Enter scores across batteries to generate draft FIE narrative paragraphs — then switch to the Needs, Impact, Supplements & Recommendations tab to draft your eligibility impact sections, supplements, and recommendations.
Built to read the whole evaluation, not just the scores. Most AI report tools work from formal battery data alone — this one also pulls from STAAR results, CBM data, grades, work samples, prior evaluations, and the MTSS referral itself, because the FIE should reflect the whole student, not just the test.
[Parent], [Teacher 1] in your typed notes.
| Button | Batteries & scales included |
|---|---|
| 💬 Oral Language | WJ-V ACH (oral clusters) · WJ IV-OL · WMLS-R (English & Spanish) · WIAT-IV Oral Language · KTEA-3 Oral Language · KABC-II verbal subtests · Batería IV ACH oral |
| 🧠 Cognitive | WJ-V COG · WISC-V · KABC-II · WPPSI-IV · Batería IV COG |
| 📚 Reading | WJ-V ACH (reading) · WIAT-IV reading · KTEA-3 reading · CTOPP-2 · TOC-2 · TOWRE-2 · GORT-5 · TAPS-4 (English & Spanish) · WMLS-R Letter-Word ID · Batería IV ACH reading |
| ✏️ Writing | WJ-V ACH (writing) · WIAT-IV written language · KTEA-3 written language · TOC-2 · WMLS-R Dictation · Batería IV ACH writing |
| ➕ Math | WJ-V ACH (math) · WIAT-IV math · KTEA-3 math · KM-3 · Batería IV ACH math |
| 📊 Academic Summary | WJ-V ACH composites · WIAT-IV composites · KTEA-3 composites · synthesizes Reading, Writing & Math narratives if already generated |
| 📈 PSW | WJ-V COG · WISC-V · KABC-II · WPPSI-IV · WJ-V ACH composites · WIAT-IV composites · KTEA-3 composites · CTOPP-2 · TOWRE-2 · GORT-5 · KM-3 (Total & Operations) — cross-battery pattern of strengths & weaknesses |
| ⚡ ADHD | Conners-4 (Parent, Teacher, Teacher 2, Self-Report) · ADDES-5 (Home, School) |
| ❤️ ED | SAED-3 · BES-4 · RCMAS-2 · Piers-Harris 3 · auto-generates ED Integrated Narrative when any scale has data |
| 🔬 AU | SRS-2 (Parent, Teacher, Self-Report) · BRIEF-2 (Parent, Teacher, Self-Report) · Autism Supplement (ADOS-2, CARS-2, ASRS) · generates only sections with data entered |
| 🌐 Adaptive | ABAS-3 (Parent & Teacher — GAC, Conceptual, Social, Practical domains) |
| ⌘ Overall Summary | WJ-V COG/ACH composites · WISC-V · KABC-II · WIAT-IV composites · KTEA-3 composites · CTOPP-2 composites · TOWRE-2 · GORT-5 · TOC-2 · ABAS-3 GAC · Conners-4 ADHD Index · synthesizes any narratives already generated above into a unified FIE summary paragraph |
| Auto-generated sections — triggered by JS when data is entered (no button to click) | |
| 🌱 Dev Domains | DAYC-2 · DP-4 · BBCS-4:R · PLS-5 — fires automatically when early childhood developmental battery data is entered |
| 📋 DD Eligibility | DAYC-2 · DP-4 · PLS-5 — fires automatically alongside Dev Domains for Developmental Delay eligibility supplement |
| 🧩 NEPSY-2 | NEPSY-2 (all 43 subtests across Attention/Executive, Language, Memory, Sensorimotor, Social Perception, Visuospatial domains) — fires automatically when NEPSY-2 subtest data is entered |
| Enter scores on the left to populate this table. |
Work through each phase in order. The AI draws from narratives you generated on the Score Entry tab — generate those first for best results.
Generate determination write-ups and pattern summaries. Generate your evaluation narratives first for best results.
Generate a forward-facing needs statement per eligibility area. These describe what the student requires — bridging evaluation findings to ARD planning. Generate your evaluation narratives first for best results.
Generates the eligibility determination statement based on the areas checked above. Review and edit before use — this goes in your eligibility determination section of the FIE.
Draft a parent-readable rationale explaining that dyslexia characteristics were identified but SDI is not required at this time, and that the student is being referred to the 504 committee for accommodations.
Use when evaluation data support an ADHD presentation but no medical diagnosis has been obtained. Generates the conditional determination language — no AI call, output is immediate. The ARD committee will revisit eligibility when medical documentation is received.
Complete the required AT consideration section of the FIE. Select the determination below, then generate a draft statement for the student's report.
Generate recommendations for the ARD committee. Generate your impact statement first — these sections draw from the same narratives. Each section is generated separately.
| Battery | Measure | Score | Classification |
|---|