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How will caseloads of special education teachers be determined and regularly monitored?
Program structure
- Placement of the student with special education will be determined by the IEP team as to, but not limited to, the following
criteria:
• needs of the student – academic, behavior, social; behavior plans, extended
year services, alternate assessment
• time needed to work on the IEP goals and objectives, both
with the student and in planning and preparation
• time needed for paperwork (charting, reporting
out, documenting behaviors, etc.)
• time for collaboration with other teachers and agencies
• least restrictive environment
• caseloads of the teachers
•
range of need will be considered when grouping
• grade level of the students
•
schedules
• room structure, size, and environment
• experience and
expertise of the teacher
• number of paraeducators and the expertise and training needed
•
the potential of new students (especially at the lower elementary level)
• family requests, sibling
experiences with teacher
Caseload Review: The caseloads of the special education teachers will be reviewed
based on the number of students served and the level of services provided to students, or by teacher request.
1.
The review committee will be composed of the district special education coordinator, building principal, and special education
teachers, a general classroom teacher, and AEA team representative. The superintendent will be consulted as needed.
2. Regularly scheduled meetings will be held 2 times a year (each semester).
3.
The committee will meet at the request of any committee member throughout the school year or summer. The request needs
to be in writing to the special education coordinator and copies distributed to the other committee members. This meeting
will take place within ten (10) school days of the request.
4. The district special education coordinator
sets up caseload review meetings
5. They will consider the following issues:
•
A review of the current number of students and their needs
• Size of the room
•
Needs of students being referred
• Supports available (paraeducator, etc)
•
Scheduling/time/time for collaboration
• Determination of current program needs
•
Discussion of projected future program needs
6. Record of all meetings will be kept by the district
special education coordinator on the following form.
7. Caseload review meetings will consider
the following:
a. A review of the current number and needs of students, needs of students being referred,
supports available, and schedules/time;
b. Can all services identified in the IEP be provided as specified?
c. What circumstances (number of students, schedules, or student needs) prevent each student from receiving
educational benefit?
d. Would the addition of caseload responsibilities create the need for additional
support or assistance?
e. What action is required that will ensure all students' IEPs are able
to be fully implemented?
8. Possible solutions that the caseload review committee may consider, but
are not limited to, are:
• additional program options
• additional
programs
• scheduling changes
• additional paraeducator help
•
additional teaching staff
In considering the issues in #5 above and possible solutions listed in #8, the district will
assure that all IEPS are implemented with integrity.
9. The committee recommendations which include
relevant information generated about the teachers’ caseload concerns will be forwarded to the district Superintendent
within five (5) school days. The Superintendent will act upon this within ten (10) school days and report back to the
committee via the district special education coordinator.
10. If a teacher and/or the committee want
to further review the caseload situation, a meeting with the district Superintendent will be set up involving the review committee,
which is composed of the district special education coordinator, building principal, the special education teacher, the AEA
267 team representative, and the AEA 267 Special Education Coordinator. A general classroom teacher may be added at
the discretion of the building review committee. The Hampton-Dumont Community School Board will be consulted as needed.
11. If the person requesting the caseload review does not agree with the determination, the decision may
be referred to the AEA 267 Director of Special Education or designee.
Caseload Review Meeting
Date:
Present:
Semester meeting: _____
Committee Member Requested: ______________________ (name)
Requested date: ____________ (meeting must be held within 10 days of request)
Purpose: To review:
• A review of the current number of students and their needs
• Needs
of students being referred
• Supports available (associates, etc)
•
Scheduling/time/ time for collaboration
• Determination of current program needs
•
Discussion of projected future program needs
• Size of the room
Agenda:
1.
A review of the current number and needs of students, needs of students being referred, supports available, and schedules/time.
2. Can all services identified in the IEP be provided as specified?
3. What circumstances (number of students, schedules, or student needs) prevent each student from receiving
educational benefit?
4. Would the addition of caseload responsibilities create the
need for additional support or assistance?
5. What action is required that will ensure
all students' IEPs are able to be fully
implemented? (Possible solutions that the caseload review committee may
consider, but are not limited to, are: additional program options, additional programs, scheduling changes, additional paraeducator
help, additional teaching staff)
The committee written recommendations sent to the Superintendent
within 5 school days. The Superintendent has 10 school days to get back to ALL team members in writing the decision.
What procedures will a special education teacher use to resolve caseload concerns?
Caseload
Review Meetings, at the request of any committee member or at regularly scheduled meeting
1.
The Caseload Review committee will meet at the request of any committee member throughout the school year or summer.
The request needs to be in writing to the district special education coordinator and copies distributed to the other committee
members. This meeting will take place within ten (10) school days of the request.
2. The caseload
review steps (steps 1-11) outlined in question #3 will be followed.
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