031505 Work Session attachment 1

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Each district has self- contained classes for students with severe disabilities. There are 23 of these classrooms in CHCCS (plus 2 for students in the Occupational Course of Study) and 19 in OCS (plus five for students in the Occupational Course of Study) (see Table 45). CHCCS work with 116 autistic children (about 1/3 served in separate class while 2/3 are served by a combination of resource teachers in the schools and 4 itinerant autism support teachers), OCS work with 36 autistic children. Certified teachers as well as aides are assigned to work with these specialized classes. Table 45. Comparison of Specialists for Students with Special Needs Sources: `CHCC5 and Uc,S UisrricT UTTices, uecernuui C_VV-r CHCCS employ an EC teacher for children with emotional and /or behavioral disabilities at two elementary schools, as well as one designated teacher in every middle school and in each high school. They also use Sliver Grant money to employ a behavior specialist who serves the entire district. OCS employ 1.5 specialists who work part time across the middle and high schools. In CHCCS students with speech and language impairment comprise 8% of the districts students with special needs, and there are 19 full time and two half time Speech Pathologists available to work with them. In OCS students with speech and language impairment comprise 18% of the district's students with special needs and there are 11.5 speech pathologists available to work with them It is estimated that the caseload for a teacher of exceptional children in CHCCS is 1 :20. In 005 it is 1:33. The state standard is 1 :35. Let us say at this point that the provision of this support should not be seen as excessive. By providing this assistance CHCCS frees up its teachers and administrators to focus on instruction and to work with individual students, emphases that may well contribute to the achievement of CHCC5 students that distinguishes the district in the state. CHCCS/OCS Final Report 70 CHCCS* OCS* Autism Teachers 10 classroom, 4 itinerant 2.5 Focal /Life Skills Teachers 16 5 Behavioral /Emotional Teachers 8 3 Behavior /Emotional Specialist 1 1.5 Speech Therapists 20.2 12.5 Occupational Therapists 10.5 3.5 Physical Therapists Visual Impairment Teacher + Assistants 2 1 +2 1 1 +1 Psychologists _ ^^ 7.8 5.5 Sources: `CHCC5 and Uc,S UisrricT UTTices, uecernuui C_VV-r CHCCS employ an EC teacher for children with emotional and /or behavioral disabilities at two elementary schools, as well as one designated teacher in every middle school and in each high school. They also use Sliver Grant money to employ a behavior specialist who serves the entire district. OCS employ 1.5 specialists who work part time across the middle and high schools. In CHCCS students with speech and language impairment comprise 8% of the districts students with special needs, and there are 19 full time and two half time Speech Pathologists available to work with them. In OCS students with speech and language impairment comprise 18% of the district's students with special needs and there are 11.5 speech pathologists available to work with them It is estimated that the caseload for a teacher of exceptional children in CHCCS is 1 :20. In 005 it is 1:33. The state standard is 1 :35. Let us say at this point that the provision of this support should not be seen as excessive. By providing this assistance CHCCS frees up its teachers and administrators to focus on instruction and to work with individual students, emphases that may well contribute to the achievement of CHCC5 students that distinguishes the district in the state. CHCCS/OCS Final Report 70