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6 <br /> 1 Commissioner Fowler asked about the waitlist despite available slots. <br /> 2 Sophia Mapp explained that the 97 waitlisted students were all in the tuition category, <br /> 3 while slots were being held for students qualifying under Head Start, NC Pre-K, EC, or subsidy <br /> 4 programs. <br /> 5 Vice-Chair Hamilton asked what types of students are in Separate classrooms. <br /> 6 Sophia Mapp said these students all have IEPs and have significant special needs. She <br /> 7 explained that they are typically performing at about a one-year-old level, so the curriculum is <br /> 8 altered for their individual needs. <br /> 9 Commissioner Portie-Ascott asked for additional clarification on why the students on the <br /> 10 waitlist can't move up to the vacant slots. <br /> 11 Sophia Mapp explained that despite having some vacancies, the district maintains specific <br /> 12 slots for students who qualify under the Head Start, NC Pre-K, EC, or subsidy programs, and <br /> 13 those slots cannot be filled by tuition-paying students due to stipulations. <br /> 14 Commissioner Portie-Ascott asked about potential solutions to address serving the 97 <br /> 15 students on the waitlist. <br /> 16 Sophia Mapp said the challenges are not only about physical space but also heavily <br /> 17 influenced by the nationwide teacher shortage, particularly in early childhood education, which <br /> 18 mandates additional licensure beyond what is commonly required for elementary teaching. <br /> 19 Funding constraints compound these issues, restricting the district's ability to expand current <br /> 20 offerings. <br /> 21 <br /> 22 Slide #8 <br /> High School 4x4 Block <br /> Collaborative design <br /> • 4x4 Guiding Committee: Representatives from schools, counseling, principals <br /> and district leaders explored all scheduling models before selecting 4x4. <br /> • Schedule Development: Focused on creating a structure that opens <br /> opportunities for students while reducing academic pressure. <br /> • Professional Learning Planning: Map out training for pacing, assessment and <br /> instructional strategies. <br /> • Engagement and Training: Inclusive preparation for teachers, principals, <br /> counselors and support staff. <br /> • Communication and Transparency: Regular updates and opportunities for <br /> family and staff input. <br /> THINK (AND ACT)7,777,.- ,pili ,r> <br /> 23 <br /> 24 Robert Bales, CHCCS Chief Academic Officer, continued the presentation. He said that <br /> 25 after two years of committee work evaluating various schedule options, the district has <br /> 26 successfully aligned all four high schools, which previously operated on three different schedules. <br /> 27 He said the new schedule aims to provide more opportunities for students, open pathways for <br /> 28 partnerships with Durham Tech, and reduce economic pressure on students who previously took <br /> 29 multiple AP courses simultaneously. <br /> 30 <br /> 31 <br />