2024-2025 Proposed Budget

Part Time Technology Data Specialist: 

This is a part time position (3 days a week).  This position has never been paid for with CARES Funding.  Without this position, we will need to contract out what would be the equivalent of this position for different services.

Part Time Technology Data Specialist 

As more and more of our school operations have moved to electronic systems, from classroom learning, health services, assessments, and state and federal reporting, managing and maintaining the flow of data between these systems and ensuring the accuracy of the information becomes a critical and time consuming responsibility.  As the number of data systems expand in our schools, it becomes increasingly difficult for the current technology staff to devote the appropriate time to data systems while addressing other needs and, the degree of specialized knowledge needed for these tasks is best done by someone devoted primarily to these responsibilities.

For the past few years, we have been able to contract for some of these services from  an individual on the Waterville Tech. Team. However, due to changes in their organizational structure  and their own increased needs, we are no longer able to use the services of this individual. This leaves Winslow without having an individual addressing the internal systems and processes, such as managing the flow of data between our student information system and other systems within our district like the library system, the health system, local assessment software to name a few.  Support from the Waterville technician  was also instrumental in developing reports and other sources of information for our schools.  

 Winslow is in need primarily for someone to manage our internal systems and reporting, and this person could also serve as backup for enrollment and other central office data functions when needed.

Anticipated Salary and Benefits for this position. $46,104.00

Psychological Evaluator:  

This position has never been paid for with CARES money.  We currently contract out what would be the equivalent of this person for different services. Based on the hourly rates that are charged for this type of work, we strongly believe we can save money by having our own evaluator.  

Due to the increased volume of psychological evaluations, our current evaluator is unable to manage the workload within the necessary timeframes required by law.  Therefore, it is essential to bring on an additional psychological evaluator to ensure timely and thorough assessments. The number of required evaluations steadily increase each year, as the needs of our students increase. IEP teams are tasked with determining if a disability exists and if, because of that disability, the student requires special education services to access their education. Often the psychological evaluator must administer a variety of evaluations that aim to look at both academic and functional needs. 

This position would also replace a service currently being provided by a Board Certified Behavior Analyst. The position would provide consultation with classrooms on student behaviors, write behavior intervention plans, complete Functional Behavior Assessments, and provide direct intervention with students on social and emotional skill development. 

This position would also assist with our General Education Intervention plans, which are required by all schools receiving federal funds. Schools must have an intervention team established that reviews students needs and puts plans in place prior to referring for special education services. The person in this position would serve as a member of the intervention team providing research based intervention ideas for teachers to implement, and monitor for effectiveness. The overall goal of these intervention teams is to find interventions that work, so that students can remain in the general education setting. 

Here is a summary list of interventions and other duties assigned to this role:

Consultation and Collaboration:

• Academic Interventions and Instructional Supports

• Mental and Behavioral Health Services and Interventions

• School-Wide Practices to Promote Learning

• Services to Promote Safe and Supportive Schools

• Family, School, and Community Collaboration

• Equitable Practices for Diverse Student Populations

• Be a part of the General Education Intervention teams, to offer ideas to teachers of things to try before a referral to special education

• Provide ideas to special education and general education teachers on academic interventions and instructional supports 

• Advocate for the needs of students and promote equitable educational practices

• Support the development, implementation, and evaluation of school-wide or targeted efforts to promote positive behavior and mental health and prevent behavioral challenges

• Engage in crisis intervention services to support students facing social, emotional, or behavioral difficulties as needed

• Connect students and families with community resources as needed

• Utilize a trauma-informed approach with an understanding of how ACES impact learning, development, and psychological functioning

• Develop strong, positive relationships with students, families, educators, administrators, community members, and colleagues

• Provide appropriate, relevant staff training as needed

Anticipated salary and benefits for this position. $80,426.00

Elementary School Resource Room Special Education Position:  

This position has never been paid for with CARES money.  It's a resource room teacher to work with special needs students.  By law, our resource room teachers cannot have more than 35 students on their caseloads. 

Our caseloads are approaching the maximum number.  If we don't have this position we risk being out of compliance  for the next school year.  Continuing to operate at the highest number also puts our students identified with special needs at a disadvantage, as often their direct instruction time includes larger groups than typical reading and math classes, and less opportunity to effectively implement research based programs needed to make academic progress. These interventions are meant for small groups. This also puts us at a higher likelihood of not retaining our experienced special education staff, and/or experiencing errors with regulations. The position of special education teacher involves many regulated components, such as IEPs, meetings, data collection, timelines, assessments, etc., which when factored with the maximum caseloads can be unmanageable. 

Anticipated salary and benefits for this position $80,426.00

High School Student Support Person- Ed. Tech III:

This is the equivalent of an Educational Technician III Position.  We had this position in the regular budget prior to COVID.  We cut it one year as a way to reduce the budget.  The students who needed the  support struggled without the extra help.  We put the position back in when we received CARES funds.  This position has been funded for the past two years using CARES funds.  We are asking to fund  this position out of the regular budget due to the support it provides many of our high school students.  The individual in this position provides the following services. 

• Maintaining a working relationship with an identified group of students (30-40 max).

• Work in small groups with identified students

• Work closely with 504 case managers to implement 504 plans. 

• Communicate with teachers 

• Act as a communication link between home and school 

• Develop a plan of action (both short and long-term) with the student to ensure student success

• Teach/reinforce self-advocacy and study skills to students who are identified.

• Academic support (within study hall)

• Students can be identified through 504, teacher recommendation (with parent/student support), Parent/student recommendation

• Work as a behavioral and academic support for students.  Teaching coping skills as well as academic

Anticipated salary and benefits for this position. $42,861.00

Elementary School Student Support Specialist: 

This position has been in place for two years and we have paid for it out of CARES funds.  The funds no longer exist after this year yet our data strongly shows that this position is working and we are asking to keep the position in support of our students who are struggling  with social-emotional and behavioral challenges.  The individual in this position provides interventions, accommodations and skill-building opportunities to our students.  

The person in this position provides Tier 2 intervention support. Just as with academics, we must provide interventions to students for behavior before moving to a higher level of support which would include a referral for special education services.  Our student support specialist not only provides the interventions, but also maintains the plan and facilitates the intervention team meetings. This position has been vital over the last two years at supporting our struggling students.  The person in this position has the following responsibilities:

1. Provide tier two social-emotional and behavior interventions and data collection including but not limited to positive behavior support plans, Check-in/Check-out plans, providing accommodations such as breaks, and skill-building activities. 

2. Create and manage Social Emotional/Behavior General Education Intervention (GEI) plans

3. Facilitate Social Emotional/Behavior GEI meetings

4. Case management and facilitation of 504 plans

5. Oversee weekly after-school interventions for academics and behavior as needed

6. Consult with and provide support to classroom teachers and other staff

7. Plan and facilitate Social Emotional/Behavior professional development for faculty and staff

8. Attend meetings with administrators, social workers, school counselors, and others to address student and building needs

9. Assume other duties as assigned by principal

Anticipated salary and benefits for this position  $110,206.00

Elementary School Dean of Students:   

This position has never been funded by CARES.  The Dean of Students at Winslow Elementary School is responsible for helping to foster a safe, positive, and productive school environment. This role involves overseeing student behavior, implementing disciplinary policies, and supporting the social and emotional well-being of students. The Dean of Students collaborates with teachers, staff, and parents to ensure that all students have the opportunity to succeed academically and socially.

This position is being requested due to an increase in major behaviors requiring higher support, typically from administration. Many of these behaviors require more time to address or require multiple people, often administrators, to be present for safety reasons. We believe having a Dean of Students will significantly enhance the overall safety of the school by assisting in the regulation of student behavior, leading to a more secure and focused environment. This additional support ensures a consistent and proactive approach to discipline, allowing teachers and students to engage more effectively in the teaching and learning process. Moreover, the additional support from the Dean will enable the principal to dedicate more time to her leadership responsibilities, such as collaborating with teachers on instructional strategies and actively participating in the implementation of new math and reading programs. This collaborative effort will ultimately foster a more productive and enriching educational experience for all students.

 The following chart shows the increased need for this position.