Where Do I Fit In? Schoolwide Immersion of

Special PopulationsShannon Baker, Consultant

Special Populations, Civil Rights, Equity

NCDPI

Shannon Baker, Consultant

Special Populations, Civil Rights, Equity

NCDPI

Objectives

• Address the activities where non-instructional CTE staff does not feel involved;

• Ideas on how non-instructional CTE staff can involve themselves;

Typical School-wide Meetings

• PLC/PLTs

• Department meetings

• Early Release Days for PD

• Faculty meetings

• Others?

We ask ourselves…

Question

Since I’m not a teacher, what does any of this instructional-based have to do with me?

Answer

EVERYTHING!!

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.

Our purpose…

• 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

Within Special Populations

Within Career Development

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.

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

Stakeholders…

• 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

Individuals w/ Disabilities

Economically Disadvantaged

Stakeholders…

• CTE teacher• Core class & other

elective teachers• Coach • Counselor• CTSO advisor

• CTE teacher• Core class & other

elective teachers• Home hospital

teacher• Counselor• Coach

Non-traditional Students

Single Parents

Stakeholders…

• CTE teacher• Core class & other

elective teachers• Coach • Counselor• CTSO advisor

• CTE teacher• Core class & other

elective teachers• Home hospital

teacher• Counselor• Coach

Non-traditional Students

Single Parents

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)

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?