Registration Now Open
Content Teaching Academy
June 22-25, 2026
Academy Descriptions
Adapted Physical Education (APE)
Dates: Monday – Thursday (June 22 – June 25)
Summary: Adapted Physical Education (APE) Academy is a three-and-one-half-day professional learning experience designed to strengthen inclusive physical education programs and improve outcomes for students with disabilities. Participants will engage in practical, research-based strategies to design and deliver instruction aligned with the Virginia Physical Education Standards of Learning. This academy focuses on effective inclusion strategies, specially designed instruction, and high-leverage instructional practices that increase access, engagement, and success for all learners. Through hands-on learning, active engagement, and collaborative discussion, participants will develop skills they can immediately apply in their own programs. By the end of the academy, participants will be able to adapt instruction, equipment, and learning environments; implement inclusive practices; and collaborate effectively to support student success. The academy is designed for physical education teachers, paraeducators, and health and physical education supervisors. A $400 stipend is provided upon successful completion.
Best Practices in Inclusive Education (BPIE)
Dates: Monday-Tuesday (June 22-June 23)
Summary: Why BPIE? Inclusive schools don’t happen by chance—they are intentionally designed. The Best Practices in Inclusive Education (BPIE) Academy equips school based instructional leadership teams with the knowledge, tools, and collaborative structures needed to improve outcomes for students with disabilities in meaningful, inclusive settings. Participants will move beyond compliance to build shared ownership, strengthen specially designed instruction (SDI) within core instruction, and align inclusive practices to student data, instructional priorities, and school improvement goals. This academy emphasizes practical application, not theory. Teams leave with actionable next steps they can implement immediately. This academy is designed for general and special education instructional teams, which may include: School administrators (principals, assistant principals), General education and special education leadership, and teachers. Participation as a division team of three is strongly encouraged to support coherence and sustainability. Participation is by invitation only - eligible school divisions will receive a registration code from a VDOE representative. Participants must attend both full days to receive credit and a stipend.Early Childhood Special Education Beginning Educator Support and Training (ECSE BEST)
Dates: Monday – Thursday (June 22 – June 25)
Summary: ECSE BEST is a four-day academy designed for early-career (0-3 years) Early Childhood Special Education Teachers. Participants will learn about components of the special education process as well as evidence-based strategies that address the unique needs of young children with disabilities. Academy sessions will provide the essentials of teaching ECSE, including high-quality teacher child interactions, assessment, instruction, and implementation of the Division for Early Childhood (DEC) Recommended Practices. A $400 stipend will be paid to participants upon verification of successful completion of this academy. This academy is by invitation only.Engagement Strategies Bootcamp (ENGAGE)
Dates: Monday-Tuesday (June 22-June 23)
Summary: The Engagement Strategies Bootcamp is a dynamic, two-day academy designed for educators who want to energize learning and reach every student. Participants will explore practical, research-based strategies that drive behavioral, emotional, and cognitive engagement across all ages, abilities, and content areas. Through a fully immersive model, attendees will experience over 50 high-impact instructional strategies—including whole-group opportunities to respond, movement based activities, collaborative learning, and problem-solving tasks—first as learners, then as educators. Each strategy is unpacked with intentional time to reflect, adapt, and practice leading it within participants’ own grade levels and subject areas. This hands-on academy equips educators with immediately usable tools, confidence, and a curated collection of free instructional resources to support seamless classroom implementation and sustained student engagement.Intensive Behavior Academy (IBA)
Dates: Tuesday-Thursday (June 23 – June 25)
Summary: Intensive Behavior Academy (IBA) is a dynamic three-day professional learning experience that reveals the “secret ingredients” of student behavior. Just as a chef uses food chemistry to understand how ingredients interact to create a dish, learn the science behind how behavior is learned, reinforced, and changed to promote prosocial behavior. Designed for general and special educators, instructional leaders, administrators, and related service providers, the IBA equips teams with a shared language, aligned practices, and actionable implementation plans. Handson application, collaborative discussion, and structured problem-solving allow participants to build expertise in behavioral science and develop practical tools to proactively support students, strengthen classroom systems, and increase access to instruction. By translating the science of behavior into everyday instruction, the IBA builds lasting capacity to deliver increasingly intensive, instructionally aligned behavior support. A $300 stipend will be paid to participants upon verification of successful completion of this academy.Morphology Instruction to Enhance Reading and Vocabulary (MIRV)
Dates: Thursday (June 25)
Summary: Morphology enables students to unlock the meaning of unfamiliar words and boosts vocabulary growth across subjects. In one powerful day, this course equips teachers and interventionists in Grades 3 - 12 to include morphology instruction in ways that dramatically boost vocabulary, decoding, spelling, and comprehension. You’ll move students beyond memorizing lists to meaning-making, learn efficient routines that stick, sharpen instruction for multilingual learners and struggling readers, and strengthen grade-level literacy demands without adding time. The payoff is immediate: clearer instruction, faster word recognition, deeper comprehension, and students who confidently tackle complex texts in every subject.Paraeducator Empowerment Academy (PEA)
Dates: Monday – Wednesday (June 22 – June 24)
Summary: Paraeducator Empowerment Academy (2026) is a three-day professional learning experience designed to strengthen paraeducators’ knowledge, skills, and confidence in supporting students with disabilities. Grounded in the Council for Exceptional Children (CEC) Core Competencies for Special Education Paraeducators, the academy provides a structured, practice-focused approach to understanding the paraeducator role, supporting diverse learners, and implementing instructional, behavioral, and communication supports under the direction of licensed professionals. Through interactive learning, real-world scenarios, and guided reflection, participants build a practical toolkit of strategies that promote student independence, access, and positive outcomes across educational settings. The academy is intended for paraeducators across grade levels and instructional settings. A $300 stipend will be paid to participants upon verification of successful completion of this academy.Planning and Executing Effective Reading Instruction for Every Student (PEERIES)
Dates: Monday (June 22)
Summary: Every student needs the right reading instruction to propel them toward success. This two-day course empowers K – 8 special education and general education teachers to use both VLA-approved resources AND evidence-based literacy practices to intensify, adapt, and individualize instruction so students make measurable gains in decoding, fluency, spelling, and comprehension. Through clear models, diagnostic tools, and high-impact routines, you’ll leave with ways to plan and execute specially designed instruction without planning overload or burnout. The result: stronger IEP-aligned instruction, faster student progress, improved confidence, and instruction that holds up across settings, grade levels, and content areas.The Power of WE: Building Collaborative Cultures for the Success of Dually Identified English Learners (POW!)
Dates: Monday-Tuesday (June 22-June 23)
Summary: Dually identified English Learners sit at one of the most complex intersections in education—where language development and disability related needs meet. When teams know how to collaborate effectively, these learners don’t just make progress…they thrive. The POW! Academy equips school-based teams with the evidence-based practices, shared tools, and collaborative structures needed to deliver high-quality instruction for multilingual learners with disabilities. Participants will leave with structures and practices they can implement immediately.Special Education Evaluation and Eligibility Basics (SEEEB)
Dates: Wednesday (June 24)
Summary: All educators play a role in supporting students with disabilities—whether directly in the classroom or through collaborative decision-making. A strong understanding of special education processes empowers educators to become informed, confident participants, strengthening collaboration and improving outcomes for students with disabilities. This interactive one-day training offers a clear, practical overview of the special education referral, evaluation, and eligibility process. Participants will explore how to identify and respond to a suspicion of disability, understand the essential components of a comprehensive evaluation, apply disability eligibility criteria, and connect evaluation results to specially designed instruction that drives meaningful student outcomes. The intended audience for this training is general and special education teachers, school leaders, school nurses, and school counselors. It may also be appropriate for related service providers who want to learn more about special education implementation in Virginia schools.Sensory Disabilities Academy (SDA)
Dates: Monday-Tuesday (June 22- June 23)
Summary: The SDA is a two-day academy designed for Virginia general and special educators, paraprofessionals, service providers, and administrators that support programming for students with disabilities who are deaf/hard of hearing, blind/visually impaired, and deafblind (PreK-12). Participants will explore high-leverage practices (HLPs) to enhance specially designed instruction within teams that support students with sensory disabilities. The sessions will focus on leading the implementation of the HLPs and other supports. A $200 stipend will be paid to participants upon verification of successful completion of this academy. For more information, contact academy lead Amy Scott.Special Education Teacher Support Academy (SETSA)
Dates: Tuesday – Thursday (June 23 – June 25)
Summary: SETSA is a three-day academy designed for early-career special education teachers (0–7 years of experience) serving students in grades K–12. Participants are encouraged to invite veteran special education teachers from their school or division to join them in exploring content side-by-side and providing support as they build confidence and expertise in the essentials of special education instruction. Sessions will focus on tools and practices for designing and delivering specially designed instruction (SDI) from IEP development to classroom implementation across math, literacy, and transition. Evidence-based strategies and high-leverage practices will be highlighted throughout the academy. School-based co-teaching teams and paraprofessionals will share how they collaborate to deliver services and supports that address the unique needs of their students. Priority will be given to registrants who have not previously attended SETSA. A $300 stipend will be provided to participants upon verification of successful completion of the academy.Teaching Elementary School Mathematics with a Focus on Specially Designed Instruction (SDI) for General Education and Special Education Teachers (TEM-SDI)
Dates: Monday (June 22)
Summary: This session is intended to support students who experience difficulty learning mathematics, with an emphasis on students with disabilities who receive specially designed instruction (SDI). During this session, evidence-based strategies will be shared to provide teachers with customized professional development opportunities pertaining to SDI in math and best practices which are reflected throughout the newly revised draft version of the 2025 SDI in Math guidance document. Micro-learning opportunities can be chunked and scaffolded for teachers who are starting their SDI journey. Teachers should utilize the components as the framework for incorporating specially designed instruction in math classes across the Commonwealth of Virginia. Components include – Overview of SDI; High-Leverage Practices; Engagement; and Math Process Goals. The C-R-A model in conjunction with high-leverage practices (HLPs) are core values of this philosophy. A $100 stipend will be paid to participants upon verification of successful completion of this academy.Teaching Middle School Mathematics with a Focus on Specially Designed Instruction (SDI) for General Education and Special Education Teachers (TMM-SDI)
Dates: Tuesday (June 23)
Summary: This session is intended to support students who experience difficulty learning mathematics, with an emphasis on students with disabilities who receive specially designed instruction (SDI). During this session, evidence-based strategies will be shared to provide teachers with customized professional development opportunities pertaining to SDI in math and best practices which are reflected throughout the newly revised draft version of the 2025 SDI in Math guidance document. Micro-learning opportunities can be chunked and scaffolded for teachers who are starting their SDI journey. Teachers should utilize the components as the framework for incorporating specially designed instruction in math classes across the Commonwealth of Virginia. Components include – Overview of SDI; High-Leverage Practices; Engagement; and Math Process Goals. The C-R-A model in conjunction with high-leverage practices (HLPs) are core values of this philosophy. A $100 stipend will be paid to participants upon verification of successful completion of this academy.Teaching High School Mathematics with a Focus on Specially Designed Instruction (SDI) for General Education and Special Education Teachers (THM-SDI)
Dates: Wednesday (June 24)
Summary: This session is intended to support students who experience difficulty learning mathematics, with an emphasis on students with disabilities who receive specially designed instruction (SDI). During this session, evidence-based strategies will be shared to provide teachers with customized professional development opportunities pertaining to SDI in math and best practices which are reflected throughout the newly revised draft version of the 2025 SDI in Math guidance document. Micro-learning opportunities can be chunked and scaffolded for teachers who are starting their SDI journey. Teachers should utilize the components as the framework for incorporating specially designed instruction in math classes across the Commonwealth of Virginia. Components include – Overview of SDI; High-Leverage Practices; Engagement; and Math Process Goals. The C-R-A model in conjunction with high-leverage practices (HLPs) are core values of this philosophy. A $100 stipend will be paid to participants upon verification of successful completion of this academy.Transition-Focused Instruction Academy (TFI Academy)
Dates: Tuesday – Thursday (June 23 – June 25)
Summary: The TFI Academy reframes transition as an instructional practice that intentionally builds student skills, aligns services, and leads to meaningful post-school outcomes. The TFI Academy will equip educators to move beyond compliance and design instruction that prepares students for disabilities for enrollment, employment, and enlistment through evidence-based transition-focused instructional practices. The TFI Academy will inform Special and General Educators, transition coordinators, and instructional coaches with the ability to utilize Kohler's Taxonomy framework when designing transition instruction. In addition, participants will utilize specially designed instruction in the delivery of transition curriculum, as well as strengthen the alignment between postsecondary goals, services, and course of study as part of transition programming and planning. To conclude, participants will tour Wilson Workforce Rehabilitation Center and observe how instruction is aligned to post-school outcomes through comprehensive, high-quality vocational experiences and see first-hand how classroom instruction translates into measurable adult outcomes.Transition Planning Begins in Elementary (TPB)
Date: Tuesday (June 23rd)
Summary: What if transition planning didn’t begin in high school, but on the very first day a child walks into school? During this academy, participants will reframe the transition process and examine the vital role early childhood and elementary educators play in shaping long-term outcomes for students with disabilities. Together we will explore how maintaining high expectations, implementing strength-based instruction, and intentionally building skills in the early years cultivate self-determination, career awareness, and independence, laying the foundation for lifelong success. By the close of the academy, participants will be able to:- Apply High Leverage Practices to strengthen early transition-focused instruction
- Integrate Evidence-Based Practices to promote early independence and career awareness
- Design learning experiences that embed early career exploration and work-based learning to support the development of student Academic and Career Plan Portfolios
- Strengthen school and family partnerships using data-informed decision-making
Unlocking Big Words (UBW)
Dates: Tuesday – Wednesday (June 23 – June 24)
Summary: Confident readers decode faster, spell smarter, and comprehend more deeply, and syllable knowledge unlocks it all! This two-day course equips general and special education teachers and literacy interventionists in Grades 4 - 12 with a clear, efficient framework for teaching the six syllable types so students tackle complex words with accuracy and independence. You’ll replace guesswork with transferable strategies, diagnose errors quickly, and accelerate growth for struggling readers and advanced learners alike. Through practical routines, student-facing language, hands-on practice, and immediate classroom applications, participants gain tools that stick.mailto:dbiegun@odu.eduVESOL University
Dates: Wednesday-Thursday (June 24-June 25)
Summary: VESOL University is a two-day academy designed for educators who use the Virginia Essentialized Standards of Learning (VESOL) in their daily instruction. Sessions will be facilitated by a mix of TTAC specialists and exemplar practitioners from across Virginia. Focus will be given to dynamic classroom lessons that address VESOL standards across multiple content areas. Cross-content instructional strategies will be experienced through hands-on activities that can be adapted or applied to students of any grade level. We look forward to collaborating with the VESOL University Class of 2025! A $200 stipend will be paid to participants upon verification of successful completion of this academy. For more information, contact academy lead Dr. Daniel Biegun.Content Teaching Academy
