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And <br />• 005: All field trips are curriculum based,- work to prioritize and be <br />reasonable. Opportunities include pumpkin patch for Kindergartners, <br />Washington DC for fifth graders. School figures per -child cost and PTSA <br />contributes for any child to enable their participation,' e.g. every 5t17 grader <br />goes to DC. There is an issue with field trips: minibuses for special needs <br />children don't alwaysget to school in time. They need to be here the entire <br />day and on time. <br />Co`n`nunity Volunteers <br />Parents are a resource for schools. They can help out in classrooms, help supervise <br />lunchrooms, provide additional supervision for field trips, and make presentations to classes. <br />Availability of this support varies with schools and with SES of the school community. <br />Proximity to the UNC- Chapel Hill campus brings many more university students into <br />the CHCCS than into OCS schools. <br />f. Limitations of the Study <br />Given the time and funding available to us, we have had to focus our work on <br />personnel and achievement data. We recognize that there are important qualities of the <br />school experience that greatly influence how students see themselves as learners and <br />appreciated members of a school community that we have not been able to assess. Neither <br />have we interviewed parents or teachers or observed instruction. Without this degree of <br />scrutiny we are not able to comment on how well resources are being used, or how well <br />professional development is established and sustained. <br />We have appreciated the hospitality of the school principals and the central office <br />personnel who have worked so diligently to produce the information that we have requested. <br />CHCCS /OCS Final Report 78 <br />