District Developed Special
Education Service Delivery Plan
The
Lori A. Porsch, Curriculum/Special Education Director
Comments must be received by (date): May 6, 2009
Plan
1.
What was the
process used to develop the delivery system for eligible
individuals?
The delivery system was developed in accordance with Iowa Administrative Code rule 41.408(2)”c”. The group of individuals who developed the system included parents of eligible individuals, special education teachers, general education teachers, administrators, and at least one representative of the AEA.
The plan was reviewed by the District School Improvement Team (March 6, 2009) and the Citizens’ Advisory Committee (April 6, 2009).
2.
How will
services be organized and provided to eligible individuals?
Continuum of Services
Consulting Teacher Services: Consulting Teacher services are defined
as indirect services provided by a certified special education teacher to a
general education teacher in adjusting the learning environment and/or modifying
his/her instructional methods using specially designed instruction strategies to
meet the individual needs of a student with a disability receiving instruction
in the general education classroom.
Co-Teaching Services: Co-teaching services are defined as the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and nondisabled students. These services are provided by the special education teacher and general education teacher in partnership to meet the content and skills needs of students in the general education classroom. These services take shape in a variety of manners. For example, teachers co-plan, divide the class, and provide the instruction to smaller groups, or teachers co-plan and then co-instruct different components of the content. The effectiveness of services provided through co-teaching have a strong research base.
Collaborative Services: Collaborative services are defined as
direct specially designed instruction provided to an individual student with a
disability or to a group of students with disabilities by a certified special
education teacher in a general education classroom to aid the student(s) in
accessing the general education curriculum. These services are provided
simultaneously with the general education content area
instruction.
Pull-Out Services: Pull-Out services are defined as direct
specially designed instruction provided to an individual student with a
disability or a group of students with disabilities by a certified special
education teacher to provide supplementary instruction that cannot otherwise be
provided during the student’s regular instruction time. These services are provided in an
individual or small group setting for a portion of the day. Pull-out services supplement the
instruction provided in the general education classroom through Consulting
Teacher services or Collaborative/Co-teaching services. The specially designed instruction
provided in Pull-out settings does not supplant the instruction provided
in the general education classroom.
Special Class: Special Class services are defined as
direct specially designed instruction provided to an individual student with a
disability or a group of students with disabilities by a certified special
education teacher to provide instruction which is tied to the general education
curriculum, but has been modified to meet the unique needs of the student(s) in
a self contained setting (including, but not limited to special classes, special
schools, home instruction, and instruction in hospitals and institutions). This means the student is receiving his
or her primary instruction separate from non-disabled peers.
Notes:
Students may receive different services at multiple points along the continuum based on the IEP.
The district will provide access to this continuum for all eligible individuals based on their IEP. Services may be provided within the district, or through contractual agreement with other districts and/or agencies.
The continuum includes services for eligible individuals ages 3-21.
3.
How will
caseloads of special education teachers be determined and regularly
monitored?
Caseloads will be tentatively set in the spring for the following year. Caseloads may be modified based on summer registration and actual fall enrollments. Caseloads will be reviewed at least twice during the school year by individual district special education teachers with their building principal, assistant principal and/or special education director.
A “full” teacher caseload will be considered to be 48 total points. If a teacher’s caseload exceeds this number, the teacher and the principal, assistant principal and/or special education director will meet to discuss whether the teacher is able to provide the services and supports specified in his or her students’ IEPs. If the teacher is able to do so, no further action is needed. If the teacher is unable to provide the services and supports specified in his or her students’ IEPs, a plan of action will be developed. If the teacher is not satisfied that the plan of action will meet the requirements of his or her students’ IEPs the teacher may initiate the process for resolving caseload concerns that is described in this plan.
In determining special education
teacher caseloads, the
1 point: Each IEP for which the teacher is responsible for IEP writing, IEP meetings, progress monitoring and reporting to parents.
1 point: Each student provided up to two hours per day of direct instruction by the teacher.
1.25 points: Each student provided between two and five hours per day of direct instruction by the teacher.
1.5 points: Each student provided more than five hours per day of direct instruction by the teacher.
0.25 points: Each student who will have an exit staffing during the current year.
1 point: Each student for whom the teacher plan and supervises work experience.
1 point: Each teacher with whom the special education teacher co-teaches.
1 point: Each student who is dependent on an adult for physical needs.
1 point: Each student who has a behavior intervention plan (BIP).
1 point: Each paraprofessional with whom the special education teacher collaborates.
1 point: Each student served off-site (e.g., hospital, homebound, general education preschool, etc.).
4.
What
procedures will a special education teacher use to resolve caseload
concerns?
The caseloads of local district special education teachers will be monitored every eighteen weeks or more frequently if circumstances warrant.
For each program the building principal, assistant principal and/or special education director and special education teacher will jointly complete the caseload reviews.
If a request for a caseload review arises at a time inconsistent with the scheduled review, the review will be held within ten school days of the request being received. The administrator(s) and the concerned special education teacher and others (if appropriate) will participate in this review.
The appropriateness of caseload size may be based on the following factors:
1. The total caseload as identified in above LEA plan.
2. The ability of the teacher to carry out the IEP’s as written.
3. The needs of individual students.
4. The impact of other interventions utilized with students are who are not eligible for special education.
5. The teaming assignments of the special education teacher.
Process of appeal when caseload concerns are unresolved:
Step 1: The principal, assistant principal and/or special education director may request a review of concerns by an AEA representative and/or additional special education teacher from the district. This review will be held within 14 calendar days of the request being received and the decision will be communicated in writing to the requesting party within 10 calendar days of the review.
Step 2: If concerns remain unresolved, the superintendent may be contacted and asked to participate in a review. A request for this to occur should be filed with the superintendent within 14 calendar days of the written communication being received (regarding the previous appeal in Step 1) and a meeting set for not more than 14 days after the request if filed. Following the meeting, the superintendent should communicate a response in writing tot he requesting party within 14 calendar days of the meeting.
Step 3: If at this point concerns remain unresolved, the AEA Special Education Director and/or Zone Coordinator may be asked to consider the expressed concerns. A request for this level of intervention should be filed in writing with the AEA Special Education Director within 14 calendar days of the written communication being received regarding Step 2.
5.
How will the
delivery system for eligible individuals meet the targets identified in the
state’s performance plan and the LEA determination as assigned by the
state? What process will be used to
evaluate the effectiveness of the delivery system for eligible
individuals?
The district will examine their SPP/APR data to determine priorities and develop an action plan. If the district meets SPP/APR requirements, the delivery system will be considered effective. If the district does not meet requirements, the district will work in collaboration with the State and AEA
Assurances
The district assures it provides a system for delivering instructional services including a full continuum of services and placements to address the needs of eligible individuals aged 3 to 21, and shall provide for the following:
(1) The provision of accommodations and modifications to the general education environment and program, including settings and programs in which eligible individuals aged 3 through 5 receive specially designed instruction, including modification and adaptation of curriculum, instructional techniques and strategies and instructional materials.
(2 ) The provision of specially designed instruction and related activities through cooperative efforts of the special education teachers and general education teachers in the general education classroom.
(3) The provision of specially designed instruction on a limited basis by a special education teacher in the general classroom or in an environment other than the general classroom, including consultation with general education teachers.
(4) The provision of specially designed instruction to eligible individuals with similar special education instructional needs organized according to the type of curriculum and instruction to be provided, and the severity of the educational needs of the eligible individuals served.
The district assures the school board has approved the development of the plan for creating a system for delivering specially designed instructional services.
The district assures that prior to the school board adoption, this delivery system was available for comment by the general public.
The district assures the delivery system plan was developed by a committee that included parents of eligible individuals, special education teachers, general education teachers, administrators, and at least one AEA representative (selected by the AEA Special Education Director).
The district assures the AEA Special Education Director verified the delivery system is in compliance with the Iowa Administrative Rules of Special Education.
The district assures the school board has approved the service delivery plan for implementation.