Office of Special Education ServicesOffice of Special Education Services

The last step in evaluation is the The last step in evaluation is the first step in IEP Development –first step in IEP Development –

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Not required for SLD, MR, OHI/OI/TBI

Selecting the disability categories will prompt the system to display fields to complete the required sections for LD, MR (ID), OHI, OI, and TBI. Go to the Evaluation Components sections to select the required areas related to the other disability categories.

Full and Individual Evaluation Areas

FIE Summary

Foundation for the PLAAFP

Cognitive area(s) of weakness

Cognitive area(s) that is intact/strength

FIE Summary

Foundation for the PLAAFP

FIE Summary

Foundation for the PLAAFP

FIE Summary

Foundation for the PLAAFP

FIE Summary• Required for SI only – completed by Speech

Therapist

Foundation for the PLAAFP• Required for SI only – completed by Speech

Therapist

FIE Summary• Completed by Evaluation Specialist

Foundation for the PLAAFP• Completed by Evaluation Specialist

Select Evaluation Components: Speech

Speech Evaluation Summary• Completed by Speech Therapist

Speech Foundation for the PLAAFP• Completed by Speech Therapist

Need for Additional Evaluation

Check "Yes," if additional evaluation is being considered by the ARD/IEP committee. Follow the prompts to complete the subsequent questions Reminder: Evaluation representative for the additional evaluation area under discussion will be present at the ARD/IEP meeting to facilitate the discussion with the committee

Develop the Notice of FIE and forward “hard copy” to the parent along with the ARD/IEP document

OR

Check “No,” if no additional evaluation is being considered by the ARD/IEP committee

Check “No” to the question a Notice of FIE is Required

Note: Staff who are not responsible for evaluations will have “View Only” access to this page

FIIE/FIE INFORMATION

Open FIIE/FIE Information section

If projected FIE Date is missing or incorrect

•Enter date of new FIIE/FIE

•Select Initial or Reevaluation from Evaluation Purpose menu

•Click Create FIIE/FIE

• Confirm Create FIIE/FIE event by clicking “Yes” button

FIE NOTICE

•Once the Eligibility Determination event is created, the special education teacher may select the semesters for which the student will receive services.

Semesters

ALL ARD/IEP Meetings

August 22, 2011

Print list of all students at assigned campuses using EasyIEP system

Sort by

Last IEP

Student Names

Contact Special Education Department Chairperson regarding ARD/IEP meetings scheduled from August 22 – October 31, 2011

Log on to EasyIEP and complete Evaluation Data and Notice of FIE sections for these students

•Evaluation Data sections must be completed prior to the scheduled ARD/IEP meetings ARD/IEPs due by September 30 must be completed by August 31

ARD/IEPs due by October 31 must be completed by September 15

Complete all remaining student’s information, including initial referral and reevaluations, within 30 days prior to the ARD/IEP meeting

New Evaluation SpecialistsAugust 18, 2011*

Evaluation SpecialistsAugust 23, 24, 25, and 26, 2011*

Open Lab – Evaluation RepresentativesAugust 18, 2011 – 4 to 6 pm (HMW 2C07)

* Register on eTrain

Elementary Lead Evaluation Specialists (LES) Middle School Lead Evaluation SpecialistsHigh School Lead Evaluation Specialists

Dr. R. Martinez, Manager of Special Programs, Child Study

Denise Mann, EasyIEP Functional Team/LESDarcy Thompson, EasyIEP Functional Team

Appendix

SAMPLES

Denise was initially evaluated in April 2008. Currently, she is a fifth grade student who receives special education services as a student with a learning disability in the area of reading comprehension and as a student with a speech impairment. The information provided by her teachers indicates Denise is currently struggling in all academic areas and receives second to third grade modified work.  

The current FIE results indicate that Denise’s short-term memory, and long-term memory abilities were intact. The cognitive pattern of strengths and weaknesses reflected a processing disorder in the areas of knowledge comprehension and fluid reasoning that negatively impacted her academic achievement in the area of reading comprehension based on report card grades, benchmark testing, TAKS and Stanford 10 results as well as the KTEA II testing. Denise meets disability criteria for the specific learning disability impairment.

The cognitive pattern of strengths and weaknesses reflected a processing disorder in the areas of knowledge comprehension and fluid reasoning that negatively impacted her academic achievement in the area of reading comprehension based on report card grades, benchmark testing, TAKS and Stanford 10 results as well as the KTEA II testing. Gc and Gf are important to reading and writing which appear to be areas of concern for Denise based on her classroom grades and benchmark performance. Below average knowledge comprehension may hinder an individual's ability to comprehend written text due to a lack of vocabulary knowledge or basic concepts necessary to understand the text.

The cognitive pattern of strengths and weaknesses reflected a processing disorder in the areas of knowledge comprehension and fluid reasoning that negatively impacted her academic achievement in the areas of reading comprehension and written expression.

Academically, Denise has difficulty with reading and analyzing grade level text and distinguishing between fact and opinion, making inferences or determining whether it is real or fictional information. Denise does not edit presented text for errors in grammar and spelling. She struggles with writing short paragraphs that have a beginning, middle and ending on a given topic.

The current FIE results indicate that Denise’s short-term memory, and long-term memory abilities were intact. When provided with vocabulary support and reading strategies such as Think-Pair-Share, Summary Frames or K-W-L; Denise is able to recall main and supporting characters and details as well as answer factual questions or draw plausible conclusions using grade level text in the content areas. Denise writes statements appropriately using the conventions of capitalization and ending punctuation. She capitalizes most names and places. Denise is able to write two or three related, descriptive statements when given a picture prompt and an outline.

Evaluation SummaryJosey was referred due to difficulty with reading comprehension tasks including identifying setting and plot summary as well as distinguishing between fact and opinion. She writes short statements but has difficulty organizing a paragraph when working independently.

Josey met the disability criteria as a student with a specific learning disability (SLD) with a demonstrated processing disorder in the area of knowledge comprehension that negatively impacted her academic achievement in the areas of reading comprehension and written expression.

Foundation for PLAAFP: How does disability(ies) affect the student academically? Josey demonstrated a processing disorder in the area of knowledge comprehension that negatively impacted her academic achievement in the areas of reading comprehension and written expression based on report card grades, benchmark testing, TAKS and Stanford 10 results as well as the KTEA II testing.

When provided with decoding support and reading strategies such as Think-Pair-Share, K-W-L or other graphic organizers, Josey recalls main and supporting characters and details as well as answers factual and inferential comprehension questions on grade level text in the content areas. Josey writes statements appropriately using the conventions of capitalization and ending punctuation. She capitalizes most names and places. However, Josey does not edit presented text for errors in grammar and spelling. Josey writes two or three descriptive statements when given a picture prompt and an outline. She struggles with writing short paragraphs that have a beginning, middle and ending on a given topic.

Evaluation SummaryJason was referred for a formal reevaluation since he has been evaluated just once previously. The Full and Individual Initial Evaluation (FIIE) was completed April 17, 2008. Jason is currently identified as a student with mental retardation (intellectual disability). He receives special education instruction in the Life Skills program with art and physical education classes in the general education setting. The teachers report that Jason has made progress on his IEPs in the areas of Science for Life and Reading for Life. Jason enjoys art and participates in structured art lessons with lots of hand-over-hand assistance from the teacher.

Jason’s cognitive abilities, academic abilities, and adaptive behavior skills are severely delayed compared to his age level peers. Jason’s level of cognitive functioning reflected a relatively “flat profile” with all areas within the well below average to lower extreme range. Adaptive behavior skills of daily living skills and socialization are well below age expected levels. As such, Jason meets the disability criteria for mental retardation.

Foundation for PLAAFP: How does disability(ies) affect the student academically? Jason demonstrated severely below average ability across all academic skill areas. He was evaluated in the areas of basic academic skills. On the Letter and Word Recognition and Word Reading subtests, Jason identified some letters but could not read any words. In writing letters and words, and copying simple figures, most of his attempted letters were illegible. However, Jason was able to form a few letters with much difficulty and when provided with a model. In mathematics, he could solve single digit addition problems but was unable to complete subtraction problems. Most numbers were formed in reverse.