A Parent's Guide to Initial Special Education Evaluations: Understanding the FIIE Process

The FIIE (Full and Individual Initial Evaluation) is truly the foundation of all things special education. In our SPED 101 series so far, we’ve answered the big-picture question “What is special education?” (newsletter | explainer video), explored the Child Find and referral process (newsletter), and dug into two of the most important principles in special education law and practice: Free Appropriate Public Education (FAPE) (newsletter| explainer video) and the Least Restrictive Environment (LRE) (newsletter | explainer video). Now we turn to the next critical concept, evaluation. A student must be evaluated before receiving special education, but what does that evaluation actually involve? This guide walks you through the FIIE process in Texas. Use the links below to jump to the sections that matter most to you:

• What is an Initial Evaluation?

• Common Misunderstandings About FIIE

• The Two-Step Process: Who Does What?

• Your Rights as a Parent

• What Does the Evaluation Include?

• Disability Categories

• Key Components of the Final Report

• What Happens Next?

• Red Flags: When Evaluations May Not Be Comprehensive

• Questions to Ask

• Bottom Line

What is an Initial Evaluation?

A Full and Individual Initial Evaluation (FIIE) is a comprehensive assessment conducted by your school district to help determine two critical things:

Watch A Parent’s Guide to Initial Special Education Evaluations to learn what the FIIE is, how the process works, and what every parent should know about their rights and next steps.

1. Does your child have a disability under the Individuals with Disabilities Education Act (IDEA)?

2. Does your child need special education services because of that disability?

Important: Having a disability doesn't automatically qualify a child for special education. The child must also need specialized instruction or services to access and progress in school.

Common Misunderstandings About FIIE

What an FIIE is not. Sometimes parents or teachers request an FIIE “just to see where a student is at” or because they’ve heard it’s a way to “get a free IQ test.” While an FIIE does provide detailed information about a student’s current functioning—and often includes a cognitive assessment—that is not its purpose. The purpose of an FIIE is to determine whether a student has a disability and whether that disability is impacting their ability to access and make progress in their education. For that reason, a parent should only request, and a school should only initiate, an FIIE when there is a reasonable suspicion of a disability.

It’s not only about failing grades. Another misconception is that a student must be failing or performing poorly academically to be considered for an evaluation. In reality, special education is not just for students who struggle with academics. Many students do well with classwork and tests but face challenges in other areas—such as emotional regulation, behavior, social skills, communication, mobility, or daily living skills—that significantly affect their ability to participate in school. Education is more than academics. When these functional needs interfere with learning, an FIIE can help identify supports and services that ensure the student has full access to their education.

Agreeing to an evaluation is not the same as agreeing to services. Finally, parents should understand that giving consent for an FIIE does not mean they are automatically agreeing to special education services, nor does it guarantee that their child will qualify for services. The FIIE is the first step—a process to determine whether a disability condition is present and whether the child meets the eligibility criteria for special education. Only after the evaluation is completed and eligibility is confirmed will services be discussed and considered.

The Two-Step Process: Who Does What?

Step 1: The Multidisciplinary Team (MDT) Conducts the Evaluation

The MDT is a group of qualified professionals who collect and review evaluation data. This team always includes:

• A licensed specialist in school psychology or educational diagnostician

• Other specialists based on your child's suspected disability

Step 2: The ARD Committee Makes the Eligibility Decision

The Admission, Review, and Dismissal (ARD) committee reviews the MDT's findings and decides if your child qualifies for special education services. This committee includes you as an equal member.

Your Rights as a Parent

Consent and Timeline

• Schools must obtain your written consent before evaluating your child

• You have 15 school days to receive a response after requesting an evaluation

• Evaluations must be completed within 45 school days of your consent

• The school has 30 calendar days from the completion of the FIIE to hold an Initial ARD meeting, and they must provide a written copy of the FIIE to you at least 5 school days prior

• You can revoke consent at any time (though this doesn't erase data already collected)

Scope of Evaluation

Parents are essential partners in the FIIE process—collaborating with the MDT to share insights, review data, and ensure the evaluation reflects the whole child.

When you consent to an evaluation, you're agreeing to a comprehensive assessment that may look beyond the initially suspected disability. The evaluation must be broad enough to identify all of your child's potential needs.

If You Disagree

If you disagree with the school's evaluation, you have the right to request an Independent Educational Evaluation (IEE) at public expense.

What Does the Evaluation Include?

The FIIE is a comprehensive report with several key sections:

1. Background and Educational History

• Review of school records, report cards, and academic history

• Parent interviews about your child's development and school experience

• Review of existing data (previous evaluations, test scores, teacher observations)

• 
  

2. Academic Achievement Assessment

Your child will be assessed in areas such as:

• Oral expression and listening comprehension

• Reading skills (basic skills, fluency, comprehension)

• Written expression

• Mathematics (calculation and problem-solving)

  
  

3. Cognitive Assessment (if appropriate)

• General intelligence testing

• Processing abilities

• Memory and attention skills

  
  

4. Social, Emotional, and Behavioral Functioning

• Social skills assessment

• Emotional regulation

• Behavioral observations in school settings

• Adaptive behavior skills (daily living skills)

  
  

5. Communication Assessment

• Speech and language abilities

• Social communication skills

  
  

6. Sensory and Motor Assessment

• Vision and hearing screening

• Fine and gross motor skills (if relevant)

  
  

7. Health Information

• Medical diagnoses (required for certain disabilities)

• Health conditions affecting learning

  
  

8. Specialized Assessments

Depending on suspected disabilities, additional assessments may include:

• Autism-specific evaluations

• Dyslexia assessments

• Behavioral assessments

• Assistive technology evaluations

  
  

Disability Categories

Your child may be evaluated for one of these 13 disability categories:

Through the FIIE, the multidisciplinary team works together to understand a child’s strengths and challenges

Autism

Deaf or Hard of Hearing

Deaf-Blindness

Developmental Delay (ages 3-9)

Emotional Disability

Intellectual Disability

Multiple Disabilities

Orthopedic Impairment

Other Health Impairment

Specific Learning Disability (including Dyslexia)

Speech or Language Impairment

Traumatic Brain Injury

Visual Impairment

Key Components of the Final Report

The FIIE report must include:

Impact Statements

Clear descriptions of how the disability affects your child's:

• Academic performance

• Social and behavioral functioning

• Communication abilities

• Independent living skills

Need Statements

Specific descriptions of what services and supports your child needs to access and progress in school.

Recommendations

Evidence-based interventions, accommodations, or modifications that could help your child succeed.

Professional Conclusions

Each evaluation team member must certify whether they agree with the report's conclusions.

What Happens Next?

Within 30 calendar days of the evaluation's completion, the ARD committee meets to:

1. Review the evaluation results

2. Determine if your child has a disability

3. Decide if your child needs special education services

4. If eligible, develop an Individualized Education Program (IEP)

Red Flags: When Evaluations May Not Be Comprehensive

Be concerned if the evaluation:

• Relies on only one test or assessment

• Doesn't include observations in your child's classroom

• Fails to consider cultural or linguistic factors

• Doesn't assess all areas of suspected difficulty

• Lacks input from multiple professionals

Questions to Ask

• What specific assessments will be conducted?

• Who will be on the evaluation team?

• How will my child's cultural and linguistic background be considered?

• What areas of strength and need were identified?

• How do the findings relate to my child's classroom performance?

Bottom Line

The FIIE is designed to provide a comprehensive picture of your child's abilities and needs. As a parent, you are an equal partner in this process. Don't hesitate to ask questions, request clarification, or seek a second opinion if you have concerns about the evaluation results.

Remember: The goal is to ensure your child receives the support they need to succeed in school, whether through special education services or other interventions. If you are facing an upcoming evaluation, have questions about the FIIE process, or feel unsure about your rights as a parent, we can help. You don’t have to interpret evaluation reports or navigate eligibility decisions on your own. Learn more about our services and schedule a consultation to review your child’s evaluation, understand the results, and get the guidance you need to make informed decisions about next steps in advocating for your child.