The FIE = Data-based Problem Solving. Texas Educational Diagnostician Association (TEDA) Annual Conference April 8, 2011. PIEMS October 2010 Snapshot. Diagnostic Conclusions.
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Texas Educational Diagnostician Association (TEDA)
April 8, 2011
At this point in the report, the chronology and background of student is clear and narrative takes you to current status. Also you have identified any cultural or experiential factors which may have an impact on decision making.
At this point in the report, we have data regarding language/communication, developmental, and medical status. Depending on the student, Physical could come before Language, especially if student has a particular condition that will impact your selection of instruments and interpretation of the actual test results.
If no significant emotional/behavioral issues, then this section is usually before IQ or Achievement. If there are significant emotional/behavioral difficulties, then this section usually follows IQ and Ach.
Depending on nature of referral and how you want data presented, the Academic section can come before the IQ section.
AT needs should be discussed given physical, cognitive, linguistic, and academic functioning levels; on most reports the AT section is at the end
Vocational/Transition [when applicable, prevocational and vocational skills should be addressed; functional vocational evaluation would go here if applicable; measurement of interests and aptitudes; should also conduct skills analysis (e.g., cognitive, academic, behavioral, etc.)with transition goals and needs)]
At this point in the FIE, we now have all the information to make decisions regarding diagnosis/classification and educational needs
Adapted from D. Miller (2010)