2022-2023 October Case Manager Timeline

What We Do

Important IEP Progress Report Dates

Progress reports must be distributed when progress reports and report cards go home. The cut-off date is the date that is reflected on the IEP Progress report. The distribution date is when the IEP Progress report is sent home. See the Grading Schedule for each level:

PreK/ECSE - Kinder                                            Grades 1-5                                    Grades 6-12

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

⬜   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"  

  • Progress reports should populate from logging services as long as services include adequate information

⬜  Ensure that you, as well as related services and speech therapy providers have entered their IEP progress updates.  

⬜  Archive the completed IEP progress report in the 2022-2023 Progress Progress Reports folder in Frontline/eSped once all goals/objectives have been updated by all service providers.

⬜ CASE teachers (Secondary) finalize grades for the progress reporting period according to the grade level distribution calendar.


⬜   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 and will be maintained in the STEP binder.

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

⬜    Update Parent Contact Log for each student in Frontline/eSped. Case Managers should

 contact the parent at least twice a month (this will be archived at the end of the year). 

Due by October 20:

⬜    Ensure all annual and transfer ARD/IEP meetings are scheduled, held, and archived. 

Due by October 28th:

⬜    Add caseload names to your assigned tab on the EOY spreadsheet (your DC/TL will share the document with you. 

Every Month:

⬜   Attend PLC(s) and Monthly Connection Meeting(s). 

⬜   Ensure that ARDs & FIE/Reevaluations due for the month are scheduled, held, and     archived within 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 S.T.E.P. Binders have current student IEP information in them and are being maintained by the general education teacher (for all STAAR/EOC tested areas). 

⬜   Communicate with parents, and update Parent Contact Log in Frontline/eSped on strengths that you have seen in their child up to this point. Discuss the most recent Checkpoint/Benchmark data with the parents, student performance, and next steps with regards to instruction. 

⬜   Continuously review the Verification of Special Education 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 annual an transfer ARD/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/eSped from the 

                GenEd and Sped teachers to report the effectiveness of the accommodations in the 


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

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

         ⬜   Provide and discuss 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