Houston Independent School District

1. Houston Independent School District EasyIEP™ Office of Special Education Services EVALUATION DATA And Notice of FIE ELIGIBILITY DETERMINATION August 2011

2. THE EVALUATION To convert NEEDS to Present Levels The last step in evaluation is the first step in IEP Development –

3. EasyIEP Web Address https://go11.pcgeducation.com/txhouston

4. EasyIEPLog On

5. Evaluation Data and Notice of FIE Not required for SLD, MR, OHI/OI/TBI

6. PEIMS INFORMATION

7. Disabilities 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.

8. Full and Individual Evaluation Areas

9. Full and Individual Evaluation (FIE) Report: SLD • FIE Summary • Foundation for the PLAAFP • Cognitive area(s) of weakness • Cognitive area(s) that is intact/strength

10. (FIE) Report: SLD

11. FIE Report: SLD Completed Sample

12. FIE Report: OHI, OI, TBI • FIE Summary • Foundation for the PLAAFP • Physical Condition - Factors unique to this student’s environment that impact learning are:

14. FIE Report: MR (ID)/NCEC(MR) • FIE Summary • Foundation for the PLAAFP • The student displays a global cognitive delay based on: • Adaptive behavior deficits were identified in the following areas:

16. FIE Report: Combination of Disabilities • FIE Summary • Foundation for the PLAAFP • Sub-components for disability 1 • Sub-components for disability 2 • Sub-components for disability 3 • Etc.

18. FIE Report: SI Only • FIE Summary • Required for SI only – completed by Speech Therapist • Foundation for the PLAAFP • Required for SI only – completed by Speech Therapist

19. FIE Integrated Report: SI with Additional Disabilities • 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

20. Need for Additional Evaluation

21. Need for Additional Evaluation section - Yes • 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

22. Need for Additional Evaluation section - No • 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

23. FIIE/FIE INFORMATION

24. Create FIIE/FIE Event Open FIIE/FIE Information section

25. FIIE/FIE Projected Date Correct:Skip to FIE Notice

26. Create FIIE/FIE Event If projected FIE Date is missing or incorrect

27. Create FIIE/FIE Event • Enter date of new FIIE/FIE • Select Initial or Reevaluation from Evaluation Purpose menu • Click Create FIIE/FIE

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

29. FIE NOTICE

30. FIE Notice

31. Eligibility Determination

32. Annual ARD/IEP Meeting

33. Initial or Reevaluation ARD/IEP Meeting

34. SLD: Analysis of Determinant Factors

35. Initial or Reevaluation ARD/IEP Meeting

36. Initial or Reevaluation ARD/IEP Meeting Date

37. Initial or Reevaluation ARD/IEP Meeting

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

39. EasyIEP Start Date ALL ARD/IEP Meetings August 22, 2011

40. Evaluation DataPlan of Action Print list of all students at assigned campuses using EasyIEP system

41. Print List of Students Student Names Sort by Last IEP

42. Evaluation DataPlan of Action Contact Special Education Department Chairperson regarding ARD/IEP meetings scheduled from August 22 – October 31, 2011

43. Evaluation DataPlan of Action Log on to EasyIEP and complete Evaluation Data and Notice of FIE sections for these students

44. Evaluation DataPlan of Action • 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

45. EasyIEP Training 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

46. EasyIEP Support:Evaluation DataEligibility Determination 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

47. Appendix SAMPLES

48. FIIE/FIE Summary: SLD 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.

49. Foundation for the PLAAFP • 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.

50. Cognitive Area(s) of Weakness is • 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.