Fall Checklist – Learning Specialists
Prior to the first day of school:
o
Conduct file reviews. Review each IEP and make student lists.
o
Send Form 53, Exit and Entry of Special Education Students, to Carol Brown at
Student Support Services #880 for any students who have left or are new to the
school. Make sure there is a “Cumulative File Information” (Form 56) in the
student’s cumulative file.
o
Generate a master list of IEP meeting dates (Annual Calendar).
o
If you are a new employee or have changed schools – update / setup your
voicemail inbox with your information.
o
Generate a student list for scheduling purposes (academic areas/service
time/classroom teacher).
o
Get a copy of the Master Schedule for your school.
o
Schedule times to meet each classroom teacher or grade level team to review the
IEP and behavior plans as well as accommodations & modifications.
o
Provide classroom teachers with a complete and current copy of their students’
IEPs and/or behavior plans. Ask the classroom teacher for a copy of their
classroom schedule.
o
Determine and list any “loose ends” from the previous school year (new students,
referrals etc. that may need immediate attention). If possible, contact the previous
specialist or psychologist working with the student.
o
Check with English Language Development (ELD) Specialist, School Counselor
and the Speech Pathologist to determine which students you have in common for
scheduling purposes.
o
Begin to schedule groups (Resource Room).
o
Contact your School Psychologist:
1. Set up an introductory meeting as well as a regular (weekly) meeting time.
2. Discuss transportation for students (noted on cover sheet of IEP).
3. Review any student needs for transitional assistance.
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4. Review (prepare to implement) student behavior support plans.
o
Sign up for eSIS training if you have not been trained.
o
Meet with the Instructional Assistants working in your classroom.
o
Work together with the Instructional Assistant(s) to find a place to put
“production” work that needs to be completed in your classroom (copying,
laminating, etc). Develop a simple system such as an in/ out box.
o
Provide direction for classroom setup to the Instructional Assistants.
o
Arrange accommodations/modifications as noted in IEPs.
o
Arrange Behavior Support Plans and data tracking systems as noted in IEPs.
o
If you have a student receiving support from an OT/PT or Autism Specialist,
contact them to ensure they have a copy of the IEP and make arrangements if
needed.
o
Provide and review relevant information from IEPs to all general education
teachers that work with each of your students. i.e. English Language
Development (ELD) Specialists, Music, PE, etc. Provide cover sheets or full IEP
if necessary.
o
Provide school principal with copy of behavior plans; review with principal. Ask
your principal if he/she would like a full student list or copies of IEPs.
o
If your students have health concerns or a health/safety protocol, discuss with
school nurse. The school nurse will update the health protocol. Someone may
need to contact the parent to ensure that the information is current.
o
Check with building secretary to see if you can be listed at the top of the routing
list for new student Cumulative files.
o
If possible, send a letter of introduction (or a phone call) to parents you will be
working with. If you are short on time, just check in with parents of students with
more severe disabilities.
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Either before or after the first day of school:
o Locate or generate a census file (cover sheet of IEP, service summary,
and eligibility).
o Find or generate a student contact binder. (Update with current phone
numbers for your students.) Keep a Contact Log in the binder.
(Meeting Log is optional.)
o Make a copy of each classroom teacher’s pull-out schedule (if
relevant).
o Complete group scheduling (Resource Room).
o If needed, make a daily schedule for students to keep in their
classroom, with their pull-out times. Some students also need a visual
reminder for their desk (clock stamp, etc.).
o Review new curriculum and sign up for training if needed.
o Get materials ready for assessments, placement testing, progress
monitoring.
o Gather materials for student groups. Request additional curriculum
you need.
o Develop an ESY (Extended School Year) folder with “to be
considered” and “yes” students. Develop assessment and data
tracking materials.
o Determine how and where students will keep materials.
o Make new folders and materials for new students.
o Develop a simple set of classroom expectations and a positive
behavior management/motivational system.
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o Review Process & Procedures Manual online. Update your files with
new or revised forms.
o Locate or generate copies of commonly used documents during IEP
meetings. Forms may be found in the Special Education Forms
section of the Special Education Department website.
o Find out what dates your new teacher meetings, staff meetings, and
Special Education Inservice meetings will occur for scheduling
purposes.
o Schedule September and October IEP meetings.
o Review behavior plans with Instructional Assistants supervising
during lunch and recess (if applicable).
o Continue to send Form 53, Exit and Entry of Special Education
Students, to Carol Brown at Student Support Services (880) for any
students who have left or are new to the school. Make sure there is a
Cumulative File Information Sheet (Form 56) in the student’s
cumulative file.
o The expectation is that special education services begin on the first
day of school, whether in the form of actual service time or
assessment. All resource groups should be scheduled and running by
the second week of school (preferably Monday).
Please send comments and/or suggestions to:
mayeurm@nclack.k12.or.us
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