Items to be completed prior to distribution of Report Cards (report cards are distributed January 12):

1. Print and archive IEP progress reports.  
2. Provide case managers with copies of the updated progress reports for students you serve.  

Items to be completed by January 11:

1. Retrieve all student service logs for the month of December (December 4 - December 21), analyze services to ensure minutes have been met, discuss and give the monthly analysis of student service log to your DC with the analysis of services.  Highlight any concerns and note if they are recurring concerns that need administrative assistance.
2. Meet with DC/TL to discuss student data on checkpoints and to discuss the data collected on the effectiveness of the students' supports/accommodations.
3. File Student Service Logs and student work samples for the month of December in a folder designated for the student that is kept in a secure/confidential location (locked file cabinet). 

Item to be completed by January 24 and submitted for review to campus DC/TL and administrator to fix discrepancies/sign-off:

1.  Verification of Special Education Services Form -  with discrepancies to be fixed/updated. Submit form with DC/TL & admin signatures.
2. Verification of Receipt of Accommodations and Modifications - with teacher signatures for all students with schedule changes for new semester or all new students to the campus

January Actions 

1. Distribute the Report of Student’s Progress Toward IEP Goals/Objectives with the issuance of report cards to each student you case manage (Report Cards are issued January 12).
2. Verify that students are receiving their special education services by checking the student's schedule to ensure it matches the student's Schedule of Services page in the IEP and that the master schedule shows that a teacher is assigned to the class to provide the services.  (complete the Verification of Services Form)
3. For any student receiving a schedule change, distribute ARD paperwork (PLAAFP, Goals & Objectives, BIPs, Autism Supplements, Accommodations/Modifications, Deliberations) and secure signatures from all teachers (GenEd and SpEd) who will be teaching the student (using the Verification of Receipt of Accommodations and Modifications form).  The signature verifies that they understand what the student needs based on the ARD Committee decisions.  GenEd teachers responsible for maintaining STEP binders should include these documents in their binders. 
4. Work with the campus to develop a plan to address areas of weakness (based on Benchmark data) for each student that you case manage.  This plan may roll out during interventions and may be lead by general education teachers, special education teachers, Instructional Specialists, or any other service personnel who interact with the students to improve academic performance.
5. Attend monthly Connection Meeting(s).
6. Meet with the students that you case manage at least twice outside of the class that you teach them in.  Find out what they need help with.  Recommend a book that they should read.  Find out if there is any area that they are having difficulty and develop a plan with them to address the concerns.
7. Check with Special Education and General Education teachers who instruct your students to find out how the program is working for the student & if there are any concerns/questions regarding the level of support that the student is receiving. 
8. Communicate with parents on strengths that you have seen in their child up to this point.  Discuss most recent checkpoint data with the parents, student performance, and next steps with regards to instruction.
9. Discuss Benchmark data with parents (and students in middle & high school) include an explanation of how each child performed outlining strengths and explaining areas that need more focus & the plan to address these areas. 
10. Update communication log and collaborate with teachers any information from parent communication that is pertinent to their class/supports they should be providing. 
11. Distribute and retrieve Teacher Input Forms for all students whose annual IEP meeting is in the month of January/February (due date – 2 wks prior to ARD). 
12. Collaborate with GenEd teachers to complete the Form 2 - Student Services Planning Document prior to participating in the annual ARD/IEP meeting.
13. Connect with all parents who you have an ARD meeting scheduled with this month to discuss ideas for the new plan that will be finalized during the ARD meeting (let parents know that you will be sending the draft PLAAFP statement and goals/objectives home to be reviewed). 
14. Retrieve the Service Logs for the students you case manage and review services being provided. Discuss discrepancies with teachers providing the service.  If service concerns have not been addressed, review concerns with campus SpEd DC/TL.  

Items to be completed during, or prior to the end of, January:

1. Progress Monitoring - Complete the Spring ISD Special Education Progress Monitoring & Failure Documentation Form for any student who failed a subject last semester - maintain this form in your Confidential Student Binder & file with student IEP folder once identified barriers have been problem solved and student begins to show progress (or prior to the end of the school year).
2. Draft PLAAFP, Goals/Objectives, Accommodations for upcoming ARDs and send to parents (as a draft) 5 days prior to scheduled IEP/ARD meeting.
3. Collect and analyze IEP Goal/Objective data to support ESY recommendations. 
4. Attend the SBIEP training if you have not already done so - 100% of SpEd teachers must be trained.
5. Complete your Teacher Schedule and assist any para who works with you on completing the Paraprofessional Schedule.

Items to be completed by February 7:

1.  Retrieve all student service logs for the month of January (January 3 - February 3), analyze services to ensure minutes have been met, discuss and give the monthly analysis of student service log to your DC with the analysis of services.  Highlight any concerns and note if they are recurring concerns that need administrative assistance.
2. Meet with DC/TL & campus administrator to discuss student data on benchmarks and student improvement on standards comparing the benchmarks with the checkpoint data.
3. Meet with the DC/TL to discuss the data collected on the effectiveness of the students' supports/accommodations.  Make recommendations for next steps.
4. File Student Service Logs and student work samples for the month of January in designated student folder that is kept in a secure/confidential location (locked file cabinet). 

• Verification of Services Form
• Spring ISD Special Education Progress Monitoring & Failure Documentation Form