The FIE…
includes a list of observed abilities and levels (below average, average, above average)
includes observation results from more than one person
describes supports provided for areas below average and how average abilities can support learning
provides parent input on behavior and recommendations for concerns if any
identifies if any behaviors impede the student’s learning (yes or no) includes recommendations if yes
identifies if any behaviors impede the learning of others (yes or no) includes recommendations if yes
Includes sufficient data to support a BIP if applicable
Additional items that may be included for disability categories pertaining to behavioral functioning (such as ED, OHI, AU)
Lists and explanations of psychometric instruments used to analyze behavioral functioning and scores associated
Evidence that formal behavioral rating data was collected from multiple sources (teacher(s), parent, and/or student self-report)
Interpretation of clinically significant scores obtained on assessment instruments
Explanation of how significant behaviors adversely impact educational performance and/or access to the educational setting
Evidence of the length of time the behavioral symptoms and features of emotional difficulty have been present
Consideration and assessment documentation of counseling as a related service (if warranted)
Consideration and documentation of a Functional Behavioral Assessment (if warranted)
Specific recommendations for behavioral interventions and strategies (required for Autism disability condition)
Identifies critical area(s) of behavioral and emotional need and makes instructional and intervention recommendations
Information in the area of his emotional and behavioral status is compiled through informal evaluation procedures and gathering of data from multiple sources. Parent information, observations during evaluation, teacher information and educational history.
Parent reports that STUDENT is well behaved. He has responsibilities at home with chores and is a polite young man. In interviewing parent to gather additional insights, parent shared that STUDENT does spend a lot of time on homework and struggles with reading at home. Parents indicate they are concerned that STUDENT does not feel good about his school performance.
STUDENT has no documented disciplinary issues and is reported by his teacher, Ms. Smith, to be generally cooperative and compliant with requests and he adapts well to new situations without getting upset. He does struggle with accepting responsibility for own actions, with making and keeping friends at school, and with following school rules. At times he does not work cooperatively with others and can appear unhappy. Ms. Smith feels that a contributing factor to this is distractibility and impulsive behavior. He is very pleased when he accomplishes good work and will respond appropriately to praise and correction. He often gets discouraged by difficulties or minor setbacks and that is something he and the teacher are working on currently through private conversations about his work. Overall Ms. Smith feels that Joe truly likes school. Two of Ms. Smith’s main concerns are with his ability to retain new information and his struggle to accept help from his peers.
During evaluation sessions STUDENT was polite and attentive to the task before him. He was distracted at times by voices in the hallway and would ask questions about the evaluation when it appeared he could not respond. Overall, he was only slightly more distracted than peers during the evaluation sessions. During a classroom observation conducted at the end of a reading lesson and during students independent work, STUDENT needed verbal redirection by Ms. Smith 5 times in 20 minutes. One recommendation is to develop a symbol system between STUDENT and Ms. Smith for redirection that is non-verbal and will not draw attention from peers. A strategy such as this may also help Joe develop his own monitoring system for his attention to a task