Office of Special Education Services
August 2011
The last step in evaluation is the first step
in IEP Development –
https://go11.pcgeducation.com/txhouston
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
PLAAFP
for the
 Cognitive
area(s) of
weakness
 Cognitive
area(s) that
is intact/strength
 FIE
Summary
 Foundation
PLAAFP
for the
 Physical
Condition - Factors
unique to this student’s
environment that impact
learning are:
 FIE
Summary
 Foundation
PLAAFP
for the
 The
student displays a
global cognitive delay
based on:
 Adaptive
behavior
deficits were identified in
the following areas:
 FIE
Summary
 Sub-components
for
disability 1
 Foundation
PLAAFP
for the
 Sub-components
for
disability 2
 Sub-components
disability 3
 Etc.
for
 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
Semesters
•Once the Eligibility Determination event is created, the special
education teacher may select the semesters for which the
student will receive services.
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 Specialists
August 18, 2011*
Evaluation Specialists
August 23, 24, 25, and 26, 2011*
Open Lab – Evaluation Representatives
August 18, 2011 – 4 to 6 pm (HMW 2C07)
* Register on eTrain
Elementary Lead Evaluation Specialists (LES)
Middle School Lead Evaluation Specialists
High School Lead Evaluation Specialists
Dr. R. Martinez, Manager of Special Programs, Child Study
Denise Mann, EasyIEP Functional Team/LES
Darcy 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 KW-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 Summary
Josey 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.
Cognitive area(s) of weakness is:
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.
Cognitive areas that are intact:
Josey scored in the average range in the areas of visual
processing, fluid reasoning, auditory processing, shortterm memory, and long-term storage and retrieval.
Evaluation Summary
Jason 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.
The student displays a global cognitive delay
based on:
Testing results in the area of overall intellectual ability revealed that
Jason is functioning in the Extremely Low range compared to his age
peers (WISC-IV FSIQ SS=43, <1st percentile). He demonstrated a
severe delay on nonverbal tasks, such as processing speed. Jason also
demonstrated a severe delay on verbal tasks, such as describing
general vocabulary concepts, providing definitions for terms, and
describing similarities between two general objects or concepts. His
verbal skills, although significantly delayed, were better developed
than his nonverbal skills.
Adaptive behavior deficits were identified in
the following areas:
Jason’s overall adaptive behavioral rating scale fell within the (Low)
severely impaired range (Vineland Adaptive Behavior Composite
<1st percentile). A relative strength was indicated in receptive and
expressive language although his overall communication abilities
were in the moderately low range. As such, Jason scored somewhat
higher in his ability to define vocabulary words and respond to
questions. Jason’s adaptive behavior skills, specifically daily living
skills and socialization, were in the Low range indicating that he
demonstrated deficits in these areas.
The student displays a global cognitive delay
based on:
Ricky’s score was more than two standard deviations
below the mean on the Full Scale IQ on the WISC-IV. His
cognitive profile was relatively flat with significantly
delayed scores in Verbal Comprehension, Perceptual
Reasoning, Working Memory and Processing Speed.
Adaptive behavior deficits were identified in
the following areas:
Communication and Daily Living Skills based on the
results of Vineland Adaptive Behavior Scales – II, when
rated by his mother. Ricky is able to feed himself using a
fork and spoon. He needs help using a knife to spread
condiments or cut meat. He is toilet trained and
communicates that he needs to use the bathroom by
raising his hand and getting the hall pass. Ricky puts his
shoes on the correct feet but does not tie his laces
independently.
Physical Condition - Factors unique to this student’s
environment that impact learning are:
Josey has been diagnosed as a student with attention deficit
hyperactivity disorder. Her mother reports that she takes
Concerta XR in the morning before coming to school.
Occasionally, Josey seems sleepy in class just before the last
period of the day.
Josey has difficulty with concentrating, maintaining attention
and organization. She frequently needs reminders to remain
on-task until she completes her assignment. Josey responds
appropriately when the teacher gives her a nonverbal
prompt to work quietly and raise her hand before speaking
in class.