TASB Student Solutions
EVALUATION
REVIEW OF EXISTING EVALUATION DATA
August 2024
Contents
REVIEW OF EXISTING EVALUATION DATA 3
REVIEW OF EXISTING EVALUATION DATA
What is Required
A review of existing evaluation data (“REED”) is required as part of an initial evaluation, if appropriate, and as part of any reevaluation. The REED must be conducted by the ARD Committee members and other qualified professionals, as appropriate. In conducting the REED, the ARD Committee must review 1) evaluation and information provided by the parents of the student; 2) current classroom-based, local, or state assessments, and classroom-based observations; and 3) observations by teachers and related services providers.
On the basis of the REED, and input from the student's parents, the ARD Committee must identify what additional data, if any, are needed to determine:
- Whether the student is a student with a disability, and the educational needs of the student, or, in the case of a reevaluation of the student, whether the student continues to have such a disability and the educational needs of the student;
- Whether the student needs special education and related services, or, in the case of a reevaluation of the student, whether the student continues to need special education and related services;
- The present levels of academic achievement and related developmental needs of the student; and
- 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 individualized education program of the student and to participate, as appropriate, in the general education curriculum.
If the ARD Committee determines additional data is needed, the appropriate District Assessment Personnel must administer such assessments and other evaluation measures that are needed to produce the data needed. If the ARD Committee determines no additional data is needed, the Campus Special Education Personnel must notify the student’s parents of that determination, the reasons for such determination, and notify the parents of their right to request an evaluation. The District is not required to conduct an evaluation unless the student’s parents request one. See [EVALUATION PROCEDURES].
Additional Procedures
Although a REED may be appropriate as part of an initial evaluation, it will be a very unusual case for an initial evaluation to consist only of a REED. In most situations formal assessment will be conducted for an initial evaluation. However, as part of the referral process, Campus Special Education Personnel, with input from the student’s teacher(s) and parents, will review existing data to determine what formal testing is indicated to ensure that a student is assessed in all areas of suspected disability.
When a reevaluation of a student is needed, the ARD Committee, including qualified District Assessment Personnel, will conduct a REED. The REED should not occur more than once a year unless the parent and the District agree otherwise, or unless circumstances change. A REED must be conducted at least once every three years. Nothing in statute, rule, or regulations allows the District and parent to agree to extend the three-year deadline for a REED and possible reevaluation. The District is not required to obtain parental consent before conducting a REED as part of an initial evaluation or a reevaluation. However, consent will be obtained if the REED indicates that a formal reevaluation is needed. See [CONSENT FOR REEVALUATION].
The District or Campus Assessment Personnel will schedule the REED meeting. This will be an ARD Committee meeting. A REED is conducted by an ARD Committee and may include other members with knowledge of the student, as appropriate. Specifically, the following individuals must be involved in the REED: the parent or the adult student, a Campus Administrator, a general education teacher of the student, a special education teacher of the student, a related service provider, if any, and District or Campus Assessment Personnel. In the case of a student with a visual impairment, the REED must include an appropriately certified orientation and mobility specialist. In addition, the REED must include input from the parent. As such, the Campus Assessment Personnel must document the school’s efforts to ensure the parent’s participation in the REED, including a summary of the parent’s input, any documents or information provided by the parent, and the way the input was gathered from the parent.
The REED must contain specific data in all areas required by the FIE (health, vision, hearing, social, emotional/behavior, cognitive functioning, academic performance, communications status, motor abilities, adaptive behavior, and assistive technology), as appropriate. A REED will include a review of some or all of the following information:
- The Student's Evaluations, Including Independent Evaluation Conducted by Outside Agencies, or any Evaluations Provided by the Parent;
- Other Information Provided by the Student’s Parents or the Adult Student;
- The Student's Current Classroom-based, Local, or State Assessments;
- Teacher Input;
- Classroom-based Observations;
- Related Service Providers Input and Observations
- Curriculum-based Measurements (CBMs);
- Criterion-referenced Assessments;
- STAAR results;
- Report Cards;
- Discipline Reports;
- Attendance Records;
- Medical and Health Records; and
- Any Other Pertinent Student Information.
The ARD Committee may rely on the determination that no additional assessment is needed after conducting a REED. However, the District Personnel involved in the decision should carefully consider when the last formal assessment was conducted and whether formal assessment should be completed because of the passage of time, changes in the student’s performance, or other relevant factors. Some or all of the following should be considered:
- What is the history of the assessment?
- Has there been a thorough evaluation conducted previously?
- How long ago was the last complete evaluation?
- What special education services is the student receiving and for how long?
- Are significant changes in placement/services being considered?
- What is the nature of the disability?
- What is the age of the student?
If the ARD Committee determines that no additional assessments are needed, the REED becomes the evaluation report and should then be presented at an ARD Committee meeting (if the REED meeting was not at an ARD Committee meeting) and specific eligibility and need for services should be reviewed. The date that the REED is reviewed and accepted by the ARD Committee will be entered as the new FIE date. A copy of the REED should be included in Frontline in the Evaluation folder. In addition, the Campus Compliance Facilitator must send a Prior Written Notice to the parent indicating the reasons for the REED decision and providing the parent the opportunity to request an evaluation. This is included in the PWN for the ARD meeting. See [PRIOR WRITTEN NOTICE] and [EVALUATION PROCEDURES].
All Campus and District Personnel participating in drafting a REED for a student will be trained annually regarding how to complete a REED, including tracking IEP progress over time to include in the REED. This training will include training on the components
of the REED, the information reviewed for the REED, and how to determine whether additional data is needed.
The District will maintain documentation requirements of compliance associated with Texas Student Data System (TSDS), Public Education Information Management System (PEIMS), and State Performance Plan (SPP). District staff will provide training, with follow up, to ensure the documentation required is in place and compliant.
Evidence of Implementation
- REED Document
- Minutes from REED Meeting
- List of Attendees for REED Meeting
- Determination of REED
- Prior Written Notice
- FIE
- ARD/IEP
- Documentation for the state in TSDS, PEIMS, and SPP
Resources
Letter to Anonymous, 48 IDELR 136 (OSEP 2007) – U.S. Department of Education
OSEP Letter to Copenhaver (October 19, 2007) - U.S. Department of Education
Guidance Relating to Evaluations: Review of Existing Evaluation Data - Texas Education Agency
Citations
34 CFR 300.305; 19 TAC 89.1040(c)(12)(E); Texas Educ. Code 30.002(c-2)
