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  "documentTitle": "April 2015 Summary of BPS Operational Review 2",
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  "presentationDate": "2015-04-01 00:00:00",
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  "notes": "The slide discusses cost scenarios ($40m increase vs $25m reduction) and timeline considerations (10-year vs 5-year transition).",
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      "text": "The steady state costs of the planned model and associated financial implications warrant further exploration. Assumptions around the number of new General Education classrooms that will need to be created under Boston's model and the average number of inclusion students to be in a given inclusion classroom have a significant impact on whether the proposed approach will yield cost reductions, will break even, or will actually incur additional costs for the System. Under 2 potential scenarios, BPS could either see a cost increase of ~$40m per year or a cost reduction of ~$25m18. The range of these scenarios and the current lack of a specific financial plan regarding the rollout of inclusion has three key implications. First, the System will want to take a deeper and more detailed understanding of the costs inherent in the model that is currently being",
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      "text": "As planned, the system-wide transition is planned to last 10 years. Beginning in SY14-15, BPS began moving towards an inclusion model of special education that phases-in classrooms by network, over a 13 year period. To achieve this phase-in, the District's special education budget will grow to as much as ~$6m16 more annually than current budgets, as investments initially outpace cost reductions. A long-term phase in of this nature will naturally not impact the bulk of students who will graduate out in that time. There is opportunity to expedite the transition to inclusion to reach more students quickly, but this will likely require investment to be successful. Deciding to accelerate the transition should also thoughtfully consider the potential impacts (both positive and negative) on students. Further investigation is needed, but a target of 5 years would reach many more students, sooner. The core aspiration is to improve outcomes for BPS' Special Education students in line with research that supports the benefits of inclusion.17",
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      "text": "BPS' planned move towards inclusion to benefit students will impact over 10% of the system's budget. Deeper understanding of the cost implications of rolling out the current approach and consideration of alternative approaches is warranted.",
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      "text": "save as much as $10m per year. Additionally, students currently benefit from services that could be procured at a reduced cost from outside providers, with no change in services. This could also provide as much as $10m for reinvestment.",
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      "text": "16 BPS Office of Special Education, preliminary estimates\n17 Review of Special Education in the Commonwealth of Massachusetts: A Synthesis Report,\" August 2014\n18 For example, if BPS needs to open four new General Education classrooms for every 10 inclusion classrooms created and 2-3 students from substantially separate settings are incorporated into inclusion classrooms on average, the steady state cost to the system could be ~$40m higher per year. Alternatively, if just two new General Education classrooms are needed for every 10 inclusion classrooms created and each inclusion room can incorporate 4-5 students from substantially separate settings, the system's costs will decrease by ~$25m.",
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