Virginia Department of Education's Training and Technical Assistance Center at Virginia Commonwealth University

Structured routines and executive function lay the foundation for learning (see last month’s TTAC newsletter article). Once those foundations are in place, students need tools that help them think, communicate effectively, and solve problems independently. A schoolwide learning strategy toolkit provides this support by offering a small, shared set of thinking routines and academic strategies […]

Take a look around your classroom. What’s on the walls? Do you see anchor charts, mindset quotes, décor you love? Whose values are represented? In We Got This, Cornelius Minor (2019) reminds us that students are thinkers, problem-solvers, and meaning-makers whose values shape how they engage in learning). In Dare to Lead, Brené Brown (2018) […]

How special education teachers and paraprofessionals can create effective partnerships In today’s special education landscape, one prevalent challenge is staffing two licensed teachers in the classroom. In the instance where a co-teaching service delivery model is not possible, collaboration, a coordination of “efforts with others, including paraprofessionals, service providers, administrators, and families,” is paramount (Urbani […]

Young child en who receive special education services in early childhood care and education settings benefit the most when teachers use highly individualized teaching strategies. Embedded instruction is an effective approach addressing the unique learning and developmental needs of young children within the context of a high-quality preschool program (Sandall, Schwartz, Joseph, & Gauvreau, 2024). […]

Students learn content more deeply when the thinking and self-regulation skills behind learning are intentionally developed. Before we focus on advanced strategies, it is crucial to establish classroom systems that prepare students to engage, persist, and think independently. Two powerful levers for doing this are structured routines and executive function supports. Predictable routines help students […]

In his memoir, Matthew McConaughey talks about bumper stickers, quick-hit lines that try to sum up something bigger, something true (McConaughey, 2020). In education, we have our own, “I do, We do, You do.” It sounds good, rolls off the tongue, and feels like wisdom on a teacher-lounge fridge magnet. But like a real bumper […]

Scaffolding is an essential instructional strategy that helps bridge the gap between what students currently know and what they are capable of with guidance. Originating from Vygotsky’s (1978) zone of proximal development, scaffolding involves providing temporary supports that enable learners to perform tasks they could not accomplish independently. As students gain understanding and confidence, these […]

The two most important skills for helping young children succeed in school and life are self-regulation and co-regulation. As early childhood educators, we understand the importance of developing these skills by creating a supportive, relationship-centered environment where teachers actively guide and support students. This approach ensures that throughout a young child’s developmental stages, they learn […]

In response to the updated process for determining student eligibility to participate in Virginia’s Alternate Assessment Program (VAAP), the Virginia Department of Education has developed an additional support resource titled Navigating the Transition. This resource is intended to assist school divisions in transitioning students with disabilities who are no longer eligible for VAAP. It supports […]

Chronic absenteeism, commonly defined as missing 10 percent or more school days in an academic year, poses significant challenges for all students. The impact on students with disabilities is particularly complicated. These students are disproportionately affected by barriers to consistent attendance and face greater consequences when instructional time is lost (U.S. Department of Education, 2016). […]