Special Education Review

Overview

<p>Greenwich Public Schools is looking for a qualified consultant or firm with established experience in Special Education. This Request for Proposal is for awarding a contract to cover a twelve (12) month period beginning August through October and will report to the full BOE in November *if COVID 19 allows.</p> <p>REQUIREMENTS: The services required by the selected Special Education Consultant include:</p> <ol> <li>Independent review with no conflict of interest to parties involved or previous work undertaken for Greenwich Public Schools which could pose a conflict of interest.</li> <li>Have a strong understanding of models for special education which close achievement gaps, create a strong home and school partnership, and provide for unique learners through best practice programming for placement categories such as autism. State of the art programs.</li> <li>Have a strong understanding of legal requirements in paperwork, process, and timelines associated with best practice.</li> </ol> <p>SCOPE OF WORK<br><strong>Referral Process and Data Collection<br></strong>How is Greenwich Public Schools performing in meeting legal obligations and requirements?</p> <p> </p><ol> <li>Referral practices (process and timelines)</li> <li>Eligibility practices</li> <li>Disability prevalence by grade</li> <li>English Language Learner identification process</li> <li>Systemic PPT process and training</li> <li>Guidelines and Handbooks to uphold fidelity of processes</li> <li>District Organizational Model</li> <li>State Complaint process, data collection, and analysis</li> <li>Random IEP Audits (Achievement towards goals, appropriateness of goals)</li> <li>Independent Evaluation Requirements- how many, when do they occur in the process</li> <li>Exit Support and district follow-up for success</li> </ol> <div><strong>Performance of Students with Disabilities</strong></div> <ol> <li>Graduation rates</li> <li>Dropout rates</li> <li>Student achievement on state and local assessments</li> </ol> <div><strong>Program Costs</strong></div> <div>In relation to like demographic and performance peer groups</div> <ol> <li>Extended School Year</li> <li>Review of Settlements</li> <li>Review of Out Placements</li> <li>How does GPS benchmark against other high performing districts with a similar demographic in terms of special education delivery and costs? Most notably, removing teacher salary from the cost driver, and focusing more on staffing type and numbers of staff, materials, and supplies available for special education</li> </ol> <div><strong>Instructional Practices</strong></div> <ol> <li>Systems of support: inclusion, pull-out, resource rooms.</li> <li>Unique programming for unique learning needs</li> <li>Behavioral supports</li> <li>Tiered System of Support (Rti)</li> <li>Teacher professional development for special educators, general educators, support staff, and administrators.</li> <li>Transitional programming for post-high school</li> <li>Preschool programming</li> <li>Out of district programs</li> </ol> <div><strong>Staffing</strong></div> <ol> <li>Organizational model utilized to meet staffing needs</li> <li>Staffing review for PK, Elementary, Middle, High School, and Post-High School</li> </ol> <ul> <li>Interviews and Focus Groups to hear from staff, students, families, and the community.</li> <li>Classroom and school observational visits</li> </ul> <p></p>