Personal Electronic Devices for Students with Disabilities

Students with an IEP or a Section 504 Plan may require access to a personal electronic device, including a cell phone, to ensure a free appropriate public education (FAPE). IEP teams or Section 504-knowledgeable committees must meet to consider this accommodation upon request by the parent or student and document the consideration and decision in the IEP or Section 504 Plan and prior written notice (PWN). Teams must clearly document the reason for access to the personal electronic device and when it is needed or how it will be used to meet the student's needs during the school day. Please contact your child’s IEP team or Section 504 Knowledgeable Committee if you have further questions. 

Ensuring Safety for Students with Disabilities During Emergencies

Virginia House Bill 1806 (HB 1806) aims to ensure that students with disabilities receive appropriate accommodations and supports during emergency situations and evacuations. While this is a required consideration for ALL students, IEP teams are to make individual determinations and document a plan for any student whose evacuation procedure during an emergency situation requires supports and/or resources beyond what is being provided to their peers. 

If it is determined that the student requires an evacuation plan, IEP teams are required to document the information on the Present Levels of Performance page (IEP 309). Please contact your child’s IEP team if you have further questions.

Secondary Advisory Period to Support Executive Functions

Beginning this school year, all middle and high schools will offer a dedicated section of the advisory period to support students with disabilities. In this advisory, they will provide access to Executive Functioning skill development as an alternative to enrolling in the Strategies for Success elective course. This will allow students to choose another elective option in place of the Strategies for Success elective. IEP teams meet to determine whether or not this is a good match, taking into account the Least Restrictive Environment (LRE) and needs of the identified students.  Students may be a good match if they have goals related to executive functioning skills in their IEP, are already taking one or two special education elective courses, and may not require the full Strategies for Success elective course.  

The dedicated section of advisory is not a substitute for the Strategies for Success course and does not include all of the content that a student would receive as part of the full course.  Students accessing Executive Functioning instruction in advisory will still participate in standard advisory activities and receive this specialized instruction within the time allotted. For more information or to discuss this as a potential option for their student, parents should reach out to their child’s special education case manager.   

Supporting Twice-Exceptional (2e) Learners

FCPS is committed to supporting our twice-exceptional (2e) learners — students who are both gifted and have learning challenges or disabilities. Strong partnerships and active communication between families and FCPS staff are key to helping 2e students thrive. We encourage families to partner with staff during the entire process— from initial identification to successful transition. By working together, we can understand your student’s unique strengths, needs, and goals and create personalized and flexible plans that help them grow. 

Families play a huge role in their 2e student’s success. Here are some ways you can support your child at home:

• Recognize and celebrate effort as well as achievement.
• Support your child’s strengths and help them navigate struggles.
• Provide opportunities for your child to consider and express ways in which they learn best.
• Teach self-advocacy at home and school.
• Reach out to the school team if you see signs of stress, withdrawal, or burnout.

To learn more, check out the  FCPS 2e webpage , where you may also access the FCPS Twice Exceptional (2e) Handbook.

Adapted PE: Inclusive Health and Wellness Education

All students in kindergarten through 10th grade are required to take Health and Physical Education. Students with disabilities may find it challenging to learn and keep up with what is taught in regular classes, including physical education. Federal law directs that the student’s educational/IEP team should discuss and possibly determine if specially designed instruction in physical education (adapted physical education services) is needed for the student.  Adapted physical education (APE) is a special education service that changes activities, teaching methods, or how lessons are given to meet a student’s needs. The goal of the program is to help students develop healthy habits and behaviors that will improve their overall wellness and lead to more active and fulfilling lives. FCPS provides  APE services , with an itinerant APE teacher assigned to each school. For more information, contact the FCPS APE Educational Specialist, Brad Weiner, at [email protected] or 571-423-4872.

Adapted Curriculum Program: Partnering for Progress

The  FCPS Adapted Curriculum program supports schools in teaching students with significant cognitive disabilities. These students learn using an adapted curriculum based on state requirements, including the  Virginia Essentialized Standards of Learning (VESOL ) and the Aligned Standards of Learning (ASOL). The program uses proven methods to help the students improve their academic performance and social and emotional skills. Supports are based on individual needs, and may include: 

• Curriculum and Teaching Support
  • Work with teachers to choose the best curriculum for each student based on their unique needs, which are outlined in their IEP.
  • Recommend ways to adapt curriculum and instructional materials to address individual student learning needs
• Coaching and Professional Growth
  • Provide coaching in the classroom to improve instruction, behavior and assessment.
  • Offer training for teachers in all areas of academics, life skills, communication, behavior management, assessment, and data collection.
  • Offer training in the use of the principles of  Applied Behavior Analysis (ABA) in ID/IDS classrooms.
• Working with School Staff
  • Consult with school administrators to address program development, program modifications, and instructional oversight.
  • Consult with school teams and the high-incidence team for students who access the general education curriculum and require more intensive support.

Career and Transition Services: Back-to-School Update

Career and Transition Services (CTS) is excited to support students with IEPs as they begin the 2025–26 school year. CTS provides instruction, services, and resources to help students develop the academic, employment, and independent living skills they need for life after high school.

To help families get off to a strong start this school year, we want to highlight two key resources:

1. Transition Toolkit for Families – This comprehensive guide outlines the transition planning process and includes information about services, timelines, and supports available from middle school through postsecondary life.
   The Transition Toolkit is available in the following translated languages: Arabic , Spanish , Korean , Urdu , Vietnamese and Chinese .
2. CTS Beginning of the Year Resource Padlet – This Padlet is a one-stop resource for families to explore transition planning supports available through FCPS and the community.

Assistive Technology Services

Assistive Technology Services (ATS) is part of the Office of Special Education Instruction within the Department of Special Services. ATS helps students in FCPS by providing technology tools such as speech-generating devices, hardware, software, and mobility devices. Assistive Technology (AT) coaches work in collaboration with school teams to make sure students who need AT get the right tools and training. 

Every school has an AT coach who works with school teams to incorporate AT for students with disabilities. This helps remove barriers so that students can access instruction, close the achievement gap, learn important life skills, and reach their full potential. It's the job of the whole school team to make sure AT tools are part of the curriculum.

ATS uses a Universal Design for Learning (UDL) framework to ensure successful classroom technology integration for students. Assistive Technology, Inclusive and Accessible Technology, and Educational Technology Tools are outlined in the  Tiers of Support framework . The  Virginia Department of Education’s Assistive Technology Tools and Strategies (VDOE VATTS) advises on how to choose and use AT for students with disabilities. This includes planning and putting AT services into action.

Behavior Intervention Services: Welcome Back!

Behavior Intervention Services (BIS) welcomes families back to another exciting school year! BIS collaborates with teachers and school teams who work with students in pre-k through grade 12 in both general and special education settings.

We're excited to announce that a four-part training series on executive functioning skills will begin in January at the  Family Resource Center . Stay tuned for more details!

Social and Emotional Learning Team 

Social and Emotional Learning (SEL) teaches students how to manage their emotions, build relationships, and make good decisions so they may succeed in life. SEL is a crucial partnership between families, schools, and the community. By intentionally teaching SEL skills at school, we support the valuable work that begins and continues at home. 

Research shows that when SEL is an integral part of a student’s educational experience, and helps them achieve positive outcomes like:

• Improved academic performance
• Increased college and career readiness
• Strengthened positive relationships
• Enhanced sense of well-being
• Increased sense of safety and support

Learn more about  SEL practices within FCPS . Your partnership is key to your student’s success and we look forward to sharing information throughout the school year!