This Web site was designed using Web standards.
Learn more about the benefits of standardized design.

Quick Links

Boyer Valley North

E-mail Article Print Article

Special Education Instructional Services Delivery System Plan

May 18, 2009

Boyer Valley Special Education

 
Instructional Services 

Delivery System Plan 

Pre-K Through High School Program 
 
 


 Submitted: December 1996

Revised: April 2009 
 

District Developed Special Education Service Delivery Plan Assurances  

[  ]  The Boyer Valley Community School 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 aged 3 to 21, and shall provide for the following:
(1) 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.
(2) 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.
(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.
(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 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 Boyer Valley Board of Education approved the revision on March 18, 2009.
[  ] The district assures that 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 committee was approved by the Boyer Valley Board of Education on March 18, 2009.
[  ]  The district assures the AEA Special Education Director verified the delivery system is in compliance with the Iowa Administrative Rules of Special Education.

[  ] The district assures the school board has approved the service delivery plan for  implementation.  
 
 

District-Developed Special Education Plan

Content Requirements

(Based on 6 questions) 

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 Vander Kolk Parent(s)

Sandy Kremin Parent(s)

Anita Cox Parent(s)

Kent Hall Elementary Teacher

Linda McQueen Middle School Teacher

Chad Straight Principal

Mike Weber Principal

Sarah Bosch 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

Molly Masat AEA 13 Psychologist

Steve Schwiesow AEA 13 Psychologist

Nancy Movall AEA 13 Regional Associate Director 

* The members of this committee were approved by the Boyer Valley Board of Education on March 18, 2009. 
 
 
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.

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.

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, 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 (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). 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 caseloads of special education teachers be determined and regularly monitored? 

Caseload Determination 

Preschool Program 

The Boyer Valley Preschool program will meet all criteria of the Iowa Quality Preschool Program Standards (QPPS) in regards to maximum class size and teacher-child ratios.  Caseloads will be monitored in the spring for the following year and will be reviewed at least twice during the school year by the Early Childhood Special Education teacher(s) with their building principal.   

Grades K – 12 

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 least twice during the school year by individual district special education teachers with their building principal.

In determining teacher caseloads, the Boyer Valley 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.  
 

 
 
Boyer Valley

SPED Caseload Determination 
 

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

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

a. Level I ______ x 1.72         _____  

b. Level II ______ x 2.21          _____  

c. Level III ______x 3.74         _____  
 

3. How many students on your roster will have a

    3-year reevaluation this year? ____ x .25       _____  
 

4. For how many roster students will you be planning and

supervising work experience?         _____  
 

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

6. With how many associates do you collaborate?      _____  
 

7. How many students do you serve off-site?       _____

(e.g., hospitalized, home-bound, in general

education preschools)  

8. How many students have assistive technology needs?     _____ 

9.  How many students require alternate assessment?     _____ 
 
 

                                    Total  _____ 
 
 
 

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: 
   A teacher may request a caseload review, but it must be done in writing. 

B. Process for Caseload Review:

      1. Teacher submits written caseload request to established committee.

      2. Committee will review caseload concern within 15 working days.

3.    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
4. Committee gathers additional information as necessary to be certain all aspects of the LEA plan have been followed.
5. Written committee recommendations forwarded to building administrator within ten (10) working days of the committee’s recommendation.
6. The building administrator will provide a response within ten (10) working days of the committee’s recommendation.
7. If the administrator’s decision does not satisfactorily resolve the teacher’s concern, the teacher may appeal to the:
      a. Superintendent
      b. AEA Special Education Administrator
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 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? 

The district will examine its SPP/APR data to determine priorities and develop an action plan. If the district meets SPP/APR requirements, 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 
 

Assigned Building Levels: 

Boyer Valley North in Dow City has an Early Childhood Preschool program and provides other special education services for students in grades K-5 that are on IEPs. 

Boyer Valley South in Dunlap has special education services for grades 6-12 for students on IEPs. 
 

Setting-Special Education Classrooms in Specific Buildings: 

Boyer Valley South has one high school classroom and one middle school classroom. 

Boyer Valley North has two special education classrooms and one Early Childhood Preschool classroom. 

Teacher assignments will be flexible, taking into consideration grade level certification, in order to accommodate student needs and effective scheduling. 

When the staffing team determines that the Boyer Valley classrooms and resources are not able to provide and adequate IEP, then out of district placement will be considered. Out of district placement will be implemented if available, within reasonable traveling distance. The school district will provide transportation to the appropriate attendance center 
 

Resources to Serve Students 

Boyer Valley has the following resources to serve students: 

  • Four special education classrooms ( two elementary, 1 middle school, and one high school)
  • Title I program K-5 (reading and math)
  • Guidance counselor (high school & middle school)
  • Character Education K-5
  • Teammates mentoring program
  • Student Assistance Team (SAT) structure for problem-solving
  • Para-educators to assist teachers/and students
  • Unity high school (Alternative High School available to all Boyer Valley students)
  • AEA 13 support services (speech, OT, PT, vision, HI, ELL, other)
  • Quad County Academy
  • Computer technology for student achievement
  • Talented and gifted services for grades K-12
  • Reading Recovery (1st grade)
  • Childcare services for infants through grade 5 (6 AM – 6 PM) (Campus Care)
  • BLAST (Iowa Western)
  • Assessments (e.g. ITBS, NWEA, BRI, DIBELS)
  • Accelerated Reading (AR) Achievement K-12

 
 
 

9 

Role of the Special Education Teachers 

Teacher assignments will be flexible to accommodate students’ needs and effective scheduling regardless of grade level certification. 

  1. Early Childhood

 

  • Provide developmentally appropriate curriculum for identified students.
  • Provide opportunities for interaction with typically developing peers.
  • Provide ideas for modifications for children in early childhood classrooms/kindergarten through consultation and collaboration with general education teachers.
  • Facilitate the paperwork generated to assure the Individual Education Plan is followed.
  • Provide Parent/Teacher conferences with parents to discuss student progress and IEP goals.
  • Home visits.

 

  1. Elementary, Middle School, and High School

 

  • Provide information for accommodations and modifications for non-identified students on intervention plans, as well as identified students who are integrated into the general education classroom.
  • Conduct formal and informal assessments.
  • Facilitate the writing of the Individual Education Program and oversee the implementation of the plan.
  • Collaborate with general education teachers in implementing modifications.
  • Provide specially designed instruction in the appropriate setting.
  • Progress reports to parents/guardians as often as reported by the general education teachers.

 
 

Transition

Transition is critical to student success. Transition activities will be provided whenever an eligible individual changes programs or moves to a different building. Transitional needs are addressed and include interviews, scheduling of classes and the completion of transition forms between each grade level to help identify students in need. Social skills, academic levels, work and study habits and attitudes are reviewed. 

Meetings will be held before the start of the next school year. All Special Education teachers shall meet with General Education teachers to discuss the needs of all Special Education students in the General Education settings. Transition to post secondary programs may include activities such as meetings with adult service providers, interviewing students, writing transition plans, and developing portfolios. Efforts to acquire student records and information are carried out with utmost speed. IEPs will document graduation requirements for secondary students. 

Back To Top