TTAC's Top 5
- Power Tools: IEP Planning and Specially Designed Instruction, by Susan Jones, M.S.Ed. and Shelley Littleton, M.Ed. Every new school year brings the opportunity to reflect and look forward. If organization, data collection, and designing specialized instruction for your students with disabilities are a challenge for you, search no more. We have two resources that will help in all these areas.
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Data-Based Decision Making, by Debbie Grosser, Ed.D., provides general information related to data-based decision making, including the types of data that should be utilized in decision-making, accessibility of these data, and guiding questions for data analysis.
- Classroom Assessment Part 2: Evaluating Reading Progress explores in detail the assessment procedures integral to Response to Intervention (RTI). It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed. Topics include assessing reading skills at each grade level (K–6), setting goals, monitoring instruction, adjusting instruction based on students’ reading scores, and understanding how to communicate students’ reading progress to other educational professionals and parents. The module takes approximately 1 hour to complete.
- Intensive Intervention Part 1: Using Data-Based Individualization to Intensify Instruction overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. This resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists). Topics include the purpose of providing intensive intervention, the data-based individualization process, discussion of how to intensify and individualize academic interventions, and description of the difference between quantitative and qualitative adaptations. This module takes approximately 3 hours to complete.
- Intensive Intervention Part 2: Collecting and Analyzing Data for Data-Based Individualization offers information on making data-based instructional decisions. Specifically, this module discusses collecting and analyzing progress monitoring and diagnostic assessment data. This resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists). Topics include the data-based individualization process, how to make data-based instructional decisions, processes for collecting and analyzing progress-monitoring and diagnostic assessment data, and how to use these data to make instructional adaptations. The module takes approximately 3 hours to complete.
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T/TAC W&M Newsletter Articles
- Power Tools: IEP Planning and Specially Designed Instruction, by Susan Jones, M.S.Ed. and Shelley Littleton, M.Ed. Every new school year brings the opportunity to reflect and look forward. If organization, data collection, and designing specialized instruction for your students with disabilities are a challenge for you, search no more. We have two resources that will help in all these areas.
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Data-Based Decision Making, by Debbie Grosser, Ed.D., provides general information related to data-based decision making, including the types of data that should be utilized in decision-making, accessibility of these data, and guiding questions for data analysis.
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Using Formative Assessment to Inform the Use of Evidence-Based Strategies, by Debbie Grosser, Ed.D., provides information about the legislative requirement for using evidence-based instructional strategies in the Individuals with Disabilities Education Act, describes the differences between formative and summative assessments, and explains the value of formal and informal formative assessments.
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Information Packets
T/TAC W&M Considerations Packets
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Training Modules
- VDOE Data and Reports: The effective use of accurate and detailed information on student achievement and other school-quality factors is central to Virginia’s commitment to providing quality instruction for all students. VDOE uses information on achievement and school quality to shape policy decisions and help educators at all levels gather, analyze, and use data to improve teaching and learning – while protecting student privacy.
The IRIS Center
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Classroom Assessment Part 1: An Introduction to Monitoring Academic Achievement in the Classroom discusses how progress monitoring can affect academic outcomes, and demonstrates how to implement curriculum-based measurement with a classroom of students. Topics include descriptions of various assessment methods, discussion of how progress monitoring can affect academic outcomes for students, and steps for implementing curriculum-based assessment. The module takes approximately 1 hour to complete.
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Classroom Assessment Part 2: Evaluating Reading Progress explores in detail the assessment procedures integral to Response to Intervention (RTI). It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed. Topics include assessing reading skills at each grade level (K–6), setting goals, monitoring instruction, adjusting instruction based on students’ reading scores, and understanding how to communicate students’ reading progress to other educational professionals and parents. The module takes approximately 1 hour to complete.
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Intensive Intervention Part 1: Using Data-Based Individualization to Intensify Instruction overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. This resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists). Topics include the purpose of providing intensive intervention, the data-based individualization process, discussion of how to intensify and individualize academic interventions, and description of the difference between quantitative and qualitative adaptations. This module takes approximately 3 hours to complete.
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Intensive Intervention Part 2: Collecting and Analyzing Data for Data-Based Individualization offers information on making data-based instructional decisions. Specifically, this module discusses collecting and analyzing progress monitoring and diagnostic assessment data. This resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists). Topics include the data-based individualization process, how to make data-based instructional decisions, processes for collecting and analyzing progress-monitoring and diagnostic assessment data, and how to use these data to make instructional adaptations. The module takes approximately 3 hours to complete.
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Effective School Practices: Promoting Collaboration and Monitoring Students’ Academic Achievement focuses on the entire school population and highlights partnerships between general education and special education faculty that result in the creation of a 'collective responsibility' and shared high expectations for all students. Topics include the principal’s role in supporting collaborative practices between the school and community, monitoring students’ academic achievement, and promoting effective school practices. The module takes approximately 2 hours to complete.
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Sites with Multiple Resources/Links
Positive Behavior Interventions and Supports (PBIS)
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