FULL INDIVIDUAL EVALUATION (FIE)
INITIAL EVALUATIONS (34 CFR 300.531 AND 300.532)
A.
B.
the evaluation is conducted in accordance with the procedures in federal and state
law,
the results of the evaluation are used by the ARD/IEP Committee in developing
an individualized education program.
TIME LINE
A written report of a full individual evaluation of a student for purposes of special
education services shall be completed not later than the 60th calendar day following the
date on which the referral for assessment was initiated by school personnel, the student’s
parent or legal guardian, or another appropriate person. The assessment shall be
conducted using procedures that are appropriate for the student’s most proficient method
of communication.
The 60 calendar day time line requirements for the special education department
processing and assessment begins from the time that the parent/guardian signs notice and
consent for FIE. Data should be gathered and sent to special education assessment
person as soon as possible.
The ARD Committee shall convene within 30 calendar days from the date of
completion of the written assessment report to make decisions regarding the student’s
needs. When the 30th day occurs during the summer, when school is not in session the
ARD Committee will have until the first day of fall classes to convene and make
decisions.
PURPOSE
The purpose of the full individual evaluation is to:
A.
determine eligibility and the presence or absence of a physical, mental, or
emotional disability which may affect the student’s successful
participation in the general education curriculum;
B.
determine the presence or absence of a significant educational deficit and
the need for special education instructional and/or related services;
C.
identify specific learning competencies in instructional and related service
areas;
D.
make recommendations for determining the grading criteria and
procedures for participation in extracurricular activities; and
This means
if the
student is a
braille
reader or
low vision
device
user, these
provisions
must be
made.
E.
provide information relative to the appropriate mastery level or levels at
which the student should be expected to achieve in order to receive
passing grades in all content areas of instruction.
DOCUMENTATION GUIDELINES
WRITTEN REPORT (34 CFR 300.543)
An appraisal person shall prepare a written report of the results of the evaluation
which shall address the presence or absence of those symptoms or conditions
included in the specific eligibility criteria for the disability for which the student
is being assessed.
A.
The report will include a statement of:
1.
2.
3.
4.
5.
6.
This is really
important,
because
there ARE
no tests that
were
standardize
d for
students
with visual
impairments
.
7.
8.
9.
10.
whether the student has a specific disability and meets eligibility
criteria;
the basis for making the determination;
the relevant behavior noted during the observation of the child;
For
example
the relationship of that behavior to the student’s academic
, an Eye
functioning;
Report
the educationally relevant medical findings, if any;
whether there is a severe discrepancy between achievement and
ability that is not correctable without special education and
related services; and
the type and severity of the impairment and the functional
This
implications for the educational process
relates
directly to
the determination of the team concerning the effects of
the
environmental, cultural, or economic disadvantage.
FVE/LME
administration of sources of data for all areas assessed.
assessment instructions conducted under standard conditions,
information about the extent to which the assessment varied from
standard conditions, such as the qualifications of the person
administering the test or the method of test administration, needs to
be included in the evaluation report.
B.
Each team member shall clarify in writing whether the report reflects his
or her conclusion. If it does not reflect his of her conclusion, the team
member must submit a separate statement presenting his or her
conclusions.
C.
A copy of the FIE is given to the parent.
RELATED SERVICE ASSESSMENT REPORT
The related service appraisal person shall prepare a written report of the newest of
the evaluations.
A.
The assessment report for related services includes:
1.
learning competencies which identify the need for the
related service,
2.
documentation that the service will enable the student to
benefit from instruction,
3.
a recommendation for the specific service(s) to be offered
B.
The assessment report and supporting data used to develop the
current IEP are in the eligibility folder and are no more than three
years old.
OBSERVATION (34CFR 300.542)
Remember
that, while
O&M is a
related
service, VI
instruction is
an
educational
service and,
therefore
stands on a
footing with
all other
special
education
programs.
In the case of a student of less than school age or out of school, a team member
shall observe the student in an environment appropriate for a student of that age.
EVALUATION DATA
A. Observation
At least one team member other than the student’s current teachers shall
observe the student’s academic performance in the regular classroom
setting.
B.
Test Selection and Administration
Tests and other evaluation materials and procedures used for the purposes
of evaluation and placement of children with disabilities must be selected and
administered so as not to be racially or culturally discriminatory. All tests and
other evaluation materials have been validated for the specific purpose for which
they were used. Tests and other evaluation materials were administered by
trained personnel in conformance with the instructions provided by their
producers.
C.
Language Dominance
The assessment team shall first determine the student’s dominant
language. The student’s dominant language is the language in which the
student is most proficient. This determination may be made by formal or
Unfortunately,
there are NO
standardized
tests
designed for
and validated
on students
with visual
impairments.
This means
that any
standardized
test is, by
definition
inaccurate.
For this
reason,
SPECIFIC
TEST
RESULTS
SHOUD
NEVER BE
REPORTED
in an
assessment
report.
informal assessment. Assessment instruments must be administered in the
student’s dominant language (native language or other mode of
communication unless it is clearly not feasible to do so). If the primary
language of the home is not English, the student’s dominant language may
be determined as a result of recommendations made by the Language
Proficiency Assessment Committee (LPAC). Where no bilingual
examiner is available, an interpreter may be used.
D.
Language Proficiency
The assessment team must determine the student’s most proficient method
of communication. The language proficiency information must indicate
the student’s skill in understanding and using both receptive and
expressive domains, such as oral and written language, reading
comprehension, and listening comprehension, when appropriate.
Proficiency in both English and the other language(s) must be addressed
for Limited English Proficient (LEP) students.
E.
Physical Factors
The assessment of an individual’s physical factors (including visual,
hearing, and psychomotor abilities) must consist of an examination of
physical conditions which directly affect the student’s ability to profit
from the educational process. A general medical examination shall be
required only when specified by eligibility criteria or when abnormal
physical factors have been identified as part of the assessment of physical
factors. The health information collected during the referral process shall
be sufficient if a complete medical examination is not required by specific
eligibility criteria and if there are no indications of need for further
physical assessment.
F.
Emotional/Behavioral
The assessment of an individual’s emotional behavioral factors shall
consist of formally or informally identifying those characteristics
manifested in in-school or out-of-school behavior, or both, which may
influence learning. The assessment shall include behaviors relative to the
disability which may affect educational placement, programming, or
discipline.
G.
Sociological
This is why the
Functional
Vision/Learning
Media
Evaluation
MUST be done
before the rest
of the FIE.
The assessment of an individual’s sociological variables must consist of
identifying the child’s family and community environmental situation
influencing learning and behavioral patterns. Students shall not be eligible
for special education if the only deficiencies identified are directly
attributable to a different cultural lifestyle or to their not having had
educational opportunities.
H.
Notice
this.
Intellectual
The assessment of an individual’s intellectual functioning must include an
assessment of both verbal and nonverbal/performance abilities except in
special circumstances:
1.
2.
3.
a student with a visual impairment, orthopedic impairment, motor
impairment or hearing impairment, for whom a verbal measure of
intelligence may be more appropriate
a student with a language impairment; or
a student who obtained a verbal score 15 or more points below the
Performance score on a general measure of intelligence for whom
a nonverbal measure of intelligence may be more appropriate.
While the adaptive behavior of all students must be considered to some degree,
formal measures of adaptive behavior shall be required only when a student is
being assessed for mental retardation.
Intelligence must always be addressed. An informal assessment of intelligence
may be used to determine intellectual functioning as a part of eligibility for:
1.
visual impairment,
This is true
2.
orthopedic impairment,
because
3.
deaf – blindness.
there are no
FORMAL
4.
OHI for Homebound
measures.
Some examples of informal assessment include: achievement tests results, teacher
observations, adaptive behavior, grades, etc.
I.
Educational/Performance Levels
The assessment of an individual’s educational/performance levels must
include:
1.
Administration of an individual, norm-referenced measure of
academic performance levels in the following appropriate areas,
based on the student’s developmental level:
a.
Basic Reading Skills
b.
Reading Comprehension
c.
Math Calculation
d.
Math Reasoning
This means
that students
with VI are
not required
to take the
“performance”
part of
standardized
exams when
it’s not
appropriate.
While not
REQUIRED,
best practice
demands that
we also
carefully
assess the
adaptive
living skills of
students with
visual
impairments.
e.
f.
g.
J.
Written Expression
Listening Comprehension
Oral Expression
This is ABSOLUTELY
CRITICAL for students with
visual impairments. Technology
for our population is so complex
and changing so quickly that
best practice DEMANDS that a
TVI be part of the Technology
Assessment team for these
students.
Assistive Technology Devices and Services
Assistive technology devices and services shall be considered for all
students annually. Assistive technology devices and services are used to
adapt conditions to improve the student’s functioning when needed to
implement the student’s IEP.
1.
The FIE will reference the completed Assistive Technology Level
I assessment report regarding the need for assistive technology
devices or services.
2.
The Assistive Technology Level I assessment report will specify
one of the following:
a.
assistive devices and services are/are not recommended for
this student at this time;
b.
referral to the assistive technology team is
recommended.(Level II)
ASSESSMENT OF LEARNING COMPETENCIES (ACADEMIC
PERFORMANCE)
A.
Upon completion of the Full Individual Evaluation for a student who
appears to meet specific eligibility requirements for a disability the
appraisal staff member will notify the appropriate special education
teacher and give the teacher the Assessment of Learning Competencies
form. The teacher will assess the student and complete the form.
B.
The assessment shall include:
1.
2.
3.
criterion-referenced or curriculum-referenced assessments
designed to aid in the development of the student’s IEP;
information about the student’s strengths and weaknesses; and
the specific modifications of instructional content, settings,
methods and/or materials required by the student to achieve and
maintain satisfactory progress, including those that can only be
provided through special education services, and those adaptations
necessary for the student’s progress in regular classes and other
special and compensatory education programs.
Review of Existing Evaluation Data (REED)
Need:
ARD supplement for additional data (REED)
Obviously,
this has to be
done by a
TVI.
Will be completed within 12 months prior to the reevaluation due date.
Purpose:
To allow concentration of district resources on post-assessment needs of
students (e.g., instruction) when the disability tends to be long-standing or
data exist to demonstrate stability over time.
When NOT to use:
- to assess Emotional Disturbance
- for assessing Learning Disabilities if:
(a)
1st reevaluation
(b)
if previous reevaluations did not include general
comprehensive measure of intelligence (eg., WISC- III)
(c)
inconsistent or variable test (IQ) scores
- for assessing Autism for first two re-evaluation cycles
When to use:
an option to be used for a second re-evaluation
an option to be used for a first re-evaluation for special
circumstances such as multiple disabilities, medically fragile, etc.
DETERMINATION OF NEEDED EVALUATION DATA (34 CFR 300.533)
As part of a reevaluation, a team that includes individuals required in 34CFR
300.344 (same as ARD members-see Section 4), and other qualified
professionals, as appropriate, shall
A.
review existing evaluation data on the child, including but not limited to:
1.
2.
3.
4.
5.
B.
formal evaluation and informal evaluation (e.g., CLASS, Brigance)
and information provided by the parents of the student,
current classroom based assessments and observations, and
observations by teachers and related services providers, and
group assessment such as TAAS, TAKS, SDAA, DRA, Literacy,
IOWA, etc., and
other school records such as attendance, discipline reports, etc..
On the basis of that review, including input from the child’s parents, the
ARD/IEP team will identify what additional data, if any, are needed to
determine:
1.
2.
whether the child continues to have a particular category of
disability, as described in federal law 34 CFR 300.7;
the present levels of performance and educational needs of the
student;
These
meetings are
called
different
things. Some
are called
PARDs or
Pre-ARD
meetings, but
their purpose
is always the
same – they
determine
what
assessment
is necessary
for the three
year reeval.
3.
4.
whether the student continues to need special education and related
services;
whether any additions or modifications to the special education
and related services are needed to enable the student to meet the
measurable annual goals set out in the IEP of the student and to
participate, as appropriate, in the general curriculum.
C.
Appropriate school personnel will administer tests and other evaluation
materials as may be needed to produce the data identified in A. and B.
above.
D.
If determination under paragraph A. is that no additional data are needed
to determine whether the student continues to be a student with a
disability, the assessment representative of the ARD committee will notify
the student’s parents:
1.
2.
of that determination and the reasons for it; and
of the right of the parents to request a full individual evaluation to
determine whether the student continues to be a student with a
disability.
E.
The school district is not required to conduct an evaluation described in
paragraph D.2. above unless requested to do so by the student’s parents.
F.
If it is determined that additional evaluation data are needed or the parent
requests additional assessment, notice and consent for full individual
evaluation will be obtained from the parent/guardian at this time.
Requirements for Specific Eligibility
B.
Deaf-Blind (DB). A student with deaf-blindness is one who has a
combination of severe hearing and visual losses after best correction and is
determined to be eligible as auditory impaired and as visually impaired
according to the specific eligibility criteria for each of theses disabilities.
If an eligible student with a visual impairment has a suspected hearing loss
that cannot be demonstrated conclusively, and if a speech/language
therapist, or licensed speech language pathologist indicates there is no
speech at an age when speech would normally be expected, the student
may be eligible for services as deaf-blind.
F.
Multiple Disabilities (MD). A student with multiple disabilities is one
who has a combination of disabilities included in this section and who
meets all of the following conditions:
1.
the student’s disability is expected to continue indefinitely;
2.
the disabilities severely impair performance in two or more of the
following areas:
__psychomotor skills
__self-care skills
__communication
__social and emotional development
__cognition
Students who have more than one of the disabilities defined in this section
but who do not meet the criteria above shall not be classified or reported
as having multiple disabilities. This term does not include deaf-blindness.
J.
Traumatic Brain Injury (TBI). A student with traumatic brain injury is
one who has been determined by a licensed physician to have an injury to
the brain caused by an external physical force resulting in total or partial
functional disability and/or psychosocial impairment. Assessment to
determine educational need is performed by district personnel qualified to
assess those areas identified in 34 CFR 300.7 (b) (12): (cognition;
language; memory; attention; reasoning; abstract thinking; judgment;
problem solving; sensory perceptual and motor abilities; psychosocial;
behavior; physical functions; information processing; and speech) that are
suspected to adversely affect the student’s educational performance. The
term does not apply to brain injuries that are congenital or degenerative, or
brain injuries induced by birth trauma.
K.
Visual Impairment (VI). A student who has a visual impairment is
one who:
1.
has determined by a licensed ophthalmologist or optometrist to
have no vision or to have a serious visual loss after correction.
The visual loss should be stated in exact measures of visual
field and corrected visual acuity at distance and near in each
eye. The report should also include prognosis whenever
possible. If exact measures cannot be obtained, the eye
specialist must so state and give best estimates; and
2.
has been determined by the following assessments to have a
need for special services:
3.
a.
a functional vision evaluation by a professional certified
in the education of students with visual impairments or
a certified orientation and mobility instructor. The
evaluation must include the performance of tasks in a
variety of environments requiring the use of both near
and distance vision and recommendations concerning
the need for a clinical low vision evaluation and an
orientation and mobility evaluation;
b.
a learning media assessment by a professional certified
in the education of students with visual impairments.
The assessment must include recommendations
concerning which specific visual, tactual, and/or
auditory learning media are appropriate for the student
and whether there is a need for ongoing assessment in
this area.
A student who has a visual impairment is functionally blind if,
based on the preceding assessments, the student will use
tactual media (which includes braille) as a primary tool for
learning to be able to communicate in both reading and
writing at the same level of proficiency as other students of
comparable ability.
--------------------------------------------------------------------------------------------------------Assessment for Related Services and Adapted Physical Education
The following assessments shall be completed as appropriate before related services are
provided:
1.
Assessment for related services includes a written report demonstrating
that the student meets the criteria for the student’s individual education
This is the
“legal”
definition of
visual
impairment.
plan (IEP) and establishing that the service is needed in order for the
student to benefit from special education instruction.
2.
Assessment for adapted physical education is performed by appropriately
trained physical education or special education personnel.
Vocational Assessment
Vocational assessments of career interest and aptitude, if needed, are performed by
appropriately trained vocational education and/or special education personnel.
Re-Evaluation Assessments
A reevaluation of each child, in accordance with 300.532-300.535, is conducted if
conditions warrant a reevaluation, or if the child’s parent or teacher requests a
reevaluation, at least once every three years. Triennial reevaluations must be done on or
before the month and the day of the last comprehensive evaluation.
Notice should be given and written consent for the Full Individual Evaluation should be
obtained from the parent/guardian of the child at the Annual ARD Committee meeting
during the school year prior to the due date of the reevaluation. This will allow ample
time for the data to be collected, assessment to be completed, and the assessment report
to be written.
Requests for Additional Testing
Occasionally, more specific information is needed on a student in order to plan an
appropriate Individual Education Plan. When additional assessment is needed, whether it
be a speech/language assessment, psycho-educational assessment, psychological
assessment, or related service assessment, the appropriate appraisal staff person will be
present at the ARD meeting to request such assessment.
The appropriate appraisal staff person should be consulted to determine the need for
additional assessment and to what extent assessment should be done. The appraisal staff
person shall be consulted prior to convening an ARD meeting to request such assessment.