SLD eligibility report template
By the IEP Atlas editorial teamLast updated
Short answer
An SLD eligibility report must state whether the student has a specific learning disability and the basis for the decision. It also covers relevant behavior from the observation, any educationally relevant medical findings, the achievement and response or pattern data, the exclusionary factors, and RTI details if used. Each team member signs agreement or writes a separate statement.
The written report for a specific learning disability has required contents set out in 34 CFR 300.311.[1] Most state forms follow that list, but many teams fill the boxes with test tables and skip the reasoning that ties the data to the decision. The template below follows the federal elements in order, then shows a completed example and notes on what reviewers and parents look for.
This report is the eligibility document. It is separate from the full psychoeducational evaluation, though it draws on it. For writing recommendations in the evaluation itself, see psychoeducational report recommendations.
Fill-in template
Completed example
Everything below is fictional.
What reviewers and parents look for, section by section
- Team (1): The federal rule requires the parent, a general education teacher and at least one person qualified to give individual diagnostic tests, such as a school psychologist, SLP or remedial reading teacher.[2] Reviewers check the names match the roles.
- Basis (3): This is the section most often left thin. A list of tests is not a basis. Parents want to read, in plain words, why the team decided what it did.
- Observation (4): The observation must happen in the learning setting and describe behavior in the area of difficulty.[4] Note whether it came from routine classroom monitoring before referral or a new observation after consent.
- Achievement (6): Name the area from the eight listed in the rule and use more than one source.[3] The eight areas are explained in the eight SLD areas.
- Second prong (7): Name the method your state allows. The comparison in SLD identification methods helps when the team is unsure. For RTI, the data analysis in using intervention data in an SLD evaluation feeds this section directly.
- Exclusionary factors (8): Give each factor its own line with a finding. "Ruled out" with no data invites a challenge.
- Appropriate instruction (9): The rule asks for data showing appropriate instruction and repeated assessments provided to parents.[3] Dates matter here.
- Certification (12): A member who disagrees must submit a separate statement with their own conclusions.[1] Parents should know they can do this too.
After the report
Once the student qualifies, present levels and goals should come straight from sections 6 and 7. Marcus's 38 WCPM becomes his baseline. The library of goals for specific learning disability and the guide to evaluation results in present levels show how. For the whole process, see the IEP evaluation process.
Frequently asked questions
Is the SLD eligibility report the same as the psychoeducational report?
Not always. The psychoeducational report presents the evaluation. The SLD eligibility report documents the team's decision and the specific elements federal rules require. Some districts combine them into one document; others keep a separate eligibility form.
What happens if a team member disagrees with the SLD decision?
Each member must certify in writing whether the report reflects their conclusion. A member who disagrees submits a separate statement presenting their own conclusions, which becomes part of the record.
Does the report need to name the method used to identify SLD?
It should. The report must explain the basis for the decision and whether the student shows insufficient response or a pattern of strengths and weaknesses. Naming the state-approved method makes the reasoning clear to parents and reviewers.
Use it in IEP Atlas
- IEP goals for specific learning disability
- Specific learning disability in the IEP glossary
- Eligibility in the IEP glossary
Related guides
- The IEP evaluation process: from referral to eligibility
- Using intervention data in an SLD evaluation
- SLD identification: discrepancy vs RTI vs patterns of strengths and weaknesses
- Psychoeducational report recommendations teams can use
- The eight SLD areas and goals for each
- Educational evaluation report template, section by section
Sources
- 34 CFR §300.311: Specific documentation for the eligibility determination, U.S. Department of Education (IDEA website)
- 34 CFR §300.308: Additional group members, U.S. Department of Education (IDEA website)
- 34 CFR §300.309: Determining the existence of a specific learning disability, U.S. Department of Education (IDEA website)
- 34 CFR §300.310: Observation, U.S. Department of Education (IDEA website)
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.