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As a parent, I have been concerned about the so-called SOLs in relation to LD children, and together with the accelerated approach to learning. The teachers are so overwhelmed with trying to meet the established requirements, and to get lesson plan points, whereas the students feel overwhelmed as do the parents. Our child has a learning disability and it seems that the SOL guidelines are being astutely followed, whereas our child's specific learning needs are being overlooked and ignored. The SOL approach is unfair to children with specific learning disabilities, as difficult as it is already to receive the support that LD kids need, now with the new SOL standards it is almost impossible for LD kids to be successful!

I too, am a very concerned parent with a child with a learning disability. One of my son's teachers has stressed the SOL's so strongly that he has completely given up on school. This is sad for a 15 year old to give up when he has only just begun! I am told that this will not affect him graduating, but what about the children who follow him. I've always been taught that public education is there to give every child an equal opportunity to learn; this is not equal! What is the Commonwealth going to do with all this children who are stuck at the bottle-neck and can't go any farther? The Commonwealth is taking away these children's encentive to even try. I have been arguing with the VA Public School System since 1983, and my words only fall on deaf ears. I have three sons with dyslexia, and have only seen one teacher who really understood; in the past 16 years. (She also had had three sons with dyslexia, in the VA Public School System; who never got the help that they needed.)
I don't know what the answer is going to be, but the children with LD are the ones who are going to suffer. If you do your research, you will see that many geniuses would have been considered LD students (Albert Einstein, Thomas Jefferson). These SOL's could be holding our future geniuses back, because they could not pass a written test!

I have been reading the many letters on the Discussion Forum. I have been impressed with the interaction made possible. I was curious as to why the letter from the end of December had no response. The question posed is near and dear to me as I struggle with the daily challenges of working with 14 and 15 year old 8th graders with learning disabilities. Many are disheartened rather than challenged. Some have openly expressed that they are just waiting to be old enough to quit. What can I do to help my students prepare for these tests?

As noted in another message, the Social Studies test is of particular concern. The blueprint items for the test seem to be very vague and cover so much information that I am overwhelmed. How can I get more concrete information so that my 8th graders with 2nd and 4th grade reading levels have a chance of being tested on information to which they have actually been exposed? And if they do have the knowledge, how can we be sure that it is accurately reflected in the tests, considering reading levels and specific learning disabilities that plague these students?

Thank you for your help in this matter.

Where on this website will I find the answer to these three questions:

1. If my child passes the regular high school curriculum but uses "non standard" accommodations
to pass the SOL tests, what denotation will be made to his diploma and transcript?

2. If my child passes the regular high school curriculum but uses "standard" accommodations to pass the SOL tests, what denotation will be made to his diploma and transcript?

3. If my child passes the regular high school curriculum but is unable to pass one or more of the SOL tests, what denotation will be made to his diploma and his transcript?

What accomations will be made for chidren with special needs? What guideline will the state be using? When will the school district be inform of accomation that can be provided?

I have called and/or written to every school
official I can find. My daughter has dyslexia AND we just moved here in December. They
expect her to "know" Virginia's curriculum in
a shorter amount of time than for non-LD
students. Yet, I just learned that English as a
Second Language Students were given special
treatment for 2 years. Doesn't this qualify
as discrimination? Class Action suit, anyone?

Are the parents and teachers (that are concerned about these children) the only ones that cares about them? We have added our imput on this discussion forum, but we never have any imput from anyone who is over these changes! Does anyone montior this site or is this something that state officials use to keep us off their backs? We need some answers, and what plans does this GREAT COMMONWEALTH STATE have in the works for these children. Or has the STATE already judged and condemned them before they have a chance at life?

Dear Ms. Caudill:

The specialists at the Department of Education who deal with LD issues have been busy preparing for the International Dyslexia Association conference which was held last Friday and Saturday. There was a massive turnout – nearly 1,000 people – and numerous workshops were offered and presentations given.

Now that the conference is over, I am certain that responses to the letters on this site will be posted soon.

The discussion forum on this web site is the first time any attempt has been made to offer the parents and educators in Virginia an interactive forum for education-related discussion. As with any new endeavor, it takes time to fine-tune procedures to assure that everything runs in a smooth and timely manner.

As a general note, therefore, it would be helpful if any suggestions forwarded or questions asked were presented in the spirit in which this discussion forum was developed, and that is to be positive and proactive in helping children.

Let me thank you and everyone who has contributed to this discussion strand for their patience. We are all pioneers still exploring a new frontier, and we must work together in a positive way if we are going to have this forum be successful.

Cheri Pierson Yecke
Deputy Secretary of Education

Ms. Yecke:

Thank you for responding to my message. I'm sorry if I sounded rude or angry, but you evidently do not understand the run-a -round that parents are recieving concerning their children's needs. As for looking at things positive, I am a very positive person. This is the first time in 14 years that I have had the opportunity to talk to parents that are going through the same things. But on the other hand it is disheartening to think that this situation is through-out the entire State; I thought it was just in the county school system that my sons were/are in.

Just as you ask us to be patient, you must also be patient with us. I can't speak for the other parents, but 14 years is a long time to be fighting for the same thing and not getting anywhere!

Thank you again for answering, and I look forward to hearing from you soon.

Donna M. Caudill

I have heard from teachers that the eventual plan is to require schools to have a 70% passing ratio for the SOLs or the school could face losing accreditation. In the case of schools such as Hermitage HS that have a large LD population, wouldn't this unfairly shift the test results?

Dear Ms. Fox:

The Board of Education has adopted guidelines for testing accommodations for students with disabilities. These guidelines were distributed to local school divisions prior to the 1998 SOL testing.

If you will send your address to the Office of Special Education and Student Services, Virginia Department of Education, P.O. Box 2120, Richmond, VA, 23218-2120, we will send you a copy of the guidelines. The telephone number for the office is 804/225-2402.

Dear Ms.Worley:

Thank you for writing to us about the Standards of Learning tests. Below are the answers to the questions you posed:

1) If my child passes the regular high school curriculum but uses non-standard accommodations to pass the SOL tests, what denotation will be made to his diploma and transcript?

At this time, there is no notation on a student's diploma. The Student Performance Report for a student notes the following when a non-standard accommodation is used- "This student had a non-standard accommodation in this content area." The Board of Education has announced that it will review its transcript regulations in the near future. It is possible that these regulations may be changed to touch on this area. What is written here addresses the current state of affairs. Please remember that at this time no SOL test information is contained on a student's transcript. The information, however, is contained in the student's educational record.

2) If my child passes the regular high school curriculum but uses "standard" accommodations to pass the SOL tests, what denotation will be made to his diploma and transcript?

At this time, there is no notation on the student's diploma. The Student Performance Report for the student contains no notations when a standard accommodation is used.

3) If my child passes the regular high school curriculum but is unable to pass one or more of the SOL tests, what denotation will be made to his diploma and his transcript?

Beginning with the Class of 2004, students will need to pass the required tests and receive the prescribed verified credit to receive a standard or advanced studies diploma. If the requirements for a diploma are not met, the diploma would not be granted. Depending on the goals and objectives identified in the student's Individualized Educational Program (IEP), the student may qualify for a Special Diploma which notes the completion of the requirements of the student's IEP. The transcript would note the type of diploma received.

If you have further questions, please contact Cameron Harris in the Department of Education at (804) 225-2102.

Dear Mrs. Weeks:

Thank you for your e-mail about SOL testing and students with disabilities. Your question concerned the degree of fairness between Limited English Proficient (LEP) students being exempted from SOL testing and the "rules" for LD students. Limited English Proficient students may be exempted from SOL testing in grades 3, 5, 8 on a one-time basis. This decision is made by a committee based at the student's school. The guidelines for students with disabilities are similar. The IEP committee must address the SOL testing for each identified student with a disability. Such students may be exempted, tested with accommodations, or tested without accommodations. For students with disabilities there is no one-time exclusion. It is entirely possible for a student to be exempted from SOL testing more than once in grades 3, 5, and 8.

However, all students must meet the verified credit requirements for high school diplomas which take effect with the class of 2004. The complete guidelines for testing students with disabilities and limited English proficient students are posted on the Department of Education's Web site at www.pen.k12.va.us Considerable effort has been made to accommodate special needs students through the Board of Education's policies. The goal is to provide testing situations that afford these students maximum opportunities for academic achievement when it is within their individual educational programs.

If you have further question, please contact Cameron Harris in the Department of Education at (804) 225-2102.

Dear Ms.Caudill

I am writing in response to your concerns regarding the SOL program and LD students. I can only speak from the assessment perspective since that is the area in which I work. We have developed a number of accommodations for students with disabilities to enable them to participate in the testing program in a manner similar to the instruction they are receiving in their classrooms. For example, a student may take the test in an oral administration or with an audiotape. We find that many LD students are taking SOL tests with these accommodations. The full listing of SOL test accommodations may be found on the DOE Web site (www.pen.k12-va.us). The decision as to what accommodations are to be used by a student in the testing situation is made by the IEP committee.

The Standards of Learning provide every child an opportunity to acquire a foundation in the core areas of English, mathematics, science, and social studies. Your child and all other students in Virginia's schools face an increasingly complex world. It is important that the education they receive in the public schools provides them with the background to be successful in that world. As you know that is a particular challenge for LD students. The special education services and the accommodations on the tests are ways that the public schools try to address their unique learning needs.

If you have further concerns, please call Cameron Harris at the Department of Education, (804) 225-2102.

This posting is from the perspective of someone who has administered SOL tests at the 5th grade level only. The modifications allowed by the state as "standard" accommodations have met the needs and IEP requirements of my students who took the test last spring and the English Writing test this year. The modifications I have written in IEP's and used in the classroom (inclusion) for LD, ED, MR and OHI students include being a scribe, oral testing, separating into a small group for repeated and simplified direction reading, the use of calculators/math aids, etc. All of these are considered standard. Additionally, a student can be exempted from certain tests because of a disability. For example, a student who cannot read on grade level but who can comprehend verbally can be exempted from the English (Literature & Research) but can take all the other tests verbally. A scribe can fill in the answer sheet if the IEP notes a problem in transferring information and testing accommodations are routinely done for the student. Compared to the Stanford 9 testing accommodations, the SOL test modifications enable more students with disabilities to be tested under "standard" conditions.

I am sorry to run on but in my opinion someone at the testing section of the Dept. of Ed. was listening when the subject of accommodations came up.

Dear Mr. Cranston:

Thank you for your recent inquiry regarding the new Standards of Learning (SOL) and the requirements for school accreditation. As you may know, the Board of Education began its efforts to raise student academic achievement with the adoption of the SOL in 1995. Adoption of new accrediting standards followed in September 1997. The Board of Education intends for all Virginia schools to meet the minimum requirements for accreditation prescribed by the standards. The minimum requirement is that 70 percent of the students who take SOL tests pass in each of the four core academic areas of English, mathematics, science, and history/social science (the minimum passing rate at the third-grade level is 50 percent in science and history).

We know that it will take some students longer to meet those requirements and that all of us will have to work harder to assist them in doing so. As you also know, accommodations are available to assist students with disabilities to be successful in their educational programs and SOL testing.

Students with disabilities who cannot participate in the SOL testing program as determined by their IEP committee can be exempt from testing. An exemption may not prohibit them from receiving a diploma, GED, or certificate of completion-depending on their academic ability. Their exemption from the testing program will not adversely affect the determination of the school's accreditation rating.

I hope this is helpful. If I can be of any further assistance, please give me a call at (804) 786-9421.

I am a parent of a bright 14-year old boy with dsylexia. He is in talented and gifted programs, and an honor student. This sucess is a true measure of his abilities and accomplishments. Tests delivered once a year are not. My son has never perfomed well on standardized tests.

I also believe that requiring the test scores be counted toward his grade and as a requirment for promotion would be going against the laws governing children with disabilities. My son's plans are to graduate from T.C. Williams High School with an Honors Diploma. It appears to be against the law to let the SOLs potentially stand in the way.

Please provide me with an opinion on this.

Dear Ms. Roy:

Thank you for your inquiry. The Department of Education and the Board of Education have worked hard to provide accommodations that will allow children with disabilities such as yours to take the SOL tests in a manner similar to their daily instructions. I don't presume to know the appropriate accommodations for your child, but the decision on this should be made during your annual IEP committee meeting. You can find the full list of accommodations on the Department of Education's Web site (www.pen.k12.va.us).

The decision of how much SOL test scores count toward promotion is a local one. If your child is being instructed in the content area of the SOL and the proper accommodations used in the test setting, there is no reason why your child should not graduate with an honors diploma. Remember that the new graduation requirements for verified credit are effective with the class of 2004.

If you have questions on SOL and disabilities you may want to contact Douglas Cox, director, Special Education and Student Services, at (804) 225-2402.

I have a son in 6th grade in a self contained LD class. The problems he deals with are his peers degrading him. It seems he is teased daily by his peers in his own class. Nothing is apparently being done to stop this, but of course what can you do? He seems to have given up. I have never seen him so discouraged. We have been to see a counselor and will continue seeing a counselor as long as it takes.I do not know how to help him. I have asked for help from his teachers, and any one else that may have any ideas. What can I do?

Dear Lynette,

Do you know in what way he is teased? Is it related to his disability directly or some other issue?

Although this may not be an appropriate forum for this particular discussion, feel free to drop me an e-mail if you wish to discuss it in more detail. I am not an educator, but I have a background in psychology and experience with children of that age group. I don't promise to be helpful, but I will try and offer some suggestions.

Dear Lynette,
I can understand your flustration,I have been dealing with the school system with some of the same problems and believe me it is a nightmare.Just remember that no matter what,as far as the school is concerned it is always your fault or your child's.The school does not deal with problems they just send your child home or to detention.In their world the kids sit down,shut up,have no mind and above all do not have problems!They do not have time for kids that have problems,it interupts their schedule,never mind that the kids developed these problems at school.The days of dedication and caring are gone!
I was under the impression that school was to help the children develope their minds and learn, but I guess I was wrong,so many of the kids are on ritlin they can't ask questions or think because their minds are druged,is this the 90's way of controlling the children?This is the first thing that is suggested if your child has questions he/she wants answered,because the teachers don't have time to answer their questions.Is it kid control or mind control?
The teachers complain that the kids don't respect them,when I went to school the teachers earned respect and got it,they treated the kids like humans and tried to answer their questions,they respected the kids,if there was a problem the first thing done was to try and work it out,I don't see that happening anymore.This is the world we live in now,paychecks and a good retirement plan,NO dedication.I am sorry you are having such problems and if I can help in any way please let me Know.

I am a concern parent of a 13 year old daughter. My daughter has taken the literacy test in the 6th grade and she passed the test. I was told at the time of the literacy test she would have to pass the literacy test in order to graduate. Now, she has to pass the SOL's before she will be able to go to the 9th grade next year. My daughter has ADD and the literacy was a big accomplishment. I have talked to her councelor at school and she does not know if she will be retained in the eight grade if she does not pass the SOL test. I don't think it is fair to the students that have taken the literacy and passed. My daughter is passing all of her subjects this year. She is taking Spanish and has a 96 average for the year. Her councelor did not want her to take this class due to her ADD. If any one has any information regarding the SOL please email me at pault@NETSCOPE.NET
THANKS, SHARON

It is my understanding that students who are taking courses labeled "Functional Academics" will be given an Alternative Assessment and will not be counted into the 70/30 pass/fail rate of a school.

What is the definition of a Functional Academics course? Heretofore my school system referred to courses for the mentally retarded as Functional Academics covering basic life skills competencies. They are now considering calling all self contained, special education classes "Functional Academics", taught at three skill levels. This would adversely affect Emotionally Disturbed students who cannot be in a mainstreamed or collaborative class, due to their disability, but who may have the academic skills to achieve a regular diploma.

How does the DOE view this?

Dear Ms. Keenan:

The alternate assessment, which is being developed this year, will be for students who are not participating in the general curriculum, but who are being instructed through a functional, life-skills curriculum. We expect that a relatively small number of students will participate in the alternate assessment. The Standards for Accrediting Schools state that "evaluating the performance of schools shall take into consideration the percentage of eligible students who achieve a passing score on the prescribed SOL tests or, for those students with disabilities who cannot participate in the SOL tests, a proficient level score on an alternative assessment prescribed by the Board."

If you will contact the Office of Special Education and Student Services (804/225-2402) you may request a copy of the performance indicators that have been developed as a basis for the alternate assessment. The term "functional academics" is only one strand of these indicators.