Arizona Sequoia (Charter School) Arkansas Elementary Arkansas Middle School Arkansas All Levels California Fremont California Riverside Canada Newfoundland School for the Deaf 1 to 13 Day program/no dorm 1 to 3.4 1 to 4 No greater than 1 to 8 1 to 3 California Dept. of Education (School Ratio) K 3 1 to 4 8 4 8 grade 1 to 6 8 Secondary 1 to 8 10 Multi handicapped 1 to 4 6 1 to 4.7 Elementary 1 to 4 Middle School 1 to 6 High School 1 to 8 Special Needs 1 to 4 Independent Living 1 to 10 Even with low numbers 2 staff are always on duty. California Dept. of Education (School Ratio) K 3 1 to 4 8 4 8 grade 1 to 6 8 Secondary 1 to 8 10 Multi handicapped 1 to 4 6 1 to 3 Reviewed ratios at dorm and school after this report
Canada Calgary Stanley Jones School (Elementary day, oral school) 1 to 6 up to 1 to 12 Teacher / student depending on student population 1 to 6 up to 1 to 12 Instruction Asst / student depending on student population Colorado Deaf and Hard of Hearing Program (Consult only, resource room and selfcontained for core subjects types of students included in the ratio) Connecticut American 1 to 9 Delaware Regular Class 1 to 8 Deaf Special Needs 1 to 6 Behavior Disabled 1 to 5 1 to 5 teacher / student ratio 1 to 2 instructional staff / student ratio Dorm ratios Their reply: We do not have ratios, have never heard of any specifics. Florida Florida The Preparatory School (Residential Treatment Prgm) K 4 grades 1 to 6 5 th grade 1 to 8 MS (6 8 grades) 1 to 8 9 th grade 1 to 8 10 12 th grades 1 to 10 1 to 3 Required staffing standards (Dorm) Day Night Elementary 1:9 1:24 Middle 1:12 1:32 High 1:15 1:40 Special Needs 1:4 1:16
Florida Blossom Montessori School for the Deaf (Private School) Idaho & Blind 1 to 4 1 to 1.8 (Includes school for the blind too) India, Tirumala Sir Venkateswara School for the Deaf Indiana Illinois 1 to 10 1 to 4.5 Iowa Follow Illinois Administrative Code 123 (See ) Reported as 1 to 5 by Wisconsin Legislative report 2005 06 Based in DCFS (Department of Children and Family Services) state standards ISD current ratios Elementary 1:9 1:12 Middle 1:11 1:32 High 1:13 1:21 DCSF standards Day Night Under 7 yrs 1:6 1:12 7 12 years 1:12 1:24 13 + 1:15 1:30 Illinois Administrative Code Required Maximum Ratios Early Childhood: 1 to 5 Severe/profound disability or multiple disabilities: 1 to 5 Primarily Deaf: 1 to 8 Moderate disability 1 to 12 Resource Room w/less than 50% of the time in special education 1 to 20 *If a unique circumstance occurs during the school year, a maximum of +2 students permitted. *Above caseload/class sizes include each student receiving direct or indirect service, such as consultation services as delineated in an IEP.
Israel, Jerusalem Hattie Friedland School for the Deaf Kansas Kentucky From Study of the Kentucky & Blind commissioned by the Kentucky Board of Education and completed by the American Institutes for Research June 11, 2002 Almost 1 to 1 (70 staff / 85 students) 1 to 4 Louisiana Student/Teacher Ratio 1 to 3.1 Student/Instructional Aide Ratui 1 to 25.3 (The study indicated that this is a high ratio but noted that there are only 15% multi disabled at the KY. In comparison, OSD has 45% multi disabled.) 1 to 3.13 Overall 1 to 7.8 Maryland 2 campuses Frederick Campus Elementary 1 to 6 plus 5 aides Middle School High School 1 to 7.5 plus 1 aide Vocations (all levels) 1 to 8 plus 3 aides PE (all levels) 1 to 10 plus 2 aides Special Needs 1 to 5.5 plus 9 aides Student w/emotional Disability 1 to 2 plus 1 aide Columbia Campus Elementary 1 to 4 plus 4 aides Middle School 1 to 5/6 plus 1 aide Transitional 1 to 4 plus 5 aides Special Needs 1 to 3 plus 18 aides
Maryland Montgomery County Public School FY 1999 1 to 5.7 FY 2000 1 to 4.9 FY 2001 1 to 4.9 FY 2002 1 to 4.9 FY 2003 1 to 4.9 Based on Model but model not cited Massachusetts Willie Ross 1 to 5 not including assistants and interpreters (depends on needs of students and enrollment) Massachusetts Beverly 1 to 4.2 Massachusetts The Learning Center for the Deaf Massachusetts Horace Mann School for the Deaf & Hard of Hearing: Pre K through high school 1 to 3 plus one aide per 3 students 1 to 3 Michigan Michigan Detroit Day (Elementary) Michigan (Residential State School) 1 to 3 1 to 3 Michigan Rule for all Programs w/dhh DHH Classroom 1 to 7 Consultant/Itinerant Teachers 1 to 25
Minnesota St. Louis Park Senior High (regular public high school) Resource Room (with a continuum of students who receive consultation services to homework help to 50% in the resource room) Licensed 1 to 4.2 Non Licensed 1 to 4.1 Minnesota Metro (K 5 th grade Day School) Student/Teacher 1 to 7 Student/Staff 1 to 3 Minnesota Reported as 1 to 8 by Wisconsin Legislative report 2005 06 Mississippi 1 to 4.5 Missouri St. Louis Gallaudet (Elementary Day School) Missouri Fulton (Residential State School) Montana & Blind 1 to 3 1 to 3.2 Elementary 1 to 3 4 Middle School 1 to 4 6 High School 1 to 6 Elementary & Middle School 1 to 4 5 High School 1 to 4 5 State Accreditation Standard for a Resource Room 1 to 8 New Mexico 1 to 4 Sleeping hours 1 to 10
New York, Batavia NY State & Blind New York, Bronx St. Joseph s School For the Deaf 1 to 12 plus 4 aides 1 to 6 plus 2 aides New York, Brooklyn St. Francis desales School for the Deaf 1 to 12 plus 1 aide 1 to 8 plus 1 aide New York, Buffalo St. Mary s New York, Jackson Heights Lexington New York, Mill Neck Mill Neck Manor School for Deaf Children 1 to 12 1 to 8 plus 1 aide 1 to 12 plus 4 aides 1 to 6 plus 2 aides 1 to 8 plus 1 aide 1 to 8 plus 1 aide 1 to 10 plus 1 aide 1 to 12 plus 4 aides New York, Nesconset Cleary 1 to 12 plus 4 aides New York, Rochester Rochester New York, Rome NY State 1 to 12 plus 1 aide 1 to 8 plus 1 aide 1 to 6 plus 2 aides 1 to 12 1 to 12 plus 1 aide 1 to 12 plus 4 aides
New York, White Plans New York North Dakota 1 to 12 plus 1 aide 1 to 8 plus 1 aide 1 to 6 plus 2 aides 1 to 2 (Pre K 8) Ohio Reported as 1 to 8 by Wisconsin Legislative report 2005 06 Oregon: Willamette Regional Program Oregon Pennsylvania Pressley Ridge School for the Deaf (Behavior Residential Treatment) Private School Rhode Island Resource Room with self contained components Elementary 1 to 11 or 12 plus aide Middle School 1 to 18 plus aide Elementary 1 to 5 Middle School 1 to 12 High School 1 to 13/14 1 to 2 including teacher & Behavior Specialist 1 to 3.5 Elementary (K 5) 1 to 4 Middle (6 8) 1 to 8 HS + Transition 1 to 7 Overnight 1 to 32 *During staff breaks, all groups are doubled up, making ratios double *One position is double filled in this ratio We are fortunate to be close to OSD. We would not have a critical mass nor the staffing to do a self contained model. South Africa, Cape Town Dominican 1 to 11
South Africa, Pretoria Utah & Blind Vermont Center for the Deaf and Hard of Hearing Virginia 1 to 7 Academic Classroom Elementary 1 to 7 Middle School 1 to 8 (4 classes self contained; other ½ time mainstreamed) High School 1 to 8 4 classes self contained; other ½ time mainstreamed) Independent Life (age 16 22) 1 to 9 plus a jobs coach Resource Room 2.5 to 40 Deaf Autism Program Ages 8 22 1 to 2 1 to 8 (lower if more difficult) Add an instructional assistant if 1 to 10 Independent Life Program Girls cottage 3 to 5 Boys cottage 3 to 5 Staggered schedules 3pm 8am Elementary & Middle School 1 to 4/5 waking hours High School 1 to 8 Elementary grades At least 1 to 5 and not more than 1 to 8 Secondary grades Anywhere from 1 to 8 on up to 1 to 12 1 to 16 sleeping hours Washington Elementary (K 6) 1 to 4 Middle School (7 9) 1 to 6 High School (10 12) 1 to 8 Evenings 1 to 7 Overnight 1 to 14 Waking hours in the dormitories are to be a maximum of 1 to 7 West Virginia & Blind 1 to 2.9
West Virginia & Blind ( Pre K through 6 th grade + Multi disabled 3 21) Wisconsin (From Wisconsin Educational Services Program for the Deaf and Hard of Hearing: Department of Public Instruction Completed by the 2005 06 Joint Legislative Audit Committee) 1 to 4 Actual Students with Severe Disabilities 1 to 3.3 Elementary 1 to 3.9 Middle School 1 to 6.9 High School 1 to 5.3 Staffing Guidelines should consider: *Students with limited language skills may require ASL and English experts to improve proficiency *Classrooms with students at different language levels may use an aide to assist *Behavior challenged students may use aides Guidelines Waking Hours Severe Disabilities 1 to 4 Elementary 1 to 8 Middle School 1 to 10 High School 1 to 12 Sleeping: 1 per floor (each level in one floor) Actual Fell within the guidelines for all levels and sexes Guidelines Students with Severe Disabilities 1 to 4 Elementary 1 to 6 Middle School 1 to 8 High School 1 to 12 Research by Wisconsin Self contained all levels 1 to 3.7 Itinerant all levels, all disabilities maximum caseload 26 (Note: This doesn t include travel time between schools which should be considered)
Researched Staffing Ratios for State Schools for the Deaf Research done by the Alabama Institute for the Deaf and Blind by surveying 20 schools for the deaf in the U.S. Research cited in the Kentucky Schools for the Deaf/Blind study completed by the American Institutes for Research EDUCATION RATIOS Nat l teacher/student average of residential schools 1 to 4.7 National Average Instructional Aides 1 to 11 DORMITORY RATIOS 1 to 6.4 other Schools for the Deaf (3 year average) National Association of State Directors of Special Ed. (NASDE) Ratio information from Dr. Marc Marschark, Professor at RIT/NTID; Director of the Center for Education Research Partnerships for Students who are Deaf & Hard of Hearing; Editor of the Journal of Deaf Studies and Deaf Education EDUCATION RATIOS Reported Recommendations Student/Teacher 1 to 7 EDUCATION RATIOS Research Most frequently seen ratios Average 1 to 6 plus one aide 1 to 8 plus one aide 1 to 3 plus one aide 1 to 12 1 to 15 DORMITORY RATIOS Reported Recommendations Elementary (K 6) 1 to 4 Middle (7 9) 1 to 6 High School (10 12) 1 to 8 As far as research is concerned, some findings suggest that classrooms with more deaf students are beneficial, because students can act as peer tutors for each other. Other research, however, suggests that such tutoring may not be helpful, and smaller groups produce better outcomes. (2010) Information from the Oregon State Hospital 1. The staff to patient ratio commonly found in state hospitals is 1 to 3. 2. OSH did an internal research and analysis Calculating Post Relief Factors (PRF) for Varying Work Shifts. The PRF is a formula that is commonly used by institutions to calculate the number of full time equivalent (FTE_ employees needed to provide continuous 24 hour per day coverage for a single posted position for an 8 hour shift...including the time when employees are away from their positions lunch periods, breaks, holidays, vacation leave, and training unscheduled leave may include sick leave, jury duty or military leave.
3. This information cannot be used as a full comparison to the Oregon, but it does spell out the variables needing to be taken into account when determining staffing level needs.
Comparisons to Regular Education: Staffing Ratios for Public Schools (From National Center for Education Statistics 2009 10) Average of all students in all reported public schools in the United States Average of all students in all reported public schools in Oregon 1 to 15.4 Total teacher/student ratio 1 to 20.5 Kindergarten 1 to 19.1 Elementary 1 to 12.1 Secondary 1 to 42.2 instructional support staff/student ratio 1 to 20.3 Total teacher/student ratio 1 to 21.8 Kindergarten 1 to 19.0 Elementary 1 to 20.7 Secondary 1 to 41.7 instructional support staff/student ratio