28:51A primary topic of discussion revolved around the needs of ESE teachers, who often juggle multiple roles without adequate support. Participants highlighted the lack of dedicated support facilitators at various campuses, which compelled ESE teachers to take on additional responsibilities, leading to frustration and burnout. The absence of structured planning time was underscored as a issue, with teachers expressing the necessity for “protected planning time” to manage their duties effectively without encroaching on personal time. This sentiment was echoed by several participants, who noted that the lack of time for planning and administration forced teachers to work beyond their contracted hours.

36:45The board acknowledged the importance of creating guidance documents to address these issues, with a commitment to bringing these documents to the table during future negotiations with the Classroom Teachers Association. A collaborative approach was suggested, involving input from teachers across the district to gather best practices and inform potential solutions. Participants proposed developing a survey to solicit feedback from ESE teachers, emphasizing the need for anonymity to encourage open and honest responses. This feedback would help in understanding the teachers’ needs and experiences better.

15:46Another concern raised during the meeting was the lack of formal recognition and contractual framework for the role of a case manager within the district. Participants argued that without contractual language supporting the designation of a case manager, any additional duties assigned to teachers could not be enforced, which highlighted the necessity of codifying this role and its associated compensation. There was a call for structured guidelines and support mechanisms to improve conditions for ESE teachers, recognizing that their assigned duties inherently include responsibilities typically associated with case management, such as data collection and goal development for students.

06:50The conversation also touched upon the variability in the roles and responsibilities of case managers within the Educational Support Services framework, which often depends on the specific campus setup. Concerns were voiced regarding the equitable distribution of caseloads among teachers, with some participants noting that discrepancies in student assignments could complicate teachers’ ability to provide adequate support. Suggestions were made to review the master board early in the academic year to ensure that case managers are not assigned students they are unfamiliar with, thereby streamlining the process to enhance efficiency in case management.

05:00Participants highlighted the importance of effective communication among special educators, related service providers, and general education teachers, with an emphasis on transition assessments for high school students. They stressed the need for case managers to know their students personally to advocate for them effectively, particularly when seeking schedule changes or additional services based on their Individualized Education Programs (IEPs).

13:51The board discussed potential strategies to alleviate the pressures faced by teachers, such as implementing designated time for case management duties. One participant shared a successful strategy from a previous school, where teachers were given one Friday a month specifically for case management tasks, allowing them to focus on entering data and developing IEPs. This approach was suggested as a potential solution to alleviate some of the pressures teachers face, as managing caseloads is not solely about student assignments but also about the time and resources available for maintaining proper documentation and compliance with educational standards.