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Each school year, the Virginia Department of Education asks families of students with IEPs to complete a parent involvement survey, which helps measure how schools support parent involvement in improving services and outcomes for students with disabilities. Survey responses are anonymous and are used to strengthen special education practices across the Commonwealth. Families with more than one child receiving special education services should complete one survey per child.
https://virginiadoe.gov1.qualtrics.com/jfe/form/SV_2lttr1DqNfixIH4
The survey is available in English and Spanish.
Section 504 is a federal law that helps ensure that students with disabilities have equal access to educational opportunities. It prohibits discrimination on the basis of disability in programs or activities that receive federal financial assistance from the U.S. Department of Education.
If you suspect that your child may have a disability affecting a major life activity, please contact the Section 504 coordinator at your child’s school. More information about Section 504 can be found in the CCPS Section 504 Procedure Manual.
The Individuals with Disabilities Act (IDEA) is a federal law that provides guidelines and regulations for how states and public agencies provide early intervention, special education and related services. Determining a child’s eligibility for special education and related services is a detailed process that involves making decisions that play a critical role in a child’s educational programming and preparation for school completion and postsecondary life.
Chesterfield County Public Schools (CCPS) and school staff are subject to the rules and laws as outlined in the Regulations Governing Special Education Programs for Children with Disabilities in Virginia (Regulations, 2015), Individuals with Disabilities Act (IDEA, 2004), and CCPS School Board Policy. The CCPS Special Education Manual for families will be forthcoming. In the event of any inconsistencies or conflict between these documents as it relates to special education, the following order of precedence applies:
The information below is intended to support the public’s understanding of the special education processes related to referral, evaluation, eligibility, and the IEP process. Learning more about the special education process allows families to more effectively collaborate with the division and school staff to provide the best possible learning environment for children with disabilities. The VDOE Guide to the Special Education Evaluation Process for Families includes videos that provide an overview of each step in the special education process. The videos, along with helpful information about the process in CCPS are provided below.
This VDOE video provides a brief overview of the special education process.
This VDOE video provides an overview of Child Find procedures and how individuals can make a referral for special education evaluation. If you suspect your child has a disability that requires special education services, you should first contact your child’s teacher, the school’s coordinator of special education (CSE) or a school administrator. If your child is not enrolled in Chesterfield County Public Schools, including if your child attends a private school in Chesterfield County or is home instructed, contact an administrator at the school your child would attend based on your home address. If your child is enrolled in a private school, but you do not reside in Chesterfield County, contact CCPS’ Special Education Department. Within 10 business days of receiving a referral, a school-based team, including the parent(s), will meet to discuss the referral and review pertinent information. The team may determine that developing an intervention and progress monitoring plan to support the student is the most appropriate action; however, the team may propose a full evaluation for special education.
Referral through the Screening Process:
A student may also be referred for special education evaluation based on a universal screening process. CCPS schedules vision and hearing screening for all students within the first 60 business days of the school year and after initial enrollment.
Screening will be conducted as follows:
This VDOE video provides an overview of the special education evaluation process and how the eligibility team uses evaluation data for eligibility determination.
This VDOE video provides an overview of the special education eligibility decision making process, who participates on the eligibility team, and what information is used to determine whether a child has a disability that requires special education.
A child may be found eligible for special education under fourteen disability categories as defined by Virginia regulations. In order to determine that a student is or continues to be eligible for special education and related services, specific criteria for each disability category must be satisfied. CCPS uses a worksheet for each disability category to guide the team’s discussion and to ensure that all members understand the eligibility criteria. Click on each disability category to view the CCPS special education eligibility checklist for each disability category.
Autism: Developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance.
Deaf-Blindness: Simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
Developmental Delay: A disability affecting a child age 2 by September 30 through age 6 (i) Who is experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development, or (ii) who has an established physical or mental condition that has a high probability of resulting in developmental delay; 2. The delay(s) is not primarily a result of cultural factors, environmental or economic disadvantage, or limited English proficiency; and 3. The presence of one or more documented characteristics of the delay has an adverse effect on educational performance and makes it necessary for the student to have specially designed instruction to access and make progress in the general educational activities for this age group.
Emotional Disability: A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (34 CFR 300.8(c)(4))
Hearing Impairment Including Deafness: An impairment in hearing in one or both ears, with or without amplification, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness.
Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects the child’s educational performance.
Intellectual Disability: Significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance.
Multiple Disabilities: Simultaneous impairments (such as intellectual disability with blindness, intellectual disability with orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.
Orthopedic Impairment: A severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
Other Health Impairment: Having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia and Tourette syndrome that adversely affects a child’s educational performance. There are quite a number of disabilities and disorders that fall under the umbrella of “other health impairment.” and those disabilities are very different from one another. Research the student’s specific health impairment, specifically looking for any impacts on learning and strategies to support the student.
Qualified individual with disabilities under Section 504 of the Rehabilitation Act: The qualified individual is a handicapped person who has a physical or mental impairment that substantially limits one or more major life activities, has a record of such impairment, or is regarded as having such impairment. The qualified individual is a person with a disability who meets one of the following conditions: is of an age during which it is mandatory, under state law, to provide such services to persons with disabilities; is of an age during which persons without disabilities are provided such services; OR a person for whom a state is required to provide a free appropriate public education under the Individuals with Disabilities Education Act (IDEA).
Specific Learning Disability: A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disabilities; of emotional disabilities; of environmental, cultural, or economic disadvantage. (§ 22.1-213 of the Code of Virginia; 34 CFR 300.8(c)(10))
Dyslexia is distinguished from other learning disabilities due to its weakness occurring at the phonological level. Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
Speech/Language Impairment: A communication disorder, such as stuttering, impaired articulation, expressive or receptive language impairment, or voice impairment that adversely affects a child’s educational performance.
Traumatic Brain Injury: An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
Visual Impairment: An impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
When your child is not eligible – What’s Next? This VDOE video informs families of next steps when their child is not found eligible for special education services.
When your child is eligible: What’s next? This VDOE video provides an overview of the IEP meeting process.
Individualized Educational Programs (IEP) – From Eligibility to Implementation: Components of the IEP
ASSESSMENT DATA
IEPs for students with disabilities who require specially designed instruction are based on formal and informal assessment data from multiple sources that identify the student’s academic and functional strengths and areas of need. Evaluations are conducted to determine eligibility for special education; however, this data also provides foundational information for developing an IEP.
Academic areas around which formal and informal assessment data can be collected:
Functional areas around which formal and informal assessment of data can be collected:
Secondary Transition Assessment
Transition assessments allow the IEP team to gather data about a student’s strengths, preferences, interests and needs related to education, training, employment and, where appropriate, independent living skills. The data from these assessments are summarized in the PLAAFP and, along with other relevant academic and functional data, inform the development of remaining components of the child’s IEP, including postsecondary goals. While transition services must be included in the IEP that will be in effect when the child turns 14, transition assessment is a continuous process and should begin well in advance of the child’s first transition IEP meeting. Beginning early increases the likelihood that the IEP is aligned with the student’s vision for postsecondary life.
Examples of transition assessments:
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (PLAAFP)
The PLAAFP includes a summary of formal and informal assessment data, the student’s academic achievement and functional performance, and provides an explanation of how the disability affects the student’s participation and progress in the curriculum. The PLAAFP also includes the strengths and needs of the student, input from the student and the parent(s), data from classroom observations, and transition assessments for students of transition age. There is a direct relationship between the PLAAFP and the other components of the IEP.
The PLAAFP answers the following questions:
MEASURABLE ANNUAL GOALS
IDEA Section 300.320 (a) and the Regulations Governing Special Education Programs for Children with Disabilities in Virginia (PDF), state that each child’s IEP must contain:
i. A statement of measurable annual goals, including academic and functional goals designed to—
a. Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and
b. Meet each of the child’s other educational needs that result from the child’s disability;
ii. For children with disabilities who take alternate assessments aligned to alternate academic achievement standards, a description of benchmarks or short-term objectives.
Annual goals are designed to meet disability related needs and enable the child to be involved in and make progress in the curriculum. As appropriate, a description of benchmarks or short-term objectives are included with each goal. Annual goals must be directly related to the needs identified in the PLAAFP. All needs should be addressed through annual goals, transition activities, or accommodations (VDOE, 2011).
Annual goals answer the following questions:
ACCOMMODATIONS AND MODIFICATIONS
Accommodations
Chesterfield County Public Schools is committed to providing high-quality instruction for students with disabilities. The majority of students with IEPs learn in general education classrooms and are expected to participate in Standards of Learning assessments. Some students experience specific barriers to accessing the general curriculum and demonstrating knowledge on state and district assessments. These barriers and challenges can be addressed by identifying and implementing appropriate instructional accommodations.
What is an accommodation?
Data demonstrating the need for classroom and test accommodations must be documented in the present level of academic achievement and functional performance section of the student’s IEP.
Test accommodations
Students with disabilities may take Standards of Learning tests with or without accommodations, or they may be assessed through the Virginia Alternate Assessment Program. Published by the Virginia Department of Education, the 2025-26 Special Test Accommodations Resource Guide is a resource for educators and parents regarding the use of test accommodations for students with disabilities taking SOL tests.
There are four types of test accommodations (examples are not limited to those listed here):
1. Timing and scheduling accommodations are adjustments in the test schedule.
2. Setting accommodations are adjustments to the physical environment where the test would typically be administered to the student.
3. Presentation accommodations are changes in the format of the test including:
4. Response accommodations are changes to the way a student responds to test items including the student’s use of:
VDOE criteria for test accommodations
To receive a test accommodation, the student must meet Virginia Department of Education criteria for that accommodation. IEP teams will use the criteria to guide discussions and decisions regarding whether a student qualifies for specific test accommodations.
The 2025-26 Special Test Accommodations Resource Guide provides detailed lists and descriptions of accommodations permitted on state assessments as well as the recommended selection process and accommodation codes for IEP teams and 504 committees. When testing accommodations are provided, it is imperative that all assessment item responses be generated by the student and not influenced by others.
Modifications
Modifications are adaptations that change what students learn and are implemented for students who require adjustments to the curriculum, assignment or test.
What is a modification?
SPECIAL EDUCATION, RELATED SERVICES AND SUPPLEMENTARY AIDS AND SERVICES
(1) Special education means specially designed instruction (SDI), at no cost to the parents, to meet the unique needs of a child with a disability, including—
(i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and
(ii) Instruction in physical education.
Special education services are:
Related Services
A student’s IEP may include related services. Related services means transportation and such developmental, corrective, and other supportive services required to assist a child with a disability to benefit from special education.
Related services include, but are not limited to:
Decisions about evaluation for or the provision of related services are made by the IEP Team and are based on documented assessment data. Existing data may be available from the classroom teacher, the special education evaluators, and service providers. When evaluation data is being reviewed and decisions about the provision of related services are made, related service providers must be present at the IEP meeting. The provider’s expertise and knowledge is essential to the IEP team to determine whether an evaluation for related services is needed.
LEAST RESTRICTIVE ENVIRONMENT (LRE) AND PLACEMENT
Least restrictive environment (LRE) is a guiding principle in the IDEA. LRE plays a critical role in determining not only where a student will receive instruction, but also how special education services will be provided. Specifically, the LRE requirement within IDEA necessitates that:
Because LRE is determined by the student’s IEP, IDEA requires that school districts create a continuum of alternative placement options. This continuum represents a range of educational placements in which an IEP can be implemented to meet the individual needs of students with disabilities. These placement options range from the least restrictive setting, the general education classroom, to the most restrictive setting, hospitals and residential facilities. When using this continuum to determine where services and supports will be provided, the IEP team should first make an effort to place—and maintain—the student in the general education setting.
The LRE statement in the IEP must summarize the discussions and decisions around LRE and the instructional setting. The statement must include an explanation of why the student will not be participating with students without disabilities in the general education class(es), programs, and activities.
TRANSITION SERVICES
Transition from Part C to Part B
The Preschool Grants Program of IDEA (Section 619 of Part B), outlines requirements for the state education agency in each state to support the delivery of special education and related services to children with Individualized Education Programs (IEP) ages three through five. The Regulations Governing Special Education Programs for Children with Disabilities in Virginia (2010) provides state-specific regulations and expands the delivery of special education and related service to children with IEPs who are age two by September 30 (VDOE, 2020).
Regulations require that students who are served in Early Intervention (EI) and who will participate in CCPS preschool programs experience smooth and timely transition to early childhood special education (ECSE). Specifically, school divisions are required to have an IEP developed and implemented for each child referred by EI and found eligible for ECSE by their third birthday.
Steps of a Smooth and Timely Transition for ECSE eligible students
THE SECONDARY TRANSITION IEP
Secondary transition services. (34 CFR 300.43 and 34 CFR 300.320(b))
a. Prior to the child entering secondary school but not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP team, and updated annually thereafter, the IEP shall include age-appropriate:
(1) Measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills; and
(2) Transition services, including courses of study, needed to assist the child in reaching those goals. Transition services shall be based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests.
b. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP team, and updated annually, in addition to the requirements of subdivision 10 a of this subsection, the IEP shall also include a statement, if appropriate, of interagency responsibilities or any linkages.
Beginning at least one year before a student reaches the age of majority, the student’s IEP shall include a statement that the student and parent(s) have been informed of the rights under this chapter, if any, that will transfer to the student on reaching the age of majority. (34 CFR 300.320(c))
Secondary transition service participants. (34 CFR 300.321(b))
a. The local educational agency shall invite a student with a disability of any age to attend the student’s IEP meeting if a purpose of the meeting will be the consideration
of:
(1) The student’s postsecondary goals;
(2) The needed transition services for the student; or
(3) Both.
b. If the student does not attend the IEP meeting, the local educational agency shall take other steps to ensure that the student’s preferences and interests are considered.
8VAC20-81-110. Individualized education program
Regulations Governing Special Education Programs for Children with Disabilities in Virginia | 37
c. To the extent appropriate and with the consent of the parent(s) or a child who has reached the age of majority, the local educational agency shall invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services. If an agency invited to send a representative to a meeting does not do so, the local educational agency shall take other steps to obtain the participation of the other agency in the planning of any transition services.
CCPS will invite the student to an IEP meeting if the purpose of an IEP meeting is to discuss transition services or a student’s postsecondary goals. This requirement in no way prohibits the invitation of a student to an IEP meeting before the student is 14 years old. If the student does not attend the meeting, CCPS will take other steps to ensure the student’s strengths, interests, preferences, and needs are considered.
With the consent of the parent, the team will invite a representative of any participating agency that may be responsible for providing or paying for secondary transition services. If the agency does not attend the meeting, the school division takes other steps to include agencies in planning transition services.
SECONDARY TRANSITION PROCESS
Secondary transition services means a coordinated set of activities for a student with a disability that are designed within a results-oriented process that is focused on improving academic and functional achievement to facilitate the student’s movement from school to post-school activities. Post-school activities include: postsecondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living and community participation.
Transition services or activities may include instruction, related services, community experiences, employment, and instruction related to independent and daily living skills. Transition services also include a course of study, measurable postsecondary goals, and transition activities needed to assist the student in reaching postsecondary goals.
Postsecondary goals represent a student’s vision for adult life around employment, education, independent living, and community participation. Students do not accomplish postsecondary goals while they are still in high school; however, within a results oriented process, work to gain the skills and knowledge necessary to meet these goals after high school. A student’s interests, preferences, and strengths may change as they engage in transition activities throughout high school. As such, postsecondary goals may also change to better meet the student’s vision for adult life.
Transition Activities address student needs that may not require an annual goal. For example, a student’s lack of knowledge about actions required to open a checking account may be documented in the PLAAFP; however, the student has the skills required to take this action. This need can be addressed through a transition activity such as a community experience at a local bank or using technology to gather information about opening a checking account. The IEP team must also determine who will be responsible for ensuring this activity occurs. Transition planning is a team effort, including the parent, and this is a critical step in the transition planning process.
Each transition activity will be:
Age of majority means the age when the procedural safeguards and other rights afforded to the parent(s) of a student with a disability transfer to the student. In Virginia, the age of majority is 18 (§1-204 of the Code of Virginia; 34 CFR 300.520).
Beginning at least one year before the student turns 18, the IEP team shall include a statement on the IEP that the student and parent(s) have been informed of the rights that will transfer to the student on reaching the age of 18. Additionally the IEP team will notify the parent that procedures exist for appointing the parent(s) or another appropriate individual to represent the educational interests of the student throughout the student’s eligibility for special education and related services if the student is determined not to have the ability to provide informed consent.
Diploma Status
Available diploma options should be discussed with parents annually and must align with the student’s course of study, assessment program (SOL or VAAP) and the postsecondary measurable goals. Diploma options and requirements should first be discussed with the child’s school counselor. Available diploma options and links to VDOE requirements for each option include:
Summary of Performance (SOP) is provided to the student upon exiting the secondary program. The SOP, assists the student to make the transition to postsecondary settings and includes a summary of academic achievement, functional performance, supports including testing and classroom accommodations, recommendations for next steps to achieve postsecondary goals.
Additional Secondary Transition Resources can be found on the Parent Educational Advocacy Training Center (PEATC) and VDOE website.
This VDOE video explains the reevaluation process, requirements, and when it may be necessary to complete a reevaluation. For students who receive special education and/or related services, a reevaluation is conducted if a parent, teacher, or local education agency requests a reevaluation or at least once every 3 years to determine whether a child continues to have a disability that requires special education or whether the child may be eligible under an additional or a different disability category.
The Virginia Department of Education provides information on its website about educational services and resources to support students who are deaf or hard of hearing, blind or visually impaired, or deaf-blind.
Special Education Process Timelines
Based in the Office of Constituent Services, the special education parent/family liaison provides specialized support, outreach and training for families of children with disabilities; acts as a neutral resource for non-legal special education matters; and helps with concerns received by Office of Constituent Services or Chesterfield County Public Schools.
Special Education Parent & Family Liaison
Heather Storrie, Ed.D.
heather_storrie@ccpsnet.net
7053 Celebration Park Ave.
Suite 100
North Chesterfield, VA 23225
804-348-8094
Every high school at CCPS participates in the Medford League, a basketball league for students with disabilities. The Medford League was created and developed to provide students with intellectual and/or developmental disabilities, who do not have access to “traditional” high school athletics, the opportunity to train in the sport of basketball and compete in a safe and supportive environment.
Games are played weekly during the school day to promote school-wide support and participation. The season is 10 games, with a bye week, over 11 weeks and runs from January through March of the school year.
Teachers and coaches share information with students and families each year to identify those interested in participating. If a student or family is interested in joining a team, they should contact the coach in their school.
Unified Physical Education is a class that provides a unique opportunity for middle school and high school students with and without disabilities to come together through ongoing educational and physical activities. The course is structured around physical education standards and grade-level outcomes, which include gaining the knowledge and skills necessary to maintain a health-enhancing level of fitness. Additionally, the class supports the development of leadership skills for all students, and the empowerment of all students to foster an inclusive class and school-wide environment.
Students in the class also have the opportunity to participate in Unified Sports throughout the school year: Unified Bocce, Unified Basketball and Unified Track. This course can also be a gateway for further participation in Special Olympics programs and events.
To participate in Unified Physical Education, students must sign-up for the course during the course registration period. For more information, families should contact their school’s counseling department or Unified Physical Education teacher.
The Special Education Advisory Committee is composed of parents, professionals and others appointed by the School Board for three year terms. Monthly meetings are public, and anyone can attend. Learn more about the Special Education Advisory Committee.
