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4 <br />3.Visits to resource rooms and inclusion classrooms at the elementary, middle, and high school <br />levels. Modeled after a principal’s walk through, each visit included observations and brief <br />conversations, if not disruptive. <br />4.The collection of staffing, financial, scheduling, and IEP data, including: <br />Weekly schedules prepared by each staff member in speech and language, OT, counseling, <br />and resource room teachers. All but 3 staff members provided their schedules. <br />Budget information <br />Data from all IEPs that include any of the targeted services <br />Information from HR concerning staff credentials <br />Other data required to fulfill the RFP <br />5.Benchmarking analysis using multiple points of comparison. LPS data was compared to our <br />proprietary national database of like communities, our custom designed database of like <br />communities in the state, and our best practice library from districts that have closed the <br />achievement gap. <br />6.It should be noted that data has been adjusted to reflect part-time status. <br />ß²±¬»¿¾±«¬¬¸»¼¿¬¿½±´´»½¬»¼ <br />Most of the data provided appears to be clean and accurate. One exception was the IEP data in SEMS <br />Tracker. Typically IEP data requires some “scrubbing” to aid in analysis. For example we expect that <br />minutes might be entered as min., min, minutes or simply 30. The types of services provided also tend to <br />have different names for the same service, such as OT, occupation therapy, OC therapy, etc. These <br />variations are easily unified for analysis. <br />The data in the LPS database was not a reliable source to conduct one particular analysis. The data has <br />745 different names for services when 20 to 50 is more typical. Frequency of service was described in <br />over 2,000 different ways, over 2,000 services weren’t assigned to a school, nearly 1,000 services were <br />not assigned to a provider, and 40% of students receiving speech and languages services weren’t <br />assigned to a therapist. <br />This did not impede the vast majority of our work since we could convert the teacher-supplied schedules <br />into an electronic database. <br />The district had already started to take steps to address this issue, and is well on its way to having data <br />that is easier to analyze. <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 />