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Where Do I Fit In? Schoolwide Immersion of Special Populations

Where Do I Fit In? Schoolwide Immersion of Special Populations. Shannon Baker, Consultant Special Populations, Civil Rights, Equity NCDPI. Objectives. Address the activities where non-instructional CTE staff does not feel involved;

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Where Do I Fit In? Schoolwide Immersion of Special Populations

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  1. Where Do I Fit In? Schoolwide Immersion of Special Populations Shannon Baker, Consultant Special Populations, Civil Rights, Equity NCDPI

  2. Objectives • Address the activities where non-instructional CTE staff does not feel involved; • Ideas on how non-instructional CTE staff can involve themselves;

  3. Typical School-wide Meetings • PLC/PLTs • Department meetings • Early Release Days for PD • Faculty meetings • Others?

  4. We ask ourselves… Question Since I’m not a teacher, what does any of this instructional-based have to do with me? Answer EVERYTHING!!

  5. Our purpose • Our purpose as non-instructional staff is to assist our teachers and students within CTE AND other curriculum areas. • Keep in mind that as we support our students in CTE, we can take advantage of the opportunity to support them in their other classes as well.

  6. Our purpose… Within Special Populations Within Career Development • Outreach/recruitment • Assessment & prescription • Coordination with other service providers • Monitoring access, progress, & success • Annual accountability & planning • Career development • Preparatory services • Transition services • Partnerships • Professional development

  7. Who are members of Special Populations? • Individuals with disabilities; • Individuals from economically disadvantaged families, including foster children; • Individuals preparing for nontraditional training & employment • Single parents, including single pregnant women; • Displaced homemakers; and • Individuals with other barriers to educational achievement, including individuals w/ limited English proficiency.

  8. Identify stakeholders… Who in our school building takes part in the success of special populations students?

  9. Stakeholders… Individuals w/ Disabilities Economically Disadvantaged • Case manager/SPED teacher • CTE teacher • Core class & other elective teachers • Coach • Counselor • Teacher Assistants • CTE teacher • Core class & other elective teachers • Coach • Counselor • PTSA

  10. Stakeholders… Non-traditional Students Single Parents • CTE teacher • Core class & other elective teachers • Coach • Counselor • CTSO advisor • CTE teacher • Core class & other elective teachers • Home hospital teacher • Counselor • Coach

  11. Stakeholders… Non-traditional Students Single Parents • CTE teacher • Core class & other elective teachers • Coach • Counselor • CTSO advisor • CTE teacher • Core class & other elective teachers • Home hospital teacher • Counselor • Coach

  12. Our School Community • Case manager • Counselor • Coach • CTE teacher • CTSO advisor/club advisors • Core & elective teacher • Home hospital teacher • Media specialists • PTSA • Resource officers • Teacher assistants • ESL teacher • Administration (Principal, AP) • Intervention Coordinator • Administrative staff (School secretary, attendance secretary)

  13. Activity Given your identified stakeholders, how can non-instructional CTE staff collaborate w/ other faculty and staff within the school to ensure special populations students are being services?

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