ࡱ > R T O P Q q bjbjt+t+ A A U ] * * *
4 | | | | L \ | 9 .
:
- 9 | ~ ~ ~ J ȗ d $ g [ $ A ^ A A $ @ @
A @ l
| | | @ @ @ @ A | j , , |
4 | פּ| | GRANT APPLICATION FOR SPECIAL EDUCATION LOCAL IMPROVEMENT (SLIVER)
2001-2002
School Division/SOP:
(fiscal agent if joint application)
Mailing Address:
Contact Person:
Title:
Phone: ( ) E-mail:
Amount Allocated by Department of Education $ .
Superintendent's Signature: _________________________ Date: _________________
CAUTION: Please know that sliver funds are only available in the years that Congress increases the federal appropriation at a rate greater than the rate of inflation. Therefore, you should plan the scope and continuation of this project with the knowledge that grants may not be available in future years. The federal appropriation increase for 2001-2002 was unusually large and we believe the likelihood of future increases of this magnitude to be minimal.
FOR JOINT APPLICATIONS ONLY:
COOPERATING LEAs/SOPs
AMOUNT ALLOCATED
$
$
$
$
$
TOTAL
$
APPLICATION DEADLINE: 5:00 P.M. February 15, 2002
NOTE: YOU MAY COMPLETE THIS APPLICATION EITHER AS A CONTINUATION OF THE 2000-2001 SLIVER PROJECT, OR AS A NEW PROPOSAL
PART 1: Needs Assessment
1. Indicate one or more State Improvement Plan (SIP) performance goals and indicators targeted for local improvement. Please note that some of the SIP performance goals quantify desired progress on a statewide basis. You may establish different benchmarks for your program based upon local need, and may set the scope of the project at any level (i.e., division-wide, single school program, single population, single classroom).
2. Describe the data used to determine the area(s) in need of improvement indicated in the above paragraph, and describe the factors that will be addressed in this project that are expected to influence the data. Include a description of the collaboration with parents, general education, and other existing programs as appropriate (Title 1, vocational education, early childhood, adult services, other agencies, etc.) used in identifying the priority need(s).
PART 2: Goals, Objectives, Activities
1. Develop local performance indicators and measurable objectives for the SIP performance indicator(s) selected through the needs assessment in PART 1, and complete a Goals, Objectives, Activities form (see next page) for each local performance indicator.
2. Describe the collaboration with parents, general education and other existing programs and funding sources as appropriate (i.e. Title 1, voc. ed., early childhood, adult services, other agencies, etc.) used to develop and implement the objectives and activities for the performance goals and indicators targeted for improvement in the project.
PART 2 (cont'd): form for GOALS, OBJECTIVES, ACTIVITIES
STATE IMPROVEMENT PLAN PERFORMANCE GOAL (from PART 1 needs assessment):
STATE IMPROVEMENT PLAN PERFORMANCE INDICATOR (from PART 1 needs assessment):
LOCAL PERFORMANCE INDICATOR:
DATA USED FOR LOCAL PERFORMANCE INDICATOR:
OBJECTIVE (desired change in the local performance indicator):
ACTIVITY DESCRIPTION (attach any additional activities for this objective on a separate sheet):
COLLABORATIVE PARTNERS (other education programs in your schools, parents, other agencies, etc.):
ACTIVITY BUDGET (amount and how funds will be used):
PART 3: Evaluation
Describe how and when progress toward achieving each of the project objectives will be measured and evaluated using the data sources identified in the previous sections.
Use the EVALUATION REPORT form below. Directions: For each project objective, complete one form. Fill in the name of your school division or fiscal agent and the SIP Performance Goal, SIP Performance Indicator, Local Performance Indicator, Local Performance Indicator Baseline, and your Objective for 2000-2001. Then complete the form for planned Target Customers, Resources, Activities, Results, How I will Measure my Results, Collaboration and Context, and Evaluation Use.
School Division/SOP or Fiscal Agent: _____________________________________________________________________________
SIP Performance Goal addressed: _____________________________________________________________________________
SIP Performance Indicator addressed: _____________________________________________________________________________
Local Performance Indicator: _____________________________________________________________________________
Local Performance Indicator Baseline: _____________________________________________________________________________
2000-2001 Objective (desired change in the local performance indicator): _____________________________________________________
Target Customers(s) (describe the number and types of people (by job title) who you will target or attempt to change in order to achieve your objective):
Resources
$s, staff, materials, and other essential resources used to operate the project.Planned Activities
What the project plans to do with resources to achieve its objective.Planned Results
Planned degree to which the objective will be achieved, i.e., target customer changes--attitudes, behavior, condition, skills, status.How I Will Measure my Results
When and how you will get Local Per-formance Indicator data and data to demonstrate target customer changes.
Collaboration and Context (describe planned collaboration with parents, general education and other existing programs and describe factors that might influence success positively or negatively):
Evaluation Use (describe how you will use evaluation results to improve or continue your program and with whom you will share evaluation results):
PART 4: Budget Summary
1. Complete the enclosed Project Budget form, and the Proposed Capital Outlay Expenditures form (if applicable).
NOTE: Upon approval of the application, DOE will issue a grant award, and the grant will be managed using the Handbook of Procedures and Forms for Requesting Program Reimbursements under Improving America's Schools Act (IASA) and Special Education (IDEA).
VIRGINIA DEPARTMENT OF EDUCATION
GRANTS ADMINISTRATION
PROJECT BUDGET JE.016.1
IDEA Local Improvement Grant (sliver)
LEA/SOP
BY EXPENDITURE ACCOUNTS
TOTAL AMOUNT
1. Personal Services (1000)
$
2. Employee Benefits (2000)
3. Purchased Services (3000)
4. Internal Services (4000)
5. Other Charges (5000)
6. Materials and Supplies (6000)
7. Capital Outlay (8000)
8. Parental Involvement (9000)
TOTAL
$
IN-KIND FUNDS (if applicable):
SOURCE OF FUNDS
(identify programs)
AMOUNT
1.
$
2.
3.
TOTAL
$ PROPOSED CAPITAL OUTLAY EXPENDITURES*
LEA/SOP NAME
ITEM
QUANTITY
JUSTIFICATION
SEA
USE
TOTAL
* Purchase of equipment requires prior approval by the Virginia Department of Education.
PART 5: SLIVER GRANT FINAL EVALUATION REPORT FOR 1999-2000 (grant that ended 9/30/01)
Describe how and when progress toward achieving each of the project objectives was measured and evaluated using the data sources identified in the approved proposal. Use the EVALUATION REPORT form below.
Directions: For each project objective, complete one form. Fill in the name of your school division or fiscal agent and the SIP Performance Goal, SIP Performance Indicator, Local Performance Indicator, and 1999-2000 Objective addressed in your approved application. Then complete the form for Target Customers, Resources, Activities, Results, Collaboration and Context, and Evaluation Use.
School Division/SOP or Fiscal Agent:
SIP Performance Goal addressed:
SIP Performance Indicator addressed (title, not number):
Local Performance Indicator:
1999-2000 Objective (desired change in the local performance indicator):
Project Content Area(s) (check all that apply): ___collaboration; ___academic literacy; ___educating diverse learners; ___assistive technology; ___transition; ___behavior supports; ___other (please list):
Target Customers(s) (persons you targeted or attempted to change in order to achieve your objective):
Resources
$s, staff, materials, and other essential resources used to operate the project.Activities
What the project did with resources to achieve its objective.Results
Compare the Local Performance Indicator before and after the project, i.e., compare baseline data to end-of-reporting-period data.
Collaboration and Context (describe the collaboration with parents, general education and other existing programs and describe factors that might have influenced success positively or negatively):
Evaluation Use (describe how you will use evaluation results to improve or continue your program and with whom you will share evaluation results):
VIRGINIA DEPARTMENT OF EDUCATION
2001-2002 Capacity Building (Sliver) Grant AllocationsAward Period: January 1, 2002 to September 30, 2003(Federal CFDA #84.027A)
SCHOOL DIVISION/
SOPNUMBER OF
12/1/00
PUPILS AT
$17.5322170
PER PUPIL
2001-2002
ALLOCATION
($25,000 MINIMUM >49 PUPILS)
($5,000 MINIMUM <50 PUPILS)ACCOMACK591$25,000ALBEMARLE2,012$35,275ALLEGHANY479$25,000AMELIA278$25,000AMHERST549$25,000APPOMATTOX349$25,000ARLINGTON3,135$54,964AUGUSTA1,531$26,842BATH136$25,000BEDFORD1,358$25,000BLAND174$25,000BOTETOURT866$25,000BRUNSWICK310$25,000BUCHANAN759$25,000BUCKINGHAM387$25,000CAMPBELL975$25,000CAROLINE446$25,000CARROLL850$25,000CHARLES CITY140$25,000CHARLOTTE309$25,000CHESTERFIELD7,894 $138,399CLARKE205$25,000CRAIG102$25,000CULPEPER717$25,000CUMBERLAND227$25,000DICKENSON406$25,000DINWIDDIE531$25,000ESSEX303$25,000FAIRFAX21,836 $382,833FAUQUIER1,441$25,264FLOYD366$25,000FLUVANNA452$25,000FRANKLIN COUNTY1,231$25,000FREDERICK1,478$25,913GILES335$25,000GLOUCESTER750$25,000GOOCHLAND371$25,000GRAYSON303$25,000GREENE503$25,000GREENSVILLE407$25,000HALIFAX1,196$25,000HANOVER2,181$38,238HENRICO5,796 $101,617HENRY1,610$28,227HIGHLAND51$25,000ISLE OF WIGHT590$25,000KING GEORGE525$25,000KING QUEEN192$25,000KING WILLIAM358$25,000LANCASTER159$25,000LEE685$25,000LOUDOUN3,868$67,815LOUISA526$25,000LUNENBURG324$25,000MADISON344$25,000MATHEWS205$25,000MECKLENBURG735$25,000MIDDLESEX251$25,000MONTGOMERY1,243$25,000NELSON350$25,000NEW KENT446$25,000NORTHAMPTON276$25,000NORTHUMBERLAND177$25,000NOTTOWAY485$25,000ORANGE607$25,000PAGE438$25,000PATRICK438$25,000PITTSYLVANIA1,165$25,000POWHATAN559$25,000PRINCE EDWARD475$25,000PRINCE GEORGE607$25,000PRINCE WILLIAM7,081 $124,146PULASKI895$25,000RAPPAHANNOCK182$25,000RICHMOND COUNTY113$25,000ROANOKE COUNTY2,386$41,832ROCKBRIDGE506$25,000ROCKINGHAM1,453$25,474RUSSELL663$25,000SCOTT622$25,000SHENANDOAH807$25,000SMYTH835$25,000SOUTHAMPTON441$25,000SPOTSYLVANIA2,920$51,194STAFFORD2,185$38,308SURRY195$25,000SUSSEX218$25,000TAZEWELL1,217$25,000WARREN679$25,000WASHINGTON891$25,000WESTMORELAND204$25,000WISE999$25,000WYTHE545$25,000YORK1,195$25,000ALEXANDRIA1,920$33,662BRISTOL443$25,000BUENA VISTA192$25,000CHARLOTTESVILLE778$25,000COLONIAL HEIGHTS372$25,000COVINGTON208$25,000DANVILLE927$25,000FALLS CHURCH306$25,000FREDERICKSBURG346$25,000GALAX140$25,000HAMPTON2,829$49,599HARRISONBURG640$25,000HOPEWELL699$25,000LYNCHBURG1,413$25,000MARTINSVILLE512$25,000NEWPORT NEWS4,036$70,760NORFOLK4,797$84,102NORTON107$25,000PETERSBURG742$25,000PORTSMOUTH2,431$42,621RADFORD237$25,000RICHMOND CITY4,002$70,164ROANOKE CITY2,405$42,165STAUNTON461$25,000SUFFOLK1,477$25,895VIRGINIA BEACH9,844 $172,587WAYNESBORO355$25,000WILLIAMSBURG892$25,000WINCHESTER650$25,000FRANKLIN CITY272$25,000CHESAPEAKE6,109 $107,104LEXINGTON88$25,000SALEM511$25,000POQUOSON278$25,000MANASSAS824$25,000MANASSAS PARK289$25,000COLONIAL BEACH71$25,000WEST POINT104$25,000VA SCHOOL-STAUNTON 146$25,000VA SCHOOL-HAMPTON82$25,000MCV-VCU7 $5,000UNIV. OF VA3 $5,000DEPT. CORRECTIONAL ED.605$25,000CENTRAL STATE1 $5,000EASTERN STATE1 $5,000S. WESTERN STATE5 $5,000WESTERN STATE3 $5,000CENTRAL VA TR. CENTER3 $5,000N. VA. TRAINING CENTER3 $5,000S.SIDE VA TRAINING CENTER7 $5,000WOODROW WILSON REHAB.2 $5,000VA TREATMENT CENTER32 $5,000S.EASTERN VA TR. CENTER13 $5,000S.WESTERN VA TR. CENTER11 $5,000DEJARNETTE25 $5,000----------- ----------------STATE TOTAL163,242 $4,700,000
Virginias Special Education State Improvement Plan
December 2001
_________________________________________
Virginia Department of Education
Division of Instructional Support Services
Offices of Special Education and Student Services
_________________________________________
CONTENTS
Introduction 3
The Framework . 4
Strategic Directions and Goals .. 5
Performance Indicators and Improvement Activities .. 6
Strategic Direction I-School Completion and Graduation and Goal 1 .. 7
Improvement Activities Graduation and School Completion .... 10
Strategic Direction II-Personnel Development and Goal 2 ..... 11
Strategic Direction II-Personnel Development and Goal 3 ... 12
.
Strategic Direction II-Personnel Development and Goal 4 13
Improvement Activities for Personnel Development .. 15
Strategic Direction III-Parent/Student Involvement and Goal 5 ..... 16
Improvement Activities for Parent/Student Involvement ... 17
Introduction
The Virginia Department of Educations improvement plan for special education is a dynamic strategically designed plan to enable children and youth with disabilities to meet performance goals. Under this plan, which is based on a variety of data, Virginias leadership and technical assistance will focus on improving student learning. The plan has three strategic directions -- student achievement, personnel development, and parent and student involvement. Each strategic direction has indicators to measure performance toward achieving the goals. The plan is grounded in the Virginia Board of Educations vision, mission, and goals.
The Virginia Department of Education will report periodically on the states progress toward meeting the goals under this plan. The reports are intended to:
provide parents, teachers, related services personnel, administrators, faculty in higher education, and state and local policymakers with information regarding the states progress on achieving the goals in the plan, and
sustain the momentum for other partners to achieve the goals.
More information about the State Improvement Plan, including copies of the reports, may be obtained from the Virginia Department of Education (VDOE) Web site at the following address, HYPERLINK http://www.pen.k12.va.us/VDOE/Instruction/Sped/SIPSUM.pdf http://www.pen.k12.va.us/VDOE/Instruction/Sped/SIPSUM.pdf or by calling the Office of Special Education.
Phone Numbers:
voice phone 804-225-2932
voice toll-free 800-422-2083 TDD toll-free 800-422-1098
THE FRAMEWORK
The framework for Virginias Special Education State Improvement Plan was developed through extensive discussions with parents, students, administrators, and teachers, as well as representatives from the business community, university faculty, other state and local agencies, and advocacy agencies and groups. These stakeholders agreed that school programs need to be guided by student results, or lack of progress, as well as compliance with regulations. The plan is grounded in the Virginia Board of Educations vision, mission, and goals.
The VISION of the Board of Education and the Superintendent of Public Instruction is to ensure, through high academic standards and accountability, that an effective education program is established and maintained in Virginias public elementary, middle, and secondary schools.
The MISSION of the Board of Education and Superintendent of Public Instruction, in cooperation with local school boards, is to increase student learning and achievement.
The BELIEFS of Virginias State Improvement Plan partners reflect agreement with high student expectations and consistent family involvement in the education process.
High expectations, program accountability, and program supports influence the ability of students with disabilities to demonstrate improved learning and achievement.
Families working as partners with educators and other service providers lead to more successful outcomes in the education of students with disabilities.
Students with disabilities have the same rights and responsibilities as other students, including equal access to programs and activities.
Students with disabilities are entitled to a safe and supportive educational environment that is conducive to learning.
Communities that value all individuals as productive contributors to that community create an environment of success for all students.
A comprehensive system of interdisciplinary, research-based training for educators and related service providers is essential to ensuring the availability of qualified and effective personnel..
Equal opportunity and success require appropriate resources (human, material, and technological) distributed in accordance with the varying needs of students.
The Individuals with Disabilities Education Act (IDEA) seeks to support early intervention and education that lead to an increasing number of young adults with disabilities who:
attend post-secondary education;
find competitive employment at comparable rates to young adults without disabilities; and
live independently as they enter adulthood.
The PURPOSE of Virginias Special Education State Improvement Plan is to improve and sustain the system and infrastructure needed to support students with disabilities as equal participants in Virginias vision and mission for all students and to enable the achievement of IDEAs goals.
STRATEGIC DIRECTIONS AND GOALS
The State Improvement Plan has three strategic directions targeting broad areas for improvement and specifies five performance goals as a way of benchmarking improvement. The performance goals are aligned with the strategic directions.
Strategic Direction I: School Completion and Graduation
To facilitate, in cooperation with local education agencies, an increase in the graduation rate and school completion rate of students with disabilities in the context of higher academic expectations.
Goal 1. Increase the statewide percentage of students with disabilities graduating and successfully completing school.
Strategic Direction II: Personnel Development
To improve the performance of children and youth with disabilities by enhancing the knowledge, skills, abilities, and performance of all personnel who work with children and youth with disabilities.
Goal 2. Promote and increase the supply of qualified special education and related service personnel who are qualified in the special education area assigned.
Goal 3. Promote ongoing professional development opportunities that demonstrate and instruct in research-based effective practices by increasing the statewide availability of personnel preparation opportunities in all areas.
Goal 4. Ensure ongoing personnel development opportunities that demonstrate and instruct in research-based effective practices by increasing the statewide personnel development opportunities focusing on effective practices (including collaboration) for administrators, regular educators, paraprofessionals, special educators, and related service providers.
Strategic Direction III: Parent and Student Involvement
To improve meaningful parent and student involvement with special education services.
Goal 5. Increase parents and students active participation in special education decision-making.
THE PERFORMANCE INDICATORS
Each strategic direction has performance indicators, which provide the information for gauging the states progress toward meeting the five goals. Analysis of the information will guide changes in improvement strategies and will be used to report progress to stakeholders. The performance indicators use data from a variety of sources and that are gathered at different timeframes. The indicators are dynamic and subject to change based on their integrity and usefulness.
IMPROVEMENT ACTIVITIES
The Virginia Department of Education will focus on achieving the goals set forth in the improvement plan. As a result of using information identified from the review of the performance indicator data and other sources, activities will be implemented that link to the strategic directions and goals. Data will be evaluated to determine the impact of activities on results for children and youth with disabilities.
Performance Indicators for School Completion and Graduation
Strategic Direction I: School Completion and Graduation
To facilitate, in cooperation with local education agencies, an increase in the graduation rate and school completion rate of students with disabilities in the context of higher academic expectations.
Graduation means exiting school with a standard or advanced studies diploma. School completion is defined as exiting school with a special diploma, modified standard diploma, a General Education Development certificate (GED), certificate of completion, or staying in school until the maximum age of eligibility which is 21, inclusive.
Transition from early intervention to special education
This indicator represents the number of toddlers from early intervention services that are found eligible and not eligible for special education services.
Office of Data Source: Virginia Department of Mental Health, Mental Retardation, and Substance Abuse Services (VDMHMRSAS) Part C Office - -Infant Toddler Connection of Virginia, formerly Virginia Babies Cant Wait
Number and types of students with disabilities
This indicator provides the number and types of students with disabilities, age birth through 21, by disability category and by race (ethnicity).
Office of Data Source: VDOE Office of Special Education
Types of placements of students with disabilities
This indicator reports data from school divisions and state operated programs for students with disabilities served along the continuum of placements as defined by federal placement categories.
Office of Data Source: VDOE Office of Special Education
School exit by program completion
This indicator reports the percentage of students with disabilities, ages 14 to 21 inclusive, completing school each year and the types of programs completed.
Office of Data Source: VDOE Office of Special Education
School exit by dropping out
This indicator reports the percentage of students with disabilities, ages 14 to 21 inclusive, exiting school by dropping out each year.
Office of Data Source: VDOE Office of Special Education
Suspension and expulsion
This indicator represents the incidence of school-age students with disabilities who are long-term suspended and expelled in comparison with the incidence of students without disabilities.
Under federal and state regulations, students with disabilities who are long-term suspended or expelled must continue to receive special education services.
Office of Data Source: VDOE Office of Student Services
Truancy
This indicator reflects the incidence of school-age students with disabilities, for whom a conference was scheduled for failure to report to school for six days during the school year, as required by the Code of Virginia, in comparison with students without disabilities.
Office of Data Source: VDOE Office of Student Services
Standards of Learning assessments participation and performance
This indicator provides data on the:
the participation of students with disabilities in the state Standards of Learning (SOL) assessments whose IEPs document participation on one or more of the state assessments in English, mathematics, science, and history/social science (including end-of-course tests); and
performance of students with disabilities on these assessments.
Office of Data Source: VDOE Office of Assessment and Reporting
Overall student participation and proficiency for each school can be found in Virginias School Report Cards on the Virginia Department of Educations Web site, HYPERLINK "www.pen.k12.va.us" www.pen.k12.va.us, under Data & Publications.
Alternate assessment participation and performance
This indicator provides data on the:
the participation of students with disabilities in the Virginia Alternate Assessment Program (VAAP) whose IEPs document participation; and
performance of students with disabilities on this assessment.
Office of Data Source: VDOE Office of Assessment and Reporting
Secondary vocational program completers
This indicator provides the percentage of students from special populations, which includes the following school-age groups: students with disabilities, limited English speaking youth, economic disadvantaged, displaced homemakers, and single parents, who attain Virginias adjusted level of performance of vocational competencies in a vocational completion program in comparison with students who are not from those special populations.
Office of Data Source: VDOE Office of Career and Technical Education
Post-secondary student status
This indicator represents the percentage of young adults with disabilities surveyed one year after completing high school who are:
employed full-time or part-time,
attending post-secondary education or training,
living independently.
Office of Data Source: VDOE Office of Special Education
Free appropriate public education noncompliance citations
This indicator represents the number and types of founded noncompliance citations affecting free appropriate public education in the least restrictive environment resulting from monitoring, complaints, and due process hearings.
Office of Data Source: VDOE Office of Federal Program Monitoring and Office of Due Process and Complaints
Improvement Activities for School Completion and Graduation
1. Data collection, analysis, and use -
The Virginia Department of Education will expand analysis and use of data to:
align data collection across projects and agencies, as much as possible,
increase relevant data collection and analysis, and
promote the use of data for improvement planning throughout state and local systems.
2. Develop, fund, and manage state-directed local projects -
The Virginia Department of Education will use data to identify target areas where barriers to student success need to be reduced or eliminated. Current activities of targeted local support include sub-grants for:
assistive technology,
partnerships with colleges and universities,
local improvement capacity-building activities and evaluation,
secondary transition projects,
student health,
dropout and truancy reduction,
character education projects, and
local/regional parent resource centers.
3. Information development and dissemination -
The Virginia Department of Education will provide technical assistance to:
expand dissemination of information to stakeholders, and
provide information on effective practices that promote student achievement, collaboration, and parent and student involvement.
4. Interagency collaboration -
The Virginia Department of Education will maintain and develop new partnerships with state agencies and organizations to help build the capacity of state systems. Examples include:
develop new interagency agreements and review and revise existing agreements,
provide model agreements for localities, and
target resources to other agencies based on evaluation data.
5. Compliance oversight and general supervision -
The Virginia Department of Education has a critical role in ensuring that programs and services provided to children and youth with disabilities comply with federal and state regulations. Improvement strategies will focus on:
design of monitoring systems that reflect the relationship between compliance, quality, and improved outcomes for children, and
use of coordinated efforts to follow-up with local education agencies corrective action implementation.
Performance Indicators for Personnel Development
Strategic Direction II: Personnel development
To improve the performance of children and youth with disabilities by enhancing the knowledge, skills, abilities, and performance of all personnel who work with children and youth with disabilities.
Goal 2
To promote and increase the supply of qualified special educators and related service personnel who are endorsed in the special education area assigned.
The Virginia Department of Education recognizes personnel with a special education conditional and provisional license and those who are in the process of attaining the highest level of preparation required for the position assigned. This includes interpreters who are in the process of attaining state or national credentials. For purposes of this plan, fully qualified personnel are defined as those persons holding a five-year, renewable license issued by the Virginia Board of Education with appropriate endorsement in the special education area for the position assigned, holding a current license from another Virginia licensure board in the area for the position assigned, or holding other state credentials required in the area for the position assigned.
Personnel who are fully qualified
This indicator represents the number of full time equivalent personnel employed and personnel contracted to provide special education and related services who are fully qualified for the position assigned by holding a current five-year, renewable license with endorsements in the area for the position assigned or appropriate credentials from other credentialing boards or organizations. A five-year, renewable license includes the Collegiate Professional License or the Postgraduate Professional License issued by the Virginia State Board of Education.
Office of Data Source: VDOE Office of Special Education and Division of Teacher Education and Licensure
Personnel who are not fully qualified
This indicator represents the number of full time equivalent personnel or contracted to provide special education and related services who are employed on a conditional, provisional license or local license, who are employed as a long-term substitute, or who are otherwise working without receiving the highest level of preparation required for the position assigned. This indicator includes interpreters who do not hold state or national credentials.
Office of Data Source: VDOE Office of Special Education and Division of Teacher Education and Licensure
Personnel who are retained
This indicator represents the number of full time equivalent personnel employed and personnel contracted to provide special education and related services, both fully qualified and not fully qualified, who hold appropriate professional license for the assignment who were employed in the same local education agency in a special education position during the previous school year.
Office of Data Source: VDOE Office of Special Education and Division of Teacher Education and Licensure
Personnel preparation in Virginia
This indicator represents the number of persons graduating from Virginia colleges and universities who complete approved special education personnel preparation programs in Virginia.
Office of Data Source: VDOE Division of Teacher Education and Licensure
Personnel preparation diversity
This indicator represents the number of persons graduating from Virginia colleges and universities who complete approved special education personnel preparation programs in Virginia by endorsement areas, gender, and ethnicity.
Office of Data Source: VDOE Division of Teacher Education and Licensure
Strategic Direction II: Personnel Development
Goal 3:
To promote ongoing professional development opportunities that demonstrate and instruct in research-based effective practices by increasing the statewide availability of personnel preparation opportunities in all endorsement areas.
The Virginia Department of Education recognizes state approved colleges and universities through a governmental activity requiring professional education programs within a state to meet standards of quality so that their graduates will be eligible for state licensing.
Approved teacher preparation programs in Virginia
The indicator represents the number and content or exceptionality area of approved teacher preparation programs in Virginia. It includes new applications for approved programs in special education. These data do not include the number of distance learning programs accessible to personnel in Virginia.
Office of Data Source: VDOE Division of Teacher Education and Licensure
Interstate agreements
This indicator represents the number and types of Virginia Board of Education interstate and collaborative agreements for:
collaborative agreements for the joint support and development of programs to prepare personnel for services to low-incidence populations, and
interstate agreements regarding five-year, renewable licensure requirements.
Office of Data Source: VDOE Division of Teacher Education and Licensure
Strategic Direction II: Personnel Development
VDOE personnel development
This indicator provides the number and types of personnel development activities provided through the Virginia Department of Education addressing special education and student services. Review of these data include service events jointly attended by school personnel and parents.
Office of Data Source: VDOE Offices of Special Education, Student Services, Due Process and Complaints, Federal Program Monitoring
Governors Best Practice Centers personnel development
This indicator provides the number of personnel with responsibility for students receiving special education, who participate in staff development activities sponsored by the Best Practice Centers.
Office of Data Source: VDOE Division of Accountability
VDOE Training/Technical Assistance Center services
This indicator represents the number and types of service events offered through the Virginia Department of Educations Training and Technical Assistance Centers (T/TAC) and number and types of participants, including administrators, regular educators, special educators, related service providers, paraprofessionals, and parents.
Office of Data Source: VDOE Office of Special Education
Local education agency personnel development
This indicator provides state aggregate data on the number and types of personnel development activities provided through local education agencies comprehensive system of personnel development.
Office of Data Source: VDOE Office of Special Education
Improvement Activities for Personnel Development
1. Personnel recruitment and retention -
The Virginia Department of Education will:
provide increased support to teachers through financial assistance and other means,
disseminate information about effective recruitment tools and strategies to local education agencies,
provide leadership for establishing teacher preparation programs to address critical need areas, and
increase collaboration with other agencies and organizations as partners in personnel recruitment and retention.
2. Continuous training of personnel -
On-going personnel development activities will address needs related to student achievement and parent/student involvement to:
provide accessible learning opportunities in multiple formats and locations to address priority issues that impact children and youth with disabilities,
develop and maintain effective personnel development that meets the needs of general educators and administrators,
increase collaboration with colleges and universities, and
improve mechanisms for disseminating effective practices information.
Current personnel development activities include:
Commonwealth Special Education Endorsement Program
Speech Language Pathologist Preparation Grants
Virginia Consortium for Teacher Preparation in Severe Disabilities
Teacher Preparation Programs in Visual Impairment
Teacher Preparation Project in Hearing Impairment
Educational Interpreter Training Grants
Tuition Assistance for Special Educators
Preparation of Paraprofessional Workshops
Virginia Paraprofessional Training Management System (in process)
Institutions of Higher Education & Local Education Agency (IHE/LEA) Partnership Grants
Providing Resources and Education for Professionals serving children who are deaf or hard of hearing (PREP)
Strategic Direction III: Parent and Student Involvement
To improve meaningful parent and student involvement with special education services.
Parent and student participation
This indicator represents the percentage of parents and students surveyed who indicated that they participate in decision-making in the following areas:
eligibility,
transition from early intervention to preschool,
individualized education program (IEP) development,
secondary transition planning.
Office of Data Source: VDOE Office of Special Education
Parent satisfaction with special education
This indicator reports the level of satisfaction with special education services of parents who are surveyed.
Office of Data Source: VDOE Office of Special Education
VDOE opportunities for parents
This indicator reflects the number and types of projects that provide training opportunities for parents of students with disabilities funded or provided by the Virginia Department of Education.
Office of Data Source: VDOE Office of Special Education
Parent participation in the local monitoring process
This indicator represents the number of parents who participate in their local special education monitoring process.
Office of Data Source: VDOE Office of Federal Program Monitoring
Special education conflicts resolved through mediation
This indicator represents the number of disagreements between parents and school personnel that are successfully resolved through the state mediation system and the level of parent satisfaction with use of mediation.
Office of Data Source: VDOE Office of Student Services
Improvement Activities for Parent and Student Involvement
1. Information development and dissemination -
The Virginia Department of Education will:
expand dissemination of information to parents and students, and
provide information on effective practices that promote student achievement, collaboration, and parent and student involvement.
2. State-directed local projects -
The Virginia Department of Education provides support and coordinated assistance to local Parent Resource Centers across the state. The VDOE will focus its efforts to target support for parents in areas of the state where there are no local Parent Resource Centers.
3. Parent involvement on committees -
The Virginia Department of Education will continue to promote parent involvement in local and state-level activities. Activities that will enhance parent involvement include:
continue regional parent representation on the State Special Education Advisory Committee,
continue parent representation on other state committees and task forces, and
provide guidelines for special education local advisory committees.
4. Training and technical assistance -
The Virginia Department of Education will be seeking ways to link parents to existing training and technical assistance activities and disseminate information about these opportunities to parents. Example strategies will:
support activities that provide school personnel with skills to facilitate parent involvement in special education, including cultural competence in areas where diverse parent representation is needed,
provide technical assistance to local education agencies for enhancing parent involvement in program improvement and monitoring activities, and
improve coordination with additional partners for training opportunities.
5. Data collection, analysis, and use
The Virginia Department of Education will expand analysis and use of data to inform the state about parent and student training opportunities. Example strategies will:
align data collection across projects and agencies, as much as possible,
increase relevant data collection and analysis, and
promote the use of data for improvement planning throughout state and local systems.
Examples of Ways to Use Sliver Grant Funds
Research-based Effective Practices Used in Virginias Public Schools
Staff members of the Virginia Department of Educations Governors Best Practice Centers have systematically gathered information about the practices employed by schools that are successful in improving student achievement, as measured by the Standards of Learning (SOL) tests. The report of this study can be accessed at the Virginia Department of Educations Web site address,
HYPERLINK http://www.pen.k12.va.us/VDOE/Accountability/effectivepractice.pdf http://www.pen.k12.va.us/VDOE/Accountability/effectivepractice.pdf .
Seven effective practices were identified by school personnel as most important for having a positive effect on student performance on SOL tests. These seven practices should be reviewed to determine if they are areas of need after conducting a local needs assessment.
Assessment - Teachers in successful schools participate in staff development activities to develop sound assessment tools. Student academic progress is monitored both formally and informally using a variety of assessment strategies. Interventions for students are based on these assessments. In successful schools students are taught the testing and scoring system to be used to evaluate their progress. In addition:
teacher-made tests align with SOL,
tests follow SOL formats, and
assessment is used diagnostically.
Curriculum Alignment In successful schools the curriculum is based on clear learning goals. There is clear documentation of the relationship of the goals to specific learning objectives, instructional activities and student assessments. Periodic reviews of the curriculum documents are conducted by the schools faculty. In addition, the curriculum:
has a focus on Virginias SOL,
includes all SOL content, and
is reviewed on a regular basis.
Curriculum Mapping and Pacing In successful schools instruction is SOL driven rather than textbook driven using SOL blueprints. Teachers develop and follow an outline of instructional sequences with appropriate timelines, describing the scope of content and skills.
Data Analysis In successful schools student achievement data are systematically collected, analyzed and reported as a means for making decisions about the instructional program. Teachers and administrators regularly use data in both the individual classroom and schoolwide planning process. In addition:
staff use a systematic approach for analyzing data and reported data visually using various graphs for planning purposes,
data are disaggregated to provide a baseline by which progress is measured, and
data are analyzed vertically and horizontally (i.e., across grade levels and within grade levels across content areas).
Intervention Strategies In successful schools teachers use student achievement data to plan appropriate intervention strategies. Students are given additional learning time in a variety of settings with varied approaches to instruction. Family members and other key persons in the lives of students are encouraged to support the intervention strategies. In addition school staff:
use classroom assessment and SOL test data to determine the content and skill areas in which students are doing well and in which areas they need additional instructional support,
respond to individual student needs by designing on-going interventions for individual students and for small groups of students, and
provided additional instructional time.
In successful schools, students are not necessarily assigned to remediation or intervention groups for the whole year, rather it was an in and out process, allowing students to receive the extra instructional help needed.
Leadership In successful schools administrators and teachers take leadership roles by creating a strong sense of mission and vision. The leadership in the school builds a strong culture of collaboration and creative problem solving. Leaders take an active role in setting high expectations and instructional goals for student achievement. In addition:
principals take responsibility for creating the means by which the school could focus on a clear vision and mission.
principals take steps to keep informed of what was going on in classrooms and how well students were progressing in their learning.
principals utilize team-building strategies.
Student Motivation In successful schools teachers take note of student interests, problems and accomplishments and use this information to motivate students. Rewards and incentives are provided throughout the school year and are related to student accomplishments. All students understand what they need to do to earn recognition. In addition, school personnel:
develop and implement incentive programs to keep students interested in learning and in school, and
provide recognition of students achievements.
Instructional Support Teams (IST)
If, for example, a needs assessment points to a sizable number of retentions and referrals for testing to determine special education eligibility, a school division may be prompted to consider using their sliver (local improvement) grant funds to establish an IST in one of its schools. When contemplating the development of an IST, interested school staff members could visit existing IST sites, and possibly attend the various type of training that the Virginia Department of Education provides these sites. A collaborative partner in such an endeavor might be one of the TTACs, which are being trained in the IST model.
Other uses that may possibly address needs discovered through the needs assessment process:
collaboration on curriculum that supports the Standards of Learning
academic literacy for students with disabilities
educating diverse learners
assistive technology
access to the general curriculum
transition - middle school
alternative programs for students
Virginias State Improvement Plan activities are partially funded by the US Office of Special Education Programs State Improvement Grant, Partners Achieving Success for Students -Project PASS 1999-2004.
Goal 1
Increase the statewide percentage of students with disabilities successfully completing school, and graduating from school.
Goal 4
Ensure ongoing personnel development opportunities that demonstrate and instruct in research-based effective practices by increasing the statewide personnel development opportunities focusing on effective practices (including collaboration) for administrators, regular educators, paraprofessionals, special educators, and related service providers.
Goal 5
Increase parents and students active participation in special education decision-making.
O f . 8 J W ~
# S T i
" Z @ E N T d q ~ ' * + } 6CJ 56 5CJ 6OJ QJ >*OJ QJ 5>*OJ QJ 5>*CJ OJ QJ 5OJ QJ >*CJ OJ QJ CJ OJ QJ 5CJ OJ QJ H D O P Q Q R / 0
d pd pd
` d d
H D O P Q Q R / 0
$ % & ' ( * + , - . 0 1 2 3 4 6 7 8 9 : < = > ? @ B C D E F G H I O P R S T
! " Z [ \
b $ % & ' ( * + , - $$ 0
$ d $ d] $ # $$ 0
$
d : $
d : $
d7 $ d - . 0 1 2 3 4 6 7 8 9 : < = > ? @ B C D E F G H I , $$ 0
$ d $ d] $ I O P R S T
0d
` |d d $$ 0
$ d] $ d : $ ! " Z [ \ B C D E d d
H 0d
` B C D E Q R S T U J * + d 8 I \ ] ^ _ ` Ŀ
A
B
CD
W
h
!
< 8 Q R S T U J * + d $
! d 8 I \ ] ^ _ ` a b c d e f l 4 $$l 4 2
*7 $ $$ $ $$l 4 7 $ 7 8 I \ j , 0 1 2 @ A R " . / H g j y z % ( 5 8 @ 1! 2! G! 5>*CJ OJ QJ >*CJ OJ QJ 5OJ QJ CJ OJ QJ OJ QJ >*OJ QJ 5>*OJ QJ 5CJ 55CJ CJ 6CJ G` a b c d e f g h i j / 0 1 2 S T T V x »~{xurolifc (JLLM
no
p
q
67
8
9
:
;
<
=
>
?
@ &f g h i j / 0 1 2 S \ 0d
` d `d
` $$l 4 7 $
! $ $$l 4 2
*7 $ $$ S T T V x ! /
d $
d : $
d7 $ d d d d d
H `d
` d ! / 0 1 2 3 4 5 6 R S U V W s t u v w ~ytokfa\
)
*+
,
-
I
JK
M
N
j
kl
m
n
o
p
q
"/ 0 1 2 3 4 5 6 R S U V W s t u v w ̈́ $$ 0 X$ d $
` d] $ # $$ 0 X$
d : $ d $ w ŀ p Ŕ t $$ 0 X$ d $ d] $ d $
` 8 9 : ; < B C E F G H g h i j z {vqlgb^
&
6
7
89XYZ[
]
^
d
ef
g
h
# 8 9 : ; < B C E F G H g h i ٘ , d $ d $$ 0 X$ d : $ d] $ $$ 0 X$ d $ i j z $$x 0 4$ d : $ # $$x 0 4$
d $ $d : $ $d $ & ' 6 7 < A B ~ytoje`\_
d
i
j
y
z
$ , d7 $ d d
$d
H $$x 0 4$ $$x 0 4$ d : $ d $ & ' 6 7 < A B C D E F $ } w } w d $ d] $ ; $$ \ [ !$
d : $
}
d $
} d : $
d : $
d7 $ d : $
R
B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d Ŀ{vqlgb]X
=
>
?
@
A
B
CD
E
F
G
H
I
J
K
LM
N
O
P
Q
R
S
T
UV
W
X
Y
Z
[
\
]
^ "F G H I J K L M N O P Q R S T U V W X Y Z [ \ $ $ 6 $$ \ [ !$ d $ d] $ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r $ $ $ d $ d] $6 $$ \ [ !$ d e f g h i j k l m n o p q r s t u v w x y z { | } ~ {vrmhc^Y
!
"
#
$
%
&
'
()
*
+
,
-
.
/
0
12
3
4
5
6
7
8
9
:;
< "r s t u v w x y z { | } ~ $ $ 6 $$ \ [ !$ d] $ d $ {vqlhc^Y
" $ $ $ d] $6 $$ \ [ !$ d $ $ $ 6 $$ \ [ !$ d $ d] $ Ŀ{vqlgb^Y
" $ $ 0 6 $$ \ [ !$ d $ d] $ 1! 2! ! ! X" Y" # # # $
$ $ 1$ 2$ 3$ l$ m$ n$ $ $ $ $ $ $ % % & & & & & & r& þ{xql
bc2 34~ G H n o
* 1! 2! ! ! X" Y" # dh
!
! d d
` d 8 $$ \ [ !$
d] $ d : $ G! ^! ! ! ! Y" f" j" n" # # # # % % % & & & q& r& }& & & & G' K' L' \' u' v' ( $( %( &( 4( 5( ( ( ( ( ( ( ( "9 #9 $9 *9 _9 `9 a9 d9 g9 u9 9 9 O: X: Y: ;; <; ڬ 5OJ QJ 5CJ OJ QJ 5CJ$ 5CJ j 0J OJ QJ UOJ QJ OJ QJ CJ OJ QJ 5CJ 6CJ
56CJ 5CJ 6CJ CJ 5CJ 5>*CJ OJ QJ 56>*CJ OJ QJ <# # # $
$ $ 1$ 2$ 3$ l$ m$ n$ $ $ $ $ $ $ % % & & & & & & $ $$l 4 7 $ & r& }& & & G' H' I' J' K' L' M' N' O' P' Q' R' S' T' U' V' W' X' Y' L $
! $ $$l 4
2
X 7 $ $ $$ r& }& & & G' H' I' J' K' L' M' N' O' P' Q' R' S' T' U' V' W' X' Y' Z' [' \' "( #( $( %( &( ( ( ½}xsngc^Y
U
J
S
Y' Z' [' \' "( #( $( %( &( ( ( ( ( ( ( ( ( ( ( ` $$ d
`
! $$l 4 7 $
! $ $$l 4
2
X 7 $ $ ( ( ( ( ( ( ( ( ( ( )) *) a) b) z) {) }) ~) ) ) ) ) ) ) ) ) ) ) ) ) ) ) * * * ½~ytojea\
/
:
D
E
O
\
f
n
x
|
MNO P Q
R
S
T "( ( )) *) a) b) z) {) }) ~) ) ) ) ) ) ) ) ) ) ) ) ) ) ) * d l $ $$6 4 " $$6 94 " $$ * * * * * * &* ** 2* 3* =* C* K* L* V* Z* b* c* j* n* v* w* X d \ P T $$
$$6
" $$ $ . $$6 d4F
" * * * * &* ** 2* 3* =* C* K* L* V* Z* b* c* j* n* v* w* * * * * * * * * * * * * * * * zuplgb]
C
I
QR
Z
`
jk
s
w
"w* * * * * * * * * * * * * * * * * * * * * * * * * + + ` d \ H \ L
$$6
" $$ $$ $ * * * * * * * * * * + + + + + + &+ '+ 1+ 5+ =+ >+ G+ K+ S+ T+ _+ c+ k+ l+ u+ y+ + + + ½zvqlgc^
()
1
5
:; "+ + + + + &+ '+ 1+ 5+ =+ >+ G+ K+ S+ T+ _+ c+ k+ l+ u+ y+ + + + + + + \ \ X ` X X T $$ $
$$6
" $$ + + + + + + + + + + + + + + + + + + , , , , #, $, *, ., 6, 7, @, D, L, M, X, \, d, zuplgb]
#
01
9
=
GH
P
T
ab
j
n
vw
"+ + + + + + + + + + + + + + + , , , , #, $, *, ., 6, 7, @, D, h \ P L X
$$6
" $$ $$ $ D, L, M, X, \, d, e, o, s, {, |, , , , , , , , , , , , , , , , , ` \ \ L ` L $$ $
$$6
" $$ d, e, o, s, {, |, , , , , , , , , , , , , , , , , , , , , - - - - %- +- 3- 4- >- ½zvqlgc^
"#
+
1
:;
Y
`
hi
q
u
{|
", , , , , - - - - %- +- 3- 4- >- D- L- M- S- W- _- `- k- o- w- x- - - X | d L ` \
$$6
" $$ $$ $ >- D- L- M- S- W- _- `- k- o- w- x- - - - - - - - - - - - - - - - - - - - - - - - zuplgb]
&'
/
5
=>
F
J
VW
_
c
jk
s
w
"- - - - - - - - - - - - - - - - - - - - - - - .
. +. ,. T P d \ \ T $$ $
$$6
" $$ - - .
. +. ,. 2. 8. @. A. J. M. U. V. d. h. p. q. }. . . . . . . . . . . . . . . . . ½zvqlgc^
;<
D
H
RS
[
_
lm
u
y
",. 2. 8. @. A. J. M. U. V. d. h. p. q. }. . . . . . . . . . . . . . T l d ` h \
$$6
" $$ $$ $ . . . . . . . . . . . / / / / / / %/ &/ ./ 2/ :/ ;/ C/ G/ O/ P/ D \ P \ T T d $$ $
$$6
" $$ . . . . . . . . / / / / / / %/ &/ ./ 2/ :/ ;/ C/ G/ O/ P/ \/ `/ h/ i/ s/ w/ / / / / / zuplgb]
}
"
*+
3
7 "P/ \/ `/ h/ i/ s/ w/ / / / / / / / / / / / / / / / / / / / / \ h P X d p
$$6
" $$ $$ $ / / / / / / / / / / / / / / / / / / 0 0 0 0 0 0 "0 #0 (0 ,0 40 50 =0 A0 I0 J0 W0 ½zvqlgc^
"
12
:
>
JK
S
W
`a
i
m
tu "/ / / 0 0 0 0 0 0 "0 #0 (0 ,0 40 50 =0 A0 I0 J0 W0 ]0 e0 f0 o0 s0 {0 |0 X P H T p X l $$ $
$$6
" $$ W0 ]0 e0 f0 o0 s0 {0 |0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 %1 )1 11 21 A1 G1 O1 zuplgb]
()
G
M
\]
e
i
wx
"|0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 %1 )1 11 21 A1 G1 l T h t x
$$6
" $$ $$ $ G1 O1 P1 [1 _1 g1 h1 s1 y1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 ` h T L ` L d $$ $
$$6
" $$ O1 P1 [1 _1 g1 h1 s1 y1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2
2 2 ½zvqlgc^
!
)
-
9:
B
F
LM
U
Y
de
m
q
wx
"1 1 1 1 1 1 2 2
2 2 2 !2 "2 (2 ,2 42 52 <2 @2 H2 I2 R2 X2 `2 a2 h2 l2 p ` L P ` P
$$6
" $$ $$ $ 2 2 !2 "2 (2 ,2 42 52 <2 @2 H2 I2 R2 X2 `2 a2 h2 l2 t2 u2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 zuplgb]
K
O
UV
^
b
gh
p
t
"l2 t2 u2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 ` h H L P h T $$ $
$$6
" $$ 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 '3 (3 83 <3 D3 E3 V3 Z3 b3 c3 m3 q3 y3 z3 3 3 3 3 3 ½zvqlgc^
~
#
./
7
=
BC "2 3 3 3 3 3 3 '3 (3 83 <3 D3 E3 V3 Z3 b3 c3 m3 q3 y3 z3 3 3 3 3 3 3 d t x \ X h
$$6
" $$ $$ $ 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4
4 4 4 4 4 *4 04 84 94 F4 J4 R4 S4 `4 f4 n4 zuplgb]
'
-
56
>
B
HI
Q
U
de
m
q "3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4
4 4 4 4 4 *4 04 84 94 p L \ h X d h $$ $
$$6
" $$ 94 F4 J4 R4 S4 `4 f4 n4 o4 w4 }4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 p \ P ` h T
$$6
" $$ $$ $ n4 o4 w4 }4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 #5 '5 /5 05 85 ½zvqlgc^
-.
6
:
BC
K
Q
\]
e
i
tu
}
"4 4 4 4 4 4 4 5 5 5 5 #5 '5 /5 05 85 >5 F5 G5 V5 \5 z5 {5 5 5 5 5 t p X \ ` h $$ $
$$6
" $$ 85 >5 F5 G5 V5 \5 z5 {5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 6 6 6 6 %6 &6 ,6 06 86 zuplgb]
#
./
7
;
IJ
R
V
ab
j
n
{|
"5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 6 6 6 6 %6 &6 ,6 06 86 96 B6 F6 ` l X L X
$$6
" $$ $$ $ 86 96 B6 F6 N6 O6 X6 \6 d6 e6 s6 w6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 7 7 7 ½zvqlgc^
%
(
:;
C
G
[\
d
h
st
|
"F6 N6 O6 X6 \6 d6 e6 s6 w6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 X l l ` x P $$ $
$$6
" $$ 6 6 6 7 7 7 7 7 7 67 :7 B7 C7 Q7 S7 \7 ]7 k7 m7 v7 w7 7 7 7 7 7 7 d h h t h
$$6
" $$ $$ $ 7 7 7 7 67 :7 B7 C7 Q7 S7 \7 ]7 k7 m7 v7 w7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
8 8 8 zuplgb]
%
'
>?
H
J
`a
j
l
z{
"7 7 7 7 7 7 7 7 7 7 7
8 8 8 8 /8 18 :8 ;8 O8 R8 [8 \8 t8 w8 8 8 $$ $
$$6
" $$ 8 8 /8 18 :8 ;8 O8 R8 [8 \8 t8 w8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 9 !9 "9 #9 $9 %9 &9 *9 ½zvsmhc^
C
O
PQ
Z
]
hi
r
u
"8 8 8 8 8 8 8 8 8 8 8 8 8 8 9 !9 "9 #9 $9 %9 &9 *9 +9 a9 b9 ` $&d $d $
$$6
" $$ $$ $ *9 +9 a9 b9 c9 d9 e9 f9 g9 u9 v9 w9 x9 9 9 9 9 ": L: M: O: X: Y: : : : : : : ;; <; ; ; ; < < j< l< < < < D= = ~{xuol
Z %jl
y g
[ f
Ikl *b9 c9 d9 e9 f9 g9 u9 v9 w9 x9 9 9 9 9 ": L: M: O: X: Y: : : : : : : ;;
y
y $ $&d ;; <; ; ; ; < < j< l< < < < D= = = = = = = @ @ @ $
y $ $
y $
y
y
y
y
y <; ; ; ; ; < < < D= E= = = = = = = @ @ B B B B B C C FC UC C C C D D E E E E E F G G G MH H }L L L M M N O O O P AP
Q Q Q Q Q Q }R ~R R S &S T T lU U U V `V cV ~V [X rX Z 5OJ QJ 6>* CJ h5CJ OJ QJ CJ 56 OJ QJ >*0J j U j U CJ OJ QJ 56 L= = = = = = @ @ @ @ A A A EC FC UC uC C C C C E E F F G G MH H I J J K K Ŀ곮xndZ
.
".
.
&.
.
e.
9HI
pq
ijk !@ @ A A A EC FC UC uC C C C C E E F F G G MH H I
& F. $
& F. $ p$ $p$
@
$
$
!
& F I J J K K xL yL -M NM M M M N N N N N O O $ $$l $ V% $
@ p $
& F p$
& F p$
p p$ $
& F. $ K xL yL -M NM M M M N N N N N O O P P P AP
Q Q Q Q Q }R ~R S S T T jU kU lU U U U `V þ}zwtqnkheb_\ ud
d
9
:
.
$O P P P AP
Q Q Q Q Q }R ~R S S T T jU kU lU U U U `V bV
!
` :
`
!
1$:
` :
` @& `V bV cV ~V V YX ZX [X rX sX Z Z Z Z Z Z Z WZ XZ Z Z[ [[ ][ ^[ _[ `[ a[ \ \ \ \ ] ] a^ b^ c^ ^ &_ '_ |wtmh 5
o @ BCDEFG
&bV cV ~V V YX ZX [X rX sX Z Z Z Z Z Z Z WZ XZ Z Z[ [[ ][ ^[ _[ `[ a[ \
!
! $
! Z VZ WZ XZ Z Z Z [[ \[ a[ \ \ \ \ \ ] ] c^ ^ '_ <_ a_ b_ _ Y` n` ` ` \a ]a ^a sa a a a Cb Xb }b b b Uc c c d /d 1d :d Ke Me be e e >g ?g Tg g h h !h @h Ah 㬤 j] 56Uj 56U56 h>*CJ 5CJ
56>*CJ CJ :>*
56CJ 6CJ 5CJ OJ QJ j CJ UmH 65: 5CJ 5>*CJ OJ QJ 5CJ OJ QJ <\ \ \ \ ] ] a^ b^ c^ ^ &_ '_ `_ a_ b_ _ X` Y` ` `
& F 8
!
& F 8
!
!
` 0
`
& F 8
`
`
! '_ `_ a_ b_ _ X` Y` ` ` ` ` ` ` ` ` ]a ^a a a a a Bb Cb }b ~b b b Vc Wc c c /d 0d 1d :d ytoje`[X 1 2 3 l m
4"` ` ` ` ` ` ` ]a ^a a a a a Bb Cb }b ~b b b
& F 8
!8
!
!
& F 8
! ! p
8 @P
`0 p#@&)
!` b Vc Wc c c /d 0d 1d :d Le Me e e e e e f >g ?g ~g
& F 1$
`
& F 1$8
`
`
& F 8
` 0
`
!
!
!
& F 8
!8 :d Le Me e e e e e f >g ?g ~g g rh sh th uh h h \i i i i i i j k k l l l "l l zwtnkfc`]W
@ ^_`
^
# $ d
v
( ~g g rh sh th uh h h \i i i i i i j k k l l l "l l
& F
& F 8
`
`
& F 1$
`
& F 1$8
`
!
! Ah Bh Sh Th Vh rh th h i i i i j k k l "l l l l l l l m m +m Pm Rm m rn n n n n o o !o Ho Io o kp lp p r r r s s s s au bu u bw dw w w w w w x x x x .y 0y 1y 2y ҾȺ 5CJ
56CJ
6:CJ 5: 5CJ h6CJ 5CJ
56CJ 5CJ OJ QJ
5>*CJ >*:h>*CJ CJ 656 0J 6j 56U Cl l l m m Pm Qm Rm m qn rn n n n n n n n o o !o Io o o p kp lp p q q q r r zsi_U k
?
; C
L Me
l l l m m Pm Qm Rm m qn rn n n n n n n n o o !o Io o o
& F
`
!
& F
! $
`
& F o p kp lp p q q q r r 0r Or qr r r r s Ms s s s t t "u au
& F
& F $
`
& F
`
` $
& F r 0r Or qr r r r s Ms s s s t t "u au bu u vv v bw dw w w w x x x 0y 1y 2y ļvspmjgd^XRO
2
$ 89 x
M
<
L
au bu u vv v bw dw w w w x x x 0y 1y 2y .| /| 0| S| ~
& F $d %d &d 'd 0 :
`
y
y
& F
h 2y .| /| 0| S| ~ ~ ~ ׀ C ` ނ ߂ H I J n ( q r s w x
Å ' V W ¿|yojg
4<=klm
OP
VW
DE
4 (2y .| /| 0| S| ~ ~ ~ ~ ~ D ` ނ ߂ I J n ( @ q s x
Å ' T V W o ( Y Z [ ˌ Q R S k
% G u 8 9 Q
5>*CJ
:>*CJ j 5UmH 5h>*CJ
6:CJ :CJ 5: 5>* :>*CJ 6 N~ ~ ~ ׀ C ` ނ ߂ H I J n ( q r s w x
@
& F
@ h
@
& F
@ h
Å ' V W 3 1$
`
& F 8
& F
`
& F
` $d %d &d 'd
@ 3 Y Z [ ʌ ˌ P Q R R S
G ¿zurmjda\
*
A B$ Y Z [ ʌ ˌ P Q R <
& F 8
` h
` $
`
` 1$
@ R S
G u 8 9 s t ґ T
& F $
!
& F 8
`
& F 8
`
`
& F 8
` G u 8 9 s t ґ T : Ӕ G ɕ ʕ ˕ 1 ` xsnid^VN
%
a
n
T
d e
Q s t u ґ ɕ ˕ " # E Q p q ך E F ^ g N f ʝ ݞ ߞ J : ] h i . U ۥ >*OJ QJ CJ OJ QJ 6CJ 65CJ OJ QJ :CJ h5: j 5UmH 5>*
56CJ 6CJ 56 5CJ OJ QJ
5>*CJ CJ E : Ӕ G ɕ ʕ ˕ 1 ` Ֆ / X ė
& F
!
& F
& F
!
& F
& F Ֆ / X ė Ř ! " # E ߙ Q p q ºzsld\RO
C
P
j
k
*
\
Ř ! " # E ߙ Q p q
`
& F 1$
`
& F
`
& F
`
& F 8
` $
! q ך E F f g M N ʝ ݞ ߞ J v 9 : ] ľ{upia^X
d
U V
+
,
g
ך E F f g M N ʝ ݞ ߞ
& F 8
& F 8
y
& F 8
`
& F 8 ߞ J v 9 : ] h i ? - . U 4 ڥ ۥ
& F
& F
!
& F
!
! $ <
& F
& F $ : ] h i ? - . U 4 ڥ ۥ + q ¸yvvvsnid_ZS
\ >
* +
8
+ S T
.
R
ۥ + q " #
& F]
& F\ $
& F
h
& F
h q r © # # 7 h , 6 ɸ ݺ Q > ~ t u | } 55: :CJ
5:CJ 6
j 0J U>* >*OJ QJ 5CJ 0J CJ jI CJ U
j CJ UCJ / " # ® % g h " K + , ĺ|rkaWRMC \
d `
`
` G\
H _
_
_ \
\
^
^
*^ \
]
]
] ® % g h " K + , %
& Fa
& F`
h h
& F_
& F\
& F^ % ܺ ݺ P Q R $ ? T u t u | ˿ ˿
c [ b \
&a
a
a ,% ܺ ݺ P Q R $ ? T u
& Fc
& F[ d
` d
` h $
& Fb t u | h
`
! + 0 P / =!"#$% + 0 P / =!"#$% + 0 P / =!"#$% 5 00 &P 0 P = /!`"`#$@% .
00 &P P / =!"#$% @4 0
00 &P 0 P = /!"#$% @4 0
00 &P 0 P = /!"#$% @.
00 &P P / =!"#$% @1
000 &P P / =!"#$% @1
000 &P P / =!"@#$h% @ ] D y K : h t t p : / / w w w . p e n . k 1 2 . v a . u s / V D O E / I n s t r u c t i o n / S p e d / S I P S U M . p d f y K t h t t p : / / w w w . p e n . k 1 2 . v a . u s / V D O E / I n s t r u c t i o n / S p e d / S I P S U M . p d f D y K F ] C:\Documents and Settings\Virginia Department .DEFAULT\Local Settings\Temp\www.pen.k12.va.us D y K C h t t p : / / w w w . p e n . k 1 2 . v a . u s / V D O E / A c c o u n t a b i l i t y / e f f e c t i v e p r a c t i c e . p d f y K h t t p : / / w w w . p e n . k 1 2 . v a . u s / V D O E / A c c o u n t a b i l i t y / e f f e c t i v e p r a c t i c e . p d f !
[ 4 @ 4 N o r m a l 1$ CJ h mH nH 8 @ 8 H e a d i n g 1 $1$@& hnH > @ > H e a d i n g 2 $$1$@& CJ hnH < @ < H e a d i n g 3 $$1$@&
5hnH @ @ @ H e a d i n g 4 $1$@&
y hnH B @ B H e a d i n g 5 $@&
56CJ > > H e a d i n g 6 $1$@& 5CJ hnH D @ D H e a d i n g 7 $1$@&
y hnH @ @ H e a d i n g 8 $1$@&
y hnH < < H e a d i n g 9 $1$@& hnH < A@ < D e f a u l t P a r a g r a p h F o n t 4 &@ 4 F o o t n o t e R e f e r e n c e O _
0 : @ : H e a d e r 1$
! CJ hnH 2 >@ "2 T i t l e $1$ 5CJ$ hnH L C 2L B o d y T e x t I n d e n t `
` 6CJ ( U@ A( H y p e r l i n k >*B*. P@ R. B o d y T e x t 2 CJ < T b<
B l o c k T e x t
1$p hnH 6 @ r6 F o o t e r 1$
! hnH P R@ P B o d y T e x t I n d e n t 2 0
` :CJ 6 B@ 6 B o d y T e x t 1$ CJ hnH > @ >
F o o t n o t e T e x t 1$ CJ hnH & )@ & P a g e N u m b e r 8 V@ 8 F o l l o w e d H y p e r l i n k >*B* > J > S u b t i t l e 1$
y
5hnH t Q@ t B o d y T e x t 3 D 1$p
8 @P
`0 p#@&) hnH T S@ T B o d y T e x t I n d e n t 3 `
` 6CJ nH 8 Y 8 D o c u m e n t M a p -D OJ QJ _5 ݽ T ݽ T W " 2 ! $ $5 ݽ - Z $ Z G! <; Z Ah 2y Q c m - I f S / w i F \ r # & Y' ( * w* + + D, , - ,. . P/ / |0 G1 1 l2 2 3 94 4 5 F6 6 7 8 b9 ;; @ I O bV \ ` b ~g l o au ~ ߞ ۥ % d f g h i k l o p r s u v x y { | ~ ` B d r& ( * * + d, >- - . / W0 O1 2 2 3 n4 85 86 7 8 *9 = K `V '_ :d l r 2y G q ] e j n q t w z } > > ? d Ad Sd q ݽ XXX 8 @ ( " 5%
H
#
H
#
H
#
B
S ? [W ݽ * $ t ( @& x t i % t O L E _ L I N K 5 \ \] R U J J Wb [b 9e =e e f y y * 8 = ! T 1 5 A
F
O Y 3 B " #" # # (4 -4 h6 6 6 6 6 6 '7 77 7 7 7 7 8 8 8 8 ,9 39 }9 9 = = = D? U? Z? u? z?
A A 4B 6B sC uC G G I I L &L M M M M IN LN ~N N O 'O P
P Q Q Q R mV vV <[ C[ n\ u\ s] z] ^ ^ X^ _^ ` ` a a b c \e ge f f g g h i +i 2i l l qn vn Mo To "q (q r r s s [t ^t {v -x Sx y z z { | | | `} ~ ~ ~ = D 4 D ! l s ̆ % , l h o " ) N U ( Q Z [ b Η ڗ | c j + 2 $ / e ª Ī " * и A S ۽ V i r g i n i a D e p t . o f E d u c a t i o n W \ \ D O E _ O F F I C E \ A P P S \ H O M E D I R S \ J M I T C H E L \ M E M O S \ A L L O C \ s l i v e r \ 2 0 0 1 - 2 0 0 2 s l i v e r a p p l i c a t i o n . d o c V i r g i n i a D e p t . o f E d u c a t i o n ^ \ \ D O E _ O F F I C E \ A P P S \ H O M E D I R S \ J M I T C H E L \ w o r d \ A u t o R e c o v e r y s a v e o f 2 0 0 1 - 2 0 0 2 s l i v e r a p p l i c a t i o n . a s d V i r g i n i a D e p t . o f E d u c a t i o n ^ \ \ D O E _ O F F I C E \ A P P S \ H O M E D I R S \ J M I T C H E L \ w o r d \ A u t o R e c o v e r y s a v e o f 2 0 0 1 - 2 0 0 2 s l i v e r a p p l i c a t i o n . a s d V i r g i n i a D e p t . o f E d u c a t i o n ^ \ \ D O E _ O F F I C E \ A P P S \ H O M E D I R S \ J M I T C H E L \ w o r d \ A u t o R e c o v e r y s a v e o f 2 0 0 1 - 2 0 0 2 s l i v e r a p p l i c a t i o n . a s d V i r g i n i a D e p t . o f E d u c a t i o n W \ \ D O E _ O F F I C E \ A P P S \ H O M E D I R S \ J M I T C H E L \ M E M O S \ A L L O C \ s l i v e r \ 2 0 0 1 - 2 0 0 2 s l i v e r a p p l i c a t i o n . d o c V i r g i n i a D e p t . o f E d u c a t i o n ^ \ \ D O E _ O F F I C E \ A P P S \ H O M E D I R S \ J M I T C H E L \ w o r d \ A u t o R e c o v e r y s a v e o f 2 0 0 1 - 2 0 0 2 s l i v e r a p p l i c a t i o n . a s d V i r g i n i a D e p t . o f E d u c a t i o n ^ \ \ D O E _ O F F I C E \ A P P S \ H O M E D I R S \ J M I T C H E L \ w o r d \ A u t o R e c o v e r y s a v e o f 2 0 0 1 - 2 0 0 2 s l i v e r a p p l i c a t i o n . a s d V i r g i n i a D e p t . o f E d u c a t i o n ^ \ \ D O E _ O F F I C E \ A P P S \ H O M E D I R S \ J M I T C H E L \ w o r d \ A u t o R e c o v e r y s a v e o f 2 0 0 1 - 2 0 0 2 s l i v e r a p p l i c a t i o n . a s d V i r g i n i a D e p t . o f E d u c a t i o n W \ \ D O E _ O F F I C E \ A P P S \ H O M E D I R S \ J M I T C H E L \ M E M O S \ A L L O C \ s l i v e r \ 2 0 0 1 - 2 0 0 2 s l i v e r a p p l i c a t i o n . d o c V i r g i n i a D e p t . o f E d u c a t i o n W \ \ D O E _ O F F I C E \ A P P S \ H O M E D I R S \ J M I T C H E L \ M E M O S \ A L L O C \ s l i v e r \ 2 0 0 1 - 2 0 0 2 s l i v e r a p p l i c a t i o n . d o c e F F* E
Z ?" 4i 2 Lfr~n d̏r t [' - Jn !: k pe%
^m" _ ] |$5 "ܧ 2F x?e [ gB C$ $ I@ X YW I
,OK ~: 1 F_ ' ;0Q 4* 2 K g4 ( 0 xn T o丸x 0 @ ( @E K ic$ 0 ld ]S ,^ CRg 0t {! )6"W M" a$# I#` A$(G2 jS:% '
P& EN&sf sP' O'T (8 k)( m) tV), )H V* G+ GYv,
[, [U- uV1. / c0> 8 m? E0?, c@ )z6A waA qC$ 5D>
D$ h5\D0 TE (brE ?E V_EB o:FҚ@ t_eF SG #;I >I $2J :L$ F9pL yXuL AL 'M [#8M -NFx$ N 3l !O bNQ R QRv9 _'*T oT UqV+ W H HX$ R]&Y} Z nZ^ Z | [ \$ "!\ }\$ n\ #^ [^W ] }^ &_ Z` YT` a IacL pza ta Fa Xnb ?Sc jc PcvN f + f 4C|g _g $h ;h i _,j0 7j j h:k ,gk$ Ol EOlҬ H$m U/m dgm Qm m$ Ikn Zo /6o$ :q $fqDsB ?q "C lq 7 r e?r2 g$t(43 *gt$ EtN 7$u C0w̏r =I4w| tw e&y҂] )y [0zdr >z "v{ jJ<| "| | 9 }0 "P * h h^h`OJ QJ o( h h^h`o( h h^h`o( . 0 ^`0o( . . 8 8^8`o( . . . 8 8^8`o( . . . . ` ^``o( . . . . .
` ^``o(
. . . . . .
^`o( . . . . . . .
p p^p`o( . . . . . . . . h h^h`o( . 0 o( . 8 8^8`o( ( ) h h^h`OJ QJ o( h hOJ QJ o( h ho( . 0 . h h . h h^h`OJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h h^h`OJ QJ o( ^`o( . h hOJ QJ o(
h h^h`56CJ o(
h h^h`56CJ o( .
0 ^`056CJ o( . .
0 ^`056CJ o( . . .
8 8^8`56CJ o( . . . .
8 8^8`56CJ o( . . . . .
` ^``56CJ o(
. . . . . .
` ^``56CJ o( . . . . . . .
^`56CJ o( . . . . . . . .
0 o( . ^`o( . h hOJ QJ o( h hOJ QJ o( h h^h`OJ QJ o( h hOJ QJ o( h h^h`OJ QJ o( h hOJ QJ o(
h ho( . h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h h^h`OJ QJ o( h h^h`OJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h h^h`o( . h hOJ QJ o( h hOJ QJ o(
^`56CJ o(
^`56CJ o( .
0 ^`056CJ o( . .
0 ^`056CJ o( . . .
8 8^8`56CJ o( . . . .
8 8^8`56CJ o( . . . . .
` ^``56CJ o(
. . . . . .
` ^``56CJ o( . . . . . . .
^`56CJ o( . . . . . . . . h hOJ QJ o( h hOJ QJ o( h h . h hOJ QJ o( 8 8o( . M o( . h hOJ QJ o( h h^h`o( . h hOJ QJ o( h h^h`OJ QJ o( h hOJ QJ o( h hOJ QJ o( M o( . h h^h`OJ QJ o( 0 o( . h h^h`OJ QJ o( h h^h`OJ QJ o( h hOJ QJ o(
8 8o( . h h^h`o( . h h^h`OJ QJ o( 0 o( . o( . o( . h hOJ QJ o( p0 po( . h hOJ QJ o( o( . p0 pCJ o( . h hOJ QJ o( h h^h`OJ QJ o( 8 8o( ^`o( ^`o( . 0 ^`0o( . . 0 ^`0o( . . . 0 ^`0o( . . . . 8 8^8`o( . . . . .
8 8^8`o(
. . . . . .
` ^``o( . . . . . . .
` ^``o( . . . . . . . . h hOJ QJ o( h h^h`OJ QJ o( h ho( . h h^h`OJ QJ o( h h^h`o( . h h^h`OJ QJ o( h h^h`o( . h h^h`o( . h hOJ QJ o( ^`o( - ^`o( . h ho( . h hOJ QJ o( h h^h`OJ QJ o( h h^h`OJ QJ o( ^`o( . ^` . pL p^p`L . @ @ ^@ ` . ^` . L ^`L . ^` . ^` . PL P^P`L . h h^h`o( ) 0 o( . 0 o( . h hOJ QJ o( \ o( . h hOJ QJ o( 0 o( . h hOJ QJ o( h hOJ QJ o( h h^h`OJ QJ o( \ ^`\o( t\ t^t`\o( . p0 p^p`0o( . . @ 0 @ ^@ `0o( . . . x x^x`o( . . . . H H^H`o( . . . . .
` ^``o(
. . . . . .
P` P^P``o( . . . . . . .
^ `o( . . . . . . . . 0 ^`0o( . h hOJ QJ o( h h^h`OJ QJ o( h h^h` . ^`o( - h hOJ QJ o( h hOJ QJ o( o( . h ho( . h h^h`OJ QJ o( h h^h`OJ QJ o( \ ^`\o( t\ t^t`\o( . p0 p^p`0o( . . @ 0 @ ^@ `0o( . . . x x^x`o( . . . . H H^H`o( . . . . .
` ^``o(
. . . . . .
P` P^P``o( . . . . . . .
^ `o( . . . . . . . . 0 CJ o( . 0 CJ OJ QJ o( 0 o( . h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h ^`OJ QJ o( h ^`OJ QJ o( o h p p^p`OJ QJ o( h @ @ ^@ `OJ QJ o( h ^`OJ QJ o( o h ^`OJ QJ o( h ^`OJ QJ o( h ^`OJ QJ o( o h P P^P`OJ QJ o( h hOJ QJ o( 0 o( . h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( ? ^`?o( . 0 o( . h hOJ QJ o( h h^h`OJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h h^h`OJ QJ o( 0 . h hOJ QJ o( h hOJ QJ o( 0 o( . p0 po( . h hOJ QJ o( h h^h`OJ QJ o( h hOJ QJ o( z z^z`o( . h h^h`o( . h hOJ QJ o( ^`o( - 8 8o( . h hOJ QJ o( z 5o( ( ) h hOJ QJ o( 8 8o( . h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( 0 OJ QJ o( h h . h hOJ QJ o( h hOJ QJ o( h h^h`o( . h h^h`OJ QJ o( h ^`OJ QJ o( h ^`OJ QJ o( o h p p^p`OJ QJ o( h @ @ ^@ `OJ QJ o( h ^`OJ QJ o( o h ^`OJ QJ o( h ^`OJ QJ o( h ^`OJ QJ o( o h P P^P`OJ QJ o( h h^h`OJ QJ o( h h^h`OJ QJ o( h h^h`OJ QJ o( h hOJ QJ o( h h^h`OJ QJ o( 0 o( . p0 po( . h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( p0 po( . h h^h`OJ QJ o( h h^h`OJ QJ o( M CJ o( . h h^h`o( ( ) h hOJ QJ o( h h^h`OJ QJ o( h hOJ QJ o( h h . h ho( . h h^h`OJ QJ o( 0 o( . h h^h`OJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( h hOJ QJ o( \ ^`\o( t\ t^t`\o( . p0 p^p`0o( . . @ 0 @ ^@ `0o( . . . x x^x`o( . . . . H H^H`o( . . . . .
` ^``o(
. . . . . .
P` P^P``o( . . . . . . .
^ `o( . . . . . . . . ^`o( ^`o( . 0 ^`0o( . . 8 8^8`o( . . . 8 8^8`o( . . . . ` ^``o( . . . . .
` ^``o(
. . . . . .
^`o( . . . . . . .
p p^p`o( . . . . . . . . h h^h`OJ QJ o( h hOJ QJ o( 0 o( o( . h hOJ QJ o( h h^h`o( ( ) h hOJ QJ o( 0 o( . 0 o( . h h^h`OJ QJ o( h ho( . h h^h`OJ QJ o( h hOJ QJ o( 0 o( . h h^h`OJ QJ o( h hOJ QJ o( h h^h`OJ QJ o( h hOJ QJ o( M o( . h hOJ QJ o( h xn Ol t_eF jc Rv< $h jS:% ic$ Ĝ EN& E0? N g$t [^ I# !: E5
)3 2 Jn + f oT Z "!\ jJ<| ' Qm ] }^ ;0Q H HX m C :L qC }\ ,gk \ D /6o *gt k) @ m? nZ A$ )6" 9 } O' _,j Pc F9pL =I4w AL R]&Y h5\D W d
( o:F -N o e?r tV) ]S e&y Lfr EOl 3,0 }= }?D4 >z GYv, {! 5+3 K 7$u [0z b,3 n*2 C0w U/m G|2 c@ !O t ?E k YW ?N5 2 n\ f / @E F
/ V_E ,C7 c0> g _'*T /9/ pe%
2F Y7 ?q F F YT` $fq ) 1 a$# )y CRg gB 5 [' C#1 G+ $ m) H$m SG }= "| [, ;z9 tw 0t yXuL dgm 1 Vi0 ;h ld K a uV1. e ta pza lq h:k ?Sc Fa i ~: bNQ "v{ c> Et 7j |: UqV ] [U- QR /
I I
f_0 4C|g Z #;I j "7 )z6A R [#8M - | [ 0 | ,OK I@ $2J T "P x?e F_ 'M I*1 Ikn &_ #^ t @ 0OJ QJ o( <М @ @0OJ QJ o( < @HP LaserJet 4000 Seri (Copy 2) LPT1: HPBXLB HP LaserJet 4000 Series PCL 6 HP LaserJet 4000 Seri (Copy 2) * zz + h j i l m o p q r s t (
d * HP LaserJet 4000 Seri (Copy 2) * zz + h j i l m o p q r s t (
d * x' ݽ @ @ G T i m e s N e w R o m a n 5 S y m b o l 3& A r i a l ?5 C o u r i e r N e w 5& : T a h o m a ?&
A r i a l B l a c k ; W i n g d i n g s K W P I c o n i c S y m b o l s A 9 W P M a t h A " A h [&mr\#\F6 N H Y d V i r g i n i a D e p t . o f E d u c a t i o n V i r g i n i a D e p t . o f E d u c a t i o n Oh +'0 ( 4
P \ h
t s s Virginia Dept. of Education irg irg Normal a Virginia Dept. of Education 54 g Microsoft Word 8.0 d@ [ @ S}@ F]v@ 譄 ՜. +,D ՜. +,D h p
Commonwealth of Virginia 2 H N 1 Title ( R Z
_PID_GUID _PID_HLINKS A N { 2 2 B 8 4 A 0 E - B D 0 7 - 1 1 D 3 - B F 3 0 - 0 0 C 0 4 F 4 1 5 1 0 2 } A X % l C h t t p : / / w w w . p e n . k 1 2 . v a . u s / V D O E / A c c o u n t a b i l i t y / e f f e c t i v e p r a c t i c e . p d f w ] C : \ D o c u m e n t s a n d S e t t i n g s \ V i r g i n i a D e p a r t m e n t . D E F A U L T \ L o c a l S e t t i n g s \ T e m p \ w w w . p e n . k 1 2 . v a . u s : h t t p : / / w w w . p e n . k 1 2 . v a . u s / V D O E / I n s t r u c t i o n / S p e d / S I P S U M . p d f
! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~
! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > @ A B C D E F H I J K L M N S R o o t E n t r y F ^}פּU D a t a
1 T a b l e W o r d D o c u m e n t S u m m a r y I n f o r m a t i o n ( ? D o c u m e n t S u m m a r y I n f o r m a t i o n 8 G C o m p O b j j O b j e c t P o o l פּפּ
F Microsoft Word Document
MSWordDoc Word.Document.8 9q