The teacher is explaining a complicated new math problem to the class when you see a student at the back of the room duck their head down and start whispering to their peer sitting next to them.

EA(s) with Connect Kids

You have a student that struggles with most things in class. They frequently ask to leave to use the bathroom, get something from their locker, or ask to leave the room with the EA. You know this is classic avoidence and they need extra support.

You, your teaching partner and EA just finished a meeting reviewing and updating goals.

A student appears to be having a hard time focusing. They are getting up and moving around the class, distracting others, and the teacher is beginning to get frustrated. You know there are some boxes down in the office that need to be brought up to the library. You say, "hey kid, come with with me"

EA(s) whose kids are teachers

Three kids in your class have been isolating for the last two weeks because of a positive COVID case on their bus. They are each behind on a different assignment in humanities. They ask their EA to go work in another space so they aren't distracted by their friends.

You have an epic idea for an elective. You get unprecedented enrollment and realize you can't do it all on your own. You know all the other teachers are full with their electives, but you remember hearing that there is an EA uber interested in this area, you ask if they would like to be your ________.

A student is frequently coming to the EA for help. The EA says 'polynumawhat?' Then says "You really should ask the expert, they are sitting over there" As the EA points to you. The student says they don't want to ask you, they don't want you to know they don't get it, or they are worried you'll be upset. The EA puts a hand on the students shoulder and says, I can help with that and brings them over to you and explains the situation. You invite the student to sit with you and all is well.

EA that was once a teacher

A student is feeling anxious about the test that is just being handed out. They get up and come over to you and ask if they can leave to work in a quiet space. You say, "this is already a quiet space, everyone is working" The student then looks super sad and distraught and fesses up that they would feel a whole lot better about the test if they could do with the EA.

You, your POD partner and EA brainstorm, sometimes several times, to find strategies that may help a struggling student. You then compare 'notes' on how these strategies are working and adjust the plan of action accordingly

You notice a student playing alone during the lunch break and realize this has been a common occurance this year. When you ask them about their friends from last year, the student tells you that they no longer have the same interests. You pry a little more by asking them what their interests are this year and the student tells you. You then walk over to another student who you know also likes things similar to the student you were just with and tell them what you've learnt then suggest they try talking to that student about their common interest because they might learn something they didn't know yet.

EA who has all the things and has a future in event decorating

You get a new student. You know from meetings that the student requires additional supports, but some unexpected things start showing for example; they are always falling asleep in class, they seemed to have pushed their desk as far into a corner as possible, they are calling out inappropriate things at inappropriate times. You and the EA work on helping this new student feel engaged but they haven't shown any interest in doing work.

You, your POD partner, the grade team EA, an admin rep and the Inclusive Practices Coordinator come together to discuss students in your POD with above average needs and communicate where supports may be required.

A student flips through their book periodically during silent reading time but doesn't seem to ever look down for more than a couple seconds.

EA(s) that really want a therapy animal

You've just said 'go' on the assignment. You and the EA in your class work together on answering student questions, help students get started and help them with materials if needed. As the period goes on, the EA is noticing several students are having difficulty with one of the questions, she lets you know what the kids are struggling with and you stop the class to re-explain part of the lesson.