Here at Hopkins, we service students with learning disabilities in a variety of settings that include consultation with the regular education teachers, collaborating within the regular education classroom and small group instruction in the resource room. Services are also provided for students with other health impairments, developmental delays and autism.
The program for students with emotional disabilities services children with behavioral needs. The setting is small and there is an emphasis on social skills and anger management. The teacher and assistant model and assist the student in implementing strategies to improve behavior so they can benefit from academic instruction with their general education peers.
Our Mild Intellectual Disabilities (MiID) Program works with students in Kindergarten to Fifth grade. Our services include the push-in and pull-out models as we look at each student’s own needs. For students with more severe academic weaknesses, we may push them in for more specific and individualized help in the special education classroom (e.g., Reading, Writing, Spelling, and/or Math). For students who just need extra support with their academic weaknesses but can function in a regular grade level classroom, we may push them out with a special education staff member in that specific content area (i.e., collaboration or consultation services). We follow the same grade level curriculum and focus on teaching the same Standards of Learning (SOLs) as their peers receive. Through close communication ties with the regular education teachers, other specialists, as well as the student, the MiID Program incorporates the student’s strengths and weaknesses, along with modifications and accommodations, to help them achieve a successful year.
Here at Hopkins we have self-contained classes for students with Moderate Intellectual Disabilities (MoID). Our students range from Kindergarten to fifth grade. We focus on teaching the Aligned Standards of Learning (ASOLs), which include: reading, writing, math, science, social studies, technology, adaptive living skills, and social coping skills. We guide our students to become as independent as possible in academics and life skills.
The Early Childhood Special Education (ECSE) classes at Hopkins provide a self-contained environment with a small student to teacher ratio. The staff helps meet the individual needs of each student (ages 3 – 5), with developmental delays. Our classes participate in resources like art, music and library and attend performances with the entire student body. The ECSE teachers have a close relationship with each student and their families. Home visits are conducted monthly.
The focus of school-based speech-language pathologists is the communication abilities of students. The school-based speech-language pathologist’s goal is to remediate, improve, or alleviate student communication and swallowing problems within the educational environment. To meet this goal, school based speech-language pathologists: (a) prevent, correct, improve, or alleviate articulation, fluency, voice, language, and swallowing impairments (b) reduce the functional consequences of the communication and swallowing disabilities by promoting the development, improvement, and use of functional communication skills; and (c) provide support in the general educational environment to lessen the handicap (the social consequence of the impairment or disability) by facilitating successful participation, socialization, and learning (ASHA, 1999).
The Vision Statements and Guiding for the Office of Special Education are aligned with the Chesterfield County Public Schools Design for Excellence 2020, pertaining to Student Engagement; Safe, Supportive, and Nurturing Learning Environments; Community of Learners; Community Involvement; and Quality Services and Operations. We share high expectations for all students to learn 21st Century knowledge and skills toward becoming lifelong learners and productive citizens. Our vision statements are also grounded in best practices for students with disabilities and based upon knowledge of our current performance and practice.
- Students will achieve to their potential, resulting in the reduction of the achievement gap between students with disabilities and non-disabled peers.
- Each school embraces an inclusive culture. Students are provided instruction in general education settings in their home schools with the supports they need to achieve. Students are included in classrooms with non-disabled peers, receiving rigorous instruction from teams of highly qualified teachers who make data-driven instructional decisions based upon the skills, knowledge and needs of their students.
- The literacy skills of all students are enhanced through the balanced literacy model and research-based interventions provided through collaboration among general and special education instructional staff.
- Each eligible student has a legally compliant Individualized Education Program (IEP) developed for his or her individual needs to provide specially designed instruction in order to access the general education curriculum.
- Special education leaders collaborate with general education instructional leaders in a unified way to ensure excellence in curriculum and instruction that serves the needs of all students.
- Students will prepare to transition to sustainable, competitive employment, further education and/or training.
- Students will be empowered to become self-directed learners by understanding their rights and their abilities, thus allowing them to become productive citizens.
Safe, Supportive, and Nurturing Learning Environments
- Schools and classrooms provide high quality curriculum and differentiated instruction to a diverse student body, attuned to the strengths and needs of individual students. A continuum of services reflects appropriate levels of push-in and pull-out services based upon student needs at every school to support student growth and achievement.
- Schools and classrooms employ research-based instructional interventions to systematically intervene and provide progress monitoring for students who are struggling with achievement.
- Students thrive in learning environments rooted in prevention-based behavioral interventions and positive behavioral supports that seek the causes and effects of student misbehavior. School staff plan and implement behavioral interventions and teach students appropriate conduct, striving for positive student outcomes, resulting in maximized instructional time and reduction of the frequency of suspensions for students with disabilities.
Community of Learners
- Every teacher of students with disabilities is highly skilled in content areas in which they teach and in strategies to provide instruction to a diverse student body.
- Every teacher and support staff member working with students with disabilities receives ongoing training through a variety of sources on instructional and procedural practices and implements those to ensure student success and procedural compliance.
- Every new staff member serving students with disabilities is supported through school, and instructional division staff.
- School and division-based special education leaders learn, model, and share research based instructional and procedural practices to ensure student success and procedural compliance.
- Every parent is informed about special education instruction; services and procedures through a variety of methods and is actively involved in the education of his or her child.
- Successful partnerships exist among parents, staff, business and community organizations to support services for every student.
- Staff members successfully collaborate with parents regarding services for their children.
- Successes for students and staff are celebrated and recognized in a systematic way.
Quality Services and Operations
- Special education staff at all levels implement systems for providing instructional services and monitoring performance.
- CCPS employs systems for the recognition of and accountability for compliance with federal, state and local special education mandates.
- The Department of Curriculum and Instruction and the Department of Special Education work in collaboration to support the achievement of all students.
- Special education and general education staff responsively and effectively support the improved achievement of each student in every school through collaboration among families, school staff, and community.
Chesterfield County Public Schools Vision Statement
We envision that every Chesterfield school will be a thriving, dynamic and inspiring educational environment that produces self-directed learners and stimulates citizens of all ages to trust in, invest in and benefit from public education.
Department of Special Education
Chesterfield County Public Schools
Phone: (804) 639-8918