Of all of the recommendations described in the JLARC report, I'm not sure why the VDOE chose to dedicate our limited resources to this 128-page document. After reading this document in its entirety, it was difficult to find changes that are in any way an improvement over the existing evaluation and eligibility resources. I do support the following:
The document begins with a desultory mention of encouraging parental participation. However, the contribution of parental participation is quickly diminished by the mention of a team leader and the notion that "all team members do not have the same experience and knowledge" as others. It also mentions adhering to time limits when those of us regularly attending meetings know you are lucky to be scheduled for more than thirty minutes. LEA's are encouraged to "clarify" local policies/procedures but not to provide written documentation to parents. The document also fails to address providing copies of evaluations to parents prior to the eligibility meeting. How does this encourage meaningful, equal parental participation?
The entire document is poorly organized, includes redundant information, and has page numbering issues. It is also troubling that there was no information provided on the individual or individuals who participated in the drafting of this document.
The most egregious content of this document is the encouraged, frequent consideration of cultural, linguistic, and socioeconomic differences. Eligibility teams do not have the knowledge and resources to appropriately consider experiences that are significantly different than their own. Rather than this overblown document, the VDOE would better serve special education stakeholders by documenting which evaluation measures have been deemed appropriate tools for diverse student life experiences.
Further, when asked to consider a student's history of quality instruction, it is hypocritical for the VDOE to emphasize this when the most recent NAEP report placed Virginia dead last in fourth-grade reading and mathematics. Continuing to discriminate based on cultural and socioeconomic assumptions perpetuates those very inequities. How are families supposed to escape generational illiteracy and the resulting socioeconomic difficulties, if schools do not address this issue head-on?
Eligibility and evaluation were not intended to be the convoluted, discriminatory mess that this document supports. The VDOE should engage a diverse selection of special education stakeholders and educational equity experts to commission a do-over.