Teacher+Interviews

=Teacher Interviews=


 * Students A and B have the same general education teacher, we discussed the following:**

__Parent-teacher conferences__ Student A: Students A's gen.ed. teacher told me that her father came to conferences. When discussing the progress of student A he was very defensive. The teacher told him that attendance was very important and that she was concerned because his daughter had already missed 9 days of school (one month into the semester.) His response was that there was a funeral which they needed to attend out of state (which accounts for only a few days of the student's absences.) The teacher also showed the father student A's DIBELS and MAPS scores and explained that, though she was progressing, she was still below the level of her peers. He responded that he was never good at school either. She went on to explain that reading at home, aloud, was very important and that if they needed, student A could bring home books, which were at here level. The father become very defensive and insisted that they have books at home. The teacher explained that that is good, but it is very important they are at her level, the father repeated that they have books are home.

Student B: Student B's mother came to conferences. The gen.ed teacher explained his DIBELS and MAPS scores to her and that he was not progressing through the past year, yet his oral skills are very good. She suggested more practice at home, reading aloud and writing, and the mother agreed that he needed to do more work at home. At this point student B chimed into that conversation that he 'tries to do it but she is always rushing him.' At this point the mother became embarrassed and responded, 'well sometimes.' The teacher repeated that it will help him to practice his reading and writing at home.

__About the students:__ Student A: Student A has been on an RtI since third grade. In second grade they tested her hearing and found out that she is 80% deaf in one ear, yet this is not significant enough a loss to receive any special services. Rather, the teacher was given information on how to help her in class (such as seat her close to the front, with her left ear tot he front.) She has hearing aid, but (from my observation) seems to have it off most of the time because 'it rings.' Many interventions have been done for this student but she remains below benchmark in all areas. She has been test by a school psychologist as well as a special ed teacher, however does not qualify for any special services. Her family is Navajo and speak Navajo at home. The gen.ed. teacher has met both parents and they both speak English. Still language may be the issue, either because she doesn't practice English at home or because it is blocking her from receiving any special services at the school (because ELL students can not receive special services until language is ruled out completely.)

Student B: Student B has been at the school at least since second grade and has been on an RtI since then. The gen.ed. teacher says all of the staff at the school are baffled about what to do with this student because his comprehension and oral skills are very advanced (as I too have observed, this student often asks higher level questions than his peers,) yet his reading level is very low and he can barely write. The gen.ed. teacher says its part laziness (such as when he is copying and still spells words wrong,) and lack of retention. They are questioning why he isn't retaining sight words or spelling. He has had many interventions since being on the RtI, such as small groups and one on one work, still no progress is made. The gen.ed. teacher has met his mom and said that she spoke very good English, although she does not know about dad. Again the fact that this student is an ELL is perceived to be at least part of the problem.

__General about the school and students on the RtI__
 * There are so many students who are intensive it is very difficult to get help for them
 * Some of cause for students' low performance language (ELL)
 * Some of the cause for students' low performance is lack of support at home
 * RtI meetings occur a few times throughout the year, depending on the student and situation. The gen.ed. teacher has yet to see the RtI of students A and B, but expects to have a meeting about them, before Decemeber.

__Support students are receiving__
 * ELD classes four times a week
 * Pull out for 45 minutes (during reading centers) four times a week
 * Gen.ed teacher uses flexible grouping in class
 * Gen.ed teacher differentiates instruction by: - providing a variety of materials for lessons -gives written and oral instructions - allows students to work to their capacity (does not require/ expect all students to finish all work) - provides one-on-one assistance when possible.

The teacher is new to the school and has been added to the third and fourth grade team because the classes are overcrowded, but there are no more classrooms. Therefore this teacher works with intensive students during small group reading periods and ELD classes. She has to move from room to room and where the classes meet changes every two weeks. This is very confusing for the students (who sometimes miss ELD because they forgot where to go, or becasue no one came to get them,) and distracting (because new classrooms always offer so many new things to see!) This teacher sees students A and B twice a day, during small group reading and ELD. Although it's called small group reading, there are actually about 16 kids in the class; who, despite all being 'intensive,' are at varying levels of learning and need help in different areas. For ELD she has been given a specific ELD curriculum by the district to follow. So far the classes have concentrated heavily on speaking and so students A and B are not receiving any support for reading and writing.
 * Students A and B have the same ELD teacher, we discussed the following:**