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Exceptional Education Newsletter
RPS February 2023
IN THIS ISSUE
- Compliance Corner
- Virginia Kindness Week
- Message from the Behavior Analysts
- Assistive Technology Tip of the Month
- Message from Intensive Support Teams
- Virginia Alternate Assessment Program Information
- Message from Transition Mentor Teachers
- SEAC
- Professional Development Opportunities
- Shout outs
- Previous Issues
COMPLIANCE CORNER
All students must have a Case Manager assigned. If you have a student in the initial eligibility process, assign yourself (the ICC) as the case manager until the process has been completed.
Please ensure that your System Operators have updated all students in ASPEN that have graduated, transferred out of the district, or no longer qualify for services. All students must have a compliant IEP and eligibility!
Continue to work on obtaining parents' signatures to finalize and ensure that the IEP and eligibility process is compliant with VA IEP. No services in the current IEP can be provided until the parent has consented.
Updates:
February 15th- Elementary ICCs meeting (virtual)
February 16h -Secondary ICCs meeting (virtual)
February 17th- New ICC Meeting (Virtual)
All Annual and ESY IEP meetings should be held by April 14, 2023.
Indicator and Reports Directions:
February updates to the December 1 Child Count, Indicators 9, 10, 11, Exit Report, Transfer In and Out and Compliance data are due on February 28th instead of February 24th. Your February submissions should be submitted using the new tracking forms. Mr. Mitchell will attend our February meetings to address any questions you may have. If you have any questions or concerns, please email me at twhite11@rvaschools.net or call (804)551-2003.
As schools hold IEP meetings for English Learners, Language Instruction Educational Program (LIEP) teachers should be invited to participate as team members.
VIRGINIA KINDNESS WEEK
Kindness Week begins February 12, 2023
The purpose of Kindness Week is to recognize that simple day-to-day acts of kindness enable our schools, communities, and state to be a kinder, safer, healthier and more inclusive place to live, work, learn and play.
When is Virginia Kindness Week?
Schools can promote and foster kindness all school year. However, each year here in Virginia we have celebrated kindness week during the second week in February.
What is Virginia Kindness Week?
The purpose of Kindness Week is to recognize that simple day-to-day acts of kindness enable our schools, communities, and state to be a kinder, safer, healthier and more inclusive place to live, work, learn and play.
Link(s):
Virginia Kindness Week Resources (VDOE)
Register for Webinar: Virginia Kindness Week Kick-off (Jan. 24, 3-4pm)
Challenge Board - Fill With Kind Acts
Poster - Recognize an Ambassador of Kindness
Poster - "I can show kindness by"
MESSAGE FROM BEHAVIOR ANALYSTS
The new Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) forms and manuals have been made available district wide this Fall. They are available on the RPS MTSS Behavior Intervention Programs page. Resources include the updated FBA/BIP paper form, FBA/BIP Manuals, meeting checklists, classroom look-fors, preference assessments, and sample data sheets. For any FBA/BIPs moving forward staff should be using the NEW form. We’ve developed a streamlined visual to support staff through the process. If you would like colored copies for your school, we would be happy to create and deliver them to your team.
Ways to Access BCBA Support:
Staff can ask individual support questions during the BCBA monthly Virtual Office Hours. The next meeting is scheduled from 3:00 - 4:30 PM on January 17th.
Staff can request support for an FBA/BIP for an individual student through the BCBA Referral form.
Professional Learning Options:
ICCs and/or Administrators can request professional learning for their specific building, using the BCBA Referral Form.
Participate in our virtual 9-Week FBA/BIP Training Series running from January 30, 2023- March 27, 2023. Meet weekly on Mondays from 3:00-4:00 to walk through the entire FBA/BIP process from start to finish.
Staff can attend monthly webinars on FBA/BIP topics. The next webinar is scheduled for February 9, 2023 from 4:00-5:00 PM where the Division BCBAs will be discussing Identifying and Teaching Replacement Behaviors.
Staff are invited to attend a full day FBA/BIP training on March 2, 2023 to learn the new process from start to finish. This professional development will help you to walk away feeling confident in supporting your school in the new process. ICCs who participated in the ICC summer academy would not need to attend. Click here to register through KickUp.
ASSISTIVE TECHNOLOGY TIP OF THE MONTH
AT for Art
Art activities are a great way for students to express their creativity and work on fine motor skills. Utensils used for drawing and painting can be adapted for use by students who have difficulty holding a crayon, marker, or paint brush. Simple low tech tools can make art accessible to students with many different abilities.
- Making the circumference of a crayon, marker, or paint brush thicker can make the tool easier to hold for students who have difficulty gripping items. Some commercially available art utensils are already adapted with large handles. Others can be adapted using foam or other materials such as a tennis ball or foam hair roller to make the handle thicker.
- Art tools can be positioned in a holder that the student is able to grasp. Holders can be made from PVC piping for a paintbrush, crayon, or marker so that a student who has difficulty rotating their forearm or controlling their wrist can still paint or draw.
- Placing paper and art materials on a non-skid placemat can help to stabilize the student’s art work.
- Squeeze or Loop scissors can be used as an alternative to standard scissors.
- Magnifiers may be used by students with low vision. Small hand-held magnifiers provide maximum portability while magnifiers on a stand leave both hands free to work.
There are a variety of ways to adapt marking utensils and art tools to meet the unique needs of each student. See the Coleman and Cramer (2015) article, Creating Meaningful Art Experiences with Assistive Technology for Students with Physical, Visual, Severe, and Multiple Disabilities for information about how to enhance art instruction for students with different abilities.
MESSAGE FROM INTENSIVE SUPPORT TEAMS
Testing Strategies for Visually Impaired Students
Most Common:
1. Font sizes- choose a clear font type and appropriate sizing for your students.
2. Use starkly contrasting colors like black on white or yellow paper or white font on a black background if you can do so on a computer assessment.
3. Tailor students’ individual needs, because what works well for one student may not work well for another student.
Please also consider the following:
- Visual clutter- too much information on the page can be overwhelming. Try to break it down into small groups of information or questions.
- Visually impaired students often lose small captions by pictures, or details that are placed in unusual places on a page. Highlight these or point them out verbally.
- Look at any pictures or graphics carefully. Often they have very low contrast. Printing them out at higher density, going over important lines with a pen or creating a stronger contrast on a computer might be really helpful.
- Allow extra time for breaks for visual fatigue and processing.
- There is a great article about accommodations and modifications for students with different types of visual impairments at Teaching Students With Visual Impairments.
This article is helpful for all sorts of assignments as well as assessments. Check it out at: https://www.teachingvisuallyimpaired.com/accommodations--modifications.html
Hot Tip: Try to make sure the KISS motto- Keep It Simple to See! 😀 Make things in print as uncomplicated as you can!
The following websites and articles will provide helpful tips for working with students with hearing loss.
- The Cascading Impact of Hearing Loss on Access to School Communication - this is a great site for information on what it's like to have hearing loss; it explains the mental exhaustion from trying to listen throughout the school day. We need to provide our students with hearing loss listening breaks throughout the school day.
- Supporting Success for Children with Hearing Loss - This is an awesome website for learning about hearing loss and how to support our students.
- Preparing for Success: What Classroom Teachers Need to Know About Students with Hearing Loss - This is a great resource to share with general education teachers
Unique Spotlight
To do:
Beginning of the Month: Complete Unit 26 checkpoint assessment
End of the Month: Complete Unit 26 checkpoint assessment
Update Observational Profiles
Helpful Information:
Using Data to Elevate Student Achievement
Reading Observations for Unit Lessons
Order of Letter Instruction
Strategy of the Month
Small Group Instruction with Independent Work Routines
Meeting the demands of the large variety of needs your students have can often be challenging in a whole group setting, and students often require opportunities to learn and practice skills in a smaller group to support mastering those skills. Incorporating station or center rotations into the instructional day provides opportunities for students to engage with each other, independently practice skills, and receive targeted direct instruction. Building these routines can encourage independence, positive classroom community, and transition skills throughout their day.
Save the Date
Big Feet Meet April 13th (April 14th rain date)
VIRGINIA ALTERNATE ASSESSMENT PROGRAM INFORMATION
Important VAAP Dates
VAAP Portfolio Training: February 6th 8:00 am and 3:00 pm
Test Plans Due Feb 13
VAAP Test Window: February 27, 2023 to April 28, 2023
VAAP Scoring Training: March 24, 2023
VAAP Binders need to be scored by May 5, 2023
VAAP Binder data needs to be entered by May 12, 2023
VAAP Binder Audit: May 15-19, 2023
VAAP Resources
Modules
Recorded VAAP training Intensive Support and Private Day
Training Sessions for 2022-2023
MESSAGE FROM TRANSITION MENTOR TEACHERS
When describing how the course of study supports the transition goal, at least one course from the student's transcript or schedule must be aligned with each goal. Use of the generic statement “student is enrolled in courses to attain a standard diploma” does not meet the compliance standards for this section. After selecting a specific course, link the content to how it will aid the student in attaining the goal. If a student has an Independent Living goal of maintaining his own bank account, the course of study section should explain what the student is learning in that course that will help him achieve this goal.
Course of Study = Name of course(s) + Content connection.
For example:
“Michael Jordan is enrolled in Personal Economics and Finance class, where he is learning the information needed to open a checking and savings account and identify short and long-term personal financial goals.”
If you have difficulty with developing a connection from the goal to the content, use the Standard of Learning framework provided by VDOE. Remember the course(s) referenced can be repeated; however, the content connection can not.
Mark your calendars! The following partners will be in your schools this month!
Armstrong High School
February 2nd and 16th : Office of Community Wealth Building-Career Preparation Session
February 7th and 14th: A Peace of Mind-Transition Support Services
February 27th: Wells Fargo-Financial Literacy Presentation
George Wythe High School
February: Financial Literacy month
February 10th: LiNUA Union (Laborers’ International Union of North America)-Informational Session- Apprenticeship opportunities available
February 24th: IBEW (International Brotherhood of Electrical Workers)-Aptitude Electrician test
John Marshall High School
February 9th: Workforce Recruitment Center
February 10th: Swim Recruiters
February 21st: Hargraves Outreach Job seeking Skills Session
RPS Transition Mentor Team
Darlene Slade: Huguenot High, Thomas Jefferson High, River City Middle
Selina Wilson: John Marshall High, Henderson Middle, Richmond Alternative School & THRIVE
Karen Young: George Wythe High, Lucille Brown Middle, Boushall Middle
Rebecca Parks: Armstrong High School, Martin Luther King Middle School, Albert Hill Middle School, Binford Middle School
rpelleti@rvaschools.netSEAC
PROFESSIONAL DEVELOPMENT OPPORTUNITIES
Training Sessions for 2022-2023
VAAP Module 1 Training – Preparing Eligible Students for the VAAP
VAAP Module 2 Training – Science Instruction for Students with Significant Cognitive Disabilities
VAAP Module 3 Training – Reading Instruction for Students with Significant Cognitive Disabilities
The Office of Special Education Instructional Services provides a direct line of communication with Virginia’s educators, paraprofessionals, and special education administrators and focuses on specially designed instruction for students with disabilities. This publication provides a way to share new resources as well as make educators aware of professional development opportunities of interest.
All educators are encouraged to subscribe and receive these Special Education Instructional Services emails directly from the VDOE.
2023 Youth & Family Summit
The 2023 Youth & Family Summit is a three-day, in-person event for youth with disabilities, ages 14-18, in Virginia to network with others and discuss important issues about youth and young adults with disabilities. It will take place June 13-15, 2023, at James Madison University. This year’s event will focus on three key components of self-determination: Competence, Autonomy, and Relatedness.
The event is run by the I’m Determined State Team and sponsored by the Virginia Department of Education and the Partnership for People with Disabilities. Those interested in attending must complete the required 2023 Summit Application by midnight on Sunday, February 12, 2023. All costs including paid lodging, meals, and mileage reimbursement to and from the event are covered.
Below are some key details for this exciting opportunity.
Date: June 13-15, 2023 (Tuesday evening–Thursday afternoon)
Location: Festival Conference and Student Center at James Madison University
Event Type: Face-to-face event
Attendees: Up to 50 Virginia youth with disabilities ages 14-18 (as of June 13, 2023) and accompanying parent(s)/guardian(s). There are no exceptions to the age requirement.
SHOUT OUTS
Ryan Bennett, ICC @ Cary Elementary - Mr. Bennett is a force this year! He is taking on additional responsibilities without missing a stride. He has jumped in to help with instruction, progress monitoring, and managing caseloads while a colleague is out. Mr. Bennett always finds a way to ensure our students continue to move towards success!
Marquita Jones, ICC @ Holton Elementary - We are so lucky to have Dr. Jones as part of our RPS family! Even in the middle of our crazy busy days, she is always available to her EE colleagues to help problem solve. She never identifies a challenge without thinking of a possible solution. She helps to cover classes and caseloads as her colleagues need without a second thought. Thank you, Dr. Jones, for being an exemplary educator and terrific colleague!
Ulanda Friday ICC George Wythe. During my weekly visits to George Wythe High School I observe Ms. Friday's positive interactions with the students. She motivates them, redirects them and encourages them to do their very best every day.
Tonya Epps, ICC @ Blackwell - Ms. Epps continues to work hard to support her Exceptional Education team at Blackwell. She finds ways to help teachers work smarter, not harder which in turn provides more time to help students. Thank you, Ms. Epps for continuing to look for ways we can improve our practice and for students to be successful!
Patricia Wood, ICC @ Overby Sheppard Elementary - Dr. Williams excels in building trusting relationships with the families at Overby Sheppard. Her extensive knowledge and calm demeanor helps families feel comfortable even during challenging conversations. Dr. Williams is so good at helping parents feel like they are part of the solution and a partner with the school. Thank you, Dr. Williams!
Anglique Bland the Compliance Coordinator at Miles Jones Elementary is always ready to help the students and teachers be successful. The students know and love her and the staff are so grateful for her support.
Ms. Carla Lewis at Barack Obama Elementary school for her willingness to work with her student with hearing loss. She is phenomenal and sensitive to her needs (visuals, proximity to speaker, clarification of information, checking for understanding and flexibility).
Tikisha White, who has worked with our tech department to create a document that will make life so much easier for all reporting categories. Thank you!
Tiffany Stevens, the new ICC at Binford, has really hit the ground running! She's highly responsive and a great collaborator.
Dr. Buckingham, Mr. Kimball, Dr. Bonds, Nancy Savedge, and Jackie Lowery are and incredible Itinerant team for our VI and DHH students served in their zoned school! Each one brings a unique specialized skill to help our student access their learning and social environment each day. Thank you team!!
Keshia Anderson, Compliance- Exceptional Education Teacher. Ms. Anderson handles the entire caseload of our school. Not only does she provides exceptional service to our students but she also coordinates our after school tutoring program. She makes sure all students are successful at Virgie Binford Education Center.
Mr. Ronald Johnson, 5th Grade Exceptional Education Teacher at G. H. Reid E.S. is definitely a positive role model and goes above and beyond to uplift and make an impact on our students. Mr. Johnson works hard to make sure his IEP's are in compliance. He motivates the students to believe in themselves and to know that they can do it. Mr. Johnson writes plays, history facts, encouraging quotes to teach all of our students about heritage and their history. He supports all students, not just the ones in his classroom. He is creative in the way he helps the students to do positive acts of kindness. He serves in many leadership roles: Ambassador Program, Student Council Association, Safety Patrols, School Safety Team, and helps in any way. Mr. Johnson is commended for his efforts to support G. H. Reid ES.
Pamela Young-Ragin; Instructional Compliance Coordinator; Huguenot High School... goes the extra mile every day to ensure that deadlines are met at an appropriate time. Her door is always open should one have questions and/or concerns. In addition, Ms. Young-Ragin always go and check on the students in the Intensive Support Classroom Environment. She helps them making sure that they get to their appropriate class as necessary smoothly. She also assists them in the mornings when they arrive to school. Ms. Young-Ragin enjoys working with these young adults and ensuring that their every need is met.
Nicole Glover; Huguenot High School; hold extra meetings with new staff to ensure that they fully understand what is to be done with completion of the the IEP documents; works with the testing coordinator to ensure that every student with an IEP and 504 Plan that are SOL testing, accommodations are recognized and honored. Ms. Glover is always available for impromptu meetings and/or extra assistance as needed in the department.
Shout out to Jessica Nelson at Henry Marsh III Elementary for creating a dynamic and multisensory classroom experience for her students.
Shout Out: Ms. Carla Lewis at Barack Obama Elementary school for her willingness to work with her student with hearing loss. She is phenomenal and sensitive to her needs (visuals, proximity to speaker, clarification of information, checking for understanding and flexibility).
Shout out to Intensive Support Teachers Benjamin Siegel at River City Middle School and Roxanne Wilkins at Swansboro Elementary School. Both were nominated as the 2022-2023 Teacher of the Year for their schools!
Shout out to Ms. Anderson and her staff at Thomas Jefferson High School, along with their Occupational Therapist, Tiffany Rivenburgh, for their collaboration and support in setting up a vocational and daily living skills classroom that provides learning opportunities for post-secondary independence.
Catherine Marchetti, ECSE teacher at Maymont Preschool-Catherine goes above and beyond to get her students ready for the next step in their education. She uses multiple resources such as voice output devices, pictures, and visual schedule to help her students get their wants and needs heard. She has been an asset to Richmond Public Schools.
Mrs Jones, Teacher at Southampton elementary school. Mrs Jones is caring and extremely gentle with the kids. She goes above and beyond for the kids with things they need for their development. She’s also a great team player and an amazing person overall. I just want her to know her hard work is appreciated. Thank you for all you do Mrs Jones. Room#28
Morgan Anderson is the amazing Instructional Assistant in the ECSE Preschool classroom at Southampton Elementary. She goes the extra mile to meet our students where they are while challenging them to reach their full potentials to become more independent, comes up with amazing developmentally appropriate arts and crafts and fine motor activities and is always down to start up an impromptu Gracie's Corner dance party. We are so lucky to have her!
PREVIOUS ISSUES
Additional previous issues can be found on the RPS website under the Office of Exceptional Education. Please use the following link: https://www.rvaschools.net/academics/exceptionaleducation