Here are some questions I have related to the language of the MOU.
#5: Not sure why teachers are still expected to do lunch duty when period one is still being treated as a homeroom, thus a duty. If this does continue, then we may want to add in language that addresses this dilemma.
#9 – I thought that ALL students were supposed to be getting the secondary ELA class in 7th grade and then their WIN was supposed to be the ILT? Is this not happening because IEPs have been written for a 45 minute period instead of a 30 minute period?
#11 – Who are the “intervention” teachers? Who will be determining these people? Will interventionists receive special training?
#13 – Language is unclear about how students will be placed in WIN intervention classes. Will students identified with similar needs be placed in the same intervention groups (ie STAR subcategories-phonics, reading comprehension). Can there be a line added as to how many students an intervention teacher should have and how long students should be in an intervention? Can there also be a line added that states that WIN interventions are for regular education students who need help?
#14: For interventions to be effective, students should start almost immediately. Can administration get student assessment data from the previous year in order to place intervention students accordingly?
#17 – Who plans the intervention lessons? Will these lessons target specific needs (ie STAR subcategories)? How will teachers teaching these lessons get them? How many times per week should students receive interventions?
#18 – If “on team” teachers will be expected to plan WIN intervention lessons during daily team time, are they exempt from attending daily team meetings and lunch duty on those weeks?
Thanks for taking the time,
Anita
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