Eligibility Detectives Slides
Staff Professional Development
20 Min Session
Eligibility Detectives
Cracking the code on special education evaluations, criteria rules, and your vital role in the assessment process.
Paraprofessional & BT Training
Special Education Compliance
Slide 1 of 9
The Core Mission: Why We Evaluate
Introduction
The 3-Prong Eligibility Test
Special education isn't just about having a diagnosis. To qualify for an IEP, a student must meet all three legal prongs under IDEA.
The Disability: Meets criteria for one of the 13 legal categories.
Educational Impact: The disability adversely affects educational performance.
Specialized Instruction: Requires specially designed instruction to succeed.
The Golden Rule
"A medical diagnosis alone does not automatically equate to special education eligibility. There must be proof of educational impact."
This is why raw classroom data is so crucial!
IDEA Part B Regulations
Slide 2 of 9
The Evaluation Toolkit
Assessment Process
Standardized tests
Administered by Specialists
Cognitive tests (IQ), academic achievement assessments, and standardized behavior rating scales (e.g., BASC, GARS).
Functional Data
Real-Time Behavior Tracking
Direct observation counts, baseline behavior metrics, ABC logs, and frequency charts taken inside the active classroom.
Contextual Input
Triangulating the Student
Parent interviews, developmental medical histories, general education work samples, and teacher checklists.
Why multiple measures? Courts and federal laws strictly prohibit using a single test score to determine eligibility.
Comprehensive Evaluation Standards
Slide 3 of 9
Legal Spotlight: Autism Spectrum
Eligibility Criteria
Autism Spectrum Disorder (ASD)
Under special education law, Autism is defined as a developmental disability significantly affecting verbal and nonverbal communication and social interaction.
A
Social Communication Barriers
Difficulty initiating or maintaining conversations, reading social cues, and expressing emotion.
B
Repetitive & Restricted Behaviors
Repetitive physical movements, intense hyper-fixated interests, or high rigidity regarding routines.
C
Sensory Profiles
Extreme hyper- or hypo-sensitivity to sensory input (loud noises, lights, clothing textures).
What You Track:
- • Eye contact and joint attention during group tasks
- • Responses to environmental changes or routine shifts
- • Repetitive vocalizations or self-stimulatory behaviors
IDEA Categories & Federal Definitions
Slide 4 of 9
Legal Spotlight: Other Health Impairment
Eligibility Criteria
Other Health Impairment (OHI)
OHI covers conditions that limit a student's strength, vitality, or alertness, including heightened alertness to environmental stimuli.
Common OHI Medical Profiles
ADHD / ADD
Epilepsy
Asthma / Allergies
Tourette Syndrome
Must lead to chronic or acute health problems and adversely affect a child's educational performance.
What You Track:
- • Duration of focus during independent work time
- • Frequency of prompts required to redirect or re-engage
- • Fatigue levels or physical pacing across school days
IDEA Categories & Federal Definitions
Slide 5 of 9
Legal Spotlight: Emotional Disturbance
Eligibility Criteria
Emotional Disturbance (ED)
Characterized by one or more specific behavioral markers over a long period of time (typically 6+ months) and to a marked degree.
Interpersonal Difficulties
Inability to build or maintain satisfactory relationships with peers or teachers.
Inappropriate Behaviors
Atypical behaviors or feelings under completely normal circumstances.
Pervasive Mood
A continuous, pervasive mood of unhappiness, depression, or fear.
Physical Symptoms
Tendency to develop physical symptoms or fears associated with personal/school problems.
What You Track:
- • Peer conflict rates vs. positive peer interactions
- • Intensity/duration of emotional outbursts
- • School avoidance patterns or physical complaints
Important: This category excludes children who are socially maladjusted unless they also meet emotional disturbance criteria.
IDEA Categories & Federal Definitions
Slide 6 of 9
The Detective's Journal: Objective Observations
The Staff Role
Because you spend hours directly working alongside students, your observations are the foundation of evaluation. But data must be objective (facts only) rather than subjective (opinions).
Subjective (Avoid)
"The student got very angry during math and was lazy."
Why it's bad: "Angry" and "lazy" are personal opinions and emotional labels. They can't be objectively measured by an IEP team.
Objective (Use This!)
"When handed a worksheet, the student ripped the paper, stood up, and left the room for 5 minutes."
Why it's great: This describes observable physical actions. Anyone watching the student would see the exact same thing.
Factual and Defensible Records
Slide 7 of 9
Data Tracking Mechanics
The Staff Role
3 Vital Tracking Methods
Frequency Tracking
Counting how many times a target behavior occurs (e.g., throwing items, hand raising, leaving seat).
Duration Tracking
Measuring how long a behavior lasts from start to finish (e.g., tantrums, off-task phases, crying).
ABC Narrative Logs
Documenting what happened right before (Antecedent), the Behavior itself, and what happened right after (Consequence).
Pro-Tips for Clean Data
- Do it immediately: Don't rely on memory at the end of the day.
- Be highly specific: Pinpoint exactly when and where actions happen.
- Stay consistent: Collect data the exact same way every day.
Classroom Observation Best Practices
Slide 8 of 9
Next Steps: Collaborative Work
Action Plan
Your Workshop Materials
To transition from this slide training to active classroom success, we will now utilize two collaborative print companions:
Key Terms Glossary
A quick-reference list of special education acronyms and criteria rules.
Interactive Case Studies
Real-world scenarios to practice identifying eligibility markers together.
Pacing & Debrief Guide
1. Slides Overview 10 Minutes
Introducing special education criteria and objective data rules.
2. Case Studies Workshop 7 Minutes
Working in pairs with the provided scenarios sheets.
3. Q&A / Check Out 3 Minutes
Reflecting on tracking questions and collecting workbook answers.
Thank you for your dedication to our students!
Slide 9 of 9
Eligibility Keys Glossary
Resource Toolkit
Eligibility Keys Glossary
A classroom reference guide for paraprofessionals & BTs
Participant Name:
Date:
Core Acronyms
IDEA:
Individuals with Disabilities Education Act. Federal special education law.
IEP:
Individualized Education Program. Written legal service and accommodation plan.
FAPE:
Free Appropriate Public Education. Guaranteed standard under special education law.
LRE:
Least Restrictive Environment. Setting most similar to regular education environments.
Legal Eligibility Classifications
Autism Spectrum Disorder (ASD) Federal Category
A developmental disability significantly affecting verbal/nonverbal communication and social interaction, generally evident before age 3. Characterized by repetitive activities, resistance to routine changes, and unique sensory profiles.
Other Health Impairment (OHI) Federal Category
Having limited strength, vitality, or alertness (including heightened response to stimuli) due to chronic or acute conditions like ADHD, epilepsy, asthma, or diabetes which adversely affects a child's school performance.
Emotional Disturbance (ED) Federal Category
A condition exhibiting characteristics (e.g., severe social difficulties, continuous depressive mood, inappropriate emotional reactions) over a long period and to a marked degree that limits basic educational access.
The Three-Prong Checkpoint
Educational Impact
Clear, data-supported proof that a student's medical/behavioral diagnosis directly interferes with their academic or social performance at school.
Specially Designed Instruction
Adapting educational content or methods to address unique student needs, which are distinct from what general education supports.
© Eligibility Detectives Toolkit Page 1 of 1
Case Detective Workbook
Interactive Training Session
Case Detective Workbook
Collaborative practice for identifying eligibility markers
Participant Name:
Assigned Table/Group:
Date:
Warm-Up: Is it Objective? (Write "O" for Objective, "S" for Subjective)
"Leo was being extremely lazy in history class."
"Leo threw his pencil and tore his map worksheet."
"Leo felt anxious during the transitions."
Case #1
Leo: The High-Energy Transition Struggles
Leo is a 3rd grader with a medical ADHD diagnosis. During math and reading, he struggles to remain in his seat, frequently standing up, spinning on one foot, or crawling under his desk. When given a verbal transition command (e.g., "Put away math sheets, get out books"), he loudly hums and continues his previous activity. He rarely initiates peer play, and when peers approach, he turns his back or repeats lines from his favorite movie. His teacher reports he is falling behind in his reading comprehension scores.
1. Based on the profile above, identify two objective behaviors that show an educational impact:
2. Which eligibility category (OHI or Autism) does his struggle with transition and social play point to? Support with evidence:
Eligibility Detectives Case Files Page 1 of 2
Case Detective Workbook
ID: SEC-02
Case #2
Maya: The Social Maladjustment Question
Maya is a 7th grader who has shown a significant drop in academic performance over the past six months. Her teachers report she frequently puts her head on her desk and cries silently during independent work. When asked what is wrong, she states she has "stomach aches" and asks to visit the nurse's office (averaging 4 visits per week). In cooperative group activities, she refuses to join peers, stating, "No one here likes me anyway." Her parent reports she has stopped sleeping through the night.
1. Maya's physical complaints and continuous crying have lasted over six months. Which category does this duration support, and what is the required "educational impact" shown here?
2. As her behavior support staff, which data tracking method (Frequency, Duration, or ABC Logs) would you use to track her nurse visits and off-task behavior? Explain your tracking strategy:
Team Reflection: My Next Classroom Shift
Brainstorm with your table group: What is one subjective habit in your current daily logs that you will actively convert to an objective fact starting tomorrow? Write your action plan below.
Eligibility Detectives Case Files Page 2 of 2
