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FCPS announces EdPlan upgrade, tiered bus training and co‑teaching pilots to CCAC
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Summary
Directors told the CCAC that the district upgraded EdPlan to display dyslexia, dysgraphia and dyscalculia on IEP cover pages, rolled out a three‑tier bus‑driver training program, and continues co‑teaching power‑zone pilots and an ESY parent resources landing page.
District special education directors briefed the Special Education Citizens Advisory Committee on system updates Nov. 17, including an EdPlan upgrade, a new tiered training program for transportation staff and co‑teaching pilot expansion.
A lead director told the committee the district pushed an EdPlan upgrade over the weekend so IEPs now reflect the "three Ds" — dyslexia, dysgraphia and dyscalculia — on cover pages and that updated IEPs will be issued as reevaluations and initials occur. The same director described a three‑tiered professional learning rollout for bus staff: tier 1 provides disability awareness and de‑escalation for general education drivers, tier 2 adds further supports for special education routes, and tier 3 provides school‑specific IDP stop training for drivers and aides.
Co‑teaching updates included development of "power zones" at targeted schools (the Walkersville feeder pattern and Crestwood Middle) and work on observation rubrics and video models so the district can scale consistent co‑teaching practices. Staff also announced an ESY (Extended School Year) parent information landing page with dates, brochures and resources.
Committee members asked for further detail on how many blind students are in FCPS and whether they are participating in co‑teaching; staff said they would follow up with the requested statistics. Directors noted 17 nominations for the Inclusive Schools Week awards and said five winners will be recognized Dec. 8.
Why it matters: The EdPlan change affects how specific learning disabilities are documented on IEPs moving forward; the bus training addresses student safety and staff preparation; and co‑teaching pilots aim to strengthen inclusive instruction. CCAC members urged that parent‑facing resources and accessibility be integrated into EdPlan materials and recommended coordination across communications platforms.
Next steps: Directors will provide requested participation statistics and continue rolling out training and resources; CCAC members recommended aligning communications and EdPlan resources to aid families.
