There are currently over 26,000 students in FCPS who receive special education services.  Students with disabilities in grade 3-8 and tested courses in high school participate in the state assessment program.  Assessments in the state assessment program are administered at every school within the school system.

Elementary and Middle School

Students at the elementary and middle school levels participate in SOL assessments in grades 3-8.  Students with disabilities may take these multiple-choice tests with any required testing accommodations documented on the student's IEP or 504 Plan.  Dually identified students are students with disabilities who are also English Learners.  Dually identified students may utilize appropriate limited English proficiency (LEP) accommodations for any SOL in addition to required special education accommodations.  Assessment decisions for dually identified students are determined by the IEP team or 504 knowledgeable committee in collaboration with the ESOL teacher.

High School

Students in high school participate in end-of-course Standards of Learning (EOC-SOL) tests to demonstrate their understanding of the concepts taught in selected courses, and to verify credit for completion of diploma requirements.  Students with disabilities may take these multiple-choice tests with any required test accommodations as documented on their IEP or 504 Plan. 

A knowledgeable IEP team or 504 committee must determine a student’s eligibility for credit accommodations.
 

Students with disabilities can participate in the Standards of Learning (SOL) tests with or without accommodations.  Students must meet specific criteria to participate in the Virginia Alternate Assessment Program (VAAP).  All decisions regarding assessment(s) the student will take are made by the IEP team on an annual basis.  To determine whether a student should participate in assessments and requires accommodations, the student's IEP team must review:

• Student learning characteristics,
• Evidence of performance on assessments using multiple-choice and other formats, and
• Any other data presented to determine if the student meets the criteria to participate with accommodations.

IEP teams are advised to clearly consider the student's performance profile in each subject area to be assessed.  Each subject area must be considered separately to determine accommodations or test format.  The VDOE has established strict criteria for the use of certain reading and math accommodations.  The IEP team or 504 committee must keep copies of the data reviewed and considered when determining if these reading and math accommodations are appropriate for a student.

States are required to assess all students, including students with significant cognitive disabilities.  In Virginia, the alternate assessment, VAAP, assesses students with significant cognitive disabilities on what they have learned from the Virginia Essentialized Standards of Learning (VESOL).  The VESOL are content standards of learning that have been reduced in depth, breadth, and complexity to be more appropriate for students with significant cognitive disabilities.  The VAAP is a multiple-choice assessment in reading, mathematics, and science and is administered in an online and/or paper format.  History/social science and writing are assessed with a performance assessment in a portfolio format and are scored by school teams using a scoring rubric. Only students with significant cognitive disabilities may participate in the VAAP.  IEP teams must review the nature and severity of the student's disability, adaptive behavior skills, and student learning characteristics when determining whether the VAAP is the appropriate assessment for the student (VAAP Guidance Document).  For the federal accountability system, no more than one percent of a district’s population assessed and receiving a passing score each year may come from this alternate assessment.  In FCPS, students with significant cognitive disabilities who are receiving instruction based on the VESOL participate in the VAAP in grades 3-8, 10, and 11.  Students being instructed in the VESOL and assessed with the VAAP will earn an Applied Studies Diploma.  The VAAP cannot be used as verified credit for any other diploma option.

Diploma Options

State guidelines prescribe the number of standard and verified credits required for graduation for students entering a Virginia public high school for the first time during the tenth grade or after.  A standard credit is earned when a student passes a course.  A verified credit is earned when a student passes a course and either the associated end-of-course SOL test or an authentic performance assessment in the areas of history and social sciences and English (writing).  In some cases, students may use substitute tests, certifications, or the appeal process to earn verified credits.  Eligible students with disabilities can use credit accommodations to earn a Standard or Advanced Studies Diploma.  Eligible students with disabilities who meet the criteria may also use the Special Permission Locally Awarded Verified Credit-Accommodation to earn a Standard or Advanced Studies Diploma.  Students with disabilities who complete the requirements for his/her IEP and do not meet the requirements for other diplomas shall be awarded an Applied Studies Diploma. Access additional information on the Applied Studies Diploma on VDOE Applied Studies Diploma website.

The Office of Special Education Instruction (OSEI) collaborates with content specialists from the Instructional Services Department (ISD) and specialists from the Office of Assessment and Reporting to provide training and support to teachers whose students are participating in the SOL and VAAP.  This ongoing professional development is designed to:

• integrate best practices in differentiated instruction and assessment,
• enhance teacher understanding of all elements of each SOL and VESOL, and
• support teachers instructional process for teaching the VESOL.

Some trainings are co-presented by staff from OSEI and ISD in a conscious effort to model collaboration between general and special education teachers when planning for instruction and assessment to enhance learning for all students.  Online resources are developed by cross-office teams.  Currently available resources include:

• online courses,
• asynchronous presentations,
• all required forms and state documents, and
• resources to increase efficiency for instructing the VESOL.

SOL assessments test students on the same standards of learning that are included in the SOL test blueprint for each grade level.  Test blueprints can be found at: VDOE SOL Test Administration.  Teachers are expected to follow the FCPS Program of Studies as they work with students to prepare them for these assessments. The VAAP assesses students on the Virginia Essentialized Standards of Learning (VESOL).  VAAP Test Blueprints can be found at: VDOE VAAP Assessment.  Teachers with students participating in all assessment options use the instructional and supplementary materials approved and provided by FCPS.  Additional instructional resources can be found at the T/TAC website: http://ttaconline.org/vaap.

• The Assessment section of OSEI works to keep FCPS staff updated on the State assessment options for students with disabilities, including: criteria, specifics regarding the assessments, process for how an IEP team will identify which assessment is the most appropriate, and the impact of assessment decisions on the student’s future options.  The areas of focus for the 2023-2024 school year are:

• Continued collaboration with the Office of Assessment and Reporting and the Instructional Services Department: PreK-12 Instructional team as well as the Office of ESOL Services in the development of performance-based assessments.
• Continued collaboration with other sections of the Department of Special Services, especially the Office of Special Education Instruction (PreK-12 Special Education Instruction and Adapted Curriculum teams) and the Office of Special Education Procedural Support (Due Process, SEA-STARS, and Procedural Support Liaison teams).
• Continued partnership with the Adapted Curriculum Team to:   
  • assist teachers in understanding the changes to the VAAP assessment and the expectations around VESOL-based instruction.
  • assist teachers in task analyzing the grade-level VESOL.
  • support administrators, lead teachers, and School Test Coordinators (STC) in understanding the expectations of VESOL-based instruction and the multiple-choice assessment administered in an online or paper format.
  • support the development of performance-based assessments.
• Collaboration with the Office of School Counseling and the Office of Assessment and Reporting on diploma options and credit accommodations.
• Assist teachers and parents in understanding the assessment options for students with disabilities and the impact on diploma options.
• Review assessment, graduation, and participation data and communicate findings with appropriate central office staff and school administration.

Changes continue to occur within Virginia’s assessment system for students with disabilities. The Assessment section will strive to remain as current as possible on changes and work closely with the Office of Assessment and Reporting in communicating necessary information to schools and to educate IEP teams, to include multi-agency schools.  The assessment section of OSEI will provide on-site and virtual support in an efficient and effective manner to ensure both school teams and parents understand how students can access state assessment options. 

Goal #1

During the 2023-24 school year, the ESY and Assessment team in collaboration with other offices within Office of Special Education Instruction will develop trainings, resources, and provide support to school staff around the qualification criteria for instruction of the Virginia Essentialized Standards of Learning (VESOL) and the VAAP assessment. Data sources will include number of trainings, office hours, resources developed, and collaborative visits to support school staff.

Goal #2

During the 2023-24  school year, in collaboration the Office of Special Education Instruction (OSEI), Office of Assessment & Reporting (OAR), Office of Special Education Procedural Supports (OSEPS), and Office of ESOL Services, the ESY and Assessment team will develop training, resources, and provide support to school staff around the areas of SOL testing accommodations, Diploma Options, and the Special Permissions Locally Awarded Verified Credit - Accommodation. Data sources will include f training sessions, office hours, resources developed, and collaborative visits to support school staff.

Goal #1

By September 2023, the division’s projected VAAP participation rate by grade levels will not exceed 1% of the total Fall Membership for tested grades.

VAAP participation during the 2022-2023 school year had a participation percentage rate of: