search
This form helps districts meet the requirements of REVIEW OF EXISTING EVALUATION DATA. The form is laid out similarly to the Full and Individual Education form in SameGoal so that when staff write a REED:
This form is divided into the following sections:
This section documents:
This section documents:
Areas: This section is subdivided into the same areas as the Full and Individual Education in SameGoal.
Not applicable: Each area includes a "Not applicable" checkbox in the top right of its gray header bar except area "A. LANGUAGE/COMMUNICATION", which is always required.
Past Individual Evaluator's Assessment: Each area section includes the ability to optionally add individual evaluators' assessments from prior FIEs for reference. If a student's last FIE was authored and marked complete in SameGoal, these assessments may be inserted into the REED by clicking a button.
Results and interpretations, if applicable: This textbox allows educators to document a summary of the results and interpretations made during review of existing evaluation data in each area, unless the area has been checked "Not applicable".
Additional Data Needed: Each area section contains a field to indicate whether additional data is needed. If additional data is needed, the document author may document the type/nature of each additional evaluation needed, position responsible, and due by date. These needed evaluations then are available for insertion through the click of a button in the next FIE created once this REED is marked complete.
Eligibility: While a student's existing evaluation data should be assessed in all areas of suspected disability, results and interpretations will ultimately cumulate in determination of whether the student meets (or continues to meet) eligibility criteria requirements for each suspected disability. These are documented in the Eligibility Supplements at the end of the REED.
This section helps districts document what additional data, if any, are needed per REVIEW OF EXISTING EVALUATION DATA.
This section helps districts document a summary of the REED and resulting conclusions.
Per REVIEW OF EXISTING EVALUATION DATA, a REED must be conducted by the the ARD committee. This section helps the ARD committee document its own recommendations based on its review of existing data. This section is not filled out if the ARD committee determines additional data is needed in section 3.
This section helps districts document the REED was conducted by the ARD committee and other qualified professionals, as required by REVIEW OF EXISTING EVALUATION DATA.
There are 13 eligibility supplements, one for each disability category recognized in Texas. These supplements help districts document whether students meet the explicit eligibility criteria requirements for each disability category as specified in the relevant legal frameworks: