The Child Find Program of Winchester Public Schools is a mandated program that identifies and evaluates children residing in our district from birth to 21 years old who are suspected of having a disability and in need of special education services. We welcome the opportunity to provide information and special services early, when treatment is more effective.

If you are the parent of a child:

Ages 0-2, contact:
Barbara Willard, System Manager for Infant and Toddler
Connection of Shenandoah Valley
(540) 552-1523

Ages 3-5, contact:
Ralph Reese, Program Administrator
Northwestern Regional Educational Program
(540) 665-0103

Ages 5-21, contact:
Susan Groom, Director of Special Education
Winchester Public Schools
(540) 667-4253

The local educational agency shall ensure that an IEP is developed and implemented for each child with a disability at the beginning of each school year, and reviewed annually.

The IEP team should include but is not limited to:

• Parent(s)
• Regular Education Teacher
• Special Education Teacher
• Administrator
• Student (as appropriate)

ACRONYMS

• APR – Annual Performance Report
• AT – Assistive Technology
• AYP – Adequate Yearly Progress
• BIP – Behavior Intervention Plan
• CIP – Continuous Improvement Plan
• ESY – Extended School Year
• FAPE – Free Appropriate Public Education
• FBA – Functional Behavioral Assessment
• FERPA – Family Educational Rights and Privacy Act
• IDEA – Individuals with Disability Education Act
• IEP – Individualized Education Program
• PLOP - Present Level of Performance
• IFSP – Individualized Family Service Plan
• LEA – Local Education Agency
• LEP –Limited English Proficiency
• LRE – Least Restrictive Environment
• MDR – Manifestation Determination Review
• OSEP – Office of Special Education Programs, U.S. Department of Education
• RTI – Response to Intervention
• SPED – Special Education

A state assessment program for measuring student performance on grade level standards for students with disabilities who are unable to participate in statewide Standards of Learning testing, even with accommodations.

• VAAP- Virginia Alternative Assessment Program is the measurement of student performance for individuals with significant cognitive disabilities who are unable to participate in statewide SOL testing, even with accommodations.
• VGLA -Virginia Grade Level Assessment provides students in grades 3 through 8 the opportunity to participate in state assessments whose nature and level of disability prevents them from participating in SOL test(s).
• VSEP- Virginia Substitute Evaluation Program is designed for students with disabilities who have attained the knowledge and skills addressed by the Virginia Standards of Learning, but are unable to access the assessment(s) due to the nature of their disabilities and type of accommodations they use to access content and/or assessments.

TRANSITION SERVICES: OPPORTUNITY AND ACCESS

In accordance with the Individuals with Disabilities Education Act (IDEA ‘97), Winchester Public Schools supports youth with disabilities through Transition Services, a coordinated set of activities that enables youth with meeting their postsecondary goals.

What Are Transition Services?

Transition Services are a coordinated set of activities for youth with disabilities that promotes movement from school to post-school activities including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. Transition services are based on individual needs of the student taking into account the student's preferences and interests and includes instruction, related services, community experiences, development of employment, and other post-school living objectives and if appropriate, acquisition of daily living skills and functional vocational evaluation.

Who Receives Transition Services?

A statement of the transition service needs that focuses on the student's course of study must be developed for each student with a disability beginning at age 14 (or younger if determined appropriate by the IEP team). Beginning at age 16, a statement of needed transition services including, if appropriate, a statement of the interagency responsibilities or any needed linkages must be included on the IEP.

What Can Transition Services Do To Help Youth With Disabilities?

Transition services help youth with disabilities develop the skills and plans to get additional help from adult service agencies. Making these connections before graduation is important. Examples of some adult agencies include:

• Department of Rehabilitative Services (DRS)
• Northwestern Community Services (NWCSB)
• Access Independence (AI)
• Department for the Blind and Visually Impaired (DBVI)

How Are Transition Services Identified?

Identifying transition service needs begins with a conversation between the student, the student's parents, and school personnel about the student's career goals and interests. Needed services and supports are then determined to meet those career goals, interests, and preferences. These services and supports may include:

• Assessments:
• Vocational
• Functional behavior
• Interest Inventories
• Learning styles
• Assistive Technology
• Specialized Instruction or Training
• Community-Based Work Experience
• On-the-Job Training

Who Should Be Involved in Transition Planning?

The student, family, special educator, guidance counselor, vocational educator, vocational evaluator, therapists, adult agency service providers, and others that the family or school identify are possible members of the IEP transition planning team. Students must be invited to participate in transition planning. The transition services must be based on the student's needs, interests, and preferences.

For more information, please contact:

Toni Cary, Coordinator of Transition Services
John Handley High School
Phone: 540.662.4371, ext. 45189
E-mail: cary@wps.k12.va.us