Important IEP Progress Report Dates

⬜ Update, archive, and distribute the student's IEP progress report in Frontline/eSped according to the dates listed below:

⬜ Follow the IEP progress report expectations below:

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

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

⬜ Schedule a staffing for students who are failing or not making adequate progress on the IEP goals/objectives. Recorded information using the Special Education Progress Monitoring & Failure Documentation Form). This will be used to inform next steps.

⬜ Add the Receipt of IEP Progress Cover Sheet for receipt of IEP progress report to be returned with parent signature.

Due by February 1:

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

Due by February 4:

⬜   Submit ESY Regression Without Recoupment form and supporting data sheets from Winter  Break to DC/TL for considerations for Extended School Year (ESY) services. Data should be from January 4th - February 3rd.

⬜   ESY / Recoupment Example Data Form

⬜   Extended School Year Regression / Recoupment Data Form - Winter Break (December-January)

Due by February 8: 

⬜   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 (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. 

Every Month:

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⬜   Ensure all withdrawn students are entered on the Change in Student ESPED Status Form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

⬜   Document all Special Education ARD/IEP services provided daily.

⬜   Ensure all services were logged for the previous month in the Frontline/eSped Service Logs. Please use Virtual Supports for Service Documentation, to 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). 

⬜   Ensure: Deliberations- include SSES information at each ARD from this point forward regarding SSES. We can move towards informing parents at the Annual next year.

⬜   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.

Due by March 4: 

⬜   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. 

District expectation of completion of above submissions - 100%

Forms