Academic Support Services
- Academic Support Services
- AIG Parent Survey
- Advanced & Intellectually Gifted (AIG) Program
- Career & Technical Education
- Exceptional Children Services
- Hospital School
- English as a Second Language (ESL)
State Testing Program:
Beginning in Grade 3 through grade 8, all student are administered a North Carolina End of Grade test—math and reading all of the years, science in grades 5 and 8. High School students will be assessed through an End of Course assessments in the areas of: Algebra 1, Biology, and English 1. Students receiving the curriculum through the North Carolina Extended Content Standards will be assessed through a modified version of the End of Grade/End of Course tests called the North Carolina Extend 1.
Students may or may not receive accommodations. If needed, accommodations are determined by the IEP team based on the types of accommodations needed to access the North Carolina Standard Course of Study or the North Carolina Extended Content Standards. Any accommodation a student uses regularly during the student’s typical school program may or may not be eligible for use on the End of Grade/End of Course assessments.
Please consult the Testing Students with Disabilities Handbook available through your Exceptional Children’s Facilitator or online at the State Board of Education for a full description of available accommodations.
Least Restrictive Environment
The Individuals with Disabilities Education Act says:
To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled; and
Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
The IEP team, which includes parents and educators, determines the educational placement for each student. The decision should be made on an individual basis. The IEP team must first consider providing services in the general education class with the full range of supports (e.g. accommodations, differentiated instruction, and personnel supports) before considering providing those services in a special education setting. If the IEP team determines that the least restrictive environment is not the general education classroom for all or part of the day, it must provide an explanation in the IEP as to why the general education classroom is not appropriate.
Durham Public Schools ensures that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services.