Page 6 Through 9 Disability Categories Check the areas under each category the student meets eligibility criteria for based on the assessment results. than SLD (Initial and Reevaluation) Page 10 Other Factors Students whose lack of achievement can be attributed to a lack of appropriate instruction in reading, math and/or English Proficiency Considered should not be determined as having a disability. (ALL Disability Appropriate instruction in reading and math should include explicit Categories) and systematic instruction in the following: (Initial and Reevaluation) Phonemic Awareness; Phonics; Vocabulary Development; Reading Fluency, including oral reading skills; and Reading Comprehension Strategies; Mathematic Calculation; and Mathematic Problem Solving. Check the appropriate box as determined by the final decision of the eligibility team. Adverse Effects For each area affected, describe the impact of the disability on the student’s educational performance. (ALL Disability Categories) Example 1: For a student who is suspected of autism spectrum disorder, the statement may read, on the skill-based “Based (Initial and evaluation, the student’s behavior and delay in language skills are Reevaluation) impacting the student’s classroom performance and social relationships. “ Example 2: For a student who is suspected of having a specific learning disability and other health impairment (ADHD), the statement may read, inattentive behaviors during “Student’s classroom instruction interfere with his/her ability to stay on task and complete assignments. He/she tends to stare off in space and become off task when working on his/her own. His/her off task behavior prevents him/her from learning organizational skill as compared to his/her peers. These behavior issues also make it
Page 6 Through 9 Disability Categories than SLD (Initial and Reevaluation) Check the areas under each category the student meets eligibility criteria for based on the assessment results. Page 10 Other Factors Considered (ALL Disability Categories) (Initial and Reevaluation) Students whose lack of achievement can be attributed to a lack of appropriate instruction in reading, math and/or English Proficiency should not be determined as having a disability. Appropriate instruction in reading and math should include explicit and systematic instruction in the following: Phonemic Awareness; Phonics; Vocabulary Development; Reading Fluency, including oral reading skills; and Reading Comprehension Strategies; Mathematic Calculation; and Mathematic Problem Solving. Check the appropriate box as determined by the final decision of the eligibility team. Adverse Effects (ALL Disability Categories) (Initial and Reevaluation) For each area affected, describe the impact of the disability on the student’s educational performance. Example 1: For a student who is suspected of autism spectrum disorder, the statement may read, “Based on the skill-based evaluation, the student’s behavior and delay in language skills are impacting the student’s classroom performance and social relationships. “ Example 2: For a student who is suspected of having a specific learning disability and other health impairment (ADHD), the statement may read, “Student’s inattentive behaviors during classroom instruction interfere with his/her ability to stay on task and complete assignments. He/she tends to stare off in space and become off task when working on his/her own. His/her off task behavior prevents him/her from learning organizational skill as compared to his/her peers. These behavior issues also make it
Eligibility_Guide_Appendix.docx