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KELLER ISD
ADMINISTRATIVE REGULATION
Special Education – IEP Process
Key Strategic Priority: 3
Learning
EHBA (R3)
Development
* Benchmark tests, along with other formal and informal testing and progress monitoring tools,
shall be used to develop the IEP.
* Set an expectation for the student to make at least one year’s growth.
* Goals and objectives shall be developed from the student’s present levels of academic
achievement and functional performance, including performance on state assessments,
curriculum-based assessments, and benchmark testing.
Formal updating of student progress on the goals and objectives (as percentages) in the
student’s official eligibility folder shall be completed by the special education teacher or
related service provider at the following times:
* At the end of each academic year.
* Before the annual ARD meeting to enable the ARD committee to have a good understanding of
the student’s current status on the IEP and current progress.
* Any time the student transfers to another campus within KISD.
* According to the timeline set in the ARD.
Each teacher or related service provider will review and document the student’s progress
toward meeting IEP objectives for which they have responsibility, by entering data into the
automated special education data management system before sending out progress reports and/or
report cards. Progress data shall be reported in the same format as written for the goals and
objectives of the Individualized Education Program.
* In addition to documenting student progress on the IEPs into the data management system, the
following guidelines shall be adhered to regarding the IEP process: Data collection sheets will be
maintained by each teacher or related service provider to document implementation and progress
on student goals and objectives.
* General education teachers shall maintain documentation of modifications and
accommodations provided for each student receiving special education services as specified in
the IEPs.
* Teachers shall have knowledge of the accommodations and modification they are
implementing and shall document their efforts (e.g., lesson plans, accommodation sheets,
samples of modified tests).
* Teachers shall not amend grading criteria or discontinue accommodations and modifications
without an ARD committee.
* General education teachers are required to accommodate and/or modify the general education
program as determined by the ARD committee and documented in student IEPs.
* Special Education teachers should keep documentation of services provided for inclusion/in
–class support. The documentation should be tied to a goal with the amount of services time
documented and explanation of specially designed instruction provided.
DATE ADOPTED: 08/16/2010
LAST REVISION: 05/08/2015
CONTACT: Director of Special Education
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