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Boyer Valley Community School District

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SPED Delivery Plan

District-Developed Special Education Plan

Content Requirements

(Based on 6 questions)

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Question #1  

What process was 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 members of this group were:

Tammy VanderKolk  Parent of Eligible Individuals

Jayne Klein  Parent

Anita Cox Parent(s)

Kent Hall General Education Teacher

Linda McQueen General Education Teacher

Chad Straight Principal

Mike Weber Principal

Stefanie Staben Early Childhood SPED

Mary Roberts Elementary SPED Teacher

Doris Erlbacher Elementary SPED Teacher

Mary Koenig High School SPED Teacher

Kathy Marsh Middle School SPED Teacher

Cinda Rachow Special Education Consultant

Janis Norgard GHAEA Regional Administrator

* The members of this committee were approved by the Boyer Valley Board of Education June 18, 2012.

*The plan for review are noted in question #5 in the DDSDP

Question #2

How will services be organized and provided to eligible individuals?

 

Regular Early Childhood Program with Teacher holding Dual Endorsements (i.e. Ed 100). The child is served in the regular early childhood classroom with a teacher who holds a valid practitioner's license issued by the Board of Educational Examiners that includes pre-kindergarten and early childhood special education. The teacher is responsible for direct instruction, preparation of materials, adaptations 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.  The Boyer Valley Preschool will use the Iowa Quality Preschool Program Standards (QPPS) as its program standards.

 

Early Childhood 5 year old Pre-Kindergarten Program.

The children to be served will lack the pre-requisite skills needed to be successful in Kindergarten.  This program will be a school within a school model housed within the typical kindergarten class.  A curriculum with focus on pre-academic skills would be used within this group. A teacher would be responsible for direct instruction, accommodated materials to meet the child’s individual needs.

 

 

 

 

 

 

General education with consultation (K-12). 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 (K-12). 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

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General education with direct special education support in the general education classroom (K-12). The student receives special education support for the general education curriculum in the general education setting. The special education teacher and support service provider will be in the general education classroom to provide direct instruction.  The Para educator will provide 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 (K-12). 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, Vocational centers). 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 to 21.

 

 

 

 

 

 

 

 

Question #3

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

 

The “full” teacher caseload will be considered to be 70 points. If a teacher’s caseload exceeds this number 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.  Following that meeting a plan of action will be developed.  If the teacher is not satisfied a 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.    

 

 

1. How many IEP students are on your roster?    _____

 

2. List the number of students in each category below:

 

a. Up to 2 hours of direct instructional time ----1 Point        _____

 

b. Between  2-5 hours of direct Instruction  ---1.25 points         _____

 

c. More than five hours of direct instruction ----1.5 points         _____

 

 

3. How many students on your roster will have an

    Alternate assessment ____ x .25  point      _____

 

 

4. How many roster students will you be planning and

supervising for work experience?         _____

 

 

5. How many students are on a behavior intervention plan (BIP)?    _____

 

 

6. How many students require a 1:1 associate?     _____

 

 

Total points_______________ 

 

 
 

 

 

Question # 4

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

 

A. Caseloads of special education teachers will be monitored at the beginning of each semester by the building principal. Should a special education teacher decide to request a caseload review at a time other that at the beginning of a semester, he/she should utilize informal problem solving techniques prior to requesting a caseload review and appeal. This could include consultation with a colleague, a building administrator, or the District Director of Special Education. In addition, caseloads may be reviewed under the following circumstances:

 

B. Process for Caseload Review:

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 the principal/supervisor. 
3. The request is reviewed for clarification with the 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. 
 

C. The caseload review committee will be established at the beginning of each school year at each building level. The committee should include no less than three people and may include the following people (not including person requesting review):

1. General education teacher

2. Special education teacher

  3.  AEA support person

 

 
 

 

 

  Question # 5

 

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

 

District will evaluate the effectiveness of their delivery system to determine if it is leading to improved outcomes for eligible individuals.  The ways of evaluating the effective delivery system are: 
 
Individual 
Individual student progress on IEP goals will be reviewed and discussed on a regular and on-going basis (every  4-6 weeks) by the special education and general education teacher(s) along with the AEA consultant/specialist and school administrator as appropriate. The purpose of this review is to determine if adequate progress is being made, if any adjustment in instruction is needed, or if other targeted or intensive interventions through RtI or special education are indicated. (Note: Changes in goals, proficiency criteria, or LRE must occur through an IEP team meeting.) 
 
School: Aggregated by School and District 
Each school in the district will review student progress monitoring, formative, or summative evaluations every nine weeks. The IEP subgroup performance in both reading and math will be reviewed and discussed by grade level teams which include both general and special education teachers. Subgroup achievement, growth, and the achievement gap will be included as items for discussion and planning. Schools with a subgroup achievement gap; thus, impeding progress toward meeting the district SPP/APR requirements, will develop a school-based plan to close the achievement gap by grade level in each school. These plans will be monitored at the school every semester and at the district level at the end of each school year. In the event that this process creates the need to revise the DDSDP, the district will follow the process to revise and readopt the DDSDP. 
 
District: Disaggregated by School Levels 
At the district level, IEP subgroup data for each school, along with the plans as described above, will be reviewed on an annual basis by the district’s leadership team. IEP student data will also be disaggregated and examined by school level (elementary, middle, high). In addition, the district will examine their SPP/APR data to determine priorities and develop an action plan as needed. If the district meets SPP/APR requirements, both procedural and performance, 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.

Boyer Valley Community Schools 1102 Iowa Ave. Dunlap, IA 51529
(712) 643-2258

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