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Andrew Service Delivery Plan - Available for Public Comment

posted Sep 13, 2013, 9:03 AM by andy.crozier@andrew.k12.ia.us
Andrew Residents,

Below you will find our Service Delivery Plan for special education for the Andrew Community School District. This plan is updated every five years per requirement by Iowa Code. Part of the process includes a team to meet to draft and edit the plan. Once this is complete, we post it for our public and make it available for public comment. We will approve this plan at the October board meeting. 

If you wish to make public comment, you can either email or submit a letter to the district. The contact for either option is below:

Mail: ATTN: Andy Crozier, Superintendent, Andrew Community School District, 13 S Marion Street, Andrew, IA 52030

Andrew Service Delivery Plan

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1. What process was used to develop the special education delivery system for eligible individuals? 

The delivery system was developed in accordance with Iowa Administrative Code rule 41.408(2). The group of individuals who developed the system included parents of eligible individuals, special education teachers, general education teachers, one administrator, and one representative of the AEA.

The committee met on September 12, 2013. 

Committee Members:

Parent Representative: Martha Dunne
Special Education Teacher Representatives: Brenda Nelson & Jill Kilburg
General Education Teacher Representative: Cindy Bliss & Kim Wagner
District Administration Representative: Andy Crozier
AEA Staff Member Representative: Georgie Koenig & Krysta Belser.

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

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.  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.  The student receives special education support for the general education curriculum outside the general education setting.  When the services cannot 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).  The special education teacher/service 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 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
  • PK services will be provided by a dual certified PK teacher or served in the general education setting through a co-teaching model with an early childhood special education teacher.
 

3. How will caseloads of special education teachers be determined and regularly monitored? 

The Andrew Community School District's Regular Early Childhood Program will implement the criteria of the Iowa Quality Preschool Program Standards regarding maximum class size and teacher-child ratios. Caseloads for Kindergarten through 8th Grade 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 and/or special education coordinator. In determining special education teacher caseloads, the Andrew Community School District will use the following values to assign points to the programs of each eligible individual receiving an instructional program in the district. A teacher may be assigned a caseload with no more than 45 total points. One point: The student receives specially designed instruction/supports for less than 5 hours per week. Two points: The student receives specially designed instruction/supports for between 5 and 12.5 hours per week. Three points: The student receives specially designed instruction/supports for between 12.5 and 24 hours per week. Four points: The student receives specially designed instruction/supports for more than 24 hours per week. Note: Supports could include travel time to students served off-site (e.g., hospitalized or homebound students, preschoolers served in their general education preschool classes). If multiple students are served in one site, travel time is applied to one of the students, only.

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4. What procedures will a special education teacher use to resolve caseload concerns?  
 
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:
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.

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. 
 
REQUESTING A CASELOAD REVIEW
All requests must be in writing
Requests should initially be given to an individual’s principal/supervisor
A committee will be appointed annually to serve as a review team in collaboration with the building principal/supervisor
The person requesting the review is responsible for gathering relevant information to support their request.  This information might include, but is not limited to:
  • IEPs
  • Schedule and instructional groupings
  • Collaborative/co-teaching assignments
  • Number of buildings
 
PROCEDURAL 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/supervisor.
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. Within 10 working days, the principal will meet with the individual and provide a written determination.
8. If the person requesting the review does not agree with the determination, he or she may appeal to the AEA Director of Special Education.
9. The AEA Director/designee will meet with personnel involved and will provide a written decision.
 

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5. How will the delivery system for eligible individuals meet the targets identified in the state’s performance plan? How will the delivery system for eligible indvidual’s address needs identified by the state in any determination made under Chapter 41? What process will be used to evaluate the effectiveness of the delivery system for eligible individuals? 

At least once per year, district administrators and staff will examine their special education 
district profile to review the district’s data relative to progress indicators outlined in Iowa’s State Performance Plan (SPP) for special education.  District administrators will also examine the district’s Annual Progress Report (APR) and results from the Iowa Assessments each year to review achievement data as it pertains to students with IEPs in the district.  These data will be used to determine needs and priorities and to develop an action plan for special education instructional services when necessary. 

If the district meets or exceeds APR goals and target goals outlined in our state performance plan for special education, the delivery system will be considered effective, but proactive planning and action steps will still be developed in an effort to continually improve our outcomes. If the district does not meet APR goals or SPP target goals, district staff will work in collaboration with Mississippi Bend AEA staff to develop an action plan designed to promote progress toward these goals.


   
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