Training and Technical Assistance Center (TTAC)
Providing professional learning, resources, and technical assistance to educators
Service Delivery Framework
Intensive
Customized Division/School Service Agreements
Virginia Tiered Systems of Supports (VTSS)
Supports for a Few
Professional learning agreements for specialized instruction; Embedded or virtual coaching; Increased progress monitoring; Implementation fidelity and outcome measures
Targeted
VDOE Initiatives
Inclusion/High Leverage Practices
Literacy
Regional
Assistive Technology (AT) Coordinators
Community Leaders in Autism (COLA)
Early Childhood Coordinators
Transition Leader's Community of Practice
VESOL Community of Practice
Supports for Some
On-going professional learning groups: Communities of practice, networks, focus groups, virtual peer learning groups with representative school personnel
Universal
Online Resources
George Mason University Training and Technical Assistance Center
Service Delivery Framework
Virginia Department of Education (VDOE) Training and Technical Assistance Center (TTAC) at George Mason University (GMU)
703-993-4496
Item Details
GMU TTAC Service Agreements are collaboratively developed in response to specific service requests to increase the capacity of school division personnel to meet the needs of students with IEPs. Service agreements vary, but include customized professional learning, coaching, or other technical assistance that promotes effective specially designed instruction (SDI) and high leverage practices (HLPs) that increase student access to the general curriculum, achievement in the least restrictive environment, and knowledge and skills to make progress toward graduation.
Virginia Tiered Systems of Supports (VTSS) is a data-driven, decision-making framework for establishing the academic, behavioral and social-emotional supports needed for a school to be an effective learning environment for all students. Participants are selected through an application process submitted to the Virginia Department of Education (VDOE), which requires completion of required "Exploration and Installation" activities. VTSS divisions participate in intensified professional learning and coaching support for effective implementation.
Inclusion/High Leverage Practices - Inclusive practices resulting in high quality instruction and positive outcomes for all students. Aligned with VDOE priorities, TTAC coordinators provide professional learning and resources supporting inclusive practices, such as co-teaching and high leverage practices.
Literacy
To ensure implementation of the Virginia Literacy Act (VLA), the Virginia Department of Education and TTAC partners support school divisions through a multi-year effort with tools, resources, and professional learning focused on literacy instruction aligned with science-based reading principles.
Assistive Technology (AT) Coordinators is a Region 4 community of practice comprised of coordinators, administrators, and related service providers responsible for assistive technology (AT) in their school divisions. The group meets virtually twice a year to discuss new AT trends and share information, resources, and strategies on AT considerations, equipment management, or other AT-related issues.
Community Leaders in Autism (COLA) is a regional network of representative autism specialists who provide training and technical assistance for students with autism within their school divisions. The Region 4 COLA is part of a statewide system sustained through on-going collaboration with the Virginia Commonwealth University Autism Center for Excellence, (VCU-ACE).
Early Childhood Coordinators is a regional Professional Learning Partnership comprised of early childhood special education administrators in Region 4. This group meets monthly to address needs of the local education agencies and to support local and statewide initiatives such as inclusion, data, or transition.
Transition Leader’s Community of Practice (CoP)
Transition Coordinators and Specialists meet monthly as a support network to share tools, resources and engage in collaborative professional learning activities and discussions surrounding post-secondary transition. This CoP provides an opportunity to learn from each other, further develop and enhance transition programs and practices and share knowledge and resources related to all aspects of secondary transition.
The Region 4 VESOL Virtual Community of Practice (CoP) provides resources, technical assistance and networking opportunities for educators providing VESOL instruction. Each session provides educators an opportunity to learn from the implementation experiences of others across the regions.
