Learning today. Transforming tomorrow. REED: Review Existing Evaluation Data 55 slides.

Learning today. Transforming tomorrow. REED: Review Existing Evaluation Data 55 slides

of 55 REED Form The Review of Existing Evaluation Data is a process that is reported on a form. The form is available in the Resources section for printing out and following along as the MOODLE moves into a description of the form.

of 55 State Model REED Form: 9 sections 1.Purpose of REED 2.Date of REED & Student Information 3.Participants 4.Data Review 5.Parent Input

of 55 State Model REED Form 6.Determine need for additional data 7.Evaluation Plan 8.Notice of Sufficient Data 9.Parent Consent

of 55 Purpose  Initial Evaluation  Re-evaluation  Termination of Eligibility

of 55 Purpose- “Other”  Other:__________________ The state model form does not include “other.” You may find another purpose for a REED than the three provided. You may write the “Other” reason for a REED on the form.

of 55 Purpose- “Other”  Other:__________________ Transfer student from another Michigan district and conducting a REED early in the 30 day temporary placement is helpful.

of 55 Purpose- “Other”  Other:__________________ Adding or removing a special education service. For example, a student with Cognitive Impairment that has occupational therapy services that no longer needs occupational therapy. A REED may support the IEP Team completing an addendum to drop services.

of 55 Date & Student Info Date of Review:__________________ Student’s Name: Last:______First:_____Middle Initial:___ Student ID #: _________________ Date of Birth: ___Grade: __School:_____ Parent/Guardian:_______Phone:_______ Address: City, State, ZIP:______________

of 55 Date of review The review of existing evaluation data is completed when the relevant IEP Team members have decided what evaluations are needed or if no evaluations are needed. The date of that decision would be the date of review.

of 55 Student Information Student information lacks space to include the student’s current disability. The IEP Team may find it helpful to identify the student’s current area of eligibility for special education by writing in the information in this section of the REED.

of 55 Participants Participants: Check the box  next to the member who can interpret the instructional implications of evaluation results. Also check the box  by the member’s title to indicate how the member participated.

of 55 Participants __________________________ Student  Phone  Personal Communication  In Person _________________________ Parent  Phone  Personal Communication  In Person ________________________ Parent  Phone  Personal Communication  In Person __________________________ Other  Phone  Personal Communication  In Person

of 55 Participants _____________________________________  District Representative  Phone  Personal Communication  In Person _____________________________________  General Education Teacher  Phone  Personal Communication  In Person _____________________________________  Special Education Provider  Phone  Personal Communication  In Person _____________________________________  Other  Phone  Personal Communication  In Person

of 55 Participants Who are the Participants? Relevant IEP Team members!

of 55 What is Participation? Contribution! The REED process does not require a meeting. A district staff person can coordinate the contributions of all participants.

of 55 Participants-Reminder The participant section does not require signatures. The names of the participants may be written or typed in by the District staff person that is coordinating the REED.

of 55 Participants-Reminder When the student is 18 years or older and does not have a guardian over educational rights, the District will need the student’s permission to include the parents as participants.

of 55 Review of Existing Evaluation Data This section includes a table that documents the existing evaluation data and information reviewed by the team. The first column lists the required areas for review. The second column lists the specific data sources used. The third column describes the data found in the information gathered in the second column.

of 55 Review of Existing Evaluation Data InformationData SourceDescription of Information Review of existing evaluations including current classroom-based, local, or state assessments; and classroom-based observations

of 55 Review of Existing Evaluation Data InformationData SourceDescription of Information Review of existing evaluations including current classroom-based, local, or state assessments; and classroom-based observations. MEAP 2009ELA-proficient Math-proficient

of 55 Review of Existing Evaluation Data InformationData SourceDescription of Information Review teacher and related service provider(s) observations

of 55 Review of Existing Evaluation Data InformationData SourceDescription of Information Review teacher and related service provider(s) observations English Teacher, Current year 95% attendance, homework completion 85%, 90% homework accuracy, Follows classroom rules with-out reminders

of 55 Review of Existing Evaluation Data InformationData SourceDescription of Information Review evaluations and information provided by parents

of 55 Review of Existing Evaluation Data InformationData SourceDescription of Information Review evaluations and information provided by parents Private tutoring- School year Family Dr.- this month Attends all sessions, Supports homework completion. Recent Physical exam shows student to be healthy and no issues.

of 55 Review of Existing Evaluation Data InformationData SourceDescription of Information Other

of 55 Review of Existing Evaluation Data InformationData SourceDescription of Information OtherDiscipline records-School year In-school detention 1X for being late to English class 5 times

of 55 Review of Input From Parent This section records meaningful discussions gathered through interviews, phone discussions, previous meetings or questionnaires. Examples include: developmental history, parent perception of disability or student’s educational history.

of 55 Review of Input From Parent Do not confuse parent attendance with parent input. It is important to write out the parent input.

of 55 Review of Input From Parent If no input is obtained from the parent, document in this section all of the district’s efforts to obtain input.

of 55 Additional Data Needed On the basis of the review in section 5, the educational needs of the student, and input from the student’s parents, the IEP Team will identify the additional data needed to determine the following:

of 55 Additional Data Needed Whether the student has or continues to have a disability The student’s academic performance and related developmental needs Whether the student needs or continues to need special education & related services Whether any additions or modifications are needed to meet IEP goals and participate in general education

of 55 Additional Data Needed The team must consider each of the bulleted statements in the box and determine if any additional data is needed. Based on that review, the team will then indicate what assessment area requires data and indicate what the data is and how it will be obtained. Let’s review the four bulleted areas in more detail.

of 55 Additional Data Needed Whether the student has or continues to have a disability Example: Does the team need a comprehensive reevaluation to determine if the student continues to qualify or a reevaluation related to consideration of termination of eligibility?

of 55 Additional Data Needed The student’s academic performance and related developmental needs Example: Does the team need curriculum- based assessment of academic skills and/or an assessment of behavior needs?

of 55 Additional Data Needed Whether the student needs or continues to need special education & related services Example: Does the team need information for consideration of the need for assistive technology or social work?

of 55 Additional Data Needed Whether any additions or modifications are needed to meet IEP goals and participate in general education Example: Does the team need additional data for consideration of the need for supplementary aids & services?

of 55 Evaluation Plan The team will check the box of the assessment area that needs additional data after reviewing the four bulleted statements in section 6. The second column creates an evaluation plan for the team. The evaluation plan identifies what data is needed and how it is to be obtained.

of 55 Evaluation Plan Assessment AreaData and Assessments Needed (Note observations if required) ÿ Achievement ÿ Adaptive Skills ÿ Cognitive Ability

of 55 Evaluation Plan Assessment AreaData and Assessments Needed (Note observations if required) ÿ Social/emotional/ behavior ÿ Adaptive Skills ÿ Speech & Language

of 55 Evaluation Plan Assessment AreaData and Assessments Needed (Note observations if required) ÿ Other

of 55 Evaluation Plan Describe the data or information needed. Do not name the specific assessment For example: Check the box for social/emotional/behavior Data & Assessments Needed: Functional Assessment of Behavior with components including: –Rating scale (do not name a tool like the BASC) –Observation – Interview – Record review

of 55 Evaluation Review Plan- Professional assigned Name the role or title of the person and not the professional by name to describe how this will be done. For example, school psychologist (do not write in Dr. Wood)

of 55 Evaluation Plan Assessment AreaData and Assessments Needed (Note observations if required) X Social/emotional/ behavior Functional assessment of behavior-rating scale, observation, record review and student interview by psychologist

of 55 Notice of Sufficient Data ÿBased on the review of the data and input from the parent, it was determined that no additional data is needed to determine if the student is or continues to be a student with a disability who has any special education and program needs. State reason (required): ____________________________________

of 55 Notice of Sufficient Data ÿ If the team determines that no additional data is needed, check the box and provide a reason for not needing an evaluation.

of 55 Notice of Sufficient Data If the parent does not agree with this plan, the parent may request an evaluation. The parent is directed to make contact with the district.

of 55 Notice of Sufficient Data The district adds to this form the name, title and phone number of the person to contact regarding the district’s procedures for parental request for a comprehensive reevaluation.

of 55 Consent for additional assessment I, as parent/guardian, 1.Have received a copy of the Special Education Procedural Safeguards. 2.Understand the contents of this plan and: (Choose one)  I consent to the proposed evaluation plan.  I do not consent to the proposed evaluation plan. (Explain concerns): _____________________________________

of 55 Consent for additional assessment If the team decides that additional data is needed through an evaluation, the district shall obtain informed parental consent prior to conducting the assessments. If the district is not able to obtain parental consent, they may proceed with the re-evaluation using available data if they can demonstrate reasonable measures were taken to obtain the consent, and the student’s parent failed to respond. The team must indicate on the form the proposed date of the IEP team meeting where the results of the evaluation will be reviewed with the parent.

of 55 Consent for additional assessment Parent/Guardian Signature____________ Date of consent________________

of 55 Consent for additional assessment The results of the evaluation identified in this plan will be reviewed at an IEP team meeting to be held on or before: _______________________________ The IEP date can be no later than 12 months from the date of consent.

of 55 District Obligation § 300.305 Inform the parent of: the decision of the team the reason for the decision the right of the parent to request a reevaluation of their child’s disability Informed parental consent is required to do an evaluation.

of 55 Remember… REED Form is a planning tool for a process Must use REED at least once every 36 months at least 30 school days prior to reevaluation IEP Can use REED no earlier than 12 months before the reevaluation IEP.

of 55 Remember… REED process for termination of eligibility informs IEP Team with plans for evaluation and team will develop MET Report for IEP Team meeting. May use REED for planning an initial evaluation or immediate placement when new student has evidence of previous enrollment in special education (temporary placement).

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Learning today. Transforming tomorrow. REED: Review Existing Evaluation Data 55 slides.

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