Wyoming Administrative Code › Agency 206 - Education, Dept. of › Sub-Agency 0002 - General Agency, Board or Commission Rules › Chapter 7 - SERVICES FOR CHILDREN WITH DISABILITIES › Appendix A - Wyoming Severe Discrepancy Formula

Current through July 13, 2024
Consistent with
				  34 C.F.R. §
										300.307, a school district or public agency
				  is not required to use the Wyoming Severe Discrepancy Formula in order to find
				  a child eligible for special services under the category of Specific Learning
				  Disability (SLD). In the event a school district or public agency elects to
				  establish a child's eligibility under the category of SLD through use of a
				  severe discrepancy model, the school district or public agency must use the
				  Wyoming Severe Discrepancy Formula and document compliance on the eligibility
				  report.
The assessment of intellectual ability and academic
				  functioning level must include individually administered norm-reference tests
				  that are reliable and valid, and administered by an individual specifically
				  trained to administer and interpret the instruments. Criterion-referenced
				  tests, informal measures, work samples, classroom observations, and the child's
				  educational history may be used as needed to corroborate norm-referenced test
				  scores.
A child whose disability is a Specific Learning Disability
				  must demonstrate a severe discrepancy between current achievement level and
				  expected achievement level of 22 points upon initial evaluation. Expected
				  achievement level (obtained from Table A) is based on the correlation between
				  tests of the child's composite intellectual standard score compared to the
				  child's composite achievement score in one (1) or more core achievement
				  areas.
Instructions:
In all cases, intellectual and achievement standard scores
				  should be based on age norms rather than grade norms and, when available, on
				  cluster scores rather than on subtest scores. Using the most current editions
				  and norms of any chosen standardized tests is preferable to using older
				  editions with outdated norms.
The table on the following page entitled Correlation
				  Coefficient Between Ability and Achievement Test Scores should be used to
				  determine the child's expected achievement level. This table takes into account
				  the correlation between the intellectual and achievement measures being used as
				  well as regression toward the mean. To use this table, the steps outlined below
				  must be followed:
Step 1: Determine the correlation between the intellectual
				  and achievement measures being used, if available. If the correlation between
				  intellectual and achievement measures is not known, .65 may be used as an
				  adequate median correlation between such measures.
Step 2: Locate the child's intellectual standard score in
				  the side columns of Table A, entitled Correlation Coefficient Between Ability
				  and Achievement Test Scores.
step 3: Follow the row determined In Step 2 to the column
				  with the correlation value closest to the correlation between the] chosen
				  measures of intellectual functioning and achievement or to a correlation of ,65
				  if a specific correlation coefficient Is not known.
Ability Score
Table A: Correlation Coefficient Between Ability and
							 Achievement Test Scores
Ability Score
0.4
0.45
0.5
0.55
0.6
0.65
0.7
0.75
0.8
0,85
0.9
Expected Achievement Score with Correction for
							 Regression Toward the Mean
130
112
114
115
117
118
120
121
123
124
126
127
130
129
112
113
115
116
117
119
120
122
123
125
126
129
128
111
113
114
115
117
118
120
121
122
124
125
128
127
111
112
114
115
116
118
119
120
122
123
124
127
126
110
112
113
114
116
117
118
120
121
122
123
126
125
110
111
113
114
115
116
118
119
120
121
122
125
124
110
111
112
113
114
116
117
118
119
120
122
124
123
109
110
112
113
114
115
116
117
118
120
121
123
122
109
110
111
112
113
114
115
117
118
119
120
122
121
108
109
111
112
113
114
115
116
117
118
119
121
120
108
109
110
111
112
113
114
115
116
117
118
120
119
108
109
110
110
111
112
113
114
114
116
117
119
118
107
108
109
110
111
112
113
114
114
115
116
118
117
107
108
109
109
110
111
112
113
114
114
115
117
116
106
107
108
109
110
110
111
112
113
114
114
116
115
106
107
108
108
109
110
111
111
112
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114
106
106
107
108
108
109
110
111
111
112
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113
105
106
107
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108
108
109
110
110
111
112
113
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105
105
106
107
107
108
108
109
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111
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111
104
105
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108
108
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111
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104
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104
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103
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102
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