difference between these two common standard scores; and third, comparing this computed difference to the standard criterion which is the product of 1.5 multiplied by the standard deviation of the distribution of computed differences of students taking these achievement and ability tests. A computed difference which equals or exceeds this standard criterion, adjusted by one standard error of measurement, the adjustment not to exceed 4 common standard score points, indicates a severe discrepancy when such discrepancy is corroborated by other assessment data which may include other tests, scales, instruments, observations and work samples, as appropriate. 2. When standardized tests are considered to be invalid for a specific pupil, the discrepancy shall be measured by alternative means as specified on the assessment plan. 3. If the standardized tests do no reveal a severe discrepancy as defined in subdivisions 1 or 2 above, the IEP team may find that a severe discrepancy does exist, provided that the team documents in a written report that the severe discrepancy between ability and achievement exists as a result of a disorder in one or more of the basic psychological processes. The report shall include a statement of the area, the degree, and the basis and method used in determining the discrepancy. The report shall contain information considered by the team which shall include, but not be limited to: (i) Data obtained from standardized assessment instruments; (ii) Information provided by the parent; (iii) Information provided by the pupil’s present teacher; (iv) Evidence of the pupil’s performance in the regular and/or special education classroom obtained from observations, work samples, and group test scores;
(v)
Consideration of the pupil’s age, particularly for young children; and
(vi) Any additional relevant information. 4. A severe discrepancy shall not be primarily the result of limited school experience or poor school attendance. (C) Whether or not a pupil exhibits a severe discrepancy as described in subdivision (b)(10)(b) above, a pupil may be determined to have a specific learning disability if: 1. The pupil does not achieve adequately for the pupil’s age or to meet state- approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the pupil’s age or state-approved grade-level standards: (i) Oral expression. (ii) Listening comprehension.
Chapter 3 – Eligibility Criteria, Desert/Mountain SELPA As of 9/17/2018 CAHELP Governance Council Review/Approval
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