Agenda - 04-14-2005-3 - Laserfiche WebLink

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of the total student population) in OCS, and 1333 (or 11.7% of the total student population) in CHCCS. It is interesting to note that the OCS Exceptional Children (EC) numbers of 17.6% are well above the national average which usually runs about 12% of the school population. This finding invites further scrutiny in order to determine whether this larger proportion of children identified as having special needs reflects over-classifying or under- serving these students. The most striking achievement disparity that we have observed is the significantly lower achievement of OCS students with disabilities compared to the achievement of CHCCS students with disabilities. The percent of middle school special needs students at or above grade level on EOG achievement tests in CHCCS is 63.1%; in OCS it is 49.4%. We may assume that the number of exceptional children's teachers and assistants in CHCCS working with these students as well as the personnel available to coordinate this work in the schools and central office may play a factor in the achievement of these children. Curriculum leadership is important for the continued development of instruction in these districts, OCS schools have significantly fewer central office staff to guide text book adoption, development of instruction, analysis of district dnta, and professional development than CHCCS. This distinction in curriculum leadership is critical because of the challenges facing these districts: the need to align curriculum across the district, and to assure that it prepares students for proficiency examinations; the need to balance instruction focused on proficiency with instruction for deep understanding and cognitive fluency; the support of all students in heterogeneous and inclusive classes through differentiated curricula; and access to and utilization of research that provides analysis of extant materials and methods and proposes improved methods of instruction. Recommendnfions Incrensing OCS Resources Pre K-12 1. Increased Provision of Social Workers Given the individualized instruction and support that children with special needs require, OCS needs more specialists to work with students at every level of the system. Acknowledging the difficulty of finding resources to increase the number of certified EC teachers to work with students, we recommend that the county explore how to increase the number of social workers for every Orange County school. Perhaps the County can use some portion of social service funding to provide this support for students,. 2. Increased Resources for Exceptional Children (EC) Specialists in OCS Social workers will alleviate some of the strain that OCS schools deal with as they work to support students in crisis. But nt every level of OCS this system needs to be buttressed. Student Assistance Teams need training, crisis intervention counselors need to