50 Questions
L: Why does the school district try to force so many people into the "diploma" or "modified diploma" model?
49: Why do we value wrote skills over social and behavior skills?
48: Who would want their child to be great at integral calculus at the expense of social and emotional skills?
47: If society wants people with special needs to be independent, productive and engaged members of society, why are so few resources spent in this area?
46: Did you know that a new Senate bill passed that will now limit the services that students with special needs who graduate with a modified diploma can receive after high school?
45: The above bill will apply to three of my students, I wonder if they will be grandfathered in or if they will not be able to return to the program once this bill goes into action?
44: I wonder if I overestimate my students sometimes? I find myself challenging and pushing them which is generally good but at times I might be causing some behaviors...
43: What additional training do instructional assistants need?
42: What additional training do instructional assistants want?
41: Do instructional assistants feel prepared to do their jobs?
40: Do IAs feel like they can voice their concerns and needs to their coworkers, the teacher they work with and their supervisor?
39: Where do IAs find the most value or meaning in their jobs?
38: How important is monetary compensation to IAs?
37: Special education takes up vast amounts of resources for the school district, How much more expensive is it to provide an education to a student receiving special educational services as apposed to a student on a general education track?
36: How is the money distributed? (I assume mostly toward support staff)
35: Is the money being used in the most effective way for the benefits of the students?
34: How do I get staff to let students be more independent?
33: How do I get my message/philosophy across to staff in a consumable way?
32: Can you teach old dogs new tricks, so to speak?
31: How do I push students toward a growth mindset?
30: How many students come through our CTP programs and leave with an actual part time job?
29: How can I better connect my students to the service providers that can help them once they leave our program?
28: What service providers are available?
27: How do students qualify for various services?
26: Which services are most crucial for student continued success?
25: My program is part of a district pilot program to assist with a "seamless transition" from high school and CTPs to the services providers and to employment. How do I get some of our students to buy into the value of work beyond our program?
24: Am I setting a good example for staff?
23: How do I handle crisis moments with behaviors?
22: How do my various staff handle crisis?
21: Should I expect them all to do as I do?
20: Can we handle these moments with a variety of roles, responsibilities and skill levels?
19: What are the best ways to debrief with staff after an incident involving students?
18: What are a few good strategies for negotiating conflict between staff?
17: How do I best place staff in areas of their interest and strength while maintaining what is best for the overall program?
16: Am I delegating enough to my staff or is it too much?
15: How would I know the answer to #16?
14: What is the best way to check in with staff about their job, responsibilities, satisfaction etc?
13: How often should I check in?
12: Will some staff require more check ins? Less check ins?
11: What is the best way to continue to do my job and meet my responsibilities while trying to meet the needs of my staff?
10: Am I over thinking the needs of my staff?
9: Are some staff happy to show up, do what their told, get paid and go home?
8: Is that (#9) necessarily a bad thing?
7: How many staff meetings do I need to have per week?
6: Is morning better than afternoon for meetings?
5: Would a meeting agenda help staff be better prepared for the meeting?
4: Could I create a place for staff concerns to be listed and then added to the meeting agenda?
3: Would this increase staffs sense of ownership in the program?
2: How can I gauge staff satisfaction and feelings of team?
1: Are we all working toward the same goal as a team?
45: The above bill will apply to three of my students, I wonder if they will be grandfathered in or if they will not be able to return to the program once this bill goes into action?
44: I wonder if I overestimate my students sometimes? I find myself challenging and pushing them which is generally good but at times I might be causing some behaviors...
43: What additional training do instructional assistants need?
42: What additional training do instructional assistants want?
41: Do instructional assistants feel prepared to do their jobs?
40: Do IAs feel like they can voice their concerns and needs to their coworkers, the teacher they work with and their supervisor?
39: Where do IAs find the most value or meaning in their jobs?
38: How important is monetary compensation to IAs?
37: Special education takes up vast amounts of resources for the school district, How much more expensive is it to provide an education to a student receiving special educational services as apposed to a student on a general education track?
36: How is the money distributed? (I assume mostly toward support staff)
35: Is the money being used in the most effective way for the benefits of the students?
34: How do I get staff to let students be more independent?
33: How do I get my message/philosophy across to staff in a consumable way?
32: Can you teach old dogs new tricks, so to speak?
31: How do I push students toward a growth mindset?
30: How many students come through our CTP programs and leave with an actual part time job?
29: How can I better connect my students to the service providers that can help them once they leave our program?
28: What service providers are available?
27: How do students qualify for various services?
26: Which services are most crucial for student continued success?
25: My program is part of a district pilot program to assist with a "seamless transition" from high school and CTPs to the services providers and to employment. How do I get some of our students to buy into the value of work beyond our program?
24: Am I setting a good example for staff?
23: How do I handle crisis moments with behaviors?
22: How do my various staff handle crisis?
21: Should I expect them all to do as I do?
20: Can we handle these moments with a variety of roles, responsibilities and skill levels?
19: What are the best ways to debrief with staff after an incident involving students?
18: What are a few good strategies for negotiating conflict between staff?
17: How do I best place staff in areas of their interest and strength while maintaining what is best for the overall program?
16: Am I delegating enough to my staff or is it too much?
15: How would I know the answer to #16?
14: What is the best way to check in with staff about their job, responsibilities, satisfaction etc?
13: How often should I check in?
12: Will some staff require more check ins? Less check ins?
11: What is the best way to continue to do my job and meet my responsibilities while trying to meet the needs of my staff?
10: Am I over thinking the needs of my staff?
9: Are some staff happy to show up, do what their told, get paid and go home?
8: Is that (#9) necessarily a bad thing?
7: How many staff meetings do I need to have per week?
6: Is morning better than afternoon for meetings?
5: Would a meeting agenda help staff be better prepared for the meeting?
4: Could I create a place for staff concerns to be listed and then added to the meeting agenda?
3: Would this increase staffs sense of ownership in the program?
2: How can I gauge staff satisfaction and feelings of team?
1: Are we all working toward the same goal as a team?
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