Address Special needs populations

1. Address Special needs populations Make it known to everyone that the school does not discriminate based upon race, gender, disability, socio-economic status, etc. School follows the guidelines established by No Child Left Behind and IDEA 1997 Students will be educated in the general education classroom to the level appropriate for individual students with grade level peers as studies indicate this leads to increased self-esteem. socialization skills, student achievement, and acceptance

2. Address Special needs populations (continued) Accommodations and supports will be provided in the classroom by general education and special education teachers working cooperatively The school will have an open house for special needs parents and students to ask questions and tour the school (helps to reduce anxiety for special needs students) The school will conduct a climate survey for special needs parents and students to acquire data on various topics Activities for special needs students will be held with the assistance of non-special needs students, examples include Olympic Games and mentoring sessions

3. Capitalize on diverse student needs A diverse population brings with it many challenges and many opportunities

4. Capitalize on diverse student needs In order to capitalize on the diverse student needs an administrator should: Provide Heterogeneous Student Grouping Identify Developmentally Appropriate Practices Determine a Inclusive Curriculum Maintain High Expectations Appropriate Physical Environment and Materials Support from Administrators, Families, and the Community Professional Development

5. Provide Heterogeneous Student Grouping  Grouping students in special education classrooms may isolate them from the real world Limit their opportunities to interact with other children Positive results--both socially and academically--for at-risk, ethnic-minority, and language-minority students in heterogeneous student groups. Must be able to identify the individual needs of each child Empowers students to achieve

6. Identify Developmentally Appropriate Practices Emphasizes the use of an interactive or experiential teaching model marked by guidance and facilitation rather than control of student learning by the teacher. Developmentally appropriate early childhood program emphasizes the following: Active, senses-based exploration of the environment. Self-directed, hands-on learning activities balanced with teacher-directed activities. A balance between individual and group activities. Regular and supportive interaction with teachers and peers. A balance between active movement and quiet activities. Ongoing observation and assessment, which informs the program.

7. Determine a Inclusive Curriculum  Emphasizes the strengths but accommodates the needs of all children An Inclusive Curriculum: Is based on sound theoretical principles of how children learn and develop. Is designed to achieve long-range social, emotional, cognitive, and physical goals. Includes realistic and achievable expectations that allow children of varying abilities to work at different levels on different activities.

8. Determine a Inclusive Curriculum (continued) Reflects the needs and interests of individual children and incorporates a wide variety of learning experiences. Builds upon what children already know. Engages children actively. Supports individual, cultural, and linguistic diversity, providing a balance between the dominant culture and the minority culture. Emphasizes the value of social interaction. Is flexible and can be adapted to individual children or groups.

9. Maintain High Expectations Schools that establish high expectations for all students--and provide the support necessary to achieve these expectations--have high rates of academic success By concentrating on assets rather than deficits, ... teachers are predisposed to see more potential in the children they are teaching and are able to treat the children's experiences and backgrounds as resources for learning rather than constraints on it

10. Appropriate Physical Environment and Materials Structure the physical space to involve all children in many different types of group activities Choice of materials is key Images should accurately reflect the major racial and ethnic groups in the community Different groups should be numerically balanced

11. Appropriate Physical Environment and Materials (continued) People of different abilities and people of various backgrounds should be shown doing work and engaging in recreational pursuits with their families Books and other print resources should reflect the languages spoken by children in the group, School signs and communications to the home should be available in the languages spoken by parents and caregivers

12. Support from Administrators, Families, and the Community Unconditional support of school administrators Essential for effectively teaching linguistically and culturally diverse children Parents are the first educators of all young children As parental involvement increases parents appear to develop a sense of efficacy that communicates itself to their children and has positive academic consequences Involve children's parents and families in school activities and decision making Local community offers a variety of resources for professional consultation, informal referrals, and field trips

13. Professional Development Teachers in diverse classrooms require ongoing and appropriate professional development to remain in touch with current research

14. Meeting the needs of individuals/groups with conflicting perspectives Crises can happen anywhere, at any time, and often occur when they are least expected. When crisis occurs, whether collectively or individually, events usually unfold quickly leaving little time for planning. This is why it is incumbent for the administrator to first acknowledge the existence of conflicting perspectives of individuals/groups in the building. An administrator should investigate the seriousness of the conflict. For example, find out which groups or individuals are responsible for the uprising. Find out how many groups are involved. Was criminal activity involved? If so, to what extent? On the other hand, if there is no potential trouble to threaten the citizens, there would not be any need to fast track the development or prepare drastic measures to combat the groups. However, this will not prevent an administrator from being proactive. It is expected that plans do exist for trouble shooters. An action plan to combat or forestall lawlessness must be developed. Other options will include: Developing programs and strategies to combat conflict Implement immediate training on diversity issues Depending on the availability of funds � set up an Office of Minority Affairs

15. Involvement of community resources Community involvement is crucial for creating competent and well-rounded students Students can volunteer to work in the community to improve relations and beautify the community The involvement of local businesses will improve their status and profit by building their image Youth services: help keep students on the college and career preparatory track and out of crime, drugs, and gangs

16. Involvement of community resources (continued) Community involvement can provide various activities such as baseball, knitting club, etc for students to participate The school can allow the community to use the school facilities for their various activities to create trust, cooperation and a sense of community The school can provide a newsletter to inform the community of positive events, activities, and achievements in the school

17. Ways to use school resources and social service agencies

18. School Resources Special Education Advisory committees for students with disabilities Applied Behavioral Analysis Extended school year IEP�s 504�s Speech and Language services Physical Therapy Case workers Guidance/Counseling GT, AP and IB Advancement, Via, Individual Determination (AVID) ESOL (English for Speakers of Other Languages) Blackboard Language immersion Afterschool programs Summer school

19. Social Service Agencies Child Protective Services Adult and Community Education Adventures in Community Education (ACES) Alternative High School Education Community Education/Outreach � Reading Community Education/Workshops � Hispanic/Latino Community Community Education/Workshops � Schools Early Childhood Education � Family Support Educational Counseling Services Gifted and Talented Education Special Education Outreach Special Education Advocacy

20. Ways to fund new and emerging student problems Community involvement is crucial for creating competent and well-rounded students Students can volunteer to work in the community to improve relations and beautify the community The involvement of local businesses will improve their status and profit by building their image Youth services: help keep students on the college and career preparatory track and out of crime, drugs, and gangs Community involvement can provide various activities such as baseball, knitting club, etc for students to participate The school can allow the community to use the school facilities for their various activities to create trust, cooperation and a sense of community The school can provide a newsletter to inform the community of positive events, activities, and achievements in the school

21. Parental Involvement statement The school has good parent attendance at Parent/Teacher conferences and student productions, however, we are looking to improve consistent parent attendance at PTA meetings and concern regarding student performance on the State test.

22. Time Line of Implementation Plans for the execution for these tasks will take place during the summer months � while implementation of the plan will take place during the school year. Each of the programs being implemented in the school will be run by a school improvement committee � each with a subcommittee focused on the specific needs of the program. Subcommittees will be generated based on AP appointed members, volunteers from community and teacher involvement.

23. Task Responsibility

24. University student�s role in communicating the plan to stakeholders University students are expected to take active role in communicating crises implementation plan that had been approved by the administration. Implementation is the key. It is expected that crisis communication plan had already been made known to students. Further, one would assume that students did practice some possible crisis scenarios prior to being asked to carry the school�s plan to stakeholders. We will consider: - 2 - students as touch bearers in communicating our plan to stakeholders assist students to start campus newsletter (c) creating part-time employment positions for students

25. Role and Tasks of principals Role The principal is the face of the school and the its 1st representative Tasks The principal needs to be a good delegator who selects the right people in place to implement initiatives and supervise activities Needs to be very visible and promote positive relations with all stakeholders Needs to be able to set priorities and attend to the most important and pertinent matters first Needs to supervise public relations meetings or delegate this responsibility to individuals trusted to carry out the school�s vision and initiatives

26. Role and Tasks (continued) Organize and conduct climate surveys to measure the perceptions of all stakeholders regarding the school and its activities/policies Work alongside local businesses to promote goodwill Promote community involvement and volunteering among students Meet with community stakeholders and involve them in various committees and decision making Be knowledgeable of the laws governing all activities and ensure that they are followed Promote cooperation and acceptance throughout the community of everyone regardless of race, gender, disability, socio-economic status, etc.

27. Role and Tasks (continued) Inform the public of the activities, events, and achievements of the school Be knowledgeable and aware of all activities that occur within the school and personally handle all public relations matters unless otherwise advised by the central office administration Supervise the special needs program in order to oversee the academic programs of all students with IEPs and 504 Plans to ensure that their plans are being met in accordance with No Child Left Behind and IDEA 1997

28. Evaluation Process and Instrumentation Evaluation of program success will be done through the distribution of survey material. Attendance records for subcommittee participation Student data from formative assessments Stakeholder centered interviews concerning the success of introduced programs.

29. Summary An administrator is required to be current with changing demography near or around the school, district, and region. Changing demography has tremendous impact on the school system. It can increase or decrease student population in a school. The increase or decrease may bring with it different cultures, thus creating diversity. Adequate measures are required to curb lawlessness in schools. An administrator can look for funds from any source to address student problems. Therefore, one should watch: The impact of changing demography Be on guard Apply recommendation from research studies