# data[].attributes.headline
Allotted time in schedule does not allow for the time to consult, collaborate, accommodate, or modify to support meaningful access to curriculum for all students. 

# data[].attributes.subject
Allotted time in schedule does not allow for the time to consult, collaborate, accommodate, or modify to support meaningful access to curriculum for all students. 

# data[].attributes.headline
Schedule went from flexible with prime opportunities to consult, collaborate, support, and create modified material aligned to essentialized elements to more of direct instruction, behavior support, and proactive break paraprofessional.

# data[].attributes.subject
Schedule went from flexible with prime opportunities to consult, collaborate, support, and create modified material aligned to essentialized elements to more of direct instruction, behavior support, and proactive break paraprofessional.

# data[].attributes.headline
Providing students with severe disabilities the opportunity to be included in the regular education classroom by modifying curriculum to meet their individual needs while making them feel a part of the classroom community. 

# data[].attributes.subject
Providing students with severe disabilities the opportunity to be included in the regular education classroom by modifying curriculum to meet their individual needs while making them feel a part of the classroom community. 

# data[].attributes.body
More push-in support for classes that do not have a co-teacher available

Support for students who are going through the MTSS process

# data[].attributes.headline
Amount of DI that IFs are providing almost eliminates time in the schedule to collaborate with teachers and para staff.

# data[].attributes.subject
Amount of DI that IFs are providing almost eliminates time in the schedule to collaborate with teachers and para staff.

# data[].attributes.headline
Communication that special education teachers can only work with special education students.  One of the benefits of the IF role was that this person could help teams of teachers problem solve and implement consistent tier 1 interventions to help all students.  Teachers no longer come to the IF as often for consultation because they feel that they can only ask for input on students already receiving special education services.

# data[].attributes.subject
Communication that special education teachers can only work with special education students.  One of the benefits of the IF role was that this person could help teams of teachers problem solve and implement consistent tier 1 interventions to help all students.  Teachers no longer come to the IF as often for consultation because they feel that they can only ask for input on students already receiving special education services.

# data[].attributes.headline
It feels that this position is no longer valued.  In the past, the IF was viewed as a teacher leader who represented their special education team in building level conversations (MTSS Core Team, PBIS, etc).  This does not happen consistently this year.

# data[].attributes.subject
It feels that this position is no longer valued.  In the past, the IF was viewed as a teacher leader who represented their special education team in building level conversations (MTSS Core Team, PBIS, etc).  This does not happen consistently this year.

# data[].attributes.body
We have moved away from PLC conversations within buildings. This was a great platform to be able to introduce teachers to a new instructional strategy, and provide targeted support around that strategy throughout the month.

# data[].attributes.body
.5 "IF time" during recess, lunch and special for most grades. IF time turns into behavior support and SPA calls.

# data[].attributes.body
.5 IF caseload being the same size as full time special ed teachers

# data[].attributes.body
I think it would be great to have monthly grade level team meetings to check in with teachers of students who are included in their classrooms. These also could be designed as PLCs if needed. It has been hard to collaborate with grade levels without it feeling like another meeting they have to attend.

# data[].attributes.body
Ability for IF’s to push-in to classrooms that have students who are included and students that are going through MTSS.

# data[].attributes.body
The ability to make connections and build relationships with our students who are struggling with behaviors.

# data[].attributes.body
"IF time" has turned into responding to SPA calls and behavior interventions only.

# data[].attributes.body
Admin have not valued the position. The IF was no longer being included in core team meetings and information was no longer shared with the person in the IF role.

# data[].attributes.headline
Admin look at sped numbers per building when assigning case managers and determine the amount of support needed per building (with the IF included in that number). This has left some buildings with less sped teachers to cover 7 grade levels than others and an IF who ends up being pulled to help with instruction.

# data[].attributes.subject
Admin look at sped numbers per building when assigning case managers and determine the amount of support needed per building (with the IF included in that number). This has left some buildings with less sped teachers to cover 7 grade levels than others and an IF who ends up being pulled to help with instruction.

# data[].attributes.headline
This position is no longer valued or used to what the original job was intended. This has frustrated some IFs and has left some of them to leave the job or resign all together.

# data[].attributes.subject
This position is no longer valued or used to what the original job was intended. This has frustrated some IFs and has left some of them to leave the job or resign all together.

# data[].attributes.body
some buildings have eliminated this position completely and have no IF

# data[].attributes.headline
We need an IF reboot...I feel the role will need to look a little different in each building depending on need. However, the essential functions our role was intended for are getting overlooked   due to lack of staffing. IFs are teacher leaders and often can handle a variety of needs. The role sometimes gets taken advantage of. 

# data[].attributes.subject
We need an IF reboot...I feel the role will need to look a little different in each building depending on need. However, the essential functions our role was intended for are getting overlooked   due to lack of staffing. IFs are teacher leaders and often can handle a variety of needs. The role sometimes gets taken advantage of. 

# data[].attributes.body
* Opportunities for modeling of strategies/differentiated instruction to both teachers and para-professionals
* Designated time to meet with the building BCBA for check-ins
* Designated time to provide para-professional PD
* Grade level team collaboration time
* MTSS support for All students
* Monthly PLC time with our Special education teachers
* Designated time to work on modifying/accommodating curriculum (guidelines about resources available when we have exhausted the resources our reading teams have in our buildings)
* Time to provide support for social-emotional needs of ALL students. So many of our students are struggling with mental health.

# data[].attributes.body
IF role has become the "catch all" for the building: behavior intervention (students with IEPs and students without), communication with parents about behavior, on call for SPA needs, scheduling, covering breaks for para-professionals, covering classrooms with sub failures, direct instruction because we don't have enough staff to cover the amount of STAR time needs for grade levels, push-in support for students that have para support listed in their IEPS (HR is unable to provide staffing.)

# data[].attributes.body
The opportunity to make connections and build trust with our students with behavioral needs.

# data[].attributes.body
Our role has gone from proactive to reactive. The amount of need in our buildings for both students with IEPs and without has increased immensely. Mental Health and behavior seem to be a driving force in most of our buildings and we can't seem to get ahead of it.

# data[].attributes.headline
Having to think outside the box when providing access points to students on my caseload while they are in the general education environment. 

# data[].attributes.subject
Having to think outside the box when providing access points to students on my caseload while they are in the general education environment. 

# data[].attributes.headline
The IF's caseload consists of most if not all of the "complex" cases in the building with the highest needs of direct instruction and some of the most challenging parents. More than half of the instructional day consists of direct instruction (1:1) and the other small parts of my day are spent attempting to make modifications to work for students only on my caseload, planning for my direct instruction, responding to parent emails/phone calls, or responding to SPA calls. There is no time for collaboration/consultation with the staff. 

# data[].attributes.subject
The IF's caseload consists of most if not all of the "complex" cases in the building with the highest needs of direct instruction and some of the most challenging parents. More than half of the instructional day consists of direct instruction (1:1) and the other small parts of my day are spent attempting to make modifications to work for students only on my caseload, planning for my direct instruction, responding to parent emails/phone calls, or responding to SPA calls. There is no time for collaboration/consultation with the staff. 

# data[].attributes.headline
Provide the IFs with a flexible schedule so collaboration with ALL staff can take place (special ed., general ed., paras, BCBAs) within each building and across the district. 

# data[].attributes.subject
Provide the IFs with a flexible schedule so collaboration with ALL staff can take place (special ed., general ed., paras, BCBAs) within each building and across the district. 

# data[].attributes.body
The IF role should be prioritized again! It should be untouchable, just like the school's climate coordinator!  The IF should be a teacher leader with little to no caseload in order to have the flexibility to provide the behavior support, MTSS support, instructional coaching, meet with teams and have PLCs or PD, and once again be a consistent go-to person instead of being pulled and stretched to cover, teach groups because there are not enough special ed teachers for the number of classes needed to cover, and a busy caseload. All while feeling guilty for 'dropping the ball' or missing something or a group because they have too much (i.e. being the catch-all to fix it all) and being overworked.

# data[].attributes.headline
Monthly IF meetings so that we can all be on the same page with the same message

# data[].attributes.subject
Monthly IF meetings so that we can all be on the same page with the same message

# data[].attributes.body
Collaborating together to continue to develop the toolkit! We have a new math resource and need the time to ensure modifications are being made and uploaded.

# data[].attributes.headline
Learning to be more patient and flexible and expect the unexpected at all times. I have also felt more able to speak up and advocate for students. Building relationships with staff who I had not previously worked closely with. 

# data[].attributes.subject
Learning to be more patient and flexible and expect the unexpected at all times. I have also felt more able to speak up and advocate for students. Building relationships with staff who I had not previously worked closely with. 

# data[].attributes.headline
Loss of IF time to direct instruction for one student. Heavy IEP workload: taking on other teachers' caseloads during leave, managing my own caseload, and taking on EI transition IEPs. Being used as a "gap filler" to fill needs that arise. 

# data[].attributes.subject
Loss of IF time to direct instruction for one student. Heavy IEP workload: taking on other teachers' caseloads during leave, managing my own caseload, and taking on EI transition IEPs. Being used as a "gap filler" to fill needs that arise. 

# data[].attributes.body
We have lost the time to meet and collaborate as a group of IFs. It doesn't feel as though that time was valued enough to make it a priority this year. When all of the IFs came together monthly, we were able to take on larger projects that had a positive impact on the district as a whole. In doing so, we shared building/team specific PD opportunities and looked at the modification of assessment and core curriculum material. This would have been very beneficial with the new math program this year.

# data[].attributes.body
Working collaboratively with my amazing special ed team and watching them grow more confident with tackling severe behaviors, difficult parents, successfully including students with complex needs and modifying/essentializing curriculum.

Working proactively with the BCBA to keep behaviors in the building manageable.

# data[].attributes.body
Taking a hard look at building specific needs and having flexility within the IF position to tailor the position to meet those needs.

# data[].attributes.headline
Being pulled as a substitute or coverage and not then being able to be available or participate in what I need to be a part of. 

# data[].attributes.subject
Being pulled as a substitute or coverage and not then being able to be available or participate in what I need to be a part of. 