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Description: This article describes 10 tips for teachers to support and teach the use of AAC throughout the school day.
Description: This article discusses the essential components of a robust communication system.
Description: Families, especially those who have a loved one on the DD waiver waiting list, are encouraged to apply. After a one-year pause, they are recruiting for Regional Individual and Family Support Program (IFSP) Councils.
Description: Topical Paper: Developing Work-Based Learning Internships - High-Quality Work-Based Learning (WBL) experiences are integral to career development and planning. WBL experiences relate to career interests, are informed by instructional preparation, and collaborate with community businesses and organizations. These experiences promote career awareness, exploration, and preparation. Virginia identified twelve different types of WBL experiences. One of the twelve types of experiences is a...
Description: These resources help to create a plan for how AAC can be implemented throughout the day.
Description: Transition Assessments: Assistive Technology 2022 Virginia Assistive Technology, Tools, and Strategies (VATTS): Consideration Guide and Resources will guide the IEP team through the consideration and documentation process. (free) WATI Assistive Technology Assessment is a process based, systematic approach to providing a functional evaluation of the student’s need for assistive technology. (free) Transition Assessments: Career Armed Services Vocational Aptitude Battery (ASVAB) is...
Description: Valerie C. Williams, director of the Office of Special Education Programs (OSEP), released a blog series on discipline and behavior. The newest blog addresses OSEP’s priorities of calling on “state and local leaders to double down on their efforts to reduce their reliance on exclusionary discipline practice,” and “creating safe, predictable learning environments for students and educators.” In addition to sharing how OSEP’s discipline...
Description: The effective special educator wears many hats. One key responsibility is leading meetings with colleagues and family members. Because of our specialized knowledge about practice, assessment, and decision making, but also the delegated responsibility to run IEP meetings, the ability to organize and run a coherent meeting is essential.
Description: This module defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school (est. completion time: 2 hours).
Description: Families can participate in Person-Centered Planning activities, with or without Division of Services for People with Disabilities (DSPD) services, to create a vision of a good life using tools from Charting the LifeCourse. We have created a video series that demonstrates how families can use the Life Trajectory, the Life Domain Vision Tool, and the Integrated Supports Star tools to create a vision for a good life for their loved ones with disabilities.
Description: These specific tips can help parents/families make the most of their role as parent and partner during secondary transition planning.
Description: Transition IEP Checklist - This checklist is for parents to review when developing their child’s Transition IEP. The items in red are required under Regulations Governing Special Education Services in Virginia. Items not included in regulations are considered best practice. For more information, consult the regulations or contact PEATC at 800-869-6782.
Description: Resources for Educators, Resources for Families and Caregivers, Resources for Spanish Speakers - What is Unstuck? A curriculum and a set of easy to use tools that employ cognitive behavioral techniques to improve flexibility, planning and organization. Unstuck consists of small group lessons and simple, everyday strategies that build a common language for better regulation of feelings, behavior and thinking. Who is Unstuck for? Does it Work? Unstuck is for school-age youth...
Description: Report on Unlocking Futures: Youth with Learning Disabilities & the Juvenile Justice System - NCLD has long sought to enter the juvenile justice space and lend our unique voice as leaders in the disability community to the existing conversation. Recent data clearly indicates that youth with disabilities, and learning disabilities, are disproportionately impacted by and involved in the juvenile legal system. Our current juvenile justice system fails youth with disabilities by not...
Description: Birth Control and Sexually Transmitted Infections (STIs) Body Knowledge and Body Rights Boundaries Consent Get Away and Tell Someone Online Safety and Social Media Puberty Public vs. Private Reproduction Romantic Relationships
Description: Free Creative Learning Resources! Everyone who signs up will get FREE video activities and downloadable Thinking Sheets.* And the best part? It isn't limited to just 7 days. Every educator will have free access to digital resources for cross-curricular creative learning fun all year long! Giveaways! With giveaways, challenges from celebrity creators, and virtual classroom visits, it's a celebration the whole school will want to be a part of! Create Connections! Share students’ ideas,...
Description: Teachers place students into groups to complete class projects, activities, or work on specific skills. Teachers make decisions about the type of group, group participants and activities or skills. This document outlines considerations for flexibly grouping students. Use flexible grouping is HLP 17.
Description: To graduate with an Advanced Studies Diploma for students entering the ninth grade for the first time in 2018-2019 and beyond, a student must earn at least 26 standard units of credit and five verified units of credit. Students earn standard credits by successfully completing required and elective courses. Students earn verified credits by successfully completing required courses and passing associated end-of-course SOL tests or other assessments approved by the state Board of Education. More...
Description: “Traumatic brain injury” means an acquired injury to the brain caused by an external physical force or by other medical conditions, including stroke, anoxia, infectious disease, aneurysm, brain tumors, and neurological insults resulting from medical or surgical treatments, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. Traumatic brain injury applies to open or closed head injuries...
Description: The Parent Educational Advocacy Training Center (PEATC) announces the publication of its latest parent-friendly resource, their Special Education Complaint Toolkit. This toolkit provides detailed information on everything you need to know about why, when, and how to file a state complaint and it helps you prepare for the process. This interactive toolkit has been reviewed by the Office of Dispute Resolution in the Department of Special Education and Student...
Description: Quality Indicators for Assessment of Assistive Technology (QIAT) Needs is a process conducted by a team, used to identify tools and strategies to address a student’s specific need(s). The issues that lead to an AT assessment may be very simple and quickly answered or more complex and challenging. Assessment takes place when these issues are beyond the scope of the problem solving that occurs as a part of normal service delivery.
Description: Traumatic Brain Injury: A Roadmap for Accelerating Progress - Every community is affected by traumatic brain injury (TBI). Causes as diverse as falls, sports injuries, vehicle collisions, domestic violence, and military incidents can result in injuries across a spectrum of severity and age groups. Just as the many causes of TBI and the people who experience it are diverse, so too are the physiological, cognitive, and behavioral changes that can occur following injury. The overall TBI ecosystem...
Description: Complete DBHDS Survey: How to Improve DD Services and Supports in VA - The Department of Behavioral Health and Developmental Services (DBHDS) is seeking your input and participation in determining actions that can be taken to improve the DD system of supports and services in Virginia. We are asking individuals and families to answer the questions in the survey link below. If you are interested in being on a workgroup, please complete question 10 in the survey. DBHDS will select 50 participants...
Description: This module provides information for counselors and other education professionals to assist high school students with disabilities in the transition from the school environment to a post-school setting (est. completion time: 1.5 hours).
Description: Our intellectual and developmental disabilities services in the Richmond, Roanoke, Fredericksburg, Alexandria and surrounding areas provide support to help children and adults reach their personal life goals. Each unique program is based on the needs of the individual seeking our services. We work with adults and children to build the skills they need to become more independent and reach their highest potential as a member of the community. At Dominion Care, we offer group day services, coaching...
Description: This resource introduces users to progress monitoring in reading, a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers (est. completion time: 2 hours).
Description: Progress Monitoring, a key component of a multi-tiered system of support (MTSS), occurs throughout the data-based individualization (DBI) process to assess responsiveness to the validated intervention platform, as well as adaptations to the intervention. Progress monitoring data also may be reviewed along with other diagnostic data to assist teams in developing a hypothesis about why the student may not be responding. As part of the diagnostic data review, the team may conduct an error...
Description: Learn about the origins of data assessment within education and the promises underlying continuous improvement objectives for all students.
Description: Self-Paced Module: What is Progress Monitoring? By completing this course, participants will be able to: define progress monitoring understand the role of progress monitoring in the DBI process Self-Paced Module: How Do I Select an Academic Progress Monitoring Measure? This course is the second in a series on progress monitoring. This module describes two types of academic progress monitoring measures and considerations for selecting an academic progress monitoring tool. By completing this...
Description: Programs can support education staff and families by using the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Pyramid Model as a framework for understanding children's behavior. Many strategies can support healthy social and emotional development and prevent or reduce behaviors that could negatively affect children's development and learning. Education managers, child development specialists, home-based supervisors, mental health consultants, and coaches can help...
Description: Why is DEC taking a stand? Challenging behavior often can interfere with the development of social-emotional competence. Conversely, children with low social-emotional competence may develop challenging behavior as a way to communicate their needs. Punitive practices don’t teach children needed social and communicative behaviors. Additionally, punitive practices, such as corporal punishment, suspension, and expulsion disproportionately affect young children of color. Professionals and...
Description: The Virginia resources include: Virginia Events 2022-2023, Articles & Reports, Books, Websites, Podcasts.
Description: Literacy is the cornerstone of all learning and the key to lifetime success. Every child has the right to learn to read. The Equitable Access to Literacy (EAL) plan ushers in a new era of literacy education to ensure all students have the skills and confidence they need to succeed. It provides an action plan for continuous improvement in PreK -12 literacy by: Using evidence-based practices grounded in science based reading research. Expanding learning opportunities that intentionally support...
Description: Value Series: Virginia Assessment for Literacy - Updated and Expanded - Learn about topics grounded in science-based reading research. This series scaffolds learning about each topic by presenting short introductory videos, infographics, recorded webinars, instructional resources, and finally additional readings for each of the key components of effective instruction. A Professional Learning Guide is included for each topic. This guide provides a step-by-step comprehensive implementation...
Description: Pear Deck allows teachers to create interactive slide decks. Students can respond to activities directly on the slides and teachers can see responses via a dashboard. Can be used synchronously and asynchronously or “student paced.” Audio recordings can be included.
Description: Flippity is a web-based flash card tool that can be used as a blending board. Perfect for asynchronous instruction!
Description: Some students in our classrooms have challenging behavior. Teachers and parents can address those behaviors in positive and powerful ways that improve the behavior and the lives of the students we support. This website is intended to help teachers and families create a positive behavior support plan to address challenging behaviors in effective and helpful ways.
Description: This handout provides possible intervention strategies to incorporate into a comprehensive behavior intervention plan based on the function of the behavior behavior.
Description: Behavior Problems - Behavior issues are a common problem for many families. Understanding what’s behind a child’s behavior is often the first step to helping. Additional information is provided on the following topics: Behavior Basics Toddlers and Young Children, Managing Big Emotions, Common Behavior Issues, Behavior and School, Strategies for Managing Behavior, Mental Health and Problem Behavior and Treatment for Problem Behavior.
Description: Beginning in the 2021-2022 school year, the portfolio-based VAAP was replaced with a new multiple-choice assessment in the content areas of reading, mathematics, and science that was administered to students in an online or paper format. The new VAAP is based on academic content standards derived from the Standards of Learning (SOL) in reading, mathematics, and science that have been reduced in depth, breadth, and complexity. These content standards are referred to as the Virginia...
Description: The 2021 Virginia General Assembly passed Senate Bill 1288 that amended Section 22.1-298.1 of the Code of Virginia. Every person seeking renewal of a license as a teacher shall complete training in the instruction of students with disabilities that includes (i) differentiating instruction for students depending on their needs; (ii) understanding the role of general education teachers on the individualized education program team; (iii) implementing effective models of...
Description: This form should be completed with the assistance from the team of people working with the person using AAC. It can be used as an overview or used for a single position the person using AAC utilizes for communication (i.e.: lying in bed, sitting in wheelchair, etc.)
Description: This form can be used to collect information and describe how the AAC user will access their speech generating device using direction selection. Use this form during initial assessment to collect and document access needs. Revisit this form to document progress or a change in skills, environment, or level of independence. This form should be completed and shared with the support team and all communication partners to support appropriate set up and provide consistent access to communication in...
Description: This tool will help you determine how your student will physically interact with their communication device.
Description: This form is a tool to assist the Augmentative and Alternative Communication (AAC) evaluation process and to identify the potential needs of implementing eye gaze technology for communication. The form should be completed in collaboration with the entire team supporting the person using AAC.
Description: The holidays are an exciting time for children, and we often work overtime to make them live up to our kids’ expectations. But they can be challenging for kids, too, when all those things they look forward to — free time, sweets, presents, cousins! — can get overwhelming. This week we round up resources to help prevent festivities that are supposed to be fun from being stressful instead. Big family get-togethers can tax kids’ ability to behave. Talking to relatives...
Description: Families are a child’s first teacher and an essential factor in the cultivation of social and emotional competencies throughout a child’s life. When schools and families work together, they can build strong connections that reinforce social-emotional skill development. In fact, research suggests that evidence-based SEL programs are more effective when they extend into the home. This discussion series was developed to support schools and community partners that wish to engage parents...
Description: Happify App - How you feel matters! Whether you're feeling sad, anxious, or stressed, Happify brings you effective tools and programs to help you take control of your feelings and thoughts. Our proven techniques are developed by leading scientists and experts who've been studying evidence-based interventions in the fields of positive psychology, mindfulness, and cognitive behavioral therapy for decades.
Description: The Institute for Mindful Leadership provides free content, located under the resources tab: Mindful Leadership Blog Videos Guided Meditations Little Books Podcasts Press
Description: Virginia Parent Teacher Association (PTA) is the largest and oldest non-partisan volunteer child advocacy association in Virginia with more than 175,000 members across more than 950 of Virginia's schools Chartered by the National PTA in 1921, the primary goal of the Virginia PTA is to strengthen our schools and communities through parent and family involvement and to advocate for resources and funding to enable the academic success, health and well-being of ALL children in the Commonwealth. PTA...