T-TAC Network News
published by
T-TAC Old Dominion University (T-TAC ODU)
http://ttac.odu.edu
860 W. 44th Street, Norfolk, VA 23529 and
Child Study Center, Room 224, Norfolk, VA 23529
Voice: 757-683-4333; Toll Free: 1-888-249-5529
TDD: 757-683-5963; Fax: 757-683-3115
Inside this Issue
Teachers Share Reading Comprehension
Strategies in Video Mini-Lessons
Dr. Kerry Lambert, Project Director
Read Aloud, Think Aloud, and
Write Aloud to Build Confident
and Independent Writers
Laura Beller,
Curriculum and Instruction Specialist
Choosing Responses to Support
a Change in Student Behavior:
What Are You Thinking?
Kimberly Yanek, Positive Behavioral Interventions and
Supports of VA and Behavior Instruction
Teaching Literacy to Students with Autism
in the Inclusive Setting
Kelly Barrett, Behavior Specialist
Applied Behavior Analysis and Autism
Achieving Positive Outcomes through
Meaningful Instruction
Kristen Ingram Weatherford, Early
Childhood Special Education Specialist
Writing Opportunities:
Finding Your Student’s Pencil
Daniel Biegun, Intellectual Disabilities Specialist
AT Tools for Writing
Dr. Jennifer Mitchell, Assistive Technologist
2013 - 2014 Learning Opportunities
Pull and Post
Mailing List Update
Funded by
The Virginia Department of Education
Web site: http://www.doe.virginia.gov
Teachers Share Reading Comprehension
Strategies in Video Mini-Lessons
Dr. Kerry Lambert, Project Director
Reading is a complex process with many different facets. It is important to
teach students how to focus on the strategies that good readers use to
comprehend text. For example, to strengthen reading comprehension,
questioning is a commonly used strategy that increases critical thinking.
Ask students to “be the teacher” and create questions for each other that
are based on important details in the text. View this three minute
Lessoncast to see how one teacher uses 3 categories of questions so that
students focus not only on questions that are answered in the text, but
also questions they have in their head (such as, I wonder why the moon
changes shapes) and questions with answers that can be found in
resources other than the text. In this way, students come to understand
that good readers ask questions before they begin reading, during reading,
and after they have finished the text in order to clarify their understanding
and seek further information. View several other short videos created by
teachers that address other important reading comprehension strategies
such as visualizing, summarizing, and making inferences.
Attend the upcoming Reading Institute, scheduled to begin on October 25,
2013. Learn more about teaching every student to become a successful reader
including the use of interactive, engaging strategies for reading comprehension.
The inspiring presenters, Beth Estill and Andrea Payne, are back!
T-TAC ODU SERVICES ARE AVAILABLE TO YOU AND YOUR COLLEAGUES
The Virginia Department of Education’s Training and Technical Assistance
Center at Old Dominion University is pleased to be of service to you and to
support your efforts to implement high-quality educational programs for
students with disabilities. T-TAC ODU staff members work collaboratively
with the Virginia Department of Education to accomplish the state
improvement goals. See the “Pull and Post” page to learn more about the
various T-TAC ODU services that are available. Also, be sure to visit TTAC
Online (www.ttaconline.org) for a vast array of useful resources and
announcements about statewide and national professional development
opportunities.
You are encouraged to inform new teachers about T-TAC ODU services by
sharing the “Pull and Post” page and suggesting that they register for the
T-TAC Network News. Registration can be accomplished by visiting
www.ttac.odu.edu and clicking on the tab for subscriptions (or click on the
preceding link). Thank you for your assistance with spreading the word
about our assistance! Also, if you are working at a different school than
last year, please inform us of your new school and e-mail address by
completing the attached mail list update form(or click on the subscriptions
link). We look forward to being of service in the upcoming school year.
Upcoming Professional Development Opportunities
Click HERE to view information and register for upcoming events.
T-TAC ODU Network
News
2
September/October 2013
Read Aloud, Think Aloud and Write Aloud to Build Confident and Independent Writers
Laura Beller, Curriculum and Instruction Specialist
Research
To make writing instruction meaningful, students need explicit instruction that presents them with writing models and
teaches them skills within a community of writers (Roth & Guinee, 2011). Models, presented by teachers in a “ReadAloud” format can assist students as they become familiar with the features of various texts. In a similar approach,
“Write-Alouds,” conducted during a shared writing lesson, engage students as they practice making various decisions
they will need to write independently. Collaborating on writing in small groups is another useful approach in which the
teacher supports students and students support each other as writing responsibility is gradually released.
Teacher
Teacher and Students
Together
Steps in the
Process
Description
Identify a genre and gather
samples
Poetry, historical fiction, or science notebook, are genre
examples. Find good examples to share with your students.
Read-Aloud to students
Discuss the organization and characteristics of the writing style as you
read several examples aloud to students.
Model with Writing Aloud
Actively model how to write for a particular genre, thinking aloud
as you write a draft. Model how to generate topics for the
writing, using graphic organizers and frames.
Complete a Shared Writing
Act as a scribe to co-author a product with the class. Provide
opinions and contribute to the content. Revise together.
Assign a Collaborative Writing
Task
Working in small groups or with partners, students follow the
writing process and write together.
Continue to provide support as students gain confidence and
independence.
Student
You do...
We do...
I Do...
Application
By using an “I do, We do, You do” approach, gradually shift responsibility to students and help them develop the skills
and confidence to write for real purposes.
Students Write Independently
Provide opportunities for students to share their work by reading
aloud to each other.
Publish student work by displaying in the classroom or creating
class books.
Resources
 Strategy Guide: Shared Writing and Strategy Guide: Write Aloud at Read, Write, Think (IRA).
 Every Child a Reader and Writer videos from the Noyce Foundation & the Carnegie Foundation
Learning Opportunities
 Attend the Every Child a Successful Reader: Reading Institute for Elementary Special Education Teachers,
Reading Specialists and Educators Serving Students with Disabilities. Click on title for registration form.
References
Roth, K., & Guinee, K. (2011). Ten minutes a day: The impact of interactive writing instruction on first grader’
independent writing. Journal of Early Childhood Literacy, 11(3), 331-361.
Read, S. (2010). A model for scaffolding writing instruction: IMSCI. The Reading Teacher, 64(1), 47-52.
T-TAC ODU Network
News
3
September/October 2013
Choosing Responses to Support a Change in Student Behavior: What Are You Thinking?
Kimberly Yanek, Positive Behavioral Interventions and Supports of VA and Behavior Instruction
Research
Building a comprehensive plan to support student behavior involves planning for prevention
and promoting effective responses, but what constitutes an effective response? Functional
behavioral assessment (FBA) is an effective approach to collecting data, identifying the
function of student behavior, and using that knowledge to design proactive and preventative
student behavior support plans (Scott et al., 2010). Function-based thinking (FBT) is a
foundational component of FBA and is defined as a “quick and systematic way of thinking that informs the selection
of effective function-based supports” (Hersfeldt et al., 2010, p.14). FBT is not meant to replace FBA, but instead is a
less resource intensive way to provide early intervention strategies to respond to mild and moderate misbehavior,
thereby decreasing the likelihood of escalation and/or the development of more serious behaviors. It is a proactive
practice that, when used effectively, provides a means of preventing needless office referrals (Hersfeldt et al., 2010).
Application
Basic behavioral principles suggest that most student behavior serves one of two functions, either to
get something (i.e., attention) or to escape something (i.e., aversive academic tasks) (Scott et al., 2010).
Thinking about why students are engaging in misbehavior allows teachers to select responses that
decrease the likelihood of the behavior repeating under those conditions. Hersfeldt et al. (2010) suggest
following three steps for implementing FBT in the classroom: gathering information (data), developing a plan, and
measuring the effectiveness of the plan. For a more in-depth understanding of how to use this practice effectively in
the classroom, access the two resources provided below.

Function-Based Thinking: A Systematic Way of Thinking About Function and Its Role in Changing
Student Behavior Problems, Dialogue Guide
http://www.kansasasd.com/news_attach/DialogueGuide-October2012TrainingSeries.pdf

The Three Steps of Function-Based Thinking
http://www.pbismaryland.org/SI2010/Function%20Based%20Thinking%20handouts%20Hershfeldt%20July%2021%202010.pdf
References
Hersfeldt, P.A., Rosenberg, M.S., & Bradshaw, C. P. (2010). Function-based thinking: A systematic way of
thinking about function and its role in changing student behavior problems. Beyond Behavior, 12-21.
Scott, T.M., Alter, P.J., & McQuillan, K. (2010). Functional behavioral assessment in classroom settings:
Scaling down to scale up. Intervention in School and Clinic, 46(2), 87-94.
T-TAC ODU Network
News
4
September/October 2013
Teaching Literacy to Students with Autism in the Inclusive Setting
Kelly Barrett, Behavior Specialist (Applied Behavior Analysis and Autism)
Research
While students with autism are increasingly being included in general education classrooms, they are often excluded
from rich and meaningful literacy experiences like reading and writing stories, book clubs, acting and performing,
journaling, and whole-class and small-group discussions. Often, it seems that the expectations of educators and
others are that the students will only be able to acquire some sight words (vocabulary), but not skills in phonics,
even though studies have shown that this population can indeed learn decoding skills (Al Otaiba & Hosp, 2004). The
limited research that exists to guide teachers in providing reading instruction to students with autism suggests using
the evidence-based instructional practices named in the National Reading Panel report (2000) that include phonemic
awareness, phonics, fluency, vocabulary and text comprehension. Very explicit comprehension instruction is
particularly important for teaching the cognitive processes involved with text comprehension.
Application
Vocabulary-One promising way to engage students with autism in improving their vocabularies is the use of what
Paula Kluth has dubbed "fascination books." Many individuals with autism have a deep interest in one or more
topics. Some interests are commonly seen across individuals with autism (e.g., trains, animals, weather), while others
seem more unique to an individual. Good examples of this can be found in the autobiographical writing of Sean
Barron (Barron & Barron, 1992), in which he shares his fascination at different points in his life with the number 24
and by dead-end streets. Look for leveled books on topics of interest to assist students during Guided Reading
practice and for Self-Selected Reading.
Comprehension- If students are unable to answer comprehension questions, teachers might offer the students other
ways to demonstrate their understanding. For example, teachers could ask learners to draw or point to pictures
(which may also be challenging for some students on the spectrum), use signs, gestures, or pantomime to retell the
story, or create a collage or cartoon related to the text. Reciprocal teaching is a powerful approach to teaching
comprehension that incorporates the use of four strategies: summarizing, question-generating, clarifying, and
predicting. Video Modeling can support reciprocal teaching since students with autism are typically quite visual. The
teacher may consider taking a video of a reciprocal teaching lesson and sending the clip home for viewing (Kluth & Olcott,
2007).
Writing- Visual organizers such as flow charts, concept maps, advance organizers, or Venn diagrams help concretize
literary information for students with autism (Hetzroni & Tannous, 2004).
Resources
Literacy Resources for Children with Autism, Indiana Resource Center for Autism
A Land We Can Share presentation by Paula Kluth
T-TAC Lending Library Books—Check it Out!
A Land We Can Share by Paula Kluth
Drawing a Blank: Improving Reading Comprehension for Readers on the Autism Spectrum by Emily Iland.
References
Al Otaiba,S., & Hosp, M. (2004). Service learning: Training pre-service teachers to provide effective literacy
instruction to 10 remedial and special education students with down syndrome. Teaching Exceptional Children,
36(4), 28–35.
Barron, J., & Barron, S. (2002). There’s a boy in here: Emerging from the bonds of autism. Arlington, TX: Future Horizons.
Hetzroni,O. E., & Tannous, J. (2004). Effects of a computer-based intervention program on the communicative
functions of children with autism. Journal of Autism and Developmental Disorders, 34, 95-113.
Kluth, P. & Chandler-Olcott, K. (2007). “A land we can share”: Teaching literacy to students with autism. Baltimore:
Paul H. Brookes Publishing.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research
literature on reading and its implications for reading instruction: Reports of the subgroups. Washington, DC:
National Institute of Child Health and Development.
T-TAC ODU Network
News
5
September/October 2013
2012
Achieving Positive Outcomes through Meaningful Instruction
Kristen Ingram Weatherford, Early Childhood Special Education Specialist
Research
When teachers plan curriculum experiences that draw on children’s interests, they are recognizing the importance of
creating meaningful connections that promote young children’s learning. Developing children’s interests during the
preschool years is particularly important so that they learn to extend their ability to focus and maintain attention at
an early age. Planning for children to spend sustained time with focused content and prioritizing the quality of
learning experiences over the quantity of topics covered, is recognized as a developmentally appropriate practice
(NAEYC, 2009). Arranging for such meaningful play with extended learning time is particularly important in
classrooms serving children with disabilities, where students must be provided with multiple opportunities to learn
and practice new skills across many routines and environments in order to ensure mastery.
Application
 Find out what topics are interesting and important to your students by asking parents to complete a student
interest inventory. Doing so will provide valuable information that can be utilized to plan meaningful curriculum
experiences.
 Many skills that are often targeted in curriculum units and Virginia’s Foundation Blocks for Early Learning are
easily introduced and practiced during play in centers. Rather than directing children away from focused play in
these interest areas, use a curriculum planning web like this one, to ensure you’re embedding instruction on
target skills during children’s play and within daily routines throughout the day. Children will be motivated to
learn size concepts, for example, as they decide who built the tallest tower in the block center because the
activity is meaningful and the instruction is relevant to their interests.
 Utilize resource books like Building Blocks for Teaching Preschoolers with Special Needs or CARA’s Kit: Creating
Adaptations for Routines and Activities (both available in the T-TAC ODU Library) to modify your current
curriculum in order to meet the needs of all students. For example, when teaching younger children, consider
substituting trade books that accompany various curriculum kits with simple books on topics of interest that
contain repetitive text. Repetitive text will assist children with developing early literacy skills. Additionally,
extend a week long curriculum unit to a full month to allow flexibility for adding extension activities that will
provide students with more practice on target skills, and with concepts that require modified instruction or that
children have found of particular interest.
Resources
Coming this fall! Pete the Cat: Rocking in My School Shoes, a literacy-based curriculum unit with a month’s worth
of ideas for embedding instruction, targeting early literacy skills, and connecting with parents, all within a
developmentally appropriate and meaningful unit of instruction for young children. To request this free curriculum
unit, see the form included with this newsletter, or CLICK HERE.
T-TAC ODU LIBRARY-Check it out!
 Building Blocks for Teaching Preschoolers with Special Needs by Susan Sandall and Ilene Schwartz
 CARA’s Kit: Creating Adaptations for Routines and Activities by Suzanne Milbourne and Philippa Campbell
 Just Give Him The Whale!: 20 Ways to Use Fascinations, Areas of Expertise, and Strengths to Support Students
with Autism by Paula Kluth and Patrick Schwarz
References
National Association for the Education of Young Children (NAEYC). (2009.) Developmentally appropriate
practice in programs serving children from birth through age 8. Position statement. Retrieved
from http://www.naeyc.org/positionstatements/dap
T-TAC ODU Network
News
6
September/October 2013
Writing Opportunities:
Finding Your Student’s Pencil
Daniel Biegun, Intellectual Disabilities Specialist
Research
Before a student can become a successful writer, we must first find his ideal pencil. Many teachers make the
assumption that a student without the physical ability to hold and manipulate a writing utensil is not ready for
writing instruction (Carnahan, Williamson, Hollingshead, & Maya, 2012). Koppenhaver and Williams (2010) assert
that the essence of writing is generating ideas, not the ability to hold a pencil. Allington and Gabriel’s (2012)
research found that successful teachers offer writing opportunities, along with five other elements of literacy, to
every child, every day. Knowing that all students benefit from daily opportunities to write, it is essential that
teachers find a means for each individual student to generate their ideas into text.
Application
Many students are able to use a writing utensil such as a pencil, pen, crayon, or marker. Some students, due to a
disability or other factors, may benefit from other “pencils.” Consider the following:
1) Keyboard A standard or adapted keyboard, such as IntelliKeys, can be used by some students. Adapted
keyboards may offer helpful adaptations such as large keys, color contrast, or raised letters. One note of
caution: when allowing students to write with an adapted keyboard, they should have access to the entire
alphabet.
2) Scribe Some students may benefit from dictating to a scribe, either verbally or with an augmentative
communication system. This is considered writing because the students’ original thoughts and ideas are
being written down, and the text can then be read repeatedly.
3) Alternative Pencils Alternative pencils are available for students who are not able to successfully write with
a utensil or keyboard. They can be custom made to allow students who communicate with gestures, eye
gaze, scanning, or a single switch to access the alphabet. Teachers can purchase programs such as Writing
with Alternate Pencils from the Center for Literacy and Disability Studies or create their own alternative
pencils for students.
Resources
Check out the following TACtic (for free) from the T-TAC ODU library:
Teaching the Write Way: An Overview of Writing Instruction for Students with Intellectual Disabilities
Visit :
Louisiana Department of Education site with several videos of students using various alternative pencils.
Learning Opportunity
November 13, 2013, Every Student Every Day: Comprehensive Literacy Instruction for Students with Intellectual
Disabilities (CLICK HERE for registration flyer)
References
Allington, R. L., & Gabriel, R. E. (2012). Every child, every day. Educational Leadership, 69(6), 10-15.
Carnahan, C. R., Williamson, P. S., Hollingshead, A., & Israel, M. (2012). Using technology to support balanced literacy
for students with significant disabilities. Teaching Exceptional Children, 45(1), 20-29.
Koppenhaver, D.A., & Williams, A. (2010). A conceptual review of writing research in augmentative and
alternative communication. Augmentative and Alternative Communication, 26(3), 158-176.
T-TAC ODU Network
7
September/October 2013
AT Tools for Writing
Dr. Jennifer Mitchell, Assistive Technologist
Research
Studies show that students who use assistive technology to support
writing demonstrate an improvement in their writing skills (Hetzroni
& Shrieber, 2004; Simmons & Carpenter, 2010; Zhang, 2000). Assistive
technology tools used for writing may include graphic organizers (for
organization of thoughts and composing), word processing (for spell
checking and motor issues), and word prediction.
Speech-to-text, also known as speech recognition, is replacing word processing and word prediction. Recently, it has
improved dramatically and is usually a built in feature with new products (i.e., tablets, smartphones, TVs, cars, and
glasses). Unlike dictating to a tape recorder, speech-to-text can display text for the student and be repeatedly read
as often as needed.
If you use Google Chrome, you have free access to online speech recognition:
Google Demo Speech
TalkTyper
AT Tools for Writing Video
http://www.youtube.com/watc
h?v=-jYC1BUK7fo
References
Hetzroni, O.E., & Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing academic
outcomes of students with writing disabilities in the general classroom. Journal of Learning Disabilities, 37(2),
143-154.
Simmons, K.D., & Carpenter, L.B. (2010). Spelling and assistive technology: Helping students with disabilities be successful
writers. Physical Disabilities: Education & Related Services, 29(2), 5-19.
Zhang, Y. (2000). Technology and the writing skills of students with learning disabilities. Journal of Research on
Computing in Education, 32(4), 467-479.
Online Professional Development Opportunities!
Many of our online learning modules are available 24/7 and include a built-in
certificate that you can save and print for your professional portfolio. New
topics are being added weekly so keep this webpage bookmarked.
T-TAC ODU Network
News
September/October 2013
8
2013 – 2014 Professional Learning Opportunities
Click on each title below to view more information and to access registration form
Insight 2013: Topics in Autism
October 18 & 19, 2013
Insight 2013 is a collaborative effort between VDOE’s Training and Technical Assistance Center at
VCU, Autism Society Central Virginia, and the VCU Autism Center for Excellence. We are very
excited to be bringing in Peter Gerhardt, Chairman of the Scientific Council for the Organization for
Autism Research.
Every Child a Successful Reader: Reading Institute for Elementary Special Education
Teachers and Educators Serving Students with Disabilities
October 25, November 8 & December 13, 2013, & January 17, 2014
Presented by Beth Estill and Andrea Payne. Session One,
Differentiation for Struggling Readers begins October 25, 2013. Session Two, Developing
Comprehension Skills and Strategies for Understanding, begins on December 13, 2013, 2013. Each
session has two parts (two dates). Please click on the title for complete description of this popular series.
Virtual TechKnowledgy
November, 2013
Mark your calendar for the 3rd Annual Virtual TechKnowledgy Conference featuring Penny Reed (a
live streamed keynote address), live webinars on a variety of AT topics scheduled throughout the
week, and a virtual exhibits hall. Registration is free and certificates of participation are available.
Visit http://www.ttaconline.org/atsdp for the dates and registration.
Every Student, Every Day: Comprehensive Literacy Instruction for
Students with Intellectual Disabilities
November 13, 2013
This
interactive
professional
development
to the essential elements of literacy instruction.
opportunity
will
introduce
participants
Division on Career Development and Transition International Conference
November 14 – 16, 2013
The Council for Exceptional Children presents Leaders for Life No Limits…No Boundaries in
Williamsburg. Click on the title above for completer conference information.
The 2013 NAEYC Annual Conference and Expo
November 20 - 23, 2013
The National Association for the Education of Young Children (NAEYC) presents Imagine Innovate
Inspire in Washington, DC. Click on the above title for more conference information.
Pull and Post
Training and Technical Assistance is Available!
Training and Technical Assistance Center - Old Dominion University (T-TAC ODU) is part of a statewide network of
assistance centers designed to improve educational services for children with disabilities in the Commonwealth of Virginia. There are
two centers that serve Superintendents’ Regional Study Groups 2 and 3 in Eastern Virginia: T-TAC Old Dominion University in
Norfolk (757-683-4333 or 1-888-249-5529) and T-TAC William & Mary in Williamsburg (1-800-323-4489).
Old Dominion University provides training and technical assistance to school personnel who serve children with developmental
delays and disabilities (from birth through elementary school) and individuals with moderate to significant intellectual disabilities
(birth through age 21). The College of William and Mary provides training and technical assistance to education professionals
serving students identified with mild to moderate disabilities (ages 5-21). The guiding principles that drive the T-TAC system are to:
build capacity at the local level and conduct strategically planned training; develop products based on research; disseminate effective
practices and consult with target schools that are working with The Virginia Department of Education’s Office of School
Improvement.
The mission of the statewide network of training and technical assistance centers is twofold:
 To increase the capacity of school personnel, service providers, and families to meet the needs of children and youth with
disabilities; and,

To foster the state improvement goals for personnel development, which address improving the performance of children
and youth with disabilities, by enhancing the knowledge, skills, abilities, and performance of all personnel who work
with students with disabilities.
T-TAC Old Dominion University provides services with an emphasis on collaboration in planning and providing support to teams.
Such teams might include general and special educators, administrators, related services personnel, students, family members,
paraeducators, and community members.
The following services are available (primarily free of charge) from T-TAC ODU:
Information - Information on current educational practices, rare syndromes and the latest educational research is summarized and
reported upon request. Also, staff development modules called TACtics are designed for independent or small-group study on high
interest topics. To see a list of TACtics that are available upon request, visit the T-TAC ODU website (http://ttac.odu.edu).
Lending Library - Educational materials are available for loan, including assessment tools, curricula, audio-visuals, reference books,
computer software and assistive technology. (Electronic checkout is available via the web site. Click on the library tab.)
Newsletters - Published quarterly during the school year, the T-TAC Network News is a free, electronic newsletter distributed at no
charge to registered individuals. Information includes professional updates, assistive technology briefs, and announcements for current
professional learning opportunities. For a free subscription, visit the web site (http://ttac.odu.edu) and click on the Newsletter tab.
Web Site - The web site (http://ttac.odu.edu) contains the T-TAC Old Dominion University newsletters, conference and news updates,
a database of library materials available for loan, a list of TACtics (self-study modules), Virginia Department of Education project
information, and links to other disability resources, as well as to T-TAC Online http://www.ttaconline.org/
Regional Network - A regional resource and referral network is comprised of exemplary programs, coaches, and consultants within the
Eastern Virginia catchment area.
Professional Learning/ Communities of Practice - Professional development events that address a wide variety of identified needs are
offered throughout the year and are strategically planned to promote implementation.
Assistive Technology Network (ATN) - A group of supportive educators learn about the latest software and assistive technology (AT)
and share ideas on integrating AT into the curriculum. ATN members become technology resources for colleagues within their
programs.
Consultation/Demonstration - Consultations are provided by phone, email, or site visits. For site visits, a consultant meets with
education professionals at their school or other specified location to provide assistance as requested. Priority for consultation is given
to personnel in schools that are working with The Virginia Department of Education’s Office of School Improvement. Other
consultative services, as feasible, are conducted utilizing a collaborative process designed to contribute to the success of students with
disabilities.
When visiting the T-TAC ODU Library, please contact the appropriate specialist before your visit if you would like assistance.
Kelly Barrett, Autism and Behavior Specialist
Laura Beller, Curriculum and Instruction Specialist
Daniel Biegun, Intellectual Disabilities Specialist
Kristen Ingram Weatherford, Early Childhood Special Education Specialist
Jennifer Mitchell, Assistive Technology Specialist
Kim Yanek, Systems Coach, PBIS of Virginia & Behavior Specialist
451-3016
451-6078
451-3029
451-3027
451-3031
683-4934
Revised 8/30/12
T-TAC Old Dominion University (T-TAC ODU)
Mailing List Update
T-TAC ODU is in the process of updating our mailing list. There are times that we send out mailings
to individuals who have specific areas of interest. We send most information electronically so please
include your e-mail address.
Please check below if you would like to receive the separate mailings specific to any or all of the
categories listed below.
________Early Childhood Special Education (ECSE)
________Intellectual Disabilities (including Autism) (ID)
________Assistive Technology (AT)
________Elementary Curriculum and Instruction (ECI)
Please Print
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School Name:
School Address:
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Email Address: _____________________________________
Position:
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 Paraprofessional
 Parent/Family
 Physical Therapist
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 Transition Coordinator
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th
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Or fax to: 757-451-6989
T-TAC ODU
TACtics Request Form
TACtics Request Form
Pete the Cat Curriculum Unit
Back by popular demand, this literature-based curriculum unit
has been re-designed and is ready for use in a variety of early
childhood settings! Based on the children’s book, Pete the
Cat: I Love My White Shoes, this month-long unit features
suggestions for small and large group activities, themerelated learning centers, prompts for read-alouds, parent
involvement activities and much more. Activities are
designed to address Virginia’s Foundation Blocks for Early
Learning (revised 2013). Helpful tips and forms are included
to assist you in embedding student IEP goals throughout your instruction and accommodations for
children with special needs accompany each activity.
Do you serve preschool children with developmental delays?
Yes
No
Please Print or Type:
Name:
School Name:
School Address:
City and State
Zip Code:
School District:
School Phone Number:
School FAX Number:
e-mail:
Check only one for Provider
Please complete each column:
For Program Affiliation & Disability, check all that apply
Type of Service Provider:
Program Affiliation:
 Teacher, Special Education
 School Age Special Ed
 Teacher, General Education
 General Education
 Administrator, Special Education  Early Childhood Special Ed
 Administrator, General Education  Early Intervention
 Guidance Counselor
 Adult Ed/Family Literacy
 Human Services Agency Staff
 Even Start
 Occupational Therapist
 Head Start
 Other Related Service Provider  Homeless Education
 Paraprofessional
 Migrant Education
 Parent/Family
 Occupational Child Care
 Physical Therapist
 Preschool Initiative
 Speech Pathologist
 Title I
 Transition Coordinator
 Other
 University Professor/Student
 Career/Tech Ed Teacher/Administrator
 
Please mail this form to:
TACtics Request
T-TAC Old Dominion University
860 W. 44th Street
Norfolk, VA 23529
or FAX: (757) 451-6989
Main Disability Area I Serve:
 ADD/ADHD
 Autism Spectrum Disorder
 Deaf Blind
 Deafness
 Developmental Delay
 Emotional Disability
 Hearing Impairment
 Learning Disability
 Intellectual Disability
 Multiple Disabilities
 Orthopedic Impairment
 Other Health Impairment
 Severe Disability
 Speech/Language Impairment
 Traumatic Brain Injury
 Vision Impairment
 ALL
For specific requirements contact Kelly Barrett- kkbarret@odu.edu
What you should expect during the loan?
1. To review the list of APPS pre-loaded on the IPAD obtained from the TTAC ODU Autism
Specialist.
2. Identify specific IEP objectives and /or ASOL/SOL’s to be addressed as well as the
evidenced based practice that you will use to teach the skill.
3. Identify the application that supports the instruction, and take baseline and outcome data
on the data form provided by TTAC ODU at checkout.
4. Submit data collection to TTAC ODU Specialist every 3 weeks while the iPAD is checked
out for use with select student/students. Data will be submitted via email to Kelly Barrett
kkbarret@odu.edu
October is Disability History
and Awareness Month
To find information, activities, and materials to promote and highlight
Disability History and Awareness
Month in Virginia consider accessing the following resource links:
http://www.virginiaselfadvocay.org/
and
http://www.imdetermined.com