# data[].attributes.headline
Finding common planning time especially when the push in support teacher is stretched across several grade levels

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Finding common planning time especially when the push in support teacher is stretched across several grade levels

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agree with finding that shared planning time to meet with co-teachers to be able to implement the lessons

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if you have a large case load, I feel there is still a challenge to find a common time to chat and plan

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if you have a large case load, I feel there is still a challenge to find a common time to chat and plan

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Students with behavioral, emotional, and student fearing the return and the expectations of the new way of learning!

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Students with behavioral, emotional, and student fearing the return and the expectations of the new way of learning!

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Students who are strong academically, but need reinforcement with social situations or have a specific targeted academic need.

# data[].attributes.body
Providing staff enough time to properly plan with each other every week

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Students who need reinforcements and comfort in knowing they are supported through new learning objectives. 

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Students who need reinforcements and comfort in knowing they are supported through new learning objectives. 

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Common planning time is difficult if you are in more than one grade level especially if you work in departmentalized grades

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Common planning time is difficult if you are in more than one grade level especially if you work in departmentalized grades

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Finding common planning time between grades

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Finding common planning time between grades

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Students needing extra attention and confidence boosting for their skills

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Students with behavioral/social needs who may be on a behavior support plan.  Also, students in need of academic support.

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Students with behavioral/social needs who may be on a behavior support plan.  Also, students in need of academic support.

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flexibility ,space within the classroom, planning

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flexibility ,space within the classroom, planning

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small group math, guided reading, writing

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small group math, guided reading, writing

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Guided reading, Writing, Guided math/Independent practice

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Guided reading, Writing, Guided math/Independent practice

# data[].attributes.body
Students who may need reinforcement of skills and emotional or behavioral supports to stay on task

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utilizing all staff expertise efficiently and effectively

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utilizing all staff expertise efficiently and effectively

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Students with the need for personalized support across an ever-widening spectrum of academic, social, and emotional needs.

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An adequate number of teachers so that they are not stretched too thin.

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An adequate number of teachers so that they are not stretched too thin.

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All students would benefit with an additional teacher in their classroom.

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All students would benefit with an additional teacher in their classroom.

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Scheduling push in support only when it is needed. Strong co-planning and relationships will allow for daily schedules to be flexible between multiple grade levels.

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Students who need targeted support in an area

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Students who need targeted support in an area

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Students who require executive functioning support.

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Students who require executive functioning support.

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Finding common planning time and consistency of role outline and expectations.

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Small group instruction. Independent practice

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students with IEPs for reading, writing, and math; ELL students

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students with IEPs for reading, writing, and math; ELL students

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There needs to be more planning time given to teachers or this will not work. What is administration planning to do to provide this time with fidelity across ALL the buildings?

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There needs to be more planning time given to teachers or this will not work. What is administration planning to do to provide this time with fidelity across ALL the buildings?

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All students would benefit whether or not they have an IEP.  I would assume the push-in support person would recognize who needs help and support those students.

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All students would benefit whether or not they have an IEP.  I would assume the push-in support person would recognize who needs help and support those students.

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Planning time and making sure the person has the adequate expertise to support the students.

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Planning time and making sure the person has the adequate expertise to support the students.

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Small group, math,  reading and writing

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if it's all push in support, then these specialists wouldn't have to schedule times to pull students out. scheduling pull out sessions can be very challenging.

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if it's all push in support, then these specialists wouldn't have to schedule times to pull students out. scheduling pull out sessions can be very challenging.

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This will have to be very well-planned to work.  If the special education teacher is spread too thin across grade levels, this will not be a viable option.  

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This will have to be very well-planned to work.  If the special education teacher is spread too thin across grade levels, this will not be a viable option.  

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proper scheduling, planning time, flexibility

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proper scheduling, planning time, flexibility

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writing, small group work

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Planning time and expectations of what should be done in class.

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Planning time and expectations of what should be done in class.

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Students who struggle with a specific subject or portion of the day.

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Students who struggle with a specific subject or portion of the day.

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more staff so all grade levels get push in support

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Students that need a bit more specific or targeted instruction 

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Students that need a bit more specific or targeted instruction 

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There would be an expected time for the teacher in each class. The teachers would have to agree on when it's best for push in support for each class/group of needs.

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Special Ed teacher's availability in the classroom when needed due to being spread across classes and grade levels

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Working on planning through shared documents.

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Working on planning through shared documents.

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flexibility and planning time with push-in teachers and gen ed teachers

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flexibility and planning time with push-in teachers and gen ed teachers

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guided reading and math definitely

# data[].attributes.body
possibly content areas during cooperative group activities

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All students would benefit as each has a unique learning style.

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The special educator's schedule will be flexible which will all for more structured opportunities to plan and collaborate.

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The special educator's schedule will be flexible which will all for more structured opportunities to plan and collaborate.

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Caseload too large for teacher to see all him/her students effectively 

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Caseload too large for teacher to see all him/her students effectively 

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In addition to students with IEPs benefiting from push-in support, "typical" students would also benefit from having another teacher in the classroom who can be used to meet the needs of any learners.

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Agreed with the above for TIME.  There are so many students with such diverse needs that time is needed to problem-solve for each of them to be successful.

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Planning time and looking closely at the schedule to ensure the best use of time when support is pushed in.

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Planning time and looking closely at the schedule to ensure the best use of time when support is pushed in.

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Large caseload and finding time to plan for all of those students

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Large caseload and finding time to plan for all of those students

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Students that need targeted academic or behavior support

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Students that need targeted academic or behavior support

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Students who made need remediation in only specific subjects 

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Students who made need remediation in only specific subjects 

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Small groups during math and guided reading in ELA. If the class struggles with writing, that would also be a good time to have push-in support.  

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Small groups during math and guided reading in ELA. If the class struggles with writing, that would also be a good time to have push-in support.  

# data[].attributes.body
guided reading, introduction of new skills, independent practice, test reviews, writing assignments, and times of the day where that subject provides an option for direct instruction that target the specific IEP goals.

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Students needing affirmation from extra support in their gen ed room, students with behaviors that are manageable in the gen ed room, students who are more capable of following gen ed routines and procedures but also need support during specific times of the day

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Students needing affirmation from extra support in their gen ed room, students with behaviors that are manageable in the gen ed room, students who are more capable of following gen ed routines and procedures but also need support during specific times of the day

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students with needs in a particular academic area

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being able to meet the needs of more students in different classes. 

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being able to meet the needs of more students in different classes. 

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Small group writing!  Guided reading always seems to get the priority and usually little time is left for small grup writing when it comes to push in support 

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Small group writing!  Guided reading always seems to get the priority and usually little time is left for small grup writing when it comes to push in support 

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Special Ed teacher will be more accessible because of the "floating" schedule

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I think all students would benefit from push in support.  When class sizes are too big it spreads the regular ed teacher too thin.  So push in support would help all!

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planning time, mapped out push-in targeted supports

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planning time, mapped out push-in targeted supports

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Flexibility! Being open to changes throughout the school year when student needs fluctuate.

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Flexibility! Being open to changes throughout the school year when student needs fluctuate.

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I believe a common planning time for general ed teachers and consultant teachers would need to be built into the schedule 

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I believe a common planning time for general ed teachers and consultant teachers would need to be built into the schedule 

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Frequent planning time. Also, common planning time during the day.

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Frequent planning time. Also, common planning time during the day.

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Students who can work independently, but hv

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Students who can work independently, but hv

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I think all students would benefit from push in support.

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Kids that are pretty independent learners that need support in certain areas.  Ones that can attend and follow directions without to much support.

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Kids that are pretty independent learners that need support in certain areas.  Ones that can attend and follow directions without to much support.

# data[].attributes.body
All students would benefit with push-in support.  You can support those that need extra help or challenge those who are able to go higher.  It would also help with the increase of class size and being able to reach all students.

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Being flexible in our thinking of what we think special education should look like versus what we are being asked to implement

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Schedules are key in making any model of support successful and correct for the students that are involved.

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students who need small group reteaching of certain skills and more difficult tasks

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students who need small group reteaching of certain skills and more difficult tasks

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Reduced caseloads for case managers

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Guided reading, math centers, writing

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ESL Students that need language support and or chunking of directions.

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ESL Students that need language support and or chunking of directions.

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Small group review and reteach after large group instruction, guided reading, flexible groups, center work

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Small group review and reteach after large group instruction, guided reading, flexible groups, center work

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It could provide more flexibility, but would need to be done strategically and effectively.

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It could provide more flexibility, but would need to be done strategically and effectively.

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Allows for much greater flexibility of planning and support for kids and teachers.

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Allows for much greater flexibility of planning and support for kids and teachers.