Step 2: Interview Protocol

As part of a comprehensive approach to understanding each student's unique context, educators may conduct interviews to gather valuable insights. These interviews provide an opportunity to delve deeper into the student's background, experiences, and individual needs. Below, we offer a description of the interview process, a sample set of interview questions designed to facilitate an exploration of the student's background, as well as sample interview tools from various districts and states. 

Staff conducting SLIFE interviews should receive training on interview techniques and culturally and linguistically responsive approaches to ensure a comfortable and effective interview process. Whenever possible, bilingual and bicultural staff members should administer these interviews, as they can provide valuable linguistic and cultural insights. 

When welcoming a student who may qualify for SLIFE status, the primary goal is to develop a holistic understanding of the child. This involves delving into various aspects of their life: who the student is, the nature of their interrupted schooling, past experiences that could impact their school performance, and the skills and knowledge they bring. By gathering this multifaceted information, educators can lay a strong foundation for the student's adjustment and tailor support systems to their specific strengths and needs. 

It's important to remember that students and caregivers may initially be hesitant to share certain information. Interviewers should approach the process with respect and patience, understanding that as trust builds over time, students may feel more comfortable sharing additional details. 

This initial interview is not just a data collection exercise but the beginning of an ongoing dialogue and relationship-building process, setting the stage for the student's educational journey in their new school environment. 

Below you will find a large set of interview questions available for districts to draw from and customize as needed. Districts are encouraged to adapt the questions to yield the best information to support students in specific contexts—for example, by considering the student’s age, level of comfort, or other circumstances. Given each student’s situation (e.g., age, ability), consider whether a caregiver should be present in the interview, or serve as the main responder to the questions. 

Additional suggestions for the interview:

• Districts may choose to use this type of interview with all newcomers as a way to plan introductions of students to school and to help better meet their educational needs.  

• Share information from the interview with teachers, as deemed appropriate under the specific circumstance, to help them get to know the student, all the while balancing the goal of familiarizing educators with the student's background and the imperative to respect privacy. Implement a system for communicating essential details that prevents students or caregivers from having to repeatedly recount their experiences, especially potentially sensitive or traumatic ones. This approach helps create a supportive educational environment while protecting the student's and family's right to privacy and emotional well-being. During interviews with students and families/caregivers, sensitive information may be disclosed which school employees, as mandated reporters, may be legally obligated to report. For more information about mandatory reporting, please see: Mandated Reporting - Student and Family Support (SFS). 

School districts may consider different ways to prepare for SLIFE interviews, if they choose to utilize them as part of their local practices. For example, school districts may:  

• Consider training staff on topics such as:

  • • Understanding the purpose of the district’s chosen approach to the SLIFE interview.

    • Familiarization with the components of the interview.

    • How to conduct the interview in a consistent and welcoming manner.

    • Practice sessions where staff members can role-play conducting interview with simulated students.

    • Storing, managing, and sharing (as appropriate) the information collected.

    • Setting up the interview space(s) in a way that makes students and families/caregivers feel welcome. 

    • Creating a supportive and welcoming environment during the interview to help students and their families/caregivers feel comfortable.

    • Using culturally and linguistically responsive, trauma-informed, asset-based approaches.

    • Increasing knowledge about academic, extra-curricular, and community support that can be offered to students and caregivers/families as related topics come up in the interview.

• Acquire necessary materials: Gather all necessary materials for conducting the interview.

• Create an administration plan: Develop a clear plan for conducting the interview, including scheduling, logistics, and procedures for accommodating students with as needed.

• Evaluate and adjust: After conducting the interview, evaluate the process to identify any areas for improvement and make adjustments as needed for future interviews.

MA DESE Tools

• SLIFE Interview - Sample List of Interview Questions

  • Source: MA DESE, 2024 Massachusetts Guidance for SLIFE Identification, Services, and Support

  • Description: This provides an extensive list of potential interview questions that districts could choose to adopt, adapt, or modify. In prioritizing the number and type of questions to use, it is important to consider the age of the student(s) and whether they will be responding on their own or with a parent or guardian's support. 

• Student Inventory: Interests, Skills, Goals 

  • Source: MA DESE, 2024 Massachusetts Guidance for SLIFE Identification, Services, and Support

  • Description: This form provides a different example of how district/school staff could learn about a new student's interests, skills, and goals as part of the SLIFE interview process.  

Other Tools & Resources

• Interview questionnaire for Parents/Guardian

  • Source: New Bedford Public Schools (MA)

  • Description: Interview questionnaire developed by the district. 

• Sample Parent/Guardian Interview Questions

  • Source: Minnesota Department of Education English Learner Education SLIFE Page

  • Description: Sample questions for parent interview reproduced with permission from "Meeting the Needs of Students with Limited or Interrupted Schooling" by DeCapua, Smathers & Tang. Copyright University of Michigan 2009.  

• Sample Student Interview Questions

  • Source: Minnesota Department of Education English Learner Education SLIFE Page

  • Description: Sample questions for parent interview reproduced with permission from "Meeting the Needs of Students with Limited or Interrupted Schooling" by DeCapua, Smathers & Tang. Copyright University of Michigan 2009.  

• SIFE Oral Interview Questionnaire and related Instructions and Guidance for SIFE Oral Interview Questionnaire

  • Source: New York State Department of Education

  • Description: Oral interview questionnaire used in New York state for the purpose of identifying potential SIFE/SLIFE. The included link provides instructions and guidance for administering the questionnaire. 

• Student Intake Survey

  • Source: Fremont High School Newcomer Educational Support & Transition Program (Oakland USD)

  • Description: Student interview / intake form in English, Spanish and Arabic

• Newcomer Student Intake Form

  • Source: Oakland USD (California) Newcomer Toolkit

  • Description: Formed used for enrolling students to gather an educational history when interviewing the student. 

• Intake Questionnaires in multiple languages

  • Source: MALP (malpeducation.com)

  • Description: A interview for students about prior educational experiences in a variety of languages. 

Vignette: Ms. Barbosa’s considerations for conducting the SLIFE interview

In the warmly lit room of the Family Intake Center of a medium-sized Massachusetts district, the interviewer, Ms. Barbosa, prepares for her meeting with a new student, Antônio, and his family. Drawing from her experience as a former ESL teacher, Ms. Barbosa, in her current dual role as coach and bilingual family liaison, is keenly aware of the importance of making a good first impression, especially during what could be a lengthy and intimidating registration process. She arranges the chairs in a semi-circle, a more inviting setup than the usual opposite ends of a table. The space is welcoming and comfortable. 

Ms. Barbosa reviews the notes she has on Antônio, a young boy from Brazil with a bright, slightly nervous smile that likely obscures some of the challenges he may have faced in the journey that has brought him to this school. She reminds herself to speak slowly, to choose words that are clear and simple, and to listen—really listen—to what Antônio and his family have to say. She plans to speak in Portuguese, their shared language. 

As she waits for them to arrive, Ms. Barbosa thinks about the balance she must strike. She needs to gather enough information to understand Antônio’s educational needs without overwhelming him or his family. She wants to know about his previous schooling, interests, learning preferences, and educational dreams, but she also wants to learn about the person he is outside of the classroom. She considers how to phrase her questions to be open ended and encouraging, allowing Antônio to share his story at his own pace. 

Ms. Barbosa decides to add images to interview questions. She has found that pictures can make abstract ideas more concrete. She also plans to introduce a bit of playfulness into the interview. She will weave in cultural references, like recent popular cartoons in Brazil or beloved typical foods like pão-de-queijo, and may ask specific questions about Antônio’ hometown. If Antônio likes soccer, she may ask him about his favorite players. Perhaps Ms. Barbosa will introduce Antônio to a picture of the school mascot to continue to create a friendly atmosphere. 

As Antônio and his family enter, Ms. Barbosa greets them with a warm smile. She begins with light topics, such as their first impressions of the town. She watches Antônio as he speaks, noting his body language and the ease with which he communicates. Ms. Barbosa is mindful of not just his words, but also the way they are spoken and the silences in between. 

Throughout the interview, Ms. Barbosa remains patient and empathetic, knowing that this is just the first step in Antônio’s educational journey in a new Massachusetts school. She is determined to make it a positive experience—one that will set the tone for his future learning and growth. Ms. Barbosa is aware that the information she gathers today will be crucial in helping Antônio receive the support he needs to thrive, not just academically, but socially and emotionally as well.