The Adventures of Greg Spence Wolf

Promoting Substitutes to be equals in pay or training Is essential students getting the education and care they need.  


I have observed over 12 years of experience as an assistant teacher including five as a substitute,. The titles I have held in Seattle Public Schools are Special Education Assistant and Instructional Assistant. In Ithaca New York I also worked as a substitute teacher in the 1990's as well.

I have determined that the more profound a student’s disability, the more likely they will be working with a substitute instead of a certified teacher or permanent staff. 


For a year and a half I worked in a classroom with a student who can’t walk more than a few feet without a walker. They were served by multiple substitutes for over a year. This student has been pushed to the floor by another student, In that situation I caught her quick enough to keep her head from hitting the floor. 


The substitutes who worked with this student for over a year and a half did not have a key to the building even though the student’s class is in a portable and the main building door is sometimes locked. This student's needs were under-served because of  the Seattle Public School District's policy of treating substitutes, especially special education assistants, as less valuable employees. 

During the 2015 school year I watched a series of subs work with two students with profound needs. Both students were transferred to Louisa Boren STEM from different schools with one-on-ones assigned to them. At the start of the next school year each of the permanent assistants assigned to work as their one-on-ones were no longer working in that classroom because they had transferred to other jobs. 

For about half the school year the special education department refused to hire replacements and insisted on overriding the IEP's of both students, because they thought there was too much staff in the room. Both of these students needed constant adult supervision and one required regular hygienic care. For half the year the staff assigned to them were substitutes who would work a few days and quit because these students demanded so much of their energy and time. A meeting finally happened where the two positions were merged into one 1 on 1 job. 

You would hope that people with the most profound disabilities would get the the most professional help in school, in reality, they get short term substitutes. They get short term substitutes not because someone is home sick, but because the Seattle Public School District Special Education Department and the State of Washington  won't hire a permanent staff person for the  most profoundly impacted students. I want a good substitute who has experience when a position can't be filled. But in reality these students need a trained employee working in my place, not a sub.


There are retired teachers and therapists willing to work as subs for Special Education Assistants and teachers. But Seattle Public Schools limits how many days retirees are allowed to work. So many days, classes are staffed with new substitutes instead of our experienced retiree subs. This means that classroom staff are required to train the sub on the fly. This takes time and therefore costs money. I know we need to be cost efficient, and so I am pointing out that an experienced sub is more cost efficient because they don't need to be shown how to do the job at the same time they are doing the job. 

Sometimes this training is from an assistant teacher, not a certified teacher. If someone is subbing in the certified teacher role. This means that our assistants are doing a teachers job form an assistants pay. So the situation is also economically unjust.

The state does not agree with me that substitutes are valuable enough to be trained, so they have this policy.

“Substitute paraeducators are not required to meet the requirements of the Paraeducator Certificate Program.” FAQ Quoted 12/22/2020.

This means that our students are served by substitutes who are not even trained in the Paraeducator Certificate Program. This means that we are sending inexperienced or less experienced and undertrained assistants to work with our most vulnerable students when there is a need for a substitute. 


Thank you very much 

Greg Spence Wolf 

Roxhill Elementary - Special Educaton Assistant 

7217 Yakima Ave 

Tacoma, WA 98408 








I Want You to Remember Ali Ismaeel Abbas by Greg Spence Wolf 

I Want You to Remember ... Ali Ismael Abbas. 

Ali Ismaeel Abbas lost his arms in an attack, 

An aerial missile attack against the people of Iraq, 

He was twelve when the bombs fell, 

His life matters so I want you to remember. 

He said, “The house collapsed on us. The fire was all over. 

He said "I heard so much screaming from my family." 

“After this one of my neighbours came and took me out .... 

… and put me in a car and sent me to hospital.” 

Ali Ismaeel Abbas lost his mom in an attack 

That was authorized by Congress against the country of Iraq 

She was pregnant when the bombs struck 

Her life matters so I want you to remember 

Ali Ismaeel Abbas lost his dad in an attack 

That was ordered by George Bush against the nation of Iraq 

One of thirteen family member who were killed or dismembered 

Their lives matter so I want you to remember

Manuel Ellis says, "Can't breathe sir, can't breathe." while dying in Tacoma Police Custody on Tuesday, March 3, 2020. 

According to a report in the Tacoma News Tribune; 

On March 3, 2020. Manual Ellis was killed in the custody of the Tacoma Police Department. A recording of the incident reveals him saying at 1:40, "Can't Breath sir. Can't breathe." 


Recent Events 

 Paulette and I had a busy December

December 7 
We sold art and bumper stickers at the bazaar at
101 East 38th St, Tacoma, WA 


We also did a set together featuring The Shim Shim, I Want Universal Health Care and I'm A Good Man. We hot tipped Chysanthemums.

December 8, 2019 

Phinney Neighborhood Association 

39th Annual Winter Festival & Crafts Fair 
Paulette DeRooy & Greg Sence Wolf 
On tap, vocals and a stringed instruments


Unequal Access to Education in the USA 

School Law Research Paper 

Greg Spence Wolf 

Unequal Access to Education in the USA 

August 26, 2017 

City University -Tacoma 

Alt Routes to Certification 

EDU 321 School Law for Teachers 

Professor Thom Dramer 


Unequal Access to Education in the United States of America 

Article 1, Section 8 of the Constitution grants Congress the power to collect taxes provide for the general Welfare of the United States. 

Therefore funding education through taxes is constitutional. 

Amendment 14, Article 1 of the US constitution states, “nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.” 

Therefore denying equal access to education is unconstitutional. 

Not all Americans have enjoyed equal protection under the law or equal access to education. This paper focuses on two cases that set major precedents that influenced the law and future court decisions for decades. One ruling Plessy vs Ferguson denied equality to African-Americans and set a precedent that discrimination was allowed by law. 

The later decision, Brown v. The Board of Education of Topeka Kansas reversed this flawed decision previous case and established the precedent that discrimination is not legal in the USA. 

“Segregated public schools are not equal and cannot be made equal.”1 was the opinion of the Supreme court on May 17, 1954 when they decided unanimously on Brown vs The Board of Education of Topeka, Kansas to forbid school segregation in the United States. 

This case came from five groups of plaintiffs from the States of Kansas, South Carolina, Virginia, Delaware and the District of Columbia. They were represented by the NAACP's Legal Defense Fund. 2( 

In the ruling Chief Justice Earl Warren pointed out that: “Education is perhaps the most important function of state and local governments.” It is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment.”3 

In the court's opinion “Such an opportunity, where the state has undertaken 

to provide it, is a right which must be made available to all on equal terms.” 

He concluded with a question: 

“Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the minority group of equal educational opportunities?” 

And an answer: 

“We believe that it does.”4 

Summary of the five cases: 

Brown v. Board of Education: 

“The plaintiffs were Negro children of elementary school age residing in Topeka. They brought this action,” because “of a Kansas statute which,” permitted “cities of more than 15,000 population to maintain separate school facilities for negro and white students.” 5. So, “The Topeka Board of Education elected to establish segregated elementary schools. The three-judge District Court, convened” and 6(28 U.S.C. §§ 2281 and 2284), 

found that segregation in public education has a detrimental effect upon Negro children, but denied relief on the ground that the Negro and white schools were substantially equal with respect to buildings, transportation, curricula, and educational qualifications of teachers.”7 

Briggs v. Elliott: 

The plaintiffs were Negro children of both elementary and high school age. The United States District Court for the Eastern District of South Carolina found that the Negro schools were inferior to the white schools, and ordered the defendants to begin immediately to equalize the facilities. But the court sustained the validity of the contested provisions and denied the plaintiffs admission to the white schools during the equalization program. 8. This Court vacated the District Court's judgment and remanded the case for the purpose of obtaining the court's views on a report filed by the defendants concerning the progress made in the equalization program.” 9 

Davis v. County School Board: 

“The plaintiffs were Negro children of high school age residing in Prince Edward County. They brought this action” because, “of provisions in the state constitution and statutory code which require the segregation of Negroes and whites in public schools. The three-judge District Court, convene,d” an, “denied the requested relief. The court found the Negro school inferior in physical plant, curricula, and transportation, and ordered the defendants forthwith to provide substantially equal curricula and transportation and to proceed with all reasonable diligence and dispatch to remove the inequality in physical plant. But, as in the South Carolina case, the court sustained the validity of the contested provisions and denied the plaintiffs admission to the white schools during the equalization program.10 10(103 F.Supp. 337.) 

Gebhart v. Belto: 

“The plaintiffs were Negro children of both elementary and high school age. They brought this action in the Delaware Court of Chancery,” because “of provisions in the state constitution and statutory code which require the segregation of Negroes and whites in public schools. 11 

The Chancellor gave judgment for the plaintiffs and ordered their immediate admission to schools previously attended only by white children, on the ground that the Negro schools were inferior with respect to teacher training, pupil-teacher ratio, extracurricular activities, physical plant, and time and distance involved in travel. 12(87 A.2d 862.) The Chancellor also found that segregation itself results in an inferior education for Negro children, but did not rest his decision on that ground. The Chancellor's decree was affirmed by the Supreme Court of Delaware, which intimated, however, that the defendants might be able to obtain a modification of the decree after equalization of the Negro and white schools had been accomplished. The defendants, contending only that the Delaware courts had erred in ordering the immediate admission of the Negro plaintiffs to the white schools, applied to this Court for certiorari. The writ was granted, 12 

These decisions reversed Plessy v. Ferguson which was decided on On May 19, 1896 by the Supreme Court. In that case they ruled on a Louisiana law that required separate railway cars for blacks and whites. “In 1892, Homer A. Plessy, a man with one-eighth Negro blood who lived in New Orleans challenged that city's right to segregate public transportation by riding in a Whites Only rail car. The Louisiana state courts ruled against Plessy, and his subsequent appeal to the U. S. Supreme Court was denied in 1896.13 Justice Henry Billings Brown wrote the decision. He conceded that the 14th Amendment intended to establish absolute equality for the races before the law. Then he claimed: 

It could not have been intended to abolish distinctions based upon color 

or to enforce social, as distinguished from political equality 

or a commingling of the two races unsatisfactory to either." 

In my opinion Billings is saying that 'white people have the privilege to deny 

black people their rights if they find it unsatisfactory.'14 

The Legal Defense Fund's victory in 1954 did not end segregation or the Supreme Court's involvement in the issue. In Griffin v. County School Bd. of Prince Edward County, the Supreme Court gave relief to the plaintiffs when Prince Edward School District school tried to evade the Warren Court's decision by sending white kids to private schools that discriminated. The court ruled that, “the closing of the Prince Edward County public schools while at the same time giving tuition grants and tax concessions to assist white children in private segregated schools denied petitioners the equal protection of the laws guaranteed by the Fourteenth Amendment.”15 

When asked by Justice Felix Frankfurter during the argument what he meant by "equal," Thurgood Marshall replied, "Equal means getting the same thing, at the same time, and in the same place."16 


Brown v. Board of Education of Topeka (1). (n.d.). Oyez. Retrieved August 21, 2017, from 

Brown v. Board of Education of Topeka (1). (n.d.). Oyez. Retrieved August 22, 2017, from, Art. X, § 2; Del.Rev.Code § 2631 (1935) 

Griffin v. School Board of Prince Edward County. (n.d.). Oyez. Retrieved August 25, 2017, from Retrieved August 21, 2017 retrieved August 24, 2017 F.Supp. 529. Retrieved August 21, 2017, retrieved, August 21, 2017 

(98 F.Supp. 797 / 

retrieved August 21, 2017) 

Plessy v. Ferguson. (n.d.). Oyez. Retrieved August 20, 2017, from 

1(Brown v. Board of Education of Topeka (1). (n.d.). Oyez. Retrieved August 21, 2017, from 

2 Retrieved August 21, 2017 

3(Brown v. Board of Education of Topeka (1). (n.d.). Oyez. Retrieved August 21, 2017, from 

4 Retrieved August 21, 2017 

5, retrieved, August 21, 2017 

6, retrieved, August 21, 2017 

7(98 F.Supp. 797 / retrieved August 21, 2017) 

8 F.Supp. 529. Retrieved August 21, 2017 

9 retrieve August 21, 2017 

10 28 U.S.C. §§ 2281 and 2284 Retrieved August 21, 2017 

11 Brown v. Board of Education of Topeka (1). (n.d.). Oyez. Retrieved August 22, 2017, from, Art. X, § 2; Del.Rev.Code § 2631 (1935)) 

12 Brown v. Board of Education of Topeka (1). (n.d.). Oyez. Retrieved August 22, 2017, from 

13(Plessy v. Ferguson. (n.d.). Oyez. Retrieved August 20, 2017, from 

14Plessy v. Ferguson. (n.d.). Oyez. Retrieved August 25, 2017, from 

15Griffin v. School Board of Prince Edward County. (n.d.). Oyez. Retrieved August 25, 2017, from 

16 retrieved August 24, 2017

Monday, October 8, 2035 "What I learned in School Today" 

Monday October 8, 2035 

Language Arts                                       Marilyn Stalter 
Grammar - a set of rules used in a language to maintain consistency in meaning so that people can understand each other. 

She typed grammar into a search field on the Interactive Board.  
She chose this definition from the search results for us to discuss. 

In linguistics, grammar is the set of structural rules governing the composition of clauses, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes morphology, syntax, and phonology, often complemented by phonetics, semantics, and pragmatics. 
Grammar - Wikipedia, the free encyclopedia 
Wikipedia › wiki › Grammar(05.20.2016)  

Subject, Verb, Direct Object  
English: We ate food 
Spanish: Comimos comida. 
Subject, Verb, Indirect Object, Direct Object. 
English: We ate Abe's food 
Comido's comida de Abe 
A subject is a noun or pronoun 
A verb is an action 
An object is the noun that the sentence is directed at 
An indirect object is an object that is related to the direct object.  

10/8/2035   Drama Class                    Ms Catherine Nemo 
Discussion question: What kind of literary characters can you identify and give one example. 

Chief said "A Leader" Ms Nemo asked him who was a good fictional leader and he said Captain Jean Luc Picard of the USS Enterprise on Star Trek: The Next Generation. 
Maria said "Hero" and gave Martin Luther King Junior Jr as an example 
Ibrahim said Sidekick (Robin) 
Amar said, "Comic Relief: Rocket the Racoon on Guardians of the Galaxy" 
Michelle said, "The Healer or doctor The Doctor on Voyager 
Barry said "The Unsung Heroes" like the Fix it guy Scotty on Star Trek 

Father and mother figures:  
Worry Woman Commander Adama and Mary Poppins 
I said, "Romantic leads (Han Solo and Princess Leia)" 
Bad guy: Lex Luthor 
Bad guy lackeys 
Michelle said "Badguy turns good like Darth Vader 
Gary Lobo said, "Bad guy you sometimes need on your side (Dr Doom)" 
Geraldine raised her hand Speech giver (Stan on South park) and Yoda 
Zi Liang, Superhero (Spider Man) 
Kendra said, "Wisecracker (Peter Parker as Spider Man or Tony Stark as iron Man" 
Rogue (Han Solo) 
Little Bear said, Self made man (The Great Gatsby) 
Mean boss (on the Odd Squad) 

Nanook said, The Commentator: Fred in Big Hero Six.  
Hawkeye on MASH 

Jamal: "Old storyteller, teacher or mentor like Doc Brown in Back to the Future." 
Jolene said, "Outsider who is not trusted but who is actually very trustworthy like Superman in The Man of Steel" 

Sunday, October 7, 2035 introducing Leo Pumalynx Gatoliger The Electric Kitty Cat From Outer Space 

Sunday, October 7, 2035 

If her were played by a famous actor it would be: Michael J Fox 
Leon Pumalynx Gatoliger. King of the concrete jungle. Leon was born on Leontine, an abandoned artificial space station that was built around the Leonardo Asteroid, 987,654,321 years ago. He has retractable steel claws,  He is two feet long, has four legs, eats liquid metal solutions and fiber and other metal based life forms. He doesn't personally. He is a scrapatarian. 
His microchips help him adapt by 3D printing microscopic mechanical cells to build his  replacement parts. He also 3D prints parts for the ship. Mostly paint.  
He is very agile and can crawl into small places. He doesn't have fingers so he uses voice commands on computers, which requires him to memorize hundreds of verbal shortcuts. When doing repairs he uses a claw modified multitool. 
 He could use the multitool to type, but he doesn't want to.  
Born, or more accurately, reproductively manufactured on Leontine. 
His species reproduced by being able to 3D print it's own brain and circuitry. The new brains would be hardwired with the newest data. These brains were usually installed when sensors detected a brain malfunction. But occasionally these brains would adapt by consuming light and assembling it's own 3d printing of parts 

The LEOS were originally designed by the Gronigals to service their ships. Leon continuously is cleaning the Couth Lizzard. 

If he could be a superhero, he would be Cool Cat. in the Amazing Creatures Universe on CPN. 

When his planet was discovered by the Pan Planetia seven. The Leonites kept trying to ccommunicate with the ships, and not the animals. They rubbed up against them. ETC. 

By Billy Boren

Saturday, October 6, 2035 Introducing "Dr Scorpious - Half Dr, Half alchemist - All Scorpion" 

Saturday, October 6, 2035                                     Unassigned Homework
Healer doctor - fixes bodies (Scorpius) (Doctor Grumpy)  
If he were played by a Hollywood Actor it would be Lewis Black 
Six legs, three toes each, each toe is a stinger that can inject chemicals into the ground, plants, machinery and if necessary an animal's skin.  
Originally Scorpionites developped these chemicals for self defense. Chemicals that can numb animals, but each gland ejects a different chemical. 
Eighteen different injectors that are also influenced by diet. Scorpionites developed intelligent digestion. Literally their brains grew in their stomachs instead of their head and can intelligently digest and synthesize chemicals. 
Their tail has a thumper that also at birth is a sharp knife. It dulls over time. But grows harder. The thumpers drove away threats.  
Scorpionites are 5-8 inches long and they build planned gardens as their habitat. Their habitat is more alive than inert. In order to eat they sample and digest foods all day formulating fertilizers needed for their crops. They also used their crops to produce oil to power the heat in their environment. Each living pod completely reused or traded it's own waste for survival. This closed loop enabled their species to survive and evolve on the abandoned Gronigal World. 3.14159265359 

Friday, October 5, 2035 - What's the difference? 

Friday, October 5, 2035                                     Language Arts Class              Marilyn Stalter
Author: Billy Boren

Learning Target - To walk in another's shoes. To see with another's eyes. To hear with another's ears.

Freaky free write Friday -What's the difference? 
Try to rewrite something you've heard, read or written in a different language. 
Write your story from a different point of view. 
A different country, gender or animal. 
What if this had happened instead of that. 
What if it had happened in another country, state, city or planet? 
What if everything was the same but one thing was different? 
What if cats were man's best friends instead of dogs? 
Look at yourself from another's perspective? 

How do dogs think about people? 
Dogs have no color vision  
Dogs can hear high pitches 
Dogs can identify an animal from it's urine smell 
If they could turn their thoughts into words they would probably say 
"I like human food, even the stuff that they put on the floor" 
"I wish that I could learn to use a can opener. 
"We used to be wolves, but then we found out that you have couches." 
Source: meme I have seen on my Facebook newsfeed." 
They're a tall mammal with different kinds of legs that are up instead of in front. 
They smell unnatural, but pleasant because they are usually clean., except sometimes they make my nostrils burn. 
They are friendly more often than not, but not all are trustworthy, can be very scary and mean sometimes. 
Terrible source of protein 
Next I have to learn how to translate these ideas into a phrase that Scooby Doo would say. 

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