Yes    No    The student has a significant deviation in speech such as fluency,
                   articulation or voice, or

Yes    No   The student has a significant deviation in the ability to decode or
                  encode oral language which involves phonology, morphology,
                  semantics or pragmatics or a combination thereof.

Yes    No   Documentation of the student's interpersonal communication
                  effectiveness in a variety of educational settings by the teacher,
                  parent, speech-language pathologist, and others as appropriate
                  supports the adverse educational effect of the speech-language
                  impairment or oral communication in a classroom or school setting.
 

EXCLUSIONARY FACTORS:

The student may not be identified as having a speech-language impairment if
the speech or language problems primarily result from environmental or
cultural factors.
 

DEFINITIONS:

The student has a significant deviation in oral performance if the student's
performance on standardized test is two standard deviations below the
population mean, or between 1.5 and two standard deviations below the
population mean, and there is documented evidence over a six-month period
prior to the current evaluation of no improvement in the speech-language
performance of the student even with regular classroom interventions.
For articulation, a significant deviation is consistent articulation errors
persisting one year beyond the highest age when 90 percent of the students have
acquired the sounds based upon specific developmental norms.

If norm-referenced procedures are not used, alternative assessment procedures
shall substantiate a significant deviation from the norm.

Student Name: _________________ CST Date: __________