Save the Date: 2025 Family Summit

Save the date for the 2025 Family Summit on Saturday, March 15, 2025, 8 a.m.-3 p.m. (Location to be announced.)

Dr. Julie Causton, a best-selling author, inspiring speaker, and inclusion advocate, will join us to share about inclusive schools. 

Stay tuned for more details!

SEL Screener Results Coming Soon

FCPS supports student mental wellness through the Social-Emotional Learning (SEL) Screener. Students in grades 3-12 took this screener in October to assess their social-emotional skills and sense of belonging in schools. Students provided information about their skills in achieving goals, understanding and managing emotions, establishing and maintaining relationships with adults and peers, and making responsible decisions. Screener data is evaluated and used to create the learning experiences and environments students need to be successful.

Individual student SEL Screener results will be available in early December to families through SIS ParentVue in the Documents section.  For families who do not have an active ParentVUE account, results will be sent via postal mail.

Learn how to activate your ParentVUE account for easy access to your child’s SEL Screener results and other information.

Need support in understanding your child’s SEL Screener results and how to support them at home? Review the SEL Screener Results Family Guide or contact your child’s school. 

New Accessibility Resources

We are excited to announce new accessibility resources: Accessible Educational Materials (AEM). AEM are designed or modified in a way that makes them usable by all learners. As an important part of Universal Design for Learning (UDL), AEM ensures that all students can learn in a way that works best for them. 

Learn more about:

• FCPS Keep C.A.L.M. and Choose Accessible Learning Materials
• Accessible Documents, Presentations, and Resources
• Accessible Instructional Materials (AIM)

These updates are part of our ongoing commitment to UDL and inclusive practices. 

Adapted Physical Education and Recreation Programs 

Adapted physical education services provide students with disabilities with specially designed instruction to access and progress toward their grade-level general physical education curriculum. The goal is to help students develop skills that they can use to maintain a well-balanced lifestyle that includes healthy habits, social engagement, and active participation in the community as meaningful contributors. Fairfax County Park Authority offers adapted recreation opportunities and adapted recreation programs. Every child is different and they all deserve a chance to play, learn, and have fun! 

Why Some Students with Disabilities Stay in FCPS Until Age 22

FCPS is dedicated to addressing the unique educational needs of all students, including those with disabilities. In Virginia, the post-secondary planning process formally begins when the Individualized Education Program (IEP) team develops Transition Plans for students with disabilities at the age of 14. 

The Individuals with Disabilities Education Act (IDEA), which governs special education nationwide, mandates that students with disabilities are eligible for services until they graduate with a regular diploma or until they reach age 22, whichever comes first. This allows students with disabilities the time and support they need to complete school and prepare for life after high school, whether they plan to enter the workforce, pursue further education, or engage in other postsecondary programs.

Under FCPS regulation 2466, a student with a disability who has an IEP is entitled to work toward a program-completion option based on the student’s individual strengths, needs, and future goals as determined by their IEP team. These options might include earning an Advanced Studies Diploma, a Standard Diploma, or an Applied Studies Diploma. 

Many FCPS students who extend their time in our school system participate in work-based learning experiences and continue to work with community agency partners such as DARS (Department of Aging and Rehabilitative Services) and CSB (Community Services Board) to receive support.  

FCPS has robust programming for students with disabilities who are ages 18-22 through our Work Awareness and Transition (WAT) coursework, Secondary Transition to Employment Program (STEP) coursework, and Career Center pathways through Davis and Pulley career centers.

For some students with disabilities, staying in school until age 22 provides a valuable opportunity to reach their full potential and achieve personal and educational success with the support and guidance they require as part of their IEP. This is an important part of FCPS’s commitment to ensuring that all students have an opportunity to work toward employment, and independence, and have access to the resources and staff necessary to succeed.

VR Program Supports Out-of-State Post Secondary Schools

Students with a disability who qualify for the Department for Aging and Rehabilitative Services (DARS) Vocational Rehabilitation (VR) program in Virginia may now be eligible for VR services outside of Virginia. 

The U.S. Department of Education recently issued guidance clarifying how local VR agencies should respond to requests for out-of-state services — including postsecondary programs — if in-state options don’t exist. This means our students with disabilities may receive VR support for colleges, universities, and trade schools anywhere in the United States, not just in Virginia! 

Students may consider out-of-state schools that address their specific needs or offer a course of study or degree needed to meet an employment goal in their individualized plan for employment (IPE). If they get accepted into a prestigious out-of-state school that increases their opportunities for future employment, the local VR agency would consider supporting that option. 

Learn more about the DARS Vocational Rehabilitation (VR) program, including how to apply. 

Be a Special Education Teacher!

Have you ever thought about becoming a special education teacher in FCPS?  Register now for the virtual information session on Thursday, December 12, 6-7:15 p.m., to learn more about becoming a special educator.

Executive Functioning Webinars 

FCPS Behavior Intervention Services is partnering with the Family Resource Center (FRC) to offer a series of free webinars on executive functioning beginning Tuesday, January 17. 

This series will provide an overview of executive functioning and practical strategies for immediate use in both home and school settings for students of all ages. 

Participants will leave the webinars with an understanding of their child’s developmental milestones, how to recognize signs of executive dysfunction, and fun and effective strategies to strengthen executive function skills. 

Be on the lookout for more information and an opportunity to register for this series. 

Early Literacy Resources

Early literacy resources for families, teachers, and other caregivers are available online from the Fairfax County Public Library.

Highlights include:

• Publications for families and caregivers of babies, toddlers, and preschoolers that include picture book recommendations and the Read, Talk, Sing, Write, and Play series
• Information on library programs offered throughout the county for children from birth to age five
• Book recommendations and activities for families to learn about cultural celebrations
• Information and links for the 1000 Books Before Kindergarten program

Extended School Year and Assessment Webinar

The Extended School Year (ESY) team facilitated an amazing session for parents about the new Virginia Alternate Assessment Program (VAAP) Participation Decision-Making Tool. If you were unable to attend this session, we invite you to watch the recording.

The ESY team is already gearing up for summer and is excited to announce that dates have been set for ESY Summer Services 2025!  Direct Class-Based Services for ESY will take place Monday, June 30, 2025, through Friday, July 25, 2025, with July 3 and 4 being holidays.  

Sites and bell schedules will be announced in early 2025. If you have questions about participation in ESY, please contact your child’s case manager.

COVID-19 Compensatory Education: FCPS Service Delivery Options

Students who have outstanding C19 Compensatory Education Services can have those services delivered using the following options:

• Before/After School
• During the School Day
• Regional Saturday Academy
• Weekends
• Other or Outside of FCPS Private Provider
• Varsity Tutors for Schools FCPS Partnership

Saturday Academy is a service delivery option for school teams to help students complete COVID-19 Compensatory Education Services. It will run at four locations from Saturday, November 16, to Saturday, May 17, 2025. Sessions are held from 8:30 to 11:30 a.m., with no sessions during holidays or when sites are closed for inclement weather or other reasons. Transportation will be provided. 

Students can start Saturday Academy once they’re matched with a C-19 Service Provider and registered at least two weeks before their start date. If your student qualifies, please contact their IEP team or case manager to discuss and start registration.

If you have any questions about any of the service delivery options, contact your child’s case manager or the Plan Administrator Adam Cahuantzi at agcahuantzi@fcps.edu.

Office of the Ombuds: We’re Here to Hear You!

The FCPS Ombuds Office offers confidential support for students, families, staff, and community members facing FCPS-related concerns, including special education issues. Our team listens attentively, provides information, and explores solutions to help you navigate challenges. We work with you guided by the following principles:

• Independent: Our office is free from undue influence
• Impartial: Our staff remain neutral and do not take sides
• Informal: Ombuds’ services are informal and “off-the-record.”  Our staff members do not have the authority to change rules and policies or conduct investigations.   
• Confidential: Your identity and any communication with the Ombuds is confidential as permitted by law.

Contact us by phone (571-423-4014), text (571-496-8284), email (ombuds@fcps.edu), or Submit a Question to the Ombuds. 

Meet the Family Resource Center

The FCPS Family Resource Center (FRC) offers a welcoming and engaging environment for families, caregivers, educators, and community members.  We provide access to information and resources to support the success of all students, including those with learning challenges, special needs, and disabilities.

FRC services are provided at no cost and include:

• Consultations and Resources:
  We offer free, confidential in-person, videoconference, and phone consultations for families and FCPS staff. We can brainstorm strategies and possible solutions to help you address your concerns by drawing upon resources and support from FCPS, as well as community, state, and national centers. Contact us to set up an appointment.
• Webinars and Workshops:
  Learn more about and register for our monthly webinars and workshops.
• Lending Library:
  Our Lending Library contains more than 10,000 books, eBooks, DVDs, and CDs on topics related to parenting and educating all children. We can send any materials to your child’s school or FCPS office.
• FCPS Tutors:
  We maintain a list of FCPS employees who are available to tutor. Contact us to receive more information about this resource for your student. 

Visit the FRC at the Dunn Loring Center for Family Services, 2334 Gallows Road, Entrance 1, Room 105. Or contact the FRC at 703-204-3941 or frc@fcps.edu. 

IEP Information to Start the Year

Starting a new school year can be both exciting and challenging for parents of special education students. You will receive a letter from your student’s case manager outlining the responsibilities of the case manager, providing a link to the Special Education Parent Handbook, and information regarding the Office of the Ombuds, and the Family Resource Center as well as a flyer with community resources. Here is a list of important information you should be aware of:

1. Individualized Education Program (IEP) Review:
   • IEP Details: Your child’s IEP outlines goals, accommodations, and services. If you do not have a copy of the most recent version of the IEP, you may reach out to your student’s case manager for a digital or paper copy.
   • Meetings: IEP meetings are held on an annual basis. Your student’s case manager will contact you to schedule the meeting.  If you have concerns you would like to discuss with the team, please contact your student’s case manager to schedule an IEP addendum meeting.
2. Staff Contacts:
   • Teacher(s): This will be the best person for you to contact should you have any questions or concerns throughout the year.
   • Case Manager: The case manager is responsible for coordinating your child’s special education services and related meetings.
   • Related Service Providers: If you have questions regarding related services and/or related service providers (e.g., speech, occupational, physical therapists), please contact your case manager and they can help connect you with the correct person.
3. Health Information about Medical Needs:
   Ensure that any medical information is clearly outlined and communicated with the public health nurse at your child’s school. 
4. Prepare Your Child for Goals, accommodations, and services:
   If appropriate for your family, help your child understand their IEP goals, accommodations, and services and how to become an advocate for themselves.
5. Extracurricular Activities Participation:
   If your child is interested in participating in extracurricular activities and requires accommodations, please contact your child’s case manager.
6. Transportation Arrangements:
   If your child receives special transportation services and you have any questions or concerns, contact your child’s case manager.
7. Seek Support if Needed:
   If you have concerns about the implementation of the IEP or if you feel that your child’s needs are not being adequately addressed, reach out to your child’s case manager. If the concern persists, please contact an administrator at your child’s school.  

Section 504: Start the Year Strong

Starting the school year with a clear understanding and effective communication about your child’s 504 Plan can set a positive tone for their educational experience and ensure they receive the necessary support for their success. Here are 4 tips to start the year strong!

1. Home/School Partnership: Check for updates
   Review your child’s existing Section 504 Plan to make sure it accurately reflects their needs. If there have been any changes in your child’s health, needs, or educational situation, request a Section 504 Plan meeting, by contacting your child’s 504 case manager.
2. Monitor Progress: Check in regularly
   Keep in touch with your child’s teachers and case manager to review and consider if a change in accommodations is appropriate.
3. Prepare Your Child: Discuss their accommodations
   Help your child understand their accommodations and how to advocate for themselves, when appropriate.

Seek Support if Needed: Resources
If you have concerns about the implementation of the Section 504 Plan or if you feel that your child’s needs are not being adequately addressed, reach out to your child’s school counselor and/or Section 504 case manager.  If the concern persists, please contact an administrator at your child’s school.