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https://www.fcps.edu/sites/default/files/media/forms/SpecialEducationParentHandbook-Spanish.pdf

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https://www.fcps.edu/node/42464

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Information to assist school teams in determining if provided supports should be considered an accommodation or a modification.

What is an accommodation?

Changes HOW the student will learn or demonstrate his/her knowledge, keeping content expectations the same

Help support access to the general curriculum.

Do not change what is taught.

Provide adaptations for a child with a disability without setting different expectations.

What is a modification?

Changes WHAT the student is expected to learn

Perform objectives different from those of the rest of the class.

Adjustments to an assignment or a test that change the standard of what the test or assignment is supposed to measure.

Practices that change, lower, or reduce learning expectations.

The following information is intended to assist school teams in determining if provided supports should be considered an accommodation or a modification. Please note: A student might require an individual assignment modified and then demonstrate a full understanding of the content on a final assessment without modification. These students may be considered to be demonstrating mastery on non-modified instruction for the Special Permission Locally Awarded Verified Credit Accommodation (SPLAVC-A). This student may also be considered for return to in-person with group 5, Intensive Support Needs.

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Information to assist school teams in determining if provided supports should be considered an accommodation or a modification. Changes HOW the student will learn or demonstrate his/her knowledge, keeping content expectations the same Help support access to the general curriculum. Do not change what is taught.

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/adapted-curriculum-prek-12

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Adapted Curriculum Literacy Matrix

Specialized Reading Programs for Students with Disabilities Accessing an Adapted Curriculum

Instructional Program

Services for students with low incidence disabilities are delivered based on a continuum of placement options that include base schools, regional programs, and center sites. Instruction is based on individual needs as specified in students' individualized education programs (IEP). Special education services range from support in general education settings to specialized instruction in self-contained special education classes.

The academic instructional program for students on an adapted curriculum is guided by the general education curriculum and provides instruction with an additional focus on life skills. The curriculum emphasizes skills necessary for and relevant to independent functioning, allowing each student to reach his or her highest possible level of independence.

The focus of instructional programming is on developing core academic knowledge, improving social skills and adjustment, increasing appropriate behaviors, and developing critical career and work skills in preparation for a productive adult life.

Community-based instruction (CBI) is a key component of educational programming for students with low incidence disabilities on an adapted curriculum. This program gives students the opportunity to develop both life skills and work skills in a variety of real-life settings.

High school students can participate in foundations elective courses; English, science, U.S. and Virginia history and world history. These courses are designed to provide students with the opportunity to participate in general education content courses where curriculum can be modified and presented at an individualized pace of instruction without the requirement of an end-of-course test. Instruction for students with low incidence disabilities on an adapted curriculum involves the use of specialized strategies.

Visual strategies are often used to support communication and acquisition of content knowledge.

Principles of ABA are used to address behavioral challenges and teach new skills. ABA is a research-based intervention that emphasizes the importance of breaking skills down into small units through task analysis. New skills are taught through the use of reinforcement, shaping, prompting, and other specialized techniques.

Contact Information
Special Education Curriculum
Jugnu Agrawal, Program Manager
571-423-4295
jpagrawal@fcps.edu

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Specialized Reading Programs for Students with Disabilities Accessing an Adapted Curriculum Services for students with low incidence disabilities are delivered based on a continuum of placement options that include base schools, regional programs, and center sites. Instruction is based on individual needs as specified in students' individualized education programs (IEP).

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/adapted-physical-education-services

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Providing developmentally-appropriate physical education to meet the individualized needs of students with disabilities.

In Fairfax County Public Schools, adapted physical education services are offered by a multidisciplinary team. In collaboration with teachers and staff members, a variety of strategies and supports are integrated into physical education to ensure safe and successful participation for each student.

A continuum of adapted physical education services provides students with instruction in the least restrictive environment. Adapted physical education teachers provide support, consultation, and collaboration for students requiring specialized instruction. School-based adapted physical education teachers provide specialized instruction for students in self-contained adapted physical education classes.

Questions?

A student's need for adapted physical education services may vary over the course of their educational career, especially due to changes in curricular demands and student performance.

If you have questions about meeting a student's needs in physical education via adapted physical education services, please call 571-423-4182.

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Providing developmentally-appropriate physical education to meet the individualized needs of students with disabilities. In Fairfax County Public Schools, adapted physical education services are offered by a multidisciplinary team. In collaboration with teachers and staff members, a variety of strategies and supports are integrated into physical education to ensure safe and successful participation for each student.

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Programa de Análisis de Comportamiento Aplicado (ABA)

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Programa de Análisis de Comportamiento Aplicado (ABA)

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/applied-behavior-analysis-aba-program

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Supporting the special education instruction of students with autism and related disorders through the use of principles of ABA.

Applied behavior analysis (ABA) is the application of behavioral principles to shape behaviors and teach new skills. Behaviors are observed and analyzed to determine their function. The antecedents and consequences (events preceding and subsequent to the behavior) are analyzed and manipulated in an effort to shape or change behavior. Skills are broken down into small, discrete steps and taught systematically.

In designated classrooms, ABA is used to

modify behaviors,

teach new skills, and

prepare students to function as independently as possible.

PreK-12 ABA staff provide ongoing training and direct support to school staff to enhance the delivery of services using ABA methodologies. This includes the development and implementation of individualized instructional curricula and behavioral programs.

ABA Parent Training

All family members and caregivers are welcome to attend monthly ABA Parent Training.
Select a training title below to view the description, flyer, and flyer translations.
*The ABA Overview training contains information relevant to the additional training topics. It is highly recommended that you attend the ABA Overview training if you plan to attend the other sessions.
If you need an interpreter for any of the trainings, please contact Liane Sprunk at 571- 423-4110.

ABA Parent Calendar Flyer

ABA Parent Training Videos

The following short videos are designed to support learning skills and developing structures in the home environment for students with autism and other developmental disabilities.
Select a topic to view a video and a list of available translations.

Our ABA Program and Services

ABA programs emphasize

the importance of looking at the ABCs (antecedents, behaviors, and consequences) of behaviors,

teaching new behaviors, and

developing systematic instructional plans to teach new skills.

Skills are broken down into small units through a task analysis.

ABA programs teach skills through the use of

Data collection and analysis is an important component of an ABA program. Data is used to measure progress on the acquisition of new behaviors and new skills.

A verbal behavior program utilizes the basic principles of ABA with a focus on teaching verbal behavior as defined by B.F. Skinner's Analysis of Verbal Behavior.

Forms of verbal behavior include

talking,

signing,

picture systems, and

other augmentative communication systems.

Verbal behavior programs use a behavioral classification system for language that identifies verbal operants or functional units of language. These include:

mands (requests),

tacts (labels),

echoic (vocal imitation),

motor imitation,

receptive language, and

intraverbals (answering questions, conversation).

In a verbal behavior program, the mand repertoire is taught early on in programming by using words that are highly motivating to the child as the targets. Each target word is taught across the verbal operants or assessed to determine that generalization occurred across the different functions or operants. Fairfax County Public Schools is enhancing its ABA services to include verbal behavior.

The Integration of Verbal Behavior and the Curriculum

The Early Academic Curriculum Guide uses a verbal behavior framework for analyzing language. Preschool and elementary teachers are encouraged to use this guide to identify appropriate goals and objectives in the language-communication area.

In a VB approach there is an emphasis on helping students make spontaneous, independent requests and on their ability to use signs, words, or pictures across each of the different functions (request, receptive label, expressive label, etc). A curriculum planning form has been developed and provided to each teacher. This planning form provides a systematic way to integrate the different functions of language into activities or units.

ABA programs focus on the development of comprehensive skills.

Language skills are critical for independent functioning, cognitive growth, and social development, and are a key component in the FCPS ABA-VB program.

Social, play, and leisure skills are also important and enhance a child's quality of life.

Self-help skills build independence.

Academic skills help a child access the general education curriculum.

Well-designed ABA teaching programs result in positive outcomes that are durable over time and generalize to new situations.

FCPS uses a structured ABA approach which

allows for flexibility to meet each student's needs and

emphasizes teaching in the natural environment.

ABA Teaching Procedures that Facilitate Generalization and Transfer of Skills

Teaching procedures should be systematic, yet flexible to meet the individual needs of the students. For students to be successful in a variety of environments, intervention must be as natural as possible and take place in different instructional formats including small and large group settings. FCPS teachers look at the individual needs of students when making instructional decisions such as the complexity of language used with the student, the reinforcement schedule, the types of reinforcement, or the specific skills to be taught.

It is important to collect and analyze data to

measure student progress,

evaluate the effectiveness of the student's individual program, and

to identify skills or behaviors that students need to learn.

There are a variety of data collection methods, such as continuous data procedures and time sampling procedures, that yield reliable, accurate, and valid data. FCPS uses a variety of data collection methods to measure progress including probe data, time sampling recording procedures, and trial by trial data probes.

ABA coaches are teachers who have advanced technical skills and knowledge in the application of Applied Behavior Analysis. Each coach supports a group of classes within a geographic area. The ABA coaches visit classes on a regular basis to assist teachers to design and deliver ABA services to students. The coaches are available to provide training to staff as needed.

Early Academic Curriculum Guide, which was developed by FCPS staff with support from Todd Streff, Great Strides Behavioral Consulting Inc. and with resources provided by Ron Leaf, Ph.D., Autism Partnership. The curriculum guide includes a comprehensive skill list, an assessment checklist, and data forms to measure progress and skill acquisition.

The Assessment of Basic Language Learning Skills (ABLLS) will be used to educate all autism staff and parents on the functional units of language within a verbal behavior framework. As FCPS enhances its ABA services with the addition of verbal behavior, teachers and ABA coaches will be trained and knowledgeable about the ABLLS and may use it as an additional resource to guide curriculum selection. There is an emphasis on selecting a curriculum based on individual student needs rather than relying exclusively on a single instrument.

FCPS autism teachers also administer the Brigance Diagnostic Inventory in the fall and in the spring to assess student performance.

Collaboration between home ABA providers and school teams is important for fostering student progress and facilitating generalization of skills.

Each school has procedures and policies for classroom visits designed to maintain the integrity and continuity of the instructional program.

Parents wishing to have their home ABA consultants observe in their child's classroom should request that visit through the principal. Once the principal has received the request:

The principal will coordinate the visit and contact the ABA coach who will accompany the consultant during the classroom observation.

The ABA coach will also be available to meet with the home ABA consultant immediately following the observation to answer any questions.

The ABA coaches will follow-up with teachers after the classroom visit and will take into consideration the information discussed during the debriefing.

The teacher or principal should contact the ABA coach. Depending on the severity of the behavior, the ABA coach will ask the staff to gather data about the antecedents, the behavior (frequency, intensity, or duration), and the consequences following the behavior. This data is critical in forming a hypothesis to identify the function(s) of the behavior and determine the appropriate interventions.

Once the data is gathered, the ABA coach will support the school team in developing a behavior plan. Behavior plans should be shared and reviewed with all members of the team. The implementation of a behavior plan requires consistency and support from the team including the family. Data will continue to be gathered to assess the effectiveness of the plan.

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Supporting the special education instruction of students with autism and related disorders through the use of principles of ABA. Applied behavior analysis (ABA) is the application of behavioral principles to shape behaviors and teach new skills. Behaviors are observed and analyzed to determine their function.

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Opciones de evaluación para estudiantes con discapacidades

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Opciones de evaluación para estudiantes con discapacidades

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/assessment-options-students-disabilities

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Students with disabilities have several options for participating in the regular state accountability assessments.

Standards of Learning (SOL) Assessments

All students, including those with disabilities, are assessed on statewide accountability measures. In Virginia, students with disabilities have several options for participating in the regular state accountability assessments.

Students with disabilities may participate in the Standards of Learning (SOL) assessments in the same manner that non-disabled students participate, or they may participate in the SOL assessments with standard or non-standard accommodations.

Content Area Assessments by Grade Level

SOL Assessments Resources

SOL Test Blueprints

Virginia Alternate Assessment Program (VAAP)

The VAAP is designed to evaluate the performance of students with significant cognitive disabilities. This assessment is available to students with significant cognitive disabilities in grades 3-8 and high school who are working on academic standards that have been reduced in depth, breadth, and complexity. These content standards are referred to as the Virginia Essentialized Standards of Learning (VESOL). Content areas assessed each year align with SOL content areas assessed for their grade level peers in Reading, Writing, Mathematics, Science, and History-Social Science. Students instructed in the VESOL will earn the Applied Studies Diploma.

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Assessment Options for Students with Disabilities

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Students with disabilities have several options for participating in the regular state accountability assessments. All students, including those with disabilities, are assessed on statewide accountability measures. In Virginia, students with disabilities have several options for participating in the regular state accountability assessments.

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Queridos padres de familia, les quiero compartir un nuevo recurso para familias con niños que reciben servicios de educación especial en el condado de Fairfax County. SEPTA acaba de lanzar un grupo de apoyo en español donde pueden apoyar a otros padres y recibir apoyo, hacer preguntas acerca de los servicios de las escuelas, y elevar temas que necesitan más atención. SEPTA es una PTA de educación especial afiliada a la PTA estatal y nacional, pero establecida específicamente para abordar las necesidades únicas de educación especial y estudiantes y familias discapacitados. Por favor comparte esta información con familias que viven en el condado de Fairfax. Link: https://www.facebook.com/groups/957191331603356

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Queridos padres de familia, les quiero compartir un nuevo recurso para familias con niños que reciben servicios de educación especial en el condado de Fairfax County. SEPTA acaba de lanzar un grupo de apoyo en español donde pueden apoyar a otros padres y recibir apoyo, hacer preguntas acerca de los servicios de las escuelas, y elevar temas que necesitan más atención. SEPTA es una PTA de educación especial afiliada a la PTA estatal y nacional, pero establecida específicamente para abordar las necesidades únicas de educación especial y estudiantes y familias discapacitados. Por favor comparte esta información con familias que viven en el condado de Fairfax. Link: https://www.facebook.com/groups/957191331603356

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/dispute-resolution-options#

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Dispute Resolution Options | Fairfax County Public Schools

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Descriptions of the dispute resolution options for students with disabilities.

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Opciones de Diploma para Estudiantes con Desabilidades  

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Opciones de Diploma para Estudiantes con Desabilidades  

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Diploma Options For Students with Disabilities - YouTube

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Diploma Options For Students with Disabilities

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Moms in Motion is a Service Facilitation provider for Medicaid CD-PAS (CCC Plus, CL & FIS Waivers, EPSDT program) enrollees in Virginia