The SBIT team meets to address students who have significant academic or behavioral weaknesses and are not currently receiving special education or Section 504 services. When a student is referred, the team reviews the student’s record and all relevant information, and then recommends specific interventions and strategies. The implementation of these strategies will not delay or interfere with the appropriate referral for special education evaluation, which may occur at the same time. Our goal is that the student will consistently demonstrate progress and eventually be dismissed from the SBIT process.
When a disability is suspected, the SBIT may refer the student to the special education administrator or designee who will initiate the special education eligibility process. The SBIT may also refer students for evaluation for Section 504 and a Functional Behavior Assessment.
DJJ provides a Free Appropriate Public Education (FAPE) for all students with disabilities, allowing access to instruction as identified by the student’s individual needs. For students who qualify for “special education” services under the Individual with Disabilities Education Act (IDEA), an Individualized Education Plan (IEP) is developed. The IEP is specifically designed to meet the unique needs of the individual child.
Students with disabilities are also connected with the Department of Aging and Rehabilitation Services (DARS) and participate in the DARS Pre-Employment Transition Services (Pre-ETS) program while at DJJ. Being connected to DARS while in the high school and post-secondary programs at Bon Air provides for a seamless transition to this service as students re-enter the community.
For students with disabilities who qualify for services under Section 504 of the Rehabilitation Act, a 504 plan is developed, providing reasonable accommodations for the child to access the general education curriculum.
DJJ is committed to the identification of gifted students among all ethnic, racial, and socioeconomic groups, to include those who are learning disabled, physically disadvantaged, and previously unidentified as being gifted. Identified gifted students are provided advanced instruction that will prepare them to participate in educational activities at their ability level.
The English Learner (EL) provides students with the opportunity to reach proficiency in listening, speaking, reading, and writing as measured on the World Class Instructional Design & Assessment (WIDA®) and the Assessing Comprehension and Communication in English State-to-State (ACCESS 2.0) for English Learners.
The transition process provides a wide range of carefully coordinated activities that assists all students in accessing resources, knowledge, and skills necessary for them to reach their individual academic and career goals. High school and post-secondary students have access to Virginia Job Shadowing (VJS), a unique video-based career planning platform that provides interactive tools designed to help students seek and develop a career path. VJS also offers a full curriculum of lessons designed to meet state career standards.