Stanton Community School District Developed Special Education Service Delivery Plan

District Developed Special Education Service Delivery Plan=

Stanton<= !--[if gte mso 9]> FFFFFFFF0000000014000500540065007800740036000000000000000000000000= 000000000000000000000000000000 Community School Dis= trict

Public Comment Draft

The Iowa Administrative Rules of Special Education require each school district to develop a plan for the delivery of special education services. Districts must make the plan avail= able for public comment. If you ha= ve comments that you wish to be considered before this plan is finalized, plea= se submit those comments to:

<= span style=3D'mso-bookmark:Text7'>Dennis McClain,= Special Education Director

(712) 829-2162 or (712) 829-2171

Comments must= be received by (date): <= span style=3D'mso-bookmark:Text8'>April 3, 2009

Plan<= o:p>

1. = What was the process used to develo= p the delivery system for eligible individuals?

The delivery syste= m 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 and general education teachers, adm= inistrators, and a representative of the Area Education Agency (AEA).

2. = How will services be organized and provided to eligible individuals?

<= /a>General Education with consultation. The student is served in the gener= al education classroom without any accommodations or modifications to the curriculum, instruction, testing or grading. The service provider is responsibl= e for consulting with general education teacher and monitoring the student’s progress according to the IEP.

General Education w= ith consultation/accommodations. The student is served in the general education classroom with consultation and support from the special education teacher. The general education teacher is responsible for direct instruction, testing, grading and behavio= ral management as specified in the IEP. &= nbsp; The special education teacher support may include assisting the gene= ral education teacher with the design and preparation of materials, adaptations= and accommodations. The special education teacher is responsible for monitoring the student’s progres= s on IEP goals.

General Education w= ith direct special education support in the general education classroom. The student receives special educa= tion support for the general education curriculum in the general education setti= ng. The special education teacher, sup= port service provider, or trained paraprofessional will be in the general educat= ion classroom to provide direct instruction, instructional support, or other assistance to the student or a group of students, through models such as collaborative or co-teaching. The special education teacher/service provider is responsible for monitoring the student’s progress on IEP goals.

General Education w= ith direct special education support outside the general education classroom. The student receives special educa= tion support for the general education curriculum outside the general education setting. When the services ca= nnot be appropriately provided in the general education setting, the student may receive selected services or all services he/she needs in a separate educational setting (including, but not limited to special classes, special schools, home instruction, and instruction in hospitals and institutions).<= span style=3D'mso-spacerun:yes'> The special education teacher/serv= ice provider is responsible for monitoring the student’s progress on IEP goals.

Notes:

Students may receive different services at multiple points along the continuum based on the IEP.=

The district will p= rovide 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 inclu= des services for eligible individuals ages 3-21

3. = How will caseloads of special educa= tion teachers be determined and regularly monitored?

<= /a>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 leas= t twice during the school year by individual district special education teachers wi= th their building principal and/or special education coordinator.

In determining special education teacher caseloads, the Stanton Community School District will use= the following values to assign points to the caseloads of each teacher in the district. <= /span>

A teacher may be assig= ned a caseload with no more than &n= bsp; 35 total points.

1 point: Each IEP for which the teacher is responsible for IEP writing, IEP meetings, progress monitoring and reportin= g to parents.

1 point: Each student provided up to two ho= urs 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 fi= ve hours per day of direct instruction by the teacher=

0.25 points: Each student who will have a three= -year reevaluation during the current year

1 point: Each student for whom the teacher = plans 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.)

1 point: Each student on an iPlan receiving direct instruction from teacher

4. = What procedures will a special educ= ation teacher use to resolve caseload concerns?

<= /a>Caseloads will be reviewed at least twice per year= by individual LEA special education teachers with their building principal and= /or special education coordinator. In addition to scheduled reviews, caseload will also be reviewed under the following circumstances:

̶= 6; &= nbsp; When a specified caseload is exceeded. If the caseload limit is or will be exceeded by 10% for a period of 6 weeks, then a review may be requested in writing.

̶= 6; &= nbsp; When a teacher has a concern about his or her ability to effectively perform the essential functions of his or her job due to caseload.

REQUE= STING A CASELOAD REVIEW

̶= 6; &= nbsp; All requests must be in writing

̶= 6; &= nbsp; Requests should initially be given to an individual’s principal/supervisor

̶= 6; &= nbsp; A committee will serve as a review team in collaboration with the building pr= incipal/supervisor. The committee shall include no les= s than 3 people and may include the following people: General Education Teacher, Special Education Teacher, AEA Support Person, Guidance Counselor

̶= 6; &= nbsp; The person requesting the review is responsible for gathering relevant informat= ion to support their request. This information might include, but is not limited to:

o &= nbsp; IEPs

o &= nbsp; Schedule and instructional groupings

o &= nbsp; I-plans

o &= nbsp; Collaborative/co-teaching assignments

o &= nbsp; Number of buildings

PROCE= DURAL STEPS

1. = Informal problem solving strategies in relation to caseload concerns have been exhausted.

2. = A written request for caseload review is submitted to your principal/supervis= or.

3. = The request is reviewed for clarification with your principal/supervisor. The principal/supervisor tries to resolve the concern at this point.

4. = If the caseload concerns cannot be satisfactorily resolved, the request is then sent to the caseload committee.

5. = Within 15 working days, the caseload committee will review the request and give a recommendation to the individual’s principal/supervisor.

6. = Upon receipt of the committee’s recommendation, the principal will review = the information and discuss it with the individual.

7. If the person requesting the review does not agree with the determination, he or she may appeal to the superintendent.

8. Within 10 working days, the superintendent/designee will meet with the individual and provide a written determination.

9. If the person requesting the review does not agree with the determination, he or she may appeal to the A= EA Director.

10. The AEA Director/designee will meet with personnel involved and will provide a writ= ten decision.

5. = How will the delivery system for eligible individuals meet the targets identifi= ed 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?

<= /a>The district will examine their State Performance = Plan for Special Education (SPP) and Annual Progress Report (APR) and/or other d= ata to determine priorities and develop an action plan. The district will work in collabor= ation with the Iowa Department of Education and AEA.

<= o:p>

If the = district meets SPP and APR requirements, the delivery system will be considered effective. If the district do= es not meet requirements, the district will review its action plan and revise it, = as needed. The district will work in collaboration with the Iowa Department of Education and AEA.

Assur= ances

The dist= rict assures it provides a system for delivering instructional services includin= g 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 t= o 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, instructi= onal techniques and strategies and instructional materials.

(2 ) The provision of specially designed instruction a= nd 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. <= /p>

(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 provide= d, and the severity of the educational needs of the eligible individuals serve= d.

The dist= rict assures the school board has approved the development of the plan for creat= ing a system for delivering specially designed instructional services.

The dist= rict assures prior to the school board adoption, this delivery system was availa= ble for comment by the general public.

The dist= rict assures the delivery system plan was developed by a committee that included parents of eligible individuals, special education teachers, general educat= ion teachers, administrators, and at least one AEA representative (selected by = the AEA Special Education Director).

The dist= rict assures the AEA Special Education Director verified the delivery system is = in compliance with the Iowa Administrative Rules of Special Education.

The dist= rict assures the school board has approved the service delivery plan for implementation.