When a school district is deciding if a student has a significant gap between their intellectual ability and their school performance, they need to look at all relevant information about the student. They cannot rely on just one test score or result to make this decision.
Typically, they use standardized tests to measure both the student’s ability and their achievement. If a student’s scores in school performance (like reading or math) are much lower than their ability scores, it suggests a significant gap that might qualify them for special education services.
To check for this gap, the scores from ability and achievement tests are converted to a common scale (usually 100). If there’s a difference of about 20-22 points (which is 1.5 standard deviations), it strongly suggests a learning disability. This finding must be supported by other information, such as different tests, observations, and work samples.[1]
If standardized tests can’t be used for certain students (like for Black students due to specific regulations), the gap must be measured using another approved method. The assessment plan must detail this alternative method and be signed by a parent/guardian/other education rights holder before testing begins.[2] Even if standardized tests don’t show a significant gap, an IEP team can still determine that one exists. They must prepare a detailed report describing the gap, how big it is, and the methods used to find it. This report must include information from various sources, like tests, parent/guardian/other education rights holder input, teacher observations, and the student’s work samples. However, factors like limited school experience or poor attendance should not be the main reasons for the gap.[3]