North Carolina has been recognized as a state in need of improvement in special education programs, based on recent findings shared at the State Board of Education meeting. These findings highlighted specific challenges and opportunities for growth in meeting the needs of students with learning differences. According to a report presented to the General Assembly by the Office of Exceptional Children (OEC) at the N.C. Department of Public Instruction, the performance of students with learning differences is below target, and several key steps are being planned to enhance the state’s approach to special education. This report compiles data from the 2022-23 school year to underscore the ongoing need for robust improvement plans for special education.
Although there has been a slight increase in grade-level proficiency among students with learning differences, OEC Senior Director Carol Ann Hudgens emphasized the necessity for substantial changes to accelerate progress. “While this is an improvement post-pandemic — and a credit to exceptional educators statewide — the rate of improvement remains of concern,” Hudgens noted. “Therefore, improvement strategies or activities must either be expanded or changed in favor of ensuring all resources are aligned with programmatic priorities.”
Performance Data
The report provided comprehensive proficiency data for students with Individualized Education Plans (IEPs), which are essential documents that outline personalized goals for students with learning differences within special education programs. These proficiency rates were shared for students following both regular and alternative academic achievement standards. Additionally, the report measured participation in standardized testing among students with IEPs, with data indicating that 98% of students with IEPs took reading and math exams, covering students in fourth and eighth grades, as well as high schoolers.
Data on accommodations for testing was also provided. For instance, 63% of students with IEPs utilized accommodations during reading exams, while 70% did so for math. Despite the accommodations, only 19% of students with IEPs achieved grade-level proficiency in 2023, underscoring the importance of improvement plans for special education.
Learning Environments
The state maintains records on the diverse learning environments provided to students with IEPs. The report outlines three primary educational settings for students from kindergarten up to age 21: a regular classroom for at least 80% of the day, a regular classroom for 40% or less of the day, and separate settings, which include specialized schools, residential facilities, or hospital placements. Data from August 2023 indicated that the majority of these students spend 80% or more of their day in regular classrooms, reflecting efforts to support inclusive education.
For preschool students (ages three to five), the report shows a slight increase in regular classroom placements or special education settings. These environments offer young children with disabilities or developmental delays tailored support to begin their educational journey successfully.
Graduation Data
North Carolina’s Future-Ready Course of Study outlines that all students, including those with learning differences, require 22 credits to graduate from high school. Some students are eligible for the Occupational Course of Study (OCS), an adapted curriculum specifically for students with learning differences. Through OCS, students earn the same number of credits but follow modified course requirements and receive a standard high school diploma. “The Office of Exceptional Children continues its collaboration with the NDPI Office of Academic Standards to ensure that students with significant cognitive disabilities have access to the Future Ready Course of Study as evidenced by its contributions to the revisions of the Extended Content Standards for Science and English Language Arts,” the report noted.
In the 2022-23 school year, approximately 76% of students exited high school with a standard diploma, just short of the target goal of 79.52%. The report attributes this decrease in graduation rates to the transition back to in-person learning after the COVID-19 pandemic, with about 19% of students with IEPs exiting high school by dropping out.
Transitional Services
Transition plans play a crucial role for students as they move between phases of their education. For younger students, the report indicated that most infants and toddlers receiving disability services had an IEP in place by age three, though some delays occurred due to meeting, evaluation, and transportation logistics. For students exiting high school, transition services are equally vital, as they assist with setting postsecondary goals, supported by transition assessments and study plans. However, only 60% of eligible students completed these steps, falling short of North Carolina’s 100% target.
Steps Toward Improvement
The United States Department of Education’s Office of Special Education Programs (OSEP) evaluates each state’s performance in special education across four levels: meets requirements, needs assistance, needs intervention, and needs substantial intervention. North Carolina’s performance for the 2022-23 school year placed it in the “needs assistance” category, joining 37 other states.
In a recent presentation to the State Board of Education, Hudgens outlined strategic improvements designed to strengthen the special education departments across North Carolina. Key initiatives include creating networking opportunities for prospective special education teachers and launching an Exceptional Children (EC) mentorship program to address teacher shortages. “It is our hope that these early networking experiences convey the support available to our future talent and assist our local EC administrators with filling vacancies. If this is successful, we plan to repeat the event at our spring EC Administrators Conference,” Hudgens explained.
To further enhance improvement plans for special education, Hudgens shared plans for utilizing federal funds to boost targeted technical assistance programs and increase professional development for EC educators. This includes refining the state’s strategy to ensure more effective resource alignment with educational priorities.
Valerie Williams, Director for the Office of Special Education Programs, expressed support for North Carolina’s commitment to improvement. “OSEP appreciates North Carolina’s efforts to improve results for children and youth with disabilities and looks forward to working with North Carolina over the next year as we continue our important work of improving the lives of children with disabilities and their families,” Williams stated in a letter to DPI.
Through these improvement plans for special education, North Carolina aims to foster better learning environments and outcomes for all students with disabilities. The continued commitment to improving educational access and performance remains vital to ensuring these students have the resources and support they need for long-term success.
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