Special services processes

Referral to Special Education and Evaluation

When a student is struggling in school, families or educators may wonder whether the child has a disability that requires special education support. A referral for special education is the formal process that begins when there is concern that a child may need individualized services to make meaningful progress in school. Referrals can be made by a parent, teacher, or other school personnel and are submitted in writing to the school team.

Once a referral is made, a Planning and Placement Team (PPT) meeting is held to review existing data and determine whether evaluations are necessary. If the team agrees to proceed, the school will obtain parent consent and begin a comprehensive evaluation process. Evaluations are conducted by qualified professionals and may include assessments of cognitive abilities, academic skills, communication, behavior, motor skills, and other areas relevant to the student’s learning and development.

Parents are vital partners in this process and are encouraged to ask questions, share insights about their child, and participate fully in the evaluation and decision-making.

Parents have important rights under federal special education law (IDEA) designed to protect their child’s access to a free appropriate public education (FAPE) and to ensure meaningful involvement in the educational process.

These procedural safeguards include the right to:

• Be fully informed about evaluations, placements, and services in clear language
  
  

• Provide or withhold consent for evaluations and special education services
  
  

• Access all educational records and request corrections
  
  

• Participate in all meetings regarding their child’s education, including IEP and PPT meetings
  
  

• Receive notice before the school proposes or refuses a change in services
  
  

• Request an independent educational evaluation (IEE) at public expense if they disagree with the school’s evaluation
  
  

• Use mediation, state complaints, and due process hearings to resolve disagreements
  
  

• Be free from retaliation for advocating for their child’s rights
  
  

Schools are required to provide parents with a copy of the procedural safeguards document at key points, including the first referral for evaluation, each annual IEP meeting, and upon request. Understanding these rights empowers parents to be strong partners in supporting their child’s educational journey.

An Individualized Education Program (IEP) is a written plan that outlines the specialized instruction, related services, supports, and goals designed to meet the unique needs of a student with a disability. If a student is found eligible for special education after an evaluation, the school will convene a Planning and Placement Team (PPT) to develop the IEP.

The PPT includes school staff, the student’s parents or guardians, and—when appropriate—the student. This team reviews evaluation results, discusses strengths and needs, sets measurable goals, and determines the services and supports necessary to help the student make progress. The IEP may include accommodations, modifications, specialized instruction, therapies, assistive technology, and other supports.

The IEP is reviewed at least once annually, and the student is re-evaluated every three years (or more often if needed). Parents are encouraged to be active participants in all aspects of the PPT process, and their input is essential to ensuring the IEP is individualized and meaningful.

Extended School Year (ESY) services are special education supports provided beyond the regular school year—such as during summer breaks—to students whose disabilities put them at risk of significant regression in critical skills if services are paused.

ESY is not automatically available to all students with IEPs. Instead, eligibility is determined by the Planning and Placement Team (PPT) based on data, such as regression/recoupment patterns, severity of disability, and the student’s unique needs. Services provided during ESY are focused on maintaining key skills rather than introducing new ones.

ESY can include academic instruction, therapy, behavioral supports, or other services the student requires. The schedule, location, and duration of ESY services are tailored to the individual student, ensuring continuity and preventing loss of progress.

Parents are encouraged to participate actively in ESY discussions and to ask questions about how these services support their child’s success year-round.

Transition planning is a key part of the IEP process for students with disabilities, beginning no later than the school year in which a student turns 14. This process helps prepare students for life after high school, including their goals for education, employment, independent living, and community participation.

At Ridgefield Public Schools, we view transition planning as an opportunity to empower students and families to think about the future and take active steps toward building it—starting early and evolving over time.

What Families Can Expect:

• At the first PPT meeting following a student’s 14th birthday, the IEP will include postsecondary goals based on age-appropriate assessments and student input.
  
  

• A Transition Planning Assessment helps identify the student’s strengths, preferences, interests, and needs across key areas.
  
  

• The team will develop a Coordinated Set of Activities—a plan of instruction, services, and experiences that help the student gain skills and confidence for adult life.
  
  

• Transition planning is updated annually and becomes more focused as the student moves through high school.
  
  

Transition services may include:

• Support for developing self-advocacy, self-determination, and decision-making skills
  
  

• Career exploration, internships, or job coaching
  
  

• Life skills instruction (such as travel training, financial literacy, or social communication)
  
  

• Planning for college, vocational training, or other postsecondary options
  
  

• Collaboration with community agencies that support adults with disabilities
  
  

Families are encouraged to play an active role in transition planning by helping their child explore interests, build independence, and make informed decisions about their future. Students are also invited—and strongly encouraged—to attend their PPT meetings as they grow older, so their voice remains at the center of the process.

For students who continue to receive services beyond age 18, transition planning becomes an essential focus of programming. Our Ridgefield Transition Program provides community-based instruction and real-life learning experiences to support adult readiness.

If you have questions about transition planning or would like support in preparing for your child’s first transition-focused IEP meeting, please don’t hesitate to contact your child’s case manager or school team.

Transitions between school levels—such as moving from PreK to Kindergarten, Grade 5 to 6, or Grade 8 to 9—are significant milestones in every student’s journey. For students with IEPs and 504 Plans, we take intentional, collaborative steps to ensure that these transitions are well-planned, supportive, and student-centered.

We know that successful transitions don’t happen by chance—they happen through thoughtful coordination, clear communication, and strong partnerships among families, students, and staff.

Our Transition Planning Process Includes:

• Early Collaboration Among Teams
  Planning begins well before the actual transition. Special education case managers, 504 coordinators, related service providers, and general education teachers from both the sending and receiving schools meet to review student needs, supports, and programming.
  
  

• Review of Student Plans and Services
  IEPs and 504 Plans are carefully reviewed and, when needed, updated to reflect the expectations and structure of the next school level. We ensure accommodations, modifications, and goals remain appropriate and responsive.
  
  

• Sharing Key Information
  Teams share insights about student strengths, challenges, learning preferences, social-emotional needs, and successful strategies. This helps build continuity and minimizes disruption to learning and support.
  
  

• Staff-to-Staff Conversations
  Educators and support staff from both levels connect to talk through day-to-day practices, classroom environments, schedules, and instructional tools to ensure a smooth handoff.
  
  

• Student and Family Involvement
  Students and families are gradually brought into the process with information, guidance, and opportunities to ask questions. Transition meetings may be held in the spring, and students may have a chance to visit the new school or meet with staff ahead of time.
  
  

• Customized Planning for Complex Needs
  For students who need more intensive support, we offer additional layers of planning—such as individual transition meetings, personalized tours, or social stories to support familiarity and reduce anxiety.
  
  

• Follow-Up and Monitoring
  Once the transition occurs, we continue to monitor how students are adjusting and make adjustments to services or support as needed. Communication with families remains strong throughout the fall.
  
  

Our goal is for every student to enter their new school with confidence, clarity, and continuity of support. We want families to feel informed and reassured, and students to feel known, valued, and ready for what’s next.

If you have a child approaching a school-level transition, your case manager or 504 coordinator will guide you through the process. And as always, we welcome your questions and input along the way.

Public school districts have responsibilities to support students with disabilities who are enrolled in local private or parochial schools by their parents. These students may be eligible to receive special education and related services under what’s called an Individual Services Plan (ISP).

While students in private schools do not have the same entitlement to a full IEP as those in public schools, the district where the private school is located consults with school representatives and parents to determine which services can be provided. Services are based on available federal special education funding and the needs identified through evaluation.

Parents of students attending private schools who suspect their child has a disability may request an evaluation through the public school district where the private school is located. If found eligible, the team will meet to discuss possible services and supports through an ISP. These services may be provided at the private school, at a public school site, or another agreed-upon location.

Homebound and hospitalized instruction is a short-term educational service provided to students who are unable to attend school in person due to a medical or mental health condition. This service ensures that students can continue to access instruction and make progress toward their academic goals during periods when attendance in school is not possible.

To qualify, a student must have a documented medical condition—physical or mental—that prevents them from attending school for an extended period of time (typically more than two weeks). A licensed physician, psychiatrist, or psychologist must submit written documentation recommending homebound or hospital instruction, including the anticipated duration and nature of the absence.

Once the school district receives this documentation, a team meeting is held to determine eligibility and develop a plan for providing instruction. Instruction may be delivered in the home, hospital, or virtually, depending on the student’s needs and capacity to participate. The number of instructional hours is determined by state guidelines and the individual needs of the student. The goal is to keep the student engaged in learning and connected to their school during their recovery.

Homebound instruction is not a replacement for a full academic program but is designed to maintain continuity of instruction until the student is ready to return to school. When a student is receiving special education services, the Planning and Placement Team (PPT) will convene to revise the IEP to reflect temporary changes in service delivery.

Families are encouraged to work closely with their child’s medical providers and school team to ensure timely communication, appropriate documentation, and a smooth transition back to school when the student is ready.

Under the federal McKinney-Vento Homeless Assistance Act, every public school district must ensure that children and youth experiencing homelessness have equal access to a free, appropriate public education. To support this, each district designates a Homeless Liaison who helps identify, enroll, and support students in temporary living situations.

A student is considered homeless if they lack a fixed, regular, and adequate nighttime residence. This can include living:

• In a shelter, motel, car, campground, or park
  
  

• Temporarily with another family due to loss of housing or economic hardship
  
  

• In transitional housing or emergency shelters
  
  

• In substandard or overcrowded housing
  
  

• In any situation that is unstable or lacks basic safety and permanence
  
  

The Homeless Liaison helps ensure that eligible students can enroll and attend school without delay—even if they are missing documents such as proof of residency, immunization records, or school transcripts. The liaison also works with families to coordinate services like transportation, meal access, school supplies, and referrals to community agencies.

The goal is to remove barriers to education so that students experiencing housing instability can remain in their school of origin if possible, maintain consistent attendance, and receive the support they need to succeed academically and socially.

If you or someone you know may be experiencing homelessness, please reach out to your school’s main office or contact the district Homeless Liaison directly for confidential assistance and support.

Sometimes, parents and schools may disagree about a student’s evaluation, eligibility for services, placement, or the content of the IEP. When this happens, the law provides several ways to resolve disagreements in a respectful, constructive manner.

Mediation is a voluntary process where an impartial, trained mediator helps both parties communicate and work toward a mutually acceptable solution. It is confidential, free, and can be requested by either the parent or the school district. Mediation can be a quicker, less formal way to resolve conflicts without going to a formal hearing.

If mediation does not resolve the issue, families may pursue due process hearings, which are formal legal proceedings where both sides present their case before an impartial hearing officer. Parents also have the right to file state complaints if they believe the school has violated special education laws. The goal of all dispute resolution options is to ensure the student receives appropriate supports and services while maintaining a positive partnership between families and schools.