Responsibilities Checklist

Department of Special Education Hays Consolidated Independent School District

I. Special Education Case Managers II. Special Education Team Lead III. Paraprofessionals IV. General Education Teacher V. Campus Administrators VI. Resources

First 7 Contract Days ❏ Meet with team lead and/or instructional coach regarding questions about PLAAFPs, IEP goals, SuccessEd, progress reports, use of Eduphoria, MSB, Odysseyware (high schools) ❏ Create an account for SuccessEd and MSB ❏ Set up schedule in MSB to document student services ❏ Create your Eduphoria Monitor List - email campus administrator to approve list ❏ Obtain list of assigned case students from team lead ❏ Get list of annual ARD dates from team lead ❏ Establish contact with caseload parents - explain your role and provide contact information ❏ Establish contact with caseload students - introduce yourself, explain your role, review accommodations, and let students know where/when they can find you ❏ Conference with gen. ed. teachers and related service providers regarding student accommodations, explain your role, and follow up with an email (this is your documentation!) ❏ Prepare substitute information packet for each gen. ed. class you support, include: special student issues, accommodations and/or BIP ❏ Provide copies of IEP goals progress monitoring sheets for your list of students to paras ❏ Enroll to the SpEd Schoology Group (Code DQ6N-S535-28F8Q) ❏ Enroll to the SpEd Schoology Course (Code N9D5-9VVQ-BQ2XR ❏ Enroll to the Read & Write Schoology Group (Code 7PFX-BXP7-T95VG) Every 3 Weeks ❏ Daily - document student services in MSB ❏ Update Monitor List every time you get a new student and email administrator to approve it again ❏ Collect data and progress monitor IEP goals ❏ Elementary only - keep ES Minutes/Schedule Template updated ❏ Secondary only - keep Secondary Case Manager List updated ❏ Attend monthly campus SpEd team meetings Every 9 Weeks ❏ Communicate updates to parents of students on caseload via email or phone calls at least once per 9 weeks ❏ Complete and send progress reports for caseload students ❏ Run progress report Non-Completion Report to determine which students still need progress noted prior to progress report distribution date ❏ Complete missing progress and/or contact other service providers to update progress ❏ Track students who are failing or in danger of failing. If they are: ❏ Consider scheduling a staffing with case manager and GenEd teacher ❏ Complete AIM action plan and share with student and parent ❏ IF student fails nine week period after implementation of the action plan, consider scheduling an ARD End Of Year ❏ Sign up, register, and attend summer training ❏ Collect all AT devices and prepare for pick up by district department staff ❏ ECSE and FL only - ensure transportation form is correct for following school year ❏ Summer school spreadsheet and ESY

These duties are in addition to your case managing responsibilities. First 7 Contract Days ❏ Meet with ARD Facilitator - get list of annual ARD dates ❏ Create and disperse case manager list ❏ Secondary only - complete Secondary Case Manager Template ❏ Elementary only - complete ES Minutes/Schedule Template for case managed students ❏ Update Special Education Campus Staff List - include link to case manager list, master schedule, & school master schedule ❏ Ensure ALL students have a school-based case manager (including traditional homebound, DHH, VI, and/or OI being served in GenEd classroom or resource setting) ❏ Schedule and facilitate team meetings (at least monthly). Invite SpEd IC to meetings ❏ Print and distribute IEP goals, accommodations, BIPS to paras and GenEd teachers ❏ Verify that new and returning teachers have a SuccessEd and MSB account ❏ Verify all teachers and paraprofessionals set up a schedule in MSB to document services and medicaid billing ❏ Access to TEAMS: confer with PEIMS clerk to add resource/inclusion teachers as co-teachers to GenEd teacher(s) TEAMS gradebook ❏ Ensure staff has created their Eduphoria Monitor List ❏ Share this Responsibilities Checklist and Special Education Onboarding Handbook with GenEd teachers, teachers and paraprofessionals ❏ Distribute AT devices to students Every 3 Weeks ❏ Review list of students failing or in danger of failing the grading period at monthly Department meetings ❏ Check in with case managers and paraprofessionals to ensure that MSB documentation is up to date ❏ Attend monthly meetings with the Executive Officer of Special Education ❏ Schedule monthly campus SpEd team meetings with all SpEd staff Every 9 Weeks ❏ Run progress report Non-Completion Report in SuccessEd and send completion reminder to teachers ❏ Beginning of progress report week ❏ Two days before progress report submission date ❏ Day before progress report submission date End Of Year ❏ Plan and schedule Bridge Meetings: 5th and 8th grades ONLY ❏ Collect all AT devices and prepare for pick up by district staff ❏ Send teachers and paraprofessionals information about summer PD training

First 7 Contract Days ❏ Review support, roles, and responsibilities of best practices in the classroom ❏ Connect with SpEd teachers regarding accommodations and/or BIP for in school/virtual learning students ❏ Set up account and schedule in MSB to document services and medicaid billing ❏ Obtain a list of assigned students from team lead ❏ Use this list to Create your Eduphoria Monitor List. Email administrator once list is created for approval ❏ Organize a student binder with information about each student you serve to include (found in ‘Forms’ in Eduphoria); copy of goals, Accommodations Tracker for each class, and a copy of BIP (if applicable) ❏ Establish contact with GenEd teacher for each one of your assigned students and communicate how your role will support students who receive services ❏ Prepare a substitute information packet including daily schedule and information about special issues and student accommodations ❏ Request copies of IEP goals progress monitoring sheets for your list of students from case manager Every 3 Weeks ❏ Meet with case manager to review data, goal implementation and progress monitoring in GenEd classrooms, and accommodations ❏ Daily - document student services in MSB ❏ After each ARD, obtain a copy of any changes to the IEP from the case manager, so you can update student binder: update IEP goals progress monitoring sheets and accommodations spreadsheet ❏ Provide IEP goal progress monitoring sheets and accommodations spreadsheets/data sheets to teacher (they need the data to gather information for progress reports/IEP goals) Every 9 Weeks ❏ Conference with teachers regarding special issues and/or students, accommodations, and follow up with an email (this is documentation) End Of Year ❏ Assist teachers in the collection of all AT devices from students ❏ Shred any paperwork including accommodations and goals from binder ❏ Register for and attend summer training

First 7 Contract Days ❏ Obtain list of students receiving services assigned to your class(es) ❏ From Eduphoria \"Forms\", print or save student accommodations and/or BIP for easy reference ❏ Consult with case manager regarding; accommodations (instructional/testing), role of GenEd teacher and/or of teacher/paraprofessional in the classroom, progress reports, use of Eduphoria ❏ Familiarize yourself with Read Write for Google Chrome ❏ Create sub folder including information about special issues, student accommodations and/or BIP ❏ Enroll in the Read & Write Schoology Group (Code 7PFX-BXP7-T95VG) Ongoing Throughout The School Year ❏ Reference Eduphoria for updated accommodations and/or BIP as new students are added to classes - see case manager for guidance ❏ Attend staffings scheduled by case managers/teachers ❏ Accept Outlook ARD meeting invitations sent from ARD Facilitator ❏ Attend ARD meetings scheduled by ARD Facilitator (FEDERAL AND STATE REQUIREMENTS): GenEd teacher required, CTE/LPAC representative required if applicable ❏ Provide and document student accommodations daily ❏ Follow student Behavior Intervention Plan(s) (BIP) ❏ Collaborate daily/weekly with teacher and/or paraprofessional to support academic needs Every 3 Weeks ❏ If student is failing or in danger of failing the grading period ❏ Schedule a staffing with case manager ❏ Develop an AIM Action Plan with student ❏ Contact parent and share action plan Every 9 Weeks ❏ Collaborate with case manager to discuss/fill out teacher report form: ❏ Students' progress in a GenEd classrooms ❏ Discuss grades, behavior, accommodations, IEP goals ❏ BIP accommodations (if student has one) Prior To Annual ARD ❏ Complete Teacher Input Form in SuccessEd through RtI section (at least one week prior to meeting) ❏ If student is served in co-teach/inclusion setting, discuss IEP goals with teacher, and possible new goals ❏ After ARD, check Eduphoria for student’s updated accommodations and/or BIP End Of Year ❏ Shred any paperwork for all students ❏ Register for and attend summer PD training

Ongoing ❏ Approve Eduphoria Monitor List requests from SpEd teachers and paraprofessionals in a timely manner ❏ Attend Admission, Review & Dismissal Meetings ❏ Collaborate with Sped Team Lead and counselors to ensure students’ class schedules match the students’ IEP ❏ Ensure students with disabilities participate, with or without specialized instruction in accordance with their IEPs, in all curricular areas available in the school, including non-academic areas during the school day and ensuring students with disabilities have access to extracurricular activities offered at the school ❏ Ensure GenEd teachers maintain copies of current IEPs for all students with disabilities they teach ❏ Ensure SpEd teachers have copies of teacher’s editions for all subjects and grade levels they teach ❏ Ensure specialized program teachers (FL, FLS) are utilizing specialized curriculum resources ❏ Ensure students with disabilities have age/grade appropriate GenEd textbooks and materials ❏ Ensure scheduled common planning time for general and SpEd teachers ❏ Ensure necessary systems are in place for staff to attend ARD meetings ❏ Monitor the implementation of IEP services ❏ Ensure that the SpEd Team Lead is monitoring IEP progress reports completion for each student every 9 week reporting period ❏ Ensure that parents have access to school personnel who can answer questions related to their child’s IEP and are involved in IEP development ❏ Provide professional development opportunities for general and special educators, and paraprofessionals, in collaboration with the district SpEd department staff Administrative Resources Special Education Administrator Free Course #1: Free Course #2: Resources Region 20 Inclusion: Practices for The ARD Process - What Effective Administrators Need to Administrators Know Suggestions for Elementary Continuum of Behavior Supports Understanding the Least SpEd Scheduling Restrictive Environment (LRE)

New/Returning Teacher Onboarding Handbook Hays CISD Special Education Onboarding Handbook Schoology Group Resources SpEd Schoology Group (Code DQ6N-S535-28F8Q) SpEd Schoology Course (Code N9D5-9VVQ-BQ2XR Read & Write Schoology Group (Code 7PFX-BXP7-T95VG) ARD Preparation How To Write An IEP The Hays Way Guidelines for Planning a Successful IEP Progress Reports ARD IMPACT ARDs Guidance Document Online Program Support MSB SuccessED TEAMS OdysseyWare