□ Verify that the Testing Coordinator received all ARD’d accommodations and supports for Benchmark testing.

□ Ensure that student work samples have been filed in STEP binders (virtual or manual) maintained by GenEd teachers. 

□ Ensure that at least one parent contact has been documented on the Parent Communication Log in Frontline eSped in the last month. 

□ Finalize your Teacher Schedule and assist any para who works with you on completing the Paraprofessional Schedule (substitute all areas printed in RED with individual information) and submit to your DC/TL.

□ Submit a printout of the Frontline export file showing that each student's teachers (GenEd & SpEd) have signed for the IEP documents to DC/TL. 

⬜   Submit data collection from Thanksgiving and Winter breaks to DC/TL for considerations for Extended School Year (ESY) services. 

ESY / Recoupment Example Data Form

ESY / Recoupment Data Form - Thanksgiving Break (November)

ESY / Recoupment Data Form - Winter Break (December-January)

⬜  Secondary Campuses: Update each IEP goal with objectives for the students you case manage for the 4th reporting period for the report date of February 19, 2021. 

1. Update progress on IEP Goals using the progress date of February 19, 2021. Archive the report in the 2020-2021 Progress Reports folder in Frontline.

• Acceptable progress reporting: 4 out of 5 opportunities, attends to task for 15 minutes, 80% accuracy

• Unacceptable progress reporting: "in progress" or "minimal progress" 

2. Archive and print/review updated progress reports by February 23, 2021.

3. Distribute the Report of Student’s Progress toward IEP Goals/Objectives for each student who you case manage along with Report Card (if applicable). February 26  Progress Reports must be sent home to ensure parents/guardians are aware of student progress toward mastery of goals. Update using specific data aligned to the written goal/objectives.

□ 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 the student begins to show progress (or before the end of the school year).

⬜   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

⬜   Begin/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, 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.

□ Meet with DC/TL to discuss student data on benchmarks taken in February and to discuss the data collected on the effectiveness of the students' supports/accommodations. 

□ File Student student work samples for the month of February in a folder that is kept in the students’ Schoology portfolio.