Transcript Evaluation Summary Examples - HISD Special Education Updates

EasyIEP SYSTEM: ARD/IEP PROCESS
EVALUATION COMPONENTS
June 2011
Houston Independent School District
Office of Special Education Services
Evaluations and Notice of FIE
• This section is completed by the evaluation specialist, LSSP,
speech therapist, OT, PT, AI/VI itinerant teacher and etc.
• It is important that the staff responsible for evaluations
complete the information on this page before the
ARD/IEP meeting
• The school cannot appropriately develop the PLAAFP or
complete the ARD/IEP meeting without this information
• Evaluation information should be documented at least 30
days before the ARD/IEP meeting
•
PEIMS section: Evaluation specialists, LSSPs, and/or
speech therapists (for speech only students) will
•
Respond “Yes” or “No” to whether the student is
identified as having a multiple disability
•
Respond “Yes” or “No” to whether the student is
identified as being medically fragile, per TEA/HISD
guidelines – consult with the school nurse or nurse
consultant
•
For the FIIE/FIE and Evaluation Components section, the
evaluation specialists, LSSPs, speech therapists, OT, PT, AI/VI
itinerant teachers and etc. will locate the appropriate field for
his or her discipline
•
Enter a summary of the most current evaluation report in
order to assist the campus staff in developing the Student
Profile and the PLAAFP. NOTE: The ES, LSSP or SLP (for speech
only students) will not enter a summary for any previous FIIE
date that may have been imported from Chancery.
•
Let’s look at the various “Evaluation Components.” The good
news is that the evaluation narrative is populated
(automatically added) in the deliberations section.
Evaluation Summary Site
https://go11.pcgeducation.com/txevalhouston
FIE & Evaluation Data
FULL AND INDIVIDUAL
EVALUATION Report: SLD
 FIE Summary
 Cognitive area(s) of
 Foundation for the
 Cognitive area(s) that
PLAAFP
weakness
is intact/strength
FIE Report: MR (ID)/NCEC(MR)
 FIE Summary
 The student displays a
global cognitive delay
based on:
 Foundation for the
PLAAFP
 Adaptive behavior
deficits were identified in
the following areas:
FIE Report: OHI, OI, TBI, AI, VI, DB, MD
 FIE Summary
 Foundation for the
PLAAFP
 Physical Condition - Factors
unique to this student’s
environment that impact
learning are:
FIE Integrated Report: ED/AU
 FIE Summary

Completed by
Evaluation Specialist
 Foundation for the
PLAAFP

Completed by
Evaluation Specialist
 Psychological Evaluation
Summary
 Completed by LSSP
 Psychological Foundation
for the PLAAFP
 Completed by LSSP
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
FIE Integrated Report:
SI with Additional Disabilities
 FIE Summary

Completed by
Evaluation Specialist
 Foundation for the
PLAAFP

Completed by
Evaluation Specialist
 Speech Evaluation
Summary

Completed by Speech
Therapist
 Speech Foundation
for the PLAAFP

Completed by Speech
Therapist
FIE REPORT
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.
FIE REPORT
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-PairShare, 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.
FIE REPORT
Cognitive area(s) of weaknesses is:
Comprehension-knowledge
Cognitive areas that are intact:
fluid reasoning, short-term memory, and long-term storage
and retrieval
FIE REPORT
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.
FIE REPORT
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.
FIE REPORT
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.
FIE Report: OHI (ADHD)
Emotional/behavior concerns are:
Devon continually disrupts the classroom( talks out of turn,
intrusive with peer interactions); difficulties with
concentration and attending skills – makes careless mistakes,
gives up easily, avoids assignments and homework; often
restless and easily excited. Has difficulty starting or finishing
projects, poor organizational skills. Can be argumentative
and has anger issues. Limited social skills with peers,
difficulty making and keeping friends.
FIE REPORT
Emotional/behavior concerns are:*
Josey is frequently off-task and speaks out-of-turn, without
raising her hand. She rushes through assignments without
following directions.
*Use this section for any student with relevant emotional/behavioral concerns who does
not have a psychological evaluation
PSYCHOLOGICAL: ED
Evaluation Summary:
Francisco’s symptoms of depression and anxiety fall in the
clinically significant range across all settings. He has difficulty
dealing comfortably and effectively with emotionally arousing
situations and he may be more vulnerable to becoming
overwhelmed or disorganized when confronted with intense
expressions of affect. Francisco often experiences high levels
of intrusive ideation due to worry or lack of control over his
situation.
PSYCHOLOGICAL: ED
Psychological Foundation for PLAAFP: How does
disability(ies) affect the student academically?
High level of distractibility, severe mood swings, isolates self
from peers and group activities, engages in self-talk that
disturbs peers, easily angered, requires constant redirection,
easily annoyed, and poor self-control.
PSYCHOLOGICAL: ED
Foundation for PLAAFP: How does
disability(ies) affect the student academically?
Francisco demonstrates sufficient characteristics of anxiety
and depression and these symptoms are displayed through a
poor self image, lack of interest in pleasurable activities,
irritability, worry , sadness, feelings of being a bad person,
and inability to change his situation. In the school setting,
Francisco often has difficulty concentrating, disrupts
classroom instruction, responds with work refusals, or
isolates self from peers and group activities. When anxious
he will walk out of class, perseverate over issues that cause
him anxiety, pace back and forth, and make self-defeating
statement.
Psychological: AU
Evaluation Summary
Alicia is rigid to routines, imposes restrictive guidelines about food,
and has undeveloped social skills. Although Alicia expresses interest
in peer interactions, she often appears disengaged when opportunities
for interaction are presented. At time, Alicia will misperceive social
situation, causing high levels of anxiety. Additionally, Alicia has
difficulty advocating for herself (i.e. requesting help or making needs
known). She may require time to recover from these instances before
she can successfully rejoin the classroom environment.
Alicia lacks the use of spoken speech – uses gestures and pointing.
Shows little interest in participating in classroom activities. Is
inattentive and uncooperative, requires the use of a picture exchange
system for completion of academic activities. Does not use eye
contact to engage in social exchanges. Does not respond to her name.
Stem with hands and fingers.
Psychological: AU
Foundation for PLAAFP: How does
disability(ies) affect the student academically?
Student will need visual schedules, additional time for work
completion, accommodations to presentation of work,
frequent prompting, reduced assignments and organizational
assistance. Allow student to work with a specifically selected
peer to facilitate social interaction opportunities and provide
a peer model. Practice relaxation strategies to reduce anxiety.
Prompt strategies prior to entering into situation that have
been historically difficult. Consider using a “help” card to
communicate a need for assistance.
Psychological (ADHD)
Evaluation Summary
Devon displays significant levels of inattention, hyperactivity and
behavioral inhibition in a variety of settings. It appears that his reported
difficulties are not due to an emotional disturbance. Devon behaviors of
off-task, impulsive verbal and physical outbursts, defiance, classroom
interruptions (humming noises, singing, yelling out in class, excessive
talking) and refusals to follow class rules. Devon also displays poorly
developed levels of age-appropriate social skills (argues with peers,
intrusive with peer’s belongings, poor use of personal space).
Psychological (ADHD)
Foundation for PLAAFP: How does
disability(ies) affect the student
academically?
Student requires redirections to monitor his behaviors and rewards
through the use of a daily behavior chart. Home and school setting should
devise a system for immediate feedback and meaningful consequences for
behavioral issues. Intersperse low with high appeal activities; touch
student on shoulder or arm when praising, reprimanding, or instructing.
Schedule the most difficult subject in the morning. Allow for request
breaks and opportunities to move around the classroom. Implement the
use of a daily behavior chart. Increase positive interaction with a 5
positive to every 1 negative.
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
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
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training guide presentation