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26 <br />indicated that most pull-out support was homework help or skills not directly connected to classroom <br />instruction. <br />One third of “resource room” support is actually provided as push-in/inclusion. This has significant <br />staffing, scheduling, and pedagogical ramifications. It does not appear that this is district directed based <br />on a theory of action as much as evolution based on teacher preference. <br />The wide variation in what each teacher does is mirrored by the wide variation in how much each staff <br />member works directly with students. <br />On average, resource room teachers work with students (including push-in time) just 57% of the <br />school week. <br />Some work 30% more and some work 25% less than the district median. <br />To help put this in perspective, this affords over 5 days per student (31 hours) for testing and <br />meetings on average. In many districts these important functions take only 1 ½ days per student <br />and in most non-school settings they take less than a day. <br />The District Management Council <br />7 Harcourt Street, Boston, Massachusetts 02116 <br />- <br />Tel:1877-DMC-3500 | Fax:617-491-5266 |www.dmcouncil.org <br /> <br />