Upload
others
View
5
Download
0
Embed Size (px)
Citation preview
Vol XVIIIssue 2
NovDec 2012
College Transition Resources for Students with Autism
Spectrum Disorders
Whatrsquos a Teacher to Do When Students Return-to-Learn After a Concussion
School Tools Life Tools
TelegramTelegram
THETHE
College and Career Readiness for All
In this Issue
A BOOK REVIEW OF VISIBLE LEARNING FOR TEACHERS MAXIMIZING IMPACT ON LEARNING BY JOHN HATTIE
COLLEGE TRANSITION RESOURCES FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS
SCHOOL TOOLS LIFE TOOLS
WHATrsquoS A TEACHER TO DO WHEN STUDENTS RETURN-TO-LEARN AFTER A CONCUSSION8
65
3
111417
FREE IrsquoM DETERMINED APPS NOW AVAILABLE
Michael Behrmann EdDPrincipal Investigatormbehrmangmuedu
Lynn Wiley PhDDirector of TTACGMU Academic Review amp School Improvement Early Childhoodhwileygmuedu
Kay Klein MEdAssistant Director of TTACGMU Positive Behavioral Interventions amp Supports of Virginiamklei1gmuedu
Nancy Anderson MEdIm Determined Family Involvementnanders7gmuedu
Bonnie W Bell PhDTBI Initiative amp Family Involvementbbell5gmuedu
Karen Berlin MEd BCBAAutism amp Intellectual Disabilities Coordinatorkberlingmuedu
Sheryl Fahey MA Early Childhood Coordinatorsfaheygmuedu
Judith Fontana PhDCurriculum amp InstructionProjects Coordinator ICT SIMregjfontan1gmuedu
Kris Ganley MEdEarly Childhood Coordinatorkganleygmuedu
Soojin Jang MEdAssistive Technology Coordinatorsjang6gmuedu
Diane Loomis PhDTransition Coordinator Im Determineddloomisgmuedu
Katherine T Nutt MEdCurriculum amp Instruction Coordinatorknuttgmuedu
Seunghun Ok MEdTTAC Online Administrator sokgmuedu
Kristy Lee Park PhD BCBAPositive Behavioral Interventions amp Supports of Virginia kparkcgmuedu
Dionne Paul-Wiggins MTA Administrative Office Supportdpaulwiggmuedu
Jackie Petersen MLS Librarianjpeterskgmuedu
Jeff RichardsGraphicWeb DesignerJricharcgmuedu
Judy Stockton MACurriculum amp Instruction Coordinatorjstockt1gmuedu
Clare Talbert MEd TTAC Online Coordinator TBI Initiativectalber1gmuedu
VDOE Region IV TTAC at George Mason UniversityContact Information
Northwestern Consortium TTACThis newsletter is a collaborative effort by the Northwestern Consortium of the TTACs which
includes James Madison University co-directed by Cheryl Henderson and Melinda Bright and George Mason University directed by Lynn Wiley
THE PARAPROFESSIONAL PRESS
ROCKIN WITH REGION 4
Cover Photo - copyiStockphotocomaldomurillo
3The TTAC Telegram ndash NovemberDecember 2012
The transition of students with Autism Spectrum Disorders (ASD) from high school to adulthood is an increasing dilemma (Wehman Smith amp Schall 2009) Students with ASD often have unique needs for support in areas that colleges are not mandated to provide For some students with ASD the challenge of college is less in meeting the entrance criteria but more in their difficulty navigating the academic and social complexities of a college experience once they arrive Teachers of students of all ages can help prepare students with ASD for this transition by helping students and families with the following
bull Developing self advocacy skills bull Understanding documentation requirements needed at the post-secondary level
bull Gaining insight into their disability
bull Understanding differences in legislation of IDEA and ADA
Thinking about these issues well in advance is important As part of the IEP process each student should have a transition plan Learning the skills necessary for college should be part of this plan Many important skills that will facilitate success in college can be taught and practiced while the student is in high school As the student will be required to self-advocate in the college setting it is important that the students develop full awareness of their learning needs and what types of accommodations are helpful Talking to advisors and professors about these issues in college will be easier if practiced in the supportive
environment of high school Similarly students with ASD will benefit from learning and practicing the daily living skills and independence they will need to live successfully at college throughout their school careers
Websites and resources useful to students and their families as they prepare for the transition to college can be found at TTAC Online (wwwttaconline) and include
bull Irsquom Determined httpwwwimdeterminedorg
This is the website for the Virginia Department of Educationrsquos Self-Determination Project It includes information on IEP Student Involvement Lesson Plans Assessments amp Checklists Project Goals Youth Summit Family Support Childrenrsquos Literature Videos and Commercial Resources
bull Transition Coalition httpwwwtransitioncoalitionorgtransition
This site provide online information support and professional development on topics related to the transition from school to adult life for youth with disabilities Of particular interest may be the resources section for secondary teachers found at httpwwwnsttacorgcontentsecondary-transition-just-time-
training-resources-0 or the on-line course available specific to transition to post-secondary outcomes for students with ASD httpwwwworksupportcomtrainingwebcoursesautismcfm
bull Tips for Transition httptransitioncoalitionorgtransitiontcfilesfilesdocsTips_Nov09_final1258398594pdfTips_Nov09_finalpdf
The Tips for Transition contains 134 Transition Tips submitted from all over the country by practitioners The purpose of the Tips was to identify grassroots transition practices being used by practitioners Tips are categorized into a variety of domains
bull Transition to Adulthood Guidelines for Individuals with Autism Spectrum Disorders (ASD) httpwwwumcardorgfilesTrans_Guide_5pdf
An extensive document that provides guidelines for transition services for students with ASD to adulthood as recommended by the Ohio Center for Autism and Low Incidence Disabilities (OCALI) and the Ohio Autism Task Force
Karen L Berlin MEd BCBA VDOE TTAC George Mason University
College Transition Resources for Students with Autism Spectrum Disorders
4 The TTAC Telegram ndash NovemberDecember 2012
bull Adult Autism amp Employment A Guide for Vocational Rehabilitation Professionals httpwwwdpsmissourieduAutismAdult20Autism20amp20Employmentpdf
This is a comprehensive guide for vocational rehabilitation specialists which includes information on college preparation for employment
bull Transition of Students with Disabilities to Postsecondary Education A Guide for High School Educators httpwww2edgovaboutofficeslistocrtransitionguidehtml
This is a guide from the Office of Civil Rights of the US Department of Education to help prepare students as they move from an entitlement to eligibility system
bull Students with Disabilities at Degree-Granting Postsecondary Institutions httpncesedgovpubsearchpubsinfoasppubid=2011018
This report presents findings from ldquoStudents with Disabilities at Degree-Granting Postsecondary Institutionsrdquo a Postsecondary Education Quick Information System (PEQIS) survey that was designed to provide national estimates on students with disabilities at 2-year and 4-year Title IV eligible degree-granting institutions for the 2008-09 academic year This report provides national data about students with disabilities the services and accommodations provided to these students how
institutions keep track of students with disabilities institutional policies regarding disabled students and various aspects of institutional accessibility
In addition some students may be interested in Navigating College A Handbook on Self-Advocacy written for Autistic Students from Autistic Adults This resource published by The Autistic Self Advocacy Network was developed by adults with ASD with the goal of making college a successful experience for students with ASD
Finally students and their families may be interested in learning more about college programs that identify themselves as offering programs specifically for learners with ASD A list of such programs as compiled by College Autism Spectrum (CAS) (collegeautismspectrumcom) includes
bull Autism Collaborative Center (Eastern Michigan University)
bull Bridges to Adelphi Program (Adelphi University)
bull College Program for Students with Aspergerrsquos Syndrome at Marshall University- West VA Autism Training Center
bull Community College of Baltimore County- Essex Campus
bull Fairleigh Dickinson University COMPASS Program
bull Mercyhurst (AIM) bull Rochester Institute of
Technology bull Rutgers University bull Transition to Independent
Living Program at Taft College-California
bull University of Alabama Autism Spectrum Disorders College Transition and Support Program (UA-ACTS)
bull University of Arkansas Autism Support Program
bull University of Connecticut SEAD Program (Strategic Education for students with ASD)
bull University of Tennessee Chattanooga
bull Western Kentucky University
References and Resources
The Autism Self Advocacy Network (ASAN) (2011) Navigating College A Handbook on Self Advocacy Written for Autistic Students from Autistic Adults This resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary It is also available on the ASAN site at httpnavigatingcollegeorgdownloadphp
College Autism Spectrum (CAS) collegeautismspectrumcom
TTAC Online wwwttaconlineorg
Wehman P Smith MD and Schall CM (2009) Autism amp the Transition to Adulthood Paul H Brookes Publishing Baltimore Maryland
5The TTAC Telegram ndash NovemberDecember 2012
A Book Review by Kay Klein MEd VDOE TTAC George Mason University
Visible Learning for Teachers Maximizing Impact on Learning by John Hattie
I was delighted and somewhat surprised when I searched for the dictionary definition of the word relationship The common definition is ldquoa connection association or involvementrdquo however the definition entry also states that a relationship is ldquoan emotional or other connection between people the relationship between teachers and studentsrdquo (Dictionarycom) John Hattie (2012) in his book Visible Learning for Teachers Maximizing Impact on Learning reports on the most successful classroom practices and after synthesizing fifteen years of research he concludes that a major factor influencing student achievement is the relationship of the teacher to their content and how they intervene in calculated and meaningful ways with students Hattie discusses the role of teachers and their effectiveness as it relates ldquoto the attitudes and expectations that teachers have when they decide on the key issues of teachingmdashthat is what to teach and at what level of difficulty and their understandings of progress and of the effects of their teachingrdquo (page 23) The underlying premise is that learning must be visible to the teacher and the student in an environment that is appropriately challenging This is only possible when teachers and students work together to achieve a positive effect
Our most powerful tool to make informed decisions about instruction is feedback that is given and sought by both the teacher and student in an active engaging and focused
classroom When teachers begin to see learning through the eyes of their students students are more likely to connect with teaching as a reciprocal process Specifically students who are given multiple opportunities for developing learning strategies that are tailored based on learning goals are more likely to provide instructional feedback Teachers who use a range of learning strategies and who are able respond effectively when a student needs redirecting are harnessing the power of feedback and will be perceived by the student as responsive and caring
Hattie addresses the importance of lesson plans that have transparent learning goals Lessons that are designed to provide opportunities for students to learn interact and practice are keys to engagement Lessons that have clear learning intentions with specific levels of performance provide students with information ldquoso that they can understand where and when to invest energies strategies and thinking and where they are positioned along the trajectory towards successful learningrdquo (page 47) Most importantly teachers who have ldquohigh levels of knowledge and understanding of the subjects that they teach can guide learning to desirable surface and deep outcomes can successfully monitor learning and provide feedback that assists students to progress can attend to the more attitudinal attributes of learning (especially developing self-efficacy and mastery motivation) and can provide defensible evidence of positive impacts of the teaching on
student learningrdquo (page 24)In classrooms where visible teaching and learning occur teachers are using powerful strategies that have the greatest effect on student outcomes In a powerful conclusion Hattie writes ldquoThe message in this book is that teachers schools and systems need to be consistently aware and have dependable evidence of the effects that all are having on their students -- and from this evidence make decisions about how they teach and what they teachrdquo (page 149)
References
Dictionarycom httpdictionaryreferencecomHattie J (2012) Visible Learning for Teachers Maximizing Impact on Learning Routledge NY NY This book is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
6 The TTAC Telegram ndash NovemberDecember 2012
Judith L Fontana PhD VDOE TTAC George Mason University
Theme Value of teaching students instructional strategiesI Voice
A My 7th grade selfB Current perspective
II ExamplesA OutlinesB Word analysis Greek amp
Latin roots and affixesIII Respecting the learner
Teaching a strategy
I have vivid memories of my 7th grade science teacher Wersquoll call her Ms Brown She was demanding with high expectations and thus the source of severe emotional trauma What was she thinking She was a science teacher not a reading or an English teacher She had the audacity to demand that we outline every chapter in the book as we trudged through general science 7
In order to recognize critical content she taught us how and then forced us to analyze text features headings bold versus regular print highlighted vocabulary terms and the use of graphs charts and diagrams These she said would help us sort out main ideas or topics and their supporting details Text features would help us organize our outlines What agony It was so boring so tedious I had better things to do in my 7th grade world
She was particular too Every A must have a B She was frustratingly eagle-eyed about punctuation spacing and alignment She carried a ruler I think I would have rather had a crack on
the hand with that ruler than to copy over my outline on chapter 3 one more time because my categories were not perfectly indented and aligned
On top of all the outlining she said we needed to learn about and use Greek and Latin roots and affixes to predict the meanings of scientific terms Greek and Latin good grief I thought I was taking 7th grade science not dead languages How inappropriate It was just not fair We all moaned and whined but not where she could hear us I for one dreaded going to that class science was bad enough All the other demands were just a waste of time
Hindsight and humility sometimes go hand in hand Although the culture of adolescence forbade acknowledging it to an adult and especially to Ms Brown the rules of outlining gradually became automatic and I got my own ruler to check the alignment Those who know me will attest that I typically have one in my purse After all these years (no I am not telling how many) I can remember that my reading comprehension improved Even more importantly as I engaged with the content to manipulate it into the required format it became easier to recall Ms Brown you were ahead of your time In addition to science you gave us tools applicable to many learning situations
I owe you for your perseverance in teaching me to learn I am sure you were aware of my resistance and frustration at ldquoThose stupid outlinesrdquo You should know I still outline I
composed my dissertation using an outline guide I have taught my students to outline I have also taught them how to synthesize content into graphic organizers 2-column notes and a variety of other formats with and without technology
My goal as a teacher is broader than content I want my students to become independent meta-cognitive learners I want them to be able to problem solve when they encounter difficult text or content Having the tools to access organize recall and respond to information allows the learner to go beyond the confines of the classroom to explore individual interests that will enrich not only academics but life itself Teaching strategies is ldquoTeaching students how to think about and solve problems or teaching them lsquohow to learnrsquo rdquo (Knight 2004) Teaching a strategy requires strategic teaching My 5 rules for cognitive strategy instruction are1 Respect the learner This means
name the strategy Tell what it is used for why you are taking the time to teach it to them I have quoted research data to 6th graders They need know that other students benefited and how This is just marketing
2 Reiterative and reinforced (scaffold the process) Describe and model and practice the process of the strategy with the students multiple times
3 Required until acquired Students must know the process and when to use the strategy
School Tools Life Tools
7The TTAC Telegram ndash NovemberDecember 2012
4 Review for effectiveness Periodically recall and model the strategy in class Remind the students of its purpose
5 Remember it replaces an ineffective learning habit Breaking habits takes time
Reference
Knight J (2004) Powerpoint from webinar presentation The Strategic Instruction Model How
Learning Strategies and Content Enhancement Routines Address NCLB The University of Kansas Center for Research on Learning httpwwwk8accesscenterorgindexphp20061214the-strategic-instruction-model-how-learning-strategies-and-content-enhancement-routines-help-educators-respond-to-nclb
Resources
Access Center Webinar Archives and
Resources httpwwwk8accesscenterorgonline_community_areaWebinar_Viewasp See the Resources topic bar on the left side of the page
CAST ndash About UDL What is Universal Design for Learning Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn httpcastorgudlindexhtml
Virginiarsquos Governor Has Proclaimed November 2012 as
Family Involvement in Education MonthShare this news and information with your network of families and educators Simply click on the link for the Family Involvement Education Month infomation httpus6campaign-archive1comu=b91725028965474127eb4a181ampid=5a234cf836ampe=525f93e73a
Sponsors for this notice
8 The TTAC Telegram ndash NovemberDecember 2012
Bonnie W Bell PhD VODE TTACGMU and Clare Talbert MEd VDOE TTACGMU
Concussions are real and they must be taken seriously Mismanagement of concussions may result in serious long-term cognitive and neurological consequences and risk coma or even death (Brain Injury Association of Virginia 2012) Conversely proper management of a return-to-learn process following a concussion should lead to a good prognosis with minimal deleterious brain function effects (Lovell Collins amp Bradley 2004)
Often concussions are minimized or misunderstood but all concussions are brain injuries (Centers for Disease Control 2011) As educators we play an extremely important role in the recovery and future functionality of our concussed students
ldquoWhen Mikaelarsquos post-concussion symptoms were at their worst the normally bubbly 16-year-old would cry herself to sleep If the piercing headaches sensitivity to light drastic memory loss and uncharacteristic mood swings werenrsquot bad enough there were times she would sit and stare blankly at her homework Her brain ndash her memory ndash betraying the honor student so completely she would crawl into bed her eyes welled with tears craving sleeprdquo This high school sophomore sustained her fourth concussion from taking a close-range shot off her temple during soccer practice (Comak 2011)Claire was also a high school soccer player During a game she fell down lost consciousness briefly
got up and continued to play The next day her troubles started At school she was having difficulty concentrating and reading When she got to math class and looked at her math test she realized that something serious was wrong She had no idea what it was Eventually Claire would be out of school for a year to recover from her head injury (Virginia Department of Health 2011)
The most crucial pieces in reducing the recovery time from a concussion appear to be immediate physical and mental rest and increased sleep to allow the brain to heal (Moser 2007) For educators this understanding is vital to facilitate our studentsrsquo quick recovery and return to class
Often athletes or their parents minimize or do not even report concussion symptoms because they want to tough it out they do not know what a concussion is or they are unaware of its inherent and potentially devastating dangers As students they do not want to miss class or fall behind However playing a sport with a concussion does not show courage or strength It is simply not smart to jeopardize brain health by participating in sports or education too soon after a concussion (CDC 2010) The risks are just too great
A brain compromised by concussion affects learning Initially students will need to stay at home and rest with no homework or tests Cognitive activity
during a recovery from a concussion can not only delay healing but it is often counter-productive Students cannot remember information or think as clearly as they did prior to the injury Thus testing during this recovery phase does not assess how much the student actually knows Also the brain injury interferes with the learning of new material so attempting to attend class learn or study is often ineffective or impossible
To complicate the concussive experience signs and symptoms may not appear or be noticed until hours or days after the injury (CDC 2010) Therefore it is important for educators to watch for changes in how students act learn perform or feel If an educator has concerns she should report them to all interested parties associated with the student (parents coaches school nurse counselor administrators etc) The following references and resources are helpful for educators to recognize and understand the signs and symptoms of concussions and to manage a studentrsquos return-to-learn plan
Additional Return-to-Learn Resources
An Educatorrsquos Guide to Concussions in the Classroom Nationwide Childrenrsquos Hospital 2nd edition (nd) httpwwwnationwidechildrensorgConcussions-in-the-Classroom This article contains
bullA Return-to School FrameworkbullDiscussion of symptom-specific
Whatrsquos a Teacher to Do When Students Return-to-Learn After a Concussion
9The TTAC Telegram ndash NovemberDecember 2012
accommodationsbullClassroom Concussion Assessment
FormBrain 101 The Concussion Playbook - Teacher Packet (2011) ORCAS httporcas-sportsconc2s3amazonawscomfilesA_TeacherPacketpdfThis packet includes
bull Information for Teachers Signs and Symptoms of Concussion
bullReturn to Academics ProgressionbullAccommodation Suggestions bullAccommodations Plan from
Healthcare ProviderBrain Injury and the Schools A Guide for Educators (2005) Brain Injury Association of Virginia httpwwwdoevirginiagovspecial_eddisabilitiestraumatic_brain_injurybrain_injury_schoolsThis guide includes
bullEducational Implications (including Accommodation Strategies)
bullTransition (including a Transition Planning Worksheet)
Concussion in the Classroom (nd) Upstate University Hospital Syracuse NY httpwwwupstateedupmrhealthcareprogramsconcussionpdfclassroompdfThis guide includes
bullGeneral strategies for students with concussion symptoms
bullStrategies to help with specific problems (attention and concentration comprehension and memory executive functioning visual auditory processing and behavioral emotional social)
bullGrade level differences
LEARNet Problem-Solving System and Resource Website (2008) Brain Injury Association of New York State httpwwwprojectlearnetorg This resource includes
bull What Problems Have You Seen (You choose a problem and are
provided with General Medical CognitiveSelf Regulatory Behavioral and Social-Emotional Possibilities as well as Tutorials to address these issues)
REAP Concussion Treatment amp Management Guidelines Rocky Mountain Hospital for Children httpwwwrockymountainhospitalforchildrencomsports-medicineconcussion-managementreap-guidelineshtm The REAP Project booklet (2011) includes
bullTime Frame for Family School Team Physical School Team Academic and Medical team after injury
bullMost Common ldquoThinkingrdquo Cognitive Problems Post-Concussion and suggested accommodations chart
bullA Graduated Return-to-Play (RTP) chart
bullConcussion information for the school team
bullSymptom Checklist
Schilling E J amp Getch Y Q (2012) Getting My Bearings Returning to School Issues Facing Adolescents with Traumatic Brain Injury TEACHING Exceptional Children 45(1) 54-63 This article contains
bull4 examples of adolescents with traumatic brain injuries amp includes practical solutions for difficulties experienced at school
bullA chart with ldquoBehavioral Academic and Social Supports and Interventions for Students with Traumatic Brain Injuryrdquo
bullA chart with ldquoSuggested Steps for School Reentry for Students with Traumatic Brain Injury
Returning to School After a Concussion A Fact Sheet for School Professionals (nd) US Department of Health amp Human Services and Centers for Disease Control and Prevention httpwwwcdcgovconcussionpdfTBI_Returning_to_School-apdfThis fact sheet includes
bullMembers and role of the support team
bullRole of cognitive exertion and restbullStrategies for Addressing Concussion
Symptoms at School
Working with Individuals with Brain Injury A Professionalrsquos Guide (nd) Brain Injury Association of Virginiahttpwwwttaconlineorgstaffs_resourcess_resource_detailaspaid=1188This guide contains
bullBrain Injury Deficit Management Strategies Chart
TTAC Online - - Resource Content (nd) httpwwwttaconlineorgstaffs_resourcess_resources_subcontentaspdis=13
bullThis an annotated listing of all of the Traumatic Brain Injury resources posted on TTAC Online (Virginia Department of Education)
ReferencesComak A Insult to Injury A Look at Concussions Cape Cod Times January 30 2011 Retrieved on August 30 2012 from httpwwwcapecodonlinecomappspbcsdllarticleAID=20110130SPORTS110129759-1NEWSLETTER100
Heads Up to Schools Know your Concussion ABCs (2010) Centers for Disease Control and Prevention (CDC) Retrieved on August 30 2012 from httpwwwcdcgovfeaturesConcussionABCs
Lovell M Collins M amp Bradley J (2004) Return to Play Following Sports-Related Concussion Clinics in Sports Medicine 23 421-441
Moser R S (2007) The Growing Public Health Concern of Sports Concussion The newpsychology practice frontier Professional Psychology Research and Practice 36 (6) 699-704
Sports Concussion (2012) Brain Injury Association of Virginia Retrieved on August 28 2012 from wwwbiavnetDefaultaspxPageID=5586473ampA=SearchResultampSearchID=496467
Virginia Department of Health (2011) Play Smart Understanding Sports Concussion DVDThis resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
11
VIRGINIA DEPARTMENT OF
Education
The TTAC Telegram ndash NovemberDecember 2012
FREE Irsquom Determined Apps Now AvailableThe Virginia Department of Educationrsquos Irsquom Determined project (wwwimdeterminedorg) is a state-directed effort whose purpose is to increase self-determination skills such as self-knowledge self-advocacy goal-setting decision-making and problem-solving
Irsquom Determined promotes self-determination skills through student participationstudent-led Individualized Education Program (IEP) meetings goal-setting and direct instruction to develop self-determination skills The project offers three tools that can be used at school with teachers and school personnel or at home with parents and families
bull Good Day Plan In four-column format this tool reviews what a student needs for them to experience success day-to-day Do they need a certain food or beverage for breakfast daily Do they need to play with their animals before getting on the school bus Do they need to listen to music first thing in the morning Do these actions happen now If not what can they do to make it happen Who can help the student out along their way Completing a Good Day Plan allows students to view their own behavior and daily events that can contribute to a good day at school and home
bull One Pager This tool helps the student have the opportunity in a simple one- page format to share information about who they are Although the One Pager can be used in a variety of settings
most students and teachers have used it at the IEP meetings Many schools use it for new teachers and school personnel to learn about a student in a more personal way rather than reading a thick IEP file
bull Goal Setting and Attainment This tool is a visual representation of the steps needed to accomplish an identified goal The studentrsquos goal is written in the center of a sun Each sunray represents an outcome resulting from goal attainment In the box that appears below the sun the steps needed to reach the goal are listed
The Good Day Plan and Goal Plan tools are now available through the iTunes Apps Store The One Pager app is coming soon Please visit the Irsquom Determined website for availability information
To find these apps for your iPhone or iPad search under the terms Goal Plan and Good Day Plan Each tool can be saved andor sent by email for a teacherrsquos review or just saved by date and name to allow the student and teacher to go back to discuss andor to update it These apps can be a great option for the student who likes technology and can be a great homework assignment to spark conversations with family members Using the apps in the classroom can provide an opportunity for great discussion between teachers and students How much do their peers know about them What helps them to learn What are their
future goals What makes them determined to be the best they can beYou can also find and use each of these tools from a template on the Irsquom Determined website Search under each tool by title You will see a green ldquoDownload the TEMPLATErdquo button that you can click on to download and save the tool You can type directly on it and print it out or you may print it out first and then write directly on it
Questions Contact John McNaught State-wide Project Director at mcnaugjtjmuedu or 540-568-2441
Teacher Direct
COMING SOON Sign up for weekly e-mail updates
TeacherDirect is a new addition to the Virginia Department of Educationrsquos Web site that includes links to resources for all SOL subject areas
contains weekly updated items of interest to teachers such as
new instructional resources upcoming professional development activities grant and scholarship opportunities and student contests
contains a searchable professional development calendar of
conferences webinars and institutes
contains catalogs of all DOE resources available to teachers
of English mathematics science and history and social science and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed as well as DOE resources available
to support them
SOL Library
SOL Events
SOL News
A New Web Page Just for Virginia Teachers
Bookmark it now wwwdoevirginiagovtestingteacher_direct
Attachment A Supt Memo No 250-12
Prof
essi
onal
Kno
wle
dge
and
Skill
s8
SPE
AKI
NG
AN
D L
ISTE
NIN
G
Follo
ws
dire
ctio
ns a
nd c
omm
unic
ates
eff
ectiv
ely
with
cus
tom
ers
and
fello
w e
mpl
oyee
s
9 R
EAD
ING
AN
D W
RITI
NG
Re
ads
and
inte
rpre
ts w
orkp
lace
doc
umen
ts a
nd
writ
es c
lear
ly
10
CRI
TIC
AL
THIN
KIN
G A
ND
PRO
BLEM
SO
LVIN
G
Ana
lyze
s an
d re
solv
es p
robl
ems
that
aris
e in
co
mpl
etin
g as
sign
ed ta
sks
11
HEA
LTH
AN
D S
AFE
TY
Follo
ws
safe
ty g
uide
lines
and
man
ages
per
sona
l hea
lth
12
ORG
AN
IZAT
ION
S S
YSTE
MS
AN
D C
LIM
ATES
Iden
tifies
ldquobig
pic
ture
rdquo iss
ues
and
his
or h
er ro
le in
fu
lfilli
ng th
e m
issi
on o
f the
wor
kpla
ce
13
LIFE
LON
G L
EARN
ING
Co
ntin
ually
acq
uire
s ne
w in
dust
ry-r
elat
ed in
form
atio
n an
d im
prov
es p
rofe
ssio
nal s
kills
14
JOB
AC
QU
ISIT
ION
AN
D A
DVA
NC
EMEN
T
Prep
ares
to a
pply
for a
job
and
to s
eek
prom
otio
n
15 T
IME
TA
SK A
ND
RES
OU
RCE
MA
NA
GEM
ENT
O
rgan
izes
and
impl
emen
ts a
pro
duct
ive
plan
of w
ork
16
MAT
HEM
ATIC
S
Use
s m
athe
mat
ical
reas
onin
g to
acc
ompl
ish
task
s
17
CU
STO
MER
SER
VIC
E
Iden
tifies
and
add
ress
es th
e ne
eds
of a
ll cu
stom
ers
prov
idin
g he
lpfu
l co
urte
ous
and
know
ledg
eabl
e se
rvic
e
Tech
nolo
gy K
now
ledg
e an
d Sk
ills
18
JOB-
SPEC
IFIC
TEC
HN
OLO
GIE
S
Sele
cts
and
safe
ly u
ses
tech
nolo
gica
l re
sour
ces
to a
ccom
plis
h w
ork
resp
onsi
bilit
ies
in a
pro
duct
ive
man
ner
19
INFO
RMAT
ION
TEC
HN
OLO
GY
U
ses
com
pute
rs fi
le m
anag
emen
t te
chni
ques
and
sof
twar
epr
ogra
ms
effec
tivel
y
20
INTE
RNET
USE
AN
D S
ECU
RITY
U
ses
the
Inte
rnet
app
ropr
iate
ly fo
r w
ork
21 T
ELEC
OM
MU
NIC
ATIO
NS
Se
lect
s an
d us
es a
ppro
pria
te
devi
ces
serv
ices
and
app
licat
ions
Pers
onal
Qua
litie
s and
Peo
ple
Skill
s1
PO
SITI
VE
WO
RK E
THIC
Co
mes
to w
ork
ever
y da
y on
tim
e is
will
ing
to ta
ke d
irect
ion
and
is m
otiv
ated
to
acco
mpl
ish
the
task
at h
and
2 I
NTE
GRI
TY
Abi
des
by w
orkp
lace
pol
icie
s an
d la
ws
and
dem
onst
rate
s ho
nest
y an
d re
liabi
lity
3 T
EAM
WO
RK
Cont
ribut
es to
the
succ
ess
of th
e te
am
assi
sts
othe
rs a
nd re
ques
ts h
elp
whe
n ne
eded
4 S
ELF-
REPR
ESEN
TATI
ON
D
ress
es a
ppro
pria
tely
and
use
s la
ngua
ge
and
man
ners
sui
tabl
e fo
r the
wor
kpla
ce
5 D
IVER
SITY
AW
ARE
NES
S
Wor
ks w
ell w
ith a
ll cu
stom
ers
and
cow
orke
rs
6 C
ON
FLIC
T RE
SOLU
TIO
N
Neg
otia
tes
dipl
omat
ic s
olut
ions
to
inte
rper
sona
l and
wor
kpla
ce is
sues
7 C
REAT
IVIT
Y A
ND
RES
OU
RCEF
ULN
ESS
Co
ntrib
utes
new
idea
s an
d w
orks
with
in
itiat
ive
WO
RKPL
ACE
REA
DIN
ESS
SKIL
LS
for t
he C
omm
onw
ealth
Nee
ds Id
entifi
ed b
y Vi
rgin
ia E
mpl
oyer
s
Wor
kpla
ce R
eadi
ness
Ski
lls fo
r the
Com
mon
wea
lth w
as d
evel
oped
by
the
Virg
inia
Dep
artm
ent o
f Edu
catio
nrsquos
Offi
ce o
f Car
eer amp
Tech
nica
l Edu
catio
n th
e U
nive
rsity
of V
irgin
iarsquos
Wel
don
Coop
er C
ente
r for
Pub
lic S
ervi
ce t
he C
aree
r and
Tech
nica
l Edu
catio
n Co
nsor
tium
of S
tate
s an
d Vi
rgin
iarsquos
CTE
Res
ourc
e Ce
nter
copy 2
010
Com
mon
wea
lth o
f Virg
inia
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
In this Issue
A BOOK REVIEW OF VISIBLE LEARNING FOR TEACHERS MAXIMIZING IMPACT ON LEARNING BY JOHN HATTIE
COLLEGE TRANSITION RESOURCES FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS
SCHOOL TOOLS LIFE TOOLS
WHATrsquoS A TEACHER TO DO WHEN STUDENTS RETURN-TO-LEARN AFTER A CONCUSSION8
65
3
111417
FREE IrsquoM DETERMINED APPS NOW AVAILABLE
Michael Behrmann EdDPrincipal Investigatormbehrmangmuedu
Lynn Wiley PhDDirector of TTACGMU Academic Review amp School Improvement Early Childhoodhwileygmuedu
Kay Klein MEdAssistant Director of TTACGMU Positive Behavioral Interventions amp Supports of Virginiamklei1gmuedu
Nancy Anderson MEdIm Determined Family Involvementnanders7gmuedu
Bonnie W Bell PhDTBI Initiative amp Family Involvementbbell5gmuedu
Karen Berlin MEd BCBAAutism amp Intellectual Disabilities Coordinatorkberlingmuedu
Sheryl Fahey MA Early Childhood Coordinatorsfaheygmuedu
Judith Fontana PhDCurriculum amp InstructionProjects Coordinator ICT SIMregjfontan1gmuedu
Kris Ganley MEdEarly Childhood Coordinatorkganleygmuedu
Soojin Jang MEdAssistive Technology Coordinatorsjang6gmuedu
Diane Loomis PhDTransition Coordinator Im Determineddloomisgmuedu
Katherine T Nutt MEdCurriculum amp Instruction Coordinatorknuttgmuedu
Seunghun Ok MEdTTAC Online Administrator sokgmuedu
Kristy Lee Park PhD BCBAPositive Behavioral Interventions amp Supports of Virginia kparkcgmuedu
Dionne Paul-Wiggins MTA Administrative Office Supportdpaulwiggmuedu
Jackie Petersen MLS Librarianjpeterskgmuedu
Jeff RichardsGraphicWeb DesignerJricharcgmuedu
Judy Stockton MACurriculum amp Instruction Coordinatorjstockt1gmuedu
Clare Talbert MEd TTAC Online Coordinator TBI Initiativectalber1gmuedu
VDOE Region IV TTAC at George Mason UniversityContact Information
Northwestern Consortium TTACThis newsletter is a collaborative effort by the Northwestern Consortium of the TTACs which
includes James Madison University co-directed by Cheryl Henderson and Melinda Bright and George Mason University directed by Lynn Wiley
THE PARAPROFESSIONAL PRESS
ROCKIN WITH REGION 4
Cover Photo - copyiStockphotocomaldomurillo
3The TTAC Telegram ndash NovemberDecember 2012
The transition of students with Autism Spectrum Disorders (ASD) from high school to adulthood is an increasing dilemma (Wehman Smith amp Schall 2009) Students with ASD often have unique needs for support in areas that colleges are not mandated to provide For some students with ASD the challenge of college is less in meeting the entrance criteria but more in their difficulty navigating the academic and social complexities of a college experience once they arrive Teachers of students of all ages can help prepare students with ASD for this transition by helping students and families with the following
bull Developing self advocacy skills bull Understanding documentation requirements needed at the post-secondary level
bull Gaining insight into their disability
bull Understanding differences in legislation of IDEA and ADA
Thinking about these issues well in advance is important As part of the IEP process each student should have a transition plan Learning the skills necessary for college should be part of this plan Many important skills that will facilitate success in college can be taught and practiced while the student is in high school As the student will be required to self-advocate in the college setting it is important that the students develop full awareness of their learning needs and what types of accommodations are helpful Talking to advisors and professors about these issues in college will be easier if practiced in the supportive
environment of high school Similarly students with ASD will benefit from learning and practicing the daily living skills and independence they will need to live successfully at college throughout their school careers
Websites and resources useful to students and their families as they prepare for the transition to college can be found at TTAC Online (wwwttaconline) and include
bull Irsquom Determined httpwwwimdeterminedorg
This is the website for the Virginia Department of Educationrsquos Self-Determination Project It includes information on IEP Student Involvement Lesson Plans Assessments amp Checklists Project Goals Youth Summit Family Support Childrenrsquos Literature Videos and Commercial Resources
bull Transition Coalition httpwwwtransitioncoalitionorgtransition
This site provide online information support and professional development on topics related to the transition from school to adult life for youth with disabilities Of particular interest may be the resources section for secondary teachers found at httpwwwnsttacorgcontentsecondary-transition-just-time-
training-resources-0 or the on-line course available specific to transition to post-secondary outcomes for students with ASD httpwwwworksupportcomtrainingwebcoursesautismcfm
bull Tips for Transition httptransitioncoalitionorgtransitiontcfilesfilesdocsTips_Nov09_final1258398594pdfTips_Nov09_finalpdf
The Tips for Transition contains 134 Transition Tips submitted from all over the country by practitioners The purpose of the Tips was to identify grassroots transition practices being used by practitioners Tips are categorized into a variety of domains
bull Transition to Adulthood Guidelines for Individuals with Autism Spectrum Disorders (ASD) httpwwwumcardorgfilesTrans_Guide_5pdf
An extensive document that provides guidelines for transition services for students with ASD to adulthood as recommended by the Ohio Center for Autism and Low Incidence Disabilities (OCALI) and the Ohio Autism Task Force
Karen L Berlin MEd BCBA VDOE TTAC George Mason University
College Transition Resources for Students with Autism Spectrum Disorders
4 The TTAC Telegram ndash NovemberDecember 2012
bull Adult Autism amp Employment A Guide for Vocational Rehabilitation Professionals httpwwwdpsmissourieduAutismAdult20Autism20amp20Employmentpdf
This is a comprehensive guide for vocational rehabilitation specialists which includes information on college preparation for employment
bull Transition of Students with Disabilities to Postsecondary Education A Guide for High School Educators httpwww2edgovaboutofficeslistocrtransitionguidehtml
This is a guide from the Office of Civil Rights of the US Department of Education to help prepare students as they move from an entitlement to eligibility system
bull Students with Disabilities at Degree-Granting Postsecondary Institutions httpncesedgovpubsearchpubsinfoasppubid=2011018
This report presents findings from ldquoStudents with Disabilities at Degree-Granting Postsecondary Institutionsrdquo a Postsecondary Education Quick Information System (PEQIS) survey that was designed to provide national estimates on students with disabilities at 2-year and 4-year Title IV eligible degree-granting institutions for the 2008-09 academic year This report provides national data about students with disabilities the services and accommodations provided to these students how
institutions keep track of students with disabilities institutional policies regarding disabled students and various aspects of institutional accessibility
In addition some students may be interested in Navigating College A Handbook on Self-Advocacy written for Autistic Students from Autistic Adults This resource published by The Autistic Self Advocacy Network was developed by adults with ASD with the goal of making college a successful experience for students with ASD
Finally students and their families may be interested in learning more about college programs that identify themselves as offering programs specifically for learners with ASD A list of such programs as compiled by College Autism Spectrum (CAS) (collegeautismspectrumcom) includes
bull Autism Collaborative Center (Eastern Michigan University)
bull Bridges to Adelphi Program (Adelphi University)
bull College Program for Students with Aspergerrsquos Syndrome at Marshall University- West VA Autism Training Center
bull Community College of Baltimore County- Essex Campus
bull Fairleigh Dickinson University COMPASS Program
bull Mercyhurst (AIM) bull Rochester Institute of
Technology bull Rutgers University bull Transition to Independent
Living Program at Taft College-California
bull University of Alabama Autism Spectrum Disorders College Transition and Support Program (UA-ACTS)
bull University of Arkansas Autism Support Program
bull University of Connecticut SEAD Program (Strategic Education for students with ASD)
bull University of Tennessee Chattanooga
bull Western Kentucky University
References and Resources
The Autism Self Advocacy Network (ASAN) (2011) Navigating College A Handbook on Self Advocacy Written for Autistic Students from Autistic Adults This resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary It is also available on the ASAN site at httpnavigatingcollegeorgdownloadphp
College Autism Spectrum (CAS) collegeautismspectrumcom
TTAC Online wwwttaconlineorg
Wehman P Smith MD and Schall CM (2009) Autism amp the Transition to Adulthood Paul H Brookes Publishing Baltimore Maryland
5The TTAC Telegram ndash NovemberDecember 2012
A Book Review by Kay Klein MEd VDOE TTAC George Mason University
Visible Learning for Teachers Maximizing Impact on Learning by John Hattie
I was delighted and somewhat surprised when I searched for the dictionary definition of the word relationship The common definition is ldquoa connection association or involvementrdquo however the definition entry also states that a relationship is ldquoan emotional or other connection between people the relationship between teachers and studentsrdquo (Dictionarycom) John Hattie (2012) in his book Visible Learning for Teachers Maximizing Impact on Learning reports on the most successful classroom practices and after synthesizing fifteen years of research he concludes that a major factor influencing student achievement is the relationship of the teacher to their content and how they intervene in calculated and meaningful ways with students Hattie discusses the role of teachers and their effectiveness as it relates ldquoto the attitudes and expectations that teachers have when they decide on the key issues of teachingmdashthat is what to teach and at what level of difficulty and their understandings of progress and of the effects of their teachingrdquo (page 23) The underlying premise is that learning must be visible to the teacher and the student in an environment that is appropriately challenging This is only possible when teachers and students work together to achieve a positive effect
Our most powerful tool to make informed decisions about instruction is feedback that is given and sought by both the teacher and student in an active engaging and focused
classroom When teachers begin to see learning through the eyes of their students students are more likely to connect with teaching as a reciprocal process Specifically students who are given multiple opportunities for developing learning strategies that are tailored based on learning goals are more likely to provide instructional feedback Teachers who use a range of learning strategies and who are able respond effectively when a student needs redirecting are harnessing the power of feedback and will be perceived by the student as responsive and caring
Hattie addresses the importance of lesson plans that have transparent learning goals Lessons that are designed to provide opportunities for students to learn interact and practice are keys to engagement Lessons that have clear learning intentions with specific levels of performance provide students with information ldquoso that they can understand where and when to invest energies strategies and thinking and where they are positioned along the trajectory towards successful learningrdquo (page 47) Most importantly teachers who have ldquohigh levels of knowledge and understanding of the subjects that they teach can guide learning to desirable surface and deep outcomes can successfully monitor learning and provide feedback that assists students to progress can attend to the more attitudinal attributes of learning (especially developing self-efficacy and mastery motivation) and can provide defensible evidence of positive impacts of the teaching on
student learningrdquo (page 24)In classrooms where visible teaching and learning occur teachers are using powerful strategies that have the greatest effect on student outcomes In a powerful conclusion Hattie writes ldquoThe message in this book is that teachers schools and systems need to be consistently aware and have dependable evidence of the effects that all are having on their students -- and from this evidence make decisions about how they teach and what they teachrdquo (page 149)
References
Dictionarycom httpdictionaryreferencecomHattie J (2012) Visible Learning for Teachers Maximizing Impact on Learning Routledge NY NY This book is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
6 The TTAC Telegram ndash NovemberDecember 2012
Judith L Fontana PhD VDOE TTAC George Mason University
Theme Value of teaching students instructional strategiesI Voice
A My 7th grade selfB Current perspective
II ExamplesA OutlinesB Word analysis Greek amp
Latin roots and affixesIII Respecting the learner
Teaching a strategy
I have vivid memories of my 7th grade science teacher Wersquoll call her Ms Brown She was demanding with high expectations and thus the source of severe emotional trauma What was she thinking She was a science teacher not a reading or an English teacher She had the audacity to demand that we outline every chapter in the book as we trudged through general science 7
In order to recognize critical content she taught us how and then forced us to analyze text features headings bold versus regular print highlighted vocabulary terms and the use of graphs charts and diagrams These she said would help us sort out main ideas or topics and their supporting details Text features would help us organize our outlines What agony It was so boring so tedious I had better things to do in my 7th grade world
She was particular too Every A must have a B She was frustratingly eagle-eyed about punctuation spacing and alignment She carried a ruler I think I would have rather had a crack on
the hand with that ruler than to copy over my outline on chapter 3 one more time because my categories were not perfectly indented and aligned
On top of all the outlining she said we needed to learn about and use Greek and Latin roots and affixes to predict the meanings of scientific terms Greek and Latin good grief I thought I was taking 7th grade science not dead languages How inappropriate It was just not fair We all moaned and whined but not where she could hear us I for one dreaded going to that class science was bad enough All the other demands were just a waste of time
Hindsight and humility sometimes go hand in hand Although the culture of adolescence forbade acknowledging it to an adult and especially to Ms Brown the rules of outlining gradually became automatic and I got my own ruler to check the alignment Those who know me will attest that I typically have one in my purse After all these years (no I am not telling how many) I can remember that my reading comprehension improved Even more importantly as I engaged with the content to manipulate it into the required format it became easier to recall Ms Brown you were ahead of your time In addition to science you gave us tools applicable to many learning situations
I owe you for your perseverance in teaching me to learn I am sure you were aware of my resistance and frustration at ldquoThose stupid outlinesrdquo You should know I still outline I
composed my dissertation using an outline guide I have taught my students to outline I have also taught them how to synthesize content into graphic organizers 2-column notes and a variety of other formats with and without technology
My goal as a teacher is broader than content I want my students to become independent meta-cognitive learners I want them to be able to problem solve when they encounter difficult text or content Having the tools to access organize recall and respond to information allows the learner to go beyond the confines of the classroom to explore individual interests that will enrich not only academics but life itself Teaching strategies is ldquoTeaching students how to think about and solve problems or teaching them lsquohow to learnrsquo rdquo (Knight 2004) Teaching a strategy requires strategic teaching My 5 rules for cognitive strategy instruction are1 Respect the learner This means
name the strategy Tell what it is used for why you are taking the time to teach it to them I have quoted research data to 6th graders They need know that other students benefited and how This is just marketing
2 Reiterative and reinforced (scaffold the process) Describe and model and practice the process of the strategy with the students multiple times
3 Required until acquired Students must know the process and when to use the strategy
School Tools Life Tools
7The TTAC Telegram ndash NovemberDecember 2012
4 Review for effectiveness Periodically recall and model the strategy in class Remind the students of its purpose
5 Remember it replaces an ineffective learning habit Breaking habits takes time
Reference
Knight J (2004) Powerpoint from webinar presentation The Strategic Instruction Model How
Learning Strategies and Content Enhancement Routines Address NCLB The University of Kansas Center for Research on Learning httpwwwk8accesscenterorgindexphp20061214the-strategic-instruction-model-how-learning-strategies-and-content-enhancement-routines-help-educators-respond-to-nclb
Resources
Access Center Webinar Archives and
Resources httpwwwk8accesscenterorgonline_community_areaWebinar_Viewasp See the Resources topic bar on the left side of the page
CAST ndash About UDL What is Universal Design for Learning Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn httpcastorgudlindexhtml
Virginiarsquos Governor Has Proclaimed November 2012 as
Family Involvement in Education MonthShare this news and information with your network of families and educators Simply click on the link for the Family Involvement Education Month infomation httpus6campaign-archive1comu=b91725028965474127eb4a181ampid=5a234cf836ampe=525f93e73a
Sponsors for this notice
8 The TTAC Telegram ndash NovemberDecember 2012
Bonnie W Bell PhD VODE TTACGMU and Clare Talbert MEd VDOE TTACGMU
Concussions are real and they must be taken seriously Mismanagement of concussions may result in serious long-term cognitive and neurological consequences and risk coma or even death (Brain Injury Association of Virginia 2012) Conversely proper management of a return-to-learn process following a concussion should lead to a good prognosis with minimal deleterious brain function effects (Lovell Collins amp Bradley 2004)
Often concussions are minimized or misunderstood but all concussions are brain injuries (Centers for Disease Control 2011) As educators we play an extremely important role in the recovery and future functionality of our concussed students
ldquoWhen Mikaelarsquos post-concussion symptoms were at their worst the normally bubbly 16-year-old would cry herself to sleep If the piercing headaches sensitivity to light drastic memory loss and uncharacteristic mood swings werenrsquot bad enough there were times she would sit and stare blankly at her homework Her brain ndash her memory ndash betraying the honor student so completely she would crawl into bed her eyes welled with tears craving sleeprdquo This high school sophomore sustained her fourth concussion from taking a close-range shot off her temple during soccer practice (Comak 2011)Claire was also a high school soccer player During a game she fell down lost consciousness briefly
got up and continued to play The next day her troubles started At school she was having difficulty concentrating and reading When she got to math class and looked at her math test she realized that something serious was wrong She had no idea what it was Eventually Claire would be out of school for a year to recover from her head injury (Virginia Department of Health 2011)
The most crucial pieces in reducing the recovery time from a concussion appear to be immediate physical and mental rest and increased sleep to allow the brain to heal (Moser 2007) For educators this understanding is vital to facilitate our studentsrsquo quick recovery and return to class
Often athletes or their parents minimize or do not even report concussion symptoms because they want to tough it out they do not know what a concussion is or they are unaware of its inherent and potentially devastating dangers As students they do not want to miss class or fall behind However playing a sport with a concussion does not show courage or strength It is simply not smart to jeopardize brain health by participating in sports or education too soon after a concussion (CDC 2010) The risks are just too great
A brain compromised by concussion affects learning Initially students will need to stay at home and rest with no homework or tests Cognitive activity
during a recovery from a concussion can not only delay healing but it is often counter-productive Students cannot remember information or think as clearly as they did prior to the injury Thus testing during this recovery phase does not assess how much the student actually knows Also the brain injury interferes with the learning of new material so attempting to attend class learn or study is often ineffective or impossible
To complicate the concussive experience signs and symptoms may not appear or be noticed until hours or days after the injury (CDC 2010) Therefore it is important for educators to watch for changes in how students act learn perform or feel If an educator has concerns she should report them to all interested parties associated with the student (parents coaches school nurse counselor administrators etc) The following references and resources are helpful for educators to recognize and understand the signs and symptoms of concussions and to manage a studentrsquos return-to-learn plan
Additional Return-to-Learn Resources
An Educatorrsquos Guide to Concussions in the Classroom Nationwide Childrenrsquos Hospital 2nd edition (nd) httpwwwnationwidechildrensorgConcussions-in-the-Classroom This article contains
bullA Return-to School FrameworkbullDiscussion of symptom-specific
Whatrsquos a Teacher to Do When Students Return-to-Learn After a Concussion
9The TTAC Telegram ndash NovemberDecember 2012
accommodationsbullClassroom Concussion Assessment
FormBrain 101 The Concussion Playbook - Teacher Packet (2011) ORCAS httporcas-sportsconc2s3amazonawscomfilesA_TeacherPacketpdfThis packet includes
bull Information for Teachers Signs and Symptoms of Concussion
bullReturn to Academics ProgressionbullAccommodation Suggestions bullAccommodations Plan from
Healthcare ProviderBrain Injury and the Schools A Guide for Educators (2005) Brain Injury Association of Virginia httpwwwdoevirginiagovspecial_eddisabilitiestraumatic_brain_injurybrain_injury_schoolsThis guide includes
bullEducational Implications (including Accommodation Strategies)
bullTransition (including a Transition Planning Worksheet)
Concussion in the Classroom (nd) Upstate University Hospital Syracuse NY httpwwwupstateedupmrhealthcareprogramsconcussionpdfclassroompdfThis guide includes
bullGeneral strategies for students with concussion symptoms
bullStrategies to help with specific problems (attention and concentration comprehension and memory executive functioning visual auditory processing and behavioral emotional social)
bullGrade level differences
LEARNet Problem-Solving System and Resource Website (2008) Brain Injury Association of New York State httpwwwprojectlearnetorg This resource includes
bull What Problems Have You Seen (You choose a problem and are
provided with General Medical CognitiveSelf Regulatory Behavioral and Social-Emotional Possibilities as well as Tutorials to address these issues)
REAP Concussion Treatment amp Management Guidelines Rocky Mountain Hospital for Children httpwwwrockymountainhospitalforchildrencomsports-medicineconcussion-managementreap-guidelineshtm The REAP Project booklet (2011) includes
bullTime Frame for Family School Team Physical School Team Academic and Medical team after injury
bullMost Common ldquoThinkingrdquo Cognitive Problems Post-Concussion and suggested accommodations chart
bullA Graduated Return-to-Play (RTP) chart
bullConcussion information for the school team
bullSymptom Checklist
Schilling E J amp Getch Y Q (2012) Getting My Bearings Returning to School Issues Facing Adolescents with Traumatic Brain Injury TEACHING Exceptional Children 45(1) 54-63 This article contains
bull4 examples of adolescents with traumatic brain injuries amp includes practical solutions for difficulties experienced at school
bullA chart with ldquoBehavioral Academic and Social Supports and Interventions for Students with Traumatic Brain Injuryrdquo
bullA chart with ldquoSuggested Steps for School Reentry for Students with Traumatic Brain Injury
Returning to School After a Concussion A Fact Sheet for School Professionals (nd) US Department of Health amp Human Services and Centers for Disease Control and Prevention httpwwwcdcgovconcussionpdfTBI_Returning_to_School-apdfThis fact sheet includes
bullMembers and role of the support team
bullRole of cognitive exertion and restbullStrategies for Addressing Concussion
Symptoms at School
Working with Individuals with Brain Injury A Professionalrsquos Guide (nd) Brain Injury Association of Virginiahttpwwwttaconlineorgstaffs_resourcess_resource_detailaspaid=1188This guide contains
bullBrain Injury Deficit Management Strategies Chart
TTAC Online - - Resource Content (nd) httpwwwttaconlineorgstaffs_resourcess_resources_subcontentaspdis=13
bullThis an annotated listing of all of the Traumatic Brain Injury resources posted on TTAC Online (Virginia Department of Education)
ReferencesComak A Insult to Injury A Look at Concussions Cape Cod Times January 30 2011 Retrieved on August 30 2012 from httpwwwcapecodonlinecomappspbcsdllarticleAID=20110130SPORTS110129759-1NEWSLETTER100
Heads Up to Schools Know your Concussion ABCs (2010) Centers for Disease Control and Prevention (CDC) Retrieved on August 30 2012 from httpwwwcdcgovfeaturesConcussionABCs
Lovell M Collins M amp Bradley J (2004) Return to Play Following Sports-Related Concussion Clinics in Sports Medicine 23 421-441
Moser R S (2007) The Growing Public Health Concern of Sports Concussion The newpsychology practice frontier Professional Psychology Research and Practice 36 (6) 699-704
Sports Concussion (2012) Brain Injury Association of Virginia Retrieved on August 28 2012 from wwwbiavnetDefaultaspxPageID=5586473ampA=SearchResultampSearchID=496467
Virginia Department of Health (2011) Play Smart Understanding Sports Concussion DVDThis resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
11
VIRGINIA DEPARTMENT OF
Education
The TTAC Telegram ndash NovemberDecember 2012
FREE Irsquom Determined Apps Now AvailableThe Virginia Department of Educationrsquos Irsquom Determined project (wwwimdeterminedorg) is a state-directed effort whose purpose is to increase self-determination skills such as self-knowledge self-advocacy goal-setting decision-making and problem-solving
Irsquom Determined promotes self-determination skills through student participationstudent-led Individualized Education Program (IEP) meetings goal-setting and direct instruction to develop self-determination skills The project offers three tools that can be used at school with teachers and school personnel or at home with parents and families
bull Good Day Plan In four-column format this tool reviews what a student needs for them to experience success day-to-day Do they need a certain food or beverage for breakfast daily Do they need to play with their animals before getting on the school bus Do they need to listen to music first thing in the morning Do these actions happen now If not what can they do to make it happen Who can help the student out along their way Completing a Good Day Plan allows students to view their own behavior and daily events that can contribute to a good day at school and home
bull One Pager This tool helps the student have the opportunity in a simple one- page format to share information about who they are Although the One Pager can be used in a variety of settings
most students and teachers have used it at the IEP meetings Many schools use it for new teachers and school personnel to learn about a student in a more personal way rather than reading a thick IEP file
bull Goal Setting and Attainment This tool is a visual representation of the steps needed to accomplish an identified goal The studentrsquos goal is written in the center of a sun Each sunray represents an outcome resulting from goal attainment In the box that appears below the sun the steps needed to reach the goal are listed
The Good Day Plan and Goal Plan tools are now available through the iTunes Apps Store The One Pager app is coming soon Please visit the Irsquom Determined website for availability information
To find these apps for your iPhone or iPad search under the terms Goal Plan and Good Day Plan Each tool can be saved andor sent by email for a teacherrsquos review or just saved by date and name to allow the student and teacher to go back to discuss andor to update it These apps can be a great option for the student who likes technology and can be a great homework assignment to spark conversations with family members Using the apps in the classroom can provide an opportunity for great discussion between teachers and students How much do their peers know about them What helps them to learn What are their
future goals What makes them determined to be the best they can beYou can also find and use each of these tools from a template on the Irsquom Determined website Search under each tool by title You will see a green ldquoDownload the TEMPLATErdquo button that you can click on to download and save the tool You can type directly on it and print it out or you may print it out first and then write directly on it
Questions Contact John McNaught State-wide Project Director at mcnaugjtjmuedu or 540-568-2441
Teacher Direct
COMING SOON Sign up for weekly e-mail updates
TeacherDirect is a new addition to the Virginia Department of Educationrsquos Web site that includes links to resources for all SOL subject areas
contains weekly updated items of interest to teachers such as
new instructional resources upcoming professional development activities grant and scholarship opportunities and student contests
contains a searchable professional development calendar of
conferences webinars and institutes
contains catalogs of all DOE resources available to teachers
of English mathematics science and history and social science and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed as well as DOE resources available
to support them
SOL Library
SOL Events
SOL News
A New Web Page Just for Virginia Teachers
Bookmark it now wwwdoevirginiagovtestingteacher_direct
Attachment A Supt Memo No 250-12
Prof
essi
onal
Kno
wle
dge
and
Skill
s8
SPE
AKI
NG
AN
D L
ISTE
NIN
G
Follo
ws
dire
ctio
ns a
nd c
omm
unic
ates
eff
ectiv
ely
with
cus
tom
ers
and
fello
w e
mpl
oyee
s
9 R
EAD
ING
AN
D W
RITI
NG
Re
ads
and
inte
rpre
ts w
orkp
lace
doc
umen
ts a
nd
writ
es c
lear
ly
10
CRI
TIC
AL
THIN
KIN
G A
ND
PRO
BLEM
SO
LVIN
G
Ana
lyze
s an
d re
solv
es p
robl
ems
that
aris
e in
co
mpl
etin
g as
sign
ed ta
sks
11
HEA
LTH
AN
D S
AFE
TY
Follo
ws
safe
ty g
uide
lines
and
man
ages
per
sona
l hea
lth
12
ORG
AN
IZAT
ION
S S
YSTE
MS
AN
D C
LIM
ATES
Iden
tifies
ldquobig
pic
ture
rdquo iss
ues
and
his
or h
er ro
le in
fu
lfilli
ng th
e m
issi
on o
f the
wor
kpla
ce
13
LIFE
LON
G L
EARN
ING
Co
ntin
ually
acq
uire
s ne
w in
dust
ry-r
elat
ed in
form
atio
n an
d im
prov
es p
rofe
ssio
nal s
kills
14
JOB
AC
QU
ISIT
ION
AN
D A
DVA
NC
EMEN
T
Prep
ares
to a
pply
for a
job
and
to s
eek
prom
otio
n
15 T
IME
TA
SK A
ND
RES
OU
RCE
MA
NA
GEM
ENT
O
rgan
izes
and
impl
emen
ts a
pro
duct
ive
plan
of w
ork
16
MAT
HEM
ATIC
S
Use
s m
athe
mat
ical
reas
onin
g to
acc
ompl
ish
task
s
17
CU
STO
MER
SER
VIC
E
Iden
tifies
and
add
ress
es th
e ne
eds
of a
ll cu
stom
ers
prov
idin
g he
lpfu
l co
urte
ous
and
know
ledg
eabl
e se
rvic
e
Tech
nolo
gy K
now
ledg
e an
d Sk
ills
18
JOB-
SPEC
IFIC
TEC
HN
OLO
GIE
S
Sele
cts
and
safe
ly u
ses
tech
nolo
gica
l re
sour
ces
to a
ccom
plis
h w
ork
resp
onsi
bilit
ies
in a
pro
duct
ive
man
ner
19
INFO
RMAT
ION
TEC
HN
OLO
GY
U
ses
com
pute
rs fi
le m
anag
emen
t te
chni
ques
and
sof
twar
epr
ogra
ms
effec
tivel
y
20
INTE
RNET
USE
AN
D S
ECU
RITY
U
ses
the
Inte
rnet
app
ropr
iate
ly fo
r w
ork
21 T
ELEC
OM
MU
NIC
ATIO
NS
Se
lect
s an
d us
es a
ppro
pria
te
devi
ces
serv
ices
and
app
licat
ions
Pers
onal
Qua
litie
s and
Peo
ple
Skill
s1
PO
SITI
VE
WO
RK E
THIC
Co
mes
to w
ork
ever
y da
y on
tim
e is
will
ing
to ta
ke d
irect
ion
and
is m
otiv
ated
to
acco
mpl
ish
the
task
at h
and
2 I
NTE
GRI
TY
Abi
des
by w
orkp
lace
pol
icie
s an
d la
ws
and
dem
onst
rate
s ho
nest
y an
d re
liabi
lity
3 T
EAM
WO
RK
Cont
ribut
es to
the
succ
ess
of th
e te
am
assi
sts
othe
rs a
nd re
ques
ts h
elp
whe
n ne
eded
4 S
ELF-
REPR
ESEN
TATI
ON
D
ress
es a
ppro
pria
tely
and
use
s la
ngua
ge
and
man
ners
sui
tabl
e fo
r the
wor
kpla
ce
5 D
IVER
SITY
AW
ARE
NES
S
Wor
ks w
ell w
ith a
ll cu
stom
ers
and
cow
orke
rs
6 C
ON
FLIC
T RE
SOLU
TIO
N
Neg
otia
tes
dipl
omat
ic s
olut
ions
to
inte
rper
sona
l and
wor
kpla
ce is
sues
7 C
REAT
IVIT
Y A
ND
RES
OU
RCEF
ULN
ESS
Co
ntrib
utes
new
idea
s an
d w
orks
with
in
itiat
ive
WO
RKPL
ACE
REA
DIN
ESS
SKIL
LS
for t
he C
omm
onw
ealth
Nee
ds Id
entifi
ed b
y Vi
rgin
ia E
mpl
oyer
s
Wor
kpla
ce R
eadi
ness
Ski
lls fo
r the
Com
mon
wea
lth w
as d
evel
oped
by
the
Virg
inia
Dep
artm
ent o
f Edu
catio
nrsquos
Offi
ce o
f Car
eer amp
Tech
nica
l Edu
catio
n th
e U
nive
rsity
of V
irgin
iarsquos
Wel
don
Coop
er C
ente
r for
Pub
lic S
ervi
ce t
he C
aree
r and
Tech
nica
l Edu
catio
n Co
nsor
tium
of S
tate
s an
d Vi
rgin
iarsquos
CTE
Res
ourc
e Ce
nter
copy 2
010
Com
mon
wea
lth o
f Virg
inia
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
3The TTAC Telegram ndash NovemberDecember 2012
The transition of students with Autism Spectrum Disorders (ASD) from high school to adulthood is an increasing dilemma (Wehman Smith amp Schall 2009) Students with ASD often have unique needs for support in areas that colleges are not mandated to provide For some students with ASD the challenge of college is less in meeting the entrance criteria but more in their difficulty navigating the academic and social complexities of a college experience once they arrive Teachers of students of all ages can help prepare students with ASD for this transition by helping students and families with the following
bull Developing self advocacy skills bull Understanding documentation requirements needed at the post-secondary level
bull Gaining insight into their disability
bull Understanding differences in legislation of IDEA and ADA
Thinking about these issues well in advance is important As part of the IEP process each student should have a transition plan Learning the skills necessary for college should be part of this plan Many important skills that will facilitate success in college can be taught and practiced while the student is in high school As the student will be required to self-advocate in the college setting it is important that the students develop full awareness of their learning needs and what types of accommodations are helpful Talking to advisors and professors about these issues in college will be easier if practiced in the supportive
environment of high school Similarly students with ASD will benefit from learning and practicing the daily living skills and independence they will need to live successfully at college throughout their school careers
Websites and resources useful to students and their families as they prepare for the transition to college can be found at TTAC Online (wwwttaconline) and include
bull Irsquom Determined httpwwwimdeterminedorg
This is the website for the Virginia Department of Educationrsquos Self-Determination Project It includes information on IEP Student Involvement Lesson Plans Assessments amp Checklists Project Goals Youth Summit Family Support Childrenrsquos Literature Videos and Commercial Resources
bull Transition Coalition httpwwwtransitioncoalitionorgtransition
This site provide online information support and professional development on topics related to the transition from school to adult life for youth with disabilities Of particular interest may be the resources section for secondary teachers found at httpwwwnsttacorgcontentsecondary-transition-just-time-
training-resources-0 or the on-line course available specific to transition to post-secondary outcomes for students with ASD httpwwwworksupportcomtrainingwebcoursesautismcfm
bull Tips for Transition httptransitioncoalitionorgtransitiontcfilesfilesdocsTips_Nov09_final1258398594pdfTips_Nov09_finalpdf
The Tips for Transition contains 134 Transition Tips submitted from all over the country by practitioners The purpose of the Tips was to identify grassroots transition practices being used by practitioners Tips are categorized into a variety of domains
bull Transition to Adulthood Guidelines for Individuals with Autism Spectrum Disorders (ASD) httpwwwumcardorgfilesTrans_Guide_5pdf
An extensive document that provides guidelines for transition services for students with ASD to adulthood as recommended by the Ohio Center for Autism and Low Incidence Disabilities (OCALI) and the Ohio Autism Task Force
Karen L Berlin MEd BCBA VDOE TTAC George Mason University
College Transition Resources for Students with Autism Spectrum Disorders
4 The TTAC Telegram ndash NovemberDecember 2012
bull Adult Autism amp Employment A Guide for Vocational Rehabilitation Professionals httpwwwdpsmissourieduAutismAdult20Autism20amp20Employmentpdf
This is a comprehensive guide for vocational rehabilitation specialists which includes information on college preparation for employment
bull Transition of Students with Disabilities to Postsecondary Education A Guide for High School Educators httpwww2edgovaboutofficeslistocrtransitionguidehtml
This is a guide from the Office of Civil Rights of the US Department of Education to help prepare students as they move from an entitlement to eligibility system
bull Students with Disabilities at Degree-Granting Postsecondary Institutions httpncesedgovpubsearchpubsinfoasppubid=2011018
This report presents findings from ldquoStudents with Disabilities at Degree-Granting Postsecondary Institutionsrdquo a Postsecondary Education Quick Information System (PEQIS) survey that was designed to provide national estimates on students with disabilities at 2-year and 4-year Title IV eligible degree-granting institutions for the 2008-09 academic year This report provides national data about students with disabilities the services and accommodations provided to these students how
institutions keep track of students with disabilities institutional policies regarding disabled students and various aspects of institutional accessibility
In addition some students may be interested in Navigating College A Handbook on Self-Advocacy written for Autistic Students from Autistic Adults This resource published by The Autistic Self Advocacy Network was developed by adults with ASD with the goal of making college a successful experience for students with ASD
Finally students and their families may be interested in learning more about college programs that identify themselves as offering programs specifically for learners with ASD A list of such programs as compiled by College Autism Spectrum (CAS) (collegeautismspectrumcom) includes
bull Autism Collaborative Center (Eastern Michigan University)
bull Bridges to Adelphi Program (Adelphi University)
bull College Program for Students with Aspergerrsquos Syndrome at Marshall University- West VA Autism Training Center
bull Community College of Baltimore County- Essex Campus
bull Fairleigh Dickinson University COMPASS Program
bull Mercyhurst (AIM) bull Rochester Institute of
Technology bull Rutgers University bull Transition to Independent
Living Program at Taft College-California
bull University of Alabama Autism Spectrum Disorders College Transition and Support Program (UA-ACTS)
bull University of Arkansas Autism Support Program
bull University of Connecticut SEAD Program (Strategic Education for students with ASD)
bull University of Tennessee Chattanooga
bull Western Kentucky University
References and Resources
The Autism Self Advocacy Network (ASAN) (2011) Navigating College A Handbook on Self Advocacy Written for Autistic Students from Autistic Adults This resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary It is also available on the ASAN site at httpnavigatingcollegeorgdownloadphp
College Autism Spectrum (CAS) collegeautismspectrumcom
TTAC Online wwwttaconlineorg
Wehman P Smith MD and Schall CM (2009) Autism amp the Transition to Adulthood Paul H Brookes Publishing Baltimore Maryland
5The TTAC Telegram ndash NovemberDecember 2012
A Book Review by Kay Klein MEd VDOE TTAC George Mason University
Visible Learning for Teachers Maximizing Impact on Learning by John Hattie
I was delighted and somewhat surprised when I searched for the dictionary definition of the word relationship The common definition is ldquoa connection association or involvementrdquo however the definition entry also states that a relationship is ldquoan emotional or other connection between people the relationship between teachers and studentsrdquo (Dictionarycom) John Hattie (2012) in his book Visible Learning for Teachers Maximizing Impact on Learning reports on the most successful classroom practices and after synthesizing fifteen years of research he concludes that a major factor influencing student achievement is the relationship of the teacher to their content and how they intervene in calculated and meaningful ways with students Hattie discusses the role of teachers and their effectiveness as it relates ldquoto the attitudes and expectations that teachers have when they decide on the key issues of teachingmdashthat is what to teach and at what level of difficulty and their understandings of progress and of the effects of their teachingrdquo (page 23) The underlying premise is that learning must be visible to the teacher and the student in an environment that is appropriately challenging This is only possible when teachers and students work together to achieve a positive effect
Our most powerful tool to make informed decisions about instruction is feedback that is given and sought by both the teacher and student in an active engaging and focused
classroom When teachers begin to see learning through the eyes of their students students are more likely to connect with teaching as a reciprocal process Specifically students who are given multiple opportunities for developing learning strategies that are tailored based on learning goals are more likely to provide instructional feedback Teachers who use a range of learning strategies and who are able respond effectively when a student needs redirecting are harnessing the power of feedback and will be perceived by the student as responsive and caring
Hattie addresses the importance of lesson plans that have transparent learning goals Lessons that are designed to provide opportunities for students to learn interact and practice are keys to engagement Lessons that have clear learning intentions with specific levels of performance provide students with information ldquoso that they can understand where and when to invest energies strategies and thinking and where they are positioned along the trajectory towards successful learningrdquo (page 47) Most importantly teachers who have ldquohigh levels of knowledge and understanding of the subjects that they teach can guide learning to desirable surface and deep outcomes can successfully monitor learning and provide feedback that assists students to progress can attend to the more attitudinal attributes of learning (especially developing self-efficacy and mastery motivation) and can provide defensible evidence of positive impacts of the teaching on
student learningrdquo (page 24)In classrooms where visible teaching and learning occur teachers are using powerful strategies that have the greatest effect on student outcomes In a powerful conclusion Hattie writes ldquoThe message in this book is that teachers schools and systems need to be consistently aware and have dependable evidence of the effects that all are having on their students -- and from this evidence make decisions about how they teach and what they teachrdquo (page 149)
References
Dictionarycom httpdictionaryreferencecomHattie J (2012) Visible Learning for Teachers Maximizing Impact on Learning Routledge NY NY This book is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
6 The TTAC Telegram ndash NovemberDecember 2012
Judith L Fontana PhD VDOE TTAC George Mason University
Theme Value of teaching students instructional strategiesI Voice
A My 7th grade selfB Current perspective
II ExamplesA OutlinesB Word analysis Greek amp
Latin roots and affixesIII Respecting the learner
Teaching a strategy
I have vivid memories of my 7th grade science teacher Wersquoll call her Ms Brown She was demanding with high expectations and thus the source of severe emotional trauma What was she thinking She was a science teacher not a reading or an English teacher She had the audacity to demand that we outline every chapter in the book as we trudged through general science 7
In order to recognize critical content she taught us how and then forced us to analyze text features headings bold versus regular print highlighted vocabulary terms and the use of graphs charts and diagrams These she said would help us sort out main ideas or topics and their supporting details Text features would help us organize our outlines What agony It was so boring so tedious I had better things to do in my 7th grade world
She was particular too Every A must have a B She was frustratingly eagle-eyed about punctuation spacing and alignment She carried a ruler I think I would have rather had a crack on
the hand with that ruler than to copy over my outline on chapter 3 one more time because my categories were not perfectly indented and aligned
On top of all the outlining she said we needed to learn about and use Greek and Latin roots and affixes to predict the meanings of scientific terms Greek and Latin good grief I thought I was taking 7th grade science not dead languages How inappropriate It was just not fair We all moaned and whined but not where she could hear us I for one dreaded going to that class science was bad enough All the other demands were just a waste of time
Hindsight and humility sometimes go hand in hand Although the culture of adolescence forbade acknowledging it to an adult and especially to Ms Brown the rules of outlining gradually became automatic and I got my own ruler to check the alignment Those who know me will attest that I typically have one in my purse After all these years (no I am not telling how many) I can remember that my reading comprehension improved Even more importantly as I engaged with the content to manipulate it into the required format it became easier to recall Ms Brown you were ahead of your time In addition to science you gave us tools applicable to many learning situations
I owe you for your perseverance in teaching me to learn I am sure you were aware of my resistance and frustration at ldquoThose stupid outlinesrdquo You should know I still outline I
composed my dissertation using an outline guide I have taught my students to outline I have also taught them how to synthesize content into graphic organizers 2-column notes and a variety of other formats with and without technology
My goal as a teacher is broader than content I want my students to become independent meta-cognitive learners I want them to be able to problem solve when they encounter difficult text or content Having the tools to access organize recall and respond to information allows the learner to go beyond the confines of the classroom to explore individual interests that will enrich not only academics but life itself Teaching strategies is ldquoTeaching students how to think about and solve problems or teaching them lsquohow to learnrsquo rdquo (Knight 2004) Teaching a strategy requires strategic teaching My 5 rules for cognitive strategy instruction are1 Respect the learner This means
name the strategy Tell what it is used for why you are taking the time to teach it to them I have quoted research data to 6th graders They need know that other students benefited and how This is just marketing
2 Reiterative and reinforced (scaffold the process) Describe and model and practice the process of the strategy with the students multiple times
3 Required until acquired Students must know the process and when to use the strategy
School Tools Life Tools
7The TTAC Telegram ndash NovemberDecember 2012
4 Review for effectiveness Periodically recall and model the strategy in class Remind the students of its purpose
5 Remember it replaces an ineffective learning habit Breaking habits takes time
Reference
Knight J (2004) Powerpoint from webinar presentation The Strategic Instruction Model How
Learning Strategies and Content Enhancement Routines Address NCLB The University of Kansas Center for Research on Learning httpwwwk8accesscenterorgindexphp20061214the-strategic-instruction-model-how-learning-strategies-and-content-enhancement-routines-help-educators-respond-to-nclb
Resources
Access Center Webinar Archives and
Resources httpwwwk8accesscenterorgonline_community_areaWebinar_Viewasp See the Resources topic bar on the left side of the page
CAST ndash About UDL What is Universal Design for Learning Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn httpcastorgudlindexhtml
Virginiarsquos Governor Has Proclaimed November 2012 as
Family Involvement in Education MonthShare this news and information with your network of families and educators Simply click on the link for the Family Involvement Education Month infomation httpus6campaign-archive1comu=b91725028965474127eb4a181ampid=5a234cf836ampe=525f93e73a
Sponsors for this notice
8 The TTAC Telegram ndash NovemberDecember 2012
Bonnie W Bell PhD VODE TTACGMU and Clare Talbert MEd VDOE TTACGMU
Concussions are real and they must be taken seriously Mismanagement of concussions may result in serious long-term cognitive and neurological consequences and risk coma or even death (Brain Injury Association of Virginia 2012) Conversely proper management of a return-to-learn process following a concussion should lead to a good prognosis with minimal deleterious brain function effects (Lovell Collins amp Bradley 2004)
Often concussions are minimized or misunderstood but all concussions are brain injuries (Centers for Disease Control 2011) As educators we play an extremely important role in the recovery and future functionality of our concussed students
ldquoWhen Mikaelarsquos post-concussion symptoms were at their worst the normally bubbly 16-year-old would cry herself to sleep If the piercing headaches sensitivity to light drastic memory loss and uncharacteristic mood swings werenrsquot bad enough there were times she would sit and stare blankly at her homework Her brain ndash her memory ndash betraying the honor student so completely she would crawl into bed her eyes welled with tears craving sleeprdquo This high school sophomore sustained her fourth concussion from taking a close-range shot off her temple during soccer practice (Comak 2011)Claire was also a high school soccer player During a game she fell down lost consciousness briefly
got up and continued to play The next day her troubles started At school she was having difficulty concentrating and reading When she got to math class and looked at her math test she realized that something serious was wrong She had no idea what it was Eventually Claire would be out of school for a year to recover from her head injury (Virginia Department of Health 2011)
The most crucial pieces in reducing the recovery time from a concussion appear to be immediate physical and mental rest and increased sleep to allow the brain to heal (Moser 2007) For educators this understanding is vital to facilitate our studentsrsquo quick recovery and return to class
Often athletes or their parents minimize or do not even report concussion symptoms because they want to tough it out they do not know what a concussion is or they are unaware of its inherent and potentially devastating dangers As students they do not want to miss class or fall behind However playing a sport with a concussion does not show courage or strength It is simply not smart to jeopardize brain health by participating in sports or education too soon after a concussion (CDC 2010) The risks are just too great
A brain compromised by concussion affects learning Initially students will need to stay at home and rest with no homework or tests Cognitive activity
during a recovery from a concussion can not only delay healing but it is often counter-productive Students cannot remember information or think as clearly as they did prior to the injury Thus testing during this recovery phase does not assess how much the student actually knows Also the brain injury interferes with the learning of new material so attempting to attend class learn or study is often ineffective or impossible
To complicate the concussive experience signs and symptoms may not appear or be noticed until hours or days after the injury (CDC 2010) Therefore it is important for educators to watch for changes in how students act learn perform or feel If an educator has concerns she should report them to all interested parties associated with the student (parents coaches school nurse counselor administrators etc) The following references and resources are helpful for educators to recognize and understand the signs and symptoms of concussions and to manage a studentrsquos return-to-learn plan
Additional Return-to-Learn Resources
An Educatorrsquos Guide to Concussions in the Classroom Nationwide Childrenrsquos Hospital 2nd edition (nd) httpwwwnationwidechildrensorgConcussions-in-the-Classroom This article contains
bullA Return-to School FrameworkbullDiscussion of symptom-specific
Whatrsquos a Teacher to Do When Students Return-to-Learn After a Concussion
9The TTAC Telegram ndash NovemberDecember 2012
accommodationsbullClassroom Concussion Assessment
FormBrain 101 The Concussion Playbook - Teacher Packet (2011) ORCAS httporcas-sportsconc2s3amazonawscomfilesA_TeacherPacketpdfThis packet includes
bull Information for Teachers Signs and Symptoms of Concussion
bullReturn to Academics ProgressionbullAccommodation Suggestions bullAccommodations Plan from
Healthcare ProviderBrain Injury and the Schools A Guide for Educators (2005) Brain Injury Association of Virginia httpwwwdoevirginiagovspecial_eddisabilitiestraumatic_brain_injurybrain_injury_schoolsThis guide includes
bullEducational Implications (including Accommodation Strategies)
bullTransition (including a Transition Planning Worksheet)
Concussion in the Classroom (nd) Upstate University Hospital Syracuse NY httpwwwupstateedupmrhealthcareprogramsconcussionpdfclassroompdfThis guide includes
bullGeneral strategies for students with concussion symptoms
bullStrategies to help with specific problems (attention and concentration comprehension and memory executive functioning visual auditory processing and behavioral emotional social)
bullGrade level differences
LEARNet Problem-Solving System and Resource Website (2008) Brain Injury Association of New York State httpwwwprojectlearnetorg This resource includes
bull What Problems Have You Seen (You choose a problem and are
provided with General Medical CognitiveSelf Regulatory Behavioral and Social-Emotional Possibilities as well as Tutorials to address these issues)
REAP Concussion Treatment amp Management Guidelines Rocky Mountain Hospital for Children httpwwwrockymountainhospitalforchildrencomsports-medicineconcussion-managementreap-guidelineshtm The REAP Project booklet (2011) includes
bullTime Frame for Family School Team Physical School Team Academic and Medical team after injury
bullMost Common ldquoThinkingrdquo Cognitive Problems Post-Concussion and suggested accommodations chart
bullA Graduated Return-to-Play (RTP) chart
bullConcussion information for the school team
bullSymptom Checklist
Schilling E J amp Getch Y Q (2012) Getting My Bearings Returning to School Issues Facing Adolescents with Traumatic Brain Injury TEACHING Exceptional Children 45(1) 54-63 This article contains
bull4 examples of adolescents with traumatic brain injuries amp includes practical solutions for difficulties experienced at school
bullA chart with ldquoBehavioral Academic and Social Supports and Interventions for Students with Traumatic Brain Injuryrdquo
bullA chart with ldquoSuggested Steps for School Reentry for Students with Traumatic Brain Injury
Returning to School After a Concussion A Fact Sheet for School Professionals (nd) US Department of Health amp Human Services and Centers for Disease Control and Prevention httpwwwcdcgovconcussionpdfTBI_Returning_to_School-apdfThis fact sheet includes
bullMembers and role of the support team
bullRole of cognitive exertion and restbullStrategies for Addressing Concussion
Symptoms at School
Working with Individuals with Brain Injury A Professionalrsquos Guide (nd) Brain Injury Association of Virginiahttpwwwttaconlineorgstaffs_resourcess_resource_detailaspaid=1188This guide contains
bullBrain Injury Deficit Management Strategies Chart
TTAC Online - - Resource Content (nd) httpwwwttaconlineorgstaffs_resourcess_resources_subcontentaspdis=13
bullThis an annotated listing of all of the Traumatic Brain Injury resources posted on TTAC Online (Virginia Department of Education)
ReferencesComak A Insult to Injury A Look at Concussions Cape Cod Times January 30 2011 Retrieved on August 30 2012 from httpwwwcapecodonlinecomappspbcsdllarticleAID=20110130SPORTS110129759-1NEWSLETTER100
Heads Up to Schools Know your Concussion ABCs (2010) Centers for Disease Control and Prevention (CDC) Retrieved on August 30 2012 from httpwwwcdcgovfeaturesConcussionABCs
Lovell M Collins M amp Bradley J (2004) Return to Play Following Sports-Related Concussion Clinics in Sports Medicine 23 421-441
Moser R S (2007) The Growing Public Health Concern of Sports Concussion The newpsychology practice frontier Professional Psychology Research and Practice 36 (6) 699-704
Sports Concussion (2012) Brain Injury Association of Virginia Retrieved on August 28 2012 from wwwbiavnetDefaultaspxPageID=5586473ampA=SearchResultampSearchID=496467
Virginia Department of Health (2011) Play Smart Understanding Sports Concussion DVDThis resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
11
VIRGINIA DEPARTMENT OF
Education
The TTAC Telegram ndash NovemberDecember 2012
FREE Irsquom Determined Apps Now AvailableThe Virginia Department of Educationrsquos Irsquom Determined project (wwwimdeterminedorg) is a state-directed effort whose purpose is to increase self-determination skills such as self-knowledge self-advocacy goal-setting decision-making and problem-solving
Irsquom Determined promotes self-determination skills through student participationstudent-led Individualized Education Program (IEP) meetings goal-setting and direct instruction to develop self-determination skills The project offers three tools that can be used at school with teachers and school personnel or at home with parents and families
bull Good Day Plan In four-column format this tool reviews what a student needs for them to experience success day-to-day Do they need a certain food or beverage for breakfast daily Do they need to play with their animals before getting on the school bus Do they need to listen to music first thing in the morning Do these actions happen now If not what can they do to make it happen Who can help the student out along their way Completing a Good Day Plan allows students to view their own behavior and daily events that can contribute to a good day at school and home
bull One Pager This tool helps the student have the opportunity in a simple one- page format to share information about who they are Although the One Pager can be used in a variety of settings
most students and teachers have used it at the IEP meetings Many schools use it for new teachers and school personnel to learn about a student in a more personal way rather than reading a thick IEP file
bull Goal Setting and Attainment This tool is a visual representation of the steps needed to accomplish an identified goal The studentrsquos goal is written in the center of a sun Each sunray represents an outcome resulting from goal attainment In the box that appears below the sun the steps needed to reach the goal are listed
The Good Day Plan and Goal Plan tools are now available through the iTunes Apps Store The One Pager app is coming soon Please visit the Irsquom Determined website for availability information
To find these apps for your iPhone or iPad search under the terms Goal Plan and Good Day Plan Each tool can be saved andor sent by email for a teacherrsquos review or just saved by date and name to allow the student and teacher to go back to discuss andor to update it These apps can be a great option for the student who likes technology and can be a great homework assignment to spark conversations with family members Using the apps in the classroom can provide an opportunity for great discussion between teachers and students How much do their peers know about them What helps them to learn What are their
future goals What makes them determined to be the best they can beYou can also find and use each of these tools from a template on the Irsquom Determined website Search under each tool by title You will see a green ldquoDownload the TEMPLATErdquo button that you can click on to download and save the tool You can type directly on it and print it out or you may print it out first and then write directly on it
Questions Contact John McNaught State-wide Project Director at mcnaugjtjmuedu or 540-568-2441
Teacher Direct
COMING SOON Sign up for weekly e-mail updates
TeacherDirect is a new addition to the Virginia Department of Educationrsquos Web site that includes links to resources for all SOL subject areas
contains weekly updated items of interest to teachers such as
new instructional resources upcoming professional development activities grant and scholarship opportunities and student contests
contains a searchable professional development calendar of
conferences webinars and institutes
contains catalogs of all DOE resources available to teachers
of English mathematics science and history and social science and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed as well as DOE resources available
to support them
SOL Library
SOL Events
SOL News
A New Web Page Just for Virginia Teachers
Bookmark it now wwwdoevirginiagovtestingteacher_direct
Attachment A Supt Memo No 250-12
Prof
essi
onal
Kno
wle
dge
and
Skill
s8
SPE
AKI
NG
AN
D L
ISTE
NIN
G
Follo
ws
dire
ctio
ns a
nd c
omm
unic
ates
eff
ectiv
ely
with
cus
tom
ers
and
fello
w e
mpl
oyee
s
9 R
EAD
ING
AN
D W
RITI
NG
Re
ads
and
inte
rpre
ts w
orkp
lace
doc
umen
ts a
nd
writ
es c
lear
ly
10
CRI
TIC
AL
THIN
KIN
G A
ND
PRO
BLEM
SO
LVIN
G
Ana
lyze
s an
d re
solv
es p
robl
ems
that
aris
e in
co
mpl
etin
g as
sign
ed ta
sks
11
HEA
LTH
AN
D S
AFE
TY
Follo
ws
safe
ty g
uide
lines
and
man
ages
per
sona
l hea
lth
12
ORG
AN
IZAT
ION
S S
YSTE
MS
AN
D C
LIM
ATES
Iden
tifies
ldquobig
pic
ture
rdquo iss
ues
and
his
or h
er ro
le in
fu
lfilli
ng th
e m
issi
on o
f the
wor
kpla
ce
13
LIFE
LON
G L
EARN
ING
Co
ntin
ually
acq
uire
s ne
w in
dust
ry-r
elat
ed in
form
atio
n an
d im
prov
es p
rofe
ssio
nal s
kills
14
JOB
AC
QU
ISIT
ION
AN
D A
DVA
NC
EMEN
T
Prep
ares
to a
pply
for a
job
and
to s
eek
prom
otio
n
15 T
IME
TA
SK A
ND
RES
OU
RCE
MA
NA
GEM
ENT
O
rgan
izes
and
impl
emen
ts a
pro
duct
ive
plan
of w
ork
16
MAT
HEM
ATIC
S
Use
s m
athe
mat
ical
reas
onin
g to
acc
ompl
ish
task
s
17
CU
STO
MER
SER
VIC
E
Iden
tifies
and
add
ress
es th
e ne
eds
of a
ll cu
stom
ers
prov
idin
g he
lpfu
l co
urte
ous
and
know
ledg
eabl
e se
rvic
e
Tech
nolo
gy K
now
ledg
e an
d Sk
ills
18
JOB-
SPEC
IFIC
TEC
HN
OLO
GIE
S
Sele
cts
and
safe
ly u
ses
tech
nolo
gica
l re
sour
ces
to a
ccom
plis
h w
ork
resp
onsi
bilit
ies
in a
pro
duct
ive
man
ner
19
INFO
RMAT
ION
TEC
HN
OLO
GY
U
ses
com
pute
rs fi
le m
anag
emen
t te
chni
ques
and
sof
twar
epr
ogra
ms
effec
tivel
y
20
INTE
RNET
USE
AN
D S
ECU
RITY
U
ses
the
Inte
rnet
app
ropr
iate
ly fo
r w
ork
21 T
ELEC
OM
MU
NIC
ATIO
NS
Se
lect
s an
d us
es a
ppro
pria
te
devi
ces
serv
ices
and
app
licat
ions
Pers
onal
Qua
litie
s and
Peo
ple
Skill
s1
PO
SITI
VE
WO
RK E
THIC
Co
mes
to w
ork
ever
y da
y on
tim
e is
will
ing
to ta
ke d
irect
ion
and
is m
otiv
ated
to
acco
mpl
ish
the
task
at h
and
2 I
NTE
GRI
TY
Abi
des
by w
orkp
lace
pol
icie
s an
d la
ws
and
dem
onst
rate
s ho
nest
y an
d re
liabi
lity
3 T
EAM
WO
RK
Cont
ribut
es to
the
succ
ess
of th
e te
am
assi
sts
othe
rs a
nd re
ques
ts h
elp
whe
n ne
eded
4 S
ELF-
REPR
ESEN
TATI
ON
D
ress
es a
ppro
pria
tely
and
use
s la
ngua
ge
and
man
ners
sui
tabl
e fo
r the
wor
kpla
ce
5 D
IVER
SITY
AW
ARE
NES
S
Wor
ks w
ell w
ith a
ll cu
stom
ers
and
cow
orke
rs
6 C
ON
FLIC
T RE
SOLU
TIO
N
Neg
otia
tes
dipl
omat
ic s
olut
ions
to
inte
rper
sona
l and
wor
kpla
ce is
sues
7 C
REAT
IVIT
Y A
ND
RES
OU
RCEF
ULN
ESS
Co
ntrib
utes
new
idea
s an
d w
orks
with
in
itiat
ive
WO
RKPL
ACE
REA
DIN
ESS
SKIL
LS
for t
he C
omm
onw
ealth
Nee
ds Id
entifi
ed b
y Vi
rgin
ia E
mpl
oyer
s
Wor
kpla
ce R
eadi
ness
Ski
lls fo
r the
Com
mon
wea
lth w
as d
evel
oped
by
the
Virg
inia
Dep
artm
ent o
f Edu
catio
nrsquos
Offi
ce o
f Car
eer amp
Tech
nica
l Edu
catio
n th
e U
nive
rsity
of V
irgin
iarsquos
Wel
don
Coop
er C
ente
r for
Pub
lic S
ervi
ce t
he C
aree
r and
Tech
nica
l Edu
catio
n Co
nsor
tium
of S
tate
s an
d Vi
rgin
iarsquos
CTE
Res
ourc
e Ce
nter
copy 2
010
Com
mon
wea
lth o
f Virg
inia
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
4 The TTAC Telegram ndash NovemberDecember 2012
bull Adult Autism amp Employment A Guide for Vocational Rehabilitation Professionals httpwwwdpsmissourieduAutismAdult20Autism20amp20Employmentpdf
This is a comprehensive guide for vocational rehabilitation specialists which includes information on college preparation for employment
bull Transition of Students with Disabilities to Postsecondary Education A Guide for High School Educators httpwww2edgovaboutofficeslistocrtransitionguidehtml
This is a guide from the Office of Civil Rights of the US Department of Education to help prepare students as they move from an entitlement to eligibility system
bull Students with Disabilities at Degree-Granting Postsecondary Institutions httpncesedgovpubsearchpubsinfoasppubid=2011018
This report presents findings from ldquoStudents with Disabilities at Degree-Granting Postsecondary Institutionsrdquo a Postsecondary Education Quick Information System (PEQIS) survey that was designed to provide national estimates on students with disabilities at 2-year and 4-year Title IV eligible degree-granting institutions for the 2008-09 academic year This report provides national data about students with disabilities the services and accommodations provided to these students how
institutions keep track of students with disabilities institutional policies regarding disabled students and various aspects of institutional accessibility
In addition some students may be interested in Navigating College A Handbook on Self-Advocacy written for Autistic Students from Autistic Adults This resource published by The Autistic Self Advocacy Network was developed by adults with ASD with the goal of making college a successful experience for students with ASD
Finally students and their families may be interested in learning more about college programs that identify themselves as offering programs specifically for learners with ASD A list of such programs as compiled by College Autism Spectrum (CAS) (collegeautismspectrumcom) includes
bull Autism Collaborative Center (Eastern Michigan University)
bull Bridges to Adelphi Program (Adelphi University)
bull College Program for Students with Aspergerrsquos Syndrome at Marshall University- West VA Autism Training Center
bull Community College of Baltimore County- Essex Campus
bull Fairleigh Dickinson University COMPASS Program
bull Mercyhurst (AIM) bull Rochester Institute of
Technology bull Rutgers University bull Transition to Independent
Living Program at Taft College-California
bull University of Alabama Autism Spectrum Disorders College Transition and Support Program (UA-ACTS)
bull University of Arkansas Autism Support Program
bull University of Connecticut SEAD Program (Strategic Education for students with ASD)
bull University of Tennessee Chattanooga
bull Western Kentucky University
References and Resources
The Autism Self Advocacy Network (ASAN) (2011) Navigating College A Handbook on Self Advocacy Written for Autistic Students from Autistic Adults This resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary It is also available on the ASAN site at httpnavigatingcollegeorgdownloadphp
College Autism Spectrum (CAS) collegeautismspectrumcom
TTAC Online wwwttaconlineorg
Wehman P Smith MD and Schall CM (2009) Autism amp the Transition to Adulthood Paul H Brookes Publishing Baltimore Maryland
5The TTAC Telegram ndash NovemberDecember 2012
A Book Review by Kay Klein MEd VDOE TTAC George Mason University
Visible Learning for Teachers Maximizing Impact on Learning by John Hattie
I was delighted and somewhat surprised when I searched for the dictionary definition of the word relationship The common definition is ldquoa connection association or involvementrdquo however the definition entry also states that a relationship is ldquoan emotional or other connection between people the relationship between teachers and studentsrdquo (Dictionarycom) John Hattie (2012) in his book Visible Learning for Teachers Maximizing Impact on Learning reports on the most successful classroom practices and after synthesizing fifteen years of research he concludes that a major factor influencing student achievement is the relationship of the teacher to their content and how they intervene in calculated and meaningful ways with students Hattie discusses the role of teachers and their effectiveness as it relates ldquoto the attitudes and expectations that teachers have when they decide on the key issues of teachingmdashthat is what to teach and at what level of difficulty and their understandings of progress and of the effects of their teachingrdquo (page 23) The underlying premise is that learning must be visible to the teacher and the student in an environment that is appropriately challenging This is only possible when teachers and students work together to achieve a positive effect
Our most powerful tool to make informed decisions about instruction is feedback that is given and sought by both the teacher and student in an active engaging and focused
classroom When teachers begin to see learning through the eyes of their students students are more likely to connect with teaching as a reciprocal process Specifically students who are given multiple opportunities for developing learning strategies that are tailored based on learning goals are more likely to provide instructional feedback Teachers who use a range of learning strategies and who are able respond effectively when a student needs redirecting are harnessing the power of feedback and will be perceived by the student as responsive and caring
Hattie addresses the importance of lesson plans that have transparent learning goals Lessons that are designed to provide opportunities for students to learn interact and practice are keys to engagement Lessons that have clear learning intentions with specific levels of performance provide students with information ldquoso that they can understand where and when to invest energies strategies and thinking and where they are positioned along the trajectory towards successful learningrdquo (page 47) Most importantly teachers who have ldquohigh levels of knowledge and understanding of the subjects that they teach can guide learning to desirable surface and deep outcomes can successfully monitor learning and provide feedback that assists students to progress can attend to the more attitudinal attributes of learning (especially developing self-efficacy and mastery motivation) and can provide defensible evidence of positive impacts of the teaching on
student learningrdquo (page 24)In classrooms where visible teaching and learning occur teachers are using powerful strategies that have the greatest effect on student outcomes In a powerful conclusion Hattie writes ldquoThe message in this book is that teachers schools and systems need to be consistently aware and have dependable evidence of the effects that all are having on their students -- and from this evidence make decisions about how they teach and what they teachrdquo (page 149)
References
Dictionarycom httpdictionaryreferencecomHattie J (2012) Visible Learning for Teachers Maximizing Impact on Learning Routledge NY NY This book is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
6 The TTAC Telegram ndash NovemberDecember 2012
Judith L Fontana PhD VDOE TTAC George Mason University
Theme Value of teaching students instructional strategiesI Voice
A My 7th grade selfB Current perspective
II ExamplesA OutlinesB Word analysis Greek amp
Latin roots and affixesIII Respecting the learner
Teaching a strategy
I have vivid memories of my 7th grade science teacher Wersquoll call her Ms Brown She was demanding with high expectations and thus the source of severe emotional trauma What was she thinking She was a science teacher not a reading or an English teacher She had the audacity to demand that we outline every chapter in the book as we trudged through general science 7
In order to recognize critical content she taught us how and then forced us to analyze text features headings bold versus regular print highlighted vocabulary terms and the use of graphs charts and diagrams These she said would help us sort out main ideas or topics and their supporting details Text features would help us organize our outlines What agony It was so boring so tedious I had better things to do in my 7th grade world
She was particular too Every A must have a B She was frustratingly eagle-eyed about punctuation spacing and alignment She carried a ruler I think I would have rather had a crack on
the hand with that ruler than to copy over my outline on chapter 3 one more time because my categories were not perfectly indented and aligned
On top of all the outlining she said we needed to learn about and use Greek and Latin roots and affixes to predict the meanings of scientific terms Greek and Latin good grief I thought I was taking 7th grade science not dead languages How inappropriate It was just not fair We all moaned and whined but not where she could hear us I for one dreaded going to that class science was bad enough All the other demands were just a waste of time
Hindsight and humility sometimes go hand in hand Although the culture of adolescence forbade acknowledging it to an adult and especially to Ms Brown the rules of outlining gradually became automatic and I got my own ruler to check the alignment Those who know me will attest that I typically have one in my purse After all these years (no I am not telling how many) I can remember that my reading comprehension improved Even more importantly as I engaged with the content to manipulate it into the required format it became easier to recall Ms Brown you were ahead of your time In addition to science you gave us tools applicable to many learning situations
I owe you for your perseverance in teaching me to learn I am sure you were aware of my resistance and frustration at ldquoThose stupid outlinesrdquo You should know I still outline I
composed my dissertation using an outline guide I have taught my students to outline I have also taught them how to synthesize content into graphic organizers 2-column notes and a variety of other formats with and without technology
My goal as a teacher is broader than content I want my students to become independent meta-cognitive learners I want them to be able to problem solve when they encounter difficult text or content Having the tools to access organize recall and respond to information allows the learner to go beyond the confines of the classroom to explore individual interests that will enrich not only academics but life itself Teaching strategies is ldquoTeaching students how to think about and solve problems or teaching them lsquohow to learnrsquo rdquo (Knight 2004) Teaching a strategy requires strategic teaching My 5 rules for cognitive strategy instruction are1 Respect the learner This means
name the strategy Tell what it is used for why you are taking the time to teach it to them I have quoted research data to 6th graders They need know that other students benefited and how This is just marketing
2 Reiterative and reinforced (scaffold the process) Describe and model and practice the process of the strategy with the students multiple times
3 Required until acquired Students must know the process and when to use the strategy
School Tools Life Tools
7The TTAC Telegram ndash NovemberDecember 2012
4 Review for effectiveness Periodically recall and model the strategy in class Remind the students of its purpose
5 Remember it replaces an ineffective learning habit Breaking habits takes time
Reference
Knight J (2004) Powerpoint from webinar presentation The Strategic Instruction Model How
Learning Strategies and Content Enhancement Routines Address NCLB The University of Kansas Center for Research on Learning httpwwwk8accesscenterorgindexphp20061214the-strategic-instruction-model-how-learning-strategies-and-content-enhancement-routines-help-educators-respond-to-nclb
Resources
Access Center Webinar Archives and
Resources httpwwwk8accesscenterorgonline_community_areaWebinar_Viewasp See the Resources topic bar on the left side of the page
CAST ndash About UDL What is Universal Design for Learning Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn httpcastorgudlindexhtml
Virginiarsquos Governor Has Proclaimed November 2012 as
Family Involvement in Education MonthShare this news and information with your network of families and educators Simply click on the link for the Family Involvement Education Month infomation httpus6campaign-archive1comu=b91725028965474127eb4a181ampid=5a234cf836ampe=525f93e73a
Sponsors for this notice
8 The TTAC Telegram ndash NovemberDecember 2012
Bonnie W Bell PhD VODE TTACGMU and Clare Talbert MEd VDOE TTACGMU
Concussions are real and they must be taken seriously Mismanagement of concussions may result in serious long-term cognitive and neurological consequences and risk coma or even death (Brain Injury Association of Virginia 2012) Conversely proper management of a return-to-learn process following a concussion should lead to a good prognosis with minimal deleterious brain function effects (Lovell Collins amp Bradley 2004)
Often concussions are minimized or misunderstood but all concussions are brain injuries (Centers for Disease Control 2011) As educators we play an extremely important role in the recovery and future functionality of our concussed students
ldquoWhen Mikaelarsquos post-concussion symptoms were at their worst the normally bubbly 16-year-old would cry herself to sleep If the piercing headaches sensitivity to light drastic memory loss and uncharacteristic mood swings werenrsquot bad enough there were times she would sit and stare blankly at her homework Her brain ndash her memory ndash betraying the honor student so completely she would crawl into bed her eyes welled with tears craving sleeprdquo This high school sophomore sustained her fourth concussion from taking a close-range shot off her temple during soccer practice (Comak 2011)Claire was also a high school soccer player During a game she fell down lost consciousness briefly
got up and continued to play The next day her troubles started At school she was having difficulty concentrating and reading When she got to math class and looked at her math test she realized that something serious was wrong She had no idea what it was Eventually Claire would be out of school for a year to recover from her head injury (Virginia Department of Health 2011)
The most crucial pieces in reducing the recovery time from a concussion appear to be immediate physical and mental rest and increased sleep to allow the brain to heal (Moser 2007) For educators this understanding is vital to facilitate our studentsrsquo quick recovery and return to class
Often athletes or their parents minimize or do not even report concussion symptoms because they want to tough it out they do not know what a concussion is or they are unaware of its inherent and potentially devastating dangers As students they do not want to miss class or fall behind However playing a sport with a concussion does not show courage or strength It is simply not smart to jeopardize brain health by participating in sports or education too soon after a concussion (CDC 2010) The risks are just too great
A brain compromised by concussion affects learning Initially students will need to stay at home and rest with no homework or tests Cognitive activity
during a recovery from a concussion can not only delay healing but it is often counter-productive Students cannot remember information or think as clearly as they did prior to the injury Thus testing during this recovery phase does not assess how much the student actually knows Also the brain injury interferes with the learning of new material so attempting to attend class learn or study is often ineffective or impossible
To complicate the concussive experience signs and symptoms may not appear or be noticed until hours or days after the injury (CDC 2010) Therefore it is important for educators to watch for changes in how students act learn perform or feel If an educator has concerns she should report them to all interested parties associated with the student (parents coaches school nurse counselor administrators etc) The following references and resources are helpful for educators to recognize and understand the signs and symptoms of concussions and to manage a studentrsquos return-to-learn plan
Additional Return-to-Learn Resources
An Educatorrsquos Guide to Concussions in the Classroom Nationwide Childrenrsquos Hospital 2nd edition (nd) httpwwwnationwidechildrensorgConcussions-in-the-Classroom This article contains
bullA Return-to School FrameworkbullDiscussion of symptom-specific
Whatrsquos a Teacher to Do When Students Return-to-Learn After a Concussion
9The TTAC Telegram ndash NovemberDecember 2012
accommodationsbullClassroom Concussion Assessment
FormBrain 101 The Concussion Playbook - Teacher Packet (2011) ORCAS httporcas-sportsconc2s3amazonawscomfilesA_TeacherPacketpdfThis packet includes
bull Information for Teachers Signs and Symptoms of Concussion
bullReturn to Academics ProgressionbullAccommodation Suggestions bullAccommodations Plan from
Healthcare ProviderBrain Injury and the Schools A Guide for Educators (2005) Brain Injury Association of Virginia httpwwwdoevirginiagovspecial_eddisabilitiestraumatic_brain_injurybrain_injury_schoolsThis guide includes
bullEducational Implications (including Accommodation Strategies)
bullTransition (including a Transition Planning Worksheet)
Concussion in the Classroom (nd) Upstate University Hospital Syracuse NY httpwwwupstateedupmrhealthcareprogramsconcussionpdfclassroompdfThis guide includes
bullGeneral strategies for students with concussion symptoms
bullStrategies to help with specific problems (attention and concentration comprehension and memory executive functioning visual auditory processing and behavioral emotional social)
bullGrade level differences
LEARNet Problem-Solving System and Resource Website (2008) Brain Injury Association of New York State httpwwwprojectlearnetorg This resource includes
bull What Problems Have You Seen (You choose a problem and are
provided with General Medical CognitiveSelf Regulatory Behavioral and Social-Emotional Possibilities as well as Tutorials to address these issues)
REAP Concussion Treatment amp Management Guidelines Rocky Mountain Hospital for Children httpwwwrockymountainhospitalforchildrencomsports-medicineconcussion-managementreap-guidelineshtm The REAP Project booklet (2011) includes
bullTime Frame for Family School Team Physical School Team Academic and Medical team after injury
bullMost Common ldquoThinkingrdquo Cognitive Problems Post-Concussion and suggested accommodations chart
bullA Graduated Return-to-Play (RTP) chart
bullConcussion information for the school team
bullSymptom Checklist
Schilling E J amp Getch Y Q (2012) Getting My Bearings Returning to School Issues Facing Adolescents with Traumatic Brain Injury TEACHING Exceptional Children 45(1) 54-63 This article contains
bull4 examples of adolescents with traumatic brain injuries amp includes practical solutions for difficulties experienced at school
bullA chart with ldquoBehavioral Academic and Social Supports and Interventions for Students with Traumatic Brain Injuryrdquo
bullA chart with ldquoSuggested Steps for School Reentry for Students with Traumatic Brain Injury
Returning to School After a Concussion A Fact Sheet for School Professionals (nd) US Department of Health amp Human Services and Centers for Disease Control and Prevention httpwwwcdcgovconcussionpdfTBI_Returning_to_School-apdfThis fact sheet includes
bullMembers and role of the support team
bullRole of cognitive exertion and restbullStrategies for Addressing Concussion
Symptoms at School
Working with Individuals with Brain Injury A Professionalrsquos Guide (nd) Brain Injury Association of Virginiahttpwwwttaconlineorgstaffs_resourcess_resource_detailaspaid=1188This guide contains
bullBrain Injury Deficit Management Strategies Chart
TTAC Online - - Resource Content (nd) httpwwwttaconlineorgstaffs_resourcess_resources_subcontentaspdis=13
bullThis an annotated listing of all of the Traumatic Brain Injury resources posted on TTAC Online (Virginia Department of Education)
ReferencesComak A Insult to Injury A Look at Concussions Cape Cod Times January 30 2011 Retrieved on August 30 2012 from httpwwwcapecodonlinecomappspbcsdllarticleAID=20110130SPORTS110129759-1NEWSLETTER100
Heads Up to Schools Know your Concussion ABCs (2010) Centers for Disease Control and Prevention (CDC) Retrieved on August 30 2012 from httpwwwcdcgovfeaturesConcussionABCs
Lovell M Collins M amp Bradley J (2004) Return to Play Following Sports-Related Concussion Clinics in Sports Medicine 23 421-441
Moser R S (2007) The Growing Public Health Concern of Sports Concussion The newpsychology practice frontier Professional Psychology Research and Practice 36 (6) 699-704
Sports Concussion (2012) Brain Injury Association of Virginia Retrieved on August 28 2012 from wwwbiavnetDefaultaspxPageID=5586473ampA=SearchResultampSearchID=496467
Virginia Department of Health (2011) Play Smart Understanding Sports Concussion DVDThis resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
11
VIRGINIA DEPARTMENT OF
Education
The TTAC Telegram ndash NovemberDecember 2012
FREE Irsquom Determined Apps Now AvailableThe Virginia Department of Educationrsquos Irsquom Determined project (wwwimdeterminedorg) is a state-directed effort whose purpose is to increase self-determination skills such as self-knowledge self-advocacy goal-setting decision-making and problem-solving
Irsquom Determined promotes self-determination skills through student participationstudent-led Individualized Education Program (IEP) meetings goal-setting and direct instruction to develop self-determination skills The project offers three tools that can be used at school with teachers and school personnel or at home with parents and families
bull Good Day Plan In four-column format this tool reviews what a student needs for them to experience success day-to-day Do they need a certain food or beverage for breakfast daily Do they need to play with their animals before getting on the school bus Do they need to listen to music first thing in the morning Do these actions happen now If not what can they do to make it happen Who can help the student out along their way Completing a Good Day Plan allows students to view their own behavior and daily events that can contribute to a good day at school and home
bull One Pager This tool helps the student have the opportunity in a simple one- page format to share information about who they are Although the One Pager can be used in a variety of settings
most students and teachers have used it at the IEP meetings Many schools use it for new teachers and school personnel to learn about a student in a more personal way rather than reading a thick IEP file
bull Goal Setting and Attainment This tool is a visual representation of the steps needed to accomplish an identified goal The studentrsquos goal is written in the center of a sun Each sunray represents an outcome resulting from goal attainment In the box that appears below the sun the steps needed to reach the goal are listed
The Good Day Plan and Goal Plan tools are now available through the iTunes Apps Store The One Pager app is coming soon Please visit the Irsquom Determined website for availability information
To find these apps for your iPhone or iPad search under the terms Goal Plan and Good Day Plan Each tool can be saved andor sent by email for a teacherrsquos review or just saved by date and name to allow the student and teacher to go back to discuss andor to update it These apps can be a great option for the student who likes technology and can be a great homework assignment to spark conversations with family members Using the apps in the classroom can provide an opportunity for great discussion between teachers and students How much do their peers know about them What helps them to learn What are their
future goals What makes them determined to be the best they can beYou can also find and use each of these tools from a template on the Irsquom Determined website Search under each tool by title You will see a green ldquoDownload the TEMPLATErdquo button that you can click on to download and save the tool You can type directly on it and print it out or you may print it out first and then write directly on it
Questions Contact John McNaught State-wide Project Director at mcnaugjtjmuedu or 540-568-2441
Teacher Direct
COMING SOON Sign up for weekly e-mail updates
TeacherDirect is a new addition to the Virginia Department of Educationrsquos Web site that includes links to resources for all SOL subject areas
contains weekly updated items of interest to teachers such as
new instructional resources upcoming professional development activities grant and scholarship opportunities and student contests
contains a searchable professional development calendar of
conferences webinars and institutes
contains catalogs of all DOE resources available to teachers
of English mathematics science and history and social science and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed as well as DOE resources available
to support them
SOL Library
SOL Events
SOL News
A New Web Page Just for Virginia Teachers
Bookmark it now wwwdoevirginiagovtestingteacher_direct
Attachment A Supt Memo No 250-12
Prof
essi
onal
Kno
wle
dge
and
Skill
s8
SPE
AKI
NG
AN
D L
ISTE
NIN
G
Follo
ws
dire
ctio
ns a
nd c
omm
unic
ates
eff
ectiv
ely
with
cus
tom
ers
and
fello
w e
mpl
oyee
s
9 R
EAD
ING
AN
D W
RITI
NG
Re
ads
and
inte
rpre
ts w
orkp
lace
doc
umen
ts a
nd
writ
es c
lear
ly
10
CRI
TIC
AL
THIN
KIN
G A
ND
PRO
BLEM
SO
LVIN
G
Ana
lyze
s an
d re
solv
es p
robl
ems
that
aris
e in
co
mpl
etin
g as
sign
ed ta
sks
11
HEA
LTH
AN
D S
AFE
TY
Follo
ws
safe
ty g
uide
lines
and
man
ages
per
sona
l hea
lth
12
ORG
AN
IZAT
ION
S S
YSTE
MS
AN
D C
LIM
ATES
Iden
tifies
ldquobig
pic
ture
rdquo iss
ues
and
his
or h
er ro
le in
fu
lfilli
ng th
e m
issi
on o
f the
wor
kpla
ce
13
LIFE
LON
G L
EARN
ING
Co
ntin
ually
acq
uire
s ne
w in
dust
ry-r
elat
ed in
form
atio
n an
d im
prov
es p
rofe
ssio
nal s
kills
14
JOB
AC
QU
ISIT
ION
AN
D A
DVA
NC
EMEN
T
Prep
ares
to a
pply
for a
job
and
to s
eek
prom
otio
n
15 T
IME
TA
SK A
ND
RES
OU
RCE
MA
NA
GEM
ENT
O
rgan
izes
and
impl
emen
ts a
pro
duct
ive
plan
of w
ork
16
MAT
HEM
ATIC
S
Use
s m
athe
mat
ical
reas
onin
g to
acc
ompl
ish
task
s
17
CU
STO
MER
SER
VIC
E
Iden
tifies
and
add
ress
es th
e ne
eds
of a
ll cu
stom
ers
prov
idin
g he
lpfu
l co
urte
ous
and
know
ledg
eabl
e se
rvic
e
Tech
nolo
gy K
now
ledg
e an
d Sk
ills
18
JOB-
SPEC
IFIC
TEC
HN
OLO
GIE
S
Sele
cts
and
safe
ly u
ses
tech
nolo
gica
l re
sour
ces
to a
ccom
plis
h w
ork
resp
onsi
bilit
ies
in a
pro
duct
ive
man
ner
19
INFO
RMAT
ION
TEC
HN
OLO
GY
U
ses
com
pute
rs fi
le m
anag
emen
t te
chni
ques
and
sof
twar
epr
ogra
ms
effec
tivel
y
20
INTE
RNET
USE
AN
D S
ECU
RITY
U
ses
the
Inte
rnet
app
ropr
iate
ly fo
r w
ork
21 T
ELEC
OM
MU
NIC
ATIO
NS
Se
lect
s an
d us
es a
ppro
pria
te
devi
ces
serv
ices
and
app
licat
ions
Pers
onal
Qua
litie
s and
Peo
ple
Skill
s1
PO
SITI
VE
WO
RK E
THIC
Co
mes
to w
ork
ever
y da
y on
tim
e is
will
ing
to ta
ke d
irect
ion
and
is m
otiv
ated
to
acco
mpl
ish
the
task
at h
and
2 I
NTE
GRI
TY
Abi
des
by w
orkp
lace
pol
icie
s an
d la
ws
and
dem
onst
rate
s ho
nest
y an
d re
liabi
lity
3 T
EAM
WO
RK
Cont
ribut
es to
the
succ
ess
of th
e te
am
assi
sts
othe
rs a
nd re
ques
ts h
elp
whe
n ne
eded
4 S
ELF-
REPR
ESEN
TATI
ON
D
ress
es a
ppro
pria
tely
and
use
s la
ngua
ge
and
man
ners
sui
tabl
e fo
r the
wor
kpla
ce
5 D
IVER
SITY
AW
ARE
NES
S
Wor
ks w
ell w
ith a
ll cu
stom
ers
and
cow
orke
rs
6 C
ON
FLIC
T RE
SOLU
TIO
N
Neg
otia
tes
dipl
omat
ic s
olut
ions
to
inte
rper
sona
l and
wor
kpla
ce is
sues
7 C
REAT
IVIT
Y A
ND
RES
OU
RCEF
ULN
ESS
Co
ntrib
utes
new
idea
s an
d w
orks
with
in
itiat
ive
WO
RKPL
ACE
REA
DIN
ESS
SKIL
LS
for t
he C
omm
onw
ealth
Nee
ds Id
entifi
ed b
y Vi
rgin
ia E
mpl
oyer
s
Wor
kpla
ce R
eadi
ness
Ski
lls fo
r the
Com
mon
wea
lth w
as d
evel
oped
by
the
Virg
inia
Dep
artm
ent o
f Edu
catio
nrsquos
Offi
ce o
f Car
eer amp
Tech
nica
l Edu
catio
n th
e U
nive
rsity
of V
irgin
iarsquos
Wel
don
Coop
er C
ente
r for
Pub
lic S
ervi
ce t
he C
aree
r and
Tech
nica
l Edu
catio
n Co
nsor
tium
of S
tate
s an
d Vi
rgin
iarsquos
CTE
Res
ourc
e Ce
nter
copy 2
010
Com
mon
wea
lth o
f Virg
inia
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
5The TTAC Telegram ndash NovemberDecember 2012
A Book Review by Kay Klein MEd VDOE TTAC George Mason University
Visible Learning for Teachers Maximizing Impact on Learning by John Hattie
I was delighted and somewhat surprised when I searched for the dictionary definition of the word relationship The common definition is ldquoa connection association or involvementrdquo however the definition entry also states that a relationship is ldquoan emotional or other connection between people the relationship between teachers and studentsrdquo (Dictionarycom) John Hattie (2012) in his book Visible Learning for Teachers Maximizing Impact on Learning reports on the most successful classroom practices and after synthesizing fifteen years of research he concludes that a major factor influencing student achievement is the relationship of the teacher to their content and how they intervene in calculated and meaningful ways with students Hattie discusses the role of teachers and their effectiveness as it relates ldquoto the attitudes and expectations that teachers have when they decide on the key issues of teachingmdashthat is what to teach and at what level of difficulty and their understandings of progress and of the effects of their teachingrdquo (page 23) The underlying premise is that learning must be visible to the teacher and the student in an environment that is appropriately challenging This is only possible when teachers and students work together to achieve a positive effect
Our most powerful tool to make informed decisions about instruction is feedback that is given and sought by both the teacher and student in an active engaging and focused
classroom When teachers begin to see learning through the eyes of their students students are more likely to connect with teaching as a reciprocal process Specifically students who are given multiple opportunities for developing learning strategies that are tailored based on learning goals are more likely to provide instructional feedback Teachers who use a range of learning strategies and who are able respond effectively when a student needs redirecting are harnessing the power of feedback and will be perceived by the student as responsive and caring
Hattie addresses the importance of lesson plans that have transparent learning goals Lessons that are designed to provide opportunities for students to learn interact and practice are keys to engagement Lessons that have clear learning intentions with specific levels of performance provide students with information ldquoso that they can understand where and when to invest energies strategies and thinking and where they are positioned along the trajectory towards successful learningrdquo (page 47) Most importantly teachers who have ldquohigh levels of knowledge and understanding of the subjects that they teach can guide learning to desirable surface and deep outcomes can successfully monitor learning and provide feedback that assists students to progress can attend to the more attitudinal attributes of learning (especially developing self-efficacy and mastery motivation) and can provide defensible evidence of positive impacts of the teaching on
student learningrdquo (page 24)In classrooms where visible teaching and learning occur teachers are using powerful strategies that have the greatest effect on student outcomes In a powerful conclusion Hattie writes ldquoThe message in this book is that teachers schools and systems need to be consistently aware and have dependable evidence of the effects that all are having on their students -- and from this evidence make decisions about how they teach and what they teachrdquo (page 149)
References
Dictionarycom httpdictionaryreferencecomHattie J (2012) Visible Learning for Teachers Maximizing Impact on Learning Routledge NY NY This book is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
6 The TTAC Telegram ndash NovemberDecember 2012
Judith L Fontana PhD VDOE TTAC George Mason University
Theme Value of teaching students instructional strategiesI Voice
A My 7th grade selfB Current perspective
II ExamplesA OutlinesB Word analysis Greek amp
Latin roots and affixesIII Respecting the learner
Teaching a strategy
I have vivid memories of my 7th grade science teacher Wersquoll call her Ms Brown She was demanding with high expectations and thus the source of severe emotional trauma What was she thinking She was a science teacher not a reading or an English teacher She had the audacity to demand that we outline every chapter in the book as we trudged through general science 7
In order to recognize critical content she taught us how and then forced us to analyze text features headings bold versus regular print highlighted vocabulary terms and the use of graphs charts and diagrams These she said would help us sort out main ideas or topics and their supporting details Text features would help us organize our outlines What agony It was so boring so tedious I had better things to do in my 7th grade world
She was particular too Every A must have a B She was frustratingly eagle-eyed about punctuation spacing and alignment She carried a ruler I think I would have rather had a crack on
the hand with that ruler than to copy over my outline on chapter 3 one more time because my categories were not perfectly indented and aligned
On top of all the outlining she said we needed to learn about and use Greek and Latin roots and affixes to predict the meanings of scientific terms Greek and Latin good grief I thought I was taking 7th grade science not dead languages How inappropriate It was just not fair We all moaned and whined but not where she could hear us I for one dreaded going to that class science was bad enough All the other demands were just a waste of time
Hindsight and humility sometimes go hand in hand Although the culture of adolescence forbade acknowledging it to an adult and especially to Ms Brown the rules of outlining gradually became automatic and I got my own ruler to check the alignment Those who know me will attest that I typically have one in my purse After all these years (no I am not telling how many) I can remember that my reading comprehension improved Even more importantly as I engaged with the content to manipulate it into the required format it became easier to recall Ms Brown you were ahead of your time In addition to science you gave us tools applicable to many learning situations
I owe you for your perseverance in teaching me to learn I am sure you were aware of my resistance and frustration at ldquoThose stupid outlinesrdquo You should know I still outline I
composed my dissertation using an outline guide I have taught my students to outline I have also taught them how to synthesize content into graphic organizers 2-column notes and a variety of other formats with and without technology
My goal as a teacher is broader than content I want my students to become independent meta-cognitive learners I want them to be able to problem solve when they encounter difficult text or content Having the tools to access organize recall and respond to information allows the learner to go beyond the confines of the classroom to explore individual interests that will enrich not only academics but life itself Teaching strategies is ldquoTeaching students how to think about and solve problems or teaching them lsquohow to learnrsquo rdquo (Knight 2004) Teaching a strategy requires strategic teaching My 5 rules for cognitive strategy instruction are1 Respect the learner This means
name the strategy Tell what it is used for why you are taking the time to teach it to them I have quoted research data to 6th graders They need know that other students benefited and how This is just marketing
2 Reiterative and reinforced (scaffold the process) Describe and model and practice the process of the strategy with the students multiple times
3 Required until acquired Students must know the process and when to use the strategy
School Tools Life Tools
7The TTAC Telegram ndash NovemberDecember 2012
4 Review for effectiveness Periodically recall and model the strategy in class Remind the students of its purpose
5 Remember it replaces an ineffective learning habit Breaking habits takes time
Reference
Knight J (2004) Powerpoint from webinar presentation The Strategic Instruction Model How
Learning Strategies and Content Enhancement Routines Address NCLB The University of Kansas Center for Research on Learning httpwwwk8accesscenterorgindexphp20061214the-strategic-instruction-model-how-learning-strategies-and-content-enhancement-routines-help-educators-respond-to-nclb
Resources
Access Center Webinar Archives and
Resources httpwwwk8accesscenterorgonline_community_areaWebinar_Viewasp See the Resources topic bar on the left side of the page
CAST ndash About UDL What is Universal Design for Learning Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn httpcastorgudlindexhtml
Virginiarsquos Governor Has Proclaimed November 2012 as
Family Involvement in Education MonthShare this news and information with your network of families and educators Simply click on the link for the Family Involvement Education Month infomation httpus6campaign-archive1comu=b91725028965474127eb4a181ampid=5a234cf836ampe=525f93e73a
Sponsors for this notice
8 The TTAC Telegram ndash NovemberDecember 2012
Bonnie W Bell PhD VODE TTACGMU and Clare Talbert MEd VDOE TTACGMU
Concussions are real and they must be taken seriously Mismanagement of concussions may result in serious long-term cognitive and neurological consequences and risk coma or even death (Brain Injury Association of Virginia 2012) Conversely proper management of a return-to-learn process following a concussion should lead to a good prognosis with minimal deleterious brain function effects (Lovell Collins amp Bradley 2004)
Often concussions are minimized or misunderstood but all concussions are brain injuries (Centers for Disease Control 2011) As educators we play an extremely important role in the recovery and future functionality of our concussed students
ldquoWhen Mikaelarsquos post-concussion symptoms were at their worst the normally bubbly 16-year-old would cry herself to sleep If the piercing headaches sensitivity to light drastic memory loss and uncharacteristic mood swings werenrsquot bad enough there were times she would sit and stare blankly at her homework Her brain ndash her memory ndash betraying the honor student so completely she would crawl into bed her eyes welled with tears craving sleeprdquo This high school sophomore sustained her fourth concussion from taking a close-range shot off her temple during soccer practice (Comak 2011)Claire was also a high school soccer player During a game she fell down lost consciousness briefly
got up and continued to play The next day her troubles started At school she was having difficulty concentrating and reading When she got to math class and looked at her math test she realized that something serious was wrong She had no idea what it was Eventually Claire would be out of school for a year to recover from her head injury (Virginia Department of Health 2011)
The most crucial pieces in reducing the recovery time from a concussion appear to be immediate physical and mental rest and increased sleep to allow the brain to heal (Moser 2007) For educators this understanding is vital to facilitate our studentsrsquo quick recovery and return to class
Often athletes or their parents minimize or do not even report concussion symptoms because they want to tough it out they do not know what a concussion is or they are unaware of its inherent and potentially devastating dangers As students they do not want to miss class or fall behind However playing a sport with a concussion does not show courage or strength It is simply not smart to jeopardize brain health by participating in sports or education too soon after a concussion (CDC 2010) The risks are just too great
A brain compromised by concussion affects learning Initially students will need to stay at home and rest with no homework or tests Cognitive activity
during a recovery from a concussion can not only delay healing but it is often counter-productive Students cannot remember information or think as clearly as they did prior to the injury Thus testing during this recovery phase does not assess how much the student actually knows Also the brain injury interferes with the learning of new material so attempting to attend class learn or study is often ineffective or impossible
To complicate the concussive experience signs and symptoms may not appear or be noticed until hours or days after the injury (CDC 2010) Therefore it is important for educators to watch for changes in how students act learn perform or feel If an educator has concerns she should report them to all interested parties associated with the student (parents coaches school nurse counselor administrators etc) The following references and resources are helpful for educators to recognize and understand the signs and symptoms of concussions and to manage a studentrsquos return-to-learn plan
Additional Return-to-Learn Resources
An Educatorrsquos Guide to Concussions in the Classroom Nationwide Childrenrsquos Hospital 2nd edition (nd) httpwwwnationwidechildrensorgConcussions-in-the-Classroom This article contains
bullA Return-to School FrameworkbullDiscussion of symptom-specific
Whatrsquos a Teacher to Do When Students Return-to-Learn After a Concussion
9The TTAC Telegram ndash NovemberDecember 2012
accommodationsbullClassroom Concussion Assessment
FormBrain 101 The Concussion Playbook - Teacher Packet (2011) ORCAS httporcas-sportsconc2s3amazonawscomfilesA_TeacherPacketpdfThis packet includes
bull Information for Teachers Signs and Symptoms of Concussion
bullReturn to Academics ProgressionbullAccommodation Suggestions bullAccommodations Plan from
Healthcare ProviderBrain Injury and the Schools A Guide for Educators (2005) Brain Injury Association of Virginia httpwwwdoevirginiagovspecial_eddisabilitiestraumatic_brain_injurybrain_injury_schoolsThis guide includes
bullEducational Implications (including Accommodation Strategies)
bullTransition (including a Transition Planning Worksheet)
Concussion in the Classroom (nd) Upstate University Hospital Syracuse NY httpwwwupstateedupmrhealthcareprogramsconcussionpdfclassroompdfThis guide includes
bullGeneral strategies for students with concussion symptoms
bullStrategies to help with specific problems (attention and concentration comprehension and memory executive functioning visual auditory processing and behavioral emotional social)
bullGrade level differences
LEARNet Problem-Solving System and Resource Website (2008) Brain Injury Association of New York State httpwwwprojectlearnetorg This resource includes
bull What Problems Have You Seen (You choose a problem and are
provided with General Medical CognitiveSelf Regulatory Behavioral and Social-Emotional Possibilities as well as Tutorials to address these issues)
REAP Concussion Treatment amp Management Guidelines Rocky Mountain Hospital for Children httpwwwrockymountainhospitalforchildrencomsports-medicineconcussion-managementreap-guidelineshtm The REAP Project booklet (2011) includes
bullTime Frame for Family School Team Physical School Team Academic and Medical team after injury
bullMost Common ldquoThinkingrdquo Cognitive Problems Post-Concussion and suggested accommodations chart
bullA Graduated Return-to-Play (RTP) chart
bullConcussion information for the school team
bullSymptom Checklist
Schilling E J amp Getch Y Q (2012) Getting My Bearings Returning to School Issues Facing Adolescents with Traumatic Brain Injury TEACHING Exceptional Children 45(1) 54-63 This article contains
bull4 examples of adolescents with traumatic brain injuries amp includes practical solutions for difficulties experienced at school
bullA chart with ldquoBehavioral Academic and Social Supports and Interventions for Students with Traumatic Brain Injuryrdquo
bullA chart with ldquoSuggested Steps for School Reentry for Students with Traumatic Brain Injury
Returning to School After a Concussion A Fact Sheet for School Professionals (nd) US Department of Health amp Human Services and Centers for Disease Control and Prevention httpwwwcdcgovconcussionpdfTBI_Returning_to_School-apdfThis fact sheet includes
bullMembers and role of the support team
bullRole of cognitive exertion and restbullStrategies for Addressing Concussion
Symptoms at School
Working with Individuals with Brain Injury A Professionalrsquos Guide (nd) Brain Injury Association of Virginiahttpwwwttaconlineorgstaffs_resourcess_resource_detailaspaid=1188This guide contains
bullBrain Injury Deficit Management Strategies Chart
TTAC Online - - Resource Content (nd) httpwwwttaconlineorgstaffs_resourcess_resources_subcontentaspdis=13
bullThis an annotated listing of all of the Traumatic Brain Injury resources posted on TTAC Online (Virginia Department of Education)
ReferencesComak A Insult to Injury A Look at Concussions Cape Cod Times January 30 2011 Retrieved on August 30 2012 from httpwwwcapecodonlinecomappspbcsdllarticleAID=20110130SPORTS110129759-1NEWSLETTER100
Heads Up to Schools Know your Concussion ABCs (2010) Centers for Disease Control and Prevention (CDC) Retrieved on August 30 2012 from httpwwwcdcgovfeaturesConcussionABCs
Lovell M Collins M amp Bradley J (2004) Return to Play Following Sports-Related Concussion Clinics in Sports Medicine 23 421-441
Moser R S (2007) The Growing Public Health Concern of Sports Concussion The newpsychology practice frontier Professional Psychology Research and Practice 36 (6) 699-704
Sports Concussion (2012) Brain Injury Association of Virginia Retrieved on August 28 2012 from wwwbiavnetDefaultaspxPageID=5586473ampA=SearchResultampSearchID=496467
Virginia Department of Health (2011) Play Smart Understanding Sports Concussion DVDThis resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
11
VIRGINIA DEPARTMENT OF
Education
The TTAC Telegram ndash NovemberDecember 2012
FREE Irsquom Determined Apps Now AvailableThe Virginia Department of Educationrsquos Irsquom Determined project (wwwimdeterminedorg) is a state-directed effort whose purpose is to increase self-determination skills such as self-knowledge self-advocacy goal-setting decision-making and problem-solving
Irsquom Determined promotes self-determination skills through student participationstudent-led Individualized Education Program (IEP) meetings goal-setting and direct instruction to develop self-determination skills The project offers three tools that can be used at school with teachers and school personnel or at home with parents and families
bull Good Day Plan In four-column format this tool reviews what a student needs for them to experience success day-to-day Do they need a certain food or beverage for breakfast daily Do they need to play with their animals before getting on the school bus Do they need to listen to music first thing in the morning Do these actions happen now If not what can they do to make it happen Who can help the student out along their way Completing a Good Day Plan allows students to view their own behavior and daily events that can contribute to a good day at school and home
bull One Pager This tool helps the student have the opportunity in a simple one- page format to share information about who they are Although the One Pager can be used in a variety of settings
most students and teachers have used it at the IEP meetings Many schools use it for new teachers and school personnel to learn about a student in a more personal way rather than reading a thick IEP file
bull Goal Setting and Attainment This tool is a visual representation of the steps needed to accomplish an identified goal The studentrsquos goal is written in the center of a sun Each sunray represents an outcome resulting from goal attainment In the box that appears below the sun the steps needed to reach the goal are listed
The Good Day Plan and Goal Plan tools are now available through the iTunes Apps Store The One Pager app is coming soon Please visit the Irsquom Determined website for availability information
To find these apps for your iPhone or iPad search under the terms Goal Plan and Good Day Plan Each tool can be saved andor sent by email for a teacherrsquos review or just saved by date and name to allow the student and teacher to go back to discuss andor to update it These apps can be a great option for the student who likes technology and can be a great homework assignment to spark conversations with family members Using the apps in the classroom can provide an opportunity for great discussion between teachers and students How much do their peers know about them What helps them to learn What are their
future goals What makes them determined to be the best they can beYou can also find and use each of these tools from a template on the Irsquom Determined website Search under each tool by title You will see a green ldquoDownload the TEMPLATErdquo button that you can click on to download and save the tool You can type directly on it and print it out or you may print it out first and then write directly on it
Questions Contact John McNaught State-wide Project Director at mcnaugjtjmuedu or 540-568-2441
Teacher Direct
COMING SOON Sign up for weekly e-mail updates
TeacherDirect is a new addition to the Virginia Department of Educationrsquos Web site that includes links to resources for all SOL subject areas
contains weekly updated items of interest to teachers such as
new instructional resources upcoming professional development activities grant and scholarship opportunities and student contests
contains a searchable professional development calendar of
conferences webinars and institutes
contains catalogs of all DOE resources available to teachers
of English mathematics science and history and social science and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed as well as DOE resources available
to support them
SOL Library
SOL Events
SOL News
A New Web Page Just for Virginia Teachers
Bookmark it now wwwdoevirginiagovtestingteacher_direct
Attachment A Supt Memo No 250-12
Prof
essi
onal
Kno
wle
dge
and
Skill
s8
SPE
AKI
NG
AN
D L
ISTE
NIN
G
Follo
ws
dire
ctio
ns a
nd c
omm
unic
ates
eff
ectiv
ely
with
cus
tom
ers
and
fello
w e
mpl
oyee
s
9 R
EAD
ING
AN
D W
RITI
NG
Re
ads
and
inte
rpre
ts w
orkp
lace
doc
umen
ts a
nd
writ
es c
lear
ly
10
CRI
TIC
AL
THIN
KIN
G A
ND
PRO
BLEM
SO
LVIN
G
Ana
lyze
s an
d re
solv
es p
robl
ems
that
aris
e in
co
mpl
etin
g as
sign
ed ta
sks
11
HEA
LTH
AN
D S
AFE
TY
Follo
ws
safe
ty g
uide
lines
and
man
ages
per
sona
l hea
lth
12
ORG
AN
IZAT
ION
S S
YSTE
MS
AN
D C
LIM
ATES
Iden
tifies
ldquobig
pic
ture
rdquo iss
ues
and
his
or h
er ro
le in
fu
lfilli
ng th
e m
issi
on o
f the
wor
kpla
ce
13
LIFE
LON
G L
EARN
ING
Co
ntin
ually
acq
uire
s ne
w in
dust
ry-r
elat
ed in
form
atio
n an
d im
prov
es p
rofe
ssio
nal s
kills
14
JOB
AC
QU
ISIT
ION
AN
D A
DVA
NC
EMEN
T
Prep
ares
to a
pply
for a
job
and
to s
eek
prom
otio
n
15 T
IME
TA
SK A
ND
RES
OU
RCE
MA
NA
GEM
ENT
O
rgan
izes
and
impl
emen
ts a
pro
duct
ive
plan
of w
ork
16
MAT
HEM
ATIC
S
Use
s m
athe
mat
ical
reas
onin
g to
acc
ompl
ish
task
s
17
CU
STO
MER
SER
VIC
E
Iden
tifies
and
add
ress
es th
e ne
eds
of a
ll cu
stom
ers
prov
idin
g he
lpfu
l co
urte
ous
and
know
ledg
eabl
e se
rvic
e
Tech
nolo
gy K
now
ledg
e an
d Sk
ills
18
JOB-
SPEC
IFIC
TEC
HN
OLO
GIE
S
Sele
cts
and
safe
ly u
ses
tech
nolo
gica
l re
sour
ces
to a
ccom
plis
h w
ork
resp
onsi
bilit
ies
in a
pro
duct
ive
man
ner
19
INFO
RMAT
ION
TEC
HN
OLO
GY
U
ses
com
pute
rs fi
le m
anag
emen
t te
chni
ques
and
sof
twar
epr
ogra
ms
effec
tivel
y
20
INTE
RNET
USE
AN
D S
ECU
RITY
U
ses
the
Inte
rnet
app
ropr
iate
ly fo
r w
ork
21 T
ELEC
OM
MU
NIC
ATIO
NS
Se
lect
s an
d us
es a
ppro
pria
te
devi
ces
serv
ices
and
app
licat
ions
Pers
onal
Qua
litie
s and
Peo
ple
Skill
s1
PO
SITI
VE
WO
RK E
THIC
Co
mes
to w
ork
ever
y da
y on
tim
e is
will
ing
to ta
ke d
irect
ion
and
is m
otiv
ated
to
acco
mpl
ish
the
task
at h
and
2 I
NTE
GRI
TY
Abi
des
by w
orkp
lace
pol
icie
s an
d la
ws
and
dem
onst
rate
s ho
nest
y an
d re
liabi
lity
3 T
EAM
WO
RK
Cont
ribut
es to
the
succ
ess
of th
e te
am
assi
sts
othe
rs a
nd re
ques
ts h
elp
whe
n ne
eded
4 S
ELF-
REPR
ESEN
TATI
ON
D
ress
es a
ppro
pria
tely
and
use
s la
ngua
ge
and
man
ners
sui
tabl
e fo
r the
wor
kpla
ce
5 D
IVER
SITY
AW
ARE
NES
S
Wor
ks w
ell w
ith a
ll cu
stom
ers
and
cow
orke
rs
6 C
ON
FLIC
T RE
SOLU
TIO
N
Neg
otia
tes
dipl
omat
ic s
olut
ions
to
inte
rper
sona
l and
wor
kpla
ce is
sues
7 C
REAT
IVIT
Y A
ND
RES
OU
RCEF
ULN
ESS
Co
ntrib
utes
new
idea
s an
d w
orks
with
in
itiat
ive
WO
RKPL
ACE
REA
DIN
ESS
SKIL
LS
for t
he C
omm
onw
ealth
Nee
ds Id
entifi
ed b
y Vi
rgin
ia E
mpl
oyer
s
Wor
kpla
ce R
eadi
ness
Ski
lls fo
r the
Com
mon
wea
lth w
as d
evel
oped
by
the
Virg
inia
Dep
artm
ent o
f Edu
catio
nrsquos
Offi
ce o
f Car
eer amp
Tech
nica
l Edu
catio
n th
e U
nive
rsity
of V
irgin
iarsquos
Wel
don
Coop
er C
ente
r for
Pub
lic S
ervi
ce t
he C
aree
r and
Tech
nica
l Edu
catio
n Co
nsor
tium
of S
tate
s an
d Vi
rgin
iarsquos
CTE
Res
ourc
e Ce
nter
copy 2
010
Com
mon
wea
lth o
f Virg
inia
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
6 The TTAC Telegram ndash NovemberDecember 2012
Judith L Fontana PhD VDOE TTAC George Mason University
Theme Value of teaching students instructional strategiesI Voice
A My 7th grade selfB Current perspective
II ExamplesA OutlinesB Word analysis Greek amp
Latin roots and affixesIII Respecting the learner
Teaching a strategy
I have vivid memories of my 7th grade science teacher Wersquoll call her Ms Brown She was demanding with high expectations and thus the source of severe emotional trauma What was she thinking She was a science teacher not a reading or an English teacher She had the audacity to demand that we outline every chapter in the book as we trudged through general science 7
In order to recognize critical content she taught us how and then forced us to analyze text features headings bold versus regular print highlighted vocabulary terms and the use of graphs charts and diagrams These she said would help us sort out main ideas or topics and their supporting details Text features would help us organize our outlines What agony It was so boring so tedious I had better things to do in my 7th grade world
She was particular too Every A must have a B She was frustratingly eagle-eyed about punctuation spacing and alignment She carried a ruler I think I would have rather had a crack on
the hand with that ruler than to copy over my outline on chapter 3 one more time because my categories were not perfectly indented and aligned
On top of all the outlining she said we needed to learn about and use Greek and Latin roots and affixes to predict the meanings of scientific terms Greek and Latin good grief I thought I was taking 7th grade science not dead languages How inappropriate It was just not fair We all moaned and whined but not where she could hear us I for one dreaded going to that class science was bad enough All the other demands were just a waste of time
Hindsight and humility sometimes go hand in hand Although the culture of adolescence forbade acknowledging it to an adult and especially to Ms Brown the rules of outlining gradually became automatic and I got my own ruler to check the alignment Those who know me will attest that I typically have one in my purse After all these years (no I am not telling how many) I can remember that my reading comprehension improved Even more importantly as I engaged with the content to manipulate it into the required format it became easier to recall Ms Brown you were ahead of your time In addition to science you gave us tools applicable to many learning situations
I owe you for your perseverance in teaching me to learn I am sure you were aware of my resistance and frustration at ldquoThose stupid outlinesrdquo You should know I still outline I
composed my dissertation using an outline guide I have taught my students to outline I have also taught them how to synthesize content into graphic organizers 2-column notes and a variety of other formats with and without technology
My goal as a teacher is broader than content I want my students to become independent meta-cognitive learners I want them to be able to problem solve when they encounter difficult text or content Having the tools to access organize recall and respond to information allows the learner to go beyond the confines of the classroom to explore individual interests that will enrich not only academics but life itself Teaching strategies is ldquoTeaching students how to think about and solve problems or teaching them lsquohow to learnrsquo rdquo (Knight 2004) Teaching a strategy requires strategic teaching My 5 rules for cognitive strategy instruction are1 Respect the learner This means
name the strategy Tell what it is used for why you are taking the time to teach it to them I have quoted research data to 6th graders They need know that other students benefited and how This is just marketing
2 Reiterative and reinforced (scaffold the process) Describe and model and practice the process of the strategy with the students multiple times
3 Required until acquired Students must know the process and when to use the strategy
School Tools Life Tools
7The TTAC Telegram ndash NovemberDecember 2012
4 Review for effectiveness Periodically recall and model the strategy in class Remind the students of its purpose
5 Remember it replaces an ineffective learning habit Breaking habits takes time
Reference
Knight J (2004) Powerpoint from webinar presentation The Strategic Instruction Model How
Learning Strategies and Content Enhancement Routines Address NCLB The University of Kansas Center for Research on Learning httpwwwk8accesscenterorgindexphp20061214the-strategic-instruction-model-how-learning-strategies-and-content-enhancement-routines-help-educators-respond-to-nclb
Resources
Access Center Webinar Archives and
Resources httpwwwk8accesscenterorgonline_community_areaWebinar_Viewasp See the Resources topic bar on the left side of the page
CAST ndash About UDL What is Universal Design for Learning Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn httpcastorgudlindexhtml
Virginiarsquos Governor Has Proclaimed November 2012 as
Family Involvement in Education MonthShare this news and information with your network of families and educators Simply click on the link for the Family Involvement Education Month infomation httpus6campaign-archive1comu=b91725028965474127eb4a181ampid=5a234cf836ampe=525f93e73a
Sponsors for this notice
8 The TTAC Telegram ndash NovemberDecember 2012
Bonnie W Bell PhD VODE TTACGMU and Clare Talbert MEd VDOE TTACGMU
Concussions are real and they must be taken seriously Mismanagement of concussions may result in serious long-term cognitive and neurological consequences and risk coma or even death (Brain Injury Association of Virginia 2012) Conversely proper management of a return-to-learn process following a concussion should lead to a good prognosis with minimal deleterious brain function effects (Lovell Collins amp Bradley 2004)
Often concussions are minimized or misunderstood but all concussions are brain injuries (Centers for Disease Control 2011) As educators we play an extremely important role in the recovery and future functionality of our concussed students
ldquoWhen Mikaelarsquos post-concussion symptoms were at their worst the normally bubbly 16-year-old would cry herself to sleep If the piercing headaches sensitivity to light drastic memory loss and uncharacteristic mood swings werenrsquot bad enough there were times she would sit and stare blankly at her homework Her brain ndash her memory ndash betraying the honor student so completely she would crawl into bed her eyes welled with tears craving sleeprdquo This high school sophomore sustained her fourth concussion from taking a close-range shot off her temple during soccer practice (Comak 2011)Claire was also a high school soccer player During a game she fell down lost consciousness briefly
got up and continued to play The next day her troubles started At school she was having difficulty concentrating and reading When she got to math class and looked at her math test she realized that something serious was wrong She had no idea what it was Eventually Claire would be out of school for a year to recover from her head injury (Virginia Department of Health 2011)
The most crucial pieces in reducing the recovery time from a concussion appear to be immediate physical and mental rest and increased sleep to allow the brain to heal (Moser 2007) For educators this understanding is vital to facilitate our studentsrsquo quick recovery and return to class
Often athletes or their parents minimize or do not even report concussion symptoms because they want to tough it out they do not know what a concussion is or they are unaware of its inherent and potentially devastating dangers As students they do not want to miss class or fall behind However playing a sport with a concussion does not show courage or strength It is simply not smart to jeopardize brain health by participating in sports or education too soon after a concussion (CDC 2010) The risks are just too great
A brain compromised by concussion affects learning Initially students will need to stay at home and rest with no homework or tests Cognitive activity
during a recovery from a concussion can not only delay healing but it is often counter-productive Students cannot remember information or think as clearly as they did prior to the injury Thus testing during this recovery phase does not assess how much the student actually knows Also the brain injury interferes with the learning of new material so attempting to attend class learn or study is often ineffective or impossible
To complicate the concussive experience signs and symptoms may not appear or be noticed until hours or days after the injury (CDC 2010) Therefore it is important for educators to watch for changes in how students act learn perform or feel If an educator has concerns she should report them to all interested parties associated with the student (parents coaches school nurse counselor administrators etc) The following references and resources are helpful for educators to recognize and understand the signs and symptoms of concussions and to manage a studentrsquos return-to-learn plan
Additional Return-to-Learn Resources
An Educatorrsquos Guide to Concussions in the Classroom Nationwide Childrenrsquos Hospital 2nd edition (nd) httpwwwnationwidechildrensorgConcussions-in-the-Classroom This article contains
bullA Return-to School FrameworkbullDiscussion of symptom-specific
Whatrsquos a Teacher to Do When Students Return-to-Learn After a Concussion
9The TTAC Telegram ndash NovemberDecember 2012
accommodationsbullClassroom Concussion Assessment
FormBrain 101 The Concussion Playbook - Teacher Packet (2011) ORCAS httporcas-sportsconc2s3amazonawscomfilesA_TeacherPacketpdfThis packet includes
bull Information for Teachers Signs and Symptoms of Concussion
bullReturn to Academics ProgressionbullAccommodation Suggestions bullAccommodations Plan from
Healthcare ProviderBrain Injury and the Schools A Guide for Educators (2005) Brain Injury Association of Virginia httpwwwdoevirginiagovspecial_eddisabilitiestraumatic_brain_injurybrain_injury_schoolsThis guide includes
bullEducational Implications (including Accommodation Strategies)
bullTransition (including a Transition Planning Worksheet)
Concussion in the Classroom (nd) Upstate University Hospital Syracuse NY httpwwwupstateedupmrhealthcareprogramsconcussionpdfclassroompdfThis guide includes
bullGeneral strategies for students with concussion symptoms
bullStrategies to help with specific problems (attention and concentration comprehension and memory executive functioning visual auditory processing and behavioral emotional social)
bullGrade level differences
LEARNet Problem-Solving System and Resource Website (2008) Brain Injury Association of New York State httpwwwprojectlearnetorg This resource includes
bull What Problems Have You Seen (You choose a problem and are
provided with General Medical CognitiveSelf Regulatory Behavioral and Social-Emotional Possibilities as well as Tutorials to address these issues)
REAP Concussion Treatment amp Management Guidelines Rocky Mountain Hospital for Children httpwwwrockymountainhospitalforchildrencomsports-medicineconcussion-managementreap-guidelineshtm The REAP Project booklet (2011) includes
bullTime Frame for Family School Team Physical School Team Academic and Medical team after injury
bullMost Common ldquoThinkingrdquo Cognitive Problems Post-Concussion and suggested accommodations chart
bullA Graduated Return-to-Play (RTP) chart
bullConcussion information for the school team
bullSymptom Checklist
Schilling E J amp Getch Y Q (2012) Getting My Bearings Returning to School Issues Facing Adolescents with Traumatic Brain Injury TEACHING Exceptional Children 45(1) 54-63 This article contains
bull4 examples of adolescents with traumatic brain injuries amp includes practical solutions for difficulties experienced at school
bullA chart with ldquoBehavioral Academic and Social Supports and Interventions for Students with Traumatic Brain Injuryrdquo
bullA chart with ldquoSuggested Steps for School Reentry for Students with Traumatic Brain Injury
Returning to School After a Concussion A Fact Sheet for School Professionals (nd) US Department of Health amp Human Services and Centers for Disease Control and Prevention httpwwwcdcgovconcussionpdfTBI_Returning_to_School-apdfThis fact sheet includes
bullMembers and role of the support team
bullRole of cognitive exertion and restbullStrategies for Addressing Concussion
Symptoms at School
Working with Individuals with Brain Injury A Professionalrsquos Guide (nd) Brain Injury Association of Virginiahttpwwwttaconlineorgstaffs_resourcess_resource_detailaspaid=1188This guide contains
bullBrain Injury Deficit Management Strategies Chart
TTAC Online - - Resource Content (nd) httpwwwttaconlineorgstaffs_resourcess_resources_subcontentaspdis=13
bullThis an annotated listing of all of the Traumatic Brain Injury resources posted on TTAC Online (Virginia Department of Education)
ReferencesComak A Insult to Injury A Look at Concussions Cape Cod Times January 30 2011 Retrieved on August 30 2012 from httpwwwcapecodonlinecomappspbcsdllarticleAID=20110130SPORTS110129759-1NEWSLETTER100
Heads Up to Schools Know your Concussion ABCs (2010) Centers for Disease Control and Prevention (CDC) Retrieved on August 30 2012 from httpwwwcdcgovfeaturesConcussionABCs
Lovell M Collins M amp Bradley J (2004) Return to Play Following Sports-Related Concussion Clinics in Sports Medicine 23 421-441
Moser R S (2007) The Growing Public Health Concern of Sports Concussion The newpsychology practice frontier Professional Psychology Research and Practice 36 (6) 699-704
Sports Concussion (2012) Brain Injury Association of Virginia Retrieved on August 28 2012 from wwwbiavnetDefaultaspxPageID=5586473ampA=SearchResultampSearchID=496467
Virginia Department of Health (2011) Play Smart Understanding Sports Concussion DVDThis resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
11
VIRGINIA DEPARTMENT OF
Education
The TTAC Telegram ndash NovemberDecember 2012
FREE Irsquom Determined Apps Now AvailableThe Virginia Department of Educationrsquos Irsquom Determined project (wwwimdeterminedorg) is a state-directed effort whose purpose is to increase self-determination skills such as self-knowledge self-advocacy goal-setting decision-making and problem-solving
Irsquom Determined promotes self-determination skills through student participationstudent-led Individualized Education Program (IEP) meetings goal-setting and direct instruction to develop self-determination skills The project offers three tools that can be used at school with teachers and school personnel or at home with parents and families
bull Good Day Plan In four-column format this tool reviews what a student needs for them to experience success day-to-day Do they need a certain food or beverage for breakfast daily Do they need to play with their animals before getting on the school bus Do they need to listen to music first thing in the morning Do these actions happen now If not what can they do to make it happen Who can help the student out along their way Completing a Good Day Plan allows students to view their own behavior and daily events that can contribute to a good day at school and home
bull One Pager This tool helps the student have the opportunity in a simple one- page format to share information about who they are Although the One Pager can be used in a variety of settings
most students and teachers have used it at the IEP meetings Many schools use it for new teachers and school personnel to learn about a student in a more personal way rather than reading a thick IEP file
bull Goal Setting and Attainment This tool is a visual representation of the steps needed to accomplish an identified goal The studentrsquos goal is written in the center of a sun Each sunray represents an outcome resulting from goal attainment In the box that appears below the sun the steps needed to reach the goal are listed
The Good Day Plan and Goal Plan tools are now available through the iTunes Apps Store The One Pager app is coming soon Please visit the Irsquom Determined website for availability information
To find these apps for your iPhone or iPad search under the terms Goal Plan and Good Day Plan Each tool can be saved andor sent by email for a teacherrsquos review or just saved by date and name to allow the student and teacher to go back to discuss andor to update it These apps can be a great option for the student who likes technology and can be a great homework assignment to spark conversations with family members Using the apps in the classroom can provide an opportunity for great discussion between teachers and students How much do their peers know about them What helps them to learn What are their
future goals What makes them determined to be the best they can beYou can also find and use each of these tools from a template on the Irsquom Determined website Search under each tool by title You will see a green ldquoDownload the TEMPLATErdquo button that you can click on to download and save the tool You can type directly on it and print it out or you may print it out first and then write directly on it
Questions Contact John McNaught State-wide Project Director at mcnaugjtjmuedu or 540-568-2441
Teacher Direct
COMING SOON Sign up for weekly e-mail updates
TeacherDirect is a new addition to the Virginia Department of Educationrsquos Web site that includes links to resources for all SOL subject areas
contains weekly updated items of interest to teachers such as
new instructional resources upcoming professional development activities grant and scholarship opportunities and student contests
contains a searchable professional development calendar of
conferences webinars and institutes
contains catalogs of all DOE resources available to teachers
of English mathematics science and history and social science and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed as well as DOE resources available
to support them
SOL Library
SOL Events
SOL News
A New Web Page Just for Virginia Teachers
Bookmark it now wwwdoevirginiagovtestingteacher_direct
Attachment A Supt Memo No 250-12
Prof
essi
onal
Kno
wle
dge
and
Skill
s8
SPE
AKI
NG
AN
D L
ISTE
NIN
G
Follo
ws
dire
ctio
ns a
nd c
omm
unic
ates
eff
ectiv
ely
with
cus
tom
ers
and
fello
w e
mpl
oyee
s
9 R
EAD
ING
AN
D W
RITI
NG
Re
ads
and
inte
rpre
ts w
orkp
lace
doc
umen
ts a
nd
writ
es c
lear
ly
10
CRI
TIC
AL
THIN
KIN
G A
ND
PRO
BLEM
SO
LVIN
G
Ana
lyze
s an
d re
solv
es p
robl
ems
that
aris
e in
co
mpl
etin
g as
sign
ed ta
sks
11
HEA
LTH
AN
D S
AFE
TY
Follo
ws
safe
ty g
uide
lines
and
man
ages
per
sona
l hea
lth
12
ORG
AN
IZAT
ION
S S
YSTE
MS
AN
D C
LIM
ATES
Iden
tifies
ldquobig
pic
ture
rdquo iss
ues
and
his
or h
er ro
le in
fu
lfilli
ng th
e m
issi
on o
f the
wor
kpla
ce
13
LIFE
LON
G L
EARN
ING
Co
ntin
ually
acq
uire
s ne
w in
dust
ry-r
elat
ed in
form
atio
n an
d im
prov
es p
rofe
ssio
nal s
kills
14
JOB
AC
QU
ISIT
ION
AN
D A
DVA
NC
EMEN
T
Prep
ares
to a
pply
for a
job
and
to s
eek
prom
otio
n
15 T
IME
TA
SK A
ND
RES
OU
RCE
MA
NA
GEM
ENT
O
rgan
izes
and
impl
emen
ts a
pro
duct
ive
plan
of w
ork
16
MAT
HEM
ATIC
S
Use
s m
athe
mat
ical
reas
onin
g to
acc
ompl
ish
task
s
17
CU
STO
MER
SER
VIC
E
Iden
tifies
and
add
ress
es th
e ne
eds
of a
ll cu
stom
ers
prov
idin
g he
lpfu
l co
urte
ous
and
know
ledg
eabl
e se
rvic
e
Tech
nolo
gy K
now
ledg
e an
d Sk
ills
18
JOB-
SPEC
IFIC
TEC
HN
OLO
GIE
S
Sele
cts
and
safe
ly u
ses
tech
nolo
gica
l re
sour
ces
to a
ccom
plis
h w
ork
resp
onsi
bilit
ies
in a
pro
duct
ive
man
ner
19
INFO
RMAT
ION
TEC
HN
OLO
GY
U
ses
com
pute
rs fi
le m
anag
emen
t te
chni
ques
and
sof
twar
epr
ogra
ms
effec
tivel
y
20
INTE
RNET
USE
AN
D S
ECU
RITY
U
ses
the
Inte
rnet
app
ropr
iate
ly fo
r w
ork
21 T
ELEC
OM
MU
NIC
ATIO
NS
Se
lect
s an
d us
es a
ppro
pria
te
devi
ces
serv
ices
and
app
licat
ions
Pers
onal
Qua
litie
s and
Peo
ple
Skill
s1
PO
SITI
VE
WO
RK E
THIC
Co
mes
to w
ork
ever
y da
y on
tim
e is
will
ing
to ta
ke d
irect
ion
and
is m
otiv
ated
to
acco
mpl
ish
the
task
at h
and
2 I
NTE
GRI
TY
Abi
des
by w
orkp
lace
pol
icie
s an
d la
ws
and
dem
onst
rate
s ho
nest
y an
d re
liabi
lity
3 T
EAM
WO
RK
Cont
ribut
es to
the
succ
ess
of th
e te
am
assi
sts
othe
rs a
nd re
ques
ts h
elp
whe
n ne
eded
4 S
ELF-
REPR
ESEN
TATI
ON
D
ress
es a
ppro
pria
tely
and
use
s la
ngua
ge
and
man
ners
sui
tabl
e fo
r the
wor
kpla
ce
5 D
IVER
SITY
AW
ARE
NES
S
Wor
ks w
ell w
ith a
ll cu
stom
ers
and
cow
orke
rs
6 C
ON
FLIC
T RE
SOLU
TIO
N
Neg
otia
tes
dipl
omat
ic s
olut
ions
to
inte
rper
sona
l and
wor
kpla
ce is
sues
7 C
REAT
IVIT
Y A
ND
RES
OU
RCEF
ULN
ESS
Co
ntrib
utes
new
idea
s an
d w
orks
with
in
itiat
ive
WO
RKPL
ACE
REA
DIN
ESS
SKIL
LS
for t
he C
omm
onw
ealth
Nee
ds Id
entifi
ed b
y Vi
rgin
ia E
mpl
oyer
s
Wor
kpla
ce R
eadi
ness
Ski
lls fo
r the
Com
mon
wea
lth w
as d
evel
oped
by
the
Virg
inia
Dep
artm
ent o
f Edu
catio
nrsquos
Offi
ce o
f Car
eer amp
Tech
nica
l Edu
catio
n th
e U
nive
rsity
of V
irgin
iarsquos
Wel
don
Coop
er C
ente
r for
Pub
lic S
ervi
ce t
he C
aree
r and
Tech
nica
l Edu
catio
n Co
nsor
tium
of S
tate
s an
d Vi
rgin
iarsquos
CTE
Res
ourc
e Ce
nter
copy 2
010
Com
mon
wea
lth o
f Virg
inia
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
7The TTAC Telegram ndash NovemberDecember 2012
4 Review for effectiveness Periodically recall and model the strategy in class Remind the students of its purpose
5 Remember it replaces an ineffective learning habit Breaking habits takes time
Reference
Knight J (2004) Powerpoint from webinar presentation The Strategic Instruction Model How
Learning Strategies and Content Enhancement Routines Address NCLB The University of Kansas Center for Research on Learning httpwwwk8accesscenterorgindexphp20061214the-strategic-instruction-model-how-learning-strategies-and-content-enhancement-routines-help-educators-respond-to-nclb
Resources
Access Center Webinar Archives and
Resources httpwwwk8accesscenterorgonline_community_areaWebinar_Viewasp See the Resources topic bar on the left side of the page
CAST ndash About UDL What is Universal Design for Learning Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn httpcastorgudlindexhtml
Virginiarsquos Governor Has Proclaimed November 2012 as
Family Involvement in Education MonthShare this news and information with your network of families and educators Simply click on the link for the Family Involvement Education Month infomation httpus6campaign-archive1comu=b91725028965474127eb4a181ampid=5a234cf836ampe=525f93e73a
Sponsors for this notice
8 The TTAC Telegram ndash NovemberDecember 2012
Bonnie W Bell PhD VODE TTACGMU and Clare Talbert MEd VDOE TTACGMU
Concussions are real and they must be taken seriously Mismanagement of concussions may result in serious long-term cognitive and neurological consequences and risk coma or even death (Brain Injury Association of Virginia 2012) Conversely proper management of a return-to-learn process following a concussion should lead to a good prognosis with minimal deleterious brain function effects (Lovell Collins amp Bradley 2004)
Often concussions are minimized or misunderstood but all concussions are brain injuries (Centers for Disease Control 2011) As educators we play an extremely important role in the recovery and future functionality of our concussed students
ldquoWhen Mikaelarsquos post-concussion symptoms were at their worst the normally bubbly 16-year-old would cry herself to sleep If the piercing headaches sensitivity to light drastic memory loss and uncharacteristic mood swings werenrsquot bad enough there were times she would sit and stare blankly at her homework Her brain ndash her memory ndash betraying the honor student so completely she would crawl into bed her eyes welled with tears craving sleeprdquo This high school sophomore sustained her fourth concussion from taking a close-range shot off her temple during soccer practice (Comak 2011)Claire was also a high school soccer player During a game she fell down lost consciousness briefly
got up and continued to play The next day her troubles started At school she was having difficulty concentrating and reading When she got to math class and looked at her math test she realized that something serious was wrong She had no idea what it was Eventually Claire would be out of school for a year to recover from her head injury (Virginia Department of Health 2011)
The most crucial pieces in reducing the recovery time from a concussion appear to be immediate physical and mental rest and increased sleep to allow the brain to heal (Moser 2007) For educators this understanding is vital to facilitate our studentsrsquo quick recovery and return to class
Often athletes or their parents minimize or do not even report concussion symptoms because they want to tough it out they do not know what a concussion is or they are unaware of its inherent and potentially devastating dangers As students they do not want to miss class or fall behind However playing a sport with a concussion does not show courage or strength It is simply not smart to jeopardize brain health by participating in sports or education too soon after a concussion (CDC 2010) The risks are just too great
A brain compromised by concussion affects learning Initially students will need to stay at home and rest with no homework or tests Cognitive activity
during a recovery from a concussion can not only delay healing but it is often counter-productive Students cannot remember information or think as clearly as they did prior to the injury Thus testing during this recovery phase does not assess how much the student actually knows Also the brain injury interferes with the learning of new material so attempting to attend class learn or study is often ineffective or impossible
To complicate the concussive experience signs and symptoms may not appear or be noticed until hours or days after the injury (CDC 2010) Therefore it is important for educators to watch for changes in how students act learn perform or feel If an educator has concerns she should report them to all interested parties associated with the student (parents coaches school nurse counselor administrators etc) The following references and resources are helpful for educators to recognize and understand the signs and symptoms of concussions and to manage a studentrsquos return-to-learn plan
Additional Return-to-Learn Resources
An Educatorrsquos Guide to Concussions in the Classroom Nationwide Childrenrsquos Hospital 2nd edition (nd) httpwwwnationwidechildrensorgConcussions-in-the-Classroom This article contains
bullA Return-to School FrameworkbullDiscussion of symptom-specific
Whatrsquos a Teacher to Do When Students Return-to-Learn After a Concussion
9The TTAC Telegram ndash NovemberDecember 2012
accommodationsbullClassroom Concussion Assessment
FormBrain 101 The Concussion Playbook - Teacher Packet (2011) ORCAS httporcas-sportsconc2s3amazonawscomfilesA_TeacherPacketpdfThis packet includes
bull Information for Teachers Signs and Symptoms of Concussion
bullReturn to Academics ProgressionbullAccommodation Suggestions bullAccommodations Plan from
Healthcare ProviderBrain Injury and the Schools A Guide for Educators (2005) Brain Injury Association of Virginia httpwwwdoevirginiagovspecial_eddisabilitiestraumatic_brain_injurybrain_injury_schoolsThis guide includes
bullEducational Implications (including Accommodation Strategies)
bullTransition (including a Transition Planning Worksheet)
Concussion in the Classroom (nd) Upstate University Hospital Syracuse NY httpwwwupstateedupmrhealthcareprogramsconcussionpdfclassroompdfThis guide includes
bullGeneral strategies for students with concussion symptoms
bullStrategies to help with specific problems (attention and concentration comprehension and memory executive functioning visual auditory processing and behavioral emotional social)
bullGrade level differences
LEARNet Problem-Solving System and Resource Website (2008) Brain Injury Association of New York State httpwwwprojectlearnetorg This resource includes
bull What Problems Have You Seen (You choose a problem and are
provided with General Medical CognitiveSelf Regulatory Behavioral and Social-Emotional Possibilities as well as Tutorials to address these issues)
REAP Concussion Treatment amp Management Guidelines Rocky Mountain Hospital for Children httpwwwrockymountainhospitalforchildrencomsports-medicineconcussion-managementreap-guidelineshtm The REAP Project booklet (2011) includes
bullTime Frame for Family School Team Physical School Team Academic and Medical team after injury
bullMost Common ldquoThinkingrdquo Cognitive Problems Post-Concussion and suggested accommodations chart
bullA Graduated Return-to-Play (RTP) chart
bullConcussion information for the school team
bullSymptom Checklist
Schilling E J amp Getch Y Q (2012) Getting My Bearings Returning to School Issues Facing Adolescents with Traumatic Brain Injury TEACHING Exceptional Children 45(1) 54-63 This article contains
bull4 examples of adolescents with traumatic brain injuries amp includes practical solutions for difficulties experienced at school
bullA chart with ldquoBehavioral Academic and Social Supports and Interventions for Students with Traumatic Brain Injuryrdquo
bullA chart with ldquoSuggested Steps for School Reentry for Students with Traumatic Brain Injury
Returning to School After a Concussion A Fact Sheet for School Professionals (nd) US Department of Health amp Human Services and Centers for Disease Control and Prevention httpwwwcdcgovconcussionpdfTBI_Returning_to_School-apdfThis fact sheet includes
bullMembers and role of the support team
bullRole of cognitive exertion and restbullStrategies for Addressing Concussion
Symptoms at School
Working with Individuals with Brain Injury A Professionalrsquos Guide (nd) Brain Injury Association of Virginiahttpwwwttaconlineorgstaffs_resourcess_resource_detailaspaid=1188This guide contains
bullBrain Injury Deficit Management Strategies Chart
TTAC Online - - Resource Content (nd) httpwwwttaconlineorgstaffs_resourcess_resources_subcontentaspdis=13
bullThis an annotated listing of all of the Traumatic Brain Injury resources posted on TTAC Online (Virginia Department of Education)
ReferencesComak A Insult to Injury A Look at Concussions Cape Cod Times January 30 2011 Retrieved on August 30 2012 from httpwwwcapecodonlinecomappspbcsdllarticleAID=20110130SPORTS110129759-1NEWSLETTER100
Heads Up to Schools Know your Concussion ABCs (2010) Centers for Disease Control and Prevention (CDC) Retrieved on August 30 2012 from httpwwwcdcgovfeaturesConcussionABCs
Lovell M Collins M amp Bradley J (2004) Return to Play Following Sports-Related Concussion Clinics in Sports Medicine 23 421-441
Moser R S (2007) The Growing Public Health Concern of Sports Concussion The newpsychology practice frontier Professional Psychology Research and Practice 36 (6) 699-704
Sports Concussion (2012) Brain Injury Association of Virginia Retrieved on August 28 2012 from wwwbiavnetDefaultaspxPageID=5586473ampA=SearchResultampSearchID=496467
Virginia Department of Health (2011) Play Smart Understanding Sports Concussion DVDThis resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
11
VIRGINIA DEPARTMENT OF
Education
The TTAC Telegram ndash NovemberDecember 2012
FREE Irsquom Determined Apps Now AvailableThe Virginia Department of Educationrsquos Irsquom Determined project (wwwimdeterminedorg) is a state-directed effort whose purpose is to increase self-determination skills such as self-knowledge self-advocacy goal-setting decision-making and problem-solving
Irsquom Determined promotes self-determination skills through student participationstudent-led Individualized Education Program (IEP) meetings goal-setting and direct instruction to develop self-determination skills The project offers three tools that can be used at school with teachers and school personnel or at home with parents and families
bull Good Day Plan In four-column format this tool reviews what a student needs for them to experience success day-to-day Do they need a certain food or beverage for breakfast daily Do they need to play with their animals before getting on the school bus Do they need to listen to music first thing in the morning Do these actions happen now If not what can they do to make it happen Who can help the student out along their way Completing a Good Day Plan allows students to view their own behavior and daily events that can contribute to a good day at school and home
bull One Pager This tool helps the student have the opportunity in a simple one- page format to share information about who they are Although the One Pager can be used in a variety of settings
most students and teachers have used it at the IEP meetings Many schools use it for new teachers and school personnel to learn about a student in a more personal way rather than reading a thick IEP file
bull Goal Setting and Attainment This tool is a visual representation of the steps needed to accomplish an identified goal The studentrsquos goal is written in the center of a sun Each sunray represents an outcome resulting from goal attainment In the box that appears below the sun the steps needed to reach the goal are listed
The Good Day Plan and Goal Plan tools are now available through the iTunes Apps Store The One Pager app is coming soon Please visit the Irsquom Determined website for availability information
To find these apps for your iPhone or iPad search under the terms Goal Plan and Good Day Plan Each tool can be saved andor sent by email for a teacherrsquos review or just saved by date and name to allow the student and teacher to go back to discuss andor to update it These apps can be a great option for the student who likes technology and can be a great homework assignment to spark conversations with family members Using the apps in the classroom can provide an opportunity for great discussion between teachers and students How much do their peers know about them What helps them to learn What are their
future goals What makes them determined to be the best they can beYou can also find and use each of these tools from a template on the Irsquom Determined website Search under each tool by title You will see a green ldquoDownload the TEMPLATErdquo button that you can click on to download and save the tool You can type directly on it and print it out or you may print it out first and then write directly on it
Questions Contact John McNaught State-wide Project Director at mcnaugjtjmuedu or 540-568-2441
Teacher Direct
COMING SOON Sign up for weekly e-mail updates
TeacherDirect is a new addition to the Virginia Department of Educationrsquos Web site that includes links to resources for all SOL subject areas
contains weekly updated items of interest to teachers such as
new instructional resources upcoming professional development activities grant and scholarship opportunities and student contests
contains a searchable professional development calendar of
conferences webinars and institutes
contains catalogs of all DOE resources available to teachers
of English mathematics science and history and social science and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed as well as DOE resources available
to support them
SOL Library
SOL Events
SOL News
A New Web Page Just for Virginia Teachers
Bookmark it now wwwdoevirginiagovtestingteacher_direct
Attachment A Supt Memo No 250-12
Prof
essi
onal
Kno
wle
dge
and
Skill
s8
SPE
AKI
NG
AN
D L
ISTE
NIN
G
Follo
ws
dire
ctio
ns a
nd c
omm
unic
ates
eff
ectiv
ely
with
cus
tom
ers
and
fello
w e
mpl
oyee
s
9 R
EAD
ING
AN
D W
RITI
NG
Re
ads
and
inte
rpre
ts w
orkp
lace
doc
umen
ts a
nd
writ
es c
lear
ly
10
CRI
TIC
AL
THIN
KIN
G A
ND
PRO
BLEM
SO
LVIN
G
Ana
lyze
s an
d re
solv
es p
robl
ems
that
aris
e in
co
mpl
etin
g as
sign
ed ta
sks
11
HEA
LTH
AN
D S
AFE
TY
Follo
ws
safe
ty g
uide
lines
and
man
ages
per
sona
l hea
lth
12
ORG
AN
IZAT
ION
S S
YSTE
MS
AN
D C
LIM
ATES
Iden
tifies
ldquobig
pic
ture
rdquo iss
ues
and
his
or h
er ro
le in
fu
lfilli
ng th
e m
issi
on o
f the
wor
kpla
ce
13
LIFE
LON
G L
EARN
ING
Co
ntin
ually
acq
uire
s ne
w in
dust
ry-r
elat
ed in
form
atio
n an
d im
prov
es p
rofe
ssio
nal s
kills
14
JOB
AC
QU
ISIT
ION
AN
D A
DVA
NC
EMEN
T
Prep
ares
to a
pply
for a
job
and
to s
eek
prom
otio
n
15 T
IME
TA
SK A
ND
RES
OU
RCE
MA
NA
GEM
ENT
O
rgan
izes
and
impl
emen
ts a
pro
duct
ive
plan
of w
ork
16
MAT
HEM
ATIC
S
Use
s m
athe
mat
ical
reas
onin
g to
acc
ompl
ish
task
s
17
CU
STO
MER
SER
VIC
E
Iden
tifies
and
add
ress
es th
e ne
eds
of a
ll cu
stom
ers
prov
idin
g he
lpfu
l co
urte
ous
and
know
ledg
eabl
e se
rvic
e
Tech
nolo
gy K
now
ledg
e an
d Sk
ills
18
JOB-
SPEC
IFIC
TEC
HN
OLO
GIE
S
Sele
cts
and
safe
ly u
ses
tech
nolo
gica
l re
sour
ces
to a
ccom
plis
h w
ork
resp
onsi
bilit
ies
in a
pro
duct
ive
man
ner
19
INFO
RMAT
ION
TEC
HN
OLO
GY
U
ses
com
pute
rs fi
le m
anag
emen
t te
chni
ques
and
sof
twar
epr
ogra
ms
effec
tivel
y
20
INTE
RNET
USE
AN
D S
ECU
RITY
U
ses
the
Inte
rnet
app
ropr
iate
ly fo
r w
ork
21 T
ELEC
OM
MU
NIC
ATIO
NS
Se
lect
s an
d us
es a
ppro
pria
te
devi
ces
serv
ices
and
app
licat
ions
Pers
onal
Qua
litie
s and
Peo
ple
Skill
s1
PO
SITI
VE
WO
RK E
THIC
Co
mes
to w
ork
ever
y da
y on
tim
e is
will
ing
to ta
ke d
irect
ion
and
is m
otiv
ated
to
acco
mpl
ish
the
task
at h
and
2 I
NTE
GRI
TY
Abi
des
by w
orkp
lace
pol
icie
s an
d la
ws
and
dem
onst
rate
s ho
nest
y an
d re
liabi
lity
3 T
EAM
WO
RK
Cont
ribut
es to
the
succ
ess
of th
e te
am
assi
sts
othe
rs a
nd re
ques
ts h
elp
whe
n ne
eded
4 S
ELF-
REPR
ESEN
TATI
ON
D
ress
es a
ppro
pria
tely
and
use
s la
ngua
ge
and
man
ners
sui
tabl
e fo
r the
wor
kpla
ce
5 D
IVER
SITY
AW
ARE
NES
S
Wor
ks w
ell w
ith a
ll cu
stom
ers
and
cow
orke
rs
6 C
ON
FLIC
T RE
SOLU
TIO
N
Neg
otia
tes
dipl
omat
ic s
olut
ions
to
inte
rper
sona
l and
wor
kpla
ce is
sues
7 C
REAT
IVIT
Y A
ND
RES
OU
RCEF
ULN
ESS
Co
ntrib
utes
new
idea
s an
d w
orks
with
in
itiat
ive
WO
RKPL
ACE
REA
DIN
ESS
SKIL
LS
for t
he C
omm
onw
ealth
Nee
ds Id
entifi
ed b
y Vi
rgin
ia E
mpl
oyer
s
Wor
kpla
ce R
eadi
ness
Ski
lls fo
r the
Com
mon
wea
lth w
as d
evel
oped
by
the
Virg
inia
Dep
artm
ent o
f Edu
catio
nrsquos
Offi
ce o
f Car
eer amp
Tech
nica
l Edu
catio
n th
e U
nive
rsity
of V
irgin
iarsquos
Wel
don
Coop
er C
ente
r for
Pub
lic S
ervi
ce t
he C
aree
r and
Tech
nica
l Edu
catio
n Co
nsor
tium
of S
tate
s an
d Vi
rgin
iarsquos
CTE
Res
ourc
e Ce
nter
copy 2
010
Com
mon
wea
lth o
f Virg
inia
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
8 The TTAC Telegram ndash NovemberDecember 2012
Bonnie W Bell PhD VODE TTACGMU and Clare Talbert MEd VDOE TTACGMU
Concussions are real and they must be taken seriously Mismanagement of concussions may result in serious long-term cognitive and neurological consequences and risk coma or even death (Brain Injury Association of Virginia 2012) Conversely proper management of a return-to-learn process following a concussion should lead to a good prognosis with minimal deleterious brain function effects (Lovell Collins amp Bradley 2004)
Often concussions are minimized or misunderstood but all concussions are brain injuries (Centers for Disease Control 2011) As educators we play an extremely important role in the recovery and future functionality of our concussed students
ldquoWhen Mikaelarsquos post-concussion symptoms were at their worst the normally bubbly 16-year-old would cry herself to sleep If the piercing headaches sensitivity to light drastic memory loss and uncharacteristic mood swings werenrsquot bad enough there were times she would sit and stare blankly at her homework Her brain ndash her memory ndash betraying the honor student so completely she would crawl into bed her eyes welled with tears craving sleeprdquo This high school sophomore sustained her fourth concussion from taking a close-range shot off her temple during soccer practice (Comak 2011)Claire was also a high school soccer player During a game she fell down lost consciousness briefly
got up and continued to play The next day her troubles started At school she was having difficulty concentrating and reading When she got to math class and looked at her math test she realized that something serious was wrong She had no idea what it was Eventually Claire would be out of school for a year to recover from her head injury (Virginia Department of Health 2011)
The most crucial pieces in reducing the recovery time from a concussion appear to be immediate physical and mental rest and increased sleep to allow the brain to heal (Moser 2007) For educators this understanding is vital to facilitate our studentsrsquo quick recovery and return to class
Often athletes or their parents minimize or do not even report concussion symptoms because they want to tough it out they do not know what a concussion is or they are unaware of its inherent and potentially devastating dangers As students they do not want to miss class or fall behind However playing a sport with a concussion does not show courage or strength It is simply not smart to jeopardize brain health by participating in sports or education too soon after a concussion (CDC 2010) The risks are just too great
A brain compromised by concussion affects learning Initially students will need to stay at home and rest with no homework or tests Cognitive activity
during a recovery from a concussion can not only delay healing but it is often counter-productive Students cannot remember information or think as clearly as they did prior to the injury Thus testing during this recovery phase does not assess how much the student actually knows Also the brain injury interferes with the learning of new material so attempting to attend class learn or study is often ineffective or impossible
To complicate the concussive experience signs and symptoms may not appear or be noticed until hours or days after the injury (CDC 2010) Therefore it is important for educators to watch for changes in how students act learn perform or feel If an educator has concerns she should report them to all interested parties associated with the student (parents coaches school nurse counselor administrators etc) The following references and resources are helpful for educators to recognize and understand the signs and symptoms of concussions and to manage a studentrsquos return-to-learn plan
Additional Return-to-Learn Resources
An Educatorrsquos Guide to Concussions in the Classroom Nationwide Childrenrsquos Hospital 2nd edition (nd) httpwwwnationwidechildrensorgConcussions-in-the-Classroom This article contains
bullA Return-to School FrameworkbullDiscussion of symptom-specific
Whatrsquos a Teacher to Do When Students Return-to-Learn After a Concussion
9The TTAC Telegram ndash NovemberDecember 2012
accommodationsbullClassroom Concussion Assessment
FormBrain 101 The Concussion Playbook - Teacher Packet (2011) ORCAS httporcas-sportsconc2s3amazonawscomfilesA_TeacherPacketpdfThis packet includes
bull Information for Teachers Signs and Symptoms of Concussion
bullReturn to Academics ProgressionbullAccommodation Suggestions bullAccommodations Plan from
Healthcare ProviderBrain Injury and the Schools A Guide for Educators (2005) Brain Injury Association of Virginia httpwwwdoevirginiagovspecial_eddisabilitiestraumatic_brain_injurybrain_injury_schoolsThis guide includes
bullEducational Implications (including Accommodation Strategies)
bullTransition (including a Transition Planning Worksheet)
Concussion in the Classroom (nd) Upstate University Hospital Syracuse NY httpwwwupstateedupmrhealthcareprogramsconcussionpdfclassroompdfThis guide includes
bullGeneral strategies for students with concussion symptoms
bullStrategies to help with specific problems (attention and concentration comprehension and memory executive functioning visual auditory processing and behavioral emotional social)
bullGrade level differences
LEARNet Problem-Solving System and Resource Website (2008) Brain Injury Association of New York State httpwwwprojectlearnetorg This resource includes
bull What Problems Have You Seen (You choose a problem and are
provided with General Medical CognitiveSelf Regulatory Behavioral and Social-Emotional Possibilities as well as Tutorials to address these issues)
REAP Concussion Treatment amp Management Guidelines Rocky Mountain Hospital for Children httpwwwrockymountainhospitalforchildrencomsports-medicineconcussion-managementreap-guidelineshtm The REAP Project booklet (2011) includes
bullTime Frame for Family School Team Physical School Team Academic and Medical team after injury
bullMost Common ldquoThinkingrdquo Cognitive Problems Post-Concussion and suggested accommodations chart
bullA Graduated Return-to-Play (RTP) chart
bullConcussion information for the school team
bullSymptom Checklist
Schilling E J amp Getch Y Q (2012) Getting My Bearings Returning to School Issues Facing Adolescents with Traumatic Brain Injury TEACHING Exceptional Children 45(1) 54-63 This article contains
bull4 examples of adolescents with traumatic brain injuries amp includes practical solutions for difficulties experienced at school
bullA chart with ldquoBehavioral Academic and Social Supports and Interventions for Students with Traumatic Brain Injuryrdquo
bullA chart with ldquoSuggested Steps for School Reentry for Students with Traumatic Brain Injury
Returning to School After a Concussion A Fact Sheet for School Professionals (nd) US Department of Health amp Human Services and Centers for Disease Control and Prevention httpwwwcdcgovconcussionpdfTBI_Returning_to_School-apdfThis fact sheet includes
bullMembers and role of the support team
bullRole of cognitive exertion and restbullStrategies for Addressing Concussion
Symptoms at School
Working with Individuals with Brain Injury A Professionalrsquos Guide (nd) Brain Injury Association of Virginiahttpwwwttaconlineorgstaffs_resourcess_resource_detailaspaid=1188This guide contains
bullBrain Injury Deficit Management Strategies Chart
TTAC Online - - Resource Content (nd) httpwwwttaconlineorgstaffs_resourcess_resources_subcontentaspdis=13
bullThis an annotated listing of all of the Traumatic Brain Injury resources posted on TTAC Online (Virginia Department of Education)
ReferencesComak A Insult to Injury A Look at Concussions Cape Cod Times January 30 2011 Retrieved on August 30 2012 from httpwwwcapecodonlinecomappspbcsdllarticleAID=20110130SPORTS110129759-1NEWSLETTER100
Heads Up to Schools Know your Concussion ABCs (2010) Centers for Disease Control and Prevention (CDC) Retrieved on August 30 2012 from httpwwwcdcgovfeaturesConcussionABCs
Lovell M Collins M amp Bradley J (2004) Return to Play Following Sports-Related Concussion Clinics in Sports Medicine 23 421-441
Moser R S (2007) The Growing Public Health Concern of Sports Concussion The newpsychology practice frontier Professional Psychology Research and Practice 36 (6) 699-704
Sports Concussion (2012) Brain Injury Association of Virginia Retrieved on August 28 2012 from wwwbiavnetDefaultaspxPageID=5586473ampA=SearchResultampSearchID=496467
Virginia Department of Health (2011) Play Smart Understanding Sports Concussion DVDThis resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
11
VIRGINIA DEPARTMENT OF
Education
The TTAC Telegram ndash NovemberDecember 2012
FREE Irsquom Determined Apps Now AvailableThe Virginia Department of Educationrsquos Irsquom Determined project (wwwimdeterminedorg) is a state-directed effort whose purpose is to increase self-determination skills such as self-knowledge self-advocacy goal-setting decision-making and problem-solving
Irsquom Determined promotes self-determination skills through student participationstudent-led Individualized Education Program (IEP) meetings goal-setting and direct instruction to develop self-determination skills The project offers three tools that can be used at school with teachers and school personnel or at home with parents and families
bull Good Day Plan In four-column format this tool reviews what a student needs for them to experience success day-to-day Do they need a certain food or beverage for breakfast daily Do they need to play with their animals before getting on the school bus Do they need to listen to music first thing in the morning Do these actions happen now If not what can they do to make it happen Who can help the student out along their way Completing a Good Day Plan allows students to view their own behavior and daily events that can contribute to a good day at school and home
bull One Pager This tool helps the student have the opportunity in a simple one- page format to share information about who they are Although the One Pager can be used in a variety of settings
most students and teachers have used it at the IEP meetings Many schools use it for new teachers and school personnel to learn about a student in a more personal way rather than reading a thick IEP file
bull Goal Setting and Attainment This tool is a visual representation of the steps needed to accomplish an identified goal The studentrsquos goal is written in the center of a sun Each sunray represents an outcome resulting from goal attainment In the box that appears below the sun the steps needed to reach the goal are listed
The Good Day Plan and Goal Plan tools are now available through the iTunes Apps Store The One Pager app is coming soon Please visit the Irsquom Determined website for availability information
To find these apps for your iPhone or iPad search under the terms Goal Plan and Good Day Plan Each tool can be saved andor sent by email for a teacherrsquos review or just saved by date and name to allow the student and teacher to go back to discuss andor to update it These apps can be a great option for the student who likes technology and can be a great homework assignment to spark conversations with family members Using the apps in the classroom can provide an opportunity for great discussion between teachers and students How much do their peers know about them What helps them to learn What are their
future goals What makes them determined to be the best they can beYou can also find and use each of these tools from a template on the Irsquom Determined website Search under each tool by title You will see a green ldquoDownload the TEMPLATErdquo button that you can click on to download and save the tool You can type directly on it and print it out or you may print it out first and then write directly on it
Questions Contact John McNaught State-wide Project Director at mcnaugjtjmuedu or 540-568-2441
Teacher Direct
COMING SOON Sign up for weekly e-mail updates
TeacherDirect is a new addition to the Virginia Department of Educationrsquos Web site that includes links to resources for all SOL subject areas
contains weekly updated items of interest to teachers such as
new instructional resources upcoming professional development activities grant and scholarship opportunities and student contests
contains a searchable professional development calendar of
conferences webinars and institutes
contains catalogs of all DOE resources available to teachers
of English mathematics science and history and social science and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed as well as DOE resources available
to support them
SOL Library
SOL Events
SOL News
A New Web Page Just for Virginia Teachers
Bookmark it now wwwdoevirginiagovtestingteacher_direct
Attachment A Supt Memo No 250-12
Prof
essi
onal
Kno
wle
dge
and
Skill
s8
SPE
AKI
NG
AN
D L
ISTE
NIN
G
Follo
ws
dire
ctio
ns a
nd c
omm
unic
ates
eff
ectiv
ely
with
cus
tom
ers
and
fello
w e
mpl
oyee
s
9 R
EAD
ING
AN
D W
RITI
NG
Re
ads
and
inte
rpre
ts w
orkp
lace
doc
umen
ts a
nd
writ
es c
lear
ly
10
CRI
TIC
AL
THIN
KIN
G A
ND
PRO
BLEM
SO
LVIN
G
Ana
lyze
s an
d re
solv
es p
robl
ems
that
aris
e in
co
mpl
etin
g as
sign
ed ta
sks
11
HEA
LTH
AN
D S
AFE
TY
Follo
ws
safe
ty g
uide
lines
and
man
ages
per
sona
l hea
lth
12
ORG
AN
IZAT
ION
S S
YSTE
MS
AN
D C
LIM
ATES
Iden
tifies
ldquobig
pic
ture
rdquo iss
ues
and
his
or h
er ro
le in
fu
lfilli
ng th
e m
issi
on o
f the
wor
kpla
ce
13
LIFE
LON
G L
EARN
ING
Co
ntin
ually
acq
uire
s ne
w in
dust
ry-r
elat
ed in
form
atio
n an
d im
prov
es p
rofe
ssio
nal s
kills
14
JOB
AC
QU
ISIT
ION
AN
D A
DVA
NC
EMEN
T
Prep
ares
to a
pply
for a
job
and
to s
eek
prom
otio
n
15 T
IME
TA
SK A
ND
RES
OU
RCE
MA
NA
GEM
ENT
O
rgan
izes
and
impl
emen
ts a
pro
duct
ive
plan
of w
ork
16
MAT
HEM
ATIC
S
Use
s m
athe
mat
ical
reas
onin
g to
acc
ompl
ish
task
s
17
CU
STO
MER
SER
VIC
E
Iden
tifies
and
add
ress
es th
e ne
eds
of a
ll cu
stom
ers
prov
idin
g he
lpfu
l co
urte
ous
and
know
ledg
eabl
e se
rvic
e
Tech
nolo
gy K
now
ledg
e an
d Sk
ills
18
JOB-
SPEC
IFIC
TEC
HN
OLO
GIE
S
Sele
cts
and
safe
ly u
ses
tech
nolo
gica
l re
sour
ces
to a
ccom
plis
h w
ork
resp
onsi
bilit
ies
in a
pro
duct
ive
man
ner
19
INFO
RMAT
ION
TEC
HN
OLO
GY
U
ses
com
pute
rs fi
le m
anag
emen
t te
chni
ques
and
sof
twar
epr
ogra
ms
effec
tivel
y
20
INTE
RNET
USE
AN
D S
ECU
RITY
U
ses
the
Inte
rnet
app
ropr
iate
ly fo
r w
ork
21 T
ELEC
OM
MU
NIC
ATIO
NS
Se
lect
s an
d us
es a
ppro
pria
te
devi
ces
serv
ices
and
app
licat
ions
Pers
onal
Qua
litie
s and
Peo
ple
Skill
s1
PO
SITI
VE
WO
RK E
THIC
Co
mes
to w
ork
ever
y da
y on
tim
e is
will
ing
to ta
ke d
irect
ion
and
is m
otiv
ated
to
acco
mpl
ish
the
task
at h
and
2 I
NTE
GRI
TY
Abi
des
by w
orkp
lace
pol
icie
s an
d la
ws
and
dem
onst
rate
s ho
nest
y an
d re
liabi
lity
3 T
EAM
WO
RK
Cont
ribut
es to
the
succ
ess
of th
e te
am
assi
sts
othe
rs a
nd re
ques
ts h
elp
whe
n ne
eded
4 S
ELF-
REPR
ESEN
TATI
ON
D
ress
es a
ppro
pria
tely
and
use
s la
ngua
ge
and
man
ners
sui
tabl
e fo
r the
wor
kpla
ce
5 D
IVER
SITY
AW
ARE
NES
S
Wor
ks w
ell w
ith a
ll cu
stom
ers
and
cow
orke
rs
6 C
ON
FLIC
T RE
SOLU
TIO
N
Neg
otia
tes
dipl
omat
ic s
olut
ions
to
inte
rper
sona
l and
wor
kpla
ce is
sues
7 C
REAT
IVIT
Y A
ND
RES
OU
RCEF
ULN
ESS
Co
ntrib
utes
new
idea
s an
d w
orks
with
in
itiat
ive
WO
RKPL
ACE
REA
DIN
ESS
SKIL
LS
for t
he C
omm
onw
ealth
Nee
ds Id
entifi
ed b
y Vi
rgin
ia E
mpl
oyer
s
Wor
kpla
ce R
eadi
ness
Ski
lls fo
r the
Com
mon
wea
lth w
as d
evel
oped
by
the
Virg
inia
Dep
artm
ent o
f Edu
catio
nrsquos
Offi
ce o
f Car
eer amp
Tech
nica
l Edu
catio
n th
e U
nive
rsity
of V
irgin
iarsquos
Wel
don
Coop
er C
ente
r for
Pub
lic S
ervi
ce t
he C
aree
r and
Tech
nica
l Edu
catio
n Co
nsor
tium
of S
tate
s an
d Vi
rgin
iarsquos
CTE
Res
ourc
e Ce
nter
copy 2
010
Com
mon
wea
lth o
f Virg
inia
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
9The TTAC Telegram ndash NovemberDecember 2012
accommodationsbullClassroom Concussion Assessment
FormBrain 101 The Concussion Playbook - Teacher Packet (2011) ORCAS httporcas-sportsconc2s3amazonawscomfilesA_TeacherPacketpdfThis packet includes
bull Information for Teachers Signs and Symptoms of Concussion
bullReturn to Academics ProgressionbullAccommodation Suggestions bullAccommodations Plan from
Healthcare ProviderBrain Injury and the Schools A Guide for Educators (2005) Brain Injury Association of Virginia httpwwwdoevirginiagovspecial_eddisabilitiestraumatic_brain_injurybrain_injury_schoolsThis guide includes
bullEducational Implications (including Accommodation Strategies)
bullTransition (including a Transition Planning Worksheet)
Concussion in the Classroom (nd) Upstate University Hospital Syracuse NY httpwwwupstateedupmrhealthcareprogramsconcussionpdfclassroompdfThis guide includes
bullGeneral strategies for students with concussion symptoms
bullStrategies to help with specific problems (attention and concentration comprehension and memory executive functioning visual auditory processing and behavioral emotional social)
bullGrade level differences
LEARNet Problem-Solving System and Resource Website (2008) Brain Injury Association of New York State httpwwwprojectlearnetorg This resource includes
bull What Problems Have You Seen (You choose a problem and are
provided with General Medical CognitiveSelf Regulatory Behavioral and Social-Emotional Possibilities as well as Tutorials to address these issues)
REAP Concussion Treatment amp Management Guidelines Rocky Mountain Hospital for Children httpwwwrockymountainhospitalforchildrencomsports-medicineconcussion-managementreap-guidelineshtm The REAP Project booklet (2011) includes
bullTime Frame for Family School Team Physical School Team Academic and Medical team after injury
bullMost Common ldquoThinkingrdquo Cognitive Problems Post-Concussion and suggested accommodations chart
bullA Graduated Return-to-Play (RTP) chart
bullConcussion information for the school team
bullSymptom Checklist
Schilling E J amp Getch Y Q (2012) Getting My Bearings Returning to School Issues Facing Adolescents with Traumatic Brain Injury TEACHING Exceptional Children 45(1) 54-63 This article contains
bull4 examples of adolescents with traumatic brain injuries amp includes practical solutions for difficulties experienced at school
bullA chart with ldquoBehavioral Academic and Social Supports and Interventions for Students with Traumatic Brain Injuryrdquo
bullA chart with ldquoSuggested Steps for School Reentry for Students with Traumatic Brain Injury
Returning to School After a Concussion A Fact Sheet for School Professionals (nd) US Department of Health amp Human Services and Centers for Disease Control and Prevention httpwwwcdcgovconcussionpdfTBI_Returning_to_School-apdfThis fact sheet includes
bullMembers and role of the support team
bullRole of cognitive exertion and restbullStrategies for Addressing Concussion
Symptoms at School
Working with Individuals with Brain Injury A Professionalrsquos Guide (nd) Brain Injury Association of Virginiahttpwwwttaconlineorgstaffs_resourcess_resource_detailaspaid=1188This guide contains
bullBrain Injury Deficit Management Strategies Chart
TTAC Online - - Resource Content (nd) httpwwwttaconlineorgstaffs_resourcess_resources_subcontentaspdis=13
bullThis an annotated listing of all of the Traumatic Brain Injury resources posted on TTAC Online (Virginia Department of Education)
ReferencesComak A Insult to Injury A Look at Concussions Cape Cod Times January 30 2011 Retrieved on August 30 2012 from httpwwwcapecodonlinecomappspbcsdllarticleAID=20110130SPORTS110129759-1NEWSLETTER100
Heads Up to Schools Know your Concussion ABCs (2010) Centers for Disease Control and Prevention (CDC) Retrieved on August 30 2012 from httpwwwcdcgovfeaturesConcussionABCs
Lovell M Collins M amp Bradley J (2004) Return to Play Following Sports-Related Concussion Clinics in Sports Medicine 23 421-441
Moser R S (2007) The Growing Public Health Concern of Sports Concussion The newpsychology practice frontier Professional Psychology Research and Practice 36 (6) 699-704
Sports Concussion (2012) Brain Injury Association of Virginia Retrieved on August 28 2012 from wwwbiavnetDefaultaspxPageID=5586473ampA=SearchResultampSearchID=496467
Virginia Department of Health (2011) Play Smart Understanding Sports Concussion DVDThis resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
11
VIRGINIA DEPARTMENT OF
Education
The TTAC Telegram ndash NovemberDecember 2012
FREE Irsquom Determined Apps Now AvailableThe Virginia Department of Educationrsquos Irsquom Determined project (wwwimdeterminedorg) is a state-directed effort whose purpose is to increase self-determination skills such as self-knowledge self-advocacy goal-setting decision-making and problem-solving
Irsquom Determined promotes self-determination skills through student participationstudent-led Individualized Education Program (IEP) meetings goal-setting and direct instruction to develop self-determination skills The project offers three tools that can be used at school with teachers and school personnel or at home with parents and families
bull Good Day Plan In four-column format this tool reviews what a student needs for them to experience success day-to-day Do they need a certain food or beverage for breakfast daily Do they need to play with their animals before getting on the school bus Do they need to listen to music first thing in the morning Do these actions happen now If not what can they do to make it happen Who can help the student out along their way Completing a Good Day Plan allows students to view their own behavior and daily events that can contribute to a good day at school and home
bull One Pager This tool helps the student have the opportunity in a simple one- page format to share information about who they are Although the One Pager can be used in a variety of settings
most students and teachers have used it at the IEP meetings Many schools use it for new teachers and school personnel to learn about a student in a more personal way rather than reading a thick IEP file
bull Goal Setting and Attainment This tool is a visual representation of the steps needed to accomplish an identified goal The studentrsquos goal is written in the center of a sun Each sunray represents an outcome resulting from goal attainment In the box that appears below the sun the steps needed to reach the goal are listed
The Good Day Plan and Goal Plan tools are now available through the iTunes Apps Store The One Pager app is coming soon Please visit the Irsquom Determined website for availability information
To find these apps for your iPhone or iPad search under the terms Goal Plan and Good Day Plan Each tool can be saved andor sent by email for a teacherrsquos review or just saved by date and name to allow the student and teacher to go back to discuss andor to update it These apps can be a great option for the student who likes technology and can be a great homework assignment to spark conversations with family members Using the apps in the classroom can provide an opportunity for great discussion between teachers and students How much do their peers know about them What helps them to learn What are their
future goals What makes them determined to be the best they can beYou can also find and use each of these tools from a template on the Irsquom Determined website Search under each tool by title You will see a green ldquoDownload the TEMPLATErdquo button that you can click on to download and save the tool You can type directly on it and print it out or you may print it out first and then write directly on it
Questions Contact John McNaught State-wide Project Director at mcnaugjtjmuedu or 540-568-2441
Teacher Direct
COMING SOON Sign up for weekly e-mail updates
TeacherDirect is a new addition to the Virginia Department of Educationrsquos Web site that includes links to resources for all SOL subject areas
contains weekly updated items of interest to teachers such as
new instructional resources upcoming professional development activities grant and scholarship opportunities and student contests
contains a searchable professional development calendar of
conferences webinars and institutes
contains catalogs of all DOE resources available to teachers
of English mathematics science and history and social science and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed as well as DOE resources available
to support them
SOL Library
SOL Events
SOL News
A New Web Page Just for Virginia Teachers
Bookmark it now wwwdoevirginiagovtestingteacher_direct
Attachment A Supt Memo No 250-12
Prof
essi
onal
Kno
wle
dge
and
Skill
s8
SPE
AKI
NG
AN
D L
ISTE
NIN
G
Follo
ws
dire
ctio
ns a
nd c
omm
unic
ates
eff
ectiv
ely
with
cus
tom
ers
and
fello
w e
mpl
oyee
s
9 R
EAD
ING
AN
D W
RITI
NG
Re
ads
and
inte
rpre
ts w
orkp
lace
doc
umen
ts a
nd
writ
es c
lear
ly
10
CRI
TIC
AL
THIN
KIN
G A
ND
PRO
BLEM
SO
LVIN
G
Ana
lyze
s an
d re
solv
es p
robl
ems
that
aris
e in
co
mpl
etin
g as
sign
ed ta
sks
11
HEA
LTH
AN
D S
AFE
TY
Follo
ws
safe
ty g
uide
lines
and
man
ages
per
sona
l hea
lth
12
ORG
AN
IZAT
ION
S S
YSTE
MS
AN
D C
LIM
ATES
Iden
tifies
ldquobig
pic
ture
rdquo iss
ues
and
his
or h
er ro
le in
fu
lfilli
ng th
e m
issi
on o
f the
wor
kpla
ce
13
LIFE
LON
G L
EARN
ING
Co
ntin
ually
acq
uire
s ne
w in
dust
ry-r
elat
ed in
form
atio
n an
d im
prov
es p
rofe
ssio
nal s
kills
14
JOB
AC
QU
ISIT
ION
AN
D A
DVA
NC
EMEN
T
Prep
ares
to a
pply
for a
job
and
to s
eek
prom
otio
n
15 T
IME
TA
SK A
ND
RES
OU
RCE
MA
NA
GEM
ENT
O
rgan
izes
and
impl
emen
ts a
pro
duct
ive
plan
of w
ork
16
MAT
HEM
ATIC
S
Use
s m
athe
mat
ical
reas
onin
g to
acc
ompl
ish
task
s
17
CU
STO
MER
SER
VIC
E
Iden
tifies
and
add
ress
es th
e ne
eds
of a
ll cu
stom
ers
prov
idin
g he
lpfu
l co
urte
ous
and
know
ledg
eabl
e se
rvic
e
Tech
nolo
gy K
now
ledg
e an
d Sk
ills
18
JOB-
SPEC
IFIC
TEC
HN
OLO
GIE
S
Sele
cts
and
safe
ly u
ses
tech
nolo
gica
l re
sour
ces
to a
ccom
plis
h w
ork
resp
onsi
bilit
ies
in a
pro
duct
ive
man
ner
19
INFO
RMAT
ION
TEC
HN
OLO
GY
U
ses
com
pute
rs fi
le m
anag
emen
t te
chni
ques
and
sof
twar
epr
ogra
ms
effec
tivel
y
20
INTE
RNET
USE
AN
D S
ECU
RITY
U
ses
the
Inte
rnet
app
ropr
iate
ly fo
r w
ork
21 T
ELEC
OM
MU
NIC
ATIO
NS
Se
lect
s an
d us
es a
ppro
pria
te
devi
ces
serv
ices
and
app
licat
ions
Pers
onal
Qua
litie
s and
Peo
ple
Skill
s1
PO
SITI
VE
WO
RK E
THIC
Co
mes
to w
ork
ever
y da
y on
tim
e is
will
ing
to ta
ke d
irect
ion
and
is m
otiv
ated
to
acco
mpl
ish
the
task
at h
and
2 I
NTE
GRI
TY
Abi
des
by w
orkp
lace
pol
icie
s an
d la
ws
and
dem
onst
rate
s ho
nest
y an
d re
liabi
lity
3 T
EAM
WO
RK
Cont
ribut
es to
the
succ
ess
of th
e te
am
assi
sts
othe
rs a
nd re
ques
ts h
elp
whe
n ne
eded
4 S
ELF-
REPR
ESEN
TATI
ON
D
ress
es a
ppro
pria
tely
and
use
s la
ngua
ge
and
man
ners
sui
tabl
e fo
r the
wor
kpla
ce
5 D
IVER
SITY
AW
ARE
NES
S
Wor
ks w
ell w
ith a
ll cu
stom
ers
and
cow
orke
rs
6 C
ON
FLIC
T RE
SOLU
TIO
N
Neg
otia
tes
dipl
omat
ic s
olut
ions
to
inte
rper
sona
l and
wor
kpla
ce is
sues
7 C
REAT
IVIT
Y A
ND
RES
OU
RCEF
ULN
ESS
Co
ntrib
utes
new
idea
s an
d w
orks
with
in
itiat
ive
WO
RKPL
ACE
REA
DIN
ESS
SKIL
LS
for t
he C
omm
onw
ealth
Nee
ds Id
entifi
ed b
y Vi
rgin
ia E
mpl
oyer
s
Wor
kpla
ce R
eadi
ness
Ski
lls fo
r the
Com
mon
wea
lth w
as d
evel
oped
by
the
Virg
inia
Dep
artm
ent o
f Edu
catio
nrsquos
Offi
ce o
f Car
eer amp
Tech
nica
l Edu
catio
n th
e U
nive
rsity
of V
irgin
iarsquos
Wel
don
Coop
er C
ente
r for
Pub
lic S
ervi
ce t
he C
aree
r and
Tech
nica
l Edu
catio
n Co
nsor
tium
of S
tate
s an
d Vi
rgin
iarsquos
CTE
Res
ourc
e Ce
nter
copy 2
010
Com
mon
wea
lth o
f Virg
inia
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
Heads Up to Schools Know your Concussion ABCs (2010) Centers for Disease Control and Prevention (CDC) Retrieved on August 30 2012 from httpwwwcdcgovfeaturesConcussionABCs
Lovell M Collins M amp Bradley J (2004) Return to Play Following Sports-Related Concussion Clinics in Sports Medicine 23 421-441
Moser R S (2007) The Growing Public Health Concern of Sports Concussion The newpsychology practice frontier Professional Psychology Research and Practice 36 (6) 699-704
Sports Concussion (2012) Brain Injury Association of Virginia Retrieved on August 28 2012 from wwwbiavnetDefaultaspxPageID=5586473ampA=SearchResultampSearchID=496467
Virginia Department of Health (2011) Play Smart Understanding Sports Concussion DVDThis resource is available for checkout from the Region 4 TTACGMU lending library which can be accessed at httpkihdgmuedulibrary and from the Region 5 TTACJMU lending library which can be accessed at httpwwwjmueduttac
11
VIRGINIA DEPARTMENT OF
Education
The TTAC Telegram ndash NovemberDecember 2012
FREE Irsquom Determined Apps Now AvailableThe Virginia Department of Educationrsquos Irsquom Determined project (wwwimdeterminedorg) is a state-directed effort whose purpose is to increase self-determination skills such as self-knowledge self-advocacy goal-setting decision-making and problem-solving
Irsquom Determined promotes self-determination skills through student participationstudent-led Individualized Education Program (IEP) meetings goal-setting and direct instruction to develop self-determination skills The project offers three tools that can be used at school with teachers and school personnel or at home with parents and families
bull Good Day Plan In four-column format this tool reviews what a student needs for them to experience success day-to-day Do they need a certain food or beverage for breakfast daily Do they need to play with their animals before getting on the school bus Do they need to listen to music first thing in the morning Do these actions happen now If not what can they do to make it happen Who can help the student out along their way Completing a Good Day Plan allows students to view their own behavior and daily events that can contribute to a good day at school and home
bull One Pager This tool helps the student have the opportunity in a simple one- page format to share information about who they are Although the One Pager can be used in a variety of settings
most students and teachers have used it at the IEP meetings Many schools use it for new teachers and school personnel to learn about a student in a more personal way rather than reading a thick IEP file
bull Goal Setting and Attainment This tool is a visual representation of the steps needed to accomplish an identified goal The studentrsquos goal is written in the center of a sun Each sunray represents an outcome resulting from goal attainment In the box that appears below the sun the steps needed to reach the goal are listed
The Good Day Plan and Goal Plan tools are now available through the iTunes Apps Store The One Pager app is coming soon Please visit the Irsquom Determined website for availability information
To find these apps for your iPhone or iPad search under the terms Goal Plan and Good Day Plan Each tool can be saved andor sent by email for a teacherrsquos review or just saved by date and name to allow the student and teacher to go back to discuss andor to update it These apps can be a great option for the student who likes technology and can be a great homework assignment to spark conversations with family members Using the apps in the classroom can provide an opportunity for great discussion between teachers and students How much do their peers know about them What helps them to learn What are their
future goals What makes them determined to be the best they can beYou can also find and use each of these tools from a template on the Irsquom Determined website Search under each tool by title You will see a green ldquoDownload the TEMPLATErdquo button that you can click on to download and save the tool You can type directly on it and print it out or you may print it out first and then write directly on it
Questions Contact John McNaught State-wide Project Director at mcnaugjtjmuedu or 540-568-2441
Teacher Direct
COMING SOON Sign up for weekly e-mail updates
TeacherDirect is a new addition to the Virginia Department of Educationrsquos Web site that includes links to resources for all SOL subject areas
contains weekly updated items of interest to teachers such as
new instructional resources upcoming professional development activities grant and scholarship opportunities and student contests
contains a searchable professional development calendar of
conferences webinars and institutes
contains catalogs of all DOE resources available to teachers
of English mathematics science and history and social science and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed as well as DOE resources available
to support them
SOL Library
SOL Events
SOL News
A New Web Page Just for Virginia Teachers
Bookmark it now wwwdoevirginiagovtestingteacher_direct
Attachment A Supt Memo No 250-12
Prof
essi
onal
Kno
wle
dge
and
Skill
s8
SPE
AKI
NG
AN
D L
ISTE
NIN
G
Follo
ws
dire
ctio
ns a
nd c
omm
unic
ates
eff
ectiv
ely
with
cus
tom
ers
and
fello
w e
mpl
oyee
s
9 R
EAD
ING
AN
D W
RITI
NG
Re
ads
and
inte
rpre
ts w
orkp
lace
doc
umen
ts a
nd
writ
es c
lear
ly
10
CRI
TIC
AL
THIN
KIN
G A
ND
PRO
BLEM
SO
LVIN
G
Ana
lyze
s an
d re
solv
es p
robl
ems
that
aris
e in
co
mpl
etin
g as
sign
ed ta
sks
11
HEA
LTH
AN
D S
AFE
TY
Follo
ws
safe
ty g
uide
lines
and
man
ages
per
sona
l hea
lth
12
ORG
AN
IZAT
ION
S S
YSTE
MS
AN
D C
LIM
ATES
Iden
tifies
ldquobig
pic
ture
rdquo iss
ues
and
his
or h
er ro
le in
fu
lfilli
ng th
e m
issi
on o
f the
wor
kpla
ce
13
LIFE
LON
G L
EARN
ING
Co
ntin
ually
acq
uire
s ne
w in
dust
ry-r
elat
ed in
form
atio
n an
d im
prov
es p
rofe
ssio
nal s
kills
14
JOB
AC
QU
ISIT
ION
AN
D A
DVA
NC
EMEN
T
Prep
ares
to a
pply
for a
job
and
to s
eek
prom
otio
n
15 T
IME
TA
SK A
ND
RES
OU
RCE
MA
NA
GEM
ENT
O
rgan
izes
and
impl
emen
ts a
pro
duct
ive
plan
of w
ork
16
MAT
HEM
ATIC
S
Use
s m
athe
mat
ical
reas
onin
g to
acc
ompl
ish
task
s
17
CU
STO
MER
SER
VIC
E
Iden
tifies
and
add
ress
es th
e ne
eds
of a
ll cu
stom
ers
prov
idin
g he
lpfu
l co
urte
ous
and
know
ledg
eabl
e se
rvic
e
Tech
nolo
gy K
now
ledg
e an
d Sk
ills
18
JOB-
SPEC
IFIC
TEC
HN
OLO
GIE
S
Sele
cts
and
safe
ly u
ses
tech
nolo
gica
l re
sour
ces
to a
ccom
plis
h w
ork
resp
onsi
bilit
ies
in a
pro
duct
ive
man
ner
19
INFO
RMAT
ION
TEC
HN
OLO
GY
U
ses
com
pute
rs fi
le m
anag
emen
t te
chni
ques
and
sof
twar
epr
ogra
ms
effec
tivel
y
20
INTE
RNET
USE
AN
D S
ECU
RITY
U
ses
the
Inte
rnet
app
ropr
iate
ly fo
r w
ork
21 T
ELEC
OM
MU
NIC
ATIO
NS
Se
lect
s an
d us
es a
ppro
pria
te
devi
ces
serv
ices
and
app
licat
ions
Pers
onal
Qua
litie
s and
Peo
ple
Skill
s1
PO
SITI
VE
WO
RK E
THIC
Co
mes
to w
ork
ever
y da
y on
tim
e is
will
ing
to ta
ke d
irect
ion
and
is m
otiv
ated
to
acco
mpl
ish
the
task
at h
and
2 I
NTE
GRI
TY
Abi
des
by w
orkp
lace
pol
icie
s an
d la
ws
and
dem
onst
rate
s ho
nest
y an
d re
liabi
lity
3 T
EAM
WO
RK
Cont
ribut
es to
the
succ
ess
of th
e te
am
assi
sts
othe
rs a
nd re
ques
ts h
elp
whe
n ne
eded
4 S
ELF-
REPR
ESEN
TATI
ON
D
ress
es a
ppro
pria
tely
and
use
s la
ngua
ge
and
man
ners
sui
tabl
e fo
r the
wor
kpla
ce
5 D
IVER
SITY
AW
ARE
NES
S
Wor
ks w
ell w
ith a
ll cu
stom
ers
and
cow
orke
rs
6 C
ON
FLIC
T RE
SOLU
TIO
N
Neg
otia
tes
dipl
omat
ic s
olut
ions
to
inte
rper
sona
l and
wor
kpla
ce is
sues
7 C
REAT
IVIT
Y A
ND
RES
OU
RCEF
ULN
ESS
Co
ntrib
utes
new
idea
s an
d w
orks
with
in
itiat
ive
WO
RKPL
ACE
REA
DIN
ESS
SKIL
LS
for t
he C
omm
onw
ealth
Nee
ds Id
entifi
ed b
y Vi
rgin
ia E
mpl
oyer
s
Wor
kpla
ce R
eadi
ness
Ski
lls fo
r the
Com
mon
wea
lth w
as d
evel
oped
by
the
Virg
inia
Dep
artm
ent o
f Edu
catio
nrsquos
Offi
ce o
f Car
eer amp
Tech
nica
l Edu
catio
n th
e U
nive
rsity
of V
irgin
iarsquos
Wel
don
Coop
er C
ente
r for
Pub
lic S
ervi
ce t
he C
aree
r and
Tech
nica
l Edu
catio
n Co
nsor
tium
of S
tate
s an
d Vi
rgin
iarsquos
CTE
Res
ourc
e Ce
nter
copy 2
010
Com
mon
wea
lth o
f Virg
inia
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
11
VIRGINIA DEPARTMENT OF
Education
The TTAC Telegram ndash NovemberDecember 2012
FREE Irsquom Determined Apps Now AvailableThe Virginia Department of Educationrsquos Irsquom Determined project (wwwimdeterminedorg) is a state-directed effort whose purpose is to increase self-determination skills such as self-knowledge self-advocacy goal-setting decision-making and problem-solving
Irsquom Determined promotes self-determination skills through student participationstudent-led Individualized Education Program (IEP) meetings goal-setting and direct instruction to develop self-determination skills The project offers three tools that can be used at school with teachers and school personnel or at home with parents and families
bull Good Day Plan In four-column format this tool reviews what a student needs for them to experience success day-to-day Do they need a certain food or beverage for breakfast daily Do they need to play with their animals before getting on the school bus Do they need to listen to music first thing in the morning Do these actions happen now If not what can they do to make it happen Who can help the student out along their way Completing a Good Day Plan allows students to view their own behavior and daily events that can contribute to a good day at school and home
bull One Pager This tool helps the student have the opportunity in a simple one- page format to share information about who they are Although the One Pager can be used in a variety of settings
most students and teachers have used it at the IEP meetings Many schools use it for new teachers and school personnel to learn about a student in a more personal way rather than reading a thick IEP file
bull Goal Setting and Attainment This tool is a visual representation of the steps needed to accomplish an identified goal The studentrsquos goal is written in the center of a sun Each sunray represents an outcome resulting from goal attainment In the box that appears below the sun the steps needed to reach the goal are listed
The Good Day Plan and Goal Plan tools are now available through the iTunes Apps Store The One Pager app is coming soon Please visit the Irsquom Determined website for availability information
To find these apps for your iPhone or iPad search under the terms Goal Plan and Good Day Plan Each tool can be saved andor sent by email for a teacherrsquos review or just saved by date and name to allow the student and teacher to go back to discuss andor to update it These apps can be a great option for the student who likes technology and can be a great homework assignment to spark conversations with family members Using the apps in the classroom can provide an opportunity for great discussion between teachers and students How much do their peers know about them What helps them to learn What are their
future goals What makes them determined to be the best they can beYou can also find and use each of these tools from a template on the Irsquom Determined website Search under each tool by title You will see a green ldquoDownload the TEMPLATErdquo button that you can click on to download and save the tool You can type directly on it and print it out or you may print it out first and then write directly on it
Questions Contact John McNaught State-wide Project Director at mcnaugjtjmuedu or 540-568-2441
Teacher Direct
COMING SOON Sign up for weekly e-mail updates
TeacherDirect is a new addition to the Virginia Department of Educationrsquos Web site that includes links to resources for all SOL subject areas
contains weekly updated items of interest to teachers such as
new instructional resources upcoming professional development activities grant and scholarship opportunities and student contests
contains a searchable professional development calendar of
conferences webinars and institutes
contains catalogs of all DOE resources available to teachers
of English mathematics science and history and social science and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed as well as DOE resources available
to support them
SOL Library
SOL Events
SOL News
A New Web Page Just for Virginia Teachers
Bookmark it now wwwdoevirginiagovtestingteacher_direct
Attachment A Supt Memo No 250-12
Prof
essi
onal
Kno
wle
dge
and
Skill
s8
SPE
AKI
NG
AN
D L
ISTE
NIN
G
Follo
ws
dire
ctio
ns a
nd c
omm
unic
ates
eff
ectiv
ely
with
cus
tom
ers
and
fello
w e
mpl
oyee
s
9 R
EAD
ING
AN
D W
RITI
NG
Re
ads
and
inte
rpre
ts w
orkp
lace
doc
umen
ts a
nd
writ
es c
lear
ly
10
CRI
TIC
AL
THIN
KIN
G A
ND
PRO
BLEM
SO
LVIN
G
Ana
lyze
s an
d re
solv
es p
robl
ems
that
aris
e in
co
mpl
etin
g as
sign
ed ta
sks
11
HEA
LTH
AN
D S
AFE
TY
Follo
ws
safe
ty g
uide
lines
and
man
ages
per
sona
l hea
lth
12
ORG
AN
IZAT
ION
S S
YSTE
MS
AN
D C
LIM
ATES
Iden
tifies
ldquobig
pic
ture
rdquo iss
ues
and
his
or h
er ro
le in
fu
lfilli
ng th
e m
issi
on o
f the
wor
kpla
ce
13
LIFE
LON
G L
EARN
ING
Co
ntin
ually
acq
uire
s ne
w in
dust
ry-r
elat
ed in
form
atio
n an
d im
prov
es p
rofe
ssio
nal s
kills
14
JOB
AC
QU
ISIT
ION
AN
D A
DVA
NC
EMEN
T
Prep
ares
to a
pply
for a
job
and
to s
eek
prom
otio
n
15 T
IME
TA
SK A
ND
RES
OU
RCE
MA
NA
GEM
ENT
O
rgan
izes
and
impl
emen
ts a
pro
duct
ive
plan
of w
ork
16
MAT
HEM
ATIC
S
Use
s m
athe
mat
ical
reas
onin
g to
acc
ompl
ish
task
s
17
CU
STO
MER
SER
VIC
E
Iden
tifies
and
add
ress
es th
e ne
eds
of a
ll cu
stom
ers
prov
idin
g he
lpfu
l co
urte
ous
and
know
ledg
eabl
e se
rvic
e
Tech
nolo
gy K
now
ledg
e an
d Sk
ills
18
JOB-
SPEC
IFIC
TEC
HN
OLO
GIE
S
Sele
cts
and
safe
ly u
ses
tech
nolo
gica
l re
sour
ces
to a
ccom
plis
h w
ork
resp
onsi
bilit
ies
in a
pro
duct
ive
man
ner
19
INFO
RMAT
ION
TEC
HN
OLO
GY
U
ses
com
pute
rs fi
le m
anag
emen
t te
chni
ques
and
sof
twar
epr
ogra
ms
effec
tivel
y
20
INTE
RNET
USE
AN
D S
ECU
RITY
U
ses
the
Inte
rnet
app
ropr
iate
ly fo
r w
ork
21 T
ELEC
OM
MU
NIC
ATIO
NS
Se
lect
s an
d us
es a
ppro
pria
te
devi
ces
serv
ices
and
app
licat
ions
Pers
onal
Qua
litie
s and
Peo
ple
Skill
s1
PO
SITI
VE
WO
RK E
THIC
Co
mes
to w
ork
ever
y da
y on
tim
e is
will
ing
to ta
ke d
irect
ion
and
is m
otiv
ated
to
acco
mpl
ish
the
task
at h
and
2 I
NTE
GRI
TY
Abi
des
by w
orkp
lace
pol
icie
s an
d la
ws
and
dem
onst
rate
s ho
nest
y an
d re
liabi
lity
3 T
EAM
WO
RK
Cont
ribut
es to
the
succ
ess
of th
e te
am
assi
sts
othe
rs a
nd re
ques
ts h
elp
whe
n ne
eded
4 S
ELF-
REPR
ESEN
TATI
ON
D
ress
es a
ppro
pria
tely
and
use
s la
ngua
ge
and
man
ners
sui
tabl
e fo
r the
wor
kpla
ce
5 D
IVER
SITY
AW
ARE
NES
S
Wor
ks w
ell w
ith a
ll cu
stom
ers
and
cow
orke
rs
6 C
ON
FLIC
T RE
SOLU
TIO
N
Neg
otia
tes
dipl
omat
ic s
olut
ions
to
inte
rper
sona
l and
wor
kpla
ce is
sues
7 C
REAT
IVIT
Y A
ND
RES
OU
RCEF
ULN
ESS
Co
ntrib
utes
new
idea
s an
d w
orks
with
in
itiat
ive
WO
RKPL
ACE
REA
DIN
ESS
SKIL
LS
for t
he C
omm
onw
ealth
Nee
ds Id
entifi
ed b
y Vi
rgin
ia E
mpl
oyer
s
Wor
kpla
ce R
eadi
ness
Ski
lls fo
r the
Com
mon
wea
lth w
as d
evel
oped
by
the
Virg
inia
Dep
artm
ent o
f Edu
catio
nrsquos
Offi
ce o
f Car
eer amp
Tech
nica
l Edu
catio
n th
e U
nive
rsity
of V
irgin
iarsquos
Wel
don
Coop
er C
ente
r for
Pub
lic S
ervi
ce t
he C
aree
r and
Tech
nica
l Edu
catio
n Co
nsor
tium
of S
tate
s an
d Vi
rgin
iarsquos
CTE
Res
ourc
e Ce
nter
copy 2
010
Com
mon
wea
lth o
f Virg
inia
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
Teacher Direct
COMING SOON Sign up for weekly e-mail updates
TeacherDirect is a new addition to the Virginia Department of Educationrsquos Web site that includes links to resources for all SOL subject areas
contains weekly updated items of interest to teachers such as
new instructional resources upcoming professional development activities grant and scholarship opportunities and student contests
contains a searchable professional development calendar of
conferences webinars and institutes
contains catalogs of all DOE resources available to teachers
of English mathematics science and history and social science and videos and narrated PowerPoint presentations on how the Standards of Learning are created and assessed as well as DOE resources available
to support them
SOL Library
SOL Events
SOL News
A New Web Page Just for Virginia Teachers
Bookmark it now wwwdoevirginiagovtestingteacher_direct
Attachment A Supt Memo No 250-12
Prof
essi
onal
Kno
wle
dge
and
Skill
s8
SPE
AKI
NG
AN
D L
ISTE
NIN
G
Follo
ws
dire
ctio
ns a
nd c
omm
unic
ates
eff
ectiv
ely
with
cus
tom
ers
and
fello
w e
mpl
oyee
s
9 R
EAD
ING
AN
D W
RITI
NG
Re
ads
and
inte
rpre
ts w
orkp
lace
doc
umen
ts a
nd
writ
es c
lear
ly
10
CRI
TIC
AL
THIN
KIN
G A
ND
PRO
BLEM
SO
LVIN
G
Ana
lyze
s an
d re
solv
es p
robl
ems
that
aris
e in
co
mpl
etin
g as
sign
ed ta
sks
11
HEA
LTH
AN
D S
AFE
TY
Follo
ws
safe
ty g
uide
lines
and
man
ages
per
sona
l hea
lth
12
ORG
AN
IZAT
ION
S S
YSTE
MS
AN
D C
LIM
ATES
Iden
tifies
ldquobig
pic
ture
rdquo iss
ues
and
his
or h
er ro
le in
fu
lfilli
ng th
e m
issi
on o
f the
wor
kpla
ce
13
LIFE
LON
G L
EARN
ING
Co
ntin
ually
acq
uire
s ne
w in
dust
ry-r
elat
ed in
form
atio
n an
d im
prov
es p
rofe
ssio
nal s
kills
14
JOB
AC
QU
ISIT
ION
AN
D A
DVA
NC
EMEN
T
Prep
ares
to a
pply
for a
job
and
to s
eek
prom
otio
n
15 T
IME
TA
SK A
ND
RES
OU
RCE
MA
NA
GEM
ENT
O
rgan
izes
and
impl
emen
ts a
pro
duct
ive
plan
of w
ork
16
MAT
HEM
ATIC
S
Use
s m
athe
mat
ical
reas
onin
g to
acc
ompl
ish
task
s
17
CU
STO
MER
SER
VIC
E
Iden
tifies
and
add
ress
es th
e ne
eds
of a
ll cu
stom
ers
prov
idin
g he
lpfu
l co
urte
ous
and
know
ledg
eabl
e se
rvic
e
Tech
nolo
gy K
now
ledg
e an
d Sk
ills
18
JOB-
SPEC
IFIC
TEC
HN
OLO
GIE
S
Sele
cts
and
safe
ly u
ses
tech
nolo
gica
l re
sour
ces
to a
ccom
plis
h w
ork
resp
onsi
bilit
ies
in a
pro
duct
ive
man
ner
19
INFO
RMAT
ION
TEC
HN
OLO
GY
U
ses
com
pute
rs fi
le m
anag
emen
t te
chni
ques
and
sof
twar
epr
ogra
ms
effec
tivel
y
20
INTE
RNET
USE
AN
D S
ECU
RITY
U
ses
the
Inte
rnet
app
ropr
iate
ly fo
r w
ork
21 T
ELEC
OM
MU
NIC
ATIO
NS
Se
lect
s an
d us
es a
ppro
pria
te
devi
ces
serv
ices
and
app
licat
ions
Pers
onal
Qua
litie
s and
Peo
ple
Skill
s1
PO
SITI
VE
WO
RK E
THIC
Co
mes
to w
ork
ever
y da
y on
tim
e is
will
ing
to ta
ke d
irect
ion
and
is m
otiv
ated
to
acco
mpl
ish
the
task
at h
and
2 I
NTE
GRI
TY
Abi
des
by w
orkp
lace
pol
icie
s an
d la
ws
and
dem
onst
rate
s ho
nest
y an
d re
liabi
lity
3 T
EAM
WO
RK
Cont
ribut
es to
the
succ
ess
of th
e te
am
assi
sts
othe
rs a
nd re
ques
ts h
elp
whe
n ne
eded
4 S
ELF-
REPR
ESEN
TATI
ON
D
ress
es a
ppro
pria
tely
and
use
s la
ngua
ge
and
man
ners
sui
tabl
e fo
r the
wor
kpla
ce
5 D
IVER
SITY
AW
ARE
NES
S
Wor
ks w
ell w
ith a
ll cu
stom
ers
and
cow
orke
rs
6 C
ON
FLIC
T RE
SOLU
TIO
N
Neg
otia
tes
dipl
omat
ic s
olut
ions
to
inte
rper
sona
l and
wor
kpla
ce is
sues
7 C
REAT
IVIT
Y A
ND
RES
OU
RCEF
ULN
ESS
Co
ntrib
utes
new
idea
s an
d w
orks
with
in
itiat
ive
WO
RKPL
ACE
REA
DIN
ESS
SKIL
LS
for t
he C
omm
onw
ealth
Nee
ds Id
entifi
ed b
y Vi
rgin
ia E
mpl
oyer
s
Wor
kpla
ce R
eadi
ness
Ski
lls fo
r the
Com
mon
wea
lth w
as d
evel
oped
by
the
Virg
inia
Dep
artm
ent o
f Edu
catio
nrsquos
Offi
ce o
f Car
eer amp
Tech
nica
l Edu
catio
n th
e U
nive
rsity
of V
irgin
iarsquos
Wel
don
Coop
er C
ente
r for
Pub
lic S
ervi
ce t
he C
aree
r and
Tech
nica
l Edu
catio
n Co
nsor
tium
of S
tate
s an
d Vi
rgin
iarsquos
CTE
Res
ourc
e Ce
nter
copy 2
010
Com
mon
wea
lth o
f Virg
inia
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
Prof
essi
onal
Kno
wle
dge
and
Skill
s8
SPE
AKI
NG
AN
D L
ISTE
NIN
G
Follo
ws
dire
ctio
ns a
nd c
omm
unic
ates
eff
ectiv
ely
with
cus
tom
ers
and
fello
w e
mpl
oyee
s
9 R
EAD
ING
AN
D W
RITI
NG
Re
ads
and
inte
rpre
ts w
orkp
lace
doc
umen
ts a
nd
writ
es c
lear
ly
10
CRI
TIC
AL
THIN
KIN
G A
ND
PRO
BLEM
SO
LVIN
G
Ana
lyze
s an
d re
solv
es p
robl
ems
that
aris
e in
co
mpl
etin
g as
sign
ed ta
sks
11
HEA
LTH
AN
D S
AFE
TY
Follo
ws
safe
ty g
uide
lines
and
man
ages
per
sona
l hea
lth
12
ORG
AN
IZAT
ION
S S
YSTE
MS
AN
D C
LIM
ATES
Iden
tifies
ldquobig
pic
ture
rdquo iss
ues
and
his
or h
er ro
le in
fu
lfilli
ng th
e m
issi
on o
f the
wor
kpla
ce
13
LIFE
LON
G L
EARN
ING
Co
ntin
ually
acq
uire
s ne
w in
dust
ry-r
elat
ed in
form
atio
n an
d im
prov
es p
rofe
ssio
nal s
kills
14
JOB
AC
QU
ISIT
ION
AN
D A
DVA
NC
EMEN
T
Prep
ares
to a
pply
for a
job
and
to s
eek
prom
otio
n
15 T
IME
TA
SK A
ND
RES
OU
RCE
MA
NA
GEM
ENT
O
rgan
izes
and
impl
emen
ts a
pro
duct
ive
plan
of w
ork
16
MAT
HEM
ATIC
S
Use
s m
athe
mat
ical
reas
onin
g to
acc
ompl
ish
task
s
17
CU
STO
MER
SER
VIC
E
Iden
tifies
and
add
ress
es th
e ne
eds
of a
ll cu
stom
ers
prov
idin
g he
lpfu
l co
urte
ous
and
know
ledg
eabl
e se
rvic
e
Tech
nolo
gy K
now
ledg
e an
d Sk
ills
18
JOB-
SPEC
IFIC
TEC
HN
OLO
GIE
S
Sele
cts
and
safe
ly u
ses
tech
nolo
gica
l re
sour
ces
to a
ccom
plis
h w
ork
resp
onsi
bilit
ies
in a
pro
duct
ive
man
ner
19
INFO
RMAT
ION
TEC
HN
OLO
GY
U
ses
com
pute
rs fi
le m
anag
emen
t te
chni
ques
and
sof
twar
epr
ogra
ms
effec
tivel
y
20
INTE
RNET
USE
AN
D S
ECU
RITY
U
ses
the
Inte
rnet
app
ropr
iate
ly fo
r w
ork
21 T
ELEC
OM
MU
NIC
ATIO
NS
Se
lect
s an
d us
es a
ppro
pria
te
devi
ces
serv
ices
and
app
licat
ions
Pers
onal
Qua
litie
s and
Peo
ple
Skill
s1
PO
SITI
VE
WO
RK E
THIC
Co
mes
to w
ork
ever
y da
y on
tim
e is
will
ing
to ta
ke d
irect
ion
and
is m
otiv
ated
to
acco
mpl
ish
the
task
at h
and
2 I
NTE
GRI
TY
Abi
des
by w
orkp
lace
pol
icie
s an
d la
ws
and
dem
onst
rate
s ho
nest
y an
d re
liabi
lity
3 T
EAM
WO
RK
Cont
ribut
es to
the
succ
ess
of th
e te
am
assi
sts
othe
rs a
nd re
ques
ts h
elp
whe
n ne
eded
4 S
ELF-
REPR
ESEN
TATI
ON
D
ress
es a
ppro
pria
tely
and
use
s la
ngua
ge
and
man
ners
sui
tabl
e fo
r the
wor
kpla
ce
5 D
IVER
SITY
AW
ARE
NES
S
Wor
ks w
ell w
ith a
ll cu
stom
ers
and
cow
orke
rs
6 C
ON
FLIC
T RE
SOLU
TIO
N
Neg
otia
tes
dipl
omat
ic s
olut
ions
to
inte
rper
sona
l and
wor
kpla
ce is
sues
7 C
REAT
IVIT
Y A
ND
RES
OU
RCEF
ULN
ESS
Co
ntrib
utes
new
idea
s an
d w
orks
with
in
itiat
ive
WO
RKPL
ACE
REA
DIN
ESS
SKIL
LS
for t
he C
omm
onw
ealth
Nee
ds Id
entifi
ed b
y Vi
rgin
ia E
mpl
oyer
s
Wor
kpla
ce R
eadi
ness
Ski
lls fo
r the
Com
mon
wea
lth w
as d
evel
oped
by
the
Virg
inia
Dep
artm
ent o
f Edu
catio
nrsquos
Offi
ce o
f Car
eer amp
Tech
nica
l Edu
catio
n th
e U
nive
rsity
of V
irgin
iarsquos
Wel
don
Coop
er C
ente
r for
Pub
lic S
ervi
ce t
he C
aree
r and
Tech
nica
l Edu
catio
n Co
nsor
tium
of S
tate
s an
d Vi
rgin
iarsquos
CTE
Res
ourc
e Ce
nter
copy 2
010
Com
mon
wea
lth o
f Virg
inia
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
14 The TTAC Telegram ndash NovemberDecember 2012
HELPING YOUNG CHILDREN BECOME COLLEGE AND CAREER READY
Did you know that preschoolers and kindergarteners who learn about new topics follow daily routines and transition between activities are learning workplace readiness skills Paraprofessionals working with young children are in a unique position to make a positive contribution to studentsrsquo college and career readiness Being ready for college and career includes more than strong academic skills Children who learn how to actively listen pay attention to directions persist on a task and inhibit inappropriate behaviors in preschool have a 49 greater chance of completing college (McClelland et al 2012) ldquoWhile the lsquothree Rsrsquo [Reading lsquoRiting lsquoRithmetic] are fundamental to any new workforce entrantrsquos ability to do the job employers emphasize that applied skills like TeamworkCollaboration and Critical Thinking are lsquovery importantrsquo to success at workrdquo (Demographics and Workforce Group 2010) What happens in early childhood impacts childrenrsquos paths toward college and what they choose to do and be when they grow up
So how do we know which activities and practices support the skills that help children become career-ready Employers across Virginia were asked by researchers at the University of Virginia (UVA) to rate and comment on the skills behavior and knowledge they expect from beginning workers The responses were compiled by the university and
the Virginia Department of Education (VDOE) into a document entitled Workplace Readiness Skills for the Commonwealth (2010 revision) The goal of this document developed by VDOErsquos Office of Career amp Technical Education UVArsquos Weldon Cooper Center for Public Service the Career and Technical Education Consortium of States and Virginiarsquos CTE Resource Center is to help students better prepare for the workplace
The Workplace Readiness Skills for the Commonwealth lists 21 skills divided into three separate areas
1 Personal Qualities and People Skills
bullPositive Work EthicbullIntegritybullTeamworkbullSelf RepresentationbullDiversity AwarenessbullProfessional EthicsbullConflict ResolutionbullCreativity amp
Resourcefulness2 Professional Knowledge and
SkillsbullSpeaking amp ListeningbullReading amp WritingbullCritical Thinking amp
Problem SolvingbullHealth amp SafetybullOrganization Systems amp
Climates
bullLifelong Learningbull Job Acquisition amp
AdvancementbullTime Task amp Resource
ManagementbullMathematicsbullCustomer Service
3 Technology Knowledge and Skills
bull Job Specific TechnologiesbullInformation TechnologybullInternet Use amp SafetybullTelecommunications
The Central Virginia Transition Council used the skills in the new list of Workplace Readiness Skills for the Commonwealth to create a matrix of activities and resources which can be found in the Workplace Readiness Activities This matrix ldquois your access to a list of common everyday activities and resources that you can use at school home or the community to prepare your students or children of any age for skills they are going to need to be successful in the workplacerdquo (httpwwwjmueduttacWorkplaceReadinessshtml) Using this matrix yoursquoll find the connection between workplace readiness skills and preschool and kindergarten activities
Additional tools are found on the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) website httpcsefelvanderbiltedu These tools
Judy Stockton MA VDOE TTAC George Mason University
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
encourage young childrenrsquos social-emotional development and connect to workplace readiness learning The following CSEFEL handout Helping Children Make Transitions between Activities contains many specific suggestions and examples that support the numerous skills taught and reinforced throughout the day that develop the college and career-readiness of our youngest learners
References and Resources
Carrier A and Gunter M (2010) Critical Workplace Skills for Virginiarsquos Economic Vitality Demographics and Workforce Group Weldon Cooper Center for Public Service University of Virginia Retrieved 9252012 from httpwwwcoopercenterorgdemographicspublicationsreadiness-skills
Casner-Lotto J and Barrington L (2006) Are They Really Ready to Work Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce Society for Human Resource Management in collaboration with The Conference Board Corporate Voices for Working Families and the Partnership for 21st Century Skills
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedu
McClelland MM Acock AC Piccinin A Rhea SA amp Stallings MC (in press available online August 2012) Relations between preschool attention span-persistence and age 24 educational outcomes Early Childhood Research Quarterly Retrieved 1092012 from httpwwwsciencedirectcomsciencearticlepiiS0885200612000762
The New Workplace Readiness Skills for the Commonwealth ( January 2011) - powerpoint presentation by
George R Willcox CTE Cluster Coordinator Virginia Department of Education downloaded 1052012 from the Virginia Department of Education website
Ostrosky MM Jung EY amp Hemmeter ML Helping Children Make Transitions between Activities Handout from What Works Brief 4 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) httpcsefelvanderbiltedubriefshandout4pdf
Virginiarsquos Career and Technical Education (CTE) Resource Center httpwwwcteresourceorgaboutindexhtml
Virginiarsquos New Workplace Readiness Skills (September 2010) ndash powerpoint by the Demographics amp Workforce Group Weldon Cooper Center University of Virginia downloaded 1052012 from the Virginia Department of Education website
Workplace Readiness Skills and Activities (September 2010) httpwwwjmueduttacWorkplaceReadinessshtml
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
Prepare children to move from one activity or setting to another
Provide verbal cues before transitions (eg ldquo5 minutes lsquotil snackrdquo ldquoitrsquos almost clean-up timerdquo)
Use nonverbal cues (eg showing pictures of the next activity ringing a bell)
Plan your daily schedule to include transition times and consider whatthe children and adults in the setting will do during these times
Sing songs play word or guessing games recite rhymes or do finger plays with children so that the time passes morequickly when they have to wait for long periods of time for new activities to begin
Plan a gradual increase or decrease in the level of activity (eg outdoor play followed by snack) and a good balance ofactive and quiet play (eg center time followed by story time)
Limit transitions between activities
Allow children adequate time to finish projects or activities
Individualize transition strategies
Provide support or different types of support to children during transitions (eg photos to help anticipate what activity isnext directions given in a childrsquos home language or sign language an individual warning to a child that soon it will betime to clean up and begin a new activity)
Help children become more independent across the year as they maketransitions from one activity to another
Allow children to move individually from one area to another area when they complete an activity (eg as children finishsnack they are encouraged to go to the carpet and choose a book)
Teach children to help others (eg have children move as partners from one activity to another or ask one child to helpanother child gather hisher back pack)
Help children self-monitor during transitions (eg children can be asked to think about how quietly or quickly theymoved from one activity to another)
Provide positive attention to the children following the transitions thatgo smoothly (eg the times that children pick up the toys without muchprompting)
Give very specific positive feedback after transitions (eg ldquoNicholas and Jorge did a great job cleaning up the block areaand moving to the carpetrdquo)
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the US Department of Healthand Human Services Administration for Children and Families (Cooperative Agreement N PHS 90YD0119) The contents of this publication do not necessarily
reflect the views or policies of the US Department of Health and Human Services nor does mention of trade names commercial projects or organizationsimply endorsement by the US Government You may reproduce this material for training and information purposes
HANDOUT 4
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
17The TTAC Telegram ndash NovemberDecember 2012
Region 4 is home to many wonderful professionals who work tirelessly to support the achievement and success of students with disabilities Wersquod like to recognize a few of these exceptional educators
Mark Nichols
Mark Special Education Supervisor of Assistive Technology for Loudoun County Public Schools (LCPS) recently was awarded the M Carey Brewer Alumni Award from Lynchburg College This award was established in 1983 to honor Dr Carey Brewer for his distinguished career as president of the college from 1964-1983 Because Dr Brewer was just 36 years old when he began his tenure as president this award recognizes young alumni under 40 years of age who have made an outstanding contribution to one area of society
As noted on the LCPS website Mark ldquoworks tirelessly to genuinely improve the quality of education by modeling best practices He takes time to get to know students staff parents and colleaguesrdquo and ldquocomes to each challenge equipped with a full set of technological and people skills a positive can-do attitude in-depth wisdom and endless patiencerdquo (LCPS website 21511)
Mark actively supports AT regional needs as part of the Region 4 Assistive Technology Coordinators Group and as a member of the GMU TTAC Region 4 Advisory Board In his role as an advisory board member he provides us with feedback on our current work informs us about his work and advises us on how TTAC can support his schools and school division Way to go Mark
Kellie Blair HardtKellie Blair Hardt a special education teacher in Manassas City Public Schools has been named one of five recipients of the National Education Associationrsquos Horace Mann Award for Teaching Excellence The award will be presented along with a check of $10000 in February of the coming year At that time the NEA will also present the Member Benefits Award for Teaching Excellence and $25000 to one of the five teachers in the nation receiving the Horace Mann Award
Hardt who supports eighth grade special education students in general classrooms at Metz Middle School sets high expectations for her students She is a participating teacher in the Virginia state-directed project Irsquom Determined an effort that promotes self-determination skills for students with disabilities Hardt has found her calling and commitment with young people and education She will use part of her award to set up college savings accounts for two of her former students She is presently a student in the doctoral program in education at George Mason University Congratulations Kellie Blair Hardt
Kay KleinWe are very pleased and proud that Kay Klein GMU TTAC Assistant Director will receive the Eleanor Sue Finkelstein Award for
Special Needs on December 1 2012 This award presented by the Jewish Community Center of Northern Virginia recognizes exceptional work enriching the lives of those with special needs Kay is being recognized for her exceptional dedication and commitment to the special needs community of northern Virginia She is a strong and positive advocate for people with disabilities and she believes that teachers administrators and parents share a common goal to help students increase their academic outcomes improve positive relationships and develop qualities and skills that lead to a successful and satisfying life Well done Kay
Kudos to all You make Region 4 proud
Judy Stockton MA and Diane Loomis PhD VDOE TTAC GMU
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
KELLAR LIBRARY LINE-UP
Whatrsquos in YOUR library at VDOErsquos TTAC at GMU
NovemberDecember 2012 Featuring some of our Most Wanted resources
Aspergers on the Job Must-Have Advice for People with Aspergers or High Functioning Autism and their Employers Educators and Advocates Rudy Simone Call number 331595 SIM 2010This resource is full of advice on
how to find employment It includes tips on social blunders sensory issues bullying by coworkers interview tips and personal job map tools
Job Search Handbook for People with Disabilities Daniel J Ryan Call number 650140 RYA 2011A useful guide for persons with disabilities who are job hunting this book includes self-assessment exercises to
pinpoint skills tips on keeping track of contacts generating job leads sample resumes cover letters thank you notes common interview questions ideas for answers and much more
The Autism Transition Guide Planning the Journey from School to Adult Life Carolyn T Bruey amp Mary B Urban Call number 37194 BRU 2009Providing ideas and strategies that can be applied to a broad range of individuals on the autism
spectrum this book covers the transition from high school to adult life including residential choices postsecondary education employment and more
Jackie Petersen MLS VDOE TTAC at George Mason University
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
19Improving the lives and productivity of persons with disabilities
Helen aKellarInstitute
for Human disAbilities VIRGINIA DEPARTMENT OF
EducationThe TTAC Telegram ndash NovemberDecember 2012
Independent Living and Community ParticipationKatherine O Synatschk Gary M Clark amp James R Patton Call number
3719 SYN 2008This book provides 65 informal assessments organized into six sections- self-advocacy and self-determination interpersonal skills daily living transportation and mobility leisure and community participation
Job Success for Persons with Developmental DisabilitiesDavid B Wiegan Call number 658300 WIE 2009This book provides a reality-based and commonsense
approach to developing and maintaining meaningful employment opportunities for people with developmental disabilities
Pathways to Successful Transition for Youth with Disabilities A Developmental Process Carol A Kochhar-Bryant
amp Gary Greene Call number 371904 KOC 2009Career development and transition services for high school students and young adults with disabilities are discussed in this book
Postsecondary Education and Training Patricia L Sitlington James R Patton amp Gary M Clark Call
number 371904 SIT 2008This informal assessment can help students and their families when they are making the decision to go to a postsecondary education or training program and can also help them prepare for and succeed in their choice of experience It includes reproducible informal assessment instruments for use with specific individuals
Rubrics for Transition I for Higher-Functioning Students A Guide for Managing the Transition from School to the Real WorldJohn D Wessels Call number 3719 WES 2004This resource is designed for students who intend to live and work independently as adults The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the areas of Workplace Skills and Attitudes Responsibility Interacting with Others Computer and Internet Skills Basic Academic Skills Habits of Wellness and Planning for Success Each rubric in the manual defines a transition skill in detail and provides clear and consistent criteria Also available for checkout Rubrics for Transition II for Students with Moderate Disabilities Rubrics for Transition III for Autism Spectrum Students and Rubrics for Transition IV for Students with Severe Disabilities
If you like these search our catalog for more
httpkihdgmuedulibrary
No time to come to the library No problem
Most items can be mailed to your school or home address
To request one of the items above or any other materials available for checkout please contact Region 4 TTAC Librarian
Jackie Petersen jpeterskgmuedu or 7039933672New library location Finley Hall Room 116 GMU Fairfax Campus
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
20 The TTAC Telegram ndash NovemberDecember 2012
Professional Learning Opportunities
For conferences events on-line opportunities and so much more please visit
TTAC ONLINE EVENTS AT httpwwwttaconlineorgstaffs_eventss_eventsaspdisability=true
VDOE TTAC GMU EVENT CALENDAR AT httpttacgmueduevents
2012 State of the Art Conference on Post Secondary Education and Individuals with Intellectual Disabilities
November 29-30 2012George Mason Inn amp Conference CenterGeorge Mason University Fairfax VAFor information amp Registration visit httpkihdgmuedupolicyconferenceconference_2012
Featured EventFeatured Event
4400 University Drive MS 1F2Fairfax VA 22030
4400 University Drive MS 1F2Fairfax VA 22030