INTERVIEW QUESTIONS
- What subject is point of struggle for the student?
- What subject does the student show growth in? Or interest?
- What is the student’s reading level?
- What P.R.I.D.E. time (RtI) group does the student belong to?
- What other interventions are in place?
- Is the student receiving (have received) any accommodations (to complete tasks)?
- How does the student behave? (During class, lunch, TPE, specials)
- Are the parents involved?
- Does the student work well with others/peers?
During the interview I learned a lot of information related to my focus student. My CTs are attempting to get the student screened and eventually staffed because she struggles throughout almost every task. I was informed that the student goes to a “special” intensive reading P.R.I.D.E. time, containing only four students. This group is here tier two intervention within the Response to Intervention (RtI) model. The students tier three intervention is the activity fluency phrases. During this time the student reads as many phrases (such as “went over there”) in one minute as she can. The data from this activity in documented in a folder. This student is not yet receiving any accommodations. However, the student moved from out of state, causing a set back in the screening/staffing process. The parents do not exhibit any interest in the student’s academic endeavors; during the parent-teacher conference the parents brushed off the teachers concerns, stating “it was nothing new.”
After the interview it is evident that I need to obtain additional data (such as test scores, observations, etc.) specifically related to her RtI interventions. There are many actions that I could take in order to better assist my focus student in further developing her reading skills. I plan to either add fluency phrases or change them (depending on my CTs opinion). After reading the three practitioner articles, I plan to have the student read jokes, rather than dull phrases, and see if this increases her fluency on any level.