The DSS Digest

Diagnostic & Prevention Services

Procedural Support

Special Education

Student Mental Health

Student Services

🌼 Welcome to March, Dear Members of the Department of Student Services! 🌼

As we embrace the blossoming month of March, let us renew our commitment to serving our student community with warmth, compassion, and dedication. March brings with it the promise of growth, renewal, and new beginnings, and within our department, it offers us the opportunity to continue nurturing the educational journey of every student we encounter.

In this month of transition from winter to spring, let us also transition our focus towards fostering an environment of support, empowerment, and inclusivity. As stewards of student welfare, our role is pivotal in shaping positive experiences and facilitating the success of each individual under our care.

Let us approach our tasks with enthusiasm, creativity, and a willingness to adapt to the evolving needs of our students. Through our collaborative efforts and unwavering commitment, we can inspire, guide, and uplift those who entrust us with their academic and personal growth.

Here are some happenings across the department and the division that are true examples of our unwavering commitment to our DSS Team and those we serve::

March Birthdays - Happy Birthday! 🎉

• Alison Lyons
• Ellen Bauserman
• Donna Nachajski
• Tom Chelgren
• Joy Engstrom
• John Lody
• Lori Padgett
• Susan Wheeler

Welcome to the DSS - Mr. Kirk Dolson, Director of Student Services! 🎉

Strategic Plan Update-

• Diagnostic and Prevention Services – MTSS
• Over 12,000+ students (or 15%) have been supported through intervention plans in literacy, math, behavior, and social-emotional/mental health
• MTSS guidance, training, and resources have been provided to support teacher implementation of math interventions
• Student Mental Health Services
• 57% 6-12th graders have received Bullying Prevention Lessons
• 38% of 6th graders, 87% of 8th graders, 100% of 9th graders, and 53% of 11th graders have received Substance Use or Mental Health Awareness presentations
• The current chronic absenteeism rate is 15.8 as of February 13 which is lower than our 2023 chronic absenteeism annual rate of 18.8
• Special Education - Transition Services
• Community and School Together (CAST): 37%, 8 sites, 50 student participants
• Project Search: (6%), 1 service location with 6% of our eligible students participating.

Together, let us embrace March as a time of opportunity, where every interaction, every initiative, and every act of kindness contributes to the vibrant tapestry of student life. May this month be filled with joy, achievement, and moments of profound connection as we continue to make a difference in the lives of those we serve.

Welcome to March, where the seeds of our efforts bloom into remarkable achievements!

With warm regards,

Tedra

The U.S. Department of Education recently released the 2024 National Educational Technology Plan (NETP): A Call to Action for Closing the Digital Access, Design and Use Divides. It provides a vision for how the consideration and implementation of educational technology can transform teaching and learning to provide increased opportunities and access to all learners. The plan features numerous examples of how educators have adopted Universal Design for Learning and accessibility as an integral part of instruction, assessment, and culture to the benefit of each learner they support.

The Office of Special Education Programs (OSEP) and the Office of Educational Technology have recently released a set of guidance documents specific to Assistive Technology (AT). These resources, available at https://sites.ed.gov/idea/idea-files/at-guidance, are designed to promote the understanding and implementation of Assistive Technology in educational settings. The guidance documents delve into the nuances of consideration and implementation of assistive technology in a format that uses facts to dispel common myths and misconceptions.

Enjoy reviewing and sharing these resources with other educators, families, and members of the community.

The Office of Special Education successfully held the largest OSE professional learning opportunity to date on March 5th! We are grateful to the administration at Lightridge High School for agreeing o hostess the event as well as Hovatter Elementary and Willard Middle for serving as overflow parking locations on an election day! We greatly appreciate each and every individual for all that was done to support the success of this day, be it set-up, session facilitation, engaging with participants, and/or breakdown.

By the numbers:

• We hosted over 1,000 special educators and related service providers in one location
• 3 keynote speeches facilitated by leaders in 2 different LCPS departments aimed at supporting staff in feeling empowered by the data they collect and the value of it, with the opportunity for facilitators to join a keynote, too
• Staff had the opportunity to choose from 70 different sessions, some of which included work sessions and make and take opportunities
• 23 LCPS teachers and related service providers and 3 school-based leaders joined our office in facilitating sessions for staff
• In addition to the Office of Special Education, 2 other offices (Office of Diagnostic and Prevention Services, Mentoring and Coaching) joined us in session facilitation
• 3 external presenters had the opportunity to interact with LCPS staff as they facilitated sessions
• SEAC leadership was present to interact with staff regarding the work of this advisory committee to the school board
• We added 9 different snack locations (including donuts, coffee, and snacks for presenters), 9 round table sessions, an AT and Medicaid tabletop connection point, and a physical and electronic Glow Wall for staff to shout-out one another

We look forward to further opportunities to meet the growing needs of the division as we strive to gain the knowledge and skills necessary to serve to the best of our ability our most vulnerable students.

The Office of Student Mental Health Services hosted yet another highly successful Professional Development Day on March 5th at Dominion High School. The morning started with presentations by Dr. Jonathan Dalton, offering insights into Evidence-Based Interventions for Anxiety and School Refusal, and Tori Stone from George Mason University, who discussed the significance of the Amygdala in Anxiety. Subsequently, counselors, psychologists, and social workers engaged in a variety of workshops addressing topics including the MTSS Plan, Support for LGBTQ+ Students, the Cultivation of Growth Mindsets, Stress Management, and more.

Dear Department of Student Services Team,

I am delighted to announce that after an extensive search and selection process, we have appointed a new Director for the Office Student Services - Mr. Kirk Dolson. Please join me in extending a warm welcome to Kirk as he joins our department.

Kirk brings with him experience across LCPS having served as a Coordinator for Curriculum and Instruction, an Assistant Principal, Principal, and most recently as an Executive Principal for High Schools. Over the course of his career, Kirk has demonstrated exceptional leadership, dedication, and a passion for supporting student success. He has a proven track record as a leader in education, as evidenced through his recognition in 2020 as Loudoun County Public Schools; Principal of the Year.

In his role as Director of Student Services, Kirk will play a pivotal role in guiding our department's initiatives, fostering an inclusive and supportive environment for our students, and implementing strategies to enhance the overall student experience. He will work closely with our team to ensure that our services are aligned with the evolving needs of our student body and contribute to their academic and personal growth.

Please join me in congratulating Kirk on his appointment and offering him our full support as he transitions into this new role. I am confident that his leadership will bring fresh perspectives and valuable insights to our department, further advancing our mission of serving our students with excellence.

Kirk officially assumed his duties on March 1, 2024.

Thank you all for your continued dedication and commitment to our students and our department.

On March 12th, the CAMPUS(College Achievement & Multicultural Program for Unique Students)

Program organized a stimulating student trip to George Mason University. This immersive experience exposed our students to the myriad opportunities available at GMU, ranging from academic programs to campus resources. The highlight of the trip was a tour of the campus, providing students with firsthand insights into this enriching program and its potential impact on their academic journey.

The Knights of Columbus Council and parishioners of St. Francis de Sales Catholic Church in Purcellville, VA made sure that no LCPS student was cold this winter. Through their annual Coats for Kids program, they donated approximately 500 winter coats to 22 different schools this winter season. Scott Grimard (LCPS Security Patrol Officer) and Bill Talamantes coordinated the donations with Outreach Services and delivered the coats to family liaisons across the division. Family Liaisons made sure the coats got to students in need. Please join us in thanking Scott, Bill, and the Knights of Columbus for their generosity and support of our students!

Sugarland Elementary School student, Ari Sanjines, visited Capitol Hill on February 7th to advocate for supporting women and girls in sports. This opportunity was provided by the U.S. Tennis Association(USTA)-Mid Atlantic, as part of the Women’s Sports Foundation’s Advocacy Day. Ari was able to meet with members of Congress and their staff, to share her positive experience as a young girl participating in athletics. The USTA has partnered with LCPS Outreach Services to offer their Girls Rule the Court after school tennis club at several Title I Community Schools in the Sterling area. GRTC promotes health, wellness and teamwork while building their self-esteem through tennis. GRTC provides accessible programming that helps empower young girls through play and female mentorship via the sport of tennis. GRTC has served over 200 girls from the Sterling community since the launch of their partnership with LCPS in May of 2022, and continues to provide programming, free of charge, for 3-4 schools per season. LCPS Outreach Services is extremely grateful to USTA-Mid Atlantic for supporting our students!

Video: Dr. Gregory Mihalik, Principal, interviews Ari for the Sugarland Elementary News Show.

Blue Ridge Middle School welcomed the band, “Souled Out” on February 16, 2024. In addition to entertaining in the tri-state area, the band offers a musical trip through the decades every February for middle and high schools in honor of Black History Month. While performing key musical pieces of the time periods, they narrate the African American journey through cultural, historical, and socioeconomic milestones.

Here is a link to their webpage if interested for future years:

https://www.souledout.com/black-history-month

In Memory of Coach John Costello

Coach Costello served as a physical education teacher, golf coach, baseball coach and boys and girls basketball coach at Broad Run High for 25 years.

Coach John Costello had a dream to create an inclusive field day for the students who received Adapted PE services. He wanted there to be a day where the students could participate in fun, lifelong activities that were created with their abilities in mind and included activities that would be accessible to ALL students. He wanted his BRHS high school physical education (PE) students to work with the Adapted PE classes so they could get the opportunity to socialize with peers from within BRHS and create an inclusive school and community. Alongside the adapted physical education teacher assigned to BRHS, John Costello’s dream created what is now known as the Adapted PE Field Day, and it is a huge success. As Adapted PE grew in LCPS, so did field day. By the end of the 2015-2016 school year, each cluster (total of 6) held an Adapted PE Field Day for all the feeder schools!

Video: Adaptive Field Day at Broad Run

The History

What is it?

At Sully Elementary, the self-contained Intellectual Disability (ID) classes host a monthly themed coffee cart/café event to promote job and life skills for students with various abilities. Students also work on their communication skills and practice everyday adaptive skills in a real-life experience. To enter the café, customers can either purchase a punch card at the beginning of the year for $15 for entrance throughout the year. If they do not purchase a punch card, they can pay $2.00 that day to enter. Inside, we serve an open buffet of coffee, tea, hot chocolate, sweet and salty snacks, and fruits. The money for the tickets/entrance helps fund the cart throughout the year. All the jobs in the café are adapted to allow the students to be as independent as possible.

In 2017, Mrs. Guerriero(former K-2 ID teacher, now retired) launched the coffee cart program at Sully Elementary. Ms. Gobrial joined later in 2019. In the beginning, the coffee cart began small in the hallway next to our room. Eventually, the cart moved into the room, and teachers from all around the school would visit throughout the day to see the students and eat delicious snacks. The students love interacting with teachers from all over the building and sharing their skills.

This year, the cart idea was transformed into a café style shop. In the café, the students have access to a more hands-on approach as they work as waiters/waitresses, food servers, greeters, or photographers. They can help the customers find a seat, offer an adapted and accessible menu, deliver the correct food, and converse with the teachers. Over the years, we have hosted a holiday café, a Disney café, and all different themes to enjoy.

This year, we have also partnered with Simply Be, a coffee shop in Leesburg that hires adults with disabilities. The partnership allows our Elementary students to see adult models do their jobs and get an opportunity to learn from them.

Why?

Coffee Cart/Café allows the students in the program to have real-life experience to practice job skills, interact with different adults and peers, and just have exposure to the school as a whole. The coffee cart really brings the whole school together as one community and allows for inclusion to become an integral part of our school. After the day is done, the smiles of the students, teachers, admin, and visitors can explain why we run the coffee cart.

In the photo below, Ms. Gobrial and Ms. Sharafatnezad posing with the café employees.

Job Role: Cashiers

The cashiers sit outside the classroom to collect money or check for the customer’s punch card. Punch cards are attached to the customer’s photo to help the students match names, pictures, and people. Through this job, students have the opportunity to be independent and work on their money skills (identifying, counting, adding, and subtracting).

Job Role: Greeters

The greeters’ role is to welcome the guests in. They can also help guests pick from prizes if a prize table is available. Here the students practice communication and social skills as they encounter many different people.

Job Role: Waiter & Waitresses

The waiters and the waitresses work on job skills as they take orders and help customers make choices. After they take the order, they find it at the food table and serve the various foods* that the customer chooses. This job allows for the students to work on their communication, gross, and fine motor skills.

*It must be noted that all food is packaged by an adult and placed in containers or bags so the student is able to grab the container and serve it.

** It must also be noted that all coffee and other beverages are self serve by the adult.

Job Role: Photographer

Career and Transition helps students plan for independence in post-high school life. There is a transition teacher and job coach at each high school, who work with the Special Education teachers in each of their high schools and middle schools on transition planning for all students with an IEP, ages 14 to 22. Transition teachers can provide instruction in Career and Transition classes, such as Career Pathways and Personal Finance. There are two post-Applied Studies Diploma programs for students with an IEP, ages 18-22, who have a need for additional training and education before exiting LCPS and who are interested in and meet the criteria for participation in the programs.

The mission of a Multi-Tiered System of Supports, or MTSS, is to create an integrated system of academic, behavioral, and social emotional supports for all students. Through empowering and collaborative connections between families, schools, and community resources, students will experience engaging, affirming, equitable, and supportive learning that encourages academic and social growth through the consistent delivery of explicit and systematic instruction. Please scroll midway down page for all newsletters.

The Office of Student Assistance Services oversees Attendance Support and Intervention, Substance Use Prevention and Intervention, and Restorative Practices. Our mission is to promote student wellness and safety by fostering the personal strengths and resiliency within each student as we encourage them to make meaningful contributions to the school community and the world.

School counselors provide comprehensive school counseling programs to address students' academic, career and social-emotional developmental needs. School Counselors serve a vital role in maximizing student success and well-being.

Behavioral Threat Assessment & Management (BTAM), sometimes shortened to just "Threat Assessment", is a behavioral approach to violence prevention that focuses on targeted threats before they escalate into violent behavior. Threat assessment teams use a problem-solving approach to evaluate the risk of violence posed by someone and intervene and resolve the issues that underlie threatening behavior.

Career and Transition helps students plan for independence in post-high school life. There is a transition teacher and job coach at each high school, who work with the Special Education teachers in each of their high schools and middle schools on transition planning for all students with an IEP, ages 14 to 22. Transition teachers can provide instruction in Career and Transition classes, such as Career Pathways and Personal Finance. There are also two post-Applied Studies Diploma programs for students with an IEP, ages 18-22, who have a need for additional training and education before exiting LCPS and who are interested in and meet the criteria for participation in the programs.

John J. Lody, Director

The Office of Diagnostic and Prevention Services is responsible for the leadership, management and provision of services and supports to schools and students in the areas of educational diagnostic services; eligibility for special education; Section 504 identification, evaluation, and placement; early childhood identification services at the Preschool Child Find Center; behavioral threat assessment; and Multi-Tiered System of Supports, which includes Positive Behavioral Interventions & Supports, Response to Intervention, and Social-Emotional Learning.

Sarah Fowler, Supervisor

Jennifer Laible, Lead Educational Diagnostician

Who are Educational Diagnosticians?

Educational diagnosticians are specialists who are knowledgeable about academic assessment and prescriptive teaching approaches. They collaborate with teachers, parents, and other professionals to help diagnose student learning problems, identify their educational needs, and develop instructional interventions to remediate skill weaknesses and evaluate student progress.

What services do Educational Diagnosticians provide?

• Educational Evaluations: Educational Diagnosticians administer educational diagnostic evaluations to comprehensively assess the academic functioning and educational needs of students suspected of having educational disabilities, write comprehensive educational reports, and hold parent conferences to explain and interpret results and findings.

• Academic Consultation: Educational Diagnosticians collaborate with school administration, instructional staff, and parents to enhance the academic achievement of students, providing academic consultation support to school staff and intervention teams.

• Referral Review Team: Educational Diagnosticians serve as a member of school teams to review records and other performance evidence to assist in determining whether a student is suspected of having an educational disability and in need of an evaluation.
• Eligibility Team: Educational Diagnosticians present educational evaluation findings and assist the eligibility team in determining whether a child qualifies for special education or Section 504 services.

What are some facts about Educational Diagnosticians in LCPS?

• Every school in the division has an assigned educational diagnostician. Each diagnostician typically serves three to four schools within a geographical cluster.

• Educational diagnosticians are experienced special education teachers typically with master's degrees in special education or a related field emphasizing instruction, assessment, and learning theory.

• Educational diagnosticians are licensed as teachers by the Virginia Department of Education. Some LCPS educational diagnosticians are also credentialed as Nationally Certified Educational Diagnosticians (NCED).

Kurt Mills, Coordinator

LCPS Department of Student Services, is excited to announce that we have partnered with Dr. Jonathan Dalton, school refusal and anxiety expert, from the Center for Anxiety and Behavioral Change, in Rockville, MD and McLean, VA to provide information, school-based staff intervention and strategies training, and parent resources to LCPS staff and families impacted by student school refusal and anxiety.

Are you a parent or guardian of a student who is considering Homebound Instruction Services for your student who is struggling with school refusal and anxiety? Watch this video to learn when Homebound services may be appropriate and beneficial for your student and when it may be counter-productive to the goal of successfully returning your student to school.

Homebound Instruction Webpage

School counselors are licensed educators with a minimum of a Master's degree in School Counseling and are uniquely qualified to address the academic, career, and personal/social needs of all students. By designing, implementing, and evaluating a comprehensive school counseling program, school counselors serve to promote and enhance student success.

MTSS is an integrated system of academic, behavioral, and social-emotional instructional practices to support needs of all students and increase equitable learning experiences. This “whole child” prevention approach addresses the academic, behavioral, and social-emotional needs through the related approaches of Response to Intervention (RTI), Positive Behavioral Interventions and Supports (PBIS), and school mental health.

Sarah Eaton, M.S., Supervisor

The Office of Outreach Services supports the family liaisons at each school, interpreters, and the Community School Initiative. Our office works closely with school staff, community partners, business partners and other stakeholders. Our goal is to connect students and families to the school community, and identify tools and resources that will help all students achieve educational success.

Leanne Kidwell, Educator

Parent Resource Services (PRS) is committed to positive relationships among parents, schools and communities. PRS assists families with questions and planning as well as provides resources and training.

Special Education Parent Series (Master Schedule)

Mental Health & Wellness Parent Series (Master Schedule)

• Interested in Pre-school for your child? Click Here: LCPS Preschool Programs

  Do you suspect your child between the ages of 2 and 5 years old may have a disability and need special education services? Request a free developmental appointment by completing BOTH steps below (scroll down).

  Click here to register your child for Kindergarten LCPS Kindergarten Registration

  Please scroll down for directions to request an appointment with us.

• Free developmental appointments are available for PRESCHOOL children ages 2 (by September 30) to 5 (NOT age-eligible or registered for Kindergarten). Once your child is age-eligible and registered for Kindergarten, please contact the school that they will be attending to discuss your concerns.

The purpose of Section 504 of the Rehabilitation Act of 1973, as amended, is designed to eliminate discrimination on the basis of disability in any program or activity offered by Loudoun County Public Schools (LCPS). Policy 8030 requires that no student shall, on the basis of a disability, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any program or activity.

• The LCPS procedures related to Section 504 identification, evaluation, placement, discipline, procedural safeguards, grievance procedures, and impartial hearings are outlined in the LCPS Section 504 Procedure Manual.

  
  

• As a resource, parents and families may access the Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools developed by the U.S. Department of Education Office for Civil Rights. This guide helps parents of students with disabilities and members of the community understand the obligations and requirements of Section 504.

The Loudoun County Public Schools Special Education Advisory Committee (SEAC) works with

the School Board, Administrators, Parents and Teachers who are responsible for students

receiving special education services. SEAC advises the School Board on the needs of special

education students and examines issues of relevance to the special education community.

SEAC Meeting Schedule 2023-2024

Jeannie Kloman, BSN, RN - Supervisor

Our Vision: We support a safe, healthy and inclusive learning environment so that every student can make meaningful contributions to the world.

Our Mission: Our mission is to foster the growth, development, and educational achievement of all students by advocating and promoting health and wellness in a safe and supportive environment. We are committed to meeting the health needs of all students through the effective utilization of resources, planning and collaboration with families, school staff, community partners and health care providers.

All Rising 7th and 12th grade students are required to have immunizations before the start of the school year. The Loudoun County Health Department is providing the required immunizations at no cost to families.

Darren Madison, LCSW - Supervisor

The Office of Student Assistance Services oversees Attendance Support and Intervention, Substance Use Prevention and Intervention, and Restorative Practices. Our mission is to promote student wellness and safety by fostering the personal strengths and resiliency within each student as we encourage them to make meaningful contributions to the school community and the world.

Which Self-Care Activities Matter in 2024: Nurturing Your Well-Being

Spring Into Self Care

24 Self-Care Ideas for Spring

Blossom into Spring: 30 Self-Care Activities to Nurture Your Well-Being

March 4-8, 2024: National School Breakfast Week

March 8, 2024: SEL Day

March 2024: National School Social Worker Month

March 2024: Equity in Education Month

March 2024: Women's History Month (Loudoun County Celebrates)

April 2024: Autism Acceptance Month

April 2024: Month of the Military Child

• March 24-29, 2024: Spring Break 2024
  

• April 3, 2024: Presentation - SEAC Annual Report, 2022-2023

• April 11, 2024: PRS Offering (Mental Health & Wellness Series), Presentation- Sexual Assault Awareness and Prevention Parent and Student Conversation

• April 16, 2024: PRS Offering (OSE Workshop) Preschool Child Find Chat: Screen Sense for Young Children

• April 17, 2024: Purple Up Day( wear purple for Military Kids Celebration)

• April 18, 2024: PRS Offering (OSE Workshop) Inclusive Practices and Team Teaching

Tedra L. Richardson, Assistant Superintendent

Kirk Dolson, Director of Student Services

John J. Lody, Director of Diagnostic and Prevention Services

Donna M. Smith, Director of Procedural Support

Dr. Paige J. Carter, Director of Special Education Specialized Instruction

Jennifer Evans, Director of Student Mental Health Services

Sarah A. Kish, Assistant Director of Procedural Support

Nykea L. Purnell, Assistant Director of Special Education Specialized Instruction