evidence: ''(A) IN GENERAL.–The term 'specific learning disability' means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations." [...] Based on policy and procedure established by the LEA, speech-language pathologists (SLPs) involved in determining whether a child has a specific learning disability are not required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, or reading comprehension. As an alternative to using the IQ-achievement discrepancy model, LEAs can establish a process to determine if a child has a specific learning disability that finds out if a child responds to scientific, research-based instruction (RTI). [...] LEAs may develop a scientific, research-based intervention (RTI) or early intervening program that may be used to determine if a child has a specific learning disability. SLPs must be involved in developing these programs to ensure that students with a speech or language impairment are receiving an appropriate education in a timely manner.