031505 Work Session attachment 1

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Exceptional Children (EC) Services One of the greatest differences between the school districts is the percentage of their students who are categorized as exceptional because of a learning disability, emotional or behavioral problems. As noted earlier, although the total student population of OCS is 40% fewer than CHCCS, its population of students with disabilities is 12% larger: 1,138 (or 17.6% of the total student population) in OCS; and 1,333 (or 11.7% of the total student population) in CHCCS. As shown in Table 11 (Part A), the area of greatest divergence between the two districts is in the area of Speech and Language Impaired (2004 -2005: CHCCS: 8 %; OCS: 18 %). It is interesting to note that the OCS EC numbers of 17.6% are well above the national average which usually runs about 12% of the school population. This is a finding that invites further scrutiny in order to determine whether this larger proportion of children identified as having special needs reflects over classifying or underserving 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 (see Table 20, Part A). 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 Chapel Hill 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 in CHCCS. There are many different programs and personnel employed both districts to address the needs of this population, and in some cases comparison is difficult because the job titles may differ from district to district or the job functions may be distributed differently. In CHCCS an executive director supervises both the areas of student services and exceptional children. In OCS those two areas are supervised by two separate directors. The EC director in OCS is new to this position. It is customary for her and the CHCCS director to meet monthly. Inclusion is the preferred placement for children with exceptionalities. This means that for much of the day children with learning, emotional or physical disabilities spend time in regular heterogeneous classrooms. EC specialists called Resource or Collaborative Teachers spend time in regular classrooms modifying curriculum, helping to set accommodations, and providing instruction for exceptional children. CHCCS OCS Resource /Collaborative Teachers 55.5 18.5 And they are supported by these aides: CHCCS OCS Resource assistants 51 30.5 CHCCS /OCS Final Report 68