2010-11-13 LPS - Student Services Staffing & Financial Assessment

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30 íºòÙ®±«°·¦» Resource Room support is provided in very small groups with 51% of student hours spent in groups of 1 or 2. A number of factors contribute to the small group sizes: With a push-in model, general education class schedules dictate group size. If only 1 student on a teacher’s caseload is in a particular general education class during a particular period, only a group of one is possible. In an effort to not disrupt core instruction, pull-out should not happen during key subjects like math and reading, so scheduling constraints can prevent grouping students. There is an adage that states “If you do not schedule special education first, you cannot schedule it at all.” Most schools schedule resource room support last, but not Clarke Middle School or Lexington High School. Small caseloads leave enough time to provide individualized support. Special education teachers and parents both appreciate the close bonds that very small groups allow. Any system will gravitate to very small groups if possible. At the high school, for example, staff often stay with a student all four years, opting for a closer relationship over familiarity with the curriculum. Ù®±«°Í·¦» How to read this chart: For example, 29% of the hours of support provided by resource room teachers each week are provided to groups of 1 student. The District Management Council 7 Harcourt Street, Boston, Massachusetts 02116 - Tel:1877-DMC-3500 | Fax:617-491-5266 |www.dmcouncil.org