1. Groton-Dunstable Regional Schools
District Management Group Audit Executive Summary & Items for Further Investigation
Groton-Dunstable Regional Schools
Laura S. Chesson, Ed. D.
January 17, 2018
11/27/2018

2. Introduction
Focus of the audit was to evaluate the efficiency and effectiveness of the district’s programs in meeting the needs of all students.
Audit conducted throughout the fall
Data collected through surveys, focus interviews, and data analysis.
Feedback/corrections from district staff/school committee resulted in final revision.

3. Commendations – Tier 1
District uses efficient staffing practices for some aspects of school schedules which are typically complex to manage.
Manages staffing of “specials” (art, music, PE etc.) through thoughtful scheduling and use of part-time staff.
Middle school found creative ways to support students without dramatic increases in staff.
High school has thorough and effective process in place to indentify student interest in courses and allocate staff in a way that responds to student demands for courses.
High school has many practices promoting rigorous coursework for most students.
Use of Virtual High School to offer 116 courses.
Offer 17 sections of AP courses.

4. Commendations – Tier 2 and 3 Practices
Staff felt that new Student Study Team (SST) process with help ensure staff and administration have the data they need to make informed decisions.
Some best practices now in place – intervention, enrichment, universal screeners etc.

5. Recommendations for Further Exploration
Tier 1 – Review costs/benefits of team model at middle school.
Tier 1 – Consider revising guidelines regarding class size to free up resources.
Tier 2 – Consider the cost and effectiveness and alternatives to co-teaching model.
Tier 2 – Consider the cost, effectiveness, and role of paraprofessionals.
Tier 2 – Further refinements to MTSS model.

6. Cost/benefits associated with middle school team model
Team model is predominant model in Massachusetts and across the nation.
Provides consistency, social-emotional support, and opportunities for inter-disciplinary learning.
Current model (see next slide) employees 2 person and 4 person teams.
Target student loads for team between 85 – 100.

7. Team Model Staffing Grade 2-Person Teams 4-Person Teams Total Teams
Total FTE
Fifth 4 8
Sixth 1 2 3 10
Seventh
Eighth
Total 6 12 36

8. Potential Staffing w/o Team Model
Without Team Model
Department
Current Avg. Class Size
Current FTE
Projected Avg. Class Size
Projected FTE
FTE for Repurposing
English
20.5
9.0
21.7
8.5 .5
Social Studies
20.9
22.2
World Language
21.2
2.5
23.6
2.3 .3
Science
21.0
Math
20.8
22.7
8.3 .8

9. Recommendation
GDRMS current average class size are in line with state averages.
The possible FTE’s that would be available for re-purposing are all less than 1.0 FTE.
Very difficult to get quality teachers for less than 1.0.
Would remove social emotional supports which are critical to success of students.
Recommendation: No further investigation of this recommendation. However, increasing number of two person teams at grade 6 may be model to explore further.

10. Revise Class Size Guidelines to Free Up FTE’s to be re-purposed
Current class sizes:
Grade span
MA Median class size
GDRSD Median Class size
PK – 2 20
18.3
3 – 5 21
21.9
6 – 8
19.9
9 – 12 17
19.6

11. Elementary Current Staffing and Class Size as of 10/1/17
Florence Roche
Swallow Union
Grade
Enrollment
# of classes
Avg. Class Size K 94 5
18.8 1
107
21.4 2 98
19.6 3
109
21.8 4
110
22.0
Total
518 25
20.7
Grade
Enrollment
# of classes
Avg. Class Size K 55 3
18.3 1 54
18.0 2 52
17.3 73
24.3 4 57
19.0
Total
291 15
19.4

12. Increase Class Sizes: No Larger Than 25 Free Up 2.5 FTE At Flo Ro
Florence Roche
Swallow Union
Grade
Enrollment
# of classes
Avg. Class Size K 94 4
23.5 1
107 5
21.4 2 98
24.5 3
109
21.8
110
22.0
Total
518 25
20.7
Grade
Enrollment
# of classes
Avg. Class Size K 55 3
18.3 1 54
18.0 2 52
17.3 73
24.3 4 57
19.0
Total
291 15
19.4

13. Increase Class Sizes: No Larger Than 29 Able to reallocate 8 FTE, Avg
Increase Class Sizes: No Larger Than 29 Able to reallocate 8 FTE, Avg. Class size 25.3
Florence Roche
Swallow Union
Grade
Enrollment
# of classes
Avg. Class Size K 94 4
23.5 1
107
26.5 2 98
24.5 3
109
27.3
110
26.8
Total
518 25
20.7
Grade
Enrollment
# of classes
Avg. Class Size K 55 3
18.3 1 54 2
27.0 52
26.0 73
24.3 4 57
28.5
Total
291 15
19.4

14. Recommendation
Elementary median class size currently +/- 4% to 8% of state median elementary class size.
Increasing target class size to no larger than 25 or no larger than 29 could result in higher class sizes K – 2; grades which are most likely to benefit from smaller class sizes. May result in inequitable class sizes between schools.
To balance class sizes re-districting may be necessary.
Florence Roche currently in eligibility period with MSBA. As this process unfolds re-districting likely necessary.
Recommendation: No change in class size guidelines for elementary school until feasibility stage for Florence Roche completed.

15. Increase Class Size Guidelines at Middle School AND Remove Team Model
Max. Class Guidelines
Average Class Size
FTE for Repurposing
Current w/ team model
Less than 25
20.9
N/A
Option A no team model
Less than 25 (Science less than 24)
23.4
4.0 – 5.83
Option B no team model
Less than 25 (Science less than 26)
24.7
5.0 – 7.75
Option C no team model
Less than 27 (Science less than 26)
26.0
7.5 – 9.33

16. Increase Class Size Guidelines at Middle School AND Remove Team Model Recommendation
In order to realize savings would have to hire three staff members at less than 1.0.
Science classes would be too large to safely do labs.
Social Emotional supports that are available in teaming are removed.
Would need to be able to share Non-Core staff in order to fully realize savings.
Higher class size models would be difficult to implement in such a small school.
Assumes that number of IA teachers and their availability would support scheduling.
Does not address needs of special education students.
Recommendation: Investigate use of more 2 person teams, do not increase class sizes at this time, available FTE due to reduction in enrollment repurposed to address school needs.

17. Increase Class Size Guidelines at High School
Model
Max. Class Guidelines
Average Class Size
FTE for Repurposing
Current
Less than 25
20.0
N/A
Option A
Less than 25 (Science less than 24)
21.6
2.0 – 3.67
Option B
Less than 25 (Science less than 26)
22.6
4.0 – 5.33
Option C
Less than 27 (Science less than 26)
24.3
7.0 – 8.7

18. Increase Class Size Guidelines at high School
In order to realize savings would have to hire multiple staff members at less than 1.0.
Science classes would be too large to safely do labs.
Assumes all staff would be able to teach all levels including AP.
Assumes all science staff members are certified in multiple science areas.
Higher class size models would be difficult to implement in such a small school.
Assumes that number of IA teachers and their availability would support scheduling.
Does not address needs of special education students.
Recommendation: Continue to investigate sharing of staff, use of online/blended learning models & dual enrollment, monitor student interests carefully to minimize small enrollment courses.

19. Examine Cost/Benefit of Co-Teaching Model - Florence Roche
Grade
# of Co-taught sections
Total Sections
% Co-Taught Classrooms
Investment in Co-Teaching 2 1 5
20%
1 FTE 3 4
40%
2 FTE
Total 15
27%
4 FTE
Inequitable services co-taught/non co-taught
Requires clustering of high needs students
Very costly
Students still pulled out for reading
Little data showing strong benefits to out-weigh cost
Model requires significant co-planning and collaboration

20. Examine Cost/Benefit of Co-Teaching Model - Middle School
Department
Course
# Co-Taught Classrooms
Investment in Co-Teaching
Math
Intro to Alg 8 2
.5 FTE
Math 7: Standard
Math 6 1
.25 FTE
Math 5
ELA
ELA 5 3
.75 FTE
ELA 6
ELA 7
ELA 8

21. Examine Cost/Benefit of Co-Teaching Model -
Department
Course
# Co-Taught Classrooms
Investment in Co-Teaching
Math
Algebra IA 1
.33 FTE
Algebra II
Advanced Algebra
Geometry 2
.67 FTE
Integrated Math
ELA
ELA 9
ELA 10
ELA 12

22. Investment in Co-Teaching Secondary
Model requires significant time to plan.
Model requires significant skill in collaboration.
Model provides extra adults but not extra time.
Extremely costly model.
Requires concentration of high needs students in few classes.
Makes scheduling and balancing class sizes challenging

23. Investment in Co-Teaching Recommendation
Close investigation on the impact of model (benefit vs. cost).
Focus classroom observations to access depth of implementation.
Provide professional development (FY18) and planning time (FY 19) to increase likelihood of success.
Ensure model matches IEP goals and is best environment.

24. Effective and Efficient Use of Paraprofessional
Current staffing levels vs. similar districts per 1000 students (both SPED & General Education)
District
Similar Districts
Multiple
FTE available for repurposing
SPED mild-to-moderate paraprofessionals 24
16.8
1.4x 18

25. Effective and Efficient Use of Paraprofessional

26. Further Refine MTSS Model
Currently no clear and aligned entrance and exit criteria for all three tiers that is consist among all schools.
No consistent frequency of progress monitoring and metrics to be collected.
Uneven understanding of using UDL to provide for differentiation in Tier 1 and supports for teachers.
Inconsistent minutes per day dedicated to Tier 2 and 2 interventions at each level (elementary, middle, and high school)

27. Further Refine MTSS Model Response to Recommendations
Document clear and aligned entrance and exit criteria for all three tiers that is consist among all schools prior to FY 19.
Document frequency of progress monitoring and metrics to be collected for all students prior to FY 19.
Continue to measure depth of implementation of UDL to provide for differentiation in Tier 1 and communicate supports for teachers available to move to this model.
Document minutes per day dedicated to Tier 2 and 2 interventions at each level (elementary, middle, and high school)

28. Thank You
Questions?
11/27/2018