# data[].attributes.body
Strong communication between SE and CT but we are missing the opportunity for CT to pair with IA

# data[].attributes.body
How do we monitor student accountability with IAs?

# data[].attributes.body
implementing behavior plans

# data[].attributes.body
difficult for some teachers to relinquish control over some students

# data[].attributes.headline
Could we somehow have the same IA servicing all kids in a class so that relationship with classroom teacher are built, feedback can be built and we could consult 

# data[].attributes.subject
Could we somehow have the same IA servicing all kids in a class so that relationship with classroom teacher are built, feedback can be built and we could consult 

# data[].attributes.body
more IA training-reading and writing development,
behavioral challenges

# data[].attributes.body
Consultation time with ALL providers

# data[].attributes.headline
redirecting, offering breaks, rejoining the group

# data[].attributes.subject
redirecting, offering breaks, rejoining the group

# data[].attributes.headline
It is difficult to find time for regular consultations

# data[].attributes.subject
It is difficult to find time for regular consultations

# data[].attributes.headline
We share a common goal of supporting students and their best interests

# data[].attributes.subject
We share a common goal of supporting students and their best interests

# data[].attributes.body
Consistent communication and follow through

# data[].attributes.headline
Time to get feedback from IA about how the student is doing

# data[].attributes.subject
Time to get feedback from IA about how the student is doing

# data[].attributes.headline
It would be great if the same IA could work in the classroom for each student to keep consistency

# data[].attributes.subject
It would be great if the same IA could work in the classroom for each student to keep consistency

# data[].attributes.headline
Making sure students are supported in all areas, including specials.

# data[].attributes.subject
Making sure students are supported in all areas, including specials.

# data[].attributes.headline
clarity on when support services are happening

# data[].attributes.subject
clarity on when support services are happening

# data[].attributes.body
prior to the school year beginning, time to meet with the team and talk about what this will look like

# data[].attributes.body
when to expect IA support

# data[].attributes.body
Consistent expectations for the many IAs working with one student. Consistent language, consistent consequences for the student. Have the special educator come into the general education classroom to observe IAs to make sure this is happening

# data[].attributes.headline
SE and IA know the curriculum for each grade level well

# data[].attributes.subject
SE and IA know the curriculum for each grade level well

# data[].attributes.headline
consultations that include more members of the teams

# data[].attributes.subject
consultations that include more members of the teams

# data[].attributes.body
ability to run small group directed by classroom teacher

# data[].attributes.body
Systems/records for data to be shared between the team so that CT and IA know to collect data for SE on specific goals

# data[].attributes.headline
modified work from special education teachers- consistency among special educators 

# data[].attributes.subject
modified work from special education teachers- consistency among special educators 

# data[].attributes.headline
Sometimes there are different TLP or IA staff supporting in a classroom/with a student throughout the day which makes it difficult to streamline communication

# data[].attributes.subject
Sometimes there are different TLP or IA staff supporting in a classroom/with a student throughout the day which makes it difficult to streamline communication

# data[].attributes.body
is it possible to have IA/TLP substitutes?

# data[].attributes.body
competent hires

# data[].attributes.body
IAs should never be pulled for a substitute. It's not their job.

# data[].attributes.body
more frequent observation by special educators in the classroom teacher

# data[].attributes.headline
At times there are students in TLP who could use TLP support in specials but do not have an adult there

# data[].attributes.subject
At times there are students in TLP who could use TLP support in specials but do not have an adult there

# data[].attributes.headline
IAs should feel comfortable in the classroom as a member of the community. Be more out-going

# data[].attributes.subject
IAs should feel comfortable in the classroom as a member of the community. Be more out-going

# data[].attributes.body
IAs should get substitutes when they are out.

# data[].attributes.body
IA and TLP flexibility

# data[].attributes.body
Including IAs and TLP Assistants in equity training

# data[].attributes.body
IAs should be part of the consult times so they are aware of everything that is happening with their student.

# data[].attributes.body
Can IAs can attend PLCs for grade levels they support?

# data[].attributes.headline
with combative behavior with a student with support - Sometimes it's helpful for IA to support student out of the room in a designated space so the authority role is clearer  for student

# data[].attributes.subject
with combative behavior with a student with support - Sometimes it's helpful for IA to support student out of the room in a designated space so the authority role is clearer  for student

# data[].attributes.body
defining the terminology for new staff

# data[].attributes.headline
IA's are too frequently pulled for sub coverage, therefore disrupting service delivery

# data[].attributes.subject
IA's are too frequently pulled for sub coverage, therefore disrupting service delivery

# data[].attributes.body
SE and IA consult time consistently and weekly

# data[].attributes.body
more opportunity for specialist input and support during specials

# data[].attributes.headline
Sometimes IAs and SIAs are pulled for sub support which is disruptive to the students' services

# data[].attributes.subject
Sometimes IAs and SIAs are pulled for sub support which is disruptive to the students' services

# data[].attributes.headline
Having a consistent IA in the classroom (full time IAs!) to build positive relationships with the student he/she is servicing and the other students in the classroom 

# data[].attributes.subject
Having a consistent IA in the classroom (full time IAs!) to build positive relationships with the student he/she is servicing and the other students in the classroom 

# data[].attributes.headline
Non TLP staff can often learn by watching IAs and SIAs model expectations and language

# data[].attributes.subject
Non TLP staff can often learn by watching IAs and SIAs model expectations and language

# data[].attributes.headline
Think about matching the student to the IA for personality purposes

# data[].attributes.subject
Think about matching the student to the IA for personality purposes

# data[].attributes.body
Call everyone by their name rather than professional title (eg SSP, IA)

# data[].attributes.headline
Have IAs and Special Educators co-attend any in-house curriculum training/ professional learning.

# data[].attributes.subject
Have IAs and Special Educators co-attend any in-house curriculum training/ professional learning.

# data[].attributes.headline
difficulty in planning for IA/Special educator as many are pulled

# data[].attributes.subject
difficulty in planning for IA/Special educator as many are pulled

# data[].attributes.body
Honestly, I always plan as if I am going to be alone in the class, rather than counting on the IA support, because it makes more work to re-plan if IAs don't show up.  I could be more mindful of planning instructional groups or specific support if I felt the IA support was reliable.

# data[].attributes.body
release responsibility/dependence as the year progresses

# data[].attributes.headline
Try not to schedule one IA working with 3 or more students in a working period. Especially when students have very different needs

# data[].attributes.subject
Try not to schedule one IA working with 3 or more students in a working period. Especially when students have very different needs

# data[].attributes.headline
Build capacity for classroom teachers, counselors, and other building based staff to write their own behavior plans

# data[].attributes.subject
Build capacity for classroom teachers, counselors, and other building based staff to write their own behavior plans

# data[].attributes.headline
IAs/SIAs/Special Educators being part of new educator orientation curricular workshops?

# data[].attributes.subject
IAs/SIAs/Special Educators being part of new educator orientation curricular workshops?

# data[].attributes.body
Would it be possible for IAs and SIAs to be able to attend (and be paid for) the summer curricular orientation workshops---math, literacy, science, and social studies---that are provided in mid-/late-August for all new educators across the district?

Also, is it possible for new special educator hires to be invited (or required) to attend these above-mentioned curricular 1-day workshops in math, literacy, science, and social studies?