Policy – Category 5000 (Students)
BP 5003 – Eligibility Criteria Individual with Exceptional Needs
Basic psychological processes include attention, visual processing, auditory processing, sensory-motor skills, and cognitive abilities, including association, conceptualization, and expression.
Intellectual ability includes acquired learning potential and shall be determined by a systematic assessment of intellectual functioning.
The l evel of achievement includes the child’s level of competence in materials and subject matter explicitly taught in school and shall be measured by standardized achievement tests.
4.2
Response to Intervention (RtI) Model
The IDEA ( Title 34 of the Code of Federal Regulations § 300.307 ) requires states to adopt eligibility criteria for determining whether a child has a specific learning disability. States “must not require” the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability as defined in Title 34 of the Code of Federal Regulations § 300.8(c)(10) and must permit the use of a process based on the child’s response to scientific, research-based intervention.
4.3
Alternative Method Model
States “must permit” other alternative research -based procedures for determining whether a child has a specific learning disability.
An IEP team may determine that a child has a specific learning disability if:
1. The child does not achieve adequately for his/her age or fails to meet state-approved grade-level standards in one of more of the following areas when provided with age-appropriate standards-based learning experiences and instruction:
•
Oral expression
•
Listening comprehension
•
Written expression
•
Basic reading skills
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Reading fluency skills
•
Reading comprehension
•
Mathematics calculation
BP 5003 – Eligibility Criteria Individual with Exceptional Needs
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 09/18)
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