Exceptional Education Newsletter
November 2022
In this Issue
- Compliance Corner
- Message from the Behavior Analysts
- Assistive Technology Tip of the Month
- National Psychology Week November 7-11, 2022
- Message from Intensive Support Mentor Teachers & Speciality Teams
- Message from Transition Mentor Teachers
- SEAC
- Professional Development Opportunities
- Shout outs
- Previous Issues
COMPLIANCE CORNER
Continue to ensure that all students have a Case Manager assigned. If you have a student in the initial eligibility process, assign the ICC as the case manager until the process has been completed.
As we prepare for our Dec 1 Child Count, ensure that your System Operators have updated all students in ASPEN that have graduated, transferred out of the district, or no longer qualify for services. Work with your case managers to ensure all your SWDs can be counted. Students must have a current IEP and Eligibility to be counted. An out of compliance student list was sent to each school by coordinators.
Continue to work on obtaining parents' signatures to finalize and ensure that the IEP process is compliant with VA IEP. No services in the current IEP can be provided until the parent has consented.
Updates
Elementary ICCs Meeting- November 15, 2022, 1:00-2:30 (Virtual) Testing Training
Secondary ICCs Meeting- November 17, 2022, 1:00-2:30 (Virtual) Manifestation Determination Training
New ICCs Meeting- November 18, 2022 1:30-2:30 (Virtual) Section 504 Plans Training
ICC Advisory Committee Meeting- November 30, 2022, 2:30-3:30 (Virtual)
Indicator and Reports Directions:
November updates to the December 1 Child Count, Indicators 9, 10, 11, the Out of Compliance Spreadsheet, Exit Report, and Transfer In and Out Spreadsheet are due on November 30th. Your November submissions should be submitted using the same Google forms you used to submit your October data. If you have any questions or concerns, please feel free to email me at twhite11@rvaschools.net or call (804)551-2003.
1. Instructional and Compliance Coordinators (ICCs) should indicate "none," followed by the month of submission when there is no new information to report.
2. As schools hold IEP meetings for English Learners, Language Instruction Educational Program (LIEP) teachers should be invited to participate as team members.
MESSAGE FROM BEHAVIOR ANALYSTS
Welcome Craig Marrer, MS, BCBA, LBA!
Craig is a newly hired Behavior Analyst for Richmond Public Schools. Craig has been working in the public setting since 2008 supporting individuals across the lifespan, with an emphasis on supporting children diagnosed with developmental disorders since 2014. In addition to working in his new role with RPS, Craig serves as an adjunct faculty member at Mary Baldwin University where he teaches the graduate course in Behavior Assessment and is currently working on his doctoral degree in behavior analysis at Endicott College. He is very excited to be joining the RPS team and helping support all the wonderful teachers and staff across the district as they work to provide our students with meaningful and enriching educational experiences.
Operationally Defining Behavior
An operational definition is a description of a student’s overt behavior that can be observed (i.e., seen) and measured (i.e., counted). When developing an operational definition, there are three key parts that must be present: (1) the definition, (2) examples of the behavior of interest, and (3) non-examples of the behavior of interest. Let’s take a look at an operational definition of physical aggression as an example.
Definition
Any instance of making physical contact with another person using any part of the body or an object with enough force to produce an audible sound and/or leave a visible mark on the skin.
Examples
Hitting - making contact with another person with an open or closed hand or arm or object.
Kicking - making contact with another person using the foot/feet or leg/legs.
Pinching - squeezing any part of another person’s body between the thumb and forefinger.
Non-Examples
High fives
Hugs
You will notice that the above definition is objective. Only events that can be agreed upon by two or more people are included and no assumptions about causes, intents, emotions, or any other unobservable factors are included. The examples, which should be specific to the student, provide descriptions of the specific behaviors to be measured, while the non-examples are behaviors that share certain similarities with the definition of physical aggression, but are not counted as aggression.
Is it Observable and Measurable?
Take a look at the descriptions of behavior and see if you can figure out which ones are observable and measurable, and which ones aren’t. Answers are at the end.
Talks when teacher is lecturing, calling out in a loud voice, singing
Throwing objects, kicking over chairs
Disruptive behaviors
Calls peers names
Off-task behaviors
Non-compliance
Yells “No” or “You can’t make me” when given a direction
Defiance
Inappropriate language
Tips for Writing a Good Operational Definition
Ask yourself “what does this behavior look like?”
Provide examples and non-examples of the behavior (work with other teachers/team members to ensure all relevant examples are included and agreed upon).
Write the definition so that a person who is unfamiliar with the student could easily recognize the behavior without any doubts.
If in doubt, check your work. Ask a colleague to read the definition and see if they can tell you exactly what the behavior looks like.
Answers: Yes, Yes, No, Yes, No, No, Yes, No, No
The new Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) forms and manuals are now ready for district-wide use. They are available on the RPS MTSS Behavior Intervention Programs page. Resources include the updated FBA/BIP paper form, FBA/BIP Manuals, meeting checklists, classroom look-fors, preference assessments, and sample data sheets. ICCs and Administrators are invited to attend a full day FBA/BIP training on November 16, 2022 to learn the new process from start to finish. This professional development will help you to walk away feeling confident in supporting your school in the new process. ICCs who participated in the ICC summer academy would not need to attend. This training will take place in the Norrell media center from 8:00 -3:30. To register visit KickUp and select the FBA/BIP Training for Administrators.
Ways to Access BCBA Support:
Staff can ask individual support questions during the BCBA monthly Virtual Office Hours. The next meeting is scheduled from 3:00 - 4:30 PM on November 15.
Staff can request support for an FBA/BIP for an individual student through the BCBA Referral form.
Staff can attend monthly webinars on FBA/BIP topics. The next webinar is scheduled for November 10, 2022 from 4:00-5:00 PM where the Division BCBAs will be discussing Interviewing as Part of the FBA Process.
Professional Learning Options:
ICCs and/or Administrators can request professional learning for their specific building, using the BCBA Referral Form.
ICCs and Administrators are invited to attend a full day FBA/BIP training on November 16, 2022 to learn the new process from start to finish. This professional development will help you to walk away feeling confident in supporting your school in the new process. ICCs who participated in the ICC summer academy would not need to attend. To register visit KickUp and select the FBA/BIP Training for Administrators.
ASSISTIVE TECHNOLOGY TIP OF THE MONTH
This month’s Assistive Technology Tip of the Month about Graphic Organizers is an excerpt from an article on Edutopia’s website. Click on this link for the full article: Easy Ways to Bring Assistive Technology Into Your Classroom.
“Graphic organizers are a no-tech AT tool that offer a simple, effective way to provide writing support to elementary, middle, and high school students who have dysgraphia, executive function challenges, and other learning challenges.
Students with executive function challenges who struggle with organization, for example, can benefit from the visual organization of their thoughts and ideas, and graphic organizers ‘clarify implicit relationships contained in the text in a way that text alone may not.’ Likewise, students with dysgraphia—which affects handwriting and fine motor skills, word spacing, and the general ability to put ideas and thoughts onto paper—can benefit from graphic organizers.
This tool can help struggling writers show what they know and organize their thoughts before they start to write, which can make writing less intimidating. Having printed graphic organizers available in your classroom for all students is an easy way to provide an assistive technology tool to struggling writers of all ages.”
NATIONAL PYSCHOLOGY WEEK
Thank you, RPS school psychologist. We appreciate you every day for all of your hard work and dedication!
During the week of November 7-11, 2022 schools throughout the United States will celebrate National School Psychology Week (NSPW) to highlight the important work school psychologists and other educators do to help all students thrive. This year's theme is "Together We Shine" which is derived from how we see hope after several challenging years. We have all faced difficulties created by the pandemic, social injustice and inequity, economic stress, and challenges to mental and physical health. Reconnecting with others and reestablishing the sense of being valued parts of a greater whole empowers students and adults to find purpose and possibility.For more information please visit National School Psychology Week (NSPW) (nasponline.org)
MESSAGE FROM INTENSIVE SUPPORT MENTOR TEACHERS & SPECIALITY TEAMS
November 14-22: Unique Curriculum Benchmark Assessments are due
December 05: Testing Office needs a list of all students participating in VAAP
December 12: Testing Office needs the list of all students needing paper test
February 27: Testing Window opens
Blind and Vision Impaired:
Check out this website Strategy to See created by Diane Sheline and based on a book of hers with the same name. The site offers resources and tips and tricks for teaching students with Cerebral/Cortical Vision Loss. This is a neurological visual impairment and often exists with other challenges for our kiddos.
Hot TIp: If you have a student who appears to not to look at materials or objects, try giving the student a much longer time to turn or move their head to look. Visual latency is a common concern for students with Cerebral/Cortical Visual Impairment ( C/CVI) and visual latency is one of the indicators many of our students present.
Upcoming Opportunities: If you missed out on the PD last year about Cerebral/Cortical Visual Impairment ( C/CVI), or if you have questions about it or need a refresher, please feel free to look at this PD created by your VI Team here at RPS at your leisure. It’s a PD on CVI and teaching students with VI. Use the link here: PD on CVI and Teaching Students with VI.pptx Right click on this address and hit open link to view.
Deaf and Hard of Hearing
Here are some wonderful articles for your perusal to learn about or review the language development milestones our students experience. Note that many of the DHH students achieve these milestones at differing rates, based on the language input of the home and school experiences.
Language Development Milestones - The first article describes milestones for normally hearing children.
Language Development of Sign Language; ASL Stages of Development - The last two articles describe more in depth the American Sign Language (ASL) milestones many Deaf and Hard of Hearing (DHH) children experience.
Audiology
What is audiology? What does an Audiologist do? Maybe you’ve had these questions before. Below are links that will provide answers and further information.
What Is an Audiologist - The American Academy of Audiology
School-based Audiology Advocacy Series School-based Audiology Services
Hearing screenings are currently underway in RPS. Students in grades K, 3, 7, 10 and all new students to RPS will receive a hearing screening. This helps to ensure students are able to access auditory instruction. We appreciate the support of our Speech Language Pathologists and School Nurses to complete this task.
School-Based Audiology Advocacy Series Hearing Screening
Websites for further information
The American Academy of Audiology
ASHA American Speech Language and Hearing Association
Autism and Intensive Supports and All Educators
Structured Work Systems What Are They and Why Use Them?
Do you want to build more independence in your students? How about freeing up your staff to provide small group instruction? Structured Work Systems allow for continued practice of mastered skills to ensure maintenance and to build independent work skills that can be generalized into different settings. Below are links that provide more information and examples of how to implement them in your classroom.
VAAP
Just in case you missed the November 8th VAAP training, the PowerPoint and resources discussed are provided below. The recording of the session is housed in the VAAP folder in the Exceptional Education Resource Shared Drive. If you have any questions, reach out to Valenta Wade (vwade@rvaschools.net) or Rebecca Ceja (rceja@rvaschools.net)
VAAP Training PPT November 8, 2022
VDOE VAAP Training Module 2: VAAP Module 2 Training – Science Instruction for Students with Significant Cognitive Disabilities
VDOE VAAP Training Modules
Training Module 3 – Instructing Students on the Reading VESOL:
Date/Time Registration Link
Wednesday, November 9, 2022
12:00 p.m. – 1:30 p.m.
https://doe-virginia-gov.zoom.us/webinar/register/WN_AQHxJrMXQ_6F6cZmgVUr5w
Thursday, November 10, 2022
4:00 p.m. – 5:30 p.m.
https://doe-virginia-gov.zoom.us/webinar/register/WN_V8D-p4JUSSuLjSTRqaT6Vg
Wednesday, November 16, 2022
12:00 p.m. – 1:30 p.m.
https://doe-virginia-gov.zoom.us/webinar/register/WN_8i7OIvKWR8qvcghzSYFRJQ
Thursday, November 17, 2022
3:00 p.m. – 4:30 p.m.
https://doe-virginia-gov.zoom.us/webinar/register/WN_2s4oG2aeSO2sqLGm4_eQYQ
MESSAGE FROM TRANSITION MENTOR TEACHERS
Transition Tip: Informal and formal assessments are required prior to the creation of all goals and activities. These assessments drive the transition goals and accompanying activities. Please contact your Transition Mentor Teacher if support is needed in determining which assessments to administer, and how to administer and interpret them. We are here to help!
What’s Happening in Our Schools!
George Wythe High School
GWHS hosted Road to Success Kick-Off Night for seniors. Seniors and their parents received assistance with completing FAFSA and VASA forms and information regarding the VACRAO College and Career Fair.This was a great opportunity for seniors to receive information on available transition services provided by prospective colleges through their disability support offices. The GWHS Future Center even gave a $1,000 scholarship to a lucky winner!!!!
John Marshall High School
On October 18th, DMV’s mobile unit returned to John Marshall High School. 12 students received their State Identification cards! Students at John Marshall explored Child Care Assistance careers using learning kits. The students practiced how to properly pick up and hold infants. They were highly engaged! On October 21, Student Transition Services hosted an information session with Job Corps. Eleven seniors were in attendance, and three began the application and enrollment processes.
Armstrong High School
The greenhouse is being utilized as students are putting their horticulture skills to work and learning to propagate succulents.
A Peace of Mind (Workforce and Innovation Opportunity Act partner) began to register students for paid work based learning opportunities as well as job exploration and soft skill training on October 25th. Students who complete the registration process will receive hands-on work based learning, soft skills training as well as be placed in paid job shadowing experiences and supported employment opportunities. Students looking to enroll can contact the Transition Mentor Teacher for the application and plan to attend our next parent session on November 15th or 22nd at 9am in the parent resource room of AHS. Please contact your Transition Mentor Teacher to reserve a time slot as space is limited each day to 16 parents.
Huguenot High School
HHS Education for Employment class hosted Kelsey Calder, a Travel Training Instructor from GRTC. Her presentation shared tips on using the public transportation system in anticipation of our upcoming ride! Did you know that rides on GRTC are free until 2025?!
Thomas Jefferson High School
The DARS counselor will be meeting with the senior students at Thomas Jefferson to help with their transition planning and post-secondary goals throughout the month.
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Upcoming Transition Resource: Successful Transition Planning and the IEP
November 15, 2022 | 5:30 pm - 6:30 pm
Presented by PEATC, this virtual workshop will encourage active participation in developing a meaningful and useful transition plan to help students prepare for life as an adult after they finish high school. Please click the link above to register.
Mark your calendars! The following partners will be in your schools this month
SEAC
PROFESSIONAL DEVELOPMENT OPPORTUNITIES
Calling all special educators and teachers supporting students with diverse learning needs!
There is little doubt the pandemic has had a huge effect on the learning of all students. However, a common theme around the United States and North America has been that students requiring individualized learning plans may have been impacted the most. Why you may ask? Well, quite simply, virtual learning, social distancing and other tools utilized to help us get through the last several years didn't leave much room for “individualization.” Instead, at no fault of anyone in particular, the focus on getting students “back” to school led to less differentiation and students with specialized needs most often received the same learning as everyone else. This increased learning gaps and often created learners and their teachers to doubt themselves and their abilities.
If you are a special educator or teacher working with students with individualized education plans, we invite you to get recharged and renewed by connecting with colleagues and thought leaders from around North America at the Learner FIRST Special Education Summit. This one day event will provide educators not only with theory on how to help our students post-pandemic, but also with tips, tools, and strategies that can be used within the classroom to increase the success of their students and themselves.
Join us for the live sessions on December 14th! We will be recording the entire event and recorded access will be available until February 28th, 2023!
Click below to learn more about the event, including the detailed agenda.
Feel free to reach out to me with any questions that you may have!
Nicole Mashock
Associate Director
Virginia Council for Exceptional Children (CEC) Mentorship Program
Mentorship Program Opportunity
Virginia Council for Exceptional Children (CEC) recognizes the many challenges for all educators as we navigate unprecedented times in public education. This year, Virginia CEC is starting a mentorship program in order to help those who are new to the profession navigate the unique dynamics of special education. Special Educators are encouraged to get involved in this mentorship program. If you are a new special education teacher (zero to five years of experience) and are interested in having a special education mentor through Virginia CEC, please fill out the Mentee Interest form. If you are an experienced special education teacher (five or more years of experience) and are interested in serving as a special education mentor through Virginia CEC, please fill out the Mentor Request form.
This series will support the K-12 Inclusive Practices Guide, and provide information on topics from effective inclusion and scheduling to behavior basics and specially designed instruction. Both Special Educators and General Educators are welcome and encouraged to attend one or all of the webinars.
KickUp
SHOUT OUTS
Shout out to Ms. T Wright at Fairfield Court, for restructuring her classroom to meet the sensory needs of her students. Way to go Ms. Wright!!!
Shout out to Ms. Keyla Pullen and the sixth grade team at MLK for going above and beyond to support their VI student needs!
Shout Out to Ms. Ceja! Exemplary Lead and Model for Encouraging Success and Achievement through Teamwork!
Mrs. Sandra Wilkins is an instructional assistant at Elizabeth D. Redd ES. Mrs. Wilkins is vital to our exceptional education team and our school. She will go the extra mile to ensure that our students have what they need in order to be successful, not only in the classroom but, in life as well. Mrs. Wilkins, REDD SPED wants to THANK YOU for ALWAYS being there for not only our students, but for us ALL. Without YOU, the wheels don't turn.#PRIDEINTHEPACK
Ms. O'Brien works at Huguenot High School. She is outstanding in building relationships with her students.
Tracey Howard Sped Teacher Elizabeth Redd Mrs .Howard is a ball of sunshine she's always willing to give a helping hand whether its advice or half of her lunch kudos
Diantha Walker (Miss Walker), K-1 Instructional Assistant for ExEd Students, John B. Cary Miss Walker goes above and beyond to make sure that all of her students feel loved and cared for throughout the school day. She knows how to meet students exactly where they are emotionally and cognitively, and holds them to high expectations for both classroom and goal work. She is nurturing and supports our students in accessing the general education curriculum in K and 1 across the entire school day, in addition to supporting some of these students with daily living skills. She advocates for students to her IEP team when strategies are not working or when she has an idea to make a transition smoother for a student. She keeps an open line of communication with her K-1 team as well about how all students in the classroom are learning, not just the ones that she is directly supporting. She keeps detailed notes every day so data-collection is done with fidelity as well. Miss Walker is also vital to supporting the staff at Cary, whether sharing ideas, lending a caring ear, and supporting classrooms besides the ones our ExEd students are in. She truly is a whole-school and whole-child educator. We would not make it through the day without her, and we are so grateful that she is with us at Cary!
All of the Oak Grove Bellemeade teachers because they go above and beyond the call of duty. These teachers pull long hours, some are work as the general education as well as the special education teacher. Some are not only covering their assigned duty but are now covering two to three other grades. On top of all that they provide food and even clothing to students who many not have. These are just some of the things they do. At Oak Grove we have a very special bunch of Exceptional Education Teacher.
Rebecca Ceja, Coordinator of Intensive Support Services for RPS, Central Office: Shout Out to Ms. Ceja! Exemplary Lead and Model for Encouraging Success and Achievement through Teamwork! Through continuous oversight without micromanagement, encouragement without criticism, and active team member support without condescension, Ms. Ceja adds energy, direction, and calmness to what could otherwise become chaotic within the Intensive Support classrooms and programs. She is personable, caring, and always listening while offering constructive ideas for every challenge. Ms. Ceja consistently goes the extra mile to help her teachers, instructional assistants, students, and interpreters while keeping the school building administrations informed with great respect for their levels of responsibility. Words cannot express how Ms. Ceja is appreciated and cherished. We at RPS, and especially in the Intensive Support Program, are fortunate to have her at our helm! Thank you, Ms. Ceja, for all you do.
Shout out to Ms. Jennifer Ramsey, 2nd and 3rd grade Exceptional Education teacher, at Fairfield Elementary for supporting her school and picking up her teammates when they are in need. Like Ms. Ramsey says, "Fairfield is truly a family!"
Leanne White is an instructional assistant at Westover Hills ES. She is the person that you want in your classroom at all times because she is very knowledgeable in all aspects of not only classroom management, but the curriculum as well as implementing instruction. Ms. Whites comes in prepared to work and gets the job done. The students and staff absolutely LOVE her and want to THANK HER for all that she does in our school.She is the epitome of a TEAM PLAYER!
Mrs. Kimberly Hardy exceptional education teacher at Amelia Street School. Mrs. Hardy always puts her kids first. She teaches with encouragement as well as providing opportunities for her kids to excel. Her classroom is filled with positive energy and love. We are lucky to have Mrs. Hardy!
Ms. Schlegel, 3rd grade teacher, Bellevue Elementary School. Ms. Schlegel always goes above and beyond for her students. She goes the extra mile to help them when they're not understanding a concept whether its Math, ELA or just simple writing prompts. She makes anchor charts for them so they can look back to when they forget something. She sets out goals for them to work towards, which students get really excited for. Treat them on Fridays with candies, popcorns or snacks and students look forward to them on Friday.
Kailyn Small is a first year Exceptional Education teacher at Fairfield Court Elementary who has aligned her instructional practices with the vision, mission and goals of the school. She has created a warm and inviting space to differentiate her students work to align with their goals and objectives on their IEP. Always a team player, she has a positive attitude and displays professionalism throughout the school day and with her colleagues. We are excited to have her on Team Fairfield.
Jessica Young - Exceptional Ed. Teacher J.B. Fisher Ms. Young always gives her best to her students. She goes above and beyond for her students and the parents. She is genuine and caring always catering to each student individual needs.
Jennifer Romero, Coordinator of Secondary, has been so supportive over the last several months. Thank you!
Josef Harrison, Exceptional Education Teacher - Though we have to push his buttons to keep up with paperwork (wink, wink) nobody knows our children better - especially our big boys that are growing into men. He's led our TJ Vikings to a nearly undefeated football season and a large caseload to a SUPER successful start to the 22-23 school year. He's humble, he's kind and he's all ours!
Mr. Gregory Gilliam, instructional assistant: Cardinal Elementary Intensive Support Classroom. Mr. G as we affectionately call him is a dynamic "Support Teacher". He works very well with our students ensuring that there is a solid path for learning. He doesn't see their disability as a hinderance but as a different way to approach learning. Each student who works with him, knows that he cares and is concerned with there ability to learn the subject matter being taught. He examines their particular learning style and builds on their strengths while determining exactly the weaknesses each may have present. When our students display undesired behaviors, he doesn't hesitate to work with the classroom teacher in finding a solution to address the behaviors in an immediate, professional, and common sense manner. In a class with varying levels of behaviors associated with their disability, he helps bring the calm in the midst of every storm.
Keshia Anderson, ICC, Virgie Binford Education Center. Ms. Anderson is our Exceptional Education Department's Girl Friday. She handles all students with IEPs as the case manger, works diligently to ensure all staff members are aware of accomadations and is always willing to lend a helping hand. She takes time with all students and spearheads our virtual programs including Virtual Job Shadowing for all students.
Miss Destini Braxton, SPED teacher at Boushall, she not only scaffolds her lessons for her students to reach every student's potential but she also teaches them to enjoy Math! Miss Braxton wears many hats besides teacher, case manager, side bar counselor , author and will have her PhD in 2023! She is also mother of 2 young boys !
Naveed Bari, Economics teacher, he meets the students where they are when explaining the assignments as well as helps them with other subjects by using information the can relate to understand how to complete writing assignments. He is very patient with the students and checks for understanding while helping them understand the research process which can be applied to any subject.
Dr. Emily Stanford is the Instructional Compliance Coordinator at Thomas Jefferson High School. She knows her students well and gives them the best there is to give. She shares her knowledge with students, parents and colleagues unselfishly and with such a sweet spirit.
Chris Angeles, Instructional Specialist, O.E.E. Chris is one of the OEE Instructional Specialist that provide divisional support to our elementary schools. For the past three weeks, Chris has extended himself to support his team at the secondary school level. We would not have been able to pull it all together without Chris' willingness to help. Thank you, your support is greatly appreciated!