Instructor Comment: Excellent work Student Name!
Criteria
Score
Teacher, School, District, Interview Date Identified.
4.00
Addressed all ten questions required of all students.
4.00
Three questions are dicussed.
4.00
12.00
Student Name
EDSP 300-Instructor
Teacher Interview
3/2/04
Module 2- Assignment: Teacher Interview
1. Your name, date of interview, the teacher’s name, name of school,
address and phone number of school, grade level in which they are
currently teaching.
My name: Student Name
Date of Interview: February 17, 2012
Teacher’s name:
Name of School:
Address: Rathdrum, Idaho 83858
Phone Number of School:
Grade level in which they are currently teaching: 4th grade
2. Please describe your role as a general education teacher in referring
a student to special education.
“As a general education teacher, my role is to discuss with the special
education teacher concerns of the student’s words, actions, behavior, and
work progress to get intervention started. I inquire about advice to help the
student with transition into the program and their time of instruction in their
homeroom with the special education teacher.”
3. How do you keep parents informed about the possibility of referring
their child to special education?
“The best way to keep parents informed when referring their child to
special education is to meet with them; both preferably. I ask the parent’s
about concerns of differences, they may see in their child’s learning,
behavior, or development. I also inquire to see if the parents have ever
consulted a physician or what their thoughts are about doing so.”
4. Please describe interventions you have tried in your classroom
before referring a student to special education.
“The interventions that I would try before referring a student to special
education are research information and tools from the internet, ideas from
books, and suggestions from fellow teacher’s, or if possible the student’s
teacher from the previous year. Interventions I have done: move the
student’s desk, conduct a student interview, provide extra help, and try
different reward based systems.”
5. Would you please describe your role on the evaluation team?
“Since the child would be in resource mostly, my role would be to
implement the ideas and goals from the IEP or 504 plan to be in sync with
the rest of the child’s schedule.”
6. Once the student is eligible to receive special education services,
please describe how you prepare for an IEP meeting?
“I prepare the student’s grades, provide examples of their work, and
continue to check on the student’s goals during each quarter/grading
period; I then attend the meetings and present my findings.”
7. Would you describe your role in special education once the student
is on an IEP?
“My role in special education with a student on an IEP is to continue the
implementation of the goals, that are laid out in the IEP. I progress monitor
the student and communicate the information with the special education
teacher.”
8. How many students with special needs do you currently have in your
classroom and what types of disabilities do they have?
“I have a total of 26 students; 9 of those students have special needs.
Of those 9 students there is a range of disabilities: 1 has a 504 plan,
2 are serviced by Title1, 1LD with an IEP whom is in special educationresource, and 5 behavioral/ADHD that are not in special education.”
9. What modifications or accommodations are you currently providing
or have previously provided for students with special needs in your
classroom?
“Modifications or accommodations that I currently do or have used before
consist of putting student’s desks, those that come and go throughout the
day, in the front row or on the outside edges of the classroom. This way
they can walk around and not disrupt my teaching or other students
learning. Students with ADHD are also on the outside edges of the
classroom, these students are allowed to stand at their desk or
move to other areas around the classroom to work, such as: the back
table or the counter by the sink. I also set an extra desk next to students
that have trouble organizing themselves. I never tell them why the desk is
there, or that they may or may not use the desk top. I do tell them that
they are not to put their things inside of it. Often the unorganized students’
will spread out on their desk surface and the top of the empty desk.”
10. As a beginning teacher, what advice can you give me about special
education?
“My advice to a beginning teacher is to please be patient with classroom
teachers. We forget how busy special education teachers are and their
commitments. Also to have special education teachers inform general
education teacher’s how they can help in the classroom.”
11. Does having kids in special education in the classroom affect the
atmosphere of the students learning?
“Absolutely not, the inclusion of student in special education contribute a
lot and positively to the general education population. As the classroom
teacher I incorporate those students that are pulled in and out of our
classroom in discussions and learning.”
12. What action and modification, if any, do you make for a student if
they do not qualify for special education?
“If a child does not qualify for special education, I will do everything
possibly can to help the student be successful. I then try to get a 504 plan
or any other help for the student. I want the student to feel special and
accepted.”
13. What process do you go through when setting up your classroom at
the beginning of the year, in regards to seating arrangements?
“The seating arrangement for students in the general education classroom
is important. I have tried different things over the years, such as: assigning
seats, allowing students to choose their own seat, but anymore I assign by
(AB pattern) boy/girl.”
14. How much do you know about your students before meeting them
the first day of class?
“It all depends on the previous teacher. Usually, not much information is
passed on about students. Sometimes, I get a heads up of a special
education student being placed in my class or if I have had a sibling of one
in the past.”
15. How many years have you taught? How many years at John Brown
Elementary?
“I have been teaching for twenty years; eighteen of those years, here at
JBE.”
16. How many years have interventions been taking place to help assist
students and their families with transitioning to special education?
“There have been interventions for as long as I have taught.”
17. Do you feel that there is progressive movement in your school and
your district in assisting students with special needs whom may
qualify for special education?
“No. It takes a long time to get the student help and there is not enough
staff in special Education to give the help required or truly needed for the
advancement that is expected by the state or government.”
Expansion 1 The Process of Special Education
~Chapter 2 the Referral Process (p 51) and figure 2.1 (p 52-53)
Relative questions: 2, 3, 4, 5, 9, and 10
The pre-referral intervention is not used by this school. Fonda Stewart
begins with interventions within her classroom; if the interventions do not
work, she then proceeds to the following. Responsiveness to Intervention
(RTI) is the process used. The students name is submitted to the RTI
committee as a possible referral, and then at least 8 weeks of data
(assessments and observations) is collected and reviewed by the RTI
team to see if the student is successful without intervention, or if
intervention is needed. If intervention is needed; the RTI team continues
with the follow up of a diagnosis from a physician and an IEP team is
formed. The team creates an IEP to set realistic goals, as well as
determining the Least Restrictive Environment (LRE) for the individual.
From here the child enters special education for the academic areas
required and progress monitoring is continued. The individual’s IEP is
reviewed periodically, revisions can be made to show progress or the lack
of expected progress to meet a goal, and every 3 years a MFE must be
done to determine whether or not the student still requires special
education. The team may decide that the disability is no longer present or
that the child’s education is no longer affected by the disability.
Because of my job as a paraprofessional at John Brown Elementary, I am
able to sit in on the RTI meetings. I have experienced the entire referral
process, as well as students whom have “graduated” from special
education and are on level in the academic area(s).
Expansion 2 Individualized Education Program (IEP)
~Chapter 2 IEP Team, IEP Components (p 63-64), IEP Functions and
Formats, Figure 2.2 (p 65-69), IEP Problems and Potential Solutions (p
69-71)
Relative questions: 6, 7, 9, and 10
The IEP is created by a team (p 63) of the following individuals: child’s
parents, 1 regular education teacher, 1 special education teacher, a
represent of the local education agency (at JBE, the principal), an
individual who can interpret the instructional implications of evaluation
results (at JBE, the director of special education), other individual with
knowledge or expertise regarding the child by the discretion of the parent
or agency, whenever appropriate, the child (at JBE we usually only include
the student if they are in 6th grade and want to learn more, have a say, or
show concerns about their learning). The IEP at the elementary/ middle
school level includes 7 components as stated on p 63 & 64. As a general
education teacher at JBE, Fonda Stewart shared how she asks the special
education teacher to guide her with ways to meet the goals and best
include a student with an IEP. It is my experience at JBE that both general
and special education teachers collaborate, so they may do what is best in
either environment for the student with a disability. IEP’s can look different
from one district to another. The example IEP form in Figure 2.2 on p 65 &
66 is different from the IEP we use at JBE. When a child transfers from
another district, I get to see what type of IEP form they use, which is
usually different from ours. I included Figure 2.4 on p 70, as it is insightful.
Our text gives us many tools and is in accordance to what I work with and
have learned in the job. There are differences in IEP’s across districts,
some exceed compliance with the law, and others comply, but are
evasive.
Expansion 3 Least Restrictive Environment (LRE)
~Chapter 2 LRE (p 73-74), A Continuum of Alternative Placements (p 7475), Figure 2.5 (p 75), Determining LRE (p 75-76)
Relative questions: 10 & 11
LRE is defined on p 73 in the text. LRE is different for everyone, as it is
based upon the individual. A continuum of alternative placements is
defined on p 74 and figure 2.5 on p 75 gives a clear example of the least
and most restrictive learning areas for students. Not only does it give the
area of schools, home, or hospital, but it also gives clear definition of what
each are to understand where an individual belongs. Determining LRE for
a student takes data, time, and special consideration. We have served
students in all but one category, Homebound or hospital. I have worked at
JBE for 8 years; the last two years our school has serviced a student that
was in a separate school and one that required a residential school. These
environments were the least restrictive during the time of the behaviors
each of the students had. Both of the students were integrated back into
the school, eventually into groups, then into their general education
classroom for entry tasks, specialists, field trips, and special activities. It
has been a great experience for me, which is how I know that I want to be
a special education teacher.