Systematic observation of instruction; walk-through checklist; Tiers 1 & 2 data charts/graphs Lack of Appropriate Instruction in Reading or Math evidenced by the following: B. documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the student’s parents. Universal screening Student file(s): History of repeated assessment data Graphs of above data Documented interventions (with instructional match) Documented intervention changes Fidelity checks Documentation of parent notification Attendance record Schools attended Work samples Relevant assessment results Current concerns of parents, student and staff Social-developmental history Observation, screening and other test/measures related possible disability needs Individual results/progress monitoring data from any repeated assessments administered to all students, such as Benchmarks, MAP, DIBELS, AIMSweb, COMPASS Additional achievement/performance data (i.e., results of classroom assessments, teacher observations, grades, behavior data) Evaluation reports Report cards and progress reports sent to parents Communication sent from teacher to parents regarding assessments in the classroom Targeted intervention with progress monitoring to determine student’s ability to learn when provided appropriate instruction Systematic observation of instruction; Tiers 1 & 2 data charts/graphs
Lack of Appropriate Instruction in Reading or Math evidenced by the following: B. Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the student’s parents. Universal screening Student file(s): History of repeated assessment data Graphs of above data Documented interventions (with instructional Documented intervention changes Fidelity checks Documentation of parent notification Attendance record Schools attended Work samples Relevant assessment results Current concerns of parents, student and staff Social-developmental history Observation, screening and other test/measures related possible disability needs Individual results/progress- monitoring data from any repeated assessments administered to all students, such as Benchmarks, MAP, DIBELS, AIMSweb, COMPASS Additional achievement/performance data (i.e., results of classroom assessments, teacher observations, grades, behavior data) Evaluation reports Report cards and progress reports sent to parents Communication sent from teacher to parents regarding assessments in the classroom Targeted intervention with progress- monitoring to determine student’s ability to learn when provided appropriate instruction Systematic observation of instruction; Tiers 1 & 2 data charts/graphs Appendix B
Initial Evaluation and Reevaluation 707 KAR 1:300 Items 69a If the ARC determines additional data is not needed for a reevaluation, the ARC documents the review of existing data: #4 Current progress-monitoring of IEP goals to determine whether the child’s educational performance continues to be significantly and consistently below the level of similar age peers. (Adverse Effect) Specific Learning Disability 707 KAR 1:002, Section 1(59) & 707 KAR 1:310, Section 1 and 2 SLD 6 SLD 6 Deficits have an adverse effect on educational performance. Directions: Mark “YES” if ARC documented its review and analysis of the child’s evaluation information to: Determine that the disability adversely affects the child’s educational performance Show evidence of how the child’s performance is significantly and consistently below that of peers. Note: Adverse effect means that the progress of the child is impeded by the disability to the extent that the educational performance is significantly and consistently below the level of similar age peers. Educational performance includes academic, social and functional performance. The Conference Summary/Action Notice or Eligibility Determination Form must include the ARC’s discussion of the review and analysis. Describe the unique differences of the child that would warrant specially designed instruction. Present Levels of Academic Achievement and Performance and Adverse Effect Needs or concerns are areas in which there is an adverse effect, meaning the student performs significantly and consistently below the performance of similar grade (academic achievement) and age (functional performance) peers as a result of the disability. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE IEP DEVELOPMENT Steps for Writing the Present Levels Leave the box unchecked if the student’s performance is not commensurate (significantly and consistently below) with similar age peers as a result of the disability.
Appendix H: Eligibility Determination Documentation: A Reference Guide This document provides guidance on the documentation necessary for determining eligibility for a specific learning disability. This document may be used to train ARC Chairpersons, assist ARCs with data triangulation and guide ARCs in completing the SLD Eligibility Determination Form and Written Report. Disability Eligibility Criteria Supporting Documents and Resources The student is provided with learning experiences and instruction appropriate for the student’s age or state approved grade-level standards Universal Screening Data Common Assessment Data Progress Monitoring Data Intervention Data RtI Worksheets RtI Data Summary The student does not achieve adequately, as indicated on multiple data sources, for the student’s age or grade level standards aligned with Program of Studies/KCAS. Classroom performance and grades Intervention data and description of analysis Common Assessment Data Universal Screening Data Progress Monitoring Data Evaluation Report- Formal Evaluation Data Method A: Severe Discrepancy The student exhibits a pattern of strengths and weaknesses in performance, achievement or both relative to ability level or intellectual development OR Method B: RtI The student fails to achieve a rate of learning to make sufficient progress to Analysis of intervention data over time Common Assessments Universal Screeners Progress-Monitoring Data (Intervention Data) Formal Academic Testing Cognitive Assessments
___ Oral Expression ___ Written Expression ___ Basic Reading Skills ___ Reading Comprehension ___ Reading Fluency Skills ___ Listening Comprehension ___ Mathematics Problem Solving ___ Mathematics Calculation Language (Oral Expression, Listening Comprehension, Other:__________________________ ) Age Appropriate Has difficulty modulating (e.g., too soft, too loud) Inserts invented into conversation Has difficulty re-telling what has just been said Uses vague, imprecise language and has a limited vocabulary Demonstrates slow and halting speech, using lots of fillers (e.g., uh, um, and you know) Uses poor grammar or misuses words in conversation Mispronounces words frequently Confuses words with others that sound similar Inserts malapropisms (‘slips of the tongue’) into conversation (e.g., a rolling stone gathers no moths; he was a man of great statue) Has limited interest in books or stories Has difficulty understanding instructions or directions Has difficulty with pragmatic skills (e.g., understands the relationship between speaker and listener, on topic, gauges the listeners degree of knowledge, makes inferences based on a speaker’s verbal and non-verbal cues) Reading (Basic Reading Skills, Reading Comprehension, Reading Fluency Skills) Age Appropriate Frequently loses place while reading Confuses similar-looking words (e.g., beard, bread) Reverses letter order in words (e.g., saw/was) Demonstrates poor memory for printed Has weak comprehension of and themes Guesses at unfamiliar words rather than using word analysis skills Reads slowly Substitutes or leaves out words while reading Has poor retention of new vocabulary Dislikes and avoids reading or reluctantly