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SPECIAL EDUCATION
ELIGIBILITY CHECKLIST
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STANDARD SCORE (SS)
Standard scores are the most reliable and common
scores used in special education evaluations. For most
tests, the average, or mean, standard score is 100 with a
standard deviation of plus (+) or minus (-) 15. A SS falls
within the average range if it falls between 85 and 115. A
SS between 70 and 84 is below average and shows that
the student has a deficiency. A SS between 55 and 69
shows that the student is scoring in the markedly below
average range and is an area of extreme deficit.
SCALED SCORE (SS)
Scaled scores are used in conjunction with standard
scores, often to report subtest results. Scaled scores
have a mean of 10 and a standard deviation of +/- 3. The
average range is between 7 and 13. The below average
range between is 4 and 6. The markedly below average
range is between 1 and 3.
PERCENTILE (%)
A student’s score along the bell curve can also be
expressed in percentiles. For example, a SS of 70 means
the student is in the second percentile, performing worse
than 98 out of 100 students. A student falls within the
average range if they are between 16% and 84%. Any
score below 16% is below average and may be considered
an area of deficit.
AGE EQUIVALENT (AE)
A student’s current age (CA) is measured by year and
month. For example, if a student is twelve years and ten
months old, his CA is 12.10. Standardized assessment
results may be reported in age equivalents, which report
the age at which that student’s test performance might,
on average, be expected. If a student has an AE of 10.5,
he or she is performing at the level of an average student
who is ten years and five months old. AE that is one or
more years below a student’s CA is a potential area of
deficit. For example, a CA of 12.6 with an AE of 10.5 in
Reading Comprehension means that the student has a
delay of 2.1 years, showing a deficit in this area.
GRADE EQUIVALENT (GE)
A student’s current grade (CG) is measured by year and
month. This diers from age measurement because it is
measured by a ten month school year. For example, if a
student is in fifth grade and it is February, that student’s
CG is 5.6 (assuming they started the school year in
August). Standardized assessment scores may be given in
GEs. If a student has a GE of 3.9, the student is performing
at the level of a student who is in the third grade during
the ninth month. A GE that is one or more years below a
student’s CG is a potential area of deficit. For example,
if a student’s CG is 5.5 and he scores a GE of 3.9 in
mathematics, then there is a delay of 1.6 years, showing a
deficit in this area.
T-SCORE
A dierent unit of measurement is often used to quantify
behavior—the T-score. Looking at the bell curve, the mean
for T-scores is 50 with a standard deviation of +/- 10.
T-scores are qualitatively dierent from the other scores
because they are not fully standardized. A behavior rating
scale asks a rater (e.g., teacher, parent, student) to rate
certain behaviors of the student along a continuum. For
example, a teacher would rate a student’s aggressive
behavior as something that never occurs, sometimes
occurs, or always occurs. Ratings are always subjective
to the rater. T-scores can be considered partially
standardized because scores from across the nation are
gathered and normed based on how often raters rate
kids high and low. Behaviors typically rated are attention,
hyperactivity, depression, impulsivity, etc.
On most assessments, we look at the incidence of
negative behaviors; thus, scores are higher when the
behavior occurs more frequently. Higher scores indicate
areas of concern. For example, when rating the negative
behavior of aggression, a T-score of 60 to 69 is at-risk and
a score of 70 or above is clinically significant. Behavior
rating scales may also measure the incidence of positive
behaviors. These are behaviors that we want our students
to display, so lower scores indicate areas of concern. For
example, when rating the positive behavior of social skills,
a T-score of 31 to 40 is at-risk and a score of 30 or below
is clinically significant.
UNDERSTANDING
ASSESSMENTS CONTINUED