Do You Provide Visual Supports in Your Classroom?

By LaShauna Britt, M.Ed., Daria Lorio-Barsten, M.Ed, BCBA, and Kara McCulloch, M.S.

Happy New Year! Now is that time of the school year when teachers start to rethink their classroom behavior management systems. We wonder, “How effective is our current classroom management system and does it address the needs of all of our students?” We might also ask ourselves, “Have I provided visual supports within my behavior system?” These questions are helpful to consider before assessing or implementing your need for visual supports within your class.

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From Disjointed to Aligned, Targeted, and Intensive Intervention

Many students with disabilities (SWD) and other struggling students receive intervention support from multiple service providers (e.g., general education teacher, special education teacher, speech teacher, Title I teacher, ELL teacher).  While these layers of service may seem to provide a more intensive level of support, multiple layers of support provided by different practitioners may result in a “disjointed” or “piecemeal” (Pearson, 2013, p. 287) experience for students that falls short of the intent of intensive intervention.

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Standards-Based Individualized Education Program (SBIEP) Resource Brief

According to guidance provided by the Office of Special Education and Rehabilitative Services (OSERS) on November 16, 2015, in the form of a “Dear Colleagues” letter, an Individualized Education Program (IEP) must be aligned with state standards to ensure that high expectations and rigorous academic standards are maintained for all students with disabilities (OSERS, 2015).  In support of this guidance, the Virginia Department of Education has revised its document around SBIEPs (March, 2016), as provided on its website.

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Classroom Management & Behavior Management Resource Guide

T/TAC W&M has a new resource guide to help newsletter readers find valuable educational resources related to the topic of classroom management and behavior management. We have compiled current online resources, arranged them by media type, highlighted the top picks we found most helpful to practitioners, and identified those that are most family-friendly. View the Classroom Management and Behavior Management Resource Guide, compiled by Nick Kier. We will share additional guides in the upcoming 2017-18 editions of Link Lines.

I’m Determined Youth Summit Application

The Youth and Parent Summit is a two-day event held each June and sponsored by the Virginia Department of Education and the Partnership for People with Disabilities. Youth with disabilities from across the Commonwealth meet to network and discuss issues of importance to youth and young adults with disabilities.

When: June 13-15, 2018

Where: James Madison University in Harrisonburg, Virginia.

Who: Virginia youth with disabilities ages 13-21 and parent(s)

Application Due Date: 5:00 pm on March 9th, 2018

Reference Due Date: 5:00 pm on March 12th, 2018

Applications will be reviewed and acceptance letters will be emailed by March 31st.

Complete Application

Inclusion Project: Mini-Grant Application NOW LIVE!

The Virginia Department of Education, in collaboration with the Partnership for People with Disabilities, supports the Inclusion Project, a youth led initiative to increase disability awareness in schools. Find out more information about the Inclusion Project.

Beginning January 2018, the Inclusion Project is pleased to announce it is offering up to 6 mini grants (max: $2,000) to support schools interested in planning an Inclusion Project event.  Application deadline is January 29, 2018.

Application:  https://goo.gl/forms/lO5xPT4uWLQeppvf1

Implementing Specially Designed Instruction in the General Education Classroom

Authors:  Shelley Littleton, M.Ed., and Mary Murray Stowe, M.Ed.

Specially designed instruction (SDI) must be delivered to address the unique needs of students with Individual Education Programs (IEPs) (Individuals with Disabilities Education Improvement Act [IDEA], 2004).  SDI may be delivered within the general education classroom.  Removal to a separate classroom is NOT necessary to provide this type of instruction and may in fact impede access to the general education curriculum.

Access to the general education curriculum is one of the most compelling rationales driving construction of appropriate IEPs besides being a legal requirement of IDEA, 2004.  The following three IEP requirements are designed to move student involvement and progress in the general education curriculum forward:

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Tools for the Teacher’s Toolbox on Classroom Routines and Procedures

Authors:  LaShauna Britt, M.Ed., Daria Lorio-Barsten, M.Ed., BCBA, and Kara McCulloch, M.S.

At this time of the school year, you most likely have classroom routines and procedures in place. But is your classroom running as effectively and efficiently as you would wish, or do you find yourself saying the same things over and over? Are there students who still need frequent reminders about where to get a pencil or what to do once they have completed assignments? [Read more…]

Data Analysis Resource Guide

T/TAC W&M has a new resource guide to help newsletter readers find valuable educational resources related to the topic of data analysis.  We have compiled current online resources, arranged them by media type, highlighted the five we found most helpful to practitioners, and identified those that are most family-friendly.  View the Data Analysis Resource Guide, compiled by Nick Kier.  We will share additional guides in the upcoming 2017-18 editions of Link Lines.

Teacher & Parent Support for Student Engagement Resource Guide