Educ 516 Interview and Observation of E.C. Specialist

Interview conducted on 10/14/09 (Observation time from 9:30-9:55a.m.)

The interview I conducted with Mrs. Grau, an EC Specialist at Frank Porter Graham Elementary School truly gave me great insight into the processes and requirements for E.C. students, parents, and school faculty.  These were her answers for the following questions:

1)      How, when and where do referrals begin? Who can refer? What is the process for eligibility services at FPG?

• Parents of teachers can refer students for E.C. services.  The Student Support Team meets to identify problems/weaknesses and to implement strategies to correct them.  If parents approve, the SST conducts an evaluation tells that of eligibility for evaluation by the school psychologist and E.C. specialist.  Based on an evaluation by the school psychologist and E.C. coordinator (Comprehensive Inventory and Basic Skills or Brigance Diagnostic Test)
• An I.E.P meeting is then set up to determine the specific goals and plans for the student’s academics

2)       What services are offered for students with special needs at FPG?

• Students with IEP’s do not necessarily have pull-out services; they are only pulled out when their IEP’s indicate that they require academic or behavioral support (consult).  Services offered include Speech and Language, Occupational
  Therapy, ESL, The Resource Room, and AIG, if specified.

3)      What happens when students come to FPG with an IEP or 504 plan from another school or state?

• When this occurs, the same IEP is implemented as before, with no further SST meeting.  Re-evaluation is every 3 years, so if it is time for an evaluation, then it is given.

4)       How often and for how long are students required to meet with E.C. specialists each week?

• The time requirements are based on the IEP.  Some IEP’s are very specific about meeting times and places.  The average is at least two times per week for thirty minutes each time.

5)       How many students are typically in the Resource Room and how does it look?

• The amount of students in the Resource Room varies.  Sometimes students are there individually, other times they are with other students.  All students do individual work because of their varying ability levels; grade levels vary.

6)       Do your activities directly correlate with classroom activities; are they just modifications of teacher lessons?

• Lessons are completely different than regular classroom lessons.  They are based on grade level goals and objectives with modifications and support to increase student grades.

7)       What is your evaluation process for student progress?

• Students are given goals and worksheets.  If they successfully complete four out of five worksheets correctly, then they move to the next one.  IEP meetings can be called by teachers and parents at any time to make new goals.

8)       Are there any modifications you have implemented in classrooms to mimic the work in your classroom?

• Books-on-tape are used in conjunction with classroom activities to make modifications.

Classroom Environment

Mrs. Grau’s classroom has plenty of labels.  A word wall is a very identifiable resource.  Problem solving strategies are located in almost every corner of the room.  There are a lot of affirmations and awards located on the walls to boost the student’s confidence.  Explicit directions are located on the walls and electronic equipment around the room.  The class looks much like a regular education classroom, but with less chairs.  There is one activity table with audio and headphones, one conference table, one work table, two computer desks, and a bookshelf with a description of the alphabet.

Classroom Interactions

I visited during a time that one of the student’s in my classroom placement was receiving pull-out services. During the observation, he took a self-timed math drill on addition, adding one’s to increase math fluency.  These drills were enacted because during his IEP meeting there were concerns with his math fluency.  He is responsible for completing a chart to monitor his progress and he has a goal of completing the drills.  Mrs. Grau’s interactions with her students are really student-lead.  She prompts them to realize what they must do to complete their work, and she allows them to set their own goals through plenty of scaffolding and asking students to repeat their statements for her understanding.