2019-2020 August Case Manager Timeline

What We Do
Item to be completed by August 12, 2019:
  • View the video and complete the quiz for MSB xLogs.  Submit quiz score to campus DC/TL.
Items to be completed by the first week of school - August 12 - August 16
  • eSped: Electronically send the GenEd teacher bundle (document share) to all general education and special education teachers who instruct the students you case manage. Review each students signed record and speak with those teachers who have not signed for the paperwork (see #9 below for more information).
  • Claim the students in eSped who you case manage by changing the case managers name to yours.
  • Set up your MSB xLogs for students who you will be providing services to.  Input your schedule to align with the students schedule of services.
Items to be completed & Documents to be submitted to DC/TL on or before August 23:
  • Speak with each teacher to ensure they understand the student IEP & how to support the individual needs of the students you case manage
  • Signed Completed Beginning of Year (BOY) Spreadsheet showing all students are scheduled to receive their IEP services
  • Copy of your Student roster 
August Actions:
  1. Get list of students that you will case manage from DC/TL.
  2. Look up each student in eSped to identify which students you do not have access to in Eduphoria & eSchool and create a list for your DC/TL to request access for you with District Office.
  3. Change case manager name in eSped for students who you are assigned to case manage for the 2019-2020 school year.
  4. Complete the Beginning of Year (BOY) Spreadsheet by completing items 5-10 below.
  5. Introduce yourself to the students you case manage (this should be done discretely & completed before August 23, 2019).
  6. Send a letter home to parents (Spanish version) introducing yourself, your background and what your role is in ensuring that their child is receiving the services outlined in the students IEP (document date sent home & how letter was sent).  Include in the letter the last annual ARD date and that the next annual ARD will take place on or before that date.  This letter may also include any upcoming important dates for the next month, semester, or year. 
  7. Communicate with parents: introduce yourself as case manager (explain as needed), provide information regarding meet the teacher night and encourage them to come (plan to send home information from meet the teacher night for those parents who don't attend), include information on any scheduled beginning of the year assessments that are taking place in August and September (BOY Circle Screener, DRA, MAP, iReady assessment) and let parents know that the screeners are used to get baseline data which helps teachers to know student strengths and weaknesses to determine where to begin instruction.
  8. 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.
  9. Using eStar, send ARD paperwork (PLAAFP, Goals & Objectives, BIPs, Autism Supplements, Accommodations/Modifications, Deliberations) digitally by Archiving the General Ed Bundle for each student that you case manage and document share the bundle with all teachers (GenEd & SpEd) who provide instruction to the student.
  10. Verify that all teachers have signed for each student's IEP documents through eStar and print the signature log to submit with the BOY Spreadsheet. GenEd teachers are responsible for maintaining STEP binders and should include these documents in their binders. All teachers must digitally sign for receipt of accommodations by August 23.
  11. Print data collection sheets (how to guide) from eSped to begin collecting data on student goal accomplishments.
  12.  Check dates for annual ARD and create a spreadsheet for yourself to be aware of when each student’s paperwork will need to be complete.
  13. Create your confidential Special Education binder (including, but not limited to: student roster, copy of BOY Spreadsheet, individual student summary, student schedule, conference log, report card/progress report, IEP goals & objectives progress monitoring form, student work samples supporting progress on goals & objectives, data collection sheets, attendance/discipline records)
  14. Speak with Special Education teachers who provide instructional services and remind them to complete their MSB xLogs to record the services provided. 
  15. Introduce yourself to GenEd teachers as the student’s case manager.  Explain the IEP paperwork (and the unique needs of the student) to the teachers who are working with the student this year. Make sure that the teachers know how to retrieve (and digitally sign) the IEP documents in eStar.
  16. Communicate with students that any beginning of the year assessments (MAP, DRA, iReady, etc) are used to find out what the student knows and is able to do and to help teachers to know where and how to begin instruction. 
  17. Create your plan for ensuring the students are progressing in their goals/objectives, collecting data on use of & need for specific accommodations/modifications, and & how/if they assist the student in accessing the general curriculum.
Completed by September 13:
  • 2 entries in the Parent Communication Log  documenting date(s) that parent letter home was sent for each student and verbal communication took place.  DC/TL will check communication logs by Sept 13, 2019 – District expectation 100% of parents have been communicated with and know who their child's case manager is).
  • Post all xLogs sessions