The Virginia Department of Education (VDOE) provides a short video introducing the special education process, helping families understand the steps from identification through eligibility and services.

The VDOE’s Child Find process ensures all children with potential disabilities are identified, located, and evaluated.

If you suspect your child has a disability that may require special education services, contact one of the following:

• Your child’s teacher,
• The school’s Coordinator of Special Education (CSE), or
• A school administrator.

If your child is not enrolled in CCPS, including private or homeschooled students in Chesterfield County, contact the administrator at the school your child would attend based on your address.
If your child attends a private school outside Chesterfield County, contact the CCPS Department of Special Education.

Within 10 business days of receiving a referral, a school-based team including parents will meet to review information and determine the next steps.
The team may recommend:

• Developing an intervention and progress monitoring plan, or
• Proceeding with a full special education evaluation.

Referral Through the Screening Process

A referral for special education may also result from routine student screenings.
CCPS conducts vision and hearing screenings for all students within the first 60 business days of the school year and after initial enrollment.

Screenings include:

• Grades K, 3, 7, and 10: Vision and hearing (per §22.1-273 of the Code of Virginia)
• Grades 5–10: Scoliosis (per §22.1-273.1). Parents may opt out if screening is conducted in grades 5, 7, or 9.
• Kindergarten: Speech, voice, language, fine and gross motor function screenings

If a student fails any screening, a rescreening may occur if needed.
Screening results from a preschool physical exam may also be accepted.

Children whose results suggest a possible disability are referred to the Special Education Administrator or designee for further evaluation.
A notice of general screening is published annually in the Student Handbook.

The VDOE provides a video overview explaining the special education evaluation process, including how data is collected and used to make eligibility decisions.

Evaluations are designed to determine each student’s specific learning needs and guide the creation of individualized educational plans.

The VDOE also provides a video that explains the eligibility determination process, outlining how teams decide if a child has a disability that requires special education services.

Students may qualify for special education under 14 disability categories established by Virginia regulations.
CCPS uses category-specific worksheets to help teams understand and document the criteria during discussions.

Disability categories include:

Autism

A developmental disability affecting communication, social interaction, and behavior, often shown before age 3.

Deaf-Blindness

Combined hearing and vision loss causing significant communication and learning challenges.

Developmental Delay

For children ages 2–6 who show delays in areas such as physical, cognitive, communication, social, or adaptive development.

Emotional Disability

A condition marked by long-term emotional or behavioral challenges that impact learning or relationships.

Hearing Impairment / Deafness

Hearing loss that affects understanding or use of spoken language and educational performance.

Intellectual Disability

Below-average intellectual functioning with adaptive skill difficulties that affect school performance.

Multiple Disabilities

Two or more impairments (e.g., intellectual and physical) causing complex educational needs not met by one program alone.

Orthopedic Impairment

Severe physical limitations due to congenital conditions, disease, or injury that hinder movement or mobility.

Other Health Impairment (OHI)

Chronic or acute health issues (like ADHD, asthma, epilepsy, diabetes) limiting strength or alertness and affecting learning.

Section 504 Qualified Individual

Students with physical or mental impairments that substantially limit major life activities under Section 504.

Specific Learning Disability (SLD)

Disorders affecting reading, writing, speaking, or math (including dyslexia and related conditions).

Speech/Language Impairment

Difficulty in communication, such as stuttering, articulation issues, or expressive/receptive language delays.

Traumatic Brain Injury (TBI)

Brain injury from external force leading to cognitive, physical, or psychosocial difficulties affecting education.

Visual Impairment

Partial or total vision loss that impacts educational performance, even with corrective lenses.

When a child is found eligible for special education, the next step is creating an Individualized Education Program (IEP). The IEP outlines the student’s learning goals, services, accommodations, and supports.

Assessment Data

IEPs are based on formal and informal assessments that identify a student’s academic and functional strengths and needs. Data may include classroom performance, testing, parent input, and outside evaluations.

Academic areas: literacy, math, science, history, and technology
Functional areas: social skills, communication, behavior, and self-management

Transition assessments begin before age 14 to help plan postsecondary goals related to education, work, and independent living.

PLAAFP (Present Level of Academic Achievement and Functional Performance)

The PLAAFP summarizes a student’s abilities, challenges, and the impact of their disability on learning. It connects assessment data to goals, accommodations, and transition planning.

It answers:

• What are the student’s strengths and needs?

• How does the disability impact learning?

• What strategies and supports have been effective?

Measurable Annual Goals

IEPs include specific and measurable goals based on identified needs.
Goals focus on helping the student progress in both academic and functional areas, aligned with their PLAAFP and transition plans.

Accommodations & Modifications

Accommodations change how a student learns (e.g., extra time, breaks, audio tests) without changing content expectations.
Modifications change what a student learns (e.g., adjusted assignments or alternate standards).

Testing accommodations are guided by VDOE standards and must be documented in the IEP.

Special Education & Related Services

Special education provides specially designed instruction (SDI) tailored to individual student needs.
Related services may include:

• Speech and language therapy

• Counseling and psychological services

• Occupational and physical therapy

• Interpreting and mobility support

• School nursing or social work

These services help students benefit fully from their educational programs.

Least Restrictive Environment (LRE)

Under IDEA, students should learn alongside their peers without disabilities whenever appropriate.
The IEP team determines placement based on the student’s needs, ensuring support within the general classroom before considering more specialized settings.

Transition Services

Transition planning begins by age 14 and helps students prepare for life after high school.
This includes measurable postsecondary goals, community experiences, and activities that develop skills for college, work, and independent living.

CCPS invites students to participate in their IEP meetings once transition goals are discussed, ensuring their voice guides the plan.

Diploma Status

Students and families review diploma options annually to align with postsecondary goals. Options include:

• Advanced Studies Diploma

• Standard Diploma

• Applied Studies Diploma

A Summary of Performance (SOP) is provided upon program completion, outlining achievements and supports for postsecondary success.

Every three years or sooner if requested students receiving special education are reevaluated to confirm eligibility or determine new needs.
This process includes updated testing, teacher input, and family collaboration.