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It's important to get rid of the "one off" core classes that don't have the same WOW planning time. Or, if there is a one off for scheduling building purposes, it might be best to not put students with IEPs in there. It's a logistical issue that really makes things hard unnecessarily. Looking at this year, there are two second hour classes. One has 1 student with an IEP and is part of the WOW team, and the other has 5 students with IEPs and isn't part of the WOW time. Those 5 could be in the other class. I think focusing on this will pay off, if it's possible.

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Sometimes it isn't defined, and that is OK. We adapt. Days are different. Once C3 started, we went with Napoleon's battle plan: First we show up, then we see what happens. It has worked. As long as there is communication, we adapt.

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I need to work on not feeling the constant need to record every single thing I do throughout the day because I am worried my team thinks I don't do anything throughout the day, since I am not in classes every day, all day.

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We know our kids. Some teachers are hung up on the fact that "the IEP says they take tests in a separate settings, so they DEFINITELY are going out of the room". Those accommodations are AVAILABLE to the kid, but they may be maturing and not needing that crutch anymore. We communicate with them and make sure they are comfortable.

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We have less space this year designate as open to work with students. Losing E29 to resources has really impacted our ability to find spaces to work with students.

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Applied Geometry really needs C3 support.

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If teachers knew where to send students during our open hours, teachers would send kids to us more. This year we really don't have any rooms open for that.

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We could use a designated quiet space for F&P testing. Right now we really scramble for space.

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I think having C15 and A30 would be the perfect 2 rooms for resource. E29 is not the best spot. Gets too crazy with anything above 7 kids. Teachers trying to get work done just can't get anything done. Would be a perfect room to take kids to test.

Maybe give us access to B22 as an option? We can check the calendar to see if it is open and sign up for it to give an assessment if needed.

OTHER CONCERNS:

Resource subs. If we cover for each other, it is never a problem. But if there are subs outside of SPED, it can be a challenge. They might think, "Oh, this hour is quiet. They are working hard". But kids might just be quiet because they are struggling and not asking questions. We normally leave a list of things kids need to do, but they just don't know our kids. They don't have access to GoGuardian to monitor.

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The English office space could be transformed into a space where we could work with students. Put in a table and chairs instead of 2 desks.

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It would be great to have a grade-level resource happening during that teacher's WOW time. (ie, sophomore resource during Max's WOW time).

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Ideally, we would have no more than 2 scheduled hours . Those of us teachinrg 3 classes find it very difficult to adequately serve students.

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Social studies: Oswald feels listened to, but the department is too focused on curriculum in general to really work on student barriers and access.

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Having teachers trust us that we signed the right kids up for the right classes. Yes, we are aware this class is a little more rigorous. We as an IEP team talked this over.

Looking over the IEP/glances. If you're concerned that a student with an IEP is in your AP English class, be aware they have a deficit in math.

Keep making scaffolds that were previously "set aside" for SPED students available to all students.

More streamlined lessons. Not losing autonomy as a teacher, but here are the first 5 slides for this new unit, what we are trying to learn, and what the unit will entail. After that, go nuts.

Some teachers could utilize us more. But for others, working things out at the start of the semester and having a plan can save everyone TONS of time.

Give us more Canvas access for classes we cover. We are professionals. We can give a kid a re-take, assess what they know, and adjust the grade while putting notes in.

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If I could get a key for Moder's (A21), Brey's (A15), and Novak's (E24) rooms, then I would not need to disrupt class when I come and have to knock on the door and wait for someone to open the door for me. I would be able to support more efficiently.

Sincerely, Plump Otter

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Bio is willing to listen about special Ed kids, but not around universal design.

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Physical Science, with all its new teachers, has become very hard to support.

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Math A & Math B being offered at the same time, at the beginning of the day (1st hour) is perfect, and we would like to keep it that way, so that it doesn't interfere with IDMS's schedule (ie. leaving for the day at 3:15, going out in the community in the afternoons).

If we could not offer more than one section of English 1 during the same time as Math A, would be ideal. 1st semester only 1 section of English 1 was offered first hour, which wasn't so bad, but now 2nd semester there are 2 sections of English 1 first hour, and I am unable to support them during their worktime because I am teaching Math A.

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We're still having huge discrepancies in some departments with assessments.

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In English 1, Bork is often asked, "What do you see from a special Ed lens."

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We are going into classes just when we are most useful, rather than being in class for the whole time. A side note...it would be nice if teachers didn't close the door all the way, so we have to knock and interrupt class.

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Some regular Ed teachers are "coming around" on the C3 thing, especially after getting some things cleared up.

Dealing with a lot of these issues on the front end really makes things easier. In the past, WOW would be "here's what we are going to do.......now let's add the SPED aspect". Now it is all dealt with from the get-go.

Time issue with having to prepare for assessments, administer assessments, and get missing assessments in. I feel I can't get into the classroom as much as I would like.

Keeping conversations with the IEP/504 kids helps get things organized. Can get into a groove after a few weeks of a semester.

If class has work time, it is agreed to pull kids into a different room/resource to assist with work.

Know your kiddos. I have some that want out of the room for work time, and others that are fine working in the room as long as I keep up with their progress with comments and chats.

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Some of the new teachers are not utilizing our C3 people as much as they could. It's possible they need some more training in how we can support them.

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Some reg Ed teachers want us to be more available, but sometimes we can't be.

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When a teacher teaches 3 classes, it's much more difficult to find time to see kids.

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Oswald works with the teacher and figures out when their resource is and swaps their class and resource so that he can read the tests to them in their resource.

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3rd year Social Studies is crushing it. No worries.

Amy von Holzen has been a champ helping with this.

We have utilized the other SPED teachers in our core area to help out if conflicts arise.

6th and 7th hours seem to be a little more crowded as far as that goes.

If there is a resource that is open, we use that to be a little more fluid.

Being able to utilize a room like A30 was helpful for my resource, which was crowded.

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Max covers 1st and 2nd hour tests for Beno.

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Max pulls students into his resource to read tests.

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Beck sends kids that need extra help to Hoff's resource or he uses W hours to pull those kids in.

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Llanas and Beno swapped resources, except for Tuesday when Beno has WOW, so that Llanas can go to Thurwatcher's 3rd hour.