Special education services for students with disabilities who participate in the general education curriculum are provided with modifications and/or adaptations as indicated in their individual education program. Students with disabilities who are accessing the general curriculum are often eligible for special education services under the disability categories of autism (AU), emotional disabilities (ED), specific learning disabilities (LD) and other health impairment (OHI). Students may or may not experience other disabilities that have a secondary impact on their educational progress. Fairfax County Public Schools provides services for school-aged students accessing the general curriculum at all elementary, middle, secondary, and high school locations. The PreK-12 curriculum for FCPS is guided by the Virginia Standards of Learning (SOL) and the FCPS Program of Studies (POS) which includes objectives that have been identified for each grade level and curriculum area. This curriculum is a tool for planning, monitoring, and evaluating students’ work and progress on a continuous basis. Specialized instructional programs for reading, writing, and mathematics, are research-based, and provide students with targeted, systematic, and explicit instruction. These programs are used to supplement the general education curriculum and provide students with differentiated approaches to access the curriculum. Teachers provide special education services across a continuum of delivery options, ranging from the least to most restrictive learning environments in the following areas:

• Consultation with general education teachers to include co-teaching with the general education teacher
• Individual and small-group support within general education classroom
• Individual and small-group pull-out services outside of the general education classroom
• Small-group self-contained classes within a general education school
• Special education schools co-located within general education sites
• Separate special education schools

When appropriate, students may also receive services in private day and residential schools, in the home, and in hospital settings. Related services are available to support students in accessing the academic environment.

Central office specialists and curriculum resource teachers

• provide support for school staff to improve student achievement
• coordinate curriculum development
• plan and conduct professional development on topics across the curriculum
• prepare and monitor budget spending
• ensure that the philosophy and design of services reflect the current and relevant research in the field

State Assessments: The Virginia Department of Education (VDOE) regulations require that all students with disabilities participate in the state assessment program. Students accessing the general curriculum typically participate in the Standards of Learning (SOL) assessment. The SOL in the content areas of English, mathematics, science, and history/social science are intended to set reasonable targets and expectations for what teachers are expected to teach and students are expected to learn. The results of SOL assessments for these content areas inform parents and teachers about what students are learning in relation to the SOL and hold schools accountable for teaching the SOL content. Students with disabilities may participate in SOL assessments with or without accommodations.

The student's IEP team determines the state assessment in which the student will participate as well as appropriate accommodations. The student's IEP team also determines whether students will participate in division-wide assessment. The IEP team identifies how the student will be assessed on specific content if the decision is made to exempt the student from a division- wide assessment. For additional information on assessment for students with disabilities visit the following link: https://www.fcps.edu/academics/academic-overview/special-education-instruction/assessment-options-students-disabilities

Additional Assessments: Students receiving special education instruction for high incidence disabilities are provided ongoing academic assessment to support services based on individual unique needs. Special education teachers use assessment data to make instructional decisions and monitor IEP progress. Additional assessments may include:

• Developmental Spelling Assessment (DSA)
• I-Ready
• Observations
• Anecdotal notes
• Reading logs
• Running records
• Qualitative Reading Inventory (QRI)
• Word lists
• CORE Reading Assessment 
• Other informal reading inventories
• Division-wide curriculum assessments
• Teacher-created curriculum assessments
• Reading Fluency Monitor Benchmark Assessor

Students who receive special education services use FCPS approved textbooks and supplementary materials used in general education settings. These materials may be augmented by materials that provide specialized instruction and/or present information at a reduced language and/or reading level as determined by individual needs.Additional information regarding recommended resources and research-based programs can be found using the following link: https://www.fcps.edu/academics/academic-overview/special-education-instruction/high-incidence-disabilities-team-k-12

Recommended Websites

• Council for Exceptional Children
• International Dyslexia Association 
• LD Online
• Council for Learning Disabilities
• National Center for Learning Disabilities
• Intervention Central

The focus for the 2023-24 school year is to continue to support best practices in literacy and math instruction for all special education teachers. SEI staff will support schools and staff by

• Providing proactive support, coaching teachers, modeling, and consulting with them related to instructional best practices and materials to improve student achievement in the content areas
• Conducting school-based and district-wide professional development for teachers and support staff on research- based instructional and
• Providing support to school administrators on program evaluation, program modifications and service delivery models
• Facilitating professional development for school administrators on building foundational literacy knowledge
• Working collaboratively with other staff members from the Department of Special Services and the Instructional Services departments to support schools
• Collaborating with the FCPS Parent Resource Center to provide parents with information about the literacy and math programs used in the district, along with current research surrounding best practices for students with disabilities
• Providing access to research-based instructional materials and practices in the areas of literacy and mathematics and providing training and support to schools on the selection and use of these materials
• Leading school-based and district-wide in-services to enhance teachers' knowledge of special education instructional strategies

Goals for 2023-24 School Year

Goal 1

During the 2023-24 school year, SEI staff will provide professional development on research-based literacy practices for staff and administrators. Additionally, SEI staff will continue to provide coaching support to veteran and new teachers and school teams on implementation of literacy practices. Data sources will include count of training and participants, and direct visits to support schools and school teams.

Goal 2

During the 2023-24 school year, extreme teacher shortage has resulted in an increase in the number of new special education teachers and teacher trainees in schools across FCPS. SEI staff will provide professional development on high-leverage practices to support new special education teachers. Data sources will include the count of training and participants. 

Goal 1

During 2022-23, SEI staff in collaboration with Adapted Curriculum and other OSEI offices will provide professional development on specially designed instruction and high leverage practices and continue to provide coaching support to veteran and new teachers and school teams on implementation of direct-instruction programs. Data sources will include count of training and participants, and direct visits to support schools and school teams.

In 2022-23, SEI staff completed 2,852 counts of direct visits to support teachers and school teams across 5 regions. The purpose of the school visits was to support teachers through coaching, consulting, and modeling, data- digging, and feedback to individual teachers. Additionally, 519 staff members were trained in specially designed instruction and high leverage practices.

Goal 2

During 2022-23, SEI staff in collaboration with Behavior Intervention Services (BIT) and Office of School Supports (OSS) will develop and provide professional development and other resources for paraprofessionals on high-leverage practices. Data sources will include the count of trainings and participants.

In 2022-23, SEI staff in collaboration with other offices provided professional development to 342 paraprofessionals on high leverage practices through 6 county-wide professional development sessions.