Embedded Files
Using Functional Behavioral Assessments To Create Supportive Learning Environments
"While FBAs have traditionally been used to support students with disabilities who receive services through an individualized education program (IEP), the use of FBAs has evolved, and they are now widely seen as helpful to students with and without disabilities. We believe that FBAs can and should be used as a strategy to support any student whose behavior interferes with learning. By using FBAs, educators can gain a better understanding of a student’s needs by identifying factors that contribute to the behavior’s occurrence. More specifically, data gathered through an FBA allows educators to develop positive and proactive BSP/BIPs that use a function-based approach to teaching and learning to create more inclusive, developmental and educational experiences, without having to resort to removals from the classroom."
Resources from the U.S. Department of Education Will Help School Communities Address the Needs of Students with Mental Health Disabilities
The Office for Civil Rights has issued four new resources for schools, stakeholders, students with disabilities, and their families. These documents outline the rights of students with mental health disabilities and the responsibilities of elementary and secondary schools, as well as colleges and universities under Section 504 of the Rehabilitation Act of 1973 and specifically address students with anxiety, depression, eating disorders, or bipolar disorder.
Fact Sheet: Section 504 Protections for Students with Anxiety Disorders
Fact Sheet: Section 504 Protections for Students with Depression
Fact Sheet: Section 504 Protections for Students with Eating Disorders
Fact Sheet: Section 504 Protections for Students with Bipolar Disorder
The fact sheets remind schools of the obligation to treat a student with a mental health disability as they must treat any other student with a disability: free from discrimination, and the obligation to provide students with mental health disabilities with the modifications, supports, and services the students need to have equal access to their education. These new resources are part of a larger series on specific medical conditions, which thus far includes fact sheets on diabetes, GER/GERD, food allergies, asthma, cancer, sickle cell disease, and epilepsy.
The VDOE Department of Special Populations and Board Operations has released its updated Functional Behavior Assessments and Behavior Intervention Plans: Guidelines for Effective Development and Implementation. This document has been updated based on guidance from the United States Department of Education. These guidelines also replace the 2015 version and aim to assist Virginia school divisions in implementing effective functional behavior assessment (FBA) and behavior intervention plan (BIP) processes to promote positive behavior, academic success, and overall student well-being and ensuring compliance with the Individuals with Disabilities Education Act (IDEA). The Functional Behavior Assessment and Behavior Intervention Plan: Guidelines for Effective Development and Implementation Module Series is a six-part series developed to expand on these guidelines to further support educators about function-based supports, including the use of FBAs and BIPs.
The guidelines are designed to provide Virginia school divisions with practical recommendations and best practices for conducting FBAs and developing BIPs; however, it is not a comprehensive summary or a detailed framework for conducting an FBA or developing a BIP. School divisions should review and revise their existing local policies and procedures, as needed, to ensure consistent practices are in place to promote improved social and academic outcomes.
Cooperative for Effective Behavior Intervention and Supports
Cooperative for Effective Behavior Intervention and Supports
The Cooperative for Effective Behavior Intervention and Supports (CEBIS) promotes the use of systematic, research-based practices to ensure high-quality behavior intervention and supports for educators across Virginia.
Special Education Evaluation Process Video Guide
Special Education Evaluation Process Video Guide
The Video Guide to the Special Education Evaluation Process for Families provides additional guidance to support accurate and consistent eligibility determinations and access to special education services across school divisions.
For questions regarding these video modules, please contact Bonnie English, Specialist-Related Services, Evaluation and Eligibility, at (804) 750-8181 or Dr. Zenia Burnett, Director of Instructional Services, at (804) 750-8666 or Zenia.Burnett@doe.virginia.gov. For general inquiries, email spedinstruction@doe.virginia.gov.
These video modules will provide parents, families, and other stakeholders with a brief but comprehensive overview of the special education process on the following topics:
Special Education Parent Involvement Survey for the 2024-2025 School Year
Special Education Parent Involvement Survey for the 2024-2025 School Year
All parents of school-aged children and youth with disabilities who receive special education services in Virginia are requested to complete the VDOE annual Special Education Parent Involvement Survey.
This survey will remain open through December 12, 2025. Please complete one survey for each of your children currently receiving special education services during the 2024-2025 school year.
If you have any questions regarding this survey, please contact Dr. Chiquita Seaborne, Family Engagement Specialist/Special Projects Coordinator, via email at Chiquita.Seaborne@doe.virginia.gov, or via telephone at (804) 418-4672.
The U.S. Department of Education has released new guidance titled "Coordinating Transition Services and Postsecondary Access" (January 2025) to support students with disabilities in their transition to postsecondary education and competitive integrated employment. This guidance builds on previous efforts and outlines how state and local agencies can collaborate to expand learning opportunities and improve outcomes for students, including those with intellectual disabilities. Notably, the percentage of undergraduate students reporting disabilities has risen significantly, from 6% in 1995-1996 to 21% in 2019-2020. The full guidance document is available for download.
Decision Tree: How to Assist and Support Students through Interventions
Decision Tree: How to Assist and Support Students through Interventions
"If a student has a health condition, learning difficulty, or other challenge that makes it hard for them to do well in school, it’s important to take action. Schools can work with families and teachers to figure out what kind of help the student needs. This might include creating an Individual Health Plan (IHP), a 504 Plan, an Individualized Education Program (IEP), or using support from the Virginia Tiered System of Supports (VTSS)."
Special Education Guidance & Shared Resources
Special Education Guidance & Shared Resources
Please review the Inclusive Action Planning Guide Module and companion Planning Guide. This & other resources can be found on the VDOE Inclusive Practice webpage.
Applied Studies Resource Document Available for Families
Applied Studies Resource Document Available for Families
The Applied Studies Diploma is a diploma option available to students identified as having a disability who complete the requirements of their individualized education programs (IEPs) and meet certain requirements prescribed by the Board of Education.
VDOE Suicide Prevention Training for School Staff
To support school divisions implementing the new Suicide Prevention Guidelines for Virginia Public Schools, we have developed webinars to assist with staff training and training for suicide risk assessment teams/school-based mental health providers.
Family Engagement
Family Engagement
Family Members on Teams Video & Factsheet
Family Members on Teams Video & Factsheet
This nine-minute Family Members on Teams video was produced by Formed Families Forward, as the family partner to the Virginia Tiered Systems of Supports (VTSS) project.
The video features a staged meeting and interviews with family members and educators sharing practical suggestions for including family members on decision-making teams. The accompanying factsheet overviews the strategies shared in the video.
Please complete this Family Members on Teams survey to let us know what you think of the video!
Special Education Parent Ombudsman
The Virginia Department of Education's (VDOE's) Department of Special Education and Student Services (SESS) announces that Mr. Peter Grabowski has taken on the role of Special Education Parent Ombudsman.
Our Parent Ombudsman for Special Education serves as a designated neutral party who advocates for a fair process and provides confidential, informal assistance and support to parents, guardians, advocates, educators, and students with disabilities.
Equity & Cultural Competence in Education
Equity & Cultural Competence in Education
- Transformative Social and Emotional Learning In Pursuit of Educational Equity and Excellence (American Federation of Teachers)
Transgender & LGBTQ+ Supports
Equity and Cultural Responsiveness
The American Speech Language Hearing Association (ASHA) supports increasing cultural competence among SLPs. The ASHA Leader Live's Consider a Cultural Audit provides ideas and resources to improve our professional practices including vital steps, such as:
Check yourself: Take a self-assessment on bias using the Harvard Implicit Bias Test. We all have biases and being aware of our own provides an opportunity to think critically about their potential impact on our actions.
Examine your materials: Do your materials reflect the diversity in your community? Look at the images in your space or on your website. Do they reflect a variety of gender expressions, including non-binary? Do you have varied familial structures? Check your assessment and intervention materials. Which language(s) are represented? Do your materials acknowledge the existence of various English dialects? Examine materials to ensure that they do not favor or solely reflect one language, dialect, familial structure, gender, value, or perspective.
NEW Supporting LGBTQ Youth Webinar Series
(especially for school counselors)
WEBISODE #1, WEBISODE #2, WEBISODE #3
At the end of webisode 3 there is a link/QR code to access a knowledge check and receive a certificate of completion.
Model Guidance/ Code of Student Conduct
Model Guidance/ Code of Student Conduct
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