T TAC BULLETIN by buy12375


									   T TAC BULLETIN
The Virginia Department of Education’s Training & Technical Assistance Centers

                                                 Virginia department of education’s
  An inside view                                 T/TAC 2003-04 mission
                                                          by Patricia Abrams, Director of Special Education,
           Fall 2003 v. 12, n. 1                                             Instructional Services, VA DOE
                                                 The Virginia Department of            1. to increase the capacity of
  sserddA beW CAT/T weN                  2       Education’s (VDOE) Training/              school personnel, service
                                                 Technical Assistance Center sys-          providers, and families to meet
  kool wen ruO                           2
                                                 tem (T/TAC) is undergoing a tran-         the needs of children and youth
  tcejorp semoctuo noitisnarT            3       sition for next year (2003-2004).         with disabilities; and,
                                                 Below are some questions and
  ...snoitisnart fo gnikaepS             3
                                                                                            to foster
                                                 answers that address the changes. 2. goals for the state improvement
  ecÞfo weN                              3       Why is the T/TAC mission under-           development, which address
                                                 going revision?                           improving the performance
    CAT/T ta snoitcennoc gnikaM                                                            of children and youth with
       moc gua & TA ygolonhcet                   The Virginia Special Education            disabilities, by enhancing the
  4          ecnerefnoc remmus                   Improvement Plan (VSEIP) re-              knowledge, skills, abilities, and
                                                 port compiled local educational           performance of all personnel
   evitsissa gnikaM :setyb dna stiB              data in student achievement,              who work with them.
  5            snoisiced ygolonhcet              personnel development, and
                                                 parent involvement. These state       The guiding principles that will
  pohskrow lanoiger CAT/T                6       aggregate data suggest areas          drive the T/TAC system include:
  seton yrarbiL                          6       needing improvement for local         • to develop products based on
                                                 educational agencies and early           research;
  ?yrarbil CAT/T eht ni wen s'tahW               intervention system personnel.
  7                                              The VSEIP report can be accessed • to disseminate effective
                                                 from the VDOE website at: http:          practices;
  seibeerF                               8       //www.pen.k12.va.us/VDOE/
                                                 sped/data.shtml. In addition to       • consult with target schools
  pleh PAAV                              9       the data-based indicators, Virgin-       undergoing Academic Reviews;
      :tnuoC etuniM yrevE ekaM
                                                 ia’s state and local educational      • facilitate technical assistance by
  9 LLA rof noitacudE lufgninaeM
                                                 agencies will be implementing            building capacity at the local
                                                 new instruction and accountability       level; and
  noitisnarT rof egnahC fo nosaeS A              requirements under the No Child
   01                                            Left Behind Act (NCLB) that need • conduct strategically planned
                                                 to be widely and rapidly dissemi-        training.
  puorg tseretni msituA                 01       nated to school personnel.            What are the priorities for T/TAC
  yrotcerid f fats CAT/T                11       What will remain the same, and        and VDOE during 2003-04?
                                                 what will be different for next        ­ Provide personnel development
                                                 year?                                    that fosters students with
   ainigriV ta CAT/T eht ot dedivorp gnidnuF
dna ytisrevinU etatS dna etutitsnI cinhcetyloP   The T/TACs were designed to              disabilities access to the general
 eht morf tnarg a hguorht ytisrevinU drofdaR     be, and will continue as specialty       curriculum and achievement in
            .noitacudE fo tnemtrapeD ainigriV    centers to improve educational op- the least restrictive environment;
                                                 portunities and contribute to the      ­ Assist schools in meeting
                                                 success of children and youth with Virginia’s accreditation
                                                 disabilities (ages birth - 22). Their    standards; and,
                                                 mission is twofold:
                                                                                                     Continued on page 2
2                                                                                                      T/TAC Bulletin, Fall 2003

            Continued from page 1

­ Assist local educational agencies        What does this mean for services               and parents, as well as students
  in meeting the qualified                 to the regions?                                through the new T/TAC On-line
  personnel requirements of                                                               website, http://ttaconline.org/
  the No Child Left Behind Act             1. Consultations and Long-
  (NCLB) and the Individuals                  Term Technical Assistance
                                              Agreements                                  Websites
  with Disabilities Education Act                                                         The regional T/TAC websites can
  (IDEA).                                  Priority for consultations and                 be found at the Virginia Depart-
Projects addressing these needs            long-term technical assistance                 ment of Educationʼs Web page:
will be priorities for statewide           agreements will be given to per-               http://www.pen.k12.va.us/
activity with centralized coordi-          sonnel in schools “needing im-                 VDOE/sped/tashtml.
nation and dissemination. Par-             provement” as designated by the
ticipation in and implementation           Virginia Department of Education.              Virginia Tech T/TAC's web-
of these statewide coordinated             The T/TACs will be completing                  site can be found at http:/
efforts will be top priority for           their current long-term technical              www.ttac.vt.edu.
T/TAC staff. Priority projects to          assistance agreement obligations
                                           by the end of the year (June, 2004).           Radford University T/TAC's
accomplish the state improvement                                                          web address is http://ru-portal.
goals are                                                                                 radford.edu/ttac/
                                           Other consultative services will
1. Academic Review Participation           continue, but the number of them
   & Follow-Up Technical                   will likely be reduced. T/TACs

                                                                                          New T/TAC Web 

   Assistance                              will continue to take requests for
                                           individual on-site services and
2. Enhanced SOL Scope &                    fill those requests by providing
   Sequence with Differentiated
                                           resources from their library, phone
                                           consultations, referral and links

3. Instructional Strategies                to other resources. T/TACs will                       http://www.ttac.vt.edu
   Development                             continue to build local capacity to
                                           access information and resources                     Change your bookmark.
4. Assistive Technology Task Force         for individual consultations and
                                           on-site inservices.
5. Reading Technical Assistance
   & Link with VAʼs Reading First          2. Regional Workshops


6. Early Transition & Preschool 	
                                           The number of regional work-
                                           shops initiated by individual
                                                                                           Our new look
   Effective Practices                     T/TACs may be reduced, how-
7. Positive Behavior Supports              ever, we can expect strategi-                   T/TAC is going through transi-
                                           cally designed training to occur in             tion, and so are our newsletter
8. Link with Parent Involvement 	          regions on topics identified by the             and webpage.
   Activity & Local Parent                 priority projects. These are many
   Resource Centers                        of the same topics T/TACs have                  Though the webpage ad-
                                           emphasized in workshops, but                    dress changed to http://
9. Instructional Support Team                                                              www.ttac.vt.edu, you can con-
   (IST) Sites	                            efforts will be better coordinated
                                           with the VDOE and other T/TACs                  tinue to access our library of
10. Autism & Links to Other 	              throughout the state.                           resources and check out up to
   Expert Resources                                                                        4 items online, information and
                                           3. Pilot Expansion                              newsletter articles, and other
11. Alternate Assessment &                                                                 great resources.
   Achievement Standards	                  The Virginia Tech and Virginia
                                           Commonwealth University T/                      You may have noticed that
12. State Task Force on Middle & 	         TACs will no longer be serving                  the T/TAC Bulletin also looks
   Secondary Instruction                   as a pilot expansion for compen-                slightly different, but it will
13. Secondary Transition 	                 satory services, such as Title 1.               still be full of great information
   Outcomes Project	                       However, the information services               for teachers, administrators,
                                           and other training opportunities                paraprofessionals, and families
                                           will be accessible to any educator

                       Training and Technical Assistance Center at VT (800) 848–2714 at RU (877) 544-1918
Volume 12, No. 1                                                                                                                       3

Transition outcomes project 

                                                                          by Lisa Holland
Beginning in the summer of 2003,                The project's process begins with                  Benefits schools can hope to
the Virginia Department of Edu-                 the gathering of baseline informa-                 achieve through participation in
cation will be introducing a new                tion from Individualized Edu-                      this project include:
data-driven model and process for               cational Plans (IEPs) of students
addressing the transition needs of              fourteen years of age and older.                   • Ongoing professional
students with disabilities in the               This information is then used to                     development opportunities;
state of Virginia. The Transition               identify specific problem areas                    • Access to a variety of resource
Outcomes Project will assist local              for each of the transition services                  materials;
school divisions:                               requirements. Following the
                                                gathering of baseline data, a                      • Opportunities for networking
(a) in complying with the                       team of individuals from the state,                  with adult service agencies;
   secondary transition service                 Regional Resource Center and the
   requirements of the Individuals                                                                 • Technical assistance to help
                                                local district meet to discuss the                   staff understand transition
   with Disabilities Education Act              findings of the review, set target
   (IDEA),                                                                                           requirements and how to
                                                goals and timelines as well as                       implement them through the IEP
(b) by increasing graduation rates              identify specific interventions and                  process;
   for students with disabilities,              strategies designed to address
   and                                          each requirement problem area.                     • Improved coordination of
                                                With the support of technical as-                    services between school and
(c) through achieving annual                    sistance, the school and district                    agency personnel.
    yearly progress (AYP) for                   staff then implements identified
    graduation rates in compliance              action plans. Progress reviews                     For more information
    with the No Child Left Behind               are conducted periodically.                        If you would like more informa-
    legislation.                                                                                   tion concerning the Virginia Tran-
                                                                                                   sition Outcomes Project please call
                                                                                                   the Radford University Training
                                                                                                   and Technical Assistance Center at
                                                                                                   877-544-1918 or 540-831-5333.
Speaking of transitions...

Ben Tickle is the new Secondary Coordinator at the Radford University
Training and Technical Assistance Center. He is taking Dale Matesuvich's
place while Dale goes on "special assignment" to the Virginia Department
of Education for this year. Dale accepted the post of State Coordinator for
the Transition Outcomes Priority Project (see a description of the project,                          New office

above). He is still housed at the Radford T/TAC office but will be work-
ing directly for the Virginia DOE this year.
                                                                                                      This summer, the Radford
Ben completed a BS in Psychology at Radford University in 1993. In 1994,                              University T/TAC office
he started teaching social studies at Arcadia High School, in Accomack                                moved from Russel Hall into
County, Virginia. In 1997, he returned to his home high school in Pulaski                             new offices in Peters Hall.
County to serve as a Special Education paraprofessional and began work-
ing on a Masterʼs in Special Education. In the fall of 1998, he became a                              Their main office is now in
Special Education Teacher at Pulaski County High School. Ben completed                                148C Peters Hall.
a Masterʼs of Science degree in Special Education in 2002. He is currently
working on a Ph.D. in the Administration and Supervision of Special Edu-
cation at Virginia Tech.
Most of Benʼs experience relates to serving students with mild to moderate
disabilities at the secondary level. Particular interests include instructional
strategies, learning disabilities and ADHD, inclusion in middle and high
schools, and transition services.
Welcome to our T/TAC family, Ben!

                   Online at Virginia Tech http://www.ttac.vt.edu/ or Radford University http://ru-portal.radford.edu/ttac/
4                                                                                                      T/TAC Bulletin, Fall 2003

Making connections at T/TAC technology AT & aug com
summer conference                          by Selina Flores

Many times when teachers, ad-              with a disability to participate in            Barbieʼs Pink Corvette. Hastings-on-
ministrators, families, and stu-           a naturally occurring activity in              Hudson, NY: Enabling Devices.
dents think about assistive tech-          school or at home.
nology, their first impression may                                                        Barbieʼs Corvette is finally switch
be of some expensive or intrusive                                                         adapted! With the click of a
                                           Something for everyone                         switch your young learner can
piece of equipment. Kelly Fon-             From early childhood ideas to
ner, keynote speaker at the T/TAC                                                         take Barbie for a spin, soaking up
                                           sophisticated dedicated personal               the sun, and the beauty of the Blue
Technology AT summer confer-               communication devices for older
ence, reminded participants that it                                                       Ridge.
                                           students/adults, participants at
is not about getting the new piece         this yearʼs T/TAC Technology
of equipment or tool, rather it is                                                        Pouring Cup on Stand. Hastings-
                                           conference were presented with                 on-Hudson, NY: Enabling Devices.
about the availability, meaning-           many opportunities to make con-
ful use and functionality a tool or        nections with vendors, colleagues,             Now your students with complex
piece of equipment has to offer            families, and with the creative                disabilities can participate in any
that is important.                         spirit within.                                 activity that requires measuring
                                                                                          or pouring with cooking, dramatic
Family dreams                              Connect with our library                       play, math, science, etc. This 2-
In the Family Dreams Approach,             In keeping with the theme of                   cup device requires at least one
Ms. Fonner shared ways in which            “making connections” here are a                exterior switch.
anyone working with families can           few new exciting early childhood
discuss assistive technology as a                                                         Quantum Pad (2002). Out-There
                                           items you can find in our lending              Scientists. Emeryville, CA: Leap-
tool to attain a goal rather than          library. If you have any questions
as an item to obtain. Through                                                             Frog SchoolHouse.
                                           regarding incorporating any item
this rich sharing process we can           into your daily routine or you
begin to understand the familyʼs                                                          This multi-sensory platform
                                           have a novel suggestion to share               engages struggling and reluctant
dreams (goals) for their child. It is      with others contact Tammy Craft
through this process that we gain                                                         readers with their magazine-style
                                           at tcraft1@vt.edu or Selina Flores             and high interest articles. Readers
an understanding of the functional         at selinaf@vt.edu.
role that assistive technology can                                                        will search for clues in the rainfor-
play in a childʼs daily routine and                                                       est canopy, catch poachers, meet
                                           Switch Interface Pro 5.0 [Computer             incredible scientists and be capti-
educational teams can begin to             accessory and manual]. (2003).
create objectives, benchmarks,                                                            vated in other interactive activi-
                                           Vol, II: Don Johnston.                         ties. Based on the latest scientific
and goals that are functional and
culturally sensitive.                      This USB port switch hook up is                research on reading instruction,
                                           compatible with both Macintosh                 this particular title is rated at 3rd
                                           and PC computers. Works with                   grade readability level with inter-
Low tech options                           both single and multiple switch                est level grade 4 +.
There were several no or low
tech sessions throughout the two           software and supports up to 5                  A sample of individual book titles
days in which participants were            switches. The best news is, no                 for the LeapPad and Quantum
presented with a variety of ideas          installation software is required-             Pad Learning Systems includes:
from presenters with diverse               -you have instant access to single
backgrounds i.e., OT, SLP ECSE,            switch learning.                               • Picture books: Casey cat has a
and EC teachers. It was very easy          Portable Bubble Machine. Hastings-               hat; Arthurʼs lost puppy; A day at
to make the connections between            on-Hudson, NY: Enabling Devices.                 moss lake, The birthday hunt; and
Ms. Fonnerʼs presentation and                                                               Squire Hare & Sir Turtle.
many of the sessions that followed         Make a ton of bubbles fast and
her keynote address. The ideas or                                                         • Content area books: The 7
                                           easy with a click of a switch or use             continents;Characterdevelopment
strategies presented especially in         the special remote control. With a
the no/low tech sessions provided                                                           series: Lessons for life; and Smart
                                           little bubble juice and a little coax-           guide to 3rd grade.
participants with an assortment            ing, children who could not blow
of gadgets and gizmos to assist            bubbles can generate clouds of                 • In Spanish: Amazing mammals;
a young child or older student             bubbles for everyone.                            Richard Scarryʼs things to know;
                                                                                            and Counting on Leap.
                       Training and Technical Assistance Center at VT (800) 848–2714 at RU (877) 544-1918
Volume 12, No. 1                                                                                                                       5

Bits and bytes: Making assistive technology decisions
                                                                                                             by Glenna Gustafson
IEP and AT teams are often faced                • What are the attitudes and                       • Collect data on effectiveness.
with the responsibility of finding                expectations of staff, family, and                 (This is often a piece that is
the appropriate technology that                   others?                                            overlooked. Best practices
best matches the needs of their                                                                      support ongoing assessment and
students. Since IDEA requires that              Tasks                                                evaluation.)
assistive technology be considered              • What activities take place in the
as part of the IEP process, it is                                                                  Remember that these questions
                                                  environment?                                     are a guide and are not an inclu-
essential that team members have
some formal process to utilize 	                • What SPECIFIC tasks are                          sive list. Each team will need to
to assist them in the selection of                required for active involvement 	                adapt the kinds of questions based
the most appropriate AT for each 	                in identified environments                       on their student. In addition it
student. 	                                        (related to communication,                       will be essential that the team
                                                  instruction, productivity,                       collect other information about
While there are several tools                     environmental control, etc.)?                    the student. Observations, discus-
available to assist your team with                                                                 sions with individuals that work
                                                • What activities support the                      closely with the student and a
making IEP decisions, perhaps the
                                                  studentʼs curriculum?                            review of strategies and tools that
most straight forward and easy
to follow is the SETT Framework                 • What are the critical elements of                have been tried with the student
that was developed by Joy Zabala                  the activities?                                  previously should be considered.
(1992). This framework consists
of a series of questions that IEP               • How might the activities be                      The SETT Framework offers IEP
teams can utilize in the selection                modified to accommodate the                      and AT teams a simple approach
of AT for a student. The SETT	                    studentʼs special needs?                         to assistive technology assess-
Framework delineates four areas                                                                    ment and intervention. It provides
                                                • How might technology support 	                   the team with the opportunity to
that the team should consider                     the studentʼs active participation 	
when selecting AT:                                                                                 consider the student, the environ-
                                                  in those activities?                             ment, and the task prior to iden-
                                                • What SPECIFIC tasks occur                        tifying components of a tool. This
Student                                           in the studentʼs natural                         results in a clear understanding of
• What is the functional area(s) of               environments that enable                         how recommended tools will be
  concern? What does the student                  progress toward mastery of IEP                   used. You can learn more about
  need to be able to do that is                   goals and objectives?                            the SETT process by visiting the
  difficult or impossible to do                                                                    following Internet Resources:

  independently at this time? 

                                                Tools                                              Joy Zabala Resources for As-
• Special needs (related to area of             • Begin by brainstorming the 	
                                                                                                   sistive Technology - http://

  concern) 	                                      types of no, low, and high tech                  www.joyzabala.com/

                                                  options for use when developing                  This site has links to additional in-
• Current abilities (related to area              a system for a student with these
  of concern)                                                                                      formation about the SETT process
                                                  needs, doing these tasks, in these               and links to data collection forms.
Environment	                                                                                       Making the Selection: AT and the
• What materials and equipment                  • What strategies might be used 	
                                                  to invite increased student                      SETT Framework Web Shop can
 are currently available in the
                                                  performance?                                     be found on Glenna's staff page
 environment? Are these used by

 others in the environment?                     • Select the most promising                        gsgustaf/home.htm. This is an 

• What is the physical                            tools for trial in the natural                   online web shop that provides an
 arrangement? Are there likely to                 environments. Plan the specifics                 introduction to AT, AT and the IEP,
 be changes in this?                              of the trial (expected changes,                  and the SETT framework.
                                                  when to use tools, cues, etc.)
• Are there technological, physical, 	
 or instructional access issues?	               • How might these tools be tried                   Reference
                                                  out with the student in the                      Zabala, J. (2002). A brief updated
• What is the instructional                       customary environments in                        introduction to the SETT frame-
 arrangement?                                     which they will be used?                         work. Available Online: http:
• What supports/resources are                                                                      //www.joyzabala.com.
 available to the student/staff?
                   Online at Virginia Tech http://www.ttac.vt.edu/ or Radford University http://ru-portal.radford.edu/ttac/
6                                                                                                        T/TAC Bulletin, Fall 2003

     T/TAC regional                          Library notes

        workshop                             We at the T/TAC are constantly                 pieces, then we cannot send it out
                                             updating our library. We try to                to other professionals who have
                                             stay current with print material,              requested it.
        Addressing the                       helpful videos and video work-
      Educational Needs                      shops, computer software, assis-               Software agreements
                                             tive technology, and augmentative
     of Second Language                      communication devices. One of
                                                                                            Please read the software agree-
    Learners in General and                                                                 ment that is found on the front
                                             the reasons we maintain a library              of each piece of software that is
      Special Education                      is because we realize that school              sent to you. You will notice that
                                             divisions have limited resources,              whenever possible we send demo
                                             and unlimited student needs. We                copies of software rather than full
      Friday September 26, 2003              want schools to have access to cur-
         9:00 a.m. – 3:00 p.m.                                                              versions to avoid infraction of the
                                             rent information and the opportu-              copyright laws.
        (Registration 8:30 a.m.)             nity to "try before they buy."
      Roanoke Higher Ed Center,
                                                                                            Many times, software has to be
             Roanoke, VA
                                             Loan period                                    installed by the technology spe-
                                             Our items are loaned for a limited             cialist in your building or system.
    Presenters:                              time – usually for a period of 2               If possible set up a date with this
    Featuring Katrina (Tina) Eid             weeks. We do this in order to ac-              individual prior to requesting
    Ph.D. CCC-SLP, and Maria                 commodate the high demand for                  software from T/TAC, so that they
    Soledad Collins M.S., speech             library items.                                 are aware that you have a lim-
    language pathologists with                                                              ited time for the utilization of the
    Arlington Public Schools.                If you are unable to return the                software.
                                             item within the specified time
    Tina has completed her doc-              frame, please call and ask for an
    torate from the University of            extension of the loan period. If
                                                                                            Accidents happen
                                                                                            We understand that accidents hap-
    Virginia and her research was            possible we will extend the loan.              pen. If a device is broken or not
    in the area of bilingual assess-         However, we often have wait-                   functioning, please return it with a
    ment. She currently works with           ing lists for materials and want               note that indicates that it is no lon-
    preschoolers in her district             to provide other professionals                 ger working properly. This allows
    who, for the most part, are              the opportunity to try a tool that             us to get the item repaired quickly
    bilingual.                               could improve their students'                  and back on the shelf, available
                                             social, daily living, or academic              for loan. It also prevents us from
    Maria is from Colombia and               needs. If there is a waiting list, we
    she is the expert on bilingual                                                          sending a broken item to another
                                             will ask you to return the item by             school.
    assessment in Arlington Coun-            the due date.
                                             Your responsibilities                          Missing items
    Topics include:                                                                         Unfortunately, we have had inci-
                                             If your name was on the pack-                  dences where items have never
    • Second Language Acquisition            age when we mailed an item, it is              been returned. If a library item is
    • Pre-Referral Intervention              your responsibility to see that it             not returned after we have con-
                                             is returned to us. We send items               tacted you, you will be unable to
    • Assessment                             free of charge, but we do not cover            borrow additional items from our
    • Intervention                           return shipping. You are respon-               library until the item is returned
                                             sible for paying for return postage            or paid for.

                                             or seeing that items are returned

    No Child Left Behind                     to T/TAC in a timely manner.

    Donʼt miss this opportunity to                                                          Lost and found
    gain information pertaining              Before returning items, please                 You may find T/TAC library items
    to the No Child Left Behind              double check to see that all parts and         as you open your classrooms for
    Act (NCLB) and the Individu-             pieces are included in the box. Check          the new school year. Please return
    als with Disabilities Education          for manuals, cords, cables, disks,             these as soon as possible so that
    Act (IDEA) for moving limited            cases, and battery covers. Check               others may benefit from their use.
    English proficient students to           on the plastic storage bag or box
    English fluency.                         for a list of included items. If
                                             you return an item with missing

                         Training and Technical Assistance Center at VT (800) 848–2714 at RU (877) 544-1918
Volume 12, No. 1                                                                                                                       7

What's new in the T/TAC library?

We have so many new items in                    Lora likes:                                        BookWorm from Ablenet, Inc.
our library we cannot list them                 Solit, G., Taylor, M., & Bednarc-
all, so we thought we would share               zyk, A. (2002). Access for all: In-                AbleNetʼs BookWorm provides
some of our favorites with you.                 tegrating deaf, hard of hearing, and               a simple and friendly way for
Go to http://www.ttac.vt.edu and                hearing preschoolers. Gallaudet                    students with disabilities to
search our library for other new                University Laurent Clerc National                  “read” their favorite books or
items.                                          Deaf Education Center                              classroom worksheets. It is easily
                                                                                                   set up (in less than 15 minutes).
                                                Through a manual and a 90-min-                     Simply select a book and clip it on
Tammy touts:                                                                                       the BookWorm, adapt the book
Between the Lions, a reading en-                ute video, experienced preschool
                                                educators outline a successful                     with the stickers and page detec-
hancement program, is an award-                                                                    tor (included to adapt 4 books),
winning PBS television series                   model program for integrating
                                                deaf and hard of hearing children                  record each page, plug in a single
that premiered in April 2000. It is                                                                switch if needed, and the shared
named for a family of lions – Theo,             in early childhood education. This
                                                valuable training tool documents                   reading experience begins!. Peers
Cleo, Lionel, and Leona—who                                                                        read the story together. The Book-
run an exciting library. The doors              strategies used by Gallaudet Uni-
                                                versityʼs Child Development Cen-                   Worm features high quality sound
“between the lions” swing open                                                                     output, built in message activation
to reveal magical characters that               ter. Materials cover basic informa-
                                                tion for establishing a successful                 area, switch accessibility, head-
come to life with literacy, phonics,                                                               phone jack, and interchangeable
phonemic awareness, vocabulary,                 preschool program for deaf and
                                                hard of hearing children; inter-                   memory modules.
text comprehension, and fluency.
                                                agency cooperation; staff training;
This is a set of 35 videos, which               and parental involvement.                          Diann digs:
are lent together. Each 30-minute                                                                  Schleper, D. (1998). Read it again
video is filled with visual stimu-              Chat PC from Saltillo                              and again. Washington, DC: Pre-
lation, and repetition to support               Built upon a powerful PocketPC                     College National Mission Pro-
meaningful reading, phonics,                    computer, Chat PC offers a bril-                   grams.
word recognition, and vocabulary-               liant, color dynamic display along
building using highlighted text,                                                                   Read It Again and Again video and
                                                with both synthesized and digi-                    manual for educators comprehen-
music and songs. These videos are               tized speech output.
designed to sharpen the literacy                                                                   sively presents the key concepts
skills of children between the ages             Chat PC is a self-contained, truly                 and strategies of a shared reading
of 4 – 7 using a dynamic presenta-              portable communication device.                     program as it relates to children
tion of wordplay. As they watch                 This small device weighs only 17                   who are deaf or hard of hearing.
stories come to life, children are              oz. and includes a touch screen,                   Both the video and manual pres-
encouraged to participate in read-              amplified speaker and extra bat-                   ent the guidelines for successive
ing, singing, and laughing along                tery -- all nestled inside a protec-               readings of text and give examples
with the characters that delight                tive rubberized case.                              of literacy building activities. The
learners and readers of all ages.                                                                  manual and accompanying video
                                                Chat PC contains numerous fea-                     present information about:
Pounce on the Web site at                       tures for adapting the vocabulary
www.pbskids.org/lions to enjoy:                 for the specific communication                     Selecting Predictable Books:
                                                needs of the individual using                      • Repetition
• participation stories,                        the device. Approximately 3,000                    • Cumulative Sequence
• interactive games,                            Mayer Johnson PCS symbols are
                                                included for customizing and                       • Known Sequence
• music and songs                               creating your own pages. You can                   • Rhythm and Rhyme
• printable activities,                         also use the included PC Editor
                                                software to create pages and to                    Shared Reading Process:
• literacy tips,                                import photos and other images                     • Pick a book that you like.
• resources for parents and                     from a computer. Chat PC also                      • Read the book to your students.
  teachers                                      includes two pre-programmed
                                                starter vocabulary sets, which can
• recommended book lists and                    save hours of setup time.                                            Continued on page 8

                   Online at Virginia Tech http://www.ttac.vt.edu/ or Radford University http://ru-portal.radford.edu/ttac/
8                                                                                                       T/TAC Bulletin, Fall 2003

            Continued from page 7
• Read the book a second time               right” at home and school. In                                    by Helen Barrier
  encouraging students to join in           addition to the quick movement
  when they like.                           breaks, adults will expand their
                                            repertoire of self-regulation strate-          Everyone loves freebies and
• Extend the story by discussing            gies to help students sustain alert-           here are two of my favorites that
  interesting words, illustrations,         ness. The 24-page booklet pro-                 teachers and parents should know
  story sequence or main ideas.             vides the underlying theory and                about to pass on to students to
• On successive days, continue to           key concepts of the Alert Program.             help them become more success-
  read the story while integrating          It can be shared with parents,                 ful in the classroom. Keeping in
  literacy building activities such         teachers, and therapists who want              mind that our goal is to develop
  as role playing, writing and              to enhance childrensʼ self-regula-             life-long, successful and indepen-
  illustrating their own books.             tion. Use this outstanding, concise            dent learners, these tools are what
                                            resource to promote understand-                itʼs all about!
• Distribute copies of the book to          ing and to support your educa-
  each student for independent              tional and therapeutic programs.               Note taking
  reading.                                                                                 Knowing that most informa-
Reference section:                          Glenna gives:                                  tion on tests comes from notes
The reference section of the                Iʼm very excited about the six new             given in class, being savvy
manual alone contains a wealth of           Start to Finish software titles that           about how to take good notes
information including publishers,           we now have in our library. Start              contributes positively to our
recommended books, read-aloud               to Finish, by Don Johnston is a                studentʼs achievement. http:
strategies and the principles for           high-interest, controlled- vocabu-             //www.familyeducation.com
reading to deaf children. Clearly,          lary series that gets struggling               has printable note taking pages
the shared reading model de-                students reading. Each comes                   for anyone to use! Just go to the
scribed in this manual and video            with three formats - narrated                  websiteʼs homepage search box,
would appeal to parents and edu-            computer book on CD (MAC and                   type in “cued notepaper” and you
cators as an essential component            PC), paperback book, and audio-                can print off the paper and read
of a balanced reading program for           cassette, giving students a variety            about the supporting research that
children who are deaf or hard of            of reading supports. Students                  Mary Konya Weishaar and Joseph
hearing.                                    follow along with the narrator on              R. Boyle have to support students
                                            the computer book and see words                with mild disabilities. Itʼs a win-
Gillian enjoys:                             highlighted on the screen. They re-
 Henry Occupational Therapy                 read the text as often as necessary
(2001). Tool chest for teachers, par-       for comprehension and practice.                Assignment organization
ents, and students. Author.                 Students can also reread the text              When we give and receive long
                                            in the paperback book, supported               term and/or multi-step assign-
This notebook is filled with activi-        by the audiocassette. In addition              ments many of our students fail to
ties that are designed to be used           students who use single switches               complete them because they arenʼt
at school and home with students            can read the entire computer book              adept at organizing and looking
ages 4 to 13. The activities can be         independently and take the chap-               at the big “chunks” of the overall
adapted to meet your childrenʼs             ter quizzes. Automatic scanning                task. http://www.lib.umn.edu/
individual needs. The handbook              highlights the available on-screen             help/calculator has solved this
is user friendly and helps to solve         buttons and students can read or               problem! When you visit the web-
problems by using “over-the-                re-read pages at their own pace.               site you will be asked to type in
counter” occupational therapy ac-                                                          the date you are given the assign-
tivities. Children responds to these        Our 6 new titles are:
                         ment and the date it is due and in
techniques and teaching becomes             Ancient History – Kingʼs of the Nile: 
        what subject area it is in. With the
easier and more enjoyable.                  GodsandPharaohsofAncientEgypt,
                press of a button you will be given
                                            Cleopatra: Queen of the Nile, and 
            a day-by-day calendar broken
Williams, M. S., & Shellenberger,           King Tutʼs Tomb.
                              down into specific tasks for each
S. (2001). Take five! Staying alert at                                                     day. Success is at your fingertips!
home and school. Therapy Works,             A Step Into History – Harriet Tub-

Inc.                                        man, Fredrick Douglas, and Rosa 


Intended for teachers and parents
these sensorimotor activities and
strategies are presented in an
easy-to-read fashion to support

                        Training and Technical Assistance Center at VT (800) 848–2714 at RU (877) 544-1918
Volume 12, No. 1                                                                                                                                9

VAAP help
                                        Make Every Minute Count:
                                                  Meaningful Education for ALL
Virginia's Alternate Assessment                   October 14, Abingdon, Higher Education Center
Program (VAAP) has been in ef-
fect for several years now, but you               Presenters: Leslie Daniel and Diann Eaton
may be facing your first Collec-                  As educators you are faced with the challenge of providing students
tion of Evidence (COE) or want                    with individualized educational programs that facilitates their pur-
to know more about how to help                    suit of a good life, one that includes meaningful participation and real
a student create a good COE. You                  choices. This workshop will provide information on some of the es-
are not alone, there is help avail-               sential components of a studentʼs individualized educational program
able.                                             including communication, use of visuals, transition, functional aca-
This will be the fourth year for the              demics and literacy instruction.
VAAP E-news; it has been won-                     Who should attend: Anyone who supports students who are not pur-
derfully well received. Archived                  suing a standard, modified standard or advanced diploma.
articles, Frequently Asked Ques-
tions (FAQ), Tips for Teachers, and               Cost: $15
more are available online at http:
electronicnews/elecnews.shtml.                    Mail payment and registration to:
                                                  T/TAC Workshop Registration
Many teachers already subscribe                   112 Lane Hall (0254)
to this resource. If you haven't                  Blacksburg, VA 24061
and are interested in receiving it
approximately 6 times during the                  Please print or type—complete a separate form for each participant.
school year, send an email to Les-                Make a copy for your records. Please provide a complete address to
lie Daniel at lsd@vt.edu and ask to               which we can send confirmation.
be added to the VAAP E-news list.

Additionally watch for replace-
ment pages for the VAAP Imple-                    School____________________________SchoolDivision______________

mentation Manual. You'll keep
the binder from last year and just                Address:______________________________________________________

get a few updates for this year.                  City______________________________State_______Zip____________

There were no major changes.

If you are new to VAAP ask your
principal or special education di-                E-mail _____________________________________

rector to suggest a mentor for you.
The process can seem overwhelm-                   Method of payment:

ing, but there are many who have                  Check or PO (FID number must be included) payable to: Treasurer, 

successfully completed COE, and                   Virginia Tech (No cash or credit cards please). Instructional assistants 

their experiences can be helpful to               may attend this T/TAC workshop free of charge.

                                                  qPurchase Order # ______________ qCheck or PO to follow
We advocate that you plan on                      qCheck # _______________________ qNo charge: paraprofessional
spending no more than one hour
per week outside of your normal                   Virginia Tech does not discriminate against employees, students, or applicants on
instructional time on completing a                the basis of race, sex, handicap, age, veteran status, national origin, religion, political
COE. There is a timeline for com-                 affiliation, or sexual orientation.Anyone having questions concerning discrimination
pleting a collection of evidence in               should contact the Equal Opportunity/ Affirmative Action Office at 800-828-1120.
the back of the implementation
                                                  If you are a person with a disability and require any auxiliary aids, ser-
manual, or you can download the
                                                  vices, or other accommodations for this conference, please discuss your
                                                  needs at (540) 231–6248, (800) 848-2714 or TDD (540) 231-3315 at your
Enjoy the experience. Many have                   earliest convenience.
found it quite informative and
helpful in their teaching.

                   Online at Virginia Tech http://www.ttac.vt.edu/ or Radford University http://ru-portal.radford.edu/ttac/
10                                                                                                   T/TAC Bulletin, Fall 2003

     An international conference coming to
              southwest Virginia!
                                                                  Autism interest group
     A Season of Change for                                       The VT T/TAC is pleased to announce the formation
           Transition                                             of an Autism Interest Group (AIG). The purpose of
                                                                  the AIG is to enhance the skills of teams of profes-
             October 23-25, 2003                                  sionals and family members working with children
                                                                  on the autism spectrum. We are piloting the AIG con-
     Hotel Roanoke and Conference Center                          cept with Pittsylvania County and Danville City Pub-
              Roanoke, Virginia                                   lic schools; however, neighboring school divisions are
                                                                  welcome to send teams to these meetings (location
                                                                  to be announced). We strongly suggest that teams
                                                                  of 2-5 service providers and family members attend
 DCDT-CEC                                                         together. Sessions will be interactive and participants
 The Division on Career Development and Tran-                     will apply what they learn between sessions.
 sition (DCDT) of the Council for Exceptional
 Children (CEC), in conjunction with the Radford
 University College of Education and Human                        When
 Development, will be hosting their twelfth interna-              The Autism Interest Group (AIG) will meet for 3 af-
 tional conference at the Hotel Roanoke in Roanoke,               ternoon (1:00-4:00) sessions to refresh skills and learn
 Virginia on October 23-25, 2003.                                 new strategies for supporting children with autism
                                                                  spectrum disorders. The dates and topics for this year
 This conference will present informative discus-                 are October 10, 2003 (visual supports); November 24,
 sions and presentations to national, state and local             2003 (sensory supports); and March 18, 2004 (com-
 professionals and leaders on critical issues facing              munication strategies).
 children, adolescents and young adults with dis-
 abilities as they prepare for adult lives.                       Prerequisites
                                                                  In order to join the interest group, you must have
 Keynote speaker                                                  attended an introductory workshop on autism within
 The keynote speaker for the conference is Dr.                    the past year, or participate in the online training
 Hunter “Patch” Adams, MD. Dr. Adams has been                     on Leslie's staff page found at http://www..ttac.vt.edu/
 putting into practice the idea that “healing should              staff/lsd/home/. The online training will take about 2
 be a loving human interchange, not a business                    hours to complete, and will provide you with basic
 transaction” for more than thirty years.                         background information so we all start with the same
                                                                  information for discussion. Finally, you must be cur-
 Featured speaker                                                 rently working with children with autism spectrum
 Joyanne V.M. Cobbs, a young adult with a learning                disorders and their families.
 disability and author of the book Thinking Outside
 the Box: Creatively Speaking About Transition, is also           Interested?
 be a featured speaker at the DCDT conference.                    If you are interested in attending the AIG meetings,
                                                                  please complete this short form and return it to the
 Topical strands                                                  T/TAC at VT at 112 Lane Hall, MS 0254, Blacksburg,
 Topical strands in this conference include: adult                VA 24061. There is no charge for these meetings.
 service options, behavior, career and technical                  Name:_________________________________________
 education, empowering students and families, in-
 structional strategies, model programs for students              Title:__________________________________________
 in transition, personnel preparation and training,
 post-secondary, school to career and employment                  Address:_______________________________________
 and technology.                                                  _______________________________________________
 Additional conference and registration information               Email:__________________Fax:__________________
 can be obtained through the Radford University
 website (www.radford.edu/~conf-serv).                            School:__________________Division:_____________
                                                                  What grade do you work with? __________________
                                                                  Do you currently support a child with autism? _____
                     Training and Technical Assistance Center at VT (800) 848–2714 at RU (877) 544-1918

Volume 12, No. 1                                                                                                                          11

Instructional                                   T/TAC staff directory

support teams                                   Virginia Tech
                                                Department of Educational Leadership and Policy Studies
                                                112 Lane Hall, Mail Stop 0254
Instructional Support Team (IST)                Blacksburg, VA 24061
is an initiative of the Virginia                Toll free (800) 848-2714 Locally (540) 231-5167
Department of Education. IST                    TDD (540) 231-3315 FAX (540) 231-5672
is training designed to develop
school-based teams of profession-
als who support classroom teach-                Patricia Bickley, Ph.D., 
                         Lora Kingma, M.S., CCC-SLP,
ers through collaborative efforts.              Project Director
                                  Communication Coordinator
The goal of IST is to enhance,
increase, and improve student and               Barbara Flanagan, Ph.D.,
                          Gillian Rai, OTR, Severe Disabilities
staff performance. The philoso-                 Project Director
                                  Technology Coordinator
phy of IST is based upon the fol-               flanagab@vt.edu
lowing seven principles:                        Helen Barrier, M.Ed., High-incidence 
             Richard Snider, Ph.D.,
                                                Disabilities Coordinator 
                         Technology Coordinator
• All students learn.                           hbarrier@vt.edu
• The critical arena for success is             Tammy Craft, M.S.

  the student-teacher relationship              Early Childhood Coordinator
                       Support Staff
  within the general education                  tcraft1@vt.edu
                                    Beverly Parkins, Secretary
  classroom.                                    Leslie S. Daniel, M.S., 
• A problem-solving community is                Severe Disabilities Lead Coordinator 
             Elva Douthat, Fiscal Assistant
  the foundation for professional               lsd@vt.edu
  and student learning.                         Diann Eaton, M.S., 
                               Raj Medapati, Database Manager
                                                Severe Disabilities Coordinator 
• The instructional match for a                 dweaton@vt.edu

  student and classroom setting/                                                                   Amy Rogers, Graduate Assistant
  environment is the focus of                   Selina M. Flores, M.Ed., 
  problem solving.                              Early Childhood Coordinator
                       Mary Shannon, Graduate Assistant
• Early intervention is preferable              Glenna Gustafson, M.Ed., 

  to waiting for failure.                       Technology Coordinator 

• Teachers, as professionals, are               gsgustaf@vt.edu

  entitled to the opportunity to
  consult and collaborate.                      Radford University
                                                Department of Special Education
• Change is a process, not an                   Box 7006, Radford, VA 24142
  event.                                        Toll free (877) 544-1918 Locally (540) 831-5333
The Training and Technical As-                  FAX (540) 831-5124
sistance Center at Radford Uni-
versity is now in its second year               Alice Anderson, Ed.D., Co-Director 
               Dale Matusevich, M.S.,
of intensive training with national             amanders@radford.edu
                              State Coordinator for the Transition
consultants as they continue sup-               Kenna M. Colley, Ed.D., Co-Director
               Outcomes Priority Project
porting two local school divisions.             kcolley@radford.edu
Riverlawn Elementary, in Pulaski                Rachel Janney, Ph.D., Co-Director 
                Ben Tickle, M.S.
County Schools and Fallon Park                  rjanney@radford.edu
                               Transition Coordinator
Elementary, in Roanoke City                                                                        btickle@radford.edu
                                                Lynn Graves, M.S., 

Schools are the two schools se-
                                                Elementary Project Coordinator

lected by the VDOE to become                    lgraves2@radford.edu
                              Support Staff
established model IST sites.                                                                       Katie Reed, Secretary
T/TAC provides weekly follow up                 Lisa Holland, M.S., 
and assistance to the IST teams in              Secondary Project Coordinator

                              Shelly Walker, Graduate Assistant
these two schools as well as staff                                                                 swalker@radford.edu
development for their entire teach-             L. Mac McArthur-Fox, M.Ed.,
ing staffs.                                     Project Coordinator

                   Online at Virginia Tech http://www.ttac.vt.edu/ or Radford University http://ru-portal.radford.edu/ttac/
Training and Technical Assistance Center (T/TAC)                          Non-Profit Org.
112 Lane Hall
Mail Stop 0254                                                             U.S. Postage
Blacksburg, VA 24060                                                           PAID
                                                                       Blacksburg, VA 24060
                                                                           Permit No. 28
      Address Service Requested

                              School Divisions Served
The mission of Virginiaʼs Training        Region 6         Region 7
and Technical Assistance Centers          Alleghany        Bland         Pulaski
is to improve educational op-             Botetourt        Bristol       Radford
portunities and contribute to the         Covington        Buchanan      Russell
success of children and youth with        Craig            Carroll       Scott
disabilities (birth–22 years). The        Danville         Dickenson     Smyth
Centers provide quality training          Floyd            Galax         Tazewell
and technical assistance in re-           Franklin         Giles         Washington
sponse to local, regional, and state      Henry            Grayson       Wise
needs. T/TAC services increase            Martinsville     Lee           Wythe
the capacity of schools, school           Montgomery       Norton
personnel, service providers, and         Patrick
families to meet the needs of chil-
dren and youth.
                                          Roanoke City
                                          Roanoke County


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