Minneapolis Public Schools Special Education Opportunities Review: Workload Analysis. May, 2014

Transcription

1 Minneapolis Public Schools Special Education Opportunities Review: Workload Analysis May, Franklin Street, 7 th Floor Boston, MA Tel: 877-DMC-3500 Fax:

2 Introduction (DMC) has conducted a Special Education Opportunities Review on behalf of the Minneapolis Public Schools. As part of the review, DMC invited staff to share their schedules for a typical week. The objective of the survey was to provide a greater understanding of the many demands placed on MPS staff and to provide an opportunity for teachers and other professionals to share their thoughts and concerns with district leadership and the Minneapolis Federation of Teachers and Educational Support Professionals (ESPs). Nearly 2,300 staff members were invited to participate in the schedule sharing, including all staff in the following positions: Associate Educator Certified Occupational Therapy Assistant Educational Assistant Licensed Practical Nurse Occupational Therapist Physical Therapist Psychologist School Nurse Social Worker Special Education Assistant Special Education Resource Teacher Special Education Teacher Speech and Language Clinician At the survey s conclusion, nearly 1,600 staff members shared their schedules. The information collected from their responses will create an objective, comprehensive base to guide future conversations, plans, decisions and support. Tel: DMC-3500 Fax:

3 1. Related service providers (occupational therapists, physical therapist, speech and language clinicians) Minneapolis employs approximately 108 speech and language clinician FTEs, 33 occupational therapists or occupational therapy assistant FTEs, and 12 physical therapist FTEs. When compared to other districts with similar size and demographics, MPS employs nearly 2 times more related service providers, as shown in the table below. The table also shows that MPS is near the 90 th percentile in terms of the number of related staff providers employed, meaning that only about 10% of similar districts employ more related services staff members. Related services staff numbers compared to like districts (staffing per 1,000 students) MPS Like Communities Multiple Percentile Speech and Language Clinician x 96% Occupational Therapists and Assistants x 97% Physical Therapists x 84% 1a. Weekly activities Related services staff are responsible for a variety of tasks in a given week. The table below shows the hours spent on different tasks by service providers during a typical week based on responses received in the schedule sharing exercise. Tel: DMC-3500 Fax:

4 Activities performed during a typical week Activity Speech OT PT Therapy with students 15.5h 41% 12.8h 32% 14.4h 38% Total time with students 15.5h 41% 12.8h 32% 14.4h 38% Paperwork/IEP writing/due process 3.6h 10% 4.2h 10% 4.5h 12% Planning/materials preparation 3.0h 8% 2.7h 6% 1.1h 2% IEP testing/assessment 2.5h 6% 2.5h 6% 1.2h 4% Collaboration with colleagues 1.7h 4% 2.3h 6% 2.4h 6% Medicaid billing/service documentation 1.4h 4% 2.1h 6% 2.5h 6% Personal Lunch 1.0h 2% 2h 4% 1.2h 4% Travel 1.3h 4% 1.7h 4% 5.5h 14% Equipment maintenance and fabrication 0.2h 0% 1h 2% 0.6h 2% Attend IEP/due process meeting 0.8h 2% 0.8h 2% 0.7h 2% Student observation 0.6h 2% 0.7h 2% 0.4h 2% Attend meeting (other than IEP/due process) 0.6h 2% 0.6h 2% 0.8h 2% Professional development/plc 0.6h 2% 0.3h 0% 0.5h 2% Coordination with outside agencies 0.3h 0% 0.2h 0% 0.6h 2% Parent communication 0.4h 0% 0.1h 0% 0.4h 2% Other 3.1h 8% 6h 16% 0.7h 2% Total time not with students 22h 59% 27.2h 68% 23.1h 62% On average, related service providers spend between 12.8 and 15.5 hours per week providing therapy to students. IEP meetings, paperwork, and IEP testing take up an additional 6.4 to 7.5 hours per week. Only physical therapists spend over 2 hours per week in travel. In other school districts across the country, related service staff providers spend between 40% and 75% of their time during a week in providing therapy to students. While the above chart shows the average time spent across different activities by the respondents, there is large variation in the amount of time individual service providers spend in providing therapy to students during a week. This can result from a variety of factors, including student need, staff caseload, and building requirements. The charts below show variation in the amount of time service providers spend in providing therapy to students during a week. 1 1 Hours spent per week are adjusted by the staff member s FTE. Tel: DMC-3500 Fax:

5 Occupational therapists Speech and language clincians Variation in hours spent on therapy - Speech and language clinicians Average: 16 hours Hours per week 10 th percentile: 10 hours 90 th percentile: 22 hours Variation in hours spent on therapy - Occupational therapists Average: 13 hours Hours per week 10 th percentile: 4 hours 90 th percentile: 22 hours Tel: DMC-3500 Fax:

6 Physical therapists Variation in hours spent on therapy - Physical therapists Average: 15 hours Hours per week 10 th percentile: 6 hours 90 th percentile: 13 hours 1b. Student group size Related service providers see students in different group sizes. In many cases, the nature of the therapy requires that students be seen in groups of one, while in other cases larger groups are permissible. The graph below shows a distribution of the percentage of time (on average) a staff member spends with student groups of different sizes over the course of one week. Tel: DMC-3500 Fax:

7 Percent of therapy time spent Student group size summary 100% 90% 80% 70% 71% 91% 60% 56% 50% 40% 30% 20% 10% 0% 22% 9% 9% 6% 1% 1% 11% 11% 3% 3% 4% 3% 1 student 2 students 3 students 4 students 5 or more students Speech and language clinicians Occupational therapy staff Physical therapists This data illustrates that most related service providers provide services on a one on one basis. However, speech and language clinicians see the most variation in student group sizes overall. Speech and language clinicians spend an average of 56% of their therapy time with students in groups of one, which is about 10 hours per week for a typical staff member. There is also variation among individual speech and language clinicians in the amount of time spent in group sizes of one. Some spend as much as 30 hours per week with students in groups of one, and others spend zero hours. The chart below shows this distribution. Tel: DMC-3500 Fax:

8 Speech and language clinicians Speech and language clinician - time spent with students in groups of one Average: 10 hours Hours per week 10 th percentile: 2 hours 90 th percentile: 18 hours 1c. Staff caseloads 2 The teachers contract provides guidance regarding the recommended caseloads of related services providers. The contract recommends staffing speech and language clinicians at a ratio of 1 teacher to every 23 students, and recommends staffing occupational and physical therapists at a ratio of 1 to 25. In MPS, we observe that caseload can vary significantly between different related service providers. This can be due to a variety of factors, including student need, school requirements and staff availability. 2 Caseload is defined as the number of distinct students that a particular service provider reports spending time with during the week. Caseloads are adjusted by the staff member s FTE. Tel: DMC-3500 Fax:

9 Occupational therapists Speech and language clinicians Speech and language clinician caseload Average: 25 students Caseload 10 th percentile: 16 students 90 th percentile: 33 students Occupational therapist caseload Average: 29 students Caseload 10 th percentile: 10 students 90 th percentile: 50 students Tel: DMC-3500 Fax:

10 Physical therapists Physical therapist caseload Average: 25 students Caseload 10 th percentile: 12 students 90 th percentile: 44 students Tel: DMC-3500 Fax:

11 2. Nursing staff (school nurses, licensed practical nurses) Minneapolis employs 40 school nurse FTEs and 11 licensed practical nurse (LPN) FTEs. The teachers contract recommends that nurses be staffed at a ratio of 1 to 750 regular education students and 1 to 225 special education students. Due to privacy concerns around disclosure of student names, no information is available regarding the caseloads of nurses and licensed practical nurses work. 2a. Weekly activities School nurses and LPNs are responsible for a wide range of activities in any given week. These activities include medical administration, delegation, health education, and due process work. Many of these activities and the amount of time spent on each of them during a given week are listed below. Tel: DMC-3500 Fax:

12 Activities performed during a typical week Activity School Nurses LPNs First Aid and Episodic Care 5.7h 15% 12.4h 31% Medication administration 2.6h 7% 7.4h 19% Other student support 2.6h 7% 2.8h 7% Health education 1.3h 3% Treatments 0.8h 2% 1.2h 3% Administer insulin to diabetic students 0.5h 1% 0.5h 1% Total time with students 13.5h 36% 24.3h 61% Paperwork/IEP writing/due process 5.6h 15% 0.8h 2% Special education evaluations 2.2h 6% Collaboration with colleagues 1.6h 4% 0.5h 1% Train, supervise, monitor personnel who administer medications/procedures 1.2h 3% Case management 1.1h 3% Attend IEP/due process meeting 1.0h 3% Attend meeting (other than IEP/due process) 1.0h 3% Screenings (vision, hearing, etc) 1.0h 3% 0.8h 2% Personal Lunch 0.8h 2% 1.2h 3% Parent communication 0.7h 2% 0.7h 2% Planning/materials preparation 0.7h 2% 0.4h 1% Travel 0.5h 1% Early Childhood Screening 0.2h 1% Professional development 0.2h 0% Immunization compliance 0.1h 0% 1h 3% Medicaid billing/service documentation 0.1h 0% 0.3h 1% Communicable Disease follow-up 0.1h 0% 0.1h 0% Attendance duties 0.1h 0% Assigned school duties (i.e. bus duty, lunch duty, etc) 0.0h 0% 0.6h 1% Other 5.9h 16% 9.4h 23% Total time not with students 25.3h 64% 15.7h 39% Nurses spend approximately 13 hours per week with students, and additionally spend approximately 10 hours per week with IEP-related responsibilities. By contrast, LPNs spend approximately 24 hours per week with students and very little time with IEP-related responsibilities. Tel: DMC-3500 Fax:

13 School Nurses Additionally, there is variation among individual nurses and LPNs regarding the amount of time they spend with students. The charts below show the variation in the amount of time different nurses and LPNs spend working directly with students. 3 Variation in time with students School nurses Average: 13 hours Hours per week 10 th percentile: 0 hours 90 th percentile: 26 hours 3 Hours spent per week are adjusted by the staff member s FTE. Some staff members reported only one event per day, which may not be fully accurate. Tel: DMC-3500 Fax:

14 LPNs Variation in time with students LPNs Average: 24 hours Hours per week 10 th percentile: 1 hour 90 th percentile: 42 hours Tel: DMC-3500 Fax:

15 3. Mental health staff (psychologists, social workers) Minneapolis Public Schools employs approximately 43 school psychologist and 108 social worker FTEs. The teachers contract recommends that psychologists be staffed at a ratio of 1 to 1,000 general education students and that social workers be staffed at a ratio of 1 to 600 general education students, not including social workers assigned to citywide classrooms. By these measures, MPS employs about approximately 1.3 times as many psychologists and social workers as is recommended. 4 Due to privacy concerns regarding the disclosure of student names, no information is available regarding the caseloads or typical student group sizes with which psychologists and social workers work. 3a. Weekly activities In many districts, psychologists and social workers share responsibilities for a variety of tasks, including counseling and IEP-related responsibilities. The table below shows the average time spent on each activity by psychologists and social workers over the course of one week. Activities performed during a typical week Activity Psychologists Social workers Counseling/crisis intervention 2h 8% 7.5h 20% Total time with students 2h 8% 7.5h 20% Assessment/testing/test scoring and interpretation 8h 21% Paperwork/IEP writing/due process 7.7h 20% 4.7h 12% Collaboration with colleagues 3.3h 9% 4.1h 11% Attend IEP/due process meeting 2.5h 7% 3.7h 10% Attend meeting (other than IEP/due process) 2.1h 6% 1.9h 5% Student observation 2.1h 6% 0.4h 1% Planning/materials preparation 1.6h 4% 1.3h 3% Personal Lunch 0.9h 2% 1h 3% Parent communication 0.6h 2% 2.6h 7% Assigned school duties (i.e. bus duty, lunch duty, etc) 0.5h 1% 1.9h 5% Travel 0.4h 1% 0.8h 2% Agency coordination of supports and services 0.4h 1% 2.2h 6% Service documentation/logging service on EasyIEP 0.3h 1% Other 4.3h 12% 5.1h 14% Total time not with students 34.5h 92% 29h 80% 4 Assumes an allocation of 0.1 FTE social worker per citywide classroom. Tel: DMC-3500 Fax:

16 Psychologists Psychologists spend an average of 2 hours per week providing counseling services to students, and over 20 hours per week on IEP-related activities (including paperwork, IEP meetings, assessment, and student observation). By contrast, social workers provide approximately 7.5 hours per week of counseling and spend approximately 9 hours on IEP-related activities, on average. Additionally, there is variation in the amount of time staff members of the same role spend in providing counseling services to students. This may be due to a variety of factors, including student need, staff caseload, and building requirements. The charts below show variation in the amount of time service providers spend in providing counseling to students during a typical week. 5 Variation in hours of counseling services per week Psychologists Average: 3 hours Hours per week 10 th percentile: 0 hours 90 th percentile: 8 hours 5 Hours spent per week are adjusted by the staff member s FTE. Tel: DMC-3500 Fax:

17 Social Workers Variation in hours of counseling services per week - Social workers Average: 7 hours Hours per week 10 th percentile: 0 hours 90 th percentile: 16 hours Tel: DMC-3500 Fax:

18 4. Special education teachers (SERTs, Special Education Teachers) In Minneapolis Public Schools, there are two types of special education teachers. Special education resource teachers (SERTs) have primary responsibility for students served in resource programs, and special education teachers serve other students with special needs, particularly those in citywide programs. Minneapolis public schools employs approximately 157 FTE of SERTs and 403 FTE of special education teachers. MPS employs approximately 1.7x more special education teachers compared to districts of similar size and spending. This places Minneapolis in the 91 st percentile in terms of special education teachers employed. In other words, only 9% of like districts employ more special education teachers than MPS. Special education teachers compared to like districts (staffing per 1,000 students) Like MPS Communities Multiple Percentile Special Education Teachers (all) x 91% 4a. Weekly activities Special education teachers perform a wide range of activities in a given week. The table below shows the hours spent on different tasks by special education teachers in a typical week, based on responses received in schedule sharing exercise. Tel: DMC-3500 Fax:

19 Activities performed during a typical week Activity SERTs Special education teachers Student instruction or support 20h 53% 20.3h 54% Total time with students 20h 53% 20.3h 54% Paperwork/IEP writing/due process 2.1h 6% 2.5h 7% Planning/materials preparation 1.9h 5% 2.5h 7% Personal Lunch 1.6h 4% 1.5h 4% IEP testing/assessment 1.3h 4% 0.6h 2% Collaboration with colleagues 0.8h 2% 0.6h 2% Attend meeting (other than IEP/due process) 0.6h 2% 0.3h 1% Assigned school duties (i.e. bus duty, lunch duty, etc) 0.6h 2% 0.8h 2% Attend IEP/due process meeting 0.5h 1% 0.5h 1% Professional development/plc 0.4h 1% 0.5h 1% Parent communication 0.2h 1% 0.3h 1% Student observation 0.1h 0% 0.1h 0% Travel 0.1h 0% 1.1h 3% Other 7.3h 20% 5.8h 16% Total time not with students 17.5h 47% 17.2h 46% On average, special education teachers spend approximately 20 hours per week providing instructional support. Due to the nature of their work, there is also significant time invested in to other activities such as attending meetings, completing paperwork, parent communication, etc. There is also significant variation in the amount of time that individual teachers spend with students. The charts below show the variation in the amount of time different teachers spend in providing instructional support to students during a week. 6 6 Hours spent per week are adjusted by the staff member s FTE. Tel: DMC-3500 Fax:

20 Special Education Teachers SERTs Variation in instructional time Special education resource teachers (SERTs) Average: 20 hours Hours per week 10 th percentile: 10 hours 90 th percentile: 30 hours Variation in instructional time Special education teachers Average: 20 hours Hours per week 10 th percentile: 8 hours 90 th percentile: 31 hours Tel: DMC-3500 Fax:

21 Percent of teaching time spent 4b. Student group size Teachers work with students in different group sizes, depending on student needs, tasks assigned, scheduling constraints, and other variables. Below is the distribution of the average time during the week that a teacher spends with students in different group sizes. Student group size summary 40% 35% 35% 33% 30% 25% 20% 15% 10% 5% 13% 10% 10% 9% 6% 6% 7% 8% 4% 5% 10% 8% 9% 6% 7% 5% 4% 3% 0% SERT Special education teacher Both SERTs and special education teachers spend much of their time with students in groups of 10 or more. Of the time they spend with students, only 12% of SERT time and 17% of special education teacher time is spent in group sizes of 1 or 2. 4c. Staff caseloads 7 Individual special education teachers have different numbers of students on their caseloads. For SERTs, the teachers contract suggests a caseload of 1 teacher for 23 resource students. Many schools choose to use their building funds to buy additional SERTs above the required ratios. 7 Caseload is defined as the number of distinct students that a particular service provider reports spending time with during the week. Caseloads are adjusted by the staff member s FTE. Excludes students seen in large class sizes, due to data un-availability. Tel: DMC-3500 Fax:

22 Special education teachers SERTs SERT caseloads Average: 20 students Caseload guideline: 23 students Caseload 10 th percentile: 11 students 90 th percentile: 31 students Special education teacher caseloads Average: 12 students Caseload 10 th percentile: 5 students 90 th percentile: 20 students Tel: DMC-3500 Fax:

23 5. Paraprofessionals (Special Education Assistants, Educational Assistants, Associate Educators) Minneapolis Public Schools employs a wide variety of paraprofessionals to assist in various tasks throughout the district. Paraprofessionals in three positions were invited to participate in the schedule sharing: special education assistants (SEAs), educational assistants (EAs), and associate educators (AEs). Number of academic support staff Role FTEs Employed Primary setting Special education assistant (SEA) 407 Special education Educational assistant (EA) 38 General education Associate educator (AE) 623 General education No data exists to compare the staffing of EAs and AEs to the staffing of general education paraprofessionals in other districts. However, compared to the staffing of special education paraprofessionals in districts of similar size and spending, MPS employs 2.3 times more staff, and is in the 94 th percentile. In other words, only 6% of like districts employ more special education paraprofessionals than Minneapolis. Special education paraprofessional staff numbers compared to like districts (staffing per 1,000 students) Like MPS Communities Multiple Percentile SEAs x 94% 5a. Weekly activities Minneapolis paraprofessionals conduct a large number of tasks in any given week. The table below shows the hours spent on different tasks by service providers in a typical week based on responses received in the schedule sharing exercise. Tel: DMC-3500 Fax:

24 Activities performed during a typical week Activity SEAs EAs AEs Student instruction or support 25.3h 78% 18.7h 57% 21.5h 66% Total time with students 25.3h 78% 18.7h 57% 21.5h 66% Assigned school duties (i.e. bus duty, lunch duty, etc) 2.3h 7% 13.7h 42% 5.0h 15% Personal Lunch 1.8h 6% 1.9h 6% 1.5h 5% Planning/materials preparation 0.4h 1% 0.5h 2% 1.0h 6% Student personal cares 1h 3% 0.4h 1% 0.3h 1% Student transition/escort 0.8h 2% 0.3h 1% 0.2h 1% Attend meeting 0h 0% 0h 0% 0.5h 3% Other 0.9h 3% 1.0h 3% Time beyond contract 2h 9% Total time not with students 7.2h 22% 13.9h 43% 11.0h 34% On average, SEAs spend over 25 hours per week providing student instruction or support, which is more than typical EAs and AEs. Compared to other paraprofessionals, EAs spend a significant amount of time on school duties (on average, over 13 hours per week), and AEs often spend more time doing planning and materials preparation than other (on average, 3.4 hours per week). In addition to this variation between roles, there is also variation in the amount of time that individual paraprofessionals spend in providing direct instruction or support to students during a typical week. This may be a result of student need, staff caseloads, the instructor s training, differing expectations between buildings, and a variety of other factors. The charts below show the variation in the amount of time that staff spend in providing instruction to students during a week. 8 8 Hours spent per week are adjusted by the staff member s FTE. FTE numbers for SEAs are estimated based on survey responses. Tel: DMC-3500 Fax:

25 EAs SEAs Variation in instructional and support time Special education assistants (SEAs) Average: 25 hours Hours per week 10 th percentile: 16 hours 90 th percentile: 33 hours Variation in instructional and support time Educational assistants (EAs) Average: 17 hours Hours per week 10 th percentile: 0 hours 90 th percentile: 32 hours Tel: DMC-3500 Fax:

26 AEs Variation in instructional and support time Associate educators (AEs) Average: 14 hours Hours per week 10 th percentile: 0 hours 90 th percentile: 32 hours The data shows that paraprofessionals have different primary responsibilities, and therefore spend very different amounts of time providing instruction and support to students. Some are primarily responsible for school duties (e.g. lunch duty, bus duty, etc.), and therefore spend little or no time providing student instruction or support; some spend nearly all of their time in special education citywide classrooms; others split their time in a variety of other ways. 5b. Student group size Due in part to the differences in types of tasks that paraprofessionals are expected to perform, the sizes of the student groups in which they work also varies. Below is a distribution that shows the average time during the week that a staff member spends with different student group sizes (of the total time spent providing instruction or support). Tel: DMC-3500 Fax:

27 Student group size summary 50% 45% 40% 36% 30% 27% 20% 10% 0% 18% 11% 11% 13% 9% 9% 10% 9% 10% 6% 7% 5% 5% 7% 4% 5% 5% 4% 2% 2% 2% 3% 3% 0% 0% 1 Student 2 students 3 students 4 students 5 students 6 students 7 students 8 students 9 students 12% 18% 10 students or more SEAs EAs AEs Much of the time that paraprofessionals provide direct support to students is either in very small groups of one or two students or in larger groups of 10 or more. Associate educators in particular tend to serve students in groups of 10 or more. 5c. Staff caseloads 9 The number of students in a paraprofessional s caseload is related to a large number of complicated and inter-related factors. For instance, the caseload of SEAs is often related to the class sizes in the citywide classrooms in which they teach. Others may have more or less students on their caseload depending on their building requirements, staff availability and other factors. 9 Caseload is defined as the number of distinct students that a particular service provider reports spending time with during the week. Caseloads are adjusted by the staff member s FTE. FTE numbers for SEAs are estimated based on survey responses. Tel: DMC-3500 Fax:

28 EAs SEAs Special education assistant (SEA) caseloads Average: 12 students Caseload 10 th percentile: 5 students 90 th percentile: 23 students Educational assistant (EA) caseloads Average: 21 students Caseload 10 th percentile: 2 students 90 th percentile: 69 students Tel: DMC-3500 Fax:

29 AEs Associate educator (AE) caseloads Average: 31 students Caseolad 10 th percentile: 1 student 90 th percentile: 74 students Tel: DMC-3500 Fax:

30 6. Staff in citywide classrooms 6a. Staff and student enrollment A sub-set of special education teachers and SEAs work predominantly in citywide classrooms (e.g. autism, CLASS, DCD, etc). Each of the citywide programs has staff and student allocation guidelines based on state statues and MPS policies as shown in the table: Citywide classroom staff allocation guidelines Social SEA Teachers Prep worker Class size Citywide classroom (FTE) (FTE) (FTE) (FTE) (Hours) (max) Autism Elementary K Autism MS/High School CLASS Elementary CLASS MS/High School DCD Mild/Moderate DCD Moderate/Severe EBD ECSE 3-5 Classroom ECSE 3-5 Community ECSE B Lifeskills Physically Impaired SPAN SPEN However, data collected on the actual enrollment and staffing across citywide classrooms suggested that there is wide variation in the number of students per class and the number of adults in each room to support them. Variation may result from a large number of factors, and further analysis is required to determine the exact causes. For instance, there is significant variation in the level of need of individual students. Even students with the same primary disability and federal setting may have very different needs including the need for 1-to-1 aides and behavioral support. In addition, differences between buildings, such as budget, history, availability of space, and so on, may also affect class size and staff support. Tel: DMC-3500 Fax:

31 Number of classrooms Adults per classroom Adults per classroom Key : Range : District guideline Classroom type Number of classrooms with more adults than the guideline Up to 1 Up to 2 More than 2 FTEs above the guideline Overall, 205 classrooms have more adults than is required in the guideline, or 70% of citywide classrooms. Of these, the majority (159, or 58% of citywide classrooms) have between zero and one staff above the guideline (A classroom can have a fraction of a staff member if staff are shared between multiple classrooms). 10 It is assumed that some SEAs float between multiple classrooms within a school of the same program type based on conversations with district. Tel: DMC-3500 Fax:

32 Number of classrooms Students per classroom Students per classroom 20 Key 16 : Range : District guideline 0 Classroom type Number of classrooms with student numbers that differ from the guideline or more below 6 below 5 below 4 below 3 below 2 below 1 below 0 above or below 1 or more above Number of students in comparison to the guidelines Overall, 213 citywide classrooms (96%) have fewer students than the class size specified in the district guideline. 7 classrooms (3%) have exactly the number of students as specified in the class size guideline, and 2 (1%) classrooms have more students than is specified. 11 Data only shown of classrooms for which class size guidelines are available. Tel: DMC-3500 Fax: