If so, check and describe the basis for this conclusion in the box. “YES” “Verification” If you have checked go on to Question 8. “YES”, If not, check and describe the basis for this conclusion in the box. Then “NO” “Verification” go on to the next factor. Consider whether the failure to achieve adequately is primarily the result of an child’s emotional disturbance. Sources of data include: rating scales, disciplinary records, teacher/parent reports, medical records, observations. Emotional Disability areas that are not part of the referral – If so, check and describe the basis for this conclusion in the box. “YES” “Verification” If you have checked go on to Question 8. “YES”, If not, check and describe the basis for this conclusion in the box. Then “NO” “Verification” go on to the next factor. Consider whether the failure to achieve adequately is primarily the result of an child’s environmental, cultural or economic disadvantage and/or limited English proficiency. Sources of data include: WIDA scores, ACCESS scores, parent/guardian report; documentation of chronic life disruptions. If so, check and describe the basis for this conclusion in the box. “YES” “Verification” If you have checked go on to Question 8. “YES”, If not, check and describe the basis for this conclusion in the box. Then “NO” “Verification” go on to the next question. This section is used to: Identify whether the strengths and weaknesses demonstrate a pattern of strengths and child’s weaknesses. refers to how the child performs in the “Performance” refers to how the child performs on classroom; “achievement” academic assessments. Directions: This decision should be based on the profile of the child using all Sections a-d. A child whose performance and achievement scores are uniformly depressed and are consistent with the child’s intellectual development does not demonstrate a pattern of strengths and weaknesses consistent with a specific learning disability, in contrast to a child whose performance and
If so, check “YES” and describe the basis for this conclusion in the “Verification” box. If you have checked “YES”, go on to Question 8. If not, check “NO” and describe the basis for this conclusion in the “Verification” box. Then go on to the next factor. Consider whether the child’s failure to achieve adequately is primarily the result of an emotional disturbance. Sources of data include: rating scales, disciplinary records, teacher/parent reports, medical records, observations. Emotional Disability – areas that are not part of the referral If so, check “YES” and describe the basis for this conclusion in the “Verification” box. If you have checked “YES”, go on to Question 8. If not, check “NO” and describe the basis for this conclusion in the “Verification” box. Then go on to the next factor. Consider whether the child’s failure to achieve adequately is primarily the result of an environmental, cultural or economic disadvantage and/or limited English proficiency. Sources of data include: WIDA scores, ACCESS scores, parent/guardian report; documentation of chronic life disruptions. If so, check “YES” and describe the basis for this conclusion in the “Verification” box. If you have checked “YES”, go on to Question 8. If not, check “NO” and describe the basis for this conclusion in the “Verification” box. Then go on to the next question. This section is used to: Identify whether the child’s strengths and weaknesses demonstrate a pattern of strengths and weaknesses. “Performance” refers to how the child performs in the classroom; “achievement” refers to how the child performs on academic assessments. Directions: This decision should be based on the profile of the child using all Sections a-d. A child whose performance and achievement scores are uniformly depressed and are consistent with the child’s intellectual development does not demonstrate a pattern of strengths and weaknesses consistent with a specific learning disability, in contrast to a child whose performance and
PROCEDURAL%20MANUAL%2010-1-2018.docx