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Special EducatorDuties:*Provide evidence based specially designed instruction in IEP goal areas.*Monitor progress on IEP goal areas and make educational decisions withthe IEP team based on progress.*Modify the Iowa Core instruction based on the unique learning needs ofthe student. Engage in collaboration and/or reverse-consultation withGeneral Education teachers to ensure Iowa Core instruction is appropriatelyprovided and modified.May include butnot limited to:General education classroom(s), special education classroom(s), therapeuticroom(s), work experience setting(s), community mobility context(s), etc.ModifiedAre:Direct Services – specially designed instructionProvided by:Special Education teacher is certified in Strategist II: LD/BD.Special Education teacher is certified K-12 Strategist II: ID.General Education teachers will collaborate with Special Education teachersto accommodate and modify the curriculum as needed.Provided to:Students age 5-21 who have an IEP and have been determined by the IEPteam to need modified instruction in multiple academic areas and potentialneeds in adapted behavior and communication.Setting:General Education and Special Education settings as determined by servicesoutlined in the IEP. Services delivered within General Education andSpecial Education settings as outlined by services in the IEP. May beoutside of the general education setting for a portion of the day that isspecified in the child’s IEP.Goal/Purpose:Provide specially designed instruction and support for IEP goal areas in thespecial education setting. May accommodate and/or modify and supportIowa Core Curriculum and instruction to meet the unique learning needs ofthe student.Example:Based on IEP team decision about individual need, students in modifiedclassrooms would require significant support in multiple academic areas,adapted behavior, and other potential areas such as communication,ICCSD DDSDPUpdated 5/25/2017

behavior, post-secondary transition in order to be make academic and socialgains and generalize skills across multiple settings.Special EducatorDuties:*Provide evidence based specially designed instruction in IEP goal areas.* Monitor progress on IEP goal areas and make educational decisions withthe IEP team based on progress made.*Modify, support, and/or provide Iowa Core instruction based on the uniquelearning needs of the student.*Some students monitored using an alternate assessment*Engage in collaboration with General Education teachers, transitionspecialists and other direct service providers (Speech-Language,Occupational Therapist, Physical Therapists, etc.) to ensure services in IEPare appropriately provided and modified.May include butnot limited to:General Education classroom(s), Special Education classroom(s),Therapeutic room(s), Work Experience setting(s), Community Mobilitycontext(s), etc.Special Class Services, Specialized Instructional Services, Non-Traditional Services,Customized Special Services, Modified Special ServicesAre:Direct service - specially designed instructionProvided by:Certified special education teacherProvided To:Students ages to 5-21 (individual or group of students who have an IEP.)Setting:Outside the general education setting (self-contained class or individual)Typically outside of the traditional school setting may include hospital,homebound, special schools, or as designated by the IEP team.Goal /Purpose:Provide instruction that is tied to the Iowa Core Standards and Benchmarks,but has been modified to meet the unique needs of the student(s).Example:-Student works on academic, social or behavioral skills but is at a levelsignificantly below level of non-disabled peers.-Alternate methods of delivering instruction such as counting money to learnmath skills.-Work experiences, job placement, daily living activitiesSpecialEducatorDuties:*Design, deliver and monitor instruction*Monitor progress on IEPICCSD DDSDPUpdated 5/25/2017

May IncludeBut Not LimitedTo:Special classes, special schools, home instruction, and instruction inhospitals and institutionsCommunity based services, work experiencesGeneral education classroom(s), special education classroom(s), therapeuticroom(s), work experience setting(s), community mobility context(s), specialschools, home instruction, and instruction in hospitals and institutions etc.How will caseloads of special education teachers be determined and regularlymonitored?1. How many IEP students are on your roster?2.List the number of students in each category below:a. Up to 30 minutes per day of direct instructionX 1 X .5 b. Between thirty-one and 60 minutes per day of direct instruction X 1.0 c. Between 61 and 120 minutes per day of direct instructionX 1.5 d. Between 121 and 240 minutes per day of direct instructionX 2.0 e. Greater than 240 minutes per day of direct instructionX 2.5 3.How many students on your roster will have a 3-year reevaluationthis year?X .25 4.How many students have an active, updated FBA and BIP?ICCSD DDSDPUpdated 5/25/2017X 1.0

(attach copy of most recent FBA, BIP and F page)5.How many students do you serve off-site? (e.g., hospitalized, home-bound, in generaleducation preschools, etc)X 1.0 6.How many students use Iowa Alternate Assessment?X 1.0 Total ICCSD DDSDPUpdated 5/25/2017

Caseload Determination – Operational DefinitionsPreschool teacher caseload (ages 3-5) will meet the criteria of the Preschool Program Standardsbeing implemented (IQPPS and/or NAEYC) regarding maximum class size and teacher-childratios.Caseloads will be tentatively set in the spring for the following year. Caseloads may be modifiedbased on summer registration and actual fall enrollments. Caseloads will be reviewed at leasttwice during the school year by individual district special education teachers with their buildingprincipal and/or special education coordinator.In determining special education teacher caseloads, the Iowa City Community School Districtwill use the following values to assign points to the caseloads of each teacher in the district.A teacher may be assigned a caseload with no more than 25-45 total points.1 point: Each IEP for which the teacher is responsible for IEP writing, IEP meetings, progressmonitoring and reporting to parents.5 point: Each student provided up to thirty minutes per day of direct instruction by the teacher1.0 points: Each student provided between 31 and 60 minutes per day of direct instruction bythe teacher1.5 points: Each student provided between 61 and 120 minutes per day of direct instruction bythe teacher2.0 points: Each student provided between 121 and 240 minutes per day of direct instruction bythe teacher2.5 points: Each student provided greater than 240 minutes per day of direct instruction by theteacher0.25 points: Each student who will have a three-year reevaluation during the current year1 point: Each student who has an active, updated behavior intervention plan (BIP)1 point: Each student served off-site (e.g., hospital, homebound, general education preschool,etc.)1 point: Each student who is on Iowa Alternate AssessmentICCSD DDSDPUpdated 5/25/2017

What procedures will a special education teacher use to resolve caseloadconcerns?A scheduled review of teacher caseloads will be conducted by the building principal as follows:1. at the beginning of the school year;2. by November 30; and3. by March 15 to plan for the following school year.Upon review, if there appears to be an overload, the principal will arrange a Caseload ReviewTeam meeting with the Director of Special Services and other district personnel with relevantinformation (i.e. Behavior Coordinator, ECSE Coordinator). The review team will determine ifthere is a need for adjustments to a teacher’s schedule or roster.At any other time, a teacher may request a caseload review by submitting, in writing, the requestto the building principal. The building principal will arrange a review of the roster with theDirector of Special Services. A resolution and written decision must be made available to theteacher within 5 school days after the principal and Director of Special Services meet.ICCSD DDSDPUpdated 5/25/2017

How will the delivery system for eligible individuals meet the targets identifiedin the state’s performance plan and the LEA determination as assigned by thestate? What process will be used to evaluate the effectiveness of the deliverysystem for eligible individuals?In order to meet the State Performance Plan/Annual Progress Report (SPP/APR) goals,accountability will be addressed in the following ways:o Individual student IEP goal progress monitoringo Aggregation of progress monitoring and summative evaluations for groups ofstudents at both school and district levelso Examination of disaggregated subgroup achievement and SPP/APR data District:Disaggregated by School LevelsAt 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 alsobe disaggregated and examined by school level (elementary, middle, high). In addition, thedistrict will examine their SPP/APR data to determine priorities and develop an action plan asneeded. If the district meets SPP/APR requirements, both procedural and performance, thedelivery system will be considered effective. If the district does not meet requirements, thedistrict will work in collaboration with the State and AEA.Assurances The Iowa City Community School District assures it provides a system for deliveringinstructional services including a full continuum of services and placements to addressthe 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 environmentand program, including settings and programs in which eligible individuals aged 3 through 5receive 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 cooperativeefforts of the special education teachers and general education teachers in the general educationclassroom.1951339872. The provision of specially designed instruction on a limited basis by a specialeducation teacher in the general classroom or in an environment other than the generalclassroom, including consultation with general education teachers.1951341232. The provision of specially designed instruction to eligible individuals with similarspecial education instructional needs organized according to the type of curriculum andinstruction to be provided, and the severity of the educational needs of the eligible individualsserved. The Iowa City Community School District assures the school board has approved thedevelopment of the plan for creating a system for delivering specially designedinstructional services.ICCSD DDSDPUpdated 5/25/2017

The Iowa City Community School District assures prior to the school board adoption, thisdelivery system was available for comment by the general public. The Iowa City Community School District assures the delivery system plan wasdeveloped by a committee that included parents of eligible individuals, special educationteachers, general education teachers, administrators, and at least one AEA representative(selected by the AEA Special Education Director). The Iowa City Community School District assures the AEA Special Education Directorverified the delivery system is in compliance with the Iowa Administrative Rules ofSpecial Education. The Iowa City Community School District assures the school board has approved theservice delivery plan for implementation.ICCSD DDSDPUpdated 5/25/2017

GlossaryAccommodations- Supports or services provided to help a student access the general curriculumand validly demonstrate learning. Examples include: Due to hearing loss, student will havepreferential seating, away from environmental noise and with a good view of the teacher;Student should be seated to the right side of the classroom about halfway back so that he caneasily turn and see who is speaking with his good ear (left) toward the class in order to hear peersduring class discussions. He should be allowed to change his seating as activities change to allowhim better access to auditory information; Gain student’s attention prior to asking questions orproviding new information. (2016). Area Education Agency Special Education Procedures.Retrieved from http://www.iowaideainfo.org/ p. 596.Adaptive behavior- Everyday living skills (e.g., dressing, eating, toileting), work skills, orschool functioning skills (e.g., meeting timelines, organization of materials, engagement andpersistence) that a child learns in the process of adapting to his or her surroundings. (2016).Area Education Agency Special Education Procedures. Retrieved fromhttp://www.iowaideainfo.org/ p. 31.Alternate assessment (AYP and District-Wide)AYP- “The criteria for participation in Iowa’s Alternate Assessments reflect the pervasive natureof a significant cognitive disability.” Students are eligible if ‘yes’ to all of these questions: Doesthis student have a significant cognitive disability? Does this student receive instruction on theIowa Core Essential Elements which are aligned to the Iowa Core Standards but are of reducedbreadth, depth, and complexity? Does this student require extensive, direct individualizedinstruction and substantial supports to achieve measureable gains in the grade-and ageappropriate curriculum? (2016). Area Education Agency Special Education Procedures.Retrieved from http://www.iowaideainfo.org/ p. 133.District Wide- all students must participate in district wide assessments, either throughassessment with or without accommodations or through the Iowa Alternate Assessments. “If aparticular district wide assessment is not appropriate, the IEP team must explain why the studentcannot participate in the regular assessment, and why the alternate assessment is appropriate.ICCSD DDSDPUpdated 5/25/2017

[41.320(1)g” (2016). Area Education Agency Special Education Procedures. Retrieved fromhttp://www.iowaideainfo.org/ p.132.Co-Teaching- two teachers physically present in heterogeneous classroom with joint and equalresponsibility for classroom instruction. Iowa has adopted the Marilyn Friend co‐teaching modeland approaches. (2009). Iowa's Co-teaching and Collaborative Consultation Models. 2.Retrieved May 25, 2017, %20Consultation%20Models.pdf.Program modifications- Changes made to the context and performance standards for studentswith disabilities. Examples include: This is a student-by-student determination which should bediscussed at the IEP team meeting and determined by the IEP team. (2016). Area EducationAgency Special Education Procedures. Retrieved from http://www.iowaideainfo.org/ p. 597.Specially Designed Instruction (SDI)- Adaptation of content, methodology, or delivery ofinstruction to address the unique needs of the eligible individual provided by a licensed specialeducation teacher. (2016). Area Education Agency Special Education Procedures. Retrievedfrom http://www.iowaideainfo.org/ p.466.The Iowa City Community School District believes that all students can achieve at high levels and that equitable classrooms are essential to theirsuccess. Eliminating disparities in educational opportunities is fundamental to the nature of public education. The District is committed toovercoming barriers to learning that have been identified through educational research. The District is particularly focused on student experiencesand outcomes related to socioeconomic learner status (identified as low SES students in the district's student data management system), specialICCSD DDSDPUpdated 5/25/2017

education learner status, English language learner status, race, creed, color, religion, national origin, gender, age, marital status, sexualorientation, gender identity, veteran status, or disabilityICCSD DDSDPUpdated 5/25/2017

o Jay Beaver- Early Childhood Lead Support Teacher o Heather Stevens- Special Education Curriculum and K-6 Supportive Special . adaptations, and accommodations as specified in the IEP. Provide a high quality preschool curriculum that adheres to Quality Preschool Program Standards (QPPS) and/or National Association for the .