Legislative and Accountability Standards

Description:

Every state receiving funds for serving students with disabilities (all do) must submit and be measured against established standards. The Virginia DOE standards for accountability regarding implementation of inclusive practices for students with disabilities are as follows. Use this section to determine your school's status with regard to these standards.
Practices:
  1. Our school is the home (neighborhood) school for students with disabilities receiving their education here.
  2. The percentage of students receiving special education services in your school mirrors state and federal statistics (Generally agreed upon as 8-12% per 2016 Annual Report to Congress re: Implementation of IDEA).
  3. Our school meets the VA state target of 70% of students spending 80% OR MORE of the day in general education. (5A, State actual = 67.60.0%)
  4. Our school meets the VA state standard of LESS THAN 8% of students with disabilities spending less than 40% of their time in the general education setting. (5B. State actual = 9.30%) Our school meets the VA state standard of less than 20% of students with disabilities in separate school, residential facilities, or homebound/hospital placements. (5C. State actual = 4.39%)
  5. More than 32% of students aged 3-5 with IEPs receive the majority of special education and related services in the regular early childhood program. (6A. State actual = 34.48%)
  6. Facilities used by students with disabilities (when specialized services are required) are not stigmatizing with regard to location, appearance or design.
Phases of Implementation:
Excellence Phase
  • The percentage of students enrolled in special education reflects national and state incidence rates (8% - 12%).
  • Students with disabilities are educated with non- disabled peers at least 80percent of the time.
  • Students with disabilities are educated on their home campus.
  • The achievement gap, if present, has closed measurably.
  • Facilities used by students with disabilities (when specialized services are required) are not stigmatizing with regard to location, appearance or design.
Implementation Phase
  • Progress is realized in aligning the percentage of students receiving special education services with regard to national and state figures (LRE).
  • Movement of students with disabilities to their neighborhood school is planned and in progress.
  • The percentage of time students with disabilities are educated in the general setting is increasing.
  • Formal steps are implemented to close the achievement gap between general education students and students with disabilities.
Initiation Phase
  • Students with disabilities who are currently not being educated at their home school are identified.
  • The percentage of time each eligible student spends in the general class is determined.
  • Actions are being taken to implement in-class support options.
  • School personnel can articulate student performance on the state assessment and are aware of any achievement gaps that exist.
Resources: (more to come)