Teachers, would writing a letter to Dr. Reed do anything?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What would moving to PW do? These IEPs have to be done by the end of THIS school year. Then it’s over.

FCPS will be providing services (and looking for teachers to do it or pay private vendors) well into the summer and next year.

We haven’t had the training yet, but I’ve heard this and also before/after school. I haven’t heard anyone say they are willing to do it though.

Many teachers had the training over the teacher workdays. Before/after school, weekends, summers seem to be the days/times that FCPS is communicating.

I’m retiring at the end of the SY and this is something I might be interested in doing, but I think a 6 month or a year separation is required before a retiree can work part time in a capacity such as this. I’ll have to look into it. I know it’s 3 months before one can substitute.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is to make up for work that wasn’t done during the pandemic, right? So I guess it evens out.

The irony is that the superintendent and school board decided to keep schools closed while most of the country returned. And FCPS was dumb enough to put it into writing that they would fix this instead of just saying from the start that they will do their best.

And this affects All teachers even if these students weren’t in FCPS at the time. Even kids last year who had IEP and in school.

All students could return to school as soon as the teachers were vaccinated. What more could you want? Absolutely no one should have had to work in person until they were vaccinated. Absolutely no one.

No one should have to work in person until they were vaccinated? Really? What about grocery store workers? What about doctors? Police? Prison guards? Most public services did have to work in person during the pandemic.

Okay bye...so ANYWAY about the letter to Dr. Reid....

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why is FCPS being singled out? Every other county did the exact same thing. Did Arlington, Loudoun, Alexandria, falls church, Prince William send providers to student houses to do speech or PT during the pandemic?

As far as I can remember, all the counties were essentially doing to same thing.

Not during the pandemic, APS did some compensatory services summer 2021, did FCPS?

Yes, fcps did extra recovery services over the summer, plus before and after school all school year. There have been a lot of opportunities to get additional support

The DOE is targeting big counties to prove them can. The smaller ones will be next.

[Anonymous]

There is some indications that FCPS is being “singled out” because they:

1 - Falsified PT, OT and Speech service logs

&

2 - attempted to conceal this from OCR during the investigation in 2021.

The above possibly came to light due to a whistle blower at Gatehouse. If FCPS had not been so sneaky, the settlement might not have been so bad.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why is FCPS being singled out? Every other county did the exact same thing. Did Arlington, Loudoun, Alexandria, falls church, Prince William send providers to student houses to do speech or PT during the pandemic?

As far as I can remember, all the counties were essentially doing to same thing.

Not during the pandemic, APS did some compensatory services summer 2021, did FCPS?

Yes, fcps did extra recovery services over the summer, plus before and after school all school year. There have been a lot of opportunities to get additional support

The DOE is targeting big counties to prove them can. The smaller ones will be next.

No, the county on Ohio that is under a similar investigation is much smaller. The common thread is parents submitting complaints to OCR and the counties not cooperating with the investigations.

[Anonymous]

Anonymous wrote:There is some indications that FCPS is being “singled out” because they:

1 - Falsified PT, OT and Speech service logs

&

2 - attempted to conceal this from OCR during the investigation in 2021.

The above possibly came to light due to a whistle blower at Gatehouse. If FCPS had not been so sneaky, the settlement might not have been so bad.

If this is true, then I wish staff had been told that. Our teacher meeting was basically, "You tried hard but it wasn't good enough so you need to do more." Makes it feel like we're being blamed when it was not teachers who screwed up. Not going to help morale in any way.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m in my 13th year with FCPS and I’ve had it. The new ruling about compensatory education will put me over the edge as a SpEd teacher when I’m expected to hold 500 meetings in addition to my every day job. The pay is feeling more and more like a slap in the face on a daily basis. The county never advertised the fact that the W-4 needed to be changed this year and I’m stuck owing taxes for the first time ever (I know, not totally their fault).
I’m so pissed that this is all being put on our plate and then being told we should be happy with a 3% raise. I can’t even afford to live anymore.
So, do you think she’d actually read it?

Start by spelling her name correctly.

This was covered on the first page. Stop embarrassing yourself. (not OP)

The only one who should be embarrassed is the FCPS employee who spelled her name wrong in the first place.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It means that if a child didn't make "adequate" progress during the virtual part of the pandemic then they are in need of additional services. It could mean that they had trouble accessing virtual services due to lack of equipment, had trouble attending, did not learn in that manner, etc. The trouble is that you need to document for every student and hold a meeting and document in several places. It's very time consuming. It's a lot of work and then the services being offered are not much.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is to make up for work that wasn’t done during the pandemic, right? So I guess it evens out.

The irony is that the superintendent and school board decided to keep schools closed while most of the country returned. And FCPS was dumb enough to put it into writing that they would fix this instead of just saying from the start that they will do their best.

And this affects All teachers even if these students weren’t in FCPS at the time. Even kids last year who had IEP and in school.

All students could return to school as soon as the teachers were vaccinated. What more could you want? Absolutely no one should have had to work in person until they were vaccinated. Absolutely no one.

Whatever. Most of the country was back in school that year.

And then last year most of the country wasn’t requiring masks, doing 10 day pauses and all the crap FCPS pulled.

I’m saying this as teacher. And no kids weren’t back until a few months after teachers were vaccinated and even then many schools could only offered 2 days in and 2 days out. No one was back in school 5 days a week.

NP. As a parent who wanted my kids to be back in the building, I was frustrated at how the 2020-2021 school year started - but it was clear that FCPS was complying with CDC guidelines with all the restrictions. Some states ignored the CDC, Virginia didn't.

TBH, I don't understand what the compensatory services agreement is about, if it's just about virtual school or something else. I can see how the additional meetings are a burden. Will there also be additional services to make up for the learning losses from the pandemic? What does that even mean?

It means more services. I’m happy. FCPS screwed up big time. Time to make it right.

Can you explain further? What services are being offered? What are the metrics for progress?

Services being offered are individual to the student and what progress wasn’t made.

Johnny usually makes 1 year of growth in reading levels during a normal school year, but during virtual only grew half a year? Maybe an hour of private tutoring once a week after school to work on reading.

Suzy has an IEP for speech but didn’t get a physical person present because FCPS was not meeting in person and therefor made minimal progress in speech goals because no one was able to physically shape her mouth? She will qualify to have a SP come to her house on Saturday for an extra 30 minutes a week.

Larlo’s parents were worried he was going to fall behind during virtual so hired a math tutor (and have receipts to prove it?) They may be able to submit those receipts for reimbursement, if he didn’t get his math pull out accommodations.

A kid who usually makes minimal growth in reading and online made minimal growth in reading should not qualify. A child who usually keeps up with grade level expectations and online met grade level benchmarks won’t qualify. There has to be proof (through testing data, sol scores, IEP narratives) that less than normal progress was made that year.

THANK YOU! This is so much clearer than what they gave to parents.

How do they handle reimbursement? If a child did not receive 20 hours of speech, but you have 20 hours of private speech sessions, is this an automatic reimbursement?

That was not explained to staff. Teachers are to create a portfolio of documentation related to the goals that were in the IEP when the pandemic hit, and during. They will meet (with the family) to decide if similar progress was/was not made base on the student's typical amount of progress. They mark the file as "yes, compensatory" or "no, not compensatory". Then lawyers in central office will determine actual reimbursement.

It seems like much less annoyance to do none of that and take a job in Loudon or Arlington next year.

This all has to be done by JUNE!!!!

Our school only has 90 IEPS. Imagine schools with centers and more IEPS.

I’m at a secondary school. 540 IEPs. By the time documentation is assembled there will need to be 8-9 of these meetings every day. A short one (where parents say “we’re good” will last 30 minutes according to our sped chair. Plus regular IEPs?! When?

Can the parents just refuse them? Just say we are good? I find the meetings kind of dumb. I haven't found the special ed department very helpful in actually working through issues with my student. There is talk but no action so a new meeting really won't solve this issue.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It means that if a child didn't make "adequate" progress during the virtual part of the pandemic then they are in need of additional services. It could mean that they had trouble accessing virtual services due to lack of equipment, had trouble attending, did not learn in that manner, etc. The trouble is that you need to document for every student and hold a meeting and document in several places. It's very time consuming. It's a lot of work and then the services being offered are not much.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is to make up for work that wasn’t done during the pandemic, right? So I guess it evens out.

The irony is that the superintendent and school board decided to keep schools closed while most of the country returned. And FCPS was dumb enough to put it into writing that they would fix this instead of just saying from the start that they will do their best.

And this affects All teachers even if these students weren’t in FCPS at the time. Even kids last year who had IEP and in school.

All students could return to school as soon as the teachers were vaccinated. What more could you want? Absolutely no one should have had to work in person until they were vaccinated. Absolutely no one.

Whatever. Most of the country was back in school that year.

And then last year most of the country wasn’t requiring masks, doing 10 day pauses and all the crap FCPS pulled.

I’m saying this as teacher. And no kids weren’t back until a few months after teachers were vaccinated and even then many schools could only offered 2 days in and 2 days out. No one was back in school 5 days a week.

NP. As a parent who wanted my kids to be back in the building, I was frustrated at how the 2020-2021 school year started - but it was clear that FCPS was complying with CDC guidelines with all the restrictions. Some states ignored the CDC, Virginia didn't.

TBH, I don't understand what the compensatory services agreement is about, if it's just about virtual school or something else. I can see how the additional meetings are a burden. Will there also be additional services to make up for the learning losses from the pandemic? What does that even mean?

It means more services. I’m happy. FCPS screwed up big time. Time to make it right.

Can you explain further? What services are being offered? What are the metrics for progress?

Services being offered are individual to the student and what progress wasn’t made.

Johnny usually makes 1 year of growth in reading levels during a normal school year, but during virtual only grew half a year? Maybe an hour of private tutoring once a week after school to work on reading.

Suzy has an IEP for speech but didn’t get a physical person present because FCPS was not meeting in person and therefor made minimal progress in speech goals because no one was able to physically shape her mouth? She will qualify to have a SP come to her house on Saturday for an extra 30 minutes a week.

Larlo’s parents were worried he was going to fall behind during virtual so hired a math tutor (and have receipts to prove it?) They may be able to submit those receipts for reimbursement, if he didn’t get his math pull out accommodations.

A kid who usually makes minimal growth in reading and online made minimal growth in reading should not qualify. A child who usually keeps up with grade level expectations and online met grade level benchmarks won’t qualify. There has to be proof (through testing data, sol scores, IEP narratives) that less than normal progress was made that year.

THANK YOU! This is so much clearer than what they gave to parents.

How do they handle reimbursement? If a child did not receive 20 hours of speech, but you have 20 hours of private speech sessions, is this an automatic reimbursement?

That was not explained to staff. Teachers are to create a portfolio of documentation related to the goals that were in the IEP when the pandemic hit, and during. They will meet (with the family) to decide if similar progress was/was not made base on the student's typical amount of progress. They mark the file as "yes, compensatory" or "no, not compensatory". Then lawyers in central office will determine actual reimbursement.

It seems like much less annoyance to do none of that and take a job in Loudon or Arlington next year.

This all has to be done by JUNE!!!!

Our school only has 90 IEPS. Imagine schools with centers and more IEPS.

I’m at a secondary school. 540 IEPs. By the time documentation is assembled there will need to be 8-9 of these meetings every day. A short one (where parents say “we’re good” will last 30 minutes according to our sped chair. Plus regular IEPs?! When?

Can the parents just refuse them? Just say we are good? I find the meetings kind of dumb. I haven't found the special ed department very helpful in actually working through issues with my student. There is talk but no action so a new meeting really won't solve this issue.

As an example, I was told my child didn't need any services on the504 individually because it was given to the class as a whole (not true or not done well) and could they please reduce what's on the 504 list since it's not something they can accommodate individually. This is what a 504 meeting looks like for me. I don't need extra meetings like this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It means that if a child didn't make "adequate" progress during the virtual part of the pandemic then they are in need of additional services. It could mean that they had trouble accessing virtual services due to lack of equipment, had trouble attending, did not learn in that manner, etc. The trouble is that you need to document for every student and hold a meeting and document in several places. It's very time consuming. It's a lot of work and then the services being offered are not much.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is to make up for work that wasn’t done during the pandemic, right? So I guess it evens out.

The irony is that the superintendent and school board decided to keep schools closed while most of the country returned. And FCPS was dumb enough to put it into writing that they would fix this instead of just saying from the start that they will do their best.

And this affects All teachers even if these students weren’t in FCPS at the time. Even kids last year who had IEP and in school.

All students could return to school as soon as the teachers were vaccinated. What more could you want? Absolutely no one should have had to work in person until they were vaccinated. Absolutely no one.

Whatever. Most of the country was back in school that year.

And then last year most of the country wasn’t requiring masks, doing 10 day pauses and all the crap FCPS pulled.

I’m saying this as teacher. And no kids weren’t back until a few months after teachers were vaccinated and even then many schools could only offered 2 days in and 2 days out. No one was back in school 5 days a week.

NP. As a parent who wanted my kids to be back in the building, I was frustrated at how the 2020-2021 school year started - but it was clear that FCPS was complying with CDC guidelines with all the restrictions. Some states ignored the CDC, Virginia didn't.

TBH, I don't understand what the compensatory services agreement is about, if it's just about virtual school or something else. I can see how the additional meetings are a burden. Will there also be additional services to make up for the learning losses from the pandemic? What does that even mean?

It means more services. I’m happy. FCPS screwed up big time. Time to make it right.

Can you explain further? What services are being offered? What are the metrics for progress?

Services being offered are individual to the student and what progress wasn’t made.

Johnny usually makes 1 year of growth in reading levels during a normal school year, but during virtual only grew half a year? Maybe an hour of private tutoring once a week after school to work on reading.

Suzy has an IEP for speech but didn’t get a physical person present because FCPS was not meeting in person and therefor made minimal progress in speech goals because no one was able to physically shape her mouth? She will qualify to have a SP come to her house on Saturday for an extra 30 minutes a week.

Larlo’s parents were worried he was going to fall behind during virtual so hired a math tutor (and have receipts to prove it?) They may be able to submit those receipts for reimbursement, if he didn’t get his math pull out accommodations.

A kid who usually makes minimal growth in reading and online made minimal growth in reading should not qualify. A child who usually keeps up with grade level expectations and online met grade level benchmarks won’t qualify. There has to be proof (through testing data, sol scores, IEP narratives) that less than normal progress was made that year.

THANK YOU! This is so much clearer than what they gave to parents.

How do they handle reimbursement? If a child did not receive 20 hours of speech, but you have 20 hours of private speech sessions, is this an automatic reimbursement?

That was not explained to staff. Teachers are to create a portfolio of documentation related to the goals that were in the IEP when the pandemic hit, and during. They will meet (with the family) to decide if similar progress was/was not made base on the student's typical amount of progress. They mark the file as "yes, compensatory" or "no, not compensatory". Then lawyers in central office will determine actual reimbursement.

It seems like much less annoyance to do none of that and take a job in Loudon or Arlington next year.

This all has to be done by JUNE!!!!

Our school only has 90 IEPS. Imagine schools with centers and more IEPS.

I’m at a secondary school. 540 IEPs. By the time documentation is assembled there will need to be 8-9 of these meetings every day. A short one (where parents say “we’re good” will last 30 minutes according to our sped chair. Plus regular IEPs?! When?

Can the parents just refuse them? Just say we are good? I find the meetings kind of dumb. I haven't found the special ed department very helpful in actually working through issues with my student. There is talk but no action so a new meeting really won't solve this issue.

As stated a few times before, the documentation must be gathered and the meeting must be held as per the settlement agreement. Parents can choose whether or not to attend, teachers do not have the option to cancel the meeting if the parent says no--it must be held without the parent.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It means that if a child didn't make "adequate" progress during the virtual part of the pandemic then they are in need of additional services. It could mean that they had trouble accessing virtual services due to lack of equipment, had trouble attending, did not learn in that manner, etc. The trouble is that you need to document for every student and hold a meeting and document in several places. It's very time consuming. It's a lot of work and then the services being offered are not much.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is to make up for work that wasn’t done during the pandemic, right? So I guess it evens out.

The irony is that the superintendent and school board decided to keep schools closed while most of the country returned. And FCPS was dumb enough to put it into writing that they would fix this instead of just saying from the start that they will do their best.

And this affects All teachers even if these students weren’t in FCPS at the time. Even kids last year who had IEP and in school.

All students could return to school as soon as the teachers were vaccinated. What more could you want? Absolutely no one should have had to work in person until they were vaccinated. Absolutely no one.

Whatever. Most of the country was back in school that year.

And then last year most of the country wasn’t requiring masks, doing 10 day pauses and all the crap FCPS pulled.

I’m saying this as teacher. And no kids weren’t back until a few months after teachers were vaccinated and even then many schools could only offered 2 days in and 2 days out. No one was back in school 5 days a week.

NP. As a parent who wanted my kids to be back in the building, I was frustrated at how the 2020-2021 school year started - but it was clear that FCPS was complying with CDC guidelines with all the restrictions. Some states ignored the CDC, Virginia didn't.

TBH, I don't understand what the compensatory services agreement is about, if it's just about virtual school or something else. I can see how the additional meetings are a burden. Will there also be additional services to make up for the learning losses from the pandemic? What does that even mean?

It means more services. I’m happy. FCPS screwed up big time. Time to make it right.

Can you explain further? What services are being offered? What are the metrics for progress?

Services being offered are individual to the student and what progress wasn’t made.

Johnny usually makes 1 year of growth in reading levels during a normal school year, but during virtual only grew half a year? Maybe an hour of private tutoring once a week after school to work on reading.

Suzy has an IEP for speech but didn’t get a physical person present because FCPS was not meeting in person and therefor made minimal progress in speech goals because no one was able to physically shape her mouth? She will qualify to have a SP come to her house on Saturday for an extra 30 minutes a week.

Larlo’s parents were worried he was going to fall behind during virtual so hired a math tutor (and have receipts to prove it?) They may be able to submit those receipts for reimbursement, if he didn’t get his math pull out accommodations.

A kid who usually makes minimal growth in reading and online made minimal growth in reading should not qualify. A child who usually keeps up with grade level expectations and online met grade level benchmarks won’t qualify. There has to be proof (through testing data, sol scores, IEP narratives) that less than normal progress was made that year.

THANK YOU! This is so much clearer than what they gave to parents.

How do they handle reimbursement? If a child did not receive 20 hours of speech, but you have 20 hours of private speech sessions, is this an automatic reimbursement?

That was not explained to staff. Teachers are to create a portfolio of documentation related to the goals that were in the IEP when the pandemic hit, and during. They will meet (with the family) to decide if similar progress was/was not made base on the student's typical amount of progress. They mark the file as "yes, compensatory" or "no, not compensatory". Then lawyers in central office will determine actual reimbursement.

It seems like much less annoyance to do none of that and take a job in Loudon or Arlington next year.

This all has to be done by JUNE!!!!

Our school only has 90 IEPS. Imagine schools with centers and more IEPS.

I’m at a secondary school. 540 IEPs. By the time documentation is assembled there will need to be 8-9 of these meetings every day. A short one (where parents say “we’re good” will last 30 minutes according to our sped chair. Plus regular IEPs?! When?

Can the parents just refuse them? Just say we are good? I find the meetings kind of dumb. I haven't found the special ed department very helpful in actually working through issues with my student. There is talk but no action so a new meeting really won't solve this issue.

As an example, I was told my child didn't need any services on the504 individually because it was given to the class as a whole (not true or not done well) and could they please reduce what's on the 504 list since it's not something they can accommodate individually. This is what a 504 meeting looks like for me. I don't need extra meetings like this.

This compensatory meeting has nothing to do with what you are complaining about.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It means that if a child didn't make "adequate" progress during the virtual part of the pandemic then they are in need of additional services. It could mean that they had trouble accessing virtual services due to lack of equipment, had trouble attending, did not learn in that manner, etc. The trouble is that you need to document for every student and hold a meeting and document in several places. It's very time consuming. It's a lot of work and then the services being offered are not much.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is to make up for work that wasn’t done during the pandemic, right? So I guess it evens out.

The irony is that the superintendent and school board decided to keep schools closed while most of the country returned. And FCPS was dumb enough to put it into writing that they would fix this instead of just saying from the start that they will do their best.

And this affects All teachers even if these students weren’t in FCPS at the time. Even kids last year who had IEP and in school.

All students could return to school as soon as the teachers were vaccinated. What more could you want? Absolutely no one should have had to work in person until they were vaccinated. Absolutely no one.

Whatever. Most of the country was back in school that year.

And then last year most of the country wasn’t requiring masks, doing 10 day pauses and all the crap FCPS pulled.

I’m saying this as teacher. And no kids weren’t back until a few months after teachers were vaccinated and even then many schools could only offered 2 days in and 2 days out. No one was back in school 5 days a week.

NP. As a parent who wanted my kids to be back in the building, I was frustrated at how the 2020-2021 school year started - but it was clear that FCPS was complying with CDC guidelines with all the restrictions. Some states ignored the CDC, Virginia didn't.

TBH, I don't understand what the compensatory services agreement is about, if it's just about virtual school or something else. I can see how the additional meetings are a burden. Will there also be additional services to make up for the learning losses from the pandemic? What does that even mean?

It means more services. I’m happy. FCPS screwed up big time. Time to make it right.

Can you explain further? What services are being offered? What are the metrics for progress?

Services being offered are individual to the student and what progress wasn’t made.

Johnny usually makes 1 year of growth in reading levels during a normal school year, but during virtual only grew half a year? Maybe an hour of private tutoring once a week after school to work on reading.

Suzy has an IEP for speech but didn’t get a physical person present because FCPS was not meeting in person and therefor made minimal progress in speech goals because no one was able to physically shape her mouth? She will qualify to have a SP come to her house on Saturday for an extra 30 minutes a week.

Larlo’s parents were worried he was going to fall behind during virtual so hired a math tutor (and have receipts to prove it?) They may be able to submit those receipts for reimbursement, if he didn’t get his math pull out accommodations.

A kid who usually makes minimal growth in reading and online made minimal growth in reading should not qualify. A child who usually keeps up with grade level expectations and online met grade level benchmarks won’t qualify. There has to be proof (through testing data, sol scores, IEP narratives) that less than normal progress was made that year.

THANK YOU! This is so much clearer than what they gave to parents.

How do they handle reimbursement? If a child did not receive 20 hours of speech, but you have 20 hours of private speech sessions, is this an automatic reimbursement?

That was not explained to staff. Teachers are to create a portfolio of documentation related to the goals that were in the IEP when the pandemic hit, and during. They will meet (with the family) to decide if similar progress was/was not made base on the student's typical amount of progress. They mark the file as "yes, compensatory" or "no, not compensatory". Then lawyers in central office will determine actual reimbursement.

It seems like much less annoyance to do none of that and take a job in Loudon or Arlington next year.

This all has to be done by JUNE!!!!

Our school only has 90 IEPS. Imagine schools with centers and more IEPS.

I’m at a secondary school. 540 IEPs. By the time documentation is assembled there will need to be 8-9 of these meetings every day. A short one (where parents say “we’re good” will last 30 minutes according to our sped chair. Plus regular IEPs?! When?

Can the parents just refuse them? Just say we are good? I find the meetings kind of dumb. I haven't found the special ed department very helpful in actually working through issues with my student. There is talk but no action so a new meeting really won't solve this issue.

As stated a few times before, the documentation must be gathered and the meeting must be held as per the settlement agreement. Parents can choose whether or not to attend, teachers do not have the option to cancel the meeting if the parent says no--it must be held without the parent.

Thank you. Think I'll pass and let you all discuss your internal concerns during it. Most of us didn't ask for additional meetings.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It means that if a child didn't make "adequate" progress during the virtual part of the pandemic then they are in need of additional services. It could mean that they had trouble accessing virtual services due to lack of equipment, had trouble attending, did not learn in that manner, etc. The trouble is that you need to document for every student and hold a meeting and document in several places. It's very time consuming. It's a lot of work and then the services being offered are not much.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is to make up for work that wasn’t done during the pandemic, right? So I guess it evens out.

The irony is that the superintendent and school board decided to keep schools closed while most of the country returned. And FCPS was dumb enough to put it into writing that they would fix this instead of just saying from the start that they will do their best.

And this affects All teachers even if these students weren’t in FCPS at the time. Even kids last year who had IEP and in school.

All students could return to school as soon as the teachers were vaccinated. What more could you want? Absolutely no one should have had to work in person until they were vaccinated. Absolutely no one.

Whatever. Most of the country was back in school that year.

And then last year most of the country wasn’t requiring masks, doing 10 day pauses and all the crap FCPS pulled.

I’m saying this as teacher. And no kids weren’t back until a few months after teachers were vaccinated and even then many schools could only offered 2 days in and 2 days out. No one was back in school 5 days a week.

NP. As a parent who wanted my kids to be back in the building, I was frustrated at how the 2020-2021 school year started - but it was clear that FCPS was complying with CDC guidelines with all the restrictions. Some states ignored the CDC, Virginia didn't.

TBH, I don't understand what the compensatory services agreement is about, if it's just about virtual school or something else. I can see how the additional meetings are a burden. Will there also be additional services to make up for the learning losses from the pandemic? What does that even mean?

It means more services. I’m happy. FCPS screwed up big time. Time to make it right.

Can you explain further? What services are being offered? What are the metrics for progress?

Services being offered are individual to the student and what progress wasn’t made.

Johnny usually makes 1 year of growth in reading levels during a normal school year, but during virtual only grew half a year? Maybe an hour of private tutoring once a week after school to work on reading.

Suzy has an IEP for speech but didn’t get a physical person present because FCPS was not meeting in person and therefor made minimal progress in speech goals because no one was able to physically shape her mouth? She will qualify to have a SP come to her house on Saturday for an extra 30 minutes a week.

Larlo’s parents were worried he was going to fall behind during virtual so hired a math tutor (and have receipts to prove it?) They may be able to submit those receipts for reimbursement, if he didn’t get his math pull out accommodations.

A kid who usually makes minimal growth in reading and online made minimal growth in reading should not qualify. A child who usually keeps up with grade level expectations and online met grade level benchmarks won’t qualify. There has to be proof (through testing data, sol scores, IEP narratives) that less than normal progress was made that year.

THANK YOU! This is so much clearer than what they gave to parents.

How do they handle reimbursement? If a child did not receive 20 hours of speech, but you have 20 hours of private speech sessions, is this an automatic reimbursement?

That was not explained to staff. Teachers are to create a portfolio of documentation related to the goals that were in the IEP when the pandemic hit, and during. They will meet (with the family) to decide if similar progress was/was not made base on the student's typical amount of progress. They mark the file as "yes, compensatory" or "no, not compensatory". Then lawyers in central office will determine actual reimbursement.

It seems like much less annoyance to do none of that and take a job in Loudon or Arlington next year.

This all has to be done by JUNE!!!!

Our school only has 90 IEPS. Imagine schools with centers and more IEPS.

I’m at a secondary school. 540 IEPs. By the time documentation is assembled there will need to be 8-9 of these meetings every day. A short one (where parents say “we’re good” will last 30 minutes according to our sped chair. Plus regular IEPs?! When?

Can the parents just refuse them? Just say we are good? I find the meetings kind of dumb. I haven't found the special ed department very helpful in actually working through issues with my student. There is talk but no action so a new meeting really won't solve this issue.

As stated a few times before, the documentation must be gathered and the meeting must be held as per the settlement agreement. Parents can choose whether or not to attend, teachers do not have the option to cancel the meeting if the parent says no--it must be held without the parent.

Thank you. Think I'll pass and let you all discuss your internal concerns during it. Most of us didn't ask for additional meetings.

ok...good to know.

[Anonymous]

What documentation needs to be gathered? Aren’t they just going to look at report cards?

The IEP progress reports are totally useless. Everyone just puts down 4 or 3 or just reword the goals to something very squishy. And always lose the data sheets.

[Anonymous]

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Anonymous wrote:It means that if a child didn't make "adequate" progress during the virtual part of the pandemic then they are in need of additional services. It could mean that they had trouble accessing virtual services due to lack of equipment, had trouble attending, did not learn in that manner, etc. The trouble is that you need to document for every student and hold a meeting and document in several places. It's very time consuming. It's a lot of work and then the services being offered are not much.

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Anonymous wrote:This is to make up for work that wasn’t done during the pandemic, right? So I guess it evens out.

The irony is that the superintendent and school board decided to keep schools closed while most of the country returned. And FCPS was dumb enough to put it into writing that they would fix this instead of just saying from the start that they will do their best.

And this affects All teachers even if these students weren’t in FCPS at the time. Even kids last year who had IEP and in school.

All students could return to school as soon as the teachers were vaccinated. What more could you want? Absolutely no one should have had to work in person until they were vaccinated. Absolutely no one.

Whatever. Most of the country was back in school that year.

And then last year most of the country wasn’t requiring masks, doing 10 day pauses and all the crap FCPS pulled.

I’m saying this as teacher. And no kids weren’t back until a few months after teachers were vaccinated and even then many schools could only offered 2 days in and 2 days out. No one was back in school 5 days a week.

NP. As a parent who wanted my kids to be back in the building, I was frustrated at how the 2020-2021 school year started - but it was clear that FCPS was complying with CDC guidelines with all the restrictions. Some states ignored the CDC, Virginia didn't.

TBH, I don't understand what the compensatory services agreement is about, if it's just about virtual school or something else. I can see how the additional meetings are a burden. Will there also be additional services to make up for the learning losses from the pandemic? What does that even mean?

It means more services. I’m happy. FCPS screwed up big time. Time to make it right.

Can you explain further? What services are being offered? What are the metrics for progress?

Services being offered are individual to the student and what progress wasn’t made.

Johnny usually makes 1 year of growth in reading levels during a normal school year, but during virtual only grew half a year? Maybe an hour of private tutoring once a week after school to work on reading.

Suzy has an IEP for speech but didn’t get a physical person present because FCPS was not meeting in person and therefor made minimal progress in speech goals because no one was able to physically shape her mouth? She will qualify to have a SP come to her house on Saturday for an extra 30 minutes a week.

Larlo’s parents were worried he was going to fall behind during virtual so hired a math tutor (and have receipts to prove it?) They may be able to submit those receipts for reimbursement, if he didn’t get his math pull out accommodations.

A kid who usually makes minimal growth in reading and online made minimal growth in reading should not qualify. A child who usually keeps up with grade level expectations and online met grade level benchmarks won’t qualify. There has to be proof (through testing data, sol scores, IEP narratives) that less than normal progress was made that year.

THANK YOU! This is so much clearer than what they gave to parents.

How do they handle reimbursement? If a child did not receive 20 hours of speech, but you have 20 hours of private speech sessions, is this an automatic reimbursement?

That was not explained to staff. Teachers are to create a portfolio of documentation related to the goals that were in the IEP when the pandemic hit, and during. They will meet (with the family) to decide if similar progress was/was not made base on the student's typical amount of progress. They mark the file as "yes, compensatory" or "no, not compensatory". Then lawyers in central office will determine actual reimbursement.

It seems like much less annoyance to do none of that and take a job in Loudon or Arlington next year.

This all has to be done by JUNE!!!!

Our school only has 90 IEPS. Imagine schools with centers and more IEPS.

I’m at a secondary school. 540 IEPs. By the time documentation is assembled there will need to be 8-9 of these meetings every day. A short one (where parents say “we’re good” will last 30 minutes according to our sped chair. Plus regular IEPs?! When?

Can the parents just refuse them? Just say we are good? I find the meetings kind of dumb. I haven't found the special ed department very helpful in actually working through issues with my student. There is talk but no action so a new meeting really won't solve this issue.

As stated a few times before, the documentation must be gathered and the meeting must be held as per the settlement agreement. Parents can choose whether or not to attend, teachers do not have the option to cancel the meeting if the parent says no--it must be held without the parent.

Thank you. Think I'll pass and let you all discuss your internal concerns during it. Most of us didn't ask for additional meetings.

As usual, it's a small but incredibly aggressive segment of parents that's driving the show and is going to lead to a massive exodus of SPED teachers. Gen Ed teachers have also been told they need to attend the meetings and opine on where the student would be academically had they received the services they were owed. I think the answer to that question is "how on earth would we know?" We don't have crystal balls and each student's progress is subject to so many different factors--the question is ridiculous.