Before meeting with Ingrid’s grandmother I would make sure
to inform myself of Ingrid’s past performance on previous standardized
tests. Because she is 12 (maybe 5th
grade), we can assume she would have standardized score results since the 3rd
grade. (Perhaps she is new to the system
– in which case I would use her performance in my class and/or other classes to
better understand and interpret her performance on the test.) I would want to
look at these scores as well as her projections for the test I was meeting with
her grandmother about. I would do this
for several reasons – first to see if there is a pattern of underperformed in
one area, or if this year she was unexpectedly low or high in a given
area. I would not take this year’s
scores as the end-all be-all to describe, understand and make learning plans
and outcomes for Ingrid. After having
reviewed this data, I would then make recommendations to Ingrid’s grandmother.
While meeting with Ingrid’s grandmother I would discuss what
the actual scores say as well as what the percentiles are saying. I would also work to distinguish for her
grandmother the difference between “math concepts” and “math computation”. Based on just the scores provided I would
suggest that a math computation be a priority as math computation will directly
effect and escalate a math concepts score.
We can likely safely assume that better math computation scores, would
yield higher math concept scores. Also,
we would want to work at keeping Ingrid’s reading comprehension score high and
above average.
If I were to give Ingrid’s grandmother advice (although,
again, I would not do so without using complete data from previous scores
and/or information from other classes.)
1.
Math computation – addition, subtraction,
multiplication and division – including work with fractions and decimals.
2.
Spelling – I would provide Ingrid’s grandmother
for strategies that will help Ingrid learn spelling. This could include sounding-out words,
flashcards, or maybe some type of motor activity tied to spelling words, such
as Ingrid physically arranging words with letter cards, rather than just
writing the words out.
3.
Reading comprehension – I would encourage
Ingrid’s grandmother to have Ingrid to continue using and deepening the
strategies that make her successful in reading comprehension. Also, I may investigate a little about
how/why Ingrid does so well in reading comprehension and then try to come up
with a strategy for improved math computation with Ingrid and her grandmother
which mirrors her strategies in reading comprehension – basically trying to
leverage off of what works to improve her skills and success in another area.
I find a very interesting and useful your motor idea to improve Ingrid's spelling skill. I did not though in such thing but actually it can be fun at the same time that engaging for a student her age. I remains me Scrabble game or some table game which the goal is to construct words using letters.
ReplyDeleteAnother think that I found interesting was to use her reading comprehension strategies in other subjects, so she can improve in other areas. I actually have never think on doing such thing in my class, so GREAT NEW IDEA to me!
Very smart, thinking to look up her past scores to review before jumping to any conclusions. Any number of things could have added together to create a lower score in certain subjects. I also like the idea of physically arranging her spelling words with cards. Using her methods for such high scores in reading comprehension would work for math- I think that Ingrid very much enjoys reading, so something would need to be done to help her enjoy Math in the same way- maybe using more word problems to work on division and decimals would help her visualize and solve the equations in the same way she visualizes her readings and answers questions about them.
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