Cultivating Learning Communities By Lee Anne Sulzberger, M.Ed.

Senge and colleagues (2000) contend that “the safest prediction [for schools] is change; schools can no longer prepare people to fit in the world of twenty years ago, because that world will no longer exist” (p. 10). In order to meet the challenges of preparing students for the future, school mission statements commonly include a goal for students to become lifelong learners. According to Haberman (2004), however, “the frequently espoused goal of lifelong learning for our students is hollow rhetoric unless the school is also a learning community in which teachers demonstrate engagement in meaningful learning activities” (p. 52).

What can school personnel do to ensure that they are modeling the same type of behavior that they want their students to exhibit? First, teachers need to share their enthusiasm and love of learning with their students (Haberman, 2004). Second, schools should thoughtfully consider and review the core principles of professional learning communities (PLC) to ensure that the PLC model is being implemented with integrity.

At the heart of professional learning communities is the collaborative dialogue that takes place as teachers work together to analyze and improve their instructional practices (DuFour, 2004). Effective professional learning communities demonstrate the following seven characteristics (DuFour & Eaker, 1998):

• Shared mission, vision, and values • Collective inquiry • Collaborative teams • Action orientation • Willingness to experiment • Commitment to continuous improvement • Focus on results

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Inside this issue … Cultivating Learning Communities.............................................................................. Page 1 T/TAC Online ............................................................................................................. Page 3 New Considerations Packets Coming Soon ............................................................... Page 3 Effective Instructional Strategies for the Inclusive Classroom .................................... Page 4 Collaborative Leadership: Identifying and Nurturing Communities of Practice............ Page 6 Family Partnerships: Meet the Parent Resource Centers........................................... Page 8 Check It Out! .............................................................................................................. Page 9 Transition Time: Self-Determination, Part 1: Assessment ......................................... Page 10 15th Annual Symposium on Professional Collaboration & Inclusive Education .......... Insert AT Academy: The All New Match Game: Assistive Technology and the SOLs .......... Insert

T/TAC Link Lines SEPTEMBER-OCTOBER 2004

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When seeking to create and sustain effective professional learning communities schools should be guided by the following three “big ideas” (DuFour, 2004).

Big Idea # 1: A Focus on Student Learning Professional learning communities shift the focus from ensuring that students are taught to ensuring that students learn. DuFour (2004) identifies three questions that colleagues are continually engaged in answering as part of a PLC: “What do we want each student to learn? How will we know when each student has learned it? How will we respond when a student experiences difficulty in learning?” (p. 8). In a PLC, students who are experiencing academic difficulty are identified quickly and a plan is in place to provide intervention as soon as students need additional support. In other words, a PLC does not wait for summer school, remedial courses, or retention before academic support is provided. In addition, a PLC does not invite students to ask for additional help. Instead, students are required to participate in the intervention.

Big Idea # 2: A Culture of Collaboration Professional collaboration in a PLC is specifically targeted at analyzing and improving the teaching and learning process. Professional learning communities are determined to work together to improve student learning by sharing and improving upon all aspects of the instructional process.

Big Idea # 3: A Focus on Results A PLC turns the multitude of data available in a school into meaningful information that enables educators to develop improvement goals that focus on student learning. The development of common assessments allows teachers to look at how individual students are performing in relation to essential content and skills as well as to one another. Once individual students who are having difficulty with a particular skill are identified, PLC members can share successful strategies and materials to meet the needs of these students.

In closing, professional learning communities provide the structure for teachers and administrators to focus on improving the teaching and learning process. Schmoker (2002) notes that improvement in school and student performance is inevitable when teachers:

• Focus on the assessed learning standards; • Use student achievement data to set a small number of measurable goals in low-

scoring areas; and • Regularly work in collaborative groups to design, adapt, and assess instructional

strategies targeted at the identified low-scoring areas. References DuFour, R. (2004). What is a “professional learning community”? Educational Leadership,

61(8), 6-11. DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for

enhancing student achievement. Bloomington, IN: National Educational Service. Haberman, M. (2004). Can star teachers create learning communities? Educational

Leadership, 61(8), 52-56. Schmoker, M. (2002). Up and away. Journal of Staff Development, 23(2), 10-13. Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000).

Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Doubleday.

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T/TAC Online Resources for Teachers!

The primary function of the T/TAC Online website (www.ttaconline.org) is to provide online training on special education-related issues. The self-paced webshops are designed by T/TAC specialists and include modules on assessment, assistive technology, behavior, collaboration/team building, and instructional methods, to name a few. In addition, Enhanced Scope and Sequence Plus (ESS+) will be available soon, featuring differentiated math and English lesson plans and activities aligned to the Standards of Learning (SOL). Also available are online resources and a calendar of events and workshops across the Commonwealth.

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New Considerations Packets Coming Soon Algebra Strategies for Middle School This information packet addresses strategies that middle school teachers can implement in teaching algebraic thinking. Algebra is a strand found in each of the middle school grade levels in the Virginia Standards of Learning. It is also one of the areas addressed by the National Council of Teachers of Mathematics in Principles and Standards for School Mathematics. The strategies will be characterized by the following topics: exploring patterns, graphs, symbolic manipulation, technology as an aid for understanding, discourse in the algebra classroom, and writing about algebraic thinking. The Bilingual Special Education Crossroad: Strategies for Culturally and Linguistically Diverse Students with Special Needs This information packet provides an overview of current research-based assessment and instructional strategies related to culturally and linguistically diverse students with special education needs. Academic and behavioral strategies for these students are described, along with web-based resources designed to assist both general and special educators working with diverse students with special needs. Geometry Strategies for Middle School This information packet describes strategies middle school mathematics teachers can incorporate into teaching geometry. An overview of the Van Hiele model is followed by a description of how to assess students' level. Specific strategies include teaching plane figures; perimeter and area, geometric solids and transformations. Inclusive Practices for Speech/Language Pathologists This information packet provides information designed to help speech/language pathologists adopt inclusion/ collaborative services as an alternative service delivery model for serving children with communication disorders. Inclusive practices will be discussed, including: defining characteristics of inclusive practices; advantages of inclusive practices; models of inclusive practices; tools for developing IEPs; and characteristics of successful inclusion/collaborative teams. Using Practice and Homework as Effective Teaching Strategies This information packet focuses on practice and homework as instructional classroom strategies that teachers can utilize daily to increase and maintain retention of information for all learners. Strategies to practice new learning are suggested, including visualization, mnemonics, quick writes, and effective questioning. Finally, tips for homework completion are provided for teachers and parents. For a complete listing of available Considerations Packets and ordering information, please visit our website at www.wm.edu/ttac and click on the “Considerations Packets” link.

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Effective Instructional Strategies for the Inclusive Classroom By Louise Smith, M.S., & Tina Spencer, M.S.

Consideration Packets are information packets prepared by T/TAC William and Mary staff that provide researched-based best practices for serving students with mild to moderate disabilities. The packets described below are considered particularly helpful to educators teaching in inclusive classes, but the suggestions also apply to special education classes. T/TAC William and Mary Considerations Packets may be found at www.wm.edu/ttac. Unlocking Reading Comprehension: Writing Is the Key This T/TAC William and Mary Considerations Packet begins with a brief review of research supporting the inclusion of writing in a program designed to enhance reading comprehension. Directly and explicitly teaching comprehension strategies is essential for special education students who have reading comprehension difficulties. An instructional tool of greater value in this process is the use of mnemonic strategies (Forness, 2001; Mastropieri & Scruggs, 1999). When applied to answering a reading comprehension question in writing, a mnemonic can provide a visual prompt for recalling a formula, which, if acted upon by the student, will produce a well-developed response. An example of such a mnemonic strategy is R.A.R.E., which stands for:

• Restate the question • Answer the question • Reasons given • Examples from the text

(Adapted from Howard County [MD] Public School System [HCPSS], 1997) Using the R.A.R.E. strategy, students at both the elementary and secondary levels learn how to respond accurately in writing to specific comprehension questions in all content areas. The Unlocking Reading Comprehension: Writing Is the Key Considerations Packet also describes how to develop questions that teach and assess comprehension in all the purposes for reading. References Forness, S. R. (2001). Special education and related services: What have we learned from meta-analysis? Exceptionality, 9, 185-197. Howard County (MD) Public School System. (1997). Language Arts, Science, & Social Studies

Curricula. Ellicott City, MD. Mastropieri, M. A., & Scruggs, T. E. (1999). Teaching students ways to remember: Strategies for learning mnemonically. Cambridge, MA: Brookline. Other Considerations Packets to consider to enhance teaching and learning in inclusive classes include the following titles. Inferential Reading Comprehension This packet focuses on strategies teachers may employ to improve students' inferential comprehension skills. (2002)

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Differentiating for Success in Inclusive Classrooms This packet provides examples of management and instructional strategies that respond to learners’ needs. It was prepared for general and special education teachers who work with students with mild to moderate disabilities in general education classrooms. (2001) Graphic Organizers: Guiding Principles and Effective Practices This packet focuses on how to make the most out of visual displays and representations of information, commonly called graphic organizers. (2003) Science Strategies This packet focuses on science strategies teachers can incorporate into their instruction. It is divided into five strands: Organizing and Remembering Information in Science, Reading in Science, Writing and Reflecting in Science, Learning Together in Science, and Investigating in Science. (2003) Techniques for Active Learners This packet describes 18 techniques that teachers can easily implement to increase time on task and student engagement for all learners. (2000) A "Word" About Vocabulary This packet provides strategies that upper-elementary and secondary school teachers may use to teach vocabulary. The word-learning instructional strategies are grounded in research and applicable to all content areas. (2001) The Writing Process: A Scaffolding Approach This packet offers a systematic format for teaching essential writing skills to all students. The scaffolding approach allows for differentiated instruction in diverse classrooms. (2001) The Write Tools Can Make a Difference! – Technology Supports for Students Who Struggle with the Task of Writing This information packet offers ideas for the classroom teacher who is looking for effective ways to support students with mild to moderate disabilities having difficulty with one or more aspects of the writing process. (2000)

Meet Our New T/TAC Staff Member

Kristin Holst, Secondary Education/Behavior Specialist (757) 221-5086, kjhols@wm.edu Kristin joined the T/TAC staff in August 2004. She brings with her experience both as a special education teacher and an administrator. She earned her B.S. degree from the University of Pittsburgh, and went on to gain her M.Ed. at Lehigh University. She also has an administrative licensure from the College of William and Mary. Contact Kristin for assistance with transition, secondary instructional strategies, functional behavioral assessment, and administrative issues in special education.

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The traditional view of professional development as a series of three to four isolated workshop days in the summer, or as scattered events throughout the school year, limits opportunities for educators and makes it difficult to stay up-to-date with emerging information. The evolution of professional development is summarized in the chart below, highlighting the importance of continuous and ongoing development for all who impact student learning. The Changing View of Staff Development

(Adapted from Sparks & Hirsh, 1997) One way that administrators can foster the ongoing reflection and shared problem-solving characteristic of effective professional development today is to identify and nurture communities of practice within their schools. A community of practice may be described as a group of individuals who pursue a shared learning activity typically focused on a specific topic that is of interest to the entire group (Buysse, Sparkman, & Wesley, 2003). The Federal Resource Center for Special Education (FRC) has developed the following questions to help determine if an existing group in an organization is a community of practice (FRC, n.d). School leaders should consider the groups in their schools where professionals are sharing expertise regarding a topic or concern and are working together on an ongoing basis to further their knowledge on the topic. If the following questions can be answered in detail, a given group is likely to be a community of practice.

FROM TO Individual development Individual and organizational development A focus on adult needs and satisfaction A focus on student needs and learning

outcomes, as well as changes in teaching behaviors

Training conducted away from the job as the primary delivery model

Many forms of job-embedded learning opportunities

“Experts” sharing knowledge and skills Teachers studying the teaching and learning process

A focus on general instructional skills A combination of generic and content-specific instructional skills

Staff developers as trainers Staff developers who provide consultation, planning, and facilitation in addition to training

Staff development provided by one or two departments

Staff development as a major function and responsibility of all administrators and teacher leaders

Staff development targeted primarily toward teachers

Continuous improvement in the performance of all who impact student learning (e.g., school board members, school and central office administrators, instructional and support staff)

Collaborative Leadership Identifying and Nurturing Communities of Practice

By Lee Anne Sulzberger, M.Ed.

1. What is the domain (topic) of the group? 2. What are the issues facing the group? 3. What is the outcome of the group? 4. What is the value that people get from participating in the group? 5. What is the value that people get from the work of the group? 6. What are the group’s activities? 7. How does the group interact? 8. What are the critical factors of success for this group? Where do you see this group going in the

future? What are the potential areas to explore? Once a community of practice is established, steps may be taken to ensure that it is supported and nurtured. Specifically, communities of practice can flourish if leaders draw out and cultivate participation by:

• Valuing the learning and expertise of the group • Providing time and other resources to the group • Encouraging participation • Integrating communities of practice into the school by giving them a voice in decision making • Developing internal processes for sharing the knowledge created by the community of practice

(Adapted from Wenger, McDermott, & Snyder, 2002) School leaders who want to improve student performance should consider committing to communities of practice that facilitate the process of ongoing professional reflection and problem-solving, which is essential for meeting the needs of all learners in today’s educational environment. For further information on other forms of effective professional development, see Considerations: Designing Effective Professional Development. This T/TAC W&M publication may be ordered online at www.wm.edu/ttac. References Buysse, V., Sparkman, K., & Wesley, P. (2003). Communities of practice: Connecting what we know with

what we do. Exceptional Children, 69(3), 263-277. Federal Resource Center for Special Education. (n.d.). Communities of practice. Retrieved June 9, 2004,

from http://www.dssc.org/frc/CommPrac.htm Sparks, D., & Hirsh, S. (1997). A new vision for staff development. Alexandria, VA: Association for

Supervision and Curriculum Development. Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice. Boston, MA: Harvard

Business School Press.

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ATTENTION SECONDARY EDUCATORS

Call for Presentations

Virginia Transition Forum 2005 March 14-16, 2005, Williamsburg, VA

The Transition Forum Committee invites all interested persons to submit presentation proposals for the 2005 Virginia Transition Forum. For additional information and to view proposal submission requirements, visit the Forum website at www.radford.edu/~conf-serv, click on View Programs & Events.

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Parents play a critical role in the education of their children. Parents’ efforts to teach their children to be attentive, respect their teachers, and practice effective study habits are recognized by teachers and administrators. In 1982, the Parent Educational Advocacy Training Center (PEATC), a federally funded parent information and training center, and the Virginia Department of Education (VDOE) envisioned centers that would help parents of students with disabilities and educators develop the skills necessary to build effective partnerships between home and school. Through PEATC, the VDOE made this dream a reality by providing training and opening centers in local school systems called Parent Resource Centers (PRCs). In 1988 VDOE hired a parent and educator team to provide training to local teams and to help establish new centers. Certain limitations are in place for PRCs because they are supported by local school divisions, for example, PRCs may not serve as advocates for parents in mediation, complaints, or due process proceedings. Yet, centers may provide an important service by advocating for children with disabilities as they work with parents to resolve concerns and problem-solve. What types of services do PRCs offer? Parent Resource Centers offer a variety of services for parents and educators, including the following:

• Direct assistance to parents--listening, information sharing, resources, problem solving • Workshops for surrogate parents, parents, and educators • Parent-to-parent support groups • Newsletters • Interagency committees or councils • Lending libraries

PRCs work hard to build relationships among parents, schools, and community. Parent training on topics such as early intervention, behavior management, assistive technology, inclusion, and transition has led to successful school experiences for students with disabilities. Currently, there are 55 Parent Resource Centers across the state of Virginia. For a listing of a PRC in your area, go to http://www.pen.k12.va.us/VDOE/ Instruction/Sped/prc_list.pdf or to http://www.peatc.org/prcva.htm. What are the preliminary steps in starting a new PRC? If your school division does not currently have a PRC, you may take the following steps to establish a local center:

• Review information regarding the centers (available from VDOE) and visit established centers • Obtain administrative approval – superintendent, board of education, etc. • Seek community support – local special education advisory committee and other local leaders • Complete the required forms from VDOE • Select a parent of a child with a disability and an educator for the local PRC team • Complete the initial PRC team training provided by the VDOE

For additional information, please call Judy Hudgins at 804-371-7421. Ms. Hudgins leads the state team for training of new centers.

Family Partnerships Meet the Parent Resource Centers

By Tina Spencer, M.S.

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What Works in the Elementary School Grades? By J. Killion

This guide, published by the National Staff Development Council, highlights 32 outstanding staff development programs at the elementary level in the core content areas. The authors recommend that this guide be used to provide schools with suggestions and guidance for developing their own programs only after a careful analysis of staff development needs. (ST117)

What Works in the Middle School Grades? By J. Killion

This results-based staff development guide highlights information and resources for selecting, designing, and evaluating staff development designed to improve student achievement in core content areas. Twenty-six outstanding programs are profiled. This is the first of the ‘What Works..’ guides. (ST101.1)

What Works in the High School Grades? By J. Killion

This resource, published by the National Staff Development Council, highlights 16 outstanding high school staff development programs in the core content areas. The authors recommend that this guide be used to provide schools with suggestions and ideas only after a careful analysis of staff development needs. (ST118)

The Dance of Change By P. Senge

The Dance of Change addresses the challenges to sustaining momentum in learning organizations. Filled with individual and team exercises, in-depth accounts of sustained learning initiatives by managers and leaders in the field, and well-tested practical advice, this resource provides an insider's perspective on implementing learning and change initiatives. It offers crucial advice for line-level managers, executive leaders, internal networkers, educators, and others who are struggling to put change initiatives into practice. (ST94)

Learning Circles By M. Collay

Learning Circles emphasizes the importance of creating the conditions that will support professional development. It shows how "learning circles" – small groups of learners who come together to support each other in learning – can make great improvements in the quality of instruction in schools. (ST95.1)

Why Can’t We Get It Right? By M. Speck & C. Knipe

This book addresses common questions encountered when providing professional development in schools. In addition, it offers new practices to raise student achievement through effective professional development. (ST100)

Check It Out!

The following new materials are available on loan from the T/TAC William and Mary lending library. To request materials, please call 1-800-323-4489 and leave a message. The materials will be sent to you along with a postage-paid return mailer. A complete listing of professional resources available through the T/TAC William and Mary lending library may be viewed at: http://www.wm.edu/ttac. Simply click on the “Library” link to view holdings, complete an online search, or order materials. The resources below were referenced in the T/TAC W&M Considerations Packet, Designing Effective Professional Development (2003). This Considerations Packet is available through the T/TAC website: http://www.wm.edu/ttac. The information packet provides essential information to educators interested in improving professional development practices. Topics include standards for designing professional development activities and programs that lead to improved learning for all students. An overview of basic information about the major models of professional development and their effectiveness is followed by specific strategies for determining if a school or school division is a learning organization. Finally, key questions for identifying indicators of effective professional development are also offered.

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Transition Time Self-Determination, Part 1: Assessment

By Dale Pennell, C.A.S.

Students who develop self-determination are better able to direct their career development in adulthood (Sitlington, Neubert, Begun, Lombard, & LeConte, 1996). Therefore, self-determination skill development is an important consideration for IEP teams of students of transition age. Since assessment and instruction are linked in all successful educational efforts (Field et al., 1998), “assessment is integral to the self-determination process for all students with disabilities, even those with the most severe conditions” (Sitlington et al., 1996). A variety of assessment methods are available and should be used to assess student characteristics related to self-determination. These include analysis of background information contained in school records; interviews with the student, family, friends, and coworkers; behavioral observations in natural environments; curriculum-based assessment techniques; and psychometric tests (Field et al., 1998). In 1992, the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS), funded the development of a series of instruments to assess self-determination skills. These include:

• Self-Determination Scale and User Guide (Wolman, Campeau, DuBois, Mithaug, & Stolarski, 1994)

• The Arc’s Self-Determination Scale (Wehmeyer, 1995) • Choicemaker Self-Determination Assessment (Martin & Marshall, 1996) • The Self-Determination Assessment Battery (Hoffman, Field, & Sawilowsky, 1995) • The Self-Determination Profile: An Assessment Package (Curtis, 1996)

Through the combined use of multiple types of assessments IEP teams can develop the comprehensive and accurate picture they need of students’ self-determination skills and instructional needs. These skills and needs can then be incorporated in the Present Level of Educational Performance and be reflected in students statements of Transition Service Needs, Needed Transition Services, annual goals, and objectives/benchmarks.

“Self-determination is a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior” (Field, Martin, Miller, Ward, & Wehmeyer, 1998, p. 2). These skills, knowledge, and beliefs include:

(Adapted from St. Peter, Field, & Hoffman, 1992; St. Peter, Field, Hoffman, & Keena, 1992; Wehmeyer, 1997.)

• Self-awareness • Self-knowledge • Self-concept • Self-esteem • Self-efficacy

• Assertiveness • Self-advocacy • Choice making • Control (internal locus) • Decision making

• Problemsolving • Goal setting and attainment • Self-observation skills • Self-evaluation skills • Self-reinforcement skills

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References Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A practical guide for

teaching self-determination. Reston, VA: Council for Exceptional Children. Sitlington, P. L., Neubert, D. A., Begun, W., Lombard, R. C., & LeConte, P. J. (1996). Assess

for success: Handbook on transition assessment. Reston, VA: The Council for Exceptional Children.

St. Peter, S., Field, S., & Hoffman, A. (1992). Self-determination: A literature review and synthesis. Detroit, MI: Wayne State University. The Developmental Disabilities Institute and The College of Education.

St. Peter, S., Field, S., Hoffman, A., & Keena, V. (1992). Self-determination: An annotated bibliography. Detroit, MI: Wayne State University. The Developmental Disabilities Institute and The College of Education.

Wehmeyer, M. (1997). Self-directed learning and self-determination. In M. Agran (Ed.), Student directed learning: A handbook of self-management. Pacific Grove, CA: Brooks/Cole.

Coming in the Next Issue of Link Lines: Self-Determination, Part 2: Curricular Implications

Mark Your Calendar! Communities of Practice Forums (CoP) will be offered free to professionals in Regions 2 and 3. The purposes of T/TAC CoP are sharing information, creating/supporting leadership, and problem solving around topics identified by CoP members. (See related article on page 6.) Forum Topics and Dates: Colonial Institute Follow-Up on Content Enhancement Routines and Learning Strategies October 4; November 2; January 10 Contact: Sue Land (757-221-1925 or saland@wm.edu) Virginia Transition Outcomes Project (VTOP) September 24; November 30; January 28; April 15 Contact: Dale Pennell (757-221-1708 or dppenn@wm.edu) Region 2 Inclusion CoP October 6; November 17; March 23 Contact: Denyse Doerries (757-221-1927 or dbdoer@wm.edu) Region 3 Inclusion CoP September 21; November 10; February 23 Contact: Denyse Doerries (757-221-1927 or dbdoer@wm.edu) If you are interested in attending any of these forums, please email or call the appropriate contact person listed above at least one week prior to the forum dates.

1-800-323-4489 FAX: (757) 221-5053 http://www.wm.edu/ttac

Dr. Denyse Doerries, Co-Director and Sue Land, Co-Director and Behavior/Moderate Disabilities Specialist Inclusion Specialist (757) 221-1927, dbdoer@wm.edu (757) 221-1925, saland@wm.edu

Kristin Holst Dale Pennell Secondary Education/Behavior Specialist Secondary and Transition Specialist (757) 221-5086, kjhols@wm.edu (757) 221-1708, dppenn@wm.edu Louise Smith Tina Spencer Inclusion/Instructional Support Team Specialist Inclusion/Standards of Learning (SOL) Specialist (757) 221-7821, llsmit@wm.edu (757) 221-7822, clspen@wm.edu Donni Stickney Lee Anne Sulzberger Inclusion/Instructional Support Team Specialist Secondary Education Specialist (757) 221-7736, dlstic@wm.edu (757) 221-2313, lasulz@wm.edu Cindy Catlett Administrative Assistant (757) 221-5052, cacatl@wm.edu

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Please share this newsletter with others. It may be copied. Call 1-800-323-4489 to be added to our mailing list or visit our website.

Old Dominion University T/TAC Old Dominion University is responsible for training and technical assistance for Regions 2 and 3 in early childhood special education/primary developmental delay (through age 9) and severe disabilities. You may contact T/TAC ODU at (757) 683-4333, or 1-888-249-5529, or visit their website at http://www.ttac.odu.edu.

T/TAC LINK LINES EDITORS:

Sue Land Dr. Lori Korinek

Managing Editor Executive Editor

Cindy Catlett Layout & Design