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The GAP Attorneys Blog

Meeting the needs of people with disabilities, their families, educators & service providers

School district did not improperly delay eligibility determination where student made meaningful progress under RTI approach

Daniel P. v. Downington Area School District, 57 IDELR 224 (E.D. Pa. 2011): A federal district court determined that a school district, who utilized a response to interventions (RTI) approach to monitor a student, did not violate its child find obligations by initially opting not to determine the student eligible for IDEA services.  The student responded positively to the school district’s interventions for nearly two school years, until the third semester of the student’s second grade year.  However, when the student stopped making progress he was evaluated by the school district and classified with a specific learning disability by the beginning of his third grade year.  The parents were, therefore, denied tuition reimbursement for their unilateral private school placement.

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This entry was posted on Wednesday, April 25th, 2012 at 3:48 pm and is filed under Uncategorized. You can follow any responses to this entry through the RSS 2.0 feed. Both comments and pings are currently closed.

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