Exceptional Education Newsletter
December 2022
IN THIS ISSUE
- Compliance Corner
- Munford Gives Back!
- Message from the Behavior Analysts
- Assistive Technology Tip of the Month
- Message from Intensive Support Teams
- Virginia Alternate Assessment Program (VAAP) Criteria Resources
- 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:
The December meeting for both Elementary and Secondary ICCs will be held on December 15, 2022, from 1:00-2:30 at Thomas Jefferson High School.
New ICCs Meeting- December 16, 2022, 1:30-2:30 (Virtual) Section 504 Plans Training
Indicator and Reports Directions:
December updates to the December 1 Child Count, Indicators 9, 10, 11, Exit Report, and Transfer In and Out Spreadsheet are due on December 16th. Your December submissions should be submitted using the same Google forms you used to submit your November data. ICCs should be pulling a weekly out-of-compliance report using the directions I sent. I will send the principals a January update of our out-of-compliance IEPs and eligibilities on January 2, 2023. If you have any questions or concerns, please email me at twhite11@rvaschools.net or call (804)551-2003.
1. Instructional and Compliance Coordinators (ICCs) should indicate "none," followed by the month of submission when there is no new information to report.
2. As schools hold IEP meetings for English Learners, Language Instruction Educational Program (LIEP) teachers should be invited to participate as team members.
MUNFORD GIVES BACK!
Each year the Munford Elementary School Monarchs collect food to feed Moore, the Munford Triboar. The students "feed" Moore non-perishable foods directly into his three mouths. This year, they have had to add three tall boxes, a table to hold all the extra food, grocery bags, and stack food against the wall. Moore is well fed, indeed!
MESSAGE FROM BEHAVIOR ANALYSTS
You may be familiar with RPS’s Multi-Tiered System of Supports (MTSS) as it relates to academic support (previously referred to as response to intervention or RTI) and the SBIT process. Did you know that RPS has adopted a multi-tiered approach to supporting students with behavioral challenges as well? The MTSS system uses student data to inform school teams as they work to provide interventions for students. The RPS Multi-Tiered System of Supports Behavior Intervention Program page has a variety of resources available to all RPS staff. This includes resources for:
Core Instruction: Al’s Pals, Second Step, Schoolwide Expectations, SEL Integration and Community Circle
Tier 1: Trauma Informed Care, Essential Classroom Management
Tier 2: Check In/Check Out, Informal Behavior Plans, Behavior Contracts
Tier 3: Comprehensive Functional Behavior Assessments and Behavior Intervention Plans and Community Partner Supports
Take some time to click through the resources. Some recommended items include:
The Classroom Management Look-Fors - This can be a valuable tool for teachers to reflect on their own classroom management practices in order to identify areas of strength and areas of growth.
Sample School Wide Behavior Matrix - Does your school have a current matrix in place? If you’re not sure, please reach out to your SBIT chair. How similar or different is it from this sample?
Elementary and Secondary Community Building Circle Prompts- Are you implementing community building circles everyday? What have you learned about your classroom community through these activities?
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 December 13th.
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.
Staff can attend monthly webinars on FBA/BIP topics. The next webinar is scheduled for January 12, 2023 from 4:00-5:00 PM where the Division BCBAs will be discussing Identifying Functions and Creating Hypotheses.
Staff are invited to attend a full day FBA/BIP training on January 27, 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. To register visit KickUp and select the Functional Behavior Assessment and Behavior Intervention Plans (FBA/BIP) training.
ASSISTIVE TECHNOLOGY TIP OF THE MONTH
VISUAL TIMERS
Time is an abstract concept for some students, especially those with executive function disorders or autism. Use of a visual timer may help to reduce anxiety associated with “time” by making the concept easier to understand. Visual timers provide a clear indication of how much time has elapsed and how much time remains for a specific task which may help students prepare for transitions. An actual visual timer can be placed in the front of the classroom or a timer can be projected onto a whiteboard or screen.
1. There are a variety of visual timers on YouTube. Here are few examples:
https://www.youtube.com/watch?v=HSVqiA3sRdU
https://www.youtube.com/watch?v=FWeiKG1PsFY
https://www.youtube.com/watch?v=ap-JvvU0xV4
2. Time and Date is a virtual timer that includes a number countdown and a bar at the bottom for a visual representation. https://www.timeanddate.com/timer/
3. Here is an example of a physical visual timer: https://www.timetimer.com/
MESSAGE FROM INTENSIVE SUPPORT TEAMS
Vision Team
This month we’d like to share some tips for working with students with visual impairments in your classroom:
Have a student with low vision? Here are some ways you can help!
Suggestions for the Classroom Teacher:
· Preferential seating is often necessary for a student with low vision.
· Let the student select a seat where he/she sees best
· Seat a student as close to the board as practical (usually)
· Reduce glare from windows and lights, as much as possible, sometimes it helps to seat the student with his/her back to windows
· “Fuzzy" Xerox copies should not be used with this student. Clear contrast between the print and the background will help the student be more successful.
· Black print on white paper is usually best.
· Contrast, print style, and spacing of letters can be more important than print size.
· Low vision students may require more time to complete assignments.
· Low vision students are often slow readers because of the visual impairment.
· Standardized tests that require separate answer sheets may be especially difficult for a student to use. Check modifications to see what procedure to use.
· Word games, puzzles and graphs may be more difficult for a low vision student. Check with the VI teacher if you are unsure.
· Give the student a place to store large print materials when necessary.
Understanding A Low Vision Student:
· The emotional needs of a low vision student are like those of any other. He/She wants to be liked by teachers and peers. They do not want to be different!
· Schedule a time for a private meeting with the child. This will allow the student to tell you about seating preferences, lighting, and modifications that are helpful.
· Have the student explain his/her visual problem to you.
· Try not to call attention to the child's eye problem in front of the class.
· Always make sure you have the student’s attention- they may not see that you are looking at them.
· So much of communication is non-verbal. Often a student with low vision is unable to recognize the expression on someone's face or figure out what has happened in a situation that is nonverbal. It is helpful if the teacher privately explains the situation to the student with low vision
· Be aware of the student's frustration level since so much of learning and school is visual. It is easy for a student with poor acuity to become frustrated.
Online Resource of the month:
The following is a great website which talks specifically about working with students with visual impairments in your classroom. https://www.weareteachers.com/teaching-blind-students-visually-impaired/ click on the link to learn more.
Upcoming course:
https://www.perkins.org/course/managing-behavior/
This course presents ways of dealing with different behaviors often exhibited by students with visual impairments. These students may not always pick up on appropriate behaviors as quickly as their peers because they don’t see the behaviors as well.
Hot Tip: Make sure that you use a lot of verbal cues along with your visual cues when working with students with visual Impairments.
Audiology
An audiogram is a graph representation of how loud sounds need to be at different frequencies for an individual to recognize. This graph contains a great deal of information and can be confusing. The following links can help explain the types, levels, and configurations of hearing loss. The picture below is a visual representation of typical environmental and speech sounds that occur in our daily lives.
https://www.asha.org/siteassets/ais/ais-hearing-loss-types-degree-configuration.pdf - this document is an easy to read PDF with information on hearing loss
Hearing Loss Simulator - Find Out What Hearing Loss is Like - This site provides simulation of different types of hearing loss in various situations.
For further information please feel free to contact RPS Audiologist, Dr. Liza Buckingham, at lbucking@rvaschool.net
Great Reads
I Can’t See You, I’m Deaf:
A Memoir by WJ Livingston. 2022
A memoir by a Deaf person who loses their sight through Usher Syndrome; excellent reading for everyone.
Dr. Eddie Chang: The Science of Learning & Speaking Languages - Huberman Lab
By Eddie Chang, MD, a neurosurgeon and professor of neurological surgery at the University of California, San Francisco (UCSF) and the co-director of the Center for Neural Engineering & Prostheses. He discusses the brain mechanisms underlying speech, language learning and comprehension, communicating human emotion with words and hand gestures and language disorders, such as stuttering.The Necessity of Having High Expectations
9 Ways to Increase the Rigor of Teaching Social Skills
Promoting Self-Advocacy with I’m Determined and
Teacher Self-Reflection Questions regarding Academic Rigor
VIRGINIA ALTERNATE ASSESSMENT PROGRAM (VAAP) CRITERA RESOURCES
Virginia Alternate Assessment Program (VAAP) Criteria Resources
The Every Student Succeeds Act of 2015 (ESSA) was signed into law in December 2015. The ESSA amended the Elementary and Secondary Education Act of 1965 (ESEA) and replaced the previous No Child Left Behind amendment. Section 1111(b)(2)(D)(i)(I) and Section 1111(b)(2)(D)(ii)(II) of ESSA clarify that states must ensure that the total number of students assessed in a subject using the alternate assessment aligns with alternate achievement standards, and the state may not exceed one percent of the total number of all students who are assessed in a subject. Virginia has exceeded this cap for students participating in the Virginia Alternate Assessment Program (VAAP) for several years, including the 2021-2022 school year.
While the VAAP is appropriate for students with the most significant cognitive disabilities who meet the participation criteria, each Individualized Education Program (IEP) Team must determine the appropriate assessment program for each student. Therefore, it is suggested that any school division staff member who participates in an IEP meeting be familiar with the participation criteria and other aspects of participation in the VAAP in order to assist in developing an appropriate IEP for each student.
The Virginia Department of Education (VDOE) continues to support school divisions to improve the implementation of the participation guidelines for the VAAP and to ensure that the appropriate students are assessed using this alternate assessment. Several pages on the VDOE website provide specific information, resources, participation criteria sheets, training modules, and frequently asked questions about the alternate assessment. These resources are relevant to multiple audiences: administrators, testing directors, general education and special education teachers, special education service providers, parents, and other interested parties.
The VAAP webpage provides resources including:
· Teacher Resources for VAAP
· Parent Resources for VAAP
· Local Alternative Assessment for Students with Significant Cognitive Disabilities
· VAAP One Percent Waiver
The For Families webpage provides resources including:
· Understanding the Applied Studies Diploma
· Parent Resources for New VAAP Assessment 2021-2022
· Critical Decision Points for Families and Children with Disabilities
The Critical Decision Points for Families and Children with Disabilities section of the webpage includes several resources. The guide includes information about diploma types, assessment options, modified curriculum, and post-secondary goals. Five web-based training modules are also available. The videos are each less than seven minutes and provide important information regarding student success, accommodations, modification and long-term goals, self-determination, assessments, and diploma options.
School divisions may consider using these resources as part of their divisionwide professional development plan to assist IEP Teams in making this critical decision about whether a student is eligible for participation in the Virginia Alternate Assessment Program.
For questions or more information, contact Jeff Phenicie, Director of Program Improvement, by telephone at (804) 786-0308, or by email at Jeff.Phenicie@doe.virginia.gov; or Deborah Johnson, Specialist for Intellectual Disabilities, Office of Instructional Services, by telephone (804) 371-2725, or by email at Deborah.Johnson@doe.virginia.gov.
VAAP Module 3 Training
3:00 p.m. – 4:30 p.m.
10:00 a.m. – 11:30 a.m.
Date/Time Registration Link
12:30 p.m. – 2:00 p.m.
10:30 a.m. – 12:00 p.m.
MESSAGE FROM TRANSITION MENTOR TEACHERS
Transition Tip: When describing how the course of study will support the student in goal mastery, include a minimum of one course the student has taken or is currently enrolled in. Also, list the specific skill(s) the student has obtained or will obtain in the class. Use different classes and skills for each transition goal. Avoid statements such as: “The student is enrolled in coursework that will lead to the attainment of a standard diploma.” Coursework and skills must be specific and described in relation to the goals. Transition Mentor Teachers are available for support!
What’s Happening in Our Schools!
George Wythe High School
The DARS counselor met with the senior students at George Wythe High School to help with their transition planning and post-secondary goals.
GWHS hosted the Mobile DMV Unit, and it was very successful! 15 students obtained student IDs. Due to popular demand, DMV is scheduling an additional visit on December 6th to register those who were unable to attend and process applications of those students who took and passed their learners permit.
John Marshall High School
On November 10, the Community Office of Wealth Building (COWB) introduced their agency and affiliates to 20 workforce students. Students were encouraged to determine their "whys" as they transition into postsecondary life. The students took a career assessment to help them better identify job clusters that match their skills and preferences. The COWB will train students and connect them with careers and/or further training opportunities prior to graduation. Any student who attends all of the training sessions will be guaranteed job placement with the Mayor's Youth Academy for 3 weeks during the summer!
Armstrong High School
DARS has continued to meet with students and has opened cases for 12 students to receive Pre-ETS services (Pre-Employment Transition Services). These services include job exploration, work-based learning, education and training options, workplace readiness and self advocacy.
A Peace of Mind is partnering with AHS to offer job training, work-readiness skills, career assessments and paid work experience to eligible students who complete the application process. Registration has begun and 17 of AHS students are now being served! Spaces are still available: AHS’ goal is to have a minimum of 30 students served. Please contact Ms. Rebecca Parks for more information.
Huguenot High School
The Electrician's union representatives talked with our EFE students about paid apprenticeships as electricians. They shared potential employment opportunities and salaries in the Richmond area.
HHS Beautification Project
HHS Beautification Project
The HHS EFE class participated in a lesson on GRTC and the local bus routes, followed by a trip on the GRTC bus to their upcoming EFE job site, Food Lion!
Thomas Jefferson High School
Mark your calendars! The following partners will be in your schools this month!
● December 6th
Virginia Credit Union: Financial Literacy Presentation (HHS).
DMV: opportunity to obtain Government IDs (GWHS).
A Peace of Mind: Career Readiness Workshop (AHS)
● December 7th: Electrical Union- Apprenticeship opportunities available (GWHS).
● December 8th: Apprenticeship/Trade Fair (4pm-6pm, HHS).
● December 14th: Office of Community Wealth Building-Resume building workshop (JMHS).
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
SEAC
PROFESSIONAL DEVELOPMENT OPPORTUNITIES
- The link to register is here: https://vcuautismcenter.org/te/courses/
- The Evidence Based Practices Section of their website has a lot of information and webinars.
- Continue to register via KickUp for RPS professional learning opportunities. https://www.kickup.co/
- Behavior: Matching Strategies to Functions and Providing Feedback In BEHAVIOR WEBINAR 2, participants learned how to identify the functions of behavior through the ABC process. Now it’s time to learn how to match specific strategies to functions while progress monitoring through a feedback cycle of engagement directly with students.
- This session will engage participants in an interactive manner as they learn how to match and implement strategies and utilize tools to target behaviors and engage in a system of feedback to students that promotes both positive adult relationships and fosters student ownership of behaviors. As challenging behaviors decrease, students will be able to authentically engage in instruction leading to increased academic and social success.
- Both Special Educators and General Educators are welcome and encouraged to attend one or all of the webinars.
- ICCs and/or Administrators can request professional learning for their specific building, using the BCBA Referral Form
- Staff can attend monthly webinars on FBA/BIP topics. The next webinar is scheduled for January 12, 2023 from 4:00-5:00 PM where the Division BCBAs will be discussing Identifying Functions and Creating Hypotheses.
- Staff are invited to attend a full day FBA/BIP training on January 27, 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. To register visit KickUp and select the Functional Behavior Assessment and Behavior Intervention Plans (FBA/BIP) training.
Below is the private registration link to the 40 Hour RBT training course for January. The course runs January 16th through March 13th. Please share with anyone in your division who would be interested in taking the course. Please do not share this link with anyone outside your school division as this is a course only offered to our school partners. If you would like more information about the course please see the attached flyer and please feel free to contact me if you have any questions.Registration will close on January 9, 2023.
SHOUT OUTS
Shout out to Bekima Brown at Oak Grove Bellemeade Elementary School. She is extremely knowledgeable in all things IEP, and her help in transferring a student was invaluable! Thank you so much!
Ms. Allen and Ms. Bennett at Blackwell Elementary for increasing the rigor of academic and functional skills for their students. They consistently find ways to differentiate their instruction and build independence in their classroom.
Ms. Toure and the staff in the Autism Specialty classroom at Oak Grove. They have taken the time to build rapport with their students and learn how best to support them. They are implementing stations in the classroom to help provide individualized instruction and build independence in their students. It looks BEAUTIFUL…KEEP IT UP!!!
Ms. Herson and Ms. Redwood are an inspiring team at George Wythe High School. Their creativity in developing opportunities for learning onsite and then generalizing the skills in the community setting is truly inspiring! Ms. Herson, you are doing a wonderful job leading your class to success.
Kudos to Mr. Rick Kimball, an Itinerant Teacher that has been teaching Deaf and Hard of Hearing students for 40 years, so far! He is sensitive to the needs of his students, while working well with IEP Teams and parents and teachers. The joy and wisdom he brings to the job every day is inspiring! He meets the requirements of his work with a wry sense of humor that is refreshing. We are glad to have you here at RPS, Mr. Kimble. You are appreciated!
Ms. Dennis, the Exceptional Education Department Chair, and Dr. Turkson, the ICC at River City Middle School, for always going the extra mile to help the Exceptional Education Teachers!
Shout out the new special education team members at Richmond Technical Center - Ms. Koslovic, Ms. Jones, and Ms. Wait - for all of their help with Workplace Readiness Testing and their willingness to tutor both SPED and GEN ED students who still need to pass the test for graduation!
Ms. Iman Clayton, a 3rd grade Exceptional Education teacher at GW Carver Elementary School goes above and beyond for ALL the students at Carver. She comes in everyday and is always super helpful and flexible and willing to fill in wherever we need her!
Marcus Archer -08 SPED History teacher -Martin Luther King, Jr. Middle School I would like to shout -out Mr. Archer for his commitment and dedication to the students and staff of MLK. He is a second year teachers who has made a positive impact with his students and colleagues. He doesn't hesitate to go above and beyond when showing students appreciation. He is eager to learn and improve his craft. He is truly an asset to MLK.
Mr. Christopher Angeles, Instructional Specialist for Exceptional Education. Mr. Angeles is a mentor and a coach all rolled into one. He freely shares his knowledge and insights as he pushes and cheers us to greatness. Thank you from HLMES
Ms. Ethel Velasquez at Amelia Street School. She is this year's Teacher of the Year! She continues to build solid and meaningful relationships with both her kids and parents. Her optimism is felt through the entire school. She always leads with love!
Carla Dennis is the SPED department chair at River City Middle School. She is great at sharing information and resources to keep the staff up to date and knowledgeable of the latest trends and issues related to special education.
Ms. Suarez, Exceptional Education, George Wythe High School. Ms. Suarez is a great teacher and case manger for her students. She makes history relatable to the students and they are able to engage in class discussions about current events. She creates a safe space for students to share their opinions and feelings about what's going on in the world. She is an advocate for her students and colleagues, as she is an awesome REA representative in our building. She empowers us and the students to be the best we can be and is a model citizen for our students. She shares her military background skills within the classroom (discipline, pride, perseverance, etc.) and this proves to the students that the lessons you learn in life can and will be applied to whatever you choose to do in the future. She exemplifies leadership and is definitely an asset to the George Wythe family.
Kudos to Mr. Rick Kimball, an Itinerant Teacher that has been with RPS for 40 years, so far! He is sensitive to the needs of his students, while working well with IEP Teams and parents and teachers. The joy and wisdom he brings to the job every day is inspiring! He meets the requirements of his work with a wry but refreshing sense of humor. We are glad to have you here at RPS, Mr. Kimble. You are appreciated!
The Entire LMBMS Exceptional Education Departmennt (ICC- Ms. Morrison, 6th Grade- Ms. Pollard, Mr. Owens, and Ms. Cooper, 7th Grade - Mr. Haskins and Ms. Mason, 8th Grade - Ms. Watson, Mr. Kirk, and Ms. Matney, Int. Sup. - Ms. Johnson, Speech Path- Ms. Higgs) for the extra work they put in during the school day and after school to serve all scholars.
Ms. Morrison - 1st year ICC at LMBMS. She is patient and willing to learn. She gives her best to all stakeholders, and has had some challenges outside of her control to start the year, but has made the best oout of situations and is balancing her job duties and even a few extra things.I am thankful for each individual listed and look forward to continuing to work alongisde this group!
Prior to COVID and school being closed, a cot was ordered for our Intensive Support room. The purpose of the cot was to teach our student how to properly make their beds. Somehow out cot never arrived. Ms. Slade our Transition Mentor did a donors choose, and our Intensive Support room will be receiving a twin bed, linen and comforters. The class is also getting new pots and pans. All being delivered next week.Thank you, Ms. Slade, and Merry Christmas to Huguenots’ Intensive Support classroom.
Dr. Marquita Jones, ICC at Linwood Holton Elementary, is amazing!!! Dr. Jones is knowledgeable and beyond helpful. She has a heart for children and their growth! She’s easy to work with and very professional.
Tina Hutchinson, exceptional education instructional assistant at Swansboro Elementary School. Ms. Hutchinson creates wonderful hands-on activities that support instruction, she offers support and assistance to our students in the intensive support classroom, and she provides assistance to colleagues on our hallway.