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Residents ask board whether reading/math supports and BCBA funding are improving student outcomes
Summary
During public comment at the March 19 Interboro school board meeting residents asked whether paid reading/math supports are improving student grades and whether funding for BCBAs and RBTs is being addressed through IEPs and budget processes.
INTERBORO, Pa. — Two residents used the public-comment portion of the March 19 Interboro School District Board of School Directors meeting to press the board and staff for evidence that paid academic supports and special-education staffing lead to improved student outcomes.
Willa Francis asked whether there is documented evidence that reading and math specialists paid by the district have improved student grades or test scores. "So I'm just wondering if we're paying all this money for supports, are the children's grades improving as a result of the efforts?" Francis asked.
A board member replied that the district uses benchmark data and localized assessments and said the district evaluates goals for the person referenced as "Miss Riley" at midyear and year-end evaluations. The board member offered to connect Francis with Riley for a more specific data review.
Later, Ashley Jones asked about funding for Board Certified Behavior Analysts (BCBAs) and Registered Behavior Technicians (RBTs), and whether requests for those positions are being addressed through the district budgeting and due-process procedures. Jones referenced dual-process hearings and asked how funding requests were being handled.
A district staff member said determination of who needs those supports is made through the Individualized Education Program (IEP) process and through evaluations; the staff member said the district budget includes funds to be used when those supports are deemed necessary through the IEP process. The staff member added that court-ordered services are handled through the people-services department.
No formal board action followed the public comments; the meeting moved into routine agenda business after the public-comment period.
Ending
Board members who spoke during public comment offered to follow up individually with residents to provide more detailed, student-specific information.
