# data[].attributes.body
Strength in essentializing tasks

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Students who require accommodations, check-ins, behavior support, support with organization.

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Students who require accommodations, check-ins, behavior support, support with organization.

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Someone with skills that are better suited to co-teaching or IF roles

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Student who needs assignments chunked and consistent feedback/check-ins..

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Student who needs assignments chunked and consistent feedback/check-ins..

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Inclusion support can provide support during targeted times of the day...allows for support across grade levels

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someone who will help kids without being told to by the gen ed teacher.  Takes the initiative 

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someone who will help kids without being told to by the gen ed teacher.  Takes the initiative 

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One that does not perseverating on seeing a task through to the end. 

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One that does not perseverating on seeing a task through to the end. 

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It can be flexible based on the student needs and difficulty of lesson

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It can be flexible based on the student needs and difficulty of lesson

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This person could "float" to different classrooms for different lesson based needs.

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No longer locked into co-teaching times during the day.

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Strong at initiating task for students to get them started and breaking down materials

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Teachers being accepting to the fact that they will only have a co-teacher part of the time. More efficient use of staff.

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Having spec ed teachers locked into a rigid schedule that requires them to be space/time bound without flexibility

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Students who may need accommodations and modifications but just need someone to check in with them to keep them on track

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Students who may need accommodations and modifications but just need someone to check in with them to keep them on track

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Students who need support (academic, organization).  Also students who could use someone to check in with them to see their progress.

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Students who need support (academic, organization).  Also students who could use someone to check in with them to see their progress.

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Issues with certification in subject areas

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Enjoys the flexibility of working with a variety of teachers - someone that thrives on interaction with multiple peers rather than one or two people 

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Enjoys the flexibility of working with a variety of teachers - someone that thrives on interaction with multiple peers rather than one or two people 

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Students who benefit from an additional check in (executive functioning skills, behavior, social skills)

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Students who benefit from an additional check in (executive functioning skills, behavior, social skills)

# data[].attributes.body
Addressing the notion of a co-teacher needing to be present for every block and/or content area of the day.  Push-in support can be more strategically planned in advance.  Student needs can potentially better dictate the scheduling of consultative support.

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someone who is very stuck in having students "keep up"

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someone who is very stuck in having students "keep up"

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Ability to help breakdown complex tasks into achievable outcomes for students

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Ability to help breakdown complex tasks into achievable outcomes for students

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Better use of the teachers time and could be focused on student needs and strengths. Teacher time was focused to where and when the student needed the support.

# data[].attributes.subject
Better use of the teachers time and could be focused on student needs and strengths. Teacher time was focused to where and when the student needed the support.

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somebody who needs constant direction

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-Weak communication skills
-Lack of content knowledge

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Students who would benefit from executive functioning assistance.

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Students with organizational and executive functioning challenges

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Someone with strong student relationships  - students view this person as someone they are willing to seek help from.

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Relationship with the teacher where the push-in is occurring

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Relationship with the teacher where the push-in is occurring

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Ability to jump in and adapt with various classroom styles