence-based teaching, collaboration, research, leadership, and advocacy within the Commonwealth. VCLD is composed of professionals who represent diverse disciplines and are committed to enhancing the education and quality of life for individuals with learning disabilities and others who experience challenges in learning. This Virginia Chapter sponsors local and regional activities for individuals...
Description: Teacher ready instructional activities for phoneme substitutions.