Children are our priority. Ensuring their needs are met is our goal.
Thankfully, it isn’t the parent’s job to create IEPs that are written with clear, concise language that ensures provision of a Free Appropriate Public Education (FAPE). That’s the school division’s job.
And yet . . . Vague and broad language persists and the Virginia Department of Education has allowed this.
Reading and math scores have declined, according to the “Nation’s Report Card”. which was released today by the U.S. Department of Education’s National Center for Education Statistics.
This comes as no surprise. In Virginia, Samantha Hollins knows Virginia is in noncompliance with the Individuals with Disabilities Education Act, but allows the noncompliance to continue.
According to NAEP, in Virginia, the following percentages of 4th graders are performing at or above “proficient” level in math and reading:
Math:38%
Reading: 32%
These numbers drop for 8th graders.
The complaint on which the investigation is based alleges FCPS failed to implement Individualized Education Programs throughout the county, which is a violation of Individuals with Disabilities in Education Act and implementing Virginia regulations.
For each issue cited, OSEP required an action to address the issue—and these actions had 90-day timelines associated with them.
Almost two-and-a-half years later, issues remain, the DMS report has yet to be closed out, and more concerns continue to rise.
The complaint on which the investigation is based alleges FCPS engaged in predetermination, which is a procedural violation of the Individuals with Disabilities in Education Act and implementing Virginia regulations.
The report comes as no surprise to parents or educators. It confirms what parents have experienced for decades. Students’ needs are not being addressed pursuant to IDEA, Section 504, and state implementing regulations, teachers are undertrained and under supported, and leadership encourages teachers to be quiet rather than proactive in helping to ensure the needs of students are met.
According to VDOE, “Prior to the pandemic, the number of students statewide who failed an SOL reading test but showed growth — and therefore counted toward their school’s accreditation rating — ranged from 19,000-20,000. With this latest round of accreditation calculations, the number has more than tripled to 61,000.
“Similarly, the number of students who failed a math SOL test before the pandemic but showed growth and counted toward their school’s rating was about 20,000. This year the number has quadrupled to more than 88,000.”