Caseload data collection schedule template

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

An IEP data collection schedule lists every goal on your caseload with its measure, data sheet, how often it is probed, the day and slot, who collects it, and when the graph is reviewed. Fill in one row per goal, spread probes across the week, and add a review date every 4 weeks and each report due date so no goal goes unmeasured.

A caseload data schedule answers one question for every goal: who measures it, how, and when? Without it, data collection drifts toward the students who are easiest to probe, and the rest get three rushed probes the week reports are due.

This page gives a fill-in template, a completed example for a fictional caseload, and notes on what reviewers and parents look for in each column. It pairs with the free caseload tracker, which holds the student list, goals and IEP dates. For the reasoning behind each frequency, see how often IEP progress should be monitored, and for the full cycle, the IEP progress monitoring pillar.

The fill-in template

Copy this table into a document or spreadsheet. Add one row per goal, not per student, because goals on the same student often need different schedules.

Field	What to write
Student	Initials or ID, never a full name on a shared sheet
Goal	A short label of 3 to 6 words
Measure	The goal's unit: WCPM, digits correct, minutes, steps, opportunities
Data sheet	The sheet that matches the measure
Frequency	Daily, 2 to 3 times a week, weekly or every other week
Day and slot	A fixed day and time block
Collector	The person who gives the probe or records the data
Review	The date the graph is checked against the aimline, every 4 weeks
Report due	The date of the next progress report

Below the goal rows, add a second block for the quarter:

Week	Probes planned	Review day	Reports due	Notes
1	Write the count of probes	No	No	Holidays, testing, absences
2	Write the count of probes	No	No
3	Write the count of probes	No	No
4	Write the count of probes	Yes	No	Decisions made at review
5 to 8	Write the count of probes	Week 8	No
9	Final probes by mid-week	No	Yes	Report sent date

Completed example: a fictional resource caseload

The caseload below has 6 students and 14 goals. Names are initials and every detail is fictional.

Student	Goal	Measure	Sheet	Frequency	Day and slot	Collector	Review
A.M.	Reading fluency	WCPM	Reading fluency	Weekly	Mon, group 1	Case manager	Every 4th Mon
A.M.	Written paragraph	Rubric points of 12	Rubric scoring	Every other week	Thu, ELA block	Gen ed teacher	Every 4th Thu
B.T.	Math facts	Digits correct in 2 min	Frequency	Weekly	Tue, warm-up	Case manager	Every 4th Tue
B.T.	Starting work	Seconds to start	Latency	Daily	Math work time	Para	Every 4th Fri
C.R.	Decoding CVCe	Words correct of 20	Accuracy	Weekly	Mon, group 2	Case manager	Every 4th Mon
C.R.	Asking for help	Opportunities of 10	Opportunity	3 times a week	Mon, Wed, Fri, any class	Para	Every 4th Fri
C.R.	/r/ in words	Correct of 20 trials	Opportunity	Each session	Tue and Thu, speech	SLP	Every 4th Thu
D.K.	Calling out	Count per class	Frequency	Daily	Science, 45 min	Gen ed teacher	Every 4th Fri
D.K.	Comprehension	Questions correct of 10	Accuracy	Weekly	Wed, group 1	Case manager	Every 4th Wed
E.L.	Handwashing routine	Steps independent of 10	Task analysis	Twice a week	Tue and Fri, before lunch	Para	Every 4th Fri
E.L.	Requesting with device	Opportunities of 10	Opportunity	Daily	Snack	Para	Every 4th Fri
E.L.	Cutting on a line	Correct of 5 tries	Accuracy	Every other week	Wed, OT	OT	Every 4th Wed
F.G.	Work completion	Tasks done of tasks assigned	Accuracy	Daily	All core classes	Teachers, totaled Fri	Every 4th Fri
F.G.	Time on task	Minutes of 20	Duration	Twice a week	Tue and Thu, math	Para	Every 4th Thu

The case manager's own load is 5 probes on Monday and Wednesday and 2 on Tuesday, each 2 to 8 minutes. Everything else is embedded in classes and collected by the adult who is already there. Friday afternoon is for catch-up probes and graphing.

The quarter block for this caseload marks review days in weeks 4 and 8, progress reports due in week 9, and notes the state testing week (week 6) when no probes are planned.

What reviewers and parents look for, column by column

Measure

Reviewers check that the measure matches the goal word for word. If the goal says "words correct per minute," a column that says "reading" is not enough. Parents look for the same number in the report that the goal promised. The measurement methods pages explain each unit.

Data sheet

The sheet should match the measure, not the subject. A reading comprehension goal scored as questions correct out of 10 uses the accuracy data sheet; a reading fluency goal uses the reading fluency data sheet. All free IEP data sheets are matched to a measure.

Frequency

Reviewers look for enough points to show a trend, about 8 or more per reporting period. A goal probed monthly shows up as a weak spot. Parents rarely see this column but notice the result: a report with numbers from one week.

Day and slot

A fixed slot is the difference between a plan and a wish. "Weekly" with no day tends to slide to Friday afternoon and then to next week. Put the slot in the case manager's calendar as a recurring event.

Collector

The person who collects data should be trained on the operational definition and the sheet. When a para or general education teacher collects, the certified provider should check agreement now and then by scoring the same session. Parents may ask who measured a goal; the schedule answers that.

Review

Every goal needs a review date, not just a report date. A review every 4 weeks lets the team apply the four-point rule before the next report.

Report due

The IEP says when progress reports go to parents.^[1] Write those dates in the schedule so the last probes land a week before reports are due.

How to build your schedule in 30 minutes

List every goal from every IEP on your caseload, one row each.
Copy each goal's measure from the IEP wording.
Pick the matching data sheet.
Set frequency by goal type: weekly for most academic goals, daily for behavior, every other week for slow skills.
Give each probe a day and slot, spreading your own probes across Monday to Thursday.
Assign a collector for embedded goals and train them on the sheet.
Add review days every 4 weeks and the report due dates.
Leave Friday for catch-up and graphing.

What to do when the schedule breaks

A probe is missed. Give it on catch-up day. If it is missed two weeks running, move that goal to the front of next week.
A testing week or holiday. Mark it in the quarter block and plan no probes. Do not double up the week after.
A new student arrives. Add rows the day the IEP is in place and take baseline probes in the first week.
A collector is out. Name a backup in the notes column for every embedded goal.

Keeping it with the rest of your tools

Keep the schedule next to the student list and IEP dates in the caseload tracker, and record minutes delivered in the service log. When the quarter ends, the graphs feed straight into the report. The IEP progress report examples show entries written from this kind of data. The data collection pillar covers who should collect what and how to keep the data reliable.

Frequently asked questions

How do I fit IEP data collection into a full caseload?

Give every goal a fixed day and slot, spread your own probes across four days, and let the adult already in the room collect embedded data such as behavior counts. Keep one afternoon a week for catch-up probes and graphing.

Should the schedule be organized by student or by goal?

By goal. One student can have a weekly fluency probe, a daily behavior count and a biweekly writing sample. One row per goal keeps each schedule clear and shows who collects each one.

Can I share the data collection schedule with paraprofessionals?

Yes, and you should, since they collect much of the embedded data. Use initials or IDs instead of full names, and keep the sheet in a secure place following your district's privacy rules.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.