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6 <br /> Commissioner Fowler asked about the waitlist despite available slots. <br /> Sophia Mapp explained that the 97 waitlisted students were all in the tuition category, <br /> while slots were being held for students qualifying under Head Start, NC Pre-K, EC, or subsidy <br /> programs. <br /> Vice-Chair Hamilton asked what types of students are in Separate classrooms. <br /> Sophia Mapp said these students all have IEPs and have significant special needs. She <br /> explained that they are typically performing at about a one-year-old level, so the curriculum is <br /> altered for their individual needs. <br /> Commissioner Portie-Ascott asked for additional clarification on why the students on the <br /> waitlist can't move up to the vacant slots. <br /> Sophia Mapp explained that despite having some vacancies, the district maintains specific <br /> slots for students who qualify under the Head Start, NC Pre-K, EC, or subsidy programs, and <br /> those slots cannot be filled by tuition-paying students due to stipulations. <br /> Commissioner Portie-Ascott asked about potential solutions to address serving the 97 <br /> students on the waitlist. <br /> Sophia Mapp said the challenges are not only about physical space but also heavily <br /> influenced by the nationwide teacher shortage, particularly in early childhood education, which <br /> mandates additional licensure beyond what is commonly required for elementary teaching. <br /> Funding constraints compound these issues, restricting the district's ability to expand current <br /> offerings. <br /> 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 /> opportunifies 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 /> - ,�� <br /> move Hu-CornaroCtyScho b I�n��g THINK(AND ACT) <br /> Robert Bales, CHCCS Chief Academic Officer, continued the presentation. He said that <br /> after two years of committee work evaluating various schedule options, the district has <br /> successfully aligned all four high schools, which previously operated on three different schedules. <br /> He said the new schedule aims to provide more opportunities for students, open pathways for <br /> partnerships with Durham Tech, and reduce economic pressure on students who previously took <br /> multiple AP courses simultaneously. <br />