Students in poverty technology rich learning

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students in poverty; Technology-rich learning environments, including 1.1:1 student devices, and associated IT support; Sufficient staff to serve special education and ELL students; Sufficient nursing support to ensure students receive necessary medical care and monitoring from nurses and/or health aides to allow teachers and administrators to focus on classroom instructional needs; Sufficient counselor and career exploration staff to ensure students can achieve post-secondary goals; and Preschool for all three-year-olds and four-year-olds. It should be noted that the resources PJ panels identified here are examples of how funds might be used to organize programs and services in representative schools. Further, there were separate panels for each school level, so approaches may vary in how they identified resources, but subsequent review panels felt the differences were appropriate. The study team cannot emphasize strongly enough that the resources identified are not the only ways to organize programs and services to meet state standards. Instead, the purpose of the exercise is to estimate the overall level of resources and therefore the cost of adequacy, not to determine the best way to organize schools and districts.
17 School-Level Personnel PJ panels discussed and recommended staffing, including staffing levels for: Instructional staff, including teachers, instructional aides, instructional coaches, interventionists, librarian/media specialists, and technology specialists; Pupil support staff, including counselors, nurses, social workers, psychologists, and behavior specialists; Administrative staff, including principals, assistant principals, bookkeepers, and clerical/secretarial staff; and Other staff members, including media aides, duty aides, 504 aides, and security and school resource officers. Tables 2.5a-e show the school level resources that panels identified for the base education of students in Michigan. The tables first provide the school or program size and the panel recommended average class size. The tables then identify the personnel needed to serve all students (on a FTE basis), regardless of need, at the preschool, elementary, middle, and high school settings (base education). Subsequent tables identify the additional personnel needed to serve special needs students. As noted previously, separate panels at each level identified these resources and as a result, specific resources and approaches may vary from level to level. As these resources are not intended to be prescriptive, subsequent review panels allowed for variation as long as they felt the differences were reasonable and the resource level was sufficient to serve at each level. Table 2.5a Elementary School Personnel as Recommended by Michigan PJ Panels, Base Education School Configuration and Size K-5, 270 students K-5, 390 Students Recommended Average Class Size Grades K-3: 20 Grades 4-5: 25 Grades K-3: 20 Grades 4-5: 25 Instructional Staff Teachers 12.6 18.2 Specials Teachers 3.0 3.0 Instructional Facilitators (Coaches) 1.4 2.0

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