The IQ/Achievement Discrepancy Method of Identification The IQ/Achievement Discrepancy Method of Identification concludes there is a severe discrepancy between educational performance and predicted achievement that is based on the best measure of cognitive ability. A severe discrepancy between educational performance and predicted achievement that is based on the best measure of cognitive ability is defined by at least 1.5 Standard Deviations (considering Standard Error of the Estimate) when utilizing regressionbased discrepancy analyses described in Tennessee's guidelines for evaluation of Specific Learning Disabilities in the SLD Assessment Resource Packet: http://state.tn.us/education/speced/seassessment.shtml.
Specific Learning Disabilities
- The IQ/Achievement Discrepancy Method of Identification must include documentation that all the standards in the Specific Learning Disabilities Evaluation Section 2.a.(1) – 2.a.(8) and Evaluation Section 2.b.(1) through 2.b.(3) have been met.
- Evaluation using the IQ/Achievement Discrepancy Method of Identification must also include:
- an individual standardized multifactored assessment of cognitive ability;
- an individual standardized assessment of academic achievement;
- documentation of performance on all of the following:
- group or individually administered achievement tests; and
- criterionreferenced assessments or curriculum/performancebased assessments;
- at least two documented observations of the child’s educational performance in the general education classroom including:
- an indirect observation by the child’s general education classroom teacher, and
- a direct observation by a professional other than the person providing the indirect observation (observations shall address the child’s academic behaviors, academic performance, and relevant work samples);
- documentation of parental input; and, as appropriate, the child’s input; and
- documentation that the child’s learning problems are not primarily due to:
- lack of appropriate instruction in reading and math; SPECIAL EDUCATION MANUAL – 2008 62
- limited English proficiency;
- Visual Impairment;
- Hearing Impairment;
- Orthopedic Impairment;
- Mental Retardation;
- Emotional Disturbance;
- environmental or cultural factors;
- motivational factors; and
- situational trauma.