Hello-

I am writing this message to you in regards to the para situation. The lack of para
support directly impacts one of my students on a regular basis. Im sure you are
familiar with my most needy student, Huei-Min. She has severe apraxia and has had
more than 10 home changes in her short life. She is a sweet and stubborn girl who
would like to just fit in with her peers.

On Friday morning Huei-Min was frustrated during morning math time (a para
supported 25 minute block). I made the choice to leave the students working on
math work at their seats in order to address her frustration in the hallway. I learned
from her that she was mad about the para, a woman who had been there one time
before. The para was doing her job, but Huei-Min expressed frustration about the
inconsistency with the person who is in the role.

For someone who has had so much upheaval, this situation is proving to be
unsustainable. Not only is this practice in direct conflict with our superintendents
hope for equity and to some degree, our district mission, it is personally heart-
breaking. Huei-Min is successful and engaged when she has support in the
classroom with her peers. Each day at 11:00 and 3:00 I make a choice to help Huei-
Min or help the other 28 students should a para not be present in my room. If
someone does come and it is a substitute, I still need to make a choice to spend 3-5
minutes helping the para know what to work on with Huei-Min because Huei-Min
cant speak for herself. The total loss of math instructional time this year has been
great.

I am hopeful someone can explain to me the decision not to hire a long-term
substitute para. The para assigned to work with Huei-Min at 11:00 left on long-term
medical leave at the end of March. This means that Huei-Min has had inconsistent
para support from that time to the present, a period of more than two months. I am
aware that a SpEd teacher took it upon herself to try and secure someone, but that
person is a teacher substitute and has been pulled to cover classrooms. We all know
that the sub situation is untenable and many days we are short a sub. All of these
reasons have cumulatively impacted not only Huei-Min, but also indirectly the other
students in my classroom.

Even though the year is coming to a close, I await your response. As I close out my
year, I want to end knowing I was an advocate for my students, especially the ones
who are typically underserved.

Thank you.

-Ila