IMPROVING OUTCOMES FOR STUDENTS WITH DISABILITIES THROUGH PARTNERSHIPS BETWEEN THE VIRGINIA DEPARTMENT OF EDUCATION AND INSTITUTIONS OF HIGHER EDUCATION OSEP Project Directors’ Conference July 16, 2007 H. Douglas Cox Assistant Superintendent Division of Special Education and Student Services Virginia Department of Education Michael Behrmann Kellar Professor of Special Education George Mason University

Student Demographics  1,221,939 students  171,717 students with disabilities  1,221,939 students  171,717 students with disabilities

Teacher Demographics  99,235 teachers  13,299 special education  99,235 teachers  13,299 special education

IHE Demographics  37 institutions of higher education  24 special education  37 institutions of higher education  24 special education

School Divisions by Region

Partnerships  Recruitment and Preservice  Inservice and Professional Development  Recruitment and Preservice  Inservice and Professional Development

Recruitment and Preservice High Incidence

High Incidence Special Education Endorsement Program  7 IHEs Old Dominion University Virginia Commonwealth University Liberty University Lynchburg College Longwood University George Mason University Radford University  Distance Learning  Teachers who have a provisional license working toward full endorsement  7 IHEs Old Dominion University Virginia Commonwealth University Liberty University Lynchburg College Longwood University George Mason University Radford University  Distance Learning  Teachers who have a provisional license working toward full endorsement Close to 2,000 special education teachers achieved full endorsement

High Incidence Speech/Language Consortium  4 IHEs James Madison University Hampton University University of Virginia Longwood University  Distance Learning 6-8 credits per semester to complete degree in 3 years Degree received through home university First cohort began this summer  4 IHEs James Madison University Hampton University University of Virginia Longwood University  Distance Learning 6-8 credits per semester to complete degree in 3 years Degree received through home university First cohort began this summer

Recruitment and Preservice Low Incidence

Low Incidence Hearing Impaired  3 IHEs Radford University Distance education Summer programs  3 IHEs Radford University Distance education Summer programs 40 participants enrolled for

Low Incidence Severe Disabilities Consortium  5 IHEs George Mason University Norfolk State University Virginia Commonwealth University Radford University University of Virginia  Distance education  Home university  Full endorsement in SD  5 IHEs George Mason University Norfolk State University Virginia Commonwealth University Radford University University of Virginia  Distance education  Home university  Full endorsement in SD

Low Incidence Vision Impairment Consortium  5 IHEs George Mason University Norfolk State University James Madison University Radford University Old Dominion University  Unified curriculum  Home university  5 IHEs George Mason University Norfolk State University James Madison University Radford University Old Dominion University  Unified curriculum  Home university

Effective School-wide Discipline  Old Dominion University  Provide staff with information on behavioral interventions and effective strategies  Reduce discipline referrals  Increase academic performance  Scaling up without adding state and university staff  Old Dominion University  Provide staff with information on behavioral interventions and effective strategies  Reduce discipline referrals  Increase academic performance  Scaling up without adding state and university staff Sixty-six (66) schools that include over 400 staff members and parents

Inservice/Professional Development  Content Area Institutes Leading to HQ status Longwood University/St. Paul’s College (Regions 1 & 8) Regent University (Regions 2 & 3) James Madison University/Lynchburg College (Regions 4 & 5) Radford University (Regions 6 & 7)  Content Area Institutes Leading to HQ status Longwood University/St. Paul’s College (Regions 1 & 8) Regent University (Regions 2 & 3) James Madison University/Lynchburg College (Regions 4 & 5) Radford University (Regions 6 & 7) Since 2005, over 1000 teachers have participated

Inservice/Professional Development Strategic Instruction Model/Content Literacy Continuum  Summer Content Teaching Academies James Madison University Completed 3rd academy in June general and special education teachers per year Focus on content with research-validated strategies to address literacy woven throughout Experts in content pair with certified professional developers from University of Kansas Center for Research on Learning  Summer Content Teaching Academies James Madison University Completed 3rd academy in June general and special education teachers per year Focus on content with research-validated strategies to address literacy woven throughout Experts in content pair with certified professional developers from University of Kansas Center for Research on Learning

Inservice/Professional Development Summer Content Teaching Academies

Preservice/Professional Development Strategic Instruction Model/Content Literacy Continuum  Personnel Preparation to become a Preservice Professional Developer in the Strategic Instruction Model (SIM) Prepares a preservice professional developer to implement effectively the components of SIM – Content Enhancement Routines or Learning Strategies in preservice programs Provide tools to prospective teachers One-week long Over 30 participants from17 IHEs  Personnel Preparation to become a Preservice Professional Developer in the Strategic Instruction Model (SIM) Prepares a preservice professional developer to implement effectively the components of SIM – Content Enhancement Routines or Learning Strategies in preservice programs Provide tools to prospective teachers One-week long Over 30 participants from17 IHEs

General Mission Statement The mission of Virginia's Training and Technical Assistance Centers (T/TAC) is to improve educational opportunities and contribute to the success of children and youth with disabilities from birth - 22 years. The Centers provide quality training and technical assistance in response to local, regional, and state needs. T/TAC services increase the capacity of schools, school personnel, service providers, and families to meet the needs of children and youth. The mission of Virginia's Training and Technical Assistance Centers (T/TAC) is to improve educational opportunities and contribute to the success of children and youth with disabilities from birth - 22 years. The Centers provide quality training and technical assistance in response to local, regional, and state needs. T/TAC services increase the capacity of schools, school personnel, service providers, and families to meet the needs of children and youth.

Statewide T/TAC Efforts Regional T/TAC Staff Participate On Statewide Priority Project Teams That Are Focused On Accomplishing The State Improvement Goals The Guiding Principles That Drive The T/TAC System Are To Develop Products Based On Research Disseminate Effective Practices Consult With Target Schools Undergoing Academic Review Build Capacity At The Local Level Conduct Strategically Planned Training Regional T/TAC Staff Participate On Statewide Priority Project Teams That Are Focused On Accomplishing The State Improvement Goals The Guiding Principles That Drive The T/TAC System Are To Develop Products Based On Research Disseminate Effective Practices Consult With Target Schools Undergoing Academic Review Build Capacity At The Local Level Conduct Strategically Planned Training

T/TACs Serve 8 Superintendents Regions in Virginia Through IHE Partnerships

T/TACs Meet Local and Regional Needs Through:  Consultation  Information Services (Including Newsletters)  Linking And Networking Resources Together  Lending Library Of Multimedia Resources And Technology  Long-range Planning  Presentations About T/TAC Services  Referral To Other Services  Workshops And Training  Consultation  Information Services (Including Newsletters)  Linking And Networking Resources Together  Lending Library Of Multimedia Resources And Technology  Long-range Planning  Presentations About T/TAC Services  Referral To Other Services  Workshops And Training

T/TAC Specialty Services Available to Each Region  Transition (Middle & Secondary)  Assistive Technology  Low Incidence Disabilities  High Incidence Disabilities  Behavior/PBS  Early Childhood (Preschool & Elementary)  Autism  Reading  Instructional Support Team (IST)  Strategic Instruction Model (SIM)  Parent Involvement  Transition (Middle & Secondary)  Assistive Technology  Low Incidence Disabilities  High Incidence Disabilities  Behavior/PBS  Early Childhood (Preschool & Elementary)  Autism  Reading  Instructional Support Team (IST)  Strategic Instruction Model (SIM)  Parent Involvement

Frequently Asked Questions About T/TAC  In general fees are not charged for T/TAC services.  T/TAC specialists cannot attend IEP meetings for students because they are not members of a child's IEP team. T/TAC specialists do not participate in eligibility team meetings because they do not provide direct services to children.  T/TAC specialists provide services to teachers and professionals who are serving children and youth with disabilities.  Any school system may request a T/TAC specialist to design a workshop meeting the needs of teachers or other professionals serving children with disabilities.  Each of the T/TAC regions have a wide variety of books, curricula, software and materials that can be loaned/demonstrated to professionals for use in their school.  In general fees are not charged for T/TAC services.  T/TAC specialists cannot attend IEP meetings for students because they are not members of a child's IEP team. T/TAC specialists do not participate in eligibility team meetings because they do not provide direct services to children.  T/TAC specialists provide services to teachers and professionals who are serving children and youth with disabilities.  Any school system may request a T/TAC specialist to design a workshop meeting the needs of teachers or other professionals serving children with disabilities.  Each of the T/TAC regions have a wide variety of books, curricula, software and materials that can be loaned/demonstrated to professionals for use in their school.

TTACOnline.org T/TAC Online is a dynamic online resource for educators working with children with special needs. It is designed for information, resources, and training to be available in a timely manner. This web site has been created to be yet another resource for parents or educators of a special needs child. There are several things available on the web site.  Events (Regional, State, and National)  Resources (i.e. Books and websites that deal with specific Disabilities)  Training (Online and On-demand)  SOL Enhanced (Virginia’s Standards of Learning) Searchable by Grade Level Standards Lesson Plans and Accommodations  Virginia Assessments Alternative and Alternate Assessment Information/Resources Lesson Plan Wizard for Students with Severe Disabilities T/TAC Online is a dynamic online resource for educators working with children with special needs. It is designed for information, resources, and training to be available in a timely manner. This web site has been created to be yet another resource for parents or educators of a special needs child. There are several things available on the web site.  Events (Regional, State, and National)  Resources (i.e. Books and websites that deal with specific Disabilities)  Training (Online and On-demand)  SOL Enhanced (Virginia’s Standards of Learning) Searchable by Grade Level Standards Lesson Plans and Accommodations  Virginia Assessments Alternative and Alternate Assessment Information/Resources Lesson Plan Wizard for Students with Severe Disabilities

TTACOnline.org