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  "documentTitle": "April 2015 Summary of BPS Operational Review 2",
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      "text": "19 District Management Council, South Orange and Maplewood School District, Special Education Opportunities Review, January 4, 2012\n20 BPS Org. Charts",
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      "kind": "paragraph",
      "text": "rolled out. This would include moving beyond high-level assumptions to do more specific school-by-school modeling and understanding to gain confidence in the financial projections.",
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      "text": "Second, the System could consider other models for inclusion that other systems have found beneficial for their students and understand the potential benefits to BPS students and the associated costs. Models such as “partial co-teaching,” “pull out support,” or “double-time supplemental support”19 would likely be less costly for BPS. Emerging information informs rough estimates that suggest that cost reductions of up to $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 5.620. The size of the organization, however, could be trimmed, when looked at from the number of students",
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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": "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. (Since the new Superintendent has joined the system, BPS has launched an internal audit of Special Education with the aim of improving outcomes students through improved practices and greater effectiveness.) Across Special Education more broadly, finding opportunities to better serve students and free up resources will allow for greater investment in new innovations. For example, BPS could leverage a freed up facility to develop a high-quality school capable of delivering Special Education services that currently require students to be placed outside of the district. One could even imagine this school drawing on the local expertise from the various universities and hospitals in the city and attracting students from other systems into the city.",
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      "text": "3) OPPORTUNITY TO REORGANIZE CENTRAL OFFICE AND NON-TEACHING STAFF",
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