PROPOSED REORGANIZATION STUDENT SERVICES DIRECTOR 1 DOVER, SHERBORN, AND DOVER-SHERBORN REGIONAL PUBLIC SCHOOLS WINTER, 2012 HISTORY AND DISCUSSION BASIS 2 The Superintendent of Schools and the Dover, Sherborn and Dover Sherborn Administrators of Special Education have embarked on a study of the administrative service delivery of special education from a district and regional perspective. This effort is in concert with the Strategic Direction embraced by the stakeholders of the three districts. This effort aligns itself with Goal 1 – Academic Excellence which seeks to review “Pre K-12 Special Education Departments seeking improvements and efficiencies”. At the Joint School Committees meeting of January 28th of this year, a brief outline of the proposal was distributed to School Committee members. HISTORY AND DISCUSSION BASIS, continued 3 The following will detail the rationale for a proposed model, as well as the results of a review of pertinent data and Work Group activities conducted over the course of the time period August, 2011 to the present. ************************************ Although a successful model of intra-special education administrators is currently in place in the districts, Lashley and Boscardin (2003) emphasize the need to promote collaboration between general and special education teachers and administrators that assures high quality educational programs and access for all students regardless of ability. It is our contention that the present structure does not allow for an articulation of such collaboration across the Pre K-12 continuum. HISTORY AND DISCUSSION BASIS, continued 4 This proposed reorganization plan has the potential to engage all administrators in experiences that offer the opportunity to enhance their understanding of leadership, organizational structure and education in general. Given that the career path and administrative training programs for general and special education administrators is a “dual system” of preparation (Council for Exceptional Children, 2003), the benefits derived from this collaborative model of service delivery has implications for students in both special and general education. ACTIVITIES TO DATE 5 The Administrative Work Group, consisting of the Superintendent and three Administrators of Special Education, and with input from the Business Manager, conducted a range of activities. Reviewed current practices and structures in all three districts Discussed the history of special education structures in each district Considered state and federal laws and regulations and educational trends Met and discussed with building level administrators Defined roles and responsibilities under current structures Compared administrative structures in similar districts Analyzed budgetary implications Researched models of most effective practices Identified long term effects and goals GOALS OF THE REORGANIZATION 6 Opportunities for increased efficiency and reduced redundancy will be identified and addressed. The reorganization will align with the goals of the Strategic Plan. There will be increased consistency and continuity of service across grade levels. There will be increased capacity to meet student needs within the Districts. GOALS OF THE REORGANIZATION, continued 7 Complex cases that require multiple services can be more clearly recognized, analyzed, and communicated within the Districts, to the benefit of students, staff, and families. Parents and community will better understand and be able to access the range of resources that the Districts can provide to meet student needs. PROPOSAL FOR RESTRUCTURING 8 Student Services Director: one Central Office position for the three districts 3 Team Chairpersons, one at each district, who will assume many of the day to day, building based activities. The Student Services Director will assume additional areas of responsibility. Student Services Director: one Central Office position for the three districts 9 STUDENT SERVICES FUNCTIONS: Nurses/School Health McKinney-Vento: for Homeless Students and Families Special Education for ages 3 -22, in district and out of district Coordination with guidance at the building level Title I English Language Learners Civil Rights Wellness Committee Team Chairpersons: one new position at each District level, with collaboration with DSEA 10 Position responsibilities include: Schedule and facilitate student evaluations Schedule and facilitate Initial and Re-evaluation meetings Review IEPs, evaluation requests, and consent forms Develop and present training Conduct transition meetings for appropriate grade levels Coordinate Extended Year Services Coordinate MCAS accommodations BUDGET IMPLICATIONS 11 Areas and dollars identified to date (note, costs are approximate, but proportional): ITEM COST REDUCTION Student Services Director 3 Administrators of Special Education COST INCREASE $110,000 DIFFERENCE ($315,000) $210,000 3 Team Chairpersons Reduction of .4 FTE Guidance ($ 32,000) Projected difference: ($347,000) $320,000 ($27,000) BUDGET IMPLICATIONS, continued 12 As the transition occurs, other efficiencies will be considered, such as: Secretarial/clerical hours District wide contractual services efficiencies District wide staff allocations and assignments CONCLUSION 13 The Superintendent and the Administrators of Special Education thank you for your consideration of this information. We seek School Committee approval to proceed with this reorganization design, and realize that all three School Committees will need to approve the proposal.