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Esther Quezada

Professor Sherry Mulholland

SERP 301C

10 October 2017

Benchmark Part II

Interview #1 with Classroom Teacher

Physical Presence

Question: Is the student actively participating in the classroom activities rather than merely

observing?

Answer: It depends on the activity, if the activity is too challenging he will just observe or the

activities will be modified. We try to get him to do the all of the work as independently as

possible.

Question: Is the student attentive and not disruptive?

Answer: He is not disruptive. At times he does blurt out, but I would not consider it disruptive;

he is very aware of the rules of the classroom.

Learning Objectives

Question: Have the special educator and the classroom teacher established learning objectives

together?

Answer: Yes, we just had an IEP meeting with his new goals for first grade. They focus on him

being more independent in writing and we will be introducing a device to him, since his fine

motor skills are not yet developed.

Question: Are the learning objectives connected to the IEP?

Answer: Yes, the learning objectives are connected to the IEP.

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Technology

Question: Where needed, does the student have the skills necessary to use technology in

classroom activities?

Answer: Yes, he is very technology savvy. He will be receiving a new device so that he works

on writing more and he will be getting lessons on how to operate it.

Question: Do the student’s peers understand how the student communicates?

Answer: Yes, his peers understand how he communicates and they also understand that some

students may act differently and that is okay. They are exposed and learn at a young age to be

tolerant and accepting; this might have to do with the fact that we have a large inclusion program

at our school.

Social and Communication

Question: Does the student have opportunities to greet and communicate with his or her peers?

Answer: He has opportunities to do this in the classroom and social groups as well. Every day in

the morning he goes to the PI room and works on social and emotional skills. On Friday, he is

allowed to choose one friend from the classroom to join them. This opportunity allows for him to

interact with adults as well because of opportunities such as when he has to ask me to go to the

PI room or anytime he has to leave the classroom.

Question: Do the educators speak directly to the student?

Answer: Yes, we always make sure the he is the one that is spoken to.

Administrative
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Question: Do the school’s administrators actively participate in solving problems and

eliminating barriers to inclusion?

Answer: Yes, Tina and Gina (the principal and vice principal) are advocates for inclusion and

they work with students who have physical and special needs.

Question: Do the school’s administrators facilitate communication and collaboration between

special education staff and regular education staff?

Answer: Yes, it is highly encouraged for SPED teachers to see kids in the classroom setting.

There is a high population of SPED kids and this can at times be difficult. Also, there is great

communication between the SPED and classroom teachers.

Interview #2 with Health Aide

Physical Presence

Question: Does the student arrive to class on time?

Answer: He always arrives to school with his mom who is a teacher there, from there he goes to

the playground. Then at 7:20 he gets picked up from the playground by the classroom teacher

and they walk to the classroom together, so he is always to class in time along with his other

peers.

Question: Does the student leave the classroom at the end of the period and not before?

Answer: He gets pulled out a couple of times a day for social group and math group. We work

with him in several subject areas. He gets pulled out around two times a day, some days it’s more

and some days it’s less. So, you could say that he leaves the classroom before the end of the
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period; however, at the end of the day he leaves with all of the kids.

Learning Objectives

Question: Is the student’s involvement in learning activities monitored and facilitated

throughout the class period?

Answer: I’m always with him to aide him in anything that he might need, we have recently

decided that I should take a step back and let him be more independent, so we’ve been trying that

for the last week and I’ve taken more of a role of the observer.

Question: Are modifications (changes what a student is expected to know) provided for this

student as needed?

Answer: Yes, there are modifications in almost all areas for him, and we provide those for him

when we see that it’s necessary.

Technology

Question: Do the student’s peers understand how the student communicates?

Answer: Yes, they are all pretty aware of how he communicates and how to communicate with

his as well. This is a very inclusive school so they are used to being around people who are

different than them.

Question: Where needed, does the student have the skills necessary to use technology in

classroom activities?

Answer: He will soon be introduced to a new device that will aid him in writing. He will get

some lessons in this and I will be learning how to use this device as well, so we both know how
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to use it.

Social and Communication

Question: Does the student have opportunities to greet and communicate with his or her peers?

Answer: Yes, he’s in the classroom with his peers and he can interact with them, he also has

opportunities during his recess time to interact with them as well.

Question: Does the student ask and answer questions?

Answer: That is something that we are working on. We want him to start participating more in

classroom discussion and get more involved. He asks many questions, but sometimes not at the

appropriate time, so we’re working on his timing as well.

Administrative

Question: Does the administration encourage the special education teacher to regularly observe

students in the inclusive classroom setting?

Answer: Yes, this is encouraged and it is done when the special education teacher has time; we

have a high population of SPED kids at our school, so it can get a little difficult.

Question: Do the school’s administrators actively participate in solving problems and

eliminating barriers to inclusion?

Answer: Yes, the administrators are advocates for our kids.