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• OCS: Twenty p /us teachers at [X School] are trained by Schools <br />Attuned. The school works closely with Michael Toronto to <br />increasingly implement Schools Attuned, which provides binders of <br />ideas to assist teachers in preparation. <br />• OCS: We have a challenge this year; 25 EC children in 5th grade; <br />inclusion and pull -out are used 2 EC teachers at this [X School] <br />serve 55 EC students. While within the state limits, this has proven <br />difficult. Our school would benefit from district initiative to <br />study /compare numbers of EC students served. Principal would like <br />to provide lower loads for EC teachers. <br />• CHCCS: We follow federal procedures. Also have an SST (Student <br />Support Team) which handles teacher of parent concerns with <br />academic, behavioral, social or emotional issues in order to increase <br />students' success The team meets every other week; students are <br />assigned a case manager who follows up on the understanding their <br />needs and situation. The team brainstorms with the teachers to find <br />new approaches for that student. If things are blatant, then the <br />student is referred to the IEP team. Now there are also DEPs <br />(Differentiated Education Plans) for gifted children and PEP <br />(Personal Education Plans) for students who need to take an EOG two <br />or three times to pass. <br />• OCS: Principal worked closely with EC teachers to restructure the SA T <br />(which had turned into a rubber stamp for the IEP). Focus now is to <br />brainstorm solutions and consider all of child's potential needs using Comer's <br />Six Developmental Pathways mode% SA T watches for issues K -1; at 2 -3 on <br />alert for kids who might hit the wall -then consider LEPpiece. Big need for <br />SA T training at district level regarding what works,' needs a shot in the arm <br />from district. <br />• OCS: Greatest area of need is for extreme behavior needs and <br />extreme learning disabilities; school needs more state crisis <br />assistance. Would like to see a cohort of well trained folks to work <br />in schools with children. Crisis assistant is only paid for days when <br />students are in school, but when can she get training and work with <br />teachers.2 <br />Student Services <br />In this section we will also review the number of persons employed under the <br />category of student services. Obviously there is a continuum of care and instruction that <br />responds to students experiencing difficulties. It is possible that early identification of <br />difficulties accompanied with appropriate intervention may sufficiently effective to <br />CHCCS /OCS Final Report 71 <br />