The Practical FIE

Kelly Kujawa
Klein ISD District Diagnostician

Greg Jones
Special Education Teacher
KOHS

This class was created to provide

teachers with a practical understanding
of the Full Individual Evaluation (FIE) so
that it may used as a tool for
understanding the needs of special
education students as well as inclusive
lesson planning.

The FIE is a legal document and by law it must

contain the following information for each
student:
The reason for referral to

special education
Language dominance
Sociological information
Health/Physical profile
Language functioning
Cognitive/adaptive
behavior
Emotional/behavioral
functioning

Educational needs

Needs in the

physical/vocational
domain
Assistive technology &
related services
Eligibility of disability
IEP goals (strengths and
weaknesses)
Recommendations
(accommodations)
Summary and conclusion

All formal evaluation information will be included in the

FIE to include the following:
Speech/language evaluation
Psychological evaluations
Functional Behavioral Evaluations (FBAs)
Occupational and physical therapy evaluations
Related services counseling assessments
Specific evaluations as requested

 The FIE is the primary source of data used to drive the

development of the Individual Education Plan for each

student.
Performance statements (PLAAPFs), accommodations,
and IEP goals should reflect FIE data.
Teachers and ARD committee members are to base all
decisions for each student on the terms of the FIE.
Any IEP information not derived from the FIE must be
detailed in the academic performance statement
(PLAAPF).

There are currently 14 federal disability categories

that qualify students for special Education services
00 No Disability
01 orthopedic Impairment
02 Other Health Impairment (Ex: Tourette's Syndrome or ADHD)
03 Auditory Impairment
04 Visual Impairment
05 Deaf-Blind
06 Intellectual Disability
07 Emotional Disturbance
08 Learning Disability
09 Speech Impairment
10 Autism
11 Unnamed
12 Developmental Delay (Not recognized in Texas)
13 Traumatic Brain Injury (TBI)
14 Non-categorical Early Childhood

This class will focus entirely on the

Full Individual Evaluation (FIE) as it
relates to specific learning
disabilities.

The complete FIE is an assessment of learning

based upon testing results provided by the
Woodcock-Johnson III battery.
Results are compiled into two major areas:
General Cognitive Ability-Specific areas of

IQ
Achievement-Academic performance
testing

Cognitive Categories
General Intellectual Ability
Crystallized Intelligence
Fluid Intelligence
Long-Term Retrieval
Short-Term Memory
Auditory Processing
Visual Processing
Processing Speed
Scores below 85 indicate a deficit

General Intellectual Ability (GIA)

This score is based on a weighted
combination of tests that best represent
the common ability underlying all
intellectual performance.
This is the students IQ level

Crystalized Intelligence (Gc)

This test represents the breadth and depth of
a persons acquired knowledge of a culture
and the effective application of this
knowledge.
Verbal Comprehension-Vocab understanding
General information-Ex: Where would you find

something.

Long-Term Retrieval (Glr)

This represents the ability of people to store
information in their long-term memory, and
the ability to retrieve that information at a
later date through association.
Visual-Auditory learning
Retrieval Fluency

Visual-Spatial Thinking (Gv)

Visual processing speed is the ability to
generate, perceive, analyze, synthesize,
manipulate, transform, and think with visual
patterns and stimuli.
Spatial Relations-Perceive and manipulate visual

patterns
Picture Recognition-Visual memory

Auditory Processing (Ga)

This category represents the ability to analyze
and synthesize patterns among auditory
stimuli.
Sound Blending-The ability to process speech sounds

as in isolating, blending or synthesizing

Auditory Attention-Speech or general sound
discrimination. Discrimination between sounds during
varying conditions

Fluid Reasoning/ Intelligence (Gf)

This represents the ability to use and engage
in various mental operations when faced with
a relatively novel task that cannot be
performed automatically.
Concept formation-Discovering the underlying

characteristics governing a problem or set of materials.

Analysis-Synthesis-Applying a series of conditions to
solve a problem

Processing Speed (Gs)

The ability to perform cognitive tasks fluently
and automatically while under pressure while
maintaining attention.
Visual Matching-comparison of visual symbols
Decision Speed-measures the fluency speed of task

performance

Short Term Memory (Gsm)

This represents the ability to acquire and
immediately use information, usually within a
few seconds.
Numbers Reversed-Measures working memory by

storing information and then performing a set of

operations.
Word Memory-The ability to hear and recall sequences
of words

Achievement TestingMeasures of Academic Performance

Broad Reading Skills-Letter-Word Identification (Site
Words), Reading Fluency, and Passage Comprehension
Broad Math
Math Calculation-Calculations, Fluency, and Applied
Problem-solving
Broad Written Language
Written Expression-Writing Fluency, Writing Samples,
and Spelling

Achievement Testing
All scores are age-normed for

comparison
Scores are based on a mean of 100 with
a standard deviation of 15.
Scores within the 20th percentile are
acceptable
Scores of 85 and below indicate a
significant deficit.

Identifying Specific Learning Disabilities

Noted deficiencies are charted for both Cognitive and

Achievement as shown on the following chart.

Cognitive deficits will always affect the achievement areas in
predetermined patterns.
Achievement results must reflect the deficiencies as charted by
the cognitive deficits.
As charted, a learning disability will be indicated by the
intersection of low achievement and cognitive intellectual
functioning.
For example: A deficit in Processing Speed (Below a score
of 85) will affect reading fluency. A low score (below 85) in
Reading Fluency as well verifies the deficit, indicating a
specific learning disability in the area of Reading Fluency.

Intellectual Ability vs Achievement

Basic
Reading
Skills

Reading
Comp

Read
Fluency

Math
Reasoning

Crystal
Intel

Fluid
Intel

Long
Retrieve

Short
Retrieve

Auditory
Process

*
*

Visual
Process
Process
Speed

*
*

Math
Calc

Written
Lang

Listen Oral
Comp Express

*
*

*
*

Cognitive Processing
Deficit

Academic Achievement
Learning Disability Area
+ Weakness
=

Crystalized Knowledge

Achievement Deficit

Reading Comp, Math reason,

Math Calc, Written Expr,
Listening Com, Oral Expr

Fluid Reasoning

Achievement Deficit

Reading Comp, Math

Reasoning, Written Expr

Long-Term Retrieval

Achievement Deficit

Basic Reading, Reading

Fluency, Math Calc, Written
Expr, Oral Comp

Short-Term Memory

Achievement Deficit

BR, RC, RF, PS, MC, WE, LC,

OC

Auditory Processing

Achievement Deficit

Basic read, Written Expr,

Listening Com

Visual-Spatial Reasoning

Achievement Deficit

Math Prob Solving, Math

Calculation

Processing Speed

Achievement Deficit

Basic Reading, Reading

Fluency, Math Calculation,
Written Expression

How it looks in the Classroom

The following slides represent a practical
teaching tool that will help teachers in
understanding the specific learning
disabilities, identifying expected
problem areas in learning, and providing
recommendations for inclusive lesson
planning.

Deficits in Long-Term Retrieval

(Remember, they cant retrieve previously learned
material!)
Student will struggle in

Recommendations

Learning and recalling

Provide extra instruction,

information through
association (Facts, related
ideas and concepts).
Recalling information on
tests through association
Using Associations provided
by the teacher to facilitate
storage and retrieval.
Pairing and retaining visual
with auditory information.

review, and repetition.

Provide immediate feedback
Provide memory aids such as,
mnemonics, and keywords.
Use multiple styles to reach
all types of learners as
appropriate.
Limit the number of facts,
vocab, and concepts per
lesson.

Deficits in short term memory

(Remember, they forget it instantly!)
Students will struggle in

Recommendations

Following directions

Short, simple directions

Remembering information

long enough to even process

it for understanding.
Recalling sequences
Memorizing any info at all
Listening and understanding
any lengthy presentation
Taking notes-info forgotten
before it reaches the paper

Have students repeat and

paraphrase instructions.
Provide aid-preprinted notes,
visuals on the board, peer
pairing, fill-in notes, and long
pauses during instruction.
Overteach, review and
repetition.
Memory strategies-chunking,
verbal rehearsals, visual
imagery

Deficits in Processing Speed

(Remember, they just cant keep up!)
Students will struggle in

Recommendations

Processing info quickly

Extra time to compete

Completing anything by the

assignments
Reduce the work level
Limit copying activities
(Provide it if necessary)
Increase rate and fluency
with flash cards, speed drills,
or games.

due date
Completing timed tests
Making comparisons between
different types of
information.
Copying information or
taking notes.

Deficits in General Comprehension

(Remember, they just cant get it!)
Students will struggle in

Recommendations

Learning vocabulary

Activate all prior knowledge

Answering factual questions

Understanding oral and

written language
Acquiring general knowledge
independently in content
areas
Activating prior knowledge to
understand new concepts.

for new concepts

Assess prior knowledge
Preteach vocab and
background
Vocab reinforcement such as
how to apply prefixes and
root words
Incorporate student interests
Use low-level vocab for
instructions.

Deficits in Fluid Reasoning

(Remember, they just cant make the connection!)
Students will struggle in

Recommendations

Making inferences

Teach problem-solving

Abstract problem solving

Finding solutions to

problems
Generalizing info to multiple
concepts
Modifying an idea or concept
Conceptual thinking
Problem solving applications

strategies
Repeat and review concepts
Use manipulatives
Teach understanding with
retention concepts-self talk,
lists and step-by-step.
Encourage creativity with
solutions
Teach problem solving with
real world applications.

Deficits In Auditory Processing

(Remember, they struggle with the ability to understand
and use sounds in language-Hearing is not affected and
remains intact!)
Students struggle in

Recommendations

Decoding (Phonics)

Associate sounds with

Learning structural analysis

Spelling
Speech perception &

understanding
Learning languages
Developing musical skills

symbols
Provide study guides and
listening activities
Provide assistance with note
taking or provide copies of
them
Use visual aids to accompany
oral instruction.
Seat them near the
instruction.

Deficits in Visual Processing

(Remember, it is how they visualize, not necessarily full

impairment)
Students struggle in

Recommendations

Assembling puzzles

Use manipulatives

Identifying patterns

Provide copying, tracing and

Designing

drawing activities.
Verbally describe graphics
Provide support for tasks
involving spatial orientation.

Building
Spatial orientation
Reading graphs or charts
Visual details
Organizing and arranging

Autism
Students may struggle in a
variety of areas
Autistic students may seem lost
in their own worlds, or be at
your desk constantly. These
students may see only one way
of doing things. Students with
Autism may be often seem
immature, or angry. Autism is
diagnosed on a wide spectrum,
so you must get to know the
students individually. They are
very visual learners.

Recommendations
Get to know the student
individually.
Seek support from Making
Connections Program.
Seek information from the
students parents and
counsellors as to teaching them
in the classroom.

We appreciate your diligence in teaching

special education students. Please remember
that they are not inherently lazy. Their
learning deficits are very real. By the time
these students reach high school, they are
exhausted and overwhelmed by years of
repeated failure. Thank you for attending our
class. Teaching special education students is
hard work, so we hope this will be valuable
information that you can implement in the
classroom.