From FIE
to PLAAFPs
to IEP’s
Presented by
Jay Morris
ARD Facilitator
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The FIE
 FIE = Full Individual Evaluation
 Can be:
 Psychological
 Psychoeducational
 Combined
 Diagnosis comes from the Diagnostic and Statistical
Manual of Mental Disorders (DSM-IV & V)
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Categories of Disabilities under IDEA
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Autism
Deaf-Blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
(Mental Retardation)
 Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language
Impairment
 Traumatic Brain Injury
 Visual Impairment
(including Blindness)
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Types of Assessment Tools
 Wechsler Intelligence Scale for Children (3rd ed.)
(WISC-III)
 Stanford-Binet Intelligence Scale (4th ed.)
 Woodcock-Johnson III Tests of Cognitive Abilities (WJ
III)
 Kaufman Test of Educational Achievement/Normative
Update (K-TEA/NU)
 Wechsler Individual Achievement Test, Second Edition
(WIAT-II)
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More…
 Vineland Adaptive Behavior Scales (2nd ed.)
(Vineland-II)
 Gray Oral Reading Test-Fourth Edition (GORT-4)
 Cognitive academic language proficiency (CALP)
 Basic interpersonal communicative skills (BICS)
 Cognitive Abilities Tests (CogAT)
 Multidimensional Aptitude Battery (MAB)
 Brigance Comprehensive Inventory of Basic Skills
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What These Tests Do…
 Gives schools information on the student levels for:
 Cognitive
 Academic
 Functional
Behavioral/Emotional
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Scores on Reports
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The FIE
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Parts of the FIE…
 Page 1 contains:
 Student information
 Tests Given
 Comparison Chart
 Following Pages Contain:
 Reason for Evaluation
 Review Response to Intervention (RtI)
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Parts of the FIE cont.…
 Review of Previous Evaluations (if applicable)
 Evaluations Procedures
 Language Communication Status (Speech Eligibility)
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Assistive Technology
Oral Speech Mechanism Evaluation
Articulation/Phonological Process
Language Functioning
Voice
Fluency
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Parts of the FIE cont.…
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Physical Status
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Sociological Status
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Emotional Status
Academic Performance
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Intellectual
Performance
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 Adaptive Behavior
Performance
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Assistive Technology
Consideration of
Special Education
Criteria
Conclusions &
Recommendations
Signatures
Activity
 First, grab Sample A report in front of you.
 Second, Read through the report.
 Third, discuss with your group about the
student.
 Fourth, write down and share your findings.
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“G” Scales
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Gc: Crystallized Intelligence
Breadth and depth of acquired knowledge
Verbal, language-based knowledge
Acquired knowledge
 language development, lexical knowledge
(vocabulary), listening ability, general information
 Influenced by culture, background experiences, and
educational opportunity
 Affects vocabulary, answering factual questions,
comprehension of oral and written language
 Associated with LD in Reading Comprehension, Math
Calculations, Math Reasoning, Written Expression,
Oral Expression, and Listening Comprehension
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Accommodations to Address
Difficulties with Gc
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Relate new learning to prior knowledge
Pre-teach vocabulary or background knowledge
Provide specific vocabulary instruction
Paraphrase using simplified vocabulary that is clear
and concise
 Incorporate student interests and prior knowledge
into activities
 Check for student understanding of instruction and/or
directions
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Gf: Fluid Reasoning
Think and Reason “mental operations”
Problem solving in “novel” situations
 Forming/recognizing concepts, identifying
relationships, drawing inferences, mental
flexibility
 Associated with LD in Reading Comprehension,
Math Reasoning, and Written Expression
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Accommodations to Address
Difficulties with Gf
 Provide repetition and repeated review of concepts
 Teach problem solving strategies and provide a list of
procedures to follow when working on problem
solving tasks
 Provide step by step instructions
 Insure mastery of prerequisite skills prior to
introducing more abstract concepts
 Utilize graphic organizers
 Peer assistance
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Gsm: Short-Term Memory
Ability to hold information & use it
immediately (within a few seconds)
Retain 7 chucks of information
 Memory span, working memory
 Impacts attention, following directions, memorizing facts,
listening and comprehending instruction, note taking
 Associated with LD in Basic Reading, Reading
Comprehension, Math Calculations, Math Reasoning,
Written Expression, Oral Expression, and Listening
Comprehension
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Accommodations to Address
Difficulties with Gsm
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Provide repetition and repeated review
Short, concise directions
Insure understanding of directions- have student repeat
Minimize distractions and insure you have the student’s
attention prior to giving directions/ providing instruction
 Teach memory strategies
 Provide visual supports (i.e., written directions, copy of
notes, etc.)
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Gv: Visual Processing
Ability to generate, store, retrieve, and transform
visual patterns/stimuli
Ability to mentally reverse ad rotate objects
 Includes spatial relations, visualization, visual memory, and
orthographic processing
 Not considered to have a significant impact on academics
 Can impact math- using patterns and designs, spatial
orientation, noting visual detail
 Associated with LD in Basic Reading, Reading Fluency,
Math Calculations, and Math Reasoning
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Accommodations to Address
Difficulties with Gv
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Provide manipulatives
Use graph paper to assist with visual organization
Provide note taking assistance
Reduce extraneous visual stimuli on handouts/
assignments
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Glr: Long-Term Retrieval
Ability to store information and retrieve it
Process of storing and retrieving information
 Includes meaningful memory, associative memory,
ideational and figural fluency
 Associated with LD in Basic Reading, Reading Fluency,
Math Calculations, Written Expression, and Oral
Expression
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Accommodations to Address
Difficulties with Glr
 Provide repetition and repeated review and limit the
amount of new information presented at a time
 Provide immediate feedback; avoid extended time
between instruction and assessment of retention
 Allow time for a “mini-review” prior to test taking
 Utilize reference materials (i.e., calculator,
multiplication chart, spell check, etc.)
 Teach strategies to improve memory (i.e., mnemonic
devices, rehearsal, visual supports)
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Ga: Auditory Processing
Ability to perceive, analyze, and
synthesize a variety of sounds
 Phonological awareness and processing
 Impacts reading and writing, especially during early
stages of learning
 Associated with LD in Basic Reading, Written
Expression, and Listening Comprehension
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Accommodations to Address
Difficulties with Ga
 Provide phonological awareness activities (i.e.,
rhyming, alliteration, imitation, etc.)
 Emphasize sound/symbol associations when teaching
reading decoding and spelling
 Provide visual supports/outlines for listening
activities/note taking
 Reduce auditory distractions
 Grade for content and mechanics rather than
decoding and spelling
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Gs: Processing Speed
Ability to process information quickly and
efficiently
Mental quickness
 Perceptual speed, number facility, speed of
reasoning, rate of test taking
 Affects timely completion of assignments,
processing information quickly, taking timed tests
 Associated with LD in Basic Reading, Reading
Fluency, Math Calculations, and Written
Expression
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Accommodations to Address
Difficulties with Gs
 Consider reducing the quantity of work or provide
additional time to complete
 Emphasize quality over quantity
 Limit copying activities or provide structure
 Utilize activities that increase rate and fluency (i.e.,
flash cards, educational software, etc.)
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FIE to PLAAFPs
Present Levels of Academic
Achievement and Functional
Performance
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Teacher Input Forms for
Present Levels of Academic
Achievement and Functional
Performance (PLAAFP)
What is a Teacher Input Form?
1. Lists the SPED Student Information
(will be filled out by Case Manager)
2.Able to list missing assignments
3.List Academic Strengths
4.List Academic Weaknesses
5.Identify Behaviors
6.Identify Social Interactions
7.Compliance of Staff Directives
8.Use of Grade Level Materials
Teacher Input Form
Teacher Input Form
• Case Manager will input the pertinent
information.
• Current Grade: Please put in their
current grade from your grade book.
• Please put in any missing assignments
for the SPED Case Manager.
Teacher Input Form- Academic
competencies
 Strengths & Weaknesses
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Good Examples:
 Student is able to use his reading strategies
 Can read and comprehend grade level
material
 Able to use integers
 Able to solve simple/complex algebraic
problems
 Understands the composition of the earths
layers
 Understands the significance of the
Revolutionary War
Teacher Input Form- Academic
competencies
 Strengths & Weaknesses
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More Good Examples (you can just list TEKS):
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Word Identification 8.6B – Structural Analysis – Affixes
Summary 8.10G
A.1D Solving Equations by Adding and Subtracting
Science Example TEK
• 8.3(B) use models to represent aspects of the natural world such as an
atom, a molecule, space, or a geologic feature;
• Social Studies/History Example:
• TEKS: 1a-c, 2a-b, 3a-c
• SPED Case Manager will be able pull up the TEKS to
copy and paste, it just takes longer to prepare the
PLAAFP for the ARD.
Teacher Input Form- Academic
competencies
 Strengths & Weaknesses
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What should NOT be listed:
• Has trouble focusing on material
• Does not complete homework
• Can participate in group activities in class
• Can stay awake during instruction
These are types of behaviors and will be addressed at the
bottom of the Teacher Input Form.
Teacher Input Form
Teacher Input Form – Continued…
 Behaviors, Social Interactions, Compliance with Staff Directives
• Read each statement and place an (S) for Strength and
an (N) for Needs Improvement.
 Other Information you would like to Add/Comments/Concerns
 This box, you can list anything else you feel is important
that needs to be discussed at the ARD meeting.
PLAAFPs from FIE Activity
 Read through a different report.
 Analyze the “G” scales and find areas of Strengths
and Weaknesses.
 In reading the report, find where the examiner
describes particular strengths and weaknesses.
 Create a T chart to write down strengths and
weaknesses you found.
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IEP Goals and Objectives
 Steps to Creating a Standards-based IEP
 Step 1: Consider the grade-level content standards for the
grade in which the student is enrolled or would be
enrolled based on age. Ask:
 What is the intent of the content standard?
 What is the content standard saying that the student must
know and be able to do?
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IEP Goals and Objectives
 Step 2: Examine classroom and student data to determine
where the student is functioning in relation to the gradelevel.
 Has the student been taught content aligned with gradelevel standard?
 Has the student been provided appropriate instructional
scaffolding to attain grade-level expectations?
 Were the lessons and teaching materials used to teach the
student aligned with state grade-level standards?
 Was the instruction evidence-based?
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IEP Goals and Objectives
 Step 3: Develop the present level of academic achievement and
functional performance.
 Describe the individual strengths and needs of the student in
relation to accessing and mastering the general curriculum.
 What do we know about the student’s response to academic
instruction (e.g., progress monitoring data)?
 What programs, accommodations (i.e., classroom and testing)
and/or interventions have been used with the student?
 What have we learned from previous IEPs and student data that
can inform decision making?
 Are there assessment data (i.e., state, district and/or classroom)
that can provide useful information for making decisions about
the students’ strengths and needs (e.g., patterns in the data)?
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IEP Goals and Objectives
 Step4: Develop measurable annual goals aligned with
grade-level academic content standards.
 What are the student’s needs as identified in the present
level of performance?
 Does the goal have a specific timeframe?
 What can the student reasonably be expected to
accomplish in one school year?
 Are the conditions for meeting the goal addressed?
 How will the outcome of the goal be measured?
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IEP Goals and Objectives
 Step 5: Assess and report the student’s progress
throughout the year.
 How does the student demonstrate what he/she
knows on classroom, district, and state assessments?
 Are a variety of assessments used to measure
progress?
 How will progress be reported to parents?
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Sample IEP Goals & Objectives
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Goals & Objectives Activity
 Looking at a different report, look at the lowest “G”
scores.
 As a group, look at the strengths and weaknesses you
developed.
 Choose 1 weakness to develop a goal and objectives
for the IEP.
 Write a goal and at least 2 objectives.
 Present what you developed.
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References
 Alvin ISD forms from Computer Automations System,
SEAS web program. www.seasweb.net/txalvin
 Holbrook, M. (2007) In Forum. Standards-Based
Individualized Education Program Examples.
http://projectforum.org/docs/StandardsBasedIEPExamples.pdf
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