6600 Module 2 Application

Eligibility in practice

Not all student needs fit neatly into one category. Can you determine the right eligibility?

• Review student profiles
• Identify IDEA eligibility
• Determine appropriate supports

Start case review

Student profile

Elena, Age 8

• Struggles to read grade-level text and often guesses at words
• Difficulty with spelling and written expression
• Participates actively in discussions and demonstrates strong verbal understanding
• No concerns with attention, behavior, or social interaction
• Has received consistent instruction and intervention with limited progress

Elena, Age 8

• Struggles to read grade-level text and often guesses at words
• Difficulty with spelling and written expression
• Participates actively in discussions and demonstrates strong verbal understanding
• No concerns with attention, behavior, or social interaction
• Has received consistent instruction and intervention with limited progress

Elena, Age 8

• Struggles to read grade-level text and often guesses at words
• Difficulty with spelling and written expression
• Participates actively in discussions and demonstrates strong verbal understanding
• No concerns with attention, behavior, or social interaction
• Has received consistent instruction and intervention with limited progress

Elena, Age 8

• Struggles to read grade-level text and often guesses at words
• Difficulty with spelling and written expression
• Participates actively in discussions and demonstrates strong verbal understanding
• No concerns with attention, behavior, or social interaction
• Has received consistent instruction and intervention with limited progress

Student profile

Jamal, Age 15

• Has difficulty completing assignments and meeting deadlines
• Often interrupts or speaks out of turn during discussions
• Frequently struggles to stay focused during class and independent work
• Academic performance improves when given structure, chunked tasks, or reminders
• Demonstrates strong understanding of content when engaged
• No concerns with cognitive ability; challenges are consistent across classes

Jamal, Age 15

• Has difficulty completing assignments and meeting deadlines
• Often interrupts or speaks out of turn during discussions
• Frequently struggles to stay focused during class and independent work
• Academic performance improves when given structure, chunked tasks, or reminders
• Demonstrates strong understanding of content when engaged
• No concerns with cognitive ability; challenges are consistent across classes

Jamal, Age 15

• Has difficulty completing assignments and meeting deadlines
• Often interrupts or speaks out of turn during discussions
• Frequently struggles to stay focused during class and independent work
• Academic performance improves when given structure, chunked tasks, or reminders
• Demonstrates strong understanding of content when engaged
• No concerns with cognitive ability; challenges are consistent across classes

Jamal, Age 15

• Has difficulty completing assignments and meeting deadlines
• Often interrupts or speaks out of turn during discussions
• Frequently struggles to stay focused during class and independent work
• Academic performance improves when given structure, chunked tasks, or reminders
• Demonstrates strong understanding of content when engaged
• No concerns with cognitive ability; challenges are consistent across classes

Student profile

Sophia, Age 10

• Has difficulty interpreting social cues and maintaining peer relationships
• Often speaks at length about specific topics without recognizing others’ interest
• Demonstrates average to above-average academic performance
• Struggles with changes in routine and becomes distressed when schedules shift
• Teachers note limited eye contact and difficulty with back-and-forth conversation

Sophia, Age 10

• Has difficulty interpreting social cues and maintaining peer relationships
• Often speaks at length about specific topics without recognizing others’ interest
• Demonstrates average to above-average academic performance
• Struggles with changes in routine and becomes distressed when schedules shift
• Teachers note limited eye contact and difficulty with back-and-forth conversation

Sophia, Age 10

• Has difficulty interpreting social cues and maintaining peer relationships
• Often speaks at length about specific topics without recognizing others’ interest
• Demonstrates average to above-average academic performance
• Struggles with changes in routine and becomes distressed when schedules shift
• Teachers note limited eye contact and difficulty with back-and-forth conversation

Sophia, Age 10

• Has difficulty interpreting social cues and maintaining peer relationships
• Often speaks at length about specific topics without recognizing others’ interest
• Demonstrates average to above-average academic performance
• Struggles with changes in routine and becomes distressed when schedules shift
• Teachers note limited eye contact and difficulty with back-and-forth conversation

Eligibility in practice

Think back to Elena, Jamal, and Sophia... What did each scenario require you to do?

Students may show similar behaviors, but the underlying need matters most.

Accurate eligibility depends on identifying the best fit, not just a possible one.

Eligibility decisions are based on how a student’s needs affect their ability to learn.

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Look beyond surface traits

Focus on impact to learning

Compare similar categories

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