PROGRAM REVIEW PROPOSAL FOR BAINBRIDGE
Possible Team:
Gordon Linse, Consultant
Valerie Lynch, PSESD – Facilitator
Kelly Goodsell, PSESD
Laura Matson, PSESD
Rita Reandeau, Director, Office of Special Education, South Kitsap School District
(reandeau@skitsap.wednet.edu or 360/443-3625)
Major Questions:


How can the Bainbridge Island School District provide a coherent and effective model of services for students requiring
additional support to participate in and benefit from the general education curriculum?
How can the Bainbridge Island School District provide a coherent and effective special education model of services for
students with disabilities who require additional support to participate in and benefit from the general education curriculum
and special education?
Questions
Activities
1. What models are used in terms
of content and services for:
 MTSS/RTI?
 Special education?
1.1 Interview leadership teams at each
school using the RTI Essential Components
Integrity Rubric developed by the National
Center on RTI (7 schools, 2.5-3 hours each)
1.2 Staff survey
1.3 Focus groups
1.4 Other interviews
1.5 Develop an intervention/services map
for the school district
2. What interventions are available
for students (Tier 1, Tier 2, Tier
3/Special Education)?
2.1
2.2
2.3
2.4
2.5
3.1
3. What curriculum and materials
1.8.14(PR.BI.ProgramReviewActivitiesMatrix)
RTI Essential Components Integrity Rubric
Staff survey
Focus groups
Interviews
Intervention/Services map
RTI Essential Components Integrity Rubric
Who
Completion
Date
District Support
Needed
 District
descriptive
materials about
MTSS/RTI services
and the special
education
program
 Copies of district
and/or school
services maps, if
available
Team
 Copies of district
Questions
Activities
are we using for:
 MTSS/RTI?
 Special education?
3.2 Survey of staff
3.3 Focus groups
3.4 Develop curriculum map using
information from the district, Integrity Rubric,
and staff survey information
4. What is the continuum of
services available to:
 Students needing
additional support?
 Students in special
education?
5. What strategies are used to
determine the level of support a
student requires for:
 reading,
 math, and
 behavior?
4.1
4.2
4.3
4.4
6. How are decisions made
regarding interventions/placement
for students requiring:
 MTSS/RTI support?
 Special education?
6.1 RTI Essential Components Integrity Rubric
6.2 Focus groups
6.3 Interviews
6.4 Intervention/Services map
6.5 During observations, select one or two
students or small group and review progress
monitoring data (MTSS/RTI) or IEP and
progress monitoring data (special
1.8.14(PR.BI.ProgramReviewActivitiesMatrix)
Who
Val
Val
Completion
Date
District Support
Needed
and/or school
curriculum maps,
if available
RTI Essential Components Integrity Rubric
Staff survey
Focus groups
Interviews
5.1 RTI Essential Components Integrity Rubric
5.2 Staff survey
5.3 Focus groups
5.4 Interviews
5.5 During observations, select one or two
students or small group and review progress
monitoring data (MTSS/RTI) or IEP and
progress monitoring data (special
education)
 Observations:
intervention
groups &
students with
mild disabilities
 Copy of district
procedures to
allocate
paraeducators
 Data of
paraeducator
allocations over
the past 5 years
Questions
Activities
7. How does Bainbridge Island
compare with other districts in the
region in terms of:
 MTSS/RTI support?
 Special education?
education)
7.1 Analysis of:
 Report card data
 Other state data
 RTI Essential Components Integrity
Rubric data
General Activities





Focus Group Meetings:
o Related services staff
o Interventionists
o Special education teachers
o Paraeducators
Surveys:
o Special education teachers
o Interventionists
o Principals
o Related services staff
Observations:
o Intervention groups
o Special education programs – students with mild disabilities
Meet with principal at some point during program visitations
Interviews
o Faith Chapel, Superintendent
o Peter Bang-Knudsen, Assistant Superintendent
o Bill Mosiman, Director of Instructional Support Services
To Do’s for Bainbridge Island Program Review


Send Bill a copy of the matrix for review (by 1/15/14)
Talk with Bill & others to finalize matrix and determine whether to proceed
1.8.14(PR.BI.ProgramReviewActivitiesMatrix)
Who
Completion
Date
District Support
Needed

Pre-survey note/meeting for staff explaining the purpose of the program review and activities, including survey, program
observations, and focus groups
Gather any written information regarding the intervention services/special education in Bainbridge,
curriculum/intervention/services maps, scope & sequence, protocols, templates….
Determine potential dates for on-site visit
Finalize comparison districts
Contact possible team member(s)
Create draft on-site schedule
Develop a survey – Survey Monkey or directly from Val






Comparison Districts:




Mercer Island
Vashon Island
Franklin Pierce
Issaquah
Quick Facts

7 schools – Bainbridge High School, Woodward Middle School (7-8), Sonoji Sakai Intermediate School
(5-6), Commodore Options School (Eagle Harbor High School [9-12], Mosaic Home Education Partnership [K-8], Odyssey
Multiage Programs [1-8]), Captain Johnston Blakely Elementary (K-4), Ordway Elementary (K-4), Captain Charles Wilkes
Elementary (K-4) Where is preschool located?
Questions:

Is there a particular focus: reading, math, and/or behavior?
1.8.14(PR.BI.ProgramReviewActivitiesMatrix)