⬜   Submit your SHARS/Medicaid/Service Logs/tickets every Friday by 4:30 p.m. 

⬜   Be sure to have given your DC/TL/CS a Promotional Staffing Worksheet for all ECSE, 5th, and 8th-grade students that you case manage. 

⬜   Complete EOY Audit Spreadsheet for each student on your caseload (Begin March 29th)

⬜   Review your current caseload, if your students do not have an archived Special Education Contingency Plan, take the following steps: 

If the student has an Annual/Revision ARD due prior to April 16th, ensure that the Special Education Emergency Contingency Plan is conducted at that time.

If the Annual/Revision ARD for the student is due after April 16th, review and take one of the following steps:

Conduct an IEP amendment if the suggested changes are not altering the instructional code for the student.  OR
Conduct a Revision ARD, if the recommendations for the student’s IEP will alter the instructional code.

⬜  Secondary: Update each IEP goal with objectives for the students you case manage for the 5th reporting period 

⬜  Enter the progress period date of  April 16, 2021 (the last day of the six weeks, if the date alters from this, please use the district approved date): 

⬜  Ensure all students on your caseload have the  COVID-19 Compensatory Response  Services Consideration form archived and uploaded in Frontline eSped. 

COVID-19 Compensatory Response Services (including example forms)

⬜   Submit data collection from Spring break to DC/TL for considerations for Extended School Year (ESY) services. 

ESY / Recoupment Example Data Form 

Extended School Year Regression / Recoupment Data Form - Spring Break (March)

⬜  Secondary:  Distribute and confirm the receipt of the Report of Student’s Progress toward IEP Goals/Objectives for each student who you case manage by the issuance of report cards - April 23, 2021.

⬜   Ensure that every student on your current caseload has an archived and signed one-time medicaid consent form from Spring ISD in the frontline/esped archive. 

*Even if the parent declines, the Medicaid consent form should be completed and the “no” box with parental signature, where applicable, should be indicated. Document your attempts in the parent contact log.   (EXAMPLES)

⬜   Attend monthly Connection Meeting(s). 

⬜   Ensure that ARDs & FIE/Reevaluations due for the month are scheduled, held, and archived within the timeline (within one year of the current ARD date).

⬜   Check with Special Education and General Education teachers who instruct your students to monitor their progress and see if there are any concerns/questions. Use the Staffing/Conversation Notes Form to maintain documentation.

⬜   Ensure all withdrawn students are entered on the Change in Student ESPED Status Form.

⬜   Continue data collection for students to determine considerations for Extended School Year (ESY) services. 

⬜   Ensure the general education teachers (for STAAR/EOC tested areas and CTE) of students on your caseload have the current IEP information needed to develop and maintain their  S.T.E.P. Binders (In Schoology).

⬜   Continue to communicate with parents at least two times/month (at least two times/week for virtual students), and update Parent Contact log in Frontline eSped

⬜   Discuss strengths that you have seen in their child up to this point

⬜   Review the most recent Checkpoint/Benchmark data with the parents, student performance, and next steps with regards to instruction. 

⬜   Continuously review the Verification of Services to make sure student services match their Schedule of Services and they are receiving the full minutes of support as outlined in the IEP.

⬜   Ensure all services were logged for the previous month in the Frontline Services Logs, 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. 

⬜   Prepare IEP paperwork. 

⬜   Communicate with the IEP Clerk for IEP due dates

⬜   Use the draft IEP that has been opened by the IEP Clerk to begin inputting

 information into the annual IEP being prepared (3 wks before ARD). 

⬜   Collect the Documentation of Accommodations form from Frontline from the GenEd

and Sped teachers to report the effectiveness of the accommodations in the IEP.

⬜   Distribute and retrieve Teacher Input Forms for all students whose annual IEP

meeting is in January/February (due date – 2 wks before ARD). 

⬜   Provide draft PLAAFP, Goals/Objectives, and Accommodations to parents 5 days

before the IEP meeting. 

⬜   Ask parents to complete the Parent Satisfaction Survey at the end of each IEP

meeting.