Grant Wood AEA houses the computer system that arranges substitutes for teachers. To sign up as a substitute teacher or substitute paraprofessional/associate go to

To report absences or review assignments go to or call 319-449-3079.

For assistance the SubCentral Help Desk is staffed between 7-11 a.m. on school days and can be reached at 319-399-6761 or
SubCentral (formerly SEMS) : 1

Grant Wood AEA provides year round E-Rate support for AEA 10 schools and districts. Learn more or request assistance via email at

Universal Service Fund /E-Rate : 1

School districts may contact the Grant Wood AEA Business Office to receive Bus Driver Certification and Bus Chassis Inspection forms. Please contact for assistance.

Bus driver certification and inspection forms : 1

Services such as strategic planning, shared decision-making, school improvement planning, learning organizations, systems thinking, total quality management, problem-solving and leadership development are available upon request. Agency staff will coordinate and facilitate community forums, planning sessions, and information campaigns.

​Organizational Development : 1

Please contact the GWAEA support personnel within your building. They will be able to share with you how to access the autism consultant for both students with and without an IEP.

How does a teacher get an autism referral for a student? : 1

Services such as strategic planning, shared decision-making, school improvement planning, learning organizations, systems thinking, total quality management, problem-solving and leadership development are available upon request. Agency staff will coordinate and facilitate community forums, planning sessions, and information campaigns.

​Organizational Development : 1

test : 0

Held at Kirkwood Community College, VITAL services are available for students who require additional support beyond their high school program in order to meet the transition goals of their IEP.

VITAL Services : 1

GWAEA literacy consultants provide building-wide professional development, assistance with curriculum development, support for selecting materials, models of instructional approaches and ongoing consultation in reading, writing, speaking, and listening for K-12 students.

Locate your literacy consultant, review resources on literacy from the GWAEA General Education Literacy team, or contact your regional administrator for additional assistance.

Literacy : 1


test : 1

Grant Wood AEA’s autism core team provides consultation to schools and, families. Educators can refer parents and families to the GWAEA lending library of materials available to professionals and families,. (Link to PEP.) We occasionally also offer training courses that parents might find helpful. Additionally, family support groups and additional resources are available.

​How can educators support parents of a student on the spectrum? : 1

GWAEA has a specialized team trained to assist school districts and teachers with challenging student behavior. This team can be requested through your district's regional administrator.

See also Childcare Alliance Response Team (CART).

Challenging Behavior : 1

Physical therapy services are provided for students with physical disabilities to facilitate optimal functioning and maximize accessibility in the educational environment. Positioning and mobility specifically are addressed and modifications/adaptations are made as needed. As members of educational teams, school physical therapists evaluate and treat functional needs of students as they affect daily programming, instruct staff in appropriate goals and care, and coordinate with members of respective medical teams as necessary for continuity of care.

Physical Therapy : 1

Teachers of the Visually Impaired (TVIs) and Orientation and Mobility Specialists (OMS) provide screening, evaluation, consultation and direct services for children who are blind or visually impaired.
Vision Services : 1

The Childcare Alliance Response Team (CART) provides intensive behavioral support for children ages 0-5 who are not identified as having special education needs. Children may be referred by childcare providers or parents for extremely challenging behaviors in their childcare setting. This program can be a support to parents who may be in danger of losing their employment if their child is unable to remain in their childcare setting. Because CART is Community Empowerment Grant funded program, referrals to this program are limited to early care and education providers in Benton, Cedar, Linn, Johnson, Jones, and Washington counties only. For more information, contact

Childcare Alliance Response Team (CART) : 1


•The student displays problems extending into many aspects of the communication process.
•Language, if present, may lack usual communicative function, content, or structure.
•Characteristics may involve both deviance and delay in both receptive and expressive language.

Social Participation

•The student displays difficulties in relating to people, objects, and events.
•Often students are unable to establish and maintain reciprocal relationships with people.
•The capacity to use objects in an age appropriate or functional manner may be absent, arrested, or delayed.
•The student may seek consistency in social events to the point of exhibiting rigidity in routines.

Repertoire of Activities, Interests, and Imaginative Development

•The student displays marked distress over changes, insistence in following routines, and a persistent occupation with or attachment to objects.
•The student may display a markedly restricted range of interest and/or stereo-typed body movements.
•There may be a lack of interest or an inability to engage in imaginative activities.

Developmental Rates and Sequences
•The student may exhibit delays, arrests, regressions in physical, social, or learning skills
•Areas of precocious or advanced skill development may also be present, while other skills may develop at normal or extremely depressed rates.
•The order of skill acquisition frequently does not follow normal developmental patterns.

Sensory Processing

•The student may exhibit unusual, repetitive, or non-meaningful responses to auditory, visual, olfactory, gustatory, tactile, and/or kinesthetic stimuli.
•The student’s behavior may vary from high levels of activity and responsiveness to low levels.


•The student may exhibit abnormalities in the thinking process and in generalizing.
•Difficulties in abstract thinking, awareness and judgment may be present as well as perseverative thinking and impaired ability to process symbolic information.

What are some characteristics of Autism and Autism Spectrum Disorders? : 1

GWAEA staff can provide school district staff training in the use of positive behavioral supports for students with behavior problems.

​Positive Behavioral Intervention Supports (PBIS) Training : 1

Chapter 12, IAC, requires school districts and accredited nonpublic schools to develop Comprehensive School Improvement Plans and to report both to the Dept. of Education and to the community the progress being made toward student achievement goals. Agency staff can provide support for the development of these plans and reports. Please reference our GWAEA staff directory to contact a staff member.

Comprehensive School Improvement Plans : 1

ECSE services are available through GWAEA for preschool children ages 3-5. These services include evaluation and intervention services, which are family centered and community based.

​Early Childhood Special Education : 1

A federal civil rights law that protects the rights of people with qualifying disabilities. The Iowa Department of Education has a helpful guide to understanding Section 504 for parents. GWAEA provides resources for educators related to Section 504 that also may be helpful for parents as well.

504 Guidance : 1