Due by January 5:
⬜ Elementary & Secondary: Monitor student progress to determine if a Failure ARD or Attendance ARD needs to take place
based on student performance/attendance for the 3rd consecutive progress reporting period Dec 18, 2020.
Due by January 8:
⬜ All service log entries begin in eSped - begin documenting all service provision in Frontline (esped)
*Utilize the Medicaid logs for students with ARD'd Personal Care Supplements (PCS). Indicate if the service is billable or non
-billable on the Medicaid log. If the student has a Medicaid log, do not duplicate the services on the IEP supports and
services log
⬜ Elementary & Secondary: Update each IEP goal with objectives for the students you case manage for the 2nd reporting period for Elementary and the 3rd reporting period for Secondary with the report date of January 8, 2021.
Update progress on IEP Goals using the progress date of December 18. 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"
Archive and print/review updated progress reports by January 6.
Distribute the Report of Student’s Progress toward IEP Goals/Objectives for each student who you case manage along with Report Card (if applicable). January 8 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.
⬜ File student work samples, Goals/Objectives data, and accommodation data for December in your electronic confidential folder located in Schoology.
Due by January 29:
⬜ Frontline/eSped: Electronically send the GenEd teacher bundle (document share) to all general education, special education, and homebound teachers who are new to instructing the students you case manage. Review each student’s signed record and speak with those teachers who have not signed for the paperwork.
⬜ 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).
⬜ 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.
⬜ 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
