⬜ Ensure that the case managers have updated, archived, and distributed the student's IEP progress report in Frontline/eSped according to the dates listed below:

⬜ Ensure that the case managers followed 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"  

 

⬜ Ensure that the case managers scheduled a staffing for students who are failing or not making adequate progress on the IEP goals/objectives and use the Special Education Progress Monitoring & Failure Documentation Form. This will be used to inform next steps and should be maintained in the case managers STEP binder.

⬜ Ensure that the case managers add a Receipt of IEP Progress Cover Sheet for receipt of IEP progress report returned with parent signature.

 

⬜   Confirm that case managers update the student’s parent contact log for each student in Frontline/eSped (at least 2 entries/month).  

Due by December 9th

⬜  Submit your dated Agenda and Sign-In sheet to your Campus Coordinator as documentation of your campus-based meeting indicating that you have distributed the information from the October DC/TL updates/Connections.

⬜  Complete Monthly Count for December with required signatures. 

 

 Due by December 14th

⬜  Attend monthly DC/TL/CS Connection Meeting on December 14th - Teach Up Spring Learning Center

⬜  Submit Special Education campus sign-in sheets (this is the form found on the red clipboard) are due to the Special Education Director’s Secretary

⬜ For any students identified as needing ESY services please email any of the Regression Without Recoupment forms and data sheets from Thanksgiving Break that were received from the students case managers to ESY_SISD@springisd.org by December 16, 2021. 

⬜  Ensure all students taking the STAAR EOC retest, district Benchmarks, or Final Exams are provided with their testing accommodations.

⬜  Meet with SpEd case managers to review Verification of Services and discuss any students who did not receive their services during the month of November.  Maintain a running record of this information and share with administration if a pattern of concerning behavior is identified through the data.

⬜  Review each student’s days of out of educational placement for OSS, ISS and time away from direct educational instruction in the area of an IEP, and ensure a MDR for those that require it. (10 days) 

⬜ Work with the IEP Clerk to ensure IEP Meetings for the following month are scheduled 3 

weeks in advance.

 

⬜ Work with the IEP Clerk to ensure completed IEP Meetings for the current month are archived and PEIMS sheets provided to the SEMS clerk 

 

⬜ Work with the IEP Clerk to ensure FIE/Reevaluations dates for the current month are archived and PEIMS sheets provided to the SEMS clerk 

 

⬜ Work with the IEP Clerk to review the ARDs & FIE/Reevaluations that should have taken 

place the prior month and if any are out of timeline discuss scheduling the ARDs so they 

are completed this month.

⬜ Meet with SpEd team at a minimum of two times per month to distribute information from 

DC/TL/CS meeting and to support the team in: maintaining student information, 

developing draft PLAAFP statements, Goals & Objectives, Accommodations, 

understanding, understanding Service Logs, etc.  

⬜ Submit Agenda and Sign-In sheet to Coordinator where information is distributed from 

DC/TL updates/Connections.

⬜ Compare Campus PEIMS list with Frontline/eSped report to ensure all students who 

receive Special Education are accounted for and have a Case Manager assigned to 

them. Report discrepancies to Campus Coordinator.

⬜ Ensure that GenEd content or grade level department chairs/team leads are sharing the 

lesson plans with ECSE, AB, PASS, SILC, Inclusion and Homebound teachers.

⬜ When a restraint takes place, be sure that the certified staff member involved in the 

restraint completes the appropriate forms and notifies administration and parents 

according to the procedures outlined in the procedures manual: Confinement, Restraint, 

and Timeout.

⬜  Assign Case Manager for all new students. Selections should be determined based on the program the student is involved in, classes where the teacher is assigned to support, extracurricular activities for those students receiving

      Monitoring Through Support Facilitation. 

⬜ Ensure all withdrawn students are entered on the students Withdrawn/Services Terminated Notifications Form.

⬜ Ensure that GenEd content or grade level department chairs/team leads are sharing the 

lesson plans with ECSE, AB, PASS, SILC, Inclusion and Homebound teachers.

⬜ When a restraint takes place, be sure that the certified staff member involved in the 

restraint completes the appropriate forms and notifies administration and parents 

according to the procedures outlined in the procedures manual: Confinement, Restraint, 

and Timeout.

⬜   Ensure that all 30 day Transfer ARDs take place within the 30-day timeline.Follow Transfer Procedures for all students who enter the district. 

⬜  Provide any updated teacher schedules to the Campus Coordinator as schedules are adjusted.

⬜  Meet with Special Education Coordinator to provide Department Information.