Specific Learning Disability (SLD) Eligibility Determination

The SLD Eligibility Determination Document summarizes the process and findings used to determine whether a student qualifies for a Specific Learning Disability (SLD).

The IDEA 2004 Act added procedures for identifying children with specific learning disabilities. According to the AR Special Education Rules and Regulations, there are three allowable methods for identifying a student as having a Specific Learning Disability. 1. Establishing a severe discrepancy between intellectual ability and achievement 2. Using a process based on a child’s response to scientific, research-based intervention 3. Using other alternative research-based procedures (such as Patterns of Strengths and Weaknesses) Each Local Education Agency is responsible for selecting one of the methods above to determine the existence of a Specific Learning Disability, and the method selected should be used district wide. However, the district might choose, for example, to use Response to Intervention (RTI) at the elementary level and Patterns of Strengths and Weaknesses at the secondary level. Professionals are ethically responsible for establishing and maintaining competence in the method selected for identifying Specific Learning Disabilities. The Arkansas Technical Assistance Manual: Identification of Students with Specific Learning Disabilities is a guide for determining which method of SLD identification is most appropriate for each district.

Completing the SLD Eligibility Document

• The document prepopulates the student information: 

  • Student Name 

  • ID 

  • Date of Birth 

  • Age (calculated based on the Date of Determination)

  • Grade 

  • School/Site 

• Enter Date of Determination.

• Check the Will Sign Paper Copy checkbox if the document will be signed via paper. 

• Complete Method of Eligibility Determination as follows:

  • If Response to Intervention is selected, then answer questions 1, 2, 6, 7, 8, 9, and 10.

  • If Severe Discrepancy is selected, then answer questions 1, 2, 3, 5, 6, 7, 8, 9, and 10.

  • If Other Alternative Research-based Procedures is selected, specify in the required text box and answer questions 1, 2, 3, 6, 7, 8, 9, and 10.

• Answer questions 1 - 2 by selecting Yes or No.

  • 1. The child was provided appropriate instruction in regular education settings; and data-based documentation of achievement reflecting formal assessment of student progress during instruction was provided to the child's parents. 

  • 2. The child does not achieve adequately for the child's age or to meet State approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child's age or State approved grade-level standards. If yes, user can select one or more for: 

    •  Written Expression 

    •  Oral Expression 

    •  Listening Comprehension 

    •  Reading Comprehension 

    •  Basic Reading Skills 

    •  Reading Fluency Skills 

    •  Math Problem Solving 

    •  Math Calculation 

• Answer questions 3-4 by selecting Yes, No or N/A.

  • 3. The child does not make sufficient progress to meet age or State approved grade-level standards in one or more of the areas identified above when using a process based on the child's response to scientific, research-based intervention; 

  • 4. The child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability using appropriate assessments, consistent with 34 CFR 300.304 and 300.305. 

• Answer question 5 by selecting Yes, No or N/A.

  • 5. The child meets criteria for a severe discrepancy between achievement and ability in one or more of the following areas” If yes is selected, user can select one or more for: 

    •  Written Expression 

    •  Oral Expression 

    •  Listening Comprehension 

    •  Reading Comprehension 

    •  Basic Reading Skills 

    •  Reading Fluency Skills 

    •  Math Problem Solving 

    •  Math Calculation 

• Answer questions 6-10 by selecting Yes or No.

  • 6. The observation(s) has been completed in each area of deficit and complies with state and federal regulations. 

    • If response to question 6 is No, then response to question 11 cannot be Yes. 

  • 7. Was there any relevant behavior noted during the observation? If yes, what is the relationship of the behavior to the child's academic functioning? 

  • 8., Are there any medical findings that are educationally relevant? If yes, describe: 

  • 9. The deficits identified are not primarily the result of a visual, hearing, or motor disability; intellectual disability; emotional disturbance, cultural factors, environmental or economic disadvantage, or limited English proficiency.

  • 10. It is the determination of the group participants that this child has a specific learning disability as defined in state and federal regulations implementing IDEA as amended. The determination has been made in accordance with 34 CFR 300.306(c)(1). 

    • If response to question 10 is No, then the disability of SLD on the EPC document will not be valid as determined by the IEP committee or rule-out factors. 

• Complete the Team Participation Signatures section.

  • Under Role, select a minimum of one Parent/Guardian.

  • Select + to add a second Parent/Guardian or Student or Other signature line.

  • Select lookup or non-lookup to add the following names in the applicable roles for signature: 

    • Special Education Teacher 

    • General Education Teacher 

    • Local Education Agency Representative 

    • Individual qualified to conduct individual diagnostic examinations  

    • Other: Add additional participant lines and use lookup/non-lookup to populate. 

• Select Save, Done Editing. 

Office Use Only Section 

• From the flyout menu, select Office Use Only. 

• Use the date-picker to select a Date of delivery. 

• Use the drop-down list to select the Mode of delivery.  

• Select Save, Done Editing. 

• When the document is finalized, the date and mode of delivery will flow to the student’s Document Delivery profile.

Once the document is completed, it is imperative that the document be finalized. Finalizing the document will set the document to read-only.