Special Education

Please review the information on this website regarding Special Education Services that will be utilized during the school shut downs.   Once the schools re open or it is safe to return to school RCPS will return to the best practices, policies and procedures that ensure comprehensive and effective special education services.

Repository of Resources

This repository of resources has been compiled to support Virginia school divisions as they endeavor to meet the continuing learning needs of their students with disabilities during the Covid-19 school closures. The value of this repository is that the Department’s specialists reviewed many more resources and believe that these are credible. This list of resources does not reflect an endorsement from the Virginia Department of Education and is not exhaustive. When shared with teachers and teacher leaders, with the intent of matching the resource to students’ needs, the teachers will be adding quality to the current implementation of schools’ learning activities.


Compilation Resources

Name of Resource and Link

Description

Age/Grade level

Educating All Learners

"The Educating All Learners Alliance (EALA) is an uncommon coalition of organizations committed to resource sharing and community-building that supports the efforts of the education community to meet the needs of students with disabilities during the COVID-19 pandemic. We are committed to showing the path to possible for practitioners by providing curated, searchable resources, access to experts, and examples from the field."

Kindergarten (K)-12

Comprehensive Center Network: Resources for Continuity of Learning

The Comprehensive Center Network's Rapid Response Team has scanned these resources and organized them here according to the needs they address and the audiences that may be best served by them. Everything that is included is either free or has been offered for free of cost (at this time) by organizations stepping up in this time of crisis. Each of the resources included meets one of the following criteria: from a federal or state funded source; from a reputable nonprofit; from a source with public name recognition; or is endorsed by an expert.

K-12

Supporting Students with Disabilities with in K-12 Online and Blended Learning

This resource by Michigan Virtual Learning Institute supplies educational teams with content that can provide support for the planning, implementation, and evaluation of programs and services for students with disabilities enrolled in online and blended learning environments. It includes recommendations by disability type.

K-12

Distance Learning Resources from WHRO Education

eMediaVA created collections in core contents for K-12. These digital resources include short videos, lessons and interactive games you can use with your students.

Early Childhood Special Education (ECSE) to 12th grade

North Carolina DPI page

Supplemental optional remote learning resources for students with disabilities provided by the North Caroline Department of Education.

K-12

Rhode Island Resource Landing Page

Resources for special education teachers, paraprofessionals, early childhood special education, related service providers, and parents for students with disabilities to support continuity of services and supports for students with disabilities.

ECSE to 12th grade

Supporting Students who receive early childhood special education services

Virginia Department of Education (VDOE) and Training and Technical Assistance Centers (TTAC) have developed a list of curated resources covering a variety of areas germane to young children with disabilities and their families.

ECSE

 

Resources to Support Academics and Inclusive Practices

Name of Resource and Link

Subject

Description

Age/Grade level

Supporting Inclusive Practices during Closure

All subjects

A guidebook released by Washington that offers recommendations, strategies, and resources for providing inclusive continuous learning opportunities for students with disabilities during school closures.

K-12

Do2Learn

All subjects

Do2learn provides thousands of free pages with social skills and behavioral regulation activities and guidance, learning songs and games, communication cards, academic material, and transition guides for employment and life skills.

K-12

24 At-Home Learning Activities to Share with Parents of Young Children

All subjects/developmental areas

This is from Brooks Publishing Inclusion Lab Tips for Teaching All Kids these are fun learning activities that parents can do together with their young children.

Pre-Kindergarten (PK) and elementary

Illuminations

Mathematics

Includes numerous interactives that encourage K-12 students to explore, learn, and apply mathematics. Java‐enabled browsers (i.e., Internet Explorer, Firefox, Chrome, or Safari) can be used to access them.

K-12

Open Middle

Mathematics

Presents mathematics problems that end with the same answer, but have multiple ways to approach and solve the problem.

K-12

Math at Home

Mathematics

The Math Learning Center's free collection of PreK–5 resources that are accessible, approachable, and mathematically rich.

Pk-5

National Library of
Virtual Manipulatives

Mathematics

Includes interactive manipulatives and activities for students to explore mathematics.

K-12

PBS
Learning Media

Mathematics

Includes free interactives, videos, and lesson plans, as well as PreK-12 resources for emergency closings.

K-12

Accessible Math Tools for the Classroom

Mathematics

Accessible Educational Materials (AEM)- This page provides an overview of classroom tools for making math content more accessible with supports such as text to speech for reading math expressions aloud, handwriting recognition, sonification of graphs and more.

K-12

MathShare

Mathematics

Helps students show and organize their math work. Mathshare is a free, open source tool developed by Benetech, a nonprofit that empowers communities with software for social good. Mathshare’s mission is to make math accessible for all students. Mathshare is free for schools to use and for learning management systems to integrate into their platforms. The Mathshare Accessibility Features document describes the accessibility features that are offered in Mathshare.

K-12

Distance Teaching & Learning Ideas from TOOLKIT4PE.com Team

PE

Distance teaching and learning ideas from TOOLKIT4PE include short videos showing exercises and other movement ideas. These exercises can be adapted for special needs children.

K-12

Headsprout

literacy

FREE through end of school year: The program uses effective, interactive online episodes to teach K-5 students the reading fundamentals and comprehension skills they need to become successful readers.

K-5

RAZ kids

literacy

FREE through end of school year: Raz-Kids is a resource that provides a library of differentiated books at 29 levels of difficulty students use to practice reading in school, at home, or on the go. Books are offered in a read aloud format.

K-5

Reading A-z

literacy

FREE through end of school year: With more than 2,000 books at 29 levels of reading difficulty to choose from, you can easily put developmentally appropriate content into each student's hands. The product also includes thousands of corresponding resources to enhance instruction and strengthen students' reading skills, such as guided lesson plans, worksheets, assessments, and much more.

K-5

Amplify Reading

literacy

FREE student subscription through end of school year: Amplify Reading uses captivating storylines to engage students in individualized reading instruction and practice and helps achieve off-the-charts reading growth.

K-5, 6-8

 

 

Resources to Support Accessibility/Assistive Technology

 

Name of Resource and Link

Description

Age/Grade level

Tools for Supporting
Access and Inclusion

This toolkit was developed to assist campuses across the country who are moving online virtually overnight in response to COVID-19. This toolkit was designed to help ensure that this rapid change to an online format does not result in lack of access for students with disabilities.

K-12

Inclusion,
Equity, and Access While Teaching Remotely

Rice University Center for Teaching Excellence – provides guidance and tips on how instructors can ensure that all students have equitable access to the materials they need to succeed in a course that is taught remotely.

K-12

Chrome
Extensions for students with special needs

This blog post takes a look at over 30 Chrome web extensions that can assist students in five main categories: Text to Speech, Readability, reading comprehension, focus, navigation.

K-12

National Center on Accessible Educational Materials

Includes resources to support students who need accessible materials and technologies while learning remotely during the COVID-19 crisis.

K-12

Center
on Online Learning and Students with Disabilities

Has resources on making online learning more accessible, engaging, and effective for students with disabilities.

K-12

State Educational Technology Directors Association

Resources for ensuring that online learning supports students with IEPs, including tools to create and curate accessible educational materials from the National Center on Accessible Educational Materials and tips for implementing Universal Design for Learning from Center for Applied Special Technology (CAST).

K-12

AIM-VA

New initiative for continuity of learning worksheet packets (Ready-to-go worksheet packets).

K-12

National Deaf Center on Postsecondary Outcomes

Blog post: Remember Accessibility in the Rush to Online Instruction: 10 Tips for Educators (specific to deaf and hard of hearing).

K-12

Described and Captioned Media Program

Free membership to an extensive library of educational videos and recorded media that include captioning and audio description.

K-12

Center for Deaf and Hard of Hearing Education

Information and resources for accessible online instruction: DeafEdTips: E-Learning Accessibility for Children Who Are Deaf and Hard of Hearing.

K-12

Paths to Literacy for Children Who Are Blind or Visually Impaired

Blog post: Stay-at-Home Activities for Children with Visual Impairments (including deaf-blindness & multiple disabilities).

K-12

Resources to Support Social Emotional Learning

Name of Resource and Link

Description

Age/Grade level

OCALI Resource Gallery

Several resources related to understanding the change in routine and expectations (anxiety, missing friends and family, saying hi without touching, etc.).

Various

Helping Children Cope with Changes Resulting from Covid-19

Tips for Parents on how to help their children cope.

Various

Social Emotional and Covid

CASEL (The Collaborative for Academic, Social, and Emotional Learning) - Suggestions for addressing social and emotional needs as part of a district’s response plan.

Various

Social thinking free resources

Social thinking free resources from Michele Garcia Winters.

Various

 

Resources to Support Students with Significant Needs

Name of Resource and Link

Description

Age/Grade level

Supports for Students with Significant Cognitive Disabilities

From Arkansas, has three grade bands (elementary, middle, and high) and has a suggested daily schedule.

All

TIES Center Distance Learning Series

From the TIES Center Distance Learning Series: Distance Learning Engagement Overview; Morning Meetings; A collaborative Start to Behavioral Supports; Effective Specially Designed Instruction within Distance Learning Environment; Dealing with Uncertainty.

All

Distance Learning for Special Education

Resources on this page are provided by educators and families from around the world. We are collaborating to support the needs of students with significant disabilities during the COVID-19 pandemic. These materials are open source and may be adapted to fit your child or student's need. They may not be used for purchase.

All

North Carolina DPI page

Supplemental optional remote learning resources for students with significant cognitive disabilities provided by the North Caroline Department of Education.

All

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RCPS's Special Education Leadership Team has developed guidelines regarding services to assist in the Divisions Continuity of Learning.  R CPS priority is safety for all.  At this time there will be no face to face contact with staff, students parent or community agencies.   The following guidelines are provided to ensure FAPE is provided to assist our students in the implementation Continuity of Learning.

    1. Current Practices for the first two-week closure
      1. Document contacts with families.
    2. RCPS provided training to all staff regarding the Continuity of Learning special education staff will review the following COL Documents:
      1. Continuity of Learning Information  
      2. Copy of RCPS Continuity of Learning Lessons-2020 (Example)
        1. Sample Lessons in Link to lessons to support untaught standards/competencies.
      3. RCPS Continuity of Learning Lessons-2020
    3. Case managers/Special Education Teachers and related services providers will review IEPs look at SPED services, accommodations, modifications.
    4. Case managers/Special Education Teachers and related services providers will develop a plan for each student to assist with the continuity of learning
    5. Next they will contact the COL Teacher to discuss/develop an individual plan to assist with the continuity of learning
    6. Next they will contact the Parents to discuss/develop an individual plan to assist with the continuity of learning.
    7. A Prior Written Notice(PWN) will Completed by special education teacher/case manager/staff to discuss the plan developed and provide a copy of the PWN to the parent. 
    8. If the special education staff needs to order materials, programs or equipment for their students they will contact the Principal to discuss what is needed then contact  the Special Education Department. A Purchase Order will be created and the material will be ordered.
    9. Documentation of the plan will be in the PWN and VA IEP parent contact.  This is confidential information Do Not Distribute so anyone can have access.
    10. Parents will be contacted by special education teachers, speech pathologist, school psychologist or other related service providers to complete a combined IEP amendment/prior written notice document. Parent, and Teacher input will be included in the document to reflect the best efforts to address the student's needs to access the Continuity of Learning being utilized during the school shut down. Parents will be provided an opportunity to give or not to give permission. Efforts will be made to document the parents decision. If permission is not obtained an IEP meeting will be scheduled.
    11. If anyone has any questions regarding FAPE please contact your child's special education teacher and they will assist you in clarifying or finding the sources you need to answer your questions or concerns.
Updates to the changes regarding services will be added to this page as they arise. Thank you for your cooperation during this time as we make all attempts to keep everyone safe and provide FAPE.
 
 
 

RCPS's Special Education Leadership Team has developed guidelines regarding the special education processes required in the procedural safeguards.   RCPS priority is safety for all.  At this time there will be no face to face contact with staff, students parent or community agencies.   The following guidelines are provided to ensure the timelines and the various meetings are addressed with each family during the school shut down.  Once it is safe and we return to school we will follow the required procedural safeguards. 

 
  1. Special Education Processes (Document in VA IEP in parent contact and complete PWN)
    1. Referral (all students in the referral process but do not have consent to evaluate)
      1. Contact Parent- case manager will contact to discuss extending timelines for the referral process when it is safe to return to school.
      2. PWN-case manager 
    2. Evaluations in Process-Get list from VA IEP and check with Terry 
      1. Contact parents: The parents of students for whom an EC Meeting is not scheduled and are in the process of identification will be contacted by the school psychologist to discuss extending timelines for the evaluations and will continue the process when it is safe to return to school.
      2. PWN-School Psychologist will write prior notice and record in parent contact in Va IEP.
      3. Sociological evaluations will continue to be conducted by Alicia via phone calls.
    3. Eligibility  (If a meeting is scheduled and the notice mailed to parent)
      1. Contact Parents-  Each School Leadership Team member will contact parents at their school and ask to extend meetings for 65 days or sooner if it is safe to return to school. Terry will provide a list of names. If a parent does not want to extend the timeline contact Division Special Education Administrator so arrangements to have the meeting can be developed. (See*** below)
      2. PWN- Staff who contacted parents. Also, put in VA IEP parent contact.
  • IEP
      1. Contact Parents -each case manager will contact parents for all students who need or in the process of some kind of IEP Meeting (initial IEP, addendum, annual review).  It is okay to do a draft but don’t forget to revisit and save often (at least every 3 weeks).
      2. PWN-completed by case manager who contacts the parent. Also, put in parent contact in VA IEP.
      3. Enrollment: If a student enrolls during this period of school shutdown ask if the student has an IEP. Special Education Students will have a transfer IEP meeting based records obtained or provided.  If no records are available the case manager will obtain information provided by their parents and use this to develop a transfer plan. Contact the Special Education office manager who will push the student in VA IEP.  Document in the Parent Contact Section and complete a Prior Written Notice (PWN). Provide the parent a copy of the PWN and Procedural Safeguards.
 
** Document all parent contacts in VA IEP under parent contacts.  Provide parent a copy of all PWNs.
 

 

Special Education Process Meetings

Radford City Schools will be utilizing virtual meetings to conduct Eligibility, IEP and 504 meetings.  Various platforms have been investigated, researched and considered by the special education leadership team that meet FERPA and HIPAA protections.  ZOOM was selected because it is currently being used frequently by staff for virtual learning.   Zoom provides a vast amount of resources that can be easily accessed by staff, parents and community agencies.  Training was developed by the team and Mock Meetings were held to identify best Zoom practices, training for staff and parents.  Our goal is to provide a platform where school staff and parents can communicate during special education meetings in a clear and effective manner.  We recognize that during this time of school closure due to Covid-19 we need to have alternative methods to conduct the meetings needed for our families and students.  When the schools open we will continue with the meetings in our usual format but we will still keep safety factors needed in place. 


These are a few resources that should be viewed by users: 


www.zoom.us/childrens-privacy


Download the Comprehensive Guide to Educating Through Zoom and learn how you can use Zoom for virtual learning. Whether you are a student, teacher, or administrator we have compiled the steps you can take to leverage Zoom for remote learning.

Learn just how easy it is to download the client, start and schedule meetings, set students up with Zoom, and start using Zoom for virtual instruction.


Live Zoom training daily: These include sessions specifically highlighting Zoom Meetings for Education (Students & Educators), focusing on using Zoom Meetings as your classroom setting. Zoom Webinar training is also available. 


The RCPS special education leadership team will provide training to teachers, parents and school administrators to ensure we have effective meetings that meet the purpose and procedural safeguards.   Confidentiality, parent notification, parent participation and parent consent will always be considered for all meetings.  When we begin to conduct meetings all participants will be trained.  As our meetings progress we will continue to learn how to hold effective Zoom meetings.  These are a few of the guidelines to the meetings.


  • Participate in Zoom Training
    • Review resources
    • Practice using Zoom   
  • Prepare for meeting
    • Review all records in VA IEP and Powerschool
    • Make notes and summarize information to report
    • Schedule meeting (Provide Meeting Notification Requirements)
    • Conduct a Zoom Meeting with the parent and all members prior to the meeting.
      • to greet and meet  
      • Explain purpose of the meeting and what will occur
      • Demonstrate chat or raising hand to ask questions 
      • Test platform  

  • Practice giving reports or input 
    • Focus on your verbal and non verbal communication skills

  • Conduct meeting
    • Introductions
    • Follow formats for 504, EC and IEP Meetings
    • Meeting participants will need to write down questions then use chat or raise hand features to ask question(s).
  • Special Education Meetings 
    • If any parent would like to have a special education or 504 meeting please contact your 504 coordinator or special education teacher and they will begin the process.
 
 


 
 
 
 
 
 
Guidelines for Other Pupil Service Considerations
If questions arise regarding the following please contact the service provider /school administrator to assist resolving all concerns and questions.
 
  • Other Considerations regarding Pupil Services.
    1.  Related Services (I will contact those who provide these services)
      1. SLI  Speech Pathologist will be following the FAPE and Special Education Process.   When they are writing PWN they will document the differences between FAPE services for students who are identified as having a SLI disability and those whose are receiving Speech as a related service.
      2. OT &  PT Related services are contracted with Heartland  now H2Health
        1. The OT and PT services will be provided in the following manner.
          1. COTA or PT will review records, contact the special education teacher/case manager for each student and develop a plan.
          2. COTA or PT will contact the Parent and develop a plan to provide services.
          3. After input with the sped teacher and parent the COTA or PT will complete a PWN and finalize it in VA IEP.
          4. Efforts will be made to send it to the parent.  If this is not possible the COTA/PT will contact Terry Edwards and she will ensure the parent gets a copy of the PWN.
          5. The COTA and PT will do drafts for current upcoming IEPs so when the IEP meeting is scheduled they can provide the related service needs on the IEP.

      1. School Psychological  Services: School Psychologist will contact parents and students.  Will document in VA IEP parent contact.
      2. Educational Interpreter(EI):   The EI will follow the continuity of learning and provide services described in III FAPE.   
    1. Homebound Services are not required during the school shutdown.  However the homebound teachers will be providing a continuity of learning for all their homebound students but not with face to face visits.  They can use phone calls, or other methods of digital contact such as facetime, google hangouts, zoom etc to provide services.

Homebound teachers can provide the same times and content to students they had been providing in the Past.  Contact the student’s teacher on record to obtain the Continuity Of Learning lessons.

  

    1. Private Schools were contacted and a continuity of learning will be implemented by Private School.
    2. Home-based students will be provided FAPE and Special Education Process guidelines.
    3. Alt Ed  Classroom.  Students will follow Continuity Of Learning provided by RCPS.
ECSE (Early Childhood Special Education)  ECSE will follow the Same FAPE and Process guidelines as the special education teachers.
 
 
PUPIL SERVICE TEAMS 
During the school closing the distribution of equitable services will provide a team approach to implementing services.  These teams will be contacting parents and Continuity Of Learning staff to assist in the delivery of services. 
 
The following teams will work together during the school closure.   

      1. Sandy Lenhart- Cindy Havens,  
      2. Niki Burgard- Farrah Leighton
      3. Lori Blackwell- Katherine Calfee 
      4. Angie McCauley- Joan Sutphin 
      5. Sarah Turpin- Susan Hill 
      6. Andrea Guynn- Lorrie Kyle 
      7. Rebecca Nagel- Eric Root
      8. Josh Brown- Jordan Worrell
      9. Sarah Contreas - Kim Newberry
      10. MaryJane Drengwitz-Keyon Clanton
      11. Kelly Ridpath-Chrystal Boothe
      12. Eirin Kiser-Carolyn Woolwine
      13. Jodie Moody-Britney Green  
      14. Sharon Kimbleton, Mike Greco
      15. Anne Goodman-Rachel Clay
      16. Kate Leeper-Page Herndon
      17. Rachel Waff - Anna Vaughn
      18. B’easy Thompson Tory Leahy
      19. Dana DeHart Michelle Hazelton
      20. Charleen Jordan- Mr. Affif


  1.  How do we use paraprofessionals to assist staff in supporting Continuity of Learning:
    1. Special Education/504/English Learner(EL) Staff will supervise and assign activities for the

Para-Professional to assist them in providing services.

    1. List of duties that may be assigned by SPED/504/EL supervising staff.
      1. NO physical CONTACT with Students, activities should consider safety factors first and be assigned by the supervising staff .
      2. Activities:
        1. Phone contact with older students regarding COL assignments.
        2. Call the supervising teacher three times a week for information, guidance.
        3. Reading books that align with COL weekly template, reinforce weekly skills through SeeSaw videos, share favorite learning individual activities per child (example learning songs used during school year that could reinforce COL). Create social stories and share via video for students with social skill IEP goals. 
        4. Will provide read-aloud accommodations for assignments that are needed to complete the COL.
        5. Will contact students to develop and maintain positive relationships.
        6. Will provide modifications for assignments with special education teacher’s guidance. 
        7. Provide positive reinforcement for our students in preferred manner by parent/student (ex. SeeSaw, email,  phone call). 
        8. Consultation and progress reporting to students and parents.
 
*********************************************************************************************************************************

OTHER COVID-19 INFORMATION

Updated Coronavirus Information & Resources

The Virginia Department of Education has been working closely with the Governor’s Office, the Virginia Department of Health, and other state agencies to ensure our public schools and communities have the most up-to-date information and resources. The health and safety of our students and staff are our top priorities. 

 

GoOpenVA COVID-19 Resources

#GoOpenVA is Virginia's home for Open Educational Resources. Visit #GoOpenVA:COVID-19 Extended Closing Resources for materials provided by Virginia school divisions to support educational activities when schools are closed. Refer to the Quick Guide to Open Educational Resources (OER) to learn more. 

Child Trends: Resources for supporting children’s emotional well-being during the COVID-19 pandemic.

Center on PBIS: Brief on responding to COVID-19 though Positive Behavioral Interventions and Supports (PBIS). 

National Center for School Mental Health (NCSMH): The NCSMH has compiled a number of resources to support mental health during and after COVID-19, including an online training to help prepare school mental health clinicians to use telemental health to provide services and supports to students and families.

MHTTC School Mental Health Resources: The Mental Health Technology Training Center (MHTTC) offers free webinars and other resources for school mental health providers during this public health crisis.

CASEL Cares Initiative: The Collaborative for Academic, Social, and Emotional Learning (CASEL) provides social emotional learning (SEL) resources for building relationships and supporting each other during these difficult times. Webinars are featured as well as resources for educators, parents and caregivers, and policy makers.

Prevent Child Abuse COVID-19 Resources: provides a comprehensive list of resources and tips for parents and children to assist during the COVID-19 pandemic, including tips for staying connected, managing stress and anxiety, and staying active and engaged as a family. 

COVID -19 Updates for the Military Community: The Department of Defense is working closely with the Centers for Disease Control and Prevention and the U.S. Department of State to provide support in dealing with the coronavirus disease outbreak. This site houses the latest information on COVID-19 and supports military families in need of financial, counseling, child-care or other support during this time.

Mindfulness Meditation Webinars for Military Families: During the month of April, Military OneSource health and wellness coaches host weekly mindfulness meditation groups. 

COVID-19 and Social Insurance and Benefit Programs: Individuals with disabilities who regularly access a series of public benefits are left with a variety of questions about the impact of the various federal and state legislative and administrative actions on various benefits. This document from Cornell University serves as a guide to navigate and understand the impact on benefits.

Specific Resources

School Counselors

School Psychologists

School Social Workers

Please check out the resources as needed as new information will be provided when appropriate.

Governor Northam Orders All Virginia Schools to Close for the Remainder of the Academic Year 

On March 23, 2020This link takes you out of the Virginia Department of Education website, Governor Ralph Northam extended his order that all public and private K-12 schools in Virginia close in response to the continued spread of COVID-19 for the remainder of the school year. This builds on the Governor’s previous school closure order and previously issued guidance asking child care providers to prioritize services for children of essential personnel, while asking all families to keep their children home if they can. Please note that the March 30, Executive Order 55This link takes you out of the Virginia Department of Education website does not impact school meal distribution and instructional plans in localities.

 

The Virginia Department of Education (VDOE) continues to evaluate options to provide flexibility in meeting the requirements and mandates associated with testing and accountability, instructional days/hours, attendance and graduation. While current specific information can be found below, the VDOE will continue to update the field as additional flexibility is clarified and additional details are received from the U. S. Department of Education.

 Special Education and Related Services 

The Code of Virginia provides that all handicapped persons from ages two to twenty-one, inclusive residing in the Commonwealth of Virginia are identified, evaluated and have available a free and appropriate public education.
 
The special education process is often referred to as a maze and an ever changing system. If you have a child who may need Special Education services you will begin entering this maze and hopefully learn about the various steps to getting needed services. Before you get your child the services parts of this system may change. This system change is dictated by the needs of youth with disabilities and legal actions to improve the system in place. The major purpose of this web site is to keep the citizens of Radford City informed of the various processes in place and the many changes that take place at the federal, state and local levels that impact Special Education. Another goal is to provide information to parents of students with disabilities about the ever changing Standards of Learning Objectives and Tests. 
Parent Educator Resource Center (PERC)
Through understanding the special education process and regulation, your journey through this maze can be smooth and effective in meeting your child's needs.  To assist parents and school staff the Parent Educator Resource Center(PERC) is now open at McHarg Elementary School.  If you have any questions or need information regarding special education please feel free to contact the PERC at

(540) 731-3679 or email at: perc@rcps.org. You can visit the PERC on Tuesdays and Thursdays.

Hours:

Tuesdays 3:30 pm-5:00pm

Thursdays 3:30 pm-5:00pm

*additional hours are available by request

 

School Administrator Contacts 

 
If you have any questions regarding the special education process or would like to make a referral to have your child evaluated you can contact the following school administrators where your child attends or will attend school:
Dr. Michael Brown      Principal   McHarg Elementary School                              540-267-3239
Tara Grant                  Principal   Belle Heth Elementary School                          540-267-3232
Ken Keister                 Assistant   Principal Belle Heth Elementary School          540-731-3653 
Jerry King                   Principal  John Dalton Intermediate School                       540-267-3247
Jeff Smith                   Principal   Radford High School                                         540-731-3649
Darden Freeman        Assistant   Principal Radford High School                          540-731-3649

This year the ARC of Virginia conference will be in Harrisonburg, Virginia and one of the strands will be dedicated to inclusive education.

We have designed a special session - Learn to Advocate for Inclusive Education in Your School Division!- and we are looking for family  members and youth/young adults with disabilities and educators who have a great passion for inclusive education. We will pay for the ARC conference registration fee for one day for 15 family members/individuals with disabilities with self-reported financial need who reside in Federally designated high poverty areas who agree to attend this special workshop. We will also pay for one night’s lodging at the Hotel.

When: Tuesday July 30th 2:45 pm - 5:30 pm

Where : Hotel Madison, Harrisonburg VA at The Arc of Virginia’s 2019 State Convention

  • We will present our most current versions of 3 minute, 5 minute and 10 minute PPT presentations and handouts on Why Inclusion, Why Here, Why now? for parents and self -advocates to use to present at SEAC, school board, and school faculty meetings.
  • We will work in small groups to critique the presentations and materials.
  • We will work in small groups to brainstorm how best to use these materials, and get them out to the families who really need them.
  • All attendees will receive jump drives with copies of all materials.

 

Please share this information with anyone you think might be interested.

You can also contact any of us for more information!

Liz Altieri – 540-831-5590 – ealtieri@radford.edu

Karen Douglas – 540-831-5313 – kdouglas13@radford.edu

Darren Minarik – 540-831-7660 – dminarik@radford.edu