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School Board Receives Results of Special Education Audit
On Tuesday, July 15, 2008 the School Board received the results of a comprehensive audit of the division’s PK-12 special education programs. The audit was commissioned as result of the School Board’s goal to improve special education. In September school administration will present an implementation plan. You can read the full copy of the audit here 
.
Do you have a question about the Special Education program?
E-mail us at daisy.wood@vbschools.com
The Special Education Process
The special education process of identification, referral and screening, evaluation, eligibility, IEP/placement, and triennial reevaluation is a joint effort. This process begins when a referral from a parent, teacher, physician, or another interested person is received by the school. At this time, a school-based team reviews all the available information and determines whether or not there is enough information to suspect that a student has a disability. This school-based team has ten (10) administrative working days in which to meet and reach a decision as to whether or not a student needs a comprehensive evaluation.
Virginia Beach City Public Schools (VBCPS) screens the vision and hearing of all students within the first sixty (60) business days of initial enrollment. All students in grades kindergarten through grade 3 are also screened in the areas of speech, voice, language, and motor development. During the 3rd, 7th, and 10th grade school year, all students are screened in vision and hearing.
Scoliosis educational information will be distributed annually to the parents of students grades 5 thru 10 within 60 business days after the opening of the school year. If scoliosis screening in grades 5, 7, and 9 will be conducted, parents will be notified and given the opportunity to opt out of the screening.
Virginia Beach City Public Schools has established and maintains screening procedures that assure the identification of students with disabilities who may require special education services. Procedural safeguards, which include written notice, confidentiality, and maintenance of student's scholastic records, are incorporated into this screening process. The notice of general screening is provided in the student handbook given to all students annually.
The comprehensive evaluation involves gathering and analyzing information that is related to the educational needs of the student. Should the screening committee decide that a comprehensive evaluation is necessary to determine if a student has a disability under the Individuals with Disabilities Education Act (IDEA), the Special Education Committee (SEC) – of which the parent is a member – will determine the types of assessments that will be completed as part of the comprehensive evaluation. An observation is a component of every comprehensive evaluation regardless of the suspected disability category. Additionally, a current hearing screening must be available for the SEC’s consideration during the eligibility process. Written parental consent must be obtained prior to administration of any assessment component comprising the comprehensive evaluation.
The components of a comprehensive evaluation must include all areas of this suspected disability. This may include:
1. Medical - a written report from a licensed physician indicating general medical history and medical/health problems which may impede learning.
2. Sociocultural - a written report from a qualified school social worker which describes family history, structure and dynamics, developmental and health history, and social/adaptive behavior in the home, school, and community. This information is obtained through interviews with parents or primary caregivers in addition to other social appraisal methods.
3. Psychological - a written report from a qualified psychologist based on the use of a battery of appropriate instruments which shall include individual intelligence test(s), and psychoeducational tests.
4. Developmental - a written report describing how the student presently functions in the major areas of development such as cognition, motor, social/adaptive behavior, perception, and communication.
5. Other - a written report such as speech, language, occupational therapy, physical therapy, as appropriate.
All components of this comprehensive evaluation will be completed in time to have the reports available to the
parent(s) no later than 2 business days before the scheduled eligibility meeting.
Within 65 business days from the date of the receipt of the referral for a suspected disability, the evaluation components must be complete and eligibility for special education determined. Eligibility is determined by the Special Education Committee (SEC). The SEC analyzes the data against the eligibility criteria. A child is found eligible for special education and related services if the child meets the eligibility criteria to be a child with a disability, and if there is documented evidence that as a result of the child’s disability, the child needs special education and related services due to an adverse educational impact.
When a student has been determined eligible for special education, a summary of essential deliberations is forwarded to the Individualized Education Program (IEP) team. The IEP must be developed within 30 calendar days of eligibility.
Individualized Education Program
Each student who meets the qualifications for special education under IDEA is entitled to an Individualized Education Program (IEP). The IEP team is made-up of parents, school personnel, and students (when appropriate) who work together in developing the IEP. The IEP states the levels at which the student is functioning, what the student will be taught over the next school year (measurable goals and when necessary, objectives), how these goals will be evaluated, any related services needed by the student to support the special education program, who will teach the student, how much time the special education professionals will spend with the student, how much time the student will spend with peers not receiving special education services, where the student will be taught, and other components. For the initial IEP, no services will be provided until parent consent is received. The IEP is valid for up to one calendar year unless the IEP committee agrees to make changes before then.
The educational placement decision for a student with disability is based on the IEP. It is made after the IEP has been developed with consideration of the least restrictive environment (LRE) for the child. The least restrictive environment concept means that students with disabilities will be educated to the maximum extent possible with students who are not disabled. This placement decision is the responsibility of the IEP team.
| Timelines | |
| Referral to Screening Meeting | 10 Administrative Days |
| Referral for a Comprehensive Evaluation to Eligibility Meeting | 65 Administrative Days |
| Eligibility to Initial Individualized Education Program Meeting | 30 Calendar Days |
| Annual Review of the Individualized Education Program | 1Year |
| Reevaluation of Student Eligibility | Every Three (3) Years |
Special Education Categories
What Services Are Offered?
The school system is committed to providing free, appropriate educational opportunities for all students with disabilities, ages 2 through 21 years, inclusive. Services are provided in the most appropriate, least restrictive environment, as outlined in the student's Individualized Education Program (IEP). The IEP is developed cooperatively by the student's parents, educators, building administrators/ designees and other invited participants. The student is also included when appropriate.
- Students attend neighborhood or zoned schools at all levels and are served according to their needs in general and/or special education classes.
- Students who receive less than 50 percent of their instruction from a special educator are considered to receive Level I services. Students receiving 50 percent or more of their instruction from a special educator are considered to receive Level II support according to state standards.
- Special curriculum, equipment, and materials are used for instruction as described in each student's IEP. Whenever appropriate, the materials and curriculum used in general education are also used in the student's special education program.
- All students receive special education services from teachers who are approved by the state to teach students with disabilities.
- Music, art, library, physical education, extracurricular activities, and nursing services are available to students with disabilities. Based upon each student's Individualized Education Program, related services (e.g., speech therapy, occupational therapy, or physical therapy), and other resources are also available to students with disabilities.
Much of the following information is taken directly from, or paraphrased from, the Regulations Governing Special Education Programs for Children with Disabilities in Virginia.
Students with autism are those who have a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance. A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in this definition are satisfied.
Deaf-blindness means simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
A student with deafness means that they have a hearing impairment that is so severe that the child is impaired in
processing linguistic information through hearing, with or without amplification, that adversely affects the child's educational performance.
Developmental Delay/Preschool (or School Age)
Developmental Delay means a disability affecting a child ages two by September 30 through six, inclusive:
- (i) Who is experiencing developmental delays, as measured by appropriate diagnostic
instruments and procedures, in one or more of the following areas: physical development,
cognitive development, communication development, social or emotional development, or
adaptive development, or (ii) who has an established physical or mental condition that has a
high probability of resulting in developmental delay; -
The delay(s) is not primarily a result of cultural factors, environmental or economic
disadvantage, or limited English proficiency; and - The presence of one or more documented characteristics of the delay has an adverse
affect on educational performance and makes it necessary for the student to have specially
designed instruction to access and make progress in the general educational activities for this age group.
Children, ages 5 through 6 as of September 30 of the current school year, may also be included as developmentally delayed if there is a significant developmental delay and the primary disabling condition cannot clearly be identified. However, developmental delay cannot be used as the eligible category under IDEA after the child is 7 years or older.
Students of the same ages, 2-5 years, with any other distinguishable disability such as a hearing impairment, intellectual disability, orthopedic or health impairment, speech/language impairment, emotional disability, learning disability, or multiple disabilities may be considered to be preschoolers with disabilities and may be served in the early childhood special education program.Students whose conditions cause them to exhibit one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance, are classified as having an emotional disability:
- an inability to learn, which cannot be explained by intellectual, sensory, or health factors;
- an inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
- inappropriate types of behavior or feelings under normal circumstances;
- a general pervasive mood of unhappiness or depression; and
- a tendency to develop fears or physical symptoms associated with personal or school problems.
The term "emotional disturbance" includes students who have schizophrenia. The term does not include students who are socially maladjusted, unless it is determined that they have an emotional disability as noted.
Students with a hearing impairment, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included in the definition of "deafness" are considered to have a hearing impairment.
Students with a hearing loss so severe as to impair the processing of information through hearing with or without amplification, and that adversely affects educational performance, are classified as being deaf.
Students with an intellectual disability have significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects the child's educational performance.
These students have more than one disability or simultaneous impairments (such as intellectual disability and blindness, or intellectual disability and orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs designed solely for students with one of the impairments. The term does not include deaf-blindness.
Students with a severe orthopedic impairment that adversely affects educational performance are served under this category. The term includes impairments caused by disease (e.g., poliomyelitis, bone tuberculosis) and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
Students meet the criteria as having other health impairments when they have limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems. This disability category includes such health conditions as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome that adversely affect a student's educational performance.
As of July 7, 2009, the Regulations Governing Special Education Programs for Children with Disabilities in Virginia has removed this category of disability from the ones available for eligibility under the Regulations. However, because this category will be gradually phased out, it will still be in use until July 1, 2012. A student who has a primary disability that severely impairs cognitive abilities, adaptive skills, and life functioning as having a severe disability. They may have associated severe behavior problems and/or sensory impairments. In addition, they generally require significantly more educational resources than are provided for the students with mild and moderate disabilities.
Students determined to have a learning disability demonstrate a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include students who have learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disabilities; of emotional disabilities; or of environmental, cultural, or economic disadvantage.
Dyslexia is distinguished from other learning disabilities due to its weakness occurring at the phonological level. Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
Students who have speech or language impairment means that they have a communication disorder such as stuttering, impaired articulation, expressive or receptive language impairment, or voice impairment that adversely affects a student’s educational performance.
A speech disorder may be characterized by an inability to:
- produce speech sounds (articulation);
- use appropriate speech rhythm (stuttering);
- control vocal production (voice);
- use words and meanings appropriately in social contexts (pragmatics);
- use grammatical patterns appropriately; and/or
- use the rules of the speech sound system.
Students with traumatic brain injury have acquired injury to the brain caused by an external physic force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
Visual Impairment including Blindness
Students determined to have a visual impairment or blindness means that they have an impairment in vision, even with correction (such as glasses or contact lenses), that adversely affects educational performance. The term includes both partial sight and blindness.
Special Education Services
The Virginia Beach Child and Adolescent Day Treatment Program is an educational and therapeutic program for students with emotional disabilities (ED). The program is sponsored by Comprehensive Mental Health Services (CMHS) and the Virginia Beach City Public Schools (VBCPS). There are Day Treatment Programs at selected elementary, middle, and high schools.
Students with emotional disabilities and serious perceptual/cognitive problems or serious affective problems may benefit from a placement in the Day Treatment Program. The purpose of the program is to provide individualized academic instruction supported by individual, group, and family therapeutic services. The goals of the program are to: (1) increase the student's learning; (2) improve the child's behavior so that the student can be returned to a less restrictive environment; (3) prevent unnecessary hospitalization; and (4) assist the families of the student with an emotional disability by providing comprehensive mental health services.
These services are accessed by contacting the Special Education Coordinator for the student's school.
Students who have health impairments due to chronic or acute health problems (e.g., heart condition, tuberculosis, rheumatic fever, nephritis, asthmatic sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes), which are severe enough to limit strength, vitality, or alertness that adversely affect educational performance may be eligible for homebound services.
Elementary school (grades K-5) students enrolled in the homebound instructional program receive up to twenty (20) hours of instruction per month. Middle school (grades 6-8) students enrolled in the homebound instructional program receive up to forty (40) hours of instruction per month. High school (grades 9-12) students enrolled in the program receive ten (10) hours per subject per month with a maximum of sixty (60) hours per month. Students are counted present on the roll of their home schools when they receive instruction as indicated above. High school students enrolled in the homebound instructional program must meet the minimum State Board Education requirements, follow prescribed courses of study, and acquire the required number of units in order to graduate from high school. Students enrolled in the program are taught by teachers who are approved by the school system's Department of Human Resources.
A student will be determined eligible for these services upon receipt of the appropriate documentation that includes a signed statement from a licensed physician, licensed clinical psychologist, or public health officer, indicating that the condition of the student prevents or renders inadvisable, attendance at school. All documentation is submitted to the Homebound staff for verification and assignment of a homebound instructor. The Homebound staff may be reached at 757-263-2064.
Parent Support and Information Center
When parents and professionals effectively share their knowledge about students, the special education process becomes an efficient tool for educational program development. However, since students are unique, and special services are individualized, planning the most productive program sometimes can become a complex task. With this in mind, the Office of Programs for Exceptional Children has established the Parent Support and Information Center to offer support and assistance to parents and to encourage communication among parents, schools, and community groups. The Parent Support and Information Center offers a variety of mini-courses, workshops, library materials, and other services designed to help parents become informed advocates for their children. The center is staffed by the special education coordinator. Patrons are encouraged to telephone or visit the Parent Support and Information Center with questions, concerns, or suggestions regarding special education and related services.
Parent Support and Information Center is located at:Office of Programs for Exceptional Children
Laskin Road Annex
1413 Laskin Rd.
Virginia Beach, Virginia 23451-6007
Office: 757.263.2066
Fax: 757.263.2801
Hours: Open Monday – Friday; Please call or email (757-263-2066 or Email: brenda.reid@vbschools.com) for hours as daily schedules change based on workshops, school meetings, etc.
The Virginia Beach City Public Schools Preschool Assessment Center provides screening, testing and program planning for children between two and five years of age who are suspected of having a disability. All children suspected of having a disability are screened, assessed, and determined eligible, or ineligible, for special education services. When identified as having a disability, the children are provided services based upon the requirements of the IEP. A preschool child may be served in the preschool program for children with developmental delays if he/she is identified as exhibiting a twenty-five percent delay in at least one of the following developmental areas:
- Cognitive skills - knowing, understanding
- Fine motor skills - holding objects, drawing, writing
- Gross motor skills - hopping, skipping, jumping, walking
- Self-help/personal-social skills - toileting, feeding, dressing, sharing.
Other services such as physical, occupational, and speech therapy are provided within the preschool program as required to meet an individual child's educational needs. There are a variety of service delivery models available for children with developmental delays.
If you suspect that a child has a disability such as a speech/language and/or developmental delay, the first step in the process is to contact the Preschool Assessment Center to "refer" the child for an informational screening. A child can be "referred" by a parent, doctor, case manager, teacher, speech pathologist, or any other concerned party. A referral can be made by calling the Preschool Assessment Center directly or by mailing test information and other paperwork to the Center. Phone calls can be made during regular business hours Monday-Friday, 8:00 a.m.-5:00 p.m. or, if necessary a message can be left on the Center's answering machine anytime after office hours. The Preschool Assessment Center staff will schedule a special education committee screening meeting within ten (10) administrative working days of the initial referral. At the screening meeting, information will be shared and any concerns discussed in order to determine if further testing may be needed. If the child is referred for a comprehensive assessment, the Preschool Assessment Center has sixty-five (65) administrative working days to complete all testing components and to meet and determine whether or not the child is eligible for special education services. However, further testing can only be initiated after obtaining the parents' written consent.
When a child is found eligible for special education services, the Preschool Assessment Center staff will work with the parents and the serving school to develop an Individualized Educational Program (IEP) to meet the child's specific needs. All confidential information is forwarded to the serving school.
The Preschool Assessment Center is located at:
Laskin Road Annex
1413 Laskin Rd.
Virginia Beach, Virginia 23451-6007
Office: 757.263.2800
Fax: 757.263.2801
Hours: Please call for an appointment.
Southeastern Cooperative Educational Programs
Virginia Beach City Public Schools contracts with the Southeastern Cooperative Educational Programs (SECEP) to provide specialized settings, curriculum, and services for three distinct groups of students.
The SECEP Program for children with autism (ACP) provides services to students who have moderate to severe symptoms of autism. This program stresses the importance of parental involvement as collaborators in their child's educational process.
The SECEP Re-Ed Program is designed for students with emotional disabilities who need a more restrictive setting than their self-contained class.
The SECEP Educational and Behavioral Interventions for Challenging Students (EBICS) Program is designed to serve students with moderate to severe intellectual disabilities and challenging behaviors.
Special Education Advisory Committee (SEAC)
The Special Education Advisory Committee (SEAC) is appointed by the local School Board to advise the Board through the Superintendent. The membership includes parents of children with disabilities, individuals with disabilities, local school personnel, and representatives from community agencies that provide services to and persons with disabilities.
The functions of the Special Education Advisory Committee are:
- to advise the school division of needs in the education of students with disabilities;
- to participate in the development of priorities and strategies for meeting the identified needs of students with disabilities;
- to submit periodic reports and recommendations regarding the education of students with disabilities;
- to assist the school division in interpreting to the community plans for meeting the special needs of students with disabilities for educational services; and
- to review the policies and procedures for the provision of special education and related services prior to submission to the local school board; and to participate in the review of the school division’s annual plan
For information about serving on the committee or about committee meeting dates, times, and location, call the Office of Programs for Exceptional Children at 757.263.2400 or Kara Russell, Chairperson, Special Education Advisory Committee at 757.496.5580.
Special Education Advisory Board Members - 2010-2011 |
|
| Kara Russell, Chairperson | Deborah Dougherty |
| Jan Solac, Vice Chairperson | Rod Curry |
| Cherese Jenks, Secretary | Kathy Major |
| Norman Brown | Dr. Daisy Wood |
| Beth Callahan | Lisa Parker |
| Ping Camano | Dr. Brenda Reid |
| Dr. Judith Green | JoAnna Bryant |
| Melissa Barnett | Carolyn Stark |
| Suzanne Kumpf | Maureen Gibson |
| Bonita Lyman | Cheryl Ward |
| Sara McDonald | Laura Moran |
| Sandra Hermann | Dianna Swenson |
Special Education Advisory Committee Meeting Calendar 2010-2011 Unless otherwise noted, all Special Education Advisory Committee meetings are held at the Laskin Road Annex, 1413 Laskin Road in Room 25. Meetings begin at 9:00 a.m. with the exception of three evening meetings. |
|||
| Day | Date | Time | Location/Meeting Minutes |
Monday |
08/09/10 | 9:00 a.m. | |
| Monday | 09/13/10 | 9:00 a.m. | |
| Monday | 10/04/10 | 9:00 a.m. | |
| Wednesday | 10/06/10 | 6:00 p.m. | VB Central Library |
| Monday | 11/08/10 | 6:30 p.m. | Landstown High School |
| Monday | 12/13/10 | 9:00 a.m. | |
| Monday | 01/10/11 | 9:00 a.m. | |
| Monday | 02/14/11 | 9:00 a.m. | |
| Monday | 03/14/11 | 6:30 p.m. | Landstown High School |
| Monday | 04/11/11 | 9:00 a.m. | |
| Monday | 05/09/11 | 9:00 a.m. | |
| Monday | 06/13/11 | 9:00 a.m. | |
The surrogate parent is appointed to serve as the educational representative for the student who is suspected of having, or has been determined to have a disability when a school cannot identify or with reasonable efforts cannot locate someone who qualifies as a “parent” in accordance with Virginia Regulations. This appointment is made under certain conditions with certain qualifications required.
State and federal regulations require the surrogate parent to represent the student in all matters relating to:
- the identification, evaluation, or educational placement of the student; or
- the provision of a free appropriate public education (FAPE) for the student.
When Must A Surrogate Parent Be Appointed For A Student?
A surrogate parent must be appointed for a student, ages 2 through 21, inclusive, who is suspected of being or determined to be disabled when:
- no parent can be identified; or
- after reasonable efforts, the whereabouts of a parent cannot be identified; or
- a student has reached the age of majority and the student is not competent to provide informed consent and no family member is available to serve as the student's educational representative; or
- a student is a ward of the state or an unaccompanied homeless youth and no parent can be identified or after reasonable efforts, the whereabouts of a parent cannot be identified.
How Is A Surrogate Parent Selected For Appointment?
The school division maintains a list of individuals who have volunteered to serve in this capacity and who are qualified to serve as surrogate parents in the Parent Support and Information Center.
Following state and federal guidelines, the Director of Special Education or his designee appoints surrogate parent(s) as required.
What Are The Qualifications Of A Surrogate Parent?
A person shall be determined as qualified to serve as a surrogate by the Director of Special Education or a designee. Qualification requirements include and adult who:
- has no interest that conflicts with the interest of the student;
- has knowledge and skills that ensure adequate representation of the student;
- is not an employee of the Virginia Department of Education, the local educational agency, or any other agency that is involved in the education or care of the child; and
- is of the age of majority.
A person who is an employee of the Virginia Department of Education, or any other agency which is involved in the education or care of the student, may not be appointed surrogates. This includes the departments of social services.
How Can You Become A Surrogate Parent?
Persons who are interested in serving the division's students with disabilities should contact the Parent Support and Information Center 757.263.2066 for further information.
What is Assistive Technology?
Assistive Technology (AT) is a piece of equipment which will increase, maintain or improve an individual’s ability to function in day-to-day activities regardless of the disabling condition. Some examples of assistive technology are: devices for communication, voice activated phones, and alternative keyboards.
What is the Criteria for Services?
Students must be eligible for special education services under an IEP or 504 plan. When developing the IEP, the IEP committee should consider the student's needs for assistive technology services. A referral is received from the requesting school and is assigned to an assistive technology specialist. The assistive technology specialist reviews the records and develops a team of professionals currently working with the student to take part in the assessment. The recommendations are forwarded to the IEP team at the requesting school for final determination of assistive technology equipment and services.
What are the Program Responsibilities?
The assistive technology specialists provide services for assessment, training, technical assistance, and on-site consultation to students, teachers, parents, and staff in the use of assistive technology for instruction.
The assistive technology staff maintains and repairs assistive technology equipment as necessary.
The staff maintains and updates information resources in the assistive technology center, develops, updates and maintains an inventory of hardware, software and educational materials.
The assistive technology specialists provide parents, students, administrators, and educators with information about technology advances related to individual student needs. There is ongoing monitoring of students to ensure the students have the appropriate assistive technology necessary to access their instructional program.
Personnel from AT attend IEP meetings when appropriate.
Location
AT is located at the Laskin Road Annex, 1413 Laskin Road, Virginia Beach, Virginia 23451-6007.
Virginia Beach City Public Schools provides transition planning to students with disabilities. There are three components to consider in the planning process - education, employment, and adult living. This student-centered planning involves family members, teachers, support staff, and community and adult agencies. The goal of transition planning is to assist students in making a successful move from school to a meaningful and productive adult life.
In an earlier 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), for the first time, it was required that transition planning and services be included in a student's Individualized Education Program (IEP) beginning no later than age 14. Transition services are defined in IDEA as "a coordinated set of activities including post-secondary education, vocational training, integrated employment, supported employment, continuing adult education, adult services, independent living or community participation." Since a student's needs change, transition services must be constantly evaluated and adjusted to meet the student's post school outcome.