fie writer - dallas independent school district · page 3 of 68 th fie writer manual revised june...

of 68 FIE Writer Manual revised June 30th, 2016

FIE WRITER

MANUAL

JUNE 2016


Specialized Data Management Support (SDMS)

2909 N. Buckner Boulevard Main: 972.794.3550

Suite 804 Fax: 972.794.3551

Dallas, TX 75228 Box 159 (Interoffice Mail)

Email: [email protected]

Debra Hill (Manager)

Donald Bayer (Database Analyst)

Rene Gonzalez (Systems Analyst)

Alicia McDonnold (Systems Analyst)

Dayner Brashear (Quality Assurance Specialist)

Vonda Thomas (Quality Assurance Specialist)

Ley Rita Propes (Data Technician)

Maryann Troiano (Data Technician)

SDMS Help Desk (972) 794-3550

Monday – Friday

7:30 a.m. – 5:30 p.m.


The FIE Writer is a web-based system designed to assist in the evaluation and assessment

process for students in special education and to complement EasyIEP™. This system allows

multiple users to access and edit a student’s report at the same time. FIE Writer will also serve

as a data warehouse to support internal efficiency.

Table of Contents

How to Access FIE Writer……………………………………………..….4

FIE Writer Overview…………………………………………….............…5

Saving in FIE Writer……………………………………………………...…5

Reason for Referral Section…………………………………………..…6

Language/Communicative Section………………………………..…7

Speech Language Assessment…………………………….…..9

Sociological……………………………………………………………....16

Health Physical……………………………………………….…………..17

Emotional/Behavioral Section…………………………………...........19

Academic Achievement/Developmental/Functional Section…22

Motor Ability……………………………………………………….24

Intellectual/Adaptive Behavior/Vocational………………………...24

Adaptive Behavior………………………………………………..30

Vocational…………………………………………………………31

Considerations…………………………………………………………….32

Documentation of Disabilities………………………………………..…35

AI…..35 AU…..39 DB…..39 ED…..39 ID…..40 OHI…..41

OI…..42 SLD…..42 SI…..50 TBI…..51 VI…..52 MD…..55

Additional Support………………………………………………………...56

Recommendations/Summary…………………………………………..67


How to Access FIE Writer

1. Enter the https://tx.pcgeducation.com/txdallas into your address bar.

2. Login to EasyIEP™ by entering your EAD credentials (DISD username and password).

3. From the Main Menu page, select the Students link in the green menu bar.

4. Search by last name, student ID, grade and/or school for a student. Enter student’s information and

select the View Students button.

5. Select the student’s name to view the blue student menu bar.

6. Select the Special Education link in the blue menu bar. Select FIE Writer from the drop down.

https://tx.pcgeducation.com/txdallas


FIE Writer Overview

There are 11 sections in the FIE Writer. All sections must be completed in order to create the final FIE document.

To access a section select the name of the section.

At the bottom of each page will be links to each section of the FIE Writer that can be selected to easily

navigate between the sections.

A green check mark indicates that the section has been successfully completed without errors. A red check

mark indicates that the section was started, but has not been completed. Once every section is complete with

a green check mark, a Draft FIE Report can be created for the student.

Saving in FIE Writer

When a section of the FIE Writer has been completed, always save, especially after completing a long

narrative or long section. Select the Save button or the Save and Continue button both located at the bottom

of the page. The Save button will save any work that has been entered on the page without checking for

errors. The Save and Continue button will save work, check for errors, and if the page is error free, move on to

the next section.


Reason for Referral Section

1. Add an Evaluation Case Manager and evaluator(s) to the Evaluation Team table by selecting names

from the appropriate dropdowns and selecting the associated button. Enter credentials and select a

title. More than one evaluator can be selected. To add an Evaluator that is not listed in the dropdown,

select the Add Other button next to Additional Evaluators. Delete Evaluators by selecting the check box

in the “Del” column and save. When an intern is selected, another team member must be a supervisor.

2. Select “Yes” or “No” for ECI Referral. When “Yes” is selected enter a date.

3. Evaluation Type will prefill

a. If Initial and there has not been an FIE created 45 school days after the parent consent date,

answer the parental delay question. If “Yes”, indicate the reason for parental delay.

b. If “No”, indicate if the student has been absent more than 3 days.

4. Complete the Reason for Referral narrative text box with minimum of 300 characters.

Indicate if the evaluation of the student was conducted using standard procedures. If “No”, explain in

the narrative text box that appears.


Language/Communicative Section

1. Sources of Data

a. Select the check boxes for the sources of data that apply to the student. Enter a date for each

source that is selected.

b. When a Source of Data was used that is not listed in the table, select the Add Source button at

the bottom of the table. Fill in the name of the additional source of data and enter the date.

c. To remove a Source of Data, uncheck the box and save, the date field will disappear and the

Source of Data remain on the screen but will not print.

2. Language Proficiency

a. When TELPAS is selected, a table will appear. Select the Add Grade button and enter the school

year/grade and scores.

b. Add additional rows for TELPAS as needed by selecting

the Add Grade button. When text is not entered on a

row the text fields disappear when Save is selected.

c. The student’s Home Language, LEP Status and Bilingual/ESL Program will prefill when available.

Changes to read only fields are made in the district’s student management system.


d. Select the student’s dominant language and how they express themselves. When Other is selected

a text field becomes available.

e. Select the English CALP Score from the drop down. Other is available when needed.

f. A narrative text box for Review of Communicative Status is available if needed.

g. Select how the evaluation was conducted and enter a least 25 characters for Communicative

Results and Interpretations.

h. Answer the question, Was the child evaluated for speech and language?

When No is selected for “Was the child evaluated for speech and language?”

the next section is Sociological. Instructions for Sociological can be found on page 16.

When Yes is selected Speech and Language Evaluation is required.


3. Speech and Language Assessment

When “Yes” is selected “Was the child evaluated for speech and language?” select and enter dates for

sources of data.

a. Oral Peripheral

Select the appropriate Oral Peripheral statement.

Expand the Oral Peripheral Mechanism header by selecting the expand/collapse icon on the

green header.

The assessments available for the Oral Peripheral Mechanism become visible. Check the check

box next to the assessment name, enter the date and select Implement Selected Tests.

The assessment name will appear in a green header. Select the expand/collapse icon next to

the assessment name to expand the section. Enter the appropriate information and select save.

SPEECH AND LANGUAGE prints after

INTELLECTUAL/ADAPTIVE BEHAVIOR/

VOCATIONAL, to view the Speech and

Language Assessment print go to the

Recommendations/Summary screen and

create a draft.

Person Completing the Assessment

drop down selections come from the

evaluators entered on the REASON

FOR REFERRAL screen.


When “not within normal limits” is selected two additional statements will appear. Select the

appropriate “Deviations…” statement.

Enter Oral Peripheral results and interpretations.

b. Articulation

Select the appropriate Articulation statement.

Select needed assessment. Selections will populate below the green header. Enter a date

for selected assessments.

To enter additional assessments select the expand/collapse icon in the Articulation header.


Select the appropriate assessments, enter the date and select Implement Selected Tests.

The selection(s) will populate below. Select the expand/collapse icon next to the name of

the assessment to expand and enter documentation.

To add an assessment that is not listed, select “Add Additional Source”. Enter the name and

date of the assessment and save.

A narrative text box for Results and Interpretations will populate with the name entered as

the title.

Enter Articulation results and interpretations.


c. Language

Select the appropriate Language statement and enter Language results and Interpretations.

Selecting “Evaluation of language skills revealed a disorder characterized by deficits in:”

opens a new section. Select Pragmatics, Semantics and/or Syntax, make a selection under

each section selected.

To access the assessments and enter data, select the “Click Here” button for the

appropriate section. The four sections function the same way.

Language:

Semantics:

Syntax:

Pragmatics:


To enter documentation select the expand/collapse icon next to the header. Select

assessment, enter the date and select “Implement Selected Test”. The assessment(s) will

become available; select the expand/collapse icon next to the assessment name to

expand. Enter data for chosen assessment(s).

d. Fluency

Under the Fluency header, select the appropriate statement.

If “Fluency and rate are not within normal limits at this time” is selected a new section will

populate. Select all appropriate checkboxes. When selecting Occurrence, Duration or

Other, be sure to complete the corresponding text fields.

Expand the Fluency assessments by select the expand/collapse icon. Select the appropriate

assessments, enter the date and select “Implement Selected Tests”.


Selected assessment(s) will populate below the table. To view and document the

assessment, select the expand/collapse icon next to the assessment name.

Enter the Fluency results and interpretations.

e. Voice

Under the Voice header, select the appropriate statement.

When “Evaluation of vocal characteristics revealed all parameters NOT to be within normal

limits with respect to age and gender” is selected a new section will populate. Select all

appropriate checkboxes. Enter text in the text fields as needed.

Expand the Voice assessments by selecting the expand/collapse icon. Select the

appropriate assessment(s), enter the date and select “Implement Selected Tests”.


Assessment(s) will populate below the table. To view the assessment(s), select the

expand/collapse icon next to the assessment name.

Enter the Voice results and interpretations.

f. Speech Other Sources of Data

When needed enter other Speech sources of data that were not included in the previous sections.

Select the “Add Additional Source” button and a new row will appear. Enter the name of

the source and the data administered and select save.

A narrative text box will appear with the new source of data name. Enter the results and

interpretations for additional sources.

To remove deselect the check box and select save. The text will remain on the screen but

will not print.

g. Enter Summary of Speech and Language Evaluation Findings with a minimum of 300 characters.


Sociological Section

1. Select the sources of data that apply to the student for each section. A date box will appear next to

the source selected. Enter a date for each Source of Data.

If a Source of Data was used that is not listed in the table, select the Add Source button at

the bottom of each table. Fill in the name of the other source of data and enter the date. To

remove a Source of Data, uncheck the check box the date field will disappear and the

Source of Data will not print.

2. Complete the Background Information/Parent Information narrative text box with a minimum of 25

characters.

3. Complete the Narrative text boxes for Review of Existing Data; Review of Previous Evaluations,

Observations, and Educational History with a minimum of 25 characters. For a student 5 years old and

older the text narrative box for Review of Classroom Based, Local or State Assessments requires 25

characters. Evaluations and Additional Information from Parents text narrative box is optional.


4. If the student is 4 or older by September 1st of the upcoming school year, select the appropriate

response under Instruction and Interventions.

If “No” is selected for the statement “The student is meeting state grade level expectations”

for Reading, Math or Writing, enter a minimum of 25 characters in the text box. .

Select Yes or No for “The multidisciplinary Team concludes…”

Select Yes or No fore each question under Progress in Core Curriculum

5. Complete the Summary of Sociological Results and Interpretations with a minimum of 25 characters.

Select “Yes” or “No” for the final two statements.

Health/Physical

1. Select sources of data that apply to the student, a date box will appear next to the source selected.

Enter a date for each Source of Data. The “Parent/Guardian/Adult Student Information” and “Health

Information (Nurse)” are preselected and cannot be unselected. Enter a date for all selected sources of

data.

2. To add a source that is not listed, select the “Add Source” button below the table. Be sure to enter the

name of the Source of Data along with the date. To remove an added source deselect the check box

and save.


3. Select the appropriate dropdown options for Vision and Hearing.

4. If the student is being considered for an auditory impairment, select the checkbox to expand the

Hearing section. Enter the oral, fingerspelling and sign language results. Enter overall ontological and

auditory results and interpretations with minimum of 25 characters. **Checking this box makes the DoD for AI required on the Documentation of Disabilities screen.**

5. If the student is being considered for a visual impairment, select the checkbox to expand the Vision

section. Enter the results and interpretations for the visual assessments in the narrative text box with

minimum of 25 characters. Lastly, indicate whether the student is considered functional blind based on

the visual assessments. **Checking this box makes the DoD for VI required on the Documentation of Disabilities screen.**

6. Enter health and physical results and interpretations with minimum of 25 characters.

7. Select the appropriate health and physical statement.


Emotional/Behavioral Section


Enter a date for each Source of Data.

If a Source of Data was used that is not listed in the table, select the Add Source button at the

bottom of each table. Fill in the name of the other source of data and enter the date. To remove a

Source of Data, uncheck the box, the date field will disappear and the Source of Data will not print.

When Teacher Rating Checklist is selected, a block will appear to enter data for the Teacher Rating

Checklist. One or more ratings must be provided.

2. Provide a response to the question “Did the student receive a psychological assessment, autism

assessment and/or emotional or behavioral measure?”


If the response is “Yes,” add an autism assessment, emotional or behavioral measure by selecting

“Click Here”. Select the expand/collapse icon to see assessments. Select an assessment and enter

the date. Select “Implement Selected Tests” when needed.

If the answer is “Yes” for “Did the student receive a psychological assessment, autism assessment

and/or emotional or behavioral measure?” Other Sources of Data become available to select

and/or add. Sources added generate narrative text boxes with text entered as the title.

If the answer is “Yes” for “Did the student receive a psychological assessment, autism assessment

and/or emotional or behavioral measure?” select at least one psychological assessment

component and enter data in the narrative text box that appears.


If the response is “Yes,” to “Did the student receive a psychological assessment, autism assessment

and/or emotional or behavioral measure?” then an answer to “Is a Functional Behavioral

Assessment Needed?” is required.

If the response is “Yes,” to “Is a Functional Behavioral Assessment Needed” additional narrative text

boxes become available and required.

3. Answer the Emotional/Behavioral Conclusion Questions.

If the response to any of the conclusion questions results is “does impede” or “does exhibit”, an

additional narrative text box appears.

4. Complete the Emotional/Behavior Results and Interpretations by providing a minimum of 25 characters.


Academic Achievement/Developmental/Functional Section





Source of Data, uncheck the box, the date field will disappear and the Source of Data will not print.

2. To add an Achievement assessment, select the expand/collapse icon. Check an assessment, enter the

date, select “Implement Selected Tests” and enter data.

3. Complete the Observations Results with a minimum of 25 characters.

Select “Yes” or “No” for “The findings appear to be a valid measure of the student’s current level of

educational functioning.”

If the response to the statement is “No”, a narrative text box will display and require a minimum of 25

characters.

More than one date

can be entered.


4. Select “Yes” or “No” for the academic achievement questions. If “Yes” is selected as a response to any

of the questions a narrative text box requiring a minimum of 25 characters will become available.

Selecting “Yes” to “Is an explanation of the following needed?” will display additional checkboxes,

and require at least one checkbox selection. When a check box is selected in this section, an

instruction box will appear below it. The instructional boxes do not print but can be copies and

pasted as needed.

5. Complete the Achievement Results and Interpretations with a minimum of 25 characters.

6. Summary of Academic Achievement/Developmental/Functional Results and Interpretations with a

minimum of 25 characters.


7. Motor Ability

Select sources of data that apply to the student, a date box will appear next to the source selected.



bottom of the table. Fill in the name of the other source of data and enter the date. To remove a

Source of Data, uncheck the box, delete the text, date and save.

Complete the Motor Abilities Results and Interpretations with a minimum of 25 characters.

Intellectual/Adaptive Behavior Section

1. Indicate if the intellectual Sources of Data are formal and/or informal.





Source of Data, uncheck the box, the text and date field will disappear.

3. When the Formal check box is selected a formal assessment is required. Select the “Click Here” button

for childhood cognitive assessment, global disability and/or specific learning disability to access

assessments.


If there is an analysis of an early childhood cognitive assessment,

If there is an analysis of a global disability,

If there is an analysis of a specific learning disability,

4. G Tables are not required but may be accessed as needed.

The G Table can be accessed from more than one location. Each G table “Click Here” button directs the user to the same location.

The G Table will print at the very end of the FIE and does not paginate.

On the G Tables sub-page, select global disability and/or specific learning disability

Select one or more check boxes below to indicate Gc, Gf, Glr, Gsm, Gs, Gv and Ga.


5. When Comprehension-Knowledge (Gc), Long-Term Retrieval (Glr) or Visual-Spatial (Gv) are selected, a

subsequent block will appear. Identify an assessment and answer whether the broad ability is cohesive.

To add an assessment, select the expand/collapse icon.

After checking an assessment, select Implement Selected Tests. Add the date and content is

required.

When “Yes” is selected for “Is a broad ability cohesive,” additional questions become available.

If “Yes” is selected for “Is the score sufficient,” the question “is there a narrow ability cluster

weakness.” becomes available.


Select two narrows

If “Yes” is selected for “Is there a narrow ability cluster weakness” select the narrow ability.

A Result and Interpretations narrative text box is available but not required.

6. When Fluid Reasoning (Gf), Processing Speed (Gs) or Auditory Processing (Ga) are selected, a

subsequent block will appear. Identify an assessment and answer whether the broad ability is cohesive.

To add an assessment, select the expand/collapse icon. After checking an assessment, select

Implement Selected Tests. Add the date and content is required.

If “Yes” is selected for “Is the broad ability cohesive,” subsequent questions will appear requiring the

Gf/Gs/Ga score and determining if the score is sufficient.

If “Yes,” the score is sufficient, indicate if there is a narrow ability cluster weakness.


If “Yes,” there is a narrow ability cluster weakness, a block will appear to select the narrow ability.

The Results and Interpretations narrative text box is available but not require.

7. When Short-Term Memory (Gsm) is selected, a subsequent block will appear. Identify an assessment and

answer whether the broad ability is cohesive.



Selecting “Yes” to the question “Is the broad ability cohesive,” causes subsequent questions

requiring the GSM score and determine if the score is sufficient.

Selecting “No” to the question “Is the broad ability cohesive,” cause a subsequent block requiring

the narrow ability cluster score, whether the score is sufficient and selecting the narrow ability.

The Result and Interpretations narrative text box is available but not required.


Selecting Back or Save and Continue, will navigate back to Intellectual/Adaptive Behavior main

page.

8. Once back on the Intellectual/Adaptive Behavior page, Select a response to the statement “The

findings appear to be a valid measure of the student's current level of intellectual functioning.”

When “No”, is selected a required narrative text box displays.

9. Select “Yes” or “No” for all remaining questions.

Selecting “Yes” to “Was a cross battery approach used” will display additional notes from the

district.

Selecting “Yes” to “Was CHC method of analysis used in interpreting scores,” will display notes.

Selecting “Yes” to “Is an explanation of the following needed” will display additional checkboxes,

and require at least one checkbox selection.

When a check box is selected in this section, an instruction box will appear below it. The instructional

boxes do not print but can be copies and pasted as needed.

10. Selecting “Yes” to “Are there any other measures that need an explanation of scores,” will display a

required narrative text box.


11. Selecting “Yes” to “do you need to display a G chart,” will display the option to navigate to the G

tables sub-page. Navigate to the G table sub-page by selecting the “Click Here” button.

The G Table will print at the very end of the FIE and does not paginate.

12. Complete the Intellectual Results and Interpretations narrative text box with a minimum of 25

characters.

13. Complete the “Summary of Intellectual” narrative text box.

14. Adaptive (Behavior) Sources of Data

Indicate if the adaptive sources of data are formal or informal.

Select the sources of data that apply to the student and enter the date.

15. If there is an analysis of an adaptive behavior assessment, select the “Click Here” button and the

Adaptive Behavior subpage will open.




16. A minimum of 25 characters is required for the Adaptive Behavior Results and Interpretations.

17. Select a “Yes” or “No” response to remaining adaptive behavior questions.

Selecting a “No” response to “The student adaptive behavior is commensurate with the student’s cognitive functioning,” will display a narrative text box requiring a minimum of 25 characters.

18. Vocational Sources of Data are required for students who are 13 years of age or older.

Indicate if the Vocational Sources of Data are formal or informal.

Select sources of data that apply to the student, a date box will appear next to the source

selected. Enter the date for each Source of Data.

19. Vocational Results and Interpretations narrative text box must be completed when the student is 13

years of age or older.

20. If appropriate include Supplementary Assessment information.


Consideration of Disability and Educational Needs Section

Selecting the checkbox for Student does not meet the criteria for any disability condition (No Disability) will

clear any disability(s) selected. Selections for Recommendations for Eligibility Determination and

Multidisciplinary team believes that by reason of the disability(ies), the student needs special education services

(which may include speech therapy). will prefill. The “Recommendation(s) for Instruction” text box will be

required to complete this screen.


For a student who does meet the criteria for disability condition(s)

1. Provide a minimum of 25 characters in the first text box for Determination of Disability Condition.

2. Select a disability from the drop down. To add additional disabilities by selecting the Add Disability

button and proceed to select the additional disability from the drop down.

3. Educational Implications of Disability Condition will only appear and be required when a disability is

identified.

4. Under Recommendations for Eligibility Determination, a radio button option must be selected

a. If the third radio button option is selected, a subsequent block will appear and be required.

Select at least one impairment/disability. If Specific Learning Disability or Non-Categorical Early

Childhood are selected, additional information is required. Select the check box for “The student

meets the specific criteria as a student with Multiple Disabilities” when appropriate.

DO NOT SELECT CHECK BOX FOR: Non-Categ Early Childhood


5. Provide a “Yes” or “No” to all appropriate instruction statements.

6. If the response is “Yes” to the statement Multidisciplinary team believes that by reason of the

disability(ies), the student needs special education services, the associated narrative text box must be

completed.

7. IEP Recommendations for Educational Program, can be entered for instruction, behavior intervention,

and Other.

8. For a student who appears to meet the criteria for autism, or emotional disturbance, a narrative text box

becomes available to provide specific recommendations for positive behavioral interventions. These

recommendations will pull into the summary page of the FIE.


Documentation of Disabilities

1. Select the Disability Conditions that are aligned with the referral. The Documentation of Disability

become available for each Disability Condition selected.

2. For a Disability Condition of Auditory Impairment, select the Determination of Disability to complete by

selecting the expand/collapse icon to the left for each examination.

a. Otological Examination (AI) (Part A)

Enter the date, select the appropriate check boxes and enter text as needed.


Select “Yes” or “No” for questions. When “No” is selected addition information can be entered.

Use the drop down to select Ear Severity. Select Estimate of severity of impairment and add date or

text as needed. Select “Yes” or “No” for questions, when “No” is selected for “Could an earpiece be

worn in either ear?” a text box becomes available.

Enter Otolaryngologist or other medical doctor information. Select the Save Button.


b. Audiological Examination (AI) (Part B)

Enter the date and indicate the results of the examination by selecting “Yes” or “No” to

questions and completing the text boxes for all relevant tests.

This is an extensive document, not all fields are shown here.

Enter text for “If No, Explain:” when “No” is selected.

Enter Implications of Student’s hearing and information for Licensed Audiologist.

Select the Save Button.


c. Communication Assessment (AI) (Part C)

Enter the date and indicate the dominant language and mode of communication. Select “Yes”

or “No” if an interpreter was used and select the “Add Measure” button to provide measure results

and date.

Select the expand/collapse icon to the left of the Skill Levels of Specific Communication section

and filling out the strengths and weaknesses text boxes.

This section is extensive, not all fields are shown here.

Enter Recommendations and Evaluator information. Select the Save Button.


d. Determination Of Disability: Auditory Impairment

Enter the date and data requested. Provide the name and position of the Evaluator. Select the

Save button.

3. For a Disability Condition of Autism, select the statement indicating whether or not the student displays

the characteristics of a student with an Autism Spectrum Disorder. If “the student does display …” is

selected, describe the specific recommendations for behavioral interventions and strategies in the text

box. Provide the name and position of the Evaluator.

4. For a Disability Condition of Deaf-Blindness, select the appropriate “Yes” or “No” responses and provide

the name and position of the Evaluator.

When “Other Sources of Data” check box is selected, select the

green “Add Source” button and enter information.


5. For a Disability Condition of Emotional Disturbance, select the statement indicating whether or not the

student meets the disability criteria for an Emotional Disturbance.

a. If “the student does meet …” is selected, indicate which characteristics the student has

demonstrated by checking all relevant checkboxes.

b. Describe the recommendations for positive behavioral supports and interventions in the text box.

c. Provide the name and position of the Evaluator.

6. For a Disability Condition of Intellectual Disability, select “Yes” or “No” for the first two questions, select

the Name of the Instrument from the drop down menu and provide responses for “Overall Test Score”

and “SEM”.

a. If “Yes” is selected for the second question “Does the student concurrently exhibit deficits in at

least two areas of adaptive behavior,” then indicate the deficits by checking all relevant check

boxes.


b. Complete the remaining Disability Condition of Intellectual Disability section by responding “Yes”

or “No” to the third and fourth questions. Provide Additional Information in the text box, and

provide the name and position of the Evaluator and Supervisor.

7. For a Disability Condition of Other Health Impairment, select the appropriate “Yes” or “No” responses for

the “This student appears to have …” statement.

a. If “Yes” is selected, enter the “Type of Impairment” and check the boxes of any applicable

Educational Implications. If a text box appears next to a checked Educational Implication, then

describe the implications for the impairment.

b. Provide the physician’s name, address, and the date of the physician’s statement and provide



8. For a Disability Condition of Orthopedic Impairment, select “Yes” or “No” for “This student has a severe

orthopedic impairment ….”

a. If “Yes” is selected, enter the “Type of Impairment” and check the boxes of any applicable

Educational Implications. If a text box appears next to a checked Educational Implication, then

describe the implications for the impairment.

b. Provide the physician’s name, address, and the date of the physician’s statement and provide


9. For a Disability Condition of Specific Learning Disability, indicate “Yes” or “No” if the student does

achieve adequately for the student's age or to meet State-approved grade-level standards

Initial FIE SLD DoD: When “Yes” is selected for “The student does achieve adequately for the student's

age or to meet State-approved grade-level standards?” in an Initial FIE “The student does not meet the

criteria for a Specific Learning Disability” statement prints.

When “No” is selected for “The student does achieve adequately for the student's age or to meet

State-approved grade-level standards?” in an Initial FIE and “No” is also selected for” The student's

lack of adequate achievement is indicated by performance on multiple measures” Then “The

student does not meet the criteria for a Specific Learning Disability” statement prints.


Provide the names, select the position and select Agree or Disagree for each of the

Multidisciplinary Team Members and select Save.

Additional Team members can be added by selecting the Add Team Member Button.

Reevaluation FIE SLD DoD: When “Yes,” is selected for “The student does achieve adequately…” in a

Reevaluation FIE a subsequent question to determine if the student still requires services becomes

required.

When “yes” is selected for “Does the student continue to demonstrate a need for special

education services…?” complete the “..provide data..” narrative text box with a minimum of 25

characters and select the area(s)of deficit.

Provide the names, select the position and select Agree or Disagree for each of the




Initial and Reevaluation FIE SLD DoD: When “No,” is selected for “The student does achieve adequately…”

a subsequent question will appear, indicate “Yes” or “No,” for “The student's lack of adequate

achievement is indicated by performance on multiple measures?”

a. When “Yes,” is selected for “The student's lack of adequate achievement is indicated by

performance on multiple measures?” select the appropriate check boxes and a narrative text box

will become required.

b. Provide a “Yes” or “No” response to the following questions:


c. For an Initial FIE when “No” is selected for “Did you use a pattern of strengths and weaknesses in

performance, achievement, or both to determine a Specific Learning Disability,” and “Did you

use a pattern of strength and weaknesses..” the student does not meet the criteria.

When it is a re-evaluation, the evaluator will be able to determine whether or not the student

continues to need services. See the Reevaluation FIE SLD DoD: section of the manual.

d. When “Yes,” or “No” is selected for “Did you use a pattern of strengths and weaknesses in

performance, achievement, or both to determine a Specific Learning Disability,” Complete the

Observation section by selecting a statement, enter “The relevant behavior…” in the narrative

text box and add the observer’s information.


e. When “No” is selected for “When provided a research-based Response-to-Intervention, has the

student's progress been demonstrated to be sufficient to meet age or state-approved grade

level standards as of the date of the FIE?:” four additional narrative text boxes become required.

f. When “Yes” or No is selected for “When provided a research-based Response-to-Intervention,

has the student's progress been demonstrated to be sufficient to meet age or state-approved

grade level standards as of the date of the FIE?:” select Processing Deficit or

Regression/Prediction Achievement to document a pattern of strength and weakness.


g. When “Processing Deficit” is selected a table will appear below to capture the results. When the

check box for Pattern of Strengths and Weaknesses is selected an additional table will appear to

capture the results. When “does not” and “Is not” is selected complete the narrative text boxes

that become available. Select Add Academic Area button the enter scores. Select “yes” or

“no” for “Does the student display BOTH cognitive strengths and weaknesses?”.

h. When “Regression/Prediction Achievement” is selected a table will appear to capture the

results. Intellectual Ability Score, Predicted Achievement, and Required Discrepancy must be

entered. Select Add Academic Area button to enter scores.


i. When “Yes” was selected for “Did you use a pattern of strengths and weaknesses in

performance…” indicate the Exclusionary Factors by selecting “Yes” or “No” for each question.

Selecting “Yes” for Exclusionary Factors such as “A visual, hearing or motor disability?” will cause

another “Yes” or “No” question to appear “Is the lack of adequate achievement/sufficient

progress primarily the result of the factor?” Selecting “Yes” again, will cause a text box to appear

and the student does not meet the criteria for a Specific Learning Disability. Describe the

reasoning for the response in the text boxes that appear in the section.

j. When “No” is selected for each Exclusionary Factor or “No” is selected for “Is the lack of

adequate achievement/sufficient progress primarily the result of the factor?” then Analysis of

Determinant Factors section becomes available.

k. Complete the Analysis of Determinant Factors. Select the relevant check box(es). Providing

requested information in the narrative text box.

l. If “was not” is selected for appropriate “Instruction”, then the student does not meet the criteria

for a Specific Learning Disability and a text box for “Explain:” becomes available.


m. If “was” is selected for appropriate “Instruction”, a chart will appear to document student’s

progress. “Conclusions” will also become available. Select “Add Row” to document findings.

n. When “does not” is selected for “Conclusions” the student does not meet the criteria for a

Specific Learning Disability and the text box for “Explain:” must be completed.

o. When “does” is selected for “Conclusions” a set of check boxes and two addition narrative text

boxes are available to enter conclusions.


p. Provide the names, select the position and select Agree or Disagree for each of the



10. For a Disability Condition of Speech/Language Impairment, select “Yes” or “No” for the first question

“Is there evidence of a communication disorder?”

a. If “Yes,” then respond “Yes” or “No” to the following second question. If “Yes” again, then

respond “Yes” or “No” to the following third question and describe Additional Information in the

text box. If all three questions are selected as “Yes”, a statement will appear indicating the

presence of communication factors that directly affect the student’s ability to make progress in

the general/special/vocational education curriculum.

b. If “No” is selected for any of the Speech Impairment questions, then a statement will appear

indicating either the student does not demonstrate the impairment or the student does not

have any language or communication factors that directly affect their ability to profit from the

educational process.

c. Provide “Additional information:” in the text box, the name and position of the Evaluator.


11. For a Disability Condition of Traumatic Brain Injury, enter “Date of Occurrence:” and select “Yes” or

“No” for “Based on data reviewed, this student appears to have an acquired injury ….”

a. When “No” is selected, the student does not meet criteria, enter evaluator and position.

b. When “No” is selected, check all the Educational Implications that apply and describe the

implication in the narrative text boxes as appropriate.

c. Enter the physician’s name, address, and the date of the physician’s statement. Indicate the

student’s determination and provide the name and position of the Evaluator.


12. For a Disability Condition of Visual Impairment, complete Parts A, B-1 and B-2 of the Determination of

Disability.

a. Visual Impairment (VI) Part A

Check the appropriate box(es), provide date(s) and name(s) of District Staff person(s). Enter

Comments in the narrative text box.

b. Visual Impairment (VI) Part B-1

Add sources of data(s), if a source of data was used that is not listed in the table, select the Add

Source button at the bottom of each table. Fill in the name of the other source of data and

enter the date. To remove a Source of Data, remove the text, date and save.

Answer additional “Yes/No” questions

Select statement for “Based on data from the attached learning media evaluation,

the student is:”


When “functionally blind and should receive instruction in” is selected select type of instruction

and enter strengths and weaknesses.

When “Is a tactual learner but…” is selected document finding in the narrative test box.

c. Part B-2

Select Recommendations for Specific Learning Media.

Select check box(s) for “Describe suggested test evaluation methods” and enter findings in the

text field.

Select check box(s) for “Identify areas of further evaluation needed.” and enter findings in the

text field.


Enter finding for “Possible impact of this student’s visual impairment…” in the narrative text box.

Enter name of Evaluator

Select “Yes” or “No” for orientation and mobility evaluation is needed and describe the specific

visual learning (including reading and writing) media determined appropriate for the student

If “yes” is selected for “Will the student require tactual media…” enter findings for “Describe the

possible future needs…” in the narrative text box provided. Determine the need for ongoing

evaluations and explain in the narrative text box when selected.


13. For a Disability Condition of Multiple Disabilities, select “Yes” or “No” for “The student has two or more

impairments….”

a. If “Yes,” then check all boxes as appropriate for the student and indicate if the disabilities are

expected to continue indefinitely by selecting “Yes” or “No.”

b. Select “Yes” or “No” for all statements and check all appropriate boxes if applicable for the

student. Describe Additional Information in the text box, and provide the name and position of

the Evaluator. When “No” is selected for any of the questions the student doesn’t meet criteria.

c. Enter the evaluator’s name and position.

14. Answer “Yes” or “No” if the student has been designated as multiply disabled

When “Yes” is selected for “Has the child been identified as meeting the criteria for multiple disabilities” be sure the check box for “The student meets the specific criteria as a student with Multiple Disabilities” is selected on the FIE “Considerations” screen.


Additional Support and Services

Select “Additional Instructional Supports and Related Service Assessments:” that are needed.

1. Additional Instructional Supports

a. Assistive Technology

Select the source(s) of data and enter the date(s). Enter “Assistive Technology Results and

Interpretations” in the narrative text box. Select the appropriate statement.

Assistive Technology is always preselected under Additional Instructional Supports. When Assistive Technology and/or Audiological Services are selected under both Additional Instructional Supports and Related Services the information is only entered once, but the text prints twice, see screen shot below.


When appropriate select the check box and enter the date for “An assistive technology

assessment was completed…”

When the statement “The student does require assistive technology…” or “Local Campus

intervention...” are selected enter “Assistive Technology Recommendations” in the narrative text

box.

b. Dyslexia

Select the source(s) of data and enter the date(s). Select “Yes” or “no” for questions #1-4.

When “Yes” is selected for questions 1, 2B and 3B additional information is required.

When “Yes” is selected for question #4 enter a date.


Enter findings in the three narrative text boxes.

c. Adapted Physical Education

Select the source(s) of data and enter the date(s).

Select the expand/collapse icon on the green Adapted Physical Education header bar.

Select assessment(s), enter date and select Implement Selected Tests.

Select the expand/collapse icon on the green header bar for the selected assessment and

enter data.

Enter results and interpretations in the narrative text box.


Select the appropriate statement. When “The student does demonstrate a need for Adapted

Physical Education…” is selected. Enter Adapted Physical Education Recommendations in the

narrative text box.

d. Audiology Services



Select the appropriate statement. When “The student does demonstrate a need…” is selected.

Enter Recommendations in the narrative text box.

e. Vision Services




Select the appropriate statement. When “The student does need…” is selected. Enter

Recommendations in the narrative text box.

f. Other 1 & 2

Select the check box and enter the title of the Additional Instructional Supports.

Narrative text boxes for results and interpretations and Recommendations become available.

2. Related Services

a. Assistive Technology

See “Assistive Technology” under Additional Instructional Supports

b. Audiology Services

See “Audiology Services” under Additional Instructional Supports

c. Occupational Therapy






enter data.

Enter results and interpretations in the narrative text box. Select Add Needs and Interventions

buttons to enter data.

To delete select the “Del” check box and save.

Select the appropriate statement. When “The student does need….” is selected. Enter


d. Physical Therapy






enter data.

Enter results and interpretations in the narrative text box. Select Add Needs and Interventions

buttons to enter data.

To delete select the “Del” check box and save.



e. In Home Training

Select the source(s) of data and enter the date(s). Enter results and interpretations in the

narrative text box.


Enter results and interpretations in the narrative text box. Select the appropriate statement.

When “The student does need….” is selected. Enter Recommendations in the narrative text box.

f. Counseling Services


narrative text box.



g. Orientation and Mobility


narrative text box.




h. Psychological Services


narrative text box.



i. Music Therapy


narrative text box.




j. School Health Services


narrative text box.



k. Sign Language Interpreting


narrative text box.



l. Transportation


narrative text box.




m. Other 1, 2, 3

See “Other” under Additional Instructional Supports

3. Recommendations for Instructional Supports and Related Service section,

Select the appropriate statement.

When “The student does require a related service…” is selected. Select the Add Additional

Recommendations button.

Select the Service from the drop down menu and provide the Frequency, Duration, Location,

and Delivery information in the applicable text boxes and drop down menus. Add more

recommendations by selecting the “Add Additional Recommendations” button.

To remove recommendations, select the check box in the column marked “Del” and “Save”.

The “Recommended goals..” check box and statement can be found under most of the Additional Supports and Related Services. The statement only prints when selected for Adaptive Physical Education and Physical Therapy.


Recommendations/Summary

1. Select the expand/collapse icon next to “Recommendations for Educational Program” in the green

header to see a summary of recommendations from the FIE. Review for accuracy. To make corrections

go back to the screen where the recommendations where entered.

2. To view Assurances that print in the FIE select the expand/collapse icon

3. Evaluator names added on the Reason for Referral page will populate in the Signature Section.

Add additional evaluators by selecting “Add FIE Team Member”. Use the drop down to select

FIE Team Member’s Position.

To remove a team member, select the check box next to the member’s name under the Del

column and select “Delete FIE Team Member”.

4. Once all information is accurate on the page, select the Create Draft FIE button. This will allow you to

review the entire FIE document before finalizing. To view the Draft, select the link under the Document

Type column.

Note: A draft can be created with errors.


5. When the draft document has been reviewed, select the “Continue to FINAL FIE Creation” button.

Errors within the document will show at the top of the screen. Errors must be corrected before

the FIE can be finalized.

6. An error free FIE will navigate to the confirmation page.

To Finalize the FIE “Yes” must be selected for “Did all of the evaluation team members participate in,

review, and approve the finalization of this document?” If No, the FIE will not be finalized.

7. Verify that the FIE Date is correct.

If the answer is “No”, fill out the fields to request a date other than today's date. Contact your

supervisor/district administrator to get the date change approved.

If the answer is “Yes”, and the FIE is ready to be Finalized select Create FINAL FIE.

To wait to finalize select “Back” or “Save & Continue”.

8. The FIE is now Finalized and cannot be changed.

fie writer - dallas independent school district · page 3 of 68 th fie writer manual revised june...

Documents