Items to be completed prior to distribution of Report Cards (report cards are distributed January 11 (secondary) and January 18 (elementary)):

1. SpEd Teachers will update, print and archive IEP progress reports for the students they teach (this may be the case manager or another SpEd teacher/service provider depending on the students support needs).  
2. Provide case managers with copies of the updated progress reports for students you serve.  
3. Case manager will work with DC/TL/CS to ensure the parents receive their child's IEP Progress Report for all IEP Goals.

Items to be completed by January 11:

1. Ensure all services have been logged for the month of December,  discuss any concerns with individuals receiving their IEP services/supports with the DC/TL/CS noting if they are recurring concerns that need administrative assistance.
2. Meet with DC/TL/CS to discuss student data on checkpoints, Benchmark #1, and to discuss the data collected on the effectiveness of the students' supports/accommodations.
3. File 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/CS 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/CS & admin signatures.
2. Electronically send IEP (GenEd teacher bundle) and IEP supplements (as needed) to teachers for any students who are new, or have had a schedule change for the new semester.
3. Print the esped export file showing that each student's teachers (GenEd & SpEd) have signed for the documents & submit to your DC/TL/CS along with the Verification of Services Form. 

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, electronically distribute ARD paperwork (GenEd Teacher Bundle, BIPs, Autism Supplements) and secure electronic signatures from all teachers (GenEd and SpEd) who will be teaching the student . The signature verifies that they understand what the student needs based on the ARD Committee decisions.  It is the GenEd teachers responsibility to maintain the STEP binder & updated IEP information should be included in their binders. 
4. Work with the teachers/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, 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. Use the draft IEP that has been opened by the IEP Clerk to begin inputting information into the annual IEP being prepared (3 wks prior to ARD).
12. 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). 
13. Collaborate with GenEd teachers to complete the Form 2 - Student Services Planning Document prior to participating in the annual ARD/IEP meeting.
14. Provide draft PLAAFP, Goals/Objectives, and Accommodations to parents 5 days prior to the IEP meeting.
15.  After each ARD where accommodations are adjusted, provide GenEd & SpEd staff with the Documentation of Accommodations form from eSped.  These forms will be completed by the GenEd & SpEd teachers to monitor effectiveness of the accommodations, collected by the case managers each grading period (and new forms distributed to replace the collected forms). 

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 Special Education Institute if you have not already done so - 100% of SpEd teachers must be trained (January 14-16).

1. Meet with DC/TL/CS & campus administrator to discuss student data on benchmarks and student improvement on standards comparing the benchmarks with the checkpoint data.
2. Meet with the DC/TL/CS to discuss the data collected on the effectiveness of the students' supports/accommodations.  Make recommendations for next steps.
3. File 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