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  "documentTitle": "April 2015 McKinsey Operational Review BPS Summary of Audit",
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      "text": "17 District Management Council, South Orange and Maplewood School District, Special Education Opportunities Review, January 4, 2012\n18 BPS Org. Charts\n19 Interviews with BPS leadership and management",
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      "text": "Third, regardless of the inclusion model BPS selects (or continues to implement) to best serve students, it will be important to monitor implementation on an ongoing basis to ensure fidelity, to maintain an understanding of the evolving financial implications, and to make adjustments as needed.",
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      "text": "out support,” or “double-time supplemental support”17 would likely be less costly for BPS. Emerging information informs rough estimates that suggest that cost reductions of ~$40-50m in supporting the transition of substantially separate students into inclusion settings may be possible, and thus warrant further exploration.",
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      "text": "BPS’ central office is in-line with typical spans of management, with a ratio of direct reports at each level of the organization that varies between 2.5 and 5.618. The size of the organization, however, could be trimmed, when looked at from the number of students the system supports. At the same time, cultural and goals alignment within the District is lacking from the top.",
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      "text": "BPS is undertaking an important transition towards inclusion which holds promise for students. More attention is needed to the specific model and long-term cost of that model to allocate resources most effectively.",
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      "text": "Goal alignment within departments is strong, but there is no consensus on what the District’s goals are. At the department level, Values and Alignment surveys conducted as part of this review reveal an impressive level of goals alignment around department goals. However, department goals and district-wide goals are rarely connected19. Additionally, focus groups with parents, teachers and principals further underscore the lack of coherent direction being provided from the top. Part of the trouble here is that district goals are not clearly identified and pushed out to the district. In this vacuum, individual departments are filling the void, creating robust sets of goals. However, these goals are created in isolation and do not tie to a set of coherent department-wide goals, and do not roll-up to a strategic vision.",
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