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When a student gets pulled for SpEd it's going to be in English. How are we making sure those skills are transferring to Spanish? Because they get SpEd now they don't qualify for Spanish reading support. I feel this is such an injustice for our Dual students that are low. They can't read in either language but now their minutes are in English and will only get Tier 2 support from me in Spanish. How am I making sure that I am now following the IEP for their Spanish needs.

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Some BrM entries made by classroom teachers get deleted or removed and therefore does not accurately reflect what is happening at school each day

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there is distrust between many staff members and some sst members (not all) due to various reasons

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Heavy hitting classrooms...multiple IEP's...all these meetings are so much. It really affects a teacher's confidence when we walk away from every meeting feeling like our opinion doesn't matter and all the decisions were already made.

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It is difficult when SST members do not adhere to the student's schedule and there is no follow up communication. Thank you Mack and Evans for always communicating if/when you will not provide services and for communicating with classroom teachers on finding a good time to make up the minutes.

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some SST members schedules are consistently changing or "being worked on" over and over again when asked why they are not coming at scheduled times

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Provide the choice to have problem solving meetings during plan time vs. having to plan for a sub.

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Planning IEP or problem solving meetings outside of our plan time.

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working with an inclusion facilitator or SST member really impacts a teachers time for plan or before and after school due to the amount of meetings for some classes that have high amount of needs. Teachers consistently lose their plan time as a result, especially in the past two years where their teammates do not.

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Thank you Mack for your continuous support

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Consistent scheduling.

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To be honest, there is a division between classroom teachers and the SST team (not all members). This needs to be remedied.

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Working 1-1 with student, letting student choose favorite tasks or activities.

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Not knowing all of my student's schedules. Sometimes they get pulled at their time, other days they don't. If their scheduled minutes are going to change, teachers should be told.

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We have a shared data sheet that we all add to daily about a student's behavior, which also gets shared with mom.

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some major behaviours are not being documented at all by some staff therefore things look like they are going great for particular students

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Inviting MTSS to PLC to collaborate - understand Gen Ed curriculum.

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SST should meet with ALL teaching and support staff when a new BIP is being implemented or changing.

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Defiance, wait time, and getting student to begin task.

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When students are pulled it's difficult to get them to join the lesson already in progress when they come back.

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Thanks so much Shannon and Nina for being consistent with your minutes and communicating when you will be missing time.

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SST pulling students during Tier 1 math because there is no consistent schedule and they just pull them when they can.

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As a support staff, when students have a BIP, I am many times unsure about how to correctly implement.

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Difficult to find time where ALL team members can attend meetings and discussions including classroom teachers, case managers, & service providers

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When there are discussions without the teacher present, the teacher needs to be aware when there are changes regarding their student(s).

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Shannon is always adhering to her schedule and soliciting feedback and offering help if needed which is much appreciated.

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when schedules are not followed and make up minutes are made, teachers have no idea how long students will be out of the room . if this is a heavy hitter kid it makes it difficult for others to know when they can be pulled and others have to go find that student to pull them for their scheduled time

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I personally feel, as the classroom teacher, that my input and expertise does not matter and that SST is making all the decisions regardless of my opinion.

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I appreciate being invited to problem solving meetings as a classroom teacher.

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We appreciate being invited to meetings to problem solve with all team members.

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Sharing the schedule of student for staff who sees them.

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We as a team need to value each others perspectives, more importantly the ones who are with the students for the majority of their schedules.

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schedules are named as "sometimes a particular day". Staff never know when that sometimes will be or when to expect a SST member to come or not

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Shannon and Christine are very consistent and helpful.

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Sometimes it's difficult to know how to differentiate assignments to their needs.

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Making sure all stakeholders know when problem solving meetings are happening, including the classroom teacher, interventionists, and other support staff.

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Finding time to modify curriculum to meet student's needs according to IEP.

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Service providers come into the classroom and have side conversations while the teacher is trying to teach.

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We appreciate being given a schedule that is adhered to and being communicated with in a timely fashion when there are changes to the schedule.

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Heavy hitter classrooms present difficulties to manage all accommodations and meetings necessary and it follows that group from year to year for the next teacher

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There is a growth opportunity to work on communication with other staff members that see the same students with IEPS when new things are implemented. For example, who is the point person to communicate changes?

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Be updated whenever there is a change in the schedule, we know it is in the folder but it is difficult to always be checking.

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not ALL staff consistently document behaviors in BM therefore data is not accurate (The person who witnesses the situation is not entering it or calling the parent, it is falling onto the classroom teacher or another adult who did not witness it)

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It is disruptive when students are pulled randomly not according to the schedule.

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Clear communication about decisions being made about students who may be going through the initial problem process.

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Miss Evans is FANTASTIC in communicating, collaborating, supporting any and all needs in every area of a student's IEP as well as any concerns teachers raise and request assistance with

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We don't have schedules from all of the service providers. Extremely hard to plan instruction.

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Finding time to adapt the curriculum resources for those students who have an IEP/ knowing what best scaffolds would work best for those students

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Mack and Evans have been great supports in implementing visual and academic supports for SPED students.

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Unclear or inconsistent communication from service members

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Meetings at the beginning of the year, in person, to discuss IEP students and their accommodations.

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It is very hard to keep track of data, and teach at the same time with multiple students that need data tracking.

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Not having access to the IEPs or 504 for any staff (besides classroom teacher) that teaches the student.

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Not every teacher puts referrals into Skyward. Sometimes the teacher who observes the behavior tells the classroom teacher but does not document it.

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Lack of knowledge of SPED accommodations and access to visual supports like Boardmaker. We are not SPED teachers or SPED trained.