School Messages‎ > ‎

The West Delaware County Community School District Developed Service Delivery Plans for Special Education

posted Nov 29, 2017, 5:57 AM by Joe Hegland   [ updated Dec 1, 2017, 7:13 AM ]

Mission:  The mission of the West Delaware County Community School District, in collaboration with the family and community, is to provide a safe, culturally rich environment in which all students can reach their full potential academically, emotionally, physically, and socially. 

 

Vision: The West Delaware County Community School District developed its Vision collaboratively with staff, students, family, and community members.  The Vision is comprised of three priorities, which serve to focus our work and guide our decisions.

  • RELATIONSHIPS:  Multiple individuals and groups at all levels demonstrate respect, trust and integrity while working interdependently towards our goals.
  • CHALLENGING ACADEMICS:  Educators use effective instructional practices to actively engage students in diverse learning opportunities that require critical thinking and problem solving in real world contexts.
  • 21ST CENTURY SKILLS:  Students will acquire competencies necessary for 21st century living by developing skills in the areas of civic life, health, finance, technology and career readiness.

 

Philosophy:  It is the philosophy of the West Delaware County Community School District that when planning the educational program for students with different abilities, priority should be given to educate the student in the least restrictive environment in which the student can achieve success.

 

Administrative Rule:  The delivery system was developed in accordance with Iowa Administrative Code rule 41.408 (2)c. 

 

Committee:  The group of individuals who developed the system included parents of eligible individuals, special education teachers, general education teachers, administrators, representatives of the AEA.  The following individuals contributed to the development our District Service Delivery Plan: 

TW                              Parent

CS                               Parent

KL                                Parent

KM                               Parent

JP                                Parent

Callison Lang               Special Education Teacher

Matt O’Loughlin           Special Education Teacher 

Kristin Milroy               Special Education Teacher

Aimee Lamker             Special Education Teacher

Nancy Cook                General Education Teacher

Bev Hermsen              General Education Teacher

Haley Lind                  General Education Teacher

Kristen Rickey             District Administrator

Penni Gaul                  AEA Representative

Heather Kaufmann      AEA Representative

Stephanie Maury         AEA Representative


Meeting Dates:  The committee met on October 30, 2017, November 20, 2017, to develop the plan.

 

Public Comment:   The plan was open for public comment November 29 through December 20 for public comment.

 

Compliance Verification:  AnticipatedThe plan was next reviewed by Annette Hyde, AEA 1 Special Education Director for compliance verification

 

School Board:  AnticipatedAt their regular January, 2018, school board meeting, the West Delaware County Community School District approved the final District Developed Service Delivery Plan. In February, 2018 the plan was entered into the CASA.

 

CONTINUUM OF SERVICES

 General education with consultation.  The student is served in the general education classroom without any accommodations or modifications to the curriculum, instruction, testing or grading.  The service provider is responsible for consulting with general education teacher and monitoring the student’s progress according to the IEP.

General education with 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 behavioral management as specified in the IEP.  The special education teacher support may include assisting the general education teacher with the design and preparation of materials, adaptations and accommodations.  The special education teacher is responsible for monitoring the student’s progress on IEP goals.

General education with direct special education support in the general education classroom.  The student receives special education support for the general education curriculum in the general education setting.  The special education teacher, support service provider, or trained paraprofessional will be in the general education 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.   For example, teachers may choose to utilize one or a combination of five models of collaborative teaching, or co-teaching; (1) one teach, one assist, (2) station teaching, (3) parallel teaching, (4) alternative teaching, and (5) team teaching. 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.  The special education teacher/service provider is responsible for monitoring the student’s progress on IEP goals.

General education with direct special education support outside the general education classroom. 

Pull-Out Services:  Pull-Out services are defined as direct specially designed instruction provided to an individual student with a disability or group of students with disabilities by a certified special education teacher to provide supplementary instruction that cannot otherwise be provided during the student’s 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 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 or a combination of 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 to 21.

            For students 3-5 years of age the term “general education” refers to a regular early   childhood program that implements the Iowa Quality Preschool Program      Standards (QPPS) standards or Head Start Performance Standards.

Caseload Determination

In determining special education teacher caseloads, the West Delaware County Community School District will use the following values to assign points to the caseloads of each teacher in the district.

1 point: For each student listed on your roster. (Roster teacher only)

1 point: Each student provided up to two hours per day of direct instruction.

1.25 points: Each student provided between two and five hours per day of direct instruction by the teacher.

1.50 points: Each student provided more that 5 hours per day of direct instruction by the teacher.  (All teachers who serve student, regardless of roster.)

0.50 points: For each goal for whom the teacher is responsible for instruction and data to monitor and graph. (All teachers who serve student, regardless of roster.)

0.50 points: For each student for whom the teacher is responsible for oversight of Medicaid documentation.  (All teachers who serve student, regardless of roster.)

 

0.25 points: For roster teacher only, for every transition IEP (Roster teacher only)

0.25 points:  For roster teacher only, each student that has a re-evaluation for the current school year.  (Roster teacher only)

1 point: Each student for whom the teacher plans and supervises work experience.   (Teacher who provides this service only).

1 point: Each teacher whom the special education teacher co-teaches (any level of co-teaching).         (1 point per co-taught class, not per student).

1 point: Each student who is dependent on an adult for physical needs (i.e. toilet training, feeding, diapers, wheelchair bound).  (Roster teacher only)

1 point: Each student who has a functional behavior assessment and behavioral intervention plan.  ((All teachers who serve student, regardless of roster:  1 point.  Roster teacher:  2 points.)       

1 point: SpEd teacher collaborates with teacher team/paraeducators for up to 1 hour a month as indicated in IEP.

1.25 points: SpEd teacher collaborates with teacher team/paraeducators for 1-2 hours a month as indicated in IEP.

1.50 points: SpEd teacher collaborates with teacher team/paraeducator for over 2 hours a month as indicated in IEP. (All teachers who collaborate for this student, regardless of roster.)

1 point: Each student whom the teacher is responsible for Alternative Assessment. (Roster teacher only; 1 point for each form of alternate assessment:  DLM and ELAA)

1 point:  Each student whom the teacher is responsible for NIMAS supports and services. (Roster teacher only)

1 point: Each student served off-site (e.g., hospital, homebound, general education preschool, etc.) (All teachers who serve student off-site, regardless of roster.)

 

Resolving Caseload Concerns

Caseloads will be tentatively set in the spring for the following year.  Building administrators, in collaboration with building special education teachers and AEA staff, will determine roster assignments.  Caseloads/rosters may be modified based on summer registration and actual fall enrollments. Caseloads will be reviewed with teachers, building principal, or district AEA staff at the beginning of the school year and again upon request by special education teachers or administrators. 

A “full” teacher caseload will be considered to be the following total points:

·       ECSE:  55 points

·       Lambert Elementary:  75 points

·       Middle School:  90 points

·       High School:  90 points

 If a teacher’s caseload exceeds this number, the teacher and an AEA district representative will review the points to verify accuracy.  If it is verified that the caseload exceeds the points specified in this plan, the teacher and the principal 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 request in writing to the principal a meeting of the Caseload Assistance Team (CAT).  The CAT team will be comprised of the teacher requesting the review, the building principal, the special education director, and a special education teacher from each of the other two buildings.

The building principal must convene the CAT within 5 working days.  A resolution and written decision must be made available to the teacher within 5 days after the CAT meeting.


Effectiveness of Delivery System for Eligible Individuals


The district will utilize the results of multiple assessments and performance targets to evaluate the effectiveness of the delivery system for eligible individuals.  These assessments will vary based on the current state of assessments in Iowa, but may include the following:

}  Iowa School Report Card, particularly closing the gap measures

}  Results of Iowa Assessments or similar state assessment

}  Results and growth on Iowa Alternate Assessment

}  Results and growth on Early Literacy Assessments

 If the district meets expectations, the delivery system will be considered effective.  If the district does not meet requirements, the district will work in collaboration with the AEA and/or the State Department of Education to address concerns and improve student outcomes.