After dropping steadily from 2000-2001 to 2013-2014, the percentage of students identified under the IDEA classification of specific learning disabilities (SLD) levelled off and increased slightly until the latest data available (2017-2018; NCES, 2019). Despite the recognition in the IDEA amendments of 2004 of response to intervention (RTI) as having a permissive or mandatory role in state laws for identification of SLD, a lengthening line of empirical analyses of the case law revealed a continued reliance on either severe discrepancy or, more frequently, the need for special education. These analyses also found a rather stable pronounced outcome trend in favor of school district determinations of noneligibility. The purpose of this analysis is to examine the most recent 3.5 years of case law to determine the current pattern in relation to previous trends. The specific questions were the same as in the most recent previous analysis: (1) Has the frequency of case law, including the limited but leading position of California, and the shift toward court, in contrast with hearing/review officer, decisions continued?; (2) Has the trend of district-friendly outcomes changed?; and (3) Has RTI emerged as a major decisional factor in the recent cases? [For the previous analysis "The Legal Meaning of Special Education Eligibility: The Latest Case Law," see EJ1177622.]