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Special Education Delivery Plan

Beliefs and Needs

 

Diagonal Community School Mission Statement

           

            The Diagonal Community School believes that challenging expectations lead to high achievement for all students at-risk, disabled, average, talented and gifted.  This will be accomplished by the cooperative efforts of students, school staff, parents and community members to provide skills necessary to live in an ever-changing world.  Our students will attain a standard of principle-based acceptable conduct and academic achievement in order to become productive, self-fulfilled citizens in a world of diverse cultures.

 

Diagonal Community School Vision

        

            The Diagonal Community school students and staff are respectful, responsible, honest, and have school and community pride.

 

District Beliefs

 

The Diagonal Community School believes:

            *High expectations lead to high achievement.

            *Each student learns in a different way.

            *All students have the right to a safe, supportive environment.

            *Problem solving and critical thinking as essential life skills.

            *All students have the right to be treated fairly.

            *Students, staff and parents are accountable for their actions.

            *Our school exists for our students.

            *Learning is a lifelong process.

 

 

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 and general education teachers, administrators, and a representative of the Green Hills Area Education Agency,

 

 

District Assurances:

 

            The Diagonal Community School District adheres to the Rules and Regulations for Special Education, including “Series 500” of the Iowa Code.  All parents of eligible individuals receive a copy of “Parental Rights in Special Education” explaining terms, legal rights, and due process procedures.

            We understand that violation of the Iowa Administrative Rules of Special Education will result in noncompliance.

 

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 age 3 to 21 and shall provide for the following:

  • 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.
  • 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.
  • 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.
  • 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 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 compliant with the Iowa Administrative Rules of Special Education.
  • The district assures the school board has approved the service delivery plan for implementation.

 

 

K-12  Continuum of Services

How will services be organized and provided to eligible individuals?

 

The Diagonal School 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 (i.e. early childhood programs in community).  If the instructional services are provided through contractual agreements, the district shall examine the services annually to determine the availability of programs within the district.

 

Regular Early Childhood Program: Services are defined as occurring in the general education classroom.  The teacher holds a license issued by the Board of Educational Examiners that includes, prekindergarten and early childhood special education.  The teacher is responsible for direct instruction, preparation of materials, adaptation and accommodations as specified in the IEP.  The teacher with the dual endorsement is responsible for implementing and monitoring the child’s progress according to the IEP.

 

Regular Early Childhood Program with consultation.  The student is served in the regular early childhood program classroom without any accommodations or modifications to the curriculum, instruction, testing or grading.  The classroom teacher holds an early childhood license appropriate for Pre-kindergarten. The service provider is responsible for consulting with regular early childhood program teacher and monitoring the student’s progress according to the IEP.

 

Regular Early Childhood Program with consultation/accommodations. The student is served in the regular early childhood program classroom with consultation and support from the early childhood special education teacher.  The regular early childhood teacher, licensed in early childhood appropriate for pre-kindergarten is responsible for direct instruction, testing, grading and behavioral management as specified in the IEP.   The early childhood special education teacher support may include assisting the regular early childhood teacher with the design and preparation of materials, adaptations and accommodations.  The early childhood special education teacher is responsible for monitoring the student’s progress on IEP goals.

 

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 non-disabled students.  These services are provided in partnership by the early childhood special education teacher and regular earl childhood teacher, to meet the content and skills needs of students in the regular early childhood program 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.

 

Regular Early Childhood Program with direct Early Childhood Special Education Program support in the regular early childhood classroom.  The student receives early childhood special education support for the regular early childhood curriculum in the regular early childhood program setting.  The early childhood special education teacher, support service provider, or trained paraprofessional will be in the regular early childhood 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 early childhood special education teacher /service provider is responsible for monitoring the student’s progress on IEP goals.

 

Regular Early Childhood Program with direct Early Childhood Special Education Program support outside the regular early childhood classroom.  The student receives early childhood special education support for the regular early childhood curriculum outside the regular early childhood program setting.  When the services cannot be appropriately provided in the regular early childhood program 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 early childhood special education teacher/service provider is responsible for monitoring the student’s progress on IEP goals.

 

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.

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 non-disabled students.  These services are provided in partnership by the special education teacher and general education teacher, 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.

 

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

 

  • The District will implement the Iowa Quality Preschool Program Standards in setting where 3-5 year-old children with IEPs are served.

 

 

 

 

 

 

 

 

 

 

 

 

Specific Needs of Students with Disabilities in the

Diagonal Community School District

 

            The Diagonal Community School District believes every student is unique and learns in a different way.  We believe that each student must be provided an adequate and appropriate learning environment with instructional adaptations and/or modifications provided according to his/her individual needs.  Special Education programs and staffing assignments must be reviewed on a regular basis to ensure that the district’s delivery of services meets individual needs.

 

Diagonal Community Schools Board Policy on

Special Education

           

            The board recognizes some students have different educational needs than other students.  The board shall provide an appropriate education program and related services to students identified in need of special education.  The special education services will be provided from birth until the appropriate education is completed, age twenty-one or to the maximum age allowable in accordance with the laws.   Students requiring special education shall attend regular education classes, participate in extracurricular activities and receive services in a regular education setting to the maximum extent possible.  The appropriate education for each student shall be written in the student's Individualized Education Plan (IEP).

            Special education students shall be required to meet the requirements stated in board policy or in their IEPs for graduation.  It shall be the responsibility of the superintendent and the area education director of special education to provide or make provisions for appropriate special education and related services.

            Children from birth through age two (2) and children age three (3) through age five (5) shall be provided comprehensive special education services within the public education system.  The school district shall work in conjunction with the area education agency to provide services, at the earliest appropriate time, to children with disabilities from birth through age two (2).  This shall be done to ensure a smooth transition of children entitled to early childhood special education services.

 

 

Structure and Process

 

Relationship between Special Education

and Other Programs

 

            The Diagonal Community School District employs three special education teachers:  one for early childhood students, one for the K-5 Diagonal Elementary School and one for the 6-12 Diagonal High School.  Diagonal Community School District also hires teacher associates when appropriate, based on specific IEPs and/or caseloads.  Special education teachers provide direct instruction and/or support to students and work with regular education teachers in making adaptations and modifications for students with disabilities.  The Diagonal Community School District plan stresses the importance of flexibility within the district in providing services.  A sample of the programs offered by the district that have either a direct or indirect relationship to special education include:

            Title I Reading-  This program supports the teaching of reading skills to students                      in kindergarten through fifth grade. 

            Alternative High School-  For those unable to attend the main campus setting,                          this program assists students in meeting district requirements for                                             graduation.

            Gifted Education Program-  High ability learners whose needs cannot be met                           through the regular curriculum receive services that provide appropriate                                   pacing and level of challenge.

            At Risk-  Any identified student needing additional support who is not meeting                            or expected to meet the goals of the educational program (academic,                           personal/social, career/vocational) established by the district as                                          demonstrated by one or a combination of factors other than disability                                including, but not limited to, homeless children and youth, dropouts,                                     returning dropouts, and potential dropouts.

            TAP Program-  This program is available for students between ages 16-24 who

                        qualify for the Vocational Rehabilitation Program.  Students are given                                 experiences in the work place along with life skills.

            Sites For Learning-  This is an after school program designed for all                                 students K-12.  Along with increasing academic skills, the program                                            offers healthy recreational activities, too.

 

Structure of the Educational Program Offered by Diagonal Community School

 

 

  Level/Sections                                Programs Provided at this Level

 

  Elementary                          Physical Education              Title I Reading/Math

     Kindergarten                   Talented & Gifted                 Fine Arts- Band, Chorus & Art

     1st Grade                         Core Curriculum                  Preschool Program

     2nd Grade                                    Sites For Learning               Before/After School Care

     3rd Grade                         Media/Technology

     4th Grade                         Guidance

     5th Grade

 

  Middle School                    Talented and Gifted             Vocational/Career

     6th Grade                         Physical Education              Fine Arts-Band, Chorus, & Art

     7th Grade                         Teacher Advisory                 Media/Technology

     8th Grade                         Core Curriculum                  Athletics

                                                Guidance                               Service Learning

                                                                       

 

  High School

     9th Grade                         Physical Education              Talented & Gifted

     10th Grade                       Teacher Advisory                 Media/Technology

     11th Grade                       Core Curriculum                  Fine Arts- Band, Chorus,                                                         

     12th Grade                                                                                   Drama & Speech

                                                Guidance                               Vocational/Career

                                                Service Learning                  Post-Secondary Option

                                                Alternative High School      ICN

                                                Clubs & Organizations        Athletics

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Process for the Identification of Students Entitled

to Special Education Programs

 

            Referral to the Building Assistance Team (BAT) is the initial step for any student.  Following the At-Risk process for support of students and teachers will begin when a teacher identifies a need for

 

Building Assistance Team (BAT) Process

 

Collaboration between Teachers, Students,

Parents and Professionals

 

                                   

                                                            BAT Team Procedure                     

                                                           

                                                1)  Define the problem

                                                2)  Collect baseline data

                                                3)  Brainstorm reasons for the problem

                                                4)  Set a goal

                                                5)  Develop intervention plan

                                                6)  Implement intervention plan

                                                7)  Monitor progress

                                                8)  Make decisions based on data

 

 

 

            Referral for                                               Successful Intervention:

         Full and Individual Evaluation        OR         Continue to Monitor                  (Parental Consent Required)                        Student Progress

 

 

 

Determination of Eligibility for

Special Education Programs and

Services

 

 

         Not Eligible for Special                                 Eligible for Special

         Education Programs and      OR                 Education Programs                           Services                                                    and  Services                                                                                           (Parental Consent Required)

            Should further evaluation be recommended, the AEA procedures for determining a student’s eligibility for special education services are followed. 

            At the elementary level, the team consists of 2 elementary teachers, a special education teacher, and an AEA representative.  At the secondary level, the team consists of at least 2 regular education teachers, one special education teacher, and the secondary principal.  Assistance may be obtained from counselors, administration, general education teachers, special education teachers, or AEA staff in developing accommodations and modifications to attempt to alleviate student difficulties while still in general education.

            Parental input and open communication between parent and school are necessary parts of the process.  At all steps a team member will be assigned the responsibility to communicate with parents.  The parents may participate in any of the BAT meetings.

 

 

 

 

 

 

Parental Involvement is a

must at all stages of

the BAT Process!

 

 

 

 

 

 

 

 

Modifications within General Education

 

            Accommodations and modifications will be made as specified on student IEPs within the general education setting.  Special education teachers will collaborate with general education teachers to develop and implement accommodations and modifications based on student IEPs.  Adaptations may include, but are not limited to, the following list of strategies:

 

Pacing                                                                         Assignments

            Extended time requirements                                              Give directions in small, distinct  steps

            Vary activity often                                                            Lower difficulty level       

            Allow breaks                                                                   Use written backup for oral directions

            Omit timed assignments                                                   Shorten assignment

            Text sent home for summer preview                                               Reduce paper and pencil tasks

            Home set of text/materials                                                Read or tape record directions to student

Environment                                                                           Give extra cues or prompts

            Flexible seating                                                               Allow student to type assignment

            Planned seating; bus, lunch, class, etc.                                           adapt worksheets/packets

            Alter physical arrangement of room                                     Provide alternative assignment/strategy

            Reduce distractions                                                                     when demands of class conflict with

            Teach positive rules for use of space                                               with student's capabilities

Presentation of Subject Matter                                                          Avoid penalizing for spelling                                                                                                                           error/sloppy

            Teach to student’s learning style                                                    penmanship

            Individual/small group instruction                           Self Management/ Follow Through

            Utilize specialized curriculum                                             Visual daily schedule

            Tape lectures/discussion for replay                                    Calendars

            Provide notes                                                                 Check often for understanding/review

            Functional application of academic skills                             Teach study skills

            Utilize manipulative                                                          Request parental reinforcement

            Pre-teach vocabulary                                                       Use study sheets for organization

            Share activities                                                               Break long term assignments into small                                                                                                                   steps

            Use visual sequences                                                      Teach skill in several settings/environments

            Notes/note taker                                                             Assignment book

            Models                                                              Testing Adaptations

Materials                                                                                 Open book exams

            Use supplementary materials                                            Oral

            Taped Texts                                                                   Taped

            Highlighted texts/study guides                                           Read to student

            Note taking assistance/copy of peers                                 Short answer/multiple choice

            Type teacher materials                                                     Shorten length/extend test time

            Large print                                                                      Administered by resource personnel

            Special equipment; lap top, hearing aids, video         Social Interaction Supports

                        recorder, calculator                                              Peer advocacy/tutoring

Motivation and Reinforcement                                                           Create opportunities for social interaction

            Verbal, nonverbal                                                            Focus on process rather than end product

            Positive reinforcement/concrete reinforcement                     Partial participation

            Use student's strengths/ interests often                              Cooperative learning groups

            Offer choices                                                                  Teach friendship skills/sharing/negotiation

                                                                                                                       

Role of Special Education Teachers

Relationship Between General Education and Special Education Teachers

 

       Services provided by the special education teachers will be determined by the IEP of each student and shall include direct instruction by the special education teacher and/or support by the special education personnel in the general education classroom (i.e. class within a class, team teaching, etc.)  The special education teacher is responsible for monitoring and keeping IEPs up-to-date.  The special education teacher also collaborates with the regular education teacher about accommodations and modifications that the students’ IEPs require, and helps with these modifications and accommodations.  The special education teacher or staff will attend the regular education classroom when appropriate, to team-teach and/or support students on IEPs.    Prior to the beginning of each school year, and whenever appropriate during the school year, the special education teacher will meet with the general education teachers to inform them of accommodations and modifications to be made for students with IEPs who are in their regular education classrooms.

 

 

Location of Student Services

      

       Special education services available in the district are designed to be flexible and meet individual student needs.  Student’s needs will always be addressed within the context of the Least Restrictive Environment, which will include the following guiding principles.

  1. The general education classroom in the local district is the first placement option considered.
  2. To the maximum extent appropriate, students with disabilities will be educated with students who are not disabled. Options include supportive services and special education programs ranging from Level  to Level III.
  3. Placement of students in special education may occur when the nature or severity of the disability is such that education I general education classes, with the use of modifications/accommodations, cannot be achieved satisfactorily.
  4. Nonacademic and extracurricular activities will be provided with general education peers to the maximum extent possible.

 

            The student’s strengths and weaknesses will be considered it eh development of accommodations and modifications, which will permit the student to remain in the general education class to the maximum extent possible.  Special education teachers may consult and team-teach with the general education teachers to modify curriculum and instruction to provide necessary direct instruction.  The focus of instruction will be to assist students in attainment of their goals, either as an eligible special education student or as a student at risk. Special education teachers will collaborate in the development of schedules that will permit opportunities for consultations, planning and if appropriate, team-teaching.

            These services are implemented through the continuum and will be provided to students in both general education classrooms and special education classrooms at every grade and at all district facilities.

            IEPs will specify where services will be provided for each student and will be written to include him/her with peers to the maximum extent possible.  If existing district services do not allow full implementation of a student's IEP, the district will contract for placement of the student with another school or agency.  The district will provide transportation in such cases.

 

 

 

 

 

 

 

 

 

 

 

 

 

Special Education Teacher Caseloads

Caseload Determination

            Caseloads will be tentatively set in the spring for the following year.  Caseloads may be modified based on summer registration and actual fall enrollments.  At least once during the school year, caseloads will be reviewed by individual district, special education teachers with their building principal and/or special education coordinator.

            In determining teacher caseloads, the Diagonal Community School District will use the following values to assign points to the caseloads of each teacher in the district. (See below for Early Childhood Special Education programs).

            A teacher may be assigned a caseload with no more than 60 total points.  This caseload limit may be exceeded by no more than 10% for a period of no more than six weeks, if doing so does not prevent the affected teacher's ability to provide the services and supports specified in his or her student's IEPs.  Discretion will be given when overages of caseload points occurs (i.e. time of year, individual needs of students, time involved with students).

 

Curriculum

            Zero Points: Student is functioning in the general education curriculum at a level                                    similar to peers

            One Point: Student requires limited modifications to the general curriculum

            Two Points: Student requires significant modifications to the general curriculum

            Three Points: Significant adaptation to grade level curriculum requires                                          specialized instructional strategies.  Alternate assessment is used to measure progress

 

 

IEP Goals

            Zero Points: Student has IEP goals instructed by another teacher or service                                provider.

            One Point: Student has 1-2 IEP goals.

            Two Points: Student has 3 IEP goals.

            Three Points: Student has 4 or more IEP goals.

 

 

 

 

 

Specially Designed Instruction

            Zero Points: Student requires no specially designed instruction

            One Point:    25% or less of instruction is specially designed and/or delivered by                                                 special education personnel

            Two Points:  26-75% or less of instruction is specially designed and/or delivered                                    by special education personnel

            Three Points: 76 to 100% of instruction is specially designed and/or delivered by                                     special education personnel

 

Joint planning and consultation

            Zero Points: Joint planning typical for that provided for all students

            One Point:    Special education teachers conduct joint planning with 1 general                                         education teacher or paraprofessionals over the course of each                                              month

            Two Points:  Special education teachers conduct joint planning with 2 to 3                                               general education teachers or paraprofessionals over the course of                                  each month

            Three Points: Special education teachers conduct joint planning with more than                                                  3 general education teachers or paraprofessionals over the course                                 of each month

 

 

Paraprofessional Support

            Zero Points: Individual support needed similar to peers

            One Point: Additional individual support from an adult is needed for 25% or less                                            of the school day

            Two Points: Additional individual support from an adult is needed for 26% to                                        75% of the school day

            Three Points: Additional individual support from an adult is needed from 76% to                                                  100% of the school day

 

Assistive Technology

            Zero Points: Assistive technology use is similar to peers

            One Point:    Assistive technology requires limited teacher-provided                                                           individualization and/or training for the student

            Two Points: Assistive technology requires extensive teacher-provided                                                     individualization and/or training for the student

            Three Points: Assistive technology is requires extensive teacher-provided                                                  individualization and/or training for the student.  Significant                                                           maintenance and/or upgrades for continued effective use are                                                  anticipated

 

 

 

FBA/BIP

            Zero Points:   Student requires no FBA or BIP

            One Point:     Requires limited time assessment, planning, data collection and                                          communication with others (not more than 2 hours per month)

            Two Points:   Requires 2 to 4 hours monthly for assessing, planning, data                                                 collection and communication with others

            Three Points: Requires more than 4 hours for assessing, planning, data                                                      collection and communication with others

 

 

Early Childhood Special Education Caseload:

 

            In determining caseload, the Diagonal Community School will meet the criteria of the Preschool Program Standard when determining the maximum class size and teacher child ratios in the early childhood special education and regular early childhood programs.

            At least once during the school year, caseloads will be reviewed by individual district, special education teachers with their building principal and/or special education coordinator.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Diagonal Community School

Caseload Review Form

 

Teacher:  ____________________             Level:  _________________

 

Date:  ________________                Signature:  ___________________

 

        

         _____   There are no concerns with my caseload at this time.

 

 

         _____   Numbers on my roster exceed the guidelines;                                                      however, I waive the caseload review.

 

 

         _____   I visited informally with my principal and am                                                     satisfied the issue has been resolved until the next                                         review.

 

 

         _____   At this time, I do not believe my caseload concern                                      has been resolved.  Please consider this request for                                           the formal process to begin.  The attached rational                                       states my concerns and attached is a copy of my                                           current Caseload Determination Checklist.

 

Recommendations to resolve the concern (use additional paper if needed):

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

 

Date received by the Principal:  _____________________

Date reviewed by the Caseload Review Committee:  __________________

Building principal’s response should be attached to this form.

Date attached:  ________________

 

 

 

Resolving Concerns About Caseload

 

            The caseloads of special education teachers will be monitored on a regular basis to ensure the IEPS of eligible individuals can be fully implemented.  Utilization of informal problem-solving techniques should be used prior to requesting a caseload review and appeal.  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
      • I-plans
      • Collaborative/co-teaching assignments
      • Number of buildings

Specific caseload review will include consideration of the following qualitative and quantitative aspects of the teacher’s work demands:

  1. Current number of students
  2. Individual needs of students in the class
  3. Number of collaborations and planning time needed for collaboration
  4. Preparation[1]  and planning time
  5. Supervision of teacher associates
  6. Current supports available (e.g. teacher associates and/or AEA support)
  7. Time and scheduling variables
  8. Current and projected needs of the program
  9. Needs of the students on referral

 

 

The following questions should be asked in a caseload review:

  1. Can all services identified in the IEPs be provided as specified?
  2. What circumstances prevent each student from receiving educational benefit?  (Total Size of teacher caseload, scheduling, unique or intense needs)
  3. Would the addition of caseload responsibilities create the need for additional support or assistance?
  4. What action will ensure that all student’s IEPs can be fully implemented?

 

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.
    1.  If the person requesting the review does not agree with the determination, he or she may appeal to the AEA Special Education Director.
    2. The AEA Special Education Director/designee will meet with personnel involved and will provide a written decision.

 

When specific caseloads exceed the limit, the review team will make changes to alleviate the extra caseload burden by:

  1. Redistribution of student assignment, among the buildings or district special education teachers, to facilitate the meeting of IEP requirements.
  2. The hiring of additional teacher associate(s).
  3. The hiring of additional special education teacher(s).
  4. The signed agreement of the referring teacher that the current situation is feasible.
  5. Other options that are deemed appropriate.

ALL decisions regarding caseload will be communicated in writing to special education teachers within ten days of the meeting date.

 

Process for Evaluating Effectiveness

      

In order to  meet the State Performance Plan (SPP) and Annual Progress Report (APR) goals, accountability will be addressed in the following ways:

  • Individual student IEP goal progress monitoring
  • Aggregations of progress monitoring and summative evaluations for groups of students at both school and district levels
  • Examination of disaggregated subgroup achievement and SPP/SRP data.

 

Each school in the district will review student progress monitoring, formative assessment, or summative evaluations on a regular basis to make effective educational decisions.  Individual student progress on IEP goals will be reviewed and discussed on a regular and on-going basis by the special education and general education teacher along with the AEA team representative and the school administrator as appropriate.  The purpose of this review is to determine if adequate progress in being made, or if adjustment in instruction is needed, or if targeted or intensive interventions through RTI or special education are indicated.

 

The IEP subgroup performance in both reading and math will be reviewed and discussed by grade level teams, which include both general education and special education teachers.  Subgroup achievement, growth, and the achievement gap will develop a plan to close the gap.  These plans will be monitored at the school every semester and at the end of the year by the district.  In the event that this process creates a need to revise the DDSDP, the district will follow the process to revise and re-adopt the DDSDP.

 

At least once per year, district administrators will examine their special education district profile to review the district’s data relative to progress indicators outlined in our state performance plan (SPP) for special education.  District administrators will also examine the district’s Annual Progress Report (APR) each year to review achievement data as it pertains to students with IEPs in the district.  These data will be used to determine priorities and 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.

 

If the district does not meet APR goals or SPP target goals, district staff will work in collaboration with Central Rivers AEA staff to develop an action plan designed to promote progress toward these goals.

 

 

 

Process for Developing this System

The process used is pursuant to lowa Administrative Rules of Special Education, 41.408. 

Revision Group 

  • Lorna Paxson, Middle and High School Principal 
  • Kristi Minnick, Green Hills Area Education Agency Special Education Consultant
  • Patrick Rabbitt, Green Hills Area Education Agency Regional Supervisor

 

This group met to discuss necessary revisions to the District Developed Service Delivery plan February 3, 2020.  

A draft of the revised plan was made available to other team members for comment and recommendations:

 

The following people were part of the revision group on a consultative basis:

The K-6 Special Education Teacher, the 6-12 Special Education Teacher, PK Special Education Teacher, Elementary Principal/ Diagonal School Superintendent, an elementary teacher, a secondary teacher, and parents of a special education student at the elementary and middle/high school level. 

  • Kim Nieman, Elementary Special Education; Shelly Bentley, 6-12 Special Education teacher; Terri Newton, PK Special Education teacher; Karleen Stephens, Elementary Principal/ Diagonal School Superintendent; Sierra England, Elementary Teacher; Allison Hajek, Secondary teacher;

 

Final draft sent to Dr. David VanHorn, Special Education Director, Green Hills Area Education Agency (May 7, 2020)

 

Public participation elicited by an announcement in the Diagonal Progress and letters sent to all parents/guardians of special education students that plan is available for public view and comment in the school office and final draft sent to all committee members once the plan was approved by Dr. VanHorn.  May 7, 2020

            The following is a summarization of the written comment received:

 

                        1. 

 

                        2.

 

                        3.

 

 

 

 

The Diagonal Board of Education approved this plan on -----------.

 

 

____________________________________________________

Signature:  Board of Education President

 

____________________________________________________

Signature:  Diagonal School Superintendent

 

____________________________________________________

Signature:  Diagonal School High School Principal

 

 

 

 

 

 

 

Diagonal Community School

Special Education Delivery Plan

 

 

 

 

 

 

Revised: Second Semester 2019-20 School year.

 

 

 

 

 

 

 


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