FULL INDIVIDUAL EVALUATION (FIE) INITIAL EVALUATIONS (34 CFR 300.531 AND 300.532) A. B.

the evaluation is conducted in accordance with the procedures in federal and state law, the results of the evaluation are used by the ARD/IEP Committee in developing an individualized education program.
This means if the student is a braille reader or low vision device user, these provisions must be made.

TIME LINE A written report of a full individual evaluation of a student for purposes of special education services shall be completed not later than the 60th calendar day following the date on which the referral for assessment was initiated by school personnel, the students parent or legal guardian, or another appropriate person. The assessment shall be conducted using procedures that are appropriate for the students most proficient method of communication. The 60 calendar day time line requirements for the special education department processing and assessment begins from the time that the parent/guardian signs notice and consent for FIE. Data should be gathered and sent to special education assessment person as soon as possible. The ARD Committee shall convene within 30 calendar days from the date of completion of the written assessment report to make decisions regarding the students needs. When the 30th day occurs during the summer, when school is not in session the ARD Committee will have until the first day of fall classes to convene and make decisions. PURPOSE The purpose of the full individual evaluation is to: A. determine eligibility and the presence or absence of a physical, mental, or emotional disability which may affect the students successful participation in the general education curriculum; determine the presence or absence of a significant educational deficit and the need for special education instructional and/or related services; identify specific learning competencies in instructional and related service areas; make recommendations for determining the grading criteria and procedures for participation in extracurricular activities; and

B. C. D.

E.

provide information relative to the appropriate mastery level or levels at which the student should be expected to achieve in order to receive passing grades in all content areas of instruction.

DOCUMENTATION GUIDELINES WRITTEN REPORT (34 CFR 300.543) An appraisal person shall prepare a written report of the results of the evaluation which shall address the presence or absence of those symptoms or conditions included in the specific eligibility criteria for the disability for which the student is being assessed. A. The report will include a statement of: 1. 2. 3. 4. 5. 6.
This is really important, because there ARE no tests that were standardize d for students with visual impairments .

7. 8. 9. 10.

whether the student has a specific disability and meets eligibility criteria; the basis for making the determination; the relevant behavior noted during the observation of the child; For example the relationship of that behavior to the students academic , an Eye functioning; Report the educationally relevant medical findings, if any; whether there is a severe discrepancy between achievement and ability that is not correctable without special education and related services; and the type and severity of the impairment and the functional This implications for the educational process relates directly to the determination of the team concerning the effects of the environmental, cultural, or economic disadvantage. FVE/LME administration of sources of data for all areas assessed. assessment instructions conducted under standard conditions, information about the extent to which the assessment varied from standard conditions, such as the qualifications of the person administering the test or the method of test administration, needs to be included in the evaluation report.

B.

Each team member shall clarify in writing whether the report reflects his or her conclusion. If it does not reflect his of her conclusion, the team member must submit a separate statement presenting his or her conclusions. A copy of the FIE is given to the parent.

C.

RELATED SERVICE ASSESSMENT REPORT The related service appraisal person shall prepare a written report of the newest of the evaluations. A. The assessment report for related services includes: 1. learning competencies which identify the need for the related service, 2. documentation that the service will enable the student to benefit from instruction, 3. a recommendation for the specific service(s) to be offered The assessment report and supporting data used to develop the current IEP are in the eligibility folder and are no more than three years old.
Remember that, while O&M is a related service, VI instruction is an educational service and, therefore stands on a footing with all other special education programs.

B.

OBSERVATION (34CFR 300.542) In the case of a student of less than school age or out of school, a team member shall observe the student in an environment appropriate for a student of that age. EVALUATION DATA A. Observation At least one team member other than the students current teachers shall observe the students academic performance in the regular classroom setting. B. Test Selection and Administration

Tests and other evaluation materials and procedures used for the purposes of evaluation and placement of children with disabilities must be selected and administered so as not to be racially or culturally discriminatory. All tests and other evaluation materials have been validated for the specific purpose for which they were used. Tests and other evaluation materials were administered by trained personnel in conformance with the instructions provided by their producers. C. Language Dominance The assessment team shall first determine the students dominant language. The students dominant language is the language in which the student is most proficient. This determination may be made by formal or

Unfortunately, there are NO standardized tests designed for and validated on students with visual impairments. This means that any standardized test is, by definition inaccurate. For this reason, SPECIFIC TEST RESULTS SHOUD NEVER BE REPORTED in an assessment report.

informal assessment. Assessment instruments must be administered in the students dominant language (native language or other mode of communication unless it is clearly not feasible to do so). If the primary language of the home is not English, the students dominant language may be determined as a result of recommendations made by the Language Proficiency Assessment Committee (LPAC). Where no bilingual examiner is available, an interpreter may be used. D. Language Proficiency The assessment team must determine the students most proficient method of communication. The language proficiency information must indicate the students skill in understanding and using both receptive and expressive domains, such as oral and written language, reading comprehension, and listening comprehension, when appropriate. Proficiency in both English and the other language(s) must be addressed for Limited English Proficient (LEP) students.

E.

Physical Factors The assessment of an individuals physical factors (including visual, hearing, and psychomotor abilities) must consist of an examination of physical conditions which directly affect the students ability to profit from the educational process. A general medical examination shall be required only when specified by eligibility criteria or when abnormal physical factors have been identified as part of the assessment of physical factors. The health information collected during the referral process shall be sufficient if a complete medical examination is not required by specific eligibility criteria and if there are no indications of need for further physical assessment.

This is why the Functional Vision/Learning Media Evaluation MUST be done before the rest of the FIE.

F.

Emotional/Behavioral The assessment of an individuals emotional behavioral factors shall consist of formally or informally identifying those characteristics manifested in in-school or out-of-school behavior, or both, which may influence learning. The assessment shall include behaviors relative to the disability which may affect educational placement, programming, or discipline.

G.

Sociological

The assessment of an individuals sociological variables must consist of identifying the childs family and community environmental situation influencing learning and behavioral patterns. Students shall not be eligible for special education if the only deficiencies identified are directly attributable to a different cultural lifestyle or to their not having had educational opportunities. H. Intellectual
Notice this.

The assessment of an individuals intellectual functioning must include an assessment of both verbal and nonverbal/performance abilities except in special circumstances: 1. 2. 3. a student with a visual impairment, orthopedic impairment, motor impairment or hearing impairment, for whom a verbal measure of intelligence may be more appropriate a student with a language impairment; or a student who obtained a verbal score 15 or more points below the Performance score on a general measure of intelligence for whom a nonverbal measure of intelligence may be more appropriate.

This means that students with VI are not required to take the performance part of standardized exams when its not appropriate.

While the adaptive behavior of all students must be considered to some degree, formal measures of adaptive behavior shall be required only when a student is being assessed for mental retardation. Intelligence must always be addressed. An informal assessment of intelligence may be used to determine intellectual functioning as a part of eligibility for: 1. visual impairment, This is true 2. orthopedic impairment, because there are no 3. deaf blindness. FORMAL 4. OHI for Homebound
measures.

While not REQUIRED, best practice demands that we also carefully assess the adaptive living skills of students with visual impairments.

Some examples of informal assessment include: achievement tests results, teacher observations, adaptive behavior, grades, etc. I. Educational/Performance Levels The assessment of an individuals educational/performance levels must include: 1. Administration of an individual, norm-referenced measure of academic performance levels in the following appropriate areas, based on the students developmental level: a. Basic Reading Skills b. Reading Comprehension c. Math Calculation d. Math Reasoning

e. f. g. J.

Written Expression Listening Comprehension Oral Expression

This is ABSOLUTELY CRITICAL for students with visual impairments. Technology for our population is so complex and changing so quickly that best practice DEMANDS that a TVI be part of the Technology Assessment team for these students.

Assistive Technology Devices and Services Assistive technology devices and services shall be considered for all students annually. Assistive technology devices and services are used to adapt conditions to improve the students functioning when needed to implement the students IEP. 1. The FIE will reference the completed Assistive Technology Level I assessment report regarding the need for assistive technology devices or services. 2. The Assistive Technology Level I assessment report will specify one of the following: a. assistive devices and services are/are not recommended for this student at this time; b. referral to the assistive technology team is recommended. (Level II)

ASSESSMENT OF LEARNING COMPETENCIES (ACADEMIC PERFORMANCE) A. Upon completion of the Full Individual Evaluation for a student who appears to meet specific eligibility requirements for a disability the appraisal staff member will notify the appropriate special education teacher and give the teacher the Assessment of Learning Competencies form. The teacher will assess the student and complete the form. The assessment shall include: 1. 2. 3. criterion-referenced or curriculum-referenced assessments designed to aid in the development of the students IEP; information about the students strengths and weaknesses; and the specific modifications of instructional content, settings, methods and/or materials required by the student to achieve and maintain satisfactory progress, including those that can only be provided through special education services, and those adaptations necessary for the students progress in regular classes and other special and compensatory education programs.

B.

Obviously, this has to be done by a TVI.

Review of Existing Evaluation Data (REED) Need: ARD supplement for additional data (REED)

Will be completed within 12 months prior to the reevaluation due date. Purpose: To allow concentration of district resources on post-assessment needs of students (e.g., instruction) when the disability tends to be long-standing or data exist to demonstrate stability over time. When NOT to use: - to assess Emotional Disturbance - for assessing Learning Disabilities if: (a) 1st reevaluation (b) if previous reevaluations did not include general comprehensive measure of intelligence (eg., WISC- III) (c) inconsistent or variable test (IQ) scores - for assessing Autism for first two re-evaluation cycles When to use: an option to be used for a second re-evaluation an option to be used for a first re-evaluation for special circumstances such as multiple disabilities, medically fragile, etc. DETERMINATION OF NEEDED EVALUATION DATA (34 CFR 300.533) As part of a reevaluation, a team that includes individuals required in 34CFR 300.344 (same as ARD members-see Section 4), and other qualified professionals, as appropriate, shall A. review existing evaluation data on the child, including but not limited to: 1. 2. 3. 4. 5. B. formal evaluation and informal evaluation (e.g., CLASS, Brigance) and information provided by the parents of the student, current classroom based assessments and observations, and observations by teachers and related services providers, and group assessment such as TAAS, TAKS, SDAA, DRA, Literacy, IOWA, etc., and other school records such as attendance, discipline reports, etc..
These meetings are called different things. Some are called PARDs or Pre-ARD meetings, but their purpose is always the same they determine what assessment is necessary for the three year reeval.

On the basis of that review, including input from the childs parents, the ARD/IEP team will identify what additional data, if any, are needed to determine: 1. 2. whether the child continues to have a particular category of disability, as described in federal law 34 CFR 300.7; the present levels of performance and educational needs of the student;

3. 4.

whether the student continues to need special education and related services; whether any additions or modifications to the special education and related services are needed to enable the student to meet the measurable annual goals set out in the IEP of the student and to participate, as appropriate, in the general curriculum.

C.

Appropriate school personnel will administer tests and other evaluation materials as may be needed to produce the data identified in A. and B. above. If determination under paragraph A. is that no additional data are needed to determine whether the student continues to be a student with a disability, the assessment representative of the ARD committee will notify the students parents: 1. 2. of that determination and the reasons for it; and of the right of the parents to request a full individual evaluation to determine whether the student continues to be a student with a disability.

D.

E. F.

The school district is not required to conduct an evaluation described in paragraph D.2. above unless requested to do so by the students parents. If it is determined that additional evaluation data are needed or the parent requests additional assessment, notice and consent for full individual evaluation will be obtained from the parent/guardian at this time.

Requirements for Specific Eligibility B. Deaf-Blind (DB). A student with deaf-blindness is one who has a combination of severe hearing and visual losses after best correction and is determined to be eligible as auditory impaired and as visually impaired according to the specific eligibility criteria for each of theses disabilities. If an eligible student with a visual impairment has a suspected hearing loss that cannot be demonstrated conclusively, and if a speech/language therapist, or licensed speech language pathologist indicates there is no speech at an age when speech would normally be expected, the student may be eligible for services as deaf-blind. Multiple Disabilities (MD). A student with multiple disabilities is one who has a combination of disabilities included in this section and who meets all of the following conditions: 1. 2. the students disability is expected to continue indefinitely; the disabilities severely impair performance in two or more of the following areas: __psychomotor skills __self-care skills __communication __social and emotional development __cognition

F.

Students who have more than one of the disabilities defined in this section but who do not meet the criteria above shall not be classified or reported as having multiple disabilities. This term does not include deaf-blindness. J. Traumatic Brain Injury (TBI). A student with traumatic brain injury is one who has been determined by a licensed physician to have an injury to the brain caused by an external physical force resulting in total or partial functional disability and/or psychosocial impairment. Assessment to determine educational need is performed by district personnel qualified to assess those areas identified in 34 CFR 300.7 (b) (12): (cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem solving; sensory perceptual and motor abilities; psychosocial; behavior; physical functions; information processing; and speech) that are suspected to adversely affect the students educational performance. The term does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.

K.

Visual Impairment (VI). A student who has a visual impairment is one who: 1. has determined by a licensed ophthalmologist or optometrist to have no vision or to have a serious visual loss after correction. The visual loss should be stated in exact measures of visual field and corrected visual acuity at distance and near in each eye. The report should also include prognosis whenever possible. If exact measures cannot be obtained, the eye specialist must so state and give best estimates; and has been determined by the following assessments to have a need for special services: a. a functional vision evaluation by a professional certified in the education of students with visual impairments or a certified orientation and mobility instructor. The evaluation must include the performance of tasks in a variety of environments requiring the use of both near and distance vision and recommendations concerning the need for a clinical low vision evaluation and an orientation and mobility evaluation; a learning media assessment by a professional certified in the education of students with visual impairments. The assessment must include recommendations concerning which specific visual, tactual, and/or auditory learning media are appropriate for the student and whether there is a need for ongoing assessment in this area.

This is the legal definition of visual impairment.

2.

b.

3.

A student who has a visual impairment is functionally blind if, based on the preceding assessments, the student will use tactual media (which includes braille) as a primary tool for learning to be able to communicate in both reading and writing at the same level of proficiency as other students of comparable ability.

--------------------------------------------------------------------------------------------------------Assessment for Related Services and Adapted Physical Education The following assessments shall be completed as appropriate before related services are provided: 1. Assessment for related services includes a written report demonstrating that the student meets the criteria for the students individual education

plan (IEP) and establishing that the service is needed in order for the student to benefit from special education instruction. 2. Assessment for adapted physical education is performed by appropriately trained physical education or special education personnel.

Vocational Assessment Vocational assessments of career interest and aptitude, if needed, are performed by appropriately trained vocational education and/or special education personnel. Re-Evaluation Assessments A reevaluation of each child, in accordance with 300.532-300.535, is conducted if conditions warrant a reevaluation, or if the childs parent or teacher requests a reevaluation, at least once every three years. Triennial reevaluations must be done on or before the month and the day of the last comprehensive evaluation. Notice should be given and written consent for the Full Individual Evaluation should be obtained from the parent/guardian of the child at the Annual ARD Committee meeting during the school year prior to the due date of the reevaluation. This will allow ample time for the data to be collected, assessment to be completed, and the assessment report to be written. Requests for Additional Testing Occasionally, more specific information is needed on a student in order to plan an appropriate Individual Education Plan. When additional assessment is needed, whether it be a speech/language assessment, psycho-educational assessment, psychological assessment, or related service assessment, the appropriate appraisal staff person will be present at the ARD meeting to request such assessment. The appropriate appraisal staff person should be consulted to determine the need for additional assessment and to what extent assessment should be done. The appraisal staff person shall be consulted prior to convening an ARD meeting to request such assessment.