Transcript Profile School District Bethlehem, New Hampshire

Profile School District
Bethlehem, New Hampshire
Special Education Program Audit
May 2007
Prepared for:
Profile School Board
Prepared by:
New England School Development Council
28 Lord Road
Marlborough, MA 01752
Michael J. Palladino Ph.D.
Purpose
To assist the Profile School Board with future
Special Education planning
Scope of the Work
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Review of selected documents
Personal Interviews
Program and Classroom Observations
Analysis of:
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Special Education Service Delivery
Student Records
School Facilities and Classroom Space
Related Service Case Load
Budget
Comparison with Like Communities and NHDOE
Six Key Areas
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School Culture
Administrative Structure and Oversight
Staffing Patterns and Roles
Special Education Programs and Service
Delivery
• Budget Analysis
• Comparison to Like School Districts
Profile Mission Statement
We, the Profile community, continue to pursue the ideal of providing
students with comprehensive educational opportunities by
encouraging and preparing young people for responsible community
involvement and for careers which suit their interests and skills, and
by inspiring students to pursue excellence and to rise to academic,
social, creative and physical challenges. To this end, we expect that all
constituents, including the faculty, administration and school board,
and other community members, will demonstrate the same
commitment to the pursuit of excellence.
Profile School Culture
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Mission statement sets the tone
Qualitative – values, beliefs, traditions
Family-like atmosphere
Student-centered focus
Laws require a commitment
Dependent upon social values and individual
worth
• Inclusive school environment- all students
Administrative Structure
• Superintendent SAU #35
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Instructional Leader
Administrative Supervision
SAU Office Management
Budget
Facilities
(Special Education FY08)
• Assistant Superintendent for Student Services
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Regional Special Education Leadership
Local Program Oversight
Budget Development
Coordinate Out-of-District Placements
Itinerant Specialist Services
Staff Supervision
(FY08 Position not filled – Retirement)
• Special Education Coordinator
– SAU #35 Services
– Profile Daily Program Oversight
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Principal
Assistant Principal
IEP Development
Inclusion
Special Education Curriculum
Staff Professional Development
Budget
Staffing Patterns & Roles
• Commitment to Inclusion
– Regular Education and Special Education
– Administrative Team Effort
– Matching Skills/Talents to Student Needs
(“the right people on the bus’’ Collins, 2001)
• Special Education Staff
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2 Resource Room Teachers (Licensed)
4 Paraprofessionals Middle School
4 Paraprofessionals High School
3 Paraprofessionals 1:1
• Paraprofessional Role Functions
– Middle School – Core-Curriculum Content Classes
– High School – Core Classes – Student Support
– One-on-One Direct Instruction
Special Education Service Delivery
• New Hampshire Rules ECD Required
Continuum
• Least Restrictive (Locally Based)
• Most Restrictive (Out-of-District)
• Profile Offers Full Continuum in Partnership with
SAU #35
• Within Profile School
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Regular Classroom
Regular Classroom with Consultation
Regular Classroom with Specialist Assistance
Regular Classroom plus Resource Room
Regular Classroom plus Part-Time Special Class
• SAU #35
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Full Time Special Class
Out-of-District Special Day School
Residential Home
Hospital or Institution
Profile School Observation
• Regular Classroom
– Middle School Science Lab
– High School U.S. History
– High School English/Language Arts
– School Cafeteria
• Regular Classroom with Specialist Assistance
(Paraprofessional)
– Middle School – Math, English, Science, Social
Studies
– High School – Specific Student Support
• Regular Classroom Plus Resource Room
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Special Education Licensed Teacher
Paraprofessionals
Small Groups
Modified Curriculum – Core Subject Areas
State-Wide Assessments with Accommodations
New Hampshire Alternate Assessments
• Regular Classroom Plus Part-Time Special
Class
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Resource Room
Paraprofessionals 1:1
Implementation of Instructional Program (modified)
Functional and Life-Skills Curriculum
• Student Records Review
– Random Sample 6 Student Records (15%)
– In Compliance with New Hampshire Rules ECD
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Historical Data
Statement of Current Performance
Explanation of Non-Participation in Regular Education
Related Services
Transition Services
Team Meeting Notification
Appropriate Testing and Explanation
– Annual Goals/Objectives (Measurable ?)
– Related Services (Entry/Exit Criteria?)
Budget Analysis
– Total School Approach
– Salary Averages
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New Hampshire
Profile
Resource Room
Paraprofessionals
$46,860
$44,789
$41,500
$15,016
• Paraprofessional Analysis
– Classroom Support Function Effective
– One-on-One Function Critical
– Justifiable Spending
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Mandated Services
No Control Over Referrals
Cost Related to Student Needs
Needs Unlikely to Change
Out-of-District Costs Considerable
Paraprofessionals Have Demonstrated Value
• Related Concerns
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SPED Budget Fluctuations Not Uncommon
Mandated Services Required When Identified
Difficult to Predict Months in Advance
Some SPED cost Very Expensive
Direct Discourse Toward the Proper Arena
Comparison of Like Districts
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Total School Approach
Profile – Inclusive and Least Restrictive
“Blended” – Role Crossing Regular and SPED
Student Performance, in Part, Directly
Attributable to Blended Model
• Profile Students Consistently Perform Better
Than Most Schools in NH
– Regular Education
– Special Education (Accommodations)
– NH-Alternate Assessments
• Like Schools
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Colebrook
Gorham Regional
Lisbon Regional
Sunapee
K-12 Schools
• Key Indicators
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District Enrollment
District Finance
District Assessments
Most Current Data
• Enrollments – 2006-2007
• Finance and Assessments – 2005-2006
Data Observation
• 3 of 4 districts with per pupil expenditures in excess of
state average also exceeded state-wide performance in
both Math and Reading Advanced/Proficient
• School size alone not a significant indicator
• Profile and Sunapee spent less on Regular Education
and Student Support Services than the state average
• Exceeded state average on Special Programs,
Instructional Support Services and School Administration
• Sunapee – Highest Teacher Salaries and Highest Scores
• The data suggests a string correlation between
per pupil spending, staff compensation and
student performance. It is within this context that
all students, including students with disabilities,
are serviced at the Profile School.
Commendations
1. School Board
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Commitment to Quality
Core Values
New Facility
Return on Investment is a High Performing School
District
2. SAU #35 Administrative Team
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Superintendent – Instructional Leadership
Assistant Superintendent – Program Oversight
“Every Child is Welcome” is a Core Value
3. Profile School Administrative Team
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Principal and Assistant Principal
Instructional Leadership
School Culture
Staff Hiring
It is really about the people – the right people!
• Special Education Coordinator
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SPED Program Oversight – Inclusion
Works in Concert with School Administration
Staff Supervision
Staff Selection
• Regular Education and Special Education Staff
– Responsible for Implementation of and Inclusive
School Culture
– “The key to the whole thing is flexibility.”
Recommendations
1. No significant changes be made to
Paraprofessional service delivery model
2. Consideration be given to a position upgrade
for 1:1 Paraprofessionals
3. Consideration be given to limiting
Paraprofessional 1:1 assignments
4. Develop a comprehensive Professional
Development program for new
Paraprofessionals
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Consideration be given to a full-time special
class for students with severe disabilities
Consideration be given to the enhancement
of student learning through the use of
technology
Develop Entry/Exit Criteria to support
Related Services
Professional Development Program – Writing
Measurable Objectives