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VDOE UPDATES
Governor Bob McDonnell has proclaimed 2013 The Year of the Teacher in Virginia. The Year of the Teacher is part of the governor's ALL STUDENTS initiative. Click here
to learn more about this initiative.
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The Virginia General Assembly convened on Wednesday, January 9, 2013, and is anticipated to adjourn on Saturday, February 23, 2013. Click here to see twice-weekly updates on education-related legislation tracked by the Virginia Department of Education. Legislative Tracking Reports will provide the history of any bill or resolution, all amendments, and text of the legislation.
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Beginning with the 2012 Fall SOL Test Administration, the Virginia Department of Education (VDOE) will provide a Quantile® Measure for all students taking mathematics SOL tests in grades 3 through 8, Algebra I, Geometry, and Algebra II. The Quantile measure will be included on the scoring report. Click here for free online resources such as
the Quantile Teacher Assistant and Math@Home that can help teachers and family members support students in mathematics by matching resources to student learning needs.
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Teaching IS Rocket Science!
By Denyse Doerries, Ph.D. | |
The expectations for teachers are growing exponentially. Educators must be decision makers and problem solvers as well as possess in depth knowledge to respond to the needs of both the individual student and the whole class. Read further to discover evidence-based strategies to help reach these high expectations. |
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Assessment, Flexible Grouping, and
Research-Based Instructional Strategies:
Powerful Tools for Co-Taught Classes
By Tina Spencer, M.S., and Lee Anne Sulzberger, M.Ed. | |
Have you wondered how to maximize the benefits of co-teaching? Click here to explore what co-teaching partners can do to make the most of formative assessment, flexible grouping, and differentiated instructional strategies to support the learning of ALL students in co-taught classes. |
Multisensory Structured Language Education of Basic Language Skills: Another Way to Teach Word Study
By Lanett Willis Brailey, M.A., and Mary Murray Stowe, M.Ed. | |
More than 20% of students are struggling to acquire proficient skills in reading (Joint Legislative Audit and Review Commission [JLARC], 2011). Instructional approaches are needed to address the needs of these struggling readers and may, in fact, serve to engage all learners. This article describes an approach to reading that not only engages learners in the process of reading instruction but also provides knowledge of the structure of language. Read more |
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Featured Apps: Digital Reading Tools
By Cathy Buyrn, M.Ed. | |
The idea of curling up with a good book is evolving as digital technologies change the way students engage with text. While students need to continue to develop skills related to traditional texts, they also need to expand their literacy skills to include eTexts. Devices that increase access to literature and provide flexible supports offer powerful options to educators working to support students with a focus on the future. Check out Featured Apps: Digital Reading Tools to explore available options. |
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Designing the IEP: Measuring and Reporting
Progress Toward Mastery of Annual Goals
By Dale P. Pennell, C.A.S. | |
The plan for monitoring and reporting progress toward mastery of IEP annual goals is like a GPS. If an annual goal describes a destination, its short-term objectives provide turn-by-turn directions for getting there. The plan for monitoring progress provides data that confirm you are on-course, let you know you are off-course, or advise you of the need to follow a different course. This article describes effective methods of monitoring, recording, and reporting student progress to improve communication among students, families, and educational professionals as well as inform instructional decisions. Read more |
Making Interest and Career Connections:
The Race for Discovery
By Elaine Gould, M.Ed. | |
Students begin to develop a vision for their future through career exploration. Providing opportunities for students to refine their occupational interests and goals helps them focus their search for prospective career options. The following article provides resources for teachers and counselors who support students as they shape their career identity and set postsecondary goals.
This is the second in a series of articles on the topic of career development for children and youth with disabilities. The first article, Who I Want to Be When I Grow Up: Coming out of the Starting Blocks, identified resources related to career awareness, the first phase in the career development process. The following article focuses on the second phase, career exploration. Read more |
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It is with mixed emotions that T/TAC William and Mary (W&M) bids farewell to co-director Sue Land upon her retirement! Read more |
Introduction:
Debbie Grosser, new co-director, T/TAC W&M | |
T/TAC W&M is pleased to announce that Debbie Grosser has accepted the position as co-director. Debbie has worked at T/TAC for the past 6-½ years as a secondary transition specialist. Debbie is a talented, committed professional with a unique ability to facilitate collaboration and promote positive interactions among those with whom she works. Prior to coming to T/TAC, she was a transition specialist, a special education teacher, a test coordinator, and a vocational evaluator. Debbie has devoted her career to ensuring that students with disabilities persist to graduation and achieve successful adult lives.
Debbie received her B.S. from Indiana University of Pennsylvania, her M.A. in special education from The College of William & Mary (W&M). She is currently pursuing her doctorate in curriculum and educational technology at W&M. |
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