Dara Marquez

Introduction to Special Education 203

Cooperating Teacher Interview

Question 1:

Mrs. Ventic responded, “The way I got into teaching was by tutoring my own

daughter who was having difficulties and then I ended up subbing and now I teach full

time. I enjoy the schedule and having summers off.:

Question 2:

Mrs. Ventic responded, “The main challenge is never having time. Especially in

Special Education. The paperwork and IEPs, setting up meeting and documentations

are all challenges as well. I also have to write up Behavior Improvement Plans and

write reports.”

Question 3:

Mrs. Ventic responded, “The best part is that it is exciting to see growth in the

kids. When they go from knowing 9 sight words to 200.”

Question 4:

Mrs. Ventic responded, “For other assessments besides the standardized testing

I use SLD – core phonics, common core numeracy, and a screener for writing rubric.

Also, AIMS WEB – for reading/math. That is times and is testing fluency. General

Education uses that as well. I use those assessments three times a year and that helps
me to determine the way I group the students. I also use the benchmarks in each

student’s IEPs for assessment and data for the IEP goals.

Question 5:

Mrs. Ventic responded, “For reporting progress to parents we meet 4xs a year to

report on IEP goals. Report Cards go out twice a year and Annually there is a 25-page

report for the IEP (unless there is a revision needed). I report to the parents daily on the

student’s behavior through the calendar on their homework folder and using the “clip”

program.”

Question 6:

Mrs. Ventic responded, “The interactions between myself and parents will

depend on the parent. There are a lot of variables. There are IEP meeting and teacher

– parent conferences (those are in October). I send notes home if I need to because of

a student’s behavior and again using the daily behavioral calendar is a way to

communicate with them as well.”

Question 7:

Mrs. Ventic responded, “The type of discussion I have with parents depends a lot

on the child. If I have to talk to the parent about behavioral problems or has the student

been having good/better behavior? Another reason for having a discussion with the

parent is any concerns with an IEP goal.”

Question 8:
 Mrs. Ventic responded, “When it comes to grading I come from a General

Education Kindergarten background and this is how I structure my grading: Weekly

Spelling and I usually grade that during my prep or lunch time. Weekly comprehension

with pictures. Weekly sight word test. Bi-weekly math test that I grade after school.

Every Friday I am with each student individually assessing them and reviewing the

results with their IEP goals. One week I use paper for testing (handouts) the next

Friday I use AIMS on the computer with students so they can see a graph of their

progress so they feel included. I grade about once a week or every other week at home

as well. Mostly I do the IEP and AIMS in class with the student on the computer.”

Question 9:

Mrs. Ventic responded, “For me creating my lesson plans is simple. I do it all on

the computer and have templates. For example: “Letter of the week” (for writing) and

then I just change specific things as I need to. So the Letter of the week might change

from “Gg” to “Hh”. For Math I use “units” and follow the steps that come with the unit

that is already completed. The administration is flexible and I really focus on

paperwork.”

Question 10:

Mrs. Ventic responded, “For maximizing instructional time I have the class in

small groups and can give instruction that way. Every student has different needs and I

can make sure they are getting what they need that way.”

Question 11:
 Mrs. Ventic responded, “The positive reinforcement program I use is the “clip-up”

program. That is done in-class and is also sent home on their daily behavioral calendar

on their homework folder. If they did well it shows and if they did poorly that also

shows. Another thing I use is a star chart and once they receive 10 stars they get to go

in the treasure box for a prize.”

Question 12:

Mrs. Ventic responded, “Specialist teachers need to be aware of the student’s

behavior plan and the assistant (Mrs. Ventic’s assistant teacher is Mrs. Ester) are with

the students monitoring them during all of the Specials.”

Question 13:

Mrs. Ventic responded, “I am evaluated once a month. There are meeting at the

beginning of the evaluation to set personal goals. The NEPF rubric is used for

assessment and then there is a meeting to see if the goals are being met.”

Question 14:

Mrs. Ventic responded, “I have not experienced that luckily.” When I asked what

consequences are there if your evaluation is not favorable. “You would be put into a

probation period.” Then instead of personally setting your goals the administration

would set goals for you.”

Question 15:

Mrs. Ventic responded, “There are many different ways that I receive support.

Financially, I have access to a school credit card with a $1,000 yearly budget for
instructional material. As far support with my instruction I have an assistant teacher.

And professionally they encourage us to participate in professional development

programs. I am paid hourly if I do go to the professional development program.”