Laura Soto

October 21, 2014

SERP 301C- Benchmark Part II
*PLEASE NOTE THAT I HAVENT USED REAL NAMES IN ORDER TO PROTECT THE
IDENTITY OF THE TWO DIFFERENT SCHOOL PERSONNELS I INTERVIEWED. I DID
BOTH INTERVIEWS SEPARATELY ON OCTOBER 20TH. IT MUST ALSO BE NOTED
THAT THE ANSWERS HAVE BEEN SUMMARIZED AND ARENT COMPLETELY
VERBATUM.
[REMINDER] Description of Child:
Ivy has been identified and placed into a first grade English Language Development class
due to the following assessments that are further described below: Home Language Survey and
AZELA. She is a six year old female. Ive observed during our open house meeting that she has
one little sister and a mom. No further knowledge is known about her family information at this
time.
Interview with Personnel 1:
Physical Presence
1. Is the student attentive and not disruptive?

No, she isnt very attentive in class. Disruptive behavior that I have noticed
include: laughing inappropriately, looking at other children during lessons, fixated
on being first in line, gets upset immediately when shes not called on fast enough
and has to have particular people sitting next to her.

2. Is the student actively participating in activities rather than merely observing?

She participates when there is a one-to-one teacher and student focus. If more
than one child joins the group then she starts to observe more than she
participates. When they join she starts to mirror their actions.

Learning Objective
1. Have the special educator and classroom teacher established learning objectives together?

Laura Soto
October 21, 2014
SERP 301C- Benchmark Part II

No, the special educator established her own objectives. However, we have an
IEP meeting where I am able to put in my input.

2. Do the educators communicate about how the student performed in class each day?

Not every day, but there are times we talk about it.

Technology
1. Do you use software with this student?

No I do not.

2. Have you been trained in the software?

Not Applicable.

Social and Communication

1. Do peers understand how this student best communicates?

They treat her as they would treat anyone else. Maybe they show her more and
model more for her. For example, how to use the manipulatives during math.

2. Does the student ask and answer questions?

She doesnt ask questions. Its very rare that she volunteers something. She
mostly speaks up when she telling me what someone did.

Administration
1. Do the schools administrators actively participate in solving problems and eliminating
barriers to inclusion

Yes, but there are a lot of students to focus on and support, not just one.

2. Do the schools administrators facilitate communication and collaboration between

special education staff and regular education staff?

Laura Soto
October 21, 2014
SERP 301C- Benchmark Part II

We set up time on our own. Im sure if we needed support, like getting someone
to watch our class, we could get it.

Interview with Personnel 2:

Physical Presence
1. Is the student attentive and not disruptive?

Ivy is fairly attentive when she comes in here compared to in the classroom. This
is because my lessons are more simplified, she knows the activity, the questions
arent as open-ended as they are in the classroom, I redirect her and give her the
one-on-one when its needed. Sometimes classroom teachers dont have the time
or ability to do this with so many students. However, there is the occasional time
when I ask her a question and her only answer is hmm?

2. Is the student actively participating in activities rather than merely observing?

It depends. If she is familiar with the content than shell answer readily, but if she
isnt familiar with the content than shes more of a listener. Thats not to say that
being a listener is a bad thing.

Learning Objective
1. Have the special educator and classroom teacher established learning objectives together?

Ivys IEP objectives were written last year in kindergarten. Her kindergarten
teacher put her input in but mostly the objectives were derived from the testing of
her skills. Shell need to be re-evaluated next year at the latest.

2. Do the educators communicate about how the student performed in class each day?

We dont talk touch base every day. On average, we touch base every 2 to 3
weeks informally (not in writing). There are the formal, written quarterly updates

Laura Soto
October 21, 2014
SERP 301C- Benchmark Part II
every nine weeks. If a teacher were to ask though, I can access the information
quickly and readily.
Technology
1. Do you use software with your students?

I use Apps on my IPad with my students. They dont use it independently, if I do

use it, then I am facilitating the lesson usually revolving around topics such as
following direction and putting things in categories.

2. Have you been trained in the software?

I am not trained. I buy and explore the Apps on my own.

Social and Communication

1. Do peers understand how this student best communicates?

Its iffy. I, myself, can be challenged sometimes to understand her. [She asked me
what I thought on this topic. I responded that I agreed, especially, because once
Ivy has spoken she doesnt repeat herself.] I was surprised a year ago when Ivy
got frustrated and put her head down on the table. She didnt participate for the
rest of the activity. I havent seen her do it since but it still surprised me. I have
still seen her get frustrated though, especially when she cant say something like
Ive modeled for her.

2. Does the student ask and answer questions?

Ivy has difficulty asking grammatically correct questions and they arent very
complex. She does ask functional questions but not questions to further her
understanding in something. However, Ive always said, how can you ask a
question that you dont know you need to ask.

Laura Soto
October 21, 2014
SERP 301C- Benchmark Part II
Administration
1. Do the schools administrators actively participate in solving problems and eliminating
barriers to inclusion

Yes, its his focus this year.

2. Do the schools administrators facilitate communication and collaboration between

special education staff and regular education staff?

They dont. There is no set time set aside for us like there is for the grade level
PLCs.