Exceptional Education Newsletter
June 2022
IN THIS ISSUE
Compliance Corner
Family Engagement Survey 2021-2022
Message from the Behavior Analysts
Assistive Technology Tip of the Month
Message from Transition Mentor Teachers
SEAC
Save the Date for the Summer Literacy Institute
Professional Development Opportunities
Shoutouts
Previous Issues
1. Heart- the passion to serve, nurture, and care
2. Leadership by example
3. Honesty
4. Creative thinking
5. Collaboration
Congratulations, Ms. Parks, on being recognized for your outstanding work! Her passion and commitment to Exceptional Education has been a key lever in changing the trajectory of our students with disabilities in our school division. She has committed to ensuring equitable practices for all students are at the forefront of any strategic planning. She embodies the best of who we aspire to be through her consistent example of graceful leadership. The division is incredibly fortunate to have a leader who is intentional about pouring the right opportunities and resources into ongoing plans to strengthen the team’s ability to serve with excellence. Richmond Public Schools has a new story to tell about the great things happening for our students with disabilities due to the strong leadership and vision of Mrs. Parks! Kudos to you! Well done!
COMPLIANCE CORNER
All students must have an assigned case manager in VA IEP. If you have a student in the initial eligibility process, assign the ICC as the case manager until the process has been completed.
Continue to work on obtaining signatures from parents to finalize and bring the IEP process compliant in VA IEP. Here are some ways schools have obtained parent signatures:
1. Use Parent Portal.
2. Schedule a time for parents to come to the school to sign.
3. Use the Office of Engagement as a resource.
4. Add all February contacts made to acquire parental signatures on the Out of Compliance Spreadsheet under the ICC Comments.
5. DocuSign
Continue to work with your case managers to ensure all annual IEP and eligibility meetings are scheduled for students. Each student must have a compliant and up-to-date IEP and eligibility. ICCs and principals will receive an April analysis of their out of compliance students.
June Updates:
June updates to the December 1 Child Count, Indicators 9, 10, 11, and the Out of Compliance Spreadsheet are due on June 17th
Exceptional Education School Closing Certification Checklist 2021-2022 is due by June 21st. Please submit the signed form in your school’s 2021-22 School Closing Form folder. This folder can be found in your school's G-Drive.
Please hold your calendars for August 8th-11th (Summer ICC Academy) at Huguenot High School from 8:00-4:00 daily.
RPS will be holding its 2nd Annual Summer Literacy Institute on August 2nd-4th. Please mark your calendars to attend.
Indicator and Reports Directions:
Instructional and Compliance Coordinators (ICCs) should indicate "none," followed by the month of submission when there is no new information to report.
Revisions to the Out of Compliance Report should be captured each month under the ICC Comments. All students listed on the spreadsheet should have an update. If there is no update next to each student, the spreadsheet will be deemed non-compliant. For students that require a parental signature ONLY, there must be an indication of how case managers reached out to parents to obtain signatures.
As schools hold IEP meetings for English Learners, Language Instruction Educational Program (LIEP) teachers should be invited to participate as team members.
FAMILY ENGAGEMENT SURVEY
Please share this link and information with your parents. Parental participation in this survey will help VDOE collect additional information to identify training needs related to the special education processes. It is important for parents to know that their responses are recorded anonymously and cannot be personally linked to their child You may copy and paste the paragraphs below with the link and share it with your families.
Family Engagement Survey - School Year 2022
Each school year the Virginia Department of Education (VDOE) is required to report to the U.S. Department of Education the "Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities." Your participation in this survey will help VDOE collect additional information to identify training needs related to the special education processes. It is important to note that responses are recorded anonymously and cannot be personally linked to their child.
Parents who have more than one child receiving special education services should submit one survey for each child receiving services.
Family Engagement Survey - School Year 2022 - En Español
Cada año escolar el Departamento de Educación de Virginia (VDOE) está obligado informar al Departamento de Educación del Estados Unidos el “por ciento de los padres con un niño que recibe servicios de educación especial que las escuelas facilitaron la participación de los padres como un medio para mejorar los servicios y resultados para los niños con discapacidades.” Su participación en esta encuesta ayudará VDOE recopilar información adicional para identificar necesidades de formación relacionadas con los procesos de educación especial. Es importante tener en cuenta que sus respuestas son recordadas de forma anónima y no puede ser ligado personalmente a su hijo.
Los padres que tienen más de un niño que recibe servicios de educación especial deben presentar una encuesta para cada niño que recibe servicios.
MESSAGE FROM THE BEHAVIOR ANALYSTS
Function-Based Thinking
Last month we discussed the function of behavior as either to get/obtain something or escape/avoid something. Now let’s talk about how to apply this science to the classroom. When addressing behaviors in the classroom it’s important to be reflective rather than reactive. This reflective process is called Function-Based Thinking (FBT). This mental process focuses on understanding why the student is engaging in a behavior in order for the teacher to select the best way to respond to the situation. FBT doesn’t require any complicated forms or paperwork. Rather, it is a shift in observing student behavior and systematically determining a response or intervention. FBT can serve the needs of all students who engage in problem behaviors, not just those with the most extreme behaviors. FBT draws from the evidence supporting the FBA process, but some key differences are shown in the following chart.
Function Based Thinking can be a powerful tool for classroom teachers as well as school teams. Teachers and teams can follow a three step process that includes gathering information, developing a plan, and measuring the success of the plan.
At Tier 1:
Teachers use FBT, concepts, and skills in the classroom for quick problem solving
Teams use FBT as a regular part of problem solving
At Tier 2:
Teachers use FBT to identify which interventions match youth needs at the basic/foundational Tier 2 level
Facilitators use FBT to gather current data and create more individualized supports
Standing teams use FBT to identify strategies in school that will help create effective BIPs
At Tier 3:
Unique teams use FBT to collect data and conduct complete FBAs
Unique teams use function-based thinking to identify strategies in multiple life domains (home, school, and community) that will help create effective BIPs
For more information on Function Based Thinking, check out this article: https://www.pbisvermont.org/resource/function-based-thinking-systematic-way-thinking-function-role-changing-student-behavior-problems/
Source: Hershfeldt, P. A., Rosenberg, M. S., & Bradshaw, C. P. (2010). Function-based thinking: A systematic way of thinking about function and its role in changing student behavior problems. Beyond Behavior, 19(3), 12-21; p. 13
ASSISTIVE TECHNOLOGY TIP OF THE MONTH
Looking to expand your knowledge about assistive technology this summer?
AbleNet (https://www.ablenetinc.com/) offers both live and on-demand professional development for FREE!
Sessions are available on everything from seating and positioning to switch access to communication.
Below are just a few of the topics covered:
Use the links below to learn about Assistive Technology when it is convenient for you!
Link for on-demand professional development: https://www.youtube.com/channel/UCnqbFTy0VIQ6fVxXY2HiOJw/videos
Link for information about live professional development: https://www.ablenetinc.com/ablenet-university-live-webinars/
MESSAGE FROM TRANSITION MENTOR TEACHERS
TRANSITION TEAM VISITS WOODROW WILSON!
On May 14th, the Transition Mentor Teachers had the opportunity to meet the staff and tour the facility at Woodrow Wilson Workforce and Rehabilitation Center, located just outside of Charlottesville, VA. Woodrow Wilson offers the opportunity for students to explore career options in a hands-on setting at a state of the art facility. Woodrow Wilson also offers the opportunity for students to complete industry recognized certifications in order to secure meaningful employment in the careers of their choosing.
TRANSITION TIP OF THE MONTH
All transition sections of the IEP should include the results of both a formal and informal assessment. These results should be used to drive the goals created for transition related to education, training, employment and independent living. Once completed, the results are to be uploaded into the Documents section of the student’s IEP online account. This is an important part of the Indicator 13 audit that is completed annually. If you have any questions or would like clarification on the Indicator 13 audit process, please reach out to your assigned Transition Mentor Teacher, who is more than happy to review the process, to ensure 100% compliance.
TRANSITION ACTION IN RPS SCHOOLS !
The Huguenot High School Career Center is starting to take shape with the introduction of our Career News Wall! Students are able to come by and view the most current job and career openings posted each week. It also includes internship and apprenticeship opportunities! It has become a very popular addition to HHS!
A career fair was held at HHS on June 3rd in order to expose students to a variety of paths they can pursue after graduation. Over 40 businesses and community support agencies came out to engage with our students! It was an enormous success!
George Wythe High School:
A Transition Fair was held in partnership with local transition service providers to support students with their employment goals, as well as connect them to local community service agencies. It was a huge success! GWHS hosted over 20 agencies who serve all students. We look forward to making this an annual event at each of the five comprehensive high schools.
On June 2nd the Virginia Mobile DMV unit hosted a workshop for students. This workshop allowed them to obtain state issued identification cards.
John Marshall High School:
On May 26th, John Marshall hosted a workshop from the Virginia mobile DMV, providing students the opportunity to apply for state issued identification cards, which will allow our students to pursue employment opportunities and successfully complete new hire paperwork. The event was very successful!
Thomas Jefferson High School:
School based work experience continued for students enrolled in the Education for Employment course with students continuing to learn landscaping skills and plant management. Job exploration contacts were made with Hogwash Car Wash and Chick-fil-A Willow Lawn. Plans are also being solidified with local businesses to host our students next year for hands-on work experience. We are excited about the opportunities these work sites may be able to offer to our students.
Armstrong High School:
AHS will be offering the Start on Success program for the first time next year. SOS serves students with disabilities who are on the standard diploma track with work readiness skills. Students must apply, interview and be selected to participate. If selected, they will be offered paid work experience and the opportunity to learn much needed work skills. Support was provided to the implementation of the SOS program by assisting with student interviews and preparing students for participation.
Upcoming Events: Mark your Calendars!
Armstrong High School
June 13th: DMV Mobile Unit- Identification Card Registration 10:00am-3:00pm
TBD- Virginia Credit Union Presentation
Thomas Jefferson High School
June 16th: DMV Mobile Unit- Identification Card Registration 10:00am-3:00pm
Huguenot High School:
June 23rd: DMV Mobile Unit- Identification Card Registration 10:00am-3:00pm
Need help with transition? Reach out to the Transition Mentor Teachers!
Darlene Slade: Huguenot High, and River City Middle
Selina Wilson: John Marshall High, Henderson Middle, and RAS
Karen Young: George Wythe High, Lucille Brown Middle, and Boushall Middle
Rebecca Parks: Thomas Jefferson High, Albert Hill Middle, and Binford Middle
Kaitlynn Rollins: Armstrong High, and Martin Luther King Jr. Middle
SEAC
SAVE THE DATE
PROFESSIONAL DEVELOPMENT OPPORTUNITIES
The Office of Special Education Instructional Services provides a direct line of communication with Virginia’s educators, paraprofessionals, and special education administrators and focuses on specially designed instruction for students with disabilities. This publication provides a way to share new resources as well as make educators aware of professional development opportunities of interest.
All educators are encouraged to subscribe and receive these Special Education Instructional Services emails directly from the VDOE.
The Virginia Department of Education (VDOE) Office of Student Services will offer two free conferences this summer. The theme, From Surviving to Thriving!, acknowledges that over the past two and half-years, schools have faced and managed incredible challenges. The goal of these conferences is to assist schools in working toward building positive school climates and to provide resources and strategies to help our students and school communities thrive.
The Safe and Supportive Schools Conference will be held virtually on June 22, 2022,
with a pre-conference on June 21, 2022. Registration closes June 12. Use the form below to register.
https://docs.google.com/forms/d/e/1FAIpQLScAE0V-ILpIdSuOPUvkfrONwmrmyKBstmojItqNNF0X0-d5wQ/viewform
The pre-conference will allow attendees to explore Student Behavior and Administrative Response (SBAR) data available to school divisions and to understand how that data can help division and/or schoolwide practices create positive school climates.
Conference attendees will hear about effective Universal or Tier 1 Strategies that divisions and schools can use with all students to create safe, supportive school climates that allow students to thrive.
The suggested audience is administrators, school leaders, division leaders, and school-based mental health personnel (e.g., school counselors, school social workers, school psychologists, and other specialized student support personnel).
The Mental Health in Schools Conference will be held August 1–2, 2022, at the Marriott at City Center, Newport News, VA.
Attendees will learn about innovative, evidence-based, and data-driven Tier 2 and 3. Strategies that help students thrive. Breakout sessions include a variety of counseling techniques and interventions to address anxiety, chronic absenteeism, substance abuse disorders, alternatives to suspension, and depression.
In-person attendance is limited to 250, so please only register if you can attend both days of the conference. The Mental Health in Schools Portal includes the agenda, presentation descriptions, and hotel information. As the conference approaches, presenter bios and slides will be available. Please visit the Mental Health in Schools Conference registration page for more information and to register for the conference. The suggested audience is school counselors, school psychologists, school social workers, and division leaders.
For additional information about the Safe and Supportive Schools Conference, please contact Sarah Bazemore, School Counseling Specialist, by email at Sarah.Bazemore@doe.virginia.gov, or by telephone at (804) 225-4024.
For additional information about the Mental Health in Schools Conference, please contact Martha Montgomery, School Psychology Specialist, by email at Martha.Montgomery@doe.virginia.gov, or by telephone at (804) 692-0396.
July 27-30: JMU Content Academies (all available PD listed below) New
3.1 June 27-28 Co-Teaching For Elementary Reading and Mathematics Teachers
Academy The VDOE is seeking elementary teachers, with their co-teaching partners, who co-teach mathematics and reading to participate in this academy. Its focus will be on improving content understanding, pedagogical strategies, collaboration/co-teaching strategies, and specially designed instruction in mathematics and reading. A $200 stipend will be provided to each participant who attends all of this academy’s sessions. For additional information or questions, contact Kristin Williams-Faus, Mathematics, and Special Education Specialist, by email at Kristin.Williams-Faus@doe.virginia.gov.
3.2 June 27-28 Instructional Practices for Teachers of Students with Significant Cognitive Disabilities
This academy is designed for educators and professionals who teach and support students with significant cognitive disabilities and will provide strategies, instructional resources, and make-and-take materials to support the Virginia Essentialized Standards of Learning instruction for the upcoming 2022-2023 school year. A $200 stipend will be paid to participants upon verification of successful completion of this academy. For additional information or questions, contact Deborah Johnson, Intellectual Disabilities Specialist, by email at Deborah.Johnson@doe.virginia.gov.
3.3 June 27-30 Adaptive Physical Education Academy
The target audience for this academy is a kindergarten through twelfth-grade health and physical education teachers and program supervisors. Participants will explore the importance of physical activity and its contribution to physical, emotional, and cognitive development. Additionally, participants will learn about assessment methods, eligibility for services, and instructional design; development of individualized education programs; adaptations, modifications, and the use of assistive technology for physical education; behavior management; collaboration and consultation skills; advocacy and inclusive practices; and family life education, including community and family resources. A $300 stipend will be paid to participants upon verification of successful completion of this academy. For additional information or questions, contact Deborah Johnson, Intellectual Disabilities Specialist, by email at Deborah.Johnson@doe.virginia.gov.
3.4 June 29-30 Augmenting Mathematics and Special Ed.
This academy is designed for middle school mathematics (grades 6-8) and Algebra I co-teaching teams. Its focus will be on improving content understanding, pedagogical strategies, co-teaching strategies, and specially designed instruction in mathematics. A $200 stipend will be provided to each participant who attends all of this academy’s sessions. For additional information or questions, contact Kristin Williams-Faus, Mathematics and Special Education Specialist, by email at Kristin.Williams-Faus@doe.virginia.gov.
3.5 June 29-30 Secondary English Co-teaching Academy
This academy is intended for middle and high school English and special education teacher teams. The focus will be on improving content understanding, pedagogical strategies, and collaboration/co-teaching strategies in reading and writing. A $200 stipend will be provided to each participant who attends all of this academy’s sessions. For additional information or questions, contact Kim Bausum-Brown, Dyslexia, and Specialized Reading Specialist, by email at Kim.Bausum-Brown@doe.virginia.gov.
*The VDOE will assume the cost of registration and meals, including reimbursement for lodging for all public school participants. School divisions are encouraged to cover travel expenses for participants as this cost is not assumed by VDOE.
SURN Summer Professional Learning
SURN at William & Mary’s School of Education is offering teachers a variety of 5-week, online, asynchronous courses.
Register for one or more summer events:
●Deeper Learning: Unpacking the 5 Cs (July 5-August 5)
●For the Joy of Learning: Cultivating Student Engagement (July 5-August 5)
●Engaging Students In Meaningful Formative Assessment (July 5-August 5)
●Mentoring and Coaching Teachers 1: Defining the Roles (May 30-July 1; can be standalone or taken with Mentoring and Coaching Teachers 2)
●Mentoring and Coaching Teachers 2:Tools of Mentoring (July 5-August 5; requires Mentoring and Coaching Teachers 1)
Virginia Consortium for Teacher Preparation in Special Education Adapted Curriculum
ACSD Consortium is comprised of the Universities of George Mason, Radford, James Madison, Virginia Commonwealth, and Old Dominion. This program is designed to accelerate the training for teachers with newly-issued provisional licenses and to increase the number of fully endorsed teachers by providing training to full-time pre-service personnel. Email for more information: ODU, GMU, JMU, RU, or VCU.
The VDOE Early Childhood Special Education Consortium grant provides tuition support for teachers pursuing a Master’s degree or fulfilling requirements for their provisional Birth-5, Children with Disabilities license. Courses are offered online through Radford University (RU) and the University of Lynchburg (UL). Tuition support in the amount of $400 per course is available for students who are non-degree seeking ( taking courses to fulfill licensure) or degree-seeking (Master’s degree). All courses are offered online, both synchronously and asynchronously. For more information, contact:
- Dr. Sharon Gilbert, Radford University – sgilbert13@radford.ed
- Dr. Deanna Cash, University of Lynchburg – cash.d@lynchburg.edu
Free Online Courses for Parents of Children with Disabilities: Registration for the Early Childhood Academy Now Open
The Parent Educational Advocacy Training Center (PEATC), in collaboration with the Virginia Department of Education, is offering a free self-paced online course focused on providing information for parents with infants, toddlers, and preschoolers with disabilities.
- Registration link for Summer Session, August 6 - September 10
SHOUTOUTS
Spotlight on Charles White, Jail Program Teacher! Mr. White works with a wide array of students of varying age and grade levels, who are pursuing every type of diploma, GED, and certificate available. Mr. White has proven himself to be an expert at multitasking, as he also effectively teaches many contents and grade levels in a single class at a time! In addition, Mr. White does his job every day with a smile on his face and in his heart. He is treasured by the staff at the jail as well as by RPS. We appreciate all you do, Mr. White, and most especially, your eternal kindness and love for all of our children!