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Additionally, under IDEA, a public agency may use data gathered through RTI strategies in its evaluations and reevaluations of children with SLD.
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Why was RTI included in IDEA?
Answer: The reports of both the House and Senate Committees accompanying the IDEA reauthorization bills reflect the Committees’ concerns with models of identification of SLD that use IQ tests, and their recognition that a growing body of scientific research supports methods, such as RTI, that more accurately distinguish between children who truly have SLD from those whose learning difficulties could be resolved with more specific, scientifically based, general education interventions. Similarly, the President’s Commission on Excellence in Special Education recommended that the identification process for SLD incorporate an RTI approach. -
Models based on RTI typically evaluate the child’s response to instruction prior to the beginning of the evaluation time period described in 34 CFR §300.301(c)(1), and generally do not require as long a time to complete an evaluation because of the amount of information already collected on the child’s achievement, including observation data. If the eligibility group determines that additional data are needed and cannot be obtained within the evaluation time period described in 34 CFR §300.301(c)(1), the parent and eligibility group can agree to an extension of the timeframe. However, as explained in Question C-1, parents can request an evaluation at any time, and the public agency must either obtain consent to evaluate and begin the evaluation, or, if the public agency declines the parent’s request, issue a prior written notice as required by 34 CFR §300.503(a)(2).
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Section 300.309(a)(2)(i) states that the eligibility group may determine that a child has a specific learning disability if “the child does not make sufficient progress to meet age or State-approved grade-level standards in one or more” identified areas.
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group may determine that a child has a specific learning disability if “the child exhibitsa pattern of strengths and weaknesses in performance, achievement, or both , relative to age, State-approved grade level standards, or intellectual development”
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a pattern of strengths and weaknesses in performance, achievement, or both relative to age, State-approved grade-level standards or intellectual development would be part of the evidence that a child has a learning disability.
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reflects the use of the criterion that the child has not made sufficient progress in at least one of the following areas when using response to intervention as an aspect of the SLD identification process: oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematics calculation, and mathematics problem solving
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the group could consider variation in a child's performance, achievement, or both relative to age, State-approved grade-level standards, or intellectual development that is determined by the eligibility group to be relevant to identification of a SLD using appropriate assessments.
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An SEA must include a variety of assessment tools and may not use any single measure or assessment as the sole criterion for determining whether a child is a child with a disability
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May an eligibility determination be made using only information that was collected through an RTI process?
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variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child, including information provided by the parent, that may assist in determining eligibility
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“an RTI process does not replace the need for a comprehensive evaluation. A public agency must use a variety of data gathering tools and strategies even if an RTI process is used. The results of an RTI process may be one component of the information reviewed as part of the evaluation procedures required under 34 CFR §§300.304 and 300.305.
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cannot rely on any single procedure as the sole criterion for determining eligibility for special education and related services.”
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01 Sep 08
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29 Apr 08
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