I support this Supplemental Guidance for Evaluation and Eligibility. The document provides clarification of terms and procedures that can help improve the consistency of decision making across school districts in Virginia. When decisions are consistent, students with and without educational disabilities, are identified as such no matter where they live in Virginia.
In addition, I agree with the comments made by Reed Senter. Standardized assessments frequently are racially and culturally biased both in their content and their normative sampling. It is important for evaluators to consider that and to use comprehensive assessment practices to gather sufficient information for unbiased decision making. With sufficient information, clearly defined terms, and outlined procedures, eligibility teams will be able to make more accurate and consistent decisions.
Special education services should be provided to students with educational disabilities so that they can reach their potential. But for students without educational disabilities, those same services would hinder them from reaching their potential.