2021-2022 March Case Manager Timeline

What's Required

Important IEP Progress Report Dates

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


Grade Level

IEP Progress Report Date

Archive Date

Distribution Date

Grades PK & K

March 9, 2022

March 31, 2022

April 1, 2022

Grades 1-5

March 9, 2022

March 24, 2022

March 25, 2022

Grades 6-12

March 9, 2022

March 24, 2022

March 25, 2022

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.

Add a cover sheet for receipt of information to be returned with parent signature.


Due by March 4: 

⬜ Complete all SHARS/Medicaid tickets/entries for all students with a Personal Care Supplement (PCS). All SHARS/Medicaid entries must be submitted every Friday by 4:30pm.

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

Ensure that at least one parent contact has been documented on the Parent Contact Log for each student in Frontline eSped in the last month. 

Due by March 11:

⬜  Meet with DC/TL & campus administrator to discuss student data on benchmarks and student improvement on standards comparing the November benchmark with the February benchmark.  Maintain Staffing Notes of the conversations.

⬜  Meet with the DC/TL to discuss the data collected on the effectiveness of the students' supports/accommodations.  Make recommendations for next steps.  Discuss students receiving their services and if there are students missing services.

Due by March 31:

⬜  All Sped teachers must be trained in Standards Based IEP (SBIEP) if not previously trained.

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⬜   Ensure all withdrawn students are entered on the Change in Student ESPED Status Form.

⬜   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). 

⬜   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


District expectation of completion of above submissions - 100%