With a 2E kid myself, how I look at this is that the high number is real - it shows the minimum that your kiddo can do on a good day when everything lines up for them - real ability might even be higher. Ideally, you want to work with your child on developing strategies, coping skills, and accomodations to get to the point where most days are good days, achievement-wise. The erratic nature of the performance is telling you that the disability is real and has real effects, and the magnitude of the swings lets you know the minimum impact that the disability has on a bad day - it could be worse, because you don't know for sure that the low score is reflecting a worst-day scenario. So the combination of results tells you the floor of the ceiling and the ceiling of the floor, if that makes any sense. Working on bringing the floor up closer to the ceiling is the goal of IEPs and 504 plans.
