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November/December 2012        

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I'm Determined
Middle School Event
March 27, 2012
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Williamsburg, VA
March 11-12, 2013
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DECEMBER 7-12, 2012
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The new Reading and Writing Standards of Learning will be fully implemented and assessed in 2012-2013. Visit the sites below for helpful resources and information.

 Getting From Here to There Using Evidence-Based Strategies:  A Preview of the November-December Link Lines

By Sue Land, M.Ed. 

"Cheshire Puss ... would you tell me, please, which way I ought to go from here?" "That depends a good deal on where you want to get to," said the Cat. "I don't much care where --" said Alice. "Then it doesn't matter which way you go," said the Cat. "-- so long as I get SOMEWHERE," Alice added as an explanation. "Oh, you're sure to do that," said the Cat, "if you only walk long enough."- Alice in Wonderland by Lewis Carroll


Unlike Alice, Virginia teachers know their destination - successful student learning! Besides, they don't have to wander aimlessly to find the content and skills to teach and the resources to do so. Check out the November-December Link Lines for useful information to keep on track for meeting the needs of your students!  Read more

A Noteworthy Strategy for Student Success:

Becoming Effective Listeners and Note-Takers

By  Tina Spencer, M.S. 

Imagine waking up every day with a knot in your stomach because you know you are not able to keep up with teacher lectures and the notes you are required to take. Many at-risk students and students with disabilities experience these feelings every school day. The increased rigor in secondary schools comes with a price they often are unable to pay. Read more about a NOTE worthy, research-validated strategy that was designed to help students master the art of note-taking. 

 Who I Want to Be When I Grow Up:

Coming out of the Starting Blocks

By Elaine Gould, M.Ed.

Do the students with disabilities in your class make connections between who they are and their future role in the workplace? Can they identify careers about which they would like to learn more? Do they understand the skills needed to pursue the careers of their choice? Answers to these questions may help students, their families, and their teachers determine the phase of the career development process in which a given student is and in what ways the student can increase his self-awareness and begin to create a vision for the future.


This is the first in a series of articles written on the topic of career development for children and youth with disabilities. This article will focus on career awareness, the initial phase in the career development process. Read more

Content Literacy: A Key That Opens

the Door to a Successful Future 

By Lee Anne Sulzberger, M.Ed.

Do your students know the "language" of content classes? Do they struggle with the literacy skills needed to speak, read, write, and listen effectively in content areas? Click here to learn how all teachers can support the content literacy needs of their students so they can think like historians, scientists, and mathematicians.

One Teacher's Story:  Results-Oriented

Writing Instruction for Struggling Learners

By Patricia Callahan, M.Ed. and Mary Stowe, M.Ed.

Just the words writing assessment can bring general educators and special educators great anxiety. One special educator has combined a series of research-based strategies to assist her students in achieving success in writing as demonstrated by their successful performance on the fifth-grade writing assessment. Read this article to learn the combination of strategies used and the students' implementation reaction.  Read more

 Designing Meaningful IEPs - Selecting

and Writing Annual Goals and Objectives

By Dale Pennell, C.A.S. and Mary Stowe, M.Ed.

"A good plan is like a road map: It shows the final destination and usually the best way to get there."

H. Stanley Judge


Do your IEP objectives illustrate "turn-by-turn directions" that lead students toward their annual goals? Do your annual goals describe destinations worth reaching? This article describes a process for designing annual goals and short-term objectives that guide students to mastery of academic standards and functional competencies worth attaining. Examples of goals and objectives are provided. Read more 

 Better Behavior Through Precorrection,

Prompts, and Specific Praise

 By  Denyse Doerries, Ph.D. 

Do you want errorless learning? Read about an evidence-based behavior intervention that can be implemented in less than one minute and is a guarantee for success. Read more

 Featured Apps: Tools for Intensifying

and Individualzing Instruction

By Cathy Buyrn, M.Ed.

Many teachers could use an extra person in the classroom to help provide more intensive and individualized support. Amazing technology tools can provide the next best thing. Teachers should consider this issue's "Featured Apps: Tools for Intensifying and Individualizing Instruction" when contemplating methods for maximizing instructional time and individualizing support. Read more