Imagine walking into a busy preschool classroom where blocks are crashing, and children are laughing. In the center of it all stands four-year-old Levi, staring at a shelf of art supplies; though he wants to draw, he hesitates, waiting for an adult to tell him what to do next. This moment highlights that building independence in young children is about far more than self-care. It is about laying the foundation for self-determination. As outlined in a recent article in Young Exceptional Children (Ucar et al., 2024), self-determination is defined as the ability to act as the primary decision-maker in one’s own life, begins in early childhood, and is critical for long-term success, autonomy, and quality of life. To help address moments like Levi’s, Ucar\u2019s article provides practitioners with actionable tools to support young children in the classroom and, in partnership with families, to develop and strengthen these foundational self-determination skills and abilities (Ucar et al., 2024).<\/p>\n\n\n\n
Aligned with the Division for Early Childhood\u2019s Recommended Practices (DEC, 2014), practitioners must pair classroom instruction with active family collaboration to effectively foster young children’s self-determination skills. Partnering with families is vital because they routinely promote these behaviors at home, and their cultural contexts shape how self-determination is prioritized and practiced (Erwin et al., 2016). To reinforce these skills in the classroom, practitioners can use activity matrices to intentionally embed choice-making, problem-solving, and self-advocacy into standard daily routines such as center time, meals, and outdoor play (Ucar et al., 2024). Adults can then extend these learning moments by guiding children through brief post-activity reflections, helping them evaluate their choices, connect their actions to goals, and build confidence in their own abilities (Ucar et al., 2024).<\/p>\n\n\n\n
The authors introduced the Decide, Act, and Believe framework (Ucar et al., 2024) for practitioners, based on the Causal Agency Theory (Shogren et al., 2015), which frames self-determination through a three-part process: volitional action, agentic action, and action-control beliefs.<\/p>\n\n\n\n
2. Act (Agentic Action): Taking steps toward a goal and solving problems along the way. In young children, this includes asking for help, practicing self-regulation, or seeking out necessary resources.<\/p>\n\n\n\n
3. Believe (Action-Control Beliefs): Believing in one’s capability to achieve goals with appropriate supports. In young children, asking simple questions like “How did it feel to make that choice?” helps adults show them that their actions and choices matter.<\/p>\n\n\n\n
Ultimately, fostering self-determination in young children can be done by intentionally weaving choice and reflection into everyday moments at home and school. Simple practices like letting a child choose their outfit, pick a snack, or set personalized goals create opportunities for growth. When parents and educators work together to equip young learners with the freedom to decide, act, and believe, they do far more than manage daily routines. They give children the voice and confidence to take ownership of their own journey, transforming them into young decision-makers and problem-solvers.<\/p>\n\n\n\n
Resources: <\/p>\n\n\n\n
Center for Parent Information & Resources <\/a><\/p>\n\n\n\n Virginia Department of Education\u2019s I\u2019m Determined Project<\/a><\/p>\n\n\n\n References<\/p>\n\n\n\n Division for Early Childhood. (2014). DEC recommended practices.<\/em> Division for Early Childhood. <\/a><\/p>\n\n\n\n Erwin, E. J., Maude, S. P., Palmer, S. B., Summers, J. A., Brotherson, M. J., Haines, S. J., Stroup-Rentier, V., Zheng, Y., & Peck, N. F. (2016). Fostering the foundations of self-determination in early childhood: A process for enhancing child outcomes across home and school. Early Childhood Education Journal<\/em>, 44<\/em>(4), 325\u2013333. <\/p>\n\n\n\n Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A. J., Little, T. J.,<\/p>\n\n\n\n & Lopez, S. (2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and<\/em> Developmental Disabilities, 50<\/em>(3), 251\u2013263.\u00a0<\/p>\n\n\n\n Ucar, S., Anton, J., Mitsch, M. K., Hagiwara, M., & Friesen, A. (2024). Development of self-determination in young children: Strategies to promote children\u2019s self-determined action. Young Exceptional Children, 27<\/em>(4), 196\u2013207.<\/p>\n\n\n\n For more information, contact Adrienne Quarles-Smith (quarlessmiad@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":" Imagine walking into a busy preschool classroom where blocks are crashing, and children are laughing. In the center of it all stands four-year-old Levi, staring at a shelf of art supplies; though he wants to draw, he hesitates, waiting for an adult to tell him what to do next. This moment highlights that building independence […]<\/p>\n","protected":false},"author":1847,"featured_media":552,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-544","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-early-childhood-special-education"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/544","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=544"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/544\/revisions"}],"predecessor-version":[{"id":545,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/544\/revisions\/545"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/552"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=544"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=544"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=544"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":548,"date":"2026-11-02T18:43:30","date_gmt":"2026-11-02T18:43:30","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=548"},"modified":"2026-11-02T18:43:31","modified_gmt":"2026-11-02T18:43:31","slug":"opportunities-to-respond-a-simple-practice-to-increase-student-engagement","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/11\/02\/opportunities-to-respond-a-simple-practice-to-increase-student-engagement\/","title":{"rendered":"Opportunities to respond: A simple practice to increase student engagement"},"content":{"rendered":"\n How many students actively participate during a typical lesson? While some students eagerly raise their hands, many others remain silent, waiting for someone else to respond. Increasing the number of students who actively participate in instruction is an effective way to improve student engagement and learning. High Leverage Practice 18 encourages teachers\u00a0 to use instructional practices that actively involve learners throughout instruction (Council for Exceptional Children, (n.d.). One evidence-based practice that supports this goal is the use of opportunities to respond (OTRs).<\/p>\n\n\n\n Opportunities to respond provide all students with multiple opportunities to be engaged in their learning. OTRs create frequent, meaningful ways to participate during a lesson actively. They occur when teachers use purposeful questions, clear prompts, or cues during instruction and students respond verbally, in writing, or through actions or gestures (Johnson et al., 2026). Teachers monitor student understanding and provide immediate feedback during the interaction.<\/p>\n\n\n\n Benefits of OTRs<\/strong><\/p>\n\n\n\n Implementing OTRs can benefit all students. Improving rates of OTRs has a positive effect on engagement; it increases students\u2019 on-task behavior, helps them to stay focused, and motivates them to contribute during instruction (Center on PBIS, 2025; Delaware MTSS Technical Assistance Center, n.d.; Johnson et al., 2026). Studies indicate that increased student engagement can result in a reduction in interfering behaviors, improved academic performance, and a more positive classroom climate and learning environment (Haydon et al., 2012; Lane et al., 2024). Additionally, teachers benefit from increasing OTRs. They have greater insight into whether or not students understand the content or can demonstrate learned skills. There is more time for instruction and learning activities as students\u2019 participation increases, and fewer opportunities to engage in behaviors that interfere with their learning (Delaware MTSS Technical Assistance Center, n.d.; Haydon et al., 2012).<\/p>\n\n\n\n Categories of OTRs<\/strong><\/p>\n\n\n\n If OTRs are beneficial for student engagement and learning, how can they be used in the classroom? Researchers describe three categories of OTRs that teachers can use during instruction (Delaware MTSS Technical Assistance Center, n.d.; Haydon et al., 2012):<\/p>\n\n\n\n Of the three types of OTRs, unison responding is more effective in increasing student engagement and improving academic and behavioral outcomes for short questions with brief answers. Group responses to a teacher prompt provide opportunities for immediate performance feedback and clarification of lesson content for all students, which contribute to meaningful participation and increased student success (Datchuk, 2025a; Johnson et al., 2026).<\/p>\n\n\n\n Ways to respond<\/strong><\/p>\n\n\n\n Once teachers decide to incorporate OTRs into their instruction, the next consideration is how students will respond. Effective OTRs involve verbal, written, gestural, or movement-based responses, which provide multiple ways for learners to respond (Haydon et al., 2012; Johnson et al., 2026):<\/p>\n\n\n\n Planning for implementation<\/strong><\/p>\n\n\n\n OTRs provide students the opportunity to practice, review, and\/or reinforce previously taught content. They can be used throughout the day to actively engage learners. When planning to use OTRs, begin with identifying a purpose. Are you checking for understanding, reviewing previously taught content, or increasing active participation? Next, create a list of possible questions and\/or tasks relevant to the identified purpose for using the OTRs (Lane et al., 2024). Then, identify how students will respond (e.g., oral, written, gestural, movement). Ensure students know how to provide the expected response and have any needed materials. As Johnson et al. (2026) point out, when students are provided with explicit directions and clear expectations for responding, the probability of students engaging in the desired behavior increases.<\/p>\n\n\n\n Now that the pre-work is completed, it is time to implement OTRs. Begin by telling the students how they will respond (e.g., individually or as a group through unison responding). Next, ask a question and wait three to five seconds for students to respond. Cue the students, listen to or view their response(s), and provide immediate confirming or corrective feedback (Datchuk, 2025; Lane et al., 2024). Specific feedback is an important component of OTRs; it supports students\u2019 learning and enhances student achievement (Johnson et al., 2026). Repeat the cue, response, feedback cycle multiple times, using a majority of group or unison responses along with a few individual responses.<\/p>\n\n\n\n Opportunities to respond are a simple and effective instructional practice that can have a meaningful effect on student engagement, behavior, and learning. By increasing the number of opportunities students have to actively participate, teachers gain information about student understanding while creating a more engaging classroom environment. OTRs help ensure that all students are participants in learning, whether through verbal, written, gestural, or movement responses. Small, intentional changes in how often and how purposefully teachers invite students to respond can contribute to improved academic and behavioral outcomes.<\/p>\n\n\n\n References<\/p>\n\n\n\n Center on PBIS. (2025). Supporting and responding to student\u2019s social, emotional, and behavioral needs: Evidence-based practices for educators (Version 2). Center on PBIS. University of Oregon.<\/a><\/p>\n\n\n\n Council for Exceptional Children. (n.d.). HLP 18: Use strategies to promote active student engagement. <\/a><\/p>\n\n\n\n Datchuk, S. (2025, April 15). Measuring opportunities to respond: A MOTR of highly interactive literacy instruction. Iowa Reading Research Center. <\/a><\/p>\n\n\n\n Delaware MTSS Technical Assistance Center. (n.d.). Increase opportunities to respond (OTRs). University of Delaware: Delaware MTSS Technical Assistance Center.<\/a><\/p>\n\n\n\n Haydon, T., Mac-Suga-Gage, A. S., Simonsen, B., & Hawkins, R. (2012). Opportunities to respond: A key component of effective instruction. Beyond Behavior, 22<\/em>(1), 23-31. <\/em><\/p>\n\n\n\n Johnson, H. N., Wakeman, S. Y., Rubio, C., & Bong, J. Y. (2026). Beyond the count: An argument for opportunities to respond. Preventing School Failure: Alternative Education for Children and Youth<\/em>, 70<\/em>(3), 189-196. <\/a><\/p>\n\n\n\n Lane, K. L., Baldy, T., Becker, T., Bradshaw, C., Dolan, V., Dymnicki, A., Freeman, B., Holian, L., Lemire, S., McIntosh, K., Moulton, S., Nese, R., Payno-Simmons, R., Porowski, A., & Sutherland, K. (2024). Teacher-delivered behavioral interventions in grades K\u20135: A practice guide for educators<\/em> (WWC 2025001). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. <\/a><\/p>\n\n\n\n For more information, contact Chris Frawley (cdfrawley@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":" How many students actively participate during a typical lesson? While some students eagerly raise their hands, many others remain silent, waiting for someone else to respond. Increasing the number of students who actively participate in instruction is an effective way to improve student engagement and learning. High Leverage Practice 18 encourages teachers\u00a0 to use instructional […]<\/p>\n","protected":false},"author":1847,"featured_media":553,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11,9,7,13,6,5],"tags":[],"class_list":["post-548","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-autism","category-behavior","category-inclusive-practices","category-intellectual-disabilities","category-math","category-reading"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/548","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=548"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/548\/revisions"}],"predecessor-version":[{"id":549,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/548\/revisions\/549"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/553"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=548"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=548"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=548"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":550,"date":"2026-11-02T18:43:19","date_gmt":"2026-11-02T18:43:19","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=550"},"modified":"2026-11-02T18:43:20","modified_gmt":"2026-11-02T18:43:20","slug":"empowering-participation-maximizing-vesol-success-with-assistive-technology","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/11\/02\/empowering-participation-maximizing-vesol-success-with-assistive-technology\/","title":{"rendered":"Empowering participation: Maximizing VESOL success with assistive technology"},"content":{"rendered":"\n Designing meaningful instruction for students with extensive support needs requires balancing high expectations with individualized access. For students eligible to participate in the Virginia Alternate Assessment Program (VAAP), the Virginia\u2019s Essentialized Standards of Learning (VESOL) provides the roadmap for reading, mathematics, and science content. Educators then design the supports students need to engage with that content and demonstrate what they know.<\/p>\n\n\n\n When we integrate the principles of Universal Design for Learning, multiple modes of engagement, representation, and expression (CAST, 2018), with consideration for individual students, different environments, and task-aligned Assistive Technology tools (Zabala, 1995), we remove potential learning barriers and provide options for demonstrating knowledge. Today’s classrooms utilize a broad range of instructional technology tools that are available to all students and already embedded in daily planning. However, students working toward the VESOL often need additional assistive technologies or modified access to instructional tools. More importantly, a student’s needs can change across instructional content and learning environments:<\/p>\n\n\n\n Preparing VESOL lessons with specialized assistive technology, alongside standard instructional tools, promotes student engagement, motivation, independence, and success.<\/p>\n\n\n\n Practical AT Supports for the Classroom<\/strong><\/p>\n\n\n\n The same item may be an instructional tool for one student and assistive technology for another, depending on how it is used and whether it addresses an individualized access need.<\/p>\n\n\n\n Elevating Communication: Multimodal AAC Systems<\/strong><\/p>\n\n\n\n Access to the curriculum is only half the bridge; the other, most important half is communication.\u00a0 To engage with instruction and VESOL standards, students need a multimodal system that can move them beyond simple social interactions and functional requests of wants and needs. We want to ensure they can acquire new vocabulary, ask spontaneous questions, comment on group lessons, and demonstrate their academic understanding.<\/p>\n\n\n\n Providing a continuum of communication modalities ensures options to match each student’s unique expressive and receptive communication abilities:<\/p>\n\n\n\n Finally, because a student’s energy, environment, and physical positioning can fluctuate, we want to plan for their communication tools to adapt accordingly. A robust multimodal approach ensures that, no matter the task or setting, the student always has a reliable voice to participate in their own learning actively. Resources<\/p>\n\n\n\n Assistive Technology Network (ATN)<\/a><\/p>\n\n\n\n T\/TAC at VCU Library<\/a>: Various materials for checkout: assistive technology and augmentative communication devices, instructional kits, research and resource books, assessment instruments, and curricula.\u00a0<\/p>\n\n\n\n Universal Design for Learning<\/a> info-graphic.<\/p>\n\n\n\n VESOL instructional resources<\/a><\/p>\n\n\n\n Virginia Department of Education: Instructional Practices for Students with Significant Cognitive Disabilities<\/a>, training modules for VESOL reading, mathematics, and science content located on the Virginia Alternative Assessment (VAAP)<\/a> page.<\/p>\n\n\n\n References<\/p>\n\n\n\n CAST. (2018, January 25). Universal Design for Learning guidelines, version 2.2<\/em>. CAST.<\/a> <\/p>\n\n\n\n Zabala, J. S. (1995). The SETT framework: Critical areas to consider when making informed assistive technology decisions<\/em> (ED381962). ERIC. <\/a><\/p>\n\n\n\n For more information, contact Sharron Taylor-Haggett (taylorhaggesl@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" Designing meaningful instruction for students with extensive support needs requires balancing high expectations with individualized access. For students eligible to participate in the Virginia Alternate Assessment Program (VAAP), the Virginia\u2019s Essentialized Standards of Learning (VESOL) provides the roadmap for reading, mathematics, and science content. Educators then design the supports students need to engage with that […]<\/p>\n","protected":false},"author":1847,"featured_media":554,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10,11,13],"tags":[],"class_list":["post-550","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assistive-technology","category-autism","category-intellectual-disabilities"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/550","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=550"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/550\/revisions"}],"predecessor-version":[{"id":551,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/550\/revisions\/551"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/554"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=550"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=550"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=550"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":537,"date":"2026-10-02T19:53:24","date_gmt":"2026-10-02T19:53:24","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=537"},"modified":"2026-11-02T19:14:53","modified_gmt":"2026-11-02T19:14:53","slug":"the-art-of-safe-and-connected-learning-spaces","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/10\/02\/the-art-of-safe-and-connected-learning-spaces\/","title":{"rendered":"The art of safe and connected learning spaces"},"content":{"rendered":"\n Classrooms are more than academic spaces; they are places where trust, safety, and connection grow. The physical environment communicates a sense of belonging through its layout, color, and materials, shaping how students feel and engage with the space. When those environments intentionally invite creative expression, research shows they strengthen student wellbeing by helping learners process emotions, reduce stress, and build resilience (Henriksen et al., 2025; Zarobe & Bungay, 2017). Arts integration also strengthens academic achievement, with studies showing gains in math when visual arts are linked to literacy and numeracy instruction (DeMoss & Morris, 2012).<\/p>\n\n\n\n Creative Outlet Spaces and Illustrative Notes <\/strong><\/p>\n\n\n\n Creative outlet spaces, small areas for drawing, collage, or writing, offer low\u2011stakes ways for students to regulate emotions and express identity. Color, texture, and movement help students settle, focus, and reconnect with themselves, especially those who internalize stress (Beauregard, 2014). Shared creative routines strengthen belonging and emotional awareness, deepening connections between students and teachers (Jankowska & Atlay, 2008; Beauregard, 2014).<\/p>\n\n\n\n Building on these benefits, <\/strong>visual note\u2011taking provides another gentle entry point for expression. Simple sketches, icons, and spatial layouts help learners organize ideas in ways that feel intuitive and calming. Research shows that drawing information produces robust gains in recall compared to writing alone, because it engages multiple modalities of learning (Wammes et al., 2016). As Terada (2018) emphasizes, sketchnoting works best when classrooms provide varied materials and keep the practice ungraded. When classrooms make space for illustrative notes, blank paper, markers, and shared symbol libraries, they extend the same benefits as other creative micro\u2011spaces: belonging, focus, and authentic expression. <\/p>\n\n\n\n Environmental Design as a Protective Factor <\/strong><\/p>\n\n\n\n Environmental design amplifies these benefits. Micro\u2011spaces such as sketch stations, reflection corners, collage bins, or \u201cWhat I Need Today\u201d boards signal that students\u2019 feelings and experiences are welcome. Even simple materials, such as scrap paper, markers, and visual prompts, can create openness and safety. Creative environments encourage students to take risks, explore ideas, and engage with unconventional materials, supporting both creative thinking and emotional expression (Jankowska & Atlay, 2008).<\/p>\n\n\n\n Representation deepens this impact. When students see culturally responsive visuals, multilingual prompts, student\u2011created displays, and identity\u2011based artwork, they feel recognized and valued. This sense of representation supports autonomy and belonging, key factors in adolescent wellbeing (Korinek, 2021).<\/p>\n\n\n\n Educators do not need to act as mental health providers to create supportive environments. The goal is not diagnosis or treatment, but the cultivation of protective factors: belonging, predictability, creative outlets, and supportive adults. Creative learning environments help students feel comfortable trying new things, making mistakes, and expressing themselves without fear of judgment. They also promote persistence, teamwork, and problem\u2011solving skills that support both academic and emotional growth (Siu & Chan, 2020).<\/p>\n\n\n\n Creative outlet spaces also strengthen student advocacy. Visual tools such as \u201cWhat Helps Me Learn\u201d boards, identity collages, or color\u2011based reflections allow students to communicate their needs and strengths in ways that feel safe and authentic. These practices help students build confidence and voice while giving educators insight into what supports each learner (Siu & Chan, 2020).<\/p>\n\n\n\n As educators look ahead, the question becomes: What is one creative practice you can begin tomorrow? It might be a color check\u2011in at the start of class, a mini sketch station near the door, or a reflection corner with sticky notes and prompts. These small choices add up. When classrooms become places where students can express themselves freely and safely, connection grows, and well-being follows.<\/p>\n\n\n\n References<\/strong><\/p>\n\n\n\n Beauregard, C. (2014). Effects of classroom-based creative expression programs on children\u2019s well-being. The Arts in Psychotherapy<\/em>, 41<\/em>(3), 269\u2013277. <\/p>\n\n\n\n DeMoss, K., & Morris, T. (2012). How arts integration supports student learning: Students shed light on the connections<\/em>. Chicago, IL: Chicago Arts Partnerships in Education.<\/p>\n\n\n\n Elpus, K. (2013). Arts education and positive youth development: <\/em>Cognitive, behavioral, and social outcomes of adolescents who study the arts<\/em>. National Endowment for the Arts. <\/p>\n\n\n\n Henriksen, D., & R. K. Sawyer. (2025). Creative engagement for well-being: Implications for growth and learning. The Journal of Creative Behavior<\/em>, 59<\/em>(3).\u00a0<\/a><\/p>\n\n\n\n Jankowska, M., & Atlay, M. (2008). Use of creative space in enhancing students\u2019 engagement. Innovations in Education and Teaching International<\/em>, 45<\/em>(3), 271\u2013279. <\/a><\/p>\n\n\n\n Korinek, L. (2021). Supporting students with mental health challenges in the classroom. Preventing School Failure: Alternative Education for Children and Youth<\/em>, 65<\/em>(2), 97\u2013107.<\/a> <\/p>\n\n\n\n Siu, A. F. Y., & Chan, A. H. C. (2020). Multimodal expressive arts in school counseling: a strength-based intervention program for academic underachievers in secondary schools. Asia Pacific Journal of Counseling and Psychotherapy<\/em>, 11<\/em>(2), 139\u2013158.<\/a> <\/p>\n\n\n\n Terada, Y. (2018). How and why to introduce visual note\u2011taking to your students. Edutopia.<\/a> <\/p>\n\n\n\n U.S. Department of Education, Office of Innovation and Improvement. (2012). Arts in education: Opportunities for impact<\/em>. Washington, DC: U.S. Department of Education.<\/p>\n\n\n\n Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2016). The drawing effect: Evidence for reliable and robust memory benefits in free recall. The Quarterly Journal of Experimental Psychology<\/em>, 69<\/em>(9), 1752\u20131776. <\/a><\/p>\n\n\n\n Zarobe L, Bungay H. The role of arts activities in developing resilience and mental wellbeing in children and young people a rapid review of the literature. Perspectives in Public Health<\/em>. 137<\/em>(6), 337-347. <\/p>\n\n\n\n For more information, contact Kristen O\u2019Sullivan (osullivankj@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":" Classrooms are more than academic spaces; they are places where trust, safety, and connection grow. The physical environment communicates a sense of belonging through its layout, color, and materials, shaping how students feel and engage with the space. When those environments intentionally invite creative expression, research shows they strengthen student wellbeing by helping learners process […]<\/p>\n","protected":false},"author":1847,"featured_media":394,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9,7,13],"tags":[],"class_list":["post-537","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-behavior","category-inclusive-practices","category-intellectual-disabilities"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/537","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=537"}],"version-history":[{"count":2,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/537\/revisions"}],"predecessor-version":[{"id":556,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/537\/revisions\/556"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/394"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=537"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=537"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=537"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":539,"date":"2026-10-02T19:53:13","date_gmt":"2026-10-02T19:53:13","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=539"},"modified":"2026-10-02T19:53:14","modified_gmt":"2026-10-02T19:53:14","slug":"adult-decisions-supported-decision-making-and-guardianship","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/10\/02\/adult-decisions-supported-decision-making-and-guardianship\/","title":{"rendered":"Adult decisions:\u00a0Supported decision making and guardianship"},"content":{"rendered":"\n For parents, navigating the transition from high school to adulthood for students with significant disabilities can be unnerving. Questions may arise, such as: Where will my child live, work, play, or go to school? How will my child with significant disabilities maneuver complex life decisions? Moreover, ultimately, where do I go for support? These simple questions may prove challenging for families to answer, but there are resources available that address guardianship and supported decision-making. <\/p>\n\n\n\n Guardianship is a legal process in which a court appoints someone to make decisions for an individual (Landa et al., 2023). Once granted, guardianship gives parents, caregivers, or other persons the legal authority to exercise either some or many important rights on behalf of adults with Intellectual and Developmental Disabilities (IDD) (Landa et al., 2023). These rights may include the ability to vote, marry, enter into any legal contract, manage finances, direct services, and consent to health care (Landa et al., 2023). Each of these rights is important to how all adults live, work, and play. <\/p>\n\n\n\n Landa et al. (2023) share that guardianships can create significant legal barriers for adults with IDD who wish to make their own life decisions. For example, guardianship has prevented some adults with IDD from using cell phones, choosing where to live, seeing friends and family, and spending their own money. This takes away a student’s ability to make their own decisions and to be independent. As educators, we can support families by sharing information about supported decision-making and other helpful resources.<\/p>\n\n\n\n For educators, explaining guardianship should be discussed early and often, especially for students with significant disabilities. There are resources available for families. The Virginia Department of Education (VDOE) provides literature on Critical Decision Points<\/a>. Critical Decision Points is a guide to help families of children with disabilities understand key points for their child\u2019s academic success and the decisions they will need to make beyond K-12. The I\u2019m Determined Center provides five web-based training modules available in I\u2019m Determined: Critical Decision Points for Families with Disabilities<\/a>. The Center on Transition Innovations (CTI) shares a Topical Paper on Supported Decision-Making<\/a>, which includes valuable resources to help families make important decisions about guardianship. <\/p>\n\n\n\n Supported decision-making (SDM) is a philosophy of inclusion and an extension of self-determination (Shogren et. al., , 2017). SDM aims to inspire a shared commitment to including individuals in their own decision-making and greater inclusion, both of which can lead to meaningful participation and respect in education, employment, training, and community. <\/p>\n\n\n\n Students and young adults with IDD should be empowered to participate in their own post-secondary planning as much as possible. Their participation fosters greater self-determination and self-reliance, and the ability to reap the benefits, such as a higher quality of life through higher wages, financial independence, community integration, and post-high school success in employment and independent living (Wehmeyer & Palmer, 2003; Shogren et al., 2017). Policymakers and civil society organizations are increasingly encouraging parents and caregivers to consider alternatives to guardianship that allow adults with IDD to retain their rights and exercise greater control over their lives (Landa et al., 2023).<\/p>\n\n\n\n Adulthood is a right of passage often taken for granted in many households, and for students with significant disabilities, adulthood is full of unknown challenges; however, when we partner with families to provide resources and guidance, the journey to adulthood can be intentional and informative.<\/p>\n\n\n\n Web Links <\/p>\n\n\n\n Center on Transition Innovations: Supported Decision Making: https:\/\/centerontransition.org\/resources\/publications\/download.cfm?id=156<\/a><\/p>\n\n\n\n Virginia Department of Education: Critical Decision Points: https:\/\/www.doe.virginia.gov\/programs-services\/special-education\/information-for-families\/critical-decision-points<\/a><\/p>\n\n\n\n Virginia Department of Education: VA Family Guide to Special Education: https:\/\/www.doe.virginia.gov\/home\/showpublisheddocument\/890\/638454983326630000<\/a><\/p>\n\n\n\n References<\/p>\n\n\n\n Landa, C., Smith, M. S., Hall, A. C., Bose, J., Timmons, J. C., & Stein, M. A. (2023). What is known about schools\u2019 transfer of rights practices for students with intellectual and developmental disabilities. The Journal of Special Education<\/em>, 57<\/em>(3), 142\u2013151. https:\/\/doi.org\/10.1177\/00224669221147256 <\/a><\/p>\n\n\n\n Shogren, K. A., Wehmeyer, M. L., Lassmann, H., & Forber-Pratt, A. J. (2017). Supported decision making: A synthesis of the literature across intellectual disability, mental health, and aging. Education and Training in Autism and Developmental Disabilities<\/em>, 52<\/em>(2), 144\u2013157. https:\/\/doi.org\/10.1177\/215416471705200205<\/a> <\/p>\n\n\n\n Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities<\/em>, 38<\/em>(2), 131\u2013144. https:\/\/doi\/10.1177\/215416470303800202<\/a><\/p>\n\n\n\n For more information, contact LaTonja Wright (wrightly2@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" For parents, navigating the transition from high school to adulthood for students with significant disabilities can be unnerving. Questions may arise, such as: Where will my child live, work, play, or go to school? How will my child with significant disabilities maneuver complex life decisions? Moreover, ultimately, where do I go for support? These simple […]<\/p>\n","protected":false},"author":1847,"featured_media":65,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13,8],"tags":[],"class_list":["post-539","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-intellectual-disabilities","category-secondary-transition"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/539","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=539"}],"version-history":[{"count":2,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/539\/revisions"}],"predecessor-version":[{"id":541,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/539\/revisions\/541"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/65"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=539"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=539"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=539"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":542,"date":"2026-10-02T19:53:02","date_gmt":"2026-10-02T19:53:02","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=542"},"modified":"2026-10-02T19:53:04","modified_gmt":"2026-10-02T19:53:04","slug":"partnering-with-families-reframing-family-involvement-in-the-assistive-technology-process","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/10\/02\/partnering-with-families-reframing-family-involvement-in-the-assistive-technology-process\/","title":{"rendered":"Partnering with families: Reframing family involvement in the Assistive Technology process"},"content":{"rendered":"\n Although educational laws require schools to involve families as equal partners in the Assistive Technology (AT) process, many families report being limited in their involvement. Research by Dr. Angel Morgan and the Center on Inclusive Technology Education Systems (CITES) found that only 38% of families reported being asked about their technology goals and planning, and fewer than half were asked about the hardware or software needed (Israel, 2023). Involving families more fully can help address common barriers to AT implementation, such as mismatched expectations, limited stakeholder buy-in, device underutilization, and abandonment. School team leaders should foster collaborative, family-centered, and culturally responsive partnerships throughout AT decision-making processes.<\/p>\n\n\n\n Family-centered AT decision-making considers the child\u2019s characteristics, family concerns, technology features, and service system factors (Parette & Brotherson, 2004). Families offer valuable knowledge about their child and can identify technology gaps, training needs, and barriers across home and community settings (Israel, 2023). Rather than positioning school professionals as the \u201conly experts,\u201d teams should position professionals as informants and advisors while recognizing families as essential decision-makers (Wilcox et al., 2006).<\/p>\n\n\n\n Before beginning AT decision-making, leaders should identify families\u2019 existing knowledge of AT and consider how cultural and linguistic backgrounds influence their goals, beliefs, and expectations. Failing to respect these perspectives can reduce family participation and AT buy-in (Parette & Brotherson, 2004). Teams can use the U.S. Department of Education’s Myths and Facts Surrounding Assistive Technology Devices and Services<\/em><\/a> document to address misconceptions and build shared understanding with families. When differences remain, professionals should respect family perspectives and adapt professional AT recommendations to the family\u2019s values and beliefs. Including families in the SETT framework (Zabala, 2020) and feature-matching process can ensure that family resources and potential stressors are considered before procuring AT devices (Parette & McMahan, 2002; Wilcox et al., 2006). <\/p>\n\n\n\n Once a device is obtained, barriers to AT implementation may persist across settings, including differences in home communication, limited family resources, and limited child motivation. Many families express a need for ongoing training, yet professional training frequently excludes families or lacks sustainable strategies for AT implementation (Dunst et al., 2011). School leaders can address these needs by involving families in an Assistive Technology Implementation Plan<\/a> that identifies ongoing training and support needs. Training is most effective for professionals and families when they incorporate role-playing, guided practice, and real-life application (Dunst et al., 2011).<\/p>\n\n\n\n School and division AT teams can strengthen family engagement in the AT process by completing the CITES Self-Assessment: Family Engagement Practices<\/a>, which helps school leaders set goals to improve family-centered technology practices. Family-centered strategies may include organizing family engagement groups, conducting technology surveys and workshops, providing online AT resources and tutorials, and offering community AT resources (Israel, 2023). Ultimately, meaningful family engagement in the AT process requires schools to move beyond inviting families to participate and instead recognize them as equal partners whose knowledge, perspectives, and experiences are essential to successful AT implementation across a child\u2019s lifespan. For more information on assistive technology resources for families, please visit https:\/\/ttac.vcu.edu\/topic-areas\/assistive-technology\/information-for-families\/<\/a>.<\/p>\n\n\n\n References<\/p>\n\n\n\n Dunst, C., Trivette, C., Meter, D. & Hamby, D.W. (2011). Influences of contrasting types of training on practitioners\u2019 and parents\u2019 use of Assistive Technology and Adaptations with infants, toddlers, and preschoolers with disabilities. Practical Evaluation Reports<\/em>, 3<\/em>(1), 1-35.<\/p>\n\n\n\n e-families-in-tech-partnerships\/<\/a> <\/p>\n\n\n\n Parette, H.P. & Brotherson, M.J. (2004). Family-centered and culturally responsive assistive technology decision making. Infants and Young Children<\/em>, 17<\/em>(4), 355-367. https:\/\/doi.org\/10.1097\/00001163-200410000-00008 <\/a><\/p>\n\n\n\n Parette, P. & McMahan, G.A. (2002). What should we expect of assistive technology? TEACHING Exceptional Children<\/em>, 35<\/em>(1), 56-61.<\/p>\n\n\n\n U.S. Department of Education. (2024). Myths and facts surrounding assistive technology devices and services<\/em>.<\/p>\n\n\n\n Wilcox, M.J., Dugan, L.M., Campbell, P.H., & Guimond, A. (2006). Recommended practices and parent perspectives regarding AT use in early intervention. Journal of Special Education Technology<\/em>, 21<\/em>(4).<\/p>\n\n\n\n Zabala, J. (2020). The SETT Framework: A Model for Selection and Use of Assistive Technology Tools and More. Perspectives on Inclusive Education<\/em>, 14<\/em>, 17-36. https:\/\/f9ab9d45-0285-4848-bfe4-24f68ce1fd58.filesusr.com\/ugd\/f175f6_ec3c70fa5f4f4f72afb6f995ff304e88.pdf<\/a><\/p>\n\n\n\n For more information, contact Kayla Malaney (malaneyk@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":" Although educational laws require schools to involve families as equal partners in the Assistive Technology (AT) process, many families report being limited in their involvement. Research by Dr. Angel Morgan and the Center on Inclusive Technology Education Systems (CITES) found that only 38% of families reported being asked about their technology goals and planning, and […]<\/p>\n","protected":false},"author":1847,"featured_media":232,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10,11,7,13],"tags":[],"class_list":["post-542","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assistive-technology","category-autism","category-inclusive-practices","category-intellectual-disabilities"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/542","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=542"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/542\/revisions"}],"predecessor-version":[{"id":543,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/542\/revisions\/543"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/232"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=542"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=542"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=542"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":525,"date":"2026-09-01T14:06:53","date_gmt":"2026-09-01T14:06:53","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=525"},"modified":"2026-09-03T15:45:34","modified_gmt":"2026-09-03T15:45:34","slug":"welcome-our-new-program-specialist-adaisha-gibson","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/09\/01\/welcome-our-new-program-specialist-adaisha-gibson\/","title":{"rendered":"Welcome our new Program Specialist Adaisha Gibson!"},"content":{"rendered":"\n Adaisha Gibson is thrilled to share a bit about her journey in education, literacy, and community with everyone. Her career with Sussex County Public Schools began in 2015 as a fifth grade teacher before she transitioned to teaching 11th grade English. In 2020, she stepped into her current role as the division Reading Specialist, where she had the privilege of supporting literacy instruction across the elementary, middle, and high schools. Her educational path started with a Bachelor of Arts in English from Elizabeth City State University where she was inducted into Sigma Tau Delta, an international honor society for students of English and became a proud member of Sigma Gamma Rho Sorority, Inc. These accomplishments were followed by a Master\u2019s degree as a Reading Specialist from Liberty University. Today, she is continuing her professional growth at Virginia State University, working toward an endorsement in Administration and Supervision. Fond of all things inclusive, she is deeply passionate about applying evidence-based strategies across all content areas and supporting her fellow educators in creating welcoming, high-impact classrooms. Beyond the school walls, her favorite job is keeping up with her energetic five year old son, who keeps her inspired every single day. Contact Adaisha at gibsona9@vcu.edu<\/a>.\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":" Adaisha Gibson is thrilled to share a bit about her journey in education, literacy, and community with everyone. Her career with Sussex County Public Schools began in 2015 as a fifth grade teacher before she transitioned to teaching 11th grade English. In 2020, she stepped into her current role as the division Reading Specialist, where […]<\/p>\n","protected":false},"author":1847,"featured_media":520,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12],"tags":[],"class_list":["post-525","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-staff"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/525","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=525"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/525\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/520"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=525"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=525"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=525"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":512,"date":"2026-09-01T14:06:42","date_gmt":"2026-09-01T14:06:42","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=512"},"modified":"2026-09-01T14:06:43","modified_gmt":"2026-09-01T14:06:43","slug":"welcome-our-new-program-specialist-madelyn-leigh","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/09\/01\/welcome-our-new-program-specialist-madelyn-leigh\/","title":{"rendered":"Welcome our new Program Specialist Madelyn Leigh!"},"content":{"rendered":"\n Madelyn Leigh joins the TTAC at VCU team as a Program Specialist in Curriculum and Instruction. She earned her Bachelor of Arts in Elementary Education and French Studies from Wake Forest University and a Master of Science in Instructional Design from Grand Canyon University. She began working in Chesterfield County Public Schools as a Kindergarten Teacher at Falling Creek Elementary School. In 2024, after earning her endorsement in English as a Second Language (ESL), she transitioned to Bellwood Elementary School, where she taught ESL with a focus on reading until 2026. Madelyn is passionate about inclusive education, evidence-based literacy instruction, and empowering educators with practical strategies that support multilingual learners and students with disabilities. She is excited to partner with educators and teams across the region to foster meaningful learning experiences and improve outcomes for all students. <\/p>\n\n\n\n Contact Madelyn at leighm2@vcu.edu<\/a>.\u00a0<\/p>\n\n\n\n <\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" Madelyn Leigh joins the TTAC at VCU team as a Program Specialist in Curriculum and Instruction. She earned her Bachelor of Arts in Elementary Education and French Studies from Wake Forest University and a Master of Science in Instructional Design from Grand Canyon University. She began working in Chesterfield County Public Schools as a Kindergarten […]<\/p>\n","protected":false},"author":1847,"featured_media":521,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12],"tags":[],"class_list":["post-512","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-staff"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/512","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=512"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/512\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/521"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=512"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=512"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=512"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":503,"date":"2026-09-01T14:06:27","date_gmt":"2026-09-01T14:06:27","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=503"},"modified":"2026-09-01T14:06:28","modified_gmt":"2026-09-01T14:06:28","slug":"starting-the-school-year-with-three-evidence-based-instructional-practices-for-mathematics","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/09\/01\/starting-the-school-year-with-three-evidence-based-instructional-practices-for-mathematics\/","title":{"rendered":"Starting the school year with three evidence-based instructional practices for mathematics"},"content":{"rendered":"\n For decades, K\u201312 mathematics education has been framed as a debate between procedural fluency and conceptual understanding. However, effective mathematics instruction is not an either-or proposition. Evidence-based teaching intentionally connects concrete experiences, visual representations, and strategic problem-solving to build both conceptual understanding and procedural fluency (Witzel et al., 2008; Powell & Fuchs, 2018). While there are many evidence-based instructional practices for mathematics, let’s begin by focusing on three practices to set the foundation for yearlong success for all students.<\/p>\n\n\n\n 1. Explicit instruction and the CRA Framework<\/strong><\/p>\n\n\n\n Research identifies explicit instruction as a critical practice for introducing new concepts and supporting struggling learners (Aceves & Kennedy, 2024; Archer & Hughes, 2011). Hattie’s Visible Learning<\/em> research reports an effect size of 0.59, exceeding the 0.40 “hinge point” associated with accelerated student learning (Hattie et al., 2017). Through systematic instruction, including modeling, guided practice, immediate feedback, independent application, and active engagement, explicit instruction minimizes ambiguity and supports mastery. (Follow this link for more information on explicit instruction<\/a> )<\/p>\n\n\n\n Explicit instruction pairs naturally with the Concrete-Representational-Abstract (CRA) framework. First, students build understanding through concrete experiences using manipulatives such as base-ten blocks or algebra tiles (PaTTAN, 2020). Then, instruction progresses to visual representations before connecting students to abstract mathematical symbols. This sequence helps students link concrete, representational, and abstract thinking, deepening conceptual understanding and reducing reliance on memorization (PaTTAN, 2020). When the concrete and representational stages are skipped, students often learn procedures without understanding the underlying concepts. (Follow this link for more on CRA<\/a>)<\/p>\n\n\n\n 2. Schema-based strategies for problem solving<\/strong><\/p>\n\n\n\n A common practice in problem-solving instruction is teaching students to rely on keywords. For example, students may assume that the word altogether<\/em> always signals addition. Research shows this approach becomes increasingly unreliable as problems grow more complex (Powell et al., 2022). In a review of 214 routine word problems, keywords correctly identified the operation less than 50% of the time in single-step problems and less than 10% of the time in multi-step problems (Powell et al., 2022).<\/p>\n\n\n\n Instead, research supports combining explicit instruction with Schema-Based Instruction (SBI), which teaches students to identify the underlying mathematical structure, or schema, of a problem (Powell et al., 2022; What Works Clearinghouse, 2021). Common schemas include additive structures (i.e., change, group, compare) and multiplicative structures (i.e., equal groups, ratios). Students learn to connect problem information to schema-based graphic organizers before writing equations, helping them focus on relationships rather than keywords (What Works Clearinghouse, 2021). These organizers build transferable problem-solving frameworks that support success within and beyond mathematics (Powell et al., 2022). (Follow this link for more on schema-based instruction<\/a>)<\/p>\n\n\n\n 3. Mathematical discourse<\/strong><\/p>\n\n\n\n Effective mathematics classrooms also prioritize mathematical discourse, or “math talk.” Through discussion, students explain their reasoning, defend solutions, and make connections across mathematical concepts (Kersaint, 2015). Verbalizing thinking helps clarify understanding while revealing misconceptions that can be addressed through discussion. Listening to peers’ strategies exposes students to multiple solution pathways and promotes flexible thinking (Kersaint, 2015). Ultimately, structured discourse helps students view mathematics as a language of reasoning rather than a collection of rules (Van Dine, 2024). Teachers can support productive discourse by explicitly teaching Accountable Talk sentence frames. These provide students with a structure for initiating and sustaining meaningful mathematical conversations while offering needed scaffolds for participation. (Follow this link for more on Accountable Talk<\/a>)<\/p>\n\n\n\n As schools begin a new year, focusing on a few high-impact, evidence-based practices can yield meaningful gains for learners at every level. Starting with these three foundational approaches can help ensure that mathematics instruction is both accessible and effective for all students.<\/p>\n\n\n\n References<\/p>\n\n\n\n Aceves, T., & Kennedy, M. (Eds.). (2024). High-leverage practices for students with disabilities<\/em> (2nd ed.). Council for Exceptional Children and CEEDAR Center.<\/p>\n\n\n\n Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching<\/em>. Guilford Press.<\/p>\n\n\n\n Hattie, J., Fisher, D., & Frey, N. (2017). Visible learning for mathematics, grades K-12: What works best to optimize student learning<\/em>. Corwin Mathematics<\/p>\n\n\n\n Kersaint, G. (2015). Orchestrating mathematical discourse to enhance student learning. In TTAC Online<\/em>. https:\/\/ttaconline.org\/Document\/zxbIhX_YCJNP0qvIYsAjT0x-qdzE3VlX\/WP-Curriculum_Associates%20Orchestrating_Mathematical_Discourse.pdf0.pdf<\/a><\/p>\n\n\n\n PaTTAN. (2020). Concrete-Representational-Abstract: Instructional sequence for mathematics<\/em>. PaTTAN. https:\/\/www.pattan.net\/Publications\/Concrete-Representational-Abstract-CRA-Instructi<\/a><\/p>\n\n\n\n Powell, S. R., & Fuchs, L. S. (2018). Effective word-problem instruction: Using schemas to facilitate mathematical reasoning. TEACHING Exceptional Children<\/em>, 51<\/em>(1), 31\u201342. https:\/\/doi.org\/10.1177\/0040059918777250<\/a><\/p>\n\n\n\n Powell, S. R., Namkung, J. M., & Lin, X. (2022). An investigation of using keywords to solve word problems. The Elementary School Journal<\/em>, 122<\/em>(3), 452\u2013473. https:\/\/doi.org\/10.1086\/717888<\/a><\/p>\n\n\n\n Van Dine, D. (2024). How mathematical discourse can help students succeed. In Ed.gov<\/em>. https:\/\/ies.ed.gov\/learn\/blog\/how-mathematical-discourse-can-help-students-succeed<\/a><\/p>\n\n\n\n What Works Clearninghouse. (2021). Assisting students struggling with mathematics: Intervention in the elementary grades<\/em>. Institute of Education Sciences. https:\/\/ies.ed.gov\/ncee\/wwc\/Docs\/PracticeGuide\/WWC2021006-Math-PG.pdf#page=47<\/a><\/p>\n\n\n\n Witzel, B. S., Riccomini, P. J., & Schneider, E. (2008). Implementing CRA with secondary students with learning disabilities in mathematics. Intervention in School and Clinic<\/em>, 43<\/em>(5), 270\u2013276. https:\/\/doi.org\/10.1177\/1053451208314734<\/a><\/p>\n\n\n\n\n
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<\/p>\n\n\n\nResearch at a Glance<\/strong><\/h3>\n\n\n\n
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