A REED, or Review of Existing Evaluation Data, is a critical process in special education. It involves analyzing a student’s existing data to determine if further assessments are necessary, either as part of an initial evaluation or a reevaluation. This process helps to ensure that students with disabilities receive appropriate support and services.
The primary goal of a REED is to determine whether additional data is needed to assess several key factors:
- Whether the student has or continues to have a disability.
- Whether the student’s present levels of academic achievement and related developmental needs have changed.
- Whether the student needs or continues to need special education and related services.
- Whether the student needs any additions or modification to the special education and related services to meet the measurable annual goals set out in the individualized education program (IEP) and to participate, as appropriate, in the general education curriculum.
When is a Reevaluation Required?
A reevaluation, which may involve a REED, must be conducted under the following circumstances:
- The local education agency (LEA) determines the student’s educational or related service needs, including improved academic achievement and functional performance, warrant a reevaluation.
- The student’s parent or teacher requests a reevaluation.
- The admission, review, and dismissal (ARD) committee is considering whether the student is no longer a student with a disability.
Reevaluations generally cannot occur more than once a year unless agreed upon by both the parent and the LEA. They must occur at least once every three years unless the parent and the LEA agree that a reevaluation is unnecessary.
Who Conducts a REED?
A REED is conducted by an ARD committee. This committee includes essential members such as the parent (or the adult student), an administrator, a general education teacher of the student, a special education teacher of the student, assessment personnel, and potentially other members with knowledge of the student, as appropriate.
REED Process and Parental Consent
While an ARD committee meeting is not always required to conduct a REED, it is common practice to do so. This allows all members to review information together and document any decisions made. Parental consent is not required before conducting a REED as part of an initial evaluation or reevaluation.
Information Reviewed During a REED
A comprehensive review of existing evaluation data is essential for an effective REED. This review must include the following information:
- The student’s evaluations, including independent evaluations conducted by outside agencies, and information provided by the student’s parents or the adult student.
- The student’s current classroom-based, local, or state assessments, classroom-based observations, curriculum-based measurements (CBMs), criterion-referenced assessments, Texas Assessment of Knowledge and Skills (TAKS), report cards, discipline reports, attendance records, medical and health records, the most recent full and individual evaluation (FIE), and any other pertinent information.
Alternative Text: A student is concentrating while working on an assignment at their desk in a classroom setting, highlighting the importance of academic performance data in a REED.
- Observations of the student from teachers and related service providers.
Outcomes of a REED: No Additional Data Needed
If the group conducting a REED concludes that no additional data are needed, the LEA must notify the student’s parent (or the adult student) of the following:
- The group’s determination and the reasons behind it.
- The right to request an evaluation to determine whether the student continues to have a disability and to determine the student’s educational needs.
If the parent (or the adult student) does not request additional evaluation, the LEA is not required to conduct further evaluation, and the REED may serve as the student’s three-year reevaluation.
Outcomes of a REED: Additional Data Needed
If the group conducting a REED determines that additional data are needed, the LEA must take the following steps:
- Provide the parent (or the adult student) with prior written notice that describes any assessments that it proposes to conduct.
- Obtain consent from the parent (or the adult student) before conducting any additional assessments (unless the LEA can demonstrate that it made reasonable efforts to obtain consent).
- Administer the assessments and evaluation measures needed to gather the necessary data.
Alternative Text: A parent and teacher are engaged in a conversation, reviewing and discussing a student’s academic progress, illustrating the collaborative aspect of the REED process.
The Importance of REED
The REED process is a vital component of ensuring that students with disabilities receive appropriate and effective special education services. By carefully reviewing existing data, educational teams can make informed decisions about the need for further assessment and the adjustments required to meet the individual needs of each student. This ultimately leads to better outcomes and greater success for students with disabilities.
