860 W. 44th Street, Norfolk, VA 23529 andChild Study Center, Room 224, Norfolk, VA 23529-0164Voice: 757-683-4333; Toll Free: 1-888-249-5529TDD: 757-683-5963; FAX: 757-683-3115

T-TAC Old Dominion University (T-TAC ODU)http://ttac.odu.edu

published by

Linking People and Resources

Inside this Issue

Funded byThe Virginia Department of EducationWeb site: http://www.doe.virginia.gov

T-TAC Network News

860 W. 44th Street, Norfolk, VA 23529 andChild Study Center, Room 224, Norfolk, VA 23529-0164Voice: 757-683-4333; Toll Free: 1-888-249-5529TDD: 757-683-5963; FAX: 757-683-3115

From Research to PracticeDr. Kerry Lambert, Director

From Research to PracticeDr. Kerry Lambert

Structured ComprehensionStrategies for ImprovedReading Achievement

Laura Beller

Preparing for the New School Year: Developing a

Comprehensive Plan for Supporting Behavior

Kim Yanek

Nonlinguistic Representations and

Visual LiteracyJennifer Mitchell

Blending Best Practices to Benefit All ECSE Students

Linda Ingleson

Let’s Get Ready to Write!Daniel Biegun

Conferences & Workshops

It is well understood that there is a critical connection between edu-cational research, classroom practice, and student achievement. The challenge is transferring the research into classroom practice. In this issue, and future issues of the T-TAC Network News, you will find practical ideas to implement in your classrooms, as well as resources to assist you in applying practices that are based on the best available research evidence. See the “Pull and Post” page and further informa-tion below on the various free or low-cost T-TAC ODU services that are available to you throughout the school year.

T-TAC ODU SERVICES ARE AVAILABLE TO YOU AND YOUR COLLEAGUES

Welcome back to school! The Virginia Department of Education’s Train-ing and Technical Assistance Center at Old Dominion University is pleased to be of service to you and to support your efforts to imple-ment high-quality educational programs for students with disabilities. While T-TAC ODU staff members are working to accomplish the state improvement goals through our participation on statewide projects, we continue to develop plans for meeting the needs that you identify. See the conference section of the newsletter for the many staff development opportunities that are available this fall and winter. In response to the many requests for assistance with reading, the Reading Institute for Elementary Special Education Teachers and Educators Serv-ing Students with Disabilities is back for the fifth consecutive year. The Institute begins on October 8 so sign up early—slots fill quickly. Further, now that writing has been added as a reporting category of the Virginia Alternate Assessment Program, see the up-coming workshops designed to assist teachers with writing instruction for students with intellectual disabilities. For other announcements and to register for upcoming professional development in the areas of math, early childhood curriculum, and social-emotional development, visit the T-TAC ODU website (ttac.odu.edu) for local/regional conferences. Also, be sure to visit TTAC Online (ttaconline.org) for statewide and national conference announcements, resources, and to set up your personal space. We are pleased that many of you have signed up for the electronic newsletter T-TAC Network News. We would greatly appreciate your assistance with facilitating teacher subscriptions

TacTics Request Form

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Good-bye to Linda and Hello to Kristen!Linda Ingleson, who has been an outstanding Specialist in Early Childhood Special Education at T-TAC ODU for the past 5 years, said good-bye in July. Linda is returning to classroom teaching this fall and we wish her every success! Thank you to Linda for the excellent service she provided throughout Regions 2 and 3!

T-TAC ODU welcomes Kristen Ingram as the new ECSE Specialist. Kristen is a graduate of the University of Virginia and has been an early childhood special education teacher in Chesapeake Public Schools for the past 5 years. Some of you have attended T-TAC ODU workshops presented by Kristen on using the SMART Board to enhance early childhood instruction and creating visual tasks for students with autism. Kristen is eager to be of assistance to you. She can be reached at (757) 451-3027, or at kingram@odu.edu.

to the T-TAC Network News by encouraging new teachers to register online. This can be accomplishedby suggesting that they visit ttac.odu.edu and click on the tab for subscriptions. Also, you can inform newnew teachers of T-TAC ODU services by sharing the attached “Pull and Post” page that describes the variety of T-TAC services that are offered. Thank you for your assistance with spreading the word about our assistance!

If you are working at a different school than last year, please inform us of your new address by completing the at-tached mail list update form. We continue to mail some T-TAC ODU workshop/conference announcements and registration forms via the postal service and we want to give you every opportunity to register for a training event in which you may be interested. We look forward to serving you in the upcoming school year.

T-TAC ODU SERVICES (cont.)

October is Disability History and Awareness Month in Virginia This link provides information on resources to help you engage in activities to promote

disability awareness:http://www.doe.virginia.gov/administrators/superintendents_memos/2010/

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September/October 2010

Structured Comprehension Strategies for Improved Reading Achievement

Laura Beller, Curriculum and Instruction Specialist

Learning OpportunityEvery Child a Successful Reader: Reading Institute for Elementary Special Education Teachers and Edu-cators Serving Students with Disabilities. This 3-part reading workshop is back by popular demand! Present-ers Beth Estill and Andrea Payne will provide you with strategies to improve reading comprehension for students with disabilities. You will receive 30 staff development hours if you attend all 3 sessions and complete the learn-ing activities between sessions. http://ttac.odu.edu/_public/file/Reading%20Institute%20Flyer10-11.pdf

Practices and Resources

ResourcesFrom our T-TAC ODU library:Word Journeys: Assessment-Guided Phonics, Spelling, and Vocabulary Instruction, by Kathy Ganske. This book presents a highly practical approach to asssessing children’s spelling and word knowledge abilities.Strategies That Work: Teaching Comprehension to Enhance Understanding, by Stephanie Harvey & Anne Goudis. Strategies include thinking aloud and coding the text, lifting text onto the overhead and reasoning through it in class discussions and bringing in books to model how adults use comprehension strategies.

Complete the TTAConline Webshop: “The Challenge of Reading Comprehension”

Research "Comprehension is a process in which the reader constructs meaning by interacting with text" (Harris & Hodges, 1995, p. 207). Comprehension is purposeful, active, and can be developed by teaching specific comprehension strategies. Comprehension strategies are plans or procedures that readers use and apply when they hear text read aloud, when they read text with a teacher, and when they read independently. When comprehension strategies are taught explicitly, students’ reading improves.

Reference Harris, T., & Hodges, R. (eds.). (1995). The literacy dictionary. Newark, DE: International Reading Association.

BEFORE READING: Pre-Reading OrganizerSource:

http://www.scholastic.comFind the Pre-Reading Organizer at:

http://teacher.scholastic.com/reading/bestpractices/nonfiction/prereadingOrg.pdf

DURING READING: Identify Cause/Effect in a TextSource:

http://www.fcrr.orgFind the Cause/Effect Strategy at:

http://www.fcrr.org/scasearch/PDFs/instRoutines_3CICERT.pdf

AFTER READING: Literacy Mystery BoxesSource:

http://www.readwritethink.orgFind the Literacy Mystery Boxes at:

http://www.readwritethink.org/classroom-resources/lesson-plans/junie-jones-introduces-literacy-402.html

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September/October 2010

Preparing for the New School Year: Developing a Comprehensive Plan for Supporting Student Behavior

Kimberly Yanek, Effective School-wide Discipline (ESD) and Behavior Instruction

Research Proactive classroom “management” practices involve teacher behaviors that build a welcoming classroom climate to foster positive relationships, mutual respect, appropriate behavior, and optimal academic and social learning (Kerr & Valenti, 2009; Sprick, Knight, Reinke, & McKale, 2006). Effective practices are found throughout the research literature. In a recent review of the literature, Simonsen et al., (2008) identified five best practices for classroom management as: (a) maximize structure and predictability; (b) post, teach, review, monitor, and reinforce expectations; (c) actively engage students in observable ways; (d) use a continuum of strategies to acknowledge appropriate behavior; and (d) use a continuum of strategies to respond to inappropriate behaviors.

Application Implementing these best practices is often difficult (Sprick, Knight, Reinke, & McKale, 2006). Teachers are required to make a multitude of, what are often, instantaneous decisions in response to academic and behavioral needs and challenges throughout the day. A first step to preparing for implementing proactive classroom “management” practices is careful and thoughtful planning. One practical planning tool can be found with the online module developed by The IRIS Center, Developing Your own Comprehensive Behavior Management Plan. This resource provides guided learning through video modules, research, and practice with a step-by-step online template for creating a proactive classroom management plan. It is ideal for independent, teacher-team, or whole staff professional development. http://iris.peabody.vanderbilt.edu/par2/chalcycle.htm

ReferencesKerr, M.M., & Valenti, M.W. (2009). Controls from within the classroom: Crises or conversations? Reclaiming Children

and Youth, 17(4), 30-34.Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom man-

agement: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.Sprick, R., Knight, J., Reinke, W., & McKale, T. (2006). Coaching classroom management: Strategies and tools for

administrators and coaches. Eugene, OR: Pacific Northwest Publishing.

Resources A variety of additional resources is included for use by individual teachers, coaches, teacher teams, or

for staff professional development. Consider collaborating with at least one other colleague to provide mutual support and feedback to one another as you explore and select resources to plan for the new school year.

• IES Practice Guide: Reducing Behavior Problems in the Elementary School Classroom: This document outlines best practices and applicable research. http://ies.ed.gov/ncee/wwc/pdf/practiceguides/behavior_pg_092308.pdf

• A Collection of the Best Group Games and Ice Breakers: Free activities to begin the school year building a foundation for a positive classroom climate, teaching positive social behaviors, and preparing students to work collaboratively. http://www.group-games.com/

• Positive Behavioral Interventions and Supports: Effective Schoolwide Interventions: This site devotes an entire section to proactive classroom management practices, including research literature, power point presentations, and tools. http://www.pbis.org/google_search.aspx?keyword=classroom

• TTAC ODU Library: Check out the online library to search for resources to support student behavior. https://ttac.biblionix.com/atoz/catalog/

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Nonlinguistic Representations and Visual Literacy

Jennifer Mitchell, Assistive Technology Specialist

Practice and Resources Visual literacy is the ability to interpret and make meaning from information presented in the form of an image. This ability is a pre-reading skill that is also needed for success with augmentative communication. For students with disabilities, teaching basic visual literacy provides a good foundation for later learning. Following are some activities to help students make meaning from images.

Matching an object to its shadow (Shape discrimination precedes letter identification.) http://kidsfront.com/match-shadows.html http://www.makinglearningfun.com/themepages/BrownBearShadowMatchingActivity.htm

Part/Whole (Provides practice for more advanced shape discrimination.) http://ngfl.northumberland.gov.uk/ict/mouseskills/christmas/snowman.html http://www.playgame.org/play-4411-Build-a-Face.html

Matching Sounds to Pictures (Provides practice for discriminating between different sounds and matching sounds to images prior to matching sounds to letters.) http://www.kongregate.com/games/ruddellc/matching-animal-sounds http://faculty.washington.edu/chudler/flash/sounds.html

Research Research demonstrates that presenting content in multi-modes will assist students with learning new information. According to Marzano, Pickering, & Pollock (2001) learners acquire and store knowledge linguistically (i.e. by reading or listening), and nonlinguistically (through visual images or kinesthetic movements). When students use both systems to represent knowledge they become better able to think about and recall information. There is also evidence to support the use of multimedia for children who are at risk, English language learners, or who have disabilities (Kamil et al., 2000).

References

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Kamil, M., Intrator, S., & Kim, H. (2000). The effects of other technologies on literacy and literacy learning, in M. Kamil, P. Mosenthal,D. Reason and R. Barr (eds) Handbook of reading research. Mahwah, NJ: Lawrence Erlbaum.

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Blending Best Practices to Benefit All ECSE StudentsLinda Ingleson, Early Chidlhood Special Education Specialist

As the school year starts, many ECSE teachers are considering what to teach this year. IEP ob-jectives? Locally mandated curriculum? And where does the Virginia Foundation Blocks for Early Learning fit in? While ECSE teachers are responsible for Implementing Individualized Education Programs, many school divisions are also implementing commercially-developed preschool cur-ricula. Further, Virginia’s Foundation Blocks for Early Learning tell preschool teachers what young children should be learning. So, how does it all fit together? What exactly is a teacher to do?

Application 1. Embed learning opportunities into classroom routines and daily activities. Embedding provides opportunities for children

to learn skills in a meaningful environment and through engaging activities throughout the day while also encouraging generalization.

Additional resources: http:/www.youtube.com/watch?v=1zHY44H4RDA

2. Structure activities so that all children can participate-- teachers can manipulate the environment, adapt materials, and use technology in order to ensure involvement.

Additional resources: http://journal.naeyc.org/btj/200305/playmodifications_sandall_1.pdf

References Grisham-Brown, J., Hemmeter, M.L., & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore: Brookes Publishing Co. Pretti-Frontczak, K., Jackson, S., McKeen, L., Schuck, E., & Stackhouse, J. (2005). Big Idea Toolkit. Kent State University. Retrieved July 9, 2010 from http://fp.dl.kent.edu/ecis/Toolkit.htm

Research Recommended practices in early childhood education and early childhood special education support the integration of effective special education practices into developmentally appropriate learning environments (Grisham-Brown, Hemmeter, & Pretti-Frontczak, 2005). This means that teachers are responsible for ensuring that IEP objectives are addressed throughout the day while also using Virginia’s Foundation Blocks for Early Learning as a guiding document for what all children should be learning. When planning activities and lessons, teachers must be clear about each activity’s learning objective for all the children and the IEP objective for individual children. The IEP objective will specify what modifications and adaptations are necessary in order for the student to participate fully in the learning objective. As noted by Grisham-Brown, et al., (2005), “being able to address both learning objectives and IEP objectives at the same time requires careful planning such as identifying the instructional strategies that will be used, the materials that will be needed, and the assignment of adults to different tasks or for student support” (p. 202). (Note: See below for an upcoming learning opportunity and State Conferences for November 1 & 2 Early Childhood Symposium)

Resources To assist teachers in linking early learning standards as they relate to the IEP, see the link below for the Big Idea Toolkit developed by Kristie Pretti-Frontczak and colleagues (2005). The toolkit reminds us about the key concepts that are important for all children to learn and, while developed specific to Ohio learning standards, can easily be applied to Virginia’s Foundation Blocks for Early Learning. http://fp.dl.kent.edu/ecis/Toolkit.htm. T-TAC ODU Library Resources (visit http://ttac.odu.edu/index.php) 1. Blended Practices for Teaching Young Children in Inclusive Settings by Jennifer Grisham-Brown, Mary Louise Hemmeter, & Krisite Pretti-Frontczak (2005) 2. Building Blocks for Teaching Preschoolers with Special Needs by Susan Sandall and Ilene Schwartz (2008)

Learning Opportunity T-TAC Workshop with Jennifer Grisham-Brown, entitled “How Do I Teach These Kids?” scheduled for November 3. Click here for more information and registration form: http://ttac.odu.edu/_public/file/Jennifer%20Grisham%20Brown%2011%2003%2010.pdf

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Let’s Get Ready to Write!Daniel Biegun, Intellectual Disabilities Specialist

Welcome back, teachers! Hopefully you have returned to a class full of smiling students who are eager to learn. As you may already know, this year’s Virginia Alternate Assessment Program (VAAP) has added a new reporting category. If you teach students who access the general curriculum through the Aligned Standards of Learning (ASOLs), your 5th, 8th, and 11th graders will be required to submit evidence for writing ASOLs.

References Copeland, S.R., & Keefe, E.B. (2007). Effective literacy instruction for students with moderate or severe disabilities. Baltimore: Paul

H. Brookes Publishing Co. Langer, J.A., & Filhan, S. (2000). Writing and reading relationships: Constructive tasks. In S.R. Copeland & E.B. Keefe, Effective

literacy instruction for students with moderate or severe disabilities. Newark, DE: International Reading Association. Pierce, P.L., & Porter, P.B. (1996). Helping persons with disabilities to become literate using assistive technology: Practice and

policy suggestions. Focus on Autism & Other Developmental Disabilities, 11, 142-148.

Research Writing is an essential skill for all students, regardless of whether or not they are being assessed this year. Research tells us that writing instruction is an important component of literacy instruction. Writing and reading are related processes whereby engaging in one enhances the development of the other (Langer & Filhan, 2000, p. 109). Participation in even basic writing activities deepens individuals with disabilities’ understanding of literacy and the uses of print (Pierce & Porter, 1996). Writing is much more than forming words with a pencil. Putting thoughts or ideas in written form does not require the author to actually hand write the words (Copeland & Keefe, 2007). Application and Resources--If your students have difficulty with writing, consider the following modifications. This is not a comprehensive list, so be sure to collaborate with your OT, PT, and S/LP when individualizing instruction for your students.

Area of Need Modifications Prompting Use verbal, pictorial, and/or written cues. For example, create sentence prompts to read to the

students such as I have fun when____ or my favorite food is_____. Students can fill in the blank by selecting from picture symbols that also include the written word. Create a word bank with appropriate picture symbols for completing each sentence.

Accessibility Consult with OT and/or PT to assure that the student has proper support and posture for writing. Use a slanted surface such as a 3’’ three ring binder.

Holding a writing utensil Use pencil grips, wide pencils, or large crayons. Manipulating a writing utensil Use name stamps, word cards with magnet strips, keyboard, or eye gaze. If the student is verbal,

use a peer scribe. Visual Use colored or textured paper. Use highlighters, colored font, or highlighter tape to draw attention

to certain parts of the paper. Eye Gaze Response For students who are unable to physically manipulate a pencil or keyboard, consider the Writing

With Alternative Pencils program, which includes an alphabet eye gaze frame. The CD can be ordered here. It is also available for checkout from the T-TAC ODU Lending Library.

Assistive Technology Software

There are several word prediction software programs such as PixWriter and Writing With Symbols 2000. These are available for check out from the T-TAC ODU Lending Library

Keyboard Access Place colored stickers on the pre-selected keys that a student will need. Use card stock and tape to cover areas of the keyboard that will not be needed.

Organization Use graphic organizers such as the sandwich or the describing wheel. “Functional” opportunities Ask students to sign in and out of class with writing utensil, name stamp, or name cards. Create

shopping lists for community-based outings.

Learning Opportunity “Teaching the Write Way: Instructional Writing Strategies for Students Accessing the Aligned Standards of Learning”, November 18, 2010 & January 14, 2011: http://ttac.odu.edu/_public/file/writing%20flyer%20revised.pdf

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T-TAC ODU ConferencesEvery Child a Successful Reader: Reading Institute for Elementary Special

Education Teachers and Educators Serving Students with DisabilitiesOctober 8, 2010, December 17, 2010 & February 4, 2011

This 3-part reading workshop is back by popular demand! Presenters Beth Estill and Andrea Payne will provide you with strategies to improve reading comprehension for students with disabilities. You will receive 30 staff de-velopment hours if you attend all 3 sessions and complete the learning activities between sessions. Registration is limited to 75 participants and is on a first-come, first-serve basis.http://ttac.odu.edu/_public/file/Reading%20Institute%20Flyer10-11.pdf

How Do I Teach These Kids?November 03, 2010

Jennifer Grisham-Brown will help participants bridge the gap between best practices in special education and general education. Participants will learn how design a curriculum framework that uses assessment results and ongoing progress monitoring to drive instruction and design learning activities.http://ttac.odu.edu/_public/file/Jennifer%20Grisham%20Brown%2011%2003%2010.pdf

TechKnowledgy 2010November 11 & 12, 2010

TechKnowledgy 2010 will feature national speakers, practitioner workshops, vendor workshops, interactive sessions, software exploration, and many opportunities to discover innovative applications of assistive and instructional technologies. Registration will open September 01, 2010. For more information, please visit:http://guest.cvent.com/EVENTS/Info/Summary.aspx?e=c5efaac3-7287-4bf8-ad35-f307bf74ee2d

Teaching the Write Way: Instructional Writing Strategies for Students Accessing the Aligned Standards of Learning

November 18, 2010 & January 14, 2011

Writing is now an official component of the Virginia Alternate Assessment Program (VAAP). What should you do to help your students with intellectual disabilities learn to write and compose? Day one topics will provide strategies for successfull use of the VAAP in your classroom. On day two, presenters Melissa Ainsworth and Elizabeth Obester will offer hands-on activites for teaching writing to your students. This is a two-part se-ries—attendance on Day 1 is required to attend on Day 2.http://ttac.odu.edu/_public/file/writing%20flyer%20revised.pdf

Watch our Web site for upcoming workshops! Updates for new workshops, as well as other

announcements, are posted on our site. Click here: ttac.odu.edu for all of the latest news.

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September/October 2010

State ConferencesPositive Discipline for Children with Special Needs

October 06, 2010Are you torn about how and when to discipline you child with special needs at home, at school, or in public? This seminar will look at the realities of parenting a child with disabilites and/or special health care needs, the impact on the family unit, strategies for responding effectively to different behaviors and how to effectively support your child’s ability to cope. To register, please visit: http://www.chkd.org/classes

Insight 2010October 15, 2010

This annual conference focuses on effective practices in working with students with autism spectrum disorders from pre-school through high school ages. The keynote presentation will explore outcomes from 30 years of research of inclusive education of students with related disabilities, the initial implementation of a sustainable model of inclusive education at twenty national model demonstration schools, and what the next generation of educating students with autism and related disabilities is likely to bring. In addition participants will have an opportunity to attend a variety of break out sessions.http://www.ttaconline.org/staff/s_events/s_event_detail.asp?cid=1759

Transition Practitioners’ (TPC) East MeetingOctober 21, 2010

This program will offer transition practitioners the opportunity to collaborate directly with their area transition partners. Guidance from agency representatives will help frame discussions and team activities to facilitate a thorough review of your area’s transition process and communication strategies. After lunch, time will be provided for localities to meet in small groups for practical application of this information. http://www.ttaconline.org/staff/s_events/s_event_detail.asp?cid=1749

Collaborating for Student Success: Powerful Partnership in Inclusive Schools October 21, 2010

The annual VT and RU T/TAC Collaborating for Student Success Conference is designed to engage participants with top-ics focusing on the practical issues of creating inclusive and collaborative schools. Howard Ormond, principal of New Kent Middle School for 33 years, will provide the keynote address. There will multiple breakout sessions that relate to creating and maintaining inclusive schools. For more information contact: mstallin@vt.edu

AT SHAREFAIR - Save the Date! October 22, 2010

A day of sharing and learning with school-based AT Professionals in Northern Virginia for free! Location: George Mason University- Prince William campus.http://www.ttaconline.org/staff/s_events/uploadedFiles/Clare610201024903pm/AT_ShareFair_2010-1.pdf

Best Practices in Early Childhood Symposium November 1 & 2, 2010

The Best Practices in Early Childhood Symposium is an interactive two day workshop featuring Kristie Prettie-Frontczak and Jennifer Grisham Brown. Topics include the Curriculum Framework and how to link authentic assessment to program planning and progress monitoring. http://www.ttaconline.org/staff/s_events/uploadedFiles/VCU629201012618pm/FLYER.pdf

Functional Behavioral Assessment & Behavior Intervention Plan, 3-Part SeriesNovember 10, 2010, December 8, 2010, & January 21, 2011

This three-part training is designed for those who have attended a previous FBA training series as well as those who are not familiar with the FBA process. Those who register must attend all three days; days are interdependent.http://www.ttac-odu.org/odu_calendar_event.php?item=271&source=1289397600

2010 William & Mary Symposium on Professional Collaboration and Inclusive EducationNovember 11 & 12, 2010

This Symposium provides a quality professional development opportunity for educators accountable for the academic and behavioral success of students with disabilities and other struggling learners. A rich varietyof keynote presentations, skill-building workshops, and practical concurrent sessions offer cutting-edge, research-based strategies and so much more.http://www.ttaconline.org/staff/s_events/uploadedFiles/Mary%20Beth415201091237pm/Symposium%20Flier%202010.pdf

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New ASOL Instructional TACTicsAmerican Leaders: ASOL Instructional Unit (Now Available!) This curriculum unit features over 100 activities that can be used to teach ASOL History 4. Activity descriptions are presented in lesson plan format. The accompanying Activity CD includes review games, cut & paste activities, assessment options, printable worksheets, and much more. Learning about Ameri-can leaders such as Washington, Lincoln, Carver, and Franklin was never this much fun!

Yes, please mail me theses TACtics.

Do you serve preschool children with developmental delays? Yes No

Please Print or Type, completing all fields:

Name:

School Name:

School Address:

City: Zip Code:

School District: School Phone Number: ( )

School FAX Number: ( ) e-mail:

Please complete each column:Check only one for Provider For Program Affiliation & Disability, check all that applyType of Service Provider: Program Affiliation: Main Disability Area I Serve:

Administrator, General Education Adult Ed./Family Literacy

ADD/ADHD

Administrator, Special Education Early Childhood Special Ed.

Autism Spectrum Disorder

College Student Early Intervention

Blind

Guidance Counselor Even Start

Deaf-Blind

Human Services Agency Staff General (or Regular) Education

Deaf

Occupational Therapist Head Start

Developmental Delay

Paraprofessional Homeless

Emotional Disability

Parent/Family Migrant Education

Hearing Impairment

Physical Therapist Occupational Child Care

Intellectual Disability

Pre-K–12 Student Preschool Initiative

Learning Disability

Speech Pathologist School Age Special Ed.

Multiple Disabilities

Teacher, General Education Title I

Orthopedic Impairment

Teacher, Special Education Other ________________

Other Health Impairment

Transition Coordinator Severe Disability

University Faculty

Speech/Language Impairment

Voc. Teacher/Admin. Traumatic Brain Injury

Other ________________

Vision Impairment

ALLMail to: T-TAC Old Dominion University, Child Study Center, Room 224, Norfolk, VA 23529-0164 or FAX: 757-683-3115

Force, Motion, and Energy: ASOL Instructional Unit (Available in October) The Science ASOL Force, Motion, and Energy 2 addresses various types of movement. This brand new curriculum unit presents dozens of creative ways to introduce and reinforce these concepts. Discover new and effective ways to teach your students with intellectual disabilities about motion. Each unit includes an Activity CD full of printables, games, and much more.

Pull and Post

Training and Technical Assistance is Available! Training and Technical Assistance Center - Old Dominion University (T-TAC ODU) is part of a statewide network of assistance centers designed to improve educational services for children with disabilities in the Commonwealth of Virginia. There are two centers that serve Superintendents’ Regional Study Groups 2 and 3 in Eastern Virginia: T-TAC Old Dominion University in Norfolk (757-683-4333 or 1-888-249-5529) and T-TAC William & Mary in Williamsburg (1-800-323-4489).

Old Dominion University provides training and technical assistance to school personnel who serve children with developmental delays and disabilities (from birth through elementary school) and individuals with moderate to significant intellectual disabilities (birth through age 21). The College of William and Mary provides training and technical assistance to education professionals serving students identified with mild to moderate disabilities (ages 5-21). All T-TAC staff members participate on statewide projects that are focused on accomplishing the state improvement goals. The guiding principles that drive the T-TAC system are to: develop products based on research; disseminate effective practices; consult with target schools undergoing Academic Review; build capacity at the local level and conduct strategically planned training.

The mission of the statewide network of training and technical assistance centers is twofold: • To increase the capacity of school personnel, service providers, and families to meet the needs of children and youth

with disabilities and, • To foster the state improvement goals for personnel development, which address improving the performance of children

and youth with disabilities, by enhancing the knowledge, skills, abilities, and performance of all personnel who work with students with disabilities.

T-TAC Old Dominion University responds to requests for services with an emphasis on collaboration in planning and providing services to teams. These teams might include general and special educators, administrators, related services personnel, students, family members, paraeducators, and community members.

The following services are available (primarily free of charge) from T-TAC ODU: Information - Information on current educational practices, rare syndromes, and the latest educational research is summarized and reported upon request. Also, staff development modules called TACtics are designed for independent or small-group study on high interest topics. To see a list of TACtics that are available upon request, visit the T-TAC ODU website (http://ttac.odu.edu). Lending Library - Educational materials are available for loan, including assessment tools, curricula, audio-visuals, reference books, computer software and assistive technology. Electronic checkout is available via the web site.) Click on the library tab. Newsletters - Published quarterly during the school year, the T-TAC Network News is a free electronic newsletter distributed at no charge to registered individuals. Information includes professional updates, assistive technology briefs, and current workshop and conference announcements. To subscribe, visit the web site (http://ttac.odu.edu). Click on the Subscriptions tab where you will also find free subscription opportunities for Autism E-News and the Assistive Technology Network News. Web Site - The web site (http://ttac.odu.edu) contains the T-TAC Old Dominion University newsletters, conference and news updates, a database of library materials available for loan, a list of TACtics (self-study modules), state project information, and links to other disability resources, as well as to T-TAC Online http://www.ttaconline.org/ Workshops/Conferences/Communities of Practice - Professional development workshops and strategically planned training events that address a wide variety of identified needs are conducted throughout the year. Assistive Technology Network (ATN) - A group of supportive educators learn about the latest software and assistive technology (AT) and share ideas on integrating AT into the curriculum. ATN members become technology resources for colleagues within their programs. To subscribe to the ATN e-news, click on Subscriptions on the T-TAC ODU home page. Consultation/Demonstration - Consultations are provided by phone, email, or site visits. For site visits a consultant meets with education professionals at their school or other specified location to provide assistance as requested. Priority for consultation is given to personnel in schools that are warned under the Virginia Standards of Accreditation. Other consultative services, as feasible, are conducted utilizing a collaborative process designed to contribute to the success of students with disabilities.

When visiting the T-TAC ODU Library, please note there are 2 locations with different holdings. Old Dominion University, Child Study Center, Room 224, library hours are Tuesdays: 9 a.m. – 4 p.m.; Thursdays: 1-4 p.m. and T-TAC ODU, 860 W. 44th St., library hours: Monday-Friday: 9 a.m. – 4 p.m. Please contact the appropriate specialist before your visit if you would like assistance.

Laura Beller, Curriculum and Instruction Specialist 451-6078 Daniel Biegun, Significant Disabilities Specialist 451-3029 Kristen Ingram, Early Childhood Special Education Specialist 451-3027 Kelly Barrett, Education Specialist/Autism 451-3016 Brenda Lucus, AT and Reading Specialist 683-5268 Jennifer Mitchell, Assistive Technology Specialist 451-3031 Kim Yanek, Effective Schoolwide Discipline Instruction & Behavior Specialist 683-4934

Revised 7/1/10

T-TAC Old Dominion University (T-TAC ODU) Mailing List Update

We at T-TAC ODU are in the process of updating our mailing list. There are times that we send out mailings to individuals who have specific areas of interest. We also send information electronically so please include your e-mail address. Please check below if you would like to receive the separate mailings specific to any or all of the categories listed below. ________Early Childhood Special Education (ECSE) ________Intellectual Disabilities (including Autism) (ID) ________Assistive Technology (AT) ________Elementary Curriculum and Instruction (ECI) Please Print Mr./Ms. _____ Name:

School Name:

School Address:

City: Virginia Zip Code:

School Division:

Telephone Number: ( ) FAX Number: ( )

Email Address: _____________________________________ Position: Administrator, General Education Paraprofessional Transition Coordinator Administrator, Special Education Parent/Family University Professor/Student Guidance Counselor Physical Therapist Vocational Teacher Administrator Human Services Agency Staff Speech Pathologist Other: Occupational Therapist Teacher, General Education _______________________ Other Related Service Provider Teacher, Special Education

I currently receive T-TAC Network News by email. My name/school address has changed. For name change, please list your name as it appears on the mailing label: I currently do not receive the electronic version of the T-TAC Network News. Please add my

name to electronic mailing list. My email address is: _____________________________ (required)

PLEASE COMPLETE AND RETURN TO: T-TAC ODU

860 W. 44th St., Norfolk, VA 23529 Or fax: 757-451-6989

Revised 8/24/2010