031505 Work Session attachment 1

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preclude the later identification of that student as exceptional and belonging to one of the EC categories. It is also possible that the provision of assistance at the middle and high school levels may be significant in supporting students who are struggling so they do not drop out. CHCCS employ proficiency specialists who create and oversee a portfolio of learning tasks for students who have not achieved proficiency on end of grade tests. There is a half time person in each CHCCS middle school. In OCS teachers perform these functions. CHCCS employ transition facilitators at each high school who set up job placements for students; positions that are not available to OCS students. CHCCS employ two counselors who focus on substance abuse, and one social worker funded by a grant through the Department of Social Services that has continued for four years, who specializes in the issues associated with adolescent pregnancy. APP is also in OCS. These positions are not found in OCS schools. Both districts employ career counselors, one in each high school. In CHCCS they are titled Career Development Counselors, serving in the Career Information Center; in OCS, Career /Technical Educators. CHCCS report 35 counselors in total, and 005 report 17. It is important to note that in many schools counselors assume the responsibility for the scheduling, oversight, and implementation of testing, administrative tasks that take up time that they might be spending with students. Curriculum Alignment and Leadership In an era of high- stakes testing, No Child Left Behind (NCLB), and district accountability, determination of the curriculum is a complex and delicate negotiation. Both districts have a history of school -based and classroom -based curriculum decision - making. Respecting the judgment of highly experienced and knowledgeable teachers, the central system offices have not, historically, provided strong scrutiny nor required conformity. The NCLB demand that achievement data be disaggregated, revealing the achievement progress of specified groups of children and of individual schools, however, has generated attention within each district to the learning needs of their most challenged students. • 005: Principal works hard to match teacher strengths with where the school needs them. Strong grade -level teams are the goal, and principal will move teachers for team strength and stability. Strong teams especially important at 4th grade as so much is required with the testing that you want someone familiar with demands of the test. Teachers need experience and to learn the testing system - they must anticipate the rigors of testing. CHCCS /OCS Final Report 72