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Clear Creek Amana

Supplemental
Services Delivery System

2007-08

Table of Contents

Introduction………………………………………………………………………………………………...3

Mission Statement/District Beliefs……………………………………………………………...………….4

System Purpose & Principles……………………………………………………………………………….5

Special Education Services…………………………………………………………..……………………..8

Statement of Assurance………………………………………….………………………………..…….9

Continuum of Services and Levels………………………………………………………..………..….10

Organization & Description of Services…...………………………………………….…………....…13

Special Education Teacher Caseloads……………………………………………….……….…….….20

Procedures for Resolving Concerns About Caseloads…………………………….…………….…….22

Process for Evaluating Effectiveness…………………………………………….……………….…...24

Description of Development Process……………………………………………………..…………...26

Additional Services………………………………………………………………..……………..………..30

Services for Homeless Children and Youth of School Age……………………………………..…….31

Section 504 – Rehabilitation Act of 1973 – Plan & Procedures………………..……………………..36

Appendix A: Glossary of Terms…………………………………………………………………………..41

Appendix B: Caseload Review Form....………………………………………………………………….44

Appendix C: Surveys for: Parent, General Education Teacher, Special Education Teacher, Administration………………………………………………………………………...…………………...46

Introduction

As part of the continuous improvement process, Clear Creek Amana is dedicated to provide opportunities for all students to have access to the general education curriculum in the least restrictive environment.

The new administrative rules of special education allow school districts to choose whether special education services will be provided through the prescribed delivery system or a unique delivery system. Parents, teachers, administrators, AEA staff, and school board members representing the Clear Creek Amana Schools have chosen to provide instructional services through a unique delivery system. This plan describes the delivery system for Clear Creek Amana.

The ClearCreekAmanaSchool District has developed an integrated service delivery system for all the students in the district to achieve their full potential. Throughout the plan there is a focus on prevention by offering support services to students to support early intervention. The focus on delivery of services is within the general education setting. Support systems have been reorganized to be available within the general education setting.

Mission Statement

The mission of the ClearCreekAmanaCommunitySchool District is to prepare students to be productive, responsible, community members by providing an environment that inspires quality life-long learning.

District Belief Statements

1.We believe students should be first and foremost in everything we do.

2.We believequality facilities, staff, and resources are critical to learning.

3.We believe knowing how to learn and to think creatively are essential in the changing

world.

4.We believe learners must be guided and nurtured.

5.We believe learning is enhanced in an environment that promotes open communication,

mutual respect and teaches responsibility.

6.We believe that schools and communities, supportive of each other, provide diverse and

balanced opportunities to grow, develop creativity and learn together.

7.We believe good organizations and successful people are goal directed.

8.We believe a safe environment is conducive to learning.

9.We believe a quality educational program is built upon fundamentals.

10.We believe quality education and equal opportunity are fundamental rights for all.

11.We believeeveryone can learn but at different rates and in different ways.

12.We believe students learn best when their physical and emotional needs are met.

13.We believe quality schools make learning a positive experience.

14.We believe quality schools strive for excellence in all areas.

Purpose & Principles

The purpose of the integrated service delivery system is to support all students in achieving their fullest potential, families in raising young children, teachers in reaching all manner of learners, and the public in providing free, appropriate, and least restrictive public education to all youth. The system is based on the following principles:

  • priority should be placed on prevention and providing services before children or their families are in crisis; before intrusive, prolonged, costly treatment is required,
  • service delivery should be organized to meet the needs of children and their families rather than providers or programs,
  • services should be tailored to the specific needs of individual children and their families,
  • services should be comprehensive; they should address all relevant dimensions related to enhancing the well-being of the child and families,
  • service delivery should be continuous, seamless, and fully integrated with the general education program,
  • there should not be interruptions in planned services,
  • there should not be fragmentation of services, that is, services should not be provided in a piece meal fashion or address one of many interrelated problems without also addressing the other problems,
  • there should be a smooth transition from one service to another, and one building to another, so that the child/family does not experience disruption of services and is not confused about how one service relates to another,
  • service providers should be members of a network that is organized as a team, not as a “collaborative” of competing programs or organizations,
  • services should be included and continued in the delivery system if they demonstrate that they have a positive effect on improving the well-being of the child and families.
  • decisions by the team related to entry, exit and reentry to services will be based on data collected on student performance by the teacher.

Core Processes:

The following core components constitute the CCA integrated service delivery system.

Community Outreach—the process of informing and educating the public about what services are available and how a person can access them.

The district provides a multifaceted program of outreach and information dissemination to district staff and the public through postings in buildings and public places; the district newsletter, web site, and local media; students and parent handbooks; in-service and professional development activities; presentations at school board and other public meetings; and distribution of pamphlets and written literature.

Core Instruction

All students should have access to the core curriculum. It is the combination of instructional practices, materials, and strategies that compose the instruction provided in the general education classroom. Core instruction implements a guaranteed and viable curriculum.

Screening/Referral

Across the district teacher teams collect and analyze student data to determine students’needs. Teams review building and district assessment data, determine students in need of additional or modified instruction. As student needs are identified the team met to determine a learning plan to support the students’ goals.

Along with the screening of student data, referrals can also come from many places including families, faculty, counseling and administration, community-based and social service agencies, and students. The identification of students in need of supplemental services includes the monitoring of academic and behavioral data. Each building has a support services coordinator who will facilitate development of the plan.

Supplemental Plans

Supplemental instruction occurs in addition to the core instruction when students are either exceeding or not meeting the desired level. The supplemental instruction is based on individual student data. Supplemental instruction extends the core instruction and provides more intensity and support. When appropriate, students of similar needs are grouped for instruction. Student data is analyzed on a consistent basis to monitor and adjust instruction.

Intensive Plans

The intensive plans occur when the support in the supplemental plan is not sufficient to support student learning. Intensive instruction is available for students identified as significantly exceeding or significantly not meeting core-learning expectations. Intensive instruction is in addition to core instruction, involving research based strategies to match the identified needs. Typically intensive plans offer more time, intensity, and practice than the supplemental plans.

Assessment

The process of evaluation takes into account the wide range of student assessments that are gathered within the school setting. Student assessments will include summative, formal, and standardized assessments.

Determination of assessment data collected should be driven by the instructional need. Progress monitoring to evaluate the impact of intervention should occur on an ongoing basis .Assessments may be formal and informal along with summative and formative..

Eligibility

Eligibility is an individual discussion as the data is reviewed on a student. During the process, the team has identified specific need areas of which the team has identified. The team will review student academic, social/emotional, and behavioral information. Evaluations may take the form of observations, formal and informal assessments, along with summative and formative assessments. As the team reviews the student data, they determine whether the data indicates that there is a discrepancy and a need in relation to the student’s abilities. If the team determines the individual is discrepant and shows a need the team develops an individual plan to provide services to the student.

All members of the team are valuable contributors to the decision, parents, teachers, administrators, counselors, support staff, and the student.

Service Planning—the Instructional Decision Making process used to determine what, if any, services will be provided, in what sequence, by whom, for how long and with what expected result. This process includes creating a written service plan using a problem solving approach.

Depending on the needs of the child, this may be done informally between staff and administration in the case, for example when a child may need routine or customary classroom-based accommodations provided by one or more teachers, or more formally with the full participation of the child/families, relevant faculty, and student support staff. This process occurs once the child/families have completed the initial assessment and periodically during the provision of services. The service planning documentation may include BAT documents, a Supplemental and Intensive Instruction Plan, or Individualized Education Program (IEP).

Service Delivery—the provision of services or interventions that are included in the service plan. See the “Description of Services” section.

Exit—the process used to determine when a child/families leave or discontinue services based on completion of goals or team decision in the service plan. This is determined at regularly scheduled assessments and reviews of a child’s service plan.

Evaluation—the processes of determining if the objectives of a service plan have been met, if the entire experience has had a positive effect on the child’s/parent’s life, if the services provided by the district are effective, and what, if any, student and parent needs may be going unmet.

Data is collected from multiple sources to meet these evaluation objectives including grades, attendance, disciplinary referrals, district-wide and individual assessments, anecdotal reports from the student, families and faculty, district-wide needs assessments, monitoring of progress toward goals, and other data collected by outside community-based and social services.

Special Education Services

  • Statement of Assurance
  • Continuum of Services and Levels
  • Organizational and Delivery of Services
  • Special Education Teacher Caseload
  • Procedures for Resolving Concerns about Caseloads
  • Process for Evaluating Effectiveness
  • Description of Development Process

Statement of Assurance

We understand that any interpretation of our district’s special education plan that violates the provisions of the Iowa Administrative Rules of Special Education will result in our district being out of compliance.

We provide assurance that our district will:

  • Provide a free and appropriate public education to individuals who require special education between birth and the age of 21 (and beyond 21 in accordance with the Iowa Code.)
  • Maintain Least Restrictive Environment (LRE) provisions.
  • Maintain full educational opportunity to individuals requiring special education.
  • Provide a continuum of instructional services and placement to meet the needs of students requiring special education.
  • Support the provision of instructional services to each student in accord with his or her Individualized Education Program (IEP).
  • Maintain the procedural safeguards or due process afforded students and their parents.

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SuperintendentDate

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Director of Special EducationDate

Clear Creek Amana Continuum of Services and Levels

A description of the continuum and levels of services available to meet individual students’ needs.

The Reauthorization of the Individuals with Disabilities Education Act (IDEA) of 2004 requires that each child have access to the general education curriculum, and to the maximum extent possible, be educated with children who do not have disabilities. When determining educational plans for all students the educational team (parents/guardians, student, local district personnel, and AEA personnel) will use the following levels. These options provide quality educational programming and ensure Least Restrictive Environment (LRE) opportunities for students pre-school through high school.

Level 0:

The student may require accommodations and modifications to the general education program. Other students may need supplemental instruction to support their achievement of identified skills. At this level general education teachers will collaborate with family, school staff, and other professional staff to address educational needs.

  • General education classroom for the entire school day with customary adjustments to the general instructional program.
  • Collaboration with family and community members or educational professionals (Grade level teams, CST, Student Support Team)
  • Student Support Services (i.e., At-Risk, Title 1, Reading Recovery, Counseling, after school program, Student Support Team, Family-School liaison)
  • Supplemental and Intensive Instructional Plan
  • 504 accommodations
  • General education classroom for the entire day with individualized instruction or services by the general education teacher in consultation with a special education teacher.

Level I: The student mayrequire special education instructional support for a part of the school day. This level of service mayprovide specially designed instruction for a limited portion of the educational program. A majority of the general education curriculum and program is appropriate. This level of service includes modifications and accommodations to the general education program. [41.132 (9)a]

  • General education classroom for the entire day with individualized instruction or services by the special education teacher or support staff, team teaching, co-teaching model.
  • General education classroom for most of the day with individualized instruction or services by a special education teacher or support staff in a separate classroom.

Level II: The student requires special education instructional support for the major part of the school day. This level of services provides specially designed instruction for a majority of the educational program. This level of service includes substantial modifications, adaptations, and special education accommodations to the general education program. [41.132 (9)b]

  • General education classroom for all or part of the day with individualized instruction or services by special education staff in both the general and separate classroom.
  • General education classroom for part of the day with individualized instruction or services by special education staff in a separate classroom.

Clear Creek Amana Continuum of Services and Levels, continued

Level III: The student requires intensive special education support with small staff to student ratio for the majority of the school day. This level of service provides specially designed instruction for most or all of the educational program. This level of service requires extensive redesign of curriculum and substantial modification of instructional techniques, strategies and materials. [41.132 (9)c]

  • General education classroom for all or part of the day with individualized instruction or services by special education and/or in collaboration with a highly-qualified teacher in both the general and separate classroom.
  • Education in the separate classroom for the entire day, with individualized instruction or services by special education staff and/or in collaboration with a highly-qualified teacher, with opportunities for supported participation in general education non-academic and extracurricular activities.
  • Education in the separate classroom for the entire day with individualized instruction or services by special education staff/and/or in collaboration with a highly-qualified teacher.
  • Self-contained (separate) school for the entire day. Hospital or residential school setting with individualized or group instruction.
  • Home (homebound) or special (secure) setting with individualized instruction.

Clear Creek Amana Organization of Services

Early Childhood Special Education

The district offers an integrated preschool program for preschool age students 3-5 year olds.

Early childhood students with IEPs may also be supported in community preschools or daycares which are identified as LRE sites. Integrated services are organized to meet students’ individual IEP goals.

Clear Creek Amana Elementaries

Clear Creek Elementary special education services are organized according to the level of service required by eligible students. An eligible student is assigned to a special education teacher’s roster. The student’s specially designed instruction may be delivered by a combination of various highly-qualified instructors including the special education and general education teacher.

Options: team teaching, co-teaching, special education teachers utilized as an extra teacher to create another section for reading and math instruction, small group or 1:1 pullout,accommodations and specially designed instruction can be done with common planning between general and special education teachers, General education teachers meet with special education teachers to plan and accommodate student needs.

Clear Creek ElementariesAt Risk and other support services are based upon individual student needs. Services may be provided by various instructors, counselors, AEA staff, social worker, 504 coordinator, family-community liaison.

ClearCreekAmanaMiddle School

ClearCreekAmanaMiddle School special education services are organized according to the level required by eligible students. An eligible student is assigned to a special education teacher’s roster. The student’s specially designed instruction may be delivered by a combination of various highly-qualified instructors including the special education and general education teacher. An emphasis is made on utilizing a co-teaching model to assure content is differentiated and delivered by a highly qualified teacher, supported by a special education instructor.