The Reason for Referral section should clearly, thoroughly and concisely describe why the evaluation is being conducted. The reason(s) an evaluation is being conducted are generally framed as “referral questions.” Information such as areas of concern, the person requesting the evaluation and suspected area(s) of disability should be provided.
The FIE...
contains a statement of referral and indicates that the evaluation will aid in determining if a disability condition exists
includes results from any Campus Intervention Team (CIT) discussions/meetings
describes parent and teacher concern(s) and details about the current supports in place that specifically address the concern(s)
details about the area(s) of suspected disability with progress monitoring data identifying the reason for the suspicion
In February 2020, an evaluation was requested for STUDENT by the staff at -- School due to reading concerns. The purpose of the Full and Individual Evaluation (FIE) is to identify the presence or absence of a disability condition and provide information regarding the student’s needs within the educational setting. It is also used to determine whether this student needs special education and related services and to determine present levels of academic achievement and functional performance. All determinations pertaining to eligibility, educational planning/programming services to be provided and placements remain the responsibility of the Admission, Review and Dismissal (ARD) committee.
STUDENT is currently a second-grade student in Ferris ISD. His/her Campus Intervention Team met on 01/15/2020 to review educational progress for STUDENT. Interventions in the classroom have consisted of small group and individual instruction targeting --specific skill-- 2x per week for 15 minutes and iRead (phonics-based program) 4x per week for 30 minutes. STUDENT attended summer school after completing 1st grade due to lack of progress in Reading. STUDENT's current teacher states that he/she struggles with decoding and reading comprehension. Parent states that student struggles when completing Reading assignments brought home. However he/she "whizzes through math assignments". The committee reviewed all intervention supports and progress monitoring data. Student's WPM data indicates he/she was able to read 20 wpm in Sept., 22 wpm in Nov., and 23 wpm in Dec. Because STUDENT continues to display slow progress in reading, the committee did recommend an evaluation through Special Education with a suspicion of SLD with the condition of Dyslexia.
The FIE...
provides details about the student’s current eligibility, placement and supports
includes a description of the student’s process towards goals
describes the parent and teacher concerns detailing the student’s current educational needs for improvement in both academic achievement and functional performance
details for the determination of additional data needed
Three Year Required Reevaluation:
STUDENT is currently ruled eligible for special education as SI. A reevaluation is being conducted to determine if there continues to be a disability condition. If this is established, it is recommended that the committee determine if the disability condition continues to affect school performance to such a degree that there is a need for continued placement.
Special Request from the ARD:
STUDENT is currently being served in our Special Education Program, ruled eligible as a student with a Speech Impairment. During STUDENT’s annual Admission Review and Dismissal (ARD) held 11/03/2014, the committee discussed additional concerns with his ability to learn the curriculum and suspect that a possible Specific Learning Disability (SLD) may be a contributing factor. Despite multiple measures of differentiated instruction and targeted interventions, STUDENT continues to struggle with basic reading skills, reading fluency, and reading comprehension. The major purpose of a Full and Individual Evaluation (FIE) is to determine the presence or absence of a disability condition, describe the student’s current levels of educational performance, and provide information to assist the ARD committee in its deliberations. A reevaluation is being conducted to determine STUDENT’s educational performance and educational needs and if a possible additional disability condition exists. If this is established, it is recommended that the committee determine if the disability affect school performance to such a degree that there is a need for additional services.
School Background
STUDENT is a 11-year, 10 month old male who has completed the 5th grade at Lucy Mae McDonald Elementary in Ferris ISD. Currently, STUDENT is mainstreamed with inclusion support in the English/Language Arts/Reading (ELAR) classroom. He attends Speech for 30 minutes, eight times every 9 week period. STUDENT's classroom accommodations include frequent breaks, opportunity to utilize a cool-down area, reminders to stay on task, encouragement for participation and oral exams. STUDENT earned B-C averages in all courses during the 2020-2021 school year. He had zero absences but had to learn from home while quarantined during the Covid 19 pandemic. Due to difficulty learning to read, STUDENT has repeated a grade level before being placed into Special Education. Prior to attending Ferris ISD, STUDENT attended Grand Prairie ISD. He was in a content-based ESL classroom for school years 2014-2019. Jose's TELPAS score in 4th grade (2019-20 school year) were Listening: Advanced High, Speaking: Advanced. Reading and Writing were not evaluated due to Covid. However, the rating from 3rd grade shows that Reading was Advanced High and Writing was Intermediate.
Previous Evaluations: 11/02/2018, 4/10/2018, 11/3/2015 and 11/27/2012
In 2012, STUDENT was evaluated for Autism by Red Oak ISD. STUDENT did not meet eligibility requirements at that time. Per his ESL file, STUDENT did receive speech services and was documented receiving them in October of 2014.
In 2015, STUDENT was 6-years old and was referred for a Full and Individual Evaluation by his mother due to behavior and social skills. Testing showed that STUDENT did meet the criteria for having Autism and a Speech Impairment.
In 2018,STUDENT was attending school at Hobbs Williams Elementary School in Grand Prairie ISD. He continued to meet the criteria of having Autism and a Speech Impairment. STUDENT's report card showed all As with an 88 average in English/Language Arts for the first 9 weeks. He received 9, 30-minute sessions per 9 weeks of Speech Therapy and as well as instructional support in the general education setting for ELAR. His classroom accommodations included math problem-solving read orally to student, classroom testing, extra time for written responses, oral and small group test administrations, private discussion about behavior. STUDENT continued to meet the eligibility requirements as a student having Autism and a Speech Impairment.
On 4/10/2018, STUDENT was evaluated for dyslexia. His mother had expressed concerns about him having difficulty with reading , spelling and writing. Testing showed that Jose scored low on Written Expression, Spelling and Word Decoding skills. His phonological awareness was poor but his reading comprehension was average. STUDENT qualified as a student having dyslexia.